2023-10-24 - School Board Work Session

0:00 We’ll be right back.

52:58 We’re right back.

53:28 We’ll be right back.

1:06:27 The issue is, is we, because we have sixth grade in the

1:06:20 elementary, we do the typical sixth grade MJ course.

1:06:23 We don’t offer the sixth grade MJ advance because our sixth

1:06:26 grade teachers would then have to carry that math certification.

1:06:30 And so we, what we try to do as a workaround is embed those pre-algebra

1:06:35 standards from that MJ course into our pacing guide.

1:06:39 The issue is, is sometimes teacher buy-in is I’m being tested on

1:06:43 these standards.

1:06:45 I need my students to master these standards.

1:06:47 They’re not being tested on these standards.

1:06:50 And I don’t want to take away the time on these standards to

1:06:52 address these.

1:06:53 So the nature of the beast is they really focus and do really

1:06:57 well on those sixth grade MJ, but it doesn’t prep them for that

1:07:01 seventh grade algebra because those pre-algebra standards, they’ve

1:07:04 not had time to grapple with that content.

1:07:06 And so this would be initially to, we’re going to do two things,

1:07:09 make sure we are tight with identifying students that we’re

1:07:13 saying for that seventh grade algebra.

1:07:15 That should, that’s typically not a lot of students.

1:07:17 And I wonder if sometimes we’re saying, okay, you’ve scored

1:07:21 level five since third grade in math, you’re a perfect candidate

1:07:24 for this.

1:07:25 That’s not the indicator because those level fives have not been

1:07:28 on pre-algebra.

1:07:30 And so using some screening tools, working with John Carr on

1:07:33 some possibilities of looking at some screening.

1:07:36 And so then with bridging this right now, where it’s very early

1:07:41 phases, like this is just a very initial.

1:07:45 So I can’t say that it’s going to be like, you must, but what I,

1:07:49 you know, Dr. Rendell was proposing is that we say, okay, we

1:07:52 need you to complete this in order to sit for that seventh grade,

1:07:56 because we just want parents informed.

1:07:58 We want them to, if your child’s going to take this course, you

1:08:01 need to know it’s on content.

1:08:03 They’re going to be expected to come in with some standard

1:08:06 knowledge that they have not yet been exposed to.

1:08:08 Other districts have been doing this.

1:08:11 So we’re working with them to figure out what works best for Brevard,

1:08:15 but it’s just an innovative way, not to say we couldn’t use it

1:08:18 later with seventh graders going into that eighth grade.

1:08:22 So they’re taking that pre-algebra in seventh grade, but for

1:08:25 students that need additional support, this could be an avenue

1:08:28 that they could take in order to become stronger students for

1:08:31 that eighth grade algebra.

1:08:33 Well, I think it’s a fantastic idea and really be helpful to

1:08:36 support those, the kids that are going into that and maybe

1:08:38 already, because I know a lot of times what happens is, you know,

1:08:42 they do the end of the year testing and then, okay, from now to

1:08:44 the end of the year, we’re going to do those pre-algebra

1:08:46 standards because now, you know, fast or FSA, whatever is over.

1:08:50 So I appreciate the thought put into that and I hope that we can

1:08:54 find some success.

1:08:55 Well, just to kind of, um, give some behind the scenes, you know,

1:08:59 our job is to put our kids in a position to be successful and

1:09:03 everybody wants to accelerate and everybody thinks acceleration

1:09:07 is the way to go like always.

1:09:09 And we have students who are exhibiting some strong math skills

1:09:13 in elementary school.

1:09:14 It’s like, oh, well, if they’re level five and sixth grade, they,

1:09:18 they must be ready for algebra, but the sixth grade math content

1:09:21 doesn’t contain any pre-algebra work unless you add it in.

1:09:25 And so those kids really, we’re actually doing them a disservice

1:09:27 by putting them in algebra if they’re not, they’re not ready.

1:09:30 So we’re going to have to have a conversation a lot of times

1:09:32 with parents who are like, well, I want my son or daughter

1:09:34 accelerated because I want them to be able to take pre-calculus

1:09:37 in 10th grade and, you know, they, they want to get going.

1:09:40 And that may not be the best course for them.

1:09:44 You know, really seventh grade algebra is, should be a rare, you

1:09:48 should be really, really strong in math and already have maybe

1:09:51 been exposed to some of those concepts.

1:09:54 And so this bridge to success course requirement over the summer

1:09:58 participation in or whatever would be something that introduces

1:10:02 them to algebra concepts.

1:10:04 They can see how they do over the summer.

1:10:06 If they don’t actually do very well on that, then they might

1:10:09 rethink taking algebra in seventh grade.

1:10:11 And it’s online.

1:10:12 It’s an online course.

1:10:14 Right.

1:10:14 Yes.

1:10:14 Correct.

1:10:14 And it’s just one of the things that we’ve been talking to other

1:10:17 districts that they do, you know, that if you put a kid in

1:10:20 seventh grade math, you want them to be successful.

1:10:23 And so if they, they do a screener or they do something to

1:10:26 either make sure they’re ready, you know, before they do.

1:10:29 So we’re, you know, we’re going to do something like that.

1:10:31 Yeah.

1:10:32 And I know that, I know the middle schools get acceleration

1:10:35 points for having students, but I mean, it’s just not at the, at

1:10:39 the, you know, it’s, it’s not helpful if we have a student who’s

1:10:42 very frustrated and not finding success.

1:10:44 Well, and again, it’s a high school credit, so you’re going to

1:10:47 start your seventh grade career off high school credit.

1:10:50 And if you’re, if you’re looking to be an AB student and you get

1:10:53 a C in that algebra one class, because you really weren’t ready,

1:10:56 that’s going to hurt your GPA.

1:10:58 Yeah, I appreciate that.

1:11:00 That’s all.

1:11:00 Well, I just want to reiterate what I’m hearing is, I mean, this

1:11:05 is some of the reason I’m sitting in the seat is because I’ve

1:11:09 taught the pre-algebra and the algebra.

1:11:11 And I’ve seen the seventh graders who were just amazed they were

1:11:15 not successful is because they did see that I, they had that gap,

1:11:19 you know, because my first question from, you know, coming into

1:11:23 Brevard is, well, when did you take pre, pre-algebra?

1:11:26 And they said, I didn’t.

1:11:27 So that’s where I started looking into, and I saw we needed to

1:11:30 do something.

1:11:31 So I’m very happy about what I’m hearing.

1:11:33 It’s, it’s nice to hear that we have a plan and it’s, I’ll go

1:11:37 back even a little bit more.

1:11:41 It, it makes us, I’m sure it’s going to make us feel very

1:11:44 comfortable up here to hear you say that our schools have what

1:11:47 they need to be successful, Ms. Harris.

1:11:50 So that’s, you know, that job well done here at the board and,

1:11:54 and, and the district to get you that, because I’ve heard for

1:11:57 many years that they just didn’t have it.

1:12:00 So that’s, I’m very excited to hear that.

1:12:02 And I’ve delayed enough that our chair is back.

1:12:05 So, no, honestly, that was it.

1:12:07 I’m very happy that we’re, we’re going to get those kids

1:12:09 prepared.

1:12:10 And, you know, put, put in the position of success and that’s

1:12:12 our job.

1:12:13 So I appreciate you addressing that.

1:12:15 No, I’m excited about this.

1:12:17 I just want to, for real fast, a couple of things.

1:12:19 I, you know, I’m a little nervous and I kind of hear your hesitancy

1:12:23 on what it’s going to look like when these school grades come

1:12:25 back.

1:12:25 So if you will do me a favor just to email us and let us know

1:12:29 right when it hits, because I’m sure you’re going to be informed

1:12:31 before necessarily we might be informed.

1:12:33 Just so we’re prepared there.

1:12:34 I’m excited about all of this.

1:12:35 Honestly, the K through third grade, just really attacking there,

1:12:39 because I do believe honestly that gap, like you said, just gets

1:12:41 further and further and further as they go.

1:12:42 I’m going to brag real fast on a best model teacher to maybe

1:12:45 look at when we’re talking about this algebra component.

1:12:47 Mr. Muggee at Challenger 7.

1:12:49 Mr. Muggee at Challenger 7, so he taught my daughter and my

1:12:52 daughter is now, she’s in seventh grade and she’s in algebra one

1:12:55 honors with a hundred percent in the first quarter and a hundred

1:12:58 and ten percent.

1:12:58 I don’t even know how you get that.

1:12:59 I’m like, okay, they’re given extra credit, obviously, but so he’s

1:13:02 a model teacher you might want to look at because he’s done a

1:13:05 phenomenal job.

1:13:06 And I’ve heard from many parents that he sets those kids up for

1:13:09 success when they go into algebra in the middle school.

1:13:12 So that’s a teacher that I would just like to give a shout to

1:13:14 and say, hey, look at him.

1:13:16 He’s doing a really good job.

1:13:17 It’s so interesting you say that because I just prior to here

1:13:19 had a meeting with Heather, our secondary content specialist for

1:13:22 math, and I said we need to identify the rock stars.

1:13:24 Okay.

1:13:25 So we have one more.

1:13:26 I got one.

1:13:27 All right.

1:13:28 So yeah, good stuff.

1:13:29 So I’m looking forward to it.

1:13:30 It looks like you got the roadmap laid out pretty good here on

1:13:31 how we’re going to attack some of these issues that we’ve

1:13:33 identified.

1:13:34 I’m excited to see the positive change continue to keep on

1:13:36 moving.

1:13:37 So good job.

1:13:38 Well done.

1:13:39 I want to say thank you, Ms. Harris, for putting this together.

1:13:42 One of the things that I wanted to bring up to the board is that

1:13:46 we went through COVID, right, which completely changed the way

1:13:50 that we were delivering our education to our students.

1:13:54 Then we come out of that.

1:13:55 And then after COVID, we ended up with mental health and the

1:13:58 discipline issues and all the other components that go along

1:14:00 with that.

1:14:01 I think for the first time, we’re now in a year where a lot of

1:14:04 that’s behind us.

1:14:05 We’ve course corrected.

1:14:06 Our teachers now can literally sit down and start having those

1:14:09 conversations and really driving into the not having some of

1:14:13 those problems that have been carrying over.

1:14:15 So I’m just so excited to see this.

1:14:17 I’m excited to see a lot of the components as far as focusing in

1:14:20 on where we’ve talked about with the K through three education

1:14:23 and pre-K and stuff like that.

1:14:25 I just wanted to say thank you and I think we’re ready to roll.

1:14:29 So with that time.

1:14:30 So I’m just going to jump in real quick.

1:14:31 I want to thank Mrs. Harris and her team for not just the

1:14:33 presentation, but for all that they’re doing.

1:14:35 I had promised you guys that we were going to look at PM1 data.

1:14:38 Like I had said a while back that, hey, when we get to PM1

1:14:40 results, we’re going to look at, you know, PM1 this year versus

1:14:44 PM1 last year to see how we’re doing.

1:14:46 That’s really all I asked her to do today was just give us a

1:14:49 snapshot of PM1 this year versus PM1 last year, how we were

1:14:53 doing.

1:14:54 And she said, well, I’ve got to show them all this other stuff

1:14:57 that we’re doing to address, you know, any of our shortcomings

1:15:01 and all this stuff that everybody’s working hard on.

1:15:03 So you’ll notice like it was only three slides were on PM1 data

1:15:06 and then everything else was like all this stuff we’re doing

1:15:09 because they wanted you guys to know all this stuff we’re doing.

1:15:13 And so I appreciate all the hard work, not just in the

1:15:15 presentation, but that everybody’s doing.

1:15:18 We have a great team and I would, I couldn’t stand here if it

1:15:21 weren’t for them.

1:15:23 So they deserve the credit.

1:15:25 Thank you, Ms. Harris.

1:15:26 All right, moving on.

1:15:28 The next topic of discussion is to designate the dates, times

1:15:30 and locations of the school board meetings.

1:15:32 I noticed in there that we now have an almost an entire month

1:15:35 between June and July where we can take those vacations.

1:15:38 Is everybody okay with the current statute or is there something

1:15:40 else you guys would like to change?

1:15:43 Oh, here we go.

1:15:44 No, no, no, no.

1:15:45 I think it looks great.

1:15:46 Considering that we, sorry.

1:15:47 My microphone turned off.

1:15:48 Considering we, we removed that first meeting in July.

1:15:52 If we can just update at the bottom, it talks about work

1:15:54 sessions happening at two o’clock.

1:15:56 The second sentence says work sessions in June and the first one

1:15:58 in July will be beginning at 10:30.

1:16:00 Can we just scratch that part about July?

1:16:02 Yeah, we can correct that.

1:16:03 Yeah, yeah.

1:16:04 Just because we won’t have that first one in July.

1:16:06 Thanks.

1:16:07 No, thank you for making the changes.

1:16:09 I have one thing.

1:16:10 I just, and I’m just starting this out here because this was

1:16:12 kind of brought up to me and I thought,

1:16:14 I never thought about that.

1:16:16 So, statutorily, we are required to have one school board

1:16:18 meeting a month.

1:16:19 I know a lot of districts around the state that only have one

1:16:20 school board meeting a month.

1:16:21 I’m not suggesting that we do that because we have a lot to do.

1:16:24 But I had a couple more.

1:16:27 No, no, we did that.

1:16:28 Remember, I think in the month of December, we had some kind of

1:16:29 record setting amount of school board meetings.

1:16:32 But one thing that was brought up to me was, hey, some parents

1:16:35 work during the night hours.

1:16:37 They don’t work a nine to five.

1:16:38 And so, like, we can’t come to an evening school board meeting

1:16:40 even though we want to express to you guys what’s going on.

1:16:42 On the months that we have two meetings, is there any, I guess I

1:16:46 want to hear the board’s consensus.

1:16:48 Would it be something that we would entertain to maybe have one

1:16:51 daytime meeting and one nighttime meeting?

1:16:53 That way we kind of are able to appease both sides of this for

1:16:56 parents that don’t work a typical nine to five job.

1:17:00 I don’t know what the thoughts are on the board.

1:17:03 But that was something that was brought up to me.

1:17:04 And I thought, well, I don’t know.

1:17:05 I’ll ask and see what they say.

1:17:06 So.

1:17:07 - Yeah, I would just say I feel like traditionally when we have

1:17:13 morning meetings, we typically have less participation than we

1:17:17 do at an evening one.

1:17:18 It’s kind of hard to appease everybody.

1:17:20 And the other downfall of that is if we have morning meetings,

1:17:23 we’re taking staff away from their daytime jobs to be here

1:17:26 during those meetings.

1:17:27 So, I mean, really it would be what would be most functional for

1:17:32 Dr. Rendell and the staff too.

1:17:36 Not just, not just us.

1:17:37 - Ms. Campbell.

1:17:38 - I thought we just did morning meetings for the air

1:17:40 conditioning.

1:17:41 I’m just kidding.

1:17:43 I love our, I do love our summer morning meetings.

1:17:47 And actually, I think, sorry, brain just went, and then it went

1:17:54 right back out.

1:17:56 Oh, I appreciate that you bring up that about people working

1:17:58 because a lot of times we get every year some flack from

1:18:02 somebody who says, I have meetings during the day when everybody’s

1:18:05 at work.

1:18:06 And I’m like, we’re not in the kind of, we have not been for a

1:18:08 long time in the world where everybody works eight to five jobs.

1:18:12 So, we have people who work shift work or they do, you know, two

1:18:15 on, one off or two on, three off or whatever schedule.

1:18:18 So, but I, generally we try to do the calendar so that it, so

1:18:22 that people who work for us can come, right?

1:18:26 That’s what we have that in the contract where the principals

1:18:28 don’t schedule meetings.

1:18:29 So, that would inhibit during the school year, people who work

1:18:32 for us to come.

1:18:33 And we do have a lot of those, right, who come.

1:18:36 I think, I, I think I, just right now, I would rather leave it

1:18:41 as is and have those summer meetings, continue where the summer

1:18:44 meetings, those first ones are in the morning.

1:18:47 Yeah, that’s all I have for now.

1:18:52 Mr. Trout.

1:18:57 I think Ms. Campbell, it made a lot of sense there.

1:19:00 I mean, I, we have them, what, in June, in June, at 9:30.

1:19:05 I mean, the July 25th, that’s back at 5:30, but that’s the

1:19:08 budget meeting.

1:19:10 Boy, I, I didn’t really think about inconveniencing the, the

1:19:13 staff as much as that.

1:19:15 It’s almost taken a day out of their, their, their work day.

1:19:18 But I, I, I’m all for, if it were the board’s consensus or

1:19:23 wishes to, to move that second meeting to a 9:30.

1:19:26 I think that would be, uh, allowing more participation, even if

1:19:30 it doesn’t happen.

1:19:32 And we can say we’ve, we’ve allowed, and, and been flexible on

1:19:34 our, our meeting time.

1:19:36 So, um, again, I’m, I’m okay with leaving it.

1:19:40 But if it was the board’s wishes, I, I’d be for that as well.

1:19:43 So I, I, I kind of looked at it a little bit differently.

1:19:46 I, I’m in favor of putting it, um, half of them in the morning.

1:19:50 Um, and the reason is, is that participation, when you look at

1:19:53 the people who come in and, and participate,

1:19:56 we have probably about 80% of the people are the same people

1:19:58 that just keep coming, right?

1:19:59 And they also communicate to us via email and everything else.

1:20:02 So I’m not worried about the participation piece, because we

1:20:04 would be adding more people.

1:20:06 Um, you know what I mean?

1:20:07 I feel that that would be offset the right way.

1:20:10 Um, staff being home, I, to me, it means more for our staff to

1:20:15 be able to have that evening at home.

1:20:18 Because to be honest with you, all they do is work in the back

1:20:21 the whole time we’re there.

1:20:22 So all it is, is that that’s it right now.

1:20:25 So they’re just typing on their computers.

1:20:27 And this is just that they can’t have staff meetings, but that’s

1:20:29 okay.

1:20:30 If that takes away the fact that they have to be away from their

1:20:32 families for two, three, four hours at night.

1:20:35 Um, I’m in favor of it.

1:20:37 And then also, um, there’s a lot of parents to the regard of

1:20:39 what you were talking about that can’t be here in the evening

1:20:42 who have children.

1:20:43 And a lot of them can’t come.

1:20:45 So you have stay at home moms, you have all of these individuals

1:20:48 who work during the day or don’t work during the day or work at

1:20:51 night.

1:20:52 Their children, because they have the kids, they’re not able to

1:20:54 come in and speak at night.

1:20:56 So say a stay at home mom wants to come in at night, but she can’t

1:20:58 because she’s the one that takes care of the children at night.

1:21:01 But she can find another stay at home mom during the day to put

1:21:04 those children with and they could come in and speak.

1:21:07 So there are some positives towards the participation and

1:21:09 including groups that are not currently in.

1:21:12 So I’m in favor of it.

1:21:13 I mean, I feel like if you would like to, we could move.

1:21:16 Um, the, the only issue would be that you would have to have

1:21:19 that workshop after, right?

1:21:21 If you moved it to nine, then you could have the workshop at 12

1:21:24 and we could be out of here by three, four o’clock and be done.

1:21:26 So.

1:21:27 Or 10:30 is what it says.

1:21:28 Dr. Rendell, I guess maybe also your feedback on this.

1:21:30 I, again, just thought, okay, I will throw it out there and see.

1:21:32 I don’t know if we can appease.

1:21:34 I guess the reality is you’re never going to appease everyone.

1:21:36 But I just thought that, hey, you’re right.

1:21:38 There are a group of people that cannot come because of work

1:21:41 schedules or like you said, they watch children and they can’t.

1:21:44 They can’t, their children are at school, so they could come

1:21:46 during the day and that would open that up.

1:21:48 I mean, I hear what you’re saying, Ms. Jenkins about the staff

1:21:50 too.

1:21:51 Um, I’ll, yeah, I guess again, you’re not going to appease

1:21:53 everyone, but I just thought, hey, we try it.

1:21:55 We go through this every year.

1:21:56 We approve this calendar.

1:21:57 If it doesn’t work or we don’t like it, it’s not going well.

1:22:00 We can always look at changing it back.

1:22:02 So.

1:22:03 Can I add one more factor before you go, Dr. Rendell?

1:22:05 We have also the other things that we do involve people coming

1:22:08 from our schools, recognitions.

1:22:11 We’ve been having our student groups come, that would be hard to

1:22:13 do during the school day because of transportation and things.

1:22:16 Yeah.

1:22:17 And our, and our administrative recommendations that come, um,

1:22:20 that would be, it would be probably challenging to move those.

1:22:24 It would be more of a business meeting, I would say.

1:22:27 So, uh, my response, a couple, a couple different things.

1:22:30 First of all, I think staff, um, we’re going to work, you know,

1:22:33 whatever time they need to work.

1:22:35 So, um, it would, some of them would probably view it as a

1:22:38 benefit if the business meeting was during the day.

1:22:41 That way they, their night would be freed up to be with their

1:22:43 family.

1:22:44 Um, the ones who aren’t presenting kind of do work anyway.

1:22:48 So I’m hoping they would be productive during that time.

1:22:51 Um, trade offs, positives and negatives.

1:22:55 So some of the positives would be, we might see different people,

1:22:58 you know, might participate that don’t.

1:23:00 Um, when we have the meetings in the summer and during the

1:23:04 daytime, we’re one of the only businesses that’s not open.

1:23:08 You know, everybody else is still open.

1:23:12 So if people are able to come to our daytime meetings in the

1:23:14 summer, you would think that they’d be able to come to daytime

1:23:17 meetings during the school year.

1:23:19 Because they must not, you know, they must be able to find a way

1:23:22 to leave work or maybe they work from home or they’re self-employed

1:23:25 or whatever.

1:23:26 So I don’t, and you know, with that, we don’t know till we try

1:23:29 it.

1:23:30 Like we’ve never done it.

1:23:31 So I don’t know how, you know, and the board can switch the

1:23:33 calendar anytime they want.

1:23:35 I believe, right?

1:23:36 Mr. Gibbs, we can just have a meeting and say, we’re going to go

1:23:38 back to nighttime and change their calendar.

1:23:41 They can amend the calendar.

1:23:42 My question is, is that piece about the teachers coming in the

1:23:45 contract, which would require bargaining?

1:23:48 So I don’t know that answer.

1:23:49 I think the, with the language that I referred to last time in

1:23:54 the contract was that principals don’t schedule open house on

1:23:58 the second and third, second and fourth Tuesdays of the month to

1:24:02 avoid having open house or request.

1:24:04 Correct.

1:24:05 It’s required activities on a school board meeting day.

1:24:08 So I don’t, it’s not in the contract that we have our meetings

1:24:11 at any particular time, but that’s for them to be able to

1:24:14 participate.

1:24:15 Right.

1:24:16 And we do have plenty of ways for people to get us information

1:24:18 via email, phone call, text or social media or whatever.

1:24:22 Student performances, we brought the student performances back.

1:24:26 So on the one hand, that might be a hindrance, but then again,

1:24:29 you know, there might be some kids who don’t get to participate

1:24:33 if we do things in the evening because they can’t get here.

1:24:35 So instead, you know, they would be on campus.

1:24:37 We would just get a school bus to bring them here or something

1:24:39 like that.

1:24:40 So, you know, it might not be an issue.

1:24:42 I think might save a few dollars on overtime for our security

1:24:45 staff because we would already have staff on during the day.

1:24:50 So when we have security for board meetings, we could eliminate

1:24:54 that cost or reduce it.

1:24:56 I don’t want to say I’m ambivalent.

1:24:59 I’m not ambivalent.

1:25:00 I think it’s kind of a neat idea.

1:25:02 I wouldn’t be opposed to trying it, especially because we haven’t

1:25:04 done it this way, you know, during the year.

1:25:07 And it seems to function during the summer.

1:25:09 So, you know, I don’t, you know, if we start to hear, if you do,

1:25:14 if you do make the change and we start to hear from community

1:25:16 members that they’re not able to attend and this isn’t the right

1:25:19 way to do it, the board can react to that.

1:25:21 Ms. Campbell, you basically almost said that verbatim.

1:25:28 It’s like you memorized it.

1:25:30 So the contract line, it shouldn’t be an issue.

1:25:33 It says neither open houses nor parent teacher conferences will

1:25:35 be scheduled on the second or fourth Tuesday of any month to

1:25:37 avoid regularly scheduled school board meetings.

1:25:39 So it’s just stopping those open houses and parent teacher

1:25:42 conferences.

1:25:43 Right.

1:25:45 No, we’re good.

1:25:46 So board, would you be in favor?

1:25:47 Then I guess my ask is if we looked at changing the calendar and

1:25:49 making our second meeting of the month be a meeting that starts

1:25:52 at 9:00 a.m.

1:25:54 as opposed to our 5:30 meeting, would that be something that the

1:25:57 board would approve?

1:25:58 So the months that have two meetings.

1:26:01 Right.

1:26:02 There’s only seven meetings total for the entire year that this

1:26:04 would really impact.

1:26:05 I, I, I’m not opposed to it.

1:26:07 I don’t have a feeling either way.

1:26:09 What I was saying from the get go was just, just to be a devil’s

1:26:11 advocate and to hear how that would affect staff.

1:26:14 Yeah.

1:26:15 I don’t care either way.

1:26:16 I prefer it to be in the morning because then they can go home.

1:26:19 I feel the same way.

1:26:22 So I’m not, I’m not opposed to it.

1:26:24 Just as long as, you know, we could be amenable if we start to

1:26:27 have outrage from the community.

1:26:29 Right.

1:26:30 So do we keep it at the 9:30 as the other ones are?

1:26:32 Keep it at 9:30.

1:26:33 Yeah.

1:26:34 You have two summers are 9:30.

1:26:35 9:30.

1:26:36 Okay.

1:26:37 To be fair, there’s plenty of, there’s plenty of other districts

1:26:39 that do their story in the daytime consistently.

1:26:42 Right.

1:26:43 So, but we do need to listen to the community if they’re, if

1:26:45 they’re not okay with it.

1:26:46 And then the 7:00 a.m. workshop.

1:26:47 Is that what we’re doing?

1:26:48 You didn’t ask staff about that.

1:26:52 You’re like, oh, plot close.

1:26:54 I think we did.

1:26:55 They are.

1:26:56 At 9:30.

1:26:57 I mean, you guys, there’s times that are being thrown out.

1:27:02 Um, I had, I’m, I’m in favor of nine, but Ms. Campbell had

1:27:05 mentioned that it was difficult

1:27:06 to get kids possibly here during the day.

1:27:08 Yeah.

1:27:09 I think 9:30 would be, would be ideal.

1:27:10 Yeah.

1:27:11 More appropriate.

1:27:12 Okay.

1:27:13 We needed to bus kids here to perform or participate.

1:27:14 Okay.

1:27:15 All right.

1:27:16 We’re good on that.

1:27:17 Everybody?

1:27:18 Everybody’s in favor?

1:27:19 Half of them.

1:27:20 Put it through, bring it back.

1:27:21 Just do it.

1:27:22 Good.

1:27:23 It’s good soon.

1:27:24 We started this now rather than the last time we did it when it

1:27:25 had to happen that night.

1:27:27 Yeah.

1:27:28 I just, just remind us all, we have to vote on this at the

1:27:30 November meeting.

1:27:31 We can’t move this because it’s written in statute.

1:27:33 We have Saturday dates and times.

1:27:34 Correct.

1:27:35 Okay.

1:27:36 We got it.

1:27:37 Sounds good.

1:27:38 Everybody okay?

1:27:39 Yep.

1:27:40 All right.

1:27:41 Moving on.

1:27:42 The next topic is the discussion is the legislative agenda.

1:27:43 Just so everybody knows we’re at 3:18.

1:27:44 As far as time goes, just to give everybody a heads up.

1:27:47 Um, now legislative agenda platform, if we looked at it online,

1:27:50 it was a little bit different

1:27:51 than the draft that was put here on our tables.

1:27:54 So.

1:27:55 That is, I’m sorry.

1:27:56 That’s the FSVA one that I, I had.

1:27:57 Oh.

1:27:58 So, sorry.

1:27:59 You wrote all over it.

1:28:01 I was like, and I put here, I put specific to Brevard.

1:28:04 No, no, no.

1:28:05 I’m sorry.

1:28:06 Where are you guys coming at with this?

1:28:07 Like, I was like, what in the world?

1:28:09 Like, we need specific to Brevard.

1:28:10 You had asked me.

1:28:11 I was like, where’s all our CTE stuff?

1:28:12 Calm down, Mr. Susan.

1:28:14 So you had asked me a couple of times ago.

1:28:15 All right.

1:28:17 To bring out the FSVA agenda to see if there was anything that

1:28:20 might affect.

1:28:21 All right.

1:28:22 So I asked Lena to make a copy and then I pulled them all out.

1:28:25 So you would have it in front.

1:28:26 Whew.

1:28:27 You’re stressing me out.

1:28:28 Good deal.

1:28:30 I was stressing you out.

1:28:31 So it’s all, all good.

1:28:32 Um, so just, this is something I, so I put it out for two

1:28:34 reasons.

1:28:35 One, and you can get this back to me later.

1:28:37 I need to know what the thoughts of everybody are on this,

1:28:41 especially the three of us.

1:28:42 We’re on FSVA so I can, you know, get that feedback back to the

1:28:44 advocacy committee meeting

1:28:46 on Friday.

1:28:47 But also there was some language here that was similar to stuff

1:28:49 that we had.

1:28:50 And I just wanted you guys to take a look at if you hadn’t

1:28:52 already looked at it.

1:28:53 I don’t think we need to add any of these because we already

1:28:54 have nine.

1:28:55 And it sounds like from what Russ said, we need to cut something

1:28:57 down.

1:28:58 So anyway, this is just for you guys to see.

1:29:01 That’s all.

1:29:02 Okay.

1:29:03 Um, so we have a couple of them and, and let me, before we get

1:29:05 into it, let me just from

1:29:07 a perspective of conversation.

1:29:09 Um, we usually only come, come up with three, maybe four.

1:29:15 So as we’re going through these, I have a feeling that some of

1:29:19 them are more requests to the

1:29:22 Department of Education.

1:29:23 Some of them are more fold into others.

1:29:25 And then some of them, you know what I mean?

1:29:27 We could are more of a longer range.

1:29:30 So I’ll, I’ll be quiet because I’m supposed to go last, but I

1:29:32 did want to just kind of lay

1:29:34 it out that there’s kind of a framework that just by the proper

1:29:37 sense of looking at it from

1:29:39 a perspective of how long does this normally take?

1:29:41 What is it that we can do?

1:29:43 I think we can with those nine, get them down to about three.

1:29:45 So I’ll be quiet.

1:29:47 Um, there was some requests on there that we could go through.

1:29:49 Um, but I have a feeling that once we kind of walk through some

1:29:52 of our feelings on these,

1:29:54 I think that will come to us consensus and I’m pulling it up

1:29:56 here because my laptop is dead.

1:29:59 So, um, go ahead though.

1:30:01 No, I got it.

1:30:02 I got it right here.

1:30:03 Okay.

1:30:04 Um, I, I agree.

1:30:05 This is too many.

1:30:06 And I think there were some things that we’d really like, but

1:30:08 one of the things that

1:30:09 when we were going through the FSBA platform, uh, development

1:30:12 was there were some things

1:30:14 that our lobbyists were in the room and we don’t have that

1:30:16 benefit of having them in the

1:30:17 room to saying that’s dead on arrival.

1:30:19 Right.

1:30:20 You know, there’s, there’s no point in sending stuff up that is

1:30:22 not going to make traction.

1:30:24 Um, I, I have just for me, just kind of went through just

1:30:28 quickly prioritized, um, some

1:30:30 of them.

1:30:31 I think number one and two are very important.

1:30:34 I think number one is definitely doable.

1:30:35 I think they’ve been trying to work at the retirement.

1:30:37 They already made a move last year by allowing retirees to come

1:30:39 back and volunteer.

1:30:40 And that was new.

1:30:41 I think we’re moving there.

1:30:43 Obviously the allocation for our adult ed CDL training that

1:30:45 needs to be, that’s our only

1:30:48 appropriation we’re asking for.

1:30:49 That’s gotta be on there to me.

1:30:51 And then that number, I know pre K is your baby, but I, I’ve had

1:30:53 some conversations with

1:30:55 other districts as to why that may not fly.

1:30:58 And that’s because they don’t use certified teachers for their

1:31:00 VP case.

1:31:01 Um, but that number four, um, to me is the next, the, um, um,

1:31:10 the next.

1:31:11 So to me, one, two, and four are my priorities.

1:31:13 And then I would say five and six, um, would be the other ones.

1:31:16 If we want, I don’t think we have to get it all the way down to

1:31:19 three.

1:31:20 Here’s what it is.

1:31:21 So what I asked was if we could just kind of talk through like

1:31:23 where your important ones

1:31:25 are and everything else.

1:31:26 Um, then we’ll come back to it and maybe identify a couple.

1:31:30 Um, speaking to that pre K, uh, there’s a lot of combos.

1:31:34 There’s a lot of districts that don’t actually have the pre K.

1:31:38 The problem is, is that our pre K teachers are not given the

1:31:41 same rights as the normal teachers,

1:31:44 but they’re certified.

1:31:45 And in many cases inside of our school district, they’re

1:31:47 required to be certified.

1:31:49 So it’s like this, there’s like 20 things and, and, um, there’s

1:31:52 some good, uh, statistics

1:31:54 about it.

1:31:55 But my argument was, is that the pre K teachers, what we’re

1:31:58 asking for is an OPAGA report to

1:32:01 kind of identify, because when I was in Tallahassee, um, four

1:32:04 years ago, we were trying to drive

1:32:06 this thing and there were so many nuances that came with it,

1:32:10 that it became this huge ball.

1:32:13 And they said, can we get an OPAGA report?

1:32:15 And everybody said, yeah, we’ll do the OPAGA report.

1:32:17 I said, okay, we’re good.

1:32:18 That’s what’s going to happen.

1:32:19 And then literally it didn’t happen.

1:32:20 Then we went into COVID and now we’re here.

1:32:22 Right.

1:32:23 So what I’m going to ask is, is instead of making it a

1:32:25 legislative platform, let’s get

1:32:26 ahold of DOE and the appropriate people and drive it through to

1:32:29 have the OPAGA report.

1:32:31 But you don’t need the legislature to come together to make an OPAGA

1:32:33 report.

1:32:34 The DOE and leadership can make that decision.

1:32:37 So if it’s okay with you guys, I would like to advocate for it,

1:32:40 but I think it’s placed

1:32:41 in the wrong position.

1:32:42 Um, and I can advocate for it on the side.

1:32:44 I’ve already got the pre K teachers around the state all riled

1:32:46 up and we’re getting ready

1:32:48 to go.

1:32:49 So, um, I think we’re in a good spot if that’s okay with you

1:32:51 guys.

1:32:52 Good.

1:32:53 Yeah.

1:32:54 I’m, I’m fine with it.

1:32:55 What does OPAGA stand for?

1:32:56 What’s the acronym stand for?

1:32:57 Office of policy.

1:32:58 It’s like basically the place that goes research.

1:33:01 Yeah.

1:33:02 It’s like they, they do all the research studies on the impacts

1:33:04 and everything else.

1:33:05 So like if you read on one of the other items that we have

1:33:07 tonight, there was an OPAGA report

1:33:10 that came into it.

1:33:11 Actually.

1:33:12 I just always ask about the acronyms because Brevard County

1:33:14 speaks fluent acronym and I don’t

1:33:16 always know what they are.

1:33:17 And so I like to always ask everyone, what does that stand for?

1:33:19 And what I find more times than not is not everyone else knows

1:33:21 what they are either.

1:33:22 They just say them.

1:33:23 So office of something, something and something.

1:33:25 Okay.

1:33:26 So meaning here’s what the proper process is there.

1:33:28 Have the pre K have the OPAGA report requested by our legislator.

1:33:32 They don’t make a formal bill to do this.

1:33:34 Okay.

1:33:35 Just say, Hey guys, we need you to go to what you said you would

1:33:36 do four years ago.

1:33:38 I’ll take that on and I’ll go do that outside.

1:33:40 You know what I mean?

1:33:41 And that’s good.

1:33:42 We’re good there.

1:33:43 All right.

1:33:44 Okay.

1:33:45 So Ms. Campbell put number one and number two and number four

1:33:47 and gave good, good representation.

1:33:49 Is there anybody else that wants to tell me who their favorites

1:33:51 are and maybe we can

1:33:52 get this thing knocked up?

1:33:53 So I advocated for the conversation about the 25%, but I think,

1:33:58 I don’t think we should remove

1:33:59 it because it’s so simple and it can be literally said in one

1:34:02 simple sentence.

1:34:04 I don’t love the way it’s written here because I feel like it’s

1:34:07 over complicated.

1:34:09 And I really think it’s important to use verbiage that

1:34:11 explicitly states it restricts school

1:34:14 districts from addressing wage compression within their own

1:34:17 discretionary funds in their

1:34:19 own budget.

1:34:20 Like I think that’s what needs to be focused on when we’re

1:34:22 talking about that piece there.

1:34:24 And again, I don’t think we should remove it because it’s

1:34:26 literally a sentence.

1:34:27 I think we can make that still stick.

1:34:30 I have a question.

1:34:33 Like what?

1:34:34 Can I ask you a quick question?

1:34:35 Yeah, sorry.

1:34:36 Would you consider that part of like deregulation?

1:34:38 No.

1:34:39 Considering that the fact that we are deregulating that to not

1:34:42 exist?

1:34:44 No, because I mean, it’s honestly, the way I look at it is I don’t

1:34:48 think our legislators,

1:34:51 and this is no offense to them, like this is so in the weeds.

1:34:54 I don’t even think that they even understand that that still

1:34:57 exists and how and how it handcuffs

1:35:01 us when it comes to that situation.

1:35:03 Like I don’t, I don’t think they understand the impacts of it.

1:35:05 So I think if it was expressed to them, this stops us from

1:35:07 addressing wage compression ever

1:35:09 since we brought up our starting teacher salary, I think it

1:35:11 would be like, oh, okay, because

1:35:14 they removed it from the teacher salary increase allocation.

1:35:17 My assumption here is because they realized that it was a

1:35:20 struggle and it was impacting.

1:35:22 I don’t think that they realized that it was still lingering on

1:35:25 in this, in this statute.

1:35:26 But again, I think if it can be crafted into a simple sentence

1:35:30 into plain language, it could

1:35:33 be effective.

1:35:34 I’m curious.

1:35:35 So I don’t remember us talking about, and I agree with the ones

1:35:37 you highlighted.

1:35:39 Ms. Campbell, I’m not going to repeat them.

1:35:41 But the, I don’t, when did we get to number, like where did

1:35:46 number nine come from?

1:35:47 I don’t remember us talking about that.

1:35:49 I think that one must have come from staff.

1:35:50 I don’t know.

1:35:51 Right.

1:35:52 So I kind of want to, I want to know why.

1:35:53 It’s obviously important.

1:35:54 Just recently the state awarded, you know, has set aside $5

1:35:59 million to assist schools

1:36:01 with implementing the new start, you know, meeting the new start

1:36:04 time regulations.

1:36:06 And we had a chunk of that set aside, so to speak, we could

1:36:09 access if we needed to, to

1:36:12 do things differently to meet the new start times.

1:36:15 Well, we already meet the new start time requirements.

1:36:17 So we’re not eligible for that money.

1:36:19 So it’s just kind of like, you know, they set aside all this

1:36:21 money for all the districts

1:36:23 and the districts who’ve already done this, don’t get any of

1:36:26 that money.

1:36:27 It was just kind of like, you know,

1:36:29 We should get it for a price for not making our,

1:36:31 Yeah, we’re not.

1:36:32 Cause you have to write like what you’re going to do to

1:36:34 implement how you need it.

1:36:35 You know, we don’t, we already do it.

1:36:37 And is this every year?

1:36:38 This happens every once in a while.

1:36:40 It doesn’t happen every year.

1:36:41 Okay.

1:36:42 I actually would, if we’re going to pair these down, that was

1:36:44 the first one I was going

1:36:45 to take off.

1:36:46 Okay.

1:36:47 I just wanted to know if it was super, super important.

1:36:49 Yeah.

1:36:50 No, cause it didn’t really amount to a lot of money.

1:36:52 It’s just the premise that you’re going to give out money to

1:36:54 have something happen.

1:36:55 We’re already doing that kind of thing.

1:36:57 You know, it’s like, because we did it right earlier, we don’t

1:37:01 get any of the money.

1:37:04 Right.

1:37:05 But you know, I don’t.

1:37:06 So I, I really deep dove that because I didn’t know what it was

1:37:08 and I wanted to be a part

1:37:09 of it.

1:37:10 It’s $5 million towards school districts who are not, um, in

1:37:14 that scope because it’s become

1:37:16 law that in, I think 2026, if you read the bill 2027, every

1:37:19 school district has to move

1:37:22 to make this happen.

1:37:23 Right.

1:37:24 So it can start school before they allocated the $5 million to,

1:37:27 I think it was said to,

1:37:29 um, to, um, school board, like it was a combination of people

1:37:32 that were supposed to come together

1:37:34 to identify all of the issues that they needed and then utilize

1:37:37 it.

1:37:38 And this was supposed to offset the costs of having those

1:37:40 evaluations and all that stuff.

1:37:42 So if you’re willing to pull it, I, after I was reading it and I

1:37:45 looked at the fact that

1:37:46 they’re going to opago with stuff, I mean, it was crazy.

1:37:49 It was just, okay.

1:37:50 Yeah.

1:37:51 And they actually may adjust that when that, when that bill came

1:37:54 out and passed, I, what

1:37:55 I heard was that’s probably not going to happen exactly as it

1:37:57 was written.

1:37:58 Because that’s why they put it so far out.

1:38:00 So districts had some time and they may change the legislation.

1:38:03 So I think.

1:38:04 Well, and not for nothing, but the core premise behind moving

1:38:08 the dates to having later opening

1:38:11 spots is based upon a 2010 partly most part, large part of it is

1:38:16 a 2010 study that the American

1:38:20 Pediatrics Association is utilized saying, basically, these are

1:38:22 the factors that have driven the kids

1:38:25 to not be able to get the sleep they need.

1:38:27 So it’s not some sort of bizarre thing that the kids actually

1:38:31 have this serotonin and all

1:38:32 this stuff.

1:38:33 That is a part of it.

1:38:34 But the driving force behind it, according to that, because I

1:38:37 pulled the research and did

1:38:38 it, was the fact that there’s cell phone use, kids are working

1:38:41 and all these other things.

1:38:42 And it was focused mainly on the high school.

1:38:44 So my thing was, is in 2010, if it was that they were using

1:38:47 their cell phones too much,

1:38:49 in 2023, it’s got to be a whole lot worse.

1:38:52 Right?

1:38:53 So there’s some validity behind it.

1:38:54 But when you sit down and look at the reasoning behind the

1:38:56 reason of us moving to it, it’s almost

1:38:58 like they’re catering to the individuals to do that.

1:39:01 So I just kind of was like, you know what?

1:39:02 I don’t even want to be near this thing and start getting these

1:39:04 own part competitions and

1:39:05 that.

1:39:06 So I think that–

1:39:07 So we’re down to seven.

1:39:08 Well, so, hold on.

1:39:11 Because I’m not finished here.

1:39:13 So I personally think we can, how many minutes do you get?

1:39:17 Three, five, or seven?

1:39:18 I don’t remember.

1:39:19 Five?

1:39:20 I think it’s five.

1:39:21 So I personally think we can do four or five if they’re

1:39:26 condensed.

1:39:28 I think it’s appropriate for us to use all that time adequately.

1:39:32 I agree with you, Ms. Kimball.

1:39:33 I think one, two, and four are probably the top three.

1:39:38 I actually think that the pre-K should stay on there.

1:39:41 Totally shrink that and condense that though.

1:39:43 Again, like clean it up and make it simple and plain for them.

1:39:45 And then, to me, I would put the 25% in a sentence before it.

1:39:50 Talk about the pre-K and then talk about at the end, hey, or you

1:39:54 can consider a PACA study.

1:39:55 We can talk about that another time or something and throw that

1:39:57 out at the end.

1:39:58 Just so that it’s on the forefront of their mind.

1:40:00 Because there’s some things on here that could be fixed quicker

1:40:06 than other things when it comes to pre-K teachers.

1:40:09 And I think it’s important to bring up.

1:40:11 Like the Teacher Authority Act, drop retirement.

1:40:15 You know what I mean?

1:40:16 There’s pieces of that that can be tackled that don’t have to be

1:40:18 tackled as a whole.

1:40:19 I think it’s important to bring up.

1:40:20 So when we looked at, and I didn’t do a very good job of

1:40:22 explaining it, I think.

1:40:24 But when we looked at it prior, there were literally from

1:40:28 retirement to certification to like five different silos that

1:40:36 then were under five different certifications that were then.

1:40:39 So when we brought it to the legislature and said, you guys have

1:40:42 to change this, they said, there’s no way we’ll touch that with

1:40:45 a hot, that’s a hot, you know what I mean, hot potato.

1:40:48 So we asked what’s the next process and they said the best thing

1:40:51 was the APAGA.

1:40:52 And I’ll be honest with you, like this is going to become one of

1:40:54 my biggest pushes is to get this thing across the finish line

1:40:56 because I’ve just been dealing it with for so long.

1:40:59 So I wanted to say that, Ms. Jenkins, you’re 100% right letting

1:41:02 them know this is very important to us.

1:41:04 But I think the path to getting it done is that first APAGA

1:41:06 report that says, and then passing legislation based on it,

1:41:10 because we were afraid that we were going to miss something and

1:41:11 then have to come back in again.

1:41:13 So I just wanted to kind of clarify.

1:41:14 Yeah, I hear you.

1:41:15 And I, what I’m trying to say is I agree with you and I think it’s

1:41:18 an appropriate space to say it.

1:41:20 If you, you know, you don’t have to, this whole giant section

1:41:22 doesn’t have to be read aloud.

1:41:24 Right.

1:41:25 But I think it’s important.

1:41:26 Even if you just say what you said to us is that you’re, you’re

1:41:28 going to pursue this another route, but just.

1:41:31 Right.

1:41:32 But if we take.

1:41:33 And then quickly just, sorry, I didn’t cut you off.

1:41:34 But like just taking some of those simple bullet points there

1:41:36 and saying it, because on, on its face, just hearing that is

1:41:39 like, oh, yeah, that doesn’t make any sense.

1:41:41 And then it kind of just makes them think, all right, this, this

1:41:43 has some, some juice behind it.

1:41:45 But he can, we’re going to, you’re going to give them a copy of

1:41:47 all this, even if you don’t read all of it.

1:41:49 Right.

1:41:50 Whichever we decide.

1:41:51 Well, Brun and I will work on it.

1:41:53 We’ll figure it out.

1:41:54 Yeah.

1:41:55 I know you said this, Ms. Wright, you really wanted to do this,

1:41:57 but I am going to say that number eight, I think, is dead on

1:41:59 arrival.

1:42:00 That’s fine.

1:42:01 Okay.

1:42:02 That’s fine.

1:42:03 I mean, if I were going to pick mine, mine would be the first

1:42:04 page, one, two, three, and four.

1:42:05 Those are, are the, the ones I would focus on, so.

1:42:09 Right.

1:42:10 I will tell you number six, because we talked about, it doesn’t

1:42:13 say cost per student station,

1:42:14 but number six is part of the, a big part of the dereg.

1:42:17 Yeah, that’s where it is.

1:42:18 That was on here.

1:42:19 Yep.

1:42:20 So I think we’re, we’re going to get there another route.

1:42:24 And I, and my thing is, is that like, when we talk about the

1:42:27 deregulation and stuff like

1:42:29 that, that is going to happen anyway.

1:42:31 So there’s no sense in even bringing like that fight inside to

1:42:34 that cap, the charter schools is, is something that I’m going to

1:42:38 address.

1:42:38 But anyways, okay.

1:42:40 So I have Ms. Jenkins and Ms. Campbell, if I may review real

1:42:43 quick, one, two, and four for both of you.

1:42:46 Ms. Jenkins was concerned about seven.

1:42:49 Is that correct?

1:42:50 Ms. Jenkins.

1:42:51 Yeah, I think, I think seven can be said in a sentence.

1:42:54 So I don’t think we should leave it out.

1:42:56 Okay.

1:42:57 And then.

1:42:58 And I agree with you talking about three.

1:42:59 I think it’s important.

1:43:00 Okay.

1:43:01 And then, uh, Ms. Wright had said that one, two, three, and four

1:43:05 were the tops.

1:43:06 What about you?

1:43:07 Yeah.

1:43:08 So, um, one, two, three, four, and seven, I think can be talked

1:43:11 about quickly.

1:43:13 Okay.

1:43:14 I agree.

1:43:15 Yeah.

1:43:16 And if you have 10 seconds left, say OPAGA.

1:43:19 Run away.

1:43:24 So one, two, three, four, and seven.

1:43:27 Yeah.

1:43:28 Seven is going to be addressed, I think, by FADS and stuff like

1:43:30 that.

1:43:31 Those wage compressions.

1:43:33 Do they ever touch that stuff?

1:43:34 I agree with Mrs. Jenkins.

1:43:36 I think number seven needs to be stated kind of on its own.

1:43:39 Okay.

1:43:40 Because that’s a specific thing that needs to.

1:43:42 That’s our problem.

1:43:43 That really binds our hands in all districts.

1:43:46 Yeah.

1:43:47 So, I mean, I had one, two, four, and seven.

1:43:49 So I’m close.

1:43:51 All right.

1:43:52 Got it.

1:43:53 So we’ll work with them on those items.

1:43:55 And then tomorrow’s going to be fun.

1:43:57 Can I ask this, the answer?

1:43:58 Well, okay.

1:43:59 I think I know the answer.

1:44:01 So the public can come and say stuff, right?

1:44:04 Yep.

1:44:05 Do they still allow them to show up to the meeting and fill out

1:44:09 a card?

1:44:10 Mm-hmm.

1:44:11 Or do they have to preregister?

1:44:13 They have to register.

1:44:14 I don’t know.

1:44:15 People are already saying, I’m speaking tomorrow.

1:44:17 So I don’t know if there’s some registration piece out there.

1:44:19 Do you have a list when you walk in?

1:44:20 Yeah.

1:44:21 How many times they’ve allowed if they have time at the end for

1:44:22 people to go?

1:44:23 Okay.

1:44:24 I’m just curious because I had spoken to some of those pre-K

1:44:25 teachers.

1:44:26 Is that correct?

1:44:27 And I would love to just follow up and say like, hey, we may not

1:44:31 get to it.

1:44:32 And I know you’ve spoken to them too, Mr. Susan.

1:44:34 But like, hey, maybe you guys can go too, you know, and advocate.

1:44:38 Yeah.

1:44:39 That’s all.

1:44:41 I asked the pre-K teachers to come.

1:44:42 You had to pre-register?

1:44:43 Yeah.

1:44:44 Okay.

1:44:45 Then never mind.

1:44:46 But.

1:44:47 Just in case they asked to though, I don’t want to tell them the

1:44:48 wrong thing.

1:44:49 But I asked them to come so that they could be behind.

1:44:51 Correct.

1:44:52 So when we bring it.

1:44:53 Yeah.

1:44:54 When we bring it up, they’ll be there to support.

1:44:56 And that’s, that’s the idea.

1:44:57 Yeah.

1:44:58 So.

1:44:59 So we are voting on this tonight.

1:45:00 So do we have a consensus then of what we’re going to.

1:45:03 One, two, three, four, seven.

1:45:04 Because then we can edit it before we.

1:45:05 Okay.

1:45:06 One, two, three, four, seven.

1:45:07 And various degrees of how we’re going to do it.

1:45:08 But those are our thoughts.

1:45:09 Okay.

1:45:10 All right.

1:45:11 Okay.

1:45:12 Thank you very much.

1:45:13 The next topic is board policy 2120 school improvement.

1:45:17 So with this one, we made the NEOLA recommendations.

1:45:21 Some things just to highlight as major differences.

1:45:24 From the previous policy is the inclusion of the early warning

1:45:28 indicators.

1:45:30 Something I can tell you is yes, it may be new to this red line

1:45:33 version, but we have been using the state template for years.

1:45:37 So that is not new to our practice.

1:45:39 Got it.

1:45:40 Anybody else wish to speak to this item?

1:45:42 That is what I was going to say.

1:45:43 I think we’re already doing it.

1:45:44 Good job.

1:45:45 All right.

1:45:46 Next, next topic is 2131 educational goals.

1:45:50 Again, that goes with the NEOLA version.

1:45:54 We selected item six based on the notes from when you, the board

1:45:58 members reviewed the 2000s.

1:46:00 So there is nothing out of the norm.

1:46:03 This just overviews what we expect and set as goals for our

1:46:05 students when they leave our system.

1:46:08 Anybody wish to speak to this?

1:46:10 I do.

1:46:11 I have stuff written on this one.

1:46:12 We’ll get that.

1:46:13 Let’s go.

1:46:14 Okay.

1:46:15 Stop.

1:46:16 All right.

1:46:17 Sorry, I was going to find more of that.

1:46:19 Because for some reason this looks a little bit different.

1:46:24 All right.

1:46:25 Page nine.

1:46:26 Section two.

1:46:27 Letter.

1:46:28 Let’s see.

1:46:29 I wrote what I don’t like.

1:46:30 So.

1:46:31 Oh.

1:46:32 Understands and responds appropriately to the communication of

1:46:34 others.

1:46:35 I feel like that sentence should end there.

1:46:37 And to their feelings and attitudes I think is a little

1:46:38 subjective.

1:46:39 And that’s my personal opinion.

1:46:40 I don’t know where the board’s at on this one.

1:46:41 So when we’re talking about communication skills that we want

1:46:41 the student to be able to demonstrate.

1:46:53 So I think just they’re able to understand and respond

1:46:55 appropriately to the communication

1:46:58 of others.

1:46:59 Anybody have any feelings one way or the other on that?

1:47:04 Yeah.

1:47:05 Because you can fold one into the other.

1:47:08 Where is it?

1:47:09 Well it’s on page nine.

1:47:10 It’s letters.

1:47:11 Yeah.

1:47:12 Little letter C.

1:47:14 You got to scroll down towards the bottom of the page.

1:47:16 Oh.

1:47:17 So these are the.

1:47:18 We want our students to leave our schools with these skills.

1:47:21 I don’t have a problem with it either way.

1:47:26 I mean they’re responding to the feelings of others.

1:47:29 Responding to the attitudes of others appropriately.

1:47:32 Do you feel adamant about it?

1:47:36 I support it.

1:47:37 I just feel like it.

1:47:38 Yeah.

1:47:39 Their feelings and attitudes is I sometimes the appropriate

1:47:41 response is not necessarily the

1:47:43 right response to somebody’s feelings or attitude.

1:47:46 We see that quite a bit here.

1:47:47 So I just for them to understand what it is.

1:47:50 So from a speech language pathologist perspective.

1:47:55 It’s saying that you understand how to respond to the feelings

1:47:58 of others.

1:47:59 It doesn’t mean that the other person’s feelings are or their

1:48:03 attitude is appropriate.

1:48:05 And it’s called pragmatics and it is very often a goal of many

1:48:08 of our students in elementary school in order to be able to

1:48:14 adapt to their communication partner adequately.

1:48:22 So I think it’s really important.

1:48:23 I do have a child who had this was part of his speech therapy

1:48:29 that he got.

1:48:31 He didn’t have a problem with the production of it.

1:48:33 But thank you for saying that word because I never remember that.

1:48:36 The pragmatics of the part of his work was to be put in

1:48:39 situations where he had to practice how to respond.

1:48:44 How to read other people’s because there are certain

1:48:47 disabilities where the disability is I can’t, you know, I can’t

1:48:54 understand someone else’s motives.

1:48:55 And so that was a lot of the work that he did.

1:48:57 So I don’t think it’s problematic the way that it’s worded.

1:49:01 I don’t think we’re asking people to do things, students to do

1:49:04 things that are beyond what they should be doing.

1:49:10 Because they do, if someone comes at you with a bad attitude,

1:49:13 you need to respond appropriately.

1:49:16 You know, if someone comes at you with strong feelings, you need

1:49:19 to understand how to respond appropriately.

1:49:22 And that’s not necessarily equal.

1:49:24 You know, you don’t, if they come at you, you don’t necessarily

1:49:27 come at them with equal and opposite response.

1:49:30 How do you respond appropriately?

1:49:32 Even when the other people’s feelings or attitudes are

1:49:34 inappropriate.

1:49:36 That’s not the right answer.

1:49:40 Okay.

1:49:41 And if you guys want to leave it, leave it.

1:49:43 I just, I thought the sentence could end at responds

1:49:45 appropriately to the communication of others.

1:49:48 You want to leave it in there, Jane?

1:49:50 Yeah.

1:49:52 I mean, I think the way it was explained, because it isn’t the

1:49:54 speaker’s feelings and attitudes.

1:49:57 It’s the communication partner, as it was described.

1:50:01 I think that changes maybe what, that’s right, I don’t want to

1:50:04 put it out there.

1:50:06 It understands and responds appropriately to the communication

1:50:07 of others and to their feelings and attitudes.

1:50:11 All right.

1:50:12 Mr. Two.

1:50:13 That’s perfect.

1:50:14 We didn’t move on.

1:50:15 Love you.

1:50:16 The next one I had, I, again, and this is, you know, maybe,

1:50:19 again, I feel like some of these things are a little, they’re

1:50:22 subjective.

1:50:23 Page 10, section four, letter B, societal standards.

1:50:27 I don’t know that that’s necessarily the right phrase to use.

1:50:33 Hang on.

1:50:38 Display’s responsible.

1:50:39 Where am I at?

1:50:40 That’s not the right one.

1:50:41 Why is this different now?

1:50:43 Sorry, give me.

1:50:44 Four Bs.

1:50:46 Okay.

1:50:47 I think that a lot of the problems we have are because people

1:50:55 are not having behavior consistent with them.

1:50:56 Well, I think societal standards is subjective to changing all

1:51:00 the time.

1:51:01 And so what societal standards are today may not be what they

1:51:03 are tomorrow.

1:51:04 So maybe upstanding citizenship would be a better word.

1:51:07 But again, it’s a personal.

1:51:10 Which is also subjective.

1:51:12 Yeah.

1:51:13 I guess both of them are.

1:51:14 You’re right.

1:51:15 So societal standards changing and evolving all the time.

1:51:19 So that was the only, I didn’t care for it so much, but again,

1:51:23 not, if that’s what the board wishes to keep,

1:51:25 then we’ll keep it there.

1:51:26 Could we strike that part so that it would just say displays

1:51:30 responsible, ethical, and moral behavior.

1:51:33 And then reflecting a commitment to his or her capabilities to

1:51:37 achieve and maintain a purposeful and productive life.

1:51:41 And just strike consistent with societal standards and.

1:51:45 Yeah.

1:51:46 I mean, I would argue that responsible, ethical, and moral

1:51:48 behavior is a societal standard too.

1:51:50 It doesn’t make sense to them.

1:51:51 Right.

1:51:52 Don’t say that.

1:51:53 Okay.

1:51:54 Striking consistent through and.

1:51:55 Is that?

1:51:56 Consistent.

1:51:57 Yeah.

1:51:58 We’re striking the words consistent with societal standards and.

1:51:59 So it goes straight from behavior to reflection.

1:52:00 Yeah.

1:52:01 Your society is determining those things anyway.

1:52:03 Okay.

1:52:04 Yeah.

1:52:05 Sorry.

1:52:06 I’m just reading my notes.

1:52:09 Oh, on page 10 under the arts and culture section, I think Neola’s

1:52:13 template was better.

1:52:15 Ours is much different than what Neola’s was.

1:52:18 So we’re on page 10 again.

1:52:20 And let me go back to what Neola’s was versus what ours.

1:52:23 I liked Neola’s version personally better than what’s there.

1:52:28 Student.

1:52:29 So Neola’s version is a student demonstrates that he or she

1:52:35 appreciates and supports artistic

1:52:36 endeavors and natural beauty is cultivating his or her own

1:52:38 creative self-expression and talents

1:52:41 in one or more art forms, which.

1:52:43 Oh, that almost looks like it’s not the right one.

1:52:47 I know.

1:52:48 Well, that’s what I, when I read it, I was like, uh.

1:52:51 Yeah.

1:52:52 That talks about functioning.

1:52:53 I’m thinking maybe that is not in the right place.

1:52:58 Okay.

1:52:59 I agree as an arts teacher that student demonstrates.

1:53:05 So the Neola says appreciates and supports artistic endeavors

1:53:09 and natural beauty.

1:53:10 Or social change.

1:53:11 Oh, yeah.

1:53:12 You’re right.

1:53:13 That was a social change one.

1:53:14 It was G.

1:53:15 Yeah.

1:53:16 From Neola.

1:53:17 It’s cultivating his own creative self-expression and talents in

1:53:19 one or more art forms.

1:53:21 Current social conditions and events.

1:53:22 Yeah.

1:53:23 It’s in the wrong spot.

1:53:24 Yeah.

1:53:25 It seems very out of place.

1:53:26 So on the arts and culture red line version, make sure that we

1:53:29 implement Neola’s versus the

1:53:31 one that we have there.

1:53:32 Yes.

1:53:33 Yeah.

1:53:34 So I think we, I think they accidentally got skipped.

1:53:37 Or it didn’t include the social change.

1:53:39 I can’t.

1:53:40 I don’t have it.

1:53:41 It’s really hard for me when it’s off.

1:53:42 We all, we all okay with what you’re saying?

1:53:43 Yeah.

1:53:44 See?

1:53:45 Yeah.

1:53:46 And that’s all I have on that one.

1:53:47 Right.

1:53:48 Like they just merged them by accident.

1:53:49 Okay.

1:53:50 So what do you do?

1:53:51 Ms. Harris, do you feel like you’ve got what they’re trying to

1:53:54 say?

1:53:54 I do.

1:53:55 Okay.

1:53:56 Was that all for that?

1:53:58 That’s all that I had done for the policy.

1:54:03 Anybody else?

1:54:04 There’s pecans or walnuts.

1:54:05 Oh, there’s walnuts in there.

1:54:06 Awesome.

1:54:07 There’s some pecans in there.

1:54:08 I’m just gonna pick out.

1:54:09 All right.

1:54:10 The next topic is, what are we on?

1:54:14 Educational goals, right?

1:54:15 No.

1:54:17 We’re on 2210 school improvement.

1:54:19 So 2210 is curriculum development.

1:54:23 And the, and looking at the NEOLA, the addition for this one, it

1:54:28 is the addition of language around

1:54:31 our K-12 reading plan.

1:54:32 So you know that comes before the board every year.

1:54:35 And it just speaks to that that will come from board approval,

1:54:38 but we also send it to the

1:54:40 Just Read Florida office and include language around how we’re

1:54:42 supporting students with substantial

1:54:45 deficiencies.

1:54:46 Okay.

1:54:47 And the only question I had on this one was that the NEOLA

1:54:48 template, and I see it’s not in

1:54:50 ours, but it references an innovative programs policy.

1:54:54 And that’s not something we currently have.

1:54:55 And so I didn’t know, do we need to look at possibly

1:54:57 implementing that within our district?

1:55:00 I think it would be something to definitely explore.

1:55:04 Okay.

1:55:05 All right.

1:55:06 And if it’s your –

1:55:07 It has it in E.

1:55:08 You have it in E.

1:55:09 It has –

1:55:10 Sorry, what?

1:55:11 Right after the Just Read Florida, it says E Innovative Programs.

1:55:13 And it just kind of turns into a heading for the language that

1:55:16 was already in the policy.

1:55:19 So, right.

1:55:20 But the NEOLA, yeah.

1:55:22 Where the NEOLA template.

1:55:24 Yeah.

1:55:25 See policy 2250 Innovative Programs.

1:55:27 And I’m like, okay, well, when I go and look at – it’s kind of

1:55:30 like it’s talking about

1:55:32 seeing this policy, which is the one we’re talking about.

1:55:34 Oh, okay.

1:55:35 So, you see what I’m saying?

1:55:36 It’s kind of circling back.

1:55:37 And I’m like, do we need a separate policy?

1:55:38 We don’t have a reference to 2250 because we don’t have a 2250.

1:55:39 Right.

1:55:40 We don’t have one.

1:55:41 We don’t have a 2250.

1:56:11 The changes that we made was more to streamline.

1:56:14 We had in our policy before, it spoke to elementary gifted,

1:56:18 middle school gifted.

1:56:19 And basically, it’s very streamlined.

1:56:22 And so we took that out because what we’re saying is for Provider

1:56:24 Public Schools gifted,

1:56:26 that this would be our expectations in that language.

1:56:29 So it was kind of some just technical corrections.

1:56:32 - Yes.

1:56:33 No, thank you.

1:56:34 I appreciate the condensed version because I was like going back

1:56:36 between all three,

1:56:37 looking at them going, wait a minute, we have elementary, middle

1:56:39 school, high school.

1:56:40 Maybe say the exact same thing.

1:56:41 There’s nothing different at all.

1:56:42 So I wasn’t sure why we created them into three different

1:56:44 versions, but that looks good.

1:56:47 - All right.

1:56:52 Any other discussion on gifted?

1:56:53 Hearing none.

1:56:54 The next topic is board policy 2260, non-discrimination and

1:56:57 access to equal educational opportunity.

1:57:00 - That policy aligns to House Bill 7, which was brought forward

1:57:05 by legislation.

1:57:07 So to align that, there were certain trainings and certain

1:57:11 instruction that are prohibited.

1:57:15 And so that outlined that and NEOLA gave us that language.

1:57:19 So we are reflecting that change NEOLA recommended.

1:57:24 Any discussion on this item?

1:57:25 - Yeah.

1:57:26 Just briefly.

1:57:27 And I don’t know why we didn’t catch it the last time we revised

1:57:29 this policy because this

1:57:30 is not new.

1:57:31 But in our very first paragraph, general statement, it refers to

1:57:34 anti-Semitism.

1:57:36 It says, as defined in bylaw 0100.

1:57:39 We don’t actually have that.

1:57:41 That’s our definitions bylaw.

1:57:42 We don’t have anti-Semitism included in our 100 definitions

1:57:47 policy.

1:57:48 So we either need to do one of two things.

1:57:50 We either need to just strike that part, or we need to add anti-Semitism

1:57:55 to our definition

1:57:58 policy.

1:57:59 We didn’t add that last time?

1:58:00 I don’t want to strike anything.

1:58:02 0100 was not, I went back and looked.

1:58:05 It wasn’t one of the ones that we did any updates on.

1:58:09 So, but I’m pretty sure there’s a statutory definition for anti-Semitism.

1:58:14 So probably what we need to do is leave it in, but let’s also

1:58:17 adapt 0100.

1:58:19 I don’t know.

1:58:20 I think it’d be better to just say as defined by and then

1:58:22 reference the statute number.

1:58:25 Yeah.

1:58:26 That works too.

1:58:27 Okay.

1:58:28 Paul.

1:58:29 Okay.

1:58:31 Anybody else?

1:58:32 Good job.

1:58:33 All right.

1:58:34 Next topic is board policy 2260.01, changing policy number 2, 2260.02,

1:58:43 anti-hate harassment

1:58:45 and non-discrimination appeals process.

1:58:47 This is basically a policy number change from 2260.01 to 2260.02

1:58:54 when we reference back

1:58:57 to this that was discussed.

1:58:59 I guess it was too close to a previous policy that we had.

1:59:03 So we were asked to specifically change the policy number for

1:59:06 this.

1:59:07 Oh, I think Neola had a different policy.

1:59:09 Yes.

1:59:10 Everybody okay with that?

1:59:11 All right, moving on.

1:59:12 The next topic is board policy 2410 school health services.

1:59:15 Any board member wish to speak to it?

1:59:18 No.

1:59:19 When I was first going through, I did this one first and I

1:59:21 thought, why are you cutting

1:59:23 all the stuff out about the mental health?

1:59:25 But actually, because we’re creating the new policy and moving

1:59:27 it over, that makes so much

1:59:28 more sense to put it in a separate.

1:59:30 Which aligns to the next policy.

1:59:32 Yes.

1:59:33 So, yes.

1:59:34 I just want to highlight that I think it’s very, very good that

1:59:36 the board’s taking the

1:59:37 initiative to have the availability of menstrual hygiene

1:59:39 products available to our students.

1:59:41 Some of our kids, this is one of the things I’ve been hearing

1:59:43 from a lot of my middle school

1:59:44 and high school staff is that they don’t have, they don’t have

1:59:47 these products.

1:59:48 So we’re trying to rally them up in the community and find the

1:59:50 hygiene products that these kids

1:59:52 need, especially when we’re talking about our homeless

1:59:53 population.

1:59:54 So I’m like, this is a huge, huge jump in helping them in an

1:59:57 area that you wouldn’t

1:59:59 think about unless you had the issue going on, you know?

2:00:02 Good job.

2:00:03 All right.

2:00:04 We’re good?

2:00:05 Yep.

2:00:06 Anybody else wish to speak to the policy?

2:00:08 No.

2:00:09 All right.

2:00:10 Next topic is Board Policy 2410.01, Mental Health Services.

2:00:13 Does anybody wish to speak to this?

2:00:15 This was the new policy that we’re incorporating in language.

2:00:20 And this one specifically has some content related to mental

2:00:24 health services.

2:00:26 So this is a new policy that we created.

2:00:28 Okay.

2:00:29 Based on Neola’s recommendation.

2:00:31 I have some questions about that just only because it seems like

2:00:33 the state’s moving more

2:00:35 towards a resiliency plan versus mental health.

2:00:38 And so I’m, I was just questioning, hey, should our policy align

2:00:41 with really what the state

2:00:42 is doing there versus mental health?

2:00:45 Cause there’s some stuff in here that makes me a little bit

2:00:48 nervous on, if I’m being honest,

2:00:50 on what we’re asking our staff to do or possibly identifying.

2:00:53 I know they’re gonna refer them out for services and there’s

2:00:55 timelines and things that have to be done.

2:00:58 So I just wasn’t clear on if we should be moving the direction

2:01:02 the state’s moving.

2:01:04 Well, I know we have these timelines that is in statute the 30

2:01:06 day.

2:01:07 Right.

2:01:08 15 days.

2:01:09 15.

2:01:10 With referring and services and following up on that.

2:01:12 So that is in statute.

2:01:14 As far as the resiliency curriculum, that has been changed more

2:01:18 to more of a life skills,

2:01:20 but we still have a focus on our mental health for students.

2:01:23 It’s not being taught per se in the classroom like it previously.

2:01:27 It was focused.

2:01:28 We had to have the five hours.

2:01:29 Now it’s more of the resiliency, but we still have to focus on

2:01:32 meeting the timeline of the statute.

2:01:35 Okay.

2:01:36 Of referring for services, et cetera.

2:01:38 And I think this is more along the lines of students in crisis,

2:01:41 students that we refer out.

2:01:43 You know, what we had in this part that got pulled out of 2410

2:01:48 and put into this was,

2:01:49 what do we do if the Baker Act, it doesn’t say Baker Act in here,

2:01:53 but this is the part,

2:01:54 the section in here is the part that has to do with Baker Acts.

2:01:56 And we have a very specific order of things that have to be done

2:02:01 and who does them to make sure that we don’t do that wrong.

2:02:07 And by statute, we’re supposed to be monitoring and making sure

2:02:10 that we’ve met the deadline.

2:02:12 So we’re making sure that we’re in compliance with that.

2:02:15 And some of this, you know, some of the mental health funding

2:02:18 allocations that have been given ever since 2018,

2:02:22 they are specifically tied to things that we will provide for

2:02:26 students.

2:02:28 Okay.

2:02:32 All right.

2:02:34 Anything else?

2:02:35 Nope.

2:02:36 Everybody good on mental health services.

2:02:38 Next up is the next topic is board policy 5114, foreign students.

2:02:42 Anybody wish to speak to that?

2:02:44 Okay.

2:02:45 So this one has a lot of language that was pulled from Neola to

2:02:50 speak specifically if you’ll see a lot of additions with J1 and

2:02:54 F1 visas.

2:02:55 Yeah.

2:02:56 So I am open to your feedback on if there, some of this is

2:03:00 aligned to federal guidelines around these visas.

2:03:05 So this, so the revisions to me, you know, the Neola’s options

2:03:09 were either we’re going to say we’ll take F1 visas or we’re

2:03:12 going to say we won’t.

2:03:13 So we’re saying here we will, which we already do at one school.

2:03:16 We talked about expanding it, but that as far as the policy goes,

2:03:18 I think this is good as it is because we’re saying that we will

2:03:21 take both kinds of non-immigrant students.

2:03:28 Right.

2:03:29 Opportunity.

2:03:30 There was discussion before in regards to the, the tuition fee

2:03:33 that, that we’re collecting.

2:03:35 And it looks like it’s still in here that we’re, well, foreign

2:03:41 extensions on J1.

2:03:44 You’re correct.

2:03:45 So under F1, it speaks to participants in this program will be

2:03:48 consistent with federal law that require the following.

2:03:52 And then number three under there is the student pays the board

2:03:56 the full amount of tuition prior to the commencement of the

2:04:00 academic term of attendance.

2:04:02 So that’s all laid out specifically, right?

2:04:04 Yes.

2:04:05 In federal law of how the program should go.

2:04:07 Okay.

2:04:08 But we don’t charge for the J1s.

2:04:10 Correct.

2:04:11 And what do our, do you know what any of our surrounding

2:04:13 districts are doing?

2:04:14 If that’s typical or?

2:04:16 I would have to do some.

2:04:19 Yeah, I’d have to check.

2:04:20 Okay.

2:04:21 I’m just curious kind of on if we’re, if we’re different than

2:04:24 what they are doing as far as these types of students.

2:04:27 Cause I, I’m, this is not a huge population of students that we’re

2:04:29 seeing on an annual basis.

2:04:31 Not for us.

2:04:32 I think, but other districts probably have more experience with

2:04:35 this.

2:04:36 And so.

2:04:37 Okay.

2:04:38 We can check, but I mean, we’re just lining up with, with a

2:04:40 statute and federal law.

2:04:42 Okay.

2:04:43 So if we want to open opportunities up, we don’t have to do that

2:04:47 by changing policy, but we have this policy.

2:04:49 We had to add.

2:04:50 This would allow us to do that.

2:04:51 Right, this allows us.

2:04:52 To offer more opportunities.

2:04:53 Yep.

2:04:54 Mm-hmm.

2:04:55 All good?

2:04:56 Not allowed to talk in this topic.

2:04:57 Cause last time I did, I made some assumptions that weren’t true.

2:05:00 If you guys remember.

2:05:01 Did you say?

2:05:02 I did.

2:05:03 I made some assumptions that weren’t true there.

2:05:04 And I was like, I don’t know, I’m completely wrong on this one.

2:05:06 So we’re okay.

2:05:07 Um, next up is the next topic is board policy 5410 student

2:05:10 progression.

2:05:11 Any board member wish to, or I’m sorry.

2:05:13 Ms. Harris.

2:05:14 The, um, revision to this basically speaks to the language.

2:05:17 Now that we’re using the progress monitoring system instead of

2:05:20 MDB or state-wide assessments.

2:05:21 Awesome.

2:05:22 Any board member wish to speak to this topic?

2:05:24 Hearing none.

2:05:25 We’re going to move on.

2:05:26 The next topic is board policy 5420 reporting student progress.

2:05:29 Yes.

2:05:30 Again.

2:05:31 Ms. Harris.

2:05:32 Sorry, you’re moving quick through that booklet.

2:05:33 No, that’s good.

2:05:34 This one speaks to, um, some of current practices in Brevard and

2:05:39 this speaks to the communication

2:05:41 and the tools, uh, regarding progress monitoring plans that we,

2:05:44 uh, prepare for students that

2:05:46 are demonstrating any kind of deficiencies.

2:05:48 It does also add in some of the new statutory language that

2:05:51 requires that.

2:05:53 So some of that we were doing as Brevard practice, but now there

2:05:55 are certain requirements as far

2:05:57 as plans that are written, uh, for students, but really aligning

2:06:00 that to our student progression

2:06:02 plan and providing that link in here.

2:06:04 But you will see, you know, it speaks to report cards, but more

2:06:07 the bulk of the language under

2:06:09 number five speaks to how will we, um, create plans for students

2:06:13 in parent friendly language

2:06:15 with supports, uh, for those students.

2:06:17 Okay.

2:06:18 Any board member wish to speak to this item?

2:06:20 Just a formatting issue, but Roman numeral 10 says report cards

2:06:25 and just report cards.

2:06:26 And I think that 11 through 15 are supposed to be under 10.

2:06:31 So if we can re letter that because just looking through, I

2:06:38 think, yeah.

2:06:38 Roman number 11 through 15 seemed like they go under report

2:06:40 cards.

2:06:41 It was supposed to be a new heading and those were supposed to

2:06:42 be subheadings.

2:06:43 So if we can fix that, that’d be good.

2:06:45 Is that all you have on it?

2:06:46 That’s all I have.

2:06:47 Anything else is great.

2:06:48 Anybody else?

2:06:49 And thank you for putting all the links into the student

2:06:51 progression plan.

2:06:52 Yes.

2:06:53 Yeah.

2:06:54 We like hot links.

2:06:55 Thank you, Ms. Harris.

2:06:56 Next up, next topic is board policy 5421 grading.

2:07:00 Ms. Harris.

2:07:01 What do we have here?

2:07:02 Ms. Harris.

2:07:03 This one, the only, uh, true revision, if you’re looking at

2:07:06 specifics, is the addition

2:07:07 of that student progression plan.

2:07:09 We’re just trying to have that into everywhere that it can be

2:07:11 referenced.

2:07:12 Okay.

2:07:13 Everybody good with that?

2:07:14 Yep.

2:07:15 All right.

2:07:16 Seeing that approval.

2:07:17 Moving on.

2:07:18 The next topic is board policy 5421.01 grade forgiveness.

2:07:20 Ms. Harris.

2:07:21 Same thing.

2:07:22 Okay.

2:07:23 Yes.

2:07:24 Adding the link.

2:07:25 All right.

2:07:26 Anybody else have anything to speak to this?

2:07:27 No, this is a new one.

2:07:28 It’s a new one, but it wasn’t, um, new to our practice.

2:07:32 So it’s just putting it in writing.

2:07:34 Okay.

2:07:36 All right.

2:07:37 The next topic is board policy 5430 class rank.

2:07:39 Anybody wish to speak to this?

2:07:41 Okay.

2:07:42 Ms. Harris, you want to give us a little overview and then we’ll

2:07:44 jump to the next one.

2:07:46 So this one, it’s again, adding the addition of the link.

2:07:49 Okay.

2:07:50 Anybody else have anything?

2:07:51 No, my agenda plus is not working right at the moment.

2:07:54 Next up is the next board topic is board policy 5451 student

2:07:57 recognition.

2:07:58 Ms. Harris.

2:07:59 So in this one, it was just basically a review of this.

2:08:05 I was not in my position when this, when you did the reviews of

2:08:07 the 2000.

2:08:09 So I was looking at the notes and I know one of the big pieces

2:08:12 is she wanted to allow principals

2:08:14 the opportunity to make those school-based decisions.

2:08:17 So just highlighting number two, the board authorizes the

2:08:20 principal to develop that plan.

2:08:22 And speaking, I just want to make sure that worked for the board.

2:08:25 Yep.

2:08:26 Everybody good with that?

2:08:27 All right.

2:08:28 Okay.

2:08:29 Next board policy 5460.01 graduation requirements for transfer

2:08:32 students.

2:08:34 Ms. Harris.

2:08:35 Okay.

2:08:36 Sorry.

2:08:37 I have a system, but now I’m going slow.

2:08:40 That’s okay.

2:08:41 Pretty sure this one is just the link.

2:08:43 Just the addition of the link.

2:08:44 Okay.

2:08:45 The student progression plan.

2:08:46 Anybody else wants to speak to that?

2:08:47 Hearing none.

2:08:48 The next board policy is 5463 credits from other schools.

2:08:51 Ms. Harris.

2:08:52 Okay.

2:08:53 This one again is just the addition of the student progression

2:08:57 plan link.

2:08:57 Yep.

2:08:58 Are you okay with that?

2:08:59 All this work we’re making them do just add a link for you.

2:09:01 Okay.

2:09:02 Moving forward.

2:09:03 The next topic is board policy 5464 accelerated graduation

2:09:06 options.

2:09:07 Ms. Harris.

2:09:08 Okay.

2:09:09 For this one, so we do have the student progression plan link,

2:09:12 but we also have just the language

2:09:15 stating that a student that meets all requirements of the

2:09:18 accelerated graduation option just to align

2:09:21 with the Florida statute.

2:09:22 Okay.

2:09:23 Anybody wish to speak to this item?

2:09:25 Hearing none.

2:09:26 The last topic is board policy 6320 procurement and contracting.

2:09:30 Does anybody?

2:09:31 She’s like, I’m out of the hot seat.

2:09:35 There you go.

2:09:36 Ms. Christie, you been waiting there the whole time?

2:09:39 No.

2:09:40 She just came.

2:09:41 I just want to make sure.

2:09:42 She was probably watching on TV.

2:09:43 That is the beauty of live television.

2:09:44 She knew.

2:09:45 Yeah.

2:09:46 It’s my time.

2:09:47 So this has just very minor revisions that we’re suggesting.

2:09:51 One of them is based on board comments at the last review.

2:09:55 One of them is adding the veterans preference.

2:09:58 And then the other major revision is that all renewals will come

2:10:01 back to the board.

2:10:03 Love that.

2:10:04 Yep.

2:10:05 So both things that were mentioned by the board and now in

2:10:07 policy.

2:10:08 Beautiful.

2:10:09 It’s a big one for us.

2:10:10 Yeah.

2:10:11 Okay.

2:10:12 Great.

2:10:13 Anybody else wish to speak to anything?

2:10:14 All right.

2:10:15 Hearing none.

2:10:16 Do you have any further to discuss?

2:10:17 All right.

2:10:18 Oh, if you would.

2:10:19 Sorry.

2:10:20 Almost.

2:10:21 If you would.

2:10:22 This paper that gave Mr. Susan a heart attack.

2:10:25 He didn’t give me a heart attack.

2:10:28 If you do two things for me, if you would give me any feedback

2:10:32 that you would like me to

2:10:33 take to our meeting where I represent us on Friday.

2:10:36 And then also the, they’d specifically asked for, they want to

2:10:43 look at the part that talks about

2:10:46 a CTE workforce diploma.

2:10:47 Uh huh.

2:10:48 They wanted to.

2:10:49 I like that when I saw that.

2:10:50 See stars?

2:10:51 We’re supposed to bring talking points.

2:10:53 So if you will give me some talking points that they want to add

2:10:56 to that.

2:10:57 So at talking points for a developing, asking them to develop a

2:11:00 CTE workforce diploma.

2:11:02 Okay.

2:11:04 You can do it offline.

2:11:05 And you want us to give you talking points to why we support

2:11:07 that.

2:11:08 Right.

2:11:09 What, what do we need to be telling the, the, our legislators of

2:11:12 why that would work?

2:11:13 What, what, what we need to do to make that happen.

2:11:16 Um, that’s what I’m supposed to show up at my meeting on Friday

2:11:18 with three to five talking

2:11:20 points.

2:11:21 Okay.

2:11:22 So if you have some, tell me them later.

2:11:25 In the most advanced countries in the world that deal with

2:11:29 career and technical portions,

2:11:31 they already have that.

2:11:32 So tell them that.

2:11:33 Write it out.

2:11:34 We’re all good?

2:11:35 Everybody.

2:11:36 All right, we’re…