Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Thank you.
2:59 All right, board, we have quite an agenda in store for us today.
3:06 So we’re going to start.
3:07 Our first topic will be the student accommodation plan briefing.
3:10 I believe Ms. Dampierre, who is presenting this one?
3:14 Sue, sorry.
3:15 Oh, Ms. Black is presenting.
3:17 Okay, Karen.
3:17 Thank you, Madam Chair.
3:20 Karen Black is going to be presenting.
3:22 Sue is dealing with some facilities issues right now.
3:25 This is our annual student accommodation plan.
3:28 This is something we do every year.
3:29 All right.
3:31 Ms. Black, the floor is yours.
3:34 Thank you.
3:34 All right.
3:35 Good morning.
3:36 So let me get started here.
3:40 So the student accommodation plan is an annual port approved by
3:45 the school board, which is used as a guide in making planning
3:48 decisions for the following school year.
3:51 It provides an overview of the school district using data and
3:54 maps to illustrate current trends and provides community
3:58 stakeholders a transparent look into the basis for school
4:01 district planning and decision making.
4:04 Helen Keller once said, alone we can do so little, together we
4:08 can do so much.
4:09 The plan is a result of a collaboration of departments within
4:13 the district and 15 local municipalities to ensure adequate
4:16 school facilities are available, not only for a balancing
4:20 enrollment, but also to meet the facility needs for all student
4:24 programs and services.
4:28 This is a quick overview of who we are, Brevard County’s
4:31 population is about 640,773 people and 18% are between the ages
4:37 of zero and 17.
4:39 The district serves 74,117 students in 103 facilities.
4:47 The following slides give a quicker review of each section of
4:51 the plan.
4:52 Section one outlines the reports required by the Florida
4:55 Department of Education and defines various legislation and
4:58 district, the district must adhere to in planning school
5:01 facilities.
5:02 Also in section one, you’ll find more information about the 2425
5:08 plan strategies in the student accommodation plan abstract.
5:13 For example, the new Vieira school, middle school will open in
5:18 August for school year 2425.
5:21 An eight classroom addition at West Melbourne School for Science
5:24 will be under construction and is scheduled for completion in 25.
5:28 An eight classroom building addition at Mila Elementary will be
5:32 under construction to replace building nine.
5:36 And this will be mainly focused on exceptional students,
5:41 educational education students.
5:43 And that’s scheduled for completion in 26.
5:47 A new transportation facility will be designed on the San Filippo
5:51 site that the district already owns.
5:54 And you can learn more about our long range planning initiative
5:57 and state appropriations for the Edgewood robotics lab,
6:02 the adult education commercial driver license training facility
6:07 as well as the aquaculture lab at Cocoa Beach Junior Senior High
6:11 School.
6:12 Section two outlines the district’s requirement to balance
6:16 student enrollment and information about the board policy and
6:19 procedures available to balance enrollment such as using relocatable
6:24 classrooms,
6:25 modifying existing program offerings, attendance boundary
6:28 changes, freezing schools to incoming education location options
6:33 students or constructing new capacity.
6:36 We’re also doing a pilot program for year round school at Challenger
6:40 7.
6:40 Section three of the plan contains a table of Brevard
6:46 traditional school student membership,
6:49 current capacity and current percent of use for each school.
6:53 Please note that when you’re reading these tables,
6:56 permanent capacity equals brick and mortar building capacity.
7:00 And when you see total capacity, that includes the relocatable
7:04 capacity.
7:04 The from to analysis found in section four is used to illustrate
7:11 whether a student attends his or her zone school
7:15 or another school or another school or another school by choice.
7:16 Just a quick overview of how you read this table.
7:21 The rows on the left are the zone school of the student, where
7:27 the student resides.
7:28 And the columns across the page are where the student attends.
7:33 So if you look at the highlighted diagonal section, where the
7:38 rows and the column to meet,
7:40 that is the number of students that attend their zone school for
7:44 each of the schools.
7:46 So for example, if we look at central, central has a total of 1,061
7:52 students.
7:54 And out of those where the rows and the row and the column
7:57 intersect, 1,010, the central zone and 32 are attending from
8:04 stone zone.
8:05 If you look all the way over to the far right, you’ll see a
8:08 green column.
8:09 In the green column, you’ll see the number of students that are
8:13 from the zone that are attending charter schools.
8:15 So you can see for central, 351 students leave the zone and
8:22 attend charter school.
8:24 Section five of the plan lists the projected student enrollment
8:32 for the next five years and the total capacity in use projected
8:37 for five years.
8:38 So in the center of the table, you’ll see current year.
8:41 That’s the current enrollment as of survey two in October, the
8:45 official fall count.
8:47 And then you’ll see five columns for each of the next five years.
8:51 And then the current capacity in use, and then the projected
8:56 capacity in use.
8:57 Facility needs reach outside the typical classroom.
9:04 Another purpose of the plan is to recognize facility needs for
9:07 all students and programs, as well as the community.
9:10 Section six contains dedicated pages for specific programs that
9:15 have facility needs.
9:17 For example, PK early childhood learning blast career and
9:21 technical education, adult and community education, preferred
9:25 virtual school, alternative learning centers, the Gardendale
9:28 separate day school, and athletic facilities.
9:36 In growing areas throughout the county, it may be necessary to
9:39 place relocatable classrooms on existing school campuses to
9:42 accommodate the influx of new students.
9:44 On the other hand, in some schools where relocatable classrooms
9:48 are already in place, the school may no longer need them.
9:52 This section is devoted to the need to move or change the status
9:57 of relocatable units.
10:03 So for school year 2425, a few schools in the south part of the
10:07 county are projected to be near or over 100% capacity.
10:11 So as part of the plan, relocatable classrooms will be added at
10:14 Sunrise and Westside Elementary schools.
10:16 And existing surplus units that are already located on the
10:19 campus of Bayside High School will be converted to classrooms.
10:23 Six units located at Meadow Lane Intermediate, one at Roy Allen,
10:28 one at Space Coast, will be changed from classroom to surplus
10:33 for possible use at another location.
10:35 In 2324, many of the district’s relocatable units were found to
10:39 be in poor condition and not suitable for continued classroom
10:45 use.
10:46 So each year the district reviews existing attendance boundaries
10:55 when changes are considered, the following process is followed
11:01 and documented in the annual student accommodation plan.
11:03 For this plan, we have one minor approved attendance boundary
11:08 change and a new boundary for the New Vieira Middle School.
11:16 Section 9 includes historic data and analysis.
11:21 This graph shows student enrollment as compared to the timing of
11:27 the space programs since 1960 and its rise and fall in student
11:33 enrollment as programs started and ended.
11:35 You can see as programs were instituted, population grew as
11:39 people moved to the county and as programs ended, population
11:43 decreased.
11:44 However, when the space shuttle program ended, a new focus on
11:48 economic program stabilized grows.
11:51 So since 2011, you can see the population has balanced out and
11:55 hasn’t taken a drastic drop.
11:57 I do want to point out that this decline that you see from ‘22,
12:03 ‘23 looks a little more drastic than it is.
12:08 Traditionally, since 2019 at least, the district enrollment
12:12 included family empowerment students, and this year the state no
12:17 longer gives us that total number.
12:19 So this year we appear to be much lower, but last year we had 4,200
12:24 family empowerment students, and this year those students aren’t
12:28 counted in our number.
12:29 The district itself, in traditional schools, lost about 802
12:33 students, charters gained 416.
12:40 So the net difference is that the public schools, the Brevard
12:44 Public Schools is down about 425 students, if you don’t count
12:49 the family empowerment students.
12:54 Since the 2009-2010 school year, the percentage of membership
12:58 attending charter schools has increased.
13:01 It’s now 13% of the district students are attending charter
13:05 schools.
13:06 Remember, the total number of students does not include the
13:09 number using family empowerment scholarship funding, which is
13:13 why you see a slight increase on the bottom table for the Brevard
13:18 traditional school percentage membership.
13:21 When realistically, it decreases 425 students.
13:31 So this plan includes a series of maps showing the change in the
13:35 number of students by study area.
13:37 A study area is equal to a neighborhood, and it takes several
13:41 neighborhoods, several study areas to equal an attendance
13:45 boundary.
13:46 But what’s interesting about this is we can see the five-year
13:49 change in students.
13:51 We can see where the population is declining and where the
13:54 population is growing.
13:55 So Vieira is a good example, and this is just one of the maps
13:59 that show this in the plan.
14:01 But Vieira is a good example because Vieira contains three of
14:05 the top five highest gains in the county, but it also includes
14:10 two of the highest losses in the county.
14:13 So some of the aging neighborhoods of Vieira, it seems the
14:18 population has grown and the population has grown up, meaning
14:26 aged, whereas the students that had moved in or were born there
14:31 have finished school and the parents have kept the house and it’s
14:34 not generating students at the high rate that it does when the
14:38 house is new.
14:39 So you can see the newest neighborhoods, for example, Sedona Cove
14:45 along Pineda, you can see 351 new students in the last five
14:50 years as opposed to an area around Ralph Williams Elementary
14:55 that lost 53 students.
14:58 So it suggests that as families move in, they’re young families,
15:03 they move in.
15:05 But then it seems once the population graduates high school,
15:10 maybe the parents keep the home and stay and the neighborhood
15:15 doesn’t generate kids at the same rate.
15:19 Okay, so there’s also five maps included in the plan that
15:24 include local government development data.
15:29 So the red hatched areas that you see on these maps are
15:33 developments that we know are either under concept review or
15:37 future review.
15:39 We know they’re coming mainly we just want we just want you to
15:43 know that facilities continually monitors development throughout
15:48 the county.
15:49 And we use this information in partnership with our local
15:52 municipalities when we’re doing the student projections.
15:56 What these maps don’t show you exactly is the timing could be
16:01 two years could be five years and some of the concepts could be
16:05 even a little longer than that.
16:13 So section 10 of the plan contains maps that are meant to be
16:17 viewed side by side.
16:19 And they show current capacity for this current school year 2324.
16:24 There’s a set of permanent maps and a set of total capacity maps.
16:28 Remember the permanent is without the portables total is
16:32 permanent plus portables.
16:34 But what you see like in this example here is total capacity of
16:39 elementary schools.
16:41 And you can see in the south schools are 90 reaching 100 percent
16:47 and projected five years from now.
16:49 This is that area of development that we saw in the previous
16:51 slide.
16:52 You can see they’re projected to be at 100 percent or more.
16:56 And then the last thing I wanted to share is how to find a copy
17:03 of the plan.
17:05 Each year once the plan is approved I put it on the district
17:08 website under planning reports.
17:11 So if you go to BrevardSchools.org departments and programs
17:14 planning and project management.
17:16 On the left hand side you’ll see a list and you’ll see planning
17:19 reports.
17:20 And then you’ll see student accommodation plan is the top report.
17:24 And the current one each year is found there.
17:27 And then if you click on the word here that’s at the end of the
17:31 paragraph there that you see.
17:33 It’ll take you to a file archive with multiple years worth of
17:37 the plan.
17:38 So you can look back historically.
17:40 Thank you. That’s a quick overview.
17:45 I have one question Karen if that’s okay.
17:47 I’m back on slide 20.
17:48 I think you said it but I just want to make sure I understood it
17:50 correctly.
17:51 On the two comparisons.
17:52 So the.
17:53 Yes.
17:54 2023-2024 elementary school student enrollment total capacity
17:57 utilization.
17:58 Those two you said the left is based on actual structures built
18:04 in structures that are not leaving like a portable.
18:06 Correct.
18:07 Is that right.
18:08 This map is total.
18:09 This includes portables.
18:10 Includes portables.
18:11 Okay.
18:12 Yes.
18:13 Correct.
18:14 Yeah.
18:15 Both of these are total capacity and total capacity is brick and
18:17 mortar plus portables.
18:18 Plus portables.
18:19 Okay.
18:20 All right.
18:21 Thank you.
18:22 Yeah.
18:23 Go ahead.
18:24 Thank you so much Ms. Black for presenting today.
18:27 I’ve got a couple of questions.
18:29 Okay.
18:30 And I’ll just work backwards.
18:32 The.
18:33 The slide about the relocatables and where you’re anticipating
18:37 we’ll have to move them.
18:38 The.
18:39 The new locations or sunrise and west side.
18:43 That’s the plan to help accommodate for next year.
18:46 Will those be moved from some of those where we’re going to move
18:48 them from.
18:49 Are we putting new ones there versus add two units.
18:52 Add three units.
18:53 That’s under evaluation.
18:54 Okay.
18:55 Because I know sometimes they’re not in good enough shape to.
18:57 Correct.
18:59 So right now we’re currently evaluating whether it’s financially
19:03 feasible to go new.
19:05 To go lease.
19:06 Or to go move.
19:07 Okay.
19:08 All right.
19:09 And then.
19:10 The from to.
19:11 I think I’ve shared this with you.
19:12 The from to analysis charts are some of my favorite charts.
19:14 Like that we have.
19:15 Because it’s so informative.
19:17 Of.
19:18 Of where people are going.
19:19 And.
19:21 And so I encourage the board.
19:22 And I know this document.
19:23 The full document is 137 pages.
19:26 But take some time over the next couple weeks to really look at
19:28 that.
19:29 Because it gives you a good sense of.
19:31 What’s going on in your community.
19:34 And then.
19:35 But I do have a question.
19:36 One other question.
19:37 Working backwards.
19:38 About the completion of the site.
19:40 The new building at West Melbourne School for Science.
19:42 I know we’ve had some delays.
19:44 But it says the site should be completed in January of 2025.
19:47 Are we still moving forward.
19:49 I know this may be your Dr. Rendell question.
19:51 With.
19:53 Opening.
19:54 Like at the beginning of this coming school year.
19:56 With the extra classroom for every grade level.
19:58 And we’re going to.
19:59 Just squeeze them in somewhere.
20:00 I know that.
20:01 I know that when we finalized projections.
20:02 We were counting a portion of that.
20:05 Okay.
20:06 So I’m not.
20:07 I believe it’s still that way.
20:08 That would have to be.
20:09 Are we.
20:10 Are we still planning.
20:11 Are we still good to go.
20:12 With the expansion of the student enrollment.
20:15 Because I know they’re.
20:16 They’ve already done their.
20:17 Lotteries and everything.
20:18 So I didn’t know if they’d already done that.
20:20 Sue’s.
20:21 Standing up.
20:22 Yeah.
20:24 Either or.
20:25 She’s coming to testify before the Senate panel here.
20:31 I believe we’ve worked with the principal.
20:34 And.
20:35 Chief of schools.
20:36 To kind of do a hybrid plan.
20:38 So I’ll need to get that.
20:40 Solidified for y’all.
20:41 And get back to you on it.
20:42 To be sure that we’re giving you the right information.
20:44 Right.
20:45 Because that has changed over time.
20:46 Okay.
20:47 Because I had a conversation with her.
20:48 Like a few months ago.
20:49 Like what are we going to do.
20:50 If it’s not open.
20:51 And there was some.
20:52 And then in January.
20:53 That’s a lot of.
20:54 Accommodating to do.
20:55 I think we have certain facility.
20:57 Like it.
20:58 There are pieces of this.
20:59 That will be done.
21:00 Earlier.
21:01 And then pieces that will be done later.
21:03 And some of the new facilities.
21:05 Are going to be used for.
21:07 Current students.
21:08 So it’s a little bit of a work in progress.
21:11 But I know there’s a plan.
21:12 I just can’t articulate.
21:13 Exactly what it is.
21:14 Here comes Mr. Ramer.
21:15 It sounds like Mr. Ramer is going to try.
21:16 I know.
21:17 I started up.
21:18 I’m sorry.
21:19 No.
21:20 I know.
21:21 I know that we.
21:22 We have the plan.
21:23 I took.
21:24 When I did the school visit.
21:25 She seemed very confident.
21:26 Yeah.
21:27 Yes.
21:28 We will be opening up.
21:29 Three classrooms.
21:30 At West Malvern.
21:31 The projection has been adjusted.
21:32 To 606.
21:33 From 552.
21:34 Principal is on board.
21:35 She is.
21:36 Going through the.
21:37 The process of.
21:38 Admitting students.
21:39 So their enrollment next year.
21:40 Should be 606.
21:41 With three new classrooms.
21:42 Being open.
21:43 Due to the expansion.
21:44 Okay.
21:45 And then the following year.
21:46 We’ll have the extra.
21:47 Classroom at every grade level.
21:48 Because I thought.
21:49 That was original plan.
21:50 Was to have five.
21:51 Because right now.
21:52 They have four.
21:53 Classes of every grade level.
21:54 So we’re only opening that up.
21:55 For a few next year.
21:56 And then expanding it.
21:57 We could accommodate the three.
21:58 Based on.
21:59 Where we’re going to be.
22:00 With the expansion.
22:01 Being completed.
22:02 And what is open.
22:03 In the school.
22:04 Right now.
22:05 With regards to classrooms.
22:06 And then once the expansion.
22:07 Is completely done.
22:08 Then we will continue.
22:09 To adjust enrollment.
22:10 On the campus.
22:11 All right.
22:12 Thank you so much.
22:13 You’re welcome.
22:14 That’s all.
22:15 Thank you.
22:16 Jennifer.
22:17 Do you have any questions.
22:18 Or comments?
22:19 No.
22:20 I just.
22:21 I appreciate.
22:22 You.
22:23 You did it.
22:25 In the simplest.
22:26 And fastest way.
22:27 To explain.
22:28 How the enrollment numbers.
22:29 Look like a significant.
22:30 Decrease of students.
22:31 And we’ve said it.
22:32 Time and time again.
22:33 That it’s not.
22:34 What you’re seeing.
22:35 That’s not an accurate.
22:36 Portrayal.
22:37 So you know.
22:38 There was only a reduction.
22:39 Of 400 students.
22:40 And when you.
22:41 Take into consideration.
22:42 The fact that.
22:43 Our charters.
22:44 That have already been established.
22:45 In this county.
22:46 Are adding.
22:47 Grade levels.
22:48 Adding.
22:49 Different facilities.
22:50 That’s something.
22:51 That we probably.
22:52 Expect to see.
22:53 So thank you.
22:54 For that.
22:55 I know.
22:56 It’s confusing.
22:57 For people.
22:58 To consume.
22:59 All that information.
23:00 Thank you.
23:01 Mr. Trent.
23:02 All right.
23:03 Mr. Susan.
23:04 Are you still with us?
23:05 Yeah.
23:06 I’m still with you guys.
23:07 And I just wanted to.
23:08 Take a second.
23:09 And say thank you.
23:10 To.
23:11 Sue Hannah.
23:12 And this black.
23:13 And others.
23:14 That have been.
23:15 Along with.
23:16 Some of these projections.
23:17 You know.
23:18 Mr. Campbell agree.
23:19 Their projections.
23:20 Are pretty tight.
23:21 One of the things.
23:22 That.
23:23 Many people that are here.
23:24 May not understand.
23:25 Is that.
23:26 We meet with.
23:27 On a consistent basis.
23:28 A lot of the city officials.
23:29 And everything.
23:30 About growth.
23:31 And where the new.
23:32 Developments are supposed to go in.
23:33 And when they’re breaking ground.
23:34 And that all goes into.
23:35 A lot of work.
23:36 From her team.
23:37 And I want to say.
23:38 Thank you so much.
23:39 For all of your due diligence.
23:40 And making it.
23:41 To where we can.
23:42 Estimate the numbers.
23:43 To the right.
23:44 Because one of the worst things.
23:45 That happens.
23:46 To make some of the.
23:47 Student projections.
23:48 That our teachers.
23:49 Get thrown into.
23:50 A whirlwind.
23:51 Of not knowing.
23:52 If they should.
23:53 Or shouldn’t be there.
23:54 If the principals.
23:55 Have par.
23:56 And everything else.
23:57 So.
23:58 Everything that you guys.
23:59 Do is great.
24:00 I just want to say.
24:01 Thank you.
24:02 That’s all.
24:03 Thank you.
24:04 Mr. Susan.
24:05 Thank you.
24:06 We appreciate the presentation.
24:07 Very informative.
24:08 We’ve got max capacity.
24:09 On some of these.
24:10 So appreciate you.
24:11 Ms. Black.
24:12 All right.
24:13 Let me make sure.
24:15 I get the right script.
24:16 Because I have two of them.
24:17 Running here.
24:18 All right.
24:19 So our next topic.
24:20 That we are going.
24:21 To go over today.
24:22 Is the.
24:23 Code of conduct.
24:24 And the proposal.
24:25 For changes.
24:26 Which I believe.
24:27 Ms. Dampierre.
24:28 oh it looks like we have a team all right yeah just stand here
24:39 and team yes and team
24:58 there’s not a clicker no good morning good morning thank you
25:16 madam chair school board members and
25:19 superintendent rundell today i bring forward the recommendation
25:24 of changes to the 24 25 25 code of
25:27 student conduct by the district’s discipline work group along
25:31 with some other stakeholders
25:33 i have mr reid the director of student services that will be co-presenting
25:37 with me today as well
25:39 as some other team members that will be assisting us the
25:43 district discipline work group consisted of
25:51 representatives from each board member as well as from the
25:55 following groups we have representatives
25:57 from bft brevard association of school administrators brevard
26:02 federation of teachers the local union 1010
26:05 school resource officers student advisory council and community
26:09 members student voice was an integral
26:13 part of this process therefore the team attended the
26:16 superintendent student advisory council
26:18 meeting in november to gather input from students regarding
26:22 updates to the code of student conduct so
26:24 we wanted to make sure all stakeholders were a part of this
26:30 process
26:31 the discipline district work group met four times throughout the
26:38 past five months
26:39 and they really worked hard there was a lot of
26:43 input collaboration as well as revising the student code conduct
26:50 and we had several board members attend those
26:52 sessions so they actually had an opportunity to see work in
26:55 action
26:55 and they really felt strongly about some of the changes that are
27:01 in the code of conduct that we will
27:03 present in a few minutes as well as just some changes that may
27:08 be made for technical reasons as well
27:12 the protocol process for each session was that the district
27:17 revised the district work group provided
27:21 feedback as well as the pbs core team which consisted of student
27:28 services staff where we looked at the
27:30 recommendations and then we provided some impact as to what
27:34 those recommendations would look like and then we made revisions
27:39 and then we took it back to the work group
27:42 we looked at it again and then the work group looked at it again
27:45 and it was a continuous cycle of feedback which leads us to
27:48 where we are today
27:49 there are several topics that were unrelated to the code of
27:59 student conduct
28:00 and we wanted to remove those items and really focus on student
28:05 behavior and corrective strategies
28:08 these topics are outlined for your preview and we are
28:11 recommending that those items and topics be
28:14 included in the parent guide which is up under the government
28:18 community relations
28:19 division i’m going to turn it over to mr reed who will really
28:25 outline all of the recommendations
28:28 the impact to those recommendations and we’ll get feedback from
28:32 the board members as well
28:33 and we’ll be making those changes in real time whether or not we’re
28:37 going to accept those changes
28:38 or if we’re not as well as there are some items you will see
28:43 that were recommendations that the team
28:45 really felt that they were nose and we’re going to bring those
28:48 items to you as well for feedback
28:50 and then following that your recommendations our next steps will
28:54 be to provide professional development
28:57 develop pd as well as really provide any documents that need to
29:03 be updated for all of our stakeholders
29:05 so i’m going to turn it over to mr reed all right good morning
29:12 um i want to give you just a quick
29:14 orientation of the the documents that you were given um the one
29:18 with the spreadsheet with a really small
29:20 font and lots of words um sorry it was the biggest we could make
29:24 that um the first is i’m going to
29:26 reference an item number just to help us stay organized as we
29:29 discussed so as you can see highlighted on
29:31 the slide item number is in the first column there and that will
29:34 be kind of the language that
29:35 we universally will use to keep us in track on track as ms dampier
29:39 shared the session number we indicated
29:42 when that topic was brought forward with the district discipline
29:45 work group although many of these
29:46 topics overlapped over the course of the different sessions that
29:50 we held the code of conduct topic here
29:54 in this example here it says s b and assault and so that’s
30:00 student behavior item number five in our code of
30:03 conduct and it’s assault and we provided you with a key here to
30:07 some of our our wording here so s b
30:09 stands for student behavior cs stands for corrective strategy
30:13 and then we have our level the different
30:15 levels that you’re all are familiar with from levels one through
30:19 five wcd is going to stand for wireless
30:22 communication device and then wd chart is going to stand for a
30:26 willful disobedience chart that we created
30:29 more for administrators to ensure that they saw all the options
30:33 on the table so they could consistently
30:35 implement the appropriate corrective strategy we find that there’s
30:39 times that there’s some errors in
30:40 that domain so we felt that this tool would help provide that
30:43 clarity the next column is going to
30:46 be the recommendation that we’ve come up with again as ms dampier
30:50 shared we met with the work group we
30:52 solicited their feedback they were given feedback on their
30:56 feedback and then a group came back after each session
30:58 and kind of tried to synthesize what we heard that evening and
31:02 to come up with a sound recommendation
31:04 and then finally we have the actual proposed change
31:08 in this there’s two things that you need to be aware of when it’s
31:12 underlined italicized and bolded
31:14 that’s new language okay that is new items that we’ll be adding
31:18 to that
31:20 based on feedback that we received or bake based on continue um
31:24 information seeking from our principals
31:28 and assistant principals or errors that we come across we may
31:31 have made some of those decisions on
31:32 our own to provide that clarity strikethroughs will be language
31:36 that we’re omitting again same thing to
31:39 provide more clarity or because it it had too many words that
31:42 led to confusion for some of our administrative teams
31:47 okay and sometimes there’ll be an artifact that we reference as
31:50 i’ve already shared one of those is
31:52 what we would refer to that where willful disobedience chart and
31:56 those will just be
31:57 numbered artifacts and those were included in the handouts as
32:00 well okay we’re going to make real
32:04 we’re going to attempt to make some real uh uh edits if possible
32:08 here um so i’m going to just
32:10 start us off with the first one and i’ll spend a little more
32:13 time on this one because there is some
32:15 background that i feel is important for you to be aware of but
32:18 if there is changes we want to make
32:20 in this last far right column h we’re going to try and capture
32:24 those changes today live with you so
32:27 this first one i think will take us a minute and i think the
32:30 others will go much faster okay but there’s
32:32 a lot to this one so sad to start with this one but it’s good to
32:35 do a hard one first right right
32:38 um so the first one the code item number one the topic is
32:42 assault and assault our code of conduct
32:45 it was misleading to our administrators of what it really meant
32:49 so assault has a definition that is
32:52 stricken out and we’re recommending that that be removed from
32:55 the code of conduct the reason why
32:58 is that that incident was uh you can see right after the word
33:02 assault it says tr2 that was being reported to
33:05 the department of education as a threat and so we already have a
33:09 code called threat and when we have
33:11 three or four other codes that are also subcategories of threat
33:15 it leads to some confusion and it really
33:18 leads to confusion of as far as us completing the threat
33:21 assessment process so assault can be its needs
33:24 can be met in a variety of other ways through threat or through
33:27 physical aggression or through simple battery
33:29 battery so again we’re proposing that assault be stricken from
33:34 that and we lean on that threat intimidation
33:36 number 76 primarily for those types of of incidents if you read
33:41 the definition to assault it it isn’t that
33:44 that typical definition that you think where you’ve finished
33:48 physically um hit someone okay so again we it
33:52 truly is aligned with that definition of threat we also had
33:57 another local code called threat to property 091 and
34:01 again it was a very minimally used item and we felt that we
34:05 could lean on the destruction to property
34:08 instead of threat to property and again providing clear clarity
34:12 we have two incident codes that are very close to
34:15 one another it leads to confusion and inconsistencies so again
34:19 anywhere that we have two closely related codes
34:22 we worked hard to try and limit the choices so that we could
34:26 have consistent and accurate reporting in our code of conduct
34:31 last one there is the threat to school staff and students and
34:35 they they’re the group had asked for
34:38 us to further define that and so we did that by saying some
34:41 examples could be threats that are coded low or
34:45 medium when we go through our threat assessment process so i’ll
34:49 pause there and ask if there are any
34:52 questions on that very large starting again we’re proposing the
34:56 removal of two items assault and
34:58 threat to property and adding language to threat to school staff
35:02 and students miss jenkins no i um i
35:07 appreciate that and i agree with it i think sometimes people uh
35:12 don’t necessarily understand the
35:15 extent of verbal so i feel like this just clarifies that and
35:18 cleans it up um and also i don’t like
35:20 things being reported to the state um as threats that maybe
35:23 necessarily shouldn’t be in there in the
35:25 first place so thank you for cleaning that up miss gamble now i’m
35:28 fine with it actually had to because i
35:32 never would consider the idea of salt as because just the plain
35:37 definition is it’s a physical it’s actual
35:39 attack so actually to look up the legal definition for the state
35:41 of florida but there was something that we had that
35:44 that they had that we didn’t have which was it says in that last
35:47 clause and doing some act which creates
35:49 a well-founded fears and ours says or doing some act which
35:53 creates so i think this is clear because
35:55 if there actually is a physical attack we have this whole you’re
35:58 going to get to it later this whole
36:00 chart of how to delineate what is this you know and then if it’s
36:03 not an actual physical attack then the
36:05 threats need to be used so i very much appreciate simplifying
36:09 and having fewer codes we have so many codes
36:12 so yay for fewer codes so it’s clearer thank you miss camel or
36:17 um mr trump i’m looking at using this
36:19 okay you’re good yeah okay mr susan nope all good thank you okay
36:25 i am and i’m good as well and in
36:26 in agreement with cleaning this up outstanding
36:34 all right i know i’m moving i’m going to move on to number two i
36:40 was just trying to test our
36:41 our uh live edits there i’m going all over the place sorry i had
36:45 we’re laughing because we had to
36:47 to zoom in on this spreadsheet when we’re looking at it on our
36:50 laptop because it is yeah yeah try
36:53 spending the last four months working on it yes sorry i’m like i’m
36:56 not sure what font this is but
36:58 four maybe or something i’m not sure i swear to you it’s 16.
37:01 okay um item number two is bus major and
37:05 minor and there was some discussion with the group that they
37:08 wanted us to add jumping out of the back
37:10 back of a moving bus here um and so we we worked we left we left
37:14 the major violation as is but we added to
37:18 the minor violation we added some clarification such as refusal
37:22 to sit and see uh assign seat or
37:25 moving while bus is in motion to provide that further clarity we
37:28 struggled with the major because
37:31 it is a level four offense and it to give great specific
37:35 examples you know a kid jumping out of the
37:39 back of a bus a parked bus for a level four we just struggled
37:42 with that being a level four expellable
37:44 offense so we chose not to add back jumping out of the back of
37:48 the bus under major that it would have
37:50 to be a site-based decision based on the investigation but we
37:53 did add clarity of some minor level infractions
37:56 to the minor
37:56 all right everyone you want to do thumbs up or if anybody wants
38:01 to jump in there with conversations
38:03 that they have concerning this are you okay with this thumbs up
38:07 thumbs up mr season are you okay
38:09 he’s taking yes ma’am all right he’s putting his thumb up very
38:14 good okay see they’re getting easier
38:15 now right yeah um item number three was a new incident code
38:18 sorry for the the addition but the team
38:21 felt that this was would be valid and it’s a testing violation
38:24 and i have there the the the the language
38:27 that we had created testing security violation any behavior that
38:31 disrupts the process of test taking
38:33 during state mandated tests this would be a level two offense i
38:38 i have a question on this one go ahead
38:41 yeah i just had a question of what how do we code that before we
38:44 didn’t um we we didn’t necessarily
38:47 have a code to my knowledge so you would lean on possibly
38:50 cheating you would possibly send a class
38:53 risk disruption it would fit the bill somewhere else right that
38:57 wasn’t explicitly saying that’s
38:59 what this was okay no i appreciate this for clarity my question
39:03 was more concerning around uh state
39:05 mandated versus brevard mandated since we now have seen the the
39:08 data on those i know we’re cleaning that
39:10 up but is there any consensus or any thoughts on from the board
39:15 on if this should be just for state
39:17 mandated test or what about the other assessments that we are
39:20 doing in the classroom
39:22 so i i’m making an assumption here um and mr rey can clarify if
39:26 i’m wrong but so when it’s a state
39:28 mandated right mandated test depending on the disruption there
39:31 are many protocols in place
39:33 for pausing that test having a proctor in the room a monitor it’s
39:36 a way major much more major
39:38 disruption than if it was a county mandated but i might be wrong
39:42 there i don’t know if we have the
39:43 same rules in place for that i think the invalidation part is
39:45 the important piece of that right because
39:47 if if something if somebody yells out or some you know breaks
39:51 protocol during a district test we don’t
39:53 necessarily have to invalidate every you know other people’s but
39:56 that could happen with state testing
39:58 right so to me it’s it’s specific to state because of the
40:01 invalidation part now all those come with
40:04 investigations that we do and those for those invalidations
40:08 again the the team wanted to that source
40:10 that that cause of that investigation to potentially have
40:14 disciplinary action that’s what the the kind
40:16 of the the consensus of the room was okay all right mr trent
40:21 just saying it’s as a former testing
40:25 coordinator yeah it’s it’s a much bigger deal on the state test
40:29 so if you went more than two as
40:32 it would be fine with it but yeah you’re good all right all
40:36 right mr susan nope i’m good all right
40:41 wonderful so okay um item number four is uh has to do with
40:46 student behavior 58 plagiarism the committee
40:50 had asked us to include our artificial intelligence used to
40:54 create original work we added the language you
40:57 can see there we just really struggle with how are we going to
41:00 know that that happened right so that was
41:02 the discussion we did it because that’s what the committee
41:05 wanted but we’re just not sure how to
41:07 enforce that unless someone’s bragging and posts it right right
41:12 but in cases where it would be evident
41:14 and you know it would be like any other kind of investigation i
41:17 mean i think it’s good to have it in
41:18 there because you know russell’s team is working quickly on how
41:21 to deal with it at the district level i mean
41:23 we’re all going to but to have the tool in the toolbox um for as
41:28 it things move along you know because the
41:30 detection software is also growing not as fast as the ability of
41:35 ai to be used but you know we already
41:38 have it in place i think that’s a good idea yeah and i i think
41:41 it’s important to add it because
41:42 unfortunately some people might try and argue that that’s not
41:46 someone else’s work that wasn’t
41:47 already created it’s new so it’s mine so just the clarification
41:52 piece just for you know support for
41:54 our administrators and our teachers i’m in favor of keeping it
41:58 as well mr trance in favor mr susan
42:00 yep i’m in favor all right all right very good gonna move on to
42:05 number um five here um we we spent a
42:09 great deal of time on this one it went round and round um for
42:13 many different reasons that kept changing
42:15 but uh we stuff this has to do with student behavior 60 and 61
42:21 it’s possession of dangerous
42:23 object minor and major mr armstrong and i spend a great deal of
42:28 time talking with administrators
42:30 on a regular basis we provided training um at the beginning of
42:34 the year because we knew that this is
42:36 problematic of defining where and where’s the line of what’s
42:39 what and we’ve come up with a what we feel
42:42 is a pretty good um recommendation what we’re asking to do here
42:48 is to change the minor potentially
42:51 dangerous object minor and just have it stand alone as a
42:55 potentially dangerous object we’re adding new
42:58 language to that that says intent may result in it becoming a
43:02 weapon or a threat or a simple or
43:05 aggravated battery okay we we felt that our potentially
43:10 dangerous major which is being omitted
43:13 really was very much so too close to the line of actually being
43:17 assessor incident a weapon and so
43:19 we felt there were instances where we were possibly under
43:23 reporting when we weren’t engaged with the
43:25 school because we had no awareness that it was happening so we
43:29 feel that adding a little bit to the minor
43:31 provides clarity that it could be taken to something bigger we’ll
43:35 train early and often but the
43:37 potentially dangerous major we felt strongly should go because
43:41 it very closely mirrored the weapons
43:43 definition that was included all right board mr jenkins good
43:51 good what is the
43:54 oh losing my terminology here the um consequence table for you
44:02 know the
44:03 your menu options yes so potentially just mr armstrong you may
44:09 need to help me out here but
44:11 essentially dangerous object sorry corrective strategy yeah you’re
44:15 wanting to know the levels
44:16 for each of these yeah sure those those are not going to change
44:19 but we’re eliminating something
44:20 so what what’s left correct so potentially dangerous object will
44:24 be a level three incident
44:26 correct and then a weapon is a four or five it’s a level five
44:32 okay level five threat is a level four
44:35 simple battery is a level four and aggravated battery is a level
44:39 five so we have a continuum
44:42 from three through five so was was minor always a three yes it
44:48 was it was a three so we’re we’re
44:51 leaving that at a level three correct okay right okay now i’m i’m
44:57 good with this change i think that
44:59 makes it makes it clear and and you know some of these change so
45:02 many of these changes that are in
45:03 here are just making like assessor so much more obvious and and
45:08 clearly delineated and usable
45:11 so i think that’s good i’m good okay i’m good as well i’m i’m
45:17 glad that the bold line is added there
45:20 as far as the intent of use or use may result i think that’s
45:24 important because a lot of times it’s
45:26 something that you don’t think could be a weapon can be turned
45:28 into a weapon so that covers that so
45:30 i’m in favor mr trent okay all right mr susan you’re clear all
45:36 right okay item number six uh is uh public
45:42 display of affection and we were asked to define not suitable
45:46 our best take at that was adding the
45:49 following example affectionate acts that impact the traditional
45:53 school day such as acts that include
45:55 but are not limited to being late to class or impeding others
45:58 from getting to class on time
46:00 drawing unnecessary attention in the other column we added
46:05 examples of what sexual harassment could
46:08 be if it went beyond that but through conversations with
46:12 principals this is this this was giving more
46:15 information but not being so simple to force um give them some
46:20 options within within that corrective action
46:24 so making out in the hallway is still simply said there you go
46:30 yes yeah i know but that would that would
46:34 call impede others from getting to class on time so yes and
46:38 potentially engaging in an intimate
46:40 display of affection so that’s yeah i think it clearly yeah
46:43 clearly defines that i’m in favor
46:47 mr susan yes ma’am thank you okay on line seven we wanted to
46:56 student conflict we were asked to remove
47:00 starting rumors that was a simple omission in the definition
47:03 there um that really kind of an innocent
47:06 victim there could have been impacted so we removed starting
47:09 rumors just being rumors
47:12 uh-huh thumb up thumb up you good all right mr susan you good
47:18 yes ma’am i am all right okay uh line eight is an
47:25 important one that we again have a lots of dealings with on a
47:29 regular basis uh when i say we mr armstrong and i um
47:33 um um physical aggression we we we wanted to add for both the
47:38 pre-k through two and the uh three through
47:41 six we wanted to add resulting in no injury and when i say no
47:45 injury we’ll have to have a training piece
47:47 to that anyone that’s worked in an elementary school knows the
47:51 the the ice pack is magical for all things
47:54 right so that doesn’t constitute necessarily an injury but but
47:57 requiring first aid requiring to be picked up by
48:00 your parent um those would be examples of injury um so we tried
48:05 to clarify by saying no injury for those two pieces
48:07 if we had a threat to a school staff we added some examples
48:11 that we could use this threat to school staff of of low or
48:16 medium threats that were done through the threat assessment
48:19 process
48:21 there were some instances where we felt there was possible we
48:25 were possibly were sometimes not
48:27 reporting all instances of simple battery due to the definition
48:31 being so wordy that definition is
48:34 good but it sometimes takes our our staff too deep into its its
48:41 analyzing of it so we wanted to go with
48:43 the exact definition from the office of safe schools and so we
48:47 admitted all the wording that are
48:50 related to that so the office of safe schools gives a definition
48:53 and then there’s related definitions
48:56 so for example simple battery is blank minor and major injury is
49:01 a related definition and we had kind
49:04 of mashed it all into one definition we’re now bringing them
49:08 back apart and again it brings simplicity to
49:11 it so it’s very clear that it’s this and then we also have
49:14 designed that table um to help out that we’ve refined
49:18 our table of physical aggression simple battery fighting that
49:22 that we’ll review in a few minutes
49:24 so we’re looking to add a little language there and to remove
49:28 some language that provided confusion
49:30 i’m fine with this one board
49:38 i’m good all right very good nine is pretty simple uh skateboard
49:46 privileges they wanted to add walker
49:48 privileges as well this one’s used sometimes if students are
49:51 having conflict we staggered their
49:53 dismissal so they wanted to add walkers
49:57 they wanted to have definitions for elementary and definitions
50:17 for secondary we find that that can
50:19 be difficult so we tried to um add to one of the definitions so
50:23 we added to classroom reassignment
50:27 longer than one class period due to an investigation or an
50:30 incident going beyond 60 minutes
50:33 the other alternative classroom placement is just one period and
50:38 so that is defined by what that that means
50:40 that they’re they’re school elementary middle or high
50:43 board we’re good i want to make a comment on this one and this
50:51 is just more so for
50:52 retraining i think at school sites so one of the common things i
50:55 get calls on is my child is being
50:57 bullied and i think most of us probably get those same similar
50:59 phone calls but the bully packet gets
51:01 filled out and this doesn’t it kind of goes with this but kind
51:03 of doesn’t but talking about the assigning of different
51:06 classrooms so once the bully packet is investigated making sure
51:09 that the child that is committing the
51:10 offense is the one that is moved into a different class not the
51:12 one that is the victim of the offense
51:14 that seems to come up quite frequently that my child loves their
51:17 class they don’t want to be
51:18 moved but they’re being bullied by xyz student and now they’re
51:21 going to have to be moved because we
51:22 reported it so that’s just something i think we need to go ahead
51:25 and make sure that all the staff is
51:26 aware of so that doesn’t continue to happen continue to happen
51:28 miss dampier yes we are doing an
51:32 overhaul of bullying processes to make it streamlined as well as
51:36 more specific and we plan to do a lot
51:39 more training on that for students parents teachers and school-based
51:43 administrators so we have a plan in
51:46 place for that thank you i appreciate that tremendously on this
51:49 one the classroom reassignment part that can
51:53 that’s on the menu on the corrective strategy menu for i think
51:58 it’s probably most used in elementary as
52:00 like an alternative to an iss or even an oss of okay you’re
52:04 going to come to school tomorrow but you’re
52:06 going to be in miss smith’s classroom all day because it could
52:09 be used for a total day right not just an
52:12 investigation um so again the the alternative class placement is
52:16 for one class period so again in an
52:19 elementary school that could be for reading the reading block
52:21 which is 90 to 120 minutes right so so again
52:25 that that’s the piece that’s it’s you different across placement
52:29 right so middle school would be one
52:31 period one bell right so this is designed to be a shorter amount
52:35 of time right i mean the second one
52:37 the classroom reassignment it could it be used as um it could be
52:41 used for a longer amount of time as an
52:43 all-day thing as an alternative to yeah it we would prefer if
52:46 someone’s going to do an all-day thing that
52:48 they would use in school suspension okay um again not all places
52:53 have a specific area for that so
52:56 sometimes again back to confusion it’s it’s not in school
52:58 suspension because i don’t have that
53:00 it’s classroom or it’s classroom reassignment instead and so
53:03 that’s a training piece we need to discuss
53:06 okay well and then the levels are different right because a
53:10 classroom reassignment would be um is a
53:13 level one whereas iss i think the earliest it is is um it’s a
53:18 level two but there’s it’s not so it would
53:21 that would really be different right if you were going to do
53:23 they’re tiered but let me verify with
53:25 mr armstrong he’s got them right in front of them there
53:30 i’m not seeing classroom reassignment level two so currently
53:34 classroom reassignment is just in level
53:37 one of elementary so he would be proposing that we move it into
53:41 level two oh no i’m not proposing
53:43 anything i’m just clarifying i just want to make sure i just i’ve
53:47 seen that used and i so maybe maybe
53:50 sometimes when i’m seeing it uses it’s actually an in-school
53:52 suspension at a school that doesn’t have
53:54 an iss spot the question is what level is alternative placement
54:00 and what level is classroom reassignment
54:02 alternative classroom placement is on
54:05 it’s actually not listed in there so initially when this was
54:15 created back in i believe it was 2020 or 2021
54:20 the recommendation of the group had made it just for our
54:25 secondary schools so currently it does not
54:28 exist in the realm of elementary and then that was level one um
54:32 yes so right it was a response to our ccis
54:36 when we had our in-school suspension to make sure that we’re
54:40 actually identifying but differentiating
54:43 between iss and classroom reassignment so it was created for our
54:48 secondary so we would need to add
54:50 that to our elementary yes so i would oh sorry so if we want
54:56 right if we want to give elementaries the
55:00 opportunity to do that alternative except that alternative
55:04 classroom placement is a level two in secondary
55:07 and there’s no classroom
55:10 reassignment actually no it’s in level one and level two okay so
55:17 in level one it says one period level one
55:20 and if we’re on level two it says also one period so it’s fine
55:23 for them to have that option for both but
55:26 it just needs to be clarified i guess in down in the charts uh
55:30 what was changed here so let me make
55:32 sure i’m understanding what you’re asking what you’re adding you’re
55:35 adding to the definitions here
55:37 the clarifying language longer than one class period so we just
55:40 need to make sure when it gets into these
55:42 charts that it’s in the right places um because it’s not in both
55:46 places that i’m seeing it would be a level one
55:50 for the first one alternative placement it will be a level two
55:53 for the second one classroom reassignment
55:55 i in school suspension for secondary is also a level two okay
56:00 i think i’m with you all right are you okay with how it’s in
56:07 here right now or any suggestions as far as changes
56:11 yeah i i’m i’m fine i’m just there’s not there’s i guess what i’m
56:15 i’m getting to is there’s not
56:17 alternative classroom placement isn’t in the elementary
56:20 so we can we can make sure that that gets added i don’t know if
56:26 that was a mistake or the how where
56:28 that was but we can absolutely add that as much consistency
56:32 between the two i’m a fan of i mean it allows
56:35 us to not have to remember two sets of playbooks um granted the
56:40 people in the seats at the schools
56:43 they only need to know one but for mr armstrong and i would they
56:46 we get confused sometimes with
56:47 the different small slight differences i think it provides
56:50 clarity for the student too because the
56:52 elementary students will be a middle school student and a high
56:54 school student and so if we keep the
56:55 same across the board it’ll help the transition a little and if
56:57 it never gets used you know yeah
57:00 so so i hear we would add alternative classroom placement to
57:04 level one for both elementary and
57:06 secondary and we will accept the revisions for classroom reassignment
57:11 at level two for both
57:12 elementary and secondary yes
57:15 miss campbell is that you’re good with that i’m not good you’re
57:21 putting classroom reassignment at level
57:23 two and i’m seeing at level one in elementary and again they’re
57:27 very ones for longer so we could we
57:30 we again can leave them both as ones and one’s longer than the
57:33 other or we can stretch them over
57:36 level one and level two and make that adjustment i i’m a fan of
57:39 progression right you can really see
57:42 this is a level one infraction and it’s for this amount of time
57:46 this is you’ve done it twice now this
57:48 is a level two infraction and it’s longer and you’re you’re not
57:51 going to do it with your
57:53 co-teacher that’s through the other door it’s going to be a
57:56 placement somewhere else that that’s
57:59 different right i guess yeah as long as we the final product is
58:02 consistent i’m good and fair yeah
58:05 with the leveling up i’m good with that yes sorry to take so
58:08 long on this item it’s okay
58:10 mrs jenkins no i just was gonna say that i’m i’m for mr reed’s
58:14 suggestion and i don’t like that
58:16 that they’re going to overlap then why do we have two different
58:18 ones it doesn’t make any sense so
58:20 right let’s separate them
58:21 all right you have good clear guidance we have clear we’ve got
58:27 it right up there it’s on the
58:28 board already we got notes yes all right row 11 was the increase
58:33 of supervision they had asked us to
58:35 just define what that meant so we we said that we would increase
58:39 supervision to decrease problematic
58:42 incidents around the school limited but uh to include but not
58:46 limited to hallways bathrooms and
58:48 other areas and so the only caveat to this is when we say that
58:52 we also need to have the supervision
58:54 to do that right and then there comes a time where we decide
58:57 that i no longer need that so just it will
59:00 come and go as it’s needed when that is used
59:06 i’m good i’m good you’re good mr jenkins you’re good mr susan
59:11 you’re good
59:12 okay number 12 um we at they were we had asked us to define what
59:18 co-curricular was
59:19 um that was not the easiest of jobs to really do um to be honest
59:24 with you because i mean really a
59:25 debate of what’s extra and what’s co um was hard so we can’t we
59:29 added and we reached a consensus of
59:32 activities that could result in your grade being impacted as co-curricular
59:37 um you know marching band um something that’s after school uh
59:44 along those lines uh the debate
59:47 right so i think that’s great that’s a great definition for okay
59:51 yeah i love it honestly we actually
59:54 funny enough i actually when i sat on my i said in the florida
59:56 school music association board of directors
59:58 and we had that very conversation that co-curricular is not
1:00:01 defined so but this is about as good as you
1:00:03 can get i mean if you if you miss a choir concert that’s a test
1:00:06 grade in most classes so or going
1:00:09 to mpa you know that’s it’s required and you say at the
1:00:11 beginning you understand this is part of your
1:00:13 grade so um so we’re ex we’re excluding those that loss of that
1:00:19 that would not be part of the loss of
1:00:21 privilege correct okay good time to plug mpa mpas this week and
1:00:26 you can go attend it orchestra today
1:00:28 yesterday and today i’m going tonight
1:00:31 all right i’m going to move on to number 13 which is deleting uh
1:00:37 from the code of conduct reporting to
1:00:39 law enforcement um we already within the referral of 20 out 22
1:00:44 of the 20 successor codes they’re required to
1:00:48 um report to law enforcement and code that in the referral we
1:00:52 found that this was causing confusion
1:00:55 that they were doing it there and then not doing it there or not
1:00:58 doing it where they should and
1:00:59 recording it as a student incident and so again this was
1:01:03 competing with accuracy most of the time of
1:01:06 completing the referral and so removing it is actually going to
1:01:10 make us more compliant
1:01:13 you got a thumbs up for me everybody else good good all right
1:01:18 all right 14 is new uh violation of a stay
1:01:21 away contract and that that’s new language that we wrote there
1:01:25 violation any violation of the
1:01:26 stipulations outlined in a stay away contract and it would be
1:01:30 considered a level two um instant in both
1:01:33 elementary and secondary again repeated repeated acts would
1:01:37 could multiply that and again i think just
1:01:40 clearly defining who is the victim and who is the aggressor
1:01:43 because i think a lot of times families
1:01:45 are hesitant to sign a stay away contract because it appears to
1:01:48 be hey if my child was being attacked
1:01:50 and now i signed a stay away contract and this kid comes up to
1:01:53 my child you’re the contract reads in
1:01:55 a way that sounds like you could possibly use it against my
1:01:58 child and they’re not the ones committing
1:02:00 the offense so just clearly explaining that to staff i’ve had
1:02:03 families call me multiple of saying i don’t
1:02:05 want to sign that and i’m like well your child’s being attacked
1:02:08 and so this is something a tool that we’re
1:02:10 using and trying to explain it to them but it’s not being
1:02:12 accurately explained to the families when
1:02:14 it’s being used absolutely add that to training yes just um just
1:02:20 throwing this out there so the reason
1:02:24 why sometimes language is in there is also there is personal
1:02:28 responsibility sometimes i’m not you know
1:02:33 blaming a victim here um but when there is a stay away contract
1:02:36 in place
1:02:36 you also can’t intentionally put yourself in spaces to make that
1:02:41 person leave right that’s the same
1:02:42 thing for like injunctions you can’t have an injunction against
1:02:45 someone and then intentionally show
1:02:47 up somewhere so that they now have to be removed from that
1:02:49 setting so it might be a little tricky they
1:02:52 might be able to refine it a little bit but it can’t get
1:02:54 completely removed um because of that i think it would be wise
1:02:59 to at least explain that part of it
1:03:01 um or put it somewhere in that contract so that families
1:03:05 understand that we’ll take a look at that contract for sure
1:03:06 speaking of that contract um 915 it was a it was recommended
1:03:14 that we add to a stay away contract with
1:03:16 parent uh notification and consent for the initiation of one um
1:03:21 so we we added parent contact is required so
1:03:27 um not necessarily a signature is what i mean we were
1:03:31 interpreting that as but contact is required
1:03:34 so we we heard that and and the committee wanted that and that
1:03:37 was the best we could do to kind
1:03:39 of hit middle ground to be able to put an important tool in
1:03:42 place um as quickly as possible when we feel
1:03:46 it’s necessary right because then the parents can’t hold it up
1:03:49 the process if they are especially if they’re the
1:03:51 parent of the aggressor i would imagine would be more like
1:03:54 correct yeah no i’m in favor
1:03:55 okay um next is number 16 and this will be the first one that we
1:04:04 need to refer to
1:04:05 some of our handouts it’s going to be the creation of a hate
1:04:08 related incident code
1:04:12 um real so again the handout there is a two-page doc that that
1:04:17 you should have received just a little
1:04:21 history of what how this happened we drafted at our first
1:04:24 district discipline work group session
1:04:26 what we felt would be a good hate related incident code our
1:04:31 definition and we provided them with
1:04:36 other districts uh examples and then after that we provided the
1:04:40 next session we provided them with
1:04:42 policy 2260 and they further refined that and that’s kind of
1:04:47 that middle draft there and then at the
1:04:50 bottom was feedback and questions that some of the committee
1:04:53 members members still wanted to have added
1:04:56 but potentially could have some conflict with the um with the
1:05:00 the policy what we are recommending there on
1:05:03 the the second page of that document is uh we would like to use
1:05:08 that draft language in the code of conduct
1:05:12 make that be an addition from the second work group or the
1:05:16 second session of the work group
1:05:19 and we also have the ability in focus that we could activate to
1:05:26 ask if a disciplinary incident was hate
1:05:30 related or not and right now it’s yes no and blank and blank
1:05:34 allows you to move forward so we could again
1:05:38 add this to our this definition to our code of conduct and we
1:05:42 could turn on that it must be a yes or a no
1:05:46 instead of allowing a blank as well and so that would allow us
1:05:50 to filter through this definition
1:05:53 for any of our our instance or we could choose um you know level
1:05:57 three and higher incidents we could turn
1:05:59 that on for uh versus all instead of all but we have options
1:06:04 within that um to to meet that request
1:06:09 um on the sorry my brain there it went i need more caffeine uh
1:06:19 on come back to me okay i need that
1:06:24 thought back it was important yeah um i i’m for the prompted
1:06:28 question popping up uh i think it’s necessary i
1:06:32 i think that this is an uncomfortable question for people
1:06:36 sometimes or um may not be the first thing
1:06:39 that you think about especially when you’re dealing with all
1:06:42 sorts of things every single day
1:06:43 but there were numerous incidents last year in which this would
1:06:47 have really helped it also would
1:06:50 have notified the district that we have a problem in certain
1:06:53 areas certain schools that really need
1:06:56 support from the district in those areas uh so i think i think
1:06:59 it’s necessary for that prompt to be
1:07:01 out there i don’t think there should be a blank it’s it if you
1:07:05 say yes and you’re wrong that’s okay
1:07:07 i mean it’s going to be inquired and it’s going to be
1:07:09 investigated it’s not going to be an automatic
1:07:11 application um but having no answer doesn’t really make any
1:07:15 sense because that tells me you don’t
1:07:17 know either way and if you’re confused and you don’t know either
1:07:20 way then you need to ask someone
1:07:22 right um so i don’t i don’t like the blank that was my that was
1:07:26 my question was can the code be changed
1:07:29 so if you go in to code it the first time and you know let’s say
1:07:34 it was a fight and you and the
1:07:37 question pops up and you say no but then as the investigation
1:07:41 goes you you realize that there was
1:07:43 some um you know racially based name calling or whatever going
1:07:47 on or whatever the you know goes along
1:07:50 with the definition um that it’s you know about that can the
1:07:53 administrator go back in
1:07:54 after upon that discovery and recode it or maybe originally the
1:07:58 kid came and i say this because
1:07:59 this has happened to walk into the dean’s office i’ve been hate
1:08:02 crimed i’ve been hate crimed
1:08:03 you know and maybe they initially and then they go and find no
1:08:06 it wasn’t can that could be changed
1:08:08 absolutely they we make revisions as we learn new information
1:08:12 every day okay all right no i i think
1:08:14 it makes sense to have a yes or no i don’t know that it makes
1:08:17 sense to put it on level i’d have i was just
1:08:19 skimming through the level one and level twos i don’t know that
1:08:22 you know dress code violation
1:08:24 and a hate crime go hand in hand um so but it would probably be
1:08:29 i would for whatever to start at
1:08:31 whichever level is appropriate mr trey i think we chatted
1:08:39 already right that’s level i would say level three and
1:08:43 above yeah yeah it needs to be a level three and this and this
1:08:45 information is for data only correct it’s not
1:08:50 for escalation this will give us specific data for example we
1:08:56 use the example if someone spray painted
1:09:00 the campus but then we found out there was racist words or et
1:09:06 cetera then yes or no would be selected
1:09:08 for a hate crime so it would give us specific data instead of
1:09:12 like uh mrs jenkins said when people say
1:09:15 oh i’m being bullied okay when we find out we do more
1:09:17 investigation and find out it’s really not
1:09:20 bullying it’s something else so we wanted to make sure that
1:09:23 which would be a reason to have a blank there
1:09:25 as well yes while you’re investigating so you don’t have to go
1:09:29 back and and change it or if you’re
1:09:31 you decide but now we wouldn’t have to unless it’s level three
1:09:35 yes right yeah i i’m in favor of level
1:09:38 three and having it a forced yes or no answer and when you say
1:09:42 the data is this something we have to
1:09:44 report to the state right so so this data so when you have
1:09:49 assessor incident it always asks you these
1:09:53 related questions was there a weapon involved drugs alcohol was
1:09:58 it hate related it’s it always asks
1:10:00 that again blanks do suffice we would be removing that option
1:10:05 for that for three and above okay so for
1:10:07 the so that for the instances when we do have to report that
1:10:10 this will automatically create that
1:10:13 correct recording mechanism for the assessors okay yeah good
1:10:16 thanks and we know that extensive training
1:10:20 this will be a part of our back-to-school training for all
1:10:23 stakeholders good deal mr susan do you have
1:10:26 anything to add to this no i agree with the comments that are
1:10:29 the rest of the board members thank you
1:10:31 all right you clear uh just to clarify so we’re going to go
1:10:35 forward with the definition that was on the
1:10:38 dock that’s displayed right now uh in the code of conduct and
1:10:41 then it’s going to be yes no for three and
1:10:43 above correct yes perfect thank you all right line 17 um we were
1:10:49 asked to add uh larceny less than uh
1:10:53 a hundred dollars so we did that um for less than a hundred
1:10:56 dollars so we now have less than a hundred
1:10:59 750 and then we have greater than one thousand uh dollars to
1:11:03 give it to have a continuum there
1:11:10 and that will span between a level one two uh and i’m not sure
1:11:14 in a level four incidents um i’m good with
1:11:18 this board anything yeah i’m good you’re good all right
1:11:22 okay um we were asked to revise the leaving school campus
1:11:28 without permission from a level two to level
1:11:31 three um the increasing of that the the biggest the impact would
1:11:36 be that the potential for oss at days one
1:11:39 through five would now be on the board versus one through three
1:11:43 do you have the the options of
1:11:48 the punishments right there i’m sorry i’m oh you told the thing
1:11:51 i just want to look at something really
1:11:52 fast on this one uh it’s not attached it’s not attached okay uh
1:11:59 here here i’m like you got it up real fast i just
1:12:03 want to look in there yeah and if you want to start uh we had
1:12:06 this conversation last year and i think
1:12:09 it’s in one of the artifacts which artifact is it that has the
1:12:12 yes it is one of the artifacts oh number
1:12:16 five right
1:12:17 okay so we still have and you’re moving left to right so out of
1:12:23 assigned area is i’m just trying to see where
1:12:27 we are then with the options as far as levels so out of assigned
1:12:30 area is what level then
1:12:32 is that a is that a one i have justin give me i believe we have
1:12:38 one two and three but i’m gonna let
1:12:40 him tell us for sure that’s for elementary yes it’s a level two
1:12:45 for elementary or out of assigned area and then
1:12:49 your um out of assigned area major is a level
1:12:54 should be a level three it’s a level two on seven through twelve
1:13:03 the out of assigned area major the
1:13:05 one on the far right the 120 code that’s for elementaries only
1:13:09 right so we had done this last
1:13:12 year right and i’m just trying to i’m trying to remember our
1:13:15 conversation we had around this so
1:13:17 so currently in just an elementary because this is just for
1:13:20 elementary consideration out of assigned
1:13:22 area is a level two remove leaving campus without permission to
1:13:28 level three
1:13:29 and then out of assigned area major is also level three is that
1:13:35 right correct okay
1:13:42 i’m fine that’s fine i you know this this the work group is our
1:13:46 people who are having to
1:13:48 deal with this on a regular basis so you know
1:13:52 okay uh yeah i’ll hang on a second i just want to say that i
1:14:00 mean i’m sorry i jumped in you guys
1:14:01 um this was a huge component of what we went through last year
1:14:05 um we had uh there was a directive
1:14:07 that was given down apparently to the principals that said that
1:14:10 they could not hit certain kids
1:14:11 that were out of area during certain times and it was
1:14:14 frustrating them so i just wanted to say thank
1:14:15 you mr reed for putting this together and thank you for moving
1:14:18 forward
1:14:19 all right i’m going to move on to number 19 pantsing we the
1:14:25 committee wanted us to move that to a level
1:14:27 three if there was something more serious that needed to a
1:14:31 serious consequence we could also
1:14:33 consider a sexual offense would be which would be a level four
1:14:36 but we they had requested us to move
1:14:39 pantsing from a level two to a level three this is still only
1:14:43 elementary elementary yeah
1:14:46 i’m in favor of that i don’t think any student should ever
1:14:53 remove another article of clothing from
1:14:55 another student so i i think that that is fine i i didn’t see
1:14:59 this on the secondary but on secondary
1:15:02 it’s also level two so so we would make this change again for
1:15:06 consistency it would be a level three at
1:15:08 both elementary and at secondary all right right
1:15:11 okay
1:15:17 so i just would want to make sure we do the same thing for the
1:15:22 secondary yes i’m a huge fan of that
1:15:25 consistency okay um i’m going to move on to number 20 which was
1:15:29 pornographic materials again the request
1:15:32 was to move that from a level two infraction to a level three
1:15:35 that would again stand for both elementary and secondary
1:15:38 yep i’m in favor of that
1:15:43 yep mr susan
1:15:48 i’m good yes okay okay um we’re getting there guys uh number 21
1:15:55 there um we are requesting
1:15:57 it was first requested that we make cyber bullying a level four
1:16:02 incident by the committee
1:16:03 currently bullying is a level three incident same as with that
1:16:10 assault scenario i gave you when we log an
1:16:14 incident as cyber bullying it means bullying okay so when it
1:16:18 gets sent up to the state it means bullying
1:16:21 so in working with the director that oversees bullying and cyber
1:16:25 bullying she had requested that we
1:16:27 actually remove cyber bullying and just call it bullying because
1:16:31 that’s what it is right whether we
1:16:33 investigate and it’s cyber it’s still bullying and we still have
1:16:36 the same investigation procedure in the same
1:16:38 process um we weren’t able to honor the request of making the
1:16:43 suggestion to move it to a level four
1:16:45 because we felt we were in closer alignment with what the office
1:16:49 of safe schools recommendation
1:16:50 is for bullying at a three it’s right in the middle of their
1:16:53 range so we we felt that we shouldn’t move
1:16:57 that to a level four because we would also need to be moving
1:17:00 bullying to a level four which would then
1:17:03 be an expellable offense right we currently also have harassment
1:17:06 that can be a level four offense that
1:17:08 would be expellable so we felt leaving it at a three and
1:17:12 removing cyber bullying to again treat it as
1:17:15 bullying and we have procedures for bullying where sometimes we
1:17:18 thought we don’t have the same
1:17:19 procedures for cyber bullying okay yep i’m fine yep all right uh
1:17:24 22 was they wanted some clarification there for
1:17:29 um profane uh language and so under the major we added uh
1:17:36 sharing of uh inappropriate text versus just having
1:17:40 receiving them we were like wow that’s a really good idea we
1:17:42 should have done that a long time ago
1:17:44 and then under the minor we said not necessarily towards others
1:17:49 was what was asked so again it just helps
1:17:51 us get clarity i’m good yeah i’m fine with that okay uh we had a
1:17:58 request in number 23 to move trespassing
1:18:03 from a level two to a level three again we agreed with that
1:18:07 because it was in closer alignment with the
1:18:09 office of safe schools yep yep good okay same with uh um arson
1:18:14 we wanted to move it from a four to a five
1:18:18 same thing yep okay and then explosives um this is another one
1:18:23 of those if you look at that definition
1:18:26 it’s a wpo so if you have explosives it means that you have a
1:18:29 weapon yeah we left it but they wanted
1:18:31 us to remove fireworks and so fireworks if someone had fireworks
1:18:34 used as a weapon we would just call it a
1:18:36 weapon versus explosives um and then they wanted that to be a
1:18:39 level five infraction which it should be in
1:18:42 alignment with wpo yep all right so this is the one that um
1:18:49 later in the day we may have some revisions
1:18:52 too with regard to the wireless communication devices okay um i
1:18:56 will tell you that the uh the district
1:18:58 discipline group does wish the majority wanted for if a phone is
1:19:03 confiscated to have um the student have
1:19:07 the ability to pick that phone up later in the day because
1:19:10 policies stated otherwise we fell back on
1:19:12 policy unless later today policy is revised to say that we can
1:19:17 easily change this so we can put a pin
1:19:20 in this one but the idea was to provide clarity that when a
1:19:23 referral is written for a wireless misuse
1:19:26 you are to confiscate the device and the student the way it’s
1:19:30 written now is the student’s parent would
1:19:32 pick it up the second time a referral is written the device
1:19:35 would be confiscated and the parent would
1:19:37 need to pick it up the third time you would have a loss of
1:19:41 potential privileges again these are all
1:19:43 these are all when a referral is written so i students are given
1:19:48 warnings and that’s where the language and
1:19:50 policy says the word may when a referral is written these are
1:19:54 the steps that we would follow
1:19:58 so i’ll since i’m the one who brought the i i’ll jump in here um
1:20:02 i the committee it’s my understanding
1:20:05 for that the committee was pretty strong and asking for this and
1:20:08 i think anytime we any of these revisions
1:20:10 we made some revisions we made last year we were also thinking
1:20:13 about we don’t want to have stuff in
1:20:14 there that people are just not enforcing because it’s too right
1:20:17 it’s difficult to enforce and whether we
1:20:20 like it or not in today’s day and age a student whose parent can’t
1:20:23 come to get their phone
1:20:25 there’s if they go home without it there’s no phone at the house
1:20:29 so sometimes that’s what parents are
1:20:31 relying upon to know where their kid is be able to get a hold of
1:20:34 them you need to pick up a little
1:20:35 brother sister whatever so um i i am in favor of what the
1:20:39 committee recommend the work group recommended
1:20:42 which is that first offense because we want we don’t want
1:20:44 schools to not confiscate because they know
1:20:47 they can’t give it back to kids end of the day i also want to
1:20:49 point out we’ll talk about this more later
1:20:51 but it will some of the inconsistencies in our policy as it
1:20:55 stands there is a place where it says if you
1:20:58 violate this part of the policy it may include confiscation
1:21:03 where your parents can’t come get it
1:21:05 but it was but then later on it says if you violate this policy
1:21:09 it will so but they i understand that
1:21:11 the work group couldn’t change we can’t change a code of conduct
1:21:14 without without the wcd policy being
1:21:17 changed but i’m going to recommend this change i i think that we
1:21:20 need to make that first offense be
1:21:22 confiscation the kid can’t get it back to the end of the day and
1:21:25 then we can leave as they recommended
1:21:27 the second offense the parent has to pick it up and then and
1:21:29 then so forth but um that because i think
1:21:32 then it’ll be easier for the schools to enforce and we don’t
1:21:35 have to worry about that safety issue
1:21:37 and parental notification will still be a part of this even if
1:21:41 the child’s phone is is able to be
1:21:43 picked up by the child yes that should be in every any every
1:21:46 disciplinary infraction yeah
1:21:48 i just i don’t really understand the point of having a parent
1:21:55 pick it up if i’m being honest
1:21:59 if a parent’s getting notified anyway the parent’s aware that
1:22:02 the student is not complying in class
1:22:04 in school and getting in trouble um i think the levels like you
1:22:10 ramp it up progression i understand
1:22:14 that but but for this kind of enough for this kind of an infraction
1:22:19 i think it’s i do think it is
1:22:24 i just think it’s risky and dangerous for us to be holding on to
1:22:27 children’s phones when they’re heading
1:22:29 home after after school i mean take it away from them and then
1:22:32 they get it when they leave our campus
1:22:35 um i just i’m just i’m not comfortable with that one i’m sorry
1:22:40 like there’s just too many like miss
1:22:43 campbell had said there’s just there’s too many students that
1:22:45 are home all day by themselves there’s
1:22:47 too many students that are walking in dangerous areas by
1:22:50 themselves or going to work and coming home late
1:22:53 um i just think that that god forbid something happened because
1:22:57 we required the parent to come
1:22:59 get it and the parent is not coming to get it i’m just not
1:23:02 comfortable with that um the consequences in
1:23:05 school that kid gets it taken away again if the parent’s being
1:23:09 notified there’s accountability the
1:23:10 parent knows about it they don’t need to drive and get it um i
1:23:13 don’t know it just it makes me
1:23:15 uncomfortable i don’t like it also it’s a way for parents to see
1:23:18 where their kids are after school too if
1:23:21 we’re talking about a secondary student um i just feel like we’re
1:23:24 putting kids at risk for no reason
1:23:25 i don’t know that’s just my opinion
1:23:32 all right um i know i i hear what you’re saying miss jenkins i
1:23:43 think um progression with discipline is
1:23:45 very important and a lot of times notifying a parent and a
1:23:48 parent becoming uncomfortable and having to
1:23:50 step out and do something tends to trigger a different uh type
1:23:54 of discipline in the home right
1:23:55 so if you just get a phone call versus now i have to stop what i’m
1:23:58 doing and i need to go get something
1:23:59 from the school because you disobeyed what the rules were i
1:24:01 think there’s a different conversation that
1:24:03 happens in that household um i hear what you’re saying though
1:24:08 and so i don’t know where the happy medium
1:24:10 lands on this one oh boy okay so i’m gonna let somebody else
1:24:12 chime in well can i just say i hear
1:24:14 you on that but you have to remember we serve students who don’t
1:24:16 necessarily have parents and
1:24:18 guardians with the capacity to do that and not even just
1:24:21 functionally to get there and get it but also
1:24:24 just they just won’t um and we’re not here to parent the parents
1:24:29 i hear what you’re saying but if we’re
1:24:32 notifying the parent i believe that’s enough of our
1:24:35 responsibility to say hey your kid’s not doing
1:24:38 this step it up i mean it just it makes me uncomfortable i mean
1:24:42 i’ve i’ve gone on home
1:24:44 visits and stuff and you know it’s sometimes it’s not good and
1:24:47 it makes me uncomfortable i’m not saying
1:24:50 that the kid’s doing the right thing that they’re continuously
1:24:52 disobeying but if they’re continuously
1:24:54 having a consequence um i think that’s that’s our job and we’re
1:24:58 already doing it i don’t know it just
1:25:01 makes me really nervous to leave kids without a way to
1:25:03 communicate god forbid something happens
1:25:05 all right mr trent would you like to weigh in on this
1:25:10 i don’t know if i want to have to well like you said it there’s
1:25:16 most likely plenty of warnings
1:25:19 before even that first defense gets a referral there just is as
1:25:22 a classroom teacher i i would
1:25:25 think you do not want to write a referral for phone correct and
1:25:28 those kids know that correct
1:25:29 and then between the first referral and the second referral as
1:25:35 much as i’d like to say a teacher is
1:25:36 going to say you already had one referral no warnings here
1:25:38 second referral it’s probably going to be another
1:25:40 series of warnings after that first referral it just that’s
1:25:45 another thing so because you know you don’t
1:25:48 want to write a second referral um for obvious reasons you have
1:25:53 to have an escalation of consequences
1:25:55 and those students know if the consequences that they’re going
1:26:00 to get at home is a lot
1:26:02 probably a lot worse than what they’re going to get at school on
1:26:05 that and they’re not going to want
1:26:07 that second referral so i’m for keeping it the way it is but you
1:26:11 know i i agree with on the first one
1:26:14 absolutely i’m almost in agreeance and if if it’s on a friday if
1:26:18 we don’t have a school next school day
1:26:20 that they can pick it up too because that’s sometimes in the
1:26:23 classroom setting not that i’m
1:26:24 expecting you to change it on this but we’ve had it where we’ve
1:26:27 got six phones sitting here on a friday
1:26:30 and we know the parents are not coming tonight and you know um
1:26:34 it’s going to be monday you know
1:26:35 i don’t you know that’s that also leads to sometimes teachers
1:26:40 not confiscating phones on a friday
1:26:44 because they just know that problems that could happen and they
1:26:48 they neglect the the policy on that
1:26:50 as well so i that probably didn’t even need to be out there but
1:26:53 that that’s reality that happens on a
1:26:55 friday which is why i wanted to give them the most opportunity
1:26:59 for consistency as possible but mr reed
1:27:01 i mean you’ve been administrator are you confident that if an
1:27:04 administrator recognizes knows about a
1:27:08 hardship and a family that they would be in contact with a
1:27:11 parent and and make an exception i mean i don’t
1:27:14 i don’t like exceptions to the rules when we’ve set these
1:27:16 policies in place but i also like to understand
1:27:18 that our administrators are human beings who understand their
1:27:22 students all day they have to
1:27:23 exercise their professional judgment right and so there’s some
1:27:27 some are very black and white and
1:27:28 will want to follow every rule but also still exercise
1:27:31 professional judgment or will seek input right
1:27:33 they’re they’re they’re you know so i have a saying where
1:27:38 sometimes common common sense has to prevail
1:27:40 in a situation where you know more than than than right um in
1:27:44 most instances you’re going to make
1:27:46 the right decision instead of maybe one that puts someone in
1:27:49 harm and i feel like we’re also we’re
1:27:50 thinking oh somebody had their phone out in class but a
1:27:53 violation of our wcd policy could be
1:27:55 videotaping another student it could be some of these other
1:27:59 things that are listed in the policy it can
1:28:02 be a bigger deal um you know my mind my mind also automatically
1:28:06 goes to oh you had it out when you
1:28:07 weren’t supposed to have it out but but there’s some some pretty
1:28:10 serious things in there that would
1:28:11 consider these these first and second offense yeah yeah
1:28:15 currently what we have in our artifact if you
1:28:18 look at number four uh artifact number four the only uh offense
1:28:22 that we’re taking away the phone
1:28:24 currently that we have as an artifact is offense one there is a
1:28:29 progressive discipline with second offense
1:28:32 third offense where there’s one to three days of um out of
1:28:36 school suspension for the second offense
1:28:39 in third offense there is four to five out of school suspension
1:28:43 and if you look on the back
1:28:45 if they’re used for you know fighting they’re using it to videotape
1:28:49 then that would be where they would
1:28:52 confiscate the phone etc where it would be much more progressive
1:28:56 discipline for that cyberbullying etc all that
1:29:00 so that’s what’s listed in the artifact so wait um i’m confused
1:29:05 because it’s four and that’s the vaping
1:29:08 one that’s and no it’s it’s the last attachment on on the
1:29:11 artifact three that’s what that’s what i’m on
1:29:21 so right now yeah so right now that the first offense and the
1:29:34 second offense are identical so what the work
1:29:37 group was asking for what i think i’m hearing us have consensus
1:29:40 of we want the first offense to be
1:29:41 where the student can pick it up at the end of the day and then
1:29:44 the other state um am i wrong to i would
1:29:46 assume the first offense is a verbal warning to put your
1:29:49 wireless device away we’re talking about the
1:29:50 first referral referral okay so they’ve already maybe passed
1:29:54 that okay all right um
1:29:57 again i know it’s not going to be very popular uh but i do
1:30:02 believe in in the discipline needing to
1:30:04 progress and i i am in favor of first offense student picks up
1:30:07 their phone second offense now requires parent
1:30:11 involvement obviously site discretion is applied so if a
1:30:14 principal knows their circumstances at the
1:30:16 school or with the family um they can use that and then the
1:30:20 third offense they lose the ability to have
1:30:24 so we will draft um this language and putting a pin until later
1:30:28 today as well um for policy review but
1:30:30 we’re going to say first offense is confiscation and student may
1:30:34 receive at end of day school day
1:30:36 second offense will stand as drafted language and third offense
1:30:39 as drafted language currently provided to
1:30:41 you i’m in favor of that yes and i and i think and and if i may
1:30:48 speak real quick if an individual
1:30:51 actually gets to the point where we’re taking the phone away and
1:30:54 there’s some concerns about a parent
1:30:57 not being involved or anything like that then that student
1:31:00 should have taken the responsibility of
1:31:02 not getting in trouble with the cell phone multiple times prior
1:31:05 to it so i’m in favor of this thank you
1:31:07 for so much for bringing it forward i i just want to just
1:31:11 reiterate though the concern that
1:31:14 we’re all comfortably saying that we’re going to allow our
1:31:18 administrators to use discretion if
1:31:20 they know about these instances and we’re going to assume that
1:31:23 they know about these instances i just
1:31:25 want you to think about that for a minute because some of our
1:31:28 schools have 1500 kids in them so
1:31:30 they’re not going to always know about these instances so just i
1:31:33 mean just take a minute to think about
1:31:35 that because this might become an issue going forward um you
1:31:38 also don’t want to leave room for
1:31:41 people to feel uncomfortable with the choice and the decision
1:31:43 that they’re making either that’s not the
1:31:45 point of of drafting these so i don’t know how to separate them
1:31:49 though so i understand that there there
1:31:52 has to be a progression i don’t know what the alternative would
1:31:55 be um it’s yeah i just i don’t know and then
1:32:02 what do we i guess just explain to me what happens when a
1:32:09 student loses the privilege of a cell phone
1:32:12 on campus what what happens i think that’s what people need to
1:32:16 hear too like so what’s happening every
1:32:18 day for that student so um if i if i were the building level
1:32:23 administrator and that i had someone
1:32:25 that had this as a ongoing problematic piece um i would say you
1:32:29 know you’ve lost that privilege to
1:32:31 have it on your person or in your backpack and you’re going to
1:32:33 meet me in the morning and give it to me
1:32:35 and i know that you know your family needs this device for you
1:32:39 to know where you are so every morning
1:32:41 you have to check in with me and you have to give me your device
1:32:43 it’ll be safe right here in my drawer
1:32:45 and myself and the secretary know where it is and at the end of
1:32:48 the day if i’m not available my
1:32:50 secretary will return that phone to you every day at whatever
1:32:54 time so i guess what’s odd is like so
1:32:59 they sorry is they lose the privilege and forgive me i’m just
1:33:03 thinking out loud here but they lose
1:33:05 the privilege and they have to turn it in every morning but they
1:33:08 get to pick it up every single
1:33:09 day and they get to go home with it um what happens if they do
1:33:13 it again so in the bottom of artifact three
1:33:16 it says any violation beyond a third offense may result in out
1:33:20 of school suspension potentially even
1:33:23 a 10-day suspension pending possible placement of alternative
1:33:26 center if it was continuously causing a
1:33:29 disruption to the learning environment okay so that’s not being
1:33:32 changed correct that’s right that would
1:33:35 stay okay and it would be the same as if a kid was caught videotaping
1:33:41 or you know videotaping a teacher
1:33:44 we would confiscate that phone and the parents would have parent
1:33:48 conference etc that’s outlined here so
1:33:51 there are some progressive discipline expectations couldn’t can
1:33:57 i just just also clarifying here
1:33:59 do we have to have a first second third or or can it
1:34:04 legitimately be up to you know until the third
1:34:10 offense do you know i mean like because the issue is that they
1:34:13 were matching right there there is nothing
1:34:17 that says we need to have these tiers right there is a violation
1:34:21 or there’s not a violation and so so
1:34:23 we we provide these tiers to try and help remedy the problem
1:34:30 through a stricter consequence right
1:34:33 but no there is nothing that says there has to be i think the
1:34:36 tiers we put in place last year i think
1:34:38 that’s helpful for absolutely we have so many new administrators
1:34:41 to just make it on this one that can be
1:34:44 can lack clarity just a very specific one two three and beyond
1:34:50 so the reason i’m asking though is like
1:34:52 i understand there needs to be delineations but like to me you
1:34:55 know you could always have a one and
1:34:57 two are together third three strikes you’re out i just i don’t
1:35:00 actually believe that a parent picking
1:35:02 up the phone is going to stop a kid from using the first
1:35:05 referral wasn’t enough the second referral
1:35:07 wasn’t enough you’re going to do it again the third time and
1:35:09 again i’m just i’m just concerned about
1:35:11 student safety so i just wanted to clarify thank you i think you
1:35:15 you have clear consensus from i hear
1:35:18 you miss jenkins and i wish there was a way to to honestly i’m
1:35:20 just going to tell you if you have to
1:35:22 pick up a phone as a parent i believe that’s a different
1:35:24 conversation my child will probably lose
1:35:26 their phone all together they won’t have one any longer and i
1:35:29 think that that’s a conversation that
1:35:30 will be had in the household so hopefully hopefully we don’t
1:35:32 ever have to exercise that hopefully students
1:35:34 know don’t bring your phones out during instructional time that’s
1:35:37 really the underlying message that we’re
1:35:39 trying to get to so that teachers have the ability to teach all
1:35:42 right we are on to the next thank you
1:35:43 moving on sorry mr susan no i just wanted to say one of the
1:35:48 things that we deal with is this is a
1:35:50 monetary item right so we talk about some of the things about
1:35:54 parent involvement and things like
1:35:56 that and not being able to contact the students and not being
1:35:59 able to get in there and i totally
1:36:00 agree with that but somebody’s paying the darn bill somebody’s
1:36:03 paying for that child to have that
1:36:05 cell phone it’s a little bit different than trying to get
1:36:07 parental involvement on other issues so if
1:36:10 there’s an issue with the cell phone it’s coming from somebody
1:36:13 else most of the time unless the
1:36:14 student’s actually making it themselves and paying for it
1:36:17 themselves so having a parent who is not going
1:36:21 to be able to be notified or caught or anything like that or
1:36:25 called they pay for that bill so there’s
1:36:27 got to be some there is more involvement when they’re getting
1:36:31 that cell phone from somebody and there is
1:36:33 more ability to catch that individual that parent to come back
1:36:37 to that’s all i just wanted to say that
1:36:39 thank you all right we are on to vaping it looks like okay we
1:36:43 made a slight revision to vaping just
1:36:46 really um just saying versus change from civil citation to
1:36:49 tobacco citation and that was the
1:36:51 the the law enforcement being involved in our committee so they
1:36:54 know that language right we didn’t speak
1:36:56 that so that was pretty easy and it’s just in one of our
1:36:58 artifacts to provide clarity so um that that
1:37:02 seems to be a very easy fix we also though did need to add to 28
1:37:07 actual adding vaping to the tobacco
1:37:09 definition there’s not everything is vaping related so we added
1:37:13 after electronic cigarettes vaping devices
1:37:16 to just make sure that we weren’t splitting hairs on what it was
1:37:19 or what it wasn’t perfect so does that
1:37:21 do you feel that satisfies that yes okay um 29 uh so this is
1:37:26 where we’re going to take a look at that
1:37:28 willful disobedience chart and that is that that continuum to
1:37:33 help our schools um choose the best um
1:37:39 behavioral incident um and and families as mentioned but what we
1:37:43 want to look at with this is um
1:37:45 originally we had when we gave this to the committee student
1:37:49 conflict was in the level one category and
1:37:51 we removed it because student conflict and willful disobedience
1:37:55 aren’t don’t go hand in hand so we
1:37:57 kind of had just dropped everything in there item 30 says add
1:38:01 concrete examples of behaviors in each step
1:38:05 of the draft and so we attempted to add some behaviors we found
1:38:09 that as if we were adding them for all of
1:38:11 them the definitions actually got more blurry so we only added
1:38:15 definitions to some of them
1:38:16 those definitions are under willful disobedience we we had
1:38:21 provided four and under level three we provided
1:38:24 definitions under the new level that we’ll address in a second
1:38:29 gross insubordination and we provided
1:38:31 definitions in level four we felt the definitions in level one
1:38:35 were quite clear yeah
1:38:46 all right um 31 there was a new addition of an incident where
1:38:54 you can best see is if you have the
1:38:56 the level three that willful disobedience chart we’ve created a
1:39:00 new level three gross insubordination
1:39:03 and that’s that step above the willful disobedience and it’s the
1:39:08 willful refusal to comply with authority
1:39:12 exhibiting contempt or open resistance to a direct order
1:39:16 challenging authority of any bps
1:39:19 employer any adult in authority at the school in the presence of
1:39:23 others which causes this disruption we
1:39:25 felt that this just gives us a further continuum and provides
1:39:29 clarity of that that absolute willful
1:39:32 disobedience or that repeated willful disobedience that this was
1:39:36 a good a good addition and then the
1:39:39 visual the infographic will help our our admin teams really see
1:39:43 the options like they did with simple
1:39:45 battery and and physical aggression and fighting i like it
1:39:50 i think that will be a good a very good addition uh on this
1:39:58 chart as well we um we did some cleanup so
1:40:04 this is where the a big difference was between elementary and
1:40:07 secondary elementary um so so secondary willful
1:40:12 disobedience was a level two and elementary was a level three
1:40:15 and i might have had those flipped i got
1:40:17 flipped okay so i had them flipped right and so there was a gap
1:40:21 and there was differences of what could happen
1:40:23 with regard to consequences by adding this gross insubordination
1:40:27 in the number three position we decrease
1:40:30 to the number two position in both elementary and secondary willful
1:40:34 disobedience and we have a clear
1:40:36 continuum across all grades of what being willfully disobedient
1:40:41 or just being disobedient is from a basic
1:40:44 classroom infraction to a major classroom disruption on our
1:40:49 campus and it’s just a much cleaner way to say what
1:40:52 we’ve always said but it was a little bit of a squiggly line um
1:40:56 with the difference in in levels okay i like it
1:41:00 all right number 33 um uh is what i just also covered there so i
1:41:07 will i will move on to number 34
1:41:10 um it says lee uh number 34 says leave entering bathroom of
1:41:17 wrong sex at level two however repeated
1:41:19 offenses would amount to a higher level such as gross insubordination
1:41:23 um in a minute it’s going to say
1:41:26 in one of these it also said remove that language of going into
1:41:30 um the bathroom not of your birth sex
1:41:34 out of the definition and they asked us to move it the district
1:41:37 work group asked it to us to move it into
1:41:39 the example so we’ve moved it out of the example and or out of
1:41:44 the definition and placed it in an
1:41:47 example um again the group wanted us to leave it at that level
1:41:52 two um but again repeated would be able to
1:41:56 level that that up can i ask why you would remove it out of the
1:41:59 definition why can it not be both i’m just
1:42:01 curious uh it was just a request and we felt that that was easy
1:42:04 enough to honor we are required to
1:42:06 have that in our code of conduct right so it does state that as
1:42:10 a standalone but we don’t have a we have
1:42:13 to guide our staff what to code that as right and so we don’t
1:42:17 have bathroom violation restroom violation
1:42:21 we we chose to say that’s an act of willful disobedience so we
1:42:24 have to help them connect to that
1:42:28 so again the district team just asked simply move it out of the
1:42:32 definition and plop it down there with
1:42:33 the examples okay so we said okay um uh for that that slight
1:42:40 change so will the examples only be in
1:42:43 the chart the like the artifact too or will it also be in up in
1:42:46 the definition we would also add those to
1:42:48 the definitions for clarity so if it’s clarity here just again i
1:42:52 hope that every administrator has my our
1:42:54 beautiful little infographic in front of them but i know they
1:42:58 might not so i want them to have all the
1:42:59 right words in both places thank you okay number 35 um was uh
1:43:11 again uh revising willful disobedience
1:43:14 definition oh that’s what i just covered that as well with you
1:43:18 guys okay i’m gonna move to 36
1:43:21 again it was about keeping the examples uh for them so again
1:43:26 that that that is the the same thing so i’m
1:43:29 going to move on to the aggravated battery chart artifact number
1:43:32 one they all they asked for us to do is
1:43:34 flip the script uh before we had most aggressive to least
1:43:39 aggressive now it’s least aggressive to
1:43:42 to to most so that’s a pretty easy change there we have a new uh
1:43:47 student behavior here on number 38
1:43:51 and that is refusal to follow classroom rules again looking at
1:43:54 the willful disobedience chart you’ll
1:43:56 see that falls in the level one category and that is refusal to
1:44:00 follow classroom rules repeated
1:44:02 instances of a student’s refusal to follow basic classroom rules
1:44:06 established by teacher
1:44:09 so again it’s just that idea i’ve been working my classroom
1:44:11 management and it’s not working and
1:44:13 you’re not following those directions it’s a low level infraction
1:44:16 something for someone to have a
1:44:18 conversation other than the person that’s been trying to have
1:44:21 the person do that and it’s it’s not a
1:44:24 super impactful one it could be handled quickly and again we
1:44:28 felt it was a good idea to add to the
1:44:30 continuum of having choices along levels one through four i like
1:44:35 it
1:44:37 good good good to move forward with that new one i’m good we got
1:44:40 we’re good all right we’re getting
1:44:43 really close you all um 39 gambling um and and doing a deep dive
1:44:48 into the uh off with the office of
1:44:51 safe schools we’ve decided that we need to change the way we
1:44:54 code gambling we had a standalone gambling
1:44:57 correct our student behavior and we need to con call that um
1:45:01 other major infraction to report to the office of
1:45:04 safe schools so um we need to report incidents takeaway is we
1:45:08 should be reporting instances of gambling to
1:45:11 the office of safe schools and this will allow us to start doing
1:45:14 that okay
1:45:15 okay we’re good you’re good good all right 40 is a very easy one
1:45:23 as well um again just aligning with
1:45:25 the office of safe schools and being more accurate that other
1:45:28 major offense the one that i just spoke of with with gambling
1:45:31 um with it fits within sensor definitions that other majors
1:45:35 designed for all sensors it’s very close to
1:45:39 sensors it’s it’s just our it’s in our pocket sensor definition
1:45:42 that that is kind of a catch-all when
1:45:44 it’s needed and so we just provide clarity thumbs up okay uh 41
1:45:49 arson um it was asked that we clarify what it
1:45:53 is so we added at the bottom there if there’s no damage to any
1:45:57 structure uh there there is no damage
1:46:01 to any structure trash can toilet paper fire etc it does not
1:46:05 meet the criteria for assessor so there must
1:46:07 be damage again that’s straight from the office of safe schools
1:46:11 we we really just use their guidance
1:46:14 instead of having our opinion beyond that all right uh chronic
1:46:18 misconduct is an item that’s in our code
1:46:22 of conduct that is something that we have uh several steps that
1:46:25 you must run through before you can use
1:46:27 and execute that corrective strategy our student behavior with a
1:46:32 corrective strategy and we have multiple
1:46:36 questions of staff asking us how can i what do i have to do and
1:46:39 so we just gave them some notes what they
1:46:41 have to do so that they may not have to call or or would be
1:46:44 informed on their own
1:46:46 just as we we did uh cyber bullying we removed earlier we would
1:46:52 also like to remove that cyber
1:46:54 stalking again cyber stalking um could fall in that bullying
1:46:58 realm but it also more likely falls in that
1:47:01 threat realm and so again there’s confusion we have multiple
1:47:04 ways to call a threat a threat
1:47:06 and we have clear procedures when it’s a threat you should be
1:47:08 doing a threat assessment and so we
1:47:10 actually by having this we’re not following some of our
1:47:14 procedures just by simple misconfusion of what
1:47:17 was what so we recommend we remove cyber stalking and if we had
1:47:21 an incident like that it would be considered
1:47:24 a threat can i ask for just for clarification sake yes so so
1:47:29 when i mean i’ve never had to
1:47:31 report things and do referrals so forgive me um but when we have
1:47:36 an administrator that’s documenting the threat
1:47:39 do like do they have this listed as an example for them to
1:47:46 reference i mean it’s not you know it’s just
1:47:48 it’s different right i mean is this there for them to think
1:47:51 about just in the world that we’re living
1:47:55 in right now i don’t i just feel like that there needs to be
1:47:58 there for them to reference and recognize
1:48:00 that this action and these behaviors is constituted as a threat
1:48:03 because i don’t i actually don’t think
1:48:05 people would immediately make that correlation sure so what we
1:48:09 could do is um we could add to our
1:48:14 definition of threat so just off the top of my head here we’ve
1:48:17 removed assault we’ve removed cyber
1:48:19 stalking all which were subsets of of threat so we could add for
1:48:25 example cyber bullying cyber stalking
1:48:28 and incidents of potential assault the weird definition though
1:48:32 so that’s that’s tough but we could try
1:48:34 and we could try and clean up that definition i don’t think we
1:48:36 need to add the salt part because that’s
1:48:38 confusing yeah but but i i think under threats to include cyber
1:48:43 stalking under bullying to include
1:48:47 cyber bullying right if we’re going to take cyber bullying out
1:48:48 we’re going to take cyber stalking
1:48:50 out let’s make sure that bullying and threat include those two
1:48:54 words so that it’s clear yeah and and i
1:48:56 appreciate that because like cyber stalking is different than
1:49:00 cyber bullying correct and this is
1:49:01 something where a student may feel fearful and not articulated
1:49:05 in a way of bullying i just i don’t think
1:49:07 people are going to necessarily automatically think about that
1:49:10 so i just want a little reminder for
1:49:12 them so we will ensure bullying’s definition has that cyber
1:49:15 piece which i’m confident it does and
1:49:18 we will assure threat has cyber stalking okay sir ben do you
1:49:21 feel good about that okay
1:49:23 all right this this is another uh touchy one here maybe
1:49:31 potentially um in policy 5500 it states
1:49:36 um i’m looking at 45 it states the following consequences for
1:49:40 dress code violations first
1:49:43 offense a student will give it be given a verbal warning and the
1:49:46 parent will be called second offense
1:49:48 ineligible to participate in extracurricular activities for a
1:49:53 period of time not to exceed five
1:49:54 days and third offense shall receive in school suspension um not
1:49:58 to exceed three days
1:50:01 we felt that because that was in policy and because it was a
1:50:04 talking point that came up we we should to
1:50:07 define what that means and so we wanted to add a new new code
1:50:12 called dress code major and that would be
1:50:15 when exposure to underwear or or a body part in an indecent or
1:50:21 vulgar manner okay so that’s kind of the line
1:50:25 undergarments or indecent uh event and vulgar could follow those
1:50:31 consequences the minor would stay the
1:50:33 same which would be a level one infraction that we would enforce
1:50:38 but again it would be less than
1:50:40 exposing underwear or body parts in an indecent way if we had
1:50:43 the major we would follow what’s written in
1:50:46 policy that comes straight out of statute okay if we have the
1:50:50 minor it’s going to be a level one infraction and it’s going to
1:50:53 be the
1:50:54 the administrative team’s decision based on how many times it’s
1:50:58 repeatedly that low level infraction has
1:51:00 happened okay so again on the third time any incident incident
1:51:05 happens our administrative teams have the
1:51:08 ability to level up into the next category okay it focus isn’t
1:51:12 smart and doesn’t know that like it just
1:51:14 looks like an error but they still have the ability to override
1:51:17 that so again we’re proposing to follow
1:51:20 that have that statutory language more so part of our our code
1:51:24 of conduct where it really was just tucked
1:51:26 in in policy 5500 and and to but delineate between what’s major
1:51:31 and what’s minor and that comes down to
1:51:34 that exposure of underwear and body parts versus a shirt that
1:51:38 you shouldn’t be wearing or a hat on at the
1:51:40 the wrong time are we sure that that statute reference is
1:51:44 correct because i’m not
1:51:46 it’s not 100% it’s not that’s it’s not number five i just want
1:51:50 to make sure if we’re going to add it in there that i know
1:51:53 it’s it i’m 90 positive it is but i’m going to try and find it
1:52:09 real quick and but it 100 is in policy 5500
1:52:13 okay okay that those exact words for those consequences a b and
1:52:18 c is in policy 5500
1:52:20 gotcha thank you can i make a suggestion so you’re you’re saying
1:52:24 the whole thing in major is statute
1:52:26 correct and not that i’m shocked that our statutory language is
1:52:30 vague um or broad or ill-defined
1:52:33 um but uh can i make a suggestion that we just remove the first
1:52:38 part of it uh because it’s in my
1:52:41 opinion it’s subjective and it’s broad and it’s actually the
1:52:46 exact opposite of what we were intending
1:52:48 to do when we revised the dress code policy um and just leave it
1:52:53 there has to be there has to be some
1:52:58 kind of language that delineates the major i think so can we
1:53:02 just have like can we i don’t can we just
1:53:04 have dress code violation and then progressions for multiple
1:53:08 offenses like like it’s listed in major
1:53:10 because the reality is even if they did even if they did the the
1:53:16 verbiage in the first sentence
1:53:19 that’s still a failure to comply with established dress code
1:53:21 policy so why don’t we just have
1:53:24 the again just being a devil’s advocate here it’s a very broad
1:53:29 statement that can be interpreted very
1:53:32 differently depending on who’s interpreting it and it’s mostly
1:53:35 going to affect females
1:53:36 so you assume well i’m i mean i’m not assuming it is going to
1:53:40 the majority are going to be females
1:53:43 so really what we care about here is is the first offense second
1:53:47 offense third offense that’s really
1:53:48 the important part of this language is that there’s an escalation
1:53:51 correct it was living in policy but
1:53:53 not in code of conduct right so that’s where we’re bringing all
1:53:56 under one house but we felt it was
1:53:57 important to delineate between the two um that that that statute
1:54:04 is 1006.07 and it’s 2d
1:54:08 so i guess i just need help understanding why we need to have
1:54:16 two
1:54:19 so we we with the district discipline group i gave them just
1:54:23 these um a b and c and said let’s build
1:54:25 up a tiering kind of like wireless communication device and it
1:54:30 was hard to because just think low
1:54:33 level infractions were going to get almost leveled up pretty
1:54:37 fast let’s just say i wear an inappropriate
1:54:39 shirt three times that’s i’m already at level c um of this these
1:54:44 infractions so we really felt that we were
1:54:48 handcuffing them into potentially over consequencing the
1:54:51 committee even started having discussion like
1:54:54 every 15 days it would reset and we’re like how do you track
1:54:59 that that’s not pop so we spent two
1:55:02 sessions on this and really went round and round and the when we
1:55:05 came down to it we said we’ve got to
1:55:08 divide these out or don’t include the statute that’s that’s in
1:55:11 our policy that we’ve left off of our code of
1:55:14 conduct as as in the past so we we were torn and felt that this
1:55:19 was the simplest way to
1:55:20 provide words for action when you’re not necessarily in the room
1:55:26 giving guidance
1:55:27 i i support this i think this you know i’m thank you for getting
1:55:31 the correct side because that that
1:55:33 language that exposes under our body parts and indecent but that’s
1:55:35 straight out of statute so we’re always
1:55:37 safe you know i’m gonna say always we’re usually safe good just
1:55:40 going straight with the language i think this is
1:55:42 clear and this gives a difference for between you know a kid who’s
1:55:45 walking around with his you know
1:55:48 boxer showing above his belt line to a kid who’s walking around
1:55:52 with his intentionally with his crack
1:55:54 showing sorry to be vulgar um but there’s there’s a it gives a
1:55:58 another tool in the toolbox and obviously
1:56:00 the committee need thought there needed to be something besides
1:56:03 just okay your shirt’s not touching your
1:56:05 pants there this is something more egregious and we’re all we’re
1:56:08 coding them all exactly the same way
1:56:10 so um i think this i i think this leaves minor as a level one um
1:56:15 and gives them the option for
1:56:18 something else what you didn’t put a level on this one what
1:56:20 would the major be level two
1:56:23 so that’s what we didn’t oh this is the chart because it follows
1:56:26 consequences that aren’t
1:56:27 necessarily in our code of conduct um that you know the five
1:56:31 days of extracurricular activities
1:56:33 that’s not that’s that is is not i believe in our code of
1:56:37 conduct so it puts it like the wcd policy
1:56:39 there’s it’s kind of its own it’s gonna be yes it would be
1:56:43 unique living on and one of the artifacts to
1:56:45 help guide them i’m in support i’m in support too i’m going to
1:56:49 go on a bit of a soapbox on this one
1:56:52 though because um dress code violations are one of those things
1:56:55 i grew up in the day where we had a
1:56:56 wonderful administrator at titusville high uh i think dr rendell
1:56:59 will remember this gentleman and
1:57:01 dress code was in force it was in force it was in force if he
1:57:04 saw you a mile and a half away he’d yell
1:57:06 young lady and you knew you were in trouble you violated it and
1:57:09 you are now going to the dean’s office
1:57:10 and you know what happened when he held the line no one violated
1:57:14 the dress code as well i shouldn’t
1:57:16 say no one it wasn’t violated nearly like it is right now um it
1:57:19 is so frustrating to walk school
1:57:20 campuses and to see i mean all over the place violation
1:57:24 violation violation violation and i’m like that
1:57:27 is site admin not enforcing the dress code it is important to
1:57:30 enforce the dress code um this may be an
1:57:33 unpopular opinion but i think we should have some type of closet
1:57:36 so to speak where hey if you violate the
1:57:38 dress code you’re going to go get something in that closet that’s
1:57:40 not going to violate the dress code
1:57:41 and put it on uh in order for the students to to maintain
1:57:44 because it’s just it’s inappropriate
1:57:46 it’s highly inappropriate and um so anyways that’s my soapbox i’m
1:57:49 going to get off my soapbox yes i’m in
1:57:51 favor of this uh so yeah that this uh this change will be good
1:57:56 to add progression in order to enforce
1:57:59 the dress code admins we wholeheartedly support enforcing the
1:58:02 dress code all right sorry that’s it i’m off my
1:58:05 soapbox all right so not quite as big of a soapbox but in many
1:58:10 schools out there that’s exactly what
1:58:13 they have by the dean’s office they have a box of donated shirts
1:58:17 and it’s sir young lady whoever
1:58:20 go get a shirt you know uh go pick one out and that’s what i
1:58:23 expect you to have in there so uh on
1:58:25 the um on the um on the minor we we we do know what you’re
1:58:30 telling me that’s um repeated offense moves
1:58:34 right into a major yes um it would it would not move into a
1:58:38 major it would well i’m talking about so
1:58:41 so that is a common that’s a common understanding so a repeated
1:58:45 minors are a level one so then the third
1:58:48 level one infraction you can go to level two choices of your
1:58:52 corrective actions so you can pick an in
1:58:55 school suspension from there for repeated minor yeah well i’m
1:58:58 saying the code violation minor um i mean
1:59:01 the students and and the staff’s going to know hopefully that i’m
1:59:05 just not going to talk to the same
1:59:07 student 12 days in a row and it’s a minor level one right you’re
1:59:12 saying third one third one you can go
1:59:15 uh it’s still coded as a minor infraction but you can give it a
1:59:17 level two consequence so we want to be
1:59:20 careful we felt it was very important to be careful the major is
1:59:24 undergarments or above yeah everything
1:59:29 else is still a minor but when you’re repeating you can
1:59:31 eventually get a level four consequence for a
1:59:34 minor infraction because you know that’s the the conversation
1:59:37 yes that i’m going to have with a parent
1:59:40 that says hey in august you know that was just say don’t wear
1:59:43 that shirt again and now
1:59:45 they can’t go to a dance or something like that what’s and then
1:59:51 sally her friend had the same shirt
1:59:53 on and she just got go don’t wear that shirt again so we have to
1:59:57 go through that conversation then they’re
2:00:00 going to say where is that in in your in your dress code or
2:00:03 policy those are the conversations that i’m
2:00:05 going to have to say i don’t know how many times your daughter
2:00:08 or your son was talked to and your
2:00:10 friend and so we’re going to have those conversations right yeah
2:00:14 yes and so we how i would guide
2:00:16 administrative teams is i see for chris chris has had three
2:00:20 minor infractions and this time
2:00:22 was given a more more stringent consequence and that’s notated
2:00:27 that our administrators can do that
2:00:29 we explicitly train them yes please take very good notes on that
2:00:34 okay we did add that last year last
2:00:37 year seems like it wasn’t that long ago but on the bottom of
2:00:41 every level it says the school principal
2:00:44 reserves the ability to move the student behavior up a level for
2:00:47 repeated acts of misconduct repeated can
2:00:49 be defined as behavior occurring more than twice it says it on
2:00:52 under at the bottom of every single one so
2:00:54 maybe we can add more air you know make it more prominent and
2:00:58 not give it a footnote but actually
2:01:00 add it to a piece of the code of conduct would that be helpful
2:01:03 that repeated offenses will be leveled up
2:01:06 okay i would prefer that okay so we’ll we’ll add a a standalone
2:01:10 statement that just clarifies that just
2:01:12 before these um charts that give the level one two three four
2:01:16 five that’ll be an easy fix okay i just one
2:01:21 clarifying question oh sorry mr susan you you’re delayed you can
2:01:25 go yeah no i just wanted to say um
2:01:28 thank you to miss wright’s comment thank you for the
2:01:31 clarification from mr trent and uh miss
2:01:34 campbell anytime you want to use the uh the uh verbiage that you
2:01:38 used to describe things i i greatly
2:01:40 appreciate it because i got a chuckle from that um thank you so
2:01:43 much for that i wholeheartedly agree with
2:01:46 the direction of the board and thank you so much can i just i
2:01:49 you already answered this question i think
2:01:52 i’m sorry i just it’s fine i need to hear it again the major
2:01:56 violation is there a level one
2:01:58 or is that just a fence it is it is just an offense so again
2:02:02 that first sentence it’s exposure of
2:02:05 underwear or body parts in an incidental or vulgar manner that
2:02:09 disrupts orderly learning environment is
2:02:12 subject to the following disciplinary actions so if we have
2:02:16 exposure of underwear or body parts we would
2:02:18 be in a major consequence and we would be coming from a b a b
2:02:23 and c and those consequences come straight
2:02:26 okay i mean this is going to be like just situationally based um
2:02:35 i mean i’m just i’m just being honest i’m
2:02:39 thinking about young girls that you know sometimes it’s not
2:02:42 intentional and i mean hopefully our
2:02:45 administrators that wouldn’t qualify though because if you’re
2:02:49 wearing a zip-up jacket over your
2:02:52 strappy top that shows your undergarments and it just you know
2:02:55 whatever that that wouldn’t qualify
2:02:57 us in an indecent or vulgar manner i’m just saying it’s
2:03:00 subjective that’s all yeah it’s yes it is but
2:03:02 it but i don’t think this leaves i don’t think this is like for
2:03:05 a slight offense i mean this is going
2:03:07 to be i understand i just i wanted clarification about that so i
2:03:10 appreciate it thank you
2:03:16 yeah so we’re going to leave the language as is and we are going
2:03:19 to increase training but we also are
2:03:21 going to add a standalone statement about multiple same level
2:03:27 infractions
2:03:32 okay so i see that 1003.01 it’s actually 13 not five in the
2:03:37 parentheses so it’s 1003.01 parentheses 13 is
2:03:42 what it says in the statute so i think it probably just got
2:03:44 moved around um but the statute that you
2:03:48 listed is the one that i’m looking at where i’m finding that
2:03:51 which is 1006.07 parentheses d parentheses two
2:03:55 i mean parentheses two parentheses d so so we know where that’s
2:03:58 coming from i think it would be good to
2:04:01 include that somewhere so i’m good otherwise did you hear that
2:04:07 the the for the statute it’s going to be
2:04:10 and then parentheses 13 instead of parentheses five
2:04:16 that’s the yeah that’s the statute the part that defines in
2:04:24 school suspension and the suspension so
2:04:26 um i think that’s it was supposed to be 13 not five it may have
2:04:30 been five once upon a time
2:04:32 okay we’re almost there um 46 has to do with the uh electronic
2:04:41 uh communication major
2:04:44 uh we they had asked us to clarify and add uh to the definition
2:04:49 to prevent coding errors um and so
2:04:53 we’ve added here and this is frequently happening um so we’re
2:04:57 planning for 24 25 but we’ve added that the
2:05:01 the misuse major is not to be used for repeated incidents of
2:05:06 minor violations this major if you refer
2:05:10 to the artifact you can see major is when you’re recording
2:05:13 somebody right and without their knowledge
2:05:15 or with their knowledge and using it um in some way that’s not
2:05:19 appropriate so we’ve had some instances
2:05:22 where two minors people are having equal a major again two minors
2:05:26 should equal a stricter consequence
2:05:29 following our procedure and that’s what again what we just said
2:05:32 we will make sure it has more
2:05:35 space in the code of conduct and we’ll continue to train upon
2:05:39 that um in all of our trainings with
2:05:41 dean’s assistant principals and principals perfect this is what
2:05:44 we felt would help prevent that
2:05:46 all right um in fighting we needed to make a slight addition
2:05:51 there again for clarification so we added this
2:05:55 definition does not meet the definition of fit so again there’s
2:05:59 a local base code of fighting and then
2:06:01 there’s the assessor code and so we’re making sure that they
2:06:04 understand that this does not meet that
2:06:07 and this is we’ve had enough for us to want to do that enough
2:06:10 problems for us to want to do that yeah
2:06:12 all right 48 was was meant to be stricken so that should be on
2:06:19 there i’m going to go to 49
2:06:20 corrective strategy number 33 recommendation for expulsion we
2:06:27 want to remove that you all make the
2:06:29 decision on one day expel and we make a coding in the remolment
2:06:33 file so having that as a possible
2:06:35 corrective strategy is is not it leads it opens it up for
2:06:39 problems for coding and we just need to make
2:06:42 it go away it doesn’t mean we’re going to get rid of expulsion
2:06:45 it means we’re going to wait until you
2:06:47 formally vote on it right and then we tell them what to do as a
2:06:50 result the next morning
2:06:55 okay that is the end of the line of what i the my must do’s um
2:06:58 there was a long list of items that
2:07:00 again oh did i see i’m so looking forward to getting done here
2:07:05 50 thank you um this also provided
2:07:08 some confusion uh is providing some confusion suspension pending
2:07:12 parent uh suspension pending
2:07:14 a parent guardian conference this year we had to do away we used
2:07:18 to have individual codes suspension one
2:07:20 day suspension one to three days was a different code suspension
2:07:24 five days suspension 10 days
2:07:27 those were four different codes and it was resulting in misrepresenting
2:07:32 data for us
2:07:33 a suspension needs to be one code and it can be x number of days
2:07:38 but we now have clean data but
2:07:40 we didn’t catch this one at the beginning of last year that it
2:07:43 was sneaking in there so when i’m reporting
2:07:46 suspension data i have to also pull how many days were coded as
2:07:50 pending parent investigation again
2:07:53 we’d like to get rid of that mandatory piece and add so if i was
2:07:56 to give a suspension i’m going to
2:07:58 say you’re going to have a two-day suspension and we’re going to
2:08:02 add in that apparent conference is
2:08:05 needed and when i make that phone call i’m going to make that
2:08:08 clear that we need to meet to discuss
2:08:09 this problem and again that will is an effort to give us clean
2:08:13 data that parent conference might be one
2:08:16 of the most powerful tools that we have in our belt to use and
2:08:21 can really um make change but it is giving
2:08:24 us not the greatest of data and making it more difficult so we
2:08:27 would like to
2:08:28 remove it and train how to do that same thing but do it in a
2:08:31 different way that
2:08:32 gives us good data all right the other items that are here were
2:08:39 items that
2:08:40 again were recommendations that may have came forward and as we
2:08:44 debriefed at the
2:08:45 end of each of our sessions we determined that we weren’t able
2:08:49 to honor
2:08:49 that request or that it wasn’t in alignment with the office of
2:08:53 safe schools
2:08:54 or just for some reason we couldn’t do that or something existed
2:08:58 that we we
2:08:59 already had that so we did the same thing but we’re not going I
2:09:03 didn’t have plans
2:09:04 to go through each individual one if there are any items that
2:09:08 you want to
2:09:09 have me pull and discuss with you I’m happy to do that but these
2:09:13 are the items
2:09:14 that again the committee did bring forward as as recommendations
2:09:18 some could
2:09:19 have been one individual some it could have been a few
2:09:21 individuals but for
2:09:23 most of these they were not the majority and they were all
2:09:27 things that the team
2:09:29 when we debrief the next day we spent many hours reviewing what
2:09:32 we had heard that
2:09:33 night before making sound decisions on current policy and
2:09:38 procedures all right
2:09:40 board do you have any any of these items that you need to pull
2:09:43 for discussion no no no mr
2:09:46 susan no i’m good all right so i think we are good thank you so
2:09:51 much for the presentation i’m looking
2:09:53 forward to this being cleaned up it will result in more
2:09:55 accurately reporting so thank you for all
2:09:57 your hard work from your team there thank you all right we are
2:10:03 now on to our next topic on the agenda
2:10:06 which will be the opportunity for debt refinancing i think we
2:10:09 have mr ford present with us today and miss
2:10:12 lizinski that are going to come present oh before you guys
2:10:15 wander off i meant to do this first of all i
2:10:17 wanted to thank um all of you and miss dampier and mr reid for
2:10:21 for heading this process that has been
2:10:23 very different but it’s been very helpful i think because you
2:10:26 included so many members of the community
2:10:28 um it it really sometimes we get accused of oh the board’s handpicked
2:10:32 people whatever but you
2:10:34 included any it was a y’all come moment right and you definitely
2:10:38 listened to the y’all that came um
2:10:41 so i just thank you so much for for the going through this
2:10:44 process that was that was very clear and i when
2:10:47 i talked to my committee representative she felt like they were
2:10:49 heard and really did have a part it wasn’t
2:10:51 just them getting to say things and you guys make all the
2:10:54 decisions so thank you for doing that and i
2:10:56 we didn’t talk about this but i’m absolutely supportive of
2:11:00 removing all the extraneous handbook type
2:11:02 material so that we can get the code of conduct to be just what
2:11:05 that is the code of conduct so thank
2:11:07 you guys for all that work thank you thank you all right is miss
2:11:15 blizinski presenting or is this
2:11:17 going to be mr ford mr ford’s going to present okay all right
2:11:20 yes you’re welcome
2:11:21 so madam chair if i could just set the stage absolutely you know
2:11:27 basically one of the things
2:11:28 that we want to do is be responsible with the taxpayers money
2:11:31 good stewards of the taxpayers money
2:11:33 and mr ford’s going to show us a way to reduce our debt and that
2:11:37 is a good thing to do and so he’s
2:11:40 going to make a presentation then we’ll be looking for direction
2:11:43 from the board mr ford thank you
2:11:47 thank you for letting us be here with you this morning it’s a
2:11:51 pleasure uh john would be here but
2:11:53 he’s in dallas right now along with will on the desk at rbc
2:11:56 capital markets and they have just put into
2:11:59 the market about 170 million dollars for saint john schools on a
2:12:03 new money in a refunding transaction
2:12:05 they’re about 30 million about 30 minutes into that order period
2:12:09 and they look like they have about a
2:12:11 half a billion dollars in orders for that 170 million dollars so
2:12:14 that transaction is going very well but
2:12:17 it gives us some up-to-date information on where the market is
2:12:20 right now so we’re going to talk to you
2:12:22 about refinancing but before i do that i want i want to make a
2:12:27 disclaimer i’m sorry do we have a question
2:12:31 can the podium raises so where the microphone will be in front
2:12:35 of you so that we can hear that way it gets
2:12:37 picked up for it should
2:12:42 we’re almost we’ll take a board if it’s okay let’s go through
2:12:51 this and then we’ll take a lunch break
2:12:52 is that okay it goes down but not up so
2:12:57 well mr ford you must be a very tall gentleman so
2:13:03 or i can do this okay i apologize it’s just it’s hard to hear
2:13:08 you it’s like it’s like it’s being
2:13:09 picked up through through the speakers all the way down all the
2:13:15 way down oh really you’re gonna go all
2:13:18 the way down to come back up if it doesn’t come back up then you’re
2:13:22 gonna have to pull a chair up
2:13:25 i will yell fun oh jackie okay
2:13:33 oh there we go okay that’ll do it perfect great so the first
2:13:45 thing i want to do is point out our
2:13:47 disclaimer page that basically says this is not intended to be
2:13:52 spot on the market today these
2:13:55 things are subject to change this is an overview of what’s going
2:13:58 on it is not comprehensive we don’t
2:14:01 provide legal advice to the board the board should rely upon its
2:14:05 legal counsel to make any legal decisions
2:14:07 so thank you so as we get started we want to talk to you about
2:14:12 potentially refinancing some of your debt
2:14:15 you have seven issues outstanding right now and there are two
2:14:19 that are prime candidates for refinancing
2:14:22 and there is one that is a lesser candidate for refinancing and
2:14:26 those two are the 13a and 14
2:14:28 certificates of participation followed by the 2017 a’s a little
2:14:34 word about refinancing in the
2:14:36 municipal bond market it is a lot like refinancing your house in
2:14:40 many ways but it’s got a couple of key
2:14:42 differences when you refinance your house you do that because
2:14:46 current interest rates are lower than
2:14:47 the interest rate at which you borrowed so you can save money on
2:14:50 a monthly basis but almost always
2:14:53 when you refinance a 30-year home mortgage say it’s got 20 years
2:14:57 left on it you refinance it you go back
2:15:00 out 30 years right we don’t do that here and that’s not what we’re
2:15:03 recommending we go to the final current
2:15:06 maturity date of those bonds so for example on the 13 a’s their
2:15:10 final maturity is in 2030
2:15:13 we would only refinance those out to 2030 there would be no
2:15:18 extension of maturities so the goal here
2:15:21 is to achieve cash flow savings each year during that period but
2:15:26 not extend the debt beyond that so it’s
2:15:29 not an extension of your debt i think that’s important so on
2:15:33 this chart showing the seven series you have
2:15:35 standing as i said it’s the 13 a’s the 14s and then to a far
2:15:41 lesser extent two maturities of the 2017 a’s
2:15:46 all of those are currently callable or will be shortly callable
2:15:51 at this point in time meaning that
2:15:54 we have the ability to take them away from the current investors
2:15:58 without paying a penalty
2:15:59 so what does your debt look like on that outstanding seven
2:16:04 series of certificates the gray bars at the
2:16:08 top are the combined interest interest the colored bars along
2:16:13 the bottom is the principle for each one of
2:16:16 those series the 2013 a’s go out between 24 july of 24 and july
2:16:26 1 of 2030 they have about 57 million
2:16:31 outstanding the 2024 maturity will mature before we go into the
2:16:36 market so it won’t be refinanced it will
2:16:38 mature on its own and the rest would be candidates for refinancing
2:16:43 their current principal interest is as shown here on the blue
2:16:47 bars
2:16:48 the 2014s go out to 2030 as well they don’t start until 2027 and
2:16:57 you can see their principal and
2:17:00 interest schedule here
2:17:01 as we talked the other day individually the yield curve right
2:17:07 now or the interest rates ranging from one
2:17:09 year in this case out to 2034 is a little odd at this point in
2:17:14 time yields in that first year are higher
2:17:17 than they are in the subsequent years in the st john’s
2:17:21 transaction this morning the yield on the first
2:17:25 year was higher than they are until you got to 2032 or 2033 so
2:17:29 they’re out they’re out that far so that
2:17:34 creates a bit of interest when you go to restructure the refunding
2:17:38 sometimes that really short maturity
2:17:40 doesn’t have as much savings as it would otherwise but as it all
2:17:43 blends in together you achieve some efficiencies
2:17:46 so how are we estimating the refunding here well we’re assuming
2:17:52 that we’d have a closing date
2:17:54 of around july 6th right now and that the call date would be
2:17:59 honor prior to september september 4th
2:18:03 on the 2013 a’s we would refund almost 46 million dollars of
2:18:09 those outstanding bonds
2:18:11 and on the 2014s we would refund a little over 55 million about
2:18:15 55 million six so the total aggregate
2:18:17 amount that we would be retiring and replacing with new bonds
2:18:21 would be about 101 million and 475 thousand
2:18:26 dollars what would we what would we do with that new money we
2:18:30 borrow because in a tax exempt free
2:18:32 funding what you do is issue new bonds and with those new bonds
2:18:36 you place an amount in an escrow account
2:18:39 necessary to pay off the old bonds and then you pay the cost of
2:18:42 issuance so that’s what would happen
2:18:45 the all-in true interest cost is about a 323 on the 13 a’s and
2:18:52 about a 303 on the 14s combine those
2:18:57 together and you’re all in cost that includes all cost of issuance
2:19:01 is about a 310 and that’s where we
2:19:03 are today but that may not be where we are at the time we go to
2:19:07 market so that’s the date that the interest
2:19:09 rates are set could be slightly higher hopefully would be lower
2:19:13 and our prior cash flow you can see on there
2:19:18 we have the numbers there we have savings along the way of on
2:19:24 the 2013 a’s about a million one a year
2:19:27 and on the 2014s we have savings of about 5 million 150 per year
2:19:33 so that aggregates out to about 6 million 140 in savings
2:19:38 or about 2.28 on those 2013s and almost 8 about 7.55 of the
2:19:47 prior debt service on the 2014s
2:19:50 and then we say okay on a present value basis what does that
2:19:54 look like in today’s dollars what does
2:19:57 that look like well on the 2013 a’s it’s a little over a million
2:20:01 dollars or 2.33 percent of the amount the
2:20:04 principal amount of certificates that we have refinanced on the
2:20:08 2014s it’s over four and a half
2:20:11 million dollars or a little over eight percent of the principal
2:20:15 that we refinanced and that is about
2:20:17 five and a half percent on the aggregate basis let me make a
2:20:20 comment here almost every governmental issue
2:20:23 that we issuer that we know of has a policy that says here’s the
2:20:28 minimum level of savings that we will
2:20:31 accept in order to refinance because you have cost in there and
2:20:34 even though these savings are net of
2:20:36 those costs it’s important that you don’t go out and do a
2:20:39 transaction that benefits your financing team
2:20:42 more than it benefits you and the public right that’s pretty
2:20:46 simple in there so normally that minimal
2:20:49 level depending upon where you were would be around three
2:20:51 percent others have a five percent some have a two
2:20:54 two percent but three percent is sort of that bench benchmark
2:20:58 but if you’re already in a situation where
2:21:01 you’re paying the core expenses to go in and issue bonds that’s
2:21:04 when you go back in and pick up some
2:21:06 bonds that may fall back below that three percent level and that’s
2:21:10 why we’ve included the 2013 a’s in here
2:21:17 this is what your cash flow savings look like as you can see in
2:21:21 25 and 26 there are very little savings
2:21:23 there it’s very nominal that really doesn’t pick up until you
2:21:27 get to 27 from 27 to 30 and then those
2:21:30 savings are about a million three a year
2:21:32 who’s involved and whose expenses do you have to pay well first
2:21:39 of all y’all are involved everybody on the
2:21:42 dais including superintendent rendell cynthia and her team are
2:21:47 involved your legal counsel
2:21:49 we as your financial advisors and then you have your bond slash
2:21:55 disclosure counsel who’s bryant miller
2:21:57 and olive they may or may not act as disclosure counsel here
2:22:00 that hasn’t been determined yet but
2:22:02 they will be your bond counsel there’s a trustee that holds the
2:22:06 money your payments that you make and
2:22:08 make payments to the certificate holders and they have an
2:22:11 attorney as well and then you have the
2:22:13 underwriters and their attorney and the underwriters are the
2:22:17 ones who will actually
2:22:18 place the bonds in the market for you and sell those bonds to
2:22:21 investors
2:22:22 there are rating agencies right now you are rated by both moody’s
2:22:27 and fitch
2:22:28 and we’re looking at whether or not we want to keep both of
2:22:32 those ratings for this transaction or just
2:22:35 one of them to save a little bit of money and we will talk to
2:22:38 staff about that we’ll look at the numbers
2:22:41 we’ll talk to the underwriters and then when we come back to you
2:22:43 with documents we’ll make a
2:22:45 recommendation to you on whether or not it’s one or two ratings
2:22:49 and then there are some transaction
2:22:52 specific roles there’s a verification agent who looks at all of
2:22:55 the refunding numbers and says yes
2:22:57 the amount that you have in your escrow to pay off your old
2:23:00 bonds is sufficient
2:23:01 there are firms that help you with your disclosure that you’re
2:23:06 required to make each year on the bonds
2:23:09 so that is the team that will be before you it’s really a fairly
2:23:13 simple process and with that i’d be
2:23:16 happy to take any questions that you have
2:23:20 all right four members mr jenkins do you have any questions i do
2:23:23 not have any questions um because
2:23:26 you you and the rest of the team took an ample amount of time
2:23:30 asking answering my questions when
2:23:32 we had our one-on-one about this um so i just want to say thank
2:23:35 you for taking the time to explain all
2:23:37 that um and answer some really kind of in the weeds questions
2:23:40 that may not have been necessarily
2:23:41 applicable to this but just to get a better understanding of how
2:23:43 it works actually we thought all the
2:23:45 questions were really good and the only time we really get
2:23:48 worried is when nobody has any questions
2:23:50 during those one-on-one sessions all right miss campbell no i i
2:23:54 appreciate this um breakdown and if this
2:23:57 is you know five to six million dollars that we get back over
2:24:02 the next um several years that’s even if
2:24:04 even we’re getting to the point where it’s just a million a year
2:24:07 that is that much more we can put into
2:24:09 the work of the district into our capital needs into our you
2:24:11 know other other things so um this is
2:24:14 this is good work and i look forward to you guys making the
2:24:18 market behave so it’s even better when
2:24:20 you come to i’m just kidding i don’t have that control but i
2:24:23 think thank you for walking us through
2:24:24 this process individually and together um i am in support you’re
2:24:28 most welcome thank you mr trent
2:24:31 yeah not always when you when you don’t ask questions in those
2:24:35 sessions you have to be worried you
2:24:38 you guys did such a good job it made it it made complete sense
2:24:41 um from what i understand you’re
2:24:43 kind of testing the waters on on on one school district that’s
2:24:47 chosen to be rated by one company
2:24:49 and you’re seeing how that works out so definitely interested in
2:24:52 seeing how that comes out but um
2:24:53 where you can save money you do it and that’s that’s your job
2:24:57 thank you yes sir thank you mr susan
2:25:02 yeah i just wanted to say thank you to everybody for the
2:25:04 presentation i appreciate you guys um we’ve
2:25:07 had discussions about a lot of other topics too just like mr jenkins
2:25:10 said you guys are professional you
2:25:12 guys have done a great job i also did want to make note that
2:25:15 this is continuing to be the end of our um
2:25:20 debt that we incurred in 2008 so thank you very much and that’s
2:25:23 all i got to say thank you mr ford i just
2:25:26 have a couple questions i’m going to ask just for uh
2:25:28 transparency to the public and so more so
2:25:30 pertaining to page eight on this slide show that we have here uh
2:25:34 where it gives us the cost breakdowns
2:25:37 so i was when i did my one-on-one presentation i was very
2:25:40 thorough and i appreciated them the 2014 series
2:25:44 makes a lot of sense to me to refinance because when you look at
2:25:47 the total refunding debt amount right
2:25:49 that number there that 57 2 and some change uh we’re increasing
2:25:55 our total amount of debt there by
2:25:56 two million dollars but we’re going to save four and a half
2:25:58 million dollars so obviously we’re coming
2:26:00 out in the positive is that correct that’s correct okay um when
2:26:04 we look at the other the 2013
2:26:07 series i have a concern there because the total amount that we’re
2:26:10 going to end up
2:26:12 refinancing ends up not being cash flow positive is that am i
2:26:16 understanding that correctly so we’re
2:26:18 taking on again another roughly it kind of cancels each other
2:26:22 out is that fair no that’s that’s not
2:26:25 actually fair i can see how you would get to that point but it
2:26:29 actually is cash flow positive there are
2:26:32 certain maturities that have far more savings than other maturities
2:26:36 but at the end of the day you’re still
2:26:38 generating over a million dollars with those 2013 a’s okay all
2:26:43 right and maybe i’m misunderstanding
2:26:44 something because i guess the cash flow savings is maybe where
2:26:48 nominal cash nominal cash flow savings
2:26:50 is up to the good about a million 165. okay all right yeah i
2:26:55 mean honestly anything we can do to
2:26:57 reduce debt i would love our district to have zero debt that’s
2:26:59 kind of where i’m focused to say get out of
2:27:01 debt um but yeah if we can reduce the debt let’s reduce the debt
2:27:05 very good yes thank you
2:27:07 any other questions do you have anything that you want to add dr
2:27:11 rendell
2:27:11 no i think it’s good that we have a partner that can show us an
2:27:15 opportunity to reduce our debt again
2:27:17 i think it might have been mrs campbell that mentioned when we
2:27:21 start yielding these savings in
2:27:24 our debt payments those funds will then be able to be put into
2:27:28 other things for our district so
2:27:30 you know not only saving money but being able to then reinvest
2:27:33 that savings in other things for the
2:27:36 good of our district all right all right do you have clear board
2:27:41 consensus i think i think everyone has
2:27:44 said yes go forward do good work and let’s reduce the debt so
2:27:47 thank you thank you thank you all right
2:27:49 board we are at 11 55 right now and i am assuming everyone
2:27:52 probably needs a restroom break and would
2:27:54 like to grab some some lunch um what time would you guys like to
2:27:58 be back 12 30 12 45 ish what i’m
2:28:06 i’m okay with whatever i’m in for the long haul so you tell me
2:28:08 what works for everyone
2:28:09 it’s up to you guys can you split the difference at 12 45 let’s
2:28:15 go 12 45 all right we will we will
2:28:17 resume the meeting we’ll be on recess until 12 45.
2:28:47 so
2:30:55 you
2:31:09 so
2:31:09 you
2:31:24 so
2:31:38 you
2:31:52 so
2:32:06 you
2:32:06 We’ll be right back.
3:35:35 We’re on to policy.
3:36:05 We’ll be right back.
3:53:35 We’re right back.
3:54:05 We’ll be right back.
3:57:04 Seeing none.
3:57:34 We’ll be right back.
3:59:34 We’re right back.
4:00:04 We’ll be right back.