Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Thank you.
1:59 Good morning.
2:02 The June 4th, 2024 board work session is now in order.
2:05 Paul, roll call, please.
2:06 Ms. Wright.
2:07 Here.
2:08 Mr. Trent.
2:09 Ms. Campbell.
2:10 Here.
2:11 Ms. Jenkins.
2:12 Here.
2:12 Mr. Susan.
2:13 Here.
2:14 Please stand for the Pledge of Allegiance.
2:15 I pledge allegiance to the flag of the United States of America
2:24 and to the republic for
2:25 which it stands, one nation, under God, and indivisible, with
2:29 liberty and justice for all.
2:34 All right, board, we have a rather short agenda today of a
2:37 couple of presentations.
2:38 The first presentation that we have is going to be the district
2:41 plan for the early literacy
2:43 presentation from Ms. Wendy Smith, who is already up front, or
2:47 Ms. Tara Harris.
2:48 Okay.
2:50 The entire team.
2:51 So you have the floor.
2:52 Good morning.
2:53 We are very excited to be here today.
2:55 I think this isn’t the first time collectively as a group we’ve
3:00 talked about our third grade
3:02 student learning is not where we want it to be, but that it is
3:05 not an isolated third grade
3:06 issue.
3:07 It’s all the things that happen for student experiences prior to
3:10 that third grade year.
3:12 So I’m going to go through how we got here and then our team,
3:16 because this is truly a collective
3:19 team of all the, our race coordinator, our reading facilitator,
3:23 our early childhood and elementary
3:26 programs directors of a lot of uncomfortable conversations,
3:30 because we’re very vested in what
3:32 we’ve done thus far.
3:34 But we have to have honest conversations about if it’s not
3:36 increasing student learning, it’s
3:38 not working.
3:39 And so sometimes that’s hard because change is uncomfortable,
3:43 but we’re very excited that
3:45 we’ve gotten through the messy part of those conversations.
3:47 And now we have a very clear and concise plan that should
3:50 support student learning across all
3:53 of our elementary schools.
3:54 So I want to just review and remind you that 7039 came out and
4:01 that was basically sort of
4:04 stating that professional learning and all that we do to support
4:07 reading instruction must
4:08 be grounded in the science of reading.
4:10 This was not a new for Brevard because we had been doing path
4:14 meetings for years where our
4:17 literacy coaches, assistant principals, and principals were all
4:20 getting professional learning
4:21 experiences grounded in the science of reading.
4:24 So this came out and basically reinforced what we were already
4:27 doing for professional learning.
4:29 What this did also have language in is around three cueing
4:33 systems.
4:34 That those are prohibited in instructional materials and as an
4:38 instructional tool.
4:39 And I just want to review for the non-educators.
4:42 A three cueing system includes if I am learning to read and the
4:47 teacher is saying, well, look at
4:49 the picture so that I can identify what that word is, I’m not
4:53 sounding out that word.
4:55 And the best example I can give you as a teacher would be if the
5:00 word is mouse and it begins
5:03 with an M, but I see the picture and I’m being guided to that
5:05 picture and I say the word rat because
5:07 I think that’s a rat.
5:08 And so I’m reading that word.
5:10 And the reason that’s been prohibited is obviously we want
5:13 students to learn to sound out the letters
5:15 so that they can become decoders.
5:18 And so that’s the legislation that reinforces what we’re going
5:22 to be doing with our schools.
5:25 But also it’s the background of the why it’s important.
5:29 And then you say why the mighty moves?
5:31 What we want is we want something that is cohesive regardless of
5:36 school your child is zoned for
5:38 that you are getting high quality literacy instruction that is
5:41 grounded in the science of reading.
5:43 And we support this because we have a student data that says we
5:47 still have too many children
5:49 that are not proficient going into the next grade around
5:52 literacy.
5:53 We also have walk through data.
5:56 So not only our team, but our chief of schools team, um, have
6:00 been collecting walk through data
6:01 of what does literacy instruction look like in our kindergarten
6:05 through third grade classrooms.
6:07 And that is where we can identify what are the needs?
6:11 Is it a training need we have?
6:12 Is it a resource need?
6:14 Um, what I can tell you is we have all of the resources.
6:19 You guys have been very, uh, generous with our approvals on
6:22 grant spending so that we can
6:24 provide all schools with quality resources.
6:28 And then we created a plan for the 23-24 school year that
6:33 supported teachers.
6:35 And you’ve heard about those programs under sort and hits.
6:38 So those were teachers coming in the evenings and on weekends
6:42 for two years, um, really diving
6:44 into the science of reading and how it connects.
6:47 So it lives authentically in the resources that are in our
6:50 classroom.
6:51 What brings us here today is we know not all teachers can give
6:55 up their evenings and their weekends.
6:57 And so when we were having those conversations as solid and the
7:01 feedback we got on those trainings,
7:03 um, was very positive, we still were not impacting all classroom
7:06 teachers.
7:07 And so with this plan of Mighty Moves, um, we can impact all
7:12 teachers in Brevard will have
7:14 this through intentional coaching.
7:16 So we have a sizable investment that we put in literacy coaches
7:20 in all of our elementary
7:21 schools.
7:22 That is something not all districts have.
7:24 So we’re very blessed to have that.
7:26 And we want to leverage the tool with research of how the
7:30 coaching model will provide all teachers
7:32 this opportunity.
7:34 So as we’re setting goals of teacher training, we will be able
7:39 to say at the end of this year,
7:41 all of our teachers in elementary school, um, that teach in
7:44 front of kindergarten through third
7:46 grade students will have access to this program.
7:49 And this training, we also have looked at the research around
7:52 teacher retention.
7:54 It is no surprise nationally, we’re in a teacher shortage, and
7:58 there’s a lot of research that
8:00 teachers that feel supported in growth of practice and, uh,
8:04 building towards success so that when
8:06 they feel like I’m being impactful for my students.
8:09 And I feel like I have a team surrounding me with support so
8:12 that I can better serve students.
8:13 They’re more likely to stay.
8:15 And so we’re trying to really focus on teacher retention through
8:19 support for success.
8:21 And I give you a snapshot of if I’m a brand new second grade
8:25 teacher and I’m trying to learn
8:27 classroom management and I’m trying to learn instruction.
8:29 It is overwhelming and it is hard.
8:32 Our teachers come every day giving a hundred percent, but it is
8:35 tough.
8:36 And this program will support them with you’re going to be able
8:39 to focus on classroom management,
8:41 but you’re also going to have a toolbox of research based, uh,
8:45 practices and strategies that you’re
8:47 going to be able to support students.
8:48 And what we know is when teachers feel like they’re making a
8:51 difference for children, they have success
8:53 breeds success, uh, success and they want to keep at it.
8:58 The left side shows you the Scarborough’s reading rope.
9:01 Our classroom teachers are well aware of the Scarborough’s
9:04 reading rope, but that basically
9:06 says is where we are looking at comprehension and the skill of
9:10 decoding and where, how does
9:12 that make fluent readers?
9:14 And so for a non educator, they hear about science of reading.
9:18 This is a rope that kind of says, you have to have both things
9:22 in practice and instruction
9:24 in order for students to go off and not only be able to decode
9:27 the words, but then to make
9:28 meaning from the words, um, Anita Archer is a literacy
9:32 researcher and she says, there is
9:34 not a comprehension strategy that can help a student that overcomes.
9:38 They cannot sound out the word.
9:40 And if I put that in our layman’s term, if I can’t read the word,
9:44 don’t ask me what that
9:46 sentence or paragraph was about, because I can’t even make
9:49 meaning because I can’t sound
9:50 out the word.
9:51 And that’s where Scarborough’s rope and this science of reading
9:55 instruction comes into play.
9:57 So next we have, um, our seven mighty moves.
10:02 This is where we’re super excited because we hope when you’re on
10:06 our campuses, you’ll be
10:07 able to say, tell me about the mighty move that we’re working on
10:09 this quarter.
10:10 And administrators, AP’s principals, everyone will know we’re,
10:14 we’re, we’re focusing on
10:16 this mighty move.
10:17 The mighty moves, um, are based off of a text that is grounded
10:21 in the science of reading,
10:23 but it is connected to the strategies that you may know from Orton
10:27 Gillingham.
10:28 So that is an intervention, um, literacy based instructional
10:31 tool grounded in the science of reading.
10:34 And these mighty moves are based on strategies from Orton Gillingham.
10:39 So we’re going to go through more details, but that is, um, we’re
10:43 gonna, I joke that I want
10:45 shirts that say mighty moves.
10:46 Like we’re really excited about these mighty moves again,
10:48 looking through a teacher’s lens.
10:51 If I am new or new to a grade level, this is all very
10:54 overwhelming, but if we’re focusing
10:56 on one mighty move, that is a chunk size, uh, biteable piece
11:00 that I can attack this nine
11:02 weeks and to improve my practice.
11:04 So I’m going to turn it over to Dr. Smith.
11:13 So let’s go into a little bit more detail about these mighty
11:16 moves and, and like Tara said,
11:18 I’ll reemphasize.
11:19 I am, we are so excited about this, um, initiative and some
11:23 things have already been in the works
11:25 and we’re going to go through in the PowerPoint, what has
11:27 already been in the works, but we’re
11:29 going to talk about these seven mighty moves from the book, the
11:32 seven mighty moves to make
11:33 sure that when we talked as a team, we wanted things to be
11:37 targeted, intentional, but then
11:40 actually bite sized so that people could go back and implement
11:44 in the classroom next day,
11:46 next week, um, and just have that strong foundation.
11:50 We also realized that you can start off like gangbusters and
11:54 this is going to be great, but
11:57 if there’s no follow through or follow up, sometimes it just
12:00 goes to the wayside.
12:01 So we’ve intentionally put in some follow up as well.
12:05 So let’s talk about these seven mighty moves.
12:07 We’ve broken them into four quarters.
12:10 That’s why you see the four circles.
12:12 So remember going back to targeted, specific and bite sized.
12:16 The first quarter is going to focus on teach phonemic awareness
12:21 with intention.
12:22 Whole first nine weeks, K through three teachers.
12:28 In that they will, um, have structured planning, training, and I’m
12:33 going to go through that in
12:35 just a minute.
12:36 So it’s just an overview of the four that we’ve chosen.
12:39 The second quarter will be phonics and that will also have sight
12:44 words in it and some training
12:47 on just really how to teach phonics explicitly and
12:51 systematically.
12:53 The third nine weeks will be teaching decoding strategies and we
12:56 will be using our decodable
12:58 readers and training our teachers and our literacy coaches on
13:02 that.
13:02 The fourth nine weeks, we’ll skip to mighty move number seven,
13:06 which is to improve comprehension
13:08 by developing vocabulary and background knowledge.
13:11 But know that the other three moves that we have intentionally
13:15 left out for this year are
13:16 infused within those other four moves.
13:19 Such, for example, fluency.
13:22 Fluency is a mighty move number six.
13:25 Focus on meaningful fluency practice.
13:28 That’s infused within all of the four that we’ve chosen.
13:32 So let’s look at the timeline.
13:34 Like I said, we’ve already had some of these things happen, but
13:38 this is going to be repeated
13:40 every nine weeks so that people get used to a system.
13:44 Week one, face-to-face train the trainer.
13:47 What does that mean?
13:49 District personnel are going to train all school-based literacy
13:53 coaches.
13:53 They’re going to be provided with a slide deck for the mighty
13:57 move, whatever it is, mighty
13:58 move number one, two, three, or seven, and a look-for walkthrough
14:03 tool that they will be able
14:04 to use consistently throughout the district on what is good
14:09 practices to look for while they’re
14:12 watching these mighty moves.
14:14 Week two, the coach is going to be able to get to really own the
14:18 content, study it, get
14:19 to know it.
14:20 The coach and the principal are going to meet on this mighty
14:24 move and how they’re going
14:25 to roll it out to their teachers.
14:29 Week three, coach is going to deliver it to K-3-3 teachers
14:32 during a PLC, after school.
14:34 That’s a school-based decision and will be decided in week two
14:38 in collaboration with the literacy
14:40 coach and the principal of how it will best be implemented at
14:43 their school.
14:44 The administrator is going to be in that training for the K-3
14:49 teachers so that he or she could
14:51 be able to support the initiative as they walk through
14:54 classrooms.
14:56 Now week four through six, the literacy coach is going to do a
15:00 five-day coaching cycle with
15:03 three chosen teachers based on that current mighty move.
15:09 The principal and the coach can decide who those teachers are
15:13 going to be.
15:14 Within those five days of the coaching cycle, it might be
15:18 somebody that is brand new to teaching.
15:20 It might be somebody who doesn’t really understand that certain
15:25 mighty move.
15:26 It might be someone who’s requested it.
15:29 So schools are going to have that choice to be able to do that.
15:32 But it is going to be a requirement of the literacy coach to do
15:36 a five-day coaching cycle
15:38 with three K-3 teachers.
15:41 Now if you multiply that by four, because we have the four
15:44 quarters, 12 teachers at minimum
15:46 will be receiving specific coaching and feedback based on these
15:52 mighty moves.
15:53 In week seven, trend data will be collected through that
15:57 learning walk tool.
15:58 The administrator and the coach will meet and the coach will
16:01 prepare the teachers for the
16:03 upcoming fluency check.
16:06 Remember schools have K-3 fluency checks quarterly.
16:12 So that will be in preparation for that.
16:14 In week eight, the teachers will administer the fluency check
16:18 and input the data.
16:19 And the coach will analyze the data before the PLC meetings.
16:24 That final week nine where the coach and administrator will meet
16:28 with the teachers, the PLC to analyze
16:31 the qualitative data and actually plan for action steps such as
16:36 small groups.
16:37 Who needs more support?
16:38 Which students need more support?
16:40 So I want you to really look at how detailed and specific and
16:45 consistent this will be.
16:47 And this will be at all schools that will be driven by the
16:51 school-based literacy coach.
16:53 But supported by district personnel and school-based
16:56 administration.
16:57 So let me just tell you a, give you an example of the first
17:02 quarter and then we’re going to
17:05 go through quarter two, three, and four very quickly.
17:09 But on the left-hand side is a sample of the evidence-based
17:12 practice for the first mighty move.
17:15 And they are specific things that both the literacy coach, the
17:19 principal, and the teacher will know,
17:21 which would make it be good, sound teaching practices while they
17:25 implement that first mighty move.
17:27 Now schools will be walking other classes.
17:31 They’ll be walking math.
17:32 They’ll be walking reading at different times, not during the
17:35 mighty move.
17:36 And they have their own school-based walk-through tools often.
17:40 This is just for that mighty move.
17:43 To see if our teachers are understanding, our students are
17:47 getting the knowledge, and that
17:49 the literacy coach is following through with support of the
17:53 teacher.
17:53 So the first one, like I said before, is phonemic awareness with
17:57 intention.
17:58 It is research proven.
18:00 It is aligned to the science of reading, multisensory daily tier
18:05 one ELA instruction.
18:06 What does that mean?
18:07 This is not in small group.
18:10 All students will receive in tier one, whole group instruction,
18:15 this phonemic awareness with
18:16 intention.
18:18 And then it, they will have daily fluency practice.
18:21 So in this quarter one, we’ve picked two strategies.
18:26 One is word chains and one is weekly dictation that will go
18:30 along with this first quarter.
18:32 As Mrs. Harris mentioned, you have been very generous in approving
18:37 grant funds.
18:38 So there are materials that align with these grants, with these,
18:42 uh, moves and all the materials
18:44 teachers will have.
18:46 They will have the chip boards.
18:48 They will have the, uh, white boards.
18:50 They will, so we are, we are purchasing everything that they
18:54 will need to have to implement these
18:57 moves.
18:57 I’m going to turn it to Marilyn to, uh, Ms. Chappie to go over
19:01 the next three moves.
19:07 All right.
19:08 So when we move into quarter two, we’re going to move into
19:12 mighty move two.
19:14 We are looking at evidence-based practice of phonics explicitly,
19:19 teaching phonics explicitly and
19:20 systematically.
19:21 Explicit instruction means providing for advice.
19:24 Precise directions for teaching the letter sound relationships
19:27 with the students.
19:28 So it’s really diving deep into those phonics.
19:30 It’s looking at the word and helping them sound them out.
19:33 Just like Mrs. Harris was talking about how we want a child to
19:36 be able to sound out the
19:37 word mouse.
19:38 Looking at the letters, learning the letter sounds and being
19:41 able to use those sounds to decode
19:43 their words.
19:44 Um, those will be the strategies that are introduced with mighty
19:48 move two.
19:48 Um, research strongly supports this explicit instruction.
19:52 And that’s through our Orton-Gillingham training that we’re
19:56 doing.
19:56 That it’s, this all ties together with that.
19:59 Um, during this, they will be using visual graphene cards,
20:03 blending boards, and mini whiteboards.
20:05 Again, like, um, Dr. Smith said, all of these things are being
20:09 purchased for our school.
20:10 So they will have the materials to use.
20:12 And they’ll be using evidence of vowel tense activity each day.
20:16 So through this, our students will be getting that explicit phonics,
20:21 which has been missing
20:23 in our classrooms.
20:24 And it will, I, I know it’s going to make a strong difference.
20:27 So, okay, then quarter three, we move into mighty move three,
20:33 decoding strategies, not cueing
20:35 strategies.
20:36 You heard Mrs. Harris talk about the cueing strategies.
20:38 We’re no longer using those.
20:40 And we are using research proven methods.
20:44 So with our mighty move three, it will be decoding strategies.
20:49 And decoding through orthographic mapping, which involves the
20:53 formation of letter sound connections
20:54 to bond the spellings, the pronunciations, and meanings of
20:58 specific words in this child’s
21:00 memory.
21:01 So that will really help them be able to become much more fluent
21:05 readers.
21:05 We’ll be using the walkthrough tool that you can see over on the
21:09 left-hand side there.
21:10 They’ll be looking at tracking the words on each page, whether
21:14 or not the children are keeping
21:15 their eyes on the text, no three cueing.
21:18 And the teacher will be supporting decoding by prompting not to
21:21 guess and providing unknown
21:23 sounds within the words.
21:25 When we go into the mighty move, or quarter four, this is when
21:30 we go into mighty move seven.
21:33 Evidence-based practice involves improving comprehension by
21:36 developing vocabulary and background knowledge.
21:40 So this quarter, teachers will learn to include collaborative
21:44 engagement during whole group
21:45 instruction and model the use of academic language.
21:48 Comprehension is an outcome, not a skill to be taught, as you
21:52 heard Mrs. Harris saying.
21:54 Background knowledge and vocabulary development are critical to
21:57 a child being a successful fluent
21:59 reader.
22:00 And that’s what we’ll be working on during quarter four.
22:09 So you say, how are you going to do all of this?
22:11 This is a great initiative, but what is going to be the purpose
22:16 of the people and how to
22:18 support the schools?
22:19 Well, let’s focus on the literacy coaches first.
22:22 And as you know, there’s a literacy coach in every school.
22:25 They are going to have, this has already been introduced to them.
22:31 We’re going to have fuller training here in a little bit, and I
22:36 will go over that momentarily.
22:37 But the literacy coach will have six focuses.
22:40 One is that coaching of three teachers, helping to support in
22:45 their classroom, working alongside
22:47 of them.
22:48 They will have an expectation of daily interaction in K-3
22:52 classrooms every day.
22:54 All K-3 classrooms every day?
22:57 No.
22:58 But their expectation is to walk through those K-3 classrooms
23:02 every day or some of those classrooms.
23:04 They will be able to make their own schedule.
23:06 They have that ongoing partnership with the administration.
23:09 I hope that you saw that it was a lot of collaboration with the
23:12 literacy coach and the administrator.
23:15 They’re going to be able to have time to learn the content.
23:18 We’re going to stop throwing this at the literacy coach and say,
23:21 hey, use this on your own time
23:23 or learn it and get proficient with it.
23:25 They’re going to be practicing in their training at their
23:27 literacy coach meetings, and they will
23:29 have a week to be able to really digest the information before
23:32 they present.
23:33 They’re going to facilitate weekly PLCs at their school on the
23:38 instructional practices and the
23:40 Tier 1 planning.
23:41 Remember, Tier 1 is for all students.
23:44 All students will be receiving these skills, and they’re going
23:47 to be meeting the district
23:48 deadlines and commitments each week.
23:53 So not just the literacy coaches have support or are going to be
23:59 provided support, but also the
24:01 district support.
24:02 So district, let’s look at the training.
24:05 The district team, the ELA team, will be training the literacy
24:10 coaches every month on
24:11 these mighty moves.
24:13 They will also be providing district people.
24:17 Two of my friends out here and some of their teammates are going
24:21 to be providing optional virtual
24:23 trainings for teachers.
24:24 Like if teachers are stuck, I just don’t get it.
24:28 I don’t know how to get that small group.
24:30 I’m just confused with fluency.
24:32 They’re going to be providing some virtual voluntary trainings
24:36 for them.
24:36 Professional learning of the foundational skills will happen at
24:40 all assistant principal
24:41 meetings, and you know they are monthly, so the APs will be
24:44 brought into this mighty move
24:46 initiative at their AP meetings.
24:48 And with the principals, we’ll be meeting with them quarterly at
24:52 their meetings just to
24:53 give them a smaller update on what’s going on.
24:56 The APs will receive a much larger one, and then the literacy
25:00 coaches will receive it all.
25:02 So at the school, each school, and this is new for us and this
25:07 is a bit of a change, but it’s
25:09 necessary.
25:10 Each school will be assigned a district ELA contact who is going
25:15 to go in and work side-by-side
25:16 with that literacy coach to help support.
25:21 They can support with trainings, PLCs, walkthroughs, coaching
25:26 cycles.
25:26 It will be differentiated based on what the literacy coach needs.
25:29 But we’re not just giving this initiative to the schools and
25:34 saying, okay, good luck and
25:35 goodbye.
25:36 We’re providing an ELA resource teacher for every literacy coach.
25:40 Each of our district people will have about six to eight,
25:45 depending on the state-identified
25:47 raised schools, because we’ll have a state representative be
25:52 with Tamara Thatcher, who is in now.
25:54 Some of you see her in the schools.
25:55 She will be still working with intensive raised schools on this
25:59 mighty move.
26:00 And Jennifer Mallory will be working on our targeted identified
26:06 raised schools on this mighty move.
26:09 But they’re not identified yet.
26:10 As soon as they’re identified, they will have those schools.
26:13 We’ll divide the rest up between our ELA team so that every
26:17 coach has a support from the district.
26:20 Now the accountability.
26:22 Each ELA contact is going to monitor the timeline and provide
26:27 monthly support.
26:28 Is the literacy coach able to implement it?
26:31 What are the barriers?
26:32 How can that district person support?
26:35 Do they coach each and do it side by side?
26:37 Do they need modeling?
26:39 Whatever they need to make sure this mighty move happens.
26:42 And then the ELA contact will be providing ongoing feedback back
26:49 to me.
26:49 As me being their supervisor, they’re going to be meeting with
26:53 me to tell me how it’s going.
26:55 There’s a spreadsheet that’s already created that I can look and
26:58 see what days they’re spending with the schools,
27:01 what they’re having trouble with, what they’re having success
27:04 with.
27:04 And then my responsibility will be presenting the information to
27:09 Mrs. Harris on a monthly basis at minimum.
27:11 But we have weekly meetings, so I have a feeling it’s going to
27:14 turn into part of our weekly meeting, which is fine.
27:17 But what I want to hone in on here is just so that you
27:21 understand it’s coming from the top all the way down to the
27:25 students.
27:26 So it’s going from Mrs. Harris, assistant superintendent, all
27:33 the way down to our K-2 students with support from adults at
27:37 different levels.
27:37 Oh, this is yours.
27:40 So how are you measuring initiative?
27:43 How are we measuring this?
27:44 You know, we’re doing all these great things.
27:46 How do we know if it’s going to work?
27:48 Third grade ELA proficiency.
27:50 That’s what we want, right?
27:52 We want the kids to be able to read by the end of third grade.
27:56 And that sell for proficiency is so important.
28:01 So we are going to look and see if our third grade scores
28:06 improve next year.
28:07 We are also going to be monitoring the STAR early literacy of
28:12 the K-2 as well.
28:14 Quarterly updates can be provided to both you and community
28:18 members.
28:19 You know, this has come from our community too.
28:22 As you know, at school board meetings, at our community meetings
28:27 with members, they’re like,
28:29 “Hey, what are you doing about this science of reading?
28:31 What are you doing about third grade scores?
28:33 What is happening?”
28:35 It’s happening.
28:36 They asked.
28:37 You asked.
28:38 And this is our effort to make sure that we rise to the level of
28:43 your expectation.
28:44 So the rollout, just as a – we’ve kind of mentioned this, but I
28:49 want you to know it’s already in progress.
28:51 On April 25th, principals received an overview of what’s
28:55 happening, what’s going to happen with their literacy coach.
28:58 And I will tell you, I am getting emails.
29:01 They are excited.
29:02 They’re like, “Oh, finally, my literacy coach will have a
29:05 direction.”
29:06 It will be a constant direction, all from Pinewood all the way
29:11 down through Palm Bay.
29:13 So that is exciting.
29:15 The literacy coaches on April 26th at their meeting went in a
29:19 little bit more depth.
29:21 And Debbie and Jennifer presented to the coaches.
29:24 I was in here.
29:25 Ms. Harris was in here.
29:26 Ms. Chappie was in here.
29:27 And the chatter was just happening.
29:29 This is kind of cool.
29:30 This is good.
29:31 I can teach ELA.
29:32 I’m going to have a focus.
29:33 I’m going to have materials.
29:34 I’m going to have a book.
29:35 I’m going to have training.
29:36 I’m going to have support.
29:37 So they’re abuzz about it.
29:38 So that’s great.
29:39 On July 24th, our first principal meeting, we’re going to
29:43 explain what we’re explaining to you.
29:46 They got a general overview of their literacy coach will be
29:49 changed a little bit, their direction.
29:51 And then we’ll give them what you’re receiving in July.
29:54 The assistant principals will have about an hour, hour and 15
29:58 minutes of a deeper dive of the mighty move and what they can do
30:02 to help support their coach and the initiation of this mighty
30:06 move.
30:06 And then big day, day one, August 1st, the literacy coaches will
30:11 receive their first training on that first mighty move.
30:15 It’s an all day literacy coach meeting, but focused on a lot on
30:23 that mighty move.
30:26 Finally, these are our quarters.
30:29 A review again, and just by date, just so you’ll have it by date.
30:33 August 1st will begin quarter one, October 11th, quarter two,
30:37 January 13th, quarter three, and March 24th, quarter four.
30:42 The end result of every K through three student having a focus
30:46 on four mighty moves prior to them leaving that grade level and
30:51 being assessed on that PM three.
30:56 So I’m tired now because that work sounds exhausting, but are
31:00 there any questions?
31:01 I’ll turn it back over to Mrs. Harris or anybody.
31:04 Jennifer, you are welcome to ask any questions.
31:06 We are just so excited that we have a district focus that it’s
31:10 planned out that it goes from Mrs. Harris all the way down to
31:14 the students.
31:15 We’re going to be monitoring it, providing support, and we’re
31:19 just really excited of the change.
31:21 Yes.
31:22 Thank you so much, Dr. Smith.
31:23 I’m forward to I’ll turn it over to you if you have questions or
31:25 comments that you want to make.
31:26 Ms. Jenkins.
31:27 Yeah, first and foremost, Ms. Chappie, Ms. Smith, Ms. Harris.
31:32 I just want to say I thoroughly enjoy every time you guys give
31:37 us a presentation.
31:38 Your knowledge base and your passion for your craft is more than
31:43 commendable.
31:44 So thank you for everything that you do for this district.
31:46 I have some like split off questions actually.
31:50 So, well, I guess first and foremost, it sounds like this is all
31:54 happening at once in every single school.
31:56 Is that correct?
31:57 Okay.
31:58 So there’s no priorities kind of phasing in or anything like
32:01 that.
32:01 Okay.
32:02 And then my, so my spinoff questions are, this is based off of K
32:07 through three.
32:08 Is that because of legislation and is there eventually a long
32:13 term plan to kind of phase it into our pre-K classrooms to blend
32:18 it into that mentality?
32:19 So I’m so glad you must have telepathy because I was going to
32:22 say we’ve done a lot of talk around K through three and we want
32:26 to also, I was going to close us kind of with some connections
32:28 to VPK.
32:29 Okay.
32:30 Because, um, the answer is no, this is not legislatively driven.
32:35 Um, it’s data driven.
32:37 The legislation just supports like, you know, like there’s a lot
32:41 of great things we do and there’s law that says we have to do it,
32:44 but we would be doing it anyway.
32:45 Um, our data shows this.
32:47 We just all got to celebrate, uh, high school graduation.
32:51 That is why we show up every day is because we want those
32:54 students to cross that stage.
32:55 Um, it starts way before third grade, but it’s heavily measured
32:58 and there’s a whole lot of research behind third grade.
33:01 And so our goal with this is yes, a K three focus, but it’s
33:05 because we want to increase that grad rate that we all own.
33:08 It is not, you know, Mr. Ramer and I say, um, it’s a pre K
33:12 through 12 issue.
33:13 It’s not a, you know, just a high school issue, but this
33:17 connects to VPK very much that, uh, I’m going to address in a
33:22 second.
33:22 How well the last time we talked about pre K expansion and where
33:25 we are going with the next school year on that, but it looks at
33:29 what is what’s happening around literacy in our pre K classrooms
33:32 that will lead into this mighty move.
33:35 Uh, quite honestly, we have too many students going into the
33:39 next grade, whether it be kindergarten with no access or, you
33:43 know, just not coming with all foundational skills, uh, into
33:47 that kindergarten setting.
33:48 But then that repeats itself. And so what we want to do is focus
33:53 on the K three while we know we can marry a lot of this to those
33:57 foundational skills so that students can start kindergarten with
34:01 a stronger start through, uh, VPK.
34:03 But the bottom line is, is we still have, um, just under 40% of
34:10 our students leave third grade with the skills of not to be
34:13 comprehended comprehension strong.
34:15 And that’s where it shows up in four through 12. And so that’s
34:19 why we’ve done the focus in K three.
34:21 Thank you. I, so I appreciate that. I, I figured you would
34:27 respond that way. Um, just, you know, knowing where your hearts
34:31 are with, with pre K and everything. Um, and I know that, that
34:34 this method is, is primarily focused in the K world and up. Um,
34:38 but I appreciate you talking about how there’s going to be some
34:39 kind of conversation about how that actually blends into those
34:39 foundational skills. Pre K. Um, so awesome. Um, so again, kind
34:39 of like a, like a left.
34:39 Off the road, right up question, but somewhat tied, um, you know,
34:42 forever ago with our former superintendent. And when we were
34:45 going out for millage, we had conversations about the potential
34:50 of increasing access to IAs in our classrooms, you know, big
34:55 dream of K through every K through three.
34:57 And when we were going out for millage, we had conversations
35:01 about the potential of increasing access to IAs in our
35:04 classrooms, you know, big dream of K through three.
35:07 Every K through three classroom gets an IA right. Um, where are
35:13 we having that conversation at all? Where are we with that?
35:17 Because I feel like that, you know, goes hand in hand and
35:20 supports this very initiative.
35:22 So what we just presented to the millage and, and Ms. Chaffee
35:27 can speak cause she, uh, did present that in my absence. Um, all
35:30 kindergarten, uh, all schools will have at least one IA
35:34 supporting kindergarten with our, uh, 10 largest schools.
35:36 Receiving two and Meadow Lane primary, just due to the nature of
35:41 that set up receiving an additional. So they’ll have three
35:44 kindergarten IAs.
35:45 So that is where we are today. Um, those units are already
35:49 working through, uh, going onto schools par so that I believe
35:53 their June par will have all of those units on there.
35:55 The principals are aware of that. Um, and I can tell you at the
35:58 destination kindergarten events, kindergarten teachers, some of
36:02 the IAs were present and the teachers were sitting side by side
36:06 and saying, I wouldn’t be here if I didn’t have this support.
36:08 Okay. So I have a clarifying question because I wasn’t aware of
36:13 that. So forgive me. So every kindergarten or sorry, every
36:21 school gets one per kindergarten based on size.
36:25 They get two and then yeah, Meadow Lane’s tremendous. So they’re
36:28 getting three. Um, okay.
36:33 Was there conversation and forgive me cause there may have been,
36:37 I just want to know. Was there conversation about schools that
36:41 are showing the most significant deficits or gaps between, you
36:46 know, K through three, getting an additional student, not based
36:49 on size. So performance based.
36:52 Um, what we were able to do is to answer your question. The, the
36:56 millage funded IAs we looked at four size, um, based on student
37:02 need. Cause some of these are also acclimating students just to
37:05 the kindergarten experience. Like first time, uh, schooling as
37:08 you, you’re well aware in that transition. Um, but what we also
37:12 have looked at as a district, because a lot of our schools that
37:16 have a great need, academic need are also, um, kindergarten or
37:21 title one schools.
37:21 And so in looking at, do they have other avenues to support that
37:25 so that we can match up.
37:26 So they’ll get, yes, you’ll get your one funded through millage,
37:29 but then how can we better leverage the federal funds that you
37:33 receive, uh, at your school to align those.
37:35 And some of that when, uh, I think July 1st is her official
37:39 start date.
37:40 When we have our federal programs director, Dr. Mela, she’s
37:43 going to be doing a lot of return on investment around positions
37:46 to make sure our schools are even leveraging their federal funds,
37:50 um, to best support that.
37:51 So that how can we strengthen.
37:52 How can we strengthen.
37:53 So I appreciate that.
37:54 And I, I think there’ll be some fixes there.
37:56 Don’t get me wrong.
37:57 Um, but one of the, one of the things that kind of like is
38:01 really a struggle for me, especially when we have this millage
38:04 to be able to kind of have a little bit more discretionary
38:06 decisions going on here is yes.
38:09 So schools get additional resources because of the Taiwan funds,
38:13 but is it still making enough gains or could we continue to make
38:17 more gains there?
38:18 So I just, I guess I just want to throw it out there as like a
38:21 conversation to you guys, to the board, to the superintendent of,
38:24 is there, because this is a millage fund, can we stretch it just
38:28 a little more and have a conversation about maybe how we can
38:31 support the bottom 25% right there with something else?
38:35 Maybe it is in another kindergarten one, maybe we give them a
38:38 first grade one or something, um, after those evaluations are
38:42 done with those title one schools.
38:43 I just, I feel like because this is the, this is the first time
38:46 we’re finally having that conversation.
38:47 I know that the, the, it was, I know it wasn’t a promise to the
38:50 public, but I know it was said to the public that we would have
38:54 IAs in all of our classrooms.
38:55 And I know we don’t have the bodies for that.
38:56 Don’t get me wrong.
38:57 Um, but I think that this is something that people really wanted
39:01 to, to see when they were voting for that millage.
39:03 So if we can just have a conversation about how we can make sure
39:06 we’re using it to the best of our ability or like pinching it as
39:09 much as we can.
39:10 Um, and giving you guys and the schools more resources to pull
39:13 us off.
39:13 What we can do is why don’t we gather some data to see what that,
39:17 what some options could look like based on need and not student
39:20 number.
39:20 We’ve, we’ve got the student number in place, but we can gather
39:24 what that would look like and share that, um, for further
39:27 decision making conversation.
39:27 You know, what if it’s five, you know, it’s nothing significant,
39:31 but it could make a huge difference to that, to that school and
39:33 that community.
39:34 I think it would be important for us to have a conversation just
39:36 cause we have flexibility there.
39:37 We will gather.
39:38 Thank you.
39:40 I appreciate that.
39:41 And I don’t mean to get rid of the based on size that to me that
39:44 start starting point absolutely needs to happen.
39:46 Thank you.
39:48 Ms. Jenkins, Ms. Campbell.
39:50 Thank you.
39:51 Um, so wonderful work, um, prepping everyone.
39:56 And I’m so glad to hear also that you teased it in April just to
40:00 kind of get everybody ready for change.
40:01 You know, always good to like have a notion that even if it’s a
40:05 good change, it’s change, right?
40:06 Um, so glad you guys are rolling this out and that we had the
40:11 time to get it prepped before the school year.
40:13 And, and so everybody knew it was coming and I know you guys are
40:16 going to do a fantastic job even this week, right?
40:19 With starting looking at the data with all the principals
40:21 meeting tomorrow.
40:22 Um, so just really just briefly kind of adding on to what Ms.
40:28 Jenkins said, um, when, so are we in elementary schools then are
40:32 the literacy coaches going to be just solely focused on this
40:37 kindergarten through third grade, um, and not fourth or sixth
40:41 grade, um, at this time?
40:42 Or is this going to be an addition to, or just changing how they’re
40:46 doing these younger grades?
40:47 Ms. So I’m going to answer your question and know that, um, this
40:52 will absolutely be a change for some that is uncomfortable, but
40:56 yes, this will be the focus K three.
40:58 And, and I can explain why we spend almost $9 million K 12 on
41:03 literacy coaches.
41:04 And in looking at our data, I always look at, okay, if that’s
41:08 your personal money and you were putting that on the table,
41:11 would you be okay with this return?
41:13 And so I think that we have literacy coaches that have been
41:17 working on very, very hard on a lot of things.
41:20 And our data doesn’t show the impact to the hard work.
41:24 And I think it goes back to, can you do a lot of things really
41:28 well?
41:28 Right.
41:29 And so, um, so the answer is their focus will be this K three
41:32 mighty moves every literacy coach in elementary school.
41:35 That will be a change.
41:37 And as you shared some change right now, they might be excited,
41:41 but come October, November, when it’s, you know, when we’re,
41:45 when we’re evolving, it’s uncomfortable.
41:46 And so the answer is absolutely yes.
41:49 K three.
41:50 And that’s why we did the rollout in the spring, basically to
41:54 say, we’re going all in.
41:55 And as Dr. Smith mentioned, you know, they were excited.
41:58 They want to focus too.
41:59 They’re working really hard.
42:00 It’s just sometimes on things that aren’t having the impact, but
42:03 we, we wanted to give that commercial out there.
42:05 This is where we’re going.
42:07 So that if in any event that it doesn’t align, uh, if you really
42:11 want to just work in sixth grade classrooms, we have a lot of
42:14 other opportunities for you.
42:15 Right.
42:16 No, I absolutely support that change.
42:18 I just wanted to be clear that I understood it, that we all
42:20 understood that change.
42:21 So I think that is crucial.
42:23 Um, we’re going to have, we have to make choices.
42:25 Right.
42:26 And I think this is the right choice, the focus choice.
42:28 Um, and then, um, going back to actually nevermind that.
42:34 That idea went right out of your brain.
42:36 So if it comes back, I reserve the right.
42:39 All right.
42:40 Oh, it was about, um, IA’s and support and support.
42:42 Um, our strategic, we, we are not changing our focus on like
42:48 setting our priority schools for the year.
42:52 If, you know, God forbid we have a bottom 300 school.
42:55 Um, you know, we, we, we still are utilizing that list that we
43:00 have every year of these are our priority schools.
43:03 As far as resources, when it comes to all things, academics,
43:06 discipline, whatever kind of support that’s, we, we still have
43:10 that, that focus when it comes to, um, all those issues.
43:13 Don’t we?
43:14 Yes.
43:15 So we, um, obviously we’re going to wait for official school
43:18 grades at whatever time, but we have a lot of data right now.
43:20 So Dr. Smith has already been contacting principals based on
43:25 data to say, um, based on your performance in science, you are
43:29 going to be a priority school in science.
43:30 Here’s the support you will be receiving from the district.
43:32 That’s in addition to what everyone gets, um, the same in math
43:36 and then in ELA, all of our schools have, but so we will still
43:40 have priority.
43:41 Uh, cause we have a literacy coach in every school, but then as
43:45 Dr. Smith mentioned, we assign our ELA team of these three
43:49 schools based on performance are going to be yours.
43:52 And so Tara Harris, your expectation is that you’re going to be
43:55 supporting these schools, um, based on their, they need more.
43:58 Right.
43:59 They need more support.
44:00 And they’re even just the raised schools, the raised schools
44:02 automatically get a certain level of support.
44:04 That’s in addition to, um, okay.
44:06 So, um, I, you know, as far as, um, changes, I mean, this is
44:10 already a huge change.
44:11 This is a change, adding those IAs per school and thank you for
44:15 going back and revisiting those.
44:17 the meddling primary because you know that is our only school
44:20 that has like 12
44:21 kindergarten classes it’s very unique and so I that is a huge
44:26 change this so I
44:28 think I just my opinion at this moment would be I would like to
44:33 see how things
44:34 roll with the change of these changes with the changes that Dr.
44:36 Miller is
44:37 going to be looking at and make making more efficient use of
44:39 those funds and
44:40 resources and then let’s look at what happens the next year
44:45 because I know that
44:45 one thing that happens and I know you know this is when we start
44:48 opening up
44:49 positions like IA positions then really we just have a shuffle
44:51 around it’s really
44:52 hard to attract new people so until we’re in a position strong
44:55 position of
44:56 positions filled I don’t want to create hole create holes
45:01 especially like in the
45:01 ESE world where we have IAs and other positions until we’re
45:06 really solid with
45:07 what we have before we add on another layer potentially with
45:10 with millage or
45:11 other sources of funding so thank you thank you miss Campbell mr.
45:16 Susan I really
45:19 appreciate the thought process of putting this together from
45:23 beginning to end
45:24 dovetailing it for every piece that you guys need I mean I was
45:27 looking through
45:28 that and that’s the first time it’s been presented in that way
45:32 and I wanted to
45:32 just give you guys as much credit as you can for what what you
45:35 guys put
45:36 together there I was thoroughly impressed I love love the name
45:39 mighty moves I’m
45:41 looking forward to the t-shirts that say them across the front
45:44 and everything
45:44 else and I love the fact that you guys are tying in the science
45:48 of reading and
45:49 all of those components that’s inside there I love the
45:52 conversation that you
45:54 guys just had about you know we’re gonna start with one IA and
45:57 each one of the
45:58 kindergarten classes you know for the kindergarten groups and
46:01 then not each
46:03 class I got you miss Campbell I corrected myself but what it is
46:07 is that there are
46:08 other supports that go to those schools and sometimes when we’re
46:11 looking at these
46:12 things we’re like well you need to put more there but there may
46:14 already be title
46:15 one supports and other supports that are inside there that are
46:18 acting in cahoots
46:19 with it so I want to say thank you to that and then the one area
46:24 that I would love
46:25 to see and maybe we can follow up later is is how do our parents
46:30 align
46:31 themselves with what is going on with the teachers right so like
46:34 as we’re moving
46:35 forward all the teachers the IA’s and everybody else are getting
46:39 this is there
46:40 a way to communicate or I’m sorry no we were getting our answer
46:47 make sure that we
46:48 were on the same page I I want to share that we were very
46:51 successful let me say
46:54 this we were successful with having some math parent nights last
46:58 year and we were
47:01 able to provide some training for them some games for them some
47:05 some math
47:06 manipulatives and they were able to take them home it wasn’t as
47:11 well attended as I
47:12 had hoped we had to no I’m sorry three one in the north one in
47:16 the central and one in
47:18 the south area but we are looking into replicating that for the
47:23 ELA as well and
47:24 having some we call them area-based parent nights I’m starting
47:29 with my math right
47:31 now scheduling them at schools as you know scheduling them with
47:36 open house and you
47:38 know title one nights and things like that I’m getting the math
47:41 one scheduled now
47:42 and my ELA team is going to look at doing that because you were
47:45 right how if we
47:47 could model or teach a parent how to read with their child or
47:51 sound out a word with
47:52 their child or what they could do just in the car and make it
47:56 with those ELA nights
47:58 we’ve even toyed with the part of putting it with the math
48:01 nights and maybe
48:03 doing half math half ELA so that they won’t come out again and
48:07 it’s another
48:07 scheduling so we’re on the same wavelength as that like I said
48:12 we did implement them
48:12 it for math last year we want more parents this year but the
48:17 parents who are there were
48:18 just so thankful and if you could see the parents just playing
48:22 games with their child
48:24 and their child beating them and saying no dad four plus two you
48:27 can add it this way
48:27 not this way and and you know just really it was it just made my
48:32 heart proud that that’s
48:33 what that’s why we do this when the parents and the child walk
48:37 out and they’re talking education
48:39 and we’re gonna play at home one sixth grade girl said dad we’re
48:42 gonna be up till midnight I’m
48:43 gonna I’m gonna beat you at every game and so anyway it we’re
48:48 gonna collaborate with that maybe
48:49 combine it we’re just in the thought processes of that but you
48:53 you now that you’ve said it out loud in the universe here
48:56 we’re gonna make it happen either in combination with or
48:59 independent of and it and I remember those math nights as a
49:02 parent right
49:02 um and I do I do understand that those are great one of the
49:07 areas of deficiency that I
49:08 think is not responsibility of the school district is engaging
49:11 in some of our
49:12 community leaders pastors rotaries stuff like that to start
49:15 supporting our kids in
49:16 in need because we know that we can have those parent nights but
49:20 many of our
49:21 students that fall under the hardest hit areas are ones that don’t
49:24 have those
49:24 supports at home so the idea would be how do we engage with
49:28 those community
49:29 leaders to support our students with need and get them to start
49:32 supporting in a from
49:33 an outside perspective
49:34 and I think that’s one of the keys that I would see that because
49:37 when you talk
49:38 about the science of reading we know that the bright group is
49:41 coming in with the
49:41 churches and they’re wanting to engage and help there and we
49:46 should hold them
49:47 accountable for saying we want to you know support this program
49:51 well then okay now
49:52 we’re doing this how are you going to support us with resources
49:55 with people to
49:56 support our students and everything else that whole piece I
49:59 would love to work
50:00 with you guys on over the summer so that we can get them to
50:02 start supporting our
50:03 students the other thing we did with math was provide videos for
50:07 parents yes that
50:08 were along with the lessons and that’s another thing that we’re
50:12 going to be taking
50:13 for the ELA also to try to put just it was just little two
50:16 minute snippets of videos we kind
50:19 of rolled it out with have you ever had a day where a kid needs
50:22 to help help with homework and you
50:24 might not remember how to do the math and then there’s a
50:27 struggle and then there’s
50:28 a yelling and screaming and crying watch this two minute video
50:31 and you too will be able to
50:33 know what the child did and so the parents were like wow these
50:37 videos are amazing I can look so
50:39 smart in front of my kids and the videos are for teachers too
50:42 and that’s you know
50:43 just it’s just if you need I can’t quite remember how to do that
50:46 so we’re on the
50:47 we’re on the move with that I think also part of it is is
50:50 allowing the parents to
50:51 understand what resources are available to them to track so like
50:54 as they’re
50:55 learning through it here’s the book here’s the online book and
50:57 stuff like
50:57 that here’s how to access that sometimes the wall of logging in
51:01 and doing all
51:01 that other stuff becomes difficult for some parents to be
51:04 engaged so I really
51:05 appreciate everything you guys did this is exactly what we need
51:09 right now just
51:10 get the ball moving in this direction I appreciate you guys for
51:12 what you did and
51:13 thank you thank you mr. Susan I do want to say with the going
51:18 back to the is it is no
51:20 doubt a K through 3 initiative but some of the literacy coaches
51:24 had some of those
51:24 same questions you know well what if my other teacher needs
51:27 support and this is
51:29 the initiative but there will be time for remember what I said
51:33 about grade level
51:34 meetings well the grade level meetings focus for K 3 is going to
51:37 be mighty moves
51:38 but schools are still going to have grade level meetings for ELA
51:42 and math and
51:43 science and social studies for four six and so that literacy
51:46 coach will still be
51:47 involved with that it’s not like we’re you know not going to
51:51 support the fourth
51:52 through six and then I have my district team here that
51:55 principals can always or
51:56 literacy coaches always reach out and say hey I need Jennifer
52:01 Cockrell or Debbie Wood or so and so to come out
52:03 and do a PD for my sixth grade we we have that as well so that’ll
52:07 still be in place
52:08 thank you all right mr. Trent welcome I know you came in a
52:13 little bit late but do you
52:14 have anything that you would like to add or other than thank you
52:18 for what you’re doing
52:19 what a wonderful plan those those in the community wonder if we
52:23 have plans we have
52:24 plans and we have people like you that are so professional and
52:28 and and are always on top of
52:30 things so I’m excited to see this in place to talk more about
52:34 the parents absolutely if you get
52:35 parents put as much on that plate as possible that night the
52:38 math the reading and and and maybe
52:41 maybe to make teams of those parents and make those parents
52:44 leaders and and have them try to recruit
52:46 other parents because that’s that would make boy that would make
52:50 the community a lot more together if
52:54 we can get as many as many of those parents trying to grab some
52:58 neighbors of kids and and and bring
53:00 them in so thank you for doing that and the outreach is
53:03 important Matt was perfect on that is getting
53:06 the parents involved because we know if we can if we can hook in
53:10 those parents it just makes our all of
53:12 our jobs so much easier and and and and the progress would be
53:16 that much greater exponentially so again
53:19 pardon myself for my lateness here but thank you so much for
53:22 what you guys do yes I am so excited
53:27 about this this initiative honestly so I kind of look at this as
53:30 though you’re planting a seed
53:32 right and we don’t we’re gonna see dividends paid it’s gonna
53:34 take some time for this to really show
53:36 but I really truly believe what what’s gonna happen here in Brevard
53:38 County is gonna be absolutely amazing and it’s all of all of our
53:42 wonderful team thank you guys so much I might just had a couple
53:44 quick questions and I thought this I
53:46 just thought about this when you have on the math competition I
53:48 thought why don’t we have a are you
53:50 smarter than a third grader kind of competition night because we
53:53 are a competitive family we love
53:54 that kind of thing I think that might be something that might
53:56 attract families to come out because
53:57 it sounds a little more fun then hey we’re gonna go talk about
54:00 math you know what I mean if you
54:01 were to kind of look at something like that that would be a fun
54:04 event I would definitely sign my child up
54:06 unfortunately they’re they’re past third grade though wanted to
54:09 ask about the the training of the
54:12 teachers and looking at that is there is there a possibility
54:16 that there is training available
54:19 because there’s 12 teachers is what you said based on the the
54:21 one literacy coach they’re going to train
54:23 each quarter correct on slide the timeline no all teachers will
54:27 be trained in the the 12 is the
54:30 coaching cycle okay coaching cycle a minimum of 12 in the year
54:35 your literacy coaches will do more
54:37 we had to set a minimum expectation and it’ll at least be three
54:42 per quarter okay but all teachers
54:44 will be trained in the on the mighty move K3 by the literacy
54:48 coach and have those materials practice
54:50 those materials before they take it to the students okay and if
54:54 if a teacher identifies himself and
54:56 saying hey I want to I want this coaching I need this coaching
55:00 as an additional resource to me that
55:02 will be available to them correct yes okay all right that was
55:05 one concern I love this I think we’re
55:07 rolling in the same direction this is going to be tremendous for
55:09 our district and I’m very very excited
55:10 to see what comes and just for clarity because we live in this
55:13 world and it’s you know but a coaching
55:15 cycle we always say like Michael Jordan had a coach and he you
55:18 know some would argue that he is the very best best ball player
55:21 but still had a coach and that’s what so every teacher will get
55:25 the training
55:25 um on the school-based campus but whether teacher solicited like
55:29 I want some coaching or based on need of additional coaching
55:34 that more coaching cycle is I’m going to show you and then I’m
55:38 going to model it in front of your students while you’re
55:40 observing then we’re going to have conversation about here’s
55:42 here’s why I did this here’s why I said this did you notice I
55:45 did this
55:45 and then that teacher is going to do it with the coach observing
55:49 and then giving feedback so it’s a little
55:51 more intensive of a I’m going to show you’re going to be able to
55:54 do we’re going to do it together and have
55:56 conversation so it’s an extra layer additionally we are
56:00 providing this summer through the rest of our
56:03 soar and hits funding the Orton-Gillingham training that’s very
56:07 uh it’s week long and that is for two
56:09 teachers per school okay that’s very very exciting so yes thank
56:12 you ladies so much for all your hard
56:14 work this is going to be huge for us and I cannot wait to see
56:16 the data that comes out of this investment
56:18 it’s going to be tremendous if I could absolutely dr and I just
56:21 wanted to show my appreciation to the team
56:24 this is actually a targeted research-based cyclical approach
56:30 like it’s prescriptive it has you know
56:32 a well thought out plan well thought out execution I don’t see
56:37 how our kids are not going to benefit
56:39 how our teachers are not going to benefit we just need to
56:41 execute the plan it’s a new it’s a fantastic
56:44 plan and really based on you know the science of reading and
56:47 other research-based strategies so really
56:49 excited about it yes very very excited thank you guys so much
56:53 and just before we
56:54 transition and it’s a nice segue into our head start two things
56:57 I just would be remiss if I did not
56:59 recognize Jennifer Mallory our race coordinator and Debbie Wood
57:02 our literacy facilitator because we’re
57:05 up here but they are in the weeds of it they are the true
57:07 champions so I appreciate both of you thank
57:10 you guys and also in a pre-k update because we did a workshop on
57:15 vpk expansion so the ask of the board
57:18 was to look at making sure that all title one schools have a pre-k
57:22 program so we will be
57:24 adding at apollo elementary so that they will have a pre-k there
57:28 we are also remember we talked about
57:30 finding a feeder system where they have all have a step forward
57:35 because what we have right now is
57:36 some have a head start some have a blended so there’s pre-k
57:39 opportunities in a lot of schools
57:41 but not a pre-k opportunity for all students at that school so I’m
57:45 not going to dive into all the kinds
57:47 of pre-k again but the step forward any student zone to that
57:50 school can attend that step forward class
57:52 so we are adding that at palm bay elementary so we will add that
57:57 we we also have numbers at Krista
57:59 McAuliffe and so they will be getting an additional unit and
58:02 that’s not based on looking at the feeder
58:04 pattern but that’s looking in the south area where we have
58:07 students that they’re bursting at the seams
58:09 where they can fill a class and so that’s at McAuliffe and then
58:13 a blended unit at myla and so
58:16 we will that’s some of our expansions and we’ll continue to look
58:19 at that of how we can provide but we
58:21 want to be very strategic that we’re providing where we have
58:24 students for attendance absolutely
58:26 and now we can transition into some other pre-k conversation
58:30 yeah so that’s a perfect transition
58:32 so thank you guys so much appreciate all the work you’re doing
58:34 there our last topic that we have
58:35 is the head start program presentation and I have on here Wendy
58:42 Smith that’s presenting that one but
58:44 I don’t think you’re presenting okay we’re going to have Terry
58:47 Barlow okay I’ll turn it over to
58:50 thank you thank you Ms. Barlow thank you good morning Dr. Rundell
58:55 board members thank you for your time
58:58 today excuse me and if you would just take a moment as we do
59:06 each time we have the opportunity to
59:09 present to review our vision and mission with you yes is that
59:14 better yes okay thank you
59:20 and then we’ll go over just a few I’ll go over just a few facts
59:27 with you for next year’s head start
59:29 programs still we haven’t had any changes in our locations of
59:34 three sites in the north area five
59:37 five excuse me four in the central and five in the south our
59:41 funded enrollment continues to be 624
59:45 students we have 34 classrooms 19 of those are a combination
59:50 head start vpk and 15 of those serve
59:53 our head start three-year-old students who turn three on or
59:55 before september 1st and then our program
59:58 serves 10 percent at least 10 percent of our students have an iep
1:00:02 and then if you scan our qr code there
1:00:04 that takes you directly to our web page so on our agenda today
1:00:08 we have an update for you about the
1:00:11 edward ziegler innovation award our focus area one review our
1:00:16 five-year program goals and our school
1:00:19 readiness goals our continuation application as well as the cost
1:00:23 of living adjustment that we recently
1:00:26 received our an update on our fast start early literacy as well
1:00:30 as our school readiness data class data
1:00:34 and some of our professional development data from our staff
1:00:37 professional development as well as
1:00:39 professional development that we’ve done with our parents so
1:00:42 lots of data for you today
1:00:43 so we did it you all have been hearing lots about our dental
1:00:51 program and how we went to the
1:00:53 state and then the regional level and in april dr smith myself
1:00:59 and the dental hygienist amanda smith
1:01:03 accepted the national edward edward ziegler award in portland oregon
1:01:08 and this was in collaboration with the florida department of
1:01:14 health our program was honored as
1:01:15 the actually the first school district grantee to be the
1:01:19 national recipient of this award
1:01:21 this award celebrates programs who have leveraged community
1:01:25 partnerships to create high impact services
1:01:28 for families and this was the award that they presented us in
1:01:32 portland so we’re really proud of our entire team
1:01:35 and want to thank you as well as the doh leadership for your
1:01:39 continued support on this initiative
1:01:42 this school year we were able to provide almost 500 children
1:01:48 with our on-site dental exams
1:01:51 and their dental exam via teledentistry for many children this
1:01:56 was their first oral health encounter
1:01:58 and our program staff our oral health team really strives to
1:02:02 ensure that this is a healthy
1:02:06 a positive experience for children and feeling comfortable and
1:02:10 cooperative
1:02:10 with the hygienist and her team so we were very excited about
1:02:17 that and we i know there’s a press
1:02:20 release coming soon and we want to thank government and
1:02:22 community relations for working with us on that
1:02:25 as well about the award
1:02:26 so back in december and we talked to you about this a little bit
1:02:35 in november we had our focus
1:02:37 area one monitoring event and that was conducted virtually and i’m
1:02:41 pleased to share with you that
1:02:43 during the review we had multiple opportunities to showcase our
1:02:48 program strength our program
1:02:50 leadership along with mrs wright and our policy council chairperson
1:02:54 participated in interviews
1:02:56 with the review lead and for this review we were found compliant
1:02:59 in all areas for our program
1:03:01 during the 24-25 school year we will have an on-site focus area
1:03:06 to review
1:03:07 and then just as a reminder our five-year program goals we
1:03:14 provided an overview back in november
1:03:17 about how our board policy council and program staff
1:03:20 collaborated to establish our five-year program
1:03:23 goals we’re finishing up year two of our five-year grant cycle
1:03:27 and these goals also align with the
1:03:30 district strategic plan and they’re also supported by measurable
1:03:34 objectives
1:03:34 and we review them annually and make adjustments as needed
1:03:38 each each five-year grant cycle we establish school readiness
1:03:46 goals in consultation with our
1:03:47 families and whose children are participating in the program and
1:03:52 our school readiness goals align with
1:03:53 the sunshine state state state or the the florida standards as
1:03:57 well as the head start early
1:03:59 learning outcomes framework and we have an ongoing monitoring
1:04:02 tool that was locally developed that our
1:04:04 teachers use to determine if children are making progress
1:04:08 towards these goals
1:04:12 back in april we submitted our application application for
1:04:16 continued funding and our federal funding total
1:04:20 federal funding is just over a little over six million dollars
1:04:23 with our non-federal match requirement of
1:04:26 about 1.5 million dollars and we’ve recently received an
1:04:31 additional 140 000 for a cost of living adjustment
1:04:35 we’ve received an additional $6 million with our total head
1:04:37 start grant funds to support our comprehensive program
1:04:39 of about 7.7 million dollars
1:04:44 so just going to share with you briefly some of our fast start
1:04:50 early literacy data and this is just
1:04:53 a head start students this is not all of the bpk students that
1:04:57 participate in this
1:04:59 so for this school year we started the year out with just over
1:05:03 37 percent of students being at or above
1:05:07 benchmark but by the end of the year we were close to 72 percent
1:05:11 of our students being
1:05:14 at or above benchmark it’s not shown on this slide but i would
1:05:18 like to share with you that last year in
1:05:20 22-23 in the pm3 progress monitoring period we had 66 percent of
1:05:27 our children at or above benchmark so
1:05:29 that’s our 72 percent is about a six percent increase from last
1:05:33 year
1:05:33 and then our school readiness data this comes from that locally
1:05:39 designed assessment that the teachers
1:05:42 use to provide ongoing monitoring and they use this data to
1:05:46 drive instruction in all areas not just the
1:05:49 literacy areas and you can see i own today i only have available
1:05:54 data from checkpoints one and two
1:05:57 which occur in the fall and in january and our children were
1:06:02 making steady growth in all those areas as well
1:06:10 so our class data just as a reminder our class the class
1:06:14 assessment scoring system is used to measure
1:06:17 those adult child interactions the quality threshold from the
1:06:21 office of head start is
1:06:22 six for the emotional support which you see in the first column
1:06:25 there it’s six for classroom organization
1:06:30 and three for the instructional support and this chart is
1:06:34 showing you our data over the course of the last
1:06:38 four years and we are very pleased to highlight the growth from
1:06:42 spring of 2023 to the spring of 2024
1:06:47 where we show we showed significant gains in our class scores
1:06:51 between the 23 and 24 school year
1:06:54 and we really attribute these increases to the high quality
1:06:58 coaching that all of our teachers receive and of
1:07:01 course the hard work of our teachers and instructional
1:07:03 assistants and with that coaching those coaching
1:07:08 cycles that we do in head start not only include our teachers
1:07:10 but the two instructional assistants that
1:07:12 are assigned to each of our classrooms
1:07:18 okay and then our staff professional development data this year
1:07:23 we provided we started out the year with
1:07:26 a meeting with all of our principals and assistant principals at
1:07:29 each of the 12 hearts excuse me each of
1:07:32 the 12 head start sites to provide them for some professional
1:07:36 development on how we can support them and all things they need
1:07:40 to know about head start going into the school year
1:07:42 we had some required head start training curriculum training our
1:07:47 growing up wild partnership with the zoo
1:07:50 that supports our outdoor classrooms active supervision training
1:07:55 our class training
1:07:58 as well as teaching in the fast lane which supports our teachers
1:08:03 with using that fast data to support student
1:08:07 instruction and individualizing instruction new this year our
1:08:11 coaches facilitated a book study called push past it
1:08:16 a positive approach to challenging classroom behaviors and that
1:08:20 was very well received by the 29 teachers and the 44
1:08:24 instructional assistants and family advocates that participated
1:08:27 in that book study
1:08:28 in the on professional development day we had a great speaker
1:08:33 that came in
1:08:34 brandon williams who did a session about how how to use music to
1:08:41 boost those class scores and to boost those
1:08:43 adult child interactions using music and mr nino priscilla nino
1:08:48 presented that day as well for it’s okay to play in bpk
1:08:54 and of course last but not least during this school year our new
1:09:02 family services manager michelle dale she worked
1:09:05 collaboratively with our family advocates to develop a year-long
1:09:09 parent series and the series focused
1:09:12 on six shifts for our parents and our parents were able to
1:09:16 attend monthly meetings where they had an
1:09:19 opportunity to focus on a different shift each month in this in
1:09:24 support of helping their relationship with
1:09:26 their child go from good to great and you’ll see on the next
1:09:31 slide we had some great participation
1:09:35 and the picture there you see is a group of our parents
1:09:37 participating in an activity with their family
1:09:41 advocate and their coach who do these trainings collaboratively
1:09:46 and you’ll see here the topics for the different shifts that we
1:09:51 had
1:09:52 and the total number of parents that attended and we broke out
1:09:56 the number of dads that were able to
1:09:58 attend each training as well as our families who speak english
1:10:02 as a second language and so for this year we
1:10:06 had a total of 432 families parents that were able to
1:10:10 participate in our parent education
1:10:13 and that is all i have today if you have any questions thank you
1:10:21 so much for that wonderful
1:10:22 update i will turn it over to the board miss jinkins do you have
1:10:24 any questions or comments
1:10:25 no all right ms hamble thank you again for good work and for
1:10:33 sharing the good work with us it’s always fun to
1:10:35 have these head start i feel like the i feel like our head start
1:10:39 classrooms are probably
1:10:41 legislatively so but in actual our most supported classrooms in
1:10:45 the district as far as personnel
1:10:48 and coaching and all that i mean would that we could do that for
1:10:52 everybody in every classroom across
1:10:53 the district from pre-k all the way up to high school but um you
1:10:56 know that’s what the the program is
1:10:58 intended to do is to support those children who may not have
1:11:02 gotten that the benefits of you know having
1:11:06 everything to come together before they get to kindergarten and
1:11:09 so to kind of get in there and
1:11:10 support families and so um i this is fantastic work i just just
1:11:15 i should know this because you know
1:11:17 having been on the board for the amount of time i have but when
1:11:21 you talk about the budget the 7.7 million
1:11:23 dollars that um besides the the buildings right that are
1:11:27 supported through our weather fund is that
1:11:30 does that support the head start program in total without any
1:11:33 other funds besides far as like staffing
1:11:36 and training and all of that it’s all encompassing correct it is
1:11:40 it is yes it supports our 34 classroom
1:11:42 teachers um the 68 instructional assistants it’s about a hundred
1:11:47 a little over 100 staff members
1:11:49 um sports myself our district staff family advocates our dental
1:11:55 our oral hygiene team it supports our
1:11:58 family services um so yes it’s all encompassing in everything
1:12:02 that we do in head start i know when
1:12:03 you give us our monthly support our monthly reports that has
1:12:06 that breakdown of the budget because
1:12:08 there’s so much not only it is the most supported there are the
1:12:11 most supported classrooms but
1:12:12 there’s also probably the most regulations on those classrooms
1:12:15 and the most accountability of things
1:12:17 that you guys have to report out not just to us but to the
1:12:19 federal government and the state
1:12:21 and to the families because it’s all part of the program so
1:12:23 thank you for the work that you you have
1:12:25 done and you’re continuing to do and i am excited to continue to
1:12:30 see good work um being done in our
1:12:32 heads to our classrooms thank you and i will just add it is it
1:12:35 is one of the that i’m aware of one of the few
1:12:37 it’s a federal direct to the district grant it does not pass
1:12:39 through the state like some of our other
1:12:42 funds do yes thank you mr susan thank you miss campbell for
1:12:47 thank you miss campbell for um eloquently
1:12:50 giving all of the um credit to them for what they do you guys
1:12:54 are amazing uh i have many friends
1:12:56 that are head start and um teachers and part of your
1:12:59 organization so i know them very bit uh closely
1:13:02 and i know the work that they do every day and i appreciate you
1:13:05 and the organization if there’s
1:13:06 anything we can do just let me know thank you thank you mr tripp
1:13:11 you know just be piling on so this had
1:13:13 to be a great little report for you to put together it was uh
1:13:16 great positive numbers keep doing what
1:13:18 you’re doing and again uh echo the same if you need anything
1:13:21 from us let us know thank you yeah
1:13:23 absolutely and congratulations on the award that you guys
1:13:25 received i’m hoping that that sets a trend for
1:13:27 the rest of the other head start programs around the country
1:13:30 that is a tremendous award so you’re doing
1:13:32 something that no other head start program is doing and i like
1:13:34 that you’re leading out very well in that
1:13:36 way so good job good work from your team um are you doing good
1:13:39 with your parent liaisons as far as
1:13:41 that was one of the things that we talked about before is
1:13:43 serving in that role how has that gone this
1:13:45 year yes it’s going it’s going well this year we um right now we
1:13:49 have 10 uh parent liaison family
1:13:51 advocates okay and um they are responsible for that parent
1:13:55 education the parent series
1:13:58 for delivering that material to the parents and we’ve got great
1:14:01 feedback from our parents on that
1:14:03 so they’re supporting with that they’re supporting with
1:14:06 attendance and all kinds of other things so
1:14:09 that’s really really awesome so good work you’re doing an
1:14:11 amazing job there in that department
1:14:12 dr rendell do you have anything
1:14:13 just want to echo what mr trend said those break numbers don’t
1:14:21 lose the side of the fact that those
1:14:23 numbers have increased over the last several years and that’s a
1:14:25 direct result of the hard work of the
1:14:27 staff so other than that i also want to remind the board that
1:14:31 tomorrow and thursday is ascend 2024 you
1:14:34 may have saw an email last week about that it’s um can be
1:14:38 between 500 and 600 of our educators
1:14:41 meeting school-based teams reviewing data working on their
1:14:44 school improvement plans it’s a huge
1:14:47 event that’s being put on by student services chief of schools
1:14:50 and curriculum and instruction so it’s
1:14:53 really a big event down at fit all day tomorrow and all day thursday
1:14:56 if you could stop in it’d be
1:14:58 great to see all the work that’s being done thank you thank you
1:15:00 for that okay thank you so much
1:15:02 board members do you have any other things to discuss or closing
1:15:05 remarks i have a couple things
1:15:07 but want to turn it over to make sure nobody else said anything
1:15:10 beforehand
1:15:10 no no okay um just wanted to clarify a couple different things
1:15:14 so we have our board attorney
1:15:15 evaluation that’s going to be on our june 18th workshop so we
1:15:19 were working through dates and all
1:15:20 that i think we finally landed on a date uh june 18th and then
1:15:23 one of the other things that we have
1:15:25 is the superintendent’s evaluation now dr rendahl i think we we
1:15:28 were tentatively looking at this for
1:15:29 july 23rd but you had indicated that school scores will not be
1:15:33 out until after that date correct correct
1:15:35 the state board is meeting july 24th okay to decide what formula
1:15:39 they’re going to use to calculate grades
1:15:41 okay so if you want to wait for school grades you’d have to go
1:15:43 later we can still
1:15:45 have the us the evaluation based on data that we have it’s board’s
1:15:50 pleasure okay all right and so
1:15:52 board just wanted your consensus on this we could move it to the
1:15:55 august 4th uh workshop if you’d prefer
1:15:57 to make sure that we have that data in or would you feel
1:15:59 comfortable proceeding forward with it without having that
1:16:02 well will we have the data end by august 4th since they’re just
1:16:06 meeting to i’m just wondering if
1:16:08 should we just is that i can’t no i can’t guarantee am i putting
1:16:13 an unrealistic timeline on you but i
1:16:16 believe if the board votes the state board votes on july 24th on
1:16:20 which formula we would have grades
1:16:24 within days okay yeah i can’t guarantee that you’re so
1:16:28 optimistic doctor last couple years i’m not so
1:16:31 optimistic yeah so but we can work off preliminary data too we
1:16:35 have that we’re actually going to share
1:16:37 some of that with you in a meeting here pretty soon just looking
1:16:40 for consensus from the board on which
1:16:41 date you prefer my my only really considering i don’t have the
1:16:46 optimism of having the actual scores by
1:16:49 either date um i because we’ll have gone this long break and
1:16:52 staff may have something else they need
1:16:54 to present to us as a higher priority on the 23rd i’d kind of
1:16:57 rather leave the 23rd to whatever you guys
1:16:59 need to give us since it will have been a whole month um and
1:17:03 then just do august 4th um august 4th okay
1:17:07 ms jenkins do you have preference uh i don’t um i i’m not
1:17:09 optimistic about that either but okay so no preference um if i
1:17:15 may
1:17:15 we um you know the determining factor on whether which way
1:17:20 direction that the state makes those
1:17:22 decisions is not going to determine our gains and things that we’ve
1:17:26 had throughout our core data is
1:17:28 already in existence so whether the state decides to choose one
1:17:32 or the other it makes no difference to
1:17:34 us as far as when we evaluate our core so we already have data
1:17:38 supporting our end of the year course exams we
1:17:41 have already have data supporting our gains in both mathematics
1:17:45 and ela um i i feel we could go either
1:17:48 way um but those are the core that i look at because the the
1:17:52 state chooses one way or the other just
1:17:54 based on whatever they’re doing shouldn’t determine how we grade
1:17:58 our um superintendent in my mind i think
1:18:01 based upon some of the gains that we have internally versus the
1:18:05 numbers that we had previously
1:18:07 because sometimes it gets to it gets to some uh fuzzy math once
1:18:10 we start getting into some of those
1:18:12 things so i’m all about trying to move forward with getting it
1:18:15 done ahead of time but if the board
1:18:17 wishes to go to august it’s okay with me too but i did just want
1:18:20 to make that point that we already
1:18:21 have the data you’re okay with either or okay and mr trent no i’m
1:18:26 actually um uh fine with the august one just
1:18:29 for the same reason mrs campbell said is if if district needs
1:18:33 anything or if you know um we have
1:18:36 i agree with had to have plenty to to evaluate from but uh yeah
1:18:39 i would put it off just in case
1:18:41 we do get the other numbers it would just be it would be a
1:18:45 better situation for us okay august 6th
1:18:48 um yes it is august 6th um okay sorry so august 6th so let’s go
1:19:06 ahead and look at adding that on for the
1:19:09 august 6th workshop um one other thing i want to talk to the
1:19:11 board about i have been very vocal and very
1:19:14 much a champion and cheerleader for all things year-round school
1:19:17 and i’m very excited that i’m
1:19:19 getting one of our schools on the year-round track i wanted to
1:19:21 ask the board what their their thoughts
1:19:24 or their appetite is for possibly surveying parents uh just to
1:19:29 ask them to put calendar a and calendar b up
1:19:32 being you know whichever order you want to do one of them is the
1:19:35 traditional school calendar
1:19:36 versus the modified calendar uh and just to kind of get a pulse
1:19:41 for what people think about it because
1:19:43 i have heard so many things in the community uh so many really
1:19:46 positive things the only negative
1:19:48 thing i have heard is literally the only negative thing is that
1:19:51 they are upset that their child
1:19:53 that’s in another school is not on the same calendar otherwise
1:19:55 they would love it and think it’s perfect
1:19:58 so i just wanted to see would the board be favorable of sending
1:20:01 out a survey to parents that just shows
1:20:03 them both options and kind of gathering some feedback on on what
1:20:07 families feel about those calendars
1:20:11 i think i would love it i think as and if you can be part of
1:20:15 that conversation of what the questions
1:20:17 are asked because you have some of the direction you’ve been
1:20:20 driving this um i would have you work
1:20:22 with them also on some of those questions but yeah no i’d love
1:20:25 it be happy to do so i’ve heard nothing
1:20:26 i’ll be honest with you i thought this was going to be a i
1:20:28 thought it was going to be a difficult run
1:20:30 i did i did because i you know being a former teacher we had i
1:20:33 taught in port st john where the many of
1:20:35 those were and um i thought man this is going to be difficult i
1:20:38 have not seen it is overwhelming support
1:20:40 both from the teachers and everybody else that i found so i’m
1:20:44 all about it okay thank you mr trent how
1:20:46 yes um as a former teacher and a current parent uh i’m all for
1:20:51 that schedule i’d be curious and anxious
1:20:54 to see what the rest of the community yeah i’m just curious to
1:20:56 see what families feel so um i would just
1:20:59 suggest if we’re going to do a survey that we include some open-ended
1:21:04 response because some of
1:21:05 it may be questions that people have like how will this affect x
1:21:09 how will this affect y we need to make
1:21:11 sure that we know what questions we would have to answer uh
1:21:15 before we would make a move like that and
1:21:17 make sure also that it goes out to staff perfect because i think
1:21:20 where we’re going to run into some
1:21:21 blocks is some programmatic things and right now again this is
1:21:25 just just to get a temperature for where
1:21:27 the community feels all over on you know the district on this so
1:21:31 i like the open-ended question option
1:21:33 miss jenkins yeah so i feel like we already had this
1:21:38 conversation um i would like some clarity and
1:21:43 transparency as to what conversations have sparked this to come
1:21:49 back to the table well i have asked dr rendell
1:21:52 personally i mean i meet with him every single week and just
1:21:54 said hey i would like to survey the families
1:21:56 that are in my area because of this happening you know the the
1:22:00 feedback of oh i would really like it
1:22:02 if my secondary student was on the same schedule so we’re asking
1:22:05 for that community well i mean i would
1:22:07 like it to be district-wide i think it’s a really really
1:22:10 attractive calendar when you look at the
1:22:12 calendar and so my first ask would be hey can we survey all
1:22:15 parents and if it’s a no from the board on
1:22:17 surveying all parents then okay we’ll go back to that community
1:22:20 can we survey just that community again this is just to get a
1:22:24 feel and we need board consensus
1:22:24 so dr rendell had indicated he would feel more confident in
1:22:29 surveying parents if he had board agreement
1:22:31 that we have three votes right i mean am i being fair in what i’m
1:22:33 saying so mike so my so my first question
1:22:36 because there’s a little mixed up there so my first question is
1:22:41 was was your question about your district
1:22:44 no my my question is can we survey all parents okay so my
1:22:48 question is was there a conversation that led to
1:22:52 this coming back to the table with with anyone no i just
1:22:55 explained the conversation to you that i have
1:22:58 with dr vendell i’m i’m just curious just curious uh because i
1:23:01 know there’s communications from the state
1:23:03 so i i just want clarification out in the public of where that’s
1:23:06 coming from because we’ve already had
1:23:08 those clarifying right now right so mrs wright asked me in one
1:23:11 of our meetings can we survey
1:23:13 all of our families to see if we could go to this district-wide
1:23:17 and i said i don’t feel comfortable
1:23:19 directing staff to do that without you know input from the
1:23:23 entire board that’s a it’s a big undertaking
1:23:26 some people would also even if we’re just surveying some people
1:23:29 are going to say oh they’re going to do
1:23:31 this you know so before we send the survey out i want to make
1:23:34 sure that the board would be comfortable
1:23:37 if we did that you know we would try to put language in the
1:23:39 survey say hey we’re just trying to see
1:23:41 right if people would be interested in a different calendar you
1:23:44 know that kind of thing so um
1:23:47 i feel like we’ve already had this conversation so my position
1:23:50 hasn’t changed i don’t see a need for
1:23:53 that uh i don’t i’m not opposed to the need in the district in
1:23:56 which we’ve already decided a change for
1:23:59 their elementary school because that seems logical to ask that
1:24:02 question of do you not like that it’s
1:24:05 not lining up with your students that might be going into a
1:24:07 great different grade um into middle
1:24:09 school and high school uh i i’m not okay with this going
1:24:12 district-wide uh we’ve already hashed out the
1:24:15 y’s so i’m not going to go into that again uh i i am concerned
1:24:19 about the chaos that this will now
1:24:21 cause and a distraction that we’re going to cause in this
1:24:23 district because you’re not going to be able to
1:24:25 communicate in mass to everyone that this won’t happen or may
1:24:30 not happen and as as much as you say
1:24:32 it the average citizen doesn’t have enough time in their day to
1:24:35 pay attention enough to that so
1:24:37 they’re going to have there’s going to be an alarmist reaction
1:24:41 to this um and i don’t understand the why
1:24:42 behind it because the previous conversation was implementing it
1:24:46 at the school getting feedback getting
1:24:48 data deciding whether or not this would be even something
1:24:51 feasible for the district to pull off
1:24:53 district-wide or afford to do um so i’m i’m definitely not okay
1:24:58 with it i’m not against it being in your
1:25:00 district though because i that i don’t it doesn’t it wouldn’t
1:25:04 shock me that parents would say it makes
1:25:06 no sense that i have two different schedules going on with both
1:25:08 of my kids okay so you’re on now thank you
1:25:11 could we add um just trying to think of when we’re talking about
1:25:15 could we add some kind of identifier as
1:25:18 as far as area so that we if we get a really positive response
1:25:24 in a certain geographic area for example
1:25:27 in the area around uh where we’re going to be doing this at
1:25:31 challenger seven um it’s a very positive but
1:25:34 overall a average opt to be not so positive right so that we can
1:25:38 kind of see because we had we had tossed
1:25:39 around the idea or even suggested i think i mean you’re doing it
1:25:43 in right a feeder chain right um so
1:25:45 if we could do you know still be anonymous but say we’re at
1:25:49 least find out where does your child where
1:25:52 do you teach or where do you what schools are associated right
1:25:55 that kind of thing so even if it’s just a
1:25:56 check box or or something like that so we can kind of get an
1:26:00 idea of where is the positive or negative
1:26:02 feedback coming from if it if it is coming in from certain areas
1:26:06 that would be uh maybe helpful
1:26:07 to um address what you’re talking about also because then that
1:26:12 would give us totals for schools
1:26:13 and areas as well because my concern is we don’t always have a
1:26:17 huge response to these surveys and so
1:26:19 then we come back and we say 2 000 parents say they want this
1:26:21 and act like that’s the most positive thing
1:26:23 in the world but it’s not necessarily representative of all the
1:26:26 parents in our district so
1:26:28 i think i think linking it to a school is probably a very
1:26:31 feasible request of a parent if they’re
1:26:34 responding to it yeah i think we’ll look at i think such a how
1:26:37 we send out the survey how they respond
1:26:40 if there’s just a question what school is your family associated
1:26:43 with or if there’s a way to track
1:26:45 the response either way and again this is 100 to see does the
1:26:49 community support this or are they
1:26:51 interested in this this is not because the future yeah in the
1:26:54 future this is not because this is what
1:26:56 we are doing it is because we want to check and survey parents
1:26:59 first to see is this something that they
1:27:01 would be interested in um so do you feel like you have clear
1:27:04 board consensus on this and i can work
1:27:06 with you on the survey questions too as well um and the only
1:27:09 other thing i was going to do is remind
1:27:11 the board your form sixes are due by july 1st make sure you file
1:27:13 them on time so you are not penalized
1:27:15 with a late fee other than that any other discussions or
1:27:18 business hearing none this meeting’s adjourned
1:27:26 you