Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Thank you.
4:59 Please stand for the Pledge of Allegiance.
5:02 I pledge allegiance to the flag of the United States of America
5:10 and to the republic for
5:11 which it stands, one nation under God, indivisible, with liberty
5:15 and justice for all.
5:22 Thank you, Dr. Randall, can you address the board with the items
5:24 on the agenda?
5:25 Thank you, Mr. Chair.
5:27 We have several items on the agenda today, five presentations.
5:30 So the first one that we’re going to talk about is the proposed
5:33 academic calendar for year 25-26.
5:37 And for those members in the agenda, there are all kinds of
5:41 state statutes and board policy requirements about the calendar,
5:45 like what day we can start, for example, there’s a state statute
5:48 that says we cannot start the academic calendar any earlier than
5:51 August 10th.
5:52 If August 10th happens to fall on a weekend, then it’s the first
5:55 Monday after August 10th, that kind of thing.
5:59 So, and everybody thinks it’s always about days, and it’s
6:01 actually about minutes, minutes of instruction.
6:04 So as we go through the presentation about the 25-26 calendar,
6:08 there’s going to be some discussion about increasing minutes.
6:12 One of the things that we want to do is be able to see if we can
6:15 increase the number of instructional minutes that we have
6:18 throughout the year, so that we kind of build hurricane days
6:21 into the calendar, so that if we do miss a few days due to a
6:24 hurricane or some other kind of natural disaster or something
6:28 like that, we don’t have to add makeup days.
6:30 We can absorb, so to speak, the makeup days in the calendar.
6:35 So that’s something that, you know, all of us need to start
6:37 approaching the academic calendar with a change in mindset that
6:40 it’s not about days, it’s about minutes.
6:42 And so Mr. Pruitt is going to talk a little bit about some of
6:46 the changes and, you know, go through the academic calendars
6:50 that the committee has worked up.
6:51 I don’t know if he’s going to talk about the committee a little
6:54 bit, but again, for the audience to know that we don’t just, you
6:57 know, sit in a room and make this calendar up.
6:59 There’s a committee with all kinds of stakeholders on it that
7:02 looks at the various requirements that we have to meet for the
7:06 academic calendar and then come up with some proposals.
7:09 So, Mr. Ramer, Chief of Schools, and Mr. Pruitt are going to
7:15 present the proposed academic calendars for 25-26.
7:19 Perfect.
7:20 Well, good morning, board, and thank you for the opportunity to
7:23 receive board direction on the 25-26 calendar and the tentative
7:27 26-27 calendar.
7:29 So, with me today, I have Mr. Pruitt, he is our Director of
7:32 Leadership Development, which is under the Chief of Schools and
7:35 School Leadership Department.
7:36 So, I’m going to turn it over to Mr. Pruitt, he’s going to walk
7:39 through the committee that was involved, the recommendations
7:43 regarding 25-26 calendar, and then the tentative 26-27 calendar.
7:47 Good morning, board.
7:49 Good morning.
7:50 Thanks for having me this morning.
7:51 And I just want to take a few minutes to kind of run through the
7:54 calendar committee presentation that we put together with our
7:57 folks here at BPS.
7:59 Just a great group of folks that we had from all different parts
8:03 of our district, school principals and different folks here,
8:06 with different organizations within our district that comprise
8:10 the committee.
8:12 We met October 31st and kind of went through some of the
8:15 calendar parameters, as Dr. Rendell shared with us.
8:19 You know, just the different state statutes, state board rules
8:23 that kind of guide our calendar as we move to build those,
8:27 making sure that we have enough hours and minutes in the school
8:30 year.
8:32 As Dr. Rendell said, it’s minutes versus days, you know, we had
8:34 talked about that, 4,050 minutes per semester for high school
8:38 credit classes, and of course, you know, doubling that, 8,100
8:41 minutes per year for high school credit classes, just making
8:44 sure that we have those built into the calendar.
8:47 First days permitted no sooner than August 1st, or excuse me,
8:50 August 10th, by state legislation, and then of course, you know,
8:54 consideration for professional development, professional
8:57 learning, work days, hurricane makeup days, and graduation days.
9:00 All of those kind of went into the discussion, as we built the
9:04 proposed 25-26 school year calendar, as well as the 26-27.
9:07 So, again, the 4,050 minutes each semester, and the current tentative
9:13 that you guys have, the manila folder in front of you, first
9:17 semester that we had currently, that’s on the website for 25-26,
9:23 had 4,052 minutes for first semester, and then second semester
9:27 was 4,159 minutes.
9:28 So, it was roughly 2.2 days of instruction that we had built
9:33 into the calendar for second semester.
9:37 So, we put the committee together with the idea of trying to
9:41 address the makeup days, BFT was part of that, and they
9:46 recognized the need to help with the minutes, and given us some
9:50 more time in the calendar.
9:52 And they agreed to reduce early release days from 75 minutes of
9:55 planning to 60 minutes of planning, which in turn put those
9:59 minutes back into the calendar, which again, allowed us to build
10:02 in some more instructional time for those makeup days.
10:05 Those changes allowed for a day first semester, and three days
10:09 second semester, you know, that we have built in to address any
10:12 hurricane makeup days, graduation, things that would take away
10:16 from the instructional time to make sure that we had the time
10:18 built in.
10:20 So, again, the calendars are in front of you with the manila
10:24 folder that I gave you, the proposed 25-26, along with, you know,
10:29 some of the recommendations that we put together.
10:34 You know, part of the recommendations that we have, if you go to
10:38 the very back of your folder, is the hurricane makeup day
10:42 priority recommendation.
10:44 And again, I go back to the minutes that we have built into this
10:47 proposed 25-26, that allows us to have some flexibility with the
10:53 timing that we have in the school year, in the calendar.
10:55 So, looking at, you know, making a priority list of days in the
10:58 event that we had to miss.
11:00 You know, we have one day built in first semester, so we wouldn’t
11:03 have to really adjust our calendar for 25-26.
11:06 If we had to miss two days, we would push into second semester,
11:10 you know, kind of like what we did this year.
11:12 Same thing with three days, we’d push into second semester.
11:14 So, we’d essentially be borrowing the minutes from second
11:17 semester and putting them into first semester.
11:19 Beyond that, we start looking at the, if we had to miss a fourth
11:24 day, and as we continue to build our calendars in future years,
11:28 if we have the ability to add in a professional learning day
11:31 during the second semester,
11:33 we could use that day as a potential hurricane day as well.
11:36 So, again, not taking or adding anything to the calendar, they’d
11:40 already be built in.
11:41 Days five and six, that’s when we start looking at having to
11:45 take our professional learning days that are built in the
11:48 calendar,
11:49 and any student-teacher holidays that we had, those would be the
11:52 days five and day six that we would need,
11:55 you know, to make sure we capture enough minutes to meet that
11:59 minimum state legislation for the 40-50.
12:05 Looking at the current tentative calendar, again, in your folder,
12:10 we have the current one that’s out on the board website right
12:13 now.
12:14 We had to make some adjustments to address spring break with
12:19 eastern Florida.
12:22 So, the current proposed, excuse me, current tentative calendar,
12:25 25-26, is currently out there with the spring break.
12:28 I believe it’s the 17th of March.
12:30 The eastern Florida calendar with spring break is the following
12:35 week.
12:36 So, the proposed calendar that we have put forward is the
12:39 proposed 25-26, that addresses the week shift of spring break.
12:44 In addition, as I shared in the presentation with BFT, the early
12:51 release time, the early release days,
12:53 you know, part of the discussion with BFT and recognizing the
12:56 minutes is they agreed to take away the first early release
12:59 Friday of the school year
13:00 and make that a regular school day, and then, again, reducing
13:04 the planning time from 75 to 60 minutes
13:06 that’s there for the rest of the school year on early release
13:08 days.
13:09 So, by doing so, by doing all of that, taking away that first
13:12 early release Friday, and then reducing the,
13:14 that’s where those minutes came in for us to build into the
13:17 calendar.
13:17 So, those are the two changes for 25-26, is the spring break,
13:21 and then the early release time,
13:23 and the getting rid of that first one, the first week of school,
13:28 August 15th.
13:29 Any questions on the proposed 25-26 calendar?
13:35 So, I think it’s important to note that Thanksgiving break,
13:39 which is now the full week,
13:40 is not a part of our make-up plan, and I know that that means a
13:44 lot to the families
13:45 and to our students and staff that they have that time with
13:47 their family
13:47 and not have to worry about that Monday or Tuesday potentially
13:51 being pulled as a make-up day.
13:53 So, those are days that we committed to being holiday days and
13:57 off days for students and staff.
14:00 So, I mean, I’ll say a thank you for the board, for sure, of all
14:05 the hard work, all those names that come up there.
14:08 It’s amazing the amount of work that goes into the calendar
14:11 making.
14:11 My very first year when I sat down and I saw all the effort that
14:14 went into this, it’s, I mean, it is a lot of moving parts.
14:18 It’s a tough job to have, so thank you, Mr. Pruitt.
14:21 Yes, sir, thank you.
14:22 But, board, questions for this?
14:24 Katie, would you like to be first?
14:26 Yeah.
14:26 Just really quickly, I want, I thanked him privately, but I
14:31 wanted to thank Mr. Colucci for his cooperation in these
14:33 negotiations,
14:34 because, in addition to the ability to make up hurricane days,
14:39 this allows instructional minutes.
14:40 And two extra minutes a day may not seem, per high school class
14:43 may not seem a whole lot, but over the year, it does add up.
14:45 And so, I appreciate that, the work that he did with HR to
14:48 negotiate that.
14:50 Also, I’m looking at the priority days, and it looks like until
14:55 we get to the four-day, five-day, five-day, six-day mark,
14:58 we won’t incur any additional costs in the bus drivers, IAs,
15:02 cafeteria staff that we don’t hire.
15:05 And I can’t remember what the amount is.
15:06 I want to say like $200,000, somewhere in that range, every time
15:10 we have to bring all those staff who wouldn’t be there.
15:12 The teachers are getting paid for that day, but those staff aren’t.
15:15 And so, it occurs additional costs, because we do pay those
15:18 people on a hurricane day,
15:19 even though they’re not doing their job on that particular day.
15:22 So, I appreciate that that gives us a little more wiggle room in
15:26 that,
15:27 without incurring additional costs until we get into major days
15:30 off.
15:31 So, thank you.
15:32 All right, I’ll go next.
15:36 Thank you for taking the time to one-on-one meet with each one
15:38 of us,
15:38 and really kind of go through the calendar.
15:40 I think most people just think this thing gets thrown together,
15:43 and they don’t really understand all that goes into building a
15:45 calendar.
15:46 Can I express this on our one-on-one, excuse me,
15:49 the recommendation of adding a couple parents to the calendar
15:52 committee?
15:53 I think that’s a valuable input that we should look to add in
15:55 the future.
15:56 One of the other things I think that would help is a uniform
15:59 bell schedule.
16:00 It’s very complicated when we’re looking at specific schools and
16:03 saying,
16:04 wait, this school has enough minutes, that school doesn’t have
16:06 enough minutes,
16:06 because we’re, based on whether it’s primary or secondary,
16:10 I believe it should be uniform, that way we can manage it a
16:12 little easier.
16:13 And I’ve expressed this before, this is not necessarily to you,
16:16 but it would be advantageous for the DOE to look at allowing our
16:20 start date to be August 1st.
16:21 Most of our hurricane makeup days all fall in the first semester,
16:24 so we have the flexibility more so in the second semester,
16:27 but we need them in the first semester.
16:28 So, if we were able to push that back, that would help
16:30 tremendously.
16:31 And the last thing I’m going to say, which should come as no
16:33 surprise to my fellow board members,
16:35 is that I, again, am pushing for this modified calendar.
16:39 And I have given this thing out every time I get the chance to
16:42 give it to somebody.
16:44 I give it to somebody to have them look at it.
16:45 And it’s quite inspiring to hear people, I mean, as far as our
16:50 educators, our students, our families go,
16:52 oh, my gosh, this could be so good for our family.
16:54 So, thank you for doing the work there on the tentative year-round
16:57 calendar,
16:58 which we’re going to call modified calendar.
17:00 But I still want to push forward with really looking at, for 25-26,
17:04 sending out a survey to our families targeting specifically the
17:07 Port St. John community,
17:08 because there are three elementary schools and there’s a junior-senior,
17:11 to ask them to put up calendar A being our traditional school
17:15 calendar
17:16 and calendar B being the modified calendar,
17:19 and ask the families which calendar would you prefer for your
17:22 family.
17:22 A very simple survey, just so that a family and the community
17:25 can have some input there
17:26 and just targeting those specific students that are enrolled in
17:29 those schools.
17:30 Just to see what their thoughts are.
17:31 We could expand it further if you want to expand it further,
17:33 because I already told you guys before I would love this to be a
17:35 district-wide initiative,
17:36 but I understand the taking the cautious approach and making
17:39 sure that everything runs smoothly.
17:41 It’s going great at Challenger 7.
17:42 Challenger 7 also didn’t have quite as many makeup days that
17:44 they had to make
17:45 because one of those hurricanes happened during a break period.
17:49 So another advantage to this wonderful calendar.
17:52 But thank you for all your work.
17:53 I appreciate the one-on-one and all that you’ve done to make
17:55 this calendar happen.
17:56 Thank you.
17:57 Mr. Susan.
17:59 Yes, thank you so much for taking the time with us.
18:02 I know that you worked with the community.
18:03 I think you do a great job.
18:05 Yes, Ms. Wright, your initiative is very successful over there,
18:10 and I support it to expand other schools when we’re ready.
18:14 But I do think that everything that was said is pretty much in
18:17 line.
18:17 Thank you, Ms. Campbell, for everything that you implicated and
18:20 everything else,
18:21 and we’re good.
18:21 Thank you.
18:22 Great.
18:24 You guys, thanks.
18:25 Once again, I mean, in the one-on-one, I mean, those out there
18:29 might think this is all we see,
18:31 but we spent quality time with you guys to go through this
18:34 amount of effort.
18:35 Ms. Wright, I thought I saw this somewhere else, but using this
18:40 as your Christmas card.
18:41 I should have.
18:44 You’re right.
18:44 That would have been a good ploy there.
18:45 But some of the suggestions that we hear appear as perfect.
18:50 I do believe involving more, getting more input from the parents.
18:54 It’s a good thing.
18:55 Maybe a survey you talked about, about some of the options
18:58 moving forward.
18:59 I think that’s important.
19:02 But again, you’ve gone over and beyond.
19:05 So I look forward to getting this approved and moved on.
19:08 Mr. Trent, may I just add one more thing real fast?
19:11 Just board, I know we’re missing one member right now, but do we
19:14 have support,
19:15 or does the board have an appetite for serving the families as
19:18 soon as a 25-26 calendar year
19:21 for the Port St. John community to be set up on that year-round?
19:24 Modified calendar.
19:26 So send the survey out in January, see what the feedback is,
19:29 bring that back to our board.
19:30 Depending on what that feedback looks like, we furthered this
19:33 discussion as soon as 25-26.
19:36 One of all the elementary schools in Port?
19:38 Yeah, the three that are in Port St. John will only be
19:41 additional two, and then the secondary.
19:42 But the main first step would be we need to survey the families
19:45 to make sure this is something
19:46 that they would be in support of, and then get that feedback
19:49 back.
19:50 And I know it’s going to be very quick timing, but it was very
19:52 quick timing for Challenger 7,
19:53 and the district did a phenomenal job.
19:54 Thank you so much for all that were a part of that.
19:56 So, board, do you have an appetite for going ahead and sending a
19:59 survey out in January?
20:00 So I don’t have a problem with sending out a survey to the Port
20:05 St. John families.
20:06 I would have more pushback on trying to make it happen for 25-26
20:10 because of the timeline of placement of staff.
20:15 So that process begins early, I believe in January, when you’re
20:19 talking about positions filled.
20:21 And, you know, once we get the survey, then we’re coming back to
20:24 the board and the schools
20:26 and making decisions and getting votes.
20:28 And then we have to find out which staff want to stay and which
20:31 staff don’t want to go.
20:32 And while Challenger 7, we had a good retention rate of staff,
20:36 when you’re talking about like a junior-senior high,
20:38 I think you’re going to have a little more movement of staff.
20:45 And that, you know, when we talk about the calendar,
20:49 because it was just in the leadership team packet in the last
20:51 week, I think.
20:52 Here’s the timeline principles of when you need to know which
20:55 teachers are coming back
20:57 and when you offer them a contract and if they came on late, you
20:59 know.
20:59 And that whole shuffle of staff is going to be significant when
21:05 you’re talking about more than one school.
21:06 So I’m not in favor of trying to ask staff to fast track it for
21:10 25-26.
21:11 But if we get a favorable input, that gives us a year to start
21:15 doing the transitions
21:17 to let people think about whether they want to stay, whether
21:19 they want to go, what their options are.
21:21 Because the other thing is, the choice windows open for families,
21:25 well, for our choice schools, they’ve already closed.
21:29 Right.
21:29 They closed last week.
21:30 But for, by the time we get through with all this, the windows
21:35 for like secondary ELO and EPO options,
21:37 those will have already gone on, potentially could be closed too.
21:41 So that’s just a lot of putting everybody in a whirlwind of
21:45 activity when we could just pace it out
21:47 and give us, give everybody another year if that’s what the
21:50 community desires.
21:51 Thank you, Ms. Campbell.
21:53 Can I ask a quick question, Ms. Campbell?
21:54 Were you, when you said, because the anomaly of the secondary, I’ve
21:58 looked at extensively on this project
22:00 because I, you know, being a secondary teacher and stuff like
22:02 that, I can see the ins and outs and everything else.
22:05 You had mentioned that you felt like there was going to be a lot
22:07 of movement in the secondary.
22:09 In Port St. John, is there a reason behind that?
22:11 Like you had mentioned something about, I just, it would help me
22:14 understand where you’re coming from.
22:15 This is, to be quite honest, Mr. Seuss, I mean, I don’t know how
22:18 much research you’ve done.
22:19 I haven’t done research, but my guess is, one, you’ve got a
22:22 larger staff.
22:23 An elementary school the size of Challenger 7 has maybe, what,
22:27 30, 40, you know, a handful of dozen teachers.
22:32 When you’re talking about a junior-senior high with a population
22:34 of, you know, 1,300 to 1,600 kids,
22:37 you’ve got that many more staff, and it’s not just the teachers,
22:39 it’s that many more administrators,
22:41 that many more support staff there.
22:43 So you’re talking about a lot more people, and it’s a lot more
22:48 easily done,
22:50 and you’re talking about a lot more activities because junior-seniors
22:53 have all the sports activities
22:55 and all the music activities, and they have to coordinate around,
22:58 just, you know, just let me go in the music world.
23:01 You guys know the sports world.
23:03 I know you know that better than me, Mr. Seuss.
23:04 And in the music world, the music performance assessments, those
23:09 are calendared way in advance.
23:12 And it doesn’t matter whether you’re a year-round schedule or
23:14 traditional schedule,
23:15 the orchestra MPA, for example, is going to be on these dates.
23:18 And some dates we control as a district, our local people do,
23:22 but some dates they’re offered by the state.
23:25 And so without having that year in advance of thinking,
23:28 how are we going to do the calendar in a way for a secondary
23:31 school
23:31 that will coordinate with all the many activities that our high
23:34 schools,
23:35 in particular, have to participate in,
23:38 that’s a lot of twisting and wrenching people to get those
23:43 things happening.
23:44 We just don’t have enough time.
23:45 There’s a lot more to look at in a secondary school than an
23:48 elementary school.
23:49 And so that’s why I think there potentially could be movement.
23:51 If I may just jump in just real fast to address a couple of
23:54 these things.
23:55 Okay, just because it’s a good conversation we have to have.
23:57 Sorry, guys, I know you’re like, oh, we’re having this, you know,
23:59 in-depth conversation.
24:00 As you know, my child attends Space Coast, so I am at that
24:03 school every single day.
24:04 And interestingly enough, I’ve taken a very unofficial survey
24:08 of putting this calendar in front of all of the staff,
24:12 and every single one of them is like, oh, my gosh, please,
24:14 please, please make this happen.
24:15 So I really think the survey will be revealing to us on, hey,
24:19 how encouraging is this?
24:21 Are people really in favor of this or not?
24:22 And then move from there.
24:25 I know it seems like we’re moving very quickly.
24:28 I understand that.
24:29 Last year, it felt the exact same way.
24:31 We didn’t get the notification from the state until, what was it,
24:33 February?
24:34 I believe it was February.
24:35 February, right, that we were approved to be one of the five
24:38 pilot schools in the state
24:39 of Florida, and that was still able to be set up and happen.
24:43 Now, of course, Challenger 7 previously had year-round, so it
24:46 was a little easier.
24:47 But I’m just saying that to say we’re not moving any faster than
24:50 we did the previous year,
24:51 and I know it’s an unknown, and I understand the music, the
24:55 sports, those are some concerns.
24:58 So I am curious to hear from our coaches and the people that
25:00 take those additional supplements.
25:01 Is this a concern for you?
25:02 Are you willing to still bleed out in those programs if this
25:05 falls during break time?
25:07 Because you still would have some responsibilities there
25:09 depending on what it is, right?
25:11 So I just, I think the survey is a good starting point.
25:14 I know it seems fast.
25:15 Government doesn’t like to move fast, which drives me absolutely
25:17 insane because I like to
25:19 try something.
25:19 Let’s see if it works.
25:20 If it doesn’t, then we can change directions.
25:22 But I think we should start with surveying and then have a
25:25 conversation in January when we
25:26 come back and say, what do the survey results look like?
25:29 And then if we want to expand it beyond just the Port St. John
25:31 community, then we can look
25:33 at that as well for a district-wide and that being a slower
25:35 initiative, if that’s something
25:36 the board has an appetite for pursuing.
25:38 Thank you.
25:39 So I agree with you as far as see what the survey comes.
25:43 I did want to give you a little bit of thought process through
25:46 the activities with the sports,
25:48 and I’m not sure about the music, Ms. Campbell.
25:50 But one of the things you can look at to get an example of what
25:53 this would look like is
25:54 your wrestling and some of your other sports that carry on
25:57 through Thanksgiving, through
25:58 Christmas, take and work through as many of those holidays.
26:01 And being a former wrestling coach, it’s just second nature.
26:04 And so I reached out.
26:05 So there’s an example that you can see that we already are
26:08 taking sports through some of
26:09 these breaks.
26:10 The other thing is, is that as a former coach and some of the
26:12 coaches I’ve talked to
26:13 about it, they’re excited about this because if they can get
26:17 those kids for a longer
26:18 period of time, they can really break stuff down.
26:20 When you have a practice right after school, you can only go for
26:23 so long when the kid’s
26:24 been in school all day and everything else before it gets to be
26:27 too late.
26:27 With these days off, they could actually enhance some of their
26:30 practices and do different stuff.
26:31 You can almost do two a days to work them out for the games.
26:34 And that was extremely impactful for some of the ones that I’ve
26:39 talked to.
26:40 Not all of them.
26:40 And just like Ms. Wright was saying, you know, we all have our
26:44 friends that we call and say,
26:45 hey, what do you think about it?
26:46 And stuff like that.
26:47 But some of the staff that I’ve talked to, some of my friends
26:49 that I’ve talked to actually
26:50 are teachers because I used to teach there for six years at
26:53 Space Coast High School.
26:54 And they were positive about this too.
26:56 And it’s just a, you know, hey, I’m testing out who I know and
27:00 some of the veteran teachers.
27:01 So I just wanted to let you know that.
27:02 I’m okay with the survey.
27:04 And then I’m okay if the survey is very positive and staff feels
27:06 like, hey,
27:07 we can possibly do this to move in that direction.
27:09 But, you know, let’s do the survey, I think.
27:12 I think that’s respectful.
27:13 And then we can get some answers back from that.
27:14 Just to be clear about a couple things.
27:15 One, I’ve made it very clear.
27:17 I’m fine with the survey going to the Port St. John community.
27:20 I said that, didn’t I?
27:21 Okay.
27:21 Two, I am not against if the Port St. John community says yes,
27:26 giving them that calendar.
27:28 What I’m against is asking people to move the world on a much
27:32 more complicated process
27:34 because moving a secondary school is so much more complicated in
27:38 the shortened time frame.
27:39 That is what I am opposed to.
27:43 Now, if we come back and the survey says 95% of students, you
27:46 know, families, staff say go,
27:49 then maybe we can look.
27:51 But right now, I can’t give you that commitment.
27:53 So if your question was multi-part, so, again, I’m going to go
27:55 with the community.
27:56 But it’s the shortened timeline that I am resistant to at this
28:00 time.
28:01 Okay.
28:01 And just for the record, sports is extracurricular.
28:05 And I know there’s rules.
28:07 We have to follow FHS at a break or no break.
28:08 But music is not extracurricular.
28:11 It’s co-curricular.
28:12 And so you’re talking about things that kids are getting grades
28:14 for.
28:14 And quite frequently, they get grades for after-school
28:17 performances.
28:18 I mean, all performance, you know, the grades for after-school
28:20 performances as well as rehearsals.
28:21 So that’s a little bit harder to do on a break when it’s co-curricular.
28:25 It’s required.
28:25 So just want to add that in there.
28:28 Dr. Rindell, would you like to add anything on the end?
28:33 Yeah, no.
28:33 I mean, we have clear consensus to issue a survey right when we
28:37 get back from break
28:38 on a modified calendar in the Port St. John community.
28:41 So we will do that.
28:42 And maybe set some parameters for what we, you know, view as
28:46 strongly positive, positive,
28:49 lukewarm, that kind of thing.
28:51 And then, you know, based on those results, come back to the
28:54 board with, you know, action
28:56 either immediately or long-term, that kind of thing.
28:59 So we’ve got that for sure.
29:00 You know, we’ve got direction on that for sure.
29:04 Awesome.
29:04 I think Mr. Pruitt still has more, though.
29:06 I do.
29:07 You do.
29:07 Oh, I thought you were done with your presentation.
29:08 That was just year one.
29:09 I’m so sorry.
29:10 That was the first year.
29:11 So just for clarification, for the 25, 26, both modified year-round
29:17 and traditional schedule,
29:19 we are good.
29:19 We’d like to go to the January board meeting for approval, if
29:23 that is okay.
29:24 The second question I had, Ms. Wright, is you brought up more of
29:27 a uniform bell schedule,
29:28 most likely for our secondary schools.
29:31 We did work this year to up the requirement or the expectation
29:37 for a number of minutes in a traditional day and early release
29:40 day.
29:41 So everybody was pretty much on the same level.
29:44 Would you like us to pursue moving towards more uniform, to
29:49 adding more minutes to some of those days if we review schedules
29:52 and calendars?
29:54 Are you trying to help us build more minutes into the calendar?
29:58 I think until the DOE looks at possibly changing a start date,
30:01 it would be smart for us to do that because we always end up in
30:04 a shortage in the first semester.
30:05 That’s my personal opinion.
30:06 I don’t know what everyone else up here feels, but I think if
30:09 all of our secondary are on a uniform and we can build a couple
30:12 extra minutes in there each week, that will help us.
30:14 So we went with every secondary school had to have a minimum of
30:18 48 minutes in a Monday through Thursday and a minimum of 37 on
30:23 Friday.
30:24 And we moved all schools to those numbers this year to make sure
30:29 that we were at least in the same arena as one another when it
30:33 came to potential makeup days and minutes.
30:36 We can pursue maybe 48 to 49 or 37 to 38 because as Ms. Campbell
30:42 said, even though it’s two minutes, two minutes is two minutes,
30:44 right?
30:44 It’s good instruction and also builds up.
30:46 We have 72 non-early release days in first semester and you have
30:49 an extra minute.
30:50 There’s 72 minutes, which is about a day and a half, a little
30:53 bit over, that is built in right there and gives kids and
30:56 teachers more instructional time.
30:57 Yes, absolutely.
30:58 I’m in favor of that.
30:59 Are you sure, Chair?
31:00 Yes.
31:01 So I appreciate you guys asking schools to get the minimum
31:06 minutes and I think when we make this change this next year with
31:11 reducing the early release days, we need to make sure it’s clear
31:14 to schools.
31:15 Don’t do something funky with your calendar and creative.
31:18 This is to give you those two extra minutes, right?
31:21 So whatever number you gave them this year, add two to it and,
31:23 you know, and so we can make sure we have those.
31:25 But that’s different from, I think Ms. Wright was asking for a
31:31 uniform bell schedule.
31:34 I’m opposed to that for this reason.
31:35 I think we need to let our schools have the flexibility to build
31:39 however they’re going to be so that if you’re thinking a uniform
31:42 bell schedule,
31:43 meaning everybody’s first period goes from 845 to whatever,
31:46 second period, because there’s so many variables.
31:50 We still have a few schools that utilize the power hour and they
31:53 are not the schools who have the minutes problem usually.
31:56 I know a lot of schools used, more schools used to have them and
31:59 we had some discipline issues in the last handful of years that
32:02 they got rid of.
32:03 But there are still schools, I believe, that are using them,
32:05 like West Shore, I think, is still using them, for example.
32:07 I think O’Galley was one of the last holdouts before they think
32:09 they, you know, they still have theirs.
32:11 But the other thing is some schools have two lunches, some
32:13 schools have three, some schools have four.
32:16 And so I would, I’m in favor of allowing the principals to
32:19 continue to have that flexibility to build their own bell
32:22 schedule.
32:22 Some are having shorter passing periods.
32:24 So whatever works for their campus, I think we need to allow the
32:27 administrators to continue to have that flexibility.
32:30 Yeah, so we would look at not necessarily doing first period
32:34 starts at this time for everybody ends at that time and passing
32:37 is this time.
32:38 Everybody has two lunches or whatever that may be.
32:41 We can review, can we get 49 minutes in Monday through Thursday
32:46 as opposed to 48?
32:47 And we’re going to go from 37 to 39 because of the reduction of
32:52 time for that.
32:53 Can we get from 39 to 40?
32:54 So that’s what we look at.
32:56 You are 100% correct.
32:57 Some of the cafeterias, different sizes, number of students.
33:00 There’s just a lot of variables for each school.
33:02 Allow them a little bit of autonomy where we would just set the
33:05 bar at you can do what you need to do within your schedule,
33:08 but here’s what you have to have in your periods, and then they
33:11 would be able to decide number of lunches,
33:14 passing time, things of that nature.
33:15 Is that?
33:16 Yeah, no, that’s what I agree with that 100%, yes.
33:19 So sorry, when I said uniform bell schedule, you’re right, I’m
33:22 using the wrong word.
33:23 And so thank you for correcting me on that because it does sound
33:25 like I want everyone’s first period to be the same minutes,
33:27 start at the same time and at the same time, but correct.
33:29 Adding the minutes to the class and however the school wants to
33:31 figure out how they’re doing that, that’s perfectly fine.
33:33 As long as we’re starting the day at the same time and we’re
33:36 ending the day at the same time.
33:38 That is really the overall objective, same, and they can do what
33:40 they want with those minutes within.
33:42 Okay, anything?
33:43 Well, if we’re going to talk about, since we’re talking about
33:46 surveys and trying to capture as many minutes as possible,
33:52 are we talking about a survey as well to the, all of Brevard to
33:57 find out maybe information on early release days,
34:02 what we feel about having those both from DPS employees and
34:07 parents?
34:08 Is there any conversation of that?
34:09 Yeah, so we did talk with Mr. Colucci and BFT and, you know, he
34:16 talked with his constituents and within the BFT organization of
34:20 their thoughts on reducing from 75 to 60 or protecting
34:23 Thanksgiving.
34:24 We can do a more extensive survey, if you’d like, across the
34:27 district, just asking parents and families and stakeholders
34:30 about the early release days and time.
34:32 We’d have to work with BFT on what that survey would look like.
34:35 Have we looked at the what ifs?
34:39 Like what, and if we didn’t have, for example, if we didn’t have
34:41 those early release days and Fridays, what would that do to our
34:44 calendar?
34:46 Build in a lot of minutes.
34:47 We still got to go 180 days or equivalent.
34:51 We would have a lot of flexibility, to be honest, with what we
34:54 would do within the schedule and the calendar and what it could
34:58 actually look like.
34:59 So what it would essentially do is it would build in, we’ll just
35:04 say, now it’s 39 to nine minutes a day.
35:08 So, you know, you’re looking at 700, 800 extra minutes that we’d
35:12 be able to work with somewhere around there, which would build
35:15 in a lot of hurricane days, but it would also build in some
35:17 other opportunities within the calendar.
35:19 Okay.
35:22 Thank you.
35:23 Guys, you have more?
35:26 Yes.
35:27 Well, I just wanted to talk a little bit about 26, 27.
35:29 Exactly.
35:29 Go ahead.
35:30 What’s going on?
35:31 So we did go back and revise some of the 26, 27, based on the
35:36 discussion we had with BFT and reducing the minutes.
35:39 And then looking at the start date of August 10th, you know, in
35:44 26, 27, we finished well before Memorial Day.
35:48 You know, so the way the calendar shook out, we finished before
35:51 Memorial Day.
35:52 You know, the spring break, we would certainly look and want to
35:56 match that with Eastern Florida so that we didn’t have to go
35:59 back and revise.
36:00 So that’s the discussion I’m currently having with Eastern
36:02 Florida, making sure that we match with that.
36:04 But you have the draft 26, 27 calendar in front of you.
36:09 We did make some adjustments as we met with our one-on-one about
36:13 that possibility of a PD day.
36:15 Ms. Campbell asked me about that.
36:16 And Mr. Raymer and I put our heads together when we were looking
36:20 at the days and making sure that we were 180 for the students
36:24 and 190 for the teachers.
36:27 And we found where everything kind of shook out.
36:29 And what you have in front of you is the proposed 26, 27
36:32 calendar, again, with the early release being 60 minutes and
36:36 then no early release the first Friday of the school year.
36:38 And then with the goal of the same hurricane make-up priority
36:43 days, as well as getting the spring break in line with Eastern
36:47 Florida when the time comes for them to put together their 26,
36:50 27 calendar.
36:51 Where is the new day?
36:57 I’m not seeing that on this one.
37:00 When we had our one-on-one…
37:02 Yes, and that’s what I was saying.
37:03 Because you had asked me about where that new day came from.
37:07 And Mr. Raymer and I talked about that and we couldn’t figure it
37:08 out.
37:09 And we’re looking at it, looking at it.
37:10 Okay.
37:10 And we found it.
37:12 Okay.
37:12 So it’s gone away.
37:13 Yeah.
37:14 It’s no longer on the counter.
37:15 It’s no longer there.
37:16 But we are, if you notice, the end time, again, is well before
37:20 Memorial Day.
37:22 So we just moved the last day of school up.
37:23 We pushed it.
37:23 Yes, ma’am.
37:23 The last day of school up.
37:24 As we discussed.
37:25 Yes, ma’am.
37:25 We pushed it up.
37:26 Okay.
37:26 So I wasn’t crazy.
37:27 No, ma’am.
37:28 You were not.
37:28 No.
37:29 Okay.
37:30 Thank you.
37:30 But we got the 180 student days, 190 staff days, all fell within
37:34 the parameters that we had.
37:37 And it bumped up the end one day.
37:39 Okay.
37:39 Fantastic.
37:41 And then, of course, the, as Ms. Wright shared, we already, we
37:44 had the draft 25, 26 year-round calendar also as part of the
37:49 package, if you will, of the three different calendars for the
37:51 over the course of the next two years.
37:53 Yeah, go ahead.
37:55 So this, are we likely, because it sounds like EFSC hasn’t made
37:59 up their minds, I mean, if we, how close are we to gelling so
38:03 that we’re not having to revise?
38:05 I only ask that because there are occasions that people want to
38:08 do, like, super far out planning, and if our spring break moves,
38:11 it can cause a problem.
38:13 And I know we’re, you know, we’re here, it’s well over a year
38:15 before the calendar we’re looking at for next year we’re approving.
38:18 But how, how likely are we to, you know, get that, some kind of
38:22 agreement with them that, hey, whoever figures it out first wins.
38:26 I did, I did reach out to Eastern Florida about 26, 27, and gave
38:31 them our tentative plan for spring break.
38:34 So they have that when their committee gets, yes, ma’am.
38:37 So they still take it into consideration.
38:37 Okay.
38:38 Yes, ma’am.
38:38 They already have it.
38:39 Good.
38:39 Thank you.
38:40 I do want to make a quick adjustment.
38:44 So I, when we talked about the early release days, I did all
38:48 days, it would actually pick up 100 to 125 minutes because it
38:51 would actually only be the early release days I look at the full
38:54 semester.
38:54 So if we were to do that about 15 or so in my head, early
38:57 release days at, you know, roughly nine extra minutes, pick up a,
39:01 you know, that’s what we would pick up there.
39:04 So I apologize for the bad math on my part the first time around.
39:07 It was on the fly.
39:08 Yeah, so that’s what we would look up, or that’s what we would
39:11 pick up if we were to work in that direction or talk more about
39:14 that.
39:15 Okay.
39:17 Any other questions?
39:20 All good.
39:22 Dr. Indell, we’re all good?
39:24 Yeah, with the board’s direction, what we’re going to do is put
39:29 the revised proposed 25, 26 calendar and the 26, 27 calendars on
39:35 the website for people to view.
39:37 And we’ll put them on the agenda for board approval in the
39:40 January board business meeting.
39:42 And we’re going to do the survey.
39:46 And we’re going to do the survey of the Port St. John community.
39:49 Guys, we appreciate all your work all the time.
39:52 So thank you.
39:53 And we have nothing more.
39:55 Thank you.
39:56 All right, Mr. Chair.
40:00 So the next presentation is going to be on the five-year
40:03 strategic plan.
40:04 So like most organizations, Brevard Public Schools has a five-year
40:07 strategic plan.
40:09 The previous plan or the plan we’re currently under did conclude
40:13 with last school year, concluded in summer.
40:17 And so what we asked staff to do was to take a look at that plan
40:21 and revise that plan.
40:23 We could have contracted with an outside agency and had them
40:27 come in and do a lot of work soliciting feedback from the
40:31 community or, you know, reviewing the plan from their lens and
40:35 then coming up with a new plan.
40:36 But that costs money and we had just done that with the previous
40:40 five-year plan.
40:42 So we thought we would save some money and just have staff
40:46 review, you know, the five-year plan we were working on and then,
40:50 you know, make some changes and revisions to it.
40:54 So that’s what we’re going to present to you today is our
40:58 recommended revisions to the previous plan and, you know,
41:02 hopefully move to adopt that as our next five-year strategic
41:06 plan.
41:06 Some of the things that you will notice if you look through the
41:10 plan is we’ve tried to add a lot more measurables, concrete measurables,
41:15 to see if we are actually accomplishing the things we want to
41:17 accomplish.
41:18 So, you know, Mr. Wilson, Chief Operating Officer, and Cynthia
41:22 Rain are going to present.
41:23 Cynthia really has been the driving force behind this.
41:27 Instead of hiring a consultant, we just told Cynthia to do this.
41:31 So she has done a lot of work and she is the expert.
41:36 And so she’s not going to go into too much detail today in this
41:39 presentation.
41:40 We actually have a big workday scheduled in January.
41:43 We dive deep into last year’s plan and this year’s plan and you’ll
41:46 be invited to that.
41:48 And, you know, there’s just a lot of detail, but I think that
41:51 the differences in this plan is there’s a few more concrete measurables
41:55 for a lot of our objectives.
41:56 So I’ll turn it over to Mr. Wilson and Cynthia.
41:59 All right.
42:05 Good morning.
42:06 Good morning, board chair, board members, Dr. Rendell.
42:09 Dr. Rendell, thank you for stealing my introduction.
42:12 I appreciate it, but no worries.
42:14 Job well done.
42:15 Today’s presentation, as Dr. Rendell mentioned, is just a high-level
42:20 overview of the newly revised and updated five-year strategic
42:25 plan.
42:26 And as he also mentioned, I’ve got to give a lot of credit to
42:30 Cynthia Rand and her leadership throughout this process.
42:34 She ensured that we, and I say we, me and my colleagues, stayed
42:38 the course and on track to make sure we had very strong,
42:42 measurable goals throughout the strategic plan.
42:46 And she kept us in line.
42:48 She’s a taskmaster, for those of you that aren’t aware of her
42:52 work ethic.
42:53 And she did a phenomenal job of staying in constant
42:56 communication with the cabinet to make sure that the deadlines
43:00 were hit so we would be able to present today before the year
43:03 ended to share with you the new plan.
43:06 Without further ado, it appears that we’re having some technical
43:09 difficulties here.
43:10 Keep going, keep going, keep going.
43:10 It appears we’re having some technical difficulties here.
43:14 But without further ado, I’m going to go ahead and turn this
43:17 presentation over to Ms. Cynthia Rand.
43:19 Well, thank you.
43:20 Thank you, Mr. Wilson, and thank you, Dr. Rendell.
43:23 Thank you, board chair and board members for the opportunity to
43:27 speak with you today to present an overview of the 2025-20
43:32 period and strategic plan.
43:34 We’ve been doing the update and development of a five-year plan.
43:37 And I’m excited to share the direction we’ll be moving forward
43:40 over the next five years, getting your approval.
43:42 Our plan was not the priorities we’ll focus on to support
43:46 student success.
43:47 Her mic was on.
43:48 Can you make sure it’s just working on?
43:50 There we have.
43:52 There we go.
43:53 It zeroes in on important areas like academic achievement,
43:58 operational efficiency, and student well-being.
44:02 Making sure our schools are always evolving to meet the changing
44:06 needs of our schools.
44:07 The plan was updated and developed through a comprehensive
44:11 review of division priorities, past achievements, and ongoing
44:16 work.
44:16 It reflects reoccurring themes and priorities that have emerged
44:20 from past discussions
44:22 with families, staff, and stakeholders.
44:24 It emphasizes key priorities we know are important to our
44:28 community, including closing achievement gaps,
44:31 supporting students’ mental and physical health, and preparing
44:34 students for future success.
44:36 As we worked on updating the plan, we made sure to incorporate
44:42 valuable input from every division and department, ensuring that
44:48 everyone had a voice in shaping the direction.
44:51 There was also a significant effort put into refining and streamlining
44:56 the plan.
44:57 We made sure that all performance indicators and metrics are
45:01 smart, specific, measurable, attainable, relevant, and time-bound,
45:07 so that we can track progress and stay on track.
45:10 As mentioned, the updated plan ensures that all divisions are
45:14 well-represented, making it a comprehensive roadmap for our
45:19 future.
45:20 Let’s look at a comparison between the 2019-24 versus the 2025
45:25 and 2030 plan.
45:26 The 2019-24 plan had four goals, 17 objectives with 17
45:32 corresponding performance indicators with 66 strategies and 95
45:38 metrics.
45:39 However, tracking progress was a challenge because many of the
45:43 performance indicators and metrics were not smart, meaning they
45:47 weren’t specific or as measurable as needed.
45:50 Now, in the updated 2025-2030 plan, we still have four goals,
45:57 but we’ve increased our objectives to 18 with 18 corresponding
46:01 smart performance indicators.
46:03 And we’ve streamlined the strategies down to 53 and reduced the
46:08 number of metrics to 53 corresponding smart metrics.
46:12 This new approach provides a much clearer and more actionable
46:15 framework to help us track our progress and achieve success.
46:19 I’d like to highlight our core guiding principles because these
46:23 are the foundation of everything that we do.
46:25 Our vision is simple but powerful.
46:28 Deliver the highest quality education.
46:30 That’s our goal.
46:31 That’s what drives us every day.
46:33 Our mission is about setting a high standard.
46:37 We’re here to serve every student with excellent, no exceptions.
46:41 Every decision, every action should reflect that.
46:44 And our organizational values focus on what really matters,
46:48 respect, quality, accountability, teamwork, and more.
46:52 These values guide our work and how we interact with each other
46:55 and with our community.
46:56 These core guiding principles will shape our actions and ensure
47:00 we stay true to our purpose as we work toward achieving our
47:03 strategic plan goals.
47:04 These are the four benchmarks and key performance indicators
47:08 that will be used to measure our district’s overall success in
47:13 meeting the needs of our students.
47:14 Achieving success in these areas relies on educators and staff
47:18 working together to meet the goals, objectives, and strategies
47:22 outlined in this plan.
47:23 The previous plan included the same benchmarks but the
47:27 performance indicators weren’t smart.
47:30 There were a few specific numbers or targets to aim for.
47:33 In contrast, this plan outlines these clear and ambitious smart
47:37 key performance indicators giving us specific measurable targets
47:42 to strive for.
47:43 Our first benchmark is third grade literacy and key performance
47:48 indicator is to increase proficiency from 59% to 71% by the end
47:53 of school year 2030.
47:55 LG1 success is to increase pass rate from 72% to 84% by the end
48:00 of school year 2030.
48:03 College and career acceleration to increase digital tool certifications
48:08 for elementary students from 8% to 38% from 8% to 38% raise 5th
48:13 grade science proficiency from 58% to 76% grow middle schoolers
48:18 accessing acceleration opportunities from 70% to 93% and to
48:23 boost high school markers of acceleration from 74% to 92% all by
48:28 the end of school year 2030.
48:29 And finally, graduation rate to attain a 95% graduation rate
48:35 annually for all subgroups.
48:37 So I’m going to interrupt Cynthia right there.
48:39 So this is kind of the metrics that we can look at from the 30,000
48:44 foot view all the time.
48:46 Are we on track to meet these metrics?
48:48 And the 2030 goals are actually pretty ambitious.
48:52 Those are some pretty high numbers.
48:54 Very ambitious.
48:54 But the idea is it’s a five year plan and we want to put some
48:57 things in place to hopefully increase by 2% each year or
49:01 whatever the quota would be to get to the goal in five years.
49:06 And so, you know, these are, these are all actually pretty
49:10 ambitious numbers.
49:12 So, but the idea is if we work the plan for five years, we can
49:17 hopefully get to those.
49:19 Sorry.
49:19 That’s right.
49:21 And to reach those benchmarks, you know, our strategic plan
49:24 focuses on four critical goals.
49:26 These four goals are consistent with those we focused on last
49:29 year with one key update.
49:31 We’ve shifted from operational sustainability to emphasizing
49:34 operational efficiency.
49:36 This change reflects our commitment to continuous improvement
49:40 and adapting to evolving needs.
49:42 So our first goal is academic excellence to empower students for
49:46 future success, exceptional workforce to recruit and retain top
49:50 talent, community connection to build trust and enhance the
49:54 district’s reputation, and operational efficiency to ensure
49:58 efficiency to support academic success.
50:01 And to achieve those goals, we have 18 objectives.
50:06 So today I’d like to highlight just a couple of them along with
50:10 their smart performance indicators to give you another sample of
50:13 how we’re improving the way we measure and track our progress.
50:16 The grade words on the screen are the previous performance
50:19 indicators.
50:20 So objective E1, recruit a strong pool of candidates for all
50:24 classifications within Brevard Public Schools, and the
50:27 performance indicator is to increase open position fill rate
50:30 from 90% to 95% by the end of school year 2025,
50:34 and maintain a 95% fill rate through school year 2030, and
50:39 objective C1 to strengthen public trust in district decisions
50:42 and leadership, and the performance indicator is to secure at
50:45 least 10 positive media stories each quarter highlighting
50:49 district initiatives.
50:50 And these are only a couple of our objectives, but rest assured
50:54 that the remaining 16 come along with smart performance
50:58 indicators.
50:59 Additionally, as I mentioned earlier, all 53 strategies designed
51:03 to meet our objectives are supported by their own corresponding
51:07 smart metrics.
51:08 Now I am just incredibly proud of the cabinet and staff’s
51:12 willingness to set ambitious targets throughout this five-year
51:16 plan.
51:16 It shows their dedication and commitment to pushing us forward.
51:20 We set these high expectations because we know that striving for
51:24 excellence is what drives real progress.
51:27 And by aiming high, we force ourselves to innovate, face
51:31 challenges head on, and accomplish things we might not have
51:34 thought possible.
51:35 Ambitious goals inspire growth, keep us focused, and ensure we’re
51:39 all aligned with our vision for the future.
51:41 On the other hand, setting mediocre goals can hold us back and
51:45 limit the potential of our students, staff, and our community.
51:50 By aiming high, we will create constant opportunities for
51:53 improvement and make sure that every step forward has a
51:55 meaningful impact on the success of our community.
51:58 So that concludes my high-level overview of our new five-year
52:01 strategic plan.
52:02 As you know, an electronic copy was provided to you before today’s
52:06 meeting, and hard copies were made available through LENA.
52:08 I hope you had a chance to review it.
52:10 The full plan is comprehensive, you know, nearly 50 pages, and I
52:14 understand it’s a lot to take in.
52:15 So I’d like to open the floor for any questions or thoughts you
52:18 may have about the plan.
52:19 If you’d like, we can go page by page, or I’m happy to walk
52:22 through any sections in more detail.
52:24 Okay, board.
52:25 Who wants to go first?
52:27 I’ll go first.
52:31 All right.
52:33 Okay.
52:34 As someone who doesn’t love acronyms, I like this one.
52:38 So go ahead and tell me again, what are the acronyms SMART?
52:41 SMART.
52:42 It’s specific, measurable, attainable, relevant, and time-bound.
52:50 Gotcha.
52:51 Okay.
52:52 Thank you.
52:53 I am excited about this.
52:54 I’ve been a firm believer of you cannot hit a target you do not
52:56 have, right?
52:56 And so just having a general goal out there, we need to be
52:59 specific and hone in.
52:59 That way we can really be detailed on what we’re doing.
53:01 So I’m excited about the new strategic plan.
53:03 I will tell you, they are extremely ambitious goals.
53:06 When I first saw it, my eyes went up and I went, woo, I hope we
53:09 do achieve this.
53:09 Because if we achieve this, we will be back into one of the top
53:12 districts in the state.
53:13 I really believe that.
53:14 So kudos to the team on all the hard work that you put in there.
53:17 Kudos to you.
53:18 That’s why you got the oil can.
53:19 I look like you well-deserving person you are.
53:22 But no, I’m excited about what this looks like for us in the
53:25 future.
53:25 So thank you.
53:26 Great.
53:27 Thank you and the whole team for the work that you have
53:34 continued to do.
53:35 And even though, even in between the ending of the one and now,
53:40 everybody’s continuing to pursue that.
53:42 And I know because I’ve sat in some of the meetings, gotten to
53:46 be a fly on the wall over the past years
53:48 of when everybody came together across all departments and
53:51 worked on these goals.
53:52 Even sometimes ones that weren’t under your purview to get input
53:56 so that the academic team got input from the operations side.
54:00 And the operations side got input from, you know, the financial
54:05 side.
54:05 You know, I guess I was saying, communication side.
54:07 All of that is working together.
54:08 And I do know that I’ve heard that term, the smart goals.
54:11 We may not have implemented them with fidelity.
54:14 But you were constantly challenging and so was your predecessor,
54:22 Mr. Novelli.
54:23 Same thing.
54:24 We got to be smart goals, smart goals, smart goals.
54:26 I’m glad that we put people’s feet to the fire this time to get
54:29 it, get it all revised.
54:30 I think that’s great.
54:31 You know, I was thinking as we were talking about those
54:34 ambitious goals.
54:35 I’m like, okay, did we look at what like, like St. John’s County
54:38 and some of those.
54:39 But the thing is, we can’t look at what they have and aim for
54:42 that because that’s assuming that they’re going to stay where
54:44 they are.
54:44 And I know for a fact that that’s not their intention, just to
54:47 stay at the same levels.
54:48 They’re also constantly trying to improve.
54:50 And at the FSBA conference a couple weeks ago, we heard multiple
54:54 districts say they’re going to be the number one district in the
54:56 state in an X number timeframe.
54:57 So we’re all shooting for the same target.
54:59 So I think that those ambitious goals are good.
55:02 There’s a section in here we’ve had, I think there’s been a bit
55:06 of a pause in it over the last couple years as we’ve had new
55:10 board members.
55:10 But there, previously we’ve had those board champions.
55:12 And I’m glad that you highlighted that.
55:14 And I don’t know, I, it’s kind of like the wizard, the one picks
55:18 the wizard board that the staff gets to kind of pick.
55:21 I mean, if we had an area we really wanted to do, but I don’t
55:24 know if you noticed where you were assigned.
55:25 I think Mr. Trent and Ms. Wright on academics and Mr. Susan on
55:29 operations and, you know, communications.
55:31 So I just want to make sure you guys highlighted that because
55:34 before we had the pause,
55:35 I know that was something regularly that, you know, we met with
55:38 our area leaders and just to get feedback and updates.
55:42 And when they were doing those major revisions, we got invited
55:47 in to have some input and on different projects that were being
55:51 done.
55:51 So just want to make sure that you guys notice that and, you
55:55 know, sometimes staff gets, staff gets busy.
55:58 It’s, it’s our prerogative and our schedules are tight to reach
56:01 out to them and say, hey, can I meet with you?
56:03 Or when, you know, what do you, when would be a good time to
56:06 meet?
56:06 So make sure that we are connecting.
56:07 And then when we do our board reports and our board meeting,
56:09 those are sometimes things that we can bring to shout out,
56:11 to highlight to the rest of the board and to the community and
56:14 the district, some awesome things that are going and some
56:16 challenging things too.
56:17 So that those board champion positions are really important.
56:20 Thank you.
56:22 Yeah, thank you.
56:24 I really enjoy the fact that you guys have the smart measurable
56:29 items.
56:29 But what people don’t understand is, is that from the layman
56:33 terms of being a parent or being somebody like that,
56:35 when you looked at the old strategic plan, it’s difficult to try
56:38 to see those metrics and see the available metrics and get those
56:41 metrics and see if we’re doing it.
56:42 There were so many layers that a parent would look at an
56:45 objective and they would say, okay, it seems like they can move
56:48 that direction.
56:49 But these are like specific.
56:50 I mean, communications has to increase our enrollment by 1% each
56:55 year.
56:55 You know what I mean?
56:56 You look at 90 to 95% for retention inside of HR and some of the
56:59 other things.
57:00 I mean, it’s, it’s an incredible set.
57:02 And I’ll tell you, I’m really excited about it.
57:04 When I started here in 2005, we were a different district.
57:09 And I think that we’ve made some decisions along the way.
57:12 And now we’re on a way to bring that back.
57:14 Many of you, the sterling awards of excellence that a pottery
57:19 used to bring the governors.
57:20 I mean, we used to have area awards.
57:22 We were a different beast.
57:23 And now we’re getting back to that.
57:25 And I think I hear it in many of the people inside the cabinet
57:28 and in directors that there’s this vision that we should be
57:32 where we were and not better.
57:33 So this gets us there and it gets us to a measurable place so
57:36 that people can get called out.
57:38 I mean, let’s face it.
57:39 If you don’t have something that’s truly measurable and you’re
57:42 not trying to get there by the end of the year, people are going
57:44 to start scrambling to make sure and work harder towards those
57:46 goals.
57:46 So I just really am appreciative of it.
57:48 I did want to ask one of the things that we’ve seen a strong
57:51 direction inside the inside.
57:53 This is the athletic participation.
57:55 Is there a way to add increase of athletic participation in
57:59 different areas?
58:00 Elementary, middle and high school because we’ve expanded sports.
58:04 It’s directly attributed to the mental health of the students
58:06 and stuff like that.
58:07 Is there a way we can I saw that in there, but I just didn’t see
58:10 any of the metrics like I was looking for the specific metrics.
58:13 So I didn’t know if there’s a way that we could dovetail that.
58:16 And then the other thing is, is since we’re on this topic and I
58:19 don’t want to bring it back, we do kind of I’ll wait until the
58:22 end for the STEM piece.
58:23 So the athletics piece is the only thing that I saw that if we
58:26 could add it somewhere even as a subcategory or something, that’d
58:29 be cool.
58:29 That’s it.
58:30 Thank you.
58:31 Yeah, we can look at ways to incorporate a measurement for that.
58:34 It’s I just I’ve heard such great things about our elementary
58:37 school sports, how it’s driving.
58:39 I’ve got some principals that are saying they’re using it as a
58:42 way to keep kids out of trouble because now they’re saying you
58:44 won’t be able to play sports in the spring unless you do this.
58:46 I mean, it’s it’s it’s working the way it does in high school.
58:49 So I think that there’s a good measure to try to drive and that’s
58:52 all that’s the only request I had but amazing you guys.
58:55 And I’d like you to present all of the stuff because you do
58:58 great when you get like you you came in you hit the hot topics
59:00 and then you said okay.
59:01 Anybody else have any questions so we don’t have to go through
59:03 the 71 page document.
59:04 Right.
59:05 So thank you for that.
59:06 I appreciate you.
59:07 That’s all great information guys and I would be shocked.
59:11 Mr. Shoulders and Kevin Robinson didn’t have some specific
59:15 numbers in his mind already about increasing participation.
59:19 But that’s if I know him I know it’s there so but district wide
59:23 would be great.
59:24 When we’re going through this as a as a coach as a former
59:28 teacher and in the former life even teaching goals to
59:32 individuals and goal classes and how to write them.
59:35 You can’t help it to get excited about seeing this talk about
59:39 the smart goals.
59:40 Measurable not not to talk down on the light the last set of
59:44 goals versus this one.
59:46 It’s night and day.
59:47 I mean if you don’t have a target and that’s right.
59:50 You don’t know if you’ve missed to give you another acronym is
59:54 CCMP clear concise mental picture.
59:57 It’s hard to do if you don’t have a number or if you don’t have
1:00:00 something specific because you could work this down to what you
1:00:03 need to do on a daily basis miss a five year plan but I’m sure
1:00:07 that’s what you’re talking about.
1:00:07 So that keeps the team and the group focused.
1:00:13 I mean down to the minute of if this is what we need to do to
1:00:17 obtain our goals and without having that specific thing already
1:00:20 accomplished in your mind.
1:00:22 It’s it.
1:00:25 It’s not obtainable.
1:00:26 It’s not possible.
1:00:27 So thank you for bringing that out.
1:00:29 I’m sure it was the team effort but these are these are proper
1:00:32 goals now.
1:00:33 So I appreciate that.
1:00:35 I look forward to helping in any way we can do to make these
1:00:39 things out obtainable.
1:00:40 So thank you.
1:00:41 Wonderful.
1:00:42 Anything else?
1:00:43 Dr. Randell.
1:00:44 Yeah, I just want to kind of bring a theme in that we didn’t
1:00:47 really talk about and when we asked the leadership at each
1:00:50 school building to work on their school improvement plan this
1:00:53 last spring as part of the ascend conference and everything.
1:00:56 One of the messages we wanted them to hear is your school
1:01:00 improvement plan should be about the stuff you’re already doing.
1:01:04 Like this should be the work you’re already doing.
1:01:06 Yes.
1:01:07 It shouldn’t be additional work.
1:01:08 It shouldn’t be a plan that you create just to create a plan and
1:01:11 put it in a notebook and set it over there.
1:01:13 So we tried to approach the strategic plan the same way.
1:01:16 This is stuff we should be already doing.
1:01:19 And so, you know, we’re going to measure our effect, you know,
1:01:23 on these things that we’re already doing.
1:01:26 But, you know, this is the various departments that worked so
1:01:30 hard on this did a fantastic job of identifying things that we’re
1:01:34 already doing or should be doing.
1:01:36 And, you know, what goals can we set and how can we measure our
1:01:39 progress towards that.
1:01:40 And so I feel like we have a really, really good product, but it’s
1:01:45 really the result of all the work of the people involved.
1:01:48 And I actually think Cynthia did a great job pulling it all
1:01:51 together.
1:01:51 I feel like we actually have a better product than we would have
1:01:55 if we had hired a consultant.
1:01:56 Agreed.
1:01:57 You know, so we actually – the people doing the work did the
1:02:00 work.
1:02:00 And, you know, so –
1:02:01 And on that note, I want to give Dr. Rendell his credit because
1:02:06 he and I had a plethora of conversations prior to this process
1:02:09 even starting
1:02:09 when we were going through the looking for consultants, et
1:02:12 cetera.
1:02:12 I said, we have a person right here within our organization that
1:02:15 can do this work.
1:02:16 And he trusted the fact that, you know, he believed in the fact
1:02:20 that I said, we have a person.
1:02:22 And our person was none other than Cynthia.
1:02:24 And she could do it.
1:02:25 She did it.
1:02:26 And she did a phenomenal job.
1:02:27 So, Dr. Rendell, thank you for believing in the fact that we
1:02:30 could get this done in-house.
1:02:31 You know, I appreciate that.
1:02:34 You know, I am not an expert in instruction or finance or HR or
1:02:39 communication.
1:02:40 But after doing this for 10 years, I am dangerously
1:02:42 knowledgeable.
1:02:43 And I will tell you that every cabinet member and every staff
1:02:48 that I work with, and I pushed back.
1:02:50 And when numbers didn’t add up or a strategy didn’t make sense,
1:02:53 and I would just come up with an idea.
1:02:56 You know, I’d send it back or the math isn’t right or that this
1:02:59 doesn’t make sense to me.
1:03:00 Because I kind of thought of myself as somebody just out there
1:03:03 in the public looking at the plan and they had to make sense.
1:03:05 And I will say they were very open to listening to me and never
1:03:09 made me feel like I shouldn’t be doing that.
1:03:11 So, thank you.
1:03:13 Thank you.
1:03:14 Yeah, truly a team effort.
1:03:15 Yeah.
1:03:16 Well, good.
1:03:17 All right.
1:03:18 We don’t want to make the same mistake and assume that you don’t
1:03:20 have anything else to add like the last presentation.
1:03:21 But are we done here?
1:03:22 We’re done.
1:03:23 Are we good?
1:03:24 We’re good.
1:03:25 Thank you guys.
1:03:26 Thank you so much.
1:03:27 Thank you.
1:03:29 Did we meet all the golfers in the end?
1:03:31 I would absolutely support her.
1:03:34 Have to check with HR on that.
1:03:36 There you go.
1:03:37 She’s not part of a bargaining unit, so we could probably make
1:03:41 that happen.
1:03:42 So, our next presentation is going to be about the Conduct Stipulation
1:03:46 Agreement, the Alternative Learning Center, some recommendations
1:03:50 to some changes in expectations and procedures.
1:03:54 It’s really some change in some paperwork and some forms, but
1:03:58 also making sure that every staff member that’s involved in the
1:04:03 process understands what the rules of the game are, so to speak,
1:04:06 what the expectations are and that kind of thing.
1:04:08 And make sure we’re consistent across the district in the
1:04:11 application of these policies.
1:04:13 That was one of the things that a couple years ago with the RSM
1:04:16 audit is, you know, these inconsistencies across the district.
1:04:19 And we need to make sure we have all the correct terminology in
1:04:24 all of our documents and that everybody understands what the
1:04:27 expectations are.
1:04:27 So, Mr. Ramer and Ms. Bland are going to be presenting this
1:04:32 information.
1:04:33 Thank you.
1:04:35 I’m excited to be back at the table as we turn the conversation
1:04:38 to our district conduct stipulation agreements, our drug
1:04:42 diversion program, and then multiple recommendations for
1:04:45 students regarding the placement at our alternative learning
1:04:48 center.
1:04:48 So, with me today, I have our director of alternative sites,
1:04:53 Misty Bland.
1:04:53 So, she is going to do most of the presentation, but I’m going
1:04:57 to start us off.
1:04:58 So, the presentation that you guys have in the folder, as we
1:05:01 work through, we started with some DOE data.
1:05:04 So, we pulled some data from our surrounding counties from the
1:05:08 DOE website regarding assessor incidences.
1:05:11 So, I know Ms. Wright, assessor is School Environmental Safety
1:05:15 Incident Reporting.
1:05:16 Thank you.
1:05:17 And these are 26 different incidences that can happen on campus
1:05:21 that are really crime, violent, or disruptive behavior related.
1:05:24 And if you look in our behavior, our student code of conduct,
1:05:29 and you look at our discipline plan, you will see all of those asterisks
1:05:32 and identified as well.
1:05:33 And identified as which ones are assessor codes, or which ones
1:05:37 are just local codes.
1:05:38 So, when you look at the data around us, we have Brevard up top.
1:05:41 So, we have the number of assessor incidents for 21, 22, 22, 23.
1:05:46 The DOE has not published 23, 24 data yet.
1:05:49 And then, how many of those incidents resulted in alternative
1:05:53 educational placement setting?
1:05:55 And then, of the students that were placed in that setting, or
1:05:58 depending on the assessor code,
1:06:01 how many were expelled with or without continuing education
1:06:05 services?
1:06:06 So, we put our data up there for Brevard Public Schools.
1:06:09 And then, we put our surrounding schools of Orange, Osceola, Seminole,
1:06:12 and Volusia.
1:06:13 Just so you get a picture of where we’re at regarding student
1:06:16 discipline, placement ALC, and our expulsion numbers,
1:06:20 compared to those that surround us.
1:06:23 Can you ask a quick question?
1:06:24 Mm-hmm.
1:06:25 Mr. Chairman?
1:06:26 Where are we at in comparison to enrollment for students in
1:06:29 these counties versus our county?
1:06:31 So, can you just ballpark it so we have contacts there?
1:06:35 Yeah.
1:06:36 So, we’re much smaller than Orange.
1:06:37 All right.
1:06:38 So, Orange will be, you know, a couple times larger than us
1:06:41 regarding schools and student population.
1:06:42 Mm-hmm.
1:06:43 Osceola and Seminole will be somewhere in our range.
1:06:48 Mm-hmm.
1:06:49 And then, Volusia will be a smaller district.
1:06:51 Okay.
1:06:52 Thank you.
1:06:53 Yep.
1:06:54 On that chart, the asterisk, does that represent that Osceola
1:06:59 and Volusia are not expelling students?
1:07:01 That represents that there’s less than 10.
1:07:03 Okay.
1:07:04 All right.
1:07:05 So, they don’t quantify unless there’s a larger number than 10.
1:07:08 So, that’s what the asterisk represents.
1:07:10 Oh, thank you.
1:07:11 So, we just want to start off with what the counties around us
1:07:15 look like, and then what Brevard County looks like,
1:07:18 and then work into our data as a county, where we were for the
1:07:22 23-24 school year, where we are currently.
1:07:25 And for that information, I’m going to turn it over to Ms. Bland.
1:07:32 Good morning.
1:07:33 Can you hear me?
1:07:35 First, I’d like to start with the Alternative Learning Center
1:07:39 data for the 23-24.
1:07:40 When you look at last year’s data, you’ll see we were at 623.
1:07:44 That is a little lower, and that is due to the Drug Diversion
1:07:47 Program, which I am going to discuss in the next slide.
1:07:50 Currently, for 24, and currently, you’ll see that the South Area
1:07:55 annual total, so all the kids that have been there,
1:07:57 currently up to the state of when this presentation was 142, and
1:08:02 the North Area Learning Center annual was 162.
1:08:06 So, when you combine that, it’s about 304, so we are on track to
1:08:12 do basically the same that we did in 23-24.
1:08:16 When you look currently where we are right now, you’ll see at
1:08:20 South Area, we have 107.
1:08:22 And if we brought the blended learning kids back, you would see
1:08:26 the class size would be 16 for the South Area.
1:08:29 The North Area Learning Center’s 125, and that class size would
1:08:33 be 20.
1:08:34 But the current expulsion total right now, you’ll see, is 22.
1:08:39 And that is lower if you’re looking, comparative to the expulsion
1:08:43 data from the previous year.
1:08:50 Sorry.
1:08:51 No.
1:08:52 Go ahead.
1:08:53 All right, you made a comment, and I just want you to clarify it.
1:08:54 Okay.
1:08:55 The blended learning students we brought back, can you explain
1:08:58 what that means to me?
1:08:59 Yeah.
1:09:00 If we brought that back.
1:09:01 If we brought them back.
1:09:02 Okay.
1:09:03 So, currently, middle school attends Monday and Tuesday.
1:09:06 High school attends Wednesday and Thursday.
1:09:09 Students that need extra minutes due to an IEP or is not making
1:09:14 gains, they’re currently,
1:09:17 they come in on Fridays for one-to-one based on that class that’s
1:09:21 needed.
1:09:21 Okay.
1:09:22 Thank you.
1:09:23 So, when you look at the drug diversion program, you’ll see that
1:09:30 last year we finished with
1:09:32 320 and 42 expulsions, and this year our placement is 159 and
1:09:39 seven expulsions.
1:09:41 Students are expelled due to lack of attendance, or they failed
1:09:48 their drug tests, or they did a
1:09:50 level four and five infraction at their school.
1:09:56 So, what we would like to work through and get some board
1:10:08 direction on is our current conduct
1:10:15 stipulation agreements for our alternative learning center and
1:10:18 our current conduct stipulation
1:10:19 agreements for our drug diversion students who remain on the
1:10:23 campus as per the program that
1:10:25 was put in place for last school year.
1:10:27 And make sure that we are moving forward in the direction that
1:10:29 all of us believe are in
1:10:31 the best interest of students, schools, and our stakeholders.
1:10:34 So, in your packet, we provided you with our current stipulation
1:10:40 agreements for the alternative
1:10:42 learning center and drug diversion.
1:10:44 So, we were hoping to work through those and talk about a
1:10:48 current, the current one, and
1:10:51 then a possible example stipulation agreement of the direction
1:10:56 that we could go for both of
1:10:57 those options with some considerations of continuation of
1:11:02 education and making sure that we’re providing
1:11:05 students an engaging opportunity with their academics.
1:11:08 Graduation and keeping students on pace to graduate with their
1:11:13 cohort.
1:11:13 The risk ratio report, school engagement, and then ESE students
1:11:17 do receive continuing educational
1:11:19 services during expulsion, but our non-ESC students do not.
1:11:24 So, those are some of our considerations that we would be
1:11:28 looking at in the stipulation agreement.
1:11:29 So, I’m gonna have Misty kind of walk through where we are
1:11:32 currently in those stipulation agreements,
1:11:34 and then talk about the example and look for direction on any
1:11:38 movement that we would make
1:11:39 with those stipulation agreements.
1:11:41 Keep them the same.
1:11:42 They have not been reviewed for the ALC in five to six years.
1:11:45 So, this is a good opportunity for us to review that stipulation
1:11:48 agreement.
1:11:48 And then drug diversion, just to make sure that last year was
1:11:51 the first year that we were implementing
1:11:52 the program as desired whenever it was first introduced to Brevard
1:11:56 Public Schools.
1:11:57 So, the first papers you have in front of you are the current
1:12:02 process and example process of the school-based
1:12:03 drug diversion program that started, not this year, but the
1:12:09 prior year.
1:12:10 When you look at this, they are the same.
1:12:13 The first part, the only way a student would get expelled from
1:12:18 their school for the stipulation
1:12:19 conduct agreement is, again, lack of attendance.
1:12:22 They fail the drug test or they complete, they have a level four
1:12:27 or five infraction.
1:12:29 So, and we don’t have any other steps besides that.
1:12:35 So, sometimes there are issues on campus of kids completing
1:12:40 level one, two, and three offenses.
1:12:44 And they are currently not put up for an expulsion under this
1:12:49 current stipulation conduct agreement.
1:12:52 And an example, which is, again, just an example that students
1:12:58 and principals would have the option,
1:13:01 depending on a student’s behavior.
1:13:03 When you turn it over, you’ll see that students receive two
1:13:06 referrals that are processed as level one or two.
1:13:09 On the first offense, they would be suspended five days.
1:13:12 And the second offense, they’d be placed up for a 10-day pending
1:13:15 full expulsion.
1:13:17 And on the second, if a student receives one level three, four
1:13:21 or five, they would be placed up for a full expulsion.
1:13:24 And again, this is just an example.
1:13:27 Do we want to talk about this first before we go to the next one?
1:13:36 Mr. Chairman?
1:13:37 I’m actually good to move on, but if anybody else has a question.
1:13:40 Nope.
1:13:41 We have this reviewed to us.
1:13:42 Just, when we put the drug diversion program in place, I think,
1:13:49 at least my, maybe we didn’t, I don’t know that I’ve ever said
1:13:53 quite specifically, but my thought was not that a student, you
1:13:56 know, that they had to be pretty much close to perfect.
1:13:59 If we’re allowing you to stay on campus and stay enrolled in
1:14:01 your current classes, and yes, you can be searched all the time,
1:14:04 and yes, you have to have, but that you, you better be reminding
1:14:07 your P’s and Q’s.
1:14:08 I don’t like the idea that a student can, is getting to stay on
1:14:12 campus and thinking that they can cuss at a teacher or whatever,
1:14:14 and they’re, they’re just fine.
1:14:16 So I think this is, I think this is actually, this, this update
1:14:19 is more of a reflection of what the desire of the board was.
1:14:22 So I think that, and it still gives them a little bit of wiggle
1:14:27 room, because, you know, it’s suspension,
1:14:28 which they wouldn’t necessarily have been suspended for level
1:14:31 one or two, but it’s just showing, hey,
1:14:32 you’re already on thin ice, so we want to make sure that that,
1:14:36 and hopefully, you know, the goal, again,
1:14:39 I just have to, you know, what seems, maybe seem obvious to us,
1:14:42 may not be obvious to the public,
1:14:44 the goal is not to expel more kids.
1:14:47 The goal is for students to take it seriously and realize, you
1:14:49 don’t need to be doing this on our campus.
1:14:51 So I think this is a better reflection of what our original
1:14:55 desires were, and so I, I’m in favor.
1:14:57 Yeah, through the discussions that we have had, and through
1:15:00 discussions that we’ve had with principals over the past year
1:15:03 and a half,
1:15:03 looking at this would more align with the intention of the
1:15:09 program whenever it was first put in place for last school year.
1:15:14 So, and once again, I do want to reiterate what you just said,
1:15:17 the goal is to change behavior, change outcomes,
1:15:20 and have students moving in the appropriate direction, not expel
1:15:25 them.
1:15:25 So put in nice language that provides clear expectations and can
1:15:32 change behaviors and change outcomes.
1:15:34 Right, right.
1:15:35 So not that I, I’ll take the, I’m not going to speak for you too,
1:15:41 but that I’m assuming the lack of questions here was in support
1:15:49 of what we’re doing.
1:15:49 Yeah, that’s, that’s how I would take it.
1:15:51 This Campbell made it clear, but.
1:15:52 Yep.
1:15:53 If I may just jump in, Mr. Chairman.
1:15:54 Absolutely.
1:15:55 Just again, to reiterate, I am 100% in favor of the new stipulation
1:15:59 agreement.
1:16:00 When will this go into effect?
1:16:01 So we would look for a direction on that implementation side.
1:16:06 Okay.
1:16:07 We were looking at two different time frames.
1:16:09 One would be January of 25 as we look at the new semester, and
1:16:13 the other one would be August of 25 as we get into the new year,
1:16:16 so that we can get everything in place and then everybody
1:16:19 understands that this is getting implemented.
1:16:21 So we’d look for direction from you on the choice in which you
1:16:24 would like us to pursue either January or August.
1:16:27 If I may, I’ll go ahead and give you my choice would be January.
1:16:30 Okay.
1:16:31 Can you give us some pros cons feedback on, because I know in
1:16:35 our conversation we had some, we don’t want kids who are like
1:16:39 one kid is having one and one kid is having the other, but when
1:16:43 the, with the drug stipulation agreement, this is just a one
1:16:45 semester expulsion, right?
1:16:46 So we, we would end up with students on different stipulation
1:16:49 agreements regardless of when we implement because if a student
1:16:52 was to do this, let’s just say April of 25, they’re still going
1:16:57 to be under that stipulation agreement at the turn of the August
1:17:00 of 25 school year.
1:17:01 Okay.
1:17:02 So regardless of when we implement this stipulation agreement,
1:17:05 we will have to balance a little bit of two different stipulation
1:17:08 agreements going on at the same time, but we would be
1:17:11 transitioning off of the old one and into the new one as we get
1:17:14 into February, March, April.
1:17:15 Okay.
1:17:16 Well, for, for me, this one, because this is more reflection of
1:17:19 our original intent, I think this one should be take effect soon.
1:17:22 Okay.
1:17:23 Immediately.
1:17:24 January.
1:17:25 Yeah, January.
1:17:26 Okay.
1:17:27 Well, thank you.
1:17:28 So I, I believe we have a clear consensus on the stipulation
1:17:32 agreement and timeframe implementation.
1:17:34 So with that being said, we’d like to go to the current ALC stipulation
1:17:38 agreement work through that one.
1:17:44 So the stipulations from the school based stipulation conduct in
1:17:47 the alternative learning center, they mirror each other.
1:17:50 They’re almost identical except for number six, which talks
1:17:55 about a metal detector students going through that and then the
1:17:59 dress code at the alternative learning center.
1:18:01 But when you turn it over, this stipulation conduct agreement
1:18:05 was done prior to COVID.
1:18:07 And when you go through it, you’ll see that students have a
1:18:11 warning, they’re suspended one to three days, then three to five,
1:18:15 then another three to five.
1:18:17 And during that we have an MTSS meeting or an IPST.
1:18:22 Um, we go through and make sure we’re meeting kids needs review
1:18:27 their VIP and review that if necessary.
1:18:29 And then after that, they are suspended up to 10 days.
1:18:32 But I do want to clarify one thing that just because it says
1:18:35 that there’s warnings, that does not mean that based on the
1:18:38 fence, that’s what students get.
1:18:39 If a student does something like cuss at a teacher, they’re
1:18:42 absolutely not getting a warning, they’re absolutely being
1:18:45 suspended.
1:18:45 But this was basically the setup of the way it was developed of
1:18:50 just making sure we meet students needs.
1:18:53 And again, this was done pre COVID.
1:18:56 When you look at the example process, it’s set up exactly like
1:19:00 the drug diversion, where students level two referrals are
1:19:04 processed, they’re going to get, they get one level one or one
1:19:08 level two, they get two times.
1:19:10 The first offense are going to be suspended for five days, the
1:19:13 second one they’d be expelled.
1:19:14 Students that receive level three, four or five, they’re
1:19:18 automatically placed up for expulsion.
1:19:20 And the levels I did place in your packet as well in the very
1:19:23 back.
1:19:25 I do want to just add that all expulsions will come through the
1:19:29 office, go through student services, Dr. Rendell, you know, to
1:19:32 be vetted and make sure that we’re moving in the appropriate
1:19:35 direction.
1:19:35 So I don’t want anyone to think the school just gets to say, hey,
1:19:39 here it is, you know, students being expelled.
1:19:41 It does get vetted through student services, through my
1:19:45 department, and then through Dr. Rendell’s office.
1:19:48 And I just want to add that at the ALC, we’re obviously still
1:19:53 going to work to meet students’ needs and to make sure we are
1:19:58 setting them up for success.
1:20:03 So we’d be looking for the same thing here, thoughts and
1:20:06 guidance of board direction regarding the current stipulation
1:20:10 agreement versus example one that was provided, and then
1:20:14 implementation timeline that you guys believe would be most
1:20:17 appropriate.
1:20:17 be most appropriate for Brevard public schools.
1:20:21 Well, who wants to say that?
1:20:24 I mean, I don’t mind.
1:20:25 Same question as far as, is this one more complicated, having
1:20:30 the multiple stipulation agreements going on at the same time
1:20:34 than the drug diversion?
1:20:35 Because you’ve got kids year, happy year.
1:20:40 I mean, I know we’re at some point we’re going to have an
1:20:43 overlap.
1:20:44 And we can’t go back and necessarily and rewrite stipulation
1:20:47 agreements.
1:20:48 I mean, the parents would have to agree to that because of what
1:20:51 they signed, you know, what they have to stick to what they
1:20:54 previously signed.
1:20:54 But any thoughts?
1:20:55 I mean, I love your open feedback on that.
1:20:58 I spoke to my administrator at the ALC to get their feedback and
1:21:03 the teachers.
1:21:04 And regardless, whatever date we are going to have them overlap
1:21:09 and there is no issue, it’ll be a board decision on which way
1:21:13 you would like to go.
1:21:15 Okay.
1:21:16 Well, I’ll go ahead and finish off then.
1:21:21 Sorry.
1:21:22 I know that I’ve expressed to Mr. Raymer my concern about seeing
1:21:26 expulsions in our agendas that I’ve seen kids are doing things
1:21:30 again.
1:21:30 I’m like, why are they still there?
1:21:32 So I think we probably need to go ahead and implement it.
1:21:35 Starting, sorry.
1:21:36 When?
1:21:37 In January.
1:21:38 January.
1:21:39 Okay.
1:21:40 All right.
1:21:41 I’ll go next if that’s okay.
1:21:42 Sure.
1:21:43 Okay.
1:21:44 All right.
1:21:45 Yes, absolutely start this today.
1:21:50 If we could get away with it, I would say start it today.
1:21:52 Here’s my issue.
1:21:53 These students in secondary, which is the bulk of the population
1:21:56 that is in our Alternative Learning Center, are only there for
1:21:59 two days.
1:21:59 This is their second chance that they are getting instead of
1:22:02 being expelled.
1:22:03 So I express this to you, Mr. Raymer.
1:22:05 I think the general public believes the term expulsion means
1:22:08 removed from our school system.
1:22:10 We kind of use like, hey, I’m expelled.
1:22:12 I’m going to the ALC.
1:22:14 You’re not expelled because it’s different.
1:22:16 It’s in lieu of, right?
1:22:17 So I think we need to be very clear in what we’re saying so that
1:22:20 our definitions aren’t changing for the community.
1:22:23 Yes, absolutely start this January.
1:22:27 This is their second chance and they should honestly take
1:22:31 advantage of it.
1:22:32 And if they don’t, then there’s consequences that will be had
1:22:35 from that.
1:22:35 So I’m in favor of starting it right away.
1:22:37 Yep.
1:22:38 No brainer.
1:22:39 Move forward.
1:22:40 That’s it.
1:22:41 Same.
1:22:43 January.
1:22:44 Thank you for making the changes already.
1:22:47 I don’t think we’re done with the ALCs, but this is a good step.
1:22:52 No, we continue the conversation.
1:22:53 Obviously, when we talked at the end of last year, we talked
1:22:56 about going back to five days a week if due on class size.
1:23:00 And we’ll continue discussions about other potential options for
1:23:04 the alternative learning centers to enhance that aspect.
1:23:07 Thank you.
1:23:09 I’m going back to the first slide that you gave us.
1:23:13 We’re looking at other districts, especially like Osteel and Seminole
1:23:17 that are really close to our size.
1:23:18 I think, in fact, I think one of them is right ahead of us and
1:23:21 one is right behind us when it comes to student population.
1:23:23 If you’ve taken a look at what they’re doing, do you feel like
1:23:27 there are things that are good that we can learn from or that it’s
1:23:35 just different or a reporting thing or they’re just putting up
1:23:41 with stuff, just to be quite honest?
1:23:43 Do you have a take on that when we compare?
1:23:47 Because it’s not that there’s, except for maybe Seminole, but Osceola’s
1:23:52 population is not, you know, I wouldn’t say, oh, well, I would
1:23:56 expect better behavior in Osceola.
1:23:57 I think we’re right next to each other.
1:23:59 We share a lot of characteristics.
1:24:01 Some counties do have students do online instruction in lieu of
1:24:07 expulsion.
1:24:08 And some don’t necessarily send them to an alternative placement.
1:24:15 They may go to a different site, but it’s not considered an
1:24:18 alternative placement.
1:24:19 So there’s a variety of things that they do, but those two were
1:24:23 the, when I spoke to the districts that they do.
1:24:26 Okay.
1:24:27 So instead of a student being expelled, they would put them in
1:24:29 online instruction and the ALC or wherever they were would
1:24:34 currently keep moving in their academics.
1:24:37 They just would not come on campus.
1:24:39 Right.
1:24:40 So then they don’t have to report them to the state as an
1:24:43 alternative education placement setting or as expulsion?
1:24:46 If they’re not, if they’re not expelled, then they’re not.
1:24:50 There’s other, there’s other variables also besides what she was
1:24:53 saying.
1:24:53 There’s also the, the student composition, the type of students
1:24:56 that are in there, whether they’re low socioeconomic, title one,
1:25:00 other areas that we find.
1:25:01 That’s consistent throughout the state that have more disciplinary
1:25:05 problems are consistent with those districts too.
1:25:07 If you look at the makeup of them.
1:25:09 So just saying that they have 73 because I ran through and put
1:25:12 them all down here.
1:25:13 Like Osceola has 73,000 kids to say that they’re exactly the
1:25:19 same as us is, you know, wide variety of issues and demographics
1:25:22 and other things that come into play.
1:25:24 Right.
1:25:25 So with that, just wanted to kind of.
1:25:27 Yeah, what I, yeah, no, I’m just, what I’m seeing is they have
1:25:29 fewer, they have lower numbers.
1:25:30 So I’m trying to figure out how they, how they have those lower
1:25:33 numbers.
1:25:33 Right.
1:25:34 So some of it’s a coding or placement, what I should say, or how
1:25:38 a school, our alternative sites are set up as alternative sites,
1:25:43 not necessarily as school based sites.
1:25:45 So there’s something there.
1:25:47 And then there’s, you know, steps along the way, potentially
1:25:51 where you could do an online instruction piece or something of
1:25:54 that nature in lieu of actually following through with the full
1:25:56 expulsion.
1:25:57 Right.
1:25:58 So that’s why we would potentially see some of the different
1:26:02 numbers.
1:26:02 And these were the counties, we just pulled these counties
1:26:04 because they just bought up against Brevard.
1:26:06 So we figured that they would be the most relevant to us
1:26:09 regarding our knowledge base of those counties as opposed to
1:26:12 others throughout the state.
1:26:14 I appreciate that.
1:26:15 And I, I am not opposed because we do have a barrier with using
1:26:21 virtual school.
1:26:23 I, I’m not opposed to us exploring avenues of allowing people to
1:26:27 access some kind of virtual school, clearly not having access
1:26:30 personal with any students or staff, especially if it’s a
1:26:36 violent offender.
1:26:36 But I’m, I’m interested in us opening up opportunities if, if
1:26:41 there’s proven track record, not, not to, not to fix our numbers,
1:26:45 but to make sure that students can keep moving forward.
1:26:48 Because I do think, I mean, education is the game changer, right?
1:26:50 Yep.
1:26:51 And if we have students who are caught up in, um, drug
1:26:54 situations and we can keep them moving forward.
1:26:57 So hopefully they can come back, um, and be better because, you
1:27:00 know, after they get expelled, they’re going to come back.
1:27:01 Are they, if they’re, are they going to be in our schools longer
1:27:05 because they didn’t do any, didn’t have access to anything.
1:27:07 And so then they are going to be in our schools till they’re 19
1:27:11 plus or drop out, whatever.
1:27:12 Um, it looks like some of their schools are maybe successfully
1:27:16 doing.
1:27:16 I don’t, I only want to know if it’s successful.
1:27:18 Um, but if there’s options just under certain cases, you know,
1:27:22 us not allowing students to do broad virtual drives them to
1:27:26 Florida virtual sometimes.
1:27:26 And sometimes they don’t even allow that.
1:27:28 So depending on the offense.
1:27:29 So if there’s an opportunity that looks reasonable, I’d be
1:27:32 interested in hearing in the future.
1:27:34 Yeah.
1:27:34 So Misty and I have per, I don’t want to say pursued.
1:27:37 We have reviewed is a better word.
1:27:39 There are potential options that we could have as a district, uh,
1:27:43 regarding, uh, students who are placed up for full expulsion.
1:27:46 So we’ll continue that conversation and then, uh, propose some
1:27:50 potential ideas that could come that way.
1:27:52 Uh, as you said, education is a game changer.
1:27:54 We want to keep students continuing with education and engaged
1:27:57 in the school or at least engaged in academics.
1:27:59 So when they do return to the school, uh, they’re not a semester
1:28:02 behind their cohort or a year behind their cohort that they’re
1:28:05 still on pace for graduation.
1:28:06 And, uh, sometimes when they’re not on pace, the behavior escalates
1:28:09 at that point, uh, just because there’s, there’s no other, uh,
1:28:13 you know, they don’t feel a way out, uh, because they’re behind
1:28:16 their cohort or behind the graduation, uh, side of the house.
1:28:19 So, uh, we will continue those conversations to look at options
1:28:22 that could be available.
1:28:23 Thank you.
1:28:24 Great, great.
1:28:25 I think you can, uh, get that from our board here.
1:28:27 We’re very open to, um, ideas.
1:28:31 I mean, because we know, uh, these, these are vulnerable
1:28:35 students.
1:28:35 I mean, we need to do what’s best for them.
1:28:37 Look at the other districts.
1:28:38 I think you’re doing a great job at that.
1:28:40 And, um, like I said before, I think we’re going to be
1:28:44 continuing these, uh, these conversations in the near future.
1:28:46 But I appreciate this so far.
1:28:48 Perfect.
1:28:49 So we will, uh, move forward, uh, with those two stipulation
1:28:53 agreements and implementation in January.
1:28:54 Uh, the next, uh, item that we wanted to talk about was based
1:28:58 off of our drug diversion discussion that we had at the end of
1:29:01 last year, which were students that are recommended for ALC
1:29:03 multiple times.
1:29:04 And there was discussion on, uh, policies procedures behind that.
1:29:09 So, uh, we did pull what our current district, uh, discipline
1:29:13 manual states, which is that, uh, we may withhold the
1:29:16 alternative learning center.
1:29:17 However, we do not execute that.
1:29:19 I would say very often.
1:29:21 Um, so we also, we did the same thing here.
1:29:24 We put our current process that’s in the discipline manual, and
1:29:27 then a example of what we could move towards.
1:29:30 Uh, and the example is grade bands, uh, K through six and seven
1:29:34 through 12th and students being permitted to attend the ALC, uh,
1:29:38 one time in each of those grade bands.
1:29:40 And then the second time we would look at the other side of expulsion.
1:29:45 Um, so I know through our one-on-one discussions, there were
1:29:49 some different, uh, concerns there.
1:29:51 Uh, so when it opened that up for board direction on, uh, if we
1:29:54 want to revamp the language that’s in our current process, or if
1:29:59 we want to, uh, move towards, uh, keeping it the same.
1:30:02 Board.
1:30:04 I’ll go last thing.
1:30:06 Okay, I’ll go first.
1:30:09 I’ll jump in.
1:30:10 Uh, what would be helpful to me is if you were able to provide
1:30:12 us with how many students have actually had the
1:30:14 multiple placements in the ALC through K through 12.
1:30:19 I mean, I don’t, you can break it up if you want to through K
1:30:21 through six versus the seven through 12.
1:30:23 Um, just so I know, how many students are we talking about?
1:30:25 Are these, are there multiple repeat offenders that we have that
1:30:29 are at the ALC year after year after year?
1:30:30 Yes.
1:30:32 It’s approximately 140 something students.
1:30:37 I don’t have the number, but I can get that to you.
1:30:39 Okay.
1:30:40 But I know the number is about 140 students that have been a
1:30:43 repeater at one time.
1:30:43 Okay.
1:30:44 All right.
1:30:45 Um, so my, my recommendation would be absolutely to break it up.
1:30:48 I, I express this to you, Mr.
1:30:50 I remember when we talked is that I, I think the K through six,
1:30:52 because you’re talking about such younger children.
1:30:54 And a lot of times this is their first exposure to education or
1:30:57 in a controlled setting.
1:30:58 Uh, maybe a little more grace there.
1:31:00 So maybe two times because again, more years, and then maybe
1:31:03 once in the seventh through eighth, which is traditional middle
1:31:06 school and once in the ninth through 12.
1:31:06 So, uh, being a maximum potential of four times if they were to
1:31:10 be, and that’s a lot, that’s, that’s a lot of grace given.
1:31:14 Uh, that would be my recommendation, uh, on it, but I don’t, I
1:31:17 don’t know what the board’s appetite is for this.
1:31:19 So I’ll turn it over.
1:31:21 Somebody else want to jump in?
1:31:22 Yeah, I, um, I actually was thinking along those same lines,
1:31:26 having been a middle school teacher, uh, for seven years.
1:31:30 Um, there’s books written about middle schoolers brains and I,
1:31:36 that is why this, the seven 12 grade grade band is the one that
1:31:42 I is the one that, uh, I hesitate just a little bit just because
1:31:47 it is a new start.
1:31:48 Unless you’re in a junior senior, it’s a, it’s a new start in a
1:31:51 new school.
1:31:51 And I have seen so many students who in eighth grade were just,
1:31:55 um, you know, knuckleheads, you know, and then they got to ninth
1:32:00 grade and something happened and all of a sudden they’re, they’re
1:32:02 more mature.
1:32:02 Now it doesn’t mean that couldn’t be another mistake, but if we
1:32:05 say, you know, but then again, I mean, I, I hesitate because
1:32:07 everybody’s got a different offense in their mind.
1:32:09 If we’re talking about a violent student, um, but then there’s,
1:32:13 but there’s other things on here, um, that aren’t that right.
1:32:17 We’re not, um, so I, I just hesitate with the grade bands being
1:32:20 so broad for the secondary because that’s where we are getting
1:32:23 most of our students.
1:32:24 And because those frontal lobes, um, and the development, um, I,
1:32:30 I think I would like an additional grade band in there.
1:32:35 And even if it’s six through nine or six through eight, or, you
1:32:39 know, seven through nine, I mean, whatever it is, I think we
1:32:43 just, it would be good to have one more, uh, grade band in there.
1:32:50 Okay.
1:32:51 Grade bands.
1:32:52 I support it.
1:32:53 We’d like to move forward.
1:32:54 Yeah.
1:32:55 Um, I guess I’m last.
1:32:58 Uh, yeah.
1:32:59 So, I mean, we’re talking about an expelable offense, not, not,
1:33:04 not necessarily a mistake.
1:33:06 Um, so I, I’m, I’m very much like Mr. Susan there.
1:33:11 I mean, K six, uh, one time to commit it because it’s not like
1:33:16 you’re the model student and then, well, you just committed an
1:33:20 expelable offense.
1:33:21 It’s, it’s those students that have had probably had multiple,
1:33:26 um, situations happen, uh, and then it becomes.
1:33:30 Okay.
1:33:31 Yeah.
1:33:32 An expelable offense.
1:33:33 And then if we’re able to give them multiple, multiple, multiple
1:33:36 trips to the area.
1:33:37 ALC I DON’T I DON’T KNOW PERSONALLY I DON’T THINK
1:33:41 WE’RE DOING WHAT WE’RE SUPPOSED TO BE DOING OF GOING
1:33:44 BACK TO THE CONSEQUENCE 712 I COMPLETELY UNDERSTAND
1:33:47 THAT AT MANY OF OUR SCHOOLS THAT’S HIGH SCHOOL AND
1:33:51 TO HAVE SOMEONE TO GO TO THE ALC MULTIPLE TIMES WHILE
1:33:57 THEY’RE IN A HIGH SCHOOL SETTING AGAIN I TO THE
1:34:00 PUBLIC I DON’T BELIEVE WE’RE DOING WHAT’S BEST FOR
1:34:03 STUDENTS I MEAN THAT THAT MATTERS UP THERE I DON’T
1:34:06 THINK I DON’T THINK WE’RE DOING THAT BECAUSE THERE’S
1:34:09 PLENTY OF OPPORTUNITY BEFORE IT BECOMES AN EXPELLABLE
1:34:13 OFFENSE IN MANY CASES OBVIOUSLY SO AGAIN HAVING WORKED
1:34:21 AT THE ALC AND SAYING YOU KNOW HERE’S HERE’S JOHNNY FOR
1:34:25 THE FOURTH YEAR IN A ROW AND SECOND SEMESTER HE OR
1:34:29 SHE’S BACK AGAIN CONSEQUENCES WILL CURB
1:34:35 BEHAVIOR WE’RE NOT TALKING ABOUT REMOVING KIDS AND
1:34:38 EXPELLING THEM OUT AS SOON AS POSSIBLE BUT IF WE SEE
1:34:42 IF THE STUDENTS SEE AND YOU CAN’T PULL PULL ANYTHING OVER ON KIDS
1:34:45 THEY’RE SMART IF THEY THEY UNDERSTAND I CAN’T DO THAT AGAIN
1:34:49 THAT MESSAGE GETS THROUGH BUT TO HEAR UP TO FOUR TIMES TO GO TO
1:34:55 THE MAXIMUM THAT THAT
1:34:58 IS WORRISOME SO I WOULD AGREE THE TWO BANTS ARE PROBABLY ONE TOO
1:35:04 MANY BUT I’LL TAKE
1:35:04 THE TWO AND I HOPE WE CAN CONTINUE TO DISCUSS THIS
1:35:10 I’LL TAKE SOMETHING BUT I’LL TAKE SOMETHING SO A LEVEL 3 IS NOT
1:35:15 THERE’S NOT A RECOMMENDATION
1:35:16 FOR PLACEMENT ON LEVEL 3 IT HAS TO BE 4 OR ABOVE CORRECT AND
1:35:20 THIS IS JUST OUR SECONDARY
1:35:22 ON HERE SO I DON’T UNLESS DID YOU GIVE US THE ELEMENTARY OKAY SO
1:35:26 I’M JUST TO LOOK AT WHAT THE OFFENSES
1:35:28 ARE ON ON LEVEL 4 I’M GOING TO RETRACT WHAT I SAID AND ACTUALLY
1:35:33 AGREE WITH YOU MR. TRENT
1:35:34 BECAUSE THE OFFENSES ARE PRETTY SERIOUS OFFENSES THIS IS NOT I
1:35:38 SAID A BAD WORD OR YOU KNOW I
1:35:41 THEY’RE PRETTY SERIOUS THEY’RE VERY SERIOUS ACTUALLY IS IT POSSIBLE
1:35:46 TO LOOK AT THE ELEMENTARY
1:35:47 I DON’T I DON’T HAVE THAT UP IN FRONT OF ME RIGHT NOW WHAT ARE
1:35:49 THE OFFENSES FOR LEVEL 4
1:35:50 ARE THEY THE EXACT SAME DO THEY MIRROR THIS OR NO IT’S REALLY CLOSE
1:35:53 YEAH IT’S CLOSE IT’S CLOSE
1:35:54 FOR 4 AND 5 IT’S ALMOST IDENTICAL THE CESSORS ARE IDENTICAL CESSORS
1:36:00 RIGHT CESSOR CESSOR
1:36:01 AND ALMOST ALL OF THESE ARE UM ALMOST ALL OF THESE ARE CESSOR EXCEPT
1:36:06 FOR CLASSROOM DISRUPTION
1:36:07 MAJOR CHRONIC MISCONDUCT WE DO HAVE THEIR CHRONIC MISCONDUCT BUT
1:36:11 I’M THAT’S
1:36:11 THAT’S NOT NECESSARILY STRAIGHT TO THE ALC ALC IS AN OPTION ON A
1:36:15 LEVEL 4 RIGHT CORRECT
1:36:18 PROVED CRONIC DISRUPTION
1:36:22 WHILE HARASSMENT
1:36:23 HERE HERE’S THE THING TO CONSER I JUST YOU KNOW
1:36:26 HERE’S WHY AGAIN I DON’T ACTUALLY HAVE A PROBLEM WITH THE KINDERGARTEN
1:36:32 SIXTH GRADE ONE
1:36:33 IT’S JUST THAT SECONDARY ONE
1:36:35 BECAUSE AGAIN THINK OF THINK ABOUT DIFFERENT THING IF A KID GETS
1:36:39 IN A FIGHT THAT’S
1:36:40 ACCESSOR FIGHT AND GETS SENT TO THE ALC AND MIDDLE SCHOOL AND THEN
1:36:44 WE’RE SAYING
1:36:45 IF THEY GET INTO HIGH SCHOOL AND THEY GET INVOLVED IN A WRONG CROWD
1:36:48 AND THEY SHOW UP WITH A
1:36:49 VAPE PEN THAT HAS THC OIL IN IT THEN FOREVER MORE THEY’RE DONE
1:36:56 THEY CAN’T DO THE DRUG
1:36:56 DIVERSION PROGRAM THEY CAN DO THE ALC THAT’S SO I’M JUST THINKING
1:37:02 ABOUT DIFFERENT
1:37:03 THINGS I MEAN AND IF WE IF WE HAVE A MIDDLE SCHOOL HIGH SCHOOL
1:37:06 GRADE BAND
1:37:07 AND LET’S SAY THEY GOT INVOLVED IN A FIGHT IN MIDDLE SCHOOL AND
1:37:10 HIGH SCHOOL THEY DO HAVE
1:37:11 AN OPPORTUNITY TO PURSUE YOU KNOW TO HAVE A SECOND CHANCE FOR
1:37:16 THAT FOR A DIFFERENT OFFENSE
1:37:18 BUT WHAT WE’RE SAYING IS IF THEY WENT TO THE ALC IF WITH JUST
1:37:21 THE TWO GRADE BANDS AS IT’S WRITTEN
1:37:23 THEY GO TO THE ALC AND MIDDLE SCHOOL AND THEY GET INVOLVED IN
1:37:25 SECONDARY YOU KNOW IN HIGH SCHOOL
1:37:27 IT’S IT’S THERE THERE ARE NO OTHER OPTIONS THEY ARE GOING TO BE
1:37:30 EXPELED RIGHT AWAY
1:37:31 WITH THE EXCEPTION OF IT’S GOT TO RUN THROUGH YOUR OFFICE AND MAKE
1:37:33 SURE EVERYBODY HANDLED IT CORRECTLY
1:37:35 RIGHT EXCEPT THE DRUG DIVERSION STUDENTS WOULD BE ALLOWED SO IF
1:37:39 YOU’RE SAYING THE SECOND
1:37:40 OFFENSE WAS DRUGS IF THEY’VE NEVER BEEN CAUGHT THEY WOULD BE ABLE
1:37:42 TO DO THE DRUG DIVERSION
1:37:43 AT THEIR SCHOOL IF THEY HAVEN’T USED THAT OPTION YET
1:37:47 SO THE SECOND TIME OKAY BECAUSE THEY WOULDN’T BE GOING TO THE ALC
1:37:51 YES FOR THAT WITH THE INTRODUCTION TO THE DRUG DIVERSION PROGRAM
1:37:56 I THINK THAT EVEN
1:37:57 MAKES MORE SENSE TO LIMIT THE NUMBER OF ALCs BECAUSE THE DRUG DIVERSION
1:38:01 PROGRAM IS ACTUALLY
1:38:03 AN EXTRA STRIKE SO I MEAN WE’RE PLAYING IN THE LEAGUE WHERE YOU
1:38:06 GET FOUR STRIKES NOW I MEAN
1:38:07 IT’S DIFFERENT SO WHAT YOU’RE RECOMMENDING IS THEY GET ONE CHANCE
1:38:11 IN K THROUGH SIX AND
1:38:12 ONE CHANCE IN SEVEN THROUGH 12 RIGHT RIGHT RIGHT I MEAN THE EXPERTS
1:38:16 THAT’S WHAT THEIR RECOMMENDATION WAS AND I’M I’M ALL FOR THAT OKAY
1:38:23 LISTEN I AS SOMEBODY WHO HAS GRADUATED FROM BREVARD COUNTY PUBLIC
1:38:27 SCHOOLS I THINK I’M THE ONLY
1:38:28 SITTING HERE THAT HAS GRADUATED FROM OUR SCHOOLS AND WE USED TO
1:38:30 KNOW BACK IN THE DAY WE DID NOT
1:38:31 FIGHT IN SCHOOL YOU DID NOT DO THESE THINGS BECAUSE IF YOU DID
1:38:34 THERE WAS A HEFTY PUNISHMENT THAT
1:38:35 CAME ALONG WITH IT AND WE’VE KIND OF GOTTEN AWAY FROM THAT WITH
1:38:38 LENIANCY ON ON TOLERATING SOME
1:38:39 OF THESE THINGS SO IF THAT’S I MEAN IF THAT’S WHAT IT TAKES TO
1:38:42 GET OUR SCHOOLS BACK TO A PLACE
1:38:44 WHERE WE DON’T HAVE KIDS THAT ARE ACTING OUT IN SUCH A WAY THAT’S
1:38:46 DANGEROUS TO OUR STAFF TO OUR
1:38:47 OTHER STUDENTS AND I WOULD BE IN FAVOR OF IT SO WE WILL FOLLOW
1:38:52 THE CURRENT PROCESS THROUGH
1:38:54 THE REMAINDER OF THIS YEAR AND THEN THE NEW PROCESS WOULD BE
1:38:57 WITHIN THE DISCIPLINE MANUAL FOR
1:38:58 THE START OF NEXT YEAR IF THAT’S OKAY WITH EVERYBODY AND I THINK
1:39:02 IT’S ALSO GOOD TO REMIND
1:39:04 EVERYBODY THAT THIS IS SUPPORTED BY A LOT OF THE PRINCIPLES AND
1:39:07 A LOT OF THE TEACHERS AND STUFF LIKE
1:39:08 THAT THAT’S SOMETHING THAT I’M NOT SURE IF YOU GUYS TALKED ABOUT
1:39:11 BUT THIS MOVE IS VERY SUPPORTED BY OUR TEAMS
1:39:13 SO THANK YOU YEAH AND I BELIEVE THAT WAS THANKS FOR BRINGING
1:39:16 THAT UP MR. SUZAN THAT THAT WAS ONE OF MY
1:39:19 QUESTIONS IN THE ONE-ON-ONE AS WELL YOU KNOW MR. RAMER IS EX-BUILDING
1:39:25 PRINCIPAL WATER WATER WHAT ARE YOU
1:39:26 HEARING AND THAT’S EXACTLY WHAT I HEARD AND AND WE HAVE TO TAKE
1:39:30 THAT IN CONSIDERATION AS WELL
1:39:32 SO WE APPRECIATE IT THAT’S WHAT I THOUGHT BUT I MISREDED
1:39:37 LAST THING I JUST WANTED TO ASK BECAUSE I KNOW MS. RIGHT HAD TOUCHED
1:39:41 ON IT SO OUR OFFENCES
1:39:43 ARE EXPELLABLE OFFENSE THAT WE HOLD IN ADVANCE AT THE ALC RIGHT
1:39:47 AND I KNOW THAT THERE’S BEEN SOME
1:39:49 COMMUNICATION EXPRESSED TO ME THAT THERE’S CONFUSION WITH THAT
1:39:53 THEY YOU KNOW WE HAVE AN EXPULSION
1:39:55 HEARING BUT THEN WE PUT THE STUDENT OR PLACE THE STUDENT I SHOULD
1:39:58 SAY AT ALC
1:39:59 AND IF THEY DO SOMETHING THERE THAT THEY SHOULDN’T HAVE DONE THEN
1:40:02 WE EXPEL THEM
1:40:04 SO THERE WAS A DISCUSSION OR SOME COMMUNICATION ON THERE’S A LITTLE
1:40:08 BIT OF CONFUSION THERE
1:40:09 THE GENERAL PUBLIC AND THAT YOU KNOW PLACEMENT ALC SHOULD SIMPLY
1:40:14 BE CALLED PLACEMENT ALC
1:40:15 AND EXPULSION SHOULD BE CALLED EXPULSION DO WE WANT TO INVESTIGATE
1:40:21 SEPARATING THOSE TWO OR
1:40:22 CONTINUE WITH THAT’S AN EXPULSION OFFENSE WHERE WE WILL HOLD IN
1:40:27 IN ADVANCE AT ALC AND THEN IF YOU
1:40:29 DO WHAT YOU’RE SUPPOSED TO DO BEHAVIOR-WISE GRADE-WISE AT ALC THEN
1:40:32 YOU RETURN TO THE
1:40:33 PUBLIC SCHOOL THAT YOU ARE ZONED TO ATTEND SO YOU’RE JUST TALKING
1:40:37 ABOUT RELABELING WHAT WE’RE ALREADY
1:40:39 DOING WELL IT’S I MEAN I KNOW AMONGS AMONGST US WE USE THE TERM
1:40:43 EXPELLED EXPELLED YOU KNOW I MEAN IF
1:40:47 WE ELIMINATE THE EXPELLED EXPELLED YOU KNOW THAT WHICH IS THAT
1:40:50 IS THAT IS WHAT WE SAY RIGHT YOU KNOW
1:40:52 EXPELLED EXPELLED I KNOW JUST JUST A QUESTION I KNOW THAT THERE’S
1:40:55 VARYING OPINIONS ON THAT
1:40:56 BUT MS WRIGHT SAID IT A LITTLE BIT EARLIER IN THE PRESENTATION
1:40:59 ABOUT A LITTLE BIT OF THE CONFUSION
1:41:02 OF YOU KNOW WE TELL A STUDENT OR A FAMILY YOU KNOW THAT THEY’RE
1:41:05 EXPELLED AND THEN THEY GET ACTUAL
1:41:07 PLACEMENT ALC SO THEY’RE NOT ACTUALLY EXPELLED THEY’RE GETTING
1:41:10 THE ACADEMIC SETTING ALC
1:41:11 AND IF THEY DO SOMETHING AT ALC THEN THEY GET EXPELLED EXPELLED
1:41:15 RIGHT SO THAT’S THAT’S WHERE THAT WOULD COME
1:41:16 IN SO THERE WAS A LITTLE BIT OF DISCUSSION THERE WE ARE PERFECTLY
1:41:20 FINE WITH CONTINUING WITH THE
1:41:22 TERMINOLOGY AND LANGUAGE THAT WE USE THAT SCHOOLS ARE USING WE
1:41:25 CAN YOU KNOW COACH THE THE
1:41:27 SCHOOLS AND THE ADMINISTRATORS UP A LITTLE BIT MORE ON COMMUNICATION
1:41:30 AND THE LANGUAGE SIDE OF
1:41:32 MAKING SURE THAT IT’S ARTICULATED APPROPRIATELY IF THAT WILL SUFFICE
1:41:36 AND TRYING TO CURB THE CONFUSION
1:41:37 YOU CAN SEE IF I CAN SPEAK FOR JUST A SECOND I KIND OF KNOW WHERE
1:41:41 WE WERE HEADED IT SO WHEN A
1:41:43 STUDENT COMMITS AN EXPELLABLE OFFENSE CURRENTLY A PARENT COULD DENY
1:41:50 OR REFUSE ALC CORRECT
1:41:52 CORRECT SO WHAT HAPPENS TO THE STUDENT THEY GET EXPELLED RIGHT
1:41:56 NOT NECESSARILY SO STUDENTS NOW
1:42:00 WHEN THEY’RE PLACED UP FOR AN EXPELLABLE OFFENSE THEY AUTOMATICALLY
1:42:04 GO TO THE ALC AND AT THAT TIME
1:42:07 THEY CAN CHOOSE TO DO HOME INSTRUCTION THAT’S THAT’S SO WE’RE
1:42:09 NOT LETTING STUDENTS FALL FOR THE CRACKS
1:42:12 AND THEN AT THAT TIME THEY CAN CHOOSE A DIFFERENT OPTION SO IF A
1:42:15 PARENT DOESN’T CHOOSE THOSE
1:42:17 OPTIONS I MEAN WE’RE GIVING THEM THAT OPTION TO THE ALC’S RIGHT
1:42:20 SO THEY’RE EXPELLED FROM OUR
1:42:22 PUBLIC SCHOOL SETTING AND WE’RE GOING TO AN ALTERNATE LEARNING CENTERS
1:42:25 SO THEY TO ME PERSONALLY THAT
1:42:27 THEY COMMITTED THE EXPELLABLE OFFENSE THIS IS THE PROCESS OF BEING
1:42:31 EXPELLED IT DOESN’T
1:42:32 NECESSARILY MEAN WITHOUT EDUCATION WHERE YOU’RE GOING TO GIVE
1:42:35 THEM THAT CHANCE OF THE ALC
1:42:36 BUT IF THEY CHOOSE TO DO NONE OF THOSE UM I I BELIEVE IT WOULD
1:42:42 IT WOULD CONTINUE INTO
1:42:44 ABSOLUTELY SO TO REMOVE THAT WORD EXPEL OR AN EXPULSION OR AN EXPELLABLE
1:42:51 OFFENSE I I THINK
1:42:53 WOULD BE ALSO MISLEADING BECAUSE THEY HAVE COMMITTED THAT OFFENSE
1:42:57 AND WE HAVE PRE-EXPULSION
1:42:59 HEARINGS AND EXPULSION HEARINGS WE’RE SEE I MEAN JUST TO KIND OF
1:43:01 MINCE WORDS I MEAN I
1:43:02 DON’T MIND CONTINUE TO USE THE TERM EXPELLED EXPELLED FOR US YOU
1:43:05 KNOW IF WE NEED TO
1:43:06 BECAUSE WE MAY NEED THAT LATER RIGHT YEAH SO WHAT WHAT WE’LL DO
1:43:09 IS
1:43:10 LET ME JUST JUMP IN OKAY OH MY GOSH WAIT YOU’RE EXPELLED BUT YOU’RE
1:43:15 AT THE ALC SO YOU’RE NOT
1:43:16 REALLY EXPELLED YOU’RE ACTUALLY STILL IN BRAVARD YOU’RE NOT EXPELLED
1:43:18 YOU YOU HAVE ALTERNATIVE
1:43:19 PLACEMENT SO I I MEAN I THINK IT’S FINE TO SAY YOU COMMITTED AN
1:43:23 EXPELLABLE OFFENSE BUT LET’S
1:43:24 NOT CALL IT AN EXPULSION BECAUSE AN EXPULSION MEANS YOU ARE REMOVED
1:43:27 FROM OUR SCHOOL SYSTEM
1:43:28 AND I THINK THE GENERAL PUBLIC BELIEVES THAT I I THINK THEY WOULD
1:43:31 BE ALARMED IF
1:43:32 WE WERE SAYING WE’RE EXPELLING KIDS WE’RE EXPELLING KIDS BUT ACTUALLY
1:43:34 WE’RE NOT THERE THEY’RE GOING TO THE ALC
1:43:36 THEY’RE NOT EXPELLED THERE IT DOESN’T SHOW UP ON THEIR EDUCATIONAL
1:43:38 RECORD SO IT’S NOT AN EXPULSION
1:43:40 LIKE WE’RE CHANGING THE DEFINITION IF THEY COMPLETE IT BECAUSE
1:43:44 THEY COMMITTED THE EXPELLABLE
1:43:45 OFFENSE BUT THEY’RE NOT TRULY EXPELLED YOU’RE RIGHT THEY’RE NOT
1:43:48 SO I MEAN IT COULD BE BETTER
1:43:50 COMMUNICATION IN THAT ADMIN HEARING OR IN THAT YOU KNOW HEARING
1:43:54 THAT’S HELD AT THE SCHOOL
1:43:55 WHERE IT’S BROKEN DOWN MORE LIKE YOU JUST SAID SO WE COULD WHEN
1:43:59 WE MEET WITH DEANS ONCE A MONTH
1:44:02 WITH STUDENT SERVICES JUSTIN ARMSTRONG HOLDS OUT MONTHLY MEETING
1:44:06 WE COULD WORK THROUGH
1:44:07 DIFFERENT COMMUNICATION KEEP EVERYTHING THE SAME BUT WE’RE GOING
1:44:11 TO COMMUNICATE IT DIFFERENTLY TO
1:44:13 MAKE SURE EVERYBODY UNDERSTANDS THE DIFFERENCE BETWEEN THE TWO
1:44:16 AND WHAT WE’RE DOING RIGHT NOW
1:44:18 VERSUS WHAT COULD HAPPEN IN THE FUTURE BASED ON BEHAVIOR GRADES
1:44:21 ATTENDANCE ET CETERA
1:44:23 WE USED TO JUST CALL REMOVED OR EXPELLED FROM THE REGULAR PROGRAM
1:44:28 AND THE ALTERNATIVE LEARNING CENTERS ACTUALLY USED TO BE CALLED
1:44:31 THE ABAYANCE CENTERS
1:44:32 BECAUSE WE WERE HOLDING THE EXPULSION IN ABAYANCE
1:44:35 WHICH MEANS IT WAS STILL THERE AND IF YOU DIDN’T SUCCESSFULLY
1:44:40 NAVIGATE YOUR TIME AT THE ALTERNATIVE LEARNING CENTER OR THE ABAYANCE
1:44:45 CENTER THEN THE EXPULSION WAS
1:44:46 STILL IN PLAY AND SO YOU KNOW I THINK IT’S JUST A BETTER JOB OF
1:44:54 US EXPLAINING THE PROCESS
1:44:55 WHEN WE’RE INVOLVED IN THE PROCESS AND YOU’VE COMMITTED AN EXPELLABLE
1:44:59 OFFENSE BUT RATHER THAN EXPEL
1:45:00 YOU FROM SCHOOL ENTIRELY WE’RE GOING TO GIVE YOU THE OPTION OF
1:45:03 ENROLLING IN THIS ALTERNATIVE
1:45:05 SCHOOL AND HOLD YOUR EXPULSION IN ABAYANCE WE MIGHT START USING
1:45:09 THAT TERM AGAIN
1:45:10 WHILE YOU COMPLETE YOUR SCHOOL AT THE ALTERNATIVE LEARNING CENTER
1:45:16 HERE’S SOMETHING THAT’S COME UP IN MY REALM HERE THE ESE SIDE OF
1:45:24 THINGS PRINCIPLES ARE SAYING
1:45:26 DO VIRTUAL SCHOOL IN LIEU OF THE ALC I DON’T KNOW THAT THEY’RE
1:45:32 CONTEMPLATING
1:45:34 THE ESE IMPLICATIONS THEY STILL HAVE TO PROVIDE THOSE SERVICES
1:45:37 SO WHEN THEY’RE IN OUR ALC
1:45:40 FACILITY THAT’S EASIER BECAUSE WE HAVE THE STAFF ON SITE I DON’T
1:45:43 THINK THEY’RE CONTEMPLATING
1:45:45 THE STAFFING ISSUE FOR THOSE ESE SERVICES WHEN THEY’RE ON VIRTUAL
1:45:49 SCHOOL SO THEY MIGHT BE TRYING
1:45:50 TO MAYBE GET PARENTS TO JUMP ON THE VIRTUAL SCHOOL A LITTLE BIT
1:45:54 MORE SO I THINK WE NEED A BETTER
1:45:56 JOB OF EDUCATING PRINCIPLES ON HEY REMEMBER YOU HAVE TO MAKE SURE
1:46:00 YOU’RE PROVIDING THESE SERVICES
1:46:02 IF YOU’RE PUTTING THEM ON VIRTUAL SCHOOL IF YOU DON’T HAVE THE
1:46:05 CAPACITY BECAUSE YOU’VE ALREADY
1:46:06 GOT 20 KIDS ON VIRTUAL SCHOOL MAYBE THAT’S NOT AN OPTION FOR THOSE
1:46:10 KIDS ANYMORE SO THEY HAVE
1:46:11 TO START CONSIDERING THOSE OPTIONS YEAH WE CAN DO THAT AND THEN
1:46:15 ALSO WHEN DOES THE BOARD GET
1:46:17 INVOLVED LIKE IF THEY GO TO FULL-BLOWN HEARING THEY RENDER AN OPINION
1:46:22 ON EXPULSION ARE THEY ALLOWED
1:46:24 TO GO TO THE ALC I MEAN CURRENTLY RIGHT NOW STUDENTS THAT DO TAKE
1:46:31 IT TO THE BOARD THEY ARE ALLOWED
1:46:33 TO ATTEND THE ALC DURING THAT TIME RIGHT WHAT IF THEY RENDER AN
1:46:39 OPINION OF HEY NOPE YOU DID THIS
1:46:41 WE’RE AGREEING WITH THE SUPERINTENDENT’S RECOMMENDATION ARE THEY
1:46:45 STILL ALLOWED TO GO TO THE ALC
1:46:48 NO SO WHEN WE GO THROUGH AN EXPULSION HEARING AND A THREE-PANEL
1:46:52 BOARD IS WHAT WE’RE SAYING AND THEY
1:46:53 YOU KNOW GIVE THEIR RECOMMENDATION OF HOW WE’RE MOVING FORWARD
1:46:57 AND IF THE RECOMMENDATION IS TO
1:47:00 YOU KNOW UPHOLD THAT THEN THAT’S WHAT WE UPHOLD
1:47:03 YOU KNOW BASED ON THAT RECOMMENDATION SO THEY’RE DOING THE EXPELLED
1:47:09 EXPELLED VERSION
1:47:10 IF THEY GO TO THAT HEARING I JUST WANT TO MAKE SURE EVERYBODY UNDERSTANDS
1:47:14 THAT BECAUSE IT THAT’S A
1:47:15 THIS IS A BIG IT’S A BIG UNDERTAKING TO GET THE BOARD MEMBERS
1:47:19 AND WE HAVE COSTS ASSOCIATED WITH
1:47:21 THAT SO IF THEY GO THROUGH THAT PROCESS THE BOARD MAY WANT THAT
1:47:25 TO BE CLEAR THAT YOU ARE OUT
1:47:28 IF YOU GO THROUGH OUR PROCESS THE SUPERINTENDENT HAS THE AUTHORITY
1:47:32 TO SIMPLY PLACE THEM SO I
1:47:33 THINK THAT’S BETTER FOR THE STIPULATION SIDE OF THE HOUSE SOME
1:47:38 EXPULTION HEARINGS WE’VE HAD IN THE
1:47:43 PAST WHERE PARENTS THE RESULT OF THE RECOMMENDATION WAS WE SAID
1:47:50 NO WE UPHOLD THE SUPERINTENSE RECOMMENDATION
1:47:52 FOR YOU TO GO TO THE ALC THEY WANTED TO NOT BE EXPELLED AT ALL
1:47:56 OR NOT BE NOT HAVE THAT THEY CAN
1:47:59 CHALLENGE THE DISCIPLINE IN POSE LIKE THIS ISN’T A LEVEL 4 OR
1:48:02 THE DISCIPLINE WAS TOO SEVERE
1:48:04 SO I DON’T THINK THAT’S RIGHT YEAH IF THE RECOMMENDATION IS
1:48:06 THERE THAT’S FINE BUT IF THE RECOMMENDATION
1:48:10 IS EXPULSION WE SHOULD NOT BE ALLOWING STUDENTS TO STILL GO TO
1:48:13 ALC IF THEY’RE UNDERTAKING THIS
1:48:15 YEAH SO THE BOARD WILL RECOMMEND COULD RECOMMEND THE SUPERINTENDENT’S
1:48:20 OR UPHOLD THE SUPERINTENDENT’S
1:48:22 RECOMMENDATION IN WHICH WE WOULD THEN FOLLOW THAT WHICH MAYBE
1:48:25 YOU KNOW THEY WOULD CONTINUE OR BE AT ALC OR RECOMMEND
1:48:29 IF THE BOARD IF THE SUPERINTENDENT RECOMMENDED EXPULTION AND
1:48:31 THEY UPHOLD AND THAT’S THE DIRECTION
1:48:33 WE WOULD GO ALL RIGHT I HAVE NO FURTHER QUESTIONS ANY BOARD MEMBERS
1:48:40 ARE WE GOOD NO I’M GOOD ALL RIGHT
1:48:44 ALL RIGHT THANK YOU SO MUCH THANK YOU THANK YOU MR. CHAIR WE’VE
1:48:47 BEEN AT THIS FOR A LITTLE OVER 90 MINUTES
1:48:50 AND SO IF YOU WANT TO TAKE A SHORT BREAK YES PLEASE THEN ALL
1:48:54 RIGHT RECESS FOR FIVE MINUTES
1:48:55 GOOD JOB OKAY ALL RIGHT GOOD DAY SORRY
1:49:25 GOOD JOB OKAY ALL RIGHT HELLS
1:57:46 SO IN DOING SO THEY’RE DEVELOPING
1:57:49 THESE UNITS IN A MANNER THAT
1:57:50 IS DIFFERENT FROM OUR
1:57:51 TYPICAL MULTIFAMILY UNITS SO
1:57:53 IN THE EDUCATIONAL IMPACT
1:57:56 FEE PARAMETERS THERE IS A RATE
1:57:59 FOR MULTIFAMILY UNIT IT’S
1:58:00 BASED ON TYPICALLY MORE
1:58:02 CHILDREN THAN YOU WOULD SEE
1:58:03 IN THIS TYPE OF PRODUCT SO
1:58:05 THERE REALLY ISN’T A PRECEDENT
1:58:06 FOR THIS THE COUNTY GOVERNS
1:58:09 IMPACT FEES IN BREVARD AND SO
1:58:11 THEY HAVE AN IMPACT FEE
1:58:12 ORDINANCE THEY SET THE RATE
1:58:14 THEY DO AN IMPACT FEE ANALYSIS
1:58:17 ABOUT EVERY DECADE NOW THAT
1:58:20 LOOKS AT HOW MANY STUDENTS ARE
1:58:22 GENERATED BY A PARTICULAR
1:58:23 RESIDENTIAL LAND USE THEY LOOK
1:58:25 AT CONSTRUCTION COSTS AND
1:58:26 THINGS LIKE THAT THAT DEVELOP
1:58:28 THE RATE STRUCTURE AND SO
1:58:30 THEIR ORDINANCE ALLOWS FOR
1:58:32 AN INDEPENDENT IMPACT FEE
1:58:34 ANALYSIS WHEN THERE IS
1:58:35 SOMETHING THAT IS DIFFERENT
1:58:36 THAN THE PARAMETERS THAT WERE
1:58:38 IN THE ORIGINAL RATE STUDY
1:58:40 AND THIS PARTICULAR PRODUCT
1:58:41 IS DIFFERENT THAN THE
1:58:43 HOUSING UNITS THAT WERE
1:58:44 LOOKED AT IN THE ORIGINAL RATE
1:58:45 STUDY.
1:58:46 AND SO MR. HIDLER WILL BE
1:58:47 PROPOSING TO DO AN
1:58:48 INDEPENDENT IMPACT FEE
1:58:49 ANALYSIS THAT IS SUBMITTED
1:58:51 TO BREVARD COUNTY THE COUNTY
1:58:53 MANAGER HAS THE AUTHORITY TO
1:58:54 GRANT A DIFFERENT RATE BASED
1:58:57 ON AN INDEPENDENT ANALYSIS
1:58:59 BUT TYPICALLY THE COUNTY IS
1:59:01 COLLABORATIVE WITH THE SCHOOL
1:59:02 BOARD AND THEY WOULD ASK US
1:59:03 FOR OUR PERSPECTIVE ON THAT
1:59:05 AND SO I THOUGHT IT WOULD BE A
1:59:07 GOOD IDEA TO HAVE MR. HIDLER
1:59:08 COME IN AND TALK THROUGH THE
1:59:10 PROPOSAL THE STUDY AND BRING
1:59:12 THAT STUDY BACK TO YOU ALL
1:59:13 WHEN IT’S COMPLETED PROBABLY
1:59:15 IN FEBRUARY SO THAT WE CAN
1:59:16 RENDER AN OPINION TO THE
1:59:17 COUNTY SHOULD THEY ASK FOR
1:59:18 ONE.
1:59:19 AND WITH THAT I WILL
1:59:20 INTRODUCE YOU.
1:59:21 THANK YOU EVERYONE FOR
1:59:23 GIVING US THIS OPPORTUNITY.
1:59:24 CAN YOU GUYS HEAR ME OKAY?
1:59:25 SO WE’RE REALLY EXCITED
1:59:28 ABOUT BEING A PART OF THIS
1:59:29 COMMUNITY.
1:59:30 WE HAVE PURCHASED THE FORMER
1:59:32 MELBOURNE ALL-SUITES HOTEL
1:59:34 ON HIGHWAY 192.
1:59:36 IT’S ON NEW HAVEN JUST EAST OF
1:59:38 95 RIGHT AROUND SAM’S CLUB
1:59:40 AREA.
1:59:41 THERE’S A RESTAURANT CURRENTLY
1:59:43 IN THE PROPERTY CALLED THE
1:59:44 SUCHIE FACTORY THAT YOU MAY
1:59:45 BE AWARE OF.
1:59:46 IT USED TO BE A WAFFLE
1:59:47 HOUSE.
1:59:48 SO OUR BUSINESS MODEL FOR A
1:59:51 PORTION OF OUR BUSINESS
1:59:52 IS TO EXACTLY AS YOU SAID
1:59:53 BUY DEFUNCT HOTELS.
1:59:54 AND CONVERT THE EXISTING HOTEL
1:59:57 ROOM FOOTPRINT INTO A STUDIO
1:59:59 APARTMENT.
2:00:00 AND ONE OF THE CHALLENGES IN
2:00:03 AFFORDABLE HOUSING IN
2:00:04 TODAY’S WORLD IS CONSTRUCTION
2:00:05 PRICING.
2:00:06 SO I WAS JUST TELLING SUE
2:00:07 WE’RE BREAKING GROUND ON A
2:00:08 GROUND UP FACILITY IN
2:00:10 JANUARY AND WE HAVE BUILT
2:00:12 THE EXACT SAME BUILDING
2:00:13 FOOTPRINT FOUR TIMES OVER
2:00:15 NOW.
2:00:16 THE FIRST ONE WAS IN 2014.
2:00:18 THAT PROPERTY PROJECT COST
2:00:19 US $124,000 A UNIT TO BUILD.
2:00:22 THIS ONE WE’RE BREAKING GROUND
2:00:23 ON NEXT MONTH IS $300,000 PER
2:00:25 UNIT TO BUILD.
2:00:26 SO MORE THAN DOUBLE THE PRICE
2:00:28 OVER THE PAST 10 YEARS.
2:00:30 SO INFLATION IS REAL.
2:00:32 BUT THAT ALSO IMPACTS MARKET
2:00:35 RATE HOUSING, RIGHT?
2:00:36 AND SO YOU CANNOT AFFORD TO
2:00:38 BUILD GROUND UP APARTMENT
2:00:41 PROJECTS AND DELIVER IT AT
2:00:43 WHAT WOULD BE CONSIDERED AN
2:00:44 AFFORDABLE OR WORKFORCE
2:00:45 HOUSING PRICE IN TODAY’S
2:00:47 MARKET.
2:00:48 SO FOR US THIS IS A MARKET-BASED
2:00:53 SOLUTION TO AFFORDABLE HOUSING.
2:00:55 WE DO NOT USE GOVERNMENT
2:00:57 SUBSIDIES.
2:00:58 WE DO NOT USE TAX CREDITS.
2:00:59 THIS IS ALL PRIVATE FUNDING,
2:01:01 PRIVATE LENDING TO CONVERT
2:01:03 THESE PROPERTIES INTO A
2:01:05 WORKFORCE AND AN AFFORDABLE
2:01:06 PRODUCT.
2:01:07 SO HERE IN THE MELBURN
2:01:10 PROPERTY WE’LL HAVE 245 UNITS
2:01:12 WITH OUR RENTAL RATES RANGING
2:01:14 FROM WHAT IS DEFINED AS
2:01:16 FLORIDA HOUSING AND US HUD AS
2:01:19 AREA MEDIAN INCOME.
2:01:21 SO TYPICALLY THE AFFORDABLE
2:01:22 HOUSING RATE IS CONSIDERED 80%
2:01:24 OF MEDIAN INCOME AND THE RENT
2:01:27 IN BREVARD COUNTY FOR PUBLISH
2:01:29 THIS YEAR IS 1324 PER MONTH
2:01:31 AT THE 80% OF AMI.
2:01:33 ALL OF OUR APARTMENTS RIGHT
2:01:35 NOW HAVE BEEN UNDERWRITTEN
2:01:36 UNDER THAT.
2:01:37 OUR LOWEST UNDERWRITING IS
2:01:38 ABOUT 1225 A MONTH.
2:01:40 AND WHAT’S UNIQUE TO OUR
2:01:42 PROPERTY TYPE AND I’LL GET A
2:01:43 LITTLE BIT MORE INTO THIS IS
2:01:45 THAT WE PROVIDE AN ALL
2:01:46 INCLUSIVE RENT.
2:01:48 SO IT’S A ONE STOP SHOP.
2:01:50 WE INCLUDE ALL UTILITIES,
2:01:51 CABLE INTERNET, WATER SEWER
2:01:54 AND WE ALSO DO A VALLEY TRASH
2:01:55 SERVICE.
2:01:56 SO SIX NIGHTS A WEEK YOU
2:01:58 LEAVE YOUR TRASH CAN OUTSIDE
2:01:59 OF YOUR APARTMENT DOOR.
2:02:00 SOMEONE COMES AROUND DURING
2:02:01 THE NIGHT.
2:02:02 THEY TAKE YOUR TRASH AWAY.
2:02:03 AND WHAT WE’VE ACTUALLY
2:02:04 FOUND IS IT REALLY HELPS US
2:02:06 KEEP THE PROPERTY CLEAN.
2:02:08 BUT OUR RESIDENTS SEE IT
2:02:10 AS A HUGE BENEFIT AND THEY
2:02:12 KIND OF SEE IT AS A LUXURY
2:02:14 ADD ON TO THE PROPERTY.
2:02:17 WE REDEVELOP WITH THE SAME
2:02:18 CLASS A FINISHES THAT WE USE
2:02:20 IN ALL OF OUR GROUND UP
2:02:21 FACILITIES.
2:02:22 STAINLESS STEEL APPLIANCES,
2:02:24 SOLID SURFACE COUNTERTOPS,
2:02:25 PROVIDE THE SAME AMENITIES.
2:02:28 WE HAVE FITNESS CENTER,
2:02:29 ON-SITE MANAGEMENT, POOL,
2:02:31 ON-SITE LAUNDRY,
2:02:32 EVERYTHING THAT YOU WOULD
2:02:34 EXPECT TO SEE.
2:02:35 AND REALLY THE ONLY THING
2:02:36 THAT DIFFERS HERE IS THE SIZE
2:02:38 OF YOUR APARTMENT.
2:02:41 SO THIS IS AN INTERESTING STAT.
2:02:44 IN THE U.S., EVERY YEAR WE
2:02:46 DEVELOP MORE THREE-CAR GARAGES
2:02:48 THAN WE DO STUDIO OR ONE-BEDROOM
2:02:50 APARTMENTS.
2:02:51 AND SO, WHEN YOU LOOK AT THE
2:02:53 MAJORITY OF YOUR GROUND UP
2:02:55 MULTIFAMILY, THE MAJORITY OF
2:02:57 YOUR UNIT MIX IS TYPICALLY A
2:02:58 TWO-BEDROOM WITH SOME MIX OF
2:03:00 ONE-BEDROOM STUDIOS AND THREE
2:03:02 BEDROOMS ON THE LARGER SIZE.
2:03:04 AND SO, WHEN YOU GET INTO
2:03:05 AFFORDABILITY, YOU EITHER
2:03:07 HAVE TO HAVE A ROOMMATE IN A
2:03:08 TWO-BEDROOM UNIT OR YOU LOOK
2:03:10 FOR SMALLER HOUSING OR YOU
2:03:12 LOOK FOR MORE RURAL HOUSING
2:03:14 WHICH LEADS TO A MUCH
2:03:15 LONGER COMMUTE.
2:03:16 AND SO, AND ANOTHER
2:03:18 INTERESTING STAT IS THAT THE
2:03:20 LOWER THE INCOME STRATA, THE
2:03:23 LARGER THE PERCENTAGE OF THEIR
2:03:24 INCOME A PERSON SPENDS ON
2:03:25 TRANSPORTATION, AND THAT’S
2:03:27 TYPICALLY DUE TO LONGER
2:03:28 COMMUTE TIMES.
2:03:29 SO, THOSE FOLKS CAN’T
2:03:31 AFFORD TO LIVE CLOSER TO
2:03:33 THEIR JOBS, SO THEY SPEND
2:03:34 MUCH MORE TIME IN THE CAR.
2:03:36 IN THIS TRADE AREA SPECIFICALLY
2:03:38 ON 192, OVER 40,000
2:03:41 DAYTIME EMPLOYEES COMMUTE
2:03:43 INTO THAT AREA EVERY SINGLE
2:03:45 DAY FOR THEIR JOBS.
2:03:46 A LOT OF RETAIL JOBS,
2:03:48 EVERYTHING FROM TARGET TO
2:03:49 WALMART, TO RESTAURANTS,
2:03:52 STARBUCKS, ET CETERA.
2:03:53 AND SO, THERE’S A TON OF
2:03:56 DAYTIME POPULATION THERE, BUT
2:03:58 NOT ENOUGH AFFORDABLE
2:04:00 HOUSING OR ATTAINABLE HOUSING
2:04:02 TO SUPPORT THAT LOCAL
2:04:03 WORKFORCE.
2:04:04 SO, AGAIN, I’VE ALREADY
2:04:05 TALKED ABOUT THE COST TO
2:04:06 CONSTRUCT.
2:04:07 SO, WE’VE LOOKED A LOT AT
2:04:10 NATIONAL STUDIES ON WHY THESE
2:04:12 SMALLER UNITS MAKE SENSE.
2:04:13 AND 73% OF ALL APARTMENT
2:04:15 DWELLERS THAT WERE SURVEYED
2:04:16 NATIONWIDE HAVE SAID THAT THEY
2:04:18 WOULD LOOK AT A MICRO OR
2:04:20 STUDIO UNIT JUST IN
2:04:21 EXCHANGE FOR SMALLER RENT
2:04:22 AS A WAY TO SAVE MONEY.
2:04:24 AND 97% OF THOSE RENTERS SAID
2:04:26 THE PRIMARY DECISION MAKER
2:04:28 WAS BASED ON LOCATION.
2:04:29 SO, THEY’RE TRULY LOOKING FOR
2:04:31 PROXIMITY TO THEIR JOBS.
2:04:34 SO, THESE ARE SOME PHOTOS OF A
2:04:36 PROJECT THAT WE ACTUALLY JUST
2:04:37 OPENED ABOUT TWO MONTHS AGO
2:04:38 IN CHARLESTON, SOUTH CAROLINA.
2:04:40 AND I’LL SAY WE CURRENTLY HAVE
2:04:42 THE SAME BUSINESS MODEL
2:04:44 OPERATIONAL.
2:04:45 WE HAVE ONE IN COLUMBIA,
2:04:46 SOUTH CAROLINA, ONE IN
2:04:47 CHARLESTON.
2:04:48 WE HAVE TWO IN OSCEOLA COUNTY
2:04:50 WITH A THIRD UNDER
2:04:51 CONSTRUCTION.
2:04:52 WE JUST CLOSED ON THIS
2:04:53 PROPERTY AND WE HAVE ONE UNDER
2:04:54 CONSTRUCTION RIGHT NOW IN
2:04:55 NAPLES.
2:04:56 SO, A TOTAL PORTFOLIO OF
2:04:58 ABOUT 1,600 UNITS.
2:05:00 SO, VERY SIMILAR TO THE
2:05:02 PROPERTY THAT WE JUST
2:05:04 PURCHASED, TWO STORY HOTEL.
2:05:06 FULL RENOVATION.
2:05:07 WE ADDED A BRAND NEW POOL HERE.
2:05:09 OUTDOOR LIVING SPACE.
2:05:11 SO, THESE ARE SOME PHOTOS OF
2:05:12 THE INTERIOR OF THE UNIT.
2:05:14 AGAIN, STAINLESS STEEL
2:05:15 APPLIANCES, SOFT CLOTHES
2:05:18 CABINATRY, SOLID SURFACE
2:05:19 COUNTERTOPS, TILE BACK
2:05:23 SPLASHES, AND THEN INTO THE
2:05:25 AMENITIES, A FULL FITNESS
2:05:27 CENTER, ON-SITE LAUNDRY.
2:05:29 SO, BECAUSE OUR UNITS ARE SO
2:05:31 SMALL, WE DON’T DO LAUNDRY IN
2:05:33 THE UNIT, RIGHT?
2:05:34 BUT, WE DO A TECHNOLOGY
2:05:36 FEATURE ON OUR WASHERS AND
2:05:39 DRYERS THAT ACTUALLY ALLOW
2:05:40 PEOPLE TO PAY VIA APPLE
2:05:41 PAY AS WELL.
2:05:42 SO, YOU’RE NOT HAVING TO WALK
2:05:43 AROUND WITH ROLLS OF
2:05:44 QUARTERS.
2:05:45 THAT’S SO MUCH MORE MODERN
2:05:46 AND USER-FRIENDLY.
2:05:48 WE DO CLUBHOUSE SPACE, WE DO
2:05:50 SHARED DINING ROOMS THAT YOU
2:05:51 CAN RESERVE IF YOU WANT TO
2:05:52 THROW A BIRTHDAY PARTY, THINGS
2:05:54 LIKE THAT.
2:05:57 SO, WHEN WE LOOK AT OUR
2:05:59 CURRENT OPERATIONAL COMMUNITIES,
2:06:03 94% OF OUR RESIDENTS ARE SINGLE
2:06:05 PERSON OCCUPANTS.
2:06:06 ONE PERSON LIVES THERE.
2:06:08 50% OF OUR RESIDENTS ARE IN
2:06:10 HOSPITALITY, FOOD, BEVERAGE,
2:06:12 TOURISM.
2:06:13 BUT THEN YOU GET INTO SOME OF
2:06:15 THE OTHER AREAS AND WE ACTUALLY
2:06:17 HAVE 5% OF OUR RESIDENT BASE
2:06:19 WORKS FOR LOCAL GOVERNMENT
2:06:20 OR FOR EDUCATION.
2:06:21 AND I THINK THIS GROUP WILL
2:06:23 THINK THIS IS INTERESTING.
2:06:24 IN OUR COMMUNITY IN COLUMBIA,
2:06:26 SOUTH CAROLINA, ONE OF OUR
2:06:27 RESIDENTS IS A RETIRED
2:06:28 SCHOOL MUSIC TEACHER.
2:06:30 SHE HAS THREE THINGS IN
2:06:31 HER APARTMENT.
2:06:32 SHE HAS A KING-SIZE BED, A
2:06:34 TWO-PERSON DINING TABLE, AND A
2:06:35 BABY GRAND PIANO.
2:06:37 AND SO –
2:06:38 BUT YOU KNOW, IT’S REALLY
2:06:40 INTERESTING HOW PEOPLE
2:06:41 CHOOSE TO LIVE IN THIS SPACE,
2:06:43 RIGHT?
2:06:44 AND FOR SOMEONE THAT’S
2:06:45 RETIRED AND ON A FIXED
2:06:46 INCOME, YOUR WATER BILL
2:06:49 DOESN’T FLUCTUATE, YOUR
2:06:50 ELECTRATE BILL DOESN’T
2:06:51 FLUCTUATE, YOU KNOW EXACTLY
2:06:52 WHAT YOU’RE PAYING EVERY
2:06:54 SINGLE MONTH.
2:06:55 SO ACROSS OUR ENTIRE
2:06:56 PORTFOLIO RIGHT NOW, WE
2:06:58 HAVE TWO MINERS UNDER THE
2:06:59 AGE OF 18.
2:07:01 AND SO THIS IS NOT A
2:07:04 PROPERTY TYPE THAT GENERATES
2:07:06 A LOT OF STUDENTS.
2:07:07 ONE OF THE OTHER THINGS THAT
2:07:09 IS IMPORTANT TO POINT OUT
2:07:10 IS UNDER HUD FAIR HOUSING
2:07:13 LAWS, WE ARE ALLOWED TO
2:07:15 RESTRICT OUR OCCUPANCY OF
2:07:17 OUR APARTMENTS TO TWO
2:07:19 RESIDENTS PER UNIT.
2:07:21 AND SO IN NO SITUATION DO YOU
2:07:23 END UP WITH A COUPLE AND A
2:07:26 CHILD LIVING THERE.
2:07:27 YOU MAY HAVE A SINGLE
2:07:28 PARENT WITH THEIR CHILD, BUT
2:07:30 ACROSS THE BOARD WE ALWAYS
2:07:31 RESTRICT OCCUPANCY.
2:07:32 AND THAT’S TO PRESERVE THE
2:07:33 QUALITY OF THE COMMUNITY.
2:07:35 WE DON’T WANT OVERCROWDING.
2:07:36 AND SO THESE ARE SUPER
2:07:38 SMALL SQUARE FOOTAGES AND
2:07:40 WE WANT PEOPLE TO BE
2:07:42 COMFORTABLE IN THEIR HOMES
2:07:43 AND NOT OVERCROWLED.
2:07:47 OKAY, SO BREVARD COUNTY
2:07:48 SPECIFICALLY.
2:07:50 SO WHEN WE LOOK AT THAT 80%
2:07:52 OF AMI LEVEL, WE PULL DATA
2:07:55 FROM THE BUREAU OF LABOR
2:07:57 STATISTICS ON LOCAL
2:07:58 EMPLOYMENT DATA, WHICH IS
2:08:00 DONE BY INDIVIDUAL
2:08:01 EMPLOYMENT CATEGORY AND
2:08:03 OFFERS ANNUAL SALARIES
2:08:06 WITHIN EACH OF THOSE
2:08:07 EMPLOYMENT CATEGORIES.
2:08:08 SO WE LOOKED AT WHAT A
2:08:10 ONE-BEDROOM RENT WOULD BE
2:08:12 ON THE 80% OF AMI MARK FOR
2:08:15 HUD AND COMPARED THAT TO
2:08:16 LOCAL EMPLOYMENT NUMBERS,
2:08:18 59% OF THE COUNTY CANNOT
2:08:21 AFFORD ON THEIR OWN AS A
2:08:22 SINGLE PERSON TO PAY FOR A
2:08:24 ONE-BEDROOM APARTMENT.
2:08:26 AND SO WHEN YOU LOOK AT THAT
2:08:28 SAME LEVEL AT A STUDIO,
2:08:31 YOU GET A LITTLE BIT
2:08:33 CLOSER, RIGHT?
2:08:34 YOU’VE GOT 48%.
2:08:35 BUT WHEN YOU LOOK AT OUR
2:08:36 UNDERWRITTEN RENTS, 72%
2:08:38 OF THE COUNTY WOULD BE
2:08:39 ABLE TO AFFORD THAT TO LIVE
2:08:41 INDEPENDENTLY AND ON THEIR
2:08:43 OWN.
2:08:44 SO WHEN YOU LOOK AT YOUR
2:08:45 STARTING TEACHER SALARIES
2:08:47 THAT ARE MAKING, YOU KNOW,
2:08:48 UPPER 40s, LOW 50s.
2:08:49 WHEN YOU LOOK AT TEACHER’S
2:08:50 ASSISTANTS THAT ARE MAKING,
2:08:52 YOU KNOW, THE 17, 18 DOLLAR
2:08:54 AN HOUR MARK, TO QUALIFY FOR
2:08:56 OUR UNIT, I WANT TO SAY THE
2:08:58 NUMBER IS 17, 80 AN HOUR IS
2:09:00 WHAT A PERSON WOULD NEED TO
2:09:02 MAKE TO QUALIFY.
2:09:03 AND SO THAT IS TYPICALLY MUCH
2:09:05 LOWER THAN WHAT YOU’RE SEEING
2:09:07 ON ANY MARKET RATE HOUSING
2:09:09 OUT THERE TODAY.
2:09:13 OKAY.
2:09:14 SO AS SUE MENTIONED,
2:09:15 BREVARD COUNTY ALLOWS FOR
2:09:16 AN ALTERNATIVE FEE STUDY.
2:09:18 CURRENTLY THE IMPACT FEES
2:09:21 DO NOT DIFFERENTIATE BETWEEN
2:09:23 THE TYPE OF APARTMENT, ONLY
2:09:25 THE TYPE OF DEVELOPMENT AS A
2:09:27 WHOLE.
2:09:27 SO THERE’S A SINGLE FAMILY
2:09:28 RESIDENCE CATEGORY.
2:09:29 THERE’S A MULTIFAMILY
2:09:30 RESIDENCE CATEGORY.
2:09:31 BUT WITHIN THAT MULTIFAMILY
2:09:33 THERE IS NO DISTINCTION
2:09:34 BETWEEN ONE-BEDROOM,
2:09:36 TWO-BEDROOM, THREE-BEDROOM.
2:09:38 SO WHEN YOU LOOK AT THE
2:09:41 NUMBER OF PEOPLE THAT LIVE
2:09:43 IN AN APARTMENT, SO ON THE
2:09:44 LEFT IS OUR STUDIO WITH A
2:09:47 LIMITED OCCUPANCY OF TWO
2:09:48 PEOPLE.
2:09:49 ON THE RIGHT IS YOUR
2:09:50 TRADITIONAL THREE-BEDROOM
2:09:52 GARDEN STYLE APARTMENT THAT
2:09:54 WOULD ALLOW SIX PEOPLE, AND
2:09:57 IT’S FIVE TIMES THE SIZE, BUT
2:09:59 ACROSS THE IMPACT FEE CATEGORY
2:10:01 THE IMPACT FEE IS THE EXACT
2:10:02 SAME FOR ALL OF THOSE UNITS.
2:10:04 SO ACROSS THE STATE, THERE ARE
2:10:09 A LITTLE UNDER A DOZEN
2:10:11 MUNICIPALITIES THAT ACTUALLY
2:10:12 DO DIFFERENTIATE BY UNIT
2:10:14 SIZE.
2:10:15 TYPICALLY THEY LOOK AT THE
2:10:17 SQUARE FOOTAGE OF THE UNIT
2:10:19 WITH BROWARD COUNTY LITTLE
2:10:21 BROWARD COUNTY LOOKING AT ONE
2:10:23 BEDROOM OR LESS AND OSCEOLA
2:10:24 COUNTY IS ACTUALLY IN THE
2:10:25 PROCESS OF ADOPTING A STUDIO
2:10:27 OR A ZERO BEDROOM CATEGORY.
2:10:29 SO THERE IS SOME PRECEDENCE
2:10:31 ACROSS THE STATE TO ALLOW FOR A
2:10:33 SEPARATE IMPACT FEE FOR THE
2:10:34 SMALLER SQUARE FOOTAGES.
2:10:39 SO THERE HAVE BEEN A COUPLE OF
2:10:40 PREVIOUS STUDIES.
2:10:41 SOME WERE INDEPENDENT TO US.
2:10:44 TWO WE WERE INVOLVED IN.
2:10:46 BUT THREE HAVE BEEN DONE OVER THE
2:10:49 PAST FOUR YEARS IN OSCEOLA
2:10:51 COUNTY.
2:10:52 AND WE RECENTLY COMPLETED ONE IN
2:10:54 COLLIER COUNTY FOR OUR NAPLES
2:10:55 PROJECT THAT SHOWS A
2:10:56 SUBSTANTIALLY LOWER STUDENT
2:10:58 GENERATION RATE FOR THE SQUARE
2:11:00 FOOTAGES THAT WE’RE TALKING
2:11:01 ABOUT COMPARED TO TRADITIONAL
2:11:02 MULTIFAMILY.
2:11:03 SO IF YOU KIND OF BLEND THE
2:11:08 STUDENT GENERATION RATES ACROSS
2:11:09 THESE STUDIES IT WOULD SHOW THAT
2:11:13 OUR 245 UNIT PROPERTY WOULD
2:11:16 GENERATE SOMEWHERE BETWEEN ONE
2:11:17 AND SEVEN STUDENTS.
2:11:19 THE CURRENT IMPACT FEE SUGGES
2:11:21 THAT WE WOULD HAVE 27 STUDENTS.
2:11:24 AND SO AGAIN ACROSS OUR ENTIRE
2:11:26 PORTFOLIO RIGHT NOW WE ONLY
2:11:28 HAVE TWO STUDENTS LIVING IN
2:11:30 OUR COMMUNITIES.
2:11:31 AND SO THE RATE OF 27 IS
2:11:34 EXTREMELY HIGH COMPARED TO
2:11:36 WHAT THE DATA BOTH SUGGESTS
2:11:38 AND WHAT WE’RE SEEING IN THE
2:11:39 REAL WORLD.
2:11:40 AND SO THE EXAMPLE THAT I KIND
2:11:42 OF USE IS IF YOU GO TO
2:11:44 MCDONALD’S AND YOU ORDER A
2:11:45 CHEESEBURGER YOU DON’T PAY
2:11:47 FOR A BIG MAC, RIGHT?
2:11:48 YOU PAY FOR THE CHEESEBURGER.
2:11:49 AND SO OUR REQUEST TO THIS
2:11:52 GROUP WOULD BE TO ALLOW US
2:11:53 TO GO OUT AND COMPLETE A
2:11:54 STUDY AND ACTUALLY PAY FOR
2:11:56 THE IMPACT THAT OUR
2:11:57 COMMUNITY WILL HAVE ON THE
2:11:58 SCHOOL SYSTEM.
2:11:59 SO AGAIN, WHAT WE WOULD LIKE
2:12:03 TO DO IS GO OUT, COMPLETE
2:12:04 AN INDEPENDENT STUDY,
2:12:06 BRING IT BACK, HAVE OUR
2:12:07 CONSULTANT PRESENT THE DATA
2:12:08 TO THIS GROUP, AND THEN
2:12:09 HAVE YOU GUYS KIND OF
2:12:11 KIND OF WEIGH IN ON THAT
2:12:12 AND POTENTIALLY MAKE A
2:12:13 RECOMMENDATION TO THE
2:12:14 MANAGER.
2:12:18 ALL RIGHT.
2:12:19 BOARD?
2:12:20 THOUGHTS?
2:12:21 I’M GOING TO GO
2:12:22 BECAUSE I HAVE A COUPLE
2:12:23 QUESTIONS.
2:12:24 I WAS THE ONE WHO ASKED THE
2:12:25 QUESTIONS BEFORE.
2:12:26 SURE.
2:12:27 A FEW THINGS.
2:12:28 SO YOU STATED THAT HUD WILL
2:12:29 ALLOW YOU TO LIMIT THE
2:12:30 OCCUPANCY.
2:12:31 CORRECT.
2:12:32 YOU DIDN’T STATE YOU WILL
2:12:33 LIMIT THE OCCUPANCY.
2:12:34 WE WILL.
2:12:35 LET ME – YES.
2:12:36 WE WILL.
2:12:37 AND WE DO.
2:12:38 AND THE CURRENT OCCUPANCY
2:12:39 WILL BE TWO PER UNIT.
2:12:41 CORRECT.
2:12:42 YES.
2:12:43 SO THIS IS LIVE LOCAL.
2:12:45 SO 40% OF THEM HAVE TO FALL
2:12:47 IN THAT AMI.
2:12:48 CORRECT?
2:12:49 YEAH.
2:12:50 SO LET ME CLARIFY THAT.
2:12:51 SO UNDER LIVE LOCAL THAT’S
2:12:52 OUR REQUIREMENT.
2:12:53 BUT THE REQUIREMENT IS
2:12:54 ACTUALLY 120% OF AMI FOR
2:12:56 LIVE LOCAL.
2:12:57 OK.
2:12:58 RIGHT.
2:12:59 AND SO IT’S HIGHER.
2:13:00 AND SO OUR – THERE IS A
2:13:03 MARKET RATE THAT WE CAN
2:13:04 CHARGE FOR THIS SQUARE
2:13:05 FOOTAGE.
2:13:06 AND WHAT WE HAVE TYPICALLY
2:13:08 FOUND IS THAT MARKET RATE IS
2:13:10 UNDER THE 80% OF AMI MARK.
2:13:12 AND SO WE UNDERWRITE TO THAT
2:13:14 NUMBER OR BELOW.
2:13:15 BECAUSE THERE’S A POINT IN
2:13:17 TIME WHERE A PERSON WOULD
2:13:19 RATHER GO GET A TWO-BEDROOM
2:13:20 WITH A ROOMMATE.
2:13:21 RIGHT.
2:13:22 BUT IT’S A MARKET-BASED
2:13:25 RENT.
2:13:26 AND SO WE REFERENCE THE 80%
2:13:28 MARK.
2:13:29 BUT UNDER LIVE LOCAL IT’S
2:13:30 ACTUALLY MUCH HIGHER IS
2:13:31 OUR REQUIREMENT.
2:13:32 OK.
2:13:33 ALL RIGHT.
2:13:33 WONDERFUL.
2:13:34 AND WHAT IS THE CURRENT
2:13:35 OCCUPANCY THAT YOU HAVE
2:13:36 UNDER YOUR ENTIRE PORTFOLIO?
2:13:37 THESE ARE NEWER PROJECTS.
2:13:38 IS THAT RIGHT?
2:13:39 YEAH.
2:13:40 SO WHAT HAVE YOU SOLD OR
2:13:41 WHAT’S YOUR OCCUPANCY RATE
2:13:42 LOOKING LIKE AS AN OVERALL
2:13:43 IN THE PORTFOLIO?
2:13:44 SO THE ONE IN CHARLESTON
2:13:45 IS IT JUST OPENED.
2:13:46 IT’S IN LEASE UP.
2:13:47 OUR IS IN COLUMBIA.
2:13:48 WE HAVE STAYED 97%
2:13:49 OCCUPIED SINCE THE DAY WE
2:13:51 OPENED.
2:13:52 AND THAT ONE’S BEEN OPEN
2:13:53 SINCE 2019.
2:13:54 IN OSCEOLA WE HAVE TWO
2:13:55 PROPERTIES THAT HAVE BEEN
2:13:57 OPEN SINCE.
2:13:58 ONE OPENED IN DECEMBER OF 21.
2:14:03 OK.
2:14:04 AND THE OTHER OPENED IN
2:14:05 MARCH, APRIL OF 22.
2:14:07 AND THOSE HAVE BEEN BETWEEN
2:14:08 90 AND 96%.
2:14:10 GOOD.
2:14:11 YEAH.
2:14:12 SO, I MEAN, IT’S I MEAN,
2:14:13 IT IS A SORED AFTER PRODUCT.
2:14:14 ALL RIGHT.
2:14:15 WONDERFUL.
2:14:16 WELL, I LOVE THE FACT THAT,
2:14:17 YOU KNOW, OBVIOUSLY NOT
2:14:18 TAKING ANY KIND OF
2:14:19 GOVERNMENT FUNDING.
2:14:20 I BELIEVE THAT THAT’S
2:14:21 OBVIOUSLY A HUGE BENEFIT.
2:14:22 AND I LOVE THE FACT THAT
2:14:23 YOU’RE RENOVATING SOMETHING
2:14:24 THAT’S THERE THAT MAYBE
2:14:25 ISN’T BEING UTILIZED
2:14:26 THE WAY THAT IT SHOULD BE
2:14:27 UTILIZED.
2:14:28 IS THERE ANY KIND OF
2:14:29 STIPULATION THAT WILL BE
2:14:30 SET AS FAR AS THE
2:14:31 DEVELOPER SELLING TO A
2:14:32 PRIVATE ENTITY LATER ON
2:14:41 THE DISTRICT.
2:14:42 WE CAN WORK WITH SUE.
2:14:43 AND WE’VE DONE THAT IN
2:14:44 OSCEOLA COUNTY AS WELL
2:14:45 WHERE WE ENTERED INTO AN
2:14:46 AGREEMENT WITH THE SCHOOL
2:14:47 DISTRICT THAT WHERE IF
2:14:48 THAT EVER CHANGED THE
2:14:49 DISTRICT HAD THE ABILITY
2:14:50 TO COME BACK AND CHARGE
2:14:51 THOSE ADDED FEES.
2:14:52 OKAY.
2:14:53 I WOULD BE FAVORABLE TO
2:14:54 THAT.
2:14:55 I LOVE THE IDEA OF THIS.
2:14:56 HONESTLY, I THINK THIS IS
2:14:57 EXACTLY WHAT LIVE LOCAL
2:14:58 WAS CREATED FOR WAS TO
2:14:59 TAKE THESE PROPERTIES
2:15:00 LIKE THIS AND TURN
2:15:01 THEM INTO SOMETHING.
2:15:02 WHAT IS – CAN I ASK –
2:15:03 NO, I’M NOT GOING TO ASK THAT.
2:15:04 ASK, ASK, ASK.
2:15:05 ALL RIGHT.
2:15:06 WHAT IS THE RENTAL RATE
2:15:07 GOING TO BE FOR THE
2:15:08 PROPERTIES THAT AREN’T IN
2:15:09 THAT AMI PERCENTAGE?
2:15:10 THEY’RE ALL –
2:15:11 SO HERE’S THE THING.
2:15:12 THEY’RE ALL THE SAME.
2:15:14 YEAH.
2:15:15 SO RIGHT NOW, OUR
2:15:16 UNDERWRITTEN RENTS,
2:15:17 INCLUDING UTILITIES,
2:15:18 RANGE BETWEEN $1,225
2:15:19 AND $1,325 A MONTH.
2:15:20 OKAY.
2:15:21 AND SO THE –
2:15:22 AND AGAIN, OUR LIVE
2:15:24 LOCAL REQUIREMENT
2:15:25 IS 120% OF AMI MARK.
2:15:27 RIGHT.
2:15:28 AND I SENT THAT TO YOU,
2:15:29 I THINK THAT THE –
2:15:31 IT’S LIKE $1,700?
2:15:32 IT’S INSANE.
2:15:33 IT IS, RIGHT?
2:15:34 IT IS.
2:15:35 BUT SO IN OSCEOLA RIGHT NOW,
2:15:40 THE AMI IN OSCEOLA
2:15:43 FOR 80% IS A LITTLE BIT
2:15:44 HIGHER.
2:15:45 IT’S LIKE $1,365.
2:15:46 OUR CHEAP LEAST
2:15:49 EXPENSIVE APARTMENT
2:15:50 IS $1,220.
2:15:53 AND I THINK OUR MOST
2:15:54 EXPENSIVE IS $1,390.
2:15:56 AND SO WE’RE RIGHT.
2:15:58 WE’RE RIGHT THERE
2:15:59 WITHIN THAT RANGE.
2:16:00 YEAH.
2:16:01 OKAY.
2:16:02 ALL RIGHT.
2:16:03 WONDERFUL.
2:16:04 WELL, I THINK THIS IS –
2:16:05 YOU KNOW, TINY HOUSE NATION
2:16:06 HAS PROBABLY DO A REALLY
2:16:07 GOOD JOB FOR MAKING STUDIOS
2:16:08 A MORE ATTRACTIVE PUTURE
2:16:09 FOR PEOPLE.
2:16:10 SO YEAH.
2:16:11 BUT THANK YOU FOR COMING
2:16:12 AND PRESENTING.
2:16:13 I’M IN FAVOR OF THE STUDY
2:16:14 GOING FORWARD AND LOOKING
2:16:15 AT THAT, BRINGING IT BACK
2:16:16 TO POSSIBLY FINDING A WAY
2:16:17 TO REDUCE SOME OF THE FEES
2:16:18 FOR YOU GUYS TO BE ABLE
2:16:19 TO RENOVATE THAT
2:16:20 PROPERTY.
2:16:21 THANK YOU.
2:16:23 GREAT PRESENTATION.
2:16:25 YOU JUST REALLY HIT ALL THE
2:16:27 MARKS AS FAR AS GETTING
2:16:28 THE GOOD INFORMATION TO US.
2:16:30 HOW DOES –
2:16:31 BECAUSE WE’VE HAD A COUPLE
2:16:32 DIFFERENT ORGANIZATIONS
2:16:33 COME.
2:16:34 ONE WAS SPECIFICALLY BUILT
2:16:35 WITH – AS A NONPROFIT,
2:16:36 WHATEVER.
2:16:37 AND WE HAD ANOTHER ONE
2:16:38 THAT WAS NOT NECESSARILY –
2:16:39 SO I’M TRYING TO FIGURE OUT
2:16:40 HOW YOU FALL –
2:16:42 IT’S NOT LIKE ST.
2:16:44 STEVEN’S WAY THAT WAS A
2:16:45 DIFFERENT KIND OF THING.
2:16:46 BUT HOW DOES THIS PROJECT
2:16:47 FALL IN COMPARISON TO THOSE
2:16:48 OTHER TWO PROJECTS?
2:16:49 SUE WOULD MAYBE BE ABLE TO
2:16:51 ANSWER THAT ONE BETTER.
2:16:52 SO I’LL START.
2:16:53 I THINK THERE ARE DIFFERENT
2:16:55 MODELS OF THIS.
2:16:56 SO THE ST. STEVEN’S WAY
2:16:58 PROJECT WAS ONE THAT WAS
2:17:02 HOUSING EXISTING FAMILIES
2:17:04 WITH EXISTING KIDS IN THE
2:17:06 SCHOOL SYSTEM.
2:17:07 SO THERE WAS NO NET
2:17:09 IMPACT.
2:17:10 SO THAT WAS THE BASIS OF
2:17:11 THE AGREEMENT AND THE –
2:17:14 IT WAS BASICALLY AN
2:17:15 EXEMPTION AGREEMENT THAT WAS
2:17:16 TRI-PARTY BETWEEN THE
2:17:17 SCHOOL DISTRICT, THE COUNTY,
2:17:18 AND THE DEVELOPER.
2:17:20 WE HAD ANOTHER PROPOSAL THAT
2:17:22 WAS LOOKING FOR AN
2:17:24 EXEMPTION, BUT THEY WERE
2:17:25 GENERATING STUDENTS AND WE –
2:17:28 I DON’T BELIEVE WE ENDED UP
2:17:29 SUPPORTING THAT.
2:17:30 RIGHT.
2:17:31 AND SO FROM MY
2:17:32 PERSPECTIVE AS THE
2:17:33 FACILITIES PERSON, IF
2:17:35 THERE ARE STUDENTS – IF
2:17:37 THERE’S A NET INCREASE IN
2:17:38 STUDENTS, THEN I WILL BE
2:17:40 ADVOCATING FOR PAYING FOR
2:17:42 THAT NET INCREASE IN
2:17:43 STUDENTS.
2:17:44 RIGHT.
2:17:45 BECAUSE IF YOU RECALL,
2:17:46 EVEN THE IMPACT FEE RATE
2:17:47 THAT HAS BEEN ADOPTED BY
2:17:48 PREVARD COUNTY IS
2:17:49 SUBSTANTIALLY LESS THAN
2:17:50 THE ACTUAL COST OF THAT
2:17:51 IMPACT.
2:17:52 RIGHT.
2:17:53 SO THE IMPACT FEES ARE
2:17:54 ONLY PAYING FOR A PORTION
2:17:55 OF WHAT IT COSTS TO ACTUALLY
2:17:57 SUPPORT ADDITIONAL STUDENTS IN
2:17:58 OUR SCHOOLS OR IN THE SCHOOL
2:18:00 DISTRICT IN GENERAL.
2:18:01 SO THERE ARE A COUPLE
2:18:02 DIFFERENT WAYS THAT YOU MIGHT
2:18:04 SEE A PROPOSAL.
2:18:06 IN THIS PARTICULAR CASE, THE
2:18:07 DEVELOPER IS PROPOSING TO
2:18:08 PAY FOR THAT IMPACT.
2:18:10 IT’S JUST THE IMPACT IS
2:18:11 PREDICTED TO BE SMALLER.
2:18:12 RIGHT.
2:18:13 YEAH.
2:18:14 NO, I APPRECIATE THAT.
2:18:15 I JUST WANT TO MAKE SURE I
2:18:16 COULD WRAP MY MIND
2:18:17 AROUND WE DID THIS BUT THEN
2:18:19 WE DID THIS AND THIS SO THAT
2:18:20 THAT MAKES PERFECT SENSE.
2:18:21 I THINK I AGREE WITH THE
2:18:25 THIS IS A GREAT WAY TO USE
2:18:28 TO FOLLOW THE LIVE LOCAL
2:18:30 BECAUSE I’M TRYING TO THINK
2:18:32 WHAT ARE ALL THE OBJECTIONS
2:18:33 PEOPLE ARE GOING TO HAVE.
2:18:34 YOU KNOW, PEOPLE COMPLAIN
2:18:35 WHEN WE HAVE NEW APARTMENT
2:18:36 COMPLEXES GO UP.
2:18:37 BUT THE TRUTH IS PEOPLE
2:18:38 DON’T WANT TO SEE THESE OLD
2:18:40 PROPERTIES SITTING AROUND
2:18:41 BECAUSE THEY DON’T GET TORN
2:18:42 DOWN.
2:18:42 THEY SIT THERE AND THEY LOOK
2:18:43 TERRIBLE.
2:18:44 AND HERE’S THE REALITY.
2:18:45 LIKE I HAVE TOURED A LOT OF
2:18:47 OLD DEFUNCT HOTELS IF I CAN
2:18:48 JUST BE CANDID AND AT SOME
2:18:50 POINT PEOPLE LIVE IN THESE
2:18:52 REGARDLESS, RIGHT?
2:18:54 I MEAN, THAT’S THE REALITY.
2:18:56 AND SO BY RENOVATING IT,
2:18:59 BY MAKING IT FEEL NEW AGAIN,
2:19:01 WE DON’T HAVE A NET IMPACT
2:19:03 ON TRAFFIC.
2:19:04 WE DON’T HAVE A NET IMPACT
2:19:05 ON UTILITIES, RIGHT?
2:19:07 BECAUSE IT’S BEEN AN
2:19:08 OPERATIONAL – SO THIS ONE
2:19:09 WAS BUILT IN 1977.
2:19:10 IT’S BEEN IMPACTING THE
2:19:12 ROAD SYSTEM SINCE 1977,
2:19:14 RIGHT?
2:19:15 AND SO WE’VE DONE TRAFFIC
2:19:16 STUDIES TO UNDERSTAND AND WE
2:19:18 ACTUALLY – OUR TYPE OF
2:19:19 COMMUNITY HAS A NET
2:19:20 REDUCTION OVER HOTEL USE
2:19:22 BECAUSE IT’S LESS
2:19:23 TRANSIENT.
2:19:24 RIGHT.
2:19:25 AND SO AS A WHOLE, IT IS A
2:19:28 MUCH MORE SUSTAINABLE WAY TO
2:19:29 LOOK AT THESE PROPERTIES AND
2:19:31 TO PREVENT THEM FROM
2:19:34 BECOMING A NUISANCE TO THE
2:19:35 LOCAL COMMUNITY.
2:19:36 RIGHT.
2:19:38 WELL, AND I AGREE.
2:19:39 THAT WAS ONE OF THE THINGS I
2:19:40 HAD – NOTES I MADE, THAT A
2:19:41 LONG COMMUTE IS WHAT AFFECTS
2:19:42 TRAFFIC MORE.
2:19:43 RIGHT.
2:19:43 AND THAT IS THE CHIEF
2:19:44 COMPLAINT WHEN WE HAVE MORE
2:19:45 PEOPLE MOVING IN IS THE
2:19:46 EXTRAFFIC.
2:19:47 RIGHT.
2:19:48 I THINK MINIMALISM IS IN VOGE
2:19:51 FOR SURE.
2:19:52 YEAH.
2:19:54 SO THE OTHER QUESTION – LAST
2:19:56 QUESTION I HAD WAS HOW DOES
2:19:57 THE UNDERWRITING WORK?
2:19:58 WHO’S UNDERWRITING OR IS IT
2:19:59 JUST – ARE YOU GUYS
2:20:01 UNDERWRITING WITH YOUR OTHER
2:20:02 PROJECTS THAT ARE – I’M NOT
2:20:04 SURE HOW THAT –
2:20:05 YEAH.
2:20:06 SO WE DO THE UNDERWRITING.
2:20:07 RIGHT.
2:20:08 SO THIS IS OUR BUSINESS
2:20:09 MODEL.
2:20:10 SO WHAT WE HAVE JUST LEARNED
2:20:12 ACROSS THE PORTFOLIO IS
2:20:14 THAT THE MARKET CAN AND WILL
2:20:17 PAY ABOUT THE 80% OF AMI MARK
2:20:20 FOR THIS PRODUCT TYPE.
2:20:22 AND SO THAT HAS JUST KIND
2:20:23 OF BECOME OUR ADOPTED
2:20:24 UNDERWRITING.
2:20:25 OKAY.
2:20:26 GOT IT.
2:20:27 WELL, YOU KNOW, EVERY –
2:20:28 WHEN I LOOK AT THE IMPACT,
2:20:29 YOU KNOW, THIS KIND OF HOUSING
2:20:32 IS NEEDED ABSOLUTELY FOR
2:20:33 OUR EMPLOYEES, ESPECIALLY
2:20:35 FOR THOSE YOUNG TEACHERS.
2:20:36 YEAH.
2:20:37 AND IF THEY COME FROM OUTSIDE,
2:20:38 THERE’S NOT A PARENT THEY
2:20:39 CAN LIVE WITH UNTIL THEY GET
2:20:40 ENOUGH MONEY, WHICH COULD
2:20:41 BE YEARS.
2:20:42 RIGHT.
2:20:43 I MEAN, IF WE’RE GETTING
2:20:44 THEM FROM OTHER PLACES AND WE
2:20:45 GETTING PLACES, IT’S REALLY
2:20:46 HARD TO FIND HOUSING.
2:20:47 YEAH.
2:20:48 AND SO I THINK THIS IS A GOOD
2:20:49 USE OF THIS AVENUE.
2:20:51 AND IF THE ALTERNATIVE FEE –
2:20:53 NOW, YOU GUYS ARE ALREADY
2:20:55 STARTING.
2:20:56 SO THIS WON’T NECESSARILY
2:20:57 HELP YOU WITH THIS PROJECT,
2:20:58 WILL IT?
2:20:59 OR IF THE TIMING –
2:21:00 SO THE WAY THAT THE IMPACT THESE
2:21:01 ARE DONE IN BREVARD COUNTY IS
2:21:03 THAT THE FEES ARE PAID AT THE
2:21:04 CERTIFICATE OF OCCUPANCY.
2:21:06 OKAY.
2:21:07 SO WE HAVE BASICALLY THROUGH
2:21:08 CONSTRUCTION TO WORK OUT.
2:21:10 OKAY.
2:21:11 SO WE HAVE SOME TIME.
2:21:12 BUT POTENTIALLY, WOULD YOU
2:21:13 BE LOOKING AT OTHER PLACES IN
2:21:14 BREVARD TO REPLICATE THE
2:21:15 MODEL?
2:21:16 WE’RE ALWAYS LOOKING.
2:21:17 OKAY.
2:21:18 GOOD.
2:21:19 ALL RIGHT.
2:21:20 THAT’S ALL.
2:21:21 THANK YOU.
2:21:22 SO I WANT TO SAY THANK
2:21:23 YOU.
2:21:24 THE PARTICULAR PROPERTY THAT
2:21:25 YOU’RE WORKING ON, I KNOW,
2:21:26 HAS BEEN A NEMESIS TO A LOT OF
2:21:27 THE AREA IN THAT AREA.
2:21:29 AND IT’S BEEN A LOT OF THE
2:21:30 LEADERS IN THAT AREA.
2:21:31 SO THANK YOU FOR COMING
2:21:32 FORWARD WITH IT.
2:21:33 ONE OF THE QUESTIONS I HAD,
2:21:34 GREAT PRESENTATION, WAY TO
2:21:36 LAY IT OUT, VERY EASY TO
2:21:38 UNDERSTAND AND GO THROUGH.
2:21:40 PAUL, DO WE LEAVE
2:21:41 OURSELVES – AND THIS ISN’T
2:21:42 PARTICULAR FOR YOU, BUT WHEN
2:21:44 WE MAKE DECISIONS LIKE
2:21:45 THESE, WHETHER WE DO OR WE
2:21:46 DO NOT SUPPORT IT, ARE WE
2:21:48 LEAVING OURSELVES OPEN FOR
2:21:49 RISK FOR LAWSUITS IN THE
2:21:51 FUTURE IF WE DECIDE TO GO
2:21:52 THE OPPOSITE IN A SIMILAR
2:21:56 SITUATION?
2:21:57 ULTIMATELY, THIS IS A COUNTY
2:21:58 THING.
2:21:59 SO WHETHER THE BOARD SUPPORTS
2:22:00 OR DOESN’T, THE COUNTY CAN
2:22:01 MOVE FORWARD.
2:22:02 SO IT’S THEIR PROGRAM.
2:22:03 THEY JUST USUALLY SEEK OUR
2:22:04 INPUT AND WHAT WE RECOMMEND
2:22:06 AND THEY MAY OR MAY NOT
2:22:07 TAKE THAT.
2:22:09 BUT SO IT’S THEIR
2:22:10 DECISION SO WE DON’T LEAVE
2:22:11 OURSELVES OPEN FOR RISK.
2:22:12 RIGHT, YEAH.
2:22:13 IT’S THEIR PROGRAM.
2:22:14 SO IF THEY THINK THAT WE’VE
2:22:15 MADE A MISTAKE IN OUR
2:22:16 RECOMMENDATION, THEY WOULD
2:22:17 MOVE FORWARD.
2:22:18 IF THEY THINK THERE’S SOME
2:22:19 LEGAL BASIS THAT THEY HAVE TO
2:22:21 MOVE FORWARD WITH ALLOWING
2:22:22 THIS.
2:22:23 OKAY.
2:22:24 I LIKE THE BUSINESS MODEL.
2:22:25 I LIKE IT.
2:22:26 GOOD JOB.
2:22:27 I’M IN FAVOR.
2:22:28 THAT’S CLEAR.
2:22:29 YOU GOT CLEAR DIRECTION.
2:22:30 WE’RE OPEN TO THE IMPACT
2:22:32 IF YOU STUDY.
2:22:33 OKAY.
2:22:34 AWESOME.
2:22:35 THANK YOU GUYS VERY MUCH.
2:22:36 APPRECIATE IT.
2:22:37 ALL RIGHT, MR. CHAIR.
2:22:42 THE LAST PRESENTATION
2:22:43 TODAY IS ABOUT ZERO EYES.
2:22:45 AND WE’RE ALWAYS LOOKING TO
2:22:47 WAYS TO IMPROVE THE SAFETY
2:22:49 AND SECURITY THAT WE PROVIDE
2:22:50 TO OUR STUDENTS AND STAFF
2:22:51 ON CAMPUSES.
2:22:53 ALWAYS LOOKING FOR OTHER
2:22:54 LAYERS OF SECURITY THAT WE
2:22:55 CAN ADD.
2:22:56 SO ZERO EYES IS A VIDEO
2:22:58 MONITORING SYSTEM AND I’LL
2:22:59 LET THEM EXPLAIN WHAT IT IS
2:23:01 AND EVERYTHING.
2:23:02 BUT IT’S JUST AN ADDITIONAL
2:23:04 TOOL THAT WE ARE LOOKING AT.
2:23:06 TODAY WE’RE JUST IN
2:23:07 PRESENTATION MODE.
2:23:09 WE’RE NOT NECESSARILY
2:23:11 PROPOSING THIS OR ANYTHING
2:23:12 LIKE THAT.
2:23:13 IT’S JUST A PRESENTATION
2:23:14 FOR YOU TO SEE THE PRODUCT,
2:23:16 LEARN ABOUT THE PRODUCT
2:23:17 AND THAT KIND OF THING.
2:23:18 AND THEN, YOU KNOW, WE GET
2:23:20 DIRECTION TODAY TO MOVE
2:23:21 FORWARD ON CONSIDERING IT.
2:23:24 YOU KNOW, WE WOULD DO THAT.
2:23:26 BUT RIGHT NOW, TODAY, IT’S
2:23:27 JUST – THIS IS AN ADDITIONAL
2:23:29 LAYER OF SECURITY THAT WE
2:23:30 COULD ADD TO OUR BUILDINGS
2:23:32 AND WE JUST WANTED TO GIVE
2:23:33 YOU THE INFORMATION AND THE
2:23:34 PRESENTATION ON IT.
2:23:35 SO, MR. WILSON, THE CHIEF
2:23:37 OPERATING OFFICER, IS BACK
2:23:39 AT THE TABLE.
2:23:40 AND HE’S GOING TO, YOU KNOW,
2:23:42 TAKE OVER AND ALSO
2:23:43 INTRODUCE BRETT AND THE REST
2:23:45 OF THE TEAM.
2:23:55 WE ALL SET?
2:23:56 READY?
2:23:57 IT’S GOOD.
2:23:58 AWESOME.
2:23:59 ALL RIGHT.
2:24:00 THANK YOU SO MUCH FOR
2:24:00 HAVING US.
2:24:01 I’M GOING TO INTRODUCE YOU
2:24:02 AND YOU CAN ROLL IN.
2:24:04 IN OUR ONGOING EFFORTS TO
2:24:05 ENHANCE THE SAFETY AND
2:24:06 SECURITY OF OUR SCHOOLS, WE
2:24:08 ARE PLEASED TO HAVE WITH US
2:24:09 BRENT AND JT FROM ZERO EYES.
2:24:14 ZERO EYES SPECIALIZES IN
2:24:16 USING ARTIFICIAL INTELLIGENCE
2:24:18 TO DETECT FIREARMS AND LIVE
2:24:20 SECURITY CAMERA FOOTAGE.
2:24:22 ACTING AS AN EARLY WARNING
2:24:24 SYSTEM, IT HELPS PREVENT
2:24:26 POTENTIAL ACTIVE SHOOTER
2:24:28 SITUATIONS BY INTEGRATING
2:24:29 WITH EXISTING SECURITY
2:24:31 CAMERAS AND ALERTING
2:24:33 AUTHORITIES WHEN FIREARMS
2:24:36 ARE DETECTED.
2:24:38 SEVERAL SCHOOLS IN FLORIDA
2:24:40 ARE USING THIS TECHNOLOGY
2:24:41 JUST SEVERAL SCHOOL
2:24:42 DISTRICTS, EXCUSE ME,
2:24:43 ARE USING THIS TECHNOLOGY
2:24:44 WITHIN THE STATE.
2:24:45 JUST TO NAME A FEW,
2:24:47 INDIAN RIVER COUNTY,
2:24:48 SUMPTER COUNTY,
2:24:50 LEON COUNTY,
2:24:52 HERNANDO COUNTY,
2:24:54 AS WELL AS FLORIDA
2:24:56 ATLANTIC UNIVERSITY,
2:24:58 FLORIDA SOUTHWESTERN
2:24:59 COLLEGE,
2:25:00 THE VILLAGES CHARTER,
2:25:02 PEMBROOK PRINES CHARTER,
2:25:05 AND THE BENJAMIN SCHOOL,
2:25:06 JUST TO NAME A FEW
2:25:07 OF THE ORGANIZATIONS
2:25:10 WITHIN THE STATE
2:25:11 THAT’S USING THIS TECHNOLOGY.
2:25:12 AT THIS TIME,
2:25:13 I’M GOING TO TURN IT OVER
2:25:14 TO BRENT AND J.T.
2:25:15 TO LET THEM PRESENT
2:25:16 WHAT ZERO EYES HAS TO OFFER.
2:25:19 BRENT.
2:25:20 AWESOME, THANK YOU.
2:25:21 SO, PRESIDENT HELL,
2:25:22 VICE PRESIDENT OF EDUCATION
2:25:23 AND GOVERNMENT SOLUTIONS,
2:25:24 IF J.T. WILKINS HERE,
2:25:25 HE’S A SENIOR VICE PRESIDENT,
2:25:26 ZERO EYES.
2:25:27 I’M GOING TO GO INTO THIS ONE?
2:25:29 WE’RE RECORDING.
2:25:30 HOW’S THAT?
2:25:31 IS THAT GOOD?
2:25:32 WE CAN GIVE YOU A HEAD HELD IF YOU WANT.
2:25:33 THIS IS GOOD.
2:25:34 I’M HAPPY BACK HERE.
2:25:35 SO, WHAT I HAD PLAN TO SHOW YOU TODAY
2:25:37 IS SORT OF A TWO-PART PRESENTATION.
2:25:38 IT’S NOT GOING TO BE A SALES PITCH.
2:25:39 IT’S GOING TO BE MORE OF A TACTICAL DEMONSTRATION.
2:25:40 I’M GOING TO GO THROUGH A FEW SLIDES,
2:25:42 EXPLAIN THE TECHNOLOGY, HOW IT WORKS,
2:25:43 AND THEN WE’LL GO INTO A LIVE DEMO
2:25:45 AND SHOW YOU THIS THING IN ACTION HERE.
2:25:47 SO, ZERO EYES ITSELF,
2:25:48 WE HAVE ONE MISSION.
2:25:49 IT’S TO STOP, MITIGATE, PREVENT
2:25:50 AS MUCH GUN VIOLENCE AS POSSIBLE.
2:25:51 SO, WE HAVE THE SAYING IN THE TOP LEFT,
2:25:53 SAVE TIME, SAVE LIVES.
2:25:54 AND REALLY WHAT WE MEAN BY THAT,
2:25:56 IS THE MORE TIME WE CAN GIVE BACK
2:25:57 TO FIRST RESPONDERS, LAW ENFORCEMENT,
2:25:58 SCHOOL PERSONNEL,
2:25:59 IN THE EVENT OF AN ACTIVE THREAT,
2:26:01 THE BETTER CHANCE YOU HAVE OF SAVING A LIFE.
2:26:02 SO, QUICK BACK STORY,
2:26:04 YOU KNOW, THE COMPANY ITSELF,
2:26:05 FOUNDED BY A GROUP OF FORMER NAVY SEALS,
2:26:06 SPECIAL FORCES, SPECIAL OPERATIONS GUYS,
2:26:08 WHO WENT TO SERVE AFTER 9/11.
2:26:10 YOU KNOW, THEY COME BACK,
2:26:11 THEY GET THEIR IVA LEAGUE MBAs,
2:26:12 AND 2018 COMES AROUND,
2:26:14 NATURALLY THAT’S WHEN THE PARKLAND
2:26:15 SHOOTING HAPPENED, RIGHT?
2:26:16 TRAGIC DAY ACROSS THE NATION,
2:26:17 17 PEOPLE SHOT AND KILLED,
2:26:18 17 SHOT AND INJURED,
2:26:20 REALLY A TURNING POINT FOR SCHOOLS
2:26:21 ACROSS THE NATION WITH THEIR SECURITY MEASURES.
2:26:23 SO, SEE MORE LOCKDOWN DRILLS,
2:26:24 REUNIFICATION PLANS,
2:26:25 YOU SEE METAL DETECTORS.
2:26:26 OUR CEO, HIS DAUGHTER WAS IN MIDDLE SCHOOL
2:26:28 AT THE TIME,
2:26:29 WENT THROUGH ONE OF OUR FIRST,
2:26:30 YOU KNOW, INTENSE LOCKDOWN DRILLS,
2:26:31 AND I THINK WE ALL KNOW HOW THEY GO,
2:26:32 PEOPLE COMING AROUND,
2:26:33 YOU KNOW, BANGING ON THE DOORS,
2:26:34 DAUGHTER COMES HOME UPSET,
2:26:35 DAD MARCHES DOWN TO THE SCHOOL,
2:26:36 TALKS TO THE PRINCIPAL,
2:26:37 THE RESOURCE OFFICER,
2:26:38 THEY EXPLAIN THE DRILL,
2:26:39 MAKES PERFECT SENSE TO HIM,
2:26:40 AND HE STARTED LOOKING AT THE CAMERAS
2:26:42 AND ASKING, YOU KNOW,
2:26:43 WHAT ARE YOU DOING WITH YOUR SECURITY CAMERAS?
2:26:44 WHEN I WAS OVERSEAS,
2:26:45 WE COULD DETECT A DRONE,
2:26:46 AN ENEMY, A WEAPON,
2:26:47 YOU KNOW, VIRTUALLY ANYTHING,
2:26:48 MIGHT NOT DO THE SAME,
2:26:49 AND, YOU KNOW, THE FEEDBACK HE GOT
2:26:50 FROM HIS DAUGHTER’S SCHOOL
2:26:51 AND MORE AND MORE SCHOOLS
2:26:52 THAT, HEY, CAMERAS AT SCHOOLS
2:26:53 ARE GENERALLY USED FOR FORENSICS.
2:26:54 IN OTHER WORDS,
2:26:55 AFTER THERE’S A FIGHT OR A THEFT
2:26:56 OR AN INCIDENT,
2:26:57 YOU’RE GOING BACK AND ROLLING THE TAPES.
2:26:58 IT’S QUITE SELDOM
2:26:59 YOU FIND A SCHOOL DISTRICT
2:27:00 THAT HAS SOMEONE DEDICATED
2:27:01 TO MONITORING EVERY SINGLE ONE
2:27:02 OF THEIR THOUSANDS
2:27:03 OF CAMERA FEEDS IN REAL TIME.
2:27:04 SO THAT’S WHERE
2:27:05 THE WHOLE CONCEPT CAME
2:27:06 FROM, YOU KNOW,
2:27:07 TRANSFORMING WHAT’S
2:27:08 ULTIMATELY A VIDEO RECORDER
2:27:09 TO A PROACTIVE GUN DETECTION SYSTEM.
2:27:10 SO, ZEROYES ITSELF,
2:27:12 WE’RE A US-BASED COMPANY
2:27:13 HEADQUARTERED RIGHT OUTSIDE
2:27:14 PHILADELPHIA.
2:27:15 AND WHAT WE ARE,
2:27:16 WE’RE AN ARTIFICIAL INTELLIGENCE
2:27:17 COMPUTER VISION SOFTWARE
2:27:18 THAT LAYERS ON YOUR
2:27:19 EXISTING SECURITY CAMERAS
2:27:20 TO DETECT GUNS IN REAL TIME.
2:27:21 SO, REALLY,
2:27:22 WHAT DIFFERENTIATES ZEROYES
2:27:24 FROM ANY OTHER WEAPON DETECTION
2:27:25 SYSTEM ON THE MARKET
2:27:26 IS OUR HUMAN IN THE LOOP ELEMENT.
2:27:27 IT’S WHAT WE REFER TO AS THE ZOC,
2:27:29 WHICH STANDS FOR ZEROYES
2:27:30 OPERATION CENTER.
2:27:31 SO, IF YOU THINK OF A REAL-TIME
2:27:32 CRIME CENTER
2:27:33 WE’RE A MILITARY COMMAND CENTER,
2:27:34 911 DISPATCH,
2:27:35 THAT’S WHAT WE MIMIC OUR ZOC AFTER.
2:27:37 AGAIN, STAFF 24/7/365
2:27:39 BY ZEROYES EMPLOYEES,
2:27:40 EVERYONE THAT WORKS IN THE ZOC,
2:27:41 YOU HAVE TO BE EITHER FORMER
2:27:42 MILITARY OR FORMER LAW ENFORCEMENT.
2:27:44 AND WE DO THIS FOR A REASON.
2:27:45 THESE ARE INDIVIDUALS
2:27:46 THAT AREN’T JUST TRAINED AND
2:27:47 EXPERIENCE AT RECOGNIZING
2:27:48 ACTIVE THREATS,
2:27:49 BUT THEY CAN ALSO ARTICULATE
2:27:50 WHAT’S GOING ON IN A CALM DEMEANOR.
2:27:51 AND, YOU KNOW, QUITE FRANKLY,
2:27:52 IT COULD BE A HIGH-INTENSITY
2:27:53 SITUATION.
2:27:54 BUT, REALLY, THE SOLE PURPOSE
2:27:55 OF THE ZOC IS TO VERIFY EVERY
2:27:57 DETECTION THAT OUR AI GETS
2:27:58 TO MAKE SURE, HEY,
2:27:59 IS THIS A TRUE POSITIVE
2:28:00 OR IS THIS A FALSE POSITIVE?
2:28:01 SO, IF YOU GET AN ALERT
2:28:02 FROM ZEROYES AT LAW ENFORCEMENT
2:28:03 LEVEL, EDUCATION LEVEL,
2:28:04 YOU KNOW IT’S SOMETHING
2:28:05 THAT ABSOLUTELY DESERVES
2:28:06 ATTENTION BECAUSE IT’S
2:28:07 BEEN HUMAN VERIFIED.
2:28:08 SO, WE ARE WHAT I LIKE
2:28:09 TO CALL CAMERA AGNOSTIC.
2:28:10 IN OTHER WORDS,
2:28:11 WE INTEGRATE WITH YOUR
2:28:12 EXISTING VIDEO CAMERA
2:28:13 INFRASTRUCTURE.
2:28:14 IT’S ABOUT MAKING THE MOST
2:28:15 OF YOUR SCHOOL DISTRICT’S
2:28:16 EXISTING SECURITY
2:28:17 TECHNOLOGY INVESTMENTS.
2:28:18 SO, WE LAYER ON YOUR CAMERAS,
2:28:19 THE VIDEO MANAGEMENT SYSTEM,
2:28:21 WE CAN DO ACCESS CONTROL,
2:28:22 MASS NOTIFICATION.
2:28:23 WE HAD EXTENSIVE CALLS
2:28:24 WITH YOUR IT TEAM AND YOUR CIO
2:28:26 TO CONFIRM 100% COMPATIBILITY
2:28:28 WITH YOUR VRCADA CAMERA SYSTEM.
2:28:30 AND, YOU KNOW, THAT’S GOOD
2:28:31 KNOWING THAT WE WORK
2:28:32 ON ALL YOUR EXISTING CAMERAS.
2:28:33 AND, REALLY,
2:28:34 WHAT THE TECHNOLOGY IS DOING
2:28:35 HERE IS PROVIDING,
2:28:36 ARGUABLY,
2:28:37 THE TWO MOST CRITICAL PIECES
2:28:38 OF INFORMATION YOU COULD ASK
2:28:39 FOR IN THE EVENT OF AN ACTIVE
2:28:40 THREAT.
2:28:41 THAT’S TIME AND SITUATIONAL
2:28:42 AWARENESS.
2:28:43 SO, WHAT I MEAN BY THAT,
2:28:44 YOU’RE GOING TO KNOW THE EXACT
2:28:45 LOCATION OF THE THREAT,
2:28:46 WHAT THEY LOOK LIKE,
2:28:47 WHAT TYPE OF WEAPON THEY HAVE,
2:28:48 AND, MOST IMPORTANTLY,
2:28:49 HOW MUCH TIME HAS ELAPSED
2:28:50 SINCE THE THREAT WAS
2:28:51 UNDERNEATH EACH CAMERA.
2:28:52 DID I DO SOMETHING TO THE MIC?
2:28:53 NO.
2:28:54 ALL RIGHT.
2:28:55 MOVING FORWARD.
2:28:56 SO, TO BRING YOU THROUGH
2:28:57 THE WORKFLOW, TOP LEFT,
2:28:58 THROUGH THE SECURITY CAMERAS.
2:28:59 NOW, WE REQUIRE THAT AT LEAST
2:29:00 .1% OR MORE OF THE FIREARM
2:29:01 IS IN FRAME OF THE CAMERA
2:29:02 TO GET A DETECTION.
2:29:03 SO, IN OTHER WORDS,
2:29:04 IT DOESN’T HAVE TO BE
2:29:05 FULLY BRANDISHED.
2:29:06 IT COULD JUST BE PART OF THE
2:29:07 BARREL OR PART OF THE HANDLE.
2:29:08 AS SOON AS THAT HAPPENS,
2:29:09 OUR SYSTEM GETS A DETECTION,
2:29:10 AND IT SENS A KEY FRAME
2:29:11 IMAGE TO OUR OPERATIONS CENTER.
2:29:13 SO, THINK OF A KEY FRAME
2:29:14 IMAGE LIKE A SNAPSHOT
2:29:15 OR A SCREENSHOT ON YOUR
2:29:16 CELL PHONE.
2:29:17 IT’S A STILL FRAME IMAGE.
2:29:28 ONE IS DIALING OUR PRIMARY
2:29:29 SECURITY POINT OF CONTACT
2:29:30 AT THAT SCHOOL.
2:29:31 THE OTHER IS DIALING
2:29:32 THE 911 DISPATCH CENTER
2:29:33 THAT COVERS THAT SCHOOL’S
2:29:34 JURISDICTION.
2:29:35 SO, IT’S A LIVE PERSON
2:29:36 ON THE PHONE TELLING YOU
2:29:37 EXACTLY WHAT’S GOING ON.
2:29:38 CONCURRENTLY, YOU HAVE
2:29:39 VISUAL ALERTS SENT OUT
2:29:40 TO THE NAME USERS
2:29:41 THROUGHOUT THE DISTRICT,
2:29:42 WHETHER THAT’S SROs,
2:29:43 GUARDIANS, PRINCIPLES,
2:29:44 BOARD MEMBERS,
2:29:45 WHOEVER IT MAY BE,
2:29:46 AND YOU GET THESE ALERTS
2:29:47 A VARIETY OF WAY,
2:29:48 THROUGH MOBILE APP,
2:29:49 AND THAT’S WHAT’S GOING
2:29:50 TO SHOW YOU A MAP OF YOUR
2:29:51 BUILDINGS WITH THE PIN DROP
2:29:52 SHOWING A BREADCRUMB TRAIL
2:29:53 OF HOW MUCH TIMES ELAPSE
2:29:54 SINCE THE THREAT
2:29:55 WAS UNDERNEATH EACH CAMERA
2:29:56 VIEW AND WHAT THEIR LAST
2:29:57 KNOWN POSITION WAS.
2:29:58 SO, AGAIN, THAT
2:29:59 SITUATIONAL AWARENESS FACTOR.
2:30:01 GOING FORWARD, YOU KNOW,
2:30:02 WE LIKE TO SHARE THIS
2:30:03 BECAUSE WE WANT TO KNOW
2:30:04 WE’RE TRUSTED IN THIS SPACE.
2:30:05 JT AND I WERE SOME OF
2:30:06 THE EARLY EMPLOYEES
2:30:07 WITH ZERO EYES.
2:30:08 WE’RE AROUND 200 FULL-TIME
2:30:09 EMPLOYEES NOW.
2:30:10 SO, OUR PRIMARY IS
2:30:11 RIGHT OUTSIDE PHILADELPHIA.
2:30:12 OUR SECONDARY IS IN HAWAII.
2:30:13 YOU KNOW, WE DO THAT
2:30:14 FOR GEO AND FAIL-OVER
2:30:15 REDUNDANCY.
2:30:16 IN OTHER WORDS,
2:30:17 DOESN’T MAKE SENSE TO HAVE
2:30:18 SOMEONE MONITORING FOR
2:30:19 DETECTIONS AT, SAY, 3AM
2:30:20 LOCAL TIME ON THE EAST COAST
2:30:21 WHEN IT COULD BE A MUCH
2:30:22 MORE REASONABLE HOUR OF THE
2:30:23 DAY IN OUR PACIFIC ZOCK.
2:30:24 SO, THE COMPANY ITSELF,
2:30:25 WE’RE OVER 80% VETERANS
2:30:26 OVER HERE AND, YOU KNOW,
2:30:28 SCHOOLS, K-12 DISTRICTS,
2:30:30 YOU GUYS CARE ABOUT
2:30:31 PRIVACY CONCERNS TOO.
2:30:32 SO, WE’RE FERPA COMPLIANT
2:30:33 AS WELL AS ED2D LAW COMPLIANT.
2:30:34 SO, IN OTHER WORDS,
2:30:35 WE ARE NOT WATCHING A LIVE
2:30:36 FEED OF YOUR SCHOOL SECURITY
2:30:37 CAMERAS.
2:30:38 THE ONLY TIME WE CAN SEE
2:30:39 INSIDE YOUR CAMERA IS WHEN
2:30:40 OUR AI DETECTS AN OBJECT
2:30:41 THAT IT THINKS IS A GUN.
2:30:42 SO, THERE’S NO BIAS
2:30:43 TOWARDS RACE, GENDER,
2:30:44 ETHNICITY, BEHAVIOR.
2:30:45 AGAIN, THE AI IS LOOKING
2:30:46 FOR ONE THING AND ONE THING
2:30:47 ONLY.
2:30:48 IS THIS OBJECT A GUN
2:30:49 OR IS IT NOT?
2:30:50 NEXT TO THAT IS OUR
2:30:51 SAFETY ACT DESIGNATION.
2:31:01 THEY CAN DO PRESSURE TESTING
2:31:02 OR STRESS TESTING ON OUR
2:31:03 TECHNOLOGY ANY TIME THEY WANT
2:31:04 TO MAKE SURE WE’RE KEEPING
2:31:05 UP WITH OUR END OF THE
2:31:06 BARGAIN.
2:31:06 SO, BECAUSE WE HAVE THE
2:31:07 SAFETY ACT DESIGNATION,
2:31:08 WE ARE NOW CONSIDERED AND
2:31:09 CLASSIFIED AS ANTI-DOMESTIC
2:31:10 TERRORISM TECHNOLOGY.
2:31:11 SO, THE SYSTEM ITSELF WERE
2:31:13 DEPLOYED IN OVER 450 SCHOOL
2:31:14 DISTRICTS ACROSS 42 STATES.
2:31:16 I THINK THE ONLY ONE I
2:31:17 DIDN’T HEAR EARLIER WAS
2:31:18 SEMINOLE COUNTY PUBLIC
2:31:19 SCHOOLS.
2:31:20 YOU KNOW, OUR EDUCATION
2:31:21 CLIENTS IN FLORIDA, THEY
2:31:22 PRETTY MUCH RAISED THEIR
2:31:23 HAND.
2:31:23 IF YOU WANT TO SPEAK WITH
2:31:24 ANY OF THEIR, YOU KNOW,
2:31:25 SECURITY PERSONNELS,
2:31:26 SUPERINTENDENTS, BOARD
2:31:27 MEMBERS, THEY’RE PRETTY
2:31:28 MUCH OPEN TO TALKING WITH
2:31:29 ANYONE.
2:31:29 SO, THIS WAS ORIGINALLY,
2:31:30 YOU KNOW, DESIGNED FOR
2:31:31 SCHOOLS.
2:31:31 NATURALLY, WE HAD TO MAKE
2:31:32 A PIVOT WHEN COVID HIT
2:31:33 BECAUSE STUDENTS WEREN’T
2:31:34 IN THE CLASSROOM.
2:31:35 SO, WE STARTED WORKING
2:31:36 WITH COMMERCIAL AND
2:31:37 GOVERNMENT ENTITIES AND
2:31:38 WE’VE BEEN EXTREMELY
2:31:39 SUCCESSFUL THERE.
2:31:40 DEPO, SUBARU, TRANSWESTERN,
2:31:41 YOU KNOW, OBVIOUSLY A LOT
2:31:42 OF NDA’S IN THERE AND
2:31:43 SOME MAJOR GOVERNMENT
2:31:44 ENTITIES.
2:31:45 BUT, GOING FORWARD, YOU
2:31:47 KNOW WHAT, I’LL GO THROUGH
2:31:48 THE NEXT ONE HERE.
2:31:49 THIS IS REALLY, LIKE, THIS
2:31:50 IS WHAT YOU HAVE TO
2:31:51 CONSIDER THAT YOUR
2:31:53 SECURITY TEAM’S LOOKING
2:31:54 AT IN THE EVENT OF AN
2:31:55 ACTIVE THREAT.
2:31:56 YOU KNOW, IT’S GONNA BE
2:31:58 PRETTY DIFFICULT TO
2:31:59 FIND WHERE THE GUN IS IN
2:32:01 THIS CAMERA FEED.
2:32:02 SO, IF YOU WERE TO SAY,
2:32:03 HEY, WE HAVE SOMEONE
2:32:04 DEDICATED TO MONITORING
2:32:05 CAMERA FEEDS, I CHALLENGE
2:32:06 THEM AND I’D SAY, FIND THE
2:32:07 FIREARM.
2:32:08 AND WE GET ALL OF OUR DATA
2:32:09 FROM THE FBI, DEPARTMENT
2:32:10 OF HOMELAND SECURITY,
2:32:11 NATIONALGUNVIOLENCE.ORG,
2:32:12 AND THEY’VE LOOKED AT
2:32:13 EVERY SCHOOL SHOOTING
2:32:14 SINCE COLUMBINE.
2:32:15 SO, THIS IS 20-PLUS YEARS
2:32:16 OF DATA.
2:32:17 AND THEY’VE BROKEN IT DOWN
2:32:18 INTO A THREE-STAGE
2:32:19 SEQUENCE, THE PREP, ACTIVE,
2:32:20 AND RESPONSE STAGE.
2:32:21 AND WHAT THE NUMBERS SHOW
2:32:22 ARE STAGGERING.
2:32:23 ALMOST 80% OF THE TIME
2:32:24 THERE’S BEEN A SCHOOL
2:32:25 BROKEN INTO THE STAIRWELL
2:32:27 CAMERAS.
2:32:28 ANYWHERE FROM 30 SECONDS TO
2:32:29 30 MINUTES BEFORE THE FIRST
2:32:30 SHOTS FIRED.
2:32:31 AND THAT’S WHAT’S CLASSIFIED
2:32:32 AS THE PREP STAGE.
2:32:33 YOU KNOW, THAT COULD BE
2:32:34 THE ASSALENT MENTALLY
2:32:35 PREPARING THEMSELF TO GO
2:32:36 SHOOT UNARMED CIVILIANS
2:32:37 OR THEIR PEERS.
2:32:38 IT COULD BE THEM PHYSICALLY
2:32:39 PREPARING THEMSELVES BY
2:32:40 ASSEMBLYING A LONG GUN,
2:32:41 PULLING OUT OF A BACKPACK
2:32:42 OR THE TRUNK OF A CAR
2:32:43 APPROACHING FROM A PARKING
2:32:44 WATER SPORTS FIELD.
2:32:45 YOU THINK ABOUT PARKLAND,
2:32:46 THE STATE OF FLORIDA,
2:32:47 BUT HE WAS UNDERNEATH THE
2:32:48 STAIRWELL CAMERA WITH THAT
2:32:49 LONG GUN THERE.
2:32:50 AND IT WAS BRANDISHED.
2:32:51 HE EXITS THE STAIRWELL,
2:32:52 GOES DOWN THE CORRIDOR.
2:32:53 HE WAS PASSED UNDERNEATH
2:32:54 SEVERAL CAMERAS BEFORE THE
2:32:55 FIRST SHOT WAS FIRED.
2:32:56 SO OBVIOUSLY A HYPOTHETICAL
2:32:58 SCENARIO HERE, BUT WHO
2:32:59 KNOWS HOW MANY LIVES
2:33:00 COULD HAVE BEEN SAVED THAT
2:33:01 DAY IF OUR TECHNOLOGY
2:33:02 WAS AROUND AT THIS POINT
2:33:03 IN TIME.
2:33:04 SO I’M GOING TO PASS IT
2:33:05 OVER TO JT.
2:33:06 WE’RE GOING TO WALK THROUGH
2:33:07 AND EXPLAIN, YOU KNOW, HOW
2:33:08 OUR TECHNOLOGY’S BEEN
2:33:09 EFFECTIVE IN THE PAST.
2:33:10 ALL RIGHT.
2:33:16 WE’VE GOT IT WORKING THERE.
2:33:17 SO FIRST OFF, THANK YOU
2:33:18 AGAIN FOR HAVING US TODAY.
2:33:19 MY NAME IS JT WILKINS,
2:33:20 SENIOR VICE PRESIDENT OF
2:33:21 SALES HERE AT ZERO-I.
2:33:22 I’VE BEEN WITH THE COMPANY
2:33:23 FOR ABOUT THREE AND A HALF
2:33:24 YEARS.
2:33:25 I’M A MARINE VETERAN.
2:33:26 I SPENT 14 YEARS ON
2:33:27 ACTIVE DUTY.
2:33:28 MEDICALLY RETIRED IN 2020.
2:33:29 WENT DOWN RANGE A NUMBER OF
2:33:30 TIMES.
2:33:31 FELL IN LOVE WITH THE
2:33:32 MISSION OF ZERO-I.
2:33:33 WE’VE BEEN HERE EVER SINCE.
2:33:35 SO IT’S IMPORTANT TO NOTE IS
2:33:36 BRETT’S TALKING ABOUT A LOT OF
2:33:37 HYPOTHETICAL SITUATIONS.
2:33:39 WITH THE 450 CLIENTS THAT WE
2:33:41 HAVE ON THE PLATFORM TODAY,
2:33:44 WE’VE SEEN REAL WORLD ARRESTS
2:33:46 ON THE BACK SIDE OF THIS.
2:33:48 THIS IS ONE OF THE ONES THAT
2:33:49 WE’RE LOOKING AT TODAY.
2:33:50 THIS IS ONE OF OUR TRANSIT
2:33:51 CLIENTS IN THE NORTHEAST.
2:33:53 THE INDIVIDUAL, IF YOU CAN
2:33:54 KIND OF SEE IT’S A LITTLE
2:33:55 BLURY ON THE SCREEN HERE,
2:33:56 BUT THE INDIVIDUAL WAS
2:33:57 BRANDISHING A FIREARM,
2:33:59 PULLED IT OUT OF HIS
2:34:00 WAISTBAND, WAS SITTING ON
2:34:01 THE SUBWAY PLATFORM.
2:34:03 THIS WAS A GUN-FREE ZONE,
2:34:04 WAS NOT SUPPOSED TO HAVE A
2:34:05 FIREARM IN THIS LOCATION.
2:34:07 WE SAW THAT.
2:34:08 WE DISPATCHED THAT TO LAW
2:34:09 ENFORCEMENT WITHIN ABOUT
2:34:10 FOUR SECONDS AFTER THAT
2:34:12 HUMAN VERIFICATION PROCESS
2:34:13 WENT THROUGH.
2:34:14 THE TRANSIT POLICE DEPARTMENT
2:34:15 INTERDICTED THAT INDIVIDUAL
2:34:16 IN A FEW MINUTES AFTER THAT,
2:34:18 WE RESOLVED THAT INFORMATION
2:34:19 WITHOUT FURTHER INCIDENT.
2:34:22 IN THIS CASE, THE INDIVIDUAL
2:34:23 WAS HEAVILY INTOXICATED,
2:34:25 WAVING A FIREARM ON THE PLATFORM.
2:34:28 WE’RE NOT SURE WHAT HE WAS
2:34:29 DOING, WHAT HIS PLANS WERE,
2:34:30 BUT AT THE END OF THE DAY
2:34:31 HE HAD THE FIREARM,
2:34:32 HE WAS INTOXICATED AND WAS
2:34:33 IN A PLACE HE WASN’T
2:34:34 SUPPOSED TO HAVE THEM.
2:34:38 WE HAVE A FEW MORE HERE.
2:34:39 ALL THESE ARE FROM 2023.
2:34:42 SO IN YOUR TOP LEFT,
2:34:44 THIS INDIVIDUAL WAS IN A
2:34:45 MUNICIPAL PARKING LOT
2:34:46 BRANCHING AN AR-STYLE
2:34:47 RIFLE.
2:34:48 WE DISPATCHED THIS WITHIN
2:34:50 ABOUT THREE SECONDS TO
2:34:51 LOCAL LAW ENFORCEMENT.
2:34:52 THEY INTERDICTED THIS GROUP
2:34:53 OF PEOPLE.
2:34:54 THE GUY HAD ACTUALLY PUT
2:34:56 THE FIREARM AWAY AT THIS POINT.
2:34:58 I GUESS HE WAS JUST SHOWING
2:34:59 IT TO SOME FOLKS,
2:35:00 BUT WAS NOT SUPPOSED TO,
2:35:01 AGAIN, ON GOVERNMENT
2:35:02 PROPERTY, NOT SUPPOSED TO
2:35:03 HAVE THAT FIREARM THERE.
2:35:04 WHEN THE POLICE
2:35:05 DEPARTMENT ARRIVED,
2:35:06 THEY SHOWED THEM THE
2:35:07 DISPATCHED ALERT THAT WE
2:35:08 SENT THEM, VERY CLEARLY
2:35:09 SHOWING IT WAS THIS
2:35:10 INDIVIDUAL WITH THIS TRUCK
2:35:11 WITH THIS TYPE OF FIREARM.
2:35:13 THEY FOUND IT,
2:35:14 TALKED TO THE GUY,
2:35:15 AND THEN, YOU KNOW,
2:35:16 THEY WENT ALONG THEIR WAY.
2:35:17 IN THE TOP RIGHT,
2:35:19 WE’RE LOOKING AT AN
2:35:20 INDIVIDUAL THAT WAS PACING
2:35:21 AROUND TURNSTYLES,
2:35:22 WAITING FOR POTENTIALLY
2:35:23 SOMEONE TO COME THROUGH
2:35:24 THERE TO COMMIT SOME TYPE
2:35:25 OF ACT AGAINST THAT
2:35:26 INDIVIDUAL.
2:35:27 AGAIN, DISPATCHED THAT
2:35:28 WITHIN SECONDS.
2:35:29 TRANSIT POLICE WERE THERE
2:35:32 WITHIN A FEW MINUTES.
2:35:33 THIS GUY RAN FROM THE
2:35:34 POLICE DEPARTMENT,
2:35:35 DITCHED THE GUN,
2:35:36 FOUGHT POLICE,
2:35:37 AND THEN WHEN HE WAS
2:35:39 INTERDICTED,
2:35:40 THEY LATER FOUND OUT
2:35:41 THIS INDIVIDUAL HAD
2:35:42 MULTIPLE ARREST WARRANTS
2:35:43 OUT FOR A BATTERY OF
2:35:46 DIFFERENT CRIMES
2:35:47 THAT THIS INDIVIDUAL
2:35:48 COMMITTED,
2:35:49 SO HE WAS ARRESTED.
2:35:50 BOTTOM LEFT,
2:35:52 WE’RE LOOKING AT A –
2:35:54 YOU CAN SEE ON THE BOTTOM
2:35:55 RIGHT THERE THE TIMESTAMP,
2:35:56 2:38 AM,
2:35:57 A BUNCH OF KIDS HAD
2:35:59 BROKEN INTO ONE OF OUR
2:36:00 SCHOOLS,
2:36:01 WAS WALKING AROUND
2:36:02 WITH A FIREARM,
2:36:03 AGAIN, DISPATCHED THAT
2:36:05 ALERT TO LOCAL LAW
2:36:07 ENFORCEMENT.
2:36:08 THEY INTERDICTED THEM
2:36:10 AND WERE LATER ARRESTED.
2:36:11 AND BOTTOM RIGHT,
2:36:12 ANOTHER INCIDENT
2:36:13 OF AN INDIVIDUAL
2:36:14 BRANDISHING A FIREARM
2:36:16 IN A PUBLIC LOCATION,
2:36:18 DISPATCHED,
2:36:19 AND WAS LATER INTERDICTED
2:36:21 BY LAW ENFORCEMENT.
2:36:23 SO WHAT WE’RE DOING
2:36:24 BY SHOWING YOU
2:36:25 ALL THESE IMAGES
2:36:26 IS THAT THIS TECHNOLOGY
2:36:27 WORKS.
2:36:28 IT’S NOT SECURITY THEATER,
2:36:31 IT’S SOMETHING THAT
2:36:32 WE CAN PLACE TODAY
2:36:33 THAT WOULD INCREASE
2:36:35 YOUR SECURITY POSTURE
2:36:36 ALMOST IMMEDIATELY.
2:36:37 WHEN YOU LOOK AT THE CAMERAS
2:36:38 AND THE CAPITAL INVESTMENT
2:36:39 THAT YOU’VE MADE
2:36:40 INTO YOUR CAMERA
2:36:41 INFRASTRUCTURE
2:36:42 AND TALKING WITH THE DISTRICT,
2:36:44 THERE’S WELL OVER 5,000
2:36:46 INDIVIDUAL CAMERA STREAMS.
2:36:48 IT’S PHYSICALLY IMPOSSIBLE
2:36:50 TO WATCH EVERY SINGLE ONE
2:36:51 OF THOSE,
2:36:52 EVERY SINGLE ONE
2:36:53 OF THOSE CAMERA STREAMS.
2:36:54 EVERY SINGLE SCHOOL DISTRICT
2:36:55 THAT WE TALK TO,
2:36:56 EVERY SINGLE ENTITY
2:36:57 THAT WE TALK TO,
2:36:58 THEY DON’T HAVE THE ABILITY
2:36:59 TO LOOK AT THESE CAMERAS.
2:37:00 AND SO THEY BECOME A FORENSIC
2:37:01 OR A REACTIVE TOOL
2:37:02 ON THE BACKSIDE.
2:37:03 WHAT WE’RE TRYING TO DO
2:37:04 HERE IS MAKE IT PROACTIVE.
2:37:05 WHAT’S IMPORTANT TO NOTE
2:37:06 HERE IS IN THIS IMAGE
2:37:07 IS THE VALUE
2:37:08 OF OUR OPERATIONS CENTER.
2:37:10 SO OUR SOFTWARE
2:37:11 IS DESIGNED TO PICK UP
2:37:13 BRANDISHED FIREARMS.
2:37:15 THAT DOESN’T MATTER
2:37:16 IF IT’S, YOU KNOW,
2:37:17 SOMEONE THAT’S CARRYING IT
2:37:18 THIS LAWFULLY.
2:37:19 ONCE IT COMES OUT
2:37:20 OF THAT HOLSTER,
2:37:21 WE’RE GOING TO GET
2:37:22 THAT DETECTION.
2:37:23 SO IN THIS CASE,
2:37:24 YOU CAN SEE UNIFORMED
2:37:25 THAT HAVE THAT WEAPON OUT.
2:37:27 THIS COULD HAVE BEEN
2:37:28 AN ACTIVE SHOOTER DRILL
2:37:29 AT ONE OF OUR SCHOOLS.
2:37:30 WE SEE THAT QUITE A BIT.
2:37:31 WHAT’S IMPORTANT TO NOTE
2:37:32 IS THAT THAT WEAPON
2:37:33 WAS IN THE HOLSTER,
2:37:34 KIND OF LIKE THE GENTLEMAN
2:37:35 OFF TO THE BACK RIGHT THERE.
2:37:36 WE’RE NOT GOING
2:37:37 TO GET THAT DETECTION.
2:37:38 WE DON’T TRAIN OUR SOFTWARE
2:37:39 TO DETECT HOLSTERED
2:37:40 FIREARMS.
2:37:41 WE’RE DEPLOYED EVERYWHERE
2:37:42 FROM FLORIDA AND TEXAS
2:37:44 ALL THE WAY UP TO CHICAGO.
2:37:45 THIS ISN’T A, YOU KNOW,
2:37:46 A PARTISAN ISSUE.
2:37:47 THIS IS A,
2:37:48 WE’RE TRYING TO DETECT
2:37:49 SOMEONE THAT’S DOING
2:37:50 SOMETHING HARMFUL WITH A
2:37:52 FIREARM IN A PLACE THAT
2:37:53 THEY’RE NOT SUPPOSED
2:37:54 TO HAVE THAT OUT.
2:37:55 SO WE CAN HAVE ANY ONE
2:37:56 OF THE OFFICERS WALK
2:37:57 AROUND THIS ROOM RIGHT NOW
2:37:58 WITH THEIR HOLSTERED
2:37:59 FIREARMS.
2:38:00 WE’RE NOT GOING
2:38:00 TO GET THAT DETECTION.
2:38:01 IN THE EVENT THAT WE DO,
2:38:02 THE OPERATIONS SENDER
2:38:03 WILL VERY CLEARLY SEE
2:38:04 THAT THOSE ARE UNIFORMED
2:38:05 OFFICERS.
2:38:06 AND WE’RE GOING
2:38:06 TO GO A DIFFERENT
2:38:07 DISPATCHING ROUTE
2:38:08 OR AT LEAST A DIFFERENT
2:38:09 NOTIFICATION ROUTE
2:38:10 AND SAID, HEY,
2:38:11 WE DID SEE THIS.
2:38:12 WE WANT TO LET YOU KNOW
2:38:13 THAT THE SOFTWARE IS
2:38:14 WORKING OR AT LEAST
2:38:15 THAT IT’S ON AND WE SAW
2:38:16 THE FIREARM.
2:38:17 BUT WE’RE NOT GOING
2:38:18 TO SEND THE CAVALRY IN.
2:38:19 WHAT WE NEVER WANT
2:38:20 TO DO IS ESCALATE
2:38:21 A POTENTIAL SITUATION
2:38:23 INTO SOMETHING
2:38:24 THAT IT MAY NOT NEED
2:38:25 TO BE.
2:38:30 SO LAST YEAR IN FEBRUARY,
2:38:33 I THINK EVERYONE SAW
2:38:34 THE NEWS ON THE MICHIGAN
2:38:35 STATE UNIVERSITY.
2:38:36 UNFORTUNATELY WE JUST
2:38:37 HAD ANOTHER INCIDENT
2:38:38 YESTERDAY AND SO WE’RE
2:38:39 LOOKING FOR THE IMPACT OF
2:38:42 THAT ON THE WISCONSIN
2:38:43 COMMUNITY.
2:38:44 BUT I WANTED TO SHOW
2:38:45 THIS VIDEO VERY QUICKLY.
2:38:47 SO THIS IS AGAIN THE VIDEO
2:38:48 OF THE MICHIGAN
2:38:49 STATE UNIVERSITY SHOOTER
2:38:50 WALKING INTO THE BUILDING
2:38:51 THAT HE WALKED INTO
2:38:52 JUST SHORTLY BEFORE HE
2:38:54 STARTED FIRING ON THE
2:38:55 INDIVIDUALS THAT WERE
2:38:56 THERE.
2:38:57 I WANT TO MAKE IT VERY,
2:38:58 VERY CLEAR.
2:38:59 ZERO WISE WAS NOT GOING
2:39:00 TO STOP THIS SHOOTING
2:39:01 FROM HAPPENING.
2:39:02 THIS HAPPENED WITHIN
2:39:03 SECONDS.
2:39:04 WE’RE NOT A DO
2:39:05 EVERYTHING TOOL.
2:39:06 WE’RE A SITUATIONAL
2:39:07 WE’RE NOT GOING TO TAKE
2:39:10 A LITTLE BIT.
2:39:11 OUR GOAL IS TO BE ABLE TO
2:39:12 GIVE BACK TIME TO LAW
2:39:13 ENFORCEMENT.
2:39:14 SO WITHIN THE SECONDS
2:39:15 AFTER THIS IMAGE,
2:39:16 THIS GUY STARTED SHOOTING.
2:39:17 THERE WAS NOTHING WE CAN
2:39:18 DO.
2:39:19 WHAT WE COULD HAVE DONE
2:39:20 THOUGH IN THIS SCENARIO,
2:39:21 IF WE WERE DEPLOYED AND
2:39:22 GOT THIS DETECTION,
2:39:23 WAS REDUCE THE THREE
2:39:24 AND A HALF HOURS OF PANIC
2:39:25 THAT HAD GONE ON IN THE
2:39:26 GREATER LANSING AREA.
2:39:27 THERE WAS, I BELIEVE,
2:39:28 THERE WAS AN ARC OF 159
2:39:30 CALLS THAT CAME IN OVER A
2:39:31 SEVEN AND A HALF SQUARE
2:39:32 MILE RADIUS.
2:39:33 ROUGHLY ABOUT 15 OF THOSE
2:39:35 WERE SHOTS FIRED CALLS
2:39:36 AND THEY CAME IN ROUGHLY
2:39:38 FIVE AND A HALF SQUARE
2:39:39 MILES AROUND WHERE THE
2:39:40 SHOOTING HAPPENED.
2:39:41 THE SHOOTER ENDED UP BEING
2:39:42 FOUND ROUGHLY THREE
2:39:43 QUARTERS OF A MILE AWAY
2:39:44 FROM THE BUILDING AND IT
2:39:45 TOOK THEM 90 MINUTES TO
2:39:46 GAIN ACCESS TO THE VIDEO
2:39:48 JUST TO BE ABLE TO FIGURE
2:39:49 OUT WHAT WAS THE
2:39:50 DESCRIPTION OF THE WEAPON
2:39:51 IN THE SHOOTER.
2:39:52 SO OUR VALUE PROPOSITION
2:39:53 IN THAT SCENARIO IS WE’RE
2:39:55 GOING TO GIVE YOU THIS
2:39:56 IMAGE IN THREE TO FIVE
2:39:57 SECONDS ROUGHLY AND WE’RE
2:39:59 GOING TO GET THIS OUT AS
2:40:00 FAST AS HUMANLY POSSIBLE
2:40:01 AND WE’RE GOING TO KEEP ON
2:40:02 SENDING YOU AS MUCH
2:40:03 INFORMATION TO PROVIDE
2:40:04 SITUATIONAL AWARENESS
2:40:05 THROUGH THE LIFE CYCLE OF
2:40:07 AN ACTIVE SHOOTING.
2:40:08 GOD FORBID THAT ENDS UP
2:40:09 HAPPENING.
2:40:12 SO BRETT, I’LL HAND IT
2:40:13 BACK TO YOU FOR THE REST
2:40:14 OF THE PRESENTATION HERE.
2:40:16 AWESOME.
2:40:17 SO I WANT TO WALK YOU
2:40:18 THROUGH THE USER
2:40:19 INTERFACE SO YOU CAN SEE
2:40:20 EXACTLY WHAT WE’RE DOING
2:40:21 ON THE SCREEN, THIS IS OUR
2:40:22 INTERNAL USER INTERFACE.
2:40:23 SO IN OTHER WORDS, THIS IS
2:40:24 WHAT THE ZERO EYES
2:40:25 OPERATION CENTER IS LOOKING
2:40:26 AT THE MAJORITY OF THE
2:40:27 TIME.
2:40:28 AGAIN, THEY’RE STARING AT A
2:40:29 BLANK SCREEN, THEY’RE NOT
2:40:30 WATCHING A LIVE FEED OF
2:40:31 YOUR CAMERAS.
2:40:32 NOW AS SOON AS A FIREARM
2:40:33 IS DETECTED, A LOUD
2:40:34 NUCLEAR ALARM GOES OFF IN
2:40:35 THE ZOC.
2:40:36 YOU KNOW, SOMETHING THAT’S
2:40:37 GOING TO GET THEIR
2:40:38 ATTENTION AND YOU CAN SEE
2:40:39 THE BOUNDING BOX WHICH IS
2:40:40 DRAWN AROUND THE OBJECT
2:40:41 THAT IT THINKS IS A FIREARM.
2:40:42 WE’RE GOING TO MATCH YOUR
2:40:43 SCHOOLS CAMERA NAMING
2:40:44 CONVENTION OR CAMERA
2:40:45 NOMINCLATURE IF YOU WOULD.
2:40:46 SO YOU CAN SEE ALL THESE
2:40:47 DETECTIONS COMING IN ON THE
2:40:48 RIGHT SIDE FROM FIRST TO
2:40:49 LAST.
2:40:50 I’LL SORT OF CLICK THROUGH
2:40:51 THIS.
2:40:51 YOU CAN SEE THE DIFFERENT
2:40:52 DISPATCHED ALERTS HERE.
2:40:53 IT IS AS CLOSE TO REAL
2:40:54 TIME AS IT GETS.
2:40:55 EVERY STEP THEY’RE TAKING,
2:40:56 DIFFERENT CARRY
2:40:57 CONFIGURATIONS, THERE’S
2:40:58 NEGATIVE OBJECTS OR WHAT
2:40:59 THEY CALL A LOT OF NOISE
2:41:00 IN THE BACKGROUND, TRYING
2:41:01 TO TRIP UP THE AI.
2:41:02 BUT WHAT YOUR TAKEWAY
2:41:03 SHOULD BE IS YOU SEE THEM
2:41:04 CLICKING DISPATCH HERE.
2:41:05 AS SOON AS THEY CLICK THAT
2:41:06 THE FIRST TIME, THAT’S WHEN
2:41:07 THE PHONES ARE RINGING AND
2:41:08 THE VISUAL ALERTS ARE GOING
2:41:09 OUT.
2:41:10 SO THIS IS WHAT IT’S GOING
2:41:11 TO LOOK LIKE ON THE
2:41:12 CLIENT FACING VIEW.
2:41:13 THIS IS WHAT WOULD GO TO
2:41:14 YOUR DESKTOP, TO YOUR
2:41:15 MOBILE APP, AND WHAT
2:41:16 YOU’RE LOOKING AT HERE,
2:41:17 THESE DIFFERENT PIN
2:41:18 DROPS REPRESENT YOUR
2:41:19 CAMERAS THAT HAVE ZERO
2:41:20 EYES.
2:41:21 SO THE GREENISH TEAL COLOR
2:41:22 PIN DROPS WITH A ZERO
2:41:23 UNDERNEATH THEM, THOSE
2:41:24 ARE YOUR CAMERAS THAT
2:41:25 DETECTED A FIREARM YET.
2:41:26 THE PURPLE AND THE WHITE
2:41:27 PIN DROPS ARE YOUR CAMERAS
2:41:28 THAT HAVE DETECTED A GUN,
2:41:29 AND YOU SEE A TIME STAMP
2:41:30 BELOW SHOWING HOW MUCH
2:41:31 TIMES ELAPSED SINCE THE
2:41:32 THREAT WAS UNDERNEATH
2:41:33 THAT CAMERA VIEW.
2:41:34 SO AS I CLICK PLAY HERE,
2:41:35 YOU CAN SEE, YOU KNOW,
2:41:37 MINUTE 26 SECONDS FROM
2:41:38 THE NORTHEAST SIDE OF
2:41:39 THE BUILDING, A MINUTE
2:41:40 21 SECONDS, THEN SOUTHWOAST,
2:41:42 THEN BACK TO THE
2:41:43 NORTHEAST SIDE OF THE
2:41:44 BUILDING.
2:41:45 SO YOU’RE ESSENTIALLY
2:41:46 GETTING A BREADCRUM
2:41:47 TRAIL, SO YOU DON’T
2:41:48 KNOW WHERE THEY’VE BEEN,
2:41:49 BUT WHERE THEY’RE GOING,
2:41:50 AND ALSO THAT LAST KNOWN
2:41:51 POSITION.
2:41:52 THIS WHITE ICON IS JUST
2:41:53 SHOWING YOU THE
2:41:54 CORRESPONDING DETECTION
2:41:55 ON THE RIGHT SIDE OF THE
2:41:56 SCREEN, SO YOU KNOW
2:41:57 FROM LOOKING AT THIS,
2:41:58 A MINUTE AND 32 SECONDS
2:41:59 AGO, THE THREAT WAS
2:42:00 UNDERNEATH THIS CAMERA
2:42:01 VIEW DOING THIS ACTION.
2:42:02 SO THAT’S REALLY WHAT I
2:42:04 HAVE FOR YOU FOR A
2:42:05 SLIDESHOW HERE.
2:42:06 NEXT, IT’S ONE THING
2:42:07 TO SHOW A RECORDING.
2:42:08 OBVIOUSLY YOU CAN
2:42:09 DOCTOR UP AND DO
2:42:10 ANYTHING YOU NEED TO DO
2:42:11 TO MAKE IT LOOK GOOD,
2:42:12 AND IT’S ONE THING TO SEE
2:42:13 THE ANALYTIC LIVE IN
2:42:14 PERSON.
2:42:15 SO WE HAVE A FEW FAKE
2:42:16 FIREARMS HERE.
2:42:17 THEY’RE AIRSOFT WEAPONS
2:42:18 WITH NO AMMUNITION IN
2:42:19 THEM OR ANYTHING LIKE
2:42:20 THAT.
2:42:21 I HAVE A LINUX
2:42:22 MACHINE RIGHT HERE THAT
2:42:23 IS ACTING AS OUR SERVER,
2:42:24 WHICH WE WOULD COME ON
2:42:25 SITE AND INSTALL.
2:42:26 WE GET BOOTS ON THE
2:42:27 GROUND, WE’LL INSTALL
2:42:28 THE SERVER, WE’LL TEST
2:42:29 ALL YOUR CAMERAS FOR
2:42:30 DETECTIONS, WE’LL DO
2:42:31 HANDS ON TRAINING WITH
2:42:32 YOUR STAFF AND LAW
2:42:33 ENFORCEMENT, BECAUSE
2:42:34 WE VERY MUCH RUN UNDER
2:42:35 THE WORLD, BUT YOU KNOW,
2:42:36 WHAT GOOD IS IT IF THE
2:42:37 PEOPLE USING IT AREN’T
2:42:38 EFFECTIVE?
2:42:39 SO THAT BEING SAID, I’M
2:42:40 JUST GOING TO SWITCH THE
2:42:41 VIDEO AND PUT OVER HERE
2:42:42 AND I’LL WORK WITH JT
2:42:43 TO SHOW YOU SOME
2:42:44 DETECTIONS.
2:42:45 GIVE ME ONE SECOND.
2:42:50 ALL RIGHT, THANK YOU.
2:42:52 LET ME JUST SWITCH THE
2:42:53 DISPLAY ALREADY HERE.
2:43:02 ALL RIGHT HERE.
2:43:07 ALL RIGHT.
2:43:09 SWEET.
2:43:10 SO THAT RED BOUNNING BOX
2:43:11 YOU SEE, THAT IS SHOWING
2:43:13 YOU THE DETECTION.
2:43:14 EVERY TIME YOU SEE THAT
2:43:15 RED BOX THERE, THAT’S
2:43:16 AN ALERT, THAT’S A KEY
2:43:17 FRAME IMAGE THAT’S GOING
2:43:18 TO THE OPERATIONS CENTER.
2:43:19 SO AGAIN, THIS IS JUST
2:43:20 SHOWING YOU HOW WELL THE
2:43:21 AI WORKS.
2:43:22 SOMETHING THAT’S ANOTHER
2:43:23 DIFFERENTIATOR FROM US
2:43:24 AND OTHER TECHNOLOGIES
2:43:26 IS WE USE ORGANIC DATA
2:43:27 SETS TO BUILD OUR AI.
2:43:29 SO WE HAVE A HOLLYWOOD
2:43:30 STYLE GREEN SCREEN LAB
2:43:31 AT OUR HEADQUARTERS,
2:43:32 AND WE HAVE A TEAM OF
2:43:33 INDIVIDUALS THAT WALK
2:43:34 AROUND WITH DIFFERENT
2:43:35 FIREARMS AND DIFFERENT
2:43:36 CARRY CONFIGURATIONS,
2:43:37 AND THEY TAKE TENS OF
2:43:38 THOUSANDS OF PICTURES
2:43:39 OF THOSE INDIVIDUALS,
2:43:40 AND WE LOAD THOSE 3D
2:43:41 IMAGES INTO THE AI.
2:43:49 SO AGAIN, HOPEFULLY THIS
2:43:51 IS SOMETHING YOU NEVER
2:43:52 HAVE TO USE, RIGHT?
2:43:53 BUT IN THE EVENT YOU DO
2:43:54 HAVE TO USE IT,
2:43:55 YOU’RE DAMN HAPPY YOU
2:43:56 HAVE SOMETHING LIKE THIS
2:43:57 IN PLACE.
2:43:58 ONE OTHER THING I WANT
2:43:59 TO SHOW YOU HERE,
2:44:00 JUST BEFORE WE WRAP UP,
2:44:02 IS I WANT TO BRING YOU
2:44:03 THROUGH, YOU KNOW,
2:44:04 I TALKED ABOUT A FEW
2:44:05 DIFFERENT WAYS WE SEND
2:44:06 ALERTS OUT.
2:44:07 SO I SHOWED ON THE LAST
2:44:08 SCREEN THE DESKTOP
2:44:10 VIEW, BUT WHAT YOU’RE
2:44:11 LOOKING AT HERE IN THE
2:44:12 TOP LEFT, PROBABLY
2:44:13 WHAT YOUR LIVE CAMERAS
2:44:14 LOOK LIKE TODAY
2:44:15 FOR ANY ANALYTICS RUNNING.
2:44:17 NEXT TO THAT ARE THE
2:44:18 MOBILE APP ALERTS.
2:44:19 SO WE’LL SEND –
2:44:20 THE MOBILE APP IS SIMPLY
2:44:21 JUST A CONDENSED VERSION
2:44:22 OF THE DESKTOP APP.
2:44:23 YOU CAN SPECIFY WHAT
2:44:24 USERS YOU WANT
2:44:25 THROUGHOUT THE DISTRICT
2:44:26 TO HAVE ACCESS TO THIS.
2:44:27 THE TEXT MESSAGE ALERTS.
2:44:28 NOW THE TEXT ALERTS,
2:44:29 THEY GIVE YOU A LITTLE
2:44:30 BIT OF HIGHER LEVEL
2:44:31 INFORMATION.
2:44:32 THERE’S SUCH THING AS
2:44:33 OVER INUNDATING SCHOOLS
2:44:34 WITH TOO MUCH DATA.
2:44:35 YOU WANT TO MAKE SURE
2:44:36 THE RIGHT PEOPLE
2:44:37 HAVE THE RIGHT INFORMATION.
2:44:38 WE’RE TALKING TO THE
2:44:39 KEY FRAME IMAGE.
2:44:40 NOW SOMETHING ELSE AT
2:44:41 SCHOOL IS –
2:44:42 ESPECIALLY BECAUSE
2:44:43 YOU HAVE VRCADA CAMERAS,
2:44:44 THEY’RE ONE OF THE BEST
2:44:45 CAMERAS ON THE MARKET
2:44:46 AND THEY HAVE TONS OF
2:44:47 ANALYTICS.
2:44:48 IN THE TOP RIGHT,
2:44:49 THAT’S OUR INTEGRATION
2:44:50 WITH THE VIDEO MANAGEMENT
2:44:51 SYSTEM, WHAT VRCADA
2:44:52 CALLS VRCADA COMMAND
2:44:53 CENTERS.
2:44:54 WE’LL INTEGRATE INTO
2:44:55 YOUR VIDEO MANAGEMENT
2:44:56 SYSTEM.
2:44:57 AND HOW THAT WORKS IS
2:44:58 WHEN WE DISPATCH AN
2:44:59 ALERT, YOUR CAMERA FEED
2:45:00 WILL ACTUALLY PULL UP IN
2:45:01 REAL TIME.
2:45:02 THEY DITCH IT INTO A BUSH
2:45:03 OR BACK IN A BACKPACK
2:45:04 OR A TRASH CAN.
2:45:05 THIS GIVES YOU THE BEST
2:45:06 CHANCE OF SEEING WHAT’S
2:45:07 GOING ON IN REAL TIME
2:45:08 ON YOUR SIDE FROM THE
2:45:09 CAMERA VIEWS AT EACH
2:45:10 INDIVIDUAL SCHOOL LEVEL.
2:45:11 SO THIS IS REALLY, YOU
2:45:13 KNOW, IN A NUTSHELL,
2:45:14 WHAT WE HAVE FOR YOU FOR
2:45:15 A PRESENTATION HERE.
2:45:15 BUT WE’D LOVE TO HEAR
2:45:16 ANY FEEDBACK AND ANSWER
2:45:17 ANY QUESTIONS FOR THE
2:45:17 GROUP.
2:45:18 GUYS, I WANT TO SAY THANK
2:45:23 YOU SO MUCH FOR, YOU
2:45:24 KNOW, PUTTING FORTH
2:45:26 THE PRESENTATION THAT YOU
2:45:27 HAVE AND, YOU KNOW, THANK
2:45:29 GOD THERE’S INNOVATIVE
2:45:30 PEOPLE SUCH AS YOURSELVES
2:45:32 AND THEN PEOPLE WHO CAME
2:45:33 UP WITH THIS.
2:45:34 BOARD, QUESTIONS?
2:45:39 I ECHO.
2:45:40 THANK YOU FOR DIGGING INTO
2:45:42 THE CREATIVE SIDE OF
2:45:43 THINGS AND DEVELOPING A
2:45:44 PRODUCT THAT IS DESIGNED
2:45:46 TO KEEP US ALL SAFE AND
2:45:47 ESPECIALLY OUR STUDENTS
2:45:48 AND STAFF.
2:45:49 SO MY QUESTION WOULD BE,
2:45:51 WHEN YOU SEND THE ALERT,
2:45:54 IT’S STILL ON OUR STAT,
2:45:56 YOU KNOW, WE HAVE RAYE
2:45:58 APPS AND THINGS TO LOCK
2:45:59 THINGS DOWN.
2:46:00 YOU’RE SENDING ALERT,
2:46:01 IT’S STILL ON OUR SIDE,
2:46:02 IF WE’RE IN SCHOOLS,
2:46:03 OBVIOUSLY AFTER HOURS,
2:46:04 I WAS REALLY GLAD TO SEE
2:46:05 THAT IT’S CONTINUING TO
2:46:06 WORK AFTER HOURS
2:46:07 BECAUSE OURS, YOU KNOW,
2:46:08 THE SHERIFF’S
2:46:09 DEPARTMENT OVERSEES THAT
2:46:10 EVEN WHEN WE’RE NOT ON
2:46:11 CAMPUS.
2:46:12 BUT IT’S STILL ON OUR
2:46:13 PEOPLE TO DO THE
2:46:14 LOCKDOWNS, CORRECT?
2:46:15 THAT’S CORRECT.
2:46:16 SO WHAT WE WOULD NEVER
2:46:17 WANT TO DO IS SEND AN
2:46:18 ALERT FROM PHILADELPHIA,
2:46:20 PENNSYLVANIA OR
2:46:21 HONOLULU, HAWAII,
2:46:22 AND LOCK DOWN THE SCHOOL
2:46:23 WITH A POTENTIAL THREAT
2:46:25 STILL INSIDE.
2:46:26 RIGHT.
2:46:27 SO WE’RE PROVIDING
2:46:28 THE INFORMATION.
2:46:29 WE DO HAVE INTEGRATIONS
2:46:30 WITH THOSE TYPE OF
2:46:31 ACCESS CONTROL PLATFORMS
2:46:33 WHERE WE CAN SEND THOSE
2:46:35 ALERT INTO THE PLATFORM,
2:46:36 AND THEN IT’S KIND OF A
2:46:37 ONE-STOP SHOP.
2:46:38 IT DEPENDS ON WHAT YOU HAVE.
2:46:39 RIGHT.
2:46:40 BUT YEAH, WE’RE NOT
2:46:41 GOING TO EVER MAKE THAT
2:46:42 DECISION ON YOUR BEHALF.
2:46:44 SO WE SEND THOSE ALERT OUT.
2:46:45 IT’S KIND OF LIKE A LA CART.
2:46:47 YOU GET TO CHOOSE WHERE
2:46:48 THE ALERT GO TO.
2:46:49 SO WHETHER THAT’S TO THE
2:46:50 SCHOOL RESOURCE TEAM,
2:46:53 THE LOCAL PUBLIC SERVICE
2:46:54 ANSWERING POINT,
2:46:56 YOU KNOW, TO THE INDIVIDUAL
2:46:57 PRINCIPALS,
2:46:58 SUPERINTENDENT’S OFFICE,
2:46:59 WHATEVER THAT YOU’D LIKE,
2:47:00 THAT’S HOW WE CAN SET
2:47:01 THOSE ALERT UP.
2:47:02 RIGHT.
2:47:03 AND I’M GLAD YOU WERE
2:47:04 ABLE TO TALK TO THE
2:47:06 TECHNOLOGY DEPARTMENT,
2:47:07 BECAUSE EVERYBODY HAS TO
2:47:08 INTEGRATE, TO COOPERATE,
2:47:10 IN ORDER TO MAKE THIS –
2:47:11 TO TAKE ADVANTAGE OF THE
2:47:13 QUICK RESPONSE TIME, TOO.
2:47:16 SO THAT’S ALL I HAVE.
2:47:19 FRESH?
2:47:20 FIRST OFF,
2:47:21 THANK YOU FOR YOUR SERVICE
2:47:22 TO OUR COUNTRY.
2:47:23 I APPRECIATE ANY OF OUR
2:47:24 MILITARY.
2:47:25 THAT IS THE ULTIMATE
2:47:26 SACRIFICE.
2:47:27 MS. CAMPBELL AND I HAD
2:47:28 THE OPPORTUNITY TO GO
2:47:29 AND ACTUALLY TORE PARKLAND
2:47:30 THAT WAS FROZEN IN TIME
2:47:31 SINCE THAT MASSACRE
2:47:32 TOOK PLACE.
2:47:33 AND NOTHING HITS HOME QUITE
2:47:36 ONLY UNDERSTANDING THAT
2:47:38 SECURITY HAS TO BE THE TOP
2:47:39 PRIORITY FOR OUR DISTRICT.
2:47:40 IF WE CAN’T ENSURE YOUR
2:47:41 CHILDREN ARE GOING TO GO
2:47:42 HOME EVERY DAY, I DON’T
2:47:43 WANT TO HAVE YOUR CHILDREN
2:47:44 IN OUR SCHOOLS.
2:47:45 AND MY OWN CHILDREN ARE IN
2:47:46 OUR SCHOOLS.
2:47:47 SO I FEEL VERY, VERY, VERY
2:47:48 PASSIONATE ABOUT SECURITY
2:47:49 MEASURES.
2:47:50 I WANT TO ASK US A COUPLE
2:47:51 QUESTIONS THAT YOU HAD.
2:47:52 YOU KNOW, WHAT IS THE FALSE
2:47:53 ALARM RATE?
2:47:54 WHAT DO YOU GUYS SEE ON
2:47:55 THAT?
2:47:56 IS THERE LIKE A – HOW MANY
2:47:57 FALSE ALARMS DO YOU GET
2:47:58 IN A SCHOOL SYSTEM?
2:47:59 EASY TO ANSWER OR NOT?
2:48:00 LIKE, DOES IT HAPPEN
2:48:01 FREQUENTLY?
2:48:02 LET’S PUT IT THAT WAY.
2:48:03 YEAH.
2:48:04 SO THAT’S A GOOD QUESTION.
2:48:05 AND WE GET IT A LOT.
2:48:06 SO NO AI IS PERFECT.
2:48:08 THERE’S A LOT OF OBJECTS
2:48:09 THAT LOOK LIKE FIREARMS
2:48:10 OUT THERE.
2:48:11 AND INEVITABLY, OUR SYSTEM
2:48:12 PULLS FALSE POSITIVES
2:48:13 JUST LIKE ANY ELSE.
2:48:14 THE WAY THAT WE MITIGATE
2:48:16 THOSE FALSE POSITIVES
2:48:17 IS WITH OUR ZERO-IZE
2:48:18 OPERATIONS CENTER.
2:48:19 SO THE GOAL IS THAT YOU
2:48:20 WOULD NEVER RECEIVE A
2:48:22 FALSE POSITIVE HERE TO
2:48:24 THE SCHOOL DISTRICT.
2:48:25 WE’RE GOING TO REMOVE THOSE
2:48:28 FROM THAT SEQUENCE SO THAT
2:48:30 HUMAN IN THE LOOP REVIEWER
2:48:31 IS GOING TO ZOOM IN.
2:48:32 THEY’RE GOING TO BE ABLE
2:48:33 TO DETERMINE GUN OR NO GUN
2:48:34 AND THEN MAKE THE DECISION
2:48:36 TO EITHER DISPATCH OR PUSH
2:48:38 THAT THROUGH OUR FALSE
2:48:39 POSITIVE PROCESS.
2:48:40 AND WHEN WE PUSH THAT
2:48:41 THROUGH OUR FALSE POSITIVE
2:48:42 PROCESS, THE SYSTEM’S
2:48:43 RELEARNING.
2:48:44 NOW, IT’S NOT HAPPENING
2:48:45 ON THE EDGE.
2:48:46 WE HAVE A TEAM DEDICATED
2:48:47 TO DO THAT.
2:48:48 BUT WE’RE SAYING, NO,
2:48:49 THAT WAS, YOU KNOW, DURING
2:48:51 LIKE THE COVID DAYS
2:48:52 THE COVID SPRAYERS, RIGHT?
2:48:53 THEY HAVE A PISTOL GRIP
2:48:54 ON THEM AND WHEN YOU WERE
2:48:55 WALKING AROUND AND YOU WERE
2:48:56 DISINFECTING THE BUILDING
2:48:58 BECAUSE IT HAS THAT PISTOL
2:48:59 GRIP, WE GET THAT.
2:49:00 WE’RE DEPLOYED IN
2:49:01 DEPARTMENT OF DEFENSE
2:49:02 INSTALLATIONS.
2:49:03 THE SCANNER TO SCAN THE ID
2:49:05 CARDS, THAT PULLS A FALSE
2:49:06 POSITIVE BECAUSE IT VERY
2:49:07 MUCH LOOKS LIKE A FIREARM.
2:49:08 BUT WE’RE VERY EASILY,
2:49:09 YOU KNOW, ABLE TO TELL
2:49:10 THAT THAT’S NOT A THREAD.
2:49:12 OKAY.
2:49:13 ONE OF THE QUESTIONS I HAD
2:49:14 IS THAT THE SOFTWARE IS
2:49:15 CREATED IN A WAY TO PICK UP
2:49:16 THE FIREARM ITSELF.
2:49:17 SO IN THE EVENT THAT
2:49:18 SOMEBODY WERE TO BRANDISH
2:49:19 A FIREARM, LET’S JUST SAY
2:49:21 AND SOMETHING GOES DOWN
2:49:22 AND THEN THEY TOSS THE
2:49:24 FIREARM AND THEN THEY GO
2:49:25 MINGLE AND GET IN THE MIDDLE
2:49:26 OF A CROWD.
2:49:27 DOES THE SOFTWARE DETECT
2:49:28 THAT INDIVIDUAL OR STAY
2:49:29 WITH THAT?
2:49:30 IS THE CAPABILITY THERE
2:49:31 FOR THEM TO TRACK THAT
2:49:32 INDIVIDUAL?
2:49:33 SO THE PINPOINTS THAT WE
2:49:34 SEE ON THERE IS TRACKING
2:49:35 WHERE THE GUN IS GOING,
2:49:36 RIGHT?
2:49:37 BUT WHAT HAPPENS IF THEY SET
2:49:38 THE GUN DOWN AND THEY GO
2:49:39 SOMEWHERE ELSE.
2:49:40 IS THERE ANY WAY FOR THAT
2:49:41 TO HAPPEN?
2:49:42 YEAH, GREAT QUESTION.
2:49:43 SO SHORT ANSWER IS NO.
2:49:45 WE NEVER WANT TO START
2:49:47 IDENTIFYING PEOPLE,
2:49:48 ESPECIALLY CHILDREN.
2:49:49 WE GET – YOU GO DOWN A
2:49:51 RABBIT HOLE VERY, VERY
2:49:52 QUICKLY FROM A LEGALITY
2:49:53 PERSPECTIVE AND A PRIVACY
2:49:55 INFRINGEMENT PERSPECTIVE
2:49:56 WHEN WE START IDENTIFYING
2:49:58 INDIVIDUALS.
2:49:59 SO WHAT WE DO IS DETECT
2:50:00 FIREARMS AND FIREARMS
2:50:02 AND WE’RE VERY, VERY GOOD
2:50:03 AT IT.
2:50:04 BECAUSE WE HAVE ALL THE
2:50:05 INTEGRATIONS THAT WE
2:50:06 HAVE AND BECAUSE OF THE
2:50:07 THE IMPROVEMENT OF YOUR
2:50:09 CAMERA INFRASTRUCTURE.
2:50:10 WHEN WE SEND THOSE ALERTS
2:50:11 INTO THE MONITORING
2:50:12 DASHBOARD, INTO THE
2:50:13 CAMERA DASHBOARD OF THE
2:50:14 VIDEO MANAGEMENT SYSTEM
2:50:15 THAT BRETT WAS WALKING
2:50:16 YOU THROUGH UP THERE, A
2:50:17 LOT OF TIMES WHAT OUR
2:50:18 CLIENTS WILL DO IS SET
2:50:19 THAT TO LIKE A 10-SECOND
2:50:20 DELAY.
2:50:21 OKAY.
2:50:22 AND THEN ONCE THAT
2:50:23 ALERT IS THE PLATFORM,
2:50:24 THEY CAN DO THE FOLLOW
2:50:25 FROM THAT POINT OFF OF
2:50:26 THAT LIVE CAMERA.
2:50:27 AND THAT WAY THEY’RE
2:50:28 ABLE TO FOLLOW THE
2:50:29 INDIVIDUAL BECAUSE
2:50:30 YOU’RE GETTING THE
2:50:31 SPECIFICALLY WHAT WEAPON
2:50:32 THAT THEY’RE CARRYING.
2:50:33 AS A BY-PRODUCT OF THAT,
2:50:34 WE ULTIMATELY TAKE A
2:50:35 QUICK SNAPSHOT OF THE
2:50:36 INDIVIDUAL.
2:50:37 NOW THAT PERSON’S BACK
2:50:38 COULD BE TURNED TO US
2:50:39 BECAUSE, AGAIN, WE’RE
2:50:40 ONLY LOOKING FOR THE
2:50:41 FIREARM, BUT YOU STILL
2:50:42 GET A DESCRIPTION OF THE
2:50:43 INDIVIDUAL THAT’S
2:50:44 CARRYING THE FIREARM.
2:50:45 OKAY.
2:50:46 AND TO THAT POINT,
2:50:47 WHAT YOU CAN DO IN
2:50:48 VERCADA, AND ONE OF
2:50:49 THE REASONS IT’S A
2:50:50 GREAT CAMERA, THOSE
2:50:51 ANALYTICS, YOU CAN
2:50:52 WHAT YOUR LICENSING PLAN
2:50:53 IS WITH THEM.
2:50:54 YOU CAN SAY, YOU KNOW,
2:50:55 WHITE MALE WITH A RED
2:50:56 HAT AND JEANS ON,
2:50:57 SOMETHING LIKE THAT.
2:50:58 OR IF YOU HAVE THAT
2:50:59 KEYFRAME IMAGE, YOU CAN
2:51:00 DRAW A BOX AROUND IT,
2:51:02 AND IT CAN LOCATE IT
2:51:03 ON YOUR CAMERAS.
2:51:04 SO I’M NOT SURE IF YOU
2:51:05 HAVE THAT FEATURE IN
2:51:06 YOUR VERCADA SYSTEM,
2:51:07 BUT KEY OBJECT TRACKING
2:51:08 IS VERY POPULAR FOR
2:51:09 THEIR ANALYTICS.
2:51:10 OKAY.
2:51:11 I DON’T THINK I HAVE
2:51:12 ANY OTHER QUESTIONS.
2:51:13 GOD WILLING, WE NEVER
2:51:14 NEED THIS TYPE OF SOFTWARE.
2:51:15 HONESTLY, I WISH WE
2:51:16 THAT WASN’T NECESSARY.
2:51:17 BUT THAT’S NOT THE REALITY
2:51:18 OF THE WORLD THAT WE’RE IN.
2:51:19 SO I APPRECIATE THE WORK
2:51:20 THAT YOU GUYS ARE DOING
2:51:21 TO KEEP EVERYONE SAFE.
2:51:22 IT LOOKS LIKE YOU’RE
2:51:23 WORKING WITH A MULTITUDE
2:51:24 OF DIFFERENT COMPANIES,
2:51:25 AND, YOU KNOW, SCHOOLS
2:51:26 OBVIOUSLY IS WHERE OUR
2:51:27 HEART IS.
2:51:28 SO I APPRECIATE THAT BEING
2:51:29 YOUR INITIAL INITIATIVE.
2:51:30 SO THANK YOU.
2:51:31 THANK YOU.
2:51:32 SO I HAVE A COUPLE
2:51:33 OF QUICK QUESTIONS.
2:51:34 SO WE ID THE INDIVIDUAL
2:51:36 ON THE CAMPUS SOMEWHERE.
2:51:37 IT GOES, THE ALERT GOES
2:51:38 OUR TEAM IS ALERTED.
2:51:39 THEN THEY ACT, THEY SEND
2:51:40 IN SROs TO COORDINATE
2:51:42 AND EVERYTHING ELSE.
2:51:43 SO I’M AN SRO ON CAMPUS.
2:51:45 THIS COMES IN.
2:51:46 THEN ALL OF A SUDDEN
2:51:47 I HEAR MY TEAM WOULD
2:51:49 COORDINATE THOSE POPS
2:51:51 ON THE CAMERA, RIGHT?
2:51:52 SO LIKE IF ALL OF A SUDDEN
2:51:53 THE CAMERA IS OVER HERE
2:51:54 ON THE BACK SIDE OF THE
2:51:55 BUILDING, THEY’LL SAY,
2:51:56 YOU KNOW, ROOM 109
2:51:58 OR WHATEVER IT IS,
2:51:59 ADVANCE THERE, RIGHT?
2:52:00 SO THAT COORDINATION
2:52:01 AND EVERYTHING IS ON US.
2:52:02 YOU GUYS ARE JUST
2:52:03 ALERTING, RIGHT?
2:52:04 THAT’S CORRECT.
2:52:05 OKAY.
2:52:06 AND THEN THAT’S IN REAL TIME.
2:52:08 SO IF WE HAVE A SITUATION,
2:52:09 WHAT I’M HEARING YOU SAY
2:52:10 IS THAT AS THEY’RE
2:52:11 POPPING AROUND THE BUILDING,
2:52:12 OUR LAW ENFORCEMENT
2:52:13 WOULD BE ABLE TO
2:52:14 COORDINATE WITH THOSE POPS.
2:52:15 I’M SAYING IDENTIFICATIONS,
2:52:17 RIGHT, TO THE LOCATION
2:52:18 OF THE INDIVIDUAL.
2:52:19 IS THAT ABOUT RIGHT?
2:52:20 BECAUSE THAT’S ONE OF THE
2:52:21 THINGS LAW ENFORCEMENT
2:52:22 RUNS INTO IS NOT KNOWING
2:52:23 EXACTLY WHERE THEY’RE AT.
2:52:24 WITH OUR CAMERAS,
2:52:25 THIS WILL ALSO NOT ONLY
2:52:26 PRE-IDENTIFY,
2:52:27 BUT IDENTIFY THROUGHOUT
2:52:28 AN ACTIVE SITUATION.
2:52:30 AM I THINKING CORRECTLY?
2:52:32 YEAH, THAT’S EXACTLY RIGHT.
2:52:33 THAT’S WHAT I WAS WATCHING
2:52:34 INSIDE THAT PIECE RIGHT THERE
2:52:35 WAS THE NUMBERS THAT WERE
2:52:36 POPPING AND IT SHOWS LIKE
2:52:37 THAT?
2:52:38 IS THAT ALL PART OF IT?
2:52:39 IN THE IDEAL WORLD,
2:52:40 WE GET THE ALERT,
2:52:41 WE’RE GOING TO DISPATCH IT
2:52:42 THROUGH AND WHEN WE’RE ON
2:52:43 THE PHONE WITH 911 DISPATCH
2:52:44 OR SRO, WHOEVER,
2:52:45 THEY’RE GETTING,
2:52:46 YOU KNOW, THE COMMUNICATION
2:52:47 FROM ZERO-EYES
2:52:48 AND THEY’RE REGURGETATING
2:52:49 THAT TO, YOU KNOW,
2:52:50 THE OTHER FIRST RESPONDERS
2:52:51 THROUGH RADIO COMMS.
2:52:52 THAT’S THE QUESTION.
2:52:53 SO YOU GUYS ARE SEEING IT.
2:52:55 IS OUR TEAM SEEING THAT
2:52:56 OR IS THAT YOUR TEAM
2:52:57 SEEING THAT?
2:52:58 THAT’S IT.
2:52:59 OKAY.
2:53:00 SO OUR TEAM SEES IT.
2:53:01 THAT’S IT.
2:53:02 THANK YOU.
2:53:03 SO YOU’RE GOING TO GET,
2:53:04 SO KIND OF GOING BACK
2:53:05 OVER THIS,
2:53:06 SO THE BOTTOM RIGHT THERE
2:53:07 IS THE CUSTOMER-FACING PAGE,
2:53:08 IS THE CLIENT-FACING PAGE.
2:53:09 SO YOU’RE GETTING
2:53:10 THAT MAPPING COMPONENT.
2:53:11 I THINK THE STATE OF FLORIDA
2:53:12 PUSHED THE CRITICAL RESPONSE
2:53:14 GROUP MAPPING REQUIREMENT
2:53:15 ACROSS THE ENTIRE STATE.
2:53:17 WE INTEGRATE WITH CRG MAPS.
2:53:19 SO THOSE BUILDING PLANS,
2:53:20 THE MAPPING PLANS,
2:53:21 THEY’LL ALREADY BE
2:53:22 PRELOADED IN THE SYSTEM.
2:53:23 WE WORK VERY CLOSELY
2:53:24 WITH THEIR COMPANY.
2:53:26 AND IN ADDITION TO THAT,
2:53:27 YOU’RE GETTING THE
2:53:27 MOBILE APP ALERT.
2:53:28 SO WHOEVER IS THAT
2:53:29 INCIDENT COMMANDER ON SITE
2:53:31 AND IS GOING THROUGH
2:53:32 THAT PROCESS
2:53:33 WOULD BE THE ONE
2:53:34 THAT WE ULTIMATELY WANT
2:53:35 TO HAVE THAT MOBILE APP.
2:53:36 SO THEY’RE STILL CONTINUING
2:53:37 TO GET THOSE ALERTS
2:53:38 WHILE THEY’RE IN ROUTE
2:53:39 TO THAT SITUATION.
2:53:40 GOT IT.
2:53:41 AND THEN, AGAIN,
2:53:42 THAT BACKUP SCENARIO
2:53:44 IS MAKING
2:53:45 THE ACTUAL PHONE CALL.
2:53:46 OKAY.
2:53:47 THANK YOU.
2:53:48 THANK YOU FOR THE TIME.
2:53:49 THAT’S ALL I NEEDED.
2:53:51 DR. ANDELL,
2:53:52 DO YOU HAVE ANY QUESTIONS
2:53:53 ON THIS?
2:53:54 I DON’T HAVE
2:53:55 ANY QUESTIONS.
2:53:56 LIKE I SAID,
2:53:57 THIS WAS A PRESENTATION
2:53:58 OF THE TECHNOLOGY.
2:53:59 WE’LL BE FOLLOWING UP
2:54:00 WITH YOU INDIVIDUALLY
2:54:01 FOR FEEDBACK
2:54:02 AND TO SEE IF IT’S
2:54:03 SOMETHING WE WANT TO
2:54:04 PURSUE AS A DISTRICT.
2:54:05 I THINK, MR. WILSON,
2:54:06 ANYTHING ELSE?
2:54:07 NO.
2:54:08 NOTHING ELSE.
2:54:09 JUST LOOKING FORWARD
2:54:10 TO CONTINUE TO HAVE
2:54:11 THESE COLLABORATIONS
2:54:12 AND MOVING FORWARD
2:54:13 TO BECAUSE OUR CAMPUS
2:54:14 IS SAFE.
2:54:15 SO I DO HAVE
2:54:16 TO MAYBE CHIME IN
2:54:17 ON A COUPLE OF THINGS
2:54:18 HERE.
2:54:19 JUST MAYBE JUST ONE.
2:54:20 IT SOUNDS WONDERFUL,
2:54:22 RIGHT?
2:54:23 BUT AT WHAT POINT,
2:54:24 IT’S OBVIOUSLY
2:54:25 NOT IN PRESENTATION,
2:54:26 DID WE TALK ABOUT COST?
2:54:29 IT’S NOT TODAY THEN,
2:54:31 I GUESS, RIGHT?
2:54:32 I’M GUESSING NOT,
2:54:34 BECAUSE SOMEONE LOOKS
2:54:35 ACROSS THE TABLE.
2:54:37 SO THE COST IS BASED
2:54:39 ON THE NUMBER OF CAMERA
2:54:40 STREAMS THAT THE DISTRICT
2:54:42 DECIDES TO MOVE FORWARD
2:54:43 WITH.
2:54:44 IT’S SUPER SCALABLE.
2:54:45 I HAVE PRESCHOOLS
2:54:46 ON OUR PLATFORM
2:54:47 WITH THREE CAMERAS.
2:54:48 WE HAVE UNIVERSITIES
2:54:49 WITH 3,000.
2:54:50 IT JUST SORT OF DEPENDS
2:54:51 ON THE SCALE AT WHICH
2:54:52 YOU DECIDE TO MOVE
2:54:53 FORWARD WITH,
2:54:54 AND THEN THE DECISION
2:54:55 ON, YOU KNOW,
2:54:56 THE BUDGET THAT YOU LOOK,
2:54:57 YOU KNOW,
2:54:58 YOU WANT TO MOVE
2:54:59 WITH THIS AS WELL.
2:55:00 I THINK SEMINEL COUNTY,
2:55:01 THEY HAVE A FEW THOUSAND
2:55:02 CAMERAS WITH US.
2:55:03 INDIAN RIVER COUNTY
2:55:04 HAS ROUGHLY 1,500.
2:55:06 SO THERE’S ALL SORTS
2:55:08 OF DIFFERENT SHAPES
2:55:09 AND SIZES THAT YOU CAN
2:55:10 GO WITH.
2:55:11 IT’S REALLY, YOU KNOW,
2:55:12 THE DETERMINATION WITH
2:55:13 INSIDE OF YOUR OWN
2:55:14 ENVIRONMENT TO DETERMINE
2:55:15 WHAT MAKES THE MOST SENSE
2:55:17 FOR YOU.
2:55:18 AND WE’RE HAPPY TO HELP
2:55:19 YOU THROUGH THAT PROCESS.
2:55:20 OKAY.
2:55:21 SO OF THE DISTRICTS
2:55:22 THAT YOU HAVE CURRENTLY,
2:55:23 WOULD WE,
2:55:24 WHERE DO WE FIT IN?
2:55:25 THE LARGEST DISTRICT?
2:55:26 YOU WOULD BE ONE
2:55:27 OF THE LARGEST.
2:55:28 YES.
2:55:29 IF YOU WENT WITH 100%
2:55:30 OF YOUR COVERAGE.
2:55:31 AND OFTENTIMES
2:55:33 WITH SCHOOLS,
2:55:34 THEY’LL COME BACK
2:55:35 WITH A BUDGETARY NUMBER
2:55:36 AND THEY’LL SAY,
2:55:37 YOU KNOW,
2:55:37 WHAT’S THE MAX NUMBER
2:55:38 OF CAMERAS WE CAN
2:55:38 MONITOR FOR WHAT’S
2:55:39 WITHIN OUR BUDGET?
2:55:40 AND WE’LL GIVE YOU
2:55:41 THAT NUMBER.
2:55:42 AND OUR OPERATIONS TEAM
2:55:43 WILL HELP YOU SORT OF
2:55:44 HANDPICK WHICH CAMERAS,
2:55:45 OR AT LEAST WE’LL
2:55:46 MAKE RECOMMENDATIONS.
2:55:47 WE’RE LOOKING AT YOUR
2:55:48 MAPS AND SAYING,
2:55:49 HEY, THERE’S AN
2:55:50 OVERLAPPING CROSS SHOT
2:55:51 HERE OR THERE.
2:55:52 MAYBE WE DON’T HAVE
2:55:53 TO HAVE, YOU KNOW,
2:55:54 THAT QUAD CAMERA COVERED,
2:55:55 BUT IF WE GO ON THIS
2:55:56 PANTILLAZOOM CAMERA,
2:55:57 YOU’LL HAVE SUFFICIENT
2:55:58 COVERAGE.
2:55:58 SURE.
2:55:59 I APPRECIATE IT.
2:56:01 I ALSO WANT TO SAY
2:56:02 ONE QUICK THING.
2:56:03 YOU GUYS GET THE FIRST
2:56:04 MAN IN, LAST MAN OUT
2:56:05 AWARD BECAUSE THEY
2:56:06 WERE HERE THIS MORNING
2:56:07 BEFORE ANY OF US
2:56:08 SO I APPRECIATE THAT.
2:56:10 I’M SURE YOU
2:56:11 LEARN SOMETHING.
2:56:12 YEAH, ABSOLUTELY.
2:56:13 WELL RUN MEETING.
2:56:14 TOOK CARE OF YOUR
2:56:15 CHRISTMAS SHOPPING
2:56:16 ON YOUR PHONE OVER THERE.
2:56:17 THAT’S ALL WE HAVE.
2:56:20 WE APPRECIATE YOU GUYS
2:56:21 GREATLY.
2:56:22 WONDERFUL HOLIDAY.
2:56:23 THANK YOU VERY MUCH
2:56:24 FOR YOUR TIME.
2:56:25 THANK YOU.
2:56:26 APPRECIATE IT.
2:56:27 GOOD JOB.
2:56:28 ALL RIGHT.
2:56:30 SO ANY BOARD MEMBERS
2:56:32 HAVE ANYTHING FURTHER
2:56:33 TO DISCUSS?
2:56:35 REALLY BRIEFLY
2:56:36 BEFORE MR. SEUSAN
2:56:37 JUMPS IN THERE.
2:56:38 YEAH.
2:56:39 I JUST –
2:56:41 WE’VE TALKED A COUPLE
2:56:43 TIMES JUST REALLY QUICKLY
2:56:44 ABOUT SCHOOLS
2:56:45 AND HOW WE’RE GOING
2:56:46 TO BITE THEM UP.
2:56:47 I SENT YOU GUYS AN EMAIL.
2:56:48 I JUST WANT –
2:56:49 IF WE’RE GOING TO HAVE ANY –
2:56:50 IF NO ONE’S INTERESTED
2:56:51 IN IT, I’M FINE WITH THAT.
2:56:52 I’M ALREADY MOVING
2:56:53 FORWARD WITH, YOU KNOW,
2:56:54 VISITING THE NEW SCHOOLS
2:56:55 TO DISTRICT V.
2:56:56 BUT I JUST WOULD LIKE
2:56:57 TO GET SOME –
2:56:58 HEY, LET’S JUST LEAVE IT
2:57:00 AND EVERYBODY JUST GO
2:57:02 WITH EVEN IF IT’S NOT EVEN,
2:57:03 EVEN IF MR.
2:57:04 YOU KNOW, THOMAS JUST
2:57:05 HAS ONE HIGH SCHOOL.
2:57:06 IF EVERYBODY’S GOOD WITH
2:57:07 THAT, LET’S JUST –
2:57:08 IF WE CAN GET KIND OF
2:57:09 SOME CONSENSUS
2:57:10 AND THEN I’LL DROP IT
2:57:11 AND NEVER MENTION IT AGAIN
2:57:12 UNLESS IT BECOMES A PROBLEM.
2:57:13 BUT WE DIDN’T –
2:57:14 WE HAVEN’T REALLY
2:57:15 GOTTEN FEEDBACK.
2:57:16 I HAVEN’T GOTTEN FEEDBACK
2:57:17 AND I THINK IT WOULD BE HELPFUL.
2:57:18 OKAY.
2:57:19 YOU WANT THAT NOW?
2:57:20 I’M OKAY WITH THE WAY IT IS NOW.
2:57:22 I FEEL AS THOUGH I REALLY –
2:57:23 I MEAN, MY FEEDBACK
2:57:24 IS RELEVANT
2:57:25 BECAUSE IT DOESN’T IMPACT
2:57:26 MY DISTRICT WHATSOEVER.
2:57:27 SO I WOULD PREFER THE PEOPLE
2:57:28 THAT’S IN DISTRICTS
2:57:29 TO REALLY BE THE ONES
2:57:30 TO HAVE THE FEEDBACK WITH IT.
2:57:32 SO WHATEVER THE BOARD
2:57:33 WISHES ON THIS.
2:57:34 I’M GOING TO LET YOU
2:57:35 TAKE THAT ONE.
2:57:36 OF COURSE WE DON’T HAVE
2:57:37 MR. THOMAS HERE.
2:57:38 RIGHT.
2:57:40 MR. SUZAN, I’M GOING TO
2:57:41 SAY THE SAME.
2:57:42 THE MAIN REASON
2:57:44 THAT WE MADE THE SWITCH
2:57:46 IS TO STOP THE CONFUSION
2:57:48 OR TO CLARIFY SOME SITUATIONS.
2:57:51 AND I THINK IF WE DO
2:57:52 ANYTHING OTHER THAN THAT
2:57:53 WE’RE JUST GOING BACK
2:57:54 AND WHY WE DID IT
2:57:55 THE FIRST PART.
2:57:56 SO I’M COMPLETELY OKAY.
2:57:58 BUT I DO UNDERSTAND
2:57:59 IN YOUR AREA
2:58:00 IF THERE’S SOME –
2:58:01 IF THERE’S A HIGH SCHOOL
2:58:02 WHERE YOU SHARE
2:58:03 MANY OF THOSE STUDENTS,
2:58:04 JUST MAKE IT –
2:58:06 MAKE IT PRACTICE
2:58:07 THAT, YOU KNOW,
2:58:08 BOTH OF YOU ARE VISITING
2:58:09 AND, YOU KNOW,
2:58:10 YOU –
2:58:11 YEAH.
2:58:12 MORE PEOPLE THERE
2:58:13 THE MAYOR.
2:58:14 THAT’S – I THINK IT WOULD
2:58:15 BE FINE.
2:58:16 AND THEN YOU CAN KIND
2:58:17 OF TAG TEAM EVENTS
2:58:18 FOR ANYTHING YOU WANT
2:58:19 TO DO ON THAT.
2:58:20 I WANT TO HEAR
2:58:21 FROM MR. SUZAN,
2:58:22 AND I’VE GOT TO RESPONDING
2:58:24 THAT.
2:58:25 DID YOU HAVE ANYTHING?
2:58:26 NO.
2:58:27 I MEAN, I COULD GO ON
2:58:28 AND ON ABOUT THE ARGUMENT,
2:58:29 BUT I JUST THOUGHT
2:58:30 YOU WERE LOOKING FOR –
2:58:31 NO, I’M NOT ARGUMING.
2:58:32 I JUST WANT SOME FEEDBACK.
2:58:33 SO I JUST –
2:58:34 SO IF WE’RE –
2:58:35 MY SUGGESTION IS MOVING
2:58:36 FORWARD,
2:58:37 THEN IF WE’RE GOING
2:58:38 TO HAVE AN EVEN NUMBER
2:58:39 OF SCHOOLS IS ONE –
2:58:40 AND I DID THIS ALREADY
2:58:41 IN PRACTICE,
2:58:42 BUT DIFFERENT ONES
2:58:43 DO DIFFERENT THINGS.
2:58:44 IF SOMEONE REACHES OUT
2:58:45 TO ME,
2:58:46 EVEN IF IT’S ABOUT A
2:58:47 SITUATION THAT’S NOT
2:58:48 AT ONE OF MY SCHOOLS,
2:58:49 I JUST RESPOND.
2:58:51 I SEND IT –
2:58:52 I DON’T SEND IT TO ONE
2:58:53 OF YOU IF IT’S NOT A
2:58:54 SCHOOL IN MY AREA.
2:58:55 I SEND IT TO THE RIGHT
2:58:56 STAFF MEMBER THAT’S
2:58:57 GOING TO GET THEM
2:58:58 THE RIGHT QUESTION.
2:58:59 I TRY TO GET THEM
2:59:00 THE ANSWERS.
2:59:01 I DON’T WORRY ABOUT –
2:59:02 IT’S NOT MY SCHOOL.
2:59:03 AND WE HAD THIS
2:59:04 CONVERSATION WHEN WE
2:59:05 HAD THIS DISCUSSION
2:59:06 A COUPLE YEARS AGO,
2:59:07 WE SHOULDN’T HAVE MY
2:59:08 SCHOOLS.
2:59:09 BUT YOU ALL OF US KNOW
2:59:10 WE TALK ABOUT THAT,
2:59:11 RIGHT?
2:59:11 SO MY SUGGESTION WOULD
2:59:12 BE IF SOMEONE REACHES
2:59:12 THAT’S THE GOAL,
2:59:13 IS TO SERVE OUR COMMUNITY
2:59:15 AND TO ANSWER THOSE
2:59:16 QUESTIONS.
2:59:17 THE OTHER THING THAT
2:59:18 IT POTENTIALLY CAUSED
2:59:19 AN UNEVENNESS IS WE HAVE
2:59:21 A PRACTICE STARTED BY
2:59:22 MS. WRIGHT WHEN SHE WAS
2:59:23 CHAIR, THAT IN THE
2:59:24 PRE-EXPULSION HEARINGS
2:59:25 AND THINGS LIKE THAT,
2:59:26 THAT WE DON’T WANT THE
2:59:27 PERSON WHO IS THE
2:59:29 SCHOOL BOARD MEMBER
2:59:30 SITTING ON POTENTIALLY
2:59:32 AN EXPULSION HEARING
2:59:33 PANEL.
2:59:34 IF IT’S –
2:59:35 I WOULD JUST SUGGEST
2:59:36 WE WOULD DO THAT IF
2:59:37 IT’S REASONABLE.
2:59:38 BECAUSE THERE ARE
2:59:39 TIMES, SCHEDULE
2:59:40 SOMETHING THAT WE WILL
2:59:42 TRY TO DO THAT,
2:59:43 BUT WE’RE NOT GOING TO –
2:59:44 I DON’T THINK WE HAVE
2:59:45 ANYWHERE IN WRITING,
2:59:46 PAUL, I DON’T THINK WE
2:59:47 DO, BUT THAT WE JUST
2:59:48 LEAVE THAT FLEXIBLE
2:59:49 BECAUSE, YOU KNOW,
2:59:50 ESPECIALLY WITH AN
2:59:51 UNEVEN NUMBER OF
2:59:52 STUDENTS, NOT JUST
2:59:53 SCHOOLS BUT STUDENTS,
2:59:54 I THINK IT WOULD JUST
2:59:55 BE – WE’LL TRY TO DO
2:59:56 THAT, BUT IF WE CAN’T,
2:59:57 WE CAN’T.
2:59:58 WE CAN’T PRACTICE.
2:59:59 THAT AND GRADUATION
3:00:00 WEEK IS REALLY THE
3:00:01 ONLY TIMES THAT IT
3:00:02 WOULD MAKE A HUGE
3:00:03 IMPACT ON STUDENTS.
3:00:05 THANK YOU.
3:00:06 OKAY.
3:00:07 YES.
3:00:08 OKAY.
3:00:11 NOT FOR THAT.
3:00:12 I JUST WANT TO WAIT
3:00:13 FOR MS. CAMPBELL
3:00:14 IF YOU HAVE ANYTHING
3:00:14 ELSE.
3:00:15 NO, GO AHEAD.
3:00:16 I DON’T.
3:00:17 SO, DR. INDELL,
3:00:18 ONE OF THE THINGS THAT I
3:00:19 NOTICED OVER THE LAST
3:00:20 COUPLE OF YEARS IS
3:00:21 WE’VE GOT SO MANY
3:00:22 THINGS GOING ON WITH
3:00:23 DESTINATION MARS,
3:00:25 WE’VE GOT INNOVATION
3:00:26 GAMES, WE’VE GOT
3:00:28 STEM COORDINATORS AND
3:00:29 EVERYTHING LIKE THAT.
3:00:30 I WAS GOING TO ASK DR.
3:00:34 RENDELL THE OTHER DAY
3:00:35 IN OUR ONE ON ONES BUT I
3:00:36 THOUGHT IT WOULD BE MORE
3:00:37 APPROPRIATE FOR YOU GUYS
3:00:38 IS I WOULD LOVE TO PUT A
3:00:39 COMPREHENSIVE PLAN
3:00:40 TOGETHER.
3:00:41 LIKE THIS IS WHAT WE DO
3:00:42 BECAUSE I THINK WE’RE
3:00:43 DOING SO MUCH AND IT’S
3:00:44 ORGANICALLY GROWN IN THE
3:00:45 LAST FOUR OR FIVE YEARS
3:00:46 TO THE POINT NOW WHERE WE
3:00:47 HAVE A SIGNIFICANT
3:00:48 IMPACT WITH STEM-RELATED
3:00:49 ACTIVITIES THROUGHOUT
3:00:50 OUR DISTRICT.
3:00:51 IS THAT SOMETHING YOU
3:00:52 THINK WE COULD DO OR DO
3:00:53 I NEED BOARD APPROVAL?
3:00:54 LIKE I DIDN’T WANT TO GIVE
3:00:55 DR. RENDELL A TASK
3:00:56 WITHOUT YOU GUYS KNOWING
3:00:57 ABOUT IT.
3:00:58 YEAH, SO WHAT MR.
3:00:59 SUSAN IS TALKING ABOUT
3:01:00 AT LEAST WHAT HE
3:01:01 COMMUNICATED TO ME WAS
3:01:02 MAYBE A COMPREHENSIVE
3:01:03 REVIEW OF ALL THE
3:01:04 DIFFERENT PROGRAMS WE
3:01:05 HAVE IN THE STEM FIELD SO
3:01:07 TO SPEAK.
3:01:08 DESTINATION MARS, NOW
3:01:09 DESTINATION MOON,
3:01:10 DESTINATION SPACE WHERE
3:01:12 THE SIXTH GRADERS GO TO
3:01:13 THE KENNEDY SPACE CENTER,
3:01:14 THE INNOVATION GAMES.
3:01:16 NOW WE HAVE A STEM UNIT
3:01:17 AT EVERY ELEMENTARY
3:01:18 SCHOOL.
3:01:19 WE HAVE A LOT OF HIGH SCHOOL
3:01:22 FIELD TRIPS ACTUALLY THAT GO
3:01:24 TO THE SPACE CENTER.
3:01:25 THERE WAS A PHYSICS GROUP
3:01:26 FROM ONE OF OUR HIGH SCHOOLS
3:01:27 AT KSC THE OTHER DAY.
3:01:28 YEAH.
3:01:29 SO MAYBE WE PUT TOGETHER
3:01:30 LIKE A COMPREHENSIVE
3:01:31 REVIEW OF EVERYTHING WE
3:01:32 DO AND PRESENT IT TO THE
3:01:33 BOARD AND I.E.
3:01:34 THE PUBLIC SO THAT WE ALL
3:01:35 KIND OF KNOW THAT WE ARE
3:01:37 KNEEDEEP IN STEM ALREADY.
3:01:40 YOU KNOW, AND SO, YOU KNOW,
3:01:42 JUST TO KIND OF A REVIEW
3:01:44 FOR THE BOARD AND
3:01:45 OBVIOUSLY THE PUBLIC.
3:01:46 WHAT IT WAS FOR ME IS
3:01:47 IS THAT LIKE WE HAVE
3:01:48 GROUPS THAT ARE ALWAYS
3:01:49 COMING UP WITH GREAT
3:01:50 IDEAS, RIGHT?
3:01:51 LIKE THE COINED THING
3:01:52 FOR EVERY COMPANY IS TO
3:01:53 SAY, OH, WE’RE A STEM
3:01:54 COMPANY.
3:01:55 I REMEMBER WHEN COVID HIT
3:01:57 LIKE OR WHEN STEM WAS SEXY
3:01:59 LIKE OFFICE DEPOT CALLED
3:02:00 AND SAID, WE’RE A STEM
3:02:01 COMPANY.
3:02:02 I SAID, NO, YOU’RE
3:02:03 FURNITURE, LIKE YOU’RE
3:02:04 OFFICE COMPANY.
3:02:05 BUT THE PROBLEM IS IS
3:02:06 THAT WE’RE ALWAYS BEING
3:02:07 REQUESTED BY ALL THESE
3:02:08 GROUPS TO DO ALL THESE
3:02:09 THINGS AND THE PROBLEM
3:02:10 IS I RAN ACROSS AND IT
3:02:11 WAS LIKE I WAS DEALING
3:02:12 WITH THE SOMALI WARLORDS
3:02:13 WAS WHEN I REQUESTED, I
3:02:15 SAID, OH, I KNOW WE GET
3:02:16 MONEY FROM NORTHROP
3:02:17 GRUMMAN OVER HERE AND ALL
3:02:18 THAT STUFF.
3:02:19 I SAID, WE CAN JUST CARVE
3:02:20 SOME OF THAT OUT FOR
3:02:21 INNOVATION GAMES.
3:02:22 THAT’S WHAT I WAS TRYING
3:02:23 TO DO.
3:02:23 OH, BOY.
3:02:24 YOU GO AHEAD AND TRY TO
3:02:25 GO DOWN THERE AND TRY TO
3:02:26 GET THAT FROM SOMEBODY
3:02:27 ELSE WHO HAS A DEDICATED
3:02:28 CURRICULUM-BASED –
3:02:29 YOU KNOW WHAT I MEAN?
3:02:30 SO, AND WE JUST NEED TO
3:02:31 KIND OF UNDERSTAND
3:02:32 WHERE IT IS.
3:02:33 AND THEN WHAT I’D REALLY
3:02:34 LIKE TO DO, DR.
3:02:35 RUNDEL, IS FIND OUT WHO
3:02:36 HAVE A BIG PLAYERS THAT
3:02:37 DON’T PLAY WITH US, RIGHT?
3:02:38 LIKE, I HAVEN’T SEEN SOME
3:02:39 OF OUR BIG AEROSPACE
3:02:40 COMPANIES THAT HAVE COME TO
3:02:41 US, BUT WE DO HAVE SOME
3:02:42 THAT DO.
3:02:43 YOU KNOW WHAT I MEAN?
3:02:44 SO, JUST UNDERSTANDING
3:02:45 DYNAMICALLY THAT WHOLE
3:02:46 SCOPE, I THINK, WOULD
3:02:47 HELP US.
3:02:48 YEAH.
3:02:49 SO, AS PART OF THAT
3:02:50 REVIEW, WE COULD LIST
3:02:51 ALL THE BUSINESS PARTNERS
3:02:52 AND WHAT PROGRAMS THEY
3:02:53 ARE ASSOCIATED WITH.
3:02:54 YOU KNOW, BOEING IS A BIG
3:02:55 PARTNER WITH US FOR
3:02:56 DESTINATION MARS NOW
3:02:57 MOON.
3:02:58 A LOT OF COMPANIES
3:02:59 UNDERWRITE THE COST
3:03:00 PROGRAMS.
3:03:01 YOU KNOW, IT’S THE
3:03:02 PROGRAMS THAT ARE
3:03:03 SOCIATED WITH DESTINATION
3:03:04 SPACE FOR THE SIXTH
3:03:05 GRADERS.
3:03:06 YOU KNOW, THE EDUCATION
3:03:07 FOUNDATION, YOU KNOW, IS
3:03:08 THE BROKER FOR A LOT OF
3:03:09 THAT SUPPORT.
3:03:10 AND SO, YEAH,
3:03:11 A COMPREHENSIVE
3:03:12 REVIEW OF NOT JUST THE
3:03:13 PLANS, BUT HOW THEY’RE
3:03:14 FUNDED AND WHO THE
3:03:15 PARTNERS ARE, AND THAT
3:03:16 COULD REVEAL WHO IS NOT
3:03:17 AT THE TABLE YET AND
3:03:18 PROBABLY SHOULD BE.
3:03:19 YOU GUYS OKAY WITH
3:03:20 THAT?
3:03:21 YEAH.
3:03:22 I ACTUALLY –
3:03:23 THE PART ABOUT THE
3:03:24 SPONSORS, THE PART
3:03:25 I WAS GOING TO ADD IN
3:03:26 THAT ARE ALREADY
3:03:27 SUPPORTING US IN
3:03:28 DIFFERENT WAYS, AND
3:03:28 MAYBE THAT WILL HIGHLIGHT
3:03:29 THE ONES THAT ARE
3:03:30 MISSING.
3:03:31 YEAH.
3:03:32 AND THEN ALSO, IF
3:03:33 WE COULD ALSO, NOT TO
3:03:34 BEAT A DEAD HORSE, BUT
3:03:35 SOME OF IT FLOWS INTO
3:03:36 THE WORKFORCE PIECE, BUT
3:03:38 NOT SO MUCH STEM.
3:03:39 SO THERE’S SOME OTHER
3:03:40 STUFF THAT WE –
3:03:41 SO, LIKE, A COUPLE
3:03:42 OF YEARS AGO, BEFORE
3:03:43 COVID, WE HAD THE
3:03:44 LARGEST CONSTRUCTION
3:03:45 AND TRADES JOBS
3:03:46 PROGRAM IN THE STATE
3:03:47 OF FLORIDA, AND
3:03:48 THEN COVID WIPED IT
3:03:49 OUT, RIGHT?
3:03:50 BUT WE DO A LOT OF
3:03:56 THINGS.
3:03:57 IF WE CAN DO THAT ON THE
3:03:58 CTE FRONT, TOO, JUST SO
3:04:00 THAT WE CAN KIND OF SEE
3:04:01 WHAT’S GOING ON.
3:04:02 AND THEN, BECAUSE I
3:04:03 THINK THERE’S SOME
3:04:04 OPPORTUNITIES TO GROW
3:04:05 IN SOME AREAS AND BRING
3:04:06 ON SOME MORE OPPORTUNITIES
3:04:07 FOR OUR KIDS.
3:04:08 THAT’S ALL.
3:04:09 SO IF YOU GUYS ARE OK
3:04:10 WITH THAT, I DIDN’T WANT
3:04:11 TO GO FORWARD WITHOUT
3:04:12 YOUR GUYS’ PERMISSION.
3:04:13 OKAY.
3:04:14 YOU OKAY WITH THAT,
3:04:15 DR. INDELL?
3:04:16 YEAH.
3:04:17 I MEAN, WE DID A CTE
3:04:18 PRESENTATION A FEW
3:04:19 MONTHS AGO, AND THAT’S
3:04:20 GOING TO BE AN AN ANNUAL
3:04:21 PROGRAM.
3:04:22 YEAH.
3:04:23 WE DIDN’T WANT TO SAY,
3:04:24 HEY, HERE’S WHERE WE’RE
3:04:25 AT WITH OUR CTE PROGRAM.
3:04:26 HERE’S WHERE WE WANT TO GO.
3:04:27 AND, YOU KNOW, OBVIOUSLY
3:04:28 WE NEED BOARD SUPPORT TO
3:04:29 MAKE THAT HAPPEN ANYWAY.
3:04:30 YEAH, I THINK THAT’S
3:04:31 APPROPRIATE TO DO IT
3:04:32 DURING THAT TIME.
3:04:33 I THINK IT’S JUST AS LONG
3:04:34 AS – BECAUSE THAT WAS
3:04:35 THE MOST PHENOMENAL
3:04:36 PRESENTATION BECAUSE THEY
3:04:37 WERE SHOWING UP WHAT’S
3:04:38 COMING IN TWO YEARS,
3:04:39 WHAT’S COMING IN THREE.
3:04:40 THAT WAS REALLY GOOD.
3:04:41 SO I GUESS THAT WOULD
3:04:42 TAKE CARE OF IT.
3:04:43 I WAS MOSTLY FOR –
3:04:44 WE WERE GOING TO GO FOR
3:04:45 APPROPRIATIONS FROM THE
3:04:46 STATE OR FEDERAL GOVERNMENT
3:04:48 OR WE’RE GOING TO HAVE TO
3:04:49 GO FOR MORE SPONSORSHIPS.
3:04:51 AND THEN THE LAST THING I
3:04:53 HAD BOARD WAS THAT I WAS
3:04:54 ASKED TO – WHEN WE
3:04:57 ORIGINALLY CAME UP WITH
3:04:59 OUR CALENDAR, WE HAD
3:05:00 SOME EVENTS THAT WERE
3:05:01 HAPPENING OVER THE SUMMER.
3:05:02 ONE OF THOSE EVENTS WAS
3:05:03 THE NEW TEACHER ACADEMY
3:05:05 COMES HERE.
3:05:06 SO THAT MONDAY,
3:05:07 TUESDAY, AND WEDNESDAY
3:05:08 THEY WERE GOING TO BE
3:05:09 INSIDE THE BOARD ROOM.
3:05:10 BUT WHAT ENDED UP
3:05:11 HAPPENING IS THAT WHEN
3:05:12 WE CHOSE ONE OF THOSE DATES,
3:05:14 IT FELL INTO THE TUESDAY.
3:05:16 SO WE HAVE A WORKSHOP ON
3:05:17 JULY 29TH WHERE WE’RE
3:05:18 HERE IN THE BOARD ROOM.
3:05:20 BUT THEY WOULD HAVE TO GO
3:05:21 TO ANOTHER WHOLE CAMPUS
3:05:23 AND DO THAT STUFF.
3:05:24 I WAS REQUESTED,
3:05:25 IF IT WAS OPPORTUNITY,
3:05:26 IF WE COULD JUST MOVE
3:05:27 THE WORKSHOP LIKE WE
3:05:28 HAVE IN THE PAST TO ONE
3:05:29 OF THE ROOMS OVER HERE.
3:05:31 THEY CAN HAVE A BOARD ROOM.
3:05:32 THEY DON’T HAVE TO READ,
3:05:33 WORK, EVERYTHING.
3:05:35 EITHER WAY,
3:05:36 THEY SAID THAT –
3:05:37 SUPERINTENDENT’S
3:05:38 CONFERENCE ROOM,
3:05:39 SOMETIMES SMALL,
3:05:40 DID YOU CHECK THE AVAILABILITY
3:05:41 OF ONE OF THESE
3:05:42 BREAKOUT ROOMS OVER HERE?
3:05:43 THEY SAID THAT WE COULD
3:05:44 HAVE THE ONE THAT WE ALWAYS
3:05:45 MEET WITH THE WORKSHOP
3:05:46 IF WE NEED IT.
3:05:47 SO IT’S APPROPRIATE,
3:05:48 BUT I JUST WANTED TO
3:05:49 BRING THAT UP TO YOU GUYS.
3:05:50 THAT’S OKAY.
3:05:51 TODAY, WE COULD HAVE HELD
3:05:53 EVERYBODY, INCLUDING
3:05:54 CABINET AND DISTRICT
3:05:55 CONFERENCE ROOM.
3:05:56 I THINK WE’RE OKAY.
3:05:57 BUT IF THAT’S OKAY WITH
3:05:58 YOU GUYS,
3:05:59 I WANTED TO KIND OF –
3:06:00 IF THAT’S OKAY,
3:06:01 DR. INDELLA.
3:06:02 YEAH, WE’LL LOOK AT
3:06:03 WHAT’S AVAILABLE AS FAR AS
3:06:04 THE TRAINING ROOMS.
3:06:05 AND IF THEY’RE NOT,
3:06:06 IF THEY’RE A PART OF THE NEW
3:06:07 TEACHER ORIENTATION,
3:06:08 THEN WE’LL JUST JUMP INTO
3:06:09 THE CONFERENCE ROOM.
3:06:10 OKAY.
3:06:11 SOUNDS LIKE A PLAN.
3:06:12 AND THAT’S ALL I HAVE.
3:06:13 SORRY TO RUN OFF MY LIST
3:06:14 HERE.
3:06:15 THAT’S IT.
3:06:16 I MEAN, IF THERE’S NO
3:06:17 FURTHER BUSINESS,
3:06:18 THIS MEETING IS ADJOURNED.
3:06:45 THAT’S ALL I HAVE.
3:06:46 I’M GOING TO BE ABLE TO
3:06:47 TAKE A LOOK.
3:06:48 I’M GOING TO BE ABLE TO
3:06:49 TAKE A LOOK.
3:06:50 I’M GOING TO BE ABLE TO
3:06:51 TAKE A LOOK.
3:06:52 I’M GOING TO BE ABLE TO
3:06:53 TAKE A LOOK.
3:06:54 I’M GOING TO BE ABLE TO
3:06:55 TAKE A LOOK.
3:06:56 I’M GOING TO BE ABLE TO
3:06:57 TAKE A LOOK.
3:06:58 I’M GOING TO BE ABLE TO
3:06:59 TAKE A LOOK.
3:07:00 I’M GOING TO BE ABLE TO
3:07:01 TAKE A LOOK.
3:07:02 I’M GOING TO BE ABLE TO
3:07:03 TAKE A LOOK.
3:07:04 I’M GOING TO BE ABLE TO
3:07:05 TAKE A LOOK.
3:07:06 I’M GOING TO BE ABLE TO
3:07:07 TAKE A LOOK.
3:07:08 I’M GOING TO BE ABLE TO
3:07:09 TAKE A LOOK.
3:07:10 I’M GOING TO BE ABLE TO
3:07:11 TAKE A LOOK.
3:07:12 I’M GOING TO BE ABLE TO
3:07:13 TAKE A LOOK.
3:07:14 I’M GOING TO BE ABLE TO