Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Thank you.
1:00 Good afternoon.
1:09 The February 11th, 2025 work session and public hearing is now
1:12 in order.
1:13 Paul, roll call, please.
1:14 Mr. Trent.
1:15 Here.
1:15 Mr. Susan.
1:16 Here.
1:17 Ms. Wright.
1:17 Here.
1:18 Ms. Campbell.
1:18 Here.
1:19 Mr. Thomas.
1:21 Please stand for the Pledge of Allegiance.
1:22 I pledge allegiance to the flag of the United States of America
1:29 and to me, Mr. Stance,
1:32 one nation, one your God, an individual, for every need of us.
1:36 Mr. Trent, you had the wrong date on there.
1:41 Yeah, I know.
1:41 Just for corrections.
1:43 Corrections.
1:44 Not February 11th.
1:45 But Dr. Randall, can we speak to the board about the items on
1:48 the agenda today?
1:49 Thank you, Mr. Chair.
1:51 On today’s agenda, we have a public hearing and rule development
1:54 on policy revisions and three
1:57 presentations.
1:58 Three presentations are about our career pathways within the CTE
2:02 field, a presentation on the
2:04 upcoming financial literacy course, and a presentation on the
2:06 Alternative Learning Center review for
2:09 the future.
2:09 All right.
2:15 I think the first one’s up.
2:17 This is here.
2:19 Oh.
2:22 We are.
2:23 Yes, we are.
2:24 All right.
2:25 The public hearing is now open to the public comments.
2:28 We will, in accordance with Florida law, accept the speakers on
2:31 the following policies.
2:32 First one up is 0169.1, public participation at board meetings.
2:36 Is there anyone that would like to speak to this item?
2:43 Next is 2421, career and technical education program.
2:51 Is there anyone that would like to speak to this item?
2:56 Next is 3120, employment of staff.
3:01 Is there anyone that would like to speak to this item?
3:06 Next is 3120-04, employment of substitutes, short-term contract
3:14 and part-time staff.
3:16 Is there anyone who would like to speak to this item?
3:18 Is there anyone that would like to speak to this item?
3:22 430, leaves of absence.
3:24 Is there anyone who would like to speak to this item?
3:26 Is there anyone that would like to speak to this item?
3:29 5112, entrance requirements.
3:34 Is there anyone who would like to speak to this item?
3:36 Is there anyone that would like to speak to this item?
3:41 521, controlled open enrollment.
3:43 Is there anyone that would like to speak to this item?
3:50 5225, absences for religious holidays.
3:54 Is there anyone who would like to speak to this item?
3:56 Is there anyone that would like to speak to this item?
3:59 5500, student conduct.
4:02 Is there anyone who would like to speak to this item?
4:08 9630, corporal punishment and use of reasonable force and
4:12 restraint.
4:13 Is there anyone that would like to speak to this item?
4:16 Is there anyone who would like to speak to this item?
4:19 5771, search and seizure.
4:22 Is there anyone who would like to speak to this item?
4:24 Is there anyone that would like to speak to this item?
4:30 9271, personalized education program?
4:39 Is there anyone that would like to speak to this item?
4:46 This concludes our public hearing on policy revisions.
4:50 The first topic on the agenda today is career pathways with CTE.
4:55 Dr. Riddell.
4:55 Thank you, Mr. Chair.
4:57 So the board may recall that in January we had an off-site
5:00 meeting.
5:01 And one of the things we did at the off-site was ask the board
5:05 to generate any topics of interest
5:07 that they would like to get more information on, any projects
5:11 they wanted the district to start to work on or anything like
5:14 that.
5:15 So the first one that we’re going to cover today is the career
5:20 pathways that do exist within our career and technical education
5:24 programs
5:24 and opportunities for future pathways and or partnerships.
5:28 The discussion at the off-site was, hey, some of our CTE
5:31 programs have strong partnerships with local businesses in the
5:35 community
5:36 and the street receives strong support, but not all.
5:40 And so what areas do we have strong partnerships that not only
5:43 support the programs in their instruction and in school,
5:46 but also with possible internships and placement, job placement
5:49 after school?
5:50 And then what areas could we focus on to improve?
5:53 So Tara Harris, Assistant Superintendent for Curriculum and Instruction,
5:57 Rachel Rutledge is the Director of Career and Technical
5:59 Education, are here to present all of that information.
6:03 So this is kind of a response to your request for more
6:05 information in this area.
6:09 So what you will find is from the bulk of the presentation, we’re
6:14 going to highlight where we have partnerships
6:16 with industry partners, but also how they’re helping us inform
6:21 as we open new programs
6:22 and to make sure that our current programs stay relevant.
6:25 At the end of the presentation, we won’t go over the school-by-school
6:29 slides.
6:30 That was just for your benefit, so just as a reminder of where
6:33 all of our programs are offered by slide.
6:36 But we also have, you have a folder, a green folder.
6:40 And that, when we go into the presentation, that’s going to be
6:43 by program,
6:44 a connection to not only the school sites, but which industry
6:47 partners are supporting
6:49 and driving the instruction so that we are ensuring that our
6:52 programs are meeting the needs
6:54 of the workforce by having that articulation back and forth.
6:58 Thank you.
6:59 It’s nice to see everyone today.
7:00 Happy CTE month.
7:02 Yes.
7:03 I want to invite you just for a minute, if you’re not following
7:06 the CTE Facebook page,
7:08 to please do so.
7:08 We’ve had an amazing month of showcasing all of our students and
7:12 teachers throughout the district.
7:13 All right.
7:15 I’d also like to apologize in advance.
7:17 There’s no way I’m going to capture every single partner on our
7:20 slide,
7:21 so I want to apologize in advance for perhaps leaving someone
7:23 off.
7:24 The goal today is for you to understand the types of experiences
7:30 and partnerships
7:31 that we have within the district, but also to ask you for some
7:34 help in some other areas
7:35 to continue to grow what we’re doing in CTE.
7:38 L3 Harris, one of our logos up here.
7:41 We have designed a signing event with them in the past,
7:45 and they have provided specific career opportunities just for
7:48 graduates
7:49 from our CTE program.
7:50 Junior Achievement, another one represented here.
7:53 They have restarted the Tiger Shack at Cocoa High School.
7:57 They’re hiring our interns from our business CTE program there.
8:01 They help us with job fairs and recruitment fairs.
8:04 They’re also leading a full program called JA Hope at both
8:07 Heritage
8:08 and Cocoa Beach Rotary.
8:11 They have adopted a CTE, multiple CTE programs at Cocoa Beach
8:15 Junior Senior.
8:16 If you take a look in your folder on the red tab, page one,
8:21 this is our Adopt a CTE program application where we are asking
8:26 our partners
8:26 to engage in a variety of ways.
8:28 That could be through guest speaking opportunities.
8:31 It could be through internships.
8:32 There’s many ways that businesses want to partner with us.
8:37 Embraer has hosted an aviation day specifically
8:40 for our underserved students at middle school.
8:44 They’re able to come in, and they’ve listened
8:46 to Captain Barrington Irving for the past couple of years,
8:49 and he’s really inspired the kids there.
8:51 CareerSource has been helping us significantly
8:54 by providing us with data to help support our needs
8:58 for the industry funding list, the master credential list
9:00 that then turns into the CAPE list.
9:02 They have been a big help with that.
9:04 They’re also working – we’re trying to figure out a way for
9:08 them
9:08 to pay some of our interns that qualify over the summer to use
9:13 their funds
9:14 and so that we can blend funding a bit.
9:16 Wharton Smith came in and worked
9:19 with our construction teachers last summer and just talked to
9:23 them
9:24 about curriculum involvement and industry certification
9:27 alignment.
9:27 So that’s one way that we’ve been working.
9:30 One of the biggest features of our CTE programs though is when
9:34 we’re trying
9:35 to get a brand-new CTE program off the ground.
9:37 I know, Ms. Campbell, you were there at the electricity advisory
9:40 group.
9:40 We pulled together a lot of stakeholders at the table to help us
9:44 figure
9:44 out what curriculum needs do we have, what certifications should
9:48 be offered,
9:49 what should our facilities look like, what equipment is needed
9:51 to teach.
9:52 We engage with our content experts, especially when we do new
9:55 programs.
9:56 I know Ms. Harris talked about the automotive service excellence
10:00 advisory group
10:03 that she went to.
10:04 That is one of our shining stars.
10:06 So is the Propeller Club.
10:08 If you haven’t had an opportunity to engage with them they very
10:11 much guide
10:12 our maritime program at Rockledge and have been strong
10:15 supporters around
10:17 with being able to bring students onto their facilities and do
10:22 tours.
10:23 Firefighting as well.
10:25 We really called upon our partners in that way.
10:27 The Brevard Zoo served as a very strong partner for us
10:32 as we were building out the aquaculture program at Cocoa Beach.
10:35 Other partners, the Economic Development Commission.
10:41 Just last week I received an email from them connecting me
10:45 with a new manufacturing business in our community.
10:47 So we reached out to the HR folks and said, how can we engage
10:50 with our partners to lead directly into the workforce?
10:52 With the new Lockheed Martin expansion that’s coming out,
10:55 I reached out directly to them and said, how can we help?
10:57 We know there’s going to be a workforce need and we’d love to
11:00 partner
11:01 with these organizations to provide the qualified workers that
11:03 they need.
11:05 Florida Tech, Eastern Florida, Embry-Riddle.
11:08 They all serve a very important role for pathways.
11:11 If the kids aren’t just going directly to work
11:13 but are going into the post-secondary experience.
11:16 Our BPS facilities team, I’ve been talking with Sue and her team
11:20 to figure out what a pipeline would look like to fill our needs
11:23 and Brevard Public Schools.
11:24 And I’ve had an opportunity to meet with a national recruiter
11:30 for Northrop Grumman.
11:31 We’re nearing the end of some of those conversations.
11:34 So hopefully we’ll have some important news to report on that
11:37 soon.
11:37 And these are just some of the partnerships that we have.
11:43 So they’re pockets of excellence in different programs
11:48 and in different areas and we want to continue to grow just
11:53 to provide the kind of experience for our students
11:57 that they need in the classroom.
11:58 I’m not going to go through all these internship partners
12:01 but I want you to see them.
12:02 In every career cluster that we offer here, we have partners
12:06 that have said, yes, I’m willing to take on an intern
12:09 and work to train them to lead directly into my business.
12:13 Ms. Rutledge, can I ask a quick question?
12:17 I’m sorry.
12:18 Do we collect data as far as each one
12:20 of these individual partners?
12:21 How many students we’re actually hiring every single year
12:23 that are coming out of some of our CTE programs?
12:26 I know that might be extensive
12:27 but is that something we’re tracking?
12:28 No, we’re not tracking it like that.
12:32 We do have reports that we get from the state that say these are
12:36 the students
12:36 that are concentrators that have moved on into either post-secondary
12:40 or into the workforce but it’s not that granular.
12:43 Okay.
12:43 I do like the idea though to find
12:46 out how we’re truly meeting those workforce needs.
12:50 I’ll provide just a little bit of survey data to you in a minute.
12:53 Okay.
12:53 Where the students have said this is where I’m headed.
12:56 So it would be nice to be able to survey them on the back end.
12:59 Yeah, absolutely.
13:00 And maybe that’s part
13:01 of the application process on and just asking them can they –
13:03 are they willing to give the feedback back to the district on –
13:06 on whether they’re hiring our students and maybe some skills
13:09 that they maybe see or need improvement for
13:11 so that our programs can strengthen.
13:12 Absolutely.
13:13 The hard thing is once the students leave us then we –
13:16 I know.
13:16 It’s hard to track them if they’re not –
13:17 if they’re not going into post-secondary.
13:19 Yes, we have that data for where the interns are going but I
13:28 think, Ms. Wright, you’re asking like once they graduate, if
13:29 they’re landing there, that would be a nice enhancement to the
13:33 data we already have.
13:34 And I feel like if we make it specific to where – to the
13:39 partners that we have interns at, even though the students move
13:41 on, we still have a relationship with them, we should be able to
13:44 gather that data pretty quickly.
13:45 And then also something that would be good –
13:48 One of the other things would be great is, is City of Cocoa does
13:55 XYZ, Merritt Island does XYZ, you know what I mean?
13:58 Because I know putting these up here, I know what some of these
14:01 do, I don’t know what some of the other ones do.
14:03 And I do know there’s some people that like to put their name up
14:05 and support us, but they don’t do a whole lot that we can lean
14:07 on to do more, you know what I mean?
14:09 So if there’s a way that says like hired two interns and X, that
14:14 would be great.
14:15 Because I think that a lot of them – like I met the intern from
14:18 Wharton Smith, I know that some of these things are moving, it’s
14:21 just it would be nice to have an overall list, that’s all, if
14:23 you have that already.
14:24 Okay. Something we can work on.
14:27 All right. So one of the other things that I was asked are, what
14:31 are some of the barriers to partnership?
14:33 One of them, as we’re talking about the internship piece, is if
14:37 the students aren’t 18 years old.
14:39 In some organizations, it’s a hard stop, you know?
14:42 When we’re dealing with defense contractors, that’s – it’s just
14:45 what it is.
14:46 But other ones, we’re still moving slowly at getting those kids
14:51 under the age of 18 into the organization.
14:53 Even though the state provides workers’ comp reimbursement and
14:57 provides the experiential tax credit of up to $10,000 a year,
15:01 we’re still hitting some barriers with that, specifically with
15:04 our skilled trades.
15:06 Also, transportations to internships, that could be a barrier to
15:09 students.
15:10 Stipends, maybe the organization doesn’t have money to pay them.
15:14 So we’re looking at that.
15:16 Specific content area partners are difficult to identify.
15:20 Yes. Health care, digital arts.
15:23 They are my most difficult ones to align.
15:25 You think about digital arts, it’s really in every organization.
15:28 It’s just finding the need that would fulfill a student’s
15:31 schedule to work that many hours every week to do that kind of
15:34 work.
15:34 And health care continues to be a challenge.
15:38 So any contacts you have there are much appreciated.
15:41 That can help get the work done.
15:43 Also, the expectations for partnership.
15:45 Sometimes, like just with what you were saying, Mr. Susan,
15:48 sometimes the partner wants to provide funding.
15:52 Another one wants to get in the trenches and provide internship.
15:55 And so finding the right alignment between the partners and what
15:58 the needs are for the specific program are also pretty
16:00 challenging.
16:01 And then as we talk about new program creation, there’s very
16:06 specific content expertise required.
16:09 We might have a massive organization like NASA.
16:12 And I’m trying to open a new aerospace program, right?
16:16 And I found somebody from NASA that helps, but it’s not the
16:19 right person that has the right kind of content knowledge.
16:22 So getting down and finding who the right people are within
16:26 these organizations is something I could use your help with.
16:28 And managing the varying goals, like union goals versus nonunion
16:33 with electric, you know, just trying to manage that piece to get
16:37 the right programs in place.
16:38 Some of the ideas that I had about ways to assist would be one,
16:43 helping identify those correct contacts within the organizations.
16:46 You have a broad repertoire of contacts, just making the
16:50 introduction, passing it off, and I’ll be glad to walk that out
16:54 so we can get to the right people.
16:56 Because we are preparing our students with the skills they need
16:58 to go into the workforce.
16:59 Also, assistance sharing the need for teachers.
17:02 I was just mentioning to Ms. Gamble, we’ve got this beautiful
17:05 new electricity program that’s coming in soon, and I’m still
17:08 looking for a teacher.
17:09 So any contacts you can have to help make that come to fruition
17:13 would be great.
17:14 Did you guys get a hold of the IBEW in Merritt Island to ask
17:16 them if they have anybody?
17:18 Did you guys get a hold of them?
17:19 Yes, yes.
17:20 They were sending, I’ll, I can, maybe you send me the name of
17:23 whoever you talk to.
17:24 Okay.
17:25 Yeah, it’s just, they have that, they have their whole eastern,
17:28 you know what I mean, area union shop there.
17:31 Okay, but yes, somebody from IBEW was on the advisory group, but
17:35 if you, again, if you know somebody specific, please, we’d love
17:38 to talk to them.
17:38 Usually their business managers are the ones you want to talk to
17:40 because they’re the ones that know that retirees and who they’re
17:43 grabbing.
17:44 And stuff like that, so, plus they’re more than excited to have
17:47 people as interns, you know what I mean, working inside of their
17:50 stuff.
17:50 Just like I brought the plumbers and pipe fitters from Post 295
17:53 in last year and met with you guys and everything else.
17:55 They turned out to be a great partner.
17:56 That was Brett, correct?
17:58 Brett Mursky and them.
17:59 Yeah, there’s a lot of, there’s a lot of those.
18:01 Okay, good.
18:02 Yep.
18:02 So how would we, how would we do that, Ms. Rutledge?
18:04 Like besides just sending you an email, right?
18:06 Right.
18:07 So like our manufacturers across our county, you know, being
18:11 able, one of the arguments that we have is we take all of our
18:15 kids and we say, hey, we’re going to go up to the Space Center
18:17 because the Space Center’s got all these major manufacturing,
18:20 major industry kind of people, but they only hire like 10 kids,
18:24 right?
18:24 Like they have massive operations, but they’re only hiring, but
18:28 we do have over 500 manufacturers in this county, right?
18:32 That is impossible to chase down for your staff, right?
18:35 But the other thing is, is that they have between 10 and 100
18:38 life companies like employee company counts that could
18:41 definitely use onesies, twosies, threesies, right?
18:43 And they have consistent work forever.
18:46 So it’s not like these are like startups.
18:48 So the question is, is how do we access to them?
18:50 I know that you had a very successful program with the
18:53 automotive programs.
18:54 You had them all come in.
18:55 I heard about that.
18:56 It was great stuff.
18:57 Maybe the idea is, is that we do an announcement where we bring
19:00 them all in and we have all of the conversation wrapped around
19:03 the workers’ comp piece because I have that argument with them.
19:06 I do insurance for living.
19:07 I know I’ve opened that door for a lot of my manufacturers
19:10 outside of this county, but a lot of them don’t know and their
19:13 insurance companies don’t know that it’s okay, right?
19:15 They just, their, their consultants aren’t very good.
19:17 They don’t know that the carriers will allow it if they have the
19:20 conversation.
19:21 So if you would like, I would like to do this.
19:23 I work with the Central Florida Manufacturing Association on
19:26 stuff.
19:26 What I can do is, is we can call all the manufacturers here to a
19:29 meeting and have them go through something like that if you’re
19:31 interested.
19:32 I’d be happy to do that.
19:33 I mean, that way I can help.
19:34 I mean, if you’re not already going to do it.
19:36 All right.
19:36 Well, I have another idea since we’re going to ping pong ideas
19:38 back and forth here.
19:39 Yeah, let’s go.
19:40 So one of the things I think that’s very unique is obviously all
19:42 the different programs that are specific to each school.
19:44 So we don’t have a technical college, but we have them specific
19:47 to each school.
19:48 I love the idea of being able to grab our business partners.
19:52 Let’s put them on a bus and let’s bring them and see it in
19:54 action at the schools.
19:55 So maybe if we just devoted like, okay, this week we’re going to
19:59 do district one, this week we’re going to do district two and
20:01 then work alongside that board member and we’ll help round up
20:04 some business partners to really get them to come in because I
20:06 think that could also build some valuable relationships there
20:09 and they can see what we’re doing.
20:10 And maybe we can we can nudge them into saying how many of our
20:12 kids are going to hire and get a commitment there because we
20:14 want to make sure it’s leading to job placement, you know?
20:17 Absolutely.
20:18 Students love to showcase their programs and the students are,
20:20 you know, you’ve seen them in action.
20:22 They’re highly impressive.
20:23 I have.
20:25 So I would love to do that.
20:26 So if that’s something like a CTE tour.
20:27 I know we did that something like that in the past, but bringing
20:30 specific partners that are really honed in on whatever that
20:33 trade is that we’re working on.
20:34 And they’re on the bus that day because we’re going to go look
20:37 at whatever it is that we’re offering.
20:38 What we did in the past.
20:40 We did that three years ago.
20:41 I’ve got my t-shirt hanging in the closet.
20:43 It’s time to do it again.
20:44 Yeah, we did it.
20:45 I remember seeing them on the internet when they were going on,
20:47 but I didn’t I didn’t see the business partner side of it.
20:50 And I don’t know if like were there actual companies that came
20:52 alongside you guys and went in there.
20:54 Yeah.
20:54 So when we went.
20:55 So for example, we went to Mel High.
20:57 We had some construction guys.
21:00 We had.
21:01 Oh, my goodness.
21:04 We had health first people because they have a CNA program and
21:09 we had, oh, my goodness, cyber security.
21:12 We had some cyber security folks come in and talk.
21:15 So it definitely can be done again because there’s there’s more
21:18 partners than would would come.
21:19 And plus, we invited some city council people, some kind of
21:22 commission people so that so that it was a broader scope.
21:25 Yeah, but if we wanted to do something specific, I mean, I
21:27 absolutely support it.
21:28 We don’t have to have t-shirts this time, but that was fun.
21:30 T-shirts are nice.
21:31 Yeah.
21:32 So, yeah, so when we did the tours, we were in the process of
21:38 doing it.
21:38 And the reason that it was kind of didn’t have a lot of
21:40 participation in the beginning was is that I just went to O’Galley
21:44 and started doing it.
21:45 Right.
21:45 And then and then Mullen said, this is a great idea.
21:47 And he started rolling with it.
21:48 So the thing is, is that I think that if we did it like she said
21:51 and Miss Campbell said where we’re organizing it ahead of time
21:55 and we’re doing it,
21:55 we could get something off before the end of the year where we
21:58 are all touring our facilities, inviting the companies that are
22:01 within the area to that for that check.
22:03 But if we give them, you know, 30 days ahead, unfortunately, my
22:07 modem and the way I work is, is just, hey, let’s do it like next
22:09 week.
22:10 Right.
22:10 And they’re not going to get there.
22:11 But it did get the press out.
22:12 It did get it pushed out.
22:13 So I would love to do something like that.
22:15 Absolutely, Miss Wright.
22:16 I mean, I think that’s amazing.
22:18 It’s great.
22:18 We’ve CTE tours, we’ve made t-shirts and everything, right?
22:20 I appreciate the feedback.
22:21 The tours were amazing when we did those.
22:23 But I also really like the idea of the specific advisory groups
22:28 because we have that for many of our programs.
22:31 But there are others where we could use additional support.
22:34 Yeah.
22:35 I would love to be able to send our teachers over the summer to
22:37 these organizations.
22:39 We have something like that, teachers in industry, where they go
22:42 learn and keep their skills refreshed.
22:44 But I would love for them to come in and see what we’re doing
22:46 and engage with the students in that way.
22:49 When I was at O’Galley in 2012, I took over the business partner
22:53 program and put together the thing where it’s kind of laid out
22:55 the way it is now, too,
22:56 where you don’t have to give money.
22:58 You can also give an internship, you can speak, you can do that
23:00 stuff, but you can be a part of the program.
23:02 I think that if we had that tour and as part of the tour right
23:05 afterwards we had our ask with some of the kids,
23:08 that was very successful.
23:09 We got the news out, but we weren’t able to pull the industry in
23:12 because I moved quick on that one year.
23:14 So I would love to do that.
23:16 And I have all the businesses broken down by zip code, too, so I
23:18 can help you identify if you need them.
23:20 Because some of them are out there, you don’t even know they’re
23:22 out there, you know?
23:23 Thank you.
23:25 All right.
23:26 I wanted to give you just a little bit of feel-good information
23:29 today from our students because it’s what makes our job fabulous,
23:33 right?
23:34 We surveyed our high school completers of CTE programs, okay?
23:40 So these are kids that have had three classes in a single CTE
23:42 program.
23:43 We had 687 respondents, 142 plan to attend a trade school after
23:48 graduation, 329 plan to work in a field related to their CTE
23:52 program.
23:53 That’s awesome.
23:54 So it’s making a difference is what I read from here.
23:58 And when I asked did your CTE program help you with your
24:01 decision, 243 said absolutely.
24:04 Some said yes somewhat and others said I’d figured it out
24:06 already.
24:07 So really good response rates from our students.
24:12 I’m not going to read this whole thing, but I want to give you a
24:15 couple that made me, just made me smile.
24:17 The CTE courses I’ve taken have been wickedly important for my
24:20 future decisions.
24:21 Just wanted y’all to hear that.
24:22 Wickedly important.
24:23 One said couldn’t be better.
24:24 My instructor is fabulous.
24:25 I probably wouldn’t know what to do after high school if it wasn’t
24:27 for this class.
24:28 And you saw a whole bunch of statements about that within the
24:32 survey.
24:33 And it just pleased me to know that our students are really
24:36 interested in what they’re doing
24:38 and loving their instructor and their environment.
24:41 You know, as we continue to try to tackle this topic of
24:45 workforce needs and that gap,
24:50 we’ve got to start doing more at the early stages with students
24:53 to get them engaged.
24:54 Some of the things we’re doing right now is initial career
24:57 exploration through our elementary STEM.
25:02 They do have a component of CTE.
25:04 They’re earning digital tools.
25:05 But they’re also, like you see these kids here, are learning
25:08 about agriculture.
25:10 So we don’t expect kids at that age to be learning all about
25:14 jobs in agriculture.
25:15 But they’re getting interested in a particular topic and it can
25:18 grow from there.
25:20 We’ve also expanded elementary program at Vieira and at Manatee.
25:24 They have teachers that are focused on specifically CTE.
25:29 We’ve, my team has gone out and spoken with the elementary
25:32 counselors to help them understand what options are
25:35 when they get to middle or high school.
25:37 We have videos of our CTE programs.
25:39 Janet’s team has been going out and highlighting specific
25:41 programs.
25:42 But we also have a lot of other videos as well just to help kids
25:45 understand what these programs entail.
25:47 We’ve talked to elementary assistant principals, principals,
25:51 parent leadership team.
25:53 We’re going next week to talk with them just to make sure,
25:56 spread the good news about all the cool things that are
25:58 happening in CTE.
26:00 We’ve taken middle school kiddos to the high schools to see what
26:03 their learning experience could look like.
26:05 Any kind of marketing and promotion we can do, we try to do.
26:08 And also TIGB and Zello.
26:10 These are opportunities for kids to engage in exploration.
26:15 Either work-based learning exploration or just career
26:18 exploration from elementary to middle.
26:20 Yes.
26:21 When we have those middle school students go to the high schools
26:24 to see the community, do we invite the parents to come too?
26:28 We, they do have opportunity to do that at the curriculum fairs.
26:32 So when they’re highlighting their CTE program, the parents are
26:35 coming from the middle schools.
26:37 And so then they can tour that.
26:39 But when they go during the day, it’s usually a student field
26:41 trip.
26:42 And when you say that, that tour, like when, is that at the
26:45 school or is that up here?
26:47 Because I remember, go ahead.
26:49 Sorry.
26:50 I’m not trying to read your mind.
26:51 I just, when you say, like, I just know that when they go for
26:55 their career and curriculum nights, they’re going as a
26:58 prospective student to that high school.
27:01 And so the parents are able to go with the students and see in
27:04 the program and see what it looks like.
27:06 And the teachers are there highlighting their program, like,
27:09 here’s what our program has to offer.
27:11 And a lot of times those are within the feeder band.
27:14 So like, if I’m a Jackson student, I’m touring Titus Baha’i.
27:17 But we do advertise those so that if I am a Jackson student, but
27:21 I want to go visit the welding program, I have that opportunity
27:25 because they can choice into programs.
27:27 And how do I, if I’m a, if I’m a parent that goes to, say, Space
27:30 Coast, that I’m zoned in Port St. John, how would I know about
27:34 the welding program at Astronaut?
27:36 How would that happen?
27:38 So we have the document and we advertise it through our choice
27:42 opportunity.
27:43 So when they apply for location, they can obviously also do the
27:47 EPO.
27:48 That would be an area of opportunity, I think, for us to really
27:51 let parents know.
27:53 Because we do hear like, well, I live here, but there’s this
27:55 program.
27:56 But just highlighting outside of your feeder band, how we can
27:59 better communicate that to our parents, that they have choice.
28:03 And where are the programs within where they feel comfortable
28:06 with their job going?
28:08 When we were, when we had a, I had a, when we, we did a survey
28:12 with the EDC years ago where they asked to get information from
28:16 parents on do you, how do you think about manufacturing?
28:19 This was years ago when, when Matt Reed was our, our guy that
28:22 was in the communications department.
28:25 And we sent the survey out and it got like very dismal kind of
28:28 response, right?
28:29 And everything else.
28:30 So I asked him, I said, can I just send a letter home from the Bavard
28:34 schools on letterhead with a QR code?
28:37 And it exploded.
28:38 So just so you know, like maybe sometimes letters home, I mean,
28:42 it was the most well received.
28:44 I will tell you, I’m going to, I’m going to jump in here because
28:46 I have a student that’s in, a junior, senior, who’s now
28:48 transitioning over to the senior side of the junior, senior.
28:51 And this year is the first year.
28:53 I find it very interesting.
28:54 A lot of recruitment letters have come.
28:57 Good.
28:58 From different high schools around.
28:59 I was going to say as a, as a recent.
29:01 Yes.
29:02 One who just went to high school a couple of years ago, we, we
29:03 got invitations from other schools.
29:05 And they are very good at highlighting what is unique.
29:08 About their school and why your students should come to their
29:10 school.
29:11 So I’m sure that there’s probably a little animosity there
29:13 between principals on, hey, stop poaching my students kind of
29:15 deal.
29:16 But I’m just telling you, it happens.
29:17 We see a lot of them.
29:18 I’ve, I’ve seen a lot in my own personal household.
29:20 Great job.
29:22 And that’s where we can also talk quite a bit about transferable
29:24 skills with our programs.
29:26 Like let’s say for example, at that junior, senior example, that
29:28 the senior doesn’t have a welding program.
29:31 They do have an HVAC program where the kids get a little bit of
29:34 welding.
29:35 Like they have a whole welding section.
29:36 So talking, if transportation is an issue, they have
29:39 opportunities on their campus to get some of the skill set that
29:42 they would get in the full program.
29:43 Yeah, absolutely.
29:44 Yeah.
29:45 All right.
29:46 I also wanted to address the EPO, the choice educational program
29:51 option.
29:52 We have an opportunity right now in our current structure for
29:56 students to choice into another school part-time and not leave
29:59 their zone school.
30:00 And this is taking place at 10 of our schools right now.
30:03 So is there room to grow?
30:05 Absolutely.
30:06 But families know about it.
30:07 They know that they can take advantage of this.
30:09 We have a lot of homeschool interest in this as well.
30:13 So those kids are coming on our campuses specifically for these
30:16 programs right now.
30:18 And I know we had the conversation about the PEP thing.
30:21 And I know that’s – we’re just starting to get off the ground.
30:23 But I think this is one of the most attractive programs for our
30:27 PEP families to use some of their scholarship money to come in.
30:30 And so as we get – you know, I know that makes it complicated
30:33 because there are more costs sometimes to these programs.
30:36 But then they also – there’s a funding source, right, if they
30:39 pass the test.
30:40 So I just – I can’t encourage that enough that when we can –
30:44 when we get ready to open that up, that we open that up to these
30:48 opportunities.
30:49 I say that knowing that we also have within our choice realm,
30:53 once we reach a capacity in a program, then, you know, a teacher
30:58 can only have so many kids in the program.
30:59 So we have – there’s the – there is the possibility of a
31:03 program being filled out with PEP, homeschool, whatever
31:07 opportunities.
31:09 So as long as the timelines are fair, so that everybody has
31:11 those same kind of opportunities, that window of applying is the
31:14 same for everybody, regardless of where they’re coming from.
31:17 I think this is a good opportunity to draw people in.
31:20 One of the things we used to do, and you may have remembered it,
31:23 Mr. Rutledge, is we looked at allowing our instructors to teach
31:28 twice a week at night, and it never went anywhere because it was
31:32 just one of those things that we had like –
31:35 it was a good idea fairy, right?
31:36 It was this thing out there.
31:37 But there’s a lot of families and people and students that would
31:41 love to take career and technical classes at night,
31:44 that may be homeschool, private school, something like that.
31:46 And I know that a lot of our instructors were interested because
31:49 it would be extra money that they would work two nights a week
31:51 or something like that on a specified curriculum so that they
31:54 could do it.
31:55 So I don’t know if you guys have a temperature for that.
31:57 I don’t know if that’s something that you guys would be
31:59 interested.
32:00 I don’t even know if the board would be interested in allowing
32:01 it.
32:02 It just was really positive.
32:04 But we just got so busy with COVID is what happened, it wiped it
32:06 out as an idea.
32:07 We’ve trialed something like this just in the last few months at
32:12 Bayside.
32:13 Our machining teacher has been working alongside the Space Coast
32:15 Consortium Apprenticeship Program.
32:17 So he’s been working in the evenings for a period of time
32:20 alongside them to get the kids through the pre-apprenticeship
32:23 certificate.
32:24 And so he’s getting extra pay for having participated in that.
32:28 And I think it’s a model that could work.
32:30 It’s just depending on student interest, teacher interest, and
32:35 partner support to make it happen.
32:39 What we saw a lot of traction, and this is just me talking again,
32:42 was it was funny because a lot of parents wanted their kid to
32:46 learn how to change their oil.
32:47 So they were willing to sign up for a class for two days on how
32:50 to change the oil.
32:51 And we had a lot of them getting interested in that kind of
32:52 stuff.
32:53 So just an idea, you know what I mean?
32:55 Something that we could maybe do to show off the programs a
32:57 little bit too.
32:58 Maybe we’ll turn an adult ed opportunity.
33:00 Yeah.
33:01 I don’t actually have to answer this question.
33:03 Is there anything that would prohibit a current BPS student from
33:07 taking one of our adult ed classes for topics like that?
33:12 Are they prohibited from doing both sides of things?
33:17 There are some rules associated with that.
33:20 Lori Benjamin is much more knowledgeable about all of that.
33:24 Yeah.
33:25 But I know there are some rules.
33:26 Right.
33:27 Because I know sometimes they offer classes that aren’t
33:28 necessarily towards a GED or towards a certification or whatever.
33:31 They’ll just offer like photography for the community or
33:34 painting or whatever if there was a short course on auto repair
33:40 and things like that.
33:41 You know, because the adult ed has the flexibility in their
33:43 schedule.
33:44 They teach night classes and things like that.
33:45 I didn’t know what the rule on that was.
33:47 It was developed.
33:48 And the main reason was that adult ed has three campuses that
33:50 are kind of stretched out.
33:52 We have those automotive programs at O’Galley was where we saw
33:55 some of the interest.
33:56 And it was the teacher said, I would love to put together a
33:58 curriculum of this, this, and this, right?
34:01 And this is like we would do, you know, how to change oil here,
34:03 do this, and then charge it whoever it was that came in.
34:06 They made a little bit of extra money and the families got
34:07 together and they did some stuff.
34:09 That’s all.
34:10 Yeah.
34:11 If we don’t want to go down it, I like the adult ed.
34:12 I just don’t know if they’re set up with the automotive.
34:14 And there’s, you know, some of them you have to be in an
34:16 automotive shop to do.
34:18 That’s all.
34:19 And that’s why that was run.
34:20 And I don’t really care.
34:21 There has an interest in it.
34:22 But it might be something that we can do for our automotive
34:24 teachers to raise a little bit of extra money for them.
34:27 I think it’s worth exploring just to see what the community
34:29 interest is, right?
34:30 Almost like a camp.
34:31 Yeah.
34:32 Like their coaches, football, they do camps.
34:33 I would love to take my kids to do it too.
34:35 And that’s a great time to, you know, we’re a little early and I
34:39 know this is for the conversation and it’s not part of this
34:42 presentation.
34:42 But you will see soon in some of our summer programming
34:45 opportunities for CTE boot camp.
34:47 Excited about that.
34:48 Exactly for that reason that you’re discussing.
34:50 Woohoo.
34:51 Very exciting.
34:52 Maybe that’s the time to do it.
34:53 Perfect.
34:54 I had the opportunity to sit down with Chief Berrick from the
34:56 fire department and they are working hard to recruit students
35:01 for their fire program.
35:03 I love this idea of a hometown hero kind of educational program
35:06 that really encompasses law enforcement, firefighters, medical
35:10 field.
35:11 Just want to put that out there.
35:12 I can put, I’ll give you his phone number to contact with him
35:14 because he’s got money available for students to really put them
35:17 through fire academy and get them ready to go.
35:19 So they’re doing everything they can to try to fill the void
35:22 there for the firefighters that they’ve lost.
35:25 Great.
35:26 Thank you.
35:27 All right.
35:28 And before we go into questions, I want to just share with you a
35:31 little bit about what you’re looking at within your folder here.
35:34 I’m going to look at astronaut as an example, knowing that you
35:37 can kind of follow through these with each of the schools as you
35:40 choose.
35:41 To talk about pathways, let’s look specifically at the green tab
35:49 on page two.
35:51 All right.
35:52 What we’ve done here is we’ve created these one pagers that show
35:56 the career cluster.
35:58 So architecture and construction is the career cluster.
36:02 The pathways that fall into that are architectural drafting,
36:06 construction, carpentry, technical design.
36:11 Then what we have are the middle school courses that align to
36:15 those high school programs.
36:17 So those classes are exploration of engineering tech and
36:20 fundamentals of architecture and construction.
36:23 You will find that at most of our middle schools if you look
36:25 here.
36:26 So the kids are getting a little taste of what this career
36:28 pathway would look like in middle school.
36:31 And then they’re going into these high school programs.
36:34 We have on this document the type of careers that students could
36:37 get coming out of this program.
36:39 As well as post-secondary opportunities for them.
36:42 They may go to eastern Florida and get their college credit
36:45 certificate in AutoCAD.
36:47 Or they may go on to pursue a bachelor’s in architecture.
36:50 There’s different paths they could take.
36:52 And then on this document, you also see the business
36:54 partnerships that have played around
36:56 their role.
36:57 Again, for our partners, I am sorry if I have left you off.
37:01 I’d be happy to update.
37:02 We can’t possibly put them all on there.
37:04 But these are ones that have played some role.
37:06 Whether it’s through internship.
37:07 Whether it’s through curriculum development.
37:09 Whether I can pick up the phone and say, hey, we’re looking at
37:12 this piece of equipment.
37:13 What do you think?
37:14 Are we getting the right thing?
37:17 Because we want what we’re doing in our classroom to resemble
37:19 industry.
37:20 So they vary according to how they are partnering.
37:23 But I know like Mr. Susan, you were wanting to have just have
37:28 more strategic conversations
37:30 with some of these folks.
37:31 Like to help continue to move our programs forward.
37:34 I’d be glad to talk through this with you about how each of
37:37 these are partnering with us.
37:39 That topic, one of the things is like we have a marine mechanics
37:45 program at O’Galley.
37:47 If they’re going to build a true industry board of people that
37:49 are going to be communicating to them
37:51 and everything else, then we should have all of the marinas, all
37:54 of the boat manufacturing companies
37:56 on their industry board working with them and doing it with a
37:59 thing that says we need you to hire.
38:01 These 10 kids are interested this year, like more of a specific.
38:04 And I know we went from like eight years ago being in the, you
38:08 know what I mean, in the way off
38:11 and getting to where we are now has been a stage.
38:13 But I think we’re at a place where we can really start to hone
38:15 in on that now with the support that we have
38:17 with our internships and stuff like that.
38:18 That’s all.
38:19 Absolutely.
38:20 We’re not specifically speaking to that.
38:21 Absolutely.
38:22 And I wanted to show you one other document that’s in your
38:23 folder.
38:24 On the blue tab on page four, you have a document that shows
38:30 direct to work credentials.
38:31 So we know that students in our program have a variety of
38:34 interests.
38:35 And that’s what’s so cool about CTE.
38:37 Some of them do just, they want to go right to work.
38:39 So in that architecture and construction pathway, OSHA 10 is
38:43 something that the kids are earning.
38:45 That is a direct to work.
38:46 I’ve had my safety training.
38:47 I’m ready to plug and play into the career.
38:50 Or that student may want to go into post-secondary or, you know,
38:55 go on to the bachelor’s gold standard there.
38:59 So some of our programs have those direct to work that are easy
39:04 to plug in right after they graduate high school.
39:06 Others, like our arts and AV programs, one of the ones I said
39:09 are a little harder to find the partners.
39:11 Even with our students’ Adobe bundles, which they have fabulous
39:14 graphic skills, that’s not necessarily an inroad immediately
39:18 into that field.
39:19 So they would need to go get additional training through a
39:22 college credit certificate or associates or bachelor’s in order
39:26 to get that role.
39:28 And I think this was just in response to the conversation around
39:32 when our students finish our programs, what does that get them?
39:37 Like does it get them, if they want to go to a trade school,
39:40 does that get them, you know, a year ahead in connection with
39:44 that program?
39:46 Or does it give them a leg up if they are going off to get the
39:49 bachelor’s?
39:50 Or does it give them a little bit more?
40:04 So that we can best meet them with where they are in that
40:07 document that she went over that was program specific.
40:11 We tried to make a document by school, but it ended up, I mean,
40:15 it would have been like a 20 page document per school.
40:19 So that’s why we went the route up by program and showing what
40:22 industry partners, what are the different pathways?
40:25 What are the feeder plans through the middle school?
40:27 What does that look like by program?
40:29 Just because when we were starting to put it together, it wasn’t
40:33 as clean as we wanted it when we did it by school and then all
40:36 the programs at that particular school.
40:38 It is a very complex puzzle.
40:40 So, Mr. Susan, if you didn’t find it on the yellow tab on the
40:44 first page, these are the current dual enrollment agreements
40:46 that we have.
40:47 So students already have a step up into the program should they
40:50 go the post-secondary route.
40:52 We have many of them with Eastern Florida, but also with Kaiser.
40:56 There are a couple of programs that are not offered at Eastern
40:59 Florida any longer.
41:01 So we’ve contracted or we’ve done MOUs with Indian River State
41:04 College so that our kids can still have a pathway.
41:07 And so we’re constantly looking for those paths that will give
41:10 students a step up.
41:12 And again, on the second page in that same tab, this is an
41:16 example of one of our MOUs.
41:18 So if students take a certain path in high school, once they go
41:22 to college and enroll at Eastern Florida, they’re getting credit
41:27 for the classes so they don’t have to take them again.
41:29 So we do have these types of agreements available.
41:32 This is just a snapshot of one of them.
41:36 But we have agreements like this for all of them, including with
41:40 Embry-Riddle, with FIT, and again with Kaiser and others I’m not
41:45 mentioning now.
41:47 Can you talk about the, just, so I’m seeing this, so it says
41:51 advanced standing agreements with Eastern Florida State College.
41:54 So advanced manufacturing tech, our kids out of Bayside would
41:58 finish with their preliminary pre-apprenticeship program and
42:02 then go here.
42:03 And this program here would give them their four-year
42:05 certification, that kind of stuff, is that what you’re saying
42:08 here?
42:09 Are you referring to the aviation one?
42:12 I’m on advanced standing agreements with Florida State College,
42:17 yellow tab, first set of columns.
42:20 And I’m not, it’s not specific to a specific school.
42:23 I don’t, I don’t, whether it’s Bayside or whatever else it is,
42:26 because it’s, so you’re saying that they go to that?
42:28 Is that what you’re saying?
42:29 Yes, that’s what I’m saying.
42:30 If they, an example one is immediately following that.
42:34 So this, what you see here is an example of the aviation one.
42:38 So the students at O’Galley, they’re in the aviation program.
42:41 Right.
42:42 This is how that translates directly into Eastern Florida.
42:45 But all of the ones that you see here have a different MOU based
42:50 on the courses that are at their school.
42:51 So we have one for machining.
42:52 We have one for advanced manufacturing and engineering.
42:57 It just has a different progression of courses depending on
42:59 which program they’re in.
43:01 So you have one at Florida Gateway College.
43:03 Where is that at?
43:04 And I know that’s because water and reclamation is kind of
43:06 difficult.
43:07 But it says environmental water and reclamation technology,
43:10 advanced standing agreements with Florida Gateway College.
43:13 Where is Gateway College at?
43:14 I don’t know where the Gateway College is specifically.
43:16 There’s some honesty for you.
43:17 But they have a program that they actually provide some
43:20 curriculum.
43:21 Links up to that.
43:22 And it’s a very limited.
43:23 For that program.
43:24 I know it’s, I didn’t ask you that because it’s a very limited
43:26 field that is very limited.
43:27 So that’s awesome that you found it, like found a gateway to
43:31 that.
43:32 I figured it was somewhere.
43:35 One of the things I was going to say is are there any standing
43:37 areas that we need support with that we can help with?
43:41 So one of the areas that I really have a passion about is the
43:44 teaching academies.
43:46 And right now our teaching academies leave our schools and they
43:49 have to go to like a UCF most of the time.
43:51 I know Eastern Florida has one little class that they have.
43:54 What are we doing about that kind of stuff?
43:56 So we have an advisory group for the, for the early childhood
44:01 academy.
44:02 And it, we’ve had conversations as well with the school about
44:07 how we can give students the same kind of opportunity to
44:11 participate in the classes and be a parapro for Revard Public
44:18 Schools.
44:18 We’ve engaged with Eastern Florida trying to figure out the
44:21 pieces of that.
44:22 To, we’ve gotten to the point where we know that there are
44:25 evening classes that are available.
44:28 So let’s say we could meet one of our workforce needs, right?
44:31 With an, with an instructional assistant here.
44:33 The kids are earning their parapro in the teaching academy.
44:35 They could go to work full time and then do their classes in the
44:37 evening at Eastern Florida.
44:39 So we know those things exist and there’s a potential pathway.
44:43 We just haven’t solidified.
44:44 Yeah.
44:45 And, and I don’t like one of the hardest problems and Dr. Andell
44:48 and I have talked about this in the past.
44:50 And so, and others is that like, it’s not our responsibility to
44:53 figure out what the colleges are supposed to be doing for our
44:56 programs.
44:57 You know what I mean?
44:58 Like we’ve built our programs to align with the industry needs
45:00 inside the community.
45:01 Some of our colleges have not.
45:03 And so one of the things that we have is, and I just want to
45:05 kind of mention it to you guys.
45:07 The reason behind this is, is that years ago, Eastern Florida
45:09 State did not have any pathway for a kid to take, to get their
45:13 teaching certificate or degree from Eastern Florida State.
45:16 So they applied to the state to get that and UCF blocked it.
45:20 And they have a veto power on all of programs being allowed to
45:22 be at the colleges and universities.
45:24 And the reason for that was because right now our students will
45:27 go to a program at Eastern Florida, take a bunch of the classes,
45:31 and then they have to take their final internships and stuff at
45:34 UCF.
45:35 Which means that the majority of kids that go through our
45:37 programs at Eastern Florida State end up teachers at UCF.
45:39 Which is like completely got me upset.
45:42 So I drove to the president’s house, and I knocked on his door,
45:44 and I said, this is BS.
45:46 I mean, you can’t be blocking our need as a community.
45:49 And they just, they blew it off.
45:51 And I asked Eastern Florida State to file again, and they went
45:54 for one little program to try to get around it.
45:57 But is there any talk with Eastern Florida State about creating
46:00 that pathway for us to avoid UCF’s block?
46:02 I haven’t had that conversation.
46:04 But just to solidify your point, on the first page in the blue
46:09 tab, you’ve got our high demand careers in Brevard County.
46:13 And notice that teachers are on there in every aspect, from
46:17 elementary to middle and secondary.
46:20 So that’s a high need in our area.
46:22 So that’s a conversation I’m happy to further engage in with the
46:27 college, for sure.
46:29 Maybe we have that conversation with their board.
46:31 You know what I mean?
46:32 I mean, that’s what I mean.
46:34 I wouldn’t, Ms. Rutledge, there’s a lot that you do for our kids,
46:37 and it’s difficult for you to chase down everybody else to give
46:40 the next level.
46:41 That’s where I think we could help out, is to go after their
46:43 board and say, hey, like, we need a teaching pathway.
46:47 And we’re doing great with the IEAs, but there needs to be a
46:49 place where our parents can say, yes, my daughter is going to
46:52 get their teaching degree.
46:53 You know what I mean?
46:54 And that’s what I was talking about.
46:55 So I don’t mean for you to do it.
46:56 I’m just saying maybe we can go do it.
46:58 So, okay.
46:59 So the education and training career pathways, if you go to the
47:05 green tab, go to the back.
47:07 You go to the green tab, page number five.
47:20 So just to illustrate what Mr. Susan was saying and what Mrs.
47:23 Rutledge was saying is, on the left-hand column, you see our
47:26 programs.
47:27 On the right-hand column, UCF has most of the teaching
47:30 certification, most of the teaching degrees.
47:33 EFSC has early childhood and teaching assistant, but no
47:39 elementary or secondary teaching certification program.
47:45 Have we ever had a meeting with Eastern Florida to just sit down
47:48 and say, these are the programs we have.
47:50 We would really like you guys to have a follow-up program to it.
47:53 Do we ever sit down with them?
47:54 I know Frank Margiani and everybody else.
47:56 We’ve had many of those conversations.
47:58 And in fact, one of them was education-related.
48:01 I went to my content special and that specialist and I sat down
48:04 and talked through, you know, how can we get kids to come to
48:07 your program?
48:08 We’ve got to design that path.
48:11 But they have their own priorities.
48:15 Sure.
48:16 I get it.
48:17 And so they’re working towards as well.
48:18 Okay.
48:19 Thank you.
48:20 All right.
48:23 Any other questions for me?
48:25 Anybody?
48:28 Well, again, very informative.
48:32 Thank you so much.
48:33 You know, the questions that come up and you guys, you know,
48:36 immediately put something together.
48:38 We appreciate that and your willingness to take questions and
48:42 directions.
48:43 So nothing else?
48:45 No.
48:46 All right.
48:47 Thank you so much for your time.
48:48 Thank you.
48:49 Because you’re trying to figure out which job I need my son.
48:51 You’re going to get him a job, huh?
48:55 Well, thank you, sir.
49:00 Thank you.
49:01 You do.
49:02 There you go.
49:03 Dr. Adele, did you want to follow up with what’s next?
49:06 Yeah, so the next presentation is going to be on financial
49:10 literacy.
49:11 At the offsite in January, the board had some discussion about
49:15 what are we doing with financial literacy.
49:22 We hear a lot about students graduating high school and not
49:25 knowing how to balance a checkbook,
49:27 not knowing what a credit card is, what the advantages and
49:30 disadvantages of a credit card, and that kind of thing.
49:34 And in some ways, that never was our job to teach kids financial
49:39 literacy.
49:41 Several years ago, the state did recognize that, you know,
49:44 students should graduate high school with some financial
49:46 literacy.
49:47 And they required some standards to be taught in economics class.
49:52 And so they’re in the economics class currently, but still
49:57 students were graduating without that basic financial literacy
50:01 knowledge.
50:02 And so the state legislature said, now you have to have a
50:04 financial literacy course.
50:06 So Mrs. Harris is going to take us through that course.
50:11 Keep in mind, though, that we have numerous partnerships with
50:15 different organizations that also come to our schools as guest
50:20 lecturers and visitors that offer financial literacy.
50:23 Community credit union does, JA does, comes in, does financial
50:29 literacy.
50:30 There are several other investment firms that offer to come in.
50:34 So, you know, we actually have lots of different layers that we
50:38 already have in place attempting to teach students financial
50:43 literacy skills.
50:44 But, you know, we’re going to go over the course that is
50:47 required that we’ll be implementing next year.
50:50 We also know that there are some life skills that we would love
50:54 for our students to have before they graduate.
50:57 And maybe we’ll talk about a different course for that later.
51:00 Or maybe we’ll have the automotive technology shops open for
51:04 basic engine repair and maintenance life skills.
51:08 But anyway, Mrs. Harris.
51:11 Thank you.
51:12 So I think based on the conversation at the off site, I think
51:16 that this course will meet a lot of unique things.
51:19 So I think it’s going to be a little bit of your needs for most
51:21 of our students.
51:22 This will be an 11th grade course.
51:23 But we’re going to just kind of dive into the overview.
51:26 What I’ve passed out.
51:28 You also had the link into this.
51:30 And this is all of the benchmarks required by the state for this
51:33 course.
51:34 So you will see that we have the traditional course as well as
51:38 the honors.
51:39 And so some of the questions you may have around, well, who
51:43 determines the honors course.
51:46 One of the things that we’re advising schools in this piece is
51:49 to look at the student’s literacy level.
51:51 And so based on their literacy level, they may take the honors.
51:55 But when we dive in, you will see the changes that those
51:59 standards that are highlighted would be the ones that are added
52:03 to the honors course.
52:05 This is an opportunity for when you look at what makes up the
52:09 courses, it would be something that even a student that were not
52:13 yet proficient in literacy could participate in the honors
52:17 course when we’re talking about financial literacy.
52:20 But there are seven basically pillars or areas of focus within
52:24 this course.
52:26 And just remembering the conversation at that offsite, I think
52:30 that a lot of what was addressed in that conversation you will
52:33 find in this course.
52:35 The first one being just about how our values vary from person
52:40 to person and that that weighs into how we spend our money and
52:44 how we prioritize purchases.
52:46 So students will have, you’ll see in the benchmarks, there are
52:50 the clarifications, but examples of possible student tasks that
52:54 they will have to participate in the coursework to get them
52:58 thinking around that.
53:00 Number two, we’ve talked a lot with our CTE kind of as a perfect
53:05 alignment.
53:06 We will have conversations with students about, okay, this is
53:10 the career pathway you think.
53:12 What is the salary look like?
53:13 What is the investment of training for that selected?
53:17 And this is where students will look at, okay, is the investment,
53:20 if it’s a college experience, is the investment of that going to
53:24 be worth it to me based on what the salary range is for that
53:28 career?
53:29 Or looking at, do I just want to go to a vocational training
53:33 program that could potentially be less expensive with an equally
53:37 or greater potential for salary in the end?
53:41 So the tasks that students will participate in this course
53:44 really will have to base on some critical thinking.
53:48 You will see critical thinking embedded into this course of
53:52 making financial decisions around career paths and what will
53:55 take me to get to that career path and is that worth it?
53:59 And within the benchmarks, you will see what’s worth it is going
54:03 to vary from person to person because we all have different
54:06 values that we will go into when we’re weighing our decision
54:10 making.
54:11 You will also see number three.
54:14 I think this is a great opportunity for high school students
54:18 because so often they don’t understand the costs of things and
54:22 what that looks like when we’re talking about goods and services.
54:26 And they will have to make decisions regarding budgeting and
54:29 what can I afford?
54:31 What can’t I afford if I know I have to pay for housing and fuel?
54:37 What other choices might I make if I only have X dollars and the
54:41 expenses are greater?
54:43 Do I need to look at some other pathways?
54:45 When we go into this next number four, this is where we really
54:50 talk about saving.
54:52 And here is where I think we will be leveling up our students
54:55 through this course because so often if I don’t know better, I
55:00 am going to just put money into savings.
55:04 And what type of savings am I doing?
55:06 And a lot of our students don’t have an understanding prior to
55:09 this unless it’s come, you know, at home about compound interest.
55:13 And that is the aha for students.
55:15 You see comparisons, you know, and some of the student
55:18 experience will be if Tara puts in, you know, $200 a month into
55:23 this account and Dr. Rendell puts $200 into this account that’s
55:28 going to have compound interest.
55:30 Look in 25, 30 years, the difference in that money.
55:35 And I feel like for students, they know they’re supposed to save
55:38 a percentage of their income, but I think we want them to make
55:42 wise decisions.
55:44 And so this course will level the playing field that everyone is
55:47 informed and then can make those decisions.
55:50 Number five, I think it couldn’t be better as students are going
55:55 off and graduating that they make decisions about credit.
55:59 And what that looks like and what the long term impacts the
56:02 advantages and disadvantages.
56:05 Because we know that, you know, some companies are going to come
56:09 across our students and they’re going to make decisions of, okay,
56:13 that TV, you can have that for $10 a week.
56:16 What does that really look like?
56:18 And when we look at interest and what credit means and the
56:21 impact of if you take out credit and you don’t make your payment.
56:25 And so you will see within the standards, students having those
56:28 experiences of what does it mean if you miss a payment and based
56:32 on an agreement you may have signed, what is the penalty for
56:37 that?
56:38 Yeah.
56:39 And then our last two areas of focus kind of analyze that, but
56:41 just really speaking to planning for the future.
56:44 And so we want students to know as much as we want to live in
56:48 the here and now, we must plan for the future and what are the
56:51 risks that can come our way.
56:53 And that’s where they will talk about different types of
56:55 insurance.
56:56 And that’s where students can make decisions of, you know, how
57:00 much is insurance costs, how much, you know, if I were to lose
57:05 my income, what would be the impact on that and really be able
57:08 to make some decisions.
57:10 And again, it’s things that some in some of our households,
57:13 these are discussions, but we’ll ensure through this course that
57:17 students really will exit our, you know, stage at graduation
57:21 with some tools to hopefully be better savvy with their money.
57:27 So that I know is a very high level overview.
57:32 But when you go into the standards, you will see through the
57:35 activity.
57:36 So there’s clarifications from the state with each benchmark,
57:39 but then example tasks.
57:41 And like Dr. Rendell said, you know, there’s a lot of different
57:44 ways we can teach this for students, but this is the what we
57:48 will be teaching.
57:49 And I feel like it does really hit not just the economics and
57:52 how to set up a budget, but students are going to have to set up
57:56 a budget using a variety of tools, not just a spreadsheet, but
58:00 there’s apps available.
58:02 There are a lot of tools for budgeting.
58:04 And I think that it will educate our students on how their
58:08 choices all have consequences, which we know that, but this will
58:12 be some real life experiences of you’re going to have to perform
58:16 this task.
58:17 And how did that work for you prior to them doing it with their
58:21 first paycheck?
58:22 Thank you.
58:23 Mr. Trent is demonstrating his knowledge.
58:26 He’s doing math problems over here.
58:28 I love it.
58:29 He’s answering the questions.
58:30 I love it.
58:31 An example.
58:32 Yes.
58:37 I mentioned this earlier, but you will see that, you know, we
58:43 talked about the skills students need, but within this course,
58:46 you will find they have to collaborate with others.
58:48 They have to really think critically.
58:50 And then that workforce literacy, what does that mean?
58:53 And is, if I want this lifestyle and this income, is the pathway
58:58 I’m selecting going to result in that?
59:02 And then that’s where they make personal decisions.
59:05 You will see in here where they say, okay, what are the
59:09 sacrifices of this career field?
59:12 Is it a lot of hours or is it personal reward?
59:17 And people can make decisions based on some make it on income,
59:21 but some make it on this is, you know, my passion.
59:23 I’m very passionate about this work, or this can give me the
59:26 flexibility.
59:27 Something that just let me know we’re in 2025 is you’ll see the
59:30 importance of gigs, a side gig, and why that’s important.
59:34 I’m shocked that there wasn’t something about being an
59:36 influencer because you talk to a lot of students and they want
59:39 to be an influencer.
59:40 So I think this course will prepare our students to make just
59:45 sound decisions and reduce the missteps that maybe people
59:50 without the course may have made.
59:53 Any questions?
59:54 Yes.
59:55 Thank you.
59:56 So, to your last point, we actually had a whole session, the FSBA
59:59 leadership last year at our conferences about, and they talked
1:00:03 about the gig economy, that that is the way, that is where the
1:00:06 future is going.
1:00:07 It’s not just a side gig anymore like your career is in this gig
1:00:11 economy where you’re hiring yourself out as your own contractor
1:00:16 to do any number of career fields.
1:00:19 Marketing, social media, accounting even, you know, the people
1:00:24 are really more and more wanting to run, run their own
1:00:28 businesses, you know, as a solo employee.
1:00:31 A different kind of entrepreneurship than what we’ve seen before.
1:00:34 Yes.
1:00:35 So, I, my question, I brought it up to you before personally, as
1:00:38 is a parent of a 10th grader because that is the graduating
1:00:41 class.
1:00:42 And I know we have a plan moving forward for where we’re going
1:00:45 to fit this into their mini graduation requirements.
1:00:48 My concern with this year’s 10th graders is, as a 10th grade
1:00:51 parent, I haven’t really heard about this yet except for as a
1:00:53 school board member.
1:00:55 I want to make sure that those kids who, because it’s a, it’s,
1:00:58 these one semester courses are so difficult because you, you
1:01:01 have to find that partner that’s going to go on the other side
1:01:03 of the year.
1:01:04 Right.
1:01:05 And so, since they’re 10th graders, they probably already have
1:01:08 taken their careers class either in their freshman year or they
1:01:11 took it online because they wanted to have more electives.
1:01:14 And that was the case I know in our family.
1:01:16 So, how are we going to squeeze that in or communicate so that,
1:01:19 because they’ve, they’ve got two years to get this done, that
1:01:23 first graduating class where it’s going to be a requirement.
1:01:27 So, I think your conversation elicited when Miss Vega, and I
1:01:30 apologize that she’s not here doing this, she’s at Teacher Clarity
1:01:33 today, but we talked about that.
1:01:37 And so, last week she met with her team of communications, the
1:01:40 first thing.
1:01:41 We need to make sure that we’re getting this out because it is a
1:01:44 new course and really work with counselors so that when they’re
1:01:48 working on student scheduling, okay, is it backing up to that
1:01:51 economics or where is it backing up?
1:01:54 Because a lot of our students do take courses in the summer so
1:01:57 that they, because they’ve kind of planned out how they’re going
1:02:00 to utilize their time.
1:02:01 They don’t want a student to have a missed opportunity or
1:02:03 sitting, you know, January of their senior year trying to find a
1:02:07 place for this.
1:02:08 So, she and I met last week of what we’re working with the CCs
1:02:12 last week were informed and then also with our school counselors
1:02:17 to ensure that this is on their radar.
1:02:19 No different than we track students like, have they, you know,
1:02:21 met their industry cert yet?
1:02:23 Have we, this will be another tracking until it becomes routine
1:02:26 and then people are expecting it.
1:02:28 But our first step last week was working on communication,
1:02:31 making sure that all of our stakeholders are aware of this
1:02:34 course.
1:02:35 Right. And for a lot of students it probably won’t be as much of
1:02:37 a problem because some kids go to their senior year and they’re
1:02:39 taking multiple PE classes just to fill out their schedule.
1:02:42 But for some who have, you know, lots of music classes or they’re
1:02:45 doing CTE every year plus they want to get foreign language, it’s
1:02:48 a lot to get it all crammed into those four years.
1:02:51 So, I just want to make sure that we’re communicating that
1:02:53 clearly.
1:02:54 Is, on a related note, you know, we have zero hour at some
1:02:58 schools because of programming and trying to fit things in,
1:03:01 especially in programs like IB.
1:03:03 But do we have the opportunity at our high schools to do zero
1:03:06 hour virtual labs?
1:03:08 So, for example, because I’m just worried about, you know, for
1:03:11 students who may not have as easy access to Revard Virtual from
1:03:14 home, maybe lack of technology or whatever, do we have
1:03:18 opportunity either before or after school ever for students to
1:03:20 take, for example, a course like this.
1:03:23 They come in early and they have access to the labs.
1:03:26 And I know we have, on high school campuses, we have those
1:03:29 virtual labs where they are taking courses that they need to get
1:03:32 and there’s an IA or someone similar.
1:03:35 For course recovery.
1:03:36 Right, right.
1:03:37 Yeah, right.
1:03:38 Credit recovery.
1:03:39 Do we have something like that where they could do that before
1:03:42 or after school?
1:03:43 Let me look into that more for this course because this one
1:03:46 specifically, we do have a lot of opportunities for other
1:03:49 courses during the zero hours.
1:03:51 But we have not discussed this that could help pick up for some
1:03:54 of those students.
1:03:55 And again, I think this will mainly be for like this first group
1:03:58 of students.
1:03:59 I think once we get into the groove and everybody’s realizing,
1:04:01 oh, I take finance on the opposite side of economics and I take
1:04:04 career on the opposite of government or however you guys have
1:04:07 organized it, it’ll be clearer going forward.
1:04:09 But these, these kids are the ones that I’m most concerned about.
1:04:14 And not just because I have a 10th grade kid myself.
1:04:17 Can I answer your question about zero period being an
1:04:19 opportunity for the FOVS lab to be open?
1:04:22 Absolutely.
1:04:23 I don’t know if any of our schools do that, but they can.
1:04:27 Okay.
1:04:28 You know, you could compensate a teacher with a seven out of
1:04:30 seven supplement to run the zero period.
1:04:32 You could stagger the hours of your computer lab person.
1:04:36 Okay.
1:04:37 And if that’s –
1:04:38 Virtually or in person is what you’re –
1:04:39 Correct.
1:04:40 Right.
1:04:41 Yeah, there’s opportunities for zero period either way.
1:04:43 Okay.
1:04:44 Thank you.
1:04:45 Great.
1:04:46 Anybody else?
1:04:47 Yeah, I’m extremely excited about this.
1:04:49 This falls in line with my life skills, you know, ask that I
1:04:51 wanted the board to really look at.
1:04:53 I’ve been going through the curriculum.
1:04:54 The curriculum is very content rich.
1:04:56 The videos are applicable.
1:04:57 Students will be engaged.
1:04:58 It’s very entertaining.
1:05:00 I know, I’m sure board, you’ve received some messages, much like
1:05:03 I have received.
1:05:04 I assume whenever I receive an email, you’re receiving the same
1:05:06 one.
1:05:07 Maybe that’s not a good assumption.
1:05:08 But there’s been some concern in the community over the
1:05:10 curriculum that was chosen.
1:05:11 And I’m glad that this process was followed with fidelity.
1:05:14 I mean, it really – we had the curriculum crew there that went
1:05:17 through everything.
1:05:18 They voted on this.
1:05:19 This is – it is very, very good.
1:05:20 So I’m excited for our students.
1:05:21 I think we’re going to see some positive outcomes.
1:05:23 If we can teach our kids to not get into debt and make smarter
1:05:26 financial choices,
1:05:27 there’s nothing wrong with that.
1:05:28 I’m excited to see what it does for our students moving forward.
1:05:31 So thank you.
1:05:32 Yes.
1:05:33 Matt, anything?
1:05:34 All right.
1:05:35 So this is awesome.
1:05:37 Thank you.
1:05:38 You’re kind of in my wheelhouse now.
1:05:40 Okay.
1:05:41 I taught this course for maybe six, seven years up north.
1:05:46 I was in finance before I was a teacher.
1:05:48 So this is great.
1:05:50 Things I like, the later in school, the better.
1:05:54 Eleventh, twelfth grade is good.
1:05:56 Many times when I taught this course, it’s good.
1:06:00 course you know kids are like hey didn’t we have something like
1:06:02 this in economics but it was like
1:06:03 freshman year nobody cares about you know paying a credit card
1:06:06 or having a job or anything else at
1:06:08 that point and they forgot some of it or it was two weeks three
1:06:11 weeks this was a year course that
1:06:13 i taught um i understand it’s a semester course but uh that’s
1:06:17 fine you know but i i could push for
1:06:18 an entire year uh course of this uh i wouldn’t be in favor of
1:06:24 taking this at a uh flvs setting or
1:06:26 on a computer either class i think instruction needs to be there
1:06:31 you know uh that conversation
1:06:33 that uh whoever’s teaching uh is important of of their real life
1:06:39 uh involvement in finance
1:06:41 i i think that’s a this this if we do this right um this would
1:06:45 be the best course that we we teach
1:06:47 in bavard i mean it really takes to serve every student uh with
1:06:51 excellence because every student
1:06:53 is going to be making and saving and spending money for the rest
1:06:57 of their lives so this is this is so
1:06:59 important i can’t tell you how many students i had come back to
1:07:01 me and said this is the best thing i’ve
1:07:04 learned uh while i was in school was was how to take care of
1:07:07 money and finances so thank you thank you
1:07:10 uh some of the things that i had uh put down is keep it as basic
1:07:15 as possible you know i was a little
1:07:19 concerned and alarmed when i saw regular honors because it is
1:07:23 basic information and it’s just us
1:07:26 getting it to that students and this is where every students
1:07:30 where they come from uh have has a place at
1:07:34 the table it’s the same information you know money and saving
1:07:38 and bills it doesn’t matter if you’re a
1:07:40 doctor or you know the landscaper or anything else we all have
1:07:44 the same issues around the kitchen table so i’m
1:07:46 hoping we can keep it very very basic where we can have
1:07:50 everybody at this in a school feel comfortable
1:07:52 in that class those teachers that are going to be teaching us
1:07:57 take this this is not a blow-off class
1:08:01 this is the most important course in that school and i i’m going
1:08:05 to take that to heart here on this
1:08:08 board and when we visit schools and when we pick those
1:08:11 instructors uh it’s so very important so i
1:08:14 appreciate it anybody else okay good it really is
1:08:21 i’m excited that we we have this in place and uh anything i can
1:08:28 do in the future please thank you call
1:08:31 it us thank you so mr chair we’ve been at this for a good hour i
1:08:36 didn’t know if you want to take a
1:08:37 short break before we set up the next one yeah i think i think a
1:08:46 five minute recess would be great
1:08:51 so
1:10:18 you
1:10:58 Thank you.
1:15:58 All right, welcome back.
1:16:02 Dr. Delvin, you want to introduce our next topic and speakers?
1:16:05 Thank you, Mr. Chair.
1:16:07 At the offsite back in January, there was a lot of discussion
1:16:10 about the alternative learning centers, their effectiveness,
1:16:14 their makeup, the operation, whether we might be willing to
1:16:18 maybe make a change and do something different with the
1:16:21 alternative learning center placement, expulsion process,
1:16:25 removal from school and that kind of thing.
1:16:27 So we’re going to ask Mr. And so we’re going to take a look at
1:16:30 what we’re going to look at what we’re currently doing at the ALC
1:16:34 and what the possibilities would be for the future.
1:16:37 So he has Misty Bland with him, so he has Misty Bland with him,
1:16:41 and so we’re going to turn it over to Mr. Ramer at this point.
1:16:44 So good afternoon. And thank you for allowing us the opportunity
1:16:47 today to talk about our alternative learning centers.
1:16:50 Today, I have with me, as Dr. Randall said, Ms. Misty Bland, who’s
1:16:54 our director of alternative sites, and at the offsite board
1:16:57 workshop, there was some heavy discussion regarding current
1:17:00 practice at our alternative learning centers and possible
1:17:04 opportunities or options moving forward to either enhance those
1:17:08 practices or make a change in practice.
1:17:10 So based on the discussion today, we’re going to provide you
1:17:13 with an overview of our current practice and options moving
1:17:16 forward.
1:17:17 So currently, we have two of our alternative learning sites, the
1:17:21 North Central Alternative Learning Center in Merritt Island and
1:17:24 the South Alternative Learning Center in Melbourne, which
1:17:26 operate on what we’d call traditional elementary timeframe of 8:00
1:17:31 to 2:30 and then the Friday early release.
1:17:32 So secondary students currently at our alternative learning
1:17:37 sites are doing a hybrid version, which means that they are on
1:17:41 site two days a week, and then possibly on Friday, and then offsite
1:17:47 two days a week, and possibly on Friday, like a two-three hybrid,
1:17:50 just depending on academic performance.
1:17:52 Our elementary students are a full five days a week at the
1:17:55 alternative learning centers.
1:17:57 So our discipline plan outlines the procedures that we must
1:18:01 follow in order to place a student at the alternative learning
1:18:03 center and/or place them up for expulsion.
1:18:06 So Ms. Bland is going to be walking you through some options.
1:18:10 So we prepared two options for moving forward with our
1:18:13 alternative learning centers, best practices, and wanted to get
1:18:19 your feedback on how you believe would be in the best interest
1:18:22 of Brevard Public Schools to continue with our alternative
1:18:25 learning centers,
1:18:26 or how we handle discipline infractions of the serious nature.
1:18:30 So Ms. Bland, it is all yours.
1:18:33 Good afternoon, everyone.
1:18:35 So I think it’s important to start with, you know, what disciplinary
1:18:42 programs are implemented in other Florida counties.
1:18:45 I had the privilege to sit with representatives from about nine
1:18:47 counties and discuss currently what strategies they have in
1:18:52 place for students with disciplinary
1:18:55 So those four programs that you see were key programs that they
1:19:04 use that they implement currently that they’ve had success with.
1:19:10 So the alternative learning center, all the counties that I
1:19:13 spoke with currently have that.
1:19:16 They have a sheriff’s program, which they use for students that
1:19:20 are delinquent and require more of a stringent behavior type
1:19:25 program instead of just the regular ALC.
1:19:28 They have home instruction, which is an online curriculum for
1:19:32 students that commit an expellable offense or have a behavior
1:19:37 that doesn’t allow them to be on campus with other students.
1:19:41 So they still provide that student an education.
1:19:44 It just may not be on a campus.
1:19:47 Can you speak to what that would be exactly?
1:19:49 Sorry.
1:19:51 I just a behavior that wouldn’t allow them to be on campus with
1:19:54 other students.
1:19:55 So if a student commits an expellable offense and it could be a
1:20:01 multitude of things, maybe it’s fighting or they were already
1:20:06 given a chance and now they’ve committed something else instead
1:20:10 of not allowing them to have an education.
1:20:12 They do allow that student to complete an online program.
1:20:17 And the majority of the counties that I spoke with are currently
1:20:20 using that.
1:20:21 And last is an out of school suspension center.
1:20:24 So all the counties that I spoke with, they do have an out of
1:20:26 school suspension center.
1:20:28 And what that is, if a student is suspended from three days,
1:20:31 three to five days, ten days, whatever amount of days it is,
1:20:35 instead of going home, they go to this center and they complete
1:20:39 their expulsion days there.
1:20:42 So they don’t do it at home.
1:20:44 They’re suspended to a center.
1:20:46 So you actually need to finish their suspension, not expulsion,
1:20:53 right?
1:20:54 Yes.
1:20:55 Yes, sir.
1:20:56 So if a student is suspended for anything, even just classroom
1:20:58 disruption, they go there.
1:21:00 Right.
1:21:01 Okay.
1:21:03 So the two different options that I’d like, potential options
1:21:05 moving forward, I’d like to present to you today is one, is the
1:21:09 Alternative Learning Center.
1:21:11 And two, is the Diversion Program.
1:21:14 So option one, the Alternative Learning Center.
1:21:19 What is that?
1:21:20 I believe everyone on the board knows what that is.
1:21:23 And it is, I have to put my glasses on because I’m blind, I’m
1:21:26 sorry.
1:21:27 So it’s designed to provide a supported and structured
1:21:29 environment for students who have committed a serious offense.
1:21:33 So those are the students that are not allowed to be on our
1:21:36 regular campus.
1:21:38 So what would be their requirement?
1:21:41 So option one would be students going back to school five days a
1:21:45 week.
1:21:46 And that is with the Strength and Stipulation Conduct Agreement.
1:21:50 And just to review that, that was just approved by the board.
1:21:53 Students receive two referrals, processes level one or two.
1:21:57 The first offense, that student’s going to be suspended for five
1:21:59 days.
1:22:00 The second offense, they’re automatically going to be suspended
1:22:03 10 days pending and placed up for a full expulsion.
1:22:06 Any student that receives one referral that’s level three, four
1:22:10 or five, that student is automatically going to be placed up for
1:22:14 10 days pending, placed up for a full expulsion.
1:22:17 So before I go over this slide, I wanted to just say something
1:22:24 that I didn’t say before.
1:22:27 I really appreciate the board’s support on strengthening the Stipulation
1:22:31 Conduct Agreement.
1:22:32 Because that allowed the ALC to really enhance the learning
1:22:36 environment there with that support.
1:22:39 And not only that, to be able to provide these things in a much
1:22:44 more efficient manner.
1:22:46 So a supportive environment to be, what they do is, with student
1:22:51 parents, foster a supportive and collaborative learning
1:22:54 environment.
1:22:55 The therapeutic support is there, which they have sessions to
1:23:00 support student emotional and mental health by counseling and
1:23:04 therapy sessions, which that is daily.
1:23:07 They do it by individual or group counseling, and that is
1:23:10 happening daily.
1:23:11 Behavioral interventions to help manage and improve behavioral
1:23:15 issues.
1:23:16 The goal is to help students be able to go back to a school
1:23:22 environment because they are going back.
1:23:25 And to help them be able to regulate their emotions and their
1:23:28 behavior to be able to go back there.
1:23:31 So currently, what is the Alternative Learning Center data?
1:23:38 So if you look at the North Central Area Learning Center, we
1:23:42 currently, this was as of February 13th.
1:23:45 Student enrollment was 118, and you can see the breakdown by
1:23:50 elementary, middle, and high school.
1:23:53 Going back to five days a week, the elementary class size, which
1:23:56 were currently already five days there, would be 13.
1:24:00 And secondary class size would be 18, five days a week, if we
1:24:04 were to go back for class size.
1:24:07 South Area Learning Center, the student enrollment is 91.
1:24:11 And class size is nine in elementary.
1:24:14 And secondary would be 14, going back five days a week.
1:24:17 - Question.
1:24:19 - Yes, ma’am.
1:24:20 - All right, sorry.
1:24:21 - No, go ahead.
1:24:22 - Do you, I didn’t see it in the slides, but do you have any
1:24:25 data on how many of these students have already been placed at
1:24:27 the ALC since maybe even this year?
1:24:29 Or since they’ve been a BPS student?
1:24:33 How many of these are repeat offenders that have gone back to
1:24:35 the ALC?
1:24:36 - So I currently do not have the data on that right now, but I
1:24:40 do have the data of 23, 23, 24.
1:24:45 When I looked at before, it was about 143, approximately 143
1:24:50 repeaters.
1:24:51 But that was over four years, because I was looking from ninth
1:24:55 grade on.
1:24:56 - Okay.
1:24:57 All right.
1:24:58 Thank you.
1:24:59 - I’m just wondering what it is for the current enrollment in
1:25:01 the population that’s there now.
1:25:02 - Great.
1:25:03 So I will talk briefly, and I feel like my mic’s on, but it’s
1:25:06 not really working.
1:25:08 - Yes.
1:25:09 - It is on.
1:25:10 - We will see.
1:25:11 But based on board discussion a few months ago and at the end of
1:25:17 last year, we are moving towards a one-time, I’ll say allotted
1:25:23 opportunity at our alternative learning center in those grade
1:25:27 bands that we discussed whenever we did the conduct stipulation
1:25:29 agreement.
1:25:30 So that will significantly reduce any repeat offenders, because
1:25:34 you would be permitted to attend the alternative learning center
1:25:39 one time in K through six, and then one time in seven through 12.
1:25:43 So the question on the repeaters would be drastically reduced,
1:25:46 if nonexistent, based on that, because you could only go one
1:25:49 time in those grade bands.
1:25:51 So the second time, we wouldn’t provide it as an opportunity.
1:25:54 - Question I have, Bob, you said February 13th was this data.
1:26:00 So in your experience, February, where would you see that, where
1:26:06 would you estimate that enrollment at the North ALC, say in
1:26:11 April?
1:26:13 - Well, the majority of the students after September 20th, there
1:26:19 is no more earned return, so these students stay until May 28th.
1:26:23 That number will increase.
1:26:26 But when I look at the data from last year and having the drug
1:26:32 diversion program, the numbers have been lower and have been
1:26:36 much more manageable to go back five days a week.
1:26:39 - So it wouldn’t be uncommon, though, that secondary class size
1:26:42 to be over 20.
1:26:44 - Yes, sir.
1:26:45 I estimate it would be probably 25 when I go back and look,
1:26:51 which is reasonable.
1:26:52 - Five times get through May.
1:26:54 - Yeah.
1:26:56 I mean, that’s a reasonable estimate, but it’s not reasonable.
1:26:58 We know that, right?
1:26:59 - Correct.
1:27:00 - Okay.
1:27:01 - All right.
1:27:02 - But that is my estimate.
1:27:03 - Okay, good.
1:27:04 Thank you.
1:27:05 - So option two is the diversion program.
1:27:08 And what is a diversion program?
1:27:10 It’s an opportunity for students who commit certain expellable
1:27:12 offenses to not be removed from campus.
1:27:15 So what are the requirements of the diversion program?
1:27:18 This would be something like currently what we do with the drug
1:27:21 diversion.
1:27:22 So it would be aligned to that with a few other options.
1:27:27 So just like the drug diversion, students would be suspended out
1:27:29 of school and they’d be placed
1:27:31 on a stipulation conduct agreement.
1:27:33 There would be weekly counseling and students would be
1:27:35 prohibited from participating in anything
1:27:39 that has to do with school sports, clubs, sponsors, events,
1:27:42 while under the school-based
1:27:44 diversion stipulation conduct agreement.
1:27:46 And students would be prohibited to be on another campus and
1:27:49 they will be required to keep good
1:27:51 standing in all classes.
1:27:53 So what are some other possible options to enhance?
1:27:57 Now obviously this is going to have to do with what people have
1:28:02 in school.
1:28:04 Would they be able to do this?
1:28:05 Because it will be up to a school basis whether they wanted to
1:28:08 supervise kids to escort them to
1:28:10 the bathroom, lunch, before and after school.
1:28:13 That’s a school-based decision.
1:28:14 We currently have schools right now that do that with drug
1:28:18 diversion.
1:28:19 But that it would be a school-based decision.
1:28:21 We could also would be a district decision is have students
1:28:25 participate in a behavioral modification
1:28:27 program.
1:28:28 Which that would be a program that we could put together to do
1:28:32 on Saturdays.
1:28:33 So just like students in the drug diversion, they have
1:28:37 counseling on their own time after
1:28:39 school that they have to go to.
1:28:41 This would be the same concept except it would be on a Saturday.
1:28:48 So who is eligible?
1:28:50 So students that would be eligible for diversion if one time K-6
1:28:56 and one time in grades 7-12,
1:28:58 which is currently aligned with what we’re doing right now,
1:29:03 which we’re starting next year.
1:29:04 Level four offenses will be evaluated and will be permitted to
1:29:09 attend the diversion program,
1:29:12 or may be recommended for expulsion.
1:29:14 And the level four and five handouts were given to you.
1:29:17 So in all level five offenses will be automatically recommended
1:29:21 for expulsion.
1:29:23 And students recommended for expulsion may be eligible for the
1:29:28 online curricular program,
1:29:30 but there is a potential loss in FTE.
1:29:33 It just depends on what date the student is placed up for expulsion.
1:29:40 So what staff would be needed if we did this diversion program
1:29:43 or online curricular program?
1:29:45 So staff need for the diversion would be two social workers,
1:29:49 which is currently like what
1:29:50 we do at the drug diversion.
1:29:53 They have a counselor.
1:29:54 We would have two social workers to complete weekly counseling
1:29:57 and support,
1:29:58 to collaborate with educators and for behavior interventions.
1:30:03 In addition to that, for the online curricular program,
1:30:08 we would need four secondary teachers and one elementary teacher,
1:30:13 because this would be needed to provide a certified teacher to
1:30:16 monitor the online program
1:30:19 and provide guidance and support, because you do need that for a
1:30:22 student to get credit.
1:30:23 They have to be a certified teacher.
1:30:28 So the analysis of the Alternative Learning Center.
1:30:32 Currently, we have 38 staff members that are assigned to the
1:30:35 Alternative Learning Center,
1:30:37 and those positions are listed below.
1:30:40 We currently have seven buses that are utilized to transport
1:30:43 students.
1:30:44 We have three at south and four at north.
1:30:47 And if we were to do the program with the online curricular
1:30:51 program,
1:30:52 we would be able to allocate 31 staff members back into schools.
1:30:59 And we would need seven staff members for that program.
1:31:10 So I’m going to switch mics, because I don’t think that one is
1:31:16 working.
1:31:18 So based on the board workshop, the off-site, we wanted to talk
1:31:22 about two potential options moving forward.
1:31:25 So option one, as discussed, just as a quick overview, would be
1:31:29 to look at the Alternative Learning Centers at five days a week
1:31:33 for all students.
1:31:34 Now this would mean, in August, the class size at the secondary
1:31:37 level may be 8 to 10.
1:31:39 And as you get closer to the semester, that number will continue
1:31:42 to grow until that stipulation agreement has elapsed.
1:31:46 And some of those students are back in their traditional schools.
1:31:49 So could get up into the high teens, mid-20s, depending on infractions.
1:31:55 But they would be going back five days a week, K through 12.
1:31:58 And they would have the opportunity to be in that environment
1:32:02 that we discussed with the Strengthened Conduct Stipulation
1:32:05 Agreement,
1:32:06 which does allow us the opportunity to impose stronger disciplinary
1:32:12 matters whenever those infractions occur,
1:32:15 and work through that stipulation agreement.
1:32:19 So that option would keep the North Central Alternative Learning
1:32:23 Center open and operating as it is currently,
1:32:26 except four or five days a week, with that strengthened stipulation
1:32:30 agreement,
1:32:31 and the strengthened language of you can only attend one time, K
1:32:35 through six and seven through 12.
1:32:37 Option two is very similar to our current drug diversion program,
1:32:42 except we would now expand that to more level four offenses.
1:32:46 So we would have to look at all level four offenses, and as we
1:32:48 said, by case by case.
1:32:50 Or if we wanted to, we could dictate these level four offenses
1:32:53 qualify.
1:32:54 These level four offenses do not.
1:32:56 And if those level four offenses qualified and placement at ALC,
1:33:00 which would have been the option is now not existent,
1:33:02 that would be placement in the diversion program where they
1:33:05 would have the out of school suspension,
1:33:07 the weekly counseling, the exclusionary matters from basically
1:33:11 co-curricular, extracurricular opportunities,
1:33:13 and they would have to complete the program, you know, as it’s
1:33:17 stated.
1:33:18 Students that are in level four infractions that did not qualify
1:33:22 or level five would have a expulsion,
1:33:26 would be the option at that point, with placement online curricular
1:33:30 opportunity,
1:33:31 which would be similar or just like the ingenuity option that we
1:33:34 currently give to students at the ALC.
1:33:37 So that would be the options that we would look at.
1:33:41 Obviously, there could be other options out there.
1:33:43 But based on the board workshop, we felt that these were the two
1:33:45 most viable options
1:33:47 as we’re looking to the 25-26 school year and beyond.
1:33:50 So if there’s other options, we could pursue those.
1:33:53 But we thought that these two were the most viable as one
1:33:55 aligned with what we currently do,
1:33:57 except enhanced stipulation agreement, enhanced language for how
1:34:00 many times you can intend,
1:34:02 and five days a week, traditional school as you would say, but
1:34:05 at the alternative learning centers.
1:34:07 And then option two aligns with what we just put in place two
1:34:10 years ago with the drug diversion program.
1:34:13 So at this time, as we work through any questions, essentially
1:34:19 those seven buses,
1:34:20 if we were to look at this option, those seven buses would then
1:34:22 be able to serve other schools
1:34:24 because they wouldn’t be serving the alternative learning center.
1:34:27 We all know transportation and the assistance that that could
1:34:30 potentially provide.
1:34:32 And those 31 students would essentially go into schools that
1:34:35 have an opening for 31 staff members, sorry.
1:34:39 31 staff members would go back into the schools for open
1:34:44 positions.
1:34:45 Thus, we wouldn’t have to fill those open positions.
1:34:48 So that could be a potential cost savings there of filling
1:34:51 current open positions with current staff.
1:34:54 And there’s a breakdown on the left of what those staff look
1:34:57 like in regards to how we would have to look at the placement of
1:35:03 the staff,
1:35:04 whether it’s support or instructional.
1:35:09 Thank you.
1:35:10 Ready for questions?
1:35:11 We are.
1:35:12 Board?
1:35:13 Have you figured out the exact amount of money that we’ll save
1:35:16 because of that?
1:35:18 So you have 16 teachers and an average of X principal, all that
1:35:22 stuff you’re talking?
1:35:23 Yeah.
1:35:24 So instructional units are, we average about $75,000.
1:35:27 That includes salary and fringe.
1:35:29 For our support units, it’s somewhere 37 to 50,000 between
1:35:33 salary and fringe, depending on the level.
1:35:35 Both of our ALCs operate currently at about a $1.2 million
1:35:39 budget.
1:35:40 We would not recoup the entire 1.2 as our North Central would
1:35:45 still have Gardendale.
1:35:46 So electricity, water, AC, et cetera, operational side would
1:35:51 still exist there.
1:35:52 And our South Area Alternative Learning Center, we would look at
1:35:55 potentially placement of district staff
1:35:58 that maybe are currently in schools or maybe we need a place for
1:36:02 them closer to some of the buildings that they work out of.
1:36:06 So the operational side of there would still exist with regards
1:36:10 to electricity, AC, water, et cetera.
1:36:13 But we do have a breakdown from finance of the three year
1:36:17 average that we’re looking at.
1:36:19 And it’s about $1.2 million when you take everything into
1:36:22 consideration for both ALCs.
1:36:24 So about 2.4 and you would put back in, you know, a portion of
1:36:29 that for operational costs for both of those buildings that
1:36:32 would stay open.
1:36:34 So.
1:36:35 Thank you.
1:36:36 Thank you for those numbers.
1:36:37 Okay.
1:36:38 I’ll go ahead and lead the conversation.
1:36:39 So I want to say this to our teachers that are at the ALC
1:36:43 because I know that they’re going to be listening and watching
1:36:45 this very closely.
1:36:46 This decision has absolutely nothing to do with them as far as
1:36:51 them not performing well or them not doing what we’ve asked them
1:36:54 to do.
1:36:55 Quite frankly, I’ve had a teacher reach out to me and my heart
1:36:58 broke for her because I’m like, what we’ve asked you to do is an
1:37:00 impossible task.
1:37:01 I mean, honestly, having students in those schools, which are
1:37:04 some of our most challenged students, they really are.
1:37:06 They need additional help around them.
1:37:08 And we’re only seeing them two to three days a week for majority
1:37:11 of them because most of them fall in the secondary world.
1:37:14 And then we’re asking a teacher to look at a class range of
1:37:16 seventh through 12th grade, which the curriculum is drastically
1:37:19 different in all of those.
1:37:21 And we’re asking our bus drivers to make sure that we have
1:37:23 students on buses that are from kindergarten to 12th grade.
1:37:26 Like there’s a lot of things there that are just not right.
1:37:29 They are not right.
1:37:30 Those decisions were made before I was here.
1:37:32 I don’t, I can’t speak to why they were made or what the thought
1:37:34 process was there.
1:37:35 I will tell you right now, my option where I would be leaning
1:37:38 towards is option two, which is the diversion program.
1:37:42 And the other part that I really want, I want our principals to
1:37:44 understand this part of it because I think there’s been some
1:37:47 misconception in the community of, oh my gosh, now what?
1:37:50 Expelled means expelled, right?
1:37:53 And so that’s, we had this conversation one day of, are they
1:37:56 expelled or are they expelled expelled?
1:37:58 And what does that look like?
1:37:59 And so we’ve got to get back to it meaning what it is, right?
1:38:03 So they’re either on the diversion program or they’re expelled
1:38:06 and expelled means you’re not in the school system anymore.
1:38:09 The diversion program means you’re still given a second chance.
1:38:13 So for me, like this is a crystal clear decision.
1:38:16 It makes the most sense.
1:38:17 I think we’ve had huge successes with the drug diversion program.
1:38:20 I believe that we would have similar successes with this
1:38:23 diversion program as well.
1:38:25 And I think we would also have the ability to take this staff
1:38:28 that’s there and go ahead and put them back into a school
1:38:31 environment that really is what they set out to do with their
1:38:35 career anyways, a lot of times.
1:38:37 So it’s not, you know, they’re, they’re all great people there.
1:38:39 They’re working hard.
1:38:40 They’re doing what they can, but we’ve given them an impossible
1:38:42 task.
1:38:43 And so for that, I think that, you know, the board district owes
1:38:46 an apology to, to that staff that’s there.
1:38:49 That was never the intent, but I think that’s unfortunately what
1:38:51 took place.
1:38:52 So my, my overall where I land is option two, a hundred percent,
1:38:56 which is the diversion program.
1:38:58 All right.
1:39:00 Ms. Campbell.
1:39:01 I don’t know that I can tell you today, I, I need to be
1:39:13 completely transparent.
1:39:17 I, part of me is a little disappointed, not because you haven’t
1:39:21 done great work.
1:39:23 Hear me.
1:39:24 Right.
1:39:25 I, I was, I guess I was imagining maybe, and I was excited when
1:39:27 you looked, talked about the other districts, what they’re doing.
1:39:30 I heard, I think I shared with you the Charlotte County, they’re
1:39:32 doing like this academy thing over there for students.
1:39:34 And I, I was looking for something outside the box, realizing
1:39:37 though, that our diversion program is a little bit, is outside
1:39:40 the box for us for sure.
1:39:41 And it’s, I don’t know, I, I am, and maybe what I was looking
1:39:44 for is in here somewhere.
1:39:46 I, I wanted to make sure, because I, when I think about the,
1:39:49 sorry, I’m processing out loud.
1:39:51 This is all going to be out of order, right?
1:39:53 That’s the way I process.
1:39:55 So, what we would be missing by losing the ALCs is that all the,
1:40:01 the, the social worker, the therapy and all that.
1:40:06 And I know that if they’re in a diversion program at their
1:40:08 school, for those of us who are able to access that, it looks
1:40:11 like they’ll be having, that’s part of their, the stipulation
1:40:15 agreement is they’ll have to do the, trying to find the wording
1:40:20 that you put in here.
1:40:21 And, uh, participation behavior modification program.
1:40:26 Um, and, their weekly counseling.
1:40:33 So that will be part of it.
1:40:35 It just won’t be as much as what they’re getting now on the ALC,
1:40:38 at the ALC level.
1:40:39 And I know for some students that really is beneficial.
1:40:42 Um, and so we lose that.
1:40:45 But I can’t, can’t lie, you know, I have seen now for six years
1:40:50 the regular reports of the behaviors that happen on the buses.
1:40:54 Um, that are, um, problematic for the students themselves, for
1:40:59 other students on the bus, for the IAs to ride with them, for
1:41:03 the bus drivers, for the administrators who sometimes have to
1:41:06 leave campus and ride the bus because there’s not an IA.
1:41:08 I mean, I’m fully aware of, um, the problems that’s happened,
1:41:12 that have happened with transportation.
1:41:16 And I love the idea of being able to bring those back in.
1:41:20 Um, not just for a cost savings.
1:41:21 This can’t be about cost savings.
1:41:22 It has to be what’s right for students.
1:41:24 I don’t know.
1:41:25 I, I was looking maybe more of an online option for, but we, you
1:41:30 know, what I’m hearing you say, one question I had, let me, as I’m
1:41:36 processing this out loud.
1:41:38 Um, when you talk about deciding the level fours, which ones
1:41:42 will be allowed to do this and which one won’t?
1:41:45 Will we, will you, are you talking about going through the list
1:41:48 and saying, for example, uh, sexual assault won’t be, and I’m
1:41:52 just using examples, but this will be, or will it be a case by
1:41:56 case basis, uh, grade level type of thing?
1:41:59 So we, we went through, uh, level four and tried to, uh,
1:42:05 decipher which ones would most likely fall in either the
1:42:11 diversionary program or an expulsionary side.
1:42:15 Uh, you bring up one that we would strongly believe would fall
1:42:18 on the expulsionary side, like a sexual assault.
1:42:21 Okay.
1:42:22 Um, something of that nature.
1:42:23 So I have, we have looked through highlighted and started to
1:42:28 separate level four into what we would look at as this is a case
1:42:33 by case basis because the infraction is diversion.
1:42:37 But for example, fighting may actually need to be looked at as
1:42:42 an option for diversion, but a case by case basis that might
1:42:45 actually qualify for expulsion.
1:42:47 Okay.
1:42:48 So we would most likely slide some of these level four to level
1:42:52 five ish, um, where they would be expulsionary and then level
1:42:57 four would become case by case basis.
1:43:00 Um, campus disruption majors, another option.
1:43:03 Some of those we would really have to look at to say, okay, you
1:43:06 know what?
1:43:07 We feel comfortable.
1:43:08 You could be in the diversion program with supports and this won’t
1:43:11 happen again, or that was too egregious of a campus disruption.
1:43:15 We, we have to go this direction.
1:43:17 Well, and there’s some things that we’re, we’re limited by
1:43:20 statute because I’m trying to think of the one that comes to
1:43:23 mind is if you’re, if you pull a fire alarm, I think by statute,
1:43:27 it’s mandatory 365 days expulsion.
1:43:30 Correct.
1:43:31 So I, I guess where I’m, my hope was that we would come up with
1:43:34 options to that, that allow students, because we’re going to be
1:43:37 expelling more students, expelling, expelling more students.
1:43:42 And that’s a choice that potentially, at least to start off, we
1:43:44 could potentially be.
1:43:45 Um, when we, when we give options, then we’re affecting not only
1:43:49 that student’s opportunity to graduate, but our own graduation
1:43:52 rate.
1:43:53 So if we give students options to continue, if they have the
1:43:57 motivation to do it, um, some kind of online learning, we have
1:44:01 the opportunity for that student to not get behind, to move
1:44:06 forward with their own education and graduate hopefully on time
1:44:09 or closer to on time.
1:44:10 It helps our grad rates, helps school grades, does all those
1:44:13 things.
1:44:14 If they’re getting behind, they’re more likely to drop out.
1:44:16 They’re more likely to cause problems.
1:44:17 Uh, they’re more likely to have to go right back.
1:44:20 And so what I’m hearing is this level four and a half or five,
1:44:26 when they’re doing that, and they’re able to take these online
1:44:28 courses, then they’re not truly expelled expelled.
1:44:31 Mm-hm.
1:44:32 Because they’re taking online courses, which is good for, you
1:44:35 know, if they’re, again, a motivated student.
1:44:38 And if they don’t, you know, then, then they’re fully expelled.
1:44:41 So we’re still, we’re still having the language problem, um,
1:44:46 that Ms. Wright is having the, you know, have some problems with.
1:44:50 There’s still a intermediary and maybe it’s just, oh, we got to
1:44:53 use a different vocabulary for that.
1:44:55 I like the option of students being able to have that online
1:44:58 option because they’re not, if they’re a danger, like all these
1:45:02 level fives and some of the level fours, you know, nobody wants
1:45:06 them back on campus, at least for a time.
1:45:07 Right?
1:45:08 Um, but the, the opportunity that they would have to continue
1:45:11 their education, um, unless they just don’t do it.
1:45:15 If they go home and they’ve been able to get every opportunity,
1:45:17 they don’t do it, then that’s, that’s on them.
1:45:19 So that’s kind of where I am.
1:45:22 And I don’t know, I didn’t really come to a conclusion on that,
1:45:24 but I, I don’t know if I can give you.
1:45:25 And the other thing that would make me not want to say fall one
1:45:28 side or the other is I’d love to hear what the overall staff
1:45:32 feedback was from our schools and administrators.
1:45:35 I know I’ve heard from our drug diversion program, but some of
1:45:37 these are a little, um, and so I know I have every confidence
1:45:41 that they can do it.
1:45:42 Um, would this be, would this be enough support for them?
1:45:45 These two floating social workers, are they going to be going
1:45:47 from school to school to school?
1:45:49 Um, or are they meeting virtually with these students?
1:45:51 How does that, you see that working?
1:45:53 Well, I think we.
1:45:54 Yeah, they would be going, uh, school, so they’d have assigned
1:45:58 schools.
1:45:59 Uh, so we, we do need to keep in mind that some of our schools
1:46:02 have a much higher level of students at the alternative learning
1:46:05 center than others.
1:46:07 Right.
1:46:08 So if you are a school that has two students, you know,
1:46:11 currently at the alternative learning center, we would most
1:46:14 likely look at that as the school based social worker handling
1:46:18 those students that maybe would now be in diversion program.
1:46:21 The schools that have, and we tiered it, so we were looking at,
1:46:25 you know, up in the, you know, numbers of, we’ll say seven and
1:46:30 above, like you would then be, have a social worker that would
1:46:33 come down to the school and assist your school based social
1:46:36 worker with some of these services or take them over.
1:46:39 So we would have to look at, you know, what that, that number
1:46:42 would be.
1:46:43 We were talking about 10, then we kind of lowered it to more
1:46:46 like eight or seven.
1:46:48 And one social worker would work schools that are Pineda South
1:46:51 and one would really work the schools that are Pineda North that
1:46:54 needed the support.
1:46:56 But you do have schools with the one off.
1:46:58 They have currently one student at the alternative learning
1:47:00 center.
1:47:01 The, the school based social worker would be able to provide
1:47:04 that weekly daily support to that student.
1:47:07 The schools that have 15, you know, would need to have some
1:47:10 extra supports in place.
1:47:12 And Ms. Campbell, to your point on the, you know, outside of the
1:47:15 box and looking at the online ingenuity, online curricular
1:47:18 option does give us some of that option with the goal of keeping
1:47:21 students engaged in education, keeping students engaged in
1:47:24 content and curriculum on pace to graduate with their cohort or
1:47:28 on pace to be promoted if they’re in the middle school so that
1:47:31 they are once again with their age like peers.
1:47:34 So it does provide that opportunity for students.
1:47:37 The terminology that we chose to use aligns with where we are
1:47:40 currently.
1:47:41 But in reality, the terminology could be diversionary online
1:47:45 curricular program expulsion.
1:47:48 And that’s how you, you would separate them.
1:47:51 Obviously, if they do not do what they’re supposed to do in the
1:47:53 online curricular opportunity or what they’re supposed to do in
1:47:56 the diversion program, then we would have to decide when they go
1:47:59 from one bucket to the next.
1:48:01 And then obviously, expulsion, unfortunately, would be the last
1:48:05 option that we look at.
1:48:07 But there are some that would immediately go to expulsion, for
1:48:10 example, weapons.
1:48:11 You know, we talked about that.
1:48:13 Those would be ones where diversion program is not offered.
1:48:16 Online ingenuity isn’t offered unless you would, you know,
1:48:19 direct us to look at debt differently.
1:48:21 And that student would be placed for expulsion following the
1:48:24 statutes and everything in place.
1:48:26 Okay.
1:48:27 And we discussed looking at it that students would have to
1:48:30 complete about 6% in each course to be completing what they
1:48:34 would need to do weekly.
1:48:35 So the students, if they were placed in this program and they
1:48:39 aren’t doing 6% in each course, then they would be placed up for
1:48:42 a full expulsion.
1:48:44 A full, full expulsion.
1:48:45 Sure.
1:48:46 We would be able to hopefully streamline the terminology, but
1:48:51 give that opportunity for the student to continue to, you know,
1:48:56 be the best student they could be in that situation.
1:48:59 But most likely the student, if we expel them, they are going to
1:49:02 return to one of our schools when the expulsion is up.
1:49:06 So we want them to return in the best academic position possible.
1:49:11 So the online curricular opportunity would provide them with the
1:49:14 best academic, you know, status possible based on where they
1:49:19 would be, right?
1:49:20 With the infraction, if we felt like, you know, well, that infraction,
1:49:24 that’s, that’s, you need to be on online ingenuity.
1:49:27 They would still be able to come back on pace for graduation, on
1:49:30 pace for promotion, with credits, with a GPA, all of those
1:49:33 things.
1:49:34 I would continue to progress them towards the end goal and not
1:49:38 halt that end goal.
1:49:40 And then when they get back on campus, try to restart that end
1:49:42 goal.
1:49:43 Gotcha.
1:49:44 Right.
1:49:45 All right.
1:49:46 Right here.
1:49:47 You good?
1:49:48 Yeah.
1:49:49 Can I say one more?
1:49:50 Yes, you can.
1:49:51 All right.
1:49:52 I understand the hesitancy here and I understand that this could
1:49:54 potentially draw our expulsion numbers are going to be a little
1:49:57 unattractive for a while.
1:49:58 This, the ultimate goal here is for students to understand it.
1:50:02 And students are pretty great.
1:50:03 I mean, I’ve raised some kids.
1:50:04 They know clear expectations.
1:50:05 They know when they go into certain teachers’ classrooms what
1:50:07 they can do and what they can’t do and what they can get away
1:50:09 with and what they can’t do.
1:50:09 And I think if we set a really hard line here of like, hey, we
1:50:13 want to make sure that the learning environment is the most
1:50:16 productive it possibly can be.
1:50:18 There are certain things that are non-negotiables.
1:50:20 You cannot do them in our district.
1:50:22 If you do them, you will not be here in a seat in our classrooms.
1:50:26 It’s the good old Georgia speeding ticket analogy.
1:50:28 I go back to that one over and over again.
1:50:30 Like, you know where you don’t speed is Georgia because Georgia
1:50:32 set the precedence that if you speed in Georgia, you’re getting
1:50:34 pulled over and you’re getting a big old ticket.
1:50:36 I kind of want that same precedent set here for Brevard County
1:50:39 Public Schools that they understand if you do these offenses, we
1:50:42 will not tolerate it.
1:50:43 And I know, I don’t mind the idea of the online portion of it,
1:50:47 but there has to be some parameters around there.
1:50:51 So I’m not, I’m not objecting to that, what you’re suggesting
1:50:54 there, Ms. Campbell, but there does need to be a pacing and
1:50:57 maybe a GPA, something that shows that they are really trying,
1:51:00 that they’re not just looking at it like, eh, whatever.
1:51:03 And we have that in place, it’s the 6% per week that they’re
1:51:06 making progress.
1:51:07 And obviously all the other, all the other aspects would stay in
1:51:10 place, right?
1:51:11 They’re not participating.
1:51:12 They’re not on any campus.
1:51:13 They’re not doing those things.
1:51:14 We’d be able to monitor them to maintain that they’re pacing and
1:51:18 that they are moving forward as appropriate.
1:51:21 And my other ask would be about, this wouldn’t be something
1:51:24 where we’re looking at a half a semester, depending on when it
1:51:27 falls, because that’s something I’ve heard from multiple schools.
1:51:30 Like an offense was, it happened in November and because it, you
1:51:33 know, there’s only until December.
1:51:35 So they were only out for a couple of weeks and then they came
1:51:37 back in January when they were expelled, because they were sent
1:51:40 to the alternative learning site, right?
1:51:41 So I had, that happens, that absolutely does happen.
1:51:44 And so it would, my ask would be whatever this looks like, it
1:51:47 looks like for the entire rest of that school year for that
1:51:50 student.
1:51:51 So what you’re referencing is the old earned return, where
1:51:54 students had to be at the ALC for a minimum of five weeks, which
1:51:58 means if the infraction did happen in, we’ll say early November,
1:52:02 late October, they could potentially be back in January.
1:52:06 So we have modified that we did that last year where we have
1:52:09 dates certain.
1:52:11 And if it happens before the date, you can return it this
1:52:13 semester.
1:52:14 If it happens after the date, you don’t return until the
1:52:16 following semester.
1:52:18 So for example, if they were to do an infraction October 1st,
1:52:22 they would not return to the home school until August of the
1:52:27 following school year.
1:52:29 So we did strengthen that also.
1:52:30 So we’ve, we’ve really enhanced a lot of aspects of this process
1:52:35 from earned return to the stipulation agreement to the number of
1:52:40 times that you can attend the ALC with the goal of modifying
1:52:45 behavior and having students in classrooms ready to learn, you
1:52:48 know, acting in a positive and proactive manner, knowing that it
1:52:51 won’t always happen.
1:52:52 But we’re going to work towards the supports to put in place to
1:52:56 ensure that it happens majority and then hopefully all of the
1:53:00 time.
1:53:01 Thank you.
1:53:02 Great.
1:53:03 All right, good conversation.
1:53:06 Once again, thank you for listening.
1:53:09 I mean, I think you heard for some time now, maybe a couple
1:53:13 years of our concern with the ALCs.
1:53:17 You took it to heart.
1:53:20 You looked at great numbers.
1:53:23 You put all the facts together.
1:53:25 Your experience gives us confidence that you know what we’re
1:53:28 talking about, the two of you and your teams.
1:53:32 Once again, I get to look at to serve every student with
1:53:35 excellence is because, yes, we want, we want to set a heart, a
1:53:40 good line to our students, but we want to keep them in school as
1:53:44 much as possible.
1:53:45 We need them in that building.
1:53:47 If they’re going to be coming back, we want them to understand
1:53:50 the importance of school pride and, you know, shipping them out
1:53:53 for a couple days a week at a school or a building somewhere
1:53:57 else.
1:53:58 You know, we want to keep those students understanding that we
1:54:01 care about them and they are going to be coming back.
1:54:04 So keeping them in that diversion program is big.
1:54:07 I’m a big proponent of option two, obviously.
1:54:10 At this point, I can probably know that one pretty good.
1:54:13 You know, those, the big ask that we’ve had of those teachers
1:54:17 that Ms. Wright mentioned, again, you did everything and then
1:54:21 some and more that we asked of you while we were in that
1:54:25 classroom.
1:54:26 It’s a great environment for the first month of the ALC in
1:54:30 August and then again in January, but it becomes an unbearable
1:54:36 task and just nobody benefits when those numbers grow in a
1:54:41 classroom to have, you know, 20, 25, 28, 30 students of that
1:54:47 need.
1:54:48 And you can’t, you can’t fulfill that need when they’re there,
1:54:51 when you’re in front of that classroom.
1:54:53 And that’s, that’s, that’s not a good feeling.
1:54:55 It’s not a good position to be as an educator.
1:54:57 So I am very excited.
1:55:00 You know, now I know you’re going to work out the details.
1:55:03 I think you just wanted to, you know, which direction that we’re
1:55:06 looking at.
1:55:07 I believe I’m confident that we’re going to come with option two
1:55:11 eventually.
1:55:12 And then you’ll work out more details there at diversion program.
1:55:17 You, you’ve ran very successful and with the alcohol that now
1:55:20 with the behavior, I think it’s very important.
1:55:23 The social work, social workers, I, that was a question, but
1:55:26 again, I, the, the school-based social workers are perfect for
1:55:30 the onesies, twosies.
1:55:31 I, I think it’s, that’s, we have to keep that in, you know, at
1:55:35 the foremost that these students get that, those services.
1:55:39 So they, they know what to expect when they come back into our
1:55:41 school.
1:55:42 So I’m excited.
1:55:43 What, what a great workshop with starting with CTE, then
1:55:46 financial literacy, and, and then now with, with these students,
1:55:50 the ALCs.
1:55:51 I mean, yesterday was my birthday, but I kind of think today
1:55:54 might be.
1:55:55 Happy birthday.
1:55:57 So this is a, if I could pick the three topics that, you know,
1:56:01 that this board could be a part of that could help the students
1:56:04 in Brevard and families, it would be these three topics.
1:56:06 So thank you very much.
1:56:07 Anybody, anybody else?
1:56:09 Yeah.
1:56:10 I don’t know.
1:56:11 If you, these are like, part of me would like, can we just go
1:56:16 have a side conversation and then, then we can come back.
1:56:19 But I just, if you guys are willing to share, including Dr. Rendell,
1:56:24 your thoughts and your recommendations, that would be helpful.
1:56:30 You’re the ones who are talking to our staff, both at the ALCs
1:56:33 and our school levels.
1:56:35 If you’re not willing, it’s okay.
1:56:37 Well, I think Mr. Susan hasn’t gone yet.
1:56:39 I don’t know.
1:56:40 Okay.
1:56:41 Two.
1:56:42 I’ll just say two.
1:56:43 Everybody’s talked enough.
1:56:44 Two.
1:56:45 I’m good with two.
1:56:46 I’ll share some of my thoughts.
1:56:49 First of all, I’m not convinced that our expulsion numbers would
1:56:53 increase greatly if we went to option two.
1:56:56 And I’m a fan of option two.
1:56:58 Oh, and by the way, that statement that I made was about either
1:56:59 way.
1:57:00 I mean, there are, you know, the potential is to go up right now.
1:57:03 But those of us that have been in the district for a little
1:57:05 while know that there are some students who committed a level
1:57:10 four or five in a fraction that, in the past,
1:57:14 has been a recommendation for placement at the ALC.
1:57:17 And they have not either haven’t gone to the ALC at all or didn’t
1:57:21 thrive at the ALC and we lost them.
1:57:24 So the diversion program keeps them in their homeschool, keeps
1:57:27 them in their classes, maintains that strong academic track or
1:57:32 opportunity for them.
1:57:33 So I actually think we will not lose students with the diversion
1:57:37 program that we would have lost if they’d been placed at the ALC
1:57:42 or given the placement at the ALC as their only option.
1:57:48 You know, some of them just didn’t go to the ALC, tried private
1:57:51 school, tried something, and then we just never got them back.
1:57:54 So I think those will be actually net gains.
1:57:57 And I think the main purpose of any kind of program like this is
1:58:04 to keep them in school as much as possible.
1:58:09 And again, so I think, you know, we were probably all a little
1:58:12 nervous about the drug and alcohol diversion program that we
1:58:15 started last year.
1:58:17 And we’ve actually seen great success with that.
1:58:19 These students are given a second chance at their homeschool,
1:58:23 you know, with some restrictions.
1:58:24 And we’ve learned that we need to make sure the restrictions are
1:58:28 tighter than we thought they were tight.
1:58:31 But so, you know, I feel like we’re going to gain some kids back
1:58:35 that we would have lost by giving them the opportunity to stay
1:58:39 at their homeschool
1:58:41 and complete the diversion program time with the restrictions
1:58:45 and all of that with some additional support.
1:58:48 But I also know that a lot of the ones that there’s more serious
1:58:53 offenses when we have offered them enrollment in the ALC,
1:58:57 they haven’t completed the ALC either.
1:58:59 Right.
1:59:00 And so those full expulsions now, expelled from the regular
1:59:04 program, maybe we’ll call it, we weren’t saving them at the ALC
1:59:09 either.
1:59:10 So the online option might actually be better, you know, for
1:59:15 them as long as we’re checking them
1:59:16 and making sure they’re doing what they’re supposed to be doing.
1:59:19 So I think any new, any change is going to, you know, met with
1:59:26 trepidation and anxiety and all that.
1:59:29 But I think we’ve worked through the diversion program with drug
1:59:32 and alcohol.
1:59:33 And now with certain level four offenses qualifying for the
1:59:36 diversion program, I think we’d actually be very beneficial for
1:59:41 our students.
1:59:42 And then, you know, the severe level fives, maybe it’s not expulsion
1:59:46 from the, maybe it’s not expulsion for some,
1:59:51 it’s enrollment in this online curriculum.
1:59:54 And then, you know, for certain offenses, it’s, you’re just gone.
1:59:58 Right.
1:59:59 Expelled, expelled.
2:00:00 Thank you for sharing that.
2:00:01 I appreciate that.
2:00:02 Thank you.
2:00:03 Do you all have anything to add?
2:00:05 So I was in the, the weird spot of diversion coming, being a
2:00:10 principal and then being out of the principal,
2:00:13 see when diversion was in place.
2:00:14 So I don’t really have a, but I can say working with Misty, we,
2:00:18 we’ve had the success with students completing the program.
2:00:22 I will sum it up by saying, regardless of the way we go, it’s
2:00:26 the implementation that’s going to make the key to success.
2:00:29 It’s going to be, how do we go option two?
2:00:32 It’s going to be, how do we handle certain infractions?
2:00:35 What is our success in regards to the online option?
2:00:39 And who’s going to be eligible for that?
2:00:41 What are we doing to support students on the campus?
2:00:43 Because we all know that discipline and student behavior is not
2:00:47 just isolated to that student.
2:00:49 It’s also that classroom and the other students around them.
2:00:53 So how are we working to modify the behaviors?
2:00:56 That’s the goal of the disciplinary process.
2:00:58 So with the diversion opportunity, providing the right supports,
2:01:02 making sure we have the right people on the campuses,
2:01:05 we’re having the right conversations to get the result that we’re
2:01:09 looking for.
2:01:10 With the online part, keeping students engaged with the academic
2:01:14 process is huge.
2:01:16 We all know that if we expel a student, majority of those
2:01:19 students, when they’re expelled, they’re not truly doing much
2:01:23 academic work.
2:01:24 But this could be an opportunity for them to come back more
2:01:27 prepared.
2:01:28 I can tell you, speaking to other principals, I say other
2:01:31 principals as if I’m still in the seat, right?
2:01:34 Like speaking to principals in our county, we will see some very
2:01:39 similar reactions like we did with drug diversion.
2:01:41 The uncertainty, the is this the right way to go?
2:01:44 Like is this going to work?
2:01:45 We’re just going to let kids stay on campus?
2:01:47 All the questions that we’ve already handled two years ago or a
2:01:50 year and a half ago will creep back up.
2:01:52 So it’s all about the implementation side to make sure that it’s
2:01:56 tight and that we’re doing it right.
2:01:58 And we’re doing it in the best interest of students, but doing
2:02:00 it in the best interest of school.
2:02:01 So we will receive some uncertainty.
2:02:05 I don’t want to say pushback.
2:02:06 I’ll say uncertainty and some frustration as we go through the
2:02:10 process.
2:02:11 But where we would go from here is to start working with
2:02:14 principals on what this looks like.
2:02:16 Start working with principals to get their thoughts and feelings
2:02:18 and an opinion on the infractions and where they’re placed and
2:02:22 how we work this program and how we come to a collaborative
2:02:26 outcome as opposed to a top down outcome to make sure that
2:02:30 everybody is moving in the right direction.
2:02:32 While that could be the, I will say we put potential options up
2:02:37 there as you could do a tiered system, right, of, you know, no
2:02:42 option right now, you know, is necessarily better than the other.
2:02:45 As Ms. Wright has expressed with our modified calendars, I’m
2:02:47 sure she’s going to bring it up to you guys as we are though.
2:02:50 But, you know, is, you know, as Mr. Trent said, like the five
2:02:54 days a week going back to oil, strengthened everything,
2:02:56 strengthened this.
2:02:57 Once again, August and September, right, very successful.
2:03:01 And then as the numbers start to rise without earned return and
2:03:03 the students aren’t coming back to their homeschool, you know,
2:03:07 and you end up with 22, 25, 27 and potentially in a classroom.
2:03:12 I could see the frustration on the teacher side of impact that
2:03:14 they could have and the other concerns that go with it.
2:03:17 But you could always do a five day a week and then if that is
2:03:21 not up to what we’re looking for, the diversion, you know, as a
2:03:26 next step.
2:03:27 Obviously, we’re just looking to you guys for guidance on, you
2:03:30 know, James, like, appreciate the conversation.
2:03:33 But this is a direction we’d really like you to pursue.
2:03:35 But it doesn’t mean we have to do one of those.
2:03:38 We could start from two days or hybrid to five days.
2:03:42 And if we’re still not thinking that this is the right move to
2:03:45 diversion or we could go right to diversion or stay at five days.
2:03:50 Thanks for that input.
2:03:51 And I think I can, you know, I can start leaning towards option
2:03:55 two.
2:03:56 I did want to, because of the language on slide, whatever that
2:04:00 is, slide nine for us.
2:04:02 It talks about who’s eligible.
2:04:04 It’s clear you can only do it with the grade bands, similar to
2:04:07 what we’ve talked about before.
2:04:09 You can only do the diversion program once.
2:04:10 So if you’ve already done it once, then are we taking you
2:04:13 straight to the expelled bucket?
2:04:14 Are we taking you to the online only option?
2:04:17 So I think the talk with that would be that students wouldn’t
2:04:23 necessarily be able to stay on campus.
2:04:27 But I think we’re still open to the discussion for the student
2:04:30 to still be able to complete the online curricular aspect.
2:04:33 Because the goal is still to keep them involved in school.
2:04:36 So we’d need to, again, I’m just talking about going just verbiage
2:04:39 that third bullet, then all level five fences will be
2:04:42 recommended for online only placement,
2:04:45 as well as any, right, those fours that you determined.
2:04:48 We need to make sure that that is.
2:04:50 Yeah.
2:04:51 So we actually wrote it one time to say all level five offenses
2:04:54 will be recommended for expulsion with possible online.
2:04:57 Possible.
2:04:58 Right.
2:04:59 Depending because some of the statute.
2:05:00 Okay.
2:05:01 But that’s what I, if we’re talking about the students who are,
2:05:04 they’ve done their one time in diversion, they can’t do it
2:05:06 anymore.
2:05:06 Are they, if we can keep them on track with the, your options
2:05:09 are online only.
2:05:10 That’s, that’s your only option.
2:05:11 Right.
2:05:13 We, we would have to reword some of this terminology based on
2:05:14 the conversation.
2:05:15 Right.
2:05:16 Just as we wanted to, to get it out and have the discussion.
2:05:20 And then from the discussion, we’ll start redlining and
2:05:23 modifying it to a final product over the next, you know, few
2:05:26 weeks, months, et cetera.
2:05:27 Well, I appreciate your feedback.
2:05:28 And if we can make those, those changes, so we do have, have
2:05:31 that kind of three bucket approach.
2:05:33 I, I, I can be in favor of exploring option two.
2:05:38 And I don’t, I don’t want to belabor the point, but I know Ms.
2:05:40 Campbell, you had talked about something outside of the box,
2:05:43 right?
2:05:44 Was looking for maybe a different type of option.
2:05:46 And we did talk to quite a few counties who were willing to kind
2:05:50 of walk through their, their process with us.
2:05:53 And this diversion program for, I’ll say not all, but for more
2:05:57 infractions would be probably the most out of the box that any
2:06:01 district is doing.
2:06:02 Cause most of them are alternative learning centers, online
2:06:06 curricular program expulsion with, with some different
2:06:11 discussions that go on when the infraction happens or this.
2:06:14 So keeping students on campus, keeping them engaged in
2:06:16 instruction, doing those things would probably be the most
2:06:20 outside of the box.
2:06:21 Good.
2:06:22 Option or answer as opposed to traditional, which is infraction,
2:06:27 alternative learning center, online program expulsion.
2:06:31 Well, I’m kind of thinking with another year of experience, we
2:06:34 need to take this show on the road and, uh, we can present to FSBA
2:06:39 fads about our drug diversion program.
2:06:42 I think we get some more data.
2:06:43 Let’s give us another year.
2:06:46 Um, I’m just going to, I want to add this one thing.
2:06:49 So I’m looking at these level four offenses and the, and for
2:06:51 what it’s worth, I, I think there’s a few on here that stand out
2:06:53 to me that I believe warrant going to level five and, um, and I’m
2:06:57 just going to go ahead and give them to you.
2:06:59 This may not be the board’s consensus, but I’m looking at them
2:07:01 going, I think these belong in level five, not four.
2:07:03 Uh, false accusations against a staff member.
2:07:05 I believe that that should go to five.
2:07:06 That really can ruin someone’s life and cause a lot of, a lot of
2:07:09 problems.
2:07:10 Um, hazing should go to a five, sexual assault should go to a
2:07:13 five, sexual harassment should go to a five and sexual offenses.
2:07:16 Those are the five that I think really, you, do you have those
2:07:18 ones already?
2:07:19 I’ll, I’ll highlight it over here.
2:07:21 All right.
2:07:22 So those ones I think really need to go to the five.
2:07:24 They’re not, they’re not force.
2:07:25 Um, that’s my personal opinion.
2:07:26 I don’t know if the board’s there with that, but this is
2:07:27 something that we, we can even look at these and kind of give
2:07:29 them back to you and see if you can get consensus.
2:07:32 Yeah.
2:07:33 So, so that would be the goal.
2:07:34 Right.
2:07:36 So we’ve, uh, we’ve vetted through level four of what may be
2:07:40 four and a half or five, right?
2:07:42 As we look at the program and vetted that through Misty, myself,
2:07:45 the secondary directors, because that’s where majority of the
2:07:48 infractions happen and other discussions.
2:07:50 So we have had four or five eyes on it aligned with, you know,
2:07:54 the offenses that you just stated plus a few more.
2:07:57 Plus a few more.
2:07:58 Okay.
2:07:59 Those are the five that just jumped in.
2:08:00 I would actually appreciate if this is the direction that you
2:08:02 guys are looking for us to really explore and try to get in
2:08:04 place for 25 years.
2:08:05 Um, any feedback that you would have, uh, that could provide how
2:08:10 we look at level four and what we’re actually, uh, planning to
2:08:14 move ahead.
2:08:15 And then we can take that with a group of principles and really
2:08:18 start fine tuning what this would look like with Misty, um, and
2:08:21 that group.
2:08:22 Absolutely.
2:08:23 I can only assume that from, from hearing us here, that’s, that’s
2:08:26 the option that we’re, we’re looking at.
2:08:29 And, uh, I think, you know, again, with your experience, your
2:08:33 background, your, uh, we’re excited about now, you’re going to
2:08:37 take a deep dive in there and, uh, make that even, you know,
2:08:41 more detailed.
2:08:42 And I’m sure we’re, you’re going to get our, uh, input.
2:08:45 Mm-hmm.
2:08:46 Uh, absolutely.
2:08:47 So we, we think if you’re being patient with, uh, the five of us
2:08:50 that you’ll be hearing our suggestions and Dr. Riddell’s as well.
2:08:55 Yes.
2:08:56 Homework is due tomorrow.
2:08:57 Okay.
2:08:58 I’m writing mine up now, so I’ll turn them into you.
2:09:00 So, um, one of the things we were looking for is, uh, a
2:09:03 direction.
2:09:04 Sure.
2:09:05 We got our clear direction to pursue, uh, option two for
2:09:08 implementation in the coming school year.
2:09:11 Um, with some more work to come about what’s level four, what’s
2:09:14 level five, what are some of the parameters?
2:09:17 Um, keep in mind, there’s parallel work going on with Mrs. Dampere
2:09:21 and the discipline committee.
2:09:24 So we will now need to take this information to the discipline
2:09:26 committee, because one of the things they do is review the code
2:09:29 of conduct.
2:09:30 Yeah.
2:09:31 And the level fours and the five, what levels and definitions
2:09:33 and things like that.
2:09:34 So we will need to incorporate this input, these recommended
2:09:39 changes to that committee and get their feedback as well, which
2:09:42 they, of course, will present to you at some point.
2:09:45 And so the board will, at some point, vote on the code of
2:09:48 conduct, which will include the breakdown of what happens if you
2:09:52 commit this offense, what happens if you commit this offense.
2:09:55 So this work will need to be then brought into the work that Mrs.
2:10:00 Dampere and the discipline committee are doing.
2:10:02 So just keep in mind, we’re gonna have tonight need, you know,
2:10:06 more people now involved in this process.
2:10:09 And again, a recommendation will come to the board for approval.
2:10:13 Okay, as you’re probably aware, this, this board has appetite
2:10:19 for change and movement, if it’s going to benefit, you know, the
2:10:22 students, and I think you see that, and we’re, we’re not afraid
2:10:27 to go outside the box.
2:10:28 And with your expertise and your experience that we feel
2:10:31 confident that you can make those changes and you have.
2:10:34 So we appreciate you greatly for listening and, you know, asking
2:10:40 for input.
2:10:41 And it’s again, thank you so much for your work.
2:10:43 And we look forward to bringing this back up at another time.
2:10:48 Board, do you have anything else for them?
2:10:49 I’m good.
2:10:50 Guys, thank you so much.
2:10:51 Thank you.
2:10:54 Anyone else have any other business to bring up?
2:10:58 Dr. O’Dell, do you have anything?
2:10:59 I do not have any other presentations or topics.
2:11:02 All right.
2:11:03 If there’s no further business, this meeting is adjourned.
2:11:22 We’ll see you next time.
2:11:23 Bye.