001good afternoon it's uh tuesday october 26 2021 and i'd like to call this meeting to over to order uh it's the superintendent's workshop it's one o'clock and i will turn the meeting over to dr moore thank you mr chair and board members good afternoon we do have a relatively lengthy agenda so i've asked staff as well as myself to be precise with our remarks uh so we can get to feedback or concerns to from our board members so the first item on their agenda third time is a charm is the superintendent's accountability system so this is the overview of our outcomes of last particular year specifically related to the accountability system as we have referenced a number of times this is a unique system where it is 100 percent aligned to our district's strategic plan
002i think it's important to note as i make these remarks um i want to start with the work of staff principals assistant principals teachers the members of the organization i'm going to highlight a great deal of success that has taken place over the course of the last year and who should receive that acknowledgement and praise of the people who stand in front of our students and lead our schools and provide the back hand support for teachers this district as all other districts had to manage a pandemic that is not easy work it is complex work it was work that had never been done before there was no blueprint to reference and as we look back and reflect on our outcomes of last year and compare ourselves to other districts i don't know that there's another
003district that performed as well as the school district of indian river county uh so going into this presentation wholeheartedly acknowledge the hard work and effort of the entire staff and i looked up to see the presentation and i don't see it okay so luckily it is attached i'm just so used to staff being spot on here we go um that's not one that's his sorry that's a fun presentation as well though uh hey no it's attached to the agenda [Music] so as the slide comes up let me just kind of walk through some of the information as you know our strategic plan had five particular areas five focus areas in which we created our strategic plan uh within those focus areas we accomplished 100 percent of our annual targets or made progress towards and for
004um in four i'm sorry 100 of our progress in four of those five areas uh with one target uh where we did not have 100 percent uh overall district maintained or improved 91 of us strategic targets for 2021 that means we made progress or obtained the target for that particular year uh associated with our school our district's strategic plan also when you look at our targets from 2025 based on our performance for last year um here it is there it is there we go uh based on our our performance for last year now i can look up we actually increased four targets going out to 2025 so what that means is based on our rate of improvement within that first year we as an organization felt we wanted to continue to push the needle so
005we pushed out that 20-25 target so we're not resting in complacency or saying we're done we've got that taken care of we're just going to move on no we continue to push ourselves as an organization when you look at the overall outcome in the midst of a pandemic the easiest way is to compare to compare yourself as where you were before the pandemic and where you are after the pandemic as board members know the state releases uh assessment results in nine different batches or areas that would be third grade ela ela four through ten math three through eight algebra geometry fifth grade eighth grade science u.s history civics and middle school acceleration and when you look at this chart here it clearly defines the areas in which the school district of indian river county improved
006in comparison to the other districts there are nine areas the only one we did not improve on is middle school acceleration why did we not improve on middle school acceleration because we maximized access every student who had the indication score being eligible to be in that denominator was placed in that particular course that wasn't the practice before only the best of the best the level fours and the fives were placed in that course we thought uh we're going to ensure that every student who has the ability has the opportunity and that brought that score down because we increased access but when you look at the school distribution of what would have been the grades actually it went up and those students proved to indian river county that they can in fact succeed so you look
007at surrounding counties they improved in two or three we improved in state rankings at eight of the nine and we're very very proud of that when you dig into our first focus area which was academic success and this was one of the ones that is near and dear to my heart we hit 100 percent or made progress in 100 percent of those particular targets but when you drill a little bit deeper you look at early early learning programs increased 22 state rankings ela achievement uh grades three four three four three through ten five state rankings uh grade three alone eleven state rankings and math combined uh increased four state rankings uh we contribute a lot of that success not only to those who stand in front of our classrooms and teach our children but our
008desire to get students back in school we started the the end of the the 10th day of school at 67 percent of our students we knew the impact of that we did not wait for the state in january to say you have to come back if you're not finding success we started very very early on the end of the first nine weeks and that puts stress and strain on staff because we had to rebuild our master schedules and our secondary schools three or four times but that was the best move for students we had students in varying learning aptitudes in one particular classroom wider than we had ever done before so we're very very proud of what we've done in focus area one focus area two this is one where we hit 77 percent of
009our targets and this is opportunities for us to improve key areas of outcomes in this particular area is out of school suspension number of events uh 1461 down to 126. suspensions we feel good about suspensions our focus moving into this particular year is looking at classroom removals ensuring that every single student is treated exactly the same in their particular classrooms and the appropriate interventions are taking place within the classrooms to keep them in the classrooms the risk ratio moved from 1819 to 2021 from 4 to 2.06 keep in mind one is the baseline there and when you look at some of our economically disadvantaged performance looking at the gap we all understand the gap 28 ranking 28 state ranking improvement increase math economically disadvantaged also a 25 state ranking on students with disability an increase
010of 20 state rankings so really drilling down into the particular data high correlation to students that were in school seeing drastic improvements our biggest impact ultimately students who were not in the traditional model communication engagement once again a hundred percent hit on targets in terms of improvement or accomplishment uh and you see here some very strategic things a number of in opportunities for community members to engage went from 32 to 183 that was a lot of learning regarding how to access parents at home and those numbers continue to grow now that we were a little bit more efficient and connecting to parents through technology although we're looking forward to getting them back in our schools uh percent of parents accessing the the focus portal that was key only 59 of our students in 1920 accessing
011the portal up to 84 why is that important because each and every single day you can access your son or daughter's progress we negotiated a contract not in this presentation that asks teachers to record grades daily so you don't have to wait uh for how students are doing now you have access through the portal to continually monitor and have a deep understanding as to how your son or daughter is performing and then number of parent workshops district offered from 31 to 55 as you know this year we've enhanced that work um drastically as well looking at talent development and support and this was a major focus for us next last school year and we're seeing the benefits of that effort going into this school year in terms of the depth of understanding of our instructional
012staff ability of our administrators to walk classrooms evaluate instruction and provide feedback representation of instructional african american staff has improved from 9 to 11 over the course of the previous school year the retention of effective and highly effective improved three percentage points we hit that mark and we continue to reduce percent of instructional staff that are out of field from 1920 down to 8 percent and you're going to continue to see a downward trend in that number as we move into this particular area and then fiscal organizational responsibility uh once again significant improvements this district i often say was on the verge of financial bankruptcy in academic bankruptcy uh and we've seen drastic turnarounds in both particular areas uh estimated incl increasing our our fund balance total and fund balance to 14 which is absolutely
013outstanding maintaining compliance with one hundred percent of state dealing teacher student ratios uh increased supplemental grant funding uh from two million to two point five one looking to continue to increase that and one hundred percent compliance with our material audits and financial audits and we're looking forward to bringing the board some good new additional good news regarding the management uh of finances in our school as we continue to move forward uh areas for this school year that were already deep at work at continue to look at our our ratios ensuring that we are bringing in outstanding talent a key area on hispanic white ratios we need to continue to work there and continue to look at our students with uh with disabilities um internal accounting also is an area which i just mentioned very very
014strategic focus in order to continue to improve that um when you look at the the overall assessment provided by board members and just to give a little bit of context to to those who um may be listening i had the opportunity to provide uh weekly updates to our board members regarding where we are as an organization how we're pivoting to the management of the reality of our school system as we move throughout the year and those are always opportunities to receive feedback from our board this is not an evaluation that takes place once a school year i can say wholeheartedly and with full confidence i have the opportunity to receive critical feedback from our board members on a weekly basis and i truly do appreciate that particular feedback i have said quite often i want
015to model the process that builds capacity i want to be a reflection a reflective practitioner really looking at the systems that have been created within the school system under my leadership listen and learn and react to create what is a world-class school system and over the last two years um nothing that i anticipated and the growth that i've experienced within myself based on the feedback from board members and listening to the faculty and staff has truly changed who i am and i think it's changed in a good way uh so i thank you for the feedback an overall rating of 4.3 is something that i i truly appreciate but it's more of a representation of those who are in our classrooms and those who are leading our schools and standing behind our teachers and administrators
016as as i said um so we're looking forward to bringing very very shortly the first quarterly update to the board as it relates to this particular school year with that i'll turn it back to the chair thank you very much well i i think uh thank you thank you thank your staff i can't imagine when you joined indian river county it was early in 2020 maybe you started a couple of weeks before then but basically it was early then and with a mandate i guess you could say certainly the prior board unanimously selected you to lead the district to reform and i remember that you one of your taglines was when you see the signs entering indian river county that it's the uh literary capital of florida um i can't imagine and being involved in
017other organizations that had to you know all of a sudden navigate a pandemic with multiple constituency in in our case between parents and their children faculty staff it was a monumental challenge and while in many in many of these categories particularly the academic side i don't know how much absolute progress was made and there's obviously plenty of room going forward certainly as your statistics present on a relative basis we did about as well as anybody could hope any any district could do compared to the rest of the state so my congratulations to a job well done and i think it's reflected in all of the comments from all of the school board members in all of the categories where you were ranking so i want to thank you and thank your staff and i'll turn
018it over to mrs barenborg next we'll go down the line thank you um first of all i applaud your efforts through a pandemic i mean your first year as a superintendent everything that you've been through i applaud the fact that you're still hanging in there and you're working harder than ever i also applaud the increase in access for students to be placed in higher level classes thank you i'm okay with the fact that we had one area our middle school kids who we didn't shine in because you're giving more access to kids that didn't get access before so i appreciate that this shows a um you know a direct reaction to needs during a pandemic so as you shifted and constantly changed and poor schools were going through all these schedule changes over and over
019again and i remember one year that i had to go through five schedule changes in one year on my campus and people don't realize how much that affects everybody on that campus so um we appreciate the fact that you had to do all those changes to be able to deal with what we were dealing with on page five under suspensions where it says out of school suspensions and and it specifically talks about african-american um removal risk ratio yes that looks impressive however my question is is that apples to oranges in other words did you take the number of days because obviously we weren't in school that many days as we were in last year school so did you take like the number of days that we were in school this year and compare it somehow
020to the number of days last year or is this overall total from last year to overall total from this year that was area number two so when you're looking at classroom removals we went back to 1819 so that was a full school year because you were correct uh we left in march so any comparison to that particular number would have been appropriate so we went back to the 1819 where there was no closure okay because the reason why i say that is yeah it looks really great this year but now we're going to be in school for a full year and you know that may swing back so you're going to have to compare that then to a couple years back right through the chair what we've done is we strategically set our benchmarks over
021the course of five years so understandably it was a low hit this year because of the number of students that were not in in school which we think is an advantage because it really allowed us the opportunity to build instructional capacity to provide meaningful instructional environments in school our focus this year is classroom removal so we started at the highest level we want to start with the administrators and the behaviors that they were doing and sharing when two students come to you regardless of a their ethnicity or their color or their race uh the behavior that was exhibited uh if it's the same for those two students has the same exact consequence so we saw that drastic reduction this particular year drilling deeper and problem solving even even efficiently is we don't even want them
022to be anyone to be removed from class there's always going to be time when that is the appropriate response but ensuring that we have planned lessons that are engaging differentiated to be the needs of the kids the appropriate appropriate pbs programming being in place keeps kids in school and that's our sweet spot when we have kids in class that are engaged in connected all other discipline will go down so we are really focusing in on classroom removals you're exactly right kids that are engaged don't have time or don't want to get in trouble so exactly you're exactly right page six what new types of parent workshops were offered that made that increase so much so as we moved there were opportunity we did parent workshops in real time so a lot through title one office
023making sure that we're connecting to uh the new focus program how to access your students grades with your virtual transitional how to access that so just continuing to say where are we in the school year or where are we going to be in two months and then how do we align development for parents to help support them navigating the college experience those kinds of access opportunities uh we're expanding that work drastically this year so we're although we're proud of that particular number uh we're just scratching the surface and it's funny because right over your shoulder i'm looking at staff miss malice is shaking her head yes yes yes yes yes so it's nice to see that the staff agrees with you she played a significant role in the attainment of that number and then um
024last thing i have is fiscal kudos you know we were you the new board members don't realize this but we were in trouble with finances when i got on the board it was really we there was a lot of stuff that was uncovered that was really scary and um we got to the point where our rating dropped and that's scary that is very scary for taxpayers very scary for a school district and you were able to turn that around very very quickly so how many years until he drops uh we're we're working on that right now all right and i will say that um thank you to mr fagan for hi and his team for all they have done to really work hard and it's a pleasant experience to walk through those offices now absolutely
025it is and and that is reflected in all all five board members giving you a five in that area so kudos thank you thank you dr joe thank you dr moore for all of your work you came in at a tough time and i know you put a lot of effort in there thank you to our teachers our district staff administrators tough year talking to teachers and principals throughout this year they said the key to success was flexibility in this time because again there wasn't any kind of template for covet and where we were going so um i think everyone really did hang in there and they did a good job uh we get graduation rates in december correct typically in december sometimes in january i'd imagine this year we'll get in december okay and
026we're going to have a celebration i know i thought so um i have been able to be part of or just listening to impact reviews and i think that's really really a key for our academic achievement you know district staff being in schools talking with the principals talking with the coaches talking with the teachers and i see where we will have some really significant growth it's key when our district staff can get out to schools as much as possible um when you go out to staff dr jerry i'm sorry dr moore i'm sorry an old superintendent i did that this morning when you go out to staff and you're listening to them what are their top two or three concerns when you talk to faculty through the chair depends on the the week right now
027the real concern is our lowest 25 percent the systems that that we have in place so i think when you talk about impact reviews and then data com we had a tough opening of schools this particular year uh you had the pandemic you had kids going out you had parents who were fearful based on where we were with the delta variant so it was a hard start you throw on top of that the new curriculum you throw on top of that a new contract that requires planning to be done a different way but i i will tell you we are in a better place now because of the investment in our teachers and our principles all through last particular year so number one concern is getting the interventions in place we need to continue to
028improve student attendance that is concern the appropriate resources for our l25 i think our principles are data leaders now i would challenge you to talk to any of them about where their lowest 25 percent is where are your bubble kids where are your regress kids uh and they'll have a response for you now connecting knowing who they are and providing the appropriate resource to them is kind of where we are providing a great deal of support i i think we're all going to have a great celebration at the end of this particular school year as we're working through that that would probably be you know where where teachers or principals here are hearing now and just my last comment i know we're working hard to achieve unitary status someday and our dsec plan is very
029very important in the academic achievement gap i know we're going to continue to look at that um so that we erase that gap someday so any comments you want to make about that and where we're going with that you know as the the board knows it is a a definite priority of mine i think we have created the systems upon my arrival uh where we approved an african-american achievement plan we created african-american student councils at our secondary schools we required monthly updates from our principals regarding uh what they were doing in particular schools uh we took the onus off of of you know basically one person or one office and said this is everyone's responsibility and that you know in that time that would have been the struggle why do i have to do this
030because it's the right thing to do um and really creating those systems and then continuing to refine them so we looked at the the initially approved african-american achievement plan and say how do we ensure that it is fully aligned to our district strategic plan and we're not beating we're not following the beat of two different drummers how do we align that particular plan um the intentionality of the work that's been done over the course of last 18 months i'm very very proud of are we anywhere close from being where collectively we all want to be the answer to that question uh is no there is still work to be done but it is a clearly defined priority in this organization and we continue to respond as we learn and again thank you and thank you
031to mr fagan for our um we were looking in finance thank you okay mrs rosario thank you so much dr moore thank you so much for all the work that you've done throughout the year um and your team mr bass mr meyer mr fagan mrs zampiere those who were on the cabinet everyone involved it was a huge effort when they say that it takes a village it truly takes a village so it it it means a lot um of course to the teachers and principals and and assistant principals and school buildings i think that all goes without saying we are definitely making progress i think that if anyone followed us or has been following us truly from the beginning the onset of when you joined this district when you were hired they would know they
032would see a clear difference we all see the clear difference you're right we are not where we want to be but we certainly have been making the strides that we need to make and there is a lot of change that happens before we can actually reach that peak moment for districts i mean anyone can research all of the steps that it takes to actually change a school or a district a failing school or a failing district that transition time is anywhere from three to five years so we have to be able to give you that time to to to see that peak um so that we can get there so that we can actually say this is truly where we were and and and thank god we are here right now um to be that
033um literacy capital of the of america of america it's gonna save the world yeah um maybe of the world who knows right we can aim high but but i do have some uh questions here um there are community members parents um and a lot of people who when they move uh the first thing that they check is school grades when you're relocating you want to make sure that you're relocating to a district or to a community area where your school grades are a possibly be school choice is one of those opportunities here in the district which has been fantastic because we didn't really have true choice until you joined and and restructured until you were hired and restructured how even transportation was provided for parents to be allowed to choose a school of their choice
034um so even those are opportunities to allow you know for parents when they're moving to indian river county they don't have to be strictly they don't have to rely strictly on school grades that said the evaluation in the annual your evaluation the school's evaluations the annual evaluation here that you've provided really moves away from school grades we're moving away from the idea of evaluating our district based on the grades that our schools receive and more on state rankings so we've had this conversation before i just would like to ask you to clarify for some parents who still say you know how could we be making so many uh uh you know strides in these areas and we're moving in these rankings but our schools don't seem to be moving from school grade you know c
035to a b or whatever i know i think that they speak a little bit i think that's a a great question and the reality is in the state of florida i think only 11 of schools across the entire state were graded we used state rankings um moving into this particular year for um initially because we wanted to ensure that we were in the top 10 of every category as we we felt that's where we needed to be as a school system they were changing standards and when you change standards you change how you you grade schools we didn't know it at the time but you know the pandemic kit and you grading schools became something that was in question i have no issues and take it to the bank i i think i said when
036i get here every every school in this district should be an a and and looking at the data prior to arrival that is what i said and that's what i continue to say as we move through so as we move forward and we have a stable school year we didn't start stable but it's been stable about five weeks into the school year bring it on you know game on we will show everyone in the state what it means to make sure every school at the end of this school year should be at least an a or b and then we see how they change that criteria so to answer your question looking at school grades this particular year uh because of the pandemic that was a requirement that was able to be way from the
037state's perspective that should be back into play this particular year and we're going to be able to celebrate and brag about how our schools are doing in terms of grades thank you another question that i have if you can clarify or just talk a little bit with regard to discipline and continual improvement about our aspire program can you share more about that program and how it reflects discipline um or move moving away from out of school suspensions and what could we do to improve the aspire program right now since it's already been what two months into the school year through the chair we just finished our first nine weeks i'll be talking about this and my evaluations for for this particular year but since you asked i want to take the the opportunity aspire is
038a school site specific program that allows us to provide immediate interventions to children in the school site while not losing academics so suspensions out the door suspensions is something that was probably created in the 50s where when you were not behaving in school you were sent home to your mom who would be there to help discipline you or correct whatever that particular behavior is um that's just not the reality in most cases now uh you lose instructional time you need to be able to problem solve and empower the kids with the skills and the ability to help solve problems and identify what behaviors lead to success so we're being very very intentional through the aspire programming in school programming academics counseling being provided immediate support and then pushing them back into that appropriate classroom with
039the appropriate support and then pull away from that support as a child begins to create and display that behavior positive behavior consistently we hoping to keep the aspire program moving forward uh through the chair one of the things that cabinet is going through now is looking at initiatives that we have started as well as other initiatives and problem solving uh this is an annual process that we go through uh what do we keep and what is no longer efficient because it's outdated or where if we have built the capacity i see this as a program myself personally uh that is a good four or five year investment um so i don't see that going anywhere i know one particular school um where some students are actually wanting to go into the aspire um classroom because
040the teacher is so supportive and so incredibly um welcoming for students so they're like no i really want to come in here um i just think that maybe we to if we were to keep the program which i believe that might it might actually help us in terms of you know our improvement in that particular area um maybe a little bit more structure that's more aligned with all of the schools so that it isn't absolutely absolutely it isn't um do as you want when you come in um the the last thing that i wanted to ask about since we are talking about um the district um is moving away from fsa testing how can we what is what is the what is happening in that discussion in that area since we are i think we
041think next year right moving away from fsa this is the last year that students will take the fsa and then going into benchmark success benchmark assessments um how will that affect our um or the work that you all have been doing thus far with the so i think in terms of the new standards i think we are ahead of the game we're implementing in all grade levels as it relates to the new standards moving into next year our governor is providing the leadership that says we're going to move to progress monitoring uh which provide multiple opportunities for students schools to show growth that that is now in development i'll have the opportunity as we come back into the new school year uh to work with a group of superintendents to provide recommendations on how that
042will ultimately look so we'll have the opportunity here locally from the school district of indian river county to have voice on how we think that should be implemented from a school site perspective so still relatively early on but it will be the opportunity to progress monitor i think we as a system uh have done an outstanding job at really looking at instruction to help us evaluate and inform and that really what progress monitoring is all about so do you think this is going to be something that is given to the school districts you know from the state that yeah this is going to be your progress monitoring tool or do you think we're at the district level going to have to create those it will be a system through the state on how progress monitoring
043will take place it will be a uniform process across the 67 school districts as well as the lab districts um that are under the state state state accountability so it would be a uniform system otherwise it could be manipulated and we don't even want to talk about that right okay all right thank you appreciate it thank you chair the net next item will be re moving to ms degrestis as her time continues to count down um and she will be providing a update on the county proposed redistrict another redistrict redistricting they're they're in the process of looking at districts which ultimately uh impacts the school board so we wanted to have a public conversation regarding uh the opinion of the school district of any river county mr crestus um thank you dr moore and board
044members um we've had an opportunity to speak briefly about the overall topic of redistricting for school board members it happens every 10 years after the census data is released and it's it's our time here at indian river for that process to be worked on as you may recall census data was late of course because of all of the delays with covid but the county did receive its census data and the county staff who are in charge of mapping the gis staff at the county commission did a wonderful job crunching numbers and coming up with proposed maps for the county commission to consider historically as you may know the school board has adopted the same districting maps or voting maps if you will as the county commission and so county staff were kind enough to also
045include in their analysis the residence areas for current seated school board members because we want to be sure that any changes and maps do not unseat any particular person from their district where they are currently living so county staff was kind enough to include that data in their analysis and they came up with three maps at the county commission last week at their tuesday meeting reviewed and the information that i included in your agenda for today the county commission determined that it preferred map number one and did ask county staff to do a few minor revisions to the map the an example just to give you an example of the types of provisions that were discussed the city of vero beach historically has included two different county commission districts one of the lines on the
046map number one made the city of vero beach in three county commission districts so they wanted to tweak that line just slightly to move it back to the city of vero beaches and two county commission and school district voting districts so it's that sort of minor tweaks to lines um that will that will be brought back to the county commission at its meeting in november uh november the ninth is when the county commission will review the the slightly revised map number one and um at that point we're anticipating i i i never like look at my crystal ball but we're anticipating that direction will be given that the revised map will be um brought forward for final approval by the county commission at their meeting on december the 7th which is a perfect timing for
047the school board assuming you're still interested in adopting that same map you can then place that map on your agenda in december for final approval and final approval for the school board is very i don't say it's simple it's a basic agenda item there is a resolution it attaches the map and the legal descriptions and the board approves it as a regular agenda item with a roll call vote and then lots of copies are sent off to the supervisor elections here locally as well as at the state level i think that's everything that i wanted to share any questions but typically there's not we won't have a final map until the county commission has its meeting in november to review the slight changes to map number one yes have we have we told the county
048that we're going to officially i don't remember voting on this that we are going to go with whatever they come up with or i mean who votes first and who because i have gotten some feedback from the attorney the saying that we're waiting on the school board to tell us what they're going to do well there really wasn't any official action to be taken you can certainly take some preliminary make a preliminary statement if you would like to but it's we're waiting for a map for you to confirm that yes you're interested in adopting the same map as the county commission okay um so that can if if you wish you can do something in november um you can do it in in december when you adopt your resolution but i can share with you
049that i have talked with the county attorney and that the the the movement forward was to adopt the same map since we were not retaining our own consultant to do our own mapping work but we needed to wait and see the map that was being approved by the county commission yeah why spend the money to do the same thing okay thank you yes all right miss rosario yeah we had this conversation already i don't know if we had it individually or as a group but i recall we didn't all did we did right individually individually yes sister zarya you and i had that conversation yes many conversations where we at least i recall i said yeah of course we should definitely adopt what they adopt so that we are within the same district as the
050county commissioner as the county commission nurse yes yes and it's voter confusion and resources for consultants and time of the board you know to do your own map it seems to be a waste when the county commissioner is already already doing it yes ma'am but for some reason i thought that we already notified them or we were going to notify maybe you were going to notify them and let them know that we weren't interested in recreating our own district um that we were going to follow along with whatever they decided and thus they can took into consideration our address for that right i i am uncomfortable providing a position of the school board without the school board actually articulating that at a public meeting so i would not presume uh to speak for the school
051board but i did share with the county attorney that there was really no interest in us getting our own consultant and doing work on our own in that well then i guess let this be my formal you know you know to say yes let's contact them and let's let them know that we're okay i mean of course if whatever you all decide well let's let them know that we're okay with whatever they've decided and we will vote on yes should everyone their preferences for december should there's not this should be if we're going to do this we ought to do it in november or or tonight you could do it tonight if we if we're in agreement we should have a motion or an action item she she had a uh i think the caveat
052is they're still having a firm map but if we agree to whatever they decide we endorse my word's not maybe proper or is that inappropriate um well i would just couch it in terms of assuming it meets all the criteria for an appropriate redistricting math assuming it meets the population equal as practicable standard assuming it meets all the criteria that was previously adopted by the county commission that their staff followed i they're the lawyer in me is jumping up and down there's quite a few assumptions there that this new map will meet all of that criteria i have faith in the county staff they did a wonderful job doing this work so i have complete faith that they will do a wonderful job doing these small revisions but i would like for you to see
053the map before you you take a formal position about adopting so the next county commission meeting timeline is before our next school board meeting correct yes sir november the 9th is when the county commission will be reviewing the revised map number one so assuming some decision is made on that day to move a particular map forward for final adoption that can absolutely be brought to the board at your november the 16th meeting for you to be aware of that same information i i understand i i get the process i just think that if it's it's if it's as simple as it seems to be we can let them know that we are interested in adopting whichever map that they have that they recommend if their preference is one i'm okay with one i've seen all
054of them thank you for putting them up it helped but other than that i don't i don't see any issue if they choose two i'm okay with two if they choose three i'm okay with three all three of them seem to be pretty similar you know minus a few boundary you know changes but that's okay i'm okay with whatever they decide i would just like to see that whatever they recommend november 7th then we go from there just to make sure we have all the details nothing has changed and i too am okay with that what they decide but i want to see an official information from them and we can put it then at the november meeting well we will we'll receive it sorry um we will receive it after their november meeting because
055we have to vote on it in december for us yeah that's fine so we're going to see it anyway all right so let's let's bring this back for an update at our december november 16th meeting absolutely and you can advise us before that based on the outcomes of their november 9th meeting i'm happy to do that thank you okay thank you mr griffith items is the the rick meyer items he's going to present c and d together i believe uh which is our school improvement plan process as well as our school advisory councils followed up by the requested presentation on homelessness uh housing mr meyer uh thank you dr morris the chair uh settle in i'm only gonna speak for about two hours here on this just kidding um i'll be much more concise than
056that may i have the clicker please what is that an hour and a half right there and a half hey that's what everybody wanted right talk about school improvement but but all jokes aside it really is an honor to get to lead this work in the district um when dr moore gave me the opportunity to join the team it was a dream come true because i think this is really many educators you know position they'd just love to be in and it's improving teaching and learning and getting to see the benefit of that in our students faces when they the light pops on and that they they get something now right and that's the special work that our teachers get to do and my team gets to lead so our school improvement planning process what
057dr moore had asked us to do this year that was different from the past is not just be good enough right what's good enough is not good enough we need to have a system of continuous improvement where we are asking of ourselves to reflect and analyze on every process the district takes and make that better and so this year we began uh the development of our 21 22 school improvement process back in january miss besura got a group of of leaders together to start to you know analyze what was going on with our current template and the current school improvement uh plan and we just got to work and rolled up our sleeves and developed our very own internal system of which we're going to capture this information so just a tremendous amount of thanks
058goes to mr mcdonald his team as lori webb as we developed our our own system in which to enter this information so you know these key phases that we go through uh you'll see different people talk about the the phases of school improvement and continuous improvement they'll say should be five they should be six you should be seven right we could all split hairs with that for an hour and a half if you guys want to right but essentially you have to analyze your data uh you have to make a plan you have to reflect on what you did as we would say in the army no plan survives first contact with the enemy you have to be willing to adapt and overcome and then reflect and then start the cycle over again right i
059mean look at what you did plan change modify shift modify and that's what we're doing here through this planning process uh we began back like i said earlier on than this timeline really uh speaks to with the development of this internal template but but some of the reflection began right at the end of school in june with a process we called pre-ignite the district began uh the reignite idea two summers ago right in the midst of covid uh we we had the courage to bring all of our administrators together back in the summer of 2020 uh to begin this process so our theory of action this year was in uh the summer of 2021 to to leave the principles with a excitement in june i think some some of you got to visit or at
060least you saw it in the tweets if you weren't traveling where we had the cheerleaders out there the band we brought them in to the sebastian river high school uh freshman cafeteria and really did a great session on where we have been uh keeping in mind that not all of the data was available to us in june um but what you know any good leader knows what's going on in their buildings right they they can they've got a pulse they know what's going on with their staff members they know their math department they know their science department they know their discipline they had a good idea of how the year went and whether or not they were probably going to see the success and the results which as dr moore uh shared earlier we certainly
061did we brought them back in january uh for for that pre-ignite i excuse me july but but as they did the results still weren't back yet then either we didn't get those results until uh july 30th but nevertheless as the great leaders that they are high energy a few days of great learning great uh you know digging into problem solving and developing these action steps they left with a pretty good idea of what they wanted to do in their schools right and so we laid out this planning phase where they were going to analyze reflect identify uh begin the initial implementation of some of these steps as dr moore mentioned also a lot of this goes into our parental engagement now the other item that i'll briefly touch on here in conjunction with this is
062that item d that's the school advisory councils as you each know the school advisory councils must be approved by the board to ensure that they are demographically appropriate and that was work that cni has led for a number of years but with the district's reorganization this year we started to see some input and support from mr seymour's team dr cowie has certainly been involved in school advisory councils and i think the next year she would be the one or he would be the one that would be bringing this item because they began to work more closely with these parents and with these uh these teams at each school site but certainly one of the major actions that the school advisory council takes at the onset of the year is to also be a apprised of
063the school improvement process for the principal to share their goals with the school advisory council have that uh approved you can see there in september we went through a peer review process and those were good times right that was in the midst of the delta spike and everyone was trying to make sure we could continue just teaching and learning but the principles were hard at work not just looking at their own schools but providing support to their their buddies and making sure that the plans were as good as it possibly could be and then we jumped into impact reviews and the impact reviews you know i think that i talked to some of my friends across the state and they're like you're doing what it's like yeah we're teaching and learning in indian river county
064we're doing it we aren't just going to sit idly by making excuses about coronavirus we're not going to sit idly by and say we're just going to try to limb through this year we're going to improve instruction and so right there in september we began those systems of impact reviews uh to thoroughly uh observe what's going on in the classrooms and provide the principles feedback on what their initial plan was going to be go through datacom there at the end of september and then we'll move into a second phase uh right now that we're calling full plantation phase but but just to be transparent uh with our own nature of continuous improvement uh we may change that name right if something fits better we want to grow we want to learn but we know that
065there has to be a second phase there right there has to be a time where you're reflecting on what you saw in the first quarter that you're making uh an appropriate modification to what's what's going on and and getting the most return on your investment so you know what are we modifying i think that's what questions maybe some of you are having you know within this uh current school improvement uh plan template we've actually schooled to develop two academic focus areas one climate and culture and one school theme while i would say that these excuse me do align the strategic plan we have gotten some feedback where we could be more intentional on their alignment to the strategic plan so as it was you know thought out in a way that was uh you know
066aligned to that i think that you'll see subsequent enhancements to our process to more clearly articulate the alignment between the district strategic plan and these focus areas but what i would tell you is that the principals get it they they understand the purpose they understand why academics has such heavy emphasis why the need for climate and culture why the need for school choice uh clearly within the plans themselves they had to be you know made with the input of the community which is you know one of our other strategic plan areas so we've grown we've improved climate i never will say that i don't have room to continue to improve so any comments the board members may uh want to to share with me to to drive improvement we're happy to receive those uh i
067would keep in mind also that where these plans are not you know coming to the business meeting tonight we have some time to reflect and make enhancements before november i believe it's the 16th when they'll come from improvement but for each of these focus areas the data systems that we use to analyze you were looking at different sets of data right so when you're talking about academics when you're talking about math when you're talking about science i think it's clear right you're looking at fsa you may be looking at some of our internal unit assessments to drive your improvements but if it's a culture and climate goal maybe you're looking at the discipline if it's a community engagement goal that you want more parental involvement maybe you're looking at the number of attendees at your
068your parent night so you know you have to look at the data you have to have rationale for the selection of the data for that particular step in action and we want our our teachers our excuse me our principals and our teams to get used to using high-yield strategies you also see those sometimes be referred to as evidence-based strategies it's not that well my my friend told me that this works right it needs to be steeped in something that researchers have evaluated with a study and it's known to be effective right so we call it high yield strategy it's also known as evidence-based but that's a necessary component of this to make sure that we aren't spinning our wheels and not getting that return on investment that i spoke to and then you'll see a
069series of implementation steps the point of contact and of course you know you have to have evidence right you have to have a system of monitoring and you have to have expected evidence to make sure the action step in the plan that you developed is working so for each of these action steps you'll see that within the plans you'll see those develop you'll see throughout the course of the year i think that you know we're asking for the approval in november but i'm begging dr moore to be able to come back and give an update in the spring about the uh what the phase two looks like what the phase three looks like so i can talk for an hour and a half right about all the great things that are going on with the
070schools and the work they're doing and i think that you know once our principals get into this routine they're selling into great structures right now that they would be excited to share some of their their work they're doing because there's really some just absolutely spectacular work that's going on in the schools right now that is aligned to the strategic plan and it is as we've said many times this meeting already uh that the key uh the the key driver of our success is what's going on in those classrooms so just the rest of the planning timeline um again after the after the first semester we'll move into a third phase where we will potentially modify uh the plans again but potentially not right we may find that you know we're on track maybe the the
071initial plan was the right plan maybe it is just give it the time to see it through we we did a good uh we evaluated our data we reflected we reflected on the barriers things are going the way that they should be no need to change but if not at least we've done our due diligence to ensure that we had that pausing point uh we've looked at the data and we aren't just as many people say you know just one time set it and forget it and sit on the shelf and never pull it out uh and then at the end of the year we'll reflect back again on what worked and how we can improve this process moving forward so that is our our plan for the school improvement process here in the indian
072river county currently as i said it is exciting to develop something that's unique to us with that with great power comes great responsibility there has been certain challenges with the development of the template with the programming try not to drive the i.t folks too crazy with the ass to enhance it in a way that is our wildest dreams but we have high aspirations and they've lived up to those and we're going to continue to make uh enhancements and improvements to that and then also uh one thing that that you know is also as dr morty's a little bit earlier with this year's strategic plan the african-american achievement plan is tied into the strategic plan and so within this template it was exciting to as that got approved by the board in august i believe we
073got hard at work and we've incorporated the school-based african-american achievement plan into this same system and so that's being pulled ready for board presentation at a later meeting but but it from the the work side of things it is all coming together into one place so it does not seem disjointed all the plans are starting to you know align themselves into to one happy home that's unique to the district uh and as i said if i can get some more enhancements we're going to be really excited about the final outcome so as i said the the plans will be presented to the board next month but in the meantime as you have an opportunity to peruse 200 pages of school improvement plans please reach out to us if you have specific questions we can certainly
074get those answered and make sure that they're up to snuff uh for your approval on the 15th and but happy to answer any questions you may have at this time about the process or if you had the opportunity any of the plans that i could answer i would just caveat that to say our principles are an important component in this and if i'd you know defer to get you an answer at a later time it's only because i don't want to misspeak on a principle or school's behalf although i think i can speak for some of them don't want to say i'm going to do it for all of them so i just have one quick question and then i'll turn over just to be clear you just said that the you're able to the
075african-american achievement plan is is embedded in the data the analysis that you're doing but you're also able to pull that out as a separate demographic is that correct i think that's what i was getting at so you think picture online systems where you're entering in your data that asks you a question prompt how do you do this right instead of having multiple places it's one place and and so that makes it you know when i'm logging in to do this work i'm logging into the system to have my goals right for my academic focus goals but in my mind's eye now as a principal i also see right there the african-american achievement plan for my school and you know smart people are going to make sure that they align right if you have a situation
076where you're doing them in two or three different areas you may forget to look at one or the other when you're working together so i get it yep i can okay mr rosario um thank you i'm trying to pull it up right here um mr meyer and i spoke yesterday on the phone for a little while and i appreciate that time he was able to answer several of the questions that i had about that and i do look forward to seeing uh the set the school improvement plans better align with this the strategic plan the district strategic plan um the one thing that i wanted to ask you you mentioned it yesterday and you mentioned it again today with regard to the african-american achievement plan and i don't think in my mind i don't think
077i can envision what this is that you said that we are able to incorporate the african-american achievement plan within the sip but to bring it to us at a later date and that was one of the questions that i had yesterday as i'm looking at these school improvement plans from individual schools it's very difficult for me to be able to see that portion of work the african-american achievement plan or even the work uh specific to esau students if there were esol students we talked a little bit about that so what i don't understand is if i can't see it here within the sips now how are we able to see it later on and that's what i'm not i'm not putting the two together no through the chair that's a great question and i guess
078it's just growth for us and that the the alignment between you know when historically things have been presented to the board right a lot of times the strategic or the school improvement plans we bring those uh in early in the year the sort of september time frame and the reports that we've done since i've been here at least around the african-american achievement plan fall after the quarterly reporting dates that are the quarters that are set up through the joint plan if someone if i'm speaking someone correct me on that so i think that the preparation on that the pull for that and the reporting on that was just a little bit behind where we were with trying to get the the other action the other focus areas approved um i think that's definitely an area
079of growth to look at on my side would be the better side to modify when we bring those because i think you know the federal court order would supersede you know internally when i bring information about the other focus areas i can bring those later uh but it would be it would be very advantageous to to have all that at once and we spoke about that and i think that's a a change in the future we can look to do yeah i think one of the differences um is kind of and maybe this might be a way to explain it um differently for those who are used to the old way that a school improvement plan looked it was just a report and it was sent to the the department of education now these reports
080are not sent to the department of education they're more for local use right this am i correct that's correct i mean there are some there are some that we have to send to them because of the performance we have one school uh the ace that meets certain criteria so we do fill out the state's template which is very similar because that's the only one that they would accept but it has essentially the same information within it the others are locally approved because of the performance of our schools are all see and above so so what i what i find to be a little bit why i can't envision it and i know that i can see dr moore who's who's interested in in speaking in on this um is because what we are seeing here
081and i think i'm speaking out loud just so that i can understand the process what we're seeing here since we no longer have to send it to the doe and we're going to use it for our own purposes to help move schools and for principals and teachers and assistant principals to use this as a guiding tool right to improve their school what we are seeing here in the report that was attached is just the phase one of the school so what we have done as a district is we've taken the school improvement plan and we've kind of chunked it up into different phases so right now what's being reported to us is only phase one where we're only seeing the demographics the culture and the theme we're not seeing the part that i'm used to
082seeing which is probably the disconnect i'm used to seeing all of this and the strategies of how we're going to improve so i don't see all of those strategies in here right now but what i understand is we are going to see those strategies in phase two absolutely and when phase two comes to us we're going to see those better aligned to the strategic plan correct okay dr moore no i um do the job i was just gonna comment that's the absolute intentionality of the plan so what you a a school board member would approve whether it's here in uh in the other the 66 districts uh you approve a a plan written over the course of the entire school year that's not continuous improvement that's why any administrator knows that school improvement plan was
083just one more compliance document our intentionality is to align our support from a school district perspective based on the information provided in that school improvement plan we look to really focus our schools in on the particular area that is unique to their need based on the problem solving in that particular school site in some cases i can tell you it is in fact differentiated instruction i can tell you in other schools it is core instruction it is different from each individual need but we really want to focus that to a level of implementation where you're going to provide support you're going to implement and we want to move that practice to being sustained over the course of one year old school continuous improvement means each year you're going to work a little bit harder on
084the same thing and a little bit harder our intentionality is to move from implementation to sustainability within one full year and we do that by constantly evaluating where we were what was done so rather than taking a year-long strategy we're chunking it into a nine-week or week semester implementing that evaluating the growth and defining what the next steps are we don't we want to move different state instruction to a sustainable level of implementation so we dig into the next particular level so this is forcing us to align our support over the course of the year each and every single time so as the document continues to grow we'll be able to notify the board feel free to go back and look at the next version of the school improvement plan for the set for phase
085two phase three or phase four so it will in fact be continuous uh growth and continuous updates to the board so this won't be the last time you hear about school improvement plans like the other 66 districts right so the school improvement plan now what what i'm wondering is why we couldn't do phase one and as you're talking i'm thinking of this why we couldn't do phase one and phase two together because by the time it comes to us phase two is already going to be we're going to be in mid mid-year they would have already begun that implementation so we're receipt going to receive phase post the implementation rather than pre right and then you'll receive phase three and then ultimately the the final outcome which would be the reflection process in in phase
086four so it's a you know chicken or the egg i i guess depending on when the actual the board it actually comes to the board i think the the intent is to ensure that the process is living and breathing um and you have access to it these will not be housed at the school sites that be housed online so you know as you referenced before a community member who's moving into the county uh can peruse the school improvement plan and say you know not only what is the school grade but what are they currently working on what are the areas for improvement at this particular school we want to be very very public with our practice and to be public with the state's continuous improvement model or sims plan that's generic to 67 counties isn't
087driving or improving instruction where this model allows us to not just have a plan a plan is nothing it's worth the paper that it's printed on to be honest with you this is about creating process and supporting uh the behaviors of the adults the action of the adults uh through the creation of a process that we're all walking we're sitting in parking lots looking at the school improvement plans before we walk into schools looking at where the instructional coaches are so we're helping schools by evaluating uh the strategies that they're implementing and then aligning our support to that that strategy they're implementing and this will come to us on november 15th for approval right yes so why don't we just i mean i'm looking at the timeline um by november 15th we would have already
088been in full implementation of the sip plan so why not bring are we are you going to bring to us then phase one and phase two for approval it just seems it doesn't seem effective for us to only approve just the demographics i mean we have that already anybody can pull that up it's already online what the school is you know what the goal is the culture and the theme why not also just at that point include phase two which would be more of the strategy so that we can improve both of those on november 15th i i don't i don't see as we discussed yesterday if it was simply just the the next steps as we've already designed i don't think that'll be a problem but the the enhancements that we want to make
089that would be maybe my concern but certainly at that date setting up a time that the board's approving the process with dates that we agree upon to provide you the updates right because as dr moore said we want to continue to bring each and every phase to share um and not just the not just the first phase so um i think there's definitely an opportunity to to look at that it just seems like the timeline would be perfect we would already have it they would already be in full implementation it makes sense for us to approve phase one and phase two together on november 15th last that i'm going to say is um would we be able to include which i didn't think about i know we talked briefly about it yesterday and i didn't
090really think about it today but will we be able within phase two maybe even phase three to include the extended day programs and how extended day programs are effectively helping in the areas of academics within schools so it's the charities that would be a school improvement process it's funny you say that uh because we did add the a2 initiatives that the schools are doing which is extended day that is also built in the same online template and the principles are right now in inputting that same information about what they're doing so we can definitely make that be moving forward as we you know improve our ability to just hit print to send everybody because honestly that's a part of the the programming challenge that we're going through as we design this but they're certainly inputting
091that same information into the same system and we will definitely be able to share that with the board what's going on with all the extended learning opportunities as well thank you appreciate it all right dr jones thank you very much this certainly has grown in the last few years i really love the template who designed that not me i didn't know if it was on any website or anything i remember back to 1990 i was on the first district sack team and i remember looking at each other and say okay what do we do now then we get into school improvement and you see this form for you and your school you send it to the board and it's approved but i really like a lot of things and if you look at these schools
092and how they are working this plan here you can see how each individual school hits on different things because of the need of that population and i could really see that the mid-year reflection is great um when we look at mid-year reflection are we looking at unit test i-ready achieve 3000 what are what other things mr meyer i would say attendance i would say um uh the odrs you know discipline if you're looking at that but certainly a lot of the academic uh indicators are going to be um you know formative summative assessment results okay from the students okay good um and obviously having the data that we have right now is wonderful with power bi and looking at information when we used to request data it would take three to five days so it's
093it's great to have at your fingertips and obviously we talked about lower quartile concerns and the schools have talked about it and i had something that ms rosario said um how are we using our after-school programs and community programs just for that growth you know what i mean because and before school programs because a lot of our schools have that too so that's just essential as long as they have the tools that they need not just our app school but our community programs which we're going to honor one tonight so i'm very excited about that um as far as the day to come and again i sat in on one of those um what i did like seeing and those are pretty intense dr the principals are up there and they're there in front of
094125 people but um what i liked about it at the end is you said what can we do to help you and that follow-through is essential for a principle absolutely essential and as a board member i think i said this to you once what can what can we do to help you to continue this growth as far as what we want to do for the literacy capital capital i truly believe that climate and culture of every school is the surrounding circle if you will of how a school can perform because if a student feels safe in the classroom and at the school then that instructional engagement is better the learning is better the differential differentiating instruction is better that safe learning environment is cool so i'm glad we have that on here as far as
095climate and culture question power bi how often are the principles looking at that every day or what do you think here so through the chair it is updated daily so depending on which dashboard you're looking at we just pushed out a l25 dashboard or what we call here our bottom 25 dashboard uh that dashboard looks at their usage for the instruction the instructional technology they may be using it problem solves takes it a little bit step deeper looks at their attendance looks at their behavior so rather that's all four different locations where that used to be but you're looking at it on a daily basis because we continue union assessments we do unit assessments around the clock depending on what grade level you're on so each week a department is meeting you're looking at it
096on a weekly basis it's it's live good good okay now just i'm really looking forward to the next information on this and i really think that template is powerful okay mrs barenborg yeah so much better this template because having been a principal of a turnaround school it was it was tough to deal with those old templates but what is great about this is like i just went in there to one school it was updated today so i don't know if that was because they were working on it all the time it's a board meeting day how often are they in there looking at these and updating them so it depends on the the phase that they're in but we really are encouraging that to be the the depository of what you're doing so as the
097strategy moves when we get close as the strategy moves they would go in and update that that strategy when we will freeze it when we bring it to the board for approval so okay like the week before what we would do is lock out the schools because i want you to approve what would be the reality on the day in which you approve it and then ultimately the very next day we would open it back up so you'll have a the security of what you're approving is in fact the current reality of the schools and um i like the fact that if you go to a school like a lot of people don't know where to find these by the way so when you go to a school's website you can find out let's say
098that you are moving new to the area and you're looking at schools and you're wanting to know what that school is doing you know when you go to um each individual school not only can you see that one but you can see history and you can and i like the fact that they noted when the principal came in so you can kind of notice what's happening with the history of that school and the leadership and how long they've been there and that sort of thing so and that we've got spanish version we'll be in okay so that's awesome yay um talking about reflections and you you made the comment mr meyer the evidence um you know i remember the old days where you made your sac plan and then he sent it up to the
099state and then we never saw it again until next year you had to figure it out oh yeah i gotta recreate that thing um but living breathing document and and aligned to the district sac plan and alliance school improvement plan and i learned to align to the um african american achievement plan absolutely has to happen and the strategic plan because we got all these plans going on and people go crazy as to what's happening so i think it's great that we're aligning them the question is the evidence so as we see these and we say okay we're approving them and everything at what point would the board get kind of a quick and easy update so that we don't wait until we're worried about when school grades come out whether or not we're going to
100be top 5 10 in the state you know at what point when you're shifting your job is to look at that data all the time i know it is and to go through and shift and change it what can we do to improve when will we get updates as to what you're doing to to help that happen so through the chair as we did last year quarterly updates they'll be a little bit more intentional this year because it there's a higher level of consistency regarding student attendance and the models that they're in so we'll be able to provide updates to the board regarding where schools are what schools are priorities and and the shifts and modifications that we make we look at data on on a weekly basis we go through a problem solving process
101whether it's attendance whether it's academic performance or union assessments and then we deploy information or support to schools based based on that we look and push out information to schools on a weekly basis regarding the support that's being provided to schools based on school site visits based on their school improvement plan as well as any other key information that they need to be handling on a weekly basis so that information will be coming to the board shortly that's great because i think um i don't know if they voted on it yet a legislature but if we move towards a benchmark test they haven't voted on that correct i know it's been brought up as a suggestion so if we're moving towards these benchmark three times a year i think it is progress monitoring yeah well
102but they're calling them benchmarks at this point um i'm sure that word will morph into something else um but as we look at those then that's that's important i think as a board to know what those where we are sitting right before or after those happen i i would agree i'm reflecting you got my wheels turning on the benchmark so i mean the the intent to negotiate that this date released is for it to be a computer adaptive um test so similar to what we do now with already no i'm not saying it's getting all of it computer uh it's the the way the itn is written right now it's computer adaptive even the math ela math yes okay so um for k through k through eight um but obviously the the bill has not
103been filed to change everything so yeah and like i said i don't think we need to put too much into that we need to focus on you know what we're doing now but keeping in mind when we're going to get that information we need to act on it as soon as we get it but to your point you know constant improvement constant reflection of ourselves right and that's what we're doing right now to align this with the other components of the strategic plan and then as the state makes their changes we will be in a better position i think than anybody else to make the appropriate modifications to our own timeline because we own it uh we own this system we own this this uh template that uh it's developed for us and we can
104you know set our own dates and and do what's best for our kids okay yeah i'm sure hoping it looks like a game format for little kids because i know how frustrating it was as a principal to first of all free up all the computers in your school for testing week um taking them out of classrooms and all that um so it'll be interesting to see what happens and how we have to deal with um what to do with that you mentioned what you want more enhancements were you talking about the actual um the platform of the template yes okay and then zack um it's nice to see the representation is almost reflective of each school we're not quite there in some of the schools i know you know as a principal they're trying to
105get people to to join sac and do all that um but it looks better i think than it has in the past and plans are aligned to the district and an african achievement plan so thank you for doing that um last year i didn't see that alignment i'm going to be real honest with you because i went through the sac plans last year and i looked at them looked after and looked at them and then i looked at the african achievement plan and i couldn't see any correlation to what the schools were doing in order to make that happen and so now i'm starting to see more that correlation i think it's helpful for your staff too when they're trying to do achieve both things so thank you for making those changes uh manchester united
106please um mrs berenborg just mentioned something that really just touched on another conversation that you and i had yesterday with regard to the expected evidence and the review of what those expected evidence items would be on a school improvement plan one for example state standard aligns the high yield stand strategy is a standards aligned instruction the implementation step is to hold initial data meeting to review previous year's impact data and it has some other things there who the person responsible is and then the expected evidence states our goal for the first nine weeks is to be at least 50 percent evident with differentiation using a monitoring strategy formative assessment so is it at least 50 is it definitely 50 you know i have some questions there with regard to is that a true evidence for
107that standard um would we also include the evidence to be the actual results of walk-throughs the actual results of collaborative planning what comes out of collaborative planning in terms of a lesson plan or a curriculum guide or a calendar of i you know so there could be so many different things that are not included as evidenced within this and that's just one example but i think just overall i think we do need to look at what evidence really is so that those all of those components that could be evidenced would be uh included within the particular categories does that kind of make sense i think i think it makes sense and i think the ultimate evidence is the outcome and i i can tell you upon my arrival and doing mid-year reviews uh with principals
108they're bringing in stacks and stacks of binders um and if you think that's going to give proof that you you've done the work that that's not how we want to do it the proof is in uh actual implementation walking classroom so you know anytime you guys want to come walk with me uh put on your tennis shoes and let's go and we're gonna look at that school improvement plan we're gonna look at where the instructional coaches are going to be and we're going to walk right into those specific classrooms with the principal if he or she is available we're going to observe instruction and saying your strategy is to improve differentiate instruction you just had a faculty meeting on differentiated instruction let's observe differentiated instruction let's see the powerpoint that was presented i'm not going
109to ask principals to create additional paperwork or documentation and i know that's not what you're saying to validate that you've done the work you know their evaluations are strictly based on outcomes aligned to their school improvement plan so as we go through that process you know you want to see x improvement so it really is being in schools and creating evidence that supports the work that they're currently doing and i think that is uh what we look for in schools lesson plans as you mentioned is a great example we are significantly invested in common planning and we're seeing better lessons being created and one of the what the anchor of a great lesson is the lesson plan so looking at the lesson plan gives us a good indication okay we're seeing better why are we
110seeing it we're seeing better better plan lessons we're seeing higher levels of of alignment um so you know we walk a fine line of saying let's be strategic in what the evidence is not to create additional work for administrators or for teachers but ultimately to ensure that they are doing we're looking for the work that's 100 aligned to their specific um strategies that they're implementing and through the chair i would just add uh if any other members have questions you know between now and november about what's in there please reach out and we can clarify i know the principals would be happy to uh better articulate if it's you know unclear because they want that clarity uh for the community and for the board members and so you know mr rizzo we can follow up
111after that about the specific one i'll tell you that some of them did write a sentence that's maybe more uh explanatory than that one where they said 50 observed in the impact reviews which would hit on exactly what dr morris said like that's where and when it wasn't doing something additional it was we want to see it in fifty percent of the classrooms as we do the initial impact reviews and so that was their goal um so absolutely all right okay next next item next item uh i think i still have free council but i am going to uh ask miss malice to hand this one over let's see where can we switch to the um i know your guys [Laughter] making sure we get your presentation up that's you work so hard on this
112so awesome so um as as requested we had ms malletts uh here to give a presentation on our homeless education program as she's a subject matter expert she briefed me very thoroughly but i was afraid that i would misspeak some of these things and she is certainly well prepared so uh all the floor is yours miss mallets well good afternoon um thank you school board and dr moore for having me this afternoon quite frankly it's an honor to bring some awareness to the mckinney-vento homeless education program and really to highlight some of the work that particularly the federal program team members are doing on a daily basis in schools and with students and families do i can i have the clicker oh absolutely thank you [Music] that clicker i feel okay so we want to
113start out really with talking about what is mckinney-vento what is that federal law state for children and this is in direct alignment with our school board policy 511.01 for homeless students and so the federal mckinney-vento homeless assistance act states that homeless children and youth are defined as individuals who lack a fixed regular and adequate nighttime residence and below are some criteria that are also considered and so the first one sharing the housing of other people due to housing or economic hardship is really what we're called doubled up couch surfing some of the terms that you may hear living in motels hotels and other accommodations due to lack of other appropriate residencies living in emergencies or transitional shelters which we do have in our community abandonment in hospitals having a primary nighttime residence that is a
114public or private place not normally designated for a regular sleeping accommodation often times i could give multiple examples but maybe a church would be an example of that and then living in a car public public space abandoned building or some sort of other substandard housing situation so what does this really mean for our students here in the district and most importantly it's about that we're creating a sense of school stability for them that someone mentioned i think it was dr jones who mentioned the importance of ensuring that our students feel welcome and safe and so we really want to address any barriers that students have in either enrolling attending and succeeding in our school well as the presentation goes along we'll talk a little bit more about what that means ensuring that we have access
115i heard that word today as we talk through the annual update of the strategic plan allowing for access of our students to get any opportunity that any other student would have and really ensuring that really equates to a free appropriate public education so some of the rights of our homeless students is the first one's extremely important and again i'm going to you're going to hear the word stable stability over and over again is ensuring that they continue to attend to school that they have last attended when they lost their housing which we know we call the school of origin and that's a very important term or if it's in the deemed in the best interest of the child that they attend or move to the school where their residents residency has moved and that's really
116a case-by-case determination that they enroll and attend class immediately and the word immediate is exactly that immediate when they walk in the front door sometimes we have with transitional students perhaps they're lacking some important documentation such as health and immunization records of course that's important we want our students to have that but we want them to start school and we work with the families to get that immediately with our school health nurses our local health department and other community partners that help us facilitate that process receive transportation if needed and requested by a parent and of course they participate in any school program or receive any additional service that they're eligible to receive so that might be ese services esau services etc one of the things that we do as a team is we really
117have what we call consistent and continuous education of professional development of what does it really mean to be in a transitional state how do we as school staff as community members who often work with our families recognize what some common signs of homelessness may be and so of course i'm not going to read you this entire slide you have it there but some of this i'm sure is not surprising for you educational continuity attendance at multiple schools if we see kids that are highly mobile reaching out to those families and asking why what is happening do you know that if you're in a living situation that you have the right to remain at that school of origin research is clear on what school mobility does to a child's education and it's not a good thing
118right so we want those we want our students to remain in those schools of origin of course other health nutrition hygiene issues attendance is always an issue sometimes social behavioral issues um and other um and other concerns that you might see listed here on this slide working with staff how do you how are we building empathy to recognize these signs identify our students and then ensure most importantly most importantly that we're providing support as a collective unit not just for my department but from the school community and the community at large and we are in a very wonderful community so how do we identify these students here in the school district what this is our primary means of identifying students who are eligible for mckinney-vento services it's a the school district residency form that you
119see pictured here anytime that there is a affirmative or yes response on that form it is directed to the federal programs department for review the form is available in multiple languages we have it in english spanish french haitian creel it's available as a fillable pdf it is a focus form and is embedded to the online enrollment process through focus it is on the focus parent portal it's in paper format at each school we send it out at the beginning of the year it's which we've already done that for this semester and will plan on doing so as a as a safeguard again in january to begin the second semester this form the student residency form is required as part of the enrollment process for new enrollment and then at the start of each new school
120year it's also required anytime a student moves and so this is another piece of professional development where we're working with our school assignment office we're working with registrars guidance department health nurses etc to ensure that if there's any of those signs that are noticed let's start with the student residency forum and maybe have that's how the conversation begins with the family students are identified for eligibility purposes on an annual basis so last year you'll see this is 2021 data survey five is end of the year data cumulative data for the district at the end of last serve at the end of the last survey period survey five we identified 423 students in the school district of indian river county eligible for mckinney-vento services as you can see the vast majority of those students were living
121in what we call a doubled up living situation sharing housing with others due to economic necessity and you'll see the numbers broken down for the other types of living situations all of which of course is confidential and part of that student's academic record we take a look at this school year um you will see that i pulled october 1st data here because we looked at as department on a monthly basis data and i wanted a comparison between october 1st of this year compared to october 1st of last year so you'll see as of october 1st we had 218 students identified again the breakdown similar and that's historical trend data to the vast majority of the students are in that doubled up living situation other categories identified there as well compared to last school year of
122194 students you'll see where you see the double asterisk that is representative of a number less than 10. so as of today pulling the numbers in focus which is live data today october 26th we have 259 students identified for mckinney-vento services so who's involved right in supporting our homeless students of course at the center of everything we do is students and families we look at there's no blanket statement of what support is going to look like for our students we provide supports as needed the core staff for our homeless education program staff is identified as there you will see that our two social workers and mental health specialists they're in schools every day they they certainly take the heavy lift working with our students and families we have a couple of our social workers in
123the back of the room mrs mickett and mrs steen virgin and i can't say enough about their supports to our students and then you'll see that we internal stakeholders external stakeholders this is again just a highlighted list i could probably go on and on but each one of these groups we meet with sometimes formally sometimes informally again to try to provide continuous professional development of how how do we identify students once we've identified them what are we doing to support students who are eligible for mckinney-vento services so what do those supports look like everything that we do is an alignment with a strategic plan and so goal one of course is academic success so increasing student achievement you can't increase student achievement unless we are in school so we have to be able to enroll
124and we have to be able to attend on a regular basis and so we look at some highlighted supports across needs basic needs support such as free breakfast and lunch once a student is identified for our mckinney-vento program that day we're in contact with our food and nutrition services and they are direct what we call direct certify for our free and reduced lunch program so of course every student is receiving free and reduced lunch this school year however on i hate to say a typical school year i guess hopefully we'll have one of those soon a typical school year that would be a direct cert as well we have school supplies basic needs clothing sometimes housing and shelter that we work with our community partners to either place in a shelter situation provide funding for
125temporary motel or hotel stay etc of course academic support i'm looking at our homeless students there was lots of discussion earlier at the workshop today talking about the bottom quartile and what kinds of supports and tiered interventions are in place for our students and that looks with coaching the the concern about school stability again ensuring that we're keeping students in the same school um that they're participating in extended learning opportunities and of course direct support such as sel whether it's internal um social emotional supports running groups we have a licensed social worker licensed mental health specialist who works directly with our homeless students counseling referral to outside agencies sometimes behavioral programs such as a simple check-in check out which is basically ensuring that we're connecting with students and providing them supports programmatic supports starts with
126student identification ensuring that our school staff and our community members are aware of how we identify homeless students we provide posters brochures we go around to our community partners have conversations with them as well family engagement opportunities we have one upcoming at a local shelter where we reach out directly and work in the shelter in the evenings with those families so they have a better understanding and more of a small group safe setting of what the supports look like as well and of course offering professional development to the staff important that those supports are interwoven layered together and working collaboratively with many other departments and between our guidance counselors school counselors our student services personnel again transportation food and nutrition services etc one of the things i'm going to give doctor more credit for this
127one um is keeping the main thing the main thing and so this is a quote that i really just love because it resonates with me and i'm sure with many while students experience instability in their home lives due to homelessness school is often the place of safety and security school provides students with a sense of belonging a consistent and caring environment and the security of an organized and predictable daily schedule of all which provides a foundation of school success and so we have to keep the main thing the main thing and to do that is really we're looking at individual students our case-by-case eligibility determinations are a must i'd love to say they're blanket statements i could rattle through 101 different scenarios today off the top of my head when we're talking about families right
128here in our district we want to review those situations individually and determine what is going to best meet the needs of that student and that family to move them forward and we make those decisions child-centered what is in the best interest of that student so that is as concise as i could get it and i'm happy to take any questions questions thank you for that thank you for the presentations very thorough as always your work is is is always um a fresh up of breath a fresh breath no a breath of fresh air um because i know that you really pay attention to all of the details so i appreciate that i do have a question with regard to the number that seems to be soaring high of our current homeless students 259 do we
129know how many of those are elementary middle and secondary i do um currently the breakdown for elementary is approximately 51 and i can give you the exact numbers if you give me a second where we go 50 elementary 31 middle school 19 high school wow that's a lot of elementary um and this question is probably i don't know if it would be for yourself for mr fagan um what funding do we have or have we designated within our budget specifically for the homeless population i'm i'm happy to answer that one you got it now okay so currently the staff that support that provide direct supports to our homeless education program are funded through title 1 part a the benefit in being this in this size district is i also oversee our title one part a
130program so when a required part of that program is coordination between the title one person and the mckinney-vento services personnel and so that is great to have that coordination there and to recognize the need for that support we also this year and that will be coming to the board on november 16th applied for a competitive grant for which is title ix title ix of the mckinney of for homeless education and that is going to fund two part-time mental health specialists at what where at what grade level all grade levels pre-k pre-k to 12. is that a moving position is that a position it will be it will be a position that we will work with in collaboration with our student services department and they will move with the needs of our students and families yes
131do we have the ability to add more funding for particular schools that have a higher well for all of our homeless children in terms of you know if there is a need at that school are principals able to use this particular funding in a particular category for that purpose for a student who is homeless for example if there is a need for uniforms if there are is a need for sneakers for gym for pe um if there are books uh book bags um if there is a costume parade you know can can we purchase a a costume for that child um extra food to take home things like that that are specific for the needs of that individual child so that's a great question and um i will say that we are very fortunate to
132live in a very collaborative community are particularly and again i'm going to give a credit to our social workers who are out in the schools on a daily basis when their need arises working with our local community agencies to provide supports i know that through social media posts you recently just saw the distribution of backpacks supplies i have you know i spoke with a community partner just the other day there's and basically it was what do you need i can help you you know just let me know and you know then i share that information with the um the team so that they always have resources to reach out and so for instance we have mentioned school supplies education foundations also with the the sneakers we have rack room shoes that provides a partnership in
133providing shoes kid's closet i mean i could just go on and on and on and so that pause that is there one thing i do want to clarify is um the personnel who support the homeless program i mentioned title one part a that is the one pocket of title one funds that it can be utilized at all schools regard regardless of title 1 eligibility and so we we look at we you know ensure that regardless of where a student who qualifies for mckinney-vento services that's attending school they're getting appropriate supplemental supports as needed thank you you're welcome dr jones thank you miss mal it's a really good presentation i asked dr moore about this about a month ago because i was very very concerned when i heard mr hart talk about the time when rent
134assistance was stopped and he was worried about our students and learned a little bit more i know several of us went to burgers for blessing blessing for burgers and the number of homeless sites we had and i told mr marsha it was a really good really good event for our community and i learned more uh miss mallets do you ever get to meet or your staff get to meet with the parents of the homeless you how do you bring them together if possible so i most of the family support is done on an individual basis because we want to respect privacy of these situations um sometimes they're associated with domestic violence cases and very sensitive um situations as i mentioned in the i think it's in next week or so we are going out to
135one of the shelters and doing a family engagement night however our social workers work with those families or sometimes myself as well to you know discuss with them what their needs are what their barriers are if we see things that we believe are causing a barrier to school success how can we address that how can we problem solve through it quite frankly it takes a lot of listening we have some very complicated situations and so sometimes you have to do a lot of listening to learn and then what are what can we do to best support that and sometimes there's problems quite frankly we just can't fix so we we have to reach out and this is probably you know which member in our community can help us fill that missing link or who is
136more appropriate to fill that missing link you see that they when they come in it's immediately going into the school and they have this form to fill out is there a person at the school each school that helps with that or how does that happen sure so um with online enrollment process of course that form is embedded within the online enrollment process if a parent comes to a school or sometimes comes through my office or sometimes comes through one of our community partners we ensure that we are meeting as a team with every for we've already met with every front desk personnel registrar health nurse anyone who would have contact with the person the family walking through the door so that they can assist and answer any questions and then i'm sure the principles or
137how are the teachers um how are the teachers communicated with it that's that's what the student's dealing with how does that happen um coupled i would say the the most efficient way that we do that is one-to-one contact when we're in the schools when particularly our social workers mental health specialists is in the school because again not every child has the same situation now the students just like any other academic record are identified on our internal focus student information system it is homeless status is protected by ferpa so we protect that very carefully so it's only school personnel who have a legitimate reason to have that information thank you and i like what you said again the social emotional learning it's so important for all students but especially these students where they really don't have
138a base if you will i'm going to go to money just for a minute okay is cares money used in this area if need be the chair not yet okay is it a is it a thought process that anybody's using to ask or currently for asterisks one and two there was none but complete could be used possibly first or three okay thank you thank you miss mallet thank you we don't know when sr3 is coming yep yeah thank you um yeah it's disheartening no knowing that we had what 423 students last year and we're already 259 my question is where do those students the difference in those numbers where did those students go or did they get climb out of their situation yeah great so at the beginning of the year basically we restart our
139for lack of better words we restart our account because we have to redetermine eligibility on an annual basis and so we see families sometimes move in and out of transitional situations in any one given school year so my meet eligibility requirements and then all of a sudden become permanently housed and then go back in a situation within that same school year where they're not permanently housed and so the and that's i believe the reason the state collects a cumulative number at the end of the year because that's typical and so as we approach the end of the year beginning of the second semester oftentimes with enrollment of with students coming in from other districts as well and that january enrollment time we will see our numbers continue to increase and sometimes it's you know as
140we're continuously working with internal and external stakeholders the identification process will lead to the increased numbers as well gotcha um spending most of my career in title one schools i had an opportunity when i was a principal to be extremely underserved population school so um you know speaking to what mrs rosario was saying because my school was so needy it was a school in fort pierce we actually had services i gave them offices and we had people from different services actually in our school on a day-to-day basis that's how much need we had one particular thing that i haven't heard you talk about and i'm sure you work with the health department but there was one need that came out and shocked us and because of that now st lucie county because it happened at
141my school now has a whole program across the county for it and basically it's a dental program because what happened is it started with one little boy at my school who had a huge behavior issue and we kept trying to drill down to what the behavior issue was you know it was i mean he just couldn't control it and it wasn't that he wasn't getting food he was he wasn't getting you know sleep he was a parent was homeless they were moving around but they finally had a place to stay that didn't help nothing was helping that we were trying and then we had the thought of you know have you brought him to a doctor yes have you brought him to a dentist no he's never been in his life so once they went
142to the dentist and found out this poor child had such pain and children don't show that pain they don't know to say i need to go to the dentist so what happened was once we got his teeth fixed it was like a different child and so the reason why i bring up that story is because sometimes there's a hidden issue that people can't think of are we doing a dental program and because of that now st lucie county has a hygienist that goes from school to school to school to work with kids they came through and worked with all my kids in my school sure so um we just recently and we did actually a couple referrals this week we have met with our health department and treasure coast community health that does preventative dental
143care for that very reason because often times those underlying medical conditions will manifest itself to lead to academic attendance concerns behavioral concerns in the school as you just mentioned and so if they're eligible with treasure coast community health for our mckinney-vento services program here as long as i certify that student is eligible they can receive those services free of charge or sometimes on a sliding scale but generally free of charge and are we opening that up to other kids not just homeless kids but kids of poverty that don't have the opportunity so um and i don't want to speak of course for tcch's policies but i think they have a very based on what i i've seen a very efficient intake system so where we have families in need who might not be eligible for
144mckinney-vento services because they have stable housing those families have the ability to be served absolutely awesome and then i have one short question that was uh one of the things i saw in there was abandoned in a hospital but yet i didn't see any of our students that had been abandoned in a hospital can you explain what that is so literally dropped off at a hospital um to you know say that you can no longer care for the child we have not had over the last i actually cannot recall a situation like that here and that's actually dcf gets involved in that meeting absolutely yes actually it's children and family services now sorry yeah i would have called it the same thing thank you thank you for the presentation thank you for you guys all
145you do and miss deeper steam virgin i i know her from working with her very very closely in the past at my school and um i know she does tremendous work i'm sure as all all of them do so thank you they do great job thank you um this is mr question for you um where do our foster children um fall in within this program sure so when essa was reauthorized back in 20 was signed in 2015 and the reauthorization went through approximately october 2016. students awaiting foster care was was taken out of the mckinney-vento eligibility however and i believe it's board policy 51 11.02 is foster care they have some of the very same similar rights as far as school stability um to serve those students and if i misquoted that board number i
146apologize but it's either first it's either behind or above the homeless one but i'm pretty sure i'm bothered the fact that you can say that right ed is like so um incredible right yeah all right so they they wouldn't necessarily fall within this particular mckinney vento program that is correct we would have another program for them however to ensure that we are capturing who is either awaiting foster care or inner foster care placement we do utilize that same student residency form okay and then that is sent to student services um the student services department um so that they can oversee those students okay so that makes makes sense and then my last question sure what can we do what can we do better you're you do you do this day in and day out um
147i think you know there's always room for improvement always continuous growth one of the things and i already heard it mentioned with dr morris he provided his annual update is working on things um such as attendance to me that's a big one i'm ensuring that our students are in and that you know is a broad scope um uh challenge that we have been working i think as a district wholeheartedly to correct um but ensuring our classrooms are engaging that students want to come to school that they find me they find meaning and success while they're there um and then working um you know directly with students and families to find out the why if they're not attending why what's happening is it something like an underlying condition that ms barenborg discussed is it that they're
148not getting their academic needs either met or enriched sometimes right um so i think that's what we can do better and i think the district's in a good place to continue to work on that and again i'm hoping that as the year becomes more typical as far as schools fully opened we're all back together and that continues um i feel confident that we'll make improvements in that area thank you all right next is ready all right next is mr fagan he'll be presenting f g and h items good afternoon board members through the chair thank you superintendent uh three three items i want to start with the last one first for speed uh review of external auditing services the in the past the district always use the auditor general's office they used to come in
149and do all of our annual audits well once we reached 150 000 people within the county this florida statute says you have to contract that out for two years and then they come back in the third year so this through this process uh it's a light the uh very few very similar to the selection process that we go through we get solicitations in we review the proposals and one firm rose to the top and that was cherry becker they're a very well known accounting firm within the state of florida there's a lot of annual audits throughout for other districts as well and so that's the items coming before the board so they'll have a three-year contract they'll do two then the ag will come in and do a third one and then we'll start the
150cycle over again any questions the other item is the renewal for florida blue as you know florida blue even though we're self-insured we have to have someone to administer all of our claims so that's florida blue so they're called what we call a third party administrator they ran the last part of a three-year contract and we had two two new year two one-year renewals we decided to go ahead and start negotiations with them to begin that process we were able to negotiate with them another five-year contract the overall cost of that five-year contract is approximately 96 however they gave us additional wellness dollars that basically offsets that cost that was wellness dollars will be used to hire a wellness coordinator and we can also redirect those fees wherever we choose so basically we got a
151five-year extension for nothing good job last item is to answer any questions that the board may have regarding the update on the rfp for legal services as the board knows we have two responders you each have already have a copy of their proposals the plan is for you to redo those evaluations get those back to jeff carver for your evaluations jeff will also on the fifth call all the references that are in their their proposals if they if anything unusual comes out of those proposals we will report back to you but other than that we will say we contacted all the references they were all glowing they were all positive there was no negatives there was no follow-up so you'll have that prior to the interviews on the 16th the outline for the interviews on
152the 16th is the two selected firms if both of them are are approved by the board will be five minutes introduction 15 minutes for their presentation and then the next question is up for discussion for the board today either 10 minutes from each board member 50 minutes involved or if they want to expand that time limit for the board members to ask questions a five-minute wrap-up so that you're looking at about 75 minutes for the total interview process for each proposal can you say that again sorry okay the for the 16th the outline for the for the interviews that the board will conduct is five minutes for them to come in to do an introduction 15 minutes for them to present now when they present they're supposed to come in and basically sell themselves there's
153some high-level questions in their in our document to them that says tell us about yourself how long you've been doing this can you relate to the rfp how are you going to meet the terms of the rfp basically what you do for a living and how can you help the school district when that is done then it will turn over to the board for your questions and the original concept was 10 minutes each for each board member ask as many questions get as many responses as you can in those 10 minutes but there was some discussion about extending that time period from 10 minutes to to whatever um then a five minute wrap-up so your total time is about 75 minutes for each each uh proposal um also we're asking that when the board members
154come up with their questions if they could run those through suzanne one just to check their questions but also to avoid duplications so there won't be any of that juggling questions at the actual interview we also sent you some interviews and potential questions that we had received and also some questions directly from suzanne that you may want to use as a resource to formulate your questions but you already may have your questions that are most interest to you you know just maybe a suggestion and then you all can chime in um my opinion 10 minutes times five people is plenty of time to get almost everything if not everything that one would ask ask but we might consider allowing one follow-up question from each board member if something was missed that they're really interested in
155it's probably unlikely when you have five people asking questions for 10 minutes but it could happen so i would just offer that as maybe a suggestion to add give every board member an opportunity to ask one more question if if appropriate mrs benberg why don't you go yeah i agree with you i think uh 10 minutes per board member um if we're succinct i think part of the concern maybe on a board member's part is i remember when we spoke to the superintendents we were interviewing them and some of them got a little wordy on us and when we went to ask not you um when we went to ask three questions uh our intent was to ask three questions and we were able to maybe ask one so you know i guess maybe somebody
156telling our interviewees that you know stick to the point and let us know so we can ask our questions and be fair to all of them both of them because i don't want to be able to ask one two questions and one one if my time expires so i think the follow-up question part i think is an appropriate way and and a fair way to do it so i'm fine with that i do want to state right now that one of the attorneys i read through everything already and already gave you my questions but one of the attorneys worked in st lucie county the same time i did and she worked for mr harrell who was the board attorney at the time that i served as a principal and i don't remember her i don't
157remember working with her i did work on was deposed for two cases and i don't remember her being involved in those cases so i just wanted to be able to say that i don't think i can recuse myself or should recuse myself because i don't remember working with her or do anything with her she might remember i don't know but i just wanted to be able to state that so the other thing is referrals i saw there was a long list of referrals you're going to call every one of them mr carver thank you oh just the five that they each submitted because there was one that had like 20 on there so um i'm going to call each firm submitted five references referrals they may have submitted some other information but i'm going to
158base it on what we asked where we requested in the rfp that they submit five so five for me just who i will be calling and and so you're stating to all of us not to call referrals is that correct to the chair yes ma'am okay so board members do not get involved in the referral why i'm sorry well and the reason why i say that is because i knew a couple of them on the referral referrals so i i was really chomping and fit to call them but that's to the chair and then i'll let the legal experts say it it's basically to keep you out of that detail process and he's not biased he will these individuals will not be working directly for him but i i would avoid is avoid that okay
159however i will defer to the expert we've already asked suzanne twice [Laughter] and she told me why so i don't know if you want to say that now or um when you have five school board members who are all evaluating one individual it's very difficult to receive five phone calls from individual school board members asking you questions as far as a reference is concerned my concern is if i were on a reference list and someone called me i'd absolutely answer the questions the second person called okay um and i answer the questions the third person calls i'm not sure i'm returning that phone call because i've answered these questions why can't you pull your information it's the repetition of individuals calling and calling and calling and calling the first person will get an answer i'm
160concerned the third fourth or fifth person won't get a return phone call or you won't be able to get the information so if you assign someone to make your reference calls for you they have a list of questions to ask and all that information is then gathered and reported back to board members um that's that's a typical one person usually calls references and i'm fine i understand that and i'm fine i won't call anybody that you know i wanted to call so i'm just stating that now i won't call them you just wanted to catch up with somebody i did i did i saw a couple names that i knew right dr jones i'm sorry mr carter after you call them you're going then to give us the feedback so then we score in that
161area correct um yes ma'am um i'm going to i created a document that has five or so questions um and it was reviewed by mr agresta and mr fagan and i'm going to use that with every single reference and i'll i'll provide to the superintendent copies of all that information for you i'm actually not going to wait until november 5th i'm going to start it right away because it aligns more with our request to have the information back to us by the 26 i believe so our information is due friday by 2 pm correct to so will we get that information from you before then to put that score in i'm going to start working on it tomorrow thank you i'm okay with the time for the school board members but just to be flexible
162if we do have a follow-up question not 13 of them but if we have one that we think is important to follow up on i would appreciate that mrs rosario um i i have some concerns um the process i understand the process i understand that you know there are some concerns with you know receiving five different phone calls but we did it with the superintendent and the school attorney the district attorney is the only other employee that we hire the only person other than the superintendent that we are responsible for the hire we're the ones who get to determine you know the the superintendent doesn't even isn't even involved in that higher process it's critical that we understand who we're contacting and people understand you know that there are there this person is i'm sure
163you know they were notified and said i'm gonna put you down as a reference uh there are five you know school board members they may give you a call if someone is not interested in that they would very clearly say you know no i'm not interested in receiving five different phone calls but other than that this is this is a very important position this is very important and this is nothing to do with whether mr carver has selected the right questions to ask during the reference call it's about making sure that there aren't isn't anything that we that we forget because to stick with only five questions to ask during a reference call it it limits you it limits you to find out more than you would receive from that call i just think that
164it is it's not it's not going to do us justice to really vet individual candidates the way that they should with regard to timing i'm okay with the timing i definitely believe that there should be follow-up allowed in there i also think that what we did with dr moore i know that we had individual interviews with him but the process allowed for the board to create um like a set of collective questions that board members could ask that were very general they weren't specific questions that we individually wanted to know um the the more general questions i think might be something that we should consider in terms of maybe asking firm questions what does the firm have to are because there are two parts here there's the firm providing whatever the firm provides and that
165we would ask during you know a larger uh portion of questions that maybe collectively we can agree to what those questions might be and then of course our individual questions so that was a that was the conversation mr fagan and i had about this um and sometimes i'm wondering and and suzanne might be able to chime in on this sometimes i'm wondering well i'm wondering if an individual attorney who shows up for an interview would have all of the questions or all of the answers that we might ask with regard to what their firm offers is that particularly the case suzanne uh mrs z aggressor i'm going to answer i'm going to say generally yes the individual who will come and is looking to serve as your school board attorney would be able to answer
166his basic historical information about the firm that supports their work okay so it's not likely that we might be in an interview with a candidate and we ask a question with regard to will your firm provide support in federal cases if you are not certified to support us in federal cases for example will your firm provide do you have a substitute like when when you weren't here there was a substitute that was provided will your firm provide whatever other you know concerns that questions we may have um what i'm hearing from you is that this particular person should be able to answer all those questions yes ma'am if the individual individual is prepared for the interview they'll they will have thought through how they are going to serve the school board including flu days how
167how do you still serve the client so would it not be uh in the event that a person in the event that we have two candidates that are not good candidates what if these two candidates since we only have two what if these two firms are just absolutely i'm trying to think of the worst case scenario not the candidates for us and collectively the board says no way know how which i don't think might happen i'm just thinking worst case what would happen from that point because we are on a time crunch since you are retiring very shortly and we cannot be without an attorney does anyone know what would happen from that point or we're just praying that one of these two would work out right i just i don't want us to be
168rushed to make a decision that is not going to be in the best interest of our district just because we're on a time crunch honestly i i know that we had a little bit more leeway with dr moore because we had an interim superintendent i don't believe that we could have an interim attorney or can we through the chair i asked the same question to the to um suzanne and per statute you don't have to have an attorney you have to self-manage yourself then after board meetings so you don't have anyone there to help guide you through the roberts rule of order you're not required to have an attorney there it's always advisable so in answer your question we could we could could we go without an attorney oh you could but it wouldn't be
169advised suzanne retires on the 30th after the 30th her firm does not have anyone who can assist us they simply do not have the capacity now that's only with the board now suzanne's team may be able to assist us with the other works such as contracts reviewing issues like that issue questions come up that she may have some resources that she's still checking to see if that and i'm speaking for her so suzanne please jump in okay but that would mean we would have to start the solicitation process again right okay but you would have to be kind of self-governing yourself or you could do a solicitation and say hey i'm looking for someone for 30 to 60 days to guide us through the meetings does anyone qualify doesn't have any time for any other
170work they just will come to our board meetings and help guide robert's rule of orders someone else would have to handle all of our legal questions after that and that would be by contract the contract if there's someone if we could find someone who has that capacity and that experience that do pretty good suzanne yes mr fagan so what what do you all think about you know um uh collective questions or you know group like the entire board wants to know about your firm you know what your firm has to offer so there there would be like two separate so that would give all of us an opportunity to to ask general questions and then ask our individual questions go ahead um just like i think with the with the superintendent's interviews i think the
171attorneys would be given time at the beginning to do a presentation and i think that is telling of as a as a board member sitting there they're going to try to sell themselves and they're going to try to tell us the best it can in any interview i did with hiring teachers i really didn't leave them i i was very open-ended and said you know first of all tell me about yourself and what you can do to you know to want to be at our school and why is our school the school to come to i think it's the same way here is more open-ended you are the more you're going to learn about the candidate also um having read through these packets i'm at least on paper i'm encouraged i'm encouraged i i hear
172you i i share the same i just i think i'm being more cautious and you know worried about all of the what-ifs and the possibilities so i just want to be sure that we make the right decision for us i really do i don't want us to settle on anyone that really wouldn't be a great match for us i don't want to settle either no absolutely not dr jones go ahead i was trying to figure out how many interviews i've done i was in administration 25 years so it was over a thousand you know that's minimum you can do 25 for one teaching candidate but looking at the material that we were given finishing all of that last night you know obviously waiting for mr carver on the references i don't think i called too
173many references that were listed that gave a bad evaluation you know so that that that's good to do and i believe me i've called many many references but i think uh as miss berenberg said in that first 15-minute presentation we're going to find out a lot about what this firm is doing and how they can help us and i share miss rosario's you know we don't want to make a wrong selection here that that's crucial i too am encouraged by the two that applied and i think our questions after we talk with mr gresta and we can make sure we're not asking the same thing will be specific to what we want as a school board for indian river county i mean we've got the general we've seen their packets a lot of good information
174a whole bunch of people listed that they've worked for and so forth so that gave me the general then we'll look at their presentation then we go into our questions and if we have a follow-up cool we'll do that and i think that's important um and if we don't find someone then we look to see if we can govern ourselves or we go out for that 30 or 60 days but i think the process is one that will work for us yeah i i've been through these things before obviously in the private sector it's different i remember when i was president of the college we used an outside firm and decided we wanted our own in-house full-time because for lots of reasons and it's amazing how at the end of the day things seem to
175work out we just finished a search actually this morning um on a bank that i'm on the board of and we three of us divided up and we each called references as opposed to three people calling the same person you have enough confidence in the people assigned in this case one of the benefits of having one person whoever it is is you're going to get a consistent question and you're going to get a consistent response the way it's written the response to that question is going to be consistent as opposed to how one of us might interpret an answer given to a specific question of that candidate so i i think we're going to be it's going to be fairly obvious i think as to one the two firms being qualified and then it's a
176matter of you know maybe some of the qualitative or more subjective considerations who fits better their style all those things matter but when you these are two pretty uh in-depth folios of these firms and i can't imagine someone coming in and not selling not only themselves but their firm because nobody's an expert in everything i mean you're like a quarterback you're handing things off and you know the big thing for me is the ability to provide guidance and support in our continuing dealings with this consent order with naacp some of the normal things in the way of governance you know the parliamentarian that's pretty standard stuff but i think you know the administration feeling comfortable particularly in some of these sensitive areas i think is really important and we'll see but i think if we
177if we take your outline mr fagan i'm not hearing any objection and provide the board members with the opportunity for follow-up because something could be missed or the way it was answered perhaps you'd like to expand on it or ask someone to expand on it i think we can get to where we need to go that's my opinion further questions the one one thing that i would i would just like excuse me to mention um i think it's while it's our decision it's really important to get dr moore and his team's input because day in and day out we're going to be gone some of us you know whatever it is uh dr moore and team could be here a long time hopefully and uh it's important that that there be a comfort level with
178both firms or if there's a preference of one versus the other that be you express that to us ever you think it's appropriate and if it's not appropriate that's that's your call but i really think we need to listen to the input we get from staff just my two cents worth all right good thank you thank you mr fagan mr carver outstanding and mr bass and mrs castafoley will present items i and j good afternoon good afternoon you're closed you're close chris the microphone's not working correctly good afternoon i have two items too i have two items to present to the first one is the um teacher evaluation procedure manual and i just want to start off by saying the level of collaboration to put this together was tremendous um just like to thank publicly
179uh miss freeland and her ircea team uh the numerous teachers at all three levels elementary middle and high that sat through the committee meetings and worked through this you know the district uh administrators uh principals assistant principals their their way in and then uh hr team uh you know miss miss oh miss christopholi uh dr sue mike smeltzer and also we drafted ms emerson from cni to work with us also put this together i don't know that the collaboration could have been any stronger and because of that we came up with a manual that we feel is is fair and equitable and and everyone is satisfied with it and we hope really hope that moving forward we don't have to do this every year because it seems like the past few years we've had to
180go back and and recreate the wheel and hopefully we've got a a product here that will stand the test of time with minor tweaks giving out you know whatever the state mandates for us and also things that we see that we need to correct so we feel like we're in a good place here um and also always want to give a shout out to ms christofoli and her team for putting together an online tutorial training session that staff can go in and view and work through so they can get a better understanding of the evaluation model and without further ado i am going to turn it over to miss christophole for an expeditious preview or a presentation of it so what you're seeing is the actual powerpoint that is part of the canvas course that
181all the teachers in the district have access to and as soon as we sent the link to self enroll i checked probably two and a half hours later and there's about 200 teachers that had already enrolled so miss freeland from the president of ircea miss emerson and myself did a voiceover of this powerpoint it comes out to about a nine minute video so to show the collaboration and that video is also available in the course it's on youtube as well so i'm not going to go through all the slides because it would take too long but basically there was a request from ircea and the district to be more equitable to all teacher groups all the mba groups whether you're a core teacher an elective teacher a guidance counselor yeah cte teacher so we had
182that in mind as we were going through so by statute one third of your summative score must be a student performance score and we actually looked around at different models from the state and i'll say stole from some others like good teachers do so the uh summative score is made up of three parts in the instructional practice score which is your formals and informals and there's a schedule depending on whether you are a category one or category two teacher which is dependent upon how many years you've been in the district and there are only 23 elements because we're using the new marzano focus model so they will all be averaged together previously it was a different percentage was weighted depending on the domain so this is just whatever you get scored on all of your
183observations they're all averaged together to come out with a final score which is a zero through a four and then there's the chart on how you become highly effective this is the instructional non-classroom model on the right so you can see on the left for the teachers there are the 23 elements standards-based planning standards-based instruction conditions for learning professional responsibilities and then the other one of the other thirds is deliberate practice one of the requests was to be able with all of the things that the teachers are tasked to do to be able to have opportunity for a deep dive with professional development and it be their choice so before it was uh well we're gonna we're gonna make you do this one but you can pick one too and now it is completely teacher
184choice of something that they want to choose to surround their professional development around and work with their evaluating administrator in a more of a coaching model that if they're starting out at a certain level they can discuss what strategies they could use in the classroom so when they do go into observe they could see those strategies and work and work towards becoming highly effective with that one element and then the student performance score is completely different than it's ever been and this is really what brought the equity to all of the mbus it is their choice they are to agree with their evaluating administrator and what their student learning objective is and so for those of you that have been around on the old ippy dippy or professional development plan you would write some goals
185well now they have meaning and they are attached to an assessment where you will be at the end of the year closing out that form and saying here's my iready data if the teacher chose iready or fsa or if they wrote their own locally created assessment which they can do and that's not just for elective teachers but any teacher can do that but that is agreed upon in the formative conference meeting at the beginning of the year so this is all from the tef and then you can see it's found on page 60 but we provided a chart for the teachers it goes from pre-k all the way up through 12th grade all the possible different grade levels and courses subject areas that you can teach and what historically has been your what was part
186of your state vam fsa eoc ib test ap test but that everyone can also do an lca and so we also decided because we also had about five elementary principles on one call saying okay well if it's i ready what would that parameter be we wanted to be able to give the teachers explicit so that is also part of the test so they can choose growth or proficiency typical or stretch and that would stay in standard view if you know i ready so the formative conference checklist really goes through and it is on here it goes through one of the intent was to make sure that the administrator was taking the time to meet with each teacher review the tech so they understand and that is outside of any training you'll see that it goes
187through oh did you look at the conference forms did you look at classlink so you know where to get find i observation do you know category one category two how many forms and informals that you need and then at the end is the actual summative evaluation form so they already know what it looks like and that is all part of the formative conference and then how do i track that's on the professional growth plan and you'll see that it looks very similar if you've been around to the epidippi but we have changed the right side instead of goals it says student learning objective you will also see the deliberate practice box where they are in the formative conference agreeing on kind of a beginning level and then they're going to include all of their professional
188development activities throughout the year they will meet in the middle of the year um i just went through to show all of the different things they'll meet in the beginning of the year and the mid-year to review and so as far as training is concerned um we again have created this canvas course but we've also tasked each principal to have their own training on their site to review the tech with their staff so their staff could ask any questions and then miss emerson myself miss olk hr any teacher can call us email us with specific questions if they do and they have already so i just want to go through that real fast and then open up any questions you have thank you sure um i will say this template looks awfully familiar to the
189one i used in st lucie it's been around a long time yeah it's interesting um but there are some things that are unique and different and and what i heard you say i'm going to go back to first of all pig p-i-g-g for the acronym um one of the things that the union wanted to make sure that was in there was intentional they wanted the teachers to hear that this was an intentional growth plan and it just came out that those are the letters um but they won the teachers when they were creating their student learning objectives and their deliberate practice that was an intentional choice okay well you guys can deal with the humor that will come up from that um the what i want to see is well there was a question you
190said that teachers can design the test because it used to be that you know if i was a third grade teacher i had to use ela scores and math scores and yet the teacher that was getting paid the same as me down the hall my music teacher could use a test that they created which might not be as difficult right um so my question is if anybody can use this teacher create a test who's reviewing it and making sure that it's hitting standards and making sure that it's difficult enough or there was enough rigor so there's a lot of discussion about that and in the tepid states that the learning that those locally created assessments have to be standards based on the standards that the teachers taught and to the left the level of rigor
191of the standard that was taught that semester or a year so you're not using then teacher created tests from across the district i know that yeah it's been done no it's on an individual basis and they don't they don't have you know they can but they can use i ready they can use achieve 3000 they don't want to do the work of creating it they can use it you know okay right and then um one concern that i think has come up in the past that we just need to say it is that um there's been a hasn't been a correlation between the number of highly effective teachers and the effectiveness of that school or the district um because of the way the evaluation process was before and and because of this shift you might
192see people that were highly effective become effective and freak out basically those that's the term for it um but i also have noticed if if we had whatever the percentage was of highly effective people then why isn't that being shown in the growth of the school or the district so will this better give us that correlation or alignment do you think so i'm going to speak for myself and say that one of the things that we're doing with the principles is making sure there's a lot of pd and integrator reliability when they're doing their walk through their formals and informals but on the other side two-thirds of the final score is really teacher-driven so i'm choosing how i want to have my performance score i'm choosing my deliberate practice and it is up to the
193teacher to grow in that area and show that they've grown so that that will be reflected in a score so you know they need to choose wisely what their slos are going to be and what their measurable outcome is going to be and i think that that will be make a big difference in you know i don't want to say evening things out but being true to the to what the score is for each individual teacher so i think what this process highlights is ownership and the old structure and different variations of the old structure was here's your evaluation this is what you will do and you're going to produce an outcome and there's so many different variables that may actually contribute or not contribute to that particular outcome so this forces the dialogue and
194support between the evaluator and the the employee to sit and collegially agree on what is expected how it will be evaluated i think another powerpoint is the fact that we're focusing in on process we're focusing in on the things that ultimately improve the outcome so what we will see is a higher level of collegiality more intentional conversations around what's really happening in schools uh more efficient conversations around the struggles that teachers are having with the administrators to solve those particular problems and higher alignment of support based on uh this particular process so very proud of the work we shall see all right my second item thank you hello i have a question sorry thank you um i think it went through about eight types of evaluative forms and formats yeah formats and um one that
195i always came back to was growth i mean you have teachers you know your teachers the first five years you're really working in some certain areas just in general to help them and then you get your teachers that you know are there they have that and what are we going to do to grow and obviously data is something we're going to look at all the time i remember working with this about four years ago and miss christofolia in your group this this was a good job as far as looking at what we want to do and the key to me is always the evaluator and that teacher looking very specifically at what we need to do not a gotcha but what do we need to do to get where we need to go i think
196that's important interesting how this will work when we go to the progress monitoring that the state's going to do and i know that will be little tweaks in there but but you know we just have to be you know very upfront with the people we're evaluating this is what we need to do this is how we're going to get there and this is how we're going to support you the coaching model is key in anything that you do so i think that's important and you know our administrators making sure that they are trained to evaluate those walkthroughs the impact reviews the data come didn't have that when i was a principal those are helpful and it's a lot of work it's a lot of work on the administrators a lot of work on the teachers
197but again it's not a game it's something that we want you to be successful in so our students are successful in in and i just like the formatting thank you hi can we pull up the um what what you refer to as the old ippy dippy i think it's the sps now the sps is the student performance score okay so what what what is the new word for the ippy dippy so it's a it is a professional intentional growth plan it it used to be a professional independent can we professional development plan that doesn't sound right you guys think that through yeah i don't think this can we pull up the pigs please the pig or the people it's about slide 15 or something um i i just wanted to because it's not in the
198manual that was it's not it is not it is part of the yeah it's down more sorry 20 maybe yeah that is not part of the tech it doesn't have to be part of the topic okay that is a title to professional development called educator quality piece okay but it's included within the presentation yes the procedures manual right it is included in the presentation because it is a it is a necessary part that the teachers complete this is where they're going to write their slos which you this form is always done as part of a professional dev this is their official professional development plan it does not it is not a requirement to be in the tech by the state so one of the things that i thought um since we're talking about aligning everything
199together that we have was specifically aligning whatever their professional growth plan would be to their school improvement plan and i don't know if we can add you know an area there or indicate somewhere that whatever they're doing professionally is going to help move the school and help the school reach the goals that the schools are setting forth in their school improvement plan and again we don't want and we want you to actually grow professionally but we also want you to understand that you're part of a school and we need to all be on the same page with that so how how can we better align these pieces so this year i think this particular area is really drilling down to the individual need of of that particular teacher so a school improvement plan using the
200example that we've been working through differentiated instruction which is a school-wide initiative this particular teacher may be a brand new teacher and we're more into classroom management or maybe a career cte teacher and it's more industry focused whatever the case may be so we need the ability to you know be individualized uh from the perspective of where do we grow this specific teacher and their highest need area while the same time school-wide we're working on this particular strategy overarching across the entire organization to make sure that it's sustainable at the end of the school year so it allows us on on two different levels one of which across the entire organization working on different state instruction while the same time meeting the individual needs of a particular teacher based on their own self-reflection and dialogue
201with their evaluator so this the pig doesn't have to be essentially it could be individualized on any i'm sorry what what did you call me that's going to be the problem right there i know i think i think we need to i think this really needs to be thought through um we just don't use that because we use acronyms for everything even the ippy-dippy was you know a cute little twang to it um but i so it's going to be individual right and it'll be individualized and that really is the intent we want to force the conversation a really supportive collegial conversation regarding the reality of what that teacher needs which means support and development for administrators on how to build that trust to facilitate those kinds of purposeful conversations so that um what used
202to happen years ago which hopefully is not happening now is that if a teacher was put on um some kind of performance plan because there is a need for that the ippy-dippy would be used uh to support whatever that whatever that performance plan would be and then what i'm hearing is that's no longer going to be the case your your pig is going to be specifically for your professional growth and will not be tied into your evaluation or will it correct so if so by statute if a teacher has back-to-back unsatisfactory scores from an evaluation that's one reason that they might go on an improvement plan you could use part of the professional plan if that was the area of deficiency gotcha but if it wasn't and it was something else then the plan the
203performance plan would be written based on what the deficiency was with strategies to get yourself out of that okay and written by the teacher not by the administrator together together oh together interesting okay um i had another follow-up question does the alignment of the local exams that you mentioned before do those have you said that they were based on standards they're not based on curriculum but based on standards correct correct and then page 12 of the document that you provided for us on page 12 there is the it's a the top portion of the rubric it has highly effective four effective three developing needs two and then the last column uh on the right says unsatisfactory one and underneath that it indicates beginning slash not using but if you keep scrolling all the way down
204the actual i guess marzano rubrics have one and zero separate from each other so there's a one and then there's a zero which is nothing you know um do we need to change that very top indicator so all of that was agreed upon with the union those scales okay because it's not consistent that's all i'm saying so there's an overall summative score that has a scale and then there's individual depending on the part of the evaluation like the ips the deliberate practice the student performance score and the summative so like the summative you have to have a 3.2 to a 4 to be highly effective and then it goes down from there yeah i don't think that that's not what it is this is on page 12 it's the step-by-step calculation is that the same
205thing i don't have it in front of me so take a look at that because the it's just the columns just aren't aligning with what is consistent throughout the entire manual then mr that the final item uh belongs to you which is um i got one wait he's got weight room weight room let's let's get in shape okay um so last item is the weight room equipment purchase for sebastian river high school uh very excited about this after going to sebastian river high school seeing the condition of some of the weight equipment there that's been there probably since the inception of the school dr jones um it is time for um a a redo there justin and i'm going to try my best to pronounce his last name correctly pelacia the new athletic director at
206sebastian river high school started in july hit the ground running we met and looked at what we could do to improve the entire athletic program at sebastian river high school and we kind of all felt unanimously we needed to address the weight room first and timing of this works out perfectly because they are due for new flooring in there so all the equipment would come out the new equipment would go in after the new flooring is put down um excited about the setup that justin and his team work with bsn sports to come up with so basically you'll have 12 bench stations with double bar racks that will allow for additional exercising and strategically placed and you're looking at possibly as many as 36 kids working out in that weight room at one time which
207is tremendous we're really going to maximize the space you know and the other thing i like about the the quote that they put together is yes you're working on big bulk muscle building but also they have got equipment there for smaller muscle sets be used by males and females so really excited about this i have one sure little question one the reason why i don't know if i can vote on this and approve it is because of the land mines they've got three things in there called land mines can you tell us what those are so i'm not 100 sure what the land mine is um i don't want to approve put land mines in there i trust justin and his team and putting that together um i can get you an answer on what
208the land mines are what is it this is a marketing branding yeah not sure i'm sure but you know so it's probably i'm going to come back with some common name that you and i know from back in our times when we were actually in a weight room and was like oh okay why they name it landmine well and i mean you've only presented two items and one was a pig and one was a landmine so i'm a little nervous about that yeah so i think i think i'm done for the day thank you all right thank you and now mr barefoot the the final item uh was yours we'll push on the board protocol that was aspirational to begin with um okay um we've all received plenty of feedback on our proposed changes to
209policies so if you'll so i don't need to provide any context we've had plenty of contacts provided so i'm going to go through several bullet points here with a suggestion at the end at the workshop business meeting on september 28th the board engaged in a dialogue to modify policy to ensure that the business of the board is placed as a priority over the last several months at times the business of the board has been initiated late in the evening due to extended time frames in which citizen input took place on september 29th of this year the national school boards association crafted a letter condoning current conditions surrounding school board meetings and uh obviously as you've all seen the florida school board association responded to that and in turn i guess after the performance of attorney
210general merrick in front of a senate committee the national association the national school boards association has apologized for that letter and the language in it a possible solution to ensure that the work of the board doesn't begin at late hours is to begin the business meeting at 5 00 pm this would allow us to continue our current practice for citizen input our current practice for citizen input while at the same time increasing the likelihood that the business of the board is initiated earlier in the evening if the board is amenable policies 06106.0165 which is meetings 0166.1 which is workshops and policy 0168 minutes would be brought to the board for approval in november as they do not change or modify our current practices there have been some edits to those i would call them cleanups
211but they don't change our current practice policy 0169.1 which public participation in board meetings which we've all received plenty of feedback pro and con would not come to the board for approval as it was advertised as a result it would not be modified and we would continue with our current practice in other words we don't change which we can change the when we begin the meeting the time but the meeting itself we're not going to change any of the policy and from a practical standpoint if someone were to come and speak to a non-agenda item before the business meeting and then during the business meeting somebody else came to speak to an agenda item the length of time involved is still the same so it makes no sense uh particularly in this climate when i
212think people perhaps have misunderstood or misinterpreted our intentions in these discussions it's not worth tweaking this and my suggestion is we leave it alone people are going to come and speak to whatever they want to speak to the agenda items items that are not on the agenda we just start the meeting earlier now whether that meeting starts at five o'clock or 5 30 would give us that much more time and to accommodate those who would like a break between the workshop and the business meeting we can start the workshops at noon rather than one o'clock so that's my suggestion and i don't know how you all feel about it uh mrs rosario go ahead yeah um i'm i'm glad you brought this up at first i didn't know where you were going to go with
213this i have to say that i appreciate bringing this back to us now after hearing you explain your bullet points um even though initially i suggested uh creating this pre-agenda session to begin at five o'clock i did that because i did not want any non-agenda items to wait until 9 10 11 12 midnight post our meeting so i just thought the best next you know possibility for them would be the five o'clock but still even after thinking about that our our statute and our governmental manual for sunshine regulations states that we should make sure that our meetings are [Music] let's see if i can get the word are um judicial no no no oh offered at a reasonable opportunity reasonable time reasonable opportunity including formal um or informal settings so thinking about the five o'clock
214time slot i don't believe that five o'clock is reasonable for for working families they work typically nine to five anyone who wants to come and speak to a an agenda or a non-agenda item would not have enough time to get here even if we were to keep it the way that we have it now or not starting at five o'clock just not reasonable um i do believe though if we were to go with your suggestions mr barefoot i might support starting at 5 30 maybe 5 45 but not at 5 and then keeping everything as is only moving it slightly earlier if we start 5 30 5 45 either one of those times i can support that and keep everything as is and we also have to keep in mind that we will not always
215have 100 people wanting to speak tonight we're not we only have those ebbs and flows when we have controversial issues so there are some times there are some evenings where we're out of here in an hour and an hour and a half and then there are some that we were elected you know we chose to run for the position of which we knew ahead of time that our board meetings were two tuesdays a month god bless you and that our board meetings might run very late so i i would support keeping everything as is and moving it to the 530 545 time slot that would actually give us enough time to do the benediction like we usually do the presentation of the flag like we usually do start presentations and still give working parents enough
216time to get here in time in in time for comment so i could support that if we can come to you know and and to your point mr rosario we all i don't remember whether i get them by myself you know you get so many of them but there were a couple said that the five o'clock time frame even if we were to have it pre-business meetings a little early to get people here yeah 5 30 was seemed to be a more reasonable uh request mrs barenborg thanks um i'm glad you brought this up too because it's been bothering me um yeah we're getting lots of feedback i think that what people that were positive about it in their feedback i think it wasn't that they want us to quelch people's first amendment rights i
217think what they want is just civil meetings so i think the answer to that is you know i agree with mrs rosario 5 45 maybe at 5 30 is when we get together and have the um benediction is it called a benediction at the beginning i'm not quite sure okay benediction and then um presentation colors presentation of colors i don't know if the presentation colors though should be part of the me the meeting that's filmed and all that so you know you can work out those logistics but i agree i think 5 45 is a good starting time um and maybe us as a board ready to go at 5 30 that way if there's something ahead of time that we're all here for to sign a proclamation or to have the benediction then we
218we have that done before we're ready to go on camera at 5 45. um you know our rules i think are fine if they're enforced i just think you know sometimes it gets a little crazy running a meeting and people tend to you know are be very very um strong in their feelings and so you know as the chair you just got to make that call of you know when it's time to kind of calm it down or give it a break or you know stop somebody's from speaking basically and i think that the rules that we have right now and i understand why we brought those forward i just think the timing of it right now with everything that's happening is not good agreed uh doc jones dr jones we have this on our
219webpage our november meeting that this policy is out there for citizen input does that remain the same if we were to just she needs a little bit more well it's on there our november 16th meeting we all voted it was 5.0 vote to put this on for public input at the november 16th meeting are you looking to change i mean that's out there for 30 days you would not you would just pull it from the agenda correct absolutely and um dr jones what i would suggest is if you're looking to change the public hearing for november the 16th then to specifically add that to the agenda this evening and say that public hearing will be on x as opposed to abc i wasn't looking to change it i just wanted to know you can pull
220something off of that public hearing um notice we just can't add anything we have to have that 28-day notice to the public so we could pull something off and i thank you mr barefoot for saying this and i understand uh national school board association fsba and their response and so forth and i'm sorry that's even happening i've been in public education for 43 years and and loved having parents and their input and you know on campus so you know that's never been an issue but one thing we did discuss if you look back at the workshop is that we were all in favor for getting the business of the board done and that was crucial to us you know we talked about this today on all the information that we received and it was good
221information i mean this is why we're here and please citizen input is essential absolutely essential and 40 years i've been here very few speak on action or consent items i would from what i have researched probably less than 10 percent and and we all know that we can't just stand back and say that more of these things are going to be coming we've all gone through this critical race theory equity mask some things will be coming and i don't know how many times we've said we're not teaching critical race theory so you know let's be honest with that we know those things are here we know we're in that arena now my intent for bringing that up and it was on the agenda the detailed agenda that day was you know we've got a lot
222to do we've gone through a pandemic we're behind in some things we want to do better we look at our ranking in the state overall that's that's what i feel we were elected to do is the business of the board citizen input you know on the calls i've received and the emails i've returned i have no problem coming early or staying late some of our school board meetings start at three in the in in the states some start at four so whatever we can do to make sure that the citizen input is there and i i don't think anyone's first amendment was violated because they can speak and i don't care if they're on tv i don't care you know that was never an issue for me but there are to speak to the board
223you know they are to speak to the board and if it's before will help a little bit after we'll help a little bit that's okay but um like i said when we left that meeting on september 28th it was a 5-0 vote to have to consider this to listen to input i'm not saying it would have passed i'm just saying listen to input but i will certainly work with board members but i just want to make sure um that we are making sure that we are doing the best we can for our students that's our main reason we are here so whatever we go to you know i'll listen and i'll i'll do my vote but i i don't know probably 5 30 would work better but um changing because of the time that we're
224in with nsba and fsba i'm sorry that happened i really am but that's i still think what we what we need to do here is so important and maybe um you know a school board chair you can think of some other things um as far as what we need to do to make sure that's our priority you know the it's unfortunate it's sort of a confluence of events here on the national scene you know the senate hearings what's going on in loudoun virginia the governor's race i mean you can't pick up a listen to a television station i don't care whether it's cnn or msnbc or fox or saturday night live or saturday they did a skit on this and so yeah again good intentions i'll be kind to ourselves and say good intentions are
225not always rewarded i think in this case what we should do is continue as we have start earlier i'll do a better job to the extent i can of managing the meetings and if it turns out that after a few months we still have the same issues and we're having difficulty getting the business of the award conducted then we can revisit this but i just think now is not the right time and and timing is everything in life and uh and the only thing that i had mentioned i think to miss the aggressor early on was that and i don't know where it fits is if we are going to do an amendment i'd like to see signs eliminated from the meeting room because you get people sitting in the middle of that room holding
226up these signs and the people that sit behind them can't see and i don't care about being on television or not on whether it's tv or or obviously it's got to be audio that's my only concern about what has taken place in some of these meetings um but that's just me miss rosario go ahead yeah i'm i'm are you okay with 545 i just think we ought to do it at 5 30. i mean it's better than five but i would prefer 5.45 and and like mrs behrenberg mentioned we shoot to begin at 5 45 but we're here at 5 30 or 2 for the benediction for the benediction we're here at 5 30 for presentations presentations are part of the formal business yes presentations will start at 5 45. well we're right now we
227start at 6 00 we start at 5 55 and there's the you know the if there is a benediction we don't always have one but if there's someone we're supposed to look i i don't care the big thing as far as i was concerned now is not the time to to create the impression which we've done in some people's minds to try and and and uh silence citizen input that was not the intention it wasn't you're right and i'm glad that there's consensus here um uh mrs barrenburg if you might let me just ask mrs diagresto one question please because i had a follow-up to what was mentioned earlier about pulling items mrs c agresso you said that we can pull an item we just can't add an item can we pull these before the
228november 15th or do we have to wait until the november 15th and then pull them um i i think the it's november 16th so let's just be sure sorry 16th is a tuesday so i just want to be sure i don't want that to get out that maybe we're moving the day of the meeting um you could do it either way mrs rosario the board um could take action tonight to cancel the public hearing with regard to the rule adoption on never that's been calendared and scheduled and noticed for november the 16th that way you could publish a notice of cancellation so that folks don't come down specifically to speak to something when it's been cancelled and taken off the agenda or you can wait until that night and pull it you know oh so
229there can be a notice of cancellation before the 16th to cancel the public hearing with regard to the rule adoption yes and that can happen at any time tonight that can happen tonight which i think it should is that something we have to vote on did i hear that no we just yes the board specifically made a motion um for a public hearing for the through for the rule adoption process for number of the 16th so um if if the board wishes and they wish to cancel it and they want to put that notice out ahead of time you would pass a motion at the business meeting this evening to cancel the whole thing a piece of it i mean whatever it is so whatever you have to be added to action right okay sure
230sure um okay that's a separate issue and we were talking about that um if you'll think back to november of last year the board established its meeting schedule as for as well as the time of your meeting so if you wish to change the time of your meeting please do it with by emotion a second and a vote to change the regular and the regular business meeting start time from this to that there's a forum that's filed with the department of of education with your meeting schedule and the starting date and the address and all that kind of stuff so just be sure that you do that if you wanna one meeting is not a big deal we're gonna tell a special meeting at five o'clock that's not a big deal but when you're changing
231your regularly scheduled business meeting we do need to do that with a motion and then submit that information so tonight we can add two items to action one that we remove from cancel remove from the agenda ref apology changed the policy uh whatever it is oh right and we changed the meeting time effective going forward from six o'clock to we can do that tonight no you could do the time tonight are you changing the meeting time for your next meeting no well yeah yeah we could yeah why not if i mean that's okay you guys have notice when you have your reorganization meeting you would then establish for the year your schedule of meetings the the date the time the address all of that stuff mr beer you do that november every year can you
232oh okay so can you for my benefit if not others right out exactly between now and action tonight that we we move the meeting time for the november 16th meeting to 5 30 and we remove or whatever the wording is to provide notice that we're going to uh withdraw any change to policy 0160. um mr chair um knowing the november 16th schedule because it happens every year at the moment at five o'clock you have a scheduled reorganization meeting to select the chair and vice chair and to establish your meeting date and time and location at 5 30 you have a leasing corp meeting scheduled and then you have your business meeting at six so they're so i'm going to get you in the weeds for that meeting you should stay the same for earlier i
233mean we do because superintendent's got a lot of meetings that day 5 5 30 and 6. so shift everything earlier what do you want to do so so why don't we do this to make it why don't we have the normal schedule but we effective with the december meeting we go to 5 30. that's always saying on that that doesn't it gives everybody plenty of notice our proposal is that's when we make the decision to move to 5 30. right yes tonight that way in november we can just do that so we add that to the discussion it knows well if you're adding it to an action well that the time is not going to be an action item right just a discussion if we are something that i heard before was let's do this
234for a few months and then let's reevaluate why not just start at 5 45 and if for some reason there needs to be a reevaluation then we have the 5 30 to go fall back on rather than starting at 5 30 um rather than starting at 5 30 just start at 5 45. well i prefer 5 30. i prefer five so it's a round number that's why the other thing i was thinking is yeah well but we don't know that you know them we don't know that and then the other thing is we're in an election year we have to keep in mind also the time that we select for our business meeting might affect you know who might be able to come and be present at a board meeting that makes a big difference
235for anybody who wants to run for election can you be present at our board meeting if it starts at 5 5 30 or 6 p.m makes a big difference i know but if it starts i know but what i'm saying is if it starts at six you're more likely going to be able to attend if you have a nine-to-five job that's all i'm saying if you have a nine-to-five job and we start at 5 30 you can still make it here you know you're just going to be in a rush it's just if we started at 5 45 we still have more of an opportunity to get everything that we need to be done uh done just a couple things um and just to my fellow board members obviously we heard from many people from
236both sides um and i think mr barefoot i can respect what you're saying about the timing i can respect that but i even on the september 28th meeting we had an issue we were talking about the coven mitigation and we said dr moore said i'll do it in two weeks and everybody was fine and by six o'clock it started we said well let's do it tomorrow or let's do it next monday i think good governance is when we say something we're going to do our best to do it so if we do not take this in november for policy again i can live with that but we always need to listen to both sides you know i from many phone calls i received said you're just listening to the people who are there and angry
237and loud and so for so there's that silence yeah maybe they can't come to the meetings but we have to be careful because we serve all of the residents of indian river county and our students so i just think you know the timing i understand and i'll probably go with it but i just you know i want to make sure that when we say something we follow through and it looks like we're not changing our mind because everybody's upset well here from a practice and i hear what you're saying thank you and i get it because we hear you know as we did in mass a lot more people were in favor of mass and were against it back when it was an issue from a practical standpoint even if we somebody use the word
238bifurcate you use the bifurcate in that famous bifurcation if people are going to come at whatever time they come and they're going to speak to citizen input that's not gender related and then we're going to start a meeting and then then others are going to speak what's the difference by having one citizen input where you you fill out the form and by the way we can still amend the form if there's a better way to present that form um and um you're going to speak to an agenda item you write down what agenda item you want to speak to and when that comes up you come and speak to it otherwise you're there to talk about you know how well the vero beach football team did i mean what or sebastian river doc jones for
239your benefit um but i think from a practical time standpoint which was the concern is there enough time to do the business of the board and at the same time separate citizen input that's not agenda related from citizen and what that is it's the same amount of time so we may as well just keep it the way it is start the meeting earlier and you know i don't want to say hope for the best but but i understand exactly what you're saying thank you yes 30 ma'am and you have the pledge of allegiance then you have sorry i'm sorry do you want mine can i give her mine it's on yeah then you have presentations which we usually have now that we're kind of back it doesn't sound any different yes it does okay there
240you go all right so if we had if we started 530 right and then we have the pledge of allegiance then we have um presentations and usually there are a few right and then um i have witnessed and another board that does a really kind of an interesting thing that i think is a really good thing to do a lot of times we start talking and people are leaving and what the other board does is they take a a few minutes break st lucy they take a five minute break because a lot of times these presentations have a lot of parents in the room right and they want to leave right after that and with their kids so the presentation takes place then we have that five minute break and then everybody leaves it needs
241to leave and then we start the business meeting by that point we're almost at six o'clock anyway so how about this how about how about we allow the citizen input form as long as it's submitted by we start at 5 30. that's when the business meeting starts with presentations and the pledge of allegiance and everything else but we allow citizen input form to be accepted up to 545. i think that's awesome i'm fine i think that's good yep yep i think we can all open that okay so let's let's go with that now can somebody can someone articulate that for you that that would require a change in the policy that we're not we're gonna have to re-advertise that policy because right now the policy states that it has to be submitted prior to the
242start of the meeting of the meeting which is fine we can do that we can craft it and bring it but my recommendation would be um submitted prior to the start of the public hearing it's clean because sometimes it'll be 5 50 sometimes it'll be six it gives them as much time as possible i'm sorry i'm sorry it's just not for tonight though so we're gonna tonight though we are proposing i believe we're proposing a cancellation of the current policies that are out for public comment just for one just one it's just one just one just one just one just the public meetings okay on public participation just the one and then in our november at our november regular scheduled reorg meeting we will determine moving forward the change in time and correct when uh
243this other thing starting next week we begin to brief the board on the schedule for board meetings that'll be suggested because i don't know who the chair is going to be um so we'll do that with each and every single board member that would be the item that goes before the board to approve which would have the starting time and if it does require a change in policy at that same meeting i would bring a change of policy which simply would say you know although the meeting may start at 5 30 as it seems we have consensus public input cards would be taken up until the time public hearing actually starts the easiest cleanest way up until 5 45. public comment public comment but sometimes no what we agreed to was up until 5 45
244not up until public comment okay because there needs to be time where they they need to be correlated nancy's shaking her head yes they need to be correlated let's go with a specific specific time do we have a closed session okay okay all right are we are we good we're ready to go so i'm going to cancel i'm not going to cancel this maybe everything else being canceled cancelled all right so i adjourn the workshop at 4 and then we need to we need to go back up on the dais too we could do it accordingly