Superintendent's Workshop 12 p.m. 10-9-23

001the time is 12: noon I wish to welcome everyone to the superintendent's workshop being held at the Joe and idlet Junior teacher education center I ask that out of respect to everyone please silence all electronic devices if you have any material you wish to share with any board member please give that to our executive assistant Mrs Mor take a break every two hours or if you need one before that board members please let me know I'd now like to recognize the superintendent to explain the purpose of the workshop and begin the agenda thank you madam chair today's uh purpose is as it always is to present items and get feedback from the board for um items that will be presented at our upcoming meeting for board approval items a through D will be presented by

002Mr Bass good afternoon through the chair uh first item I have is the resurfacing of Sebastian River High School uh track uh contract presenting to you is with recatan um's Cooperative purchasing agreement uh this will be the track surface and site work at at the site um is within our um budgeted Capital plan you typically will get anywhere from 12 to 15 years out of a rubberized track I believe this is the original track at Sebastian River High School so you're looking at 22 years so staff has done a great job of maintaining it and keeping it and I will say this um the leadership at sashan River High School over the years has obviously done a good job at proper usage because those things are very easy to to damage if it's not used

003properly um so uh looking forward to getting this done for Sebastian River High School any questions on that one board members any question yes Mr where is the track it's around the football field the same that it was with the Bureau Beach High School yes as it was with Bureau Beach except Sebastion has got a bigger footprint to put it on that makes it safe for going to replace it around the field in in place where it is now yes so they'll go in take the old rubber up do some site work underneath put the new rubber down does that what about the drainage so if you have new it it doesn't affect the drainage drainage already built in everything drains properly there so how long would it take Mr westenberger and how and when

004when are they schedule to start it won't start until May until we're done with graduation there and it'll probably take about two and a half months to get it all done can't it can't get done before graduation no because we have football season going on and then we have soccer lacrosse everything else so we can't wait until we got to wait until May any other questions or comments thank you Mr Bass for this and um Mr westenberger I know they've done a good job of keeping that eight lean certified track going and also looking forward to getting the groundbreaking for the Wilson track high school thank you all right next item is a proposal for Liberty magnet playground replacement uh this is with Topline Recreation comes off of Clay County bid $116,500 um and is

005basically to replace the old equipment that's there it is getting to a point where it's not repairable um and we want to go ahead and that changed out become before it becomes unsafe for the students it's going in place right where the existing equipment is and there's just for a note there is shade structure over this equipment any comments Miss bort thank you for the sh I hope that we hear that every single time we talk about playground beinged um talk to us about ESC accommodations for the playground so the playground equipment at Liberty um has got inclusion items in it and we're replacing those inclusion items with the new equipment um we did present the uh proposal and the equipment to the sack committee and and they approved it so we're replacing it with

006the exact number of items that it already has okay so you brought it to the sac committee did anybody from ESC review it yeah Dr Matthews and her team is actually who brought that to to the principal okay and everything looks good yes okay any other comments on the playground equip Miss Rosario um yeah I was expecting as what what I requested if you recall uh maybe a year ago there was a proposal that came to us it was kind of mapped out we were able to actually see the the blueprint of the playground I believe it was for Vero Beach Elementary um so I asked for that same thing for this playground and and what I was told is that we would get it before today but I don't see it anywhere here I

007only see yeah just the written I apologize for that we didn't get it to you but I can't I can get it to each of you I'd like to see that I'd like because we were told obviously if you recall when the Viro Beach Elementary blueprint came to us we were told it was inclusive and there really wasn't any there there needed to be a lot of change with inclusivity um it didn't contain the didn't map out the right structure the size and um the accessibility for students on a wheelchair and so on and so forth so um though I I I I want to trust what you're saying um when you say that it includes it I want to know exactly what does it include I'd like to be able to see that okay

008we'll get you the the visual on it Al righty next item please all next item is an item that we had discussed um in the summer and pulled it off uh because we were not ready for it um if you recall we were talking to the Boys and Girls Club and they had requested um to be able to utilize some of our buses to run their routes the way it is now if we have space on our buses and and we will take we've Incorporated our routes some of them to stop at the Boys and Girls Club both in North County and South County and um but it's a moving Target so you know we may have a bus route that's got eight seats this day 16 another four another so there's not any consistency

009there and when boys and girls club came to us about potentially getting more kids to their sites you know we we're really we're at a disadvantage and they don't have the the funds to have quality buses now they have got a bus but it is not in great shape so we brought to you know thought about the idea of potentially using our buses with their drivers um the drivers that they have got former drivers of ours still under certification um they still you know meet all the qualifications um the at the time when we were were going to bring it they didn't have drivers they've got two drivers now um we're you know they are estimating that utilizing these two buses will get up to 150 more students in the afternoon to their facility um

010which you know you know we have we have a lot of kids in the county that go home to an empty house and for them to have something structured um in the afternoon would be great for them um one thing though and and this would be something that you know you all when we bring it to the vote you would have to you know kind of acknowledge this but policy 8645 is our policy on transportation and and how we can have um other organizations we can transport other organizations however in that policy the third line if you want to reference it in your time it reads only qualified drivers employed by the school district of Indian River County so this is a little twist on that because they're not our employees and thus in the

011agreement and I didn't catch it until this morning there's two lines on the p payment part that we'll be removing uh to come back to you um it was an old agreement that I'd work with Mom and I didn't realize it got stuck in there but we will not be paying the drivers and we will not be doing their fringe benefits we will just be assessing the fee for the mileage on the usage of the buses all right board members Dr PCA yeah um quick question will they be only shuttling people from school to the Boys and Girls Club or they also be taking anybody home no just schools to the Boys and Girls Club and then what's kind of like the liability uh for this like let's say there's an accident they're not our

012driver but it's our bus they came from our school so so we have we have worked through risk management and Mr Fagan's team and every all the insurance that boys and girls club has provided to us meets our threshold okay Miss Borg um will it just be students on that bus going to Boys and Girls Club or will it be mixed just just students okay and um what if there's a behavior issue on the bus who's responsible they are responsible okay Miss Rosario so just to be clear what essentially we're doing is renting our buses loaning our buses leasing our buses to the Boys and Girls Club having one of their drivers drive our bus to pick up the student and bring them correct to the Boys and Girls Club correct and the structure that

013we have now is what the structure we have now would be us providing the drivers so this is just this is the same structure to just take our drivers out put their drivers in which is really it's really a a good situation because if we were to just let Boys and Girls Club do it on their own with their own buses those buses they they don't have the same requirements to check the bus and and do the 30-day inspections on them as we do with doe so utilizing our buses they're going to go through all the the monthly inspections all the routine checks um so it it's safer for our kids so why wouldn't why wouldn't we have our bus drivers then due to the lack of drivers due to the lack of drivers but

014but but it's functioning right now no ma'am we're there's about 150 kids that aren't getting served because because we can't get them there and they can't get them there okay and what about the training and the um you know whatever needs to happen with regard to actually operating the bus I know Dr pusca mentioned the insurance liability but what about the day-to-day operations ensuring that someone is um safe to drive a bus with our students um background check has been done like who verifies all of that we we verify that so they will they have their CDL they have the 40-hour update initial course they have well they both have been drivers so they had the initial 40 hour update or original training then they get the 8 Hour update annually like all our drivers

015do and they go through our level two screening and how many kids typically are they taking in one uh in well maybe that's not because there the the how many students actually go to the Boys and Girls Club on a daily basis from all of our schools they are running about 350 so you know add another 150 to it be really good for our students and can you just remind me why this didn't go through again in the in the summer we pulled it off because they didn't have drivers yet and now they have sufficient drivers yes ma'am so what happens in the event that one of their drivers is sick they're short then that would be between the boys and girls club and the families to make other arrangements for them to get there

016or you know optimally it would be great if they could have a substitute driver on standby too so that that's that's also their goal so where does the bus out where is the bus actually housed it'll be housed at our at our facility at our facility yes ma'am and in their drives will have to go to our facilities to get the bus so why don't we just what about the buses that we are that we auction off why don't we just give them some buses why don't we donate some buses they don't have the ability to do the upkeep and maintenance on them so wouldn't wouldn't it would it be um more cost effective if we were to lease a bus to them but just work on a contract for us to do maintenance so

017for example well if it's their B if they if we donate a bus for example right instead of charging them for the donation uh not the donation now instead of charging for the leasing of the bus essentially whatever that cost is um wouldn't it be less if we donate a bus that is in one of our fleets you know that we're going to donate if we donate a bus and just have them pay for the cost of just the regular maintenance well I mean we're we're maintaining them anyway whether whether we do this agreement or not whether we let them use these buses or not we're still maintaining these two buses because we we have an overrun of buses which we need to have overrun of buses and so I don't really see where it'

018be advantageous I'm just is anyone else doing this model I'm only wor I I haven't checked around I mean I'm looking at a way to get more students opportunities do they carry their own insurance or is it our insurance their own insurance and it's already checked out happens to the bus yes they're responsible through their insurance I guess I was um raised with I don't know maybe it was it's good or bad you know my my father always used to say never lend out your car to anybody so I'm like oh I'm I guess overly cautious about giving the keys I mean even my son now I mean starting to drive and I'm like you know I'd rather just buy him a car than give him my car for some reason I don't know if

019that's like ingrained in me for some reason or another might be some crazy parent you know guilt but that's what I'm thinking about when I think about our buses in the hands of somebody else not that they wouldn't take care of it but that things can happen right accidents happen so I want to make sure that we take care of that okay just a few comments um so Mr Fagan our liability is good with this okay um I'm on The Bold idea Team Four with the Learning Alliance and that's with the after school programs and ironically I met with boys and girls club last week um they are serving about 900 students not all of them ride the bus if you ever go up to felir you can see all the kids walking across the

020street to the Boys and Girls Clubs so and a lot more of middle school students are going which makes me feel good because they're in a safe environment healthy environment and as far as the um and I talk with Miss idlet obviously um this is a new contract with boys and girls club but we've done GAC and then I was on the board of Daisy hope before they closed and we've done that too and I know that parents are very um thankful that they can get there and not have to worry about that and then when they get there I think they Clos at 6 I can't remember so that's really good you know as long as we're okay with the liability um I think this is a good way to look at things any

021other comments all righty all right the last thing I've got is um there two items and we're just presenting really basically one today um the 5-year Capital Improvement plan uh for the 24 from years 24 through 28 um believe you all have got a copy of that and that is basically where Mr westenberg and his team go through do A needs assessment and lays out our facility priorities um throughout th those years and attaches um expenditures or puts expenditures down and revenues that will be coming in to cover those costs um any questions on that capley okay Miss beorg oh you saw me Lean Forward Sor sure no problem um yeah um safety is always concern and I'm making sure that you know I'm looking at the numbers and what's being put in each of

022those little um spots and you know maybe making sure that we have all our schools the safest they can be immediately and not dragging it out too many years first um and foremost the other thing is that little item that I keep bringing up and I don't see it in here again is uh the hitting Bays for golf teams you know it's amazing how golf has been one of our programs we've had and this is a very big Golf Community as we know um it's been in our programs for years and years and years having been a former coach I know we had nothing so it's the expectation of those parents that they have to get them to the GOL courses all the time and um you know we don't do much for our orphan

023teams that's what I call them the little teams but we have been and it's amazing how sand volleyball all of a sudden comes up and they've got all these beautiful courts and now we don't even still have anything for the golf team so all I asked for before was two hitting Bays for each of the teams and that would help them on rainy days on days where their parents can't get them to the golf course and they still feel like they're being supported by the schools so if we could find out how to fit those in I'd appreciate it yes ma'am anyone else on Capital outlay yeah I'll just I obviously always say this in our closed meetings and uh repeatedly said it in the past I think we should prioritize uh hardening of schools

024and safety um and and try to get that up to speed as quick as we can uh we have three three schools with the interior the entryway hardening schedule for this plan good all right anyone else on C Mr Barefoot I'm sorry just want to make sure I don't miss anything from you NOP no nothing thank you sir all right Mr Bass I again that's it for Mr Bass thank you well well no go ahead The Five-Year work plan again that is the document that is released by Doe that we have to get you guys to approve and we put it on here we're still waiting for it Nick have they opened it up yet as as soon as they open it up and let us input it we'll put that information in and and

025get that to you for review okay sir so that's the capital Improvement plan that's something another doe formatted thing that we have to fill out every year doe has yet to open the plan so we can't input it goes hand inhand with the capital 5-year Improvement plan but we can't input any of this information into the work plan until doe opens it for editing when does that usually come out the opening up it's supposed to be out by October 1st we're supposed to have it board approved and back to them by October 1st however they have not opened it and this has been on kind of a tradition for them here lately they they say on September 26 oh it's open and we need it by October 1st so they still haven't opened it yet

026so we can't do any editing thank you very much next is it Mr Fagan yes items andf will be Mr Fagan through the chair normal routine items we have Surplus property it's about 46 items original value was about 240,000 net value is $7,200 there's various items from Food Service print shop School warehouse and it all of them deemed to be obsolete no longer value to the district second item I have is a purchase of five school buses currently have 110 buses in the fleet 93 are propane 17 or diesel the average age for these buses that we're getting rid of is 13 to 15 years of age over 200,000 miles three of them will be propane that are old and outdated hard to get parts for because the technology changes and then two diesel okay

027any questions Miss Barbor you know I always look at this and go what the heck is that thing um but will all these be auctioned off or just discarded through the chair auctioned off yes okay and then um usually we look at 10 buses a year has that changed based upon the fleet and the maintenance requirements we think we can scale back a little bit and still maintain that um maintenance level okay wasn't there like a rule or something from the doe saying how many buses a year uh through the chair on our ad we put on an ad that we can buy up to 10 but you can always buy less that's the only reart I want to make sure cuz it's it's usually been the rule of thumb was 10 a year so

028okay thank you m Rosario no I think if I recall the conversation um in the past wouldn't have been 10 a year but it had to do with I think 10 years or there was a certain number of years that was recommended for the maintenance and the upkeep that I think that's the year that I recall through the chair we all we have been in the past tried to cycle them out when the maintenance agreement ended so we would have less maintenance on the new on on the propanes but the technology in our shop has gotten better maintaining those that we can extend that time beyond the warranty period but what was that what was that approximately 10 years 10 years okay so I was right about so that was the 10year mark yes okay

029but again sorry but again that's recommended not that it's needed through the chair yes ma'am okay any other questions um going back a little bit to Capital Mr Fagan it said and this one caught my eye with the um propane fueling station that I know they have been looking at and it's looking at I know Nick's not in here right now 24 through 28 but that is a goal yes ma'am okay so currently we have a man come in and he fills up the trucks we're trying to get a station where we can fill it ourselves save our money save money on the cost per per gallon good thank you very much I'm talk yes Miss Barbor didn't we used to have some sort of fueling station at Oslo and there was a problem I

030cannot answer that question I do not know not propane no not propane for sure okay that's what I wanted to know was it what what was the fuel it would have been diesel if anything diesel okay all right thank you very much on to the next item uh Miss Shield is going to present item G good afternoon good afternoon yes okay the career Pathways articulation agreement is a reoccurring agreement with Indian River State College it outlines the articulated credit available to District graduates who have completed a secondary career in technical education program uh maintaining an articulation agreement with the local Consortium is a requirement within the Perkins 5 Grant so this is something that we have to do the credit may be awarded within 36 months of the students's graduation date so you will see

031in the agreement that all of our secondary career programs are outlined and articulated in regards to the credit the students can earn all right board members any questions career Pathways Miss Shields could you just review what you've added there in the last few years just for our public knowledge um actually this agreement is the same as the one last year and the year prior okay so there have not been any recent changes okay how is the culinary move moving along oh on the postsecondary side it's great um we are looking at a completion date of November 1st fingers crossed wonderful and I am currently interviewing culinary instructors thank you sh Miss plug any other questions Miss raro yeah I have a a separate question um do you I know you weren't in this position um

032last year obviously um but somehow the district moved forward with um kind of like an exploratory committee to see how we could get um Vette tech programs here at our in our school district it just kind of fell to the wayside it never ended up anywhere do you know anything about that I know that last year you did take a tour I believe it was Westwood I did hear about the tour that you you took with the director of secondary um Career and Technical education in St Lucy County um I do not know but I will follow up and find out I can yeah it's still something that I I think is needed I know that there is an interest um students are interested in um I mean just if we go to the the

033fair the annual fair you can see the interest of students in that field in the vettech a field um so I I just think it's something that would be great if we could investigate a little bit more absolutely thank you any other questions good to go on that one alrighty all right so item H is going to be presented by Dr Jacobs and let me kind of set this up for her this is the um policies that are bringing us in compliance with recent State um board rule changes as well as um changes in statute so there are over uh this is probably one of the biggest books that we've ever approved we have modified or shifted our process in the past to ensure that everyone has the opportunity to fully understand uh the shifts

034or changes that is being recommended by myself and staff uh and we're looking forward to the opportunity to have board members provide us feedback uh and discuss any additional needed changes or recommendations but to review the intense labor intense process uh for the for these changes and modifications I'll ask Dr Jacobs to shed some light on that good morning or good afternoon through the chair today as Dr Moore referenced we have 75 um policies that are coming forward for your review this is a multifaceted process as we go through policy revisions so we receive um updates periodically from theola for policy revisions primarily based on statutory changes in addition to that uh our team members will review our current policies in comparison with the recommendations that are being made and also work along with our

035legal council in order to ensure that those policies are in alignment with uh requirements and statute and at our last at your most recent individual board briefings each of you had the opportunity to review these policies with the respective cabinet members in each area and I know um there may be some feedback based upon those reviews of the policy so we're here today to hear that feedback from board members so just go with the feedback then um in order as we have in in the past we did review all 78 prob 75 um so if there's specific I know there's a few policies in which uh multiple board members have feedback on um and then others here and there so overarching if there's any things that you would like us to consider to add uh

036we' be more than happy to uh listen to those that feedback okay any board member like to begin M here's the thing is that you can have individual thank you madam chair you can have individual meetings with board members um but we're not being completely transparent with the public so it would be uh it would behoove us to do a quick review as your staff has done individually so that our public can know what the changes were and then receive feedback which is typically what has been done in the past um would so you want to go through all 75 of them or just go through it as it was outlined for us whatever how it was done with us should be done in the public not in private I mean it should be where

037it's an open meetings act that we are responsible for and in full transparency especially when it's regarding policy and statute it should be done in the public board members any comments or concerns with that no I mean it sounds laborious but it's probably the right way to do it you know I think that you know it's going to take a lot more time but we probably should discuss it so the community understands what's going on Mr Barefoot your feelings I'm ambivalent but it it's going to be very timec consuming m barenborg i I'm fine with it I just think you know sometimes it could be like he said timec consuming but also I don't know if the public needs know or wants to know every little detail I think a good um presentation by the

038superintendent for each policy and a brief overview of what the concerns were by board members would be a really good way to handle it yes um Dr Moore so through CH that's what was was posted it has a a brief summary of all of those items and and changes so you have that information available it was posted on the website uh this part of the process has not changed we provided board members the opportunity to provide feedback but uh trust me we're more than happy to do it so the first to present will be Dr Jacobs so we're starting with Dr Jacobs and these would be the policies under the office of the superintendent all right thank you all right so I'll start with policy 144 that's about um terms and the change in this

039policy just simply is a change in board member terms from um 12 consecutive years to eight consecu of years can I can I ask a question real quick are we going to be getting the policy book like you always do or are we just using online this year so we did it online we weren't aware I was not aware you received a policy book oh every time there's a policy change that that's why I just gave it back to her said we got a bunch of them coming so I don't know if we have to reprint all these and I I really don't like it because we're given all of that I I like it because I can go through it all and highlight it all and and really digest it but then it's that

040waste of paper each one of us gets about that much paper and then we use it for one meeting then boom so but my question is if we're going to get that it would have been nice to have it for this yeah can may I yes ma'am I'm GNA actually agree with uh Mrs barenborg on this um there was a big red binder it was it's not anything new Dr Moore knows about it um it is you know there is a lot of paper to be printed with that um but what I found with the electronic version is that there were updates that I had already made changes on a PDF and then I couldn't actually crosswalk what those changes were within my download and then I'd have to Rego over every single page and

041every single item to do another crosswalk and then there was another update and so that's not it's not working for me electronically so uh the paper one is a little easier because as Mrs barenborg mentioned you can put Post-it notes and then wherever that update is I just insert that update and I know the difference um so but for day we just would have to go through this and then maybe request that at another time I mean because we'll just go through it one by one here from the electronic we don't have those books ready we could provide we'll be able to provide and and print off those books you I mean this Rosario was saying no no we can't I was say oh yeah but you could do it before the meeting oh absolutely

042oh yeah yeah yeah not for today but correct okay I got it all right go ahead there Dr Jacobs thank you the next policy is policy 2421 Career and Technical education in this particular policy there is a reference to having a career fair on an annual basis this career fair has to occur during the day this change while it's a change in policy is not a change to our practice so we have already offered career affairs also the next policy is policy 2450 and this policy is being renamed to Treasure Coast Technical College and in this policy this references adult education courses the major change in here is at the general education development test the GED students are able to take it at age 16 now as long as they've passed the GED practice test

043so it provides for that opportunity for students the next policy is um policy 5465 again this is outlines in further detail about the general education development test and outlines the extraordinary circumstances that are included as part of consideration for taking that under the age of 18 and then the final po policy within this office is policy 9215 this is direct support organizations this is a new policy to our district essentially in this policy it outlines that if a direct support organization of the school district has an annual budget of over $250,000 then a full audit is required and a report is provided to the school board as well as the superintendent if that budget is between $100,000 and $250,000 then a review of the books is required okay well just and board members you have

044a question after each policy just let me know any questions Miss Rosario on those presented yeah I I just had a question about what is a direct support organization I know it says here a direct support organization is an organization that meets the following criteria and then there are three CR criteria it is approved by the board it is a Florida Corporation not a profit not for profit um it's an organized and operated EXP exclusively to receive hold invest and administer uh property and then there's some other information there but do we have these now in our district what what essentially in simple layman's terms would a direct support organization Be So currently we do not have a direct support organization but a direct support organization would be something similar to uh like the education

045fund but it would be an organization that's Direct IR ly supporting us similar to the education fund but directly supporting us yes the education fund does support us um it's so they would be directly under our guidance and purview whereas they operate as a separate entity from us so the Educational Foundation you're talking about the foundation that was recommended several years ago by myself and then a couple years after by Mr Barefoot to have of our own here that would be a direct support organization yes ma'am okay next will be Mr Bass okay Mr Bass okay so just a little quick lesson reminder everybody have in the policy book 4000 your mic your mic let me go back through that again um in our policy book 1000s is for administrators 3,000 for instructional 4,000 is

046for non-instructional staff members and a lot of these HR policies repeat each other repeat themselves so the first set I'm going to bring to you are is 1120 3120 and 41 120 all of these are changes are direct result of of Senate Bill 676 which identifies individuals who are no longer who are not eligible to work in a school system and also encompasses the uh database Clearing House for fingerprinting uh the next set of policies is 112.1 31 21.01.2013 5 these four also Encompass uh Senate Bill 676 addressing the individuals who are ineligible to work in school system and also uh discusses the Clearing House database um if we go back we have uh policy 2417 uh this policy is a result of House Bill 379 and 1069 and related to the instruction on social

047social emotional and physical effects of social media on students in grades 6 through 12 this policy makes sure we adhere we we have in policy the new statute changes um if we go to policy 9200 this is this policy now U per statute states that we have to have a retiree program which will allow individuals to who have retired from Florida F FRS to come back and work in school system a statutory change session yes question on that one yeah is it one year um sit out or are they changing that so in the retiree program they can come and and volunteer in schools right but they can't come back and work for one year work one year but I know that that was an item that we put on our priorities list and I

048know it's an item that's been discussed in the house up up in Tallahassee so I'm curious to see where that goes yes okay so at least now we we have a Avenue for them to come and volunteer but you know there's got to be particularly what are they going to be doing ensure that they're not getting paid ensure that there was no agreement set before they said they were going to come back and help okay um let's see our next one I apologize if I'm skipping out of your numbers here yeah it's hard to keep up with you uh 3120 um this is takes in this policy now is revised to add heroes in the class room um you've got your your Florida statute and house bills there that it adheres to uh 3220 uh

049evaluation of instructional Personnel uh specifies the relation to observations and performance evaluations for administrators uh gives them more uh opportunity to come in and um observe teachers uh policy 84 for 10.01 critical incident response and also Food Service program both of these uh take into effect that we must have choking hazard posters posted and what to do if someone is choking uh policy 8600 and 8660 along with 8610 all these take into account the new change in house bill one that will allow school districts to transport students via other means other than school buses um we want to add this in there not that we plan to transport kids regularly on something other than a school bus but if we have a situation where we have a a remote student and and we could send

050a van to get them that aderes to doe requirements and specifications we could do that or if we you know we have a a student who has a medical handicap or some other C of pH physical impairment or fact that they live somewhere we can't get a bus to them so it gives us that that opportunity to do that um then we go to policy 5780 uh student and Par parental rights uh this is based off of House Bill 1532 and 7039 um house students are possesses and uses medication to relieve headaches um in school so basically now if a student uh if a family wants to send headache medicine with their child they can do so um let me go to my next page here uh 5136 Wireless communication devices the only change there

051is uh we added in there students may not use wireless communication devices during instructional time it's the only change to that policy um policy 2440 summer programs this goes in to ident to include an option for the board to charge a fee however we do not plan on doing it but we reflected the policy in case you know you always don't want to paint yourself where you couldn't do it I you know I'm not saying that we are going to do that but that's why we have it there uh policy 8800 religious and other ceremonies and observations we um this one will give is based off of Supreme Court decision uh Kennedy versus burmon School District which is going to allow individuals stronger rights to observate observe their religious holidays um mental health services policy

05224 10.01 this is a new policy and it reflects the changes in the Florida statute uh 106.0 41 and then lastly I have uh policies well I have U 012 4 120 320 and 410 and this indicates that the changes and and so that gender orientation uh is not taught in school along with the other parameters that went into uh Florida rule 6 a-108 and then lastly yes ma'am go ahead um so I'm trying to follow along the the one that you just mentioned yes um is that the one that has that indicates we're and again I I may have missed it where is the indication of the definition of opening um have the statute as I'm looking at it now where is the definition of the of sex is that within that same policy

053where did we include that that sex means yeah classification of a person that is going to be going to be in that based on the organization of the Body for um such persons for a specific reproductive role as indicated by the person's sex chromosomes naturally occurring sex hormones an internal or external genitalia present at birth I thought I saw that somewhere but I'm not quite it's in that one yes what policy number uh the 1210 3210 and 4210 so let me read you the note here if I can make it out here um this rule expands the list of obligations to the student to include uh prohibitions related to classroom instruction on sexual orientation or gender identity discouraging paral notification and involvement violating Florida statute as it relates to entering the restroom and changing facilities

054designated for the opposite sex and but I don't think it has the definition I think I think it I think it does I apologize I that's okay wasn't quite ready for this today you know what it is also is that we receive two separate um policies so there's one dated September 2023 and one dated uh or titled volume 24 so I I think because now we're going back and forth from each one of those 121 it's the standards of ethical conduct right yeah mhm it's in the September Neola packet what policy number was it again Mr Bass 1210 12 121 okay 3210 4210 they're all related as we go through can I just so for the sake of time let me come back to that yeah because I'll sit here and go and I'll find

055it where yeah but 1210 doesn't have this new definition in it I mean look and and we understand this is something that we didn't have all the depth on so we understand that y that what we when we they didn't know they were going to do this and they could have had the book and so forth so they'll come back with the book so we understand they didn't know they were going to do it go through this individually right now at the workshop but that shouldn't matter because I no it's just that at the workshop he might have more information he needs that's all I'm saying that we don't have right now that's all and I know they'll get it to us and then my the last one I have is on weapons and policy

0561217 3217 and 4217 those policies have been rescinded keeping in mind you have your three categories of employees and the information that was in those has now been put into policy 5772 and 7217 okay I just want to go back on one thing Mr B I want to go back on something too so okay on the HR um you know we're still dealing with people not getting the certificate and it's taking quite a bit of time like we have some permanent Subs that have been recommended to be hired but the certificate isn't there do we have any idea on that timeline for doe getting those out to those people so the last update that I received through Dr suit was um they had doe was working on applications that were submitted for the last week

057of July so we're still I mean realistically I'm going to say we're probably six to eight weeks out for all of our people who have submitted to be fully vetted certified through uh doe you know a lot of the people that we we've hired who have applied for this were teachers in other states who had certification in another state right and they've moved to our district and they're being held up my doe that is madam chair one of your legislative priorities yes I remember that one thank you Miss Rosario um yeah thank you I want to go back to 1210 policy 1201 there are there's two lines uh 13 and 14 that are on there and I think this is this might be where the issue might lie what it states is um not violate

058oh obligate this is the section on obligate sorry board members this is section A that is titled obligation to the student requires the district administrator shall which I think needs to be rewarded but number 13 and States not violate Florida statute 553 8659 B which relates to entering restrooms and changing facilities of the opposite sex and not violate Florida statute 1.71 which relates to the use of personal pronouns and personal titles I don't that's I don't think that's what I'm referring to but if it is even these two they need to be specific so someone who pulls this up they're not going to understand what not violating the statute that's not clear enough we need to have it laid out so that even 13 and 14 are are specific to what is not violating that

059statute but again I don't believe that these two are the definition of sex you know have is a definition of sex so I want us to be I don't want us to make our policies complicated and 13 and 14 language makes it pretty complicated for the average person to pull that up and read it because then they have to go into two other places to kind of confirm what that violation would be thank you anyone else on that area for Mr Bass sure since we're there um uh in the on that same page under nine um it says parents are not discouraged or prohibited parental notification of or involvement in critical decisions affecting students mental emotional or physical health or well-being unless the individual reasonably believes that disclosure would result in abuse abandonment or neglect

060um one thing I would just like to have is that if one of our mental health professionals does decide to withhold information I think the board should be notified um and it's very easy to do without violating any HIPPA laws but just so we can keep a pulse on what is going on um and then since we have policy here precluding uh gender identity teaching in the classroom one one question I have for you Mr Bass is does this translate it all to the counselor's room so if they're not being taught in the classroom can the counselors teach it or is that a loophole or gray area no that's not a loophole okay and they're aware of this yes okay all righty next section I believe C and I yes ma'am okay Miss B thank

061you wait um Can to that for a minute because as I'm thinking this through so what Dr PCA is asking for number nine is that board members be notified without violating hippo without violating um personal information so how would that be worded we just you just redact we just redact all the students information no no no I'm saying how would it be worded in the policy so that when we leave here because this is what happens often we can share how we feel and then when it come when the meeting is over if there isn't clear Direction Dr Moore will either not do anything at all or interpret what we're saying his own way so I'd like us to be very clear I I would just suggest something really simple uh following the completion of

062the statement and nine if that action is taken the board will be notified in a in a timely manner you know I would agree with that so what what Dr Moore will do is listen to all of the information that is presented Dr Moore works for the board proper uh so Dr Moore never doesn't not do anything but I'm going to bring forward a recommendation that has been reviewed by legal counsel uh as well as all other policies in order to ensure there's no contradicting information in this particular case there may be policies that address exactly what you just said yeah uh can't answer that in this moment nor can our attorney or or anybody else um but we will make sure the staff's responsibility process all this information go back and review the information

063is it aligned to State Statute is it going to implement uh state board rule uh is it in contradiction to other um policies what are the financial Implement um uh impacts uh can it physically be be done and those are the recommendations truth be told I am presenting recommendations to you once that board meeting opens it belongs to the board it is the board proper to make recommendations to the board on any shifts or modifications that you all would would like um so there are times or situations in which I make a do not make a recommendations because I don't recommend it um but ultimately when the board comes together they have a conversation that's what you're doing now uh and we will capture the consensus of the board to ensure these policies are legal

064they're solid and they reflect our community's desire thank you I okay so there that's CH so yes yeah sorry I just want to be clear on what Dr PCA said so I understand so um as he mentioned with the counselor and as Mr Bass said it's the same same law same state statute and um obviously there is an exception if there is a um a prudent person I believe thinks that this something could happen home so you're saying if the counselor a student shares with the counselor counselor doesn't share with the parent you want to know about it yeah I think it's our due diligence to at least be aware yeah yeah that's clear for me thank you there's your consensus thank you Miss Rosario all right uh Miss B Dr shafty good afternoon through

065the chair uh we will be going through the policies that were briefed at your individual board briefings Dr shafty will walk us through these thank you thank you through the chair I am looking at the third attachment that's for board dos if you'd like to follow along which one it is volume 24 number one policy updates 10623 final thank you you're welcome I'll go in consecutive order okay the first two policies from and I are in 1242 and 3242 they are both professional learning the 1242 as Mr Bass said impacts Administration and the 3242 would be for instructional staff the main the changes miror each other so professional development has shifted to professional learning in both of these policies as a result of House Bill 1537 um as well as anywhere you see the word

066insert service Neola uses uh spells it in- service but statute has it without the hyphen so we mirrored both of these to State Statute so it reads in service no hyphen and then there are criteria added to both of them which come uh directly from 101 12.98 those were the additions for that all aligned to rules and statutes the next one is 2120 School Improvement and and this adds the early warning indicator in accordance with House Bill 7039 where we are now addressing a substantial deficiency in mathematics great anyone questions yet okay the next one is 2210 curriculum development we are already implementing this through our comprehensive system of reading instruction which shifted from approval by just read Florida to local approval by the school boards and each of you approved our reading plan last

067June because it was due to just read Florida at the end of the month so this has already been addressed yes okay 2215 is program of instruction there is a new section added to expand the prohibition on instruction and gender identity prek 8 it also has that 912 instruction must be in accordance with State statutes and age appropriate and then there are additional expectations for required instruction uh for the implementation plan as outlined in House Bill 1069 anyone okay the next one is 2271 articulation and access to Florida college system institutions our district has historically assumed the cost of these materials so while it's a update due to statute it will not change our way of work or practice okay 2370 educational options we had a language change of programs to Providers to best reflect

068what distance learning online coursework tutorial programs Etc are okay I'm going to keep going unless you hear anybody okay 2520 selection and Adoption of instructional materials uh based on board member feedback we do have some recommendations that will be a little bit different than your printed copy and of course for board member consideration I will go through the pages so you can see exactly where that will be this is 2520 yes ma'am the second page of 2520 there was a recommendation in the added language to also add prohibited to the material so it best captured State stat statute so the first line on that second page of this policy will be the school district shall discontinue use of any material for any grade level or age group for which such use is prohibited inappropriate or

069unsuitable okay the other change based on board member feedback for consideration will be under the section publication on website which would be towards the page three of that particular policy the very last paragraph has some redundancy where each Elementary School must publish on its website um the added language has or a classroom Library which can be checked out or used by a student we would recommend that it says which can be made available to a student and I would just add made available it aligns with this the language in the statute yes ma'am so it's not just what they're given or what they're signing out but it is what is made available whether they sign it out or not yes ma'am okay yeah I all right Miss barg um the made available part are you

070talking about made available by a Schoolboard employee because sometimes a student comes to school with a book and shares it with another student so if it's in the elementary schol School space then it has to and it's that's the definition of made available how we interpret the statute so made available means in a classroom library or in that space at all it must be searchable so any teacher that has a classroom library in the elementary school spaces and those materials are made available outside of core materials would have to scan those materials which they are if they are making it available and it's publicly available through our platform to sech so any student that brings a book to school has to have that book scanned no no that's my question I don't know how we

071would monitor if they had it from the public library or in a different space it's materials that the school the school location has made available has to be searchable to provide families the opportunity to opt out of it I I understand that I'm just talking about gray area here of cleaning up language and when you said made available that that's when it gets a little sticky if a student brings it in and makes it available to another student see what I'm saying I'm bringing that up um I'm just bringing that up because of somebody coming to the podium and complaining about it you know how how can we make sure that that's very very black and white that you know what the school districts responsible for sure and how would you handle it if a

072student brings in a book that is trying to share it with the student I believe the phrase before it means contained and accessible in the school library media center or classroom Library may help with that great area Miss Rosario yeah I this I that's how do I even begin so these policies are regarding our responsibility as a district with regard to instructional material that we are adopting and or purchasing and making available we as a district the school or if a book is donated from an outside organization into our school district that is a responsibility if a student brings in a material on their own just like they would on their cell phone and they make it available to another student if it is that has nothing to do with these policies but if that

073is done the question was what happens then well if it's inappropriate then the kid receives a discipline disciplinary response if a student is sharing in inappropriate text me messages sexting you know sharing inappropriate pictures then you know that has to go through the proper channels of police involvement and investigation and so on and so forth um books that students bring in from the outside they go to the public library they have a book they want to read it during their lunch period that's their own personal right students have rights in our school district but these policies are very specific to to what we are required to provide or not provide from a school district perspective specifically regarding the funds that we are using to purchase or make available um so I think those are two

074totally different things M barenborg sure the only reason why I brought that up at all is because I'm concerned when I walk campuses and I do walk a lot of campuses and I go and see that teachers are afraid to put School uh books out in their classroom library and I say why and they said because I don't have the time to go and search every book and and make sure that it's appropriate whatever but if a student brings in a book they're also shutting them down and saying you can't bring in a book from the outside so that's why I want to make sure that our teachers are very aware of what the rights of the students are and what their resp roles and responsibilities are and so when we're looking at policy like

075that you know sometimes a teacher looks well you put that in policy and they see that gray wording and they they they look at that and so I want to make sure that we're very clear and teachers feel like they can have those supports and those books on their shelves and do it the right way sure okay yeah I go ahead Miss visario go ahead sorry I'm not dis I'm not disagreeing with Mrs barenborg on this but I will say that if there is any teacher who has been told or feels like they have to tell students that the students cannot bring in their own book that's an issue that the superintendent needs to handle because that's not acceptable I think students I know students have a legitimate constitutional right to their first amendment they

076can bring in books of their own um they can have it with them a student can bring in a Bible if they want to read a Bible on their lunch period or on their free period they certainly can um but you know it's not up to us to kind of curate the books that the students bring in and and if teachers and if teachers are in this situation where they feel like they cannot put books on their classroom Shelf you know classroom Li in their classroom libraries because of fear or because they don't have time I think that's a job for the superintendent to kind of dig deeper and make sure that teachers feel comfortable and understand the law because the law is not complicated the law just says no prnography and no sexually graphic

077material and no critical race Theory no let me take that back no um unproven unsolicited theories in general so if they're unproven and unsolicited they should not be there it's really just the four areas it's it's it's it's really not complicated but if they feel that it is complicated then I think that that is up to the superintendent to ensure that that get taken care of right away because that's not right teachers shouldn't have to feel that fear and and when there is a situation like that I do bring it forward to the superintendent so he is very aware of anything that I have brought forward to him I'm just saying that when we're looking at policy we know because we're looking at the law and we're dealing with it on an ongo going basis

078but parents that aren't really in the know and on the law and teachers that aren't really know on the law they're just looking at okay what's the policy I got to follow and so that's why I just want to be very very clear so people know what they can and can't do and I um Dr Moore when you I guess when you talk with the principles and you review this kind of information um what are the teachers feeling through the chair it is a volume of training that is ongoing and being consistent we changed our whole management system in terms of um the platform we use to um catalog our books one of the primary drivers in that change was to make it easier for teachers to align to State Statute um is it additional

079work to to scan and get your books in yes uh do we continue to provide um the professional development or questions absolutely uh is there misrepresentation about um state law and board policy and things things teachers can't do or or can do absolutely but it becomes back to living eating breathing and being in those classrooms and providing a level of clarity to our principles to our assistant principles to our instructional coaches uh the art and craft of teaching is something that we cannot lose correct uh and the significant improvements in this system is supporting teachers uh to bring standards alive in classrooms uh and different apprciate that instruction to meet the individual needs of every Learner in that specific room um so have there been concerns if I can't do this absolutely have some of

080those concerns not been founded in statute or state board rule yes yes uh so we continue to provide that development um and I think we continue to strive conversations like this help everyone to understand um there's a lot of flexibility provided to our Educators in our classrooms um have things shifted specifically in Florida yes uh and do we understand them train everyone so we can continue to move the needle forward in terms of student performance that's absolutely what we're doing and you know when I go around schools also I just I agree with you on the um and we visited quite a few classrooms last week but um making sure that our our teachers are aware of how important they're doing with instructional delivery and engaging the students and not letting them worry too much

081obviously we had to follow the law I'm not saying that but as a principal sometimes I would make sure that I protected the teachers so I would help them make sure they understand it and uh because there's some good stuff going on out there and I I believe that you know we're in a a Groove with where we're going and what we need to do and um I certainly understand the viewpoints that have been said but yeah I do know that a lot of time has been spent especially at the elementary with volunteers going in helping the classroom teachers align make sure and their books are okay and we're align it takes a lot of time if anybody's ever done that a lot of my friends have um volunteered for that so they're trying to

082do the right thing all the time so good point so anything else on that one all righty still in this policy under School library media centers and reading list there's clarification that we suggest to the word periodically um as part to switch it to as part of annual maintenance and weeding books will be removed and that way there is we know that that's an opportunity for growth for us that some of those things were not happening um but to have that minimum expectation now that um in looking at research the inventory is conducted at the end of every school year anyway so it's most appropriate that when that inventory is conducted that weeding would occur at minimum at that time as well it we want to create spaces that are open and available to our

083students and at one of our smaller elementary schools to conduct proper inventory takes three to four days so we want to find the balance with an expectation while still providing access to those spaces um so clarification of the word periodically so say that one more time periodically what periodically in instead of the word periodically as part of annual maintenance and weeding books will be removed from a collection or discontin okay annual okay questions on that anybody no I I just um I appreciate that I I mean in a perfect world I would like them to work on the weeding process on a daily occurrence like that's part of in other words that's part of your daily work right that's part of your job as a media center Specialist or a librarian to curate your your

084books regularly not that we have to say only once a year so I would hope that the work of that position would enhance would not just be minimized to that once a year um I know that the doe recommends on a large larger scale 3 to five years for those books that have shelf life for that long but um I can I can I can accept the one the annual um my personal preference would be once a semester um but we're not there yet so I I would have in a perfect year right now because everything is so new and a lot of the libraries have not been vetted yet or fully weeded um that we work our way into that once a year so that we had once a semester at least until we

085have until you all determine that the the they're they are in a place where they can do it now once a year kind of like easing our way into that once a year goal um I will settle with with the consensus but that that would be my personal preference he thank you but I appreciate you the the change there okay um I believe those were the updates to 22 or 2520 I know we I know we've talked about it along so is there anything else that you would like as a recommendation have you gone to 2522 yet we are right now okay great transition 2522 objections to adoption or use of instructional library or reading list materials we added the classroom Library as a clarifying statement um that that is now included in the definition

086of the library media center um on page two of that policy to align with the proposed state objection form to add that the resident of the county who has an objection to use of the take away the hyphen from library media center because the definition has library media center no hyphen which includes the classroom Library so just streamlining the language throughout the policy that if the definition is Library space media Center that's what we use throughout which will Encompass classroom libraries and then adding the words the petitioner shall profer evidence to include the name of the title and that way it's very clear um what page are you on I believe it's page 45 okay I'm sorry of that policy that's what I meant let me check and I'll tell you first page I think

087it's two two yeah she said on one and two she talked about both I had a question if nobody okay go ahead Dr PCA over we looking here um I think it's page three uh there was a change uh under 2 C each parent appoint Ed to serve on the committee must it used to be have a student enrolled in the district um looks like we've changed it to be a parent of a student who will have access to the materials um you know I I I feel like we're we're limiting things so if a kid if a parent has a child who um is in elementary school then they can't be on a committee then if it's a high school book that's kind of how it's worded I think um I I wouldn't limit

088it like that it's it's going to just make things more complicated um I think it should just be a parent uh it should just be a parent in the county that's what I would recommend U why why limit it down to what type of parent can i m Borg go ahead what does the law specifically say or is it kind of vague um the qualifications are up to the board and how we have it in the policy the language of a parent of students who will have access to the material came from House Bill 1069 but not necessarily connected to membership qualifications that's at the will of the board how the committee is comprised no missio go ahead yeah no I'm going to have to respectfully disagree with you the language in the statute does

089not say that this particular area that Dr PCA is mentioning has to have a parent with a student who has access to the material the language in the statute actually says that it has to be a parent or a resident of the county that can object regarding an objection by a parent or resident in the county so this language right here should stay exactly as it was with a parent of a student enrolled in the district it actually should say a parent I know that this is our member qualification but if we're going to be consistent it's not about someone who has access to the material it's about a parent who has a child in the district a parent or a resident in the county has an uh has an um ability to object has

090the legal right to object and then on the objection form the objection form itself includes has to have uh it has to be easily accessible and where the parent on that form would then say what is the accessibility of your child obviously if they're objecting to something they're objecting to something that their their child um has but no so I would respectfully disagree agree with you on that one member qualifications is something that the board member members create it is not something that is from statute we created this process last year um and so we have not made any recommendations for the change in this language thus far I think it's been working fine we have a uh once a year um our selection process for a parent who is appointed to serve on the

091committee we have not got there yet so this this language I do not agree with this it should remain exactly as is have a student enrolled in the district is fine with me well um this is the time for us to discuss and we um as board members can do this I don't have anything written down but I'm going to throw everybody for a loop on this one um when I look back at this and I'm I'm talking as a former principal right now um principles have the right to take a book off a shelf and that puts a lot of pressure on a principal taking off the shelf some will agree some will disagree AG Ree and even even with our teachers uh I would even suggest that and I'm not sure I agree

092with the parents in in the whole Community or the parents in the school but uh each board member choosing two parents because if we're going to talk about Community standards and we talk about Community standards um I think it's too much pressure on a principal to say I take this book off everybody else takes it off they've got a thousand things on their plate and as far as teachers being on the committee I I don't know but I just feel that um if we take a look at this and we're really going to discuss it those are my feelings on that one and again we agreed to disagree or what but that's that's why we're talking about it so um as far as the parent mrar I'll say that one more time that you said

093I know I just want to make sure I'm right there's just keep it the way it was no change there keep it as it was there there's there's no need for it when we when this was recommended a year ago if you recall there was a originally to it was recommended that each board member select two the reason why we came down to one parent is because it was too much it was too many there were too many people too many cooks spoil the stew or whatever that phrase is um and then ultimately the board kind of dwindle it all down to one person each of us and then we also have um I think it's this superintendent I mean uh Kelly no two I think four district coordinator uh Media Center Specialists the five

094parents um the two instructional staff members that are appointed by the superintendent and then one so ultimately it comes at and then one um who is not the alternative to be present but one that is a substitute in case one of the staff members are not there and so that equals what is it 11 or 13 already so it's it's a lot and then if you add another five I mean you're talking about close to 20 well I was I'm sorry madam chair just as a go ahead I'm sorry I was with you with M Rosario's recommendation to keep it as it is um fine um this isn't a you're looking at the makeup of the actual committee itself and I was saying not having the the principal and I think I don't know about

095the teachers I I has this committee even met yet no so they've had sorry they T it started the beginning meeting I don't know that I don't want 20 I'm just saying 20 to me is too many too many chefs in the kitchen I don't want whatever the phrases um I don't know that that's what you're recommending are you are you recommending just having two people per board member that's what I was thinking and far as I'm concerned with a parent I think it should be a parent of a child in the school district I don't care if it's at elementary middle or high that's how and I that's what we're saying I mean that's what I'm saying reiterating not changing um so just as a point of clarity to kind of help facilitate the

096conversation um each board member selects two parents of people students in parents in in the district which would be a makeup of of 10 and not have principal and teachers on on the committee I'm just worried about the principal and the teachers I know the principls um I just don't want to add anything more to their plate that's I you should have at least one staff member to help facilitate the that be okay I mean that's up to you but those are just my thoughts I'm not can I speak yes all right um I'd like to keep it as it is we already hashed this out last year Y and um this group hasn't even gotten a chance to really get going so I don't think we should be upsetting the apple cart right now

097I think leave it as it is and um we all came up with people that we felt like we wanted to have represent us as a district or a board member person I'm fine with that um if they're willing to serve and be on that committee then let's do it I think we have a good um group of people that are selected from all different kind of aspects to look at this and be fair and why are we going to change it now so leave it as it is and I do agree that a principal should be on the committee I I understand what she saying take it off the principal take it off the principal but having been a principal that was on lots of committees I was put on gosh I don't know

098Education Foundation committee for two years even though I didn't ask I was volun told um I was glad even though it was a lot of extra work that I was on the committee because it made my eyes open up to what actually happens so I think that and I had a voice for other principles so I think it's important that we have a principal on there I think it's important we have a district person on there leave it alone mrar your hand up yeah um I I would just like to just go on for the record there is no indication here that a principle is mandated to be on this committee there's no indication here all it says is that uh two instructional staff appointed by the superintendent one school-based administrator that could be just

099about anybody assistant principal could be a principal um could be maybe even a teacher on special assignment who is taking over the that um although it might not be but it's just School building administrator um school-based administrator so I I I wouldn't change anything I would CH I I wouldn't change anything except this one thing letter e that was added last year um it was thrown in there kind of like on the whim we know the context of letter e because it was explained to us that if for example the the superintendent to instructional staff are not present maybe someone is absent maybe someone you know put in their word maybe someone is on medical leave whatever that the case may be that you could then appoint an alternative person to that position kind of

100like their substitute like a substitute teacher essentially but e does not actually indicate that it's a sub position so when the committee met for the first time at um to get there first with if you recall there was um um the training and then they had the Sunshine Law and you know welcome whatever that that was when it first happen right just this is your responsibilities your alternative came to that meeting so though it was important for the alternative to get the same training when speaking with the alternative the alternative knew that she was an alternative but wasn't quite sure what her role was so I want to be clear about this alternative if we could just add in parentheses sub or substitute just to be clear that this is not a person who is

101an active voting member on the committee but someone who will replace someone in the event it's the superintendent substitute not one of ours that that's that's the only thing that is not kind of clear so if we can just add in parentheses superintendent substitute or you know something to that language I'm totally okay with that other than that again there are no principles that are assigned to the selection committee it doesn't say that here so yeah I I'm good with leaving everything as is no it's say school-based administrator and that's his choice I thought we chose one no we right now Mr Cummings serves he is the district level administrator um so he is in fact the principal so it does not say principal say District uh school-based administrator I knew he had been assigned

102okay M Miss Barbor yeah the only thing I would say alternate to me means substitute but that's fine um I will say when an alternate is picked for a jury their responsibility is to sit there and listen to everything so that they are um well researched and well aware if they have to step in so I'm okay with that person attending just they don't have a vote they don't have anything until they have to be but I'd rather that they go and be pay attention so that they don't just go in cold I think the alternate would be for a district assigned individual not a board member assigned individual and only s it's a level of of clarity we all understand what it means but as you read the policy from The Outsiders perspective it's

103not as clear as it could be okay all righty next can I just clarify what what is the feedback for E for what for E how how would you like that to read well he can give direction alternative appointment by superintendent in parentheses superintendent substitute or just substitute is fine with me I'm okay with that just so that there is just clarifying my my re let us go back and clar I have the the intent it's it's very close to it's it's just clarify who that individual is substituting for uh and when they would be enacted to participate all right Dr shafty are you next still y the only other thing is the formatting seems to be often your version that just so you know that the the subsequent procedures are specifically for the district

104objection committee and we'll make sure that the formatting in board docs reflects that that procedure belongs solely to the district objection committee okay Miss visario thank youcome um can we go back to I don't I may have missed it um the objection district objectiv is a it's at the bottom of page 20 of5 the establishment of the district objection to materials was it there um I might have it at a different place wherever the objection form the bottom of page two okay yeah it was the bottom of page too so I know we talked about the objection form itself so the new language in the statute actually states that the objection form needs to be accessible on the homepage of the school district's website it must identify the school district point of contact the contact

105information for the submission of the objection form it must be easy to understand easy to read easy to understand and easily accessible so we haven't gotten there yet in the development of the form I understand that the the doe is kind of crafting what that form should look like but in doing this research I know the form for the that the superintendent has has to fill out I'm just assuming that it's going to be about the same the form that the superintendent has to fill out at the end at the end of the year just seems pretty easy I mean it's the what's on the the internet here I'll pass this around so the board members can see it if they'd like um it doesn't seem very complicated it looks like something that can be

106created here um Mrs barenborg um something on um maybe an ex an Excel spreadsheet uh but essentially it would just have the type of material the title the author ISBN number grade level course name in this case you know if it's a fifth grader it should say grade level right fifth grade or whatever it is but something similar to that just seems to be I I just don't want to make it complicated sure so I know that we are waiting for guidance on that but I just wanted to share this because if the guidance from the doe comes down which often happens right they say this is the guidance you have to have these clear objectives or these clear bullet points in there but it's up to you to actually create the form I don't

107think it should be any different than what the superintendent has to submit because then you you can very easily merge them together right to make it easier for you all um where what what is your feedback on all that so two things that form that sorry through the chair um the form that the doe has the screenshot of is provided to districts as the Excel template right so we're entering it right into an Excel template and then they give directions for the for the protocol for uploading um to the commissioner the second form I think you're speaking about will it will be on the October 18th State Board of Education meeting where the state is streamlining District objection forms to a particular material so we are anticipating what that form will look like um they

108have not posted the agenda yet but it's an item for discussion so that districts are consistent in what is captured on their forms and how the information is captured so that's the end ofe reporting form but the state has the real time reporting to a formal objection which we anticipate will be on the agenda do you think that that's going to be and I haven't heard but do you think that's going to be in like a particular portal because I do know that there is conversation about sharing you know uh um um objectionable books Statewide so that all districts have an opportunity to look on that list and say okay this was a this was you know objected to and removed from District a we should actually follow suit with District a the state posted

109it but not to the extent of the information we submitted so on the Florida Department of educ a instructional materials website there's a link to all objected material by District but it's the title um and the author and not necessarily the reasons why that we captured on the submission form but it is they have a responsibility to post it and and they did okay so that's still forthcoming and that's why here it says subject to the objection form to be created by the DOE okay Al righty um Madam chair I have another um question if it's okay yes ma'am um since we're on this topic I do want to talk about the objection committee the process here so we currently have I'm going to say 10 or 13 books that have been um objected on

110the basis of critical race Theory right that are just I don't know what they're doing they're just in waiting I suppose from what I understand the recommendation is to hold off on that until after November which is ridiculous um we have a current District committee objection committee which is the purpose of our policy what we don't have in our policy is a loophole to say within a certain amount of time this committee should convene to review the books that have been objected to so our current law says if you object to a book you have five days the district has five days to remove the book from the Shelf pending re you know the the objection committee or whatever pending final review if a if a book is objected to today it could take six

111months before it goes to the committee based on how it's going now that's wrong I think we should as a board be responsible to our public I'm okay with 30-day window 30-day window a book is objected to within 30 days the committee should be called that gives plenty of time for the committee to kind of come up with a a time that they can meet a time to rep you know to to look at the book to kind of get together would board members be okay with adding that language if a book is objected to you know whatever that timeline timeline could be Mr sporg yeah if you're if you're talking about adding parents and and parents have really tough schedule sometimes to be able to do something within 30 days I can see where

112maybe quarterly but I also think that if you're going to commit to being on this committee that um I don't know the committee should have dates in mind posted that if there is a book that comes up this is when we're going to to meet and that way there's no question that hey I got to check my calendar it's I already cleared that date just like board members do for Mondays it's like okay that's my board meeting day I know that if something comes up that's probably where it's going to be I think that we should do the same thing there should be some dates in mind quarterly I think um that's fair that they should kind of know that any books that are going to be challenged I have a quarterly meeting I'm going

113to be at that meeting to look at those books Mr Barefoot do you have anything Bud on that one no if you all have job of covering all of this stuff anything I'd say would be redundant Dr PCA um so it sounds like we're proposing maybe creating a timeline for the for that committee to me I mean I think probably there should be some sort of timeline put in um like if there are outstanding books they meet at least one once a month or something but the that committee can choose obviously when they're going to meet and what dates and all that give them the flexibility but just so they're not sitting there for three months I agree with Dr POS as far as the committee has to decide that these people are volunteering their

114time um doing some doing an important job and then recommending to the board so I could probably go with quarterly but again it would be great once we get all the P's all the people set what are the timelines for them because again they're they're giving their time to us and I appreciate that Miss Borg I I think like any other committee that the board um has um you know we give them kind of the overall guidelines and say you know as a committee we need you to come up with some dates that you're going to commit to to meet and then let them come back to us with these are the dates that we're going to meet and then we as a board can say h that's not enough or okay good for you

115you're going to meet every week that's awesome you know we we can kind of go there I think let them go ahead and do it because they all have busy schedules they're volunteering I think that's the way kind of to go with it I agree with you that um let them come up with the dates and but come up with some dates so that way you know these are the dates that I'm going to commit to because I know what it's like for her sorry Dorian to to get five of us to get commit to a date so imagine what it's like for all these parents and that are on this committee would you be interested if there were outstanding challenges that we have some sort of stipulation that they meet at least once a

116month so it's not sitting there or oh I yeah I think we should put some sort of guideline on um I think quarterly is fine uh I don't think it's an emergency some of these books have been sitting there waiting for a long time um but but I think that um we're also looking at people adults that are volunteering that have busy schedules so I think you know once a month that's a lot of a a commitment but if they're willing to do it sure miss Rosario yeah I don't I think there was a misunderstanding here it wasn't about how long or when they should meet when they first are convened that wasn't the intent of the recommendation the recommendation was from the moment that the district receives an objection from that moment to notify

117the committee and say hey we have five books under objection when will you all be able to begin to meet we need a 30-day window to contact all of the committee members after they first meet to con you know their first convened meeting it's up to them they can meet you know however long it takes them to review 10 books that's up to the committee that we've already established those procedures are here that hasn't changed but from the moment that the district receives 5 10 objections that are not prohibited that immediately come off based on sexual content or whatever if there's something like critical race theory for example and that goes to a district committee that timeline needs to be established so right now we have some books that were with two two two I

118thought there were 13 all right so we have two perfect so we have two that have been objected to challeng how long ago I don't August 28th maybe no after that date September first week September I'm not sure sure all right I'll look it up it was certainly in September right so let's about a month about a month so let's say so so far the committee has not been notified that we have two challenge materials they haven't been notified no they have not been notified that's my point oh so they're just sitting doing nothing because it's up to the the superintendent is recommending oh no don't do anything because the board is going to select a new Committee in November so what happens in November we select a new committee that new Comm Comm gets

119trained these books are not going to be looked at until January or February ridiculous if we could if we could look at that um Dr shafty or getting information to the committee see if they can meet once you know before that meeting that would help no but what I'm saying is we need here in our policy that says that if we have a district just like the doe said if a book is objected to it must come off the shelves within 5 days five days so what I'm suggesting is if a book is objected to and it comes off of the Shelf the committee must be notified of the objection within 30 days can I that's what I'm yes sir Dr go ahead I think as a district we should notify him within five days

120I I would put that writing that that verbiage in here because it there should be no real lag between a challenge and the notification to that committee Dr Moore what are you thinking here so I I'll ask the the attorney to to chime in but specifically uh the volume of books that come in um we have to understand the the amount of work required on this specific committee the first step is ultimately review from either the principal uh or in this specific situation um myself in adhering to the current law we we've already removed 111 books uh based on submitted challenges we have about 60 that are still pending two of which are um we're we're discussing now the remaining 63 um probably will not have to go to the committee but I need to

121access the books some of them are locked away at Sebastian senior high school because they don't necessarily um they're they're in storage because they're re renovating the space um others is just simply time to pull the information research the actual request and ensure that it does uh violate or does not violate um established policy or or state law um so in some cases putting a a timeline on it may not be a timeline that we will be able to keep now the attorney regarding current current cases that are in process that we were waiting for additional guidance so the committee actually didn't have questions or concerns thank you if I understand the question the referral for Library objection is um for the sexual conduct and the uh similar subsection the general committee dealing with for

122example lgbtqi uh the case law so far and the position of the Attorney General there is that's classroom instruction only and not library and and again there I have not found parallel statute analysis by the AG or by as was the case a federal judge judge wior on the lgbtqi on CRT but but that seems to generally be um classroom instruction now how that plays within what you have already I don't know and frankly I have a call into the uh Florida Department of Education General councel to get some guidance as to how that agency interprets the CRT and I expect to have an answer on that definitively within the week but uh that is as far as I've gotten in other words I want to be able to give you a definitive answer on

123that because I recognize that is a crucial component to what we are doing so right now we have two challenges is that correct yes and pending the feedback from our attorney we' be able to make a decision and convene the committee if that is the appropriate Next Step the other books under the area of sexual content is just simply a matter of putting those books in our hands to review uh and as we have said a number of times this board has been clear on a direction that it would like to take regarding those specific books so once we go through that legitimate process verify the information or content is in that specific book uh we'll be able to update the board and not need to convene the committee Miss Rosario yeah I I I

124I think we just went off on a completely different topic that has nothing to do with what the recommendation was um with regard to CRT the definition is in House Bill 7 the definition is very clear in there in House Bill 7 what is CRT uh but that's not that wasn't the recommendation right now the recommendation was how long does it take the district to notify the committee that we have two pending objections that's it notify the committee so that they can work on setting a date that is convenient for them to convene the committee needs to be notified hey we just received a recommend we just received an objection and forthcoming within 30 days or so we're expecting you all to meet at a date that is convenient to you all that has nothing

125to do with you know whether a book is lgbtq or CRT or anything like that that's up to the objection committee when they meet to then understand what that what the law says regarding those things an objection could be about anything it doesn't necessarily have to be about lgbtq or CRT an objection could be I just don't like that material on that page I don't like the picture I don't like the colors in the picture an objection could be anything it may not be legitimate but it's a parents objection and so that's the part it's our policy doesn't say that you have to vet that material before it goes to the objection committee Madam chair if I you meaning the superintendent it doesn't it just says that when an objection is not received positively from

126the so here's the process because I see here so here's the process a parent can review material call the super call the principal or email the principal and say I have an objection to book a here is my objection the principal can pull that book or principal or media cental Specialists pull that book and say I agree mom or dad this book violates this statute it is inappropriate not age appropriate we're going to pull it that's it it doesn't go in the book is pulled it's removed from the district principal has the authority to do that Media Center specialist has the authority to do that per law if at that point the principal says no the book is going to stay here I disagree with you mom or dad mom or dad can then come

127to the district level fill out an objection form and have the objection committee review that book that's the process that's what we have right that's what's in the these policies here in terms of objection it could also be an objection around adopted curriculum so it's not just library books it could be an objection around the the the social studies Review Committee for the social studies book that's coming you know that in we're in the adoptions process or a math adoptions process or whatever it could be could be on anything so but again it's once the district receives that objection there should be a timeline by when we notify our committee and say we just received a an objection that quite possibly will come to you all so that you can meet through the through the

128chair just a moment just a moment Mr ansbacher was next and and my response because I was responding to the question asked of me is if the question is does this board establishing policy have the authority to set forth timelines the answer is clearly yes I think in the absence of specific dates what the law would default to would be a reasonable period of time and frankly given that what is reasonable May differ in your interpretation versus someone else's interpretation it's probably not an unreasonable thing to establish whatever is a workable timeline thank you Dr shafty I just wanted to clarify we have a great partnership with our petitioner and the reason that we did not move forward with polling the committee is BAS Bas on those conversations of that's why only two books were

129brought forward at this time the reason for those two challenges are CRT and we've had ongoing conversations as to what could potentially happen in November with seating a new committee the intent was to bring forth additional CRT books under the premise of CRT to train the committee on what it would be the committee that would stay in place for the remainder of the formal challenges so I just want to clarify that that was something we had an ongoing conversation and um our understanding is we were both on the same page district and petitioner all right Miss barenborg yeah I'm going to agree with Mr Rosario though of putting a time constraint on it and the reason why is because you know let's say you you tell one person okay we're going to we're working with

130you we're talking to you we'll deal with this book sometime and then another person you say oh well we're going to deal with that one right away the other person's like wait a minute I brought my books first I don't want to get us into that situation so I think um I think all Mr Zario is asking for is just you the superintendent notify the committee hey there are two challenges so a notification I'm fine with however many days we all come up with the other part that I added was I think this group should have the guideline that we should give them is that they should come up with some established dates that they could possibly meet so that they don't have to go through the oh my goodness now we have to meet

131and come up with a date and time you know I think if they all agree in their next meeting let's hash out some possible dates look at your calendar and come up with four dates or five dates this in the next calendar school year that you're going to commit to being available that I think goes along with okay now we have an objection superintendant told them hey we have an objection of two books the chair of the committee can say okay well now we have our next date on the calendar I'm going to go ahead and say to everybody we're going to meet because we have some books so basically we're looking at um saying we would like to for this committee to look at these two books and set the time and then the

132new committee would then set the the new dates Dr sha you can correct me if I'm wrong but the the committee uh once a challenge has been submitted and they've been notified it was not cleared at the principal level meaning I was unable to come to a a resolution it's not moving on to the next level um they would begin their process of of meeting so you're looking at two different timelines a the timeline of the submission going to the school and saying Hey I want to challenge this specific book um that would be a a timeline So within X number of days that can be done um bearing the challenges of you know the unique situation right now we have to go into the boxes and boxes of of books at Sebastian Middle High

133School to to find the actual book to Sebastian River Senor Sebastian High School yes um but that's only one school yes but that's where the majority of those books that are please let them go ahead and speak and I'll recognize then then the actual convening okay so principal went through that process unable to resolve notifi the committee and then the committee would meet within X number of days to begin to begin the process so there are obstacles and barriers and challenges uh in order whether it's myself or the principal to convene and look at a book is it reasonable to have a time frame I I would say yes there it's reasonable to have a time frame um and then that's when if that not resolved the committee is notified uh to identify a dict

134Dr sha did I accurately capture that this was Ario the scenario that you're talking about Dr Moore is only about Sebastian River high school that's not the only school that we have in our district that might cause a problem so that's a different and that's going to that with the books being in boxes that's not very difficult to remove a book from the system available can be done through the new platform that we have yes they have so that that that's not an issue that I think that just muddies some of what we are talking about but one of the books let's say anti-racist baby right that's in our elementary schools one one copy and one copy it's a 20page 24 page picture book doesn't take long to do that doesn't take six months to

135review the committee could have looked at that a month ago already for us to have to wait six months to review all of the books that are being objected to is just ridiculous it's just prolonging the inevitable just what always happens here it's pushing things off when we can take care of it right now we we shouldn't have to do that it's ridiculous if I may add something yes Dr PCA um maybe we could add some simple language so that for instance if a a book is challenged a challenge is made the at the principal level um the principal will notify the committee members that there has been a book challenge within 5 days and we'll also let them know if still reviewing it to determine if he's going to pull the book himself with

136the media specialist and then within 30 days the committee will then be notified of his review um I I don't like the open-ended timeline you know the most common way uh to defeat a statute or a law is simply to drag your feet I don't want to give people the opportunity to do that I think we should have a timeline Al righty so can we come back with the timeline from you done through the we we could look at the process but you know when you have the discourse and conversation and come to an agreement that was the agreement that the board was or myself and staff was was honoring um and there are circumstances whether it's a new board or the full vetting of the board um that that come into play but having

137a timeline I don't think is necessarily the issue but the current reality uh was based on conversation and dialogue around what we needed to do and when we needed to do um and everyone was on the same page so the adding timelines not an issue um but as far as staff and myself were concerned that there wasn't an issue regarding the process that we are currently implementing so that that's all news to me okay all right go ahead Mr so here's the recommendation because we're here now right this is the time for us to do it so here's a recommendation I appreciate Dr pca's 5-day notice I would agree if a book has to be removed within 5 days from the doe within the 5 days the committee needs to be notified that a book

138has been objected to it's so an email that goes out a book has been removed within 5 days at the same time that email goes out to the committee members a book has been objected to within 5 days that's law I appre I appreciate that recommendation I can support that from that point forward in that email I would also add um um Please be aware that within 30 days we will have further notice of possibly G getting how how do we word it possibly getting the committee together to begin meeting to begin convening if not resolved we if not resolved to convene the meeting uh from that point forward to review the books would board members you be okay with that I'd like to add one thing to that I'm fine with all of it

139except for I I think that we need to put in policy the guideline for that committee because we have in policy like sack committees when they how often they meet that sort of thing um I'd like to see a guideline it doesn't have to be inde definite but a guideline as to how often they should meet or they should establish dates ahead of time because I think what we're going to get into is we're going to go back to this and and complain again because the committee can't decide on a date to meet so I think that we should put that right in the policy right now that uh guideline for the committee uh for the chair of the committee to determine uh when the committee will meet and how often I'm good with the

140committee establishing the dates yes I agree go ahead thank you Mr Barefoot just wave your hand if I don't see it Dr Mo Dr shapy did you get that I did okay so we'll add once there's a a a challenge the committee will establish dates to bring a resolution to the challenge thank you alrighty that was 2522 go ahead Dr shafty okay the next one is 2623 student assessment the added language is to include what we already do the board approves local assessment programs as well so in the first paragraph that has been added thank you you're welcome 5121 controlled open enrollment um added language from house bill 7051 it's um line 41 just so you have it and everything in here that has been added in the second half of the policy it's not

141a deletion but a reorganization to make sure it reads the same way in phases 1 2 3 and four any questions board members thank you Dr shafty you're welcome um the next one is 54 10.01 that would be in your September update because a rule was um approved by our state board of education in between the July update and this includes Senate Bill 240 which is the financial support for middle and high school CTE supports for CTE Pathways for students as well as the uh the additive language of the substantial mathematics deficiency and characteristics of discal thank you any questions okay the next one is 5420 reporting student progress this was simply a technical correction to the citation of the statute due to new legislation thank you you're welcome can I ask a question yes

142ma'am go ahead M Zario can I go back to the one on uh 5410 with the math deficiencies is that the one 54101 yeah I think that's it um no I'm I don't know this information do would you know any maybe um Miss spuros would you know any information as to how they came up with disc calcula in the development of this new statute where that came from I believe it's the counterpart for ELA and the dyslexia it's the deficiency for mathematics and they seem to have mirrored the reading interventions now to the math interventions because the new world's initiative covers both so so has it been discovered that a lot more students lately have dyslexia and dyscalculia I don't know that sorry I don't know if it's a lot more through the chair uh

143we definitely see a higher number of students being identified with dyslexia so if we are running a parallel path there is obviously you can make the assumption but I don't have that current I wonder why and so so I've seen that I've seen a lot lately you know students with dyslexia and dis calcula just kind of you know just like in recent years where you hear like almost everybody now has ADD or ADHD um and so it's just it's curious for me and I wonder if it has something to do with the technology and the access to technology that students have had over the the years you know be sitting in front of a screen as opposed to looking at a printed page right and doing work on a printed page may have something to

144do with the development um or the the the what is it the readability of letters and words and all of that because this dyslexia is on a spectrum just like autism right so you can have you know some who just where um reading comprehension is off for dyslexia and some dyslexic students have some slight letter reversal whereas then you have those on the opposite end that are very severe right letter dis letter reversals and like the typical thing that we hear of Dyslexia I guess my point is something that I have mentioned before and there I don't have a recommendation for this policy but I'm bringing it up because I it's been a conversation that I've brought up before and I'd like the district to move in this direction at some point I've mentioned this

145before um I know Dr PCA is new on the board and he may not have uh been a part of some of those conversations so my son does not have this calcula but he struggles with math he's always struggled with math he always been a weak point for him and I it took me probably about four or five years before I found the right curriculum for him and we I I mean it's hundreds maybe even thousands of dollars later in changing curriculum just to kind of get the book that fit him perfectly fit his learning needs and his his Mastery and the book that I saw elected when I finally figured out what I needed to look for what he said to me was the page is too busy the pages before in all of

146the books were just too busy too many things on a page and it's too complicated right and there were very little spaces in the math textbooks and workbooks to actually work out the assignment so then he had to recopy it all in a notebook which is hard for kids you know especially if you're you're struggling in this area so I found a curriculum that actually it's called Matthew C and all it is it's I don't even know how I can explain night and day he went from struggling and being maybe two grades below to now being in honors on his own right because I can do math for the life of me I am not you know algebraic in any way shape or form and this kid has taught himself Algebra I mean you know

147with the the resources because the book itself does the reverse of what our books do typical books nowadays have this spiral thing right where you have the new lesson and then you have some examples for the new lesson and then you have maybe three or four pages of examples of other things in past lessons that's spiral right and then it starts a new chapter new lesson a few uh examples to that new lesson and then you spiral a lot of examples to previous lessons so what I was what I never didn't realize is he was never actually mastering that new lesson so when a new lesson came he was still struggling with the previous ones and he could never really catch up on the spiraling where Matthew C focuses on a new lesson and then

148there's like 20 pages of exercise is for that new lesson so he's mastering that new skill and then there's review of previous lessons and the pages are empty and there there is plenty of space to work it out and I always say one of the issues that I have with public education is that everything is kind of cookie cutter you get one textbook for every single kid and that's it one textbook one workbook for every kid and that's it we're not differentiating that way we can change a lesson plan and change an activity for kids but we're not actually giving the kid all of the kids what they need whereas if we had on a shelf some for example Matthew C and we have a kid who's struggling with this skill why not let them

149master that skill with a different curriculum so that they do better and they can return with more confidence to the curriculum that everyone else is doing or you know give kids in our classroom an opportunity to to work best in their area or whatever they're able to do that way but we're not doing that and so then we have kids who struggle especially if they have dyslexia or disc calcula and I'm talking about math here it's hard to get them to catch up when you're three four 5 years behind so I always wonder if there's something better that we can do I know there is is and I hope that one day we can get to a point where we don't have to adopt just one curriculum for everybody that's the part that I just

150just drives me crazy I wish that we can get to a point where we can say let's get to curriculum let's adopt two different kinds not two of the same two different kinds and have the availability for students who are who have special needs they they might do great with this because there aren't a lot of pictures kids who have ADD they can't function by looking at a very busy page it's too busy for their mind even classrooms that are very very you know have a lot of postings and very colorful that gets very distracting sometimes for kids who have ADD and ADHD anyway I'm going to get off that soap box but I'm I'm bringing sending that out because you know I want to send it out into the ethos that maybe somebody somewhere

151will hear that we need to do better in this particular area so Madam chair I don't know if Dr Jacobs I to expand because she's the one who can actually diagnose students with these disabilities um but in terms of um what Miss Rosario just said Matthew C I know it very well because my daughter that was my youngest daughter's curriculum but we do differentiate instruction and we do vary the instructional strategies um which that book is a strategy on how to teach the content um of math so a lot of the things Mr Rosario just said although we have a Core Curriculum that is approved by this board which ensures that we are in fact aligned to the state standards uh it doesn't keep us from individualizing the instruction and modifying or using manipulatives um

152or other instructional designs in order to individualize instruction to meet the needs of of specific kits Dr Jay anything you need to add Jacob sorry um I think you covered a bit of what I was going to say but with regard to your question about dyslexia and calcula those are both um diagnosis that we use in the private sector whenever we are evaluating and identifying learning disorders and so um dyslexia made its first appearance we have been evaluating and identifying the exact same thing but we call it specific learning disability so a child that has dyslexia or disc calcula would be identified with a specific learning disability because there's a fundamental underlying processing disorder it's just that the private sector has now um lobbied and pushed for more and more supports for students and that's

153why these terms are making an appearance in education as well I think it's great I think it it's it's about time that we actually identify where students have a need and I said e e ethos I meant ether out in The Ether one thing I would add just been in a few schools last couple weeks is that um the differentiate different instruction especially reading in the elementary is so obvious and and in the math and what I saw obviously as a middle and high school principle was now what we call the teered approach if they're not making it what do we do to help you know and keeping our parents involved with that because um I'm lucky my three kids did pretty well in school but some were stronger in math than others so a

154different approach is always great but boy what I saw um last week especially in the reading area was was real differentiated instruction and what how they were helping those who needed a little extra help so um and the tiered approach which took some time when we first started that but um especially at the middle and high school you know you want about 80% of your kids to see if you can get it on that first try and then you start you know making that approach and what can we do to help there so um I think we do well there but thank you for your comments Mr Rosario good all right continue on Dr Sha 9130 public complaints this uh change is to reference the citation to C policy 2520 and 2522 we would copy

155and paste language from policies into other policies making it extremely challenging to know where you needed to update so instead of having that language again in its entirety we would just ask that you see that policy so we updating it in the one location appropriately throughout the book okay the last one is 9800 Charter Schools minor changes to that is would be added language to have a meeting with the charter schools which Miss Holden did in July to Norm the way of work and the expectations um all of our Charter School contacts agreed on a protocol or a method for how we will ask inform for information of them and how we will retrieve it so that came out of that meeting and that is it for cni's policies board members let's take a 10-minute

156break before the next section and then we'll finish those up and get into the agenda so I will adjourn until 2:25 policies we are now with Mr Seymour student advocacy okay uh through the chair um we're going to start with policy states policy 2371 D2 which is now 2371 just language change there um the Florida administrative code Ru rule 6 A- 6. 9513 C did add simple battery and removed physical attack and that's on the Hope scholarships okay any questions board members on Hope Scholarship all right thank you Mr Seymour go ahead next is 24.01 mental health Services all it is is um a language not language change but just a change in the code a mental health assistant program to be implemented by the district and that is uh based on changes in House

157Bill 5101 all right board members any questions on that one alrighty next one Mr Seymour please okay the next is 2431 inter Scholastic Athletics uh this is a provision by House Bill 225 and it allows now the public school student to participate in private schools activities in event that those activities are not within the zoned School area so if you're at a particular school and they do not have the chess club you may participate at a private school correct football is a little different how is it different well it differs in the event that in that participation coming from one school Under the Florida High School sports athletic association they look at the conferences and the regions so they want to make sure that one student does not jump from one school right because a

158football team could be suspended and then go to another and participate within that conference thank you m which happened yep thank you Mr Seymour go ahead M Rosario no they don't oh sorry no they do not but um let me just say that again the the mic wasn't on the FHSAA rules do not supersede statute so if statute if a student H let's let's take for example a student who is on um who was divorced 50/50 right 50% with the father 50% with the mother um and this and I don't know something happens that the student was playing on the football team here and then you know changes and plays on the football team in another school by law the student can do that right but what you're saying is through the FHSAA rules the

159student cannot do that no I didn't say they couldn't do that uh just like I have I have a good cause committee and they review any particular cases that may you know be similar in where a student is participating in the same conference but on a different School so um just if a kid is homeless that just happened he came from one conference and went to pretty much the same region and was allowed to participate due to the fact that he was homeless so that has to then what you're s saying is it should then come through your office for approval yes if if do we have I don't think we have that written here no it's not but um we should put it in there yes it's not in statute but under the Florida

160High School sports athletic association that's when I created the good cause committee but we don't have the good cause Committee in our policy is that something that board members would be interested in adding to our policy um not in statute but it's in the policy I understand what U Mr Seymour was saying because I dealt with that at FHS a I'm G to ask Mr bass's thoughts on that I I I wouldn't put it in policy I wouldn't either I mean you you you've got the caveat to be able to do it through fhsa and going back to one of your first things you said about FF fhsa superseding statute F FHSAA guidance and all their policies should fall under the statute and should reflect the statute should should it does it does so because

161of that I wouldn't put I wouldn't put it in you would not I would not put it in but then how does a parent know what to do you've got the I wouldn't know that we had that committee well that home school yeah that's mentioned in the FHSAA policies State guideline so if if if it comes up I mean there's enough I mean all all the secondary schools know that that's an option out there so they would you know if a parent says hey you know we're moving and I would like for my child to participate he was just participating in this school right then the principes and the ads know that okay they're well aware of that and they're the ones who usually bring it up yeah what about homeschoolers it' be the same

162if if they wanted to come participate they were somewhere else and it was something that would go to him they would you know the parent the the student the homes school student or whoever it may be and the parent have to first show an interest and want to come to that sport at that particular school and then they'll investigate okay where are you coming from why how what do what needs to happen to make it so you can participate and I even years ago I had several homeschool students on teams and we brought them in and talked to them because they had to follow the same guidelines so I know the ads at both of our high schools um understand that good cause and if there's any kind of question they go directly to Mr

163Seymour so I don't think anyone would slip through the cracks but a parent could also what I used to get as a principal as a call on what to do from homeschool parents and it worked pretty well yes ma'am just a little caveat on that it's not just homeschooled parents it's also Charter School parents right um private school parents right yes because I used to coach and have kids from other schools so I understand I've had um all coaches are train in this yes all right I'm sorry Mr Seymour next is um 5200 attendance just uh number change it was Florida statute 13.01 and it was 132c a b and c and they dropped all of the lettering and just stuck it to the Florida statute of 13.01 no no major changes all right thank

164you 5500 student conduct um it was U revision uh to identify and Define the acts of misconduct and so what was happening before we had the statute but they had not defined the misconduct so they Define it well right any questions thank you okay 5513 care of school property it just make sure in policy 5513 that students and parents are aware of the responsibility of um maintaining let me see here deleting the optional language that permits the board to withhold a report card or credits from any student who whose payment of a fine is in AAR due to damaged property or lost property so if a student has a laptop they must be responsible to at least pay the fees or return it questions all right thank you 551 17.01 bullying and harassment the uh

165Florida Administrative Code uh was just adding information so the revisions to the policy just pertain to that and the terms severe and pervasive have been removed from the definition of bullying bullying related and sexual harassment in the Florida Administrative Code rule 68- 1.17 any questions on bulling and harassment Miss Borg um on page two of six of that of that one um I'm just curious about the social exclusion have you gotten directive from the doe on how you go about handling that I have not I can see where that one can get really gray but I I will do my research to make sure that there are any uh Provisions that we might have already on file okay anyone else on bullying and harassment okay next one Mr Seymour okay the next is 5710 student

166and parent complaints uh we post this and parents do have the information on on our website so it's just letting parents know that they have the right to V complaints making sure that our district is making them well aware of the process and what it takes for that complaint to be moved forward to the administrators righty go ahead next is 5771 search and seizure and this policy was just um added a point of interest for law enforcement or anyone else that is searching any backpack purse book bag making sure that they are discreet about it not to bring embarrassment to the child right any questions on search and seizure yes go ahead one because I I used to do this so I understand um and I'm not sure how it's changed but um technically who

167holds if you think a student has a a weapon in their backpack who holds that backpack walking down the hall the student no or the adult no in recent well I wouldn't say recent cases but in similar situations any individual that is under the impression that a student is carrying a weapon they immediately confiscate the backpack walk the student down law enforcement is informed and administrator the administrator in charge is also informed if they are not at the scene okay I just want M People aware of that because um we want to make sure kids are safe and secure and if there's a threat and you don't know if it's in there or not you have the right to get the backpack and hold it yes there there was an instance where it was followed

168to the T can you I'm sorry can you repeat that again what was that process a student is removed from the classroom and then what well I didn't say classroom oh so if a student is if there's concern that a student may have a weapon on them yeah yes an administrator goes to the classroom no the question was who holds the book bag I didn't mention classroom at all oh no I'm saying okay in that particular scenario what happens okay even when um back when I was principal um if the backpack and we have an idea that there might be a weapon uh we approach the student cautiously we take the backpack and walk the student out quietly you take the backpack and walk the student out quietly if I were principal at the time

169but that's what our district does so if there's a student the student should not most likely not have the backpack where's the SRO and all of this well law enforcement is informed and advised they're with us most times we go in the classrooms so we don't we don't do search and seizures without them whenever there is uh consideration for you know student having a weapon but in any event that law enforcement does not get there in time an administrator is responsible so they should act accordingly and event that you know prevent any action that they think might occur prior to a law enforcement offic so your recommendation is what I'm hearing is that it's up to the administrator to hold the book bag you know on their way to the office or SRO if an

170SRO is present let the SRO hold the book back if the SRO is present right they should hold the backpack at that point so it's so interesting because I recently saw a video from I think last year um that was taken of a student who was reported to have a a gun and that student was requested to leave by an administrator School administrator went into the classroom um it was handled very you know cordially and hey you know there's been a concern in the hallway there's been a concern we just need to you know talk to you and see if there is anything that's on you student held the book bag the whole time there was this SRO that was there followed along behind the student and the administrator they went into the administrator's office

171um students said of course check my book bag you know turned out that the student did have a weapon on the her person not in the bag okay so it's interesting that you're saying this because I'm wondering if there's a set uh procedure that would be done all the time yes I I I don't think it's written but the process is that we notify law enforcement law enforcement comes to the classroom with us every the situation is monitored and they normally give us advice as to how we should respond but in the cases that I'm aware of the law enforcement officer will confiscate the backpack and walk the student out administrator would observe interesting that's what I would do and what I've done as a principal that is why I asked the question I asked

172because I did see the video all right any other questions all right go ahead Mr Seymour okay um the next is 7421 which is new and uh that's from House Bill 1521 um that created the safety in private spaces act the act includes numerous requirements related to restrooms and changing facilities in k12 and postsecondary schools so so I think that was the one where you were saying that the definitions oh yes yes yes that's it well but I still think that the going back to that original one I still think that in that particular situation because it's we're dealing with the ethics um policy I think that I know that um Dr shafty mentioned um moving forward just saying please refer to policy so and so in other policies when you're referring to those policies

173but in this particular situation regarding ethics since it is an ethical issue I think that in that particular situation there should be an exception where the definition is includ the clear definition is included in the ethics one in the three of the ethics but I did see that one yes okay 7421 okay can we add that to the the defin the that definition to the ethics one okay could you repeat what that def what do you I want to be specifically of sex it's on page one of two on that policy all right thank you okay next is policy 8405 School Safety and Security this policy has been revised to reflect the statutory changes in House Bill 543 uh to change the term threat assessment teams to threat management teams so that's what we have

174ch done for our district right any questions there it's pretty clear all right go ahead okay the next is 9160 uh public attendance at school events uh this policy simply states that you know parents are to or visitors are are to abide by the rules and regulations or uh criminal prosecution could be rendered so that's simple policy okay thank you and I think your last one and the last one is 5782 um parent Guardian notification and permission this primarily uh states that the parents should be notified and give consent in the event that there's an activity where a student will leave County or move about the district so they should be advised and have given consent alrighty I think we go any questions then for Mr Seymour before we move on I do yes ma'am

175uh Mr seamour I want to go back to uh 9160 interference with a sports or entertainment event it's the last paragraph It's it states no person may intentionally touch or strike a covered participant during a covered event against the will of the covered participant who is the covered participant now we see the definition of covered event but I don't see oh there it is hold on maybe that's why covered participant means an Umpire right official crew member player coach manager grounds keeper okay yeah mostly to protect the officials so they have been attacked in instances but not in Indian River County okay I see it that I that's it the exciting world of finance and Technology policy changes yes we're going to be coming off the PDF that says no no volume 24 July so

176my first four regarding purchasing and let me get there real quick like so 632 22 25 and 40 we basically went in and modified the policy to say that the school board will not seek request or use any information regarding a vendor's uh preference as far as their social political or any other kind of interest that they have we will not ask for that and we will not use that in any of the bidding processes that's in each one of the each one of these purchasing policies we also added some bid protest policies to 6325 and that's pretty much with all those regarding puring any questions no I remember those cor thank you go ahead all right 8330 records uh this is where we modified bringing in if a parent wishes to have their child

177referred to as another other name than their legal name they must first fill an electronic hard copy with peral consent form to put that in part as their permanent record permanent records also have to be responded to within 5 days versus three days and and that was pretty much it for 88330 any question yes M Borg so how we hand it like a parent wants is okay with their child being called by their nickname how we handling that right now so through the chair we put at we we follow the process there's a form you go online and you fill out through Focus which allows them to identify the name of change uh it is then reviewed at a school site for for approval meaning that we are in receipt of it then it logs

178itself into Focus so all impacted staff teachers coaches uh can look up and see the appropriate um name based on the um permission of the parent okay so I know many times when you're calling rolled that first day of school and a child gets to their given name I have a child that has that problem um doesn't like their given name and wants to um be called by a nickname um would the parent be able to do that before the first day of school so that child is called by the name that they want to be called and the parent is okay with it it's a live form in Focus so yes they can they can do it today if they want they can do it over the summer so the answer to the question

179is yes okay how many of those forms have been sent to us um the last time that I checked it was just over 600 but I can get the total that was probably three or four weeks ago I I can get an updated number and and notify the board thank you the mrar I'd like to follow up on the nickname um topic so the rule that was created was written to address records recordkeeping official records so on an official record and that's where it is now Student Records on an official record the the rule states um whether the child's name if the child's name Will deviate from their um legal name then the parent has to give permission for that deviated legal name or deviated name to be allowed on an official record right a

180record a um a a social worker ref uh referral a guidance counselor form a um school report card a letter home that's a record but what it doesn't indicate is what a child can be called in the hallway and what we have done and we're not the only ones there are districts everywhere who have given a permission slip to parents and said whatever you want your child to be called if there is a nickname you have to give permission for it which quite frankly I think just abuses the law now I know legal will tell you and so will Florida Department of Education lawyer will tell you that their interpretation of that is that if we don't and I get it to a certain extent if we don't allow this permission that we would possibly

181be violating parents' rights you know um but I think that to a certain point there has to be common sense so I've been known as Jackie my entire life my entire life Jacqueline and Jackie Jackie is an extension of Jack I mean that's just just common sense right um Tom is an ex is an extension of Thomas um David right Dave could be an extension of Dave that's not a deviated name a deviation is a completely different name altogether different name Dave no longer wants to be called Dave he now wants to be called Juan Carlos completely deviated no I'm I mean you have it's completely different name on a legal record because that's what the rule says the rule is about legal record recordkeeping on a legal record that's where a parent should say

182these are the names that I that are have deviated from my child's legal name and therefore I give permission for this but what happens in the hallway and how you call a child you know hey Jackie hey Tim hey Tom you know hey Charlie versus Charles um though that's not captured in the statute that's not captured in the law now I know the the interpretation of it is going to come very soon because I I know that our our attorney is itching to get the mic and I I'm and I know I know what you're going to say but I'm still going to hold to my opinion on this and it's not a personal opinion it's just the black and white written language that is is there the written language in the rule is only

183about a recordkeeping policy not how you call someone by their name so I I know that there have been conversations where the doe attorney and some people might actually change this take another look at it and change it for next year um in their policymaking because they do understand I I I I believe that even the chancellor said you know you know uh Manny not Chancellor um secretary Mr Burns commissioner no not the no the chancellor actually not the commissioner um the chancellor actually who Paul Burns no Manny Diaz the commissioner commissioner I got the both of them conf so the even the commissioner I think at at some point said you know you mean I have to my parent would have to ask you know give permission to call me Manny you know because

184that's what he's known by I mean it just it's ridiculous so I just think that to a certain extent what I'm finding with law is that we lean on interpretation and not the intent of it and um I see that that's an issue clearly but if we were to go by the written black and white word this would this rule would only refer to those things that are formal records not what you call a kid on playground yes thank you Sid for being recognized I'll be quick and I don't know when I started actually asking to be called said only my family and people who don't know me call me Sydney my grandmother would call me Cecil she'd forget it she' have to give permission exact but I on this because this is one of

185my three Public School clients I I talked and my staff as well well with doe Christian Emerson is the person At Doe who actually processes rules he is the maven and to some extent I think you're correct because people under the adoption of um A1 0995 sub 8 subm it's in the record section but part of the problem is is you know the as we have been amending pre-existing rules we've been plugging subsections in that may or may not have applied and what Chris's position is and he said it's it's informal is the Practical interpretation that Doe has at this point is yes it says only in the records but that they believe if it's in the records it practically is saying it it must be used consistent with the records when asked about nicknames

186or or things of that nature he said we can't control what kids say in in the hall whatsoever and that a teacher might use like if a kid is named Butch hey Butch but he said the conservative until they clarify it the conservative way to to to treat it is by having expansive alternative names he apologized he said that um they really didn't have much of a an administrative record when they adopted this and that they are recognizing as they're implementing it the Practical problem and he said unfortunately until they clarify it that that just using whatever alternative names is probably the least bad option that that they can use at this point Mr aniker do they see why they even did this bottom line uh I didn't ask him that I I I'm sorry

187I I simply asked him the Practical question that's as far as it went I know why go ahead Miss Rosario uh because the many schools and I'm not indicating this school district but many schools uh are and have been traditionally changing names or allowing the change of a student's name in the school building and not letting parents have the option to know so a student wants to transition gender ideology right student wants to or a student wants to transition from one gender to another gender um in school the student wants to be known as John and no longer Jane but the parent doesn't know anything about it or maybe pronouns this all really because pronouns are within this um statute as well it's tied in here somewhere so a student wants to be no longer

188wants to be called he or she they want to be called they and so just to eliminate the possibility of you know violating a parent's right to know about their child's name choices or the school's name choices or the pronouns um they have added this provision in there again it's not the provision because on a legal document it you should indicate what the child's nickname is and what the child's legal name is but the the the crossover is now the interpretation of what you call a kid on a playground that's totally different and so what's happening and I appreciate you uh you you know you explaining that because it just it helps me feel better about what I've thought all along is it's just a gross it's it's it's Overkill right we're we just there's

189has to come a point where we just say come on now I mean we've got to be able to just say that's just ridiculous but I'm glad that there is conversation about this and that they realize that the practicality of this rule is it's not wrong but the implication of How It's actually used in the school district is very different than what the law says and just a comment Dr obviously we have students who are transitioning in our high schools and I'm not talking about pron but if a parent gives permission for that name they they fill out the form and and everyone is notified and that's the [Music] name thank you very much alrighty next one uh next group are five policies regarding Wireless Communications website content student Technology and Safety basically number one

190the items is anything regarding uh Tik Tock is prohibited or any platform after Tik talk anything that is determined by a DMS that is prohibited can't have access to any of our devices if it is it has to be able to be removed remotely two if we do find out about it and we need to get it off off off within 15 days also that's probably the bulk of those items yes that's the bulk of those technology items I also have one additional one regarding vendor relations basically it indicates that school board officials or School Board school board or administrators cannot take the benefit of any contract that we have with the vendor you cannot get that same price and homeless students we updated the the uh homeless student policy to determine the true definition

191added in a survey in order to identify students who might need services and have a requirement to to do an and report at the end of the year questions yes so I I don't have a question about the policies I have a statement um that I actually want to to say this is pretty interesting so I saw on social media somewhere a parent actually post a a question which is the complete opposite of of where we've been heading right all this time even last year we've changed our student code of conduct and our policies um to limit the use of cell phones in classrooms right because we it's a distraction and um it takes kids away from what they're really doing and then here a parent and we kind of streamlined our consequences right we

192went from four to three I think four infractions to three anyway so a parent actually posts online that they were now upset because our we're too strict don't you think it's too strict and I just think that my child should so it's working whatever it is it's working I've heard great things about I'm glad that we that I was a part of of that uh decision making with streamline lining and making sure that cell phones are not being used and abused in schools and in classrooms and now we're having the complete opposite effect where some parents are like you lighten up Miss barenborg thank you yeah first of all I I'm not hearing as many videos being posted out there I'm sure there are still some because I've seen a couple um but we're we're

193seeing less and less of that so thank you um somebody's cry in down so I appreciate that although I did stand in one high school and notice as soon as kids come out of the classroom boom those phones come right out and this is how they walk you know if you see Society that's how Society walks now you know constantly looking at their phone but that's a mirror Society I will say question I have was I know Tik Tock was specifically mentioned are there any other social media sites that we're saying like Instagram or snap Snapchat that we're looking at oh the statute says all social media platforms okay thank you and then um where are we with YouTube on YouTube right now YouTube We're on YouTube right now um no I know but I'm

194saying with student devices on on student devices or instructional devices so we're making sure that we're adhering to this specific policy and then making sure that the instruction materials that students are exposed to are in ad free um so there's training that we're doing to ensure teachers understand the appropriate process to use in order to access that specific content while at the same time ensuring that they're aligned to the standards so um the reactionary change to adhering to state law and statute uh is significant um so we're kind of leading from the front because we're taking these policies and changes so so quickly um so we're in a we're in in a much better place than we were six months ago um and we just need need to ensure everything that goes in front of

195the student is appropriate and is it aligned to state board rule okay so with that with that understood um because I teach online and um I used to be able to just pull up a YouTube video and show it um now it has to be embedded in the program that I use and there's a good reason for that and that is because it removes all the ads yeah and so Those ads are targeting kids obviously um with whatever they want to Target kids with so are we have do we have that ability to remove the ads yes we okay very probably it could be the same device that you're referencing I'm not 100% sure but there there are number of different Pathways in order to ensure there isn't an ad popping up in that specific

196video I think the what pops up is more aligned to the search history of the individual's device versus the content that's being showed sometimes but now I'm learning it's whatever conversation is going on in the room can can actually pop it up or whatever sometimes I feel like the computer is mind reading so it's it's quite interesting how um social media is kind of getting around all this stuff but I just want to make sure that we're protecting our kids from ads that we really don't want them to see chair also the technology department through the use of the Chromebooks as a special filtering that you can get on the YouTube but you can't see the but you but the students cannot see the ads it BLS okay thank you so I guess my first

197question was our F our firewalls are pretty good about our kids not getting where they don't need to go okay and um I think the cell phone thing is working but both high schools are into suspension now and hopefully because they've gotten to that level in the code of conduct with cell phones and some are quite a bit higher than they were last year so hopefully this will curtail it because um want to keep those kids in school at the same time following the rules I understand that but if we see higher suspension rates that's because of that well and and I'm okay with that if it makes if it makes yeah if it makes people learn from the changes Behavior right exactly um next item is thank you so we'll be able to quickly

198turn around your your feedback a lot of good conversations actually although it did take a long time I'm happy we actually did it this way um because it did share a lot of information which validates the the volume of work the staff is done and the depth in which they can speak to the items in which they are responsible our next item is an update on our strategic plan and some shifts and modifications that are being made uh based on previous conversations with the board and Dr Moore thank you for this folder that you got that was quick thank you Miss Holmes all right thank you Dr Moore and through the chair today we are going to review over some of the recommended changes for the upcoming uh the Strategic plan for the upcoming year

199as you all know we have a 5year district strategic plan however we do an annual update for um revision Visions as well as to revise strategies I would like to First Direct yourself to page four of the Strategic plan there you'll see the guiding principles one of the major changes that has been made in this strategic plan is to align language within the plan with state requirements so you will see in our guiding principles on the last guiding principle we have provide high quality rigorous and accessible instruction for all students so that was a minor tweak to that particular guiding principle then on Page Six in our Focus areas again in alignment with State um requirements and language and also due to a great deal of feedback from board members regarding safety so I know

200that during your legislative priorities discussion safety was a major area um of consensus with regard to um placing that in legislative priorities and it's often been a topic brought up by the board so the area of the first or the thank you uh let me get to six there we go you can see on the top left our Equity culture and climate we have it as safety culture and climate and so you'll see that we have moved a target from organizational and fiscal responsibility into that area that has to do with safety then on page seven highlighted you will see some of the changes that we've made with regard to targets the first change you'll see is in the focus area of academic success the previous Target that we had here had to do with

201um kindergarten Readiness that was based upon a measurement of the using the flickers however the flickers no longer is in existence and and we still wanted to maintain a focus on early learning therefore we added two Targets one in the area of reading and one in the area of mathematics for students in grades K through two on the um final assessment of each school year so that we are tracking those targets within the early grades the next change is in addition to State rankings we have added the percentage of students performing onor above grade level in the areas of mathematics English language arts science and social studies so this will not only show how we um rank relative to other districts but also over time what level what percentage of students are on our above

202grade level then down in the area of U safety culture and climate you can see that fsat compliance target has been moved to safety culture and climate as it align better now with that revision additionally we have added a Target ensure that the percentage of students with three or more o odrs is less than or equal to 5% we pick three or more because in Behavioral Science three or more of the same um thing constitutes a pattern therefore those students were flagging them as possibly needing additional supports due to the repeated odrs the next one is increasing the percentage of SAA subgroups that show annual improvements in the percentage of students performing at our above grade level and So currently uh within our district we have eight Essa subgroups Essa is the every student suceed

203act we look at how those subgroups are performing on our Spring State assessments so this captures we if you recall in our previous versions of this plan we broke it out by all the various subgroups and English language arts and Mathematics however what we are going to do is we're going to look at it more holistically and say are we making progress with each of these subgroups year after year those subgroups include students who are economically disadvantaged students with disabilities students who are English language Learners white students black students Hispanic students Asian students and multi-racial students there are two other subgroups that could qualify um a district could measure for Essa however we do not have a sufficient number of students in those subgroups for it to count as an s a subgroup for us

204then if you look in Talent Development and support we wanted to be really intentional in this plan about recognizing and celebrating our staff members as you know um being an educator is not an easy thing and we thought it important to really make an intentional effort to Showcase um those things that individ ual are doing very well any questions about those are you going to keep going through the rest I wanted to pause point so that nobody lost their thoughts okay um one of the things that I noticed is in the first bullet point it says reading in math in grades K through 2 to 59 and 53 respectively um which is which so for um in reading that would be $50 9% can we say that can you say reading 59% and then math

20553% okay instead of respectively just take that out and then well yeah just be specific like we're increasing reading to 59% and math to 53% okay excuse me point of order on that oh I'm sorry go ahead yes um respectively does mean that the first number go correlates to the first word and the second number correlates to the second word that's what that means when at the end yeah I know what it means but we're also but we're also this document is not just for us this document is for public consumption the average person they don't even know the acronyms we don't even have an in a definition page here for the acronyms who knows odr if we're talking about parents average parents they don't understand this language we need to be simple simple enough

206so that the average person picking it up can read it and understand it not just direct it at us can I can I yes go ahead ma'am she brings up a good point about odr are we using acronym definitions in the back so you'll see in the rest of the plan office discipline referrals is spelled out this was probably more of a formatting issue here so we can see if we can squeeze office discipline referrals so that that is good feedback though okay thank you I had some more on this go ahead um I would actually that was one of the things that I was going to recommend here on the bottom there is a little bo box you can put the acronyms on the bottom of each page accordingly so as they're reading they

207can just see the acronym down there um but I one of the things that I had a question of so I appreciate the change on that one of the things I had um a question on also is the first bullet in the safety uh culture and climate it says achieve 100% compliance on the fsat we've done that already for I don't know how many years in a row can we instead of achieve cuz we're already there can you just say maintain sure I mean this is a given this is like we it almost doesn't even need to be on the plan because we just have been at what point do we say we've been there met that it no longer as a Target I think that's a a good point when thinking through and processing

208through this and saying whether we need to keep it in or not I think because we um do have safety as such a priority for our district I think the inclusion of it number one communicates out to all of our stakeholders that we take safety seriously and that we are not going to take our eye off the goal with regard to safety and that it maintains it it's at the Forefront of everything we do yeah I I get it that's fine I I'm just I think maintain would be better there um I I'm sorry you still have something yes I do um I have a concern with the odrs right office discipline referrals every year we look at odrs and we we look for a particular um percentage of overall less odrs right referrals that

209have been written on students but I still come back to the same thing that I say all the time I don't know how many times a year is that looking at office referrals does not Target the behavior you're just looking at a number an arbitrary number and you're just overall looking to reduce the number of referrals but it doesn't change how many students are cutting throwing paper bullying it doesn't change any behavior in cell phone usage or you know disrespect or insubordination what I think we should be looking at instead is specific if we're going to be databased right decision making we should be you looking at specific data and if we're looking at targets for this particular year we should be looking at the highest behavior from last year so what was that what

210is the data from last year that was the our top three for example probably disrespect okay so it's a very large uh category of behaviors that can constitute a lot of different things I will tell you that as we problem solved through this particular indicator we did look at things like fighting major vaping as well as major campus disruption because those particular office discipline referrals really pose a safety threat to school campuses however what we found is the number the the percentage of students that actually have three or more of those in our schools is less than 1% so we were not measuring very much the rationale for keeping the three or more more so decreasing 25% of students it's really you know a small handful of students however when we look at three or

211more o odrs what it does is it alerts the schools that if you have students with three or more odrs those students need to be referred for additional supports and then they take the behaviors that they're seeing and their teams are problem solving and providing the interventions so since this is a systems level plan we're really looking at the systems level data however schools are charged with looking at the school level data in order to tailor those interventions for the students so they have a smaller percentage of students with these we are at 9% of students right now with three or more odrs if we are doing interventions correctly we can decrease that percentage of students with three or more odrs because we're addressing the student students that are showing behavioral patterns of Behavioral difficulties

212I I get all of that I understand all of that the the rationale makes sense but I still come back to as a district in our strategic plan and specifically looking at Dr Moore's end year evaluation next year what has he accomplished right where has the district gone in terms of lessening the behavior I don't want to look at an arbitrary number I don't want to look at overall odrs went down in the percentage I want to look at Behavior I want to look at what has changed specifically in a particular uh misbehavior I should say so phones for example phones were an issue last year we addressed it we were able to address it we could see that it was an issue we fixed it we fixed our policy we fixed our I mean

213we changed our um code of conduct our expectations changed everything there CH see we could do that if we were to look at behaviors again with our strategic plan so that we can actually say okay I if if the behavior is I'm just saying cutting because that's just if the behavior is so many students are cutting then we can actually look at the strategy to address that and make sure that the superintendent is looking into those uh I get both points maybe we could look at both right overall and specific either way I just don't see any benefit of looking at overall o odrs from my perspective as a Schoolboard member um couple comments I really think we should keep 100% achieved on the safety issue because that is a is a board priority and

214um we all know in order for students to learn we need to have a safe learning environment and as far as the odrs I know the principles um take a look at this very very very carefully and we used to look at it on a quarterly basis so we were saying okay what is changing what isn't changing and as Dr Jacob said you know when they would hit that third office referral are we doing the support we need to do are the parents been called are we looking at all the strategies we could use in the classroom so I think it's very very important that we keep that but we also look at it at a school level in the meantime seeing what are our big areas and we've talked about that you know last

215year Miss barenborg brought up about vaping huge huge issue we talked about cell phones so I think it's important that we look at that as a district but also look at at the schools because the one that's probably checked the most is disrespect or inappropriate behavior and when I was looking at those um a while ago that would be the one thing so I know at that time that's when you bring in your your people at your school and say okay this isn't working for this child what do we do next so I think it's important that we keep those stats but always look to see what can we do to change the behavior and that at a school is a little bit more manageable for me anyway can I follow up with that sure

216we're we're saying the exact same thing you said exactly the same thing that that that I just said I mean we're we're on the same page with that um so looking at both right looking at I'm okay with looking at both if we were to look at both what are those both and I want to just mention with regard to disrespect even if that's the highest thing on the list of odrs with the top three well let's look at it right let's figure out why there's disrespect where is it coming from is it in the classroom is it in the hallway is it with administrators is it with a particular set of students is it with a particular you know um um subset um what where is it is it on the playground is it

217in you know there's so many different ways of looking at that is it disrespect with staff disrespect with other students let's look at that that could be a culture thing that we need to address and if it is student culture then let's relook at student culture thank you anyone else I'm Sorry Miss barenborg um student the disrespect part that was a like the number one thing that hit me when I was a principal of the school school I I took over F school out of control disrespect there was no respect um so to get control of that I'm going to say it again from the rooftops kids at hope I'm going to tell you I had two other people come to me this past week and said remember when you did kids of Hope down

218there what a change that was and they've had a couple of people down there in St Lucy going why aren't we doing that here and it's not a program it's not a thing it's a way of talking to kids and about kids it's not going into the teachers um lounge and talking about Johnny that drives you nuts it's instead of Johnny being bossy it's Johnny has a lot of leadership skills let's see if we can develop those so it's it's that Mantra and that change and I'm going to tell you Dr Moore I have not heard that we're doing kids at Hope training anymore and it's frustrating me I keep it saying it every year and I'm going to continue to say it it changed the culture of the school that I was at I've

219seen it change in culture a lot and really really rough areas and if it can work there and it's about kids understanding that they're being respected and so they respect adults and gosh maybe we should try at school board meetings maybe that would help go ahead Dr Mo so I you need to address the children you lead with behaviors of children um and you want a system that has the ability to address the needs of each individual child so when we're looking at this specific plan what is the most efficient and effective way to look at the overall behaviors of children and then how do you ensure that we're continuing to be nimble enough not to do one thing or look at one specific behavior but look at the true need needs of every individual

220child so when we're looking at um a number that's already at 9% and being aggressive to get it under 5% ensures that we are looking at the individual cultures and realities at each individual school and not focusing in on one specific behavior but specifically uh focusing in on the needs of the children um when you look at our our schools as a whole where we were 3 years ago two years ago where we are today is is night and day um and that's just not an opinion that's just a straight absolute fact um is there work still to do uh absolutely this is probably one of the most aggressive measures that forces the conversation around the specific needs of each individual child uh and ensures that the principles are problem solving around what is the

221primary issue at my school uh to be nimble enough to create environment where I'm addressing the needs of all children um so culture is you know the the driving force the everything that we do in a school is grounded in culture um so that that is the work that we're doing and we're being extremely aggressive and saying what's the most impactful way to ensure that we're addressing uh any Behavior that's being displayed by a child uh and then helping that child understand what is inappropriate with that behavior and then Empower them with the skills uh and the understanding to create behaviors that ultimately can be displayed in replace of that negative behavior so it's it's complex hard work um but it's not work where you isolate isolate one specific behavior it's comp it's focusing in

222on the behaviors that are being displayed by all children and I I agree um I was principle of three schools and each culture was different and so you look at the whole picture and see where you need to go with that and obviously it it has had an impact because our testing last year and we could see where we're improving so you know those test scores will improve when you have that culture at the school and everybody feels like they belong and uh they know where to go if there's an issue Miss Barbor you you hit the nail right on the head it's about culture of the school if a child doesn't feel like they're part of that culture though they act out and that's one thing um I agree with you that the child

223it's about correcting children's Behavior or showing them the right way to behave teaching them that's what we're in the business to do um but I also think you got to give the teachers the tools to do it and that's the one thing I'm hearing over and over again the teachers don't feel like they have those tools and I think I'm telling you please look into it because it's not another thing to add it's just a way to have people be trained and how to speak to children and when to speak to them and how to get get them involved in being part of the culture and and when a child feels included they don't feel excluded they don't feel bullied they don't start doing crazy things I think that's the part that we need to

224really look at is why are we rejecting things like that when we could be bringing something in that really does bring that culture together now does every school have that problem no however there are schools that need something like that where they can bring that culture together and it's it's about all kidss wanting to belong I I hear the same thing with staffs I hear a staff I hear teachers some at some schools feel like they're part of the culture and they're part of the team and I hear others say well I'm not in the in group or the in circle we've all heard that right but I'm hearing it more and more in our schools and I don't want to hear it anymore I don't want to be stopped at publ and hear about

225the Inner Circle at a school again didn't we had when I was at the doing consulting with principes we had hope at alternative school a few years ago anybody remember that kids of Hope and Dodger toal wasn't that one also okay so I know we've had it but I don't think it's been in recent years any other board member comments alrighty go ahead Dr Moore sorry all right moving on to page nine so you'll see that the target changes that I have shared with you are reflected here in the annual targets Additionally you will see down in the strategy that some of the strategies have been tweaked in the area of steam initiatives as well as ensuring that we are implementing processes for data driven scheduling for Accelerated courses we do have a dashboard that

226is super easy for our Secondary School tools to use to identify which students have already earned accelerated coursework and which students still need to so we have an easy way to monitor how we are doing with that as well on page 11 you'll see that those targets again have been um added to reflect the changes in the targets you will also see that those strategies have been added as or tweaked as well a lot of these strategies were in place but really where we are with our strategic plan at this point is we've established a lot of processes for instructional supports and we are really working on enhancing and optimizing those processes for supports to maintain um our Effectiveness with those as well as sustainability if you look on page 13 you will see that

227we have added an additional support for our school School sites so communication is very important um between school and home however you know sometimes it's it makes it a lot easier when we have ready-made resources to be able to efficiently and effectively communicate so our Communications Department has added communication toolkits for our schools to uh connect with parents around different areas um and so those are shared with schools in a team site so so that they can use those resources as needed page 15 we have information about or the strategies that have been tweaked there about differentiated instruction and um professional learning and so what you'll see this year is the office of cni has really worked on aligning their professional learning for principles assistant principles and instructional coaches so that they're all receiving information

228within the same week so they can immediately go back to their schools and implement the learning that they have also again increasing our capacity for those um instructional feedback Cycles so we have traveled um quite some way from the beginning when Dr Mo first got here and we were implementing those instructional feedbacks Cycles we also have worked on calibrating the feedback that we give the observations that we do and so now we are in a stage of optimizing our feedback to schools as well as working alongside schools and developing action steps for continuous Improvement and then you see that added strategy for enhanced systemic structures for recognizing and celebrating staffs some of you may have seen um one example was that we souped Dodger town so a team um went over to Dodger toown when

229they weren't there decorated gave them um encouragement we also had a donation of school supplies that we were able to give them at the beginning of the year so that the teachers were able to provide those to students and so that is one of the initiatives that we're doing to recognize staff and celebrate staff then page you will see that we have joined the staff allocation model as well as Master scheduling process so we've had this staff allocation model in place for three years that has really helped to support our fiscal responsibility with regard to allocating human resources to our schools in addition we added another layer in which we have master schedule reviews and are working in an intentional and strategic way with our schools to ensure that students are scheduled in the right

230courses with the right teachers um with the right sizes then we have our strategies um process and strategies to support St compliance with District material and financial procedural safeguards and so this is really talks about um technical support to ensure compliance with those processes and then finally previously we had more of a strategy of monitoring our physical plant violation for correction however in talking with the individuals that oversee this area of work I asked them I said how are you able to um achieve your target at such a high level this past year and they said they've really been implementing processes to provide the technical guidance and support and training to the individuals to ensure that our physical plant violations are corrected in a timely manner any questions about that yes M Rosario um 53

231I'm not sure if there needs to be a a wording change or maybe I'm reading it wrong um Midway through it says Master scheduling process to optimize the distribution of human and ensure alignment sure enough there's a word missing there thank you what is it supposed to be human capital okay optimize the distribution of human capital yes do or human resources yeah I was yeah that's better we don't distrib people okay is that yes so those are the the presented changes as you know we're still waiting on some from data oh I'm sorry go ahead go ahead we're still going to go but I have some other questions um okay let me come back um page 12 there weren't any uh changes here on page 12 with regard to the African-American achievement plan um but

232something that we had in a previous plan and I don't have it here in front of me was a an an a description that the African-American achievement plan was part of the desegregation order or was a result of because it wasn't originally a part of our T our strategic plan right correct it was added in after um but I don't see that here in this version of the Strategic plan so is can we add that somewhere there used to be a one page or a little a blurb or something in the beginning that described the African-American achievement plan and it's I guess it's intent or its purpose within the Strategic plan um the other thing is says you you said here on the same page decrease the Gap in percentage um sorry that's the first

233one well yeah no that's the first one sorry the second one decrease African-American to White disparities in classroom removals by 031 risk ratio points what is that what is 31 so risk ratios um a risk ratio of one means that white students are removed out of classrooms for disciplinary reasons at the same rate as um African-American students the higher that risk ratio gets the way you would interpret it for example if the risk ratio for African-American students is three that means they're three times more likely to be removed out of the classroom than white students so 31 would get us down to a risk ratio of two our outcome this past year was 2.31 meaning African-American students were more likely to be removed out of the classroom meaning OSS out of school suspension or ISS

234in school suspension than white students this particular Target is included because in the joint plan related to the desegregation order there is section six I believe it is Dr shafty can correct me um that it refers to disparities and discipline so that's what I mean about connecting the two together anyone reading this would say it's race baiting okay without understanding the history all you're looking at is black and white students what happened to all the other students what about your Hispanic students your Asian students we don't have a district of just black and white and then what happens with your mixed students your mixed students who are half black half Spanish where do they fit in this are they African-American no they're both they're 50/50 or what happens with anybody so we're not looking at

235the full picture here and looking at just this information alone is is targeting One race against another now I'm not saying that that's what we are intentionally doing but again just looking at this point blank with no background information we don't have that information right we don't it's not provided and I I think we certainly can provide context I think um in the past because there was so much discussion about the integration of the two plans that um it was more clear maybe to people that were reading this but I I do see how providing context would be helpful to um people that are reviewing this and and what is the goal of the risk ratio I mean well it's to have an equal number of of of one and and it's a point well

236taken to provide clar clarification because if you looked at any other District's strategic plan um unless it's one of the other four districts that's still under a federal court order uh pursuing unitary status it may not have any references to well there are there is no other count that has an African-American achievement plan but the intent of aligning it 3 years ago was was to ensure a it was being monitored and um I don't know how else to say it it wasn't being monitored three three years ago uh the level of awareness around implementing those uh specific strategies were not present the alignment ensures that we're not duplicating or doing things in addition to so embedding it in part of the Strategic plan um for people who are very familiar with Indian River County yeah

237they they get it but anyone from the outside or May new man May question why is this one specific thing which may lead to uh things that Mr Rosario just stated yeah I I think Dr Jones's point is exactly my point like what's the goal the language that we have here with regard to the 31 risk ratio it's just not understandable to the average person just what is the goal just say lessen it by one you know or one to one whatever it is like that go should just be easy to understand and easy to articulate how it's worded I mean the language Simplicity matters sure and I think you know when you look at Target 2025 it is written that way and the way risk ratios work um to be able to when we're

238at 2.31 risk ratio now to be able to decrease it by one point at this point in time is not a goal that is likely going to occur in one year and so we have it if we look at Target 2025 our Target is um our Target for 2024 is 2.0 so because we are at 2.31 I wish it would be nice and clean and you know we're decreasing by one every single time but it doesn't work that way when we have that small of numbers and then our Target 2025 is 1 0 and I believe three years ago was 4 point something we were much higher than that in previous when I first started on the board is 4 point something it was so so my other followup is so this is the goal

239right this is the target well how do you plan to do that how do you plan to reduce the disparity between black and white students so I think in the same way we would reduce any other Behavior so we identify students in general that have three or more odrs that need additional support So to ensure that we are consistently when we see students with needs addressing those needs and providing the proper supports I can tell you that over time that's how we've decrease the risk ratio is to really provide meaningful behavioral support so if a student needs a tier 2 Behavior plan we provide access to that if they need a functional Behavior assessment or a behavior intervention plan we PR provide access and what we want to do is be really consistent with all

240students and making sure we're providing those supports for all students and in quality instruction as as well correct good point but I'm still not hearing I mean that's what we would do with anyone so that's not specific to the disparity between black and white students in discipline so in my experience we would do that with everybody sure well and I can say several years ago because I was heavily immersed in the work um our risk ratio was so high that we were sanctioned and the consistency of our systems and processes to provide support weren't in place like they are now and so you have seen a um concurrent decrease in the risk ratio as we ensure that we are using data to provide the supports and not just feelings to provide supports and it it

241is addressing the needs of all children uh addressing the academic deficiency addressing the behavioral deficiency maximizing parental involvement but doing it in a comprehensive full scale approach um and as a result of doing that you'll see a a reduction in this risk ratio as you've already it's already been documented so are we going to see the disparities between the other subgroups as well so I can speak to the other disparities um with regard to other subgroups traditionally we have some subgroups that actually what have what we call a protective Factor so their risk ratios less than one um but you know we would have to pull the specific data but really the area where we have had the ongoing disparity is in our this particular area okay we'll move on from that the other thing

242um that I have a question on is on page [Music] 19 this yeah could I Dr P had a comment one thing I think is important to consider is you know you have a much better Intervention Program like you're saying with resources to these kids and there is a there's a significant lag so you have a good program you know you're getting to kids sooner you're going to see the fruits of your labors over years so uh you don't really need to necessarily change something every year you will start to see the effects as kids You' got into them earlier and they better Behavior later absolutely and you know when we gain traction with that so it's you put those systems and processes in place the programs and you learn over time how to enhance

243those programs and ensure kids are getting what they need so yes this is systems change so it doesn't happen in one year absolutely and just one more point before Miss Rosario goes on and I think looking back when I was a dean or assistant principal that did discipline most of the day um it was just at contact with parents you know and sometimes parents would come in and be a little upset but if we had the same goal you know we don't want to do this we don't want to suspend what can we do to make it better that's really that really was effective making the calls home and meeting with them Miss wizario okay so page 19 so I noticed that some language has changed within the Strategic plan overall um some language has

244been removed but I what I question though is on the in the focus area uh academic success ensure high quality standards-based inclusive instruction for all students I think incl we don't need it inclusive what is inclusive the assumption is that we are not inclusive if we include inclusive as a focus area so we are focused on this area and including inclusive essentially is including or covering all services or allowing the accommodations for all Races or all genders or all abilities we are already doing that we do that that is what we do so I don't believe that we need inclusive if we were to use just remove that it makes perfect sense all on its own without having any language um that assumes that we're not doing that so for example ensure high quality standards

245based instruction for all students beautiful simple um the next one safety culture and climate cultivate safe respectful and supportive School environments period like we don't need the extra language so I can share it unless you want to oh I I I disagree with that I just like the 100% with the safety I think that's a very very important word and um yes I know we do it but I think we need to emphasize it so I think if you go back and you look at our specific outcomes and one comes drastically to mind algebra one for eighth graders we were 47 in this state um and now we pending the final results will be number one two or three um the outcome the strategy for that was being inclusive ensuring every student who had the

246score was provided the opportunity uh every student who has a deficiency uh in a classroom room is provided the intervention inclus being inclusive of all children has really been our driving force to improve academic outcomes for all children um so we've made significant progress uh we need to continue to keep our eyes on that specific measure uh over time the reality is once we're once it's something that could be sustained as other strategies it it it can fall out but I don't I would not feel comfortable removing it at this point Miss Borg thank you for including inclusive as I pointed out a couple of weeks ago um that's one thing that our school district doesn't do enough of is be inclusive of all children um we might be looking at just African American as

247Mr Rosario just pointed out you know where are these other kids included so I like the fact that we're putting in safety inclusive language throughout I think it's getting us more in line with where we need to be be um so that all children feel that they are capable of success no exceptions and that's the kids at Hope Mantra and the perfect example of that is Unified sports you know that takes it to the next level and um Vero Beach has some strong teams I know Sebastian's working on some teams and bringing our um students into the state level of fhsa where they can show off like they just did em bowling the other day so that is what we're about thank you all right are you finished Dr Jacobs I think so thank you

248very much it you know I love you know I said this when I look at the format the format was very nice the reading was very nice the pictures that you included were very nice and I know that's a lot of work so thank you good picture thank you very much no really that concludes my agenda then we're on to your board members all right we go now to miss rarel just check this right superintendent role and responsibilities Miss Rosario all right let me get [Music] my let me get that okay so there have been some conversations over the um the day-to-day operations of of the superintendent and the role of the school board member and so I have just been doing some reading of course with the statute and some of our policies this

249has come to us before um where we have discussed this um and again there's interpretation that uh I think um it's kind of like a general perspective on the role of the superintendent um and and I would agree as many would of you would that the superintendent serves um as the general oversight for the day-to-day operations of the school district we are responsible for policy procedure he's responsible for executing those policies and procedures but with regards specifically to procedure um there have been some questionable items that when and where are some are those procedures supposed to be the responsibility of the board or when do procedures come to the board for adoption and so what has been discussed um in in in many of our uh meetings before over the years even has been the

250role of or essentially what does our policy say about it and then what does the statute say about it so I pull that up and the uh stat I'll start with the statute 1000 1.49 with the general powers of the district school superintendent so just overall um uh his responsibility is to advise and counsel and recommend to the school board um policies and educational matters and all other any other recommendations that there would need to be he would recommend policies he would recommend and execute rules he would recommend and execute minimum standards and perform duties and exercises responsible that align with the law and the rule so again his recommendation asserts that there needs to be final Authority is the boards he makes the recommendation final Authority is the board on all of those items

251by the way the statute is clear it says recommend recommend recommend recommend um with regard to to let me just make sure I don't repeat myself with regard to statute 1.51 it further explains again the duties and responsibilities of the superintendent so the previous one was the General powers of the superintendent this one is duties and responsibility of the superintendent very similar language duties and responsibilities he is to exercise all powers and uh and perform all duties listed below and elsewhere in law provided that in so doing he shall advise and counsel with the district school board so his role he doesn't work in Silo in a silo he works with the board making recommendations and allowing the board to then uh be the be the ultimate Authority on whatever he is advising and counseling

252on the district school superintendent shall perform all tasks necessary to make sound recommendations again make recommendations nominations proposals reports required by law to be acted upon by The District School Board again our Authority we take action on those items he assists in organization on the organization of the school District board he assists in the organization um he assists in the regular uh in our meetings right uh attend all regular meetings and the district school board I'm sorry calling special meetings emergencies when arise and so on and so forth he is responsible for um the records keeping minutes of all official actions and proceedings of the school board or any other records thereafter he's responsible for uh school property he asks for the district school board as custodian of the school property uh with regard to

253school programs he supervises the assembling of data and sponsor studies and surveys and so on and so forth with the planning and implementation of school programs he establishes organizes and oper and um operates the schools classes and services is but with the with the caveat that he recommends The Establishment organization and operation of the schools classes and services leaving the board the final Authority on those items um and so the more that you the more that I've been looking at this the more I realize our current policy is not very clear on his role as superintendent attendant and our role as school board and I think we just need to just have those convers conversations so I don't have anything that I'm recommending today other than to have this discussion and I'm just going to

254um um I'll I'll share all of these with you after the uh board meeting so that you all can read all of these policies all of these um statutes on your own and you can kind of come to your own conclusion there is a policy that we do have on the development of administrative procedur it is policy 10:30 10:30.0 the the development of the administrative procedures I think this is really where this is the lynchpin in all of this because the school board delegates the superintendent the authority to determine whether administrative procedures will be needed right that's administrative Pro procedures that are I'm sorry that are needed to implement each of the policies ad adopted by the school board so you have this connection between procedures that are connected to policy have to have final

255Authority by the school board it further goes into to say that all administrative procedures all administrative procedures shall be consistent with adopted policies now that's tied to law all administrative procedures shall be uh consistent with adopted policies and shall describe the manner in which those policies are to be implemented take hear me I'm sorry go ahead Miss visario so um and then it and then it further states that the superintendent may also issue administrative and student handbooks so any administrative handbooks um any handbooks and student handbooks essentially um as may be necessary for for the effective administration of the schools and distribute them and that's fine but everything else that is tied to policy or statute any procedure that is tied to policy or statute has to come before the board for a vote the

256only way that we can adopt anything is by voting on it as long as the pro provisions of these administrative procedures and handbooks are consistent with board policies or federal state law they will be considered an extension of the policy manual and binding upon all employees and students so it's clear um I'll send again I'll send these all to you so that you can read them um I want to be clear that there are some policies I'm sorry there are some procedures that have been discussed or implement mented that have not come before the board in the past we've addressed them I've brought them up um even in handing something out that has statute on it it should come to the board now that could be extensive but it is what it is that's the

257role of That's the Law that's what it states all of these things need to be come to us if it is connected to law or current policy anything else okay it's all up to him um let's start with Mr Barefoot any comments to um I just I just think we interested in reading all this I know there's an echo but we have to remember the difference between the superintendent and in my words I view the superintendent as the CEO the board Bo's roles and responsibilities are are on the budget two the Strategic plan but the day-to-day management are running the school district on a day-to-day basis is the responsibility of the superintendent and we've got to be very careful that we don't insert the school board into the day-to-day man management of the school district

258that is the superintendent's responsibility not ours we can agree to with ground rules we can agree on how you go about how the superintendent interacts in terms of what should be reviewed and ultimately voted on by the school board and what is within his purview her purview as the chief executive officer of the school district but I just want to caution seen this happen too many times in other settings where the board whether it's a corporate board or a school board or a Board of Trustees of a not for-profit start to get down in the weeds and and it's a it's a formula for D function if it continues that that's the only comment I would make okay Mr anspacher would you like to comment I recognize this is an issue that long predates me

259um fortunately my career long predates this and I've been doing this one form or another for 38 [Music] years just as a rule under chapter 120 which your policies are adopted like are adopted by agencies to implement what the legislature says the procedures are adopted in order in order to implement expressly Implement your policies and I think Mr Barefoot said it I basically you have issues however they're labeled that are policy setting in fact when you look at what the general rule of thumb is when you're splitting between a board policy and an implementing procedure and an academic setting oversimplified but I I tend to agree with M Rosario I give all my students in my Marine Biology class Strunk and White's first day of class try to cut to the chase simple words the

260what and the why is your level the how is the next level down and I will acknowledge for example 10151 sub 21 and sub 22 which M Rosario and I have discussed says certain procedures are brought to the board those procedures however here's where I'm going to depart from having just said plain English the Latin term is espresso unius as exclusio alterus that which is stated expressly exclus clud all else so I think in the plainest terms I understand the importance of this board this board has a constitutional home rule Authority but we do need to delineate and you know and frankly I'm fine with just volunteering and saying look here are the statutory directives as to what procedures come before you and you know I think those definitively do and I think all else

261the whole point is it's supposed to be implemented it's supposed to be the day-to-day and the reason and I will shut up after this I'm over caffeinated and underslept but I will tell you that um you the Practical and again here's where I'll put it in plain English the Practical real ity no matter how well-intentioned the board is at handling that day-to-day implementing set of procedures is the reason that the that the policies take the time they take and the process they take and parenthetically I will grant m rousar is absolutely right typically in a rule Workshop you do do what we did today you process you explain you have a give and take is because it's a complex important 30,000 foot level where you have to know what it is that you're implementing the

262flip side of what Mr Barefoot said and having represented a lot of nonprofits by the way including dsos in the past is the worst thing you have is an uninterested uninvolved board and believe me I've represented a ton of them in the nonprofit sector the problem though if not clearly delineating where the implementation is is a lot of the nimbleness that is designed to be in the procedures is lost when you have to go through this necessarily complex urgently needed months long process every time you change it that said final comment is there are always as sections 21 and 22 State section six implies in 10 1,151 that no matter how labeled procedures rise to the level where they should go to this board I'm just saying that for the day-to-day implementation it it really

263needs to be something that that is handled at at the ground level and the day-to-day okay Dr PCA any comments yeah sure um I think this is worthwhile to look at you know I think it I agree with Mr Barefoot to a certain extent we don't want to over inject ourselves into day-to-day and really get down into the details um of managing procedures uh at the same time you know there has to be some sort of a give and take and certainly I'll just use an example you know we can create a policy um for reviewing books for instance you know we could create a polic policy for that and then it's obviously your job to implement that um however if the procedural of implementation for instance and I I'm not saying this is going

264to happen or it will happen I'm just creating a example let's say we don't notify the committee that a book has been challenged for three or six or nine months that realistically um you're really violating the whole Spirit of the policy so you know I think at the end of the day uh I think it's good for you to create the procedures certain things we should probably be a part of that um and then if it comes back where the procedure really does not align with a board member um it makes sense that they could add it as an agenda item as a discussion and then through our normal board Powers we could try to alter the procedure uh to something that's more aligned with what we were intending you know I don't think we

265want to be a part of creation of every procedure though obviously thank you Dr posa Miss barenborg sure um one of the things that it says right here in our policy of 1001 is the responsibility shall flow from their superintendent through the administrative staff to the operational Personnel doesn't say that we do that we're the check and balance and I caution us to get into the weeds um and into the weeds is a term that means getting down to the detail and and directing superintendent for everything to do you know that's micromanaging he's responsible for the how he's his job he works for the board corporate not for one board member and it's our job to do that check and balance I agree we have those conversations on the Das and we say you know

266this procedure I think I'd like to see something there it's in the open everybody knows and we're we're kind of issuing our thought as one board member whether or not the other board members agree we take a vote and we move on um but I think getting into the weeds we're going to um not have a board me or have a superintendent that we want to have for our schools which is a superintendent that we say we trust you we believe in you you're doing a good job keep doing it and I think Dr Moore has done that he's proven that yeah there's some things that you know he and I talk about but I think if you're looking in the direction that we're going we're going in a good direction so why would we

267want to mess that up by micromanaging it and putting an anchor around his ankle I I don't agree with that I think that we should keep doing what we're doing check and balance bring it up on the dis you got a problem bring it up with him and then if you're still not satisfied with it bring it up in the DI and say I'm going to bring a action item or a discussion item I want to discuss this policy or this procedure and then move on but I think us going through and putting down all these extra procedures that's more government I'm about less government I'm about checking and balancing and if if we don't trust the man that we hired to do the job then we get a different man or a woman to

268do the job but we don't sit there and tell the person how to do the job dayto day okay just few comments from myself um I know we've talked about this before and I've looked at 10301 um development of administrative procedures quite often and I guess the key words for me are this the Schoolboard delegates to the superintendent the authority to determine whether administrative procedures will be needed to implement each of the policies adopted by the board we don't need a procedure for every policy we know that uh when the content of the procedures meets a definition of the rule set forth in chapter 120 upon the recommendation of the superintendent the board shall adopt said administrative procedure and then further when in Judgment of the superintendent I'm sorry further when in the Judgment of

269the superintendent endent adoption by the boards is advisable the adoption of said procedur shall be recommended by the superintendent for adoption policies are are big that's our job and we even talked about a few today when we reviewed the policies and just some ideas and there were some really good conversation and this is the only time we can talk so I understand the importance of policy but just like I used to feel as a principal I was in charge of that school by state statute shoot in local apprentice and I knew the superintendent was was was over me but I really respected the 10 or 12 I worked for and when they told me you know you were in charge you make that decision and if I'm not doing the job I KN I I

270knew I could be removed you know I knew that so I agree in general with with everyone saying not to get into the weeds cuz we could get into the Weeds on almost every one of these policies and can you imagine what our policy book would look like if they all had a procedure I mean I just I I like how this is written but at the same time if we think there is a procedure that needs to be done like Dr PCA just said maybe we should get it in there just so we have our timeline on there but not on a regular regular basis so when they come up in discussion which I I respect but not on the dayto day your job is a dayto day you probably one the most challenging

271jobs any person could have right now and um just going out the few nights last week I saw Dr Moore um meeting with our community and continually talking about our goals and our guiding principles and we're doing great here but hey we got to work better here that's what it's about to me can I can I add one more thing I I don't think Jackie was actually indicating that we should be involved in every procedure either I mean I think her point is that if we want to get involved as a board we certainly have the power to do so I think we all agree that that is true and I think we've all made it clear we don't want to be involved in the detail of every procedure um but today we got involved

272in one we did and it was appropr it was it was helpful I think for everybody um so if we do run into issues with a procedure I think it's perfectly fine to bring it up um we don't want to go through every procedure necessarily and be involved in that and I I think we we all kind of agree on that as well so and it's just about the third time we've talked about it so um but today was a good example yes yeah it worked Miss Rosario so you're right Dr PCA nothing that I said had anything to do with us getting involved in the day-to-day operations at all the intent was to to review and in part it's really so that board members understand your role because a lot of times we want

273to just say let him do the day-to- DAT operations and he takes it over and we have nothing else to do but to show up and approve the budget or show up and approve policy and that's not right that's not accurate that is not what is in the law today was a perfect example as you mentioned because the law said the school board had to create a procedure for the library book objection uh committee and because the law said the school board had to do it we were responsible for creating that that committee and for how that committee was to be run and we did that last year because the law said that we had to do it the law did not say that it's up to the superintendence to create that the law said

274it is up to the school board to create that Pro that procedure so that's why that's a perfect example and when it come so my point is you're right about than the day-to-day operation is it's not up to the superintendent to make the decision as to whether he's going to hold on a put a hold on an objection that has been submitted it's up to the school board because it's our procedure that we implemented and he should come to the board and say hey this has been the concern where should we go from there that's not always the case and often times we hear things through the grape vine and it shouldn't be that way either and so I'm just going to go ahead and share these with you all so you all understand what

275your role as a what you're expected by law because we have there's one here there's one um statute 1042 it's 24 pages long of the powers of the school district um powers and duties of the district school board rather 24 pages of our powers and our duties it's not just to show up once a month at a meeting and rubber stamp everything that's put before US 24 pages in just one law his his duties are maybe a quarter of that much and we have two statutes here actually there's three that are that spe speak specifically to the role of the school board member so I'm going to go ahead and I'm going to share that with you of course um I'll send it through Dorian so that um you all can receive it but I'm

276glad that we had this conversation because it is long overdue and we we do need to have it's not about micromanaging but it's about understanding our constitutional duty of oversight and accountability all right next item sorry madam chair we're over time yes so I don't know where everyone stands on it I'm I'm certainly okay to keep going for a little bit but I don't know if anyone else has well I had a couple things I don't think will take very long but if everybody's okay to keep going I'm good with that they might be very polite in telling you but maybe no I don't I mean what time is it what if we did like half of them then we just put the other now you do m not my do mine long 4:30 both

277of yours let's do some you go out of order you all right Dr pass it's a suggestion just suggest that you do a couple more and then I'll do a couple of mine but I did want to talk about a couple of them go ahead Miss rosar we have our business meeting anything that doesn't get accomplished today you can put it in the discussion session at the business meeting that's what the business section is for that's fine I'm sorry the discussion session I'm fine with that but I I think if you guys want to both cover one or two more that's fine too okay this if we go through all this could be a while yeah right maybe you do one and I'll do one miss Rosario okay let me um I want to I'll

278bring up the um let me bring up the classical education here and then everything else can wait until the board meeting if that's okay um so the classical education model so it was brought to us let me just back up a little bit and say I've been talking about classical education with the superintendent probably for about a year um maybe a little often on before then but when the new College um was opened or was in the planning stages of opening as a um classical college or classical education College in my head I thought it would be a wonderful idea if we could be that Stellar School District to create what uh Melissa berdick brought up at the podium at our last meeting was a boutique school um with the same classical education model I

279don't know if any that to my knowledge I don't know if there are any public schools actually offering classical education unless they are a charter school I know that there are a lot of Charters who focus on classical education I went to one last weekend um and it it was just fantastic in Port St Lucy but classical education is like a um kind of like a a large museum with all of these wonderfully filled rooms of art Right comes from different places um but there is a truth and a goodness and a beauty to the to the liberal studies of what those art pieces are and the classical approach really teaches students how to learn and how to think not what to think or what to learn uh for those who know about classical education

280um you would know that it is highly effective it is uh largely based in its approach on um Civics education uh memorizing through songs and chants and run and of course that's just very very a very small portion of it um but there's a lot of practice there's a lot of um rhetoric there is a lot of um these pillars of excellence in classical education Athletics Fine Arts vocational training um where the curriculum is grounded in - tested principles fostering critical thinking and eloquent expression uh parent obviously you know uh market economics and a respect for historical tradition are all included in that um there are uh Christian values that are a part of it but there is a non sectarian um uh portion you know that could be adopted for public schools um Independence

281obviously and Community engagement are huge in um classical education for one Hillsdale College Hillsdale 1776 curriculum has a complete collection of lesson plans um and um all of their curriculum and books are available on their website uh you can download it for free you can take a look at it yourself uh but the curriculum provides teachers and and with guidance not dictates and I think that's the big difference the curriculum provides guidance not dict Ates about how to plan and teach any given Topic in American history or Civics for example um and that that's a big difference whereas in the public sector and public education traditional curriculum setting you know you have these mandates that you have to hit these standards so it's a just a different approach to education and it works and it

282would be wonderful again if we could be a feeder School I don't know if we can get there I don't know if that would ever be an option for us but when um Mrs berdick brought it up at the podium I thought it was about time that we talk about it publicly because um as you know there as some of you may know there is a new um uh classical school that has just opened here in virau as well um this is not a new curriculum or approach to education but it certainly is upand cominging and I wouldn't put it past someone somewhere to say let's do it at a public school setting or let's at least look into it so in a way I was thinking maybe we could charge a superintendent with maybe

283an exploratory uh committee or something of that sort what that would look like how that would look um if there is a like a charter for example that is a faith-based charter if there is that portion of it that is or isn't could there be does it have to only be um you know Federal funding if you were to remove the federal funding and be able to actually implement the classical education in the way that it was originally intended Could you actually supplement that with grants instead of the the federal funding that would say no you can't do that you know so anyway so there's just a lot of different questions out there what it would look like like how when where why um so that's why I had this on the agenda so I'm

284just leaving it out there for discussion thank you any board member like to comment Miss barenborg sure um I think with anything that we're looking at exploratory um you know I'm all about looking into it um I think we've looked into one of the things that was brought up that we haven't really discussed lately is K8 and um uh Boutique High School we've discussed those things in the last three years but we really haven't Revisited those um so that's kind of something I'd like to hear again about um a classical education great sure look into it and see what it means for a public school to do that that's fine um the other thing with that is I remember when Rosewood first came in with their plan yeah and it and it's very similar to

285some of the aspects of classical education so um yeah I I I'd like to see that alignment to see how close that is as well thank you m Dr pasca yeah um it sounds like a very interesting idea you know it could be pretty Cutting Edge actually you know a lot of schools are looking at the possibility of increased losses in students this could be an interesting novel way to reduce that um obviously it's going to be fraught with logistical issues and trying to estimate how many kids are needed and teachers and all these things but I think it's worth looking into yeah Mr Barefoot I think it's worth the discussion anything that could be view native different I'm in favor of certainly exploring thank you um I think Mr Simpson's running the classical school

286now in virau Beach I'm not sure of the um program there so if it would be non sect Ian are we looking oh I like K8 I like to get back to there some sometime um at a magnet type is that maybe that's something for a discussion I don't know I mean I'd have to really really study this and see what the curriculum is you know looks like but this what we need to do if it's a magnet it's a public school obviously I think that's what the Mr Zario was recommending is is to explore the possibilities um my initial reaction is is um or just to back up a little bit actually Miami my my former district is just a board member probably three or four months ago uh took an item which was

287approved by the board to request an exploratory committee the findings just came back from that committee which was District staff uh and they are in the process of identifying a school to chart uh to start not chart to to start a a public school that is in fact will be uh a classical education school I think Dr pasa uh references enrollment right now our enrollment is actually up 300 students we're that's wonderful it is on right no oh that's wonderful okay Sor our enrollment is up 300 students but that that doesn't mean that it will be up in four or five five years so looking at uh is there a possibility to meet the community's desire that's what a public school system should be doing um my initial response is if if if it can

288be done I I think we can do it the the best and so exploring what would be the possibilities for us as a public uh school system under your leadership to create that kind of uh choice for our students what that means the financial implications the training uh the variance in terms of what instruction would look like I think that's what m Rosaria was is ultimately asking for uh she referenced Charter Schools as well so what would be the the feasibility or or exploration of of that as well I think that's also what she mentioned uh in terms of overall enrollment uh we had those conversations just as we were coming out of the pandemic and choice drastically changed from a state's perspective right and when I say Choice drastically changeed the opening up of

289choice options across the entire State uh through uh changes in statute shifted the overall enrollment of our school system so as you recall we were speaking about oh my gosh we have so many elementary students uh we don't have enough space for when they moveed to high school the distribution of our students is now ultimately balanced so we don't have that necessary issue but uh in terms of a Ka in terms of a Botique High School in terms of looking at current themes um of whether it is a subset of a school or an entire school I I think think that's the you know that was the best thing I heard at the last board meeting so I would I would love the opportunity to do this exploration and um you know we've got some

290decisions to make because we've got a couple small elementary schools and what we do to combine or whatever we do I mean if we keep it as a public school it' have to be nonsectarian Miss Rosario what were you saying about the grants um so there is a there is a in the traditional um not the public model but in the traditional classic educational model it is faith-based there is a foundation in faith um and the the question there is if we were to continue on the traditional path of what a classical education model would look like um and we were worried about funding federal funds you know you can't have anything you know faith-based with federal funds could we then not uh use federal funding and then supplement that whatever would be lost there

291with private funds or grants or something of that nature um if all of that is off the table then as I think allow if all of that is off the table and we can't do that and we were to do the um secular version of the classical education model at a public school um then you know would the funding come for you know how would that look would that be more Charter like or would that be part of one of our school you know there's so many different I guess that's the explor the exploration of this looking at all of these different um you know Avenues and then kind of coming together and saying this is what we've discovered and see from there okay um I was going to say one more thing and again

292with our numbers and a couple of our elementary school SCH schools and I just want to make sure if you know if we start to explore this and put some time and energy into it that we continue to boost up all of our schools you know what I mean because that's that's what choice is and I never want to say to that one school oh and you know what Dr Mor you weren't here but that kind of happened when the magnets were here a little bit when they first started so I want to make sure all of our public schools are schools of choice for parents to you know not oh I don't want to go to that one or that one you know and through you the chair um that was one of the

293first things this board approved When I Was Here is to make sure all schools were were were a school of choice and we've been able to drastically um level off enrollment across schools you're right there are a few schools um that still struggle with enrollment we have a large if not one of the largest or the largest the largest of individuals who choose to make a decision to homeschool their children um and I know a lot about that decision but if there are opportunities for us to Market to increase enrollment or offerings um to every single child who lives in Indian River County um I think it behooves us to go through that that exploration okay all right okay I'm just going to do one I'll do the civility Proclamation at the board meeting also

294Robert's Rules was just a review on some things um I know we've talked about African-American standards a few times and I just want to make it very clear that I'm not bringing this up because it's political I'm doing it because it's Humane to me we talked once about a letter from the board regarding the standard Miss Borg and I have written a letter shared those with you and then we saw the response from John dubel from social studies um I would just like to see if obviously when uh one of the board members said are we going to do a letter Dr Moore said it has to be discussed and then we have an action item to vote so I would just like to see if Dr Mo could do a general letter I think

295we've all said at one time or the other that um slavery was not a benefit and we also said that it is good that they're doing these standards specifically for African-American but um I would just like to see if you could develop a letter we kind of go back and forth on that and then we bring it to a vote and then we will end this part of it I just believe that um a word or two change or tweak might make a difference and if we don't at what cost will this be you know I still believe that obviously if this goes through um parents have the right to pull their children out of their class if they think it's harmful but um I just want to share that with you to see if

296um well I'd like to direct the superintendent to get this letter out there just a general letter because we've all said at one time or another we are interested in it or we don't believe in this so just your thoughts comments okay I would like to do a general letter and see where the board goes with it on my on the things with benefits for slavery I've been pretty clear on that is there anybody else that's going to talk yeah because oh yeah I said silence silence I said any you talk I thought Dr PCO was Speak oh go um I'd rather hold off because I have a call in to the doe um in reference to the letter that I got back um because the letter I got back felt to me like it

297was a standard reply that they've been doing to lots of people several got it um and I pointed out in my call that there were some specific things that I wrote in my letter that weren't addressed in his response P so um I'd rather hold off until I get some sort of response back from um Mr duble I think that's how he says his name then I can find out what um you know what the response is thank you anyone else Mr Barefoot nothing more okay all righty I I'll just I mean I'm not supporting you so that's all right my uh my opinion is that I don't think the standard as written is designed to say what they've been saying in the media it's saying that slavery was a Ben or slavery was a

298benefit to the slave um I think in your letter Terry that I read um they pretty well describe that that's not the intent of it and that's not what the standard is going to teach um so my fear is if if I do put my name on a letter even though I think we we probably in general agree that we don't want that ever taught if I put my name on a letter now it's just going to be used by the Mia to say Indian River School District you know writes a letter to Florida Department of Education they're going to twist it change it into something it's not meant to be um but I and I think for now you know the best thing to do is watch and and wait right to see how

299you know see the curriculum that they create see the textbooks see the materials they present and uh we may get more information and you know maybe we do need to send a letter who knows um but I think for right now I I don't want to PARTA of put my name on something like that cuz I see this as more um from the media standpoint just something they're trying to do to Des San is in an election year I mean that's really what I think it is do Dr johnes I I I want to address that um kind of like how you just said about twisting letters yeah I felt like my letter kind of got a little bit twisted here locally too um because if you go back and look at my letter I

300didn't say that I felt like they were thinking that how it's written was how people shouldn't interpret it what I said is when you're listening to feedback from people like we do it makes you think well that's not the way I intended it but that's the way that they're interpreting it so perhaps maybe I might want to tweak a word or two which is what I wrote in the letter that I think sometimes you listen to the reply and the and the feedback and you go yeah that's not really how it was meant so why are people thinking that and just like with anything else you say something you say well that's not what I said well that's what I thought you said and I think that's what we're getting into the semantics of what

301it was intended to be and I think that's why I kind of want to get my reply back from hey I didn't say that you were saying that that's the reply I got what I said is listen to the feedback and maybe tweak a word or two to make it fit and be respected by all and that's what I'm asking for is that little bit of tweaking to get it respected by all because I think intent of having africanamerican standards standing alone is great let's do it but um I think that when you're listening to feedback not just from one person speaking at a national level and getting everybody hoopla about it because everybody's hoop lot on both sides of this issue I think instead of that is okay why is everybody getting so upset

302maybe we can just change a word or two and get this right and I understand both of your comments I disagree I mean when he said at the end to then reach the conclusion that these two premises assert that slaves benefited from slavery is wholly illogical such allegations are false and damaging to the enduring Legacy of those who fought Against All Odds to make the good to make good the promises of the Declaration of Independence you know I shared that with many many colleagues and again at what cost if they could just change a couple words because I don't think anyone on this board would say that say anyone had a personal benefit and I believe that um if they truly really look at this and hear from everyone of all Races this is truly

303an issue and I just want to end with this one thing when I taught American history I would use this history is not there for you to like or dislike it I I didn't make this up it is there for you to learn from it and if it offends you even better because then you are less likely to repeat it it is not yours to erase or distroy okay I will you know if you don't want to do anything like that maybe later if it comes up you'd like to do it I'll bring it up again but I just wanted to try one more time and I've sent my letter and that's how I feel Madam mad Madam chair just I know we we said we each were're going to do one item and then

304I'll pull the rest of the items that weren't discussed to our our business meeting but one of them that M Rosario listed actually is the business meeting minutes I think that's referring to uh bringing back back the shift to the minutes is that is that correct yes and a a a general discussion about the requirements for uh according to Robert's rules for the Amendments of minutes okay so so that so that we know as a board what to expect when minutes are amended so go ahead I guess you we will bring back that item for approval so that's the only reason that I brought it up uh the information was posted with the appropriate edits just not in a public facing space it was put on your confidential site um so if it was loaded

305correctly we would have been aligned to it um so I am going to bring that item so that might be the appropriate time to discuss Mr Rosario's concerns to ensure that it doesn't happen in the future well was a it was just to have the conversation publicly so that there's complete transparency and board members so that when we are reviewing minutes and there are edits to those minutes there needs to be a striketh through and in the margin there needs to be you know notes on why it's being changed or why it's edited or who voted and who did whatever that you all of that was not in the last one and so that's why it was on here now um and so now we've had that discussion okay so thank you Miss Borg yeah

306and that's why I didn't want to vote for it at the time because it was like okay wait what exactly are we talking about because if you're asking for a vote right there and I haven't gotten the input from the attorney and from the superintendent from all that I don't feel comfortable voting on something like that so I appreciate the fact that it's going to come back yeah that's fun and then we have time to kind of massage it and know exactly what we're doing all right any other things and we will ad yes I do before we actually get to our meeting I mean because you know the next month is going to come quickly I just want to remind um the superintendent that Holocaust Education week is the first week in November I

307guess the first or the second week it's per first two weeks is it birthday second week in November and it's going to be the victims of Communism day second week of November that's on the 7th but I I wanted to propose also a proclamation um considering what Israel is going through now um 250 students kids 250 were executed just executed one by one all in a music concert I think it would be fitting during Holocaust Education week and maybe even the week before at our next at our board meeting to do a proclamation to honor Holocaust Education obviously Holocaust um week whatever that is and then uh maybe say a statement or two about you know the support for CH for children obviously and for Israel during this time it it just seems like it's

308a perfect time to be able to do that and hopefully we'll all be on the same page with that with that effort and just to add to what Miss rosaro said uh today my husband went to um the temple with Rabbi bur holes and they're basically starting a new um group if you will it's called be kind be kind and that's kind of going out through the community and he actually said in the agenda my husband shared with me they were going to talk about Israel and the facts and so forth so uh I could get more information on that but yeah that's pretty pretty rough right now yeah can I add to that yes Dr I would definitely support um honoring Israel and uh the Holocaust as soon as we can I think the

309better um this was one of the worst terrorist attacks we've seen really in modern history um The Narrative that a lot of people are trying to push is that these were Palestinian Freedom Fighters trying to fight for their independence and if you're fighting for your Independence you don't shoot unarmed people in their cars uh music concerts you don't go door too and go into people's houses and kill them and and take their kids um those aren't Freedom Fighters those are terrorists thank you Dr PCO thank you thank you all right we are going to adjourn this meeting at 4:44 p.m. thank you everyone