001The superintendents leadership team is here is well. We have some people who are going to join us. Virtually as well. We are going to start with our LGBTQ support plan. I want to show how important it is to have a plan that shows protection that is available for all students, but particularly deals with our LGBTQ group. It shows an actual plan that the school can use when a student shows up for support. That's the advantage of it Hopefully you all can see my screen. I want to start by thanking you for having me here to share this work with you. We are always here to strive to build a supportive and inclusive thing for our students. One of the things we pride ourselves on is the amount of training We have been able to provide
002to our administrators Over the last few years. She has been able to present some wonderful information and tell what's been going on with LGBTQ around the state. As well as training with our school administrators, she was able to meet with our counselors and coaches to provide additional training on building and inclusive school environment. All of these things lead to our teachers and administrators knowing the importance of having an LGBTQ guide for our students. Over the past few years, states have been having guides for their students. There is 22 other districts who have support guides in place. This document really lays out additional supports that are in place, especially for LGBTQ youth. It really outlines all of the federal, state and local policies that we have to protect all of our students rights. The majority of
003the document is really focused on relaying the policies in place. Pages 25 through 29. We get into some information on creating an inclusive and safe environment for students. This is helpful for getting teachers guidelines on what they might Address from students. Such as how to handle anti-LGBTQ that students may hear in the hallway. We want to educate students and adults on proper terminology and also best practices for teachers And schools to look out for LGBTQ students. Page 43 starts with some questions that a trusted adult or counselor would use when interviewing or working with the student who is considering a gender change. Or if they want to have the school to recognize them with and affirmed name. This portion of the document is simply for the student to use if they want to use the
004affirmed name in the school setting. They can Involve any other adults they wish. In the process and Share their feelings and tell who they are comfortable with knowing this information. Students have a right to Determine who knows if they are out not. The appendix portion of the plan shows curated resources that are available in schools and over the last few years, literacy coaches have been working to show more literacy literature in their media centers. A lot of reasons why we go into this is an important document, part of that is based in Florida schools. A lot of these statistics come directly from Florida youth and what they shared on the survey. The statistics I have shown you are based on the most recent compile of administration, which is the 2019 state level. Last year we
005did do County administration state level so that either just came out or is either coming out shortly. 18.2% of Florida high school students identified as LGBTQ and 1.5% identified as transgender. you can see we have 1.8% of students in Monroe County that identify as either gender binary or nonconforming. This was administrated October in the fall, and in 4th to 5th grade and 6th to 12th grade. We had students affirmed that they were either transgender, gender nonconforming, or gender non-binary. And there was a substantial amount of students that preferred not to answer. When you make it comparable to that 1.5% Florida high school, we have 6% in our transgender youth. I would like to share some additional data to highlight the importance of- The sample size should have more than 2900 students K-12 in this district.
006It's about 600 per grade. What's the sample size? This is from the universal screener. My understanding is that it's given to all of our students sixth through 12th grade. I cannot comment why the total may not be higher. I'm just trying to figure out who took the survey. The Florida youth survey is given six through 12. The data you are looking at here is the results given to our Monroe County 6-12K students. We have about 800 so we would have to check with our demographics. Do you know if this survey was voluntary? It was self-recorded. I think the teachers read the directions to them and they completed it in class. Did some students just did not complete the survey? 1.8% with 1230 students, we have about 22 transgender, nonconforming or non-binary students? Across the district.
007Is that 1.8 so it probably tallies to 100 kids or so across the district. You don't have it school by school. The total is the counts of students that actually completed the survey for the grade levels so it's not going to equally be the total number of students because they had the option to opt out of the survey. About 100 students across the district that opted out, if you needed this information for school to school. I can get that for you but this reflects the number of students that completed that survey. I think we try to be a little all intrusive and not require a student to do a survey. This comes from the support document and we want them to be their authentic selves without teasing or harassment. You can see that LGBTQ students
008are disproportionately chosen for harassment and bullying. More districts are highlighting this importance and letting students know that they are being seen and validated. You can see the difference between LGBTQ students and non-LGBTQ students. These students report having lower grades due to the issues themselves, and especially because they are worried about being the victims of teasing or name-calling. All of these things that this guide does is help these students feel protected. Do you have any data for our district? I can pull that. It seems like a very active campaign against bullying, I'm wondering how big of a problem do we have here locally. I can pull our most recent district data. It was being compiled this fall and I believe they were releasing some of it, if not all of it. Just continuing with more of
009the statistics, we know the risk with trauma can lead to struggles with mental health. Things like feeling depressed, self-harming, suicide. All of these things we don't wish for our students are what we deal within this guide. A lot of times when they are dealing with stress in the environment, it can lead to substance abuse, which was reported in 2019. Even though LGBTQ students experience pervasive harassment and discrimination, school-based supports can make a difference. That's my hope for this document is that I hope this guide makes a difference for our students and lets them know that we support them. We have to have a very supportive environment in our school and I hope for the sake of our students that they don't ever feel like they are not being recognized or supported, and that is my
010goal for this document. Part of the reason I feel that way is directly from the quotes that came from the universal screener. I don't know what grade levels. These came from but they spoke to me and they spoke to the levels of this guide. Students were commenting about there being an option on the universal screener for gender and that spoke to me that our students want this, they are ready for this and they have a desire to make it known how they feel. I would like for you to put pronouns like they/them. I was shocked when I read these about students. I didn't know that they would feel this way about this and express this. To share this information, I am very excited for this opportunity to have a document like this that supports them.
011I will be happy to take any questions. I'm curious as to what the position the support guide takes. It takes the role of whatever the Florida high school Association is taking. I believe it's allowing them to compete in the sport of the gender they identify as. As you are talking, I believe Erin came up with some data. There are 18 students who identified as gender, non-binary, gender nonconforming, or transgender. The Key West high population that actually completed the survey, there were 22 opt outs and as of that, there was 2200. We are lacking some completion because students were either absent. When this was done or there were some virtual students who weren't included. We had a really low number that decided to opt out. So our completion rate was actually really good. We put this
012on the workshop so we could talk about it and provide some additional information and we would be glad to do that. That was our intent today and I think based on our conversation today, we need more information. Based on school by school. Students were not forced to take this, it was a voluntary participation. On the floor. The risk survey done by the state, is that also participation? Students are given a passive form to take back to their parents if they choose to get it signed. They don't have to take the survey. Even if they are taking the survey and that they wish to not answer, they are not required. The Florida youth survey is really important. It's a very reliable and established estate in Florida. So it's a very important survey. I really appreciate the
013hard work That went along with this. I have some input on the definitions of bullying, especially given the quotes from the students here, it's the only complaint I got from a parent where they felt like their child was being bullied by a substitute teacher who had misidentified their gender. I don't know what it takes to get that in there or where it belongs. I would like to see that added somehow in the document to identify itself as bullying by repeatedly referring to somebody as a different name or different gender when they have told you what their preferred name or pronoun is. I can definitely add some language in that regarding best practices. It's taken directly from what's on state or our district website. The portion of our website where we are not addressing names, I
014can show how it is specific to Ms. Jen during. Maybe when the bullying policy comes before us, we can consider that. On page 5 of the document, is that a state court rule or did we come up with that language? I believe it's the state Board of Education. I'm always cautious of anything that puts us in a vulnerable situation of litigation. Especially when we have fourth and fifth graders. We are moving with the times and it is gender uncertainty becoming a change with the board. I would say whenever you bring something to us, to show Monroe County at the time, you always talk about how we are different from the rest of the state. So we want to see. What might be prevalent throughout the state might not happen here and something might happen here
015that doesn't happen much everywhere else. I'm not saying you have to go way out of your way to provide that if it's not available. It's a point we are all taking and when we are together. Next time, we will be able to share that district data. I have to pull it up school by school, but I have it on my computer right now. You can just send it to the school board on an email. Thank you both and does that conclude? Thank you so much Melissa for all your work on this. Next, we are going on with our student handbook presentation and I'm going to turn it over to Dave. In just a moment, Mr. Henriquez is going to take over the screen to talk about the development of the student handbook from 2022 2021.
016The problem will be the same problem of disruption and the changes that could and needed to be made to that document. I will yield the floor to Mr. Henriquez and part of his team. They will talk about the development of the plan into the late summer. It's great to be here today and what we wanted to do was just follow up on what Dr. Murphy said. Sarah Adams, who is the assistant principal who leads our committee as well as our coordinator for student support. Is the PowerPoint available? For our board members, to meet each spring we do revisions to the student handbook and code of conduct. In the past, we have had committees meet in the revision key and make changes to the revision. I wanted to indicate we didn't make any modifications this past
017year other than to update the date. We recommend to approve the handbook for this current school year. As you can see, what we would like to do is start our process next month to provide us any additions and deletions to their current selection and update the document. We also had our DAPPS committee review the language sent to us and we will also look at any legislative changes that occur and we will make those changes. I know the board is currently going through a lot of policy revision so anything pertaining to any revisions in our policy that exist in the document. We will also update as well. Once the document has been updated and finalized, we will bring that back to the board and have that ready to go for the next school year. The current
018plan includes updating the handbook to the current school year. I have Sarah and I would like for her to present to the board. What our role is for the DAPPS committee. I'm going to talk a little bit about DAPPS and our history. We started as an action planning and problem solving team that runs out of the University of South Florida. We have had some grants in the plan. Help us with response and intervention, and over time, those grants have went away. This does include representatives and also the PBIS project, which is an amazing resource we have access to. Our representatives include me, as the school districts contact and the two resources. A principal, an assistant principal, our district wide behavioral specialist, our lead psychologist, our lead school counselor, coordinator and director. We have this really
019wonderful representation of leaders across the district and we need to problem solve big issues. One of our most well-known projects is I believe our districtwide behavioral system and it's always something we should be proud of. We set that tone after pulling teacher focus groups together and many referrals. So that is some data and continuous feedback from different leaders. We still use it, I think we are in our eighth year and we add curriculum to support it. We constantly look for feedback. We also have been a team that has put together that information to make it more practical and manageable for everyone that needs to use it. One thing is looking at technical assistance for providing intervention for students. The results of that a husband that everything is doable for people that needs to do work.
020We got rid of unnecessary paperwork So the focus can be on how to respond. Our increase in learning games is continuous. We have recent equity and practice with trauma informed teaching. Currently we are working on figuring out how to identify with students who need the most help in the most unprecedented school year. There are some things that are going to come out of this that are going to be worth keeping. That's what I had to share with you about DAPPS. As we update our student handbook, a new element we shared with our school board and school staff is mental health. I asked Erin Williams to join us to present a little bit of what she has been working on. We did do the emotional universal screener wellness for all of our students. We were able
021to identify 1259 students that needed support and we were able to refer 620 of them. 209 are receiving tier 2, and 110 are receiving tier 3. You have a pretty good relationship to our overall tier triangle. Who were they referred to? I'm going to get into that. When we are identifying the 1259 students are the students that came up at risk. I looked at the school system and I literally looked through every single name. We looked at the data and compare that to grade and school attendance. Tier 2 support is done for counselors and a tier 3 support is done through social workers. Some of the referred were already involved with care center counseling or men touring so that's where those numbers come from. Without 1200 identified, if a child had good grades was that
022the end of it? Students in general are struggling with feeling connected and not feeling excited about learning. Tier 1 concerns is what we need to address across the district. If a student was at a needed level that was across the district, we identified that is tier 1. Rather than tier 2 or three. One student had a lack of wanting to learn but they had good grades and wasn't on anybody's radar. We put them in tier 1 category. We identified certain areas across the district that needed concern and we identified that as tier 1. I met with school teams and talked about this at great length and we talked about what they are doing to improve those areas for students. When they come back, we are going to rescreen them and look at all of this
023again. All of the students coming up as tier 1, being addressed at a district level, we can see of our adjustments Help them. 80% of the kids are supposed to be in tier 1. For example in high school they were going to take some of the ELA classes and do writing prompts. That would be tier 1, where they would get that. Any child that engages in writing more is going to improve as a writer. That's what happens in tier 1. In tier 2 you work in small groups because those are more predominant and in tier 3 is usually one-on-one. Half the kids that were identified were referred. There's a great number we identified who are already receiving tier 2 and tier 3 from counselors or social workers. You can look at 319 students were referred
024to receive support who weren't already identified. We found out more kids were needing support so we increased our support. They were either mentoring, already receiving support or were already known to us already. The other thing we did was that we ran this EWS report looking at students who had three or more indicators. we separated EL's and ESC's. It's possible to have some of those indicators and not have them show up on the screener. So when we run that screener again in February, I'm going to have those meetings again with the schools to run those checks. With tier 3 is very specific individualized support from a school social worker. Depending on the level of training that the care center has, provide tier 2 intervention training, support, or tier 3 support. Military family life support counselors and
025the school comes together, and the purpose of that is to look at the data and make a decision if they can move down a tier where we need to move them higher to get the more support. We know we have a bit of a gap at the high school with our school counselors. We don't have yet any social workers assigned to the high schools. Right now we are working on a collaboration with big Brothers big sisters. If we bring this down here, we want to make sure it's not going to interrupt the funding streams that those two organizations have. We are also going to be partnering with JCC To work on multiple grant efforts. They are both incredible programs and the mentorship gives students great support, but it's not to the level of a social
026worker or guidance care center. It concerns me that 300 of the kids are considered taken care of. Even though they are referred by humans in our community rather than people who are educated in mental health specifically. We look at that when we look at all the data with the students. We did have a lot more data to analyze for six through 12 students. Any student who came up with having a concern, we would get in touch with parents. Our job as educators is to make sure they can access the curriculum. If they can access the curriculum, and they have good grades, etc., but they came across the system as a concern, we should talk to the parents about the results. If they do have some internal issues at the school like attendance issues, that's when
027we would stop them. But if not, we would provide parents with outside support. So if the student was cutting, we would just call the parents? Our first step would be to make sure they're getting the mental health support outside of school. Are they cutting inside of school? If so, then we need to take action, but if not, then Dodson outside referral. I'm not sure how you are determining what makes it important whether they are cutting outside or inside school And if you should do something about it. Appropriate services would be provided in that case. Most of these kids on EWS support that we provided is strictly looking at attendance, behavior, and grades. For a lot of those, we could come up with a plan and we could have a meeting with the teacher of the
028class that the student is struggling in to modify and help the students grades. When you looked at their legislative profile, they were totally in support of the section on increasing the allegations and the ability to hire additional people. The fact that we are working with GCC on a grant to put guidance center counselors in our school, they are working this entire weekend to get that grant on a short timeline. We've kept on going data for tier 3 students for the last five years. Right now our percentage of moving the student from tier 3 to tier 2 or one is 83%. This is probably the first year we are collecting data on tier 2. One of the things I'm tracking is the number of students identified by the school, the number of students referred, the number
029of students receiving support from GCC and the number of students being meant toward. I'm still waiting on some GCC numbers from four schools, but right now I have a deficit from five schools and an overage from one. The other schools. We have a deficit anywhere from 20 students to 73 students who still need support. We don't have the personnel capacity to meet these needs. We are looking for. Every dollar we can to get additional staff. My total goal for her was to help kids in tier 3 move down and we have been successful in doing this by providing individual counseling and family support. We are moving them back down in that system where they need to be. Is there any data on counselors and their academic data and how their free time is being used?
030We talked about freeing counselors up for lunch duty. We are getting better with that and we addressed it last year and we will continue to address that. It might be interesting if we could do a timeshare of how they spend their days. This year there are situations that come up when you have 400 kids in a tier. We do have an assistant principal in charge of casting but it's mostly all hands on deck. They spend a lot of time with students having face-to-face, but it's mostly academic. Any other questions? Hearing on. Do we need a little break? We can continue. Let us open up the school board meeting. Join me in the pledge. [Pledge of Allegiance] Based on my discussion with board members. There have been no changes to the agenda so I do move
031approval of the agenda. Moved. I'll second. Any discussion? Hearing on, the agenda is approved. Also with the minutes, I would like to congratulate Heather on doing an excellent job with this. Can we get an approval? I will move for approval on minutes. If there is no discussion the minutes is approved. What we are doing this afternoon is I want to recognize our administrators who completed the regional Administrations Academy. I believe there is a slide that talks about it. They have been in a 15 month program to complete this certification and it has been very rigorous. They have been doing this along with their duties. Scott Meyer from HOB, Christine Paul completed this and has taken on our virtual program and Tricia Woods has done a great job of the study. It's been extremely demanding and
032I'm so proud of them and I just want them to say a few words to you this afternoon, and they're going to share a little bit about what this program is about. I think I speak on behalf of the entire cohort When I say thank you for this. I think this program is especially important for me. The project allowed me to focus on it and I wanted to focus on the population. This helped bridge the relationship between some of my colleagues. It was funded by the instructional leadership faculty development grant. We are also thrilled that you were able to get into that collaborative mode with other principles. Next, we are going to go to Scott. I'd like to say good evening and thank you all again for the opportunity to present in the program. It
033was something very rewarding and designed around the principal leadership standards, where each activity we did gave us a look through the lens of a principal. It was very enlightening to see how we would have to look at things differently. I was fortunate enough to have my principal certification through the state. Those standards were very similar. We still had that ability to still collaborate online and it gave me the opportunity to view that district. Next we have Kelly. I also want to say thank you to the board for allowing us to take part in that course. I felt like the program we were in increased our collaboration skills as administrators to work together to accomplish skills in the course and also worked together to unite us as future principals in the district. My self-reflection skills became
034a lot more authentic in my everyday practice. I feel like I have grown myself a lot in this course. Next is Rebecca. Thank you so very much for that opportunity. One thing that is really important is the level of mentorship and collaboration that we have. I know I wouldn't be where I am today if it wasn't for my mentor. I had the opportunity to actually spend 1/2 a day at both Key Largo school and Marathon. I think both of those are just being able to see what's going on and be able to grow as a leader myself and bring some of those strategies back to my own school. I hope to continue building upon those relationships with my colleagues. I would also like to say thank you to just as everyone else did. I'm in
035a unique position because I'm already a principal so Larry was nice enough to become my mentor and through this program. It was great to have somebody to talk to and it was great to build relationships with other people in the program. It was a great experience despite not being able to finish it do to COVID-19. I just enjoy being in it, and I'm grateful for the opportunity. Next we have Christine Paul. Thank you so much for this wonderful opportunity. It was an amazing program. I got to learn more about the school and what they were doing and all the leadership opportunities. And they met with me weekly to mentor me. She's a high school principal and we are busy And she always found time for me and I still call her every now and then.
036In my project I was studying the eighth-grade science scores and coming up with a plan to improve them. It facilitated a lot of networking Throughout the district and really helped me out and gave me some good Feedback on the project. He is now teacher of the year at Marathon high school And I'm so excited and happy for him. My project initially started out with some eighth grade science Assessment but with COVID-19 Everything shifted from assessment outcome to student engagement and 16:19:46 participation. Lastly is Trevor. I concur with everything that the rest of the participants have said. We are able to collaborate in many different ways. Thank you for all the help and support that you give and continue to give to our district and teachers. Working with her and making sure I was staying on
037track, we don't always get to merge between K-12So it was nice to match up with what adult education is. It was also nice for them to allow me to come onto their campuses and shadow them and I really appreciate the opportunity that was given to us. I'm so glad that you all came today. I'm very happy about the quality that you are going to be able to provide going forward. One of the things I found most valuable to everybody is all of the different experiences they had from food services to safety drills, being able to see a variety of different grade levels. You never know where you are going to end up as a principal. At this time, we have citizens input and presentations to the board is limited to three minutes for a speaker
038and five minutes for a Representative. At this time, do we have anyone interested to speak? At this time, we will close citizen input and continue on. For the consent agenda, all items are considered routine and will be approved by a single motion. There will be no separate discussion of this item and prior to the meeting, board members have had the opportunity to review each item. I did not get any requests regarding the consent agenda item so I do recommend approval. Move approval. Any discussion? Hearing nine, is approved. Dr. Murphy has done an excellent job of representing what we have done here in terms of graduation rate. We do have positive news on the graduation rate front. There is a caveat that in the spring of 2020, the grades for algebra one was waived for seniors
039who did not have the chance to retake the test in the spring. We've been bouncing around, above and just below the state graduation rate for the past few years.552 out of our 600 students brings us 15 out of 67 districts. There was growth in the states. Thanks to that waiver. In terms of whom the students are, this comes from those nine graduates. If you were to look at those students this year, it would be 48 students who did not graduate. The largest number in the cohort were either dropouts or transferred to adult education. Who they are, they are mainly disproportionately male, disproportionately Hispanic, Not a surprise. The at risk groups tend to make up the bulk of the students who Don't get their high school diploma. One of the issues we uncovered, the 22 students
040that said they were transferring to adult Ed, many of them did not engage. So they said they were going, but did not attend with regularity. We need to make sure that if a student says that I'm going to go, they need to engage and follow through. So we can get them a positive outcome. In terms of the ethnicity, this has been a focal point for a few years and you can see back in 2013 and 2014 the graduation rate is much better. The school by school breakdown, choral shores leads the way. Those are students that we don't know necessarily if they would not have passed but we don't know if they would have either. Key West, up 2.9% and Marathon at 1.7%. All of these volatile small cohorts, 10/12 graduated with 83.3. If you have
041one outcome difference then you get a big change in that metric. Did you talk to some of these kids if some of them left early because they had to work full-time? Absolutely. When students leave school, there is an interview that you are supposed to do. We try to make sure that when students leave school. They are still getting some form of education. Key West, 260 6/91 did. This is where I would normally launch into a much longer breakdown by each subgroup. The district graduation data. Where I got this screenshot, if you click that link, you can break it down and if you want just the raw data, it's this third link where this data was used to make this presentation. If you go to our own website, you will go to a presentation of the
042600 graduates. I think you can go all the way back to 2014. When you look over here, those are the students who got their diploma without meeting the graduation requirements. Every spring, some of those students meet that. We don't know where we would have fallen had we been at 90 or 87. On this, you can actually break down by school and the subgroup. It gives you the average age of students and typically if you filter by non-graduates, they tend to be students who are older who may be retained earlier. This gives you a breakdown over the last several years and on this same page. I have the full thing that would normally give you the graph. I will be glad to take any questions. But before I do, something that came up in the principles
043conversation. There is concern that we are reaching out and Christina has people going to homes To Get people to stick with it and they are really struggling with that level of engagement. Something about the process we are going through is impacting those students who would otherwise get to the finish line and they are struggling to get those kids to engage. They detail each principal has told me About the kids that they are concerned about, it is just a very difficult time for high schools in this time that we are in. There were 27 students in danger of not graduating due to that Geometry credit so I made a call And Chris told me that they had reached all of those parents So we did a schedule change To allow them to be in class with
044the teacher that can help them reach The finish point, but one of the issues is attendance. We are working student by student to get them over the finish line this year. Every one of those parents that was called on Friday night has since contacted the school and the school has made arrangements to support those students. I think it's interesting, that 92% graduation rate set the bar that everyone wants to protect. So we are trying to get every student we can. At all three schools, at risk students are being brought back full hand. It is Interesting the age of the non-graduate is about Nine months higher at all three of our high schools than graduates of average age. Those are probably Mostly kids who were retained. We know that put Them at risk. So we should
045not retain them. These kids were kept behind because they were struggling back then. Keeping them back artificially, how is that going to improve the graduation rate? You can see the kids who scored the same but one got retained. We can look at the data and see whether there is a cohort that did graduate. When kids are 19 years old, they often don't finish school. The average age for kids who didn't graduate are actually in the 17s. So they are younger than the kids who graduated. I do believe if you push the students forward, they will fall further behind and cause other situations. We do everything we can to use good cause exemption and provide the layers of support to get them back to the grade level. Not only is it at least being retained one
046or more times but they are failing either algebra one or English one. Those are the gatekeepers preventing you from walking across the stage. They are certain indicators that you know a student is at risk. There are many things that are red flags that tells us if a student is in trouble. We also been trying to push them forward the following year. Also about modifying that school year. As we continue to increase our career opportunities, these kids will do whatever they have to to graduate. When I was in high school, the first half of the day was intense reading or intense math and then they would go off to job opportunities, whatever was their interest. It's encouraging to see as we increase our certificate and opportunities, hopefully that will increase our graduation rate. If we have
047a student who doesn't make the graduation rate, but graduates in the following year because of our program, if I'm successful, I wouldn't worry about the number. Imagine if all of those kids graduated in the following year. That's the conversation we had about setting a graduation Rate goal of 90%. If you don't graduate in four years, you get something. Do you get your GED For a five year Diploma? To me the most extraordinary thing Is that 10 years ago, Comparing to what we have today That is amazing. The gap is virtually gone. I'm just curious of the impact of the waiver of that cohort. It had an impact. I believe 22Of the 50, or a large percentage of the 50. The playing field was always even because we are Competing with the state. We don't know
048how things are going to roll out next year. How many of them are using the schedule for high school and how many of them are virtual? Is like 70% are hybrid. What we are concerned about is standardized testing. This year and there is nothing standardized Being delivered throughout the state. It's going to be one of those years words going to be interesting. I was on an assessment conference call and they said there is no update on assessment schedule. Anything further? Thank you so much. Next, we are going to the cares act funding. This was a request from the board So here we go with how we have been spending our cares act Money. I do have some updated information on the cares act fund and it changes daily, because we have new information about new
049funds that comes out all the time. I will update this each Month and send it out to each of you so you will have the information. I will go through The list of all the different funds You have applied for and how it broke down between the district and the charter schools and private schools. The main pairs act, The big one. We got this is 1,000,003 in total and we had 166,000 approximately go to charter and private schools so that left us with Approximately 1,000,001 left to spend. Outdoor furniture for the school Has allowed them to social distance. We were able to fund part of our transportation for delivering food When they weren't actually in school but delivering food to students. That helped us because we did keep all the bus drivers and food workers
050employed During the time. We've also funded some professional development and a lot of The virtual learning curriculum we had to purchase. We did get a fund specifically for our summer program And that was the hundred and 21,000. We had to share that with the charter schools And public schools based on if they had a similar program. We kept most of that money and it paid for the summer school program and salaries for the teachers. Then we recently got approved for a new cares act fund. We had 146,000 that went and total and 55,000 went to the charter schools. We use this to purchase facemask and we got a lot of free face mask but we purchased the ones that had a clear over the mouth so students can see teachers talking and smiling. Unbelievable amounts
051of hand sanitizer and cleaning supplies. If we had to do Deep cleaning in the school to infections and quarantining we were able to pay for that as well. CTE programs, we used the funding, which in the district. These are all separate amounts and I will show you a summary of one of those. One of our reading coaches was recognized through the state level and became the state, regional literacy. This came through as part of the cares act. This is a new one that we have just recently applied for and we haven't heard that we have been approved but I feel like we will. They are using the core five struggling readers program. Each funding mechanism has a different way to distribute funds. Psalm is based purely on enrollment numbers and we split it across the
052board. Psalm is based on if they are providing this program already. It has been challenging to get guidance already on who should be included. We have gotten better on decoding their information. We said these aren't title I schools, and they said that doesn't matter. Now we learned that doesn't relate so for the CTE. It was very specific who got the money other than the district. This was another new one that just recently came through. We have 19 1/2 thousand dollars And they provided a list of civic literacy books so we are purchasing books off of that list with these funds. This is another one that recently came out. That is a data informed analyst. We don't believe we have to Provide any funding to charter schools for this. We had to provide a job description
053to the DOE to be approved. We were able to look at the new position that has been approved for community relations and Professional development. Some of those other ones where you say charter and public schools, do you mean private schools? Yes. It's Charter and private schools, not public. They are not subject to the reporting requirements that we are. We did receive some funds for the pre-k Head start program. Their rising K Summer program. We used PPE supplies from the students. You can see what we actually collected in revenue and where we are and what we budgeted to spend and what we actually spent. We spent almost 50% of the funds we actually received. The new funds will potentially be 2023. We will fund something we was already putting on another fund and tried to maximize
054these. I really try to hold steady to not pay for it existing expenses. We did not anticipate additional hours for the teachers to do professional development and training, which has been very important. This gives a breakdown between the district share, the charter school share and the nonpublic share. We received a little over $2 million and so far, we spent a little over $1 million. Does that mean our charter schools haven't spent their cares act funding? They have not. We do ask them. That would potentially be money we wouldn't be able to draw down. We are working with them to try to get them to more of an understanding. I think we will See a little bit more input on that as we get to the end of the year. Any questions? Our next report, we
055wanted to go over with the board how tight our property controls have become Over the past years for any concerns about walking off of our campuses. I'm not going to say sometimes that doesn't happen, but it is identified. So thank you for being here. Tonight I'm going to talk a little bit about the district's property control. I get this question a lot. Yes, there is a specific person assigned to this but every person that touches them, inventories them or moves them plays a role. We are geographically challenged where we can't be at every site every day or month. We have about 5700 capital assets right now and the original value of those assets is over $27 million. That's just our capital assets, not noncapital. With property control, anything you can think of That's over $1000
056is considered capital but anything we buy is considered noncapital. It's our equipment, it's money taken out of the district Checkbook. If you see something that doesn't look safe and we need to get it off property, identify that and let us know If there is somebody else who could potentially use it. If you try to purchase something, you are going to use An access code. Every time an asset is moved, it creates a record. We get monthly accountabilities and we check that account to make sure we are accounting Everything and we touch that asset and tag it. They have to receive the item and they have to tell us so everybody receives a little bit of accountability on that. We do an annual inventory for everything that's at their site. We just started doing audits that
057are periodic. The person responsible is the custodian of asset records. Say the program administrator is changing hands. We make them do counts to say this is what You are taking on. We have now and that up to do that where everybody Now has to have that everyone in five years. Maybe that switch was pulled out and a new switch Was pulled in. We also have Preconstruction reviews. We identified a need for preconstruction views and preconstruction process. Is the entire site going to go? How much inventory do we need to account for? Then, we do on demand requests If somebody identifies a need or concern. Like I said, as soon as something is bought It creates a record and they put the coding into create The record and when they receive the item, It requires them
058to put in additional information. Once it's paid, we do a reconciliation so we are going to crosscheck it with our records and we are going to go on site. If someone says we don't think we are using this asset, They have to identify why. They just don't find a need for it in their program oversight so they either turn the items to property control or we go through the removal process. When they can't Turn those items over to us, there is a specific process. They either give those items to us or we go through another process of trying to identify What happened. If we can identify a need for the district. Then we bring those items to the board for removal. We are going to talk about law enforcement documentation. Missing items are Items that
059are inventoried Every year. Maybe it looks to be 10+Years old and the information we have, Maybe the serial numbers don't match. They thought they assumed that they were there, but they are not. And also items that appear stolen, it may have a subjective situation around it. This is where they put their computer into a cabinet. They haven't been to school, we have a situation. They say it's there, but it's no longer there. We have to assume Somebody stole it. It puts in our record that the item is missing and what kind of situation is going on So if they identify something, it's on record already. Annual inventory is done every year. We are actually doing our annual inventory right now. They also do an accounting, this is more of an account for us to know
060what items are in use that are not coming up on our radar. If we were to have some accident and we needed insurance to step in, we have an account of capital items, but what else Is there physically? Every time we scanned something or key it in, it reports it. So if they say I never seen that item, somebody saw it because somebody scanned the bar code. Monthly audits are like any other Audit. We are going to check the serial number and check to make sure everything in our system is exactly accurate. We go through and walk through the libraries and the kitchen and we jot down where it's at. We are also going to check to see if the other stuff is correct as well. If everything We found on site is wrong, you
061are going to get a one-on-one audit because we know you are just Fixing the things we are coming to check. The things that are supposed to be stored, we have record of them being stored. This helps with the construction processes that are taking place. Sometimes gaps are identified and we want to look at how we can close the gap and what we should do to change. We had several people in the construction review team who assisted with this process. What happens if you fail an audit? If you fail in audit, we will do a one-on-one. We will check everything on your property. Sometimes people just look quick and they don't start digging. When we come out, we are going to dig. It's going to be about one or two people. If we check all the
062boxes and everything shows up, we will note that There is inventory and we will write a note to whoever and they will sign off. It's noted that we got to the second step but we weren't able to find all the items. If we can't, I will look through the items to try to understand how old are they, where were they last, who touched them last. We will go through a list of what those are, then we have to follow through the process. when we are sitting down and evaluating, we are looking at what is the situation around these missing items? Did we have construction? Was there a change in staff? Was it not Dawn last year and fell off someone's radar? Was the processes outside and everything else Filed Correctly? Who else touched it? Who
063else knows? When we get involved, it's just A couple extra emails sometimes and they don't know it's an asset. Is it still book value? How old is it? Anything that warrants suspicious Activity and the other thing we have now is cameras on site. Have we had any police involvement? With this process, if you can't turn the item over to me. We are either going to have an informational report or a stolen report. When we did a couple one-on-one audits. I did have to file a police report with the construction that just had Because we had Two awards that were fixed to the wall and had to be removed. We identify attack, This stuff is going to get moved back into the new classrooms. For whatever reason, IT doesn't have record of receiving them. In the
064course of that construction Project, we lost the office manager, the bookkeeper, the assistant Principal and assistant Manager on site. So we could tie down to the fact That we knew they had new equipment in the building. The IT tech wasn't there to ask them. We did the device check and walked into every single room and took down the serial number of the device of every single One. And it wasn't there so we needed to file A police report. Investigation and outcomes, like I said we go through this process and we will review these findings and go through The next step. In my weekly update, I will inform them to say this is what's happening. I will mention that law enforcement does not like to do stolen affidavits if you cannot prove to them that it's
065stolen. This helps in the sense that we put it on record and if there is something suspicious going on, Now we have them on record so If it comes up in the future, now we Have a record we can go back to. If they have to do inventory once a year, we are on the site at least once a year. Probably every 3 to 4 months. We are on site because of the assets. That itself is like the day-to-day on-site. When you catch yourself going up the road you stop in these areas where you say can you help me I don't know how to do this and we try to put eyes on the site as much as we possibly can. We can go back and look to see what's there and what's not there.
066For the most part I will say with this inventory, these people take a lot of pride in their jobs and they want to do the best they can. Nine times out of 10, we can find the equipment. I think everybody does a really good job of trying to control the situation. Things come up from time to time, and we have enough people involved in the process where they don't like something They will reach out to you. So I think we have a pretty solid program. As we move forward, there is no real law out there to support the proposition. We are hoping to ask to use our own guys. Is there anything that anybody has a comment on? I'm passionate about every teacher and every student in our school working with us. One of the
067things I'm going to focus on comes from a variety of surveys and work we put together this year. Wellness is the healthy alternative. What's going on throughout the country is this next statement. Our culture is emerged in chronic stress. I think we have to pay attention to that And that's why we are going to focus on wellness during the second semester and into the next school year. We put together a wellness team and one of the things that Dave has called to mind is, if you take care of culture, everything else comes together. People in the work and love. And this is what creates happiness and satisfaction. We are going to do wellness Wednesday once a month and we are going to group things together according to we are going to ask schools to work
068with students on alternate Wednesdays throughout the month. That's going to rotate around things you would find typical. Beverly has been working with us and we have $75,000 and we are going to extend gym memberships for people who want them throughout the keys. We are going to support teachers in that activity. We are also going to support them in the mental health range with resources for both students and teachers with ideas like stress reduction, financial literacy, what are some things that we have seen? The advantage of collaboration from schools to schools. I want you to learn where we can just go to a lunch and here's some information that might help. The backup of this, Beverly really connected us with one of the three Resources and they are very much involved in the whole concept of
069wellness. The reason it is so imminent is in a recent survey, 27% of education surveys that they plan on leaving the profession and 74% are struggling. 64% Say their spending more time working now than they did last year and 60% say they are enjoying their job less. It's uncommon to really look at wellness and look at how we can support both students and teachers in that family. What we do is we build support and build an action plan. Then we explore our resources and plan our action and get to a successful point. When you look at the first step, in the alliance for healthy Resources. There is the school and district assessment. It assesses them on a variety of topics. The woman we spoke to, her name was Kate. She is an expert. You wouldn't
070have ever seen a more calm looking person than this lady. She talked about positive psychology and its tremendous impact on what people do. I've been reading about positive psychology for a number of years, particularly when students go take a test and you spend 15 to 20 minutes talking to them about how much they learned and how well they are going to do. Compare those results to a classroom didn't have that experience and the results are tremendous. Positive psychology is what it's creating and its research base is optimal, human, foraging. It's mindfulness. It's being in the moment and understanding what your mind and body is doing and what your behavior is all about. She's had tons of resources, specifically the international positive network. When this is in line for healthy education, there is all kinds of
071amazing self-care strategies. It talked about recognizing your stress, but not judging. It ended with this loving kindness. What it said was look at the person Add justly to yourself, they are trying to do the best they can do just like you are trying to do the best you can do, and you all have to support each other. I think our teachers are going to love them, and that's the amazing thing. What we are going to do is pull the resources and bring them together so teachers can have access to them without having to overexert themselves. If you look at this as a psychology, it is an evidence-based scientific study. Isn't that what we want for all of our students and all of our teachers? It analyzes what makes life most worth living and it focuses
072On strains instead of weaknesses. I think it is logical growth in our society with what we have gone through with COVID-19 19. She said they were all excited with the fact they were going to meet with Monroe County. You instantly felt a level of support. My whole tenure has been trying to support staff and teachers. Through this pandemic. Helping in any way that we can To make this year's successful. I just want to add a couple more things. Our F grades for the second semester, thanks to Dave for his amazing work they decreased by 27%. I don't want to whitewash anything for you or help you think that I think everything is great. That's not the case. But I do want you to know we are working. Last week we brought 406 students back. Students
073who need to be full-time for a variety of students. At risk is not just low performance and grades, it can be emotional turmoil that kids are under. We are working with families on an individual basis and we are going to continue to do that to work through this year. I can't say enough how much we want to get the kids back in school, but it's all tangent on how the vaccines rollout, And all of this stuff that's going on right now. I don't have a vaccine update. We get some feeling that they are going to start to rollout . So that's just where we are. Definitely paying attention to our over 65 population. I believe a lot of the schools who say they have vaccines are signing people up in lists to have the vaccine.
074I'm going to meet tomorrow to find out exactly what's going on but I think a lot of people are getting on lists for the vaccine and are in holding. This whole vaccine opportunity that just fell through. We were promised 5000 doses of vaccines. That really is my report. But there is two things we are focusing on. Second semester. Wellness and the opportunity for students to participate in mentor ships. There was A lot of people who were interested in having students come and assist in their businesses. That's it for me. Our insurance pays for $30 a session. Only thing they have to pay is $29 a month. We contacted some of the gems And some of this comes from our employees And they wanted to come. At least give them that opportunity or option. I wanted
075to thank the athletic department they put on the district girls weightlifting championship on Saturday. They really paid attention to social distancing and cleaning and masks. It was great and all three high schools had tremendous success and is moving on to their regionals on Saturday. I also have concerns about the vaccine and I think it's The problem of getting vaccines to Monroe to be used. The public is getting five times more vaccines than The Health departments are. I think that as people listen to the news from around the country, we are the states that chose not to do. Teachers and essential workers at the same time as seniors. It will make people frustrated here That teachers Are not at the top of the list where you can go to Arizona where their friends and teachers Are
076getting vaccines. I recognize the frustration and The vaccine supply Will start flowing I guess. The other question is the CDC guidelines about rules. I just bring that up for the task force or the ongoing task force If you need to make any kind of adjustments to the surveillance of the pandemic. I just want to talk about literacy week for a minute. It's one of my favorite weeks of the year. There's not a lot of opportunities for us to interact with the kids so I love getting in the classrooms. It's a great Week. The teachers are very creative in terms of working with COVID restrictions. I'm just happy to have had that. This year I was wearing the Superman tie and last year I was wearing the Three Stooges. It's going pretty well. Last year, there
077was only one student who knew Who the Three Stooges were. One day I will where the Three Stooges tied to a board meeting. Let's reassess the hearing and open up for public hearing on Policies. If anyone has any questions about policies Now is the time to present them. I want to open it up to the public first. Is there anyone here or on the telephone who wants to speak on these policies? Now you can speak. I really appreciate how we can zero in on those policies That we want to. I will argue that the last100 on the list Speaks to members directly, so that's one we want to have an asterisk By. I just wanted the board to read that. Captures what our practice is. It confuses me. Are you talking about 9150? Is the
078last one on the list that talks about Visitations By board members. I'm wondering was there a specific problem that somebody was trying to address? I'm hearing what you are saying, it seems redundant. Did anybody bring for this policy? We do know in the past there was some complaints by some of the principles. I wonder if this is addressing that in particular. These policies would not address anything from us. I think we need an off-line wordsmith forwards understandable. Why do you need that? There were laws that Was put in place about Policies. Why single us out as having to do what everybody else has to do? I understand. It's going to have to come back for a first reading anyway. Pull that last one off. I'm wondering if every student in Monroe County now gets to
079check that box. Now all of the students are marked as meeting that requirement. That should not impact individual students. So the course code won't change? It will be about 100% back. Anyone else? Let's recess add close the public hearing on policies. The first is the approval You're on the wrong agenda. Budget summary report. Approval of budget summary reports for November 2020. I recommend approval. Any discussion? Hearing on the budget is approved. I just want to make a point that the board does not have a discussion on what is the appropriate balance. We have to talk about it at some time because once we know what it is, we can get a plan in place. We will discuss the fund balance. We can get a lot of information on upcoming budget decisions. Next is approved purchase
080with VTechio for SentinelOne security platform. I recommend approval. Approved. When we did this insurance, is this part of that or how is that working out? The network security company that was providing Security for a number of years Is a global company That got large and we are transitioning So they can provide services. Completely different from the services from the insurance company. So we change companies basically? Any further discussion? Hearing on the motion is approved. And lastly, we want to award ITB 2020025 Key Largo replacement chiller installation to air mechanical. And I recommend approval. Approved. It's 400,000. This is the project we tried to get last summer, so we tried to bring it to the board's attention that were going to get it done. That concludes our meeting. This is approved and that does conclude our
081meeting. Meeting adjourned.