Superintendent's Workshop 12 p.m. 7-20-2021

001the workshop to order at 12 o'clock it is tuesday july 20th 2021 and i will turn it over to dr moore thank you mr chair uh we do have a a nice agenda today we're looking forward to some good conversations regarding the progress of the school district of indiana river county our first uh item on the agenda is parental bill of rights uh sponsored by ms berenborg as as you know our own uh representative for the house florida uh district 54 is aaron garland she is with us today she brought forward house bill 241 which is known as the parental bill of rights uh that bill was signed into law um july 1 and we as a district uh ms gross home district is looking forward for leading from the front and creating a policy

002that ensures all other districts can look at the school district of indian river county on how this work is being done me and my team have had the opportunity to engage uh with aaron because she says aaron um you know earlier in this week and and created a plan and i thought this would be a great opportunity for the board uh to hear from aaron firsthand and the work that you and the work that we will collectively be doing together as you know we have created an office for parental and community engagement that office is fully staffed um and is just now up on onboarding its work so we're this comes at a perfect time for us to really can take take the next step in ensuring we as a system in a district are

003designed in a way to meet the needs of parents uh providing them access and input as it relates to the development and education of their children so with that i will turn it over to mrs barrinborg for remarks and introduction of aaron gross hello good morning um apologize that my video is not working i hope you can hear me we can't okay thank you um first of all thank you to representative graf for being here today i thought it was important that we listen to the author of the bill and now law so that we can understand exactly what um this entails for us and for our schools and also to clear up any misunderstandings that are out there so thank you to representative groth and now dr mora if you'll take it over thank

004you very much for having me today and dr moore thank you for engaging um with your team last week to discuss the bill and the now law um chapter 1014 and i'm just excited to be here i think in general you know parents i think back to a few years ago when i was on the children's services advisory committee and the learning alliance had put on a program that they were presenting to us and they had gone through one year and i can't actually remember the name of the first program that the name that what it was called but the year they came back um to renew and talk to us about what had happened they decided to rename the program smart babies and they renamed it smart babies because they said there isn't a

005parent that doesn't want a smart baby and it's just always resonated with me because i think that that's in general that's what parents want parents want what are best for their children parents want to be able to navigate the systems that their children are involved in parents want to feel engaged but we know that there are so many different types of parents and we know that there are so many different abilities of parents to engage depending on what you know what their life looks like and so the goal of this really is after seeing many years of just of programs in which we always strive for greater parental involvement because we know that it means greater outcomes for children the goal in this bill is to engage parents at every level make sure gov government's

006engaging with parents at every level make sure the institutions that interact with our children are engaging with parents at every level and that parents are able to do that in an easy to navigate way as opposed to and that that is part of the thought of um structures and organizations and governments such as yours and so that's really what was the impetus for the bill why i brought it forward why we worked so diligently in the house and in the senate to have it passed and i'm excited to work with our school district on implementation so happy to answer any questions that i can really appreciate you taking the time to do this obviously when the bill came out you know there's uh and now a law there's interpretation and somebody has some other idea

007so erin can you explain to us because it's coming down to our teachers with our administrators and support staff and parents together what is it that has changed as far as reporting to parents and i have a staff bill analysis but i just want to hear it from you well and and i appreciate the opportunity to share how i believe this will be implemented as i the disclaimer i gave to your team was that i although i am a licensed attorney i practice in a different area of law and so there i do believe that there will be things that are that in this bill that case law may come forward in the future if there has to be an interpretation i i don't play that role as a legislator i play the role um

008you know as the bill sponsor and so there will i'm sure be different interpretations throughout the state on what some of these provisions mean i've gotten a lot of questions around the healthcare provisions in particular um i think that for for me the big there were a few components that are a little bit different the requirement of if if somebody knows that interacts with children knows that a crime has been committed against a child and it hasn't been committed by the parent the parent must be notified there were school districts in which there were things that had happened to children dcf wasn't notified now the obligation to notify the parent can go away if in fact the mandatory reporter reports to dcf right so but we have had i've seen various school districts and even

009within school districts various schools look at their mandatory reporting differently they don't and and they make judgment calls on whether or not dcf should be called as opposed or maybe have an internal policy that we don't prefer to call dcf and so we're going to try and work around that when in fact if you're a mandatory reporter you should be going to dcf um and if it's not something that involves the parents i believe that the parents should be contacted immediately that's what the bill sets the law sets forth um also another part of the bill was that you cannot um coerce or encourage a child to withhold information from their parent and so i think that sometimes there's there's confusion over what a confidential relationship is and there should not be the perception of

010a confidential relationship between a student and a teacher or a school district employee there are confidential relationships defined in law with an attorney with a medical provider with a pastor there's there's not a confidential relationship that should exist to to leave the parent outside of a conversation so it's not that there's a mandatory reporting aspect of that disclosure maybe to a school district employee or to a to a teacher but it's that that school district employee or teacher cannot encourage or coerce the child to keep information from their parent and so i think that that's a distinction that's important and would be involved in any type of training protocols around the bill and i'm sorry one more question i'm sorry thank you dr schiff um i've been talking to mr seymour about this and i

011was at the fhsaa for several years and started getting questions from athletic trainers and doctors so um and as a former principal um didn't have a doctor on the field all the time but we always had a trainer on the field the doctors usually for football and i had the trauma helicopter from holmes come a few times to the field so what has changed if anything there other than reporting now i know the bill says if it's a life death situation but what i don't want happening is a trainer or a doctor saying oh maybe i shouldn't do this so can you give me a summary there so when a child participates in sports not just at a school district but anywhere there's usually paperwork filled out consent paperwork consent to treat within the scope

012of any injuries or anything maybe that would even happen while that child was in the custody and care of the school district maybe it's not on the field but it's on a school bus traveling so you would have consent to treat through that mechanism that already exists i do think that it's worth looking at those consent forms to make sure that it covers you know the entire scope of time that a child would be within the customer care of the school district and when they are at other participating schools okay we contacted fhsa mr seymour i don't think any action's been taken yet but i know they're working on that so you know as long as that didn't change i feel a lot more comfortable because we had situations had the doctor or trainer not

013intervened it could have been a more serious incident so in it does not also there's also a good samaritan statute in the state of florida that permits um any doctor so if you have a doctor sitting in the stands when something happens and they are more equipped to respond they still have civil immunity if they go to treat in that situation they do not have criminal immunity they've never had criminal immunity from that so in that situation so the bill did nothing to change the good samaritan statute and treatment can still be provided pursuant to the good samaritan statute thank you mischief dr chef thank you um hi welcome thank you um couple things i just you've said them and i just i want to elevate um and just make sure that they're really clear

014um my understanding in in any confidentiality issue including lgbtq plus is that if a student says something to a teacher or a counselor or an administrator thank you sorry about that yes i mean that's a ringtone um the marching band will be long soon don't worry there's been some confusion about so i just want to make sure it's 150 clear that there is no mandatory obligation to report to a parent there is just an obligation to not counsel a student to not talk to their parents i realize that's a double negative but right to with regard to the disclosure of that type of information to a teacher yes if a student were to say to teacher a i am gay that teacher could not say i encourage you to not tell your parent please withhold

015that information from your parent um i think that that's that is the distinction that's correct that doesn't prevent that that student from telling the teacher that it should be noted though that there is there is no confidential relationship that exists in terms of in terms of that teacher child interaction where if a parent asked there's nothing that would that a teacher should feel would prevent them from telling the parent if a parent asked that question of a teacher um for some reason if it were able to ever to come up i mean if it was sought does that make sense so to follow up [Music] it there's not an expectation of confidentiality however if a if a child said to a teacher a counselor whomever i'm questioning you know i'm questioning i'm not sure or

016i am gay or whatever that is clear the teacher cannot say don't tell your parents clear if a t if a parent comes to that person and says gee i kind of suspect this is going on with my child and the child has expressed a fear of harm or exclusion or something occurring if their parents know can the teacher elect not to share that information i get that they don't mandatorily have to share it but can they elect to say for example maybe you should talk to your son or gi i'm not clear about that or whatever it is they are not required to say yes we've had that conversation i mean if it's information they have and they're asked directly that would be intentionally withholding information from the parent so i believe that that

017would conflict with the bill if they believe that there is harm to come to the child the harm as defined in the abuse and neglect statutes then they should report it to dcf and that would absolve them of their obligation to tell the parent so that's a little tricky right and and i get as you clarified that um your legal standing evaluating the impacts is different than your standing bringing forward the bill but if a child were to and i'm really just trying to understand this myself if a child were to say to a teacher i'm afraid to tell my parents i think i'm gay i'm afraid my parents are going to harm me toss me out of the house whatever so i keep this quiet and the teacher says you know thank you for

018sharing or whatever it is that they say the there is no imminent threat of harm there right there's no imminent threat that would mandate calling dcf right but if a child if a parent says can you tell me if you've had this conversation with my child and the parent and the teacher says whatever they say and then there's a threat of harm if that conversation ever happens that's different right so how does that get that's different than a mandatory dcf call i mean there's a lot of hypotheticals that occur in your in your there are but there's a and i understand that there are a lot of kids and there are a lot of conversations and i think that that's something that as the school districts across the state work to implement this training around

019these issues in terms of what the school district's comfort level is with how that will be handled with the parent is something that will have to be part of board discussions and board policy i mean from my perspective as the bill sponsor i would think i think that as it's written if you have that information and you intentionally withhold it from a parent when asked then you would be violating the statute that is my that is that is as clear and simple as i can make that if you are if you are specifically asked a question and you know the answer to it then you are purposefully withholding information from a parent about a child and if you fear that harm will come to that child if you answer that question then we get into

020this gray area then you get into a gray area i think on whether or not that is actually actually imminent harm due to i mean i think what's what's challenging for me what's been challenging around all the conversations i've had around this bill for the last couple years is i think there's an expectation from some that difficult conversations can't happen in families without the threat of imminent harm right that that there is that just because it's difficult there's no guarantee that every conversation that a child has with their parent is going to be easy it's actually where parent where children should learn to have difficult conversations should be with parents should be in a family situation i understand that that looks different for for every child if there is true harm that the the school

021district employee or the teacher or whoever's interacting with the child believes will come to the child there's a mechanism to deal with that harm and that's through through the abuse neglect statutes that is not the intent of this bill is that if you have that information unless you really have null if you have information about a child unless you really have knowledge that imminent heart will happen and a parent asks you something then that should be shared with them there should not be separate files kept on children outside of you know ferpa laws there should not be confidential documents kept on children in our school districts to the detriment of parents being involved in their life and so that's really the purpose of yeah and and i don't disagree with you in healthy families the

022problem is that not all our families are healthy and that's where this is a gray area and where we as a district i think will have to do considerable work to understand how this gets implemented um and how we protect children as well as parents because there are there are we we from other data outside of here we could assess that there are maybe 20 percent of our kids are lgbtq plus just given given other broader data not all of them come from healthy families and not all not all not lgbtq plus kids come from healthy families so my concern in in i don't disagree with you i as a parent would want to know things about my child i'm fortunate to have a pretty open relationship with my child but i know that not

023everybody does um and where we assess whether or not harm will come to the child um is very tricky to ask teachers and counselors and administrators to do so we as a district will have to be very clear on how we protect everybody under these circumstances well and i think that something that is important in that conversation and consideration is deciding who gets to be the arbiter of what is a healthy family and i think healthy family can mean many different things for different people for some for some people it may mean that there's the involvement of religion in their family for some people it may mean that there isn't for some people a two-parent household is a healthy family for some people a single parent household is a healthy family and i think that

024there is some gray area of course in the way that any law is implemented because we are dealing with individuals and human beings and different fact patterns regularly and that's why the law could be applied differently with a different set of fact patterns i mean that's that's the basis of of why i think there is a legal profession a fact pattern makes a huge difference in the way that a law um may be implemented but at the end of the day i think the school district and every school district should be very careful about deciding what is a healthy family and anything outside the scope of a healthy family deserves at the scope of the definition pursuant to each school district deserves some sort of different treatment under the statute i think that that's that's

025a fine line for government to be walking in terms of what is the healthy family if it does not fall under the abuse and neglect statute as that is that is what is we know is unhealthy and not permissible i think these are going to be conversations we'll have to have in the upcoming year as a district um because you're right my definition of a healthy family and yours may be very different but there are legal definitions that we have to abide by um and it and and i i yeah i don't know that i agree that it is simply a matter of opinion but we don't need to argue that here um my other only question about this and i'm not sure if this is a you question or a district question or we're

026going to have to discuss it over the course of the year question um which is consequences and and and monitoring and surveillance and how do we know when and when this is happening and what are the consequences if it is violated or how do we provide guidance around that that is a district i think is something we're going to have to really grapple with so i don't know if that's a question or just a statement but you know we're not going to we are not privy to every conversation that every child has with every teacher and administrator around difficult issues that's part of the point absolutely we we are not but there is a great deal of training and i think that is the logical next step for us as a district in partnership really

027to look at uh and create um what is going to be the standing operating procedures regarding how we begin to implement and when i say partnership that's partnering ship partnering um with other districts that's partnering uh with aaron in her office and we shouldn't mind leading that work across the state on how that's going to be done um so taking this and leading from the front is not going to be easy but the reality is if we're willing to engage in this work to create a better space for our students for our teachers and for our parents and community um i think it's our responsibility to do so so to me this is very very exciting work that needs to be done i think as i i listened to aaron i listened to the conversation

028a great deal of training in support needs to be provided to parents as well it's just not and i can say it from a parent's perspective i can say it from an alternative education principle uh inner city school principal parents want what is best for their children i've never met a parent who doesn't want what's best for their children but it's very hard and complex to raise a child i don't care if you're from a regular family home i think me and my wife are pretty close to being regular but it's still hard and complex work in supporting and encouraging and developing the kind of relationship parents have with kids um there's nothing wrong with saying how do you have these difficult conversations how do you create trust how do you set barriers not necessarily

029you know how do you get your chores done you know that is support we we can provide to our community in connecting parents with with other parents so i see this as a great opportunity will it be easy well the answer that question is is is no but will it allow us to engage in the conversation to create a better community and system i think the answer is a definite yes there so the next step for us is to create those committees beginning that work uh across the state here locally to define what are our procedures how are we going to implement uh and then ensure everyone has a clear understanding as to what is and isn't okay and as we as i listen overwhelmingly what the system has in place right now um is

030solid in terms of reporting and who reports in regards to what particular harm self self or others in a very very very good place in interpreting um you know to you know encourage your course uh information to be kept or not shared isn't something you know my previous system endorsed or or this system i can't think of one of it says hey please don't don't don't tell um but it is really working through those parameters to clearly define so counselors don't feel concerned teachers don't feel concerned but ultimately empowered yeah what i would just um and i'll and then i'll stop um what i don't want to do is get us into a situation i know we'll address all of this where a teacher inadvertently or advertise that's a word puts a child in harm's

031way by disclosure of something and that's a really tricky thing to ask somebody you know in these gray areas of determining what constitutes harm and what constitutes healthy environments that said what i'd like to do um or ask you to do and we can have a board discussion about this um is that when it comes to figuring this out that we invite kind of a broad spectrum of parents from the community to help us understand and and uh sort through what this looks like for them that is that hard complex and i know you have a parent advisory group and i'm sure this will come up in that um but i'd like to make sure that that we have a lot of input absolutely on on how we keep everybody safe that is the right

032path forward yep okay miss rosario hi erin thank you for being here i appreciate everything that you have done with regard to this bill i'm excited about it i'm excited for excuse me i'm just getting over a cold so if my voice sounds a little bit um baritone it's it's because of that purpose that reason i don't even know low okay low rider um uh i'm excited for this i'm glad that that um we are where we are here and i'm glad that you're here um answering some of these questions but i want to piggyback off of some of the um the items that dr schiff was just mentioning some of the questions that were raised to you really aren't um an issue for you at all um there they are probably and and maybe

033in part i'm guessing because dr schiff has not worked at a school district level in a school building uh public school k through 12 um maybe that in part is is the cause for some of her questions on how we handle things with regard to imminent danger or threat to students but we already have policies and procedures in place that address student concerns or concerns with regard to students who may be an imminent threat or who may be facing imminent danger we as we teachers teachers in the system have this question about crossing that line between revealing information to a parent and causing a problem a concern for that student in the household all the time it can happen with grades if you call up a parent and say your child hasn't submitted grades or

034a report or has failed a class this semester the parent says i'll take care of it hangs up the phone we don't know what happens at the end of that phone call there could be you know for some parents for some households serious consequences unfortunately unintended consequences for that child which could end in threat or harm unfortunately and and it can happen with discipline if a student is disciplined as a result of something that's happened in the classroom you know the same thing can occur but with regard to what we're discussing today i'm going to pivot to dr moore to please clarify our policies and procedures with regard to anything in our school district it might be mr bass because i see his eyes raising anything at the school level that is the the process

035for handling such issues such as that so i'll answer from a a counselor's perspective a principal's perspective um a guy in charge of student services at one point when there is a information that comes to a employee at the school in which there is going to be harm to that child or harms to other that is the obligation to report our system fully has training on that each and every single year we review it there is an internal process that school sites follow in term of notification through a school site to the district so we're all aware as to what's happening it is the individual who does that reporting it's not a second hand report or some information that goes hey mr baskin you call in i heard this you can call but they're they're

036going to require dcf is going to require that individual who received that information firsthand to report in in terms of of that being the question that information is solid uh in our school system and you you mentioned all employees is that correct go ahead well yes but if you want to expand pam that's that's fine we have mandatory training that is required as a matter of fact we're given to send that we have mandatory training that is required for different groups of employees one of that is the abuse training mandatory reporting of abuse as well as bullying harassment all of those things we also have threat assessment training if you looked at the year at a glance you'll see all of that training is coming up as well as the mandatories trainings that are on

037safe schools and then we as a district have to train our teachers administrators and employees on the processes and procedures for reporting such things and we're in the process of doing that over the next couple of weeks so we do have processes and procedures we're bound by our policies uh our board policies to do that awesome and if i may just i may comment on some of the things that were brought to my attention before i filed this bill three years ago because i know that the lgbtq issues have come up but they certainly were not part of the impetus for the bill the bill's impetus came from hearing about a risk assessment that was done on a child and the school knew that the child was suicidal did not tell the parent and the

038child attempted suicide in the parents care that is something that should not happen it came to my attention that a child in an elementary school was being sexually harassed by another child in that elementary school by an older child in the elementary school dcf wasn't called about the child that was doing the harassing and the parent wasn't notified about the child that was being harassed those are things that just signify to me that there's there's a fundamental challenge around training and we need to be focused on if if that's happening if that elementary school child is sexually harassing other children in the school there is something tragic that is happening in that child's home that is not being addressed either and there was no reporting to dcf in that situation so while i understand some

039of the concerns around the bill i think that overwhelmingly there are a lot of things that happen with regard to our children in school and when they're in the custody and care of the school district that everybody needs to appreciate that there is a time and place to bring parents into the conversation and that's as soon as possible with regard to some of these threats that our children face in different aspects of their involvement in the school district i couldn't agree with you more those things should not occur one of when i was working in the in this school building um even even in new york uh pretty much the the main drive was when in doubt called dcf you are not the investigator you are just the reporter you could be anonymous or not

040but you are the reporter it's their job to investigate and so um uh it's a shame that those incidents that occurred that you were made aware of were not reported it's shameful it should never occur but my going back to your um to this to the step to the the bill and now law right now on parent rights i think it's important because now it puts us as a district in a place of purposefully creating an effort a greater effort on our part to not just notify parents of these rights but to engage them in the process of education for their child and for me the more we engage parents the more we draw parents in the more we reach out to parents the more we communicate with them um in my eye the the

041greater the success of the child parent involvement parent volunteerism parent information all of that even in the bill i think you mentioned it you did 100 2.23 um there is also another one 1002.22 which is statute by the way that has all parent rights and responsibilities and student rights as well with regard to educational choices but one of those that i thought was interesting and it caught my eye was 100.1002.23 it is in your plan i mean in your bill and it's the family and school partnership and student achievement act where i'm not sure um if this is something that we are currently working on dr moore or if if this is something that we have and we haven't used it or utilized it fully each school district shall develop and disseminate a parent guide

042to success to successful student achievement consistent with the guidelines of the department of education which addresses what parents need to know about their child's educational process and how parents can help their child to succeed in school the guide must and it includes a b c d e and some of these other items so through the chair we do have that document we do produce it yearly um it was produced last year by mr meyer's office that responsibility has shifted uh to mr seymour a great deal of that body of work ultimately belongs to ms dampier and her team so it is a joint effort and we did uh have a few meetings already in looking at where the opportunities to embed this updated language uh into that policy our plan is to bring a document

043to the board that has the parental bill of rights which is a the copy of what was just approved and then followed by that guide which includes all of the rights parents have and it really serves as a one-stop shop for parents to go and navigate on a website yeah it'll be something you print and that you can have but ultimately it provides links throughout the document because navigating a school system whether it's 22 schools or 400 schools is extremely complex but this is a document that will hot link you to everything a parent would need to know to navigate such a complex system um thank you for that aaron's uh law is not just the only thing that's out there so i encourage you all to take a look we have it all because

044one of the other items that is listed in here is that we in addition to that parent guide are supposed to disseminate a checklist of parental actions that can strengthen uh parental involvement so i just want to make sure that we're not just you know splicing some area but we're actually being comprehensive erin thank you so much i wanted to give mrs behrenberg a chance from afar before a follow-up from miss berenborg would you like to join the conversation uh yes thank you first of all from 39 plus years of experience in education i'm going to tell you there are times where students were worried to tell their parents and then through counselors and um help they were relieved to have their parents actually find out these tough things that they were worried about and

045most times it was a good situation i've never been aware of one where it wasn't however i'm sure that those happen but i was aware of a time where a parent was withheld information and unfortunately like the example that represented brawl gave this child was successful in his suicide attempt and those parents were not even aware that that child was depressed so i appreciate this law coming forward because i think sometimes we don't give parents um the do that there they should have and parents should be understanding everything that's going on with their child so um i have a couple of questions though if i may ask um first of all if um there will be counseling opportunities available with agencies for parents that they they can be referred to is there something like that

046that exists or that we could connect to i don't know if representative girl knows about that or if dr moore i don't know about anything specific through the school district i know that sometimes i would defer to miss dr moore but i know that sometimes like in our community those opportunities may be available through the mental health association um and in connections that they can give or through university of florida um you know a lot of times they do have a a number of their services that are reserved for parents in need who don't have access or or anyone in our community in need who might not have access through another means so that might be something that we could put into a guide um for parents to have access to i'm just wondering also

047um you know uh mario talked about the guy i've asked dr moore to start outlining the parent guide when the bill was moving towards the governor's desk and then i asked him if he could meet with representative grohl and i really appreciate aaron that you came in and met with him because i think it's really important that we have all the questions we can ask not just from the board but also from district staff so i appreciate you taking the time to do that but i also think that it was important to wait to make this guide happen until we have this conversation today so that we're in line with the new law and that's all i have i had no other questions i do know that as educators and i'm going to reiterate this

048for dr schiff you know anytime a child comes forward and says they're afraid or threatened we are required to make a call required and so if a child says that in their um disclosure and then that is a concern for a teacher or staff member thank you okay um dr jones you have to follow up just a follow-up thank you again i think just from listening to everyone we want to make sure all of our kids are successful and um as a former principal teacher every every role you could think of yes students would talk with you and if we felt the fear or anything like that then we had a process to to report it because none of us want any unintended consequences i just want to make sure as we move forward whether

049we have a talking paper or what it is that our people at the schools feel comfortable that they thinking oh i might make a mistake here i might make a mistake there that they feel comfortable because this is um we always had to report things that we needed to report but i just want to make sure all of our staff members teachers administrators are comf are comfortable and that everything works out for everyone absolutely i do think with regard to that and part of the conversation i had with dr moore and the team the other day about the overlap between medical services coming into the school district because there's a separate section of the bill about health care providers and having to have parental consent for any type of services that are provided by a

050health care provider and so um and dr moore was quick enough to talk about diagnosis and treatment so if if somebody and i think that that's where you know you have to start to look at where the lines are where's the line that a history is being taken for the purpose of diagnosis and treatment if that is happening a person who's licensed under healthcare statutes is in fact engaging in their role as a healthcare practitioner versus being a counselor for the purposes of dealing with any of the normal angst that may be going on with a child academic struggles just struggles at home but as soon as you start to move into history diagnosis treatment that's something that a parent would need to give consent for and i think that you know it's those it's

051through conversations that i think there will be clarity and a lot of times that doesn't i know it's frustrating for many people that all of that clarity can't be in statute our statute books would be as long as our regulations are are triple quadruple the size um there's just no way to do that all the time and so i think that it's through conversations and that's why i really appreciate the open door and in the continued conversation as we move towards implementation thank you dr shift you had a follow-up um i appreciate that we're having this conversation so we can get this kind of clarity um and i completely agree with you on the scenarios that you mentioned um of course those should be reported of course we should be aware of them my concern

052that i want to make sure that we are attentive to as dr jones mentioned is the unintended consequences because those are often harder to see right it's harder to see what we don't anticipate as a result because that's not the intention we had when putting forward the bill the policy the procedure whatever that is um and what are is it in the bill or is it elsewhere what are the consequences should a teacher or other district employee misstep in this what happens so in the bill specifically the only place that there are even mention of consequences in particular to the employee is in the withhold or attempt to encourage or coerce the withholding of information from a parent it gives the discretion for there to be disciplinary action that that is the extent of the

053prescriptive nature of consequences with regard to the employee now with regard to consequences to the school district i think that's a that's a different liability question you know what is the liability if something were to happen to a child because of the failure to disclose and and would that allow a parent to seek any type of redress in the court system so two different totally different types and it's not that is not specific in the bill that would likely be based on any damages um that would occur and whether or not there was a duty in breach of those damn um breaches right and and that the party could prove that they were a direct result of negligence on the part of the district that's correct um mrs barenborg i appreciate your point about counseling

054for parents i think that's actually that's a that's a really good point and i would hope that we include in that resources you know i i think they're out there if we if we look for them um and though well as several have mentioned i have not been a teacher in the district i am actually the only one sitting here who has a kid in the district who is the parent of a child currently in the district so my perspective on that may not be as a former teacher administrator k-12 but it certainly is as apparent so that's it thank you very much um erin i i just have one question h you have a senior in high school or who's 19 years old if that person was a freshman in college you're under a

055whole different set of obligations without permission you cannot pick up the phone and call a parent so what happens in that rare situation where someone for is a year older than normal and there is concern i'm thinking about someone who may harm themselves because i've been in this position as president of a college what do you do i i don't know that i have a specific answer for you today because i think that there's probably something probably already policies with regard to having that child in the school district that that child and the family agree to certain terms by being part of the school district but i think that that's the type of scenario in which we um there certainly would need to be consideration and training around whether or not i mean does that

056year old have the ability to check him or herself off campus whenever they want not go to school not be accountable from a truancy perspective all of those things do they get to make all of their decisions with regard you know if they need to take any type of medicine during the day right now are they able to just walk in and say i have a prescription for x y and z from my doctor and i can take it or do they still need parental consent for that under the current system i think that that's something that should certainly be discussed because i do understand the difference um as soon as they move to a college campus it's a whole different set of rules and it's more age-related and certainly there are rules or regulations

057in college where at least in my case if i basically told the faculty and staff you're concerned about someone's health pick up the phone and call the parent if they sue us so be it but i don't want to be responsible for someone if we are concerned not taking some sort of action i'm just wondering whether in the rare instance where someone is that much older and is covered under different he or she has different protections because of age but i guess it's a judgment call like much of this conversation in a way is well it is an except for the fact unless doe has guidance around how um to treat children that are they're not children any longer um students who have reached the age of majority that are in the school district so

058i would look to doe for some guidance on how that if if that's not already something that's implemented within the school district thank you anybody else terrific conversation thank you thank you all very much i thank you and it it really is good conversation we're looking forward to engaging in the creation of a model that other systems can ultimately replicate uh and speaking about models that all other districts can replicate i'm going to turn it over to our chief financial officer who will uh go through his presentation regarding the budget uh this is a body of work that we all should be collectively extremely proud in regards to its focus how it's supporting our school system we have already spoke about um our fix rating being upgraded which is a reflection of the stability that

059mr fagan has brought to this district in a later presentation you're going to see a lot of overlap between our strategic plan and how we're growing that body of work and how mr fagan is infusing himself throughout the district in order to ensure that we're funding uh the priorities defined within our strategic plan and really over the last year and a half two years we have laid a foundation to tremendously accelerate uh student achievement so with that mr fagan and his team um thank you in advance of your presentation but i'll turn it over to mr fagan thank you dr moore to the chair for members before you started the young lady sitting behind me named kim coleman i give a special thanks to her and her team without her i nor this document would

060be here so thank you again kim for all your dedication and hard work um through the last week or so you've received a couple of documents one you receive the budget document the budget book and then you received an executive summary and then on sunday you received an update a little email with some supplemental information you received that supplemental information because doe released the final certification of the tax roll and the required local effort late friday night that document has now been updated and is now part of your agenda item and so you also have a copy on your desk so that's where i wanted to start first because that's the only document that has changed no it should be your attached it should be a separate document on your table nope should be another

061one it looks like looks like that yes it should be separately on your desk dr schiff it should look something got it never mind i'm sorry there you go totally excited earlier yeah there you go or it's online as well so i just quickly want to go over these new this new attachment this amendment that was submitted um yesterday first page is a big old document that looks that says budget summary at the top this is one of your three ads required by the department of revenue that we must must post nothing changed on this document other than the millage rate before it was 3.6 now it's 3.5 this is one of the three ads tonight that we will approve that will go to the tc palm that we published on friday then recall we'll

062come back on tuesday the 28th and actually approve the tenant of budget and attendance and millage rates tonight we're just approving submission of these ad documents to the tcpa next page on page two is a notice of proposed tax increase this is different from the prior year prior year's document said notice of a budget hearing and the reason is when you go through the calculation to determine the levy of taxes that we're levying this year compared to the prior year it actually is an increase now it's not because we increased anything on our side of the house our millage rates actually went down but because of your property taxes went up you're leveling less millage but on more value therefore your taxes will go up naturally for the for the homeowner and the taxpayer required

063by department of revenue you must notify them of this so this document is just a required document that we submit in part of the newspaper that lets them know that the average homeowner in the indian river will pay approximately 1.4 more in school tax than they did in the prior year that's also totally dependent upon their particular circumstances but on an average next page on page three is your last ad this is your tax for school capital outlay this is your capital funding source this is your one and a half mills based on your tax roll it'll bring in approximately 31 million dollars standard ad that lists all of our normal reimbursements all of our projects that we spend our capital dollars on to let the taxpayer know how we spend our capital dollars on

064page five is what we call resolution number 2201 this is a document the chair will sign this is the actual levying of the actual millage rate to generate the revenue source that the district will use to operate next year's operating budget it confirms the rates that were confirmed by doe as you see there's 131 million dollars and the little line below that says exceeds the rollback rate by 1.43 this is an indication to the homeowners that your average tax rate might go up by about one and a half percent compared to the prior year compared to last year we're generating 131 million dollars last year you generated 127 million dollars so approximately four million dollars more or four percent again this is strictly because the tax rule went up we didn't do anything any different

065next page on page six resolution number this is a document we simply confirm to the tax assessors and department of education the total budget for next year this is the tenant of numbers see then the fourth paragraph approximately 323 million dollars next page seven of eight this is an estimate of very generic example of how we try and disclose the impact to the homeowner on their taxes for the school tax rate so you see at the very top your tax rate went from 20 billion 820 billion point 20.8 billion to 21.9 billion so you had about an increase of 1.1 billion dollars in taxable values that's about 5.3 percent the next box on line two your required local effort actually went down again that is dictated by the department of uh by the department of

066education failure to levy that exact rate subject the district did not receive state funding in the amount of about 47 million dollars this is there this is the other half of the funding for all districts you love it locally and then you get the money from the state so the actual rate went down 2 percent property values went up so because of that your average homeowner will somewhere pay between one and maybe five percent if they had a huge increase in their property values they're naturally going to pay more last page is just a historical chart that shows the taxable values for the district since 2000 as you can see it has a tendency to move around quite a bit any questions on those documents all right um i want to move next to the

067executive summary which is the same document you received in an email and also it's on the agenda and just want to go over some quick highlights and then turn over any other questions so first off you do have a balanced budget it is what you always want to make sure you have uh some major changes from the prior year is your fte is up approximately 313 fte last year our reported ft was 17 17-1 so that's a decrease of about 400 000 from our projection but because of covet doe held us harmless so they supplemented us there was no breaking in and funding for a year however that 17-1 became the baseline for which they want to project this year's fte we went back and convinced them that our ft will go up at least

068300 to get us to approximately 17-4 that argument generated an additional 1.4 million dollars in funding for us if not we would have had to find 1.4 million overall your funding for the district basically netted in a net difference from the prior year 430 thousand dollars less makes primarily of two components you have discretionary funding and categorical discretionary funding is things like transportation base school allocation things like that that you can move around the other part is categorical that's like your class size mental health funding reading funds etc those are very restricted you can only spend on certain purposes our discretionary funding went up 420 000 that's why because you had an increase in fte you had an increase in your basic allocation so you got more money simply generating more children categorical actually went

069down 830 000. this is because legislation decided to change the funding for class size they reduced the class size funding for pre-k students down 24 percent they increased their funding from fourth and eighth and ninth and twelfth by six percent for us that meant a net hit negative number one point four million dollars information coming to tallahassee has indicated the reason why they did this is they made a statement that pre-k pre-k 3 had been overfunded for several years that was the end of their conversation that's the only thing i can tell you that's what came out of tallahassee and this was the year they decided to make the correction put all that together and we were we were difference between last year and this year's funding about 430 000. mohart is that bad we'll

070be able to make it up between a little bit of supplemental funds from essers plus we ended the year with a higher beginning fund balance so it won't be a material impact for this year what is interesting though is if the state had left us alone and funded us at the same amount as our state funding from last year and gave us the same amount this year and give us the benefit of our increase in our property values you would have seen an increase in over five million dollars in funding but because the way they do the formula we actually took a 400 000 hit i mentioned before the taxable values increased about a billion dollars that's what gave you that additional funding through your required local effort in your capital funds strategic plan this

071year we align the strategic plan with the with the budget basically the strategic plan's main focus every every plan every facility within the district has a main purpose every facility every school every division every personnel within that operation has a primary focus that primary focus drives one or more of the strategic plan initiatives so an attempt to align the budget with that strategic plan at a very high level not getting too granual we broke the budget into the five categories and on page two of the strategic of the executive summary you'll show how we allocated 272 million dollars this is our first attempt last year we did not have this to align the strategic plan with the budget we're going to go one step further for the final budget and what we're going to do

072is we're going to take each of the targets that are listed in the strategic plan and we're going to give a description of where that funding is to support that specific target so if there's four targets under strategic for academic success what are they what's the funding strip to fund those now of course that won't total 272 million dollars some of those because they're just those are just four components of the strategic plan that we've identified but we will modify that for the final budget and show that as a narrative so you'll be able to tie the strategic plan funding for each of those targets back to somewhere and be able to get um understand see where the funding is coming from um esser i mentioned that a couple of times sr stands for elementary

073and secondary school relief emergency funding uh budget highlights you ended the year with 22 million fund balance let's compare the 16 million dollars in the prior year so that's going from 10 percent to 14 percent that is the direct result of esser remember last year what came to you i mentioned we got the 3 million and then we got 13 and we got in advance funding so we moved expenditures into that second six million so i basically moved expenditures from general fund into esser when i do that my general funds go down fund balance goes up and we'll slowly begin to burn that fund balance off over the next couple years major changes also for the year we have budgeted as as required by the board policy you have a five percent budgeted ending fund

074balance for 2122 that five percent equates to seven point six million dollars some changes or some highlights from the budget is one you added in elementary elementary and secondary school counselor through the staff allocation model we had various positions in the sam staff allocation model esau teachers esc teachers and pre-k self-care aides we implemented the eight period day at your secondary schools we added ese teachers at three secondary schools and added a success coach to the alternative school um remember we have essers of three pockets 3.3 million dollars was last year 13 million dollars for this year of which we've already pulled down six information from doe says that application process should be forthcoming when they say forthcoming that could be three days or three months as soon as that's released we will do what

075we can as fast as possible to draw down that cache as fast as possible and then sr3 is the estimated 30 million my understanding that is still confirmed and coming just don't have any information on it all your school positions all school and division positions have been fully funded benefits and salaries everything is fully loaded slight increase in frs this year went up a little bit less than one percent that's gonna cost us about six hundred thousand and of course we increased the health care contribution about three percent that'll cost us about three hundred thousand quick updates on the budget overall general fund you increased about 5 million to 182 million basically that's because you increased your fund balance because of esr basically no other real change in your general fund budget keep in mind

076your general fund 75 75 to 80 of that is strictly sirens and benefits everything else is left 25 or so is less to cover all your other dental costs um okay that's pretty much all i wanted to highlight i'd like to pause now and ask any questions i i have a question um and i think the the critical thing besides the obvious is the lining make sure that the strategic plan that we can afford to do what we say we're going to do and it's it's no small feat to be able to integrate numbers into words so that they support one another mike my question in looking at the uh the various categories obvious then obviously academics is the big one equity culture and climate 27 million and that's on the last page in the

077lower right-hand corner yes sir um in the how many pages 400 pages yes i had a hard time finding the detail behind what those words aligning the numbers with the words and i don't want to i don't want to get into a long detai but is there some place in these 400 words because i couldn't find it where there's a direct correlation between the strategic plan and the cumulative numbers that have been signed to each of these five pillars there is um to the chair that 17 million consists of all your special revenue funds so that's your idea your title is your entitlement money that docu that number is i see your point i see your question we can break that out for you um it's not as easily accessible but i can do that

078for the final yes it would be i think it would be helpful because it's like anything else you put these big groupings um and probably you know a little more detail line item detail not not going crazy but just into four or five or six things that comprise that 27 now you talk about title one obviously that's par that's a big chunk of that 20 i don't know whether it's a big chunk but it's a substantial chunk of that 27 million i just think that would at least help me uh understand exactly when you use these words what that means i'm just not that familiar but i and i know the word equity is one of those words that people should get concerned or excited about depending on do you by chance have your budget

079book handy with you right there oh i sleep with this stuff yeah can you can you turn first of all i don't i haven't had to go to the gym since this showed up in the mail because i just sort of lifted two or three times can you turn to page 165 of 377. come here down at the bottom you see 17 million 740 000 yep that's the same number this on the strat plan so it's that those revenue sources are all your federal funds so but on the in the strategic plan target budget you've got 27 million oh i'm just picking up that 17 million is the biggest piece of that so he has each of those individual services each of those individual services would then be i'd have to take you to each

080one of these individual sheets such as for esc services so that's a big i know you've made a substantial investment in esc services which correct my understanding i've gotten a lot of feedback in the short time i've been involved that was an area that needed to be addressed so to continue down this path if you go to page 110. you see esc services facility 9002 go to the one two one two three four fifth column you'll see 6 million 471 without a tie back to the 6 million 471 on that chart i got it and just if i can add to that because all of these are color coded right so it's fairly easy visually to track each expense to each area here i just want to make sure that's pointed out each each of

081the facilities is color-coded which will then tie back to this maybe a colorblind so i didn't plan for that so no that would have made it a lot easier if you told me this why wouldn't you tell me that because i didn't want to butt in i wanted to let you say it say what you had to say but for equity climate and culture you'll notice in the budget book everything is that color green et cetera et cetera i get it you know how much time i spent trying to try to find the pages that if i put them all together would add up to these numbers you know if you were just allowed to call me we could we will we will refine that for the final but but but you know if there

082was a way and you know in the future if there's it's like anything else it to find the pages maybe that's not that big a deal but if these pages for example were organized or a second set or organized in a way by color it'd be a lot easier for us that don't live with these numbers every day and i'm speaking through and i live with numbers but not not for a school district or 323 million it would be a lot easier to really have a good understanding of what we're investing in the specificity under each of the pillars of that for each one of these we can put behind it each color independently and then reference the for the future not it would i think it would really i think we can do that

083for people that aren't used to these numbers i think it'd be a lot easier to follow but so thank you miss dr schiff thank you mr mr fagan thank you it's all him not me right back to uh to kim teamwork that's what teamwork is all about right um um thank you uh mr fagan and kim for and your entire team for putting this together um one of the things that is not new uh to to my request with regards to the budget is aligning into the strategic plan as you well know mr fagan and that the strategic plan should drive the budget the bot the budget shouldn't drive the strategic plan the strategic plan should drive every decision that we make in our school district and not the other way around for years we

084were doing it the other way around this year what you said that you were going to include for the final budget that we do not see here might answer some of the question that you're referring to with regard to kind of seeing some of those smaller details of where it falls within our strategic plan because mr fagan and i and uh even dr moore we've had this conversation about and and i spent days trying to figure out what is missing i still couldn't figure out what is missing where when i opened this as a novice you know i want to be able to see the strategic plan within it i don't want to see the categories i want to see the driving force behind it and and what we've discussed what is to come for

085the september final maybe you can get it to us before the final so we can have time to digest it it is if you look at the strategic plan has smaller and later on dr moore is going to present the new strategic plan with new strategies and goals for the new upcoming year but regardless even for the current one if you look at the strategic plan for each of the goal areas there are smaller targets that should have been accomplished or should be accomplished within the next full year 2021 to 2022 and those small targets are what should be within the strategic plan that's the part that we're missing the connect and that's what mr fagan is going to provide for us and that essentially what that is saying is for our strategic plan strategy

0861-1 will be covered in wherever i don't even know where i'm not looking at it right now but it will be covered within one of the sections within some of those color-coded areas so if you look at this pie chart this pie chart it has a mr fagan pop in time i say something wrong okay it ha it has a pretty uh global picture of all of our budget right and it has academic success obviously we see those equity culture climate community engagement talent but when you look at those smaller areas underneath for each one of those like talent development and support number 7000 health care fund 23 million dollars health care fund is not in our strategic plan it's not written in there um so some of these areas that are not included in

087our strategic plan uh are are are kind of like the disconnect for me which is what mr fagan is going to provide for us so mr barefoot i'm not sure if that kind of helps does that make sense when we receive the new narrative of the strategic plan strategy goals within this proposed budget will better we will better be able to see the alignment of the strategic plan and this proposed budget did i say that right correct through the chair if i can help you when the request came for a global view of how the strategic plan and the budget tie together from my seat i look at it and say oh i got five target areas and i got 300 million dollars globally everybody supports strategic plan now there may be five targets within

088my area but that target does not those targets will not require all my resources no more different than kristin may have three targets she's also got 49 other things she has to do that are not in the strat plan but are part of her budget right so i grumped so i grouped everybody together all those items kristin is responsible for the targets in the strat plan and also the other 49 that the superintendent's going to say where are you on these okay but that's just part of her normal job so in my mind i took the total budget and said i got to be able to put the pieces where they go to seem to make logical sense that support something within a strategic plan it may not be a target but overall it helps

089with the concept of what is in the strategic plan so if the concept for mr bass's areas to recruit and retain high qualified staff well one of the things that's going to help retain them is a decent health care plan so i threw that into that pot because i said well it doesn't belong in finance i mean you could but it could belong in physical but let's give that over here because that indirectly supports his need to hire and recruit staff it's not under him but it supports that function is it a target kinda sorta but not directly tied to the health care plan so that was my concept of what after talking to ms rosario okay we can take this this is a good base this is this is good and we can drill

090down a little bit based on the strategic plan and i think just to reinforce what mr fagan just said the power of that process is actually through that thinking allowing cabinet to go through all of their areas of responsibility which is a great starting point for us as a as a leadership team to evaluate i am responsible for abc or d where is it impacting our strategic plan at such a high level and as you recall we made significant we realized a a five percent cost savings in our discretionary spending just going through this process over the year looking at it from a a high level in regards to is this recruiting and retention or this incentive for pay whatever the case may be is it actually aligning to our our specific priorities and when

091we get into the district strategic plan and i don't want to brag on mr fagan but we have created a process where mr fagan is in every room and sometimes it's it's kim that's in the room listening to uh dr jacobs or ms dampier or um you know any one of the leadership teams talking about our evaluation of what we're doing all of the new initiatives that we rolled out you're going to hear into our strategic plan those aren't it's not a coincidence it is us defining our priorities and mr fagan constantly saying got it got it got it and then creating a budget to support the ongoing thinking of what we're what we're presenting and not to push to the strategic plan of conversation but i don't know and i said it when we

092presented this plan a typical five-year plan has strategies that last five years they have targets that last five years mr meyer has accomplished all of his targets areas in focus his annual targets in focus area one it has completely changed them used year one as foundational initiatives to move this work mr fagan in his focus area uh same level of thinking he had six now he's down to down to four because two became foundational for setting this work up so we also have six targets now i'm getting into my presentation um six targets that are four years out the team made the decision and and this would be mostly in um miss maddox area uh engaging parents in into the portal into focus we're moving that goal which was 84 because last year it was

093in the 20s 30s we're we're basically already there so we're going to push it out four years out so it is one of the most fluid strategic plans um that i have ever seen i have ever seen and what is so natural about it is mr fagan's present presence in interpreting and listening and having an understanding uh in terms of okay these people are dreaming up these kinds of things that they want to do the funding already just becomes there and we see those shifts it's a very very interesting organic process that really in my mind models what continuous improvement it is and i i know mr czar you had that conversation with mr fagan and i think it's interesting to look at it from that perspective and to be quite honest it's not really

094how i've looked at it because i know it's naturally happening um so it will be another interesting exercise for us to go back and say you know if you look at mr meyer's you know create and implement an enhanced system and structure for school improvement planning and monitoring that's it that that's our our our new school improvement plan that we are rocking and rolling across the street rolling out for each of our leadership teams like three 400 people over there just digging into that new process um that's a big investment and that big investment is going to drive school site continuous impor improvement uh like we've never seen before and it's birthed uh in this annual strategy so it's very exciting to see how this ties together and equally exciting to see how this strategic

095plan is not sitting on a shelf it's not four years away it is our annual targets our annual strategies that we're updating on a yearly basis to move this work forward mr feig and i i am sorry for that but you know it's unusual it's unusual to think of a call this a government entity in the corporate world this is exactly what happens first of all a strategic plan longer than three years is you may as well forget it because the world's changing so fast the world in which you live technology being a primary driver of that change so constantly updating the out years which is what you're saying is critical and and anticipating what you're going to need financially to be able to accomplish those goals so that what you allocate initially you know

096you've got to think if you got is it going to take four years and maybe you get there and two but if it's going to take four years to get from where we are to where we want to be you want to make sure that you don't run out of money uh along the way and so there's a real art to this i mean it's right out of the business school textbooks in terms of strategic planning how you go about it but i would compliment you on that thought process because otherwise you're going to find yourself putting money behind what today you think is strategically important that tomorrow is irrelevant and you're not anticipating thinking ahead what could happen as something evolves let's say in distance learning just to use that as a catch-all virtual

097learning whatever word you want to use it's an interesting exercise but but i think that what you've described here as you say it's a dynamic process and it should be and it's unusual to see this in in municipal government absolutely congratulations thank you guys for the way you're you're thinking about all this and i just want to add to that um because dr moore uh there might be areas on the strategic plan in terms of the strategies that you may not need a funding source for it uh you know if you're posting something on facebook for the purpose of you know notifying parents that you know look on focus for xyz that might that that's not going to cost anything to do so some of those strategies may not have a funding source but the

098fact that we're really looking at those areas to be aligned or to be aligned with our budget and vice versa um it's it's very intentional when we do that it it actually creates purpose for the budget it actually creates purpose for our strategic plan for both to work hand in hand to reach its goal you're right and in some ways it has even in this process it results in conflict where we're looking at priorities um you know politely speaking hispanics about why is this not getting done this is a priority well because this other thing is taking up our time it's not a priority but it's dominating our time because it's just it's not important but it's pressing right so it really allows us to kind of go back to our core values also in

099the strategic plan and saying are we aligned to our values so um and i think as we do this exercise aligned to each of the strategies um it will allow staff to do as they so eloquently do push back on me in some ways of i need more resources or you know we're engaging in conversations or dialogue or dominating our time for things that are not going to move this workforce so i think it is the process and and the creation of this budget uh as well as the strategic plan and then continuing to move it into the school year is very very dynamic exciting work i just have one more question one more um question uh follow-up um for those who don't know i mean we've had this conversation multiple times but for those

100who are unfamiliar for uh the community who are who are listening can you please explain mr fagan or dr moore um the sam the staff allocation model why it's so why is it within our plant within our budget um because there is a full narrative on page 20 um for the staff allocation model why we changed from what we were doing last year to this and and its importance so that we can clarify obviously and justify what it the future i the school allocation model wasn't in existence prior uh to me arriving it ensures that the dollars follow the students and i'll give you a perfect example as to why it's important just today when mr fagan should be prepping for his presentation he's emailing principals regarding um the number of students that are future

101to show up to school on day one we went through a process prior to the exit of last school year where we gave principals their budgets their allocations based on sam if those numbers fluctuate over the summer they do and you pick up two teachers we need to generate you or generate those two teachers but if the enrollment for the entire system isn't going up you know this district just can't say well here's two more teachers where are they coming from so we have a lot of movement as a result of choice so we're seeing more movement than uh our system is typically used to experiencing but we're not generating more students so going through the process of saying let's make sure we are allocating positions based on need and we're constantly adjusting based on

102that enrollment so a school that had 25 teachers but only had enough students for generating 22 students we would then work with that school to say okay we need to we need to move that allocation that resource that human capital to where it ultimately goes it also ensures that there's um appropriate number of support staff based on the number of students i no one could explain to me why vero beach had more counselors than sebastian river why do x middle school have less than or more than the other um it's based on enrollment so setting those cap ensures as a system that we're allocating where we have the students and we're being fiscally responsible and a cost savings is saying you know let's move teacher where kids are and let's empower principals to control your

103numbers that's choice i don't want to lose two teachers i'm going to go out and recruit them i can recruit kids i can keep them and what's going to get kids to go to my school the absolute best programs and the absolute best teachers and it's been very very exciting to watch principals recruit the best teachers over the course of the summer so we're seeing some the effects of the foundational changes choice we're seeing those changes uh transportation being available we're seeing those changes the school-based allocation model we're seeing those changes and once again i'm running on sorry so along along the change line if school starts august 10th final budgets approved what is it september 9th something like that to the chair yes sir so so you're i mean unless like in the in

104the in the world of colleges and universities you can set a budget in may for the july 1 fiscal year but your real budget is when you adjust it based on who shows up okay august 20th and you've got exactly the same challenges here except that you're it's you you have to have the ability to move money around resources around because you're talking about what 70 75 percent of your expenses are people right through the chair on august 23rd we'll be getting doing an actual 10-day count this is where the schools will report back what students they have and where they are and what grade they're in we'll rerun sam find out where the allocation was because you may have a school who may be decreased in fourth fifth and increase to pre and pre

105to three well that's a lower ratio so they may gain a teacher there but you may have the opposite they have may move or they don't have as many kids as they projected well then we'll look at them and then you have to give up a teacher or gain a teacher but we'll do that actually on the 10-day count so do you move a teacher from one elementary school to another if they didn't earn it yes sir and then how's that decision not that i want to get into the weeds but how's that decision made as to which one is that the principal's decision or is there some so mr meyer well work with them typically you look at um what upholds class size so you may have three you know kindergartens with you know

10612 students in them each if you're able to combine them those numbers don't actually work out but you're you know where can you can meet class size and pull the teachers where you have three or four small classes and that typically mr meyer leads that work through what he calls master schedule reviews it's the constant looking at class size making sure we are as close to class size as humanly possible without going out within our core and then providing opportunities to maximize our our electives and through the eight period day you'll see there is an additional allocation uh to support that um a period day but what it provides is doubles the amount of planning time for teachers doubles the amount of planning time for teachers and we cannot if we don't provide them that

107time they can deliver on what we want them to deliver on and it enhances the opportunity for additional courses electives we had a a program for providing partnership with our homeschool families and some of the electives that are being offered for the very very first time uh are coming about because of the eight period day at the same time no student has to you know we don't have to pull a student away because he was impacted or she was impacted because of covet or the instructional model or the countless quarantines that they were exposed to and they academically lost they could have that enrichment course as well as have that remediation course dr jones thank you just a few comments and a few questions um thank you for saying that our strategic plan needs to

108be fluid any plan sometimes we'll accomplish some things sometimes we won't through the next couple years but any good plan is fluid and mr pagan you gave a great great example of what is direct under our five areas and what is indirect everything just doesn't fit perfectly but you could say well that will help the academic area so that's where we will put it and that's something i think we need to continue to do dr moore i know you said that the principals are getting a little bit more involved in the budget like they used to and 75 to 80 percent is um allocation for the most part but how's that going as far as the training because i i truly believe that the principals at their schools know what they need through the chair

109and and you could speak first firsthand uh about that and i think some of the impact that mr fagan and team have had on cabinet and senior level staff this year we want to push that level of thinking and decision making down to school sites so it is a two-fold approach we're really building the the bench and our our principles it's a different day from when you were a principal uh we are trying to maximize every dollar uh and i think through mr fagan and team's support uh principals can do significantly more with less when they have a prioritized uh funding or their funding initiatives based on priorities so just really looking at well and the example i always use because it's the first example that came to my mind are you buying these magazines

110how do we use these magazines you're renewing them every single year is that the best use of that dollar to improve academic performance for kids are they being read justify to me that that expense is in the best interest of children and then it forces the ongoing conversation the conversations that we spend hours having as a cabinet at school sites and that's where we want those conversations to take place thank you along that line we always on the 10-day count we kind of look at where we are if a principal needs to lose a teacher can they use their discretionary to buy that teacher that's what we if we felt that was the priority through the chair generally not because discretionary funding should be used for discretionary funding now extra hours yes but generally not

111for a whole position because in theory if you didn't generate it through fte you don't get to buy it back okay because now you're defeating the purpose of the sam okay now if you attend a count you're down right but three months later you get a massive wave coming back in you come back knocking on the door then of course we'll give you the position back and it's always a a point you know whether you lose a teacher or gain a teacher at that time it's tough because schedules have to change but uh we used to be able to do that if and then we'd run a low discretionary because we thought it was most important to have that position but that's okay um i continued to look at esser and we're in year two

112correct year three and um luckily our millage passed so we're kind of good there is for a few years and when esser goes away um do we have any kind of plan as to what we will then fund that through through the chair the primary focus for esther ii and esther three is primarily has not been defined yet so we have we can't really talk too much about that because you can use it for the same things you used estral one and two four but a lot of it also is for facilities construction uh air circulation and etc the thought process for estro 1 and 2 is i can shift expenses from general into esser move it into general fund and then you slowly burn that money out over time anything that was moved out

113of general fund for esther 2 into out of general into esser so i moved expenditures that's what caused the increase in the fund balance for 2122 those items are back in general fund so i have fully funded them so you're not going to have that funding cliff where you get to the end and go i need five million dollars to fund everything no they're already back in the budget now if i get another wave of esr then i move the expenditures and all i'll do is just increase the fund balance a little bit higher and then over the course of a couple years you will burn that down the thought process is for that money is going to be used to help mr meyer buy all of the textbooks he wants to buy and also

114for our technology refresh those are one-time items therefore you want to buy them on a cycle and also use some of that money to see technology and seed the tech the textbook fund so when the funding from the state is only a million but we need two million to buy the textbook we've already planted that money in that so we have funded it through the through the next three to five years yeah i'm sorry no that's okay because they're faking it's like they're bragging on himself um i think it's my responsibility to do so um so what we have been allowed to do is is create that long-term funding um renewal where it didn't exist before so some of the technology in classrooms that students as adults will be dependent upon was already outdated uh

115so we're now on refresh cycles to ensure that we're funding over the course of time so when that big purchase or that big ticket item comes up we've already done that thinking we've done it for we're doing it for we've already done it for high school yes done doing it for middle school then elementary and then teachers are also into that that loop so we're keeping that technology current so it's not this reactionary thing where mr mcdonald's saying i don't have you know my technology is outdated we're playing for it so allowing us to to to bring or have that level of thinking already in place uh and in terms of having the conversations regarding you know looking to look at enrollment we we know based on our master plan we have capacity issues going

116into 9 12 4 and 5 years down the road what can we do to shift or modify or recreate some of those spaces uh which is ongoing conversations that we need to have and then how do we use some of those funds uh to offset that experience for our 912 students and also just just got a couple more i keep seeing this and this is a highlight of this entire book we're going to be debt-free in 10 years to the chair yes ma'am as long as you don't issue any more as long as long as you don't issue any more as long as we don't issue what any more debt all right and then i was really excited to see because this has been a little bee in my bonnet with the extended day fund

117giving the allocation to the schools and the teachers to see what they need and have that a little bit more focused because that's a large fund balance in that area i saw that and it mentioned this already the 2122 the fefp calculations is down 2 percent do you agree with that for our f our fte calculation slightly because we were at 17 five in in last year well we came in at 17-1 we were able to argue and get them back up to 17-4 so we're about 100 less than what we were last year but based on the projection and this overall state enrollment okay we felt pretty comfortable that that was a decent now if we if we do get the students and the file count then we can see but we are growing

118as a community which is a great deal of the confusion even i have you know you you knocked down some woods on the row and there's a whole community go going up but um ms berenborgen actually got me a meeting with an individual and i his name escapes me but he's a the city's urban planner um folks who are moving into our area who are moving into droves don't don't have children right and um i saw our title 1 schools i think we have 14 now and i talked to mr fagan about that a little bit yesterday because some of the expenses are rolling over and just want to make sure the principals had um the right to see what they needed i think they go through mr meyer on that but that's so important

119for our title one schools and this is kind of with the budget but with covet and everything last year i think most principals shared that they were short on subs almost every day so is there anything we've done as far as planning and helping our schools with that because that was a challenge for schools through the chair the answer is yes and that is to be fully staffed when school starts and mr bass cannot go on vacation until he makes sure um we are our fully staffed that is the the first answer to that question uh if you look at your agenda uh you're always seeing subs come in but you we want to problem solve we want to get to the root cause what was the root cause a teachers being out which you

120know passed absolutely no judge judgment during the midst of covet but as we get back to uh a regular school year we really want to make sure we have teachers in school they feel valued they feel respected uh and we're minimizing our own open positions that cause us to have those subs that we don't need but that it still is that that's a hard one thank you mr fagan and kim and everybody in finance you always answer the questions thank you i want to give mrs barenborg an opportunity from afar to weigh in in this conversation any cleanliness questions uh thank you yes that was phil matson who we met with who is the county county uh planner for growth and i think it was important that we did speak with him and that might

121be a good person to bring to the whole board um to have those conversations when we start talking about future land use um thank you for mentioning that so i have a couple of questions and some statements obviously first of all thank you um mr fagen kim and your whole staff this is a huge undertaking i know and i appreciate the color coding it's important that everything is aligned to strategic plan i know sometimes you're talking like i think uh the health plan was brought up as an example i think it's important that we do know exactly where the dollars are intended to use for that strategic plan so this strategic plan is actually running all the money i think it's important also that when principals are ordering things for their school when they're justifying

122that purchase they are justifying exactly what part of the strategic plan that purchases for so i think it's great that we're moving in that direction could you please mr fagan explain sr3 that 30 million dollars that we supposedly will hopefully see someday um what do you know about it through the chair yes ma'am let me turn to my little summary sheet okay so you said s or three correct yes yes all right so three is estimated for 30 million dollars the district could get approximately 26 charter schools ballpark about 4 million the allowable expenditures that we understand for estro 3 are very similar to sro 1 and 2 so anything that the school district needs in order to run its main operations is fine we also want to use it to address learning losses purchases

123of technology mental health services improve indoor air quality in our buildings can be used for summer learning and the catch always anything else that we need to use those funds for the key item though it is one time money now the funds do run from march of 21 to september of 24th so you have we have a few years in which to burn the money so if we decide to use it for something in a facility such as air circulation or anything like that we have time to implement design and install the key item though it is one-time money so you don't want to use it for reoccurring expenditures unless you use it for reoccurring expenditures but immediately put those right back in your budget so you don't have a funding clip to the day

124right now that's all we currently know about esro 3. my understanding is the paperwork is in in force and does do to come out but i don't know when yet okay um under allocations and thank you for answering several of my questions about allocations this past week but two things came up as i was listening to the conversation the k to three over funding you said um there was a correction done do you know when they started that over funding because i know that class size reduction for k3 happened well k2 happened a while ago so why did they decide that that needed a correction through the chair um i'm sorry i cannot answer that question because it was not explained that way it was simply a statement that was made during session that they

125believed that k3 had been funded over many years my understanding they did not supply any analysis as to why or how they came to that conclusion okay so can title one schools then use the funds i know um we talked about discretionary i know dr jones brought that up and and having been a title one principal i know that when i wanted to purchase in quotation marks a person to maybe help out with extra hands i know our title one schools have reading and math coaches but i'm thinking beyond that um are we are they able to use that funding for title to purchase a person through through the chair their title one allocation they get within that talent one allocation they the guidelines already got to buy a reading coach and a math coach

126anything left over is their discretion to hire whatever they need now if for some reason they have used their full sam allocation they've used their full allocation of title one and they still come up short that i need something for some particular program or reason and then they would come to us and say okay this is why i need it it would be reviewed by cabinet and they would get that additional position if justified so the reduction in the class size funding did not hurt the schools by reducing their funding what drives their allocation is what do they need based on the number of students then we find the funding to support that okay so there is that opportunity then because i did take advantage of that when i was a title one principal and

127i just want to make sure that avenue is still there yes ma'am okay great and then again dr jones thank you for bringing up extended day money um i think it's important that it goes back to the schools because that is a fund that has been increasing and so i think it's important that we throw it right back to the schools where it was you know where the money came from um please explain though the it funding under communications in the strategic plan remember i talked about the fact i was going to bring that up today all right the concept there again is very similar to when we use the health care fund to put under put under talent and development technology one of technology's main role this is their operating money not their capital

128money this is what they use to buy and support any kind of platforms and access and training that principals teachers staff students parents need to be engaging with their students with their parents with their students and the teacher to make sure everything works technology wise so when they click the button it works so the concept was here i could put it under physical responsibility but i'm trying to say i spend a lot of technology dollars to make sure when the student and the teachers click on that button that it works so i'm trying to engage that that audience that was that concept okay i just wanted to make sure because that's a huge number sitting there and i wanted to make sure people understood why it was there okay thank you that's all i had

129okay yeah i just um it may not even have to do with this particular budget but there was a question with regard to a particular position buying a teacher or something have we ever considered a part-time teachers has that ever been a consideration i remember years ago i knew a couple of people who in this district who were part-timers and they shared a classroom so they didn't get benefits because they weren't full-timers but they worked so well together and it was always so interesting to me um so a a a maybe a um i don't know if it was a first grader or if it was a first and second grade combined but either way they shared responsibilities they shared the entire day and it was so flexible that let's say for example someone had

130a doctor's appointment they were able to even switch morning or afternoon but the part-time the flexibility of having that part-time position saved us in terms of budget but it still provided the services for the students that were needed i'm just curious i think mr mister i'm sorry mr path thanks we we have a a few now um i have learned very quickly that our our principles are very innovative in providing solutions to their problems um one of which is eighth period or the additional teaching supplement which is you know rather than buy a whole new teacher or 22 benefits you know i can give out you know six supplements to different teachers they give up one of their two planning periods and obviously compensated one-eighth of their salary for that comes at a tremendous savings

131and they're they're exploring the possibility of maybe splitting i'll teach the first semester you teach the second semester so i can keep some of my planning so you know for us not to listen to principles who got some of the solutions um to problems that we haven't even thought of yet uh would not be a best practice but we do have things like that and always willing to listen and and try those things out through the chair um yeah and talk about the positions it's got to be the right situation too um ideally you wouldn't really want to have much sharing of that at the primary grades but as you progress upwards especially now since we're on the going on the eight scheduled day or two days in the block you know you could alternate

132off and on so you know like dr moore said the best way to learn solutions is to listen to the people that are in the trenches oftentimes and they come to us with some great ideas and you know it's what's best for students and fiscally it helps also so we've been working with them on that if we can consider that it might actually reduce our need for subs true okay through the chair two more final comments one um it was mentioned by mrs mirrenborg that we have a new process whenever a school or a district issues a po today they have to identify what strategic plan it aligns with so that's on the expenditure side so that's kind of like on the back side strat plan here tied to the budget is on the pla

133on the front stage so now when they spend money they have to tie to it number two if you remember correctly we came to the board and approved the purchase of high school laptops of about 5 000 units happy to say those items have been delivered they're currently being etched and they'll be in the hands of the schools at the start school most of it's already been asked and answered and addressed the esser funding you note in this that the sr funding has been received has it also been expended or is it wait is still yet to be expended which particular estimate so let's take yesterday one and two one one has been has been fully expensed and drawn down so we've we've expended it shifted expenditure drawn down in cash the second one after

134two is 13 we were advanced funded six and we drew down five and you mentioned that sr3 doesn't expire until 2024 what about one and two two in particular we still have some left does it say it in there because then i can look it up you don't have to assert one expires in september 22 esther 2 expired in september 23 and esther 3 in september 24. my practice is as soon as they tell me i can draw down the money i'm going to find a way to draw it down right so one of the things that um is a concern for some people is that we may be seeing a resurgence of covid we may or may not we don't know how that's going to affect us at all right now i'm assuming that

135the esser funds could be used for any expenses we might incur due to that correct absolutely and and and that they would be held or intended specifically for that were we to have to readjust in any way correct either one of two scenarios one because of the shift in s or one ester two fund balance increased say that again i'm sorry remember in national one we drew down the cash early so therefore was able to increase my fund so you have those funds two ester two balances still out there once they release it one of two things can happen one something happens in the resurgence of covet we put those items in that in that grant we draw the funds down and that funds that funding source let's assume covet stays quiet for a while

136and we still shift some funding around in order to use that balance of that six million that's that would shift into fund balance right and now now now i need that six million to go do help with the coveted reassurance right so we can move to and from the general fund with the esser funds as you've done in the past yes can the 30 million sr3 funds um some of the things that you meant you know like uh air purification or whatever can the um sr3 funds the 30 million which is a significant amount can that be used for capital expenses to the chair yes ma'am as long as it meets the requirement as long as it meets the so if we wanted well i'm not going to hypothesize school with it but you could

137do any new air quality things like that but we could let's just say uh repurpose a part of a school for a particular uh if we wanted a certain area devoted to um i'm completely making this that would all depend you know like a math center let's say or a steam center if if we could tie that it has to be used for learning losses so if i we can make a case in the grant that hey i've had significant learning losses i need to create an abc lab in order to gain that would have to see if it passed muster yes okay um yeah and then my only other thing is marginally petty um while dr moore feels that he wants to advocate for you because you won't do it for yourself i i

138actually want a huge shout out to ms copeman who um we continue to refer to as kim while everybody else is referred to as mister and doctor um so ms copeman thank you for everything that you do i know to support this work that's it thank you for that acknowledgement for kim or ms copeman to the chair i call her kimmy so all right in public spaces we tend to be more formal and and we seem not to be acknowledging that for her so um i want to do that okay that that concludes that item and just to echo uh all formal names and included um the body of work is really amazing and from where it was upon mr fagan's arrival and where it is now is really maximizing not only his talents the

139talents of the entire team so it is a body of work we all should be proud of the next item on the agenda is aligning policies with the newly created state board rule as you know governor put governor through the board of education created new state board rule i was asked to look at policies in which that state board rule would align to our own policies mr meyer and staff looked at that work shared it with our school board attorney uh created those i then sent those to ms rosario who is the the maker of this particular item we are required to implement these state board rules as they are are written um you know so that that's kind of where we are at we can do it through board policy we could support that

140we could do it through standing procedure which i i could leave that work i i do want to be clear as it relates to critical race theory it's not in the standards florida standards it's not something that we as a district and endorse um so there is you know we can implement as written as designed without changing or modifying uh any any practice and i think some of the work that's taking place over under the leadership of mr meyer and team regarding common planning regarding pacing guides and truly evaluating what we're putting in the hands of teachers is significantly going to enhance the quality of instruction it's significantly going to ensure that our st students are being exposed to the standards and the rigor of the standards or the complexity of the standards so there's

141a body of work that's being done that safeguards this particular district so very very proud of that but with that i'll hand it over to mr rosario thank you yeah mr dr moore and i have talked about this i know as a board we've talked about this several months ago dr moore brought us some policies that had to deal with bullying and harassment and some other policies and we had a discussion board members about where these types of items would fit within the policies at that point it was that discussion ended with the hopes for developing a a policy that would address these items and then shortly after that we received the board ruling so the board ruling obviously as you all know is amendment to the rule 6a one 1.09412 four um and and

142basically it just takes the required ruling and uh uh mr meyer um put it within the policies that you see here they are embedded within curriculum development professional development all as backups and i think that's it that's all i have it's curriculum development and professional development um i think mr meyer did uh did a great job in um in embedding the uh the rule within these particular policies um the rule itself there are some areas that i think needed to be tweaked that i did send mr meyer in an email but other than that i just i think that this is a way for all of us to just really quiet the storm this is a way for all of us to close the book on this chapter and ensure complete transparency really allow the

143community to know that we have listened to them and that we are not only not teaching critical race theory but we are certainly not by way of this rule this also as dr moore mentioned it does safeguard our practices it's it helps to safeguard our teachers there was a statement by jacob oliva the chancellor for k-12 education at the florida department of education and he said that this rule would make sure that teachers follow state academic standards and that they don't go rogue essentially in their classrooms i'll add that it creates also a check and balance of sorts and ensures that administrators and district leaders are also doing the exact same thing ensuring that we are sticking to the standards and one of the ways for us to safeguard the standards is in creating you

144know and and drafting these um policies so with that i will just allow for comment well as i look at the information um in state statute i was just looking at a few things in 1003 42 and it's very very clear in state statute what is to be taught and the examples uh that we have um regarding this in social studies from declaration of independence u.s constitution what grade levels they are family life personal health all of this in state statute and i guess my one question is why would this be the one that we put in our policy when it's very very clear in state statute 1003 42 what is expected to us the history of the united states including the period of discovery early colonies the war for independence civil war expansion of

145the united states and its present boundaries and goes into specifics so every time a political issue comes up do we want to really look at it for policy when it's already in state statute and it's already the law and our teachers are aware of it remember one time we were discussing this and i can't remember which board member said well who do we trust if we say we're not teaching this well we trust the people sitting at this table we trust our teachers we trust our administrators and we trust that we're going to follow state statute in the law so i don't think it is necessary for policy because i think we're going down a slippery slope every time we get a state statute do we want to put it in our board policy so

146that's my feeling on that one may i respond um this rule is not state statute i do i do have the statute that you were referring to as one zero zero three point four two right um and and you're right i don't see this in our policy um but that's not the issue this statute that you mentioned is not at hand what is what we're talking about is the ruling the ruling is not a statute the ruling is a requirement by the doe that i just think it would be smart of us to capture and encapsulate it in in our policy because it's a ruling it is not a statute okay well i think the statute covers it so i don't think we need the ruling policy well this statute that you mentioned does not

147include this ruling i just disagree yeah okay dr chef i can be simple and direct or uh depending on how far we go with this i can be broader um for reasons similar to dr jones i don't support this i don't think we need to put it in policy it's in state standards it's i believe premature there are many things under revision right now that may be coming down the pike i don't want to do this to do anything piecemeal as dr moore said most obviously we're not doing this we're not teaching it it's not in our standards i don't know how we're going to monitor and surveil teachers it needs neola review it needs um and this is something that the personally i think the board should charge the superintendent with or with not

148not individual board members i believe this is something that when we charge a superintendent with reviewing policy um we do that as a board otherwise he's answering individually to five separate board members with five separate interests with five separate ways of what we may or may not want to see in policy um but i agree with dr jones um i think 1003.2 which i is it 42 make that sure i have that right i have it pulled up 1003 42 covers exactly what we can and can't teach um i think if we are running after everything that comes down the pike as a ruling not as statute but as a ruling we are i agree with dr jones going to find ourselves on a really slippery slope so i could say more but i'll stop

149there but i don't support putting this in policy mrs barenborg comments sure um the question i have is will neola be updating policies on critical race theory we don't know niola on an annual or sometimes twice a year will update policies based on updates in law i would have to defer or ask suzanne or or pam if they provide recommended changes to policy based on state board rule i don't know i can't say depending on the direction in which the board um tells me to go i i have not sent this to neola yet but obviously my recommendation would be that they would review it um if it was a the pathway forward but i i yes they will to be direct and answering your question they will provide recommendations in the coming um month

150or two that we will work through staff to bring to you as as we always do once we have them to this point we don't have them because i appreciate the fact that mr rosario wants to put this into policy and make it very clear um but i do hesitate a little bit because we have done that before and then had to reverse it because of neola coming out with a policy my question is i'd rather hesitate wait for niola's policy and if they don't have one coming forward in the next month or two then yes i think bring this back mr rosario mr miss doctor morge um i don't know if you wanted to respond to that no through the chair no i it that that is the the dilemma that when we naola

151i don't know that they're going to provide a policy based on state on state board rule is that something they typically do he is based on we have reached out to neola and niolas has said that any new policies for the for legislation legislative changes will be available at the end of august first of september they do not have any information to share with us at this point in time because we wanted to get some information even on the parent right bill all of that so they've asked us to of course defer to our attorney but to wait they do not have that information and they will not be releasing it until they finish their work on their end um i did ask representative grohl to come and speak about the bill now law because

152i wanted to look at a guideline not a policy change and i think that's the important difference here is that i was asking for a guide guidance for parents versus an actual policy that we put in place because i think we should wait on that policy until we get um no less policy coming down to us and i think the same thing for this let's get it right and let's do it with neola um miss the aggressive comment please yes thank you um neola will update its draft policies with regard to statutory changes as well as regulatory changes both on the state and federal level so to the extent neola believes that specific language needs to be updated with regard to this regulatory change it will be part of their recommendations in their next set

153of policy recommendations and when you mention regulatory you're talking about this rule yes i'm sorry um when i say regulatory it's any rule that may be adopted by a state or federal agency so state board of education rules are regulatory in nature if something comes out of the u.s department of education on a similar topic it's a federal regulatory issue and so all of that information is reviewed by neola as part of what they provide to you as a school board for rulemaking and then they'll incorporate what they believe is necessary into the policy can we send anything to niola in advance for review i'll i'll begin to answer that question i'll miss miss dampier um add to it or completely modify what i'm saying we have reached out them on a number of k

154uh occasions mrs dampier i won't put words in her mouth um her concern that they're sharing with her is that we should stop doing that um you want to stop doing what reaching out to them that well not reach out and that isn't an overstatement that they're making recommendations uh regarding their their review and then we make modifications on top of that we have the absolute right to do so um but our changes or modifications sometime um put them in a situation where they feel as if you're you know the protection that we have by using neola uh we'll we'll lose it can you say that better and we go through that process for a reason and neola was very clear and our attorney was a part of that process because i asked that question

155with a couple of policies that we had a few months back as reference to changing some of the wording they said at that point in time then it becomes our wording and they can't support at that point if there's litigation and things of that nature uh regarding that uh policy because we've changed it we have like eight or nine cell policies that i've asked about and combining that if we were to combine it then of course that would change the language and it could possibly open us up to liability uh at that point so that's why we go through that process and that's why we've hired them to help us look at the policies look at the language of course the board members have the authority to uh change it but when we change it

156so much that it's out of you know what their um their agreement is with the policy then it opens ourselves up to where it's our policy now and that they can't support it that i think i sent an email uh to board members about that because there was a policy a couple of months ago that we had we wanted to change and they just really um steered us against combining policies changing policies and all of that well i think i think that we run the risk of putting the cart before the horse here and the best thing to do is let neola provide whatever guidance they intend to provide if they and i'm assuming they will and then we can revisit it but at this point in time i don't think there's anything we should

157be doing other than thank you for you know suggesting that that we'd be more specific with language um i would hate to have it be interpreted in a political context because education should not be uh political although in this day and age is almost nothing that you do or say that isn't interpreted in one form or another but i think it seems to me the consensus here is to hold off see what's forthcoming and then we can we can react accordingly all right the next item is our strategic plan and i apologize in advance because excited as i am i think some of the information i've already covered so what i will do um mrs barrenburg we're going to take your picture off the screen and throw up the presentation and there is um you're

158more excited about the pictures and the colors are the content well my strategic plan it is color coordinated so hopefully i don't get the same trouble mr fagan did i get it but i uh excited to bring this plan and i've kind of already shared um i i think this is a a very fluid document i've had the opportunity over the summer to go present um at the model schools conference and share this plan and a number of both uh amen district administrators and principals asked for models of it you all know earlier in june i had the opportunity to present at our school board association and superintendent joint summer meeting and had the opportunity to share this model with board members from from other districts that ask for it matter of fact superintendents are

159like please stop sending this information to my board members um but i send it because the level of alignment i think it models transparency i think it models accountability as this strategic plan ultimately is the superintendent's evaluation system in terms of it being aligned and it models you know it drives our budget it ensures that this cabinet is constantly having the conversation around what is our strategic plan what are our priorities so i want to go over the plan uh in terms of some overall changes uh and thinking and evaluating the current plan one of the biggest things you're going to notice is the level of alignment between the district strategic plan and the court required african-american achievement plan as a result of our joint plan and strive for unitary status uh that african-american achievement

160plan uh was a 370-page report a lot of that was data uh that was just that it was data um not aligned or linked in any specific way um as we evaluated the creation of those two separate plans there it was not the appropriate way in which to do this work what you see here is a aligned document that supports all areas of the work it is a deeper focus a very specific focus in the most important areas that will eliminate uh the most number of of barriers so we are improving the level of implementation the fidelity to that implementation by really taking uh the time needed to align the energy and resources within this plan so you have a 370 page document down to a 20-page document very specific driving the work of the

161school system you'll notice there's some are some changes we have replacement of strategies identified to be fully implemented and sustainable so there are a number of strategies unlike other improvement plans or strategic plans that remain the same over five years we intentionally looked as a team at each of the strategies went through a data driven process do we feel as if that work has been done that the answer is yes what do we do next how do we push and grow this system by taking the next step that same level of thinking led to revisions of strategies ready for the next stage of implementation really continuing to grow that work uh increase in targets which i've kind of already let that cat out of the bag there are six targets that we're expanding or pushing

162to the next level and that's a target that's our 2025. that target is still four years out so we're proud of us holding ourselves accountable and forecasting um that pushing that that number further out as we move into further years we look to continue to grow this plant so where we did not this year because of covet if you recall those of you that were on the board my goal was to ensure this plan always stayed five years out so next year when i bring this plan and we have a more stabilized school year i will bring a plan that isn't just ending in 2025 but ultimately we add 2026 continuing to grow the district and forecasting out always five years where we want to be continuing to take that marker that we set out

163five years in advance and moving it out into the ground further and just not being oh we're really close we're almost there that's not our our model of thinking we've also done some clarification of language for increased understanding for strategies and or outcomes so as we've done this work for a year there were opportunities to adjust or modify some of those language and we'll go over some of that um in a minute and modifications of annual targets based on 2021 outcomes so when you look at what that means i've mentioned we have six targets for 2025 that have been adjusted three of those targets come in communication engagement and we credit some of those adjustments or modifications based on what we've learned in the midst of covet we had to force ourselves to be more

164dependent on how we're communicating and engaging with our families and as a result we think some of the initials uh targets that were created we sustained that work to push it out or to go further we have two that are increased in um focus area two which is equity culture and climate uh once again looking at how we've done the work over the course of the last year looking at shifts in uh demographics in cobit to make those adjustments and then one modification or increased expectation in the area of focus area 5 which is aligned to our health and safety inspection when you look at our annual targets we've made some changes to those annual targets as well as mentioned so if you look at focus area uh four focus area four there were previous

165targets and they were redundant so going from six targets down to four allows us to move that target forward and focus area five uh that was mr fagan and i spoke about this as well we've already created the sam model we don't need to continue to wait four more years to adjust or modify that strategy district realignment has taken place three times over the course of the last year so creating those annual targets or modifying them allows us to continue to push the work for it forward and then when you look at the annual strategies if you were to compare the two and and board members compare the two um specifically um you'll see significant changes in our our strategies focus area one all of them have been changed academic performance we felt those strategies

166have been fully implemented and done at a level that will build sustainable practices so we've ramped them up and selected new ones in focus area two we have three that are new one remaining the same and focus area three one updated language change minor edits and we'll look at in this slide that i'm about to present and then two new ones that are same focus area four we've updated one for language two new one remains the same in focus area two that are new four that remain the same and that again is something i'm very proud of because it just shows the progress of the work and just some samples that i've pulled out of the plan for presentation purposes when you look at what is a replacement strategy mean uh which is the top

167bar strategy 1.2 revise and implement a comprehensive research based reading plan to optimize student performance and reading mr meyer has proposed that we have completed that so we have replaced that with a new strategy so that now becomes foundational to some of those strategies that you see and and you and our annual strategies for focus area one revision of a strategy uh which highlights the continuous improvement so rather than uh implement and plan well let me just read it as it is implement a plan that builds upon our we promise program and incorporate strategies to support current and uh employed uh instructors so we established we promised last year uh but we want to continue to build upon that we promise and that initiative so we've changed the language to be a little bit more

168specific uh the the blue looks at a a target fully achieved or almost fully achieved that we're pushing out so an example of that is the parent access to a focus uh the focus portal changing it from 85 to 90 based on the level of accomplishment this specific year and then clarification in language for increased understanding you look at strategy 3.1 implement varied approaches to engage community members in district activities while offering at least two in person and why do we say in person because the volume was so high last year in some ways misleading because of the level of engagements that we did with families and community uh because of the pandemic if you just looked at the facebook lives that i did uh we could tell the community yeah we've reached that we

169superseded that particular goal but the reality is that was in response to a pandemic so we want to continue to grow that specific area these are opportunities above and beyond mr fagan's presentation with our strategic plan that we want to continue to support these would be opportunities for our external partners the ed foundation for us to look for partnership within some specific areas to enhance this strategic plan so expand access to extracurricular and extended learning activities uh what we're doing in our after school space is really been some outstanding work but higher levels of alignment and offerings for our students would be beneficial expand the provisions of high quality professional development for staff we need to continue to invest and incentivize our educators to invest in their craft which is education and educating themselves increase

170access to digital learning and resources outside that of the school setting are there opportunities to enhance those services for our children and establish more robust mentorship and support supports or disciplinary alternatives really looking at that mentorship program that we want to continue to provide which is one of those maps and opportunities for students to engage in those particular resources so the pathway moving forward in this strategic plan the final evaluation for outcomes typically would have already come to the board but we're still patiently waiting for outcomes from the florida department of education and as you know those results have been delayed as a result of the pandemic in the extended window that the state had afforded districts to complete testing or to get as many students tested as possible we will bring that to the

171board one week from today that will be we anticipate getting those results quickly plugging them into our outcomes as you know most of the outcomes that are are still pending are under the area of academic success uh other than that we have the majority of those and they look really really good and promising in terms of our performance over the course of the last year uh verifications are modification of targets based upon finalize of outcome data we may change some but we don't think that we're going to i think what's being uh recommended in this in terms of targets are are safe to go forward and i think it's worth noting because of the pandemic you're going to see various shifts in aca and outcomes and we were very proactive and i cannot find another

172strategic plan that is created this way we created a strategic plan that in focus area one compares us to the other 66 districts in the county because standards are changing uh we we went in that particular direction and now with the pandemic it continues we all responded to the pandemic in in different ways based on where we are within the state of florida uh based on where families felt uh comfortable so a lot of what we're going to receive this information is in parts in terms of our evaluation of our response to this unprecedented time and modifying instructional environments creation of new instructional models uh to meet the needs of of children so we're going to learn a lot from this data but i don't think it's going to take us off path from our

173benchmarks that we set for 2025 in terms of academic outcome the implementation of g25 in our african-american achievement plan we'll bring that to the board and i will continue to provide the quarterly updates to the board uh as we move throughout the year that would be uh where we are and we are aligning dashboards to that so to be more friendly both for the community as well as board members and anybody else who wants to monitor the progress of the school district of indiana river county on a quarterly basis or ongoing basis so formal presentations continuing to model the level of accountability that any public system would need to be successful so those are the overall shifts i know we had the opportunity to look at the different focus areas the modifications or changes and

174strategy just very very proud of this work the majority of this work is is dr jacobs and she literally is herding cats uh these would be the cats right here to force them and to engage in conversations with their teams or collectively uh to create this strategic plan in ensuring that we are uh aligned in purpose in doing this work and this strategic plan continues to drive uh and set the expectation for this district so with that i'll be happy to answer any questions you all may have questions mrs behrenborg you're first up okay thank you i appreciate this presentation i know it's difficult because you don't have all of the data and i know once you get all the data back i'm sure you'll give us a presentation of the data and you know

175all the wonderful um data points that we've been shown before question are you going to input the data into the same presentation are we going to see a different presentation once it's all out because i imagine we're going to see a lot more as far as data slides go yeah the answer to that question is yes at our 27th uh approval of the budget i have an action item that will be posted which will look at those annual targets it will have the baseline that was established using the 1920 school year it'll have the 2021 target as well as the outcome and then forecast it out to 2025. so anyone would be able to look at and say here is where the district started this was their goal for 2021 this is the actual outcome

176for 2021 uh and this is the target four years out for 2025 and we'll be able to to note that progress and and as i said i think this will be a very very interesting year i think the system as a whole should be celebrating the efforts of everyone in the system uh because it was a year that like no other in terms of reacting to and creating scenarios and programming that had never existed before um we should be proud of the effort and i think the the outcome well we'll bear that out um speaking of the data um have they given you any indication as to when we're going to start seeing more scores come back or we have no idea all right when you miss bamberg when you said pending outcomes i i

177i wanted to go look at my phone to see has they been released uh yet um we are anticipating any day now the commitment is the end of the month by the florida department of education um so we we continue to check back with them um we're hopeful that we get it the next day or two okay i appreciate that because i know that you are tying some evaluations to that data um are those evaluations then pending from last year or did you just go ahead and do evaluations without the data because of covid i have not finalized the the evaluations for the cabinet or um principles as well a piece of that data is is dependent and i understand the the variance of of the scenario last year but i think it makes for

178a very very fruitful conversation regarding what the outcome is so i didn't want to model one process process with the board where i am um looking at and being evaluated based on the data and do something different for staff now i'll tell you this uh i can't find one of my colleagues who thinks that's a good move uh they all say exactly the opposite our goal and our objective last year was was safety um so this is being bold and courageous and saying we have an expectation to provide quality education for our children uh even in the midst of a pandemic so we have learned a great deal i think the shifts in modification to this strategic plan are reflective of that but i i do think even in the midst of a pandemic you're

179going to see progress academically in comparison to what the other 66 districts were were able to accomplish so board members then have uh an extended time then to do our evaluation for the superintendent correct uh hopefully hopefully not hopefully we get that data in and and we're able to to move this this work forward um but we'll we'll play that by ear uh and we're at the mercy of the state okay thank you that's all i have hey uh dr chef you i don't have a lot um i i really appreciate how organized this is i have to say um we don't in the past we have not always gotten um this in in such a way that the target is per year the strategy for that year um so i really appreciate the organization

180of it there is one um typo in the beginning you've probably been made aware of it uh mrs barenborg is not from district one she's district four on the first page that's minor obviously uh there aren't two district one people okay um one of the things that i have heard um i know that you have and and i support it um an intention of reducing suspensions generally and reducing out-of-school suspensions completely one of the frustrations that i hear from teachers is they is an alternative they need an alternative they need some practice or some strategy that allows them to hold students accountable and feel that there is some approach to discipline without feeling like they are pressured into simply minimizing uh discipline or occurrences in the classroom or in the school can you speak a

181little bit to how that's happening absolutely and you are 100 correct i hear the same thing as well and one of the action steps that we took is to create a a joint committee between the bargaining our our teachers as well as district staff to look at the progressive discipline at school sites ms dampier is rolling out some programming going into the new school year regarding what i would call indoor suspension helping students stay in school correct the behavior empower them with the appropriate behaviors and then get them back in class uh as quickly as possible mr meyer uh through the work of common planning and and looking at quality instruction instruction drives discipline there's no two different ways about it quality instruction will eliminate the behavior in the classroom so creating those systems so

182you know looking forward to getting feedback from that committee on what additional recommendations and changes but we are being responsive to what teachers are saying um and towards the end of the school year uh that's when that burden was felt the most yeah i i i'm going to agree and disagree with you uh sorry um i agree with you about the importance of quality instruction you know obviously there's there's and i appreciate the ways in which um you're causing that to happen and we're seeing that in some of our outcomes so clearly it's working um what i disagree with you about though is that it's fully about instruction kids come to school with a whole host of experiences and background and that we have no idea that the best teacher in the world cannot necessarily

183overcome without a comprehensive range of supports for those kids so sometimes the behavior is really a cry for help the behavior is a call to action it's not simply about the instruction so those are the kind of supports that i know we're working on building in but i believe that if we build those supports we have um we go a long way to supporting teachers to be great teachers by supporting students to be great and attentive students come so we don't disagree um completely uh agree and i think one of the biggest opportunities for improvement which is when an intervention is being provided uh we want to see a change in behavior we want to see a student just not removed from an environment in which we're taking a break and then coming back and

184displaying the same exact behavior because we've never gotten to the root because we never gotten to the root or we didn't have the structure in place or we didn't free up the counselors in a way in which to really work with the child to say what is that behavior that needs to be addressed what is that system of support how do we connect with the parents to support that we now have those systems in place we have the the parent i keep on saying the parent academy but the the parent engagement office we have um the success coaches in place a full year of training we have the aspire teachers which is indoor uh not just you know who's the you know we call it indoor suspension in miami and typically you know what it

185was in most schools was just go sit here in a cold cold room and not ever want to come back that doesn't change the the behavior but really ensuring that the person or persons in that room have the ability to work with the child to help modify that behavior and not lose instruction uh is the program that ms dampier and team are leading to implement so we have a combination of things in place to improve upon what's taking place in the classroom and the umbrella of services that surround or cover that classroom also will be enhanced i know she wants to jump in um but i also want to add to that and and this may be part of what you're about to say in any case um sometimes it's not just about modifying the

186behavior of the student right sometimes there are things going on that are not simply about um we need to fix the student but there are greater issues we need to include the teachers we need to look at the material we need to look at what students are coming what skills and strategies and capacities students are coming to school with in the first place so i don't want us to necessarily just go down a line of uh down a path of we just need to fix students because it's and i i don't believe that's actually what you're saying i just want to clarify uh that it could be heard that way and that's that's again not the the full approach we don't need to belabor it for purposes of the strategic plan but i can see

187that ms dampier wants to jump in through the chair yes there's going to be um we have a boot camp plan for our success coaches as well as all year planning for our success coaches and we're going to utilize them differently last year they were being reactive picking up students taking them to their office we want them inside the classroom working with students as well as working with teachers who are having behavioral problems we also implemented the prevention intervention intervention specialists last year that did a lot of coaching and modeling they even got on the bus and did that training with our transportation they rode the bus with some of our most needy students to correct that behavior and also work with the bus uh drivers as well our bus attendants to make sure that

188there were strategies that they could utilize while on the bus because it's very challenging when you have students on the bus and they're not behaving as you would like them so you have to redirect that behavior so we had to model that behavior and that is the plan for next year we also want to make sure that in our aspire classroom we have restorative circles in there as well as a place for reflection and re-entry where they're meeting with that that aspire teacher before they go back to class because we don't want to see them back in the same scenario we're we're also going to be monitoring to see if students are repeating those same behaviors and modifying that as well as well as our aspire teachers will be going in the classroom monitoring those

189students who were in their classroom when they don't have class students in their aspire classrooms so we want to build that culture on that campus where students they they want to come to school and they're in their space instead of always removing them outside of the classroom working with them inside the classroom and that's going to be some work with our school counselors as well and we're going to be doing a lot of training with that preschool and on onboarding that for next year as well so it's going to be a lot of training and support and coaching with our with our team thank you so it's not a one and done thank you um that's it for now i'll stop for now and let fellow board members jump in and reserve the right to

190come back need be dr jones i think this format really flows i like it better than the 300 and some pages dr jacobs just how you combine that with the african-american achievement plan under dr moore's request i think is beautiful i think my favorite page in this is the guiding principles that we use with all of our students and what the transformational impacts are and the first one that says all students are accepted included within our school community dr schiff's statement about you know discipline and so forth that's an age-old issue you can talk about it all day but when you have that connection number one you have that student engagement and yes the instructional delivery in connecting with the parents and the families and the students to see what the issues are and she's

191absolutely right when students come onto a campus and they feel welcome that's half the battle then you go from there and how do you make them feel welcome by listening you know the teachers working with them one-on-one when they can but there's a lot of issues that go into that but when it clicks it's it's absolutely beautiful um and when we look at the impacts in general with our african-american achievement plan and and what we want to do to um increase our data there it just it just really ties into all of our focus areas and job well done young lady thank you mr rosario okay so um thank you for putting all of this together i mean we we have talked quite a bit about these i have one question on page 10 um

192the annual strategy aap 1.1 on the bottom we talked about this privately but i don't see anything here after our discussion so my question is it's r it reads implement a curriculum matrix that integrates african-american history teachings in grades k through 12 and is included in the curriculum map um dr jacobs is going to answer the question but i think that was already updated and i think is that no not on the new one at least not on the backup that was in the thing correct so i just didn't know oh correct so it it was already posted before you had provided the feedback so we haven't been able to make a change to it oh okay so what are we changing so we will talk about how will it read okay i'm sorry the

193language um we haven't finalized the language change there but we do have it noticed noted that we will be changing that particular item okay okay and only something along the lines of we're not creating a new curriculum and everything is going to be aligned to the standards right okay thank you appreciate that um i i'm this is just wonderful it's fantastic i'd just like to make a statement to new board members if you're unfamiliar um based on the targets and based on the um what what dr moore has mentioned here that's where we evaluate dr moore obviously i'm sure you've had these conversations and his evaluation was specifically strategically aligned to the strategic plan so that we can do it this way but one of the things dr moore that i don't see on your

194evaluation plan and i i might be off is that at the end at the end of the evaluation um i don't see an overall rating i just see individual ratings were did last year did we discuss an overall rating i'm not sure if i can as we engage in those conversations and i receive that information from each individual board member i'll report back to the board so i'm going to send you additional information within each of the areas um which is my own personal reflection regarding opportunities for improvement uh accomplishments kind of the next steps uh you'll receive that wednesday or thursday and then once i receive that information from you what i report back will be the the overall findings from the the consensus of the board the average basically so you're going to

195provide what i understand is that you're providing for us a reflection prior yes to receiving our evaluation yes and you don't want our evaluation and then include i want to give you your first questions my thoughts as well which is an internal kind of my own reflection regarding each of those specific areas where were the strengths if it wasn't i'm trying to hold to have the data available as well now you have because you do this in isolation right you'll do this and i'll engage in these conversations thursday and monday monday depending on the days in which we meet uh will engage in that conversation which gives you the opportunity to complete the document select any ratings and then we come back as a whole whether it's at the upcoming board meeting or a future

196board meeting depending on on um the outcome of data then you have the full representation of all board members so remind me again because i don't have your uh your contract in front of us your contract set maybe um suzanne knows your contract states that your end evaluation and your evaluation should be at the end of july right do we have is there a specific date i think it's the end of of july so in most years it's that's not an issue um but you know florida department of education um right so we'll give it to you about by the 31st well we always have this issue every year we discu well every year that i've been here we discuss the same thing it's like data doesn't come until after an evaluation so if if

197and and this came up um um mar uh dr schiff will know and and mrs barrenborg that when we went through the whole the superintendent changing you know it was kind of like okay wait a minute how do we the prior superintendent how do we do we wait for the evaluation do we not do we put it off i mean how do we evaluate a superintendent prior to the new year if there was something dry this which isn't the case now but if there was something drastic um that needed to happen and the decision needed to happen we're kind of stuck writing in the contract that your evaluation is on x day but data doesn't come until after that so it wouldn't be reflective rightly reflected right and it's always an issue i mean it's

198not anything it should not be an issue and not to speak for on behalf of anyone who was here before me um the data that you need to to evaluate typically for the last 15 years would be uh available so in in coming years i don't think it would be a a problem now would they shift or modify the standards of the assessment system which they're going to engage in in the coming years um there would be an opportunity to say you know simple language change in a contract if data is available or soon thereafter when data is available so i don't see it as a major obstacle okay and um just for clarification for public knowledge last year we did not um engage in an official evaluation of you it was agreed that it

199would be based on uh reflection right so i think the word was a reflection and board members would provide you with feedback on that correct some board members did others did not last year right correct so we i hope that all board members would engage in uh providing feedback through this evaluation process this year um in past years there had been on some area not not with this board with previous superintendents i've looked at years and years and years of past evaluations and i've seen some evaluations where some board members kind of left an entire area blank and just did a check or would fill in you're doing a great job and there was nothing of of substance to provide to the superintendent in terms of you know your feedback your honest feedback what your

200strengths possibly you know areas of improvement what an evaluation really ought to look like so i highly recommend board members pay close attention to that and may everybody i hope everybody will complete it accordingly my last question is one of the areas targets for 2025 you mentioned um not within the next year but by 2025 to achieve a 12 total ending fund balance so speaking of budgets since we just reviewed our budget um to the chair you're currently at 12 today we are currently at 12 today why did i miss that where did i not see that i thought we were at five points or something it's in the budget executive summary excuse me you're at 14 percent i think we're going to say we were 12 last year 14 this year pending sorry i'm

201stick go ahead mr fagan go ahead oh yeah my mistake you're currently at 14 where where where am i missing that page two of the executive summary middle of the page where it says budget highlights ending fund balance of course this is tentative we're not done yet with the year okay that's that's what i'm because i have tentative yes okay yes it's it tends to go down a whole lot but it could be some fluctuations okay okay so dr moore do you want to adjust that through the chair no because we we intentionally want to burn some of that down as we transform the district so it's intentional because of um some of the stuff mr fagan has discussed okay sounds good just one comment about evaluations as far as i'm concerned in practice boards

202have really two responsibilities policy in evaluating the ceo that is the job so anyone who chooses not to or has it in the past shouldn't be sitting up here i agree i mean that's that's totally unacceptable i can't imagine it even would come up but obviously in the past it has and uh i'm glad to note that none of those people are sitting up here today i'm sure it's not fair to the to the constituents and it's not fair to the superintendent so um i assure you that the five uh sitting board members are always been very critical and open and honest with me regarding where we are and what we're doing and as i i hope to continue to model uh very very desirable in in terms of receiving that feedback and that kind

203of discourse and dialogue um keeps the district to move forward and those of you that know me pretty well no no i the most critical person on david moore is going to be david moore um but i i want to continue to engage in that conversation because you all know the community still to this day better than i know it um and it it creates the the discourse that is needed to continue to grow so you guys do a really good job there dr jones mr zaria would you please review because i didn't understand what your recommendation was to dr jacobs on page 10. and this will come up for board approval when we're okay the next time around so yeah this is for discussion it's not for right right it was worked on it

204go ahead um based upon the feedback so right now the language that i have crafted was integrate african-american history teachings into curriculum maps for grades k-12 in alignment with florida standards that was from page 10 that yes could you read that again i'm sorry integrate african american history teachings into curriculum maps for grades k through 12 in alignment with florida standards to ensure and i think one of the questions was to ensure that we know that the content that's being teach taught is in alignment with florida standards perfect thank you thank you this is baron borg raised she had a question it's on teams you have a mrs barenborg thank you first of all one of the things that when you're talking about student engagement and behaviors and teachers providing engaging lessons um question about

205training i haven't seen specific training that's been outlined for next year i haven't caught that is kids at hope still being used as a training technique through the chair yes we've spoke to the executive round table and they were just waiting until we had a director of student services before we proceed on we have about eight schools that were trained we added some additional schools i think the 2000 2018 2019-20 school year we added additional schools through your support i remember you gave me the information that those schools and they took actually brought another person to train as well so with what happened last year with the cove at 19 we are working with those schools again this year to make sure that that's implemented with fidelity okay will we be providing that training for

206all of our new employees we are planning that um as a part of our conversation with the executive roundtable uh we will continue to um speak with them about that as i stated uh we were waiting for our director to be hired so we can proceed okay i just want to make sure that it's being given to our new employees too because once you give that training it's like it really needs an update every year and you can't just assume everybody that's sitting there has seen it or been through it before and i think it's a wonderful training that helps teachers really help students get engaged the other question i have is since the superintendent's evaluation has been brought up and as well as goals being established for next year i did bring up his

207his agreement with us and on page 19 it talks about the annual evaluation and goals and on the evaluation it says before the first day in august of every year during the term of this agreement the superintendent shall report to the school board his progress in meeting goals i assume that's one-on-one but then it says during the two-week period following the delivery of the superintendent's progress report the school board shall review its superintendent his progress in meeting the goals and objectives so i'm assuming then that we listen to you and your report in the end of july and then we turn around and finish and complete our evaluation like i did last year in august uh beginning of august i think it was that is the the process that will begin to play out i

208will i've already sent um the form to each board members um as a whole during our individual meetings coming up this week we'll review uh and go through the structure of everything my intent right now as it stands at the 27th meeting will be the opportunity to formally present um where we are then we will follow up individually and then kind of put a bow on it moving forward from there but absolutely following the process mrs barron board just stated okay and then i see on there also it talks about the goals for next year and then it says on an annual basis no longer than the first available meeting in august each year the school board and superintendent shall mutually establish measurable goals so will you have had all of your evaluation meetings done

209by the time that we are doing that uh through the chair yes and the goals would be stated here within the strategic plan so those would be the goals that were that we would be setting and approving okay thank you okay any other comments or suggestions all right do you do do we want to take it should we want to keep going do you want to take a break for why don't we keep going or something we're going to do this straight forward go ahead glad we can stop talking about me i need five minutes five minutes he said do you want to take a break i said sure he said let's keep going i'm gonna go take a break no i said if you keep going but if you need to you know right

210so you said if you need to take a break take a break you know i'm good lord this was a long conversation where are you going these are these are very difficult decisions to make um our next item uh we'll bring back to the floor uh mr fagan for review of uh standard contracts come before the board now you sleep through the chair i have three items these are two two of the contracts are as needed basis so as we go through the next year if we need these services these people will be pre-approved and we will pull on them as necessary for any scope of work necessary one is for civil engineering for projects not to see 200 000 second item is for hard bid construction projects not to see exceed 300 000 final

211item is the contract to award the architect for design services for the cafeteria and the expansion cafeteria expansion and new classrooms at sebastian river middle school price on this one is approximately 785 000 this will be the design process for those new classrooms at sebastian river middle school design will pretty much take the full calendar year of 2122 might be done early but you can't do much after that construction will start uh 22-23 students should be in the building for school year 23-24 questions okay the final item um is presented by mr meyer um which again once again contracts for review and approval i'd like to tell more through the chair i have the three items as well as mr fagan that are annual items that come before the board a articulation agreement that's annually

212reviewed and approved uh with indian river state college a dual enrollment agreement with gates aerospace that's our envy riddle dual enrollment program and the template required to be completed by the office of equal educational opportunity from the department of education and those are my three items question questions comments mrs barenborg i'm good i already asked him thank you okay doc just one question on not even sure this was part of it but um our contract with sro is that all good to go this year through this year the contract is loaded it's on the uh reserve site that only board members have access to because of the confidentiality of that uh we're working on an mou that will be coming forward regarding um additional support okay that's uh mr chair that those are all the

213items that we have any other topics could be beat up if if not i hate to adjourn with that dr schiff here but she got a head start exactly all right meetings adjourned at 2 56 we'll see everybody at six o'clock thank you you