10/25/2022 - Board Workshop

001Nadia Combs: GOOD MORNING, EVERYONE. WELCOME TO OUR SCHOOL BOARD WORKSHOP FOR OCTOBER 25, 2022. TODAY WILL BE A TWO-PART WORKSHOP. THE FIRST HOUR WILL BE REGARDING "D" AND "F" CHARTER SCHOOLS AND THE SECOND PART WILL BE A LEGISLATIVE UPDATE. I'LL HAND THIS OVER TO DR. DELANG. Cinzia DeLange: GOOD MORNING, CHAIR COMBS, BOARD MEMBERS AND SUPERINTENDENT. FLORIDA STATUTE 102.33 REQUIRES THE DIRECTOR AND REPRESENTATIVE OF THE GOVERNING BOARD OF THE CHARTER SCHOOLS THAT EARNED A "D" OR "F" TO APPEAR BEFORE THE SPONSOR TO PRESENT AN IMPROVEMENT PLAN IN ORDER TO RAISE STUDENT ACHIEVEMENT. TODAY WE'LL BE HEARING FROM TWO SCHOOLS. YOU'LL NOT BE VOTING TO APPROVE OR DENY ITEMS, RATHER, AFTER THEIR 10-MINUTE PRESENTATIONS, YOU'LL HAVE APPROXIMATELY 20 MINUTES TO ASK THE SCHOOL REPRESENTATIVES ANY QUESTIONS YOU MIGHT HAVE. THE CHARTER SCHOOL -- THE CHARTER OFFICE, SORRY,

002THE CHARTER OFFICE WILL MONITOR THE SCHOOLS THROUGHOUT THE YEAR AND MEET WITH THEM AFTER EACH STATE PROGRESS MONITORING WINDOW. THESE MEETINGS INCLUDE NOT ONLY CHARTER OFFICE STAFF BUT ALSO DISTRICT STAFF FROM SCHOOL IMPROVEMENT AND THE TRANSFORMATION DEPARTMENT. BEFORE THE PRESENTATION, LET ME PROVIDE YOU WITH A FEW KEY FACTS ABOUT THE FIRST SCHOOL THAT WILL PRESENT. FIST SCHOOL IS VILLAGE OF EXCELLENCE ACADEMY. THE SCHOOL OPENED IN 2000 AS A K-5. ITS CHARTER EXPIRES JUNE 30, 2028. IT CARRIES THE TITLE 1 STATUS AND CURRENTLY SERVES 180 STUDENTS ALL ON FREE AND REDUCED LUNCH STATUS. I HAVE PROVIDED YOU WITH A PROFILE SHEET OF THE SCHOOL SO YOU CAN SEE AT A GLANCE THE DEMOGRAPHICS OF STUDENTS AND THE ACADEMIC PERFORMANCE OF THE SCHOOL OVER THE PAST FOUR YEARS. THE SCHOOL EARNED AN "F" IN 2022. REPRESENTING TODAY

003VOE ACADEMY ARE ROBERT IRVIN, BOARD CHAIR ROMAINE EDWARDS, EXECUTIVE DIRECTOR, AND GLANIS PEREZ, PRINCIPAL, WHO WILL ALSO BE PRESENTING TODAY. MS. PEREZ? TAKE IT AWAY. GOOD MORNING TO ALL OF YOU, MADAM CHAIR, VICE CHAIR, HONORABLE BOARD MEMBERS AND SUPERINTENDENT DAVIS. IT IS MY PLEASURE AND HONOR TO SIT BEFORE YOU TODAY TO TALK ABOUT THE VILLAGE OF EXCELLENCE ACADEMY, ITS HISTORY, WHERE WE HAVE BEEN, AND MORE IMPORTANTLY, OUR PLAN FOR IMPROVEMENT. I'D LIKE TO INTRODUCE MR. ROBERT IRVING WHO IS GOING TO START TO TALK ABOUT OUR SCHOOL HISTORY. GOOD MORNING TO THE BOARD. THE BOARD CHAIR, SUPERINTENDENT DAVIS. IT IS NOT A PLEASURE TO BE HERE, AND WE DON'T EXPECT TO BE HERE AGAIN. SO WE'LL START WITH INCLUDING THE ENROLLMENT HISTORY AND ROLL-UP OF GRADE LEVELS. WE WERE FOUNDED AS A -- IN THE YEAR

0042000 BY OUR FOUNDING PRINCIPAL, DR. CAMITRA EDWARDS. WE WERE K THROUGH 3 AT THAT POINT AND ADDED GRADE FOUR IN 2003 AND GRADE FIVE IN 2004. THE SCHOOL WAS FOUNDED WITH 54 SCHOLARS. A NEW ORGANIZATION -- NOW THE ORGANIZATION HAS 180 SCHOLARS IN K-8. FOUNDING STAFF WAS EIGHT. WE NOW HAVE 27 ON OUR STAFF. WE WERE ABLE TO ACHIEVE AN A RATING FROM 2009 TO 2011. ATTAINED A THREE-DIGITIGRADE IMPROVEMENT RATING TO OBTAIN A "B" RATING IN 2018, MY FIRST YEAR AS BOARD CHAIR, AND 23 YEARS SERVING THE TEMPLE TERRACE COMMUNITY, THE COMMUNITY PARTNERSHIPS WE HAVE ARE WITH WAWA, TEMPLE TERRACE, CHAMBER OF COMMERCE, BIBLE BASE FELLOWSHIP WHERE WE CURRENTLY HAVE MOST OF OUR K-5 CLASSES. THE ACHIEVEMENT FIRST AND PUBLICS OF TEMPLE TERRACE. -- PUBLIX OF TEMPLE TERRACE. THANK YOU. SO TO BEGIN, WE CAN

005TALK ABOUT OUR SCHOOL PROFILE. THIS SCHOOL YEAR, WE HAVE A TOTAL OF 14 INSTRUCTIONAL STAFF. 64% OF THEM ARE LONG-TERM SUBSTITUTES AND 36% OF THEM ARE HIGHLY QUALIFIED. OUT OF OUR STUDENT ENROLLMENT WE HAVE 182 STUDENTS ENROLLED. 92% OF THEM ARE ECONOMICALLY DISADVANTAGED AND ABOUT 95% OF OUR STUDENTS ARE AFRICAN AMERICAN OR OF LATINO DESCENT SO WE HAVE HIGH POVERTY AS WELL AS MINORITY POPULATION AND 12% OF THE POPULATIONS ARE STUDENTS WITH DISABILITIES, 3% SERVING OUR ELL POPULATION. WHEN YOU LOOK AT OUR SCHOOL GRADE TREND, THIS IS WHERE WE'VE BEEN. WORKING ON THE CLICKER. NOT WORKING. THERE WE GO. ALL RIGHT. SO IN THE PAST SEVERAL YEARS, WE HAVE GONE UP AND DOWN IN SCHOOL GRADES. VERY OPEN ABOUT WHERE WE'VE BEEN. WE HAD ACHIEVED AN "F" SCHOOL IN 2018, JUMPED TO A "B" IN

0062019, AND 2022, WE WERE BACK TO AN "F." THERE ARE THREE THINGS THAT ARE GREATLY IMPACTING OUR ACHIEVEMENT. ONE OF THEM IS RECOGNIZING THAT WE HAVE NOVICE TEACHERS AT OUR SCHOOL. WE HAVE DEFICITS IN READING INSTRUCTION AND FOUNDATIONAL READING SKILLS. AND A PERVASIVE CHRONIC ABSENTEE ISSUE. LOOKING AT OUR DATA, AND NOTICED WHERE OUR DEFICITS ARE AND BECAUSE OF THESE SPECIFIC CHALLENGES, OUR SCHOOL IMPROVEMENT PLAN IS ADDRESSED TO MEET THOSE SPECIFIC NEEDS. ONE OF OUR MAIN PRIMARY GOALS IS CENTERED AROUND PRIORITIZING GRADE TEACHING ABOVE ALL ELSE AND BUILDING A STRONG INSTRUCTIONAL CULTURE RELATING TO STANDARDS ALIGNED IN INSTRUCTION. WHAT'S OUR GOAL? WE PLAN AND -- OUR GOAL IS FOR US TO ACHIEVE 30% OF OUR STUDENTS PROFICIENT IN READING BY FAST PM3. 30% REACHING PROFICIENCY IN MATH PM3 AND 25% IN SCIENCE. WE WANT TO MAKE

007SURE TEACHERS ARE IMPLEMENTING STRATEGIES EVERY DAY IN THE CLASSROOM SO 80% OF THE TEACHERS MEETING THE PRIORITIES AND 100% BY JANUARY MAKING SURE THEY ARE HAVING STANDARDS ALIGNED INSTRUCTION WITH QUESTIONS THAT INVOLVE CRITICAL THINKING SKILLS, DISCUSSION AND AGGRESSIVE MONITORING OF STUDENTS WITH CORRECTIVE FEEDBACK, AS EVIDENCED BY A WALK THROUGH DATA. HOW ARE WE ACTUALLY PROGRESS MONITORING THIS? DAILY WALK-THROUGHS BY INSTRUCTIONAL LEADERSHIP TEAM. IN MATH, OUR WEEKLY QUIZZES. WE'RE TRACKING THINGS AT A TIER 1, TIER 2, AND TIER 3 LEVEL. WE HAVE BIWEEKLY DATA CHATS WITH GRADE LEVEL TEAMS TO DISCUSS IMPROVEMENTS AT EVERY TIER. WONDERS UNIT ASSESSMENTS. MONTHLY PROGRESS MONITORING IN SCIENCE. I-READY DIAGNOSTIC DATA WHICH OCCURS THREE TIMES A YEAR AND PAST PMS 1, 2, AND 3, AS WELL AS STAR. WHAT IS OUR EVIDENCE-BASED STRATEGY? BUILDING TEACHER CAPACITY. THAT IS OUR NUMBER ONE.

008HOW? BY MAKING SURE WE'RE HAVING PROFESSIONAL LEARNING COMMUNITIES EVERY SINGLE MONDAY. JOB-EMBEDDED PROFESSIONAL DEVELOPMENT AND IN THE MOMENT COACHING AND FEEDBACK. HIGH QUALITY FEEDBACK. WE ARE FOCUSED -- I AM FOCUSED ON THE FOUR PRINCIPLES OF EXCELLENT INSTRUCTION. WHAT ARE THOSE? CULTURE OF LEARNING, MAKING SURE THAT STUDENTS ARE ENGAGED IN THE WORK FROM BELL TO BELL AND THAT NO MINUTE IS EVER LOST IN A CLASSROOM. RIGOROUS CONTENT. MAKING SURE OUR TASKS ARE ALIGNED TO CONTENT LEVEL STANDARDS. TASKS AS WELL AS OUR LESSONS. ACADEMIC OWNERSHIP. ENSURING THAT ALL STUDENTS ARE BEING RESPONSIBLE FOR THE TASKS IN FRONT OF THEM AND THEIR LEARNING AND THEIR STUDENT THINKING. AND DEMONSTRATION OF LEARNING. BECAUSE IF WE DON'T KNOW HOW KIDS ARE GOING TO MASTER IT BY THE END OF A LESSON, WE DON'T KNOW WHERE WE'RE GOING. SO WE HAVE

009A STRONG FOCUS ON KNOWING IF STUDENTS HAVE MASTERED IT BY THE END OF THE LESSON, ANALYSIS OF THE EXIT TICKETS SO WE CAN IMPROVE THE VERY NEXT DAY. OUR INSTRUCTIONAL FOCUS THIS SCHOOL YEAR IS ENGAGING LESSONS AND TASKS ALIGNED TO CONTENT LEVEL BENCHMARKS. WHAT ARE WE LOOKING FOR EVERY DAY IN CLASSROOMS? WHAT AM I, THE LEADERSHIP TEAM LOOKING FOR, TEACHERS THAT ARE FACILITATING CRITICAL THINKING SKILLS AND HIGHER ORDER THINKING SKILLS. ENSURING THAT TEACHERS ARE USING COLLABORATIVE DISCUSSION AND ENSURING THAT STUDENTS ARE TALKING WITH EACH OTHER. MONITORING AND PROVIDING HIGH QUALITY POSITIVE CORRECTIVE FEEDBACK. THESE ARE ONE OF THE HIGH LEVERAGE -- HIGHEST LEVERAGE SKILLS ACCORDING TO -- SORRY. THESE ARE ONE OF THE HIGHEST LEVERAGE SKILLS WE ARE USING IN OUR CLASSROOMS. WE'RE ALSO USING AS ANOTHER STRATEGY THE IMPROVING TEACHER EFFECTIVENESS TOOL OF GETTING

010BETTER FASTER. IT'S SO IMPORTANT FOR TEACHERS TO GET BETTER FASTER EVERY DAY SO WE'RE IMPLEMENTING IT IN THE CLASSROOM. NOT WAITING TO GET FEEDBACK ON A PAPER, ON A COMPUTER, BUT IN THE MOMENT COACHING THAT BUILDS THOSE RELATIONSHIPS WITH TEACHERS SO WE CAN GET BETTER IN THE MOMENT SO STUDENTS ARE ACHIEVING IN THE MOMENT AND GETTING THAT HIGH QUALITY TEACHING PRACTICES IN THE CLASSROOM. WHY ARE WE USING THIS SPECIFIC TOOL? BECAUSE IT HAS ACTIONABLE STEPS THAT TEACHERS CAN IMPLEMENT IN THE MOMENT. IT'S A VIABLE RESOURCE AND WHAT ARE SOME OF THOSE STRATEGIES TO SUPPORT THAT? OUR LITERACY COACH. SO WHAT ARE SOME OF THE SPECIFIC ACTION STEPS TO ACHIEVE THE SPECIFIC STRATEGIES? AND BEFORE I ACTUALLY GO THROUGH THEM, I WANT TO PREFACE THEM BY SAYING YOU MAY ASK, WHAT IS DIFFERENT? WHAT'S SOMETHING DIFFERENT

011THAT YOU'RE DOING? MANY OF THE THINGS THAT WE'RE DOING IS DIFFERENT. AND WHAT I DO WANT TO SAY IS IF IT'S -- THEY'RE ALL EITHER SOMETHING NEW OR A MORE STRATEGIC, INTENTIONAL VERSION OF SOMETHING WE HAVE DONE BEFORE. BUT THE BIGGEST DIFFERENCE TO THESE ACTIONS THAT I'M GOING TO TALK ABOUT IS THE FIDELITY TO THE ACTION STEPS, BECAUSE WE CAN SAY SOMETHING, BUT IF WE'RE NOT DOING IT, WE'RE NOT GOING TO IMPROVE. SO IT'S THE FIDELITY AND MY PERSONAL COMMITMENT, MY TEAM'S COMMITMENT, TO ACHIEVING TRANSFORMATIONAL AND SUSTAINABLE CHANGE. SO WHAT ARE SOME OF OUR ACTION STEPS? EVERY MONDAY, WE'RE WORKING ON COLLABORATIVE PLANNING AND PROFESSIONAL DEVELOPMENT. WE SPEND OUR FIRST HOUR IN PROFESSIONAL DEVELOPMENT THAT IS PUSHING AND FOCUSED ON IMPROVING TEACHER PRACTICE. NOT ALWAYS BASED ON CONTENT BUT IMPROVING TEACHER PRACTICE AND TEACHER STRATEGIES.

012OUR SECOND HOUR IS COLLABORATIVE PLANNING. WE HAVE LEARNED THE SKILL, WE HAVE LEARNED THE STRATEGY, WE SPEND OUR SECOND HOUR PLANNING FOR THOSE LESSONS AND PLANNING FOR IMPLEMENTATION IN OUR CLASSROOMS THAT VERY WEEK. WE -- AND THAT IS SOMETHING NEW THAT WE'RE DOING. WE HAVE ALIGNED AND TIERED COACHING SUPPORT, SO WE HAVE A LITERACY COACH THAT'S WORKING WITH OUR TEACHERS ON COACHING CYCLES FOR TEACHER IMPROVEMENT. IT'S TIERED BASED ON SPECIFIC TEACHER NEEDS AND WHERE EACH TEACHER IS BECAUSE I HAVE A VERY HIGH STRONG BELIEF IN MTSS AND EVERYTHING YOU DO. MTSS WITH TEACHERS, ATTENDANTS, EVERYTHING YOU'LL SEE ME TALKING ABOUT IS ALL TIERED BECAUSE EVERYBODY COMES TO THE TABLE AT A DIFFERENT LEVEL, AND WE HAVE TO MAKE SURE THAT WE TREAT EVERYONE AT THE LEVEL THAT THEY COME TO THE TABLE. IN THE MOMENT

013POSITIVE AND CORRECTIVE FEEDBACK. I'LL SAY THAT SO MANY TIMES BECAUSE THIS IS WHAT CREATES THOSE RELATIONSHIPS WITH TEACHERS WHERE WE ARE ABLE TO COACH IN THE MOMENT AND IN THE MOMENT, WE'RE GETTING FASTER AND IN THE MOMENT WE'RE IMPLEMENTING BETTER CHANGE FOR TEACHERS BECAUSE AGAIN AS I SAID BEFORE, MY BIGGEST GOAL IS BUILDING TEACHER CAPACITY. FOCUS CLASSROOM WALK-THROUGHS. SOMETIMES WE TALKED INTO CLASSROOMS AND WE'RE LOOKING THROUGH, BUT WHEN YOU'RE FOCUSED AND KNOW WHAT YOU'RE LOOKING FOR, IT IS SPECIFICALLY RELATED TO OUR INSTRUCTIONAL PRIORITIES. SO WHAT WE DO ON MONDAYS, P.D. FOR IT, PLAN FOR IT. THAT'S WHAT I'M LOOKING FOR DURING THAT SPECIFIC WEEK. WE FOCUS AND INTENTIONAL WALK-THROUGHS. SPECIFIC PROFESSIONAL DEVELOPMENT AS I MENTIONED EARLY -- EARLIER, IT'S FOCUSED ON OUR MAIN INSTRUCTIONAL PRIORITIES. VERY NEW, BI-WEEKLY DATA CHATS. EVERY TWO WEEKS, I MEET

014WITH GRADE LEVEL TEAMS, MYSELF, THE LITERACY COACH, MY ESE TEACHER AND WE DISCUSS DATA AT EACH TIER. HOW ARE MY WHOLE GROUP STUDENTS DOING IN READING AND MATH AND SCIENCE? WHERE ARE WE WITH SMALL GROUP INSTRUCTION? WHAT ARE OUR WINS? WHERE CAN WE PLAN FOR IMPROVEMENT? WE DISCUSS ATTENDANCE AND WE ALSO DISCUSS WHAT ARE SOME NEXT STEPS FOR THOSE PARTICULAR STUDENTS, SO WE HAVE TO GO THROUGH THE MTSS PROCESS PROTOCOL TO CONTINUE ON AND MAYBE A CST MEETING. THOSE ARE THINGS WE DISCUSS EVERY SINGLE TWO WEEKS WITH FIDELITY BECAUSE WE CAN -- THE LONGER WE WAIT, THEN WE'RE NOT IMPLEMENTING CHANGE. ALSO, ANOTHER THING WE FOCUS ON IN OUR COLLABORATIVE MEETINGS IS LOOKING AT STUDENT WORK AND PLANNING FOR THOSE MIXED CONCEPTIONS. ONE OF THE BIGGEST THINGS THAT I HAVE REALLY FOCUSED ON THIS SCHOOL

015YEAR, THIS IS MY FIRST YEAR AS PRINCIPAL, IS WORKING WITH TEACHERS TO MAKE SURE EVERYONE IS 100% CERTIFIED. I'M WORKING DILIGENTLY ONE ON ONE WITH TEACHERS ON WHERE THEY ARE TOWARDS CERTIFICATIONS. WHAT ARE THEY STUDYING FOR THE TEST, GETTING PREPARED FOR IT, HAVE THEY ACHIEVED IT. THAT'S SOMETHING VERY IMPORTANT. I JUST HAD ONE OF MY TEACHERS PASS ALL OUR CERTIFICATION AND HAS SUBMITTED FOR HER PROFESSIONAL CERTIFICATE ADDING ONE MORE TO THE GROUP, WHICH I KNOW IS SOMETHING OF CONCERN, BUT SOMETHING THAT I AM PERSONALLY ATTACKING AND BEING VERY VIGILANT ABOUT. WHAT IS OUR SECOND GOAL? YES. OUR SECOND GOAL ADDRESSES THE DEFICITS IN READING INSTRUCTION AS WELL AS FOUNDATIONAL READING SKILLS. WE WANT OUR STUDENTS TO ACHIEVE LIKE I SAID EARLIER, 30%, AND WE ARE MONITORING THESE SPECIFIC GOALS WITH OUR INTERVENTION PROGRAMS. WE HAVE

016READING MASTERY WHERE WE'RE DOING IN K-2. OUR WONDERS ASSESSMENTS, I-READY, FAST AND WALK-THROUGH OBSERVATION DATA. ARE OUR STRATEGIES? MULTI-TIERED SYSTEMS OF SUPPORT. WE HAVE TARGETED SMALL GROUP INTERVENTION IN K-2, FOCUSED ON PHONICS, PHONEMIC AWARENESS, PHONICS AND FLUENCY AND K-3, FOCUSED ON GUIDED READING USING INFORMATIONAL TEXT AND VOCABULARY ACQUISITION IN DIRECT RESPONSE TO OUR P.M. DATA. WHAT ROAR SPECIFIC ACTION STEPS? I HAVE A CLEARLY IDENTIFIED MASTER SCHEDULE WITH INTERVENTION BLOCKS. ALL TEACHERS HAVE ONE HOUR OF INTERVENTION READING DAILY IN THEIR READING BLOCK AND ONE HOUR OF MATH INTERVENTION. I HIRED INTERVENTIONISTS IN THE K-2. THERE IS ONE FOR KINDERGARTEN AND FIRST GRADE. ONE FOR SECOND AND ONE FOR THIRD. AND MY LITERACY COACH FOCUSES ON FOUR, FIVE. EACH ONE OF THESE INTERVENTIONISTS COME TO ALL THE PLCs, PLAN TOGETHER WITH THEIR TEACHERS AND THEY ARE RESPONSIBLE

017FOR A SMALL GROUP DOING THIS ONE HOUR INTERVENTION TIME. SO IT'S -- INTERVENTIONIST HAS A GROUP AS WELL AS THE TEACHER. THEY ARE ALSO BEING TRAINED JUST AS LONG -- JUST ALONGSIDE OUR TEACHERS AS WELL. WE HAVE PROFESSIONAL DEVELOPMENT WHICH IS MULTI-TIERED. THIS YEAR WE IMPLEMENTED READING MASTERY AND ALSO THE WONDERS CURRICULUM. WE HAVE COACHING AND FEEDBACK WITH OUR PROBLEM SOLVING LEADERSHIP TEAM AND AS I SAID EARLIER, OUR BI-WEEKLY DATA CHATS WHERE WE'RE LOOKING AT THE DATA FROM OUR SMALL GROUP INSTRUCTION AND PLANNING FOR IMPROVEMENT. WHAT DID WE SEE IN THE LAST TWO WEEKS? WHERE DID OUR SMALL GROUPS LAND? WHAT IS OUR NEXT STEPS FOR IMPROVEMENT? AND OF COURSE IN THE MOMENT COACHING IS VERY POWERFUL IN WHAT WE DO. OUR THIRD GOAL ADDRESSES OUR CHRONIC ABSENTEE ISSUE. OUR CHRONIC ABSENTEE ISSUE. LAST YEAR

018ALMOST 75% OF OUR SCHOLARS HAD 15 OR MORE ABSENCES. WE HAVE HAD A CHRONIC ABSENTEE ISSUE. WHEN STUDENTS ARE NOT IN THE BUILDING THEY'RE NOT LEARNING. I'M VERY FOCUSED THIS YEAR ON INCREASING ATTENDANCE. WE HAVE MANY STUDENTS THAT ARE EXPERIENCING COMPLEX PLEX TRAUMAS IN THE SCHOOL AND I'M VERY FOCUSED ON BRINGING ABOUT CHANGE AND POSITIVE CULTURE WHEN IT COMES TO ATTENDANCE AS WELL AS SOCIAL EMOTIONAL ISSUES AS WELL. WE'RE MONITORING THIS THROUGH OUR DAILY ATTENDANCE RATES, INSTRUCTIONAL PLANNING TOOLS, AND EXCESSIVE ABSENCE REPORTS THAT I CHECKED ONCE A WEEK. SO OF COURSE WE'RE DOING THIS IN AN MTSS PROCESS AS WELL. THERE IS A TIER 1, TIER 2, TIER 3 SUPPORT FOR ALL OUR ATTENDANCE STRATEGIES. WHAT ARE OUR ACTION STEPS TO IMPLEMENT? AT A TIER 1, WHOLE SCHOOL, MAKING SURE THAT WE ARE PUBLICIZING OPENLY

019IN OUR SOCIAL MEDIA AND MY WEEKLY PARENT NEWS LETTER THE IMPORTANCE OF ATTENDANCE AND OUR SPECIFIC ATTENDANCE POLICIES AS WELL AS HOSTING DIFFERENT CELEBRATIONS TO IMPROVE ATTENDANCE, THAT INCLUDE ATTENDANCE, AND WE HAVE MONTHLY PBIS SPONSORED BY WAWA. WE ARE CELEBRATING AND MAKING SURE THAT EVERYONE KNOWS IT'S ALL OVER THE SCHOOL, THAT WE WANT TO MAKE SURE THAT WE HAVE A DALE AY RATE OF 90%. -- DAILY RATE OF 90%. AT A TIER 2 LEVEL, PROVIDING RECOGNITION TO INDIVIDUAL STUDENTS. STUDENTS WITH EXCELLENT ATTENDANCE BUT MORE IMPORTANTLY, STUDENTS WHO HAVE IMPROVED ATTENDANCE THAT HAVE REVERSED A NEGATIVE TRAJECTORY OR AT-RISK TRAJECTORY FOR ATTENDANCE. WE ARE MAKING PERSONAL PHONE CALLS. THIS IS NEW. WE NOW HAVE AN ATTENDANCE MONITOR. WE DIDN'T DO THAT IN THE PAST. WE MAKE PHONE CALLS EVERY DAY OF STUDENTS ABSENT. WE HAVE SOMEONE

020MAKING PHONE CALLS OR ANYONE WHO HAS ABSENT FOR THREE DAYS OR MORE. WE'RE MAKING HOME VISITS FOR ANYONE WITH 10 DAYS OR MORE. AND FILLING OUT SUCCESS PLANS. I AM WORKING WITH OUR SOCIAL WORKER FOR THE DISTRICT. I HAVE A COUPLE HOMELESS FAMILIES GETTING THEM THE SPECIFIC RESOURCES THEY NEED. AT A TIER 3 LEVEL, SHARING AND CONNECTING FAMILIES WITH COMMUNITY RESOURCES, PLACING STUDENTS AND FAMILIES WITH MENTORS. THIS IS SOMETHING NEW WE'RE DOING THIS YEAR. WE HAVE A MENTOR FOR FAMILY. THERE ARE A COUPLE FAMILIES WHO HAVE SPECIFIC NEEDS. OUR MENTOR IS OUT THERE REACHING OUT GETTING THOSE SPECIFIC NEEDS, BREAKING DOWN BARRIERS FOR PARENTS AND FAMILIES TO ENSURE THAT THEY'RE COMING TO SCHOOL EVERY DAY AND THAT THEY HAVE THE RESOURCES THAT WE NEED SO WE'RE CHECKING IN AND CHECKING THAT WITH THEM EVERY DAY.

021AND REFERRING THE STUDENTS AND FAMILIES FOR MORE ADDITIONAL SUPPORT AND EVALUATION AS NEEDED. NOW THE NEXT PART -- Nadia Combs: MS. PEREZ, IF YOU DON'T MIND ME INTERRUPTING. THANK YOU SO MUCH. THE ONLY THING IS WE HAVE ONE HOUR AND WE ALL RECEIVED THE DOCUMENTATION EARLIER SO THE GOAL OF THE IRK WITHSHOP IS TO MAKE SURE WE ENGAGE WITH YOU. I KNOW WE ALL LOOKED THROUGH THIS AND READ THIS. WE APPRECIATE THE LONG -- YOU KNOW, YOUR PRESENTATION, BUT WE WON'T EVEN HAVE TIME TO BE ABLE TO DO THE MIDDLE. I THINK IT'S BETTER SINCE I THINK EVERYBODY HAS REVIEWED THIS ALREADY, THAT WE PROBABLY -- MAYBE IF YOU COULD JUST FINISH UP SO WE HAVE TIME TO ENGAGE AND THEN OF COURSE THE NEXT ONE, BUT WE HAVE READ THROUGH ALL THIS. WE ALL

022READ THROUGH IT BUT I KNOW YOU NEED TO GIVE THE PRESENTATION BECAUSE WE ONLY HAVE AN HOUR. THANK YOU SO MUCH. OUR NEXT SLIDE IS JUST OUR PM BASELINE DATA THAT YOU CAN SEE. IT'S NOT EXPECTED OF WHAT WE WANT TO BUT WE KNOW THAT'S WHERE OUR STUDENTS WERE COMING IN. SO WE HAD A LOW PROFICIENCY IN THREE, FOUR, FIVE, BUT I AT LEAST WANT TO SAY A POSITIVE 22% OF THE THIRD GRADERS ARE APPROACHING PROFICIENCY IN READING, 3% IN FOURTH AND 15% IN FIFTH GRADE. LOOKING AT OUR NEXT SLIDE, I JUST WANTED TO SHOW YOU WHERE OUR WEEKLY DATA IS. WE'RE AVERAGING ABOUT 90% RATE RIGHT NOW WHICH IS OUR GOAL. AND IN OUR LAST SLIDE -- WELL, SECOND TO THE LAST, THIS -- I WANT TO POINT YOU TO OUR SECOND ONE WHICH

023IS HOW WE'RE DOING NOW. THIS IS OUR UNIT ONE ASSESSMENT IN READING TO SEE THAT WE DO HAVE A LOT OF STUDENTS SCORING PROFICIENCY IN OUR UNIT ONE ASSESSMENT. AND A COUPLE THINGS THAT WERE ADDED AND ARE GOOD THINGS BEING BROUGHT TO OUR SCHOOL, WE'VE GOT TWO NEWLY ELECTED BOARD MEMBERS AND MORE IMPORTANTLY, WE HIRED AN EDUCATIONAL CONSULTANT THAT'S HELPING US NOW WITH OUR SCHOOL IMPROVEMENT GOALS WORKING WITH EACH ONE OF THE ELEMENTARY SCHOOLS. THANK YOU SO MUCH FOR THIS PRESENTATION AND IT'S -- WE'RE OPEN FOR QUESTIONS. Nadia Combs: THANK YOU SO MUCH. AS I SAID, WE ONLY HAVE AN HOUR SO I THINK IT'S 10:24 AND WE HAVE QUESTIONS. MR. PORTER, HE IS TAKING NAMES. SO HE'LL GO AHEAD AND GET STARTED. Jim Porter: SO IN THIS ORDER, MS. GRAY, MS. PEREZ, MS. HAHN,

024MS. COMBS AND THEN MS. VAUGHN. AND MR. WASHINGTON. Nadia Combs: OKAY. MS. GRAY? Lynn Gray: THANK YOU. OKAY. I'M ON. MS. PEREZ AND BOARD, WHAT AN EXCELLENT JOB, AND ALL THE BUTTONS HAVE BEEN PUSHED SUCCESSFULLY AS TO WHAT MAKES A GREAT SCHOOL. AND I REALLY AM EXCITED TO HEAR, BUT MY QUESTIONS ARE AS FOLLOWS, AND OF COURSE YOU HAVE ANSWERS IF APPROPRIATE. HOW MANY -- THERE IS TWO YEARS THAT HAVE NO GRADE. WHAT IS THE EXPLANATION FOR THAT? 2019, 2020. THERE IS NOT A GRADE POSTED BEFORE I EVEN GET STARTED, I DON'T SEE -- THE MIDDLE SCHOOL. Cinzia DeLange: MS. GRAY, 2019 WAS COVID YEAR AND 2020 WAS -- THE SCHOOL HAD TO EARN IT. YES. Lynn Gray: YEAH, CORRECT. BUT YEAH. WE HAVE -- WE HAVE OUR PUBLIC SCHOOLS HAVE HAD GRADES AS WELL.

025SO I DON'T KNOW WHY THERE IS A MISSING GRADE, BUT THE POINT I WANT TO MAKE IS HOW MANY OF THE SCHOOL IMPROVEMENT PLANS HAVE WE GONE THROUGH WITH THIS PARTICULAR SCHOOL AND THE MIDDLE SCHOOL. WE'VE HAD TWO PREVIOUSLY GONE THROUGH THIS, CORRECT? TWO DIFFERENT SCHOOL IMPROVEMENT PLANS. Cinzia DeLange: YES. EVERY TIME A SCHOOL, A CHARTER SCHOOL, HAS A "D" OR "F," THEY HAVE TO GO THROUGH THIS BY LAW. Lynn Gray: I UNDERSTAND THAT BUT THIS PARTICULAR SCHOOL HAS GONE THROUGH AND WE'VE GONE THROUGH AND MS. PEREZ, I WANT TO CALL YOU GLENIS. YOU'VE DONE AN EXCELLENT JOB WITH WHAT YOU'RE GOING -- PLANNING ON DOING, BUT WE'VE HAD SCHOOL IMPROVEMENT PLANS BROUGHT TO THIS BOARD, SO I'M -- MYSELF AS AN INDIVIDUAL BOARD MEMBER, I'M HESITANT BECAUSE WE'VE HAD THIS GREAT PLETHORA OF GOALS

026ONLY TO BE AFFORDED A "D" OR "F" SCORE, SO I UNDERSTAND THE ABSENTEE RATE, AND I UNDERSTAND ALL OF OUR TEACHERS RIGHT NOW ARE REMARKABLY TASKED, BUT YOUR RATIO ACCORDING TO THE INFORMATION GIVEN TO ME BY CINZIA, DR. DELANGE, TWO TEACHERS OUT OF 11 ARE CERTIFIED. HOWEVER, THE DATA THAT YOU'RE PRESENTING WOULD REVEAL THAT ONE THROUGH FIVE YEARS, THERE IS MORE THAN THAT. WITHOUT CERTIFIED TEACHERS, THE GOALS THAT YOU HAVE OR LET'S JUST SAY WITHOUT VINTAGE TEACHERS, WE ARE FACING THAT SAME DILEMMA IN OUR PUBLIC SCHOOLS. BUT YOUR SCHOOL IS SO -- SMALLER, SO THE AMOUNT -- ANY TIME A VARIABLE IS SHOWN IN TERMS OF THE RATIO OF TWO TO ELEVEN, TWO TEACHERS ARE CERTIFIED VERSUS ELEVEN OR THEY HAVE PROMISED A TWO-YEAR, PROMISE TO EARN, WEAKENS THE ACTUAL STRUCTURE THAT YOU HAVE SO

027ELOQUENTLY COMMANDED. MY OTHER QUESTION -- THIS IS MY -- YOU KNOW, NOT ONLY HAVE WE HAD PREVIOUS SCHOOL IMPROVEMENT PLANS FROM THIS SCHOOL, BUT ALSO THE EXPENDITURES. WHEN WE TALK ABOUT WEAKNESS OF INSTRUCTION, THE VALUE, WE ALSO LOOK DIRECTLY INTO THEIR PROFESSIONAL DEVELOPMENT, AND I WAS REALLY APPLAUDING THE FACT THAT YOU PAID ATTENTION TO THAT. OUT OF YOUR BUDGET OF ONE MILL OR LET'S SAY ONE MILL 169,000, HOW MUCH MONEY ARE YOU SPENDING FOR PROFESSIONAL DEVELOPMENT PER YE YEAR? I'M GOING TO PUSH THAT ON MY EXECUTIVE DIRECTOR WHO IS THE MONEY MAN. BUT I DO WANT TO SAY THAT AT A PROFESSIONAL LEVEL, I DO A LOT OF IT AS WELL AS MY LITERACY COACH SO WE'RE NOT ALWAYS LOOKING FOR OUTSIDE RESOURCES BECAUSE WE ARE THE RESOURCES. I'VE BEEN TRAINED. I'M A PRODUCT OF

028HILLSBOROUGH COUNTY. I HAVE BEEN TRAINED HERE. I SPENT 15 YEARS HERE. AND I'M TRYING TO USE ALL THAT KNOWLEDGE AND SKILL TO IMPART ON MY TEACHERS. Lynn Gray: THANK YOU. THANKS FOR THE QUESTION. $42,000. Lynn Gray: $42,000 PER YEAR? THIS YEAR. Lynn Gray: THIS YEAR. OKAY. SO -- BUT WE'RE STILL AT A WEAK LINK IN TERMS OF THE STRENGTH OF INSTRUCTIONAL VALUE, BUT IT IS, YOU KNOW -- IT IS A VERY REMARKABLE GIFT THAT YOU'RE DOING FOR YOUR INSTRUCTION -- INSTRUCTIONAL STAFF TO GET TRAINED. THE ONLY OTHER THING THAT I HAVE TO SAY, AND THIS WILL CONCLUDE MY COMMENTS, THE ATTENDANCE. YOU'RE SO RIGHT. WITHOUT ATTENDANCE, WHAT POINT IS THERE HAVING A STAFF? YOU HIRED AN EDUCATIONAL CONSULTANT. HOW MUCH MONEY ARE YOU SPENDING FOR THAT AND WHAT IS THAT CONSULTANT DOING IN TERMS OF

029HELPING WITH ATTENDANCE OR WHAT SUPPORTS DO YOU HAVE? SO THERE IS A FINANCE PART OF THAT QUESTION AND WHAT EXACTLY DOES THAT CONSULTANT DO FOR ATTENDANCE? SO THE CONSULTANT, IT'S A COMPANY THAT WORKS WITH BOTH OF THE LEADERS HERE. IT'S TWO SEPARATE FOLKS THAT ARE WORKING WITH THEM. WE'VE WORKED WITH THIS ORGANIZATION IN THE TERMS WE HAD THE PLANS BEFORE AND THE LAST TIME WE WORKED WITH THEM WE MOVED FROM AN "F" TO A "B" WITH THEM. THIS YEAR, THEY -- THE LEADERS HAVE THEIR PRIORITIES AND SO WHEN THEY'RE MEETING WITH THESE LEADERS, THEY'RE TALKING THROUGH THEIR PLANS SO HOW IS THE CONSULTANT IMPACTING THEIR WORK. IT'S THROUGH THIS COLLABORATION AND THIS COACHING OF -- AND THIS WORK, THIS CONTINUING DIALOGUE OF WHERE ARE YOU WITH YOUR PLANS. THEY'RE CREATING THEM TOGETHER. THEN THEY EXECUTE

030THOSE PLANS AND THEN WHEN THEY MEET WITH THEM AGAIN, IT'S A CONTINUAL DIALOGUE BETWEEN THE TWO OF THEM MAKING SURE THAT WE'RE LOOKING AT THE BARRIERS, MAKING SURE WE HAVE IDEAS THAT MAYBE THE LEADERS ARE NOT THINKING OF TO HELP TO GET THE RESULTS THAT WE'RE LOOKING FOR. THEY ALSO WORK WITH THEIR EDUCATION -- INSTRUCTIONAL PRIORITIES AS WELL. AND SO THESE -- THEY MEET WEEKLY TO BIWEEKLY WITH THOSE LEADERS TO DO THAT. THAT'S COSTING US AS MS. PEREZ MENTIONED, SHE DOES MUCH OF HER DEVELOPMENT IN HOUSE, RIGHT? SO A LOT OF HER PLCs THAT SHE'S CREATING THROUGH RESEARCH AND THINGS SHE IS USING, THE TOOLS SHE IS USING, IS ALL COMING FROM HER BANK AND HER CAPACITY. FOR US, I'M SPENDING ABOUT 40 GRAND ON THOSE CONSULTANTS FOR THE YEAR. FOR THIS YEAR. Lynn Gray:

031FOR THE EDUCATIONAL CONSULTANTS, ABOUT 40,000. OKAY. AND -- IS THAT HELPING ATTENDANCE IN ANY WAY? I JUST WANT TO SAY, I HAVE AN ATTENDANCE MONITOR, SO THE EDUCATIONAL CONSULTANT DOESN'T PRIMARILY WORK WITH ATTENDANCE. THEY WORK WITH THE LEADERS. I HAVE AN ATTENDANCE MONITOR WHO HELPS ME MAKE THE PHONE CALLS AND MAKE SURE ALL OUR TIERS ARE BEING FOLLOWED THROUGH ON, SO THE CONSULTANT IS MORE FOR THE COACHES -- I MEAN, FOR THE LEADERS VERSUS ATTENDANCE. Lynn Gray: OKAY. THANK YOU. Nadia Combs: MEMBER GRAY? IF YOU WANT TO GET BACK INTO THE QUEUE. I WANT TO MAKE SURE EVERYONE GETS AN OPPORTUNITY TO SPEAK. MEMBER PEREZ? Karen Perez: THANK YOU. SO I'M GOING TO GO WITH SOME NUMBERS HERE. SO BETWEEN 2018-19 AND 21-22, THERE WAS A DECREASE IN 45 STUDENTS. WHERE DID THOSE 45 STUDENTS

032GO? BOARD MEMBER PEREZ, SO WE'VE HAD NEW CHARTER SCHOOLS COME INTO THE AREA AND SO SOME OF OUR STUDENTS LEFT FOR THOSE NEW BRIGHT AND SHINY OBJECTS IN THE CHARTER SCHOOLS, SO THAT'S WHERE A NUMBER OF OUR PEOPLE WENT TO AND THEN WE ALSO HAD FOLKS THAT MOVED OUT OF THE AREA AND IT WAS NO LONGER CONVENIENT FOR THEM TO ATTEND VILLAGE OF EXCELLENCE ACADEMY. Karen Perez: OKAY. AND YOU MENTIONED -- I WAS GOING TO ADDRESS ALSO THE CHRONIC ABSENCE. YOU HAVE 89.6% OF STUDENTS OF COLOR AND ALSO 6.2% OF STUDENTS OF LATINO STUDENTS. ASK YOU MENTIONED THAT YOU DO HOME VISITS AFTER 10 DAYS. THAT'S A TWO-WEEK PERIOD OF LOSS OF EDUCATION. DO YOU HAVE A SOCIAL WORKER OR PSYCHOLOGIST OR SCHOOL COUNSELOR ON STAFF? NO. WE CURRENTLY DO NOT HAVE ONE ON STAFF.

033WE DO CONTRACT WITH AN AGENCY WITH HEADS THAT PROVIDES US WITH COUNSELING FOR SMALL GROUPS AND MENTAL HEALTH, SO WE TO HAVE THAT WE CONTRACT OUT. NOW I KNOW WHERE YOU SAID THE TEN DAYS. TEN DAYS IS WHERE WE'RE ACTUALLY GOING OUT TO THE HOME. PREVIOUSLY, AT THREE DAYS, WE'RE MAKING PHONE CALLS. BEFORE THAT, AT SIX DAYS, WE'RE CALLING IN THE FAMILY TO COME UP WITH OUR STUDENT SUCCESS PLAN. AT TEN WE'RE COMING TO KNOCK ON YOUR DOOR TO SEE WHAT BARRIERS WE CAN BREAK TO MAKE SURE WE CAN GET YOU TO SCHOOL. Karen Perez: BUT STILL, YOU HAVE A HIGH STUDENT POPULATION OF COLOR. WITH A LOSS OF EDUCATION OF TEN DAYS, EVEN THREE DAYS, OR FIVE DAYS, THAT'S STILL AFFECTING THEIR EDUCATION, ESPECIALLY FOR OUR STUDENTS OF COLOR. HOW MANY PRINCIPALS HAVE YOU

034HAD BETWEEN 2018 AND 2022? JUST ONE. TWO. IN 2018 AND 2022? YES, TWO. I WOULD BE NUMBER TWO. PRINCIPAL EDWARDS AND PRINCIPAL PEREZ. Karen Perez: OKAY. AND RIGHT NOW THAT'S THE ONLY QUESTIONS I HAVE FOR RIGHT NOW. I'LL GET BACK IN THE QUEUE. Nadia Combs: THANK YOU, MEMBER PEREZ. MEMBER HAHN? Stacy Hahn: THANK YOU, MEMBER COMBS. GOOD MORNING. THANK YOU FOR YOUR TIME TODAY. I'VE BEEN IN THE BUSINESS A LONG TIME, 30 YEARS. I APPRECIATE HOW DIFFICULT YOUR JOB IS. WE'RE ALL GOING THROUGH A LOT OF CHALLENGES EVERY SINCE COVID AND IN REGARD TO THE DATA TODAY, OBVIOUSLY THE TWO THINGS WHICH MY COLLEAGUES HAVE SPOKEN ABOUT, THE ATTENDANCE AND THE UNSTABLE W WORKFORCE ARE QUITE CONCERNING. YOU KNOW, OBVIOUSLY YOU CAN DO ALL THE WONDERFUL P.D. IN THE WORLD BUT IF YOU DON'T HAVE

035STUDENTS IN THE SEATS, DOESN'T REALLY MATTER HOW GREAT OF A TEACHER YOU ARE IF YOU DON'T HAVE ANYBODY TO TEACH. SO THOSE ARE TWO PRETTY HEAVY LIFTS. AND, YOU KNOW, I'D ENCOURAGE YOU AS YOU PROVIDE PROFESSIONAL DEVELOPMENT FOR YOUR WORKFORCE AND SINCE THE MAJORITY OF IT IS OUR LONG-TERM SUBSTITUTE TEACHERS THAT YOU BUILD IN YOUR P.D. PLANS, A PATHWAY TO CERTIFICATION, BECAUSE FOR YOU TO CONTINUALLY KEEP SHEDDING TEACHERS AND THEN REINVESTING IN PROFESSIONAL DEVELOPMENT FOR NEW WORKFORCE EVERY YEAR, IT'S OBVIOUSLY QUITE COSTLY AND YOU'RE GOING TO GET THE SAME RESULTS. YOU NEED SOME CONTINUITY OF, YOU KNOW, TEACHERS AND A STABLE WORKFORCE. THE OTHER PIECE IS THE ATTENDANCE, AND AGAIN, YOU'VE GOT STRATEGIES IN PLACE. FOR ME, YOU KNOW, I THINK MAYBE CONSIDER HAVING MORE FAMILY-BASED STRATEGIES BECAUSE IF PARENTS -- PARENTS NEED TO VALUE

036THE EDUCATION TO MAKE SURE THEY GET THERE. AND MAYBE THERE ARE CERTAIN BLOCKADES THAT ARE MAKING IT REALLY CHALLENGING FOR PARENTS TO GET THEM THERE THAT YOU CAN HELP THEM WORK THROUGH, SO SOME OF THOSE CONVERSATIONS WITH, YOU KNOW, WHY -- WHY IS YOUR CHILD NOT AT SCHOOL, HOW CAN WE HELP YOU, AND TRYING TO WORK THROUGH THAT AND MAYBE YOU'VE DONE SOME OF THAT, BUT THAT'S REALLY A -- YOU'VE GOT TO DIG INTO THE FAMILY AND NOT JUST TAKE -- BECAUSE A LOT OF YOUR STRATEGIES ARE ADDRESSING THE ABSENTEEISM THAT DAY OR MOMENT. BUT, YOU KNOW, IT'S A DEEPER ISSUE. YOU TOUCHED ON A LOT OF CHILDHOOD TRAUMA THAT COULD BE TAKING PLACE. AND SO, YOU KNOW, YOU HAVE A CONTRACT WITH HEADS, YOU SAID THE NAME WAS. YOU'VE GOT TO INVEST SOME DOLLARS

037IN THAT, IF THAT'S WHAT'S REALLY DRIVING THIS ABSENTEEISM, AND THAT CAN HELP CHILDREN AND FAMILIES. SO, YOU KNOW, I GUESS FIDELITY WITH ALL OF THIS. THIS ALL LOOKS GREAT ON PAPER. I LOVE THE FACT THAT YOU'RE DOING A LOT OF DATA-BASED DECISION MAKING, THAT YOU'RE DOING LITERACY COACHES, THAT YOU HAVE MULTI-TIERED SYSTEMS OF SUPPORT. CAN YOU JUST EXPAND JUST A LITTLE BIT MORE ON THE FIDELITY? HOW DO YOU KNOW THAT WHAT YOU'RE TEACHING IS WHAT'S HAPPENING IN YOUR CLASSROOMS AND, YOU KNOW, WHAT IS YOUR FIDELITY CHECKS ON THAT? SO I WALK INTO CLASSROOMS ALMOST DAILY, AND I HAVE A TRACKER THAT I HAVE WITH MY INSTRUCTIONAL PRIORITIES. WHAT AM I LOOKING FOR. IT ALWAYS DEPENDS ON WHAT WE'VE BEEN WORKING ON. I TRACK IT EVERY WEEK AND BY THE END OF THE WEEK I LOOK

038AT MY DATA AND SAY, AM I GOING TO HAVE TO PLAN SOMETHING DIFFERENT FOR NEXT MONDAY. SO I WALKING INTO THOSE CLASSROOMS, IT'S THE FIDELITY CHECK OF WHAT I WANT TO SEE IN THE CLASSROOMS, THE LOOK FORS, THE INSTRUCTIONAL PRACTICES. I TRACK THOSE ON -- IT'S LIKE A GOOGLE FORM "D" OC. I TRACK THEM. THAT GIVES ME PERCENTAGES OF WHAT TEACH TEACHERS ARE PERFORMING IN EACH OF THE PRIORITY LEVEL SAID. Stacy Hahn: SO YOU SEEM TO BE DRIVING A LOT OF THIS, AND THAT'S A LOT FOR YOU, BUT -- MY LITERACY COACHES AND RIGHT-HAND PERSON. Stacy Hahn: BUT I'M JUST WONDERING, DO SOME OF YOUR MORE NOVICE TEACHERS AND MAYBE I MISSED IT, ARE THEY PAIRED UP WITH MENTORS THAT ARE CERTIFIED TEACHERS AND MORE EXPERIENCED? IS THAT A PART OF YOUR FIDELITY CHECK ALSO?

039YES. WE HAVE SOME TEACHERS THAT ARE WORKING WITH SOME OF MY MORE EXPERIENCED TEACHERS, ARE WORKING WITH MORE NOVICE TEACHERS ESPECIALLY WHEN THEY PLAN COLLABORATIVELY SHARING THE PRACTICES. ONE OF THE THINGS I THINK IS GREAT, WE DO A LOT OF PRACTICING HOW WE'RE GOING TO DELIVER SOMETHING AND DO EACH OTHER FEEDBACK. TEACHERS ARE IN THE CIRCLE. WE'LL PRACTICE WHATEVER STRATEGY IT MAY BE. WE GIVE YOU FEEDBACK. IT WAS GREAT WHEN, NEXT TIME TRY. WE'RE TRYING TO GET IN THE BETTER FASTER AND HAVE THAT FEEDBACK FROM THEIR COLLEAGUES. Stacy Hahn: AND LAST QUESTION. I KNOW YOU HAVE A SMALL NUMBER OF STUDENTS WITH DISABILITIES. DO YOU HAVE A CERTIFIED SPECIAL EDUCATION TEACHER? YES, MA'AM. WE HAVE A CERTIFIED SPECIAL EDUCATION TEACHER THAT WORKS WITH THE K-8 BUILDING, SO SHE WORKED WITH ALL OF THEM. AS WELL

040AS AN ESE PARA THAT IS PUSHING INTO CLASSROOMS TO SUPPORT THOSE STUDENTS. Stacy Hahn: OKAY. THANK YOU. Nadia Combs: THANK YOU SO MUCH, MEMBER HAHN. I HAVE A FEW QUESTIONS. THANK YOU SO MUCH FOR PUTTING THIS ALL TOGETHER. I KNOW IT TOOK LOT OF TIME. I DON'T WANT TO REPEAT A LOT OF WHAT MY COLLEAGUES SAID, BUT WHEN WE TALK ABOUT MENTORING AND TALKED ABOUT MENTORING, WHEN YOU SEE THAT 64% OF TEACHERS ARE LONG-TERM SUBS AND 7% ARE FIRST YEAR TEACHERS, YOU'RE LOOKING AT 81% OF THE STAFF THAT ARE BRAND NEW OR ARE NOT EVEN CERTIFIED TEACHERS. SO WHY IS THAT? ARE YOU -- IS THE SALARIES THE SAME? WHAT'S GOING ON THAT YOU CANNOT RECRUIT THAT MANY TEACHERS BECAUSE THAT IS CONCERNING TO ME TO HAVE 81%, EVEN IF YOU'RE MENTORING, THAT GIVES VERY

041FEW PEOPLE TO MENTOR THOSE TEACHERS. WELL, IT HAS BEEN TOUGH NOT JUST FOR CHARTER SCHOOLS BUT ALSO FOR THE DISTRICT. I KNOW IT'S A BATTLE WE'RE ALL BATTLING TRYING TO GET CERTIFIED TEACHERS. I DO WANT TO SAY AT LEAST ALL THE HIRES I'VE MADE THIS SCHOOL YEAR ARE CERTIFIED TEACHERS, AND WE ARE WORKING WITH THOSE WHO HAVE BEEN THERE BEFORE TO ENSURE THAT THEY ARE ON A PATH TOWARDS CERTIFICATION. Nadia Combs: THANK YOU. I MEAN, I DO AGREE WE HAVE CHALLENGES, BUT I CAN'T THINK OF A SCHOOL THAT HAS 64%. THAT IS EXTREMELY HIGH. WE MAY HAVE A FEW PERCENT BUT 64 -- ASK YOU TALKED ABOUT YOUR INTERVENTIONIST SPECIALIST. THEY ARE CERTIFIED? THEY ARE PARA-PROFESSIONALS BEING TRAINED ALONGSIDE TEACHERS. Nadia Combs: THE OTHER PART THAT IS CONCERNING TO ME IS THAT ONLY 7% OF

042THE TEACHERS ARE READING ENDORSED SO I'D THINK ONE OF THE BIGGEST PRIORITIES, THE NUMBER ONE PRIORITY I THOUGHT SHOULD BE IN THE SIP PLAN WOULD BE TO RECRUIT MORE CERTIFIED TEACHERS. NUMBER TWO IS TO INCREASE THE NUMBER OF READING ENDORSED AND I'D LIKE TO SEE THAT BY PERCENTAGE BECAUSE JUST SAYING A STATEMENT LIKE ALL THESE MULTI-TIERS AND EVERYTHING, THAT SOUNDS GREAT, BUT WHEN WE HAVE A PERCENTAGE GROWTH LIKE IF YOU SAY 64% OF THE TEACHERS ARE NOT CERTIFIED, YOU'D LIKE TO IMPROVE IT BY 20%, OR YOU SEE ONLY 7% OF TEACHERS ARE READING CERTIFIED AND ONLY 7% ARE E-SOL ENDORSED, THAT'S A VERY LOW NUMBER. SO THAT'S A LITTLE BIT CONCERNING TO ME. DO YOU HAVE NURSES IN YOUR SCHOOL? DO YOU HAVE A NURSE IN YOUR SCHOOL AS WELL? NO. Nadia Combs: SO THOSE

043ARE -- YOU KNOW, I THINK IF YOU HAD NURSES OR PSYCHOLOGISTS OR SOCIAL WORKERS, THEY CAN ACTUALLY GO OUT TO THE HOMES AND TRY TO WORK ON THE ATTENDANCE BECAUSE FOR ME, IT'S NOT ABOUT, YOU KNOW, CHARTER, PUBLIC, PRIVATE. IT'S REALLY ABOUT THE STUDENTS YOU'RE SERVING AND IF THEY'RE NOT THERE AND IF THEY DON'T HAVE THE CONNECTION TO THE TEACHERS BECAUSE THE TEACHERS ARE NOT PERMANENT, THEN NO MATTER WHAT YOU DO AS A LEADER, IT'S GOING TO BE CHALLENGING IN THE FUTURE. SO I JUST HOPE THAT YOUR S.I.P. PLAN WOULD PRIORITIZE THOSE AT THE TOP. GETTING MORE TEACHERS CERTIFIED AND GETTING THE TEACHERS TRAINED AND READING ENDORSED. SO THOSE WERE A COUPLE OF MY COMMENTS AND QUESTIONS. AND I WILL MOVE ON TO MEMBER HAHN. VAUGHN, SORRY. I'M LOOKING AT HAHN SAYING VAUGHN. Jessica Vaughn:

044THANK YOU, MADAM CHAIR. YOU KNOW, JUST TO KIND OF ECHO WHAT MY FELLOW BOARD MEMBERS SAID, I THINK THIS REALLY GLARINGLY ILLUSTRATES THE VALUE OF TRAINED AND CERTIFIED TEACHERS AND HOW IT EQUATES TO THE SUCCESS OF STUDENTS IN THE CLASSROOM. I'M GLAD THAT YOU BROUGHT UP THE READING ENDORSEMENT AT 7% WITH THE 36% CERTIFIED TEACHERS. I WOULD EXPECT ESPECIALLY TEACHERS DEALING WITH SUCH A HIGH ILLITERACY RATE, HAVING ISSUES WITH LITERACY, A HIGHER PERCENTAGE OF READING ENDORSEMENTS SO AS YOU TALK ABOUT PROFESSIONAL DEVELOPMENT, I THINK OBTAINING THE READING ENDORSEMENT AND WHEN WE TALK ABOUT PROFESSIONAL DEVELOPMENT IN GENERAL FOCUSING ON READING SHOULD BE THE PRIORITY BECAUSE WHEN YOU LOOK HERE, I MEAN, THIS DAT IS CORRECT, YOUR KINDERGARTNERS ARE COMING IN 20% BEING ABLE TO READ ON LEVEL AND BY THE TIME YOU GET DOWN TO

045THIRD GRADE, IT DROPS DOWN TO 4%. SO THAT'S A HUGE PROBLEM RIGHT THERE FROM DROPPING 20% TO 4%. 4% OF THIRD GRADERS READING ON LEVEL. THAT'S GOT TO BE SOMETHING THAT YOU FOCUS ON, AND THAT LEADS ME TO THE NEXT QUESTION. I KNOW YOU SAID YOU HAVE I-READY AND USE I-READY AND DO YOUR DATA ANALYSIS BIWEEKLY. IS THAT WHAT YOU'RE USING TO JUDGE YOUR READING DATA, IS I-READY OR WHAT METRICS ARE YOU USING COLLECTING AND HAVING THE DATA DISCUSSION. WHAT METRICS ARE YOU USING TO COLLECT AND DISCUSS IT? WE HAVE TWO IN READING. ONE IS I-READY. I-READY, OUR TEACHERS ASSIGN LESSONS AND THE SECOND ONE ARE BI-WEEKLY QUIZZES IN WONDERS. Jessica Vaughn: SO WONDERS AND I-READY. IS THERE A REASON WHY WITH SUCH A CONCERN WITH THE DROP IN READING THAT IT'S NOT A WEEKLY

046FOCUS? I KNOW YOU DO COLLABORATIVE PLANNING WEEKLY, YOU SAID. IS THERE A REASON WHY YOU DON'T ALSO DO DATA ANALYSIS IN THAT COLLABORATIVE PLANNING AND HAVE A REVIEW IT MORE OFTEN? I'M JUST CURIOUS ABOUT THAT. YES, TEACHERS REVIEW IT. THE BI-WEEKLY DATA CHATS ARE JUST SOMETHING I LEAD WITH THE TEAM. ON A COLLABORATIVE BASIS, THEY'RE LOOKING AT THEIR DATA AND WEEKLY ASSESSMENTS AND MAKING PLANS FOR IMPROVEMENT. DATA CHATS ARE JUST SOMETHING THAT I TOLD ACCOUNTABILITY, MEET WITH TEACHERS EVERY TWO WEEKS. Jessica Vaughn: OKAY. THE NEXT THING I WAS WONDERING IS I KNOW MEMBER COMBS ASKED ABOUT HAVING A NURSE ON CAMPUS. I KNOW THAT IN SOME OF MY SCHOOLS WHERE THEY REALLY STRUGGLED WITH ATTENDANCE, A LOT HAS COME DOWN TO ACCESS TO HEALTHCARE. IF STUDENTS ARE SICK AND CAN'T GET TO DOCTORS OR THE

047HEALTHCARE THEY NEED, THEY'RE NOT GOING TO COME TO SCHOOL. SO I THINK IT WOULD BE A VALUE TO HAVE A NURSE ON CAMPUS TO HELP PROVIDE AND WRAP AROUND WITH THOSE HEALTHCARE ISSUES SO STUDENTS AT LEAST HAVE THE ACCESS THERE AND THAT MIGHT IMPROVE YOUR ATTENDANCE. THE NEXT PIECE I'M WONDERING IS DO YOU THINK PART OF THE CHALLENGES IS TRANSPORTATION OR MANY OF YOUR FAMILIES, DO THEY WALK? HOW DO THEY GET TO SCHOOL? WHAT DOES THAT LOOK LIKE? TRANSPORTATION HAS BEEN A CONCERN THAT WE'RE WORKING WITH BECAUSE WE ALSO CONTRACT OUT OUR BUS SERVICES. SO MAKING SURE THAT STUDENTS LIVE IN AN AREA WHERE THEY CAN CATCH OUR BUS AND SOME OF THEM DON'T, BECAUSE SINCE WE ARE A CHARTER SCHOOL AND YOU CHOOSE TO COME TO US AND WE'RE OUTSIDE OUR ZONE, THEN PARENTS

048ARE GOING TO HAVE TO DROP THEM OFF AND PICK THEM UP. WE'RE WORKING DILIGENTLY TO ENSURE THAT IF YOU'RE IN OUR AREA, WE CAN GET YOU A BUS. Jessica Vaughn: SO WHEN YOU REACH OUT TO FAMILIES AND TALK ABOUT IT, WHAT ARE THEIR BIGGEST BARRIERS TO COMING? THE NUMBER ONE, YOU SAID IT EARLIER, WERE HEALTH ISSUES. THEN NUMBER TWO WAS TRANSPORTATION AND BUS WHICH IS WHY WE ARE SO MUCH ON THE BUS COMPANY RIGHT NOW TO INCREASE THE STOPS. THAT'S SOMETHING THAT WE'RE ACTIVELY WORKING ON. AND THEN NUMBER THREE IS UNFORTUNATELY WE HAVE SEVERAL HOMELESS FAMILIES THAT ARE BATTLING WITH SEVERE TRAUMAS IN THEIR LIVES, AND WE'VE HAD STUDENTS WHO ARE -- HAVE BEEN REMOVED FROM HOMES SO THOSE BIG TRAUMATIC EXPERIENCES AND EVENTS ARE IMPEDING A LOT OF FAMILIES FROM GETTING THEIR KIDS TO

049SCHOOL, AND THAT'S WHERE I AGREE WITH YOU WHOLEHEARTEDLY THAT WE NEED MORE WRAP-AROUND SERVICES AND NEED TO INCHEST MORE IN THAT SO WE CAN HELP OUR FAMILIES MORE. Jessica Vaughn: THANK YOU. THEN MY LAST QUESTION. I KNOW YOU TALKED A LITTLE BIT ON PBIS THAT YOU BUILT IN TO SUPPORT THE STUDENTS AND GET THEM EXCITED AND POSITIVE REINFORCEMENT ESPECIALLY WITH A HIGH POVERTY RATE AND TALKING ABOUT KIDS WITH TRAUMA. WHAT ELSE ARE YOU DOING FOR YOUR PBIS TO HELP MOTIVATE AND REWARD AND CREATE CULTURE AROUND THE CLIMATE OF THE SCHOOL FOR THE STUDENTS TO WANT TO COME TO SCHOOL? CAN YOU TELL ME A LITTLE MORE ABOUT WHAT YOU'RE DOING IN REGARDS TO THAT? YES, MA'AM. SO OUR PBIS SYSTEM IS OF COURSE PLACED ON CLASS DOJO. WE HAVE TWO THINGS. WE CELEBRATE EVERY SINGLE

050FRIDAY OUR STUDENTS OF THE WEEK. PART OF OUR STUDENT OF THE WEEK ALSO INVOLVES ATTENDANCE. IF YOU GOT FIVE POINTS FOR BEING THERE THAT WEEK AND WERE SHOWING YOUR EPIC NORMS WHICH IS WHAT WE VALUE, YOU'RE UP FOR STUDENT OF THE WEEK. WE DO FRIDAY CELEBRATIONS. IT'S LIKE A BIG PEP RALLY AND WE GIVE OUT AWARDS. ONCE A MONTH, WE CELEBRATE THOSE STUDENTS WHO HAVE ACHIEVED A CERTAIN AMOUNT OF POINTS IN CLASS DOJO AND CELEBRATE THEIR SUCCESSES. LAST MONTH WAS A DONUT PARTY. THIS MONTH -- ACTUALLY THIS FRIDAY, OUR NEXT PBIS CELEBRATION, IS A MONSTER MASH AND WE HAVE STUDENTS MAKING ALL THESE DIFFERENT MASKS AND IT'S GOING TO BE A FUN TIME. SO OUR STUDENTS REALLY WORK HARD TO GET THOSE POINTS, AND WE JUST ADDED A POINT DAILY FOR JUST COMING TO SCHOOL.

051Jessica Vaughn: SO I LOVE HEARING THAT, BUT WE'VE COME A LONG WAY WITH PBIS WHETHER IT'S CREATING HOUSES. WHETHER THERE'S, YOU KNOW, THE PRINCIPALS OF SUCCESS. I PERSONALLY MIGHT RECOMMEND JUST BUILDING THAT OUT A LITTLE BIT MORE AND ADDING MORE THINGS INTO THAT. AGAIN, WHETHER IT'S, YOU KNOW, THE HOUSES WHERE THEY COMPETE OR THERE IS LOTS OF DIFFERENT MODELS. ALSO, REALLY LOOKING AT THE SOCIAL EMOTIONAL LEARNING ESPECIALLY WITH THE POPULATION THAT YOU'RE DEALING WITH. I THINK THOSE ARE ALL REALLY -- WHEN I SEE A LOT OF SCHOOLS TRANSFORM USING THE FOUNDATION AND TIPS AND REALLY MAKING SURE THAT THE CLIMATE AND SCHOOL AND THE KIDS ARE SET UP FOR SUCCESS AND BELIEVE THEY CAN SUCCEED AND THEY CHALLENGE EACH OTHER AND COMPETE IN A FRIENDLY WAY IS REALLY IMPORTANT, SO I'D LOVE TO SEE MORE

052DEVELOPMENT IN THAT. I THINK THAT WOULD HELP YOU BE SUCCESSFUL. THOSE ARE ALL THE QUESTIONS I HAVE. THANK YOU FOR THE TIME. THANK YOU. Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER WASHINGTON? Henry "Shake" Washington: THANK YOU, MADAM CHAIR. GOOD MORNING. HAPPY TO SEE Y'ALL. MS. PEREZ, THIS IS YOUR FIRST YEAR, YOU SAID? AS PRINCIPAL AT THE VILLAGE OF EXCELLENCE, YES, SIR. Henry "Shake" Washington: OKAY, GOOD. MANY PEOPLE DON'T KNOW I GAVE HER HER FIRST ADMINISTRATIVE JOB IN ADMINISTRATION. SO SHE HAS BEEN AN APC IN MIDDLE SCHOOL AND APC IN HIGH SCHOOL AND A PRINCIPAL. SO ONE OF THE THINGS I SUGGEST THAT WE REALLY WORK ON IS WRAP-AROUND SERVICES. THAT'S THE KEY BECAUSE IT'S A LOT THAT'S MISSING. I KNOW YOU -- I KNOW BEING A PRINCIPAL THE FIRST YEAR IS VERY DIFFICULT BECAUSE YOU

053HAVE TO BRING IN YOUR PHILOSOPHY AND THE THINGS YOU BELIEVE IN. I SEE YOU HAVE A WONDERFUL BOARD TO HELP YOU. THE NUMBER ONE FACTOR IS WRAP AROUND SERVICES. BECAUSE THAT'S SO IMPORTANT ESPECIALLY WITH A SMALL SCHOOL LIKE YOU HAVE. THANK YOU. COMPLETELY AGREE WITH YOU. Nadia Combs: THANK YOU. I KNOW A COUPLE OTHER MEMBERS HAD COMMENTS. IF YOU DON'T MIND, MAYBE WHAT WE COULD DO IS MR. EDWARDS, IF YOU COULD JUST GIVE MAYBE A QUICK SUMMARY. IS THAT OKAY, MEMBER GRAY? I THINK IT'S MEMBER HAHN OR PEREZ. IS THAT OKAY SO THAT -- JUST FOR TIME, WE'LL HAVE THE SECOND PRESENTATION IF YOU COULD JUST -- WE ALREADY HAVE SEEN THAT SO IF YOU WANT TO BRIEFLY GO OVER, THAT WAY WE CAN ASK MULTIPLE QUESTIONS IF ANY HAVE QUESTIONS JUST FOR THE SAKE

054OF TIME. IS THAT OKAY? ARE YOU OKAY WITH THAT? OKAY. WILL YOU BE PRESENTING THAT, M.D. MADDOX? WE HAD THESE BEFORE. YOU CAN JUST QUICKLY GO OVER THAT, AND THAT WAY WE CAN ASK MULTIPLE QUESTIONS. THANK YOU SO MUCH. ALL RIGHTY. GOOD MORNING. IS THIS ON? GOOD MORNING. I'M LAQUISHA MADDOX, THE VICE PRINCIPAL. YOU'VE MET WHO IS ALONGSIDE ME. I'D LIKE TO TALK BRIEFLY ABOUT OUR HISTORY, VILLAGE OF EXCELLENCE MIDDLE SCHOOL WAS FOUNDED IN 2014 WHERE WE WANTED TO HAVE THE VISION OF ERADICATING THE ACHIEVEMENT GAP IN THE EAST TAMPA COMMUNITY BY PROVIDING HIGH ECONOMIC OPPORTUNITIES AND EXPOSURES TO STUDENTS AT AT-RISK COMMUNITIES. THE MIDDLE SCHOOL BEGAN WITH 12 SIXTH GRADERS AND WE CURRENTLY SERVE 98 SIX THROUGH EIGHTH GRADERS. MANY STAKEHOLDERS ARE INVESTED IN VILANCE OF EXCELLENCE CULTURE, VISION AND MISSION WHICH OFFERS A

055SAFE, CARING AND LEARNING ENVIRONMENT AS WELL AS COLLEGE AND CAREER READINESS. IN REFERENCE TO OUR SCHOOL PROFILE, OUR TOTAL TEACHING STAFF CONSISTS OF 12 TEACHERS, 67% OF OUR STAFF IS CERTIFIED IN THEIR CONTENT AREA AND THE OTHER 33% ARE WORKING TOWARDS THEIR CERTIFICATION. WE KNOW OUR STUDENT POPULATION SO WITH THIS BEING AT THE FOREFRONT OF OUR WORK, WE REALIZE THAT THE WORK AHEAD OF US IS AN UPWARD CLIMB TO SUCCESS. IN REFERENCE TO THE SCHOOL GRADE TREND, WE KNOW THAT THE MIDDLE SCHOOL RELIED HEAVILY ON LEARNING GAINS AND READING AND MATH AS WELL AS LEARNING GAINS IN THE LOWEST 25th PERCENTILE. WE KNOW OUR SCIENCE AND MIDDLE SCHOOL ACCELERATION WHICH IS OUR ALGEBRA 1 CONTINUES TO GROW WHILE WE'RE BUILDING OUR ELA MATH AND CIVICS AND PROFICIENCY. SPEAKING ON OUR S.I.P. FOCUS FOR ELA, WE

056HAVE SOME MAJOR SHIFTS THAT WE MADE. WE REVAMPED THE MASTER SCHEDULE TO INCLUDE DAILY INTENSIVE READING. WE ALSO HIRED JUST RECENTLY A RESOURCE TEACHER WHO HAS THE FOLLOWING QUALIFICATIONS. SHE IS CERTIFIED IN LANGUAGE ARTS. SHE IS ESE AND ESOL CERTIFIED AND HAS A READING ENDORSEMENT WHICH TAKES OUR READING ENDORSEMENT TO TWO STAFF THAT ARE ESE, ESOL CERTIFIED AND READING ENDORSED AS WELL. AND THEN WE HAVE OUR STRATEGIES. I KNOW MS. PEREZ TALKED ABOUT THE COLLABORATIVE PLANNING AND PRACTICE SO WE HAVE A STRONG CULTURE OF PRACTICE. THIS MEANS THAT TEACHERS WILL PRACTICE THE LESSON WITH A COACH TO WORK OUT THE KEY POINTS OF THE LESSON BEFORE TEACHING IT IN FRONT OF STUDENTS, WHICH IN THAT -- YOU KNOW, GIVES THEM A STRONGER PRESENCE. WE ALSO ARE LOOKING AT THAT DATA ANALYSIS AND MONITORING THAT ON

057A WEEKLY BASIS. WE ALSO HAVE OUR ACTION STEPS WHERE WE'RE MEETING EACH MONDAY WITH A STAFF TO BUILD TEACHER CAPACITY WITHIN OUR INSTRUCTIONAL NEEDS AND MAKING SURE WE'RE SPARRING BEST PRACTICES AND HAVING THOSE ASSESSMENT STRUCTURES FOR DATA ANALYSIS TO REACH WHAT WE NEED AND AS I SAID, THE INTENSIVE READING SUPPORTS GROUPS AT INDIVIDUAL LEARNING GAPS WITHIN THE CONTENT AREAS. OUR NEXT FOCUS IS CIVICS. WE ARE DEALING WITH CHRONIC ISSUES WITH STUDENTS JUST HAVING LEARNING GAPS AND BEING ABLE TO APPLY THOSE CIVICS CONCEPTS AND SO THAT'S WHY OUR HEAVY FOCUS IS ON READING WHICH WILL IMPACT OUR CIVICS AS WELL. WITH OUR CIVICS STRATEGIES WE'RE MEETING WITH THAT PARTICULAR TEAM, CONDUCTING CLASSROOM WALK-THROUGHS AND OBSERVATIONS TO INSPECT WHAT WE EXPECT FOR TEACHER LESSON EXECUTION, STUDENT ENGAGEMENT AND RIGOROUS TEACHING TOWARDS STANDARDS AND MASTERY AND USING THAT

058DATA FROM THESE WALK-THROUGHS TO CONDUCT A COACHING SESSION WHERE THE TEACHER IS CELEBRATED, IDENTIFIED THE LEARNING GAPS, MAKE THE NEXT STEP TO IMPROVE AND SCRIPT AND PRACTICE THE LESSONS. THAT'S OR OUR KEY. FOR THEM TO SEE WHAT THEY NEED TO SEE AS FAR AS CELEBRATION, NAME THE GAP, AND DO IT IN A COACHING SESSION WHERE THEY'RE PRACTICING. SO PUSH THE NEEDLE IN CIVICS. WE'RE CONSTANTLY DISAGGREGATING DATA AND PUSHING MORE STUDENT HIGHER ORDER THINKING AND COLLABORATION. OUR ACTION STEPS ARE WE ARE UNPACKING AND BACKWARDS PLANNING TO MASTER THE SPECIFIC STANDARDS, IMPLEMENTING THAT UNIT AND LESSON PLANNING AND MAKING SURE WE ARE GIVING STUDENTS OPPORTUNITIES FOR TUTORING THREE TIMES A WEEK. OUR TUTORING IS TUESDAY, WEDNESDAY AND THURSDAY AFTER SCHOOL. AND WE ALSO OFFER A SATURDAY TUTORING FROM 9:00 A.M. TO 12 NOON. OUR NEXT FOCUS IS

059ATTENDANCE BECAUSE WE'VE TALKED ABOUT HOW CHRONIC THAT IS. SO WE WANT TO SEE OUR ATTENDANCE IMPROVE, AND SO WHEN WE STARTED THE SCHOOL YEAR, OUR ATTENDANCE BEGAN AT 82%. THAT'S QUARTER ONE, WEEK ONE. THEN WE ENDED WEEK TEN AT 95%. SO WE KNOW WHAT WE'RE DOING IN THE MIDDLE SCHOOL IS WORKING BECAUSE OUR ATTENDANCE IS IMPROVING. I DO WANT TO HIGHLIGHT THAT AT THE END OF LAST WEEK, WE HAD TWO STUDENTS ABSENT. ONE WAS UNEXCUSED AND ONE WAS EXCUSED. WE DEFINITELY KNOW AS WE BUILD CULTURE IN THE MIDDLE SCHOOL, WE HAVE OUR MORNING MEETING EVERY MORNING WHERE WE'RE DEALING WITH THAT SOCIAL EMOTIONAL LEARNING YOU SPOKE ABOUT AND ALSO CELEBRATING STUDENTS WITH STUDENT OF THE WEEK AND ALSO CELEBRATING ATTENDANCE. WE HAVE WHAT'S CALLED OUR SPIRIT STICK, SO EACH CLASS IS LABELED BY UNIVERSITY, A

060DIFFERENT UNIVERSITY AND THEN THE SPIRIT STICK GOES FROM UNIVERSITY TO UNIVERSITY BASED ON ECONOMIC GAINS, ACADEMIC PROGRESS AND ALSO ATTENDANCE. THAT'S BUILDING A COMRADERY IN THE MIDDLE SCHOOL THAT ALLOWS STUDENTS TO, YOU KNOW, WANT TO COME TO SCHOOL AND SO WE KNOW THAT ATTENDANCE, IF STUDENTS ARE NOT IN THE SEATS, IT DOESN'T MATTER WHAT PLAN WE HAVE, WHETHER WE'RE HAVING RIGOROUS INSTRUCTION, WHETHER WE'RE HAVING TEACHERS PLAN AND PRACTICE. WE HAVE TO HAVE STUDENTS IN THE SEAT. AND WE PUBLICIZE OUR SCHOOL-WIDE ATTENDANCE AND HIGHLIGHT ATTENDANCE ON A WEEKLY BASIS THROUGH OUR EAGLE BOOK CELEBRATION. WE DO HAVE WEEKLY ATTENDANCE EXPECTATIONS THAT WE ARE COMMUNICATING TO FAMILIES THROUGH PHONE CALLS, E-MAILS, CLASS DOJO AND TEXT MESSAGE AND WE'RE CELEBRATING THROUGH OUR FRIDAY MORNING PEP RALLIES WHERE WE RECOGNIZE, AS I SAID, THE HIGHEST IMPROVED ATTENDANCE AND THE

061CLASS WITH THE HIGHEST ATTENDANCE. OUR TIER 2, WE'RE DOING DAILY CALLS TO AT-RISK STUDENTS. WHEN STUDENTS HAVE MISSED THREE DAYS. WE KNOW THAT THERE ARE FIVE DAYS IN A WEEK, SO IF YOU MISSED THREE DAYS WITHIN A WEEK, THAT IS A TRUE ISSUE AND WE NEED TO MOVE IN TO MAKE CHANGES. OUR HOME VISITS, WE ARE MAKING THOSE HOME VISITS AND DOING TWO THINGS BECAUSE THEY'RE MIDDLE SCHOOLS. WE'RE CREATING SUCCESS PLANS FOR STUDENTS TO CREATE THEIR BUY-IN AND ALSO CREATING SUCCESS PLANS FOR PARENTS. TWO-FOLD, TO ELIMINATE THOSE BARRIERS, IF WE NEED TO CREATE CARPOOLS FOR OTHER FAMILIES COMING IN, IF WE NEED TO GET FAMILIES ON THE BUS AND GETTING THEM ON THE BUS. JUST SO STUDENTS ARE GETTING TO SCHOOL ON A DAILY BASIS AND HAVING A BACKUP PLAN FOR PARENTS. LIKE, WHO IS

062YOUR BACKUP IF THEY MISS THE BUS? WHO IS YOUR BACKUP IF YOUR CAR BREAKS DOWN OR YOU HAVE A FLAT TIRE? WHO IS THE BACKUP PERSON YOU LEAN ON MAKE SURE THE CHILD CAN BE HERE EVERY DAY? SO OUR DATA, WE KNOW OUR PM1 DATA SPEAKS TO LOW PROFICIENCIES BUT WE'RE PROJECTING THE WINTER AND SPRING PM2 AND 3, WE WANT TO INCREASE 30% BY MAY 2023 AND ULT AMIMATELY -- ULTIMATELY 50% BY MAY 2024. WE KNOW THESE ARE AUDACIOUS GOALS BUT WE WANT TO PUT IN THE WORK TO IMPROVE. THANK YOU. Nadia Combs: THANK YOU VERY MUCH. I THINK WE'LL GO AHEAD AND START WITH MEMBER PEREZ. Karen Perez: THANK YOU. I KNOW SOME CHARTER SCHOOLS -- THANK YOU FOR YOUR PRESENTATION, BY THE WAY. SOME CHARTER SCHOOLS HAVE A CONTRACT WITH A PARENT THAT

063THEY HAVE TO PARTICIPATE. DO YOU HAVE THAT CONTRACT WITH THE PARENTS? YES. WE HAVE WHAT'S CALLED A COMMITMENT CONTRACT THAT EACH PARENT SIGNS WHEN THEY REGISTER TO SAY, I COMMIT TO DO MY PART AS THE PARENT. THE SCHOOL COMMITS TO DO THIS PART AS THE STUDENT. AND AS MIDDLE SCHOOL STUDENTS, WE ALSO INTERVIEW THE STUDENT TO SAY AS A MIDDLE SCHOOL STUDENT, I'M COMMITTING TO DO THIS PART AS WELL. Karen Perez: WHAT HAPPENS WHEN THAT PARTICIPATION IS NOT UPHELD ON THE PARENT'S SIDE? WE WORK WITH PARENTS TO ELIMINATE BARRIERS TO WHATEVER THEIR BARRIER IS SO THAT THEY CAN GET TO SCHOOL OR HAVING A BACKUP PERSON. IF I'M THE MOM AND I KNOW I WORK OVERNIGHT OR TWO JOBS, GRANDMA STEPS IN TO HELP TO, YOU KNOW, PARTICIPATE. AUNTEE STEPS IN, YOU KNOW, GODMOTHER. SO

064HAVING A VILLAGE IS WHAT WE'RE REALLY FOCUSED ON SO WE'RE NOT JUST RELYING ON ONE PARENT OR TWO PARENTS TO DO ALL THE WORK. Karen Perez: I NOTICED THAT YOU HAVE A 90% IN THE BLACK COMMUNITY OF THE STUDENTS. SO DO YOU SEND OUT -- HAVE THE PARENTS COMPLETE A PARENT SUPPORT SURVEY IF, YOU KNOW, TO FIND OUT WHAT'S NOT WORKING, WHAT'S WORKING, TO HELP YOU AS A CHARTER SCHOOL IMPLEMENT ANYTHING IN PLACE? YES. EVERY TIME WE HAVE AN EVENT, WE HAVE SOME TYPE OF PARENT SURVEY SO THAT PARENTS ARE GIVING US FEEDBACK SO THAT WE CAN GET BETTER FASTER AS WELL AS THE SCHOOL. WE'RE COMMUNICATICOMMUNICATING, READILY AVAILABLE? ARE TEACHERS AVAILABLE FOR CONFERENCES? ARE PARENTS AVAILABLE? I'M VERY AVAILABLE TO PARENTS SO THEY FEEL LIKE THEY CAN REACH OUT AND GET RESOLVE. Karen Perez:

065WHAT AREAS HAVE YOU FOUND THE PARENTS NEED THAT SUPPORT IN? I THINK AS OF NOW, OUR MIDDLE SCHOOL FAMILIES, THEY NEED A LOT OF GUIDANCE FOR THE KIDS. KIDS DON'T WANT TO LISTEN, FOLLOW DIRECTIONS. WE DO HAVE A LOT OF MALE ON STAFF THAT WORK WITH STUDENTS AND THEY'RE ABLE TO REACH THE STUDENTS IN A DIFFERENT WAY THAT THE PARENTS CANNOT. SO I THINK THAT, YOU KNOW, THE PARENTS JUST GETTING IN AND TRYING TO HELP STUDENTS FIGURE OUT WHERE THEY'RE GOING, WHERE THEY WANT TO BE AS A YOUNG PERSON IS ONE OF THE BIGGEST STRUGGLES. Karen Perez: AND MAKING THOSE PHONE CALLS AFTER THREE DAYS IS AMAZING, ASIDE FROM THE TEN DAYS, BECAUSE A LOT CAN HAPPEN IN A TEN-DAY SPAN THAT YOU CAN CAPTURE WITHIN THE THREE DAYS. I APPRECIATE THAT. THANK YOU. Nadia

066Combs: THANK YOU, MEMBER PEREZ. IT'S 11:02. IF YOU JUST HAVE A FEW MORE QUESTIONS, BECAUSE WE DO HAVE A SECOND PART OF OUR WORKSHOP. MEMBERS, IF WE'LL WRAP IT UP IF YOU HAVE ANY COMMENTS. I KNOW THERE IS A FEW OF US. MEMBER GRAY? Lynn Gray: THANK YOU, MS. MADDOX FOR YOUR PRESENTATION. REAL QUICK, I LOOK AT THE FUND BALANCE, $175,000 AGAINST THE ACTUAL BUDGET WHICH IS A MILLION AND 100 AND 16 DOLLARS AS FAR AS THE ACTUAL REVENUE. THE FUND BALANCE IS QUITE LOW, YET YOUR ASPIRATIONS ARE QUITE HIGH, AND I DEFINITELY RECOGNIZE THOSE ARE BEST PRACTICES. WHEN YOU GO AHEAD AND HAVE A LOW FUND BALANCE, AND YET YOU'RE REACHING OUT FOR SUCH THINGS AS NURSES OR INCREASING THE ATTENDANCE OR INCREASING THE READING RICHNESS OR INCREASING THE VERIFIED AND CERTIFIED TEACHERS IN

067THOSE AREAS, YOU'RE LOOKING AT A LOT OF MONEY. IF YOU WANT TO DEVELOP YOUR SCHOOL. I WOULD SUGGEST VERY MUCH LOOKING INTO -- MAKING SURE THE FUNDS ARE AVAILABLE FOR YOU TO GROW, YOU MUST HAVE A MONETARY SOURCE OF MONEY, AND IT LOOKS LIKE RIGHT NOW WITH -- AGAIN, WE'RE TALKING NINE TEACHERS, FIVE OF THEM NOT CERTIFIED. WE'RE LOOKING AT A WEAK INSTRUCTIONAL CENTER. WHEN WE TALK ABOUT THE MULTIPLE TIER SUPPORT SYSTEMS, MTSS, WE'VE NEVER MENTIONED THE DISCIPLINE. DISCIPLINE IS -- THERE IS TIER ONE OF. TIER TWO, TIER THREE, BUT HOW MANY REFERRALS? I DON'T EXPECT FOR YOU TO ANSWER THIS, BUT SEE, ALL OF THIS IS MONETARILY IMPORTANT BECAUSE IT TAKES MONEY, IT TAKES INSTRUCTIONAL LEADERS, AND WHEN WE LOOK AT PROFESSIONAL DEVELOPMENT, HOW MUCH IS BEING SPENT ON THAT. YOU CAN ANSWER ME,

068BUT IF WE'RE GOING INTO 40,000 AND A FUND BALANCE OF 175, YOU KNOW, I DON'T KNOW WHERE ALL THE NEEDS ARE GOING TO BE SUPPORTED WITH VERY LITTLE INCOME. SO I -- I KNOW WE'RE SHORT OF TIME. BUT IF -- IF YOU COULD JUST ANSWER ONE QUESTION ABOUT HOW ARE YOU GOING TO AFFORD REACHING ALL THESE -- WHAT SOURCES OF MONEY DO YOU HAVE COMING IN? MAYBE THAT MIGHT BE A USEFUL PIECE OF INFORMATION. THANK YOU. GOOD QUESTION. WE ARE CURRENTLY USING OUR GRANT MONEY THAT WE'RE RECEIVING TO REIMBURSE THE FUNDS THAT WE'RE SPENDING IN THE SCHOOLS. THOSE THAT ARE COMING THROUGH ESSER. THOSE FUNDS THAT ARE COMING THROUGH OUR UNISIG GRANT AND TISA TO HELP SUPPORT AND MAINTAIN THE TEACHER SALARIES AND THE TITLE ONE FUNDS WE'RE USING TO DO THAT. WE -- AND

069IN THE LAST BOARD MEETING WE TALKED ABOUT THE FACT THAT WE DO NEED TO RAISE FUNDS. WE NEED TO LAUNCH OUR FUNDRAISING ARM TO CONTINUE TO BE ABLE TO SUPPORT WHAT WE'RE DOING. EVERYTHING WE -- WE'RE ACTUALLY CURRENTLY DOING NOW, WE'RE ABLE TO AFFORD IT AND IT'S HELPING THAT WE HAVE ACCESS TO THESE GOVERNMENT FUNDS TO HELP US TO GET REIMBURSED FOR WHAT WE'RE SPENDING OUT. Lynn Gray: AND OF COURSE YOU KNOW THE ESSER CANNOT BE USED FOR INSTRUCTIONAL SALARIES. UNDERSTOOD. Lynn Gray: THAT'S A MINUS AND ONE TIME AND WON'T BE SUSTAINABLE BUT ANYWAY, YOU HAVE YOUR WORK CUT OUT FOR YOU. THANK YOU. Nadia Combs: THANK YOU VERY MUCH, MEMBER GRAY. JUST A COUPLE COMMENTS, MS. MADDOX, I'M GLAD TO SEE THAT ONLY 25% OF YOUR TEACHERS ARE LONG-TERM SUBSTITUTES. AND MS. RUPES, I'M

070GLAD TO -- PEREZ, I'M GLAD TO HEAR THAT YOU'RE NEW AND IT'S YOUR FIRST TIME AND YOU'RE WORKING ON RECRUITING CERTIFIED TEACHERS. I'M NOT SAYING -- A PARAPROFESSIONAL IS WONDERFUL BUT WHEN YOU'RE AT A SCHOOL AND GRADES ARE LOW, YOU WANT TO MAKE SURE THAT YOU GET AS MANY HIGHLY EFFECTIVE TEACHERS AND TEACHERS WITH EXPERIENCE. I ALWAYS SAY, YOU DON'T WANT, LIKE, FIVE BRAND NEW SURGEONS TO OPERATE ON YOU, YOU KNOW WHAT I MEAN? SAME THING WITH TEACHING. JUST A COUPLE COMMENTS. I DO THINK WE TALKED ABOUT THE BEFORE AND AFTER SCHOOL TUTORING YOU'RE HAVING. I HOPE, MS. PEREZ, THAT'S AVAILABLE FOR YOUR STUDENTS AS WELL AND IF YOU CAN EXPAND THAT, I THINK THAT'S REALLY IMPORTANT IF WE CAN DO BEFORE AND AFTER SCHOOL. THE OTHER THING IS REALLY MAKING SURE TO ESTABLISH THE

071PTA. I KNOW IT CAN BE DIFFICULT. IF YOU CAN GET A STRONG PARENT LIAISON IN YOUR SCHOOL, IT CAN BE ELEMENTARY OR MIDDLE TO HELP BRIDGE TOGETHER. I THINK IF YOU CAN BRING PARENTS IN, THAT REALLY WILL MAKE A BUG DIFFERENCE. FINALLY, I THINK YOU TALKED ABOUT THIS, MR. EDWARDS. IT'S REALLY GETTING IN THE COMMUNITY NOT JUST FINANCIALLY BUT THE COMMUNITY OUTREACH AND PARTNERSHIPS WILL BE CRITICAL FOR YOU IN ORDER TO MAKE SURE THAT YOU CAN CONTINUE TO THRIVE AND WHEN WE TALKED ABOUT THE FINANCIALS AND CHALLENGES LIKE THAT, IT'S GOING TO BE REALLY IMPORTANT TO HAVE THAT COMMUNITY PARTNERSHIP TO MAKE SURE YOU GO OUT TO WHATEVER AREA YOU HAVE AND WHATEVER BUSINESSES BECAUSE THAT CAN BE SUSTAINABLE, EVEN IF YOU HAVE A BUSINESS THAT PROVIDES SNACKS OR SOMETHING ONCE A WEEK, WHATEVER, THAT

072CAN MOTIVATE KIDS SO I ENCOURAGE YOU TO REACH OUT INTO THE COMMUNITY AND ESTABLISH THAT, BECAUSE WE WANT TO SEE YOU SUCCEED BECAUSE WE WANT OUR KIDS NO MATTER WHERE THEY GO TO BE SUCCESSFUL SO WE WANT YOU TO SUCCEED BUT WE HOPE YOU'LL TAKE SOME OF THAT AND GROW AND THAT WE SEE NEXT YEAR. I REALLY LOVE FOR ME, I LOVE PERCENTAGE GROWTH. EVEN IF IT'S REALLY HIGH, I LIKE TO SEE A PERCENTAGE OF HOW MANY CERTIFIED TEACHERS YOU'D LIKE TO HAVE. HOW YOU'D LIKE TO INCREASE. JUST HARD DATA SO THAT WAY IF FOR SOME REASON YOU COME BACK, WE CAN SEE THAT DATA THAT YOU'VE IMPROVED ON. SO I'D -- I PERSONALLY WOULD PREFER THAT. AND MEMBER VAUGHN, YOU HAD ANOTHER COMMENT? Jessica Vaughn: THANK YOU, MADAM CHAIR. I JUST WANTED TO ASK

073ONE QUESTION AND POINT SOMETHING OUT. I SEE HERE THAT YOUR READING PERFORMANCE GETS BETTER FROM SIXTH TO SEVENTH GRADE AND DOUBLES FROM 4% TO 8%, BUT YOUR MATH PERCENTAGE AND STUDENTS MATH PROFICIENT DECLINES AS THE READING DOUBLES. SO I WANT TO SAY, I KNOW IT'S HARD AND A HEAVY LIFT AND WE HAVE TO FOCUS ON READING BUT NOT SO MUCH THAT OUR STUDENTS ARE NOT PROFICIENT IN MATH AS WELL. I ALSO NOTICE YOUR ESA POPULATION DOUBLES. THAT YOU HAD 12% AND YOU HAVE 24% AT YOUR SCHOOL. I'M JUST CURIOUS WHAT YOU'RE DOING TO SUPPORT OUR ESE STUDENTS SINCE YOU HAVE SUCH A HIGHER POPULATION THAN THE ELEMENTARY SCHOOL. I DON'T KNOW IF THEY'RE GETTING IDENTIFIED AS THEY TRANSITION OR WHY THAT JUMPS. I'D LIKE TO KNOW HOW YOU'RE SUPPORTING THE ESE STUDENTS. WE NOT ONLY

074HAVE ONE BUT TWO ESE, ESOL CERTIFIED TEACHERS ON STAFF THAT ARE PUSHING AND PULLING OUT AS NEEDED FOR THEIR ACCOMMODATIONS, BECAUSE WE KNOW WE HAVE 22% OF STUDENTS FALL WITHIN THAT CATEGORY. AND YES, THEY ARE BEING IDENTIFIED IN THE UPPER ELEMENTARY AS THEY'RE TRANSITIONING OVER TO MIDDLE SCHOOL. Jessica Vaughn: OKAY. THANK YOU. Nadia Combs: THANK YOU, MEMBER VAUGHN. I DON'T THINK WE HAVE ANY MORE QUESTIONS OR COMMENTS. I WANT TO THANK ALL OF YOU FOR YOUR TIME AND PUTTING THIS TOGETHER. WE WISH YOU ALL WELL. SUPERINTENDENT DAVIS? Addison Davis: YES, MA'AM. THROUGH THE CHAIR, WE APPRECIATE THE CONVERSATION TODAY. WE APPRECIATE YOUR FOCUS AS, YOU KNOW, THIS TEAM HAS SAID, WE'RE HERE TO SUPPORT YOU AND AT THE SAME TOKEN MAKE SURE THERE IS ACCOUNTABILITY MEASURES AS WELL SO CONTINUE TO FOCUS ON KIDS. HIRE

075AS MANY CERTIFIED PERSONNEL YOU CAN AS MANY OF OUR STAFF, BOARD MEMBERS HAVE TALKED ABOUT, MAKE CERTAIN THAT YOUR INTERVENTIONIST AND COACHES AND MENTORS ARE ALL CERTIFIED, HIGHLY QUALIFIED SKILLED TEACHERS THAT CAN REALLY ACTIVATE LEARNING AND MAXIMIZE MOMENTS OF LEARNING AND REALTIME COACHING AND AT THE SAME TOKEN CONTINUE TO MAKE CERTAIN THAT YOU LEVERAGE PROGRESS MONITORING TO MAKE AND INFORM THE INSTRUCTIONAL PROCESS. DON'T BE ENAMORED WITH DATA BUT USE IT AS A STARTING POINT TO PRESCRIBE THE WORK AND BE VERY INTENTIONAL ABOUT SMALL GROUP INSTRUCTION WHEN YOU CAN AND LEVERAGE EXTENDED LEARNING OPPORTUNITIES. IT SOUNDS LIKE YOU ARE BUT MAKE CERTAIN THE STUDENTS THAT NEED IT THE MOST ARE THERE. IF YOU CAN'T GET THEM BEFORE OR AFTER SCHOOL, FIND CREATIVE SOLUTIONS WITHIN THE DAY TO BE ABLE TO HAVE MORE TIME ON TASK TO

076BE ABLE TO HELP THEM LEAD AND BE SUCCESSFUL. A LOT OF WORK TO DO AS WE DO AS WELL. BUT THIS IS A PARTNERSHIP AND WE WISH YOU THE BEST AS YOU CONTINUE TO DO WORK FOR CHILDREN. THANK YOU. Nadia Combs: THANK YOU VERY MUCH. HAVE A WONDERFUL DAY. NOW WE'LL MOVE ON TO THE SECOND PART OF OUR WORKSHOP. AND THAT WILL BE OUR LEGISLATIVE UPDATES. SUPERINTENDENT DAVIS, I'LL HAND THAT TO YOU. Addison Davis: YES, MA'AM. AT THIS TIME I'M GOING TO TRANSITION TO -- YEAH. Nadia Combs: WE'LL GO AHEAD AND TAKE A TWO-MINUTE RECESS TO PUT EVERYONE BACK OUT. THANK YOU SO MUCH. Nadia Combs: OKAY. WE'RE GOING TO GO AHEAD AND RECONVENE THE MEETING. WE JUST HAVE ABOUT 40 MINUTES OR SO. AND I WILL GO AHEAD AND HAND IT OVER TO YOU,

077SUPERINTENDENT DAVIS. Addison Davis: YES, MA'AM. THANK YOU SO VERY MUCH. TODAY WE'LL BE ABLE TO DISCUSS SOME OF THE POTENTIAL POLICIES TO IMPLEMENT AND ENACT AS A SCHOOL BOARD AND POTENTIALLY APPROVE AS WE MOVE FORWARD THROUGH DISCUSSION. I ALSO WANT TO MAKE CERTAIN THE BOARD IS APPRISED OF SOME OF THE D.O.E. RULE MAKING THAT WAS APPROVED LAST WEEK. ONE OF THE BIGGEST THINGS IS WE SENT INFORMATION ABOUT CLASSROOM -- AND WE KNOW ANY OF OUR MEDIA CENTERS AND CURRICULUM CONTINUES TO BE AVAILABLE FOR OUR PARENTS TO PARENTAL RIGHTS AND THAT INFORMATION IS ACCESSIBLE TO OUR PARENTS FOR THEM TO REVIEW AND POTENTIALLY OPT OUT RELATED TO TEXTS BEING IMPLEMENTED AND NOW THIS TRANSITIONED TO THE CLASSROOM LOT RACE AND THIS IS GOING TO AFFECT ELEMENTARY KINDERGARTEN THROUGH FIFTH GRADE SO WE HAVE FROM NOW TO

078BEGINNING OF NEXT YEAR TO BE ABLE TO PUT, YOU KNOW, SYSTEMS IN CLASS FOR THE CLASSROOM LIBRARIES FOR US TO UPLOAD INFORMATION AND PUT THAT AND MAKE THAT AVAILABLE TO OUR CONSTITUENTS. AS YOU KNOW, CLASSROOM LIBRARIES THESE ARE USUALLY -- WE RECENTLY PURCHASED SOME AS A DISTRICT TO BE ABLE TO FILL SOME OF THE GAPS AND ALSO TEACHERS LAUNCHED AND SOUGHT AFTER GRANTS TO BE ABLE TO FILL THEIR CLASSROOM LIBRARIES AND HAD DONATIONS FOR THEIR CLASSROOM LIBRARIES WITH INDIVIDUALS TRANSITIONING TO COME IN. NOW WE HAVE GOT TO FIND A -- A, WE'RE LOOKING FOR A VENDOR AND HAVE A LEAD TO BE ABLE TO SCAN EVERY BOOK THAT WE HAVE IN OUR CLASSROOM LIBRARIES TO BE ABLE TO UPLOAD THE AUTHOR AND AT THE SAME TOKEN THE TITLE OF EACH BOOK. THE ISSUE BECOMES IS

079TRYING TO FIND A CORPORATION THAT WOULD -- THAT HAS THE PERSONNEL TO COME IN AND DO IT SO WE DON'T PUT THIS ON THE BACKS OF OUR TEACHERS. IF WE ARE IN THE PROCESS OF DETERMINING WHAT THAT LOOKS LIKE, WE HAVE YET TO BE ABLE TO FIND A VENDOR TO DO THAT, TO COME IN, TO ASSIST WITH THAT PROCESS. SO NOW WORKING THROUGH WHAT DOES THAT LOOK LIKE AT THE SCHOOL LEVEL FROM NOW UNTIL THE BEGINNING OF NEXT YEAR FOR OUR TEACHERS TO BE ABLE TO DO IT. THIS IS, YOU KNOW, BEING ABLE TO IDENTIFY A -- TAKING BAR CODES, PUTTING THEM ON BOOKS, SCANNING THEM, MAKING SURE THEY'RE UPLOADED PROPERLY. THIS TAKES A COUPLE MINUTES PER BOOK PROBABLY TO BE ABLE TO MAKE CERTAIN WE GET IT INTO THE DATABASE WHICH IS DESTINY. WE

080CURRENTLY -- EVERYTHING THAT WE PURCHASE FROM AN INSTRUCTIONAL MATERIALS PERSPECTIVE, EVERYTHING THAT WE HAVE PURCHASED THROUGH THE BOARD APPROVED FROM A CLASSROOM LIBRARY PERSPECTIVE, WE HAVE ALL THESE TITLES. NOW THIS IS GOING TO THE ACTUAL TEACHERS IN THE ELEMENTARY, ALL THOSE TITLES HAVE TO BE CAPTURED AND BEING ABLE TO PUT UP TO MAKE CERTAIN THAT THERE IS PROPER OPPORTUNITY FOR PARENTS TO BE ABLE TO REVIEW. SO WE WILL, YOU KNOW, I SENT SOMETHING OUT TO THE ORGANIZATION FOR ELEMENTARY TEACHERS AND PRINCIPALS JUST LETTING THEM KNOW THAT WE'RE WAITING FOR MORE GUIDANCE FROM THE DEPARTMENT OF EDUCATION ON THIS. AS SOON AS THEY SEND ADDITIONAL GUIDANCE WE'LL BE ABLE TO PUT IN PROCEDURES AND ACADEMIC SERVICES IS WORKING TO BE IN FRONT OF THIS AS WELL, AND WE'LL COMMUNICATE THAT AS SOON AS WE GET MORE

081INFORMATION. THE OTHER THING IS MAKING CERTAIN THAT -- AND THAT WAS FOR LIBRARY MATERIALS AND READING LISTS WITHIN THE SCHOOLS. THE OTHER THING IS MAKING CERTAIN WE CONTINUE TO -- SCHOOL BOARDS CONTINUE AND CHARTER SCHOOLS AND GOVERNING BODIES TO NOTIFY PARENTS REGARDING THE DESTINATIONS FOR BATHROOMS, LOCKER ROOMS AND DRESSING ROOMS. WE'LL CONTINUE TO GET MORE GUIDANCE AND WORK WITH LEGAL TO MAKE SURE THE IMPLEMENTATION PLAN IS FOLLOWING GUIDELINES AND THAT WE'RE ARTICULATING THIS TO OUR PARENTS TO LET THEM KNOW OUR ONGOING STATUS. THEN OTHER INFORMATION CAME OUT ABOUT BRIGHT FUTURE SCHOLARSHIP PROGRAM RULES WHICH WE'LL GET MORE GUIDANCE FROM THAT. AND THEN AT THE SAME TOKEN BEING ABLE TO LOOK AT CODE OF ETHICS RELATED TO THE EDUCATION PROFESSIONAL AND PROFESSIONALISM FOR CERTIFICATES, MEANING IF ANYONE VIOLATES BY, YOU KNOW, EXPOSING ANY HEALTH EDUCATION IN

082KINDERGARTEN THROUGH THIRD GRADE, THAT THEY WOULD BE A -- POTENTIALLY BEING ABLE TO BE PUT TO PROFESSIONAL STANDARDS TO THE BOARD OF EDUCATION THROUGH TALLAHASSEE AND THEN REVOKING THEIR CERTIFICATE IF THEY'RE IMPLEMENTING SOMETHING OUTSIDE OF BOUNDS RELATED TO LEGISLATION OR AT THE SAME TOKEN NOT IN COHERENCE WITH WHAT WE HAVE ADOPTED AS A BOARD FROM A CURRICULUM PERSPECTIVE. AS WE KNOW, WE DO NOT TEACH ANY HEALTH EDUCATION FROM PRE-K THROUGH THIRD GRADE, AND THAT TRANSITIONS AND STARTS FOR US IN SEVENTH GRADE AND WILL CONTINUE TO MAKE SURE WE'RE IN COMPLIANCE. THE OTHER THING AT THE BOARD MEETING, SHAY McRAE DID A WONDERFUL JOB TALKING ABOUT THREE OF THE SCHOOLS AND IN THE SCENARIOS MORE INTERESTED AND HOW TO CONTINUE TO MOVE THE UNDERPERFORMING SCHOOLS ESPECIALLY MOVING A COOL FROM AN F TO A OR B

083AS WELL. SO SHE DID A REALLY GOOD JOB. THEN AT THE SAME TOKEN THE BOARD IDENTIFIED A NUMBER OF SCHOOL DISTRICTS THAT WERE OUT OF COMPLIANCE RELATED TO POLICY. WE WERE ONE OF THE FIVE SCHOOL DISTRICTS THEY IDENTIFIED. WE HAVE SINCE THEN ASKED THE DEPARTMENT OF EDUCATION TO CLEARLY IDENTIFY WHERE WE ARE OUT OF COMPLIANCE. WE DIDN'T KNOW IN -- THEY SAY THEIR STATEMENT WAS THEY APPEAR TO BE OUT OF COMPLIANCE. I DON'T KNOW WHAT THE APPEAR MEANS OR WHAT CRITERION THEY'RE LOOKING THROUGH. WE REACHED OUT TO THE DEPARTMENT TO GIVE GREATER CLARITY AND NOT TO IDENTIFY WHETHER THEY APPEAR BUT OPENLY SAY YOU'RE OUT OF COMPLIANCE IN THIS AREA OR OUT OF COMPLIANCE IN THIS AREA. EVERY SCHOOL DISTRICT WAS ASKED TO SEND, YOU KNOW, INFORMATION ABOUT THEIR POLICIES RELATED TO PARENTAL RIGHTS. WE

084SENT A SIGNIFICANT AMOUNT OF OUR INFORMATION FOR THEM TO REVIEW. AND WE'RE JUST WAITING FOR A RETURN RESPONSE TO BE ABLE TO IDENTIFY NEXT STEPS. SO WE'RE HERE TODAY TO BE ABLE TO TALK ABOUT SOME OF THE POLICIES AND SOME OF THE POLICIES WE'RE DISCUSSING TODAY WILL HELP US MAKE CERTAIN WE'RE IN LINE WITH NEW LEGISLATION IMPLEMENTED. KATIE, ANYTHING YOU WANT TO ADD? NO. I THINK THAT -- BEFORE YOU AND YOU'LL SEE IN THE TABLE OF CONTENTS THERE ARE THREE POLICIES BEING BROUGHT FORWARD BY STAFF THAT ARE FROM CHANGES FROM THE 2022 LEGISLATIVE SESSION. AND THE STATEMENT THAT THE FLDOE DID MAKE ABOUT OUT OF COMPLIANCE WAS IN REFERENCE TO THE 2022 LEGISLATIVE SESSION. SO AGAIN WE'RE TRYING TO NUMBER ONE GET MORE GUIDANCE ON THAT. NUMBER TWO, WE HAVE THESE WE'RE TRYING TO BRING

085FORWARD IN A WORKSHOP SO WE JUST WANT TO MAKE SURE THE BOARD IS COMPLETELY IN THE LOOP UP TO DATE AND THAT WE'RE FULL COMPLIANCE, SO. THAT WOULD BE IT. Addison Davis: THANK YOU, MA'AM. Nadia Combs: THANK YOU VERY MUCH. DID YOU HAVE ANY MORE COMMENTS, MS. DAVIS? OKAY. SUPERINTENDENT DAVIS? DO WE HAVE ANY MORE? OKAY. MEMBER GRAY, YOU HAD A COMMENT? Lynn Gray: YEAH. I HAD A COMMENT ON THE FIRST PART WHERE WE -- AND THANK YOU, SUPERINTENDENT DAVIS, FOR SHARE IS THE MEETING AND THE CONTENTS OF THAT, AND THANK YOU, MS. DAVIS, FOR DOING AN EXCELLENT JOB COMPILING THIS WHICH I HAVEN'T GOTTEN INTO AS DEEP YET. BUT ON THE LIBRARY BOOKS, ONE OF THE THINGS -- AND THIS IS JUST A GENERAL COMMENT. A GENERAL COMMENT FROM AN EDUCATIONAL POINT OF VIEW.

086SO WHEN WE SUBTRACT THE AMOUNT OF READING MATERIAL FROM A CHILD, BE IT THE 200 BOOKS THAT WE SHOULD OR WILL HAVE IN THE CLASSROOM LIBRARIES, AND IN ADDITION, THANK YOU TERRY CONNOR WHEREVER YOU ARE, WE'RE HAVING DIVERSITY BOOKS ALSO ADDED TO THE CLASSROOM LIBRARY. SO MY ONLY FEAR, AND THIS IS JUST A COMMENT FOR THE BOARD MEMBERS, IS THAT WHEN AND IF IT HAPPENS, IF IT DOES HAPPEN, WE SUBTRACT BOOKS FROM THE CHILD READER, AND WE TALKED ALL ABOUT READING AND THE IMPORTANCE OF LITERACY THIS MORNING, AND WE ALL KNOW THAT NUMBER ONE KEY FOR KIDS NOT FINISHING SCHOOL IS THEIR INABILITY TO READ. WE'RE ALL ON THAT PLANET. SO ONE OF THE THINGS THAT I FEAR IS WHEN THEY TAKE A TEST WHICH IS REQUIRED FROM THE D.O.E., A STATE TEST, AND THERE

087IS A SUBTRACTION OF READING, BE IT AN -- I'M NOT SAYING PORNOGRAPHIC OR ANY OF THAT. BUT WHEN THERE IS ANY LIMITS, A CHILD WHO READS A PASSAGE TO PASS A TEST, IF THEY DON'T HAVE THE LITERACY VALUE OF READING EXPERIENCES, THEIR CONNECTIVITY TO ANSWER A MULTIPLE CHOICE QUESTION OR ANY TYPE OF -- IF THEY HAVE TO MAKE A SUMMATION IS LIMITED BECAUSE THE MORE YOU LIMIT BOOKS AND THE READING OF THEM, THE MORE YOU LIMIT A CHILD'S EDUCATION AND THEIR ABILITY TO ANSWER QUESTIONS SUCCINCTLY AND/OR MULTIPLE CHOICE. THAT'S THE FEAR I HAVE. I'M ONLY SAYING THAT TO THIS BOARD, BECAUSE THERE IS A LOT OF TALK NOW ABOUT SUBTRACTING BOOKS FROM LIBRARIES AND THERE IS A FEAR FROM OUR TEACHERS -- OH, I BETTER NOT HAVE THIS BOOK AND THEN OF COURSE NOW, WE

088ARE -- WE WILL, TEACHERS WILL BE CHALLENGED, THAT BOOK SHOULD NOT BE IN THE CLASS. SO ALL THE WHILE WHAT'S REALLY GOING TO MANIFEST ITSELF IS LOWER TEST SCORES BECAUSE CHILDREN HAVE TO HAVE RICH READING EXPERIENCES, ESPECIALLY WHEN WE LOOK AT THE CONTEXT OF OUR SOCIETY. HOW MANY KIDS ARE -- HOW MANY KIDS -- HIGH NEEDS KIDS, HOW MANY TIMES DO THEY TRAVEL. WHERE DO THEY GO. THEY DON'T HAVE THE EXPERIENCES. SO THEY GET IT FROM BOOKS. THEY GET IT FROM THEIR FAMILY. SO I -- THAT'S MY BLANKET STATEMENT, MY BLANKET CONCERN, AND THIS IS FROM MY POINT OF VIEW AS A, YOU KNOW, ELEMENTARY, FORMER MIDDLE ELEMENTARY HIGH SCHOOL TEACHER AND P. E. TEACHER FOR THAT MATTER FOR HIGH SCHOOLS. SO I DON'T KNOW WHETHER YOU WANT TO REMARK OR NOT, BUT THAT'S JUST

089WHAT I'LL SAY RIGHT NOW. Nadia Combs: THANK YOU, MEMBER GRAY. MEMBER VAUGHN? Jessica Vaughn: THANK YOU. UNFORTUNATELY I HAVE TO LEAVE EARLY SO I APPRECIATE YOU ALLOWING ME TO COMMENT. I JUST WANTED TO ALSO COMMENT ON SOME OF THE CHANGES THAT CAME OUT OF THE DEPARTMENT OF EDUCATION AND ASK SOME QUESTIONS. ONE, ARE TEACHERS GOING TO BE COMPENSATED FOR THE TIME IT TAKES TO CATALOG THESE BOOKS? Addison Davis: THROUGH THE CHAIR, WE'RE WORKING TO DETERMINE FUNDING SOURCES, WHAT WE COULD USE TO BE ABLE TO TAKE THE TIME BECAUSE THIS WILL TAKE TIME TO IMPLEMENT. IF WE'RE GOING TO ASK TEACHERS TO DO IT, WE'LL HAVE TO FIND SOME TYPE OF FUNDING TO BE ABLE TO COMPENSATE THEM, BUT WE HAVE TO IDENTIFY A FUNDING SOURCE. Jessica Vaughn: I MEAN, I JUST WANT TO EMPHASIZE HOW

090OVERSTRESSED OUR TEACHING STAFF ALREADY IS WITH NEW STANDARDS, NEW TESTING, NEW CURRICULUM, ALL OF THE HOOPS THEY HAVE TO JUMP THROUGH JUST TRYING TO KEEP THEIR HEAD ABOVE WATER RIGHT NOW TO KEEP UP WITH WHAT WE'RE DOING ACADEMICALLY. FOR THE AMOUNT OF PARENT ENGAGEMENT I HAVE SEEN WITH CONCERNS WITH WHAT'S IN THE CLASSROOM OR EVEN WITH THE OPTOUT FORMS WE HAVE BEEN GIVEN FOR CERTAIN CURRICULUM, IT'S SO MINIMAL IN COMPARISON TO THE AMOUNT OF WORK THIS WILL ALREADY PUT ON STRESSED OUT AND OVERWORKED TEACHERS, I FIND THAT CONCERNING THAT'S A PRIORITY COMING FROM OUR DEPARTMENT OF EDUCATION RIGHT NOW. ANOTHER QUESTION I HAVE, SO WHAT'S THE PROCESS? A TEACHER UPLOADS THIS INFORMATION AND HAVE THE CLASSROOM LIBRARY. IF THERE IS A CONCERNED PARENT, WHAT'S THE PROCESS IF THEY WANT TO CHALLENGE A BOOK? WHO IS

091RESPONSIBLE FOR THAT? WHAT THE DOES THAT LOOK LIKE? DID DO WE HAVE ANY GUIDELINES I ET? Addison Davis: THROUGH THE CHAIR, WE'RE STILL WAITING ON GUIDELINES FROM THE DEPARTMENT OF EDUCATION. WE DO BELIEVE IT WILL BE IN A SIMILAR MANNER IN WHICH THE MEDIA CENTER GUIDELINES A ARE -- OR CORE CURRICULUM CONTENT CAN BE CHALLENGED. RIGHT NOW WE BELIEVE IT TO BE IN A SIMILAR PROCESS THROUGH THE APPEAL WE CURRENTLY HAVE. Jessica Vaughn: AND I FIND IT FRUSTRATING THAT FROM THE STATE AND DEPARTMENT OF ED, THERE ARE CONTINUAL LAWS AND RULES THAT ARE ROLLED OUT WITHOUT THE INFRASTRUCTURE AND SUPPORT OF WHAT THAT WILL LOOK LIKE. AGAIN, THE CHANGES ALREADY CAUSE SO MUCH ANXIETY AMONGST OUR STAFF NOT HAVING ANSWERS LIKE ARE WE GOING TO PAY YOU OR WHAT HAPPENS IF YOU HAVE A BOOK

092THAT'S CHALLENGED IS PROBLEMATIC AND CONCERNING AND NOT GOOD LEADERSHIP IN MY OPINION. BUT THE NEXT QUESTION WOULD BE, COULD THE TEACHING CERTIFICATES BE IN DANGER IF THERE IS A BOOK IN THE CLASSROOM THAT A PARENT DOESN'T AGREE WITH? Addison Davis: THROUGH THE CHAIR WE DON'T HAVE INFORMATION FOR THAT NOW. THE ONLY THING I'D SAY IS IF THEY'RE IN A KINDERGARTEN THROUGH THIRD GRADE AND IT'S HEALTH EDUCATION IT COULD BE POTENTIAL. IF THERE IS A BOOK A PARENT WANTS TO CHALLENGE THEY GO THROUGH THE PROCESS AND THE REVIEW COMMITTEE COULD POTENTIALLY REMOVE THE BOOK. OTHER THAN BEING ABLE TO TEACH SOMETHING OUT OF BOUNDS WITH LEGISLATION, I THINK THEY'D STILL BE IN TACT AND THE BOOK WOULD BE REMOVED. Jessica Vaughn: AND THE HEALTH CURRICULUM AND IS STILL SUBJECTIVE AND WE DON'T HAVE CLEAR GUIDELINES, CORRECT?

093Addison Davis: AS OF NOW I THINK WE'RE IN COMPLIANCE RELATED TO WHAT WE ARE -- WE HAVE BEEN ASKED TO DO. THERE ARE APPEAL PROCESSING WE'RE GOING THROUGH. WE'LL WORK THROUGH THE BOARD FOR THAT APPEAL. Jessica Vaughn: AND FINALLY, THE LAST PIECE THAT I FIND EXTREMELY FRUSTRATING IS WHEN IT COMES TO ALL OF THIS OPT OUT AND PARENTAL RIGHTS WHICH EVERY SINGLE BOARD MEMBER CONFIRMS THEY SUPPORT. AS PARENTS WE ALL WANT TO HAVE SAY IN OUR CHILDREN'S EDUCATION. BUT NOT HAVING ANY METRICS TO BE ABLE TO SUPPORT WHETHER THIS IS A PRIORITY FOR A LOT OF FAMILIES LIKE ASKING PER SCHOOL HOW MANY PARENTS HAVE OPTED OUT OF A CERTAIN CURRICULUM AND BEING TOLD THAT'S A SCHOOL SITE BASE THAT I CAN'T GET ANY METRICS ON THAT. NOT BEING ABLE TO GAUGE WHETHER OR NOT

094A LOT OF THE POLICIES THAT ARE BEING FOCUSED ON BY OUR LEADERSHIP AND BOARD OF EDUCATION MIRRORS WHAT OUR PARENTS AND STAFF IS ACTUALLY WANTING A PRIORITY IS CONCERNING TO ME SO I'D ASK IS THERE A WAY TO MONITOR OR PUT MORE METRICS TO SEE, YOU KNOW, HOW MUCH ENGAGEMENT BECAUSE WE'RE SPENDING ALL THIS TIME AT THE STATE LEVEL FOCUSING ON MAKING SURE EVERY SINGLE THING IN THE CLASSROOM, PARENTS HAVE ACCESS TO AND THAT'S FINE. BUT AGAIN I WANT TO KNOW IF THAT'S THE PRIORITY OF OUR CONSTITCH YAWNS OR IF THEY'RE MORE WORRIED ABOUT RETAINING TEACHERS AND MAKING SURE KIDS PASS TESTS AND HAVE A BUS THAT PICKS THEIR KID UP ON TIME OR WORKING AIR CONDITIONING IN THEIR CLASSROOM AND WHETHER OR NOT THE PRIORITIES THAT'S COMING FROM OUR DEPARTMENT OF EDUCATION AND STATE

095LEADERSHIP ARE THE PRIORITIES THAT OUR CONSTITUENTS AND PARENTS AND STAFF MEMBERS WANT US TO FOCUS ON. Addison Davis: WE CAN LOOK AND DETERMINE WHETHER OR NOT WE CAN CAPTURE THAT INFORMATION. WE DON'T WANT TO PUT ADDITIONAL BURDENS ON THE TEACHERS BUT WE CAN SEE IF THERE IS STAFF ABLE TO CAPTURE THAT. Jessica Vaughn: THANK YOU. I APPRECIATE IT. Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER HAHN? Stacy Hahn: THANK YOU, MEMBERS COMBS. YOU KNOW, I THINK THE SADDEST THING ABOUT ALL OF THIS IS THE LACK OF TRUST BETWEEN PARENTS AND THE PUBLIC SCHOOLS RIGHT NOW. WHETHER YOU'RE TALKING ABOUT BOOKS OR SPECIFIC CURRICULUM OR SCHOOL SAFETY, YOU KNOW, IT'S REALLY SAD, AND THAT'S -- AND WE'RE SO BUSY, YOU KNOW, FIGHTING AMONGST EACH OTHER, I THINK THAT, YOU KNOW, WHO IS GOING TO SOLVE THE PROBLEM

096OF THIS LACK OF TRUST? IT'S GOING TO CONTINUE TO ERODE PUBLIC EDUCATION BECAUSE EVENTUALLY PARENTS WILL FLEA. IF PARENTS -- WILL FLEE. IF PARENTS DON'T TRUST YOU WITH THEIR CHILD, THEIR MOST PRECIOUS COMMODITY AND THEIR -- IN THEIR LIFE, THEY'RE GOING TO LEAVE US. AND THAT'S WHY WE'RE AT THIS PLACE WHERE, YEAH, NOW WE'VE GOT TO UPLOAD A LIST OF EVERY SINGLE BOOK BECAUSE YOU KNOW WHAT? THEY DON'T TRUST US. THAT'S WHY NOW WE HAVE TO GO BACK AND HAVE A SPECIAL HEARING WHICH I'D LIKE TO KNOW THE DATE OF FOR THE SEX ED CURRICULUM BECAUSE THEY DON'T TRUST US WHEN WE DON'T FOLLOW THE CERTAIN GUIDELINES. SO WE'RE IN A REALLY BAD PLACE WITH PARENTS RIGHT NOW. NOT IN JUST HILLSBOROUGH COUNTY OR THE STATE OF FLORIDA BUT IN THE UNITED STATES OF AMERICA.

097THEY DON'T TRUST OUR PUBLIC SCHOOLS WITH THEIR CHILDREN. AND YOU KNOW WHAT? I DON'T CARE IF IT'S JUST ONE PARENT OR 1,000 PARENTS WHO WANT TO OPT OUT. JUST BECAUSE THERE MAY BE A FEW PARENTS AND I DON'T KNOW THE DATA EITHER THAT MEMBER VAUGHN WAS REFERRING TO THAT SHE WANTS, BUT THERE NEEDS TO BE AN OPT-OUT. FOR SOME PARENTS. AND JUST BECAUSE YOU'RE LISTING BOOKS ON A WEBSITE, THERE IS NO CORRELATION BETWEEN TEST SCORES AND WHETHER BOOKS ARE LISTED ON A WEBSITE QUITE FRANKLY IN READING. THERE IS PLENTY OF BOOKS IN THE LIBRARIES FOR CHILDREN TO READ AND IN THE CLASSROOMS AND THAT'S NOT GOING TO CHANGE WHETHER YOU PUT A LIST ON A WEBSITE OR NOT. I UNDERSTAND THE IMPLICATIONS OF THE MAN POWER. WE'RE GOING TO HAVE TO WORK THROUGH THAT. BUT

098THE BOTTOM LINE IS, A LOT OF THESE THINGS WOULDN'T BE COMING FROM TALLAHASSEE IF WE HAD PARENTAL TRUST, AND WE DON'T. AND I THINK THAT'S REALLY SAD, AND I THINK AS A BOARD, AND AS A SUPERINTENDENT, WE NEED TO FIGURE OUT HOW TO IMPROVE UPON THAT, IF YOU EVER WANT TO GO BACK OUT IN THE COMMUNITY AND ASK THEM TO HELP YOU WITH SOMETHING LIKE MAYBE A REFERENDUM DOWN THE ROAD. BECAUSE THEY'RE NOT GOING TO. NOT IF THEY DON'T TRUST YOU WITH THEIR KIDS. Nadia Combs: THANK YOU, MEMBER HAHN. I THINK I'M NEXT. I HAVE TO SAY, MEMBER HAHN, I FUNDAMENTALLY DISAGREE WITH YOU. OKAY? I REALLY DO BECAUSE I THINK THAT THE VAST MAJORITY OF PEOPLE REALLY BELIEVE IN OUR SCHOOLS. WE SEE HOW WELL -- WE JUST WERE RATED NATIONALLY FOR READING AND

099MATH. WHEN YOU CREATE -- AS I SAY, WHEN YOU TALK ABOUT DISTRUST, IT'S A VERY SMALL NUMBER OF PEOPLE. THE SAME PEOPLE HAVE BEEN COMING TO BOARD MEETINGS. THE SAME E-MAILS. THE SAME CHALLENGE. 2400 CHALLENGES. 99% OF THEM WERE THE EXACT SAME COPIED. IT DOESN'T MATTER. WHAT HAPPENS IS WHEN WE START TALKING ABOUT THIS, WE POLITICIZE EDUCATION AND IT'S NOT ABOUT BEING REPUBLICAN, DEMOCRAT, INDEPENDENT. IT'S ABOUT THE STUDENTS. LIKE, WHAT ARE WE DOING? THERE IS A DEFINITE TREND, THE NUMBER OF BOOKS IN A HOME SHOWS HOW WELL A CHILD IS GOING TO DO -- PERFORM IN THEIR LIFE. SO YES. I'M SORRY. I DIDN'T INTERRUPT YOU. SO ANYWAY. I JUST WANT TO SAY THAT FUNDAMENTALLY WHEN WE KEEP TALKING ABOUT DISTRUST, WE ARE -- WE ARE A VERY HIGH FUNCTIONING BOARD. WE WORK WELL TOGETHER.

100WE GET THINGS COMPLETED. STUDENTS ARE ABLE TO OPT OUT. WE'RE GOING TO DOCUMENT THE LIBRARIES. WE'RE DOING EVERYTHING TO MAKE SURE PARENTS TRUST US. WE ARE -- WE HAVE OUR SCHOOLS OPEN. PEOPLE CAN COME TO THE CLASSROOMS. OUR LEADERSHIP IS OPEN. WE HAVE PTAs. WE'RE BEGGING FOR PARENTS TO COME TO THE SCHOOL AND CLASSROOM AND SEE WHAT THEY'RE TEACHING, LEARN WHAT WE'RE TEACHING. OUR LESSONS ARE UPLOADED. I DON'T AGREE WITH YOU AT ALL. THERE IS A SMALL NUMBER OF PEOPLE WHO ARE VERY LOUD, AND I RESPECT THEM. I TALK TO THEM. I MEET WITH THEM. I WANT TO HEAR FROM THEM. I WANT TO SEE HOW WE CAN IMPROVE. BUT WE NEED TO GET AWAY FROM POLITICS AND JUST TALK ABOUT HOW DO WE MAKE SURE A LOT OF STUDENTS HAVE BOOKS IN THEIR CLASSROOMS,

101IN THEIR LIBRARIES BECAUSE THEY DON'T HAVE ACCESS. HOW DO WE MAKE SURE THAT KIDS WHO ARE HOMELESS HAVE A SCHOOL TO SUPPORT BECAUSE AT THE END OF THE DAY, THERE IS NOT ENOUGH PRIVATE OR CHARTER SCHOOLS FOR ALL SCHOOLS. PUBLIC EDUCATION, TO BE ABLE TO DRIVE TO YOUR SCHOOL, IS NOT AN OPTION FOR A LOT OF FAMILIES. TO BE ABLE TO SPEND $25,000 TO GO TO PRIVATE SCHOOL IS NOT AN OPTION FOR MANY PARENTS. THE OPTION IS WE ARE DOING WELL. WE ARE NATIONALLY -- WE HAVE BEEN RECOGNIZED. STATEWIDE, WE HAVE BEEN RECOGNIZED. AND WE LISTEN TO THE PARENTS AND ALWAYS MAKE SURE THAT THEY HAVE TIME TO SPEAK TO US, CONNECT WITH US. WE WANT TO HEAR FROM THEM. BUT ALL OF THIS IS, YOU KNOW, LET'S JUST FOCUS ON THE KIDS AND STOP

102TALKING ABOUT TRUST, DISTRUST. LET'S JUST FOCUS ON KIDS AND WHAT WE CAN DO TO TURN THAT AROUND. AND THAT'S IT. SO I -- WE HAVE LEGISLATIVE PLATFORMS THAT WE DO HAVE TO PASS TODAY. THERE IS A FEW THINGS THAT WE HAVE TO GET THROUGH. OKAY? AND THEN I'M SURE THIS CONVERSATION CAN BE LEFT FOREVER. BUT I KNOW WE DO HAVE SOME LEGISLATIVE PLATFORMS TO GET THROUGH. IF WE CAN GO AHEAD AND DO THAT -- GO AHEAD. SURE. DO YOU WANT -- Nadia Combs: YES. THE POLICIES. Jim Porter: MS. DAVIS, I THINK WE NEED TO DO THE THREE STAFF ONES BECAUSE WE HAVE A MANDATE. WE'LL JUMP AHEAD. WHAT WE'LL DO IS JUMP INTO POLICY 53. IF YOU LOOK AT THE TAB THAT SAYS -- SHOULD SAY WO2 POLICIES. THESE ARE FROM THE SEPTEMBER 27 WORKSHOP.

103SO THAT'S THE BINDER WE'RE USING. POLICY 5350, STUDENT SUICIDE WILL BE SUPERVISED FOR PSYCHOLOGICAL SERVICES ANN TOWNSON. POLICY THREAT ASSESSMENTS AND MAGGIE DEAN DEPARTMENT OF QUALITY INSURANCE AND MOBILE RESPONSE TEAMS. IF THEY CAN BOTH JOIN US AND WE'LL JUMP IN AND HAVE THEM HIGHLIGHT THE CHANGES TO THE POLICY AND AFTER THAT FOLLOW UP WITH -- Jim Porter: WE HAVE 15 MINUTES. SO BE MINDFUL. GOT IT. WE GOT A GOOD TEAM HERE. OKAY. SO ANN, IF YOU WANT TO JUMP IN AND MAGGIE AND KNOCK IT OUT. CAN YOU HEAR ME NOW? GOOD MORNING, CHAIRPERSON COMBS, BOARD MEMBERS, SUPERINTENDENT DAVIS. THANK YOU. I HEARD 15 MINUTES WHICH MEANS I PROBABLY WILL ONLY NEED TWO OR THREE BEFORE PASSING ON TO MY COLLEAGUE MAGGIE DEAN. I'M HERE THIS MORNING AS ONE REPRESENTATIVE OF AN AMAZING GROUP OF STUDENT

104SERVICES ADMINISTRATORS. SU SUPERVISORS WHO ARE OVERSEEING AND GUIDING AND PROVIDING LEADERSHIP AND SERVICE TO SCHOOL PSYCHOLOGISTS, SCHOOL COUNSELORS, SCHOOL SOCIAL WORKERS, SCHOOL NURSES, AND A MENTAL HEALTH TEAM. I'M JUST GOING TO TAKE A FEW MINUTES TODAY TO ASK YOU TO CONSIDER A PROPOSAL FOR REVISING THE LANGUAGE FOR SCHOOL BOARD POLICY, STUDENT SUICIDE PREVENTION, NUMBER 5350. AND IF I MAY, I'M JUST GOING TO HIT SOME HIGHLIGHTS IN TERMS OF LANGUAGE THAT WAS ADDED OR CHANGED AND HOW IT ALIGNS WITH LEGISLATION THAT WAS RECENTLY PASSED OR RECENTLY AS IN WITHIN THE LAST SEVERAL MONTHS. LOOKING AT STUDENT SUICIDE PREVENTION, AND I'M GOING TO CARRY US DOWN TO LINES 15 THROUGH 19 WHERE YOU SEE CORRECTIONS THERE. WE ARE ADDING LANGUAGE THAT SPECIFIES DE-ESCALATION STRATEGIES, DIFFERENT SCREENING METHODS AND NAMING SCHOOL-BASED MENTAL HEALTH PROFESSIONALS AS THEY'RE RECOGNIZED BY

105THE STATE. SENATE BILL 590 REQUIRES US TO INDICATE THAT WE HAVE LICENSED MENTAL HEALTH PROFESSIONALS WHO ARE ASSISTING WITH OUR SCREENINGS FOR SUICIDE PREVENTION AS WELL AS THE ASSESSMENTS COMPLETED. AND THAT'S REFERENCED IN LINES 21 THROUGH 23. WE TO HAVE PARTNERSHIPS. ONE OF OUR PARTNERSHIPS IS WITH GRACE POINT. THEY HAVE A MOBILE RESPONSE TEAM WE CONTRACTED WITH UTILIZING MENTAL HEALTH DOLLARS IN ORDER TO PAY FOR ASSESSMENTS THAT THEY COMPLETE AFTER A PROTOCOL IS IMPLEMENTED BY OUR SCHOOL-BASED STUDENT SERVICES PERSONNEL TO LOOK AT THEIR SCREENING AND RESULTS OF THE STUDENTS IN TERMS OF HOW THEY PERFORM ON THE COLUMBIA SUICIDE SEVERITY RATING SCALE. THAT SCALE IS ALSO UTILIZED BY OUR LICENSED PROFESSIONALS WORKING WITH GRACE POINT. SO ALIGNMENT WITH THE LAW, LOOKING AT SCHOOL SAFETY, HOUSE BILL 1421 REQUIRES THAT BOTH ENTITIES, DISTRICT PERSONNEL AS WELL

106AS LICENSED PROFESSIONALS UTILIZE THE SAME INSTRUMENT. LOOKING AT ADDITIONAL LANGUAGE IN LINES 24 THROUGH 34 DIRECTLY ADDRESSES PARENTAL RIGHTS IN EDUCATION, HOUSE BILL 1557. I JUST WANT TO SHARE, WE HAVE HAD A FORMALIZED SUICIDE PREVENTION SCREENING PROTOCOL IN PLACE FOR 20, 25 YEARS, AND IN ALL CASES, WE HAVE INVITED PARENTS TO BE PART OF THE PROCESS, NOT JUST NOTIFIED BUT INVOLVED IN THE SCREENING ITSELF. WE HAVE BEEN DOING THIS FOR YEARS. IT'S MANDATED BY THE STATE AND WE'RE ALREADY IN ALIGNMENT. LOOKING AT LINES 35 THROUGH 37, MANY OF YOU HAVE PROBABLY HEARD OF IRES, INVOLUNTARY EXAMINATIONS IN TERMS OF RESTRAINTS AND SECLUSIONS. HOUSE BILL 899 REQUIRES US TO COLLECT AND MAINTAIN DATA REGARDING STUDENTS WHO ARE BEING BAKER ACTED, HAVING THE SUICIDE PREVENTION PROTOCOLS. WE HAVE BEEN DOING IT AGAIN FOR SEVERAL YEARS. WE'RE NOW

107BENEFITING FROM AN ELECTRONIC PLATFORM THROUGH ED PLAN TO COLLECT THE DATA. SO SCHOOLS REPORT THE DATA ONGOING AS IT OCCURS AND WE DO ANNUAL REPORTING TO THE STATE. THAT'S BASICALLY A QUICK OVERVIEW OF THE HIGHLIGHTS AND CHANGES. Nadia Combs: THANK YOU VERY MUCH. MEMBER GRAY, YOU HAD QUESTIONS OR COMMENTS? Lynn Gray: I JUST WANTED TO ASK, ANN, DO WE HAVE THE LIAISON -- DOES THIS -- WITH THE CRISIS CENTER AS OUR -- YES. SO WE WORK WITH DERRICK MCCARRON WITH GRACE POINT. HE IS ONE OF SEVERAL THAT WE WORK WITH, AND I HAVE MAGGIE DEAN NEXT TO ME BECAUSE SHE ACTUALLY RECEIVES THE DISTRICT MOBILE RESPONSE TEAM AND CAN SPEAK MORE TO THAT. Lynn Gray: OKAY. SURE. YES. CAN YOU GUYS HEAR ME? OKAY. SO YES. WE DO PARTNER WITH THE CRISIS CENTER OF TAMPA

108BAY. THEY ACTUALLY ARE THE PERSONNEL DOING TRANSCARE FOR US SO YOU HEARD THEM SPEAK OVER SUMMER AS WELL SO WE UTILIZE GRACE POINT FOR THAT ASSESSMENT COMPONENT AND TRANSCARE HELPS WITH THAT TRANSPORTATION COMPONENT INSTEAD OF USING A MARKED POLICE VEHICLE TO GO TO THE RECEIVING FACILITY THAT IS ST. JOE'S OR GRACE POINT. Lynn Gray: WELL, THANK YOU. I TRUST YOUR WORK AND TRUST COMES FROM THE LEADERSHIP AND WE ARE THE LEADERS, SO WE HAVE TO EMOTE TRUST OURSELVES, AND I KNOW YOUR WORK VERY WELL. THANK YOU. Nadia Combs: THANK YOU. DID ANYBODY ELSE HAVE ANY QUESTIONS OR COMMENTS ABOUT THE POLICY? OKAY. DO WE HAVE CONSENSUS? Jim Porter: WE'LL LOOK TO THE BOARD MEETING FOR A VOTE. THERE IS NO VOTING. Nadia Combs: OKAY. DO WE HAVE ANY MORE? Jim Porter: TWO MORE. MAGGIE DEAN

109WILL DO THE THREAT ASSESSMENT. GOOD MORNING, EVERYONE. SO I'M ACTUALLY FILLING IN FOR MICHAEL KELLER WHO TYPICALLY SPEARHEADS THIS WORK. HE IS ACTUALLY AT MARGERY STONEMOUS DOUGLAS COMMISSIONER REPRESENTING US AT THE STATE LEVEL AND AT THAT MEETING. SO WE ARE LOOKING AT POLICY 8415, THREAT ASSESSMENT TEAMS. AND THERE IS A FEW UPDATES HERE. SO THIS IS TO GET US UP TO COMPLIANCE WITH THE STATE BOARD RULE. WHEN WE LOOK AT THE MANDATED TEAM MEMBERS, WE ALREADY HAD THE TEAM MEMBERS PARTICIPATEING BUT NEED TO WRITE IT INTO POLICY AND BE SURE WE HAVE STUDENT SERVICES PERSONNEL PARTICIPATEING IN OUR THREAT ASSESSMENT TEAMS. WE'RE ALREADY DOING THAT. IN ADDITION WE HAVE TO MAKE SURE THAT WE HAVE THAT SWARM LAW ENFORCEMENT OFFICER INVOLVED FOR THE THREAT ASSESSMENTS AS WELL. WE WORKED CLOSELY WITH CHIEF NEWMAN TO MAKE

110SURE WE HAVE A PROCEDURE AND PROTOCOL TO MAKE SURE EVERY THREAT ASSESSMENT HAS A SWORN LAW ENFORCEMENT THAT IS CONSULTED OR PARTICIPATEING IN SOME CAPACITY FOR THREAT ASSESSMENTS. LOOKING DOWN WE HAVE TO ENSURE THAT WE HAVE THOSE MONTHLY MEETINGS AT THE SCHOOL-BASED THREAT ASSESSMENT TEAMS. MAKE SURE OUR SCHOOLS ARE MEETING, TALKING ABOUT STUDENTS WHO MAY POSE A THREAT AND THEN THE ACTION STEPS. WHAT ARE WE DOING TO MAKE SURE WE'RE PROVIDING THE APPROPRIATE CARE NEEDED FOR THOSE STUDENTS? THAT'S AT THE SCHOOL-BASED LEVEL AND THEY DOCUMENT THE INFORMATION AND THEY UPLOAD IT TO ED PLAN. THE SAME PLATFORM THAT MS. TOWNSON WAS SPEAKING OF. IN ADDITION WE WROTE INTO POLICY ABOUT CSTAG. THIS IS A MANDATED ASSESSMENT TOOL WE NEED TO USE THROUGHOUT THE STATE OF FLORIDA. SO WE'RE USING THAT COMPREHENSIVE SCHOOL THREAT ASSESSMENT GUIDELINES

111WHICH WE HAVE BEEN TRAINING TIRELESSLY TO ALL THE STAFF, ANY MEMBER ON A THREAT ASSESSMENT TEAM MUST BE TRAINED ON THAT, SO WE'VE BEEN ROLLING THAT OUT AND PROVIDING SEVERAL TRAININGS OVER SUMMER AND AS NEW PERSONNEL JOIN THOSE THREAT ASSESSMENT TEAMS, WE'RE TRAINING THEM TO MAKE SURE THEY'RE TRAINED ON THAT. LASTLY, THE PIECE OF REPORTING. SO WE COLLECT ALL OUR INFORMATION THROUGH ED PLAN, PCG, TO ENSURE WE HAVE ALL THE DOCUMENTATION AND DATA WE NEED TO REPORT OUT TO THE STATE ON OUR FINDINGS ON AN ANNUAL BASIS. Nadia Combs: THANK YOU. MEMBERS, DOES ANY MEMBER HAVE A QUESTION OR COMMENT ON THAT? OKAY. MEMBER WASHINGTON? Henry "Shake" Washington: YES. ON THE CSTAG, IS THIS ASSESSMENT NEW? OR IS THIS ONE WE HAVE BEEN USING ALL THE TIME IN THE COUNTY? THIS IS NEWER. WE --

112THIS IS SOMETHING THAT WAS ROLLED OUT BY THE STATE SO WE SENT PEOPLE TO GET TRAINED FOR THE TRAIN THE TRAINER MODEL AND BROUGHT IT BACK TO OUR STATE AND STARTED -- OR TO OUR DISTRICT AND STARTED TRAINING. EVERYONE IS CURRENTLY USING IT ALREADY. THEY HAVE BEEN USING IT THROUGHOUT THIS ENTIRE SCHOOL YEAR UP TO DATE TO ENSURE THEY ARE FOLLOWING THIS PIECE OF POLICY. Henry "Shake" Washington: THANK YOU. Nadia Combs: THANK YOU, MEMBER WASHINGTON. ANYBODY HAVE ANY QUESTIONS OR COMMENTS? OKAY. WE'LL GO TO THE THIRD POLICY, PLEASE. CHARTER SCHOOLS POLICY. Nadia Combs: IS THERE ANY QUESTIONS OR COMMENTS? A CONSENSUS FOR THE SECOND ONE? OKAY. WE'LL GO AHEAD AND MOVE TO THE THIRD ONE. MS. DeLANGE WILL HIGHLIGHT 98 CHARTER SCHOOLS. Cinzia DeLange: GOOD MORNING AGAIN. SO THE CHANGES OR ADDITIONS THAT I'M BRINGING

113FORTH THIS MORNING ARE THE REFLECTION OF THE NEW CHARTER -- CHARTER STATUTES. THE CHANGES IN CHARTER STATUTES THAT WERE APPROVED DURING THE 2022 LEANLY SLATEIVE SESSION. THESE WERE BROUGHT FORTH TO YOU AS WELL IN THE SPRINGS -- LAST SPRING'S WORKSHOP, LEGISLATIVE WORKSHOP, SO IT'S NOT ANYTHING NEW. THE ONLY ADDITIONAL LANGUAGE THAT I'M BRINGING -- I'M PROPOSING TODAY IS A RESPONSE TO THE STATUTE'S LANGUAGE ON THE AMEN AMENDMENTS, AND WE ARE ASKING IF A CHARTER SCHOOL HAS TO AMEND, WE'RE ASKING FOR A VERY SPECIFIC INFORMATION TO REVIEW AND BRING A VERY THOROUGH JUSTIFICATION FOR THE AMENDMENT TO YOU. AND THAT BEGINS ON LINE 442. SO THE NEW STATUTE SAYS THAT THE AMENDMENTS ARE ALLOWED AND THAT WE WANT TO MAKE SURE THAT WE HAVE A LOCAL POLICY IN PLACE THAT IDENTIFIES ALL THE REQUIRED DOCUMENTATION TO

114MAKE A SOUND DECISION ON THE AMENDMENTS. Nadia Combs: THANK YOU, DR. DeLANGE. MEMBER GRAY, YOU HAD A COMMENT? Lynn Gray: REAL QUICK, THANK YOU, MADAM CHAIR. DR. DeLANGE, WHAT ABOUT ON C -- THE NEXT PAGE, AND THAT WOULD BE 6162, DETERIORATING FINANCIAL CONDITIONS OF FINANCIAL EMERGENCIES DETERMINED PURSUANT TO STATUTE 1002.345. SO IN THE CASE WE HAD TODAY WITH THE EXCELLENCE, THE ACADEMY OF EXCELLENCE -- EXCUSE ME. YEAH. THE VILLAGE OF EXCELLENCE WHERE THEIR FUND BALANCE IS AT A PROPORTION TO THEIR FINANCIAL STATUS AS FAR AS THEIR YEARLY REVENUE, WHAT HAPPENED -- DO WE HAVE ANY RIGHTS TO EMBARK OR CONSIDER OR SUGGEST OR DO WE JUST LET THEM -- Cinzia DeLange: GOOD QUESTION. THEY'RE NOT IN A DEFICIT SO WE DON'T HAVE ANY LEGAL RECOURSE IF A SCHOOL IS NOT IN A FINANCIAL DEFICIT, BUT

115THE SPONSOR, THE LAW SAYS THE SPONSOR CAN REQUEST AN EXPEDITED REVIEW OF A CHARTER SCHOOL IF THESE CONDITIONS APPLY. IF A SCHOOL FAILS TO PROVIDE AN ANNUAL AUDIT WHICH WE HAVEN'T HAD ANY DO THAT, IF THEY FAIL TO REPORT THEIR FINANCIALS EVERY MONTH AND WE COLLECT THEIR FINANCIALS EVERY MONTH, OR IF THEY'RE DEEMED TO BE DETEAR EP DETEARIERATING FINANCIAL CONDITION MEANING THEY DON'T HAVE ENOUGH REVENUES TO MEET THEIR EXPENDITURES. THAT MEANS IF WE FIND OUT THAT THEY, YOU KNOW, FROM THEIR FINANCIALS, THEY'RE NOT PAYING TEACHERS OR THEIR VENDORS, THEN WE CAN REQUEST THE D.O.E. TO DO AN EXPEDITED FINANCIAL REVIEW. OR WE CAN NOTIFY THE D.O.E. IF ONE OF THE ABOVE THREE HAVE OCCURRED, AND WE CAN ASSIST THE SCHOOL IN RECTIFYING THE SITUATION. THE D.O.E. WANTS TO SEE WE'RE HELPING THE SCHOOL COME OUT

116OF THE DEFICIT. BUT IN THE CASE OF VILLAGE OF EXCELLENCE, THEY'RE NOT IN A DEFICIT. Lynn Gray: NO, THEY'RE NOT IN A DEFICIT BUT THEY'RE BELOW THE STATE RECOMMENDED FUND BALANCE, 3%, I BELIEVE. SO, I MEAN, THAT'S THE STATISTICS I SAW ON THE PAGE. THE ACTUAL MONEY THEY HAVE IN THEIR ACCOUNT. THIS IS THE MIDDLE SCHOOL. Cinzia DeLange: YES. Lynn Gray: I WOULD CHECK ON THAT BECAUSE WE'RE BOUND BY A CERTAIN PERCENTAGE -- WE'RE NOT SUPPOSED TO BE BELOW A CERTAIN PERCENTAGE OF A FUND BALANCE TO HAVE A FUND BALANCE AND IF WE DID THE MATH, I WOULD THINK THAT'S BELOW. Cinzia DeLange: I'M NOT SURE THE 3% APPLIES TO THE CHARTER SCHOOLS. Lynn Gray: THAT'S WHAT I WANT TO KNOW. DOES IT APPLY TO THEM OR NOT. WE SHOULD FIND THAT OUT, RIGHT? THANKS.

117Addison Davis: WE'LL CHECK FOR THAT. Jim Porter: MY SENSE IS IT DOES NOT APPLY TO THE CHARTER SCHOOLS BUT WE'LL CONFIRM THAT. Lynn Gray: LET'S CONFIRM THAT. Nadia Combs: THANK YOU. ANY OTHER COMMENTS? DID DO WE HAVE CONSENSUS ON THAT? OKAY. THANK YOU. SO MOVED. IT'S NOON NOW. WE'LL GO AHEAD AND ADJOURN THIS MEETING. THANK YOU EVERYONE AND HAVE A GREAT DAY. DO YOU HAVE MORE COMMENTS, MS. DAVIS? Kristin Davis: AT THE DECEMBER 13 BOARD MEETING WE'LL BRING AN AGENDA ITEM FORWARD FOR THE THREE POLICIES WE DISCUSSED FOR REQUESTING APPROVAL TO ADVERTISE AND DO A NOTICE OF RULE MAKING, THEN THAT WOULD MEAN PROBABLY THE JANUARY 10 MEETING WILL BE THE PUBLIC HEARING TO ADOPT THE THREE. Nadia Combs: THANK YOU. WE HAVE OTHER LEGISLATIVE FROM THE LEGISLATIVE PLATFORMS FROM THE SCHOOL BOARD MEMBERS AND

118WE'LL GET THAT ON THE SCHEDULE SO THAT WAY WE MAKE SURE WE HAVE AT LEAST TWO TIMES THAT WE GO THROUGH LEGISLATIVE PLATFORMS OR LEGISLATIVE ANY POLICY MAKING. THANK YOU SO MUCH, EVERYONE. HAVE A WONDERFUL DAY. THIS MEETING IS ADJOURNED. (SOUNDING GAVEL)