09/21/2021 - Board Workshop

001GOOD MORNING, EVERYONE. I THINK IT'S GOOD MORNING. SO THAT 5, 4, 3, 2, 1, IF YOU'RE JUMPING OUT OF AN AIRPLANE, THAT WOULD GET YOUR ADRENALINE. I THINK MAYBE MEMBER WASHINGTON MIGHT REMEMBER IN THE MILITARY, WHEN YOU HAVE TO GO, IT'S NOT LIKE, CAN YOU GET READY? IT'S LIKE, GO. AND THEN YOU JUMP OUT. AND THEN YOU HOPE THE HECK THAT EVERYTHING WORKS, SO WE'RE GOING TO GO AHEAD AND WE'RE GOING TO HAVE THINGS WORK TODAY. POLICY WORKSHOP PART TWO. WE ARE HAVING MEMBER PEREZ ONLINE. MEMBER SNIVELY WILL BE HERE MOMENTARILY AS WILL MEMBER HAHN. AND ALL BOARD MEMBERS ARE PRESENT IN TERMS OF BEING HERE. MEMBER COMBS, GOOD MORNING, MEMBER COMBS AND MEMBER VAUGHN. GOOD MORNING. MEMBER WASHINGTON AND OUR ATTORNEY, MR. PORTER, WILL BE GUIDING US. KRISTEN WILL GIVE US AN UPDATE IN

002TWO MINUTES. BUT FIRST, I WANT TO SEE IF OUR WONDERFUL SUPERINTENDENT HAS ANY WORDS OF WISDOM TODAY. GOOD MORNING. Addison Davis: GOOD MORNING. THANK YOU, MS. GRAY. I APPRECIATE IT AND LOOK FORWARD TO ANOTHER, YOU KNOW, GOOD MEETING, GOOD CONVERSATION ABOUT HOW WE STRENGTHEN POLICY SO THAT WE CAN BE CLEAR ON OUR ACTIONS WITHIN A SCHOOL DISTRICT. A LOT OF VERY IMPORTANT ISSUES TODAY AND LOOK FORWARD TO, YOU KNOW, BEING A THINK PARTNER WITH EACH OF YOU AND BEING ABLE TO HELP IN ANY WAY WE CAN. SO THANK YOU AND LOOK FORWARD TO OUR DISCUSSION Lynn Gray: YES. AND WE HAVE A LOT OF RICH DISCUSSION OPPORTUNITIES. FIRST OFF, I WANT TO GO AHEAD AND LET MS. DAVIS, OUR GOVERNMENT RELATIONS, JUST SPEND JUST A MINUTE OR TWO ON UPDATES AND FOLLOWING THAT, I KNOW

003YOU HAVE AN ANNOUNCEMENT SO GOOD MORNING, MS. DAVIS. I THINK I'M ON. GOOD MORNING. THANK YOU, BOARD MEMBERS, SUPERINTENDENT. SO I WANT TO FIRST START BY INTRODUCING YOU TO -- AT THE TABLE YOU SEE JOINING US DR. DUSTIN ROBINSON. HE IS AN ASSISTANT PRINCIPAL AT SNOWERS MIDDLE SCHOOL. HE IS OFFICIALLY DR. ROBIN SMVEN WE HAVE BEEN IN COMMUNICATION WORKING ON HIS DISSERTATION SO I INVITED HIM TO JOIN US AS A SHADOWING EXPERIENCE AS PART OF THE POLICY MAKING PROCESS. HE REVIEWED THE POLICIES. HE REVIEWED THE LAST WORKSHOP ON AUGUST 12 SO HE IS WELL PREPARED. IF THERE IS ANY QUESTIONS YOU HAVE MAYBE AT A SCHOOL-LEVEL TYPE ADMIN QUESTION, HE IS HERE TO BE A RESOURCE SO THANK YOU. Lynn Gray: THANK YOU, KRISTEN DAVE IS. MS. SNIVELY IS PRESENT NOW IN THE PHYSICAL SENSE.

004SO KRISTEN, GIVE US THE UPDATE. SURE. JUST BRIEFLY THIS WEEK DOES START THE FIRST INTERIM COMMITTEE WEEK FOR THE 2022 LEGISLATIVE SESSION. THERE ARE COMMITTEE MEETINGS BEING HELD BUT MOST -- NO BILLS ARE BEING HEARD THIS WEEK. IT'S MOSTLY REVIEW AND PRESENTATIONS, FOR EXAMPLE, AT AN EDUCATION COMMITTEE, JACOB OLIVEA IS DOING A PRESENTATION ON STANDARDS AND AN EDUCATION WORKFORCE COMMITTEE THEY'RE REVIEWING HOUSE BILL 1507, THE WORKFORCE BILL TALKING ABOUT IMPLEMENTATION AND BRINGING GROUPS OF STATE AGENCIES TOGETHER. THERE IS A LOT OF JUST ESSENTIALLY KIND OF PRESENTATIONS AND REVIEW OF INFORMATION HAPPENING, BUT I'LL CONTINUE TO KEEP YOU UPDATED AS WELL AS SOME BILLS WE HAVE AND I DID WANT TO MENTION, HOUSE BILL 15, THAT'S THE CHILDREN WITH DEVELOPMENTAL DELAYS, THE ONE YOUR LEGISLATIVE PRIORITY TO EXTEND SERVICES FOR CHILDREN WITH DEVELOPMENTAL DELAYS FROM AGE

005FIVE TO EXTEND SERVICES TO AGE NINE. THAT DOES HAVE ACTUALLY SINCE AUGUST HAS A HOUSE SPONSOR. REPRESENTATIVE TANT AND SENATOR JONES SIGNED ON FOR THE SENATE VERSION AND ACTUALLY SOME OF OUR DELEGATION MEMBERS, DRISCOLL AND VALDEZ SIGNED ON AS CO-SPONSORS SO WE'RE ENCOURAGED AND WILL CONTINUE TO WORK ON THIS. THANK YOU. Lynn Gray: THANK YOU. YOU MAY BE WANT TO ADD THE PARTISAN SCHOOL BOARD. YES. THAT WAS IN THE UPDATE AND I DID MENTION THE HOUSE AND SENATE VERSION OF THE BILL THAT WOULD PUT AN AMENDMENT TO THE CONSTITUTION TO MAKE SCHOOL BOARD ELECTIONS PARTISAN. AGAIN, BOTH HAS A HOUSE AND SENATE COMPANION AND THE HOUSE VERSION HAS BEEN ASSIGNED THE COMMITTEES SO WE ANTICIPATE THAT TO MOVE. Lynn Gray: OKAY. THANK YOU, MS. DAVIS. FOR PURPOSES OF EXPEDIENCY AND ALSO BECAUSE I HAVE CERTAIN

006POLICIES AS WELL, OUR ATTORNEY JIM PORTER WILL LEAD THIS ENTIRE WORKSHOP, AND MR. PORTER? Jim Porter: THANK YOU, MADAM CHAIR AND BOARD MEMBERS. JUST TO HELP SET THE STAGE TO AVOID ANY CONFUSION, WHAT WE'RE DOING TODAY IS THE CONTINUEICATION OF THE POLICY WORKSHOP FROM LAST MONTH. YOU'LL RECALL, BOARD MEMBERS, WE HAD A LOT OF POLICIES AND IT BROUGHT A LOT OF GOOD DISCUSSION. WE WERE NOT ABLE TO GET THROUGH ALL OF THEM. WHAT'S HAPPENING IS A CONTINUATION OF THIS POLICY CYCLE. THIS AFTERNOON AT THE BOARD MEETING, YOU'LL ACTUALLY BE VOTING ON THE POLICIES THAT WERE DISCUSSED AT THE LAST WORKSHOP. THAT HAS A POTENTIAL FOR CONFUSION SO I WANTED TO LET EVERYONE KNOW, THIS MORNING, THESE ARE POLICIES THAT YOU'VE NOT DISCUSSED BEFORE. THIS AFTERNOON YOU'LL VOTE ON THE POLICIES YOU DISCUSSED AT THE LAST

007WORKSHOP. JUST TO REMIND YOU, BOARD MEMBERS, THE POLICY CYCLE IS ONE WHERE STAFF CAN INTRODUCE POLICIES. STAFF WILL INTRODUCE POLICIES THAT HAVE TO BE DONE BECAUSE OF CHANGES IN THE FLORIDA LEGISLATURE OR BOARD MEMBERS MAY INTRODUCE POLICIES. WHAT WE HAVE THIS MORNING ARE POLICIES I'LL INTRODUCE BY BOARD MEMBERS AND THE PROCESS WE FOLLOWED IN THE PAST IS WE'LL INTRODUCE THEM. I'LL EXPLAIN WHAT THE POLICY IS. AND THEN THE BOARD MEMBER REQUESTING THE POLICY WILL HAVE AN OPPORTUNITY TO DISCUSS THAT. IF THERE IS CONSENSUS ON THE POLICY MOVING FORWARD, IT WILL MOVE FORWARD TO A PUBLIC HEARING PROBABLY SOMETIME OCTOBER, NOVEMBER. YEAH. PROBABLY OCTOBER 19. Jim Porter: YES. KRISTEN AND I BOTH SHARE THE GOAL ALONG WITH THE SUPERINTENDENT OF MAKING THE POLICY CYCLE VERY ROUTINE SO WE DO IT NOT JUST ONCE A YEAR. TWICE

008OR THREE TIMES OR FOUR TIMES A YEAR SO IT'S A CONTINUALLY ROLLING PROCESS. ONCE THIS IS DONE WE'LL IMMEDIATELY START THE OTHER POLICY CYCLE. SO FOR SOME REASON IF ONE OF YOUR POLICY DOESN'T MAKE IT FOR FORWARD, THERE IS ALWAYS AN OPPORTUNITY IN THE NEXT CYCLE. THE FIRST POLICY WE'RE GOING TO DISCUSS IS A NEW POLICY SUGGESTED BY MEMBER VAUGHN. DIVERSITY, ECUALY AND INCLUSION AND THIS WOULD -- THIS POLICY WOULD DIRECT THE SUPERINTENDENT TO DEVELOP REQUIREMENTS FOR TRAINING OF INSTRUCTIONAL PERSONNEL ADMINISTRATORS IN RECOGNIZING AND OVERCOMING IMPLICIT BIAS AND SUPPORTING DIVERSITY, EQUITY AND INCLUSION. MEMBER VAUGHN SUGGESTED THIS AND IF SHE HAS ANY COMMENTS ON REASONING, THAT'S THE TIME TO DO THAT Lynn Gray: MEMBER VAUGHN, CAN I JUST CHECK THAT MEMBER PEREZ IS ONLINE. MEMBER PEREZ, CAN YOU HEAR OKAY? Karen Perez: YES, I CAN.

009Lynn Gray: OKAY. WE'RE GOOD TO GO. THANKS. Jessica Vaughn: THANK YOU. CAN YOU HEAR ME? SORRY, I THOUGHT I TURNED THAT OFF. SO I INTRODUCEED THIS POLICY. I WAS ALSO LOOKING AT THE WORDING OF IT, AND AS MUCH AS I WANTED TO INCLUDE IMPLICIT BIAS, I ALSO WANTED TO ADD WHERE IT SAID SUPPORTING DIVERSITY, EQUITY AND INCLUSION TO RESTORE TO PRACTICES. THIS POLICY WAS BROUGHT OUT OF WORKING WITH THE SCHOOL TO PRISON PIPELINE AND TALKING TO THEM AFTER EXTENSIVE MONTHS AND HOURS AND YEARS OF RESEARCH THEY'VE DONE IN COLLABORATION THEY'VE DONE WITH OTHER GROUPS AND WHEN I ASKED THEM TO IDENTIFY ON THE SCHOOL TO PRISON PIPELINE, YOU KNOW, SOMETHING THEY THINK WOULD HAVE AN IMMEDIATE IMPACT, THEIR ANSWER WAS TO MAKE SURE OUR TEACHERS ARE NUMBER ONE, TRAINED IN THE RESTORATIVE PRACTICES THAT ARE

010LADEN THROUGHOUT OUR STRATEGIC PLAN AND STUDENT CODE OF CONDUCT TO MAKE SURE THAT WE'RE NOT JUST TALKING ABOUT THAT PRACTICE BUT ACTUALLY GIVING TEACHERS THE TRAINING THAT THEY NEED AS WELL AS THE IMPLICIT BIAS TRAINING TO MAKE SURE THAT TEACHERS DON'T HAVE ANY CULTURAL OR ANY BIAS THAT MIGHT AFFECT HOW THEY INTERACT WITH OUR STUDENTS TO MAKE SURE WE'RE GIVING THEM THE MOST SUPPORT. SO AFTER IDENTIFYING THOSE TWO TRAININGS AS WHAT THEY FEEL WOULD BE A GREAT HELP IN STOPPING THE SCHOOL TO PRISON PIPELINE, I AGREED TO HELP CHAMPION THIS POLICY FOR THEM Lynn Gray: THANK YOU. WELL, ACTUALLY, MR. PORTER, YOU'RE IN CHARGE. I WANT TO MAKE SURE I HAVE THE RIGHT PAGE. IT'S 2260.04? I'M LOOKING FOR THE TRAINING IN HERE. I SEE THE SECOND -- THIRD PARAGRAPH. OKAY. SO MR. PORTER? Jim

011Porter: SO THAT'S THE REASONING FOR IT AND NOW IT WOULD BE AN APPROPRIATE TIME FOR ANY BOARD DISCUSSION. IF STAFF WANTS TO INTRODUCE ANY COMMENTS AT THIS POINT, MAYBE YOU SHOULD HEAR FROM THEM AT THIS POINT. GOOD MORNING, BOARD. I'LL HAVE MS. JACKSON, OUR EXECUTIVE DIRECTOR JUST TALK ABOUT WHAT WE'RE DOING CURRENTLY AROUND IMPLICIT BIAS AND ANY QUESTIONS FROM THERE WE CAN ANSWER THAT. GOOD MORNING. CURRENTLY WE OFFER A THREE-HOUR IMPLICIT BIAS TRAINING FOR ALL OUR ADMINISTRATORS AND OUR TEACHERS. STARTING THIS YEAR, THIS PARTICULAR TRAINING IS ACTUALLY REQUIRED FOR OUR NEW TEACHERS. IT'S PART OF OUR INDUCTION PROGRAM. SO WE'RE REALLY EXCITED TO BE BRINGING THIS CONVERSATION TO OUR TEACHERS. THE COURSE FOCUSES ON AN OVERVIEW OF RESEARCH RELATED TO BIAS AND THEN IT ALSO GIVES PARTICIPANTS AN OPPORTUNITY TO TAKE THE IMPLICIT ASSOCIATION TEST.

012IT'S A TEST THAT WAS DEVELOPED THROUGH HARVARD UNIVERSITY, AND IN THAT PARTICIPANTS HAVE A CHANCE TO EXAMINE THEIR BIASES AND HAVE A CHANCE TO REFLECT ON THOSE AND DETERMINE ARE THOSE IMPACTING THE WAY IN WHICH THEY PERCEIVE STUDENT ACHIEVEMENT AND STUDENT BEHAVIOR. WE ALSO SPENT TIME REVIEWING DISTRICT DATA IN THIS COURSE, AND THEN WE GET INTO SOME STUDENT TESTIMONIALS WHICH ARE EXTREMELY POWERFUL WHERE STUDENTS TALK ABOUT THE IMPACT THAT BIASES HAD ON THEIR LIFE, AND THE WAY IN WHICH THAT HAS CHANGED THEIR PERCEPTIONS OF HOW TEACHERS SEE THEM AND SEE THEIR OUTCOMES. AND THEN AT THE END, WE TALK ABOUT STRATEGIES TO MITIGATE THE EFFECTS OF BIAS, BECAUSE WE KNOW WE ALL HAVE THEM. WE SPEND TIME TALKING ABOUT THEY'RE VERY NATURAL. THIS IS NOT A CHANCE TO BEAT ANYONE UP OR MAKE ANYONE FEEL

013BAD. THEY'RE EXTREMELY NORMAL AND THEY'RE AT THE UNCONSCIOUS LEVEL SO YOU'RE NOT EVEN AWARE. HOW DO YOU -- THEY DON'T BECOME WHAT YOU RELY ON WHEN YOU MAKE DECISIONS IN THE MOMENT WITH STUDENTS. THAT'S THE COURSE WE HAVE RIGHT NOW. Lynn Gray: MEMBER WASHINGTON? Henry "Shake" Washington: YES. QUICK QUESTION. YOU SAID -- I NOTICED YOU SAID NEW TEACHERS. HOW ARE WE DOING THE TEACHERS THAT'S BEEN IN ALL THE TIME? DO WE HAVE REFRESHER COURSES FOR THEM? GREAT QUESTION, MR. WASHINGTON. WE HAVE A COURSE THAT'S OPEN. WE OFFER IT DISTRICT WIDE AND ALSO AT THE SITE LEVEL. SO SCHOOLS CAN REQUEST TO HAVE THE TRAINING FOR THEIR FACULTY. IT IS CURRENTLY ON A VOLUNTARY BASIS SO IT'S UP TO THE SCHOOL TO DECIDE THAT THIS IS A TOPIC THEY WANT TO ENGAGE IN. SOMETIMES IT COMES

014FROM DATA. SOMETIMES IT COMES FROM STUDENTS OR TEACHERS BRINGING IT UP. THE ONLY GROUP RIGHT NOW THAT IT'S MANDATORY FOR ARE OUR NEW ADMINISTRATORS BECAUSE IT IS PART OF THE FLA PIPELINE, AS WELL AS IT'S REQUIRED FOR OUR BRAND NEW TEACHERS THAT ARE GOING THROUGH INDUCTION SO ALL DISTRICTS ARE REQUIRED TO HAVE A ROBUST INDUCTION PROGRAM THAT ALIGNS WITH THE FLORIDA EDUCATOR ACCOMPLISHED PRACTICES AND ONE THING INCLUDED IS THE BIAS TRAINING. THIS IS THE FIRST YEAR SOWEAR EXCITED FOR THAT FOR OUR NEW TEACHERS. Henry "Shake" Washington: SO THAT'S AN OPTION. IT'S NOT MANDATORY FOR EXPERIENCED TEACHERS. CURRENTLY THE ONLY GROUPS IT'S MANDATORY FOR ARE THOSE WISHING TO ENTER THE PIPELINE, OR BECOME AN ADMINISTRATOR OR OUR BRAND NEW TEACHERS. Henry "Shake" Washington: OKAY. THANK YOU. Jim Porter: AND THIS POLICY WOULD MAKE IT MANDATORY. YES.

015Lynn Gray: I HAVE -- MS. GRAY? Lynn Gray: I WANT TO THANK YOU VERY MUCH AND ALSO, MEMBER VAUGHN. THE FIRST NAME IS JEZELE? JAMEL YOU. Lynn Gray: SORRY. THAT'S OKAY. Lynn Gray: IMPLICIT BIAS HAS OCCURRED FOR MANY YEARS. UNDER (INAUDIBLE) WE DID HAVE THE TRAINING. I WENT TO THE TRAINING SO IT'S ALREADY IN PLACE, ALTHOUGH IT DOES NEED TO HAVE A RESTART. THAT'S WHAT I WANTED TO KNOW. ARE WE ALREADY DOING THIS AND THEN, MY SECOND QUESTION GOES TO SUPERINTENDENT DAVIS, WHENEVER WE'RE STARTING TO AUTHOR POLICY, THEN IT BECOMES INCUMBENT ON YOU TO PUT THIS -- IMPLEMENT IT, RIGHT? SO I'M HEARING THAT WE'RE DOING THIS ALREADY. I KNOW THAT WE HAVE BEEN DOING IT, BUT LAST YEAR, COVID SUB SUBTRACTED THAT. CAN YOU CLARIFY AND THEN SUPERINTENDENT DAVIS, JUST GIVE YOUR FEELINGS ON

016THIS SITUATION? GO AHEAD. SO WE DID REWRITE THE TRAINING LAST YEAR, SO ALTHOUGH IT WAS SOMETHING THAT WE DEVELOPED A FEW YEARS AGO, AND THEN SHARED WITH THE DIVERSITY OFFICE, THERE IS A LOT OF NEW DATA THAT'S COME OUT AROUND THE TOPIC OF BIAS. SO WE DID DO A REVAMP LAST YEAR. IT IS A BRAND NEW TRAINING. BRAND NEW ACTIVITIES AND BRAND NEW RESEARCH. THAT STARTED LAST YEAR. Lynn Gray: OKAY. Addison Davis: THROUGH THAT PROCESS, WE ARE LOOKING FOR FEEDBACK ABOUT HOW WELL THAT TRAINING IS BEING IMPLEMENTED. ALSO WORKING WITH CTA IN THAT CONVERSATION. IT WOULD, YOU KNOW, THIS IS NOTHING WE -- WE TALKED ABOUT WHETHER OR NOT THIS WOULD HAVE TO BE SOMETHING THAT'S FOR PROFESSIONAL DEVELOPMENT. IT WOULD NOT BE AND WE'D HAVE TO HAVE A PLAN FOR IMPLEMENTATION AND PROBABLY BE

017-- THE THREE-HOUR TRAINING WOULD HAVE TO TAKE PLACE DURING PREPLANNING AS WE LUNCH THE 22-23 SCHOOL YEAR. Lynn Gray: SO I THINK THE ISSUE IS MANDATORY VERSUS NOT. IS THAT BASICALLY WHAT WE'RE LOOKING AT? Addison Davis: RIGHT Jim Porter: ALSO, IT'S MANDATORY FOR NEW TEACHERS AND THIS POLICY WOULD MAKE IT MANDATORY FOR EVERYONE. THAT'S THE DISTINCTION. Jessica Vaughn: ALSO, CAN I ADD ONE OTHER THING? I WANT TO SEE IF I CAN AMEND THIS AS I MENTIONED AND I THOUGHT IT WOULD TALK ABOUT RESTORATIVE PRACTICES AND MAKING IT A TWO-PIECE MODULE. SO AS THEY'RE LEARNING THE IMPLICIT BIAS, THEY REALLY UNDERSTAND THE CONCEPT OF RESTORATIVE PRACTICE AND HOW WE'RE IMPLEMENTING TOOLS AND TECHNIQUES FROM WHAT THAT LOOKS LIKE. THE FEEDBACK I'M GETTING FROM ACTUAL CLASSROOMS IS TEACHERS ARE NOT REALLY UTILIZING IT. THEY'RE NOT REALLY EQUIPPED

018WITH THE TOOLS TO BE ABLE TO DO IT SO EVEN THOUGH IT'S IN A LOT OF OUR MATERIALS AND IT'S KIND OF THE FORWARD FACING OF OUR DISTRICT, IT'S -- THEY DON'T REALLY KNOW HOW IT WORKS AND HOW TO USE IT. Addison Davis: AND THROUGH THE CHAIR, TO THAT POINT, BECAUSE IT'S BRAND NEW. THIS TEAM JUST STARTED TO HAVE THE CONVERSATION FOR IMPLEMENTATION SO TRAINING IS GOING TO BE ONGOING WITH THAT PROCESS. THE OTHER QUESTION I HAVE FOR MANDATORY. I WANT TO MAKE CERTAIN THAT WHEN WE TALK ABOUT MANDATORY, IS IT EVERY YEAR? BECAUSE THAT MEANS WE'D HAVE TO UPDATE THE PROFESSIONAL DEVELOPMENT ANNUALLY TO BE ABLE TO MAKE SURE IT'S A -- IT'S DIFFERENT THAN THEY HAVE HISTORICALLY HAD OR IS IT EVERY THREE YEARS? OR WHEN WE DEEM NECESSARY? I THINK WE NEED

019CLARIFICATIONS SO -- Jim Porter: THAT WOULD BE UP TO THE SUPERINTENDENT TO DECIDE THE POLICIES DESIGNED -- THE TRAINING WOULD EXIST AND THEN IT'S UP TO YOU TO FIGURE OUT WHAT'S THE BEST WAY TO ROLL THAT OUT. MS. SNIVELY? Melissa Snively: THANK YOU. I JUST HAD A QUESTION ABOUT -- THANK YOU FOR ANSWERING THOSE QUESTIONS BECAUSE I WASN'T SURE WHAT WE WERE DOING -- IT WAS JUST FOR NEW TEACHERS OR FOR ALL TEACHERS, AND I WANTED TO FIND OUT WHAT THE COST IMPLICATIONS ARE AS FAR AS THE ADDITIONAL THREE HOURS OF TRAINING, THE MATERIAL THAT HAS TO BE PREPARED, THE PRE-PLANNING, IF WE DO THIS AND IMPLEMENT THIS EVERY YEAR. WHAT ARE WE TALKING ABOUT AS FAR AS EXPENSES FOR THIS AND CAN -- IS THIS WITHIN OUR BUDGETARY POSSIBILITY? Addison Davis: YES, MA'AM. I'LL

020LET MS. JACKSON ADDRESS THAT. PREPLANNING AND THEN OPENLY WE'LL BE TAKING TIME AWAY FROM TEACHERS IN THE CLASSROOMS OR ADDITIONAL PROFESSIONAL DEVELOPMENTS WE HAVE TO COVER DURING THAT SIX-PERIOD DAY. ANYTHING OUTSIDE OF THAT, IT WILL BE AN EXPENSE TO THE PROCESS AND I'LL LET MS. JACKSON SPEAK TO IT. YES. SO IF WE DID THE TRAINING OUTSIDE, RIGHT NOW, TEACHERS RECEIVE $15 PER HOUR AS THE STIPEND. THAT'S THE NEGOTIATED RATE. IF WE HAD 15,000 TEACHERS TAKE A THREE-HOUR TRAINING, SO THAT'S $45, PLUS FRIEND WHICH IS REQUIRED ON THE STIPE PUD RATE, IT'S A TOTAL OF $730,000 IS THE COST. THAT WOULD BE FOR A ONE-TIME ALL 15,000 TEACHERS AND ADMINISTRATORS TAKING THE TRAINING. WOULD THAT BE AN ANNUAL EXPENDITURE THEN? WHAT I HEARD IS THAT'S A DECISION THAT WOULD BE MADE. I DON'T -- I WOULDN'T

021PROPOSE THAT IT'S SOMETHING DONE ANNUALLY. BUT CERTAINLY THAT'S THE COST IF THAT'S THE DECISION. OKAY. BUT IF THIS IS A MANDATORY POLICY, THEN ESSENTIALLY WHAT WE'RE SAYING -- IS THAT YOUR INTENT TO HAVE AN ANNUAL TRAINING, MS. VAUGHN? Jessica Vaughn: NO. AS LONG AS IT'S EVERY FEW YEARS AND WE'RE DEFINITELY STARTING THE NEW TEACHERS AND WE'RE ABSOLUTELY DOING ADMINISTRATORS WHO ARE KIND OF GROWING AND BEING IN CHARGE OF THE SCHOOL SITE. IT DOESN'T HAVE TO BE EVERY YEAR. WE COULD START WITH TWO OR THREE YEARS AND IF IT'S HAVING AN IMPACT AND THEN REEVALUATE IT. MR. PORTER, IS THAT'S SOMETHING THAT NEEDS TO BE STIPULATED IN THE POLICY THAT IT'S NOT ANNUAL OR NEEDED? Jim Porter: THAT'S UP TO THE BOARD TO DECIDE. POLICIES ARE GENERALLY WRITTEN VERY BROADLY AND WITH THE SUPERINTENDENT TO IMPLEMENT

022IT IN A WAY THAT MAKES SENSE. IF THE BOARD WANTS TO BE SPECIFIC YOU CERTAINLY COULD. AGAIN, IF YOU LEAVE IT BROAD, IT WOULD ALLOW THE SUPERINTENDENT TO DEVELOP A PROGRAM THAT WOULD MAKE SENSE. THAT'S UP TO THE BOARD TO DECIDE IF YOU WANTED TO DO IT TO MAKE SURE THAT IT WASN'T COST PROHIBITIVE TO DO IT EVERY TWO OR THREE YEARS. YOU COULD CERTAINLY PUT THAT IN THE POLICY. Melissa Snively: JUST CONTINUING THE EXTENUATING CIRCUMSTANCES AROUND FINANCES, THAT'S MY BIGGEST CONCERN. THAT WE'RE GOING TO SPEND THREE QUARTERS OF A MILLION DOLLARS ON TRAINING AND IS THIS THE RIGHT WAY TO DO IT. I KNOW THE ARGUMENT COULD BE WHAT'S THE BEST WAY TO CONTINUE WORKING WITH STUDENTS AND MAKING SURE STUDENTS ARE -- AND OUR FACULTY UNDERSTAND WHY WE'RE DOING THIS. I UNDERSTAND THERE

023IS, YOU KNOW, UNLIMITED COST OF THAT IF YOU LOOK AT THE FUTURE OF EDUCATION. I'M JUST WONDERING IF IT'S THE RIGHT TIMING TO DO THIS RIGHT THIS MOMENT WITH OUR FINANCES THE WAY THAT THEY ARE. SO WHERE WOULD -- DO WE HAVE THE MONEY? WHERE WOULD IT COME FROM AND WOULD IT BE BETTER TO WAIT UNTIL WE'RE IN A BETTER FINANCIAL SITUATION TO SPEND THIS MONEY AND STILL ALLOW SCHOOLS, IF THEY WANT IT -- IT'S NOT THAT SCHOOLS CAN'T DO IT. RIGHT NOW IT'S JUST NOT MANDATORY. IF A SCHOOL FEELS IT WOULD BENEFIT FACULTY, THEY CAN STILL DO THAT. IT'S JUST NOT REQUIRED FOR EVERY SCHOOL TO DO IT RIGHT THIS MINUTE. SO THOSE ARE JUST SOME OF MY CONCERNS, I THINK. Lynn Gray: I THINK -- SUPERINTENDENT DAVIS WANTS TO SAY SOMETHING. Addison Davis:

024YES, MA'AM. THROUGH THE CHAIR, SO I'D SAY AT THIS PARTICULAR TIME IF THE BOARD AGREED FOR THIS IMPLEMENTATION THAT WE'D SET THIS UP FOR 22-23 SCHOOL YEAR AND BEING ABLE TO LEVERAGE PREPLANNING. THAT WAY WE ALREADY HAVE TEACHERS THERE. THERE WILL BE ADDITIONAL COST FOR THOSE NOT ABLE TO ATTEND ON THE DMRAR. SO ANYTHING OUTSIDE OF THAT, THERE WILL BE A COST OF THAT. $700,000 IS NOT INCLUSIVE OF EVERY EMPLOYEE WHICH IS AN ADDITIONAL 8,000 EMPLOYEES WE'D ALWAYS PROVIDE ONGOING PROFESSIONAL DEVELOPMENT. SO DURING SUMMER AND PREPLANNING IS THE WINDOW AND WE'D DO THIS IN A THREE-YEAR IMPLEMENTATION WINDOW AND EVERYONE AT ONCE DURING A PRE-PLANNING IN 22-23, EVERY EMPLOYEE AND THEN ANYONE THAT'S A BRAND NEW TEACHER OR ANYONE NEW TO THE SCHOOL DISTRICT AND LEADERSHIP PIPELINE, THEY'D GET THAT WITHIN THE THREE YEARS IF

025THEY WERE NOT EXPOSED TO IT DURING ACCESS AND PREPLANNING. Jim Porter: AS A POINT OF CLARIFICATION TOO, IN THE LAST TWO YEARS SINCE WE HAVE REWRITTEN THE COURSE, WE HAVE ABOUT 2,000 TEACHERS THAT COMPLETED THE COURSE WITH TEACHERS THAT ARE CURRENTLY IN PROGRESS OF COMPLETING IT THIS KIER. JUST TO SHARE THAT AS WELL. Lynn Gray: SO I BELIEVE MEMBER COMBS -- MEMBER SNIVELY, ARE YOU ALL FINISHED? GO AHEAD. Melissa Snively: JUST ONE POINT OF CLARIFICATION. I UNDERSTAND IT'S NOT NECESSARILY AN ADDITIONAL EXPENSE SO WE'RE ABSORBING THE TIME. SO WHAT ARE TEACHERS HAVING TO GIVE UP TO DO THE TRAINING NOW INSTEAD AND HOW DO TEACHERS FEEL ABOUT THAT? Addison Davis: OPENLY THROUGH THE CHAIR, THEY'D HAVE TO GIVE UP PLANNING TIME. ACTUALLY NOT THEIR PLANNING TIME. ROB SAYS NO. IT WOULD BE THE TIME THAT

026PRINCIPALS HAVE DURING PREPLANNING, SO THAT WOULD BE, YOU KNOW, GOING OVER WHETHER IT'S ANALYTICS, SCHOOL IMPROVEMENT PROCESS, ANYTHING ARTICULATION FOR THE BEGINNING OF THE SCHOOL YEAR. WE'D HAVE TO TAKE THREE HOURS AWAY FROM THAT. WE'D HAVE TO PLAN WITH PREPLANNING, PROFESSIONAL DEVELOPMENT SERIES WITH SCHOOLS TO MAKE SURE IT'S IMPLEMENTED SO IT DEFINITELY COULD BE CONCERNING FOR TIME. Melissa Snively: THANK YOU. Lynn Gray: THANK YOU, MEMBER SNIVELY. MEMBER VAUGHN, YOU WANTED TO SAY SOMETHING AND THEN MEMBER COMBS? Jessica Vaughn: I GUESS I HAD A FEW QUESTIONS. IS THERE ALREADY A SET THREE-HOUR TRAINING AND WE'RE TALKING ABOUT USING THAT? THAT'S CORRECT. Jessica Vaughn: IS THAT FROM USF OR SOMETHING YOU CREATED? THAT'S SOMETHING WE CREATED. Jessica Vaughn: IS THERE A POSSIBILITY TO HAVE A SHORTER TIME STAMP? CAN WE RECONFIGURE THAT TO BE LESS TIME? SO

027WE CERTAINLY CAN CONSIDER IT. RIGHT NOW THE ACTUAL TRAINING TIME IS TWO HOURS AND 30 MINUTES AND THEN 30 MINUTES SET ASIDE FOR AN IMPLEMENTATION PLAN BECAUSE THAT'S AN ESSENTIAL PART OF TRAINING. HOW ARE YOU GOING TO USE INFORMATION YOU LEARNED. IF IT'S LESS THAN THREE HOURS TEACHERS DON'T GET CREDIT FOR RECERTIFICATION. WE FEEL THE THREE-HOUR MARK WILL BE IMPORTANT FOR TEACHERS. WANTED TO ADD THAT. AS ANOTHER POINT OF CLARIFICATION, THAT'S JUST FOR THE IMPLICIT BIAS. TO MEMBER VAUGHN'S POINT IF WE'RE GOING TO ADD THE RESTORATIVE PRACTICES THAT'S AN ADDITIONAL TIME. Jessica Vaughn: AM I ABLE TO LOOK AND SEE THAT AND MAYBE RECONFIGURE THAT TO PUT THE RESTORATIVE ALONG WITH THAT AND REDO THAT. WHAT'S THAT LOOK LIKE. WHAT'S THE COST OF THAT LOOK LIKE AS WELL. AND THEN HOW DOES THE UNION FEEL

028ABOUT THAT ABOUT CREATING THAT -- I MEAN, I THINK THAT'S IMPORTANT AS WELL. I THINK THROUGH THE CHAIR, AS LONG AS WE DON'T TAKE THE TIME CARVED OUT IN THE COLLECTIVE BARGAINING AGREEMENT, I THINK THEY'RE GOOD. IS THAT CORRECT? (OFF MICROPHONE). Addison Davis: YOU WANT TO COME UP HERE? SORRY. THIS IS THE ELPRESIDENTE. MR. ROB CRIETE WHO IS -- GO HERE, SIR. RIGHT HERE. Lynn Gray: SHOWING YOUR AGE. I'M ON MUTE? GOOD MORNING. Lynn Gray: IS IT ALIVE? OKAY. GOOD MORNING. GOOD MORNING, EVERYONE. SO OUR TEACHERS ARE NOT AGAINST HAVING THESE TRAININGS. AS A MATTER OF FACT THEY WANT MORE TRAINING THAT THEY CAN ACTUALLY PUT TO WORK WITH -- IN THE CLASSROOM WITH THEIR KIDS. WE'RE CONFIDENT THAT MS. JACKSON COULD PUT TOGETHER SOMETHING THE TEACHERS CAN SINK THEIR TEETH INTO AND USE. WE'RE

029LOOKING FOR THE BEST ROUTE TO HAVE OUR TEACHERS GET THIS TRAINING. THERE ARE MANY DIFFERENT WAYS. IF WARE GOING TO LOOK AT PREPLANNING TIME THE CONTRACT SAYS THAT TEACHERS GET 21 HOURS TO PLAN FOR THEIR SCHOOL YEAR, PREPARE CLASSROOM, GET READY. THE OTHER HOURS WE HAVE ARE UP TO ADMINISTRATORS AND THE DISTRICT TO FIGURE OUT WHAT DO OUR TEACHERS NEED THE MOST DURING THAT TIME. IF WE AGREE THAT THIS IS ONE OF THE MOST IMPORTANT THINGS TEACHERS NEED, LET'S USE THAT PREPLANNING TIME TO IMPLEMENT THIS THREE-HOUR TRAINING. NOW IF WE THINK IT'S MORE IMPORTANT TO DO BEFORE WE EVEN GET TO PRE-PLANNING NEXT YEAR, WE STILL HAVE CONTRACTUAL TIME TO MAKE THAT HAPPEN. EVERY SCHOOL HAS THEIR FACULTY MEETING EVERY TUESDAY. TODAY IS FACULTY MEETING DAY ACROSS OUR DISTRICT. IF OUR ADMINISTRATORS FEEL THIS IS

030IMPORTANT ENOUGH, THEY CAN SEGMENT OUT DIFFERENT SECTIONS OF THEIR FACULTY MEETINGS EACH AND EVERY TUESDAY TO REACH THE HOWEVER MANY HOURS THIS TRAINING WILL BE SO OUR TEACHERS ARE TRAINED. ADDITIONALLY, WE HAVE EARLY RELEASE DAY. ONE OF WHICH IS SAVED FOR AN HOUR FOR THESE TRAININGS AND THINGS OF THIS NATURE. OFTEN WE'RE USING IT FOR PLCs AND COLLABORATIVE WORK WITH OUR GRADE LEVEL TEACHERS TOGETHER, BUT IF WE THINK THIS IS IMPORTANT, WE SHOULD USE THOSE MONDAYS SO THAT WAY WE HAVE ONE MONDAY A MONTH TO IMPLEMENT THIS TRAINING AND USE THE NEXT THREE OR FOUR MONTHS TO GET IT DELIVERED TO TEACHERS. THERE ARE DIFFERENT ROUTES TO GET THERE THAT ARE NOT NECESSARILY SO COSTLY IF YOU WANT TO LOOK AT IT IN THE BUBBLE OF TEACHERS DOING IT OUTSIDE OF THEIR HOURS. WE NEED

031TO BE CONSCIOUS THAT TEACHERS' PLATES ARE VERY FULL RIGHT NOW. AS FULL AS THEY'VE EVER BEEN IN THE HISTORY OF PUBLIC EDUCATION. SO LET'S BE SENSITIVE TO THAT OF THE PLAN GOING FORWARD WHICH IS SOMETHING THAT I AGREE IS HIGHLY NEEDED IN TODAY'S WORLD AND FOR OUR TEACHERS. ARE THERE QUESTIONS FOR ME? Lynn Gray: I HAVE -- OH, AM I RECOGNIZED? YEAH. I HAVE A FEW POINTS RIGHT NOW BECAUSE I'M GETTING NERVOUS. FIRST OF ALL, I DON'T LIKE THE WORD MANDATORY WHEN IT COMES TO OUR TEACHERS, BUT THE TEACHERS ARE OVERLOADED. I ALSO DON'T LIKE THE FACT THAT WE ALREADY HAVE SOMETHING IN PLACE, AND WHY ARE WE MAKING WHAT WE -- NEEDS TO BE DONE. YOU KNOW IT'S VERY IMPORTANT. BUT ARE WE FORCING TEACHERS WHO MAY NOT AGREE WITH IMPLICIT -- I MEAN,

032I'M JUST SAYING. WHENEVER YOU FORCE PEOPLE TO SAY YOU MUST, THEY MIGHT DOUBLE DOWN AND ACTUALLY GO THE OPPOSITE WAY. SO MANDATORY FOR TEACHERS, MANDATORY THE ACTUAL WORD, WE HAVE TO BE CAREFUL IN POLICY AND SUPERINTENDENT DAVIS, YOU HAVE BEEN VERY GRATUITOUS. I MEAN, YOU'RE GRACIOUS IN YOUR ACCOMMODATE WHICH IS A GOOD THING. AND, ROB, YOU'RE DOING IT ALSO. MR. CRETE. I PERSONALLY AS AN EDUCATOR DON'T WANT TO BE TOLD I MUST HAVE THIS. COST WISE, I UNDERSTAND, AND THAT'S A GOOD POINT, MEMBER SNIVELY. RESTORATIVE PRACTICES, EVERY YEAR, WE MODIFY, ADD RESTORATIVE PRACTICES. HOW CAN WE PUT RESTORATIVE PRACTICES WHEN WE KNOW THE SEVEN MINDSETS, THE PBIS, THE HOUSE ACADEMY, ALL THESE PROGRAMS, THEY'RE GOING TO CHANGE. SO YOU HAVE TO BE CAREFUL WITH THOSE WORDS IN A POLICY, AND IT HAS TO BE TO

033YOUR POINT, MR. PORTER, IT SHOULD BE -- I DON'T WANT TO SAY VAGUE BUT IT SHOULD BE BROAD. WHENEVER YOU START SAYING MANDATORY, THAT ENDS THE BROADNESS. WHENEVER YOU USE STRIPTERS LIKE RESTORATIVE PRACTICE, THAT ENDS THE BROAD AND I LOOK FORWARD TO HEARING FROM THE REST OF THE BOARD MEMBERS. MR. PORTER, WE'LL RECOGNIZE YOU. Jim Porter: I THINK MS. VAUGHN IS NEXT. Jessica Vaughn: THANK YOU. I HEAR THE CONCERNS AS FAR AS PRICE IS CONCERNED, HOW WE'RE GOING TO IMPLEMENT IT. I HEAR YOUR CONCERNS, MEMBER GRAY, ABOUT MANDATORY, BUT I WANT TO SAY THAT, NUMBER ONE, IF THERE IS A DISCONNECT BETWEEN OUR AWARD WINNING EQUITY POLICY. IF OUR ENTIRE STRATEGIC PLAN IS LADEN WITH INFORMATION TO CONNECT TO THESE TWO THINGS. IF IT'S IN OUR STUDENT CODE OF CONDUCT. IF EVERYTHING COMING OUT OF

034THE DISTRICT IS AIMED TOWARDS MAKE CHURG THAT WE'RE FOCUSING ON EQUITY AND EQUALITY AND GIVING OUR TEACHERS AND STAFF MEMBERS THE TOOLS THEY NEED TO SUPPORT WHAT'S COMING OUT OF OUR DISTRICT POLICY AND STRATEGIC PLAN, THIS SHOULD BE A PRIORITY WHEN WE'RE TALKING ABOUT THINGS. IF WE LOOKED UP THE PRESENTATION WE GOT IN OUR LAST WORKSHOP FROM SHAY MCCRAY TALKING ABOUT WHAT HELPS PULL OUR SCHOOLS AND FAILING SCHOOLS WHICH WE CONSTANTLY TALK ABOUT AS A PRI PRIORITY UP, ONE OF THE LARGEST PIECES WAS THE RESTORATIVE PRACTICE PIECE WHICH I SAID CAN WE SURVEY WHAT WE'RE GETTING OUT OF THAT AND WHY IT'S SUCCESSFUL. AS WE TALK ABOUT THE COMMUNITY SCHOOL MODELS TO FOCUS ON OUR FAILING SCHOOLS OR ACHIEVEMENT SCHOOLS. IF YOU LOOK AT ALL THE COMMUNITY SCHOOL MODELS, IMPLICIT BIAS AND TRAINING STAFF MEMBERS

035TO SUPPORT OUR MOST MARGINALIZED STUDENTS IS AT THE CORE OF ALL OUR COMMUNITY SCHOOLS. SO AS WE HAVE THESE CONVERSATIONS, AND WE WORK WITH GROUPS ABOUT THE SCHOOL TO PRISON PIPELINE AND TALK ABOUT THE THINGS BEING A PRIORITY, IF WE DON'T IMPLEMENT POLICIES TO SUPPORT OUR STAFF MEMBERS TO BE ABLE TO UNDERSTAND WHAT THIS LOOKS LIKE AND ACTUALLY IMPLEMENT THESE TOOL, THEN WE'RE REALLY JUST TALKING ABOUT IT AND NOT ACTING ON IT. THAT'S MY THOUGHT PROCESS BEHIND THESE POLICIES. Lynn Gray: I'M JUST AROUND THE WORDS MANDATORY AND RESTORATIVE PRACTICES. Jim Porter: MEMBER WASHINGTON IS NEXT AND MS. SNIVELY. Henry "Shake" Washington: THANK YOU. I LIKE TO SAY WHEN WE LOOK AT OUR DATA AND STATISTICS ACROSS THE BOARD AND SEE HOW MANY SUSPENSIONS WE HAVE OF STUDENTS AND YOU GO BACK AND DIG DEEP DOWN

036INSIDE ABOUT A LOT OF THIS IS IMPLICIT BIAS. A LOT OF THIS -- SOMETIMES WHEN STUDENTS COME TOO CLASSROOMS AND THEY DON'T LOOK OUR THEIR PASSPORTS HANGING DOWN. AUTOMATICALLY YOU PITCH -- LIKE SOMETHING THEY SHOULDN'T BE. AND I THINK THIS IS IMPORTANT, ESPECIALLY FOR BLACK KIDS. I MEAN, BECAUSE A LOT OF THOSE KIDS, FOR EXAMPLE. I'LL GIVE YOU A GREAT EXAMPLE. A GREAT EXAMPLE. WHEN I WAS AT PROSPECT MILITARY HIGH SCHOOL, I GOT A CALL AS A PROSPER. I WANTED TO GO THE CLASSROOM SOMETIMES TO GET THE STUDENTS OUT BECAUSE THEY NEED TO SEE ME BECAUSE I'M THE BOSS OF THE CLASSROOM. THE TEACHER SAID I WANT HIM SUSPENDED BECAUSE HE LOOKED AT ME AND HE SAID "DOG". SO I SAID, OKAY. WHAT WAS THE PROBLEM? SHE SAID IT BECAUSE HOW HE WAS LOOKING AT

037ME AND HE SAID DOG AND WHAT THE YOUNG MAN SAID. SHE TOLD HIM -- SHE SAID YOU NEED TO SIT DOWN. SO HE SAID, OKAY, DOG AND SAT DOWN. SHE WANTED HIM SUSPENDED BECAUSE SHE DID NOT UNDERSTAND THE WORD "DOG". SHOULD YOU SAY DOG TO TEACHER OR ANY PROFESSIONAL PERSON? HELL NO. YOU SHOULDN'T SAY IT. I UNDERSTAND THAT. BUT YOU HAVE TO UNDERSTAND THE CULTURE AND ENVIRONMENT THAT YOU'RE IN. DID I SUSPEND THE KID? NO. WE HAD A GREAT CONVERSATION AND I TOLD HIM, THIS IS NOT THE WAY YOU TALK TO ADULTS. SO WE HAVE TO HAVE IN THE TRAINING. HOWEVER WAY YOU WANT TO PUT IT, WE NEED TO HAVE IT. I KNOW YOU'VE DONE A GREAT JOB WITH TRAINING SO IF WE DON'T USE THE TERM MANDATORY OR WHATEVER WE USE, I WANT

038TO HAVE THE TRAINING. I'M ALL FOR THE TRAINING. OKAY? THANK YOU. Jim Porter: BEFORE MS. SNIVELY, I THINK MONICA IS DYING TO SAY SOMETHING. I WANT TO PUT MORE CONTEXT TOO. JUST SO YOU KNOW, WE ELICITED SUPPORT FROM SCHOOLS AND MS. JACKSON HAS DONE A GREAT JOB OF REACHING OUT TO THEM. SEVERAL PRINCIPALS PARTICIPATED IN THE SUMMER INSTITUTE IN A SESSION SHE LED AROUND CULTURALLY RESPONSIVE TEACHING AND THAT LED TO MORE CONVERSATION AROUND TRAINING SCHOOLS AROUND IMPLICIT BIAS. SO WE REACHED OUT TO SCHOOLS AND WE'RE STARTING WITH A COALITION OF THE WILLING TO BRING FORTH THAT MEASURE BECAUSE SOMETIMES WHEN IT'S FORCED UPON, IT BECOMES MORE COMPLIANCE VERSUS REALLY THE INTENT OF WHAT WE'RE TRYING TO ACHIEVE WITH THE TRAINING. THAT'S THE CURRENT APPROACH AND IF THE BOARD WANTS TO MOVE FORWARD IN THAT DIRECTION,

039WE'LL SUPPORT WHATEVER WE'RE TOLD. Jessica Vaughn: THANK YOU. I WANT TO GO BACK TO A COMMENT, MS. GRAY, TO TALK ABOUT A RESTART AND THE TRAINING DEVELOPED PRIOR TO ME JOINING THE DISTRICT SO YOU'RE RIGHT. THERE WAS A TRAINING UNDER THAT DIVISION AND THEN THERE WAS ALSO A DIFFERENT TRAINING UNDER P.D. AND ANOTHER TRAINING UNDER THE PRINCIPAL PIPELINE. SO THE RESTART -- I IMMEDIATELY REALIZED, THAT CAN BE PROBLEMATIC BECAUSE WE HAVE DIFFERENT PEOPLE GETTING SLIGHTLY DIFFERENT VERSIONS AND WE NEED A COMMON LANGUAGE. THE PRINCIPALS NEED THE COMMON LANGUAGE TO SUPPORT THE STUDENTS AT SCHOOLS AND WE NEED TO MAKE SURE WE ARE NOT STEPPING ON P.D.'S TOES BECAUSE IF WE WANT PROFESSIONAL DEVELOPMENT TO TRULY CHANGE PRACTICES, AND WE DON'T WANT THIS TO BE A COMPLIANCE TRAINING. SORRY. NOT JUST CHECKING A BOX BUT WE

040WANT TO MAKE SURE THAT FOLKS ARE REFLECTING AND CONSIDERING HOW IS THIS GOING TO CHANGE THE WAY I INTERACT WITH EVEN MY COLLEAGUES. NOT JUST STUDENTS. SO ANYWAY. THEREF A RESTART REFRESH AND I FEEL REALLY CONFIDENT THAT WE ARE NOW FULLY ALIGNED SO THAT, YOU KNOW, I'M SITTING HERE CHEERING ON JUMELIA AND EVERYTHING GOING UNDER THERESA CAMPBELL AND MS. BAYS AREA IN TERMS OF THE FUTURE LEADER ACADEMY AND FUTURE LEADER PIPELINE. IT'S ALL ALIGNED. COMMON LANGUAGE AND WE'RE MOVING TOWARD THE SAME LANGUAGE. IT DIDN'T DISAPPEAR. IT WAS RESTARTED JUST LIKE YOU ASKED. Lynn Gray: THANK YOU. Jim Porter: MS. SNIVELY AND THEN MS. PEREZ IS NEXT. Melissa Snively: THANK YOU. I UNDERSTAND MR. WASHINGTON'S CONCERNS AND WANTED TO REASSURE THAT THE TRAINING DOES EXIST. IT HAS EXISTED AND IT'S BEEN IMPLEMENTED AND IT'S AVAILABLE AND

041IT'S BEING IMPLEMENTED WITH BRAND NEW TEACHERS. I THINK THE ISSUE WHICH MS. GRAY MENTIONED WAS THE MANDATORY OR COMPLIANCE ISSUE AROUND IT. I THINK THAT'S THE CONCERN I HAVE WITH MAKING IT MANDATORY OR MAKING IT COMPLIANT. I AGREE THAT THERE NEEDS TO BE MORE DIVERSITY AND CULTURAL DIVERSITY TRAINING OR CONTINUE TO HAVE CULTURAL AND DIVERSITY TRAINING, INCLUSION TRAINING. I'D LIKE TO SEE THE TRAINING. HOW DO YOU MAKE IT AVAILABLE? CAN THE PUBLIC SEEING? ESPECIALLY IF THIS MOVES FORWARD, I WANT TO MAKE SURE THE PUBLIC WITH SEE WHAT KIND OF TRAINING WE'RE TALKING ABOUT SO THEY HAVE INPUT AS WELL AS FAR AS THE CONTENT OF THE TRAINING. I'D REALLY LIKE TO SEE FROM THE TEACHERS, I WANT TO HEAR FROM THE TEACHERS ABOUT HOW DO THEY -- WHAT DO THEY THINK ABOUT THIS PARTICULAR TRAINING

042SQUAWDITIONAL TRAINING. ONE MORE THING ADDED TO THEIR PLATE. I'M CONCERNED ABOUT US OVERWHELMING THE TEACHERS AND FROM THE TEACHERS THAT HAVE APPROACHED ME ABOUT THE ADDITIONAL TRAINING, THERE IS OBVIOUSLY A LOT OF PRIORITIES WE HAVE IN THE DISTRICT AND I UNDERSTAND THE CONNECTION WE WANT TO MAKE MAKE TO THE STRATEGIC PLAN. IT'S NOT THAT WE'RE NOT DOING ANY OF THIS BUT WE SUPPORT IT. THE TRAINING THAT I HEAR MOST ABOUT WITH -- THAT TEACHERS HAVE APPROACHED ME ABOUT IS CLASSROOM MANAGEMENT IF YOU WANT TO CALL IT RESTORATIVE PRACTICES. THAT'S WHERE THEY'RE STRUGGLING THE MOST. WHERE DID DO WE HAVE, NOT TO CHANGE THE TOPIC COMPLETELY BUT WHAT DO WE HAVE IN PLACE FOR TEACHERS MANAGING THE CLASSROOM AS FAR AS CONTINUOUS PROFESSIONAL DEVELOPMENT FOR THAT, AND IS THERE A WAY THAT WE CAN SURVEY THE

043TEACHERS TO SEE WHAT DO THEY THINK IS THE MOST IMPORTANT TYPE OF TRAINING THEY SHOULD HAVE, IF WE'RE GOING TO MANDATE TRAINING OR MAKE IT COMPLIANCE TRAINING, WHAT DO THEY THINK IS GOING TO HAVE THE BIGGEST IMPACT ON THEIR CLASSROOM IF IT'S THIS OR IF IT'S RESTORATIVE PRACTICES OR CLASSROOM MANAGEMENT. I CAN LET JAMELIA TALK ABOUT IT. IF I CAN HIT PAUSE FOR A SECOND. WE NEED TO BE CAREFUL. WE'RE ON A POLICY CYCLE ABOUT A SPECIFIC POLICY. WE WANT TO MAKE SURE WE'RE FOCUSED ON THE POLICY. THIS IS THE FIRST ONE AND WE SPENT A HALF HOUR SO FAR. FOR TIME MANAGEMENT PURPOSES, IT'S A GREAT DISCUSSION BUT WE NEED TO TALK ABOUT IF WE GO FORWARD WITH THIS POLICY. WE HAVE MS. PEREZ AND MS. VAUGHN AND MS. COMBS AND THEN WE NEED

044TO COME TO A DECISION. AS FAR AS SPECIFICALLY TO THE POLICY, WE HAVE RESTORATIVE PRACTICES TRAINING. WE HAVE THREE HOURS OF THAT AS WELL. THAT'S THE IMPLICIT BIAS THREE-HOUR TRAINING. WE HAVE A RESTORATIVE OFFERING OF THREE HOURS. WE OFFER A MULTITUDE OF CLASSROOM STRATEGY AND MS. JACKSON, IF THERE IS ANYTHING YOU WANT TO ADD TO THAT. SURE. WE CAN CERTAINLY HAVE THIS CONVERSATION BECAUSE WE OFFER NUMEROUS TRAININGS AROUND SETTING EXPECTATIONS, BUILDING CULTURE, BUILDING THAT CLIMATE WITHIN YOUR CLASSROOM. WE OFFER PBIS AND CHAMPS. WE CERTAINLY HAVE THAT. THEN WE ALSO TRY TO LOOK AT THE DATA THAT COMES FROM EVALUATIONS AND OBSERVATIONS TO SUPPORT THE KINDS OF COURSES THAT WE OFFER, BECAUSE IT WAS ONE OF THE THINGS THAT YOU SAID, YOU KNOW, ARE WE LOOKING AT WHAT TEACHERS NEED. SO IF WE SEE THAT WE'RE

045NOTICING THAT IN DOMAIN 2 THAT OUR TEACHERS ARE STRUGGLING IN THOSE AREAS WE TEND TO OFFER MORE. EVERY YEAR, EVERY MONTH, THERE ARE CLASSROOM MANAGEMENT OPTIONS AVAILABLE FOR TEACHERS. Melissa Snively: IS THIS THE ONLY MANDATED TRAINING? WHAT MANDATED TRAINING DO WE HAVE IN PLACE SO FAR? DO WE MANDATE ANY TRAINING OR MOSTLY OPTIONAL AS NEEDED TRAINING FOR WHAT TEACHERS WOULD LIKE TO BE, YOU KNOW, TRAINED ON OR HAVE MORE INFORMATION ON. THE MAJORITY OF TRAININGS ARE VOLUNTARY. WE OFFERED THE BEST TRAINING SO STANDARDS TRAINING AND THOSE WERE STRONGLY ENCOURAGED BECAUSE IT GOES OVER WHAT TEACHERS ARE EXPECTED TO TEACH AND TEACHES -- TEACHERS RECEIVED A STIPEND FOR THAT. THEN WE HAVE OUR ANNUAL TRAINING REQUIREMENTS THAT ARE MANDATORY AND THOSE ARE DONE THROUGHOUT THE BEGINNING OF THE YEAR, SO SOMETIMES BETWEEN TEACHERS FIRST DAY AND

046THEN THE LAST DAY OF SEPTEMBER 30. Melissa Snively: I'M NOT TOTALLY COMFORTABLE MOVING FORWARD WITHOUT HAVING A LITTLE BIT MORE INFORMATION ABOUT THAT. BECAUSE I'D LIKE TO SEE WHAT IS ALREADY REQUIRED OF TEACHERS BEFORE MOVING ON TO ADD SOMETHING ELSE, TO MANDATE SOMETHING ELSE TO TEACHERS. THAT'S WHERE I STAND NOW. I UNDERSTAND THE IMPORTANCE BUT I'M NOT COMFORTABLE MOVING FORWARD JUST AT THIS TIME. MAYBE A LITTLE BIT MORE WORK WITH STAFF AND THE HCTA BEFORE WE MOVE FORWARD. I'M GLAD THERE IS SOMETHING IN PLACE ALREADY. I'M NOT COMFORTABLE MANDATING IT UNTIL I HAVE A LITTLE MORE INFORMATION ABOUT WHAT WE'RE ALREADY REQUIRING FOR TEACHERS TO DO AND WHAT'S AVAILABLE TO THEM. SO THANK YOU. Jim Porter: MS. PEREZ? Karen Perez: YES. THANK YOU. CAN EVERYBODY HEAR ME? Jim Porter: YES. Karen Perez: OKAY. SO WE

047ARE TALKING ABOUT STUDENTS. AND PUTTING OUR STUDENTS FIRST. SO UNDERSTANDING THAT OUR TEACHERS ARE OVERLOADED BUT WHAT ARE WE DOING TO LOOK AT THE THINGS TEACHERS ARE OVERLOADED WITH. CAN WE TAKE A LOOK AT THE OTHER THINGS AND MAYBE TAKE SOME OF THOSE THINGS OFF THE TABLE? YOU KNOW, WE'RE WITNESSING AN INCREASE OF ISSUES IN OUR SCHOOLS, ESPECIALLY WITH OUR CHILDREN AND OUR STUDENTS OF BLACK AND HISPANIC. DEMONSTRATING THE NEED FOR THIS NOT TO BE OPTIONAL, BUT FOR THIS TO BE A YEARLY TRAINING. FOR ALL THE TEACH. YOU KNOW, GIVEN THE WORLDWIDE MOVEMENT FOR EDUCATION ON DIVERSITY, EQUALITY AND INCLUSION, ESPECIALLY RIGHT NOW DURING THESE TIMES ON HOW COVID-19 HAS HIGHLIGHTED DISPARITY ISSUES IN MANY COMMUNITIES RECENTLY. OUR STUDENTS, OUR BLACK AND HISPANIC STUDENTS OF LOW INCOME ARE CONTINUOUSLY PROFILED AND TRAINING ON A YEARLY

048BASIS IS A MUST AND SHOULD NOT BE AN OPTION. YOU KNOW, AS A MEDICAL PROVIDER, WE HAVE A TREMENDOUS BURDEN ON US. ESPECIALLY DURING THE CURRENT TIME. WE HAVE MANDATORY TRAINING ON A YEARLY BASIS AND THIS, YOU KNOW, THIS TRAINING, IT REFRESHES AND REMINDS US NOT ONLY OF THE CARE THAT WE PROVIDE BUT OF THESE POINTS THAT WE MAY FORGET GIVEN THE STRESS WE FIND OURSELF UNDER. SO THE UNION HAS PROVIDED US WITH OPTIONS IN ORDER TO PROVIDE THIS VITAL TRAINING TO THIS DISTRICT, AND I SUGGEST THAT WE LOOK AT THESE OPTIONS, THAT MR. CRETE HAS JUST BROUGHT OUT TO US AND ALSO LOOK AT THE OTHER TRAININGS THAT THE -- OUR STAFF HAVE TO TAKE DURING THE YEAR AND, YOU KNOW, READDRESS THOSE TRAININGS BECAUSE THIS TRAINING FOR STUDENTS IS VITAL FOR THEM. AND,

049YOU KNOW, THEY'RE IN OUR SCHOOLS ON A DAILY BASIS MORE THAN THEY'RE AT HOME. I FEEL THAT IT'S A NEEDED TRAINING. Jim Porter: OKAY. THANK YOU. MEMBER COMBS? Nadia Combs: THANK YOU, MR. PORTER. WELL, I DEFINITELY BELIEVE THAT WE NEED THIS POLICY, BUT WHAT DOES THAT LOOK LIKE? BECAUSE I PERSONALLY -- I NEED MORE INFORMATION. LIKE, I NEED TO ACTUALLY SEE THE TRAINING AND I'D LIKE TO SEE WHAT THAT LOOKS LIKE. I'D LIKE TO SEE AN OVERLAP OF RESTORATIVE PRACTICES TO JUST PASS A POLICY THAT WE SAID WE HAVE A POLICY AND JUST TO ENACT A TRAINING FOR THREE HOURS, THAT CAN BE, LIKE, A TEACHER MIGHT SEE THAT. IT MIGHT BE NEGATIVE LIKE WE'RE DOING THREE HOURS ON IMPLICIT BIAS. WHAT ABOUT RESTORATIVE PRACTICES. I DEFINITELY THINK IT'S 100% NEEDED BUT I NEED TO

050SEE WHAT IT LOOKS LIKE BEFORE I PASS A POLICY AND WHAT THAT IMPLICIT BIAS TRAINING LOOKS LIKE. I NEED TO SEE WHAT A RESTORATIVE PRACTICE TRAINING LOOKS LIKE TOGETHER. I'D LOVE TO SEE IT PILOTED AT A SCHOOL. GET FEEDBACK FROM THE TEACHERS TO SEE, HEY, THIS REALLY HELPS ME. IT'S GOING TO HELP ME MAKE SURE THERE IS A RESTORATIVE PRACTICE AND HELPS ME REALIZE IF I HAVE BIAS AND MAKE SURE I DON'T HAVE IMPLICIT BIAS. INSTEAD OF THROWING SOMETHING THERE, WE NEED TO MAKE SURE WE'RE PRACTICAL. I KNOW TEACHERS ARE OVERLOADED SO IF WE'RE GOING TO DO A THREE-HOUR MANDATORY TRAINING IT HAS TO BE REALLY IMPACTFUL. JUST BECAUSE IF WE ALREADY HAVE A TRAINING THERE THAT DOESN'T INCLUDE RESTORATIVE PRACTICES, WHAT DOES THAT MEAN? WHAT DOES THAT LOOK LIKE? I THINK WE CAN'T PUSH

051A POLICY UNTIL WE KNOW WHAT THE TRAINING LOOKS LIKE AND DO PILOTS AND LOOK AT THAT AND GET FEEDBACK, AND THEN WE DO THAT. I FEEL LIKE IF WE'RE JUST PASSING A POLICY TO SAY WE'RE NOT DOING IMPLICIT BIAS AND THEN WE'RE DOING THIS ENTIRE DISTRICT TRAINING AND MAYBE IT'S NOT THAT EFFECTIVE OR WE HAVEN'T HAD RESTORATIVE PRACTICES ALONG WITH IT OR MAYBE FOR DIFFERENT SCHOOLS, WE MAY HAVE TO MODIFY THE TRAINING BECAUSE IT MIGHT BE DIFFERENT IN PLANT CITY VERSUS CENTRAL TAMPA OR ODESSA. THE TRAINING MAY HAVE TO BE DIFFERENT BASED ON THE SCHOOL AND AGE OF CHILDREN. THE TRAINING MIGHT BE DIFFERENT IN ELEMENTARY COMPARED TO MIDDLE COMPARED TO HIGH SCHOOL BASED ON THE NEEDS OF THOSE SCHOOLS. THE POLICY IS DEFINITELY NEEDED. I THINK IT'S IMPORTANT BUT I THINK WE NEED TO

052THINK HARD ABOUT A MANDATORY TRAINING AND WHAT THAT LOOKS LIKE ACROSS THE DISTRICT. Jim Porter: THANK YOU, MEMBER GRAY? Lynn Gray: SUPERINTENDENT, DID YOU WANT TO INSERT? Addison Davis: YES, MA'AM. THROUGH THE CHAIR, I BELIEVE THIS IS A GOOD CONVERSATION. I BELIEVE THIS TRAINING IS BENEFICIAL FOR EVERY ONE OF OUR EMPLOYEES. I DO BELIEVE WE COULD INCORPORATE RESTORATIVE PRACTICE. ALSO, I AGREE THAT THE BOARD SHOULD REALLY HAVE AN OPPORTUNITY TO DIVE DEEP INTO THIS TRAINING TO BETTER UNDERSTAND IT. AND IF THERE IS ANY ADJUSTMENTS NEEDED TO BE MADE AND ANY OTHER ELEMENTS WE NEED TO INCLUDE AND BRING IN THEN WE MAKE SOUND DECISIONS. ALSO AGREE THE FACT THAT, YOU KNOW, YOU GET ONE CHANCE TO MAKE THIS A REALITY AND TO THE POINT THEN IN THE EXAMPLE THAT, YOU KNOW, MEMBER WASHINGTON MADE, THOSE

053ARE REALITIES THAT HAPPEN IN THE CLASSROOM ALL THE TIME SO BET FOR UNDERSTANDING THE STUDENTS IN WHICH WE SERVE TO MAKE CERTAIN WE'RE REMOVING ANY LABELS AND REALLY CONCENTRATE ON BETTER UNDERSTANDING THE LEARNING. FROM MY SIDE, I'M WILLING TO CREATE HOMEWORK AND PROVIDE ACCESSIBILITY TO EACH OF YOU. IF WE WANT TO BETTER UNDERSTAND WHAT THE TRAINING IS, WHETHER WE INTERACT, GO THROUGH WITH IT, GET FEEDBACK AND MAKE A DECISION, I'M FINE AS WELL BUT I DO BELIEVE IT'S IMPORTANT. Lynn Gray: YEAH, AND THERE IS NO ONE IN THIS ROOM THAT DISAGREES THAT THIS IS CRITICAL, AND MEMBER PEREZ, THIS IS IN RESPECT FOR WHAT YOU'RE SAYING AS WELL. IT IS CRITICAL. IT'S BEEN CRITICAL MAYBE PREVIOUS YEARS AND MAYBE EVEN MORE NOW. THANK YOU, MEMBER VAUGHN, AND I THANKED YOU FOR BRINGING THIS UP. I'LL

054SAY THE ONLY DISCOMFORT I HAVE IS AGAIN MANDATORY. AND THE OTHER WORD IS RESTORATIVE PRACTICES. BUT THE BIGGER PICTURE IS, NEW BOARD MEMBERS, WITH ALL DUE RESPECT, YOU HAVE NOT BEEN INVOLVED WITH THE TRAININGS YET. YOU HAVE TO SEE WHAT WE HAVE. TO MEMBER COMBS POINT, HOW CAN WE CHANGE A POLICY WHEN YOU HAVEN'T EXPERIENCED THE ACTUAL IMPLICIT BIAS TRAINING OR THE PBIS AT USF OR THE HOUSE, THE RON CLARK, ALL THE INGREDIENTS THAT MAKE UP OR THAT WOULD ADD TO REDUCE IMPLICIT BIAS, THOSE NEED TO BE EXPERIENCED BY THE BOARD MEMBERS SO YOU KNOW. SO I CAN'T HELP BUT SAY THIS IS -- I'M NOT ARGUING ABOUT THE POLICY AT ALL, AND THANK YOU, SUPERINTENDENT DAVIS, AGAIN. THIS IS VERY GOOD AND MS. JACKSON, OF COURSE, YOU'LL DO A GOOD JOB AND I WANT

055EVERY BOARD MEMBER TO BE PART OF IT. BUT I DON'T WANT THIS WITH THE WORD MANDATORY UNTIL BOARD MEMBERS REALLY KNOW WHAT WE HAVE IN THE FIRST PLACE, AND THAT'S MY TWO CENTS. SO THE MANDATORY -- I WANT THE MANDATORY TAKEN OUT AND IF THAT'S THE CASE AND RESTORATIVE THEN I'M FINE. THAT'S WHERE I STAND. Jim Porter: MS. VAUGHN, DO YOU WANT TO WRAP THIS UP AND THEN I HAVE A COMMENT TO MOVE FORWARD. Jessica Vaughn: FIRST OF ALL, I'D LIKE TO ASK D DR. VARRERO -- VERATERATO -- I USUALLY JUST CALL HER MONICA. I NEED TO GET THAT RIGHT. DO YOU FEEL WITH IT NOT BEING MANDATORY, BECAUSE AS WE'RE STATING NOW, IT'S OPTIONAL. THE FEEDBACK I'M GETTING WITH IT BEING OPTIONAL, IT'S NOT NECESSARILY CARRIED OUT AND THERE IS INCONSISTENCIES IN THE DISTRICT.

056ALSO AS MEMBER GRAY BROUGHT IT UP, THE PEOPLE MOST RESISTANT MIGHT BE THE PEOPLE WHO NEED IT THE MOST TALKING ABOUT IMPLICIT BIAS. WE HAVE A PLETHORA OF TRAININGS THAT WE DON'T SEE THAT WE APPROVE PROVE AND DON'T ACTUALLY ENGAGE WITH. FROM MY UNDERSTANDING OF THE BOARD'S ROLE IT'S TO SET POLICIES AND THE SUPERINTENDENT IS IN CHARGE OF IMPLEMENTING THOSE. WE TRUST THE SUPERINTENDENT AND HIS STAFF AND HIS TEAM TO COME UP WITH THE BEST PLAN AND TRAINING AND WAY TO WORK WITH CTA THAT I HAVE NEVER SEEN THE BOARD BE SO INTERESTED IN MICRO MANAGING POLICIES AT THIS LEVEL BEFORE SO I'M SURPRISED AT THAT. I'D LOVE TO GET FEEDBACK FROM MONICA AS THE PERSON WHO IS IN CHARGE OF EQUITY, DIVERSITY OF WHETHER OR NOT MANDATORY WOULD BE HELPFUL IN THIS. FINALLY, I

057WANT TO UNDERSTAND, THERE IS A LAG TIME BETWEEN WHETHER WE MOVE THIS POLICY OUT OF THIS WORKSHOP AND WHETHER WE VOTE ON IT. WE'RE NOT VOTING ON IT TODAY SO MOVING IT AHEAD GIVES US TIME TO TWEAK IT BEFORE IT COMES BACK FOR A VOTE. THAT'S CLEAR, RIGHT? Jim Porter: CORRECT. LET'S -- CAN YOU ANSWER THE QUESTION? WE SPENT 50 MINUTES ON THIS AND WE HAVE MANY MORE POLICIES TO GO. IT'S VERY IMPORTANT BUT YOU ALSO HAVE MORE POLICIES. THANK YOU FOR THE QUESTION, BUT I HAVE TO SAY THAT'S REALLY AN OPINION-BASED QUESTION. YOU'RE ASKING FOR MY OPINION AND, YOU KNOW, JAMELIA AND I DISCUSSED ANY TRAINING YOU MAKE MANDATORY AND FOR SEVERAL MEMBERS' POINTS, IT COULD ACTUALLY, YOU KNOW, CREATE (INAUDIBLE) AND EVEN IF PEOPLE WOULD NORMALLY LOVE THE TRAINING AND ASK FOR THE

058TRAINING JUST BECAUSE YOU NEED TO GET PUSHBACK ON THAT. WE'RE WHAT DOING ANYWAY IS MOVING FORWARD WITH A STRONG INCURT PROCESS RIGHT NOW. -- ENCOURAGEMENT PROCESS. WE'RE REALLY ENCOURAGED BY HOW MANY FOLKS ARE DOING THAT. IT'S IN THE STRATEGIC PLAN. AND, YOU KNOW, WE WANT TO CONTINUE TO PROMOTE THAT AND SUPPORT THAT AND WE'RE HOPING THAT WITHIN THREE YEARS, ALL EMPLOYEES WILL BE TRAINED AND HOPEFULLY ALL THREE YEARS, IT WILL BE COMPLETELY VOLUNTARY. WHETHER OR NOT YOU GET TO A POINT TO SAY WE PROBABLY NEED TO MAKE THIS MANDATORY IN SOME CASES FOR SPECIFIC SITUATIONS AND, YOU KNOW, TRULY THAT'S MY PERSONAL OPINION. OF COURSE I SERVE AT THE WILL OF THE SUPERINTENDENT AND THE BOARD. SO THANK YOU. Jim Porter: SO, BOARD MEMBERS, WHAT I HEARD IS ALMOST ALL OF YOU AGREE THIS TRAINING

059IS IMPORTANT. WHETHER IT'S MANDATORY OR VOLUNTARY IS A MATTER OF DEBATE. THE POLICY IS PROBABLY SEEN POSITIVELY. SOME WANT MORE INFORMATION AND SOME NEED TO SEE WHAT THE TRAINING IS. I THINK YOU HAVE A COUPLE OPTIONS AT THIS POINT. AS MS. VAUGHN SAID, YOU DON'T VOTE ON THIS TODAY. YOU VOTE ON IT AT A PUBLIC HEARING AND BETWEEN NOW AND THAT TIME YOU COULD BE PRESENTED WITH INFORMATION YOU REQUESTED. THAT'S OPTION NUMBER ONE, MOVE IT FORWARD. OPTION TWO WOULD BE TO PUT THIS INTO THE NEXT POLICY CYCLE AND IN THE MEANTIME HAVE A FULL WORKSHOP ON THIS SO THAT IT DOESN'T TAKE UP AN ENTIRE POLICY CYCLE AND YOU CAN SEE WHAT THE TRAINING LOOKS LIKE. YOU CAN HAVE MORE INPUT FROM TEACHERS AND HAVE MORE INPUT FROM STAFF. AS I -- OR JUST KILL

060IT TODAY. THOSE ARE YOUR THREE OPTIONS. ALLOW IT TO MOVE FORWARD WITH THE UNDERSTANDING THAT YOU'RE GOING TO GET MORE INFORMATION BEFORE THE VOTE, NUMBER ONE. NUMBER TWO, CONTINUE TO THE NEXT POLICY CYCLE WHICH WILL START VERY SOON AND HAVE A FULL WORKSHOP ON THIS TO UNDERSTAND IT OR NUMBER THREE, JUST KILL IT OUTRIGHT. I THINK WE NEED SOME CONSENSUS TO MOVE FORWARD. MS. VAUGHN IS THE AUTHOR OF THIS. I'D START WITH YOU TO SEE WHAT YOUR THOUGHTS WERE. Jessica Vaughn: SO MY CONCERN IS WE HAD SOME CHALLENGES WITH THIS POLICY CYCLE, SO I DON'T WANT TO DRAG IT OUT. I'M FOR NUMBER ONE. Jim Porter: SO TAKE IT TO THE PUBLIC HEARING. MR. WASHINGTON? Henry "Shake" Washington: NUMBER TWO. Jim Porter: HAVE A WORKSHOP. MS. GRAY? Lynn Gray: I THINK THE WORKSHOP. WE CAN

061INCORPORATE A LOT MORE INTO A WORKSHOP. Melissa Snively: I'D BE AMENABLE TO A WORKSHOP TO GET ADDITIONAL FEEDBACK FROM FACULTY. Nadia Combs: NUMBER TWO AS WELL. Karen Perez: NUMBER ONE. Jim Porter: SO AGAIN, IT'S -- IT'S BASICALLY 5-2 THINK POLICY SHOULD STAY ALIVE AND TAKE IT TO THE NEXT CYCLE AND HAVE A WORKSHOP. IF THAT'S OKAY WITH EVERYONE, THEN WE'LL MOVE ON. OKAY? Lynn Gray: THANK YOU, MR. PORTER. Jim Porter: THE NEXT POLICY IS SUGGESTED BY MS. SNIVELY. THIS IS A REVISION TO 2416 RELATED TO STUDENT PRIVACY AND PARENTAL ACCESS TO INFORMATION. THIS IS AN EXISTING POLICY THAT DEALS WITH STUDENT PRIVACY. MS. SNIVELY HAS REQUESTED THAT THIS LANGUAGE BE ADDED. SO AGAIN, THIS IS POLICY 2416. THIS WOULD -- SHE IS ADDING SUBSECTION I, ANY MEDICAL INFORMATION INCLUDING BUT NOT LIMITED TO VACCINATIONS AND

062IMMUNEIATIONS AS WELL AS THE USE OF MEDICAL EQUIPMENT OR MEDICAL DEVICES. THE AFOREMENTIONED WOULD NOT APPLY TO 1,003.2 SCHOOL HEALTH ENTRY EXAMINATIONS, EXEMPTIONS DUTIES TO THE DEPARTMENT OF HEALTH. THAT'S PROPOSED BY MS. SNIVELY AND I'LL TURN IT OVER TO HER TO EXPLAIN THE REASONING BEHIND THAT. Melissa Snively: THANK YOU, MR. PORTER. THIS SIMPLY CAME ABOUT FROM THE RECENT OPT-OUT FORM THAT WAS REQUIRED PREVIOUSLY BEFORE THE MANDATE WAS TAKING PLACE. BUT IT STILL CAN APPLY IN OUR PARTICULAR SCHOOL DISTRICT FOR ANY ELECTRONIC OR PAPER FORM. ESSENTIALLY I'M CONCERNED AND I KNOW I HAVE CONSTITUENTS THAT ARE CONCERNED. WE HAVE CONSTITUENTS CONCERNED ABOUT PRIVACY. SO THERE WERE MANY PARENTS WHO WERE CONCERNED ABOUT COMPLETING A FORM ON -- WHETHER IT WAS ONLINE OR PAPER FORM WITH REGARD TO SENSITIVE MEDICAL INFORMATION. AND EVEN THOUGH -- AND THERE

063IS ONE CORRECTION -- NOT CORRECTION BUT MAYBE ALTERATION THAT I'D LIKE TO MAKE ON PART OF IT, JUST TO MAKE SURE WE'RE TALKING ABOUT MEDICAL DEVICES OR EQUIPMENT OR MASKS PARTICULARLY. THOSE ARE ALSO TERMED AS SOURCE CONTROL DEVICES ACCORDING TO LEGALLY, I THINK. Jim Porter: RIGHT. Melissa Snively: THAT'S WHAT WE'RE REALLY TALKING ABOUT. PARENTS WERE CONCERNED ABOUT GIVING THAT INFORMATION, THEIR CHOICE, PUTTING THAT INFORMATION ELECTRONICALLY TO -- NOT SURE WHERE IT WAS GOING. THEY WERE CONCERNED ABOUT WHO WOULD HAVE THAT INFORMATION. WHETHER THEIR CHILD WOULD BE TREATED DIFFERENTLY BECAUSE OF THAT INFORMATION. AND SO THIS WOULD BASICALLY PROTECT THAT INFORMATION AND WHAT CHOICE A PARENT MAKES, WHETHER OR NOT THEIR CHILD SHOULD OR SHOULD NOT BE REQUIRED TO WEAR A SOURCE CONTROL DEVICE, AKA, A MASK. SO ESSENTIALLY, YOU KNOW, IT'S JUST ENSURING THAT WE'RE

064TAKING THE INFORMATION THAT WE COLLECT FROM PARENTS VERY SERIOUSLY THAT IT REMAINS PRIVATE AND IS ONLY USED, Y USED, YOU KNOW -- USED CAREFULLY AND NOT DISTRIBUTED TO ANY THIRD PARTY OR DISTRIBUTED, YOU KNOW, NECESSARILY ACCESSIBLE TO ANYONE ACROSS THE SCHOOL DISTRICT AND TREATED AS PRIVATE INFORMATION LIKE AS ANY MEDICAL PRIVATE INFORMATION WOULD BE CONSIDERED. Jim Porter: ANY COMMENTS FROM BOARD MEMBERS? Jessica Vaughn: WOULD THIS PRECLUDE US FROM GETTING INFORMATION. LIKE PEOPLE BEING VACCINATED. WITHOUT ASKING FOR PERSONAL NAMES OR ANY IDENTIFYING INFORMATION, WOULD THIS PRECLUDE US FROM GETTING STATISTICS ON VACCINATION AND INFORMATION ABOUT OUR STUDENT BODY? Melissa Snively: THAT'S WHY IT'S FLORIDA STATUTE MENTIONED IN THERE BECAUSE THAT SPECIFICALLY ADDRESSES VACCINATION INFORMATION. Jessica Vaughn: SO THE ONLY DIFFERENCE YOU SEE WITHIN THIS POLICY WOULD BE THIRD PARTY PEOPLE WOULDN'T HAVE ACCESS TO IT? OR

065HOW DO YOU SEE THIS CHANGING WHAT WE HAVE NOW SPECIFICALLY? Melissa Snively: SO WHAT ONE OF THE CONCERNS WAS IS HOW FAR DOWN DOES THIS INFORMATION NEED TO GO INTO THE SCHOOL DISTRICT. THE CONCERNS FROM PARENTS WAS THAT IF IT GOES ALL THE WAY DOWN TO THE CLASSROOM SO ANY TEACHER COULD -- IF IT'S ED CONNECT, ANY TEACHER IS ABLE TO ACCESS IT AND PARENTS WERE NOT NECESSARILY COMFORTABLE HAVING THE INFORMATION SO READILY AVAILABLE TO PRETTY MUCH THE ENTIRE FACULTY. THEY WERE CONCERNED IF IT NEEDS TO GO TO AN ADMINISTRATOR AND STOP THERE, THAT'S FINE BUT THEY WERE NOT COMFORTABLE WITH IT GOING ALL THE WAY DOWN TO, YOU KNOW, THE CLASSROOM LEVEL. SO THAT'S WHERE THE TERM WAS. Jessica Vaughn: SO WHEN WE HAVE A LIST THAT TEACHERS GET OF STUDENTS WHO HAVE OPTED

066OUT IN MASKS SO THEY CAN WITH FIDELITY ENFORCE OR WHATEVER, ASK STUDENTS TO WEAR MASKS, WOULD THIS PRECLUDE THAT BECAUSE THEY'D BE MEDICAL DEVICES IN THE OPT OUT FORM? DOES THAT MEAN TEACHERS WOULDN'T HAVE A LIST OF STUDENTS WHO OPTED OUT AND WOULDN'T KNOW WHO HAS THE OPT OUT AND WHO DOESN'T? Addison Davis: YES, MA'AM. SO THE TEACHER IN WHICH IS IMPACTED WOULD HAVE TO HAVE ACCESSIBILITY TO THAT INFORMATION. JUST FOR INFORMATION PURPOSES. WE'D ASK THEM NOT TO SHARE THAT WITH ANY OTHER COLLEAGUE, ANY OTHER COMMUNITY MEMBER, VENDOR, OR ANYONE. THEY'D HAVE TO HAVE A LIST -- IF ADDISON DAVIS HAS A MEDICAL EXEMPTION WE'LL INFORM THE TEACHER SO DON'T THE TEACHER IS NOT CONTINUALLY BULLYING OR DISRUPTING THE LEARNING SO THE ENVIRONMENT CAN BE ONE CONDUCIVE. THE BIGGEST THING IS MAKING SURE THE INFORMATION

067DOESN'T GROW LEGS OUTSIDE OF THAT PARTICULAR CLASSROOM OR VENDORS OR ACCESSIBILITY FOR A THIRD PARTY SO THEY CAN USE THAT INFORMATION IN WAYS THAT COULD BE NOT DESIRED BY THE COMMUNITY AND BY THAT PARTICULAR FAMILY. IF I'M WRONG. Melissa Snively: WELL, HONESTLY, THE INTENT WAS NOT TO GET DOWN TO THE CLASSROOM LEVEL SO THE TEACHERS ARE NOT BEING THE MASK POLICE IN THE CLASSROOM. THE TEACHERS ALREADY HAVE ENOUGH ON THEIR PLATES TO BE INSTRUCTIONAL LEADERS IN THEIR CLASSROOMS, AND SO I KNOW THE CHALLENGE WOULD BE THAT IF THEY DON'T HAVE THAT INFORMATION, THEY'RE NOT NECESSARILY GOING TO KNOW BUT I ALSO DON'T BELIEVE THAT TEACHERS NECESSARILY NEED TO BE ENFORCERS OF MASKS OR NOT IN THE CLASSROOM. THAT'S MY OPINION. THAT WAS THE INTENT BEHIND THIS BECAUSE TEACHERS SHOULD NOT HAVE TO BE THE MASK

068POLICE. TEACHERS SHOULD BE THE INSTRUCTIONAL LEADERS IN THEIR CLASSROOM. WE CAN HAVE, YOU KNOW -- WE CAN DELIBERATE OVER THIS. Jim Porter: MS. COMBS? Nadia Combs: YEAH. I GUESS I DIDN'T GET A REALLY CLEAR ANSWER, YOU KNOW, IF YOU COULD KIND OF GO BACK, SUPERINTENDENT DAVIS. BUT MY THOUGHT PROCESS IS, YOU KNOW, IN A HIGH SCHOOL YOU CAN'T BE A MASK POLICE BUT IF YOU SENT YOUR SECOND GRADE CHILD BECAUSE YOU'RE WORRIED ABOUT GETTING COVID AND MAYBE YOU HAVE YOUR SPOUSE WHO IS IN CHEMO OR SOMETHING LIKE THAT, YOU'RE HOPING THAT CHILD WILL BE WEARING A MASK AND HOPEFULLY THE TEACHER REMINDS THEM OF THAT. SO I THINK THIS KIND OF OPENS UP A CAN OF WORMS THAT DOESN'T ALLOW ANY KIND OF, YOU KNOW, AT A HIGH SCHOOL LEVEL, THAT'S ONE THING. BUT WHEN

069YOU SEE ELEMENTARY CHILDREN WHOSE PARENTS WANT THEIR CHILD TO WEAR A MASK AND EVEN AS WE GO TO THE MEDICAL OPT OUT WHICH WE'LL PROBABLY DID DO IN THE NEAR FUTURE WHERE PARENTS CAN OPT OUT WITHOUT A MEDICAL REASON, I THINK IT'S IMPORTANT FOR THE TEACHERS TO SEE WHO IS SUPPOSED TO WEAR A MASK AND WHO ISN'T FOR THE YOUNGER LEVEL BECAUSE I THINK PARENTS ARE HOPING. NOT THAT YOU'LL BE MASK POLICE BUT IF YOU'RE SITTING WITH THE SAME 25 CHILDREN ALL DAY LONG AND YOU KNOW THAT PARENTS FEEL STRONGLY THEY SHOULD BE WEARING A MASK, SOMETIMES YOU NEED TO KNOW IF THE CHILD IS NOT WEARING A MASK ALL DAY. I THINK THIS IS NOT GOING TO BE A POSITIVE THING FOR OUR DISTRICT. SO I WOULD BE AGAINST ADDING THAT POLICY. Jim Porter:

070THANK YOU. Lynn Gray: LET MEMBER SNIVELY -- SHE WANTS TO REPLY BECAUSE I'M GETTING A LITTLE CONFUSED. Melissa Snively: I UNDERSTAND THERE IS A CHALLENGE WITH IT BECAUSE ESPECIALLY WITH ELEMENTARY SCHOOL STUDENTS. I WILL SAY I HAVE SEEN PHOTOS. I HAVE SEEN PHOTOS ON SOCIAL MEDIA OF TEACHERS AND OTHER ADULTS BULLYING STUDENTS IN THE CLASSROOM BECAUSE THEY'RE NOT WEARING A MASK. THEY'RE BEING TREATED DIFFERENTLY BECAUSE THEY'RE NOT WEARING MASKS. THAT MIGHT BE A SEPARATE ISSUE BUT THE FACT OF THE MATTER IS IT SHOULDN'T MATTER AT THIS -- THIS WAS PRIOR TO THE MANDATE OF COURSE. IT MIGHT BE AFTER OUR MANDATE EXPIRES BUT WHAT TENDS TO HAPPEN IS THAT UNFORTUNATELY CHILDREN ARE BEING TREATED DIFFERENTLY IN THE CLASSROOM BECAUSE OF WHETHER THEIR PARENT OPTED IN OR OUT OF MASKS. PARENTS WILL NOT FILL OUT THE

071FORM TO OPT OUT EVEN THOUGH THERE PROBABLY WERE A MUCH LARGER AMOUNT OF PARENTS WHO WOULD HAVE OPTED OUT BEFORE THE MANDATE. THERE ARE A LOT OF PARENTS WHO WON'T FILL OUT THE FORM BECAUSE THEY'RE AFRAID OF WHERE THE INFORMATION IS GOING AND THEIR CHILD WILL BE TREATED DIFFERENTLY BECAUSE OF THAT INFORMATION. THAT'S THE CHALLENGE I'M TRYING TO OVERCOME WITH THIS PARTICULAR POLICY. WHEN RIGHT NOW IT'S NOT AN ISSUE NECESSARILY BECAUSE WE HAVE A MASK MANDATE. BUT WHEN THIS MASK MANDATE EXPIRES AND THERE IS STILL SOMETHING OUT THERE, YOU'LL HAVE PARENTS CONCERNED ABOUT FILLING OUT THE FORM BECAUSE THEY DON'T KNOW WHERE THE INFORMATION IS GOING AND THEY'RE AFRAID. EITHER WE DO SOMETHING LIKE THIS OR DO SOME OTHER REASSURANCE THAT, ONE, THE INFORMATION SECURE. AND TWO, THEIR CHILDREN ARE NOT BEING TO BE TREATED

072-- GOING TO BE TREATED DIFFERENTLY. Jim Porter: SUPERINTENDENT? Addison Davis: THANK YOU. I DON'T DISAGREE RELATED TO PRIOR TO THE MASK IMPLEMENTATION. THERE WAS A PERCENTAGE OF -- I DON'T KNOW THE ACTUAL PERCENTAGE BUT I KNOW WE PRESENTED THE BOARD, 15% OF OUR STUDENTS, OUR PARENTS, COMPLETED THE OPT OUT FORM. WE KNOW MORE STUDENTS DID NOT COMPLETE THAT. I DID RECEIVE COMMUNICATIONS THROUGH PRINCIPALS AND E-MAIL WHERE PARENTS SAID THEY DIDN'T HAVE ANY ASPIRATIONS TO FILL OUT BECAUSE THAT WAS A VALID CONCERN. SO I THINK ABOUT TRANSITIONING, IF, YOU KNOW, AS WE TRANSITION OUT OF MASKS, WHATEVER THAT MAY BE, THERE HAS TO BE AN ASSURANCE THAT WE ARE GETTING TO THE POINT WHERE WE ARE NOT IMPLEMENTING, YOU KNOW, TEACHERS BEING THE MASK POLICE PER THE CONVERSATION THIS MORNING. AND THAT WE'RE VERY DELICATE ABOUT

073WHO TRANSITIONS TO THE CLASSROOM. I THINK THERE IS A BALANCE KNOWING WHO IS OCCUPANTED IN AND OUT -- OPTED IN AND OUT AND ADMINISTRATION WILL HAVE THAT AVAILABLE. Lynn Gray: LET'S HEAR FROM THE REST OF THEM. I'LL SAY SOMETHING AT THE END. Henry "Shake" Washington: I HAD A QUICK QUESTION. SO WHO -- HOW WOULD A TEACHER KNOW IF THE KID IS NOT SUPPOSED TO WEAR A MASK? I'M JUST SAYING -- I MEAN -- HOW WOULD SHE KNOW? Melissa Snively: THIS WOULD NOT NECESSARILY PRECLUDE IT FROM GOING DOWN TO THE CLASSROOM LEVEL. I THINK AS MR. SUPERINTENDENT DAVIS MENTIONED BEFORE, IT'S MAKING SURE IT DOESN'T LEAVE THE CLASSROOM. IT DOESN'T NECESSARILY GET COMMUNICATED TO OTHER STUDENTS IN THE CLASSROOM. SO WE NEED REASSURANCES FROM THE DISTRICT THAT'S AS FAR AS IT WOULD GO. PARENTS ARE STILL

074GOING TO PROBABLY HAVE SOME HEARTBURN OVER THAT, BUT I THINK IF THEY'RE REASSURED BY THIS POLICY THAT INFORMATION IS NOT GOING ANYWHERE OUTSIDE OF THAT TEACHER'S CLASSROOM AND THAT IT'S NOT GOING TO BE SHARED WITH OTHER STUDENTS IN THE CLASSROOM OR OUTSIDE THE CLASSROOM, I THINK THAT WOULD REASSURE PARENTS THAT INFORMATION IS STAYING PRIVATE. Addison Davis: THROUGH THE CHAIR, WE WOULD AGREE TO MAKE CERTAIN THAT ONLY THAT CLASSROOM TEACHER THAT INTERACTS WITH THE LEARNER HAS THE INFORMATION READILY AVAILABLE TO MAKE SURE THE PARENTS' CHOICE ARE BEING WISHED OR DESIRED AND WE DON'T ALLOW THE INFORMATION TO TRANSPIRE FROM ONE CLASSROOM TO THE NEXT. ONE EMPLOYEE TO THE NEXT OR OUTSIDE OF THE SCHOOLS AS WELL. Jim Porter: SO, MR. SUPERINTENDENT AND MS. SNIVELY, WOULD IT MAKE SENSE TO HAVE THE SUPERINTENDENT SET ASIDE THE POLICY

075BECAUSE IT'S SITUATIONAL DEALING WITH COVID AND HAVE THE SUPERINTENDENT DEVELOP PROCEDURES BASED ON WHAT HE IS SAYING TODAY? WOULD THAT NEGATE THE NEED FOR A POLICY? Melissa Snively: POTENTIALLY COULD. WE HAVE A LITTLE BIT OF TIME. WE DON'T HAVE A LOT OF TIME BECAUSE WE DON'T KNOW HOW LONG THE MASK MANDATE WILL LAST IN OUR SCHOOL DISTRICT. SO IF WE GO BACK TO THE OPT OUT FORM FOR PARENTS TO FILL OUT AND COMPLETE AND SUBMIT, I WANT TO MAKE SURE THAT THEY ARE REASSURED THAT INFORMATION STAYS PRIVATE. Jim Porter: SOMETHING TO THINK ABOUT. WE HAVE MEMBER VAUGHN, MEMBER PEREZ, MS. GRAY AND THEN WE PROBABLY NEED TO WRAP THIS ONE UP AS WELL. MS. VAUGHN? Jessica Vaughn: THANK YOU. SO I'M STILL CONFUSED ABOUT THE WORDING OF THIS PART OF THE POLICY. I'D LIKE BEFORE

076MOVING THIS POLICY FORWARD, THIS TO BE REWRITTEN FOR A LITTLE MORE CLARITY ON WHO WOULD HAVE ACCESS TO THE INFORMATION AND WHO WOULDN'T, BECAUSE IT SOUNDS RIGHT NOW THAT IT'S UP TO INTERPRETATION AND NOT VERY CLEAR. I'M ABSOLUTELY AGAINST CLASSROOM TEACHERS NOT HAVING ACCESS TO THEIR STUDENT HEALTH RECORDS OR NOT BEING ABLE TO UNDERSTAND THAT. AS SOMEBODY WHO WORKED IN THE CLASSROOM, I KNOW HOW VITAL THAT INFORMATION IT IS TO SUPPORTING STUDENTS, KNOWING, YOU KNOW, WHAT THEY'RE ALLERGIC TO. WHAT MEDICAL DEVICES THEY NEED. WHAT SUPPORT THEY NEED SO YOU CAN BE ATTENTIVE IN THE CLASSROOM AND LIMITING THE INFORMATION. I HOPE IN GENERAL WE'D HAVE A HIPAA POLICY THAT DOES NOT ALLOW TEACHERS TO SHARE THAT INFORMATION, PERIOD. I THINK THAT'S HIPAA IN GENERAL. I UNDERSTAND YOUR CONCERN. TEACHERS OR STAFF MEMBERS SHOULD HAVE THE

077RESPECT OF KEEPING INFORMATION PRIVATE. IF WE'RE CONCERNED ABOUT BULLYING, ESPECIALLY WITH TEACHERS, THAT SHOULD BE A SEPARATE POLICY ABOUT BULLYING AND I'D LIKE TO SEE SOMETHING MORE SPECIFICALLY. I HOPE THERE IS DOCUMENTATION AND WE HAVE AN H.R. ISSUE TO ADDRESS THAT ON AN INDIVIDUAL BASIS TO ASSUME THERE IS MASK BULLYING OVER MASK WEARING IS DISC DISCONCERTING FOR ME. I'M AGAINST THE WORDING MOVING FORWARD. IF WE WERE GIVING CLARITY ABOUT POLICY OR SPECIFICALLY BULLYING, I'D BE AMENABLE TO THAT. I KNOW THERE IS A SECOND PIECE OF THIS THAT WE HAVEN'T EVEN GOTTEN TO YET SO I'LL END THERE. THANK YOU. Jim Porter: MS. PEREZ? Karen Perez: YES. HI. YES. AS MEMBER VAUGHN STATED, WE HAVE POLICIES ALREADY ON HIPAA LAWS THAT HAVE BEEN IN PLACE FOR LONG BEFORE, AND, YOU KNOW, BUT I'M GOING TO ASK

078THIS QUESTION. HOW WOULD THIS POLICY, YOU KNOW, AFFECT OUR CONTACT TRACING? THAT'S AN ISSUE BECAUSE WE WOULD NEED TO KNOW WHO WAS MANAGEED AND NOT MASKED AND ALL THAT STUFF WHEN WE PROVIDE CONTACT TRACING. WE ALREADY HAVE THINGS IN PLACE FOR THAT. THERE IS PARENTS WHO -- THERE IS PARENTS WHO ARE IN THE MIDST OF DIVORCE WHO CAN'T EVEN GET INFORMATION ON THEIR OWN CHILDREN. I THINK OUR PRIVACY LAWS ALREADY WORK FANTASTIC. SO -- BUT I'D LIKE TO KNOW HOW WOULD THIS AFFECT OUR CONTACT TRACING. YOU KNOW, WHEN WE GO TO DO THAT IF SOMEONE CAN ANSWER THAT FOR ME. Addison Davis: YES, MA'AM. THROUGH THE CHAIR, I DON'T BELIEVE IT CONNECTS TO IT AT ALL OR WILL IMPACT IT IN ANY WAY, SHAPE OR FORM. THE BIGGEST THING IS THAT, YOU KNOW, WHEN WE

079DO CONTACT TRACING WE'RE TRYING TO FIGURE OUT THE PROXIMITY AND HOW LONG AN EMPLOYEE HAS BEEN CONNECTED TO AN EMPLOYEE. THE ONLY THING THE MASK WOULD DO IS DETERMINE THE DURATION OR THE ACTUAL QUARANTINE OF IT. NOTHING RELATED TO BEING ABLE TO CAPTURE INFORMATION RELATED TO THIS POLICY. Karen Perez: BUT WOULDN'T YOU HAVE TO KNOW IF THE STUDENT WAS MASKED OR NOT MASKED OR THAT? Addison Davis: OH, YEAH, YEAH. YES, MA'AM. TO YOUR POINT, EVERY ONE OF OUR EMPLOYEES SHOULD KNOW THOSE WHO HAVE MASKS AND NOT MASKED FROM A STANDPOINT OF IN THEIR PARTICULAR CLASSROOM AND THEY'LL BE ABLE TO VISUALLY SEE THAT AS WELL. Karen Perez: YEAH, BUT ALSO, IF THERE IS A QUESTION, THERE WOULD BE THAT OPT OUT FORM IN THEIR FILE, CORRECT? AM I CORRECT? Addison Davis: YES, MA'AM. THE LEADERSHIP

080WOULD HAVE IT AND THE PARTICULAR CLASSROOM TEACHER WOULD HAVE THE INFORMATION. Karen Perez: OKAY. SO WE'D NEED TO ACCESS THAT FORM. JUST IN CASE WE HAVE ANY QUESTIONS. Addison Davis: YOU'D HAVE ACCESSIBILITY TO IT AND BE ABLE TO SEE WHO HAS MASKS IN THAT PARTICULAR SITUATION WHEN YOU START TO CONTACT TRACE. Karen Perez: OKAY. THAT WAS MY ONLY QUESTION. THANK YOU. Jim Porter: MS. GRAY, DID YOU HAVE ANY COMMENTS? Lynn Gray: I DO. FIRST, I DO BELIEVE THE INTENT OF THE REVISION IS WELL SAID. I DON'T WANT -- WE SHOULDN'T WANT, ANY OF US, WANT ANY INFORMATION TO LEAVE THE CLASSROOM WALLS THAT OTHER FOG FOLKS -- FOLKS CAN GET A HOLD OF. PRIVACY IS BECOMING A NUMBER ONE ISSUE, ACTUALLY, LACK OF PRIVACY BECAUSE OF ALL THE SOCIAL MEDIA AND INTERCOMMUNICATIONS. SO I'M ALL

081FOR MORE PRIVACY. HOWEVER, THE SUPERINTENDENT, I THINK THE ONUS IS ON YOU. I THINK THE ACTUAL PROCEDURE NEEDS TO HAVE YOU IMPLEMENT -- I DON'T WANT THE TEACHERS TO BE MASK POLICE. WE DON'T WANT THAT. THEY ALL HAVE ENOUGH ON THEIR PLATE. AT THE SAME TIME, WE DON'T WANT TEACHERS TO NOT HAVE, AS MEMBER VAUGHN SAID, THE NECESSARY PHYSICAL AND MENTAL INFORMATION ABOUT THE CHILD. I MEAN, THAT'S ALWAYS -- WE ALWAYS HAVE THESE CARDS AND THEIR FOLDERS AND WE GO THROUGH THEIR FOLDERS AND WE LOOK THROUGH ALL THE THINGS WE CAN MAKE SURE THAT WE TEACH THE BEST WAY WE CAN. I DON'T BELIEVE THE INTENT REALLY HAS GONE DOWN TO THE LEVEL THAT PERHAPS THIS DISCUSSION IS. IT'S REALLY ABOUT PRIVACY, BUT I WOULD LIKE TO SEE THE SUPERINTENDENT MAYBE PUT THIS MORE IN

082A SUCCINCT WAY AND I WANT TO HEAR WHAT MEMBER SNIVELY SAYS ABOUT THAT WHEN YOU SHARE, AND THEN WE CAN CONCLUDE. Addison Davis: YES, MA'AM. WE CAN MAKE CERTAIN WE HAVE CLEAR PROTOCOLS THAT PROTECTS THE LEARNER AND THEIR FAMILY WHEN THEY FEEL COMFORTABLE. WE'LL TRANSITION AND GET BACK TO THE OPT OUT PROTOCOL WHERE WE MANDATE MASKS AND THERE IS AN OPT OUT OPPORTUNITY, WE'LL MAKE CERTAIN THAT WE'RE CLEAR ABOUT THE STEPS WE TAKE AND LINK HIPAA POLICIES AS WELL TO MAKE SURE WE DON'T SHARE ANY INFORMATION THAT MAY HINDER AGAINST THE WISHES OF THE PARENTS. Lynn Gray: MEMBER SNIVELY? Melissa Snively: THANK YOU, MADAM CHAIR AND MR. SUPERINTENDENT. I'M WILLING TO REWORK THIS AS NECESSARY. IF IT'S NECESSARY, IF IT'S NECESSARY TO BE PUT INTO A POLICY. THIS IS THE WHAT. HE DOES THE HOW.

083I WANTED TO PUT THE WHAT INTO PLACE SO THAT IT WILL REQUIRE HIM TO DO THE HOW. OKAY? SO THAT IS WHY I FELT IT WAS IMPORTANT TO ADD THAT. Jim Porter: I THINK AS MS. SNIVELY SUGGESTED WHEN SHE INTRODUCED THE POLICY, WE WERE IN A DIFFERENT PLACE. SO IT'S -- A COUPLE POLICIES ARE GOING TO FIND BOARD MEMBERS AT TIMES OUTPACED THE INTENT OF THE POLICY. WHAT I'M HEARING IS YOU'RE WITHDRAWING THE POLICY AT THIS POINT AND YOU CAN ALWAYS BRING IT BACK IF WE FEEL WE NEED TO, IF YOU'RE NOT SATISFIED WITH THE PROTOCOLS HE PUTS IN PLACE TO PROTECT POLICY. Melissa Snively: I WOULD THINK THE MESSAGE HAS BEEN RECEIVED ON THAT. AND THEN -- BUT THE SECOND -- THERE IS A SECOND PORTION OF THAT AS WELL THAT I WANTED TO

084-- ON LINE 25 WITH REGARD TO ALLOWING THE COLLECTION, DISCLOSURE OR USE OF PERSONAL INFORMATION COLLECTED BY STUDENTS TO BE USED BY VENDORS FOR THE PURPOSE OF DATA MINING OR ANALYSIS WITHOUT WRITTEN CONSENTB OF A PARENT OR GUARDIAN. WANT TO MAKE SURE THAT ALSO CLEAR IN THE POLICY. SO THAT ONE IS PROBABLY HOPEFULLY CLEARER THAN THE LETTER I FOR SOME OF THE BOARD MEMBERS. BUT THAT IS NOT STIPULATED IN ANY POLICY AND I FEEL IT'S IMPORTANT TO DO THAT WITH THE AMOUNT OF DATA MINING THAT IS HAPPENING IN OUR SOCIETY JUST TO REASSURE STAKEHOLDERS THAT THE INFORMATION THAT IS BEING COLLECTED BY STUDENTS UNLESS WE HAVE CONTRACTUAL OBLIGATION WITH A VENDOR EVENINGIOUSLY, THAT'S A LITTLE DIFFERENT BUT GENERALLY THE INFORMATION WE COLLECT FROM STUDENTS BY -- FROM THEIR PARENTS IS PRIVATE INFORMATION AND NOT NECESSARILY

085ALLOWED FOR THE PURPOSE OF DATA MINING OR ANALYSIS UNLESS WRITTEN AUTHORIZATION. Jim Porter: ANY BOARD COMMENTS ON THAT? MS. VAUGHN? Jessica Vaughn: I WANT TO BE CLEAR WHEN IT SAYS THIRD PARTY FOR PURPOSE OF DATA MINING OR ANALYSIS. IS IT THIRD PARTY AND NOT DISTRICT ANALYSIS? Melissa Snively: CORRECT. Jessica Vaughn: IT'S SAYING NO OUTSIDE THIRD PARTY SHOULD BE ABLE TO USE OR DATA MINE THE DATA. Melissa Snively: THE DISTRICT WOULD NOT BE CONSIDERED A THIRD PARTY? Jessica Vaughn: OKAY. THANK YOU. Lynn Gray: I CONCUR. Jim Porter: OKAY. SO, BOARD MEMBERS, ON 2416 WHERE WE ARE GOING FORWARD, WE'RE DELETING A PROPOSED SECTION I. SUBSECTION I. BUT WE'RE INCLUDING EVERYTHING FROM LINE 25 TO 28 AND THEN WE'RE ALSO INCLUDING THE WRITTEN OR ELECTRONIC FORM IN LINE 7 OR 6. SO THE POLICY WILL GO FORWARD

086WITH REVISIONS. NEXT POLICY IS BY MS. SNIVELY. THIS IS A REVISION TO 2417 CONCERNING COMPREHENSIVE HEALTH EDUCATION. I KNOW THAT MS. SNIVELY WORKED WITH DEBBIE PEPE AND OTHER STAFF ON THIS. BASICALLY THIS WOULD -- LET'S SEE. IF YOU TURN TO THE POLICY, 2417. Lynn Gray: MR. PORTER, CAN WE HAVE A BREAK FIRST? THEN -- WE'LL BE RIGHT BACK AFTER THESE MESSAGES. FIVE MINUTES. OR 500 PUSH-UPS. OKAY. ALL RIGHT. Jim Porter: OKAY. WE'RE BACK IN SESSION AND WAVE GOT TO KEEP MOVING. AT THIS POINT I THINK -- DEBBIE PEPE IS HERE AND CAN BRIEFLY EXPLAIN THE POLICY AND THEN MS. SNIVELY CAN EXPLAIN WHY SHE WANTED TO DO IT AND THEN WE CAN HAVE BOARD DISCUSSION. JUST TO REFRESH THE BOARD, THIS IS A REVISION TO COMPREHENSIVE HEALTH EDUCATION PROPOSED BY MEMBER SNIVELY. MY GOSH. OH,

087OKAY. I HAVE TO DO BOTH AND CHEW GUM AND OTHER THINGS. OKAY. CAN I? OKAY. DIDN'T THE FIRST TIME. THAT'S A LOT OF TECHNOLOGY UP HERE. NOW YOU KNOW HOW OUR TEACHERS FEEL WITH EVERYTHING ELSE. GOTCHA. THIS POLICY CHANGE IS ACTUALLY COMING AT A VERY GOOD TIME, BECAUSE IN THE PAST BETWEEN THE LAST THREE AND FIVE YEARS WITH THE CDC GRANT WE USUALLY MEET WITH BOARD MEMBERS IN GENERAL OF THE CURRICULUM BECAUSE WE PUT FORWARD A ROBUST PROCESS FOR COMPREHENSIVE HEALTH EDUCATION THAT WE'RE PROUD OF. SO WITH THIS CHANGE, AND I KNOW MS. SNIVELY WILL GO THROUGH THE INCIDENT. WE HAVE MET WITH ALL THE BOARD MEMBERS. GOTTEN THEIR FEEDBACK ON THE POLICY. THE CURRENT DISTRICT POLICY ON THE NEW HOUSE BILL, AND THEN WE HAVE ALSO GONE THROUGH LESSONS AS WELL WITH THEM. SO

088I CAN SAY WHOLEHEARTEDLY EVERY SINGLE BOARD MEMBER HAS THE BEST INTEREST OF KIDS AND WANTS TO MAKE SURE WE'RE GIVING THEM A QUALITY EDUCATION THAT'S TIMELY AND BENEFICIAL AND MEETS THE NEEDS OF OUR STUDENTS, SPECIFICALLY WITH COMPREHENSIVE HEALTH. I'M VERY PROUD OF OUR MEETINGS. OUR CONVERSATIONS WITH BOARD MEMBERS. AND SO WITH THAT, OBVIOUSLY, MS. SNIVELY WAS ONE OF THOSE MEETINGS AS WELL. Jim Porter: IF YOU'D LIKE TO EXPLAIN YOUR REASONING? Melissa Snively: SURE. WELL, ORIGINALLY IT WAS, YOU KNOW, JUST TO MAKE SURE THAT WE'RE AS TRANSPARENT AS POSSIBLE BUT TURNS OUT THERE IS LEGISLATION THAT I WASN'T EVEN AWARE OF. IT WORKED OUT. BASICALLY THESE HOPEFULLY WILL ADDRESS CONCERNS FROM OUR STAKEHOLDERS THAT THEY'D LIKE TO SEE AND MAKE TRANSPARENT WHAT EXACTLY WE'RE TEACHING WHEN IT COMES TO HEALTH EDUCATION TO OUR STUDENTS. SO HOPEFULLY

089THIS WILL COMPLY WITH THE HOUSE BILL WE DISCUSSED IN OUR MEETING AS WELL AS MAKE CONTENT THE STAKEHOLDERS, PARENTS WITH CONTROLS IN PLACE OBVIOUSLY FOR YOUNGER INDIVIDUALS THAT WILL ALLOW OUR SCHOOL DISTRICT TO JUST BE MORE CLEAR ABOUT WHAT IS BEING TAUGHT IN THE CLASSROOM. SO ON LINE C, I TOOK THAT PARTICULAR ADDITION OUT BECAUSE IT SAYS THE HEALTH BENEFITS AND SIDE EFFECTS OF HEALTH CONTRACEPTIVES AND CAPDMS. I TOOK THEM OUT BECAUSE THAT'S REDEPTANT. ON LINE 20, WE DID A LITTLE, YOU KNOW, OBVIOUSLY A LITTLE TWEAKING TOGETHER SO THANK YOU SO MUCH FOR WORKING WITH ME ON THAT -- ON SOME OF THE LANGUAGE BUT BASICALLY THAT'S THE INTENT BEHIND IT. IS JUST SOME TRANSPARENCY AND ACCESS TO THE MATERIALS SO PARENTS CAN KNOW WHAT IS BEING TAUGHT AND GIVES THEM BETTER OPPORTUNITY TO, ONE,

090DECIDE WHETHER OR NOT THEY WANT IT TO BE TAUGHT TO THEIR CHILD IN THE CLASSROOM. AND TWO, GIVES THEM AN OPPORTUNITY TO HOPEFULLY HAVE CONVERSATIONS, ENCOURAGE CONVERSATIONS AROUND IT WHETHER OR NOT THEY CHOOSE TO OPT IN OR OUT OF THE CURRICULUM. THANK YOU. Jim Porter: ANY BOARD MEMBER COMMENTS? MEMBER VAUGHN OR MEMBER GRAY? Jessica Vaughn: THANK YOU. WHY WAS THE WORD CONDOM ORIGINALLY USED AS OPPOSED TO JUST LEAVING COPT RUCEPTIONS. BECAUSE IT ALSO GUARDS AGAINST DISEASE AND IT'S MORE THAN JUST A CONTRACEPTIVE OR WHY WAS IT ORIGINALLY ADDED AS A SIDE NOTE? I BELIEVE, BECAUSE I WASN'T THERE DURING THE ORIGINAL PIECE AND NEITHER WAS ASHLEY BUT I GUESS TO BE SPECIFIC IN WHAT COPT RUCEPTION WE INCLUDED WITHIN COPT RUCEPTION. BEING SPECIFIC. BUT I CAN'T ANSWER THAT. Jessica Vaughn: I DON'T SEE A REASON

091TO STRIKE OUT CONDOMS BUT I WOULD BE OKAY WITH THAT MOVING FORWARD AND NOT BEING STROKE OUT. Lynn Gray: I WANT TO THANK MS. CAPPUCI, MS. PEPE, MEMBER SNIVELY. WHENEVER WE ENGAGE WITH THIS PARTICULAR STAFF, OR ALL STAFF, EXCUSE ME, YOU ALL DO SUCH A COMPREHENSIVE JOB AND I'M PERSONALLY FAMILIAR WITH THE CURRICULUM. I WANT TO THANK YOU, AND MEMBER SNIVELY, I'M FINE WITH IT AS IT IS AND THAT'S ALL I'LL SAY ON IT. Jim Porter: THANK YOU. MS. COMBS? Nadia Combs: THANK YOU VERY MUCH. I'D ALSO LIKE TO KEEP THE WORD CONDOMS. WHEN YOU THINK OF CONTRACEPTION, YOU THINK OF DIFFERENT CO CONTRACEPTION AND I THINK IT'S IMPORTANT TO KEEP CONDOMS AS WELL. WE TALKED ABOUT DIFFERENT ASSURANCE, LOT OF CHILDREN IN HIGH SCHOOL TAKE HOPE ONLINE. I DEFINITELY WOULD LIKE TO MAKE SURE

092THAT WE HAVE IT ONLINE FOR HOPE, IF NOT, WE MOVE IT TO BIOLOGY BECAUSE WE KNOW EVERYONE HAS TO TAKE A BIOLOGY EOC. I WANT TO MAKE SURE THAT AT THAT CRITICAL AGE AT HIGH SCHOOL, THAT EVERY CHILD IS UNLESS THEY FILL OUT -- THE PARENTS FILL OUT THE OPTOUT FORM THAT EVERY CHILD IS RECEIVING THAT. I'D THINK PROBABLY 60% OF HIGH SCHOOL CHILDREN, I'D IMAGINE TAKE HOPE ONLINE. I WANT TO MAKE SURE IT'S AVAILABLE ONLINE. IN THE FUTURE I'D LIKE TO SEE IT IN THE BIOLOGY CLASS INSTEAD OF HOPE. THOSE ARE THINGS I'D LIKE TO MAKE SURE WE HAVE, YOU KNOW, AVAILABLE. THANK YOU. Jim Porter: MEMBER SNIVELY, THE ONLY ISSUE SEEMS TO BE THE CONDOM ISSUE. DO YOU HAVE ANY THOUGHTS ON THAT AS THE AUTHOR OF THIS? Melissa Snively: WELL, I CAN

093UNDERSTAND BECAUSE IT IS MORE THAN CONTRACEPTION. IT IS A PROTECTIVE DEVICE. I DON'T KNOW THAT THERE IS ANY OTHER PROTECTIVE DEVICE BESIDES A CONDOM. AS FAR AS STIs ARE CONCERNED AND THAT'S FROM OUR SURVEY, CORRECT? THAT IS AN ISSUE ARE OUR SCHOOL DISTRICT. CORRECT. Melissa Snively: I'D DEFER TO YOU ON THAT IF YOU BELIEVE THAT IT APPLIES TO THE SURVEY. THE CDC SURVEY. IF IT SHOULD BE INCLUDED OR SHOULD NOT. I DON'T KNOW THE INTENT OF THE ORIGINAL POLICY EITHER BECAUSE I WASN'T HERE. I DON'T BELIEVE I WAS HERE WHEN THEY PUT IT ON. THE WAY IT WAS WRITTEN ORIGINALLY IN THE POLICY REALLY HELPED US NARROW DOWN SOME OF THE CONTENT WHEN WE TALK TO STUDENTS ABOUT CONDOMS. I THINK I SHARED THIS BEFORE. I MEAN, THERE IS RESEARCH OUT THERE WHERE STUDENTS ARE

094USING THEM, WASHING THEM OUT AND REUSING THEM. WE WANT TO MAKE SURE -- OUR DATA SPEAKS TO THE CONDOM USES. AGAIN, IT IS A FORM OF CONTRACEPTION. THERE ARE DIFFERENT CONTRACEPTIVES. BUT IT IS THE BIGGEST BARRIER METHOD, AND A LOT OF TIMES WITH CONTRA CONTRACEPTIVES, YOU HAVE TO USE TWO IN ORDER FOR IT TO REALLY BE EFFECTIVE. SO I WON'T GO TOO MUCH MORE INTO THE EDUCATION, BUT THAT MIGHT BE WHY THE PREVIOUS POLICY WAS WRITTEN THE WAY IT IS BECAUSE IT IS MORE OF A BARRIER METHOD AND NOT JUST MY BURT CONTROL WORKS AND I CAN'T USE ANYTHING ELSE. YOU CAN GET PREGNANT STILL AND GET STDs. Melissa Snively: I'M CONCERNED THAT THEY MIGHT CONTRADICT EACH OTHER INCLUDING HIV AND AIDS IS IT CONTRADICTORY TO EACH USE THAT IN LINE C? Jim Porter: FROM

095A LEGAL PERSPECTIVE, IT'S NOT CONTRADICTORY. THEY ACCOMPLISH TWO DIFFERENT THINGS. Melissa Snively: THEN I'M FINE KEEPING IT IN THERE. Jim Porter: THE POLICY IS -- POLICY 2407 CAN GO FORWARD WITH THE UNDERSTANDING WE'LL KEEP AND CONDOMS WHICH WAS PREVIOUSLY STRUCK OUT. Melissa Snively: CAN I ALSO CLARIFY THAT'S PART OF THE CURRICULUM AS WELL SO PARENTS ARE NOT GOING OH, MY GOSH, YOU KNOW, THEY'RE PUTTING THIS INTO POLICY. IT'S ALREADY INCLUDED, THE INSTRUCTION ABOUT CONTRACEPTIONS AND PROTECTION LIKE CONDOMS ARE ALREADY IN THE CURRICULUM. THE MAIN REASON WE'RE CREATING THE POLICY IS TO MAKE SURE PARENTS KNOW WHAT IS IN THE CURRICULUM AND IT'S AVAILABLE. ORIGINALLY YOU'D HAVE TO ACTUALLY GO TO THE SCHOOL SITE TO GO ASK TO SEE WHAT THE CURRICULUM LOOKS LIKE. WE WANT TO MAKE IT EASILY ACCESSIBLE TO PARENTS SO THEY DON'T

096HAVE TO ESPECIALLY DURING COVID TRY AND GO TO A SCHOOL SITE AND LOOK AT THE CURRICULUM, LIKE PHYSICALLY LOOK AT THE CURRICULUM. IT WILL BE AVAILABLE ELECTRONICALLY TO THEM AND THAT'S PART OF THE CURRICULUM, IS PROTECTION FROM HIV, AIDS AND OTHER SEXUALLY TRANSMITTED DISEASES. Jim Porter: THANK YOU. THE NEXT POLICY -- DON'T GO ANYWHERE BECAUSE THE NEXT POLICY DRIVER IS EDUCATION PROPOSED BY BOARD MEMBER VAUGHN. THIS IS A REVISED POLICY OF POLICY 2433 DRIVERS EDUCATION. "THE SUPERINTENDENT SHALL DEVELOP PROCEDURES TO ENSURE ACCESS TO DRIVERS EDUCATION IS EQUITABLE". SO IF MS. VAUGHN WOULD LIKE TO EXPLAIN HER REASONING AND THEN WE CAN HEAR FROM OTHERS. Jessica Vaughn: THANK YOU. THIS WAS BROUGHT OUT OVER CONCERNS OVER THE SUMMER THERE WERE PARENTS IN A CERTAIN PART OF TOWN WHO DIDN'T HAVE ACCESS TO DRIVER'S ED. I KNOW

097THE SUPERINTENDENT EXPLAINED THE -- IT'S VOLUNTARY AS FAR AS RECRUITING TRAINERS AND TEACHERS FOR THAT. HOWEVER, IT DOES CREATE A DISPARITY SO I DON'T KNOW IF IT'S POSSIBLE TO ROTATE TEACHERS. THERE WERE PEOPLE IN PART OF TOWN WHO COULDN'T ACCESS IT BECAUSE THERE WERE NO LOCATIONS CLOSE TO THEM. I WANT TO MAKE SURE AS THEY HAD ASKED FOR A POLICY TO MAKE IT EQUITABLE TO MAKE SURE WE HAD EQUITY IN OFFERING DRIVER'S ED AROUND THE COUNTY. Jim Porter: MR. SUPERINTENDENT? Addison Davis: YES, SIR. THROUGH THE CHAIR. THAT'S CORRECT. THERE WAS AN AREA WE DIDN'T HAVE AN INSTRUCTOR I THINK IN THE NORTH TAMPA AREA. SO WE HAD TO WORK BACK WITH STAFF TO TRY TO FIND SOMEONE TO DO IT. IT'S VERY DIFFICULT IN THE SUMMER, ESPECIALLY AFTER COVID TO FIND ADDITIONAL TEACHERS. HISTORICALLY WE

098USUALLY HAVE TEACHERS LINING UP TO DO IT. I THINK IN THE COMPETE SITUATION THEY WERE EXHAUSTED. WE WERE ABLE TO OFFER THAT IN THE REGION. WE DID A GOOD JOB FOR EQUITY RELATED TO THE STUDENTS WHO MAY NOT HAVE THE AFFORDABILITY TO DO THAT TO DRIVER'S ED. I KNOW IT'S A $40 COST. I KNOW THAT BECAUSE MY LITTLE ONE TOOK IT. THAT'S MAINTENANCE AND GASOLINE TO BE ABLE TO INTERACT. ANY STUDENT THAT MAY HAVE ISSUES, WE HAVE HARDSHIPS AND SCHOLARSHIPS TO WAIVE THAT SO WE'LL CONTINUE TO MAKE CERTAIN WE OFFER IT, YOU KNOW, RESPO RESPONSIBLY GEOGRAPHICALLY. I THINK IT'S A GOOD MINDSET TO DO IT. ASHLEY, ANYTHING YOU WANT TO SAY? WE DID OPEN ANOTHER FACILITY. WE DID HAVE REQUESTS SO WE OPENED STRABERRY AND THAT WAS BEGGING A TEACHER TO DO IT. THAT WAS

099A NICE THANK YOU. WE HAVE WAYS TO WORK WITH STAFF BUT ON THE FLIP SIDE, WE SHARE WITH PINELLAS SOME OF THE LEASE AGREEMENTS. THEY TAKE ABOUT 100 CARS FOR THEIR SUMMER PROGRAM. WE DO THAT KIND OF SHARING, SO IT DOES TAKE FROM SOME OF OUR LOCATIONS WHERE WE NORMALLY COULD HAVE CARS AVAILABLE AND READY TO GO FOR A TEACHER. Lynn Gray: ANY BOARD MEMBER COMMENTS? Lynn Gray: I REALLY HAVE NO COMMENTS. I'D TURN MY HEAD AND LOOK AT THE SUPERINTENDENT. IF YOU'RE GOOD WITH IT, IT'S YOUR NAME, THE SUPERINTENDENT. I GUESS IT WOULD BE THE NEXT SUPERINTENDENT ALSO. IS THIS SAFE AND IS THIS DOABLE? YOU'RE THE IMPLEMENTER. Addison Davis: YES, MA'AM. THROUGH THE CHAIR, THE BIGGEST THING IS MAKING CERTAIN IF THERE IS AN ISSUE TO ARTICULATE IT. MS. VAUGHN DID THAT TO

100MAKE SURE WE HAVE ACCESSIBILITY. WE HAD TO GO RECRUIT A TEACHER. WE'LL DO EVERYTHING WE CAN TO MAKE CERTAIN WE HAVE THE INSTRUCTOR. AS LONG AS WE HAVE THE INSTRUCTOR, WE CAN OFFER IT AS MANY PLACES AS WE CAN SO STUDENTS HAVE ACCESS TO IT. Jim Porter: DO YOU HAVE ANY COMMENTS? Jessica Vaughn: YES. I REALLY APPRECIATE THE SUPERINTENDENT BEING RESPONSIVE. I WANT TO MAKE SURE FUTURE SUPERINTENDENTS AND WHEN IT COMES UP WE HAVE A POLICY. THAT'S JUST THE THING. MAKING SURE IT'S A PRIORITY GOING FORWARD. Jim Porter: WE HAVE A SUBJECT MATTER EXPERT SITTING AT THE TABLE TODAY. MR. WASHINGTON TAUGHT DRIVER'S ED. Addison Davis: WE COULD HAVE ASKED HIM TO PICK IT UP. Jim Porter: OKAY, BOARD MEMBER. THIS POLICY WILL GO FORWARD AS WRITTEN. NEXT PAUL SAFES AUTHORED BY -- POLICY WAS

101AUTHORED BY MEMBER VAUGHN. 225 ABSENCE FOR RELIGIOUS HOLIDAYS. SO THIS POLICY THAT'S IN PLACE NOW ALLOWING FOR EXCUSED ABSENCES FOR CERTAIN RELIGIOUS HOLIDAYS THAT ARE LISTED. YOMKIPPUR, GOOD FRIDAY, RAMADAN AND OTHERS. MS. VAUGHN IS SUGGESTING ADDITIONALLY THAT TWO ADDITIONAL DAYS BE CREATED THAT DON'T COUNT AS ABSENCES AT ALL. SO THAT GOES TO ALLOWING STUDENTS WHO WANT TO ACHIEVE PERFECT ATTENDANCE RECORDS OR ATTENDANCE MATTERS THAT THEY WOULDN'T HAVE AN UNEXCUSED ABSENCE. SO THE LANGUAGE DRAFTED AND I'LL ALLOW MS. VAUGHN TO EXPLAIN MORE IN DEPTH, BUT ADDITIONALLY THE SUPERINTENDENT SHALL ESTABLISH PROCEDURES TO ALLOW STUDENTS TWO FLOATING HOLIDAYS TO BE USED FOR RELIGIOUS HOLIDAYS. SUCH FLOATING HOLIDAYS SHALL NOT BE CONSIDERED ABSENCES. SO AGAIN, THE EXISTING POLICY ALLOWS EXCUSED ABSENCES. THIS WOULD CREATE TWO DAYS THAT DON'T COUNT AS ABSENCES AT ALL. I'LL TURN IT OVER TO

102MS. VAUGHN TO EXPLAIN HER REASONING. Jessica Vaughn: THANK YOU. YES, THIS POLICY WAS BRED FROM WHEN I WAS ON THE CAMPAIGN TRAIL. I MET WITH SPECIAL RELIGIOUS GROUPS WHO ARE, ONE, NOT REFLECTED. THEIR HOLIDAYS ARE NOT REFLECTED SUCH AS HINDU CULTURE. DIVALI AND OTHER CULTURES NOT REFLECTED. THEIR BIGGEST CONCERN WAS, YEAH, YOU CAN TAKE THE DAY OFF. WE APPRECIATE THAT BUT MANY OF THESE CULTURES OR RELIGIONS ARE VERY ATTACHED TO THE PERFECT ATTENDANCE AWARD AND THEY FEEL IT'S NOT FAIR THAT WE HAVE THESE EXCUSED HOLIDAYS AND PEOPLE WHO WANT TO CELEBRATE THOSE HOLIDAYS DON'T GET THEM COUNTED AGAINST THEM AND CAN STILL GET THE PERFECT ATTENDANCE AWARD WHEREAS IF THEY TAKE HOLIDAYS AND THEY ARE PENALIZED AND FEEL IT'S A RELIGIOUS PERSECUTION. THEY ASKED ME TO CHAMPION THIS POLICY BACK WHERE I WAS RUNNING. THAT'S

103WHERE THIS CAME FROM. Jim Porter: ANY BOARD COMMENTS? MS. SNIVELY? MS. GRAY? Nadia Combs: I'D BE OPEN TO ADDING HOLIDAYS BUT THIS WEEK ON MONDAY, YOU KNOW, WE WERE ON THE HISPANIC FORUM AND ONE OF THE -- FORUM AND LOT OF THINGS THAT PEOPLE ARE CONCERNED ABOUT IS THE NUMBER OF ABSENCES AND NUMBER OF DAYS THAT KIDS ARE OUT OF SCHOOL. THE NUMBER OF DAYS THEY'RE QUARANTINED. THE NUMBER OF DAYS THAT CHILDREN MISS. THE AMOUNT OF DAYS OF ABSENTEEISM. I'M AGAINST ADDING AN ADDITIONAL TWO FLOATING HOLIDAYS. I THINK IF WE WANT TO ADD ANOTHER LIST OF HOLIDAYS OR HAVE AN OPEN THING THAT SAYS "OTHER" HOLIDAY IF WE WANT TO ADD, YOU KNOW, HINDU HOLIDAYS OR OTHER HOLIDAYS AND AT THE BOTTOM OF, YOU KNOW, LETTER K OR ANY OTHER HOLIDAY DEEMED RELIGIOUS, I THINK

104THAT WOULD MAKE SURE THAT THE CHILDREN WOULD HAVE AN EXCUSED HOLIDAY BUT WOULD NOT ALLOW AN EXTRA TWO FLOATING HOLIDAYS. I THINK OUR KIDS HAVE MISSED SO MUCH SCHOOL. THE LAST THING THAT WE NEED IS TO HAVE TWO EXTRA FLOATING HOLIDAYS BECAUSE I DO THINK THAT A LOT OF FAMILIES MAY END UP USING THOSE UNNECESSARILY. SO I'D BE -- I'M JUST FOR THE POLICY BUT I WANT IT REVISED AND I DON'T WANT THE EXTRA TWO FLOATING HOLIDAYS: Jim Porter: THANK YOU. MS. SNIVELY AND THEN MS. GRAY? Melissa Snively: DITTO. Jim Porter: THANK YOU FOR YOUR PIFINESS. Lynn Gray: ACTUALLY DITTO BECAUSE THE NUMBER ONE AND THANK YOU, MEMBER COMBS. THE NUMBER ONE FACTOR TO LEAD TO STUDENT SUCCESS IS THEY MUST BE IN SCHOOL. AND THEN IF YOU'RE GOING TO PIT ONE CULTURAL GROUP AGAINST

105ANOTHER, WHO IS TO SAY, HEY, YOU DESERVE THIS FLOATING DAY AND HEY, YOU DON'T. SO YOU'RE REALLY OPENING UP A CAN OF WORMS, AND I KNOW THAT'S NOT THE BEST SAYING. SO I DEFINITELY WOULD NOT WANT ANY ADDITIONAL DAYS FOR MANY, MANY REASONS. THANK YOU. Jim Porter: I THINK MR. WASHINGTON HAS SORT OF A LOT TO SAY. Henry "Shake" Washington: DITTO. Jim Porter: THANK YOU. MS. VAUGHN? Jessica Vaughn: SO I'M UNCLEAR ABOUT WHAT THE RESERVATION IS. ARE WE SAYING THAT THESE HOLIDAYS HERE ARE ALREADY AN EXCUSED ABSENCE, THAT WE DON'T WANT TO ADD ANYTHING ADDITIONAL INTO THIS. IT DOESN'T MATTER IF THERE ARE OTHER RELIGIOUS GROUPS NOT INCLUDED. OR ARE WE SAYING YOU WANT -- HOLD ON. WE WANT TO EXPAND THIS LIST TO MAYBE ADD A FEW MORE RELIGIOUS GROUPS AND HOLIDAYS THAT ARE

106PREVALENT BUT NOT COUNT IT AS NOT AN ABSENCE. I'M CONFUSED THE HESITANCE. Jim Porter: I HEAR A CONCERN ABOUT MISSING INSTRUCTIONAL DAYS SO THAT THE -- NOT CREATING AN EXCUSED ABSENCE WOULD NOT BE SOMETHING THEY'D SUPPORT BUT THE BOARD MEMBERS SEEM TO SAY THEY'D SUPPORT EXPANDING THE RELIGIOUS HOLIDAYS LISTED AND ALSO CREATING AN OPPORTUNITY FOR OTHERS THAT MIGHT NOT BE THOUGHT OF. SO HINDU AND DWALI, FOR INSTANCE, IS A GOOD ONE. TO EXPAND THAT LIST AND THEY'D STILL BE COUNTED AS EXCUSED. Jessica Vaughn: SO LET'S SAY WE LEAVE IT OPEN TO OTHER AND EXPAND A FEW THINGS AND SAY THESE RELIGIOUS HOLIDAYS AND PUT AN OPEN OTHER, HOW IS THAT DIFFERENT THAN THE POLICY BEING PROPOSED? Jim Porter: THEY'D STILL COUNT AS EXCUSED ABSENCES. YOU'RE PROPOSING A POLICY THEY WOULDN'T COUNT AS EXCUSED AS ALL.

107Jessica Vaughn: SO THE KIDS COULD BE MISSING THE DAYS AND THAT'S OKAY. WE'RE JUST GOING TO PENALIZE THEM FOR THE PERFECT ATTENDANCE. IS THAT WHAT I'M UNDERSTANDING? IS THAT -- Jim Porter: I DON'T THINK ANYONE USED THE WORD PENALIZE. I THINK THE CONCERN WAS CRE CREATING -- CREATING A DAY THAT WOULD NOT BE COUNTED AS AN ABSENCE AS ALL. THAT'S WHAT WAS ARTICULATED. Jessica Vaughn: SO IN THAT VAIN AND BEING REFLECTIVE OF THE BOARD, I'D AMEND THIS TO EXPAND THE HOLIDAYS AND INCLUDE OTHER. Jim Porter: WE'LL ROLL THIS INTO THE NEXT CYCLE TO DO THE APPROPRIATE WORK INTO THAT AND COME BACK WITH IT. Jessica Vaughn: OKAY. Jim Porter: SO THAT POLICY WILL NOT GO FORWARD AS IS BUT THE NEXT CYCLE WITH AN AMENDED LIST OF RELIGIOUS HOLIDAYS. YES. I'M SORRY. Addison Davis: THROUGH

108THE CHAIR, I WANT TO MAKE CERTAIN WE UNDERSTAND WE HAVE 900 INSTRUCTIONAL HOURS WE HAVE TO OFFER TO CHILDREN. SO WE, YOU KNOW, IT'S SO IMPORTANT AND EVERY PARENT HAS THE OPPORTUNITY TO WRITE AN EXCUSED ABSENCE FOR THE LETTER TO THE SCHOOL. I THINK IF WE EXPAND THE OTHER ELEMENT THAT IT MAY BE CLARITY ON IT. Jim Porter: THANK YOU, MR. SUPERINTENDENT. THE NEXT ONE SHOULD BE FAIRLY STRAIGHT FORWARD. THIS IS A QUICK ONE. THIS HAS BEEN DISCUSSED AT LENGTH BY THE BOARD. YOUR CURRENT FISCAL POLICY REQUIRES A FUND BALANCE, AND I'M USING THE TERM VERY BROADLY. THERE IS -- IN THE POLICY ITSELF, THERE IS TERMS OF ART USED THAT THE BOARD MAINTAIN A FUND BALANCE OF 5%. WE HAVE NOT BEEN COMPLIANT WITH THAT FOR SEVERAL YEARS. SO THE REVISED POLICY -- THIS

109IS POLICY 6210, BOARD MEMBERS. FISCAL PLANNING. THIS WOULD REMOVE THE WORD 5% AND REQUIRE 3% FUND BALANCE WHICH IS IN LINE WITH STATE LAW. SO THE PREVIOUS POLICY WENT BEYOND AND REQUIRED A 5% FUND BALANCE BUT WE'RE NOT THERE, SO WE HAVE BEEN IN VIOLATION OF OUR OWN POLICY. THIS WOULD RECTIFY IT BY RECOGNIZING THAT 3% IS THE AMOUNT. MS. SNIVELY PROPOSED THAT. DID YOU HAVE ANYTHING TO SAY? Melissa Snively: NO. YOU NAILED IT. THANK YOU. Jim Porter: ANY COMMENTS ON THAT ONE? MR. SUPERINTENDENT? OKAY. THIS ONE WILL GO FORWARD AS WRITTEN. THE NEXT ONE, THIS IS POLICY 6320.03. APPR APPRENTICES AND BOARD MEMBERS, THIS IS ANOTHER EXAMPLE OF CIRCUMSTANCES AND TIME OUT PACING A POLICY. WHEN THIS POLICY WAS PROPOSED BY MS. GRAY, AND MS. PEREZ WAS INTERESTED, THE COUNTY AND CITY ADOPTED ORDINANCES

110DEALING WITH APPR APPRENTICES AND WE MIRRORED THAT. BETWEEN THE TIME THE COUNTY AND THE CITY ADOPTED THEIRS, THE LEGISLATURE PASSED HOUSE BILL 53 WHICH IS SIGNED INTO LAW BY THE GOVERNOR WHICH MAKES THIS PROPOSED POLICY NOT IN LINE WITH STATE LAW. WE'RE WITHDRAWING IT AT THIS POINT. WE TALKED TO OUR STAKEHOLDERS ABOUT THAT. I'M GOING TO WORK WITH THE CITY AND COUNTY TO SEE IF THERE IS SOMETHING THAT COULD BE DRAFTED THAT WOULD COMPLY WITH STATE LAW. AS IT'S WRITTEN AND PROPOSED BY MS. GRAY AND MS. PEREZ, IT'S NOT APPROPRIATE TO BRING FORWARD TODAY. WE COULD HAVE WITHDRAWN IT BUT I THOUGHT THE EXPLANATION NIDE NEEDED TO BE MADE PUBLICLY. IT WILL BE BROUGHT BACK IF POSSIBLE AND I'M COMMITTED TO WORK WITH THE CITY AND DID YOU KNOW ON THAT. THE NEXT ONE IS

111LOBBYIST ACTIVITIES. THIS IS A REVISIONS SUGGESTED BY MEMBER GRAY AND VAUGHN, 6321. BOARD MEMBERS, YOU'LL RECALL SEVERAL YEARS AGO THE DISTRICT FOR THE FIRST TIME CREATED A REGISTRY FOR LOBBYISTS. IT WAS MODELED ORIGINALLY AFTER THE COUNTY'S LOBBYIST REGIS REGISTRATION, BUT THE BOARD MEMBERS FELT IT SHOULD GO FURTHER AND REALLY MIRROR ALMOST EXACTLY THE COUNTY. WE WENT BACK AND LOOKED AT THE COUNTY'S REGULATIONS AND TOOK THE LANGUAGE FROM THE COUNTY'S LOBBYING REQUIREMENTS AND EMBEDDED IT IN YOUR POLICY. IT JUST PROVIDES FOR MORE DEFI DEFINITIONS AND GIVES A LITTLE MORE CLARITY AND SPECIFICITY ABOUT THE PROJECT. IT REQUIRES LOBBYIST TO REGISTER. THIS MAKES IT MORE CLEAR AND MORE SPECIFIC AND IS MIRRORED AFTER THE COUNTY AND THAT WAS DONE AT THE REQUEST OF CHAIR GRAY AND MEMBER VAUGHN. SO IF EITHER ONE OF YOU HAVE -- MS.

112GRAY, DID YOU WANT TO MAKE ANY COMMENTS? Lynn Gray: WELL, I JUST THOUGHT IT MAKES SENSE THAT WE DON'T WANT TO HAVE VENDOR INFLUENCES WHEN WE ARE INVOLVING OURSELVES WITH OUR OWN BUSINESS. SO THE SEPARATION AND REALLY CLEARLY I WANTED TO BE IN LINE WITH THE COUNTY COMMISSIONERS AND, YOU KNOW, IF WE'RE ALL ON THE SAME PAGE, I THINK THE DELINEATION OF OUR SCHOOL BOARD BEING INVOLVED WITH VENDORS IS CLEARLY REPLICATED NOT ONLY IN OUR OWN SCHOOL BOARD RULES OR POLICIES, BUT ALSO COUNTY COMMISSIONERS. SO THAT'S REALLY WHAT IS GOING ON ON THIS ONE. Jim Porter: THANK YOU. MS. VAUGHN, YOU ALSO REQUESTED THIS? Jessica Vaughn: THANK YOU. I THINK IN THE VAIN OF MEMBER SNIVELY'S SEX EDUCATION POLICY IT'S ALL ABOUT MAKING INFORMATION AS ACCESSIBLE TO THE PUBLIC AND BEING AS TRAINS PARENT AS

113POSSIBLE. WE HAD -- TRANSPARENT AS POSSIBLE. WE HAD SEVERAL BOARD MEETINGS WHERE CONSTITUENTS HAD SPE SPECIFIC -- SPECIFICALLY ASKED WHO BOARD MEMBERS ARE MEETING WITH AND WHAT THEY REPRESENT SO THAT, YOU KNOW, WE CAN BASICALLY REEARN TRUST WITH THE PUBLIC. THAT'S OUR GOAL. WE TALK ABOUT IT A LOT SO TO MAKE THIS INFORMATION AS ACCESSIBLE AS POSSIBLE, WHO BOARD MEMBERS ARE MEETING WITH AND WHAT THAT LOOKS LIKE, I THINK IT'S IMPERATIVE TO ENGAGING TRUST WITH THE PUBLIC. ANY COMMENTS? Melissa Snively: I HAVE A QUESTION ON LINE 37 WHERE IT TALKS ABOUT THE ANNUAL REGISTRATION FEE, WHICH APP APPARENTLY LOOKED LIKE IT WAS ALREADY IN THE PREVIOUS POLICY. Jim Porter: YES. Melissa Snively: I THINK WE SHOULD EITHER COME UP WITH A SET -- I DON'T KNOW HOW YOU'D DELINEATE BETWEEN A 50 AND 250. I

114THINK IT SHOULD BE A SET FEE. IT SHOULD BE -- OR JUST TAKE IT OUT COMPLETELY AND JUST SAY THAT THERE WILL BE A FEE BECAUSE IT COULD CHANGE ON AN ANNUAL BASIS, RIGHT? SO IT MIGHT BE 250 THIS YEAR AND 300 -- Jim Porter: THERE WAS DEBATE WHEN THIS POLICY WAS ADOPTED ORIGINALLY. WE DID A SURVEY OF WHAT OTHER DISTRICTS HAD DONE. THE BOARD WAS NOT COMFORTABLE SETTING A FEE AND I THINK THEY WANTED TO LEAVE IT TO THE SUPERINTENDENT. WE MUSURED AS FAR AS THE POLICY GOES AND IF THE BOARD WANTS TO SET A NUMBER OR TAKE IT OUT AND LEAVE IT TO THE SUPERINTENDENT, THAT'S AN OPTION AND A GOOD REVISION ACTUALLY. Lynn Gray: I AGREE. Melissa Snively: AND LEAVE IT UP FOR THE SUPERINTENDENT TO DETERMINE. THAT'S PART OF THE PROCESS,

115IS THE FEE. Jim Porter: IF THE AUTHORS WOULD AGREE, WE'D TAKE OUT --. Melissa Snively: LINE 37. OR NOT THE WHOLE LINE. Jim Porter: REVISE IT TO TAKE OUT THE DOLLAR AMOUNT. Lynn Gray: THE DOLLAR AMOUNT AND I AGREE. Jim Porter: ARE YOU OKAY WITH THAT? OKAY. THIS POLICY WILL GO FORWARD AS WRITTEN WITH A REVISION JUST ANNOUNCED. Melissa Snively: SO IT WOULD READ THE ANNUAL REGISTRATION FEE FOR LOBBYISTS SHALL BE DUE UPON REGISTRATION. Jim Porter: YEP. ANY OTHER BOARD COMMENTS ON THIS ONE? Melissa Snively: WE CHARGE $500,000 PER LOBBYIST. IS THAT THE NEW FEE? JUST KIDDING. Jim Porter: THAT'S A FISCAL PROBLEM. Lynn Gray: WE'RE LOOKING. WE'RE ALWAYS CHECKING. Jim Porter: THE NEXT POLICY COMMEMORATION (INAUDIBLE) IS WITHDRAWN. THAT WON'T BE HEARD TODAY. THE NEXT ONE WILL BE POLICY 8510, WELLNESS. THIS WAS PROPOSED

116BY MEMBER GRAY. SO AGAIN, WE'LL -- I'LL LET YOU GET TO POLICY 8510. I'LL READ THEM AND THEN TURN IT OVER TO HER TO EXPLAIN HER REASONING. SO SHE TALKED ABOUT CREATING A HEALTHY SCHOOL TEAM WHICH SHALL CREATE SCHOOL-SPECIFIC GOALS FOR NUTRITION, EDUCATION AND PHYSICAL ACTIVITIES AND OTHER ACTIVITIES TO PROMOTE WELLNESS. BE SURE THE SCHOOL IS IN COMPLIANCE WITH THE DISTRICT WELLNESS POLICY AND REVIEW BIANNUALLY AND C, ANNUALLY COMPLETE THE HILLSBOROUGH SCHOOL SURVEY. THEN TURNING THE PAGE. SHE ALSO INCLUDES ON LINE 54, IN ADDITION TO OTHER AREAS LISTED, HUMAN TRAFFICKING AND MENTAL HEALTH. AND THEN I BELIEVE THOSE ARE THE MAJOR CHANGES. I'LL TURN IT OVER TO MS. GRAY AT THIS POINT. Lynn Gray: YEAH. I'LL PROBABLY TURN IT OVER TO MY EXPERTS. THIS IS THE ACTUAL TEAM HEALTHY SCHOOL TEAM IS IN THE FLORIDA

117STATUTE 5P1.0O 32D. THE FACT IS WE -- IT'S WRITTEN IN THERE. WE JUST NEVER OFFICIATED IT. YOU CAN CALL IT WHAT YOU LIKE BUT I CALL IT A WELLNESS TEAM WHICH ENCOMPASSES MENTAL, PHYSICAL, SOCIAL EMOTIONAL, AND SCHOOL ENVIRONMENT. SO THAT'S REALLY WHAT WE'RE LOOKING AT. AND AGAIN, EVERY SCHOOL HAS A DESTINATION. THEY ALL WANT TO BE HEALTHY. SO WE'RE HOPING AND I KNOW WE ARE WITH SHANEY AND ASHLEY AND OUR SUPERINTENDENT TO MAKE THIS MORE OF AN ENTITY THAN A, YOU KNOW, JUST A FLORIDA STATUTE. YOU SHOULD. SO WE HAVE KIND OF SET IT UP AND BOARD MEMBERS, I JUST WANT TO SAY TOO ON C, ON THAT PAGE -- I MEAN, LINE 39, I DON'T KNOW WHETHER WE NEED TO HAVE THIS IN A POLICY BECAUSE AGAIN, HERE I AM SAYING, YOU KNOW, WE

118NEED TO KEEP POLICIES BROAD BUT -- SO IT SAYS ANNUALLY COMPLETE THE HILLSBOROUGH HEALTHY SCHOOLS SURVEY. THAT'S KIND OF GETTING INTO NOT BEING BROAD. SO I'M NOT GOING TO BE, YOU KNOW, I'M FINE IF YOU WANT TO DELETE THAT. THEN THE OTHER PAGE, AND YOU ALL KNOW, THAT THE GROWTH OF HUMAN TRAFFICKING IS HUGE SO I ADDED THAT TO SUBSTANCE ABUSE, NUTRITION EDUCATION, CHILD SLASH HUMAN TRAFFICKING AND MENTAL HEALTH WHICH IS SO MUCH GROWN IN THE LIFETIME OF COVID AND EVEN BEFORE THEN. SO IN A NUTSHELL -- I'LL GO AHEAD AND SHUT MY MOUTH AND SHANEY, DO YOU -- DO YOU WANT TO TALK? Jim Porter: ANY STAFF COMMENTS BEFORE WE MOVE INTO BOARD COMMENTS? THANK YOU. ACTUALLY YOU ADDRESSED IT QUITE BEAUTIFULLY. Lynn Gray: OH, GOOD. WANT TO BE IN COMPLIANCE WITH THE STATE

119STATUTE. Jim Porter: BOARD COMMENTS? MS. VAUGHN AND MS. COMBS? Nadia Combs: THE ONLY QUESTION I HAVE, CHAIR GRAY, IS WHEN YOU'RE TALKING ABOUT STRIKING OUT THE C ANNUALLY COMPLETE THE HILLSBOROUGH HEALTHY SURVEY, ABOVE THAT IT SAYS MONTHLY. BEFORE THAT IT SAYS BIANNUAL OR AT A MINIMUM BIANNUAL. WHAT DOES THAT LOOK LIKE FOR THE HEALTHY SCHOOL TEAM TO MEET MONTHLY? THERE IS A LOT GOING ON. Lynn Gray: I KNOW. WE REALLY FOUGHT ABOUT THAT BECAUSE THERE IS A LOT GOING ON, BUT YOU KNOW WHAT? THERE IS A LOT GOING ON WITH OUR MENTAL HEALTH AND PHYSICAL HEALTH. THE STUDENTS BY THIRD GRADE, IF THEIR OBESITY IS OVER -- LET'S SEE. 33%, THE CHANCES OF THEM DROPPING OUT OF SCHOOL ARE VERY HIGH. THERE ARE STATISTICS THAT WOULD RATTLE YOUR MINDS WHEN KIDS ARE NOT HEALTHY. WHAT

120HAPPENS WHEN YOU HAVE A MONTHLY MEETING, IT'S JUST LIKE A SUNSHINE CLUB. REMEMBER THAT SUNSHINE MEETINGS THAT WE HAD FOR, YOU KNOW, WHEN TEACHERS GET TOGETHER AND GIVE TO OTHERS? WE'RE GOING TO GO AHEAD FOR THIS COVID YEAR AND JUST PUT IT IN AS A -- THIS IS SUPER KIT, BUT SHARE WITH MEMBER COMBS WHAT WE'RE GOING TO DO VERSUS THE MEETING WE'RE GOING TO -- WHAT WE'D LIKE TO DO THIS YEAR IS INCORPORATE THIS MEETING AS PART OF THE REGULAR MONTHLY INSTRUCTIONAL MEETINGS AT THE SCHOOL SO IT'S NOT AN ADDITIONAL BURDEN ON THE PRINCIPALS AND THE STAFF. Nadia Combs: OKAY. I GUESS THAT WAS MY QUESTION. WHO IS ON THAT HEALTHY SCHOOL TEAM? IT'S ADMINISTRATORS? SEVERAL TEACHERS? HOW MANY INDIVIDUALS ARE ACTUALLY, YOU KNOW, HOW MANY INDIVIDUALS AT EACH SCHOOL SITE ARE PART OF

121THE TEAM? A CERTAIN NUMBER? IT'S NOT MANDATED TO BE A NUMBER. IT'S OPEN TO SCHOOL ADMINISTRATORS, PARENTS AND OTHER SCHOOL STAFF. WE'D ENCOURAGE A NUTRITION PERSON, SCHOOL NURSE, OTHER DISTRICT STAFF AT THE SCHOOL WHO WOULD HAVE A VESTED INTEREST BUT THERE IS NOT A MANDATORY AMOUNT OF PEOPLE. Lynn Gray: SO THIS YEAR, MEMBER COMBS, WE'RE GOING TO HAVE A P.E. TEACHER. WE'RE GOING TO HAVE THE NURSE OF THE SCHOOL. AND THEN WE'RE GOING TO HAVE THAT INDIVIDUAL, BE IT AN ADMINISTRATOR AND/OR A VOLUNTEER TEACHER. WE ARE VERY AWARE OF THE OVERLOAD THAT TEACHERS ARE HAVING AND CERTAINLY PRINCIPALS, SO WE DON'T WANT TO GIVE ANYMORE. I THINK WE AGREED TO 10 OR 15 MINUTES DURING THEIR STANDARD LEADERSHIP MEETINGS. HOWEVER, NOW NEXT YEAR, WHEN HOPEFULLY WE'RE BACK, I DO WANT -- WE ALREADY HAVE SET

122UP IN EVERY SCHOOL A HUMANA AMBA AMBASSADOR. THAT PERSON WOULD BE PART OF IT AS WELL. Nadia Combs: I GUESS LOOKING AT THE WELLNESS, I KNOW IT MENTIONED IT THROUGHOUT HERE IS THE MENTAL HEALTH COMPONENT. JUST RECENTLY I READ THAT IN THE LAST TWO YEARS, THE NUMBER OF SUICIDE RATES FOR TEEN GIRLS ACTUALLY DOUBLED IN THE NATION. DOUBLED. SO I REALLY WANT TO MAKE SURE AS WE TALK ABOUT WELLNESS THAT THERE IS -- IF WE'RE GOING TO ADD THAT THERE IS A REAL HEAVY EMPHASIS ON THE MENTAL HEALTH OF CHILDREN BECAUSE ANXIETY AND ALL THAT IS PROBABLY GOING TO BE THE BIGGEST ISSUE THAT OUR DISTRICT IS GOING TO FACE. Lynn Gray: THANK YOU, MEMBER COMBS AND I APPRECIATE YOUR SUPPORT. I JUST LEARNED THAT SUPERINTENDENT DAVIS'S BODY MASS IS 12%. SADLY -- I DON'T

123MIND TELLING YOU MINE BECAUSE -- MINE IS NOT EVEN GOOD. AT ANY RATE. GETTING OFF THE SUBJECT. I'M IN TROUBLE ALREADY. Jim Porter: THAT MIGHT HAVE BEEN A HIPAA VIOLATION. I'M NOT SURE. MS. VAUGHN? Lynn Gray: MS. VAUGHN, I'M SORRY. Jessica Vaughn: I HAD SIMILAR QUESTIONS WITH MEMBER COMBS AS FAR AS, YOU KNOW, CHANGING HOW OFTEN WE'RE MONITORING THIS AND AS WE TALK ABOUT TAXING OUR SCHOOL STAFF. THE NEXT ONE I HAVE QUESTIONS AND CONCERNS ABOUT IS WELLNESS, I LOVE THAT WE WANT TO BE TALKING ABOUT WELLNESS AND EDUCATING OUR STUDENTS ON THAT. BUT JUST COMING OUT OF THE JOKING CONVERSATION, I WANT TO MAKE SURE WE'RE NOT PRESENTING IT IN AN ABLEST FORMAT. THERE ARE MANY STUDENTS AND TEACHERS AND PEOPLE WHO CAN'T PARTAKE DUE TO PHYSICAL DISABILITIES. I DON'T WANT THIS TO BE

124WRAPPED AROUND OR EVEN AN EMPHASIS OF JUST PHYSICAL ACTIVITY AND TO KEEP IN MIND THE ABLEALIST AND TALKING ABOUT BMIs AND HEALTH TO MAKE SURE WE'RE NOT ENGAGING IN BODY SHAMING OR ABLEALISM SO I'D LIKE TO KNOW, YOU KNOW, MORE OF THE LINES OF WHAT THIS ACTUALLY LOOKS LIKE AS WE GET THIS POLICY TO MAKE SURE WE'RE VERY AS WORDS WERE USED IN OTHER POLICIES INTENTIONAL IN THE WAYS THAT WE PRESENT WELLNESS. Lynn Gray: IF I'M ABLE TO RESPOND REAL QUICK. THE IMPORTANCE OF OUR SPECIAL NEEDS CHILDREN IS VERY INCLUSIVE. IN FACT, WE HAVE SPECIAL OLYMPICS. WE PAY EXTREME CLOSE ATTENTION TO THEIR WELLNESS. PHYSICAL IS OF COURSE ONLY ONE ASPECT. IF YOU ARE MENTALLY, LET'S SAY -- I DON'T WANT TO USE THE WORD HAPPY BUT IN A GOOD PLACE MENTALLY, IT AFFECTS HOW

125YOU ARE PHYS PHYSICALLY. IT AFFECTS HOW YOU FOCUS IN SCHOOL. EVERY ONE OF US WHO HAVE CHILDREN, YOU INCLUDED, WE KNOW WE NEED TO TAKE CARE OF THE MENTAL SET AND WE DO NOT EVER WANT THE SPECIAL NEEDS CHILDREN TO BE LEFT OUT. WE IN FACT WANT THEM -- THEY'RE A HUGE PART OF THIS IF YOU WILL SAY PART OF OUR SURVEY. SO YOUR POINT IS VERY WELL SAID. WE WILL NEVER SHAME -- I JUST GOT SHAMED PERSONALLY, SUPERINTENDENT DAVIS, BUT AT ANY RATE. WE WILL NOT DO THAT AND I APPRECIATE THAT COMMENT THAT YOU'RE SO SENSITIVE. THANK YOU. Jessica Vaughn: I APPRECIATE THAT. I WANT TO MAKE SURE IT'S NOT JUST SPECIAL NEEDS AS WELL. SOMETIMES STUDENTS HAVE, YOU KNOW, DIABETES THEY MAY NOT BE TALKING ABOUT WHEN WE TALK ABOUT FOOD AND THERE

126IS ALL SORTS OF ABLEALISM AND THAT'S WHY I THINK WE NEED TO BE INTENTIONAL. AND IF YOU DON'T MIND, IF WE CAN GET A RECAP AND UPDATE OF WHAT THE WELLNESS PLAN WILL LOOK LIKE, I'D APPRECIATE IT. THANK YOU. Jim Porter: MAYBE TO THAT END, BETWEEN NOW AND THE PUBLIC HEARING, THAT CAN BE PROVIDED TO THE BOARD MEMBERS. MS. SNIVELY AND THEN MS. PEREZ? Melissa Snively: I'M VERY MUCH IN FAVOR OF THIS PARTICULAR POLICY. I THINK THE MORE WE CAN HELP OUR CHILDREN FOCUS ON THE BENEFITS OF MENTAL AND PHYSICAL HEALTH AND WELLBEING ARE POSITIVE. WE'LL SEE POSITIVE OUTCOMES FROM THAT. I HAD SIMILAR CONCERNS ABOUT MAKING SURE THAT WE HAVE THE CAPACITY OR THE TEAM HAS THE CAPACITY TO HANDLE THE REQUIREMENTS THAT WILL BE SET FORTH BY THE POLICY, IF YOU DON'T THINK

127THAT THERE IS GOING TO BE AN ISSUE WITH THAT, THEN I'M FULLY IN SUPPORT OF AMENDING THIS POLICY TO INCLUDE THOSE THINGS. Lynn Gray: THANK YOU, MEMBER SNIVELY. Jim Porter: MS. PEREZ? Karen Perez: YES, HI. I'LL BE VERY INTENTIONAL WITH WHAT I SAY. WHEN A MENTAL HEALTH FIRST BECAME A MAJOR PLATFORM, EVERYONE ALL OF A SUDDEN BECAME A MENTAL HEALTH EXPERT. EVEN THOSE WITH NO MENTAL HEALTH EXPERTISE WHATSOEVER. LET ME SPEAK TO THE MENTAL HEALTH OF OUR CHILDREN. YOU KNOW, WE HAVE ATHLETES THAT RECENTLY CAME OUT, YOU KNOW, SHOWING SIGNS. SIMONE BILES. MICHAEL PHELPS. NAOMI, THE TENNIS PLAYER. THERE ARE -- VERY WELL IN THEIR HEALTH PHYSICALLY. BUT MENTALLY EXPOUCE THAT THEY WERE HAVING SOME CHALLENGES THERE. SO IT'S NOT NECESSARILY TO SAY THAT WHEN A CHILD IS PHYSICALLY NOT IN TUNE WITH THEMSELVES, THEY'RE

128ALSO MENTALLY NOT IN TUNE. I JUST WANT TO CORRECT THAT ON THE RECORD TO SAY THAT. BUT IT IS TRUE THAT A CHILD'S PHYSICAL STATE ALSO AFFECTS THEIR MENTAL WELLBEING. BUT LET ME ASK YOU A QUESTION. WHEN THAT -- EVERYONE MEETS, HOW IS ACCOUNTABILITY GOING TO BE SHARED? YOU KNOW, WHAT WILL BE SHARED THESE DURING MEETINGS? YOU KNOW, IS IT GOING TO BE LEFT THERE OR WHAT WILL BE CROSS FESTERING BECAUSE AS A MENTAL HEALTH EXPERT I WANT TO KNOW. I WANT TO KNOW BECAUSE I CHAMPION MENTAL HEALTH, YOU KNOW, FOR THE CHILDREN OF THIS DISTRICT COUNTY WIDE. SO I'D LIKE TO KNOW, YOU KNOW, WHAT INFORMATION WILL BE SHARED? HOW WILL THIS BE, YOU KNOW, SET FORTH IN THIS DISTRICT? WHAT CHANGES WILL BE MADE DUE TO THIS, YOU KNOW, THIS COMMITTEE THAT'S GOING

129TO BE FORMED? TALK NEE ABOUT THOSE CHANGES, AND, YOU KNOW, THOSE PROCESSES GOING FORWARD I'D LIKE TO KNOW THOSE ANSWERS. Lynn Gray: THANK YOU, MEMBER PEREZ, FOR THOSE QUESTIONS. SO THREE YEARS, MAYBE FOUR YEARS AGO, DR. ROSS, THE DEPARTMENT OF HEALTH, THE CHANCELLOR AT THE STATE LEVEL, WE GOT TOGETHER AND PUT THE NINE COMPONENTS THAT THE DEPARTMENT OF HEALTH ON THE STATE LEVEL AND WITHIN THOSE NINE COMPONENTS, I'LL GIVE YOU ONE OF THEM OR I'LL GIVE YOU A FEW OFF THE HAND. YOU HAVE A PHYSICAL COMPONENT. YOU HAVE A HEALTH MENTAL WELLNESS COMPONENT. YOU HAVE A SCHOOL ENVIRONMENT COMPONENT. SO NINE COMPONENTS AND HOW THEY'RE MEASURED AND ACCOUNTABILITY IS ESTABLISHED THROUGH A SURVEY WHICH WE HAD OUT OF 220 SCHOOLS. CORRECT ME. I THINK WE HAD -- HOW MANY SCHOOLS DID WE HAVE? ALMOST 200

130SCHOOLS. YEAH, 200 SCHOOLS OF -- FROM HILLSBOROUGH COUNTY. OUR DISTRICT ACTUALLY DID THE SURVEY AND THE ACCOUNTABILITY COMES WITH -- UNDER EACH TENANT, UNDER EACH ASPECT OF THE NINE, EACH PRINCIPAL OR ASSISTANT PRINCIPAL CHECKS OFF DID THEY HAVE AND BY THE WAY, ALL THIS IS FLORIDA STATUTE. IT'S NOTHING I'M COMING OUT WITH IS ANYTHING THAT IS NOVEL. BUT DO THEY HAVE CPR TRAINING? DID THEY GO TO A -- DO THEY HAVE A NOPE NARCOTICS OVER THOSE, YOU KNOW, CLASS. ANYWAY. THERE IS DIFFERENT TENANTS UNDER EACH OF THOSE NINE COMPONENTS, AND EACH OF THOSE EXPERTS ARE ON MY COMMITTEE AND I SAY MY COMMITTEE. IT'S OUR COMMITTEE. WE HAVE THE EXPERTS FROM MENTAL HEALTH ON THERE. WE HAVE PHYSICAL HEALTH. WE HAVE NUTRITIONAL HEALTH. SO WE HAVE ABOUT 22-SOMETHING MEMBERS ALL OVER NOT ONLY COMMUNITY BUT

131OUR STAFF. IMMEASURABLY WE ALL WORKED ON THIS, RIGHT, MS. SAYER, FOR MANY YEARS. AND SO WHAT WE DO IS GIVE AWARDS TO EACH PRINCIPAL DEPENDING ON HOW MANY BOXES THEY CHECK, SO IF YOU CAN VISUALIZE FIVE TENANTS UNDER EACH COMPONENT. SO SAY THEY CHECKED OFF 5 TIMES 9, THAT'S 45. THEY'RE THE HIGHEST AND GET A GOLD STANDARD. IF YOU REMEMBER, WE HAD THAT AWARD CEREMONY WHERE WE ACTUALLY HAVE PLAQUES. BAY CARE GAVE US OVER 10 GRAND FOR PLAQUES. THEY BECOME A GOLD STANDARD. THEN YOU HAVE SOME SILVER ONES WHO MIGHT GET, LIKE, 30 POINTS OUT OF 45. YOU SEE WHERE I'M GOING. AND THEN WE HAVE THE BRONZE WHICH, YOU KNOW, MAYBE THEY'RE GETTING IT TOGETHER BUT WE WANT THEM TO DO BETTER, BUT THEY'RE SCORING MAYBE 21. SO THE ACCOUNTABILITY IS DONE IN HOUSE,

132AND WE HAVE OUR NICOLE BINDER AND WE HAVE -- GOLLY. SUPERINTENDENT DAVIS, WHAT'S THE OTHER PERSON'S NAME? WHO ELSE DOES THE STATS? WE HAVE --. Addison Davis: WE HAVE AN ENTIRE TEAM. Lynn Gray: YEAH. ANYWAY. TRUST ME. THEY'RE DATA SAVVY AND NOW I HAVE THIS IN A NOTEBOOK EQUAL TO TWO REAMS OF PAPER. YOUR QUESTION IS WELL FOUNDED. I'M ONLY GOING BY THE FLORIDA STATUTES AND WHAT WE'RE REGULATED TO DO. WE'RE FORMALIZING IT INTO A HOPEFUL -- HOPEFULLY ACTUAL MONTHLY COMMITTEE. AGAIN, THIS COVE ED YEAR IS STILL ONE THAT WE CAN'T BE RECKLESS WITH WITH THE AMOUNT OF TEACHER TIME. OKAY. I THINK I'M OUT OF TIME TO SPEAK. Jim Porter: ANY OTHER QUESTIONS, MS. PEREZ? MS. PEREZ? OKAY. IF WE COULD MAYBE CHECK AND WE'LL COME BACK. Karen Perez: I WAS ASKING -- CAN

133YOU HEAR ME? Jim Porter: NOW WE CAN. WE COULDN'T. YES. Karen Perez: OKAY. WHAT I WAS ASKING IS, HOW DO WE GET AS BOARD MEMBERS THIS INFORMATION AS FAR AS -- Jim Porter: MAYBE ASHLEY CAN ADDRESS THAT. HELLO, CAN YOU HEAR ME? THE SURVEY IS ADMINISTERED AND WHAT WE CAN DO IS SHARE THE DATA THAT WE GET BACK FROM THE SURVEY, BUT I THINK REEL REALLY PUTTING IT INTO POLICY WILL ALLOW US TO BRING TOGETHER TEAMS AT THE SCHOOL SITE CREATING THIS COMMUNITY OF UNDERSTANDING WHAT EACH DEPARTMENT IS DOING AND WHAT THE SCHOOL IS DOING COLLECTIVELY TOWARDS A WELLNESS POLICY AND THE NINE COMPONENTS. WHAT WE HAVE SEEN IN THE PAST AS A COMMITTEE IS THERE IS DATA COLLECTED BUT THERE IS GAPS, SO WE THOUGHT AS A COMMITTEE MAYBE THOSE GAPS ARE BECAUSE SOMEBODY

134FILLING IT OUT MAY NOT HAVE A FULL UNDERSTANDING OF WHAT IS GOING INTO ALL THE DIFFERENT COMPONENTS. SO AGAIN, WHEN THE DATA IS COLLECTED, WE CAN SHARE WITH EACH BOARD MEMBER BUT I THINK THAT WOULD BE THE BEST WAY TO BE TRANSPARENT WITH YOU ALL, WHAT'S GOING ON AND KIND OF EACH COMPONENT IN THERE. WE CAN EVEN SEND THE SAMPLE SURVEY RIGHT NOW SO YOU CAN SEE WHAT IS BEING ASKED FOR SCHOOLS. Lynn Gray: THAT'S A GREAT IDEA. WE CAN GO AHEAD AND E-MAIL THAT TO YOU AS AN ATTACHMENT. Jim Porter: MS. VAUGHN, YOU HAD A QUESTION? Jessica Vaughn: YES. THANK YOU. I WAS JUST WONDERING. I HEARD YOU MENTION NUTRITION AND I KNOW THIS IS A WELLNESS PROGRAM. AS WE TALK ABOUT NUTRITION, ARE WE GOING TO ADDRESS, LIKE, FOOD DESERTS AND COMMUNITIES WHERE

135THEY DON'T HAVE ACCESS TO HEALTHY FOODS? IT'S ONE THING TO TALK ABOUT NUTRITION AND PUSH IT, BUT IF PEOPLE CAN'T AFFORD THAT OR THEY DON'T HAVE ACCESS TO THAT KIND OF FOOD, IT DOES CREATE A LEVEL OF SHAME FOR STUDENTS WHO CAN'T ACCESS THAT AS WELL AS ACCESS TO HEALTHCARE IS ANOTHER BARRIER WHEN WE TALK ABOUT WELLNESS. I'M JUST WONDERING IF ANY OF THESE WILL BE ADDRESSED OR TALKED ABOUT OR THOUGHTFULLY INTENTIONALLY ADDRESSED IN THE CREATION OF THIS. Lynn Gray: I'LL HAVE SHANEY COMMIT HERSELF TO ANSWERING. I'LL SAY THIS. UNDER EACH COMPONE SKWNT WE HAVE A NUTRITION COMPONENT, THERE IS FIVE TENANTS AND THEN A BLANK FOR OTHER. MANY SCHOOLS GO ABOVE AND BEYOND TO WHAT SHE'LL SAY WHO IS IN CHARGE OF NUTRITION. GO AHEAD. YES, THANK YOU, MEMBER VAUGHN. THAT'S VERY WELL SAID.

136I THINK ONE THING TO NOTICE IN THE REVISIONS THAT ARE PROPOSED IS IT'S PART OF FLORIDA STATE STATUTE THAT EACH SITE WILL CREATE THEIR OWN GOALS. THAT'S SOMETHING THAT WAS NOT IN THE POLICY BEFORE BUT IS REQUIRED. THAT DOES GIVE EACH SCHOOL THE CHANCE TO ADDRESS THEIR OWN SCHOOL-SPECIFIC NEEDS WHICH IS CERTAINLY AN ISSUE BUT NOT PERHAPS AN ISSUE FOR ALL. I THINK ONE THING THAT WE AS THE HEALTHY SCHOOL TEAMS ARE TRYING TO DO IS PROVIDE THE RESOURCES TO THE SCHOOLS, SO I BELIEVE THAT WOULD BE SOMETHING WE'D BE WORKING WITH FOR ANY SCHOOL THAT HAD ADDITIONAL GOALS SET AND DIDN'T KNOW HOW TO DO IT, WHERE TO GO TO HELP WORK WITH THE COMMUNITY AND OTHER RESOURCES TO HELP WITH THAT. Jim Porter: I'LL ALSO ADD, MS. VAUGHN. IN ANOTHER POLICY THAT DEALS

137WITH FOOD NUTRITION, THERE IS A SPECIFIC PROVISION DEALING WITH FOOD INSECURITY SO IT'S ADDRESSED ELSEWHERE IN POLICY. I'LL PROVIDE THAT FOR YOUR INFORMATION IF YOU WANT TO LOOK AT THAT TOO. THAT COULD BE HELPFUL. Lynn Gray: I HAVE IT HERE TOO. Jim Porter: ANY OTHER COMMENTS ON THIS POLICY? WE'LL MOVE FORWARD. IT'S 11:43. WE WERE SUPPOSED TO END AT 11:30. WE HAVE TWO MORE POLICIES. TELL ME THE WILL OF THE BOARD OF WHAT YOU'D LIKE TO DO. Lynn Gray: BOARD MEMBERS, GIVE AN IDEA. DO YOU WANT TO GO FOR THE REST OF THEM? OR DO YOU WANT TO -- WHAT WE HAVE TO DO IS MAKE SURE THAT AT 12:00 WE LEAVE. Jim Porter: WE'LL GO QUICKLY. THE NEXT ONE IS A NEW POLICY AUTHORED BY MEMBER PEREZ. AGAIN, THERE NEEDS TO BE SOME DISCUSSION

138ABOUT WHETHER THIS POLICY IS STILL TIMELY. THIS WAS DRAFTED AT THE EARLY DAYS OF THE COVID SITUATION, AND BECAUSE OF THE POLICY WORKSHOP KEPT GETTING PUSHED BACK, IT'S NOT IN FRONT OF YOU UNTIL NOW. THIS DEALS ON HOW THE AMERICAN RESCUE PLAN DOLLARS WILL BE USED. THIS IS MODELED AFTER THE MIAMI-DADE MODEL. IT WAS DRAFTED BEFORE WE HAD THE MONEY OR WHEN THE MONEY WAS COMING IN. THE PROPOSAL WOULD BE TO DIRECT THE SUPERINTENDENT TO SPEND THE MONEY -- IT'S VERY BROAD TO USE IT TO FURTHER THE BOARD'S STRATEGIC PLAN WITH A PARTICULAR EMPHASIS ON THE HEALTH AND SAFETY OF MENTAL HEALTH AND RETENTION OF STAFF AND HAVE THE SUPERINTENDENT MAKE QUARTERLY REPORTS TO THE BOARD. I THINK A LOT OF THAT IS BEING DONE. I THINK THE QUESTION FOR MS. PEREZ IS WHETHER YOU

139FEEL THE POLICY IS NEEDED OR WHETHER YOU THINK WE'VE COME TOO FAR GIVEN THE TIMING OF THIS. MS. PEREZ? DID WE LOSE MS. PEREZ? Karen Perez: I'M HERE. I'M HERE. CAN YOU HEAR ME? Jim Porter: WE CAN HEAR YOU. THE QUESTION, MS. PEREZ, YOU ASKED ME TO DRAFT A POLICY. WE DRAFTED IT A LONG TIME AGO. WE'RE ON THE SITUATION WHERE THE DOLLARS ARE BEING SPENT AND THE SUPERINTENDENT IS PROVIDING REGULAR REPORTS. THE QUESTION IS WHETHER YOU STILL THINK WE NEED THE POLICY AT THIS POINT? Karen Perez: NO. ACTUALLY, BECAUSE NOW WE ALSO HAVE THE FINANCE COMMITTEE AS WELL. SO. Jim Porter: GOOD POINT. SO WE'LL WITHDRAW THAT. I THINK IT WAS WELL INTENDED AND DONE AT A TIME APPROPRIATE AND NOT NOW. THE FINAL POLICY IS RECOMMENDED. THANK YOU, MS. PEREZ. THE FINAL POLICY

140IS NOW BEING RECOMMENDED BY MEMBER SNIVELY. THIS IS ANOTHER POLICY THAT ALIGNS WITH STATE STATUTE. LAST YEAR THE LEGISLATURE CREATED A NEW PROVISION THAT ALLOWS FOR A MOMENT OF SILENCE. IT'S NOT MANDATORY. BUT THIS POLICY WOULD ALLOW OUR TEACHERS OR SCHOOLS TO ALLOW THAT. THIS AGAIN ALIGNS WITH A RECENTLY REDACTED STATE STATUTE AND REALLY WHAT IT SAYS SUBSTANCE OF IT, AND THEN I'LL TURN IT OVER TO MS. SNIVELY. STARTING LINE 10, THE PRINCIPAL OF EACH PUBLIC SCHOOL SHALL REQUIRE TEACHERS TO SET ASIDE AT LEAST ONE MINUTE AND NOT MORE THAN TWO DAILY FOR A MOMENT OF SILENCE DURING WHICH STUDENTS MAY NOT INTERFERE WITH PARTICIPATION. A TEACHER MAY NOT MAKE SUGGESTIONS OF THE NATURE OF ANY REFLECTION A STUDENT MAY ENGAGE IN IN THE MOMENT OF SILENCE. THAT'S THE MEAT OF IT. MS. SNIVELY, WOULD

141YOU LIKE TO EXPLAIN YOUR REASONING? Melissa Snively: SURE. MAINLY TO ALIGN WITH STATE STATUTE BUT ALSO TO MAKE SURE THAT WE'RE TAKING THE TIME OUT TO PROVIDE THAT MOMENT OF SILENCE FOR MENTAL HEALTH AND WELLBEING AND WHETHER IT'S RELIGIOUS OR NON-RELIGIOUS. HOWEVER, LET ME ASK YOU THIS, MR. PORTER. ALREADY KIND OF REFERENCES A MOMENT OF SILENCE AND I'M WONDERING IF I -- I CAN ALWAYS PULL THIS FOR NOW AND BRING IT BACK BECAUSE I THINK YOU ALREADY IMPLEMENTED THIS IN THE SCHOOL. IT'S NOT LIKE IT'S NOT BEING IMPLEMENTED. I'D LIKE TO MAYBE LOOK AT PUTTING THIS INTO POLICY 8800 AND NOT NECESSARILY CREATING A WHOLE SEPARATE POLICY. Jim Porter: YOU COULD BE THE HERO OF THE DAY AND WE COULD WRAP THIS UP NOW. Melissa Snively: THAT'S IT. Jim Porter: THEN WE CAN SAVE DISCUSSION

142FOR THAT TIME TO SEE WHAT IT LOOKS LIKE. Melissa Snively: SOUNDS LIKE A PLAN. Jim Porter: MADAM CHAIR, I'LL TURN THE GAVEL BACK OVER TO YOU TO END THE WORKSHOP. Lynn Gray: WOW. EXCELLENT CONVERSATION, MR. PORTER. WE HAD GREAT CONVERSATIONS. THE BEST THING I CAN DO IS ADJOURN THIS TO GO BACK AND DO WHAT WE DO BEFORE A BOARD MEETING. THANK YOU ALL. (SOUNDING GAVEL)