simply um that students would show up ready to learn, teachers ready to teach. Um we thank you for this time of year when we look forward to celebrating the coming of your son. Lord, that is the thing we are most thankful for. And as we start this meeting today, I pray God
that we would seek to do your will in your way. In your name we pray. Amen. >> Amen. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. At this time, I call to order the December 1st, 2025 workshop. Uh, welcome citizens of Clay County. I want to take this opportunity to thank you for taking the time out of your busy schedule to attend today's school board
workshop. This workshop is our opportunity as your elected representatives to collaborate openly among ourselves and make decisions that will decide the future direction of our public schools and the education of our children here in Klay County. There will be an opportunity for the public to ask questions at the end of the workshop
presentation. Questions will be allowed. Public comment will not be allowed. If you wish to ask a question, please fill out a comment card with your question and hand that card to a deputy. Your participation is welcomed and appreciated. Uh, first up on the agenda is the
discussion of school board member committee assignments. We don't really have to discuss this. This is just a reminder that um I need your emails of graduation requests and any committee assignments if
you have any want any want to say whatever um if you want to change it up uh some things you want to look at. So I'm just reminding all of us to bring that forward and if you have any other new ideas if you think that we
need another committee um any of those suggestions. So that's what that was about. And before I turn it over to the superintendent, is there any discussion we as board members want to talk about, bring forward? I know >> I have I just have something. It's just
kind of brief. Um, I have a couple of items. I don't know what happens to our time, but couple of items I wanted maybe the board to get your approval to put on not not this January workshop, but the one for the February board meeting. Um,
one of them was the community standards for the library media policy because we've never had a chance to discuss it and it's really good as it stands. I found one thing that I think will benefit us in there. Um, if we could get
you guys a copy of what they look like prior to that February meeting cuz I think that gives us enough time for that. So, since it's our board community standards, I thought it was just a good time to touch base on that and we voted it in and we never really had an
opportunity to talk about it. Um, so what do you guys think about that? The community standards. The other thing is um I've did a lot of research on student code of conducts across the state of Florida in the last two three months and
I'm really wanting us to kind of start the ideas in it are the same but start fresh with what this might look like for this board. And what I mean by that is I think it's time to take a deep dive into our student code
of conduct and family handbook. One, it's really long and no parents I know are ever reading it. Two, I feel it needs to be divided into two sections like most other counties where we have an elementary student code
of conduct separate and a secondary student code of conduct very different populations of students. So when and once we can work through my vision would be to have like we uploaded the medical
records at the beginning of the year and the library um at the beginning of the year to have a onepage student code of conduct go up appropriately aged for that family. So when the parent goes into focus it gives
a brief it it might say declare what a weapon is. It might say, you know, whatever I would think the superintendent and district feel would be the most key and important essential elements would be on that student code of conduct to have that electronic
signature. Um, I know I've talked to hundreds of parents and none of them have ever read the whole thing. They just they just know it's there. And I think communication is key for organizations to get better and
smarter at what we do. So if we Bonnie maybe we can get a copy to each schoolboard member of I have one of the student code of conduct um family handbook and the faculty handbook so that we all are on the same sheet of music. I can get with the superintendent. There's some areas that
I know almost every member in here over the last two years has discussed as something we want to do. So I would like to start with um the bullying policy um working alongside with the district
where their procedures go up online next to our policy and we have universal procedures for bullying across the entire district. So, universal procedures are a really big thing when it comes to conformity and understanding
and comprehension and they're really great for expectation. As we found with the cell phone policy, there's a bit of a fight in us to do the right thing for our students. But when we held them to a very high expectation, what happened?
They rose. That's the same way they do when you teach reading to kids who struggle with reading. they rise to the expectation. I would like us to look at the student code of conduct as a high expectation document that we can hold
people accountable, parents can hold their own students accountable with some universal standards for things like truency, bullying, discipline, disruption in classroom would be my top three things that I think we could have the biggest impact
for teachers in the classroom. But I think we need to start that conversation with us figuring out is this thing that we've been approving all along exactly what we want or is there room for improvement with the structure and notification and making it easier.
Lastly, the procedures for whatever we need would need to be in Neiola. We haven't started them, I don't think. Right. Adding the procedures yet. So maybe it would be a chance for us just to work alongside the district and have them both put in place and maybe board
members have some other things you would like to work on. I'm not sure. Maybe we could email them to Miss Skipper, but I know bullying has been um I know Miss Clark, there are board members that really their heart is with this bullying thing. I don't know if it means a new
program. We need to rethink policies, look at new data. What are other districts doing? So I would say we start with like organizing the student code of conduct for separate grades and maybe bullying and discipline which would be
two things that would dramatically like the grading policy would dramatically help some populations in our our system. >> So I have a question. Do you want us to get the material now so that we're prepared for open discussion in
February? or are you wanting us to bring the materials February for us to discuss? I guess my question is is are you going to do you want us as a board to decide and then go to the district to help outline
these things? Are you wanting to do that before? What is your So, I would think we need to work with the superintendent and the district to try to figure out. If you go look at Duvall's, it's real easy. They have an elementary one. and they had a middle school one which is pretty much the middle school one
actually takes some of the secondary and some of the elementary you know it's a combination it doesn't look real hard we have a lot of maps that we could use from other districts to follow but I would think this would close collaboration with the district would be the only way that we would be able to
figure out if we want to move forward and with something different or not what do you think Mr. Yeah, I think um I think procedure-wise, you know, I I think if you kind of present the vision, we would come up with the procedure as to what would actually work in implementing the plan. We could certainly look at I just want
to make sure I understand a one pager. Um and you're talking about the most frequent events that would typically happen in a school. So when parents do the I've read the student code of conduct thing,
>> Duval has like a little video they show parents. So for elementary, it shows the parents the definition of a weapon, right? Like what? This is a weapon. This is a weapon. This, believe it or not, parents, this could be a weapon. It has bullying like a short thing about bullying. They have like a rarely I
think we did something like this with the media policy. We had a little video of some sort, I think, and then the parents selected the options. What I'm thinking of is the things we see most in school, which you would know that better than we would know, and the things we feel that we see from expulsion hearings
and things that make us sad in the heart, right? These kind of things should be real easy for them to see the very first week of school in focus and then they can sign there that they have acknowledged it. Um, but what I think I
mean it really does need to happen is I don't know if you guys have ever looked at the other the way that other districts set it up, but it would have to be I think a very tight collaboration with the district um because your people actually know the ins and outs of what we're doing for procedures. But when
we're talking about where to start within it, like if we just want to talk about it, I think the attendance policy you've been working on now for a while, right? Should be something we try to get to a a finish and and you know, get that policy updated with whatever you guys
have, you know, the truency court, I don't know where we're at with that. I know we were looking for sponsors at some point. >> I think we have our first folks going in January. >> Mhm. So I would think wrap that up, you know, kind of get that done
the student the organization of how you and we may like to see it for the having it there like the media policy permission the first week of school and start with bullying and maybe discipline but I would think bullying or discipline would be two separate workshops because
they're kind of complicated. >> That's what that's what I'm asking but I think that's where we're getting confused. I I understand we're going to work alongside of the district to do all this, but what I'm asking is how do you you so you want to do two separate ones
and then which one do you want to start with in February and how would you like it to be pres so would you like us to have all the material ahead of time or have the discussion first I guess is >> I think
>> I mean we'll obviously prepare for it that's not what I'm saying not going to prepare for it. >> They're they're they're separate because you would give a different elementary parent something to sign then high school is much more advanced. I guess there's more things going on in high school, bigger kids, bigger problems.
But I think has to happen two ways. One, we have to decide do we want to separate it. Bullying can be done K through 12. It's a universal, it would be a universal policy that is done by age group. Um we have procedures for these
things in place. I don't know if it hasn't been changed in a while. I got I think it's statute. >> Yeah, it's statuted driven, but as a school board, we might want to talk about it. So, the code of conduct would be for parents of appropriate age groups. However, once you guys get it
and look at it, bullying would be done in a workshop K through 12. Um, discipline is the same thing. We use something now in there called restorative discipline. It's very complicated. There's a lot of options and choices and very confusing for
parents. I would say that that may be something that has to be done. Elementary is different than secondary perhaps. I think we start with getting it, looking at it, really reading it, deciding what we like, what could be
updated, what we want to keep. Um and then I don't know and maybe the media policy at the same time that you know we just talk about it and then update the community standards the way we see fit. So should we do bullying first so that that is done and then when
we decide to take on the big uh division of of student code of conduct the bullying is already done and that will fall >> like what she wants to do is go by subject not by grade level. So forget the like we wouldn't have workshops that
are just elementary or just high school. We would go by subject. >> So then like we would develop the bullying policy would be the same in both obviously but like cell phone use would be different. >> Right. >> But we would talk about cell phone use in all of those grade levels at one workshop is what I'm understanding.
Right. >> But she wants the division of the two. So that's what I'm saying. Should should we should we do bullying first is what I'm asking. And then we that that's done and then that'll fall. >> Well, you need to So, I have it at home and I've gone through it many times.
There's a lot with it that can be updated, especially when you research others. It it probably has to happen at the same time because ours isn't currently separated out, right? So, as a board once you've gone through it, it's pretty easy in your mind. Like when I'm looking for in Let me give you an
example for a grading policy. Most districts have what's called the most research on homework is that it is ineffective unless it's very very precise and driven by practice for what students can and cannot do. Right? So we
know that it's effective. This is just an example. Within that many districts have gone to what's called the 20inut rule and it is 20 minutes of total homework per grade level. So a first grader could have 20 minutes and those districts are getting together in their
PLC's which we're very we feel very strongly about and deciding maybe math does need practice every night right maybe I'm an English teacher and I just want you to read for 10 minutes but by PLC's you decide so by the time you get the 12th grade you could still have two hours of homework that's the way the
20-minut rule works right now our inconsistency across the district is huge there are kids in same programs with some schools having four hours a night. Some schools having 30 minutes a night. The it it the grading itself, you could have two kids in high school,
maybe one at Middberg and one at Fleming doing the same curricula. This teacher grades differently than this teacher. This kid gets a D and this kid gets an A. So most districts have gone to a universal grading policy. Perhaps tests can be no more than 30% like the state
of Florida makes it, right? So like our EOCC's are worth 30%. There are teachers, many teachers using weighted grading systems with 70% assessments and giving a kid one or two assessments in a quarter. It destroys their GPA. I am not
trying to take away um autonomy from teachers, but we could do the same standard the state has 30% for an end of course exam versus 70 or 80%. I don't know what you want to do. I don't know where your knowledge base is, but universal standards for how much
homework for grading grading policies are really short. It's not like you're trying to tell them how to grade. You're just there's a parameter. >> So, how about for our workshops, we choose three topics from the student code of conduct until we get through the
whole student code of conduct? >> You think I feel like some of them were very invasive. Well, I guess depending on what we're covering. Okay. >> Um I think you probably need to decide which one to that level. >> Yeah. So, let's start with bullying
first and do bullying in February. Is that good with you? >> Yeah, that's fine. As we go to we could you guys might read it and maybe Miss Gilhousen says, "Hey, this could just go in both." This I think is more specific for maybe you could use two different color highlighters or something.
>> I think bullying needs to be separate though. It's a universal. >> It's going to be a deep discussion. And maybe it's not, but in my mind, I feel like it is. >> So, let's just start there. And then in February's workshop, we can discuss like what we want to do next. If it's 1, 2,
3, whatever. And then, >> and some are easier, like the homework policy, the 20-minute rule might be just something really easy to help, you know, give some guidance. Um, some are harder, some are easier. >> And then we'll do it till we get get it for next year. So, however many we have
to do after that. I >> Well, I guess I was saying three per meeting because that we we approved the code of conduct in like April. Isn't that right? So, we're not starting till February >> to look at the topics. >> Um, but >> it's up to you guys obviously. We can
>> work it. >> So, should we do bullying, homework, and then what was the other one? >> Grading. >> Grading >> and homework. They we do have NEA policies for those. we just didn't really touch on them much because it does need more conversation when we were trying to adopt all the policies.
>> So, historically what we've done when there's a a big issue that we want to have a workshop around um we've scheduled like a separate workshop. So, instead of it being part of our agenda review workshop, we could just have a student code of conduct workshop where
we work through as much of it as we can. Um set it set some time parameters. Obviously, we're going to meet from this time to this time and work through it. And then if we need to schedule another workshop after that, we could. Um cuz I worry if you wait for agenda review, you're only going to get February, March, and then we have to the student
code of conduct in April. >> Yeah. At least in May. >> And I think you'll have a better understanding once you kind of go through thinking of this the mindset of younger and older students. It will just start popping into your mind. And some are easy, you know.
>> Okay. So, how about we do this? If there's no objection, we we plan for February to be bullying and then that meeting for that for that. So it would be the end of January that this would go on. Right. >> Right. >> Yeah. >> In a January workshop
>> and then in that meeting we will decide what we want to tackle next and we will decide a separate meeting need be. >> Is that good with everybody? I would also request um when we're going to talk about
something like bullying, I definitely want legal to be prepared because a lot of that relies on state statute. So, I want to make sure we have recommendations from them. Um and climate and culture department should weigh in. I don't who else from the district office? >> No, they would they would take the lead.
>> Okay. >> On that would be climate and culture. >> Okay. >> So, yeah, we'll be prepared. Does >> that be safety and security or no? Not really. >> No. >> And there's a lot of it. It's just so long. There's a lot of it when you read through it that the district might just
be able to say, "Hey, this goes here. This goes here. This goes here. This goes here." >> And then some of it we want to work together on, you know, problems maybe dear to our heart or issues we'd like to tackle. So >> yeah, I just I want to make sure we have adisement as we
>> So we're good with that. We'll do the energy variable to the bullying policy. So if we can add that to the agenda and then from there we will decide how we're going to split up the rest and then the additional meeting. >> And can we do the community look let you guys see the community rubric for the
media policy that day? There's not hardly any changes or anything like that. I just have one suggestion. >> Yeah. Yeah. >> If we can add that one to fine. >> Okay. >> All right. Any other discussion?
Anything you guys want to talk about? >> Good morning. Happy Thanksgiving. Everybody had a great time. And uh is there any better American holidays than Thanksgiving? Food, football. Gosh, tell you how much football I I
watched during that time frame. I do have some good news for you. Traditionally, the December board meeting and the January board meeting are the shortest meetings. Uh when you look at it, there's less days during that time frame
and so there's less on the agenda. So, this will take a relatively short amount of time today to kind of go through this. Some of the recognitions that we have is we have the American Cancer Society. Uh each year we do pinkout games and students contribute to that
going into those football games. We have a check for the American Cancer Society presented. Founders week art contest always a great times talented students. We have two state champions in swimming both from or one from Clay one from
Fleming as well as some athletes of the month and some coaches of the month that Christine Thompson present. Our assistant principal of the year is Britney Senna, Fleming Island High School. Our top 10 semifinalists for school related employee of the year and
teacher of the year. They'll be there for me. Uh also then we have um Middberg Elementary was an exceeding expectation school. Remember this is the the program where they look at your data from afar.
You know, you don't apply, you're not nominated. This is a separate group that just looks at the data and looks at the socioeconomics of the school versus student performance at Milbury uh elementary. And we have a recognition of our own Miss Hansen for becoming a certified
school board member. >> That's embarrassing. >> Hey, it's our job to embarrass. >> Congratulations. >> Thanks. Thanks. Thanks a lot, Miss Clark. Then uh in the discussion agenda, we have revisions to schoolboard policy
1140, which is the discipline of employees. We've already had the the advertisement of that, and now we're going on to the public hearing. Uh no uh special actions, but then there's a public hearing for the modification of of the student progression plan. Uh
remember the state eliminated certificates of completion are no longer part of the program and so it had to be revised in several different parts of that document. Then in the consent agenda with the normal stuff, the minutes, our control
open enrollment plan is on there like it should be each year. Personnel consent agenda, elementary student out of state travel, our affiliation agreement uh with um with Baptist. So this is kind of
exciting. Baptist on Coney Island. Uh we've been trying to have an articulation agreement there where they do their CN CMA. um time uh events and so now all the hospitals will have a program going there. So um thanks to Ted
Hub and crew over there. So we're excited about that. K12 academic services out of state travel for secondary students. our uh professional learning catalog. Um an addition there for uh deemed professional learning
school health plan. This is a document that values back and forth between the department of health and the district. We submitted in early September. The state then looks at it, sends it back to us, coordinate with the department of health and Klay County. And so that's
now been finalized. >> Can I ask a question? Yes. >> I probably I missed it. It was on the one the this the professional learning. >> Yes. >> Um when I went to visit all the teachers at the school, one of the feedback I got is now maybe we're doing this, maybe we're not. So I'm just really looking for
someone to to fill me in on this. One some of the feedback I got was they wish that professional learning was differentiated between master teachers, medium teachers, and beginning teachers. Um or where master teachers can sit in groups and collaborate on a problem. So
let's say in science the kids are really struggling in let's um the nature the whole nature right if they're struggling can these teachers get together for this professional training with a facilitator so master teachers can talk about what's
working across the district what's not working and elementary I mean um our newer teachers may not have the kind of background knowledge to actually sit in a master teacher workshop so that's some of them were really looking at taking some of the normal topics that you guys
know best, what we need to be working on, what we don't, but dividing it out between maybe 3 years and less and 15-year veterans who have ideas that could impact the whole district. They were really wanting to know if we could differentiate a little bit more and I
don't know if we are doing that or not. I I don't know if you want to speak to >> so what I can speak to is that so we have we have our our specialists in like literacy social social studies science as well as mathematics and so I do know that they do have the structures of
PLC's within their schools that they have autonomy in selecting a lot of those PLC's um and then we can bring in those specialists to provide more support and helping guide like like you said like like somebody who's more novice they need these skills and strategies versus
somebody who has more, you know, more advancement in skills and they don't need that level. So again, and we often like look within our schools too to say who are some of those teachers who can provide some of that scaffolding support to other teachers with that level. So I
mean we're we're open to that flexibility. >> I mean I think they're just looking to be able to talk to each other because there's a lot of great things going on in the district, right? And when you put master teachers together, maybe people who have a 98% BAM score and they get together and you pick a topic that we are um hurting let's say in English main
idea has always been a problem will always be a problem forever, right? What is a master teacher doing who has a 98% BAM score that they get together and talk about that could change the direction of even how our coaches and our PLC's go? Because we have to give our master teachers an opportunity to
share this knowledge, right? And I know that when I was teaching, which wasn't that long ago, someone the other day had said, "Were you teaching like 20 years ago?" And I thought, "Oh my gosh, I don't look like I'm 80." But no, it was like almost four years ago. But it was the same. I remember always struggling
as a master teacher looking for something that I wanted to do. And I think it's important that master teachers have that ability to get together on a district level for professional learning. Um, and I think we really do need to facilitate it and find out what is working best with our
kids in this district. And that, you know, it's and we've also like over the course of the last year too identified teachers that are sort of like models, model teachers that, you know, can be utilized as well to go visit classrooms. Again, Jenny's not here today and she could go and speak more in depth to some
of these pieces, but >> I want to speak about the survey >> cuz I think they're wanting to like sign up like instead of navigating focus, right? Maybe they navigated focus like I did, right? Already and I might need a little brief brush up on it, but I already know how to use it. So, maybe we
have an advanced focus for those teachers who already know how to use focus now that we're going back to focus and are overjoyed with focus. Um, I think they're looking to sign up and talk to their peers. >> We have and we we do have a variety of different things like, you know,
obviously Mr. Rosski speaking about like the PL the professional learning survey that kind of gives us feedback about what teachers are wanting. We also meet with the professional learning community. We have members of, you know, teachers as well as other individuals that are part of that. >> The PLC would be something much
different than I'm talking about because I know they get together as groups of people. Yeah. They also have like the the content of level like what are called collaboratives which meet um gosh I feel like they're meeting all the time regarding you know just specific things
with regarding the content instructional practices and things like that. >> Yeah. And that training day is a day they have for training. They're not teaching on that day. Like instead of it all being jam-packed into PLC's, let them be what they need to be and then maybe allow some higher development learning for teachers who have been
around a long time. That's I think I suggested it last year or two because I know it's a common denominator when teachers talk to me about their professional learning and it's not it's not all it's I don't know many teachers that are like yay I'm going to professional learning day. So what I'm
what I was hoping for is we could maybe take a look at inspiring people to be excited about learning if we differentiated like we ask our teachers to differentiate. So I'm >> M. I >> I was just trying to get some clarification. Are these teachers
talking to you? Is it regarding their PLC time their collab or is it that inservice day? >> Inservice day. >> Okay. >> Differentiated instruction for people who might already know the rest of what's on the
>> you know. And I I think on those days um there are I know in January there are choices in >> and teachers are signing up >> for whatever choice. >> Yeah, they always have choices >> they want on that day. So that is a good
thing. Nobody, we're not saying anybody has to go somewhere. We are trying to provide some level like there is some beginning teacher which of course an experienced teacher wouldn't go to >> and then there's some like with ELA and math. >> Yeah. I mean it's very similar for all
the years I was doing it. It we haven't really went outside of that big box and made any you know major changes with that. But I do know that a lot of districts have moved outside of that regular training box and tried to incorporate teachers who are so dynamic that what they're doing
>> and we see that when we talk about our great play leadership academy and we have that in the summer where we have teachers that work alongside other like specialists coaches. They develop professional learning in tandem of things that they have been doing in classrooms that are like real life every
day. and how do we bring that and deliver that to other teachers who would be interested in learning that skill or strategy as well. So we we do see opportunity >> that's in the summer. So are we saying there's like we don't have room for like a differentiated >> professional learning or is it
>> so the one thing because I and I'm here I was a specialist for I don't know how many years but one thing that we also do is we will have within our collaboratives >> is we have teacher leaders you know so like you said you do have those that are like
>> fairly new to the profession and those that are more seasoned and and sometimes it's kind of interesting because you may have a thirdyear teacher who's like jam up. They are like >> so sometimes even the years of experience don't always like some of our
>> um beginning teachers really come out the gate strong and um either way whatever that we are focusing on during that time and this is something that I know many of them did is that I mean no one was just here for me the whole time
is I would get and I know other people did too. you would you know who your strong teachers are >> and that they would present in within that collaborative session and so it's not always a >> um
>> it is not always separate and then when they do groupings almost like you would in the classroom >> I'm just talking about the professional learning day we have them twice a year right >> yes >> getting teachers excited about that all right maybe about the different choices
they would have If you were a master teacher, let's say, and you wanted to do something more difficult maybe, or start out I it's not really hard for me for some reason. I guess I'm not explaining this
right. They just wish there was some more choices for teachers who have been around a long time and have mastered everything else on that in that professional development selection. you know, >> if they have recommend if they have thoughts, what I would suggest is that
they email um either Jenny Shepard or their curriculum. I would I would recommend that anyone with suggestions because we do have our survey but if they survey suggestions
>> to email Jenny Shepard >> and I would also um suggest maybe if they feel like it's something that their principal would be that would be helpful for the principal to know copy them copy the curriculum specialist because I
think that our our professional learning we know that we've never we're never going to arrive no place is ever going to no system is ever like arrived and now we're we're done. >> But I think they are super open to feedback and to make it better and to
meet the needs given the resources we have because it would be great if we could just hire, you know, a huge team, but to be able to take the people we have who can offer professional development um and to provide some suggestions on topics I think would be super powerful
and I know they would be really open to that. Why don't you get other districts and what they do and send it over? >> Well, I mean, I have a copy of what we sent out as a survey, right? And it was the same conglomeration of things that have always come out on that survey. Um,
and it it didn't it if I was teaching right now, there were very few things that I might have selected or have felt like would do me >> as a master teacher, help me get better. That's all. >> Yeah. And I think that's where suggestions >> and differentiating is seems to be is
what our teachers have to do every day. I mean, it seems like we could come up with a way to to do that with our teachers as well. But >> I will say I think our professional learning is probably about the best I don't know. I'm going to go ahead and brag on them. I think they're probably the
>> the top the best in the entire state. And >> the PC's or the >> our whole entire professional learning department. It's it's a model department. I was just talking about the two days a year where they have off to go learn something, you know. >> That's a professional learning department. Yes. >> Yeah. But that's the only two days I was talking about, not all the rest of the
group. >> But I'm talking about those two days as well. Um they do they do a phenomenal job and I think they would be super open. I know if I were a specialist I would say and I heard this I would think, "Oh gosh, I would love to have some suggestions." And I think that we're only going to get better
um through suggestions. >> Okay. I'm sorry. I'm I'm just looking through and there there is some differentiation as far as um some of the offerings. I'm looking by trying to look by grade level
and there are some that are specific for benchmarks, some that um ESC's offer in the fifth. There's some um roundts like econ roundtables that
they can select from leveraging primary sources in US history. So there is quite a bit of options. There's mental health in there if you you know if you're good with your subject area. There's some other things climate and
culture. So there is uh many options. There's even like at G and things. So if you feel very comfortable with your teaching but you want to get more comfortable with at G or things like that and there's something that
that you can attend as well. So just FYI. >> All right. proposed uh allocation changes, not not many. Uh monthly financial reports, our budget amendment reports, deletion
of certain items, all the routine stuff. Uh uniform rental agreement. Uh this here's the K9 grant uh is on there. the uh final for Rye Elementary School fire
alarm replacement, change order for Rye Elementary classroom edition, substantial completion of the kitchen at Lakeside Elementary School, lots of other TOPS stuff. Civil engineering service contract award. The contract
goes to those that are listed on the document. Then we have change order for uh Lakeside Elementary's uh kitchen renovation, pre-qualification of contractors as well as a change order
for for um the junior high classroom addition and clay utility authority agreement um for the fire main connection at Bridge Elementary School. a bunch bunch of hops
uh stuff. That's all that I have. Oh, yes. Uh school board is running comments. Sorry, I was reading. >> I hope everyone had a wonderful Thanksgiving, but I don't have anything substantive to uh share. It's a pleasure
to be here as always. All righty. And school board member comments. >> Uh, same. I wish everyone a happy Thanksgiving and first day of advent yesterday. So, um, happy >> um, happy to say as always, we're still
working on it. Um, went out and met with the PFA at times regarding crossing guards and those ladies are awesome. very, you know, idea driven. What can we do? Because we know what
what the standards are and what's allowed, but it is truly a traffic nightmare because you've got two schools. Don't even know if we can adjust times. Probably impossible that one gets out and the other doesn't. Um, but the
nice part is they came up with five, five or six people that are willing to some of them volunteer to be crossing guards. So, I gave that information to Patrick with CCSO and they can go through training and and do what's
needed. But, um, thank God we've got the four-way stop in there because that was really a mess before. Anyway, but we've got, you know, that issue periodically and less and less people are want to do it. But it was great that the ladies
were able to reach out to the neighborhood. People are willing to help. So, that's what we need. Anyway, that was it. If anybody knows anybody who wants to be a crossing guard, we're real big shortage. So, that's an all call to uh
crossing guards. anybody who wants to uh utilize their time during that answer. >> I was just wanting to talk just a brief second about our comm our newsletter. We do our quarterly newsletter. Um and I have a lot of friends who just help me
keep an eye on what our constituents understand and what our parents understand and what our teachers understand and what our students understand. I've noticed a lot of um miscommunication of facts. This is what I've been noticing a lot of. So, for
example, um I was driving home from the airport last night and I was just perusing through and found out there's a huge misconception about charter schools. Did you know parents, teachers, students, they don't even know it's a public school. They
have no idea that we have funding that we're required by law that go to them. They don't have any idea how it works. Sometimes people feel like they're missing out, like, you know, maybe we're ripping them off because charter schools are getting our
money, stuff like that. So, what I was wondering was I wonder if we could have a section like not a Q&A, but like a myth versus fact section where it's just bullet points. bullet points, charter schools, not private, public, where you
have a little couple bullet points underneath on how that the state law directs us to um fund charter schools. I think it's really important in the culture that we are living in right now to let me give you an example, another
example. There is a ton of misconception about what a school board does versus a superintendent. These seem to be things that we could easily explain because it's explained in law, right? School boards are policy makers, you know,
districts are, you know, and so when it helps people understand, you can imagine what conversation is like if people have no background knowledge to understand what we're talking about. And I think we really do
need to hit some of the bullet points of what's a fact and what is not a fact. And you did a great job of this, uh, Mr. Superintendent, all through our our bargaining sessions trying to explain about the financial aspect that we were going through and how it related to our
budget, right? And you had the same message. I'm not joking, but you probably said the same thing at least 15 times over a 4-month period. I think we need that kind of messaging to help people understand. And I don't know what you think about having a little section where we can address, you know, myths
versus facts or something like that. >> And I don't want to interject on your comments. >> No, go ahead. >> But I think that's our role when we're out in the community like Mon um January. >> It is >> talking to a group and those are some of the things that I'm going to hit on.
>> So I think it's up to us because now we're relying on people to read something else and to find it. >> Well, they do read it. Miss Watt said, "How many times do they open up?" Someone said, "How many times they opened up the last quarterly letter?" >> 41,000. >> Yeah, it was a lot.
>> It was like thousands and thousands of people and it would just be like one little square. When I did the school newspaper, we had something like that. It was like study, fact versus myth, fact. Studying with your headphones on is the same as studying with no distraction. You know, it was just something I think to put out maybe what we're working on. one what's going to be
in the workshops coming up that we're starting to work on updating maybe the student code of conduct and some kind of just I think it's important especially after our budget we got a bunch of new laws I know you know um pertaining to um the scholarships coming up a lot of
conversation about what's going to happen at the school level right could be good news I don't know yet um so this that I think we just need to also be talking about it but also that is our newsletter. We only goes out four times a year and that is a way for us to
demonstrate, you know, what we'd like them to know. So, I think it's a great idea because there's there's individuals who have personal agendas um especially when we're talking about facts. So, I think
that sharing the truth matters and um and things that are going on, especially here lately, for people to understand because as soon as I know some some people in the community have approached me and asked me a lot of different questions from state level on down and
as soon as they understand and actually get facts, then they don't like the answer. >> Yeah. >> But they get it and so they understand. And I think that that's very important for us as their elected officials to get
this information out. Um whether it's recent events or or previous events or upcoming events, all of those things um I think are like you said are very important. I think we need to do better at messaging and speaking to our community better. I think and this is
one of the ways this is one of the reasons I wanted to do this was so that we could message out um what we as a board >> wanted wanted to say. So um I'm actually going to you and Mr. Broski were going to talk about this um and our newsletter
is supposed to actually go out this month. So, we need to talk to >> we'll talk to Sabrina cuz it used to be Terry Dennis >> and so um I can meet with Sabrina about that. She is um handling some business
this week, but I can speak with her about that and we can get something going and make sure that gets out this month. Right. >> Yeah. Doing myth versus f myth versus on >> Yeah. And upcoming upcoming workshops what we're going to work on things like that. I'll probably I'll we're going to talk
about some things afterwards and we'll and then um uh not to because I'm going to get to you Mr. Alber, but um >> do you guys want to do since we're talking about this, do you guys want to do some kind of Christmas message
because it's going to be Christmas like Christmas will go out. >> It'll go out this month. So it'll go before Christmas >> or Yeah. New Year's message or something. >> Happy happy or merry Christmas. Happy New Year. Yeah, >> you guys. >> All right. I just want to make sure you
guys want to add anything to that newsletter. >> If I have some ideas cuz I used to do newsletters. >> Can I send them to you for now until we figure out for the newsletter? >> Yes. >> Mhm. >> Okay. >> So, yeah, ideas on that and then we'll
we'll discuss it further and we'll send the draft out to everybody to approve and then we'll get that going so that that hits before Christmas. Mr. Mr. Alvar, >> merry Christmas to any everybody just in
case I don't see you guys again. And um I know this year has been a very tough year for all of us and we had to deal with a very long uh negotiation that you know for some people didn't end up the way they wanted to. So my suggestion
is a year really close really fast is to start working on a plan as soon as possible and how to do better this year coming up. Get together with CFO the district all of us
and populate a plan or two plans or three plans or whatever we have to do to do our best to do better next year. suggestion >> and communicate with our state legislators.
I think it's going to be key as well. >> That's part of the block. >> So, we will we will see how this all ends up hopefully hopefully better. Anything else? All right. So, we have a photo after this. So, nobody take off if you don't mind. And um this meeting is
entered. >> Yep. We will um you want to we'll be out here like 3 4