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METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=aE0l7APPdnI

Part: 1

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>>Nadia Combs: GOOD MORNING, EVERYBODY. WELCOME TO TODAY'S WORKSHOP. IT IS JULY 21st, IT IS JULY 21st, TUESDAY, 2026. WE HAVE QUITE A FEW WORKSHOPS. MR. PORTER, SUPERINTENDENT, I'LL HAND IT OVER TO YOU. >>Jim Porter: THANK YOU, MADAM CHAIR AND BOARD MEMBERS. TODAY, THE FIRST OF OUR THREE WORKSHOPS POLICIES. THAT'S ONE OF THE PRIMARY FUNCTIONS OF SCHOOL BOARD MEMBERS. [MICROPHONE NOT [MICROPHONE NOT ON] ALSO, POLICIES BROUGHT FORWARD BY THE BOARD MEMBERS.

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SORRY. THANK YOU. AS YOU KNOW, IT'S YOUR WAY OF WORK. ANY BOARD MEMBER MAY INTRODUCE A POLICY. MR. GIBSON AND I REVIEW THEM TO MAKE SURE THEY ARE LEGALLY SUFFICIENT. THAT IS, THEY CAN BE, IF YOU CHOOSE TO PASS CHOOSE TO PASS THEM, THEY CAN WITHSTAND LEGAL SCRUTINY. THAT DOESN'T MEAN THEY ARE GOOD IDEAS. IT DOESN'T MEAN THAT THE REST OF THE BOARD AGREES WITH THEM. THAT JUST MEANS THEY ARE APPROPRIATELY IN FRONT OF YOU FOR DISCUSSION. THIS IS A TRUE WORKSHOP. THIS IS AN OPPORTUNITY FOR YOU TO WORK THROUGH. AND FOR THE FIRST TIME IN SEVERAL YEARS, WE HAVE A LOT OF POLICIES AND SOME OF THEM ARE GOING TO ENGENDER SOME DEBATE.

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AND THAT'S EXACTLY THE WORK OF THE BOARD. BOTH THE SUPERINTENDENT AND I THINK THAT IS A VERY POSITIVE THING. THAT'S JUST SETTING THE STAGE WORK BECAUSE WE HAVEN'T HAD POLICIES FOR A WHILE THAT PROBABLY WILL REQUIRE A LOT OF CONVERSATION, BUT THERE ARE SEVERAL ON HERE THAT WILL. AGAIN, THAT IS THE WORK OF THE BOARD. AT THE START, EVERY POLICY BEFORE YOU IS BEFORE YOU IS LEGALLY SUPPORTABLE AND IT'S YOU ARE IN DECISION TO MAKE IT WHETHER IT'S GOING TO BE A POLICY ENACTED BY THE BOARD. WITH THAT FRAMEWORK AND THAT SORT OF GROUNDWORK SORT OF GROUNDWORK ESTABLISHED, WE'LL JUMP IN.

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THE FIRST POLICY IS REVISION OF EXISTING POLICY 2220. ADOPTION OF COURSES OF STUDY BROUGHT BY MEMBER COMBS. MEMBER MEMBER COMBS, DID YOU WANT TO DESCRIBE WHAT YOU'RE SEEKING TO DO HERE? >>Nadia Combs: YES. THANK YOU, MR. PORTER. LIKE YOU SAID, TODAY WE HAVE 11 POLICIES BEFORE US. 7 ARE REVISIONS AND 4 ARE NEW ONES. SO I THINK AS WE'RE GOING THROUGH THE POLICIES, IF WE GET REALLY STUCK, I THINK MAYBE WE MOVE ON. WE WANT TO GET THROUGH AS MUCH AS WE CAN TODAY. I KNOW SOME OF THEM BY LAW WE HAVE TO GET THROUGH TODAY. AS WE GO

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AS WE GO ALONG, JUST MIND EVERYONE. THE FIRST POLICY THE FIRST POLICY -- >> FOR THE RECORD, CHAIR PEREZ IS PARTICIPATING VIRTUALLY AND MEMBER HAHN IS NOT HERE. OTHERWISE, THE OTHER BOARD MEMBERS ARE HERE. SORRY FOR THE INTERRUPTION. >>Nadia Combs: YES, THANK YOU. MEMBER PEREZ, YOU CAN TEXT ME OR TEXT MR. PORTER WHEN YOU WANT TO GET INTO THE QUEUE. THEN I WILL BE TAKING NAMES AS EVERYBODY GETS IN THE QUEUE. WE'LL GET STARTED. THIS IS ADOPTION OF COURSE OF STUDY. I'M NOT GOING TO READ THIS TO YOU SINCE ALL OF YOU HAVE HAD THIS. BASICALLY, ANY KIND OF NEW

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COURSE OR COURSE OR ASSESSMENT OR PILOT PROGRAM FOR THE STUDENT PROGRESSION PLAN, I WROTE THIS POLICY JUST TO MAKE SURE WE'RE BEING INFORMED. I NOTICED SEVERAL OF THE POLICIES COMING FORTH TODAY ARE POLICIES WHERE BOARD MEMBERS WANT TO HAVE THE INFORMATION OF SOMETHING THEY ARE CHANGING OR THINGS THAT ARE HAPPENING. SO I NOTICED THAT THERE IS A THEME ON THEME ON THAT. I THINK THAT WAS MY RESPONSE TO THAT, JUST NOT BEING THAT, JUST NOT BEING AWARE OF SOME OF THE PILOT PROGRAMS THAT ARE COMING THROUGH, SOME OF THE BIG, BIG PROGRAMS THAT ARE AFFECTING A LOT OF OUR STUDENTS. AND I'VE TALKED TO ACADEMIC SERVICES ABOUT THIS, WE'RE IN

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AGREEMENT. DEFINITELY NOT TRYING TO MICROMANAGE OR MICROMANAGE OR ANYTHING, JUST AN E-MAIL IN THE SUMMER OF THE NEW CLASSES OR ANYTHING A SUMMER PROGRESSION WOULD END UP MEETING THE POLICY OF THIS. BASICALLY ANYTHING, JUST ANYTHING THAT'S GOING TO CHANGE A STUDENT PROGRESSION PLAN THAT'S GOING TO THAT'S GOING TO BENEFIT OR AFFECT STUDENTS THAT WE WANT TO BE INFORMED OF THAT. I'LL HAND THAT OVER TO YOU, MR. BRADY. >> ABSOLUTELY. THANK YOU. THIS IS THE NEW COURSE CODE DIRECTORY FOR 26-27. THIS IS SOMETHING THE BOARD WOULD PROBABLY LIKE TO HAVE ANYWAYS. IT HAS ALL THE COURSE ADDITIONS,

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CHANGES AND DELETIONS. WE TALKED WITH OUR ENTIRE ACADEMIC SERVICES TEAM. OF COURSE, A LOT OF THESE WILL NOT BE OFFERED BY OUR DISTRICT THERE ARE SO MANY OF THEM. YOU CAN SEE HOW MANY PAGES THERE ARE. WHAT WE CAN DO, AS SOON AS WE RECEIVE THIS, GIVE THIS TO THE BOARD AND ALSO HIGHLIGHT THE COURSES THAT WE WILL OFFER, THAT WE INTEND TO OFFER AND THE SCHOOLS THAT INTEND TO OFFER THOSE COURSES. >>Nadia Combs: THANK YOU. IF ANYBODY WOULD LIKE TO GET INTO THE QUEUE. OKAY. WE'LL START WITH MEMBER VAUGHN AND THEN MEMBER GRAY.

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>>Jessica Vaughn: THANK YOU, MADAM CHAIR. I JUST WANTED TO MAKE SURE BECAUSE WHEN I DID MY POLICY REVIEW, THERE WAS A LITTLE BIT OF A DIFFERENCE. DO WE HAVE TO VOTE ON THE THINGS BEFORE THEY COME BEFORE US OR IS THIS JUST TO NOTIFY THE BOARD SO WE'RE IN THE LOOP? >>Van Ayres: THE WAY I WOULD READ READ THIS, IT IS JUST A NOTIFICATION. SOMETHING THAT WOULDN'T COME TO THE BOARD FOR APPROVAL. THIS POLICY ENSURES THAT MYSELF, MY STAFF NOTIFIES THE BOARD OF ANY, YOU LOOK AT STATE COURSE DIRECTORY OFFERED THROUGH THE STATE OF FLORIDA, NUMEROUS

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NUMBER OF COURSES. THERE ARE YEARS WE OFFER DIFFERENT DIFFERENT COURSES DEPENDING UPON STUDENT REQUESTS THAT COME THROUGH DURING PROGRAM. THIS POLICY, THE WAY I READ IT AND HOW WE WOULD FOLLOW, WE WOULD NOTIFY THE BOARD WOULD NOTIFY THE BOARD IN 26-27 SCHOOL YEAR, SOME OF THE NEW COURSES OFFERED AT CERTAIN SCHOOLS WITHIN OUR SCHOOL DISTRICT. THAT'S HOW I INTERPRET IT IF THAT'S OKAY WITH THE BOARD. >>Jim Porter: IF THAT'S ACCEPTABLE, WHAT MS. VAUGHN IS TALKING ABOUT IS LINE 19 BECAUSE IT SAYS FOR REVIEW AND APPROVAL. IF THAT'S THE INTENT, WE'LL

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STRIKE OUT "AND APPROVAL." >>Jessica Vaughn: DOES THAT COME ONCE A YEAR, DOES IT COME BEFORE THE SCHOOL YEAR STARTS SO IF WE HAVE CONCERNS OR ANSWER CONSTITUENTS WHO HAVE CONCERNS, WE HAVE AN APPROPRIATE AMOUNT OF TIME TO DISCUSS THAT WITH THE SUPERINTENDENT? WHAT DOES THE TIMELINE LOOK LIKE FOR THAT? >> THIS YEAR CAME IN JULY. THIS CAME IN JULY. SOMETIMES SCHOOLS WILL WAIT TO SEE HOW THE COURSE PLAYS OUT. SOMETIMES THEY ARE PILOTED. TO GET MORE INFORMATION, YOU

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KNOW, IN OUR DISTRICT WE HAVE SEMESTER EXAMS. THERE'S A LOT OF LEGWORK ON OUR END. IF WE OFFER A COURSE, WE HAVE TO WRITE THE EXAMS FOR IT, TOO. USUALLY SOMETHING LIKE THIS WE WOULD WAIT A YEAR BEFORE WE OFFER. WE WOULD LET YOU KNOW IN JULY, HEY, HERE ARE ALL THE HEY, HERE ARE ALL THE COURSES. IT ALSO SHOWS YOU THE COURSES DAGGERED AND REMOVED FROM THE COURSE CODE DIRECTORY WHICH IS IMPORTANT AS WELL. AS YOU KNOW, SOME OF THESE ARE HIGH-PROFILE CLASSES. SOME OF THEM ARE PRETTY MUNDANE. YOU'VE GOT LIKE RESTAURANT COOK ONE. RESTAURANT COOK TWO. AND THEN YOU ALSO HAVE IB

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COURSES, AP COURSES, AP COURSES, AFRICAN AMERICAN HISTORY COURSES. THE WHOLE GAMUT IS THERE. I THINK YOU GUYS WOULD PROBABLY LIKE TO SEE THEM AND THEN ALSO HIGHLIGHT THEM AND SAY, HEY, THIS IS SOMETHING, OF THIS IS SOMETHING, OF COURSE, A IT -- A COURSE A SCHOOL DOES WANT TO OFFER. A TECHNICAL SCHOOL WHERE THEY HAVE BEEN ANTICIPATING THIS COURSE COMING DOWN THE LINE AND THEY ARE READY TO TEACH IT, PROBABLY WOULDN'T HAVE MUCH IMPACT ON A LOT OF THE OTHER AREAS. >>Jessica Vaughn: I THINK THIS IS A GOOD IDEA BECAUSE A LOT OF PEOPLE DON'T REALIZE HOW TO CONTACT THE DISTRICT AND SCHOOL BOARD MEMBERS ARE SO VISIBLE, WE

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GET A LOT OF QUESTIONS. JUST BEING ABLE TO ANSWER THOSE WITHOUT HAVING TO THEN GO FIND A STAFF PERSON, I THINK SINCE WE ARE KIND OF THE COMMUNITY LIAISON, KNOWING ABOUT BIG CHANGES LIKE THIS ARE IMPORTANT. SO I WILL SUPPORT SO I WILL SUPPORT THIS. >>Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER GRAY. >>Lynn Gray: YES. I DEFINITELY THINK IT'S IMPORTANT NOW THAT WE HAVE MORE PARAMETERS TO GUIDE US. THE FACT IS, THE FACT IS, NOWADAYS, WE DO HAVE MORE PILOTS SINCE, I MEAN,

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FOUR, FIVE YEARS AGO, WE DIDN'T HAVE AS MANY PILOTS. AND THEY ARE KIND OF LIKE EXPERIMENTS. WHAT DO YOU DO WITH AN EXPERIMENT? WELL, WE KNOW, NOT GOING TO DO THE SCIENTIFIC METHOD, BUT WE DO HAVE TO HAVE DIFFERENT WAYS OF CRITERIA. SO MEMBER VAUGHN, I APPRECIATE THE FACT THE FACT THAT YOU AGREE TO AND I ALSO THINK THE BURDEN IS ON THE STAFF. SO IF YOU TWO ARE STILL SMILING AND YOU'RE ABLE TO DO ALL THESE

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CHECKS AND SUPERINTENDENT VAN AYRES, THEN AYRES, THEN IT'S FINE BY ME, AND MEMBER COMBS, THANK YOU FOR BRINGING THIS UP AND FOR MAKING SURE WE DO HAVE SOME CHECKS AND BALANCES WITH THE VARIOUS NUANCES COMING IN OUR NUANCES COMING IN OUR ACADEMIA FIELD. THANK YOU. >>Nadia Combs: >>Nadia Combs: THANK YOU VERY MUCH. MEMBER GRAY. MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I AGREE, AS LONG AS WE REMOVE THE APPROVAL, I HAVE NO PROBLEM WITH THIS. I DO THINK THERE ARE A FEW MORE VERBAGES IN HERE THAT I WANT TO

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MAKE SURE IT'S NOT PART OF POLICY BUT PART OF THE WAY OF WORK. I THINK THAT'S I THINK THAT'S IMPORTANT. ANY PROPOSED COURSE ASSESSMENT, THAT'S FINE, SHALL BE PRESENTED TO THE SCHOOL BOARD. I WANT TO MAKE SURE THAT WON'T LIMIT US THAT WE HAVE TO BE IN A LARGE MEETING TO PRESENT IT. IT CAN BE DONE IN SUCH A WAY THAT YOU ARE INDIVIDUALLY MEETING WITH THE MEETING WITH THE BOARD MEMBERS. THERE IS A NEW BILL OF RIGHTS THAT REQUIRES YOU TO PRESENT TO ALL BOARD MEMBERS ANY INFORMATION, SO I THINK THAT'S ALREADY WRITTEN INTO LAW. WE WANT TO MAKE SURE THAT WE SAY IT IN SUCH A WAY. I THINK WHEN WE GO THROUGH

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I THINK WHEN WE GO THROUGH SUCH PRESENTATIONS, WE WANT TO MAKE SURE THAT -- I THINK MY UNDERSTANDING, MEMBER COMBS, UNDERSTANDING, MEMBER COMBS, IS FROM YOUR -- MAKE SURE THAT NOT ONLY THE BOARD MEMBERS KNOW BUT IF THE COURSE IS GOING TO BE OFFERED WHETHER IT IS A PILOT OR WHETHER A COURSE STUDY THAT THERE'S EDUCATION OUT THERE ON WHAT EXACTLY THE COURSE IS TO THE PUBLIC OR TO THE SCHOOL THAT IT WOULD BE OFFERED AT. SO I THINK WE NEED TO MAKE SURE THAT SUCH PRESENTATION SHALL INCLUDE MAYBE REMOVE FROM THE POLICY BUT POLICY BUT INCLUDED IN YOUR

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PROCEDURES, BECAUSE I THINK IT'S IMPORTANT THAT PARENTS UNDERSTAND IF IT'S BEING OFFERED AS A PILOT, THEY UNDERSTAND IT'S BEING OFFERED AS A PILOT. WHAT IS THE COURSE OF STUDY. WHAT IS IT? SO I THINK THAT'S PART OF THE EDUCATION PIECE THAT NEEDS TO GO OUT TO THE ENTIRE PUBLIC AS WELL AS TO THE AS TO THE BOARD. AND THEN AS WELL AS IF THERE IS A NEW COURSE OF STUDY TO MAKE SURE HOW THAT'S PRESENTED BECAUSE A LOT OF THESE HERE ARE REALLY PROCEDURALLY AND NOT NECESSARILY PART NECESSARILY PART OF OUR ACTUAL

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POLICY. SO I THINK IT'S IMPORTANT TO MAKE SURE THAT WE HAVE A COMBINATION OF THOSE. IF THAT COULD BE REWORDED A LITTLE BIT TO MAKE SURE IT COVERS INFORMING THE PUBLIC OF WHETHER SOMETHING IS A PILOT. I DON'T WANT TO ELIMINATE US FROM A PILOT SO THAT WE CAN BE THE ONES PROVIDING FEEDBACK AND NOT JUST RECEIVING A COURSE AFTER -- I THINK IT'S IMPORTANT FOR STAFF HAVE THE ABILITY TO PROVIDE FEEDBACK ON ANY COURSE THAT WOULD POTENTIALLY BE PROVIDED TO OUR STUDENTS.

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FOR EXAMPLE, THE PURPOSE AND ANTICIPATED STUDENT BENEFIT TO THE PROGRAM, I THINK THAT'S SOMETHING THAT SHOULD COME TO THE BOARD, BUT I DON'T NECESSARILY MEAN IT'S GOT TO BE POLICY. AVAILABLE RESEARCH AND POSTSECONDARY INFORMATION THAT MAY NOT BE, WE MAY BE PART OF THE RESEARCH. IT MAY NOT BE AVAILABLE. WE MAY BE, IF WE'RE DOING A PILOT, WE MAY BE PILOT, WE MAY BE COLLECTING THAT RESEARCH TO BE ABLE TO PROVIDE BACK TO THE BACK TO THE DOE FOR THEM -- >> [INAUDIBLE]

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>>Patti Rendon: SO THEN >>Patti Rendon: SO THEN -- YOU'RE FINE. POTENTIAL IMPACT STUDENT PROGRESSION, ACCELERATION, THESE ARE ALL THINGS THAT SHOULD BE PROVIDED TO US. I'M NOT SURE WE PUT I'M NOT SURE WE PUT IT I'M NOT SURE WE PUT IT INTO POLICY AS A POLICY BECAUSE, AGAIN, UP AGAIN, UP HERE, WE'RE BEFORE ANY CURRICULUM GOES BEFORE A STUDENT, WE AS A BOARD MEMBER HAVE APPROVED THAT CURRICULUM. >>Nadia Combs: I WROTE THE POLICY, BUT I THINK I WANT THESE IN ORDER TO IN ORDER TO CONFIRM THAT THEY

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ARE CLASSES THAT SHOULD BE IMPLEMENTED, NOT THAT IT'S JUST GOING TO BE IMPLEMENTED. SO I THINK HAVING THESE, IF THEY ARE AVAILABLE, I THINK ARE IMPORTANT. THAT'S THE WHOLE POLICY OF HAVING IT. >>Patti Rendon: WHAT ABOUT STAKEHOLDER COMMUNICATION PLANS? YOU WANT THAT PROVIDED TO YOU -- >>Nadia Combs: CAN BE AN E-MAIL, YEAH, GONE THROUGH THE GUIDANCE COUNSELORS. >>Patti Rendon: SHOULDN'T THAT BE PART OF THE PROCEDURE AND NOT PART OF OUR POLICY? >>Nadia Combs: I THINK IT'S TO MAKE SURE THOSE ARE INCLUDED IN THE POLICY. YES, MEMBER YES, MEMBER GRAY.

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>>Lynn Gray: I >>Lynn Gray: I APPRECIATE THE PROCEDURE VERSUS THE POLICY, BUT I DEFINITELY THINK YOU HAVE TO START SOMEWHERE. AND IF YOU START WITH THE ACTUAL STAFF, COMMANDING THOSE BULLET POINTS THAT THEY ARE ABLE TO VALIDATE AND STUDY, IT'S GOING TO DO TWO BENEFICIAL THINGS. NUMBER ONE, IT'S GOING TO ENHANCE THE ENHANCE THE VALIDITY OF THE COURSES THAT WE'RE DOING, AND, SECONDLY, IT ENHANCES THE COMMUNICATION VALUE FOR SCHOOL

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BOARD MEMBERS TO READ THE RESULTS. SO I LOOK AT THIS, AND MEMBER RENDON, I KNOW WE CAN DO-SI-DO WITH A LOT OF THESE WORDS, AND CAN I TALK FOREVER ABOUT STUFF, BUT I THINK IN THE FINAL ANALYSIS, THIS IS A GOOD PLACE TO START AND MEMBER COMBS, IF WE WANT TO REEVALUATE NEXT POLICY CYCLE, WHATEVER, THEN THAT WOULD BE AN OPPORTUNITY TO DO SO. THOSE ARE MY TWO CENTS. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER GRAY. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MADAM CHAIR.

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FIRST, I WANT TO THANK YOU. DID A GREAT JOB ON DID A GREAT JOB ON THIS. THANK YOU MEMBER COMBS BRINGING THE POLICY. I THINK THE MOST IMPORTANT PART IS THE SCHOOL BOARD KNOWING, HAVING NOTIFICATION. IF SOMEBODY COMES TO YOU, YEAH, LET ME CHECK, YES WE DO HAVE THE COURSE. IF WE DON'T KNOW, THEN WE CAN DOUBLE CHECK. THANK YOU. THIS IS THIS IS A GREAT TOOL TO HAVE. I DON'T KNOW ALL THE COURSES EITHER. THANK YOU SO MUCH FOR BRINGING

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THIS, MEMBER COMBS. WE APPRECIATE THAT. >>Nadia Combs: THANK YOU, MR. WASHINGTON. MEMBER VAUGHN AND THEN WE'LL GO TO THE TO THE NEXT ONE. >>Jessica Vaughn: I WAS CURIOUS IF MR. PORTER OR SUPERINTENDENT HAD ANY FEEDBACK ON THE THOUGHTS THAT PATTI SAID BETWEEN PROCEDURE AND WHAT'S IN THE POLICY. >>Jim Porter: YOU WANT POLICY TO BE BROAD ENOUGH SO THAT THE PROCEDURES CAN BE ENACTED TO IMPLEMENT THE POLICY. I UNDERSTAND THE IMPETUS BEHIND THIS, AND I THINK HAVING THIS LANGUAGE IN HERE IS FINE AND I

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THINK IT WILL DRIVE THE PROCEDURES. YOU DON'T HAVE TO HAVE IT. YOU CAN MAKE IT BROADER. IT'S NOT INAPPROPRIATE TO HAVE IT. IT'S FINE FROM A LEGAL PERSPECTIVE. >>Van Ayres: I WOULD ADD THIS POLICY, THIS IS ABOUT A WAY OF WORK BETWEEN THE STAFF AND THE BOARD. THIS IS SOMETHING THAT WE AS STAFF WANT TO DO ANYWAY. I THANK YOU FOR I THANK YOU FOR BRINGING THIS FORWARD. THIS IS AN OPPORTUNITY, JUST PUTS IN WRITING REALLY A WAY OF WORK AROUND HOW WE COMMUNICATE WITH THE BOARD IN ENSURING THAT THE BOARD RECEIVES THIS INFORMATION, PARTICULARLY COURSE

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OF STUDY. REALLY THIS POLICY IS AROUND A WAY OF WORK. APPLIES COURSE OF STUDY BUT REALLY ALL THE DIFFERENT INITIATIVES WE HAVE THAT WE ENSURE WE COMMUNICATE APPROPRIATELY WITH THE BOARD. HUNDRED PERCENT IN FAVOR OF THIS. >>Nadia Combs: WE HAVE SOME FEEDBACK AND WE'LL STRIKE THE ONE PART. THE THE NEXT POLICY IS -- >>Jim Porter: [INAUDIBLE] >>Jim Porter: [INAUDIBLE] THIS IS A REVISION OF EXISTING POLICY

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BROUGHT FORWARD BY MEMBER VAUGHN. I'LL ALLOW YOU TO EXPLAIN YOUR REASONING BEHIND THAT. >>Jessica Vaughn: THANK YOU. RECENTLY, WE RECENTLY, WE HAD THE RECENTLY, WE HAD THE CLASS SIZE UNIT CHANGE. ALTHOUGH WE DID GET A PRESENTATION SHORTLY BEFORE THOSE DECISIONS WERE RELEASED TO OUR STAFF AND TO THE PUBLIC, I DON'T THINK THAT THERE WAS ENOUGH TIME TO REALLY UNDERSTAND IT, TO ASK A LOT OF IT, TO ASK A LOT OF QUESTIONS, TO BE CONFIDENT. AGAIN, WE AGAIN, WE ARE LIAISONS WITH THE PUBLIC. THAT DOESN'T JUST MEAN OUR FAMILIES.

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IT MEANS OUR EMPLOYEES, IT MEANS OUR EMPLOYEES, TOO. AND WE ARE IN CHARGE OF HELPING MANAGE AND OVERSEE THE BUDGET. THAT'S PRIMARILY WHAT WE DO. AND THIS HAS SUCH A DRAMATIC IMPACT ON THE BUDGET. I DON'T KNOW IF IT HAS TO BE -- IF THE WORD HAS TO BE CHANGED, IF IT HAS TO BE APPROVAL AT A BOARD MEETING, BUT I WOULD LIKE FOR SOMETHING THAT'S GOING TO AFFECT OUR DRASTIC BUDGET SO DRASTICALLY, IF WE'RE MAKING NOT EVERY UNIT WHEN WE GO, BUT IF WE'RE CHANGING THE ALLOCATION LIKE WE DID THIS YEAR AND MAKING CLASS SIZES

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CLASS SIZES BIGGER, I DO THINK IT'S SOMETHING THAT THE BOARD SHOULD KNOW ABOUT AND GIVE APPROVAL BEFORE THOSE CHANGES ARE MADE. THAT'S WHY I BROUGHT THIS FORWARD. THANK YOU. >>Nadia Combs: THANK YOU. WHO WOULD LIKE TO SPEAK? MEMBER RENDON AND MEMBER GRAY. >>Lynn Gray: I'M FINE WITH THIS. [MICROPHONE NOT ON]

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I THINK WE SHOULD PUT LIKE WE DID WITH THE NEXT POLICY WHERE IT SAYS WIRELESS COMMUNICATION. THE FIRST THING I THINK WE SHOULD DO IS PUT SHOULD DO IS PUT PURSUANT TO FLORIDA STATE FLORIDA STATE STATUTE 1,003.03. IN OTHER WORDS, BECAUSE THIS IS INHERENT WITH TALLAHASSEE CLASS SIZE, I THINK THAT SHOULD BE PUT ON THE ON THE TOP PURSUANT TO, JUST LIKE OTHER POLICIES, ONLY, OF COURSE, THAT WOULD BE RELEVANT TO THIS POLICY. THAT'S MY ONLY SUGGESTION.

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OTHER THAN THAT, MEMBER VAUGHN, I'M FINE I'M FINE WITH THAT. >>Nadia Combs: MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I DO HAVE A QUESTION REGARDING WHAT MEMBER GRAY SAID. IS WHAT WE PROPOSE FOR THE NEW CLASS SIZES FOLLOWING THE STATUTE? IT'S A RECOMMENDED STATUTE, RIGHT? BECAUSE I THOUGHT THE NUMBERS ACTUALLY WERE HIGHER THAN WHAT WAS RECOMMENDED BY STATUTE. I WOULD BE HESITANT I WOULD BE HESITANT TO DO THAT IF THE NUMBERS DON'T IF THE NUMBERS DON'T ALIGN. >> WHEN YOU LOOK AT THE STATUTE

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ON THE FLORIDA DEPARTMENT OF EDUCATION, IT'S TALKING ABOUT A MORE BROADER AREA THAN WE TALK ABOUT WITH BASIC INSTRUCTION. USUALLY UNITS AROUND CONVERSATIONS OF BASIC INSTRUCTION, WHEN YOU LOOK AT DOE, THEY LOOK AT BASIC INSTRUCTION PLUS ESE STUDENTS AND THEY LOOK AT THE GLOBAL TAKE. BECAUSE OF OUR BECAUSE OF OUR ESE POPULATION IS SMALL, IT DRIVES DOWN YOUR CLASS AVERAGE. WE HAVE TO TAKE THAT INTO ACCOUNT, TYPICALLY YOUR BASIC ALLOCATION WOULD BE A TAD BIT HIGHER THAN WHAT WOULD BE AS THE STATUTE BECAUSE YOUR ESE WOULD BRING THAT DOWN BECAUSE THEY ARE

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TAKING A GLOBAL LOOK AT THAT. THAT'S ONE OF THE THINGS THAT MAYBE WE COULD DO A BETTER JOB WHEN WE PRESENT THOSE, WHAT THAT FORMULA FORMULA WOULD BE FOR OUR STUDENT PLUS OUR PLUS OUR ESE STUDENT EQUALS THIS CLASS AVERAGE. THAT'S ONE OF THE DISTINCT ISSUES BETWEEN WHEN WE TALK ABOUT OUR UNIT ABOUT OUR UNIT ALLOCATION, WHICH IS BASICALLY BASIC INSTRUCTION AND THEN ESE IS ANOTHER CONVERSATION AND THE DOE CLUMPS THOSE TOGETHER AS A GROUP. >>Van Ayres: ADD THE DEFINITION OF CLASS SIZE HAS CHANGED OVER TIME.

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BACK 10, 15 YEARS AGO, IT WAS CLASS BY CLASS. MEET CLASS SIZE BY EVERY SINGLE CLASS. THE STATE HAS GIVEN FLEXIBILITY OVER CLASS SIZE OVER THE LAST NUMBER OF YEARS WHERE IT IS AN AVERAGE. FOR THE RECORD, WE MET CLASS SIZE EVERY YEAR. NEVER BEEN HILLSBOROUGH COUNTY IS OVER CLASS SIZE. MET FLORIDA STATUTE, MET THE LETTER OF THE LAW REGARDS TO CLASS SIZE. AS FAR AS THE POLICY GOES, WHEN WE DO UP TO US AND I THINK WE CAN SAY WE'LL DO A BETTER JOB IN HOW WE COMMUNICATE OUT THE CLASS SIZE. WE'VE HAD MANY CONVERSATIONS ABOUT THAT. BUT IT'S IMPORTANT FOR EVERYONE

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TO KNOW IN THE SPRINGTIME WE ARE PROJECTING. WE ARE PROJECTING HOW MANY STUDENTS WE THINK WE'LL HAVE IN THE FALL SO IT THE FALL SO IT BECOMES FOR US, MAKING A VERY EDUCATED GUESS ON HOW MANY BASED ON PROJECTIONS FROM THE STATE OF FLORIDA AND HOW MANY STUDENTS WE'RE GOING TO HAVE IN HILLSBOROUGH COUNTY. SO THAT'S WHERE SOMETIMES WE GO IN AND WE PUSH CLASS SIZE UP A LITTLE BIT. BECAUSE YOU JUST DON'T KNOW WHERE YOU'RE GOING TO END UP IN THE FALL AND THE FALL AND WHERE THOSE NUMBERS COME. IN REGARDS TO THIS POLICY HERE, WE CAN DO A BETTER

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WE CAN DO A BETTER JOB IN HOW WE COMMUNICATE THAT OUT AND WHAT WE'RE LOOKING TO DO WHEN WE LOOK AT UNITS FOR THE NEXT SCHOOL YEAR. KNOWING WHAT MR. LEWIS' WORK AND THIS BOARD'S WORK WITH REGARDS TO BUDGET, THIS IS ONE OF THE MOST IMPORTANT THINGS WE DO REGARDS TO BUDGET. AS YOU MENTIONED, EVERY SINGLE YEAR. THIS IS THE MOST IMPORTANT PROCESS WE GO THROUGH. WE GO AND OVER ALLOCATE AND THINK WE NEED MORE TEACHERS AND MORE STAFF THAN WE DO, THE FIFTH DAY COMES AND WE HAVE LESS NUMBER OF STUDENTS THAT'S WHERE YOU GET INTO BUDGETARY PROBLEMS AND ISSUES. THAT'S WHY THE PAST CYCLE WE'VE

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SEEN DECLINING ENROLLMENT. WE HAD TO LOOK AT THE CLASS SIZE AND PUSH THOSE NUMBERS UP A TOUCH TO THAT WAY WHEN THE FIFTH DAY COMES, WE CAN MAKE THOSE ADJUSTMENTS. FOR THE RECORD ME TO SPRING ARE PROJECTIONS, WHEN THE FIFTH DAY COMES WE GO THROUGH AND MAKE ADJUSTMENTS BASED ON THE ACTUAL NUMBER OF STUDENTS WE HAVE. OVER THE NUMBER OF YEARS, UNIT ALLOCATIONS, ALLOCATING UNITS GENERATES LOTS OF CONVERSATION. IT'S ONE OF THE MORE IT'S ONE OF THE MORE DIFFICULT BESIDES GROWTH MANAGEMENT AND NUMBER OF SCHOOLS, GROWTH

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MANAGEMENT AND UNIT ANALYSIS IS ONE OF THE MORE DIFFICULT THINGS WE HAVE TO DO BECAUSE IT INVOLVES A LOT OF PROJECTING OUT INTO THE FUTURE OF WHAT WE THINK. APPRECIATE THIS POLICY. KNOW FROM OUR END, WE'LL DO A BETTER JOB AS STATED EARLIER IN HOW WE COMMUNICATE FROM STAFF TO BOARD ON SOME OF THE WORK THAT WE'RE GOING TO HAVE FOR NEXT YEAR WHICH INCLUDES IN THIS CASE CLASS SIZE. >>Patti Rendon: WOULD YOU OR WOULD YOU NOT RECOMMEND PUTTING IN THERE TO FOLLOW STATE STATUTE?

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I TOTALLY UNDERSTAND WHERE MEMBER GRAY IS COMING FROM AND I WOULD LIKE TO BE ABLE TO DO THAT. I ALSO DON'T WANT TO LOCK THE DISTRICT IN, WHERE THERE IS A MISUNDERSTANDING -- BECAUSE I THINK SHE'S RIGHT. I HAVE NO PROBLEM PUTTING IN THE STATUTE. WILL THAT LOCK US INTO A POINT WE'RE NOT GOING TO HAVE THE FLEXIBILITY? LIKE YOU SAID, THE WAY IN WHICH THE RULE WRITES IS NOT THE WAY WE CALCULATE IT. IT COULD GET US IN TROUBLE IF WE NOT FOLLOWING POLICY AND FAMILY MEMBER HAS A PROBLEM WITH OUR

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POLICY, CALCULATING A LITTLE DIFFERENTLY THAN THE DOE RECOMMENDS. THAT WOULD BE ONLY MY CONCERN. I HAVE NO PROBLEM FOLLOWING THE STATUTE IF THAT'S WHAT YOU WANT TO DO. THE OTHER QUESTION, GOING BACK, IF WE'RE GOING TO AS A BOARD FOLLOW THE GUIDELINES OF THE PREVIOUS POLICY, THEN I WOULD LIKE TO ADD TO THIS THAT WHEN YOU GO TO THE BOARD FOR ANY FORMULA CHANGES, THAT YOU ACTUALLY DEMONSTRATE WHAT THAT LOOKS LIKE WITHIN SCHOOLS BECAUSE I THINK THAT'S A PROBLEM THAT LAST TIME YOU GAVE US A FORMULA, AND I PUT THAT FORMULA IN MY INDIVIDUAL SCHOOLS IT

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LOOKS VERY DIFFERENT THAN MEMBER WASHINGTON'S DISTRICT OR MEMBER COMBS' DISTRICT. IF YOU ARE GOING TO MAKE IT A BOARD APPROVAL, PLEASE PROVIDE US ALL THE INFORMATION AND I WOULD LIKE TO HAVE SOMETHING ADDED IN HERE THAT YOU'D HAVE TO PROVIDE US WHAT THAT LOOKS LIKE BY SCHOOL. >> WE CAN DEFINITELY DO THAT. ONE THING THAT COMPLICATES, WE HAVE MORE OF A STACKABLE APPROACH WE DO IN HILLSBOROUGH. ONE EXAMPLE IS YOU HAVE YOUR BASIC STUDENT BASIC STUDENT ALLOCATION, OBVIOUSLY THE ESE OBVIOUSLY THE ESE ALLOCATION, ALSO READING ALLOCATION THAT WE

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STACK THAT SUPPORT THE WHOLE. WE CAN FIND A BETTER WAY TO PRESENT THAT THE BOARD ON ANNUAL BASIS. THE OTHER PROBLEM, WHEN WE LOOK AT THE CLASS SIZE REPORT IN THE STATE OF FLORIDA, THAT'S AT ONE MOMENT IN TIME. IMPORTANT TO REMEMBER, AS WE LOOK AT DAY FIVE AND DAY SEVEN, SET OUR ENROLLMENT AND TEACHER ALLOCATION FOR THE YEAR, OBVIOUSLY, IT FLUCTUATES FROM THAT POINT TO THE VERY LAST DAY OF SCHOOL. OF COURSE, WE'RE NOT IN A POSITION WHERE WE CAN CONTINUE TO CHANGE THINGS ON A DAILY BASIS. THAT REPORT IS BASED OFF A MOMENT IN TIME MOMENT IN TIME IN OCTOBER.

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OF COURSE, OF COURSE, THINGS COULD CHANGE GOOD OR BAD WHEN YOU LOOK AT THE NUMBERS PLUS OR MINUS. WE WANT TO REMEMBER WHEN WE LOOK AT THE STATE REPORT, WE ALSO DO THAT. IT ALSO IS BASED ON HOW THEY CALCULATE THAT WITH HOW WE USE OUR INSTRUCTIONAL SUBSTITUTES AND HOW THEY CALCULATE INTO THAT. SO WE FOLLOW UP WITH ANY OUTLIERS WE HAVE WITH THE REPORT EVERY YEAR AND MAKE SURE ANY OF THOSE ARE RESOLVED IF THERE ARE ISSUES. >>Van Ayres: AS AN EXAMPLE OF WHAT THIS PROCESS LOOKS LIKE AND WHY IT IS FLUID AND WE HAVE TO DO A BETTER JOB OF COMMUNICATING

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THAT OUT. EXAMPLE OF SECOND GRADE CLASSROOM. PROJECTING 40 SECOND GRADERS FOR NEXT YEAR. IS THAT TWO TEACHERS OR THREE? TWO TEACHERS, THAT'S CLASSES OF 20. IF WE THINK, WELL, WE'LL MEET CLASS SIZE IN THE SPRINGTIME AND ALLOCATE ANOTHER TEACHER, THAT'S THREE, NOW THAT'S 13 STUDENTS IN A CLASS. NOW YOU HAVE A CLASS SIZE THAT'S NOT AT THE 18. NOW IT'S WAY BELOW NOW IT'S WAY BELOW AT 13. THAT'S WHERE IT'S FLUID AND MAKE DECISIONS LIKE THAT.

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HANDLING ELEMENTARY UNITS CAN GET TRICKY LIKE THAT. THOSE ARE THE DECISIONS MADE. SOUNDS LIKE ONE SITUATION, BUT MULTIPLY THAT OVER 130 ELEMENTARY SCHOOLS AND NOW OVER-ALLOCATED BY 130 TEACHERS, DICTATES BUDGET PROBLEMS MOVING INTO THE NEXT YEAR. IT'S A TOUGH PROCESS WE GO THROUGH. I APPRECIATE THE CONVERSATION. I THINK I TALKED WITH ALL OF YOU IN YOUR CONCERN OVER OUR UNIT PROJECTIONS FOR NEXT YEAR AND WE KIND OF WORKED THROUGH THAT. I APPRECIATE THE DIALOGUE BACK.

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I PROMISE WE'LL GET BETTER AT THAT IN HOW WE COMMUNICATE. IT'S A TOUCHY THING WHEN YOU'RE TRYING TO ALLOCATE NUMBER OF UNITS OUT OVER THE NEXT YEAR, ESPECIALLY WHEN YOU'VE GOT 140 SOME ELEMENTARY SCHOOLS AND BEING REAL CAREFUL HOW YOU ALLOCATE THOSE. FROM STAFF END, PREVIOUS POLICY, KNOW THAT WE'LL DO A BETTER JOB IN COMMUNICATING THAT OUT. IF THIS POLICY PASSES, WE'LL FOLLOW UP. >> WE'LL LOOK AT THE STATUTE TO SEE WHETHER APPROPRIATE TO ADD OR LIMIT AND ADD THE LANGUAGE REQUESTED AND THAT WILL BE

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BEFORE YOU AT THE PUBLIC HEARING. IF THERE'S GENERAL CONSENSUS IT'S A GOOD POLICY, WE'LL WORK ON THE COMMENTS. >>Nadia Combs: LET'S ROUND THIS UP. I THINK A COUPLE MORE BOARD COMMENTS AND THEN MOVE ON TO THE NEXT POLICY. >>Lynn Gray: GENERALLY SPEAKING, WHEN YOU HAVE A FLORIDA WHEN YOU HAVE A FLORIDA STATUTE, THE ELASTIC CLAUSE IN GOVERNMENT. THAT MEANS IT THAT MEANS IT CHANGES.

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IT'S NOT LIKE A IT'S NOT LIKE A STATUE. ELASTICITY, FLEXIBILITY IS INHERENT IN MANY OF THESE POLICIES UPON THE BOARD, OF COURSE, AND UPON THE PROCEDURAL OUTCOMES OF THE SUPERINTENDENT. I'M NOT GOING TO BEAT A DEAD HORSE, WHICH I ALREADY AM. SORRY, SORRY, KRISTIN. I I THINK IT'S WORTH EDITING AND ALSO THE CONTINUITY OF OTHER POLICIES WHERE IT DOES START WITH PURSUANT TO FLORIDA STATUTE IS IMPORTANT. I'M NOT SAYING, JIM, THAT IT'S

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ON EVERY ONE OF THE REVISED POLICIES, BUT I AM SAYING IT IS ON MANY OF OUR POLICIES. I THINK WHEN WE EDIT POLICIES, TWO THINGS TO KEEP IN MIND. NUMBER ONE IS THE STANDARDIZATION OF HOW YOU SET UP THE ACTUAL POLICY. SECONDLY, WE ARE REMINDED OF ELASTICITY OF MANY OF THESE POLICIES. OTHERWISE WE WOULD BE CARRYING A BOOK AROUND AND BEING CONSTRAINED. MY FINAL REMARKS. THANK YOU, MEMBER COMBS. >>Nadia Combs: MEMBER PEREZ DOES NOT HAVE A COMMENT RIGHT NOW.

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WE'LL ROUND OUT WITH YOU, MEMBER VAUGHN. >>Jessica Vaughn: I APPRECIATE YOU EXPLAINING EVERYTHING, SUPERINTENDENT. SOME OF THE CONCERNS AREN'T EVEN NECESSARILY AROUND REGULAR CLASSROOM SIZE. MAKING THE CHOICE NOT TO INCLUDE KIDS WHO KIDS WHO ARE ABOUT TO BE STAFFED INTO GIFTED DEPARTMENTS BECAUSE THEY HAVEN'T BEEN STAFFED AS FORECASTING HOW MANY GIFTED TEACHERS WE'RE GOING TO NEED I THINK IS ONE OF THE THINGS I WOULD LIKE TO UNDERSTAND AND TALK ABOUT. I THINK THERE ARE A LOT OF LITTLE DETAILS THAT AREN'T

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AROUND THE MAJOR UNIT ALLOCATIONS THAT I WOULD LIKE TO UNDERSTAND, ONE. TWO, I THINK IT WOULD HELP ME UNDERSTAND THE BUDGET HOLISTICALLY MORE AS WE TALK ABOUT ALL OF THESE LITTLE DETAILS AROUND THAT. ALSO WHAT I THINK IS IMPORTANT AND NEED TO ADVOCATE FOR AS A BOARD MEMBER IS MAKING SURE OUR STAFF GETS THIS INFORMATION TIMELY. THIS PUTS A LOT OF STRAIN ON PRINCIPALS WHO ARE RECRUITING THROUGHOUT THE YEAR. IF THEY ARE FINDING OUT THAT ALL OF A SUDDEN THERE ARE 20 KIDS WHO WERE SUPPOSED TO BE STAFFED INTO GIFTED THAT WE'RE NOT GOING TO DO THAT ANYMORE AND THEY ARE GOING TO LOSE A GIFTED TEACHER,

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THAT CAUSES A HUGE AMOUNT OF CHAOS IN OUR SCHOOLS. I KNOW WE'RE FOCUSED ON MINIMIZING THE MINIMIZING THE CHAOS, BEING FISCALLY RESPONSIBLE AND BEING ABLE TO GIVE FEEDBACK BECAUSE, AGAIN, WE ARE THE NUMBER ONE LIAISONS WITH THE COMMUNITY. WE GET THE FEEDBACK BEFORE YOU GUYS DO. AND THEY THINK WE MAKE THESE DECISIONS WHICH I WOULD LIKE TO STATE FOR THE RECORD WE DON'T. IF I'M GOING TO BE HELD ACCOUNTABLE FOR IT, I'D LIKE TO HAVE THE INFORMATION AS HAVE THE INFORMATION AS TIMELY AS POSSIBLE. I APPRECIATE THAT. IF MY FELLOW BOARD MEMBERS ARE SUPPORTING THIS I APPRECIATE THAT AS WELL. >>Van Ayres: I'M GLAD YOU BROUGHT UP THE GIFTED.

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MR. LEWIS IS STANDING HERE AS CHIEF FINANCIAL OFFICER OVERSEES THE ENTIRE BUDGET. UNIT PROCESS INCLUDES ECONOMIC SERVICES, INCLUDES ESE AS WELL. IT IS A WHOLE PROCESS WHICH IS INVOLVED IN MY ENTIRE STAFF. MR. LEWIS KIND OF OVERSEES THE WHOLE PROCESS, BUT THERE ARE DECISIONS MADE WITHIN CERTAIN DIVISIONS THAT ULTIMATELY TO THE POINT YOU MADE AROUND POINT YOU MADE AROUND GIFTED, THAT ULTIMATELY DRIVE SOME OF OUR UNIT PROCESSES. MR. LEWIS OVERSEES THE WHOLE THING BUT THIS IS SOMETHING OUR ENTIRE CABINET AND EVERYONE INVOLVED IN MAKING THE

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DECISIONS. >>Jessica Vaughn: MY UNDERSTANDING, THEY GOT DIRECTIVES FROM MR. LEWIS TO HELP MAKE THE DECISIONS. THAT'S WHY I WANT TO MAKE SURE WE'RE ALL ON THE SAME PAGE AND WE KNOW WHAT'S GOING ON BEFORE THE THE DECISIONS ARE FINALIZED. >>Nadia Combs: LET'S MOVE ON TO THE NEXT ONE. >>Jim Porter: REVISION OF EXISTING POLICY PARTICIPATION POLICY FOR STUDENT ATHLETES WHO TRANSFER. THIS IS A POLICY BROUGHT BY STAFF TO COME INTO COMPLIANCE WITH NEW FLORIDA LAW.

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TURN IT OVER TO TURN IT OVER TO THE TURN IT OVER TO THE STAFF. >> GOOD >> GOOD MORNING. THE PURPOSE OF THIS POLICY REVISION IS JUST TO UPDATE OUR WORDING IN OUR CURRENT POLICY SO IT ALIGNS WITH STATE STATUTE WHICH LIMITS STUDENT ATHLETES WHO WANT WHO WANT TO TRANSFER AND PARTICIPATE AT A DIFFERENT SCHOOL. LIMITS THEM TO PARTICIPATING AT ONE SCHOOL -- SORRY, AT ONE SCHOOL FOR THE SCHOOL YEAR AND ONE WHERE PREVIOUSLY THEY HAD A LITTLE MORE FLEXIBILITY. ALSO PROVIDES EXEMPTIONS TO THAT.

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PREVIOUSLY THE SCHOOL DISTRICT COULD CREATE THEIR OWN, QUOTE, UNQUOTE, GOOD CAUSE AND WHAT WOULD ALLOW A STUDENT TO PARTICIPATE AT ONE SCHOOL AND THEN ANOTHER SCHOOL. THIS NEW STATUTE NOW CREATES THAT FOR US. SO THE FIRST THREE ARE THE SAME. THE DIFFERENCE WOULD BE A FULL AND COMPLETE MOVE, REASSIGNMENT BY DISTRICT SCHOOL BOARD OR TRANSFER WITHIN THE FIRST 20 DAYS. JUST TO UPDATE OUR PURSUANT POLICY TO ALIGN POLICY TO ALIGN WITH THAT STATE STATUTE THAT WENT INTO EFFECT JULY 1. >>Nadia Combs: QUESTIONS OR COMMENTS?

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QUICK QUESTION BY MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. I APPRECIATE YOU BRINGING THIS FORWARD. I DO HAVE SOME CONCERNS ABOUT FAMILIES THAT HAVE TO MOVE TO JUST FINANCIAL HARDSHIP. I KNOW THERE IS AN EXEMPTION FOR FAMILIES THAT ARE FACING HOMELESSNESS. I DON'T SEE ANYWHERE WHERE THAT JUST TRANSFERS TO PEOPLE WHO MIGHT FINANCIALLY MIGHT NOT BE ABLE TO AFFORD WHERE THEY ARE LIVING AND HAVE TO MOVE. I AM DISAPPOINTED BECAUSE I WORRY THAT THIS PLACE IS BURDENED ON FAMILIES WHO MIGHT NOT BE FINANCIALLY SECURE ENOUGH

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AND HAVE TO MOVE AROUND A LOT THAT THEIR KIDS CAN'T PARTICIPATE. IT'S FLORIDA STATUTE, NOTHING WE CAN DO ABOUT THAT. HOWEVER, WHAT I WOULD LIKE TO DO IS MAKE SURE THIS POLICY, IF ENACTED, GOES COMPLETELY TO ALL OF OUR FAMILIES WHO MIGHT BE PARTICIPATING. I KNOW WE HAVE A CLAUSE WHERE OUR POLICIES NOW GO TO OUR STAFF MEMBERS, BUT I THINK THIS IS GOING TO BE A BIG CHANGE FOR A LOT OF FAMILY MEMBERS AND OUR FAMILIES AND PARENTS WILL HAVE TO BE AWARE ABOUT THIS BECAUSE IT MIGHT CHANGE THE DECISION ON WHETHER THEY TRY TO STAY OR MOVE SOMEWHERE IF IT MEANS THEIR KID

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CAN CONTINUE OR PARTICIPATE IN THE SPORT THEY ARE PASSIONATE ABOUT. I THINK THIS WILL HAVE A REALLY BIG EFFECT AND I THINK WE NEED TO GET AHEAD OF IT AND MAKE SURE OUR FAMILIES KNOW IT. THANK YOU FOR THE TIME TO THANK YOU FOR THE TIME TO MAKE THE COMMENT. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: THANK YOU, SARAH, FOR BRINGING THIS FORWARD. I KNOW WHAT YOUR MOTIVATION WAS. YOU'RE HEARING A LOT OF, LET'S JUST SAY, ELEMENTS THAT JUST SAY, ELEMENTS THAT HAPPEN WHEN KIDS CONTINUALLY GO INTO TWO OR THREE SPORTS. YOU MAY WANT TO HIGHLIGHT THAT

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BECAUSE WHEN YOU WRITE A POLICY SUCH AS YOU HAVE, OBVIOUSLY FLORIDA STATUTE DICTATES IT, BUT THERE'S OTHER MOTIVATIONS. DO YOU WANT TO SHARE HOW THE COACHES AND HOW THEY FEEL ABOUT KIDS KIDS DOING MULTIPLE SPORTS. >> MULTIPLE DIFFERENT SCHOOLS. YEAH, IT'S GOING TO LIMIT A STUDENT FROM PLAYING FOOTBALL AT ONE SCHOOL, BASKETBALL AT ANOTHER SCHOOL AND THEN BASEBALL AT ANOTHER SCHOOL. IT REALLY KIND OF CREATES MORE OF A LOYALTY OF A LOYALTY IN A TEAM TO EACH INDIVIDUAL SCHOOL HOPEFULLY FOR

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FOUR YEARS, IF NOT, AT LEAST FOR ONE. I KNOW THAT COACHES APPRECIATE THAT AS WELL. >> DID WE DO ANYTHING WITH THE FLORIDA EMPOWERMENT SCHOLARSHIP STUDENT, THE HOMESCHOOL STUDENT, THE HOMESCHOOL ONES. ARE THERE PARAMETERS -- >> NONTRADITIONAL STUDENTS WITH THIS LAW CAN THIS LAW CAN PARTICIPATE AT ANY SCHOOL WITHIN THE DISTRICT THEY RESIDE. HOMESCHOOL, AS LONG AS THEY ARE NOT PART OF HOMESCHOOL COOPERATIVE AND OTHER NONTRADITIONAL, CHARTER, PRIVATE, IF THEIR SCHOOL DOESN'T OFFER IT, THEY CAN PARTICIPATE

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AT ANY SCHOOL IN THE DISTRICT THAT THEY RESIDE. >>Lynn Gray: STILL TWO SPORTS, NO MORE THAN TWO? >> ALSO BOUND TO THIS LAW. PARTICIPATE AT JUST ONE SCHOOL. MEMBER VAUGHN, I AGREE WITH YOU. WE'LL GET WITH WE'LL GET WITH TANYA AND COMMUNICATE WITH THE SCHOOL ADMIN TO GET THIS ADMIN TO GET THIS OUT TO FAMILIES. ABSOLUTELY CORRECT ON THAT. >>Jessica Vaughn: SPEAKING TO THE QUESTION MEMBER GRAY JUST ASKED, IN OUR ASKED, IN OUR MEETING, YOU SAID THERE'S MORE LEGISLATION WHERE

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THE NEXT POLICY CYCLE WE HAVE THE OPTION OF THE OPTION OF CHARGING THOSE STUDENTS TO PARTICIPATE IN OUR TEAMS IF WE WANT TO BRING FORWARD A POLICY FOR THAT. IS THAT VALID NOW? >> YES, THAT ALSO WENT INTO EFFECT AS OF JULY 1. THAT WOULD THAT WOULD PERTAIN TO HOMESCHOOL -- NOT CHARTER. >>Jessica Vaughn: ONE OF US WANTS TO BRING FORWARD IN THE NEXT POLICY CYCLE. >> YES, MA'AM. >>Jessica Vaughn: THANK YOU. >>Nadia Combs: MEMBER >>Nadia Combs: MEMBER RENDON. >>Patti Rendon: I WASN'T GOING TO ASK A QUESTION.

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I WANT TO CLARIFY, I WANT TO CLARIFY, THOUGH, THAT WE CAN ONLY CHARGE WHEN WE'RE CHARGING OUR OWN STUDENTS FOR ACTIVITY, TO BE ACTIVE IN THE SPORT, LIKE LACROSSE IS THAT CORRECT ACCORDING TO POLICY? >> IF WE CHARGE ALL NONTRADITIONAL STUDENTS WE HAVE TO BE CHARGING OUR PUBLIC STUDENTS A PAY TO PLAY ESSENTIALLY WHICH WE DON'T. WE WOULD ONLY BE WE WOULD ONLY BE ELIGIBLE TO CHARGE PRIVATE OR PEP SCHOOL STUDENTS. THAT'S PER STATE STATUTE. IF WE WERE CHARGING PUBLIC SCHOOL STUDENTS, THEN WE CAN CHARGE EVERYONE UP TO WHAT WE

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ARE CHARGING. >>Patti Rendon: WE CAN DO THAT CURRENTLY RIGHT NOW WITH LACROSSE BECAUSE LACROSSE IS CURRENTLY PAY TO PLAY. >> AS OF JULY 1, YES, MA'AM. >>Patti Rendon: KRISTIN, CAN WE MAKE A NOTE THAT ONE OF THE THINGS WE WANT TO LOOK AT IS BEING ABLE TO AMEND POSSIBILITY OF THIS TO LOOK AT WHAT OF THIS TO LOOK AT WHAT MEMBER VAUGHN SAID? I UNDERSTAND WHAT SHE'S TALKING ABOUT. EXTENDING THAT HARDSHIP. THIS IS STATUTE IT WOULD NEED TO GO TO CHANGE IN STATUTE TO ADD THE HARDSHIP. >> I CAN PUT IT ON OUR DRAFT --

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>> LOOK AT THAT, WE CAN MAKE SURE, WE WANT TO LOOK AT WHATEVER THE HARDSHIPS ARE TO MAKE SURE MAKE SURE WE'RE COVERING ALL STUDENTS IN THAT WAY, BECAUSE I THINK THAT'S THE ONLY WAY WE'LL BE ABLE TO DO THAT. MAY BE SOMETHING IN THE WORKS WITH FLORIDA SPORTS ASSOCIATION, SO THANK YOU. >> JUST TO ADDRESS THAT, WE DO CURRENTLY CHARGE NONTRADITIONAL STUDENTS TO PAY FOR LACROSSE BECAUSE WE CHARGE OUR REGULAR STUDENTS. WE DO THAT CURRENTLY. IF A STUDENT DOESN'T MEET ONE OF THE CURRENT EXEMPTIONS TO TRANSFER, THEY ARE ABLE TO APPEAL TO THE

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APPEAL TO THE FHSSA EXECUTIVE DIRECTOR. AND THEN THE AND THEN THE FHSSA HAS 14 DAYS TO RESPOND SO A STUDENT IS NOT WAITING AND THEY MISS THEIR WHOLE SEASON. THEY ADDED APPEALS PROCESS EVERY TWO WEEKS SO THEY CAN GET THE STUDENTS WHO FALL, JUST LIKE YOU SAID, IN THAT SITUATION, SO THEY ARE STILL ABLE TO PARTICIPATE. DURING THAT TIME, THEY WOULD BE ALLOWED POTENTIALLY TO PRACTICE, JUST NOT PLAY IN A GAME WHILE THEY ARE WAITING FOR THAT DETERMINATION. >>Patti Rendon: THANK YOU FOR THAT CLARIFICATION. I STILL THINK IT'S IMPORTANT TO MAKE SURE IT IS LISTED AS

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EXEMPTION BECAUSE I THINK FLORIDA HIGH SCHOOL SPORTS ASSOCIATION WILL BE LIMITED TO THE LAW UNLESS WE LOOK THE LAW UNLESS WE LOOK AT AMENDMENTS. >>Van Ayres: DO WE EVEN KNOW HOW MANY STUDENTS EVEN DID THIS LAST YEAR THAT PARTICIPATED IN MULTIPLE SPORTS? I'M ASSUMING A SMALL NUMBER OF STUDENTS THAT DO THIS ANYWAY. I WAS CURIOUS. >> IT'S PROBABLY LARGER >> IT'S PROBABLY LARGER THAN WHAT ONE MIGHT THINK. THERE IS A WAY TO TRACK THAT.

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EVERY TIME A STUDENT TRANSFERS, WE HAVE TO DO A FORM ONLINE WITH THE STATE. I COULD DEFINITELY GET THOSE NUMBERS FOR YOU. NO PROBLEM. >>Nadia Combs: WE'RE DONE WITH THIS POLICY. LET'S MOVE ON TO THE NEXT POLICY. >>Jim Porter: NEXT POLICY IS BY MEMBER GRAY, REVISION MEMBER GRAY, REVISION TO MEMBER GRAY, REVISION TO 5136, WIRELESS COMMUNICATION.

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THIS IS REGARDING CELL PHONE USAGE. [MICROPHONE NOT [MICROPHONE NOT ON] >>Lynn Gray: BOARD MEMBERS, I KNOW HOW YOU FEEL ABOUT HIGH SCHOOL AND HAVING A LITTLE BIT MORE FREEDOM, ET CETERA. BUT I DO FEEL STRONGLY BECAUSE SOON WE WILL BE TALKING ABOUT SCREEN TIME AND THE DANGERS OF MORE SCREEN TIME. AS I SEE IT AND AS ORANGE COUNTY AND DUVAL, THEY HAVE -- THAT'S JUST TWO COUNTIES, JUST TWO COUNTIES, DISTRICTS.

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FIRST BELL GOES IN THE BACKPACK THE CELL THE CELL PHONE. THE LAST PART, THE THE LAST PART, THE DISMISSAL, THEY THEN CAN HAVE THEIR CELL PHONES BACK. THE FLORIDA STATUTE DOES PROHIBIT 1 PROHIBIT 1   06.07 COMMUNICATION DEVICES DURING THE SCHOOL DAY. SOME DISTRICTS SUCH AS OURSELVES HAVE GIVEN LENIENCY TO HIGH SCHOOL. I FEEL LIKE WHEN YOU LOOK AT THE SURVEY FROM THE PRINCIPALS, WHICH IS WHICH IS VERY

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WHICH IS VERY CRITICAL, THEY ARE MOSTLY FOR GETTING RID OF CELL PHONES DURING THE DAY. HOWEVER THE HOWEVER THE HICCUP, RICK, MAYBE DAVE, IS THE REFERRAL OR DISCIPLINARY ACTION. BUT WHEN WE LOOK AT THE COST OF SCREEN TIME, CELL PHONE USAGE, YOU'RE LOOKING AT DEGRADATION OF MENTAL HEALTH. 72% OF OUR STUDENTS USE CELL PHONES SOCIAL MEDIA FOR RELATIONSHIP BUILDING, AND THEY ARE NOT USING IT FOR ARE NOT USING IT FOR CONTENT.

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THIS COMES FROM THIS COMES FROM GAGGLE. MANY CELL PHONE USERS AS YOU KNOW THEY ARE HAVING ANXIETY, FRUSTRATION, ANGER. THEY SET UP BULLYING, MEETINGS ACROSS TOWN, SOME OF YOU MIGHT BE FAMILIAR. CURTIS HIXON. THEY ARE SETTING UP FIGHTS. AND THAT'S A NEGATIVE THING. BASICALLY, MENTAL HEALTH OF A STUDENT RIGHT NOW IS VERY TENUOUS, AND WE'RE DOING EVERYTHING WE CAN AS A DISTRICT TO HELP THEM LEARN SMALL TALK,

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HEY, SHAKE, HOW IS THE WEATHER TODAY? OH, YOU LOOK GREAT. THEN THEY RESPOND. THEY ARE NOT DOING THAT. THEY ARE LOOKING AT THEIR CELL PHONE COMMUNICATING DURING ANY PLACE AND TIME -- IT'S AN ADDICTION. EVEN WHEN WEIGHT LIFTING, I SEE KIDS USING THEIR CELL PHONE. IT DOES ADD TO CYBERBULLYING. THOSE OF YOU WHO ARE PROPONENTS AND VERY AWARE OF BULLYING, IT RUINS A CHILD'S TRAJECTORY, SUCCESS WITHIN A HIGH SCHOOL EXPERIENCE, NOT TO MENTION MIDDLE SCHOOL AND, YES, ELEMENTARY SCHOOL.

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HUMAN TRAFFICKING STARTS AT 11 YEARS OLD. THE NEFARIOUS CHARACTERS ARE ON THOSE PHONES AND KIDS ARE STILL -- VAN, YOU KNOW, AND I -- VAN, YOU KNOW, AND I TALKED TO THE KIDS ABOUT THE TRAFFICKING AND STUDENT ONLINE SAFETY. MANY OF THEM DIDN'T REALIZE THAT THEIR PHONES ALREADY, PEOPLE KNOW WHERE THEY ARE LOCATED. THEY KNOW WHERE THEY ARE AT. FOLKS KNOW MORE THAN THE KIDS ARE AWARE OF KNOWING. I THINK IT FIELDS DISTRACTIONS BETWEEN HALLWAYS.

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I'M A TEACHER, WHEN I WAS AT JESUIT, YOU DON'T HAVE ANY OF THAT POSSIBILITY BECAUSE WHEN YOU'RE DOING AP YOU'RE DOING AP COURSES OR INTENSIVE LEARNING READING COURSES, TWO ENDS OF THE SPECTRUM, YOUR BRAIN, STUDENT'S BRAIN IS SO INVOLVED IN THINKING ABOUT HOW THEY ARE GOING TO MAKE A POSITION STATEMENT OR INTENSIVE READING, HOW THEY ARE GOING TO PASS THEIR LEVEL TWO OR THREE TEST. SO WHEN A STUDENT SO WHEN A STUDENT COMES TO CLASS

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AFTER THE SOCIAL MEDIA EXPOSURE, HOW MUCH MORE CAN YOU GET OUT OF THAT CHILD INSTRUCTIONAL-WISE. STUDENT'S MEMORY GOES TO OVERLOAD, WHICH I JUST SAID. IT IS A IT IS A TRUISM. AND IT DOES INCREASE CHEATING AMONG AND BEFORE AND AFTER CLASSES. SO FOR ALL THOSE SO FOR ALL THOSE REASONS SO FOR ALL THOSE REASONS AND FOR ALSO -- THERE IS A SLEW

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ALSO -- THERE IS A SLEW OF OTHER. BUT I THINK WE SHOULD RIP THE BAND-AID OFF. OTHER DISTRICTS ARE DOING IT. YOU HAVE A STATUTE THAT SAYS TO DO IT, AND I KNOW THE PRINCIPAL'S POINT OF VIEW, TALK TO MANY OF THEM. I'M DONE TALKING. >>Nadia Combs: WE TALKED ABOUT THIS A LONG TIME. I THINK EVERYBODY HAS A LOT OF THE KNOWLEDGE. THANK YOU, MEMBER GRAY. WHO WOULD LIKE TO START SPEAKING FIRST? GO AHEAD, MEMBER VAUGHN.

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>>Jessica Vaughn: THANK YOU, MEMBER GRAY. I HEAR A LOT OF YOUR CONCERNS AND I UNDERSTAND WHERE THEY ARE COMING FROM. I DO I DO SEE THE VALUE IN A LOT OF THE THINGS YOU BROUGHT FORWARD. I DO WORRY ABOUT CONSTANT CELL PHONE USAGE AS I HAVE MY TWO CELL PHONES RIGHT HERE. AND THROUGHOUT THE SCHOOL DAY. I DO THINK THERE ARE CONCERNS THAT YOU BROUGHT FORWARD. HOWEVER, I DON'T THINK THAT LIMITING KIDS' ACCESS WHEN THEY ARE NOT HAVING INSTRUCTIONAL TIMES IS GOING TO HAVE A HUGE IMPACT IF THEY ARE ABLE TO GO HOME AND BE ON THE CELL PHONE

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FOR HOURS DURING THE EVENING TIME. I THINK THIS IS KIND OF WHERE WE'RE GETTING INTO THE AREA WHERE WE NEED PARTICIPANT SUPPORT ON THIS. SOME OF THE THINGS STRUCK OUT I HAVE CONFUSION ABOUT, SO IT LOOKS LIKE WE'RE STRIKING OUT IN MIDDLE SCHOOL THE USE OF COMMUNICATION IS ALWAYS PROHIBITED DURING THE INSTRUCTIONAL DAY. IF WE STRIKE THAT OUT, IT DEFAULTS TO JUST PROHIBITED. SO MY UNDERSTANDING FROM BOTH THESE POLICIES IS YOU DON'T WANT PHONES BEING ABLE TO BE BROUGHT TO THE SCHOOL AT ALL. WE'RE ALSO STRIKING OUT A PLACE FOR THEM TO BE FOR THEM TO BE DESIGNATED AS FAR

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AS CUBBIES ARE AS CUBBIES ARE CONCERNED, IS STORAGE. SO UNDER YOUR POLICY, WHAT YOU'RE HOPING FOR IS HAVING A DEVICE ON CAMPUS AT ALL IS A DISCIPLINARY INFRACTION FROM THE WAY THIS IS. >> YEAH, THEY COULD PUT IT IN THEIR THEIR BACKPACKS, PURSE, WHATEVER, CUBBIES, WHATEVER THEY HAVE. >>Jessica Vaughn: I WOULD THINK THAT HAVING IT IN THEIR BACKPACK GIVES THEM MORE OPPORTUNITY TO USE IT THAN HAVING LIKE A PLACE WHERE TEACHERS SAY YOU CAN

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DEPOSIT IT AND THAT IT'S OUTSIDE OF THEIR BACKPACK. THAT'S CONFUSING TO ME WHY WE WOULD STRIKE THROUGH SOME OF THE STUFF THAT GIVES TEACHERS THE ABILITY TO PUT THE PHONE SOMEWHERE. I ALSO KNOW THAT WHEN WE TALKED ABOUT THIS POLICY THE FIRST TIME, THE FEEDBACK I GOT FROM A LOT OF TEACHERS IS THAT KIDS USE THEIR CELL THEIR CELL PHONES FOR ACADEMIC PURPOSES FOR SOME OF THE APPLICATIONS THAT WE DON'T SUPPORT ON OUR COMPUTERS IN THE CLASSROOM OR WHATNOT. SO I THINK THAT THE POLICY PART WHERE IT ALLOWS A TEACHER TO WHERE IT ALLOWS A TEACHER TO USE

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THEIR DISCREPANCY WHERE WE MIGHT NEED TO NEED TO USE A CELL PHONE FOR THIS LESSON, BUT THIS POLICY TAKES IT OUT. >>Jim Porter: IT'S STILL THERE. IF YOU LOOK AT LINES EIGHT AND NINE. >>Jessica Vaughn: OH, OKAY. I WAS LOOKING UNDER HIGH SCHOOL WHERE IT SAYS, WE STRUCK OUT DEVICES DURING INSTRUCTIONAL TIME UNLESS EXPLICITLY DIRECTED BY A TEACHER FOR EDUCATIONAL PURPOSES ONLY. >>Jim Porter: THE ENTIRE HIGH SCHOOL PIECE WAS SCHOOL PIECE WAS DELETED BECAUSE THE INTENT WAS TO --

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>>Jessica Vaughn: DENOTE TO 7, 8, 9. I SEE WHAT YOU'RE I SEE WHAT YOU'RE SAYING. MY QUESTION IS, WHICH COUNTIES ARE DOING THIS CURRENTLY? ARE GOING A STEP FURTHER AND TAKING THIS OUT TAKING THIS OUT OF HIGH SCHOOL? >>Jim Porter: WE CAN DO A SURVEY. >>Lynn Gray: I DID ORANGE AND

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DUVAL. >>Jessica Vaughn: FOR ME TO FEEL COMFORTABLE, I PROBABLY NEED MORE DATA AND UNDERSTANDING WHEN THOSE CAME OUT AND THOSE LARGER POLICIES, THE EFFECT THEY HAVE. THE FACT THAT THEY'VE BEEN IMPLEMENTED. ALSO, THE FEEDBACK I'VE GOTTEN SINCE WE IMPLEMENTED THIS, THERE'S SO MUCH INCONSISTENCY BECAUSE STILL A HESITANCY FROM SOME OF OUR TEACHERS TO ENFORCE THIS AND A LOT OF TIMES IT CREATES MORE CONFLICT IN THE CLASSROOM TRYING TO ENFORCE AND POLICE CELL PHONES ALL DAY. SO I THINK PART OF THE PROBLEM

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IS, WE'RE HAVING A LENGTHIER POLICY WITH GREAT INTENTIONS. AGAIN, I UNDERSTAND WHERE THEY ARE COMING FROM, THAT ARE ALMOST IMPOSSIBLE TO ENFORCE IN EVERY SINGLE CLASSROOM. TO ME IT SEEMS LIKE WE'RE PASSING THE POLICIES BUT THEY ARE NOT REALLY BEING CARRIED OUT. I DON'T KNOW IF THERE IS A WAY TO ADDRESS THAT. I WOULD REALLY LIKE TO HAVE MORE DATA ABOUT HOW THIS IS ROLLED OUT IN OTHER COUNTIES, WHAT THAT LOOKS LIKE AND HOW THEY ARE SUPPORTING IT BEFORE SUPPORTING IT BEFORE I DO SOMETHING SO DRASTIC. >>Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MADAM CHAIR.

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COMING COMING FROM THE ADMINISTRATIVE POINT, IT'S HARD TO POLICE TELEPHONES, AND A LOT TELEPHONES, AND A LOT OF TIMES TEACHERS DON'T CARRY OUT THE PROPER PROCEDURE BECAUSE THEY DON'T WANT TO GET IN CONFLICT WITH STUDENTS. NUMBER ONE, YOU SEE A KID WITH A PHONE, YOU TAKE THE KID PHONE, YOU PUT IT SOMEWHERE, AND WE'VE HAD THIS PROBLEM BEFORE IN HILLSBOROUGH COUNTY, YEARS AGO, WHEN WE TRIED TO WHEN WE TRIED TO POLICE PHONES IN HILLSBOROUGH COUNTY, WE LOSE THE PHONES. SOMEBODY STEALS THE PHONES.

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AND TEACHERS DON'T AND TEACHERS DON'T WANT TO HAVE ANOTHER JOB BE ANOTHER JOB BE IN CONFLICT. YOU TOLD HIM TO PUT HIS PHONE UP SO I'M GOING TO KEEP MY PHONE. IT PRESENTS A GREAT DEAL OF CONFLICT. THE MAIN THINGS THAT I THE MAIN THINGS THAT I HATED AS AN ADMINISTRATOR, TELEPHONES, PROFANITY AND DRESS CODES. THOSE ARE THE THREE HARDEST FOR US TO POLICE DURING A PERIOD OF TIME.

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TELEPHONES, AND I UNDERSTAND. THEY USE TELEPHONES TO CHEAT. BUT WE HAVE TO FIND A BETTER WAY OF DOING IT. LET'S FIND OUT FROM OTHER COUNTIES HOW THEY ARE DOING IT. >>Lynn Gray: WELL, I KNOW HOW THEY ARE THEY ARE DOING IT. >>Henry "Shake" Washington: I'M SAYING LET'S FIND OUT SPECIFICALLY BECAUSE I KNOW IT IS NOT 100% BECAUSE YOU CAN'T STOP KIDS FROM USING THEIR PHONES BECAUSE THEY ARE GOING TO HIDE IT OR USE THEIR PHONE, AND THEN IT COMES BACK ON THE ADMINISTRATORS. IT REALLY

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IT REALLY DOES. >>Nadia Combs: MEMBER GRAY AND KRISTIN DAVIS IF YOU WANT TO BRIEFLY COMMENT. >>Lynn Gray: I WANTED TO RESPOND TO TWO REMARKS AND WITH THE UTMOST RESPECT. WE KNOW THE WORK, AND WE APPRECIATE, BECAUSE WE'RE IN SCHOOLS OF THE PRINCIPALS. I SHOULDN'T SAY I KNOW FOR SURE, BUT I KNOW THE BURDEN BECAUSE I'VE BEEN A TEACHER FOR ALMOST

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40 SOMETHING YEARS AND A DEPARTMENT HEAD AND ALL THAT STUFF. WE ALSO KNOW AND THIS IS THE CUSP WE'RE CUSP WE'RE AT, THE MENTAL WELL-BEING OF OUR STUDENTS HAS A HUGE MEANING HUGE MEANING TO THEIR ACADEMIC SUCCESS. WHEN THERE IS BULLYING, IT HURTS A STUDENT TO THE POINT SOME OF THEM, ABSOLUTELY AND CRISIS CENTER -- CENTER -- THEY COMMIT SUICIDE. WHEN THERE'S SEXTORTION, WHEN THERE ARE PICTURES PASSED

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AROUND, WHEN THERE IS SET UP FOR FIGHTING IN DIFFERENT AREAS, ALL THIS, AND LET'S LOOK AT ONE OTHER THING, WHAT ARE THE MIDDLE SCHOOLS DOING. THEY ARE HAVING GREAT SUCCESS. I TALKED TO MANY OF THEM. IT TOOK ABOUT HALF A YEAR, BUT THEY ARE HAVING GREAT SUCCESS. THEY THEY HAVE THEIR PROCEDURES. I TALKED TO THE I TALKED TO THE PRINCIPALS, ELEMENTARY SCHOOLS HAVE THEIR PROCEDURES, BUT IF YOU'RE GOING TO GO BITE INTO SCREEN TIME AND SAY WE HAVE TOO MUCH SCREEN TIME AND AT THE SAME TIME YOU'RE

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GIVING STUDENTS MORE SCREEN TIME, HOW CAN YOU PRAY TO TWO GODS. YOU EITHER HAVE TO MAKE A STANCE AND SAY THIS IS MENTAL WELLNESS STUDENTS, BEST STUDENTS, BEST FOR YOU. WE CAN GO AHEAD TO VAUGHN'S POINT, YOU PUT THEM IN YOUR BACKPACK OR YOUR PURSE. THIS IS HOW ORANGE COUNTY DOES IT AND DUVAL. AT THE END OF THE DAY, YOU AT THE END OF THE DAY, YOU HAVE THEM. AGAIN, IT IS A HARD THING FOR US TO DO, BUT THIS IS OUR STUDENTS.

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WE ARE INVOLVED IN NUMBER ONE PRIORITY IS THE SAFETY AND WELL-BEING OF OUR STUDENTS. THAT'S OUR NUMBER ONE PRIORITY IN POLICIES. I'M SORRY. >>Jessica Vaughn: DOING A GOOD JOB TRYING TO CONVINCE JOB TRYING TO CONVINCE EVERYONE. WE WANT TO HEAR FROM WE WANT TO HEAR FROM THE OTHER -- >> RELATED TO MEMBER VAUGHN AND MR. WASHINGTON, TWO MR. WASHINGTON, TWO SESSIONS AGO IN 2025, ONE OF THE EDUCATION BILLS, THE LARGER ONE INCLUDED

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LANGUAGE THAT BASICALLY DIRECTS DOE TO DOE TO DO A PILOT IN SIX DISTRICTS ON THIS PARTICULAR THING. IT ALSO SAYS THE INFORMATION HAS TO BE SHARED BY SEPTEMBER 1 OF THIS YEAR AND SENT TO THE LEGISLATURE BY THIS DECEMBER. THE LANGUAGE WILL HAVE DATA THAT -- SHOULD HAVE DATA AND FEEDBACK FROM THE SIX DISTRICTS AS WELL AS THEY SAID POSSIBLY A MODEL POLICY. >>Lynn Gray: IT'S COMING. I TALKED TO DR. I TALKED TO DR. BURNS, THE INTERIM COMMISSIONER, ON THE

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PHONE ABOUT IT. TO MEMBER VAUGHN'S TO MEMBER VAUGHN'S POINT, I HAVE A CALL INTO THE SUPERINTENDENT OF ORANGE COUNTY TO ACQUIRE MORE DATA. >>Nadia Combs: OKAY. WE WANT TO MAKE SURE, WE HAVE AN HOUR AND FIVE HOUR AND FIVE MINUTES. ONLY GOTTEN THROUGH THREE POLICIES. LET'S ROUND UP MEMBER RENDON, THEN I'LL SPEAK AND MOVE ON TO THE NEXT POLICY. >>Patti Rendon: THANK YOU, MADAM CHAIR. MEMBER GRAY, I SINCERELY APPRECIATE THAT YOU ARE LOOKING FOR THE SAFETY AND WELL-BEING OF

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ALL OF OUR STUDENTS. AGREE WITH YOU DURING HIGH SCHOOL AND MIDDLE SCHOOL YEARS, BULLYING DISTRACTIONS ARE VERY IMPORTANT. UNFORTUNATELY, SCHOOL DISTRICTS DON'T BUY CELL PHONES. THOSE ARE PURCHASED BY PARENTS AND ALSO TO BE MONITORED BY PARENTS. THE CURRENT POLICY DOES DESIGNATE THAT IN HIGH SCHOOLS THAT THEY ARE NOT TO BE USED DURING INSTRUCTIONAL TIME UNLESS USED FOR EDUCATIONAL PURPOSES BY A TEACHER. SO I SO I DON'T KNOW IF REMOVING THAT

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IS REALLY GOING TO DO ANY MAJOR EFFECT BECAUSE WE'RE ALREADY ELIMINATING THEM FROM CLASS TIME. WE ALREADY PUT A LARGE BURDEN LAST YEAR ON PRINCIPALS THROUGHOUT HILLSBOROUGH COUNTY. MANY OF THEM HAVE HAD TO GO OUT AND PURCHASE THINGS THAT WOULD BE STORAGE CONTAINERS FOR THEIR TEACHERS TO MAKE SURE THERE'S CONSISTENCY IN EVERY CLASSROOM. SO WE WOULD BE ASKING THEM AGAIN TO BE TO BE POLICING COMPLETE PHONES ACROSS THE ENTIRE TIME BECAUSE THE WAY THE POLICY IS CURRENTLY WRITTEN, IT ONLY CAN BE USED FOR EDUCATIONAL USE DURING CLASSROOMS AND ONLY PASSING IN

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LUNCH PERIODS IT'S USED. IT IS A VERY LIMITED TIME RIGHT NOW. FOR ME PERSONALLY, BELIEVE ME, I HAVE CHILDREN THIS HAVE CHILDREN THIS AGE. I GET THE POTENTIAL THAT PHONES COULD BE, BUT I WILL TELL YOU FROM A PARENTS' POINT OF VIEW, THOSE THINGS ARE PREDOMINANTLY HAPPENING IN THE EVENINGS AND OUTSIDE OF SCHOOL. IT'S NOT JUST DURING PASSING PERIODS AND DURING LUNCHTIME. I THINK THE WAY WE I THINK THE WAY WE CURRENTLY HAVE THIS WRITTEN, IT DOES PROTECT OUR SCREEN TIME DURING EDUCATIONAL TIME. AND I THINK THAT'S THE IMPORTANT

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PART THAT WE DO NOT WANT ANY SCREEN TIME DURING EDUCATIONAL TIME. THAT'S WHAT THE CURRENT POLICY DOES. I DO THANK YOU FOR BEING A CHAMPION FOR THE MENTAL HEALTH OF OUR STUDENTS WHEN IT COMES TO SCREEN TIMING AND DEVICES. IT IS SOMETHING THAT I PERSONALLY HAVE EXPERIENCED WITH MY OWN CHILDREN. SO I DO UNDERSTAND IT. BUT I BELIEVE THIS PUTS A BIGGER BURDEN ON OUR PRINCIPALS THAN IT DOES PROTECT OUR STUDENTS. I WOULD PREFER FOR THIS POLICY TO REMAIN IN PLACE UNTIL WE RECEIVE THE DATA FROM THE STATE

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WHERE THERE'S BEEN AN ACTUAL PILOT THAT'S DONE SO WE CAN GET FULL FEEDBACK BEFORE WE MAKE ANY CURRENT CHANGES. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER RENDON. I ECHO A LOT OF THE SENTIMENTS. I AGREE THAT THIS IS SO IMPORTANT. AND I THINK IT'S BEEN VERY EFFECTIVE IN THE ELEMENTARY AND MIDDLE SCHOOL. I DO THINK IT'S BEEN CONSISTENT. I DO THINK IT'S BEEN VERY EFFECTIVE IN THE MIDDLE SCHOOLS WHEN I GO THROUGH. I THINK KIDS ARE NOT USING CELL PHONES IN THE MIDDLE SCHOOL. I THINK THEY ARE HAVING LUNCH, TALKING. IF YOU TALK TO THE AVERAGE

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PERSON, ELEMENTARY, MIDDLE SCHOOL, I THINK THEY FEEL LIKE IT'S BEEN VERY, VERY EFFECTIVE. I AGREE WITH YOU, MEMBER GRAY, WE DO NEED TO GO IN THE HIGH SCHOOL. BUT IF WE ARE GOING TO BE EFFECTIVE, IT'S GOT TO BE DONE I THINK IN A REALLY GOOD TIMELINE, KIND OF LIKE WHEN WE CHANGE THE GPAs OR DO SOMETHING. I THINK TELLING THE PRINCIPALS ON JULY 21st THIS IS A POLICY COMING FORTH FOR THEM FOR HIGH SCHOOL PRINCIPAL, I THINK IT WOULD BE VERY DIFFICULT. I THINK MIDDLE SCHOOLS ARE EASIER TO MAINTAIN BECAUSE YOU'RE LOOKING AT YOU'RE LOOKING AT SEVEN, EIGHT

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HUNDRED KIDS MAXIMUM. SOMETIMES FOUR, FIVE HUNDRED KIDS. SCHOOL LIKE SCHOOL LIKE ALONSO, 3,000 STUDENTS, THAT'S SO HARD TO MAINTAIN THAT. SO HARD TO MAINTAIN HIGH SCHOOL STUDENTS RIGHT NOW. ALSO THE BIGGEST ALSO THE BIGGEST THING FOR ME IS THE POLICY SURVEY RESULTS. I THINK I CAN SIT HERE AND SAY FOR SURE I'M A HUNDRED PERCENT FOR GETTING RID OF CELL PHONES IN THE HIGH SCHOOLS. THERE'S NO QUESTION ABOUT THAT. ASK ME ABOUT IT, I'M A HUNDRED PERCENT. WHAT I THINK HERE SITTING AT ROSSAC IS VERY DIFFERENT THAN WHAT'S HAPPENING AT THE HIGH SCHOOL. I HAVE TO THINK ABOUT THE HIGH

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SCHOOL PRINCIPALS AND WHAT THEY ARE DEALING WITH. IF A STRICTER POLICY WERE IMPLEMENTED HOW FEASIBLE WOULD BE TO ENFORCE AT YOUR SCHOOL, 50% OF THE PEOPLE SAID DIFFICULT OR VERY DIFFICULT. SO 50% OF THE PRINCIPALS THOUGHT THAT. I HAVE TO LISTEN TO THEM BECAUSE THEY ARE DEALING WITH THE DAY-TO-DAY UNIFORMS. THEY HAVE GOT TO LOOK AT NOW. THEY ARE DEALING WITH TESTING. DEALING WITH DEALING WITH FIGHTING, DEALING WITH VAPING, WITH VAPING, DEALING WITH PARENTS, DEALING WITH GRADES, DEALING WITH SKIPPING. SO MANY THINGS HIGH SCHOOLERS ARE DEALING WITH.

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TO START AN ALTERCATION WITH A CHILD, HEY, GIVE ME YOUR PHONE, THE KID IS LIKE, NO, I'M NOT GOING TO GIVE YOU MY PHONE. I WORKED FOR IT ALL SUMMER. THINGS CAN THINGS CAN ESCALATE. I DON'T KNOW HOW THAT LOOKS. MAYBE A PILOT PROGRAM, SEEING WHAT THE HIGH SCHOOL DOES, DOING THOSE CUBBIES AND REALLY DOING THAT AND FINDING A HIGH SCHOOL AND REALLY DOING A POTENTIAL PILOT PROGRAM AND REALLY LOOKING AT HOW THAT WORKS. I THINK WHEN WE LOOKED AT THE STUDENT HIGH SCHOOL FORUM, THAT'S WHAT CHANGED MY MIND. HIGH SCHOOL FORUM, STUDENTS SAID

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A LOT OF TIMES THEY USE SO MUCH TECHNOLOGY IN THEIR SCHOOLS THEY ARE NOT ABLE TO ACCESS IT AND FELT THEY WERE BEHIND. USING MORE THINGS, USING MORE TECHNOLOGY SOMETIMES AND THEN THEY DON'T HAVE ACCESS BECAUSE THE WIFI IS ALWAYS A PROBLEM. WHEN I LOOK AT THIS, WHAT IS YOUR LEVEL OF INTEREST IN ALIGNING THE HIGH SCHOOL POLICY WITH ELEMENTARY AND MIDDLE, OVER 52% EITHER OPPOSED IT 52% EITHER OPPOSED IT OR STRONGLY OPPOSED IT. MORE AND MORE PRINCIPALS -- HIGH SCHOOL PRINCIPALS ARE CONCERNED ABOUT THIS. I I THINK THIS IS POSSIBLE, BUT I

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THINK THE TIMING HAS TO BE RIGHT AND WE NEED MORE TIME. WE NEED A LONGER PATH AND WE NEED TO DO NEED TO DO IT VERY SLOWLY. I THINK WE NEED TO DO IT SLOWLY AND A MORE FEASIBLE WAY. IF WE'RE GOING TO IMPLEMENT IT, LET'S DO A SMALL PILOT PROGRAM, LET'S LOOK AT IT FOR A YEAR, LET'S SEE WHAT IS HAPPENING AT THE STATE DEPARTMENT, DEPARTMENT OF EDUCATION. LET'S SEE WHAT IS HAPPENING FEDERALLY AND THEN GO THERE SLOWLY AND REALLY GET THE PRINCIPALS WHO ARE THE STAKEHOLDERS, HIGH SCHOOL PRINCIPALS TO REALLY COME TOGETHER AND MAKE THAT DECISION.

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>>Lynn Gray: CAN I FINISH MY REMARKS? I SHOULD HAVE SUBTRACTED ALL THE RATIONALE AND RATIONALE AND PERSUASION RATIONALE AND PERSUASION POINTS. WHAT I WANTED TO DO IS GET THE RESULTS OF THE PILOTS WHICH RESULTS OF THE PILOTS WHICH WE WILL HAVE AND THEN I HAVE THE PHONE CALL COMING IN OF THE RESULTS OF ORANGE COUNTY, BUT I THOUGHT WE COULD THOUGHT WE COULD MATURE THIS OUT FOR THE FOLLOWING YEAR. NOT START IT THIS YEAR, BUT MATURE IT OUT. SO IT SO IT STARTS, THE CONVERSATION

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STARTS, AND THEN PUT IT INTO ACTION THE FOLLOWING YEAR. >>Nadia Combs: I THINK HAVING THE HIGH SCHOOL PRINCIPALS ON A ZOOM, LIKE ALL OF THEM, I THINK THE HIGH SCHOOL PRINCIPALS BEING PART OF THE PILOT TO DISCUSS THAT. BECAUSE I THINK WHEN YOU LOOK RIGHT NOW, IT'S HARD TO FIND A HIGH SCHOOL PRINCIPAL. HEART TO ATTRACT, MAINTAIN AND KEEP A HIGH SCHOOL KEEP A HIGH SCHOOL PRINCIPAL. ADD AN EXTRA LAYER LIKE THAT THAT MIGHT BE THE THING THAT FINALLY SAYS, YOU KNOW WHAT, YOU WANT ME TO BE THE CELL PHONE POLICE, I'M DONE.

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>>Lynn Gray: THE CHILD THAT'S BEING BULLIED. >>Nadia Combs: I THINK WHAT WE'RE SEEING HERE -- I THINK WE CAN DISCUSS THIS FOR AN HOUR. WE'RE NOT GOING TO GET ANYWHERE. IT SEEMS LIKE WE NEED MORE TIME TO LOOK AT THE POLICY. IT'S NOT GOING TO BE IMPLEMENTED. >>Jim Porter: MY SENSE IS THERE IS NO CONSENSUS. >>Nadia Combs: NO APPETITE TO IMPLEMENT THAT RIGHT NOW. >>Jim Porter: ARE YOU ACCEPTING OF THAT? >>Lynn Gray: NO. I'M OPEN. I COULD GO ON AND ON.

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THE MAJORITY IS SPEAKING. I'M NOT GOING TO OVERTHROW THAT. >>Nadia Combs: MR. BROWN IS HERE. >> EVERYTHING YOU GUYS HAVE SAID IS 100% CORRECT. THE FIRST THING THAT WOULD POP UP IN MY HEAD IF YOU SAID YOU'RE GOING TO IMPLEMENT THIS GOING TO IMPLEMENT THIS AUGUST 10 IS ENFORCEMENT. IT'S JUST IMPOSSIBLE AT THIS PARTICULAR POINT FOR US TO ENFORCE ONE MORE THING.

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MEMBER GRAY, I LOVE YOU VERY MUCH. I'M GOING TO TELL I'M GOING TO TELL YOU, THOUGH, I THINK IT'S A PROCESS. IF YOU REMEMBER, BEFORE THE LAW, IT'S THE WILD, WILD WEST. EVERYBODY DID WHAT THEY WANTED TO DO. NOW WE HAVE AT LEAST THIS FIRST STEP, AND MAYBE -- ONCE THESE KIDS GET USED TO IT AND FAMILIES GET USED TO IT AND ADMINISTRATORS GET USED TO IT, THEN, YEAH, MAYBE DOWN THE ROAD YOU CAN TAKE THAT NEXT STEP TO GET TO THAT POINT. I DON'T THINK THIS IS THE TIME.

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>>Lynn Gray: [INAUDIBLE] RESULTS. BUT I'M -- BOARD MEMBERS, THANK YOU FOR BEING SO YOU FOR BEING SO GENUINE. I KNOW YOU ALL CARE EQUALLY AS MUCH AS I DO. THERE'S NO QUESTION ABOUT THE SAFETY OF THE STUDENTS. WE'LL GO AHEAD AND WE'LL WAIT UNTIL WE GET THE RESULTS, UNTIL WE GET THE RESULTS, AND MAYBE BY NEXT -- MAYBE BY NEXT -- IT'S GOING TO TAKE A WHILE. I'M READY. >>Nadia Combs: KAREN PEREZ HAD ONE COMMENT AND THEN WE'LL MOVE ON TO THE NEXT ON TO THE NEXT ONE.

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>>Karen Perez: THANK YOU, MEMBER COMBS. CAN YOU HEAR ME? >>Nadia Combs: SPEAK NOW. >>Karen Perez: CAN YOU HEAR ME? CAN YOU HEAR ME? >>Nadia Combs: WHEN WE GET >>Nadia Combs: WHEN WE GET BACK, IF MEMBER PEREZ HAS COMMENTS TO MAKE. >>Karen Perez: CAN YOU HEAR ME?

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CAN YOU HEAR ME AT CAN YOU HEAR ME AT ALL? NO. OKAY. >>Karen Perez: CAN YOU GUYS HEAR ME? >> [INAUDIBLE] >>Jim Porter: BOARD MEMBERS, YOU STILL HAVE SEVEN POLICIES TO GET THROUGH AND YOU HAVE LESS THAN AN HOUR LEFT UNLESS YOU WANT TO EXTEND THE TIME. >>Karen Perez: CAN YOU HEAR ME? >>Jim Porter: I DON'T BELIEVE YOU HAVE THE FLOOR.

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>> >> [INAUDIBLE] >>Karen Perez: CAN YOU HEAR ME? >> MOVE ON TO 5200? >>Jim Porter: 5200 IS AN ATTENDANCE POLICY. IT IS A REVISION. AGAIN DIRECTED BY FLORIDA STATUTES.

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TURN IT OVER TO STAFF TO EXPLAIN THE REASONING. >> THANK YOU. AS YOU'RE LOOKING THROUGH THE POLICY, PROBABLY LOOKS A LITTLE DIFFERENT THAN SOME OF THE OTHER POLICY REVISIONS YOU SEE BECAUSE IT IS SO SUBSTANTIVE. LARGELY DRIVEN BY UPDATES TO STATUTES OVER THE PAST FEW YEARS. BUT IN ADDITION TO THAT, WHILE WE HAD THE OPPORTUNITY TO UPDATE AROUND THOSE AROUND THOSE STATUTES, WE REALLY WANTED TO MAKE SURE WE BROUGHT SOME CLARITY TO THE PREVENTIVE AND PROACTIVE THINGS WE'RE PUTTING IN PLACE AS A DISTRICT TO HELP SUPPORT STUDENT ATTENDANCE. SO REALLY MAKING THIS POLICY STUDENT CENTERED AND PROMOTING EARLY INTERVENTION.

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WE ALSO WANTED TO BRING CLARITY TO ROLES AND RESPONSIBILITIES FOR ALL STAKEHOLDERS, WHETHER THAT BE DISTRICT, SCHOOL, OR FAMILIES AND STUDENTS. AND CLEANED UP SOME THINGS THAT HAVE KIND OF BEEN A LITTLE BIT IN THE GRAY AREA, WHICH IS LIKE MAKEUP WORK, FOR EXAMPLE, BRINGING CLARITY AROUND THAT. THIS THIS WAS A COLLABORATIVE EFFORT AMONGST A LARGE GROUP OF STAKEHOLDERS, INCLUDING OUR COORDINATOR WITH COORDINATOR WITH ATTENDANCE, TOM LEFEVRE, SCHOOL SOCIAL WORK DEPARTMENT. WE DRAFTED THE MAIN BODY OF THIS

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AND VETTED IT THROUGH REGION SUPERINTENDENTS WHO WERE ABLE TO PROVIDE FEEDBACK. ABOUT 50 ADMINISTRATORS, SITE-BASED ADMINISTRATORS FROM ELEMENTARY, MIDDLE, ELEMENTARY, MIDDLE, HIGH, AND ALTERNATIVE SITES. WE ALSO SHARED THIS WITH OUR COMMUNITY PARTNERSHIP ALLIANCE AND OUR STATE SOCIAL WORK CONSULTANT TO PROVIDE FEEDBACK. ALL HAD THE OPPORTUNITY TO PROVIDE FEEDBACK AND WE INCORPORATED IN THE INFORMATION THAT THEY PROVIDED. IN ADDITION TO THAT, WE'VE BEEN WORKING WITH FOLKS IN COMMUNICATION, SO HOPEFULLY ONCE THIS GETS APPROVED AND FINALIZED, WE'RE ABLE TO ADD ON AND ENHANCE OUR ATTENDANCE CAMPAIGN TO MAKE SURE THAT

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FAMILIES ARE AWARE OF THE INFORMATION. >>Nadia Combs: THANK YOU VERY MUCH. MEMBER VAUGHN HAD A QUESTION AND THEN MEMBER GRAY. >>Jessica Vaughn: THANK YOU. MINE IS VERY SHORT. WE TALKED ABOUT THIS. WE WENT THROUGH THIS WITH YOU. I APPRECIATE IT. AGAIN, I THINK THIS IS UTMOST IMPORTANCE TO MAKE SURE OUR FAMILIES GET THIS, THEY UNDERSTAND THE CHANGES IN THIS, THAT EVEN IF THERE IS LIKE A HOT LINE THAT THEY CAN CALL AND ASK QUESTIONS, AGAIN, I THINK THIS IS A BIG SUBSTANTIAL SHIFT AND WE SHOULD DO EVERYTHING WE CAN

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TO GET AHEAD OF IT, ESPECIALLY IN THE UPCOMING YEAR SO OUR FAMILIES UNDERSTAND THE FAMILIES UNDERSTAND THE GRAVITY OF WHAT CHANGED WHAT THE EXPECTATIONS ARE AND ALL OF THAT GOING FORWARD. I WANT TO MAKE SURE I WANT TO MAKE SURE THIS IS VERY WELL ADVERTISED AND COMMUNICATED. THAT'S IT. THANK THANK YOU. >>Nadia Combs: THANK YOU. MEMBER GRAY. EMBER COMBS. I UNDERSTAND IT PROVIDES EARLY INTERVENTION PREVENTION WITH THE CHILD STUDY TEAM.

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AND I UNDERSTAND THE STUDENT CODE OF CONDUCT AND DR. GRAVES, I'LL ASK YOU A QUESTION, I'LL ASK YOU A QUESTION, DOES NOT SUSPEND STUDENTS FOR ABSENCES. I UNDERSTAND THAT AN ATTENDANCE POLICY CLARIFIES ATTENDANCE. THIS PARTICULAR POLICY, AND GIVES OUR DISTRICT A UNIFIED SYSTEM OF STEPS TAKEN WHEN STUDENTS MISS SCHOOLS. LAST, I UNDERSTAND THAT IF A STUDENT MISSES SCHOOL BEYOND 15 DAYS, THAT THEY, THEIR PARENTS WILL GO WILL GO TO A CIVIL WILL GO TO A CIVIL COURT, HAVE THEIR DRIVER'S LICENSE TAKEN

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AWAY, SUSPENDED, AND WILL AWAY, SUSPENDED, AND WILL LOSE THEIR CASH BENEFITS SUCH AS WITH MEDICAID AND SNAP PORTIONS OF THAT. IS THAT CORRECT? >> JUST TO CLARIFY, WHEN STUDENTS REACH A THRESHOLD DEFINED BY STATUTE AS DEFINED BY STATUTE AS HABITUALLY TRUANT, 15 UNEXCUSED ABSENCES IN A 90 CALENDAR DAY PERIOD. IN THAT CASE, PER THE IN THAT CASE, PER THE STATUTE, THOSE THOSE STUDENTS' DRIVER'S LICENSE WOULD BE SUSPENDED UNTIL THEY DEMONSTRATE A PATTERN OF ATTENDANCE THAT SUSTAINABLE OR SUBSTANTIAL.

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IN ADDITION TO THAT, IN ADDITION TO THAT, IF THEY ARE RECEIVING CASH BENEFITS, THOSE CASH BENEFITS COULD BE SUSPENDED AS WELL WHEN THEY REACH THE AS WELL WHEN THEY REACH THE SAME THRESHOLD. >>Lynn Gray: THANK YOU. BY BY THE WAY, THANK YOU, BY THE WAY, THANK YOU, TOBY, YOUR LAST NAME AND TOM LEFEVRE. THANK YOU FOR WORKING ON THIS. MY QUESTIONS ARE TWO. WILL THE STEPS BE VERBALIZED AND WRITTEN WITHIN OUR CODE OF CONDUCT, THAT MIGHT BE DR. GRAVES' CONVERSATION, AND AS

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MEMBER VAUGHN MENTIONED, THE COMMUNICATION PIECE IS HUGE BECAUSE DRIVER'S LICENSE BEING SUSPENDED, CIVIL COURT, THOSE ARE WORDS THAT WOULD ARE WORDS THAT WOULD SCARE MOST NORMAL PEOPLE. I DON'T KNOW IF YOU WANT TO ANSWER THAT, TOBY. >> I CAN TOUCH ON >> I CAN TOUCH ON BOTH. WE DID COLLABORATE IN THE MOST RECENT UPDATES TO THE CODE OF CONDUCT. WE COLLABORATE WITH THAT TEAM AND ENHANCE SOME OF THE LANGUAGE IN THERE. ONCE WE HAVE THE POLICY, KIND OF WHERE WE WANT IT AND WHERE WE WANT IT AND ENACTED THEN WE'LL CONTINUE TO ADD THOSE ENHANCEMENTS TO THAT CODE OF

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CONDUCT TO ENSURE ALL OF THOSE THINGS ARE REFLECTED ACCURATELY. IN ADDITION TO THE MESSAGING CAMPAIGN AROUND ALL OF THESE CHANGES AND UPDATES THAT ARE IN PLACE. I DIDN'T KNOW IF, DR. GRAVES, IF YOU HAD ANYTHING YOU NEEDED TO ADD AS FAR AS CONDUCT. >>Lynn Gray: HE HAS BEEN HIRED. ALL RIGHT. IN THE SPIRIT IN THE SPIRIT OF GETTING

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IN THE SPIRIT OF GETTING MEMBER GRAY ON SPEED VERBALIZATION, WILL OUR SOCIAL WORKERS BE MORE FOCUSED ON THAT FINDING THESE STUDENTS? WE HAVE CARISSA, I THINK WE HAVE CARISSA, I THINK THAT'S THE NAME. THAT'S A VENDOR WE HIRED THAT'S A VENDOR WE HIRED OR WE BOUGHT TO FIND THESE HARD-TO-FIND KIDS. IS IT IS IT CARISSA? >> YEAH. >>Lynn Gray: CASSIA. WHAT ARE WE DOING WITH OUR SOCIAL WORKERS? ARE THEY GOING TO BE HELP SEEKING THESE KIDS THAT ARE HARD

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TO FIND OR TO FIND OR CASSIA? >> AS FAR AS THE EXPLICIT SOCIAL WORK TRAINING FOR CASSIA, I'M NOT SURE. I KNOW AS FAR AS ATTENDANCE IN GENERAL AND THE SUPPORTS WE PROVIDE, NOT ONLY WOULD WE BE HELPING AND WORKING WITH SCHOOL SOCIAL WORKERS BUT ATTENDANCE IS A PERVASIVE ISSUE, IT CAN'T JUST BE ONE GROUP OR ONE DEPARTMENT. EVERYBODY HAS A HAND IN HELPING TO SUPPORT ATTENDANCE AND HELP GET STUDENTS BACK INTO SCHOOL. WE'RE GOING TO BE PROVIDING KIND OF SPECIFIC AND INDIVIDUALIZED TRAININGS FOR THE DIFFERENT GROUPS AND DIFFERENT STAKEHOLDERS DEPENDING ON WHAT

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THEIR THEIR ROLE MAY BE. >>Nadia Combs: WE HAVE LESS THAN 45 MINUTES LEFT. I WANT TO REALLY STICK WITH THE POLICY AND NOT THE PROCEDURE SO MUCH BECAUSE WE ARE GETTING REALLY DEEP INTO THAT AND THERE ARE POLICIES WE HAVE TO PASS BECAUSE BY LAW WE HAVE TO PASS THEM. I THINK IF THERE ARE ANY OTHER COMMENTS, CAN WE JUST MOVE FORWARD WITH THE ATTENDANCE ONE BECAUSE IT IS BY LAW. YOU DO HAVE COMMENTS. OKAY. YOU DO HAVE CHANGES. OKAY. MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I DID REVIEW THIS WITH SEVERAL

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OF MY OF MY PRINCIPALS. IMPORTANT TO MAKE SURE. IF WE LOOK ON PAGE 2, IF I LOOK AT SECTION B, SECTION D, I WANT TO MAKE SURE PEOPLE UNDERSTAND THAT THEY FELT THIS WAS REALLY GOOD IMPLEMENTATION AND REALLY GOOD POSITIVENESS. IN SECTION IN SECTION B, ABSENT ON LINE 65, THERE IS A CONCERN BY THE WORD NOT ENGAGED. THAT WORD RIGHT THERE MEANT IF A STUDENT WAS PRESENT BUT NOT ENGAGED THERE COULD BE REPERCUSSIONS.

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I WOULD ASK THAT WE GIVE SOME DEFINITION TO THAT DEFINITION TO THAT BECAUSE THAT'S SUBJECT TO THAT'S SUBJECT TO INEQUITIES. I DON'T BELIEVE THAT'S PART OF THE LAW. I BELIEVE THAT'S PART OF WHAT WE'VE ENTERED BECAUSE IT'S NOT ENGAGED IN A CLASS PERIOD. IF I LOOK AT IF I LOOK AT PAGE 4, MAKEUP WORK FOR ABSENCES, THIS IS WHERE I WANT TO MAKE SURE THAT WE ARE -- THERE IS A PIECE OF IT THAT IS THE LAW AND THERE IS A PIECE OF IT THAT'S SOME FLEXIBILITY WITHIN OUR DISTRICT. THE COMMENTS WE HAVE BACK IS IT

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LOOKS LIKE WE'RE SETTING A MINIMUM THAT YOU HAVE TO GIVE AT LEAST TWO DAYS WHEN SOMEONE RETURNS FOR AN EXCUSED ABSENCE, BUT THEN IT REFERS TO AFFORDABLE, REASONABLE AMOUNT OF TIME. AGAIN, PRINCIPALS ARE CONCERNED THERE WOULD BE INEQUITY ON EXACTLY WHAT THAT MEANS IS REASONABLE. ONE PERSON MAY THINK THREE DAYS IS REASONABLE. ANOTHER PERSON MAY THINK FIVE DAYS IS REASONABLE. I DO KNOW THAT WHEN YOU THEN I DO KNOW THAT WHEN YOU THEN GO DOWN TO PAGE DOWN TO PAGE -- LINE 35

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DOWN TO PAGE -- LINE 35 -- SORRY, LINE 129, IT'S A MINIMUM OF TIME PROVIDED SHALL EQUAL THE NUMBER OF SCHOOL DAYS MISSED PLUS ONE ADDITIONAL DAY. IS THAT THE LAW OR IS THAT WHAT WE PUT IN? >> THAT'S WHAT WE PUT IN. >>Patti Rendon: AGAIN, YOU GO THREE DIFFERENT LINES SAYING THREE DIFFERENT THINGS. MINIMUM OF TWO MINIMUM OF TWO DAYS, THEN A REASONABLE AMOUNT OF TIME AND THEN YOU COULD HAVE UP TO THE TIME THAT THEY HAVE BEEN ABSENT BECAUSE A DAY. IT'S VERY CONFUSING. WHICH ARE WE WHICH ARE WE FOLLOWING?

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>> PART OF THE TWO DAY IS TO REQUEST THE WORK AND THEN THE ONE DAY PLUS THE MINIMUM IS THE AMOUNT OF TIME TO COMPLETE THAT WORK. >>Patti Rendon: I'M GIVING YOU FEEDBACK THAT I'VE SPOKEN WITH TEN PRINCIPALS. ALL OF THEM GAVE ME FEEDBACK OF THE CONFUSION. I WOULD ASK THAT BE CLEANED UP, THAT THERE IS CLARITY. RIGHT NOW WE KNOW THERE'S THREE DAYS. I THINK THERE SHOULD BE SOME CLARITY IN THAT. AGAIN, WHEN WE LOOK AT AGAIN, WHEN WE LOOK AT LINES 32 THROUGH 34, THE CONCERN THAT'S

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COME BACK WAS WHY ARE WE NOT -- IT'S BASED ON BY THE PRINCIPAL, SITE ADMINISTRATOR TO ENSURE INSTRUCTIONAL INTEGRITY, WHY IS THAT BEING DONE? WE'RE HAVING THE WORK BEING MISSED PUT BACK ON A PRINCIPAL, NOT ON EITHER DEPARTMENT HEAD OR TEACHER AND IT TAKES AWAY THE AUTONOMY OF THE TEACHER FOR THE COURSE WORK, WHAT THEY'LL HAVE MADE UP OR NOT. IT PUTS IT BACK ON THE PRINCIPAL. THAT WAS A CONCERN THEY HAD, ONE MORE THING BACK ON THE PRINCIPAL. AGAIN, WHEN YOU TALK AGAIN, WHEN YOU TALK ABOUT THE

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MAKEUP WORK, OF THE PRINCIPAL, DISCRETION OF THE PRINCIPAL OR ADMINISTRATOR, THERE'S NOTHING TO DO WITH THE CLASSROOM, WITH THE TEACHER, WITH EVEN THE DEPARTMENT HEAD AND DOES THAT ALIGN WITH THE CONTROL OF THE TEACHER'S CLASSROOM. AGAIN, I WOULD HAVE SOME LANGUAGE THAT WOULD CLARIFY THAT BECAUSE THROUGHOUT THIS ENTIRE POLICY, IT'S BEEN PUT POLICY, IT'S BEEN PUT BACK ON THE ADMINISTRATOR COMPLETELY. WHEN I WHEN I GO BACK TO LINE 61, 61, COULD WE DO THIS THROUGH THE ELECTRONIC SYSTEM, THROUGH FOCUS

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AND NOT BECAUSE IT SPECIFICALLY SAYS ENSURE SAYS ENSURE THE SCHOOL'S -- CONTACT THE PARENT OR GUARDIAN EXCUSED ABSENCES, HOW IS THAT BEING DONE? IS THAT SOMETHING THAT CAN BE DONE AT LEAST FIRST ROUND THROUGH AN E-MAIL THROUGH THROUGH AN E-MAIL THROUGH THE SYSTEM OF FOCUS. FOCUS DOES KEEP TRACK OF ATTENDANCE. THAT WAS ANOTHER QUESTION. IF I GO TO IF I GO TO PAGE 6, IF I GO TO PAGE 6, LINE IF I GO TO PAGE 6, LINE 115-H, SUBMIT STUDENTS WHO

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SUBMIT STUDENTS WHO HAVE ACCUMULATED 15 OR MORE DAYS, HOW DOES THE SCHOOL DO THIS? SOME CLARIFICATION ON HOW THIS WILL LOOK. AGAIN, ACCURATE RECORDS FOLLOWED. THAT WAS THE CONCERN THAT THERE WERE ACCURATE RECORDS WHEN IT GOES TO THIS. ON LINE 232 -- ON LINE 232 -- SORRY, 231, ADD THE WORD ACCURATE SCHOOL ATTENDANCE. THAT MEANS IT'S BEEN THAT MEANS IT'S BEEN VERIFIED TO BE ACCURATE. WE WANT TO MAKE SURE IT'S BEEN VERIFIED TO BE ACCURATE.

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THROUGHOUT THIS IS THERE ANY PLACE IN HERE WE CAN MAKE SURE THE SOCIAL WORKER IS DIRECTLY INCLUDED IN THE PROCESS OF THIS? THROUGHOUT THIS ENTIRE THING, IT'S PUT BACK IT'S PUT BACK ON THE ADMINISTRATOR OR SITE RESPONSIBLE. IS IT POSSIBLE TO ADD THROUGHOUT THIS THAT WE COULD INCLUDE THE SOCIAL WORKER AS A PRIMARY RESPONSIBILITY RESPONSIBILITY FOR THIS? IF WE LOOK AT LINE 248, WE HAVE AGES 6 THROUGH 16. THAT IS IN STATUTE AND IT IS IN

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GUIDANCE AND WE LIVE OFF AGE 5. I RECOGNIZE THAT. KRISTIN, IF WE COULD LOOK AT THAT BECAUSE THAT'S ALSO A FUNDING ISSUE THAT IT IS NOT ACKNOWLEDGING AGE 5 WITHIN OUR ELEMENTARY SCHOOLS FOR BASE STUDENT ALLOCATION. CAN WE LOOK AT THAT AS AN ISSUE OF MAKING SURE THAT BECAUSE WE ALREADY KNOW FROM AN ACADEMIC STANDPOINT, STUDENTS MISSING KINDERGARTEN CLASSES IS CRITICALLY IMPORTANT FOR OUR THIRD GRADE READING LEVEL. IF WE COULD LOOK AT IF WE COULD LOOK AT THAT AS A POTENTIAL. IN LINE 306, AGAIN, THIS IS A

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GREAT PLACE WHERE WE COULD INCLUDE SOCIAL INCLUDE SOCIAL WORKER ON THAT PAGE. AND THEN LAST BUT NOT LEAST, ON LINE 355, IT SAYS IN HERE THAT REQUIRED INSTRUCTIONAL STANDARDS AND INSTRUCTIONAL TIME AS PRESCRIBED BY STATUTE, IF WE COULD LIST THAT IN THE POLICY IS A REQUEST FROM ADMINISTRATORS THAT THEY COULD SEE EXACTLY WHAT THAT IS AND NOT HAVE TO THAT IS AND NOT HAVE TO GO LOOK FOR THAT STATUTE. THANK YOU.

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>> THANK YOU, MEMBER RENDON. MEMBER GRAY. GO GO AHEAD. >>Jessica Vaughn: REAL QUICK. I HAVE A QUESTION, ONE THAT I DON'T THINK WE ADDRESSED. WHAT HAPPENS TO OUR MIGRANT CHILDREN WHO LEAVE FOR A PERIOD OF THE SEASON AND THEN COME BACK? ARE THEY ENROLLED ARE THEY ENROLLED AND REENROLLED. THEN FAMILIES THAT TRAVEL TO OTHER COUNTRIES TO RENEW OTHER COUNTRIES TO RENEW VISAS THROUGHOUT THE YEAR AND SOMETIMES A THREE-WEEK PROCESS, WHERE ARE THE PROVISIONS FOR THOSE FAMILIES? >> DEPENDING ON THE SITUATION, THERE ARE A LOT OF DIFFERENT PROCESSES THAT THEY WOULD FOLLOW

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AS FAR AS ENROLLMENT AND UNENROLLMENT THAT WOULD BE FOLLOWED WITHIN THOSE CORRESPONDING POLICIES. IF A STUDENT IS IF A STUDENT IS UNENROLLED, WE WOULDN'T BE KEEPING TRACK. >>Jessica Vaughn: FAMILY TRAVELS OUT OF THE THREE FOR THREE WEEKS TO RENEW VISA, UNENROLL AND REENROLL -- THEIR VISA IS NOT EXPIRING. TO RENEW THEM, A LOT OF TIMES YOU HAVE TO GO BACK TO THE COUNTRY OF ORIGIN, TAKE CARE OF BUSINESS THERE AND THEN COME BACK TO THE UNITED STATES. THEY ARE LIVING HERE BUT THE PROCESS TO RENEW THEIR VISA REQUIRES THEM TO GO TO ANOTHER COUNTRY FOR SEVERAL WEEKS DURING

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THE SCHOOL YEAR. >> THIS IS A SITUATION WHERE THE PRINCIPAL WOULD HAVE DISCRETION. THEY WOULD WORK WITH THE THEY WOULD WORK WITH THE FAMILY TO ENSURE -- THE PRINCIPAL WOULD HAVE DISCRETION AND WE WOULD WORK WITH THE FAMILY TO ENSURE THAT WE DON'T HAVE ANY THAT WE DON'T HAVE ANY TRUANCY ISSUES APPLIED TO THAT STUDENT AND WE WOULD WORK TO ENSURE THAT WE HAD SOME CONTINUITY. WE'D WORK WITH THE FAMILY IN THAT CASE. >>Jessica Vaughn: THERE IS SOME ROOM FOR ROOM FOR PRINCIPAL DISCREPANCY -- >> DISCRETION, YES.

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WE'LL MAKE SURE THAT GETS STATED IN THE POLICY. ALSO WANT TO MAKE SURE THAT WE'RE CLEAR ABOUT WHAT THE STATUTE STATES IN TERMS OF THE WHO. SOCIAL WORKER, MEMBER RENDON, I APOLOGIZE, AREN'T STATED IN THE STATUTE. HOWEVER, PRINCIPALS CAN DESIGNATE WHOMEVER THEY CHOOSE. SO WE'LL MAKE SURE WE ARE CLEAR ABOUT THAT. WHERE WE CAN INSERT SOCIAL WORKERS, WE WILL. >> OR AT LEAST INCLUDE THAT THE PRINCIPAL CAN DESIGNATE. IT ONLY SAYS SITE ADMINISTRATOR.

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IT DOESN'T SAY DESIGNEE. THAT WE NEED TO INCLUDE THAT. >> >> WE WILL. >>Nadia Combs: MEMBER GRAY, YOU HAD A BRIEF COMMENT? >>Lynn Gray: YES. THREE THINGS. CHILD STUDY TEAM. DOES THAT INCLUDE A SOCIAL WORKER OR NOT? BECAUSE IF IT'S INCLUDED THEN THE REMARKS OF MEMBER RENDON WILL BE SATISFIED. SECOND, THE 155 AND 156, 157, WHEN YOU START HAVING THE WHEN YOU START HAVING THE ONUS ON THE PARENTS, SUPERINTENDENT VAN AYRES,

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VAN AYRES, THAT COMMUNICATION NOW YOU'RE INVOLVING NOW YOU'RE INVOLVING PARENTS, SUSPENDED LICENSE, CIVIL COURT. YOU CAN SEE THERE IS A LOT ON YOUR PLATE AS WELL OR TANYA ARJA. LAST, WHEN WE TALK ABOUT TARDIES AND WE KNOW THIS, SOME OF US TEACHERS, MANY TIMES TEACHERS COUNT YOU ABSENT BECAUSE YOU COME LATE. WHAT WE'LL DO, JUST TOLD KRISTIN, PUT TOGETHER KRISTIN, PUT TOGETHER A TARDY POLICY BECAUSE NOW YOU'VE GOT TO REMEMBER, TARDY SOMETIMES GET

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MIXED IN WITH YOU ARE ABSENT JUST BECAUSE THAT'S THE WAY CALCULATIONS AND ROLL CALL, THAT'S THE REALITY. I THINK, TOBY, YOU AND I TALKED ABOUT THAT. SO WE'LL GET THAT. THANK YOU, MEMBER COMBS. >>Nadia Combs: MEMBER RENDON, YOU HAD ONE QUICK COMMENT AND THEN WE'LL MOVE ON FROM THE POLICY. >>Patti Rendon: IT IS A QUESTION. LIKE WE ARE GOING TO DO WITH OUR STUDENT CODE OF CONDUCT, COULD WE MAKE THIS WHERE AN ACKNOWLEDGMENT HAS TO BE MADE BY THE PARENT THAT THEY REVIEWED IT? IT SENDS AN E-MAIL SAYING YOU HAVE A POLICY, LIKE, YOU HAVE A DOCUMENT TO BE ACKNOWLEDGED IN

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FOCUS, CAN WE DO THAT LIKE WE'RE DOING WITH OUR STUDENT CODE OF CONDUCT? I THINK THAT'S WHAT IS IMPORTANT HERE? >> YES, WE WILL. WHAT WE'LL DO IS INCLUDE THIS WITH THE FIRST-DAY PACKET INFORMATION. AND ALONG WITH THAT, WE'LL ENSURE THERE IS AN ACKNOWLEDGMENT. >>Patti Rendon: ELECTRONIC ACKNOWLEDGMENT BY THE PARENT WHICH I THINK IS IMPORTANT. >> PERFECT TIMING BECAUSE WE HAVE A POLICY HAVE A POLICY UPCOMING AROUND ELECTRONIC SIGNATURE. GOOD TIMING. >>Nadia Combs: PERFECT. I THINK THAT'S GREAT. I THINK WE HAVE ENOUGH FEEDBACK.

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LET'S GO AHEAD AND WE'LL MOVE ON TO THE NEXT TO THE NEXT ONE, WHICH IS THE -- 5223. >> GOOD MORNING, EVERYONE. >>Nadia Combs: WE'RE HALFWAY THROUGH NOW. >> THE REVISED POLICY FOR ABSENCES FOR RELIGIOUS INSTRUCTION IS DUE TO THERE WAS AN ADOPTED STATE RULE THAT WAS ADOPTED AT THE STATE BOARD OF EDUCATION MEETING ON 5/14.

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WE ALREADY HAD A POLICY IN PLACE WITH OUR SCHOOL DISTRICT THAT ADDRESSED ABSENCES FOR RELIGIOUS INSTRUCTION BUT THERE WERE SOME ADDED PROVISIONS IN THIS NEW STATE RULE SO WE HAD TO MAKE SURE THOSE REVISIONS WERE IN OUR CURRENT POLICY. ALSO, THERE WERE SOME THINGS ADDED FOR CLARITY. ONE EXAMPLE OF A PROVISION THAT WE INCLUDED, IF YOU LOOK ON LINES 13 THROUGH 16, IT INDICATES THAT RELIGIOUS INSTRUCTION DOES NOT OCCUR DURING CORE CURRICULAR COURSES AS DEFINED IN FLORIDA STATUTE UNLESS OTHERWISE APPROVED BY THE PRINCIPAL OR DESIGNEE. SO THAT'S SOMETHING THAT WAS A

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PART OF THE NEW STATE RULES SO WE MADE SURE THAT WAS INCLUDED IN OUR POLICY AS IN OUR POLICY AS WELL. >>Nadia Combs: ANYBODY HAVE QUESTIONS OR COMMENTS? MEMBER VAUGHN, YOU HAD A QUESTION. >>Jessica Vaughn: YEAH, I JUST -- I WANT TO CONFIRM, YOU KNOW, I FIND THIS CONFUSING BECAUSE I KNOW THAT IN OTHER INSTANCES, THE STATE IS VERY CONCERNED WITH ACADEMIC DISRUPTIONS ACADEMIC DISRUPTIONS OR KID LOSING ANY TIME OF THE ACADEMIC DAY, WHETHER P.E., LUNCH. THEY HAVE A LOT THEY HAVE A LOT OF OPINIONS

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ABOUT STUDENTS AND THEIR ACADEMIC TIME. SO THIS IS CONFUSING TO ME. NOW WE'RE ALLOWING STUDENTS TO LEAVE OUR CAMPUS WITH PARTICIPANT PERMISSION, GO OFF-SITE DURING THE DAY. IT SAYS NON-CORE TIME, BUT THAT COULD BE P.E. WHICH A LOT OF PEOPLE CONSIDER IMPORTANT OR ART WHICH IS CONSIDERED IMPORTANT OR MUSIC WHICH IS CONSIDERED IMPORTANT. THEY ARE ABLE TO LEAVE OUR CAMPUS, GET THIS INSTRUCTION, COME BACK. I GUESS MY QUESTION I GUESS MY QUESTION IS, HOW DOES THIS NOT BE CONSIDERED A DISRUPTION TO THE DAY TO OUR TRADITIONAL STUDENTS?

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AND WHAT ARE WE GOING TO DO EVEN IF IT IS NOT CORE TIME TO MAKE SURE THAT OUR KIDS WHO MIGHT TAKE ADVANTAGE OF THIS ARE GETTING WHAT THEY MISSED IN PHYSICAL EDUCATION, MUSIC EDUCATION, ART, ALL THE OTHER PIECES WHICH MAY NOT BE CORE BUT STILL IMPORTANT TO CHILDREN'S DEVELOPMENT? >> AGAIN, WITH THIS STATE RULE, OUR HANDS ARE OUR HANDS ARE TIED AND WE DO HAVE TO FOLLOW THE PROVISIONS PUT IN PLACE. ONE OF THE THINGS IS, WHEN IT COMES TO MAKEUP, BECAUSE MAKEUP

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WORK IS A PART OF THIS POLICY, SO STUDENTS ARE SO STUDENTS ARE GIVEN THE SAME AMOUNT OF TIME TO MAKE UP WORK AND REQUEST THE MAKEUP WORK AS THEY ARE FOR ANY OTHER ABSENCES. SO THAT IS A PART OF THAT POLICY. BUT, AGAIN, WE WILL BUT, AGAIN, WE WILL WORK WITH PARENTS BECAUSE IT'S SOMETHING WHERE YOU CAN COME TO A MUTUAL AGREEMENT WITH PRINCIPAL IMPROVEMENT TO IMPROVEMENT TO ENSURE THAT MAYBE IT'S NOT THE SAME CLASS THAT'S MISSED EVERY SINGLE MISSED EVERY SINGLE DAY. WE HAVE BEEN CONTACTED BY ONE COMPANY AND THEY HAVE EXPRESSED INTEREST IN WORKING WITH OUR

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STUDENTS, AND THAT'S BEEN ELEMENTARY. SO ONE OF THEIR PROVISIONS THAT THEY PUT IN PLACE IS THEY REALLY WANTED TO WORK WITH STUDENTS ONE DAY A WEEK FOR ONE HOUR MAXIMUM. >>Jessica Vaughn: THEY CAN DO THAT NOW ON CAMPUS. THIS MEANS TAKING THEM OFF CAMPUS. >> THIS MEANS TAKING THEM OFF OF CAMPUS, CORRECT. >>Jessica Vaughn: IS THERE ADDING VETTING PROCESS FOR THE PEOPLE TAKING OUR KIDS OFF CAMPUS TO MAKE SURE THEY ARE NOT CRIMINALS. THEY HAVE CRIMINAL BACKGROUNDS. LIKE, WE HAVE THAT VETTING PROCESS TO ALLOW PEOPLE INTO OUR SCHOOLS IS THERE ANY PROCESS AROUND THAT WITH THE PEOPLE WHO

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ARE TAKING OUR STUDENTS OUT OF SCHOOL? >> THERE ARE VERIFICATIONS WHEN IT COMES TO INSURANCE AND LIABILITY AND THOSE TYPES OF THINGS. AS PART OF OUR DISTRICT PROCEDURES, WE WILL CHECK TO DO THE BACKGROUND CHECKS TO MAKE SURE THEY ARE ALLOWED ON CAMPUS. BUT AGAIN, THE PARENTS ARE RESPONSIBLE FOR SIGNING OFF ON THE VERIFICATION FORM THAT THEY ARE NOT HOLDING THE DISTRICT HARMLESS FOR ANYTHING OR ANY CONDUCT THAT HAPPENS OFF CAMPUS, SO WE DO HAVE THOSE FORMS THAT ARE IN PLACE. IT WAS A PART OF OUR EXISTING POLICY.

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SO THOSE SAME FORMS WOULD BE A PART OF THIS PROPOSED NEW POLICY AS WELL. >>Jessica Vaughn: DOES THE PRINCIPAL HAVE ANY DISCRETION IN THIS? >> IF THE ORGANIZATION THAT'S TAKING A STUDENT OFF CAMPUS, IF THEY DO NOT PROVIDE ADEQUATE ATTENDANCE UPDATES, THEN THE PRINCIPAL CAN RESCIND THAT OPPORTUNITY. SO THE PARENTS DO SO THE PARENTS DO HAVE AN OPPORTUNITY TO REQUEST THAT THEIR CHILD BE THEIR CHILD BE ADMITTED. THEY HAVE AN THEY HAVE AN OPPORTUNITY TO ASK FOR A

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FOR A REVIEW OF THAT RECENSION. THE PRINCIPAL, THEY HAVE AN OPPORTUNITY IF THE ORGANIZATION, IF THEY DO NOT PROVIDE ADEQUATE ATTENDANCE AND UPDATED ATTENDANCE, THE PRINCIPAL CAN RESCIND. >>Jessica Vaughn: THANK YOU. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: THANK YOU, MEMBER COMBS, AND THANK YOU DR. GRAVES. MY QUESTIONS, THREE OF MY QUESTIONS, THREE OF THEM, NUMBER ONE, CAN THEY COMMUNICATE, WHEN I SAY THEY, THESE ENTITIES, COMMUNICATE IN ANY WAY, SHAPE, OR FORM IN TERMS OF ADVERTISEMENTS, PUTTING

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MAILERS IN TEACHER'S MAILBOX OF THIS PARTICULAR RELIGIOUS ENTITY? >> NO, THEY CANNOT. PART OF THE STATE PART OF THE STATE STATUTE, THEY CANNOT SOLICIT ON CAMPUS OR BY SENDING MAILERS. NEITHER CAN TEACHERS DO THAT AS WELL. OR OTHER EMPLOYEES ON CAMPUS. >>Lynn Gray: WHAT HAPPENS WHEN THE STUDENT GOES INTO THIS VEHICLE, YOU SAY THERE'S INSURANCE, THERE'S LIABILITY INSURANCE, AND YOU DON'T KNOW THE ANSWER, BECAUSE WE HAVEN'T DONE THIS YET, BUT WHAT DONE THIS YET, BUT WHAT IF THERE

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IS AN ACCIDENT IS AN ACCIDENT OCCURRING, WHO IS LIABLE? >> BEFORE ANY STUDENT IS RELEASED, THE PARENTS AS WELL AS THE ORGANIZATION, THEY ARE REQUIRED TO REQUIRED TO FILL OUT, HOLD HARMLESS FORMS AS WELL AS OF PROOF INSURANCE. AND THE PRINCIPAL OR THE DESIGNEE WILL REVIEW ALL OF THAT INFORMATION BEFORE GRANTING APPROVAL OR DENIAL. >>Lynn Gray: LAST QUESTION. WHEN WE TALK ABOUT CORE INSTRUCTION, WE TALKED ABOUT THIS, RICK. THE INTENSIVE READING CLASS, THAT'S NOT A CORE INSTRUCTION,

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BUT IF THEY MISS THAT, IF THEY MISS THOSE CLASSES OF INTENSIVE READING, THEN READING, THEN THAT'S GOING TO SEVERELY HURT A SEVERELY HURT A CHILD'S INSTRUCTIONAL TRAJECTORY OF PASSING. HAVE YOU TALKED HAVE YOU TALKED ABOUT THIS? >> THE ONE THING THAT HELPS US IS WHEN YOU LOOK AT THE LANGUAGE THAT WE'VE THAT WE'VE INCLUDED, CORE CLASSES AS DEFINED BY THE STATE STATUTE. SO WHEN YOU LOOK AT THAT, WHEN YOU'RE LOOKING AT SECONDARY,

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GRADES 9 THROUGH 12, A COURSE MEASURED BY STATE ASSESSMENT OR SOMETHING THAT'S REQUIRED FOR HIGH SCHOOL HIGH SCHOOL GRADUATION. THOSE ARE EXAMPLES WE CAN TALK THROUGH AND WORK WITH THE PARENT AND LET THEM KNOW THIS IS SOMETHING IF THEY DO MISS THIS PARTICULAR COURSE, THAT IT COULD AFFECT THEIR STATUS FOR GRADUATION. SO THE PRINCIPAL OR SO THE PRINCIPAL OR DESIGNEE, THEY DO HAVE THAT FLEXIBILITY. >>Lynn Gray: JUST THE OVERARCHING REMARK IS MIXING CHURCH AND STATE IN EDUCATION IS TO ME A DANGEROUS SITUATION IN MY OPINION.

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AND I THINK WE'RE GOING TO BE FACING SOME FACING SOME REPERCUSSIONS ON THAT AS TIME GOES ON. OKAY. THAT'S JUST TALK. THANK YOU, THANK YOU, DR. GRAVES. I'M DONE. >>Nadia Combs: MEMBER RENDON, YOU HAD A COUPLE OF COMMENTS AND THEN WE'LL MOVE ON TO THE NEXT POLICY. >>Patti Rendon: THANK YOU, MADAM CHAIR. I DO HAVE A QUESTION, THE LAW IS ACTUALLY DESIGNATED AS RELIGIOUS CONSTRUCTION AND RELIGIOUS HOLIDAY. IS THIS THE COMBINATION OR DO WE HAVE A SEPARATE POLICY REGARDING HOLIDAY? >> WE HAVE A SEPARATE POLICY FOR HOLIDAY. >>Patti Rendon: JUST CONFIRMING

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THAT. NUMBER TWO, IS THIS POLICY THE SAME AS -- THE ONLY THING I SEE DIFFERENT IN HERE IS THAT THERE IS RELIGIOUS INSTRUCTION, RIGHT? WE DO ALREADY CURRENTLY ALLOW FOR A STUDENT TO BE PICKED UP FOR AFTER-SCHOOL PROGRAM. DO WE ALLOW A STUDENT TO BE PICKED UP FROM A DANCE THING IF DESIGNATED BY THE PARENT. DOES THIS POLICY AND THE WAY IN WHICH WE WORD IT, EQUITABLE TO THAT? THE ONLY THING THAT'S CHANGED IT SAYS RELIGIOUS. I DON'T THINK THAT SHOULD BE MAKING A CHANGE. >>Jim Porter: AS DR. GRAY SAID,

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SPECIFIC LAW AND RULE. WHETHER IT'S EQUITABLE OR NOT, WE DON'T REALLY HAVE AN OPPORTUNITY TO ADDRESS THAT. >>Patti Rendon: I'M STILL ASKING THE QUESTION. >>Jim Porter: HE CAN MAYBE ANSWER THAT. THERE'S NO WIGGLE ROOM. >>Patti Rendon: IF A PARENT DESIGNATES A DANCE -- PICKING UP KIDS AT SCHOOL, WOULD THEY STILL HAVE TO GO THROUGH THE SAME REQUIREMENTS? >> THIS IS SPECIFIC TO THIS PARTICULAR STATUTE. I WOULD HAVE TO REVIEW THE OTHER POLICY TO SEE WHAT REQUIREMENTS ARE IN THERE. >>Patti Rendon: THE ONLY OTHER THING I WANT TO ASK, YOU GOT ON HERE THAT THEY HAVE TO HAVE A

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SPECIFIC LIABILITY INSURANCE. YOU'LL BE REQUIRING BACKGROUND CLEARANCE FOR THE PEOPLE THAT PICK THEM UP, IS THAT REQUIRED ACROSS THE BOARD. IS THAT PART OF THE STATUTE? >> THE STATUTE DOES REQUIRE THE LIABILITY, THE PROOF OF INSURANCE, HOLD HARMLESS FORMS, THAT IS INCLUDED IN THE STATUTE. >>Patti Rendon: WHAT ABOUT THE BACKGROUND SCREENS? >> THAT IS NOT EXPLICITLY STATED IN THE STATUTE. >>Patti Rendon: WE'RE PUTTING IT IN. >> WE COULD. >>Patti Rendon: WE'RE NOT NOW. I HEARD MS. GRAY ASK FOR THAT AND I WANT TO CLARIFY AND I WANT TO CLARIFY WE'RE NOT

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ADDING ADDITIONAL TO WHAT THE STATUTE SAYS. >> NO, IT'S NOT IN THE POLICY CURRENTLY. >>Patti Rendon: I DON'T WANT TO ADD ANYTHING ADDITIONAL THAN WHAT THE STATUTE WHAT THE STATUTE REQUIRES. THANK YOU. >>Nadia Combs: ANYBODY ELSE? NEXT ONE. >>Jim Porter: NEXT POLICY IS A REVISION OF POLICY 5540, INVESTIGATIONS AND INTERVIEWS BROUGHT FORWARD BY MEMBER VAUGHN. SHE CAN EXPLAIN HER REASONING FOR THIS. BASICALLY FROM A LEGAL STANDPOINT, WHAT SHE'S ADDING IS THAT WE WOULD REQUIRE WHAT IS

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CALLED JUDICIAL WARRANT BEFORE ANY LAW ENFORCEMENT OFFICER COULD ENTER A PRIVATE SPACE IN THE SCHOOL CONSIDERED CLASSROOMS. TYPICALLY ONLY ADMINISTRATIVE WARRANT IS NEEDED AND THAT'S FOR PUBLIC SPACES. AGAIN, THIS IS SOMETHING THAT IS LEGALLY DEFENSIBLE. IT'S DIFFERENT THAN OUR CURRENT POLICY. I'LL LET YOU EXPLAIN WHAT YOUR REASONING IS WITH THAT. >>Jessica Vaughn: THANK YOU, MR. PORTER. THIS WAS A CULMINATION OF A LOT OF COMMUNITY FEEDBACK OF CONCERNS AROUND WHO HAS ACCESS TO OUR STUDENTS TO OUR STUDENTS AND JUST MAKING

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SURE THAT THEY ARE ALLOWED TO HAVE ACCESS AND THAT PROOF IS GIVEN AROUND THAT. A LOT OF CONCERN THAT ANYBODY COULD COME INTO THE SCHOOL AND SAY ANYTHING THEY NEED TO GET ACCESS TO OUR STUDENTS. MORE SO, IT WAS DRIVEN FROM STAFF WONDERING WHAT THEY SHOULD FOLLOW, WHAT THEY SHOULD BE ASKING FOR, WHAT THEY ARE ABLE TO ASK FOR BEFORE THEY GIVE ACCESS TO OUR STUDENTS. I DID SOME RESEARCH AND IT LOOKS LIKE THIS IS THE FEDERAL LAW ON THIS. AND THEN I KNOW THAT OTHER COUNTIES EVEN TAKE IT A STEP FURTHER. WAS IT MIAMI, DADE OR ORANGE,

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WHERE EVEN TO GET ACCESS THERE IS A COMMISSION AND A WHOLE COMMITTEE THAT THEY HAVE TO SUBMIT SOMETHING TO AND THAT COMMITTEE HAS TO GIVE COMMITTEE HAS TO GIVE PERMISSION BEFORE THEY HAVE ACCESS TO THE STUDENTS YOU AND I TALKED ABOUT. THIS ISN'T AS DRASTIC AS SOME OTHER COUNTIES THAT REQUIRE A MULTI-DAY COMMITTEE APPROVAL BEFORE PEOPLE GET ACCESS TO OUR STUDENTS. I JUST WANT TO MAKE SURE THE RIGHT PEOPLE HAVE ACCESS. THEY ARE SHOWING THE RIGHT DOCUMENTATION AND THAT OUR STAFF UNDERSTANDS WHAT THEY ARE ALLOWED TO ASK FOR. I THINK THIS TWEAK REALLY HELPS CLARIFY THAT. SO THAT'S WHY I WERE A YOU THE

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THAT FORWARD. THANK THANK YOU. THAT'S WHY I BROUGHT THAT FORWARD. >> MR. FARKAS. >> THE GRAY HAIR. THE GRAY HAIR THAT IS CONFUSING. >> JUDICIAL WARRANT, COULD YOU EXPAND ON EXPAND ON THAT? >> MEANS A WARRANT SIGNED BY A

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JUDGE. ONLY DIFFERENCE BETWEEN THAT AND ADMINISTRATIVE WARRANT. >> I REALIZE THE PARAGRAPH UNDERNEATH IT DESCRIBES A LITTLE BIT ABOUT WHAT IF AN ACTIVE INVESTIGATION IS GOING ON, HOT PURSUIT IS THE WORD, CAN'T BELIEVE PUT IN POLICY, IT'S IN THAT PART OF IT, TOO. HERE IS MY ONLY CONCERN. WE WANT TO MAKE SURE ONLY THE RIGHT KIDS HAVE ACCESS. MAKING SURE OUR ADMINISTRATORS INTERPRET THIS THE CORRECT WAY. LAST THING WE WANT TO DO IS CREATE A SITUATION WHERE OUR ADMINISTRATOR THINKS THEY NEED A SIGNED WARRANT FOR A POLICE OFFICER TO HAVE ACCESS, PROBABLE CAUSE, GOT A REASON TO ACTUALLY

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BE THERE. MY ONLY CONCERN COMMUNICATION TO ADMINISTRATION, BECAUSE IF THEY DO DECIDE TO GET IN THE WAY OF SOMETHING THAT IS AN ACTIVE INVESTIGATION, HOT PURSUIT OR CRIMINAL INVESTIGATION, IN THEORY THEY WOULD BE ARRESTED FOR OBSTRUCTION OF JUSTICE. THAT WOULD BE MY ONLY FEAR THAT WE PUT OUR ADMINISTRATORS IN -- BECAUSE OF LACK OF INFORMATION AND LACK OF UNDERSTANDING, THEY -- -- THAT'S A NEW DRESS, -- THAT'S A NEW DRESS, TOO. CHIEF COLLINS.

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>> FLORIDA STATE >> FLORIDA STATE STATUTE 901 HOLISTICALLY ADDRESSES DIFFERENT TYPES OF ARRESTS AND ALSO DETENTION. THERE ARE MULTIPLE SUBSECTIONS WITHIN THAT STATE STATUTE. NOWHERE IN THAT STATE STATUTE WHERE IT PROHIBITS LAW ENFORCEMENT FROM CONDUCTING DUTIES ON SCHOOL CAMPUS. WITH THAT BEING SAID, YOU WOULD HAVE THE SUBSEQUENT ISSUE WHERE THEN DEPUTIES, OFFICERS, IF THEY RUN INTO AN ISSUE WHERE THEY FEEL LIKE THEIR INVESTIGATION IS BEING OBSTRUCTED THEY WOULD CHARGE WITH STATE STATUTE, OBSTRUCTION OF JUSTICE, A

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MISDEMEANOR, WHICH WE DON'T WANT OUR EMPLOYEES TO BE SUBJECT TO. >>Jessica Vaughn: I GUESS MY QUESTION WOULD BE, QUESTION WOULD BE, WORDING TO CLARIFY BE A BETTER OPTION OR IS AN OPTION ADOPTING SOMETHING WHERE WE HAVE A COMMITTEE OR A COMMISSION LIKE OTHER COUNTIES DO, WHERE THERE IS A FULL VETTED PROCESS AND WE'RE NOT PROCESS AND WE'RE NOT PUTTING THAT PRESSURE ON OUR

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ADMINISTRATORS IS THAT AN ALTERNATIVE TO THE POLICY? >>Christopher Farkas: NOT SURE IT WILL SOLVE MY CONCERN. HIGH SCHOOL PRINCIPAL AND MILLION THINGS GOING ON DURING THE DAY, SOMEONE COMES UP, YOU'LL DIFFERENTIATE, OH, NO, THIS -- WHETHER THROUGH A JUDICIAL WARRANT OR THROUGH THE COMMITTEE OR NOT. I THINK I THINK BEHOLDEN -- I THINK BEHOLDEN -- IT'S NOT THAT WE'RE OPPOSED TO IT. RIGHT PEOPLE HAVE ACCESS. IF THE BOARD PASSES IT, WE'LL SPEND A LOT OF TIME WITH

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PRINCIPALS, NOT NECESSARILY A BAD THING, TALKING ABOUT WHO HAS ACCESS AND WHO DOESN'T. AND MAKING SURE THEY UNDERSTAND THE DIFFERENCE BETWEEN ACTIVE INVESTIGATION AND NORMAL DUTIES OF LAW ENFORCEMENT THAT CHIEF COLLINS REFERRED TO. SOME OF OUR PRINCIPALS ARE VERY MUCH LETTERS OF THE LAW RULE FOLLOWERS. THAT'S NOT A BAD THING. I DON'T WANT TO PUT I DON'T WANT TO PUT THEM IN A SITUATION -- WE'RE HERE TO TRY TO

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TO HELP THEM. >> ALSO TO CLARIFY, WHEN YOU GAVE YOUR STATEMENT, PEOPLE HAVE ACCESS TO THE CHILDREN, I'M ASSUMING WE'RE TALKING LAW ENFORCEMENT SPECIFIC. >>Jessica Vaughn: AT THIS POINT THERE'S SOME LAW ENFORCEMENT THAT AREN'T DRESSED AS LAW ENFORCEMENT. THEY DON'T NECESSARILY HAVE THOSE SAME CREDENTIALS WHO ARE SAYING THAT THEY WANT TO DO WELFARE CHECKS. I THINK THIS WAS DRIVEN FROM STAFF AND PRINCIPALS WHO WANT THAT KIND OF CLARITY. FROM MY PERSPECTIVE, I UNDERSTAND WHAT YOU'RE SAYING AND I NEVER WANT TO PUT ANYBODY IN THE POSITION OF POSSIBLY FACING ARREST, THEY REALLY WANT

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TO UNDERSTAND THE CLARITY OF WHAT THEY CAN ASK FOR, WHO IS ALLOWED, WHAT THEY LOOK LIKE AND MAKE SURE THAT THEY ARE NOT GIVING ACCESS TO PEOPLE OR IN THE OTHER SENSE, ALLOWING DANGER TO HAPPEN TO THE CHILDREN. >> I THINK YOU HAVE A MULTIFACETED ISSUE. YOU HAVE POTENTIALLY THE STUDENT MAY BE A SUSPECT IN THE INVESTIGATION. YOU ALSO HAVE WHERE THE STUDENT MAY BE A VICTIM IN AN INVESTIGATION. DEPENDING ON THOSE SETS OF CIRCUMSTANCES, YOU MAY NOT BE ADVANTAGEOUS FOR LAW ENFORCEMENT TO CONTACT A PARENT BECAUSE THE

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PARENT MAY BE THE SUSPECT IN A CASE WHERE HE OR SHE MAY BE SEXUALLY ASSAULTING THE STUDENT. IT MAY BE MORE ADVANTAGEOUS FOR LAW ENFORCEMENT TO DO THE INVESTIGATION WITH THE STUDENT ON SCHOOL CAMPUS WITHOUT THE PARENT BEING PRESENT OR NOTIFIED. THERE ARE MULTIPLE FACTORS. >>Jessica Vaughn: JUDICIAL WARRANT TO DO THAT? >>Christopher Farkas: NO. THAT'S WHAT WE'RE SAYING. WE WANT TO MAKE SURE A PRINCIPAL WOULD KNOW WHEN A LAW ENFORCEMENT OFFICER SAYS, HEY, HAVE TO TALK TO VAN AYRES, THEY ARE IN UNIFORM, HAVE THEIR BADGE.

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WHETHER WE GIVE ACCESS TO WHETHER WE GIVE ACCESS TO VAN, WHEN IT IS A JUDICIAL WHEN IT IS A JUDICIAL WARRANT OR ACTIVE INVESTIGATION. I UNDERSTAND WHERE YOU ARE COMING FROM. MAYBE FOCUS GROUPS TOGETHER, PRINCIPALS, BETWEEN NOW AND FINAL TALK TO GET FEEDBACK FROM PRINCIPALS ABOUT WHAT THEIR CONCERNS ARE SO WE CAN TRY TO CLARIFY. WE WANT THE SAME THING. WE DON'T WANT WE DON'T WANT A PRINCIPLE -- THE DIFFERENT FACETS OF LAW ENFORCEMENT. I'M ALL FOR US GETTING

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CLARIFICATION. ALL THREE LEVELS. TALK ABOUT WHO HAS ACCESS, WHAT THAT LOOKS LIKE SO THEY UNDERSTAND WHAT A JUDICIAL WARRANT IS AS OPPOSED TO WHO HAS ACCESS TO THEIR KIDS. >>Jim Porter: MIGHT BE A GOOD OPPORTUNITY NOW THAT WE HAVE A NEW CHIEF OF NEW CHIEF OF SECURITY, MR. FARKAS, MR. PORTER HAS SAID AND IF YOU WOULD BE WILLING TO HOLD THIS TO NEXT POLICY CYCLE PERHAPS. >>Jessica Vaughn: I'M OPEN TO HOLDING IT. >>Jim Porter: AGAIN, IT'S ADDING SOMETHING THAT ISN'T THERE. IT IS GOING TO CREATE POSSIBLE

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POTENTIAL CONFUSION, BUT IT'S VERY SPECIFIC. A JUDICIAL WARRANT FOR NON-PRIVATE AREAS OF SCHOOL ONLY. IT WOULD NOT IT WOULD NOT IMPACT LAW ENFORCEMENT COMING INTO THE FRONT OFFICE. IT WOULD JUST BE LAW ENFORCEMENT GOING INTO A CLASSROOM OR ANYTHING CONSIDERED PRIVATE. THAT IS VERY, VERY SPECIFIC. YOUR CONCERNS ARE YOUR CONCERNS ARE VALID ABOUT CREATING CONFUSION AND MORE WORK. >>Jessica Vaughn: I WANT TO HEAR WHAT FELLOW BOARD MEMBERS SAY BECAUSE WHEN YOU DEFINE IT THAT WAY IT DOESN'T SEEM OVERLY

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CONFUSING AND SOMETHING WE COULD EXPLAIN TO OUR PRINCIPALS PRETTY EASY. I'LL WAIT TO HEAR I'LL WAIT TO HEAR WHAT OTHER BOARD MEMBERS HAVE TO SAY. >>Lynn Gray: I LEFT THE ROOM WHEN YOU WERE GIVING THE WHY FOR THIS. COULD YOU SHARE THE WHY AGAIN? >>Jessica Vaughn: SURE. IT'S BEEN BOTH FROM OUR FAMILIES AND AND THE COMMUNITY AS WELL AS

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MEMBERS AT OUR SCHOOL WANTING CLARITY FOR WHO HAS ACCESS TO OUR STUDENTS. YES, IF THERE IS AN ACTIVE INVESTIGATION AND ONE OF OUR OFFICERS WALKS IN AND HAS CREDENTIALS, THEY UNDERSTAND THAT THEY COOPERATE WITH POLICE. HOWEVER, THERE ARE CIRCUMSTANCES NOW WHERE THERE COULD BE LAW ENFORCEMENT THAT AREN'T DRESSED IN THAT IN THAT WAY, IN THAT MANNER AS A POLICE OFFICER. I'M NOT SURE WHAT CREDENTIALS THEY ARE SHOWING, ASKING TO DO WELFARE CHECKS AND HAVE ACCESS TO OUR STUDENT. I'VE HAD PRINCIPALS SAY WHAT DO

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I DO IN THIS SITUATION? AM I SUPPOSED TO ASK FOR SOMETHING? SOMETHING THEY ARE SUPPOSED TO SHOW ME? DOING RESEARCH, THEY ARE SUPPOSED TO ASK FOR A JUDICIAL WARRANT IN THAT SITUATION, IN THESE VERY SPECIFIC SITUATIONS. I WANT TO ADD I WANT TO ADD THAT TO POLICY TO BE CLEAR ON THAT SO THEY HAVE THAT GUIDANCE AS WELL AS THE COMMUNITY AND THEY HAVE EXPRESSED SOME CONCERNS ABOUT IT BEING CONFUSING TO OUR BEING CONFUSING TO OUR STAFF MEMBERS AND POTENTIALLY THEY COULD OBSTRUCT -- >> IS A JUDICIAL WARRANT REQUEST BASED OFF OF OFFICERS IN PLAIN

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CLOTHES OR OFFICERS IN UNIFORM? SEEMS WE HAVE NO ISSUE WITH OFFICERS IN UNIFORM BUT THEY HAVE THE SAME HAVE THE SAME CREDENTIALS, THEY ARE COMMISSIONED UNDER THE SAME SHERIFF. ALL LAW ENFORCEMENT. >>Jessica Vaughn: PLAIN CLOTHES. >> THEY HAVE THE SAME CREDENTIALS. >>Jessica Vaughn: I DON'T KNOW WHAT THEY CAN SHOW. I DON'T KNOW IF THEY CAN BE FORGED.

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I DON'T KNOW IF STAFF ARE COMFORTABLE ASKING FOR THAT OR GETTING MORE INFORMATION. LEGALLY, FEDERALLY, THIS IS PART OF THE LAW, I DON'T UNDERSTAND WHY INCLUDING IT IN OUR POLICY IS A PROBLEM. >>Jim Porter: AGAIN, IT'S DEALING WITH IT'S VERY SPECIFIC ABOUT, QUOTE, UNQUOTE, PRIVATE AREAS OF SCHOOLS WHICH WOULD BE CLASSROOMS. THAT'S WHAT IT IS INTENDED TO DO. THE CONVERSATION HAS GOTTEN BROADER. I THINK YOU IDENTIFIED ADDITIONAL CONCERNS ABOUT CREDENTIALS AND MAKING SURE CHILDREN ARE SAFE.

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THEY ARE ALIGNING BUT ALSO DIFFERENT CONCERNS REALLY. >>Christopher Farkas: CORRECT. MY EXPERIENCE AS AREA DIRECTOR AND PRINCIPAL, I DON'T EVER REMEMBER LAW ENFORCEMENT OFFICER WANTING TO GO INSIDE A CLASSROOM TO DO THAT PART. I DON'T SEE THAT. IF THAT'S YOUR CONCERN IS MAKE SURE THEY HAVE SURE THEY HAVE ACCESS TO PRIVATE AREAS -- FAIR ENOUGH. I JUST THINK THAT PART I'M NOT QUITE AS WORRIED ABOUT THE CLARIFICATION. AGAIN IT MAY BE THAT WE KEEP THIS ON THIS POLICY THIS ON THIS POLICY CYCLE. MEANWHILE CHIEF AND DR. GRAVES AND I HAVE THE OPPORTUNITY TO MEET WITH PRINCIPALS AND COME

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BACK AND SAY, IT'S EASY, SOMETHING THEY UNDERSTAND. OR, HEY, GIVE US MORE TIME TO WORK WITH THE PRINCIPALS TO GIVE MORE INFORMATION. I DON'T KNOW WHAT THE CLARITY LOOKS LIKES. I WANT TO MAKE SURE WE SHARE OUR CONCERN AND MAKE SURE WE DON'T PUT THEM IN A BAD SPOT. I DON'T KNOW HOW THAT LOOKS. I THINK IT'S WORTHY OF A CONVERSATION BECAUSE WE WANT TO MAKE SURE PRINCIPALS AREN'T TRYING TO MAKE DECISIONS IN ISOLATION. THAT IS THE BIGGEST THING. >>Jessica Vaughn: OPEN TO WORKSHOPPING IT, BRINGING IT BACK. I WILL BRING IT BACK. THIS IS SOMETHING I'M CONCERNED WITH AND MAKE SURE WE PROVIDE CLARITY.

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WHATEVER MY FELLOW BOARD MEMBERS FIND AMENABLE IS WHAT I'LL WORK ON. >>Nadia Combs: MEMBER RENDON. >>Christopher Farkas: NEXT WORKSHOP ON THIS IS THE 29th. >> I'LL LEAN TOWARD THE PRINCIPALS. THEY ARE THE HEIGHT OF THE ATTENTION. THAT NEEDS TO BE ADDRESSED TO THEM. >>Christopher Farkas: SEPTEMBER 29. WE SHOULD BE ABLE TO GET

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INFORMATION. >>Jessica Vaughn: NEXT POLICY CYCLE? >> THE NEXT WORKSHOP IS SEPTEMBER 29. THEY'LL IMMEDIATELY GET STARTED ON THIS AND WE'LL BE READY ON THIS AND WE'LL BE READY. >>Jim Porter: WHEN YOU SAY SEPTEMBER 29, WHAT SEPTEMBER 29, WHAT WORKSHOP SEPTEMBER 29, WHAT WORKSHOP IS THAT? GIVEN TIME CONSTRAINTS, UNLESS BOARD MEMBERS HAVE COMMENTS, PUT THE COMMENTS ON THE RECORD.

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>>Jessica Vaughn: I'LL BE WORKING WITH YOU TWO QUITE CLOSE. >>Christopher Farkas: WE WELCOME IT. >>Nadia Combs: MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I APPRECIATE MEMBER VAUGHN COMING WITH CLARIFICATION. WE JUST EXPERIENCED THIS ON THE EAST SIDE OF THE COUNTY QUITE READILY IN THE LAST COUPLE OF MONTHS AT THE END OF SCHOOL LAST YEAR WITH HAVING QUITE A BIT OF LAW ENFORCEMENT WITHIN A COUPLE OF OUR SCHOOLS AND HOW THAT WAS HANDLED. I THINK IF WE LOOK OVER THE ENTIRE POLICY, I BELIEVE AND OUR

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SCHOOLS FOLLOWING IT WHERE NOBODY GETS PAST OUR ADMINISTRATOR FIRST. AT THE END OF THE DAY, THAT WAS WHERE THE BOTTOM LINE MET THE ADMINISTRATOR. I BELIEVE EVERY TIME AN OUTSIDE LAW ENFORCEMENT ARRIVES ON OUR CAMPUS, YOUR PROCEDURE IS TO BE CALLING DEPUTY COLLINS AS WELL AS THE REGIONAL SUPERINTENDENT. >>Christopher Farkas: IF THERE'S ANYTHING OUT OF THE ORDINARY. THEY HAVE REGULAR OCCURRENCES THAT COME, PROBATION OFFICER, THEY DON'T HAVE TO CALL EVERY TIME. ANYTHING OUT OF THE ORDINARY, THEY HAVE A DIRECT CALL THEY HAVE A DIRECT CALL TO REGIONAL SUPERINTENDENT --

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>>Patti Rendon: WE'VE HAD AN ISSUE RECENTLY IN APRIL AND AT THAT POINT IN THAT POINT IN TIME, THAT WAS EXACTLY EXACTLY FOLLOWED. I'M TALKING ABOUT AN INCIDENT, ISSUES AT PLANT CITY HIGH SCHOOL, ADDITIONAL LAW ENFORCEMENT ON PROPERTY THAT WERE OUTSIDE THAT WERE COMING IN. AND IN THOSE CASES, IN THE CASES THAT FOLLOWED THAT FOLLOWED OUR POLICY THAT NOBODY LEFT, THEY WERE THERE, CONTACTED THE ADMINISTRATOR, THE ADMINISTRATOR AND THEIR STAFF HAD INDIVIDUALS COME TO BE QUESTIONED.

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NOBODY LEFT THE BUILDING. DIDN'T GO TO A CLASSROOM. >>Christopher Farkas: TRADITIONALLY A SCHOOL RESOURCE OFFICER THERE THAT WORKS FOR THE SHERIFF, ALSO IN THE CASE WITH CHIEF NEWMAN AND SAME THING WITH CHIEF COLLINS, WE'LL MAKE SURE WE PROVIDE ASSETS AND SUPPORT TO THE PRINCIPALS AS WELL TO SUPPORT, SO THEY ARE NOT MAKING THOSE DECISIONS. >>Patti Rendon: WHEN WE'RE LOOKING AT THAT, MAKE SURE THE ROLE. BECAUSE OUR RESOURCE OFFICERS ARE EMPLOYED BY HILLSBOROUGH COUNTY SHERIFF'S OFFICE. SO THEY FOLLOW THOSE SAME GUIDELINES AND THEY DO TALK TO OUR KIDS. I DO WANT TO MAKE SURE WE COVER THEIR ABILITY TO DO THEIR JOB AS

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WELL. >>Jim Porter: THIS WILL NOT GO FORWARD THIS CYCLE. IT WILL BE COMING BACK ON SEPTEMBER 29. GOT IT. WE'LL DEFER THAT. >>Nadia Combs: I THINK YOU HAVE ENOUGH DIRECTION FROM THIS BOARD ON EXACTLY. WE WANT TO KEEP THE POLICY BUT DO IT IN A DIFFERENT FORMAT THAT IS NOT GOING TO IMPACT PRINCIPALS IN A NEGATIVE WAY. IT'S ABOUT IT'S ABOUT 11:50. WE HAVE FIVE POLICIES LEFT, I THINK. WE CAN CONTINUE TO 12:30 AND THEN TAKE A BREAK.

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THE NEXT WE'RE THE NEXT WE'RE STARTING WITH NEW POLICIES. WE'RE DONE WITH ALL OF THOSE. NEW POLICY. THE FIRST ONE, ELECTRONIC TRANSPORTATION DEVICES. THAT'S FROM MEMBER GRAY, MEMBER VAUGHN, AND MYSELF. I DON'T THINK WE HAVE TO INTRODUCE IT ALL. >>Jim Porter: THIS IS A NEW POLICY THAT HAS NOT BEEN IN

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EFFECT YET. THIS DEALS WITH MOTORIZED VEHICLES INCLUDING SCOOTERS AND ELECTRIC BIKES AND THEIR ELECTRIC BIKES AND THEIR IMPACT, HOW THEY ARE DEALT WITH ON CAMPUS. THERE'S NO OVERALL POLICY ON IT. THERE ARE PROCEDURES THAT EACH SCHOOL HAS IN PLACE TO ADDRESS THIS ISSUE. BOARD MEMBERS HAVE BROUGHT THIS, SHOULD BE A POLICY TO SORT OF SET THE STAGE. IT WAS DRAFTED IN A WAY THAT IT TAKES INTO ACCOUNT WHAT'S ALREADY HAPPENING ON OUR CAMPUSES BUT IS INTENDED TO PROVIDE A GREATER FRAMEWORK FOR IT AND A DISTRICTWIDE POLICY.

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THAT'S THE IMPETUS FOR BRINGING IT FORWARD. >>Nadia Combs: GREAT. AS I SAID, MEMBER VAUGHN, MEMBER GRAY, AND MYSELF, I DON'T THINK WE NEED TO GO WE NEED TO GO INTO THE DETAILS ABOUT THE DANGER. WE KNOW. BUT IF WE CAN BRIEFLY TALK ABOUT THE POLICY SPECIFICALLY AND WHAT TO ADD AND NOT. WE'LL START WITH MEMBER VAUGHN. >>Jessica Vaughn: I KNOW YOU ARE IN A TIME CRUNCH, BUT THIS IS IMPORTANT TO ME AND I DO HAVE THINGS I WANT TO TALK ABOUT WHEN IT COMES TO IT. I AM AMENABLE TO THIS. THIS IS NOT WHAT I ORIGINALLY WANTED.

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I WOULD LIKE TO GO FURTHER WITH THIS. I THINK THAT THE DANGER IS UNDENIABLE RIGHT NOW. I KNOW THAT SEVERAL I KNOW THAT SEVERAL OTHER COUNTIES JUST INCLUDING PINELLAS ENACTED MUCH, MUCH MORE STRICT THAN THIS. BECAUSE THERE IS NO OVERSIGHT ON THESE ELECTRONIC DEVICES, VEHICLES, HOW FAST THEY CAN GO. PEOPLE AREN'T IMPLEMENTING WEARING HELMETS AND KIDS ARE EITHER DYING OR HAVING SO MANY INJURIES WITH THIS, IT'S ALMOST AN EPIDEMIC. TO MEMBER GRAY'S POINT, WHEN WE CONSTANTLY TALK ABOUT STUDENT SAFETY AND

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SAFETY AND PUTTING OUR KIDS FIRST, I CAN'T EMPHASIZE WHAT A CRISIS THESE E-SCOOTERS AND E-BIKES ARE RIGHT NOW. I LOVE THE SCOOTERS. I HAVE AN I HAVE AN E-BIKE. IT'S NOT THAT I'M OPPOSED TO THEM FUNDAMENTALLY BUT THERE'S BEEN NO ROLL OUT OF SAFETY GUIDELINES, NO SAFETY CAMPAIGNS WHEN IT COMES TO KIDS. I HAVE KIDS WHO LITERALLY ZIP OUT OF MY NEIGHBORHOOD IN FRONT OF ME WITH EAR PODS WHO DON'T EVEN LOOK. I'VE ALMOST HIT CHILDREN SEVERAL TIMES. THERE'S NO WAY TO ANTICIPATE THAT THEY ARE COMING RIGHT IN FRONT OF US. AND I THINK THAT ALLOWING THEM

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TO USE THAT MODE OF TRANSPORTATION FOR SCHOOL, ESPECIALLY IN FLORIDA, TAMPA, THE NUMBER ONE PEDESTRIAN KILL ACCIDENT RATE AS A ACCIDENT RATE AS A SCHOOL ACCIDENT RATE AS A SCHOOL BOARD, WE HAVE TO ABSOLUTELY LOOK THIS EPIDEMIC AND BE MORE AGGRESSIVE ABOUT IT. I KNOW THERE ARE CONCERNS ABOUT IT. I'M WILLING TO PASS THIS AS A STARTER POLICY. I DO ANTICIPATE COMING BACK AND DOING REVISIONS TO MAKE THIS MUCH MORE STRINGENT AND PROTECTIVE OF OUR STUDENTS. THAT'S ALL I WANT TO SAY. >>Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER GRAY. >>Lynn Gray: YES.

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I BROUGHT THIS FORWARD AS I BROUGHT THIS FORWARD AS WELL. INTERESTINGLY, LESS THAN A QUARTER OF A MILE, QUARTER OF A MILE, MAYBE THREE BLOCKS WALKING TO THE CONVENTION CENTER, I WAS HIT -- ALMOST CENTER, I WAS HIT -- ALMOST HIT THREE TIMES, THREE TIMES BY AN E-BIKE AND NO E-BIKE AND NO WARNING, NO WAY OF -- NOTHING. COULD I HAVE GOTTEN COULD I HAVE GOTTEN HIT, ET CETERA? ANY OF US OLDER FOLKS, WE WOULD BE AT MERCY.

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WHAT I'M SAYING AND TO MEMBER VAUGHN'S POINT, I WANT TO SAY IT'S A CRISES. IT'S AN ACCIDENT WAITING TO HAPPEN, LIABILITY FOR SCHOOL SITES IS ASTRONOMICAL. I THINK WHAT I'D LIKE I THINK WHAT I'D LIKE TO SEE IS A COMPANION OF THE DISCIPLINARY ACTION. YOU CAN'T PUT IT INTO A YOU CAN'T PUT IT INTO A POLICY, BUT DR. GRAVES, WHAT'S GOING TO HAPPEN IS WE HAVE A BEGINNING, A FRAMEWORK, BUT NOW WE HAVE TO HAVE A BETTER FRAMEWORK. WHAT'S GOING TO HAPPEN WHEN THE

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STUDENT DOES HIT SOMEONE YOUNGER LIKE SHAKE WASHINGTON OR DOES HIT ANOTHER STUDENT? WORSE YET, GO TO NEWSOME HIGH SCHOOL, THE DANGER OF THOSE KIDS WEAVING IN AND OUT OF THE WEAVING IN AND OUT OF THE CAR LINE IS JUST AN ACCIDENT WAITING TO HAPPEN. I'M JUST MENTIONING THAT BECAUSE LIVING OUT THERE. ANY SCHOOL SITE, WHATEVER WE CAN DO, I THINK WHEN YOU BRING IT BACK NEXT BACK NEXT TIME, IF THAT'S THE WILL OF THE BOARD, I WANT TO HAVE A COMPANION OF WHAT

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DISCIPLINARY ACTION. OTHERWISE IT WILL CONTINUE. OH, JUST A SLAP ON THE WRIST, I'M JUST GOING TO GO AHEAD AND BRING IT THE NEXT DAY. THEN YOU HAVE TO THINK ABOUT THE HIGH NEEDS KIDS. THEY CAN'T AFFORD THEY CAN'T AFFORD GASOLINE, THE PARENTS CAN'T PARENTS CAN'T AFFORD TRANSPORTATION. THAT IS A BIG CONSIDERATION. WHAT DO WE DO FOR THOSE STUDENTS IN MARGINALIZED SCHOOL SITE AREAS? IT IS ALMOST A TOWN HALL SITUATION WHERE PARENTS HAVE TO

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BE PART OF THIS BE PART OF THIS ACTION. SUPERINTENDENT VAN AYRES, WHAT DO YOU THINK? >>Van Ayres: I WOULD ADD >>Van Ayres: I WOULD ADD THERE IT'S INCUMBENT ON US, MS. VAUGHAN MENTIONED, SOME OF THE REALLY TEACHINGS OF E-BIKE SAFETY. I THINK THAT'S IMPORTANT FOR US AS A TEAM WE CAN DO TO HELP KNOWING THAT OUR STUDENTS ARE TAKING THESE AND BEING TRANSPORTED TO SCHOOL ON THEM. WE CAN LOOK TO SEE WHAT TYPE OF SAFETY MEASURES WE SAFETY MEASURES WE CAN TAKE AS FAR AS COMMUNICATION ABOUT BEING SAFE ON THE

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SAFE ON THE E-BIKES. YOU'RE RIGHT, AS MS. VAUGHN MENTIONED, MAJOR MODE OF TRANSPORTATION FOR A LOT OF KIDS NOW. THEY USE IT TO GET TO AND FROM SCHOOL EVERY SINGLE DAY. I THINK THIS POLICY IS A START AROUND HAVING A POLICY AROUND ELECTRONIC TRANSPORTATION. >>Lynn Gray: THERE IS AN EDUCATIONAL PIECE FOR SURE, ALSO A DISCIPLINARY MEASURE AS WELL. WHAT GRAVES, WHAT DO YOU THINK? YOU'VE GOT A PARAMETER, BUT I'M GOING TO BRING MY E-BIKE ANYWAY.

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WHAT'S GOING TO HAPPEN? >> I THINK AS FAR AS DISCIPLINE, THE CONSEQUENCES WOULD ALREADY BE WRITTEN INTO OUR POLICY BECAUSE WHEN IT COMES TO NONCOMPLIANCE WITH DIRECTIVES. IF THESE WERE PROCEDURES AND A POLICY THAT E-BIKES ARE NOT TO BE RIDDEN ON CAMPUS OR STUDENTS SHOULD BE WEARING HELMETS AND THOSE TYPES OF THINGS, IF THEY ARE NOT COMPLYING, THEN IT'S PART OF NONCOMPLIANCE WITH DIRECTIVES AND THERE ARE PROGRESSIVE CONSEQUENCES FOR THAT BEHAVIOR. >>Lynn Gray: DO YOU WANT THAT IN A POLICY OR SHOULD I ASK THE

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BOARD MEMBERS, DO YOU WANT TO PUT THAT WITHIN A PUT THAT WITHIN A POLICY, INSUBORDINATION? >> JUST LIKE OUR OTHER POLICIES, IT COULD SAY REFER TO STUDENT CODE OF CONDUCT FOR APPROPRIATE CONSEQUENCES. >>Lynn Gray: I WAS GOING TO SAY REFER TO THE CODE OF CONDUCT BECAUSE THAT'S PART OF IT. YES, GLAD WE HAVE A YES, GLAD WE HAVE A START ON IT. >>Patti Rendon: THANK YOU, MADAM CHAIR. LISTEN, THIS IS SO CRITICALLY IMPORTANT TODAY. MY DAUGHTER

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MY DAUGHTER WAS HIT BY AN E SCOOTER. IT'S TRAGIC. THIS IS NOT JUST PROTECTING THE STUDENTS ON THE BIKES BUT IT'S PROTECTING THE OTHER DRIVERS, STUDENT DRIVERS, PARENT DRIVERS, ALL THE ABOVE. BUT I WAS GOING TO ACTUALLY BRING UP VERY SIMILAR TO WHAT MEMBER GRAY WAS, MEMBER GRAY WAS, ONLINE 23 THROUGH 26 -- OR 23 THROUGH 25, YOU TALK ABOUT IF THEY ARE NOT -- THEY HAVE POSSESSION, IT'S A PRIVILEGE NOT A RIGHT. IF THEY BRING THE DEVICE, THEY MAY BE SUBJECT TO DISCIPLINE. I DON'T WANT TO PUT MAY BE. WILL BE.

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IT WILL IT WILL BE. AND I WANT TO MAKE SURE THAT THERE IS DIRECTION, IF THEY ARE NOT FOLLOWING THE SAFETY GUIDELINES, THAT THEY WILL LOSE THEIR PRIVILEGE TO UTILIZE THOSE ON CAMPUSES. FOR THOSE THAT WROTE THIS, I'M VERY THANKFUL THAT YOU SAID THAT THEY ARE NOT ALLOWED TO RIDE THEM ON CAMPUS AS SOON AS THEY BRING IT ON CAMPUS. I'M THANKFUL FOR THE HELMET. I'M THANKFUL FOR THE WORDING OF THE SAFETY PROCEDURE AND THE PARENT RESPONSIBILITY IN THIS. I WOULD JUST ASK THAT UNDER LINE 23 THROUGH 25 WE REMOVE MAY BE

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AND PUT WILL BE SUBJECT. AND WE ADD IF THEY VIOLATE ANY OF THE SAFETY PROCEDURES THEY LOSE THAT PRIVILEGE FOR THAT ENTIRE SCHOOL YEAR. I THINK THERE'S NO QUESTION. I'M NOT GOING TO CALL A PARENT, SUPERINTENDENT DOESN'T WANT TO CALL A PARENT BECAUSE A CHILD WAS HIT BY A CAR DRIVING ONE OF THESE ON A CAMPUS. IT'S CRITICALLY IMPORTANT. I AGREE WITH THAT. I THANK THEM FOR SPECIFICALLY BRINGING THIS POLICY TO THE BOARD BECAUSE I THINK THIS IS A TIME IN WHICH IT'S CRITICALLY IMPORTANT TO DO THAT. THANK YOU VERY MUCH.

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>>Nadia Combs: THANK YOU, MEMBER RENDON. I ALSO WAS ONE OF THE PEOPLE WHO BROUGHT THIS FORWARD. I THINK IT IS A REALLY HUGE, HUGE ISSUE. I THINK THE BIGGEST I THINK THE BIGGEST PROBLEM THAT WE FACE IS WE SHOULD BE PUTTING THIS IN THIS IN OUR LEGISLATIVE PLATFORM. IT'S NOT LIKE YOU ARE MONITORING KIDS JUST DURING THE SCHOOL DAY. AS SOON AS THEY GET HOME, THEY ARE ON THOSE BIKES AND THEY ARE FLYING IN THE AFTER-SCHOOL PROGRAMS AND GOING CRAZY. NOT LIKE IT'S, OH, JUST DURING THE DAY THAT THEY ARE NOT GOING TO GET KILLED.

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USUALLY THEY HAVE IT PENT UP AND AFTER SCHOOL THEY ARE TRYING TO BE BIGGER SHOW-USE OF. WE NEED TO PUSH IT LEGISLATIVE. NEED TO PUSH IT UP NEED TO PUSH IT UP THERE. ALSO, CERTAIN E-BIKES -- LISTEN, WE CAN'T BAN THINGS, BUT THERE IS A CERTAIN SPEED OF IS A CERTAIN SPEED OF E-BIKE THAT WE SHOULD LOOK AT POSSIBLY BANNING. WESTCHASE, ALL DIFFERENT TYPES OF LEVELS. WESTCHASE IT IS A HUGE ISSUE. IF YOU GO TO FARNELL, YOU WALK IN THERE, THERE ARE A HUNDRED E-BIKES. I CAN'T BELIEVE THE PARENTS ARE SPENDING ALL THAT MONEY.

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BIG ISSUE ALL IN WESTCHASE ALL OVER. I THINK THE LEGISLATIVE PLATFORM AND THEN LOOKING AT A CERTAIN E-BIKE, THE ONES THAT GO REALLY FAST, IF THE STATE IS NOT GOING TO BAN THEM, US LOOKING AT TO BAN THEM, US LOOKING AT THAT. ONE PROBLEM IS WHEN YOU HAVE THAT TWO-MILE RADIUS, WE'RE TALKING ABOUT ATTENDANCE. WE'RE TALKING ABOUT KIDS SHOWING UP. YOU CAN'T BAN THE WAY KIDS COME TO SCHOOL. IF A KID DOESN'T HAVE A BIKE NOW AND NOW THEY HAVE AN E-BIKE AND YOU'RE TELLING THEM THEY CAN'T GET TO SCHOOL WHEN THERE IS A TWO-MILE RADIUS AND HAVE ATTENDANCE ISSUES AND GIVE A KID

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AN EXCUSE NOT TO COME TO AN EXCUSE NOT TO COME TO SCHOOL. TELL THEM THEY CAN'T RIDE THEIR BIKE TO SCHOOL AND THEN YOU'LL HAVE LESS ATTENDANCE. IT'S VERY PRECARIOUS. WE'RE LOOKING AT WHAT'S HAPPENING IN THE LAW. IT SHOULD BE LED UP IN TALLAHASSEE AND SHOULD TRICKLE DOWN. IT'S NOT GUARANTEED THE KID IS NOT GOING TO GET KILLED RIGHT AFTER SCHOOL. I THINK IT'S A LITTLE BIT OF THAT. MAYBE BIKE SAFETY THROUGH THE HOME ROOMS, THINGS LIKE THAT, EDUCATING FAMILIES ABOUT THE LAWS, TALKING ABOUT LAWS, TALKING ABOUT THAT.

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WE TALK ABOUT NO TO NARCOTICS. THIS IS A BIG PREVALENT ISSUE THAT WE NEED TO DO THINGS ABOUT. >>Christopher Farkas: FROM A RISK MANAGEMENT STANDPOINT, I THINK WE'VE DONE A GOOD JOB PUTTING THAT PARAMETER IN THE SCHOOL, NOT RIDING THEM IN SCHOOL, NOT CHARGING THEM IN SCHOOL. I THINK THE POLICY IS WELL WRITTEN TO COVER THAT ASPECT. WE NEED TO DO EDUCATION FOR THE LEGISLATIVE STANDPOINT. >>Nadia Combs: THIS IS ONE STEP AT A TIME AND LOOKING AT THE LEVEL THREE. THE ONES THAT GO 22 MILES

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THE ONES THAT GO 22 MILES TO 40 MILES AN HOUR. THE ONES THAT GO REALLY FAST. THE MIDDLE SCHOOLS AND HIGH SCHOOLS ARE ABLE TO IDENTIFY THOSE, WHICH ONES THEY ARE. BANNING THEM ALL OUT, WE'LL HAVE A BIG ATTENDANCE ISSUE. IT'S 12:00. WE'LL GO TO 12:30 AND WE'LL GO TO 12:30 AND STOP. OR SHOULD WE STOP NOW?

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>>Van Ayres: AFTER OUR >>Van Ayres: AFTER OUR BREAK, WE HAVE HAVE STRATEGIC PLAN -- IF YOU WANT TO TAKE A BREAK NOW. WE WE CAN DO STRATEGIC PLAN AND OUR LAST, AFFORDABLE HOUSING. SHOULDN'T TAKE, OBVIOUSLY NOT NEARLY THE AMOUNT OF TIME THIS DOES. IF THE BOARD IS COMFORTABLE WITH TAKING A BREAK NOW, WE CAN -- >>Lynn Gray: >>Lynn Gray: LET'S FINISH THIS FIRST. >>Nadia Combs: MEMBER VAUGHN YOU ARE NEXT.

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YOU HAVE 30 SECONDS EACH OF YOU. >>Jessica Vaughn: I'M NOT DOING 30 SECONDS AFTER LYNN TALKED FOR A WHILE. MY QUESTION IS, NUMBER MY QUESTION IS, NUMBER ONE, WITH THIS POLICY RIGHT HERE AND IT SAYS THE STUDENT HAS TO HAVE THE HELMET ON THEM, THERE'S NO WAY THAT WE CAN ADD ANYTHING ABOUT WHILE THEY ARE RIDING IT THEY HAVE TO BE WEARING A HELMET? >>Jim Porter: THERE IS A STATE LAW THAT REQUIRES CHILDREN UNDER 16 HAVE A 16 HAVE A HELMET. THIS DEALS WITH WHEN THE VEHICLE IS ON IS ON OUR PROPERTY.

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>>Jessica Vaughn: HOLDING THE HELMET, NOT ON THEIR HEAD, ANYTHING -- >> IMPOSSIBLE TO ENFORCE AND DON'T KNOW THAT WE HAVE THE AUTHORITY TO DO THAT. >>Jessica Vaughn: JUST TO CLARIFY, THE LEGISLATION DID PASS ABOUT THIS, AND A COMMITTEE TO INVESTIGATE IT, WHICH THE GOVERNOR VETOED. WE COULD PUT IT ON OUR LEGISLATIVE PLATFORM, BUT I DON'T KNOW HOW MUCH THAT'S GOING TO DO WHEN THEY HAVE ALREADY PASSED IT UNLESS WE HAVE A DIFFERENT GOVERNOR. BUT BUT I REALLY APPRECIATE US BEING RESPONSIVE AND HOPE WE CAN BE

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RESPONSIVE AS THIS GOES ON. >>Lynn Gray: VAN, I THINK YOU ARE HEARING FROM THE BOARD. PERHAPS DURING YOUR BACK-TO-SCHOOL MESSAGE YOU CAN DROP PRETEXT. SECONDLY, I AGREE WITH MEMBER COMBS THAT THE BAN, BECAUSE COMBS THAT THE BAN, BECAUSE THIS IS SOMETHING THAT IS HAPPENING AND PEOPLE ARE GETTING INJURED AND HOPEFULLY NOT AND HOPEFULLY NOT KILLED, BUT

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YOU KNOW THAT'S PROBABLY GOING TO HAPPEN. THIRD, I AGREE WITH MEMBER RENDON. TO HECK WITH THE MAY. PUT THE WILL THERE. BECAUSE IF WE'RE GOING TO DO THIS AND I'M HEARING FROM BOARD MEMBERS, LET'S GO AHEAD AND DO IT AND BAN THE ELECTRONIC BIKES, ET CETERA. SO THAT'S MY TWO CENTS. >>Van Ayres: I APPRECIATE THAT FEEDBACK. IN THE BACK-TO-SCHOOL MESSAGE, ALL OF OUR MESSAGING WITH ALL OF OUR MESSAGING WITH THE NEW POLICY CHANGE, MOVING FORWARD, WHAT WE'RE DISCUSSING, WE'LL GET ALL THAT EDUCATIONAL MATERIAL OUT.

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ALSO FIRST DAY OF SCHOOL ALSO FIRST DAY OF SCHOOL WITH THE SHERIFF. >>Lynn Gray: SHERIFF CHAD AND ANTHONY COLLINS. >>Nadia Combs: OKAY. WE WILL NOW GO AHEAD AND TAKE A QUICK LUNCH BREAK. WE'LL RESUME HERE, HOW ABOUT 12:45? 12:45. >> WE HAVE LUNCH IN THE BOARDROOM.

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>>Nadia Combs: THANK YOU, EVERYONE. WE'LL CONTINUE THE WORKSHOP RIGHT NOW. WE HAVE THREE MORE POLICIES TO CONTINUE WITH. HOPEFULLY WE'LL FINISH THESE IN THE NEXT 15 OR 20 MINUTES. JUST SO WE CAN FINISH THIS TO GET TO THE STRATEGIC PART AS WELL AS THE AFFORDABLE HOUSING SO WE'LL BE FINISHED AT 2:00. THE NEW POLICIES FROM MEMBER VAUGHN. IT IS THE RESTROOM USE. >>Jim Porter: BOARD MEMBERS, THIS IS ANOTHER POLICY THAT IS A NEW POLICY. MUCH LIKE THE SCOOTER AND ELECTRONIC BIKE POLICY, THERE ARE PROCEDURES IN PLACE IN OUR DISTRICT AND BASED ON EACH INDIVIDUAL SCHOOL, BUT THERE'S

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NEVER BEEN AN OVERARCHING BOARD POLICY ON IT. WHAT'S BEING BROUGHT FORWARD TO YOU REFLECTS A LOT OF WHAT'S ALREADY BEING DONE AT INDIVIDUAL SCHOOLS, BUT IT WOULD BE A NEW POLICY. I'LL TURN IT OVER TO MS. VAUGHN. >>Jessica Vaughn: THANK YOU, MR. FAR ASKS. THAT JOKE DID NOT LAND. THANK YOU, MR. PORTER. THIS IS ANOTHER ONE THAT THIS IS ANOTHER ONE THAT IS A RESPONSE TO FEEDBACK.

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YOU SIT IN THOSE FORUMS EVERY FEBRUARY WHERE WE HAVE THE HIGH SCHOOL FORUMS. I KNOW BECAUSE YOU GUYS HAVE SAID IT, WHEN YOU RECAPPED, ACCESS TO THE ACCESS TO THE RESTROOMS IS ONE OF THE BIGGEST CONCERNS THAT I HEAR FROM HEAR FROM BOTH OUR MIDDLE SCHOOL STUDENTS AND OUR HIGH SCHOOL STUDENTS. AND EVEN WITH MY STUDENT ADVISORY BOARD, ASIDE ADVISORY BOARD, ASIDE FROM COLLEGE CAREER COUNSELORS, THAT IS THE BIGGEST ONE. DO I GREAT AMERICAN TEACH-IN, AND WE BRING FORWARD POLICIES, IT'S ALWAYS AROUND THE RESTROOM. STUDENTS DO NOT FEEL LIKE THEY HAVE APPROPRIATE ACCESS TO OUR RESTROOMS.

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NOW, I ALSO KNOW THAT THERE IS A LOT THAT HAPPENS IN THE RESTROOMS THAT'S PROBLEMATIC. WHEN IT COMES TO LIKE TIKTOKs, WHERE KIDS WERE DESTROYING OUR RESTROOMS, I KNOW ANOTHER CONCERN THEY HAVE IS VAPING, AND THAT IS A PRIME PLACE FOR THAT TO HAPPEN. I KNOW WE'VE BEEN PUTTING IN THE VAPE DETECTORS. HOPEFULLY THAT WILL HELP WITH IT. BESIDES ACCESS TO IT, KIDS ALSO REPORT THE FACT THAT THERE ARE INCENTIVES FOR NOT GOING TO THE RESTROOM, THAT THERE ARE SOME TEACHERS THAT SAY TEACHERS THAT SAY THEY GET A GRADE IN THEIR BEHAVIOR IF THEY

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DON'T USE THE RESTROOM. THEY ARE DISCOURAGED TO USE THE RESTROOM. I HAD ONE PARENT WHO HAD A CHILD WHO WAS DIABETIC AND NEEDED TO GO TO THE RESTROOM AFTER LUNCH AND WAS COMING BACK LATE, NO MORE THAN FIVE MINUTES AFTER LUNCH AND WAS GETTING PENALIZED. SO I THINK THAT THIS IS SO I THINK THAT THIS IS NOT WHAT I WANTED. I WANTED SOMETHING THAT SPELLED THINGS OUT MORE. THE FEEDBACK THAT MR. GRAVES PROVIDED AND MR. PORTER PROVIDED, EACH SCHOOL IS SO UNIQUE IT'S HARD TO MAKE A UNIFORM POLICY LIKE THAT. EVERY ONE IS LAID OUT DIFFERENTLY.

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I NEED SOMETHING THAT RESPONDS TO SIX YEARS OF CONCERNS FROM OUR STUDENTS ABOUT ACCESSING THE RESTROOM. THAT'S WHERE THIS POLICY STEMS FROM. AND I'M REALLY ANXIOUS TO HEAR WHAT MY FELLOW BOARD MEMBERS THINK AND WHERE WE CAN TAKE THIS. >>Nadia Combs: BOARD MEMBERS, WE'LL WITH START -- JUST AS A REMINDER, MEMBER PEREZ HAS BEEN ONLINE AND ONLINE AND CONTINUES TO BE ONLINE FOR THIS WORKSHOP. MEMBER PEREZ IS ONLINE IF SHE HAS ANY COMMENTS. ANYBODY LIKE TO MAKE A COMMENT OR QUESTION ABOUT THE RESTROOMS RIGHT NOW?

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>>Lynn Gray: I APPLAUD WHEN BOARD MEMBERS ARE SO CARING FOR THE WELFARE AND WELL-BEING OF OUR STUDENTS BECAUSE THAT'S VERY IMPORTANT. YOU ARE STUDENT CENTERED. WHAT HAPPENS, THOUGH, AND I'LL PUT ON MY TEACHER'S HAT, WHEN YOU START ADDING, AND I THINK WE TALKED ABOUT THIS, IN TERMS OF ADDING MORE IT WOULD BE THE TEACHERS, TEACHERS, NOT NECESSARILY THE PRINCIPALS, BUT THE TEACHERS ARE ALREADY BEING TASKED WITH SO MANY DIFFERENT SITUATIONS, WHEN YOU DO BATHROOMS, YOU HAVE TO CONSIDER PORTABLES. SOME ARE SELF-CONTAINED, SOME ARE NOT.

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THEN YOU HAVE TO CONSIDER THE ACTUAL AGE OF THE SCHOOL BUILDING. SOME VERY VERY OLD. THEY ARE NOT RIGHT WHERE THEY NEED TO BE. THERE IS CONCERN ABOUT THE STAFFING OF MONITORING THE RESTROOMS ALREADY. YES, YOU'RE RIGHT. THE VAPING. WE'LL PUT THE VAPE DETECTORS IN MIDDLE SCHOOLS AS WELL. THE VAPING IS HAPPENING WITHOUT A DOUBT. BUT WHAT HAPPENS IS THE STAFF,

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JUST LIKE, JUST LIKE, OH, THE METAL DETECTORS, IT REQUIRES MORE WORK FROM THE STAFF AND FROM THE TEACHERS. I DON'T KNOW WHAT TYPE OF WORK WE CAN GET MORE OF WE CAN GET MORE OF FOR THEM TO MONITOR THOSE PASSES, MONITOR THOSE PASSES, THE TRACKING LOG. AND WHAT HAPPENS TO TEACHERS THAT PERHAPS DON'T DO THE TRACKING LOG? WILL THAT BE AN EVALUATION-TYPE

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CLAUSE. AND ONE QUESTION I HAD, AND THIS IS LINE 39, 40, WHERE IT SAYS ON 39, ONLY ONE 39, ONLY ONE STUDENT PER CLASS MAY BE EXCUSED TO USE THE RESTROOM AT A TIME. AND I THINK THAT IS A GREAT IDEA. BUT HOW WILL WE MONITOR IT. IF THAT'S NOT DONE, WHAT DISCIPLINE REPERCUSSIONS, IF THEY GO, A FEW OF THEM GO AT ONE TIME. I DON'T KNOW.

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I I DO KNOW THAT HAPPENS. THE OTHER ONE I HAVE IS ON LINE 39 -- EXCUSE 39 -- EXCUSE ME, 40. SO THIS QUESTION HERE, PAST DATA, PAST -- IT DATA, PAST -- IT SAYS PAST DATA, AND I AND I PRESUME THAT MUST BE AND I PRESUME THAT MUST BE LIKE A REGULAR PAST, SHALL BE USED TO IDENTIFY AND ADDRESS MISUSE OR SUPPORT NEEDS. SO I DON'T KNOW, HOW DO WE ADDRESS STUDENTS ADDRESS STUDENTS WHO MISUSE THIS

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PASS. AND WHAT DO YOU MEAN BY SUPPORT NEEDS? THIS IS LINE 40. >>Jessica Vaughn: THIS IS NOT THE POLICY I THE POLICY I WANTED. THIS WAS WRITTEN, MR. GRAVES CONTRIBUTED A LOT DO THIS, RIGHT, DR. GRAVES? >>Jim Porter: THE POLICY WAS DRAFTED ON WHAT THE DOCTOR SENT ME.

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IT'S VERY BROAD LANGUAGE. >>Jessica Vaughn: WHAT I WANTED ORIGINALLY AND WAS TOLD WE CAN'T HAVE IS SOME SORT OF LIKE, DEPENDING ON GRADE, THEY ALL HAVE ACCESS TO THIS MANY BATHROOMS AT A GIVEN HOUR. THAT'S WHAT I WANT. BECAUSE I HAVE KIDS, LIKE MY OWN SON BARELY MAKES IT TO CLASS ON TIME BECAUSE THERE ARE SO MANY CLOSED BATHROOMS ON THE WAY THAT HE GOES FROM ONE CLASS TO ANOTHER. THE ONLY THE ONLY OPEN BATHROOM IS LIKE VERY FAR AWAY FROM HIM. SOMETIMES HE DOESN'T USE THE RESTROOM BECAUSE HE'S GOING TO BE LATE FOR CLASS. HE'S SITTING THERE THE ENTIRE

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CLASS PERIOD BECAUSE THERE'S NOT ENOUGH ACCESS. MY CONCERN IS AROUND HAVING A NUMBER OF ACCESSIBLE BATHROOMS THAT KIDS CAN GO TO IN BETWEEN PASSING AND ALSO NOT FEEL LIKE THEY ARE PENALIZED IF THEY HAVE TO GO DURING CLASS TIME. ALL THIS OTHER STUFF I THINK CAME FROM A POLICY THAT I HAD TRIED TO WORK WITH MR. GRAVES ON PREVIOUS TO BRINGING FORWARD A BOARD POLICY THAT WAS JUST GOING TO BE AN INTERNAL POLICY. SO I DID NOT WRITE ANY OF THIS LANGUAGE. WHEN I FIRST STARTED THE POLICY, I SAID IT DOESN'T REALLY ADDRESS WHAT I WANT IT TO. THAT'S BECAUSE I WAS TOLD EACH

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SCHOOL IS SO UNIQUE WE COULDN'T HAVE A STANDARDIZED POLICY THAT WOULD SAY 12th GRADERS CAN HAVE ACCESS TO TWO BATHROOMS WITHIN A FIVE-MINUTE WALK. I WANT SOMETHING THAT'S MORE STANDARD SO THEY HAVE ACCESS TO THE RESTROOM. THAT WAS MY GOAL WITH THE POLICY. >>Lynn Gray: IT'S INTERESTING BECAUSE YOU ARE VERY STUDENT CENTERED YET ON LINE 47, BLAME IT ON DR. IT ON DR. GRAVES, IT SAYS STUDENTS WITH ANXIETY OR STUDENTS WITH ANXIETY OR SENSORY SENSITIVITIES MAY USE ALTERNATIVE RESTROOMS.

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SO NOW WE'RE DISCRIMINATING OR PUTTING THIS -- THESE FOLKS PUTTING THIS -- THESE FOLKS THAT HAVE MENTAL PROBLEMS, WE'RE HIGHLIGHTING THEM AND THEN YOU'RE GOING TO GO AHEAD AND HAVE BULLYING BECAUSE, OH, HE'S GOT ANXIETY ATTACK OR WHATEVER. SO IT SEEMS TO BE PROBLEMATIC BECAUSE BECAUSE YOU'RE CALLING OUT CERTAIN CERTAIN STUDENTS OF MENTAL CONDITIONS WHICH IS NO ONE'S DARN BUSINESS, BUT AT ANY RATE MAKES IT HAPPEN. DR. GRAVES, WHAT'S GOING DR. GRAVES, WHAT'S GOING ON HERE?

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>> I >> I CANNOT TELL YOU EXACTLY WHAT WHAT WAS INCLUDED. WHAT WE ORIGINALLY WHAT WE ORIGINALLY TALKED ABOUT IS THERE ARE SOME PROCEDURES THAT WE THAT WE LANDED ON, SO I SHARED PROCEDURES FOR ELEMENTARY, MIDDLE AND HIGH SCHOOL THAT WERE RECOMMENDED INSTEAD OF GOING TO THE NEXT STEP OF A POLICY, WE JUST WANT TO SHARE SOME CONSISTENT PROCEDURES THAT WE RECOMMENDED FOR ELEMENTARY, MIDDLE AND HIGH SCHOOL STUDENTS. SO THAT'S WHERE WE SO THAT'S WHERE WE STARTED. THERE'S SOME LANGUAGE I'M NOT QUITE SURE WHERE IT MAY HAVE COME FROM.

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>>Jim Porter: MS. VAUGHN WANTED A POLICY. I REACHED OUT TO STAFF AND PROVIDED WITH PROCEDURES AND TRIED TO TURN IT INTO A TRIED TO TURN IT INTO A POLICY THAT WOULD ADDRESS THE CONCERNS BEING MADE. THAT'S WHY WE'RE HAVING A WORKSHOP AND TALK THROUGH WITH THE INDIVIDUAL ISSUES. I HAVE TO RELY ON STAFF FOR THE DATA AND FOR THE DATA AND FOR THE INFORMATION. THE WORK PRODUCT CAN ONLY BE AS GOOD AS THE DATA I'M PROVIDED. THAT'S WHAT YOU HAVE IN FRONT OF YOU WAS AN ATTEMPT TO CREATE A POLICY BASED ON WHAT I'VE BEEN PROVIDED BY WHAT'S HAPPENING IN THE DISTRICT ALREADY.

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IF THIS DOESN'T ADDRESS YOUR OVERALL CONCERN, WE CAN GO BACK TO THE DRAWING BOARD. AGAIN, I'LL HAVE TO RELY ON STAFF TO TELL ME WHETHER WE CAN CREATE A MATRIX BASED ON HOW MANY BATHROOMS ARE IN EACH SCHOOL, WHAT THE LOCATION SCHOOL, WHAT THE LOCATION IS. THEY ARE VERY DIFFERENT. I THINK IT'S A GOOD CONVERSATION BUT YOU NEED TO BE HAVING THAT WITH YOUR STAFF. >>Jessica Vaughn: I WOULD LOVE TO HEAR FROM OTHER BOARD MEMBERS. >> JUST LOOKING AT THE POLICY, I

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WOULD ENCOURAGE US TO DIG A LITTLE DEEPER WITH STUDENTS. I HAVE A STUDENT ADVISORY BOARD AND I KNOW MANY PRINCIPALS DO THAT THAT ON THEIR OWN THEY TALK ABOUT THE USAGE OF THE BATHROOM LIKE CLEANLINESS. OUR CUSTODIANS WORK SO HARD AND WE WORK WITH THE STAFF WE HAVE. AND ONE OF THE THINGS AND ONE OF THE THINGS THAT WE OFTEN SAY GOING TO AN A DISTRICT, THE SAFEST PLACE FOR KIDS TO BE IS IN THE CLASSROOM. BUT I COULD TELL YOU AS A

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PRINCIPAL, I TELL KIDS, NO ONE WILL STOP YOU FROM GOING TO THE RESTROOM. WALK OUT. WE'LL DEAL WITH IT LATER. WE'LL FIGURE IT OUT. WALK OUT IF YOU NEED TO AND THEY GO. BUT WHEN I DIG DEEPER, IT'S NOT NECESSARILY WHEN I'VE SPOKEN TO KIDS. IT'S NOT NECESSARILY ABOUT THE RESTROOMS. IT'S THE ONE THEY WANT TO USE. I WOULD ENCOURAGE US TO SURVEY MAYBE MORE CHILDREN TO SEE, BECAUSE I CAN ASSURE YOU THAT NO PRINCIPAL OR TEACHER WOULD WANT TO PUT THEMSELVES ON THE LINE. NOT SAYING THAT DOESN'T HAPPEN.

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WE HAVE A LOT OF SUBSTITUTES IN CLASSES, SO THERE'S JUST A LOT THAT GOES INTO THAT. WHEN I LOOKED AT THE PAST SITUATION, AND I KNOW WE'RE TRYING TO CREATE SOMETHING, I LOVE THAT MEMBER GRAY TALKED ABOUT THE FACT THAT WE PUT A LOT ON TEACHERS AND NURSES AND STAFF, AND WE DON'T HAVE STAFF DEDICATED JUST TO THESE RESTROOMS. I THINK WE NEED TO THINK THOROUGHLY ABOUT WHAT THAT LOOKS LIKE IN A SCHOOL AND WHO LIKE IN A SCHOOL AND WHO CAN HANDLE THAT CAPACITY.

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IT'S ENCOURAGED ME TO SURVEY MY KIDS MORE TO SEE. WHAT I HEAR IS THE RESTROOM THEY WANT TO USE. YOU FIND THEM GOING FARTHER AWAY FROM CLASS BECAUSE THAT'S NOT THE ONE THEY WANT TO USE MANY TIMES. I DON'T KNOW. I WOULD LIKE TO SURVEY MORE, BUT I THINK THAT A LOT OF THIS STUFF IS ALREADY IN PLACE. PEOPLE TEACHING, EXPECTATIONS, SIGNAGE, AND ALL OF THAT IS THERE. I DO AGREE THAT IT WOULD BE REALLY HARD, LIKE MY SCHOOL IS OVER OVER A HUNDRED YEARS OLD. SO WE DON'T HAVE THAT MANY RESTROOMS.

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SO I CAN APPRECIATE WANTING TO LAY OUT A NUMBER. I THINK IT WOULD BECOME VERY PROBLEMATIC WITH THE AGE OF THE DIFFERENT SCHOOLS AND THE SIZE AND THE CAPACITY TO WHICH WE HAVE TO LAY OUT A UNIFORM POLICY IN THAT CAPACITY. >>Jessica Vaughn: DID YOU WANT ME TO RESPOND ME TO RESPOND TO THAT? >>Nadia Combs: YOU CAN RESPOND AND THEN PATTI HAS A COMMENT AND I HAVE A COMMENT. MR. WASHINGTON, DID YOU WANT TO GET GET IN THERE? >>Jessica Vaughn: FIRST OF ALL, I APPRECIATE YOUR FEEDBACK AND BEING HERE. ALTHOUGH I'D LIKE TO SAY WE'VE

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NEVER HAD ON POLICIES LIKE THIS PRINCIPALS COME AND PRINCIPALS COME AND SPEAK. I'M NOT USED TO THAT. IF WE ARE GOING TO HAVE SOMEONE, I WOULD LIKE TO KNOW BEFOREHAND AND GET AN IDEA OF WHAT THAT LOOKS LIKE. THIS IS ALL COMPLETE NEW INFORMATION THAT I WASN'T EXPECTING TO HAVE TALKED ABOUT DURING THIS DURING THIS WORKSHOP. LIKE, HOW WAS IT SET UP AND WHEN WERE PRINCIPALS INVITED TO GIVE FEEDBACK? >> WE HAD DONE A WORKSHOP PREP EVEN INTERNALLY WITH OUR ATTORNEYS AND DR. WHELAN AND MYSELF AND WE MET WITH MOST OF

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EACH OF THE STAFF MEMBERS AND WANTED TO BE SURE, I KNOW ESPECIALLY FROM OUR ATTORNEYS WE WANTED TO BE CERTAIN THAT PEOPLE WERE HERE TO ANSWER WERE HERE TO ANSWER QUESTIONS ON EACH POLICY. >>Jessica Vaughn: IF WE ARE GOING TO HAVE PEOPLE PRESENT, I WOULD LIKE WOULD LIKE TO KNOW THAT SO I HAVE FEEDBACK. THAT'S WHY WE DO REVIEW SO I CAN BE PREPARED. WE COULD TALK ABOUT THIS FOR HOURS. I DO APPRECIATE YOU BEING HERE AND YOU KNOW I LOVE YOU. THE OTHER PIECE IS, AGAIN, I'M SURE THERE ARE SOME KIDS THAT HAVE PREFERENCES, AND IT'S NOT EVEN ABOUT STAFFING THE

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RESTROOMS, BUT FROM WHAT I'M BEING TOLD, IF THERE IS A SCHOOL AND FIVE RESTROOMS, THREE COULD BE CLOSED PERIOD AND THE KIDS DON'T HAVE ACCESS TO THAT. I'M NOT SAYING WE HAVE TO OPEN THOSE AND ADD STAFF. I'M NOT ASKING FOR STAFF TO BE TAXED. IF THAT IS AN UNINTENDED CONSEQUENCE AND WE HAVE TO LOOK AT THAT REALISTICALLY, I HEAR IT FROM THAT PERSPECTIVE. WHAT I'M SAYING IF WE HAVE FIVE BATHROOMS, THAT THERE'S MORE THAN ONE THAT'S OPEN BECAUSE IF KIDS DON'T HAVE A PREFERENCE, IF THERE'S ONE THAT CAUSES YOU TO BE LATE BECAUSE YOU ARE WALKING

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FIVE MINUTES AWAY AND NOT ONE ACCESSIBLE, THAT'S ACCESSIBLE, THAT'S A PROBLEM. IT'S A PROBLEM ON ALL LEVELS. TALKING ABOUT KIDS WITH ANXIETY OR SENSORY ISSUES, I DON'T THINK IT'S MENTAL KIDS IT'S MENTAL KIDS THAT HAVE MENTAL PROBLEMS GIVING PREFERENTIAL TREATMENT TO. AGAIN, IF IT IS ANXIETY ASSOCIATED WITH YOU HAVE A DIABETIC SPIKE AFTER YOU EAT LUNCH, THAT SHOULD BE A CONSIDERATION BROUGHT INTO THEIR 504s OR IEPs OR ANYTHING, AND THAT MAKES ALLOWANCES FOR IT. TO PICK OUT ONE PIECE OF A POLICY THAT TALKS ABOUT KIDS WHO

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MIGHT HAVE ANXIETY OR SPECIAL NEEDS AND MAKING SURE THAT WE HONOR THEIR 504 OR IEPs IN THIS POLICY TO ME IS NOT A PROBLEMATIC PIECE OF IT. BUT, AGAIN, WHAT MR. PORTER AND I HAD DECIDED WAS, THIS WAS JUST ROUGH TO TALK ABOUT THE ISSUES THAT OUR STUDENTS HAVE CONTINUED TO BRING FORWARD AND AS A TO BRING FORWARD AND AS A BOARD, FIND SOLUTION TO ADDRESS THAT BECAUSE IT'S BEEN YEARS OF THE SAME COMPLAINT. AGAIN, I APPRECIATE YOUR FEEDBACK, BUT I'M REALLY INTERESTED TO HEAR ALL MY OTHER

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FELLOW BOARD MEMBERS BECAUSE I KNOW STUDENTS HAVE TALKED TO YOU ABOUT THIS AS ABOUT THIS AS WELL. THAT'S ALL I HAVE. >>Patti Rendon: I THINK YOU ARE HUNDRED PERCENT CORRECT, MEMBER VAUGHN. RESTROOMS HAVE BECOME AN EXTREMELY BIG ISSUE WITHIN THE DISTRICT REGARDING OUR STUDENTS. I THINK THERE ARE VARIOUS VIEWPOINTS. I THINK WE ARE UNDERSTAFFED DURING PASSING PERIODS FROM MIDDLE SCHOOL AND HIGH SCHOOL. I THINK WE ARE UNABLE TO PROPERLY SUPPORT AND SO FORTH. I THINK THAT THERE ARE THINGS THAT GO ON IN SOME OF THE

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RESTROOMS THAT OUR STUDENTS ARE SAYING, I CAN'T USE THE RESTROOM AND THERE IS A REASON. IT'S NOT A MATTER THAT THEY DON'T HAVE ACCESS, BUT THEY DON'T FEEL LIKE THEY HAVE ACCESS BECAUSE OTHER THINGS ARE GOING ON IN THERE. I APPLAUD THE DISTRICT FOR LOOKING AT OUR VAPE DETECTORS. I APPLAUD THE DISTRICT, I APPLAUD THE DISTRICT, BUT I THINK THAT I WOULD LOVE TO HAVE A POLICY AS WE START WHERE WE DO THE FIRST PARAGRAPH, BRING THE FIRST PARAGRAPH, BRING UP 46 AND 47 TO BRING THAT UP TO THE FIRST PARAGRAPH. IF YOU WANT TO DO A IF YOU WANT TO DO A POLICY, AND

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THEN I FEEL LIKE THERE NEEDS TO BE A LARGER WORK GROUP TO COME UP WITH UP WITH A LARGER UP WITH A LARGER POLICY. BECAUSE I THINK, SUPERINTENDENT, THIS IS GOING TO BE, AS YOUR STAFF, BECAUSE AS YOU'RE LOOKING AT CLASS SIZE AND WE LOOK AT UNITS IN A UNITS IN A SCHOOL, WHICH I ABSOLUTELY HATE THAT WORD, BUT STAFFING A SCHOOL, IF I'M IN A MIDDLE SCHOOL, I HAVE TWO APs IN A LARGE MIDDLE SCHOOL AND ONE PRINCIPAL, THEY CAN'T POSSIBLY BE STAFFING NINE BATHROOM SITES. AND THAT'S A MINIMUM OF NINE BATHROOM SITES.

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BATHROOM SITES.  CONSEQUENTLY, THAT'S WHERE PART OF THE ISSUE COMES IN. DURING THE PERIODS WHERE KIDS ARE IN CLASS AND A STUDENT LEAVES TO GO TO THAT IN A MIDDLE SCHOOL, HIGH SCHOOL, I CAN'T GUARANTEE THERE'S SOMEONE IN THOSE HALLWAYS BECAUSE THEY ARE WORKING. AND SO A STUDENT IS GOING TO THE RESTROOM WITHOUT SUPERVISION. UNFORTUNATELY, THE LOGS ARE GOING TO TAKE AWAY ONE MORE THING THAT THEY ARE GOING TO BE DOING IN THE OTHER PART OF THEIR JOB. I DON'T WANT TO NICK PICK THIS BECAUSE I THINK YOU'RE RIGHT. IT'S NOT EXACTLY WHAT WE'RE LOOKING FOR. BUT I THINK THAT BUT I THINK THAT I LOOK AT THIS

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AS A HIGHLIGHT TO SOMETHING THAT THIS DISTRICT NEEDS TO PRIORITIZE MOVING FORWARD THAT WE ARE GOING TO PRIORITIZE STUDENT ACCESS TO RESTROOMS. AND WHETHER THAT'S ADDING IN THE VAPE DETECTORS, WHETHER THAT'S LOOKING AT THE STAFFING WE'RE DOING IN SCHOOLS, WHAT WE'RE GOING TO ASK OF PRINCIPALS OF HOW THEY ARE GOING TO MAKE SURE THAT'S ACCESSIBLE, THAT'S KIND OF SOMETHING I DON'T FEEL IT'S OUR OBLIGATION BUT IT'S YOUR RESPONSIBILITY. BUT I FEEL LIKE THE BOARD BUT I FEEL LIKE THE BOARD WANTS TO HAVE SOME KNOWLEDGE OF WHAT'S BEING WORKED ON TO SOLVE THE ISSUES OF THE STUDENT.

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I THINK I FEEL LIKE I AS A BOARD MEMBER WOULD LIKE MEMBER WOULD LIKE TO KNOW MOVING FORWARD. NOT ASKING TO PUT YOU ON THE LINE RIGHT NOW, BUT AS WE MOVE FORWARD AND MAKE THIS A PRIORITY, THANKFULLY WE'RE DOING THE VAPE DETECTORS IN HIGH SCHOOLS, MOVING INTO MIDDLE SCHOOLS. BUT STILL, THOSE VAPE DETECTORS STILL HAVE TO HAVE A RESPONSE. SO IT'S STILL ASKING FOR STAFF. IT'S NOT JUST VAPE DETECTORS. WE HAVE PEOPLE THAT HAVE BEEN INAPPROPRIATELY USING A RESTROOM. THEY LEAVE THE THEY LEAVE THE RESTROOM VERY DIRTY ON SOME OCCASIONS.

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WHATEVER THAT LOOKS LIKE, BUT AS A BOARD MEMBER, I WOULD LIKE TO BE INFORMED OF HOW WE'RE BE INFORMED OF HOW WE'RE SOLVING THIS PROBLEM BECAUSE I THINK THIS IS AN ISSUE THAT WE HAVE NOT PROPERLY ADDRESSED. DOES THAT SOUND BETTER. >> I AGREE. I APPRECIATE YOUR FEEDBACK. TO HAVING A POLICY TO HAVING A POLICY BEHIND IT, I'M GOOD WITH I'M GOOD WITH THAT. I DO THINK THIS RESTROOM USE WE'VE BEEN TALKING ABOUT FOR 20 YEARS, 30 YEARS. THIS IS NOT SOMETHING THAT WAS NEW LAST YEAR. BEEN GOING ON FOR A NUMBER OF

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YEARS. I THINK HAVING SOMETHING BEHIND IT BUT KNOW THAT OUR SCHOOLS -- I HEAR IT AS WELL. BATHROOMS ARE LOCKED. CAN'T USE THE RESTROOM, LATE TO CLASS, THOSE SAME THINGS I'VE HEARD OVER THE LAST TEN YEARS. THIS IS NOT SOMETHING NEW. I DO THINK HAVING SOME TYPE OF POLICY THAT SHOWS AT LEAST THE BOARD IS COGNIZANT OF BOARD IS COGNIZANT OF THAT AND THAT UP TO STAFF THAT UP TO STAFF TO ENSURE DR. GRAYES AND HIS TEAM ENSURE THAT RESTROOMS ARE ACCESSIBLE DURING

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THE SCHOOL DAY. ALL OF OUR PRINCIPALS KNOW IT'S IMPORTANT. I THINK THERE ARE A LOT OF ISSUES THAT COME WITH THAT, BUT THIS IS NOT A NEW ISSUE. I'M OKAY WITH A POLICY THAT I'M OKAY WITH A POLICY THAT GETS US SOME GUIDELINES THAT WE'RE AT LEAST COGNIZANT OF HAVING STUDENT ACCESS TO RESTROOMS AND WE'LL WORK BEHIND THE SCENES TO ENSURE PROCEDURES AND COMMUNICATE WITH OUR LEADERS. >>Jim Porter: I THINK YOU HAVE TWO OPTIONS. I THINK YOU COULD REMOVE IT AND REWORK

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REWORK IT. IF THE BOARD WAS INTERESTED IN GIVING STAFF A LITTLE PROD, YOU SAID DEALING WITH FOR 20 YEARS WITH NO ACTION TO SATISFY THE BOARD, YOU COULD KEEP THE OPENING STATEMENT, WHICH IS A VERY, VERY BROAD STATEMENT. SAYS ALL STUDENTS -- IF YOU WANT TO DO THAT. I WOULD SUGGEST ONLY DOING THAT -- >>Patti Rendon: BRING UP THE PART, TALK ABOUT 46 AND 47, ACKNOWLEDGING STUDENTS THAT HAVE SPECIAL ACCOMMODATIONS, MAKE SURE WE INCLUDE THAT IN THE PARAGRAPH SO THAT WE RECOGNIZE THAT THERE ARE STUDENTS THAT MAY HAVE DIFFERENT NEEDS SO THAT WE KNOW IT IS A PRIORITY FOR ALL

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STUDENTS. >>Jim Porter: IF THE BOARD IS COMFORTABLE WITH COMFORTABLE WITH IT OR YOU COULD WITHDRAW IT. >>Nadia Combs: MEMBER WASHINGTON. >>Henry "Shake" Washington: MAJORITY OF THE SCHOOLS I'VE BEEN TO, WHICH IS QUITE A FEW OF THEM, THEY HAVE HAD DURING THE PASSING PERIOD, ALL PASSING PERIOD, ALL RESTROOMS ARE OPEN, WHEN STUDENTS ARE PASSING GOING TO CLASS. AFTER CLASS BEGINS, THEN THEY CLOSE RESTROOMS DOWN BECAUSE WE FOUND OUT THE FOUND OUT THE MAJORITY OF

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DISRUPTION AND GRAFFITI WERE DURING WHEN THEY DID NOT HAVE PASSING TIME. KIDS WOULD LEAVE CLASS TO GO TO THE RESTROOM, GRAFFITI ALL OVER THE WALL, ROLLS OF TOILET TISSUE DOWN IN THE COMMODES. MAJORITY OF SCHOOLS DURING PASSIVE PERIOD, THE PASSIVE PERIOD, THE RESTROOMS ARE OPEN. THEN THEY CLOSE UP CERTAIN RESTROOMS AFTER THE BELL RANG FOR CLASS.

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THAT HELPED OUT, TOO. YOU GOT TO ALSO REMEMBER, TOO, WHEN THEY WERE -- WHEN WE CLOSED DOWN RESTROOMS, WE HAD A RESTROOM IN THE HALLWAY, SO IT WAS QUITE WAS QUITE DIFFERENT, SCHOOLS ARE BUILT QUITE DIFFERENTLY THAN BEFORE. IT'S ALL SPREADED OUT. THE STAFF AT THE SCHOOL RESPONSIBILITY WOULD BE TO FIND OUT WHAT IS THE BEST WAY TO DO IT AT THEIR SCHOOL. >>Van Ayres: THANK YOU FOR SAYING THAT. THAT'S WHAT MAKES THIS RESTROOM POLICY TRICKY IS THAT EVERY

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SINGLE BUILDING, EVERY ONE OF OUR BUILDINGS IS DIFFERENT IN THE WAY THEY ARE CONSTRUCTED. SOME ARE OLDER THAN OTHERS. SOME HAVE MANY SOME HAVE MANY RESTROOMS. SOME MAY NOT HAVE AS MANY. CLOSE DOWN A FEW AND THEN WE START TO HEAR THE COMPLAINTS. REGARDLESS WHAT HAPPENS TODAY, STAFF, PRINCIPALS, COMMUNITY WORK TO ENSURE WORK TO ENSURE OUR STUDENTS HAVE ACCESS TO RESTROOMS. REST ASSURED, NO MATTER WHAT HAPPENS TODAY, WE HEARD LOUD AND CLEAR AND WE'LL ENSURE WE COMMUNICATE OUT TO OUR LEADERS. WHICH I FEEL THEY ARE DOING ANYWAY.

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BUT WE CAN ENSURE THAT WE'LL CONTINUE TO WORK REGARDLESS OF WHAT HAPPENS HERE TODAY, WE ALL WANT THE SAME WANT THE SAME THING. >>Nadia Combs: THANK YOU. JUST ONE MORE COMMENT AND THEN WE'LL MOVE ON TO THE NEXT ONE. I AGREE WITH YOU. SINCE I'VE BEEN HERE FOR SIX YEARS, THIS IS ALWAYS A CONSTANT PROBLEM, ESPECIALLY IF YOU WALK AROUND THE HIGH SCHOOLS AND MIDDLE SCHOOLS. BUT I ALSO THINK THAT LIKE AFTER TALKING TO TALKING TO STUDENTS, I DIDN'T REALIZE HOW MANY ISSUES ARE HAPPENING IN THE BATHROOMS. SOME PEOPLE, A COUPLE OF KIDS

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TOLD ME JUST ABOUT SIX MONTHS AGO HOW THEY WERE ORGANIZED, REAL ORGANIZED FIGHTS THEN AND HOW THEY WERE VIDEOTAPING THOSE ORGANIZED FIGHTS IN SCHOOLS. I WAS LIKE, WOW. EVERY HOUR IT WOULD BE ORGANIZED IN THE BATHROOM TO HAVE IT ALMOST LIKE UFC TYPE OF THING. I HAD NO IDEA THOSE THINGS WERE GOING ON. I THINK SOME OF THE THINGS THAT REALLY, LIKE WE ALWAYS TALK ABOUT IS BEING PROACTIVE. I THINK HAVING, MAKING SURE AT THOSE HIGH SCHOOLS THAT EVERY ONE OF THOSE BATHROOMS THAT WE HAVE THOSE CAMERAS THAT ARE AVAILABLE, THAT WE'RE NOT

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WAITING IN THOSE MIDDLE SCHOOLS AND HIGH SCHOOLS. I DON'T THINK THE BATHROOMS ARE A PROBLEM IN ELEMENTARY SCHOOL BESIDES ELEMENTARY SCHOOL ISSUE BATHROOM THINGS. MIDDLE SCHOOL AND HIGH SCHOOLS WHERE THE BATHROOMS ARE CLOSED OFF. WITH THE WITH THE NEW CENTAGOUS, THE NEW PROGRAM THAT IS SUPPOSED TO MONITOR, WILL THAT MONITOR THE BATHROOMS, TOO, WE'RE ABLE TO SEE WHAT TIME THEY ARE CLOCKED IN TO GOING TO THE BATHROOM. IS THAT SOMETHING WE IS THAT SOMETHING WE TALKED

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ABOUT? SO THAT'S A POSSIBILITY WHERE YOU CAN ACTUALLY DOCUMENT, 12:36, BATHROOM FLOODED OUT. 12:36, THESE 12 KIDS WERE USING THE BATHROOM AT THAT TIME. WE HAVE TO BECOME A LOT MORE STRATEGIC AND BE AHEAD OF THE KIDS ON THE ISSUES THEY ARE DOING, LIKE MAKING SURE WE'RE PUTTING THE VAPE DETECTORS THERE. MAKING SURE THEY THINK THAT THERE ARE CAMERAS THERE CONSTANTLY EVEN IF THERE ARE NOT CAMERAS, THAT THEY ARE TOLD THERE ARE CAMERAS AND THAT WE'RE MONITORING WHERE THEY GO AND WHO IS COMING. I THINK GIVING THAT KIND OF INFORMATION KIND OF STOPS THE

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PROBLEM. AT THE SAME TIME, STILL AT THE SAME TIME, STILL BRINGING THE POLICY FORWARD BUT WITHOUT THE RULES, IT'S JUST A POLICY AND IT'S NOT DOING ANYTHING, WE ACTUALLY HAVE TO CHANGE SOME OF THE THINGS TO CHANGE A STUDENT'S BEHAVIOR, AND THAT MEANS HAVING CAMERAS, ALSO MONITORING WHEN THEY COME IN AND THEY COME IN AND OUT. ALSO CONSEQUENCES FOR WHATEVER THEY ARE DOING, AND THEN MONITORING HOW MANY TIMES THEY GO. >>Christopher Farkas: YOU'LL SEE A BOARD ITEM NEXT BOARD MEETING OR ONE AFTER THAT WILL BE FOR MIDDLE SCHOOLS TO ADD THOSE TO

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ALL MIDDLE SCHOOLS. HAVE THE ABILITY TO TALK ABOUT CODE WORDS. CAN TELL HOW MANY KIDS ARE IN THERE AND LET THERE AND LET YOU KNOW. IN CENTEGIX, PICK MY KID, HALL PASSES. THAT'S PROBABLY A LITTLE FURTHER OUT. HAVE TO GET THEM USED TO THAT. IT HAS THE ABILITY TO DO HALL PASSES. THERE'S TONS OF SOFTWARE AND PROGRAMS THAT DOES HALL PASSES AND GETS THE INFORMATION. TO YOUR POINT, I THINK YOU NEED TO TRACK THE DATA AND SEE WHERE PROBLEMS ARE IN

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PROBLEMS ARE IN BATHROOMS. HALO SENSORS ARE THE FIRST STEP, LOUD NOISES, PEOPLE IN THERE. AHEAD OF A.I. COMPONENT THAT HELPS WITH US THAT. >>Nadia Combs: IF STUDENTS KNOW WE ARE ON TO THEM, MONITORING WHEN THEY ARE GOING IN, COMING OUT, THAT THERE WILL BE CONSEQUENCES, I THINK THAT IS THE BEST WAY TO THE BEST WAY TO REALLY DEAL WITH THAT. TWO MORE COMMENTS AND THEN MOVE FORWARD. MEMBER GRAY. >>Lynn Gray: IN THE SPIRIT OF GAINING MORE DATA, I THINK A SUGGESTION, MEMBER VAUGHN, IF YOU ARE

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YOU ARE OPEN TO YOU ARE OPEN TO IT, WE HAVE SIX TEAMS IN EVERY SCHOOL. IF YOU DO IF YOU DO A GRADE LEVEL OBSERVATION, HAVE THEIR FEEDBACK, HAVE A MIDDLE SCHOOL AND A HIGH SCHOOL, AND A HIGH SCHOOL, HAVE THESE GROUPS SHARE THE COMMONALITY THAT THEY FACE IN THEIR GRADE LEVEL. AND THEN IF THEY DO, RICK, TO YOUR POINT, TO EVERYONE'S POINT, SUCH A DIFFERENT SITUATION ON EACH GRADE LEVEL ALONE EVERY SCHOOL.

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IF YOU GOT THAT DATA ALONE, PLUS THE VAPING THE VAPING DATA, THEN MAYBE A POLICY -- THAT POLICY WOULD REFLECT THE REALITY OF WHAT'S GOING ON IN A GOING ON IN A SCHOOL, MOST OF THE SCHOOLS, THERE IS A NEED FOR A POLICY. I'M FINE WITH WHATEVER YOU GUYS AGREE WITH IN TERMS OF PUTTING THE FIRST PARAGRAPH. IF YOU WANT A REALISTIC POLICY, AT LEAST HEAD TOWARDS THAT GOAL, THEN I THINK THE SIT TEAMS WOULD

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BE ONE OF THE BE ONE OF THE CONDUITS TO BE ONE OF THE CONDUITS TO HAVE INFORMATION FROM. YOUR STUDENT ADVISORY, THEY ARE ABLE TO TALK TO THE SIT TEAMS, TOO. GETTING THAT INFORMATION, MEMBER VAUGHN, WOULD BE VERY HELPFUL I THINK. I DON'T KNOW HOW YOU FEEL ABOUT THAT. IT'S AN IT'S AN EYE-OPENER IN ITSELF WHAT THEY FEEL WOULD BE WHAT THEY FEEL WOULD BE BEST IN THEIR GRADE LEVEL. THAT'S MY ONLY SUGGESTION ON THAT ONE.

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>>Nadia Combs: MEMBER VAUGHN AND THEN THE NEXT POLICY. >>Jessica Vaughn: THANK YOU. INTERESTING SUGGESTIONS. I CERTAINLY WILL GET FEEDBACK IN DIFFERENT WAYS AND MAKE SURE THAT I'M ENGAGING SCHOOL STAFF TO GET THE FEEDBACK FROM THEIR PERSPECTIVE AS WELL. BUT I WOULD LIKE TO START WITH SUGGESTING THEN SUGGESTING THEN BRINGING THE FIRST PARAGRAPH 4 FIRST PARAGRAPH 4 THROUGH 9 AND THEN 46 THROUGH 53 AS THE BEGINNING OF A BATHROOM POLICY THAT DOES JUST SAY THAT WE ARE DEDICATED TO MAKING SURE THAT RESTROOMS ARE ACCESSIBLE. ONCE I GET MORE FEEDBACK AND

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TALK WITH STAFF MORE, IF THERE ARE MORE ARE MORE ADJUSTMENTS I WANT TO DO TO FLESH OUT THE POLICY IN THE NEXT POLICY CYCLE, I CAN BRING THE CHANGES FORWARD. IF THE BOARD IS IF THE BOARD IS AMENABLE. >>Nadia Combs: SOUNDS GREAT. >>Jim Porter: THE NEXT POLICY IS ALSO A NEW POLICY. BROUGHT BY MEMBER COMBS.

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STUDENT SCREEN TIME AND BALANCED TECHNOLOGY USE. MEMBER COMBS. >>Nadia Combs: THANK YOU, MR. PORTER. I KNOW WE'VE BEEN TALKING ABOUT THIS AS A BOARD FOR MANY YEARS. WE'VE BEEN WE'VE BEEN TALKING ABOUT SCREEN TIME, KIDS HAVING SCREEN TIME. WE'VE BEEN TALKING ABOUT DIFFERENT ONLINE PRODUCTS AND EVERYTHING LIKE THAT. PROBABLY ABOUT A YEAR AGO OR SO, I STARTED TALKING ABOUT SWEDEN AND ASIA AND OTHER PARTS OF THE WORLD THAT ARE LIMITING SCREEN TIME AS FAR AS USING IT, AS FAR

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AS AN EFFECTIVE TECHNOLOGY USED IN THE IN THE CLASSROOMS. THE IDEA OF GOING BACK ALMOST TO PAPER AND PENCIL AND USING TECHNOLOGY BUT USING IT WHEN IT'S FOCUSED ON LEARNING, NOT JUST THE TIME. AND THEN AS WE WERE GOING THROUGH SCHOOLS AND GOING BY AND OBSERVING SCHOOLS, THAT WE NOTICED SOMETIMES YOUNGER KIDS DO HAVE A DIFFICULT TIME FOCUSING, STAYING ON TASK AND MAYBE THAT WHOLE GROUP OR INDIVIDUAL GROUP INSTRUCTION WOULD DO BETTER. THAT'S ONE OF THE REASONS. MR. BRADY, I BROUGHT THE SCREEN

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TIME POLICY. WE TALKED ABOUT IT FOR A LONG TIME. I KNOW THAT L.A. AND SOME OTHER PLACES WERE DOING THAT. THIS IS A LITTLE DIFFERENT. JUST THE GUIDANCE. WHEN I BROUGHT THE POLICY, THEN YOU AND I WORKED TOGETHER THROUGH IT TO MAKE SURE IT WAS IN ALLIANCE WITH YOUR SCREEN TIME GUIDANCE THAT WE'VE BEEN TALKING ABOUT SO THAT IT WOULD ALIGN CLEARLY. >>Van Ayres: I KNOW YOU'VE BEEN WORKING WITH MR. BRADY, MS. BERGMAN OVER THE LAST YEAR IN IMPLEMENTATION OF SCREEN TIME FOR K-2. I APPRECIATE YOUR LEADERSHIP IN THAT AND KIND OF GETTING US

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MOVING FORWARD WITH THAT. GOT SOME MEDIA ATTENTION OVER THE LAST WEEK OR SO AROUND K-2 SCREEN TIME AND THAT PIECE. THANK YOU FOR BRINGING THIS POLICY FORWARD AND WORKING WITH THE TEAM. I KNOW THEY HAVE HIT THE GROUND RUNNING. >> I WANT TO THANK YOU AGAIN FOR BRINGING THIS FORWARD. I THINK IT ACKNOWLEDGES THE BENEFITS OF TECHNOLOGY, BUT ALSO EMPHASIZES THE NEED FOR EMPHASIZES THE NEED FOR BALANCE. I THINK IT WILL HAVE A POSITIVE IMPACT ON OUR STUDENTS, ESPECIALLY OUR YOUNGEST LEARNERS. MR. PORTER MENTIONED A COUPLE OF TIMES ABOUT A POLICY BROAD

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ENOUGH TO WHERE THE IMPLEMENTATION CAN BE KIND OF DRIVEN BY THE GUIDANCE DOCUMENT. AND THIS POLICY EVEN MENTIONS THAT THE THAT THE SUPERINTENDENT WILL CREATE THOSE -- THE IMPLEMENTATION GUIDE WHICH WE MET ONE ON ONE WITH BOARD MEMBERS. THAT IS THE INSTRUCTIONAL SCREEN TIME GUIDANCE DOCUMENT. I THINK THE POLICY AS IT WAS REWRITTEN IS A NOD TO OUR EMERGING TECHNOLOGIES POLICY WHERE IT'S REALLY GUIDING PRINCIPLES AS OPPOSED TO SPECIFICS IN THE POLICY AND THEN THE SPECIFICS KIND OF LAND IN

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THE GUIDANCE DOCUMENT. >>Jim Porter: BOARD MEMBERS, YOU'RE LOOKING AT VERSION 2 THAT MR. BRADY PASSED OUT TO YOU. THAT IS THE VERSION YOU'RE REACTING TO TODAY. >>Nadia Combs: THANK YOU. BOARD MEMBERS, I LOOK FORWARD TO HEARING ABOUT HEARING ABOUT THAT. JUST MAKING SURE THAT AS A BOARD WE DON'T WANT TO EVER MICROMANAGE. WE WANT TO WORK RIGHT ALONGSIDE WITH THE ACADEMIC SERVICE TEAM, SO AS WE TALKED ABOUT IT, WORKING ALONGSIDE AND ALSO MAKING SURE IT'S CONSISTENT WITH THAT GUIDANCE SO THAT WAY PARENTS ARE FAMILIAR AND IT'S

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CONSISTENT WITH THE DISTRICT AND CONSISTENT WITH THE SCHOOLS. BOARD MEMBERS, ANY COMMENTS? MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I DO APPRECIATE THIS COMING FORWARD. I THINK IT'S CRITICALLY IMPORTANT FOR OUR SUCCESS AS WE MOVE FORWARD, WE ALL RECOGNIZE THAT SCREEN TIME, EVEN FOR OURSELVES. WE SEE A DECLINE IN OUR EYESIGHT. IT'S HINDERING COMPLETELY TO ALL OF US. ESPECIALLY WITH OUR DEVELOPMENTAL STUDENTS AND STUDENTS THAT ARE REALLY DEVELOPING THEIR EDUCATIONAL SKILLS. SO THE ONLY COMMENT I HAD WAS ON

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LINE 31, WHERE IT SAYS RESOURCES UTILIZED WITHIN THE DISTRICT, I KIND OF KIND OF SUGGEST KIND OF SUGGEST THAT WE PUT RESOURCES APPROVED FOR USE. INSTEAD OF UTILIZED, JUST SO THAT WE IDENTIFY THE THINGS THAT WE'VE ALREADY APPROVED. IT SAYS AND DIGITAL INSTRUCTIONAL RESOURCES APPROVED FOR USE WITHIN THE DISTRICT INSTEAD OF UTILIZED. THAT WAS MY ONLY SUGGESTION, ONLY BECAUSE THERE COULD BE THINGS THAT ARE APPROVED THAT

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ARE NOT -- JUST TO MAKE SURE IT'S AN APPROVED DEVICE. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: THANK YOU, MEMBER COMBS. AS PORTER KNOWS, I PUT IN A SCREEN TIME POLICY SCREEN TIME POLICY ALSO MONTHS AGO. AND WE WERE GOING TO BRING IT FORWARD, BUT I CHOSE, MR. BRADY, TO ALLOW TO ALLOW THOSE 900 TEACHERS WHO WERE TRAINED IN A.I. THREE WEEKS AGO, PERHAPS FOUR WEEKS AGO, I WANTED TO GIVE THE LEVERAGE OF TIME. I WANTED TO HAVE THE POLICY PUT

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FORTH FOR THE NEXT CYCLE BECAUSE I FELT LIKE WE INVESTED A MAGNITUDE OF MONEY IN HUMAN RESOURCES TO HAVE A.I. SCREEN TIME, MAGIC SCHOOL TIME, MAGIC SCHOOL TRAINING, AND NOW WE ARE HAVING THE POLICY. BUT ONE OF THE THINGS THAT STOPPED ME AND MEMBER STOPPED ME AND MEMBER COMBS IS YESTERDAY, MR. BRADY SAID THIS IS JUST K-2, WHICH I SAID FINE, BECAUSE I AGREE. BUT IF WE'RE GOING THROUGHOUT

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ALL THE GRADE LEVELS, THEN ALL THOSE TEACHING MOMENTS, THAT VALUABLE AMOUNT OF TIME, TO ME, THEY WON'T EVEN BE THEY WON'T EVEN BE ABLE TO HAVE A COMFORT LEVEL BECAUSE THEY WILL BE WILL BE RESTRICTED. I DON'T KNOW WHETHER YOU CAN DO -- LIMIT SCREEN TIME YET PUT ON A MAMMOTH INSTITUTE SAYING WE NEED THE SCREEN TIME FOR A.I. I JUST WISH IF IT'S K-2, I'M FINE. BECAUSE THAT MAKES ALL THE SENSE IN THE WORLD. BUT IF WE'RE GOING TO GO AHEAD AND EXECUTE THROUGHOUT THE GRADE LEVELS, THAT DOESN'T MAKE MUCH SENSE TO ME.

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AND THAT'S MY ONLY AND THAT'S MY ONLY FEEDBACK. K-2. >>Nadia Combs: THESE ARE TWO TOTALLY COMPLETELY DIFFERENT THINGS. WHEN TALKING ABOUT A.I., THAT IS A TEACHER USING A.I. TO IMPLEMENT THE LESSON. THIS IS MORE THE KIDS ARE ON TOP IN FRONT OF IN FRONT OF i-READY INSTEAD OF DOING THE DOING THE WHOLE GROUP INSTRUCTION. THE TEACHER COULD USE A.I. TO COME UP WITH THE LESSON FOR WHOLE GROUP INSTRUCTION. THIS IS TOTALLY THIS IS TOTALLY DIFFERENT. THIS ABOUT SCREEN TIME WHERE KIDS ARE ON SCREENS.

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MAGIC SCHOOL IS TEACHERS PREPARING THE LESSONS. THIS IS THE STUDENTS IN FRONT OF THE COMPUTER. THEY ARE COMPLETELY DIFFERENT. >>Lynn Gray: I WENT THROUGH THE INSTITUTE. >> WHEN WE >> WHEN WE EDITED THE >> WHEN WE EDITED THE POLICY, ORIGINALLY IT HAD MORE SPECIFICATIONS AROUND INDIVIDUAL GRADE LEVELS WHICH WE FELT, AGAIN, SHOULD BE MORE BROAD. POLICY NUMBER 2 THAT YOU'RE LOOKING AT, WE'RE TALKING ABOUT ACROSS ALL GRADE LEVELS,

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PURPOSEFUL, RESPONSIBLE, ETHICAL, AGE APPROPRIATE, AND TRANSPARENT. IN OTHER IN OTHER WORDS, GUIDING PRINCIPALS TO -- GUIDING PRINCIPLES TO LEAD OUR SCREEN TIME. WHEN YOU GET TO THE DOCUMENT, IT IS CLEARLY FOCUSED ON K-2. MEMBER GRAY HAS A GOOD POINT. WHEN WE DO LOOK TO MOVE A.I. TO A STUDENT-FACING PLATFORM. >>Lynn Gray: WHICH WE ARE. >> YES. WITHIN OUR WITHIN OUR EMERGING TECHNOLOGIES POLICY AND WITHIN OUR A.I.

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IMPLEMENTATION GUIDE, IT ALREADY -- THERE'S ALREADY AN INDICATION THAT THAT WILL NOT BE AT THE PRIMARY OR INTERMEDIATE GRADE LEVELS. IT WILL ONLY BE REALLY AT THE AGE OF CONSENT FOR INTERNET USE, WHICH IS 13 AND ABOVE. IT WILL START AT THE HIGH SCHOOL LEVEL. THERE'S STILL ROOM FOR THAT TO HAPPEN WITHIN THIS POLICY AND I THINK WITHIN THE INSTRUCTIONAL GUIDANCE DOCUMENT. >>Lynn Gray: PLEASE CLARIFY BECAUSE THE BOARD MEMBERS ARE SAYING THERE'S NO SCREEN TIME ATTACHED TO THE A.I. MAGIC SCHOOL, BUT THERE IS.

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IT'S FOR THE TEACHERS, BUT THE STUDENTS ACTUALLY USE, THEY SEE, THEY INTERACT ON THE SCREEN WITH A.I. >> RIGHT, AT THIS TIME, A.I. IS NOT STUDENT FACING. >>Lynn Gray: IT IS GOING TO BE. >> THAT WOULD BE THE NEXT >> THAT WOULD BE THE NEXT STEP. HOWEVER, I DON'T THINK THAT THIS POLICY WOULD INFRINGE UPON THAT BECAUSE IT REALLY DOES SPECIFICALLY TALK ABOUT AGE APPROPRIATE, DEVELOPMENTALLY APPROPRIATE, THOSE TYPES OF TERMS THAT I TERMS THAT I THINK ARE BROAD ENOUGH TO WHERE WE CAN WITHIN THE INSTRUCTIONAL GUIDE TALK ABOUT WHICH GRADE LEVELS ARE USING WHAT.

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>>Nadia Combs: MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU, MADAM MADAM CHAIR. I THINK THE CLARIFICATION WE NEED IS YOU SAY IT WILL BE STUDENT FACING. THE BOARD FROM WHAT OUR UNDERSTANDING IS, WE WOULD HAVE TO APPROVE THAT. SO THAT IS THE FIRST QUESTION. WHAT WE APPROVED TO GO STUDENT FACING, WOULD THAT REQUIRE BOARD APPROVAL FIRST? >> I'LL ANSWER THAT. WHEN IT GOES STUDENT FACING, WE WILL BRING IT TO YOU TO APPROVE IT. >>Jessica Vaughn: IT'S NOT BEEN APPROVED AT THIS POINT. THAT'S YOUR INTENTION. IF THAT'S NOT WHAT THE BOARD WANTS, THEN IT'S NOT GOING TO BE

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STUDENT FACING, STUDENT FACING, IS THAT CORRECT? >> OUR INTENTION IS TO, LIKE WE HAVE AN A.I. HAVE AN A.I. IMPLEMENTATION GUIDE AND WE HAVE A GOVERNANCE COMMITTEE THAT MEETS MONTHLY -- WE HAVE BEEN WE HAVE BEEN VERY, VERY CAUTIOUS WITH IT. OTHER DISTRICTS DOING IT WE KNOW STUDENT FACING IS AN OPPORTUNITY. >>Jessica Vaughn: THAT'S NOT MY QUESTION. MY QUESTION IS WILL YOU IMPLEMENT STUDENT FACING WITHOUT GETTING BOARD APPROVAL? >> ABSOLUTELY NOT. >>Jessica Vaughn: CAN'T SAY THAT'S OUR INTENTION BECAUSE THE

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BOARD HAS NOT APPROVED BOARD HAS NOT APPROVED. >>Van Ayres: WHEN THAT BOARD ITEM WAS ITEM WAS APPROVED, AND I ITEM WAS APPROVED, AND I THINK -- -- IN FEBRUARY, I REMEMBER THE CONVERSATION COMING UP AROUND STUDENT FACING VERSUS TEACHER FACING. FOR THE RECORD HERE, WHEN WE MOVE TO STUDENT MOVE TO STUDENT FACING FOR A.I. MAGIC SCHOOL, WE WILL BRING THAT TO THE BOARD TO LET YOU KNOW OF THE NEXT IMPLEMENTATION IF YOU

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ALL APPROVE THAT OR NOT. DONE. >>Jessica Vaughn: THAT'S WHERE WE WERE UNDER THE IMPRESSION OF. MAKE SURE THAT'S ON RECORD. I AGREE WITH MEMBER GRAY IN A WAY THAT I FEEL LIKE ESPECIALLY AS WE WERE NAVIGATING COVID AND USING ESSER FUNDS, ALL THE FOCUS WAS ON EXPANDING TECHNOLOGY, SITTING KIDS IN FRONT OF COMPUTERS AS MUCH AS POSSIBLE, SUPPLEMENTING EVERY STAFF MEMBER WE DIDN'T HAVE WITH A COMPUTER PROGRAM, WHETHER WORLD LANGUAGES, WHETHER IT WAS REMEDIAL SUPPORT, AND NOW WE'RE COMPLETELY HALTING AND SHIFTING GEARS.

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TO ME, TO ME, ESSER MONEY WE SPENT GOING ONE TO ONE, A LOT OF THE MONEY WE SPENT IS NOW NOT GOING TO HAVE A PAYOFF. TO ME THAT'S EXTREMELY FRUSTRATING. HOWEVER, IT DOESN'T STOP ME FROM AGREEING WITH MY FELLOW BOARD MEMBERS THAT THE AMOUNT OF TIME THAT KIDS SIT THAT KIDS SIT ON A SCREEN IS PROBLEMATIC, DEVELOPMENTALLY AN ISSUE. AS A SCHOOL DISTRICT, WHAT WE SHOULD BE DOING IS MAKING SURE THAT WE'RE LOOKING AT AS MUCH ENGAGING WAYS AS WE CAN AND THAT WE USED IT FOR THE FACT THAT A LOT OF OUR TEACHERS ARE NEW, TO

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SUPPLEMENT THE EXPERIENCE AND TRAINING THEY WOULD NEED TO MAKE SURE THEY ARE CREATING ENGAGING LESSONS. I THINK THIS IS A STEP IN THE RIGHT DIRECTION. I DO THINK THERE'S GOING TO BE A CHALLENGE TO SHIFT FROM A COUPLE OF YEARS AGO BEING LIKE ALL WE CARE ABOUT IT TECHNOLOGY, ALL OF OUR RESOURCES ARE GOING TOWARDS TECHNOLOGY, EVERYTHING IS MOVING TOWARDS TECHNOLOGY TO COMPLETELY DOING A 180 AND OH K-2 ISN'T GOING TO BE ALLOWED ANY SCREEN TIME OR TECHNOLOGY. SO I THINK SO I THINK THAT IS SOME THINGS YOU'LL SEE WITH MAYBE HEARTBURN

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WITH BOARD MEMBERS AND PROBABLY PEOPLE IN OUR SCHOOLS WHERE IT'S CONFUSING MESSAGING COMING FROM THE DISTRICT. I DO AGREE ON THAT POINT. BUT I THINK THIS POLICY IS NEEDED. I THINK IT'S A GOOD START. I APPRECIATE IF YOU WERE THE CATALYST BRINGING THIS FORWARD. MY CONCERN FROM ESPECIALLY PARENTS PARENTS K-2, THEY HAVE ADDRESSED CONCERNS ABOUT SCREEN TIME. THEY ALL MANAGE IT AT HOME AND KIND OF FIGHTING THE BEAST TO KEEP THE KIDS OFF THE SCREEN AND THEN THEY GO TO SCHOOL AND WE

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PUT THEM ON THE SCREEN. CAUSES FRUSTRATION. I APPRECIATE THIS. GOOD START. DEFINITELY SUPPORT THIS. >> I AGREE WITH EVERYONE WHO HAS SPOKEN TODAY. EVERYONE HAS REALLY GREAT POINTS. TEACHER THAT STARTED AFTER 2020, YOU KNOW NOTHING BUT ONE TO ONE DEVICES. ABSOLUTELY THIS IS A DIFFERENT APPROACH FOR THE TEACHERS. ALSO, WHEN WE'RE LOOKING AT SCREEN TIME, IT IS GOING TO BE A

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SHIFT FOR OUR TEACHERS. >> [INAUDIBLE] >> I AGREE. I THINK ALSO, I THINK WHAT THIS IS A NOD TO IS THAT THE RESEARCH IS COMING IN SO QUICKLY NOW THAT ABSOLUTELY WE NEED TO ADHERE TO THE PRINCIPLES OF ARE WE USING IT RESPONSIBLY? IS ARE WE USING IT AGE APPROPRIATE? ARE WE USING IT FOR THE CORRECT AMOUNT OF TIME? YOU'LL READ ONE THING THAT SAYS THIS, ONE THING THAT SAYS THAT, I THINK THIS IS BRINGING THE

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FOCUS TO IT AND ALLOWING TO US IMPLEMENT THROUGH THE GUIDE. >> I THINK, TOO, ALSO WE BRING ITEMS TO YOU. WE TAKE ITEMS OFF AND THINGS LIKE THAT. TO NAME OUT SPECIFIC PROGRAMS WITHIN THE POLICY WOULD ALSO OUTDATE THE POLICY VERY QUICKLY AND WE'D FIND OURSELVES HERE A LOT. I THINK ALSO WHAT WE TRY TO DO WHEN WE TOOK A LOOK AT THIS IS ADDRESS THE BIG ROCKS THAT WE'RE TRYING TO ACCESS WHEN WE THINK ABOUT SCREEN TIME AND RATIONALE FOR DECREASING IT. WE ARE DOING THE 180. I WOULD AGREE WITH YOU 100% WHEN

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YOU THINK ABOUT THE ESSER FUNDS AND SOME OF THOSE. BUT ALSO AS WE'VE GONE THROUGH CLASSROOMS AND AS WE'VE SOUGHT OUT TEACHER FEEDBACK AND DIFFERENT WAYS THROUGH SOME OF THE GROUPS OUR EXECUTIVE DIRECTOR SARAH GARCIA HELD, WE ALSO LEARNED THEY WERE DOING WHAT THEY THOUGHT THEY WERE SUPPOSED TO BE DOING WITH THE RESOURCES THEY HAVE. THAT'S OF NO FAULT THAT'S OF NO FAULT OF ANY TEACHER OR NO TEACHER OR NO PRACTICE. IT ALSO COMES TO TALKING THROUGH, BUT LET'S TAKE A LOOK AT THE DATA AND SHOW WHAT WE HAVE. RIGHT NOW, WE DO HAVE IMPROVEMENT CAN BE MADE IN OUR K-2.

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WE MADE SOME, BUT WE HAVE A LONG WAY TO GO TO WHERE WE WAY TO GO TO WHERE WE WANT TO BE. SO I THINK WITH THIS POLICY AND WITH THE PLANS THAT WE HAVE FOR THE SUPPORT IN TERMS OF OUR TEACHERS AND PROFESSIONAL STUDY DAY IS KIND OF JUST THE KICK-OFF FOR IT, WE'LL BE IN A GOOD PLACE TO RELAUNCH ACTIVE LEARNING IN OUR K-2 AND FOCUS ON LANGUAGE, LITERACY, SPEAKING, LISTENING, ET CETERA AND START TO SEE THAT. I THINK OUR TEACHERS SEE IT, TOO. THEY JUST DON'T KNOW WHAT THEY DON'T KNOW BECAUSE THIS IS ALL THEY HAVE KNOWN. >> I THINK IT ALSO EMPHASIZES AGAIN THE MOST VALUABLE ASSET TO

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OUR CHILDREN, THE MOST IMPORTANT TOOL WE HAVE IS OUR TEACHERS. IT EMPHASIZES THAT IT EMPHASIZES THAT AGAIN. THE TEACHERS ARE THE MOST IMPORTANT FOR OUR STUDENTS' EDUCATION. >>Nadia Combs: MEMBER PEREZ WANTED FOR ME TO READ SOMETHING. SHE SAID MEMBER PEREZ SUPPORTS THIS POLICY AND SHE SAID MANY OF OUR CHILDREN DON'T KNOW HOW TO HOLD A PENCIL ANY LONGER. I'M SUPPORTING THIS AS WELL, PENCIL TO PAPER NEEDS TO BE INCREASED IN THE CLASSROOM. I WILL HAVE TO SAY THAT MS. GARCIA, YOUR ENTIRE TEAM WHEN WE TALKED ABOUT IT, YOU'VE DONE SO DONE SO MANY THINGS ABOUT

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PREPARING, YOU AND TRACI ABOUT WHOLE GROUP INSTRUCTION, HOW TO TEACH TO KIDS. THERE ARE TEACHERS WHO ARE TEN YEARS IN THE CLASSROOM WHO HAVE ALWAYS BEEN ABLE TO USE I-READY AND THINGS LIKE THAT. CHANGING THAT TYPE OF WHOLE GROUP INSTRUCTION AND GROUP INSTRUCTION AND GIVING THE TEACHERS THE TOOLS, ALL OF YOUR TEAM WORKING TOGETHER AND WORKING THROUGH THAT. I THINK THERE'S GOING TO BE SOME PEOPLE WHO ARE NERVOUS BUT I THINK LONG TERM, PEOPLE ARE GOING TO DO WHAT'S BEST FOR KIDS AND WE KNOW THIS IS WHAT IS BEST FOR CHILDREN, ESPECIALLY YOUNGER CHILDREN. THANK YOU. ANYBODY ELSE HAVE

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ANYBODY ELSE HAVE COMMENTS? >> I THINK >> I THINK SARAH DID WANT TO MENTION -- >> I WANTED TO CLARIFY THAT WE'RE GOING LOW TECH, NO NO TECH. WE'RE WE'RE USING THE TERM LOW TECH. NOT REMOVING ALL TECHNOLOGY IN THE CLASSROOM BECAUSE ULTIMATELY STUDENTS ARE STILL ASSESSED ON A DIGITAL PLATFORM AND DO NEED TO PRACTICE DIGITAL READING SCHOOLS. SHORT LIST OF APPROVED AND RECOMMENDED TECHNOLOGY FOR RECOMMENDED TECHNOLOGY FOR K-2 STUDENTS. myON IS A GREAT EXAMPLE. STUDENTS NEED TO PRIMARILY READ IN PRINT BUT SOMETIMES NEED TO EXPERIENCE THE DIGITAL LEARNING

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PLATFORM AS WELL. STILL TECHNOLOGY IN THE CLASSROOMS, STILL CLASSROOMS, STILL TESTING TAKEN ON IN TECHNOLOGY. WE STILL NEED TECHNOLOGY EDUCATION. TECHNOLOGY EDUCATION IS TEACHING KIDS HOW TO USE A MOUSE, KEYBOARD, MICROSOFT WORD. EDUCATIONAL TECHNOLOGY IS MORE OF THE PLATFORMS LIKE OF THE PLATFORMS LIKE i-READY, LEGENDS OF LEARNING AND THINGS WE'VE BEEN RELYING TOO HEAVILY ON TO TEACH STUDENTS INSTEAD OF TAKING INSTRUCTION BACK TO THE TEACHERS SO I WANTED TO CLARIFY

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THAT. >>Nadia Combs: LAST ONE. MEMBER GRAY, DID YOU WANT TO SAY ONE ONE MORE THING? >>Lynn Gray: REAL QUICK, FIRST OF ALL, WHEN YOU LOOK AT THE WORDS IN THIS POLICY WHICH SAYS LIMITED BALANCE, LIMITED BALANCE, THOSE ARE ALL GREAT, GENTLE WAYS OF INTRODUCING WHERE WE'RE GOING TO GO. BUT DO NOT -- THIS IS FOR THE RECORD, DON'T EVER SAY TO ME THAT WHEN WE INVESTED IN MAGIC SCHOOL SCHOOL AND WE INVESTED -- I WENT TO THE INSTITUTE. I DON'T KNOW WHETHER YOU DID.

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THAT WE'RE NOT GOING TO HAVE TEACHERS GIVE LESSONS VIA TEACHERS GIVE LESSONS VIA ON THE SCREEN BECAUSE THAT IS THE INVESTMENT WE MADE. IT MANIFESTS ITSELF TO SCREEN TIME FOR KIDS TO LEARN. I DON'T WANT THIS TO BE NO SCREEN TIME BECAUSE THAT'S NOT TRUE. WE ARE INVESTED MONETARILY AS A SCHOOL BOARD IN A HUGE AMOUNT SCHOOL BOARD IN A HUGE AMOUNT OF MONEY FOR MAGIC SCHOOL AND I DON'T KNOW HOW MUCH WE PAID FOR THE THE INSTITUTE, BUT YOU ARE GOING TO HAVE, MODIFYING, LOW

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TO HAVE, MODIFYING, LOW TECH, WE ARE GOING TO GROW WITH SCREEN TIME. I DON'T WANT ANY MISCOMMUNICATION FROM MY END. THAT'S A FALLACY. THAT'S IT. >>Nadia Combs: AS I SAID, WHEN WE'RE TALKING ABOUT TECH, TALKING ABOUT THE TEACHERS. RIGHT NOW IT IS TEACHER DRIVEN. A.I., MAGIC SCHOOL, TEACHER DRIVEN. THEY HAVE BOTS. IT IS CLOSED DOWN RIGHT NOW FROM TALLAHASSEE ONWARDS. NOBODY IS REALLY USING IT FOR STUDENTS. WE'RE TALKING ABOUT LOW TECH. TWO COMPLETELY DIFFERENT SUBJECTS. THANK YOU.

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NOW WE'LL GO ON, TALKING ABOUT ELECTRONICS, LET'S KEEP TALKING ABOUT ELECTRONIC SIGNATURES. >>Lynn Gray: LET'S KEEP US WIRED. >> OUR LAST AND FINAL POLICY, A NEW PROPOSED POLICY FROM THE TEAM TEAM HERE. ELECTRONIC RECORDS AND ELECTRONIC SIGNATURES. >> I'LL LEAD THIS OFF.

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LAST BUT NOT LEAST, WE BROUGHT THIS FORWARD BECAUSE THE POLICY IS SET TO ESTABLISH A STRUCTURE FOR THE USE OF ELECTRONIC RECORDS AND ELECTRONIC SIGNATURES, ENSURING CARRY THE SAME STANDING AS PAPER DOCUMENTS AND HANDWRITTEN SIGNATURES. BROUGHT FORWARD TO ADDRESS A GROWING OPERATIONAL NEED INTENTIONALLY DRIVEN BY -- INITIALLY DRIVEN BY MEDICAID. AS MUCH AS SHOTWELL BROUGHT THAT TO US TO US THAT SPURRED US INTO THAT. EXPANDING IT FURTHER TO CAPTURE ALL OPERATIONS ACROSS THE DISTRICT. THE DISTRICT MUST BE ABLE TO

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COMPLETE SECURE AND COMPLETE SECURE AND VERIFIABLE ELECTRONIC TRANSACTIONS FOR MEDICAID. THAT'S WHAT SPURRED THIS. AT THE SAME TIME, SCHOOL DISTRICT EXPANDING THE USE OF DIGITAL BUSINESS DIGITAL BUSINESS PROCESSES, ELECTRONIC FORMS EARLIER. DIGITAL FIRST AID PACKAGING. FLEXIBLE AND BROAD ENOUGH TO CAPTURE THINGS WE NEED TO CAPTURE THINGS WE NEED TO DO MOVING FORWARD. WE BROUGHT THIS FORWARD TO COVER MEDICAID AND MAKE SURE WE ARE

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COVERED DISTRICTWIDE. >>Nadia Combs: THANK YOU, MR. GEDDES. BOARD MEMBERS. ANYBODY HAVE A COMMENT? MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. THANK YOU FOR THE TIME THAT WE WENT THROUGH THIS POLICY. I STILL I STILL MAINTAIN 26 THROUGH 28 WHERE YOU GIVE WHERE YOU GIVE THE DEFINITION WHERE YOU GIVE THE DEFINITION OF ATTRIBUTION AND ISN'T INTRODUCED ANYWHERE ELSE IN THE POLICY, SHOULD EITHER BE REMOVED. I KNOW THAT YOU SAID YOU THOUGHT IT WAS APPLICABLE TO ONE PIECE EVEN THOUGH THEY DIDN'T USE

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EVEN THOUGH THEY DIDN'T USE THAT WORD, SHOULD BE USED CLOSER TO THAT. TO ME THAT IS A CONFUSING LINE IN THE MIDDLE OF THE POLICY. 26 TO 28. >> YES, MA'AM. AS I LOOKED AT THAT, LOOKING AT LINE 54 WE HAD UNIQUE TO THE INDIVIDUAL. I WOULD PROBABLY RECOMMEND A CHANGE TO ATTRIBUTABLE AND UNIQUE TO THE INDIVIDUAL. IF WE DON'T AGREE WITH THAT, I'M FINE WITH STRIKING OUT THE DEFINITION AT THE BEGINNING. LINE 54, CURRENTLY READS UNIQUE TO INDIVIDUAL.

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I WOULD SAY MAYBE MAKE IT ATTRIBUTABLE AND UNIQUE TO THE INDIVIDUAL, BUT IF WE DON'T FEEL -- >>Jessica Vaughn: IF YOU WANT TO BRING THAT WORD IN THERE. I STILL THINK IF THAT'S THE CASE, IF THAT'S WHERE YOU ARE USING IT, YOU SHOULD MOVE THAT DEFINITION TO BETWEEN 51 DEFINITION TO BETWEEN 51 AND 52. I THINK YOU SHOULD KEEP DEFINITIONS CLOSE TO THE WORD YOU ARE DEFINING INSTEAD OF DEFINING THEM SIX PARAGRAPHS BEFOREHAND AND THEN HAVING SOMEBODY IF THEY WANT TO LOOK UP THE MEANING OF THE WORD GO BACK TO THE DEFINITION OF IT.

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>> [INAUDIBLE] >>Jessica Vaughn: POSSIBLY. BUT I THINK THOSE ARE USUALLY DEFINED. I'M JUST THINKING OF LIKE ALL OF OUR FAMILIES AND KEEPING IT AS SIMPLE AS POSSIBLE AND NOT MAKING IT ELECTRONIC MANUAL, WHICH AREN'T THE MOST SIMPLE TO NAVIGATE. AGAIN, I'M HOPING ANY DEFINITIONS THAT WE'RE DEFINING WOULD GO CLOSE TO WHERE WE ARE USING THEM. WHEN WE FIRST WENT THROUGH THIS POLICY AND I READ THAT, THAT WAS COMPLETELY CONFUSING TO ME.

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THAT'S JUST MY FEEDBACK. THANK YOU. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: ONE QUESTION, THANK YOU, MR. GEDDES, FOR BRINGING THIS FORTH AND KIND OF HAVE TO HAVE IT. CAN YOU EXPLAIN AND GIVE AN EXAMPLE, WHEN YOU SAY WE'RE KEEPING THIS VERY FLEXIBLE? BECAUSE YOU ARE TAKING A CONCRETE SUBJECT AND MAKING IT A LITTLE BIT MORE, LET'S JUST SAY, FLEXIBLE. >> WE'RE GOING MORE FOR THE RULES, NOT A MANDATE. IT ALLOWS US TO USE ELECTRONIC

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SIGNATURES IN APPLICATIONS WE ALREADY HAVE WITHOUT ALREADY HAVE WITHOUT MANDATING SPECIFIC TECHNOLOGY FOR THE ELECTRONIC SIGNATURE. FOCUS HAS ABILITY TO TAKE IN ELECTRONIC SIGNATURES, ACKNOWLEDGMENT, DOCUSIGN. WE'RE NOT PRESCRIBING A SPECIFIC TECHNOLOGY TO DO IT. WE ARE SAYING WE'RE ALLOWING THE DISTRICT TO USE THOSE AS A VERIFIABLE MEANS. >>Lynn Gray: THANK YOU. THAT'S IT FOR ME. >>Nadia Combs: THANK YOU. I THINK THAT'S IT FOR THAT POLICY. WE'LL MOVE FORWARD WITH THAT. WE ARE NOW GOING TO MOVE ON TO THE STRATEGIC THE STRATEGIC PLAN.

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>>Van Ayres: ARE WE GOING RIGHT NOW? >>Nadia Combs: I THINK WE SHOULD GO AHEAD AND GO. I THINK EVERYBODY HAS REVIEWED IT. >>Van Ayres: I'LL TURN IT OVER TO MR. MURILLO TO SUMMARIZE HOW WE'VE GOTTEN TO THIS POINT. AND PARTICULARLY PART OF THE PRODUCT THAT WE'VE HAD INVOLVEMENT FROM THE BOARD AT THE BEGINNING, CABINET. LEAVE IT TO YOU TO DESCRIBE WHAT'S HAPPENING AND WHERE WE ARE TODAY. >> FIRST OF ALL. THANK YOU FOR HAVING ME AND UNDERSTANDING THE PRIORITY, URGENCY OF THE STRATEGIC PLAN. AS YOU KNOW IT SERVES AS THE ROAD MAP FOR CONTINUOUS

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IMPROVEMENT IN GUIDING OUR WORK. WE ACTUALLY CONCLUDED THIS WORK, NOT CONCLUDED BUT ACTUALLY THE DRAFT YOU HAVE REVIEWED IN TWO WAYS, RIGHT. FIRST, YOUR COMMITMENT AND LEADERSHIP AROUND WHAT WE WORK TWO DAYS ON THE RETREAT WITH THE BOARD AROUND THE CORE VALUES AND ACTUALLY ON THE SECOND DAY AFTER DEVELOPING THOSE CORE VALUES, THE DRAFT, WE REVIEWED THEM AND THEN THE MISSION AND THE THEN THE MISSION AND THE VISION WAS ACTUALLY BUILT -- FOR THE STRATEGIC PLAN. THEN WE GOT TOGETHER WITH THE SUPERINTENDENT AND THE CABINET

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AND THEN DEVELOPED THE PRIORITIES, THE AIMS, THE GOALS, THE KPI, SO WE CONTINUE TO MOVE FORWARD AND THAT'S WHAT YOU HAVE ON THE ON THE DRAFT OF THE ON THE DRAFT OF THE STRATEGIC PLAN. AS THE FIRST TWO DAYS WITH THE BOARD AND THE RETREAT, THOSE CORE VALUES, I WANT TO SHARE, AFTER AFTER ALL THAT WORK -- I'M JUST PROVIDING A PROVIDING A SUMMARY OF THE DRAFT, BUT IF YOU HAVE ANY SPECIFICS, I CAN GO BACK TO IT. JUST

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JUST SUMMARIZING. MAINLY IT IS THE CORE VALUES THAT THE BOARD CAME THAT THE BOARD CAME UP WITH. GROWTH, ACADEMIC ACHIEVEMENT. SAFETY, SAFETY, WELL-BEING, COLLABORATION, LEADERSHIP, GUIDE MAINLY ALL THE DECISIONS WE DO IN THIS DISTRICT. THEN YOU CAME UP WITH A VISION, RIGHT, THAT NEEDS TO BE HEARD. SOMETHING THAT NEEDS TO BE CONSISTENTLY MESSAGED OUT THERE AS THE DISTRICT'S VISION. TOGETHER WE STRIVE TO INSTILL LIFELONG LEARNING AND SUCCESS THROUGH SHARED DEDICATION TO FOSTERING EACH STUDENT'S FULL

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POTENTIAL. MISSION IS TO CULTIVATE EDUCATION ENVIRONMENT THAT PRIORITIZES ACCOUNTABILITY AND SUPPORT AMONG ALL STAKEHOLDERS, PROMOTES GROWTH AND WELL-BEING FOR EVERY INDIVIDUAL WITHIN A SAFE, COLLABORATIVE COMMUNITY AND FOSTERS LIFE AND FOSTERS LIFE LONG LEARNING AND EXCELLENCE. THAT IS THE FOUNDATION THE BOARD CREATED. TWO-DAY RETREAT THAT WE WORKED AS A CABINET TO WORK ON THE PRIORITIES. SHARED YOUR VALUES, VISION AND MISSION TO MAKE IT OUR OWN AS WELL AND TO BUILD THE PRIORITIES. AS YOU CAN SEE, WE CAME UP WITH FIVE DIFFERENT FROM THE FOUR

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PILLARS WE HAD IN THE PAST. NOW WE ARE ON FIVE PRIORITIES. STUDENT SUCCESS AND HIGH-QUALITY LEARNING IN WHICH WE HAVE OUR GOALS THERE WITH OUR GOALS THERE WITH OUR KPIs. DEDICATED AND HIGH-PERFORMING WORKFORCE. SAFE AND SECURE LEARNING ENVIRONMENTS. SUPPORTIVE STUDENT CENTERED ENVIRONMENTS AND MAXIMIZE RESOURCES FOR STUDENT SUCCESS. AND TO SHARE A LITTLE BIT MORE, WE ALSO HAD AN ACTION PLANNING RETREAT THIS SUMMER, HOW DO WE LOOK INTO THESE

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LOOK INTO THESE PRIORITIES, THE STRATEGIC PLAN AND HOW DO WE INVOLVE NOT ONLY THE CABINET BUT ALSO THE STAFF THAT WORKS IN OUR DIVISION TO ACTUALLY OWN THE STRATEGIC PLAN, OWN THE WORK WITH THEIR EXPERTISE AND HOW WE REACH OUR GOALS. WE DID THAT AND ON TOP OF THAT, WE ALREADY WORKED ON ONE OF OUR AIMS AND ONE OF OUR GOALS, SHARING THE WORK FROM LAST YEAR TO THIS YEAR YESTERDAY IN OUR CABINET MEETING AROUND INCREASED CHALLENGING, AND RELEVANT ENGAGING LEARNING EXPERIENCE ENGAGING LEARNING EXPERIENCE FOR

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ALL OF THE STUDENTS. WE'RE ALREADY IMPLEMENTING WHAT WE HAVE AS A GUIDE TO THE STRATEGIC PLAN. IT'S NOT ONLY THERE FOR PEOPLE TO READ, BUT WE ARE ACTUALLY LEADING BY EXAMPLE ON HOW TO USE THIS AS A GUIDE IN THE WORK THAT WE DO. WE'RE PROGRESS MONITORING. WE HAVE MONTHLY STRATEGIC MEETINGS NOW THAT WE LOOK AT THE WORK AND WE HAVE QUARTERLY PROGRESS MONITORING WORK THAT WE'LL DO BASED ON THE DATA THAT COMES OUT. EXAMPLE WITH THE PM 1 DATA COMES OUT, THAT'S SOMETHING THAT WE'LL SHARE AS A CABINET TO SEE IF KPIs, AIMS AND EVERYTHING WE ESTABLISH IN THE FIVE

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PRIORITIES, WE'RE WORKING AND STRIVING AND MEETING OUR GOALS. >>Nadia Combs: THANK YOU, MR. MURILLO. WE'LL START WITH MEMBER VAUGHN. >> [INAUDIBLE] >> YES, IT IS THE FORMAT. >> >> [INAUDIBLE] I FIND THIS NOT USER FRIENDLY.

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NOT SURE IF WE HAVE -- NOT SURE IF WE HAVE -- OH, THANK YOU. IF WE HAVE OPTIONS OF GIVING FEEDBACK ABOUT THE FEEDBACK ABOUT THE VISUAL PRESENTATION. YES, WE DO? >> IT'S A DRAFT. WE'LL TAKE THE FEEDBACK AND CONTINUE TO WORK TO SEE WHERE WE ARE. THAT IS THE TEMPLATE WITH OUR EDUCATIONAL FIRM THAT ACTUALLY SUPPORTED US IN THIS WORK. THIS IS THE TEMPLATE THAT ACTUALLY THEY CAME UP WITH. THAT'S WHAT WE'RE SHARING IS A DRAFT. >>Jessica Vaughn: I FIND THE FONT TO BE VERY SMALL IN SOME OF THE AREAS AND A LOT OF EXTRA

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SPACE WHERE WE COULD BE -- YEAH. I THINK THESE AIM 1 B ARE CONFUSING CONFUSING ACRONYMS FOR THE DIFFERENT SECTIONS. I'M NOT SURE IF THOSE WERE USED IN A SPECIFIC WAY. ARE WE AIMING FOR THIS? IS THAT WHY IT SAYS AIM? >> THANK YOU FOR THAT. WE HAD A DISCUSSION BETWEEN AIM AND TARGET. WE BROUGHT THE TWO DEFINITIONS WITH CABINET. TARGET IS MORE TO THE POINT OF WHAT WE WANT TO REACH. AIM IS WHAT WE'RE AIM IS WHAT WE'RE STRIVING ON AS THE DEFINITION.

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THAT'S WHY WE KEPT IT AS AIM FOR NOW. USUALLY THAT WORD HASN'T BEEN USED IN THE STRATEGIC PLAN OVER THE YEARS. WE NORMALLY USE TARGET. WE BROUGHT THIS IN DISCUSSION WITH CABINET AS WELL HOW WE CAN DEFINE IT, UNDERSTAND IT AND MAKE SURE EVERYONE IS ON BOARD ON WHY THE WORD AIM IS THERE INSTEAD OF INSTEAD OF TARGET IN THIS CASE. >>Jessica Vaughn: I THINK THE FONT AND THE NUMBER FAR AWAY FROM IT IS CONFUSING AND SOUNDS LIKE AN ACRONYM I WOULDN'T UNDERSTAND. MAYBE IF YOU HAVE A DEFINITION OR SOMETHING THAT INTRODUCED

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LIKE AIMS ARE WHAT WE'RE AIMING FOR, SOMETHING THAT MAKES IT CLEAR THAT THAT'S WHAT IT IS. YEAH, GOALS. THERE ARE GOALS EMBEDDED WITHIN IT. YOU DO HAVE A TARGET SYMBOL, WHICH IS WHICH IS INTERESTING. I LOVE THE I LOVE THE CONTENT. I DON'T LOVE THE LAYOUT OF THIS. I FEEL LIKE IF I WAS SITTING DOWN TO READ THIS, MY EYES WOULD BE VERY CONFUSED BY IT. I FEEL LIKE WE COULD PUT IT IN A FORMAT THAT IS A LITTLE MORE USER FRIENDLY. IF WE APPROVE IF WE APPROVE THAT, IF WE CAN

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STILL WORK ON THE FORMAT OR GIVE FEEDBACK. >> THAT'S WHY WE ARE HERE. THAT'S WHY IT SAYS DRAFT ON IT SO WE CAN GET FEEDBACK AROUND THE WORK EVERYONE DID AS A TEAM BETWEEN THE BOARD AND CABINET. THIS IS EVERYONE'S WORK. I'LL TAKE THE FEEDBACK, ANY OTHER FEEDBACK YOU CAN PROVIDE AROUND THE WORK. >>Nadia Combs: WHAT DOES THE TIMELINE LOOK LIKE? WHEN WOULD YOU LIKE TO HAVE THIS DONE SO THAT WAY IT CAN GO TO PRINT? IF THE BOARD MEETS, LIKE, ARE WE HAVING -- SOMETIMES WE HAVE A RETREAT AND THEN WE LOOK OVER IT

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AND DISCUSS IT, I THINK THERE ARE A LOT OF POSITIVE THINGS BUT I THINK PROBABLY EVERYBODY HAS FEEDBACK RIGHT NOW AND WE DON'T HAVE THAT MUCH TIME. I WROTE DOWN SEVERAL THINGS TO HAVE FEEDBACK. I JUST DON'T KNOW IF MAYBE WE GIVE YOU WRITTEN FEEDBACK AND THEN WE DISCUSS IT AGAIN, THEN WE DISCUSS IT AGAIN, WHAT THAT LOOKS LIKE. BECAUSE WE DON'T HAVE THAT MUCH TIME LEFT. >> ACTUALLY I HAVE SCHEDULED OTHER MEETINGS WITH INDIVIDUAL BOARD MEMBERS. I CAN BRING AND ADD THIS IF WE HAVE THE TIME SO I CAN GET THE INDIVIDUAL FEEDBACK AS WELL AND

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TAKE AND FORMALIZE THE WAY IT SHOULD BE, THAT IS USER FRIENDLY, FULLY UNDERSTOOD AND EVERYONE IS HUNDRED PERCENT AGREE AND APPROVE ON THE VERSION, THE STRATEGIC PLAN THAT WILL REPRESENT THE DISTRICT. >>Nadia Combs: MAYBE WHAT WE CAN DO IS EVERYBODY GIVE YOU FEEDBACK BY THE END OF JULY AND THAT WAY YOU CAN GET THAT FEEDBACK, GET CONSENSUS, GO WITH THE CABINET, REDO IT. SEND US ANOTHER DRAFT FOR US TO GIVE FEEDBACK ON. >> THIS IS AN UPDATED VERSION. WE HAD A PREVIOUS VERSION ALL

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THE WAY TO 2028 RIGHT NOW THAT'S STILL THERE. THIS IS UPDATED NEW VERSION, SO WE DO HAVE THE TIME AND WE NEED TO GET THIS RIGHT. I TRULY APPRECIATE THE WORK OF EVERYONE EVERYONE AROUND THIS AND COMMITMENT TO VALUE THE STRATEGIC PLAN AS OUR GUIDE. IT WILL BE CONTINUE -- >>Nadia Combs: I HAVE LIKE FOUR DIFFERENT THINGS. EVERYONE HAS SPECIFICS. INSTEAD OF BEING SPECIFIC ON WHAT YOU SEE, I THINK IT'S CREATING A TIMELINE TO SAY, MR. MURILLO, YOU'LL SEND US A DATE

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AND SAY BY THIS TIME I WANT YOUR FEEDBACK ON THIS AND THEN YOU'LL DISCUSS THAT WITH THE CABINET AND THEN YOU'LL BRING US ANOTHER DRAFT AND GO FEEDBACK FROM THERE. THAT WAY WE CAN JUST REALLY, UNLESS IT'S SOMETHING SPECIFIC, IF IT IS A GENERAL COMMENT, I THINK WE LEAVE IT. IF YOU HAVE SOME QUESTIONS SPECIFICALLY. GO AHEAD. >>Patti Rendon: MR. MURILLO, I DON'T WANT TO JUST HAVE A TIME FRAME WHERE I'M GIVING FEEDBACK. I WOULD LIKE TO HAVE A MEETING. >> YES, BOARD MEMBER'S WISH, YES.

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>>Patti Rendon: MEMBER COMBS IS REALLY TRYING TO MAKE SURE WE'RE COLLECTIVELY ENGAGED AND INVOLVED AND I APPRECIATE THAT. I WOULD HAVE PREFERRED TO EVEN HAD A MEETING BEFORE WE WERE HERE. I THINK YOU COULD HAVE AVOIDED A LOT OF LOT OF QUESTIONS. I'M NOT GOING TO LEAVE THE JULY 31st AS MY DEADLINE. I'D LIKE TO HAVE A MEETING WITH YOU. I ALSO LOOK FROM A POINT OF VIEW, I JUST GOT LIKE THE TGH BROCHURE WHICH IS THEIR STRATEGIC PLAN. THIS LOOKS REALLY PRETTY AND THEY SPENT A LOT OF MONEY.

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I LOOK AT THIS AND GO I'M A PARENT, I'LL GET THIS IN THIS COLOR, WHAT DID THEY REALLY SAY. A LOT OF PRETTY COLOR, BUT WHAT ARE WE REALLY DOING? >> ABSOLUTELY. WE HAVE TIME. WE NEED TO GET THIS RIGHT. I APPRECIATE THE COMMITMENT. >>Nadia Combs: I THINK THAT WAS THE IDEA YOU'LL PHYSICALLY MEET WITH EVERYONE. >> YES, MA'AM AND GET THE FEEDBACK. >>Lynn Gray: WHERE AND WHO WILL THIS BE DISTRIBUTED TO AND HOW? SO WHEN WE HAVE THE FINAL.

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>> MAINLY IT IS ON THE WEBSITE. MAINLY EVERYWHERE. IT'S MORE OF A DISCUSSION AS WELL THAT GOES IN LINE WITH THE IMPACT REPORT WE IMPACT REPORT WE PROVIDE OUT THERE. >>Lynn Gray: HARD COPIES? >> ABSOLUTELY. >>Van Ayres: EVENTUALLY, AFTER MR. MURILLO HAS MEETINGS, GETS FEEDBACK, THIS WILL ULTIMATELY COME BEFORE YOU AS A BOARD AGENDA ITEM, TO THE BOARD TO APPROVE THE NEW STRATEGIC PLAN WHICH I'M EXCITED ABOUT. NEW SET OF CORE VALUES. IF YOU LOOK AT THE POLICIES WE TALKED ABOUT TODAY, YOU CAN SEE THE CORE VALUES THAT THE BOARD AND THIS DISTRICT HAS EXHIBITED

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IN EVERY ONE OF THE POLICIES THAT WE LOOKED AT TODAY. WE'LL HAVE HARD COPIES. IT'S REALLY THE ROAD MAP, AS MR. MURILLO MENTIONED THAT WE DO AS SCHOOL DISTRICT AND ALL SCHOOL DISTRICT AND ALL THE GREAT SUCCESS STARTS AS THE STRATEGIC PLAN AS THE STRATEGIC PLAN AS THE BACKBONE. ALIGNS TALKING POINTS. YOU ARE OUT ALL THE TIME. BOARD MEMBERS OUT ALL THE TIME, REALLY GUIDE SOME OF THOSE TALKING POINTS AS YOU ARE OUT SPEAKING TO COMMUNITY MEMBERS. REALLY WHAT PEOPLE LOOK AT AS A SCHOOL DISTRICT, WHAT GUIDES US EVERY SINGLE DAY.

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HAVING OUR NEW MISSION, VISION, OF COURSE, PREPARING STUDENTS FOR LIFE THAT CONTINUES AS PART OF HILLSBOROUGH COUNTY PUBLIC SCHOOLS, BUT MOST PARTICULARLY CORE VALUES, IT REALLY PROVIDES US WITH A BACKBONE FOR ALL OF THE DECISIONS WE MAKE AND DECISIONS THAT YOU MAKE AS BOARD MEMBERS EVERY TWO WEEKS. >>Lynn Gray: WHEN WE'RE IN FRONT OF VARIOUS BOARDS, YOU CAN HAND THIS OUT. REALLY GOOD SELLING TOOL FOR OUR DISTRICT. I'M LOOKING FORWARD TO IT. THAT'S ALL MY REMARKS. >>Nadia Combs: GREAT.

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>>Lynn Gray: WE'LL HAVE ONE ON ONES WITH YOU. >>Nadia Combs: WE'RE GOING TO THE LAST ONE THE LAST ONE WHICH IS THE AFFORDABLE HOUSING. HOW QUICKLY CAN YOU SPEAK, MR. FARKAS? I'M KIDDING. MR. PORTER, SLASH, FARKAS. >>Christopher Farkas: I WILL BE VERY QUICK VERY QUICK BECAUSE WE'VE VERY QUICK BECAUSE WE'VE HAD ONES AND HAD AN OPPORTUNITY TO SPEAK. THIS IS PABLO'S LAST WORKSHOP.

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>> HE'S RETIRING. >> RETIRING. PABLO GOT FIRED BUT WE'RE SAYING HE'S RETIRING. [ LAUGHTER ] >> THAT'S SURPRISING. I DIDN'T KNOW BEFORE. >> YOU DON'T LOOK A DAY OVER 66. >> I KNOW WHERE YOU LIVE. I'M GOING TO BOTHER YOU. >> 67. >> WE'LL GET RIGHT TO IT.

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AFFORDABLE AND WORKPLACE HOUSING. WE'LL TALK A LITTLE ABOUT WE'LL TALK A LITTLE ABOUT IT. WE'VE HAD ONE-ON-ONE CONVERSATIONS WITH EVERY BOARD MEMBER. GREAT TOPIC. FOR TRANSPARENCY TO THE PUBLIC, WE WANT TO MAKE SURE WE SUMMARIZE WHAT'S GOING ON WITH HILLSBOROUGH COUNTY AND THE PUBLIC SCHOOLS. AFFORDABLE HOUSING, EMPLOYER BASED HOUSING YOU'LL HEAR, IMPORTANT LINE, THIS IS NOT ABOUT HILLSBOROUGH COUNTY PUBLIC SCHOOLS BECOMING A HOUSING DEVELOPER. THAT'S NOT WHAT WE DO. THAT IS NOT IT. IT'S MUCH MORE ABOUT HOW AFFORDABLE HOUSING AFFECTS THE

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DISTRICT'S ABILITY TO RECRUIT, RETAIN. YOU'LL SEE WHAT OPTIONS ARE HERE FOR US. WHAT IS IT? AFFORDABLE HOUSING MEANS HOUSING PEOPLE CAN REASONABLY AFFORD BASED ON WHAT THEY EARN. 30% OF HOW OLD GROSS. -- HOUSEHOLD GROSS. IF SOMEONE LIVES FULL-TIME BUT CANNOT CANNOT AFFORD TO LIVE NEAR THEIR JOB. WE SEE ABOUT TEACHERS IN THE CORE. THINGS THAT WILL HELP US AS WE GO FORWARD. WHAT IS IT? IT IS WHO QUALIFIES BASED ON

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INCOME AND WHO WE ARE TRYING TO KEEP IN THE COMMUNITY. BASED ON THE INFORMATION THAT WE'VE HAD, MOST OF YOU KNOW THIS IT WILL AFFECT EACH GROUP WE HAVE ON THERE, TEACHERS, BUS DRIVERS, CUSTODIANS, ALL WILL QUALIFY FOR WHAT WE'RE LOOKING FOR IN WORKFORCE HOUSING. WHY DOES IT MATTER IN HILLSBOROUGH COUNTY? PREACHING TO THE CHOIR. YOU LIVE HERE. YOU REALIZE HOW EXPENSIVE IT IS TO LIVE HERE. FROM A TEACHER STANDPOINT AND SUPPORT STAFF STANDPOINT. SOMETIMES, 24,000 SOMETIMES, 24,000 EMPLOYEES, 9,000 ARE NOT TEACHERS.

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TALK ABOUT WHAT THAT LOOKS LIKE AS WELL. THE MISSING MIDDLE, EMPLOYEES WHO FAIL TO QUALIFY. SOME POOREST EMPLOYEES AUTOMATICALLY QUALIFY FOR FEDERAL BENEFITS AND SOME OF OUR WEALTHIER EMPLOYEES DON'T NEED IT. THE MISSING MIDDLE IS WHO WE'RE LOOKING FOR. WORK HARD, COME HOME, SECOND JOBS, THAT IS THE GROUP WE'RE LOOKING FOR. THE STRUGGLING EMPLOYEES THAT WE GET IN THAT HOUSING MARKET. WE HAVE A NEW STATUTE, UNDER FLORIDA FLORIDA STATUTE 1,001.43, SCHOOL

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BOARDS MAY USE -- IT USED TO BE WHEN WE DID WORKFORCE HOUSING, IT WAS AFFORDABLE HOUSING. YOU HAD TO OPEN IT TO EVERYONE. THE LAW IS THE LAW IS CHANGED. NOW WORKFORCE HOUSING AIMED AT TEACHERS. ONCE WE DO THIS AND -- YEAH, SCHOOL STAFF. SCHOOL STAFF, IF BY CHANCE WE CAN'T FILL IT UP, THEN OPEN IT UP TO EVERYONE ELSE. NOT A PROBLEM WITH NOT A PROBLEM WITH 24,000 EMPLOYEES. I WANT TO MAKE SURE WE UNDERSTAND IS STEP ONE.

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AFFORDABLE HOUSING TOPIC THAT A LOT OF PEOPLE TALK ABOUT BUT HAVE A HARD TIME TAKING THE FIRST STEP FORWARD. WE TALKED TO A BUNCH OF DIFFERENT VENDORS THAT HAVE DONE THIS IN DIFFERENT PLACES THROUGHOUT FLORIDA, THROUGHOUT THE COUNTRY AND LOOKED AT CERTAIN THINGS. MAIN ONE IS MAIN ONE IS FUNDING. RENTS CHEAP ENOUGH FOR US RENTS CHEAP ENOUGH FOR US TO DO IT. WE OWN THE WE OWN THE LAND. DISASTER RECOVERY FUNDS, PART TWO. MONEY IN TALLAHASSEE, THINGS LIKE THAT. WHO IS GOOD AT DOING THAT? ALSO BOOST ZONES. BOOST ZONES ARE AREAS THE MOST

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OPPORTUNE AREAS TO HAVE. McLANE MIDDLE SCHOOL IS A GOOD OPPORTUNITY. FIRST, A LOT OF LAND TO THE WEST OF McLANE MIDDLE SCHOOL THAT WE WOULD NOT HAVE TO TEAR DOWN. OPEN LAND, PORTABLES, WE CAN MOVE THE PORTABLES WITHOUT AFFECTING ANYONE. THIS IS A CHANCE FOR US TO DO A PILOT, TRIAL PROGRAM AT McLANE MIDDLE SCHOOL. FITS IN A BOOST ZONE WHICH INCREASES CHANCE FOR FUNDING FROM FEDERAL AND STATE SOURCES AND LOCAL HILLSBOROUGH COUNTY GOVERNMENT. OPPORTUNITY TO SAY, DOES THIS WORK FOR US? McLANE IS WHERE WE'LL GO, AND

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WE WILL TALK ABOUT THE FOCUS OF WHAT THAT IS. WHAT DOES THAT MEAN? AM I GOING TO GET ASKED BY EMPLOYERS AS A BOARD MEMBER, HEY, CAN YOU HELP ME WITH RENT? THAT IS NOT AT ALL WHAT WE DO. WE BASICALLY LEASE THE LAND. WHAT WILL COME BEFORE THE BOARD BEFORE IT HAPPENS, LAND LEASE. LAND LEASE TRADITIONALLY 50 OR 99 YEAR LEASE DEPENDING ON WHAT THE STRUCTURE LOOKS LIKE THAT YOU'LL APPROVE. WHEN THAT HAPPENS, YOU ALL WILL HAVE THE OPPORTUNITY TO TALK ABOUT SPECIFICS OF WHAT THAT LOOKS LIKE. ONE OF THE BIG THINGS IS WE'LL MAKE SURE IT'S IN PERPETUITY, MEANING THEY CAN'T CHANGE THEIR MIND ONCE THEY DO THIS AND MAKE

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IT FOR RICH PEOPLE AND THINGS LIKE THAT. IT WILL ALWAYS BE WORKFORCE HOUSING, ALWAYS DIRECTED TOWARDS HILLSBOROUGH COUNTY EMPLOYEES. WE WILL START CHASING MONEY BASED ON THIS CONVERSATION WE'VE HAD TODAY. WE, MEANING THE VENDORS THAT WORK FOR US, TO TRY TO LOOK FOR WHAT THAT IS. DISASTER RECOVERY FUNDS ARE CURRENTLY COMING NOW, OUT THERE ON THE MARKET. WE LOOK FORWARD COMING BACK TO THE BOARD WITH A LAND LEASE, WHAT THIS LOOKS LIKE FOR THE EMPLOYEES, BECAUSE WITH THE COST OF LIVING RIGHT NOW, IT IS A VERY CHALLENGING PLACE TO BE.

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WE LOOK FORWARD TO GIVING AN OPPORTUNITY. I THINK A RECRUITING TOOL AS WELL. WORK IN HILLSBOROUGH COUNTY AND YOU CAN BE IN THIS ENVIRONMENT. WE'RE EXCITED ABOUT IT. QUICK SUMMARY. LIKE I SAID, IF ANY BOARD MEMBERS WANT ADDITIONAL ONE-ON-ONEs, WE'RE OPEN FOR THE CONVERSATION. THE BOARD WILL SEE A BOARD ITEM FOR LONG-TERM LEASE. HAVE THE CONVERSATION IN THE PUBLIC. WE HEARD FROM MS. VAUGHN AND OTHERS, SOMETIMES THE TRANSPARENCY AND MAKING SURE WE SAY, HEY, WHEN ARE WE ACTUALLY HITTING THE GROUND RUNNING. WE TALKED ABOUT IT. THIS IS OUR START LINE FOR LACK OF BETTER WORD. YES, TONS OF CONVERSATION AND RESEARCH.

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NOW YOU WILL HEAR OUR NAME OUT THERE CHASING HILLSBOROUGH COUNTY PUBLIC SCHOOLS, NOT NECESSARILY US NECESSARILY US CHASING THE MONEY AND THE FUNDING SOURCES. ANY ANY QUESTIONS? >>Jessica Vaughn: WHEN ARE YOU ANTICIPATING BRINGING THIS IN FRONT OF THE BOARD? LIKE WHAT DATE? >>Christopher Farkas: IT WILL BE BASED ON WHEN THE MONEY COMES AVAILABLE IS HONEST ANSWER. IT'S GOING TO BE ON FUNDING.

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IT'S A GREAT QUESTION. YESTERDAY. YOU'LL BRING A BOARD ITEM THIS FALL THAT WILL HAVE THE LEASE. WHEN THEY BREAK GROUND WILL BE A DIFFERENT STORY. WE'LL BRING A LEASE IN THE NEXT COMING MONTHS, THIS FALL. >>Nadia Combs: THANK YOU, MEMBER VAUGHN. I KNOW THERE ARE A LOT OF QUESTIONS. THANK YOU FOR THE ONE-ON-ONES WITH THAT BECAUSE WITH THAT BECAUSE I KNOW THIS WILL BE QUITE A FEW. MEMBER RENDON. >>Patti Rendon: THANK YOU, MR. FARKAS, FOR BRINGING THIS. I THINK THIS IS A HUGE NEED. WORKFORCE HOUSING IS CRITICAL TO

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OUR COMMUNITY AS THE COST OF LIVING RISES IN HILLSBOROUGH COUNTY TREMENDOUSLY, WE ARE SEEING THE NEED TO MAKE SURE THAT OUR EDUCATORS, WHICH IS A PRIORITY WITHIN OUR PRIORITY WITHIN OUR COMMUNITY TO MAKE SURE WE HAVE YOUNG EDUCATED PEOPLE THAT ARE BEING ABLE TO THRIVE AND CAN RETURN TO THIS COMMUNITY. IT'S CRITICALLY IMPORTANT. I ALSO FIND IT CRITICALLY IMPORTANT THE TIMING OF THIS. AS OF JULY 1, YOU'RE TALKING ABOUT STATE, FEDERAL FUNDS THAT WE'LL NEED TO BE ABLE TO HAVE WITH WHOEVER THE VENDOR IS THAT WILL WORK CLOSELY WILL WORK CLOSELY WITH US TO BE ABLE TO STACK THOSE GRANTS, BECAUSE THE MORE THEY CAN STACK,

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THE BETTER IT WILL BE FOR OUR EMPLOYEES OR WORKFORCE THAT ARE GOING TO BE UTILIZING THAT SPACE. SO I THANK YOU FOR BEING A LEADER IN THIS IN ORDER TO DO THAT. LIKE I SAID, THE TIMING IS GREAT, SO WE CAN CONTINUE TO MAKE THAT AFFORDABLE. I DO WANT TO MAKE SURE WE CLARIFY FOR THE PUBLIC THAT WE ARE NOT GOING TO BE A LANDLORD. WE ARE NOT GOING TO BE A LEASING AGENT. WE ARE JUST GOING TO BE WE ARE JUST GOING TO BE LEASING THE PROPERTY FOR THOSE OTHER PEOPLE TO RUN THE COMMUNITY AS IT IS.

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>>Christopher Farkas: 100%. WE'RE NOT IN THAT BUSINESS. WE'RE IN EDUCATING KIDS. >> >> THANK YOU. >>Nadia Combs: MEMBER PEREZ SAID IF FEDERAL FUNDS CAN STILL BE FOR TEACHERS ONLY AND PLEASE CLARIFY FOR CLARIFY FOR THE PUBLIC. >>Christopher Farkas: IT CAN. IT'S EASIER -- WE HAVE MORE FLEXIBILITY BASED ON WHAT -- IF WE HAVE STATE FUNDS OR DISASTER RECOVERY FUNDS, SO YES. WE WILL CHASE THOSE DOLLARS FIRST. WE FEEL CONFIDENT THAT WE'LL HAVE THE ABILITY TO DO THAT AND NOT HAVE TO GO AFTER THE FEDERAL FUNDS.

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WE'LL GO AFTER EVERY FUNDING SOURCE. MORE MONEY IN GRANTS, THE LESS THE RENT IS. >>Nadia Combs: THANK YOU, MEMBER PEREZ. MEMBER GRAY. >>Lynn Gray: THIS IS A GREAT WAY TO WRAP UP AND VERY EXCITING. HOW MANY TEACHERS TO HOW MANY TEACHERS TO WE GUESSTIMATE ON THE McLANE SITE AND YOU HAVE OTHER PROPOSED SITES WHICH I DON'T WANT TO GET INTO NOW BECAUSE THAT IS A WHOLE DIFFERENT CONVERSATION, BUT HOW MANY TEACHERS ESTIMATE. >>Christopher Farkas: 150 UNITS IS WHAT WE WANT TO START. WE'VE SEEN A COUPLE OF DIFFERENT SITES. WE HEARD PEOPLE SAY TOO MANY AND

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TOO LITTLE. I THINK IT'S IMPORTANT I THINK IT'S IMPORTANT THAT WE START NOW. WE TALKED ABOUT TIMELINES. WE MET WITH A BUNCH OF PEOPLE. IMPORTANT PART, WE WANT IT TO LOOK LIKE TRADITIONAL MARKET HOUSING AND IT WILL. VERY NICE PLACES, POOL, CLUBHOUSE, ALL THE THINGS YOU THINK YOU SEE IN A TRADITIONAL SETTING, IT WILL LOOK LIKE TRADITIONAL HOUSING. ANYTHING FROM HUNDRED TO HUNDRED BEEN OUR PROPOSAL FOR McLANE. I THINK IT'S IMPORTANT, DEPENDING ON THE FUNDING WE GET, MAKE SURE WE MAKE IT AFFORDABLE AND SUCCESSFUL, OUR FIRST

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VENTURE INTO THIS. VERY IMPORTANT THAT WE'RE SUCCESSFUL AND THEN WE CAN GO AFTER. THERE ARE A FEW DIFFERENT AREAS OF PLACES THAT WE HAVE BASED ON NEED. SOUTHERN PART OF THE COUNTY AND OTHER OTHER PLACES, AFFORDABLE HOUSING AND WORKFORCE HOUSING IS WHERE WE'LL FOCUS. >>Lynn Gray: WE HAVE AN ADVANTAGE, TOO, BECAUSE WE HAVE PROPERTIES, VERSUS HOPE MOVING IN, WE CAN REUTILIZE THEM. THIS IS A GREAT WAY. REMARKS DONE. >>Nadia Combs: THANK YOU. AND THANK YOU, MR. FARKAS AND YOUR ENTIRE OPERATIONS TEAM FOR THE VISION OF ALL OF THIS AND BEING SO INNOVATIVE. THANK YOU SO MUCH.

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WITH THAT, THIS WORKSHOP IS CLOSED. THANK YOU SO MUCH. THANK YOU, EVERYBODY, FOR YOUR PARTICIPATION. [ [ SOUNDING GAVEL ]