The schoolboard work session begins in 2 minutes. Please take your seats. Again, the schoolboard work session begins in two minutes. The schoolboard work session begins in 1 minute. Please take your seats. Again, the schoolboard work session begins in
one minute. Good morning. I now call the January 8th, 2026 administrative briefing and work session of the Marian County School Board to order at 900 a.m. Please silence your electronic devices to avoid disturbing others. Mirroring and
modeling how students begin each day. I ask that you please pause with us for a moment of silence. Please join me. I will now read our board commitment statement. We are the Marian County School District Leadership Team. When we come together to work, we are efficient,
effective, and productive. Our three most important characteristics are dedicated, transparent, and individually responsible. To work well together, we must demonstrate respect, confront reality, and be accountable. We will always put students first, and we will leave a legacy of success. U I would
like to ask the schoolboard attorney to explain the rules for this public workshop. Good morning, Attorney Powers. >> Good morning, and thank you, Madam Chair. This work session is a public meeting as defined in Florida's Sunshine Law. The board's dedicated to full transparency in its meetings and its work. In compliance with the Sunshine
Law, the board has adopted uniform meeting procedures, including the right for citizens to participate. The board will allow public comment regarding any work session item listed on today's agenda at the appropriate time. Speakers must fill out a request form located in the lobby and hand it to the board
clerk. After the board and superintendent have completed their discussion on a particular agenda item, the board clerk will call the speaker's name in the order received. Each speaker will have three minutes as required by Sunshine Law. The board must maintain orderly conduct and proper decorum
throughout this meeting. Speakers must be very careful not to violate the privacy rights of others, especially students and their family members, by mentioning names or other identifying information. Thank you for your attention to these important rules. Thank you, Attorney Powers. Miss
Martinez Young, can you please provide the proof of publication for today's meeting? >> The notice for the January 8th, 2026 work session was published in the Ocala Gazette on December 26th, 2025. Proof of publication has been attached to board docs under proof of publication. >> Thank you very much. Good morning,
everyone. It's great to see an audience just full of people and uh board. We are going to start this morning actually with a superintendent briefing, which is kind of something we're supposed to do every meeting, but we kind of normally just get into the agenda, but um the interim superintendent will not be here when we
do board comments at the end since she'll be leaving for our last agenda item. So, I wanted to give her the opportunity to give comment now. So, Dr. Brewer. >> Okay. Good morning. I um I want to share a few things with you. We back in November, the board asked for more information on fiddlers and so we have
that as an agenda item today. So, Mr. White House um will lead that conversation. We also are very excited to engage with you today on conversations on the strategic plan starting for the 2026 through the 2031 school year. So, Mr. White House will
also share that um workshop session with you. And last, but definitely um not least, I just want to let you know that Melissa Ker, the area superintendent for Wamina Park, will lead us in conversation about the Wamina Park instructional calendar. Um on the
agenda, it says Mr. Ayes will, but Miss Kerard will actually lead us in conversation with that today. And I today is day two for our students for the second semester. It's actually day three for Wameina Park. We had a great start to the year, second semester
yesterday. And um our teachers returned as you know the day before and all of the campuses either had professional development going on or they had um data sessions to review data from the first semester. So we are very excited about the second semester and um we look
forward to seeing great things as Mr. Roy House provided you with data during the end of December. We know that we're on the right track and we are excited to see where the growth continues to go for the second semester. So that's all for me today. >> Thank you, Dr. Brewer. Well, then we
will kick it off board with item 4.1, which is our fiddler's update. So I will welcome uh Mr. White House to the to the podium and we will get started. >> Good morning. Thank you, Dr. Brewer. Thank you, Dr. James. Good morning, board. Uh so at a prior work session,
the board had requested some additional information about our Fiddler's program, the forward diagnostic and learning resource system. Uh so Mr. Husted is here today and he's going to provide just some overviews about what the program offers uh and certainly be able to talk as well about some of the cost
structures, how they're funded um and try to answer some of the questions that you all have. So without further ado, >> thank you Mr. White House. Uh it's a pleasure to be here. Uh board chair Dr. James, uh, vice chair, Miss Conrad, a
board member Thrower, board member, Dr. Campbell, um, interim superintendent, Dr. Brewer, uh, attorney powers, and Miss Martinez Young. Um, I I have said to people, uh, from time to time that Fiddlers is what you might call a quiet
project. I don't know, years ago, there was an advertising campaign about a the quiet company, and that's kind of how we are. We just go about our work. uh our numbers prove it. We're highly accountable. And so I just want to uh I appreciate the opportunity today to not be as quiet and share some of that
information with you. Um the Florida Diagnostic and Learning Resources System is uh something that is listed in Florida statutes uh Florida statute 10006.03. So it's something that has authority
behind it. It has funding behind it. And this kind of gives you an idea of the who and the what and the why uh of our a particular IDA funded uh state project. There are 18 centers around this state.
Uh some of the fiddler centers will have one district. You could probably guess which ones those are. Hillsboro, Miami Dade, and so forth. U some centers have as many as 12 school districts that we serve. Um we serve six districts uh plus
the PK Young Lab School which is considered also a district. So we have seven officially seven districts uh that we work in. The network also has six specialty centers. The one that we're most familiar with in this area is MDTP
at the University of Florida. and MDTP uh does evaluations and provides recommendations for very complex uh types of situations with children. And then there are two specialty centers, one which focuses on students with
visual impairments and one which focuses on students with uh deaf or heart heart of hearing types of needs. The vision of uh Fiddlers, the Fiddler's network is that every child, and we mean every child, regardless of the complexity or
the uh the mildness perhaps of a disability, that every uh child receiving ESC services will be able to achieve their fullest potential uh later on in life. Um so that is our our vision. Our mission outlines really the
four functions that we have in our fiddler's network and these are these are common across our different centers. We want to support and enhance uh ESSE programs by providing evidence-based that's critical highquality professional
learning opportunities. We uh integrate assistive and instructional technology uh promote family engagement and ensure access to early intervention services. So one of the questions that we sometimes will get is why is uh
Fiddler's located in Marian County? And I just gave you a few bullet points uh related to this. Um one is one of the main reasons is that Marian County is the largest district in our service area and therefore has the greatest number of needs. So, it makes sense that the
center would be located here. Um, I sometimes say we know Marian County like the back of our hands. In fact, I've been to every single school in the district at some point, including Charterers, private schools, very uh except for the two newest schools. I did go to the kickoff meeting at Marian Oaks
Elementary School, but I have not yet been to to Ross Prairie or Winding Oaks. Um, northern Marian County is centrally located. So if you look kind of look at the back of your hand, uh think of that as Marian County kind of at the tip of your index finger is about where Reic
is, where Fiddlers is. And so then when you think about our service area, Dixie County, Gilchrist, Elatchua, and so forth, we're very centrally located in Reic. Um interestingly, um we're also proximate to um a access to different
roads because we have folks that come in for training. We go out for training. We go out for our child find visits and and so forth. And so if you if you're familiar with northern Marian County, I think we all know the 441301
split. Uh we're on off of 441 past the split just a little ways. So that gives you a reference point of where we're at. Um the Fiddler Spring service area is made up of the the following districts. And I've given you a a pie chart kind of
as a representation. These are numbers from the spring of last school year. These are the latest numbers I could get from EDGE data. Uh and Marion was listed at almost 46,000 students. So approximately 45% uh of the student population for the
area that we serve. Elatchua uh has actually lost student population uh in the spring of last year. There were around 28,000. And then you can see kind of going down the list, we go from 45 to 28, 5%, 3%, 2%, 1%. So that's uh that's
a a brief description of the Fiddler Springs service area. One question that we get sometimes is how do other districts share in the cost uh for uh the Fiddler services? Uh there are several different ways in which they share in the in the cost. They pay for a
lot of our professional learning locations. We do not stay at the center and always have people come to our center. We do that, but most of our trainings occur out in our districts. And so we have particular areas, schools, centers, district offices, and
so forth that they provide for us. They also provide child find screening locations. They house a technology uh library. Um they host our parent and family services events. And they also provide our coordinating council which
is one of the things which is outlined uh in the statute and I'll go over that in a in a little bit a little bit more detail. They support uh travel expenses for their for their staff um and they also pay for uh some of the professional learning materials that are maybe
particular to uh to their district. The Fitler Springs Coordinating Council um provides oversight for the implementation of our our project. And I'll go over funding uh in a little bit, but the um the we're highly accountable
not just for the dollars through our fiscal agent, Marian County, but also through our uh projections that we make each year on deliverables. So what we do each year is we meet with our coordinating council members and then
other district staff uh that have uh direct input uh into the services we provide. We do grant planning meetings. We meet with them, discuss what their needs are, discuss what some of the needs are that the department of education has identified. We review
district data and then we say these are some these are some things that we can offer you. We project that out. Uh and then each year we have to submit quarterly reports to the Florida Department of Education. We have a couple of return on investment reports that we submit and the coordinating
council uh made up of our uh exceptional student education and student services directors provide oversight just to make sure that we're uh expending funds properly uh that we're providing equitable services uh throughout our service area. And equitable services
would be uh percentages of services which are based on the percentages of student populations. So what we would expect based on that um they also review uh grant documents. Uh we have a coordinating council chair um who signs
off on uh some of our documents and then they also provide us access to our uh district superintendent. And uh each year uh one of the tasks the it's it's really a pleasure. I don't say that uh in a sarcastic way at all, but I get to
meet with uh each of the district superintendent just to review qu any questions they have. Um also to um share a little bit about our services and then they sign off on our grant application. So it's a very very transparent process.
Our coordinating council members are currently uh listed you see uh Elatchua all the way down to uh PK Young. These are primarily ESSC uh directors and student services directors. And then Miss Mandy Brock from Gilchrist County
is our current coordinating council chair. Uh a little bit about uh Fiddler's funding. I'm not going to read the whole uh description there, but we're funded through the Florida Department of Education, the Bees Bureau within the
Florida Department of Education, and the majority of the funding is based on the Individuals with Disabilities Education Act. Uh that was originally passed uh in 1975. Uh it was reauthorized. Uh it was amended. Um and so the the majority of
the funding uh comes through those IDEIDA funds. Um all Fiddler's salaries, which includes raises uh and drop uh as well as benefits, travel, uh contracts, uh printing, all those types of things
are uh paid for through our grant. So when our staff get raises, I always tell my staff, I'm very happy that you're getting raises. you all deserve them. We'll figure out the budget end. And I know that the district deals that on a uh deals with that on a more macro
level. Same thing when travel expenses increase. They just increased uh as of January 1 based on federal guidelines. We will absorb those costs uh as a project. Um each year also um federal grants are subject to what
they would call indirect uh charges, indirect cost charges. Uh basically what happens is the district and the finance department particularly negotiate with Florida Department of Education. They determine what the indirect cost rate is
going to be. So, those are those are costs that are taken off the top of our grant that are given to our fiscal agent, which is Marian County. Um, I I'm never part of those negotiations, just so you're aware. Um, we are always told
this is your rate uh for the coming school year. Uh and so whatever is negotiated between the finance department and the uh department of education, there are upper limits of what districts can charge, then that's what we go with and that's what we build our our budget around uh based on those
those negotiations. So, our grant funding uh 97.5 approximately is from federal uh individuals with disabilities education act funds. Uh and then about 2.5%
is general revenue or state dollars. And so you can see our our total grant uh amount there is a million uh 100,000 u 60 $160,000. Sorry. Uh just a graphic um
on this next page about the the budget. The blue is your um salaries uh and the orange is your benefits. Uh just like with probably any school if you look at overall district cost. Uh that's that's a very similar breakdown
to what you would expect. Fiddler's has uh four primary functions as outlined in statute. And I'll I'll spend a little bit of time on each one of these reviewing. Um the first one is Childfind uh technology services, parent and
family services, as well as our human resources development. Now, our child fine specialists work with our school districts to identify young children. Uh, and it's defined as 34 months to age five, uh, who may need
extra support with learning, development, or behavior. Why 34 months? Uh there there's another program in the state called early steps which serves children up to three years of age but at the age of 34 months uh it's a little
late for them to receive those services and go through that process. So we'll do screenings and then can refer those children on to districts at that age. Our other services um that you'll hear about are not limited uh to a particular age group. So just to make sure that
we're clear on that. The whole idea is to provide um early intervention services as soon as possible. Uh I when I was working as a school psychologist in the district, I sometimes joke that my my goal as a a pre kindergarten
school psychologist was to put the rest of them out of business later on so they didn't have to deal with kids struggling in second grade or fifth grade or whatever. Of course, that's unrealistic, but I would I would always say that that was my goal was to catch as many kids as we could early because we know that in
terms of uh child development, uh academic preparation, that's critical is to catch kids early. Uh and then if we just want to look at it purely through, uh financial lens, it's super cost-effective to provide high quality early intervention services
for children. So we provide developmental screenings uh training uh and guidance uh tailored to each child's needs. So we have some some typical sites listed which is which are throughout our service area. So for
example in Elatchua we uh typically do our screenings and assist with evaluations in Gainesville and Citrus it's Inesse Dixie County it's Oldtown Gilchrist County Trenton Levy County Bronson and then of course in Ocala. We're not limited to those specific
locations though because a lot of times we'll go out uh based on request and we'll do screenings at uh individual um preschool settings uh churches. We've done homes uh various kinds of child care centers and so we're we're pretty
flexible. Our goal is to meet the need and so we'll we'll work around things and and do whatever it takes to meet those needs. Um, our child fund specialists also participate in a number of community events uh throughout the service area. If there's a community
event and it relates to young children, children, literacy, parents, uh, you know, any of those kinds of things, it could be at a school site, could be at a community site, community center, uh, we're we're typically involved. Um, and just a note, all Childfind services are
free of charge. Everything that we do is free of charge uh to folks that participate. I included one kind of short quote here uh from a parent. Um you help us feel less alone. And a lot
of times, you know, especially if they're a new parent or they have, you know, past little young kids or whatever, um they're in survival mode. and suddenly perhaps a pediatrician or someone else says you know I have some concerns about you know this particular
area of your child's development or you know they're not where they should be in a broad basis and that's that's really a struggle for parents and so they're relieved to have someone they can reach out to to get some guidance to get some screening u this just so you know I've got several photos in here if you see a
child's face that's a stock photo from our or Fiddler's Network. Okay, I'm not sharing any information about individual identifiable kids here, but I would assume this one maybe is engaged in either a speech screening or speech therapy because, you know, the person on
the other side is pointing at their mouth and she's pointed her mouth and they're probably working on some particular sound patterns. But we really do help parents feel uh less alone. Um some of the kind of areas that we look at, we take into consideration the
child's background, several different areas of their background. We look at five primary areas of development. You have those listed there. Pretty self-explanatory. Adaptive behavior is is daily living types of skills uh at that age. eating,
dressing, toileting, communication would be understanding of language, use of language, motor development, gross motor, fine motor and so forth. We may also do screenings for speech perhaps uh autism spectrum disorders uh or behavioral types of things and we
consider the child's vision and hearing. So that's part of our screening process. We also though provide trainings. This these are actual people, actual photos from a training that uh statewide training that one of our child find specialists did back on December 9th.
Okay. The second area, technology. Technology truly opens the doors for students with disabilities. So, um in a lot of technology these days is integrated into daily life. If you're if you're going to a a Publix, for example,
the doors are automatic, right? You can have your hands full or you know, you're struggling or wrangling kids or whatever that you're doing. That technology literally is opening a door. And other types of technology literally opens doors uh for our students. Um okay. So
our technology specialists they they help educators, families and districts to select and use appropriate instructional and assisted technology. They also help them to get access to um accessible instructional materials uh
and also virtual uh instruction options. We also support universal design for learning. Um so broad big broad term but just to basically define that is we provide professional learning that uh
allows educators and parents to facilitate ways in which kids have multiple ways to access instruction and instruction broadly speaking um multiple ways to express what they know uh and
then multiple ways for them to stay engaged. And so the universal and universal design for learning is that it's really a focus on providing those three aspects of that definition across uh educational settings.
So we uh the supports are delivered in classrooms, in schools, uh in all of our service area districts. Uh could occur virtually, it could occur face to face. We also have a a regional local assisted
technology specialist library located uh in Levy County. So, um our larger districts have what they call local assisted technology specialist teams. um our smaller districts just by virtue
of the the funding and staffing and so forth, they have one person, the Arlats, which serves multiple districts providing access to different kinds of materials uh support uh if a student say moves into a district and they need assist of
technology and so they provide a broad thing and we have that Arlatz library in Levy County. We also have some technology and training space there in Levy County. And then I mentioned um these two other projects which have very long titles. One which is focused on uh
students who have needs related to being deaf or heart of hearing and also those uh for students who are visually impaired. Now some of our some of our students can be can be very complex uh in what their needs are. you know, just looking at this particular picture. Once
again, this is a stock photo, so don't be don't be anxious about that. Um, you know, he he there's a up above his head there's something which indicates he may be G tube fed. Um, he has some oral motor needs. There's a head prompt. So,
he's perhaps lacking some motor control. There's there's a wheelchair. There's a head switch maybe which is used as as his communication. And so I, you know, I would I I pulled this picture thinking about this uh excerpt of a quote from Stephven Hawking. Many of us know
Stephven Hawking, the theoretical physicist, universe in a nutshell, and all those kinds of things. Um he said, "Don't be disabled in spirit as well as physically, which I think is a great thing, especially as I get older." Um yeah. Um we also do uh regional uh
trainings at our center. So this is a picture of our uh training room uh which we've been kind of slowly upgrading over the years. That's on the left. And then on the right in our picture is uh the uh technology library that we have in Levy County.
Parent and family services. Uh we offer trusted information. So we make sure that we're offering good information to parents. Training and ongoing support uh to empower our parents. We want to create family-friendly programs. We want
to engage um good school family partnerships. Uh we also participate in a variety of community events and services and these are also free of charge to our parents. So we get we get phone calls
daily, multiple times a day asking all kinds of questions. So sometimes it's a matter of answering a very simple specific question. Sometimes it's a matter of saying yes, we can support in that area. We've got this training available or we can, you know, offer
this developmental screening, whatever. Um, or it may be connecting them to the right people. And so part of our role is as connectors with uh because it could be a call from any of our service area districts. And so we'll support parents in in those ways. Another excerpt from a
parent. Thank you for helping us to navigate as we took the next steps finding our groove in our child's educational experience. And that was a very nice long uh email that we got. Um I have a picture uh just to illustrate
once again that that we're not limited to age on our students in any of other our other functions other than that child fund function. This is uh these are actual pictures from uh Denellan Elementary School. They
had a a literacy and culture night and so we were there and provided resources to our parents and we have our parent family services specialist and one of our human resources development specialists attending there.
Okay. Human resources development. So, one of the questions that you all had was um related to um where these functions occur. Do other uh districts uh support that? And so, we have um our
human resources development specialists. First of all, they'll collaborate with uh school districts, agencies, and other stakeholders. So, what we want to do is make sure that what we're providing is what the districts need. Uh sometimes it's a matter of what districts want and
sometimes what they want is what they need and sometimes uh the Florida Department of Education might say, "Well, they actually need this as well." And so we're we try to be very sensitive to to those types of things uh as we're providing meaningful professional
learning. I listed out uh some examples of things that they may provide. uh classroom behavior management. That's a big ticket item that a lot of people need assistance with. And so we are very busy uh with our our behavior
professional learning explicit teaching practices and then things that are going to support post-secondary outcomes. These services once again are free of charge uh to anyone who participates. Um, we had a very nice uh letter that we
received from a new teacher. Um, and so an excerpt from her, she said, "I'm a more confident and reflective educator because of the support I received. I truly would not be the teacher I am today without Fidler's guidance." Um, good good testimonial. And then this is
a picture of some of our professional learning events. So in the areas uh that we serve, we have kind of some designated areas which are typical professional learning sites. I'm not going to read all these to you, but we have multiple sites in Elatchua,
Citrus, um Dixie, Gilchrist, Levy, and Marian counties. And so there's a lot of coordination that goes on with calendars, training space, um times, what time can we get in? Sometimes depending on the nature of the
professional learning, we may need to get in the day before to set up. Uh there's one that we provided recently, multiensory literacy instruction, which has a ton of materials and so we had to set up the day before. But we've have sites in all of our districts. And then um
no no project, no district, no school would be as successful if it wasn't for amazing staff members, right? We have we have to remember that uh each day. And so I listed out our staff members alphabetically. We have our grant manager, our confidential secretary,
human resources development, child find specialist, another human resources development person, yours truly, couple of additional child find specialists, parent and family services specialist. So that's our staff, small but mighty. Um,
what makes us what makes us small and mighty? 240 years of combined experience. I think the most experience we have among our staff member is 41 years in education. Uh I'm going on my 34th year uh in education myself. Uh and
variety of roles within the education system. So typically when someone reaches out to us, we have someone that can address it and that's very intentional. Uh we don't we don't hire folks that are cookie cutters. everybody
is the same. We want a a variety of backgrounds, a variety of skills and passions. And so you can see that that range of um vocational experiences within education. We have a couple of military veterans. Uh we have a Peacecore veteran. We have a third of
our staff uh takes part in the the takes take stock mentoring program. And so we, you know, we allow them to to do that during their day. Um so we have a wonderful staff. We have some additional contributors that we contract with. We
have a virtual learning and technology specialist. We have a a consultant uh who offers our autism spectrum disorder add-on endorsement courses. And then we have a a gifted teacher and consultant who facilitates our gifted add-on
endorsement courses. Now, in terms of the types of professional learning that that occurs, and I'm going to focus on this area for a little bit, but remember, we have all four of those different functions. Um, we have something called professional learning alternatives that that is something that
is coordinated through the Bureau of Exceptional Education and Student Services, and it offers virtual courses free of charge to educators around the state. Um there are independent study courses which are self-paced. You know they've got kind of some hard outside deadlines
in terms of you know you need to complete it by such and such a time but it's pretty independent overall. And then we have facilitate facilitated courses which have a course facilitator that uh that helps folks along answers questions gives feedback and and those
sorts of things. These courses uh range in length from 50 to 60 hours. uh in our uh PLA uh portal. There's a wide range of topics. Uh if any of you are interested, you're welcome to participate. We'd love to have you. Our
probably our most popular course at the moment is exploring structured literacy. Key area within all of our our school districts, a 40hour course uh that uh can provide both reading uh and exceptional student education uh points
for our folks. We have things related to behavior, differentiating instruction, uh some compliance or policy procedure types of things like matrix of services and then we also have children um that
need an educational surrogate parent. Um so there are children whose parents are either unable or unwilling to participate in educational meetings uh uh individual education plan meetings and so forth for their children. So
there's a process where we can we can train folks to sit in that are officially sanctioned to sit in uh given a district administration approval uh in those meetings. So we offer that course as well. our Fiddler Springs um ASD
courses, autism spectrum disorder courses. Now, in terms of uh disability categories across the state, it's typically been specific learning disabilities and speech and language impairments that um are the largest part
of the pie chart if if you would um in terms of disability categories. autism spectrum disorders is growing significantly and has for many years. And so one one part of meeting the needs of those students is offering these um autism spectrum disorder add-on
endorsement courses. So we have three courses that are required 80hour courses. Uh most of that is course content, but they also have some supervised field experience as part of those courses. And then once they're done, they can add that on uh to their
uh their ESSE certificate as as an endorsement in ASD. We also have gifted courses, and I know that's been a discussion uh here uh in in Marian County. These we have typically offered all five courses every year. That's been
our goal. Occasionally, they'll change some courses. we at the state level. They're changing one of the courses now, so I don't know if we're going to be able to get all five in this year, but these are 60hour courses free of charge. It would cost them thousands of dollars at a univers university setting that we
can offer and once folks complete these and they can submit their credit and request the add-on endorsement. Uh so it covers a wide variety of things related to gifted. Okay, some of our numbers. These are things from our center. So I have a category to the left and a number
of participants to the right. So behavior support over a thousand folks in our service area participated in professional learning related to behavior uh over a thousand curriculum instruction
policies and procedures over 600. So you can see kind of going down the list that's a large number of folks uh that we are having impact with child find contacts uh 1300 well you know a majority of those are in Marian County
just based on the the size of the district we did over a thousand developmental screenings last year which cover those five main areas and some additional areas from time to time and then there were 1300 referrals to districts. We had over 18,000
folks that participated in family related events or activities. So as we were tabulating this data, I kept looking at this number saying that can't be right. That's too many. That's too many. That's that's the actual number when you consider all these community events, lots of different people. So
we're impacting, you know, that great number of of families uh through these events each uh each year on average. and then family technical assistance 281 may maybe a phone call or an email and we follow up with our folks. Now this is at the state level. At the state level
11,000 behavior 22,000 instructional strategies kind of going on down the list there. Contacts with families and providers 42,000 um referrals for uh IDEIDA evaluations. that would be primarily for
preschoolers, almost 25,000 of those folks. So, the network statewide uh provided 17,000 support u opportunities, 109,000 to 109,000 individuals. Pretty massive uh project.
Uh as I mentioned earlier, we're we're highly accountable for for all of our work. We project each year. We're limited to uh July 1 to June 30th. uh typically for our grant cycle. Um and within each of these areas that uh I
mentioned, there's a lot underneath that. And so if there are individual questions that you have that aren't appropriate for the whole group or if you want to, you know, ask any additional questions, I'm I'm happy to try and do that. So it's been a pleasure uh sharing with you today. Uh my prayer
this morning was that I would be able to present clearly uh and that I could answer questions appropriately. So for the second part of my question, if you have questions, I'll try to answer appropriately uh for you. >> Thank you very much. We really appreciate you taking time to come and
share what Fiddlers does for our community and other communities. I know I was one of the board members who wanted you to come forward, not just you particularly, but someone to come kind of talk in depth about fiddlers. So I don't mind starting questions board if that's okay or if other people have
questions. Okay. Um so my first question is are you guys connected with the early learning coalition? >> Um the early coalition early learning coalition is a separate entity that was established by the state many years ago
but we participate in with early learning coalition. So they have a process if uh there are developmental concerns about a particular student or group of students there's a process where they can refer to us. We can do developmental screenings. We also have one of our child find specialists that
participates on the early learning coalition board. >> Okay. Wonderful. >> And I think there was a meeting in fact yesterday. >> Yeah. They and they have um they have great events like trunking it to preschool is coming up and so there are great opportunities to have a presence um in the community. What is the weight
list for a screening right now? >> The wait list for a screening is very short. It varies a little bit based on the district. Uh typically two to four weeks would be the longest that someone would wait for a screening. Sometimes we
if they call or we've gotten the complete referral information, we might say, "Hey, we just had an opening next week. Can you make it at 10:00 at this particular location? >> So the the waiting list for screenings is very short." >> That's on our end. Yeah. So, um, and I
we have your pie chart at the be kind of the beginning of the >> the PowerPoint and to me it highlights that essentially a quarter of the the work you all are doing is representative in Elatcha County, basically the second
biggest district that you serve. And so my question would be I know you have you mentioned you have auxiliary sites that you support the communities in their community >> the building in Reic do people outside of Marian County from the community come
to the building in Reic to receive services either for screenings or otherwise? >> So um for professional learning sometimes uh it just depends on the the top training topic the need and so forth. So sometimes they will travel to our center. Uh you a couple of the
pictures I showed were were from our cent's training room. So yes, um most other professional learning though occurs in district sites. As far as child fun screenings, no, we always do those within the within the district. Usually the district exceptional student
education or student services department uh identifies the best location for those kinds of things, but as I mentioned, we'll go to other places as well. In fact, I was I was out at a um a childcare facility in Chief supporting something back in December. So, we go
everywhere. >> Wonderful. So, and the and I ask because candidly the the the reason this started, this conversation started is around about a $300,000 roof that is needed for the Fiddler's Building. and
we are responsible to pay to put a roof on Fiddler's um because the building is in our district and so our capital funds because you don't have capital funds, right? Um and so our capital funds are
the funds that are required to repair the roof where you work. And so the conversation started um for context for the community. We're talking about redistricting. We're talking about maximizing and utilizing space on the north end. And simultaneously, a
conversation was also happening about um in our capital plan for a new roof at Reic uh at Fiddler's, which is about a mile from Reic Elementary. So, this kind of all started from that conversation. As a board member, I am going to
maintain that I think we need to have continued conversation about why we are the ones financially responsible for the capital projects related to your to your program. And this is outside of you, right? This is far beyond your purview.
But as a board, I'm still a little confused why we have to be the ones to pay for the capital project when Elatchua County, as an example, represents essentially 25% of um the student population. So, I don't know why we're not paying 50% of the bill and
Elatcha is not paying 25% of the bill. These are rough numbers, but then whittle it down to Dixie Levy and everyone else. Why are we not having a shared expense if it is a shared resource? And that may just not be the way it's done um across
the district, across the state. And this may wind up being um a legislative thing. I'm going to relay to our legislative who's already typing our legislative expert, Dr. Campbell. But for me and and then the next step, which
I totally appreciate, your location being in Reic has value because of the proximity to where everyone else is. However, what I also just heard you say today and this morning was that not a lot of people, and I wasn't trying to
catch you. This is all just kind of happening authentically, but not a lot of people are coming to you. And so is it imperative that you are in Reic or could you be at another site that we
have that is in better condition and in a different place that may have space for you? And so um I'm thinking of forom as an example. Right? So we have spaces at schools that are still we're still trying to maximize utilization that may
not need $300,000 of work. And as a board, I I think we have an obligation to be really thinking through to impact all of these little expenses. And so I I appreciate the understanding of and I have some personal relationship with Fiddler. So I really do understand the
high quality work that Fiddler is doing. Um and it's truly amazing that their weight list is so little because it is not the same for every Fiddler's at all. Um some communities are very overwhelmed with screening. So the work that's happening is valuable. My concern ma is
maintained on the location of where you and your small but mighty staff work. And if we can be more financially responsible as a board for how we deliver that and provide that because if we're going to be the ones who have to foot the bill, I do think there should
be some level of discussion on our part as to how we do that most financially responsible. And those >> before you answer that, I have a kind of add on to what you just asked. >> Excuse me. Um, do we do our district get
any special type allocations or grants for housing fiddlers in our area? Um because I would think that since uh we do have it and it is multicounty that there would be some type of funding coming from somewhere whether it was through grants or something um through
Tallahassee for us having it here and and having that access to all those other counties. >> No. No. So the money he gets is paid directly to foot all of his bills. So all of your all the costs associated with fiddlers for people are covered by
the fiddler's funding which is we're the fiscal agent for but there's no district funds being used to fund fiddlers as a as an organization. Right. >> So so people travel materials all those kinds of things are paid through our grant. Our grant has been relatively
flat for at least 25 years. I haven't gotten a clear answer on that. Um and so you know the cost of everything has gone up as it has uh for the district. The costs that come off the top of the grant the indirect costs are something that's negotiated by the district finance
department with DOE. So that's that's a decision that is above us. I think it's a very valid question to say to the department of education, can you in special circumstances and I know districts will request special
funding uh from the department uh for various uh types of uh calamitous events or you know special situations. I know facilities is really in the spotlight right now because of some of the other legislation related to charter schools
and fish plans and you know all those kinds of things. That's a valid question for the Department of Education. So, I don't want to minimize the number of people that come to our center, but specifically for child fun screenings, we don't have a lot. We have people that come in for professional learning. We
also have a production lab which is set up which uh where teachers from any of our districts can come in. They can make uh materials for their classrooms. They can laminate things. They can paint things. today. So we we a lot of times will also include that as part of a
professional learning package where we may have them come in and do professional learning on something and then pro provide some materials that they can use as learning extension activities. So I don't want to minimize that we we have to be we have to be
somewhere. The facility is uh was I think construction started in 1949. Uhhuh. >> Um, so to put that in context, my dad was getting out of the US Navy after being in World War II, you know, four years earlier. And I'm thinking, wow,
historically that's that's very interesting. But you have a lot of other aging facilities as well. >> Correct. >> Um, and so that discussion is is a lot bigger than me. We need we need uh professional learning space. We need space for production lab. We need
sufficient office space. Um and so it's approximately 11,000 square feet. Uh one of the proposals was for space that was 6,000 square feet. Just not enough really to meet those needs. And so I think that's probably a discussion for a later date.
>> Yes, absolutely. And I'm not trying to lead us into the weeds on this at all because this is far beyond um where you live is is historically. Can you speak to how you I mean obviously Fiddler's Springs was
there before you got there, right? And so I would love to understand the historical under like how did Fiddler Springs wind up being a Maring County's public schools responsibility from a capital perspective? That's really the question I have because the work of Fiddler Springs is amazing. But when
we're looking at line item by line item and and you know this summer we went through a $64 million budget cut, $300,000 matters, right? And so, yes, does the roof have to get put on if we stay there? Absolutely. But I think what I'm looking at to understand is why
is this not a shared financial responsibility of all of the districts who are benefiting from the services? And I don't necessarily think that's a question for you to answer, but that was really the crux of the reason I wanted to have the conversation today board was to really get through to the bottom of that. Mr. White House,
>> thank you. So um just as a reminder at a at the next work session I believe we are bringing back some facility updates on uh a few of our facility sites. Fiddlers will be one of them that we're going to bring a recommendation on and we can certainly explore that question before then about whether other
districts can spend their capital dollars on our facilities. >> Yeah, that would be that would be great. Otherwise, can the can the responsibility shift to Elatch County? They seem to have dwindling student enrollment and may have facilities that have availability. So, you know, why why is it us? That's just the question I
have. So, doc Dr. Campbell, you're leaning forward. >> I don't think Dr. Campbell's mic is on. >> Thank you. I I don't uh know that I have a full answer, but I'm just thinking historically when this would have been created. I'm
I'm trying to do a little bit of research, but not finding it right away. There were dollars out of the state budget that districts receive for capital expenditures back when this originally was established. That, as we know, over the last 15 years has
dwindled and is non-existent really. So, it's possible that this is one piece of statute andor funding andor DOE rule that hasn't kept up. And traditionally the districts that would
be more vocal about something like that potentially would be or that represent the largest numbers of students let's say that that represent the largest numbers of students are already housing it some just within their own district. So the Browards the Collers the Lees
they're housing it and so it just becomes a function of what they do. However, with the current rural renaissance that's happening, I think it does warrant a wonderful conversation right now, perfect timing to at least revisit
it. So, I I I kind of wish this had come up a little sooner so we could have really started talking about it legislatively. I u that's just my initial thought is that that's why that nobody's really talked about it because
the districts with the largest numbers of students already are just taking it on themselves. >> Well, and and I really the thought came to me because we're I I just saw in the last couple days the governor speaking to essentially pouring money into districts that are smaller to help revitalize some facilities and some
capital stuff. And so that is not a benefit that Marian County ever gets, but that may be a benefit that another district that is neighboring us could get. And so I just I just really want to have thorough conversation about capital stuff. Um because there's value in making sure we all understand why it's
our responsibility because if it is, it is. And we can decide to stand on die on that hill or not. But I want to understand. So I'll open it up to the rest of the board. Board member. >> Oh, okay. >> It doesn't matter. You can go ahead. I Miss McCll's in the um audience, she was
on the board then. I I I remember a conversation as I came onto the board and I remember um the person that was in the seat before me, uh Mr. James, had extensive conversation about fiddlers and about how um there was like some special allocations that came from
Tallahassee to Marian County because we were housing this. And if that's not so, um, I I just remember that vaguely and and maybe Miss McCall does or she doesn't. Okay. But I remember there was a big conversation about this fitlers
and how it was um because I agree there should be shared costs. I I don't want it to be Mar County. I'll say that. >> Well, I agree. I mean I don't want you located but I do feel that if there's not a shared cost and it could be percentage wise as you just stated you
know if we have the bulk of the students of course we should have the bulk of the expense but I I just want to make sure that we in that research and that we check that out. >> Yes board member. >> Thank you and and first of all it's always a pleasure to see you Jim
Houston. Um, as I was reviewing your presentation before this morning, it certainly took me on a huge stroll down memory lane. And I remember um you know all of the uh stock photos pretty much were younger kids, but as an ESC teacher
at the high school level, I do have to say how grateful I was for the member of Underground Disney that you guys are and being able to provide resources, you know, directly to my classroom that directly benefited students. So, thank you, you know, for your presentation and
and for being here today and the update on just the tremendous number of students and families that you impacted. It jumped out to me as well and it's a concern because we're spending a lot of money on um classroom behavior, behavior
management. So, it just to me showcases the importance of these continued strengthenings of our parent partnerships and connecting with kids as early as possible. so that when they do come to us, hopefully they're a little more prepared, you know, to uh get engaged and and remain engaged and and
participate in the learning process. When it comes to the history part of it, when all this got started, you know, the regional proximity, um, was good, you know, considering all the different counties that are served, you know, and
and having an area, uh, hey, it's all rural, so nothing is that easy to get to, but a few signs could um, you know, help direct people there a little bit more easily, which was part of this conversation. you know, it's like, God, it's in such an isolated area and what
really happens out there and, you know, it's doesn't seem that easy to get to. So, all of these are are definitely good things to be talking through. When when it comes to um the financial support of the actual buildings, you know, many
years ago, we had uh PICO funds and and we had a lot more uh capital maintenance funding and, you know, we've just been slowly strangled. um by that diminishing funding source and the Great Recession
certainly didn't help. So, we've just kind of continued to limp along on this and doing the best we can, which is we become pretty good at doing. But, but in the meantime, um renewed conversation
about now this 1949 building is is even older. um you know where is where should the money come from and not just for the big projects uh but also for the ongoing you know maintenance um custodial you
know all of those things and those are the types of expenses that when you really try to lean out an organization and and share the expense you can end up saving you know a lot of money in the long run so I would be in agreement as
from board member Cummings standpoint that you know we serve the greatest number the location in my opinion should be should remain you know in Marian County but how the expenses are covered I look forward um to that conversation
and and also you know we're going to be heading up to Tallahassee the end of the month if we can add that to our list of things to point out and just continue to you know move the ball down the So, always a pleasure to see you. >> Thank you so much. I appreciate that.
>> Um, board member Conrad, did you have remarks? >> I just want to quickly say, um, I won't belabor the point because it sounds like the board is in in agreeance on on these points, but I just want to say good morning. Happy New Year. Um, thank you for being here this morning. Um, I'm very appreciative of the service, not
only for our students, but also for our staff. And so, thank you for the preparation and getting getting this ready for us today. and um I look forward to further conversation as we look about look about how um to best meet the needs uh for your facility.
>> Thank you, Miss Conrad. >> Uh Dr. Campbell, >> thank you. I actually had a question that was unrelated to facilities and and something has sparked my interest of late uh specifically as it relates to students in foster care. So, say we have
a student or a child that is placed in foster care as a toddler. By rule or statute, at what point does someone say that child needs to be evaluated? Who does that? How does that
occur? And if you'll allow me just a moment to say why that has become an interest. A year or so ago, we had some students arrive to us from another county in Florida in the foster care system that had been bouncing around,
but they came in as firsttime kindergarteners. And neither of them had been evaluated. Neither of them had an IEP and both had significant challenges that potentially ha having been addressed earlier in their foster care
experience could have actually impacted their educational journeys as well. So, it's it's sparked something and I' I've tried to reach out to Kids Central to ask these questions, but you seem to be the perfect person to give us some indication of how students in foster
care specifically might be scheduled for evaluation within Fiddlers. >> So, um we receive referrals from literally everywhere. Uh we receive referrals from hospitals, we receive referrals from parents, we receive
referrals from pediatricians, uh we receive referrals from grandparents which sometimes we have to say we have to know who the legal authority is over this particular child in order uh to pursue this. Uh we receive referrals from kids central uh
other DCF related types of uh agencies. So we will take referrals from anywhere. Uh individual cases it's difficult sometimes because we don't know for example when the child was placed in foster care. Was they placed were they
placed with a a relative caregiver who didn't really have many resources and a lot of times they don't get additional resources like traditional foster parents. Um was there did they move? A lot of times now we have a statewide
database uh that's highly confidential, HIPPA, FURPA compliant and so forth where we can look and see if a child has been referred in another county. But we see huge numbers of kids that are impacted by their mobility rate. And you see the same thing with say a second
grader who um ha has obvious clear needs for some specialized instruction, but maybe they've been at five different schools or 10 different schools. And so sometimes it's a matter of catching up. But we take referrals. We have a system
which allows for phone calls. It allows for confidential faxes. uh there's an online uh referral that we have a kind of a new amazing platform for. So we will take those referrals at any point and our goal is to catch those kids to
find that child uh that is in need of services but there are a lot of factors that are involved and sometimes it's legal authority too. You know do you have legal guardianship for us to be able to get permission to do this? So that's a very complex question but we
will take those referrals at any point. >> Okay. Thank you for that. I I think that's helpful specifically for the students that are under age five for sure. Uh because that that's what Childfind is. I think those students that once they reach the school age, the
response I had received was they essentially were waiting for them to get to school to start the process and that certainly is not appropriate. I just wanted to ensure that there was a process in place that could ensure that those students could have been evaluated in advance of entering school.
>> Abs. Absolutely. And so for children under age three, as I'd mentioned a little earlier, there's program called early steps and occasionally we'll get a phone call or you know something related to a two-year-old. Well, we'll facilitate that uh transition to that early steps program. But if they're in
that 34 month to fiveyear-old range, um, and they haven't been in kindergarten, because if they're in kindergarten, there's a different set of procedures and rules in terms of referrals and evaluations. Uh, if they're within that that age range, we will take those
referrals and we'll do everything that we can. Um, sometimes we'll get a referral on a a foster child. We'll do the screening. um they're awaiting a district evaluation to determine eligibility for services like developmentally delayed or something else like that, but then they're placed
back with the biological parents or they're placed with another foster parent. It's it's very difficult. So, we follow up in any way that we can uh to try and support that family, but it's it's >> Thank you. That that's very helpful information. And last point that I just
wanted to make um chair because uh you had referenced her in this presentation just by name and not really speaking but just want to give a shout out to Viviana Prio. Uh we have one of our legislative priorities deals specifically with gifted education and the fact that the
consultant gifted educator that you use to train all of the courses is one of our very own. I think we just deserved a shout out even though her name was on the screen. I I thought that was great. Um she she is truly amazing and we've had a relationship with Miss Prito for many years and our you know facilitator
for autism spectrum uh uh disorder courses Dr. Shannon Gibson is also amazing and the reason we continue to contract with them is they do a great job and we get great feedback from the participants and the results speak for themselves. So thank you for that. >> Absolutely. Thank you very much. >> Absolutely.
>> Thank you. Um, and I just wanted to add, I think that one of the biggest pieces that we the the connecting links that is missing and our community is not unique to this is the follow through because fiddlers can only do what Fiddler's job is. And then Fiddler's hands off the
football to not only the parent for follow-th through and accountability or the guardian, but also the school district. And then it becomes our ball to carry. And if there is not follow through on the parents end then the work you do is only as good as
the work you can do for childf find and I many personal experiences in the childcare industry will tell me that many a parent are uncomfortable hearing the reality of their child's needs and that honest conversation is very
uncomfortable and so after a childf find um evaluation or screening Um, many parents feel uncomfortable proceeding forward sometimes because that the reality of an evaluation and understanding that their child truly has some developmental delays that need to
be addressed can be uncomfortable. Um, and then obviously the handoff between guardians and guardian items and which who has the authority to continue or if parent gets back custody that's also obviously a large barrier. But the reality too is and I I think it's
important to at least acknowledge there is a too late moment. So when if your child um is if it is March of your child's VPK year and we are just now realizing that you would like to start the evaluation process. The reality is
it is it is it is quickly approaching too late. Now does that mean fiddlers won't do a screening? Absolutely not. You guys will do the screening. >> Absolutely. And if a child passes the screening, the screening is going to get handed to the school district. But the reality is that that evaluation evaluation to impact is probably not
going to occur prior to kindergarten. Um because of how long the process takes. And what I always stress to parents is it is so much easier to get an IEP prior to the entrance of kindergarten. Once your child enters kindergarten, it
is so the the process is just more complicated and that is the reality of it. And so if I were to say anything today to advocate to any parent who may be tuning in, it is if your child, you think your child has a perceived disability and they are between three and five, you should use Child Find and
get an evaluation because we can support them with early intervention in our schools. And it will be so much easier for them to have the safeguards they need entering kindergarten and the proper supports. Just to Dr. Campbell's point of those kindergarters she was speaking of, those kids are going to spend at least six months getting
evaluated in the school system because their processes are in place. We have to follow the law and so the law and the procedures just look a little different prior to kindergarten. So I just felt compelled based on the conversation to kind of share that final note, but I'll open if the board has any further comment. Dr.
Just to that point, per perhaps in the future board, that's something we need to look to to we're we're advocating this year that kindergarten become required. Well, perhaps I'm not trying to put more work on fiddlers, but perhaps we actually do say if kindergarten is required that the kindergarten evaluation process can
happen at fiddlers or happen through a Florida diagnostic center. So that way if you're in kindergarten, if we're requiring it, let's have that evaluation happen just like others do. And then if you're in first grade and being evaluated, then that's different. So I I
think that just as we continue to process that and figure out if statute does get impacted this year based on other priorities we have, that might be something we want to talk about in the future. Thank you. >> Yes, >> Reverend Cummings. >> Madam Chair, I I completely agree with you on that. Um the earlier the better.
oftentimes I think what's happening is um people are aren't as informed about the process of how to get their kids in the system or how to get this evaluation. And I think we as a district, all of us as a whole have to
be do a better job of of um getting that information to the parents hands and letting the parents know that they do have options. They do have a a course of action and how to do it. Because to be honest with you, I I've helped some folk with this. It can be intimidating. It
can really be intimidating and and and a lot of times um some of the parents are in self-denial denial about the kids have some challenges. But I think we have to do a better job of pushing it and not letting it just slip by us because the earlier the better.
>> Earlier the better. >> Well, and did you have something for >> Martha? And just thinking in terms of awareness of of fiddlers and and everything that you have to offer and that as a district
we still struggle, you know, with turnover and churn of ESC teachers and um pair professionals and just looking for ways to make sure on the on the front end that every single person that works for us because we have inclusion teachers too, you know,
>> that are really aware of of fillers, the the training things that you offer, uh how much money a teacher and or parah can save, you know, by uh taking your coursework and just knowing about your availability is, I think, really
important. I'm because it's great to be able to say, "Oh, yeah, you know, we all think early childhood is the way to go." Well, what's the infrastructure? what you know what's what are the the millions of details that need to happen behind the scene to to support that effort and and getting that awareness out there and directly into our teachers
hands and pair professionals is super super important. >> So your your comments are are spot on really um you know the the I often say to parents when they're reluctant uh more information empowers you to do the
right thing. Now, it's not my job to define what the right thing is for them, right? Because there are lots of variables, but more information empowers you to do that. And I would say the same thing for our for our teachers and for our staff. More information empowers
them to do the right thing. And then they have to choose to do it or not or to define what that right thing is. And so we are we are happy at any point to share uh with school staffs. We're that's why we're involved in so many uh
community agencies. Um another thing about our parents, um you know, I'm a I'm a parent of two daughters. One's an SLP, speech language pathologist. The other has an education degree. I'm a grandfather. Uh I, you know, I've I've been there. I see these these kinds of
things. Sometimes when a parent hears their child may have a disability, that's the last thing they hear in that conversation, right? you can talk for another hour, but they're back here and you're you're over here. And so in every
situation, we try to be very sensitive to that, whether it's a parent family services request, child fun request, because folks are at different levels and they're understanding. They have different experiences. Sometimes they're reflecting on their own educational experiences, right? And
so they have this whole script in their head of what this means. And so we always have to be very sensitive to that. But we are happy at any point, you know, invited to by the district, invited by individual schools to share with staff, invited by ESC department. Uh we do a lot, but we can do more uh in
Marian County. So, >> well, thank you for being here. Um I know Dr. Brewer wanted to make some quick remarks. I I want to let you know that the courses that Fillers offers, it was just sent out this week in our certification newsletter, but what we can do is we can highlight those courses
in other ways such as our curriculum newsletters just to remind teachers that this is available. Um even if they don't want the full endorsement as like the gifted or the ASD endorsement, they may be interested in a one or two courses. So, we'll do that. But thank you for
being here. Absolutely. Uh and so well to wrap up this item, I'll ask for any public comment on this item. >> All right. Well, I want to thank you for your time and your willingness to present about fiddlers to Maring County Public Schools. Thank you. Uh we will move on to item 5.1, which is our
strategic plan for the 2026 through 2031 school year. I will welcome Mr. White House back to the podium. >> Thank you, chair, and good morning again, board. All right. As you all know, uh our current district strategic plan achieved
2026 is going to sunset at the end of this school year. Uh we are certainly working diligently every day to make sure that we reach all of the targets that we set forth in that strategic plan five years ago. Uh but it's time now that we are also starting to work concurrently on a new 5-year strategic
plan um that we can be ready to launch this summer and into next school year so we don't miss a beat uh with the work that we're doing with our schools. So I'm going to talk a little bit this morning about uh where we are in the initial stages of planning for the the
new district strategic plan for the next five years. Um, and this is an opportunity for us to collectively uh reflect on some of these areas and u gather some feedback from you all. I'll share kind of the timeline of what we're looking at um and and then be able to talk through each of these key areas.
So, what we're going to discuss today is reflecting on our current core values and some of the feedback that our uh steering committee looked at with our core values. Uh reflecting on our current vision, our current mission. Uh we're going to talk a little bit about a portrait of a graduate which is
something that we are also concurrently working on as we develop this new strategic plan and then an opportunity just for you all to reflect on the board commitment statement. Uh something that you all have had in place for quite a while and as we are reflecting on our core values, vision and mission. We want to make sure that all of the messaging
that we do as a school district aligns well together. And so that's just a good opportunity for you all to discuss that. So I'll start off with the timeline. So, uh, our first meeting was November 17th. We put together our district strategic committee, um, and had our initial meeting. This is a very, uh,
well-represented, diverse group of folks that we brought together to look at our district strategic plan. Uh, we have leaders from all of our key departments that are participating. We have principles from every level that are participating. Uh, we had our reigning teacher of the year and rookie teacher of the year also participating as the
teacher voice. Uh, we had Miss McCall representing the C. We had um our um business partners there, we had a community member, we had a parent, we even had a student participant this time uh representing the student voice. So really great diverse group of folks that
were able to contribute from a lot of different perspectives and and discuss where we are as a district and and start talking about where we want to go. Uh so today we have our board work session. I'm going to share some of the feedback that we have from our initial meeting. Um and and then we'll kind of talk
through where we're going next. Uh we are launching have launched this week our stakeholder survey. So we sent out a survey to all of our employees at the beginning of the week and have also sent out uh yesterday a survey to all of our families and are sharing the survey link with students at the secondary level as
well. um to gather feedback from all of our stakeholders on where we are as a district right now and what they see as priorities for us moving forward into the future as a school district to make sure that we can take that feedback back to the steering committee um and really be able to reflect on on the thoughts of
the greater community. We're also concurrently doing a data analysis project with handover research. So we are um analyzing the last five years worth of academic data uh looking at the last five years worth of graduation data, attendance data,
discipline data, um surveys that we've done in the past. So really just digging into a lot of data that we've gathered over the last five years, the progress of our district to again get that baseline of where we currently are right now and use that data to help guide a lot of the conversations for developing
our plan into the future. uh this month and next month I'm going to be scheduling and some stakeholder focus groups. So I've already got a focus group with our teachers this month that we're going to be going through and talking about a lot of these same things. Uh I've also got a stakeholder group with our students. So we're going
to be tagging with Dr. Brewer's group of students that she meets with on a regular basis so we can get some feedback from them um to add to that voice. And I'm also working to get some community groups that we're going to be presenting to as well. Um, again, just gathering as much input as we can about the current state of our school
district, uh, and where they see us heading into the future. So, March 9th and 10th is our next round of strategic planning with our steering committee. So, we're going to take all of the survey data, the um data analysis data that we have, and also our focus
group information, bring that back to the committee with a goal of starting to um hash out the the new direction for the district with goals and objectives and and opportunities for us into the future. And then I will bring it back. April 2nd will be the next work session
that will be an opportunity for you all to take a lot of what we've done with the steering committee, digest that um and polish it up a little bit as we move forward with the ultimate goal of coming back on May 7th with hopefully a very finished product for you all to review.
And then eventually um May 26 the school board meeting will be able to put that on the board agenda for approval so that we can then take that new strategic plan into the summer uh develop action plans with our departments around those goals and priorities that we have set and also roll out the initiative in the summer at
our leadership institute in July to make sure that all of our administrators district and school level administrators uh understand the work that's in front of us and can start building their plans around it. So, that's a lot we're going to accomplish in a very short amount of time, but we have some great people and and I know we're going to be able to
make this happen. So, we're going to start off looking at our core values. Um, and so I just want to give you just a little bit of reflection on what we talked about as a steering committee about core values. Um, and then we'll pause for a moment um to be able to talk about our core
values. Um, so the first thing we talk about, core values really are the foundation of everything that we do. So before we ever set the vision, the mission and and setting strategic goals and priorities, we really need to make sure that we have wellestablished core values as a school system um that we can
base all of those thoughts and ideas on. And so core values are those ideas that we refuse to compromise. They're the things that we are going to make sure every decision we make stays grounded in as we work on our mission and pursuit of that vision. Um and so making sure we
have that as the foundation point is critical. Um, and those are going to then inform our vision and mission statements. The words from the core values can absolutely be embedded in the vision and mission, though they don't have to be. Um, and the last thing on there, which we discussed a good bit too, is that core values really need to
be defined uh to make sure we remove ambiguity because what a word means to you may mean something different to someone else. So, if we can not only have those core values, but also define what they are to us as a school system, makes it much clearer for all of our stakeholders.
So these are the current core values for this um five-year strategic plan that was set back in 2021. Um so those core values are high expectations, trusting relationships, transparent communication, responsibility and accountability, continuous improvement, acceleration, and innovation. And those
were adopted by the board back in 2021. Um not absolutely nothing wrong with any of these core values. They're all great values in and of themselves. Uh, one of the things that we certainly talked about as a steering committee is can we define our core values a little bit more because the statements are good, but
what do they actually mean to us as a school system? And and so we had a lot of conversation around that. So I emailed you all last night um some of the working ideas that we had as a steering committee. So I want to pause and just take a look at the what the
group came up with in terms of some of our core values. Uh so we spent a lot of time in in the steering committee thinking individually about what what values we have within our roles as uh staff members, community members, parents, students, etc. Um and then
really started to look for commonalities between those core values, the things that we could agree on, those shared values that we all had as a collective group. And so you'll see here in the first chart that's on there, um these are kind of the overarching themes of the core values that the group had
settled on. some of the descriptive terms that we had talked about that really spoke to the group and then kind of a defining statement about those core values that you'll see over there to the right. Um below that you'll see what's
um lovingly termed Ben's core values um not named by me but we'll work with it anyways. So, you know, one of the thoughts that I had as we were talking as a group is, you know, core values are great and and we need to make sure we define them, but it's also important that people remember what our core values are. If we if we don't have them
committed to memory and and speak them and live them every day, then they just become something that we put up on a wall. And so being able to define those core values in a way that are are memorable um and easy for for folks to be able to say here's what we stand for um could certainly lend some advantage
to us as a school system and making sure that the work we do stays grounded. Um and so we just listed out those core values as an acronym focusing on some of those key areas, collaboration, opportunity, um resiliency, and excellence. And then you'll see off to the far right just kind of the defining
statement of each of those areas. So, um, what I'd like to do now is just pause here on the core values and gather some feedback from you all. Again, our our goal is not to today decide where we want the core values to be, land on anything. It's simply to reflect on some
of the work that the steering committee has done, give some feedback. I'm also going to take a lot of this information, like I said, to the stakeholder focus groups and gather their feedback as well, so we can really try to put together um a well represented set of values and vision and mission as we move
forward. So, I'll pause there and ask for any feedback that you all have so far on the core values. >> I'll open up to the board member Thrower. >> Thank you. And >> thank you. And reflecting back on when
we did the strategic plan, I remember one of the big conversations and uh hello former board member McCall, you'll remember this too that we wanted to keep it simple so that it would be memorable and helping every student succeed, you
know, was was easy, you know, and and it's also what I love about one team, one mission for student success, you know, we kind of have blended those for right now. Um, but making it keeping it simple and making it memorable to me are
really important. And and as an educator, you know, I'll point the finger at myself. We can we can be a little too wordy >> at times and but I think it's because we're so passionate, you know, we think about every angle and what's the best way to say it and you don't want to
leave out anyone's idea and you want to be collaborative and then you end up with something that's 52 pages long and we need impact. So I kind of like your core values. >> That's my opener. Okay.
Anyone else? Board member Conrad. >> Um, good morning again. Um, I want to share the conversation um was exciting to me as you started as we started our our meeting um about um working on the strategic plan. And what was exciting to
me is that everybody started with a different word or a different idea, but ultimately at the end of the day we all ended with the same group or list of ideas. Some of them were prioritized a little differently, but we all want the
same thing. Um, and I also agree I agree with Miss Thrower and Ben. I I like the idea of having an acronym for it. Um, our teachers, our students, our administrators. We have a million things, you know, that we're working on and trying to accomplish every single
day. And so I love the idea of having something simple that um you know we can call we can call out to our class or our students or you know you can call out to your staff at the beginning of a a staff meeting um that we can just really um focus in on uh and say this is these are
our core you know our core values. So I I really like that idea. I think keeping it simple um is important. >> I'll just add real quick. It makes me think of the big three on the north end. So of throughout the north end schools they have the big three and now I'm going to struggle to like articulate that
>> right do your best absolutely can't forget >> it's ingrained >> so so to my point thank you board member thrower they have been the same for a very long time they are immersed throughout a variety of schools on the
north end and it is a part of the culture so I agree I think I think we're all um I would call it like gradeA human beings. So, we know what good quality core values are. For me, I agree. I want something that is going to be like
ingrained so that when you worked at North Marion 20 years ago, you still have it because it's just a part of of what you do. So, that that's my two cents on it. >> Yes. >> Thank you, Mr. White House, um for the
email as well. I I agree. I think um when we came in with the strategic plan um several years ago, it was to kind of consolidate everything to bring everything to one place so that we could have a shared vision, shared direction,
shared goals. Um I I even in ministry I try to keep it simple. I try to keep it a simple vision, simple plan, simple mission. Um, and it has to be memorable if it's going to be impactful. And I
think um, the simplest you can keep it and where our kids can buy into it, our parents can buy into it. It's it's almost like you want to be able to sing sing it like a like like they sing the ABCs or whatever. It has to be that impactful
and and there has to be real buy in for um, everybody involved. Um, one thing that kill stuff is when you have um certain people that like it and you have this group of people that's kicking it down, kicking it down. And I think as a district we we can you guys are smart
enough, very smart that you can put this together in such a package that uh everyone buys it, everyone gets it, everybody everybody uh uses it all the time. As we go from school to schools, I know the north end has theirs, but as we
go from school to schools, those schools have those their core values at different schools. Oftentimes, what bothers me is that you'll see one or two that are at several schools, but then you miss some that should be at those schools. So, it would be something that
if we had something that was pretty much standard districtwide, that would make that would be more impactful. That's how I see it. Uh, can I have a question? >> Sure. >> Ben, I just have a quick question. I think about this and um kind of uniting
us as a district with our strategic plan. And so with Reverend Cumins comment, our each school has kind of their own motto. You know, NH Jones has its own pledge which you know is ingrained into you. So, are you thinking as in the big picture down the road of
us moving to something holistically um as a district to go that far or are you still um and maybe it's too early for that question? >> So, so they really would serve different goals. So, the having worked on the north end obviously I'm I love the big three. I recited every day in the morning announcements for our students
to make sure that we ingrained it in their brain as much as possible. But really the focus of the big three is the tier one behavior expectations for the students. It's it's how we act as students in the north end community and has transversed to other schools as well. Um, so where that becomes more of
a how we act, this is a what do we as a school system believe in that we're going to make sure that all of our decisions revolve around keeping these front and center that the things that we do lead to this type of work because these are the things that will we're
willing to die on the hill on for you know corn euphemism. >> Okay. Thank you for that clarification. >> Uh Dr. Campbell, >> thank you. I too agree that an acronym is the way to go. Funny, when I was
reading this page one and then flipped to page two, I automatically thought R was going to be responsibility instead of resiliency though resiliency makes a much better term there. But I was going with the acronym going collaboration, opportunity, responsibility
and it so um but I see that you have incorporated leadership responsibility in the opportunity phase. So, I I understand how that's trying to be picked up. I I think that that this could be something that would be very memorable. And just a further definition of the word opportunity because and I
know we're not supposed to be completely set on this today, but collaboration is what we were talking about yesterday, a lot of that. And so when you start thinking about if these do become the core values of our district, how are we really saying you
absolutely have full reign to collaborate in as many ways and shapes as that looks. Same thing with opportunity. You have opportunities to, you know, advance in your career and choose if you're a PAR professional to become a schoolboard member. Sorry Nancy Thrower, I just called you out on that
one. But like you you have the opportunity to continue advancing in whatever that looks like from the student perspective as well as the staff member perspective. Really putting that into some I don't want to say put guard rails around it
but but to say are we really allowing it everywhere and in all things. I I think it gives us a lot of opportunity. No pun intended as we're using that word. U but I I like it. I I like it and uh you guys
did good work. >> Great board. Okay, let's keep going. >> All right, thank you very much for the feedback. So, we will move on to our vision statement. Um so, just again just highlighting what we talked about as some of the the key points to keep in
mind with vision statements. The vision is really where we see ourselves in the future. So, if we could imagine an ideal Marian County Public Schools of what it would look like, this is what we see. Um and so it becomes kind of that northstar guiding you know light for us as we move
forward into what we strive to be as an institution every day. Um again as we talked about with the core values you want your vision statement to be simple and easy to remember again so people know it. They know it by heart. They live by it. They reflect on it. U we make sure that decisions that we make
embrace that vision and lead us in the direction of that vision. Um and so we've heard it once already today, but our current vision helping every student succeed again certainly meets that mark of being very simple, very memorable, um and serving as a guiding light. I will
share one of the things that we talked about as a steering committee is the word every and swapping the word every out when we talk about how we support students to the word each and the conversation around it is that every
tends to uh wash over and blend everyone together into this one uniform bucket. Whereas using the phrase helping each student succeeds focuses on our intentionality to work with individual students and making sure that every student is met where they are and has
the path forward that that meets their needs. Um and so it takes a holistic approach in a statement by changing word down to a much more individualized approach. And so you'll see when you look at on the next page the some of the visions that our um committee worked up,
you'll see that word each reflected a lot in there as uh we certainly um bought into that concept of wanting to make sure we really are focused on individual students. So I will again pause for a moment. You'll you'll see there we've got vision
statements, some working ideas for vision statements listed on there that the group came up with. um a variety of those vision statements. Um you'll even see one where it was simply just changing helping every student succeed to helping each student succeed. Um and so I certainly welcome your feedback on
things that stand out to you as you look at the vision statements. Um any that speak to you or ones that you think um maybe we need to go back to the drawing board on, we'll we'll take feedback in either direction. But um I welcome that at this time. >> All right. I open up to the board. Dr.
Campbell. >> Thank you. I'll start this one. Personally, I'm I'm going to offer a bit of push back on the thought that every student doesn't say each student. I I I am still really in support of what our
current vision statement is. And I can give you a couple of reasons why. We didn't say helping all students plural. And so the fact that every student is singular to me gives enough enough emphasis to say that it is each student
because it's singular. Um I I also like the idea that helping to me means that if I am a custodial worker or if I am in payroll or if I am that my job is
helping that student succeed. Now, I may not be able to ensure that student succeeds because I don't ever interact with that student, but I can make sure my job is helping them to succeed. And so, that feels more I I we we landed on it for a reason when
we did it before and and I think it really just encompasses every single job within the district that not only is impacting every student, but also whatever your position is. if you're a diesel mechanic or if you're, you know,
making sure the lights are on or whatever your position might be within the school district, it really is helping students succeed in that way. It's every student. So that I personally don't think the vision statement needs to
change. That's my opinion. >> Uh, yes, board member Thor. >> Thanks. I can piggy back on that because we had very spirited conversation from what I remember. That was probably one of our biggest challenges was landing on this vision statement. I think at one
point we were at helping each and every student succeed but then you know we argued that that was redundant and we were trying not to be wordy. So it was a fun process. Um, thank you for reiterating, uh, board member Campbell, how important it is for every single
employee to know, believe, and trust that their job is to help every student succeed. And I hope that we can continue to break down those silos of well, just because you don't touch students directly, you know, with a pat on the
shoulder every day doesn't mean that it's still not your job, you know, to to help every student succeed. And and and anyone that isn't doing that is is detrimental to the rest of us and that doesn't embrace that. So, um I've loved the idea of unifying it. And uh I also
want to hear other suggestions, but I think helping every student succeed is pretty succinct. So I just wanted to share that kind of history on it too of how we landed at that statement eventually. It definitely was a pretty broad and deep conversation.
>> Well, and if I can add, I think for me maybe it's about I I don't disagree with the sentiments that have been shared regarding help. Um and the where that word help kind of delineates. I think potentially maybe clarifying what success looks
like. Um because helping every student succeed is maybe too vague. Maybe it's um and vague is good because it's overarching. But I I think that
um our goal is that everyone graduates as an educ educational institution. I think our goal is that every student graduates in their own accord, whether that's an 18 credit, a 24 credit, whether they're
doing dual enrollment, IB, AP, they're um doing uh a technical certification, like whatever it looks like, but they are getting to graduation because that is the end goal, I think. I mean, for me as an educator, I I would say that's the end goal. And so, is it helping every
student graduate? what is how do we get to that clarification of what success looks like? Um, so that would maybe be a talking point that I would want to dig into. I don't disagree with helping
because I agree it's a even every single person in Marian County Public Schools is has shared responsibility and getting us getting that student to whatever success is defined as, but a definition for success I think could be helpful. >> Uh, board member Conrad, you haven't had
an opportunity yet. Um, yes, I love the word helping. I think it also overlaps into the community. Um, our business partners, mentoring, all all of the things, our families. I love that. Um, and I I love the the vision statement
that we have. But I also I feel like um people have become a little numb to it because we we do we use it all the time, you know, we use it. And so um it it might need to be refreshed. Um so so we
have a new and renewed spirit um to that vision and the new commitment um to that vision. I personally liked um the wording of lifelong success because just to succeed I I think is um can
sometimes be lost. What does that look like? You know, we envision it as educators um but what does it mean to everyone else? What does it mean to the community? what does it mean to families? And so I I would be interested in updating it um just so we have
something new and revised uh to move forward with. >> Reverend Cummings, >> thank you. Um I was a part of the the helping uh every student succeed. So I'm very partial to that. However, um success does looks
different for each kid, each student. Um so when we we There was one in here that talked about academic something um inspiring each student to achieve acchieve academic and personal excellence. Um every kid is not going to
have the same academic personal excellence and and stuff like that. But I I I I kind of um in understanding helping every students succeed, I kind of think it works, but I also think it's
it's not enough. Um, my my parents told me that it was their job to make sure that I got to where I needed to go in life and it was their job to to guide me or to navigate me. So, I kind of see us as a student school
district um being navigators, being uh guides of getting these kids to success, whatever that success may look like. um um whether it's vocational success, whether it's military success, whether it's academic and higher education, I
think it's our job to be those that that force that navigates or guides them. So, but um if we're sticking with helping every student succeed, I think we do have to kind of expand what success looks like or what succeeded looks like
because it's is in in in our current climate is It's all over the place. What success? Some kids um graduation is their is success. Some kids is not to graduate. It's just to get a good job. Um some want a vocational certificate.
Whatever it is, we have to be able to um expand on that. >> Yes, Dr. Campbell. >> Thank you. So, I I'm going to come back to the original thought that I had. I still believe helping every student succeed conquers or accomplishes what
we're trying to accomplish because we're now creating new core values. We're potentially about to create a new mission statement that can encompass the definitions that you're looking for. I I do agree that every child a graduate is
also something we're going to incorporate now that's going to be something a part of our strategic plan. I don't think it has to be in the vision statement because statute and DOE rules and all also make sure that we produce productive citizens like it it's not
even just all about academic all the behavior things we have to do all of the they have to know how to swim like they all the different things that we have to do that are productive citizenship as well I think all of that can still be lumped into every student succeed
because it is succeeding in all of those different things that we're requireing to teach them. And I'm going to liken it to a tagline more so even than a vision. It has become our tagline. It's in our logo. But when I think of a tagline that
we all would resonate with and would know is just do it. From Nike, well, what is it? It is anything. But for Nike, it was anything. Athletic performance, it was anything. This, it was anything. It could be. But people use just do it in so many different
ways. Well, what is it? They never had to define it. They never had to define it. And it still resonates with everyone today. And so that's where I'm saying helping every student succeed. Success is whatever that student is able to achieve. Is whatever we're able to
ensure that if if it's a level five for one and a level three for another one, that is success. If it's learning how to clap your hands to say yes or no when you're a non-verbal child, that's success. And so I don't I don't think that we have to define it in the vision statement as much as it just needs to
continue to be the vision. >> Okay. Well, I think you have a pretty well-rounded uh discussion and kind of where we are. Um so do with that what you will. >> Good luck, Mr. >> Certainly will. All right. So, moving on. The next piece we want to talk about
is >> Oh, I'm sorry. Board member Thorough had one more thing. I apologize. >> That's okay. U just a a question and to confirm If a student is successful, say, in their welding program, and they earn their industry
certification, but yet they don't pass that pesky algebra one, so they don't really graduate, but yet they leave us and start making 50 $70,000 a year as an underwater welder or whatever. Um, so I guess I just want confirmation of my
question that if you earn the industry certification, that's separate from being a graduate, right? I mean, obviously for graduation rate, we want both. >> Yeah. >> Okay. >> Yeah. So, there's a lot of industries that certainly want to see a high school diploma or an equivalency and then there's certainly industries that what
they care about is your technical skills and your ability to perform the work. Um, and I think that's really going to bleed into our portrait of a graduate which we're going to get into in a minute, but I think that's great segue. That's a great opportunity for discussion with them. >> Okay, >> that's why I said there are some kids
that they're not concerned about graduating. They're more concerned about getting that industry certification because of the fact of them getting a better job. >> Just to confirm that, Mr. White House, I think I'm going crazy. There is a
pathway to graduate for with for CTE. >> Yes. >> A CTE pathway. >> Yep. >> Does that include the algebra 1? >> Yes. >> Okay. as it exists right now. Yes. >> Okay. Thank you. >> It needs to go. >> Yes. Which we've talked about and maybe I'm just remembering back to our legislative conversations because at the
legislative level we have had conversations to say if we are allowing them a CTE pathway and they've passed industry certifications then why if they if they can pass a certification on algebra 1 then why do they need algebra 1? >> Yeah. So the CTE pathway removes some of the course requirements that students
have. So, it lessens the number of science and math requirements for students because they're they're finding alternative ways to prove competency in in their chosen field. But the unless you're ESC and you get an assessment waiver, there's no way around passing algebra or getting a concordant comparative score for students to
graduate. >> That's why that conversation we had with Rep. Chamberlain more than once now and others too continues to really resonate um I'm sure with all of us but especially you know
with me um there are so many ways to be successful >> and I look forward to our legislature you know because they're innovative and and really visionary and wanting to be historic when it comes to supporting
public education will continue to hear us on these pathways. That's all I'll say. >> We'll leave it right there. Stop. >> All right. >> So, next we'll we'll lead into our mission statement, which again is kind of the continuation of our vision. So, the vision is the ultimate goal of where
we want to be as a school system. And the mission is kind of that um those steps that we take, the the daily actions that we make, the things that we say we're going to do on a regular basis as a school system to make sure that we are able to reach that vision. um does
not have to be as short as certainly we want to be a little bit more clear in the the daily work that we do and define some of the work that we do. Um and so you will see with our current mission statement um certainly is a little bit longer than our vision statement not overly long. You certainly don't want to
become so wordy that um the message gets lost in the amount of words that are in there. Um, but you'll see this, you'll see through some of the, uh, feedback from our group, um, a lot of people really did resonate with the current mission statement with just a few tweaks and some changes here and there, but
you'll see a lot of the mission statements in here are fairly redundant of a lot of the words that we find in our current mission statement as they are still truly reflective of what we want to do each and every day. Um, so I will again draw your attention to some of the thoughts on the mission statement and welcome your feedback on our current
mission and any of the thoughts or recommendations that went along with our group work. >> I don't mind starting. I think for me I I agree. I think I like our mission statement for the most part. Um, I would love to see a word that is stronger than
the word together. together to me seems like parents have an option and I think the theme of this board has been that parents need to be an active participant um and that's been a theme
across the state as well and so maybe it's with in partnership instead of together or maybe it's um collaboratively I don't know what the word is right now but I think I would love a word that is stronger than
together. And maybe that's a little vague, but um that's my first thought. Board. >> Yeah. >> I get a thumbs up from board member Thrower who agrees. Parents need to jump on board, >> get on the train.
>> Yep. Anybody else? >> Are we talking about just that word or we >> Oh, no. Just the mission. Just the mission. >> So, I agree. I think I like the ones that had encompassed something to do with partnership. I also personally don't believe that Marian County Public
Schools needs to be in the mission statement. So you'll see many of the mission statements that don't actually just say, you know, in partnership Marian County Public Schools will block. I I don't think that it's necessary that we have to have actually our name Marian
County Public Schools in the mission statement. I also think it might give us that opportunity to use that each student that you that your team liked as opposed to what our current one says is all students. So I I do still believe the diverse and enriching pathways are
important. uh but I think that it's diverse and enriching pathways for each student because when you start thinking about pathways for students you may get an industry certification you also may get your ACE diploma you also may get
you know a university letter you also may get whatever and so those are diverse and enriching pathways for each student and so u intellectual and personal excellence I can kind of go either way on how I'm just I'm breaking
down our current mission statement. Um there are there are lots of good pieces and parts here. I don't know that we completely have landed on one based on what has been presented to us.
>> Okay. I I just have a comment I'll share. Um Dr. Campbell, when the steering committee met, I I don't know how many there was 50 or 60 people. You know, Ben listed some there was people from every group, community and all. Um the
committee or the group felt pretty strongly about Marian County Public Schools. In fact, they wanted it moved to the beginning. If I remember correctly, Dr. Brewer, um that ownership of us us taking on the responsibility um
as the first take, you know, as as the key educators. Um, so anyway, right or wrong, I just wanted to share um that that's how I felt um the committee really landed after a full days worth of discussion. So I just wanted to share that with the with the board.
>> Thank you. And and maybe it's as I'm reading it kind of one of the first ones that's up there because it has the word in partnership. Maybe it's Marian County Public Schools, in partnership or in collaborative partnership with families. Um and I don't know, you know, we
>> and Dr. James, that is really where they landed. >> Yeah, >> they're just moving it to the to the beginning. >> Um, but I I do think that I I do think it's important to have the name. I I think that's important. I think that has value personally,
Dr. Campbell. So then with that being said, if we can pick apart the very last mission statement presented in the email to us that aligned with your helping each student succeed. I personally think then Marian County
Public Schools partners as opposed to will partner. So partners or collaboratively partners if you want to add collaboration I don't know that that's necessary since it's a core value. If we're making collaboration the core value, this is like we can massage this to death, but uh but partners with
families in the community to create diverse enriching pathways for each student then again to achieve intellectual and personal excellence potentially. That's where we further divi define success and I'm not sure what that really says yet.
Uh, but we're closer in my opinion on a mission statement with that one than some of these others that might not that might that have a lot more words to them. U, but I I can get on board certainly with adding Marian County
Public Schools to the beginning or having it start that way, but the way it currently reads, I don't know why we landed on it, honestly. I'm like, I don't know why we put it like in the middle of the mission. It just it seems awkward. So, >> well, and I would say I don't like the word will. Will will to me um and this
is just like a goal thing. Um as somebody who like has spent a lot of time studying writing goals, will is such a weak word. Will gives opportunity for will not. Um and so, um I would eliminate will al together and say we we are. It's a present tense. We it's a
it's a present tense word instead of a future tense word. Um because we are actively doing it right now. So, you're not gonna be like, I will go to the gym five days a week. Well, no. I I do. I am. And it makes a present tense. So, um I would certainly agree with eliminating the word will, and I like the word
partner. Um I just wanted I guess I would ask, you know, as the team to talk through ways to constructively strengthen how we define partnership and then how we define intellectual and personal excellence because I do agree that that defines success. Um and so
maybe you know I think back to the three E four E now right and so um and maybe bringing back graduate and and saying you know every student intellectual and personal ex excellence through entrepreneurship
um enlistment enrollment or employment um and I so I don't know if that that gets to be too wordy but like really defining what then is how are we defining personal and you personal and intellectual excellence which I think is defined by the four E. Um and so I don't
know that there's a place for that in there but that's just a thought too. Board member Thor >> something that I was >> something that I was thinking about and listening to all these great inputs and it made me chuckle about we could
massage this to death. >> It's it's a lot, you know, and we want it to be right. But in the spirit of keeping it short, I just took a couple notes in this, you know, uh, Marian County Public Schools in unity with families in the community shall, because
I like that, not will, shall attorney powers provide opportunities for each student to provide to achieve their personal best. Now, further defined by I don't know what, but >> Yep. Okay. Reverend Cummings, anything
to add? >> Okay. All right, thank you very much. So, on to our next topic. So, um this is a a new topic for us, but I think very important in terms of the work that we're doing, which is defining the portrait of a graduate. Um and so this
is not something that our steering committee took on per se, but something we certainly talked about with the steering committee. Um and so we're launching into this work with a number of different focus groups to gather some feedback um with the idea trying to make sure that we can as a school system
define what we want our students to walk out of our doors with the the skills that they have, the attributes that they have um so that we make sure that they're ready for the future, whatever that future may be. And we know that the future for our students that are young right now is certainly ever changing uh
with technology. And so we want to make sure that what we define really um articulates a lot of that vision. Um and so we're gonna spend a lot of time with focus groups of the next two months working with us, but I wanted to just start getting some feedback from you all. Um I shared two things with you.
One, uh I met with all of the district directors and we started a list of just gathering some key words and ideas of things that we saw as important skills for our students in the future. Um, I also share an example from uh Gwinnet County of what a portrait of a graduate
could look like as a finished product. Just so you kind of visualize what we're working towards. Um but the idea once we define what this uh graduate needs to look like, it helps us with the strategic plan and making sure that we have goals and strategies in place to build those skills within our students
so that when they do leave us, we can hopefully uh put out great products that are able to get right into the workforce and be successful uh here and abroad. Um so I will again just pause and welcome some feedback from you all on um some of the thoughts we had from our directors
in the portrait of a graduate and the example that we saw and any any ideas that you would like to add to this list. >> I'll start um I think the list is comprehensive. It's probably too comprehensive. Um, when I like as a visual learner myself, when I think
about what a portrait of a graduate looks like and I I think about our PR team and Yamaly specifically, but I think about a like doodle of a of a graduate and then words attached to parts of their body.
So, words next to their hands. So, what what are we doing with our hands? What are we learning and accomplishing that our hands can then do? So being helpful, being a helpful citizen as an example, right? Um are like are you someone who walks down the road and sees trash and
lets it sit there or are you someone who picks it up and puts it in the closest trash can? I always say that the a good um delineator for society is are you the person who puts the cart back in the cart cart keeper in the in the grocery store parking lot, right? Or do you just push it into a random parking spot so it
can hit someone else's car? My goal is that we're we are I was going to say raising because that's what you would say as a mom, but my goal is that we are graduating graduates that put the cart back where it belongs, right? Um and so just I guess just to say I this list is
great. It's very long and extensive, but I would say like in my head it's a picture or a sketch of an outline of what a graduate looks like and then words placed around their body like um a thoughtful whatever and it's by their brain and and so as the words are
attached to the things that their body can do in society that's just what it looks like in my head. So I don't know if that makes a ton of sense but my brain that's how my brain sees it. >> Absolutely. >> Dr. Campbell. So, one of the thoughts, u first of all,
if if this, um, I love the, uh, illustration that Dr. James just gave because I think that would show it even more differently than the way the one that you sent us. And if this is from Georgia, is it from Georgia? Then it's Gwynette. You said Gwynette. I'm like,
no, that's Gwynette. So, as soon as I saw it, I was like, no, let me give you some southern draw on that. Um, but I I love that they um that they have something that like this that can help us. The one thing that I don't see on the list, and perhaps it's somehow encompassed in the global citizenship
concept, is the concept of being a giver. And I know that sounds really strange, but when we one of the reasons the youth philanthropy and action curriculum was created was to teach students and only a very small portion
of our students receive that, but teach them what giving actually looks like from time, talent, treasure, all of like what does giving mean? And so we that probably is encompassed somehow in the word citizenship, but I don't know that
it is. And and if we're not making that one of our again, youth philanthropy and action was created kind of saying if if we're not teaching students to do that and it's not naturally happen happening in a home or in the community, how is it being taught? And so I I think that's a
portrait of a graduate that I would like to see and whether that a lot of them have to do community service hours. That's giving they just don't realize it. um and and or being a mentor or reading to younger kids or whatever it might look like. That's giving. And I
think if we defined it as such, I think that would be even more powerful that we would be producing productive citizens. >> Okay. >> Reverend Cummings, >> um I know we have some some students on the
on the committee, correct? that are helping with this. Um I I I think the picture of a graduate is um looks different again to everybody and what what what their expectation is. I
personally think you need to ask seniors. You need to ask those who are going to be graduate what do they think a graduate looks like and do some type of survey, informal survey or whatever. And because they're the ones that's getting ready to go forward. We we all we all
know what a graduate looks like because we are graduates. So, we know what it looks like from our vantage point, but what does it look like from someone that hasn't gotten there yet? >> And that's what I think brings value to the table to this conversation for this. >> Well, I was going to say, Reverend
Robies, I think we we know what we want it to look like, too, right? And so I think getting clarification on this is our desired portrait of a graduate and not necessarily what every graduate
looks like right now because yes, we're all graduates, but then as parents and productive citizens, we know what we want the product we want to be turning out. Um, and we fall short every day. We fall short because as a community, we still have work to do
because this isn't just a Maring County Public Schools responsibility. the community has the responsibility to develop productive citizens and I I will die on that hill for sure. Um so to Reverend Cummings's point as a group that is varied having a true
collaborative conversation about what does the community think a graduate should look like because passing the algebra 1 EOC for me is really low on the totem pole. Like yes, it's a requirement to graduate, but to be a
productive citizen, I could care two hoots if you pass the algebra EOC. To me, that means nothing because quality of character and the type of person you are is far more important than whether you know how to pass an algebra EOC. So, I agree. I think having that collaborative conversation not just with
seniors but with with people who are in our community who who are living with our graduates. As our graduates enter the community, what do they want to see from our graduates that we can work on? And then as a community, we can have community outreach to say these are the characteristics our community has
defined as what a graduate looks like. How can we as a community improve this? >> Anybody else? Uh board member Conrod. >> Thank you, Dr. James. Um, I just want to say I love this piece of the conversation. Um, I too visualize, you
know, a picture of a graduate abstract kind of thing. Um, but then I see it more like we do our standards. I think about the bold print being what we talk to our elementary students about. And then in middle school, we do a deeper
dive. You know, when our students are in high school, we're talking about conversations like Dr. Campbell just shared. What does giving really look like? you know, when when do you do that? How do you do it? What does it feel like when you do it? And so, um, I'm re this is the first I've heard of
this this part of of the strategic plan. And and I'm really excited about it. I I think it's exciting. Um, I I just see it being incorporated in in the work that we do every day from the ground up. And that's really the ultimate goal, Miss Conor, when we get this finalized and we
start to build out the action steps of the strategic plan is taking some of these skill sets that we want our students to leave with and how do we build those down starting in kindergarten and what are the things that we focus on each year to make sure that by the time they graduate they have those skill sets in place.
>> Awesome. Okay, are we ready to move on to the final component board? Great. We have one more piece. >> One more. All right. So, the last one is not me. it's really all you, but I wanted to give you all an opportunity um again just to make sure that all the
work that we're doing as a school system aligns um and just in light of some of the conversation we've had today about think rethinking our vision, our mission, and our core values in this portrait of a graduate as we move forward. Um giving you all an opportunity just to discuss your board commitment statement that kind of sinks
in with all of that work. So, I will yield the floor to you all and certainly anything I can do to help um gathering more information, whatever, I'm happy to do. And so board, I I'll read it real quick just to remind us. I read it at the beginning of the meeting, but I'll read it again real quick. We are Mary We are the Marian County School District Leadership Team. When we come together
to work, we are efficient, effective, and productive. Our three most important characteristics are dedicated, transparent, and individually responsible. To work well together, we must demonstrate respect, confront reality, and be accountable. We will always put students first, and we will
leave a legacy of success. So um I think the first thing we need to discuss board is do we want to dig into this now or do we want to wait until the vision and the mission and that work is done? And I would I would say I kind of
I kind of want to wait until we have really redefined or not the work of the of the school district because to me the work of the board should be in alignment with any transition we do there. But that's just my two cents. So, Borer,
>> I'll just say I agree with that 100%. Um, I was thinking the same thing that I want to see, you know, what we all come up with for our strategic plan. And then our commitment statement needs to reflect all of the elements of that, you
know, not specific or too long. try to not have too long because I can pretty much say it from you know my own head our our board commitment statement now >> and I think that's also important because then that means it has ingrained itself >> so
>> yeah okay >> I agree >> uh board member comrad >> I agree um I don't want our board commitment statement to end up being an outlier you know from the general work of the team and so I too would like to wait and see where we land so we can at
at least clo be close and I I think incorporate some of the same language so it's all interconnected >> certainly the same words right so if the word choice changes for me I agree I want to change some of maybe the theme of our commitment statement doesn't change but the language the actual word
choices shift that would be something I would think too Cummings I see you leaning forward >> I I concur that we need to wait um on looking at the um the board commment statement And let me say something too
while I say that that when that board commitment statement was generated, the district was completely different. >> This board was completely different. The mindset and the atmosphere of Marian County Public School District was different. So honestly, I kind of think
it's a little outdated to be honest with you. Um, we were going through some tumultuous times and we were dealing with COVID. we were dealing with the change of a superintendent from elected to appointed. So I think it's time for it to evolve to be honest with you, but
I think it needs to evolve with our strategic plan as well. So >> okay, >> Dr. Campbell. >> So I agree that we need to delay the revisiting of the board commitment statement, which actually is the district leadership team commitment
statement. When I reflect back, we we did a little history lesson a moment ago on on some things. I'll I'll do this one as well. The commitment statement in its original form was actually created prior to my election in 2020. So that this
actually predates me much of the language, but it was adapted during a master board training that we did as soon as I had been elected. And at that time I was the only new elected board member joining a board of four existing
board members. We know for certain that will be something that happens in November that we will have a brand new board member because we have one board member who has definitely said she is not running for reelection. I would ask that
we potentially delay this adaptation until after those November elections so that we have the full weighin. Uh we'll have the adopted strategic plan at that point, but we would delay this
conversation to change it even to December perhaps. >> Well, and to your point, certainly um I mean Mr. The White House's projection doesn't really have the strategic plan done until May and and in this community, most local elections are determined in August. It may go to
November, but based on the election and the election cycle and what happens and and how seats change, I think we can have a an active conversation about it and and figure that out. I don't know. I would say I don't know that we need to completely not address it because if
there are word changes we want to do and that kind of stuff, I would say let's do that work. but then absolutely revisiting when the board changes. But then I reflect back to when I got on the board and we never talked about it. And so I would argue that every time the
board changes, the board should revisit the commitment statement because once the board begins their work and they learn their way of work with each other, should we not at least have a brief conversation about the commitment statement? Um, right? Because the
dynamic of the board sometimes doesn't change at all. Right? And sometimes, like this last election, we're still all still here, right? But sometimes it changes drastically. >> Certainly. And and again, just to reflect back, that was done in a master board training when we did that. And to
my knowledge, since you've been elected, we've only had one of those. And I do think that we did talk briefly about that. That might be a wonderful insertion to say as we welcome our new superintendent, perhaps a master board training would be a wonderful opportunity for us to uh gather together
in a training type situation. Uh that would be wonderful for us to gain um you you are correct. I uh we didn't have a changeover of of board. Um and so uh I I do think there would be wonderful opportunity for us. I'll just leave it
there. >> Okay. So, I think what I have heard is like we want to wait until you guys finish the work on the strategic plan and then maybe the board will look at some of the language and word choice you have and and maybe make some changes and then again revisit after the election next year. >> Sounds great.
>> That good summary? Yeah. >> Okay. >> All right. Well, then um Dr. Do you have anything to add? >> No, I just really appreciate the conversation about the community and giving. I I like that to be included in the portrait of graduate. It was good to hear that discussion. You may recall
even during the Marian Technical Colleg's graduation, that's what my message to the graduates were, is to give back to the community and they're going to be the ones serving our community and helping neighbors. So, I appreciate that perspective. So, thank you. Thank you, Mr. White House. >> Absolutely. And I would open it up to
public comment for this item. Okay. Hearing none, we are going to move into the Wamina Park um agenda item, which is agenda item 6.1. And board, after this item, we will take a 30-minut lunch um because everything after this item is essentially a board related
item. Um I mean, everything's related to the board, but staff has very little um interaction with the things that we're going to discuss at the second half of our agenda. So we will talk about Wyoming Park and then take a lunch and then the board will kind of get into the work on the three remaining agenda items
and um Miss Terry Brown will be joining us from legal to help facilitate and notetake a little bit too. So Miss Kiner, welcome you to the podium. >> Thank you very much. Good morning board chair Dr. James, Dr. Brewer, and board members. Happy to be here today to talk
about Wimina Park Elementary. As we know, Wimita Park Elementary utilizes an extended school year schedule that is allowable by the state. As we prepared for the instructional calendars, we took input on the draft instructional calendars for the 2026,
2027, and 2027, 2028 school years, and we gathered the input from Wina Park administration and staff. The draft calendars model the last two years of the instructional calendars for Wina Park Elementary. Feedback was received
to separate some of the days of the two-week spring interession as that was a very long time for students to be out of school consecutively in March. The normal Maring County Public School spring break time frame has remained in the draft calendars and the other days
were placed throughout the second semester. The draft instructional calendars take into account the MEA contract, schoolboard policy, and state statutory requirements. There are 180 school days
or the hourly equivalent and 196 teacher days. The draft calendars maintain the holidays that we observe each year and include six early release days for professional learning. They also include inter session breaks to account for the
earlier starting date for Wamita Park for each school year. The draft instructional calendars are closely aligned with the traditional instructional calendars that we have here in Maring County Public Schools. if needed for weather makeup days. The
weather makeup days for Wina Park on their draft calendars would be the January professional learning day, the early release days that we have six of, and we would extend the instructional day if necessary. The two draft Wamina Park calendars for
the 2026 27 and 2027-28 school years will be on the January 24th board agenda for board approval. And at this time, I welcome any comments and Dr. Brewer for additional comments as well. >> Thank you so much. I'll open it up to the board. Anyone have any remarks to
open it up with? Otherwise, I can start. But >> okay, I was just checking the calendar. Um, specifically looking at Good Friday because I know that that comes up sometimes when we discuss calendars. So, it looks like Good Friday is they're going to get Good Friday in the 2728 year. Um, based on how it all how Good
Friday jumps around. Um, so my only I guess pause would be that historically as an educator, the month of May is sacred. You can't go anywhere. You can't do anything. There's no field trips.
There's no nothing because May is testing month. So I find it a little odd that they are going to take two days off at the start of May. So, I guess I will leave it as a wondering and maybe you can expand on the decision there. Um,
because typically testing starts the first Monday in May and Mr. White House maybe can speak to that, but I believe typically we would start testing on the first Monday in May. >> Sure. And we definitely would um and that would be our third grade testing that we test first as we do in the state
of Florida. Um but we really needed to put those five days spread out um for that second part of their intercession so that it wasn't consecutive in March. Um and we really did not want to um have those additional days in one particular month month for example. We didn't want
to have four days in the month of April as we were preparing to lead up to PM3 um for Wina Park. And so the administration uh and our feedback, we felt that um those would be two days in the first week at the end of May that would be um okay to do the inter session
two days off for students. >> I guess my question would be why wouldn't they just get out of school two days early? Why wouldn't their day why wouldn't they just be done two days before everyone else? I just think it seems very risky when you're working with a clientele
that where attendance is is still a barrier in the first week of testing where testing is like we're seeking like top attendance and then we're interrupting and giving them a 4-day weekend. Um I guess that's just
something that I I think would yield not exactly the results we're looking for. But I mean, we maybe not maybe I'm wrong, but I just don't know why we wouldn't put them at the end of the school year and let them get out early. They start earlier anyways. It's not like they we all I mean, we all end at
the same time since we started year round. That's what we've done, but like they don't start at the same time. And then their spring break is similar to ours, but is different right now. And their Thanksgiving and Christmas are the sameish, but they went back early for after Christmas break. So, it wouldn't
be weird if they just got out two days before everyone else, I guess, would be my question. Is that something we can't do? >> I mean, I think we could do it. We just have to have the amount of days. Um, but I would just like to comment that, um, I know the staff and the parents at Wima
Park um, they do appreciate trying to even though they they do enjoy having this extended school year calendar, they also enjoy having as many of the same big dates that Maring County Public Schools has because we do have lots of
siblings that attend Fort King Middle, Vanguard. Um, and so keeping them, it's not something we couldn't do, but I I do know that they they do talk a lot about trying to keep consistency for some of those bigger days like that last day of school time frame. >> Understood. Board, I open it up to you
all, but that would be my major reservation with the calendar. Dr. Campbell. >> So, Dr. James, then your proposal would be that they would have the 2hour early release on May 23rd and teacher
work day on the 24th. I'm sorry, I'm looking at the 27 28. Let me pick the 26 27. Uh, so in in the 2020 26 27, they would actually get out on Monday, >> Monday the 24th. >> Monday the 24th with a 2hour early
release. Yes. No. Yes. >> I I guess my question would also be though the two-hour early release is something that we do for PD. We're not doing PD on the last day of school. So, uh, the calendar committee, if I'm
remembering the conversation correctly, and maybe board member Thor could speak to this because that's your committee, right? Decided a two-hour early release is a great idea on the last day of school. And as an educator, I completely don't disagree. Um, so yes, it would fall on Monday, but also we do things differently for Wyoming Park based on
this calendar than we do for everywhere else, too. So, I mean, if that works for Wyoming Park and they want to just come to school for two hours or for five hours on a Monday, that's fine. But also, they probably don't need those five hours to meet their hour requirement, I would guess. And they probably could
just finish school on the 21st. Um, I'm not Mr. Heirs, but if I were to guess, that would be my bet. So that would just be something I would say. >> Sure. So I that would be the question that I think needs to be answered. I do
agree that having two days off. Granted, if third grade testing can get completely accomplished on the first three days and all of the rest of your testing happens the second two weeks, it
kind of is almost like a little reward for those third graders. Yay, you did such a great job. Now, you know, because if they're finished with all their testing, then it kind of is that little reprieve for them. However, your fourth
and fifth graders, it does them a disservice because they do have a couple of days that they could be using for additional prep and review. So, it's I I could go either way on it. I appreciate the conversation about it.
>> Um I I understand the concern. I for me as a teacher, if I knew I had testing on Monday the 10th, I would not want my kids coming off of a 4-day weekend. I can tell you that right now. Um, and I'm
just kind of surprised the teachers and staff had this as desirable because there's no way you're going to knock out also I mean the testing schedule is going to have to show testing on the 10th based I would I would guess and you can correct me if I'm wrong but I would
say someone is going to have to test on the 10th and so to come back off a 4-day weekend and somebody is I mean that's not an ideal scenario for anyone in my any educator in my opinion whose VAM is related to the data. So that's my I I
don't know. >> Right. And if I could just speak to that, thank you for the comments. Um you're correct. It's the teachers certainly want the students in school for as many days as we can have them before testing um in order for them to do the best that they can. um they were
very adamant that um they feel and they're they are getting very nervous and concerned this year even as we go into the second semester and we lead up to that spring interession of two full weeks in March. So they were very adamant about having that second five days, you know, split somewhere. So it
wasn't as long. Um we can do third grade testing. We do it now in all of our district schools in two days. Now that's not counting makeups, right? But for all students that come, they do have third grade ELA testing on one day. And then there's math testing on a second particular day. Um, and sometimes
schools that are smaller can do all of their small groups in one day. Some spread the small group testing schedule out a little bit. Um, so I'm may referring to the main testing days. Um if we were to do those two days off on Thursday and Friday in May, um certainly
the school would most likely not have scheduled testing on that Monday and they could still fit fit that in there um because they would have to do their fourth grade testing, ELA math, fifth grade, ELA math, and then the science. Um there would be enough days, yes, it would be tight. Um you would have to do
makeups, small groups. Um it could be done. They wouldn't necessarily have to test on that Monday. um that would be left up to the administration and the staff at Wina Park. >> Miss Thor, >> thank you. And just to confirm, while it
might have been a great idea to have a board member on the Wyoming Park instructional calendar, we didn't have one. So, I'm seeing this information at the same time as you know the rest of the board is. Um what I will say is that because it is a unique calendar, it
presents some unique challenges. Um, and my feedback on this would be that the points raised by other board members are are definitely worth pondering. Although I get the sense that you guys noticed those same challenges and talked it
through and this is what you landed on. So I guess that's where I'll stop talking. I I I think that it is really important to with some notes of caution, which are
certainly warranted in my opinion too as as a board member to to honor what this you know population and school has has come up with to continue to work in the parameters of their very of their more unique instructional calendar. So
>> I have a clarifying question. When is PM2 PM3 for K2? >> April to usually the last two weeks in April. >> Okay. >> Um Okay. Uh board member Cummings or Conrad,
>> I I I I that is a very long weekend and I was trying to I was trying to look and see where you could split those up, but be honest with you. Um I I don't think I don't think I don't
think it's going to be conducive to the kids being doing well if they have that they're coming back four days. That's like a little mini mini spring break again in there. So, um but I'm not the expert in that that category. So, I'll let you guys deal with that.
>> I do also thought of something. Um the community is also doing some incredible inreach >> into um a lot of the apartments and and areas. So it is entirely possible and
I'm I don't know this. I'm just thinking that knowing why I'm in a park, they're probably thinking of ways to have some tutoring and things going on on those days off uh from regular school. And so
that crossed my mind as well. And I just also wanted to use it as an opportunity to to commend them for everything that they're doing to connect with the community and make sure that the kids have a bus to school and, you know, remove as many barriers as possible as to why kids are struggling to succeed there.
>> Absolutely. And I I appreciate you bringing that out. Um and I'll just take this moment for the community as well, thanking Dr. Brewer, Mr. White House, the board um for allowing the opportunity for all of our students um to have an opportunity to have a bus. Um
we have very very few walkers um and the walkers that are walking at Wyman Park are choosing, you know, to do that, which is great. Um you know, they're they're able to do that, but they're also able to have that opportunity to take um a bus um which has helped our attendance. Um, I wasn't sure if I was
going to be able to fit it in here, but I would love to give them a shout out. Their attendance average is up by two percentage points over last year's attendance for school year to date. I was just looking at the data dashboard again last night um to look over it. Um, but the more astounding data is with
their chronic absenteeism data over the last two years. And we know nothing's perfect, right? There's lots of variables that that consider and go into this. um but their chronic absenteeism rate has increased by or excuse me decreased by 15 percentage points in
their chronic absenteeism um with that group of students. Um and so that's that's very that's that's outstanding for that that staff that community and for the students there. >> Give a little shout out. >> Can't help it. I love them. >> Miss Coner. Um >> yes sir. Go ahead.
>> Also I do know that um as board member Thor kind of jo memory. There have been some um reach out from a couple of those housing um departments that have asked for assistance so that they could do some tutoring um to those kids. So that
may maybe if we kind of collaborate with them since we're talking about collaborations, partnerships, maybe those two days could be um worked out with those housing complexes to put some type of program or implement something in place so those kids do get some extra tutoring during that time. so there
isn't a huge falloff um over those four days. >> Yes, sir. Reverend Cummings, I think that's a great idea. Um, Wyoming Park is always looking for out-of-the-box opportunities to help their students. Um, and I think those two days in May, while they may prove to have some
challenges, also provide an opportunity um to maybe do some of those out of the box tutoring ideas and outreach to areas like Berkeley Point um where we know those parents and families would um would welcome that opportunity to have. >> Good. Dr. Campbell,
>> will these two calendars, as we approve them, be the last two calendars of the 5-year pilot, or we still have another year calendar? I I I can't remember exactly what year the five-year pilot ends. >> I know we're in year two. So,
>> we're currently in year two. Okay. So, we'll have three full school years left of the pilot. And there were three schools originally selected for the five-year pilot. Obviously, we're still continuing and this if we approve these
two calendars, then it we're going to continue this for four years at least is what that says to me. The academic data hopefully will be enough that the state will determine if this is something we want to have moving forward. Always love the idea of being a pilot. I I'm
hopeful. Well, I know that we're tracking all the things that are helping us be effective as opposed to um why we might not want to pursue this. So that that was just my question about the how long the pilot lasts. >> One thing I did notice that I think is
missing from this calendar um typically Mr. Ays puts the the quantity of days per quarter on the calendar. It's usually on the bottom left hand side. I don't see it on this calendar and I was trying to look at that because I was creatively trying to move those days in May. Um and so uh if we could just get
those days on the bottom at least so we can understand that impact um and the the sharing of those days across quarters. >> Absolutely. I want to give Mr. AR some homework over this. Um so, so and yeah, and and I will say I mean I I I have
concern about those days in May. I respect the staff's work and the school's work, and if that's what they think they want to do, then that's fine. Um I certainly would say we should not test on the day we return from a 4-day holiday. >> Agreed. >> So, uh yeah, board member Conrad. >> Good morning, Miss Kard. How are you?
Um, I appreciate all the work that's gone in in into this and I value it. Um, but just coming out of the classroom, I I could not be in support of taking those two days at the beginning of May. um coming out of the fourth of a fourth
grade classroom knowing the review that takes place right before um that I would I would not be happy as a teacher um losing my kids for 4 days before that assessment went out. Um and I appreciate that there may be um you know an
alternate to to tutoring um somewhere else but then I go back to where where's the best place to get that review and it's with their teacher. Um, so I I really would like to look at another alternative. Um, it doesn't sound like the rest of the board is in agreeance with that. Um, but personally that would
be my preference is to look at a way um to not have them miss any days in May. I also think that even though they have a unique calendar, it sends a mixed message to the rest of the district because we don't allow anybody else to do anything else do anything in the
month of May. um you know that's sacred time and so if it's sacred time for the rest of our schools I think it should be for Wina Park also. Um trying to think if I had anything else wanted to add. Um
anyway I I will support you know whatever decision um the board comes to. >> Can you confirm I have a quick question though to your point member Conrad. So, has this gone out to families for surveying or
thought pattern or is that not our way of work? >> I don't believe the draft calendars have gone out per se other than the way we've done it. >> Okay. I mean, I know that we don't do that for the regular calendar, right?
>> Draft. I don't do >> Well, they definitely they definitely go out to get feedback. >> They get surveys. Yeah, >> that's what I was wondering. I'm trying to think about >> So, so board member Thor, can you No, is that not accurate?
>> No, I just was verifying with Mr. White House. Um, since I am presenting for Mr. Ays, he does a very thorough job with this. And I do know that um the regular draft calendars for the for MCPS I believe were um online. I don't think Wina Parks drafts were though.
So then teachers have not the teaching staff collectively has not had an opportunity to provide feedback on this. >> As far as the teaching staff, Mrs. Hunt has worked with her staff on this. I don't know if it's gone out to community. >> Go ahead. >> When you say staff, Miss Ker, do you
mean like a small group like a committee or did her whole did the whole like was the fourth and fifth third fourth and fifth grade team part of creating the calendar? She may have done a committee and if she did a committee she absolutely would have involved her upper grades. I think I need to understand
that an impact like to me I most certainly don't want to approve a calendar that teachers are going to who are very busy and probably not paying attention to this because they have
other things to do are going to four months from now come up for air and go wait we have no instruction in the middle in the first week of Okay. And so I would like to feel confident that the staff at
Wamina Park feel confident in this. So maybe if there's a way that these two draft calendars can go to them for feedback um and just ask this the staff. I mean certainly we can ask the community. I would like to do first off for the community what we ever whatever we
typically do for any calendar. So >> there if we can go ahead and do that for Wyoming Park the same way for the community, but specifically for the staff because I think at least myself and board member Conrad have shared from a direct instruction perspective concern about those days in May. Can we just ask
the staff I I I appreciate their concern about spring break and I totally hear that and agree with it. I have a recommendation, you know, move April up to the 8th and the 9th and then do the 22nd and 23rd and do it every other week in April. I mean, I could come up with a variety of or do it every Wednesday for
the week the month of April. I mean, I could come up with a variety of solutions that would move the dates out of May. But if the staff at Wyoming Park who are in the trenches and feel they feel comfortable with this, then I'm ready to rock on. But I need to feel comfortable knowing that they feel comfortable with that born.
>> And that was kind of my point, you know, not wanting to micromanage from up here. what I was pretty sure but would also appreciate the confirmation was a collective effort on on Wina's park you know part park to come up with this um
calendar so I am definitely you know open to making sure and I think that that's important you know for all of us to get that assurance that that in fact um has occurred >> absolutely and this is exactly why we
bring it to work session so that we can hear your your input and thoughts. Um, and with Mr. Ays being as good as he is, he has left plenty of time. So, there's an opportunity for another work session before the board approval date of the 24th. Um, so we would have time to get that feedback as well for you. Well, and
and I'm going to be honest and board, please, you know, correct me in this leadership if you would like, but if if it turns out that it's been a collective effort and everyone was on board and it's all hunky dory, to me, that's an email to the board saying board this was
a collective effort, everyone was involved, everyone's on board. Um, and I don't know that I need another work session to hash it out. If if really in fact why Park was very involved, their staff in the decision. However, if not, then I think there are some efforts to be made. But board, please, you're more
than welcome to give me feedback on the necessity for a second work session on it. Board member Thor, >> I'll just say that I I don't disagree at all. I also wanted to confirm that this wouldn't be for this year anyway. It would be for next year. >> That's correct. >> So, it's not like coming up in May, right? That this would happen. It would
be a year from now. >> Yes. >> Just to confirm. >> Correct. It's start would start in July. >> Yeah. >> Board member Conrad. >> Yeah. Um that's fine by me. Um, I just, Miss Connor, I want to say I'm not trying to micromanage. I know that probably it sounds like I am. I'm not trying to be difficult. It's just really
hard to um say I'm going to approve something when it goes against what I think are best practices. So, I just wanted to say that to you. >> Absolutely. And again, an extended school year school um certainly comes with challenges when you talk about these intercession dates and the days
off that they have in between um the school year that we don't normally have. So, um I I welcome the comments because it's certainly um all things that we need to consider and at the at the end of the day, we want to do what's best for our kids. >> Or member Thor. >> On top of that, here's the thing. If if
this calendar ends up coming to fruition, this is one we're going with. Then to me, it inspires a conversation of how are we going to support the kids those two days that they're out of school right before testing and what can we do in terms of inreach partnering with our community partners. I know uh Dr. Brooks, I think, has been in there.
Miles McConico, you know, let's let's loop in our community folks if this is the way it's going to be and and ensure that we're supporting as much as we can. >> And also, when other third graders are done testing the first week of May, they should be able to go on a field trip.
>> That is true. >> So, if we are, we do actually have field trips that happen in May. We usually wait until the testing's over. So, we actually have lots of schools that their third graders go after their testing in May. So I would just say like I mean if this is really going to be the direction
we're going then I think it needs to be everyone gets the opportunity to participate in some freedom after directly following testing. So uh board member Campbell or Cummings do you have anything to add? All right I will um Dr. Brewer, did you have anything you wanted to add? >> No we will provide you that information
and if needed we will add it to the next work session. >> Okay thank you. Is there any public comment on this item? All right. Well, thank you, Miss Kinard, for being the steward to deliver the message today on behalf of Mr. Ays. Um, and thank you to the team for your work
on this item. And we'll look forward to the followup. At this point, board, we are going to take a 30-minut break for lunch and then we will resume at 1210. Thank you. Thank you. We welcome you back at 12:15 from our break. We are going to move
into item 7.1 public comment for policies and for the board. We are here today discussing the policy related to public comment in our publicly advertised meetings and work sessions. So attached to the agenda today, we have
a couple different items. Um some of which haven't been talked about in quite some time. And so board, you will notice that the attachments include the worksheets that we do have the public complete when they come to do public comment. Um we have not updated those in quite a while. So the work today will
include addressing those and updating those so that they are more um correct. The policy for your reference board is uploaded. It is um policy well it's in our bylaws attorney >> policy 0169.1
and it's the one that's listed and colorcoded under policy update log 1292025. >> Thank you. And then board, you'll also see attached to the agenda the um address the school board meeting forms which we will um Miss Martinez Young and
Miss Terry Brown, thank you for joining us. Um the legal aid for the legal department, they are going to take uh vigorous notes today through a variety of conversations, but as we need to make adjustments to those forms based on our feedback board, they will make those um corrections.
So board um the way I remember it, please correct me if I'm wrong, but I think the crux of the conversation today is less about the policy and more about the procedure. When we were having a policy discussion the last time when we were in our publicly advertised policy
meeting, we decided to bring this back because we we realized we were going to get into some extensive conversation about how we wanted to procedurally handle public comment. And so that is why it's here today. Um however legal and I discussed
and we do agree we think the policy wasn't going to change beyond what we had already discussed. Um and so board I'd like to start there if that's possible. I want to nip up the policy and then we'll move into the procedure. So what were there changes that anyone thought needed to go beyond what we've
already discussed on the policy? >> Yes. Uh Dr. Campbell. So currently the policy that we're looking at that's been uploaded here. Um so we're talking about these changes that you've handed us that we're good
with what these changes say. Okay. >> Correct. The one that's that's colorcoded and it's also uploaded under policy update log. Okay. >> The one that is updated as PO169 that's an that's Neil's original draft. That was a starting point. >> I don't have >> um I can I can have copies.
>> Oh, you can have mine. Fine. I'll pass mine to board member Thor unless you have copies for everyone. >> You got one right there, right? >> I'm more than happy to share mine because I've reviewed it. >> Board member Ther I was just struggling to figure out what we were looking at and we've Yeah, we've already discussed this.
>> Correct. We had discussed the policy in depth when we did the publicly advertised policy discussion. The um the holdup was the procedures which we were digging in deep on and so that's why we we took a pause. But we are having a public hearing on policies on Tuesday
night. So, >> right, >> if we make changes here, it's going to complicate Tuesday night. So, I want to confirm with the board first. This is where we landed in the last publicly advertised work session about policy. Does anyone have any changes to this policy that they feel like are
necessary? refresh my memory if you will where we landed on. Um I believe the conversation that we had was around how much time each speaker should have and what is typical across other districts of our
>> procedures. So we will get in >> Okay, I'm jumping the gun. Okay, >> it it is in the policy as written right here. >> That's what I Yeah, >> it's on page two in green at the top. It says speakers are limited to a single time period of up to three minutes. >> So that's actually in policy.
>> I'm sorry. I thought you were talking about the total time we all lot for all public speakers for member Thor. >> So we had already made those those were things we discussed as a board already. So we discussed um >> I see. Okay. So three minutes is where we landed unless adjusted due to the
number of speakers. Okay. >> Correct. And that was part of the discussion the last time we discussed. >> Yep. And the reason we chose three minutes in part was because that's consistent with other elected government bodies in the county. >> Correct. In Yeah. In our community.
>> In our community. Yes. >> Just for the public because they'll be asking why we're reducing now. We're trying to be consistent with other governmental bodies in our community. >> It says that this is limited to 30 minutes. >> Your microphone isn't
>> will they go at the end? It says it's the whole total period is collect is 30 minutes. Correct. >> There's two separate 30 minute periods. >> Correct. >> So there's >> the second shall be limited to a total of 30 minutes and will be held at the
conclusion of the business portion of the meeting. >> Correct. So the things that we agreed upon in this policy were 30 minutes before, 30 minutes after, and three minutes scaling down. And that's part of the procedure that we'll talk about after we talk about this policy by
number of speakers. >> Miss before and after what? >> So before was addressing the board on items related to the agenda. The after was addressing items related to the work of the school board. So for instance, if you show up to talk about your kid's teacher, you have to wait until the end
of the meeting >> and then the three minutes. Okay. >> Yeah, >> I'm good. >> I'm good. >> Okay. Dr. Campbell. >> Yes. and board members are >> I'll save. Yeah. >> Okay. So then we will conclude discussion on the policy and we're going
to move into discussion on procedure. >> So the first thing I think we need to discuss is we are in agreement that we're going to have two separate times to speak. The first is before the meeting. Um the first is before the work of the the agenda
related work of the board. And so that would be our traditional public comment that we we have now. That public comment would be one color form and that public comment would be attached to an agenda item. So the form would need to indicate
the agenda item that the person is speaking to so that staff can be um effectively delineating between what the person needs to speak about. So, I think the first thing we'll look at is do we agree that we should update the form to reflect a specific agenda item they're
speaking to. >> Uh, keeping in mind also that that is going to differ based on the fact of whether we're at a school board meeting or a public workshop because for a school board meeting it has to be relevant to I'm sorry. For a schoolboard meeting, they can bring up any business
related to um but for a workshop it has to be something that's specific as to the workshop. Correct. >> But not right now. Not what we're talking about. But what we're talking about right now is the public comment in the first 30 minutes and the first 30 minutes has to be tied to the agenda. >> Correct. >> So you're correct. They can talk about
other things but right now what we're discussing is the first 30 minute segment. So the first 30 minute segment do we all agree that we should add a um line item or something that says which public work which item are you here to speak about?
>> What agenda item >> which agendaized item do you want to speak about? >> Yes. and >> doc, sorry, Dr. Hamillian Ford. >> I mean, I'm I'm looking at one that does say that. So, I'm just trying to make sure that I'm looking at the right thing. So, the I do have one form in front of me that says request to address
the school board must be fully completed. Is this the one we're looking at? Because >> we're going to adjust the form. So, we're going to >> I asking if this form is the one we're talking about. I want to make sure I'm looking at the correct form that we're going to change. >> Correct. You referring to the address the board address the school board
meeting form. >> Yes. >> Okay. >> Yes. >> Okay. Let me make sure I'm looking at the Yes, that's the one I'm looking at. So, it does have that check correct box. >> So, what I'm looking to do is confirm that we want to maintain all of these
unique things. And do we want a Right now, we have a peach colored form for one thing and a green colored form for another thing. Right. Do we want a form that's for the beginning of the meeting and a form for the public comment at the end of the meeting? And if so, then this form needs to the one we're looking at right now as an example would be
specific towards the comment at the beginning and then we would navigate and delete some things off of this for the one at the end. >> So yes and no. I mean, I believe that this form in and of I first of all, sorry, I just interjected without being
recognized, but I believe we need two separate forms and this form in its current form does need to be significantly adjusted because if you're requesting to speak to the board in a non-elevised after the business portion of the meeting, then you need to be on
the other form. >> Correct. And so what I'm looking to do right now is say if if the first thing we're talking about is the first 30 minutes of the meeting that is work and public comment addressed to the agenda. So I believe that the only thing that
should be on here is not even really a checkbox but more please line item the board item or items that you would like to public comment to. Does everyone agree with that? that essentially the other stuff at the top with the check
boxes can go away because we will have one color form that is only for public comment in the first 30 minutes which is addressing an agendaized items. >> Yes, >> I board member Conrad. >> Sorry, thank you Dr. James. Um I would be a little little hesitant to use just
the item number. I really I I think using the title of >> Yes. I think they should be able to create >> Well, because sometimes our numbers are we sometimes get off on our numbers. So, it would be safer to list the title >> of what they want to speak to. >> I'd rather for it to be the title
>> or topic versus um a specific uh agenda number. >> Correct. And also, when they are when they are completing these forms, the agenda is is available to the public. And so my expectation from staff is that someone is there to help facilitate
completion of forms and to make sure that it's completed correctly to reflect what the board needs to understand. Attorney Powers, >> we will run into the problem though where we if we just say topic and don't put a requirement for a number that people will make up their topic and put
that down as topic. It may not be a topic that's on the agenda. So, >> so I I don't I agree it it can say agenda item, but it it needs to be one of our agenda items. So, it's I don't want to over complicate it for someone from the community who doesn't understand our jargon, but our agenda
needs to be present and they need to select one of our agenda items >> and they're going to write 17.1 and they're going to write what it is. >> The agenda title, >> agenda title and then agenda number, you know, that's it. And again, if we're
talking about elevating ourselves and expecting more from the public, then we need to make darn sure that the agenda item numbers match up. >> Correct. >> And it allows as you as the chair, Dr. James, to get clarification if if there happens to be a mixup. So that's >> okay. So I what I understand I'll let
staff figure this out, but what I understand is that this first form, this first request to address the board first, the thing that needs to change is three minutes. Um and I would like after personally I would like after total of three minutes
and then there to be some kind of um uh asterct and or whatever that says um time limited based on number of participants. what the language that's in the policy. Um I think that that language needs to be on the form and then essentially the topic line is going
to maintain and then there needs to be the item number because what the topic is already listed. So it's going to be topic and then they're going to put the corresponding item number based on the agenda. Agenda item number >> and then everything else on here can can stay the same. >> I have a
>> uh stay the same or go away. >> I'm sorry. I meant go away. >> Go away. >> Sorry. >> Because we're not asking for address, right? Well, well, we don't ask for address anymore, right? >> We we don't ask them to recite it. However, we do ask for some sort of contact in case board members want to
reach back out to them. So, >> it's not mandatory that we get their address. Um, it's useful if they will put it. >> Yeah. I mean, I don't think it's a shame to ask for it. Um, because it could be useful information. >> Specifically, most people don't want to stand up in front of a crowd of people and say their home address.
>> I was saying it into the record and putting it on the form are two different things. >> Correct. >> Yes. Yes, >> exactly. So, we do still ask for it on the form. That's something we did not change. We don't require them to say it from the podium. >> Correct. So, I think we remove the other two boxes of um under the item
essentially the second two boxes on here and then we leave we leave the rest for them to complete. And this is the form that is required for the first 30 minutes. Now, the only thing board I want to hash out because I don't believe it's in policy is when is this form due
by? Um, and I'm gonna give is it in the policy? >> In the policy, it is. It says, uh, that it has to be at least 10 minutes. Uh, I have to find it, but I did read it in here. >> No later than 10 minutes after the meeting is called to order. >> 10 minutes after the meeting is called to order.
>> Okay. Okay. So, then never mind. We won't get into the weeds on that. Um, I think it's important to note people can submit their public comment request prior to the work me to the meeting digitally. >> So if someone was going to arrive late
to a board meeting and I think this is something we just need to publicly discuss more if you are going to be late. So let's say you want to talk about transportation as an example because that comes up Reverend Cummings to your to your points before and transportation is not on the agenda. So you're going to talk at the end of the meeting anyways. you can submit that
public comment request via email and then show up at seven o'clock while we're still meeting and we haven't even gotten to that yet. So, I think that it's important that we make sure and highlight to all of our locations where our employees work if they desire to give public comment, these are ways that they could go about it without having to
be present by 5:40. So, to to know that was a concern of yours, Reverend Cummings, >> that's a huge concern. >> Yeah. >> Are we we putting it on which form? This first form. No, that wouldn't be on any form. It >> that's just going to be a >> that is our standard operating procedure now.
>> It's just not something we talk about. And so because the the forms are online, people can fill them out and turn them in to the board clerk to to be able to get public comment. So, so I think we have landed on the form for speaking prior to the business portion of the
meeting, which is items addressing the agenda. Um or do we all feel comfortable with where we landed with that? Board member Conrad. >> One other um request. Um, could we add where it says current legal address? Because what I notice is that people do get up because I think they believe it's required. They write it down and then
they think they have to say it. Could we just add in parentheses there where they see after they put their address, this is not, you're not required to disclose this so they can see that on the form. >> We can do it however the board wants. There is no right to privacy in your home address. Everyone has it. It's easy
enough to find in public record. However, we try to be understanding that people don't feel comfortable standing up in public and announcing their home address in front of people. So, it's not a protected privacy right interest uh unless you are specifically statutoily
designated like law enforcement. >> And I understand that >> but we can the board however the board chooses to do it the board just may want this information so the board can contact them. So, um, to be clear, is collecting any personal information a legal requirement?
>> It's not a legal requirement. >> Okay. So, then can I just say then maybe potentially on all forms that we do to revise after it says please print, we do something um in parenthesis that says um providing personal information is not a
requirement for public comment. >> How does the board feel about that? >> That's okay. From from a safety standpoint, I I like I like that we have some record of who's speaking to us, whether it's a good address or not. If something was to jump jump off, at least law enforcement has somewhere they can
start. >> We're all public We're all public officials, okay? >> And at any point, we could be at jeopardy. Our lives could be in jeopardy. I would I would definitely want someone to be able to come behind it figure out who did it and if we don't take anything
that's just me from a long >> or remember thrower >> an alternative would be but then it would be incumbent upon attorney powers to remember to say this and add this to his script. I know it gets said when you uh share, you know, that the board is
here to listen to your comments only, things like that, but that's long and I think people stop paying attention. So, as a public commenter comes up, if you have a note to yourself to say or the chair to say, remember, um you don't have to share your legal address. All we
need is your name. >> Yeah, that's fine. And we can >> that works for me on air. >> Yeah, on air. That's fine. >> Okay, >> I'm fine with that. So, how do we feel then about the form related to um Miss Brown and Miss Martinez Jang? Do you feel like you have a good summary, Miss Brown?
>> No, I think we agreed we wouldn't add that to the form. Yep. So, it'll just be something we say out loud. >> If you add it on the form, then you never have to say it to them out loud anyway. if you add it on the form and say >> I think putting it on the form dissuades them from completing the form and I
think collectively the board would like to receive the information. >> So we won't put it on the form and we'll just say it out loud. >> Okay. So then um that is the form for public comment ahead of the meeting. So then let's go to the form for public comment after uh sorry one last thing.
Board do you care about the color? >> I was just gonna say what let's talk about the most important. >> Yes. What color is the form? >> That's the first form. the first form. >> We gota we're gonna have a peach whatever is the least expensive and that we have the most access to. >> Well, it would be they're now peach,
right? >> Right now they're peach. >> Peach and lime green are the two colors we use. >> So, I I personally do not need to get in the weeds on the color of the form. I think as long as there's consistency and it's communicated to the attorney and so that the script is reflective, I don't I don't personally care what color the form is. Does anyone have a preference
on color? >> That's anyway. whatever we can buy in bulk. >> So, madam chair, >> there's going to be a form before and a form after. >> Correct. we state clearly which one is prior to I just mean that needs to be bold or
somewhere on that form so that we can distinguish that our staff can distinguish between the two and that when it comes to Elena she knows you know >> correct like peach forms are for before and lime green forms are for after or >> the color since we're changing the >> I I think the colors should change from
what we've typically done so that there's a hard reset and I don't disagree with Reverend Cummings it could say request to address the school board and then underneath it could say prior to the business portion of the meeting. >> How about yellow and green? >> Sounds good. We're in no forest.
>> Does are you guys okay with adding prior to the business portion of the meeting? >> And then we'll say after the business portion of the meeting on the other form >> or following. >> Okay. Okay. So then, so then let's move on to the public comment form. Oh, Mine is
>> there. video presentation on this form. >> Well, I mean technically we're not going to allow it anyways because they didn't provide it 24 hours ahead of time, >> right? So number three on the form I mean technically they could have provided it and then they need to
indicate it on this form though because they can provide public comment can provide audiovisisual ahead of time. We say it in the script >> that that's correct and the fact is there's no there's no requirement that we continue to allow that. However, uh
if we do within a compressed time frame of 3 minutes has to be provided with within with uh it's not in addition to their time has to be provided 24 hours in advance and we have to ensure that the formats are workable with Kevin and his crew. >> Should we just scrap it all together?
>> I would say leave it out. I truthfully I've only had a couple of occasions over six years that I've seen anyone even wanting to do that. board. How do you feel about getting rid of number three alto together and then it would be removed from attorney power script? >> It's the right it's the proper forum to
be showing videos and things. I really don't that that to me is the core and the crux of all of this. And I'll just say it quickly is that I hope that we can figure out a way to help the community really understand that we're not being mean, that that we are here to
listen only. I know you say it, but but people still seem to arrive unprepared to not have a conversation with us. >> Yes. >> And that's and that's hard because we do our best to be really be available to people. We answer emails, you know, this board does. We call people back, but
it's there's a difference between a board meeting and a town hall. >> Correct. So, um, are we scrapping number three alto together? >> I would say scrap it. >> Yes, Dr. Campbell. >> Sure. >> Okay. So >> along those lines then with number two specific questions to be asked or action
desired do we want to leave that? >> I think it's important because if we get the forms and we were to have questions like miss for instance miss if they didn't say it in their three minutes and for some reason the board felt so inspired by the public comment we could say Miss Martinez Young did they have a specific action they were looking for
and she could read off you know that they want that you to deny the instructional calendar because they're in disagreement with Good Friday. That's an example. Moving on to section one. Do you want to add email address if someone would like to leave their email address?
>> Yes, I would. Everyone else. >> Yes. >> Yes. >> That's become the way you really reach people. >> Okay. >> So, yes. >> Although isn't too kind of redundant to specific questions to be asked or specific action desired to the board because they're already going to say what agenda item they're speaking on and
then they're not going to speak unless they want to know something from us. >> No, but it may help. There is a portion within the policy that we discussed before where if you realize that you have >> 40 speakers for a particular proposition >> and some are in favor of a proposition,
some are not, then there are times in which you'd want to say you may want to choose amongst yourselves a smaller group. >> I understand. Forgot about that piece. >> Yep. >> Very related. Yeah. >> Okay. So, do we So, now do you think we're Yes. >> One more question.
when they turn this in, if they have number two and they've not filled out a specific question, they've left it blank because sometimes our folks, they get a little, you know, like, I don't know, I just want to say what I want to say. Yeah. Are we still accepting it if they've not filled it out? >> I think we accept it regardless. >> Okay. >> I think it's accepted no matter what.
>> Okay. >> Um, as a first amendment, we everyone can come and as long as it's as long as it's addressing an agenda item. I will say that everything with this topic and with public um with public input, we need to consistently heir on
the side of allowing rather than disallowing. >> What I would say is um when Miss Martinez Young introduces someone and she says next up, John Doe, you will say John Doe speaking towards item 17.1 instructional calendar. Um so that we
it's very clear that it is tied so that again if they start talking and they are not talking about 17.1 the instructional calendar we can go ahead and pause them and let them know that their comment is welcome at the end of the business portion of the meeting for Dr. Campbell >> because there's nothing that dissuades
them from filling out two forms and they stayed the whole meeting and have their other grievance shared at the end of the meeting. >> Absolutely. They now have two opportunities for public comment. Correct. Does that make sense to everyone? >> Reverend Cummings, you're looking at me.
No, >> I'm looking at you. I'm I'm looking at it. Um, so technically they can speak twice. They can speak six minutes. >> We're actually increasing that increasing their time. >> Oh, what a way to to to enlighten it. Yes. You now have six minutes for public comment instead of five. >> Yes. >> Okay.
So, >> two different topics. >> So, we are good. Technically, it could be the same topic, but yes, two different topics, too. So we are good on the form. Um would you like to recap where we are or would you like to recap where we are?
Would you like me to recap where we are? Okay. So we are they are going to have the top. We're going to change the top for form before the meeting to include that it is for comment regarding prior to the meeting. It will be a separate color. We're going to change it to say three minutes instead of five. And we're
also going to include the language after the in the policy that says or less time provided too many speakers. Whatever it says in the policy, they're going to put the topic, but they will also put the item number. They will do all of number one and have
an email address. Number two will remain and number three will go away. And this will be the form that is provided for people who want to speak prior to the business portion meeting. Miss Martinez Young will introduce them by their name and the item number that
they are speaking to. Does that make sense? Yes. Uh Conrad, >> at the top it's going you're going to change request to address a school board prior to >> We're just adding that as a subtitle. Yes. >> Yep.
>> Uh th um for clarity, I think it needs to say agenda in front of item. Um, and maybe that seems like a little thing, but all I could think of was an Amazon order. >> Okay, so agenda item. >> Yeah. >> Okay, we good. All right, so then the
the form for after the meeting. I'm sorry. >> Quickly before we get there, the second page of this had the procedures as they exist currently. Those procedures essentially can be modified based on what's in the policy that changes that
we made. Um so if if that's if we want to simply eliminate this procedures list we can do so but you know I referenced for example rule six and that's the ones about a concerning an identified individual things like that. So there
are procedures that we have in place. Do you want me to modify these procedures to accommodate our policy and submit that to the board or do you want to eliminate these? um you you read. So I I think what we do is redundant and we're going to get to the script. So I think
let's talk if we don't mind can let me talk about the page one of the next form and then we'll get into that because I do still want to discuss that. >> So let's let's talk about page one of the form for after the meeting, the business portion of the meeting.
Um, I think that it should say request to address the school board after business portion of meeting instead of before business portion of the meeting. Again, we'll change that to three minutes and include this, you know, the asterct of attached the language from
the policy. The topic is still important. And then I think instead of being checkboxes, we just need something maybe in even italics that says this matter pertains to Maring County Public School Matters on which the school board customarily takes action. Um because
ultimately their public comment does have to be addressing that. So I think that statement needs to remain on there. How do you guys feel about maintaining that statement in some capacity? I see board member Thrower shaking her
head. Yes. Yes. Campbell, I can't can't see you. Yes. Okay. Okay. So, then the other two items will go away and that se that second box essentially will stop being a box and it will just be a statement in italics to essentially say your topic needs to be addressing the
business work of the the work of the school board. We'll add the email address like we would in number one. We'll keep number two and remove number three. Is there anything and obviously this will be a unique color separate from the first form.
Is there anything different you guys want to see here? >> Okay, this will happen in this script. This will occur prior to board comments.
Is that a that's a question? >> Say yes because we might want to talk about it. >> Okay. >> I say >> okay. So this will happen after discussion items, after the conclusion of the business portion of the meeting, and prior to board member comments.
Are we all in agreement of the placement for this? >> Yes. >> Yes. >> Yes. >> Yes. >> Yes. Okay. Um and so we'll need to adjust the script to reflect that. Now, because the board policy is not going to be approved until Tuesday, this will not
go into effect until the 22nd. Correct. >> Correct. >> Okay. Just wanted to confirm. So, we have a little bit of time to make these corrections and you guys can send me the draft forms or whatever and we'll just make sure it's all accurate. Now, to attorney P's point, the second page here
of these forms has the procedures. The procedures are mostly most of this stuff is reflective in policy and you've just put it into a procedure form. You then also read it live. I'm not the attorney, but I I feel like
we're very redundant. And so I kind of feel like if we provide the procedures, then we say that the procedures were provided. >> I would be in favor of and I would advocate to the board that what you should choose to do here is eliminate
our procedures list here alto together. we can have a copy of the policy on hand for anybody that wants to take it if you want the actual policy on hand or simply eliminate that and policy is provided. People can look it up just like anyone
can. But um our procedures here only need to be put there to the degree that we need to as long as we have an established policy or procedure on something the legislature gives us great deference to
allow us to do uh certain things to limit things to expand things whatever we want. If we're silent on it that's where we can run into a problem. However, I think here we've largely done that within our policy. We've gotten what we need to have in our policy. I don't think this
needs to be here anymore. Now, um >> I >> we can we can add a line in board policy 0169.1 that I'll I can deal with that on Tuesday and discuss that with you. Um
but I I don't I don't think we need to have this here. >> Dr. Campbell. And as for the attorney script, I think that that's just something that can be adapted and adjusted based on all the conversation we've had today. I don't think we need to hash through what he needs to say
specifically. >> Totally agree. >> But I also believe that the form in and of its current form needs to just be a single-sided thing because they don't get to keep the procedure. They turn it in. >> Correct. >> So, yes.
>> So, I don't disagree with any of that. I do think that like what attorney power says is a little wordy and I just think if there was a way to make it less wordy because people stop listening to be very >> and I'll be the person to say I didn't make it and I'm I'm happy to to slash it
down. So give me the ability to slash it down. I'll bring it back to you well slashed. >> That sounds tremendous to me. I just think people tune out. So like if we could just hit the high points of like don't cuss, don't say any kids' names, you know, treat it like it's PBS maybe. I don't know. >> Make me come back there. will pull this
thing over. >> Right? There's the three core, the big three. >> So, um, where are we then board? Are we all in agreement? Are we in are we understanding of what we want? This is all going into effect not Tuesday night obviously, but the Tuesday, the next
Tuesday, which I think is the >> 27th, >> authorizing attorney powers to go ahead and redo his script and everything. >> Yes. >> Yes. We're um Attorney Powers, Miss Brown, and Miss Martinez Young will um adjust the forms and adjust the script accordingly.
>> I'm going to ask that we add the policy number to the each form >> so that it's so that it's linked so that we know that it's there. >> That sounds good to me. >> Everyone good? >> These changes of forms, do these forms have form numbers or anything like that?
>> They're publicly facing on the website. So, when people go to the board um for public comment, there's a there's a link for public comment. The forms are there. That's where they find them. >> That's a good question though of to forms like we I'm assuming we have a forms library. Do they have numbers
assigned to them that we'll just >> Right. >> I mean, how how >> because if if if someone was asking me what form do I fill out, I'll say this is the form, but there's a form number attached, >> right? Like form six that we all have to >> Well, these have numbers.
I guess maybe it's just referencing the policy number, but something with a hyperlink. >> That would be great. >> Okay. And then the only other one we need to discuss is for the work session. >> Yes. >> So the work session um is already at
three minutes. So that's fine. Um it it is topic. It's their name. >> Right. >> We want to add for obviously it's already predetermined. and they can only speak to things that are related to the topic of the agenda. >> Right? So, we can kind of use the one
for uh public comment at the beginning of the board meeting and switch it to work session, >> right? >> Probably. Yes, you can take the exact form for the work board meeting prior to the business portion and make that essentially adapted to meet the work session requirements. >> You just have to change the color
>> and then yeah, I would just make it a third color so that it's different. >> Actually, a fourth color. Public hearings though? Are we going to consider public hear because currently we have public hearings and student disciplinary matters on a color and then we have the board of so are we going to
now make public hearings a part of the first form because that is a part of the business of the board or is it legally required that public hearing has its own separate comment because currently that's the way it is. We have two colors and the one color is
public hearing and student discipline and so we haven't really addressed either one of those items in the things we've talked about from a color standpoint. >> So I think public hearings should be encompassed with the first form we discussed. Is that correct? Because it is prior to the business portion of the meeting
>> and it's an agendaized itemization. >> But even more importantly even more important that on public hearings people can just stand up and speak even if they didn't fill out a form. >> I declare a public hearing. Is there anyone in the audience? >> Yeah. Right. >> Yeah. So, we would probably still ask
that they potentially filled out one of those forms. >> Don't care. I don't care if they >> understood. But at the conclusion of their comment during a public hearing, do we not still capture their contact information >> would be preferable, but >> but we could but what we could reference
them to is completing the first form we discussed. >> Yeah. But it's not required that they complete one. I can imagine situations in which it could be required that we later need to say this person commented and it might be a witness to what the comment was, but I I would not anticipate it. >> Okay.
>> Just need to make sure that they're free to comment. >> But I don't think we need a separate form for that. They could simply complete the form that we've already created for >> and I'm imagining a warehouse somewhere sitting around with a whole bunch of peach color paper no one else uses. So if the I mean Miss M Miss Martinez Young
might know is there a particular paper color that we just got a lot of and we have tended to use and and we got 12 boxes of peach then let's use peach you know whatever. >> Yes. I think the board is giving you three discretion to make decisions about
>> gotcha >> color and those things. >> They told me when I graduated the law school and took the bar I'd be able to make important decisions like that one day. >> Paper color. So then finally, student disciplinary matters. Correct me if I'm wrong, but we don't
actually take comment the day of off air for student disciplinary matters. It has to be pre-registered. >> And we have a new special board meeting day specifically for those items and those items only. Correct. >> So they don't we don't have student disciplinary matters that would be able
to be addressed during a traditional board meeting anyway. >> Is that so? Why do we still say that then? the script >> because in an abundance of caution, if we just did something that where they did not give notice that they were going to, but the parent is here to speak, we
can run into one of those situations where we haven't had an adequate explanation of what might have happened, where the foulup is. So, in that case, if a parent is has gotten here and stayed through the meeting and is going to speak off air, um I I think we at
least need to I mean, it's not something the board needs to be responsive to, but um I'm reluctant to say don't allow the opportunity for them to speak. >> Dr. Kimell, >> so then student disciplinary matters need to be on the second form.
>> Correct. and they would then have if that occurs we would need to know in advance because we would have taken action on that disciplinary item. >> I actually think it's the first item because it's matter related to the
business portion of the meeting. So they would complete the first item, it would get turned in, they would say they're there, it would the topic would be student discipline and the item would be >> whatever 21.2 to expulsionary matters and Miss Martinez Young would would then
have the responsibility of saying this isn't for public comment right now. It will be we won't be able to address this until after and then we'll pull that item separate to the off air. >> Okay. So that that'll just be over there while she's managing the meeting and all the things that she's got to be recording. But in that time frame, she's
going to have to make sure she sees before we get to that agenda item that we need to pull that specific >> number well when we're doing public comment, she would see it. So if if there was one form or 20 forms, she's going to see that it's student discipline. So then that would give us
an opportunity to pause and say, "Board, there's an item related to student discipline. We're going to move item 22.1 for JD elemento P to off air. >> Okay. >> And and that's rare anyway. >> Yes. But again, that's still the first form. So we're we're we're eliminating forms. We're not adding forms because
we're essentially going to have two forms, >> right, >> Chair James? >> Yes. >> Now, what if it's a student number that's not on that packet? They just want to talk about their student, but it's it's not up there for expulsion at that time. >> Then they would do the second form. >> Yes. So if it's not related to a board agenda item, then it would be the second
form. Yep. I mean, I think that is just the delineator. Is it the item you want to talk about on the board agenda or is it not on the board agenda? That depends on what form you complete. Regardless if it is a student disciplinary matter, Miss Martinez Young will pull it to the side for off air.
>> Either way, it's going to be at the uh offair part of the meeting which will be at the end. >> Correct. >> All right. So, board um I I do believe that concludes this conversation. Is there anything else you guys want to add regarding anything we've discussed today
about public comment policy and procedures? >> Chair James, just clarification. So, this current form that says public hearing student discipline, we won't use this one. We're going to use the second form that we just that we're using for >> um we're not going to have a specific
form for discipline. They will either complete the first form or the second form and they will either put the top their topic will be student discipline and it will be the item number or their topic will be student discipline and it will be their kid's name. But there there's no there's no separate form for student discipline at this point. I want to welcome Mr. Christian to the podium.
>> Just need some clarification for the production team. So please correct me if my uh some summaries are incorrect. You will have one 30 minute block of time before you step into the formal agenda.
>> Correct. 30 minutes there >> and 30 minutes before board comment. >> Correct. >> Okay. So what each speaker is allotted three minutes. >> Correct. >> So what if Kevin Christian is speaker number 11? >> Sorry. And you're correct reminding me there was one component we didn't
discuss. So and and this is not in the policy. what we had talked about board was a tiered approach. So if it was um up to 10 speakers, it was three minutes per speaker. Anything more >> policy within policy, we do have that. >> It did outline it already. Yes.
>> Okay. And can you read it into the record real quick? >> Yes, it's each individual speaker shall be allotted up to a total of three minutes unless adjusted due to number of public speakers. The time period shall be adjusted by the presiding officer as per the below schedule. Uh one to 10
speakers each receive up to three minutes. 11 to 15 speakers receive up to two minutes. 16 speaker 16 to 30 speakers received up to one minute. Each individual speaker must address all agenda items which they wish to provide
input during their single allotted speaking time. >> And there's no yielding time. >> Correct. So theoretically that 30 minute block of time would never be more than 30 minutes. >> Correct. >> Just the amount that it takes to transition between because we one minute
each for 30 people probably takes a minute or 30 seconds to transition between them. >> And the same for the second 30 minute block. >> So technically we could have 30 one minute speakers in the first session. 31 minutes. >> Correct. >> Correct. >> Thank you. >> A total of 60 minutes.
>> Correct. Whole meeting. >> Correct. And so reflecting back on prior meetings, which we haven't had a lot of them, but there have been some that have had significant public participation, one thing this board talked about when we talked about this policy and board member Thrower, I think, and I were pretty adamant about is whatever we say
we're going to do, we're going to do >> for everyone for anyone. So, if the sheriff, as an example, shows up for an item related to school safety,
>> does he have three minutes to talk in a public work session? >> Yes. >> Or does he get more time? >> Now, if you've invited him, if you we've been invited, >> if he was invited, absolutely. So, if you are invited to participate in the agenda, then you are a speaker on the
agenda and you are a part of the work. But if you are here for public comment >> same time. >> Okay. So I think it's important that we all take a little blood oath here together that we are committed to maintaining that expectation. Dr. Campbell. >> So that behooves a bit of a question.
Who or at any time would the board have the ability to reach consensus to suspend our rules? that if we had 45 speakers show up that were all individual people with very individual ideas
on a specific agenda item that we had. Now, in the other instances that we've had large conversations and large gatherings, they have not been on agenda items. >> Correct. They're hardly ever on agenda items. >> Understood. So, the second portion of
the meeting is also limited to 30 minutes. Mhm. >> At what time or if at all are we allowing the board to have an opportunity to reach consensus to suspend our own rules or would we ever give the chair that authority to suspend
rules >> and I that's just a question. >> Reverend Cummings, >> I think that would have to come from a motion from one of the board members to the board asking to suspend the rules um following parliamentary procedures versus >> That's fine. I just wanted to have that
quick conversation because if we had all the people show up for >> Madison Street Fezen books >> books school safety there we we've had some where we've had 20 to 30 speakers easily in the last five years
co for one how many speakers y'all have during that time like lots. So there could be an opportunity that we suspend in the COVID situation. It would have been an agenda item. So we we would just
have to have that conversation where there would have to be I'm fine with parliamentary procedure, but I wanted to while we're having that gentleman's agreement conversation, let's also understand that if >> Yes. And I think the matter of practice as it exists is Miss Martinez Young Shares this is already historical like
Miss Martinez Young Shares board. we have 14 speakers turned in forms tonight and then there becomes a conversation of you know what are we doing and so I would say if Miss Martinez Jang were to share and say there are 35 speakers who turned in forms tonight that would be the opportunity for someone from the
board to make a motion to suspend our rules or make adjustments to our rules for the tonight's meeting attorney bars would you be in agreement with that that >> I would >> okay board member thrower >> in order to say you had we'll use the number 35 in order for every speaker to
have one minute. So we would be going correct over the 30 minutes. We'd be 35 minutes, but everybody would get a chance that came here and cared enough >> to say >> sure that made >> one minute, right? Well, I I think that
that is going to be up for the flavor of the night because if we want it to be the rule, then it should be in the policy because otherwise what we're doing is saying whatever the flavor and heat of the night is is how we're going to make our decision. Um because if we're suspending the rule, then we're
suspending the rule. And so then we're making up new rules. So if we want the rule to be encompassing of more than 30 minutes for more than 30 speakers, then the policy should look different to just simply say anything more than 30 speakers
time is extended by one minute per speaker. >> The important part is it has to remain viewpoint neutral. So we may know that most of the speakers here on a given night are are speaking in opposition to or in favor of a certain proposition.
But um over time it always has to be viewpoint neutral. We have to prevent >> which is why I'm saying we should change the policy instead of just making a game day decision because making a game day decision could look partial for books and not partial for FZDON or vice versa. Right? And so I would be of the opinion
that the policy pol if we if we think that come game day if there are 35 speakers we're going to change it to one minute for every speaker and and it'll be 35 minutes then we just need to make the policy reflective of that instead of making a game day decision and the policy should just be that any speaker
exceeding 30 speakers will be heard with one minute per speaker. Like that's just what we need to decide to do in my opinion because the likelihood that we will be consistent and any board after us will be consistent in implementing it
when the the heat is on I think is concerning and we don't want to put ourselves or future boards in positions where we would be inconsistent with implementing the extension. Uh and the problem with doing that is that as soon as we say that for more than 30 speakers we're giving one minute a piece means
what happens when you have 160 speakers. >> Um the public comment period of 30 minutes is now out the window. So it's another section of policy that is taken a bite. No, but but what I think is if there were 160 people here who all wanted to talk, probably this board
would say everybody gets a minute and we're going to sit here and take it just like we did the night of the books. And so if that's what we're going to do day of, then the policy should just be reflective of that is what I'm saying. I mean, what are your guys' thoughts on that?
>> Maybe we need to reflect back on why we felt we needed to do this anyway. And I think the conversation went that and again we need to think about future boards too I guess but then they can make adjustments if they want to that we have a very engaged board here that
answers texts answers phone calls answers emails you know makes calls. So when you come to a schoolboard meeting again it's different than a town hall. It's the the time to have the conversation is
outside of the school board meeting. So, if we're going to have 30 minutes at the beginning and 30 minutes at the end, I'll take my I'll take back my remark about then, well, if there's 35 speakers, then we just add a minute for everybody because then otherwise you'd be getting rid of the 30 minutes. and
and we're we're trying to strike that delicate balance between a schoolboard meeting is a public it's business of the school board being conducted in the public, right? And we are providing a good chunk of time at the beginning and the end of the meeting, 30 minutes each.
If it means that much to you, you know, you'll get here, you'll get your form filled out, but even if you don't do any of that, you still have the opportunity to reach out to board members and talk about your concerns and and hopefully get them resolved. But but the schoolboard meeting is typically not the place that that
happens. >> Correct. >> It it can be because then the superintendent refers to a staff member and they at least get the ball rolling. So we have a decision to make here. >> I and I to I am in agreement with you board member thrower. I would love to stick to 30. What I'm trying to avoid is
someone making a motion to extend it and then we change it game day for one group of individuals and not for another. So this is predictive behavior I guess but I am 100% on board with 30 minutes is 30 minutes and so if
that's how the majority of the board feels then we shouldn't find ourselves in a predicament unless the heat gets too hot and people change their perspectives but >> do that to each other because what might be me as a single board member's hot button issue and I want to hear from everybody is not other board members
single hot button issue and and what's right for one needs to be right for all and I think that it puts pits board members against board members if if we deviate. >> I agree. So So what I hear is board member Thrower saying she wants to stick
to the 30 and stay solid there. >> What if someone wants to suspend the rules? You cannot take that out. That's parliamentary procedure. >> Well, they can, but they may not get three votes. >> They may not get three votes, but that motion could still be made. >> I guess so. >> Could it be?
>> It can be. it that's that's we >> I'm not dis I'm not I'm not saying that that can't happen. What I'm trying to get is do at least three board members agree that we're sticking with the 30 >> no matter what. >> And just for your information, the uh Neola standard policy that um was pushed
out that we altered >> was um Niola recommended up to 21 speakers at one minute a piece that allowed for the transition time between speakers so that you could keep the meeting orderly and within 30 minutes. um we pushed it so that we yeah, it was
reflective what the board wanted. It would be 30 speakers. So that's an additional nine speakers. We're we're doing better than almost anybody as far as that goes. So >> Okay. So So to your point, Mr. Christian, it's in policy and based on the number of speakers, we will
formalize how many minutes ahead of public comment beginning because you have that was that was what started this part of the conversation. So that is in policy board. Are we are we good? I see it as good. Are you good? >> I'm confused. >> Okay.
>> Where where did we land? I heard that Niola is factors in if you're going to have 30 minutes then it's only 21 speakers. But we feel like 30 speakers is >> correct >> pretty much, you know, it's rare that we would get any more than that >> and that's what we've already agreed to
in policy in a previous conversation. >> Correct. But now the part that we were still talking about, which is a board member because of parliamentary procedure could make a motion to suspend all of that. >> Yeah. And and that's always going to be a problem if I may. And and the the the
reason it's always going to be a problem is the board needs to not overly restrain itself from its inherent powers. the board has an inherent power to be able to say common sense says I don't need to be bound by you know a
ridiculous arbitrary rule here in this particular odd instance however the board needs to exercise quite a bit of discretion in figuring out those instances are rare and should only be used on an extreme basis so you don't the board on one hand you don't want it
to undercut its inherent power to say look this is an unusual circumstance ance there was, you know, we need to allow people additional time. No, we can't or we're in violation of our policy. So, you need to be able to retain the inherent power to say we can
always make such a motion. However, such motions should be disfavored by this board. >> Okay. Now that you presented it that way, I'm more comfortable because I think all of us as really compassionate, open people would would tend to lean more towards and we've done it. you
know, the like predictive behavior. We've done it every time and that's what you know, so we're just trying to to get >> Yes. >> Be consistent. >> And be consistent. Okay. I'm fine. >> Okay. I hear I'm fine for Miss Thor and um Miss Conrad, Reverend Cummings, you're good.
>> He's nodding. And um Dr. Campbell. All right. Any public comment regarding the policies? I think I might have already asked this, but then we Okay. All right. We are going to button up this. >> Public comment. >> What? >> Mr. Christian was our public comment. >> Yes. And the second session um is going
to be still on air like the first session or is not? >> Yeah. Yeah. Yeah, it's on air. Yep. Yeah. Yeah. >> Yep. All right. Well, then we're going to button this section up and we are going to move on to item 8.1 which is this I'm sorry 9.1, the superintendent's contract
board. You have two items uploaded. You have the original signed superintendent contract from our first appointed superintendent, Dr. Diane Gullet. This was her original contract, not the not the um addendum um at the three-year mark. So, it's the original contract.
The other thing you have uploaded is the contract items. So, I had attorney powers essentially prepare all of the things that are going to be in a contract so that we can hash out every single item. Um, and
the intention here is I'm going to give you a few scenarios, I guess, because I know board member Thrower had a question about this. Um, the intention today is to see where we get. If we get through all 38
items and we all land with at least three of us in agreement about the items, attorney powers will take our work, put it into our contract, and send it to Dr. Brewer's attorney for review and
rejection or acceptance. And if we need to continue to negotiate, we'll continue to negotiate. um if we don't land where we all agree and we're we're we're sitting happy after the 39, then we're gonna have to keep talking about it. So, we're just going
to have to see how today goes and then based on how today goes will be how we land. >> And so, um realistically, you're asking to get all of these items addressed in the next 17 minutes. >> Well, we're going to get started and then we'll see where we go. Some of them
it's not as heavy as you think because some of them are we don't get to decide there are there are many of them that are statutoily required or they're which is why Miss Morant is here. They're HR required and so there's not a lot of decision-m for us to make because they're an expectation.
>> So are you going to go through and do those first? Are you going to go through and do all the ones that are statute driven or you going in order? >> Absolutely. >> Attorney Powers is taking the lead. We're and and do you want to go one to 39 or do you want to hit the ones that are really easy first? What do you want to do? >> You slow me down if you need me to.
Okay. Item number one. >> Hold on one second. Did anyone else have questions about the work before we get started? Are you good for me? Okay. Thank you. I just want to make sure. >> Okay. Transition period is not applicable in this case. Um so we're going to eliminate that. Employment terms effective date and term typically
three years. I would assume that's what the board would continue to want. Please interject as you see fit. >> I see a finger from Dr. Campbell. The only reason I would I would actually object to the transition period. So let's think about this holistically. This current interim superintendent will
need to be evaluated based on something. So will we start when will we start evaluating her? And that's what I would say is transition. And so if we're currently not evaluating her as the interim superintendent because that's based on the prior strategic plan that
that's the only question that I have about what transition means because I would assume and you know whatever an assumption is that there would be some level of evaluation that she would receive even as the interim superintendent but maybe not. And so that's the predominant question.
>> Well and I think item 13 speaks to the annual evaluation. And so I think when we get into an annual evaluation, if the annual evaluation is going to occur after school grades are released, then we do an annual evaluation based on Dr. Brewer's performance tied to the whatever the evaluation tool is, which
we will need to address. >> So presumably a contract could start June 1. I'm just using an arbitrary number, June 1, and she would receive an evaluation in August because that's when we might have school grades. So that's >> the contract's not going to start in June one. I mean, the contract's going to start timely. This is something that
we're going to work towards completion. >> Okay. >> Which is employment terms, which is number two. So >> that's fine. Just my concerns are noted. >> Are you guys number two, employment terms? So he had read that in as a three-year agreement.
>> How do you feel about it? >> The next uh section, compensation and benefits. >> Hold on one second. I want to make sure we're in agreement on employment terms. So three-year agreement. >> That's the standard, isn't it? >> It is the standard. Yes. board member thrower. >> Hearing that that it's the standard um
makes me feel a little more comfortable. Um one reason why I have a little bit of pause is because initially we as a board started down the road of a national search, but then
because it made sense to everyone on this board that you know we decided not to go in that direction. Um, I was thinking about this before we even got to the table. Should we be because of that? Should we be looking at a two-year contract
um instead of a three? If three is the industry standard, you know, it's not the hill I'm going to die on, but I I really do want to honor as much as we can, you know, how fast things move these days. And um I'll be looking I
can't remember what number it is, but you know, I'd like to see some conversation around performance bonuses, you know, things like that, too. So, it's just I feel like we're trying to rush through this and even if I didn't have a really
important Zoom to be on at 1:30, I'd feel the same way. Um, I just don't want to rapid fire this and then regret anything later. >> Well, yeah. I mean, we can take as much time as we want on this. I'm just trying to keep it as organized as possible so we stay focused on each item as it as it comes.
>> Right. I understand your intent, >> Dr. Campbell. >> I agree with board member Thorough >> on >> I can go with two years for I I completely agree with with all the sentiments and not to belabor any of the points she just made, but I agree with everything she said. >> Reverend Cummings, >> years.
>> Okay. Okay. So, it sounds like the majority of the board is looking to change from three years to two years. Okay. Okay. Um, number three, compensation and benefits. >> So, the next se section on compensation
and bill and benefits, um, there is a $225,000 maximum amount that can be paid for using state funds. Now, I will ask for um our CFO to feel
completely free to step up and interject as he sees fit, but we've had some conversations surrounding this as well. $225,000 from state funds. Anything beyond that essentially becomes funds that are not issued by state funds. So
the state gives everybody $225,000 a year for the superintendent. Uh Dr. Gollet's agreement originally was stated uh was is less than that, but then there was there were other benefits that were sought as well. So
in this case, you've got to make a decision as to compensation and benefits as to what you want that salary to be. >> Okay. >> So um the permissible under section my sorry
my mic and I'll try to get closer there. Section 101.50 um that's the section that allows the 225 as a maximum. Then other cash benefits would be permissible from state funds. So
>> no other cash >> no other cash benefits. Right. >> Correct. So board, where would you like to start the pay for the superintendent? I >> think we need to look at comparative districts and what other superintendents are making in comparative districts. um
you take into consideration um our superintendent's education and experience where she is and then we we come with a a good number there. Um as um Triny P said when Dr. Culler came in
we did not meet the max we did not start at the max we started below that which gave us some working room. >> Mr. Ryz Walsh do you have um information to speak to that? >> Good afternoon board. Happy new year. Um, yes, I have some information to
share. So, um, attorney Powers is correct. There's a statutory limit for state funds at the two $225,000 amount. Um, we did pull some numbers from the Florida Department of Education regarding uh I think a range of
possibilities. Um, and so I'm going to share some of that information with you and we can uh provide that to you guys. Um, so for the state of Florida, the average superintendent uh salary is coming in at 196,769.70. Um,
that the that's an average. Um, but I will say that the range is uh fairly wide. I think at a low point for some of the much smaller school districts. Um it can go as low as looks like 103 and
upwards of $340,000 um depending on the size of the district. And so a district much larger with a much larger school population, uh much larger staff like Orange County or Palm Beach County, uh is going to um
warrant a more commiserate level compensation at a much higher rate. >> Also, just to clarify that a that average includes all districts appointed and elected >> and elected is set by the legislature. >> That that is correct. This is across the entire state of Florida. >> Correct.
>> As go ahead, Mr. Berner. just say for my purposes it would be more helpful to know about size alike districts. >> Sure. Um so for example >> uh let's look at Lake County. Um
>> I'm sorry. >> Yeah. And uh Miss Morat um was just telling me this is for 2425 school year. So just make sure we're we're putting that out there. Uh so let's look at like a comparable size here. Uh Lake County
averages 222760. Um I will say that uh Department of Budget and Finance has set aside 236,000 of which was uh where our previous superintendent uh ended at after coming in at the 210 uh with
various escalations over time. So >> base salary >> base. Yes, this this is uh base salary. Uh so that's right pretty much ballpark and I think um tracks closely to previous comments um by the board around
uh low and high-end and also um some information that I think the consultant originally shared. >> Reverend Cummings. >> So Mr. Rios, what what you just said for Lake County, does that include is that the full >> No, it's the base. >> No, that's just salary uh fully loaded.
we would add approximately 40% um on top of that. >> So, I'm I'm thinking we starting her base would be somewhere you'd like >> I need you to just be closer to the mic. >> Yeah. In the mic. >> I'm thinking the base for this superintendent since we have 225
allocated. >> Correct. That's >> I'm sorry I couldn't quite hear you. >> There's 225. That's >> 236 is allocated as the base. Is that what you just said, Mr. Re? Not from the state. >> No. He just said what's budgeted. Is that what you're
>> He said that's what Dr. Gulllet got was 236. >> He has that budgeted. >> Yeah, we we budgeted that because that was the uh previous amount that the superintendent had when she when she ended her tenure. So that that that effectively became uh the base. That doesn't mean that that's what it would
be, >> right? >> We're just saying that that's what we've set aside because that's what it previously was. >> Right. So I'm thinking I'm thinking we start this at 205 between 205 210 that gives us room to work with the the finances that we have and still be under
the statutory um what the state's given. >> Dr. Kimell, >> I'm in alignment there. 205210 210 was the number that I was thinking. Keep it similar to what Dr. Gollet had. I appreciate having um Diane Carnegie's numbers from Lake County, but she is
also the longest appointed superintendent in the state right now at five or six years. They're also an A-rated school district. All of that compensation she receives in 2425 is based on some of those things she's been able to do. So, I'm certain she started in the same range we're talking today.
and board. I'm gonna pause this for a second because I think we need to we need so board member Thrower has to take an exit in the next 90 seconds because she needs to get on a Zoom with Rep. Henson um and Dr. Brewer. And then at 2 o'clock, Dr.
Campbell has a Zoom with Dr. Brewer and Rep. Gentry. >> No, with with our federal lobbyist. >> Okay. So transparently first, I'm struggling that we scheduled those kind of in the middle of the day on a Thursday if I'm being completely transparent because it's it's
a work session and I understand there's limitations, but um so I I need to understand what the board wants to do with this agenda item and then the the next agenda item. I think it's improper to continue deep diving into
conversations without all board members present. But I also like are we gonna take a break until three and come back because I I think that we have work to accomplish and and staff has spent time preparing for this conversation and certainly as the chair I wasn't aware
that we were going to have to stop at 1:30 and so um >> yesation >> let me make a recommendation this is this is vitally important and one of our our responsibilities is be um financially responsible for
>> correct So I think this should be pulled out and we do a separate work session just for this and I know our time all of our time is valuable but I think it's too important for us to rush through it. We want to be just to Dr. Brewer and the
entire process in the past. That's I think that's how we did it with Dr. Gullard. We did not we we did not cram into a work session. >> To your point I don't disagree. I've already forthought that. The only day in January based on publication deadlines that we can do that is January 26th in
the evening. That is the only time for the rest of this month that it is available because based on publication deadlines to do a special work session. We cannot have a meeting before Friday the 23rd.
Um and Friday the 23rd there is uh attorney powers is in truency court all day. So that day is pretty much not available because of our attorney's obligation to truency court. The 26th um there is a state or house
representative coming to um South Marian to talk about something. Um and Dr. Dr. Brewer just shared with me there was it was a day that many staff were going to have expectations for participation including potentially some board members. The 27th, 28th, 29th, and 30th
at least one of us will be in Tallahassee for legislative obligations. So the only time that this board will have an opportunity to have a discussion on this in the month of January outside of today is in the evening afternoon evening of the 26th.
And so I'm just being very transparent with you guys. >> Can I be transparent as well? >> Yep. Thank you. So, um, the conversation about the 26th of the congressman potentially coming to Marian County is what I have today at 5:' at 2 o'clock. That's what that call is about. And just for full transparency, these agendas for
the work session are not developed by us. We ask for specific things to be added and based on I mean that meeting was scheduled two weeks ago. I hadn't seen this agenda. I didn't know what was coming before us today and didn't know that we wouldn't be finished by two o'clock, which is our traditional time
that we usually are about done. So that I I mean just to be transparent, we don't know what is on these agendas. Now you as chair have access to them. We don't. So I didn't know how long it would be. >> Everyone has access to them, but we don't. >> No, we don't. I'm sorry that I I just want to make sure. Board Docs is not
accessible in draft to anyone except the chair. That is 100% accurate. No, >> that's not accurate. >> I I was in the draft, but >> Okay. Well, that might be new. You were just chair. >> Yeah, but work sessions are not in draft form.
>> I I'm going to look and see right now if if I will stand corrected on it. The reality is that in in 90 seconds or less board member thrower is leaving and we we need if we're not going to come back today at like 3:00, I'm letting you guys know the option is
the 26th evening or not until February. M madam chair based on where we are and how we're moving because we're not going through the whole process of going through a search and all that stuff with the superintendent we can we don't have to rush this that
doesn't have to be the 27th it have to go to February then we go to February put it in February but we are ahead of the schedule basically according to what you all originally said so I don't see why what's the issue if we can't we can't do it on the 27th we move on move
it to February and but I think it needs to be a dedicated work session just for that. >> I don't disagree. That's why I was already trying to look at another opportunity to discuss it. >> Madam Chair, if I can interject, u the staff is uh able to um revisit this
conversation and and be prepared at any time that the board sees fit. >> Thank you, Mr. Rios. >> I I'm available to come back at 3 and I'm available on the evening of the 26th. You is that correct? >> Yes. It's my birthday. I couldn't think of anything better I'd like to do. So, I will be here.
>> I'll leave that up to you, but I'm available for both. >> Yes. Okay. Miss Martinez Jung is not available on the evening of the 26th. >> No, today. >> Oh, today at 3. Okay. So, what would you like to do board? Two
board members are leaving us essentially right now. >> Chair. >> Yes. >> I strongly recommend push this to February. >> I'm talking about everything. I'm not just talking about this. I'm talking about the rest of the agenda because we have another agenda item that impacts
the whole board. >> And before everyone leaves, I just want to add in coming out of the chair seat, I really would like to encourage each board member to communicate better. Um if you have to step out on the day of a board meeting or a work session, just
you know, communication is easy with our phones. Just text um you know, the chair to say, "I have I, you know, I have a hard stop. I have a hard stop at two o'clock or I have a hard stop at 2:30 so that we can all um be better prepared before we have to tackle.
>> And thank you board member Conrad. That would be that's excellent and I will certainly do that in the future. Again, not being able to see the agenda really didn't tell me how long some of these previous items were going to be. Uh and again I unless I am the only board
member that is in this status I am unable to see any drafts of any agendas apart from when I was chair in that year I could see all the draft agendas but when I was chair but now I no longer have access to draft agendas.
>> So would you like to talk about residencies zones or no? >> Okay. >> I'm fine with moving both items to February if you all are. I I don't there's that's not an urgent >> that okay >> I mean that's not an urgent issue >> and just as I step out having been chair
twice I remember being briefed on work session topics but not as a board member ever being able to see until they were published and just as a final word this uh meeting was not scheduled by me. So there you go. >> But I still should have told you. So
>> I I well I appreciate and you told me this morning. So, so board, at this point, we need to make a decision about when we'd like to discuss it next. Um, and maybe we'll pick a few days and board member Thrower will loop you in and we'll see if any of them work for board member Thrower as she's stepping
out. So, >> so um uh board the first week in February, we have an agenda review that morning on the Monday the 2nd. So, it would have to be not our typical start time if we did it then. >> Well, February 5th is an already
scheduled work session. So, if you can see the draft of that and potentially see what the agenda looks like, we might be able to do it on that day. >> I I think it would be in our best interest based on Reverend Cummings recommendations that we schedule a separate work session.
>> Okay. >> So, February, >> can you add the residency to the next Yeah. Can we add residency to February 5th? >> Well, that's not our next work session >> or whenever. >> Well, I mean for a published aren't we
concerned about >> the 22nd >> and it's not currently on that to be. So, we're we're moving that because it has already been published. >> The 22nd has not been published, >> but the agenda item as it stands has
already been published. So, moving it to the 22nd. We people know we're going to talk about it. It's already been out there and all the documents associated with it. We're just requesting to move it to a future date. So, it's already been a published
item by Ocala Gagazette. >> That's the residency. >> Yes. >> Oh, I I I'm just saying no future work session has been >> I'm saying like as a published date in Okala Gazette saying this is the agenda that's been published. That agenda item has already been published. So if we
move it to a future date, >> yes, the Gazette publishes the dates, not the agendas. So the date is not changing. That is correct. Adding anything to a future agenda which is yet to be published is not an issue. >> Is there room on the 22nd agenda? >> I think the room is dependent on how
long the board is going to work. I I think that I mean it's a stacked agenda. compliance inspection report, referendum renewal, Marian 250, ABAC update, site utilization update, and Reverend Cummings says Sher is not coming on the 22nd. So, I don't think that's the most appropriate time to have the discussion.
No. >> And I would suggest we we create a new a new date. We add a work session. >> And I would also request if we while we're having open discussion about this that also um Dr. Brewer not have meetings scheduled on work session dates because I have a meeting scheduled with
her that day at 2:00. So that's been our way of work. I know that's unfortunate and right now it's causing a a bit of a hiccup. But our way of work is that we have traditionally been completed by two o'clock in work session days and so even her calendar fills up with meetings with us. So I
that and that's fine if if we want to continue to go on the 22nd and we'll just go over scheduled meetings that we have with her. That's fine. I just want to make sure that we're all being transparent. >> Well, wherever Cummings will not be here on the 22nd, so I I I don't think talking about the residency zones,
>> okay, >> that directly impact and he's been vocal of wanting to participate in conversation on previously. So, the next available day that we have a work session would be February 5th, which is the midyear financial review, the future of the downtown office. There's an item that just says topic speaker, so it
looks like an unfilled item. Um, but I imagine there's probably >> February 5th Okay. >> So, um it appears there probably is opportunity to discuss residency zones on the 5th. So, um >> that sounds good.
>> Go ahead. >> Uh Madam Chair, if I can just uh make a quick comment on the uh midyear review. Um I have requested that we move that date back until we get the third calc. Um and so that's working its way through the process, but I just wanted to make you guys aware of that that I am asking
for have that to have that be pushed back. Uh and so that may open up some availability in terms of timing that particular day. >> Understood. So at that point, you're moving that we will not be talking about the midyear financial review on the thing. >> That is my request, but I just wanted to bring it up while it's uh hot off the
press there. >> Understood. >> Thank you. That's good to know. >> Well, I can certainly speak with Dr. Brewer about essentially reserving the rest of the agenda of the fifth for work related directly to the board. Um I don't know, um you know, I could text Mr. the White House real quick and ask
him if there are other items they see forthcoming related to the business of the schoolboard organization that need to be on the 5th. Um, Miss Mar, don't we typically start discussing staffing plans in February? March 5th. Okay. So, there's nothing
related to HR materials that need to be discussed in February from a work session perspective or sitebased budgeting. Okay. Um, so I can certainly ask Dr. Brewer to basically make the only item related to the work of the school board organization the down future of the
downtown office and then reserve the rest of the fifth for the board to discuss um the superintendent's contract as well as um residency zones. >> We'll need to move that off of the January 27th board meeting.
>> What >> uh right now we have the superintendent's contract. >> Well, we put in a tenative item just to placehold. So yes, >> correct. >> Um just going to going to comment Dr. Campbell, I have a briefing on the 5th
that afternoon, but I will move it here. So it'll be wide open. >> Uh Mr. Christian, >> I can share with you that as of this morning, the Marian 250 agenda item for the work session two weeks from today was requested to be moved to the
February 5th agenda that you're discussing without Mr. Rio Rios Welch's item that morning. That would be the only item and I don't believe that would be a very long item at all. Miss Conrad, you can correct me if I'm wrong. >> I agree with Mr. Christian. It should be
um really just an overview of the events of of that day. So, it shouldn't be long at all. >> Okay. So board, would you like to then pencil in for the fifth to discuss the superintendence um contract as well as schoolboard residency zones on the 5th
of February? >> That'll work. We just check with board member Thrower. >> Well, it's already a scheduled board. >> Yeah, I know. I know that it is, but just >> um Okay. So then that is uh the what we will do and we're going to take a pause right now. Um, regarding the contract, I
will ask attorney Powers um, the narrated version that you shared with me today that I was going to use to um, in our conversation. Can you go ahead and make sure this gets um, attached to the February 5th, but shared with the rest of the board as well. It just has his
remarks about state law or Yep, that one um, the state law or policy or whatever. So, it kind of helps just um, frame the conversation or perspective for reasoning. Yeah, it's and at this phase it's kind of attorney work product. I I I would prefer to email it to all board members just so they see it and then
I'll discuss with you about whether to upload. >> Yes, that's fine. Yeah, because if it's contract stuff then that's fine either way. But I do think I want the rest of the board to receive it um so that they can review it at their leisure. Um okay, so then we are going to
uh I guess I should probably have public comment on this item since we did open it. All right, hearing none, we are going to move that final agenda item, which I have the wrong one up now. So 8.1 to
February 5th. So we will um move into meeting reminders and board member comments. Uh a special schoolboard meeting is scheduled for January 13, 2026. There's also an IICRO meeting that will be held on January 15, 2026 at 4 p.m. and a special schoolboard meeting scheduled
for January 22nd, 2026 at 7 a.m. followed by an administrative briefing and work session at 900 a.m. Uh U. Miss. Martina Young, do you have any comments? >> No, Madam Chair. Thank you. >> All right. Um, anything from legal? >> Nothing more. Thank you. >> All right. Dr. Campbell.
>> Uh just quickly, I wanted to ensure that you all were aware of the safe routes to school community meeting city of Okala and Marian County Public Schools is hosting this evening at the Howard Middle School cafeteria 5:00 today. I received the flyer while we've been sitting here. I knew about it. I had it on my calendar because it came from
Governor's West and City of Ocala has been but it is I noticed it's not on the school district calendar though it's happening at Howard Middle School. So, it's tonight 5:00 safe routes to school community meeting. And that'll be all my comments for today. >> All right. >> I had no idea.
>> Howard Middle School is what it says. >> Are you attending? >> I am intending to attend. >> You are too. Okay, good. Because I have a mandatory volunteer meeting for Night to Shine tonight. So, I cannot be there. So, >> Okay. >> Like that. A mandatory volunteer meeting.
>> Volunteer volunteer. >> All right. Um um do you know if our staff was a part of planning that other than the use of the school facility? >> I do not know but I know our logo is on the flyer. >> Okay, >> Madam Chair, I think um
it would behoove us that some of us are there. what the flyer I can tell I can make sure the flyer I'll send it to Miss Martinez Young so you can see it but it does say the project proposes sidewalk crosswalk and lighting upgrades along the 34s mile segment of Northwest Old Blitchton Road between Northwest Martin
Luther King Jr. Avenue and US Highway 27. >> It seemed that we just had someone a student that was killed. Um I think that's important. >> I will forward this to Miss Martinez Young. >> I definitely think it's important. I'm just kind of wondering why it wasn't in our weekly update or anything like that.
That's what I'm trying to understand. So, but we will >> question >> I do not know the answer. >> We can direct that question to staff. So, um and that wraps it up for you, Dr. Campbell. >> That'll be fine for now. >> Okay. Nothing from Reverend Cummings. Board member Conrad. >> I just want to say welcome back
everybody. Um hope are off to a a great start to the new year. Look forward look forward to seeing everybody soon. >> Awesome. Uh thank you and thank you board for your flexibility today and we are going to get you um the rest of those documents and then
we'll look forward to uh in-depth productive discussion on the fifth regarding the superintendent's contract. Uh I'm glad everyone is back and um I've heard many a teacher share it's nice to kind of have a short week back. It's a little bit of a nice reset and then get
really into the work next week. Um and so I'm grateful everyone's back and excited for what semester 2 will bring for Marian County Public Schools. Uh so and then board I wanted to let you know I did receive a signed copy of the interlocal agreement from the town of
Reic. So I had updated you that I went to their meeting with that interlocal um they did sign it and so it will be on a forthcoming agenda for the board to um review uh and then we will be able to make some changes to fencing with safe schools so that they will the town will
have access to the basketball court. So that was a productive I think movement in the right direction for the board um and for the Reddit community. So I'm again appreciative of the board for having that collaborative conversation. I think that will wrap it up for me. If there is no further comment um we will
adjourn this work session at 1:43 p.m. Thank you.