[0:00] Five, four, three, two, afternoon.

[1:43] Before I start with our data for our PM2, I just want

[1:47] to recognize Ms. Aretha Vernette sitting behind me, and this is something that I know is unique

[1:55] since of my experience being up here is we had a data analysis retire last year, and

[2:01] so Ms. Dampere and Student Services and I kind of worked to become more efficient

[2:05] combined funds to have a director over data and special programming so I wanted to introduce

[2:11] you to her because she was very helpful in gathering the data that I'm going to share

[2:14] today. So I want to thank Aretha. So we're going to start off with just some connections

[2:21] to our student achievement data and our strategic plan. So as you are well aware

[2:27] we are working very diligently to ensure that all schools are in a school grade

[2:32] of A or B. And so one of the measures for that that we will be looking at is to ensure

[2:38] that we can get the points needed to be back in the top 10.

[2:43] And so today I'm going to be discussing data and our mid-year goal that is highlighted

[2:48] here is that we improve over last year at PM2.

[2:52] So we want to go over our data, but addressing it that we're improving over last year.

[2:57] We also have a goal specific around early literacy with an end goal of increasing third grade proficiency and looking for an 8% increase at each window.

[3:12] So what I will share is when we created this goal, we knew we had a lot of work to do in the area of early literacy,

[3:18] and I think I've shared before that I'd rather set very high goals and maybe not always meet them,

[3:25] but we're realizing 8% growth at all windows

[3:28] is somewhat of a challenge,

[3:31] but I still think we're gonna keep that bar for high,

[3:34] or high for now, and then we'll reevaluate moving forward.

[3:39] So we're gonna start off with early literacy,

[3:41] and you know, I'm always going to do a commercial

[3:43] when we talk about early literacy and reading

[3:47] because not all students take the same assessment.

[3:49] So a quick review is most kindergartners

[3:53] would take the early literacy.

[3:55] If they score the 852, that means that they move into the reading assessment.

[4:02] And I can tell you this is less than 100 students in Bavar that actually move in.

[4:08] So most of our kindergartners are on grade level and they are represented in this early literacy growth.

[4:14] So you can see we went up to 37% proficiency and again that's most of BPS kindergarten students are falling under that assessment.

[4:23] assessment. When we move into first grade, this is where we do have an increased number

[4:29] of students moving to that reading assessment. So I can tell you for this 25, 26 PM to window,

[4:37] we had over 130 students move into this assessment. So that is up from last year. The reason

[4:46] that I point this out is students have to be performing well to move into that

[4:51] reading assessment. And so while I'll go over the reading assessment for first grade I think

[4:56] that is a celebration of the work that our teachers are doing in our first grade classrooms

[5:00] that we're increasing the number of students that at mid-year move to that reading assessment.

[5:06] So growth within the majority of first graders being in the early literacy but knowing that

[5:12] that's a hundred students more moving into that reading assessment. When we move to the

[5:19] second-grade students that are taking the early literacy exam in second grade I

[5:25] want you to understand that less than a hundred students district-wide so very

[5:30] few of our second graders are taking the second grade early literacy at this

[5:35] point and these are students that are typically demonstrating significant

[5:40] deficiencies in second grade so we're wrapping those students around with

[5:44] interventions as second grade students.

[5:50] Now we're going to move on for these same

[5:52] grade levels but now we're speaking to those students that are in that reading

[5:55] test. So for kindergarten I can tell you we increased the number of kindergarten

[6:02] students that hit that high score to move that 852 to move to the reading

[6:08] test by about 25 students over last year. Again this is just under 150

[6:15] the kindergarten students district wide that have hit that score to move into this reading

[6:20] assessment.

[6:22] For first grade, these are students that have hit that 852, and we increased the number of

[6:28] students, 100 more students over last year moving in, so this is a direct result of intentional

[6:34] work that we've been doing in our primary classrooms.

[6:37] The reason I point this out is when you start looking student by student, we may have

[6:42] of a first grade student that hit the 852,

[6:45] so they bumped up to that reading assessment,

[6:48] but they're scoring at the level two range.

[6:50] So they're not quite proficient,

[6:52] but we're still looking at that student

[6:54] as they are above where they would need to be

[6:57] at this time of year.

[6:58] So we'll continue working with them,

[7:00] but they may not be represented in the proficiency rates

[7:04] at that first grade reading assessment.

[7:07] And then when we look at second graders

[7:09] taking the reading assessment,

[7:10] That is the majority of second grade students taking that assessment.

[7:15] So we have, I want to say approximately 4,800 second graders that represent the growth we

[7:21] see there in second grade.

[7:24] So any questions before we move to our intermediate reading?

[7:31] I just have a quick comment.

[7:32] I just would like to commend you and the whole team because seeing improvements is

[7:37] It's huge, and obviously K-3-3 is the foundation for the rest of their career, so thanks for

[7:44] all you're doing.

[7:45] Well, thank you.

[7:46] It's a huge team effort, and most importantly, it's the people in front of our students.

[7:50] So they've bought into the Mighty Moves.

[7:52] We have implemented UFlight training, so we are training every kindergarten through

[7:57] second grade teacher, and that is really just a curriculum tool to support the Mighty

[8:02] Move initiative.

[8:03] So our teachers I will say two Saturdays ago we kicked it off we trained just under two hundred teachers on a Saturday

[8:10] Every day in the last week. We've had different trainings that teachers are coming to so your support board of early literacy

[8:18] Dr. Andel's very supportive of early literacy. I think this will pay off dividends as we move forward

[8:25] Can you remind the board how long we've been using mighty moves now at this point?

[8:29] We are actually in year two of Mighty Moves.

[8:33] Sometimes it feels like year 10, but that was a very heavy lift.

[8:40] So last year we went district-wide starting in VPK.

[8:44] They had Strive for five, which is their version of Mighty Moves.

[8:47] So this is year two of Mighty Moves.

[8:50] What we are doing, because Mighty Moves is grounded in that science of reading,

[8:54] this year we also added on what does that look like in a third through sixth grade classroom.

[8:59] and so we've done some professional development just around what does that

[9:03] look like because we have found ourselves with students in grades three

[9:07] through six that are missing that phonics piece and what the research says

[9:11] is by fifth grade students have learned to compensate for that gap but it

[9:15] doesn't go away and so that's where we'll see fifth grade comprehension

[9:18] sometimes will take a hit and really it's because they struggle with

[9:22] decoding and they compensate for that so this is year two next year will be year

[9:30] one of going district wide and K2 for you fly using that resource thank you so

[9:39] moving on to three through six this is where we're looking at reading we've

[9:44] put a large amount of resources into many of our schools for third grade

[9:50] literacy so you will see up one percent I want to be very transparent is after

[9:57] reviewing this data we know that for Brevard we keep up with other high

[10:03] performing districts from p.m. one to p.m. two our experience has been from two

[10:08] to three we loot week we maintain a little more than other districts that

[10:13] are able to move faster between two and three so full transparency I sent

[10:18] out a directive principles were also we talked about it last week at our LTM

[10:23] that our literacy coach is effective today will be now serving students and

[10:29] so I want to be very transparent is we've spent a whole semester in

[10:33] coaching adults and they can still do some of that should their schedule

[10:37] allow but we know that we now know who are the students that are not quite

[10:42] at proficiency that need more support and so we have repurposed that

[10:47] position moving forward to directly support students. We also did say you

[10:54] know after they serve third grade we have fourth, fifth, and sixth you know

[10:58] looking at those students that are in approximately I'm gonna give out scale

[11:04] scores and they're different for each grade level so I'll just tell you that

[11:06] they're what we call like a student in that bubble of not quite a level 3 but

[11:11] very very close with some intense supports can get to proficiency by the

[11:16] end of the year. So you will see here when we look at the fourth grade maintaining and

[11:24] then we look at fifth grade and this is where we saw a decline. So we have looked at when

[11:29] we're working with schools looking at our pacing, are you on pace? How did your students

[11:34] perform on the benchmarks that have already been taught? Because that's two different

[11:38] cases. We know with the FAST because they take it three times a year. They may have

[11:43] content in front of them that they haven't yet been instructed on.

[11:48] So we've really taken a look at what supports need to be in place to respond to this fifth

[11:54] grade.

[11:55] And I can tell you the elementary programs team has created what we're calling boot camp

[12:01] presentations.

[12:02] We did this last year in math and got excellent feedback from teachers.

[12:06] And so we have implemented those for this year and schools will get those.

[12:10] and that can do that reteach either of skills that were taught that students

[12:15] haven't shown mastery but also some of that front-loading to help students get

[12:19] multiple exposures to that benchmark. In sixth grade I will say not only are we

[12:28] continuing to show growth but I am very proud to say that we remain

[12:32] significantly higher than anyone in the state so our sixth grade data

[12:37] continues to be a very strong force moving forward.

[12:40] Just

[12:43] going back to the fifth grade data, what you were just talking about as far as content,

[12:53] is that, could it just be this time around, like there was more of that content that we haven't covered,

[12:59] or is that that could happen any time?

[13:01] Because I know the tests don't always have the same questions on it.

[13:06] It was my one question.

[13:07] And the other thing is, and I've asked this question before,

[13:09] is this a cohort that, as they move from year to year,

[13:13] this particular cohort is low?

[13:16] So if you look at, so looking at cohort,

[13:20] if we look at that blue column for fourth grade

[13:23] and compare that to the orange column, a fifth grade,

[13:28] you can see that, you know, like that cohort

[13:31] of students improved by a percent.

[13:33] I can tell you what I am finding

[13:35] is not necessarily that the benchmarks maybe were assessed this year and not

[13:42] assessed the previous year. What I'm finding more is that pacing is a struggle

[13:48] in some of our school sites and so we're really working on if the pacing

[13:52] hasn't kept up and so how are we catching those students up with that

[13:58] content and making sure that pacing that's what we're finding. Instructional

[14:02] pacing in some cases is not necessarily keeping up with our curriculum guides here. And so

[14:10] they should have had that benchmark by now, but because of, you know, diverse reasons

[14:15] in the classroom, they haven't. Right. Got it. Thank you.

[14:19] Any other questions before we move to secondary ELA? I just have one comment in regards

[14:24] to these ones because when we look at these students and I mean the COVID cohort of

[14:28] children that came in during those very, very crucial years of kindergarten, first

[14:32] grade, second grade, third grade. I think that's going to be interesting to track that historically

[14:36] and just see what that looks like through the duration of their educational career because

[14:39] I think we will see, unfortunately, some negative impacts from that time. So that could be a

[14:45] little bit of what's happening here with our fifth graders.

[14:47] And I will tell you, in speaking with principals, that's very much they know what it looked

[14:52] like for that cohort at their school. And again, I go back to those phonic skills.

[14:57] We had two things going for us.

[15:00] We had, you know, maybe some hybrid settings and all the factors that we know came from that.

[15:05] But also, did we have explicit bonnix instruction in all classrooms? And I don't know that we

[15:12] could honestly say that at that time. And so I think that those two things together,

[15:18] bonnix has to be taught explicitly. Whereas comprehension skills and those types of

[15:23] things, they can be surrounded with other instructional sports. But with bonnix, it

[15:28] has to be. These are the letters and here's what they say. Right. And that decoding and

[15:33] encoding piece that I think is a deficit that we're continuously having to see. We're seeing

[15:40] more of as students move into intermediate grades that probably before that time we

[15:45] didn't see. Yeah, thank you.

[15:50] So we move to our 7th through 10th grade and you will

[15:54] see significant growth. Again, I'm going to tell you a huge celebration for this

[15:58] data is what we are seeing is we are coming out higher than the state for the data that

[16:04] we can see at the mid-year in all of these grade levels. So again, excellent success that

[16:12] our teachers are doing. We've talked about having a lot of school walk-throughs and

[16:17] that was a learning curve in a lot of our schools, but I will tell you with 100% transparency,

[16:22] our secondary schools and teachers have embraced that process and are growing by leaps

[16:27] some balance and I think our student learning is evidence of that.

[16:32] So now

[16:33] we're going to, before we transition to math, any questions on all things ELA?

[16:37] Great job. So I'll make a couple comments.

[16:41] It's been mentioned a little bit, Mighty Moves,

[16:45] Phonics Instruction, Science of Reading. So a little

[16:49] over a year ago, I think it was, we presented our literacy plan.

[16:53] And everybody talked about, this is a really great plan. Plan looks great, a lot of good

[16:57] stuff got to implement the plan. And really the people that implement the plan are the

[17:02] teachers in the classroom and the school-based support personnel and administrators making

[17:07] sure that we're actually implementing the plan, the resources sent out by the district.

[17:12] Really we are working the plan and the results are there. So it's a great testament

[17:19] to the people who put the plan together. It's obviously targeted instruction, the

[17:24] right type of work with the science of reading and back to basics and phonics

[17:28] and fluency but also it's really the people working the plant so it's been

[17:33] mentioned it's a result of the classroom teachers and the supports in the school

[17:36] so good job great job so far just got to keep going and

[17:43] I'm super excited to

[17:45] talk about math.

[17:48] Historically that has been an area of opportunity in the

[17:52] elementary setting and so I'm super proud now the good news is is for math

[17:56] everybody K2 takes the same assessment so I don't have to go over any of that

[18:02] criteria but you will see that for kindergarten significant growth growing

[18:07] faster at a faster rate than anyone around us in the state so kudos to the

[18:13] work again this district did invest in elementary math coaches and so they

[18:18] have had anywhere from six to ten schools that they work with. They're out in

[18:22] schools, they've created resources again that teachers have raved over just

[18:28] trying to lighten the lift of what happens in that classroom. So I'm super

[18:32] proud kindergarten just growing faster than the state. First grade above the

[18:38] state and growing faster than the state and second grade above the state.

[18:42] So we're really really proud of that because we know that will pay off

[18:47] long-term for our students.

[18:52] When we move into grades three through six I will tell

[18:56] you that last year when we looked if you look at those numbers last year we put

[19:00] in a lot of supports between two and three and that's where we unveiled

[19:05] those boot camp presentations for teachers in the area of math and we saw

[19:10] significant growth between PM2 and PM3. What we were able to do last year

[19:16] is really talk through some different teacher organizations about what was some feedback

[19:21] on use of them and because it was so positive I think we'll see even greater growth between

[19:26] PM2 and PM3 because I think more teachers are going to use those resources.

[19:31] They're available but I think it was, you know, it's comfort in implementing new resources

[19:37] so I think we'll continue to see great growth there.

[19:41] And again I'm going to always highlight that sixth grade because Bavard makes an

[19:44] intentional choice to keep sixth grade in our elementary schools and I really feel

[19:49] like if this pays off for our students and when we move into secondary we'll

[19:52] talk about some of that math pathway changes that we've made as a result to

[19:57] help support our sixth grade students as they transition into seventh grade. Any

[20:02] questions on elementary math?

[20:07] So at first glance you would see this and

[20:11] wonder what happened but I know you've been part of the conversations each

[20:14] time. We made an intentional decision for students that are taking that seventh grade

[20:19] NJ advanced course that they would take the eighth grade assessment. So parents were informed

[20:25] if your child is taking this, this is the assessment. What this did is it put us more

[20:30] in line with a lot of the state. So when we're looking, you know, looking data, tracking

[20:37] our progress, this puts us more in line. And when you look at the course makeup

[20:42] up at the benchmarks, there is equally seventh or eighth.

[20:47] What we were finding is we really wanted

[20:49] to be able to track data better and track items

[20:52] at the benchmark of how can we support them,

[20:55] but also support those students moving from sixth grade

[20:58] because there was a time where a lot of our students

[21:00] were going into algebra one at seventh grade.

[21:03] And because we don't have that in J advance course

[21:05] in the elementary due to teacher certification,

[21:08] They didn't have the pre-algebra, pre-requisite learning, and it was a big challenge for them.

[21:14] So this provides a gateway. One thing I want to let you know is we are, we declined the 14,

[21:21] and we knew that because what the seventh grade represents now are just students taking seventh grade regular math.

[21:28] The students that in the past were the MJ making up the blue are now represented in the orange,

[21:35] as well as those students taking the eighth grade regular math.

[21:40] So we knew this would be a little of a flop.

[21:43] What I can tell you is we declined 14 percentage points as you see, but we increased 18.

[21:50] So we hope to be able to pick up some proficiency points in the end on our quest to be all schools in A and B and top 10.

[21:59] What we are tracking with this also is now our sixth graders.

[22:03] We'll need more points to show a learning gain, moving into that seventh grade M.J. advance.

[22:08] So we're tracking that data point as well.

[22:12] Any questions on secondary math?

[22:21] All right.

[22:21] Well, it's my pleasure to be in front of you today.

[22:24] Mr. Chair.

[22:25] Yes, sir.

[22:25] I just want to reiterate, obviously, and I didn't mention Dr. Rindell, but Dr. Rindell,

[22:30] it starts with you, and it was an awesome job just to see these gains in both areas

[22:34] in reading and math as phenomenal and just can't say enough about giving you guys

[22:39] credit and all the teachers.

[22:40] That's just a phenomenal progress and first of all I appreciate getting this

[22:45] data multiple times a year it's good for us to not just for the board to see it

[22:50] because you could send it in an email but also because of the board seeing it in

[22:54] a public way it we're being more transparent we're letting the public

[22:57] know here's where we stand mid-year as we as we track that so I appreciate

[23:02] that we get I mean the board's interest and we've asked for it but

[23:05] also that you guys continue to present to us had a thought or a

[23:08] question about the literacy coaches. Thank you for making that decision. I think

[23:13] that's the right thing to do from here out. It's just, you know, they can do more

[23:16] small groups. They can do more individual. Is that going to be something

[23:19] that's kind of a as needed year to year that the kind of the first part of the

[23:23] year will be more of the coaching, working with new teachers, getting

[23:26] everybody on board, and then the second half you're doing this? Or was

[23:29] that directive like from here on out? You just had a job description change

[23:34] kind of thing so the literacy coach job description what what there were some

[23:39] misnomers is that they were not allowed to see students that they could only work

[23:43] and I think some of that was just old theory you know it was not in the job

[23:50] description and so what I would say is there has never been a better time to

[23:56] be in BPS schools than the work that we're doing and I'll shout out to my

[24:01] partners in the back because this is a collective. We are all in. But as a result of that we

[24:06] have to make bold decisions and we're we're tasking our principals to do the same type

[24:10] of work. So I can't speak to will this always be the case. But I can tell you in my work

[24:15] of school improvement. We've we've said you know the coaches go out on the field

[24:20] with the team. They don't stay in the locker room. And so with our coaches I think

[24:24] it's very good practice to always be working with some students because just

[24:29] just as if I stayed in my office and wasn't out in schools,

[24:32] I go out to schools to see curriculum and instruction

[24:35] and action and see, get the feedback

[24:37] and see what it's looking like.

[24:38] And I think that's important for our coaches too,

[24:40] is work with students because it's one thing

[24:42] to write a plan, it's a whole other thing

[24:44] to implement and see as it's working.

[24:46] So what we will be doing moving forward

[24:49] is coaches will have an opportunity

[24:52] to work with students by design,

[24:54] but I just, I am a firm believer

[24:56] and if principals were here,

[24:57] they know what I'm going to say is you coach people first semester you serve

[25:01] students directly second semester and I just think that's that's maybe the

[25:06] game changer that we've been missing is we keep coaching and practice takes time

[25:12] to change sometimes and students need us to intervene immediately so I think

[25:16] we'll always consider that but I think moving from data aware to data

[25:22] to driven, that would drive the decision needing to be made.

[25:27] Well, I will just say I like and appreciate that plan.

[25:29] I think that's a good move, especially

[25:31] in the second half of the year when new teachers have been

[25:35] coached and set.

[25:37] Not that literacy coaches can't be asked in the hallway,

[25:39] please help me with this or whatever.

[25:41] But I think that's a good plan.

[25:43] I just harken back to my first year on the board

[25:47] when we were trying to get endeavor out of DNF status.

[25:50] right and it was all hands on deck we even had board members going up once and

[25:54] twice a week to coach students and but literacy coaches volunteers everybody

[25:59] was pulling students aside to walk with them to sit next to them during their

[26:03] already time to it and we had success we pulled endeavor up from the DS status

[26:10] to see for the first time in years and it was it was but it was because we had

[26:14] so many people and I think that's about literacy coaches were doing that

[26:17] that year, pulling in small groups.

[26:19] So I think it's a good move and I appreciate that.

[26:22] And can you just remind us, so we have a literacy coach

[26:25] in every elementary school, correct?

[26:27] That is correct.

[26:28] So all of our elementary schools

[26:29] have a full-time literacy coach.

[26:32] We have different tiers in our secondary settings.

[26:36] Even Edgewood, they do purchase a portion

[26:38] of their literacy coach.

[26:39] So currently today we are heavily stats

[26:43] with literacy coaches and that's not in every district.

[26:45] Okay, and then math coaches we they were we're sharing those amongst you said six to eight schools

[26:51] Yes, I currently have four at the district level and so they're all assigned. We've done last year. They

[26:59] had

[27:00] We tiered the schools this year what we found is all schools need different things

[27:05] And so really they're whole first nine weeks

[27:08] They were out in every school doing that planning with teachers

[27:12] And so they're a little different, but they're out in schools working directly, and now it's on a need-based as well.

[27:20] Thank you. I appreciate that.

[27:26] You know what? Yeah. So, love seeing the scoreboard here. It's great.

[27:31] You know, John, you had brought up thinking Dr. Rindell.

[27:34] And if we can remember back is when we were doing the interviews that was high on your list was the K3 Literacy.

[27:42] And it wasn't on all the candidates.

[27:45] And you just realize how important that is to build that foundation and having a plan.

[27:52] You can put all sorts of plays out there, but if you don't run them, we witness this week

[27:59] and your season ends.

[28:03] But it's the whole team together and we see the results and you can't run from the results

[28:10] right there.

[28:10] and I enjoy having this, you know, come back to us

[28:13] to see where we're at and having those snapshots

[28:15] and some areas we need to, you know,

[28:17] work harder and you're doing it.

[28:18] So it's a good time, like you said,

[28:22] to be in BPS and in the field and in the schools.

[28:26] And we hear it all the time.

[28:28] So we appreciate you greatly.

[28:29] And you too, Dr. Andel, thank you.

[28:33] I'll go to the sentiment.

[28:34] So I have the opportunity to sit with you one-on-one.

[28:37] Thank you to look at all the schools and all the data.

[28:39] I have all of it right here for every school,

[28:41] which is very, very useful to look at and see.

[28:44] And I just, your team, one thing that is out in the community

[28:47] that is just very resounding is that anything

[28:48] that Ms. Harris says we're listening,

[28:51] we trust you implicitly, like we know

[28:53] that your leadership is phenomenal.

[28:54] So you're doing an amazing job.

[28:56] So I just want to thank you because honestly I'm thinking,

[28:58] man, we had this, the ship has turned

[29:00] and it truly is, it's your leadership that's done that.

[29:03] And it's our amazing teachers that are putting in the work.

[29:05] So we love you, we appreciate you.

[29:07] So just don't ever take that for granted

[29:08] that you are very, very special

[29:09] in a very huge part of this team as is everyone else that in this room but but

[29:13] you're doing amazing stuff. So thank you. I concur with the sentiments of my board.

[29:17] Anybody else have anything? Dr. Rindell, did you want to say anything nice?

[29:21] Yeah. We have a great team. We have a great team.

[29:26] All right everybody good? Yep. Thank you Ms. Harris. Now on to, did you want to introduce them?

[29:32] Sure. Mr. Dufresne, I think Ms. Schmidt are going to share some information on our benefits that we're presenting to our employees

[29:39] There are some new additions, some changes, some things.

[29:42] I always want to make sure that our working conditions are the best that they can be,

[29:45] that our people are taken care of, so Mr. Dufresne's going to share some changes

[29:50] and always good call improvements or enhancements to some of our benefits.

[30:01] Once they wrangle the technology.

[30:28] Thank you, Dr. Reynolds. Sorry about that.

[30:30] Board.

[30:32] So with us today, we have Yolani. She's with CIGNA.

[30:34] I thought the board should be aware of some of the well-being programs that the district is providing to our employees.

[30:41] It's just a high view, 10,000-foot view of what's happening this quarter.

[30:46] I don't want to take too much thunder away, so Yolani, come on up.

[30:52] Thank you so much, everybody.

[30:54] My name is Yolani.

[30:54] I am so glad to be here.

[30:56] I'm the new well-being coordinator for BPS through SIGNA.

[31:00] So thank you so much for your time today.

[31:03] Like Mr. Dufresne said,

[31:05] today I'm just going to do a quick overview.

[31:06] We've got five minutes.

[31:08] And so just keep that in mind as we go through.

[31:11] But as we think about building

[31:13] our culture of wellness this year,

[31:15] there's three pillars that I really wanted to make sure

[31:17] that we embed in everything that we do.

[31:19] So as we go on to our slides

[31:21] and think about our activities,

[31:22] these things were in the back of my mind.

[31:25] And the first is education.

[31:27] Of course, that's going to be at the foundation

[31:29] of everything because we want our staff

[31:31] to understand why these things are important for them,

[31:34] right, understanding their own numbers,

[31:37] and why that should matter to them in preventive care,

[31:40] but then also on the resources side.

[31:42] So that's also part of what I will be doing

[31:44] is sharing all of that information

[31:46] because they have so much available to them,

[31:49] but I wanna break it down little by little.

[31:51] So that way we make it more digestible and easy for them to use everything that they have available to them.

[31:56] The second thing is engagement.

[31:58] I really want to work this year to build more engagement individually with the daily things that the staff is doing.

[32:05] And then of course district wide in bigger events as well and partnership.

[32:12] On the third pillar with partnership, I want to partner more with the wellness champions on sites.

[32:17] It's all of the district leadership

[32:19] to help promote some of these wellness initiatives

[32:22] and then of course community partnerships

[32:24] to bring in additional resources and activities

[32:28] for our staff to be able to do all throughout Brevard.

[32:32] And so please keep in mind with this slide

[32:35] that as I talk about just the different quarters

[32:38] of the year, again, this is a very broad overview.

[32:41] The calendar is more detailed,

[32:43] but a couple of things there.

[32:45] Of course, I wanted to fit everything in the time.

[32:48] But as we go through all of these things,

[32:51] this is a working draft.

[32:52] As we work together and make wellness a team effort

[32:55] this year, any feedback, suggestions, anything like that,

[32:59] it can be edited.

[33:00] So, but what I wanted to share here

[33:03] is we wanna think about each quarter

[33:06] as another wave of preventive care campaigns.

[33:11] So even though each month is a different wellness topic

[33:14] And you can see those at the top.

[33:16] Those are based on different health observances

[33:20] throughout the year, so we're matching that.

[33:22] But even as we're talking about different things,

[33:24] we still wanna bring it back to preventive care

[33:26] at the end of the day.

[33:28] And so for quarter one, we're starting off strong

[33:31] with preventive care, heart health, and nutrition

[33:33] to really get the foundation and makes this P6 going

[33:37] on our health literacy and resources.

[33:40] We want them to be aware of different health screenings

[33:43] that they can be doing for parental care, how to understand their biometric numbers,

[33:47] how to use MySigna, how to really know where should they be going, tell a health better,

[33:54] should they be going to the urgent care versus ER, different things like that.

[33:57] And then activities to get more engagement.

[34:00] We have our Google challenge, which is currently happening.

[34:03] We have more than 1,400 people already signed up.

[34:05] So that's really exciting.

[34:08] and for February we will be doing the Feel Good February and then in March we

[34:13] will have the Space Coast Wellness Challenge. For Feel Good February and

[34:17] Space Coast Wellness Challenge these are going to be free or reduced cost

[34:20] activities all throughout Brevard for all of our staff so it's a really great

[34:25] partnership with the community to be able to bring that to them. And then

[34:30] quarter two then we get into more financial well-being mental health and

[34:34] then in June men's health. So with this I really wanted to help employees understand more about

[34:40] insurance and how that relates to their finances, how to be able to use their motivate me and get

[34:48] some of that back to them, of course encourage them to use their EAP for mental health month,

[34:53] and then do a summer preventive care campaign. So as they go into the summer,

[34:58] this is a perfect time for you to be able to go to the doctor and get those things if you

[35:02] weren't able to do it throughout, you know, the first quarter. And different

[35:07] activities will still be doing this physical wellness challenge at that

[35:10] point. And I would love to build some community partnerships to bring more

[35:14] summer activities. And then for the financial well-being month, which will

[35:19] be April, that one, there's also community partnerships there. I know

[35:25] Community Credit Union, for example, they do offer that. And so I really

[35:28] really want to bring that to our staff. Quarter three, July is skin cancer awareness. And then

[35:36] coming back into the fall, again, another preventive care campaign. It's a back to school.

[35:41] This is a perfect time to take care of our immunity, self-care, and being able to even

[35:47] visit the doctor. So again, back to our health screenings. We want to, you know, figure

[35:52] out how to use my signal, how to find a doctor. All of these great things. Throughout

[35:58] Throughout the summer too, we have the diabetes self-management program that if all of that

[36:04] gets approved by the team, we will have that, so that will be wonderful.

[36:08] I would love to do a fall wellness festival, which is essentially a health fair, but make

[36:13] it more fun, attractive for families.

[36:16] And of course, a walk to over challenge, which was a huge hit last year.

[36:20] So we will be doing that again.

[36:22] Fourth quarter is ending the year on a great wellness note.

[36:27] We still will have that October challenge going on.

[36:31] And then we can end up in the year doing another two-miler like we did last year,

[36:36] or we can actually do other things like a sports day,

[36:39] bringing community partners and, you know, share some more wellness resources there.

[36:45] That quarter is more about the breast and cervical cancer for women's health month in October.

[36:53] And then healthy holidays, because as we really think about our staff and diabetes and high

[37:00] blood pressure, the holidays is that time where we're eating all of that salt and the sugar.

[37:04] And so I really want that to be a part of the campaign to make sure that everything that

[37:10] we've worked for continues during the holidays as well and then preparing for the following

[37:16] year.

[37:16] So I just wanted to end it here with the great initiative,

[37:20] Feel Good February, that we are partnering with

[37:22] Get Healthy Brevard for in February next month

[37:26] for Heart Health Month.

[37:28] And basically this is a free and low cost activities

[37:32] that will be available to all of the Brevard community.

[37:36] And of course I'll be sharing this with our staff.

[37:40] It is a collaboration done from the Florida Department

[37:43] Department of Health in Brevard County, UF, IFAS Extension in Brevard County, Tobacco

[37:48] Free Brevard and Running Zone along with us and basically it includes all of those free

[37:54] activities like group walks all throughout Brevard, Zumba, yoga, dune planting, even a

[37:59] beach cleanup and all of that leading to a community health fair on Saturday, February

[38:05] 28th.

[38:06] So that will be a great supplement to our Google challenge because these are activities

[38:11] that will be after hours, they can do it after work or on the weekends, and so it doesn't

[38:16] take a lot of the time throughout the day because they're so busy, so it's a really good way

[38:22] to get their cardio up for February, and we're really looking forward to that.

[38:28] Okay, well thank you.

[38:30] Hopefully I was able to get those five minutes.

[38:32] So thank you so much for everything that you all are doing.

[38:36] We really are trying to make wellness a team effort this year, so if you have

[38:39] Any thoughts or questions anything please do let us know or members any questions. Yeah I just think it would be a good time to remind the board that it's not too late to sign up for the go gold challenge started yesterday but I have to say after our record our record placement in the

[38:58] I think we've ever scored so high as a team.

[39:01] Lena's already sent us out the invitation.

[39:02] I haven't joined the team yet, but I'm signed up.

[39:04] You know, if you're not going to walk, don't sign up.

[39:06] You don't want to ruin our average.

[39:08] But board, and I think the legal staff, we usually join together.

[39:12] Not just because, not just for the honor and fame of it,

[39:16] but honestly, I've always thought we should do this

[39:18] to set a good example for our staff,

[39:20] that leadership values our health,

[39:23] and we want to set an example for participating in these challenges

[39:26] and participating in the events and so always appreciate that you guys include

[39:31] us in this process. And from the people who engage, they love these. They do. They

[39:38] really encourage one another. I think the challenge is how do we get more

[39:41] people who aren't engaged engaged. So and I think we've got these wellness

[39:46] coordinators at every site that are kind of the liaisons and I think that's

[39:50] going to be it because you can sit at bajillion emails and people won't sign

[39:54] up, but it's how do you get the newbies who've never been apart to get excited about joining

[39:59] like some of their colleagues are.

[40:02] So keep up the good work.

[40:06] Thank you.

[40:07] Thank you so much.

[40:08] Anybody else?

[40:09] So John, you had some?

[40:12] I was just going to say I signed up.

[40:14] I don't know about you guys.

[40:15] That's wonderful.

[40:18] So thank you so much.

[40:20] And you deal with specifically those programs that are fun that are, you know what I

[40:24] mean?

[40:24] everybody goes and they run and they do all those things, thank you for that, because

[40:27] that's part of the overall.

[40:28] I wanted everybody to also understand that we are moving to a high-screening health care

[40:33] plan next year, which is not what she does, but engaging with those local sites to literally

[40:41] drive the conversations around having your colonoscopies, your mammograms, everything

[40:46] else to make sure that the percentages of the people who are taking them take

[40:50] them, because we're finding that the people who don't take them are coming in at

[40:53] stage 3s and 4s, cancers and stuff like that, we got to catch those early, right?

[40:57] So I wanted to say this is a real specific good portion of our plan and thank you so

[41:01] much for coming in front of us and talking about the 5Ks and everything else.

[41:05] The reduction in diabetes, we appreciate that because getting that information out is great.

[41:09] I do concur with Mrs. Campbell in the fact that we could help drive this a little bit

[41:15] more and I'm guilty as anybody else by not promoting what you do, so I look forward

[41:19] to working with you.

[41:20] Thank you.

[41:21] Yes, and I definitely do agree and we will try to get some of that education out of those

[41:25] health screenings.

[41:26] We really want to collaborate to get all of those numbers.

[41:28] Yeah, we're going to work on it too.

[41:30] I think the idea is that we have to honor the people that are at each one of the locations

[41:36] to give them a little bit more revenue so that they become the point contact for everybody

[41:39] else.

[41:40] And then we move from there.

[41:41] I would also say that some of our fairs that we could set up, we could also set

[41:44] up with our health first and other partners to have those educational pieces.

[41:49] Because you're only one person, right?

[41:50] So we create that but that's all in part of what we're doing and Ryan. I appreciate all your work. Thank you

[41:58] You'll notice

[42:00] Challenge with kind of a two-prong effect one of its educational and other parts actual physical rights

[42:05] We're going to educate our employees and we were actually getting moving and then she's also been

[42:10] championed with

[42:11] Really working with our world's coordinators at the sites

[42:14] Like you said the more people we get involved better just really getting people moving

[42:17] It's more of the amounts prevention, pound of cure type of mentality.

[42:23] We did secure some funding out of our last end of year, sign of dollars last year, so

[42:29] we did secure some funding to give some more money to our wellness champions at the sites.

[42:33] With that we're going to be asking them to do a little bit more.

[42:36] We also, the big flags are the new things, so we bought some wellness flags for each

[42:41] site, so when there's a wellness activity going on, when they walk into school they're

[42:45] to see the wellness activity flag,

[42:46] and what we're doing something today,

[42:47] what are we doing, that type of thing.

[42:49] It's just all, again, trying to educate our employees

[42:51] and then also just get them moving.

[42:53] Yep, each, you know how the teacher's union

[42:57] stands up and gives a presentation

[42:59] to every faculty meeting and stuff like that.

[43:01] Our wellness coordinators pretty soon

[43:03] will start to do that on various things.

[43:05] So we'll be executing 86 schools at the same time

[43:09] as you have SIGNA and everybody else working.

[43:11] It's gonna be amazing, so it's all coming.

[43:13] Thank you.

[43:14] Thank you. Have a wonderful day.

[43:24] Ryan, if you can give an update on the BEXA that is happening because I'm getting a lot of calls.

[43:28] So BEXA is our breast cancer screening that we're doing at the sites where a vendor's coming, a BEXA vendor's coming in and they're going to be doing painless, no radiation,

[43:47] rest exams for our employees 35 and older really trying to again focus on those

[43:52] catching them early so that's why we we lowered it down to 35. We were to start

[43:57] here in February I thought maybe it'd be best if we started here at the ESF so we

[44:01] could work through any kinks before we start pushing them out to the sites. We

[44:05] had we had I believe it was 40, 48 or something like that appointments for over

[44:10] three days and it was so that we opened it at 10 by noon all the slots were taken so if

[44:17] we have that kind of support at the schools we might revisit different sites to just make

[44:24] sure everybody gets this opportunity. What the back say is it's not a substitute for

[44:29] a mammogram it's more of a confidence check. It allows you to feel good that they didn't

[44:34] see any abnormalities in your breast tissue and if they do then you do have to go on

[44:39] that's your caregiver, but we've also, with that,

[44:43] we've partnered with Lantern, who's going to also help

[44:47] walk people through those types of things.

[44:49] So really, some great things we're providing

[44:51] for our employees.

[44:52] And the way it works, just so you guys know,

[44:54] is that a mammogram is done in a certain way

[44:56] that is invasive to female.

[44:58] This is to capture the.

[45:00] We have 30 extra percent of people who aren't taking those mammograms. And it's done with a

[45:04] small device. It's done in under 30 minutes, non-invasive, and it has a 2 percent follow-up.

[45:10] So we're excited. I heard that the numbers were pretty good. There are some people, just

[45:15] so you guys know if you ask around, that currently have family members. And one of the issues

[45:19] we're dealing with right now is that the screening protocol is above 40 years old.

[45:25] A woman only has to go every two years to get a screening. But we know a lot of

[45:28] people who have but we know a lot of people who have actually contracted

[45:34] cancer in between the first and second year and that's part of this is to

[45:39] allow those individuals that if they want to get a really nice check they

[45:44] can go do that and it also is to capture those 30% of women who have not

[45:47] taken their breast exams. So thank you so much Dr. Rendell thank you for

[45:51] spearheading this and we appreciate it. Just to clarify if nobody else has

[45:53] figured it out basically we were taking the service to the employees to the

[45:57] work site. Yep. It's similar to like when we offer flu shots, you know, you can go get

[46:01] your flu shot at a clinic, but you have to take time out of your day to go do that. So

[46:05] when we offer flu shots at the work site, the appointments tend to fill up. So it's

[46:09] the same sort of thing. We're bringing the service to the employees' work site. So they

[46:13] don't have to take time off to go anywhere for teachers that could be done during their

[46:16] planning period or, you know, before school, after school, during lunch, that kind

[46:20] of thing. So take it to service directly to our employees so that they don't have

[46:24] to go out and do it on their own and hopefully, you know, we'll catch anybody early so that

[46:29] they can receive the proper treatment.

[46:32] And that's the other thing about, that's the other thing about it is that once somebody

[46:37] is found as part of that 2% that's found positive, the speed to care is that much quicker.

[46:42] And that's something that we've been working on, and I'll just be completely honest,

[46:48] when I had my health issues, SIGNA does not receive that claim.

[46:51] So here's what happens.

[46:52] I have a health issue, say, on November 1st.

[46:55] Cigna does not receive that claim from our carriers, our hospital networks, for between

[47:01] 30 to 60 days.

[47:03] While that's happening, I've already gone to all of my proceedings, I've already done

[47:07] all my stuff, so by the time Cigna engages, it's 30 to 60 days later.

[47:10] It's not a very, you know, engaging opportunity.

[47:13] So we're trying to reduce that amount of time to care and to have those people engage.

[47:17] That's what Lantern Care is.

[47:19] That's what BEXA is.

[47:20] that's what our our wellness centers are those those opportunities and it's no

[47:24] no shout-out to signa at all this is just when they receive it and that's

[47:27] when they're supposed to so we're also working with the hospital networks to

[47:30] reduce that amount of time from the time that you have somebody go in and be

[47:34] test positive for something or have to come back to the time of treatment it

[47:37] significantly saves because every stage of cancer is another hundred thousand

[47:41] dollars in cost and anxiety and lost time off of work and everything else so

[47:45] that's why this is important that's that's what this attacks and that's

[47:49] That's why it's important. So thank you so much, Mr. DeFranc. Appreciate it.

[47:52] Thank you.

[47:52] All right, Dr. Rindell, do you want me to take this one or you got it?

[47:57] So thank you, Mr. Chair. The next is a discussion of the Greater Florida Consortium of School Boards.

[48:01] We are a member of that consortium. They're proposed federal legislative program or agenda.

[48:08] I'm going to turn it over to Mrs. Campbell.

[48:10] But in short, as a member district, we get to review the legislative agenda or platform program.

[48:16] and if we have any part of the platform that we disagree with they will remove it

[48:21] but we have to review that so given Mrs. Campbell the opportunity to take it from

[48:26] here.

[48:29] So we just like we did with the state legislative agenda if there's

[48:34] anything we can't remember we can't edit right any line it's either like a

[48:38] whole item comes out I'll I in reviewing this I didn't really see

[48:41] anything that I had a problem with every single one of them is a funding

[48:45] thing is either to clarify or to shore up. I do want to point out because this

[48:51] has been a part of the CASVA, which is our federal, FSBA is part of the federal

[48:56] organization, or the National Organization CASVA, consortium of state

[49:00] school board association associations. They have this about IDEA. Just one

[49:05] thing, the IDEA law actually says that the federal

[49:09] government will support, full funding is 40%, and then the states have to

[49:14] make up the other 60%. It's never been 40%. It's like 15%. So the states are having to

[49:19] make up the rest of that funding or districts are having to make up the rest of that funding.

[49:22] So that's why that clarification is. COSFA has asked for that every year, the consortium

[49:26] asking for the federal government to do what they actually wrote in the law. They said

[49:29] they would do it, which is to cover IDA, which is our special ESE services funding

[49:36] at this federal full funding amount, which is 40%. So I did not see anything, but if

[49:42] If any board member has anything, we want to make sure we vote on it tonight.

[49:46] It's on our agenda tonight to vote on as is or with any changes that we make today.

[49:50] And then we can respond to the consortium, let them know that we reviewed it, and we're

[49:57] good to go.

[49:58] We have changes.

[50:01] I received some calls on this one, but the things that were mentioned were not inside

[50:04] of the document that is here.

[50:06] So I think I'm okay with what it is.

[50:07] Anybody else have any other questions?

[50:08] Yeah, no.

[50:09] I didn't have any issues with any of the items.

[50:10] Actually, no.

[50:12] We can only remove we can't right right if you want to add you got to go to the meeting in the in the fall

[50:18] This is actually a new thing. I don't think they've done a federal one before with the consortium

[50:23] So when it comes time next year for them to develop it

[50:27] They're going to do it. I think on the same weekend when they do it

[50:30] It's an August when the consortium meets to develop their legislative platform. So be great

[50:35] If you're interested, any of us can go and be apart.

[50:40] So if no changes, then we'll just leave that item

[50:42] for the agenda tonight to officially approve

[50:45] on the action agenda, I think it is.

[50:48] And then after that, then I'll be happy to email,

[50:52] I forgot his name,

[50:55] whoever it is,

[50:56] that sent us this email.

[50:57] I have too many emails in my box right now

[51:00] and let him know that we officially voted

[51:03] to approve it tonight, thanks.

[51:05] Or his secretary, is there one?

[51:07] Yeah.

[51:07] Okay.

[51:08] Is it Tom Sarah from?

[51:09] Yep.

[51:09] Thank you.

[51:10] That's the name.

[51:11] Tom Sarah.

[51:12] No, Tom, she does all the work.

[51:14] And I don't mind publicly telling that to Tom.

[51:16] So we'll be sending an email to her.

[51:19] So thank you.

[51:20] All right.

[51:21] Next up is our general counsel's evaluation.

[51:24] I know some of you guys wanted to have some changes.

[51:26] I appreciate Ms. Wright and others who have spearheaded this effort and said that,

[51:31] you know what I mean, there's some changes that we need.

[51:32] We all agreed.

[51:33] So now is the opportunity to do so, so that we can have an effective change to the contract and stuff like that.

[51:39] Mr. Gibbs had indicated that some of the changes that you guys had wanted to make in the past could be changed on his evaluation this year and be part of it.

[51:49] But I still want to give him that opportunity that if we make changes to the contract, being the fact that we're almost two-thirds of the way through the contract,

[51:56] that if it's something that he doesn't feel like we could substantially evaluate him and give a true score on,

[52:01] And then I think that give him the opportunity to voice those concerns.

[52:05] And I have no problem pushing those, if they do, to the next evaluation.

[52:09] So with that said, I'd like to give the floor to whoever wants to go first.

[52:12] And any evaluation changes, as I am the chair, and always go last.

[52:17] Okay, you and Ms. Campbell have your stuff ready in the hands.

[52:20] So I think you were the ones.

[52:25] Okay, thank you, thank you, Lena, for collecting the evaluations from the other surrounding counties.

[52:30] I think there were some good ideas and some things

[52:31] that we could pull into our evaluation.

[52:33] I'll be the first one to say I absolutely hate smartsheets,

[52:36] so I'm not a fan of that platform,

[52:38] and it's probably a me issue

[52:39] because of the technology there, whatever.

[52:41] When I went through the different evaluations

[52:44] that were available to us,

[52:45] there were some good things that I liked

[52:47] that I think we should bring in.

[52:49] Honestly, Pinellas, which looks like, I guess,

[52:51] this one that's printed out.

[52:53] This is Lee.

[52:55] Okay, is that Lee?

[52:56] All right, sorry.

[52:57] Pinellas is the one that I really liked.

[52:59] I'm like, every single one of those questions

[53:01] really pertains to our relationship

[53:03] with our school board attorney.

[53:05] I felt like that evaluation was spot on.

[53:08] The one thing I didn't see in there

[53:09] that I would like to see is that there,

[53:14] I think OCPS was the one that had a note

[53:17] about developing leadership in subordinates

[53:19] that are under you.

[53:20] I think that's a good skill that any good leader

[53:22] should do is they should work with the team

[53:23] that's under them to help rise them up, right?

[53:25] I think that should be an evaluation part of this and I also like the fact that they

[53:30] had not observed because there are times when we do pulse evaluation and I'm like, well,

[53:34] I don't know and I don't have a not observed, we can only evaluate one, two, three, or four

[53:38] and there's no way for me to say NA, you've got to give it something, right, and then

[53:42] that kind of goes against him so I think that we need to be able to have that option

[53:46] of not observed in here.

[53:49] My personal feelings are if we were going to pick any of these to kind of duplicate

[53:53] I really, really like Pinellas, and there was literally, I think with the exception of deleting 3.3 and 3.4, I think those were specific to Pinellas, I'm not really sure.

[54:05] Are you talking about, are there 3.3?

[54:07] Yeah, I'm like, I'm not sure what this, I don't know what that is, so.

[54:12] Does that mean, yeah, that looks like it's specific to them, but other than that.

[54:16] Yeah, I think there was also, is this the one that also had, made reference to a newsletter?

[54:23] Yes 4.8 yes 4.8 and I was like and I that's probably not a necessary thing to

[54:28] do I do like the the update though I mean if there's legal models that are

[54:32] pertaining to school boards you know litigation that's pending things that are

[54:35] going on that are it's going to impact us that's useful for us to know ahead

[54:39] of time so we can get ahead of a policy that we might need to change or

[54:43] create or whatever so that's really where I land on this is if I were

[54:46] gonna pick in these evaluation tools I would take Pinellas and I would

[54:49] delete 3.3 and 3.4 if the board obviously asking Paul to create a newsletter

[54:54] might be he might go one more thing lovely so that may not be something that

[54:59] you have interest in doing and then also to make sure we have the ability to to

[55:04] say not observed and the evaluation tool so that it doesn't go against him

[55:09] because we didn't see it

[55:13] go ahead okay yep there's three things that I

[55:20] I definitely want to see as we are moving forward.

[55:24] One is I think we need to go to a five point scale.

[55:27] We have a four point scale now,

[55:29] which is in contrast to what we do

[55:30] for the superintendent's evaluation.

[55:32] We use a five point scale.

[55:33] And I think it makes sense

[55:34] because we have a little extra wiggle room,

[55:40] because it's always hard where do you put that four,

[55:43] three, two, one.

[55:44] So I think a five point scale is better,

[55:47] which the one that I asked Lena to print for everybody is this one that's the Lee

[55:52] County one and I also asked her to print Paul's last one so we can take a look

[55:57] we can have that fresh in our minds but the the Pinellas one also has a five

[56:02] point scale but what it has is both the Lee County and the Pinellas one

[56:08] simplify it in that you're giving a score for a whole category rather than

[56:15] and a score for every, actually the Lee County one does it.

[56:19] The Pinellas one has it,

[56:20] you're giving a score for a whole category.

[56:22] So, which makes it a little bit simpler for us,

[56:26] but I also like the not observed

[56:27] if we're going to do line item by line item.

[56:32] I think it would, you would need not observed

[56:34] if you're gonna give a score for a whole category.

[56:37] But if we're gonna do something

[56:38] like what we have currently,

[56:41] or like the Lee County one that asked me

[56:43] to print for us,

[56:44] I think we definitely need to have not observed.

[56:46] So that would be one thing.

[56:47] Five point scale, not observed.

[56:50] But then the other thing is we have in the past

[56:52] asked cabinet to do anonymous, to ask them

[56:56] to kind of give their feedback on the general counsel

[57:00] because then, and then we get those kind of summed together,

[57:04] then they send it to us before we do it.

[57:06] So we get his self-evaluation,

[57:07] gets what the cabinet has to say

[57:08] because then some of the things

[57:09] that we haven't observed, we get the cabinet to say,

[57:12] yes, Paul is doing this, this, and this,

[57:14] which sometimes is behind the scenes.

[57:16] Maybe now that we have assistant general counsel,

[57:18] that's not as necessary,

[57:19] because before the general counsel

[57:21] was kind of having to sometimes do dual roles.

[57:25] But that's a possibility.

[57:27] But I liked LEED because it did have,

[57:36] just seemed a little bit simpler,

[57:37] and I feel like from what we did,

[57:39] I was trying to think of the objections

[57:40] that the board had to what we're using.

[57:43] I feel like one, going to a five point scale

[57:45] and two, getting some staff feedback

[57:46] would help us with some of the problems we had with it.

[57:49] But Lee seemed simple.

[57:51] The only thing that I have a problem with Lee

[57:54] is if you look at 3C,

[57:57] it says effectively represents the board with the public

[57:59] and we do not have the expectation

[58:00] that our general counsel will be going out to the public

[58:03] and talking on our behalf.

[58:04] That's not, in his job description,

[58:06] that's the chair and the superintendent's role.

[58:09] So it definitely would not,

[58:09] And some of the other ones, I can't remember if Pinellas had,

[58:12] I'll have to look.

[58:13] Some of the other ones also had that role.

[58:15] So I definitely don't want to remove anything

[58:17] that talked about the general counsel going out

[58:19] and talking to the public.

[58:21] Yeah, I'm okay with Pinellas.

[58:24] I just wanted us to go to something simpler.

[58:28] Well, let me ask you this.

[58:29] What if we took the same type of formatting

[58:30] that Lee has here, like the performance one,

[58:34] and then, so we just imposed the,

[58:38] I really like the questions that Pinellis asked.

[58:41] I think that those ones were,

[58:43] it's a little more in-depth than Lee's.

[58:45] I think, I mean, Lee's is very,

[58:48] I wrote, it's very minimal,

[58:50] like it's a simple form and it's easy,

[58:52] but I think this one covers a lot.

[58:56] So what if we did that?

[58:57] What if we just took and plugged in

[58:58] what is written in here under Pinellis

[59:01] into the format of Lee?

[59:03] Does that make sense?

[59:04] So that we're giving a score on every,

[59:07] Why would it end up being the same kind of?

[59:10] And then we're kind of going back to what we have now,

[59:12] except for the five-point scale.

[59:14] I mean, what's the difference between Pinellas

[59:17] and what we have now, except for the five-point scale

[59:19] versus the four-point scale?

[59:20] It's not on a smart sheet.

[59:21] That's a major one for me.

[59:23] Other than formatting.

[59:25] The formatting.

[59:27] The problems with a smart sheet

[59:29] are just technological things.

[59:31] I think we can get past just some growing curves.

[59:34] Yeah.

[59:35] Well, and again, some of these questions like what we have, and this has been my biggest

[59:39] argument along with, these are questions we can't answer because we don't interact with

[59:43] Mr. Gibson these manners.

[59:44] So I'm like, how are we supposed to answer that question?

[59:46] Which is what I have written to.

[59:47] Right.

[59:47] So that's why I just think that the questions that are on his evaluation needs to pertain

[59:52] to the relationship we have with the school board's attorney and the duties

[59:55] that he carries out on behalf of the board, you know, not so much behalf of the

[59:59] district.

[1:00:00] They were more questions that would be posed for the district to ask him, not so much us.

[1:00:08] I'm in agreement with Ms. Wright as far as Pinellas using that format with the changes that she's offered.

[1:00:17] I like the idea of not having them not observed as well because I think that's hugely important.

[1:00:22] And I also like the idea of having the staff evaluation ahead of time because if we don't evaluate,

[1:00:26] if he doesn't get evaluated on those categories that we don't necessarily see, he's not ever getting,

[1:00:31] There's no way that he's not going to be evaluated at all in those categories.

[1:00:35] So getting some kind of feedback, even if we don't personally observe it, getting some feedback.

[1:00:40] So if we see something, we need to do some further investigation on, or what have you, if there's something, we can do that.

[1:00:44] But at least we have some feedback because that way he's being evaluated on those categories.

[1:00:51] Because if we don't do it, who will, so.

[1:00:53] Right.

[1:00:59] If I may on that topic, it's kind of difficult, right?

[1:01:02] Because when we ask staff, and I agree with you 100%, if you're going to have it on here,

[1:01:07] how are we supposed to know what they're saying?

[1:01:09] But it is indicative of possibly one or two or three people giving their voice when not other people.

[1:01:16] I'm along the lines with Megan that a lot of these don't even pertain to our daily operation,

[1:01:21] and some of them should be removed, you know what I mean?

[1:01:25] I would like to hear back from people.

[1:01:27] I think what we should do is if we're going to say it, not just does he work collaboratively with school and district personnel,

[1:01:34] but maybe we develop a couple of questions for them to actually fill out maybe and give an example and stuff like that.

[1:01:38] Does that make sense to you? So that they can actually refer back and then we can have some sustainable.

[1:01:43] Or we just nix the entire question and so we're worried about it and we ask.

[1:01:48] As an important category though, as far as how you interact with the staff, we don't get some kind of feedback.

[1:01:53] I just want it just like everybody else. I want it to be sustained like you know

[1:01:57] We have to have some metrics on it

[1:01:59] And I think that's fair to either do it the right way or pull it right now

[1:02:02] So that's up to you guys

[1:02:03] What I was thinking was actually would send them whatever tool we end up like we send them the tool

[1:02:09] To see you fill it out

[1:02:10] And then we don't have to ask specific questions and they can also have the not observed option also

[1:02:17] Send them the tool of this this whatever tool we said

[1:02:22] Right, well that's what I'm saying, if we add the not observed, if we're going to do like

[1:02:26] Ms. Wright said and instead of doing one at the bottom where you circle one through five,

[1:02:30] which is super extra simple, actually don't mind that one either, but if you want to do

[1:02:35] a one through five on every item and include the not observed option, they would have that

[1:02:40] too, and we'll have to figure out how to do the math with us.

[1:02:43] I mean really, we don't really see the superintendent on a daily basis how he

[1:02:46] interacts with staff, but we have more interaction with the staff, his staff on a

[1:02:50] daily basis to get an idea of how he interacts. You know, we may not have this

[1:02:54] much interactive interaction with Mr. Gibb's staff. So there's got to be some

[1:02:59] way of getting that information and being able to evaluate it.

[1:03:03] Would you like to give Dr. Rindell the opportunity, since it's his

[1:03:06] staff, to kind of come up with a plan in that regard? Would that be appropriate?

[1:03:10] Oh, for getting the fee in the background cabinet.

[1:03:12] Yeah, because I think that his interactions are different than ours.

[1:03:15] he might have a better understanding of that. Just a thought, Dr. Adele, sorry to throw you

[1:03:20] on the mat. No, I feel like if you, if there were two questions or whatever sets of questions

[1:03:24] for interactions with staff or relationships with staff or responsiveness, whatever those

[1:03:28] questions are, we could give those out to the cabinet members and his direct staff.

[1:03:34] They could rate and then we'd give you an overall rating to share. And you guys could

[1:03:44] So Mr. Gibbs, you have any thoughts about the Pinellas plan and adjusting it as we talk about?

[1:03:53] I looked over all the ones that were provided and I think Lee is very short and succinct.

[1:03:59] Some of it, like you mentioned, I don't think applies to me so much.

[1:04:02] Like the public and news media, even Pinellas, I think has one about news media.

[1:04:07] It does, 4.3.

[1:04:08] That's something I don't do.

[1:04:10] I always no comment whenever media questions come up. That's the way I prefer our legal issues to be handled outside of the media

[1:04:18] We don't litigate the media. I know we have a staff

[1:04:22] Who are charged with the media interactions, and I yeah, I think everything over there

[1:04:27] I don't think any but any media stuff needs to be I think something that I didn't really see in any of this is like

[1:04:34] Responsibility for checking on agenda items. I mean that's something that is directly impacting the board

[1:04:39] So I would there's my side is I think you should look to add some sort of

[1:04:45] like agenda

[1:04:48] Responsible issues there, and then I also had some other ones that I that I thought were pertaining specifically to you that we are a little bit

[1:04:58] But if you guys so I'm hearing five point scale not observed feedback on the general counsel from staff, right and then

[1:05:09] utilizing the Pinellas questions inside of the Lee format is kind of what you

[1:05:15] wanted. I think that that would be good. We're gonna have to strike some of the

[1:05:18] several of these. So 3.3, 3.4, 4.3, those are all gonna have to come out. 4.8

[1:05:24] marked down also. 4.8 unless he wants to make a newsletter that's you know. I

[1:05:29] don't think I don't think Paul needs any extra work. But if you they have a whole

[1:05:33] office staff full of people. They have more than I have. If there's a

[1:05:38] But if there's a way that you guys can email in what changes you would like, right?

[1:05:43] Okay.

[1:05:43] And then Paul and I, if you guys would give me the respect, I'll meet with Paul,

[1:05:48] kind of put it all together, resend it back out to you guys for a final go ahead.

[1:05:52] And then would you let us like to bring it to the next school board meeting for

[1:05:55] final approval, or do you guys want to just do it, approve it through the emails?

[1:05:59] Well, the only thing that we didn't, sorry, the only thing we didn't hammer out.

[1:06:02] If we're going to, we kind of all agree to remove 3.3, 3.4, 4.3, and 4.8.

[1:06:08] If you wanted to add an item, let's just do that right now.

[1:06:12] And then you guys, all you guys are doing is formatting, because I think we can kind of get approval and not have to wait.

[1:06:17] One of the, Manatee has a line in there that I really would like to see on there, but the school board attorney is effective and helpful during meetings.

[1:06:24] I think that's useful, because he's obviously, we need to know that, right?

[1:06:27] It's on the manatee one, but I think it would probably go,

[1:06:31] I'm trying to figure out where it would go

[1:06:32] on this format for her.

[1:06:37] It's so standard one, 1.4, he provides

[1:06:42] useful legal counsel during board meetings

[1:06:44] and 1.5, he serves as parliamentarian for the board.

[1:06:46] I think we kind of already have that.

[1:06:50] Okay, yeah, that's true, okay.

[1:06:52] But it would definitely go under standard one.

[1:06:53] But we didn't have, so it wouldn't go

[1:06:57] under accessibility and responsiveness,

[1:06:58] but where would we put that about the agendas?

[1:07:06] You have agendas running all of the other little things in those.

[1:07:10] How would you like to work this?

[1:07:13] Somebody did have it.

[1:07:19] So this is only 207.

[1:07:20] I said, let's just get this hammered out and done,

[1:07:22] and then we don't have to bring it back,

[1:07:24] and then all that you guys are talking about is like.

[1:07:26] But you guys are going to officially have to vote on that.

[1:07:28] That was my question.

[1:07:29] Oh, I don't think we have to vote.

[1:07:30] Come back.

[1:07:30] Cool, really?

[1:07:31] Yeah, we have.

[1:07:31] I mean, we want whatever the finalized thing.

[1:07:35] We have to bid in and meeting on it.

[1:07:37] Yeah, so we have to bring it back.

[1:07:38] That's why I was saying there's a couple of little tweaks.

[1:07:41] There's regarding the extra duties,

[1:07:44] as far as dealing with the public speaking, the agenda.

[1:07:49] You know what I mean?

[1:07:50] There's notes afterwards that he's taking.

[1:07:52] There's a lot of little things, if you guys will let me add

[1:07:54] that with him.

[1:07:55] We can take the 3.3s and 4.8s out of it,

[1:07:59] and then we can put it together and send it to you guys.

[1:08:01] and we can work on emails until it gets finalized right before it.

[1:08:05] I don't think there's any substantial changes that we have beyond just adding a couple of

[1:08:10] his regular duties that he has specific to purport, and then also negating what you guys

[1:08:15] have already said and adding the five-point scale not observed in the feedback portion.

[1:08:20] I think we're okay with that.

[1:08:20] And he may not have the exact wording he wants for the agenda item now, but I would

[1:08:25] just say let him, we're just missing him.

[1:08:27] It has to come back.

[1:08:28] I think we can actually, you know, all approve it through, yes, this looks good to me before it comes back to the next meeting so that we're not coming back and making any kind of conversations.

[1:08:38] It's just, if that was your concern, Ms. Campbell.

[1:08:40] Yeah. No, I'm fine. I did, I found it in Polk, Paul, but it was under suggested evidence and artifacts rather than as an item.

[1:08:48] If you do a search for agenda, ensuring legal compliance of agenda items.

[1:08:52] I think that's what you do, but we move it into an item rather than evidence.

[1:08:56] yeah okay that's a critical piece that should be yes we love to see that little

[1:09:01] place where it says legal review check that you you checked it makes us feel

[1:09:05] better about it

[1:09:08] okay I guess we got comfortable with this tool I mean I

[1:09:11] obviously this is you so are you comfortable with us I think all of

[1:09:15] them are fine okay okay board did you have anything else that you wanted to

[1:09:23] speak about further to discuss great job on getting it through yeah so

[1:09:29] 215 we can make the was it 3 or 3 30 that they have lunch coming for us I think I

[1:09:32] saw there was an email we've got time to sign up for go gold we do you did yeah

[1:09:38] we're good are you gonna sign Paul are you gonna sign up your your dog this

[1:09:43] time since that's where you get all your stuff started all right with that no

[1:09:50] other issues thank you

Jan 20, 2026 Board Workshop - Brevard Public Schools

Agenda

Transcript