A significant portion of the meeting was dedicated to discussing the code of conduct, with an emphasis on the escalation of certain behaviors like skipping class and tardiness. The rising trend of vaping among students was also examined, with calls for more education to curb its prevalence. Concerns were raised regarding the high number of fighting incidents and the disproportionate suspension rates of Hispanic and Black students. The effectiveness of interventions, such as PBIS, was scrutinized, particularly in their role in reducing these disparities and fighting incidents.

The Board delved into the definitions of hazing, bullying, and harassment within the student code of conduct, debating the consistency of consequences for these behaviors. A debate emerged over the removal of the code for “physical attacks” and the need for clarity in the definitions of disciplinary codes. Racial disparities in discipline referrals were a focal point, with a call for uniform disciplinary actions across schools and the examination of potential racial biases in decision-making.

The effectiveness of PBIS was a recurring theme, with discussions on its comprehensive 10 critical element component framework and the self-assessment of schools in its implementation. The increase in high school participation in PBIS was noted, yet challenges remained, particularly for new principals in understanding and applying discipline expectations consistently. The Board grappled with the restrictions on using federal funds for purchasing PBIS incentives, advocating for non-monetary incentives instead.

Teacher preparation and stability were acknowledged as influential factors in student achievement, with teacher turnover being a concern. The dress code policy and its compliance with state statutes were also topics of contention, alongside the effectiveness of the bullying hotline and the handling of absenteeism.

The community’s crime rate and homelessness were highlighted as external challenges that schools must navigate, with a call for greater support and leadership to address these issues. The negative impact of disruptive behavior on learning and the role of cell phone usage in schools contributed to the extensive dialogue on classroom management and student support. The board discussed the scheduling of half days and their potential effects on absenteeism and tardiness.

The mental health of students and families was recognized as a concern. The Florida harm prevention and threat management model was reviewed, focusing on training staff to identify concerning behaviors early. The collaboration with community agencies to support families and the access to mental health services in schools were also examined.

The Superintendent highlighted the correlation between disciplinary metrics and academic excellence, reviewing the reduction in incident referrals and suspensions, which showed a 10-11% decrease from the previous year. The need to support schools with high referral numbers and address repeat offenders was underscored.

Parent involvement and its effect on school perception were discussed, with a consensus on the need to reintegrate parents and the community into schools. The impact of implicit biases on positive behavior support and the challenges in enforcing dress code policies subjectively were also debated.