[ SOUNDING GAVEL ] >>Karen Perez: GOOD MORNING, EVERYONE. I'M CALLING THIS WORKSHOP OF JANUARY 30th TO JANUARY 30th TO ORDER. MR. AYRES, WOULD YOU PLEASE OPEN THE WORKSHOP? >>Van Ayres: THANK YOU, MADAM CHAIR. BOARD MEMBERS, OUR WORKSHOP TODAY REALLY THREE-PART. WE'LL START AROUND FIRST OUR CODE OF CONDUCT AND THEN WE'LL HAVE A PIECE AROUND OUR THREAT MANAGEMENT AND THEN FINALLY OUR POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS WE DO IN OUR CLASSROOMS. SO WE HAVEN'T HAD A WORKSHOP IN A COUPLE OF MONTHS OR SO. AGAIN, I KNOW THIS KIND OF SEEMS LIKE A FORMAL SETTING, BUT I WANT THESE WORKSHOPS TO BE WHERE I CAN GET FEEDBACK. SO I ENCOURAGE, I LOOK FORWARD TO THE CONVERSATION TODAY AS WE FIRST TALK, MR. CRYSTAL WILL OPEN UP AROUND OUR CODE OF CONDUCT. MS. PEREZ WILL MOVE INTO THE THREAT THREAT MANAGEMENT. MS. REHN WITH OUR PBIS SYSTEM. WE'LL TAKE THE FIRST 15, 20 MINUTES, GO THROUGH OUR PRESENTATIONS AND THEN TAKE ANY FEEDBACK FROM THE BOARD. AGAIN, LOOK FORWARD TO THE CONVERSATIONS TODAY. WE'RE GOING TO DIVE INTO SOME DATA TODAY. MR. CRYSTAL WILL SHARE SOME OF THE DATA. AGAIN, WE ARE ALWAYS LOOKING FOR WAYS TO IMPROVE OUR PRACTICE AND OUR WAY OF WORK. I AGAIN AS SUPERINTENDENT, I VALUE THESE WORKSHOPS AND THIS OPPORTUNITY TO HEAR FROM OPPORTUNITY TO HEAR FROM US IN AN INFORMAL SETTING TO IMPROVE OUR PRACTICE. WITHOUT FURTHER ADO, I'LL TURN THIS PRESENTATION, THE FIRST PART AROUND CODE OF CONDUCT TO MR. JOSH KRISTOL. FIRST, MR. PORTER. >>Jim Porter: BOARD MEMBERS, WE HAVE A NEW SHERIFF IN TOWN AND NEW VICE SHERIFF. IF YOU WANT TO SPEAK AND IF YOU WANT TO SPEAK AND GET INTO THE QUEUE, LET MS. VAUGHN KNOW AND SHE'LL KEEP A LIST AND THE CHAIR WILL CALL ON YOU. >> [INAUDIBLE] >> SORRY. START AGAIN OR GO FORTH? THIS IS THE CODE OF CONDUCT THAT WE HAVE, AND IT IS ACTUALLY A TANGIBLE PIECE. IT IS ONLINE AND IT IS SET FOR THE FAMILIES. THIS IS ACTUALLY A GOOD TIME OF THE YEAR TO ACTUALLY TALK ABOUT THE CODE OF CONDUCT BECAUSE WE'RE GOING INTO THE NEXT TWO MONTHS OF HOLDING MEETINGS WITH THE COMMUNITIES AND PARTNERS IN THE SCHOOLS ABOUT THE REVISIONS FOR THE CODE OF FOR THE CODE OF CONDUCT. IT'S A GREAT TIME TO TALK ABOUT WHAT IT IS, WHAT'S WORKING, WHAT'S NOT WORKING SO WE CAN GET READY FOR THE 2024-25 SCHOOL YEAR. THIS IS AVAILABLE IN ENGLISH AND SPANISH. IT'S AVAILABLE TO FAMILIES. WHAT IT IS, IT REALLY SETS THE EXPECTATIONS AND THAT'S WHAT IS IN THE CODE OF CONDUCT. SETTING EXPECTATIONS FOR THE FAMILIES SO THEY CAN READ THROUGH AND SEE WHAT THE SCHOOLS EXPECT AND WE EXPECT OF THE STUDENTS AND THE FAMILIES AND WHAT THEY CAN EXPECT FROM THE SCHOOL IN RETURN TO HELP THE STUDENTS IN THEIR CAREER. THAT'S WHAT WE'RE GOING TO DO COMING INTO THE NEXT MEETING. THE NEXT MEETING WE'LL HAVE WILL BE THE FILLED OF FEBRUARY. THAT'S WHERE WE BRING EVERYONE TO TALK ABOUT. EVEN IF WE'RE CONS EQUATING BEHAVIORS IN THE SAME WAY, PUNISHING TOO SEVERELY OR TOO LIGHT IN OTHER AREAS. AND WE GET THE FEEDBACK. HERE'S WHAT WE'RE SEEING FROM THE CODE OF CONDUCT, WHAT WE'VE SEEN IN THE LAST TWO YEARS WHEN WE LOOK AT THE BEHAVIOR. PROBABLY A GOOD IDEA TO DIVE RIGHT IN. WHAT WE SAW WHEN YOU WHAT WE SAW WHEN YOU LOOK AT WHAT WE SAW WHEN YOU LOOK AT THE 23-SCHOOL YEAR, SKIPPING IS A BIG THING. REFERRAL RATING. THIS IS NOT BASED ON OUT-OF-SCHOOL SUSPENSION. THIS IS JUST THE REFERRAL FOR IF THEY WERE SKITING OR NOT. WE CAN SEE A BIG PROBLEM WITH STUDENTS NOT GOING TO CLASS. NOT NECESSARILY ABOUT A VIOLENT ACT. IT IS GETTING THEM INTO CLASS. SOME OF THE WAY WE'RE WORKING ON, HYPERFOCUSSED ON HIGH SCHOOLS AND MIDDLE SCHOOLS OF GETTING THE STUDENTS INTO CLASS. YOU CAN SEE WHERE TARDINESS WAS ONE OF THE ONE OF THE HIGHEST. IT'S DROPPING SIGNIFICANTLY. IT IS FOCUSED ON GETTING THE STUDENTS INTO CLASS WHERE WE CAN EDUCATE THEM. MANY OF THE PROBLEMS ARE HAPPENING INSIDE THE HALLWAYS, SO WE'RE WORKING WITH THE MIDDLE SCHOOLS AND HIGH SCHOOLS TO GET THEM IN. IT'S BEEN OVERALL REDUCTION. THE NUMBERS ARE DOWN. THINGS ARE STARTING TO WORK. WE'RE SEEING IMPROVEMENTS WITH THE STRATEGIES. WE'RE SEEING SPECIFICALLY IN THE MIDDLE AND HIGH SCHOOLS AT THE MOMENT. AND BECAUSE OF THAT WE'LL SEE WHAT IT LOOKS LIKE IN THE ELEMENTARY SCHOOLS WHERE THINGS ARE STARTING TO SPIKE A LITTLE BIT. BUT YOU CAN SEE A LOT OF WHAT WE'RE DEALING WITH ARE SOME WE'RE DEALING WITH ARE SOME OF THE MORE AGGRESSIVE BEHAVIORS. THEY ARE NOT SEEING -- IT'S KIND OF A MISGUIDE BECAUSE YOU SEE ABOUT SKIPPING CLASS, THAT'S MORE THE HIGH SCHOOL AND MIDDLE SCHOOL. SOME OF THESE MORE DISRUPTIVE BEHAVIORS WE ARE SEEING AND YOU'LL SEE IN THE LOWER GRADES WHERE WE NEED TO START FOCUSING ON WORKING ON THE SOCIAL ENGINEERING WITH THE ENGINEERING WITH THE STUDENTS. VAPE HAS BECOME A SERIOUS ISSUE. MORE SO IT'S VERY MORE SO IT'S VERY PREVALENT RIGHT NOW. HOW DO YOU PUNISH SOMETHING THAT'S COMING IN LIKE THE WAY CIGARETTES DID YEARS AGO? IT'S EDUCATING STUDENTS. THERE IS A LOT OF MISUNDERSTANDING. THERE'S STILL A LOT OF KNOWLEDGE THAT WE NEED ON THAT WE NEED ON VAPE AND HOW TO DEAL WITH THIS. WHEN YOU LOOK BY GRADE LEVEL, WHAT'S HAPPENING, YOU CAN SEE LIKE THE NUMBER OF INCIDENTS BY GRADES WHERE WE HAVE TO FOCUS. IT'S THOSE EARLIER INTERVENTIONS. THEY ARE STARTING TO GET IT IN THE HIGHER GRADES. ONCE WE STARTED GETTING THEM INTO CLASS, ONCE WE STARTED MOVING THEM, WE REALLY NEED TO START WORKING ON HELP THE KIDS COME INTO SCHOOL IN THE EARLIER GRADES SO THEY CAN START WORKING WELL TOGETHER. HERE IT IS. THIS IS THE COMPARATIVE BETWEEN LAST YEAR AND THIS LAST YEAR AND THIS YEAR. YOU CAN SEE BETWEEN MIDDLE -- ELEMENTARY, MIDDLE AND HIGH SCHOOL, YOU CAN SEE OUR NUMBERS ARE COMING DOWN IN MIDDLE AND HIGH SCHOOL. WE'VE BEEN GETTING INTO THE SCHOOLS. WE WORK WITH DISCIPLINE REPORT CARDS. WE CREATED DISCIPLINE REPORT CARDS TWICE A MONTH, GIVING THE SCHOOLS STATUS UPDATES OF WHERE THEY ARE, WHERE THEY CAN IMPROVE, HOW WE CAN KEEP GETTING BETTER THROUGHOUT THE SCHOOL YEAR IN REAL YEAR IN REAL TIME. BUT YOU CAN SEE AND WHEN WE LOOK AT THE ELEMENTARY, THIS IS WHAT IS STARTING TO HAPPEN. YOU'LL SEE THE EARLIER GRADES, THAT'S WHERE WE HAVE TO HELP AND WORK WITH THE STUDENTS COMING IN. WE KNOW THERE ARE STRUGGLES. WE'RE PAST AN EPIDEMIC AND THINGS HAD CHANGED. WE'RE NOW IN THE FOCUS AND HELPING STAGE. THAT'S WHAT WE NEED TO WORK ON WITH THE ELEMENTARY SCHOOL STUDENTS. WE'RE NOT GOING TO GIVE UP ON THE HIGH SCHOOL BUT WHAT'S WORKING IS WORKING AND WE'LL KEEP GOING THROUGH THE YEAR. >>Van Ayres: MR. >>Van Ayres: MR. KRISTOL, A QUICK PAUSE. I DO WANT TO GIVE A SHOUT-OUT THERE. IF YOU LOOK AT, WE'VE BEEN VERY INTENTIONAL AND I WANT TO GIVE MR. MR. KRISTOL A SHOUT-OUT AS WELL. WHAT WE MONITOR IS VERY IMPORTANT. MR. KRISTOL CAME OUT THIS YEAR WITH HIS REPORT CARD. EVERY TWO WEEKS GOES OUT TO MIDDLE AND HIGH SCHOOLS. AS WE GET INTO SOME OF THE LATER CONVERSATION, WE CAN GET INTO THE WAY OF WORK AND PRACTICE AND WHAT HAS BEEN INTENTIONAL ABOUT THE REDUCTION. OVERALL 11% DECREASE FROM LAST YEAR TO THIS YEAR IN NUMBER OF INCIDENTS THAT HAVE OCCURRED ON OUR CAMPUSES. 11% DECREASE FROM 23-24 -- EXCUSE ME, FROM 22-23 TO 23-24. THAT'S BEEN THE INTENTIONAL WORK AROUND PROGRESS MONITORING. I DO WANT TO GIVE A RECOGNITION TO MR. KRISTOL ON THE WORK HAS DONE ALONG WITH THE REGIONAL SUPERINTENDENTS. WE HAVE A LOT OF WORK TO DO. I LOOK FORWARD TO THE CONVERSATION AS WE MOVE THROUGH THIS. BUT I WANTED TO STOP THERE A MINUTE AND THIS 11% REDUCTION OF NUMBER OF INCIDENTS DID NOT OCCUR BY ACCIDENT BECAUSE WE WERE VERY INTENTIONAL ABOUT HAVING OUR STUDENTS HAVING OUR STUDENTS REMAIN IN CLASS. ALL THE IMPROVEMENTS WE WANT TO MAKE AS A DISTRICT, ALL THE GAINS WE WANT TO MAKE STARTS WITH OUR STUDENTS BEING IN CLASS. THIS 11% REDUCTION, I WANTED TO TAKE A MOMENT, HIGHLIGHT THAT, HIGHLIGHT MR. KRISTOL AND ALL OUR REGIONAL SUPERINTENDENTS BACK HERE AND THEIR WORK. THANK YOU. >>Josh Kristol: NO, I APPRECIATE IT. WE CAN SEE THAT WE HAVE TO LOOK AT, AS WE DIVE INTO THE DATA WHERE WE CAN KEEP MAKING IMPROVEMENTS. ONE OF THE BIG TOPICS THAT WE ALWAYS LOOK AT IS BULLYING AND WHAT WE ARE DOING WITH THE BULLYING AND HARASSMENT. WHEN YOU LOOK AT BY GRADE LEVEL, WHERE IT'S HAPPENING, IT'S BEGINNING TO MIDDLE SCHOOL. HAPPENING AND SPIKING IN THE MIDDLE SCHOOL. AGAIN, WE GO BACK TO WHERE EARLIER INTERVENTIONS WERE BEFORE MIDDLE BEFORE MIDDLE SCHOOL. HISTORICALLY A LOT OF DATA WASN'T IN ELEMENTARY SCHOOL BECAUSE THEY DON'T WRITE REFERRALS ON KIDS A LOT OF TIMES AND A LOT OF TIMES THEY TRY AND WORK IT OUT. IT'S HARDER TO ELICIT THE IT'S HARDER TO ELICIT THE DATA. WHEN YOU SEE IT WHEN YOU SEE IT SPIKING, WE HAVE TO CONNECT WITH THE EARLIER GRADES. IS THAT IN THE PACKET? SLIDE NUMBER 7, OKAY. I APOLOGIZE. IT SHOULD BE IN THE IT SHOULD BE IN THE PACKET. THIS IS WHAT WE'RE LOOKING AT. THESE ARE SPECIFICALLY BULLYING. SO I CAN EXPLAIN IT IF IT'S NOT THERE. I PULLED BULLYING INCIDENTS ONLY AND BY GRADE LEVEL. YOU CAN SEE WHERE WE'RE HAVING CONCERNS WITH THE MIDDLE SCHOOL. 6, 7, 8, ESPECIALLY AT THIS STAGE OF THE GAME, THAT'S WHERE IT IS HAPPENING. WHEN WE TALK ABOUT WE ARE A DISTRICT OF MIDDLE SCHOOLS AT 6, 7, 8, WE KNOW EARLIER INTERVENTION SHOULD BE AT THE ELEMENTARY SCHOOLS. MIDDLE SCHOOL IS WHERE THEY COME TOGETHER. THEY WERE ALL TOGETHER IN THE ELEMENTARY SCHOOL FOR A WHILE, NOW ALL OF A SUDDEN LEARNING TO COME TOGETHER FROM ALL DIFFERENT AREAS AND THAT IS THE FIRST STEP. KNOWING THAT'S WHERE THEY WILL FIRST CONNECT WITH EACH OTHER, THAT'S WHERE WE HAVE TO BE HYPERFOCUS TO MAKE SURE THEY LEARN HOW TO SHARE SPACE. THIS WAS AN ASK. I KNOW THERE WAS THE ACLU LETTER THAT WENT OUT ABOUT THE DRESS CODE. IT WAS UPDATED. IT WAS VETTED BY OUR LAW TEAM AND IT IS ABSOLUTELY RIGHT NOW 100%. IT IS IN THE CODE OF CONDUCT UPDATED WITH THE NEWEST INFORMATION AND NEWEST INFORMATION AND NEWEST VERBIAGE. I GUESS THERE WERE CONCERNS THAT IT WAS TOWARDS GENDER CLOTHING, BUT NOW THIS IS EXACTLY WHAT IT SAYS AND THIS IS OUR SCHOOL BOARD POLICY. THIS IS NOT THE FLORIDA STATUTE. THIS IS OUR OWN SCHOOL BOARD POLICY THAT WAS UPDATED. THE FLORIDA STATE STATUTE ON DRESS CODE IS DRESS CODE IS A LITTLE BIT MORE, LITTLE ALMOST HARSHER THAN THE WAY WE DO IT IN OUR DISTRICT. BY THE THIRD TIME, IF A STUDENT DIDN'T WEAR WHAT THEY WERE SUPPOSED TO, THEY COULD LOSE AFTER-SCHOOL PRIVILEGES FOR 30 DAYS. EVEN ON THE SECOND INCIDENT, IT IS ABOUT MEETING WITH A PRINCIPAL AND PRINCIPAL MEETING ON DRESS CODE. WE THINK ABOUT HOW MANY DRESS CODE AND PRINCIPAL MEETINGS ON DRESS CODE, WE LOOK A LITTLE DIFFERENT. WHEN YOU LOOK AT WHO IS HARSH, THE FLORIDA STATE STATUTE IS MUCH HARSHER THAN WHAT WE DO. THAT'S WHAT YOU CAN SEE IN THE CODE OF CONDUCT. WE HAVE A BEHAVIOR MATRIX AND GIVE AN EXPECTATION OF WHAT WILL HAPPEN IF A STUDENT OFFENDS, WHAT HAPPENS IF THEY OFFEND MORE TIMES, WHAT WILL HAPPEN. >>Van Ayres: I'M FINE EITHER WAY. YES, MA'AM. >>Karen Perez: MEMBER GRAY. >>Lynn Gray: [INAUDIBLE] >>Lynn Gray: [INAUDIBLE] BIG THANKS TO MR. KRISTOL, THANKS TO MR. KRISTOL, MS. PEREZ AND MS. REHN AND MS. REHN AND OUR REGIONAL SOUPS. GOOD TO HAVE THIS WORKSHOP. I FELT LIKE WE NEEDED TO HAVE A LOT OF EXPLANATION ABOUT WHAT IS, WHAT WE NEED TO DO, WHAT'S THE RATIONALE AND MUCH MORE IMPORTANTLY, HOW ARE WE MOVING FORWARD, SUPERINTENDENT AYRES, WITH SUCH VERY, VERY WITH SUCH VERY, VERY PROLIFIC MEDIA, CELL MEDIA, CELL PHONE, VAPING AND, OF OF COURSE, POSSIBLE GUN CONTAINING WEAPONRY. THOSE ARE SOME BIG ISSUES. BUT I'M GOING TO ASK QUESTIONS AND I HAVE TO ONLY HAVE A CERTAIN AMOUNT OF TIME. WE'LL JUST ANSWER THEM. I'M ON PAGE I'M ON PAGE 1, WHICH IS THE BEGINNING. DISTRICTWIDE SEVERE DISCIPLINE CONCERNS. HAVE WE HAD -- REMEMBER WE HAD A CHANGE OF CHANGE OF PLACEMENT. THAT'S ABSOLUTE SUSPENSION. HAVE WE HAD LESS CHANGE, WE CALL IT NOW CHANGE OF ENVIRONMENTS THIS YEAR VERSUS LAST YEAR OR THE THE YEAR BEFORE? >> YES, WE ARE DOWN. WE ARE DOWN MORE WE ARE DOWN MORE THAN 175. YES, WE ARE ABSOLUTELY DOWN. >>Lynn Gray: IS THE GENERAL CONSENSUS THAT WE WANT TO DO EVERYTHING WE CAN TO KEEP OUR STUDENTS IN STUDENTS IN SCHOOL, IS THAT WHAT WE'RE -- >>Van Ayres: THAT IS CORRECT. AS WE LOOKED AT OUR CHANGE OF ENVIRONMENTS, WE ARE DOWN 175 NOW YEAR TO DATE. WE EXPECT THAT NUMBER TO BE AROUND 400 AS WE LOOK TO CLOSE OF YEAR AND PROJECT OUT. MEMBER GRAY, WE WOULD EXPECT AROUND AROUND A 400 DECREASE IN AROUND A 400 DECREASE IN CHANGE OF ENVIRONMENT NUMBERS FROM LAST YEAR TO THIS YEAR. CORRECT, JOSH? >>Josh Kristol: YES. ALSO, THOSE ARE THE NUMBER OF HEARINGS. THAT'S NOT HOW MANY STUDENTS ARE ACTUALLY THEN MOVED. WE MOVE LESS THAN -- IT'S ABOUT 60% OF THE STUDENTS. IT'S NOT EVEN OF THOSE HEARINGS. IT'S EVEN LESS THAN THAT. THOSE ARE THE DISCIPLINARY HEARINGS. >>Lynn Gray: THANK YOU, JOSHUA. THE OTHER QUESTION I HAVE, AND THIS IS STILL SUPPORTING THE FIRST PART OF THIS WORKSHOP. DISCIPLINE, THE FIGHTING HAS GOTTEN TO A GOTTEN TO A POINT WHERE IT HAS GOTTEN SUCH FOLKS AS GOTTEN SUCH FOLKS AS MARLENE SOL KOL FROM THE TAMPA BAY TIMES, THEY ARE NOTING IT. WE HAVE A LOT OF FIGHTING. AND A LOT OF THE STUDENTS ARE ANGRY. THEY ARE COMING TO SCHOOL. THEY ARE USING THEIR SOCIAL MEDIA SITES TO ORGANIZE. WHAT ARE WE DOING ABOUT WHAT ARE WE DOING ABOUT IT? >>Josh Kristol: THAT'S A LOT OF WHAT WE'RE TALKING ABOUT THE NEXT LITTLE PIECE IS WE HAVE A LOT OF GROUPS WORKING WITH THE SCHOOLS AND HOW TO WORK WITH THE STUDENTS ABOUT HOW TO DEAL WITH THESE ISSUES, WHO TO REPORT TO. WE HAVE THE AVAILABILITY FOR SCHOOL ADMINISTRATION. IT'S ABOUT NOTIFYING EVERYONE WHAT WE CAN DO FIRST BUT THEN BEING ABLE TO GET TO WORK WITH THE STUDENTS ON WHAT THEY DO IN THE SCHOOL SYSTEM. WORKING WITH EACH OTHER FROM SEVEN MINDSETS AND SOME OF THE OTHER PROGRAMS YOU'LL HEAR ABOUT, HOW TO WORK WITH THE STUDENTS ON THAT SOCIAL LEARNING. RESILIENCY BUILDING. >>Lynn Gray: I UNDERSTAND THE POSITIVE BEHAVIOR, POSITIVE BEHAVIOR, PBIS. STACY, I'LL ASK YOU A QUESTION ABOUT THAT. WE WANT TO MAKE SURE WE HAVE INTERVENTIONS THAT KEEP STUDENTS IN SCHOOL IN SCHOOL AND IN SCHOOL AND YET WE HAVE CONTINUAL FIGHTING. I HOPE THAT IS I HOPE THAT IS ADDRESSED. STACY, YOU WORKED WITH PBIS. I REMEMBER IN 2016 WE OPENED IT UP AND THEN 2018 WE HAD JUST ABOUT SCHOOLWIDE. WHAT IS HAPPENING WITH OUR WHAT IS HAPPENING WITH OUR NINTH GRADE STUDENTS? ON PAGE 6, WE HAVE A TREMENDOUS HIGH NUMBER OF HISPANIC HIGH NUMBER OF HISPANIC AND BLACK FOLKS -- STUDENTS, EXCUSE ME, GETTING SUSPENDED. AND WE'RE TALKING ABOUT INTERVENTIONS, NOT SUSPENDED, BUT BASICALLY, YEAH, THERE'S A LOT OF DATA LOT OF DATA HERE LOT OF DATA HERE THAT SUPPORTS REFERRALS OF REFERRALS OF THE HIGHEST AND IT'S HITTING HARD ON THE HISPANIC AND BLACK. WHEN WE DID THE PBIS, WE WANTED TO HIT THE TO HIT THE DISPROPORTIONALITY OF THE BLACK STUDENTS BEING SUSPENDED. LET ME ASK YOU, IS IT WORKING? IT HAS TO BE FULL FIDELITY TOO. >> CORRECT. I WAS GOING TO SAY WITH SCHOOLS IMPLEMENTING WITH FULL FIDELITY, WE CAN SAY THAT WE ARE SEEING IMPROVEMENTS IN REDUCTIONS, REFERRALS AND SUSPENSIONS. I'LL ADDRESS THAT WHEN WE GET TO THE PBIS SECTION TO TALK ABOUT SOME SOME OF THAT. BUT RECENTLY RAUL AND I TRANSITIONED TO BEING IN CHARGE OF PBIS SO IT'S REALLY HARD FOR US TO SPEAK ABOUT THE LAST FEW YEARS BECAUSE WE WEREN'T THOROUGHLY INVOLVEDTH IN. WHAT WE'RE SEEING NOW IS DEFINITELY SEEING A REDUCTION. WE ARE WORKING CLOSELY WITH THE HIGH SCHOOL REGIONAL SUPERINTENDENTS IN HAVING THESE DISCUSSIONS. WE'RE INVITED TO THE TABLE WITH THE SCHOOL TEAMS TO TALK NOT JUST ABOUT PBIS BUT STRATEGIES AND PIECES OF THINGS THAT CAN BE IMPLEMENTED TO HELP REDUCE THAT. AND WE DO DISCUSS THOSE NUMBERS AND BRING THAT TO LIGHT STARTING WITH THE STEP ONE OF CREATING THAT AWARENESS. >>Lynn Gray: AND YOU KNOW THAT PBIS DOES NOT WORK UNLESS THE SCHOOL SITE IS FULL FIDELITY. IT JUST FALLS APART. MY LAST QUESTION AND I KNOW I HAVE TO GET BACK HAVE TO GET BACK IN THE QUEUE. THERE IS A BIG PUNITIVE DIFFERENCE BETWEEN HAZING AND BULLYING. HAZING DICTATES A HAZING DICTATES A SUSPENSION OR FIRST TIER WHATEVER YOUR LANGUAGE IS, BUT BULLYING HAS MORE OF A REFERRAL. HAZING BY DEFINITION THE SECOND PART PART OF PART OF IT ACCORDING TO PAGE 58 -- PAGE 26 AND 38, SORRY, NOT 58. HAZING HAS THE SAME HAZING HAS THE SAME DEFINITION AS BULLYING ON THE SECOND SENTENCE. SO MY QUESTION IS, AND MAYBE THIS IS SOMETHING WE NEED TO REALLY BE REALLY BE CAREFUL, IF WE'RE DOING THE SAME TYPE DOING THE SAME TYPE OF HARASSMENT BEHAVIOR, HARASSMENT BEHAVIOR, ONE IS GOING TO BE -- YOU'RE GOING TO HAVE TO BE SUSPENDED. THE OTHER ONE, ALTHOUGH THE SAME, YOU'RE GOING TO GET A REFERRAL. I JUST WANT I JUST WANT TO MENTION THAT BECAUSE I DID A DEEP DIVE BECAUSE I DID A DEEP DIVE INTO ALL OF THE LANGUAGE. I WOULD LIKE TO SEE THAT MORE UNIFORM. DOES THAT MAKE SENSE, DOES THAT MAKE SENSE, JOSHUA? >>Josh Kristol: IT DOES. THE PROBLEM IS 28 OF THE CODES FROM HER THE STATE. THEY ARE THE STATE DEFINITIONS WE HAVE TO USE FROM WE HAVE TO USE FROM DOE. THE PLIABILITY THAT WE HAVE, IT'S DISCRETION. IT'S WHEN YOU'RE DOING AN INVESTIGATION IN THE INCIDENT. BUT OF THESE BULLYING, THESE ARE THE STATE THE STATE DEFINITIONS, FLORIDA STATE. DOE. >>Lynn Gray: NONETHELESS, THOUGH, THAT'S IN THE STUDENT CODE OF CONDUCT. >>Josh Kristol: YOU'RE NOT WRONG. WHAT WE TRIED TO DO IS GIVE EXAMPLES. IF YOU LOOK AT EXAMPLES AND WHAT IT MEANS. BULLYING HAS BEEN UNFORTUNATELY ONE OF THOSE THINGS PEOPLE HAVE USED IT SO FREQUENTLY ABOUT EVERY INCIDENT THAT'S OUT THERE THAT IT ACTUALLY GOT REDUCED FOR THE WAY IT WAS LOOKED AT IN THE SCHOOLS. IF YOU LOOK AT HARASSMENT, IT'S REALLY HARASSMENT AND BULLYING THAT ARE ALMOST IDENTICAL. HARASSMENT, ONE-TIME BULLYING, REPEATED OFFENSE. WHEN WE DO LOOK AT IT, HOW ARE THEY TREATING EACH OTHER, WITH THE CODE. IT WOULD ALL GENERATE A REFERRAL. IT'S JUST HOW SEVERE. >>Lynn Gray: HAZING DOES GENERATE A POSSIBLE SUSPENSION. >>Josh Kristol: CORRECT. THEY CAN WARRANT SUSPENSION. EVERYTHING COULD. YOU HAVE THE ABILITY TO SAY IS THIS WORTHY OF IT? IS THIS KEEPING THE STUDENT SAFE? THAT'S USUALLY WHAT SUSPENSIONS ARE. NOBODY BELIEVES SUSPENSIONS CURE ANYTHING. THEY TRY TO KEEP PEOPLE AT A DISTANCE, WHILE THEY CAN FIGURE OUT WHAT'S GOING ON. >>Lynn Gray: GOT IT. MEMBER VAUGHN AND MEMBER MEMBER VAUGHN AND MEMBER PEREZ, I'LL GO BACK IN THE SKEW. I'LL GO BACK IN THE QUEUE. THANK YOU, JOSHUA. >>Karen Perez: MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. FIRST OF ALL, THANK YOU FOR THIS WORKSHOP AND FOR ALL OF THIS WORK. I APPRECIATE IT, ESPECIALLY THE FOCUS ON KEEPING OUR KIDS IN SCHOOL AS MUCH AS POSSIBLE. I REALLY APPRECIATE OUR DISTRICT'S APPROACH TO THAT. IT HAS A HUGE IMPACT WHEN WE TALK ABOUT ACADEMICS. I HAD SOME QUESTIONS ABOUT THE DATA TO START WITH. ON THE SECOND ONE WHERE WE TALK ABOUT DISTRICTWIDE SEVERE DISCIPLINE CONCERNS, I NOTICED ON THE 2023 CHART WE HAVE PHYSICAL ATTACKS BUT ON THE 2023 TO 2024 WE DON'T. IS THERE A REASON WHY? >>Josh Kristol: THE DOE >>Josh Kristol: THE DOE REMOVED THAT CODE. IT WAS CHANGED TO SIMPLE BATTERY. >>Jessica Vaughn: WHAT IS VCR STAND FOR? >>Josh Kristol: VIOLATION OF CLASSROOM RULES. AGAIN, THAT'S WHERE YOU'LL GET MORE OF THE ELEMENTARY SITUATIONS HAPPENING. >>Jessica Vaughn: UNDER DISPUTE IS THAT HORSE PLAY? >>Josh Kristol: IT IS. ROUGH HORSE PLAY. >>Jessica Vaughn: THAT'S A REFERRAL INCIDENT? >>Josh Kristol: GENERALLY, YEAH. WHAT YOU HAVE IS THE DISPUTE, IT IS LIKE MORE OF A IS LIKE MORE OF A LOW-LEVEL WHERE YOU'RE TALKING ABOUT. IT'S MORE ABOUT -- REFERRALS ARE REALLY MORE ABOUT IDENTIFYING WHAT A KID IS DOING. IT'S NOT TO TRY AND TRACK THEM TO PUNISH THEM. HEY, WE HAVE A STUDENT THAT KEEPS GETTING INTO THESE LITTLE THINGS. IF THE CORRESPONDING PUNISHMENT WASN'T NECESSARILY OSS, BUT LIKE A GUIDANCE REFERRAL, IT WOULD FEEL A LITTLE DIFFERENT, RIGHT? IT IS A SITUATION WHERE YOU SEE KIDS WITH DISPUTES. THEY KEEP GETTING INTO LITTLE THINGS. IT'S NOT THAT HIGH LEVEL, TIME TO BE REMOVED FROM SCHOOL. >>Jessica Vaughn: MY UNDERSTANDING, WHAT YOU'RE SAYING, IN AN INCIDENT LIKE THAT WHERE IT IS NOT AN OFFENSE TO HURT A CHILD AND HURT A CHILD AND WHATNOT, A STUDENT STILL GETTING REFERRALS, REFER THEM TO GUIDANCE AND SEE IF THERE'S COACHING? AM I UNDERSTANDING THAT CORRECTLY? >>Josh Kristol: THOSE ARE ALWAYS OPTIONS. ALL OF THE RESOURCES AT SCHOOL TO DEAL WITH STUDENT BEHAVIOR SHOULD BE READILY AVAILABLE. >>Jessica Vaughn: I APPRECIATE THAT. WE WERE TALKING TO MEMBER GRAY'S POINT, WHEN WE'RE TALKING ABOUT DISTRICTWIDE REFERRALS BY RACE IN GENERAL I KNOW THAT WE'RE TALKING AND IDENTIFYING THAT WHILE MOVING THE NUMBERS IN BETTER DIRECTION IN MIDDLE AND HIGH SCHOOL, WE'RE STRUGGLING IN ELEMENTARY SCHOOL, RIGHT? YOU DEFINITELY HIGHLIGHTED THAT IN YOUR PRESENTATION. AND WE SEE THAT CLEARLY HERE. WHAT ARE THE FACTORS THAT YOU THINK ARE BEHIND THAT AND WHAT ARE WE DOING TO ADDRESS THE ELEMENTARY SCHOOL? I KNOW WE HAVE TO SAY WE HAVE TO FOCUS ON THAT, WHAT DOES THAT LOOK LIKE IN ELEMENTARY SCHOOL TO MAKE SURE WE'RE ADDRESSING THE NUMBERS IN THE SAME WAY WE ARE IN MIDDLE AND HIGH SCHOOL? >>Josh Kristol: WHEN WE TALK ABOUT THE SOCIAL -- I DON'T WANT TO STEP ON IF WE'RE GOING TO TALK ABOUT. WE HAVE PROGRAMS LIKE SECOND STEP AND THEY ARE USING A LOT OF PROGRAMS TO WORK WITH THE STUDENTS ABOUT THE ISSUE THEY HAVE TO RESOLVE PROBLEMS. BUT BUT THERE IS A DIFFERENT GROUP THAT IMPLEMENT INSIDE THE SCHOOL THESE STRATEGIES. >>Jessica Vaughn: OUR APPROACH IS DEFINITELY FOCUSING ON THE EMOTIONAL ASPECT, THE WHOLE CHILD. THOSE ARE OUR THOSE ARE OUR TOOLS TO DEALING WITH THESE SORT OF WITH THESE SORT OF INCIDENCES WE'RE SEEING? >>Josh Kristol: GETTING THEM TO WORK TOGETHER, YES. THE BIG SKILL SET OF ANYTIME, WE ARE IN A SMALL SPACE AND HOW ARE WE GOING TO WORK TOGETHER? >>Jessica Vaughn: TO MEMBER GRAY'S POINT AGAIN, WHEN WE'RE TALKING ABOUT DISCREPANCY BETWEEN OUR CHILDREN OF COLOR AND OTHER RACES OF CHILDREN, WHEN YOU LOOK AT OUR HISPANIC AND AND MIDDLE SCHOOL, IT'S DOUBLE THE AMOUNT OF REFERRALS AS CAUCASIAN STUDENTS, RIGHT? YOU LOOK AT OUR BLACK STUDENTS. IT'S ALMOST TRIPLE. I KNOW THAT WE'RE TALKING ABOUT IT FROM PBIS TO MEMBER GRAY'S POINT, BUT WHAT ARE WE DOING TO MAKE SURE THAT OUR EDUCATORS OR OUR ADMINISTRATORS AREN'T CARRYING BIAS AND THAT DOESN'T HAVE TO DO WITH SOME OF THE REFERRALS. I KNOW AS WE ERODE OUR I KNOW AS WE ERODE OUR DEI PROGRAMS IN OUR SCHOOLS, THAT GIVES US LESS TOOLS TO ADDRESS THAT. HOW ARE WE ABLE TO ADDRESS THAT PIECE OF IT WHILE STILL STAYING IN COMPLIANCE WITH THE STATE? >>Josh Kristol: TWO THINGS. ONE, THIS REPORT IS NOT INDIVIDUAL STUDENTS. THIS IS MULTIPLE REFERRALS. THIS CAN INCLUDE A STUDENT THAT HAS 25, 30 REFERRALS. TO CONNECT TO WHAT WE'RE DOING, WE'RE TALKING ABOUT THE DISCIPLINE REPORT CARDS. THIS IS THE FIRST YEAR WE'RE IMPLEMENTING THEM AND WE'VE BEEN GETTING INTO THE HIGH SCHOOLS AND MIDDLE SCHOOLS. WE'RE STARTING TOP DOWN AND WORKING WITH THE ADMINISTRATION TO SHOW. THEY HAVE EXAMPLES AND I'LL PASS THEM OUT. YOU CAN SEE WHAT WE'RE TALKING ABOUT. THEY CAN SEE THE NUMBERS. SUSPENDING, WHAT THEY ARE SUSPENDING FOR, THE RACIAL BREAKDOWN OF HOW THEY DO DOING IT. THIS IS GOING OUT TO SCHOOLS EVERY TWO WEEKS SO THEY ARE ABLE TO MONITOR, CONSTANTLY FOR PROGRESS MONITORING PURPOSES IN FRONT OF THEM EVERY TWO WEEKS TO SEE WHAT'S GOING ON. >>Jessica Vaughn: IF WE HAVE A REPORT CARD GOING OUT WHERE WE HAVE CONCERNS THAT AGAIN THE NUMBERS AREN'T CHANGING OR MIGHT BE SOME BIAS, AS A DISTRICT, HOW DO WE ADDRESS THAT? WHAT DOES THAT LOOK LIKE? DO WE TALK WITH THE ADMINISTRATOR? TALK WITH THE TEACHERS? WHAT ARE WE ALLOWED TO DO IN REGARDS TO THAT? >>Josh Kristol: WE HAVE A TEAM AND FILLED WITH GREAT REGIONAL SUPERINTENDENTS THAT ARE WORKING WITH EACH OF THE SCHOOLS TO SUPPORT EACH OF THE PRINCIPALS AND DEAL WITH ALL OF THESE THINGS CONSTANTLY. I'M GOING OUT EVERY TWO WEEKS WITH THE REPORTS BUT THEY ARE CONSISTENTLY OUT THERE WITH THE HIGH-NEEDS SCHOOLS, WHAT CAN WE DO. THERE'S CONSTANT SUPERVISION WORKING WITH THEM TO ADDRESS THESE. >>Van Ayres: AS WE LOOK AT ACROSS THE BOARD, IF WE LOOK AT ELEMENTARY, MIDDLE, AND HIGH, WE WERE VERY INTENTIONAL BEGINNING OF THE SCHOOL YEAR AROUND MIDDLE AND HIGH SCHOOL. THAT IS THE MAJORITY OF OUR DISCIPLINE REFERRALS. MIDDLE WAS 21,000, HIGH SCHOOL 32,000. SO MAJORITY, WE WERE VERY INTENTIONAL ON PROGRESS MONITORING IN MIDDLE AND MONITORING IN MIDDLE AND HIGH. WE STARTED TO NOTICE THE ISSUE WITH ELEMENTARY SCHOOL THAT WILL BE AN AREA FOCUS FOR US. >>Jessica Vaughn: I APPRECIATE THAT. >>Van Ayres: OVERALL IF YOU LOOK AT THE NUMBER OF REFERRALS, AT THE NUMBER OF REFERRALS, IT'S 5,000 ELEMENTARY IN COMPARISON TO TO 20 AND 32 THOUSAND MIDDLE TO 20 AND 32 THOUSAND MIDDLE AND HIGH. INTENSITY WAS CLEAR AROUND MIDDLE AND HIGH IN THE REDUCTIONS. THE WORK WE HAVE DONE AND PUT IN PLACE WE'VE SEEN TREMENDOUS RESULTS FROM THE WORK OF MR. KRISTOL AND REGIONAL SUPERINTENDENTS AROUND REDUCTION, EVEN IF YOU GO BY RACE. IF WE LOOK AT HIGH SCHOOL LAST YEAR, DISCIPLINE REFERRALS BY RACE, BLACK 14,309. THIS YEAR, YEAR TO THIS YEAR, YEAR TO DATE, 11,762. SIGNIFICANT 17% REDUCTION RIGHT THERE. OUR INTENTIONALITY AROUND MIDDLE AND HIGH, THOSE WERE OUR SIGNIFICANT NUMBERS OF DISCIPLINE REFERRALS. THE BIGGEST IMPACT MIDDLE AND HIGH. ABSOLUTELY NOW LOOKING AT THIS DATA AND THAT'S WHY HAVING THIS WORKSHOP, THE TIMING OF IT, ELEMENTARY IS AN AREA THAT WE SAW THAT SLIGHT UPTICK, SO WE'VE GOT OUR REDUCTION IN MIDDLE AND HIGH ACROSS THE BOARD 10 TO 17 PERCENT, MIDDLE AND HIGH, SLIGHT UPTICK IN ELEMENTARY AND KINDERGARTEN TO THIRD GRADE SPECIFICALLY BEHAVIOR. THIS DATA IS VERY EYE-OPENING THIS DATA IS VERY EYE-OPENING TO US. AND WITH AND WITH ELEMENTARY BECAUSE WE ARE TEACHING BEHAVIORS AS WE GET TO MIDDLE AND HIGH, WE CONTINUE TO SEE THE TO SEE THE REDUCTIONS. VERY INTENTIONAL ABOUT MIDDLE AND HIGH IN AND HIGH IN REDUCTIONS ACROSS THE BOARD. >>Jessica Vaughn: I APPRECIATE THE WORKSHOP, THE TRANSPARENCY. I APPRECIATE THE INTENTION AROUND THAT ESPECIALLY SINCE WE TALKED SO MUCH IN THE PREVIOUS YEARS ABOUT THE SCHOOL-TO-PRISON PIPELINE. I JUST WANT TO MAKE SURE THAT WE'RE NOT JUST TALKING ABOUT IT FROM A STUDENT LENS. WE ARE TALKING ABOUT IT FROM THE PEOPLE WHO GIVE OUT THE REFERRALS TO MAKE SURE THAT THEY ARE SUPPORTED AND MAKING SURE THAT THERE IS NO BIAS GOING INTO THAT. IT IS A MULTI-RELATIONAL THING. STUDENT BEHAVIOR AND PEOPLE GETTING THE REFERRALS. I WANT TO KNOW WHAT WE'RE DOING ABOUT THAT PIECE OF IT. THESE REPORT CARDS, THESE REPORT CARDS, ARE THEY AVAILABLE TO SCHOOL BOARD MEMBERS, THE PUBLIC, WHAT IS THE AVAILABILITY OF THESE REPORT CARDS? >> I HAVE COPIES OF THEM. ONE OF THE THINGS THAT IS ON THESE, EVERY SCHOOL -- HIGH FLYING LIST. STUDENT ID NUMBERS ON THERE. IT WILL SAY A STUDENT THAT HAS 24, 25 REFERRALS THAT ARE SKEWING YOUR NUMBERS, THAT IS AVAILABLE ON HERE SO THEY CAN INTENTIONALLY CONNECT WITH THE STUDENTS SPECIFICALLY. THAT IS ON THERE. AVAILABLE, YES. >>Jessica Vaughn: -- SCHOOL BOARD MEMBERS BUT NOT TO THE GENERAL PUBLIC. OKAY. >> YOUR NUMBERS ARE STILL PUBLISHED BY STATE LEVELS. I THINK ONE OF THE IMPORTANT PIECES THAT WE HAVE TO LOOK AT, WHEN WE LOOKED AT ALL THE REPORT CARDS, ESPECIALLY MIDDLE AND HIGH SCHOOL, THE REFERRALS WEREN'T COMING FROM THE CLASSROOM. THE MAJORITY WERE FROM EVERYWHERE IN THE CLASSROOM NOT EVERYWHERE, STILL SOME IN THE CLASSROOM. MAJORITY HAPPENING WHERE THERE WEREN'T WEREN'T EYES. LEAST AMOUNT OF PEOPLE WE HAVE, HALLWAYS, BATHROOMS, BEHIND THE SCHOOL, BUSES, WHEREVER THEY ARE GOING TO GO. THAT'S WHAT WE HAVE TO RETRAIN AND LOOK AT ADMINISTRATION LIKE HOW DO WE USE LESS BODIES AND GET MORE VISUAL? >>Jessica Vaughn: I APPRECIATE THAT BECAUSE AS WE GO FURTHER, I WANT TO TALK ABOUT CAMERAS OUTSIDE AND INSIDE OF THE SCHOOL. I HAVE MORE QUESTIONS ABOUT I HAVE MORE QUESTIONS ABOUT THE DRESS CODE SPECIFICALLY AND HOW WE'RE MAKING SURE THAT WE'RE BEING EQUITABLE WITH THAT WITH DIFFERENT BODIES, SHAPES AND SIZES BECAUSE THAT IS A BIG CONCERN WE HEAR FROM STUDENTS DIRECTLY. I'LL GET BACK IN THE QUEUE AND ALLOW MY FELLOW BOARD MEMBERS TO ASK QUESTIONS. THANK YOU. >>Karen Perez: THANK YOU, MEMBER VAUGHN. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MADAM CHAIR. YOU GUYS ARE DOING A GREAT JOB WITH THE PRESENTATION. BUT I HAVE A COUPLE OF COMMENTS TO MAKE BEING A TO MAKE BEING A FORMER ADMINISTRATOR. THE NUMBER OF REFERRALS ARE GOING DOWN BUT THE CONSEQUENCE OF THE REFERRALS IS WHAT WE LOOK AT. BECAUSE IF A KID SKIPS CLASS, SKIPPING MAY GO DOWN BUT SOME KIDS SKIP CLASS AND MAY GET KIDS SKIP CLASS AND MAY GET OSS. IT'S SO IMPORTANT TO LOOK AT THE CONSEQUENCES. A LOT OF TIMES WE DON'T LOOK AT THE CONSEQUENCES. WE LOOK AT THE NUMBERS. THE CONSEQUENCE IS THE MOST IMPORTANT BECAUSE THAT IS THE DETERMINATION IF YOU ARE IN SCHOOL OR OUT OF SCHOOL OR OUT OF SCHOOL. VERY IMPORTANT. SOMETHING ELSE I WANT TO ADD. WE PROBABLY WOULD NEVER GET IN THE RIDE PROCEDURE BECAUSE WE GOT -- RIGHT PROCEDURE BECAUSE WE HAVE SO MANY PEOPLE IN THE SCHOOL SYSTEM INCONSISTENT. THE KIDS BEING CONSISTENT. DISCIPLINE IS NOT CONSISTENT ACROSS THE BOARD. IT'S IT'S ERRATIC ACROSS THE BOARD BECAUSE EVERYBODY HAS THEIR OWN MINDSET. NO NO MATTER WHAT WE SAY HERE IN THE WORKSHOP, THEY HAVE THEIR OWN MINDSET WHAT DISCIPLINE IS ALL ABOUT. WHEN I WALK DOWN THE HALL OF CHAMBERLAIN HIGH SCHOOL WHEN I WAS A PRINCIPAL, I COULD HAVE SUSPENDED HUNDREDS OF KIDS BECAUSE EVERY TIME I WALKED DOWN THE HALL I HEARD THE HALL I HEARD PROFANITY. PROFANITY GOING ON. SOMETIMES YOU HAVE TO USE KNOWLEDGE AND JUST TURN THE EARDRUMS OFF BECAUSE I'VE HAD MANY TEACHERS COME IN MY OFFICE AND SAY HE DISRESPECTED ME. OKAY, HOW DID HE OKAY, HOW DID HE DISRESPECT? BECAUSE HE WOULDN'T LOOK AT ME. THAT'S NOT DISRESPECT. SOMETIMES WHEN I LOOK AT PEOPLE, I WOULD BE PISSED OFF AND I DON'T LOOK AT THEM. AT THE END OF THE DAY, DISRESPECT, ALL THIS COMES INTO PLAY HOW A PERSON PERCEIVES. AND I THINK THAT'S WHAT WE NEED TO WORK ON, THE PERCEPTION ON HOW PEOPLE PERCEIVE DISCIPLINE. A GREAT EXAMPLE, ANOTHER GREAT EXAMPLE, SCHOOLS ARE DIFFERENT. AT AT CHAMBERLAIN, LIKE MAD. HAD MY ADMINISTRATION GOING CRAZY RUNNING AROUND, SKIPPING GYM. I GOT TO MIDDLETON HIGH SCHOOL, IT WAS MORE FIGHTING GOING ON. YOU MAY LOOK AT THIS, SAY, OH, THIS -- BUT THEY ARE DIFFERENT SCHOOLS. RACISM IS LIVE AND FOR REAL. IT HAPPENS. I MEAN, PEOPLE ARE I MEAN, PEOPLE ARE BIASED. PEOPLE THINK BECAUSE YOU COME FROM A CERTAIN AREA OF TOWN YOU'RE GOING TO HAVE PROBLEMS. THAT'S HUMAN NATURE. IN SOME PEOPLE. BELMONT HEIGHTS, OH, THESE KIDS FROM BELMONT HEIGHTS, WE HAVE TO WATCH THEM. HELL, YOU HAVE KIDS FROM THE OTHER PART OF THE COUNTRY -- OR THE CITY THAT YOU HAVE TO WATCH, TOO. IT'S IMPORTANT FOR US MORE SO, I THINK, TO WORK THINK, TO WORK ON DEALING WITH THE MINDSET OF PEOPLE IN THE SCHOOL DISTRICT. WE SET POLICIES AND PROCEDURES. HEY, WE HAVE POLICIES AND PROCEDURES IN PLACE. WE JUST DON'T CARRY THEM OUT THE RIGHT WAY. SOME CLASSROOMS YOU CAN STAND UP AND TALK IN. IN OTHER CLASSROOMS YOU GET THE VCR. I DON'T WANT THEM TALKING IN MY CLASS. KIDS GO TO ANOTHER KIDS GO TO ANOTHER CLASS, THEY CAN TALK. THAT'S INCONSISTENT AND WHAT MAKES A KID MAKES A KID SOMETIMES BE INCONSISTENT. ONE THING ABOUT STUDENTS, YOU GOT TO KEEP THEM CONSISTENT. YOU CAN'T DO ONE THING IN ONE CLASSROOM AND GO TO THE NEXT CLASSROOM AND DO SOMETHING DIFFERENT BECAUSE KIDS DON'T OPERATE LIKE THAT. I WAS A KID. WE ALL IN HERE WERE KIDS. I WASN'T A GREAT KID. I USED TO ACT UP IN SCHOOL, TOO. BUT I KNEW THE CLASSES NOT TO ACT UP IN AND THE TEACHERS THAT LOVED ME AND CARED ABOUT ME. IT'S SO IMPORTANT FOR US. WE CAN DO ALL THIS WE WANT TO. HEY, I AM 100% LOVING IT BECAUSE THE NUMBERS ARE GOING DOWN, BECAUSE WE'RE GETTING BEAT UP LIKE HELL ON THESE NUMBERS. WE'RE GETTING BEAT UP BECAUSE EVERYBODY IS LOOKING AT THE NUMBERS. WE'RE GETTING BEAT UP. BUT THE ONE THING WE'RE DOING NOW, JOSH AND I APPRECIATE IT AND ALL OF US, THE NUMBERS ARE GOING DOWN BUT WE HAVE TO LOOK AT THE CONSEQUENCES. YOU GET TEN DAYS AT THIS SCHOOL FOR SKIPPING BUT THE NEXT TIME AT ANOTHER SCHOOL YOU DON'T GET 10 DAYS. SO THE KEY THERE IS CONSISTENT. I WANT TO ADD MY LITTLE TWO CENTS IN BECAUSE I THINK IT'S IMPORTANT. >> I AGREE. I THINK THAT'S WHAT YOU'LL SEE IN ONE OF THE REPORT CARDS, EXACTLY WHAT THEY ARE SUSPENDING FOR. ANYTHING THAT IS A SUSPENDIBLE OFFENSE AND WHAT THEY HAVE DONE SO THEY CAN SEE. A LOT OF TIMES PEOPLE MIGHT NOT KNOW THEY ARE DOING IT. A LOT OF TIMES IT IS UNINTENTIONAL. WE HAVE TO LOOK AT THESE ADMINISTRATORS WITH THE BEST LENSES, DO THEY KNOW WHAT THEY ARE DOING. I THINK WHEN THEY START SEEING WHAT'S HAPPENING, THE DATA, THEY MIGHT NOT REALIZE IT. THIS IS ABOUT CORRECTING THEIR BEHAVIOR AT THE SAME TIME. WE'RE TEACHING EVERYONE SIMULTANEOUSLY. >>Henry "Shake" Washington: I'LL BE FINISHED IN A MINUTE. BUT I'M PREACHING TODAY A LITTLE BIT. I REMEMBER WHEN I WAS THE I REMEMBER WHEN I WAS THE APA AT BRANDON HIGH SCHOOL AND WE LOOKED AT AREA FROM WHERE LOOKED AT AREA FROM WHERE KIDS CAME FROM, MAN, WE HAVE A LOT OF KIDS COMING FROM YBOR CITY. MAN, WE'VE GOT TO WATCH THOSE KIDS. WE HAVE A LOT OF KIDS COMING FROM McLANE. WE GOT TO WATCH THEM BECAUSE, YOU KNOW, THEY ARE REAL BAD AT McLANE. THAT IS THE PERCEPTION WE STILL HAVE IN SOME HAVE IN SOME CASES. YOU HAVE TO TAKE EACH KID INDIVIDUAL BEING A KID AND NOT LOOK AT WHERE THEY CAME FROM AND NOT LOOK AT THE FAMILY. WE HAD A FAMILY, WHEN THE KIDS CAME, THEY WERE PRETTY ROUGH AND WE KNEW THE NAMES. OH, MAN, THIS FAMILY, AGAIN, WITH THAT NAME. WE RECALL THE WE RECALL THE NAMES. AUTOMATICALLY NOW WE ARE BEING BIASED AND NOT THINKING ABOUT IT, BECAUSE WE THINK ABOUT THE KIDS' NAMES, WHERE THE KIDS CAME FROM AND WHAT SCHOOL THEY CAME FROM. SO WE NEED TO WORK ON THAT. I APPRECIATE IT. THANK YOU, MADAM CHAIR. I WAS PREACHING A LITTLE BIT THIS MORNING. >>Karen Perez: YOU'RE GOOD, MEMBER WASHINGTON. MEMBER RENDON. >>Patti Rendon: GOOD MORNING. THANK YOU SO MUCH. CAN I HAVE A LITTLE BIT OF CLARIFICATION. MEMBER GRAY MENTIONED SOMETHING ABOUT SUSPENSIONS AND REFERRALS. I DON'T SEE ANY DATA ON SUSPENSIONS HERE. I BELIEVE IT'S ALL I BELIEVE IT'S ALL REFERRALS. >>Josh Kristol: WE HAVE THE SUSPENSION DATA TO GIVE OUT. WE HAVE IT MIDYEAR, BUT WE WERE TALKING ABOUT REFERRALS, BUT WE DO HAVE SUSPENSION DATA WHICH IS ALSO DOWN AS WELL. WE HAVE ALL THE NUMBER OF SUSPENSIONS DOWN. WE CAN PRODUCE THOSE TODAY. THEY ARE ALL DOWN. >>Patti Rendon: I WANT TO CLARIFY THAT. I DIDN'T SEE ANY I DIDN'T SEE ANY SUSPENSION DATA. >> WE'LL ADD THAT IN. >>Patti Rendon: THE ONE THING I DEFINITELY WANT TO MAKE SURE WE ALSO ADDRESS, OUR ENVIRONMENT AS HILLSBOROUGH COUNTY IS CHANGING. SO I THINK THAT THESE NUMBERS ARE ARE STILL OF CONCERN BECAUSE OF THE ENVIRONMENT AND THE WAY WE ARE CHANGING. BUT THE BUT THE DEMOGRAPHIC OF THE ENTIRE COUNTY IS CHANGING. I THINK THAT BRINGS IT MORE TO OUR AWARENESS AND WE WANT TO PAY ATTENTION TO HOW THIS IS. I'M THANKFUL THAT YOU'RE DOING IT SCHOOL BY SCHOOL AND KEEPING ADMINISTRATORS ABREAST ABOUT EXACTLY WHAT'S HAPPENING WITHIN THEIR SCHOOL BECAUSE I THINK SOMETIMES WE ASSUME THINGS JUST LIKE MEMBER WASHINGTON WAS SAYING, THERE IS A PERCEPTION OF WE HAVE SO MANY THINGS, BUT WHEN THE DATA REALLY COMES IN, WE THEN SEE THE THEN SEE THE FACTS. WE ACTUALLY SEE WHAT'S HAPPENING AND WITH WHO AND WITH HOW MANY. I THINK THAT'S ALSO OPENING UP -- AN -- AN EYE-OPENING EXPERIENCE. IT'S A VERY SMALL AMOUNT OF KIDS THAT'S CAUSING QUITE A BIT OF REFERRALS. SO GIVING OUR DISTRICT THE OPPORTUNITY THROUGH OUR DIFFERENT SYSTEMS TO REALLY BE ADDRESSING THE INDIVIDUAL SITUATIONS AND I THINK THAT'S IMPORTANT THAT AS WE MOVE FORWARD WE LOOK AT FORWARD WE LOOK AT THAT BIG PICTURE BECAUSE I KNOW THAT THE OTHER PART OF THAT IS, WHERE THE ELEMENTARY SCHOOL COMES IN, ELEMENTARY SCHOOL COMES IN, LAST YEAR, I ASKED FOR A FIVE-YEAR FOR A COUPLE OF DIFFERENT SCHOOLS WHILE WE WERE LOOKING AT THE BOUNDARY ISSUES. I HAD PARENTS THAT WERE COMPLAINING ABOUT ONE SCHOOL TO THE OTHER SCHOOL ABOUT WHAT THE OTHER SCHOOL ABOUT WHAT THEY BELIEVE IS FIGHTING. I ASKED FOR A FIVE-YEAR BACK LOG OF THE SCHOOLS AND WHERE WE SAW THE DATA. THERE WAS A SIGNIFICANT SHIFT IN THE DATA AS SOON AS COVID HIT. THAT YEAR WE CAME BACK THAT YEAR WE CAME BACK IN 2021 WE ALL OF A SUDDEN HAD A HUGE UPTICK IN ALL OF OUR UPTICK IN ALL OF OUR BEHAVIORS. IF WE'RE HONEST WITH OURSELVES, THAT BEHAVIOR WASN'T JUST IN THE SCHOOLS. IT WAS IN THE ENVIRONMENT AND THE COMMUNITY. WE SEE A HUGE CHANGE IN OUR EMPLOYMENT STATUSES. PEOPLE AREN'T STAYING LONG TERM AT JOBS. PEOPLE ARE LOOKING AT EXPECTATIONS OF THE COMMUNITY. WE HAVE TO RECOGNIZE THE FACT THAT THIS IS YEAR FOUR. WE WERE WE WERE IN 2021 -- WE'RE NOW IN YEAR FOUR. LAST YEAR BEING THE FIRST YEAR WE WERE REALLY MORE OF OPEN SCHOOLS WHERE OUR ACTIVITIES CAME BACK, OUR ENVIRONMENTS CHANGED. WE WERE MORE WELCOMING IN OUR SCHOOLS. AND THIS YEAR I WOULD SAY WE ARE THE MOST NORMAL WE'VE BEEN SINCE COVID, INVITING OUR FAMILIES BACK INTO OUR SCHOOLS AT A MORE RAPID PACE AND VETTING THAT. I THINK WE HAVE TO LOOK AT A HOLISTIC APPROACH AS WE MOVE FORWARD TO RECOGNIZE THAT. THAT UPTICK IN OUR DATA OVER THE COURSE OF THE LAST THREE YEARS IS VERY SIGNIFICANT TO WHAT OUR COUNTRY EXPERIENCED AND IT'S NOT JUST BECAUSE OUR SCHOOLS WEREN'T DOING WHAT THEY WERE SUPPOSED TO DO. WE ARE WE ARE ALL EXPERIENCED IN A CHANGE. THAT IS A HUGE ASPECT OF IT. I DO LOOK FORWARD TO UNDERSTANDING MORE OF THE PROCEDURAL PART ABOUT IT AND HOW WE LOOK AT DIFFERENT INDIVIDUAL SITUATIONS BECAUSE I SITUATIONS BECAUSE I THINK THAT'S CRITICALLY IMPORTANT THAT WE'RE NOT JUST MAKING A WE'RE NOT JUST MAKING A RAPID JUDGMENT FOR AN INDIVIDUAL WHEN WE REALLY HAVE TO LOOK AT THE WHOLE PICTURE. I WOULD LIKE TO SEE MORE OF THAT AS WE MOVE FORWARD OF WHAT WE'RE DOING TO ADDRESS THAT. THANK YOU. >>Karen Perez: THANK YOU, MEMBER RENDON. MEMBER HAHN. >>Stacy Hahn: THANK YOU, MEMBER PEREZ. I APPRECIATE MEMBER WASHINGTON'S COMMENTS BECAUSE IT REALLY SHINES A LIGHT SHINES A LIGHT ON TEACHER PERSPECTIVES AROUND BEHAVIOR. COMPETENCE AROUND CLASSROOM MANAGEMENT AND STUDENT BEHAVIOR REALLY IS ONE OF THE BIGGEST INDICATORS OF TEACHER TURNOVER. AND WE KNOW THAT TEACHER STABILITY IS STABILITY IS A HUGE FACTOR IN STUDENT ACHIEVEMENT. IT CAN REALLY MAKE OR BREAK A TEACHER AND THEIR TEACHER AND THEIR LONGEVITY. THE WAY WE ALTERNATIVELY CERTIFY TEACHERS THESE DAYS WHERE IT'S VERY DIFFERENT THAN SOME OF US BECAME A TEACHER YEARS BECAME A TEACHER YEARS AGO, 30 YEARS AGO. IT WAS A VERY TRADITIONAL PATHWAY. WE HAD MULTIPLE COURSES ON CLASSROOM MANAGEMENT AND BEHAVIOR AND MULTIPLE OPPORTUNITIES TO PRACTICE THOSE IN A CLASSROOM THROUGH PRACTICUM AND INTERNSHIPS. NOW WE'RE CERTIFYING TEACHERS REALLY QUICK AND DIRTY. YOU TAKE FIVE COURSES. ONE IS IN CLASSROOM MANAGEMENT BEHAVIOR AND TYPICALLY THEY GO INTO OUR TITLE ONE SCHOOLS BECAUSE THAT'S WHERE THEY ARE NEEDED. THEY ARE NOT REALLY PREPARED. THEY ARE NOT THEY ARE NOT PREPARED. SO WHAT HAPPENS AFTER MAYBE A YEAR, MAYBE TWO OR THREE IF THEY LAST THAT LONG, THEY LEAVE THE PROFESSION. IT'S HUGE WHEN WE'RE TALKING ABOUT STABILITY OF TEACHER WORKFORCE, THIS ISSUE. I'M GLAD YOU BROUGHT IT I'M GLAD YOU BROUGHT IT UP. IT MIGHT BE INTERESTING WHEN WE THINK ABOUT PROVIDING PROFESSIONAL DEVELOPMENT, ESPECIALLY TO TEACHERS ALTERNATIVELY CERTIFIED, BUT IT MIGHT BE INTERESTING MIGHT BE INTERESTING TO LOOK AT TEACHER PERSPECTIVES AROUND SOME OF THE -- HOW THEY OF THE -- HOW THEY PERCEIVE DIFFERENT BEHAVIORS MUCH LIKE YOU WERE TALKING ABOUT MEMBER WASHINGTON. THAT MIGHT BE A GOOD STARTING POINT AS TO WHERE WE NEED TO START DEVELOPING TEACHER PROFESSIONAL DEVELOPMENT AROUND CLASSROOM CLASSROOM MANAGEMENT. WHAT ARE THEIR PERCEPTIONS OF THESE BEHAVIORS? HOW DO THEY PERCEIVE HOW DO THEY PERCEIVE BULLYING, HARASSMENT? ALL THOSE THINGS TO SEE WHERE ALL THOSE THINGS TO SEE WHERE IS THE GAP. MAKING SURE WE'RE ALL ON THE SAME PAGE AS YOU SAID. IT IS HARD IN A DISTRICT THIS LARGE. THIS HAS A HUGE IMPACT ON STUDENT STUDENT ACHIEVEMENT IN REGARD TO TEACHER DEVELOPMENT. I'M A BIG BELIEVER IN THAT IN HOW WE'RE HOW WE'RE PREPARING TEACHERS RIGHT NOW. FAST, QUICKLY IS REALLY DEPROFESSIONALIZING THE TEACHING PROFESSION. I'M NOT A FAN OF IT AND THERE ARE GREAT TEACHERS WHO ARE ALTERNATIVELY ALTERNATIVELY CERTIFYING -- REALLY HAVING A HARD TIME WITH THAT WORD TODAY. PROBABLY DID A LOT OF PROFESSIONAL DEVELOPMENT ON THEIR OWN TO GET TO THAT THEIR OWN TO GET TO THAT LEVEL. SOME PEOPLE NEED MORE PROFESSIONAL DEVELOPMENT THAN OTHERS. SO I THINK THAT'S JUST SOMETHING TO CONSIDER. I HAVE A QUESTION ON I HAVE A QUESTION ON THE PHYSICAL ATTACK CATEGORY. I KNOW MEMBER VAUGHN ASKED ABOUT THIS AND YOU SAID THAT THE STATE NOW CALLS IT SIMPLE BATTERY. WHERE ARE WE TRACKING THAT IN 23-24? >> THESE ARE THE TOP >> THESE ARE THE TOP TEN. THEY ARE STILL THERE BUT LESS OF THEM. THESE ARE THE THESE ARE THE HIGHEST NUMBERS. SIMPLE BATTERY, THAT IS STILL A VERY LOW NUMBER AS WELL. >>Stacy Hahn: IT'S GONE DOWN MORE THAN ANY OF THE OTHER NUMBERS? >>Josh Kristol: YES, CORRECT. >>Stacy Hahn: WHAT IS THE DISCIPLINARY ACTION ON PHYSICAL ATTACK? >>Josh Kristol: IT COULD BE ANYTHING AND DEPENDS ON WHAT THE LEVEL IS. UNFORTUNATELY SOMETIMES -- >>Stacy Hahn: SOMEONE PUNCHES A TEACHER. WHAT WHAT HAPPENS? >>Josh Kristol: THERE'S DEFINITELY A LOT, I GUESS, THAT WOULD GO INTO IT. STUDENT WITH DISABILITIES -- WE HAVE TO FIND OUT A LOT OF WHAT IS GOING ON ABOUT THE WHOLE SITUATION. IF IT WAS JUST SO CUT AND DRY, WE WOULDN'T HAVE THE DISCUSSIONS THAT WE DO. THOSE ARE THINGS WE HAVE TO LOOK AT EVERY SINGLE EVENT. OBVIOUSLY IF A KID PUTS HANDS ON A TEACHER, IT IS VERY, VERY SERIOUS, BUT THERE ARE A LOT OF FACTORS THAT GO INTO PLACE, WHERE, WHEN, HOW DID IT HAPPEN? THE TIME. MORE DETAILS I CAN GIVE YOU MORE. >>Stacy Hahn: EVERYTHING HAS A LOT OF NUANCES YOU'RE SAYING. ON THIS LIST, WHERE IS DRUGS CAPTURED? >>Josh Kristol: WE HAVE ALL OF THEM BUT MUCH LOWER ON THE LIST. >>Stacy Hahn: IS DRUGS, ARE YOU SEEING AN SEEING AN INCREASE, DECREASE? >>Josh Kristol: DRUGS HAVE GONE DOWN. IT IS THE VAPE WE HAVE SEEN GO THROUGH THE ROOF. >>Stacy Hahn: OFTENTIMES PEOPLE ARE PUTTING DRUGS IN THEIR VAPE. >>Josh Kristol: THERE IS CONFUSION. IT SAYS IT IS OR ISN'T AND THEN THE POLICE HAVE TO TEST IT. THERE'S SO THERE'S SO MUCH THERE'S SO MUCH AMBIGUITY. WE'RE WORKING WITH ALL THE DIFFERENT DISTRICTS, WHAT ARE THEY DOING. >>Stacy Hahn: DRUGS IN GENERAL, WHERE IS THAT -- >>Josh Kristol: WE CAN GIVE YOU THE BREAKDOWN OF ALL OF THEM. IT IS A STATE REPORTED CODE. WE CAN GIVE YOU ALL THE CODES. >>Stacy Hahn: DO YOU KNOW IF YOU ARE SEEING A RISE IN IT OR GOING DOWN? >>Josh Kristol: DRUGS, NO -- IT IS VAPE. IF THE VAPE IS THC VAPE, THEN IT IS TREATED LIKE DRUGS. SO THAT PORTION IS GOING SO THAT PORTION IS GOING UP. THEY HAVEN'T REALLY DELINEATED BETWEEN THE TWO BECAUSE IT IS SO CONFUSING. >>Stacy Hahn: DRUGS ON CAMPUS, WHAT HAPPENS? >>Josh Kristol: POLICE GET INVOLVED. DEPENDS ON THE AMOUNT BROUGHT IN. CONNECT WITH SERVICES. HAS THE KID BEEN INVOLVED BEFORE? THAT'S PROGRESSIVE THAT'S PROGRESSIVE DISCIPLINE. THAT'S WHY WE TREAT IT WHERE IT IS. THE EDIBLE ISSUE IS BECOMING A LITTLE MORE PREVALENT. WE HAVE GUMMY CANDIES THAT ARE MAKING THEIR WAY MAKING THEIR WAY AROUND. IT'S A CHALLENGE KEEPING UP WITH -- >>Van Ayres: DR. HAHN, I DO HAVE THOSE NUMBERS. DRUG POSSESSION LAST YEAR DRUG POSSESSION LAST YEAR WAS 428. DRUG POSSESSION YEAR TO DATE TODAY IS 308. 308 IS THE DRUG POSSESSION NUMBER. YOU ASKED ABOUT SIMPLE BATTERY. THAT NUMBER IS THAT NUMBER IS 471. THE PHYSICAL ASSAULT 1015 REVERTS TO 471 FOR THE 23-24. >>Jim Porter: ONE OF THE THINGS I THINK IS IMPORTANT AND MR. KRISTOL MENTIONED THIS, HE SAID IT SEVERAL TIMES, THESE ARE THE TOP TEN, I TOP TEN, I GUESS. HOW MANY CODES, STATE-CODED OFFENSES ARE THERE? >>Josh Kristol: 28 STATE AND THEN WE HAVE OURS. THERE ARE 50 CODES. >>Jim Porter: 50 CODES. BOARD MEMBERS, YOU'RE SEEING THE TOP 10. THE OTHER INFORMATION IS AVAILABLE. >>Josh Kristol: ABSOLUTELY. >>Jim Porter: MIGHT BE HELPFUL AT SOME POINT SO THEY SEE WHAT THE TOP CODES -- WHAT THE CODES ARE AND WHAT THEY MEAN. >>Josh Kristol: EVERY ONE YOU SEE IN THE MATRIX HAS A CORRESPONDING CODE. >>Stacy Hahn: IN REGARD TO THE DRESS CODE, HOW DO WE DRESS CODE, HOW DO WE NOT HAVE TO ADHERE TO STATE TO ADHERE TO STATE STATUTE? TYPICALLY WITH EVERYTHING ELSE, OUR POLICIES ARE OUR POLICIES ARE REFLECTIVE OF STATE STATUTES. >>Josh Kristol: IT CAN. THERE ARE SOME OF THOSE DEPENDING ON WHERE YOU ARE, IT'S ALL ALL SITE-SPECIFIC. IT'S NOT ABOUT THE PUNISHMENT. I THINK THAT'S MORE OF IT. YOU COULD BE BACKED UP, BUT IS THAT THE BEST FOR COMMUNITY RELATIONS. >>Stacy Hahn: I'M JUST ASKING ABOUT WHY DO WE NOT HAVE TO ADHERE TO STATE STATUTE AROUND THAT PARTICULAR ISSUE BUT YET ALL OF OUR OTHER POLICIES WE DO? >>Josh Kristol: WE TAKE EVERY CONSIDERATION INVOLVED. DRESS CODE IS ONE OF THOSE DESIGNS, IF THE KID WORE SOMETHING INAPPROPRIATE AND WEREN'T EVEN SURE VERSUS WEREN'T EVEN SURE VERSUS A KID INTENTIONALLY DOING SOMETHING TO CAUSE A DISRUPTION ON CAUSE A DISRUPTION ON CAMPUS. IT GIVES US WHAT ARE WE CALLING IT. IS IT REALLY A DISRUPTION? THEN WE GO THAT FAR. IS IT SOMETHING WE CAN CORRECT BY JUST TALKING TO THEM? BOARD MEMBER WASHINGTON, HEY, IS IT A REASON -- >>Stacy Hahn: I'M NOT ASKING ABOUT THE DISCIPLINARY ACTION. >>Jim Porter: THE FLORIDA STATUTE REQUIRES THAT WE HAVE A CODE OF CONDUCT. WE HAVE A DRESS CODE POLICY THAT AS YOU CAN SEE IS VERY, VERY BROAD. THE DETAILS ARE IN THE STUDENT CODE OF CONDUCT. WE HAVE TO ADOPT A STUDENT CODE OF CONDUCT. WITHIN THAT, WE ARE ALLOWED TO DO OUR OWN GUIDELINES WITH IT. THE THE DISCIPLINE THAT FOLLOWS COMES FROM OUR CODE OF CONDUCT THAT WE THAT WE ADOPT. THAT'S CONSISTENT WITH THE STATUTE. THE STATUTE REQUIRES WE HAVE A STUDENT CODE OF CONDUCT. THE MEAT AND POTATOES OF THE DRESS CODE ARE EMBEDDED IN THAT STUDENT CODE OF CONDUCT AS WELL AS THE DISCIPLINE. >>Stacy Hahn: 1,006.07, THE THREE BULLET POINTS, WE DON'T HAVE TO HAVE THAT REFLECTED IN OUR POLICY EVEN THOUGH IT IS IN STATE STATUTE? >>Jim Porter: 1,006.07 CODE OF STUDENT CONDUCT, SUBSECTION 2, ADOPT A CODE OF STUDENT CONDUCT, BLAH, BLAH, BLAH, WE DO THAT AND WE HAVE THE FLEXIBILITY WITHIN THAT TO HAVE OUR OWN DISCIPLINE. THAT'S WHERE THE CONSISTENCY COMES INTO PLAY. >>Stacy Hahn: OKAY. I GUESS I'VE GOT MY UPDATES LATE, BUT I DON'T SEE THAT, WHAT YOU JUST READ ON THIS. >>Jim Porter: IT'S IN YOUR BACKUP. >>Stacy Hahn: I'M ON 8. >>Jim Porter: >>Jim Porter: SS >>Jim Porter: SS 1006.07. >>Stacy Hahn: I WAS LOOKING AT THIS FLORIDA THIS FLORIDA STATUTE 1,006.07 AND IT HAD THE THREE BULLET POINTS. >>Jim Porter: YOU HAVE TO LOOK AT THE WHOLE STATUTE. HAPPY TO TALK TO YOU ABOUT THAT. >>Stacy Hahn: ONE LAST QUESTION ABOUT THE BULLYING HOT LINE. ABOUT HOW MANY PEOPLE UTILIZE THAT A MONTH? ARE YOU FINDING THAT ARE YOU FINDING THAT PEOPLE ARE UTILIZING THAT? I KNOW WE ALL GET A I KNOW WE ALL GET A LOT OF E-MAILS BECAUSE WE'RE ALL COPIED ON THEM FROM PARENTS. MOST OF IT IS AROUND BULLYING AND HARASSMENT. ARE PEOPLE UTILIZING THAT HOT LINE? IF NOT, MAYBE WE NEED TO LET MORE PEOPLE KNOW IT EXISTS. >>Josh Kristol: IT IS RUN THROUGH MY OFFICE. IT IS A STEADY IT IS A STEADY NUMBER. WE ARE USING IT. IT COMES THROUGH. AS FAR AS SPIKING, AROUND THE SAME WAY AS LAST YEAR. ABOUT 5 TO ABOUT 5 TO 10 A WEEK COME THROUGH THAT START AN INVESTIGATION. I DON'T DISAGREE TO GET MORE SIGNAGE OUT THERE. IT'S ON THE WEBSITE AS WELL. >>Stacy Hahn: YEAH, I JUST WAS CURIOUS BECAUSE WE GET A LOT OF E-MAILS. A LOT OF THE BEHAVIOR ISSUES ARE AROUND BULLYING AND AROUND BULLYING AND HARASSMENT. THANK YOU. >>Van Ayres: FOLLOW-UP TO THE DRESS CODE, INCIDENTS, 22-23, 23-24, WE SEE A DECREASE ACROSS THE BOARD EXCEPT FOR DRESS CODE. DRESS CODE IS ONE THAT WE'VE SEEN AN INCREASE IN THE NUMBER OF INCIDENTS WHICH CREATE DISCIPLINE REFERRALS AND THEN CONSEQUENCES. DRESS CODE IS ONE AREA THAT IS A CENTRAL FOCUS FOR US. SEE DECREASES, DR. HAHN, DRESS CODE IS ONE THAT HAS CODE IS ONE THAT HAS JUMPED UP FOR REFERRALS. >>Stacy Hahn: AS A REQUEST, COULD YOU SEND ME THE NUMBERS ON ABSENTEEISM? THANK YOU. BECAUSE, OBVIOUSLY, I'M JUST CURIOUS TO SEE HOW MAYBE OVER THE LAST TWO OR THREE YEARS, EBBING AND FLOWING. >>Van Ayres: DR. HAHN, OVERALL, ATTENDANCE RATE FOR THE DISTRICT, NOT ATTENDANCE DUE TO DISCIPLINARY ACTION, CORRECT, JUST OVERALL ATTENDANCE. >>Stacy Hahn: CORRECT. JUST OVERALL ATTENDANCE. THANK YOU. >>Karen Perez: THANK YOU, MEMBER HAHN. MEMBER COMBS. >>Nadia Combs: THANK YOU, MEMBER PEREZ. THANK YOU ALL THE BOARD MEMBERS WHO HAVE GIVEN INPUT. I AGREE WITH THE I AGREE WITH THE MAJORITY OF WHAT PEOPLE ARE SAYING. THANK YOU TO YOU AND YOUR TEAM FOR PUTTING TOGETHER SO MUCH INFORMATION. I THINK WHEN YOU LOOK AT COVID AND MENTAL HEALTH AND JUST FAMILIES WORKING MULTIPLE JOBS, I THINK THINGS IN GENERAL IN SOCIETY ARE CHANGING. I THINK YOU'RE SEEING INCREASE IN CRIME, INCREASE IN HOMELESSNESS. I SEE THAT EVEN DRIVING AROUND I SEE AN INCREASE OVERALL. JUST JUST A COUPLE OF THINGS. MORE SOLUTIONS OR IDEAS, I THINK THE MOST IMPORTANT THING IS THE PRINCIPAL AT THE PRINCIPAL AT THE SCHOOL, ESPECIALLY AT SOME OF THOSE HIGHER CHALLENGING SCHOOLS TO MAKE SURE WE HAVE ENOUGH LEADERSHIP THERE OR ENOUGH SUPPORT THERE, ADDITIONAL SUPPORT THAT'S NEEDED. I KNOW ONE OF MY SCHOOLS I KNOW ONE OF MY SCHOOLS NOW, ONE OF MY LARGEST SCHOOLS, THERE IS A VACANCY FOR AN AP. SO WE HAVE TO REALLY MAKE SURE THOSE ADDITIONAL SUPPORTS ARE THERE BECAUSE WORKING WITH THE COMMUNITY AND COMMUNITY AND THOSE STUDENTS GETTING ALONG WITH THOSE ADMINISTRATORS CAN CHANGE EVERYTHING. HAVING THE RIGHT LEADER AT THE RIGHT SCHOOL IS SO, SO IMPORTANT AND PUTTING THAT ADDITIONAL SUPPORT. I KNOW THAT THERE'S BEEN A LOT OF CUTS, BUT I THINK WE HAVE TO LOOK AT DIFFERENT SCHOOLS WHERE THERE ARE HIGH MEASURES OF ISSUES AND WHAT WE CAN DO TO PROVIDE MORE ADMINISTRATION FOR THAT. AND ALSO REALLY AS MEMBER HAHN SAID, TALK ABOUT CLASSROOM MANAGEMENT. I THINK THAT IS THE MOST IMPORTANT THING, POSITIVE BEHAVIOR, BUT ALSO TEACHING OUR TEACHERS. WHEN WE DO THE WHEN WE DO THE PRINCIPAL SUMMARY, OR SUMMER INSTITUTE, IT REALLY NEEDS TO FOCUS ON CLASSROOM MANAGEMENT AND PROCEDURES. I HAVE WORKED IN TITLE I SCHOOLS AND NONTITLE I SCHOOLS. I THINK CLASSROOM MANAGEMENT IS THE MOST IMPORTANT THING FOR TEACHERS AND USING THOSE POSITIVE BEHAVIORS. I KNOW WE'LL TALK ABOUT I KNOW WE'LL TALK ABOUT THAT. FINALLY MENTORS. WHEN MR. OWEN CAME IN AND WE HAVE HUNDREDS OF MENTORING PROGRAMS AND GETTING THEM ON THE SAME PAGE AND BRINGING OUR COMMUNITY IN FOR KIDS WHO MAYBE ARE REOCCURRING. YOU AND I SPOKE AND WE TALKED ABOUT THAT 98 PERCENT OF THE STUDENTS ARE DOING THE RIGHT THING, RIGHT? ALMOST 98 PERCENT. VERY SMALL PERCENTAGE OF STUDENTS WHO ARE DOING THE REOCCURRING PROBLEMS. I ALSO THINK WE HAVE TO REMEMBER THAT 98% OF THE THAT 98% OF THE KIDS ARE ALSO TRYING TO TRYING TO LEARN. WHEN THERE IS DISRUPTIVE BEHAVIOR OVER AND OVER IN THE CLASSROOM THAT CAN IMPACT STUDENTS, IMPACT THEIR LEARNING, IMPACT OPPORTUNITIES TO GO TO COLLEGE, IMPACT A LOT OF DIFFERENT THINGS. REALLY FOCUSING GOING OUT TO THOSE HOMES. WHEN WE TAUGHT, WE WENT OUT TO THE HOMES, MET THE FAMILIES, CONNECTED, TRYING TO MAKE SURE WE HAVE THE SOCIAL WORKERS AND COUNSELORS WHO CAN GO OUT AND CONNECT. I KNOW DR. GORDON AT HILLSBOROUGH HIGH SCHOOL LAST YEAR THROUGHOUT THE WHOLE SUMMER THEY WENT OUT AND MET. FOUND OUT THE STUDENTS WHO HAD REOCCURRING ISSUES COMING IN, WENT OUT TO THE COMMUNITIES, WENT OUT TO THE FAMILIES AND MET THEM AND THOSE STUDENTS ARE MORE LIKELY TO BE SUCCESSFUL. SO I THINK ALTHOUGH WE'RE TRENDING THE RIGHT WAY, WE ALWAYS HAVE TO DO BETTER. THE GOAL IS TO KEEP STUDENTS IN SCHOOL. IF YOU SEE INCIDENTS THAT OCCURRED IN OUR COMMUNITY, A LOT OF TIMES THOSE STUDENTS WEREN'T GOING TO SCHOOL OR WERE KIND OF LOST. WHEN THEY DON'T HAVE A PLACE TO GO TO EVERY TIME, WHAT HAPPENS, THEY MAKE BAD DECISIONS. A COUPLE OF THINGS THAT I JUST WANT TO SHARE THAT I THINK ARE SIMPLE SOLUTIONS THAT CAN HELP OUR COUNTY. I REALLY THINK WE NEED TO LOOK AT CELL PHONES AND REALLY TRULY GET RID OF CELL PHONES IN THE CLASSROOM. I'VE SEEN SO MANY FIGHTS RECENTLY PASSED DOWN LIKE IN A BATHROOM. YOU KNOW IF SOMEBODY IS VIDEOTAPING YOU IN THE BATHROOM, A FIGHT IS GOING TO BE COMPLETELY DIFFERENT THAN IF NOBODY IS VIDEOTAPING YOU AND YOU'RE NOT TRYING TO UPLOAD THAT FOR LIKES. I SAW A FIGHT THE OTHER DAY WHERE THE GIRL WAS HAVING CONVULSIONS. EVERYONE STOOD AROUND TO VIDEOTAPE INSTEAD OF GOING DOWN TO SEE THAT PERSON. I LOOK AT WEBB MIDDLE SCHOOL THAT HAS CUT DOWN ON CELL PHONES, NOWHERE, NOT EVEN TO THE BATHROOM AND YOU ARE SEEING LESS FIGHTS OUTSIDE THE COMMUNITY. YOU'RE SEEING LESS YOU'RE SEEING LESS ABSENTEEISM. YOU'RE SEEING LESS ATTENDANCE ISSUES AND YOU'RE SEEING KIDS COMMUNICATE WITH ONE ANOTHER WHICH IS REALLY IMPORTANT. BECAUSE WHEN THEY COMMUNICATE, THEY ARE KINDER TO EACH OTHER. NUMBER TWO IS WHEN WE LOOK AT THESE HALF DAYS, AND I DON'T WANT TO ASK YOU NOW, BUT ARE THERE MORE ABSENCES ON MONDAYS THAN FRIDAYS? I LOOK AT PASCO COUNTY THAT'S COMING UP COMING UP WITH LONGER WEEKENDS, ARE THOSE HALF DAYS REALLY WORTH IT OR SHOULD WE HAVE AN EXTRA FULL FRIDAY OFF BECAUSE THERE ARE KIDS WORKING MORE IN THE COMMUNITY WHO HAVE TO HELP THEIR PARENTS. IS THAT GOING TO HELP OUR ABSENTEEISM AND TARDINESS? I WOULD LIKE TO LOOK AT SOLUTIONS. LIKE TO SEE IF THERE WAS A TREND. I WAS AT A SCHOOL YESTERDAY AND A CHILD WORKED IN AND SAID, OH, I FORGOT IT WAS HALF DAY. I WOULDN'T HAVE COME. THE DAY IS KIND OF SHORT. CAN WE LOOK AT THAT TREND AND SEE, SHOULD WE HAVE LONGER WEEKENDS AND WILL THAT HELP OUR ATTENDANCE AND WILL THAT HELP OUR ABSENTEEISM? FINALLY, ONE OF THE THINGS I THINK LOOK AT THE ELEMENTARY ESPECIALLY, I THINK OFTEN STUDENTS ARE -- MAYBE THEY ARE SPECIAL NEEDS OR HAVE BEHAVIOR ISSUES. IT'S NOT GOING TO HAPPEN ALL THE TIME. BUT WHEN WE'RE SEEING THE SAME CHILD HAVE REOCCURRING ISSUES, IT'S MAYBE BECAUSE THEY ARE NOT PLACED IN THE RIGHT POSITION. I THINK SOMEWHERE IN OUR ESE FORMS THERE SHOULD BE A FORMS THERE SHOULD BE A PLACE WHERE WE CAN EXPEDITE IT. WHEN I'VE GONE OUT TO MY SCHOOLS, SOMETIMES I SEE A CHILD WHO HAS HAD PROBLEMS FOR WEEKS AND WEEKS AND THE TEACHERS ARE SUPERVISING THEM OR WHATEVER AND THEY ARE TAKING TURNS, BUT IT TAKES SO LONG. IT DOESN'T HAPPEN EVERY YEAR. EVERY SCHOOL IS NOT GOING TO HAVE THAT. SOMETIMES THERE IS A CHILD AND GOING THROUGH THE PROCESS OF OBSERVANCE AND ESE PROCESS TAKES SO LONG, I THINK THERE HAS TO BE AN EXPEDITED FOR THAT CHILD AND ALSO FOR THE SCHOOL. I WAS AT A SCHOOL WHERE THE CHILD KIND OF ATTACKED THE TEACHER BUT THEY STILL HAD TO KEEP WORKING AND THEN THEY SUSPENDED THEM AND THEN THE PARENT HAD TO PICK THEM UP EARLY. SOMETIMES IT TAKES SO LONG AND I UNDERSTAND WE'RE SHORT OF ESE TEACHERS, BUT WE HAVE TO HAVE A PROCESS WHEN WE KNOW THE CHILD IS IN THE WRONG PLACE OR NEED MORE SUPPORT, THAT THEY HAVE AN EXPEDITED PROCESS FOR THAT. THOSE ARE SOME OF THE THINGS THAT I THINK COULD HELP, LOOKING AT THAT, LOOKING AT A TREND. I APPRECIATE IT. I KNOW IT'S A REALLY CHALLENGING ISSUE. WE WANT TO KEEP OUR STUDENTS IN SCHOOL. WE ALSO HAVE TO KEEP OUR STUDENTS SAFE AS WELL. THANK YOU. >>Van Ayres: AROUND ATTENDANCE, WHEN WE GET THE INFORMATION OUT TO DR. HAHN AND THE WHOLE BOARD, MONDAY AND FRIDAY AS FAR AS ATTENDANCE, OUR PERCENTAGES ARE LOWER ON MONDAY AND FRIDAY BUT MORE KIDS MISS SCHOOL ON FRIDAY THAN MONDAY. WE'LL GET ALL THE DATA OUT TO THE BOARD. MONDAY AND FRIDAY ATTENDANCE RATE IS LOWER ON THOSE DAYS. FRIDAY IS LOWER ATTENDANCE RATE >>Karen Perez: THANK YOU, MEMBER COMBS. I WANT TO ASK THE TARDINESS. BECAUSE MANY OF OUR BUSES -- AND I'M GOING TO SAY THIS -- ESPECIALLY IN SOME OF OUR UNDERSERVED NEIGHBORHOODS DO NOT SHOW UP. SOME OF THOSE CHILDREN, THEIR PARENTS HAVE CALLED ME AND SAID, HEY, IT'S 10:00 AND MY CHILD IS STILL ALONG WITH A GROUP OF STUDENTS STILL WAITING FOR THE BUS. I'VE HAD TO CALL AND GET A BUS OUT THERE TO PICK UP THOSE STUDENTS. THIS TARDINESS NUMBER, DOES THIS TARDINESS NUMBER, DOES THAT INCLUDE THOSE STUDENTS THAT A BUS DOESN'T SHOW UP FOR? >> IT SHOULDN'T. GENERALLY WHAT HAPPENS AS A POLICY WHEN THAT HAPPENS AT A SCHOOL, THEY ANNOUNCE THE TEACHER, WE HAVE A LATE BUS AND TO ACCEPT THE STUDENTS. THEY WAIT. SOMETIMES IT'S EVEN LONGER TO GET THEM A PASS, BUT THEY SHOULD NOT BE INCLUDED. >>Karen Perez: YOU'RE SAYING THEY SHOULD NOT. I'M GOING TO ASK THAT YOU LOOK AT THAT NUMBER BECAUSE THE PARENTS HAVE PARENTS HAVE CALLED ME AND LET ME KNOW THERE ARE TARDIES ON THEIR CHILDREN RECORDS THAT SHOULD NOT BE ON THERE. THROUGHOUT THIS NATION, WE'VE HAD REPORTS THAT THERE IS A MENTAL HEALTH CRISIS FOR A REASON. TO MEMBER VAUGHN'S POINT, DIVERSITY, DIVERSITY, EQUITY AND DIVERSITY, EQUITY AND INCLUSION. HOW ARE WE FINDING HOW ARE WE FINDING A WAY TO EDUCATE OUR TEACHERS REGARDING THIS THIS SPACE? >>Van Ayres: WE'LL GET INTO THAT IN THE IN THE LATTER PART OF THE PRESENTATION. ACTUALLY, MS. PEREZ WILL GO IN THREAT MANAGEMENT MENTAL HEALTH STATE TRAINING, AT LEAST 80% OF OUR FACULTY GO THROUGH THAT TRAINING AND THAT TRAINING WHICH WE'LL GET INTO A LITTLE BIT, THAT'S WHAT WE GO AND EDUCATE. I THINK A LOT OF OUR REDUCTION WE'VE SEEN FROM LAST YEAR TO THIS YEAR HAS GONE INTO THE TRAINING AND MAKE OUR TEACHERS AWARE OF AWARE OF THAT. >>Karen Perez: MEMBER RENDON'S POINT REGARDING COVID, A LOT OF OUR FAMILIES, THERE WAS A LOT OF BREAKING UP OF FAMILIES DURING COVID. A HIGH NUMBER. OUR CHILDREN WERE CAUGHT IN OUR CHILDREN WERE CAUGHT IN THE MIDDLE OF THE BREAKUPS OF FAMILIES. NOW YOU HAVE NOW YOU HAVE THEM RETURNING TO SCHOOL NOW IN TWO SEPARATE HOUSEHOLDS AND HOUSEHOLDS AND LEARNING, HAVING TO LEARN TO TO LEARN TO NAVIGATE THAT SYSTEM. THIS HAPPENED IN THE MIDST OF COVID. FROM A MENTAL HEALTH FROM A MENTAL HEALTH LENS, THE MESSAGE WHEN MESSAGE WHEN I'M MESSAGE WHEN I'M LOOKING AT PAGE 1 -- LET ME GO 1 -- LET ME GO TO PAGE 5, IN OUR LOWER GRADES, PRE-K, I'M GOING TO TELL YOU I'M TO TELL YOU I'M FLABBERGASTED THAT WE'RE EVEN THAT WE'RE EVEN DISCIPLINING PRE-K STUDENTS INSTEAD PRE-K STUDENTS INSTEAD OF MODIFYING THEIR BEHAVIOR. LIKE I WAS SAYING, THROUGH THE LENS OF MENTAL LENS OF MENTAL HEALTH, THE MESSAGE THAT THEY RECEIVE WHEN WE ARE CONDUCTING -- WE ARE CONDUCTING -- BECAUSE A TEACHER, WHAT THEY DO IS MODIFICATION OF BEHAVIOR IN THE CLASSROOM. AND WHAT THEY LEARN IS THAT AND WHAT THEY LEARN IS THAT IF A PRESCHOOLER OR A PRESCHOOLER OR A KINDERGARTNER WANTS TO GO HOME, THEN WHAT THEY LEARN IS I MISBEHAVE AND THEN I CAN GO HOME. AND THEN THAT STARTS AND THEN THAT STARTS FROM AND THEN THAT STARTS FROM PRE-K AND KINDERGARTEN AND WHEN WE ARE PREPARING THEM FOR LIFE, WHAT HAPPENS IS WE'VE PREPARED THEM FROM PRE-K TO FROM PRE-K TO KINDERGARTEN TO LEARN TO MISBEHAVE AND THEN WE SEND THEM HOME INSTEAD OF KEEPING THEM IN SCHOOL. OKAY? THIS IS THE FAIL OF THE SYSTEM FOR OUR CHILDREN. AND AND FROM PAGE 6 I'M LOOKING AT THESE NUMBERS. THE BLACK, HISPANIC, THE BLACK, HISPANIC, AND MULTIRACIAL, WE MULTIRACIAL, WE HAD 54,049 DURING DURING '22-23. AND '23-24, WE HAD 48. THAT'S STILL THAT'S STILL UNACCEPTABLE. UNACCEPTABLE. I DON'T CARE IF IT WAS ONE CHILD THAT WAS SENT HOME 48,000 TIMES. THAT NUMBER IS THAT NUMBER IS STILL UNACCEPTABLE. >>Van Ayres: JUST A CLARIFICATION, THAT 48,000, THAT ON PAGE 6, THOSE ARE ON PAGE 6, THOSE ARE REFERRALS, THOSE MAY NOT NECESSARILY RESULT IN AN OUT-OF-SCHOOL SUSPENSION. THAT'S JUST A REFERRAL IN OUR SYSTEM BY ETHNICITY, BUT IT DOESN'T -- MAY NOT NECESSARILY REFLECT THAT THE STUDENT WAS PUT OUT OF SCHOOL. >>Karen Perez: BUT THE NUMBER OF REFERRALS BEING HANDED TO OUR CHILDREN OF COLOR IS UNACCEPTABLE. HOW DO WE HOW DO WE REDIRECT THEIR BEHAVIOR IN THIS COUNTY? HAVE WE LOOKED AND COMPARED TO AT LEAST THREE TOP DISTRICTS IN THE STATE OF FLORIDA TO SEE WHAT THEY ARE DOING AND WHAT THEIR NUMBERS NUMBERS ARE? AND IF WE COULD DO THAT, I APPRECIATE IT. WE NEED TO MOVE ON. I KNOW TWO BOARD MEMBERS HAD COMMENTS, BUT IT'S ALREADY COMMENTS, BUT IT'S ALREADY 11:01 AND WE NEED TO MOVE ON. ALL RIGHT. THANK YOU. >>Van Ayres: WE'LL MOVE ON TO THE NEXT PART. MS. PEREZ WITH MS. PEREZ WITH THREAT MANAGEMENT AND THEN MS. REHN AND THEN MS. REHN WITH THE PBIS SYSTEM. >> BEFORE I GO INTO THREAT MANAGEMENT, I DO WANT TO BRIEFLY TOUCH ON THAT CONTINUING EDUCATION FOR OUR DISTRICT STAFF. SO SINCE 2018-2019 SCHOOL YEAR, WE'VE TRAINED WE'VE TRAINED OVER 23,000 EMPLOYEES EMPLOYEES IN EMPLOYEES IN YOUTH MENTAL HEALTH FIRST AIDE. THAT IS A PUBLIC INFORMATION PROGRAM AND TEACHES PARTICIPANTS HOW TO HOW TO RECOGNIZE THE SIGNS AND SYMPTOMS OF A MENTAL HEALTH CHALLENGE. IT'S IMPORTANT THAT WE TEACH IN THAT COURSE AN UNDERSTANDING OF THE IMPORTANCE OF EARLY INTERVENTION. IT ALSO TEACHES INDIVIDUALS ON HOW TO HELP AN ADOLESCENT AND CONNECT THEM TO THAT APPROPRIATE SUPPORT. DURING THAT COURSE, WE ALSO TEACH EMPLOYEES HOW TO DE-ESCALATE SITUATIONS WHETHER IN A CRISIS IN A CRISIS OR NONCRISIS SITUATION. AN IMPORTANT COMPONENT OF YOUTH MENTAL HEALTH FIRST AID IS PROVIDING TRAINING ON DIFFERENTIATING BETWEEN SIGNS AND SYMPTOMS AND SYMPTOMS OF TYPICAL ADOLESCENT BEHAVIOR AND THOSE THAT MAY BE STRUGGLING WITH A MENTAL HEALTH ISSUE. IT'S ALSO IMPORTANT TO IT'S ALSO IMPORTANT TO NOTE THAT ALTHOUGH BEHAVIOR AND MENTAL HEALTH SOMETIMES OVERLAP, NOT ALL BEHAVIORS ARE ALL BEHAVIORS ARE INDICATIVE OF A MENTAL HEALTH A MENTAL HEALTH ISSUE. WE CURRENTLY WE CURRENTLY HAVE 85 ACTIVE YOUTH MENTAL HEALTH FOR FIRST AID TRAINERS. WE PROVIDE TRAINING ON AN ONGOING BASIS, IN PERSON AND VIRTUALLY. AND WE PROVIDE THE TRAINING IN ENGLISH AND IN SPANISH FOR OUR MONOLINGUAL STAFF MEMBERS. OUR DISTRICT IS REQUIRED, LIKE THE SUPERINTENDENT MENTIONED, TO MAINTAIN MAINTAIN THAT 80% FOR SPECIFIC JOB CODES. RIGHT NOW WE'RE ABOVE THAT NUMBER. I'M GOING TO MOVE ON INTO THREAT MANAGEMENT. SO AS YOU MAY BE AWARE, SO AS YOU MAY BE AWARE, THE DEPARTMENT OF EDUCATION'S SAFE SCHOOL DEVELOPED THE FLORIDA HARM PREVENTION AND THREAT MANAGEMENT MODEL. CALL IT THE FLORIDA MODEL FOR SHORT. THIS WENT INTO EFFECT IN ALL PUBLIC AND CHARTER SCHOOLS ON JANUARY 1st. THE GOAL OF THIS NEW PROCESS IS DESIGNED TO IDENTIFY THOSE CONCERNING OR THREATENING BEHAVIORS AT THE EARLIEST STAGE POSSIBLE AND THIS IS POSSIBLE AND THIS IS WHAT WE'VE BEEN TRAINING OUR STAFF IN ORDER TO PROVIDE APPROPRIATE INTERVENTIONS AND STRATEGIES FOR THOSE THOSE STUDENTS. EACH SCHOOL HAD TO EACH SCHOOL HAD TO ASSIGN A CORE TEAM, AND THAT'S A TEAM OF MULTIDISCIPLINARY TEAM, AND IT'S COMPRISED OF FOUR MEMBERS WITH EXPERTISE IN MENTAL HEALTH INSTRUCTION, LAW ENFORCEMENT, AND A SCHOOL ADMINISTRATOR. ALL OF THESE TEAM MEMBERS HAVE BEEN TRAINED IN THE NEW FLORIDA MODEL. ONE OF THE NEW THINGS WITH THIS FLORIDA MODEL IS PART OF THAT TEAM WE NEED TO HAVE SOMEONE WHO IS FAMILIAR WITH IS FAMILIAR WITH THAT STUDENT WHO HAS PERSONAL KNOWLEDGE OF THAT STUDENT AND THAT'S BEST PRACTICE. WHEN WE'RE LOOKING AT A STUDENT, WE WANT TO KNOW WHAT THE BASELINE BEHAVIOR IS FOR THAT STUDENT SO WE CAN PROVIDE INTERVENTIONS CORRECTLY. MANY OF THE DISTRICTS -- ALL OF THE DISTRICTS IN FLORIDA HAD TO BE TRAINED. 100% CORE TEAMS TRAINED BY THE END OF DECEMBER, WHICH WE MADE THAT THAT GOAL. WE WE HAD 1,795 INDIVIDUALS TRAINED IN DAY ONE COMPONENT. ADMINISTRATORS AND THOSE CHAIRS ON THOSE TEAMS HAD TO RECEIVE A DAY TWO OF TRAINING, AND WE TRAINED OVER 900 INDIVIDUALS IN THAT DAY THAT DAY TWO. SO WHAT YOU SEE HERE IS HOW TO ACCESS SERVICES AT ACCESS SERVICES AT SCHOOLS. AND THIS IS ALSO POSTED ON OUR WEBSITE. AS YOU KNOW, AT OUR SCHOOLS, THEY ARE STAFFED WITH STUDENT SERVICES MEMBERS. WE HAVE SCHOOL COUNSELORS, SCHOOL SCHOOL PSYCHOLOGISTS, SCHOOL SOCIAL WORKERS. AND STUDENTS CAN SELF-REFER. THEY CAN BE REFERRED THEY CAN BE REFERRED BY FAMILY MEMBERS, BY PEERS OR OTHER STAFF MEMBERS. THE STUDENT SERVICES TEAM MEMBER WILL WILL ASSESS THE SITUATION SO THAT THEY CAN DETERMINE THE LEVEL OF SUPPORTS THAT THAT INDIVIDUAL NEEDS. AND THAT CAN BE ANYWHERE FROM ONE-ON-ONE SUPPORTS WITH SOMEONE ON THE STUDENT SERVICES TEAM. IT CAN BE IT CAN BE COUNSELING. IT CAN BE PEER MEDIATION. THROUGH OUR DISTRICT'S MENTAL HEALTH HEALTH PLAN, WE HAVE DISTRICT CLINICIANS THAT COLLABORATE WITH SCHOOL TEAMS. THEY WORK REALLY CLOSELY WITH OUR FAMILIES AND COMMUNITY STAKEHOLDERS TO HELP LINK THOSE FAMILIES TO MENTAL HEALTH SUPPORTS IN OUR SCHOOLS AND OVER 120 OF OUR SCHOOLS WE HAVE MENTAL HEALTH THERAPISTS ASSIGNED. THEY ARE ALL LICENSED INDIVIDUALS ASSIGNED TO THOSE SCHOOLS TO HELP AND PROVIDE THE SERVICES THERE ON CAMPUS. AS YOU MAY KNOW, WE ARE CONTRACTED WITH CENTRAL FLORIDA BEHAVIORAL HEALTH. THEY ARE A MANAGING ENTITY, AND WE PARTNER WITH WE PARTNER WITH OVER 8 DIFFERENT COMMUNITY AGENCIES SO THAT SCHOOLS CAN ACCESS THOSE SUPPORTS. >>Van Ayres: THANK YOU. WE'LL MOVE ON. >> ALL RIGHT. WE'LL WE'LL MOVE ON TO PBIS, WHICH IS THE THE SHORTENED WORD FOR POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS. I'M STACY I'M STACY WRENN. I WORK IN TITLE ONE. ALONG WITH MY COORDINATOR, RAUL. PBIS ACTUALLY WITH A LOT OF YOUR CONCERNS THAT YOU BROUGHT UP AS YOU'RE TALKING ABOUT CLASSROOM MANAGEMENT AND IMPLICIT MANAGEMENT AND IMPLICIT BIAS, PBIS IS REALLY STRONG FRAMEWORK FOR ADDRESSING SOME OF THOSE KEY CONCERNS. SHAKE HAD MENTIONED CONSISTENCY AND ONE OF THE THINGS THAT WE REALLY FOCUSED ON IS SCHOOLS CONSISTENTLY IMPLEMENTING THEIR PLAN THAT THEY HAVE PUT INTO PLACE. THEY STANDARDIZE THEY STANDARDIZE EXPECTATIONS WHICH POTENTIALLY AND HOPEFULLY ELIMINATE ANY IMPLICIT BIAS. THEY CLEARLY DEFINE THE BEHAVIORS THEY EXPECT TO SEE AND THEY TRAIN THEIR FACULTY ON HOW TO IDENTIFY THOSE BEHAVIORS, INTERVENE WITH THOSE BEHAVIORS. AN INTERVENTION CAN BE A POSITIVE REINFORCER OR A DIFFERENT STRATEGY WITHIN THE CLASSROOM. IT IS COMPREHENSIVE JUST TO KIND OF CLARIFY ANY OF CLARIFY ANY MISCONCEPTION, PBIS ISN'T JUST WE HAVE A STORE AND WE HAND OUT BUCKS OR POINTS AND HAVE PARTIES. IT IS A 10 CRITICAL ELEMENT COMPONENT FRAMEWORK. IT IS VERY DATA IT IS VERY DATA DRIVEN, TEAM AS YOU CAN SEE, WE'VE GOT 67 WHICH WE HAD THE RESPONSE RATE EVER RESPONSE RATE EVER AT 77.61%. AND THOSE ARE FROM THE SCHOOL AND WHAT THEY DID IS THEY SELF-ASSESSED HOW THEY ARE DOING SO FAR WITH IMPLEMENTING PBIS. THEY HAD A FIRST SEMESTER TO KIND OF GAUGE HOW KIND OF GAUGE HOW THEY ARE DOING AND WHAT IS WORKING AND WHAT THEY NEED TO FOCUS ON MOVING YOU CAN SEE YOU CAN SEE OUR BREAKDOWN OF THE DIFFERENT AGE GROUPS OF THE OUR HIGHEST INCREASE IS ACTUALLY IN HIGH SCHOOL AND AS WE'VE TALKED ABOUT DECREASE IN NUMBERS IN HIGH SCHOOL AND MIDDLE SCHOOL, OUR HIGH SCHOOLS PARTICIPATE. ADMINISTRATION. CONVERSATION. THROUGHOUT THE YEAR WHERE WE WE TALK ABOUT TEAMING STRUCTURES. WE WORK WITH USF DR. DR. LAUREN DR. LAUREN YOVANOVITCH IS OUR DISAGGREGATION AND TONS OF ABOUT INTERVENTIONS. WHAT DOES THE TEAM LOOK LIKE. AND THEN WE DO ADDRESS WE WORK HAND IN HAND WITH CCIS WHICH IS ALSO LED BY USF PBIS. SO WE HAVE THAT NICE MARRIAGE AND THOSE SCHOOLS IS THAT ARE DESIGN STRUCTURES IN PLACE FOR BEHAVIOR PLAN WHICH WE DESIGNED SUPPORT WITH INTERVENTIONS AS WELL WHEN THEY ARE STRUGGLING TO COME UP WITH WHAT'S NEXT. WHAT'S NEXT FOR PBIS COMING UP. WE DO HAVE FIVE TRAINED. ESTABLISHMENT ON THAT CAMPUS THAT ANSWERS A LOT OF THESE AND SUSPENSIONS. IT GIVES THE SCHOOLS THE STRATEGIES THEY NEED AND THEY ADDRESS THAT. ONE BEHAVIOR PLANS. DOWN AND DEVELOP THAT TIER ONE PROCEDURES THAT NEED TO BE IN PLACE, THINK OF THE NEGATIVE NEGATIVE CONSEQUENCES, DEVELOP THAT AS FAR AS SUPPORT FOR THE TEACHERS LEAVE BECAUSE THEY PLAN IN PLACE GIVES THEM THAT SUPPORT. WHEN THEY SEE THE PLAN AND THEY IMPLEMENT PBIS. WHATEVER TIME WE WANT TO TALK THROUGH SOME OF THIS AND ENCOURAGE ANY FEEDBACK THAT THE BOARD HAS FOR ME AND MY TEAM. I HAVE REGIONAL SUPERINTENDENTS HERE AS WELL IF YOU WANT TO HEAR SOME BOOTS ON THE GROUND AND WHAT'S HAPPENING TO GET TO THIS POINT AND THE REDUCTIONS WE'VE I DO HAVE MY REGIONAL SUPERINTENDENTS HERE AS WELL. LOOK FORWARD TO THE BUT I WOULD JUST ADD EVEN TO MR. DOWN TO CONSISTENCY. IF YOU LOOK, THE STUDENT CODE OF CONDUCT IS APPROVED BY THE BOARD EVERY YEAR. IT WILL GO -- SO MR. KRISTOL OVER THE NEXT FEW MONTHS, CONDUCT. >>Josh Kristol: WE HAVE AN INTRODUCTORY MEETING. WE BRING EVERYONE IN. COMMUNITY, SCHOOL MEMBERS. WE HAVE A LIST. WE TRY TO ADD ON ALL THE TIME. TRYING TO KEEP REACHING OUT TO BRING MORE PEOPLE IN. WE LOOK AT IT HOLISTICALLY, EVERYTHING FROM THE NEW POLICIES COMING IN FROM THE STATE GUIDELINES, THE FEDERAL GUIDELINES AND THEN ALSO I MENTIONED A LITTLE EARLIER, ARE WE DOING THE RIGHT THINGS BY AND WE TALK ABOUT THEM? IS THIS WORTHY? THERE ARE SOME PLACES EVEN FAMILIES THAT WANT A SUSPENSION, WHEREAS THERE ARE OTHER FAMILIES THAT DON'T. MATRIX. WHEN IT COMES DOWN TO THE DAY-TO-DAY PRACTICE, MAJORITY OF INCIDENT REFERRALS, MIDDLE AND HIGH SCHOOL AS YOU CAN SEE BY THE NUMBERS, TWO REGIONAL SUPERINTENDENTS IN HIGH SCHOOL, MR. NELSON IS HERE, ALSO MR. BRADY IS OUR OTHER REGIONAL WE HAVE WE HAVE SHELLY AND JOHAN BACK THERE, REGIONAL SUPERINTENDENTS FOR MIDDLE SCHOOL. THAT -- FROM MY LEVEL IT IS THE CONSISTENCY AND THAT PRACTICE THAT'S HAPPENING AT THE SCHOOL LEVEL WITH OUR REGIONAL WE HAVE TWO REGIONAL SUPERINTENDENTS FROM MIDDLE AND HIGH HIGH AS WE LOOK FOR CONSISTENCY. I APPRECIATE MY I APPRECIATE MY TEAM, EVERYONE THANK YOU. SUPERINTENDENT AYRES. TALK ABOUT BIAS, WHICH, SHAKE, YOU MENTIONED IS VERY YOU MENTIONED IS VERY TRUE. THERE ARE THERE ARE PERCEPTIONAL, LET'S SAY SUMMATIONS OF CERTAIN AREAS, CERTAIN SCHOOLS. I RECOMMEND TO GO BACK TO I RECOMMEND TO GO BACK TO WHAT WE USED TO HAVE IMPLICIT BIAS WORKSHOPS SO THIS CAN BE DISCUSSED AND WORKED THROUGH WITH COMMUNITY AND STAFF AND SCHOOL BOARD SCHOOL BOARD MEMBERS. LAST -- NOT LAST, LAST -- NOT LAST, NEXT, THE CONSISTENCY ISSUE, 40% OF OUR PRINCIPALS ARE PRINCIPALS ARE NEW. QUITE QUITE FRANKLY, THEY DON'T HAVE ANY UNIFORMITY ANY UNIFORMITY YET. INCLUSIVE IS PBIS. I WOULD ALSO RECOMMEND AND I KNOW THIS HAS BEEN MENTIONED BEFORE THAT THE NEW BEFORE THAT THE NEW PRINCIPAL HAVE SUCH A WORKSHOP AS WHAT WE'RE DOING RIGHT NOW. IN OTHER WORDS, GET THEM ON THE SAME PAGE EVEN SAME PAGE EVEN IF WE HAVE TO SEGREGATE THE PRINCIPALS SEPARATELY BUT MAKE SURE THEY HAVE THE COMMON LANGUAGE. PBIS DOES NOT WORK UNLESS THE COMMON LANGUAGE IS HAD THROUGHOUT THE SCHOOL AND THROUGHOUT THE ELEMENTARY LEVEL, THROUGHOUT THE MIDDLE SCHOOL LEVEL AND HIGH SCHOOL LEVEL. I RECOMMEND ALSO, DR. HAHN'S POINT, AND I'M GOING BACK TO THE TEACHER AND PRINCIPALS, HOW PREPARED ARE THEY WITH THE DISCIPLINE DISCIPLINE EXPECTATIONS? HOW CAN WE DO BETTER GETTING THEM THEM PREPARED FOR THE HARD REALITIES THAT MANY OF THESE NEW TEACHERS FACE? AND FOR THAT MATTER, KELLY SERVICES ALSO. I WOULD SUGGEST WE HAVE TO DOUBLE DOWN ON THAT DOUBLE DOWN ON THAT PD BECAUSE THEY ARE THE BARRIER THEY ARE THE BARRIER BETWEEN WHAT COULD BE ONE SMALL REFERRAL VERSUS AN EXPULSION AND THAT KIND OF THING BECAUSE WE WANT TO KEEP THE KIDS IN SCHOOL. NADIA COMBS, YOU MENTIONED CELL PHONES, AS AN INDIVIDUAL SCHOOL BOARD MEMBER AND I'VE SEEN GRECO AND I'VE SEEN BALLAST POINT ELEMENTARY, THOSE SCHOOLS HAVE TAKEN THE CELL PHONES OUT OF THE CLASSROOMS, OUT OF THE CLASSROOMS, OUT OF THE HALLWAYS. I RECOMMEND I RECOMMEND THAT VERY I RECOMMEND THAT VERY STRONGLY. IN EVERY CASE, EVEN WITH THE ONE YOU MENTIONED, MEMBER COMBS, WHAT SCHOOL WAS THAT AGAIN? WEBB, DISRUPTIONS WERE LOWER. REFERRALS WERE LOWER AND THERE'S DATA TO PROVE THAT. I'M SAYING THAT AS AN INDIVIUAL SCHOOL BOARD MEMBER. NEXT, MEMBER NEXT, MEMBER PEREZ, I ABSOLUTELY AGREE THAT WHEN WE HAVE MENTAL HEALTH TRAINING, IT HAS TO INCLUDE TRAUMA-BASED TRAINING. RIGHT NOW THE CHILDREN'S BOARD GAVE $1.3 MILLION TO TWO SCHOOLS OUT OUT OF 240 SOMETHING SCHOOLS. TO MAKE TEACHERS AWARE OF WHAT TYPE OF STUDENT DO THEY HAVE IN FRONT OF THEM. MANY OF OUR STUDENTS FROM COVID, MEMBER RENDON, YOU ARE ABSOLUTELY -- THEY ARE NOT REALLY FINE YET. WE'RE OKAY. WE'RE IN A BETTER PLACE, BUT THE STUDENTS ARE STILL HURTING. I RECOMMEND THE I RECOMMEND THE TRAUMA-BASED CLASSES FOR SCHOOLWIDE BECAUSE OUR STUDENTS ARE HURTING EMOTIONALLY AND SOCIALLY. THANK YOU, MEMBER PEREZ, FOR BRINGING THAT BRINGING THAT OUT. FIRST QUESTION, LILLIAN PEREZ, I'M ON THE THREAT MANAGEMENT, HOW DOES THAT INTERFACE WITH GAGGLE? YOU MIGHT WANT TO DEFINE GAGGLE. BECAUSE THE BOARD INVESTED BECAUSE THE BOARD INVESTED IN THAT PROGRAM TO REALLY THAT PROGRAM TO REALLY FILTER OUT OUT POSSIBLE THREATS TO STUDENTS TO THEMSELVES AND TO THEMSELVES AND TO TO THEMSELVES AND TO OTHERS. >> I CAN'T SPEAK TOO MUCH TO GAGGLE, BUT WHAT I CAN SAY IS THAT ANYTHING THAT COMES THROUGH GAGGLE, WHETHER IT'S SUICIDE RISK ASSESSMENT OR A THREAT, IS GOING TO BE HANDLED LIKE ANY OTHER WAY THAT IT COMES IN. THAT A REPORT COMES IN. THAT WAS A VERY EXPENSIVE -- >>Van Ayres: MR. WEEKS, IF YOU COULD JUMP UP REAL QUICK. THANK YOU, MS. GRAY, FOR ASKING THAT QUESTION AROUND GAGGLE. THAT IS SOMETHING THAT THE BOARD INVESTED INTO ABOUT A YEAR AGO. WE HAVE DONE A TREMENDOUS AMOUNT OF WORK THERE. MR. WEEKS, IF YOU COULD GIVE US A QUICK UPDATE ON GAGGLE AND SOME OF THE NUMBERS IF YOU HAVE THEM OFF THE TOP. >>Thomas Weeks: I WILL HAVE TO GO BACK TO GET THE NUMBERS SPECIFICALLY OF HOW MANY OCCURRENCES WE FOUND WHEN IT COMES TO THE TWO TYPES OF ITEMS THAT WE LOOK AT FROM GAGGLE PERSPECTIVE BASED ON THE SEVERITY. BUT, AGAIN, JUST TO GIVE A REFRESHER TO THE BOARD, GAGGLE ITSELF MONITORS OUR ELECTRONIC SYSTEMS, OUR SYSTEMS, OUR E-MAIL, OUR CANVAS ENVIRONMENT ENVIRONMENT AND OUR MICROSOFT OFFICE ENVIRONMENT AND EXAMINES FOR SPECIFIC ITEMS SUCH AS VULGAR VULGAR LANGUAGE, NUDITY, SELF-HARM. ANY IDEATION OF ANY IDEATION OF SELF-HARM. ANY IDEATION OF HARM AGAINST OTHERS. PROVIDES PROVIDES A PROVIDES A NOTIFICATION. THEY UTILIZE AN A.I. SYSTEM TO PROVIDE A FIRST LINE OF REVIEW. IF THEY DETERMINE THAT SOMETHING IS FOUND THAT IS SUSPICIOUS, IT GOES TO A HUMAN REVIEW BOARD. THE HUMAN REVIEW BOARD THEN TAKES THAT INFORMATION, IF IT'S PROVEN THAT IT IS SOMETHING THAT IS WORTHWHILE IS WORTHWHILE PURSUING, THAT IS SENT OVER TO THE SENT OVER TO THE GAGGLE TEAM HERE ON THE DISTRICT, WHICH IS GENERALLY THE INFORMATION GOES FIRST TO THE SECURITY FIRST TO THE SECURITY OFFICE. THEY HANDLE ALL OF THE NOTIFICATIONS THAT COME IN, AND THEN THERE ARE SPECIFIC E-MAIL THREATS AND TEXT THREATS FOR PEOPLE SUCH AS SCHOOL PRINCIPALS, GUIDANCE COUNSELORS AND SUCH BASED AND SUCH BASED OFF OF THE SEVERITY OF THE SPECIFICS. WE'RE ACTUALLY WE'RE ACTUALLY COMING UP TO OUR FIRST RENEWAL FOR FIRST RENEWAL FOR GAGGLE. THERE HAS BEEN SIGNIFICANT ACTIVITY AT ALL LEVELS OF NOTIFICATIONS UTILIZING THAT SYSTEM. >>Van Ayres: MR. WEEKS, THANK YOU. I'LL PROVIDE AT THE FEBRUARY 6 BOARD MEETING DURING BOARD MEETING DURING MY SUPERINTENDENT UPDATE I'LL GIVE NUMBERS BEHIND GAGGLE. THAT WAS SOMETHING I DO BEEN ABOUT A YEAR NOW. COMING UP ON A YEAR NOW. I'LL PROVIDE AN UPDATE TO THE BOARD DURING MY SUPERINTENDENT COMMENTS. >>Lynn Gray: THANK YOU. JUST THREE MORE QUESTIONS. STACY WRENN, ON PAGE 17, STACY WRENN, ON PAGE 17, YOU SAY ACTIVE SCHOOLS. WHAT IS THE DIFFERENCE BETWEEN AN ACTIVE SCHOOL AND A FULL FIDELITY? BECAUSE WITHOUT EVERYONE BUYING IN, JUST LIKE LEADERSHIP IN ME, JUST LIKE ALL JUST LIKE ALL THOSE GREAT AFFECTIVE PROGRAMS, UNLESS IT IS ADOPTED BY THE ADOPTED BY THE ENTIRE SCHOOL, IT DROPS ITS, LET'S JUST DROPS ITS, LET'S JUST SAY, THE TEETH THAT IT'S INTENDED TO CARRY OUT. GO AHEAD. >> AN ACTIVE SCHOOL IS A SCHOOL THAT HAS BEEN TRAINED WITHIN THE LAST FIVE YEARS EITHER IN A BOOSTER OR THE FULL 18 HOUR TIER ONE TRAINING AND THAT THEY ACTIVELY UPDATE THEIR DATA POINTS. KEY DATA POINTS INCLUDING THE PBIS IMPLEMENTATION CHECKLIST. FULL FIDELITY IS MEASURED WHEN WE DO OUR TIER ONE WALK-THROUGHS. I'D LIKE TO NOTE THAT EVERYTHING PBIS PBIS IS SCHOOL VOLUNTARILY PARTAKING IN IT. SO NOBODY IS SO NOBODY IS MANDATED. THE TIER THE TIER 1 WALK-THROUGHS ARE NOT MANDATED. THE ONLY WAY THAT WE CAN MONITOR THE FIDELITY TRULY IS BY WALKING THE CAMPUS. WE MEET WITH THE TEACHERS AND THE STUDENTS AND LOOK ON THE CAMPUS, BUT THAT'S BY CAMPUS, BUT THAT'S BY INVITE OUT. IDEALLY ALL OF OUR ACTIVE SCHOOLS WOULD BE IMPLEMENTING WITH FULL FIDELITY. ALL WE HAVE RIGHT NOW FOR THIS FALL IS THEIR PERCEPTION OF IMPLEMENTATION. AND THE SCHOOLS ARE AVERAGING AROUND 60, 65 PERCENT THAT THEIR PERCEPTION OF IMPLEMENTATION WITH FIDELITY IS THERE. IT'S KIND OF LIKE THE DIFFERENCE, BUT IN THE IDEAL WORLD, ALL ACTIVE SCHOOLS WOULD BE 100% FIDELITY. >>Lynn Gray: RIGHT. THAT'S WHERE WE WANT TO HEAD TO. ALSO, WE ARE REMINDED THAT, AND I SHARED THIS WITH SUPERINTENDENT VAN AYRES, WE USED TO HAVE THE AMOUNT OF REFERRALS. WHEN A SCHOOL PBIS WAS FULL FIDELITY, THE REFERRALS DROPPED TREMENDOUSLY AND SO DID THE COPs WHICH IS NOW CHANGE OF ENVIRONMENT. THERE IS REALLY DATA THERE IS REALLY DATA SUPPORTING THIS FULL FIDELITY PROGRAM. LAST QUESTION, WE ALWAYS HAVE THIS FRUSTRATION FROM PRINCIPALS ABOUT WHERE DO I GET MONEY. MOST PRINCIPALS, MAYBE SOME OF THE SCHOOLS THIS IS EXEMPT, BUT MANY PRINCIPALS, THEIR INTERNAL FUNDS DON'T HAVE THE MONEY TO PAY FOR SUCH LAVISH -- LETO IS A GREAT EXAMPLE -- GREAT EXAMPLE -- LAVISH TYPE PRIZES PRIZES OR PING-PONG TABLES. THEY TRY THEIR BEST. SO HOW CAN WE DO BETTER WITH GIVING THOSE GIVING THOSE PRINCIPALS THE FUNDS TO REALLY MAKE THIS FUNDS TO REALLY MAKE THIS WORK? THAT'S MY END OF QUESTIONS. >> THAT IS A GOOD QUESTION. WHAT ACTUALLY WE FOCUS ON A LOT ARE THE NONMONETARY INCENTIVES, THINGS THAT LOTS OF HIGH SCHOOLS ARE IMPLEMENTING SKIP TO THE FRONT OF THE LINE IN LUNCH OR A FAST PASS LINE SO THEY CAN DO THAT. WE ACTUALLY WORK WITH THE POINT OF CONTACTS A LOT ON THAT BECAUSE THAT IS A CONCERN. SCHOOLS CAN'T USE FEDERAL FUNDS TO PAY FOR INCENTIVES. THEY THEY RELY ON INTERNAL ACCOUNTS OR PRIVATE DONORS. I KNOW A LOT OF THE SCHOOLS THAT BUILT THOSE INCENTIVE ROOMS. I KNOW BRINKS FOUNDATION DID A FEW OF THEM. EXTERNAL PARTNERSHIPS THAT DEVELOP THAT. BUT ON THE OTHER SIDE, WHAT WE REALLY TRY TO FOCUS ON IS THE NONMONETARY THINGS BECAUSE SCHOOLS DO STRUGGLE WITH BEING ABLE TO GET THE REALLY COOL PRIZES BUT WORKING ON, AGAIN, GO TO THE FRONT OF THE LINE. SPECIAL TABLE SEATING. YEARS AGO WHEN I WORKED WITH MONROE, KIDS COULD CASH IN THEIR POINTS JUST TO SIT ON THE PATIO AT LUNCH WITH THEIR FRIENDS INSTEAD OF BEING ASSIGNED TO THEIR TABLE WITH THEIR CLASS. AND THAT, AGAIN, HELPS WITH THE SOCIAL-EMOTIONAL PIECE OF TALKING TO OTHERS AND WORKING WITH OTHER WITH OTHER STUDENTS. IT IS A STRUGGLE. I'M I'M NOT A PHILANTHROPIST BY ANY MEANS TO KNOW HOW MEANS TO KNOW HOW TO TAP IN IT, BUT I KNOW PRIVATE DONORS HAVE COME IN. WE FOCUS ON NONMONETARY AND WE HAVE A LONG LIST OF RESOURCES THAT WE SHARE WITH POINT OF CONTACTS ON WAYS TO IMPLEMENT THAT AND USF IN COLLABORATION WITH OTHER DISTRICTS IN THE STATE SHARES A LOT OF THOSE THINGS WITH US AS WELL. >>Lynn Gray: I TOTALLY AGREE. >>Van Ayres: PBIS YOU WOULD THINK THROUGH TITLE I THAT WOULD BE AN ALLOWABLE EXPENSE AND IT IS NOT. I WANT TO MAKE THAT CLEAR YOU CANNOT UTILIZE TITLE I FUNDS TO PURCHASE AND UTILIZE A PBIS SYSTEM. THANK YOU FOR BRINGING THAT UP. >>Lynn Gray: IT STILL REMAINS FOR ELEMENTARY SCHOOL. ALL RIGHT. I'M DONE. THANK YOU. >>Jim Porter: MEMBERS, YOU >>Jim Porter: MEMBERS, YOU HAVE A HALF HOUR LEFT UNLESS YOU WANT TO EXTEND THE WORKSHOP. >>Karen Perez: THANK YOU, MEMBER GRAY. MEMBER RENDON. >>Patti Rendon: THANK YOU SO MUCH. WE HAVE SO MANY GREAT COMMENTS AND SO MUCH GREAT INFORMATION, BUT I THINK WE'RE AT THE TIP OF THE ICEBERG BECAUSE WE'RE LOOKING AT A VERY VAST AND A BROAD SCOPE OF THE ENTIRE DISTRICT. WITH MY BACKGROUND, I RECOGNIZE THE FACT THAT EVEN THOUGH SOMEBODY IN PRESCHOOL, WE MIGHT BE USING REFERRALS AS A MECHANISM IN WHICH WE'RE TRACKING DIFFERENT TYPES OF BEHAVIORS. BEHAVIORS CAN BE GOOD AND BAD. THEY COULD COME FROM AN ENVIRONMENT FROM ALL DIFFERENT ENVIRONMENTS AND HAVE A BEHAVIOR BECAUSE THAT'S WHERE THEY CAME FROM, NOT NECESSARILY BECAUSE THEY ARE PURPOSEFULLY DOING SOMETHING WRONG, BUT BECAUSE THEY DON'T KNOW ANY DIFFERENT OR THAT'S WHAT THEIR NORM IS. GOING INTO AN ENVIRONMENT OF A SCHOOL WHERE THERE'S STRUCTURE AND ORGANIZATION, IT TAKES TIME TO ADJUST FROM THAT. WE USE THE WORD REFERRAL, BUT YET IT MAY BE A POINT IN CONTACT WHICH WE'RE TRACKING THE DATA TO GET THEM THE RESOURCES THEY NEED. I THINK YOU MADE A MENTION OF THAT. JUST BECAUSE YOU HAVE CERTAIN REFERRALS DOESN'T MEAN YOU'LL AUTOMATICALLY GO RIGHT TO THE DISCIPLINE. WE HAVE THAT AND I THINK THAT IS SOMETHING THAT THIS IS JUST SOMETHING THAT THIS IS JUST THE TIP OF THE ICEBERG THAT WE NEED TO UNCOVER AND LOOK AT MORE AND MORE DIFFERENT OPTIONS ON THE TABLE. PBIS IS A HUGE FACTOR. I THINK THAT NONE OF US REALLY UNDERSTAND THE FULL SCOPE OF THE BENEFIT OF IT. IT DOES CHANGE BOTH THE WAY IN WHICH WE IMPLEMENT A WHICH WE IMPLEMENT A DAY-TO-DAY CLASSROOM MANAGEMENT. A WAY IN WHICH WE IMPLEMENT SCHOOL MANAGEMENT. HOW IN WHICH WE'RE GOING TO ADDRESS KIDS MOVING TO AND FROM ONE CLASSROOM TO THE OTHER AND HOW WE ADDRESS THOSE HOW WE ADDRESS THOSE STUDENTS. IT CHANGES THE WHOLE -- I WANT TO SAY PERCEPTION IN A SCHOOL, RIGHT? WE'RE GETTING CAUGHT DOING GOOD IS WHAT I LIKE TO SAY. CHANGES FROM PBIS, GOES AWAY FROM THE CONCEPT OF WE'RE TARGETING THOSE THAT ARE NOT BUT CATCHING THOSE THAT ARE DOING GOOD AND CHANGING THE CULTURE AND CLIMATE OF A SCHOOL. I THINK THAT'S WHAT WE SEE MORE. I THINK WE'RE AT THE TIP OF THE ICEBERG. I'M ANXIOUS TO SEE THE DATA BY SCHOOL, BY REPORT CARDS. WE NEED TO REMOVE STUDENT AND PERSONAL INFORMATION. IT'S SO IMPORTANT I THINK THAT WE RECOGNIZE THAT WE WE RECOGNIZE THAT WE ARE AWARE THAT THERE ARE ISSUES AND THAT WE ARE ADDRESSING THEM. SO MANY TIMES OVER THE YEARS IT'S JUST BEEN THIS IS THE WAY IT IS INSTEAD OF REALLY LOOKING AT THIS COULD BE AN ISSUE AND HOW CAN WE ADDRESS IT. I ALSO THINK SOMETHING THAT WE HAVE HAVE NOT BROUGHT INTO THIS, THE PARENT INVOLVEMENT, ACROSS THE BOARD, ACROSS OUR SCHOOLS. GETTING OUR PARENTS BACK IN SCHOOLS, GETTING OUR COMMUNITY BACK IN OUR SCHOOLS IS A HUGE FACTOR IN CHANGING THE PERCEPTION, CHANGING WHAT'S HAPPENING IN OUR HAPPENING IN OUR SCHOOLS. SO I THINK THAT GIVES A SHOUT-OUT TO OWEN'S DEPARTMENT AND REALLY MAKING AN EFFORT INTO THAT. I THINK THAT'S SOMETHING THAT WE NEED TO GROW ON AND WE NEED TO BE A PART OF THAT AND SHOW THEM. WE NEED TO GIVE STUDENTS OPPORTUNITIES TO DO BETTER. I THINK THAT'S SOMETHING WE NEED TO SHOW THEM. WHEN THEY ARE IN AN ACTIVITY, SPORT, ORGANIZATION, WHETHER ORCHESTRA OR BAND OR COLOR GUARD OR FOOTBALL OR BASKETBALL OR EVEN CLUBS, WHEN THEY HAVE LEADERSHIP ROLES AND THEY KNOW THAT LEADERSHIP ROLE COMES WITH THE RESPONSIBILITY, THEY ARE GOING TO WANT TO BE THAT EXAMPLE. WE HAVE TO GIVE THEM THOSE OPPORTUNITIES AND WE NEED TO PROVIDE THOSE IN OUR SCHOOLS. I THINK IT IS AN OVERALL LOOK. THANK YOU GUYS FOR BRINGING THIS TO OUR ATTENTION. BRINGING THIS INFORMATION. BUT I DO THINK THIS IS LITERALLY THE TIP OF THE ICEBERG AND WE NEED TO MOVE DOWN FROM HERE AND WHAT CAN WE DO? WHERE CAN WE PUT OUR WORDS INTO ACTION? AND HOW CAN WE AS A BOARD SUPPORT THAT IN WHAT WE DO? THANK YOU. >>Karen Perez: THANK YOU, MEMBER RENDON. MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. I'M GLAD TO SEE SOME TALK ABOUT IMPLICIT BIAS TRAINING BECAUSE THAT'S ONE OF THE THINGS I WAS TRYING TO GET AT IS WHETHER OR NOT WE'RE ALLOWED TO DO THAT ANYMORE. I TRIED TO BRING A POLICY BACK A COUPLE OF YEARS AGO ABOUT TRAINING ALL OUR TEACHERS ON IMPLICIT BIAS AND SOME OF THE CONCERNS WERE TOO MUCH TRAINING FOR TEACHERS AND NOT WANTING TO PUT THAT WORKLOAD ON PUT THAT WORKLOAD ON THERE. I'M CURIOUS TO KNOW WHAT THAT LOOKS LIKE, IF WE OFFER IMPLICIT BIAS TRAINING, HOW LABORIOUS IT IS, AND THAT IS INFORMATION YOU CAN GET BACK TO ME. IT'S IMPORTANT NOT IT'S IMPORTANT NOT ONLY IN THE PROPORTION OF RACES BUT WHEN WE GO BACK TO THE DRESS CODE, WHAT I'M LOOKING AT HERE IS STUDENTS HAVE THE RIGHT TO DRESS AS THEY CHOOSE, AS LONG AS IT CHOOSE, AS LONG AS IT DOES NOT DISRUPT ACTIVITIES. IT'S IT'S SUBJECTIVE, WHOEVER IS MAKING THAT DECISION. SOMEONE WHO IS PLUS SIZE, THEY MIGHT WEAR SOMETHING THE SAME THING AS SOMEONE THIN AND THAT BECOMES OBSCENE. GOING BACK TO MEMBER WASHINGTON'S POINT IS MORE DEFINITION AND CONSISTENCY AND MAKING SURE WE'RE NOT BRINGING THESE IMPLICIT BIAS IN. WHAT I'M CONFUSED ON IS WHAT I'M CONFUSED ON IS AGAIN WITH THE EROSION AT STATE LEVEL OF DEI WHAT WE'RE ALLOWED TO DO AND NOT ALLOWED TO DO. YOU CAN FOLLOW UP WITH ME. MY ORIGINAL QUESTION IS HOW MUCH ROOM DO WE HAVE FOR THAT? WHEN WE COME DOWN TO IT, WHAT WE'RE REALLY SEEING DRIVING A LOT OF THIS IS LOT OF THIS IS BIASES, POSITIVE BEHAVIOR SUPPORT. SOCIAL AND EMOTIONAL LEARNING. I KNOW WE'RE NOT ALLOWED TO USE THAT WORD. IT IS A DIRTY WORD. WHATEVER TERM WE WANT TO USE THAT WE'RE SUPPORTING THE CHILDREN AND GIVING THEM SUPPORT TO HAVE RESPONSES SO IT FOSTERS KINDNESS AND RESPECT. ALSO WHEN WE COME TO CLASSROOM MANAGEMENT. YOU CAN PUT IN THE PROCEDURES, BUT IF YOU DON'T HAVE THE INTENTION BEHIND IT, THEN IT DOESN'T MATTER WHAT PROCEDURES YOU TEACH. THE NEXT THING -- I'M GLAD MEMBER GRAY BROUGHT UP THE POINT ABOUT THE PBIS ROOM SPECIFICALLY BECAUSE I KNOW THAT EVEN THOUGH WE'RE FOCUSED ON NONMONETARY THINGS, THEY HAVE A HUGE IMPACT IN STUDENT ENGAGEMENT AND ACCESS TO THAT I THINK IS A TO THAT I THINK IS A HUGE THING. FOUNDATION HAS BEEN SPECTACULAR. EVEN COME OVER TO MY DISTRICT. PUT ONE IN LIBERTY MIDDLE SCHOOL AND ALL THE KIDS CAN TALK ABOUT IS THAT PBIS ROOM AND HOW THEY WANT TO GO TO LIBERTY MIDDLE SCHOOL BECAUSE OF THE PBIS SCHOOL BECAUSE OF THE PBIS ROOM. IT'S A GAME CHANGER. IF WE CAN'T PROVIDE IT THROUGH FEDERAL FUNDS, IF WE CAN LOOK AT OTHER WAYS TO GIVE DIFFERENT SCHOOLS THAT AND SOMETIMES IT IS NOT EVEN THE STUFF NOT EVEN THE STUFF IN IT. IT IS MAKING SURE THEY HAVE A SPACE FOR IT. AS WE TRANSITION, BUCHANAN HAD A SPACE IDENTIFIED FOR THE PBIS ROOM AND TALKING ABOUT BOUNDARY CHANGES, THEY MIGHT NOT HAVE A SPACE FOR THAT. WE NEED TO HAVE DISCUSSIONS ABOUT EQUITY, NOT JUST GETTING THE ROOMS UP AND RUNNING BUT MAKING SURE WE PRIORITIZE THEM AND MAKE SPACE FOR THEM. I THINK ACCESS IN THE PBIS TO MEMBER GRAY'S POINT, QUESTIONS ARE SOMETHING THAT I WOULD LIKE TO GET WITH YOU. I KNOW YOU WORK VERY HARD AND ALWAYS VERY OPEN AND WE'VE HAD SOME MEETINGS PREVIOUSLY ABOUT THAT. AND HOW SCHOOLS SELF-IDENTIFY. BECAUSE I KNOW YOU SAID WE'RE EXPANDING THAT. IS THAT BASED ON SOMETHING WE HAVE IDENTIFIED, THE SCHOOL IDENTIFYING, LIKE HOW DO WE DO MORE TO SUPPORT OUR SCHOOLS TO TRANSITION TO PBIS. OBVIOUSLY NOT ALL SCHOOLS ARE TAKING ADVANTAGE OF THAT. ALSO, I KNOW TO MEMBER HAHN'S POINT THAT POINT THAT I POINT THAT I TOTALLY AGREE AND I HAVE TALKED ABOUT THIS, ANYTIME OUR STUDENTS COME OUT OUR SCHOOLS, EVEN WHEN THEY ARE NOT JUST CERTIFYING QUICKLY, BUT EVEN COMING OUT OF OUR DEPARTMENT OF EDUCATION, THEY ARE NOT ALWAYS PREPARED FOR WHAT IT'S LIKE IT'S LIKE IN OUR IT'S LIKE IN OUR TRANSFORMATION SCHOOLS. WE USED TO HAVE A PROGRAM WITH UT WHERE THEY HAD A PROGRAM SPECIFICALLY TO TRAIN, FOSTER AND GIVE EXTRA SUPPORT TO TEACHERS AND SUPPORT STAFF IN OUR TRANSFORMATION SCHOOLS AND WHAT THAT LOOKS LIKE. A COUPLE OF YEARS AGO WHEN WE HAD A CHANGE IN SUPERINTENDENTS, THAT MOU AND THAT AGREEMENT WAS DISCONTINUED. I WOULD LOVE TO SEE IF THAT IS AN OPPORTUNITY SINCE THEY HAVE ALREADY FOCUSED ON THAT AND HAVE A PROGRAM LIKE THAT TO GO AHEAD AND RENEW THAT PARTNERSHIP SO THAT WE CAN SUPPORT OUR TEACHERS AND SUPPORT STAFF AND ADMINISTRATORS IN OUR TRANSFORMATION SCHOOLS BECAUSE IT REQUIRES SO MUCH MORE WHEN YOU THINK ABOUT STUDENTS WHO DON'T HAVE FOOD, CLOTHING OR HAVE NOT BEEN ABLE TO SLEEP AT NIGHT FOR WHATEVER REASON, HOMELESS STUDENTS. SO MANY FACTORS THAT WE NEED TO REALLY SUPPORT OUR EDUCATORS IN SOME OF OUR SCHOOLS THAT HAVE LESS SUPPORT AND MARGINALIZED COMMUNITIES. I WOULD LOVE TO SEE AGAIN IF WE COULD REDO THAT. I THINK THAT'S ALL I HAVE. THANK YOU VERY MUCH. I APPRECIATE ALL YOUR WORK AND ALL OF THIS DISCUSSION. I FEEL LIKE THE BOARD IN GENERAL IS ALL KIND OF ON THE SAME PAGE ABOUT THAT. I THINK THAT'S REALLY POSITIVE. THANK YOU. >>Karen Perez: THANK YOU, MEMBER VAUGHN. I WANT TO THANK YOU I WANT TO THANK YOU BOTH I WANT TO THANK YOU BOTH FOR THIS MUCH-NEEDED PRESENTATION TODAY. STUDENT SERVICES MENTAL HEALTH SUPPORTS, I'M GOING TO ASK SUPPORTS, I'M GOING TO ASK THE QUESTION. ON YOUR PRESENTATION, ON YOUR PRESENTATION, PAGE 15, YOU TALK ABOUT ASSESSING MENTAL HEALTH SERVICES. I WANT TO TALK I WANT TO TALK ABOUT WITH THE TRANSFORMATION TRANSFORMATION SCHOOLS. DO ALL HAVE A FULL-TIME SCHOOL PSYCHOLOGIST, SOCIAL WORKER PSYCHOLOGIST, SOCIAL WORKER AND COUNSELOR? >> I WISH I HAD THAT INFORMATION IN FRONT OF ME BUT THAT IS SOMETHING WE CAN GET. >>Van Ayres: NOT ALL OF THEM HAVE A HAVE A FULL-TIME. WE CAN PULL THAT. THANK YOU, MS. PEREZ. I'LL GET HOLLY SAIA TO COME UP AND GIVE SOME OF OUR STUDENT SERVICES FULL-TIME, WHICH ARE VACANT, WHICH AREN'T UPDATE. HI, HI, HOLLY. >>Holly Saia: HI, EVERYBODY. THANK YOU FOR ASKING THAT QUESTION. WHAT WE DO IS WE HAVE FORMULAS THAT WE USE. UNFORTUNATELY RIGHT NOW THERE IS A CRITICAL SHORTAGE. SO NOT ALL SO NOT ALL SCHOOLS HAVE FULL-TIME PROFESSIONALS AT EACH SITE. HOWEVER, I DO HAVE A LIST THAT I CAN PROVIDE OF THOSE SCHOOLS THAT DO. LUCKILY, SOCIAL WORK SEEMS TO BE OUR AREA WHERE OUR AREA WHERE WE HAVE THE MOST INDIVIDUALS. AND MANY OF OUR SCHOOLS AND MANY OF OUR SCHOOLS DO HAVE FULL-TIME SOCIAL WORKERS. EVERY SCHOOL IS EVERY SCHOOL IS ALLOCATED A FULL-TIME SCHOOL COUNSELORS AS LONG AS THERE'S NOT A VACANCY AT THAT PARTICULAR SITE. YES, IN ELEMENTARY SCHOOLS, THEY GET AT LEAST ONE FULL-TIME SCHOOL COUNSELOR. IN MIDDLE SCHOOLS THEY GET AT LEAST TWO. AND THEN IN HIGH SCHOOLS IT DEPENDS ON THE NUMBERS WHEN WE UTILIZE THAT. LIKE I SAID IN SOCIAL WORK, BECAUSE OF THE NEEDS THAT WE HAVE, WE ARE ABLE TO AT MANY SITES HAVE THAT FULL-TIME. SCHOOL PSYCHOLOGISTS UNFORTUNATELY IS TRULY A CRITICAL SHORTAGE AREA, AND IN THOSE, WE DO NOT HAVE FULL-TIME. WE HAVE TO GIVE THEM PERCENTAGES BASED ON THE FORMULAS THAT WE'RE USING. >>Karen Perez: HOW MANY SOCIAL WORKERS DO WE HAVE CURRENTLY WORKING? >>Holly Saia: WE HAVE APPROXIMATELY 200 PLUS SOCIAL WORKERS WORKING WITH WORKERS WORKING WITH US. >>Karen Perez: HOW MANY JUMP FROM SCHOOL TO SCHOOL? >>Holly Saia: I'D HAVE TO LOOK AT THOSE NUMBERS SPECIFICALLY TO GET THOSE TO GET THOSE TO YOU. BUT THE MOST ANYONE HAS, UNLESS THEY ARE ONE OF OUR SPECIALTY INDIVIDUALS, FOR EXAMPLE, OUR HOMELESS TEAM, THEY WILL HAVE MORE SCHOOLS. BUT OTHERWISE, TWO MAX. >>Karen Perez: TWO MAX. OKAY. AND HOW OFTEN DO THEY STAY IN A SCHOOL? IS IT TWO AND A HALF DAYS AND TWO AND A HALF DAYS? WHAT DOES THAT LOOK LIKE? >>Holly Saia: DEPENDING ON THE FORMULA AND WHAT THEY HAVE, IN MOST SITUATIONS, IT IS LIKE THAT SO WHAT WE ASK THEM TO DO IS DO THREE DAYS ONE WEEK, TWO DAYS THE NEXT. THREE AND TWO, SO THAT THEY ARE NOT HAVING TO TRAVEL. BECAUSE WHAT WE FIND IS THOSE SCHOOLS THAT HAVE TWO AND A HALF DAYS EACH, THAT HALF DAY IS SPENT DOING MORE TIME IN THE CAR, AND WE DON'T WANT THEM TO DO THAT. SO WE'VE ASKED THEM TO WORK WITH THEIR SCHOOLS TO DO THREE DAYS, TWO DAYS, THEN TWO DAYS, THREE DAYS. >>Karen Perez: CURRENTLY, WHAT DO SOCIAL WORKERS DO FOR THE STUDENTS? >>Holly Saia: SOCIAL WORKERS HAVE VAST THINGS THAT THEY CAN DO. THEY DO PROVIDE MENTAL HEALTH SUPPORT. THEY WORK WITH THOSE STUDENTS THAT ARE HAVING THAT ARE HAVING ATTENDANCE ISSUES. THEY HELP MANY CONNECT THEM TO DIFFERENT SERVICES WITHIN OUR DISTRICT. SO THERE ARE MANY THINGS SO THERE ARE MANY THINGS THAT THEY DO TO BE ABLE TO ASSIST STUDENTS AND MAKE SURE THAT OUR STUDENTS' WELL-BEING IS TAKEN CARE OF. >>Karen Perez: HOW ABOUT THE PSYCHOLOGISTS? ABOUT HOW MANY IN THE DISTRICT? >>Holly Saia: RIGHT NOW, WE ONLY HAVE A LITTLE BIT OVER A HUNDRED SCHOOL PSYCHOLOGISTS. WITH THAT, BECAUSE THERE IS SUCH A SHORTAGE, THEIR MAIN A SHORTAGE, THEIR MAIN FOCUS IS MAKING SURE THAT THEY ARE PART OF THE MULTIDISCIPLINARY EVALUATIONS BECAUSE WE NEED TO MAKE SURE THAT OUR STUDENTS ARE EVALUATED AND THEY ARE THE ONE AND ONLY PERSON THAT CAN DO SOME PIECES OF THAT PIECES OF THAT EVALUATION. >>Karen Perez: SCHOOL COUNSELORS? >>Holly Saia: SCHOOL COUNSELORS, RIGHT NOW WE HAVE OVER 400 WHEN WE LOOK AT ALL OF OUR WE LOOK AT ALL OF OUR AREAS, BUT WE DO HAVE VACANCIES AT EACH LEVEL. >>Karen Perez: OKAY. SO WHEN IT COMES TO OUR STUDENTS ACCESSING MENTAL HEALTH SERVICES, WE STILL HAVE AS A DISTRICT, I UNDERSTAND THE MENTAL HEALTH SHORTAGE. AS THE DISTRICT WE HAVE TO WORK ON OUR END TO ON OUR END TO STAFF THOSE VACANCIES. >>Holly Saia: WE ARE WORKING -- PLEASE UNDERSTAND WE WORK VERY CLOSELY TO RECRUIT THESE STAFF. I RECENTLY HAD AN OPPORTUNITY TO GO TO TALLAHASSEE AND EXPRESS THE NEED TO HELP US WITH RECRUITING MORE FOLKS TO THE COLLEGE LEVEL. UNFORTUNATELY, MANY PEOPLE THAT ARE NOT EVEN COMING ARE NOT EVEN COMING TO SCHOOL ANYMORE FOR THESE ANYMORE FOR THESE POSITIONS. SO WE WANT HELP WITH GETTING STUDENTS THERE FIRST BECAUSE I DO BELIEVE THAT WE CAN ATTRACT THEM. WE RECENTLY GOT A GRANT WITHIN OUR DIVISION TO HELP WITH RECRUITMENT AND RETENTION. THAT'S SEPARATE FROM OUR MENTAL HEALTH FUNDS THAT WE CAN USE FOR BONUSES FOR THESE STAFF TO TRY TO RECRUIT THEM, BUT WE HAVE TO GET THEM TO GO TO SCHOOL FIRST SO THAT WE CAN EVEN GET THEM INTO OUR FIELD. >>Karen Perez: WHAT IS THE CORELATION BETWEEN THE HIGH CORELATION BETWEEN THE HIGH RATE OF REFERRALS AND THE STAFFING IN THE SCHOOLS? >>Van Ayres: THAT IS A GREAT QUESTION. THAT IS SOMETHING WE CAN DEFINITELY PULL A REPORT AND FOLLOW UP. IT'S A GREAT QUESTION JUST AROUND IF WE NOTICE ANY PARTICULAR SCHOOL THAT WE HAVE A VACANCY AROUND COUNSELOR OR SCHOOL PSYCHOLOGIST, SOCIAL WORK, WHAT IS THAT CORRELATION? THAT IS SOMETHING WE HAVE TO PULL TOGETHER. I THINK WE ALL KNOW WHAT THE ANSWER IS BUT WE'LL VERIFY THAT. >>Karen Perez: THE POSSIBILITY THAT THESE STUDENTS THAT THESE STUDENTS ACCESSING MENTAL HEALTH SERVICES IS ALSO AN AN ISSUE AND THAT REFERRAL AND CORELATION BETWEEN THOSE TWO MAYBE WE COULD LOOK AT THAT. >>Holly Saia: JUST KNOW, TOO, AT MANY OF THE SCHOOLS WHERE WE MAY NOT HAVE THE SCHOOL COUNSELOR OR THE SCHOOL PSYCHOLOGIST, WE DO SET THEM UP, AS LILLIAN SHARED, WITH THOSE AGENCIES THAT WE HAVE TO BE ABLE TO SUPPORT THOSE STUDENTS WITH EXTREME MENTAL HEALTH NEEDS. SO EVEN IF THEY MAY NOT HAVE, FOR EXAMPLE, A SCHOOL COUNSELOR AT THAT AT THAT SITE, WE DO MAKE SURE THAT THEY HAVE SOME SORT OF MENTAL HEALTH THERAPIST THAT CAN SUPPORT THOSE STUDENTS. >>Karen Perez: I APPRECIATE YOUR HELP. THANK YOU. >> [INAUDIBLE] >>Karen Perez: RIGHT. BUT A LOT OF OUR STUDENTS WE HAVE TO REMEMBER DO HAVE TO REMEMBER DO NOT HAVE TO REMEMBER DO NOT HAVE ACCESS TO -- >>Holly Saia: WE HAVE HAZEL HEALTH IN ALL OF OUR MIDDLE AND HIGH SCHOOLS THAT IF THE PARENTS CAN'T ACCESS, IT'S ALSO AN OPTION FOR STUDENT SERVICES STAFF TO REFER THOSE STUDENTS. >>Karen Perez: CORRECT. I APPRECIATE THAT. THANK YOU. >>Van Ayres: IS THAT ALL THE COMMENTS? I WANTED TO THANK THE BOARD ONCE AGAIN FOR THE WORKSHOP. MS. GRAY, THANK YOU FOR REQUESTING THE WORKSHOP. KNOW THAT MY TEAM HAS DONE A LOT OF WORK NOT ONLY PREPARING FOR THE WORKSHOP BUT THE WORK THAT'S GONE INTO FROM THE BEGINNING OF THE SCHOOL YEAR TO NOW. THESE THESE REDUCTIONS, 10% ACROSS THE BOARD IN INCIDENT REFERRALS DIDN'T HAPPEN BY ACCIDENT. THEY ARE VERY INTENTIONAL. SOME OF THE FOLLOW-UP WE HAVE, WE WILL GIVE YOU A COPY OF WHAT MR. KRISTOL PROVIDES TO OUR REGIONAL SUPERINTENDENTS AND CARD, THE DISCIPLINE REPORT CARD. KNOW THAT WE COULDN'T GIVE IT TODAY. THAT DOES HAVE IDENTIFIABLE INFORMATION WITHIN IT, SO WE'LL HAVE TO GET THAT BLACKED OUT. JUST SO YOU CAN SEE AS AN EXAMPLE HOW WE ARE PROGRESS MONITORING THAT. REALLY IT'S BEEN AROUND PROGRESSIVE DISCIPLINE AS WELL. IT'S ABOUT STEPS THAT LEADS TO PROGRESSIVE DISCIPLINE AND NOT JUMPING STRAIGHT TO A SEVERE CONSEQUENCE HAS ALSO BEEN SOMETHING THAT WE HAVE FOCUSED ON. I WANT TO THANK THE TEAM. WE HAVE WORK TO DO, SO STILL WITH 58, WE'VE GONE WITH 58, WE'VE GONE FROM 66,000 INCIDENTS TO 58. OVER 10, 11 PERCENT REDUCTION BUT KNOW WE WANT THAT NUMBER TO BE CLOSE TO ZERO. THAT IS WHAT WE STRIVE FOR, WHAT CAN WE DO UP FRONT TO PREVENT THE REFERRALS FROM HAPPENING. I'M FAIRLY I'M FAIRLY PLEASED. MIDWAY THROUGH THE YEAR AND NOT ONLY INCIDENT REFERRALS BUT ALSO SUSPENSIONS AND THOSE NUMBERS ARE ALSO DOWN. WE WILL GET YOU THAT INFORMATION. SOME OF THAT HAD COME UP EARLIER AROUND ALL OF THE ONES AROUND ALL OF THE ONES THAT WE HAVE AROUND THE INCIDENTS, SO WE'LL GET WE'LL GET THAT TO YOU. ALL OF IT AND I WILL CONTINUE TO PROVIDE UPDATES TO THE BOARD AROUND IT. AS WAS MENTIONED BEFORE, THIS IS A METRIC THAT CORRELATES DIRECTLY TO WHAT WE ALL WANT WHICH IS ACADEMIC EXCELLENCE, STUDENT ACHIEVEMENT. IF WE HAVE STUDENTS BEING DISCIPLINED AND OUT OF SCHOOL, WE ARE NOT GOING TO SEE THE IMPROVEMENTS WE WANT TO SEE. THIS IS A CENTRAL FOCUS FOR ME. THIS TEAM WORKED HARD FOR HALF A YEAR, ONLY HALFWAY THROUGH AND SEEN A 10% REDUCTION. WE'LL CONTINUE TO LOOK FOR THOSE REDUCTIONS. >>Lynn Gray: I WAS THINKING, MADAM CHAIR, REAL QUICK. I JUST THOUGHT A DATA POINT TO THE CONVERSATION THAT SUPERINTENDENT VAN AYRES IS SAYING ABOUT ALL THE SAYING ABOUT ALL THE REFERRALS, I THINK HE SHOULD GO AHEAD AND PUT AN ASTERISK ON THE REPEAT OFFENDERS. REMEMBER, THOSE HIGH NUMBERS, THERE IS A HANDFUL THAT DO IT OVER AND OVER AGAIN, AND THAT WOULD HELP US UNDERSTAND THAT IT'S NOT THE GROWTH, BUT IT IS THE SAME 18, 26 -- >>Van Ayres: IN THE REPORT THAT WE WILL GIVE OUT TO YOU GUYS HAS THE UNIQUE NUMBER IN THERE SO IT HAS ALL THE INFORMATION AND WE'LL GET THAT OUT TO THE BOARD AS WELL. YES, MA'AM. I THINK THAT'S IT. >>Karen Perez: ANY FURTHER QUESTIONS? COMMENTS? SEEING NO FURTHER QUESTIONS OR COMMENTS, THIS MEETING IS NOW ADJOURNED. [ SOUNDING GAVEL ]