##VIDEO ID:JvD99XhePiY## . >>Karen Perez: THE POLICY WORKSHOP FOR AUGUST 27 WILL START AND I'M GOING START AND I'M GOING TO HAND IT OVER TO SUPERINTENDENT VAN AYRES. >>Van Ayres: THANK YOU, MADAM CHAIR. BOARD MEMBERS, THIS IS OUR SECOND POLICY WORKSHOP. OUR SECOND CYCLE THIS YEAR. SO WE BOTH HAVE BOARD MEMBER SO WE BOTH HAVE BOARD MEMBER POLICY AND STAFF SO LIKE ALL WORKSHOPS I LOOK FORWARD TO THE DISCUSSION TODAY SO WE CAN MOVE SOME OF THESE POLICIES TO THE NEXT STEP. AND WITH THAT BEING SAID, I'LL TURN IT OVER TO MR. PORTER. >>Jim Porter: THANK YOU, MR. SUPERINTENDENT. MADAM CHAIR AND BOARD MEMBERS, AS THE SUPERINTENDENT SAID, THERE ARE SEVERAL BOARD MEMBER INITIATED POLICIES AND STAFF POLICIES. WE'LL GO THROUGH THE WE'LL GO THROUGH THE BOARD MEMBER POLICIES FIRST. THE THREE BOARD MEMBER POLICIES ARE EXCEPTIONAL STUDENT EDUCATION BROUGHT BY MEMBER PEREZ, FISCAL PLANNING BROUGHT MY MEMBER HAHN AND MY MEMBER HAHN AND APPRENTICES. APPRENTICESHIP NEEDS A LITTLE EXPLANATION WHICH I'LL GET TO. IT'S NOT REALLY BEING IT'S NOT REALLY BEING BROUGHT BY MS. PEREZ BUT STAFF BUT IT WAS ORIGINALLY BROUGHT BY HER. THE FIRST POLICY IS THE ESE POLICY SUGGESTED BY MEMBER PEREZ. I'M GOING TO TURN IT OVER TO DR. WHELAN WHO WILL GO THROUGH WHAT THE POLICY WHAT THE POLICY IS. WE'LL MOVE ON TO FISCAL PLANNING. THIS IS 6210. IF YOU TURN TO YOUR IF YOU TURN TO YOUR TABS, YOU WILL SEE THAT WILL SEE THAT -- SO THIS INVOLVED -- THE INVOLVED -- THE POLICY INVOLVES TECHNICALLY A FUND BALANCE ALTHOUGH IT'S A LITTLE MORE TECHNICAL THAN THAT. THIS IS BEING BROUGHT BY DR. HAHN. BRIEFLY THE CURRENT POLICY REQUIRES THAT THERE BE AT LEAST 3% OF THE PROJECTED 3% OF THE PROJECTED GENERAL FUND OPERATING REACHED FISCAL YEAR AND DR. HAHN IS PROPOSING A 10% CHANGE. I'LL TURN IT OVER TO DR. HAHN IF SHE WANTS TO ADD ANYTHING FOR THAT. >>Stacy Hahn: I'M HITTING THE GROUND RUNNING. >>Jim Porter: LET'S GO. >>Stacy Hahn: GET IT ALL STRAIGHTENED OUT. THANK YOU. SO THIS HAS BEEN SOMETHING THAT SO THIS HAS BEEN SOMETHING THAT I BROUGHT FORWARD VERY THOUGHTFULLY INCREASING THE GENERAL FUND BALANCE TO 10%. AND I THINK IT CAN BE JUSTIFIED BY BY SEVERAL KEY FACTORS. EACH ENHANCING THE EACH ENHANCING THE FINANCIAL STABILITY OF THE DISTRICT AS WELL AS SUPPORTING LONG-TERM PLANNING AND IMPROVING THE DISTRICT'S ABILITY TO HANDLE DISTRICT'S ABILITY TO HANDLE EXPENSES AND CHALLENGES. SO I JUST WANT TO KIND OF SO I JUST WANT TO KIND OF GO THROUGH MY RATIONALE AND MANY OF YOU MAY, YOU KNOW, BE AWARE OF ALL THIS STUFF, BUT JUST FOR OTHER PEOPLE IN THE ROOM AND THE PUBLIC, I WANT TO GO THROUGH IT IN A LITTLE MORE DETAIL. SO THERE ARE A FEW POINTS AND KEY FACTORS I WANT TO HIT ON. THE FIRST ONE IS THE FIRST ONE IS ENHANCING FINANCIAL STABILITY. YOU KNOW, MAKING THIS INCREASE, IT CREATES A GREATER CUSHION AGAINST POTENTIAL SHORTFALLS WHETHER IT BE STATE FUNDING OR FLUCTUATIONS IN ENROLLMENT WHICH WE'VE SEEN QUITE A BIT OF IN THE LAST FEW YEARS. AND THEN UNEXPECTED DECLINES IN LOCAL REVENUE SOURCES WHICH WE'VE ALSO SEEN IN THE WE'VE ALSO SEEN IN THE LAST FEW MONTHS. SO THIS SO THIS REALLY CAN HELP US AVOID DISRUPTIVE CUTS WE WOULD HAVE MADE IF WE DIDN'T INCREASE ISIN OUR LEANER -- IN OUR LEANER FINANCIAL YEARS. I'M TRYING TO LOOK AHEAD A LITTLE BIT AND BE MORE PROACTIVE INSTEAD OF REACTIVE BRINGING THIS FORWARD. THE OTHER AROUND ENHANCED FINANCIAL STABILITY IS AROUND BOND RATINGS. HIGHER CREDIT RATINGS, REDUCED BORROWING COSTS ESPECIALLY FOR CAPITAL PROJECTS AND WE KNOW THAT WE HAVE A LOT OF CAPITAL PROJECTS COMING UP AND WITH EVERYTHING WITH THE CIT, THIS COULD -- THIS COULD, YOU KNOW, HELP US KEEP OUR GOOD HELP US KEEP OUR GOOD BOND RATING IN CREDIT WORTHYNESS ULTIMATELY SAVING TAXPAYER MONEY, SO THAT WAS THE ENHANCED FINANCIAL STABILITY. THE NEXT FACTOR IS JUST PREPARATIONS FOR EMERGENCIES. WE LIVE IN FLORIDA. WE HAVE HURRICANES. IT'S UNFORTUNATE WE'RE PRONE TO NATURAL DISAST NATURAL DISASTERS AND THIS WOULD ENSURE WE HAVE THE NECESSARY FUNDS TO ADDRESS WHETHER IT BE EMERGENCY REPAIRS EMERGENCY REPAIRS OR, YOU KNOW, SUPPORT DISPLACED SUPPORT DISPLACED STUDENTS AND FAMILIES. AND WE HAVE ALL GONE THROUGH COVID NOW. HOPEFULLY WE'LL NEVER HAVE TO GO THROUGH SOMETHING LIKE THAT AGAIN. BUT AGAIN, WE DON'T KNOW WHAT THE FUTURE BRINGS AND WE NEED TO BE PREPARED. THE NEXT FACTOR IS SUPPORTING STRATEGIC INITIATIVES. INVESTING IN STRATEGIC INITIATIVES MAY REQUIRE UPFRONT COSTS SUCH AS CURRICULUM ENHANCEMENT, TECHNOLOGY UPGRADES OR STAFF DEVELOPMENT PROGRAMS AND THIS HIGHER AND THIS HIGHER FUND BALANCE WOULD ALLOW US TO ADDRESS SOME WOULD ALLOW US TO ADDRESS SOME OF THAT. AND THEN AND THEN FLEXIBILITY IN UNCERTAIN TIMES. GREATER FLEXIBILITY TO ADAPT TO CHANGING CIRCUMSTANCES SUCH AS MANDATE SHIFTS THAT MAY OCCUR OR EDUCATIONAL PRIORITIES THAT WE MAY WANT TO INVEST IN AND MOVE FORWARD AT FORWARD AT A FASTER PACE. THE FOURTH FACTOR FOR ME WAS THE FOURTH FACTOR FOR ME WAS MITIGATING CASH FLOW MITIGATING CASH FLOW ISSUES. YOU KNOW, SOME OF US YOU KNOW, SOME OF US ON THIS BOARD, WE PROBABLY ALL EXPERIENCED THIS BY NOW BUT I KNOW FOR MEMBER PEREZ AND MEMBER GRAY AND MYSELF, WE HAD TO FACE THIS DURING THE FIRST FOUR THIS DURING THE FIRST FOUR YEARS OF MY TERM. AND, YOU KNOW, WE SOMETIMES AND, YOU KNOW, WE SOMETIMES FACE TIME TIMING GAPS BETWEEN OUR EXPENDITURES AND REVENUE COLLECTION SO THIS FUND BALANCE CAN HELP SMOOTH OUT THE CASH FLOW ISSUES AND IF YOU FLOW ISSUES AND IF YOU RECALL, WE AT ONE TIME HAD TO GO OUT FOR A TAM BECAUSE OF THAT VERY ISSUE. WE'D LIKE TO AVOID THAT BECAUSE THAT INTERRUPTS OUR EMPLOYEE PAY SCHEDULE AND SO FORTH. AND THEN WE WANT TO AVOID THAT SHORT-TERM SHORT-TERM BORROWING. AND AGAIN, TO COVER OUR OPERATING EXPENSES. AND THAT'S WHEN WE HAD TO GO OUT FOR THE TAM AT THAT TIME TO COVER THAT SHORT-TERM. WE PAID IT BACK BUT IF WE HAVE A HIGHER FUND BALANCE, WE DON'T HAVE TO DO THAT, AND THAT IMPACTS OUR CREDIT RATING AND SO FORTH. SO I'M KIND OF LOOKING AT THE BIG PICTURE. THEN COMMUNITY AND STAKEHOLDER CONFIDENCE AND BEST PRACTICES. SO ESPECIALLY RIGHT NOW, I THINK THE TIMING IS APPROPRIATE. YOU KNOW, WE'VE MADE A LOT OF PROMISES TO THE COMMUNITY IN THE LAST FEW MONTHS AROUND THE REFERENDUM, AROUND CIT, AND WE CONTINUE TO FULFILL OUR PROMISES AROUND THE HALF PENNY SALES TAX. AND I THINK THIS IS AND I THINK THIS IS A REALLY GOOD OPPORTUNITY TO GOOD OPPORTUNITY TO KIND OF WALK THE TALK IN SHOWING THAT THE TALK IN SHOWING THAT WE ARE BEING REALLY BEING REALLY PRUDENT FISCAL MANAGERS. YOU KNOW, THIS -- THE IDEA THAT BUILDING TRUST AND SUPPORT FOR OUR INITIATIVES AND THE REFERENDUM, I THINK THIS REALLY SHOWS THAT WE'RE BEING THOUGHTFUL. WE'RE LOOKING AHEAD. WE'RE DOING A LOT OF REALLY THOUGHTFUL PLANNING AND THAT WE ARE READY FOR ANYTHING THAT WE MAY ENCOUNTER FINANCIALLY. SO WE'RE NOT BEING PUT INTO SO WE'RE NOT BEING PUT INTO A FINANCIAL POSITION WHERE WE HAVE TO BE TO BE TAKING RISKS. AND SO THEN THE LAST THING REALLY IS AROUND BEST PRACTICES. AND I WILL JUST SAY THAT MANY FINANCIAL EXPERTS AND EDUCATIONAL ORGANIZATIONS SAY THAT THE THAT THE RECOMMENDED FUND BALANCE IS BETWEEN 8% AND 17%. SO I THINK, YOU KNOW, HAVING IT INCREASE TO 10% REALLY ALIGNS WITH THESE BEST PRACTICES WITHOUT GOING TOO FAR BUT ALSO COVERING OURSELVES IN REGARD TO ALL THE THINGS I JUST MENTIONED. I THINK IT'S A PROACTIVE MEASURE. I THINK IT ENHANCES THE DISTRICT'S FINANCIAL HEALTH AND REALLY INSURES PREPAREDNESS FOR WHETHER IT'S EMERGENCIES, LONG-TERM STRATEGIC GOALS OF THE SCHOOL BOARD OR SUPERINTENDENT, AND ULTIMATELY BENEFITING THE AND ULTIMATELY BENEFITING THE STUDENTS AND COMMUNITY. THANK YOU. >>Jessica Vaughn: MEMBER GRAY? YOU'RE FIRST IN THE QUEUE. >>Lynn Gray: THANK YOU, MEMBER VAUGHN. IT'S VERY IMPORTANT TO IT'S VERY IMPORTANT TO OBSERVE THE THE BACKDROP THAT MANY OF US, MAYBE SOME IN THE AUDIENCE FACED IN 2018. WE HAD TWO WEEKS TO GO WE HAD TWO WEEKS TO GO WITHOUT BEING ABLE TO PAY OUR EMPLOYEES. AND THE PUSH FOR A REFERENDUM FOR DELAYED MAINTENANCE HAD DEFINITELY BEEN OBVIOUS DEFINITELY BEEN OBVIOUS WITH PLANT HIGH SCHOOL AND LACK OF AIR CONDITIONING. WE'VE BEEN IN A VERY WE'VE BEEN IN A VERY BAD PLACE. LESSONS LEARNED. I BELIEVE ALL THAT MEMBER HAHN SAID -- SORRY. I HAVE A LITTLE BIT OF A -- WHAT'S THAT CALLED? JETLAG. THAT'S OLD AGE. DON'T QUOTE ME ON THAT. BUT AT ANY RATE, THE IDEA OF BUT AT ANY RATE, THE IDEA OF SETTING -- LOCKING A BALANCE SHEET, VERY, VERY IMPORTANT. THE PERCEPTION OF OUR DISTRICT STILL REMAINS THAT WE'RE NOT SPENDING AS FRUGALLY OR AS WISELY AS WE SHOULD. SO WITH THAT, SO WITH THAT, AND WITH THE PREVIOUS SITUATION OF THE TAM NOTE WHICH DR. HAHN MENTIONED, WHICH MEANS, YOU KNOW, OUR BOND WHICH MEANS, YOU KNOW, OUR BOND RATING WENT DOWN 3% AND THE PERCEPTION OF THE COMMUNITY ALSO WENT DOWN. I BELIEVE THAT IT WOULD BE MORE PRUDENT NOT TO GO WITH 3% BUT TO HAVE A BOTTOM OF 5%. AND THE REASON IS -- OR MANY. NOT TO DUPLICATE EXACTLY NOT TO DUPLICATE EXACTLY WHAT WAS JUST SAID BUT RIGHT NOW IF YOU LOOK AT THE ANNUAL YOU LOOK AT THE ANNUAL BUDGET, AND I KNOW THAT, RU, I KNOW YOU'RE VERY YOU'RE VERY AWARE AND SUSIE GARCIA. RIGHT NOW WE HAVE SO MANY DIFFERENT MONITORS THAT ARE HAPPENING OR NOT HAPPENING. FOR EXAMPLE, 500 EMPLOYEES WE'RE MISSING. SO SUSIE, YOU HAVE A LITTLE BIT MORE MONEY BECAUSE WE DON'T HAVE THAT INSTRUCTIONAL STAFF IN THE FACE OF A RISING FTE BECAUSE WE DO HAVE MORE STUDENTS THAN WE ANTICIPATED. SO THAT'S ANOTHER VARIABLE. I BELIEVE THAT WAS 88 MILLION THAT WE THAT WE ARE SEEING. SO YOU HAVE THOSE VARIABLES BUT ON THE OTHER SIDE, WE COULD HAVE A HURRICANE AND WE COULD HAVE OTHER OTHER NATURAL DISASTERS, NO EARTHQUAKES BUT THOSE THINGS CAN OCCUR. SO WHEN WE LOCK IN A SO WHEN WE LOCK IN A SO WHEN WE LOCK IN A PERCENTILE, I DO BELIEVE FOR THE PERCEPTION AND THIS IS IN SUPPORT, SUPERINTENDENT VAN AYRES AND THE REST OF US, REST OF US, THE PERCEPTION OF EACH BOARD MEMBER AND YOURSELF IS FISCAL RESPONSIBILITY. AND STABILITY. SO IF WE'RE ASKING FOR A MILLAGE, AND WE'RE NOT MILLAGE, AND WE'RE NOT SHOWING THAT WE ARE -- WE'RE NOT GOING TO GET DESPERATE. 3% WAS A DESPERATE MOVE. THAT WAS A THAT WAS A GO-TO. THAT IS NOT THAT IS NOT -- THAT'S OBSCURE. FIVE PERCENT TO ME, THE LOW, IS MORE TO ME AND I'LL SPEAK AS AN INDIVIDUAL BOARD MEMBER, MUCH MORE MORE ASTUTE. AND THEN HAVING THE 10% AS THE HIGH FOR HIGH FOR ROAM NEAR JOHNSON. SO MY ONLY -- SO MY ONLY -- RAM RAM. SO I THINK BECAUSE OF SO I THINK BECAUSE OF LESSONS LEARNED THAT -- AND I SEE YOU HAVE A QUESTION, MEMBER VAUGHN. I BELIEVE IT SAYS I BELIEVE IT SAYS 3%. BUT I'LL CHECK. >>Jim Porter: THE CURRENT POLICY ALIGNS WITH STATE LAW AND IT'S 3%. THE PROPOSAL WOULD BE TO CHANGE 3% TO 10%. >>Lynn Gray: WELL, 10%, THE BOTTOM LINE IS 10% THEN, RIGHT? THAT'S OUR BOTTOM. >>Jim Porter: THAT WOULD BE THE PROPOSED. SO THERE IS NO RANGE RIGHT NOW. IT'S JUST 3% IS WHAT IS HERE AND DR. HAHN IS PROPOSING THE FUND BALANCE BE AT 10% INSTEAD OF 3%. >>Lynn Gray: THEN I AGREE. I SAID 5% BECAUSE WHEN YOU HAVE THAT LITTLE BIT OF LEEWAY, 10% MAY OR MAY NOT OCCUR SO I MEAN, I'M WITH THE 5%. THAT'S WHAT -- I GUESS THE THAT'S WHAT -- I GUESS THE BOTTOM LINE IS. AND THEN I DON'T WANT TO GO BELOW 5%. I THINK IN REALITY, WITH ALL I THINK IN REALITY, WITH ALL THE VARIABLES AND I'M HOPING MEMBER -- NOT MEMBER JOHNSON BUT MS. JOHNSON WILL MS. JOHNSON WILL ENUMERATE THE VARIABLES. I THINK WE SHOULD BE PRUDENT, 5%. 10% MAY LOCK YOU INTO A POINT WHERE YOU DON'T HAVE MUCH FREE LANES TO LANES TO NEGOTIATE. SO THAT'S MY COMFORT LEVEL AND IT COMES FROM EXPERIENCE. SO FOR WHAT IT'S WORTH, AS AN INDIVIDUAL BOARD MEMBER, I RECOMMEND THE 5%. AND AND WELCOME COMMENTS. >>Jessica Vaughn: MEMBER WASHINGTON, YOU'RE NEXT IN THE QUEUE. >>Henry "Shake" Washington: THANK YOU. YOU BOTH HAVE A GREAT POINT BECAUSE WE HAVE TO SHOW BECAUSE WE HAVE TO SHOW OUR FISCAL RESPONSIBILITY TO THE COMMUNITY. AND THAT'S VERY IMPORTANT. BUT I THINK ONE POINT WE'RE LEAVING OUT, WE'RE MAKING SUGGESTIONS AND PROPOSALS BUT WE NEED TO REALLY HEAR FROM THE NEED TO REALLY HEAR FROM THE CHIEF FINANCE OFFICER. BECAUSE IS THAT FEASIBLE. WHEN SHE HAS AN OPPORTUNITY, I'D LIKE TO HEAR FROM HER ON LIKE TO HEAR FROM HER ON THAT. THANK YOU. >>Karen Perez: SO I TEND TO AGREE WITH MEMBER HAHN. WHEN WE WERE IN A VERY BAD SITUATION, SITUATION, I'LL BE HONEST, WE CAME FROM A $350 CAME FROM A $350 MILLION DEFICIT TO -- WE'VE KIND OF TAILORED THAT DOWN TO BEING IN THE BLACK RIGHT NOW. BUT WE WERE UNDER BUT WE WERE UNDER THE MICROSCOPE OF THE STATE AND ALMOST AT A PLACE OF TAKEOVER. AM I RIGHT? WHEN WERE WE AT THE PLACE OF ALMOST TAKEOVER? >> >> IN 2021. >>Karen Perez: SO NOT LONG AGO. >> THREE YEARS AGO. >>Karen Perez: THAT WAS IN THE MIDST OF MIDST OF A PANDEMIC THAT HIT US AND EVERYTHING SHUT DOWN. SO NOT ONLY WERE WE IN A PLACE OF TAKEOVER BUT WE WERE IN A GLOBAL SITUATION. SO AT 10%, BECAUSE WE NEVER KNOW WHAT WE DON'T WHAT WE DON'T KNOW, WHEN WHAT WE DON'T KNOW, WHEN THINGS ARE GOING TO JUST HAPPEN. WHEN STUFF IS GOING TO HIT THE AND WE NEED TO PROTECT THE HILLSBOROUGH COUNTY SCHOOLS AND OUR EMPLOYEES. RIGHT? SO THAT 10% SO THAT 10% WOULD DO WHAT? WHAT WOULD THAT COVER? >> I THINK THE TIMING IS CORRECT. I AGREE WITH DR. HAHN. THE TIMING IS -- THIS IS THE OPPORTUNITY FOR THE BOARD TO SET POLICIES. WHEN I'M DEALING WITH THE BOND RATINGS, THEY'RE LOOKING AT -- THE FIRST THING THEY LOOK AT IS STABILITY IN THE FUND BALANCE. ANOTHER THING IN CASH FLOW. I DON'T WANT TO BE IN A POSITION, 5% WOULD PUT ME IN A POSITION, I MIGHT HAVE TO GO OUT FOR A TAM AND THAT'S TOO CLOSE TO CALL. I'D RATHER BE IN A POSITION WHERE THERE IS COMFORT IN THE FINANCIALS AND I'M USING ANY MONEY IN THE FUND BALANCE TO MAKE MONEY FOR THE DISTRICT OR EARN MONEY. SO I'M IN THE POSITION I CAN EARN MONEY AND CASH FLOW WHEN I'M LOW, I GOT TO MAKE SURE I PULL ENOUGH OUT AND BE IN A POSITION TO COVER THAT. I DON'T WANT TO BE IN A POSITION WHERE I'M DECIDING TO GO OFF OUR TAM AND NOT REAL QUICK -- AND I DON'T KNOW WHAT THE RATE WILL BE BECAUSE IT COSTS THE DISTRICT MONEY WHEN YOU BORROW MONEY FROM SOMEWHERE ELSE. THE ULTIMATE IS WE'LL HAVE FLEXIBILITY -- A DISTRICT THIS LARGE NEEDS FLEXIBILITY IF THERE IS UNFORESEEN THINGS HAPPEN, WE NEED TO COVER OUR PAYROLL. IF IT'S A HURRICANE OR SOMETHING HAPPENS TO OUR FACILITY, WE NEED TO HAVE CASH AVAILABLE AND READY TO SPEND. WE GET A MAJOR TORT OR LAWSUIT AGAINST THE DISTRICT, WE NEED TO HAVE MONEY AVAILABLE AND READY AND PREPARED. NOW THIS POLICY IS JUST TO PROTECT PROTECT US. HOLD ME FISCALLY RESPONSIBILITY AND THE SUPERINTENDENT FISCALLY RESPONSIBLE AND THE BOARD. AS SHE STATED, 10% IS IN THE RANGE OF COMFORT, OF A DISTRICT OF THIS SIZE AND JUST HAVE TO THAT COMFORTABILITY. AND IT'S YOUR POLICY. THE BOARD HAS THE RIGHT TO SET A POLICY AND THEY CAN CHANGE IT AT THEIR WILL. RIGHT NOW SINCE WE HAVE MONEY, IT'S A GREAT TIME TO SET A POLICY THAT ENSURES STABILITY. IF YOU DECIDE YOU WANT TO REDUCE THE POLICY, YOU CAN DO THAT AT A LATER DATE. RIGHT NOW IT ENSURES THE DISTRICT WE'RE IN A POSITION OF COMFORT, LIKE OTHER LARGE DISTRICTS OF OUR SIZE THAT'S IN FLORIDA. THEIR FUND BALANCE IS KIND OF HIGHER THAN OURS. SOME ARE AND SOME NOT. THEN THEY HAVE CRITICAL THEN THEY HAVE CRITICAL THINGS. THREE PERCENT IS THE LOWEST THE STATE REQUIREMENT. YOU LOSE THAT MONEY AT ANY TIME. ONE MAJOR DISASTER OR ONE MAJOR ONE MAJOR DISASTER OR ONE MAJOR NEGOTIATION OR BAD DECISIONS MADE, NOW WE CAN USE SOME OF THE FUND BALANCE FOR INITIATIVES WE MIGHT HAVE THAT WE DIDN'T DECIDE TO DO TO DO BEFORE. WE CAN RESTRICT THE FUND BALANCE ALSO. I'M JUST SAYING, IT PUSHES YOU IN A GOOD POSITION OF STABILITY OVERALL FOR THE DISTRICT. >>Karen Perez: SUPERINTENDENT, WE'VE HAD A COUPLE OF CLOSE CALLS WITH SOME HURRICANES. RIGHT? MORE SO THAN WE HAVE HAD IN THE PAST. WE'VE HAD SOME FLOODING RECENTLY IN AREAS --. >>Van Ayres: LAST NIGHT WAS ONE. >>Karen Perez: WE'VE HAD SOME FLOODING RECENTLY IN AREAS OF TAMPA THAT WE DID NOT HAVE IN THE PAST. AM I CORRECT? >>Van Ayres: THAT'S CORRECT. EVEN LAST NIGHT, CALLS FROM MR. FARKAS AT GIBSON ELEMENTARY WITH CLASSROOMS DOWN FROM THE FLASH FLOODING THAT OCCURRED LAST NIGHT. SO JUST TO PIGGYBACK OFF MS. JOHNSON, TO BE SUPERINTENDENT OF THE SCHOOL DISTRICT TO EVEN THINK 3% AND 5% FUND BALANCE MAKES ME EXTREMELY NERVOUS. THE NUMBER THAT WE LOOK AT FOR ME AS BEING FISCALLY RESPONSIBLE IS EVEN THE 12 TO 15% NUMBER. THIS POLICY THAT DR. HAHN BRINGS FORWARD I AGREE AND CONCUR HOLDING US ACCOUNTABLE OF THE 10% KNOWING IT'S A NUMBER THAT I STRIVE FOR WITH MS. JOHNSON IS AT 12 TO 15 AS DR. HAHN MENTIONED AFTER THE 17%. SO 12 TO 15 IS THE NUMBER THAT -- IF WE HAVE A POLICY THAT IS SET AT TEN WHERE WE AS A DISTRICT, AS WE RUN THE OPERATIONS OF THE SCHOOL DISTRICT TO END UP IN DISTRICT TO END UP IN THE 12 TO 15% NUMBER. I'M IN 100% SUPPORT OF THIS POLICY AND HOLDING US ACCOUNTABLE TO THAT. >>Karen Perez: THIS IS ALMOST LIKE AN EMERGENCY LIKE A FAMILY WOULD HAVE AT HOME. AN EMERGENCY FUND THAT JUST IN CASE SOMETHING HAPPENS. >>ROMANEIR JOHNSON: >>ROMANEIR JOHNSON: CORRECT. >>Karen Perez: THANK YOU. >>Jessica Vaughn: OKAY. NEXT IN QUEUE. I'M A LITTLE BIT CONFUSED BECAUSE IF WE SET IT AT 10% SAYING WE CAN'T GO UNDERNEATH IT, AND WE'RE SAYING THAT BASED ON THE FACT THAT OH, IF THERE IS AN EMERGENCY, IF WE NEED TO MAKE PAYROLL, A LOT OF THE THINGS DR. HAHN HIGHLIGHTED AND WE HAVE TO USE THAT MONEY, DOES THAT MEAN WE HAVE TO HAVE AN EMERGENCY MEETING TO CHANGE OUR OWN POLICIES SO WE DON'T VIOLATE OUR OWN POLICY? >>ROMANEIR JOHNSON: WELL, THE DISTRICT WAS IN THIS SITUATION BEFORE AND YOU WERE IN VIOLATION OF THE POLICY. YOU WAS AT I THINK 5% AND IT WAS -- YOU WAS IN VIOLATION OF THE THE POLICY. THE THE POLICY IS ON PAPER TO GIVE STABILITY TO OUR FINANCIAL OUTSIDE OF THE DISTRICT LOOKING AT US. WHEN WE VIOLATE THE POLICY, IT DOES HAVE TO BE DOES HAVE TO BE CHANGED BUT IT'S NO EMERGENCY MEETING TO CHANGE THE POLICY. YOU JUST HAVE TO ADDRESS THE POLICY WHEN YOU HAVE TIME. IT'S NO SUCH THING AS EMERGENCY FOR A POLICY. WE VIOLATE POLICIES WE VIOLATE POLICIES ALL THE TIME BUT IT'S YOUR POLICIES. IT'S THE BOARD'S POLICY TO IT'S THE BOARD'S POLICY TO HOLD US ACCOUNTABLE. >>Jim Porter: THE OTHER THING IF I CAN ADD TO WHAT MS. JOHNSON SAID, SHE IS CORRECT. IN THE PAST THE BOARD DID VIOLATE ITS POLICY. SO I WAS INTERESTED TO HEAR WHAT YOU HAD TO SAY TODAY ABOUT WHETHER THIS IS DOABLE AND WHETHER WE'D CONSTANTLY BE ANE WHETHER WE'D CONSTANTLY BE ANE SITUATION OF HAVING TO DIP BELOW THAT. THE FUND BALANCE IS SOMEWHAT FLUID IN THE SENSE OF IT GOES UP AND IT GOES DOWN. AND I THINK IF IT'S THE -- IF YOU SET IT AT 10%, ?D THROUGHOUT THE YEAR THE AVERAGE IS 10%, I DON'T THINK WE'D BE IN VIOLATION. I THINK THE PROBLEM WOULD BE IF WE'RE CONSISTENTLY RUNNING AT 5% AND IT'S AT 10%. THAT'S WHERE WE WERE BEFORE. WE HAD TO CHANGE THE POLICY TO 3% BECAUSE THAT'S WHERE THE DISTRICT WAS. TO YOUR POINT, IF WE HAVE THE FUND BALANCE OF 10% OR 11% AND WE HAVE TO DIP DOWN TO 9% TO DEAL WITH A SITUATION, WE'LL GET IT BACK UP. I THINK IT'S ON YOUR SHOULDERS TO DO THAT. IF WE CAN'T DO IT FOR WHATEVER REASON, WE'LL COME BACK TO THE BOARD AND ASK THAT THE POLICY BE AMENDED. THE CRITICAL THING TODAY IS YOUR RECOMMENDATION FROM YOUR CFO AND SUPERINTENDENT THAT THIS IS SOMETHING THEY RECOMMEND AND IT'S ALSO SOMETHING THAT'S DOABLE AND IT'S NOT GOING TO PUT US IN A CASH FLOW PROBLEM OR KIND OF OTHER FINANCIAL SITUATION. THEN IT'S UP TO YOU TO DECIDE WHETHER YOU'RE WHETHER YOU'RE COMFORTABLE OR NOT. YOU'RE BASING THIS ON NOT ONLY DR. HAHN'S PROPOSAL BUT THE RECOMMENDATION OF THE PROFESSIONAL STAFF. >>Jessica Vaughn: I APPRECIATE THAT. JUST HEARING IT I HAVE CONCERNS ESPECIALLY BECAUSE WE'RE TALKING ABOUT WHETHER OR NOT WE'RE GOING TO BE ABLE TO PASS THE MILLAGE AND IF SOMETHING LIKE THAT MEANS WE CAN'T PASS IT, IF WE HAVE TO LOOK AT FALLING AT A LOOK AT FALLING AT A SMALLER FUND BALANCE OR HAVE WIGGLE ROOM TO PAY OUR EMPLOYEES, TO ME, MAKING SURE WE CAN PAY EMPLOYEES TALKING ABOUT COMPETING WITH OTHER COUNTIES IS TOP PRIORITY TO ME. THAT'S MY CONCERN. WHILE I AGREE WITH DR. HAHN AND APPRECIATE WE WANT TO BUILD TRUST WITH THE COMMUNITY, BE GOOD STEWARDS, HAVE THIS OPPORTUNITY WHEN WE HAVE A HIGH FUND BALANCE TO PRESERVE THE AMOUNT OF MONEY, AMOUNT OF MONEY, I'M ALSO CONCERNED THAT WHAT WE'VE TALKED ABOUT WHETHER WE RUN INTO A ABOUT WHETHER WE RUN INTO A DEFICIT AND TALK ABOUT NEGOTIATIONS AND MAKING SURE WE USE THE MONEY WE HAVE FOR EDUCATION TO INVEST IN OUR DISTRICT AND EDUCATION AND NUMBER ONE, PAY OUR PRIORITIES. I MEAN, I'D FEEL MORE COMFORTABLE TALKING ABOUT THIS AFTER WE KNOW WHETHER THE MILLAGE IS GOING TO PASS AND MILLAGE IS GOING TO PASS AND WHAT WE'RE TALKING ABOUT WHAT WE'RE TALKING ABOUT WHEN WE TALK ABOUT EXTRA FUNDING. I UNDERSTAND THE POLICY IS BEING BROUGHT FORWARD NOW. I'D TEND TO AGREE WITH MEMBER GRAY GRAY WHERE I'D FEEL MORE COMFORTABLE IN A 5 TO 8% RANGE THAN GOING UP TO 10. IF AGAIN, SOMETHING ELSE HAPPENS IN NOVEMBER AND WE WANT TO REVISIT AND LOOK AT POSSIBLY RAISING BECAUSE WE'RE A LITTLE MORE COMFORT IN THE FACT WE'LL HAVE MORE REVENUE COMING IN, I'D BE OPEN TO THAT. BUT JUST JUMPING UP TO 10% KNOWING HOW QUICKLY -- DEPENDING ON WHAT THINGS LOOK LIKE MAKES ME A LITTLE MORE NERVOUS. THAT'S MY PERSONAL THOUGHTS ON IT. I'D LOVE TO HEAR WHAT OTHER BOARD MEMBERS HAVE TO SAY AND THERE IS A BIG QUEUE. THE NEXT ONE IN QUEUE IS MS. RENDON. MEMBER RENDON. >>Patti Rendon: GOOD MORNING. THANK THANK YOU, MEMBER VAUGHN. WHAT IS OUR CURRENT FUND BALANCE? WHAT IS THE PERCENTAGE OF THE WHAT IS THE PERCENTAGE OF THE CURRENT FUND BALANCE? >>ROMANEIR JOHNSON: 24%. 395 MILLION. >>Patti Rendon: SO WE ALREADY HAVE AN EXTENSIVE AMOUNT OF PROTECTIONS. SO I THINK THIS IS A REALLY GOOD TIME TO BE AND PUT US IN A POSITION WHERE THAT 10% IS REALLY IN A GOOD LEVEL IN COMPARISON TO WHERE WE'RE AT. WE'VE GOT FLEXIBILITY NOW. AND I THINK I ALSO WANT TO NOTE NOW AT THIS POINT IN TIME THAT WHEN OUR FUND BALANCE IS WHERE IT'S AT, AND WE DO HAVE THINGS -- I MEAN, THE HURRICANES ARE ALWAYS AT OUR FOREFRONT AND THE FLOODING RIGHT NOW IS KIND OF SCARY CONSIDERING THE FACT THAT WE REALLY HAVEN'T HAD AN EXPENSIVE AMOUNT OF RAIN IF WE DO HAVE A TROPICAL STORM COME THROUGH. SO -- AND I KNOW I HAVE ROADS IN MY AREA THAT ARE LITERALLY -- THE WATER IS ON THE PAVEMENT WAITING TO GO OVER. SO I DO SO I DO AGREE WITH THAT. BUT I THINK IT'S SOMETHING WE NEED TO GO ON RECORD TO NOT ONLY WORRY ABOUT THE FUND BALANCE. IF WE'RE GOING TO MAKE THE FUND BALANCE THE WAY IT IS, WE NEED TO LOOK DEPARTMENT BY DEPARTMENT AND WHERE WE'RE GOING TO MAKE SURE WE COVER THAT BECAUSE MS. VAUGHN IS 100% CORRECT IN THE FACT THAT WE NEED TO ANTICIPATE OUR NEEDS OF OUR EMPLOYEES NEXT. BECAUSE WHETHER OR NOT THE REFERENDUM PASSES OR NOT, THAT DOESN'T CHANGE OUR SALARIES. IT CHANGES WHAT WE'RE ABLE TO GIVE THEM AS AN EXCEPTION TO THE SALARIES BUT WE DO NEED TO CONSIDER THAT THEIR SALARIES NEED TO CONTINUE TO NEED TO CONTINUE TO INCREASE. WHETHER OR NOT THE WHETHER OR NOT THE REFERENDUM DOES OR DOES NOT PASS. SO I DO WANT TO MAKE SURE WE MENTION THAT EVEN IF WE MOVE OUR FUND BALANCE TO 10%, WE STILL HAVE FLEX ITABILITY CURRENTLY FOR THAT NEED AND WE ALSO HAVE ROOM THAT WE CAN LOOK CONTINUOUSLY WITHIN OUR OWN DEPARTMENTS OF HOW WE MOVE AND MANAGE THROUGHOUT THE NEXT PART OF THE YEAR TO CONTINUOUSLY HAVE THAT AS THAT AS ANTICIPATION. SO THANK YOU. I THINK IT'S IMPORTANT TO KNOW THAT WE'RE AT 24% WHICH IS QUITE LARGE AND SO 10% IS DEFINITELY A HEALTHY PLACE TO BE. SO I AGREE WITH DR. SO I AGREE WITH DR. HAHN ON THIS ONE. >>Jessica Vaughn: THANK YOU, MEMBER RENDON. MEMBER COMBS? >>Nadia Combs: I TEND TO -- I TEND TO AGREE WITH MEMBER VAUGHN AND MEMBER GRAY. I THINK MAYBE SAYING A 5 TO 10%. I'LL SAY WHY. A COUPLE THINGS IS A LOT OF THAT FUNDING CAME FROM ESSER FUNDING. THERE WERE A LOT OF TRANSFERRING OF MONEY THAT OF MONEY THAT CAME THROUGH ESSER. SO MAKE NO MISTAKE. ONE OF THE REASONS THE FUND BALANCE IS SO HUGE IS BECAUSE OF SO MUCH ESSER MONEY THAT CAME THROUGH. IS THAT CORRECT? >>ROMANEIR JOHNSON: THAT IS CORRECT. >>Nadia Combs: THAT MONEY IS NO LONGER GOING TO BE THERE. WE HAVE BEEN TRANSFERRING THE MONEY FOR YEARS. THAT NO LONGER WILL BE THERE. SECONDLY, THE REASON THE FUND BALANCE IS SO HIGH IS IT'S ON THE BACKS OF OUR TEACHERS BECAUSE OUR CLASS SIZES ARE SO HIGH. SO OUR TEACHERS ARE WORKING AND CLASS SIZES ARE MUCH HIGHER THAN THEY HAVE IN THE PAST. AND IN THE MEANTIME WE HAVE 500 VACANCIES. SO ONE OF THE REASONS THE FUND BALANCE HAS INCREASED SO MUCH IS BECAUSE OF THE TEACHER VACANCIES. SO LET'S MAKE NO MISTAKE ABOUT THAT. ALSO, I THINK WHEN YOU HAVE SUCH A HIGH FUND BALANCE, IT LIMITS WHAT WE CAN NEGOTIATE WITH OUR TEACHERS. SUDDENLY WE CAN'T PROVIDE THEM THE BONUSES OR LOOK AT THAT. I NEED TO THINK ABOUT WHAT HAPPENS NEXT YEAR FOR TEACHERS. THAT'S GREAT. WE DID GREAT THIS YEAR. I HAVE TO THINK ABOUT NEXT YEAR AND NOT ONLY THINK ABOUT THE REFERENDUM BUT BE REMINDED EVERY DAY THAT THE STATE KEEPS STARTING US OUT AND FUNDING US 50th IN THE NATION. HILLSBOROUGH COUNTY, FLORIDA, HAS THE LARGEST VACANCIES IN THE COUNTRY. HILLSBOROUGH COUNTY HAS ONE OF THE LARGEST VACANCIES IN THE STATE. AND ALL OF THAT IS ON THE BACKS OF TEACHERS SO TO INCREASE THE FUND BALANCE TO THAT HIGH I THINK IS A HUGE MISTAKE. I WOULD SAY 5 TO 10% TO BE KIND AND SAY 5 TO 10% BUT I REALLY WANT TO MAKE SURE THAT MONEY IS ALSO AVAILABLE. ALSO IF THERE IS A CRISIS, THAT'S GREAT THAT WE HAVE THAT FUND BALANCE, BUT IN ADDITION TO THAT, WHAT ABOUT THAT, WHAT ABOUT LOOKING AT POSSIBLY INSURANCE. IF WE WERE EVER GOING TO LOOK AT SELF-INSURANCE OR ANYTHING TO SAVE MONEY. SUDDENLY WE HAVE ALL THE MONEY LOCKED INTO THE FUND BALANCE. FOR ME I'M NOT GOING TO LOCK MYSELF OUT ON THAT AND TO MAKE SURE THAT, YOU KNOW, I WOULD THINK IF THE FUND BALANCE LOOKS GREAT, I'D LOVE TO SEE A BONUS OR SOMETHING FOR OR SOMETHING FOR TEACHERS WHO HAD ALL THESE EXTRA STUDENTS IN THE CLASSROOM. AT THE END OF THE DAY FOR ME IT'S ABOUT PAYING OUR TEACHERS AND MAKING SURE THAT WE HAVE THE RIGHT CLIMATE AND CULTURE BY HAVING SUCH A FUND BALANCE IS JUST -- WE'RE KEEPING THAT MONEY WHERE PEOPLE CAN BARELY SURVIVE TODAY. SO I'M VERY, VERY MUCH INTO THE 5% OR 10%. DEFINITELY NOT AS HIGH AS DEFINITELY NOT AS HIGH AS 10%. THANK YOU. >>Jessica Vaughn: THANK >>Jessica Vaughn: THANK YOU, MEMBER GRAY. >>Lynn Gray: I'LL BE THE DEVIL'S ADVOCATE BECAUSE LOOKING AT BOTH SIDES OF THE SPECTRUM, OF COURSE WE WANT A NICE HEALTHY FUND BALANCE. YOU'LL FEEL BETTER. PROBABLY SLEEP BETTER AT NIGHT. BUT WHAT'S HAPPENING IS IT'S AT THE RISK AND THE THE RISK AND THE COST OF OUR TEACHERS AND OUR STAFF MEMBERS. WHAT YOU DO IS WHEN YOU PUT A HIGH FUND BALANCE WHICH IS HIGH FUND BALANCE WHICH IS FINE, 10%, YOUR LACK OF 10%, YOUR LACK OF FLEXIBILITY TO REALLY DO REALLY DO -- TO DO FAIR PAY TO THE TEACHERS LEADS US TO A MILLAGE ASK. SO NOW SO NOW WE'RE GOING FOR A MILLAGE AND THE REASON IS BECAUSE THE PAY IS JUST NOT AFFORDABLE. TEACHERS ARE WORKING TWO TO THREE JOBS. SO WHEN YOU LOCK IN A 10%, WHAT YOU'RE REALLY SAYING IS, NEGOTIATIONS ARE GOING TO NEGOTIATIONS ARE GOING TO HAVE LACK OF FLEXIBILITY LACK OF FLEXIBILITY. TEACHERS AND STAFF, SUPPORT PERSONNEL, THEY WON'T HAVE THAT FREEDOM TO MAYBE GAIN MORE OF THE MONEY THEY SO MUCH DESERVE. SO SO I BELIEVE THE 5%, WE'VE BEEN THROUGH THIS BEFORE, IS A BETTER IDEA FOR MANY REASONS. AND BY THE WAY, ATTORNEY PORTER, YOU MENTIONED THE MAIN JOB IS YOU MENTIONED THE MAIN JOB IS IMPORTANT TO IMPORTANT TO MRS. IMPORTANT TO MRS. ROMANEIR. OUR MAIN JOB AS A BOARD IS FISCAL RESPONSIBILITY. THAT'S OUR MAJOR JOB. SO AS A SENIOR BOARD MEMBER SEEING THE EBB AND FLOW AND NOW SEEING A SEEING A DISASTROUS CONSEQUENCE OF TEACHERS NOT GETTING PAID AT ALL AND WE'RE MINUS 500 AND WE'RE 50 WE'RE 50th IN THE NATION, WE'RE 50th IN THE NATION, TO ME WE'RE 50th IN THE NATION, TO ME I HAVE TO SCRATCH MY HEAD AND SAY, IS THERE ANYTHING BETTER WE CAN DO OTHER THAN HAMMER THEM AND HAVE A HIGHER FUND BALANCE. FUND BALANCES ARE IMPORTANT. DR. HAHN AND MYSELF AND MEMBER DR. HAHN AND MYSELF AND MEMBER PEREZ ALL WENT THROUGH PEREZ ALL WENT THROUGH H-E DOUBLE HOCKEYSTICKS. 3% WAS LOW. WE HAD TO. IN YOUR TENURE HERE YOU DIDN'T GO THROUGH WHAT WE GO THROUGH WHAT WE HAD GONE THROUGH. SO SO CONSEQUENTIALLY, DR. HAHN BROUGHT UP A FUND BALANCE POLICY TO UP IT WHICH IS ABSOLUTELY LOGICAL. BUT WHAT'S NOT LOGICAL IS TELLING OUR TEACHERS THAT WE HAVE VERY LITTLE MONEY LEFT TO PAY THEM BECAUSE WE HAVE TO HAVE A HUGE FUND BALANCE. AND BY THE WAY, SMILE AS YOU WILL, AS MEMBER COMBS SAID, ESSER -- WE'RE IN A VERY COMFORTABLE PLACE. WE ARE IN A WE ARE IN A BETTER PLACE. AGAIN, 500 EMPLOYEES LESS. SO I WOULD LIKE TO HAVE THE SO I WOULD LIKE TO HAVE THE 500 EMPLOYEES COME, GET PAID DECENTLY AND NOT LOCK OURSELVES TOO HIGH. AND THE GENESIS IS, AND I'M HEARING THIS OVER AND OVER, WE HAVE THE RIGHT TO CHANGE IT. SO BE IT. SO IF WE DECIDE IN ANOTHER YEAR TO CHANGE IT, THEN WE SHALL. BUT AGAIN, WE HAVE AN EMERGENCY HERE. IT'S A NATIONWIDE EMERGENCY. WE ARE AT A TEACHER SHORTAGE AND PAY IS THE NUMBER ONE ITEM. SO SO THAT'S MY REMARKS. I WOULD WELCOME I WOULD WELCOME WHAT YOU HAVE TO SAY. BUT AGAIN, WE NEED TO MAKE SURE THAT WE'RE PAYING ATTENTION THAT WE'RE PAYING ATTENTION TO THE BIGGEST AMOUNT OF -- THE LARGEST AMOUNT OF FOLKS THAT DETERMINE THE WELFARE, MENTALLY, PHYSICALLY, SOCIALLY OF OUR CHILDREN AND THAT IS OUR TEACHERS. PERIOD. AND AND ESP, EXTRA SUPPORT PERSONNEL AND BUS DRIVERS. THAT'S ENOUGH FROM ME. >>Van Ayres: A POINT OF CLARITY. SO THE 395 MILLION THAT MS. JOHNSON NOTED WAS -- YOU'LL GET THIS AT THE PUBLIC GET THIS AT THE PUBLIC HEARING NEXT THURSDAY DURING THE BOARD MEETING. THAT'S TO CLOSE OUT THE 23-24 SCHOOL MEETING. WE'LL HAVE A PRESENTATION LOOKING AT 24-25. WE'RE VERY AGGRESSIVE WITH NEGOTIATIONS THIS PAST YEAR. THE NUMBER, THE 395 MILLION, THE FUND BALANCE DOESN'T INCLUDE ALL THE NEGOTIATIONS THAT WERE FOR THE 24-25 SCHOOL YEAR. I WANT TO MAKE THAT CLEAR. WE WERE VERY AGGRESSIVE TO MAKE SURE WE SETTLED WITH OUR UNIONS BUT THE NUMBER 395 MILLION DOES NOT INCLUDE -- THAT'S NOT FOR THE 24-25. THAT'S CLOSEOUT FOR 23-24 SCHOOL YEAR. MS. MS. JOHNSON? ANYTHING TO ADD? >>ROMANEIR JOHNSON: THAT'S CORRECT. >>Lynn Gray: BUT WE'RE 50th OR 48 THE IN THE STATE. THAT'S THE REALITY. >>Jessica Vaughn: THANK YOU. DR. HAHN? >>Stacy Hahn: THANK >>Stacy Hahn: THANK YOU, MEMBER VAUGHN. YOU TALKED ABOUT THE MILLAGE AND HAVING TO GO OUT FOR A MILLAGE IF WE GO IF WE GO TO 10% OR, YOU KNOW, WE'VE HAD TO GO OUT FOR A MILLAGE AT 24%. SO THAT DIDN'T REALLY MAKE SENSE TO ME. I WILL SAY THIS. I'VE BEEN VERY THOUGHTFUL ABOUT THIS. THIS WAS NOT A WHIM. AND I'VE DONE A LOT OF RESEARCH ON THIS. AND I CAN SAY THAT I CERTAINLY AGREE. WE HAVE DONE -- WE DID A GREAT JOB THIS YEAR PAYING JOB THIS YEAR PAYING OUR TEACHERS. I NEVER WANT TO GET BACK TO A POSITION WHERE WE CAN ONLY DO A BONUS. WHEN WE TALK ABOUT BUFFERING AGAINST REVENUE SHORTFALLS, I THINK WE MIGHT -- I THINK WE MIGHT -- I WANT TO JUST EMPHASIZE THAT. THERE IS A LOT ON EMERGENCIES. YES, THIS CAN HELP WITH EMERGENCIES. BUT THERE IS SUCH A BIGGER PICTURE AROUND THIS OUTSIDE PICTURE AROUND THIS OUTSIDE OF A HURRICANE. WE TALKED MANY TIMES ABOUT THE SHORTFALLS IN STATE FUNDING AND FLUCTUATIONS IN ENROLLMENT. THE LAST THE LAST THING WE WANT TO DO THE LAST THING WE WANT TO DO IS HAVE TO HAVE OUR EMPLOYEES HAVE TO HAVE OUR EMPLOYEES LOSE THEIR JOBS. EVEN WITH THE 10%, THAT WILL LEAVE YOU WITH WHAT? 14% TO -- FOR RAISES AND SO FORTH THAT Y'ALL HAVE BEEN TALKING ABOUT WHICH IS GREAT. BUT WE WANT TO AVOID DISRUPTIVE CUTS WHEN WE HAVE LEANER CUTS WHEN WE HAVE LEANER FINANCIAL YEARS. THE OTHER THING THAT I FIND A LITTLE TAKEN ABACK WITH IS THAT YOU WOULD NOT YOU WOULD NOT WANT TO LISTEN TO YOU WOULD NOT WANT TO LISTEN TO THE EXPERTS IN THE FIELD AROUND WHAT A HEALTHY FUND BALANCE SHOULD BE FOR A DISTRICT THIS SIZE. BETWEEN 18 AND 17% -- I MEAN, 8 AND 17%. AND ACTUALLY SIT HERE AS BOARD MEMBERS AND SAY, WE KNOW BETTER. IT SHOULD BE IT SHOULD BE 5%. OR 3%. AT THE VERY, VERY LEAST -- WELL, 10% WAS AT LEAST SOMEWHERE IN THE MIDDLE. BUT AT THE VERY LEAST, WHY WOULD YOU NOT -- I'LL AGREE YOU NOT -- I'LL AGREE WITH MEMBER VAUGHN AND MEMBER VAUGHN AND MEMBER COMBS AND BRING IT TO 8%. THAT'S AT LEAST WITHIN WHAT THE BEST PRACTICE IS. AT LEAST AT THE VERY, VERY LEAST, LET'S BE WITHIN WHAT BEST PRACTICE SAYS AND PRACTICE SAYS AND DO THE 8%. HAPPY TO DO THAT AND WE CAN SEE HOW IT GOES. BUT, YOU KNOW, I MEAN, OUTSIDE OF JUST PREPARED EMERGENCIES, IT'S THE CASH FLOW ISSUES. IT'S PROTECTING OUR EMPLOYEES IT'S PROTECTING OUR EMPLOYEES SO IF SOMETHING HAPPENS. WE DON'T WANT TO HAVE TO MAKE THE CUTS. ALL OF US ON THE BOARD WENT THROUGH THAT WITH THE LAST SUPERINTENDENT. THAT IS PAINFUL. SO I WOULD SAY AT THE VERY LEAST I'M WILLING TO COMPROMISE AND SAY LET'S ALIGN OURSELVES WITH BEST FISCAL BEST FISCAL PRACTICES. AND -- NONE OF US HERE ARE AND -- NONE OF US HERE ARE FINANCIAL EXPERTS. SO WE HAVE TO LOOK TO THOSE WHO DO UNDERSTAND DO UNDERSTAND THIS LANDSCAPE AND LET THAT INFORM HOW WE'RE LET THAT INFORM HOW WE'RE MAKING THESE DECISIONS SO THESE DECISIONS SO THAT WE CAN BRING STABILITY BRING STABILITY AND YET STILL CONTINUE TO PROVIDE THE RAISES WE NEED TO FOR OUR WE NEED TO FOR OUR EMPLOYEES. I'M HAPPY TO I'M HAPPY TO SUPPORT THE 8% FROM MY OTHER BOARD MEMBERS AND I THINK THAT'S A GOOD COMPROMISE AND SHOWS THAT WE ARE DOING AT LEAST WHAT'S THE BEST PRACTICE IS FINANCIALLY SO THAT'S WHERE I STAND. THANK YOU. I APPRECIATE I APPRECIATE EVERYBODY'S INPUT. >>Jessica Vaughn: THANK YOU, DR. HAHN. MEMBER -- I MEAN MEMBER MEMBER -- MS. JOHNSON? >>ROMANEIR JOHNSON: I DEFINITELY COULD SUPPORT 8% ALSO. BUT THE FUND BALANCE IS ONE-TIME FUNDING. I WANT TO COMMUNICATE THAT. IT'S ONE TIME. I DO NOT AS A CFO RECOMMEND GIVING RAISES THAT IMPACTS THE FUND BALANCE. I'M TRYING TO BRING STABILITY TO THE THE DISTRICT AND YES, THE DISTRICT AND YES, WE DIBBLED ESSER, THE ESSER, THE ONE-TIME FUNDING TO BUILD THE FUND BALANCE TO THE STATE IT IS. I HAVE BEEN THROUGH THE ROUGH TIMES WITH YOU GUYS BECAUSE WHEN I CAME IN, I WAS I CAME IN, I WAS FACED WITH A DEFICIT DISTRICT AND WE HAD TO DEFICIT DISTRICT AND WE HAD TO MAKE DECISIONS THAT WERE -- MAYBE NOT FAVORABLE WITH EVERYBODY BUT WE DECIDED EVERYBODY BUT WE DECIDED TO MAKE DECISIONS THAT RESTRUCTURED THE DISTRICT. THERE IS A PHYSICAL RECOVERY PLAN. WE JUST DIDN'T RELY ON ESSERS. I KNOW THAT THROUGH I KNOW THAT THROUGH ATTRITIONS DE WE DO RECEIVE -- WE DO RECEIVE MORE MONEY ON THE SIDE BUT WE'RE NOT RELYING ON VACANCIES. BECAUSE WE HAVE TO STILL SERVICE KIDS. WE HAVE TO HAVE KELLY SERVICES AND ANY OTHER SERVICE, CONTRACTED SERVICES. THAT MONEY IS NOT JUST SITTING THAT MONEY IS NOT JUST SITTING THERE. WE HAVE ASSESSMENT KIDS. SO WE USE THE MONEY -- WE HAVE ESE KIDS. SO WE MOVE IT SO WE MOVE IT TO CONTRACT SERVICE TO SERVICE KIDS BECAUSE OUR RESPONSIBILITY IS TO SERVICE KIDS. THAT'S NOT THAT'S NOT A LARGE SUM THAT WE'RE UTILIZING AND MY RESPONSIBILITY IS TO RESPONSIBILITY IS TO RESTRUCTURE THE DISTRICT. THAT FUND BALANCE GIVES US THAT FUND BALANCE GIVES US TIME TO ADJUST. TO MAKE DECISIONS BASED ON, A, WE HAVE MONEY. WE DON'T HAVE TO LAY OFF PEOPLE. NOBODY LOST THEIR JOBS. PEOPLE WERE STILL GETTING PAID AT THE TIME WE WERE UNSTABLE IN OUR FINANCES. I CAN SAY I'M LOOKING FORWARD TO MOVING THIS DISTRICT FORWARD AND I DO DO THINGS -- A LOT OF THINGS THAT YOU DON'T SEE. IT HAPPENS DAILY THAT WE HAVE TO ADJUST QUICKLY AND WE HAVE TO BE FLEXIBLE AND THAT FUND BALANCE GIVES US THE FLEXIBILITY. IT'S ONE TIME MONEY. IT'S NOT FOR IT REOCCURRING SALARIES. AND THAT'S ALL I HAVE TO SAY. THANK YOU. >>Jessica Vaughn: THANK YOU. I APPRECIATE THAT. I'M NEXT IN QUEUE AND THEN MEMBER WASHINGTON AND THEN MEMBER RENDON SO YOU CAN BE PREPARED. I'M GLAD YOU CLARIFIED THAT BECAUSE IT IS A LITTLE CONFUSING WHEN WE TALK ABOUT THE FUND BALANCE AND SALARIES. I THINK THE POINT -- WHEN WE TALK ABOUT THE FUND BALANCE AND SALARIES BECAUSE WE DON'T WANT TO USE THAT FOR REOCCURRING FUND IS THAT THAT MONEY CAN BE USED IN LIEU OF THINGS WHERE WE'D TAKE AWAY FROM THE GENERAL FUND, LEAVING MORE FLEXIBILITY TO TALK ABOUT NEGOTIATIONS AND THAT'S WHAT I'M TALKING ABOUT. SO I WANT TO BE CLEAR WITH THAT. SECONDLY, FROM PREVIOUS CONVERSATIONS WE'VE HAD, WHAT I'VE CLARIFIED WHEN WE TALK ABOUT BEST PRACTICES WHEN IT COMES TO FUND BALANCES, FROM WHAT YOU QUOTED ME THE LAST TIME WE USED THE STATISTICS IS THAT WAS NATIONWIDE. FLORIDA IS A DIFFERENT ANIMAL WHEN IT COMES TO FUNDING AND GENERAL FUND BALANCES WHEN WE TALK ABOUT HOW WE'RE BEING FUNDED BY THE STATE. SO WHILE I APPRECIATE TALKING ABOUT IT IN A WAY LOOKING AT THE ENTIRE NATION WHEN WE'RE TALKING ABOUT FUND BALANCES, WHAT'S HELPFUL FOR ME IN THE CONVERSATIONS IS TO TALK ABOUT FLORIDA SPECIFICALLY AND I KNOW WHEN WE HAVE THESE CONVERSATIONS, I'VE ASKED FOR OTHER COUNTIES THAT ARE OUR SCOPE AND SIZE AND WHAT THEIR FUND BALANCE IS. DO YOU IS HAVE THAT INFORMATION PERTINENT TO FLORIDA? >>ROMANEIR JOHNSON: WELL, I DO KNOW SOME DISTRICTS ARE AS HIGH KNOW SOME DISTRICTS ARE AS HIGH AS OVER 10%. >>Jessica Vaughn: OTHER DISTRICTS THAT HAVE MILLAGES? >>ROMANEIR JOHNSON: THEY MIGHT HAVE REFERENDUMS. I CAN'T TRUST THEY MADE THAT DECISION BECAUSE THEY HAVE A REFERENDUM. >>Jessica Vaughn: I'D JUST LIKE TO KNOW IF THEY DO. NOT THE MENTALITY. >>ROMANEIR JOHNSON: SOME OF THEM, DEFINITELY THEY DO HAVE A REFERENDUM. >>Jessica Vaughn: I APPRECIATE THOSE ANSWERS AND DR. THOSE ANSWERS AND DR. HAHN'S WILLINGNESS TO COMPROMISE WILLINGNESS TO COMPROMISE AND LOOK AT 8% LOOK AT 8%. WHILE IT'S STILL ON THE HIGHER END, I'M COMFORTABLE WITH MOVING FORWARD TO EVALUATE WHETHER FORWARD TO EVALUATE WHETHER THAT'S A GOOD FIT. I THINK WHAT'S I THINK WHAT'S IMPORTANT IS IT'S FLEXIBLE. WE CAN USE IT AS NEEDED. WE'RE ALL OPEN DEPENDING WHAT THE NEXT FEW YEARS LOOKS LIKE. TAKING A LOOK AT THAT AGAIN. SO, YOU KNOW, I'M COMFORTABLE MOVING FORWARD WITH THE 8% AND AGAIN, I APPRECIATE DR. HAHN WILLING TO COMPROMISE ON THAT. MOVING FORWARD, AGAIN, IF WE DO HAVE THE DISCUSSION OR REVISIT IT, I WOULD LIKE AGAIN THE INFORMATION THAT'S PERTINENT TO FLORIDA BECAUSE I DO FEEL LIKE WE'RE VERY DIFFERENT WHEN IT COMES TO OTHER STATES AND FUNDING WHEN WE TALK ABOUT EDUCATION. SO THAT'S SOMETHING I'D LIKE TO HAVE. BUT FOR THE MOST PART IT SEEMS LIKE MOST PEOPLE ARE AMENABLE TO DEFINITELY RAISING THE FUND BALANCE IN THE POLICY SOMEHOW. NOW WE JUST HAVE TO LOOK AT THE PERCENTAGE. AFTER AFTER ME IT'S MEMBER WASHINGTON IF YOU'D LIKE TO -- >>Henry "Shake" Washington: THANK YOU, MADAM VASE CHAIR. I'D LIKE TO SAY WE DON'T GIVE PEOPLE PEOPLE KUDOS SOMETIMES BUT I WANT TO THANK MS. JOHNSON FOR DOING A GREAT JOB. YOU'VE BEEN DOING A GREAT JOB IN THAT POSITION. YOU'RE RIGHT. WHEN YOU CAME IN, WE WERE IN A DEEP HOLE AND YOU MAY SENSE -- SOMETIMES YOU SENSE -- SOMETIMES YOU HAVE TO DO THAT. WE KEEP SAYING TEACHERS. LET'S REMEMBER WE TALK ABOUT ALL THE EMPLOYEES TOO. NOT ONLY TEACHERS NOT ONLY TEACHERS BUT ALL EMPLOYEES. SO I'D LIKE TO SEE -- I CAN DEAL WITH 8%. I THINK THAT WOULD BE FEASIBLE. YOU, DR. YOU, DR. JOHNSON? >>ROMANEIR JOHNSON: YES. >>Henry "Shake" Washington: THAT'S THE CHIEF. OKAY. WE'RE GOING ON WHAT THE CHIEF SAYS BECAUSE SHE KNOWS MORE ABOUT FINANCE THAN I DO. I AGREE WITH THE I AGREE WITH THE 8%. THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER WASHINGTON. MEMBER RENDON? >>Patti Rendon: THANK YOU, MEMBER VAUGHN. QUESTION. WE'RE TALKING A LOT ABOUT THE REFERENDUM HERE. THE REFERENDUM REALLY HAS NOTHING TO DO WITH OUR FUND BALANCE AT ALL. CORRECT? >>ROMANEIR JOHNSON: THAT IS >>ROMANEIR JOHNSON: THAT IS CORRECT. >>Jessica Vaughn: SO WE STILL HAVE TO ADDRESS STAFF SALARIES WITHIN THE BUDGET WE HAVE. I THINK IT'S CRITICALLY IMPORTANT TO MAKE SURE WE AGAIN TALK ABOUT THE FACT THAT WE HAVE TO TO PRIORITIZE AS A DISTRICT STAFF SALARIES FIRST. THEY SHOULD BE THE VERY FIRST THING THAT'S NEGOTIATED. SHOULD BE THE VERY FIRST THING TALKED ABOUT AND BUDGET THAT WE DO. IF WE'RE GOING IF WE'RE GOING TO TALK ABOUT STUDENTS AND STUDENTS AND TEACHERS AND OUR STAFF, IT MUST BE THE FIRST PRIORITY OF THIS DISTRICT AND SO I THINK IT'S ONE THING THAT EVERY MEMBER OF THIS BOARD WILL AGREE ON, THAT OUR STAFF ARE THE MOST IMPORTANT PRIORITY OF THIS DISTRICT AND IN ORDER TO DO THAT, WE MUST MAKE THEM THE FOREFRONT OF OUR CONVERSATION WHEN IT COMES TO ALL OUR BUDGETS. IT CANNOT BE THE LAST BUDGET WE USE. IT MUST BE THE FIRST THING WE BUDGET EVERY SINGLE YEAR. SO I THINK THAT'S IMPORTANT AND I ALSO THINK IT'S IMPORTANT TO RECOGNIZE THAT THE REFERENDUM AND OUR FUND BALANCE HAVE NOTHING TO DO WITH EACH OTHER BECAUSE WHAT OUR BECAUSE WHAT OUR REFERENDUM WILL BRING IN WILL COME INTO EXACTLY WHAT THAT -- WHERE THAT -- >>ROMANEIR JOHNSON: THAT'S CORRECT. >>Patti Rendon: -- >>Patti Rendon: -- THE LANGUAGE IN THE REFERENDUM IS FOR. IT HAS NOTHING TO DO WITH THE FUND BALANCE. THE FUND BALANCE IS -- IT'S PUT ASIDE MAKING SURE WE'RE FISCALLY RESPONSIBLE AND HAVE THE CUSHION FOR THE NEEDS OF THE DISTRICT. SO AGAIN, I'M MORE THAN HAPPY IT TO GET ON BOARD WITH 8%. I WANT TO MAKE SURE WE'RE IN WITH THE STANDARDS. MEMBER VAUGHN, I COMPLETELY AGREE. IT'S HARD TO UNDERSTAND WHEN IT COMES TO OUR STATE AND DIFFERENT THINGS. WE CAN'T COMPARE STATE BY STATE BECAUSE WE HAVE OTHER STATES THAT HAVE STATE INCOME TAX WHICH THEN AFFECT THE PAY OF SOME OF OUR STATE EMPLOYEES INCLUDING OUR OUR TEACHERS. THERE ARE DIFFERENT DIFFERENT -- DIFFERENCES WITHIN. I THINK IT MAKES A DIFFERENCE OF HOW WE RUN THE DISTRICT AND PRIORITIZE WHAT WE PAY FIRST. I THINK THAT'S IMPORTANT THAT I THINK THAT'S IMPORTANT THAT WE MAKE SURE THAT WE ARE ACCOUNTABLE OF THAT. IT'S IMPORTANT TO EVERY MEMBER OF THIS BOARD THAT OUR STAFF OF THIS BOARD THAT OUR STAFF FEEL VALUED AND THEY'RE PAID A LIVABLE WAGE. WE HAVE TO GET TO THAT POINT AND MAKE SURE OUR BUDGET ALIGNS WITH THAT. THANK YOU VERY MUCH. I'LL BE ON BOARD WITH 8%. >>Jessica Vaughn: THANK YOU. DO YOU GUYS HAVE WHAT YOU NEED TO MOVE FORWARD? >>Jim Porter: NO. WE NEED TO DO SOME WE NEED TO DO SOME CLARIFICATIONS. WE HAVE BEEN TAKING NOTES. AND YOU DON'T VOTE TODAY BUT WE NEED TO KNOW IF EVERYONE IS COMFORTABLE WITH THE 8% BEING PROPOSED AND IF NOT, NOW IS YOUR TIME TO SPEAK UP. OKAY. SO EVERYONE IS -- WE'LL MOVE FORWARD WITH A FUND BALANCE OF 8%. THANKS YOU. THAT'S EXACTLY THAT'S EXACTLY WHAT WE NEEDED. ARE WE READY TO MOVE TO THE ARE WE READY TO MOVE TO THE ESE POLICY? DOES EVERYONE HAVE THEIR MATERIAL? OKAY. THIS IS BEING BROUGHT BY CHAIR PEREZ. IF YOU WANT TO GIVE A FEW INTRODUCTORY REMARKS, WE'LL TURN IT OVER TO DR. WHELAN. I'M SORRY. THIS IS POLICY 2460. HOW WOULD WE HAVE RECEIVED THAT? IT'S NOT PART OF YOUR PACKET. >>Karen Perez: READY? ALL RIGHT. SO SO WE HAVE A COUPLE OF PARENTS IN THE AUDIENCE THAT ARE HERE IN THE AUDIENCE THAT ARE HERE WITH THEIR STUDENTS THAT ARE ESE. BUT THIS IS A POLICY THAT I'VE ASKED TO ASKED TO BE KIND OF ASKED TO BE KIND OF REVIVED BECAUSE WE'VE HAD SOME ISSUES WITH HAVING ABA THERAPISTS IN WITH HAVING ABA THERAPISTS IN OUR SCHOOLS AND HOW THAT AFFECTS OUR STUDENTS AND THE SUPPORTS THEY RECEIVE IN THE SCHOOLS. SOME CONCERNS THE PARENTS HAVE HAD WITH THE ABA THERAPISTS ACCESSING OUR STUDENTS IN THE SCHOOLS AND WHAT THAT LOOKS LIKE FOR BOTH THE PARENTS FOR BOTH THE PARENTS, THE ABA THERAPISTS AND STUDENTS. >>Jim Porter: I THINK DR. WHELAN AND MS. BROWN CAN ELABORATE ON THOSE POLICIES. >> SO WHEN >> SO WHEN CHAIR PEREZ HAD BROUGHT POLICY BROUGHT POLICY REVISION, WE WENT TO OUR ESE POLICY AND AS YOU RECALL, WE TALKED ABOUT THAT AS WELL AT THE WORKSHOP ON JUNE WELL AT THE WORKSHOP ON JUNE 25 THAT MS. BROWN AND HER TEAM PROVIDED FOR THE BOARD MEMBERS ABOUT OUR COMPREHENSIVE SERVICES. SO WE HAVE A COMPREHENSIVE SO WE HAVE A COMPREHENSIVE ESE POLICY. AND AND WE NOTICED IN THE STATUTE, PARTICULARLY STATUTE PARTICULARLY STATUTE 1003.572 WHICH IS THE COLLABORATION OF PUBLIC AND PRIVATE INSTRUCTIONAL PERSONNEL PERSONNEL IT APPLIES TO BEHAVIOR SERVICES. WE NOTICED THE COLLABORATION WE NOTICED THE COLLABORATION PIECE OF THAT STATUTE WAS MISSING FROM OUR POLICY. WE TALKED WITH CHAIR PEREZ REGARDING THAT. AND SO THE AND SO THE REVISION THAT YOU SEE IN FRONT OF YOU IS THE ADDITION OF THAT STATUTORY LANGUAGE WHICH WOULD BE ON LINES 132 TO 141. AND I'M HAPPY TO READ IT IF YOU WANTED US TO READ IT AT ALL. BUT YOU CAN SEE THAT IT ALIGNS BUT YOU CAN SEE THAT IT ALIGNS WITH THE STATUTE AND WITH THE STATUTE AND I DO WANT TO POINT OUT THE POINT IN THERE TO POINT OUT THE POINT IN THERE THAT IT'S TO ENHANCE THAT IT'S TO ENHANCE BUT THAT IT'S TO ENHANCE BUT NOT THAT IT'S TO ENHANCE BUT NOT SUPPLANT THE SUPPLANT THE SCHOOL INDIVIDUALS UNDER IDEA. THAT'S THE REVISION YOU SEE BEFORE YOU TODAY. >>Karen Perez: SO WHEN I SAT DOWN WITH THE PARENTS, THERE IS SOME ISSUES THAT THEY DO HAVE ON LINE 134 AND 135. AND 150. SO I'M GOING TO ADDRESS LINE 134 AND 135. THE PARENTS ARE CONCERNED ABOUT THIS -- THE LINE THAT SAYS THE SCHOOL AS THE LOCAL EDUCATION AGENCY SHALL PROVIDE THERAPY SERVICES TO MEET THE EXPECTATIONS PROVIDED IN FEDERAL LAW AND REGULATIONS AND STATE STATUTES AND RULES. THE PROBLEM THE PROBLEM THAT THEY HAVE WITH THIS IS THE SCHOOL DOESN'T HAVE THE RESOURCES AND THE THE RESOURCES AND THE STATUTE PERMITS PERMITS PRIVATE PERMITS PRIVATE THERAPY. THE PARENT -- THE PARENT AGREES PRIVATE THERAPY SHOULD NOT SUPPLANT BUT THAT THE SENTENCE MAKES IT MAKES IT APPEAR THAT THE PRIVATE THERAPY CAN'T COME IN TO SUPPORT THE STUDENT. CAN WE CAN WE ELABORATE ON THAT PLEASE? LINE 134 AND 135. >> SO WHERE IT'S TALKING ABOUT THE SCHOOL AS THE LOCAL EDUCATIONAL AGENCY SHALL PROVIDE THERAPY SERVICES, THAT PART OF THE STATUTE IS JUST SAYING THE SAME THING AS YOU CAN'T -- WE STILL HAVE TO PROVIDE WHAT'S IN THE IEP. THE STATUTE IS SAYING SCHOOL DISTRICT, YOU STILL HAVE TO PROVIDE ALL THE SERVICES OUTLINED IN THE IEP EVEN THOUGH THE PARENTS HAVE THE RIGHT TO HAVE THEIR THERAPY AND SERVICES AT THE SCHOOL. SO THAT'S WHAT THE STATUTE IS SAYING. IT'S NOT LIKE WE IT'S NOT LIKE WE HAVE TO DO IT IT -- THE THERAPY THAT THEY GET PRIVATELY. IT'S SAYING YOU STILL HAVE TO DO WHAT'S OWED TO THE STUDENT IN WHAT'S OWED TO THE STUDENT IN THE THE IEP. >>Karen Perez: AND THEN ALSO >>Karen Perez: AND THEN ALSO LINE 150. THEY'RE SAYING THAT THEY'RE SAYING THAT IT'S VERY OPEN ENDED. THAT IT'S ALLOWING AN OPENING TO INPUT ANY OTHER REQUIREMENTS THAT PARENTS ARE NOT THAT PARENTS ARE NOT AWARE OF. SO THERE IS NO SPECIFICITY DEFINING THE CORE DEFINING THE CORE CLASSES, RECESS OR STUDENTS' INDIVIDUAL NEEDS BEING THAT EACH STUDENT IS DIFFERENT WITH REGARD TO TIME AND PLACE. >>Marie Whelan: SO LINE 150 WHERE IT SAYS ALL OTHER IDENTIFIED IDENTIFIED PRE-RECS. >>Karen Perez: CORRECT. >>Marie Whelan: SO IDENTIFIED IN THE DISTRICT'S PROCEDURES RELATED TO COLLABORATION WITH PRIVATE INSTRUCTIONAL PERSONNEL ARE COMPLETED AND APPROVED. SO I BELIEVE WHAT THAT IS REFERRING TO IS THAT WHEN WE HAVE CONTRACTORS COME TO OUR SCHOOLS, THEY HAVE TO HAVE THE SCHOOLS, THEY HAVE TO HAVE THE JESSICA LUNSFORD BADGE AND LICENSES, ALL THOSE THINGS. THAT'S SPECIFICALLY WHAT THE STATUTE IS REFERRING TO THERE, THAT THEY CAN'T -- WE THAT THEY CAN'T -- WE CAN'T JUST LET ANYBODY COME WHO HASN'T BEEN FINGERPRINTED OR DOESN'T HAVE THAT LICENSE OR CERTIFICATION IN WHATEVER THEY'RE WHATEVER THEY'RE PROVIDING THE THERAPY THERAPY IN. >>Karen Perez: I'LL GET BACK IN THE QUEUE IF I HAVE ANY OTHER QUESTIONS. >>Jessica Vaughn: THANK YOU, CHAIR PEREZ. MEMBER GRAY? >>Lynn Gray: THANK YOU, MEMBER VAUGHN. I THINK I THINK JUST TWO THINGS. THREE THINGS. MS. LAFRANCE, WHEN I LOOK AT THE LANGUAGE, IT WOULD SEEM TO ME IF I'M NOT I'M NOT MISTAKEN THAT THIS -- I'M IDENTIFYING WITH THIS -- I'M IDENTIFYING WITH 132 THROUGH 136. IDENTIFYING WITH THE PRIVATE PERSONNEL STATUTE. IS THAT CORRECT? >> YES. IT'S THE LANGUAGE FROM THE STATUTE, YES. >>Lynn Gray: >>Lynn Gray: THE OTHER PART OF THAT THAT LENDS ITSELF TO AN EXPLANATION OR MORE FATHOMABLE EXPLANATION OR IS THAT PART OF THE STATUTE? >>O THE LANGUAGE FROM 110 ALL THE WAY TO THE WAY TO 151 COMES FROM THE STATUTE. >>Lynn Gray: OKAY. SO HAVING SAID THAT, LEAVING THAT ALONE, THE OTHER QUESTION I HAD WAS THE INCLUSIVE AND I JUST TALKED WITH YOU AND IF YOU CAN JUST PERHAPS SHARE WITH THE BOARD WHAT WE'RE GOING TO DO WITH THE WORD INCLUSIVE WHICH IS AS PER FLORIDA STATUTE. I MENTIONED LAST TIME IN THE WORKSHOP. >> YES. YOU DID BRING UP THE INCLUSIVE PRACTICES OR THE DEFINITION OF INCLUSION. AND SO AT THE BOTTOM, IN OUR POLICY, IN LINE NUMBER 254, WE TALK ABOUT TALK ABOUT 1003.57 AND THEN IN THE ACTUAL STATUTE THERE ARE THE ACTUAL STATUTE THERE ARE DEFINITIONS THAT TALK ABOUT THE SCHOOL DISTRICT SHALL USE THE TERM INCLUSION AND WHAT IT MEANS. SO WE WERE THINKING WE'D ADD THAT DEFINITION ALONG WITH THE DEFINITION FOR WHAT IS A SPECIAL DAY SCHOOL MEAN. WHAT DOES A SPECIAL CLASS MEAN UNDER LEAST RESTRICTIVE ENVIRONMENT. IF YOU LOOK AT LEAST RESTRICTIVE ENVIRONMENT WHICH IS 153, AT THE END OF THAT SECTION, WE COULD ADD THOSE DEFINITIONS TO INCLUDE INCLUSION. >>Lynn Gray: I APPRECIATE THAT. THE OTHER -- AND THIS IS THE OTHER -- AND THIS IS KUDOS TO YOU. AND AT ANY RATE, AND AT ANY RATE, AND AT ANY RATE, ROMANEIIR JOHNSON IS NOT HERE. I WANTED TO THANK HER ALSO FOR HER GREAT JOB. WHAT YOU DIAND SHARED WITH -- DID AND SHARED WITH THE BOARD RECENTLY WAS SOMETHING THAT I BELIEVE CAN BE USED BY ALL DIVISIONS. YOU CREATED A PLAN FOR THE FUTURE AND WHAT YOU'RE DOING IS ON A SATURDAY, IN ON A SATURDAY, IN SPANISH AS WELL, WELL, YOU'RE PROVIDING PARENTS THE OUTREACH FOR QUESTIONS AND ANSWERS BECAUSE WE CAN GO FROM ANSWERS BECAUSE WE CAN GO FROM FLORIDA STATUTE TO FLORIDA STATUTE AND BE, VERY POINT BLANK, BORING. BUT WHAT WE REALLY NEED TO DO IS BE REFLECTIVE OF THE NEEDS OF THE COMMUNITY AND PARENTS. SO IN PART, WHAT YOU'RE DOING WITH THIS 12th ANNUAL CREATING A PLAN FOR THE FUTURE, YOU'RE GIVING AN OPPORTUNITY FOR THOSE Q&A SESSIONS AND I REALLY APPRECIATE THE HISPANIC APPRECIATE THE HISPANIC OUTREACH AS WELL. SO SUPERINTENDENT VAN AYRES, I WANT TO SAY THIS IS REALLY SHOWING GREAT LEADERSHIP AND FORWARD MOTION. SO I SO I APPRECIATE WHIT YOU'RE DOING. THANK -- WHAT YOU'RE DOING. THANK YOU. >> THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER GRAY. MEMBER RENDON? >>Patti Rendon: THANK YOU, MEMBER VAUGHN. THANK YOU FOR PUTTING THIS TOGETHER, CHAIR PEREZ, AND MS. MS. LESPERONCE. IT'S A LOT. ESE IS A LOT. AND I LIKE BEING ABLE TO PUT THE DEFINITIONS INTO PLACE. I THINK WHAT I'D LIKE TO TALK ABOUT BEYOND THIS, BECAUSE THIS IS JUST A POLICY, RIGHT? SO WHEN WE BROUGHT BACK THE PRACTICES AND THE PRACTICES AND THE POLICIES AND PROCEDURES, THIS IS WHAT WE'RE TALKING ABOUT, ABOUT TAKING THIS LANGUAGE AND PUTTING IT INTO REAL LIFE BECAUSE LIKE REAL LIFE BECAUSE LIKE MEMBER GRAY SAID, THE TRANSITION PLAN IS PHENOMENAL BUT IT'S REQUIRED BY STATUTE THAT WE PROVIDE TRANSITION PLANNING AND THAT OPPORTUNITY FOR FAMILIES BECAUSE IT IS PART OF OUR REQUIREMENTS AS A DISTRICT TO MAKE SURE WE'RE EDUCATING THEM IN ALL ASPECTS OF THE TRANSITION PLAN AND THINGS THAT ARE AVAILABLE TO THEM THROUGHOUT THE DISTRICT AS WELL AS TRANSITION PLANS. SO I LOVE THE FACT THAT WE DO THAT AND GIVE OPPORTUNITIES FOR THAT. BUT IT IS PART OF STATUTE IN THE REQUIREMENTS THAT WE DO HAVE REQUIREMENTS THAT WE DO HAVE. SO I THINK THAT'S WHERE I'D LIKE TO SEE THERE BE MORE OF A MERGE IN OUR POLICIES AND PROCEDURES IN THE STATUTE BECAUSE RIGHT NOW, THE WAY OUR POLICIES AND PROCEDURES LOOK, IS THEY MEET THE REQUIREMENTS OF THE DOE QUESTIONS. AND SO IF WE COULD AND SO IF WE COULD MERGE A LOT MORE OF MORE OF HOW DOES THIS LOOK ON PAPER. HOW ARE WE IMPLEMENTING THAT IN THE SCHOOL AND REALLY EDUCATING OUR INDIVIDUAL TEACHERS ON WHAT IT LOOKS TO HAVE AN OUTSIDE BEHAVIOR ANALYST IN THE CLASSROOM. WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE TO HAVE AN OUTSIDE SPEECH THERAPIST IN THE CLASSROOM. I THINK THAT'S AN ISSUE RIGHT NOW WITH OUR TEACHERS WHERE THEY FEEL THAT IT'S FEEL THAT IT'S INTRUSIVE, THAT IT'S HINDERING THEIR EDUCATIONAL -- WHAT THEY'RE DOING IN THE CLASSROOM WHEN WE HAVE OUTSIDE PEOPLE COMING INTO IMPLEMENT THAT. BECAUSE WE DON'T SEE THE MESH. AND SO MAYBE WE CAN ADJUST SOME OF OUR POLICIES AND PROCEDURES TO ALIGN WITH WHAT WE ARE TO ALIGN WITH WHAT WE ARE ENCOURAGING AS THE STATUTE AND OUR POLICIES. I THINK THAT WILL BE MORE HELPFUL TO HAVE THAT MORE OF AN ACTUAL HOW DOES THAT REALLY LOOK IN OUR CLASSROOM, HOW DOES IT REALLY LOOK IN OUR DISTRICT AND BE ABLE TO BOTH MEET THE STANDARDS OF THE DOE AND WHAT IT LOOKS LIKE IN OUR CLASSROOM. I THINK THAT WOULD BE REALLY IMPORTANT ON THIS ONE. SO THANK YOU AND THANK SO THANK YOU AND THANK YOU FOR BRINGING THIS. IT DOES SET A TONE FOR OUR IT DOES SET A TONE FOR OUR PRIORITIES AS A DISTRICT. >> AND WE WILL BE BRINGING BACK THE PMPs WITH THAT INFORMATION. >>Jessica Vaughn: THANK >>Jessica Vaughn: THANK YOU. MEMBER COMBS? >>Nadia Combs: I DIDN'T HAVE ANY COMMENTS. I THINK THIS IS REALLY IMPORTANT. BUT I GUESS ONE OF THE BUT I GUESS ONE OF THE QUESTIONS THAT I HAVE AND I THINK THIS IS REALLY CRITICAL, WHAT REALLY CRITICAL, WHAT DOES THAT LOOK LIKE WHEN MAYBE THE CHILD IS NOT THRIVING? THE GOAL IS ALWAYS TO HAVE THAT CHILD IN THE LEAST RESTRICTIVE ENVIRONMENT AND TO BE IN THE RIGHT CLASSROOM. MY QUESTION IS, WHAT HAPPENS WHEN THE CHILD IS REALLY NOT WHEN THE CHILD IS REALLY NOT THRIVING IN THAT CLASSROOM AND EVEN THOUGH THEY HAVE THE AIDE IN THE CLASSROOM AND ALSO THE TEACHER AND ALSO THE ADMINISTRATOR ALSO FEELS LIKE ALL AS A GROUP THAT MAYBE THE CHILD IS NOT THRIVING AND MAYBE THAT IT'S ALSO NEGATIVELY IMPACTING THE CLASSROOM SO I SOMETIMES WONDER WHAT THAT LOOKS LIKE. IS THAT SOMETHING YOU GO ON WITH THE IEP OR WHAT THAT LOOKS LIKE BECAUSE I THINK SOMETIMES BECAUSE I THINK SOMETIMES I ALWAYS WANT WHAT'S THE LEAST RESTRICTIVE ENVIRONMENT FOR A CHILD. WE ALWAYS WANT CHILDREN IN THE RIGHT ENVIRONMENT. SOMETIMES MAYBE THEY'RE NOT IN THE RIGHT ENVIRONMENT EVEN WITH THE AIDE AND WHAT DOES THAT LOOK LIKE WHEN YOU SIT DOWN WITH THE PARENT, WITH THE ADMINISTRATOR AND TEACHER TRYING TO SEE IF THEY SHOULD BE IN A DIFFERENT SETTING OR WHAT OTHER SETTING OR WHAT OTHER ACCOMMODATIONS SHOULD BE NEEDED. IS THAT GOING IN THE IEP AND HOW DOES THIS INTERACT WITH DOES THIS INTERACT WITH THAT? >> SO WITH OUR WITHOUT A PRIVATE INSTRUCTIONAL PERSONNEL, IF A STUDENT IS NOT MAKING ACADEMIC OR BEHAVIORAL GROWTH, OR MAKING PROGRESS, IT'S THE IEP PROGRESS, IT'S THE IEP TEAM'S RESPONSIBILITY TO MEET AND DISCUSS WHY THAT IS LOOKING AT THE DATA. WHAT ELSE DO WE NEED TO TRY. WHAT OTHER INTERVENTIONS HAVE WE TRIED. IF IT'S BEHAVIORAL, IT WOULD BE RELATED TO AN RELATED TO AN FBA/PBIB. THE FUNCTIONAL BEHAVIOR ASSESSMENT AND POSITIVE BEHAVIOR SUPPORT PLAN. IF IT'S ACADEMICS THEN IT WOULD BE WHAT ARE WE DOING TO LAYER ON ACADEMIC INTERVENTIONS SO EITHER WAY, WITH OR WITHOUT THAT PRIVATE PERSON IN THE ROOM, IT'S THE SCHOOL'S RESPONSIBILITY AND THE IEP TEAM'S RESPONSIBILITY TO COME TOGETHER AND ADDRESS THE STUDENTS' NEEDS. DOES THAT MEAN THEY NEED MORE INTENSIVE SERVICES. DOES IT MEAN THEY NEED A SMALLER GROUP. AND THEN IF THERE IS A PRIVATE PROVIDER IN THE ROOM THE COLLABORATION PROCESS WOULD BE VERY IMPORTANT BECAUSE WHATEVER THE PRIVATE PROVIDER IS DOING OUTSIDE OF SCHOOL, WE SHOULD BE WORKING WITH THEM ON A PLAN THAT CAN BE GENERALIZED AMONG OTHER SETTINGS, RIGHT? HOW DOES THAT STUDENT WHEN THEY LEAVE US GO TO A MOVIE THEATER OR THE PLAYGROUND OR GO HOME? AND COME UP WITH A PLAN THAT THE SKILLS CAN BE GENERALIZED IN THOSE SETTINGS, NOT JUST IN SCHOOL. >>Karen Perez: I KNOW YOU'RE DOING A LOT OF WORKSHOPS MAYBE CREATING A WORKSHOP ON HOW TO WORK WITH YOUR PRIVATE PROVIDER, WHAT THAT LOOKS LIKE BECAUSE I THINK THE POSITIVE RELATIONSHIP IS GOING TO BE REALLY IMPORTANT FROM THE BEGINNING ON HOW TO NAVIGATE WHEN YOU GET YOUR PRIVATE PROVIDER, WHAT DOES THAT LOOK LIKE IN THE CLASSROOM, HOW DO YOU WORK ALONGSIDE THEM. MAYBE WE HAVE -- I DON'T KNOW. A WORKSHEET OR SOMETHING TO BE ABLE TO LET PEOPLE KNOW THAT THEY'RE REALLY THERE TO SUPPORT BECAUSE I THINK TEACHERS SOMETIMES FEEL LIKE THERE IS SO MUCH. THEN THEY HAVE ADDITIONAL WORK WHICH IS ALL PART OF THEIR JOB. HOW DO WE MAKE SURE THAT'S A POSITIVE, SOMETHING POSITIVE AND MAKE SURE THERE IS A WORKSHOP OR COLLABORATION ON THE CHECK OFF LIST. HAVE YOU MET YOUR PROVIDER AND MAKE SURE THEY'RE MAKE SURE THEY'RE STARTING ON THE RIGHT THE RIGHT PATHWAY TOGETHER. I THINK THAT'S WHAT HAPPENS. I THINK THERE IS -- THIS STARTED FROM SOME MISUNDERSTANDING I THINK AND CONFUSION ON DIFFERENT LEVELS NOT FEELING THAT SUPPORT. HOW DO WE MAKE SURE THE HOW DO WE MAKE SURE THE PARENTS FEEL LIKE THE PROVIDER AND THE TEACHER FEELS PROVIDED IF WE'RE ALL WORKING TOGETHER. IF WE'RE ALL WORKING TOGETHER, THE CHILD WILL BE SUCCESSFUL, RIGHT? WE WANT TO MAKE SURE WE'RE ALL WORKING IN A ENVIRONMENT SO WHEN THIS COMES OUT AS A POLICY, MAKE SURE THAT WHEN IT ACTUALLY GOES OUT AND WE PUT IT IN THE CLASSROOM, LET'S MAKE SURE IT'S A POSITIVE EXPERIENCE FOR EVERYONE. BECAUSE I THINK IT'S SAD WHEN PARENTS ARE COMING AND FEELING FRUSTRATED AND THEN TEACHERS ARE FEELING FRUSTRATED AND THEN YOU'RE FEELING LIKE PEOPLE -- YOU KNOW. IT'S JUST SO MUCH NEGATIVITY AT THE END. WE ALL WANT TO DO WHAT'S RIGHT FOR ALL CHILDREN. I THINK THAT'S THE MOST IMPORTANT THING OUT OF THIS POLITY AND LET'S MAKE SURE HOWEVER WE IMPLEMENT IT IS POSITIVE FOR EVERYONE AND OBVIOUSLY THE MOST IMPORTANT IS FOR OUR SPECIAL NEEDS STUDENTS. >> WE HAVE DONE SOME TRAINING FOR ALL PRINCIPALS AROUND PIP AND WHAT THAT SHOULD LOOK LIKE. THE COLLABORATION THE COLLABORATION MEETING REALLY SHOULD BE SHOULD BE A COLLABORATIVE EFFORT BETWEEN THE SCHOOL AND PRIVATE PROVIDER. THAT MEETING BETWEEN THE PRINCIPAL, THE PUBLIC SCHOOL TEACHER, THE PRIVATE SCHOOL PROVIDER, AND THEN WHATEVER -- IF IT'S BEHAVIOR, THEN OFTEN TIMES OUR BCBAs ARE PART OF THE TEAM OR DISTRICT RESOURCE TEACHER AND BEHAVIOR TO TALK ABOUT HOW THAT SHOULD BE -- HOW IT SHOULD LOOK IN THE ROOM. SO THAT COLLABORATION MEETING BEFORE ANYONE EVEN BEFORE ANYONE EVEN GOES INTO THE CLASSROOM SHOULD HAPPEN SO THAT EVERYBODY KNOWS HOW TO WORK TOGETHER AND WHAT THE PLAN TOGETHER AND WHAT THE PLAN IS GOING FORWARD. SO WE DID RECENTLY MEET WITH SOME PARENTS ABOUT SOME REVISIONS TO OUR PROCEDURE SUCH AS HAVING OBSERVATIONS PRIOR TO THAT THERAPY HAPPENING. WE -- THAT IS A REASONABLE REQUEST SO WE'RE DOING SOME OF THOSE SO WE ARE MAKING SOME TWEAKS TO OUR PROCEDURE WHICH WE'LL BRING WHEN WE BRING THE PMPs TO THE BOARD AGAIN. BUT THAT UPFRONT MEETING HAS GOT TO HAPPEN SO THAT EVERYBODY KNOWS WHAT THE INTENT IS, HOW IT'S GOING TO BE IMPLEMENTED, WHAT IS MY JOB AS THE TEACHER, WHAT IS MY JOB AS THE PRIVATE PROVIDER AND THAT WE'RE WORKING TOGETHER LIKE YOU SAID TO MEET THE NEEDS OF THE KIDS. >>Nadia Combs: I THINK THE HARDEST THING IS HARDEST THING IS THE TIME FACTOR BECAUSE KIDS DON'T HAVE TIME, RIGHT? YOU'RE WAITING AND WAITING AND I KNOW THERE IS A BACKLOG. THAT'S PROBABLY ONE OF THE BIGGEST CHALLENGES THAT I THINK PARENTS FEEL, IS THE AMOUNT OF TIME. I WANT TO SAY DR. I WANT TO SAY DR. LESPERONCE, YOU'VE WORKED SO HARD SINCE YOU'VE BEEN IN THIS POSITION. THE ESE NEEDS ARE HIGHER THAN EVER. AND BASICALLY OUR VACANCIES ARE HIGHEST THERE. I WANT TO THANK YOU FOR ALL THE WORK THAT YOU'RE DOING BECAUSE I KNOW YOU'RE WORKING SO HARD FOR OUR MOST VULNERABLE STUDENTS. SO THANK YOU SO SO THANK YOU SO MUCH. >> THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER COMBS. FIRST OF ALL, I WANT TO SAY WE HAVE 56 MINUTES LEFT AND WE'VE GOTTEN THROUGH A POLICY AND A HALF. AND WE HAVE SEVEN MORE TO GO THROUGH. SO I KNOW WE ALL WANT TO SPEAK ABOUT THESE AND THESE ARE THINGS ESPECIALLY BOARD MEMBER POLICIES WE FEEL PASSIONATE ABOUT. IF WE CAN GET MOST OF OUR COMMENTS DONE IN ONE SO WE DON'T GO BACK THROUGH BOARD MEMBERS, WE'RE NEVER GOING TO GET THROUGH THIS. FOR ME SPECIFICALLY, MY QUESTION IS CENTERED AROUND THE REASON WHY I THINK THIS POLICY IS COMING INTO PLAY NOW IS BECAUSE THERE HAVE BEEN BARRIERS PLACED IN FRONT OF PARENTS GETTING ACCESS TO THE ABA THERAPY AND OTHER THERAPIES WITH PRIVATE PARTNERSHIPS IN OUR SCHOOLS PARTNERSHIPS IN OUR SCHOOLS TO WHERE THE BOARD HAS -- WHETHER IT WAS LAST MEETING OR VOICING IT NOW, WANT TO MAKE SURE THAT WE'RE ELIMINATING AS MANY BARRIERS AND GIVING AS MUCH ACCESS AS POSSIBLE. AFTER THE MEETING I SPOKE WITH THE THE FAMILY WHO IS STILL HAVING CHALLENGES AND WORKING ON ABA THERAPY SINCE LAST YEAR. THEY WERE OFFERED IT IN HOST. NOW THERE IS CHALLENGES GETTING IT IN THE SCHOOL AND THERE IS AN EXTREME AMOUNT OF FRUSTRATION. MY QUESTION IS TO THE POINT. WITH THIS POLICY THE WAY IT'S WORDED AND REFERENCING THE STATUTES, IS IT GOING TO MAKE SURE GOING FORWARD THE POLICIES, THAT MEMBER COMBS TALKED ABOUT, AND MEMBER RENDON TALKED ABOUT WILL MATCH TAKING AWAY AS MANY OF THOSE BARRIERS AND PROVIDING AS MUCH ACCESS AS POSSIBLE FOR OUR OUR FAMILY? >> SO I THINK SOME OF THE BARRIERS BARRIERS WERE ABOUT GETTING THE BARRIERS WERE ABOUT GETTING THE BADGES AND CREDENTIALING SUBMITTED. ONCE THAT WAS APPROVED, THE SPECIFIC CASE YOU'RE TALKING ABOUT, WE WERE ABLE TO MOVE FORWARD WITH GETTING THE SERVICES. THE COMMUNICATION BACK AND FORTH IS REALLY IMPORTANT. THAT'S ONE OF THE REASONS THAT WE STARTED -- WE PUT ONE PERSON, DR. DROWN, IN CHARGE OF REVIEWING ALL THE CASES, MAKING SURE SHE IS COMMUNICATING BACK TO THE PRIVATE PROVIDERS AND PARENTS OF WHERE THE BARRIERS OR BREAKDOWNS ARE. IF THERE IS SOMETHING MISSING THAT THEY KNOW WE CAN CONTACT THE PARENT AND SAY YOU HAVE TO HAVE YOUR PROVIDER -- YOUR PROVIDER HAS TO HAVE THE JESSICA LUNSFORD BADGE TO GET THAT HANDLED. SINCE WE STARTED THE NEW PROCEDURE, THE APPLICATION ONLINE, SO IT GOES RIGHT TO DR. BROWN NOW, I DO THINK WHEN WE WORK OUT SOME OF THOSE KINKS THAT THINGS WILL BE MUCH THAT THINGS WILL BE MUCH SMOOTHER, LESS TIME WILL GO BY. SHE'S ALREADY PROCESSED 122 PRIVATE PROVIDERS IN OUR SCHOOL SINCE WE JUST STARTED THE NEW PROCEDURE. HE OTHER PROVIDERS IN OUR SCHOOLS ON THE OLD PROCEDURE BECAUSE IF PARENTS FILLED OUT THE OLD APPLICATION, WE DID NOT DENY THEM ABSCESS. WE LET -- ACCESS. WE LET THEM GO FORWARD AND USE THE APPLICATION. THE PRINCIPAL WAS THE ONE RESPONSIBLE FOR LOOKING TO SEE IF THEY HAD A SURIFICATION TO MAKE SURE THEY -- CERTIFICATION TO MAKE SURE THEY HAD A BADGE. THAT WAS A LOT ON THE SCHOOL AND PRINCIPAL. THAT'S WHY WE HAVE GOT ONE POINT PERSON TO GET IT PERSON TO GET IT STREAMLINED AND QUICKER AND COMMUNICATION OUT. SO I DO BELIEVE THAT WE WILL HAVE BETTER COMMUNICATION NOW. WE HAVE 122 ACTIVE THROUGH THIS PROCEDURE AND MANY MORE FROM OUR OLD OLD PROCEDURE IN THE CLASSROOMS NOW. WE HAVE ONE SCHOOL THAT HAS NINE PRIVATE PROVIDERS IN IT NOW. >>Jessica Vaughn: SO WHAT I'M HEARING IS YES, HEARING IS YES, I HOPE SO? >> I CAN'T SAY IF THE PROVIDER DOES NOT PROVIDE THEIR BADGE, THEY'RE NOT COMING. WE'RE NOT LETTING SOMEONE COME WITHOUT THE JESSICA LUNSFORD BADGE OR NOT BEING CERTIFIED. SO IF THEY -- THAT PARTICULAR CASE WE WERE TALKING ABOUT, THAT WAS WHAT YOU CALL THE BARRIER. BUT THAT IS A REQUIREMENT. >>Jessica Vaughn: SO WILL THIS REMOVE SOME OTHER BARRIERS THAT MIGHT BE AN ISSUE? >> LIKE WHAT? WHAT WOULD BE A WHAT WOULD BE A BARRIER OTHER THAN THAT? >>Jessica Vaughn: HAVING TO GET THE PIP OR WITH PIPs OR WAYS THEY DO THE APPLICATIONS. WITH THIS POLICY CHANGE, ARE WE STREAMLINING OR DOING ANYTHING THAT WILL OFFER BETTER ACCESS TO OUR FAMILIES? >> I BELIEVE SO, YES. >>Jessica Vaughn: OKAY. THANK YOU FOR THAT ANSWER. SECONDLY, I HAVE -- IT'S REALLY QUICK OFF TOPIC. WITH SYNERGY, HAVE WE HAD SINCE THE BEGINNING OF SCHOOL 504s AND IEPs ACCESSIBLE TO TEACHERS OR WAS THERE A BARRIER WITH SYNERGY ON THAT? >> IF THE IEP WAS ON THE OLD SYSTEM, ALL TEACHERS HAD ACCESS TO CURRENT TO CURRENT IEPS DONE IN TO CURRENT IEPS DONE IN SYNERGY. IF IT WAS DONE IN E-CONNECT AND EFAD, THEY WERE ARCHIVED OVER TO SYNERGY BUT FOR SOME REASON, THE GEN ED TEACHERS COULD NOT SEE THEM. THEY HAVE SINCE CORRECTED THAT. HOWEVER, IN THE MEANTIME, WHILE WE WERE WAITING FOR WE WERE WAITING FOR THEM TO DO THEIR I. T. MAGIC, WE HAD HARD COPIES IN THE FOLDERS THAT WE COULD PROVIDE THEM. IT IS OUR ESE CASE MANAGERS' RESPONSIBILITIES TO PROVIDE ALL THE GEN ED TEACHERS WITH WHAT SERVICES THEIR KIDS ARE SUPPOSED TO BE HAVING. WHAT WHAT ACCOMMODATIONS. THAT IS A PRACTICE WE -- A LONGTIME PRACTICE WE HAD THAT CASE MANAGERS WERE RESPONSIBLE FOR WORKING WITH THEIR GEN ED FOR WORKING WITH THEIR GEN ED PARTNERS ON MAKING SURE WHAT TEACHERS KNEW WHAT KIND OF ACCOMMODATIONS AND TEACHERS NEEDED. IN THE MEANTIME WHILE THAT WAS BEING FIXED WE HAD A SOLUTION SO PEOPLE WEREN'T OUT THERE NOT KNOWING WHAT SERVICES KIDS SHOULD GET OR WHAT SHOULD GET OR WHAT ACCOMMODATIONS. >>Jessica Vaughn: OKAY. I APPRECIATE THAT ANSWER THAT IT'S FIXED. I WAS HAVING CONCERNS EVEN AT MY OWN SON'S SCHOOLS ACCESSING THE IEPs WE NEEDED. >> AND THE ESE TEACHERS HAD ACCESS TO PRINT IT OUT BUT WE OBVIOUSLY WANT THEM TO HAVE THEIR OWN ACCESS. >>Jessica Vaughn: I'LL GO AHEAD AND SUPPORT THE POLICY BASED ON THAT. ONE THING I'D LIKE TO SAY IS WHILE I WHILE I APPRECIATE THE CENTRALIZATION OF ONE PERSON KIND OF TAKING OWNERSHIP OF THIS, SO FROM WHAT I UNDERSTAND, IT'S REDUCING SOME OF THE IT'S REDUCING SOME OF THE BURDEN OFF THE SCHOOL SITE SPECIFICALLY. I WOULD LIKE TO KEEP OPEN THAT ONE PERSON -- THAT'S A LOT OF WORK FOR ONE PERSON. IF WE NEED MORE IF WE NEED MORE ASSISTANCE, WE LOOK AT EXPANDING THE TEAM BECAUSE I NOTICE IN OTHER CASES WHEN THERE IS ONE PERSON IF THE BACKLOAD BECOMES TOO MUCH OR THEY TAKE VACATION, WE'RE LOOKING AT FAMILIES WAITING EVEN LONGER. SO I WANT TO MAKE SURE THAT WE HAVE ENOUGH PEOPLE DOING THE WORK. I LOVE THE IDEA OF REMOVING IT FROM THE INDIVIDUAL SCHOOL SO THAT'S LESS OF A BURDEN AND IT'S MORE PEOPLE WHO ARE FAMILIAR WITH IT SO WE CAN MOVE IT ALONG QUICKLY. I WANT TO MAKE SURE THERE IS ENOUGH PEOPLE THERE. WE'RE RUNNING OUT OF TIME. >> ALL THE COMPLIANCE TEAM MEMBERS HAVE ACCESS TO THE MEMBERS HAVE ACCESS TO THE MAILBOX SO THAT WHEN SHE NEEDS HELP IF THERE IS TOO MANY, THEY ALL PITCH IN. WHEN SHE IS ABSENT, THEY ALL TAKE OVER SO THERE ARE SEVERAL THAT HAVE ACCESS TO IT. >>Jessica Vaughn: THANK YOU. I APPRECIATE I APPRECIATE IT. DR. HAHN? >>Stacy Hahn: I'LL MAKE MY COMMENTS BRIEF. I APPRECIATE THE COMMENTS OF MY COLLEAGUES. THEY BROUGHT UP TOPICS I HAD QUESTIONS ABOUT AND QUESTIONS ABOUT AND CLARIFIED THINGS. I LIKE THE IDEA IT'S CENTRALIZED AND TAKEN OFF THE BACKS OF THE SCHOOLS. I THINK IN THE PAST AND BEFORE YOUR LEADERSHIP AND MS. BROWN'S LEADERSHIP OVER ESE, LEADERSHIP OVER ESE, THERE WAS A LOT OF CONCERN FROM THE THERAPIST SIDE THAT THE GOAL POST WAS ALWAYS MOVING. THERE WASN'T THE STANDARD PROCESS IN PLACE TO GET APPROVED. IT SOUNDS LIKE WE'RE KIND OF MOVED IN THAT DIRECTION WHERE THERE IS A VERY CLEAR PROCESS TO BECOME AN APPROVED BECOME AN APPROVED THERAPIST IN THIS REGARD. AND THAT'S REALLY LOT OF THE CONCERN I HEARD WAS THAT, YOU KNOW, I CAN'T GET MY SON'S THERAPIST APPROVED AND THEN FROM THE THERAPIST SIDE, WELL, WE DID THIS AND THAT BUT NOW THEY'RE SAYING WE HAVE TO SAYING WE HAVE TO DO X, Y AND Z. I'M GLAD TO HEAR I'M GLAD TO HEAR THAT SEEMS TO BE CHANGED. AND THAT WE'VE GOT THIS REAL CLEAR PROCESS AND WHAT'S NEEDED. I'M CERTAINLY GOING TO APPROVE THIS. MY HOPE IS THAT WHEN THE PROCESS AND PROCEDURES COME FORWARD, IT ALIGNS WITH THIS AND THAT WE'RE SEEING AS MEMBER SEEING AS MEMBER VAUGHN AND MEMBER MEMBER PEREZ AND ALL MY OTHER COLLEAGUES ON THE BOARD SAID TODAY THAT A LOT OF THE BARRIERS ARE BROKEN DOWN FOR FAMILIES. REALLY THE CONTINUITY OF CARE IS WHAT'S SO IMPORTANT HERE. YES, WE CAN PROVIDE SOME OF THESE SERVICES IN SCHOOLS THROUGH OUR OWN THROUGH OUR OWN EMPLOYEES BUT WHEN YOU HAVE A THERAPIST WORKING WITH THE CHILD AT WORKING WITH THE CHILD AT HOME AND IN SCHOOL, AND IN SCHOOL, THERE IS MORE CONTINUITY OF GROWTH AND CARE WHETHER IT'S THROUGH THE SCHOOL YEAR, SUMMER, WEEKENDS. TIME OFF FROM SCHOOL. THAT'S WHERE, YOU KNOW, THE GAPS START TO START TO GET WIDER IS WHEN WE START TO GET WIDER IS WHEN WE HAVE DIFFERENT PEOPLE SERVING CHILDREN CHILDREN AND THEY CHILDREN AND THEY MISS THAT CONTINUITY IN SERVICE. I THINK THAT'S THE MOST IMPORTANT THING. I KNOW WE WORK VERY HARD I KNOW WE WORK VERY HARD AT MAKING SURE THAT WE COMPLY TO ALL THE ALL THE IEPs AND ALL THE IEPs AND I.D.E.A. I THINK MOST I THINK MOST IMPORTANTLY IS MANY FAMILIES IN THE ESE WORLD, IT'S VERY STRESSFUL AND DIFFICULT TO NAVIGATE. MANY PARENTS I WORKED WITH THROUGHOUT MY CAREER FEEL LIKE THEY HAVE TO FIGHT EVERY STEP OF THE WAY FOR EVERY SERVICE THEY RECEIVED. I WANT US TO BE KNOWN AS A REAL COLLABORATOR AND REALLY COLLABORATOR AND REALLY REMOVING THE BARRIERS AND TAKING SOME OF THE STRESS AWAY FROM OUR FAMILIES. THANK YOU. APPRECIATE IT. THANK YOU, MEMBER PEREZ, FOR BRINGING THIS FORWARD. APPRECIATE YOUR ADVOCACY AROUND THIS. IT'S BEEN NONSTOP. >>Jessica Vaughn: THANK YOU, DR. HAHN. MEMBER RENDON? >>Patti Rendon: THANK YOU. JUST A COUPLE REALLY QUICK THINGS. ONE IS I WANT TO MAKE SURE WE NOTE THAT IT'S WONDERFUL THAT WE'VE GOT THESE THERAPISTS AND DIFFERENT THERAPISTS COMING INTO THIS SCHOOLS TO MAKE SURE STUDENTS ARE RECEIVING THE NEEDED SERVICES. THIS DOES NOT TAKE THE RESPONSIBILITY OFF THE TEACHERS SO I DON'T WANT ANYONE TO THINK THAT JUST BECAUSE THERE IS A THERAPIST IN THE CLASSROOM, THE TEACHER DOESN'T HAVE MORE. THE THERAPIST IS ONLY GOING TO GIVE THE TEACHER STRATEGIES TO USE IN THE CLASSROOM. BUT THE WORK IS STILL DONE BY THE TEACHERS AND SO IT'S VERY IMPORTANT TO KNOW THAT THEIR WORK IS CONTINUING TO BE AT THE SAME LEVEL IF NOT HIGHER THAN THEY WERE BEFORE. EVEN WITH THIS EXTRA SUPPORT. IT'S JUST GIVING TEACHERS BETTER STRATEGIES AND WAYS IN WHICH THEY CAN ADDRESS STUDENTS HOPEFULLY FOR THE MOST SUCCESS WITHIN CLASSROOMS. I THINK THAT'S REALLY IMPORTANT TO KNOW THAT EVEN THOUGH WE'VE GOT THESE COMING IN, IT DOESN'T TAKE OFF THE RESPONSIBILITY OF THE TEACHERS. THEY'RE WORKING AS HARD IF NOT HARDER THAN BEFORE. I HAVE A QUESTION AND COULDN'T FIND IT IN STATUTE. I'M PRETTY SURE I SAW IT WHEN WE WERE LOOKING AT THE POLICIES AND PROCEDURES THAT WHEN WE HAVE HAVE -- OR IDENTIFIED A STUDENT IN NEED OF AN ASSESSMENT OR BEEN IDENTIFIED THAT WE HAVE TIMEFRAMES TO ADDRESS THOSE THINGS. THAT'S NOT INCLUDED THAT'S NOT INCLUDED IN THIS POLICY. I REALLY WISH WE WOULD HAVE DONE THAT. >> THE TIMELINES FOR >> THE TIMELINES FOR EVALUATIONS. >>Patti Rendon: CORRECT. WE TALK ABOUT EVALUATIONS BUT WE DON'T HAVE IT AS PART OF OUR POLICY AND THAT REALLY SHOULD BE HERE. >> IT IS IN THE >> IT IS IN THE PMPs FOR THE STATE. EVEN THIS YEAR SOMETHING NEW, WE HAD TO ADD WAS A TIMELINE FOR RE-EVALS WHICH WE NEVER HAD BEFORE. THOSE ARE PART OF THE THOSE ARE PART OF THE PMPs. SO I DON'T SEE WHY WE COULDN'T ADD THAT HERE. >>Patti Rendon: I'LL ONLY APPROVE THIS IF WE PUT THE TIMELINES IN. IT SHOWS THE COMMITMENT OF THE DISTRICT THAT WE HAVE POLICIES THAT IDENTIFY WHEN A STUDENT -- LIKE MEMBER COMBS BROUGHT TO THE FOREFRONT, WHAT HAPPENS WHEN A STUDENT IS NOT IN THE RIGHT ENVIRONMENT OR STUDENT IS NOT AT THE RIGHT LEVEL. WHAT IS THAT. SO THAT SHOULD BE OUR POLICY OF HOW QUICKLY WE ADDRESS IT. HOW SOON THAT NEEDS TO HOW SOON THAT NEEDS TO BE DONE. SO LIKE I SAID, I BELIEVE IT WAS IN OUR PMP BUT SHOULD BE IN THE POLICY OF IDENTIFYING THAT. IN ORDER FOR ME TO APPROVE THIS, I WANT THOSE DATES PUT IN HERE THAT MAKES US ACCOUNTABLE TO OUR STUDENTS. >> YEAH. I THINK WE COULD PUT IT RIGHT UNDER THE MULTI DISCIPLINARY EVALUATION -- >>Jim Porter: WE'LL ADD IT. >>Patti Rendon: ADD THE DATES AND WHEN THOSE ARE GOING TO OCCUR. THAT WOULD BE GREAT. THANK YOU. THAT'S ALL I HAD. I FORGOT TO ASK THAT ORIGINALLY. >>Jessica Vaughn: THANK YOU, MEMBER RENDON. CHAIR PEREZ? >>Karen Perez: THANK YOU. REALLY QUICK, THE PARENTS ARE STILL CONCERNED ABOUT THE FORM STILL CONCERNED ABOUT THE FORM THAT -- THAT -- THE NEW PIP BEING -- REQUIRING THE BEING -- REQUIRING THE -- AND BRENDA -- YOU KNOW WHAT I'M TALKING ABOUT. THE FORM. BECAUSE THESE BECAUSE THESE ARE ADDING BARRIERS BARRIERS WHEN BARRIERS WHEN IT COMES TO THE INSURANCE REQUIREMENTS FOR THE THERAPISTS. WE'RE TRYING TO MOVE AHEAD BUT STILL WE'RE TEN STEPS BEHIND WHEN IT COMES WHEN IT COMES TO THOSE ISSUES. >> SO I WOULD DIFFER TO OUR ATTORNEY ABOUT THOSE PART OF THE PROCEDURE BECAUSE THAT -- THAT'S WHERE WE GET OUR GUIDANCE WHERE WE GET OUR GUIDANCE FOR THOSE THINGS. >> GOOD MORNING. THANK YOU. WORKING WITH STAFF, WE THEN -- HEARING YOUR CONCERNS, WE WENT BACK AND LOOKED AT ALL THE OTHER LARGE DISTRICTS WITHIN THE STATE, MIAMI-DADE, BROWARD, WEST PALM BEACH, ORANGE. THEY ALL HAVE SIMILAR REQUIREMENTS. IT'S SOMETHING THAT WE REQUIRE REALLY ON EVERY -- ANY TIME A PERSON COMES ON TO OUR PERSON COMES ON TO OUR CAMPUS, WE REQUIRE THAT PROTECTION BOTH FOR US AND ALSO FOR THEM. SO THAT'S THE REASON FOR THAT AND WHY WE -- WE WANTED TO MAKE SURE WE WEREN'T AN OUTLIER AND SURE WE WEREN'T AN OUTLIER AND WE'RE NOT. >>Karen Perez: >>Karen Perez: ALL RIGHT. THAT'S IT. >>Jim Porter: OKAY. BEING MINDFUL OF THE TIME, BOARD MEMBERS, WE'LL TRY MEMBERS, WE'LL TRY TO GET THROUGH THESE POLICIES. IF NOT MS. DAVIS AND I WILL COME UP WITH ANOTHER DATE TO GET THROUGH THEM. THE FINAL ONE IS LISTED UNDER BOARD MEMBER POLICY INITIALLY BROUGHT TO THE BOARD BY MEMBER PEREZ SEVERAL YEARS AGO. THIS IS THE APPRENTICE POLICY THAT PUTS MANDATES ON TO A PERCENTAGE OF THE NUMBER OF APPRENTICES THAT NEED TO BE ON ANY SORT OF LARGE PROJECT. MR. FARKAS IS HERE TO GIVE US DETAILS. SINCE THE POLICY HAS GONE INTO EFFECT, THERE HAVE BEEN A SERIES OF LAWSUITS THAT HAVE RENDERED OUR POLICY OUT OF COMPLIANCE WITH STATE LAW. WHAT WE'RE DOING IS RECOMMENDING THAT THAT WE CHANGE THE POLICY FROM A MANDATORY APPRENTICESHIP TO A SUGGESTED OR RECOMMENDED SUGGESTED OR RECOMMENDED APPRENTICESHIP. HILLSBOROUGH COUNTY AND CITY OF TAMPA WHO INITIATED -- INITIALLY PUT THE POLICIES IN PLACE ALSO CHANGED THEIR POLICIES. SO THIS IS PRETTY STRAIGHT FORWARD. WE NEED TO WE NEED TO ALIGN WITH STATE LAW. THE MAJOR CHANGE IS MAKING IT MANDATORY TO RECOMMENDED. MR. FARKAS CAN MR. FARKAS CAN ANSWER ANY QUESTIONS. THERE IS NOT A LOT OF ROOM FOR DEBATE ON THIS GIVEN THE DEBATE ON THIS GIVEN THE STATE OF THE LAW. >>Karen Perez: I DO -- SINCE I BROUGHT THIS FORWARD, I HAVE A COUPLE OF THINGS. THE LANGUAGE THE LANGUAGE WASN'T CHANGED BY THE LANGUAGE WASN'T CHANGED BY THE -- BY HOUSE BILL 705 BUT IT DOES NOW APPLY TO THE PROJECTS WITH LOCAL MONEY. IT OFTENIOUSLY IS NOT A SING -- OBVIOUSLY IS NOT A SINGLE SOURCE BUT WHY THE CHANGE IF THERE ISN'T WORDING ABOUT APPRENTICESHIPS AND WHO IS GOING TO MAKE SURE THERE IS A GOOD FAITH EFFORT TO SHOW PROOF. >>Christopher Farkas: GOOD FAITH WILL BE US AND THE PROJECT MANAGEMENT. SO GIVING -- AN EASY WAY TO DO THAT IS MEASURE IT AND INSPECT WHAT YOU'RE GOING TO EXPECT. IF WE MAKE THE CM CONSTRUCTION MANAGERS REPORT BACK AND SHARE THAT THROUGH EACH PROJECT THAT'S A GOOD WAY TO DO IT. >>Jim Porter: NOT ONLY THE HOUSE BILL BUT THERE IS ALSO LITIGATION INVOLVED THAT RENDERS THE CURRENT LANGUAGE INAPPROPRIATE. THAT'S SORT OF WHERE THAT IS COMING FROM. IT'S A COMBINATION OF THE HOUSE BILL AND THE LITIGATION. THE FINAL CASE WAS JUST ACTUALLY COMING OUT OF ST. PETE LAST MONTH. THIS IS ALL SORT OF NEW. AGAIN, WE FEEL PRETTY STRONGLY THAT WE HAVE TO CHANGE IT. >>Karen Perez: IS THERE ANY WAY TO PUT THAT ON THE SUSPENDED AGENDA SO WE CAN KEEP UP WITH AGENDA SO WE CAN KEEP UP WITH WHAT WE'RE SEEING? >>Christopher Farkas: SURE. >>Jessica Vaughn: MEMBER GRAY? >>Lynn Gray: THANK >>Lynn Gray: THANK YOU, MEMBER VAUGHN. MY CONCERN AND I UNDERSTAND MANDATED VERSUS RECOMMENDED WHICH LAWSUITS HAVE BEEN HAD, ET CETERA. BUT MY PROBLEM WOULD BE WITH THE VERBIAGE. IF WE LOOK AT LINE 52, A IF WE LOOK AT LINE 52, A BIDDER MUST CERTIFY, AND THAT WAS CROSSED OUT, IS ENCOURAGED AND THEN WE HAVE LINE 74, THE CONTRACTOR IS ENCOURAGED TO CONTRACTOR IS ENCOURAGED TO DEMONSTRATE AND DOCUMENT THE GOOD FAITH EFFORTS. THEN THE PROBLEM COMES THEN THE PROBLEM COMES WITH THE INCONSISTENCY OF THE ACTUAL WORD WORD "ENCOURAGED" WHEN WE GO TO WORD "ENCOURAGED" WHEN WE GO TO LINE 88 WHERE IT SAYS, INCLUDE A PROVISION THE CONTRACTOR AND ITS SUBCONTRACTORS TO COMPLY WITH THE REQUIREMENTS OF THIS POLICY. SO SO YOU HAVE ENCOURAGED, ENCOURAGED, YET YOU HAVE THE STRENGTH OF THE WORD REQUIRES. I DON'T SEE THE MATCH. I'D RATHER -- AND I'M OPEN TO MR. FARKAS, WHAT YOU'RE SUGGESTING, LAWSUITS, ET CETERA. BUT I WOULD RATHER SEE THE WORD "WILL" -- THIS IS BACK TO 74. THE CONTRACTOR WILL THE CONTRACTOR WILL DEMONSTRATE THE DOCUMENT AND THEN ON THE OTHER, 52, A BIDDER OTHER, 52, A BIDDER WILL. VERSUS VERSUS ENCOURAGE. THAT'S ONE ASK. IF IF THAT IS A NO IF THAT IS A NO IF THAT IS A NO RECOMMENDED, YOU KNOW, BY LEGAL TO SAY NO, THEN WE HAVE TO DO SOMETHING WITH LINE 88 BECAUSE THEN YOU'RE SAYING, THE CONTRACTOR AND ITS SUBCONTRACTORS TO COMPLY WITH THE REQUIREMENTS THE REQUIREMENTS OF THIS POLICY. SO ENCOURAGE, ENCOURAGE, AND THEN THEN REQUIREMENTS DOES NOT MATCH. SO MY QUESTION IS, SHALL WE SO MY QUESTION IS, SHALL WE NOT CHANGE THE WORD FROM CHANGE THE WORD FROM ENCOURAGED TO WILL? >>Jim Porter: I THINK THAT'S THE FUNDAMENTAL ISSUE BECAUSE "WILL" IMPLIES IT'S MANDATORY AND ENCOURAGE IMPLIES IT'S NOT MANDATORY. SO I THINK WE HAVE TO KEEP ENCOURAGE ON THE TWO LINES YOU MENTIONED AND IF YOU GO TO LINE 88, IF YOU READ THE WHOLE SENTENCE STARTING ON LINE 87, IT DOES HAVE THE WORD ENCOURAGE. IT SAYS INCLUDE A PROVISION IN A CONSTRUCTION PROCESS ENCOURAGING THE CONTRACTOR AND ITS THE CONTRACTOR AND ITS SUBCONTRACTOR TO COMPLY WITH THE REQUIREMENTS OF THE POLICY. I THINK ENCOURAGE NEEDS TO STAY FROM A LEGAL PERSPECTIVE AND I THINK IF YOU READ 87 AND 88 TOGETHER, IT MAKES SENSE BUT WE'LL BE HAPPY TO TAKE A LOOK AT LINES 87 AND 88 TO SEE IF THEY CAN BE WORDED BETTER. HAPPY TO DO THAT. >>Lynn Gray: LET ME BE CLEAR. FROM A LEGAL PERSPECTIVE, BUT IN FACT, THIS HAS NO TEETH AT ALL. IS THAT ON PURPOSE? >>Jim Porter: THAT'S ON PURPOSE, YES. >>Lynn Gray: I UNDERSTAND. IT'S THE LAW. WE'RE LOOKING AT A POLICY THAT REALLY HAS NO EMPHATIC USAGE. SO AT ANY RATE, I DIDN'T GO THROUGH THE SYNONYMS OF ENCOURAGE TO FIND OTHER WORDS. BUT I WILL SEEK THAT. I'M NOT -- IT JUST DOESN'T SEEM TO FLOW. >>Jim Porter: WE'LL BE HAPPY TO LOOK AT THE LOOK AT THE WORDING. >>Lynn Gray: THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER GRAY. I'M NEXT IN QUEUE. SO SO WHILE I APPRECIATE BEING PROACTIVE ABOUT THIS BECAUSE THE LAST THING WE WANT TO DO IS GET ENTANGLED IN LAWSUITS. WE HAD A FEW RECENTLY. I'M CONCERNED WE'RE BEING A LITTLE TOO PROACTIVE AND THAT PUBLIC WORKS FUNDING IS NOT NECESSARILY THE SAME THING WHEN IT TALKS -- WE'RE TALKING ABOUT APPRENTICESHIPS, RIGHT? THE WHOLE POINT OF OUR THE WHOLE POINT OF OUR APPRENTICESHIPS IS OUR APRESENTEES GET APRESENTEES GET APPROVED AS STATE STATE APPROVED STATE APPROVED APRENTEES AND WHY WOULDN'T WE WANT A POLICY FOR THE STUDENTS WE'RE PREPARING TO LIFE TO MAKE SURE THEY LIFE TO MAKE SURE THEY CAN WORK ON OUR SCHOOLS. I THINK THE JUDGE RULED IN THE FAVOR OF THE CITY AT FIRST AND CAME BACK. I'M NOT SURE THE RULING MAKES FEE FEEL COMFORTABLE ENOUGH THAT OUR POLICY SPECIFICALLY VIOLATES STATE LEGISLATION. I'M CONCERNED OF THE FACT THAT THIS IS A FURTHER EROSION OF HOME RULE. WE'RE CONSISTENTLY HELD ACCOUNTABLE AS A SCHOOL DISTRICT FOR THE DECISIONS WE MAKE BUT WHEN WE TALK ABOUT WHEN WE TALK ABOUT FUNDING AND BEING ABLE TO HIRE THE EMPLOYEES TO REINVEST IN OUR COMMUNITY, WE GET LESS AND LESS AUTONOMY. I THINK THIS ACTUALLY VIOLATES HOME RULE CREATING AN OWN POLICY OF OUR OF OUR WORKFORCE. I THINK IT'S I THINK IT'S PROBLEMATIC. I'M VERY I'M VERY CONCERNED. I THINK IT'S THE ANTITHESIS WHEN WE TALK ABOUT CONSISTENT WORKFORCE DEVELOPMENT AND HOW MANY STUDENTS WE HAVE THAT ARE NOT CAREER OR COLLEGE BOUND WHEN WE TALK ABOUT GIVING THEM TRADES. WE WANT TO OFFER THEM GOOD JOBS TO COME BACK AND BUILD OUR DISTRICT AND IN OUR SCHOOLS AND COMMUNITY. AND WHILE I APPRECIATE YOU BEING PROACTIVE AGAINST THIS, I DON'T AGREE THIS AUTOMATICALLY VIOLATES STATE LAW AND I'M NOT GOING TO SUPPORT THE CHANGES TO THIS POLICY. MEMBER COMBS? >>Nadia Combs: THANK YOU, MEMBER VAUGHN. I ALSO -- I THINK WE'RE BEING TOO PRESUMPTIVE. I THINK WE'RE BEING TOO REACTIONARY. I ALSO DON'T THINK IT'S NECESSARY. BUT IF YOU ARE -- IF YOU REALLY FEEL THAT WE NEED TO CHANGE TO ENCOURAGE TO, ENCOURAGE TO, THEN ON LINE 87 AND 88, I'D LIKE TO SEE HOW EXACTLY ARE WE GOING TO DOCUMENT OR LOOK AT THOSE EFFORTS. IF YOU ARE GOING TO CHANGE IT TO ENCOURAGING, I WANT TO SEE HOW WE'RE GOING TO MEASURE THAT. I THINK IF WE CHANGE THAT WORD TO ENCOURAGING, AND THEN I DON'T SEE ANY FOLLOW-UP ON HOW I CAN MEASURE THAT, THEN POLICY IS NOT GOING TO BE IN EXISTENCE. I'M INTO EITHER ONE OR THE OTHER. I'M INTO STAYING, REMAINING THE POLICY AS IS OR IF YOU AS ATTORNEYS THINK WE NEED TO CHANGE IT TO ENCOURAGING, I WANT TO SEE HOW I'M GOING TO BE ABLE TO SEE THAT IT'S ACTUALLY BEING MEASURED. SO I WANT SO I WANT TO SEE ARE YOU GOING TO MONTHLY GIVE US UPDATES ON PROJECTS. IF I GO OUT TO THE UNIONS, THEY SAID, OKAY, WE HAD AN OPPORTUNITY. OUR STUDENTS ALSO HAD THE OPPORTUNITY OF THAT. FOR ME I HAVE TO MAKE SURE IT REMAINS THIS WAY OR WE HAVE SOME TYPE OF MEASUREMENT ON THAT. IF NOT, IT'S JUST A IF NOT, IT'S JUST A POLICY WITHOUT ANY TEETH. THANK YOU. >>Jessica Vaughn: THANK YOU. DR. DR. HAHN? >>Stacy Hahn: >>Stacy Hahn: ( >>Stacy Hahn: ( I'M SORRY. I HAD TO STEP OUT OF THE ROOM. CAN YOU TALK ABOUT THE LEGAL IMPLICATIONS? >>Jim Porter: >>Jim Porter: IT WAS MODELED AFTER ORDANCES OF HILLSBOROUGH AND CITY OF TAMPA. THERE HAS BEEN LITIGATION AND HOUSE BILLS THAT WOULD RENDER THE CURRENT POLICY POTENTIALLY VIOLATING THE STATE LAW AND WITH THE RECENT DECISION OUT OF ST. PETERSBURG. IT'S A COLLECTIVE RECOMMENDATION FROM LEGAL AND FROM LEGAL AND MR. FARKAS THAT FROM LEGAL AND MR. FARKAS THAT IT BE CHANGED FROM A MANDATORY POLICY TO ONE THAT ENCOURAGES POLICY TO ONE THAT ENCOURAGES APPRENTICESHIPS. THERE IS A RISK INVOLVED IF YOU DON'T CHANGE IT. YOU MAKE ANY DECISION YOU'D LIKE. BUT THE RISK IS WE GET BUT THE RISK IS WE GET CHALLENGED BY A LAWSUIT. WE'LL DEFEND ANYTHING YOU DO. BASED ON WHAT I TOLD YOU IT WOULD BE HARDER TO DEPEND THAT THAN IT WAS THAN IT WAS WHEN IT WAS ENACTED. >>Stacy Hahn: I UNDERSTAND. WE'VE BEEN THROUGH A COUPLE LAWSUITS IN THE LAST LAWSUITS IN THE LAST COUPLE WEEKS. AND NOBODY WANTS TO GO THROUGH THAT AGAIN IF IT CAN BE AVOIDED. I UNDERSTAND THE CONCERNS OF MY OTHER BOARD MEMBERS BUT I'M A LITTLE RISK LITTLE RISK AVERSE NOW. I THINK THE LAST THING WE NEED TO DO IS GET INTO ANOTHER LAWSUIT AND LAWSUIT AND BATTLE. I THINK THAT I THINK THAT WE NEED TO I THINK THAT WE NEED TO ALIGN OUR POLICIES WITH WHAT WE'RE SEEING. WE'LL OFTEN SAY THE COUNTY IS DOING THIS AND THE CITY IS DOING THAT. AND THAT'S HOW WE KIND OF GOT THIS. TO BEGIN WITH. I THINK IT WAS THE CITY WHO -- >>Jim Porter: CITY OF TAMPA STARTED IT OFF. >>Stacy Hahn: NOW THEY >>Stacy Hahn: NOW THEY REVERTED BACK -- >>Jim Porter: BOTH THE CITY AND COUNTY REVERTED TO THIS. >>Stacy Hahn: I DON'T THINK IT'S UNREASONABLE TO MOVE THIS FORWARD. I'LL SUPPORT MEMBER PEREZ'S POLICY TODAY. THANK YOU. >>Jessica Vaughn: ANYONE ELSE IN THE QUEUE THAT DIDN'T SPEAK? I HAVE ONE ADDITIONAL QUESTION. IF WE WERE FACED WITH A LAWSUIT, WOULD IT BE JUST THAT THE POLICY DOES -- ISN'T LEGAL AND WE'D HAVE TO CHANGE IT? ARE THERE CONCERNS ABOUT ANYTHING ELSE? WHAT ARE YOUR CONCERNS AND FROM THE OTHER COUNTIES, WHAT DID THAT LOOK LIKE? >>Jim Porter: I CAN PROVIDE THE LAWSUIT THAT CAME OUT OF ST. PETE. THE COURT IN THE COURT IN PINELLAS COUNTY FOUND THAT THEIR POLICY OR ORDINANCE WAS ORDINANCE WAS UNCONSTITUTIONAL. IT WOULD BE RULING WE'D IT WOULD BE RULING WE'D HAVE TO CHANGE IT. AND BOARD MEMBERS, UNDERSTAND THERE IS A DIFFERENCE OF OPINION. WE'LL BRING IT FORWARD TO THE PUBLIC HEARING AND YOU CAN MAKE A A FINAL DECISION THERE. BUT IT EITHER STAYS THE SAME OR CHANGES. THERE IS NOT MUCH ROOM TO MITIGATE IT. WE'LL LOOK AT LINES 87 AND 88 AND CLEAN THAT UP. THEN YOU CAN DECIDE AT THE PUBLIC HEARING WHETHER TO SUPPORT THIS OR NOT. I'LL MAKE THE COMMENTS AGAIN ON THE RECORD ABOUT RISK YOU'RE FACING. IT'S YOUR DECISION. ALWAYS WANT TO MAKE ALWAYS WANT TO MAKE IT ALWAYS WANT TO MAKE IT CLEAR IT'S YOUR DECISION. WE'LL IT'S YOUR DECISION. WE'LL DEFEND YOU BUT IT'S MY DUTY TO ADVISE YOU WHEN THERE IS A RISK, AND YOU WHEN THERE IS A RISK, AND THERE IS A RISK. WE HAVE 30 MINUTES TO GET THROUGH THE NEXT ROUND OF POLICIES. OKAY. AND IF WE DON'T GET THROUGH -- BOARD MEMBERS, AGAIN, IF WE DON'T GET THROUGH THIS, BECAUSE WE'RE ON A BECAUSE WE'RE ON A POLICY CYCLE THAT'S PRETTY ON A REGULAR BASIS, WE CAN ALWAYS MOVE THESE TO THE NEXT POLICY CYCLE OR HAVE ANOTHER WORKSHOP. I'LL TURN IT OVER TO MS. DAVIS TO GO THROUGH THE STAFF POLICIES. >> THANK YOU. WE'LL START OUR STAFF SUBMITTED POLICY REQUESTS. MOST OF THEM ARE MOST OF THEM ARE UPDATES BASED ON ON STATUTE CHANGES AND RULE MAKING WITH DOE. I'LL TURN IT OVER TO DR. I'LL TURN IT OVER TO DR. PATTON TO HIGHLIGHT 1210 AND POLICY 3210. >> GOOD AFTERNOON. SO WE'RE COVERING POLICY 1210 FOR ADMINISTRATION AND 3210 FOR INSTRUCTIONAL BASED ON STANDARDS OF ETHICAL CONDUCT. THE REASON FOR THESE UPDATES IS TO PROVIDE THE CONTEXT TO THE ETHICAL STANDARDS BY IDENTIFYING THE OBLIGATIONS AND THE KEY WORD IS OBLIGATIONS TO THE STUDENT, PUBLIC AND PROFESSIONAL THE LICENSE PROFESSIONAL EDUCATOR IN THE STATE OF FLORIDA ARE EXPECTED TO UPHOLD. UNDER RULE OF THE FLORIDA ADMINISTRATIVE CODE THE PRINCIPLES OF PROFESSIONAL CONDUCT FOR THE EDUCATION PROFESSION IN FLORIDA THAT WAS REVISED IN AUGUST 2023. RIGHT NOW WE'D LIKE TO HAVE KELLY KING WHO IS MY EXECUTIVE OFFICER OF PROFESSIONAL STANDARDS JUST WALK THROUGH THE CHANGES AND THE UPDATES THAT ARE TO THE POLICY AND IF THERE IS TO THE POLICY AND IF THERE IS ADDITIONAL QUESTIONS, WE'LL BE GLAD TO ENTERTAIN THOSE. >> THANK YOU, DR. >> THANK YOU, DR. PATTON. GOOD MORNING. AS DR. PATTON SAID FOR 1210 AND 3210 THE CHANGES ARE REALLY MINIMAL. IT REALLY PROVIDES CONTEXT AS IT REALLY PROVIDES CONTEXT AS LICENSED EDUCATORS THAT STAFF AND ADMINISTRATORS HAVE AN OBLIGATION TO THE STUDENT AS WELL AS THE PUBLIC AND THE COMMUNITY. AND THEN THERE WAS ONE ADDITIONAL CHANGE THAT WE NOTICED WHERE THERE WAS AN OMISSION THAT WAS RELATED TO DISCRIMINATION AND SO THAT PART THAT YOU SEE HIGHLIGHTED IN THE RED WAS ADDED AS WELL IN BOTH 1210 AND 3210. AND IN POLICY 1210, AND IN POLICY 1210, THERE WAS AN OMISSION ON NUMBER 25 RELATED TO NOT USING COURSE OF MEANS OR PROMISE OF SPECIAL PROMISE OF SPECIAL TREATMENT TO INFLUENCE PROFESSIONAL INFLUENCE PROFESSIONAL JUDGMENT OF COLLEAGUES. >>Jessica Vaughn: MEMBER GRAY? >>Lynn Gray: >>Lynn Gray: IF WE'RE READY, >>Lynn Gray: IF WE'RE READY, I HAVE ONE QUESTION, MS. KELLY, AND THANK YOU FOR THIS WORK EFFORT. ON LINE 70, ON LINE 70, NOT USE ON LINE 70, NOT USE COERCIVE MEANS OR PROMISE SPECIAL TREATMENT TO INFLUENCE PROFESSIONAL JUDGMENTS PROFESSIONAL JUDGMENTS OF COLLEAGUES. JUST TO SHARE WITH THE SPIRIT OF THE ESE TOPIC, NOT USE THE ESE TOPIC, NOT USE COERCIVE MEANS OR PROMISE SPECIAL TREATMENT. SHOULD WE NOT PUT A CLAUSE IN THERE TO THERE TO INCLUDE OR NOT INCLUDE THE ESE CHILDREN BECAUSE THE THE ESE CHILDREN BECAUSE THE SPECIAL TREATMENT AND, YOU KNOW, I MIGHT BE JUST REACHING OUT AND BEING VERY PICKY. BUT I'M JUST WANTING TO COVER THAT POPULATION. >> WELL, TO YOUR QUESTION, THE FIRST ADJUST AREMENT WE MADE IF YOU LOOK AT A HAS TO DO WITH THE OBLIGATION TO THE STUDENT THAT THE PROFESSIONAL HAS. AND THAT WOULD ENCOMPASS ALL STUDENTS AND THAT'S TAKEN DIRECTLY FROM RULE 6A. >>Lynn Gray: OKAY. 6A. >> LETTER A AT THE TOP. OBLIGATION TO THE STUDENT. >>Jim Porter: IT WOULD BE HELPFUL IF YOU CAN REFERENCE THE LINE. I THINK THAT'S WHAT THE BOARD IS USED TO. IF WE IF WE REFERENCE THE LINES. >> YES, LINE 8 IF YOU'RE LOOKING AT POLICY 1210. >>Lynn Gray: OKAY. I'M NOT FOLLOWING. I'M LOOKING AT LINE A, SECTION A -- ARE YOU TALKING LINE A -- ARE YOU TALKING LINE 25? >> LINE 8. >>Lynn Gray: OBLIGATION TO THE >>Lynn Gray: OBLIGATION TO THE STUDENT REQUIRES THE INDIVIDUAL. SO WHAT WE'RE SAYING IS THAT -- >> SO THAT'S WHERE THE PART IS REFERENCED. THE ETHICAL CODE OF CONDUCT COVERS THE PROFESSIONAL'S OBLIGATION TO ALL STUDENTS INCLUDING ESE STUDENTS. >>Lynn Gray: OKAY. THAT'S AN UNDERSTANDING. AND YOU DON'T FEEL LIKE WE SHOULD MAKE IT A LITTLE BIT MORE CLEAR WITH THE CLEAR WITH THE ESE? >> I DON'T KNOW THAT DERIVING FROM WHAT THE RULE FROM WHAT THE RULE STATES WOULD BE NECESSARY BECAUSE IT DOES ENCOMPASS ALL OF THOSE STUDENTS. >>Lynn Gray: WELL, I'M SEEING ALL THESE SHAKING HEADS ALL THESE SHAKING HEADS YES. I'M I'M PREFACING THAT WITH SAYING I'M BEING PICKY. JUST REFLECT ON THAT FOR A SECOND AND I'LL DO THE SAME. I WELCOME BOARD MEMBER COMMENTS. THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER GRAY. MEMBER COMBS? >>Nadia Combs: I'LL BE VERY BRIEF. I THINK THIS IS A GREAT CHANGE. I LIKE THE WAY IT LAYS OUT, OBLIGATION TO STUDENT, OBLIGATION TO THE PUBLIC. THE OBLIGATION TO THE -- I LIKE THE WAY IT THE WAY IT FLOWS. I REALLY I REALLY THINK IT'S AN INTERESTING WAY OF LOOKING AT IT AND I THINK IT'S IMPORTANT. I THINK IT GIVES EVERY STAKEHOLDER AN OBLIGATION AND I THINK THIS IS A GREAT IMPROVEMENT FOR THIS POLICY. THAT'S ALL I WAS GOING TO THAT'S ALL I WAS GOING TO SAY. THANK YOU. I SUPPORT IT. AND LET'S GO ON AND LET'S GO ON TO THE NEXT POLICY MAYBE. >>Lynn Gray: GOT IT. SUPPORT IT. >>Jessica Vaughn: I AGREE. I LIKE THE CHANGES A LOT. I THINK I THINK THEY'RE GOOD CHANGES. THE THE NEXT POLICY? >> THAT WAS EASY. >> THANKS YOU. WE'LL MOVE ON TO THE NEXT ONE. POLICY 6110. FEDERAL FUNDS. AND WE HAVE OUR FINANCE TEAM AND WE HAVE OUR FINANCE TEAM COMING BACK UP. I THINK SUSAN GARCIA WILL START US OFF WITH THE HIGHLIGHT US OFF WITH THE HIGHLIGHT OF THE CHANGES. >> GOOD MORNING. SO THIS IS A MINOR CHANGE. WE'RE JUST ADDING LANGUAGE TO THE FEDERAL FUNDS POLICY. WE'RE BASICALLY ADDRESSING MAINTENANCE OF EFFORT. LAST FISCAL YEAR WE HAD A MONITORING BY FLDOE ON ONE OF OUR FEDERAL FUNDS AND THEY ADDRESSED MAINTENANCE OF EFFORT. MAINTENANCE OF EFFORT BASICALLY SAYS WE'LL SPEND THE SAME SAYS WE'LL SPEND THE SAME DOLLARS, STATE AND LOCAL DOLLARS THAT WE SPENT IN THE PREVIOUS YEAR IN EDUCATING OUR STUDENTS. WE DID PASS THE MAINTENANCE OF WE DID PASS THE MAINTENANCE OF EFFORT AUDIT, HOWEVER, WE DIDN'T HAVE A POLICY THAT ADDRESSED IT. SO WE'RE ADDING THAT SENTENCE TO OUR FEDERAL FUNDS POLICY. IT DID ADDRESS THAT WE WOULD FOLLOW ALL FEDERAL STATUTES BUT THEY SPECIFICALLY WANTED US TO TALK ABOUT TALK ABOUT MAINTENANCE OF TALK ABOUT MAINTENANCE OF EFFORT. >> THEY WANT TO MAKE SURE IF WE CHANGE, WHOEVER BE HERE, KNOWS THERE IS A MAINTENANCE EFFORT POLICY. THAT MEANS BASED ON THE FEDERAL STRUCTURE, WE NEED TO SPEND THE SAME AMOUNT OF DOLLARS IN THE GENERAL FUND AND CAN'T GO BELOW THAT RANGE TO EDUCATE THAT RANGE TO EDUCATE KIDS. AND THAT COMES -- IT'S A MATCHING PRINCIPLE WITH THE FEDERAL POLICIES. >>Lynn Gray: OKAY. >> >> WE'LL MOVE ON. >>Lynn Gray: THAT WAS EASY. >> KEN HART IS GOING TO JOIN US. AND DR. -- AS WELL TO HIGHLIGHT -- WE HAVE THREE POLICIES THAT ARE RELATED WHICH ARE 8390, ANIMALS ON DISTRICT ARE 8390, ANIMALS ON DISTRICT PROPERTY. 8390.01 SERVICE ANIMALS AND PUBLIC ATTENDANCE AT SCHOOL EVENTS POLICY. TURN TURN IT OVER TO YOU. >> IS IT ON? >> IT IS. >> GOOD MORNING, EVERYONE. THANKS FOR ALLOWING US TO COME IN TODAY. THIS REVISION OR PROPOSED REVISION REALLY IS REVISION REALLY IS A SPLIT BETWEEN TWO BETWEEN TWO EXISTING POLICIES. A COUPLE YEARS AGO, IT'S STILL IN PLACE. WE HAVE POLICY 9360 WHICH IS SERVICE ANIMALS ON CAMPUS. THAT'S IN PLACE TODAY. THERE HAS BEEN SOME THERE HAS BEEN SOME CONFUSION AT TIMES ABOUT WHAT IS A SERVICE ANIMAL. WHAT IS AN ANIMAL GOING INTO A CLASSROOM. CAN WE BRING AN ANIMAL INTO A ROOM AND SO FORTH. AS A RESULT OF AN OCR HEARING TWO YEARS TWO YEARS AGO, I BELIEVE, WE WERE WERE ASKED AND MAYBE WE VOLUNTEERED EVEN TO SPLIT THE TWO POLICY. ONE ONE SPECIFICALLY DEALING WITH SERVICE SERVICE ANIMALS ON CAMPUS. AND THE SECOND, THAT'S AND THE SECOND, THAT'S 9360.01, AND THE SECOND ONE, AND THE SECOND ONE, 9360, WHICH IS THE IS THE SERVICE ANIMALS ON CAMPUS. OR 8390. I'M SORRY. 8390. SO WHAT YOU HAVE IN FRONT OF YOU IS A PROPOSAL, AND I'LL GO THROUGH THE FIRST ONE FIRST, IS THROUGH THE FIRST ONE FIRST, IS POLICY 8390 AND IT DEALS WITH ANIMALS ON DISTRICT PROPERTY. THIS IS WHERE WE BRING THIS IS WHERE WE BRING OR MAY BRING ON ANIMAL ON CAMPUS TO SUPPORT OUR CURRICULUM. AND THAT AND THAT IS A VERY KEY WORD OR KEY WORDS BECAUSE WE DON'T WANT TO COMPROMISE THE AGRICULTURAL PROGRAMS AT OUR HIGH SCHOOLS. THEY ARE PART OF OUR THEY ARE PART OF OUR CURRICULUM. THEY ARE THERE UNDER THEY ARE THERE UNDER THE GUIDELINES OF THE BOARD OF EDUCATION AND DIRECTION OF THE PRINCIPAL AND SO FORTH. THEY'RE EXCLUDED THEY'RE EXCLUDED FROM THIS POLICY BECAUSE THEY'RE PART OF OUR CURRICULUM. HOWEVER AN ANIMAL THAT MIGHT -- OR TEACHER THAT MIGHT WANT TO BRING ON ANIMAL ON CAMPUS FOR CAMPUS FOR EMOTIONAL SUPPORT OR WHATEVER MUST WHATEVER MUST MEET CERTAIN CRITERIA CRITERIA AND INDICATE CRITERIA AND INDICATE THAT THE ANIMAL IS ANIMAL IS PERFORMING A SERVICE DIRECTLY RELATED TO SUPPORT THE DIRECTLY RELATED TO SUPPORT THE ACTIVITY OR THE CURRICULUM OF THE CLASS. FOR EXAMPLE, FOR EXAMPLE, IF A SCIENCE TEACHER WOULD LIKE TO BRING AN ANIMAL ON TO OUR PROPERTY, THAT TEACHER WOULD NEED TO BE TEACHER WOULD NEED TO BE -- HELD TO INDICATE AND SHOW TO US THAT THE ANIMAL HAS A DIRECT CORRELATION CORRELATION TO WHAT'S BEING THOUGHT. IF THAT IS FOR LACK OF A BETTER WORD, PROVEN, WE GRANT APPROVAL. THERE IS A COMMITTEE THERE IS A COMMITTEE THAT MAKES THAT CALL THAT CALL AND THERE ARE FORMS USED THAT WILL BE REVISED AFTER THE POLICY IF INDEED YOU APPROVE THE NEW REVISION THAT THE PRINCIPAL WILL HAVE -- THEY NEED TO MEET CERTAIN CRITERIA, PROVIDE US WITH CERTAIN INFORMATION, TO MAKE SURE THAT THE ANIMAL ON CAMPUS DIRECTLY SUPPORTS EITHER THE SUPPORTS EITHER THE ACTIVITY OR CURRICULUM. THAT'S THE POLICY 9360. THE POLICY 93 THE POLICY 93 -- O? THE POLICY 93 -- O?8390.01 IS SERVICE ANIMALS. AND SERVICE ANIMALS ARE REALLY PART OF THE FEDERAL LAW. THERE ARE VERY STRICT CRITERIA APPLIED TO AN INDIVIDUAL WHO WANTS TO HAVE AN ANIMAL ON WANTS TO HAVE AN ANIMAL ON CAMPUS SUPPORTING HIS OR HER DISABILITY. OF COURSE IT HAS TO BE A DISABILITY THAT MEETS DISABILITY THAT MEETS THE CRITERIA. AND WE ALSO REVIEW THAT AS WELL. BUT FOR THE MOST PART, BUT FOR THE MOST PART, IF A REQUEST IS MADE TO HAVE AN ANIMAL ON CAMPUS TO BE A SERVICE ANIMAL, WHICH BY THE WAY, IS NOT A PET EVER. THE CRITERIA ARE PRETTY CLEAR. WE CANNOT ASK THE INDIVIDUAL WHAT THE DISABILITY IS WHAT THE DISABILITY IS BUT WE CAN ASK WHAT SERVICE THE DOG -- THE ANIMAL, IN MOST CASES, THE DOG PROVIDES. AND HOW DOES IT RELATE TO THE DISABILITY. IF THOSE CRITERIA ARE MET, OBVIOUSLY WE AGREE, WE OBVIOUSLY WE AGREE, WE APPROVE, BUT THE DOG OR ANIMAL MUST STILL MEET CERTAIN CRITERIA TO MAKE SURE IT'S HEALTHY. THAT IT'S CARED FOR. AND IT MUST MEET ALL OF THE REQUIREMENTS COMING FROM A VETERINARIAN, CURRENT ON SHOTS AND RABIES AND RABIES AND SO FORTH. SO SO WE FEEL THAT THE VISION OF THE TWO POLICIES WILL MAKE IT LESS CONFUSING AND MORE CLEAR WHEN WE DEAL WITH A SERVICE ANIMAL REQUEST OR JUST AN ANIMAL ON CAMPUS REQUEST. THE THE COMMITTEE THAT'S IN PLACE AND I'D GO BACK ONE AND I'D GO BACK ONE MINUTE, FOR A SERVICE ANIMAL REQUEST MADE BY A A FACULTY MEMBER, DANIELLE SHOTWELL GENERALLY HANDLES THOSE BECAUSE THEY DEAL WITH THE CONTRACT. FOR -- AND VENDORS OF COURSE. FOR SERVICE ANIMAL REQUEST THAT COME FROM A STUDENT, THOSE COME TO A COMMITTEE THAT I HAPPEN TO TO A COMMITTEE THAT I HAPPEN TO CHAIR CONSISTING OF THE ESE COMPONENT, SEVERAL COMPONENT, SEVERAL PRINCIPLES, THE PRINCIPAL OF THE SCHOOL WHO MAY BE INVOLVED AND WE REVIEW ALL THE CRITERIA. AND WE MAKE SURE THAT EVERYTHING IS CLEAN AND GOOD TO GO. WE'RE WE'RE TRYING TO PROTECT OUR KIDS OBVIOUSLY. ANIMALS ON CAMPUS CAN BE AN ANIMALS ON CAMPUS CAN BE AN ISSUE WITH REGARD TO ISSUE WITH REGARD TO INFESTATION OF OF FLEAS, COMMUNICATION OF DISEASE, OBVIOUSLY BITING. THOSE ARE ALL VERY BIG CONCERNS OF OURS THAT WE HAVE. AND WHILE WE CERTAINLY WANT TO SUPPORT EVERYONE AND HAVING AN ANIMAL ON CAMPUS AND A SERVICE ANIMAL ON CAMPUS, WE WANT IT TO BE DONE CORRECTLY. AND CONSISTENTLY. PRIOR TO THE ADOPTION OF THIS POLICY HOPEFULLY, THE PRINCIPAL MADE THE DECISION TO ALLOW AN ANIMAL ON CAMPUS. THE PRINCIPAL WAS A FOCAL POINT FOR SERVICE ANIMALS. WITH ALL DUE RESPECT TO PRINCIPALS, THEY HAVE FAR MORE ON THEIR PLATE TO WORRY ABOUT A SERVICE ANIMAL OR AN ANIMAL ON CAMPUS. SO WE INCLUDE THEM AS THEY FACILITATE GATHERING INFORMATION INFORMATION, BUT THE COMMITTEE IS THE GROUP THAT MAKES THE FINAL CALL. THE THIRD POLICY AS MS. DAVIS SAID WAS A WORD CHANGE SAID WAS A WORD CHANGE DEALING WITH A GUIDE DOG CHANGING TO A SERVICE ANIMAL. SO I'D BE HAPPY TO ANSWER WHATEVER QUESTIONS WHATEVER QUESTIONS YOU MIGHT HAVE. WE BELIEVE THIS WILL WE BELIEVE THIS WILL CLARIFY HOW WE CAN BRING WE CAN BRING ANIMALS ON OUR SCHOOL CAMPUS SAFELY TO PROMOTE THE SAFETY OF OUR KIDS AND FACULTY AND STAFF. THANK YOU. >>Jessica Vaughn: THANK YOU. I GOT RIGHT IN THE QUEUE FOR THIS BECAUSE I WANT SOME CLARIFICATION. FIRST OF FIRST OF ALL, IF I'M UNDERSTANDING 8390 CORRECTLY, LET ME SAY I'M LET ME SAY I'M ABSOLUTELY AGAINST THIS. I THINK DISASSOCIATING THE EMOTIONAL EFFECTS THAT ANIMALS HAVE IN THE CLASSROOM HAVE IN THE CLASSROOM ESPECIALLY FOR ESE KIDS WHO RESPOND EXTREMELY WELL TO ANIMALS IN THE CLASSROOM IS PROBLEMATIC. I THINK CLASS PETS ARE A GREAT WAY OF TEACHING SO MANY DIFFERENT RESPONSIBILITIES AND TAKING CARE OF THE ANIMAL AND PART OF WHAT YOU'LL SEE IN MONTESSORI STYLE PROGRAMS WHICH WE ALL KNOW I'M A HUGE FAN OF, SO I THINK LIMITING THE ACCESS, ESPECIALLY TALKING ABOUT DOGS AND K-9s THAT COME INTO THE SCHOOL OR MANY OTHER PROGRAMS THAT ALLOW STUDENTS WHO NEED EMOTIONAL SUPPORT EMOTIONAL SUPPORT FROM ANIMALS OR FIND THAT CONNECTION WHERE THEY DON'T NECESSARILY HAVE THAT RELATIONSHIP IS A PROBLEM AND I WILL VOTE AGAINST THIS POLICY WITH EVERYTHING I HAVE. SO THAT'S FOR THE FIRST ONE. THE SECOND ONE, I THINK I NEED A LITTLE MORE UNDERSTANDING. I SEE A LOT OF RED LINING HERE. BUT I DON'T NECESSARILY MIND STRENGTHENING WHAT IT LOOKS LIKE FOR SERVICE ANIMALS LIKE YOU SAID TO MAKE SURE THAT THEY HAVE THEIR VACCINATIONS AND THEY'RE APPROVED TALKING ABOUT LARGER ANIMALS WITH A STUDENT OR EMPLOYEE ALL DAY LONG. I THINK MAKING SURE THAT THEY'RE SAFE TO BE IN OUR SCHOOLS IS A GOOD MOVEMENT. AGAIN, I'D HAVE TO REALLY UNDERSTAND THIS POLICY A LITTLE BIT MORE AND LIKE TO TALK ABOUT IT MORE SINCE WE'RE RUSHING THROUGH IT IN A WORKSHOP. I DON'T KNOW I HAVE A CHANCE TO DO THAT IF IT COMES BEFORE US ON THE DAIS. THE LAST ONE IS JUST A LANGUAGE CHANGE SO I DON'T HAVE ANY ISSUES WITH THAT ONE. AGAIN, HAVING TO TIE THE FACT OF ACCESS TO ANIMALS IN OUR CLASSROOMS ONLY TO BEING CURRICULUM-BASED, I ABSOLUTELY DISAGREE WITH THAT. I FIND IT DISAPPOINTING THAT WE'D EVEN AS A WE'D EVEN AS A DISTRICT LOOK TO MAKE THAT TURN TO SHY AWAY FROM THE ADVANTAGES OF EMOTIONAL SUPPORT THAT ANIMALS PROVIDE IN THE CLASSROOM. SO THOSE ARE JUST MY THOUGHTS ON THAT. BUT I'LL ALLOW MY OTHER BOARD MEMBERS TO SPEAK. THERE IS A LOT OF THEM IN THE QUEUE. SO DR. SO DR. HAHN, YOU'RE SO DR. HAHN, YOU'RE NEXT. >>Stacy Hahn: SO I WANT TO KIND OF PIGGYBACK TO CLARIFY SOME THINGS AROUND ANIMALS IN THE CLASSROOM. SO COULD I AS A SO COULD I AS A TEACHER, IF I HAD A CLASSROOM PET, TIE IT TO SOCIAL EMOTIONAL HEALTH AND LEARNING? BECAUSE THAT IS PART OF OUR CLASSROOM CURRICULUM. I MEAN, THIS DOESN'T SAY YOU CAN'T HAVE A CLASS PET. WHAT IT SAYS IS YOU HAVE TO WHAT IT SAYS IS YOU HAVE TO TIE THE PET TO AN ASPECT OF LEARNING. AND THEN -- I THINK THERE IS A LOT OF SUPPORT PROBABLY EVEN WITHIN OUR WITHIN OUR CURRICULUM FOR THAT. SO SO HOW WOULD THAT -- I GUESS YOU CAN'T TELL ME IF IT WOULD PASS YOUR COMMITTEE OR NOT. HAVE YOU HAD TEACHERS COME THROUGH THE COMMITTEE THROUGH THE COMMITTEE WHO MADE THAT CASE. >> UP TO THIS POINT WE HAVE NOT HAD A COMMITTEE. SO THAT'S WHAT THE POLICY IS CALLING FOR. THE CREATION OF SUCH A COMMITTEE TO ALLOW FOR TO ALLOW FOR INPUT FROM THE TEACHERS. ONE COMPONENT THAT I DIDN'T MENTION WAS THE ADDITION OF A CONTENT SPECIALIST TO HELP US, ME PARTICULARLY, UNDERSTAND WHAT THE CONNECTION WOULD BE TO A CURRICULUM. HOW IT WOULD APPLY. AND WE'VE HAD A BUNCH AND WE'VE HAD A BUNCH OF SITUATIONS WHERE WE HAVE PERMITTED ANIMALS ON CAMPUS BECAUSE THEY'RE TIED INTO THE CURRICULUM. WE JUST WE JUST WANT TO MAKE SURE THAT THEY'RE THERE ACCORDING TO THE EXISTING AND THE NEW POLICIES. >>Stacy Hahn: YEAH. I DO AGREE WITH I DO AGREE WITH PIECES OF THIS WHERE -- THERE WHERE -- THERE NEEDS TO BE DOCUMENTATION OF DOCUMENTATION OF HEALTH CERTIFICATE, PRECAUTIONS, THE HEALTH AND SAFETY OF STUDENTS AND OTHER STAFF. THERE NEEDS TO THERE NEEDS TO BE SOME KIND OF PLAN, LIKE WHO IS GOING TO CARE FOR THIS PET DURING WEEKENDS, VACATIONS, SUMMER BREAK, AND I DON'T THINK SOMETIMES THAT IS REALLY WELL THOUGHT THROUGH REALLY WELL THOUGHT THROUGH TO BE HONEST. I'VE BEEN A PART OF THAT IN MY OWN CHILDREN'S CLASSROOMS WHERE PEOPLE ARE PANICKING, I CAN'T DO IT. THE TEACHER CAN'T TAKE CARE OF IT. THEY'RE GOING AWAY FOR CHRISTMAS BREAK OR SPRING BREAK AND NOW EVERYONE IS KIND OF SCRAMBLING. AND THEN AND THEN JUST, YOU KNOW, OBVIOUSLY -- WE KNOW THERE ARE SOME HEALTH CONCERNS WITH CERTAIN PETS, TURTLES, FOR EXAMPLE, RIGHT? THEY CARRY A LOT OF BACTERIA. YOU WOULDN'T REALLY WANT THEM IN A CLASSROOM. THOUGH I KNOW THAT HAS BEEN THOUGH I KNOW THAT HAS BEEN THE CASE IN THE PAST IN MY OTHER THAN PERSONAL EXPERIENCE. SO I THINK THERE IS SO I THINK THERE IS A CASE TO BE MADE BUT I DO THINK IT'S MADE BUT I DO THINK IT'S IMPORTANT, AND I'M SEEING THIS EVEN IN THE COLLEGE LEVEL WHERE STUDENTS ARE BEING ALLOWED TO BRING PETS ON TO -- INTO THEIR DORMS WITHOUT ANY CONSIDERATION FOR FOR OTHER STUDENTS' ALLERGIES, SO ASTHMA, AND THEN IT'S UP TO, WELL, YOU HAVE TO MOVE THE STUDENT OUT OF THE CLASSROOM AND DISRUPT THE STUDENTS. SO I DON'T WANT TO EVER GET TO THAT POINT WHERE A STUDENT IS HAVING TO BE MOVED OUT OF A CLASSROOM BECAUSE EVERYONE ELSE IS ATTACHED TO THE CLASSROOM PET AND IT'S EASIER TO MOVE ONE STUDENT THAN DISRUPT -- SO I DO THINK THERE DOES NEED TO BE SOME REAL PROCEDURES AND PARAMETERS AROUND CLASSROOM PETS AROUND CLASSROOM PETS. I MOSTLY SEE THIS IN ELEMENTARY SCHOOL. NOT SO MUCH MIDDLE AND HIGH SCHOOL. I DO THINK YOU COULD UNDER THESE CONDITIONS MAKE A CASE FOR A CLASSROOM PET AROUND THE SOCIAL EMOTIONAL MENTAL HEALTH ASPECT BECAUSE WE DO HAVE CURRICULUM IN PLACE AROUND SOCIAL EMOTIONAL PLACE AROUND SOCIAL EMOTIONAL MENTAL HEALTH THAT IT COULD BE MENTAL HEALTH THAT IT COULD BE TIED TO. SO I WOULD BE INTERESTED TO SEE KIND OF THE KIND OF THE PROCESS FOR YOUR COMMITTEE AND COMMITTEE AND -- YOU NEVER KNOW HOW THIS IS ALL GOING TO PLAY OUT UNTIL IT PLAYS OUT. >> THERE IS A LOT OF NOTIFICATION THAT COMES FROM THE SCHOOL TO THE CLASSROOM. FOR EXAMPLE, BECAUSE FOR EXAMPLE, BECAUSE WE DON'T WANT TO RISK SOMEONE WITH A KNOWN ALLERGY TO AN ANIMAL. >>Stacy Hahn: WHAT'S THE CURRENT PROCESS FOR A CLASS PET? OUT OF OUT OF CURIOSITY. IS THERE A FORMALIZED PROCESS? >> IT RUNS THROUGH THE PRINCIPAL. THERE ARE FORMS THAT CAN BE -- ARE COMPLETED. BUT IT GENERALLY RUNS THROUGH BUT IT GENERALLY RUNS THROUGH THE PRINCIPAL. AND WITH ALL DUE RESPECT TO EVERYONE, NOT EVERYONE EVERYONE, NOT EVERYONE HAS MANAGEABLE PETS THAT ARE BROUGHT INTO OUR CLASSES AND TO OUR SCHOOLS. WE'RE LOOKING TO WE'RE LOOKING TO MAKE IT WE'RE LOOKING TO MAKE IT CONSISTENTLY SAFE BY GUARANTEEING OR ASSURING, GETTING ASSURANCES, THAT ALL ANIMALS ARE PROPERLY VACCINATED. THEY'RE THEY'RE HOUSEBROKEN AND TRAINED AND SO FORTH. THAT'S THAT'S WHAT OUR HOPE IS. THERE ARE THERE ARE EMOTIONAL SITUATIONS THERE ARE EMOTIONAL SITUATIONS. ONE OF THE PEOPLE ON THE COMMITTEE IS THE PRINCIPAL OF GAITHER, TOMMY MORAL. HE HAD A SITUATION WHERE HE HAD A SITUATION WHERE ABSOLUTELY THE ANIMAL HELPED THE YOUNG LADY IN DISTRESS. THAT WAS THAT WAS APPROVED. SO IT'S --. >>Stacy Hahn: IT'S A >>Stacy Hahn: IT'S A HARD LINE. IT'S NOT A NO CLASSROOMS AND PETS BUT THERE NEEDS TO BE A PROCEDURE PROCEDURE TO PROTECT THE GREAT AMOUNT -- THE GREATER GOOD. SO TO SPEAK. OKAY. THANK YOU. >>Jessica Vaughn: THANK YOU, DR. HAHN. MEMBER RENDON? >>Patti Rendon: THANK YOU. I'LL BE HONEST. I'M SOMEWHERE IN BETWEEN MEMBER VAUGHN AND DR. HAHN. WHAT CONCERNED ME ABOUT THIS AND A COUPLE DIFFERENT WAYS IS ONE, YOU TALKED ABOUT THE COMMITTEE AND REVIEW PROCESS. YET THERE IS NO DATES. THERE IS NO TIMEFRAMES. THERE IS NO -- Y'ALL COULD DRAG IT OUT FOR 12 MONTHS AND IT WILL BE OVER SO I'D LIKE TO SEE SOME SPECIFICS IN HERE. I'D LIKE TO SEE GUIDELINES. THE OTHER THING THAT CONCERNS ME EVEN MORE IS THAT YOU DEEM THIS POLICY SPECIFICALLY FOR SERVICE ANIMALS ONLY AND YOU ACTUALLY ELIMINATE EMOTIONAL AND SUPPORT ANIMALS AND SAY THEY'RE NOT CONSIDERED SERVICE ANIMALS. SO THAT CONCERNS ME SECOND BECAUSE I JUST HAD A MEETING WITH PLANT CITY POLICE DEPARTMENT AND THEY'RE ACTUALLY BRINGING IN AN ANIMAL SO THAT WHEN THEY INTERVIEW STUDENTS THAT HAVE GONE THROUGH TRAUMATIC EVENTS, THEY'LL BRING AN ANIMAL AND ACCORDING TO THIS POLICY, WE ELIMINATED THAT. SO I HAVE A -- THAT'S WHY I HAVE A BIG PROBLEM WITH THIS POLICY BECAUSE WE'RE BECAUSE WE'RE ELIMINATING OPTIONS THAT WE'RE NOT OPTIONS THAT WE'RE NOT SEEING. I'M ALL FOR WITH DR. HAHN MAKING SURE THERE IS GUIDELINES AND MAKING SURE PETS ARE HEALTHY AND HAVE VACCINATIONS AND THEY'RE SAFE. ALL OF THOSE THINGS ARE SMART THINGS FOR PET OWNERS THAT WE CAN CONTINUE. BUT I LOOK AT THIS POLICY RIGHT NOW AS BARRIERS. BARRIERS TO ENHANCE OUR STUDENT ENGAGEMENT AND SO I THINK WE HAVE TO REVISE BOTH OF THESE TO MAKE THEM -- AND A LOT OF THE RED IS GETTING VERY CONFUSING WHEN YOU GO FROM ELIMINATING ONE TO THE OTHER AND WHICH ONE. I HAD TO GO BACK AND LOOK AND RE-READ THE WHOLE EMOTIONAL LEARNING BECAUSE I WAS LIKE, WAIT A MINUTE. THAT SAYS THAT THAT SAYS THAT SOCIAL EMOTIONAL IS NOT A SERVICE ANIMAL. SO BECAUSE YOU'VE ELIMINATED FROM THE FIRST POLICY, NOW YOU SAID THE SECOND POLICY, IT DOESN'T COUNT AS A SERVICE ANIMAL. YOU COMPLETELY ELIMINATED THAT FROM THE CLASSROOMS. I DON'T REALLY CARE FOR THE POLICIES AS THEY STAND. >> I UNDERSTAND. WE'RE FOLLOWING THE GUIDELINES OF THE LAW THAT BASICALLY DEFINES AND SAYS CLEARLY TO USE A SERVICE ANIMAL AS A CRIME DETERRENT OR EMOTIONAL SUPPORT IS NOT CONSIDERED A SERVICE ANIMAL. >>Patti Rendon: WELL, WITH ALL DUE RESPECT, IT'S THE LAW OF THE DEFINITION OF SERVICE ANIMAL BUT IT'S NOT THE LAW THAT RESTRICTS OUR SCHOOLS FROM HAVING THEM. WE HAVE THE ABILITY TO HAVE PETS IN OUR IN OUR SCHOOLS FOR EMOTIONAL SOCIAL SUPPORT. WE HAVE THE ABILITY TO HAVE THEM AS CLASSROOM MANAGEMENT AND CLASSROOM PETS. THE LAW DOESN'T STOP THAT. THE LAW YOU'RE REFERRING TO IS ONLY THE DEFINITION OF SERVICE ANIMAL AND YOU ARE CHOOSING THAT FOR OUR POLICY. SO AS IT STANDS RIGHT NOW, I WILL VOTE NO ON THIS. >>Jim Porter: SO, IF I MAY INTERJECT, IT'S 11:56. THERE IS A LOT OF CONVERSATION AROUND THESE. IS THE CONSENSUS OF THE BOARD YOU WANT TO CONTINUE TALKING ABOUT THESE OR DO YOU THINK THEY'RE NOT RIGHT TO TAKE FORWARD AND NEED MORE WORK BY STAFF? WHAT'S YOUR GUIDANCE AT THIS POINT? POINT? >> >> (OFF MICROPHONE) >> (OFF MICROPHONE) WE ASKED PERMISSION. THEY KEPT GOING BACK AND FORTH. THIS IS FROM 2022. SO 8390 SO 8390 .01 IS ACTUALLY WHAT IS APPROVED BY OCR AND IT'S JUST SERVICE ANIMAL AND IT'S THE FEDERAL LAW. IT'S IN THE GUIDELINES. THE ONE THING THEY SAID OUR POLICY WASN'T RIGHT. WE WERE HINDERING AND IT WAS A BARRIER FOR KIDS. THEY HAD US REWRITE THIS WITH THE LAWYERS. IT WAS A TWO-YEAR PROCESS AND WE HAD PRINCIPALS ON OUR COMMITTEE AND THEN THAT'S WHY WE SEPARATED BECAUSE THE ORIGINAL POLICY PRINCIPALS HAD THE AUTHORITY. AND THEY DIDN'T HAVE THE KNOWLEDGE BASE TO MAKE THE DECISION, SO NOW IT'S A COMMITTEE AND THEY SAID WE SHOULD NEVER HAVE ONE PERSON MAKE A DECISION. SO I HEAR YOU LOUD AND CLEAR. BUT I'M ASKING IF WE CAN BRING FORTH FORTH 8390 .01, SEPARATE THAT FROM THE FIRST POLICY BECAUSE IT'S COMPLETELY DIFFERENT IF YOU DON'T MIND. ONE IS ABOUT HOW WE ONE IS ABOUT HOW WE HANDLE SERVICE ANIMALS. THE OTHER ONE, EMOTIONAL SUPPORT AND EVERYTHING, THAT'S COMPLETELY DIFFERENT. YOU ADD THAT YOU ADD THAT TO THE OTHER ONE. >> THIS WOULD >> THIS WOULD ELIMINATE THAT. SO ANOTHER POLICY TO ADD THAT. THE FIRST POLICY DID NOT ADD THAT. >> CORRECT. ALL WE DID AS PART OF ALL WE DID AS PART OF THE ALL WE DID AS PART OF THE CASE, TO SATISFY TO SATISFY 0CR WAS TO SPLIT SERVICE ANIMAL, FOLLOW THE FEDERAL RALS SO WE'RE IN FEDERAL RALS SO WE'RE IN COMPLIANCE AS A DISTRICT. THEY DON'T CARE ABOUT THEY DON'T CARE ABOUT THE OTHER POLICY. TAG, THAT'S YOURS. BECAUSE IT DOESN'T -- WE'RE OKAY -- IT'S NOT ALIGNED OKAY -- IT'S NOT ALIGNED WITH FEDERAL REGS. >>Patti Rendon: IF WE DON'T HAVE BOTH OF THEM COME TOGETHER, THEY'LL HAVE A POLICY THAT ELEMINATES EMOTIONAL SUPPORT AND OTHER ANIMALS IF YOU DON'T BRING BOTH POLICIES AT THE SAME TIME. YOU CLEARLY STATE -- >> NO BECAUSE -- THE OTHER ONE -- THE OTHER ONE ONE -- THE OTHER ONE IS STILL IN EFFECT. >>Stacy Hahn: WHETHER WE CHANGE THIS OR NOT, IT'S IN EFFECT. >>Patti Rendon: I GOT IT. THE LINE ITEMS ARE IN EFFECT. I I APOLOGIZE. THANK YOU. >>Van Ayres: THANK YOU. SO WHAT I'M HEARING, 8390.01 WE'D MOVE THAT FORWARD. AND WE'LL GO BACK ON THAT FIRST ONE AND WE'LL GO BACK AS A TEAM AND KIND OF REVIEW THOSE AND BRING THAT AT BRING THAT AT A LATER DATE. >> BECAUSE THERE IS ANOTHER PIECE TO THE CASE THAT WE NEED TO FINISH WHICH IS TRAINING. ONCE WE APPROVE, THEN WE SEND IT BACK. THEY SAY YES AND THEN WE HAVE ANOTHER PART OF THE COMPLAINT TO FINISH. >>Patti Rendon: CAN WE ADD >>Patti Rendon: CAN WE ADD TIMEFRAME ON THIS? >> WHAT DO YOU MEAN? >>Patti Rendon: RIGHT NOW ON HERE, LIKE I JUST ASKED ABOUT TIMEFRAME, RIGHT NOW WHEN WE TALK ABOUT GOING TO THE COMMITTEE, THERE ARE NO TIMEFRAMES. LIKE I SAID, THE COMMITTEE COULD TAKE 12 MONTHS. >> TELL >> TELL ME WHAT YOU WANT. GIVE US A -- >>Patti Rendon: WHATEVER YOUR COMMITTEE -- THE TIMEFRAME. >>Van Ayres: SO I THINK PROCEDURALLY WE CAN COME UP WITH A TIMEFRAME ON OUR END. >> WE DON'T HAVE THEM THAT OFTEN. I'M SAYING WITHIN TWO WEEKS WE CAN HAVE A DECISION. IT'S REALLY PRETTY SIMPLE. WE CAN DO WE CAN DO IT THROUGH TEAMS TO GET MOST OF IT. >>Patti Rendon: THAT KEEPS KIDS OUT OF SCHOOL. WE WANT TO MAKE SURE WE -- >> NEVER IS A KID OUT OF SCHOOL BECAUSE WE'VE HAD KIDS -- BUT THEY NEED TO BRING THEM IN. SO I'M SAYING TWO WEEKS. >>Stacy Hahn: TWO WEEKS SEEMS REASONABLE. >>Jessica Vaughn: CAN I CLARIFY MOVING FORWARD WITH THE MOVING FORWARD WITH THE SERVICE ANIMAL ONE AND THE NAME CHANGE AND THEN -- >> YES, MA'AM. >>Jessica Vaughn: AND THEN THE 8390 WILL COME 8390 WILL COME BACK. >> YES. >>Jessica Vaughn: IS EVERYBODY AMENABLE TO THAT? OKAY. >>Van Ayres: THANK >>Van Ayres: THANK YOU, DR. HAHN. >> FINISH THE THREAT >> FINISH THE THREAT MANAGEMENT ONE? 9160? 9160? >> OKAY. WE'LL GO AHEAD AND TOUCH ON OUR LAST POLICY HERE, LAST POLICY HERE, 8415, THREAT MANAGEMENT. >> GOOD AFTERNOON, EVERYBODY. THANK YOU FOR HAVING ME TODAY. SO THIS SO THIS IS AN UPDATE TO SO THIS IS AN UPDATE TO BOARD POLICY POLICY 8415, THREAT MANAGEMENT. AS YOU REMEMBER LAST SCHOOL YEAR, WE DID QUITE A MAJOR OVERHAUL OF THIS POLICY AS A NEW FLORIDA MODEL WENT INTO EFFECT STATEWIDE. SO EACH DISTRICT IS CONSISTENT WITH IMPLEMENTATION OF THREAT MANAGEMENT. THIS IS A SMALL ADDITION TO THAT THAT THE STATE IS REQUIRING DISTRICTS TO DO IF YOU SEE THE LAST LINE OF THE POLICY TALKING ABOUT DISTRICTS AND SCHOOLS PROVIDING GUIDANCE TO ALL STAFF AND ALL AND ALL STUDENTS. WHAT ARE CONCERNING BEHAVIORS AND HOW TO REPORT THOSE WHO ARE TRUSTED ADULTS. LUCKILY IN HILLSBOROUGH COUNTY WE HAVE FOR MANY YEARS BEEN TRAINING STUDENTS AND STAFF AT THE SCHOOLS ON WARNING SIGNS CONCERNING BEHAVIORS AND WHO TO REPORT THOSE TO. SO WE'RE AHEAD OF THE GAME LIKE WE ARE IN MANY THINGS I THINK WITH WITH SAFETY AND PREVENTION. THIS YEAR THIS YEAR WE UPDATED OUR ACT NOW PRESENTATIONS TO INCLUDE ALL GRADES, K THROUGH 12. WE ARE ALSO INCLUDING CHARTER SCHOOLS IN THOSE. OF COURSE THEY'RE AGE APPROPRIATE TEACHING STUDENTS WHAT ARE CONCERNING BEHAVIORS, WHO ARE TRUSTED ADULTS AT THE SCHOOL TO REPORT THOSE TO. THIS IS A THIS IS A GREAT THING BECAUSE AS WE KNOW, THE BIGGEST PROTECTIVE FACTOR FOR OUR STUDENTS IS HAVING AT LEAST ONE TRUSTED ADULT THAT THEY CAN GO TO. SO THIS WILL HAVE OUR SCHOOLS EARLY ON IN THE SCHOOL YEAR IDENTIFY WHO THOSE FOLKS ARE AT THE SCHOOLS, MAKE STUDENTS AND STAFF FEEL COMFORTABLE GOING TO THOSE PEOPLE. SO WE'RE EXCITED. WE THINK THIS DOES BOLSTER AN ALREADY STRONG POLICY THAT WE HAVE WORKING CLOSELY WITH CHIEF NEWMAN AND THE SECURITY PART OF IT. EQUALLY IMPORTANT IS THE PREVENTIVE PROACTIVE SIDE AND OUR MENTAL HEALTH TEAM HELPS LEAD THE WAY WITH THAT. >>Jessica Vaughn: THANK YOU. MEMBER GRAY? >>Lynn Gray: THANK YOU, MEMBER VAUGHN. THANK YOU, MR. THANK YOU, MR. KELDNER AND MS. SAIA. MY FIRST REMARK IS YOU'VE DONE MY FIRST REMARK IS YOU'VE DONE A MAGNIFICENT JOB AND THE SCHOOL SAFETY SPECIALIST. WONDERFUL JOB. COMPREHENSIVE. MY QUESTION IS LINE 61 WHERE WE IDENTIFY MENTAL HEALTH SERVICES MAY INCLUDE MAY INCLUDE SCHOOL-BASED COUNSELING OR COORDINATION WITH OUR CONTRACTED COMMUNITY BASED OUR CONTRACTED COMMUNITY BASED MENTAL HEALTH PROVIDERS. ONE OF THE LINES I WOULD RECOMMEND TO ADD IS TRAUMA-BASED TEACHING. I'LL TELL YOU WHY. 69% OF OUR STUDENTS HAVE HAD TRAUMA BE IT HUNGER, EYESIGHT, AND I DON'T HAVE TO TELL YOU, DOMESTIC VIOLENCE, HUMAN TRAFFICKING, BULLYING. SO I WOULD RECOMMEND PERHAPS PUTTING THAT IN THERE BECAUSE THAT'S AN OFFICIAL AND THAT'S AN OFFICIAL AND NATIONAL DROPOUT PREVENTION CENTER HAS THAT. WE HAVE TRAUMA-BASED WE HAVE TRAUMA-BASED TEACHING WITHIN OUR PURVIEW ON VARIOUS CURRICULUM AS YOU KNOW. THAT WOULD BE MY THAT WOULD BE MY RECOMMENDATION. THANK YOU. >>Jessica Vaughn: THANK YOU. MEMBER RENDON? >>Patti Rendon: YEAH. REALLY QUICKLY. THIS IS WHY I NEED CLARIFICATION ON WHAT YOU THINK ABOUT THIS. WE'VE GOT VERY GOOD CLEARING THROUGHOUT THIS POLICY ON EXACTLY WHAT IT MEANS FOR THE THREAT MANAGEMENT TEAM, WHO THEY GO TO IF THEY BELIEVE THERE IS A THREAT, WHO THEY NEED TO IDENTIFY. WE ACTUALLY WE ACTUALLY WALKED INTO SEVERAL SCHOOLS OVER THE FIRST TWO DAYS AND SAW MANY OF THOSE TRAININGS BEING DONE IN THE COURSE OF THE FIRST THREE DAYS OF SCHOOL WHICH IS BY COINCIDENCE BUT SHOWED THEY'RE TAKING IT THEY'RE TAKING IT SERIOUSLY. ONE OF THE THINGS -- AND AGAIN, THIS MAY BE A HOLE I'M NOT FAMILIAR WITH. WHEN A THREAT IS PROVIDED, AND YOU GO AND PROVIDE THAT THREAT, ONE OF THE HOLES IS ONE OF THE HOLES IS WHAT HAPPENS TO THE PERSON THAT'S -- WHERE IS THE SAFETY OF -- IF SOMEBODY IS THREATENING YOU THERE, DO WE HAVE A PROCEDURE OF WHAT HAPPENS WITH THAT PERSON? DO WE REMOVE THEM FROM THE CLASSROOM? IT DOESN'T SEEM TO BE AS CLEAR IT DOESN'T SEEM TO BE AS CLEAR ACROSS THE DISTRICT. AND IF THE THREAT IS MADE AND IF THE THREAT IS MADE -- THE RECENT THING WAS THEY WERE GOING TO HARM THE STUDENT, STUDENT TO STUDENT, OUTSIDE OF SCHOOL. BUT THEN THEY REMAINED IN THE CLASS TOGETHER FOR AT LEAST THAT SCHOOL DAY. AND SO AND SO BECAUSE THEY WERE IDENTIFIED THAT IT WASN'T A THREAT AT SCHOOL, BUT COULDN'T IT HAVE BEEN? I FEEL LIKE THERE WAS A GAP IN I FEEL LIKE THERE WAS A GAP IN PROCEDURE OF WHAT HAPPENS TO THE PARTIES AT THE SAME TIME. IS THERE SOMETHING VERY CLEAR THAT OUR SCHOOLS DO OR DO THEY INDIVIDUALLY FIGURE THAT OUT? >> IT IS A >> IT IS A CASE-BY-CASE BASIS. BUT SAFETY IS ALWAYS NUMBER ONE. SO WE TEACH OUR TEAMS IF THERE IS EVER A SAFETY ISSUE WE WANT TO GET TO THE ROOT OF THAT AND MAKE SURE ALL STUDENTS INVOLVED ARE SAFE. AS PART OF THE ASSESSMENTS AND WE LOOK AT CONCERNING BEHAVIORS TOO, SO WE TRY TO EVEN BACK IT UP BEFORE THERE IS UP BEFORE THERE IS ACTUALLY A THREAT MADE, THREAT MADE, THERE IS PLANS THAT GO INTO PLACE AND PUT THE SAFETY PLACE FOR ALL INDIVIDUALS INVOLVED IN THAT. THOSE ARE SPELLED OUT THROUGH A PROCESS CALLED THE STUDENT SUPPORT MANAGEMENT PLAN. WHICH IS PART OF THE FLORIDA MODEL. SO SO DEPENDING ON THAT LEVEL OF SO DEPENDING ON THAT LEVEL OF CONCERN AND SAFETY, THEY CAN IMPLEMENT THE PLAN RIGHT AWAY. THEY SHOULD IMPLEMENT IT RIGHT AWAY. AND WE ALWAYS TALK ABOUT AND WE ALWAYS TALK ABOUT ALL PARTIES AFFECTED SHOULD BE TAKEN CARE OF. >>Patti Rendon: SO MY RECOMMENDATION -- IT DOESN'T RECOMMENDATION -- IT DOESN'T NECESSARILY HAVE TO BE IN THE POLICY PROCEDURES. I THINK BECAUSE THAT WAS WHERE PARENTS WERE VERY CONCERNED PARENTS WERE VERY CONCERNED LIKE OKAY, SO PATTI RENDON FEELS A THREAT FROM SHAKE WASHINGTON. SO PATTI RENDON REPORTS IT TO THE RIGHT THE RIGHT PERSON. THE RIGHT PERSON MEETS -- I'M JUST -- IT WORKS OUT BETTER TO HAVE -- KNOW WHAT WE'RE DOING. IF I SAY A, B, AND C WE GET ALL CONFUSED. AT THE END OF THE DAY, I THINK BECAUSE THE ISSUE WAS LIKE, THE PARENTS WAS LIKE, IT'S BEEN TWO HOURS AND MY SON TEXTED ME TO COME PICK HIM UP BECAUSE HE IS STILL SITTING IN A CLASS WITH THAT PERSON, AND I'VE NOT BEEN THAT PERSON, AND I'VE NOT BEEN NOTIFIED. SO I THINK WE SHOULD SOME UP WITH A CLEAR PROCEDURE OF WHAT THE EXPECTATION IS, WHATEVER THE STAFF FEEL, BUT THAT WAY IF I'M A PARENT AND THERE WAS A THREAT, I KNOW I'LL BE CALLED. OR I KNOW THAT'S GOING TO BE ELIMINATED FROM THE STUDENT. RIGHT NOW WE'RE JUST NOT -- WE'RE VERY CLEAR ON WHO TO GO TO. WE'RE CLEAR WHAT THE TEAM LOOKS LIKE. WE'RE CLEAR ON WHAT THE TEAM'S RESPONSIBILITIES ARE. IT'S THE BEGINNING LITTLE PROCESS THAT I THINK WE HAVE SOME GAP BY SCHOOL. AND I THINK IF WE COULD AND I THINK IF WE COULD COME UP WITH A CONSISTENCY, IT WOULD BE BETTER OFF FOR OUR -- ALL THE EXPECTATIONS ACROSS THE DISTRICT. >> I >> I UNDERSTAND. THANK YOU. >>Jessica Vaughn: THANK YOU. NO OTHER NO OTHER COMMENTS ABOUT THAT? ALL RIGHT. MADAM CHAIR, CAN I TAKE A POINT OF PRIVILEGE VERY QUICKLY AS WE WRAP UP. THANK YOU FOR YOUR PATIENCE. I WANT TO SAY TO MARLENE SOKELL WHO IS RETIRING AND HAS BEEN THE REPORTER COVERING SCHOOL BOARD FOR SO LONG, THANK YOU SO MUCH FOR EVERYTHING YOU HAVE DONE. [APPLAUSE] WE'RE GOING TO MISS YOUR VOICE AND WE WISH YOU THE BEST OF LUCK IN WHATEVER IS IN THE FUTURE FOR YOU. AND TO WELCOME IAN, RIGHT? IAN WILL IAN WILL BE COVERING ISSUES NOW. THANK YOU SO MUCH FOR ALLOWING ME THAT POINT OF ME THAT POINT OF PRIVILEGE, MADAM CHAIR. >>Karen Perez: MY PLEASURE. WITH THAT, THIS MEETING IS ADJOURNED. (SOUNDING GAVEL) FRAIL