. >>Karen Perez: THE BOARD WORKSHOP FOR JUNE 25, 2024, IS -- WILL NOW BEGIN. AND IT'S ON AND IT'S ON EXCEPTIONAL STUDENT EDUCATION. >>Van Ayres: YEAH. THANK YOU, MADAM CHAIR. SO BOARD MEMBERS, FIRST OFF, THANK YOU FOR THE TIME THIS MORNING. I REALLY WANTED TO HAVE AN OPPORTUNITY FOR OUR ESE STAFF. WE HAVE A NEW LEADER FOR WE HAVE A NEW LEADER FOR ESE, SHARON SHARON LESPERONCE SO WE WANTED TO TAKE SOME TIME THIS MORNING TO GIVE AN OVERVIEW OF THE EXCEPTIONAL STUDENT EDUCATION DEPARTMENT, THE WORK THEY DO SO APPRECIATE THIS TIME TO DO SO. I'LL GO AHEAD AND TURN IT OVER TO MS. BROWN TO GIVE US AN OVERVIEW AND THEN MOVE INTO THE WORKSHOP. I DO ASK, WE DO HAVE A PRESENTATION SO THE FIRST, YOU KNOW, 20 OR 30 MINUTES IF WE CAN HEAR THE PRESENTATION FOR ESE AND THEN WE'LL HAVE ANY TIME FOR QUESTION IF THAT'S OKAY. SO WITHOUT FURTHER ADO, MS. BROWN. >> THANK YOU, MR. SUPERINTENDENT. >>Karen Perez: IF ANYONE WANTS TO GET IN THE TO GET IN THE QUEUE, LET MEMBER VAUGHN KNOW AND SHE'LL TAKE YOUR NAME AND PLACE YOU IN THE QUEUE. >> THANK YOU. THIS IS A THIS IS A WONDERFUL OPPORTUNITY FOR US AND WE'VE BEEN REALLY EXCITED ABOUT BEING ABLE TO COME TO YOU THIS MORNING WITH SOME INFORMATION. THE INFORMATION YOU'LL RECEIVE TODAY IS ABSOLUTELY PROBABLY THE HIGHEST LEVEL THAT WE CAN PROVIDE YOU RIGHT NOW. BUT THE FOCUS IS GOING TO BE ON COMPLIANCE. THE COMPLIANCE PIECE IS A PIECE THAT THE LAW REQUIRES US TO DO SO IT'S IMPORTANT FOR SO IT'S IMPORTANT FOR US TO START THERE. SO AS WE GO THROUGH THE PRESENTATION, WE WILL HAVE MEMBERS OF THE STAFF THAT WILL BE SPEAKING TO YOU AND WE ACTUALLY HAVE SOME MEMBERS OF STAFF IN THE AUDIENCE TO ASSIST WITH ANY QUESTIONS YOU MIGHT HAVE AT THE END. SO I HAVE WITH ME THE NEW, NOT SO NEW BECAUSE SHE'S DONE AMAZING THINGS OVER THE COURSE OF THE SHORT TIME SHE'S BEEN IN THE ROLE WHICH WAS NOVEMBER, SHANNON SHANNON LESPERONCE WHO HAS OVER 30 YEARS OF EXPERIENCE IN 30 YEARS OF EXPERIENCE IN EXCEPTIONAL STUDENT EDUCATION AND HAS BEEN ABLE TO DO SOME REALLY GOOD THINGS REALLY QUICKLY. SOME THINGS THAT WERE NECESSARY AND TWO OF THE IMPORTANT THINGS SHE SHE DID WAS HIRE TWO ASSISTANT DIRECTORS. ONE FOR COMPLIANCE AND STAFFING WHO IS MS. KIM LOY AND ONE FOR WHO IS MS. KIM LOY AND ONE FOR PROGRAMS AND EQUITY, AND THAT IS MS. SHELLY MS. SHELLY SHEDOLA HAYS. THEY'LL ASSIST WITH MEMBERS OF THE AUDIENCE TO HELP US ALONG. I'LL TELL YOU ONE I'LL TELL YOU ONE OF THE THINGS THAT I CAN'T GO WITHOUT SAYING IS HOW COMPLEX IS HOW COMPLEX EXCEPTIONAL STUDENT EDUCATION REALLY IS AND AS WE DO THE WORK OF WORKING WITH STUDENTS WITH DISABILITIES, WE WANT TO BE INTENTIONAL AND THOUGHTFUL AND ENSURE THAT THE STUDENTS' NEEDS ARE BEING MET. WE'RE REQUIRED TO DO THAT. BUT BEYOND BEING REQUIRED TO DO THAT, I CAN TELL YOU EACH MEMBER HERE HAS A HEART FOR DOING THAT AND THE RIGHT THING FOR KIDS. I'M NOT GOING TO TAKE ANY MORE OF YOUR TIME. I WANT TO THANK YOU AGAIN FOR ALLOWING US THIS OPPORTUNITY AND FOR THE SUPPORT THAT YOU SHOW, NOT ONLY FOR STAFF BUT MORE IMPORTANTLY FOR THE SUPPORT YOU SHOW FOR OUR STUDENTS WITH DISABILITIES. WITH WITH THAT, I'LL GIVE IT TO MS. MS. LESPERONCE TO BEGIN. >>Karen Perez: I WANT TO LET EVERYONE KNOW THAT MEMBER RENDON IS ON TEAMS AS WELL. >> GOOD MORNING, EVERYONE. THANK YOU SO MUCH FOR THIS OPPORTUNITY TO OPPORTUNITY TO PROVIDE THIS HIGH-LEVEL OVERVIEW OF EXCEPTIONAL STUDENT EDUCATION. SO IN YOUR BINDER WE DID PROVIDE YOU WITH A BOOK, A SCHOOL BOARD MEMBERS GUIDE TO SPECIAL MEMBERS GUIDE TO SPECIAL EDUCATION FROM THE COUNCIL OF EXCEPTIONAL CHILDREN SO THIS IS A REALLY GREAT A REALLY GREAT RESOURCE FOR YOU ALL THAT OUTLINES ALL OF THE LAWS THAT WE ARE GOVERNED BY IN LAWS THAT WE ARE GOVERNED BY IN EXCEPTIONAL STUDENT EDUCATION. IN YOUR BINDER, YOU HAVE A COPY OF THE POWERPOINT. AND THEN IN THE SECOND, THE VERY FIRST TAB, YOU'LL HAVE OUR ANNUAL PERFORMANCE REPORT. SO THIS IS KIND OF LIKE OUR ESE REPORT CARD AND HOW THE STATE MONITORS US. AS WE TALK ABOUT DIFFERENT INDICATORS THAT ARE ON HERE, I'LL REFER BACK TO IT. YOU WILL NOTICE THAT THE YEARS FOR EACH INDICATOR COULD BE DIFFERENT. SO WHEN YOU'RE LOOKING AT THESE INDICATOR, MAKE SURE YOU LOOK AT THE YEAR IN WHICH THE DATA IS BEING COLLECTED. AND THEN IF YOU LOOK AT THAT VERY FIRST ONE, GRADUATION RATE, I WANT TO POINT OUT TWO THINGS. THIS IS NOT THE COHORT DATA YOU'RE USED TO SEEING ABOUT GRADUATION RATE. THIS IS JUST IN GENERAL STUDENTS WITH DISABILITIES, WHEN THEY GRADUATE, WHAT PERCENT GRADUATE WITH A STANDARD DIPLOMA AND THE TARGET ON HERE IS TARGET ON HERE IS ACTUALLY BEING CORRECTED. THE -- IN THE STATE STRATEGIC PLAN, THE DATA THAT IS POSTED IS 82% FOR THIS PARTICULAR YEAR 82% FOR THIS PARTICULAR YEAR OF 122 SO WE DID MEET WITH THE BUREAU CHIEF RECENTLY ABOUT THIS ERROR SO THEY'RE LOOKING INTO THAT. SO WE SHOULD HAVE MET THAT AND EXCEEDED THAT TARGET. OKAY, BEHIND THAT, YOU WILL SEE CHILD FIND INFORMATION AND SOME WE'LL TALK ABOUT CHILD FIND AND OUR OBLIGATION AS A DISTRICT BUT THESE ARE RESOURCES THAT ARE AVAILABLE THAT WE GIVE TO OUR FAMILIES, TO OUR COMMUNITY MEMBERS, AND OTHER STAKEHOLDERS SO THOSE ARE JUST SOME SO THOSE ARE JUST SOME ARTIFACTS FOR YOU. OUR OUR EVALUATION. YOU'LL SEE TWO DIFFERENT HANDOUTS. ONE IS THE 30/60 DAY RULE WHICH WE'RE GOING TO TALK ABOUT MORE SPECIFICALLY IN THE PRESENTATION. BUT BEHIND THAT, THERE IS A BUT BEHIND THAT, THERE IS A POWERPOINT SPECIFICALLY ON POWERPOINT SPECIFICALLY ON FATE, FREE APPROPRIATE PUBLIC EDUCATION. WE COULD SPEND OUR WHOLE DAY TALKING ABOUT THIS. IT'S COMPLEX AND THIS IS A PRESENTATION WE HAVE DONE FOR A SCHOOL-BASED TEAM SO AS WE TALK ABOUT ST., IF YOU HAVE FURTHER INFORMATION THAT YOU MIGHT WANT TO LOOK INTO, THIS IS GREAT TO LOOK INTO, THIS IS GREAT RESOURCE FOR YOU. UNDER RELATED SERVICES, YOU'RE GOING TO SEE OUR OCCUPATIONAL THERAPY, PHYSICAL THERAPY, SPEECH LANGUAGE, SPEECH LANGUAGE, SPECIALIZED TRANSPORTATION. JUST SOME FREQUENTLY ASKED QUESTIONS AND MORE INFORMATION ABOUT THE RELATED SERVICES SHOULD YOU HAVE SHOULD YOU HAVE QUESTIONS ABOUT THAT. UNDER TRANSITION, WE ARE GOING TO HIGHLIGHT SOME OF OUR TRANSITION PROGRAMS TODAY. WE'RE VERY PROUD OF ALL THE TRANSITION PROGRAMS WE HAVE IN HILLSBOROUGH COUNTY PUBLIC SCHOOLS BUT THIS WILL GIVE YOU MORE IN-DEPTH INFORMATION ON ALL THE PROGRAMS WE HAVE THE PROGRAMS WE HAVE OPERATING HERE NOW. BEHIND THAT YOU HAVE THE PROCEDURAL SAFEGUARDS. THESE ARE RIGHTS FOR PARENTS AND STUDENTS WITH DISABILITIES. WE'RE REQUIRED TO GO OVER THESE AND PROVIDE THEM TO FAMILIES EVERY TIME WE MEET TO EVERY TIME WE MEET TO TALK ABOUT THEIR STUDENTS. THAT IS FUN READING IF YOU WOULD LIKE TO PARTAKE IN LIKE TO PARTAKE IN THAT AT NIGHTTIME. DISPUTE RESOLUTION. SO PART OF OUR RESPONSIBILITY IS TO HELP PARENTS WITH DISPUTE RESOLUTION SO THERE IS MANY DIFFERENT AVENUES THAT PARENTS CAN, IF THEY DISAGREE OR WE DISAGREE WITH THEM, WE CAN TAKE. WE'LL TALK ABOUT THOSE DIFFERENT AVENUES. BUT IT IS OUR RESPONSIBILITY TO MAKE SURE THAT WE HELP PARENTS WITH UNDERSTANDING THEIR RIGHTS AND IF THEY DON'T AGREE TO US, AND IF THEY DON'T AGREE TO US, WHAT DISPUTE RESOLUTION PRACTICES THEY CAN PRACTICES THEY CAN PARTICIPATE IN. THE NEXT THE NEXT TAB IS THE DIFFERENCE BETWEEN ADA, BETWEEN ADA, IDEA AND 504. THIS WILL GIVE YOU MORE INFORMATION SHOULD YOU BE INTERESTED THANT. AND THEN PRIVATE INSTRUCTIONAL PERSONNEL IS A STATE STATUTE THAT WE'LL ACTUALLY HIGHLIGHT TODAY BECAUSE OF ITS IMPORTANCE TO OUR COMMUNITY, OUR PARENTS, AND OUR SCHOOL-BASED ADMINISTRATORS. THEN AT THE END, THERE WILL BE TWO HANDOUTS. ONE JUST HIGHLIGHTING ALL THE SUMMER TRAININGS WE'RE DOING AROUND EXCEPTIONAL STUDENT EDUCATION, AND THEN ALSO A CONTACT LIST OF ALL OF CONTACT LIST OF ALL OF OUR, US HERE, BUT ALSO OUR SUPERVISORS AND WHAT THEY OVERSEE IN CASE YOU GET ANY QUESTIONS AND YOU WANT TO REACH OUT TO ANY ONE OF US TO PROVIDE THAT HELP. I DID MISS ONE TAB ACTUALLY CALLED STUDENT DEMOGRAPHICS. WE'LL TALK ABOUT THE DEMOGRAPHICS IN HILLSBOROUGH BUT THERE ARE TWO ADDITIONAL HANDOUTS IN HERE HIGHLIGHTING OUR DEAF AND HARD OF HEARING PROGRAM AND OUR VISION IMPAIRED PROGRAM BECAUSE WE DO HAVE VERY AWESOME PROGRAMS IN HILLSBOROUGH. SOME OF THE SOME OF THE BEST IN THE STATE. OKAY, SO LET'S DEEP DIVE INTO THE PRESENTATION. SO BY THE END OF THIS WORKSHOP, THESE ARE SOME THINGS THAT WE HOPE -- OH, I GUESS I HOPE -- OH, I GUESS I HAVE TO DO THAT. MAYBE. THE WORKSHOP OVERVIEW. WE'RE HOPING YOU'LL HAVE A BETTER UNDERSTANDING OF THE FOLLOWING TOPICS. SO UNDERSTANDING SPECIAL EDUCATION, THE LAWS AND THE BASICS THAT WE HAVE TO ABIDE BY, STUDENT DISCIPLINE, ASSESSMENT GRADES AND GRADUATION AND DISPUTE RESOLUTION FOR DISPUTE RESOLUTION FOR STUDENTS WITH DISABILITIES. SO ON THIS -- SO ON THIS -- THIS SHOWS OUR DEMOGRAPHIC. SO WE SERVE 35,599 STUDENTS WITH IEPs. SO THIS DEMOGRAPHIC YOU'RE LOOKING AT IS BROKEN UP BY LOOKING AT IS BROKEN UP BY PRIMARY EXCEPTIONALITY. WHEN WE REPORT DATA TO THE STATE IT'S BY WHAT YOUR PRIMARY EXCEPTIONALITY IS. IT DOESN'T MEAN YOU'RE NOT ELIGIBILITY FOR MORE THAN ONE EXCEPTIONALITY BUT THIS WILL SHOW YOU BY THE PRIMARY HOW MANY STUDENTS WE HAVE AND WHAT PERCENTAGE. SO OBVIOUSLY THE LARGEST IS OUR SLD STUDENTS. AND THEN I THINK FOLLOWED BY THAT ARE STUDENTS WITH AUTISM. BUT AGAIN, YOU COULD HAVE A PRIMARY DISABILITY OF, SAY, INTELLECTUAL DISABILITY BUT ALSO HAVE AN ELIGIBILITY OF AUTISM. THAT NUMBER WOULD NOT BE THAT NUMBER WOULD NOT BE INCLUDED HERE. SO IF WE GO TO THE NEXT SLIDE, THIS IS GOING TO TALK ABOUT FUNDING AND HOW WE'RE FUNDING AND HOW WE'RE FUNDED FUNDING AND HOW WE'RE FUNDED BY OUR FEDERAL GRANTS AND BY OUR WEIGHTED FUNDING FROM THE STATE. SO THE OFFICE OF SO THE OFFICE OF SPECIAL EDUCATION PROGRAMS OSEP AUTHORIZES THREE FORMULA GRANTS AUTHORIZED BY THE INDIVIDUALS WITH DISABILITIES ACT AND THESE ARE FEDERAL GRANTS THAT PROVIDE ABOVE AND BEYOND SUPPORT TO STUDENTS FOR STUDENTS FOR SERVICES THAT ARE ABOVE AND BEYOND WHAT ALL STUDENTS ARE ENTITLED TO. FOR THE PART B FORMULA GRANTS, THAT SERVES AGES 3 TO 21 AND THAT'S SUPPLEMENTAL TO OUR STATE AND LOCAL FUNDING. FOR OUR -- FOR THIS PAST YEAR, THAT GRANT WAS EQUIVALENT TO $50 MILLION. AND THEN YOU HAVE TO REALIZE WITHIN THAT 50 MILLION, THERE ARE CERTAIN THINGS YOU HAVE TO DO. SO THERE IS A PROPORTIONATE SHARE THAT GOES TO PRIVATE SCHOOLS WHICH EQUALS CLOSE TO A MILLION DOLLARS. WE HAVE TO DO A PROPORTIONATE SHARE TO CHARTER SCHOOLS OR PROVIDE SERVICES. THEY HAVE THE CHOICE TO TAKE THEIR FUNDS OR TAKE THE SERVICES THAT WE PROVIDE. SO THAT WAS ABOUT $531,000 THAT WE PAID OUT TO CHARTER SCHOOLS. AND THEN WE HAVE A 15% SET ASIDE FOR COORDINATED COMPREHENSIVE EARLY INTERVENING SERVICES OR CCEIS YOU MAY HAVE HEARD IT CALLED FOR DISPROPORTIONATE DISCIPLINE. IT'S AN INDICATOR ON OUR PERFORMANCE PLAN AND SO WE SPECIFICALLY ARE BEING MONITORED FOR SUSPENDING BLACK STUDENTS WITH DISABILITIES OUT OF SCHOOL FOR MORE THAN 10 DAYS. AND THAT EQUATES TO ABOUT AND THAT EQUATES TO ABOUT $7 MILLION. THEN WE HAVE THE PRESCHOOL GRANT. SO PART OF THAT -- SO YOU HAVE THE 3 TO 21 THE 3 TO 21 AND THEN YOU HAVE THE 3 TO 5 AND THAT WE GET ABOUT $980,000 FOR THAT GRANT. WE ALSO HAVE A PROPORTIONATE SHARE THAT GOES TO PRIVATE SCHOOLS OUT OF THAT. AND THEN THE PART C IS LIKE OUR BIRTH TO 3-YEAR-OLDS WHICH IS OUR EARLY STEPS. BUT IN HILLSBOROUGH WE ACTUALLY PROVIDE SERVICES TO BIRTH TO 3-YEAR-OLD STUDENTS WHO ARE DEAF AT THEIR HOMES AND IN THE COMMUNITY. SO WE ALSO ARE VERY SO WE ALSO ARE VERY PROUD OF THAT PROGRAM. IN ADDITION TO THAT FEDERAL MONEY, OF COURSE WE GET STATE AND DISTRICT MONEY. AND WE HAVE WHAT'S CALLED WEIGHTED FUNDING SO WHEN A STUDENT HAS AN IEP AT THE END OF THAT IEP, WE FILL OUT A FUNDING DOCUMENT DOCUMENTING ALL THE SERVICES WE PROVIDE SERVICES WE PROVIDE AND THEN THE STATE PROVIDES US WEIGHTED FUNDING DEPENDING ON THE MORE SERVICES AND MONEY THAT WE RECEIVE FOR THAT STUDENT. SO GOING ON TO THE STRUCTURE OF SUPPORT, THIS IS ONE OF THE THINGS SINCE I'VE BEEN HERE, WE HAVE A HAVE A REORGANIZATION TO REALLY BECOME SPECIALTY SPECIALISTS AND EXPERTS IN OUR FIELD. YOU'LL SEE TODAY THAT YOU CANNOT KNOW EVERYTHING THERE IS TO KNOW ABOUT ESE. I'LL NEED TO KNOW. BUT NOT EVERYONE CAN BE AN EXPERT IN EVERYTHING. I CAN'T BE AN EXPERT IN EVERYTHING. WE EVERYTHING. WE DIVIDED OUR DEPARTMENT INTO THREE DEPARTMENT INTO THREE SECTIONS. WE HAVE WE HAVE SHELLY'S SECTION WHICH IS INSTRUCTIONAL PROGRAMS AND EQUITY. SHE OVERSEES SPEECH AND LANGUAGE, INSTRUCTIONAL K-12 READING AND MATH ELA. SHE HAS RELATED SERVICES, TRANSITION. AND THEN WE HAVE KIM LOY WHO DOES THE COMPLIANCE. SO OUR COMPLIANCE, OUR STAFFING SO OUR COMPLIANCE, OUR STAFFING SPECIALISTS AND COORDINATORS NEED TO BE OUR EXPERTS IN COMPLIANCE AND OUR PROGRAM PEOPLE NEED TO BE THE PROGRAM EXPERTS. SO WE HAVE PEOPLE TO GO TO THAT KNOW ALL THE THINGS. THEN WE HAVE OUR REGIONAL STAFF. WE VAN ESE SUPERVISOR AND DISTRICT RESOURCE TEACHER IN EACH OF THE REGIONS. WE HAVE SEVEN REGIONS AND WE HAVE ALIGNED OURSELF THIS YEAR COMING UP WITH THE REGIONAL SUPERINTENDENTS TO BE SUPERINTENDENTS TO BE GRADE BAND SO EVERY TEAM HAS A TEAM OF SUPPORT. A REGIONAL SUPERINTENDENT, THEY HAVE A SUPERVISOR AND A DRT AND THOSE SUPERVISORS AND DRTs, THEIR SPECIALTY SHOULD BE ON INSTRUCTION AND BEHAVIOR. SO THEY'RE GOING TO MAKE SURE THAT OUR TEACHERS ARE EQUIPPED WITH WHAT THEY NEED TO DELIVER SPECIALLY DESIGNED INSTRUCTION TO HELP WITH BEHAVIOR AND IMPLEMENT THE IEPs THAT KIM'S TEAM IS SO GRACIOUSLY GOING TO TEACH US HOW TO MAKE SURE THAT WE HAVE THE BEST IEPs EVER. THAT'S HOW OUR ORGANIZATIONAL CHART IS SET UP MOVING FORWARD AS OF JULY 1. SO JUST QUICKLY TO GO OVER THE PROCESS, HOW DO YOU EVEN BECOME A STUDENT WITH A DISABILITY, THIS IS ALSO VERY COMPLEX. I'LL GIVE YOU THE CLIFF NOTES OF THAT. ONCE SOMEONE IDENTIFIED A NEED, THAT COULD BE A PARENT. IT COULD BE A COMMUNITY MEMBER. IT COULD BE A PHYSICIAN. IT COULD BE A TEACHER OR ANYONE. ONCE THEY'VE IDENTIFIED A NEED, THE SCHOOL TEAM COMES TOGETHER AND THEY LOOK AT DO WE NEED A REFERRAL. ONCE A REFERRAL IS WRITTEN, THEN WE GET PERMISSION FROM THE FAMILY. WE DO AN WE DO AN EVALUATION. WE COME TO AN ELIGIBILITY, DETERMINE IF THE STUDENT IS ELIGIBLE OR NOT. IF THEY ARE, IF THEY ARE, WE WRITE AN IEP. THEN DECIDE THEIR PLACEMENT. WE COLLECT DATA ON THE INSTRUCTION AND COME BACK EVERY YEAR AND MAKE SURE THAT WE ARE ADDRESSING ADDRESSING THAT IEP. SO CHILD FIND. EVERY DISTRICT HAS A CHILD FIND OBLIGATION. THIS MEANS OUR JOB, EVERYONE IN THE DISTRICT, IS TO FIND AND ASSIST THOSE STUDENTS WHO MAY HAVE A DISABILITY. AND THAT IS FROM BIRTH TO AND THAT IS FROM BIRTH TO 22 IN HILLSBOROUGH AND 21 ACCORDING TO OUR STATUTES. SO HILLSBOROUGH COUNTY IS COMMITTED TO ENSURING THAT ANY STUDENT WHO IS AT RISK THAT WE'RE FINDING THEM, THAT WE'RE EVALUATING THEM, AND WE'RE GETTING THEM SERVICES. ON THE NEXT SLIDE, IT TALKS SPECIFICALLY ABOUT SPECIFICALLY ABOUT FIDDLER, OUR FLORIDA NOSTIC AND LEARNING RE -- DIAGNOSTIC AND LEARNING RESOURCES. OUR TEAMS ARE FAMILIAR WITH THAT AND THEY'RE RESPONSIBLE FOR WORKING WITH MANY HILLSBOROUGH COUNTY PARTNERS INCLUDING THE EARLY CHILDHOOD COUNCIL, EARLY LEARNING COALITION AND EARLY STEPS. THOSE ARE FLORIDA'S BIRTH TO THREE SERVICE PROVIDERS AND MAKING SURE THAT WE GET KIDS STAFFED INTO OUR SCHOOLS IF THEY NEED IT BY THEIR THIRD BIRTHDAY AND THAT'S ALSO ONE OF OUR INDICATORS WHICH WE HIT 100% EVERY YEAR. SO WE'RE SO WE'RE REALLY PROUD OF THAT. AS OF TODAY, THOSE CHILD FIND TEAMS HAVE TEAMS HAVE COMPLETED TEAMS HAVE COMPLETED 1580 SCREENINGS. 2,068 REFERRALS. ELIGIBILITIES AND THESE ARE JUST FOR OUR PRESCHOOL STUDENTS. AND THEN AT THE LAST SCHOOL BOARD MOO ETING IF YOU -- MEETING IF YOU REMEMBER WE BROUGHT AN ITEM ABOUT WORKING WITH THE SCHOOL READINESS AND THEY PROVIDE FUNDS TO FUND THREE EMPLOYEES IN THIS CHILD FIND TEAM. I HAVE SOME I HAVE SOME DATA AROUND THAT BECAUSE I KNOW MS. BOND ASKED ABOUT THAT. THOSE THREE PEOPLE THAT ARE FUNDED BY THE EARLY LEARNING COALITION, WE'VE DONE 172 REFERRALS FROM THE REFERRALS FROM THE EARLY LEARNING COALITION LEARNING COALITION WHICH RESULTED IN 147 EVALUATION RESULTED IN 147 EVALUATION CONDUCTED BY THESE THREE EMPLOYEES. AND THAT'S WHAT WE HAVE FOR -- AS OF RIGHT NOW FOR THIS SCHOOL YEAR OF WHAT WE HAVE DONE WITH THOSE THREE FOLKS. OKAY, SO OKAY, SO EVALUATIONS. SO THIS IS INDICATOR 11 ACTUALLY IN OUR ANNUAL PERFORMANCE PLAN. AND WHAT THEY'RE MEASURING US ON IS DO WE EVALUATE PEOPLE IN A TIMELY MANNER. IF IT'S AN INITIAL EVAL, WE HAVE TO HAVE IT DONE WITHIN 60 CALENDAR DAYS. IF YOU WANTED TO LOOK AT THAT CHART IN YOUR EVALUATION TAB, IT WILL GIVE YOU VERY SPECIFICALLY ONCE THE STUDENT ENROLLS IN KINDERGARTEN OR HIGHER, IF SOMEONE SUSPECTS A STUDENT HAS A DISABILITY, THEN THE SCHOOL HAS TO MEET WITHIN 30 CALENDAR DAYS AS A CHILD STUDY TEAM TO ADDRESS THE CONCERN. AND SO THEY MAY OR MAY NOT INITIATE AN EVALUATION, BUT THAT'S WHERE THAT PROCESS STARTS. ONCE THEY DO INATIONIATE THAT EVALUATION WE HAVE 60 CALENDAR DAYS TO GET THE EVALUATION DAYS TO GET THE EVALUATION COMPLETED. SO OFTEN YOU'LL PROBABLY HEAR DAYS ABOUT THE 30/60 DAY RULES. THAT'S WHAT THEY ARE, AND NOW YOU'LL HAVE A LITTLE CHEAT SHEET IN CASE YOU'RE IN CASE YOU'RE EVER ASKED ABOUT THAT. SO ELIGIBILITY. THIS IS OFTEN CONFUSING FOR PEOPLE BECAUSE WE THINK THAT JUST BECAUSE YOU HAVE A DIAGNOSIS OF SOMETHING, YOU SHOULD BE ELIGIBLE FOR AN IEP AND THAT DOESN'T ALWAYS EQUATE TO THAT. SO THERE IS TWO COMPONENTS REQUIRED FOR ELIGIBILITY. ONE, YOU MUST HAVE A DISABILITY, ONE OF THOSE 13 IDEA DISABILITY CATEGORIES YOU SAW IN THE DEMOGRAPHIC CHART BASED ON A DEMOGRAPHIC CHART BASED ON A COMPREHENSIVE EVALUATION. SO YOU MEET CRITERIA FOR ONE OF THOSE AND NEED TO DEMONSTRATE THE NEED FOR SPECIAL EDUCATION SERVICES. YOU COULD HAVE SOMEONE THAT HAS A DIAGNOSIS OF, SAY, AUTISM OR SOMETHING ELSE. BUT THEY DON'T NECESSARILY HAVE A NEED FOR SPECIALLY DESIGNED INSTRUCTION. SO THEY MIGHT NOT SO THEY MIGHT NOT BE ELIGIBLE FOR AN IEP, BUT THEY MIGHT BE ELIGIBLE FOR A 504 PLAN BECAUSE MAYBE WHAT THEY NEED IS ACCOMMODATIONS OR ACCOMMODATIONS OR ACCESS TO SOMETHING. OR MAYBE THEY NEED RESPONSE TO INTERVENTION. SO THAT ELIGIBILITY PIECE CAN BE A LITTLE COMPLICATED FOR PARENTS AND OTHERS BECAUSE YOU HAVE TO HAVE BOTH COMPONENTS TO BE CONSIDERED ELIGIBLE CONSIDERED ELIGIBLE FOR SPECIAL EDUCATION. ONCE YOU'VE BEEN ELIGIBLE, THEN YOU'RE GOING TO GO TO THAT TEAM TO WRITE AN IEP AND THE PROBLEM SOLVING PROCESS IS REALLY IMPORTANT THAT THAT TEAM LOOKS AT WHAT ARE THE STUDENTS'S STRENGTHS AND WEAKNESSES, THEY IDENTIFY THOSE IN THE PRESENT LEVEL THEN WRITE SPECIFIC GOALS FOR THAT STUDENT IN THOSE AREAS. WE PROVIDE SPECIALLY DESIGNED INSTRUCTION AROUND THOSE GOALS AND WE COLLECT DATA AND REPORT THAT OUT TO THE PARENTS ON A THAT OUT TO THE PARENTS ON A REGULAR BASIS. SO SPECIAL EDUCATION. THIS IS ANOTHER THING THAT CAN BE VERY COMPLICATED AND CONFUSING. SPECIAL EDUCATION IS A SERVICE, RIGHT? IT'S SOMETHING WE PROVIDE BUT IT DOESN'T NECESSARILY MEAN IT HAS TO BE IN A TO BE IN A CERTAIN SPOT. IN THIS ROOM OVER HERE, LIKE KIM SAYS, THE ROOM DOWN THE HALL. IT DOESN'T NEED TO BE IN A ROOM DOWN THE HALL. IT CAN BE GEN ED OR MAYBE IN A ROOM DOWN THE HALL OR SEPARATE SCHOOL. BUT THAT SPECIAL EDUCATION PIECE IS VERY EXPLICIT, SYSTEMATIC AND MULTI SENSORY APPROACH AND SHOULD BE BASED ON THE SHOULD BE BASED ON THE STUDENT NEED. IF I'M GOING INTO A CO-TEACH ELA CLASS AND MY STUDENT HAS A READING GOAL I SHOULD LAYER ON TOP OF WHATEVER THE GEN ED TEACHER IS DOING TO PROVIDE THE TIERED INSTRUCTION SPECIFIC TO THAT STUDENT. AND JUST TO GIVE YOU A LITTLE CONTINUUM, CONTINUUM, THE MORE SIGNIFICANT THE DISABILITY, THE MORE INTENSIVE THAT SPECIALLY DESIGNED INSTRUCTION SHOULD BE. AND AS THE STUDENT PROGRESSES AND NEEDS LESS, THEN IT KIND OF GOES THE OPPOSITE WAY. YOU START PULLING BACK. SO IT DOESN'T -- THE TYPE AND INTENSITY OF THE INTERVENTION DOESN'T EQUATE TO A PLACE EITHER. THIS IS WHAT SOMETIMES WE THINK OH, IF YOU'RE MORE SIGNIFICANT STUDENT AND NEED MORE ASSISTANCE THAT YOU SHOULD BE IN A SPECIAL CLASS OR RESEARCH ROOM THAT IS NOT NOT NECESSARILY THE CASE. SO IN ADDITION TO SPECIAL ED SERVICES ED SERVICES A STUDENT MIGHT REQUIRE RELATED SERVICES TO BENEFIT FROM THE SPECIAL ED PROGRAM AND HERE IS A LIST OF SOME OF THOSE. SO ONE EXAMPLE IS LIKE, SPECIALIZED TRANSPORTATION. SOME OF OUR STUDENTS WITH DISABILITIES CANNOT ACCESS THE REGULAR TRANSPORTATION OR BUS. AND SO WITHOUT SPECIALIZED, THEY WOULDN'T BE ABLE TO ACCESS SCHOOL. SO THAT'S A RELATED SERVICE. IT'S A SERVICE THAT'S RELATED TO THE DISABILITY THAT THEY HAVE. OTHER RELATED SERVICES HERE ARE SPEECH AND LANGUAGE, OCCUPATIONAL/PHYSICAL THERAPY AND COUNSELING AND NOT ALL THESE COME WITH AN ELIGIBILITY. IT COULD BE THAT IT'S JUST RELATED TO YOUR DISABILITY AND YOU REQUIRE IT AND YOU YOU REQUIRE IT AND YOU RECEIVE THAT. SO SO LRE, LEAST RESTRICTIVE SO LRE, LEAST RESTRICTIVE ENVIRONMENT. THE IDEA REQUIRES STUDENTS WITH ELIGIBILITYS TO BE EDUCATIONED WITH THEIR NON-DISABLED PEERS TO THE MAX THE MAX EXTENT POSSIBLE MEANING YOU EXHAUSTED EVERYTHING YOU CAN IN THE GEN ED CLASS BEFORE YOU CONSIDER ANOTHER PLACEMENT. AND PLACEMENT DECISIONS HAVE TO BE BASED ON THE STUDENT NEEDS AND THEY'RE AND THEY'RE IDENTIFIED IN THE AND THEY'RE IDENTIFIED IN THE STUDENT'S IEP. SO TRANSITION. TRANSITION, WE HAVE A STATUTE THAT REQUIRES OUR IEP TEAMS TO START THE TRANSITION PROCESS DURING THE STUDENT'S SEVENTH GRADE YEAR OR WHEN THE STUDENT ATTAINS THE AGE OF 12, WHICHEVER IS FIRST. AND IN THAT AND IN THAT IEP, TRANSITION SERVICES HAVE TO BE IDENTIFIED. SO THESE SERVICES ARE REQUIRED BASED ON THE INDIVIDUAL NEEDS OF THE STUDENT TAKING INTO ACCOUNT THEIR STRENGTHS, THEIR PREFERENCES AND INTERESTS AND THE TRANSITION SERVICES INCLUDED WOULD BE THE THINGS YOU SEE LISTED HERE. INSTRUCTION, RELATED SERVICES, INSTRUCTION, RELATED SERVICES, COMMUNITY SERVICES, ET CETERA. SO WE WERE GOING TO HIGHLIGHT SOME OF OUR TRANSITION PROGRAMS. WE HAVE A LOT OF THEM. I'M NOT GOING TO TALK ABOUT ALL OF THEM BUT I'LL HIGHLIGHT A FEW ON THE NEXT FEW SLIDES. WE HAVE WHAT'S CALLED 12 PLUS. WE HAVE 25 SCHOOLS WITH 29 PROGRAMS AND THESE ARE FOR STUDENTS WHO HAVE DEFERRED AND WE'LL TALK ABOUT DEFERRAL, BUT I'LL TELL YOU NOW THAT IT'S BASICALLY THE STUDENT HADS MET THE GRADUATION REQUIREMENTS BUT THEY'RE ABLE TO DEFER AND CONTINUE SERVICES AS LONG AS THEY MEET THE CRITERIA, AND ONE OF THE OF THE CRITERIA IS THEY'RE ENROLLED IN ONE OF THE 12 PLUS PROGRAMS. THIS ASSISTS OUR YOUNG ADULTS IN GAINING PRE-EMPLOYMENT SKILLS, DEVELOP NECESSARY SKILLS TO BE SUCCESSFUL PARTS OF THE COMMUNITY. CREATING HOW OUR INDEPENDENCE CAN CAN ACCEL, THAT'S CHOICE AND OUR GMAC PROGRAMS. WE HAVE 10 SCHOOLS AND THEY'RE FOR STUDENTS WHO DEFERRED. WE HAVE COMMUNITY BASED TRAINING AND COMMUNITY WORK EXPOSURE. WE HAVE 24 SCHOOLS WHO HAVE CBT FOR 11TH AND 12TH GRADE AND OUR CWE, NINE SCHOOLS HAVE THAT FOR STUDENTS WHO HAVE DEFERRED. AND THEY GO OUT INTO THE COMMUNITY. YOU MAY SEE THEM HERE AT YOU MAY SEE THEM HERE AT ROSSAC. THEY COME TO THEY COME TO VELASCO AND EXPERIENCE DIFFERENT JOBS AND EXPERIENCE DIFFERENT JOBS AND IT'S A REALLY GREAT -- SO FUN TO HAVE THEM. WE HAVE HARMONY HOUSE. SO IF YOU'VE NEVER BEEN THERE, I DEFINITELY ENCOURAGE YOU TO TAKE A A VISIT. IT'S LIKE A PORTABLE BUT SET UP LIKE YOUR HOUSE. AND THE KIDS GO AND THEY -- I THINK THEY GO FOR A WEEK, RIGHT? THEY GO A WEEK. FOUR DAYS. AND THEN THEY EXPERIENCE ALL THE THINGS YOU HAVE TO DO ON YOUR OWN. YOU HAVE TO BE ABLE TO COOK, MAKE YOUR BED AND CLEAN AND ALL THOSE THINGS. IT'S JUST A GREAT, GREAT EXPERIENCE. WE HAD 31 SCHOOLS PARTICIPATE, GRADES 9 AND 10 WENT THIS YEAR. AND THEN PROJECT QUEST, ALSO FANTASTIC. WE JUST VISITED WE JUST VISITED AND SAW THE CULMINATING PROJECT FOR THESE KIDS. THESE ARE KIDS THAT HAVE DISABILITIES BUT THEY GO TO HCC AND PARTICIPATE IN EARNING TWO COLLEGE COURSES IN THE SUMMER. THEY GO FOR THREE WEEKS, I THINK. AND THEY EARN TWO CLASSES. AND THEN WE GOT TO GO SEE THE WORK THEY DID BECAUSE THEY WERE LEARNING HOW TO CREATE A LEARNING HOW TO CREATE A VIDEO AND TO BE MEDIA, SO SOME OF THEM WERE THE REPORTERS AND SOME OF THEM DID THE CAMERA. IT WAS FANTASTIC. WE HAD WE HAD 21 STUDENTS GO TO OUR WE HAD 21 STUDENTS GO TO OUR YBOR AND 24 GO TO YBOR AND 24 GO TO SOUTHSHORE. AND THOSE STUDENTS WERE REPRESENTED THROUGH DIFFERENT SCHOOLS THAT SENT KIDS, AND WE SENT A SPECIALIST TO GO AND CO-TEACH WITH THE PROFESSOR SO THEY HAVE THE SUPPORT THEY NEED DURING THAT TIME. IT'S FABULOUS. SO THERE IS A WHOLE OTHER SO THERE IS A WHOLE OTHER SLIDE ON ADDITIONAL ON ADDITIONAL PROGRAMS. I'LL LET YOU READ THOSE ON YOUR OWN. YOU ALSO HAVE THE TAB WITH DETAILS ON THOSE, BUT I THINK WE DO DO A FANTASTIC JOB WITH OUR TRANSITION PROGRAM. SO GRADUATION AND DEFERRAL. I ALREADY EXPLAINED I ALREADY EXPLAINED TO YOU WHAT DEFERRAL IS. BUT TRANSITION SPECIALISTS, THEY SUPPORT THE SCHOOLS TO ENSURE OUR KIDS GRADUATION. THEY CHECK THEIR CREDITS. THEY MAKE SURE THEY HAVE THE GPA THEY NEED. IF THEY NEED A WAIVER, THEY MAKE SURE THOSE ARE COMPLETED. SO STUDENTS WITH DISABILITIES WHO MAY EARN A CERTIFICATE OF COMPLETION FOR ONE REASON OR ANOTHER, THEY'RE ALLOWED ANOTHER, THEY'RE ALLOWED TO STAY WITH US THROUGH THEIR WITH US THROUGH THEIR 22ND BIRTHDAY TO GET WHATEVER THEY NEED TO MAKE NEED TO MAKE SURE THEY NEED TO MAKE SURE THEY GRADUATE. TRANSITION INDICATORS. THOSE ARE ON THE ANNUAL PERFORMANCE PLAN PERFORMANCE PLAN FOR 13 AND 14. THIRTEEN IS THIRTEEN IS REALLY ABOUT DO WE ADDRESS THEIR TRANSITION NEEDS AND THEIR IEPs. YOU CAN SEE WE YOU CAN SEE WE MEET THAT AND DO A A JOB THERE AND THEN POST-SCHOOL OUTCOMES, WE EXCEEDED THE TARGET ON THREE. THE ONE THAT WE DIDN'T, WE'RE PRETTY CLOSE. THAT'S FOR ENROLLING IN HIGHER ED. WE'RE RESPONSIBLE FOR COLLECTING DATA ONCE THE KIDS LEAVE US. WE HAVE WE HAVE TO FIND OUT HOW MANY IN HIGHER EDUCATION, HOW MANY GOT EMPLOYED AND HOW MANY WENT EMPLOYED AND HOW MANY WENT TO ANOTHER PROGRAM TO SUPPORT INDEPENDENT LIVING. YOU CAN SEE THAT YOU CAN SEE THAT 14C, WE HAD YOU CAN SEE THAT 14C, WE HAD STUDENTS NO LONGER WITH US THAT ARE EITHER ENROLLED IN HIGHER EDUCATION, SOME POST-SECONDARY ED ED PROGRAM, COMPETITIVE ED PROGRAM, COMPETITIVE EMPLOYED OR EMPLOYED WHEN THEY OR EMPLOYED WHEN THEY LEAVE US SO WE'RE DOING SO WE'RE DOING -- THERE. THE PROCEDURAL THE PROCEDURAL SAFEGUARDS. I PROVIDED YOU WITH ALL OF THEM. THESE ARE THE AREAS THAT THESE ARE THE AREAS THAT OUR PARENTS AND STUDENTS HAVE PROTECTIONS IN. AND WE ARE REQUIRED TO PROVIDE THEM BEFORE AND DURING EVERY SINGLE TIME WE MEET WITH THEM AND WE EXPLAIN THEM TO THE PARENTS SO THEY KNOW THEIR RIGHTS AS A STUDENT OF A -- OF A PARENT WHO HAS A STUDENT WITH A DISABILITY. SO SO DISPUTE RESOLUTION. YOU KNOW, NOBODY EVER WANTS TO BE IN DISPUTE RESOLUTION. BUT THERE ARE LOTS OF OPTIONS TO RESOLVE IT RESOLVE IT WHEN WE ARE THERE. AND IT'S OUR JOB LIKE I SAID TO MAKE SURE PARENTS UNDERSTAND THEIR RIGHTS WHEN IT COMES TO THOSE AND WE DON'T DISCOURAGE THEM FROM PARTICIPATING IN THOSE BECAUSE OFTEN TIMES WE'RE ABLE TO COME TO A RESOLUTION. SO YOU CAN SEE THAT THERE ARE FORMAL DISPUTE RESOLUTION FORMAL DISPUTE RESOLUTION PROCESSES HERE, MEDIATION, PROCESSES HERE, MEDIATION, STATE COMPLAINTS, RESOLUTION MEETINGS. JUST TO GIVE YOU DATA AROUND OUR DISPUTE DISPUTE RESOLUTION. WE HAD WE HAD 25 DUE PROCESS WE HAD 25 DUE PROCESS COMPLAINTS FILED. WE WERE ABLE TO RESOLVE 23 OF THE 25 AT THE LOCAL LEVEL. WE HAD 13 STATE WE HAD 13 STATE COMPLAINTS. ONLY THREE WENT TO THE STATE TO BE INVESTIGATED. TEN WERE RESOLVED AT THE LOCAL LEVEL. WE HAD SEVEN MEDIATIONS AND ONE WAS LATER WITHDRAWN AND ALL OTHERS WERE RESOLVED AND MEDIATION IS REALLY, IT'S A MEDIATION IS REALLY, IT'S A POSITIVE EXPERIENCE. I THINK FOR BOTH US AND THE FAMILIES BECAUSE WE CAN GET A LOT RESOLVED IN MEDIATION. IF WE CAN SOLVE IT THERE, WE DEFINITELY WANT TO. SO WE VOLUNTARILY PARTICIPATE IN MEDIATION MEDIATION ANY TIME WE CAN. THE NEXT SLIDE TALKS THE NEXT SLIDE TALKS ABOUT ALL THESE THESE LAWS, SERVING DISTINCT PROCESS AND SERVING INDIVIDUALS WITH DISABILITY WITH ADA BEING THE LARGE UMBRELLA AND 504, THEY'RE STUDENTS WITH DISABILITIES WHO MIGHT REQUIRE, REMEMBER THAT SPECIAL EDUCATION COMPONENT BUT DO REQUIRE ACCESS AND AND ACCOMMODATIONS. AND OF COURSE THE IEP FOR THOSE STUDENTS WHO DO MEET THAT ELIGIBILITY ELIGIBILITY CRITERIA. OKAY. PRIVATE INSTRUCTIONAL PERSONNEL. SO THIS IS A STATE STATUTE AND WE HAVE MANY STATUTES THAT WE HAVE TO IMPLEMENT IN THE SCHOOL DISTRICT AND IN THE STATE OF FLORIDA, RIGHT? BUT WE HAVE CHOSEN TO HIGHLIGHT THIS ONE BECAUSE IT'S VERY IMPORTANT TO OUR PARENTS AND OUR SCHOOL PERSONNEL. SO WHAT THIS SO WHAT THIS STATUTE SAYS IS THAT THAT IF A PARENT THAT IF A PARENT AS A PRIVATE PROVIDER, IT COULD BE A SPEECH OR OCCUPATIONAL THERAPIST OR REGISTERED BEHAVIOR TECH, THERE IS A LIST OF THE ONES THAT ARE APPROVED. IF THEY HAVE ONE IF THEY HAVE ONE THAT THEY'RE USING IN THE HOME OR USING IN THE HOME OR IN THE COMMUNITY, WE MUST COLLABORATE WITH THEM. ALLOW THEM TO OBSERVE AND SERVE ALLOW THEM TO OBSERVE AND SERVE STUDENTS IN OUR SCHOOL. THERE ARE TWO THERE ARE TWO RULES THERE ARE TWO RULES ABOUT THAT. ONE, THEY OF COURSE HAVE TO MEET THE SCREENING REQUIREMENTS AND BE CERTIFIED AND HAVE A BE CERTIFIED AND HAVE A LICENSE AND BE AND BE JESSICA AND BE JESSICA LUNSSFORD ACT AND THE OTHER THE OTHER COMPONENT IS WHEN THEY SIT DOWN TO DO THE SIT DOWN TO DO THE COLLABORATION MEETING, THE PRINCIPAL AND PUBLIC INSTRUCTIONAL PERSONNEL HAVE THE FINAL SAY IN THE WHEN AND WHERE. AND AGAIN, THIS IS A SERVICE THAT IS AVAILABLE TO PARENTS WHO HAVE PRIVATE PROVIDERS. IT'S NOT IT'S NOT NECESSARILY RELATED TO, LIKE IF WE SAY THE STUDENT NEEDS SOMETHING, SOMETHING, IT HAS TO BE SOMETHING, IT HAS TO BE -- SO IT'S NOT NECESSARILY SOMETHING WE HAVE SAID THEY NEED. IT'S SOMETHING THAT THE PARENT HAS ACCESS TO AND WE HAS ACCESS TO AND WE ARE ASKED TO COLLABORATE AND WORK WITH THEM IN OUR SCHOOL. IF YOU LOOK BEHIND THAT TAB, IF YOU LOOK BEHIND THAT TAB, YOU'LL SEE THERE IS YOU'LL SEE THERE IS -- SO WE HAVE THIS HAVE THIS STATUTE AND THEN HOW TO IMPLEMENT THE STATUTE. IT'S INSTRUCTIONAL PERSONNEL. I'D TELL YOU WHAT COLOR BUT IT'S PROBABLY DIFFERENT ON YOUR END. IT'S IT'S SECOND TO THE LAST. THIS GOES OVER WHAT THE STATE STATUTE SAYS. AND AND THEN THERE IS A PARENT PARTICIPATION PACKET SO PARENT BASICALLY FILLS OUT THIS PACKET THAT SAYS I WANT MY SPEECH THERAPIST TO COME AND DO THERAPY WITH WITH MY STUDENT. THEN THE PRIVATE THEN THE PRIVATE INSTRUCTIONAL PERSONNEL ALSO HAS TO AGREE TO NOT DISRUPT THE CLASSROOM, NOT DISRUPT THE CLASSROOM, INTERFERE WITH INSTRUCTION, INTERFERE WITH INSTRUCTION, NOT TALK TO OTHER CHILDREN IN THE ROOM. ALL THOSE KINDS OF THINGS, THEY HAVE TO AGREE. THE SCHOOL SITS DOWN AND HAS A MEETING AND TALKS ABOUT THE NEEDS, WHAT THE PARENT IS ASKING FOR AND THEY COME UP WITH A PLAN. WHEN THAT PROVIDER IS GOING TO COME AND DELIVER THE SERVICE. IF THEY'RE COMING TO OBSERVE. IT COULD BE A VARIETY OF DIFFERENT THINGS. SO WE SO WE -- WHEN THIS CAME OUT, WE WENT TO SURROUNDING DISTRICTS AND COLLABORATED WITH THEM. WE SHARE A LOT OF STUDENTS, PASCO, PINELLAS, SO WHEN OUR KIDS MOVE AROUND, AND THEN SO WE SHARE PROVIDERS TOO. SO PROVIDERS WILL SAY, WELL, THEY DO IT LIKE THIS IN PASCO OR PINELLAS. THERE WAS ACTUALLY A STATE WORK GROUP OF DISTRICTS THAT GOT TOGETHER AND YOU HAVE TO FOLLOW THE STATUTE. THE STATUTE SAYS YOU HAVE TO DO THESE BUT THE WHEN AND WHERE IS DECIDING THE TEAM. SO OUR -- CLOSELY ALIGNED WITH EVERYBODY ELSE'S SO THAT WHEN PARENTS OR PROVIDERS MOVE FROM PLACE TO PLACE, WE ARE MORE PLACE TO PLACE, WE ARE MORE ALIKE THAN DIFFERENT. SO THE LAST THING IS JUST WHAT IS OUR FOCUS FOR IS OUR FOCUS FOR MOVING FORWARD. KIND OF HIT ON THAT WHEN I TALKED ABOUT IT TALKED ABOUT IT EARLIER. WE WANT TO BE HONING IN ON OUR EXPERTESE. WE NEED TO HAVE PEOPLE -- PEOPLE -- TEACHERS, PRINCIPALS, PARENTS AND STUDENTS SO OUR FOCUS IS THE COMPLIANCE, RIGHT? SO KIM HAS A WHOLE OUTLINE OF WHAT SHE IS GOING TO TRAIN OUR STAFFING SPECIALIST IN TO BE THE BEST THEY CAN BE AROUND COMPLIANCE AND THEY WILL ALSO TRAIN OUR SCHOOL PERSONNEL. AND THEN WE HAVE SPECIALLY DESIGNED DESIGNED INSTRUCTION, MAKING SURE OUR TEACHERS HAVE RESEARCH-BASED MATERIALS. THEY KNOW HOW TO IMPLEMENT THAT. THAT THEY'RE DOING IT WITH FIDELITY SO THAT WE CAN GET OUR READING AND MATH STORES UP AND CLOSE THAT -- SCORES UP AND CLOSE THAT GAP FOR STUDENTS. THEN BEHAVIOR. IF WE DON'T HAVE AN EMPHASIS ON BEHAVIOR, KIDS CANNOT LEARN SO WE HAVE TO DO THAT. WE ALSO WANT TO BETTER OUR PARTNERSHIPS WITH PARENTS SO HAVING SOME -- WE HAVE A LOT OF TRAINING FOR PARENTS BUT TRAINING FOR PARENTS BUT WE'LL INCREASE OUR PARENT TRAINING AND REALLY OFFER ADVOCACY TRAINING FOR PARENTS BECAUSE PARENTS ARE ADVOCATES FOR THEIR STUDENTS AND WE SHOULD BE HELPING THEM TO ADVOCATE AND NOT BEING, LIKE, FEEL LIKE WE'RE ON THE OTHER SIDE. WE NEED TO BE WORKING WITH THEM. SO THOSE ARE OUR REALLY AREAS OF FOCUS FOR THE SCHOOL YEAR. SO THAT IS IT. NOW YOU CAN ASK ALL THE QUESTIONS YOU QUESTIONS YOU WANT. THAT'S IT. HOW DID I DO? ARE WE ARE WE IN THE -- YEAH. 36 MINUTES. >> THANK YOU VERY MUCH. MEMBER GRAY, YOU'RE THE FIRST ONE IN THE QUEUE. >>Lynn Gray: FIRST OFF, THANK YOU SO MUCH, MS. YOU SO MUCH, MS. LESPERANCE? I THINK THAT'S FRENCH, I THINK THAT'S FRENCH, RIGHT? >> YES. I INHERITED THAT NAME. I MARRIED INTO IT. I WAS A LECLAIRE SO I GUESS I WAS A LECLAIRE SO I GUESS I STILL WAS FRENCH. >>Lynn Gray: WELL, AND A BIG THANK YOU TO KIM LOY AND MS. HAYES. A LOT OF WORK YOU'VE DONE. MY QUESTION, THE INITIAL QUESTION I HAVE, AND THIS CAME FROM YEARS AGO BUT I JUST HAD A LITTLE BIT OF TIME TO LOOK AT THE FLORIDA STATUTE THE FLORIDA STATUTE WHICH YOU MENTIONED. AND THAT'S AND THAT'S 1003.57. AND I TALKED TO YOU YESTERDAY. SO I DUG INTO THAT, SO I DUG INTO THAT, AND THEN IN THE WORDS THAT THE WORDS THAT HAVE IN OUR POLICY MAY OR MAY NOT INCLUDE THE WORD INCLUSION, WHICH THIS HAS TO SAY ACCORDING TO WHAT I'M READING HERE, THAT THOSE CERTAIN WORDS, VOCABULARY, SHOULD BE PUT INTO OUR SCHOOL DISTRICTS. SO THEN I LOOKED AT OUR POLICIES AND THIS IS JUST AND THIS IS JUST AN OBSERVATION. I'M NOT AN EXPERT BY ANY MEANS, SO I WILL WANT YOUR FEEDBACK. BUT WHEN WE HAVE A BUT WHEN WE HAVE A POLICY, FOR EXAMPLE, EXAMPLE, 2260.01, AND THE WORD "INCLUSION" IS NOT MENTIONED IN THAT PARTICULAR POLICY, AND THEN I HAVE THE OTHER POLICIES, I WAS JUST OTHER POLICIES, I WAS JUST WONDERING IF YOUR COMMENT WOULD BE, WHEN YOU MAKE A COMMENT, BE, WHEN YOU MAKE A COMMENT, IF YOU CAN JUST EXPLAIN WHY OUR POLICY DOESN'T HAVE THE WORD -- IT SAYS A SCHOOL DISTRICT SHALL USE THE TERM "INCLUSION" TO MEAN THAT A STUDENT IS RECEIVING EDUCATION IN A GENERAL EDUCATION CLASS SETTING. AND MIND YOU, I SEE SUCH COMPLIANCE -- MANY PARALLELS WITH WHAT THE STATUTES ARE SAYING AND LAWS WITH WHAT YOU'RE SHARING. I'M KIND OF BEING A LITTLE PICKY PERHAPS. CAN YOU SHARE? >> SO IS YOUR QUESTION WHY DO WE NOT USE THE WORD INCLUSION IN OUR POLICY BUT IT'S WRITTEN WHERE? IN IN THE -- IN IN THE -- IN -- >>Lynn Gray: 110 >>Lynn Gray: 110 .357, A SCHOOL DISTRICT SHALL USE THE TERM DISTRICT SHALL USE THE TERM INCLUSION AND THIS IS UNDER THOSE PHRASES THAT WE'RE SUPPOSED TO USE, FOR EXAMPLE, YOU JUST SAID EXCEPTIONAL STUDENT EDUCATION CENTER. OR SPECIAL DAY SCHOOL. SO THERE IS CERTAIN WORDS THAT THIS STATUTE SAYS WE SHOULD BE USING. I WAS JUST CURIOUS BECAUSE I HAVE -- ANYWAY. MS. MS. LOY? >> THANK YOU. I DON'T SEE THE STATUTE IN FRONT OF ME, BUT I THINK BECAUSE THE PRIVATE INSTRUCTIONAL PERSONNEL ARE COLLABORATION OF PUBLIC AND PRIVATE IS PRIVATE IS 1003.572, WE MAY BE PRIVATE IS 1003.572, WE MAY BE LOOKING AT TWO DIFFERENT ONES. WHAT I THINK YOU'RE REFERRING TO IS SEVERAL YEARS AGO, THAT IN STATUTE, THEY PUT THE STATUTE, THEY PUT THE DEFINITION THAT WE WOULD USE OF INCLUSION IN OUR STATE. I DON'T KNOW THAT THAT'S IN OUR I DON'T KNOW THAT THAT'S IN OUR EXCEPTIONAL STUDENT EDUCATION SCHOOL BOARD POLICY ANYWHERE AS YOU ARE POINTING OUT. BUT I KNOW THAT STATUTE DEFINED WHAT A SPECIAL DAY SCHOOL WOULD BE. IF THAT'S THE ONE YOU'RE SPEAKING OF. AND WE CAN CERTAINLY LOOK AT THAT BECAUSE I KNOW THOSE ARE DEFINED TERMS THAT WE ARE TO USE ANINIZE -- UNDERSTANDING OF THEM. >>Lynn Gray: THAT WAS A BIG TO-DO A FEW YEARS AGO. MAYBE A DECADE MAYBE A DECADE AGO. TRAYCE, I'M SURE YOU REMEMBER THAT. I ONLY BRING THAT UP BECAUSE THAT WAS VERY MUCH THAT WAS VERY MUCH SHOWCASED IN THE VOCABULARY OF MANY OF THE SPECIALISTS AND I THINK MOST OF YOU PROBABLY REALIZE THAT. SO I'D LIKE THAT TO BE LOOKED INTO. PROBABLY NOT A HARD EDIT PROBABLY NOT A HARD EDIT TO MAKE BECAUSE I SEE, YOU KNOW, AN EQUIVALENT STATEMENT OF PROVIDING FOR THE EDUCATION OF EACH QUALIFIED PERSON WITH A DISABILITY. IT'S A CEPTSANCE THAT COULD EASILY -- SENTENCE THAT COULD EASILY BE. AND I'LL JUST GIVE THIS TO YOU. AND HERE IS THE FLORIDA STATUTE. IT'S ALSO ON ANOTHER POLICY THAT'S MISSING THAT'S MISSING THE WORD AND I'LL GIVE YOU THIS TOO. POLICY POLICY 2623. SO LET'S GIVE THAT -- SO LET'S GIVE THAT -- THE OTHER QUESTION I HAVE AND I KNOW THERE IS MANY QUESTIONS EVERYONE HAS IS MANY QUESTIONS EVERYONE HAS IS THE IS THE KELLY SUBS. WE KNOW THAT WE'RE BEING DOMINATED BY SUBS IN MANY WAYS WHETHER WE LIKE IT OR NOT, RIGHT? TEACHER SHORTAGE. BUT IT REALLY, THE NOTION THAT WE ARE HAVING A DR. PATEN WHO IS TRYING HER BEST TO RECRUIT TEACHERS TEACHERS. WE HAVE SUCH A SHORTAGE OF ESE TEACHERS AND YOU'RE LAYERING IT WITH THE CHALLENGE OF EXPERT ESE FOR COMPLIANCE, LEGALITY, AND THAT'S ANOTHER WHOLE SUBJECT. SO WHAT ARE WE DOING TO GAIN SO WHAT ARE WE DOING TO GAIN, SPECIFICALLY, WHAT IS OUR PLAN OF RECRUITMENT TO GAIN THESE EXPERTS? THE ESE TEACHERS. DO WE HAVE ANY FEEDBACK ON THAT? >> SO I'M SURE DR. PATTON WOULD LIKE TO ALSO COMMENT. I'LL SAY THAT WE HAVE BEEN WORKING CLOSELY WITH DR. PATTON AND HER TEAM TO REALLY HAVE A AND HER TEAM TO REALLY HAVE A RECRUITING EFFORT AROUND EXCEPTIONAL STUDENT EDUCATION, TEACHERS AND PARAS, SPEECH LANGUAGE PATHOLOGISTS, VISION TEACHERS. ALL THE THINGS, RIGHT? IT'S A CRITICAL SHORTAGE AREA. BUT TO ADDRESS YOUR -- AND WE DID PROVIDE ONE OF OUR ESE PURSE NAL NOW WORKS IN THE OFFICE -- PERSONNEL NOW WORKS IN THE OFFICE WITH DR. PATTON BRIDGES THE GAPS BETWEEN THE HR PARTNERS AND SCHOOLS AND LOOKING AT CRITICAL SHORTAGES AND MAKING SURE THE SCHOOLS GET PRIORITY WHEN IT COMES TO INTERVIEWING APPLICANTS. BUT AS FAR AS THE SUBS, I DO WANT TO TALK ABOUT THAT BECAUSE WE RECENTLY HAD THIS SITUATION WITH A SUB. IF YOU HAVE A LONG-TERM SUBWHO IS NOT ESE CERTIFIED, WHAT DO YOU DO? IT DOES IMPACT OUR STUDENTS, RIGHT? SO WE -- SOME OF SO WE -- SOME OF THE THINGS WE DO ARE WE MAKE SURE THE CERTIFIED TEACHER ON CAMPUS OR ESE SPECIALIST IS OVERSEEING THE SUBSTITUTE AND WRITING LESSON PLANS WITH THEM AND OBSERVING THEM AND MAKING SURE THEY IMPLEMENT THE PRACTICES. WE SEND THEM THROUGH THE SAME TRAININGS WE WOULD OUR TRAININGS WE WOULD OUR ESE TEACHERS TO HELP MAKE SURE OUR STUDENTS ARE GETTING THE SERVICES THEY NEED, EVEN IF SERVICES THEY NEED, EVEN IF THEY HAVE A HAVE A SUBSTITUTE. SO I'LL TURN IT OVER TO YOU. >>Lynn Gray: GOOD MORNING. >> GOOD MORNING. YEAH. JUST TO ADD ON TO WHAT SHANNON WAS SAYING, WE DO HAVE A VERY AGGRESSIVE PLAN WHEN IT COMES TO ESE SPECIALIZED. WE SHARED THAT RECRUITMENT STRATEGY WHEN WE PROVIDED THAT INFORMATION TO THE BOARD. PART OF OUR GOAL IS TO MAKE SURE THAT WE'RE NOT ONLY FOCUSING ON NOT JUST UTILIZING SUBS, BUT FINDING QUALIFIED INDIVIDUALS THAT WANT TO COME PERMANENTLY AND WORK WITH US PERMANENTLY. SO IN OUR COLLABORATION WITH DEBORAH MITCHELL WHICH IS OUR HR LIAISON WE HAVE, WE DAILY SIT DOWN AND TALK ABOUT IT AND HAVE REGULAR MEETINGS TO SAY WHAT'S THE STATUS OF IT. I JUST ASKED HER TO GIVE ME THE MOST RECENT UPDATE OF HOW MANY HIRES WE HAD. IT HELPED US BRIDGE THE IT HELPED US BRIDGE THE GAP OF NOT JUST HAVING INDIVIDUALS APPLY FOR POSITIONS AND US NOT KNOWING THEY'RE SITTING THERE WAITING, PARTICULARLY CERTIFIED, BUT THAT WE PULL THEM OUT AND MAKE A SPECIAL ATTENTION TOWARDS SAYING THIS IS A KEY AREA WE CALL CRITICAL AND WE WANT TO MAKE SURE WE'RE TAKING A VERY AGGRESSIVE STANCE TOWARDS FILLING ALL THOSE POSITIONS AND STAYING CONNECTED VERY CLOSELY WITH THE PRINCIPALS. BECAUSE THAT'S WHAT'S IMPORTANT, THAT THE PRINCIPALS KNOW THE POSITIONS THERE AND GETTING THE INTERVIEWS DONE AND SCHEDULING THOSE AND MOVING FORWARD. IF YOU'LL GIVE FEW A FEW MOMENTS, SHE IS GATHERING THE DATA TO GIVE CLEAR NUMBERS OF HIRING RECENTLY AND WHERE WE ARE IN THE PROCESS. WE KNOW IT'S SOMETHING TOP OF MIND FOR EVERYONE. >>Lynn Gray: WELL, IT'S SUCH A LIABILITY PART OF THIS, COMPLIANCE. IT'S VERY SCARY. IF YOU REALLY DIG INTO IT. >> I JUST WANT TO >> I JUST WANT TO ADD, IT'S IMPORTANT TO NOTE THIS IS NOT IN PLACE OF WHAT HR DOES FOR EVERY OTHER SCHOOL. THEY TREAT ESE THE SAME WAY THEY TREAT OTHER SCHOOLS. THIS IS SUPPLEMENTAL WHICH IS ON TOP OF WHAT HR IS DOING. WE'RE ABLE TO DO A LITTLE MORE BECAUSE OF HOW IMPORTANT THIS IS FOR US TO HIRE CERTIFIED TEACHERS. SO I WANTED TO STATE THAT, IT'S ON TOP OF WHAT HR DOES. >>Lynn Gray: THANK YOU FOR THAT COMMENT. AND ALSO ONE OTHER QUESTION. WHEN WE TALK ABOUT THE WEIGHTED FTE VERSUS UNWEIGHTED, SO IT MAY BE HELPFUL TO EXPLAIN AND YOU DID DID YESTERDAY, SHANNON, THAT DID YESTERDAY, SHANNON, THAT THE CORRELATION BETWEEN CORRELATION BETWEEN THE CORRELATION BETWEEN THE HIGH NEEDS ESE STUDENT, I KNOW FOUR TO FIVE VERSUS THE LOWER ONE TO THREE, CAN YOU SHARE? >> SURE. ABSOLUTELY. SO OUR STUDENTS, THEY HAVE A MATRIX OF ONE TO THREE, WE GET FUNDING CALLED THE ESE GUARANTEE. IT'S A SET AMOUNT THAT IS IT'S A SET AMOUNT THAT IS GENERATED FOR THE STUDENTS. THE HIGHER NEEDS, THE HIGHER THE MATRIX. IF YOU HAVE A LEVEL FOUR, THERE IS FIVE IS FIVE DOMAINS. IF YOU GET A LEVEL FOUR, YOU NEED A LOT OF SERVICE. BUT THE SERVICES COST MONEY. THE STATE IS GOING TO PROVIDE ADDITIONAL FUNDED FOR THE WEIGHTED LEVEL FOURS BECAUSE YOU PROBABLY HAVE A SPEECH THERAPIST. YOU MAY HAVE A YOU MAY HAVE A SMALLER CLASSROOM. YOU MIGHT NEED A PARA. THE LEVEL FIVE IS YOUR INTENSIVE STUDENT. IT DOESN'T MEAN YOU'RE NECESSARILY IN AN ESE CENTER BUT ALMOST ALL THE STUDENTS THERE ARE FOURS AND FIVES AND WE STILL HAVE FOURS AND FIVES WITHIN THE SCHOOLS AS WELL. THEY GET EVEN ADDITIONAL FUNDING. SO THE WEIGHTED FUNDING DEPENDS ON THE NEEDS OF THE STUDENT AND THE MATRIX ARE DONE IF THEY'RE FOURS AND 5S HAVE TO BE DONE EVERY YEAR. THEY CAN BE DONE MORE FREQUENTLY. >>Lynn Gray: THANK YOU. AND I APPRECIATE EVERYTHING THAT YOU'RE ALL DOING. THANK YOU, THANK YOU, DR. PATTON. >>Jessica Vaughn: THANK YOU, MEMBER GRAY. I HAVE A FEW QUESTIONS. I WANT TO MAKE SURE I'M UNDERSTANDING SOME OF THE INFORMATION RIGHT AND THEN I HAVE HAVE QUESTIONS. ON SLIDE THREE, WHEN WE SHOW THE PERCENTAGE HERE, NOW I KNOW OUR NUMBERS CHANGE OF STUDENTS AT ONE POINT IT WAS 220,000. I THINK LAST TIME I MET WITH MS. JOHNSON MS. JOHNSON SHE WAS EXPECTING 185,000 STUDENTS. BASED ON THE NUMBERS, IS THIS TO SAY THAT ANYWHERE FROM 5 TO 6% OF OUR OF OUR STUDENTS ARE IDENTIFIED AS ESE OR HAVING A DISABILITY BASED ON THESE STATISTICS? >> SO THE PERCENT ENROLLED OF STUDENTS THAT HAVE IEPs IS STUDENTS THAT HAVE IEPs IS CLOSER TO 15%. WHICH IS REALLY IN LINE WITH THE NATIONAL AVERAGE. IT'S LIKE, 14.9, YES. >>Jessica Vaughn: BUT THAT NUMBER DOESN'T MATCH THE NUMBER OF STUDENTS WE HAVE ENROLLED BASED ON THIS SLIDE, DOES IT? >> OUT OF ALL OF OUR STUDENTS, SO SO 35,599 OUT OF THE HOWEVER MANY WE HAVE ENROLLED SHOULD BE THIS NUMBER SHOULD BE CLOSE TO 15%. >>Jessica Vaughn: OKAY. I'LL DO MY MATH AGAIN. I DON'T THINK IT WAS. >> SO REMEMBER THE PERCENTAGE IS DURING FTE SO WHATEVER WE REPORTED DURING REPORTED DURING FTE. >>Jessica Vaughn: OKAY, THANKS. I KNOW YOU SAID ON SLIDE THREE AND MENTIONED THAT WE PROVIDE SOME SERVICES TO PROVIDE SCHOOLS, SCHOOLS, RIGHT? AND THAT SUM SOME OF THE FUND -- SOME OF THE FUNDING IS EARMARKED FOR THAT. I KNOW THERE IS A LOT OF STUDENT SERVICES PROVIDING RIGHT NOW A LOT OF EVALUATIONS LOT OF EVALUATIONS FOR PRIVATE SCHOOLS. SO THEY'RE UNDER THE IMPRESSION WE'RE NOT GETTING THE REVENUE OR PAID FOR THAT BUT BASED ON THIS SLIDE, IT SOUNDS LIKE THE PRIVATE SCHOOL GETS IT AND THEN THEY GIVE IT BACK TO US? OR ARE WE OR ARE WE PROVIDING SERVICES FOR THE PRIVATE SCHOOLS WE'RE NOT GETTING REIMBURSED FOR? >> SO WE CAN'T GIVE MONEY DIRECTLY. THERE IS A CONSULTATION MEETING AROUND OCTOBER. ALL THE NOT FOR PROFIT PRIVATE SCHOOLS ARE INVITED TO DECIDE WHAT SERVICES WE'LL PROVIDE USING THE USING THE PROPORTIONATE SHARE. RIGHT NOW RIGHT NOW DURING THAT CONSULTATION IT WAS PROVIDED WE'D PROVIDE -- DECIDED WE'D PROVIDE SPEECH AND LANGUAGE SERVICES. WE CONTRACT THAT FROM, I BELIEVE IT USED TO BE BETH INGRAM BUT NOW IT'S HEALTH PRO. THANK YOU. HEALTH PRO. AND THEN WE HAVE TWO DISTRICT RESOURCE TEACHERS WHO HOLD ALL RESOURCE TEACHERS WHO HOLD ALL THE SERVICE PLAN MEETINGS. THE MONEY IS SPENT ON SERVICES, NOT NOT DIRECTLY TO THE SCHOOL. >>Jessica Vaughn: SO OTHER THAN THE TWO SPENDING THE TIME DOING THE EVALUATION PROCESS -- >> ARE YOU TALKING ABOUT PSYCHOLOGICAL EVALUATIONS? OR ANY KIND OF OR ANY KIND OF EVALUATIONS? >>Jessica Vaughn: JUST EVALUATIONS. >> SO THAT'S DIFFERENT THAN THIS. IT HAS TO BE SPENT ON SERVICES. IN ADDITION, THE CHILD FIND WHEN WE TALKED ABOUT CHILD FIND, WE'RE OBLIGATED TO DO CHILD FIND FOR ANY STUDENT INCLUDING PRIVATE SCHOOLS. IF YOU'RE AT A PRIVATE SCHOOL AND THE PERSONNEL IDENTIFY YOU AS BEING A SUSPECT OF HAVING A DISABILITY OR THE PARENT DOES, THEN THEY HAVE THE RIGHT TO GO THEN THEY HAVE THE RIGHT TO GO TO THEIR NEIGHBORHOOD SCHOOLS AND ASK FOR AN EVALUATION. THAT'S THE ONES YOU'RE REFERRING TO CONSIDERED NONFUNDED BECAUSE WE DON'T COLLECT FTE ON THOSE PRIVATE SCHOOL STUDENTS, BUT WE ARE REQUIRED TO DO THEIR EVALUATIONS. AND IF AND IF THEY HAVE THE AND IF THEY HAVE THE EMPOWERMENT SCHOLARSHIP, THEY HAVE EVEN DIFFERENT RULES FOR THOSE SPECIFIC STUDENTS. WE HAVE TO DO THEIR EVALUATIONS WITHIN 30 WITHIN 30 DAYS START TO FINISH. >>Jessica Vaughn: >>Jessica Vaughn: OKAY. THAT HELPS. >> THE 60 DAY, YEAH. >>Jessica Vaughn: I APPRECIATE THAT. THEN I KNOW ON SLIDE THEN I KNOW ON SLIDE -- THE SLIDE DOWN HERE TALKING ABOUT THE TIMELINE, THE 30/60. WHAT IS THE PENALTY FOR NOT MEETING THAT MEETING THAT TIMELINE? >> SO WE ARE -- IT'S ONE OF HOUR INDICATORS, INDICATOR 11. SO THE PENALTY THAT GOES ALONG WITH THAT IS THAT WE GET STATE MONITORING AND IT COULD RESULT IN A IN A FINANCIAL PENALTY IF IT CONTINUES OVER SO MUCH TIME. SO THE STATE IS ACTUALLY COMING OUT WITH A NEW WAY TO MONITOR US. YOU'LL SEE THIS ANNUAL PERFORMANCE REVIEW THAT IS ONE PART OF OUR MONITORING AND ALSO A RISK ASSESSMENT NOW A RISK ASSESSMENT NOW ASSOCIATED WITH THAT WHICH TITLE 1 HAS ALREADY BEEN USING TOOLS SIMILAR. AND SO WE'LL GET A SCORE BASED ON THOSE TWO THINGS AND DEPENDING WHAT THE SCORE IS, THE MONITORING IS DIFFERENT. SO IT'S MORE INTENSE MONITORING. WE'LL HAVE TO TURN -- MORE TRAINING. AND IT COULD BE A AND IT COULD BE A FINANCIAL PENALTY IF IT OCCURS OVER A PENALTY IF IT OCCURS OVER A SERIES OF YEARS. >>Jessica Vaughn: THEN ON THE SAME KIND OF SPECTRUM, IF THERE ARE TEACHERS WHO ARE NOT IMPLEMENTING IEPs OR 504s OR FOLLOWING THAT, WHERE IS THE ACCOUNTABILITY PIECE? HOW ARE WE MAKING SURE THE STAFF IS ACCOUNTABLE FOR THOSE, WHICHEVER EDUCATIONAL PLAN THE STUDENT HAS? >> SO THAT WOULD BE PART OF THE EVALUATION AT THE SCHOOL WITH THE SCHOOL THE SCHOOL PRINCIPAL. THEY'RE REQUIRED TO IMPLEMENT ALL THOSE THINGS, 504 ACCOMMODATIONS, IEP SERVICES, ACCOMMODATIONS, ALL THE THINGS. IF THEY'RE NOT, THAT SHOULD BE PART OF THEIR EVALUATION. NOW IF IT'S A TRAINING ISSUE, LIKE WE HAVE A LOT OF NEW LIKE WE HAVE A LOT OF NEW FOLKS, THEN THAT WOULD BE THEN THAT WOULD BE OUR RESPONSIBILITY TO MAKE SURE THEY'RE WELL TRAINED AND IEP TRAINING IS ONE OF THE REQUIRED -- WE DON'T HAVE A LOT OF REQUIRED TRAININGS BUT THAT'S ONE FOR ANY NEW TEACHER. SO WE EITHER PROVIDE A SUB SO THEY CAN COME OR WE PAY THEM TO COME, BUT THEY'RE REQUIRED TO COME TO IEP TRAINING. >> MAY I ALSO ADD -- I'M SORRY. I THINK IT'S IMPORTANT TO NOTE THAT OUR STUDENTS WITH DISABILITIES ARE GEN ED STUDENTS FIRST. SO THE RESPONSIBILITY FOR THEIR PERFORMANCE AND ENSURING THEY GET WHAT THEY NEED AND THEY'RE REQUIRED TO GET BEGINS WITH SCHOOL LEADERSHIP. IT'S THE SCHOOL'S IT'S THE SCHOOL'S RESPONSIBILITY TO TO ENSURE. THIS TEAM IS RESPONSIBLE FOR THAT AND THAT AND PROVIDING ADDITIONAL SUPPORTS NEEDED BUT I THINK IT'S IMPORTANT TO NOTE THE RESPONSIBILITY THAT EXISTS FOR THESE STUDENTS WITH THEIR GEN ED CLASSROOM AND PRINCIPALS OF ANY SCHOOL THEY'RE IN. I THINK I THINK THAT'S IMPORTANT TO NOTE. >>Jessica Vaughn: THANK YOU. I KNOW THAT ANOTHER PIECE OF WHAT THE PRESENTATION SAID WAS THAT WE KIND OF CHECK WITH OTHER COUNTIES AND ALIGN OUR PRACTICES TO MIRROR THEIRS IN SOME WAYS TO HAVE BEST PRACTICES. SO IF STUDENTS GO TO OTHER COUNTIES, SOME CONTINUITY BETWEEN THE DIFFERENT COUNTIES. IS THAT IS THAT TRUE WITH OUR IS THAT TRUE WITH OUR SLD PROCESS? >> SO NO. NOT NECESSARILY. SO THE ELIGIBILITY AROUND SO THE ELIGIBILITY AROUND SLD COULD LOOK DIFFERENT COULD LOOK DIFFERENT -- WELL, THERE ARE BASIC REQUIREMENTS WE'RE ALL REQUIRED TO DO BUT HOW WE GET THERE COULD BE DIFFERENT IN SURROUNDING COUNTIES. >>Jessica Vaughn: OKAY. IS THERE ANYTHING SPECIFICALLY THAT WE DO DIFFERENTLY THAN OUR SURROUNDING COUNTIES THAT YOU KNOW OF KNOW OF OFFHAND? >> I THINK WHAT COULD LOOK DIFFERENT IS THERE IS A FORM THAT WE THAT WE USE. IT'S REQUIRED COMPONENT OF THE ELIGIBILITY PROCESS THAT IS CALLED THE WRITTEN SUMMARY OF GROUP ANALYSIS OF DATA. LONG LONG TITLE. BUT BECAUSE OUR BUT BECAUSE OUR STATE WENT TO -- THAT WE COULD USE THE RESULTS OF RESPONSE TO INTERVENTION AS PART OF ELIGIBILITY ELIGIBILITY CRITERIA. BEFORE IT WAS OUR STUDENTS ARE REQUIRED TO GET GEN ED INTERVENTION PRIOR TO US THINKING ABOUT THEY MIGHT BE A STUDENT WITH A DISABILITY. THERE IS A FEW EXCEPTIONS. FOR SPECIFIC LEARNING DISABILITIES, IT IS THAT YOU CAN USE THAT CRITERIA AS PART OF THE ELIGIBILITY. IT'S A REQUIRED COMPONENT OF ELIGIBILITY. YOU HAVE TO HAVE THAT IN PLACE TO HAVE THE PIECES. THE GROUP ANALYSIS SHEET, A DISTRICT CAN CREATE BUT IT REQUIRES US TO COMPARE THAT STUDENT'S RESPONSE TO INTERVENTION TO THEIR PEERS, TO NORMS, STATE NORMS, SO NORMS, STATE NORMS, SO THAT YOU'RE LOOKING AT YOU'RE LOOKING AT WHAT THAT TIERED INSTRUCTION IN THAT SCHOOL IS ALSO GOING OUT AND WEEDING OUT THAT THE STUDENT, BECAUSE YOU HAVE TO DO SOME OF THOSE EXCLUSION PIECES. DID THE STUDENT GET GOOD INSTRUCTION? TARGET INTERVENTION WITH FIDELITY TO MAKE SURE THAT WE'RE REALLY LOOKING AT A STUDENT WITH A DISABILITY, A LEARNING A DISABILITY, A LEARNING DISABILITY AT THE END. SO WHAT YOU CAN SEE IS WE ALL HAVE REQUIRED HAVE REQUIRED COMPONENTS. STATE STATUTE SAYS THESE ARE THE PIECES WE MUST HAVE. IT'S SPELT OUT FOR US. THAT FORM COULD LOOK DIFFERENT THAT FORM COULD LOOK DIFFERENT IN THE WAY THEY DO THE ANALYSIS ON THAT. >>Jessica Vaughn: I APPRECIATE IT. I'D LIKE TO LEARN MORE ABOUT THAT SPECIFICALLY OUTSIDE OF THIS. AND THEN I KNOW AND THEN I KNOW WE WERE TALKING ABOUT BEHAVIOR AS ONE OF THE ABOUT BEHAVIOR AS ONE OF THE QUALITIES WE'LL LOOK AT, STRENGTHENING OR FOCUSES WE'LL HAVE GOING INTO THIS NEXT YEAR. ALONG THAT ALONG THAT LINE, CAN YOU HELP ME UNDERSTAND THE DIFFERENCE BETWEEN APPROACHING BEHAVIOR WITH OUR EDB STUDENTS, WHAT THAT LOOKS LIKE, HOW WE'RE WORKING ON STAFFING FOR THAT, WHAT THE CLASSROOM ENVIRONMENT LOOKS LIKE. BECAUSE I THINK AND I COULD BE WRONG, YOU'RE THE EXPERTS, THAT THERE SHOULD BE A DIFFERENTIATED APPROACH TO BEHAVIOR BASED ON IF SOMEONE IS ON THE SPECTRUM OR EDB OR A SINGLE APPROACH TO BEHAVIOR ISSUES. SO I'D LIKE TO KNOW WHAT THAT WILL WILL LOOK LIKE, THE DIFFERENTIATION AND I'M HEARING CONCERNS ABOUT THE EDB CLASSROOMS AS FAR AS GETTING APPROPRIATE STAFF AND HITTING INSTRUCTIONAL GOALS WITH INSTRUCTIONAL GOALS WITH THAT. I'D LOVE TO KNOW I'D LOVE TO KNOW SOME ON EDB SPECIFICALLY. >> OKAY. SO A COUPLE YEARS AGO WE LOOKED AT OUR BEHAVIOR SUPPORT PROGRAMS. BECAUSE IF YOU REQUIRE A SPECIAL CLASS FOR BEHAVIOR SUPPORTS, IT DIDN'T NECESSARILY MATTER WHAT YOUR ELIGIBILITY WAS, WHAT YOUR SYMPTOMS WERE. YOU WERE TOGETHER IN THIS CLASS. COUPLE COUPLE YEARS AGO, WE COUPLE YEARS AGO, WE COUPLE YEARS AGO, WE DISMANTLED THAT AND STARTED IDENTIFYING THE STUDENTS WITH MORE SPECIFIC NEEDS. SO A STUDENT SO A STUDENT WITH AUTISM WHO HAS BEHAVIOR LOOKS VERY DIFFERENT FROM A STUDENT WHO IS EBD SO THE APPROACH IS DIFFERENT SO WE STARTED SEPARATING THOSE OUT. WE HAVE VERY SEPARATE TRAININGS FOR THE TEACHERS WHO WORK WITH THE STUDENTS. AND THEN IN ADDITION TO THAT, IN THE PAST, WE HAVE BEEN VERY REACTIVE TO BEHAVIOR. OUR BCBAs OR BOARD CERTIFIED BEHAVIOR ANALYSTS COME IN AT THE END WHEN THINGS ARE REALLY TOUGH. SO WE'RE REVERSING THAT AND WE'RE GOING TO START HAVING OUR BCBAs BE IN THE FRONT END TO GET STRATEGIES IN PLACE EARLY ON, ESPECIALLY IN THE EBD CLASSROOMS TO MAKE SURE THAT THOSE STUDENTS ARE SET UP FOR SUCCESS AND WE'RE NOT WAITING UNTIL IT'S SO BAD THAT WE'RE BRINGING IN THE THAT WE'RE BRINGING IN THE BCBA. AND SHELLEY CAN PROBABLY HIGHLIGHT OTHER HIGHLIGHT OTHER THINGS WE'RE GOING TO IMPLEMENT NEXT YEAR UNDER HER LEADERSHIP ABOUT THIS BECAUSE WE'VE HAD MUCH DISCUSSION ABOUT IT. >> YES. I HAPPEN TO BE -- OKAY. I HAPPEN TO BE A FORMER I HAPPEN TO BE A FORMER EBD TEACHER, LANGUAGE EH AND 34 DR. KOSHY WHO WAS DR. KOSHY WHO WAS THE SUPERVISOR IS ALSO TAKING ON THE IS ALSO TAKING ON THE BEHAVIOR COMPONENT. OFTEN TIME CATEGORICALLY DIFFERENT NEEDS, WE PARTNER WITH THE ACUTE CARE PROVIDERS. WE ARE STRUCTURING AND CURRENTLY STRUCTURING, DR. STRUCTURING, DR. KOSHY IS COMING BACK FROM VACATION AND HAS A LONG LIST ON HER DESK THAT WE'LL TALK ABOUT LATER. WE SET UP A PARTNERSHIP WITH THE REGION TEAMS SO THEY'RE ABLE TO -- WE CAN PROBLEM SOLVE SITE SUPPORT SO OUR REGION TEAMS GO INTO THE SITES AND LOOK AT -- I JUST CAME FROM A REGION. REGION TWO. SO WE HAVE THOSE MONTHLY TRIAGES WHERE WE SPEAK. ONE TIME YOU OBSERVED ONE TIME YOU OBSERVED ME TRIAGING AT ALEXENEDER WHERE WE BRING ALL THE PROVIDERS TO THE SCHOOLS TO PROBLEM SOLVE AROUND THE STUDENT. IF THEY REACH A TERTIARY LEVEL OF NEED WE BRING IT TO THE DISTRICT TEAM TO INCLUDE THE MENTAL HEALTH COMPONENT, STUDENT SERVICES, ACUTE CARE PROVIDERS, SAID NET SO WE HAVE A SAID NET SO WE HAVE A COMPREHENSIVE WRAP AROUND TEAM. BCBA SITS ON THAT TEAM. SO WE'RE RESTRUCTURING TO INCLUDE THE ICA INCLUDE THE ICA PROJECT, CARD, CENTER FOR AUTISM RELATED DISABILITIES, SAID NET, WHICH IS OUR NETWORK OUR NETWORK AGENCY AND OUR NETWORK AGENCY AND IT IS A GRANT GRANT WHERE WE SIT TOGETHER AND LOOK AT THE INDIVIDUAL NEEDS OF THE STUDENT AND BRING IN THE WRAP AROUND PIECE TO GUIDE AND HELP FAMILIES SECURE THOSE SERVICES THAT THEY NEED. SO SO THOSE ARE MONTHLY MEETINGS AS WELL. WE HAVE MANY THINGS. WE HAVE SCHOOL SERVICES WHERE WE DIF REJERATED THE PROGRAM SUPPORTS AND CURRICULUM AND TRAININGS AND THEN SITE SUPPORT WHERE THE REGION TEAMS SUPPORT THE SCHOOLS MONTHLY. ESPECIALLY THOSE SITES THAT HAVE FULL-TIME PROGRAMS. WHETHER THAT'S WHETHER THAT'S PRE-K, WHETHER THAT'S PRE-K, ASD/IND, SEPARATE CLASS FOR ASD OR EBD SEPARATE CLASS FOR ASD OR EBD AND THEN WE HAVE THE DISTRICT TEAM THAT IS MADE UP OF COMMUNITY RESOURCES AND COMMUNITY RESOURCES AND PROGRAMS WITHIN -- AND DIVISIONS WITHIN OUR OUR DEPARTMENT. SO WE CAN SO WE CAN -- SO WE CAN -- EXCEPT MAYBE AT THAT TIME WHAT WE'RE DOING SO THEN WE COME BACK TOGETHER OR LET ME USE ANOTHER LET ME USE ANOTHER EXAMPLE. WE PARTNER WITH WE PARTNER WITH MANY CHILDREN'S BOARD, CRISIS, IF A STUDENT, I'LL USE AN EXAMPLE. IF A STUDENT IS BAKER ACTED THEN THE PARENT MUST SIGN A RELEASE THE PARENT MUST SIGN A RELEASE TO ALLOW US TO TO ALLOW US TO FURTHER SUPPORT. I THEY DO NOT SIGN A RELEASE, THE SOCIAL WORK TEAM CANNOT COME BACK AND MENTAL HEALTH TEAM CANNOT COME BACK AND PROVIDE SERVICES. HOWEVER, IF THEY DO, WE IMMEDIATELY CONVENE. SO WE SO WE ARE PARTNERING WITH SO WE ARE PARTNERING WITH TOBY AND HIS TEAM AND THE NTSS TEAMS, THE MENTAL HEALTH THE MENTAL HEALTH TEAMS. WE MEET WE MEET -- THEY'RE MEETING MONTHLY TO DISCUSS RESTRAINTS SECLUSION DATA. WE HAVE STATUTE AROUND THAT. AND SO IF A STUDENT CONTINUES TO SHOW THOSE NEEDS, WE'RE REVIEWING THAT INFORMATION REVIEWING THAT INFORMATION SO THAT WE CAN DETERMINE THROUGH THE FBA OR THE FBA OR PBIB, POSITIVE INTERVENTION BEHAVIOR PLANS, WHAT ELSE CAN WE DO. WHAT ELSE CAN WE WHAT ELSE CAN WE LAYER ON AND WHAT DO WE NEED TO CONTINUE TO HAVE AN ET. EACH OF OUR BCBAs HAVE A DIFFERENT FOCUS OR LEANINGS THAT THEY BRING TO THE TEAM SO YOU HAVE SOME THAT HAVE CLINICAL EXPERIENCE. SOME HAVE STRONG MENTAL HEALTH EXPERIENCE. SOME WORKED IN RESIDENTIAL FACILITIES. IT'S BRINGING THE WHOLE IT'S BRINGING THE WHOLE PICTURE TO THAT TEAM. WE'RE TIERED IN THAT LEVEL OF SUPPORT AROUND BEHAVIOR. >>Jessica Vaughn: THANK YOU. APPRECIATE IT. I HAVE MORE QUESTIONS ABOUT EDB SPECIFICALLY BUT I'LL ALLOW OTHER MEMBERS TO SPEAK. >> FOR EDB? YES. OKAY. >>Jessica Vaughn: THE NEXT IN THE QUEUE IS CHAIR PEREZ. >>Karen Perez: THANK YOU. I'VE BEEN LOOKING FORWARD TO THIS PRESENTATION ACTUALLY. SO I'LL SO I'LL START OFF WITH THIS. THE WORK FOR THE STUDENTS. IT'S BEST KNOWN BY PARENTS. ESPECIALTHY SPECIAL ESPECIALTHY SPECIAL NEEDS. AND ONE PIECE THAT CONTINUED TO BE BE MISSED DURING THIS PRESENTATION PRESENTATION WAS INCLUSION OF THE PARENT AS A THE PARENT AS A MEMBER OF THE TEAM. YOU DID MENTION IT, HOWEVER, WHEN YOU NEEDED THEM TO SIGN WHEN YOU NEEDED THEM TO SIGN FOR A BAKER ACT. AND YOU MENTIONED THEM OF COURSE AT THE END AT THE END AND AT THE END AND I THINK IT WAS IN 20 IN THE PARENT PROCEDURAL SAFEGUARDS, WHEN IT CAME TO NUMBER TWO FOR PARENT PARTICIPATION. WE'LL GO THROUGH THIS FOR A MOMENT. THE DEMOGRAPHICS HERE WAS WE HAVE HAVE 35,599 STUDENTS WITH IEPs. FROM WHAT I HEAR, AS A BOARD MEMBER, FOR THE LAST SIX YEARS, IS THAT SOMETIMES IT TAKES THREE TO FIVE YEARS FOR TO FIVE YEARS FOR AN IEP OR 504 TO BE TO BE COMPLETED IN THIS DISTRICT. WHY DOES SOMETIMES IT TAKE THAT LONG FOR THIS DISTRICT TO COMPLETE AN IEP COMPLETE AN IEP OR 504? WHEN WE'RE SAYING THAT IT'S UP TO, WHAT, 30 TO 60 TO, WHAT, 30 TO 60 DAYS OR 90 DAYS? CAN SOMEBODY ANSWER THOSE QUESTIONS FOR QUESTIONS FOR ME? >> SO, MS. PEREZ, THANK YOU SO MUCH FOR THAT MUCH FOR THAT QUESTION. I CAN'T SAY THAT FOR A FACT THAT THERE HAVEN'T THERE HAVEN'T BEEN -- WE KNOW FOR A FACT BECAUSE WE HAVEN'T MET THE REQUIREMENT WITH INDICATOR 11 THAT WE GOT 100% INDICATOR 11 THAT WE GOT 100% OF OUR CASES DONE WITHIN THE 60-DAY WINDOW. WE'RE ABOUT 95% OF THAT WE'RE ABOUT 95% OF THAT OCCURRING. SO WE HAVE SO WE HAVE -- THERE IS CERTAIN SITUATIONS THAT SOMETIMES OCCUR THAT MAY CREATE SOME OF THOSE SITUATIONS TO OCCUR. LET ME REPHRASE THAT. I'LL GIVE YOU AN EXAMPLE. IF A STUDENT COMES TO OUR DISTRICT, IS IN OUR DISTRICT AND THE REFERRAL PROCESS IS INITIATED HERE, THEN THE STUDENT LEAVES BEFORE THE REFERRAL IS COMPLETED, BUT THEN RETURNS BACK A COUPLE YEARS ALATER BACK -- YEARS LATER BACK HERE, THAT TIME DOESN'T STOP. SO THAT'S ONE WAY IN WHICH YOU MIGHT SEE AN EXTENDED TIME WHERE WE GO WELL BEYOND THE 60 DAYS. BUT I CAN ASSURE YOU FROM THE BUT I CAN ASSURE YOU FROM THE BEGINNING OF THE PROCESS TO PLACEMENT, WHICH IS WHAT WE CONSIDER, COMPLETION IS CONSIDER, COMPLETION IS ACTUALLY PLACEMENT OR WHERE THE STAFFING OCCURRED, MOST OF THE SITUATIONS ARE ONLY A FEW KIDS WHERE THAT EVEN HAPPENED. AND THAT TIME BEYOND AND THAT TIME BEYOND DOES NOT AND THAT TIME BEYOND DOES NOT REACH A YEAR. SO IT'S A GRAVE CONCERN TO US SO IT'S A GRAVE CONCERN TO US WHEN THOSE SITUATIONS OCCUR WHERE WE DON'T MEET THE TIMELINE. I CAN SPEAK SPECIFICALLY FOR MYSELF AND OUR TEAM, OUR COMMITMENT BECAUSE EVERY MINUTE MATTERS TO THE CHILD. AND SO BECAUSE CHILDREN ARE MOST IMPORTANT TO US, WE WANT TO ENSURE THAT WE'RE DOING EVERYTHING THAT WE CAN TO GET THEM THE SUPPORTS THEY NEED AS QUICKLY AS WE CAN. SO WHAT YOU CAN GET FROM US TODAY IS OUR COMMITMENT TO TIGHTEN UP EVEN MORE. WE WANT TO BE AT 100% AND COMPLIANCE THERE. AND WE WILL CONTINUE TO WORK HARD TO MAKE THAT HAPPEN. NOT JUST BECAUSE IT'S COMPLIANCE BUT BECAUSE IT'S THE RIGHT THING TO DO FOR KIDS. SO I CAN'T SPEAK TO THE THREE TO FIVE YEARS BUT I CAN TELL YOU THE ONE SITUATION WHERE THAT MIGHT OCCUR. BUT I CAN BUT I CAN TELL YOU OUR COMMITMENT. >>Karen Perez: HOW DO YOU REPORT AN ESE CHILD'S ABSENCE WHEN THEY'RE SENT HOME BECAUSE THIS CONTINUES TO HAPPEN. I HAVE REPORTED CASES. I HAVE NAMES THAT THE CHILD IS SENT HOME ON A SCHOOL DAY SENT HOME ON A SCHOOL DAY CONSTANTLY DAY AFTER DAY CONSTANTLY DAY AFTER DAY WITH AN IEP IEP AND 504 AND IEP AND 504 AND THEY'RE -- THEY'RE -- THEY'RE -- ABSENCES ARE REPORTED AS AN ABSENCE. AND THE PARENTS ARE WORRIED. THEY'RE CALLING ME CONSTANTLY THAT THEY'RE GOING TO BE REPORTED TO EITHER DCF BECAUSE REPORTED TO EITHER DCF BECAUSE THEIR ABSENCES ARE AT A HIGH RATE. CAN YOU PLEASE ANSWER THAT FOR ME? >> SO STUDENTS WHO ARE BEING SENT HOME FOR BEHAVIOR. IS THAT WHAT YOU'RE TALKING ABOUT? >>Karen Perez: THEY HAVE -- >> I'M ASKING IS THAT WHAT YOU'RE --. >>Karen Perez: I HAVE NO IDEA. SENT HOME. >> IF IT'S FOR BEHAVIOR, THEN THEY SHOULD NOT BE MARKED ABSENT. THEY SHOULD BE MARKED THEY SHOULD BE MARKED WHERE IT SAYS HOME FOR BEHAVIOR. OR THEY SHOULD BE OR THEY SHOULD BE SUSPENDED. AND IF THEY'RE AND IF THEY'RE SUSPENDED, WE HAVE -- I MEAN, WE HAVE HAVE -- I MEAN, WE HAVE VERY STRICT RULES AROUND STRICT RULES AROUND STUDENTS WITH WITH IEPS THAT AT THE 11th DAY OF REMOVAL, AND A REMOVAL IS PARENT PICKUP FOR BEHAVIOR, IT IS IS ISS, IT IS ANY IS ISS, IT IS ANY FROM THE EDUCATION RELATED TO DISABILITY OR NOT. IF IT'S RELATED, WE HAVE TO ADDRESS IT IN THE IEP. STUDENTS SHOULD NOT BE MARKED ABSENT FOR BEING SENT HOME WITH AN IEP. IF THERE IF THERE ARE SITUATIONS THAT WE KNOW ABOUT, WE'LL ADDRESS IT WITH THE ADMINISTRATORS. WE DO HAVE A PLAN TO ROLL OUT NEW TRAINING THIS YEAR TO NEW TRAINING THIS YEAR TO PRINCIPALS AND ADMINISTRATORS AROUND NOT JUST BEHAVIOR BUT THE MANIFESTATION PROCESS, STUDENT RIGHTS, PROCEDURAL SAFEGUARDS. ALL THE APs NOW, WE HAVE A NEW TRAINING THAT WILL BE PART OF ALL THE NEW AP ALL THE NEW AP INDUCTION PROGRAM AND THE PIPELINE THAT GOES OVER AND THE PIPELINE THAT GOES OVER PROCEDURAL SAFEGUARDS, STUDENT RIGHTS. HOW THAT RELATES TO THE STUDENT CODE OF CONDUCT AND MDR. HOW THAT ALL RELATES TOGETHER IN SERVICES. SO WE KNOW THAT SO WE KNOW THAT THAT'S SOMETHING WE HAVE TO GET OUT TO ADMINISTRATORS. WE HAVE A LOT OF NEW ADMINISTRATORS WHO DON'T KNOW EVERYTHING ABOUT ESE AND THAT'S WHY WE WHY WE HAVE TO HELP THEM. WE'LL MAKE SURE WE GET THE INFORMATION OUT BUT IF YOU HAVE SPECIFIC CASES, WE'LL HELP THE SCHOOLS UNDERSTAND WHAT THEY CAN AND CAN'T DO AROUND AND CAN'T DO AROUND THAT. >>Karen Perez: I DO. YOU STATED ABOUT GRANTS TO STATE PROGRAM, PRESCHOOL PROGRAM, PRESCHOOL -- PROGRAM, PRESCHOOL -- YOU STATED ABOUT GRANTS TO STATES PROGRAM, PRESCHOOL PROGRAMS. ARE WE BILLING MEDICAID FOR OUR ARE WE BILLING MEDICAID FOR OUR ESE BY ANY CHANCE? >> YES. >>Karen Perez: HOW MUCH MEDICAID DOLLARS DID WE RECEIVE LAST YEAR? >> I DID JUST GET A REPORT ON THAT, BUT I DON'T HAVE IT WITH ME. I'M HAPPY TO -- >>Karen Perez: STUDENTS THAT HAVE IEP HAVE IEPs AND HAVE IEPs AND 504s? >> YES. I DON'T KNOW ABOUT A 504. YES WITH IEPs. >>Karen Perez: AND WHO WAS REJECTED FROM THIS DISTRICT BECAUSE A STUDENT WAS NONVERBAL. BUT I'LL TAKE THAT UP WITH YOU PRIVATELY. I HAVE ALREADY. AND NOTHING WAS DONE TO THAT AND NOTHING WAS DONE TO THAT BECAUSE OF THIS. ALL RIGHT. WE HAVE, LIKE I MENTIONED IN THE STRUCTURE SUPPORT, PARENTS ARE NOT MENTIONED THERE. I'LL KEEP I'LL KEEP GOING REALLY QUICK. JUST A SECOND. THE EVALUATIONS. WE TALKED ABOUT THAT 60 WE TALKED ABOUT THAT 60 TO 90 DAYS. PROBLEM SOLVING PROCESS PROBLEM SOLVING PROCESS DESCRIBES STUDENTS' CURRENT SKILLS AND SKILLS AND ABILITIES IN ALL RELEVANT AREAS.  I NOTICE YOU DON'T MENTION COLLABORATING PLANS. >> ANYONE THAT THE PARENT WOULD CHOOSE TO INCLUDE AT THAT MEETING FROM THE TEACHERS, CAREGIVERS, THERAPISTS, EVALUATORS, ALL THE -- >>Karen Perez: THAT IEP PLAN IS UPDATED ONCE A YEAR OR DO YOU RECEIVE UPDATES FROM PARENTS ON A CONSISTENT BASIS? >> SO THE IEP CAN BE UPDATED AT ANY TIME. BY THE REQUEST OF THE PARENT OR THE SCHOOL. >>Karen Perez: HOW OFTEN IS THAT REQUEST APPROVED FROM THE PARENT? >> HOW OFTEN IS THE REQUEST --. >>Karen Perez: FROM THE PARENT APPROVED. HOW DID IT GO THROUGH THE PROCESS IF THEY NEED TO UPDATE THAT EVERY TWO MONTHS, EVERY MONTH, SO -- >> RIGHT. SO IF THE PARENT WANTS AN IEP REVIEW EARLIER THAN WHAT WE HAVE IT SCHEDULED FOR, THEY JUST CONTACT THEIR CASE MANAGEMENT. CASE MANAGER. AND THEY SCHEDULE THE MEETING. >>Karen Perez: OKAY. AND WHAT'S THE DELAY DURING THAT TIME? >> THERE SHOULDN'T BE A DELAY. >>Karen Perez: OKAY. YOU SAID GRADUATION AND DEFERRAL. WE HAD TWO INSTANCES THIS YEAR WHERE WE HAD TWO WHERE WE HAD TWO STUDENTS THAT DID NOT RECEIVE THEIR GRADUATION BRIGAL YOU. THEY DIDN'T EVEN RECEIVE THE NOTICE. THEY WEREN'T EVEN IN THEIR THEY WEREN'T EVEN IN THEIR YEARBOOK BECAUSE THEY DID NOT RECEIVE INFORMATION FOR GRADUATION. >> SO MS. PEREZ, I CAN RESPOND TO HAT. THOSE ARE A -- TO THAT. THOSE ARE A COUPLE CASES I WORKED ON. THAT IS THE WAY THE SCHOOL DISTRICTS INFORMATION. AGAIN, THE STUDENT IS A AGAIN, THE STUDENT IS A GEN ED STUDENTS FIRST. THE SAME INFORMATION GIVEN TO OTHER JUNIORS AND SENIORS WAS SUPPOSED TO BE GIVEN TO THE STUDENTS IEPs. THIS IS WHY IT'S SO IMPORTANT TO EDUCATE THE SCHOOL DISTRICT AND NOT NOT ONLY THE SPECIAL ED TEACHERS BUT GEN ED TEACHERS BECAUSE WE ALL ARE RESPONSIBLE FOR THE SUCCESS OF THESE STUDENTS. NOT JUST THE SPECIAL ED TEACHERS AND SPECIAL ED DEPARTMENT. SO I WORKED ON A COUPLE OF THOSE CASES. >>Karen Perez: CORRECT. YOU DID. THANK YOU. >>Tracye Brown: ABSOLUTELY. BECAUSE THAT'S WHAT WE'RE HERE FOR. TO ENSURE THOSE THINGS DON'T HAPPEN SO WHEN WE KNOW WE RESPOND. BUT IT STARTS WITH THE SCHOOL. IT STARTS WITH THE SCHOOL LEADERSHIP. AND OUR COMMITMENT AND SUPPORT FROM THE SUPERINTENDENT IS TO BE ABLE TO GET IN FRONT OF PRINCIPALS TO PRINCIPALS TO ENSURE THAT THEY UNDERSTAND THEIR RESPONSIBILITY TO ALL STUDENTS. THAT INCLUDES OUR STUDENTS WITH DISABILITIES. >>Karen Perez: AND ACTUALLY THE STUDENTS REACHED OUT TO ME THIS PAST WEEK AND LET ME KNOW THEY DIDN'T RECEIVE EITHER THEIR CERTIFICATE OF COMPLETION OR DIPLOMA. THEY'RE STILL WAITING ON THAT. >>Tracye Brown: I'LL TALK TO YOU AFTERWARDS AND GET INFORMATION AND WE'LL REACH OUT TO THE SCHOOL. >>Van Ayres: THOSE ARE THE SAME CASES CASES YOU'RE SPEAKING CASES YOU'RE SPEAKING OF? OKAY. >>Jessica Vaughn: THANK YOU, CHAIR PEREZ. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, VICE CHAIR. FIRST OF ALL, I'D LIKE FIRST OF ALL, I'D LIKE TO THANK SHANNON AND SHELLEY AND KIM BECAUSE ESE IS A DIFFICULT AREA TO BE IN. I KNOW THAT FOR YEARS BEING AN ADMINISTRATOR AND ALSO THANK YOU TO MS. BROWN. YOU MADE A GREAT POINT. MANY TIMES PEOPLE CALL TO THE DISTRICT OFFICE BUT IT STARTS AT THE SCHOOL. THE LEADERSHIP ROLE IS SO IMPORTANT AT THE SCHOOLS. AND I'D LIKE TO FIND OUT, IF I'M A PARENT BECAUSE I HAVE PARENTS CALLING ME QUITE OFTEN TOO. IF I'M A PARENT, WHO WOULD BE MY CONTACT PERSON IN ESE? >> SO AT THE SCHOOL, IT WOULD BE THEIR CASE MANAGER IF THEY HAVE AN IEP ALREADY. OR COULD BE THE ESE SPECIALIST AT THE SCHOOL. TYPICALLY IT'S THE CASE MANAGER, THE PERSON MANAGING THEIR IEP. IF THEY'RE NOT YET A STUDENT WITH AN IEP AND THE WITH AN IEP AND THE PARENT WANTS TO ALERT THE SCHOOL THAT THEY HAVE A CONCERN, THEN TYPICALLY THAT IS THE GUIDANCE COUNSELOR IS THEIR FIRST STOP. >>Henry "Shake" Washington: OKAY. I THINK THAT NEEDS TO BE CLEARED UP. A LOT OF PARENTS ARE CONFUSED. ESPECIALLY IN ESE. THEY'LL BE GOING TO EVERYONE. THEY CALL THE DISTRICT OFFICE, THEY CALL THE SCHOOL BOARD MEMBERS. SO WE NEED TO HAVE A DIRECT AND PRINCIPALS PROBABLY NEED TO LET PARENTS KNOW THAT. I THINK THAT'S SO IMPORTANT I THINK THAT'S SO IMPORTANT FOR THEM TO KNOW. CAN YOU TELL US A LITTLE BIT ABOUT THE IEP TEAM, WHAT IT CONSISTS OF? >> YES. SO THE IEP TEAM HAS -- IS MADE UP OF THE MANDATORY TEAM MEMBERS. SO THE PARENTS. THE THE ESE TEACHER. THE LEA THE LEA REPRESENTATIVE. ANY -- THE ANY -- THE EVALUATION REP. AND THE GEN ED TEACHER. DID I GET THEM ALL? MANDATORY? AND ANYBODY ELSE -- AND THE STUDENT IF APPROPRIATE, BUT THEN ANYBODY ELSE DEEMED TO HAVE VALUABLE INFORMATION OR INPUT BUT THE REQUIRED MEMBERS ARE THE ONES THAT I STATED. >>Henry "Shake" Washington: OKAY. NOW WITH THE IEP, IT CAN'T BE SIGNED UNLESS THE PARENT IS THERE, RIGHT? >> UNLESS THEY GIVE PERMISSION TO GO ON WITHOUT THEM, NO. >>Henry "Shake" Washington: OKAY, GOOD QUESTION. SO IF THEY, SAY SOMETIMES, PARENTS, YOU KNOW, THEY GET CAUGHT UP AT WORK AND A CAUGHT UP AT WORK AND A LOT OF OTHER THINGS THEY'RE CAUGHT UP WITH WHEN THEY HAVE STUDENTS. IF A PARENT, SAY IF YOU CAN'T CONTACT THE PARENT, WHAT HAPPENS? I'VE HAD THAT HAPPEN BEFORE. >> SO IF WE'RE HAVING DIFFICULTY CONTACTING THE PARENT, WE'RE REQUIRED TO MAKE THREE ATTEMPTS. WE OBVIOUSLY MAKE MORE THAN THAT. BUT WE'RE REQUIRED TO DO THREE ATTEMPTS. IF WE DON'T HAVE ANY RESPONSE, WE HAVE TO GO ON WITHOUT THEM BECAUSE OUR BECAUSE OUR OBLIGATION IS TO THE STUDENT AND EVERY STUDENT NEEDS TO HAVE A CURRENT IEP BY THE BEGINNING BEGINNING OF THE SCHOOL YEAR. >>Henry "Shake" Washington: GOOD. NEXT QUESTION AND THEN I'LL STOP. HOW ABOUT HOW ABOUT CHANGE OF PLACEMENT? WHEN A STUDENT IS BEING CHANGED PLACEMENT. TELL US ABOUT THAT. I THINK THAT'S IMPORTANT FOR US TO UNDERSTAND. >> OKAY. SO THERE'S TWO KINDS OF CHANGE OF PLACEMENTS. THERE IS CHANGE OF THERE IS CHANGE OF PLACEMENT BECAUSE YOU NEED BECAUSE YOU NEED MORE SERVICES SO THAT COMES THROUGH THE IEP TEAM. THERE IS A CHANGE OF PLACEMENT DUE TO DISCIPLINE WHICH I THINK IS WHAT YOU'RE TALKING ABOUT. SO LIKE I WAS SAYING TO SO LIKE I WAS SAYING TO MEMBER PEREZ, THAT PEREZ, THAT ON THE 11 THE DAY OF EXCLUSION, WE'RE REQUIRED TO HAVE THAT MANIFESTATION MEETING. AND WHAT HAPPENS AT THAT MEETING IS WHATEVER, IF THERE IS A PATTERN OF BEHAVIOR THAT'S CAUSING THE CAUSING THE REMOVALS OR TEN CAUSING THE REMOVALS OR TEN CONSECUTIVE DAYS, THEN YOU HAVE TO LOOK AT, IS IT RELATED OR NOT RELATED TO THE DISABILITY. IF IF IT IS RELATED, IF IT IS RELATED, THEN YOU CAN NO LONGER PUNISH OR GIVE A CONSEQUENCE FOR THAT BEHAVIOR. YOU HAVE TO ADDRESS IT THROUGH THE IEP TEAM. IF IT'S NOT RELATED, THEY GO THROUGH DISCIPLINE LIKE ANY OTHER STUDENT WOULD. >>Henry "Shake" Washington: AND THEY CANNOT EXCEED 10 DAYS. FOR SUSPENSION. >> RIGHT. >>Henry "Shake" Washington: BECAUSE I HAD A COUPLE PARENTS CALL ME. IF THEY EXCEED 10 DAYS, THEN WHAT HAPPENS? >> YOU HAVE TO COME TO THE TABLE AND DO THE MANIFESTATION AND DETERMINE IF IT IS OR IS NOT RELATED, AND IF IT IS, YOU RELATED, AND IF IT IS, YOU CANNOT CONTINUE TO SUSPEND CANNOT CONTINUE TO SUSPEND OR CONSEQUENCE FOR THAT BEHAVIOR AND NEED TO ADDRESS IT THROUGH THE IEP TEAM. IT COULD BE THAT MAYBE THEY NEED MORE SERVICES. OR MAYBE THEY NEED DIFFERENT OR MAYBE THEY NEED DIFFERENT ACCOMMODATIONS. OR WHATEVER THROUGH THAT IEP BUT YOU CANNOT CONTINUE TO SUSPEND FOR THAT BEHAVIOR. >>Henry "Shake" Washington: OKAY. VERY GOOD. GOOD EXPLANATIONS. AND LAST AND LAST BUT NOT LEAST, I THINK LIKE I SAID EARLIER, ESE IS VERY COMPLICATED BECAUSE IT'S A LOT OF COMPONENTS. ONE OF THE THINGS I SUGGEST, BEING A FORMER PRINCIPAL AND AREA SUPERINTENDENT, IS THAT AREA SUPERINTENDENT, IS THAT WHEN NEW ADMINISTRATORS COME IN, WE PROBABLY NEED TO START TRAINING THEM. A LOT OF THEM DON'T KNOW THE POLICIES AND PROCEDURES DEALING WITH ESE AND BECAUSE I'VE HAD IT HAPPEN, THEY GIVE OUT A 10-DAY SUSPENSION AND THE KID IS AN ESE STUDENT. I SUGGEST WE HAVE TRAINING ON THAT. I THINK THAT'S VERY IMPORTANT TO HAVE TRAINING. AND NEW TEACHERS ALSO. >> YES. IT'S SOMETHING REALLY EVERY YEAR WE NEED TO ADDRESS BECAUSE WE HAVE NEW PEOPLE. JUST LIKE WHEN YOU WERE PRINCIPAL, I'M SURE YOU DIDN'T KNOW EVERYTHING ABOUT ESE. IT'S -- YOU JUST DON'T. SO YOU HAVE TO SO YOU HAVE TO RELY -- YES. SO DO I SOMETIMES. WE ALL HAVE TO RELY ON THE EXPERTS, AND THAT'S WHY WE NEED THE EXPERTS TO TRAIN. THERE IS A FOUNDATIONAL LEVEL OF INFORMATION THAT ALL SCHOOLS AND PRINCIPALS NEED TO KNOW. >>Henry "Shake" Washington: >>Henry "Shake" Washington: (INAUDIBLE) WE DON'T KNOW THE POLICIES AND PROCEDURES. >> AND THEY CHANGE. AND THEY AND THEY CHANGE REGULARLY. >>Henry "Shake" Washington: THANK YOU. >> THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER WASHINGTON. MEMBER COMBS? >>Nadia Combs: THANK YOU SO MUCH. FIRST AND FOREMOST, I WANT TO THANK ALL OF YOU FOR THIS GREAT RESOURCE, THIS GREAT BOOK. I THINK IT'S A GREAT RESOURCE THAT BOARD MEMBERS CAN USE. I ALSO WANT TO THANK EACH AND EVERY ONE OF YOU FOR YOUR HARD WORK BECAUSE I THINK IT TAKES A REALLY SPECIAL PERSON TO BE AN REALLY SPECIAL PERSON TO BE AN EDUCATOR AND AN EXTRA SPECIAL PERSON TO BE AN ESE EDUCATOR AND THE TIME AND ENERGY AND EVERYTHING THAT YOU PUT IN. AND I THINK THERE IS NO QUESTION. THERE IS NO QUESTION WE CAN ALWAYS IMPROVE IN ANYTHING THAT WE DO. THAT'S WHAT WE'RE HERE FOR. THERE IS NO QUESTION. WHEN YOU SEE THE 35,000 STUDENTS WE SERVE, OF COURSE WE CAN FIND 10 OR 11 THAT MISS SOMETHING OR DIDN'T GET ANYTHING. LET'S TALK ABOUT THE GREAT THINGS WE'RE DOING AND THE POSITIVE THINGS. AND HOW AND HOW WE CAN IMPROVE. SO SOME OF THE THINGS I WANT TO SAY IS IT'S HARD. SHORTAGE OF TEACHERS RIGHT NOW, ESE TEACHERS IS ONE OF THE BIGGEST THINGS. SO I JUST -- I DON'T ONLY WANT TO TALK SOME OF THE ISSUES BUT I WANT TO TALK ABOUT SOME OF THE SOLUTIONS AND THINGS WE CONTINUE TO WORK ON. I THINK BEING ABLE TO PAY PEOPLE. IT'S HARD THAT WE CAN'T PAY SOMETIMES EXTRA WITH OUR EPIC CENTERS WHERE WE KNOW A LOT OF STUDENTS HAVE ESE NEEDS OR SOME CENTERS THAT, YOU KNOW, IT WOULD BE GREAT TO BE ABLE TO EVEN BE ANAL IT PAY PEOPLE MORE FOR WHAT THEY'RE DOING AND THEY'RE DOING AND ALL OF THAT WORK. I THINK WHEN I LOOK AT -- THERE WAS THE 2023 BEST PRACTICE FOR INCLUSIVE EDUCATION SUBCOMMITTEE AND THEY AND THEY MEET EVERY THREE YEARS AND THEY MEET EVERY THREE YEARS AND THE FOUR AND THE FOUR THINGS THEY CAME UP WITH WITH THAT THEY NEEDED THE MOST HELP WAS INTERVENTION FOR CHALLENGING BEHAVIOR. THE INVOLVEMENT THE INVOLVEMENT AND SUPPORT FOR FAMILIES. ACCOMMODATION FOR STUDENTS WITH DISABILITIES AND CLASSROOM MANAGEMENT. I FEEL OFTEN THAT WE TALKED ABOUT FAMILIES IN THIS BOOK. WHEN YOU TALK ABOUT CHILD FIND AND YOUNG CHILDREN, THOSE CHILDREN AREN'T ADVOCATING FOR THEMSELVES. THEIR PARENTS ARE. I FEEL THAT WE TALKED A LOT ABOUT THIS AND IN THE STUDY YOU FOUND A LOT OF THAT. SOME OF THE THINGS YOU FOUND WAS CONSIDERING OFFERING PROFESSIONAL DEVELOPMENT WORKSHOPS AND CLASSROOM WORKSHOPS AND CLASSROOM CONSULTATION. I THINK YOU BRIEFLY TALKED ABOUT IT, BUT ONE OF THE THINGS YOU HAVE DONE AS A TEAM THAT'S EXCEPTIONAL IS STARTED DOING THE TRAINING FOR PARENTS. SO WHEN WE TALK ABOUT SO WHEN WE TALK ABOUT INVOLVING PARENTS, IT'S HUGE. YESTERDAY I TALKED TO SOMEONE YESTERDAY I TALKED TO SOMEONE WHO HAS TWO CHILDREN WITH AIDES IN THE DISTRICT AND THEY WANTED ME TO RELATE THAT THERE IS A LOT OF WORK OF WORK TO DID BE DONE OF WORK TO DID BE DONE BUT AT THE LAST MEETING FIVE PEOPLE SHOWED SHOWED UP. AND NUMBER OF PEOPLE SHOWING UP AND NUMBER OF PEOPLE SHOWING UP AT IEP MEETINGS OR THE MEETINGS WHEN WE TALKED ABOUT TRAUMA, THE TYPE OF WORK THAT'S BEING DONE WITH WITH THE SMALL AMOUNT OF PEOPLE WITH THE SMALL AMOUNT OF PEOPLE THAT WE HAVE IS VERY EXCEPTIONAL. I WANT TO SAY THANK YOU. WE HAVE TO CONTINUE. AS I LOOK OVER HERE AND I SEE A PARENT THAT COMES TO OUR MEETINGS VERY OFTEN TO ADVOCATE FOR HER CHILDREN, THAT'S WHAT PARENTS HAVE TO DO. WE HAVE TO ADVOCATE AND WE HAVE TO CONTINUE TO TO CONTINUE TO MODIFY, CONTINUE TO MEET THE NEEDS OF THE MOST EXCEPTIONAL STUDENTS. ESPECIALLY WHEN OFTEN THEY CAN'T SPEAK FOR THEMSELVES AND CAN'T TALK ABOUT THAT. I WANT TO SAY THERE IS A LOT OF WORK TO BE DONE AND WE CONTINUE TO DO THAT. SOME OF THE THINGS SOME OF THE THINGS THAT I'D LIKE TO SEE TO SEE IS I THINK TO CONTINUE THAT TRAINING. MAKING SURE -- AND I THINK IT'S AVAILABLE BUT TO CONTINUE TO USE OUR PLATFORM TO TRAIN PARENTS ON WHAT SHE SAID, IT WAS MAZING THAT YOU'RE TEACHING PARENTS HOW TO ADVOCATE FOR THEMSELVES. THAT WAS SOMETHING SHE DIDN'T SEE THREE OR FOUR YEARS AGO AND SHE'S SEEING THAT. I THINK THAT'S MAJOR. WHEN WE TALK ABOUT CHALLENGES, IT'S BEHAVIOR AND THAT MEANS TO INCREASE THE NUMBER OF PARAS FOR SUPPORT. WE'VE GOT TO PUT MUNEY INTO THAT AND INCREASING PAY AND SUPPORT IN THE TRAINING. BECAUSE YOU CAN GO TO SCHOOLS LIKE I GO TO CITRUS PARK AND SOME PARAS ARE LIKE, THEY'RE LIKE LIKE PHD LIKE PHD ESE TRAINERS. AND I CAN TELL YOU AMAZING PARAS THAT I HAVE THROUGHOUT THE THAT I HAVE THROUGHOUT THE SCHOOLS. ALSO, FAST TRACKING THE SITUATION. I KNOW WE'RE DOING 30 I KNOW WE'RE DOING 30 AND 60 DAYS. BUT IT DOESN'T HAPPEN EVERY YEAR BUT IT HAPPENS WHERE THERE IS A CHILD THAT IS IN SUCH NEED CHILD THAT IS IN SUCH NEED AND I AGREE, MS. PEREZ. YOU DON'T WANT TO SUSPEND CHILDREN AND THEN THERE IS A SITUATION WHERE 27 CHILDREN AREN'T LEARNING AT ALL IN THE CLASSROOM. AND WE'RE AND WE'RE IN A BAD SITUATION AND WE'RE IN A BAD SITUATION WHERE WE'RE TRYING TO TAKE CARE OF THE CHILD'S NEEDS BECAUSE THEY'RE EXCEPTIONAL BUT ALL THE OTHER STUDENTS ARE NOT LEARNING AND THEN THERE IS AND THEN THERE IS OBVIOUS LAE, YOU KNOW, WHERE I'VE SEEN TEACHERS GET BIT AND HIT AND HURT AND IT HAPPENS AND IT'S SAD FOR THIS TINY CHILD WHO IS 7 YEARS OLD TO HAVE RAGE OR PAIN OR WHATEVER THEY HAVE. IT'S A VERY HARD COMPLEX SITUATION AND WHEN YOU'RE HAVING KIDS BAKER ACTED AT 9 OR 10 YEARS OLD, IT'S A HORRIFIC SITUATION. I THINK WORKING ON BEHAVIOR. AND THE FINAL THING, AND I KNOW THIS -- I DON'T WANT TO OPEN UP THIS CAN OF WORMS BECAUSE IT'S A HUGE CAN OF WORMS IS I'D LIKE TO SEE IN-HOUSE AN ATTORNEY. I KNOW OUR ATTORNEY DOES A GREAT JOB. SOMETIMES THERE IS SITUATIONS WHERE WE CAN DE-ESCALATE THE SITUATION BECAUSE WE'RE CALLING SITUATION BECAUSE WE'RE CALLING SOMEONE ON HAND. I FORGET THE ATTORNEY'S NAME BUT I SEE HER AND SHE DOES AN AMAZING JOB AND SOMETIMES PARENTS WANT THINGS TO BE RESOLVED AND IT DOESN'T HAVE TO BE ESCALATED TO WHERE WE HAVE TO GO TO COURT OR HAVE SOME TYPE OF MEETING. SOMETIMES IT'S A SIMPLE ANSWER OF, HEY, CAN I HAVE THIS ADVOCATE OR SPEECH THERAPIST, HOW CAN WE WORK WITH THE SCHOOL BETTER. SO I SAW THERE WAS AN AGENDA ITEM A FEW MONTHS AGO WHERE THE NUMBER OF INCREASE WAS SUBSTANTIAL, PROBABLY SUBSTANTIAL, PROBABLY 150,000. AN INCREASE AN INCREASE SUBSTANTIALLY WITH OUR ATTORNEY WHICH I KNOW SHE DOES A GREAT JOB, BUT I'D LIKE TO HAVE SOMEBODY, AND I CHALLENGE SOMEONE TO FIND ANY TOP TEN LARGE DISTRICTS THAT DON'T HAVE AN IN-HOUSE SPECIALIST. I CHALLENGE THAT. I'VE SAID THIS FOR YEARS AND I WON'T KEEP SAYING IT BUT I THINK IT WOULD RECTIFY A LOT OF ISSUES WHEN PARENTS ARE UPSET OR THERE IS A PROBABLY. MAYBE THEY DON'T NEED AN AIDE. MAYBE THEY NEED HALF AN AIDE MAYBE THEY NEED HALF AN AIDE AND CAN SHARE SOMETHING. ALL OF US ARE ALL OF US ARE HERE AT THE END. THE PARENT TOLD ME YESTERDAY THE CHILD WAS NONVERBAL AND SAID FIVE WORDS. THAT MIGHT NOT MEAN SOMETHING TO SOMEONE BUT THAT WOULD MEAN THE WORLD TO ME. A CHILD'S PARENT -- THEIR CHILD IS THE MOST IS THE MOST IMPORTANT THING TO THEM. THE MOST IMPORTANT THING TO THEM. I WANT TO THANK YOUR TEAM. I WANT TO FIND SOLUTIONS AND THINGS THAT WE CAN WORK ON. POLICIES THAT FOLLOW THE FEDERAL AND STATE GUIDELINES THAT MAKE SURE THAT WE'RE NOT TYING OURSELVES UP AND MAKING SURE THAT WE'RE DOING THE BEST WE CAN FOR STUDENTS. SO SO THANK YOU SO MUCH. >>Jessica Vaughn: THANK YOU, MEMBER COMBS. MEMBER RENDON? >>Patti Rendon: GOOD MORNING. I REALLY WANT TO TAKE THE OPPORTUNITY TO THANK NOT ONLY THIS TEAM BUT ALL OF OUR ESE, PARAS, PARAS, TEACHERS, ALL DISTRICT STAFF. GOING ABOVE AND BEYOND IS MAKING IT VERY LITTLE OF WHAT YOU GUYS DO ON A DO ON A DAILY BASIS. THE FIRES YOU PUT OUT, THE REACTIONS YOU HAVE TO HAVE. YOU CANNOT PREDICT WHAT AN INDIVIDUAL WITH A DISABILITY WILL DO EVERY SINGLE DAY YET YOUR TEAM STEPS UP TIME AND TIME AGAIN. SO I THINK IT'S NOTABLE TO MAKE SURE WE RECOGNIZE THAT YOURSELF IN THIS ROOM AND EVERYBODY OUTSIDE AND BEYOND TO THE DIRECT STAFF WORKING DIRECTLY WITH THE STUDENTS ARE DOING A PHENOMENAL JOB ACROSS THE DISTRICT. SO WITH THAT IN MIND, MY COMMENTS ARE NOT BASED UPON WHERE WE'VE BEEN BECAUSE I BELIEVE, MS. LESPERANCE, YOU'VE DONE A GOOD JOB AND TRYING TO PUT GOOD THINGS IN PRACTICE AND PUT GOOD THINGS IN PRACTICE AND BUILD A SIGNIFICANT STRUCTURE TO BE ABLE TO BE ABLE TO IMPLEMENT GOOD THINGS. BUT SOME OF THE THINGS I THINK WE'RE IN PROCESS OF. SO WITH THE SECONDARY TRANSITION THE PERCENTAGE OF STUDENTS WITH IEPs AGE 16 AND ABOVE WITH AN IEP INCLUDING APPROPRIATE MEASURABLE POST-SECONDARY GOALS THAT ARE ANNUALLY UPDATED AND BASED UPON THE AGE APPROPRIATE TRANITION ASSESSMENT TRANSITION SERVICES INCLUDING COURSES OF STUDY AND THAT WILL REASONABLY ENABLE THE STUDENT TO MEET THOSE POST-SECONDARY GOALS, THE ANNUAL IEP GOALS AND RELATED IEP GOALS AND RELATED TO THE STUDENT'S TRANSITION SERVICE GOALS. IS THAT DIRECTLY IS THAT DIRECTLY RELATED TO WHEN THEY'RE STILL IN THE SCHOOL SYSTEM OR SYSTEM OR INCLUDE WHEN THEY LEAVE? >> >> IT'S WHEN THEY LEAVE. >>Patti Rendon: SO ACCORDING TO THIS, WE'RE SAYING 100% OF OUR THIS, WE'RE SAYING 100% OF OUR INDIVIDUALS' GOALS ARE MET WHEN THEY LEAVE AND THAT THEY ARE ATTAINING SOME KIND OF POST-SECONDARY APPROPRIATE PLACEMENT WHETHER THAT IS PLACEMENT WHETHER THAT IS THROUGH A VARIETY OF SERVICES. >> SO I'M SORRY. YOU WERE LOOKING AT 13. SO THE 13 IS LIKE SO THE 13 IS LIKE OUR OUR -- THE -- WHAT IS IT? THE SELF-ASSESSMENT? IS THAT WHAT THAT IS? IT'S CALLED THE SELF-ASSESSMENT AND WE HAVE TO -- THE STATE LOOKS AT OUR IEPs AND THEY DETERMINE IF WE'VE MET THE TRANSITION SERVICES OUTLINED IN THE IEP, AND WE MEET THAT AT 100%. I THOUGHT YOU WERE TALKING ABOUT THE ONES FOR POST-SECONDARY. >>Patti Rendon: THAT'S FINE. SO WHEN YOU SAY THE SO WHEN YOU SAY THE STATE MANDATES AND MONITORS. WHAT ARE THEY CONSIDERED MET FOR A TRANSITION GOAL? >> MICHELLE IS GOING TO COME AND ANSWER YOUR QUESTION. SHE IS OUR SHE IS OUR COORDINATOR FOR TRANSITION. OUR EXPERT. >> I NEED TO APOLOGIZE THAT THIS IS THE VOICE I'M WORKING IS THE VOICE I'M WORKING WITH. SO FORGIVE ME. CAN THE QUESTION BE REPEATED SO I MAKE SURE I ANSWER IT FULLY? >>Patti Rendon: ABSOLUTELY NO PROBLEM. ON THE INDICATOR WITH 13, IT TALKS ABOUT 100% OF OUR GOALS REGARDING TRANSITION, I BELIEVE I'M STATING THIS CORRECTLY, MS. LESPERANCE. THE POST-SECONDARY GOALS AND THE POST-SECONDARY GOALS AND ANNUAL IEP GOALS RELATED TO STUDENTS' TRANSITIONS ARE BEING MET MET 100%. SO I'M ASKING EXACTLY WHAT THOSE TRANSITION GOALS WOULD LOOK LIKE AND THE STATE IS SAYING WE'RE MEETING THAT AT MEETING THAT AT 100%. >> SO WHAT THEY'RE SAYING IS THAT -- I'M SORRY. WHAT THEY'RE SAYING IS WHAT THEY'RE SAYING IS THAT THE GOALS ARE GOALS ARE INDICATED ON THE IEP. THEY'RE TALKING ABOUT THE COMPONENTS REQUIRED BY THE STATE MANDATE. AND THEN IN SOME CASE THEY'RE POST-SECONDARY -- DAILY LIVING SKILLS AS THAT'S NOT A REQUIREMENT FOR ALL GOALS. >> SO WHAT HAPPENS IS THEY ASK -- THEY TAKE A ASK -- THEY TAKE A SAMPLE SO THEY'LL SAY YOU'RE GOING TO SEND US THESE IEPs FROM THESE STUDENT NUMBERS. WE UPLOAD THE IEPs AND REVIEW THEM AND DETERMINE IF WE'VE WRITTEN APPROPRIATE GOALS AND THAT WE'RE THAT WE'RE MEETING THE REQUIREMENTS. SO WHEN THEY SAY 100% IT'S 100% OF WHATEVER STUDENTS THEY ASK FOR TO FOR TO REVIEW THE SAMPLE. MAYBE THAT WILL BE HELPFUL. >>Patti Rendon: I UNDERSTAND. I THINK WHAT I WAS TRYING TO UNDERSTAND IS SO IT'S REALLY NOT ABOUT THE STUDENT PROFICIENCY IN THIS STANDARD. IT'S ABOUT THE GOALS THAT WE WROTE THAT WOULD BE APPROPRIATE. AM I CORRECT? >> THAT WE'RE WRITING APPROPRIATE GOALS IN TRANSITION. >> SO THIS DOESN'T REALLY DICTATE THE ACTUAL STUDENTS' TRANSITION. IT'S JUST ABOUT WHAT WE WROTE ON AN IEP. >> RIGHT. THAT'S WHAT WE'RE MONITORED ON THAT WE MEET ALL THE CRITERIA THAT WE MEET ALL THE CRITERIA THAT'S REQUIRED IN THAT THAT'S REQUIRED IN THAT TRANSITION GOAL. >>Patti Rendon: OKAY. THANK YOU SO THANK YOU SO MUCH. THE NEXT THING IS MEMBER VAUGHN TALKED ABOUT THE 35,000 AND THAT 15% INDICATOR. MAY I CLARIFY WHEN WE TALK ABOUT THE THE 35,599, BECAUSE WE ARE ALSO LOOKING AT PROVIDING THROUGH SOME OF OUR GRANT SUBSIDIES THAT WE'RE PROVIDING SERVICES TO BOTH CHARTER AND PRIVATE. DOES THAT DOES THAT 35599 INCLUDE BOTH DOES THAT 35599 INCLUDE BOTH CHARTER AND PRIVATE AS WELL SO WE'LL BE BASING WE'LL BE BASING THAT ON THE 230 OR 240,000, NOT THE OR 240,000, NOT THE 180,000 IN OUR CURRENT DISTRICT. >> YES. IT INCLUDES CHARTER BUT IT IT INCLUDES CHARTER BUT IT DOESN'T INCLUDE PRIVATE. >>Patti Rendon: SO OUR CHARTER NUMBER WOULD BE THAT NUMBER WOULD BE THAT 230,000. CORRECT, CORRECT, SUPERINTENDENT? >>Van Ayres: 224. >>Patti Rendon: THAT WOULD BE WHERE THE 15% COMES IN. THE THE 180 IS OUR CURRENT STUDENT POPULATION. POPULATION. >>Van Ayres: THAT'S YOUR 15%. IF YOU GO 35,000 INTO 224,000 GIVES YOU THE 15.6% GIVES YOU THE 15.6% APPROXIMATELY. YOU'RE CORRECT. >>Patti Rendon: I WANT TO CLARIFY IT WAS NOT WITHIN HILLSBOROUGH COUNTY. COUPLE OF DIFFERENT THINGS WE TALKED ABOUT BEING PROACTIVE INSTEAD OF REACTIVE AND I'M VERY EXCITED ABOUT THAT. I THINK THAT'S HUGE. ONE OF THE DIFFICULTY IN DOING THAT IS WE HAVE THAT IS WE HAVE STRUGGLED AS A DISTRICT IN OUR CERTIFIED BEHAVIOR ANALYST BEHAVIOR ANALYST REALLY BEING ABLE TO ABLE TO -- I WANT TO SAY COMPLETELY IMPLEMENT THEIR ROLE WITHIN OUR SCHOOLS. WE HAVE A VERY SMALL NUMBER OF BEHAVIOR ANALYSTS COMPARED TO THE NUMBER OF SCHOOLS WE HAVE, COMPARED TO THE NUMBER OF ESE CLASSROOMS OR CLASSROOMS OR CLASSROOMS WHERE WE HAVE A STUDENT WITH A 504, IEP. SO HOW ARE WE GOING TO BE PROACTIVE IF WE DOPE HAVE THE CORRECT MANAGEMENT OF STAFF TO GET OUT THERE IN A GET OUT THERE IN A CLASSROOM, BE ABLE TO PROVIDE A PLAN FOR A TEACHER TO BE ABLE TO IMPLEMENT, TO BE PROACTIVE FROM WHEN THE STUDENT IS ENGAGING IN THE CLASSROOM AND THEY'RE BEING ABLE TO REACT FROM A THERAPEUTIC BEHAVIORAL POINT OF BEHAVIORAL POINT OF VIEW, HOW DOES THAT LOOK WHEN WE DON'T HAVE THE STAFF OR THE CAPABILITY OF OUR BEHAVIOR ANALYSTS OR EVEN OUR RBTs, ENOUGH OF THEM TO GET OUT AND IMPLEMENT PLANS THAT ARE INDIVIDUALIZED INDIVIDUALIZED PER STUDENT. >> SO I'LL AGREE, WE DON'T HAVE A LOT OF BCBAs BUT WE TAKE THOSE EXPERTS AND THEY TRAIN OUR OTHER STAFF TO HELP WITH IMPLEMENTATION. IN ADDITION, WE DO HAVE FOUR RBTs THAT WE HAVE NOT HIRED YET BUT WE'RE GOING TO BE ADVERTISING TO WORK DIRECTLY WITH THOSE BCBAs SO THEY CAN HELP SUPPORT THE SCHOOLS. BUT REMEMBER OUR REGIONAL STAFF, THEIR THEIR FOCUS IS GOING TO BE INSTRUCTION AND BEHAVIOR AND THEY'RE KIND OF OUR BOOTS ON THE GROUND IN ADDITION TO OUR PROGRAM STAFF, DISTRICT RESOURCE TEACHERS AND SUPERVISORS AND THE BCBAs. WHILE WE DON'T HAVE A LOT OF THEM, THEY'RE VERY POWERFUL AND TRAINING OUR STAFF TO GO OUT AND SUPPORT THE SCHOOLS. >> COULD I JUST ADD THAT WE HAVE A PARA3 POSITION. WE PARTNER WITH USF AND PROVIDE THE MEANS FOR THE THE MEANS FOR THE REGISTERED BEHAVIOR COURSE AND THE CERTIFICATION. THOSE PARA THREEs ARE MANAGED BY THE BCBAS AND GO THROUGH THE BCBAS AND GO THROUGH COMPETENCIES AND SIT FOR THEIR EXAM. WE'VE BEEN BUILDING THAT IN THE REGIONS TO SUPPORT IN THOSE SCHOOLS. SO IF WE -- A STUDENT REQUIRES THAT LEVEL OF SUPPORT, IMMEDIATELY THE PRINCIPAL, ASSISTANT PRINCIPAL, SPECIALIST, CASE MANAGER, REACHES OUT TO THE REGION TEAMS. WE FAILED EARLIER TO TALK ABOUT A WONDERFUL PIECE THAT ARE IN OUR REGION TEAMS THAT I THINK PAIRS NICELY WITH SOME OF YOUR QUESTIONS AND THAT'S OUR PARENT LIAISON PROJECT THAT IS THROUGH FDLRs. SO EACH OF THE REGION OFFICES HAS A PARENT LIAISON ASSIGNED TO THE REGIONS TO SUPPORT THOSE FAMILIES. THAT REGION PARENT LIAISON ATENDS ALL THE MONTHLY MEETINGS AND PARENT IEPs. IF THAT PARENT LIAISON, I'LL USE MY WONDERFUL ONE I JUST LEFT BEFORE I TOOK THIS POSITION. SHE WILL COME TO MY OFFICE. SHE'S THERE EVERY DAY BEFORE SHE GOES GOES INTO THE SCHOOLS TO GOES INTO THE SCHOOLS TO SUPPORT. WE TALK ABOUT CASES. SHE MAY GET A REFERRAL FROM THE MANAGER OF THE PROJECT, MS. VALDEZ WHO REACHES OUT TO THE INDIVIDUALIZED THE INDIVIDUALIZED SCHOOLS. A LOT OF A LOT OF CALLS COME INTO FDLRS AND GOES THROUGH THAT PIECE. IF THE PARENT IS SAYING MY CHILD IS MISBEHAVIORING AND THE PARENT LIAISON WALKS TWO LIAISON WALKS TWO OFFICES DOWN TO FIND TO FIND ONE OF THE TEAM MEMBERS TO PROCESS THAT. WE ALSO HAVE AN INTERNAL PROCESS WHERE SCHOOLS CAN SUBMIT FOR AN WHERE SCHOOLS CAN SUBMIT FOR AN ADDITIONAL ADULT SUPPORT ANDEST. EACH OF THE REGION -- REQUEST. EACH OF THE REGION TEAMS HAVE ACCESS TO THAT AND THE SCHOOLS HAVE ACCESS TO THAT. THEY PAIR ANY INFORMATION WE HAVE AND WE IMMEDIATELY THEN LOOK AT THE NEEDS OF THE STUDENT. WHAT'S CURRENTLY THERE, WE ALREADY LOOK AT THE SCHEDULES, WHAT STAFF ASSIGNED, WHAT THEIR LEVEL OF EXPERTISE IS AND WHAT ELSE DO WE NEED TO ADDRESS THE UNIQUE NEEDS OF THE STUDENT. THAT COULD BE THAT COULD BE AN THAT COULD BE AN ADDITIONAL SUPPORT. IT COULD BE A PARA THREE AND IT COULD BE A PARA THREE AND GIVING THE SPECIFIED GIVING THE SPECIFIED REGISTERED BEHAVIOR TRAINING TECH AND SUPPORT WHICH IS MANAGED BY THE BCBA. WE HAVE TIERED LEVELS OF SUPPORT DEPENDING ON THE NEEDS OF THE STUDENT. AND NOT ALWAYS ARE THE NEEDS AT THOSE SITES WHERE WE HAVE FULL-TIME FULL-TIME PROGRAMS WHERE WE'RE ALREADY ADDRESSING COMPLEX NEEDS. THESE ARE STUDENTS THAT MAY BE THESE ARE STUDENTS THAT MAY BE ENTERING INTO KINDERGARTEN AND DEVELOPMENTALLY REQUIRING SUPPORTS BECAUSE THEY HAVEN'T HAD ANY EARLY INTERVENTION. SO THE CONTINUUM IS VERY WIDE FOR THE LEVELS. SO THAT TEAM IS THE IMMEDIATE SUPPORT TO THE SUPPORT TO THE SCHOOL-BASED TEAM. WE MEET WITH THE REGION TEAMS EVERY WEEK AND THEN THE PROGRAM EVERY WEEK AND THEN THE PROGRAM TEAMS MEET WITH THE TEAMS MEET WITH THE REGION SUPERVISORS. THE COMPLIANCE SIDE OF THE HOUSE IS MEETING WITH THOSE SO WE'RE IN A HOLISTIC APPROACH OF ASSESSING WHAT A PARTICULAR NEED. EVERY PRINCIPAL AND I'D SAY IN ALL THE REGIONS HAVE ACCESS TO THE CELL PHONE OF THE SUPERVISOR AND WE HAND THAT OUT FREELY TO ALL ADMINISTRATORS SO THEY CAN ACCESS US. WE HAVE JUST GONE THROUGH THE REORG THAT MS. LESPERANCE SPOKE OF AND SHARED THAT WITH OUR REGIONAL SUPERINTENDENTS AND SITE ADMINISTRATORS SO THEY KNOW IMMEDIATELY WHO TO CONTACT. THAT TRANSITION WILL TAKE PLACE THAT TRANSITION WILL TAKE PLACE STARTING JULY 1. JUST SPEAKING ON THE LEVEL OF BEHAVIOR AND THE TIERED BEHAVIOR AND THE TIERED SPACES IN WHICH WE IN WHICH WE PROVIDE SUPPORT, THOSE ARE SOME OF THE ADDITIONAL PIECES. >> AND MS. >> AND MS. RENDON, WHEN SHELLEY WAS TALKING ABOUT THE PARATHREES, WE'LL HAVE PARA PARA THREES ON THE DISTRICT TO HELP BUT MANY SCHOOLS HAVE THEM TO SUPPORT STUDENTS AND OUR BCBAs THAT WORK FOR THE DISTRICT LEVEL LIKE ON OUR TEAM, WE HAVE SIX UNITS. WE HAVE SEVERAL SCHOOL PSYCHOLOGISTS WHO ARE ALSO BCBAs ASSIGNED TO SCHOOLS SO THEY ARE ALSO ASSISTING ALSO ASSISTING WITH INDIVIDUAL STUDENTS AT THEIR OWN SITE. >>Patti Rendon: THANK YOU VERY MUCH FOR THE LENGTHY EXPLANATION. I'LL HAVE TO RESORT BACK -- WHEN I LOOK I LOOK AT THE TRUE PROCESS, AT THE END OF -- AT THE THE END OF -- AT THE END OF THE DAY, IT'S DAY, IT'S REALLY ABOUT THE STUDENT AND THAT CLASSROOM AND THAT TEACHER. AND IF WE DON'T GIVE THE TOOLS TO THAT CLASSROOM, WE'RE NOT GOING TO BE SUCCESSFUL. IT WILL BE BEYOND CALLING A TEAM. IT WILL BE BEYOND THAT. SO THE RBTs AND OUR PARA THREES, IT'S WONDERFUL THAT THEY'VE GOT THAT BEHAVIOR ASSISTANT TRAINING. THAT MEANS THEY'LL HAVE REACTIVE STRATEGIES AND BE ABLE TO IMPLEMENT THE PROCESS OF A PLAN. IF WE DON'T GIVE THE TEACHERS AND THOSE CLASSROOMS THE TOOLS AND OUR REGIONAL SUPERINTENDENTS, OUR PRINCIPALS, OUR ADMINS DON'T ALWAYS OUR ADMINS DON'T ALWAYS HAVE THE TOOLS BECAUSE THEY'RE NOT CERTIFIED BEHAVIOR CERTIFIED BEHAVIOR ANALYSTS AND ALTHOUGH OUR ALTHOUGH OUR PSYCHIATRISTS, I'M THRILLED SOME OF THEM DO HAVE BEHAVIORAL TRAINING. MANY ONLY HAVE THE DOCTORAL TRAINING AND NOT THE ACTUAL BCBA TRAINING WHERE THEY CAN ACTUALLY CREATE AND DEVELOP A PLAN BASED UPON A UPON A REINFORCEMENT SCHEDULE AND THE DISTINCTION BETWEEN A DISABILITY BEHAVIOR AND A BEHAVIOR ITSELF OF A STANDARD BEHAVIOR. AND SO THAT'S WHERE MY CONCERN COMES IN. WE SEE A HIGH LEVEL OF BEHAVIORS WHERE WE'RE HAVING INDIVIDUALS SUSPENDED OVER TEN SUSPENDED OVER TEN DAYS. IT'S WHAT I'D CONSIDER AN EPIDEMIC WITHIN OUR DISTRICT AND HOW WE NEED TO APPROACH IT. SO WHAT I WOULD SO WHAT I WOULD LOOK TOWARDS IS HOW -- YOU WON'T HAVE THIS ANSWER TODAY AND I'M NOT ASKING FOR IT, BUT CAN WE LOOK TOWARDS A PLAN AND EXACTLY WHAT THAT LOOKS LIKE ON PAPER WHERE WE ARE ACTUALLY IMPLEMENTING BEHAVIOR PLANS IN OUR CLASSROOMS AND GIVING TEACHERS TOOLS THEY'RE GOING TO BE ABLE TO USE IN THE CLASSROOM THAT WILL ASSIST THEM WITH AN INDIVIDUAL WITH A DISABILITY IN THE CLASSROOM AS WELL AS OTHER GEN ED STUDENTS. THAT IS SOMETHING WE'RE THAT IS SOMETHING WE'RE LACKING RIGHT NOW BECAUSE OUR LACK OF CBAs, THEY'RE HANDLING CRISIS. THEY'RE RESPONDING TO THEY'RE RESPONDING TO CRISIS AND THEY'RE NOT AHEAD OF THE GAME. BEING ABLE TO GIVE THOSE TEACHERS THOSE TOOLS. IF WE CAN LOOK AT HOW TO DO THAT IN THE FUTURE, THAT IN THE FUTURE, THAT WOULD BE HELPFUL. >> ABSOLUTELY. >>Patti Rendon: BECAUSE ALL OF THIS LIKE WE SAID FROM THE THIS LIKE WE SAID FROM THE BEGINNING IS HIGH LEVEL. I APPRECIATE THAT KNOWLEDGE. BUT I WANT TO KNOW HOW IS THAT HIGH LEVEL AFFECTING THE CLASSROOM BECAUSE WE TALK A LOT ABOUT THE IEP TEAM. WE TALK A LOT WE TALK A LOT ABOUT THE DISTRICT STAFF. BUT AT THE END OF THE DAY I BUT AT THE END OF THE DAY I NEED TO HEAR AND UNDERSTAND -- IN THE FUTURE. I'M NOT ASKING FOR TODAY. HOW DOES THAT FLOW SO WE'RE GIVING THE TOOLS TO THE TEACHERS. BECAUSE IF WE TALK TO ANY TEACHERS WITHIN OUR TEACHERS WITHIN OUR CLASSROOMS, THEY DON'T FEEL THEY DON'T FEEL THEY HAVE THE TOOLS TO SUPPORT THE INDIVIDUALS WITH DISABILITIES AND THE WITH DISABILITIES AND THE GEN ED STUDENTS AT THE SAME TIME. SO THAT'S WHERE I'M LOOKING FOR A SOLUTION MOVING FORWARD. IF WE COULD LOOK TOWARDS THAT. THAT WOULD THAT WOULD BE VERY HELPFUL. >> ABSOLUTELY. >>Patti Rendon: ONE OF MY OTHER THINGS IS I'M VERY EXCITED ABOUT ALL THE WONDERFUL AND POSITIVE THINGS THAT YOU GUYS HAVE TALKED ABOUT IN THIS PRESENTATION. BUT I WANT TO BUT I WANT TO ASK YOU THE QUESTION, HAD A LOT OF GOOD, BUT WHERE DO YOU SEE THIS AS FAR AS OUR ESE DEPARTMENT AS A WHOLE, WHERE IS OUR NEED FOR IMPROVEMENT AND HOW ARE WE GOING TO MOVE TO MOVE FORWARD ON THAT. >> SO WE HAVE SOME ROOM FOR IMPROVEMENT IN A FEW AREAS. I WOULD SAY I WOULD SAY CLOSING THE GAP IN ELA AND MATH FOR ALL OUR STUDENTS. SPECIFICALLY OUR STUDENTS WITH DISABILITIES SO THAT'S WHY WE HAVE AN EMPHASIS ON HAVE AN EMPHASIS ON SHELLEY'S TEAM TO TEAM TO BECOME TEAM TO BECOME THE EXPERTS IN SPECIALLY DESIGNED INSTRUCTION. WE RECENTY INITIATED A NEW PROJECT TO FOCUS ON MIDDLE AND HIGH SCHOOLS. THE LAST FEW YEARS WE THE LAST FEW YEARS WE HIT ELEMENTARY HARD WITH BRAIN SPRING AND SPRING AND MAKING SURE THEY HAVE ORTON ORTON GILLINGHAM METHODOLOGY FOR READING AND EARLY YEARS BUT THEN WE GET TO MIDDLE AND HIGH SCHOOL AND IT'S NOT JUST ABOUT PROVIDING PROVIDING ACCOMMODATIONS. WE FOR SO LONG WERE HEAVY IN CO-TEACHING AND SUPPORT FACILITATING WHICH ARE ALL GREAT BUT WHAT'S BUT WHAT'S HAPPENING IN THAT ROOM NEEDS TO BE VERY ROOM NEEDS TO BE VERY SPECIFIC TO THE STUDENT. SO WE HAVE BEEN TRAINING OUR MIDDLE AND HIGH SCHOOL TEACHERS ON WHAT SPECIALLY DESIGNED INSTRUCTION IS, HOW DOES IT LOOK IN AN IN AN ENGLISH CLASS, WHAT SHOULD YOU DID BE DOING AS THE ESE TEACHER DURING THAT TIME. IT SHOULD BE DIFFERENT AND SOMETHING THAT IS GOING TO ADDRESS THE GOAL OF THE STUDENTS. IF THEY'RE NOT READING IN MIDDLE AND HIGH WE STILL HAVE AN OBLIGATION TO TEACH THEM TO READ AND ACCESS THE GEN ED CURRICULUM. WE WE RECENTLY TRAINED PEOPLE IN STRUCTURES WHICH IS AN ORTON ORTON GILLINGHAM METHODOLOGY SPECIFIC TO SECONDARY STUDENTS AND I-SPIRE FOR HIGH SCHOOL AND MAKING SURE WE CAN FIT THAT IN THEIR DAY. WE CANNOT CLOSE THE GAP IF WE CONTINUE TO PROVIDE ACCOMMODATIONS. WE HAVE TO PROVIDE ACCESS WE HAVE TO PROVIDE ACCESS BUT STILL HAVE TO PROVIDE THAT DIRECT INSTRUCTION AND WE CAN DO THAT IN MIDDLE AND HIGH SCHOOL BUT WE HAVE TO TEACH TEACHERS HOW TO DO THAT. FOR SO LONG THEY'VE BEEN THERE AS ANOTHER CONTENT EXPERT AND WE DON'T NEED TWO CONTENT DON'T NEED TWO CONTENT EXPERTS. WE NEED TEACHERS TO BE EXPERTS IN SPECIALLY DESIGNED INSTRUCTION AND HOW TO CLOSE THE GAP FOR GAP FOR STUDENTS. THAT IS A BIG THAT IS A BIG EMPHASIS FOR US NEXT YEAR IN ADDITION TO BEHAVIOR AND THEN ON BEHAVIOR AND THEN ON THE COMPLIANCE SIDE, COMPLIANCE SIDE, REALLY HELPING TEACHERS UNDERSTAND THE CYCLICAL PROCESS OF THE IEP. YOU WRITE AN IEP BUT IT'S NOT JUST SITTING AND WRITING IT ONE DAY AND PUTTING IT AWAY. IT'S THE IMPLEMENTATION IT'S THE IMPLEMENTATION AND HOW DO YOU TAKE THAT SPECIALLY DESIGNED INSTRUCTION PIECE NOW. THAT'S WHY THE TWO ASSISTANT DIRECTORS ARE WORKING SO CLOSELY TOGETHER BECAUSE IT ALL IS CYCLICAL. YOU WRITE THE GOALS THEN YOU HAVE TO IMPLEMENT THE SPECIALLY DESIGNED INSTRUCTION USING RESEARCH-BASED CURRICULUM, COLLECT THE DATA, GO BACK AND EVALUATE WHEN NEEDED, AND THEN YOU COME BACK TO THAT IEP TEAM AGAIN. IT'S GOT TO BE CYCLICAL. WE HAVE TO SUPPORT THAT WITHIN THE SCHOOLS. SO TO YOUR POINT THAT OUR TEACHERS, IT HAS TO GET TO THE TEACHERS, YES, IT DOES. THEY HAVE TO BE ABLE TO WRITE A GOOD QUALITY IEP WITH THE SUPPORT OF THE SUPPORT OF THE PARENT AND THEN THEY HAVE TO IMPLEMENT IT, PROVIDE DATA AND COME BACK TO THAT IEP TEAM. SO WE ARE REALLY FOCUSED ON THAT FOR NEXT YEAR IN ADDITION TO LIKE I SAID, REALLY BECOMING A BETTER PARTNER WITH OUR PARENTS AND HAVING SOME FOCUS GROUPS AND WORKING WITH THEM TO MAKE OUR PROGRAM EVEN BETTER. >>Patti Rendon: THANK YOU FOR THAT. I JUST HAVE A COUPLE ADDITIONAL THINGS. ONE IS WHEN WE TALK ABOUT OUR NUMBER 14 ON THE TRANSITION INDICATORS, HOW DO YOU TRACK THAT THAT DATA? >> HE'LL BE ABLE TO TRACK IT. IT'S VERY INTERESTING. >> IT'S THE STATES THAT TRACK IT DATA. AFTER THEY LEAVE US. SO SOMETIMES THROUGH SOCIAL SECURITY NUMBER, THROUGH DIFFERENT WAYS, THAT'S HOW THEY DO. ONCE THEY LEAVE US, IT'S HARD FOR US TO COLLECT DATA ON THEM. THAT'S HOW THAT'S HOW THEY GET THE NUMBERS. >>Patti Rendon: SO KNOWING THAT THERE ARE 21,000 INDIVIDUALS WAITING FOR SERVICES AND OUT WAITING FOR SERVICES AND OUT OF THE THE 21,000, THE 21,000, OVER 14,000 ARE INDIVIDUALS IN THE STATE OF FLORIDA ACTUALLY AT THE TRANSITION POINT OF 18 TO 22, AND DO NOT HAVE SERVICES, THAT'S WHERE MY CONCERN COMES IN WITH THAT DATA BECAUSE THEY MAY HAVE THAT DATA BECAUSE THEY MAY HAVE MEDICAID AND THAT'S HOW THEY'D TRACK THE SOCIAL SECURITY AND THINGS BUT THAT THINGS BUT THAT WON'T BE ABLE TO TRACK TRACK DIRECT INTERVENTION. >> MEMBER RENDON? CAN I INTERRUPT FOR ONE SECOND. I WANT TO LET YOU KNOW WE ONLY HAVE ABOUT TEN MINUTES LEFT IN THE MEETING AND STILL HAVE THREE MEMBERS LEFT IN THE QUEUE. IF THERE IS ANY QUESTIONS THAT CAN BE ANSWERED AFTERWARDS, I'M GOING TO HIGHLIGHT SOME OF THOSE AS WELL. I WANTED TO GIVE YOU A TIME UPDATE SO WE ALL HAVE A CHANCE TO ASK AN ADDITIONAL TO ASK AN ADDITIONAL QUESTION. THANK YOU. >>Patti Rendon: THANKS. I APPRECIATE THAT. >> CAN I ALSO ADD BECAUSE OF THAT NUMBER IT DOESN'T CONSIDER STUDENTS THAT LEAVE THE STATES OF FLORIDA. THEY MIGHT GO SOMEWHERE ELSE AND GET EMPLOYED BUT THEY'RE PROBABLY NOT COUNTED PROBABLY NOT COUNTED IN THERE AS WELL. >>Patti Rendon: >>Patti Rendon: OKAY. THANK THANK YOU. MEMBER VAUGHN, HOW IS THE DEPARTMENT GOING TO BRIDGE THE GAP BECAUSE I THINK WHAT MEMBER PEREZ AND MEMBER COMBS WE TALKED ABOUT INDIVIDUALS NOT GETTING THE SERVICE AND THAT 30 OR 60 DAYS BECAUSE OF THAT, WE HEAR COMPLAINTS AND WE TALK TO PEOPLE. I THINK THERE IS A GAP BETWEEN THE DISCUSSIONS FROM A CLASSROOM AND RECOGNIZING AN ISSUE AND FEELING FEELING EMPOWERED WITH THEIR ADMINISTRATION TO REALLY MOVE FORWARD ON GETTING THOSE FORWARD ON GETTING THOSE EVALUATIONS AND MOVING FORWARD ON THE POSSIBILITY OF AN INDIVIDUAL WITH A DISABILITY OR WORKING AN IEP. HOW IS THE DEPARTMENT BRIDGING THE GAP OF EMPOWERING OUR TEACHERS, WHETHER THEY'RE ESE TEACHERS OR GEN ED TEACHERS TO GET THE SUPPORT FROM OUR ADMINS TO MOVE FORWARD ON EVALUATION AND THINGS LIKE THAT BECAUSE I THINK THAT'S WHERE A LARGE GAP IS, THAT THEY DON'T FEEL SUPPORTED AND EMPOWERED TO BE ABLE TO GET THAT FOR THEIR STUDENTS. >> SO I THINK THAT COMES BACK TO THAT CONTINUUM FROM WHEN THE DISCOVERY OCCURS AND THAT COULD BE SOME TRAINING FOR OUR NEW TEACHERS TO UNDERSTAND THAT, HEY, I SUSPECT THIS KID HAS A DISABILITY, WHAT DO I DO NEXT. BUT THAT BUT THAT 30/60 DAY BUT THAT 30/60 DAY TIME FROM WHEN THE CHILD IS SUSPECTED, WE HAVE 30 DAYS TO MEET AS A CHILD STUDY TEAM. AT THAT TIME THAT CHILD STUDY TEAM TEAM INCLUDING THE PARENT WOULD DECIDE IF WE MOVE FORWARD WITH DECIDE IF WE MOVE FORWARD WITH A REFERRAL OR NOT. AND ONCE THE REFERRAL IS INITIATED WE HAVE 60 DAYS TO GET THAT THAT COMPLETED. THE INDICATOR 11, THERE IS A WORK GROUP IN HILLSBOROUGH THAT WORKS ON THAT INCLUDING STUDENT SERVICES AND ESE AND WE WORKED CLOSELY WITH SYNERGY AS WELL TO HELP US WITH THESE TIMELINES, BECAUSE SOMETIMES IT'S JUST A MATTER OF ALERTING MATTER OF ALERTING THAT WE'RE GETTING CLOSE GETTING CLOSE OR THOSE KINDS OR THINGS. OR WE'RE WAITING FOR SOMETHING. THAT HAPPENS TOO. I KNOW WE'RE NOT AT THE 100% BUT WE'RE ALMOST AT 96%. WE WANT TO BE AT 100. BUT THERE ARE GOING TO BE TIMES WHERE THINGS ARE WHERE THINGS ARE DELAYED BECAUSE MAYBE KIDS HAVE HEALTH ISSUES AND THEY'RE NOT AT SCHOOL WHEN WE NEED TO EVALUATE THEM. IT COULD BE THAT WE HAVE DONE ONE EVALUATION BUT THEN THAT EVALUATION, WE HAVE TO COME BACK AND SAY WE NEED SOME MORE SUPPORTING DOCUMENTS OR MAYBE WE NEED A SOCIAL HISTORY NOW AND WE WEREN'T REALLY -- BECAUSE YOU HAVE TO EVALUATE IN ALL THE AREAS OF SUSPECTED AREAS OF SUSPECTED DISABILITIES AND AS YOU START AND AS YOU START DIGGING, YOU MIGHT SUSPECT SOMETHING DIFFERENT AND THAT MIGHT REQUIRE A DIFFERENT EVALUATION. I THINK TO ANSWER YOUR QUESTION, WE NEED MORE WE NEED MORE TRAINING FOR OUR STAFF TO UNDERSTAND WHAT DO I DO WHEN I SUSPECT A STUDENT HAS A DISABILITY AND HOW -- WHAT ARE THOSE THINGS THAT HOLD US UP. WE OFTEN HEAR, WELL, WE OFTEN HEAR, WELL, THEY'RE IN THE PROCESS OF THE PROCESS OF DOING THAT SIDE BY SIDE WITH AN EVALUATION. SO OFTEN TIMES THE SCHOOLS FEEL LIKE THEY HAVE TO SAY THAT THEY'RE IMPLEMENTING THE INTERVENTION FIRST. WHILE THAT IS A MANDATED REQUIREMENT FOR REQUIREMENT FOR A LOT OF ELIGIBILITY CRITERIA, IT SHOULDN'T HOLD UP THE PROCESS. THAT COULD BE A TRAINING THAT COULD BE A TRAINING ISSUE FOR US. >>Patti Rendon: THANK YOU. THANK YOU VERY MUCH, ALL OF YOU. >>Jessica Vaughn: THANK YOU, MEMBER RENDON. SEEING THAT WE ONLY HAVE SIX MINUTES LEFT, AND THERE ARE THREE OF US, MYSELF, MEMBER GRAY AND CHAIR PEREZ IN THE QUEUE, I'M GOING TO GO AHEAD AND PUT A TWO-MINUTE -- MINE IS ON. IT'S JUST OFF THERE. I DIDN'T DO ANYTHING. FOR CHAIR PEREZ, THE THREE LEFT IN THE QUEUE WILL DO TWO MINUTES EACH. I'LL START MINE QUICKLY. SO FIRST OF ALL, I WANT TO AGREE WITH THE WITH THE FELLOW BOARD MEMBERS. (NO AUDIO) -- SIME LIKE THERE IS ONLY A FEW KIDS THAT MIGHT NOT BE THE MANY BUT IT IS IMPORTANT FOR US TO UNDERSTAND WHAT IT LOOKS LIKE AND HOW IT WORKS SO WE CAN BE THE LIAISON WITH THE COMMUNITY. THE QUESTIONS THAT I'D LIKE TO FOLLOW UP WITH THAT I'M NOT GOING TO ASK FOR YOU TO EXPLAIN NOW BECAUSE WE HAVE A TIME LIMIT AND I WANT TO BE AND I WANT TO BE AWARE OF THAT IS WHAT IT LOOKS LIKE FOR FAMILIES WHERE ENGLISH IS NOT THE FIRST LANGUAGE WHERE THEY'RE SUPPORTED THROUGH THE PROCESS. I KNOW THAT'S A BARRIER AND I'D LIKE TO WHAT THAT LOOKS LIKE AND HOW TO MAKE SURE THAT'S ACCESSIBLE AS WELL AS WHERE I'M CONFUSED IS OUR SUCCESS CENTERS AND WHETHER OR NOT STUDENTS WITH IEPs WHO SHOULD BE IEPs WHO SHOULD BE PLACED INTO THE SUCCESS CENTERS BECAUSE I KNOW SOME OF THEM HAVE AND IT SOUNDS LIKE THAT'S NOT AN APPROPRIATE CHANGE OF PLACEMENT FOR THEM. I'D LIKE TO UNDERSTAND THAT PROCESS. THOSE ARE THE TWO THINGS I'D LIKE TO GET SOME FOLLOW-UP ANSWERS ON. SO ASIDE FROM THEM, APPRECIATE IT. I HAVE EIGHT SECONDS LEFT. THANK YOU SO MUCH FOR EVERYTHING. AND MEMBER GRAY? YOU HAVE TWO MINUTES. >>Lynn Gray: >>Lynn Gray: THANK YOU. CAN YOU ALL CAN YOU ALL HEAR ME? OKAY. YOU KNOW, BOARD YOU KNOW, BOARD MEMBERS HAVE GIVEN GREAT INSIGHT INTO WHAT THEY'RE HEARING AND SYNTHESIZING AND I RECOGNIZE ALL OF YOU ARE TAKING NOTES AND I APPRECIATE TAKING NOTES AND I APPRECIATE THAT AND YOUR WORK AND IT'S SO IMPRESSIVE, YOUR SKILLSETS AND DEDICATION AND PASSION BECAUSE THIS IS A GROUP OF CHILDREN THAT NEED THE PASSION. AND THE HIGH-LEVEL PROFESSIONALISM. WHEN YOU HAVE GOALS AND AREA OF FOCUS FOR 24-25, I'D SAY ONE AREA WOULD BE AN AREA OF -- THE CULTURE OF PROFESSIONALISM. WE WE NEED TO MAKE SURE THAT AS PROFESSIONAL AS YOU ALL ARE STANDING OUT AND WE'RE VERY, STANDING OUT AND WE'RE VERY, VERY IMPRESSED, WE WANT THAT WHOLE DEPARTMENT TO HAVE PROFESSIONALISM AND THAT PROFESSIONALISM AND THAT MEANS PROFESSIONAL DEVELOPMENT, NOT ONLY AS YOU HAVE CONCURRED AND BOARD MEMBERS MENTIONED, WE CERTAINLY DO NEED THE TEACHERS TO HAVE TO HAVE THIS. I DON'T KNOW -- WELL, TELL ME I DON'T KNOW -- WELL, TELL ME LATER, BUT IF WE HAVE SCHEDULED LATER, BUT IF WE HAVE SCHEDULED PD DURING THE SUMMER. MAYBE YOU CAN SHAKE YOUR HEAD. ALL RIGHT. IT IS IN THERE. AND THE PRINCIPALS AND SUPERINTENDENT VAN AYRES KNOW WE HAVE MANY NEW PRINCIPALS, MAYBE 60%, 40%, BUT NONETHELESS WHEN YOU TALK ABOUT THINGS SUCH AS THE INCLUSIONARY THE INCLUSIONARY PBIS, POSITIVE BEHAVIOR INCENTIVE SUPPORT BEHAVIOR INCENTIVE SUPPORT SYSTEM, WE WANT THOSE CHILDREN TO BE IN TO BE IN THAT PART OF THAT. BUT THE DISCIPLINE, WE CANNOT HAVE ANY MORE OF THESE STORIES THAT SHOW ONE CHILD, THAT SHOW ONE CHILD, MEMBER COMBS, VERSUS DISRUPTING THE CLASS DRAMATICALLY BECAUSE OF THE NEEDS, THE ESE NEEDS VERSUS THE 23 OTHER STUDENTS. SO WHERE WE GOT TO MAKE SURE THAT'S TAKEN CARE OF. THAT'S THE BIGGEST FRUSTRATION THAT'S THE BIGGEST FRUSTRATION THAT OCCURS AND I THINK THAT'S GOING TO BE A BIG CHALLENGE. SO THAT'S MY ALARM CLOCK. I CAN'T DO ANYTHING IN TWO I CAN'T DO ANYTHING IN TWO MINUTES BUT I TRY. PROPS. OKAY. THERE WE GO. >>Jessica Vaughn: THANK YOU, MEMBER MEMBER GRAY. CHAIR PEREZ? >>Karen Perez: YES. IT'S 75 MILLION PEOPLE IN THE LAST YEAR HAVE BEEN DIAGNOSED ON THE SPECTRUM. 75 MILLION. THAT IS -- AND THE NUMBERS INCREASE. SO I UNDERSTAND YOUR JOBS -- THANK YOU SO MUCH FOR WHAT YOU DO FOR THIS DISTRICT, FOR OUR STUDENTS. AND FOR OUR STUDENTS THAT CONTINUE TO AGE OUT AND GO INTO ADULTHOOD. I APPRECIATE IT. HOW MANY CURRENT HOW MANY CURRENT VACANCIES DO WE HAVE? >> SO I DON'T HAVE THE EXACT NUMBER. >>Karen Perez: THAT'S FINE. YOU CAN GET BACK TO ME ON THAT. SECOND IS ON OUR SECOND IS ON OUR WEBSITE, DO WE HAVE THE NAMES OF THE STAFF THAT THE PARENTS COULD, YOU KNOW, CONNECT WITH? IS IT ON THE WEBSITE? IS IT EASILY ACCESSIBLE? CAN THE PARENTS CAN THE PARENTS JUST CONNECT WITH YOU? >> YES. IT IS ON OUR WEBSITE AND WE'RE IN THE PROCESS OF UPDATING IN THE PROCESS OF UPDATING THAT RIGHT NOW. >>Karen Perez: OKAY. >> JULY 12th. >>Karen Perez: OKAY. THAT'S ALL THE PARENTS ARE ASKING FOR, IS THAT ACCESSIBILITY, THAT ABILITY TO CONNECT WITH YOU AND TO BE ABLE TO, YOU KNOW, KIND OF TO, YOU KNOW, KIND OF -- TO, YOU KNOW, KIND OF -- TO, YOU KNOW, KILL THESE FLAMES THAT BECAUSE THEY'RE BECAUSE THEY'RE ADVOCATING FOR THEIR STUDENTS. THANK YOU FOR THIS WORKSHOP AND PRESENTATION AND WITH THAT, THIS MEETING IS ADJOURNED. (SOUNDING GAVEL)