VCS School Board Meeting – 06-11-2019


– [Woman] But nobody’s seen
it till now we’re voting ’cause it’s not published. (talks) After she says it, we’ll
have a public (talks). Yeah we will. – [Carl] 3:30 by my computer. Good afternoon everyone and welcome to this very happy, I see Volusia County School board meeting, glad to have all of you
with us in the audience and also those listening via the internet. At this time would you please join me and stand for the Pledge of Allegiance. – [All] I pledge allegiance to the flag of the United States of
America and to the Republic for which it stands, one Nation under God, indivisible, with liberty
and justice for all. – [Carl] Thank you once
again for being here and let me begin the meeting
by introducing the folks, good people sitting around me. To my far left, to your right, Miss Linda Cuthbert
representing District Three. Mr. Ruben Colon
representing District Five. Our school board attorney, Mr. Ted Doran. On the far right, to your left, Miss Connie Spire, our agency clerk. Next to Miss Spire, Miss Jamie
Haynes from District One. Our vice chair of the school is Miss Ida Wright
representing District Two. Our Superintendent, Mr. James T. Russell and my name is Carl Persis and I’m serving as the school board chair. Items for approval this
evening are 1.03, 2.02, 4.02, 18.01, 20.01, through 20.03 and 22.01. We have public participation times for items on the consent agenda. Also for any board action item, we also have a time certain
for public participation for 15 minutes of items
of general interest that aren’t on the agenda
that’s at five o’clock or somewhere a little bit after that. And then we also have time
at the end of the meeting for you to make any public
comment at that time. So a lot of opportunities
for public input. Our next item is 1.02, our
district vision statement, which is to ensure that
all students will graduate with the superior 21st century education and at this time, I’ll ask the
board if there’s any comments you’d like to make about anything going on in your particular districts. I know we all participated
in all of the graduations, which was very, very
exciting and a little tiring at times, perhaps but very exciting time to see over 4000 students graduate. Anybody need to make or want to make, or wish to make a comment at this time? – [Linda] No.
– Miss Cuthbert? – [Linda] I can speak I’m
sure for the whole board that we congratulate our 2019 graduates. Those who made it well
beyond what they needed to be required and those who squeaked by, to recognize those
administrators and teachers who made sure that they did cross that, did the walk, got their diplomas, as well as the families who
got them to school every day. So thank you to all. – [Carl] Well said. All right, so we’re moving
on then to item 1.03, that’s approval of the minutes for the May 14th regular session and the May 28th regular session. I believe board members
have received those minutes. Are there any additions or deletions? Seeing none, then those
minutes will stand. – [Linda] No I have. – [Carl] I didn’t hear
see your hand, I’m sorry. – [Linda] I’d like an
amendment if I could. – [Carl] Okay, yes. For which one was it? – [Linda] Both. – [Carl] Okay. – [Linda] The minutes for
May 14th should mention that Mr. Colon’s motion to
place on the agenda for May 28th the early termination of
Mr. Russell’s contract, took everyone by surprise. And then on the minutes
for May 28th should not, so state that I mentioned
all his accomplishments but the fact that I stated the duties of any Volusia County Superintendent and also in my… Nothing was mentioned in my comments during that conversation. I would like those
comments to be somewhat put into the minutes that I
thought some board members acted unethically, stated the
financial irresponsibility of this motion and the irrational decision to make the motion just before the end of the 18, 19 school year. – [Carl] That’s… In terms of a motion, is
that what we’re doing here? Or is that someone’s opinion
of the minutes (talks). – [Man] Yes I guess it’s
in terms of a motion. I mean, as I understand what she’s saying, it’s not that that’s the board’s opinion but rather that she stated that to accurately reflect
what occurred if that’s. – [Carl] Well (talks) is still
awkward with the first one. His motion was unexpected,
is that what you said or? – [Linda] I said took everyone by surprise.
– Took everybody by surprise. – [Carl] Took everyone by surprise. I’m not sure if that’s– – [Linda] It wasn’t planned. – [Carl] No we know, but
you know what I mean, it wasn’t… The minutes just reflect
– Unexpected? – [Carl] Just reflect what
that there was a motion. I don’t think we ever get
into characterizing a motion, like it was surprise
or was not a surprise. I mean, I’m just saying
you have any thoughts on that Miss Wright? I mean, you’ve been. – [Ida] No I mean if she wants
that accurately reflected, I think she would have to send that probably to Connie
and (talks) and Persis rather than us trying to write it down because I think you read
something that you wanted. Are you saying what you had written? (talks) – [Linda] Yes and I did
send it to Connie Spire. – [Carl] Yeah. I think in my experience with minutes, it’s that if there was something
factual that wasn’t right in the minutes that we
need to correct dates or if something that I
said and it was reported that you said it, gotta
get the facts right. Not sure if we need to get into things other than reporting accurately what occurred at the meeting.
(talks) Now for something that you said and you felt like
– That’s the next one. – [Carl] It wasn’t reported by
– That’s the May 28th one. – [Carl] Yeah. – [Linda] But on the May
14th, maybe what I’m trying to get at is that usually
when we have a motion, it’s based on the recommendation
of the Superintendent. This was not based on the recommendation of the Superintendent. A motion was made from the floor. – [Carl] I can see that, it’s just that we’ve had motions at
the end of the meetings during our comment time– – [Linda] And maybe we
need to reflect that. – [Carl] And we don’t ever say
it was an unexpected motion or it was, you know what I’m saying? – [Linda] I do.
– I mean if we want, – [Carl] I’m okay with the part that you said because
you know what you said. – [Linda] Yes. – [Carl] And I don’t know, I can’t recall exactly
everything you said. Now on the part problem with
that part of it, it’s just. Yeah yeah Mr. Colon.
– I have a question – [Ruben] For Mr. Doran,
was my motion out of order? – [Ted] No, but– – [Ruben] Thank you. – [Linda] I didn’t mention that. – [Carl] So Miss Miss
Cuthbert, would it be… I mean, it’s up to the board
here I guess at this point. Yes, Miss Haynes. – [Jamie] Actually, if
you look at the minutes from May 14th and you go
to the section under 20.01, – [Carl] Yeah. – [Jamie] It does say in that section, I believe the second paragraph that Mr. Colon did make the motion. So it is in the minutes
that he made the motion. – [Carl] Yeah, I don’t,
well there is no (talks). – [Jamie] ‘Cause I thought you said that the minutes didn’t reflect the motion but they are reflected.
– (talks) reflect – [Linda] That the
Superintendent made the motion. Usually when we make motions,
that’s what usually happens. – [Ida] I’m not doing that here doing when we have our comments, we can actually (talks)
forth things to either place on the agenda, to either remove
from the agenda next time or to put on for a workshop. So where he actually made the
motion was the correct place for him to make the motion. – [Linda] I’m not objecting to that. – [Ida] Okay. – [Linda] It’s just that it was another radical motion to be made and there’s no mention of
the irregularity of it. – [Carl] Well that’s just.
– Was in order. – [Linda] I understand that. – [Carl] All right so Miss
Cuthbert just to move on here ’cause I don’t see support
for your first one. – [Linda] For the first one but for the second one.
– But can you tell me – [Carl] This that the other, were the other two on May 28th? – [Linda] May 28th. I did not state a list
of his accomplishments, he did that himself.
– Okay. – [Linda] I stated the duties of any Volusia County
School Superintendent I stated that some of the board
members acted unethically. I stated that it was
financial irresponsibility of this motion and it was
an irrational decision to make this motion just before the end of the 18, 19 school year. – [Ida] So under 4.01,
where it was written Mrs. Cuthbert’s spoken
support of Superintendent presented a long list
of his accomplishments since being appointed. – [Carl] Yeah. – [Ida] You wanted to
be interjected there, is that what you’re referencing? – [Linda] Yes because I did
not list his accomplishments. – [Ruben] And she wants that stricken. – [Carl] Then here’s what we’re gonna do. We’re going to move to approve the minutes of May 14th, okay? Do I have a motion to approve
the minutes of May 14th? – [Ruben] Motion to approve
the minutes as presented. – [Carl] Is there a second to approving the minutes of May 14th? – [Ida] Second the motion. – [Carl] Okay, all those
in favor of the motion signify by saying aye. – [Many] Aye. – [Carl] All those opposed? – [Linda] Aye. – [Carl] Okay and then can
we just postpone the approval of the minutes of May 28th? – [Man] Yes. – [Carl] Yes so we’re
gonna postpone the approval of the minutes of May 28th until we get– – [Man] We’re gonna bring
it back at the next meeting. – [Carl] Bring back the next
meeting so we can clarify all of this so we can move on. All right now moving on to item
number 2.01, agenda changes. – [Man] Yes. – [Carl] Mr. Superintendent? – [James] Yes, we do have three. I’m recommending the first
is to add an emergency item. On May 29th we were notified
by maintenance personnel of an HVAC failure at
Spruce Creek High School. After investigation, it was determined that chillers number one and two, which serve the media center and the adjacent 20 classrooms (talks) and are beyond repair. In order to be ready for
the start of school year, we must order the chillers
for the cost of $450000. I’m gonna recommend that
an emergency be declared to replace the chillers
at Spruce Creek High. – [Carl] Okay and is that an item that you’re gonna be presenting? (talks) Did you just-
– I just. – [Carl] You just did. – [James] I just did yes. – [Carl] You just did present it, okay? And two others? – [James] Yes, I do have a recommendation. I think everybody wants to celebrate and go out to dinner tonight. – [Carl] Yes. – [James] That’s here
tonight, they’ll never forget. So I would like to move
public participation after the approval of the agenda and then we go right into 18.01. – [Carl] Okay. – [James] Which is our personnel actions. – [Carl] Okay, so 18.01 would then follow approval of this agenda. And we can have public
comment on it as well okay. And was there one other one? – [James] That’s it.
– Or that is, is that it? – [James] Yes. – [Carl] Okay you have heard
the changes to the agenda. Do I have a motion to approve
the agenda as changed? – [Linda] Mr. Chairman,
– Yes. – [Linda] I move that we
approve the agenda as amended. – [Carl] Thank you. – [Ida] Second. – [Carl] Thank you, Miss Wright. Any discussion? All those in favor of the agenda changes please signify by saying aye. – [Many] Aye. – [Carl] Aye and those opposed, okay. So now we have an approved agenda. Our first item is going
to be which was 18.01. However, we can– – [Ida] Public participation. – [Carl] Yeah, but we gonna do problem our public participation yes and I want to say this is public participation on items that are not on the agenda. So this one can wait till five o’clock. All right, so now getting
back to what I was saying, we are going to have a board action item and are there any cards
on the action item 18.01? – [Jamie] You know what actually that it’s for anything not (talks). – [Carl] Yes it is
– So that (talks). – [Carl] No, this one doesn’t happen now. – [Jamie] All right, thank you. – [Carl] I know it’s very confusing but we’ll get it sorted out. All right, so now we will
invite Miss Dana Paige-Pender, our Chief Human Resources officer. To the moment we’ve all been waiting for here and good evening. – Good evening chairman
Persis, school board members, Superintendent Russell. This is one of the more anticipated
board meetings of the year. It gives me great pleasure to present the Superintendent’s
recommendations for administrative appointments. At this time, I would like to present the Superintendent’s
recommendations for assistant principal transfers. Kimberly Matthews from
Mainland High School to assistant principal to
ESE assistant principal at Mainland High School. William Smith from Campbell Middle School to assistant principal
at Mainland High School. Teresa Speidel from
Freedom Elementary School to assistant principal at
Horizon Elementary School. And Kimberly Williams from
Horizon Elementary School to assistant principal at
Sugar Mill Elementary School. – [Carl] Okay.
– The Superintendent – [James] Recommends approval of these administrative appointments. – [Carl] Thank you. You’ve heard the recommendation
from the Superintendent. Do I have a motion? – [Ruben] Motion to approve. – [Carl] Thank you, Mr. Colon. A second? – [Jamie] Second. – [Carl] Thank you Miss Haynes. All those in favor of the
motion signify by saying aye. – [All] Aye. – [Carl] Those opposed and
the transfers are approved. – [Linda] Are they here? Can they stand? – The transfers are not. – [Linda] Transfers are not. – But the appointments will be. – [Carl] Yeah. – Okay. (talks in background) Okay. (people talk in background) – [Carl] You may continue. – Thank you. At this time I would like to present the Superintendent’s recommendation for assistant principal appointments. And if each person could stand when I call their name, please. Mr. Kyle Briar from Teacher on Assignment at Turie T. Small Elementary School to assistant principal at
Campbell Middle School. Mr. Briar began his career with Volusia County Schools in 2009. Miss Sarah Callahan from
Teacher on Assignment at Ormond Beach Elementary School to assistant principal at
Ormond Beach Elementary School. Miss Callahan began her career with Volusia County Schools in 2012. Miss Melissa Cleveland
from Teacher on Assignment at Coronado Beach Elementary School to assistant principal of
Osceola Elementary School. Miss Cleveland began her career with Volusia County Schools in 2003. Miss Michele Duguay from
Teacher on Assignment at Port Orange Elementary School to assistant principal at
Port Orange Elementary School. Miss Duguay began her career with Volusia County Schools in 2002. Mr. Brian Eschen, Teacher on Assignment at Atlantic high school
to assistant principal at Atlantic High School. Mr. Eschen began his career with Volusia County Schools in 2008. Miss Candace Ezell, Teacher on Assignment at River Springs Middle School to assistant principal at
River Springs Middle School. Miss Ezell began her career with Volusia County Schools in 1993. Miss Kahlin Harper, Teacher on Assignment at Edith I. Starke Elementary School to assistant principal at
Sunrise Elementary School. Miss Harper began her career with Volusia County Schools in 2010. Mr. Nicholas King, Teacher on Assignment at Riverview Learning Center
to assistant principal at Southwestern Middle School. Mr. King began his career with Volusia County Schools in 2013. Miss Corey McCormack,
a Teacher on Assignment at Ortona Elementary School
to assistant principal at Read-Pattillo Elementary School. Miss McCormack began her career with Volusia County Schools in 2011. Miss Amy Richardson, Teacher on Assignment at Osceola Elementary School
to assistant principal at Spruce Creek Elementary School. Miss Richardson began her career with Volusia County Schools in 2009. Miss Kimberly Scaccia,
Teacher on Assignment at R.J. Longstreet Elementary School to assistant principal at R.J.
Longstreet Elementary School. Miss Scaccia began her career with Volusia County Schools in 2002. Mr. Kyle Schicker, teacher
at Pine Ridge High School to assistant principal at
Pine Ridge High School. Mr. Schicker began his career with Volusia County Schools in 2014. And Miss Lisa Sylvester,
Teacher on Assignment at Blue Lake Elementary
School to assistant principal at Pride Elementary School. Miss Sylvester began her career with Volusia County Schools in 1998. – [James] The Superintendent
recommends approval of these administrative appointments. – [Carl] Okay, do I have a motion? You’ve heard the
Superintendent’s recommendation. – [Jamie] I make a motion (talks) approve. – [Carl] Do you approve? Okay, do I have a second? – [Linda] Second.
– Thank you – [Carl] For Miss Cuthbert,
we’ve had a motion from Miss Haynes, second
from Miss Cuthbert. All those in favor of the
motion signify by saying aye. – [All Members] Aye. – [Carl] Those opposed, they are approved. (audience claps and cheers) Yeah. So we’re gonna take a three
minute break right now. We’d like for the new assistant principals to please step outside. We’re going to get a quick photo and then we’ll be right
back with everybody. Family members, family
members of the new APs, if you wanna leave as well
and you’ll have an opportunity to get a photo, we’ll do that
right outside on the steps. So this is only for new
APs and their families. (people chatter in the background) – [Man] Hey (talks). (people talk in the background) – [Man] Congratulations. – [Woman] Sorry not sorry. (people talk in background) – [Carl] We’re good. Okay, Miss Paige-Pender, you’re back. (people talk in background) – [Woman] All here. (talks) – [Woman] Yes, definitely. Yeah (talks) all the times. – [Woman] Perfect. – [Carl] Let’s go. Okay, we are back. And to our next round of
administrative appointments. – [Dana] I would like to present the Superintendent’s recommendations for the following assistant principals to enter the principal intern program. And if they are here, if
they could stand please. Eilene Ahr, currently
an assistant principal at Edith I. Starke Elementary School. Holly Bailey, Southwestern Middle School. Nicholas Fidance, Heritage Middle School. Laura Figueroa, Osteen Elementary School. Jennifer Holmgreen, Indian
River Elementary School. Dr. Melanie Johnson,
Tomoka Elementary School. Kristina Kania, Orange
City Elementary School. Jay Strother, Creekside Middle School. Paul Struska, Palm
Terrace Elementary School and Dr. Eidie Velez, Deltona High School. – [Carl] All right (talks). (audience applauds) Mr. Superintendent. – [James] The Superintendent
recommends approval of these administrative appointments. – [Carl] All right. (audience applauds) Okay, you’ve heard the recommendation. Do I have a motion? – [Ruben] Motion to approve. – [Carl] That was a motion by Mr. Colon, a second-
– Second. – By Miss Wright. Any discussion? All those in favor of the
motion, signify by saying yay. – [All Members] Yay. – [Carl] All those opposed. The yays have it, all right. (audience applauds) And any family members,
supporters of the interns, please go out the store. Interns if you’d get on the steps. Family members and
supporters go down the steps. Yeah we’ll take photographs. (people talk in background) All right, let’s reconvene and continue with Miss Dana Paige-Pender. – It gives me great pleasure to share the following Superintendent’s principal appointment recommendations. Miss Alicia Douglas, assistant principal at Pine Ridge High School
to the position of principal of Enterprise Elementary School. Miss Douglas began her career with Volusia County Schools in 2004. She has served in the position of teacher, Teacher on Assignment, principal intern and assistant principal. Miss Douglas received her master’s degree from the University of Phoenix and her bachelor’s degree
from Rollins college. Her certifications are in the areas of educational leadership
and elementary education Dr. Sharon Lavallee, assistant principal at Galaxy Middle School to
the position of principal at Louise S. Mcinnis Elementary. Dr. Lavallee began her career with Volusia County Schools in 1988. She has served in the position of teacher, Teacher on Assignment, principal intern and assistant principal. Dr. Lavallee received her doctorate and master’s degrees from
Nova Southeastern University and her bachelor’s degree from
the University of Florida. Her certification areas
are educational leadership and elementary education. And Mr. Lonnie Tidmarsh, principal intern at Pride Elementary School
to the position of principal at Timbercrest Elementary School. Mr. Tidmarsh began his career with Volusia County Schools in 2004. He has served in the position of teacher, principal intern and assistant principal. Mr. Tidmarsh received his master’s degree from Trident University International and his bachelor’s degree
from Stetson University. His certifications are in the areas of educational leadership,
elementary education and English speakers of other languages. – [Carl] Thank you, Mr. Superintendent? – [James] The Superintendent
recommends approval of these administrative appointments. – [Carl] Thank you. You’ve heard the recommendation
from the Superintendent. Do I have a motion? – [Jamie] I make a motion to approve. – [Carl] Thank you
– Second. – [Carl] Miss Haynes, the second from Miss Cuthbert.
– Second. – [Carl] Any discussion? Before we vote on this one now, we usually ask the principal, the new principals to say a few words. – Yes. – [Carl] So I’m wondering
if we should have them speak before we vote, yeah? Or do we vote and–
– So moved. Not to add more pressure but you know, depends how your speech goes up here (talks) no, I would not (talks) to do. I know right now you’re sweating bullets. We have a motion. Do you wanna say something? – [Ruben] So for
discussion I just wanna say that District Five made
out like a bandit today because I’m so excited
about these appointments. They’re all affecting my district and I am so happy for you guys. – [Carl] Yeah. – [Ruben] Thank you. – [Carl] And I am happy as well. So yes, we have a motion, we have a second and all those in favor
definitely signify by saying yay. – [All Members] Yay. – [Carl] And you have
approved as principals. (audience applauds) – We’d like to give an
opportunity for our new principals to say a few words. We’ll start with Miss Douglas and then we’ll have Dr. Lavallee and finally Mr. Tidmarsh. – Thank you. School board member, school
board chairman Persis, school board members and
Superintendent Russell, I would like to thank
you for this opportunity. Your ability to empower and guide are both greatly appreciated and evident in the collective success of the educators in this room today. I want to give honor to God for the discernment to love others unconditionally. I would like to thank my parents for teaching me that
everyone has a unique gift. No one is greater than another and that by being united, we are stronger no matter what present
condition someone may be in. They taught me to sow
into other people’s lives. Thank you to my loving daughters
for keeping me grounded and humble, teaching me their
current teenager language, how to read texting shortcuts, navigate on social media and
the latest fashion trends. You are my heartbeat
and a loving thank you to all my family and friends
who support me daily. To each of my principals, Alice Gonzalez, who told me that I probably should get into leadership if I was
gonna keep telling all of my colleagues what to do. Mr Maurier, who probably
still walks around with a little notepad listening intently and advising with a pure heart. To Dr. Rick Ange who taught
me to celebrate everyone. To Richard Myers who showed me that being visible, it truly matters. To Patricia Core, who taught
me the true meaning of support and how individual’s strengths build solid learning communities. I’m gonna go through the rest of this. Joining the Enterprise
Elementary community is a perfect fit for me. As a local resident of
Deltona, I am a strong believer that the help our parents and community members give is invaluable. It is my responsibility to
ensure that each student and their families along
with our school staff feel supported listened to, provided for, challenged and motivated. As my daughters transitioned throughout the Volusia
County School System, I watched how well versed our teachers are and observed the impact they made daily. It is through the same
commitment I have noticed at Enterprise that our school family will continue to flourish. We know that all students
deserve a great teacher, as well as all teachers
deserving a great leader. Thank you Mrs. McConnell
for being that leader. Knowing the high expectations and energy to get the job done, through
Mrs. McConnell’s leadership, I’m honored to continue your legacy. It is my pleasure to serve my hometown and continue leading Enterprise
Elementary to greatness. I’m making a commitment to
set the example and stage for students to grow,
learn and make a difference in their surroundings. Thank you for this opportunity. – [Carl] Thank you. (audience applauds) – Dr. Lavallee. – I’m so happy Miss Douglas went first. (people laugh) – [Carl] Yeah. – Good afternoon Chairman
Persis, school board members and Superintendent Russell. Thank you so much for the opportunity of being named principal
of Mcinnis Elementary. I am so excited and humbled. Thank you Mrs. Freeman,
Mrs. Roland, Miss Core and Mr. Russell for entrusting me with this new assignment. I’ve been blessed to work
with so many great people. My journey started in
Volusia County Schools over 30 years ago. I have had the unique
opportunity to have served at the elementary, middle
and high school level. I could not have done this without some of the most amazing mentors along the way. Dr. Mary Pat Kennedy, Marilyn
Travis, Mrs. Gill, thank you. Mr. Gary Marks, thank you for providing so many valuable experience as a leader and the importance of relationships. Carolyn Carbonell, you’ve mentored me, you’ve taught me to embrace
every moment with open arms. Dr. Todd Spurger, thank
you for guiding me. Mrs. Brandy Hogue, thank you
for your support and guidance. Patty Core, wow. You taught me about the big picture and it is the big picture
and every decision is based on what is best for students always. Karen Chenoweth, you set
the example of taking care of your people, all your
people big and small and the importance of always
taking time to listen. To the faculty and staff and administration at Galaxy,
I will miss you dearly. Sorry I’m so glad Miss
Douglas cried as well. My family has been my rock. I could not have been standing here actually sitting here
today without the support of my parents, Richard and June. They have encouraged and loved
me every moment of my life. They taught me that everything that I do will make an impact
somehow and in some way. They instilled in me to
love and respect all people. To my children, Alex and his
dear wife Britney who are here and my son Ryan, who is listening via livestream from out of
state, you are my heartbeat. Alex and Ryan, you are truly amazing men who’ve made me proud. I am blessed to be your mom. And Troy, thank you for
your support and your love through the thick and thin. You’ve made so many
friends, adults and students with all your volunteering and you’ve done it every school I’ve been. To the Mcinnis School community, I look forward to working with you all. I will embrace the traditions and commit to giving you my very best each day. I love what I do. I love that I’m in education
and I love that my next chapter will be at Mcinnis Elementary.
– Yes. – Thank you. – [Carl] Yes. (audience applauds) – And Mr. Tidmarsh. – I’ll try not to cry. Good afternoon Superintendent Russell, Chairman Persis, Vice Chairman Wright, school board members,
Mr. Colon, Miss Cuthbert, Miss Haynes and the VCS community. I am honored to be
appointed as a principal of Timbercrest Elementary. Thank you for your confidence in me. I would like to take a moment to recognize my beautiful bride Sandra and
my three amazing children, Avery, London and Easton. Well. – [Carl] Didn’t make it that far. – I’m blessed to have
such an amazing family that supports me with all my adventures not only as an educator, but
as a husband and a father. I love you and I thank
you for believing in me. Volusia County School system is an important part of my life. Not only am I a Volusia
County School graduate but both of my parents were teachers in Volusia County Schools. I learned from a very early age that all and I mean all my teachers
had my dad classroom extension on speed dial and were frequent
communication with him. And I can promise you
from personal experience that Volusia County Schools has
a tight network of teachers. Although I was an active student, I knew I wanted to be a
teacher at an early age. Some of my favorite memories as a child were going to DeLand High
School with my dad on ISE days. I remember watching
dad, my hero spend hours with his peers collaborating and creating learning
experiences that ensured that all of their students
would be successful in Algebra and then life. Lunch on these ISE days
included lots of laughs at Hamptons Drive-In with
my dad’s three best friends. Most importantly, lunch
ended with Mr. Stone sneaking me a bag of m&ms
when my dad wasn’t looking. These experiences have had a great impact on me as an instructional leader. As a principal at Timbercrest, my vision is to maintain the
collaborative environment that encourages shared responsibilities and opportunities for staff, students and the families of Timbercrest. Timbercrest is a school
that prioritizes the success of all students while creating a positive culture for all stakeholders. I am excited about continuing this work and building upon the tradition
of success at Timbercrest. I’d like to take this
opportunity to thank everyone within Volusia County Schools community who have supported me
throughout my career. I thank my Blue Lake family,
my Timbercrest family and my Pride family for your excellence. I’ve enjoyed learning and laughing with all these schools and faculties. A special thank you goes to
Linda Knowles, Brandy Hogue, Susan Tuten, Craig Zablo, Kimberly McKinney and Libby Johnson. These individuals have invested much time and effort into me as an
educator and as a person. Thank you to each of you for sharing your wisdom and knowledge. Miss Knowles, thank you for challenging and supporting me
through my entire career. Miss Hogue, I appreciate
your wisdom and guidance as I prepared for this opportunity. Miss Tuten, you were my first mentor and an integral part in building
my foundation as a leader. To this day, I often step
back and say to myself, Miss Tuten would say,
“Lonnie, less is more.” Mr. Zablo, although #theboys
never made it viral on Twitter, I will cherish our time together. Your positive approach to every situation has become the standard in
my leadership practices. Miss Johnson, your dedication
to building relationships and a positive school
culture is unmatched. Thank you for encouraging me to be myself and never allowing me to hold
back to just keep dancing. And last but not least, Miss McKinney. I just say thank you. You supported me as a
teacher for 10 years. You mentored me as an assistant principal, you trusted me as a
teacher of your sweet girl. You are the definition of
what I wanna be as a leader. Each of you have had a
positive impact on me and will have a special place in my heart. In closing, I’m excited
about the opportunity of the new challenge that awaits. On September’s 27th 2008
after I lost to Ole Miss, one of the greatest players of
all time in college football and the captain of my
least favorite college team made a public promise to
his family, team, and fans that will never be forgotten. In an excerpt of this
promise, Tim Tebow stated and I quote, “You will
never see any player “in the country play
as hard as I will play “for the rest of the season. “You will never see someone
push the rest of the team “as hard as I will push
everybody the rest of the season. “You will never see a team play harder “than we will the rest of the season.” As a captain and leader of
Timbercreek’s Elementary, Volusia County Schools I am
promising you great things in the 2019, 2020 school
year from my team. Thank you. – [Carl] Thank you. (audience applauds) Photo time again. – [Linda] We have to vote,
don’t we have to vote? Do we vote?
– We voted. (talks) – [Man] We’ve already voted. – [Linda] Okay just making sure. Just wanna make sure. – [Carl] Remember we
voted before the speech. – [Ruben] Right. – [Woman] I thank you sir. Yeah I thank you sir. (people talk in the background) – [Carl] (talks) cleared out. Just in case. Okay. – [James] No you got a
big piece out of the way. – [Carl] Yeah that’s huge. – [James] Yeah. – [Carl] Well we’ve
created some space (talks). – [James] Yeah we did. – [Carl] So now we are on the consent. – [James] Yes we are. – [Carl] All right. – [James] Public (talks) 301 that. – [Carl] Now.
– We are here. – [Carl] Recalculations. That’s the presentation. – [James] Right. – [Carl] That’s gonna come
under your presentation. – [James] Hold on, hold on. It’s 19.01 presentations. – [Carl] Okay. – [James] I will-
– I see it, I see it. – [James] I won’t have (talks). – [Carl] Got it, okay. All right, we are back once again and that was certainly
very exciting for all of those people getting those promotions and glad that we were
able to recognize them and their families were so proud so that’s a very cool thing. All right now we are back to our agenda and we’re up to removal of
items from the consent agenda and we don’t have any public participation on the consent agenda. So are there any items we need to take off the consent
agenda, Mr. Superintendent? – [James] No sir. – [Carl] No. Any members from board item
from the board to remove items? – [Ruben] So moved. – [Carl] And the second? – [Ida] Second. – [Carl] And a second from Miss Wright. You’ve had a motion and a second. Any further discussion? All those in favor of the
motion signify by saying aye. – [All Members] Aye. – [Carl] And opposed
and the motion carries. So we have approved the consent agenda. Item 15.01– – [Ruben] Mr. Chair. – [Carl] Yes, I’m sorry.
– I did have a question. – [Carl] Yes. – [Ruben] On one of the
consent agenda items we were increasing the rate
of the fees for the food. – [Linda] For adult lunches. – [Ruben] For adult lunches
for school way cafe. And I asked a question of Mr. Akin, because obviously that
affects our teachers and it is my understanding
that it is something that we have to do due
to federal requirements. So if we could just
have that clarification because again, I asked a question, how could we be going
up even if it’s 25 cents and I understand that it’s something that’s outside of our control. – [Carl] Fair enough. Mr. Akin? – Yeah, Greg Akin,
Chief Operating Officer, Mr. Persis, board members, Mr. Russell. Mr. Colon to answer your question, there’s 7 CFR 210.14F
actually spells it out that every year after FTE counts
both October and February, we are to look at reimbursable meals and non-programmable meals and take the average of those and see what the costs
associated with that would be and that average would tell
us where we need to be. By regulation, Department
of Ag requires us to adjust our non programmable meals, which would be our adult
meals based on that average. So we are required to go up by 25 cents and we review that annually. – [Ruben] Great, thank you. – Okay. – [Carl] Thank you, Mr. Akin
and we are now on to 15.01. – [Man] Yes, sir, thank you Mr. Chair. 2019 from 8:00 a.m to 12 noon, at the gymnasium at Mainland High School. We will be hiring for the
trades, school way cafe, bus operators and attendants
and extended day employees. Our school board workshop work session will be Monday, June 17, 2019 at 1:00 p.m in this board room at the
DeLand administrative complex. Following that meeting, there will be a school board meeting Monday, June 17, 2019 at 3:30 p.m in the boardroom at the
DeLand administrative complex. There will be a school board workshop Tuesday, June 18, 2019 at 8:30 a.m in this boardroom at the
DeLand administrative complex, followed by a special school board meeting Tuesday, June 18, 2019 at 2:00 p.m in the boardroom at the
DeLand administrative complex. We will have another support job fair Thursday, June 20, 2019 from 8:00 a.m to noon in the gymnasium
at Deltona High School. We will be hiring for the
trades, school way cafe, bus operators and attendants
and extended day employees. Our next regular school board meeting will be Tuesday, June 25, 2019 at 5:30 p.m in this boardroom at the
DeLand administrative complex. That concludes my announcements. – [Carl] Thank you sir. And Mr. Superintendent, do you have any
presentations this evening? – [James] I think what
we had a few minutes ago that was a presentation (talks). – [Carl] Those were the
best, that’s for sure. All right it’s not five o’clock. So we’ll just continue to move on. We’ve already had those
administrative appointments. So the next item on the
agenda is a presentation from looks like Miss Rachel Hazel and Dr. Amy Hall coming forward. (talks) And maybe more. So if you all would be kind
enough before you speak to introduce yourselves
and give your title. And then we are on item 19.01, EOC ,End-of-Course recalculations. – Good evening, the time of day right now. Good evening Chairman Persis, Superintendent Russell and board members. I am joined by Jennifer Hoag, Assistant Director of Technology Services, Eric Holland, Assistant Director of Testing and Accountability
and Dr. Amy Hall, the Coordinator of Student
and Government Relations. And I’m Rachel Hazel, Interim
Chief Academic Officer and we are going to
present to you the results of some committee work and
we’ll give you the history of that work and then go into what the committee’s recommendations are and look to the board for direction. – [Carl] Yes and before you
all get started on this, I want to inform the board that we do have some
public comment on this item and we will take that
public comment right after they’re finished before we vote
and start to talk about it. So who is going first? – I am. Good evening, my name is Dr. Amy Hall, I’m your coordinator for Student
and Government Relations. Sorry, normally I have a pretty big voice. I just wanna provide you
with a little history in our EOCs which stand
for End-of-Course exams. The state of Florida back in 2010-2011, made some changes and
basically what they said is any student that takes Algebra 1, the course Algebra 1, Algebra 1 Honors, Algebra 1b which all
are the Algebra course, Geometry, US History, Biology and Civics in our middle school classes Will take an end of course exam that is worth 30% of
their overall final grade. Unfortunately, the Department of Education did not provide us a lot
of guidance or instruction on how we should incorporate
this into our calculations for End-of-Course for our exams. So we convened a committee together, folks that unfortunately have retired and one that is retiring soon and so we are losing some of that history. Jennifer’s the last one
on a part of that group but that committee convened together and what we did is they looked at what would be the best way for us to… You can go ahead and progress. To calculate those grades
in our End-of-Course exam and those final grades. So based on the
committee’s recommendation, they did a level five as an A, a level four as a B, a level three as a C, a level two as a D and a level
one was an F at that time. In addition, a decision
was made to calculate those courses based on
a full-year collection. Many of our high school and middle school or many of our high school courses are calculated on a semester collection but the research of that
committee made a determination that it was in the best interest
of students to calculate it on the full-year collection. So that kind of gives you
a little bit of history of how we got to where we are. So if you fast forward about seven years to 2018, a new committee was convened to relook at those calculations. So some additional information
was brought forward and Mr. Russell asked for a committee to convene and look at that information and to talk with other districts
and make a determination of do we still feel that this is in the best interest of our students? Is there any other additional information that we could use to make some changes? So again, another committee
based of district folks including myself, Mr.
Holland, Jennifer Hoag, some teachers, some parents. So we brought this committee together and we made a recommendation
from this committee that we are going to change our levels. So our scoring so now currently, level four and five equals an A, level three is a B, level two is a C and level one is a D. You’ll notice that there is no Fs. So we did those recalculations, we made a decision as a committee, we brought it forward to the board. You all agreed and we made a decision to go ahead and make those
changes as of July one. One of the big decisions we made is that we made a decision
to go retroactive back. So let me make sure everyone
understand what that means. We changed the policy which
we felt needed to be changed. That was a committee recommendation. We brought that forward and you agreed. We then brought forward
a second recommendation to make a retroactive
decision, meaning any student that was still currently
enrolled with us as of July one, since we’re using a new formula, we will go back and
implement that new formula. And at first it sounded like a great idea. We were gonna go ahead and implement this. For the most part, this benefits students. We were gonna try to
hold harmless any student that this negatively impacted them. So we made those changes. Here’s what we didn’t see. We did not see the
ramifications of that decision and in retrospect, this
was truly a wrong decision. It did change GPAs. So we saw students go up
and we saw students go down. We did try to hold them harmless so we did not make that
change for those students but that is that we had to ask ourselves is that fair and equitable? We made a policy change
and we were not following through on the entire policy. We were working that policy work fit. We saw ranking class changes. So students who thought
they were in first, second, third, 15th place, all of a sudden there were changes there. We saw duplicate credits and that was an area we did
not take into consideration. So now I am a student who I thought I had failed this course,
under this new system, all of a sudden I had passed it but I had already retaken the class so now I have duplicate credits which actually brought down GPAs because you’re dividing
by a bigger denominator so you have more classes that you took. So we saw that. We had transcript issues and this was one that I got called on the carpet
myself from a university. We send up to the state
every year beginning with our ninth graders, their transcripts. So every ninth grader’s transcript gets sent to the state, every 10th grade and what was happening
is they were not jiving, they were not matching. So we were getting phone calls saying, “Well your transcript says
this in you know, 2015 “but now here we are in 2018, “it says something completely different.” We had an issue where we sent
a transcript to a university and for pre-admissions, for them to give a
consideration for students and then when we sent
that final transmission, that final transcript, it got kicked back and the university questioned the validity of our transcript
because it did not match. So where a student had a B
in say US history course, now all of a sudden he had an A. I want you to think about what’s
been going on in the media with and I hate to throw
out people’s names, Felicity Hoffman who was a an actress and all the drama that’s surrounding the changing of transcripts
and buying opportunities to get into universities. We have had phone calls from universities questioning the validity
of our transcripts and asking for school board
policy that made that change. So those were things
we didn’t think about. We had Bright Future issues
and we had FTE issues. So these are all things in retrospect that we did not see coming
until we made this decision to go retroactive backwards. So that kinda gives you
a little bit of history as to what we have done in the past. – Hello, Eric Holland, Assistant Director of Digital
learning and Assessment. So I just wanted to quickly go over the EOC formula as it is currently and then the state suggested formula. So currently what we
do is a quarter based, so every quarter, quarter one, two, three, four gets a grade. So you could, if you get an A, you’re gonna get a four in that quarter and it’s gonna be a four
plus four plus four plus four and that’s multiplied by 70% .7 and then your EOC score is gonna be the same type of
thing one, two, three, four multiplied by .3 and they’re
gonna be added together and then created a score. The state’s suggested formula
is a little bit different. So rather than do quarter,
quarter, quarter, quarter it’s gonna do semester
one and semester two and multiply it by .35 and .35. So it’s the same 70, 30% it just changes the way
that the rounding happens. So in the formula that we currently use, every quarter gets a whole number and then that is multiplied. Where in the semester,
there’s some rounding between possibly quarter
one and quarter two. So a student who would have gotten an A, B in quarter one and quarter two, in a semester model that’s, you know, would receive
an A for that semester. Whereas in our current formula, they’re treated as an A or a B. So when we ran the the comparison between that recommended formula and what we currently do,
the majority of the students, about 85% of them, there’s no change, there’s no overall impact on the students. There is almost 14% that
actually have an increase if we run that model and
about one and a half percent where there’s actually a decrease. So where our model actually produces a slightly higher score. Of those 36 different permutations that lower kids’ score
(talks) 20 out of those 36 actually takes a kid from a D to an F. So where our model gave that student a D, under this new model, there will be some negative
ramifications on there. – Good evening Chairman Persis, members of the board and
Superintendent Russell, my name is Jennifer Hoag,
I think you all know me. – [Carl] We do. – (talks) I know. Assistant Director in Technology Services and Innovation for the next 10 days. (talks) Actually Amy did a very
good job talking about the ramifications associated
with going retroactive with any type of major change such as this and I’m just gonna kinda touch on a few things that she said. I might not necessarily
go through all the slides but keep in mind back and
when we made the decision, when the state did come forward
with this new legislation, as Amy mentioned, we
didn’t have much guidelines and unfortunately the
state does that quite often with school districts and it makes… Honestly, it makes every
single district have to do their own interpretation of
the law and their own rules and so on and so forth. So we have half of the
state doing it our way meaning calculating on the full year and the other half probably
doing at the semester. So it’s a split, you
know, I don’t know 50-50 but it’s around that bit
because of the fact that we didn’t have the rules out there. So therefore, once we decided back in the day back in 2010, 11. We did it based on the record keeping meaning it was much
easier to do a full year semester calculation and have
a final average at the end, because we are such a highly
mobile school district. So what was happening is we would might lose some kids at the semester time. If we lost the kids at the semester time, we can’t award a credit
at that semester time, simply because the student
has not completed the course and we cannot add the
30% of their exam grade because we don’t even have
EOC results as it is today. So that was gonna mean a
little bit complication as far as keeping track of the record, keeping the course in escrow and so on. So that was kind of
another thought process that we went forward with in determining to do it the full year. The next thing that I did want to touch on and Amy touched on it as well is the FTE. As you know, we actually
submit FTE records for funding during survey two and survey three, one is in October and
the other is in February. At that time, we always
sent every single student and course that meet the
11-day membership with… There’s two types of funding right now. We have what we call seat-based funding and we also have virtual course funding. The virtual course is a much different than a student sitting in their classroom earning the FTE dollars. What happens with the virtual is virtual we have to transmit again
in a separate survey in June in order to get the
funding for those courses because if a student fails the course, there’s no money to be had with that. So that’s another reason
that we waited until the end and that’s also another reason
why we really don’t feel that the retroactive would be beneficial to anybody at this point in the game. And then of course, you
know, Amy also mentioned some of the ethical concerns. The ethical concerns is we have
a academic record right now that we would be altering. There are so many different
educational entities that have these educational
records on their students and to be able to have to go
back and justify those records and why they were changed,
it’s gonna be quite cumbersome, I believe and I wouldn’t
recommend that either. And the other thing is, when we talk about
transcript considerations, of course what Amy also mentioned. Amy took on my thunder actually. – Sorry. – I was thinking, “Okay, maybe
I don’t need to be up here.” – We do. – Because we had the GPA concerns, we had the ranking class,
we have the SUS concerns, we also have Bright Futures. So there is so much to be considered when you’re altering a student’s record, when you’re going back. Typically, when you put
in a policy in place and just like when you
approve school board policy, we never typically
retroactivate those policies. We never go back and say, “Okay, we’re starting the policy today “but it also impacts.” It’s always today and thereafter. So that’s another concern that we have and we feel that we should
not go back in time, not change what has already been awarded especially final average
grades and so on and so forth. And then the last thing of course, we have two veteran programmers that would have to be
making these changes. There’s hundreds of
programs, believe it or not, that would have to be altered
to go back in retroactive because now you’re gonna
take a full year complement of grades and you’re
gonna split it into two and then you’re gonna have to do the final averaging based on that. So we approximate leave,
say that it’s gonna be about 200 man hours to do that
job if we chose to do that. And what that would
mean is it’s five weeks of two very dedicated individuals having to make those changes. And it’s not only making them right now, it’s the fact that we would
have to make them in our old, our current system,
our CrossPointe system. We’ve already done all the data migration to Focus at this point in the game. We’ve also started our
scheduling process as well but we would have to migrate
the information in Focus, I’m sorry in CrossPointe and do the different
migration to get it into focus in the way in which we’re recalculating. So with that, I believe that will really
really cause a huge risk for SIS. It would delay it quite significantly, I would think probably about five weeks and you can’t start something five weeks into the school year. So with our recommendation, I would not, absolutely would not recommend
going retroactive on this. That’s not I shouldn’t
recommend, I suggest. – All right, so as a recap and then any questions that you have. This was not an easy process
at all for any of us. We the members, I will tell you that even with on the committee, there’s not a hundred percent agreement with retroactive or going back. This, what we’re presenting today is actually a part two
of what the committee was originally convened
for the point system that we showed in the beginning. That decision was made, that decision was
implemented and retroactive. As a result of that, then we
began discussing this formula and again, while the
committee unanimously agrees that there was a shift to the semester calculation should happen and maybe that wasn’t
even completely unanimous, the retroactivity is where what the decision that
we’ve struggled with. The recommendation is to shift
to the semester calculation beginning with any EOC
taken during the spring of 2020 test administration
and thereafter. – [Carl] Okay, do you have any
more comments either of you? A few, I would just take a seat. We have some public comment
and then we can invite, we’ll invite you back and then
the board can ask questions, and we’ll continue to
have this discussion. All right so we’re in public comment time about this one item only and I have a card here from Kim Short. Miss Short? – [Man] Mr. Williams. – [Carl] Good afternoon. – Good afternoon. I’m actually here tonight
on behalf of myself and Mr. Tyndall that that’s somebody that I think we owe a lot to when it comes to this whole conversation. I know many of you have
received information from him in the past. This has been going on
for a couple of years. I don’t think the parents in this county will ever understand
the debt that we owe him for changing this but I had said to him that if he wanted to
put some words together because he’s on vacation, I’d be happy to read the letter for him. So here it goes. Mr. Russell, Chairman Persis
and school board members, I am on vacation with my family or I would be in attendance tonight. I would first like to thank Mr. Persis for getting the EOC grade recalculation discussion
on tonight’s agenda. As you are all well aware, I have been asking district leadership to change the VCS method for
calculating FSA EOC grades for over two years now. I am thrilled the district
staff has finally agreed that changing the punitive VCS
method of calculating grades to the Florida DoE recommended algorithm is best for our students. District staff members
are going to suggest it would be what best to wait another year to make necessary changes. This would put students that
have already taken FSA EOCs in Volusia County at an
even greater disadvantage. Many of our students will have lower GPAs than students from other
districts throughout Florida. They will also have lower
grades than students they are sitting next to
at graduation, even if they have the same exact
class grades and EOC scores. When district staff tells
you they did the wrong thing by going in last year to
make retroactive changes, ask them how many student
grades were improved. The answer is over 2000. When they share all of the reasons they now are using for
how retroactive changes could hurt students this summer, ask them how many students
in seventh through 12th grade have had their GPAs lowered
because of the faulty formula they have been insisting on using. The answer is somewhere
between 2000 and 5000. Moving forward, the best
way to help students is to make retroactive
changes for students that would be positively affected while holding all other students harmless. This will be easy to
do for anyone concerned with doing what is right for students. It is completely legal and ethical as district staff did it last summer. In closing, please remember
it doesn’t matter who is right when we focus on doing what
is right for our students. Thank you, David Tyndall. I would just like to say that as somebody who also sat on the committee, please keep in mind that
our final committee meeting was on December 18th, December 18th. I want that just to sit there and simmer in your mind for a little while because not only has this
been going on for a long time but this decision was handed over and that would have left it plenty of time for the man hours to
get this accomplished. Not to mention the fact that
I as well offered my services and I would say I’m a little dedicated. So we could have gotten
this done by now, thank you. – [Carl] Thank you, thank you Miss Short. Are there any other
cards on this one item? No. So then we’re closing
the public participation and it’s back to board. Back to the board and Miss
Hazel if you wanna just just to have somebody here. If (talks) and who would like to start the discussion, Miss Haynes. – [Jamie] Thank you. So what I’d like to ask first is when did the state release their formula for how they recommended
to do the calculations? – Was probably back in 2011. It wasn’t a recommendation. It was a suggestion of
formulas that you could use. There was a state suggested formula but there was not one that said
that you must use this one. – [Jamie] Okay, so at the time that we started calculating
the EOCs at 30%, the state made a suggestion
of what the formula would be. And so at that time, we chose not to follow
the state suggestion and we created our own formula? – That’s not true. – No, that’s not true. – I’ll let you go ahead. – [Carl] Okay. – That was not in a
technical assistance paper whatsoever back then. It came out later, probably
came out five years later because school districts
kept asking about it. And when they asked about it,
then they would put a little, they had a little technical assistance. It’s really not a technical assistance, it’s a question and answer type of thing and even if you call it
up to the state today and ask them what they prefer, they’ll tell you that this
is what we have in our manual but each and every district
does something different, whether it’s full year
or whether it’s semester. – [Jamie] Okay, so in
2011, when we had to start to calculating the EOCs at 30%, there was no suggestion at
all then from the state. – Not at that point,
not the very beginning. – [Jamie] And so you’re
saying five years later, it wasn’t until 2016.
– It was about. – It was about that time. – [Jamie] So in 2016, the state
came out with a suggestion, a suggested formula to
do semesters and the EOC. – They put it (talks) together
a question and answer guide. – [Jamie] Okay. So where I’m confused at right now is and granted I was not sitting in this seat when you guys made the decision to go retroactive as of July first, 2018, which was a year ago. So a decision was made to move from the quarters to
the semesters formula? No?
– No. – A decision was made at
the last board meeting in July of 2018 or around about that time to change the levels,
the scoring of the level. So I’m gonna ask Rachel to go back. So we had this level system
where a five was an A, a four was a B, a three was a C, a two was a D and a one was an F. So we changed that, we went ahead and and this was at Mr. Tyndall’s request that a committee be convened and Mr. Russell went ahead
and move forward with that and we looked at formulas across the state and what they did in
terms of their levels. And based on the research
and the input from the team, we came up with the new level system which is what we currently have. A five and a four is an A, we have no Fs. And so when we made that decision, the board said yes to that decision. The board also said yes
to a retroactive move. That is the decision, that was a nothing about the formula itself. – And that was what I was
trying to make clear at the end because I didn’t think we
were very clear about that. There were actually two
results of the committee. The first result was this. This formula, this using this point system was the original intent of the committee and as a result of that, there was further conversation
about our formula. So the committee formed
a smaller committee reconvene to look at the formula. – [Jamie] Okay, then let
me make sure I understand. So we came up with our own point system ’cause did the state give
a recommended point system? Okay.
– No they did not. – In every district now
if you look out there and you can go on their websites, everybody does something different. – [Jamie] Okay. So we had the first point
system over a year ago, we decided to change it to
the second point system. We are using quarterly grades along with the EOC to determine what their final– – We’re actually using the full year so the final average of the full year, for four quarters.
– Four quarters. – [Jamie] We’re not doing two semesters. – No. – [Jamie] So there’s been no change to move to two semesters? – Not at this point. That’s what the recommendation is tonight. – [Jamie] Okay. But prior to July first of last year, we went ahead and approved
to change the point system and then we made a second approval to do a retroactive piece. So did we retro everybody this year or did we not retro them
after we made this decision? – We retroed everyone as of July one and that was when I talked
about the ramifications of that retro, once we did
it, we saw the domino effect and that’s when we realized and I was a big proponent for it. We were on opposite sides of this. I was a huge proponent
for going retroactive back because I saw the number of students it was gonna positively impact. However, what I didn’t see is what was coming right behind the tree which was a big mac bus and
there were so many changes that we didn’t see that were going to… That negatively affected our students in terms of their transcript and so forth. – [Jamie] So knowing that
we sent up transcripts to the state no, I understand that piece. So we didn’t think that whole part out. So what have we done this
year since July first of last year to now June 11th, what has happened with
the students this year as they’ve sat in these courses and I know we don’t have
their EOC test grade yet but they’ve sat and taken the test. So what have we done with
the students this year? What’s the formula and
what’s the point system? – So the level, your
system that you voted on or the board at the time voted on is the five and a four
is an A, three, two, one, that has not changed, that is in our student progression plan and we’re not making a
recommendation to change that. The grade overall is calculated
as a year collection. So
– Four quarters. – The four so when you
average out all those four to a final grade, that’s
how we’re collecting it. That has not changed. Now, out of that committee that was tasked to make changes in the level,
through our conversations, we realized, “Hey, we should
look at the formula as well.” So then a new committee,
a smaller committee ensued and we started looking at the formulas and we did a lot of comparisons
with other districts and we and you’ll see
there are some districts that don’t have, they do a formula that’s completely different than the two that’s on the screen. There hasn’t been a
direct, I guess directive from the state that
says you must use this. So in our research, we
realized when you go back to what Eric was showing in the, if you scroll the next slide, please. When we looked at the permutations under the new suggested formula, which takes it to semesters, we realized that it does impact positively over 344 permutations, I can’t tell you how many students that would affect but I can tell you that’s 344. So when you look at the numbers, overall 2100 permutations stayed the same, it didn’t affect them. 344 change, 36 went down. So we realized, just from
a numbers point of view, the semester formula makes sense. So I don’t think any of us are necessarily arguing that too much. I think you’re going to find
there’s not a perfect formula. No matter how you look at
it, there’ll be students that are negatively impacted and there are students
positively impacted. My concern as and I’m gonna give it to you as a professional at school counseling and as far as our academic
advising for post secondary, making a retroactive change
and changing transcripts had bigger ramifications
than I think we realized and to do it again, I
would be misadvising you if I told you I thought
it was a good decision. – [Jamie] So my next and thank you. So my next part of the question is, we start sending up transcripts starting in ninth grade to the state but yet we have students
that are taking some of these courses as early as
seventh and eighth grade. So and it’s… I’ve had one or two students share with me what happened to them based on taking it in seventh or eighth grade and how using what we had negatively impacted them. So, you know, I want students to have their best foot forward and I’m a little like I said, I wasn’t here last year but
I’m a little disappointed in just the timeframe that this like, it appears there’s been a lot of meetings and a lot of discussion and all that. But this has taken a long time. And we still haven’t made a decision and we’re still playing
with kids’ lives, okay? – I can only address
it from this standpoint because I’ll agree with you, we’ve been talking about
this for a long time. I’ve been there in all of
the meetings talking about it and I will tell you, it took an extremely long
time to get consensus. It took a… And we’re still not there. We’re still not at consensus and I think one of the things is, this is not a complete when. The decisions that are easier that get pushed through more quickly. Miss Short was right when she said our last meeting was December the 18th. As a committee, that is
when the last meeting was. In the meantime, we’ve
presented at cabinet, we’ve done as many calculations
as possible to make sure that we know exactly how many
students we may be affecting and you can see from this
slide we still don’t know how exactly how it’s going to affect but we know that there will be
students negatively impacted and that’s when the decision making becomes extremely difficult when you know someone is going to be
negatively impacted. So I would agree with that statement. – [Jamie] So, you know Jennifer I have the utmost respect for you but my only thing and
I heard what you said about it taking five weeks with two dedicated
individuals to make changes. And going back to what I
said a few minutes ago, we are holding children’s
lives and making decisions on what their GPA will look like which could make the difference between them getting a scholarship, not getting the scholarship, you know, where their ranking is. I don’t know what formula
Seminole County uses but say Seminole County is
using the semester formula, then there’s 10 kids
sitting in Seminole County that may take away from
10 of our own students and so I hear about the manual labor piece but we’re all here for kids. – Absolutely we are. – [Jamie] So if we’re
gonna have to put forth some manual labor because we’ve gotta do what’s right for kids,
then we’re gonna have to put forth that manual labor and I do, I have the
utmost respect for you and your team and you
guys work really hard and I know that and I’ve
seen evidence of it for years but I’m back to this has just
been going on for a long time and we are, we’re just
dangling kids out there without coming down to and I don’t wanna hurt
a single student, okay? But at the same time, even looking… And I’m having a hard time understanding how it is hurting somebody
because when you look at the fact that you’ve now gone to a level four or five gets you the A and that’s, okay that’s
much better like (talks)– – But that’s not. And I agree, you’re absolutely right. The level system made a hundred percent. We knew that was the right decision but that decision is with me, what we’re looking at is the formula. Do you want to do a year long collection? Or do you wanna do semester collection? That’s really the question and if we go to semester collection, you’re going to affect 36 permutations. So let me explain what that means. You can have an A the first nine weeks, an A the second nine weeks, a B the third nine weeks,
a B the fourth nine weeks but then you might have an A, B, A, B, or a B, C, D, B, D, C,
C, B like you have to go through all those different formulas to get the permutations. We know that if we switch to the semester, you’re gonna see those of the changes from semester to full year 2100 ’cause there are 2500 permutations, whether you go semester or year long. 2100 will remain the
same, it doesn’t matter if you use semester or year the formula, don’t look at levels. That’s a done decision unless
you wanna go back to that which I wouldn’t recommend. If you–
– And it was retroactive. – If you look at the formula, 2100 permutations will not change whether you have a year long or semester. If you go to the semester,
which is our recommendation, not a committee consensus
but our recommendation, you’re gonna see 344
permutations that improve. You’re gonna see 36
permutations that decrease. So we do see an improvement, about a 13% of the permutations improve. So the question to you will be, do you wanna be semester or year long? That’s your first answer. And do you wanna make it date certain as of this date, July one, or in our recommendation
is spring EOC courses that’s when our next round of EOCs will come in is in the spring. So that would be our recommendation. Or do you want it to be retroactive back meaning anybody as of
today that’s enrolled in Volusia County Schools,
we’re gonna go back and reprogram and use
the new semester average which we can do. It will take time. It may delay some things
but there are ramifications that you need to consider that will change kids’ GPAs, that okay? Positive and negative. That’ll change their ranking
class positive and negative. Their transcripts will not be the same. We will have to answer to universities as to why which we can do
which we have done so far. We will have Bright Futures so kids that were eligible for
Bright Futures may not be but kids that weren’t eligible maybe. And we will have FTE issues. We will have duplicate credit issues which means their GPA could go down. Got that when you have duplicate credits you divide by more of the denominator so it’ll actually bring your GPA down. So there are cons to
going retroactive back. There are pros too. Yes it helps lots of students. Yes their GPAs will increase. Yes, all these yeses but
there are bad things too. So you have to outweigh so you’re really your decision is year long semester started at specific dates
spring of 2019, 2020. – 2020. – Or go to as of today go retro back? Your levels are you’ve
already made that decision or a board made that decision. If you would like for us to
go back and revisit that, we certainly can but I
wouldn’t recommend that. I feel like it’s a good sound suggestion. – [Jamie] So when we made
the levels and changed those and made them retroactive,
that already caused problems. – That caused a lot of problems. A lot, a lot more than I ever thought. – [Jamie] Okay, so but
we retroed everybody. – We did it. – [Jamie] And we’re
continuing with those levels so everybody’s gonna be
under the new levels. – Correct, yep. It’s in our student progression plan. (talks) – [Jamie] But we left the formula. – So that happened all in June, July. That was when our committee
ended like June of 2018. We realized in the
discussion of that committee we probably should look at formulas too, let’s convene a smaller committee. And so that committee met
in the fall of this year and through December and we came with the suggestion from that committee. Because we would never do something in the middle of the year, we knew we had some time
to do a lot more research because we had a very conflicted team. And so that’s what we did. This is not a decision
that we should take lightly and I realized that with the last change. I saw the big picture,
I saw the positives. I didn’t take a further
enough step backwards to see the huge impact. Now I’ve been privy to that and now I’m a little more hesitant. And when I say I, I mean our team. So I want you to understand there are pros and cons no
matter what way you look. – [Jamie] So if you’re recommending now not till next spring of 2020. – You would go into this
year’s student progression plan which will come in, you
should get it in August so it’ll be for this school year but our EOCs are at
the end of the year so. – [Jamie] So your recommendation or what you’re bringing forward tonight is keep the new levels, start the new formula using the semester versus the quarter for the kids as they come in this fall, not to retro anyone’s formula. And it will be next year, next spring when they take the EOC
that we’ll actually see for the first time what it looks like. – Correct. – [Jamie] And so when you had
your last meeting in December, if you don’t mind sharing, how did the committee feel about that? – The committee felt I think it was there’s maybe seven or eight
of us in the committee. I think it was seven to one that did not wanna go to the new formula. And I would say there were two that wanted it to go retroactive back. I’d have to go back and look at how many were on the committee that day, I would say seven-ish Jennifer. (talks) Probably seven of us in there that day. So I would say of the seven, six wanted to move to the semester. And of the seven, two wanted
to go retroactive back and the five did not but
had concerns, had concerns. – And I believe Amy spoke
to this a little bit ago about there’s really not a good formula. – There isn’t. – Meaning either way you
go, someone’s gonna get hurt and someone’s gonna
get better so to speak, you know you’re gonna see
improvements in some area. I think in the semester,
the upper level students are gonna see it the most
and the lower level students are gonna see some decrease in their GPA. And I do wanna add one other thing about the ramifications to the retroactive and that’s FEFP, FEFP funding. We were extremely lucky. We just went through an
audit this school year that we didn’t get tagged on this because I’m sure which
altered some students records that were up at the state level, that when they came down here, they could have looked at
what we submitted to the state and what our local SIS shows and we would have gotten
written up for that, we would have also gotten
funding taken away for that but we were very fortunate
that that didn’t happen. – I did seek clarification from DoE and gave them the issue
and the information they provided me is, this
is what they told me. They said anytime we start a new policy we start it with a cohort or date certain. Typically they go by cohort. So that would mean a ninth grade, incoming ninth grade class
which some people felt like maybe that was the way to go, start with an incoming ninth grade class but then others felt like
“Well, you’re saying it’s wrong and what about the 10th,
11th, 12th graders?” That didn’t seem right. So the recommendation from the state when they do a change, a policy change like graduation requirements
or something like that. It’s typically cohort. If not, it’s date certain. You, I’ll give you an example. The other day I got a speeding ticket which is not new to me. – No it’s not. – And the speed limit in that
area was 55 miles an hour but recently, it was dropped to 45. I’m sorry, it was increased. So I got the ticket at 55
’cause I was going over but even though they increase it, I don’t get to go back and say give me my money
back for my ticket. It was a date certain. This was a change and I’m sorry this was our policy at
the time and that’s kinda where we are with our
student progression policy. We have a student progression plan and that is something you vote on, you guys will get that
back in the fall in August and that’s really the way we do business. It’s our Bible. So this would go against
what we have in policy. So to go retroactive back does go against what we have in policy in
our student progression plan. – [Carl] Miss Haynes, if you just, you just, okay.
– Comment. – [Carl] And then I’ll get back to you but I wanna give each
member a chance to weigh in and Mr. Colon, I saw his hand and then I’ll go to Miss
Wright and then (talks) okay. – [Ruben] So I’ve been
staring at this slide here for a while and one of the
things that we’re tasked with doing is doing what’s
good for the greater good. And when I think of what
we’re talking about, my son being in eighth grade and taking the End-of-Course
exam in eighth grade, when we talk about
cohorts, if a student took it in seventh grade,
really doesn’t line up because of the fact that
traditionally it’s been, “Okay, you’re gonna take
this on your freshman year,” but now you’ve got an
overachiever who took it and as much as we are
trying to get our students in these Algebra classes, even when they may be just
a little young for it, thankfully, they do well. So, you know, the numbers
are yelling at me. As far as the reference to
the Felicity Hoffman thing, I think that’s not even
part of this conversation only because those were
folks that were buying tests. So I don’t think that it equates to that. When the school board made
the decision last year to go retro, why didn’t they
go back to all of the students going back to seventh grade? What was, why– – They did, they did. They went all the way back to any student that was in an EOC course
still enrolled with us. So if they if they had an eighth grader that took an EOC in seventh
grade, we went and changed that. – [Ruben] So what is the
change you’re asking for now? And I’m sorry, this is new to me. – That’s okay. So the change we’re asking tonight is we’d like to make a suggestion to go from the current formula which
is a year long collection versus a semester selection. So a semester average
where we take the first and second nine weeks,
we average them together for a semester grade, the
third and fourth nine weeks, we average together. It’s just a formula change. We would suggest the state formula. I think, Mr. Tyndall, I think,
everybody on the committee with the exception of one would say that the state suggested formula is the way that we should
go, that would be your first. – [Ruben] So then there’s the
potential that in a cohort, you may have two different groups of folks and I think that’s where
I’m challenged with and when I go back and look at the slide where it talks about the 36 and the 20, how many of these were in seventh grade? Meaning it really doesn’t
affect their high school years. I mean, correct me if I’m wrong (talks). – We don’t know because we don’t know how many students that 36 represents. It would be how many students had that particular
combination, one of those. – [Ruben] Right so arguably,
a student in a cohort may have an unfair advantage over another student in their same cohort. – Can I respond to that? Because I understand. As a parent, if we were in the same class and he took Algebra last
year and I took it this year and I got the new formula which helped me, I would think that’s unfair and we agree. So we would provide options
at the student’s choosing if they want to resit for the EOC, they can choose to do that and then we would take the
higher of the two scores and we would apply that calculation. So that is a choice but remember 2100 permutations are not affected. And some students will say,
“Been there, done that, “I’m not doing that again.” We would give them a choice. So it would, in some ways try
to equal the playing field but you also have to remember
you have 36 permutations that negatively impact and 20 permutations that will actually cause the
student to fail the course where they thought they had passed it. – [Ruben] Is there a possibility to make this change retroactive without holding those students
harmless of going backwards? In other words, could we make that change where it affects the 344 but not necessarily bring
back or fail the 20? Is that and again, this is very new to me so if I sound like I’m out
of place, please correct me because this is very (talks). – I’m gonna let Jennifer speak to this a little bit
because she’s leaving. But there… And I will kind of (talks) so I make her go down the (talks). There are lawsuits out there that would suggest this is not that would not be a move that we wanna do but I’ll let Jennifer
kind of talk to that. – And I also, you know, for the protection of our Superintendent, not so much even after
Mr. Russell is gone, it also looks as though
we’re fudging records, we’re upping our… If we’re improving grades and
we’ve had a policy in place for nine years and now all
of a sudden we’re changing it and or what you earned back
five years ago is now changing, it looks like we’re fudging, it looks like we’re
falsifying student records. These are records that were finalized and binding grades based
on our current policy. When you… I mean, I’ve never in my
life and our attorney left us but I’ve never in my life
heard of us being able to go retroactive and something like that. Even like when you all use the example of somebody else’s shoes, when you have a mortgage, all of a sudden you’re locked into that rate and all of a sudden everything changes, the feds’ rates go plumbing down. I mean you’re now locked into that rate, it doesn’t mean that now I get to go back and get that rate. I mean you can eventually
but it’s just something that I feel very strongly, I
feel very strongly, ethically, that we should not be doing that. We should not be altering students records because we’ve decided to change
a policy nine years later or 10 years later. – And I think if we
just change the positive and not the negative, we
don’t do the whole thing, that’s where we’re gonna
show an inflation of grades and that’s where we are gonna
run into the Felicity Hoffman. Not that anybody’s buying anything but we are inflating as a
district, a student’s grade. If you made a school board policy change to go under a new formula, then the students should have the F and you didn’t move them, why not? – [Ruben] Well, but so
my challenge is that within the same cohort, we
are going to create that and so the argument goes both ways. You’ve got one student
who was under one formula and another one that
was under another one. One of those is not gonna be the winner and so we’re doing it either way. So that’s, I mean, I’m still kind of torn and again we’re tasked
with the greater good. And when you see that it would improve 344 versus the possibility that it
negatively affect 20 or 0.8%, it’s a tough decision. It really is and just
like Miss Haynes said, I’m surprised I mean, this is even come before us so much later on but I could see where the argument could
be made the other way. My child was disadvantaged because and so if we keep the cohort the same and treat everybody the same,
whether it’s to retro or not, then nobody can really make that argument ’cause everybody’s under
the same grading scale but what we’re in essence doing is we’re creating two different groups. – With the opportunity to
utilize the other formula. We will provide that opportunity. – [Ruben] That’s just
fine again, thank you. – And honestly, at this point, we don’t really know the number of students affected one way or the other. I mean, I know with the, I think it was the 20
permutations that we did. There was like 1300
students that had earned a D that were now gonna perhaps earn an F which means credit would
be taken away from them. So that’s what the concern I have is we don’t really know how many students we’re impacting one way or
the other at this point. – [Ruben] Is there no
way to find that out? I mean, I don’t know. – It would take quite a bit
of programming to do that. Because we have to take into
consideration all the levels of the EOC results and so on and so forth. – [Carl] Okay, we’re going
(talks) move on to Miss Wright. – [Ida] So once we noticed this and you had questions from
colleges and universities and whomever, what was our response? Did we–
– So we. – The university questions
came up in April and May. So it was recently. And my response was we
had a policy change. They requested the school
board policy agenda and I had to write a letter that said we had this policy change,
this required a change… This resulted in a change
in the students transcript. So I had to write a letter
and show that there was, I’m sorry, I had to show the
agenda, the policy change and I had to write a letter. – [Ida] So could we not indicate
that on their transcripts? (talks) – We can put a comment on the transcript. – [Ida] Okay. – Go ahead. Excuse me Miss Wright.
– No go ahead. – [Ida] No no go ahead. – I guess I’m going back to a situation. I don’t know if you all
remember back in early 2000s, the state actually
changed the grading scale. – [Woman] Yes. – Okay? – [Linda] 93 to a hundred. – That’s correct. We never retroactivated those. What you earned you earned
under that particular policy. If we were to go back in time for that, that I mean, no school
districts have ever done that. – [Ida] Okay. I just wanna know how did we handle it and why couldn’t we go ahead and put some clear indication
on the transcripts. So the retroactive isn’t
really not my issue because looking back and that’s what I will sit here doing, going back to look. Even retroing or not retroing, what we do in 2020 it still would impact a lot of students either
way, am I correct? – Correct. – It could either way
help them or hurt them. – [Ida] So why is it not your
committee’s recommendation then that we actually start
with a seventh grade cohort or a ninth grade cohort rather
than saying a date certain because that still don’t make sense. – So no I think we’re getting confused. We are saying start with seventh graders, anybody enrolled in in the EOC starting this upcoming school year. So as of August first, July first is the new school year, right? So any student enrolled in seventh grade, eighth grade, ninth grade,
10th grade, 11th, 12th that has an EOC. – [Ida] No, that’s not what I’m saying. – If you go by a cohort
starting seventh grade, you’re talking many, many years. – [Ida] No, that’s not what I’m saying. I’m saying my question
to you is rather than even going starting next
year for the seventh, eighth, ninth, 10th,
why don’t we just start with seventh graders in 2020, period. Everybody that have actually taken a EOC in seventh grade, eighth
grade, ninth grade this year, let them stay wherever
they are and anything that we wanna do as far
as changing this policy, why don’t we now have a certain seventh grade
EOC moving forward? – That came up in the
committee when we talked but that conversation was
that it would take seven years to see the impact for
the students to graduate and at that time, the committee felt like based upon just the number percentage that they wanted to put it
in place sooner than later and that’s where the conversation (talks). – [Ida] And so changing the
formula now (talks) 2020 and none of you can tell us
certain how it will look, I think that is not a good recommendation. You can’t tell us what
it’s gonna look like. You couldn’t tell us last year what it was gonna look like
that we would have this. So now you’re saying
and I’m not saying you, I’m just saying the committee,
as we think this through, we’re sitting here as a
group because this board except for the two of them made a decision based on a recommendation that
we didn’t know all the facts. So rather than us assuming or speculating because the next year we
come back and then we look and see the impact it could
have on the students in 2020. Why go through all of that? Then let’s start and so
we can see the impact from those kids in seventh grade. And the reason I can
speak up ’cause my son was one of those kids in the seventh grade who took Algebra 1, took Algebra 2 in eighth grade and Geometry in ninth. – So I wanna make sure I understand just wrap my head around it. You’re suggesting go
with the recommendation, starting with seventh grade
but leave eighth, ninth, 10th everyone else alone for now to see and let them progress through.
– The students going – [Ida] Into seventh grade, not
the current seventh graders. The ones
– Moving in. – [Ida] Who have not taken the exam. – The ones who have (talks).
– So start as a cohort – And move forward? – [Ida] Yes. – So let me ask Jennifer from a programming
standpoint, is that possible? – Right now the way the seventh grade I mean, the seventh graders,
our middle school students are scheduled for a full year
so all their core courses are in a full year and calculated at the end of the school year. The only thing that they have a semester basis is their electives. So that would be a change, another change because now the scheduling
process is different and the calculation is different. And Middle School has
always been a full year. – So can you program it
just based on seventh grade? – Yes you can. – Okay, okay. – [Carl] Let me before I
get back to Miss Haynes, Miss Cuthbert, did you
want to weigh in now or do you want me to
go back to Miss Haynes? – [Linda] We have a lot of seniors. I mean, I have three grandchildren who are seniors this year
who have taken a lot of EOCs and I’m maybe speaking for
all parents and grandparents. I see both sides. I’m really for the formula
change the semester format but where to start that is
the controversy, I believe. The change it would be mammoth. I see your point. But I also see the point where,
what’s wrong with my senior? What’s wrong with my junior? What’s, you know, what’s the big deal
about my seventh grader? We have to not just make what’s fair for our graduating
seniors this year in 2019 but also our graduation
class of 2020 and 2021. Is it more complicated
because of our new SIS system? Had we kept the same computer system, would it had been as difficult? – Absolutely because remember with us making the retroactive changes, we’re gonna have to
change it in CrossPointe before we can even move it to Focus. – [Linda] Is that possible? – It’s possible, everything’s possible but the problem is it’s
gonna be at great risk for the SIS and I think Josh
Wycuff is in the audience and he can actually speak to that probably a lot more firmer than I can. It is possible, Miss Cuthbert. But I just hesitate with
that because of the fact of all the testing and the validation that’s gonna have to take place. It’s not an easy job and I’m– – [Linda] Okay what
you’re more or less saying all of you are saying it
would put our school district in some jeopardy for
credibility, ethical issues, people would be looking
like because we just went through all of this retro and then we’d be coming back again
with another change. So it’d be the second change, which is why you’re recommending the change start next year. – Correct. – [Linda] And when we would
have the new SIS system and it would all be put into the formula and we would start off
– Correct. – [Linda] To that, the (talks), okay. – Providing students an opportunity if they choose to test,
retest again they could with us taking the
higher of the two tests. – [Linda] I like that option
where students can come back and sit and retake that
EOC and you would say that would be okay from the seventh grade all the way up to seniors. – Yes. – [Linda] Would we offer
any tutoring systems or how would we allow these
students to retake them? You have a graduation senior and they might have taken an Algebra EOC as a seventh grader, is there
any way we can have volunteers to help tutor for them to retake the EOC? – And certainly something
that we can explore and provide some additional support? – [Linda] Okay.
– Especially – With math as they build,
the thought would be that they’re only gonna be stronger. The same thing with even our biologies, my daughter when she retook
EOCs in her senior year to go from a four to a five
because she had had all that content through high school and she ended up doing better because she had been
exposed to more content. So there’s a good chance
that we will see an increase, there is a chance that
students will go down. However, we will take the
higher of the two scores. – [Linda] Okay, just like
the SAT’s and the ACTs because I have two daughters who went through that 93 to a hundred in ’85 and as a teacher, it was horrendous. I mean when they’re sitting at a 92.4, it was crazy and they would
argue but that’s really an A. So and of course in
Seminole County it was an A, in other counties it was an A or in other states, it was an A but when you go to the
University of Alabama and you’re competing with
other kids from other states, that’s where we jeopardized our students. And it did go back but you’re absolutely
right, we did not retro, my children’s grades did
not change they’re still. Their 92s were still a B. – And also keep in mind by
what we changed last year with the scores and taking
away eliminating that F. There are still school districts in the state of Florida
that still have an F. So I mean, either way we look at it, there’s no real consistency
throughout the state and that’s what’s harming us. That’s truly the bottom
line of what’s harming us. – [Linda] Okay, thank you. – If I could add from an
SIS perspective, Mr. Chair. We just don’t have any
slack in the schedule. We’re at a very critical
point in our implementation, coming down to the final weeks here and so this is at the very
top of my risk register for our project, if we need
to make a retroactive change and that really is only talking
from a project perspective I’m not talking about my personal opinion. The retroactivity is the issue for us. If we make a decision to go
to the semester calculation, we can configure that in Focus for next school year’s grades tomorrow. That’s not a big deal. The big deal is that we’ve
spent a year migrating data and validating data layout by layout, school year by school year, all of that would need to be recalculated, revalidated in the legacy system and then brought in to the new
system and validated again. So that’s the concern and I
did just wanna mention too ’cause I certainly, I
think we all understand wanting to do what’s best for kids and I just wanna tell you, we’ve trained a thousand
people in the last two days. I think if you asked them, they would say that this implementation is
going to be good for kids. It’s gonna give them
tools that they can use to better meet their students needs and so I know you all
are big picture thinkers and I just want you to think about that and this is a tough conversation I know but there is certainly a
risk or a tangible risk to the project if we have to go back retroactively right now. – Thank you. – [Carl] Yes, Miss Haynes. – [Jamie] Okay, so piggybacking off of what Miss Wright said, – [Carl] Miss Haynes you can
grab that microphone, yes. – [Jamie] Sorry, piggybacking
off of what Mrs. Wright said and hearing how you want to start this with next school year, you know if we start it
across the board next year, then we’ll have a seventh
grader taking Algebra 1, an eighth grader, a
ninth, a 10th, 11th, 12th and yet if I’m the 10th
grader now taking it, I could, with the new
formula, pull a higher GPA than students sitting with me that took it in seventh, eighth and ninth grade. So I’m not so much for
the date certain piece as more of a cohort piece. I’ve heard the arguments
about the retroactive. I’m still struggling
with how we have 20 kids that are now gonna fail because
with the levels changing, – It’s permutations.
– Okay. – [Jamie] I’m still okay,
I’m still struggling with 20 permutations of how now we fail when nobody’s getting an F so long as they make a level one or higher,
they’re not getting an F. So I really, I’ve run a
bunch of calculations here and I can’t figure out how (talks).
– It’s like (talks). – Is it the D, F, D, F? – [Jamie] Yeah. – So a student who receives
in the quarter D, F, D, F under the semester model, that will be an F, F on the semester. So 70% will be a zero and
then regardless of their EOC, they’re gonna receive an F as an overall. We’re on the quarter model F, D, that student would receive a one for that
– One. – And then one so they
get partial percentage so they’re actually a D. So those different scenarios right there. – [Jamie] Okay. Well, if they made D, F, D, F, they were really not
applying themselves anyways and I’m being honest, okay?
– Yeah. – [Jamie] So hearing what Mrs.
Wright said about starting with a cohort group and starting with next year’s seventh
grade cohort group, I do agree but yet I disagree at level. I’m good with cohort
but why couldn’t it be seventh, eighth and ninth? ‘Cause really ninth is when Algebra 1 is supposed to be taken, okay? And that’s when you’re
reporting to the state. So why couldn’t it be
seventh, eighth and ninth and we, hear me out, retro
the current seventh and eighth so that they are on the same formula so that as they hit ninth, okay? Because we’re really starting with next year’s ninth grade cohort. To me, seventh and eighth
are kind of a bonus, there’s really bright kids that are already taking
Algebra 1 and or Algebra 2, my hat’s off to them
’cause my own kids did it but let’s keep them equitable
with their own students. Is that reasonable because ninth grades when we start reporting to the state what their transcripts are, I mean cause I don’t wanna
drag this out for seven years before we see like the result of it but at the same time,
now giving an 11th grader because they didn’t take Algebra 1 till 11th grade a higher
score than 25 other students in the room because they took
it in seventh or eighth grade, I don’t see as equitable either. So I’m just asking ’cause I really, I prefer the cohort group over the date certain at this point. When I hear all the issues
that we’ve had with retro when answering to colleges
and things like that. – I appreciate your comments and I think that everybody here does ’cause it’s the same debate that we’ve had multiple, multiple times. I just made eye contact
with Mr. Wycuff for that. I don’t know, can you speak to. – This is a tough one.
– You don’t wanna be a judge. – This is a tough one because
it is going to impact. – Yeah.
– It’s going – To take your (talks). – I think if I understand
you right Miss Haynes, that would require less of that kind of manual
recalculation in the legacy system. So from a project risk standpoint,
that would be less risk but I really can’t even
commit the resources. I mean, if any one of our
programmers walks out the door, we’re gonna have issues. I mean it’s that tight on
just getting everything done. So I am just a little concerned about it where they may be some
on the technical side, there may be some reasons that that might make some things more complicated than I’m realizing. – What if we did it at
the end of the year? What would be the (talks), the back part of that
– Yep. – Is the students leave us but if we said we’re gonna make a change for this incoming seventh grade class and we’ll go retroactive
back by this time next year, could we do that? – I do think the when is an important part of this discussion as well
because I think if you give us direction to do that
and we have implemented and obviously the things are
not calming down anytime soon. So and you all know that
but once we have our feet under us firmly and we
are in the new system, I think that is much safer bet than to try to do any reprogramming
any remigration right now. – [Jamie] I mean ’cause
ideally if you’re gonna start with a cohort group, you would start with this year’s freshmen. All right but the problem
is we’ve got seventh and eighth graders taking this test. So you know and I’m all about the cohort to tell you the truth ’cause
I do see the ramifications of now all of a sudden
picking a date certain and you’ve got seventh
through 12th grade chain and that’s a larger impact. It’s just because we’ve allowed
seventh and eighth graders to take Algebra 1 and
Algebra 2 and take EOCs, ’cause they’re young,
they really are young at that point taking it and they true even ninth graders don’t
understand what that test or what that grade can do to them. It takes typically till sophomore year before they start to figure it out. So and I’m just one voice
here but I was, you know, I like the cohort better
than the date certain but my thought is if we start
and we start this coming year and we say it’s gonna be
the ninth grade cohort, can we not do something about the kids that already took it in seventh. I mean, it’s gonna be ninth grade cohort but it’s really going to be seventh, eighth and ninth grade cohort. I just I’m concerned about
so the eighth graders will be this year’s ninth graders but the seventh graders
will be eighth graders. So I’m just concerned about leaving that group behind and penalizing them. As far as what’s going forward, bless you for talking to
universities and having to explain all that and
we’ve learned something. – [Carl] Mr. Colon. – [Ruben] So I have a question. So arguably, we’ve retroed it. The folks that would probably
require the sooner attention would be seniors who are
graduating this year. I don’t quite understand why we feel like we need to get this done before August because the reality is
that for a seventh grader whether we do it today or we
do it at the end of the year, this year, it may even
be easier to make that I mean correct me if I’m
wrong in the new system rather than you’ve brought everything from the legacy system, now
you’ve got your new system which again, rainbows and
unicorns can you know, press two buttons and
it will spit it all out and so I don’t see why
making a decision today and I agree with Miss
Wright, it’s challenging when I really don’t have a sense of how many students we’re talking about. I truly do not. All I see is that the folks
that will be improved are 13.7, folks who will be reduced are 1.4 and folks that may fail are 0.8%. And so I don’t understand
that why you feel that this would put our project
at stake when in reality for most students, this
may not even be an issue if we did it today or we did
it at the end of the year once things calm down or if
we did it with our new system. – When you do it within the new system, it will be the same thing
because you’re still gonna ’cause right now we’ve
migrated everything over, it’s a four year course
and final averaged it and applied to 30%. You’re still gonna have to break them out into semester courses and
you’re still gonna have to go through the
recalculation and then go and also part of that
calculation is determining their highest level on the EOC. So there’s a lot of
programming in that and I think in that case, it would
probably have to be Focus that would make those changes. – [Ruben] So but I mean why are we trying to aim to get this done before
the start of the school year? I mean other than maybe for our seniors? I mean is there anything that says– – We were just from a school
counselor academic standpoint, I would wanna be able
to advise my students. So if I think that
they’ve passed the course and I didn’t put them in that course again because in the computer it says you passed but when they put in the new
formula in December or January and all of a sudden you didn’t. So from an academic point of view, academic advising point of view, the best would be to have it done now and to make sure that our information inside our system is correct and not to send up more wrong
information to the state. – [Ruben] So couldn’t–
– That would be – One of the reasons. – [Ruben] So couldn’t we… So arguably, those would
be the first students we would target to get
addressed if we were to retro because those are the ones… So between now and August
and again, we may be I’m lost, we may be talking
about five students, we may be talking about
a thousand students. You all can’t tell us so I
really, all I see is percentages. And so arguably, if we
address those from the gate before the next school year
then those we would know who are gonna be negatively affected and the counselors could
kind of like Miss Haynes said if the student is at the bottom end of it and again, do we have to? Do we have to fail them? Is it a choice that we make? And so that’s, but I don’t see any reason why this has to be done,
you know, tomorrow. Anyways that’s just. – [Carl] Okay. Well we need to give them direction here and I just gotta tell you, what is coming out of this to me is we shouldn’t be dealing
with this right now in June. This should have been a
discussion we had in January. That’s number one. The new board came in, you should have brought
them all up to speed with what we did last summer. January, we should have had this talk. We could have made a decision. No later than February or March I’m sure. It would have affected these students. Now you come here in June,
the end of June, basically. School year’s over. We’re under the gun with the
all our new systems coming in. I hear pushback, huge pushback from you that we don’t have the staff,
we don’t have the time. Can’t, can’t do it. We put that, we put the district at risk. Well, you’ve put a lot of children at risk for your failure to not
to come to this board in a timely manner. Miss Wright and Miss Cuthbert
and I have been talking about this for over two years. I know we have. And here we are June 11th
and it’s crisis time. So, somehow we gotta make
this right for these students. And whether you can’t
do it right now, fine but we gotta make it right for them. Somehow, you gotta find the
time or you gotta hire the staff or you got to do whatever you
gotta do to get this right. I am not gonna be here as
chairman of the school board of Volusia County and
look at students and say, “You know, we just didn’t
have the time to do it, “we were busy, you know we were busy “and I’m sorry it affected your GPA. “You know, I’m really sorry
but you know we were busy.” Or, “You know just other things came up and we just felt that was
more important than your GPA.” And for a lot of our students out there, their GPA is very important. It affects a lot of things
and what you’re saying is, your job is more important
than our students. And that’s, I know that’s not how you feel but that’s how it sounds ’cause you’ve said it over and over again, “We don’t have the time. “It would affect the system. “We’re gonna get criticized.” We’re not gonna… I’m not advising you to change
anyone’s grade to bump it up, We’re not doing that. I’m saying apply the formula. It should have been a
semester formula all along. I know we’ve talked
about it forever up here and you keep, you kept, you fought. You fought the first system, you were justifying the leveling. We had to argue that for six months before you agreed to change that. That was such an obvious one ’cause every big district
in the state does it. And Jennifer, your comment about everybody does it a different way, you make it sound like there are 67 ways of
doing it, there are not. – No but I’m– – I went, no, I know. I went out and looked at
how many (talks) doing it. Just about all of them are doing it the way the state recommends
it, just about all of them. At least all the big ones are. So to me this is just a huge failure. Huge failure on our part
and I include myself in this because I should have said
something in January or February where’s the committee’s report? Where’s that information? I thought it was all just moving. I just assumed everything
was gonna go right but that’s what I get for assuming. And then we just got all
carried away with other things. So board, we just have to make
this right for our students. And if you all gotta tell us
when but at the very least we gotta go to the semester
formula, the very least. That can be done and then
we need to go retroactively to whenever we have the time
and the staff to get that done. But I wanna see as few
students as possible penalized from the retroactive standpoint. So I want you to retroactively include as many students as we possibly can. And I’m not talking about the way it shakes out after
you apply the formula, the semester formula, that’s
the way it shakes out. I mean, I’m not saying inflate
grades or anything like that. I’m just saying apply the formula and let’s see how it works
because permutations is hard. It’s hard to really understand
how that equates to students. It’s just hard to figure that out. So board you’ve heard me talk, say how I feel about it. I don’t know if that’s
the way you all feel but we just need to let them know what we need for them to do when it’s the right time for them to do it ’cause evidently right
now is not the right time. I can see your stress and I’m not trying to add to your stress. I’m trying to just let you know what needs to be done when it can be done. – Can I ask a clarifying question? If we change the formula, are you saying that we change the formula
whether it hurts or helps you is the formula is the formula? – [Carl] The formula is the formula, yeah. If we go to a semester, we should be going to a semester formula and then however that works. I was like Miss Haynes, I
was trying to figure out how a semester formula
could hurt a student. I worked out 12 different grades but they always either
stayed the same or went up but maybe there’s one scenario out there that it is possible,
– You know it’s simple. – [Carl] A zero, zero or
F, F, F, D, I don’t know but I’m sure there’s one
and how many students that will affect, you
know remains to be seen. – Then I would make a recommendation that we hold harmless
the senior class of 2019. Otherwise the students that
we think are graduates, there may be some that are not. – [Ruben] I’m okay with that. – [Carl] That’s fine. I mean if we hold
harmless the class of 2019 and on what basis would we say that. I mean– – Because if you implement
the formula and a student that I think right now is
passing, that has passed – [Carl] Right.
– And we put the new formula – In place and they’re part of one of those 36 permutations
and they’re part of the 20 and they now have failed that course they needed for graduation,
they are not a graduate. – [Carl] Yeah. Well and I don’t know what
the likelihood of that is. I mean there may be a student
out there, I’m not sure. – [Ruben] It’s the hard part. – [Carl] But I would be willing to agree to not even put it into effect for this class that’s already graduated. I just want it in for every student that has taken an EOC
course prior to this year. I mean every student and
just see how that shakes out because I don’t know
really the effect right now on the students, Miss
Cuthbert you probably (talks) but these students who
have already graduated, already have applied for colleges, are already in the colleges or are about to go into colleges. I think it at this point for that class I don’t know, I almost don’t
even see the point of it. But for the juniors,
for next year’s seniors and everyone from
seventh grade I guess up, whoever has to take one, I think the new formula
should go into effect and I also think that retroactively, if they’ve taken courses from that class from this year’s junior class back, those should be changed to reflect it. – Okay. – [Carl] Miss Cuth. – [Linda] There is one concern. We have seniors who are
gonna start applying for college in September. Early graduation or early acceptance from universities are usually in December. So they would have to tackle
this class of 2020 fairly soon. Just letting you know that.
– I just didn’t – [Carl] Wanna add any more pressure but I believe
– Yeah. – [Carl] Whenever they
can do it, they will do it and if that would have
to, if that affected that particular student
that is applying early, then they would have to make that change. – [Linda] Okay and then to
help see the other side too. I’m concerned about the FEFP, the state, I think we may want to contact the State Department of Education and say we have a new policy. What do you suggest? We don’t want to enter into
any unethical territory. If we approve this policy
and establish a policy is that what we’re doing tonight? Just creating a new policy or making a motion for one?
– (talks) yeah. (people talk) – [Carl] Well this will be
– (talks) policy. – It’s a recommendation though. – [Linda] Okay, it’s a procedure. So if we decide that tonight, is there a way that we can contact the DoE before we have the ramifications? – We’ve– So I just wanna make
sure I understand you, you’re looking for clarification on FTE, what would be the ramification
– Yes. – Okay. – [Linda] Because you
have all these concerns – Right.
– That you’ve listed. – [Linda] GPA concerns or just rank but State University system admissions, duplicate credit concerns. – Right. – [Linda] Maybe we can
contact I’ll say FSU first. Contact a university or two to see what they would say if we did this. – [Carl] Right. – [Linda] Can we postpone
it till the 25th? – [Carl] And you gotta change it in the progression plan and– – We will make that change in
the student progression plan. – [Carl] Yeah. And that’s timely ’cause that’s August. – Sure.
– Yep. – We will have, you know
we did seek clarification from the state some direction and their suggestion was
cohort, just so you know that I don’t know if I said that earlier. There will be things that we will have to make a decision as… We’ll have to seek guidance from you when it comes to duplicate
credits, what do we do there? There will be some FTE issues. So I mean, from my school
counseling perspective and academic advising, I am concerned about duplicate credits, I’m concerned about a reduction in GPAs overall for some and the fact that at one
point they thought they passed and now they have failed. Students and we’re talking
students that may be seniors and they failed the
course from ninth grade. – Right. – So
– Okay. – Those are the things
that are concerning. – [Carl] Okay. I know
– Can I mention something – About FTE real quick. – [Carl] Yeah. – There is a 60 day window
as far as when districts are allowed to make
amendments to their survey. After 60 days, they will not allow us to make any amendments. So we’ve lost that time frame except for our last survey, yep. – [Carl] Miss Wright
had a comment and then– – [Ida] I just have a question.
– Yeah. – [Ida] So for us today, we
have two issues before us. Number one, if we wanna
change the criteria as far as how we calculate.
– Right. – [Ida] And number two
when we wanna implement. – Correct. – [Carl] Yeah, yes. And so the formula change would
be in the progression plan, is that what you’re– – It’s actually not a part of
the student progression plan. It’s a part of our grading
procedures policy, I guess. So I’m not sure. – [Carl] Is that part
of the progression plan, the grading policies, aren’t they? – No, it’s not a part of the student progression
plan per se, it’s its own. I don’t think it’s a policy. It’s a guide.
– It’s a guide. – [Carl] It’s a guide. It’s a guide (talks). – It’s a guide. – [Carl] Okay, so then
what I suggest that we do, you have heard a lot of thought here. If we, could you come back with a proposal for us that you think
would please the board in terms of the time
frame that would be doable ’cause I understand and
I don’t wanna interfere with the rollout that we’re trying to do. And then the board can make that decision? But I think you heard the
board pretty clearly here and Miss Wright, I’ll
go back to you first. – [Ida] And I’ll come to you Mr. Chair. So my question is, can
we just make a motion to go ahead and adopt the new scale of how we know we want to do? I believe all of us have
agreed on that, (talks). – [Carl] On the semester system? – [Ida] Right.
– Yeah. – [Ida] Well, I think we’re kind of torn on when to implement it. So can we at least vote on
that, if that’s okay with you. – [Carl] Yeah that’s a
bit, that would be great and
– Okay. – [Carl] Would that help you all? I thought we were already there but let’s make it formalized and (talks) you can make
that motion right now. – [Ida] Yes so go ahead. – [Ruben] And it’d need a recommendation. – [Ida] You have a recommendation? – [James] The board has spoke. – [Carl] Yeah go ahead. – [Ida] So Mr. Chair, I recommend that we accept the recommendation to move forward with the new polic… the new grading scale for our students, move it from
– The new. – [Ida] Annual to
– Grade calculation. – [Ida] Grade calculation. – [Carl] Right, there you go. The new EOC formula.
– Grade calculation. – [Carl] Okay. And the second?
– Second. – From Miss Cuthbert. And all those in favor
signify by saying aye. – [All Members] Aye. – [Carl] And okay those opposed. Okay so you have that part (talks) out. – Yes thank you. – [Carl] Now Miss Haynes. – [Jamie] So real quick on
that duplicate credit concern. So you were offering that if a student had taken the EOC say in eighth grade and now they’re in 10th
grade and we change this that they could take the EOC again and you would take the
higher score of the two. So let’s just say they took the course in seventh grade, they did not do well, they’ve now taken it in 10th grade and now that you’re concerned
about the duplicate credit, can we not just drop the credit that is like the grade that’s the lowest? – So it’s not so much that, it’s the student that we thought in ninth
grade they took Algebra and they actually failed. So we gave, so then in 10th grade, we put them in Algebra
again and they passed but now we put the new formula in place and so that ninth grade
Algebra we thought they failed is now an Algebra credit. So now you have two credits in Algebra ’cause you took something in
ninth grade and 10th grade. So I have multiple credits. That’s the duplicate credit. Does that make sense? – [Jamie] No, I know how
they get a duplicate credit but I’m just saying, for if
they retook just the test only you were going to wipe out
the lower of the test scores. So can we not wipe out one of like, why would
(talks) – [Jamie] They have to
have a duplicate credit? – Well, that’s the state
of Florida dictates how we calculate the GPA and it’s based on attempts regardless
of how many you make. So I don’t know how we
would wipe out an attempt. I would have to default to
Jennifer on the transcript but we, when it comes to ranking class and we calculate all of the attempts that are high school credits,
even if they took it twice. So we have had students
that got a D in Algebra and they choose on their
own to take the class over and they can, ’cause they got a D and they get a B, then
we count the D and the B, we don’t make the D calculation go away in our ranking class GPA. – They would fall under the forgiveness policy and policy 307. – [Carl] Yeah. – [Jamie] Okay, so if we’ve
already got it happening now I don’t know why it’s a concern then. – I’m sorry? – [Jamie] If we already
have duplicate credits ’cause they made choices to retake, I don’t really see that
as a huge concern then. – The only concern would be
is that that was a choice that they made versus this is something that’s not their choice, that we created and now when you calculate
by more in your denominator, your GPA naturally goes down
regardless of the grade. It’s just your denominator is bigger. – [Carl] All right so are we now saying that you’ll be able to come back at the July school board meeting
– June. – [Carl] With a recommendation? – So I just wanna make
sure I have clarification. – [Carl] Yeah. – You’re looking for from us a timeline of how long it’ll take
to do a retroactive back for all students seventh
through 12th grade? – [Carl] Yeah. – Okay. Is that something we can bring
forward in as fast as June? (talks) – [Carl] Yeah, I’m not saying
you have to do it by July, you didn’t hear what I’m saying. – No but if we can bring something–
– I just wanna know – [Carl] When do you think? – Could you have a suggestion of a timeline by next year (talks). – If that’s the direction of the board, we will do what we can to make that work. – Our July meeting is so
late that I would really, we’re gonna back up to the– – [Carl] Well, I was trying to give you more time,
– Yeah. – [Carl] That’s all but if you could do it at our June 23rd, fifth
– Fifth. – [Carl] Fifth meeting, that last meeting in June, even better – Okay. – [Ruben] And if we can have a Mr. Chair. If we can have
– Yeah Mr. Colon. – [Ruben] Some idea of how many students because again, these numbers
are just spinning in my head. In fact, I’m looking
forward to sitting down with you and learning about permutations and all of that because (talks). – It’s so much fun. – [Carl] It sounds like hanging charts or something (talks).
– I’m sure but – [Ruben] You know, to
have an understanding of how many students we’re talking about. We’re talking about 10
who likely you know, if you’re D, D, D, F, chances are you’re probably behind one or two credits. And so the impact on that
student versus the students who are the C, D, who are
now gonna either move up or vice versa, I mean again,
we just don’t know how many so we can get some kind of understanding of how many we’re talking, how many seniors with
double credit do we think I mean who’s got a D
and scored a one and– – What I can give to you
and that’s what we did for the the failures, as I can give you the number of students with that combination. The combinations of the grades that will impact them negatively. – [Ruben] That’d be awesome. – [Carl] That’d be great.
– So okay. – I can do that
– That’d be great. – But I cannot do the– – [Man] Overall everybody. – Overall right as far as the EOC scores,
– EOCs. – [Ruben] Right right, how long– – [Carl] Okay. – [Ruben] We’re concerned about the ones that are gonna be negatively failed. – And they will be potential remember, meaning when I say potential,
they meet that criteria, that grade combination but we won’t know the level of their EOC. Okay and then. – [Carl] Okay. – Okay and then also the ramifications too so that we can effectively
weigh all the issues so that we can think about
if it’s on our shoulders and on your shoulders,
we have to weigh that. Okay, thank you. – [Carl] Thank you,
thank you all very much and we’re gonna move on from this and I know you all are relieved. We need to take a five minute break. Okay, five minute break and
then we’re gonna come back. We have one person from
the public to speak and then we’re gonna move in to the City of Ormond
Beach interlocal agreement. – [Man] Yes sir. – [Carl] And start we have
a public participation card from Mr. Steven Bacon. – [Man] Yeah he’s right here. – [Carl] Mr. Bacon. – [Man] (talks), you are up. – [Carl] You are up. (people talk in background) – [Man] (talks) to speak, three minutes. – [Man] Three minutes. – [Man] You got a small (talks) going on. – [Man] Yeah, I love it. – [Carl] Good evening Mr. Bacon. – [Steven] Hi, how are you? – [Carl] We’re just dandy, just dandy. – [Steven] I don’t wanna hold anybody up. I just have a couple of comments to make. – [Carl] Sure. – Basically I wanted to say hello and I am impressed with
the school teachers, the way they responsibilities
and the school children. It is nice to hear of that camaraderie. Just as a point, my
name is Steven J. Bacon. I currently hold a seat, one
on the DeBary City Council. I’d like to be considered
for a temporary position as Superintendent of Volusia
County Schools to resolve the issues that currently
plague the school board. I think to just generalize quickly would be transparency
and financial issues. And that’s something I
have some expertise in. Just to mention a few things, I actually retired from New York, I was with the nation’s largest, one of the largest accounting
firms and I took a position as Chief Financial Officer administrator of a international public-traded company. And basically retired, moved to Miami and met all this money
(talks) that we’re looking to start insurance companies and banks which is my specialty. And as a result, I got involved, again created a second career but I found that I do well with problem solving. And people that need help,
especially big companies that are having statutory issues with regulators or legal issues. I fit in quite well and I made quite a bit of money helping people out. And all I could say is, if they’re willing to share the thing that
they love the most, means that I’m doing a pretty good job. So I’m good at problem solving, money-raising money budgeting and coming up with solutions. Problem solving as you are faced currently wouldn’t be a big deal for me. I have a sort of a modus
operandi way I work. And I would share that when
we have a if I’m called upon which I hope I will be
to discuss some ideas about problem solving,
I will tell you exactly what I would do to
resolve some of the issues that you are currently having. I’m very innovative,
– Mr. Bacon. – And I have innovative thinking – [Carl] Mr. Bacon, Mr.
Bacon your time is out. – I’m beyond my three minutes? – [Carl] Yes, yes sir and thank you for coming.
– All right. – [Carl] If you’re interested,
I believe you’re interested in the interim Superintendent job? – Yes yes. – [Carl] If you are,
you can send your resume to me and I will forward it
to the organization, okay? Just send your resume to me.
– Resume to you? – Can I get a little information? – [Carl] Yes and Miss
Spire can give you that. Okay.
– Okay. – There’s quite a bit, I have a wall full of all kinds of awards and commendations. – [Carl] Thank you. – Thank you. – [Carl] Thank you for being here. – Thank you so much.
– All right you’re welcome. – [Carl] And now we are moving on to item two, no (talks) is here. Mr. Carolin is here and they have learned so much tonight about EOCs and grade point averages and things that probably
don’t come up often in the City of Ormond Beach. – I thought it was the Emergency
Operations Center (talks). – [Carl] Well, welcome
and Miss Saralee Morrissey of course is here and Saralee
were you gonna start off? Go ahead. – I certainly will. – [Carl] Thank you. – Good evening, Mr. Chairman, members of the board, Mr. Russell. Yes, interesting meeting
to have my colleagues from the City of Ormond Beach
sharing joy and frustration. But tonight’s item is to review with you and hopefully receive your approval of the interlocal
agreement for the Joint Use and Shared Use of Property and what I would like to do is get the slide to move there. So I’d like to summarize, go through this because we actually do
quite a bit of joint use, shared use with more than
the City of Ormond Beach. This particular agreement that is in front of you serves several purposes. One, we are consolidating agreements, we actually have four separate agreements with the City of Ormond
and so we’re taking this opportunity to consolidate
all of those into one but the other thing that we
are doing is our agreement that benefits Seabreeze High School and its athletic program is, I was gonna say is set to expire. It actually expires at the end of the school year we just completed. So we are renewing that agreement. So briefly Ormond Beach Elementary. We have an agreement with the city there that was formalized in 2005. We constructed a parking
lot that is in front of the school and it also (talks) Granada. The city assisted in some
of those construction costs and the city maintains that parking lot. It serves as a public parking
lot after school hours. One of the changes that
is being recommended in the new agreement. Since 2005, Ormond’s downtown
has definitely started to revitalize itself
and it is very active. Right now it’s very
active in the evenings. Where time will take us, we’re not sure but the city would like
to have the opportunity to use the parking lot
during the school day. Right now, I don’t think
that would be an issue because quite frankly, the
activity is in the evening hours. So what the agreement allows for is that yes, we will allow it, however,
should it not work out, should there be congestion
or conflict or whatever and we’re not able to work through it, the ultimate decision-making
on the use of the parking lot during the school hours would
rest with the school board. And so I think that protects. – And the gate would still be in place. – We have a gate. This parking lot actually is separated from the school by right
of way by an active street and we only have that situation in one other school, it’s at Enterprise. And so the city… We have gates installed at Ridgewood and right before the
driveway to the parking lot and these gates are
closed every school day for the entire school day
and that is acknowledged in the agreement and that will continue. Osceola Elementary. This agreement has actually been in place for quite a long time since 1974 and the city has quite a few
recreational improvements that they have constructed on the property and those improvements are
available for our students. The school functions
as a neighborhood park after school hours and the city assists with maintenance responsibilities there. Ormond Beach Middle. Mr. Persis you might
remember some of this. This relationship was formalized in 2001. It was actually I think the result of some communication with Pop
Warner football and desire to use the area at the
school that was available. That area quite frankly,
was not in the condition that it is today and
City of Ormond stepped in and upgraded that area as well as the area around the track, helps
with maintaining tennis and basketball and worked
with us through reconstruction of Ormond Beach Middle School. And then lastly Seabreeze High School. This agreement is the more recent. It came in 2008 and it
was a result of commitment that the board had made many years earlier when it had decided to
redevelop Seabreeze High School on-site as opposed to
relocating Seabreeze elsewhere. Seabreeze High School is
from a land standpoint, our smallest high school, 23 acres. Our other high schools
range from 56 acres, that’s Mainland High School to a hundred and five
acres which is University. So, Seabreeze High School has utilized City of Ormond
facilities for many years. The difference was that
the board stepped forward after redevelopment and
committed to subsidizing the cost that the school incurred for
all of its sports program. And I know I showed this information at our capital budget workshop. Somebody did point out
a mistake on this slide so I’ll just mention it for the record. Deltona High School as well
as Spruce Creek High School has lighting on their
baseball and softball fields. I’d like to turn this over to Mr. Carolin, the Leisure Services director
and have him talk to you about what city facilities are used by Seabreeze High School. – Okay, so first, I think
you can hear me, hello. So first of all, I just wanna
thank you all for your time and we are really stoked about
continuing this partnership that we’ve had with Seabreeze
for the last 10 years and we work together from top to bottom ensuring that every need that they have through their athletic programs
are met with our facilities. So here at NOVA Rec, the
boys’ tennis program, they do all their
practices and their matches and they have the full
use of all six courts. Two of those courts have
lights on, just so you know and then we go to the sports complex. Essentially the sports
complex is the largest complex we have in the City of Ormond Beach. It is being utilized by Seabreeze for the majority of
their athletic programs and they utilize our (talks) fields, which are fields that are kept
to Major League standards. If you have not been out
there, it’s pretty impressive. All the things that we’re gonna talk about the sports complex that Seabreeze has the opportunity to
utilize all have lighting. So that’s a big thing now
that you’ve changed some times so they’re really really gonna need to utilize the lighting more
so than they ever have before. The sports, the soccer program, the girls JV, varsity boys JV and varsity utilize our soccer fields. They are now all lit by
state of the art LED lighting we have just recently completed which is a really really nice plus. They also have full use and
access to our field house which is one of our newest facilities out of the sports complex. It’s absolutely state
of the art field house that they utilize for pretty much every time they have games. Our championship field seven, which is sort of a multi-use field. It utilizes for the soccer program and for the JV football program and occasionally, our varsity program game would be held out there,
usually happens once maybe, maybe twice a year but mostly
just for small participation or spectators games that
they would be playing. So anyway, the field house
Greg Smith Field House is also utilized and offered
to Seabreeze for banquets after the seasons are over and meetings and they do utilize that quite a bit. The girls softball program is also homed out there at the sports complex. They are gonna be treated this
year, their first year back with a brand new girls softball field which will also have state
of the art LED lighting. It will be set up as a championship field, press box, the whole gamut. So I’m sure we’re really looking forward to that as much as they are. And obviously the Seabreeze
has full access to concessions. They have ability to charge at the gate. They have ability to charge for parking when they utilize our facility. So they have many many opportunities for the booster clubs as well which is a really nice thing for them. And that’s (talks). – Yeah. – All right. I’m not sure what the
secret is, there it is. Okay, sorry. – So this slide is
essentially the amenities that we have done over
the last several years. The first, the section to the left is what has been completed. The section to the right are things that we have in the next 10 year future. And we’re hoping that we’ll
be able to complete those. The ones that are highlighted
in yellow are things that directly impact
the use for Seabreeze. This is what we spend
pretty much any given year just to maintain our athletic facilities. This can range anywhere from janitorial to R and R which is basically
replacement and renewal, repainting, keeping things looking to the best that we possibly can. I mean, everybody brags
about how Ormond Beach maintains its facilities,
its parks and they do that because there’s a real valid dollar amount that goes towards that to
make sure that’s what happens. And then also I just wanna… Yeah, so the other thing
is we lined the fields for Seabreeze so when they leave school and come out to our parks to utilize for their athletic programs,
they are absolutely, 100% ready to be in and around the field. There’s no responsibility on the ADs or the coaches to prepare
and get the fields ready. We have a staff person there that they work independently with. So if there’s changes to their schedule, the kids wanna come out early if they wanna show up on a weekend, we are literally every
single day of the school year and even after the school
year, throughout the summer, in constant contact with Seabreeze to ensure that their needs are met. And those needs from top like
I said before, top to bottom. And, and as far as I know and I think Saralee could contest to this. We have had very little to zero issues. I would be hard pressed
to even give you one issue with the ADs, the coaches. They really are nice to work with and they know that we’re
there to work with them. – Yeah, I would say in all the years where I’ve had to do
this, we change personnel at the schools like we
just did today, frequently but in the cities, the
leadership is more constant and that is critical to making these sorts of agreements work
because there is absolutely a customer service
orientation to our schools and I know that it’s there particularly when we are fortunate
enough to have somebody who’s vested in their
community in what they do and is committed to
recognizing that the school is a customer and Mr.
Carolin and his staff, I will say Brad Montgomery
who’s AD now at Seabreeze, he came from Pine Ridge which is a very different
athletic situation than here and it took him a while just
to recognize the difference in managing his athletic program by having almost everything
off-site compared to Pine Ridge where pretty much almost
everything is on-site. So that was a real change for him. – I will say one more thing. And I know I won’t bore you guys with all the little minute details that we put into making sure
that these athletic fields are kept to really, really,
really high standards but you may not realize we mow those fields three times a week (talks). – [Carl] Just like we do, right? Three times a week. – But we have a tremendous (talks) program and an insecticide
program to make sure that that turf, that Bermuda
turf if you go out there and I would truly encourage any of you to go out and witness it. We hear over and over
and over and over again from pretty much everyone
that utilizes that complex that it’s one of the best
complexes that they have utilized or have been on throughout the entire state of Florida
and I question that. It may not be the prettiest surroundings, we may not have the aesthetic value when you walk in you have a big entrance and everything like that
but the actual turf, the playing turf out there is like carpet, literally like carpet. – [Man] I’m jealous. – [Man] Yeah it’s amazing.
– It took a lot of money. – [Carl] No doubt there. – And so we I. – I can speak (talks). – Okay, have at it.
– Okay. – So this next slide is essentially every single thing that
Seabreeze utilizes. Essentially this is what if
someone today were to come to us and say we want to
use your sports complex. What we did is we took
every game, every practice and as you guys probably
are well aware of, for things to happen out
at the sports complex for and the tennis courts,
everything has to be planned out and it has to be programmed
and we have to schedule that. So because it requires staff
to be there to make sure that everything’s set up and ready to go and it requires us to make sure that the fields are aligned
and so forth and so on. So everything is tracked meticulously. This is last year’s snapshot of what or it might have been
the year before I’m not, I think it’s the year before of the actual utilization
that Seabreeze had and if you came in today
and said, “Hey I wanna rent “these fields and this is what
I wanna do with these fields” this is the cost that it would end up costing
any customer that came in. Now, traditionally, this is today, every single year in
the past, I don’t know I would think probably seven
years, six, seven years. – For the last nine
years the city commission has had a commitment to adjust these fees to at least keep pace with inflation. So they don’t change any
less than 3% per year and they go up every year. We find ourselves getting
behind about 10 years ago. So the commitment the
commission made was that they would adjust these to at least keep pace with inflation. So this will continue to grow each year over the next several years. – [Carl] Sure.
– The only thing – This doesn’t take into
consideration is time change. In this scenario, there
is a considerable cost for lighting as you can see so that would most likely
increase that cost. So if you did the animization
for the next 10 years which is the length of this contract, essentially and not
taking into consideration the change of time, at the end of the day you’re saving about 86000 plus
dollars with this agreement. – [Carl] Okay. – Did I leave anything out? – No. – Mr. Chair if I might, we
do on behalf of the city and the city commission wish
to thank the school board and the Superintendent for the cooperation that we’ve had over these years. It’s been a wonderful collaboration and a great example of
intergovernmental partnership and we wanna thank you for that. – [Carl] Yeah, that’s right. Yeah, it has been all of that and I remember for the new board members, I was the mayor of Ormond in
’98, ’99, 2000, 2001, 2002 I guess but anyway, when the
and I was not the principal at Ormond Beach Middle School
then but I was the mayor then and that’s when they came to
me with the Pop Warner program to be at Ormond Beach Middle School and that was of course Pop
Warner’s as you all know, the volunteers, but it
involved the school board, Pop Warner and the city of Ormond Beach and we all had to get around
the table and knock this out and little did we know
(talks) has just grown and developed and a lot
of great great things have happened since but the relationship and I can tell you my
relationship with Seabreeze always hear praises
about Ormond Beach City, the fields, the upkeep, the service and never hear a negative so that’s a lot because
there’s a lot of (talks) going on at high school. Saralee so what is the… This is a 10 year, 10 year– – This is a 10 year agreement. – [Carl] A 10 year agreement. All right. Are you finished with your presentation? I wasn’t quite sure.
– Yes sir. – [Carl] Questions from
other board members? Anybody? I don’t see any questions. – [Man] who’s jealous? – [Woman] It’s what I was thinking. – [Carl] Mr. Superintendent. – [James] The Superintendent
recommends approval of the interlocal agreement for the Joint and Shared Use of Property
with the City of Ormond Beach. – [Carl] You’ve heard the recommendation, do I have a motion? – [Ruben] So moved. – [Carl] Mr. Colon. – [Ida] Second. – [Carl] Second by Miss Wright. Any further discussion? – [Linda] May I say? – [Carl] Yes, Miss Cuthbert. – [Linda] I just wanna say I’ve
been on your fields before, not on a school base but
on Little League Baseball and what you do for schools
you do for everyone. – Yes ma’am. – [Linda] So yeah thank you. Your restrooms are always clean. So I just wanna say, I noticed. It’s very important.
– Thank you very much. – [Linda] They’re always great. They’re always filled if you
know what I’m talking about. – Yes ma’am. – [Carl] That’s such a revealing comic ’cause so many people judge
everything on the restroom. You know, I mean it’s true. – [Linda] Women usually do. – [Carl] It’s true. You can have this pristine feel but if the restroom’s
yuck, yeah it’s you know. All right, we have a
motion, we have a second, we have discussion, all those in favor signify by saying aye. – [All Members] Aye. – [Carl] And those opposed and the motion carries
unanimously, thank you. – [Woman] Thank you so very
much we appreciate it.. – [Carl] Thank you, thank you both. – [Woman] Thank you for
waiting, thank you, thank you. – [Carl] Pleasure working
with the City of Ormond. Before you go, are you anticipating more interlocal agreements coming forward? I mean I didn’t know whether we’re at the end of a
contract cycle with those. – [Linda] I think we
have another six years with New (talks) Smyrna. – We have one with New Smyrna Beach. That yeah is probably about six years. – [Carl] Okay. – That would come back. Some of the agreements
renew annually unless one of the parties terminates
them specifically. – [Carl] Okay. – We have an agreement with the county and we have agreement with
City of Port Orange so. – [Carl] Okay, thank you.
– Okay. – Thank you.
– Thank you very much. – [Carl] On item 20.02,
authorization advertise amendments to school board policy (talks) now. Mr. Manning, Miss Fisher, good evening. – Good evening Mr.
Chairman, board members, Superintendent Russell and Stacey Manning, General Counsel for the district. What we have before you is
a request for authorization to advertise amendments to
the school board policy 208 which is the code of student conduct and this is being done in
response to discussions before the board last month and I’ll let Miss Fisher
get into the details. – [Carl] Thank you Mr.
Manning, Miss Fisher. – Good evening Chairman Persis, school board members and
Superintendent Russell. I’m Cindy Fisher, the coordinator of educational enhancements. As you know that by statute, we have to review the
Student Code of Conduct which is our policy 208E and 208S, E for elementary, S
for secondary annually. We provide opportunities
for all stakeholders to provide input on any
potential changes to this. We distributed the input forms this year, the beginning of the school year to all school based administration. We did that digitally so
they could pass that out to their staff and families
as needed and students. Then we began a series
of meetings in January. We started out with meetings with all of our school based administrators. Well, we asked for representation,
one from each school it’s not all of our
administrators but we asked for representation from each school. But we also include in those groupings, law enforcement, student services and exceptional student education so that they’re a part of
those conversations as well. We do an annual presentation at the district advisory committee and solicit input from that committee. All schools are required
to place an agenda item on their SAC and PTA
agendas regarding input for the code of conduct, as
well as their staff meeting. So we want input from
from school staff as well. And then also of our
students so that’s typically when we get student input
at the elementary level that tends to come from
through the parents, at the secondary level their student government associations and so on and so forth. My office reviews the input
from all of these sources and we review it with the
Superintendent and his staff as well as the legal
department to make sure that we’re not proposing anything that would get us in trouble. Most years, those changes
are very minor changes and that’s true this year as well with the exception of one
pretty significant addition and that’s a section
regarding safety and security on pages two and three in both of those elementary
and secondary policies. That includes the backpack provisions ear, the single earbud policy and then for the secondary schools, the wearing of the ID
badges that I believe was in discuss at your meeting about a month ago. We had some some minor
changes to several definitions that I can certainly address
specifically if you’d like but there were some changes. One of them was updating a definition to meet with new statutory language. And then the others are just really what has been past
practice but making sure that they were very
clear in the definitions that we had in the policy so that they would not be
questioned by students or parents. And so at this time,
I’m just gonna answer, take questions from you all
so if you have any questions about any of the changes that we (talks). – [Carl] Thank you and Mr. Colon. – [Ruben] So I’m looking at the backpacks where they’re talking
about the duffel bags, is that also going to
apply to sports programs for example someone who plays baseball and has a duffel bag with his gear in it? – I think that if that is the team’s, part of the team’s outfit then
that’s not gonna be an issue. We’re really talking
about what people bring into our stadiums, what
people bring into our events and what people bring onto
the campus on a regular basis. – [Ruben] Because what it actually reads is this includes all
school sponsored events that take place off campus and so. – Again the intent is for those
that are not participating in the event but those
that are participating as. – [Jamie] Attending (talks). – Attending the event, correct. And Mr. Akin, I’ll certainly defer to you on the specifics of
that if he’s still here. – [Ruben] I’m just confused ’cause it’s under backpacks and so backpacks for me kind of alludes to
the every day of the school. – Yeah, so the intent is exactly like Miss Fisher mentioned earlier. We don’t want someone to come
to school with a backpack that is larger than a
normal dimension backpack. So large duffel bags, those type of things won’t be invited or won’t be allowed. At sporting events, we’re talking about spectators bringing them in if they’re the band
instruments for example, the students that carry the flags, baseball teams that carry their stuff or the football teams that are traveling with their equipment, obviously those bags are school sponsored bags,
those will be allowed. It’s only that one.
– So if I’m on – [Ruben] The baseball team
and I bring my gear bag with me on Monday morning, arguably that would not be allowed
because I’m coming in to school. I’m just trying because I mean, who… Really I think of a baseball bag and so those are the kids who are gonna need that extra space and we’re not addressing that here at all. Basically, we’re saying it’s prohibited. – [Carl] And Mr. Colon excuse me, the Superintendent had a comment. – [James] I can tell you
as a high school principal, when the baseball team and the
softball team would come in and they would have their bags, they did not carry it with
them throughout the day. – Right. – [James] Usually you took
it to the coach’s room and it was left there. – [Carl] That explains that. – [Ruben] Yeah a bit. – Same with band instruments. – Right. – We don’t usually carry
the tubas to class. – [Carl] Mr. Colon you have the floor. – [Ruben] No that’s it. – [Carl] Okay, okay. Further questions about
the Code of Conduct changes policy Miss Cuthbert,
Miss Haynes, Miss right? I don’t see any questions. – So we’re just really
requesting the opportunity to advertise so that this
– Okay. – Can be finalized prior
to the beginning of the. – [Carl] Gotcha. – The new school year. – [Carl] So we’ll look to
you Mr. Superintendent. – [James] The Superintendent
recommends authorization to advertise proposed amendments to school board policy 208, code of student conduct and discipline. – [Carl] To advertise
it okay and a motion? – [Ruben] So moved. – [Carl] Thank you Mr. Colon and a second. – [Ida] Second.
– Second. – [Carl] Miss Wright, okay. All those in favor of the
motion signify by saying aye. – [All Members] Aye. – [Carl] Those opposed
and the motion carries to move forward, advertise. – [Carl] Yes Mr. Colon.
– Mr. Chair the only thing – [Ruben] I would. And I’m gonna query my schools
is the earbuds you know. How enforceable is that
gonna be the one earbud? Are we gonna have a ton
of kids in suspension because they’ve got two earbuds on? So– – Let me just say that if
there’s a violation here, it’s a school rule violation,
which is a minor violation. Now that’s not to minimize the intent of what we’re trying to do here. The language that I added
was simply a reflection of what we perceived to
the board’s direction was towards safety and security. To be perfectly honest with you, there could come a time in the future that some of these are moved
from policy 208 to the policy that specifically addresses
safety and security but the feeling this year was twofold, one that we wanna put
these things in place before the beginning of the school year so everybody understands what our safety and security expectations are. The safety and security policy
had already been advertised or brought before you and
so and this is also a way that we know that every family is going to see this prior to the school year. – [Ruben] And it extends
to school sponsored events and activities so if
they’re at a football game and they have two earbuds then
that’s a violation, arguably. – Arguably it is but
the purpose behind that, the purpose behind the single earbud as far as I understand it, is not that we don’t want people
listening to their music during a football game or a phone call during their football game
but it so that they will not they wouldn’t cancel out their ability to hear an emergency announcement so. – [Carl] To your point, it’s gonna be some sort of an education. – [Ruben] Yeah (talks). – [Carl] (talks) to inform
them and I’m sure they will. They will.
– Yeah. – [Carl] Yeah they will. – Okay. – [Carl] Thank you. – All right.
– Thank you. – Thank you Mr. Manning, Miss Fisher and now we are on to item 20.03, Florida School Board Association. Miss Wright or Miss
Cuthbert, can you comment on this item for us? You are more involved
in than the rest of us. – [Linda] We are District 27. – [Carl] Okay.
– So we’re an odd district. – [Linda] We have one board
member representing our county. It’s all based on school population. Two years ago, we had Mrs. Wright was our board of director,
I was her alternate. Two years ago, I became the board of
director’s representative and Miss Haynes has just
recently become my alternate and then my two years now is up. So we need to elect a
new board of director for the next two years.
– The next two years. – [Linda] So it has to be
– and then – [Man] Also the alternate too. – [Linda] Yes we also need an alternate but it has to be someone
who is going to have you know still be a school board member at the end of those two years. – [Carl] Sure. Okay so let me ask you Miss Haynes, would you be willing to be our
representative on the board? – [Jamie] Yes. – [Ruben] So moved. – [Carl] Before she changes her mind. I have a motion by Mr. Colon
to appoint Jamie Haynes as our representative
(talks) – [Carl] On the Florida
School Board Association Board of Directors, do I
have a second to that motion? – [Ida] Yes second.
– I have a second. – [Carl] Any further discussion? All those in favor of the
motion signify by saying aye. – [All Members] Aye. – [Jamie] And thank you. – [Carl] And so
congratulations Miss Haynes. And
– So who is my alternate? – [Carl] Well that we’re gonna
figure that out, right now. So Miss Wright do you
– I don’t mind – [Linda] Being your alternate. – [Ruben] So moved. – [Carl] Can you. I bet you’re switching positions, is that what you’re doing?
– ‘Cause that’s – [Ida] What they’re doing. – [Carl] Okay, I get it
and that’s okay with me and Mr. Colon, was that a motion? – [Ruben] Yes sir. – [Carl] It was and did you
– Second. – [Carl] Second that Miss Wright? All those in favor of Miss
Cuthbert being the alternate for the board of directors in Florida School Board
Association, signify by saying aye. – [All Members] Aye. – [Carl] Those opposed and congratulations to you Miss Cuthbert. Okay we have done that. Public participation,
do we have any cards? We do not so public
participation is closed. And now it’s time for
items from the board. Let me just bring up one
and then I’ll go to you all. I do have a request and I think it’s rather urgent one, right? If you are up for the board to appoint a citizen to the value adjustment
board, you remember we kicked this around
– And I do have someone. – [Carl] A couple of
months ago and the person has to have a business and actually have a storefront business. Mr. Colon did you
– That’s different. – [Ruben] I didn’t know that. – [Woman] That’s the
information I (talks). – [Ruben] Okay. – [Carl] It has to be a
(talks) so you can’t run it from your house or something. – [Woman] Right it’s (talks) a storefront. – [Carl] It can’t be an internet. – [Ruben] I will, okay
with Gerry from the chamber and I’m sure we can get somebody. – [Carl] Okay. And so
(talks) – [Carl] They needed someone because they’re gonna have a meeting when? – [Woman] They wanted it to be (talks). – [Ruben] July ninth
– July. – [Ruben] Or something yeah. – [Woman] (talks) they might
have to cancel the meeting. – [Carl] Okay so we have
another board meeting. – [Woman] But they don’t, they have to advertise and everything too so. – [Woman] Who was our representative? (talking drowned with crosstalk) – [Carl] Can we do this on our June 17th meeting or June 18th?
(talks) – [Carl] You know what I’m saying? – [Ida] How are you the representative if there has to be
somebody with a business. – [Ruben] No there’s a school board member – [Woman] Has to be a
small business owner. – [Ruben] And then
there’s a consumer member. – [Woman] Right. – [Ruben] It’s for the
consumer member there– (talks) – [Linda] The meeting is July eighth. It’s our organizational
meeting, very short. – [Woman] And let me se if
I can, if I have (talks). – [Ruben] So we have a meeting next week so we could do that next week. – [Carl] Yeah, yeah. Okay. Okay we’re gonna identify someone on our next school board
meeting which is June 17th, or June 18th whenever that is. – [Linda] That’s the workshop? – [Carl] Yeah. Well that the school board meeting though not at the workshop.
(talks) Yeah, yeah. Connie if you just add that. – [Linda] To give you a little history. – [Carl] Yes. – [Linda] There have been… I represent the school district on the value adjustment
board and we have had two, one from I believe the Ormond area and one from the New Smyrna area. Both attended very infrequently. Yeah very infrequently. So and they just need somebody
to show up to the meetings. There aren’t that many. – [Carl] There aren’t that many. – [Linda] No there aren’t that many. – [Carl] There aren’t that many. I was on there too one time. So yeah, it’s interesting though. – [Linda] Yeah we have
to certify the tax roll. – [Ruben] I’ll reach out to our chamber so we’ll get somebody. – [Carl] Okay. – [Linda] The value
adjustment board is the board that certifies the tax roll and has to make sure the school district and all the parties pay their fair share but that’s why you have to
have two county council. You have to have a county council member, a citizen at large, maybe another city county council member, a school board representative
and a small business owner. – [Woman] Can I read you what
they need for the citizen? – [Carl] Sure, sure go ahead. – [Woman] One, he owns a business that occupies commercial space located within the school district appointed by the school board of the county. This person must during the
entire course of service own a commercial enterprise
occupation profession or trade conducted from a
commercial space located within the school district and
need not be the sole owner. A citizen member must be
a member or an employee. A citizen member must not
be a member or employee of any taxing authority in the state or a person who represents
property owners, property appraisers, tax
collectors, taxing authorities in any administrative or judicial
review of property taxes. A citizen member must not be a member or an employee of any taxing authority. – [Carl] Okay, fair enough. Thank you. You have that Mr. Colon? – [Ruben] Got it. – [Carl] All right now,
Connie has given me a series of motions that
she says we need to make to just to formalize what we
agreed to with Andrea Messina remember all those dates
and workshops and times. So the first motion I need is to call the school board workshop for June 17th at 1:00 p.m to review the resumes of interim
Superintendent candidates. – [Woman] I make a motion (talks). – [Carl] Thank you (talks) have a second? – [Ruben] Second. – [Carl] Thank you Mr. Colon. All those in favor signify by saying aye. – [All Members] Aye. – [Carl] Opposed, okay. A motion needed to call a
special school board meeting for that same date, June 17th at 3:30 p.m to select which Superintendents candidates to be interviewed and the motion? – [Woman] Motion. – [Carl] Motion.
– Second. – [Carl] And second (talks) Miss Wright, all those in favor signify by saying aye. – [All Members] Aye. – [Carl] Motion needed to
call the school board workshop for June 18th at 8:30 a.m to conduct interviews of the
Superintendent candidates. – [Ruben] So moved. – [Carl] A motion (talks) Mr. Colon. And a second by Miss Wright.
– Second. – [Carl] And all those in
favor signify by saying aye. – [All Members] Aye. – [Carl] And those opposed,
the motion carries. A motion needed to call a
special school board meeting for June 18th at 2:00 p.m to select the interim Superintendent and to select the firm to be used for the Superintendent search. A motion? – [Ida] So move. – [Carl] So moved by Miss Wright and seconded by Mr. Colon.
– Second. – [Carl] And all those in
favor signify by saying aye. – [All Members] Aye. – [Carl] Motion carries
and a motion needed to call a school board
workshop for July 22nd from 9:00 a.m to noon
to discuss the process the Superintendent search team will use for recruiting the
potential Superintendent. Do I have a motion to that effect? – [Ida] So move. – [Carl] Thank you Miss
Wright and a second? – [Jamie] Second. – [Carl] Mrs. Haynes. All those in favor signify by saying aye. – [All Members] Aye. – [Linda] What time is that one? – [Carl] That one was
July 22nd was at 9:00 a.m to we’re saying till noon, it
could be shorter than that. And then the last one. A motion needed to change. (talks) We’re not doing that right now. – [Ida] We’re not gonna do it? – [Carl] Wait were we? Let me read what it says
first before I say anything. Do we need to change the July
23rd school board meeting at 5:30 p.m to July okay. This was the one you remember
that we just approved that we were going to discuss with the Superintendent
search from 9:00 a.m to noon on July 22nd. So July 22nd, Miss
Cuthbert will be with us. July 23rd Miss Cuthbert
will not be with us. So at our last meeting, we said we have a school board meeting
scheduled for July 23rd. Should we just move the school
board meeting to July 22nd that afternoon ’cause Miss
Cuthbert would be there. Now having said that, we would still have to come back on July 23rd
for the budget hearing which can’t be moved from its
date which is now July 23rd and that meeting, although
it’ll be very short is just for the public hearing. We could start that meeting at 5:30 and we’ll probably be
out of here before 6:30 but or the other option is not have the special school
board meeting on Monday, have the school board meeting on Tuesday prior to the budget hearing. We could start it at two
o’clock or three o’clock whenever the board would want to. But the downside of that would be that Mr. Cuthbert wouldn’t be here for the school board meeting. Whichever way you wanna go, Miss Cuthbert will not be
here for the budget hearing because she won’t be here on that Tuesday. It’s totally up to the board
and so share your thoughts with me whether you wanna
have the school board meeting on Monday or the school
board meeting on Tuesday. – [Ida] What does the agenda look like? – [Carl] Well that’s July, you know it’s pretty far out.
– That’s right. – [Carl] It’d be the only– – [Ida] (talks) was on next June. – [Carl] Yeah, it’s not the next one, it’s July 23rd and usually those (talks). – [James] There would be consent items especially with facilities and that’s– – [Ida] But it won’t be exhaustive, right? – [James] I won’t be,
I’m not sure the (talks). (talks) I can tell you in the (talks), there was quite a bit of consent items, quite a few items on there. (talks) Because you do not have
a meeting for a month. – [Carl] Yeah. – [Ida] Well, we probably
we’ll see each other unfortunately again in July. I hate to say that but we probably will. I rather keep it on the
22nd have our meeting and then just come back on
that Tuesday for 45 minutes. – [Carl] For just a budget hearing. – [Ida] Yes.
– Yeah. – [Ida] 45 minutes. – [Carl] Yeah and we were advised that the budget hearing has
to be after five o’clock. – [Ida] Yes sir. – [Carl] And so
– This is time certain. – [Carl] Yeah so we
could do it at 5:30, okay and we would be in
compliance with the law. Okay, so you heard the
recommendation there from Miss Wright to have (talks) have a school board meeting on July 22nd. That was gonna begin at two o’clock, okay? And then come back on July 23rd for the budget public hearing at 5:30. – [Ida] So now I give Miss
Cuthbert opportunity (talks). – [Carl] Okay so that was
a motion by Miss Wright and that was a second
– Second. – [Carl] By Mr. Colon. And all those in favor
signify by saying aye. – [All Members] Aye. – [Carl] And those opposed, that’s great so Miss Cuthbert can be– – [Linda] Thank you. – [Carl] At the board meeting and I think that’s important and all rise. (talks) now that was my marching orders that I had to do now. Any other comments from
board members whatever? You, anybody? – [Ruben] No.
– No. – [Woman] I have none. – [Carl] None.
– None. – [Carl] None none. Mr. Superintendent anything? Mr. Doran. You’re welcome back Mr. Doran. Okay this meeting is adjourned. (people talk in the background)

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