Closed captioning transcript for the Hillsborough County School Board Meeting from March 1, 2016

>>April Griffin: THE MEETING IS NOW CALLED TO ORDER. IF EVERYBODY COULD PLEASE TAKE YOUR SEATS. WE'RE LIVELY TODAY. WELCOME TO THE TUESDAY, MARCH 1st, 3 P.M. BOARD MEETING. WE WILL NOW HAVE A MOMENT OF SILENCE THAT WILL THEN BE LED BY THE PLEDGE OF ALLEGIANCE AND THE NATIONAL ANTHEM WILL BE SUNG BY MIA RENECKAY. [MOMENT OF SILENCE] [PLEDGE OF ALLEGIANCE] ∫ OH, SAY CAN YOU SEE BY THE DAWN'S EARLY LIGHT ∫ ∫ WHAT SO PROUDLY WE HAILED AT THE TWILIGHT'S LAST GLEAMING∫ ∫ WHOSE BROAD STRIPES AND BRIGHT STARS THROUGH THE PERILOUS FIGHT ∫ ∫ O'ER THE RAMPARTS WE WATCHED WERE SO GALLANTLY STREAMING ∫ ∫ AND THE ROCKETS' RED GLARE THE BOMBS BURSTING IN AIR ∫ ∫ GAVE PROOF THROUGH THE NIGHT THAT OUR FLAG WAS STILL THERE ∫ ∫ O SAY DOES THAT STAR SPANGLED BANNER YET WAVE ∫ ∫ O'ER THE LAND OF FREE AND THE HOME OF THE BRAVE ∫ [ APPLAUSE ]

>>April Griffin: THANK YOU, MIA. WHERE DID YOU GO? WELCOME. THANK YOU SO MUCH. TELL US WHERE YOU GO TO SCHOOL AND WHAT GRADE.

>> ROLAND PARK ELEMENTARY AND I'M IN FIFTH GRADE.

>>April Griffin: DO YOU WANT TO BE A SINGER WHEN YOU GROW UP? WONDERFUL. THANK YOU SO MUCH FOR SINGING THE NATIONAL ANTHEM TODAY. WE APPRECIATE IT. [ APPLAUSE ] I'D LIKE TO ALSO -- WE HAD A STUDENT PERFORMANCE, AND I'M SORRY, I DON'T HAVE THE LIST IN FRONT OF ME OF THAT. COULD YOU ADDRESS THAT, MR. AYRES? OKAY. VERY GOOD. THANK YOU. I'D LIKE TO INTRODUCE THE TWO STUDENT MEMBERS ON OUR CITIZEN ADVISORY COUNCIL. THOSE TWO STUDENTS ARE MARGARET PARRISH REPRESENTING CHAMBERLAIN HIGH SCHOOL AND SAWYER CARLTON REPRESENTING KING HIGH SCHOOL. WELCOME. [ APPLAUSE ]

>> HI. I'M MAGGIE PARRISH, A SENIOR AT CHAMBERLAIN HIGH SCHOOL. I'VE BEEN ON THE CAC TWO YEARS. I PLAN TO GO TO THE UNIVERSITY OF FLORIDA TO RUN CROSS COUNTRY AND TRACK AND STUDY BIOLOGICAL ENGINEERING. [ APPLAUSE ]

>> MY NAME IS SAWYER CARLTON. I'M A SENIOR AT KING HIGH SCHOOL WHERE I'M AN IB STUDENT THERE. I SERVED ON THE CAC TWO YEARS NOW, AND I'LL BE TAKING EVERYTHING I GAIN FROM THIS OPPORTUNITY TO STUDY JOURNALISM AT THE UNIVERSITY OF FLORIDA. [ APPLAUSE ]

>>April Griffin: WELL, THANK YOU. I WAS GOING TO ASK YOU BOTH WHAT YOU WERE PLANNING ON DOING NEXT. THANK YOU FOR BEING AHEAD OF THE CURVE ON THAT. AND I WANTED TO LET YOU KNOW THAT AT ANY POINT THAT YOU ARE WANTING TO JOINT INTO THE CONVERSATION, IT'S NOT AN EXCITING AGENDA THIS EVENING, BUT ANYTIME YOU WANT TO JUMP INTO THE CONVERSATION, PLEASE, LET MR. AYRES KNOW AND WE'LL CALL ON YOU. I WANT YOU TO BE A PART OF THE CONVERSATION.

>> I WANTED TO ADD, MRS. GRIFFIN AND SHARE WITH EVERYONE THAT MAGGIE IS THE RECENT RECIPIENT OF THE BEST OF SHOW AT OUR RECENT S.T.E.M. FAIR AND WILL BE REPRESENTING OUR DISTRICT AT THE STATE FAIR AND ON TO THE NATIONAL COMPETITION AS WELL. SHE'S BEEN AN OUTSTANDING S.T.E.M. FAIR PARTICIPANT OVER THE LAST SEVERAL YEARS FOR US. WE'RE VERY PROUD OF HER, AND WE WISH HER THE BEST IN HER FUTURE COMPETITION WITH THE S.T.E.M. FAIR.

>>April Griffin: THANK YOU FOR THAT. CONGRATULATIONS. [ APPLAUSE ] LET ME ASK YOU A QUESTION, MAGGIE. DO YOU HAVE ANY ARTISTIC ABILITIES AS WELL OR ANY ARTISTIC TALENTS?

>> I'M A PIANIST.

>>April Griffin: AGAIN, S.T.E.A.M. THAT'S ALL. [ LAUGHTER ] THANK YOU SO MUCH.

>> THANK YOU.

>>April Griffin: ALL RIGHT. BOARD MEMBERS, THIS EVENING, THE WITHDRAWN ITEMS ARE C 1.02, C 4.50R. C 4.06 AND C 1.02 WAS RENUMBERED AS D 01. I NEED A MOTION AND A VOTE TO ADOPT THE AGENDA. I HAVE A MOTION BY MS. HARRIS AND SECOND BY MS. VALDES. BOARD MEMBERS, PLEASE INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT PASSES UNANIMOUSLY WITH MRS. KURDELL NOT BEING HERE. AND THE ROLL CALL THAT ADDRESSES THAT, MRS. KURDELL, IS SHE GOING TO BE HERE THIS EVENING?

>> [INAUDIBLE]

>>April Griffin: OKAY. I BELIEVE SHE HAS SOME FAMILY ISSUES. ALL BOARD MEMBERS ARE PRESENT EXCEPT FOR MS. CAROL KURDELL. BOARD MEMBERS, YOU HAVE RECEIVED AND READ THE FEBRUARY 16th, 2016 SCHOOL BOARD MEETING MINUTES. ARE THERE ANY CHANGES THAT NEED TO BE MADE? IF NOT, I NEED A MOTION AND A SECOND TO APPROVE THE MINUTES. I HAVE A MOTION BY MS. HARRIS. A SECOND BY MS. EDGECOMB. ANY DISCUSSION? SEEING NONE, PLEASE INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT IS UNANIMOUS. IF YOU CAN PLEASE READ THE BOARD GUIDELINES, OUR VICE-CHAIR WILL READ THE BOARD GUIDELINES. MS. STUART.

>>Cindy Stuart: THANK YOU, MADAM CHAIR. AS WE BEGIN THE MEETING, LET ME QUICKLY REVIEW THE FORMAT FOR SCHOOL BOARD MEETINGS. PLEASE SILENCE ALL ELECTRONIC DEVICES. THE BOARD'S AGENDA IS A CONSENT AGENDA. ITEMS ON THE AGENDA ARE APPROVED UPON MOTION AND VOTE UNLESS AN ITEM IS PULLED FOR DISCUSSION. THE AGENDA AND BACKUP DOCUMENTATION ARE AVAILABLE ONLINE. THIS MEETING CAN BE VIEWED WITH CLOSED CAPTIONING ON THE LIVE WEBCAST, ON CABLE TV AND ON A VIDEO MONITOR HERE IN THE AUDITORIUM. IT CAN ALSO BE VIEWED WITH CLOSED CAPTIONING LATER IN THE VIDEO ARCHIVE. DURING THE MEETING THERE IS A TABLET AVAILABLE AT THE COMMUNICATIONS DESK THAT CAN BE USED TO VIEW THE LIVE WEBCAST WITH CLOSED CAPTIONING. THERE ARE SPEAKERS IN THE BACK OF THE ROOM THAT ALLOW BOARD MEMBERS TO HEAR THE MEETING SHOULD WE LEAVE THE DAIS. THERE WILL BE A TOTAL OF 45 MINUTES ALLOWED FOR PUBLIC COMMENT. SPEAKERS WILL BE GRANTED THREE MINUTES TO ADDRESS A SINGLE AGENDA ITEM OR A TOTAL OF FIVE MINUTES TO ADDRESS TWO OR MORE AGENDA ITEMS. WHEN TEN OR MORE SPEAKERS WISH TO SPEAK TO THE SAME AGENDA ITEM, SPEAKING TIME WILL BE REDUCED TO TWO MINUTES PER SPEAKER. IF THERE ARE STILL SPEAKERS AFTER THE 45-MINUTE ALLOTTED TIME ENDS, THE REMAINDER OF THE SPEAKERS WILL BE HEARD PRIOR TO THE VOTE ON ITEMS PULLED FROM THE CONSENT AGENDA. YOUR COMMENTS ARE IMPORTANT. IN ORDER TO PROVIDE THE MOST COMPREHENSIVE RESPONSE TO YOUR COMMENTS, THE STAFF WILL FOLLOW UP WITH YOU AND KEEP THE BOARD INFORMED ABOUT THE RESPONSE. THE SCHOOL BOARD RESPECTS THE PUBLIC'S RIGHT TO SPEAK TO THE BOARD, BUT WE CANNOT TOLERATE BEHAVIOR INTENDED TO INTERRUPT THE ORDERLY CONDUCT OF THIS MEETING. OUR CIVILITY POLICY IS IN EFFECT.

>>April Griffin: THANK YOU, MS. STUART. I'D LIKE TO ACKNOWLEDGE THE ROLAND PARK ENSEMBLE. THE MUSIC TEACHER IS JENNIFER ADUBLUTE. I HOPE I SAID THAT APPROPRIATELY. IF YOU COULD COME UP AND LEAD YOUR STUDENTS IN INTRODUCING THEMSELVES, PLEASE. WELCOME.

>> MY NAME IS LILY WEBER. AND I AM IN FOURTH GRADE.

>> MY NAME IS SEEIANA DI FIORI. I AM IN THIRD GRADE.

>> MY NAME IS SERENA LEHIGH. I AM IN FOURTH GRADE.

>> MY NAME IS SHIVANI LETEMBRE, FIFTH GRADE.

>> NORRIS BRATON, 6th GRADE.

>> LANEY COCHIOLA. I AM IN FOURTH GRADE.

>> MY NAME IS THOMAS DAVIDSON, AND I'M IN FOURTH GRADE.

>> MY NAME IS SUMMER HOWRA. I AM IN FIFTH GRADE.

>> SAM OLEO, SIX GRADE.

>> SHIVANI, SIX GRADE.

>> TINTY LEE. I AM IN SIX GRADE.

>> SIDNEY HALL. I AM IN SIX GRADE.

>> JOURNEY BOSS QUESTIONS, IN FOURTH GRADE.

>> LUCY HOWARD, I'M IN THIRD GRADE.

>> I AM IN FIFTH GRADE.

>> MY NAME IS MILA FULTZ. I AM IN FIFTH GRADE.

>> MY NAME IS RAHUL, FIFTH GRADE.

>> CAMPBELL OLIVER, I'M IN FIFTH GRADE.

>> MY NAME IS AMY JEROME. I'M IN FIFTH GRADE.

>> MY NAME IS JENNIFER HE HADAL WOULD THAT. I AM THE LUCKIEST TEACHER IN THE WHOLE WORLD BECAUSE THOSE ARE MY KIDS. [ APPLAUSE ]

>>April Griffin: THANK YOU SO MUCH. I SHARE WITH EVERYBODY, IF THIS IS YOUR FIRST TIME AT THE MEETING, WE ARE A GOVERNMENT AGENCY, BUT WE ALWAYS LIKE TO START OUR MEETINGS OUT WITH THE KIDS AS A REMINDER OF WHY WE DO WHAT WE DO EVERY SINGLE DAY. THIS CAN BE A BORING MEETING IF YOU'RE SITTING THROUGH THE WHOLE THING, THERE'S A LOT OF BUSINESS AND A LOT OF CONTRACT CONVERSATION, BUT THOSE CHILDREN ARE THE REASON WHY WE DO WHAT WE DO EVERY SINGLE DAY. WE ARE NOW IN THE SECTION, BOARD MEMBERS, OF AUDIENCE COMMENTS. AND VICE-CHAIR STUART, IF YOU COULD PLEASE READ THE STATEMENT FOR AUDIENCE COMMENTS.

>> THE BOARD VALUES AND APPRECIATES YOUR COMMENTS. THIS IS YOUR TIME TO TELL THE BOARD WHAT'S ON YOUR MIND IN ORDER TO PROVIDE YOU WITH A COMPREHENSIVE RESPONSE TO ANY QUESTIONS YOU MAY RAISE DURING PUBLIC COMMENT. IT IS THE BOARD'S PRACTICE TO NOTE YOUR COMMENT AND HAVE THE APPROPRIATE DISTRICT STAFF RESPOND TO YOU AFTER YOUR QUESTION HAS BEEN RESEARCHED. TO THAT END, THE BOARD WILL NOT TYPICALLY RESPOND TO YOUR COMMENTS FROM THIS DAIS.

>>April Griffin: THANK YOU VERY MUCH. AND WE HAVE TWO SPEAKERS THIS EVENING. MR. MARK KLUTHO. AND YOU'LL HAVE FIVE MINUTES. AND THEN MR. ROB HIGGINS.

>> MARK KLUTHO, LARGO. 4.08, WE HAVE THIS GENERAL MANAGER PERFORMANCE EVALUATION. INSTRUCTIONAL MENTOR AND TEACHER TALENT DEVELOPER. WOW. ALMOST SOUNDS LIKE SOMETHING YOU'D FIND IN A CIRCUS. WHAT A JOKE. AND CAN'T REALLY SAY TOO MUCH IN THE BRIEF TIME ALLOTTED HERE FOR 6.07, 6.08, 6.09. IT'S REALLY A JOKE. BUT 7.02, WE GET THE HVAC AGAIN. AND I DON'T KNOW IF YOU DID THIS BY MISTAKE, BUT IT SAYS "ROOFTOP HEATING." I DON'T KNOW WHAT YOU'RE DOING WITH ROOFTOP HEATING. I'VE, YOU KNOW, LET THIS GO FOR A WHILE. BUT NOW YOU HAVE THE LAWYERS SUING YOU FOR THE BUS GOING INTO THE POND. YOU, OF COURSE, HAD THAT KINNARD. YOU KNOW WHAT KINNARD MEAN? WHEN YOU HAD THE CHILDREN COME HERE AND YOU GAVE THEM PRIZES FOR BEING HEROES. PAY NO ATTENTION TO THE MAN BEHIND THE CURTAIN. YEAH. WHEN YOU HIRED SOMEBODY DRIVING A BUS THAT WASN'T SUPPOSED TO BE DOING IT. YEAH, SO WHAT'S GOING TO HAPPEN NOW? YOU KNOW, YOU ALWAYS GO THROUGH THESE ROUTINES OF THIS GLAD-HANDING AND BACK-SLAPPING, AND YOU DO STUPID THINGS LIKE PUT THE LOUD MUSIC OUTSIDE, RIGHT OUTSIDE THE DOOR WHERE PEOPLE ARE TRYING TO ANSWER PHONES. I MEAN, THE STUPIDITY HERE IS JUST BEYOND BELIEF. BEYOND BELIEF. AND I LOOK AT THIS STUFF IN THE PAPER, THE TEACHER SAYS, ASK FOR THOSE MATH BOOKS THAT WERE TAKEN OUT OF THE HIGH SCHOOLS, BERGHOLM SAID THEY WERE OUTDATED AND DID NOT ALIGN TO CURRENT STATE STANDARDS. I KNOW IT'S BECAUSE YOU'RE ON TO THE NEW, NEW, NEW, NEW, NEW, NEW, NEW MATH. IT REMINDS ME WHEN I WAS AT THE PINELLAS SCHOOL BOARD MEETING AND THIS BUREAUCRAT OVER THERE SAID, WELL, THAT EXPONENTIALLY, THAT'S JUST A COLLOQUIALISM NOW. YEAH, SEE, THAT'S THE STATE OF EDUCATION HERE NOW. BAD, BAD, BAD. AND THEN WE HAVE THIS TEACHER THAT'S SAYING THEY'VE BEEN GIVEN FLEXIBILITY IN MATTERS OF WHAT NOVELS THEIR STUDENTS CAN READ. WELL, AT THE TOP OF THE LIST, ALL THE CHILDREN, ARE YOU HAVING THEM READ THE SIXTH EXTINCTION, AN UNNATURAL HISTORY? WHICH, BY THE WAY, IT'S BECAUSE OF YOUR STUPID, DUMB SCHOOL BUILDINGS BELCHING THE POLLUTION, THE CARBON INTO THE ATMOSPHERE. AND WHAT DOES THIS ARTICLE HERE SAY? WELL, YOU KNOW, AGAIN, FINDING THE MONEY, FINDING MONEY, YEAH, WHOA IS WE, WOE IS ME. YEAH, IT'S A DOGGONE SHAME. AND YOU'RE TALKING HERE ABOUT THIS S.T.E.M. THAT IS A FARCE. YOU DON'T EVEN GET THE LIGHTING SYSTEMS RIGHT. YOU DO ALL THESE HVACs OVER AND OVER AGAIN FOR STUPID BUILDINGS. AND THE CARBON KEEPS GOING INTO THE ATMOSPHERE. 2015, THE HOTTEST YEAR IN RECORDED HISTORY. AND WHAT ARE THEY SAYING NOW? PINELLAS, HILLSBOROUGH, GOING UNDERWATER. AH, YEAH.

>>April Griffin: THANK YOU, MR. KLUTHO.

>> IT'S MALFEASANCE.

>>April Griffin: ROB HIGGINS.

>> HOW ARE YOU DOING? GOOD AFTERNOON. MY NAME IS ROB HIGGINS. EXECUTIVE DIRECTOR OF THE TAMPA BAY SPORTS COMMISSION. WE COME TO YOU TODAY TO THANK YOU FOR ALL OF YOUR CONTINUED SUPPORT. THE SPORTS COMMISSION IS RESPONSIBLE FOR NOT ONLY RECRUITING AND HOSTING SPORTS AND ENTERTAINMENT EVENTS THAT GENERATE ECONOMIC IMPACT, BUT THEN ALSO WORKING WITH THE SCHOOL SYSTEM ON SOME UNIQUE PROGRAMS TO HELP CREATE SOCIAL IMPACT. AND SO BECAUSE OF YOUR SUPPORT AND PARTNERSHIP OVER THE YEARS, WE'VE BEEN FORTUNATE TO DO A LOT OF GREAT THINGS. SO WE COME TO YOU TODAY THANKING YOU, AND WE ALSO WANTED TO PRESENT A QUICK AWARD BECAUSE OF YOUR VISION AND SUPPORT. WE'VE BEEN FORTUNATE OVER THE LAST TWO YEARS TO HAVE THE COUNTY ATHLETIC DIRECTOR, ALANIS ROBINSON, SERVING AS THE CHAIRMAN OF OUR BOARD OF DIRECTORS. SO WE WANTED TO COME BY, THANK HIM FOR HIS CONTINUED SUPPORT OF OUR BOARD. NATURALLY, NOT ONLY THANK HIM, BUT ALSO THANK YOU FOR THE CONTINUED PARTNERSHIP. LANNESS HAS BEEN AN INCREDIBLE LEADER FOR OUR BOARD OF DIRECTORS. I CAN TELL YOU, HE'S DONE A FANTASTIC JOB FORGING AND STRENGTHENING THE PARTNERSHIP BETWEEN THE TAMPA BAY SPORTS COMMISSION AND HILLSBOROUGH COUNTY PUBLIC SCHOOL SYSTEM. SO THANK YOU. [ APPLAUSE ]

>>April Griffin: CONGRATULATIONS, MR. ROBINSON. THAT IS IT FOR OUR PUBLIC SPEAKERS. BOARD MEMBERS, WE ARE NOW IN ITEM -- FOR THE ADOPTION OF PROCLAMATION, MUSIC IN OUR SCHOOLS MONTH, MARCH 2016. MS. MELANIE FAULKNER, SUPERVISOR OF ELEMENTARY MUSIC. WELCOME. WHAT A GREAT WAY TO START OUR MEETING TODAY, RIGHT?

>> YES, IT IS. AND THANK YOU FOR YOUR SUPPORT. GOOD AFTERNOON TO EVERYONE, SCHOOL BOARD MEMBERS AND SUPERINTENDENT EAKINS AND STAFF. I WOULD LIKE TO INTRODUCE YOU TO OUR TWO PRESIDENTS OF THE ELEMENTARY AND SECONDARY MUSIC COUNCILS. OUR COUNCILS ARE VERY ACTIVE IN OUR DISTRICT, AND WE ARE VERY PROUD OF OUR PROGRAMS. SO AT THIS TIME, I WOULD LIKE TO INTRODUCE JEFF HINSON, MUSIC TEACHER AT HAMMOND ELEMENTARY AND DR. DRAKE GRAHAM, BAND AND ORCHESTRA DIRECTOR AT KING HIGH SCHOOL.

>> GOOD AFTERNOON, MADAM CHAIR, HONORABLE SCHOOL BOARD MEMBERS, SUPERINTENDENT EAKINS AND STAFF, I AM JEFF HINSON, THE MUSIC TEACHER AT HAMMOND ELEMENTARY SCHOOL AND PRESIDENT OF THE ELEMENTARY MUSIC COUNCIL. WITH ME IS DOCTOR DRE GRAHAM, BAND AND ORCHESTRA DIRECTOR AT KING HIGH SCHOOL AND PRESIDENT OF THE SECONDARY MUSIC COUNCIL. ON BEHALF OF THE MUSIC EDUCATORS OF HILLSBOROUGH COUNTY, WE WOULD LIKE TO TAKE THIS OPPORTUNITY TO THANK YOU FOR YOUR CONTINUED SUPPORT OF MUSIC EDUCATION BY RECOGNIZING MARCH AS MUSIC IN OUR SCHOOLS MONTH. THIS IS AN EXCELLENT OPPORTUNITY FOR STUDENTS TO SHARE MUSICAL IDEAS AND ACCOMPLISHMENTS WITH THEIR FAMILY, FRIENDS AND THE COMMUNITY AT LARGE. THE STUDY OF MUSIC IS FUNDAMENTAL TO A COMPLETE EDUCATION. IT DEVELOPS CREATIVITY, PROBLEM-SOLVING, AND CRITICAL AND EVALUATIVE SCHOOLS. MUSIC EDUCATION INCLUDES A BROAD RANGE OF MUSIC AND ACTIVE MUSICAL EXPERIENCES AND HELPS STUDENTS ACQUIRE THE SKILLS FOR PRODUCTION AND THE PERFORMANCE OF MUSIC AS WELL AS AN UNDERSTANDING OF HISTORY AND CULTURE.

>> IT IS THE OBJECTIVE OF PUBLIC EDUCATION TO PREPARE CHILDREN FOR PRODUCTIVE ROLES IN OUR SOCIETY. AND IN KEEPING WITH THE DISTRICT'S MISSION, MUSIC EDUCATION OFFERS EACH STUDENT THE OPPORTUNITY TO BE CREATIVE AND EXCEL AS A SUCCESSFUL AND RESPONSIBLE CITIZEN. WE ARE FRUED ONCE AGAIN -- PROUD TO ONCE AGAIN BE DESIGNATED AS ONE OF THE COMMUNITIES FOR MUSIC. THIS RECOGNIZES THE PURPOSES AND PRACTICES OF MUSIC EDUCATION THAT ENCOURAGES STUDENTS, TEACHERS, PARENTS, AND CITIZENS TO PARTICIPATE.

>> THE NATIONAL ASSOCIATION FOR MUSIC EDUCATION HAS DESIGNATED MARCH 2016 AS MUSIC IN OUR SCHOOLS MONTH, FOCUSING ON THE THEME "MUSIC INSPIRES." WE REQUEST THE BOARD TO REDEDICATE ITSELF TO THE MAINTENANCE OF A MUSIC EDUCATION PROGRAM TO THAT -- THAT WILL BE RELEVANT TO THE NEEDS OF STUDENTS IN OUR DISTRICT AND WILL REACH AND POSITIVELY INFLUENCE EACH CHILD.

>> AND AS A TOKEN OF OUR APPRECIATION FOR YOUR SUPPORT OF MUSIC EDUCATION IN HILLSBOROUGH COUNTY PUBLIC SCHOOLS, WE WOULD LIKE TO PRESENT YOU CDs OF THIS YEAR'S YOUNG SONG WRITERS SYMPOSIUM. WE HOPE YOU WILL ENJOY THE SONGS WRITTEN AND PERFORMED BY FIFTH GRADE STUDENTS. THANK YOU VERY MUCH. [ APPLAUSE ]

>>April Griffin: THANK YOU. WE HAVE SOME BOARD MEMBERS THAT WANT TO SPEAK. MS. VALDES.

>>Susan L. Valdes: THAT'S A MOTION.

>> I'LL SECOND.

>>April Griffin: DID YOU WANT TO SPEAK? ALL RIGHT. WE HAVE A MOTION ON THE FLOOR TO APPROVE, AND THE MOTION MAKER IS MS. VALDES. THE SECOND IS MS. SNIVELY. MS. SNIVELY.

>>Melissa Snively: THANK YOU. I JUST WANTED TO SAY A SPECIAL THANK-YOU. ONE OF THE MEMBERS I MET AS A NEW BOARD MEMBER WAS MS. FAULKNER AND ATTENDED A BELL PERFORMANCE WITH HER AT AN ELEMENTARY SCHOOL. AND IT IS JUST SO MEANINGFUL TO HAVE STUDENTS INVOLVED IN MUSIC EDUCATION. I LOVE THE FACT THAT WE HAVE STUDENTS PERFORMING BEFORE EVERY BOARD MEETING. THAT SENDS A REALLY POSITIVE MESSAGE TO OUR STUDENTS AND TO THE COMMUNITY ABOUT OUR SUPPORT FOR MUSIC EDUCATION AND HOW IMPACTFUL IT CAN BE. I JUST WANTED TO SAY, I'M DEFINITELY A PROPONENT FOR MAKING SURE WE ENHANCE OUR MUSIC EDUCATION PROGRAMS. PERSONALLY, ON A PERSONAL LEVEL, IT WAS VERY IMPACTFUL FOR ME GROWING UP. I GREW UP IN A DIFFERENT COUNTY, BUT I STILL REMEMBER MS. ESQUIVEL AND MR. ALDSINGER AND I STILL KEEP IN TOUCH WITH MY BAND DIRECTOR, JIMMY PARKER. SO IT CAN BE VERY, VERY IMPACTFUL FOR STUDENTS AND LEAVE A POSITIVE, POSITIVE IMPACT FOR THEM AS THEY GROW UP AND THEY EXPLORE WHAT TALENTS AND ABILITIES THAT THEY HAVE. SO THANK YOU SO MUCH FOR EVERYTHING THAT YOU DO FOR OUR STUDENTS AND TO PROMOTE MUSIC EDUCATION IN OUR CLASSROOMS.

>>April Griffin: THANK YOU. THE REASON I ASKED MAGGIE IF SHE HAD ANY MUSICAL OR ANY TALENTS IS BECAUSE I'M MARRIED TO AN ENGINEER, AND WE RUN IN THOSE CIRCLES. I'VE DONE THIS UNSCIENTIFIC STUDY WHERE I'VE ASKED EVERYBODY THAT I KNOW IF THEY HAVE ANY TALENTS OR ANY MUSICAL ABILITY, WHO ARE ENGINEERS, WHO ARE IN THE TECHNOLOGY FIELD, SOFTWARE DESIGNER OR WHATEVER. AND I WILL TELL YOU, I'VE NOT TAKEN A TRACK OF IT, BUT IT IS ABOUT 95% OF THE PEOPLE HAVE SOME SORT OF TALENT, AND IT TENDS MORE TOWARDS THE MUSIC. AND I REMEMBER BEING AT ONE OF THE -- AT THE STRAZ CENTER MANY YEARS AGO AND TALKING TO ART TEACHERS ABOUT SPEAKING UP AND USING THEIR VOICE, BECAUSE WE ARE IN A WORLD OF S.T.E.M. RIGHT NOW. AND S.T.E.M. MEANS ABSOLUTELY NOTHING WITHOUT THE CREATIVITY THAT GOES WITH IT. AND THAT'S WHAT THAT MUSIC DOES. THAT'S TWHA BRINGS. WE ALL KNOW THE STUDIES. ALL THE EDUCATORS IN THE ROOM KNOW THE STUDIES WHERE THEY TALK ABOUT WHAT PART OF THE BRAIN PROCESSES MUSIC AND WHAT PART OF THE BRAIN PROCESSES MATH AND SCIENCE. SO I KNOW THAT THIS BOARD HAS BEEN COMMITTED FOR QUITE SOME TIME, EVEN IN OUR DOWNTURN IN THE ECONOMY, THAT WE WENT THROUGH AS A NATION, THAT WE WERE COMMITTED TO MAKING SURE THAT ART REMAINED IN THE CLASSROOM. AND INSTEAD OF CUTTING IT, WE TOOK A LITTLE BIT OF TIME OFF. NOW, HAVE WE GOTTEN THAT TIME BACK? I SEE A SHAKING OF THE HEAD, SUPERINTENDENT. WE'VE GOT TO HAVE A CONVERSATION ABOUT THIS, THEN. I'M GLAD YOU'RE HERE, BECAUSE WE DID TAKE SOME TIME OFF OF MUSIC BECAUSE OF FINANCES AND SOME ISSUES THERE TO HELP US GET THROUGH. BUT WE DIDN'T WANT TO CUT IT BECAUSE WE KNEW THAT CUTTING IT AND TRYING TO GET IT BACK WOULD BE A WHOLE LOT MORE DIFFICULT THAN TAKING A LITTLE BIT OF TIME OFF. I'M GLAD I ASKED THE QUESTION, BECAUSE THEN I DO WANT TO TURN TO OUR SUPERINTENDENT AND SAY THIS IS SOMETHING THAT WE NEED TO LOOK AT, THAT WE TOOK THAT AWAY IN A TIME THAT WE NEEDED TO, BUT WE'RE IN A DIFFERENT TIME NOW. SO OUR SUPERINTENDENT WILL BE LOOKING AT THAT, AND WE WILL BE HAVING DISCUSSION. THANK YOU SO MUCH FOR COMING. WE HAVE A MOTION ON THE FLOOR, BOARD MEMBERS, WITH A SECOND. IS THERE ANY MORE DISCUSSION? SEEING NONE, PLEASE INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND THE MOTION PASSES UNANIMOUSLY. CONGRATULATIONS, AND THANK YOU FOR COMING TODAY. [ APPLAUSE ] NOW, BOARD MEMBERS, WE ARE NOW ON TO THE SUSPENDED AGENDA. I'LL TURN IT OVER TO OUR SUPERINTENDENT.

>>Jeffrey Eakins: THANK YOU VERY MUCH, MS. GRIFFIN. I HAVE A COUPLE OF UPDATES. I BELIEVE MR. BEEKMAN WILL ALSO COME UP AND GIVE AN UPDATE ON TRANSPORTATION AS WELL THIS AFTERNOON. I WANTED TO, FIRST OF ALL, UNDER THE SECOND ITEM ON THE SUSPENDED AGENDA WITH REGARD TO PROGRESS AND ONGOING FEEDBACK AS IT RELATES TO OUR AFRICAN-AMERICAN, HISPANIC STUDENTS. FIRST OF ALL, I WANT TO THANK BOARD AND STAFF FOR THE WORKSHOP LAST WEEK. I WANT TO THANK OUR PRINCIPALS, OUR STUDENTS WHO ARE HERE. REALLY FELT LIKE THERE WAS GOOD SHARING OF STRATEGIES, AND I HOPE YOU STARTED TO GET A FEEL INGS SYSTEMATICALLY SYSTEMICALLY OCCURRING AT OUR SCHOOLS ACROSS THE COUNTY. PART OF THIS WHOLE CONVERSATION IS -- DEALS WITH DIVERSITY, BUT ALSO CONVERSATIONS AROUND RACE AND EQUITY. AT THE LAST BOARD MEETING, WHEN THIS BOARD APPROVED THE CONTRACT AGREEMENT WITH THE PACIFIC EDUCATION GROUP TO -- WITH REGARD TO THE BEYOND DIVERSITY TRAINING, WHICH THERE WAS A START TO THAT LAST THURSDAY AND FRIDAY. WE HAD SEVERAL OF OUR DISTRICT STAFF THAT WENT AND SCHOOL-BASED STAFF THAT WERE THERE. BUT IT WAS A GREAT CONVERSATION, A GREAT WAY TO START THE CONVERSATION AROUND RACE AND EQUITY TO ENSURE OVERARCHING, THAT OUR GOALS FOR ALL STUDENTS, EACH STUDENT IS ACHIEVED IN THIS DISTRICT. SO I JUST WANTED TO THANK THOSE ON STAFF WHO WERE INVOLVED IN THAT TRAINING. I FELT LIKE THE PARTICIPANTS THAT ATTENDED HAD A LOT OF REALLY GREAT THINGS TO SAY ABOUT HOW THEY LEFT A LOT DIFFERENT IN THEIR THINKING THAN WHEN THEY CAME IN. I JUST WANT YOU TO KNOW THAT WE ARE NEXT ON THE AGENDA GOING TO BE DEVELOPING A KIND OF DISTRICT EQUITY LEADERSHIP TEAM THAT'S GOING TO TALK ABOUT HOW WE EXPAND THAT TO OTHER LEADERS WITHIN OUR DISTRICT AND ULTIMATELY STAFF IN OUR DISTRICT. WE'LL KEEP THE BOARD UPDATED AND APPRISED AS WE HAVE THOSE CONVERSATIONS. DO ALSO WANT TO INVITE MR. BEEKMAN TO COME, BECAUSE I KNOW WE HAVE A TRANSPORTATION UPDATE WE WOULD LIKE TO PROVIDE YOU THIS EVENING AS WELL.

>> GOOD AFTERNOON, MADAM CHAIR, BOARD MEMBERS, AND SUPERINTENDENT EAKINS. I JUST WANT TO GIVE A QUICK UPDATE ON OUR SCHOOL BUS PURCHASE. YOU KNOW THIS PAST SEPTEMBER YOU APPROVED 200 BUSES TO BE PURCHASED FOR THE SCHOOL DISTRICT. IN THAT PURCHASE, WE PURCHASED 50 PROPANE BUSES. ALL OF THOSE BUSES HAVE BEEN DELIVERED TO THE DISTRICT. WE ANTICIPATED HOPEFULLY TO HAVE THEM BY APRIL/MAY, BUT WE HAVE RECEIVED ALL OF THOSE 50. 41 HAVE BEEN ISSUED. NINE ARE STILL BEING PROCESSED. THE LAST NINE WE JUST GOT IN THE PAST COUPLE OF DAYS, AND WE'RE WAITING ON TAGS TO DO THAT. WE'VE RECEIVED TEN OR TEN IC DIESEL BUSES HAVE BEEN GIVEN OUT. IC IS THE ONLY ONE WHO HAS DELIVERED ANY DIESEL BUSES TO THIS DAY. WE HAVE 14 BUSES ON OUR LOT NOW. TEN HAVE BEEN GIVEN OUT. NINE ARE 77 CAPACITY BUSES. ONE IS A LIFT BUS, A 65 CAPACITY. WE ARE NOW GIVING THOSE BUSES OUT AFTER WE EQUALIZE THE ROUTES. LAST YEAR, WE'RE USING THE SENIORITY TO GIVE THE BUSES OUT. EXCEPT IF THEY RECEIVED A NEW BUS LAST YEAR, THEY ARE NOT GETTING A NEW BUS THIS YEAR. JUST WANT TO GIVE YOU THAT UPDATE.

>>April Griffin: MS. STUART.

>>Cindy Stuart: THANK YOU. WE HAD DEVELOPED A SURVEY THAT WE WERE USING TO, AS THE NEW BUSES WERE COMING IN, KIND OF TRACKING SERVICE ISSUES AND RIDER AND DRIVER COMMENTS. HAVE WE COMPLETED ANY OF THAT, OR ARE WE WAITING UNTIL ALL THE BUSES ARE ON THE ROAD?

>> WE ARE WAITING UNTIL ALL THE BUSES GET ON THE ROAD. WE ARE ALREADY COLLECTING ALL THE DATA ON THE SERVICE. PART OF THAT, IF YOU REMEMBER THE WARRANTY ISSUES WAS A PART OF THAT. SERVICEABILITY, DELIVERY, SO WE'RE MARKING THE DELIVERY DATES. WE ALSO CAME UP WITH A PLAN INSTEAD OF, WE WERE ORIGINALLY GOING TO LOOK AT TRYING TO PUT THEM ON LIKE ROUTES. WE'RE GOING TO MOVE THOSE DRIVERS SO WE HAVE THE SAME DRIVERS DRIVING THE SAME BUSES SO WE GET THE EXACT SAME FEEDBACK, SO THAT DRIVER WILL ACTUALLY GIVE THE FEEDBACK FOR ALL THREE TO ELIMINATE ANY POSSIBILITY, ANYONE BE ABLE TO SAY, WELL, THE ROUTE WAS DIFFERENT. BUT ALL THAT IS ALREADY DEVELOPED. WE'RE JUST WAITING FOR ALL THE BUSES TO GET HERE.

>>Cindy Stuart: I'M GOING TO ASK YOU TO SPEAK, BECAUSE IT'S BEEN IN THE PRESS AND SINCE YOU'RE UP HERE, WE'LL TALK ABOUT IT A LITTLE BIT. THE LATENESS OF BUSES THAT IS BEING REPORTED, DRIVERS OUT, SCHOOL BUSES LATE TO SCHOOLS, CAN YOU SPEAK TO THAT A LITTLE BIT AND WHAT IS HAPPENING OUT THERE? IT'S BEEN IN THE PRESS A FEW TIMES IN THE LAST COUPLE OF WEEKS. I THINK IT'S IMPORTANT THAT YOU ADDRESS IT AS THE HEAD OF OUR DEPARTMENT.

>> YEAH, WE ARE STRUGGLING JUST LIKE EVERY OTHER DISTRICT FOR BUS DRIVERS. WE HAVE A SHORTAGE OF BUS DRIVERS. WE'RE CONDUCTING CLASSES. WE'RE WORKING WITH HR. WE HAVE A MEETING SET UP ON THURSDAY MORNING WITH MARKETING TO TRY A DIFFERENT MARKETING APPROACH TO TRY TO GET DRIVERS TO COME TO OUR DISTRICT. WE'RE NO DIFFERENT THAN ANY OTHER DISTRICT. WE RECEIVED TODAY OR YESTERDAY, SCHOOL BUS FLEET CAME OUT, AND THEY RAN THE SURVEY IN NOVEMBER OF '15. 92% OF THE DISTRICTS NATIONWIDE ARE EXPERIENCING SHORTAGES OF BUS DRIVERS. AS THE ECONOMY, AS THE JOBS IMPROVE AND THE UNEMPLOYMENT RATE GOES DOWN, OUR -- UNFORTUNATELY, OUR SHORTAGES GO UP. IT'S THE WAY IT'S BEEN FOR THE PAST 25 OR 30 YEARS. UNFORTUNATELY, THE ONE GROUP A RECESSION IS GOOD FOR IS SCHOOL BUS TRANSPORTATION. IT'S JUST THE WAY IT IS. SO THOSE ARE THE THINGS WE'RE WORKING ON. WE'VE CONSOLIDATED SOME OF THE ROUTES AND FIXING SOME OF THE ROUTES. WE HAD SOME ROUTE ISSUES FROM THE BEGINNING OF THE YEAR. THOSE ARE BEING FIXED. AND REROUTED TO HELP FIX SOME OF THAT STUFF. BUT WE ARE WORKING WITH A DRIVER SHORTAGE. AND THEN, OF COURSE, THE OTHER ISSUE WE HAVE, WE HAVE A LOT OF SICKNESS OUT AS WELL. AK TO -- I KNOW MR. FARKAS AND I HAD A CONVERSATION LAST WEEK, ABOUT YOU HAVE SOME NEW COMMUNICATION STAFF THAT HAVE BEEN PUT IN PLACE. CAN YOU SPEAK TO THAT A LITTLE BIT? THEY WILL BE TAKING CALLS FROM PARENTS AND SCHOOLS AS THEY COME IN.

>> YES. WE HAVE TWO CUSTOMER SERVICE FOLKS THAT WE BROUGHT FORWARD IN THE BOARD REORGANIZATION WHEN WE BROUGHT THAT BACK IN NOVEMBER. THEY WERE JUST HIRED. THEIR OFFICIAL START DATE WAS MONDAY. SO THEY'LL BE WORKING ON THAT. WE'RE PUTTING THAT COMMUNICATION PLAN TOGETHER AS WELL, THAT WE'LL BE WORKING WITH SOME OF OUR MARKETING FOLKS TO GET THAT INFORMATION OUT. THAT WILL ALLOW US MORE FOLLOW-UP WITH PARENTS AND THINGS SUCH AS THAT.

>>Cindy Stuart: THANK YOU. I APPRECIATE IT.

>>April Griffin: MS. SNIVELY.

>>Melissa Snively: THANK YOU. CAN YOU REMIND US ABOUT THE BUSES THAT WE HAVE PURCHASED, ARE THEY GOING TO BE REPLACING BUSES OR ARE THEY ADDING TO THE FLEET SO THAT WE CAN WORK ON HAVING MORE LIKE TWO PEOPLE PER SEAT WHEN IT COMES TO MIDDLE SCHOOL/HIGH SCHOOL, THAN THREE PEOPLE PER SEAT? BECAUSE THAT STILL SEEMS TO BE A SAFETY ISSUE. I'M STILL GETTING REPORTS FROM CONSTITUENTS WHO HAVE STUDENTS THAT ARE STANDING ON THE BUS OR SITTING IN THE AISLES OF THE BUSES. AND, OBVIOUSLY, SAFETY IS ONE OF OUR TOP PRIORITIES. HOW ARE WE ADDRESSING THAT TWO PER SEAT VERSUS THREE PER SEAT ISSUE THAT WE'RE HAVING WITH THE BUSES?

>> THE BUSES THAT WE PURCHASED ARE REPLACING THE BUSES IN EXISTENCE NOW. THEY ARE NOT TO ADD INTO NEW SERVICE. WE PURCHASED 77 CAPACITY BUSES, AND WE'RE TAKING 65 CAPACITY BUSES OFF THE ROAD. SO IN THAT PURCHASE THAT THE BOARD APPROVED, YOU BUILD IN CAPACITY IN THAT PURCHASE. WE STILL HAVE TO WAIT FOR THEM TO GET HERE. AS THEY COME ON, THE ONE THING THAT WE DID CHANGE THIS YEAR VERSUS LAST YEAR, WHAT WE EXPERIENCED LAST YEAR WHEN WE CAME, WE HAD TO INSTALL THE CAMERA SYSTEM. WE HAD TO INSTALL THE GPS SYSTEM AND THOSE ITEMS. THEY ARE ALREADY COMING WITH THAT LOADED INTO THE BUS. SO IT'S A MUCH QUICKER TURNAROUND GETTING THEM BACK ON THE ROAD. THE THING THAT WE WAIT FOR LONGEST OF ANYTHING WHEN WE GET THEM IS ACTUALLY THE TAG. TAG AND TITLE WORK IN HILLSBOROUGH IS A LITTLE CHALLENGING FOR US TO GET OUR TAGS FOR BUSES, BUT THE VENDORS ARE THE ONES WHO ARE DOING THAT, AND THEY ARE WORKING THROUGH SOME OF THOSE HOOPS FOR US AS WELL. BUT THE BUSES ARE REPLACING AND ADDING TO CAPACITY SO WE CAN MOVE TO THAT MODEL.

>>Melissa Snively: MY FOLLOW-UP QUESTION TO THAT IS, HOW ARE YOU PROMOTING THE USAGE OF SEAT BELTS ON SCHOOL BUSES? FRRMS I GATHER -- FROM WHAT I GATHER IN MY BRIEF EXPERIENCE, NOT MANY STUDENTS ARE WEARING SEAT BELTS, ESPECIALLY MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS, THEY ARE NOT IN THE HABIT OF WEARING THE SEAT BELT WHICH IS ANOTHER SAFETY CONCERN. HOW ARE WE PROMOTING USAGE OF SEAT BELTS?

>> UNDER STATUTE, THE DRIVER IS REQUIRED TO TELL THE STUDENTS TO WEAR THEIR SEAT BELTS. ONE OF THE ARGUMENTS THAT WE WENT YEARS AGO WHEN WE FIRST PUT SEAT BELTS ON BUSES, BECAUSE THEY WERE LAP BELTS ON BUSES. UNLIKE YOUR CAR, WHEN IT'S NOT BUCKLED, YOUR CAR GIVES YOU THAT ANNOYING BEEPING SOUND UNTIL YOU BUCKLE UP. THAT'S NOT AVAILABLE ON SCHOOL BUSES. SO WE HAVE TO INSTRUCT THEM TO WEAR THOSE BELTS, AND WE TRY TO MANAGE THROUGH THE REFERRAL SYSTEM, BEHAVIOR SYSTEM IN ORDER TO DO THAT. THE STATUTE ALSO INDEMNIFIES THE DISTRICT AND THE DRIVER SAYING THAT, YOU KNOW, IT INDEMNIFIES US AS FAR AS A LIABILITY, IF THE CHILD -- IF WE'RE IN AN ACCIDENT, THE CHILD IS NOT WEARING -- BUT IT STILL DOES NOT RESOLVE THE ISSUE. WE STILL HAVE TO TELL THEM, WEAR YOUR SEAT BELTS, WEAR YOUR SEAT BELTS, WEAR YOUR SEAT BELTS. PROBABLY WOULD BE BETTER TO LOOK AT A WHOLE CAMPAIGN AS WE LOOK AT SAFE WAYS TO SCHOOLS, THE WALKING PROGRAM AND EVERYTHING ELSE, IT REALLY NEEDS TO ENCOMPASS AN ENTIRE SAFE WAYS TO SCHOOL. AND THAT IS, IF YOU ARE RIDING A BUS, WEAR YOUR SEAT BELT.

>>Melissa Snively: I WOULD CERTAINLY LIKE TO SEE A CAMPAIGN TO PROMOTE THAT USAGE. AND MAYBE THE -- I DON'T KNOW IF THE CONSULTANTS THAT GAVE US A REPORT BACK IN DECEMBER, IF THEY HAD ANY IDEAS FOR THAT PARTICULAR ISSUE. HAVE WE GOTTEN A REPORT BACK, MR. FARKAS, ON THAT PARTICULAR CONSULTANT, FROM THAT PARTICULAR CONSULTANT YET?

>>Christopher Farkas: THEY ARE MAKING THE FINAL CHANGES. WE HAVE AN INITIAL REPORT. MR. BEEKMAN AND I ARE EXPECTING THAT ANY DAY. WE HAVE NOT GOTTEN THE FINAL REPORT.

>>Melissa Snively: I'M ASSUMING YOU WILL BE SHARING THAT WITH US WHENEVER IT IS AVAILABLE. THANK YOU.

>>April Griffin: MS. EDGECOMB.

>>Doretha Edgecomb: THANK YOU. MR. BEEKMAN, IN YOUR COMMENTS REGARDING RECRUITING BUS DRIVERS AND YOU TALK ABOUT THE FACT THAT AS THE ECONOMY IMPROVES, CHALLENGING TO ATTRACT BUS DRIVERS, OF THE STRATEGIES THAT WE HAVE PUT INTO PLACE, WHAT SEEMS TO HAVE BEEN THE MOST PRODUCTIVE IN TERMS OF BEING ABLE TO RECRUIT BUS DRIVERS? WE THINK ABOUT ALL THE THINGS THAT YOU AND YOUR STAFF HAVE DONE IN COLLABORATION WITH MAYBE THE TRANSPORTATION PEOPLE, WITH THEIR COLLEAGUES AND ALL OF THAT. WHAT SEEMS TO BE THE MOST PRODUCTIVE STRATEGY BEING USED?

>> WELL, THE JOB FAIRS HAVE BEEN THE MOST PRODUCTIVE WHEN THEY ARE MARKETED CORRECTLY. MARKETING COSTS MONEY. YOU KNOW, WE USED THAT LAST YEAR AND SPENT SOME MONEY IN DOING THAT. AND WE WERE SUCCESSFUL, BUT THEN AS WE RAN INTO SOME BUDGET CRUNCH, WE CURTAILED THE MARKETING APPROACH AND TRIED SOME OTHER JOB FAIRS BY JUST OUR OWN ADVERTISEMENT. IT JUST WASN'T AS SUCCESSFUL. SO WHEN WE GET THOSE THROUGH, WE STILL HAVE THE CHALLENGE BECAUSE EVEN THOSE JOB FAIRS WE HAD LAST YEAR, WE WOULD HAVE 130, 140 PEOPLE COME THROUGH THE DOOR, ABOUT 30 OF THOSE WOULD BE ELIGIBLE BECAUSE OF LICENSE. WE REQUIRE LIFETIME LICENSE, CLEAN LICENSE. WHEN YOU START TALKING THAT WITH INDIVIDUALS, IT'S VERY TOUGH TO FIND AN INDIVIDUAL THAT MEETS THAT CRITERIA. SO WE DON'T WANT TO GO AWAY FROM WHAT OUR CRITERIA IS, BECAUSE WE HAVE TO HAVE SAFE DRIVERS BEHIND THE WHEEL OF THE BUS. IT JUST BECOMES MORE CHALLENGING. SO, AGAIN, WE'RE GOING TO TALK ABOUT THOSE THINGS LAST YEAR THAT WORKED SUCCESSFULLY, AND THAT MEETING IS SCHEDULED FOR THURSDAY MORNING TO WORK WITH THAT GROUP AND TO GO AFTER THOSE TYPE OF THINGS THAT BROUGHT US SOME SUCCESS.

>>Doretha Edgecomb: MRS. STUART ASKED THE QUESTION REGARDING THE SURVEY. CORRECT ME IF I'M WRONG, THAT WE ARE ALL GOING TO IMPLEMENT THE SURVEY WHEN ALL THE NEW BUSES ARE ON THE ROAD, IS THAT CORRECT?

>> YES, MA'AM.

>>Doretha Edgecomb: MEANWHILE, WHAT KIND OF FEEDBACK ARE YOU GETTING OR REACTIONS TO THE ONES THAT ARE ON THE ROAD, PRESENTLY?

>> SOME LOVE THEM.

>>Doretha Edgecomb: LIKE ANYTHING ELSE.

>> SOME DON'T LIKE THEM. YOU KNOW, IT'S JUST THE SAME THING. IT'S JUST A MATTER OF TASTE. BUT WE'LL COLLECT ALL THOSE THAT ARE COMING BACK IN. WE'VE HAD A COUPLE OF OUR SENIOR DRIVERS. ONE ON THE DIESEL IN PARTICULAR. OF COURSE, SHE'S RETIRING IN APRIL, BUT SHE WAS A SENIOR DRIVER. YOU WANT TO DRIVE A NEW BUS FOR YOUR LAST MONTH. SHE SAID, NO, I'M REALLY COMFORTABLE WITH WHAT I HAVE. SO WE GAVE HER A PASS ON THAT FOR HER LAST MONTH. BUT FOR THE MOST PART, THEY DO. AND IF YOU'VE HEARD THE PROPANE BUSES. ONE OF THE THINGS THAT SCARED US TO DEATH IS BECAUSE WE KNOW THAT THERE ARE A NUMBER OF KIDS IN OUR COMMUNITY THAT RUN TO THE BUS STOP. WE CAN'T STOP THAT FROM HAPPENING WHEN THEY HEAR THE BUS COMING. YOU WON'T HEAR THE PROPANE BUS COMING. WHEN YOU HEAR A DIESEL COME AROUND THE CORNER, THEY JUMP OUT, AND THEY START RUNNING FOR THE BUS. IF THEY DON'T HEAR IT AND THEN THEY SAY, WELL, THE BUS DIDN'T COME. SAY, WELL, IT'S NOT AS LOUD AS IT USED TO BE. THAT'S JUST A NEW DYNAMIC THAT WE'RE WORKING THROUGH WITH OUR PARENTS.

>> IF I COULD, YOUNG LADIES, DO EITHER OF YOU RIDE THE BUS TO SCHOOL? NO. OKAY. BUT YOU TALK TO FRIENDS THAT DO RIDE THE BUS. NO? [ LAUGHTER ] OKAY. I WAS GOING TO USE YOU AS A QUESTION-AND-ANSWER PERIOD WITH OUR RIDERS. MAYBE THE NEXT QUESTION I ASK WOULD BE MORE APPROPRIATE. THANK YOU FOR YOUR HONESTY. I APPRECIATE THAT. SO WE ARE GETTING FEEDBACK, BUT JUST -- I LOVE THE WAY THEY BOTH LAUGH ABOUT THIS -- BUT WE ARE GETTING INFORMATION IN A VERY INFORMATIVE WAY. EMEMBER, WE'RE -- YES, AND ALSO, REMEMBER, WE ARE GOING TO SURVEY THE STUDENTS RIDING ON THOSE BUSES AS WELL. WE'LL GET THAT FEEDBACK FROM THE STUDENTS AS WELL.

>>Doretha Edgecomb: OKAY. MAYBE BY THAT TIME THEY'LL TALK TO MORE FRIENDS.

>> THEY NEED TO FIND FRIENDS THAT RIDE BUSES. THEY ARE COOL KIDS.

>>Doretha Edgecomb: THANK YOU.

>>April Griffin: THANK YOU, MS. EDGECOMB. I THINK THAT'S IT. ALL RIGHT. VERY GOOD. SO WE ARE NOW DONE WITH THE SUSPENDED AGENDA. THERE IS NO TEACHING AND LEARNING. WE ARE NOW ON TO THE ADMINISTRATIVE APPOINTMENTS. I WILL TURN IT OVER TO OUR SUPERINTENDENT, MR. SUPERINTENDENT.

>>Jeffrey Eakins: THANK YOU, MS. GRIFFIN. BOARD MEMBERS, THE ADMINISTRATIVE APPOINTMENTS COMING BEFORE YOU TODAY ON THE AGENDA HAVE BEEN PROPERLY ADVERTISED. APPROPRIATE SCREENINGS WERE HELD AND INTERVIEWS BEFORE SUPERINTENDENT STAFF WERE CONDUCTED. THE HUMAN RESOURCES MANAGEMENT DEVELOPMENT, HRMD PROCESS ADOPTED BY THE BOARD WAS FOLLOWED. IT IS THE SUPERINTENDENT'S RECOMMENDATION TO APPOINT ADRIENNE SYKES, CURRENTLY ASSISTANT PRINCIPAL AT RANDALL MIDDLE SCHOOL TO THE SUPERVISOR OF COMMUNITY EDUCATION, FEES AND SPECIAL PROJECTS WITH AN EFFECTIVE DATE OF MARCH 14, 2016. MS. SIKES BEGAN HER CAREER IN HILLSBOROUGH COUNTY IN 2002 AS A CLASSROOM TEACHER. FROM 2002 THROUGH 2011, SHE TAUGHT AT SULPHUR SPRINGS AND IPPOLITO ELEMENTARY SCHOOL AND TOMLIN MIDDLE SCHOOL. SHE WAS THEN ASSISTANT PRINCIPAL AT RANDALL MIDDLE SCHOOL WHERE SHE IS CURRENTLY SERVING.

>>April Griffin: A MOTION BY MS. VALDES. AND SECOND BY MS. SNIVELY. IS THERE ANY DISCUSSION? SEEING NONE, BOARD MEMBERS, INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. IT IS UNANIMOUS. CONGRATULATIONS. PLEASE STAND TO BE RECOGNIZED. [ APPLAUSE ] AND YOUR FAMILY AND FRIENDS TO SUPPORT YOU. [ APPLAUSE ] WE WERE ALL LOOKING AT DR. SYKES. MR. EAKINS.

>>Jeffrey Eakins: THANK YOU. IT IS THE SUPERINTENDENT'S RECOMMENDATION TO APPOINT DIANE SANCHEZ CURRENTLY ASSISTANT PRINCIPAL AT MENDENHALL ELEMENTARY SCHOOL TO THE PRINCIPAL OF CRESTWOOD ELEMENTARY SCHOOL, EFFECTIVE DATE, MARCH 28, 2016. MS. SANCHEZ ALECBAREIAN BEGAN HERE CAREER IN 2001. CLASSROOM TEACHER AND RESOURCE TEACHER AT OAK GROVE ELEMENTARY SCHOOL. IN 2010, SHE WAS APPOINTED ASSISTANT PRINCIPAL FOR ELEMENTARY INSTRUCTION AT MENDENHALL ELEMENTARY SCHOOL WHERE SHE IS CURRENTLY SERVING.

>>April Griffin: I HAVE A MOTION BY MS. VALDES AND A SECOND BY MS. EDGECOMB. IS THERE ANY DISCUSSION? SEEING NONE, BOARD MEMBERS, INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. IT IS UNANIMOUS. CONGRATULATIONS. PLEASE STAND TO BE RECOGNIZED. [ APPLAUSE ] AND YOUR FRIENDS AND FAMILY. MR. SUPERINTENDENT.

>>Jeffrey Eakins: I WOULD LIKE TO RECOGNIZE MS. ROSALIND DAIGNEAULT, THE CURRENT PRINCIPAL AT CRESTWOOD ELEMENTARY SCHOOL. SHE IS HERE. THANK YOU FOR YOUR SERVICE AND YOUR AMAZING LEADERSHIP. [ APPLAUSE ] THERE ARE A COUPLE OF 402A APPOINTMENTS I WOULD LIKE TO MAKE MENTION OF. FIRST, MS. VALDES.

>>Susan L. Valdes: THANK YOU VERY MUCH. THANK YOU, MR. EAKINS, FOR RECOGNIZING MS. DAIGNEAULT. THANK YOU, MS. DAIGNEAULT FOR YOUR MANY YEARS OF SERVICE. CRESTWOOD ELEMENTARY AND OUR COMMUNITY HAS LOST AN ICON. THANK YOU VERY MUCH FOR YOUR YEARS OF SERVICE. BUT NOW WE HAVE ALSO A GEM COMING INTO CRESTWOOD ELEMENTARY TO CONTINUE THE WORK THAT YOU HAVE BEGUN. THANK YOU VERY MUCH, AND CONGRATULATIONS.

>>Jeffrey Eakins: THANK YOU. THE NEXT APPOINTMENT IS A 4.02A, BUT I WOULD LIKE TO MAKE SURE YOU'RE AWARE OF THIS APPOINTMENT. IT'S A VERY IMPORTANT ONE. IT IS FOR ONE OF OUR ELEVATE SCHOOLS HERE IN HILLSBOROUGH. JAMIE GERING, CURRENTLY PRINCIPAL AT SHORE ELEMENTARY MAGNET SCHOOL IS APPOINTED TO PRINCIPAL OF BOOKER T. WASHINGTON ELEMENTARY SCHOOL EFFECTIVE MARCH 21st, 2016. MS. GIRTING BEGAN HERE CAREER IN 1997 AS CLASSROOM TEACHER. 1997 TO 2003 TAUGHT AT APOLLO BEACH ELEMENTARY SCHOOL. 2003 APPOINTED ASSISTANT PRINCIPAL AT APOLLO BEACH. 2008 TO 2012 SHE WAS APPOINTED PRINCIPAL AT APOLLO BEACH. THEN WE PRIDE HER AWAY FROM APOLLO BEACH ELEMENTARY SCHOOL AND APPOINTED PRINCIPAL AT SHORE ELEMENTARY MAGNET SCHOOL WHERE SHE IS CURRENTLY SERVING, AND THIS WILL BE APPROVED DURING YOUR 4.02As TODAY. MS. GERTING IS IN THE AUDIENCE TODAY, SO I WOULD LIKE HER TO BE RECOGNIZED.

>>April Griffin: PLEASE STAND TO BE RECOGNIZED. [ APPLAUSE ] AND YOUR FAMILY AND FRIENDS. [ APPLAUSE ]

>>Jeffrey Eakins: I DO ALSO WANT TO MAKE MENTION, WE HAVE AN ASSISTANT PRINCIPAL THAT IS BEING APPOINTED FOR THE VERY FIRST TIME THIS EVENING. MS. VANITY ROKER IS CURRENTLY THE LEAD TEACHER AT ELEMENTARY SCHOOL AND SHE IS APPOINTED TO I WANTED TO MAKE SURE THAT'S ANOTHER ONE OF OUR PIPE LINE APs THAT ARE READY TO GO.

>>April Griffin: THANK YOU VERY MUCH. VERY GOOD. THOSE OF YOU HERE FOR THE PRINCIPAL APPOINTMENTS AND THE VARIOUS APPOINTMENTS, YOU ARE NOW FREE TO LEAVE. PLEASE EXIT QUIETLY, BECAUSE WE HAVE A BORING AGENDA AHEAD. I'LL GIVE IT JUST A MINUTE. BOARD MEMBERS, WE HAVE MOVED NUMBER 8.06 UP ON THE AGENDA, AND THAT IS THE NAMING OF THE BASEBALL FIELD AT MIDDLETON HIGH SCHOOL. WE HAVE COMMUNITY MEMBERS HERE. I'LL CALL KIM MOORE, THE PRINCIPAL OF MIDDLETON, UP TO THE PODIUM. SHE'S STUCK IN TRAFFIC. YEAH, THAT TRAFFIC RIGHT THERE. SHE WAS STUCK IN THE FOOT TRAFFIC OF PEOPLE LEAVING.

>> GOOD AFTERNOON, BOARD MEMBERS AND SUPERINTENDENT EAKINS AND STAFF MEMBERS AND PUBLIC. SO HAPPY TO BE HERE TODAY BECAUSE MIDDLETON HIGH SCHOOL IS REQUESTING THAT THE SCHOOL BOARD APPROVE THE RENAMING OF OUR BASEBALL FIELD TO THE DAVE BEST FIELD. SO LET ME TELL YOU A LITTLE BIT ABOUT MR. BEST. HE WAS BORN IN TAMPA, FLORIDA. GREW UP IN NORTH YBOR CITY, 22nd AVENUE AND 20th STREET AND ATTENDED MIDDLETON HIGH SCHOOL. DAVE GRADUATED FROM MIDDLETON HIGH SCHOOL IN 1958, AND WAS AWARDED A FULL BASEBALL SCHOLARSHIP TO FLORIDA A & M UNIVERSITY. HE RECEIVED THE FOLLOWING BASEBALL AWARDS. ALL SOUTHERN INTERCOLLEGIATE ATHLETIC CONFERENCE TWO YEARS. BATTING AVERAGE OF .400 FOR THREE YEARS, AND THE MOST VALUABLE PLAYER IN 1962. AFTER THREE SEASONS AT FAMU, HE SIGNED A BONUS CONTRACT WITH THE LOS ANGELES ANGELS. DURING HIS FIVE PROFESSIONAL SEASONS WITH THE ANGELS AND THE CINCINNATI REDS ORGANIZATION, DAVE RETURNED HOME TO END HIS BASEBALL CAREER WITH THE TAMPA TARPONS OF FLORIDA STATE LEAGUE. DAVE BEGAN HIS COACHING CAREER AS THE HEAD BASEBALL COACH AT MIDDLETON HIGH SCHOOL. UNFORTUNATELY, DUE TO DESEGREGATION, THE SCHOOL WAS CLOSED AND MR. BEST WENT ON TO COACH BASEBALL AT ROBINSON HIGH SCHOOL, WHERE HE HAD 14 WINNING SEASONS, WHICH INCLUDED THREE DISTRICT CHAMPIONSHIPS, THREE REGIONAL CHAMPIONSHIPS, THREE SECTIONAL CHAMPIONSHIPS, TWO STATE RUNNER-UP AND THE TONY SALADINO TOURNAMENT CHAMPION IN 1983. AS AN ADMINISTRATOR IN HILLSBOROUGH COUNTY FOR 19 YEARS, DAVE UTILIZED HIS ATHLETIC PRINCIPLES EVERY DAY AS HE WORKED WITH OUR STUDENTS AND FACULTY. STRONG ACADEMICALLY, TEAM BUILDING, SETTING GOALS, BATTLING ADVERSITY, OVERCOMING OBSTACLES, PERSEVERANCE AND DETERMINATIONS WERE SOME OF THE MOTTOS THAT HE EMBODY IN HIS LEADERSHIP STYLE. DAVE RETIRED FROM THE DISTRICT IN 2003 AFTER 33 YEARS OF SERVICE. AND WE THINK IT WOULD BE AN HONOR TO NAME OUR BASEBALL FIELD AFTER HIM AS ONE OF THE OUTSTANDING TIGERS THAT WE HAVE THE PRIVILEGE TODAY TO STAND UPON HIS SHOULDERS AS WE CONTINUE TO HONOR OUR KIDS. THANK YOU.

>>April Griffin: THANK YOU. ARE THERE ANY COMMUNITY MEMBERS HERE IN SUPPORT OF THIS RENAMING? THANK YOU. I HAVE A MOTION BY MS. EDGECOMB AND A SECOND BY MS. HARRIS. IS THERE ANY DISCUSSION, BOARD MEMBERS? SEEING NONE, PLEASE INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT IS UNANIMOUS. CONGRATULATIONS. [ APPLAUSE ]

>> THANK YOU.

>>April Griffin: YES, MA'AM, MS. EDGECOMB.

>>Doretha Edgecomb: AS MIDDLETON CONTINUES TO BECOME WHAT WAS DURING THE TIME THAT MR. BEST AND I AND OTHERS IN THE AUDIENCE ATTENDED MIDDLETON HIGH SCHOOL, WE WERE ABSOLUTELY THE MECCA OF EVERYTHING ACADEMICALLY, ATHLETICALLY. WE HAD A FABULOUS BAND. I KNOW YOU CAN'T BELIEVE THAT, BUT WE DID. THE VERY BEST OF THE KIND OF EDUCATION WAS AFFORDED TO STUDENTS AT THAT PERIOD OF TIME TIME. MIDDLETON IS WELL ON ITS WAY TO BECOMING THAT. I REMEMBER THE DAYS WHEN MR. BEST WAS ABSOLUTELY AN EXAMPLE OF ALL THE THINGS THAT THE PRINCIPAL TALKED ABOUT. HE WAS A GOOD STUDENT. HE WAS A GOOD ATHLETE, BUT ALSO, HE WAS AN OUTSTANDING HUMAN BEING THAT AS HIS CAREER CONTINUED TO EVOLVE, IT WAS THE WAY HIS LIFE WAS PORTRAYED. AND SO FROM ONE TIGER TO ANOTHER, IT IS CERTAINLY A GREAT DAY FOR MIDDLETON HIGH SCHOOL TO SEE HIS NAME ON THE BASEBALL FIELD AND TODAY HAS ALLOWED ME TO BE A LITTLE BIT NOSTALGIC AND TO REMINISCE ABOUT WHAT IT WAS LIKE IN THOSE DAYS AT MIDDLETON. CAN'T GO BACK TO THEM, BUT WE CAN MOVE FORWARD TO BE, AGAIN, EVERYTHING THAT MIDDLETON STOOD FOR AT THAT TIME AND WILL CONTINUE TO AND CONGRATULATIONS TODAY.

>> THANK YOU VERY MUCH.

>>April Griffin: THANK YOU, MS. EDGECOMB. I WANTED TO CALL YOU UP TO SEE IF YOU HAD A FEW WORDS THAT YOU WANT TO SAY.

>> IS THIS ON? YES, IT IS. ALL MY DAYS I STARTED PLAYING BASEBALL ABOUT FIVE, SIX YEARS OF AGE. THIS BOARD HAS DEFINED ME AS A BASEBALL COACH. I'VE BEEN ADMINISTRATOR FOR ALL THE YEARS AT DIFFERENT SCHOOLS, GRECO, BLAKE, MIDDLETON, MIDDLE SCHOOL OF TECHNOLOGY. BUT I WAS ALWAYS COACH. I COULD NOT TURN THAT CORNER. AND I AM TREMENDOUSLY PROUD TO BE NAMED -- A FIELD NAMED DAVE BEST FIELD. ALL THE OTHER POSITIONS THAT I'VE HAD, I'VE PURSUED THEM. AND THIS ONE I DID NOT. SO IT IS INDEED AN HONOR TO BE CONSIDERED FOR THIS RECOGNITION. I APPRECIATE IT. THANK YOU VERY MUCH. [ APPLAUSE ]

>>April Griffin: THANK YOU. MS. HARRIS.

>>Sally Harris: COACH BEST, I'M GOING TO SAY A FEW WORDS. YOU DON'T REMEMBER ME, BUT I REMEMBER YOU. I WAS AT ROBINSON DURING THE TIME OF COACH FABIAN, COACH HADLEY, COACH VALDES, COACH GRANTHUM, YOU WERE AN ASSET AT THE ROBINSON HIGH SCHOOL. YOU TAUGHT THE KIDS VALUES, BUT WHAT YOU PROBABLY DON'T REMEMBER, OR YOU PROBABLY DO REMEMBER, THAT WAS A TOUGH GROUP OF MEN. THAT WAS A TOUGH GROUP OF COACHES TO GET THROUGH, AND YOU GOT THROUGH. YOU TAUGHT ALL THE COACHES AS WELL AS THE KIDS THE VALUE THAT WE HAVE TODAY. SO THANK YOU FOR EVERYTHING YOU DID AT ROBINSON, BECAUSE YOU WERE AN ASSET THERE, TOO. [ APPLAUSE ]

>>April Griffin: MR. AYRES.

>> MS. GRIFFIN, I WANTED TO ADD, MR. BEST GAVE ME MY FIRST TEACHING JOB AS A 22-YEAR-OLD AT BLAKE HIGH SCHOOL. AND THE LESSONS I LEARNED, ALL THE BASEBALL THAT WE HEAR, OUTSTANDING PRINCIPAL AND LEADER AT BLAKE HIGH SCHOOL FOR THE YEARS YOU WERE THERE, AND I APPRECIATE YOU FOR ALL YOU DID FOR BLAKE. THANK YOU. [ APPLAUSE ]

>>April Griffin: THANK YOU. MS. EDGECOMB.

>>Doretha Edgecomb: I JUST LOOKED OUT IN THE AUDIENCE, AND THERE IS ANOTHER PERSON IN THE AUDIENCE WHO HAS THE SAME KIND OF FAME AS THE BASEBALL COACH WHO HAS A STADIUM, A FIELD NAMED IN HIS HONOR. THAT'S COACH BILLY REID. I THOUGHT WE NEED TO RECOGNIZE HIM, TOO. COACH REED. [ APPLAUSE ] THANK YOU.

>>April Griffin: COACH BEST, WHAT I WANT TO SAY TO YOU, YOU DOWNPLAYED THE COACH PART OF EVERYTHING, AND YOU SAID THAT YOU WERE A COACH AND YOU COULD NEVER GET AWAY FROM THAT. THAT'S BECAUSE THAT'S WHAT GREAT LEADERS ARE. THEY'RE COACHES. THEY ARE GROWING THE PEOPLE AROUND THEM ALWAYS. SO YOUR ROOTS WERE THE GENESIS OF GREAT LEADERSHIP. AND THAT'S WHAT'S WE'RE TRYING AS A BOARD AND AS A SUPERINTENDENT AND SENIOR STAFF TO GET ACROSS TO ALL OF OUR LEADERS, ALL OF OUR EMPLOYEES IN THIS DISTRICT THAT WE WANT TO BECOME LEADERS THAT IN SERVANT LEADERSHIP, ONE OF THE MAIN FOCUS, THE MAIN FOCUS OF SERVANT LEADERSHIP IS COACHING AND MENTORING PEOPLE, AND MAKING THE PEOPLE AROUND YOU BETTER. SO THAT WAS THE GENESIS OF YOUR LEADERSHIP IN THIS DISTRICT, AND THANK YOU VERY MUCH, AND CONGRATULATIONS. [ APPLAUSE ] AND FOR THOSE OF YOU THAT ARE HERE FOR THAT, IF YOU WANT TO GO CELEBRATE, PLEASE, FEEL FREE TO EXIT BECAUSE, AGAIN, OTHER THAN THIS, WE HAVE A VERY BORING AGENDA HERE. ALL RIGHT, BOARD MEMBERS. WE ARE NOW ON TO THE RECOMMENDATIONS AND THE REPORTS OF THE SUPERINTENDENT REQUIRING BOARD APPROVAL. THE FOLLOWING ITEMS HAVE BEEN PULLED FOR DISCUSSION, AND THESE ITEMS WILL BE VOTED ON ALL TOGETHER AT THE END OF DISCUSSION. WE'VE ALREADY PULLED UP C 8.06. BUT THE REST ARE C 4.07. C 4.08. C 6.02. C 6.09. AND C 6.10. I NEED A MOTION AND A SECOND TO PULL THESE ITEMS. MOTION BY MS. STUART AND SECOND BY MS. VALDES. ANY DISCUSSION? SEEING NONE, BOARD MEMBERS, PLEASE CAST YOUR VOTE BY PRESSING YOUR BUTTON. IT'S UNANIMOUS. THE FIRST ITEM IS C 4.07, TO APPROVE THE CHANGE TO THE ADMINISTRATIVE EVALUATION MEASURES FOR THE 2015-2016 PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATIONS. I'M GOING TO CALL ON MS. TRISHA McMANNIS. AND DR. MARIE WEILAND -- WHELAN.

>> IT IS A PRIVILEGE TO HAVE THIS OPPORTUNITY TO HIGHLIGHT THE CHANGES TO THE PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATIONS FOR THIS SCHOOL YEAR. BASED ON INPUT RECEIVED FROM THE PRINCIPAL AND ASSISTANT PRINCIPAL COUNCILS AND AS REQUESTED BY THE SUPERINTENDENT, THE MULTIPLE MEASURES ON THE PRINCIPAL'S EVALUATION WILL BE RATED BY THE ASSIGNED AREA SUPERINTENDENT USING THE PRINCIPAL COMPETENCY RUBRIC AND BY THE ASSIGNED PRINCIPAL FOR THE ASSISTANT PRINCIPALS. THE RUBRIC ENCOMPASSES THE FOLLOWING THREE DEMOCRACY. ONE, INSTRUCTIONAL LEADERSHIP. TWO, HUMAN CAPITAL MANAGEMENT, THREE, ORGANIZATIONAL SYSTEMS LEADERSHIP. WITHIN THESE THREE DOMAINS THERE ARE 26 COMPONENTS TO CAPTURE THE BREADTH AND DEPTH OF THE ADMINISTRATOR'S WORK THROUGHOUT THE YEAR. ADDITIONAL INPUT AND MEASURES WILL BE PROVIDED THROUGH TEACHER FEEDBACK, HUMAN RESOURCES FUNCTIONS, AND SCHOOL OPERATIONS. THESE ADDITIONAL MEASURES OR LOOK-FORS WILL ASSIST THE EVALUATOR WHEN COMPLETING THE RUBRIC WHICH WILL BE WEIGHTED AT 60% OF THE OVERALL EVALUATION. THE VAN PERCENTAGE REMAINS AT 40%, WHICH ALIGNS WITH OUR OTHER INSTRUCTIONAL EVALUATIONS. THIS SHIFT WILL ASSIST TO ALIGN THE PERFORMANCE MANAGEMENT SYSTEM WITH THE DISTRICT'S PRIORITIES AND PROVIDE GREATER CLARITY AND FEEDBACK FOR PRINCIPALS AND ASSISTANT PRINCIPALS.

>>April Griffin: THANK YOU. THIS ITEM WAS PULLED BY MS. STUART FOR HIGHLIGHT AND A COMMENT. AND MS. EDGECOMB. MS. STUART.

>>Cindy Stuart: THANK YOU. I'M CURIOUS, AND I KNOW YOU HAVE PLANS, TOO, BUT CAN YOU TALK A LITTLE BIT ABOUT HOW WE'RE COMMUNICATING THIS OUT TO DISTRICT STAFF? BECAUSE THIS IS VERY DIFFERENT THAN WHAT WE'VE BEEN DOING AND I KNOW WILL LOOK VERY DIFFERENT AS WE ROLL OUT THIS NEW TEACHER TALENT DEVELOPMENT PERSON. I'M GETTING A LOT OF CALLS FROM PEOPLE. THEY ARE VERY UNEASY ABOUT WHAT'S HAPPENING, AND LOOKING FORWARD TO SOMETHING DIFFERENT, BUT, AGAIN, IT'S BEEN VERY DIFFERENT FOR THE LAST SEVERAL YEARS, AND NOW WE'RE LOOKING AT SOMETHING DIFFERENT AGAIN. SO THEY ARE VERY CONCERNED AND WANT TO HEAR A LITTLE BIT MORE BEYOND THE TWO JOB DESCRIPTIONS AND THE PERCENTAGES.

>> OKAY. SO THAT WILL BE 4.08. DO YOU HAVE ANY QUESTIONS ABOUT THE PRINCIPAL AND AP EVAL? OR 4.08. OKAY. WE'LL GET TO THAT IN ONE SEC? ANYBODY HAVE A QUESTION ABOUT PRINCIPAL EVAL.

>>Doretha Edgecomb: IT IS A CHANGE. AND I THINK YOU AND I TALKED ABOUT THIS, AND I APPRECIATE YOU TAKING MY RECOMMENDATION OR SUGGESTION ABOUT MAKING THE COMPARISON SO THAT WE COULD SEE THOSE DIFFERENCES. I THINK IT'S VERY, VERY CLEAR BY PROVIDING THE PIE GRAPHS THAT YOU OFFERED TODAY. I'M SURE THAT SUPERINTENDENTS WILL BE WORKING WITH THE PRINCIPALS. THE PRINCIPALS WORKING WITH THEIR AP. BUT HOW DO WE COMMUNICATE THIS THROUGH STAFF, BECAUSE THERE'S STILL SOME STAFF INPUT RELATED TO THE PRINCIPAL'S EVALUATION, AND BECAUSE IT IS A CHANGE, AND I KNOW THAT AT THE TOP OF EVERYBODY'S LIST, COMMUNICATION SEEMS TO BE RIGHT THERE. HOW DO WE HELP PEOPLE TO UNDERSTAND THIS CHANGE AND HOW THIS CHANGE AFFECTS THEM?

>> SPECIFICALLY, THE SCHOOL LEADERS THAT IT WILL IMPACT OR EVEN THE TEACHERS?

>>Doretha Edgecomb: THE TEACHERS.

>> SO EACH YEAR WE'VE GONE OUT FIRST, AND WE HAVE A SCHEDULED MEETING COMING UP WITH ALL OF THE UNION REPRESENTATIVES FROM EACH OF THE SITES. AND THAT'S THE COMMUNICATIONS STRATEGY WE'VE USED EACH YEAR UP TILL NOW. WE WILL BE SPEAKING WITH THEM. EACH YEAR WE SENT A VIDEO OUT TO TEACHERS THAT WOULD EXPLAIN THEIR ROLE IN THE PROCESS. THIS YEAR, THEY WILL CONTINUE TO HAVE INPUT. WITH QUESTIONS THAT ALIGN TO THE RUBRIC. AND SO BASICALLY THAT DATA WILL THEN BE USED BY THE AREA SUPERINTENDENTS. SO ALL THIS WILL BE IN COMMUNICATIONS THROUGH THE PRINCIPALS AND THEN DIRECTLY TO TEACHERS. LAST YEAR, WE COMMUNICATED THROUGH THE UNION REPRESENTATIVES, SO ONE FROM EVERY SITE, AND ALSO TWO TEACHERS DIRECTLY WITH MASS E-MAILS THAT WENT OUT TO THEM TO MAKE SURE THEY KNEW WHAT THE STEPS WOULD BE. THAT STARTS THIS YEAR. THEY WILL BE COMPLETING THE ASSESSMENT LATER THAN USUAL, MS. EDGECOMB. USUALLY THEY WERE DOING IT, I THINK, IN MARCH OR APRIL. THIS YEAR, IT WILL BE LATER IN MAY WHEN THEY ACTUALLY PROVIDE THAT INPUT. SO THAT WILL START COMING VERY SOON WITH THE COMMUNICATIONS TO TEACHERS.

>>Doretha Edgecomb: WHEN YOU LOOK AT THE CHANGE, WHAT WERE THE DRIVING FORCES FOR MAKING THE CHANGE FROM THE PREVIOUS EVALUATION TO THIS ONE? AT THE END OF THE DAY, WHAT IS IT YOU HOPE THIS WILL ACCOMPLISH BY MAKING THOSE CHANGES?

>> SO, BASICALLY, THE RUBRIC THAT WE HAVE FOR PRINCIPAL AND AP EVALUATION IS VERY COMPREHENSIVE. MANY OF THOSE INDIVIDUAL POINTS THAT ARE BEING CAPTURED SEPARATELY ARE ACTUALLY DATA THAT COULD BE CAPTURED WITHIN THE RUBRIC, BECAUSE THE RUBRIC IS ALSO ASKING SIMILAR QUESTIONS. I'LL GIVE YOU AN EXAMPLE. ONE OF THE QUESTIONS IN THE -- WELL, ONE OF THE ITEMS RIGHT NOW ON THE PIE CHART IS TALKING ABOUT TIMELINESS OF FEEDBACK OR TIMELINESS OF OBSERVATIONS. WELL, IN THE HUMAN CAPITAL MANAGEMENT SECTION OF THE RUBRIC, THERE IS A SPECIFIC ELEMENT THAT ADDRESSES THIS PRINCIPAL GIVES TIMELY, TARGETED AND ACTIONABLE FEEDBACK. SO THAT DATA IS GOING TO BE FILTERED THERE. SO IT'S A MORE HOLISTIC APPROACH TO LOOKING AT THE SCHOOL LEADER. SINCE OUR AREA SUPES ARE THE ONES OUT IN SCHOOLS AND SPENDING TIME IN SCHOOLS AND REALLY GETTING DOWN TO UNDERSTANDING WHAT THEIR PRINCIPAL'S WORK ENTAILS, THEY WILL BE ABLE TO USE THAT DATA TO INFORM THAT RANKING, BUT IT DOESN'T NEED TO BE ITS OWN CELL. IT CAME AS A RESULT OF THE BETTER WE'VE GOTTEN AT ASSESSMENT AND OBSERVATION AND E, THE MORE -- WE THINK THE MORE HOLISTIC THE PROCESS WILL BE MORE EFFECTIVE AS FAR AS FEEDBACK PRINCIPALS RECEIVE TO IMPROVE THEIR PRACTICE.

>>Doretha Edgecomb: -- BY EVALUATION. AS WE MAKE THIS TRANSITION TO THE NEW MODEL, WHAT ARE SOME OF THE KEY QUESTIONS THAT YOU'RE GOING TO BE TRYING TO ANSWER TO SEE IF THIS IS A BENEFIT -- BETTER FIT, OR BETTER PROCESS OR THIS IS A MORE IMPROVED WAY TO EVALUATE PRINCIPALS AND ASSISTANT PRINCIPALS? WHAT ARE THE KIND OF THINGS AT THE END OF THE DAY YOU'RE GOING TO BE LOOKING AT TO SAY, THIS IS SUCH -- WELL, YOU SAID COMPREHENSIVE WAY TO DO IT, BUT WHAT -- THOSE ARE THE KEY QUESTIONS YOU WILL BE TRYING TO ADDRESS?

>> YOU ASK VERY GOOD QUESTIONS, MS. EDGECOMB. I WILL SAY, I THINK THE BIGGEST IS DOES YOUR EVALUATION LEAD TO, DOES THE DATA THAT YOU RECEIVE OR THE FEEDBACK YOU RECEIVE AS A RESULT OF YOUR EVALUATION REALLY LEAD TO YOUR IMPROVED PRACTICE? IS IT AN INSTRUMENT. IS THE FEEDBACK YOU'RE GETTING AS A RESULT OF THE RATINGS ACTUALLY HELPING YOU IMPROVE YOUR PRACTICE? SO AT THE END OF THE DAY, IF THE ANSWER HAS BEEN A LITTLE BIT SHAKY, WITH WHICH IS, IT HASN'T BEEN AS HELPFUL AS WE WOULD LIKE IT, THAT WOULD BE THE FIRST QUESTION WE WOULD ASK THE PEOPLE THAT IT'S BEING DONE TO, THOSE SCHOOL LEADERS. IS THIS NEW SYSTEM HELPING IMPROVE YOUR PRACTICE? BECAUSE AT THE END OF THE DAY, IF IT DOESN'T, THEN WE HAVEN'T MET THE MARK WITH WHAT WE'RE TRYING TO ACCOMPLISH. SO THAT IS OUR FIRST, OUR BIGGEST QUESTION. THAT'S THE FIRST QUESTION. DO YOU HAVE ANY OTHERS? THAT WOULD BE THE BIGGIE FOR ME.

>> IT ALSO ALIGNS WITH THE WORK THAT THE AREA SUPERINTENDENTS ARE DOING WITH THE SPECIFIC GOALS THAT'S RIGHT WORKING WITH THEIR PRINCIPALS ON. SO THEY ARE ABLE TO IDENTIFY BETTER WHAT THOSE PARTICULAR METRICS ARE AND HOW THEY CAN SUPPORT THEM IN A BETTER WAY BY HAVING THAT ABILITY TO LOOK AT IT MORE COMPREHENSIVELY AND HOLISTICALLY AND HAVE ALL OF THOSE DIFFERENT PIECES RIGHT THERE FOR THEM TO SPEAK WITH THEIR PRINCIPALS ABOUT. SAME THING WITH PRINCIPALS AND THEIR ASSISTANT PRINCIPALS AS WELL.

>>Doretha Edgecomb: -- LOOK AT THIS AND MAYBE SURVEY, IF YOU WILL, ASK FORMAL QUESTIONS FROM THOSE BEING EVALUATED AND THOSE EVALUATING, HEAR FROM BOTH SIDES TO SEE IF, IN FACT, WHAT WILL BE SOME OF THE IDEAL OUTCOMES, WHETHER, IN FACT, WE'VE ACTUALLY ACHIEVED THAT MARK.

>> YES, EXACTLY. I THINK THAT'S WHY CHANGES HAVE BEEN MADE EACH YEAR, EVEN THOUGH THEY HAVEN'T BEEN DRASTIC, THERE HAVE BEEN SLIGHT CHANGES EACH YEAR, MS. EDGECOMB, BECAUSE OF THAT KIND OF FEEDBACK FROM BOTH THE PEOPLE DOING THE EVALUATING. SO I'M GLAD YOU SAID THAT, BECAUSE ALSO THE AREA SUPES ASSESSING PRINCIPALS AND PRINCIPALS ASSESSING APs, IF THEY DON'T FEEL THE TOOL IS A GREAT TOOL OR THE SYSTEM IS A GREAT SYSTEM TO PROVIDE THAT FEEDBACK, THEN THAT WOULD ALSO BE A CONCERN. SO I THINK WE'VE GOTTEN TO THIS POINT OF CHANGES EACH YEAR, BECAUSE WE FINALLY FEEL THIS IS -- WE'RE PLANNING THAT THIS IS GOING TO BE THE EFFECTIVE MODEL, BUT WE WILL KEEP GETTING THAT FEEDBACK ONGOING. SO THANK YOU. I KNOW WE'RE GOING TO DO 4.08. ARE YOU GOING TO INTRODUCE?

>>April Griffin: MS. STUART HAS ANOTHER QUESTION.

>>Cindy Stuart: I HAVE ANOTHER QUESTION. I WANTED TO ASK ABOUT -- AND I DON'T KNOW HOW TO PHRASE THIS. I DON'T WANT TO OFFEND THE AREA SUPERINTENDENTS -- EQUITY OF SCHOOLS ACROSS THE DISTRICT, ELEMENTARY, MIDDLE AND HIGH, AND HOW THEY'RE HAVING TO -- IT SEEMS TO ME NOW THAT AREA SUPERINTENDENTS ARE GOING TO HAVE A MUCH LARGER ROLE IN ASSESSING AND EVALUATING PRINCIPALS, JUST BAICHEDZ ON -- BASED ON THE FACT THAT WE'RE TAKING OUT THESE OTHER FACTORS. I'M CONCERNED THAT THAT'S -- THAT'S A HUGE LIFT FOR THEM, AND THE EQUITY ACROSS THE DISTRICT BY WHICH THEIR TERRITORIES ENCOMPASS. AREA THREE, AREA FOUR, ON DOWN THE LINE. CAN YOU SPEAK A LITTLE BIT TO THAT? AND ARE WE, AS WE MOVE INTO ELEVATE SCHOOLS, ARE WE REMOVING THOSE ELEVATE SCHOOLS INTO A SEPARATE AREA TO BE EVALUATED BY THAT AREA SUPERINTENDENT?

>>Jeffrey Eakins: LET ME ADDRESS SOME OF THIS, SOME OF THE CONVERSATION THAT'S BEEN GOING ON. SO FIRST AND FOREMOST, THERE IS A HUGE AND ALWAYS HAS BEEN AND ALWAYS WILL CONTINUE TO BE A HUGE TRAINING COMPONENT TO THIS. THERE HAS TO BE THE CALIBRATION, SO TO SPEAK, AND THAT IS A WORD WE'VE USED A LOT IN THE LAST FEW YEARS WITH REGARD TO OUR AREA SUPERINTENDENTS. A LOT OF DISCUSSION AROUND THE AREA SUPERINTENDENT TABLE AROUND LOOKING AT SCHOOLS. I THINK ONE OF THE THINGS THAT THAT -- ALL THE COMPONENTS, EVEN THOUGH THEY DON'T LOOK ON THE NEW PIE LIKE THEY ARE PART -- THEY ARE ALL STILL PART OF IT. IT'S NOW THE BODY OF WORK. IF YOU THINK ABOUT WHEN YOU'RE ASSESSING OR PROVIDING EVALUATION TO AN INDIVIDUAL, IT'S ABOUT A BODY OF A WORK, AND SOMETIMES IT'S A UNIQUE BODY OF WORK. LIKE YOU JUST SAID, MS. STUART, IT IS A UNIQUE BODY OF WORK THAT ELEVATE SCHOOLS. THERE ARE A LOT OF FACTORS AND A LOT OF VARIABLES WHEN WE HAVE A BRAND-NEW PRINCIPAL COME INTO ONE OF THE ELEVATE SCHOOLS OR ANY SCHOOL, THAT NOW THE AREA SUPERINTENDENT WITH THEIR TRAINING AND ALSO WITH THEIR UNDERSTANDING ABOUT PERHAPS THE WORK OF THAT PRINCIPAL IN THAT PARTICULAR SCHOOL CAN LEVY SOME FACTORS AS THEY GO ABOUT DOING THE OVERALL EVALUATION, RATHER THAN IN THE PRIOR SYSTEM, IT DID KIND OF COMPARTMENTALIZE CERTAIN FACTORS, THIS ALLOWS THE AREA SUPERINTENDENT TO KIND OF WEIGH SOME OF THE ISSUES THAT MAY BE VERY UNIQUE AT SOME OF THE SCHOOLS.

>>April Griffin: THANK YOU. SO THAT WILL BE IT FOR THAT ITEM. THE NEXT ITEM IS ITEM 4.08 AND THE FLOOR IS YOURS.

>> BEFORE SHE BEGINS, I'M SORRY. THIS IS WHERE, MS. EDGECOMB, THANK YOU. BECAUSE OF YOU, WE GAVE YOU GUY A PIE CHART. BECAUSE OF MS. STUART, WE'RE GOING TO SHOW YOU A QUICK PRESENTATION IN JUST A MINUTE. SO THANK YOU.

>> THE PIE CHARTS WEREN'T PART OF THE AGENDA ITEM. CAN WE ADD THOSE TO THE AGENDA ITEM SO THAT EVERYONE CAN SEE THEM?

>> NOW WE'RE ON TO 4.08.

>>April Griffin: YES, MA'AM. GO AHEAD.

>> WE WILL BE HIGHLIGHTING THE WORK OF THE TALENT DEVELOPMENT COMMITTEE AND THE STEPS TAKEN SINCE OCTOBER OF 2015. THE SUPERINTENDENT'S VISION IS TO ALIGN THE WORK WITH THE DISTRICT'S STRATEGIC PLAN, WHERE WE ARE CREATING SYSTEMS OF SUPPORT WITHIN OUR SCHOOL SITES TO PROVIDE JOB-EMBEDDED PROFESSIONAL DEVELOPMENT TO ENHANCE INSTRUCTIONAL PRACTICE AND INCREASE STUDENT ACHIEVEMENT OUTCOMES. THE COMMITTEE HAS MET FIVE TIMES FROM OCTOBER 1st THROUGH FEBRUARY 25th. THE COMMITTEE IS COMPRISED OF TEACHERS, MENTORS, PEER EVALUATORS, INSTRUCTIONAL SUPPORT STAFF, OUR HCTA UNION, SCHOOL LEADERS AND DISTRICT STAFF. THE COMMITTEE MADE RECOMMENDATIONS ABOUT TALENT DEVELOPMENT ROLES AND RESPONSIBILITIES, NON-NEGOTIABLES, SYSTEMS OF SUPPORT AND EVALUATION PROCESSES AND PROCEDURES. THE COMMITTEE ALSO MADE RECOMMENDATIONS TO THE SUPERINTENDENT ABOUT THE ROLES AND PLANS FOR IMPLEMENTATION. COMMITTEE MEMBERS DEVELOPED A 30, 60, 90, AND 120-DAY IMPLEMENTATION AND ROLLOUT PLAN. THE TWO ROLES WE ARE HIGHLIGHTING TODAY ARE THE CULMINATION OF THIS EXTENSIVE WORK AND ALIGN WITH THE FOLLOWING STRATEGIC OBJECTIVES: DEMONSTRATING CONSISTENT AND EFFECTIVE TEACHING METHODS, RECRUITING, DEVELOPING, AND RETAINING A HIGHLY EFFECTIVE AND DIVERSE WORKFORCE, ALIGNING OUR FINANCIAL RESOURCES TO SUPPORT THE DISTRICT'S STRATEGIC GOALS, AND DEMONSTRATING BEST FINANCIAL PRACTICES. AND TRISHA IS GOING TO DETAIL THESE TWO POSITIONS THAT WE'RE BRINGING FORWARD AS SHE HAS BEEN SERVING AS THE FACILITATOR FOR TALENT DEVELOPMENT.

>> THANK YOU. THANK YOU. AND THANK YOU, GUYS, FOR ASKING SUCH GOOD QUESTIONS WHEN WE SPOKE TO YOU. THAT'S WHY NOW WE'RE SHOWING THIS PRESENTATION. IT'S VERY -- IT'S JUST A FEW SLIDES TO GIVE YOU THE BIG PICTURE OF WHERE WE'VE BEEN AND WHERE WE'RE GOING. AND SO REALLY VERY QUICKLY, THE WORK OF OUR COMMITTEE HAS BEEN BASED ON RESEARCH. AND WHAT WE'VE LEARNED FROM THE FIELD ABOUT USING TEACHER LEADERS, PRINCIPALS ALONE CANNOT DO THE WORK, EVEN PRINCIPALS AND ASSISTANT PRINCIPALS ALONE CANNOT DO THE WORK OF DEVELOPING TALENT IN THEIR BUILDINGS, SO TEACHERS ARE A HUGE PART OF THAT. TEACHER LEADERS HELPING TO BUILD THAT CAPACITY. THE COMMITTEE SPENT A LOT OF TIME READING AND THEN COMING TOGETHER FOR MEETINGS. WE'VE COME TO FIVE MEETINGS. BASICALLY, WE STARTED MEETING AGAIN IN OCTOBER. I KNOW MARIE MENTIONED THIS, THROUGH FEBRUARY. AND WE MADE RECOMMENDATIONS ABOUT TWO KEY ROLES TO SUPPORT THE VISION OF DEVELOPING AND ENHANCING TALENT WITHIN OUR SCHOOLS. THESE ARE THE TWO POSITIONS, ACTUALLY, THREE POSITIONS, BUT THE FIRST TWO ARE COMING TONIGHT. THE FIRST ONE IS THE TEACHER TALENT DEVELOPER. AND THIS IS ACTUALLY A ROLE THAT WILL ALLOW TEACHERS TO CONTINUE TEACHING IN THEIR CLASSROOM FOR 50% OF THEIR DAY, AND THE OTHER 50% OF THEIR DAY, THEY WOULD BE USED OUT IN THE FIELD IN THEIR SCHOOL IN THE FIELD SUPPORTING TEACHERS IN THEIR CLASSROOMS, THROUGH MODELING AND COACHING, AND JOB-EMBEDDED PROFESSIONAL DEVELOPMENT. SO THIS ROLE IS GOING TO BEGIN IN 50 PILOT SITES. WE HAD VERY -- WE WERE EXCITED. WE HAD ABOUT 108 PRINCIPALS APPLY TO BE PILOT SITES, AND WE WILL BE SELECTING 50. THOSE SCHOOLS WILL BE NOTIFIED TOMORROW THAT THEY ARE PART OF THE PILOT. AND THE IMPORTANT PART OF ALL OF THESE ROLES, I'LL GET TO IN A MINUTE, ABOUT A SYSTEM OF SUPPORT, BUT THAT'S THE FIRST ROLE. THE SECOND ROLE IS A FULL RELEASED INSTRUCTIONAL MENTOR. THIS ROLE WILL BE SUPPORTING FIRST AND SECOND YEAR TEACHERS, TEACHERS NEW TO THE DISTRICT, AND ALSO TEACHERS WHO NEED MORE SUPPORT IN ORDER TO MOVE TO EFFECTIVE STATUS WITH THEIR PERFORMANCE. SO, BASICALLY, THAT FULL-TIME INSTRUCTION -- IT IS A FULL RELEASE MODEL. THOSE PEOPLE WILL BE PULLED OUT OF SCHOOLS, AND WILL ALSO THEN BE ASSIGNED THROUGHOUT THE DISTRICT. BOTH OF THOSE ROLES WILL START NEXT SCHOOL YEAR. WHEN YOU LOOK AT THE MODEL CLASSROOM, THAT'S SOMETHING THAT IS COMING THE YEAR AFTER. A LOT OF OUR SCHOOLS DO THIS NOW, VERY INFORMALLY WITH MODEL CLASSROOMS, BUT IT'S EFFECTIVE. WHEN I CAN GO WATCH MY COLLEAGUE AND THEN REFLECT WITH MAYBE SOMEBODY ELSE THAT WAS WITH ME, IN THAT LESSON OR REFLECT WITH THE TEACHERS WHO PRACTICE I OBSERVED, THAT CAN BE VERY INSTRUMENTAL TO IMPROVING MY PRACTICE, FOR GIVING ME NEW STRATEGIES. THAT ROLE IS ALSO SOMETHING WE WANT TO CAPITALIZE ON THE FOLLOWING SCHOOL YEAR. THE TWO COMING TONIGHT, TEACHER TALENT DEVELOPER AND INSTRUCTIONAL MENTOR WILL BE PART OF A SYSTEM OF SUPPORT IN A SCHOOL. PART OF THAT SYSTEM OF SUPPORT, HERE ARE SOME NON-ANOTHERABLES THAT THE COMMITTEE CAME UP WITH THAT ARE VERY IMPORTANT TO THE WORK. FIRST OF ALL, ALL THE FEEDBACK THAT WILL BE GIVEN BY THOSE TWO ROLES WILL BE NON-EVALUATIVE. THEY ARE NOT PART OF THE EVALUATION PROCESS. THERE WILL BE ONGOING COLLABORATION THAT WILL BE VERY IMPORTANT. THE TEAM FELT THAT THE PRINCIPAL, THE LEADERS IN THE SCHOOL, AND THESE ROLES WOULD NEED TO MEET REGULARLY IN ORDER TO CREATE A SYSTEM OF SUPPORT. WE'VE SAID SEVERAL TIMES, IT CAN'T BE JUST RANDOM ACTS OF PROFESSIONAL DEVELOPMENT. IT HAS TO BE A SYSTEM. TEACHERS DON'T WANT TO FEEL THAT THEY ARE BEING BOMBARDED BECAUSE FIVE DIFFERENT RESOURCE TEACHERS OR COACHES CAME INTO THE ROOM IN ONE DAY TO PROVIDE SOME KIND OF SUPPORT. IT HAS TO BE COORDINATED. SO WE'RE REALLY WORKING HARD TO HELP OUR SCHOOLS CREATE A SYSTEM OF SUPPORT WITH ALL OF THOSE TEACHERS THAT THEY HAVE IN COACH POSITIONS, RESEARCH POSITIONS, THE TALENT DEVELOPER AND ALSO THE MENTOR. THE PRINCIPALS WILL HAVE ONGOING TRAINING, WHICH WAS CRITICALLY. THE PEOPLE IN THESE ROLES WILL HAVE ONGOING TRAINING. AND THE LAST ONE UP THERE IS TIME. THAT WE ARE GOING TO WORK WITH OUR SITES TO BE VERY CREATIVE ABOUT HOW TO BUILD IN THAT TIME FOR JOB-EMBEDDED LEARNING AND FOR REFLECTION. TRAINING PLAN FOR SCHOOL LEADERS, IT'S ONGOING. I MEAN, WE'RE GOING TO START THIS SUMMER WITH THE TALENT DEVELOPMENT INSTITUTE. LAST YEAR, WE DID OUR CULTURAL INSTITUTE, WHICH REALLY FOCUSED ON STUDENT CULTURE. THIS IS REALLY GOING TO FOCUS ON TEACHER CULTURE AND HOW WE BUILD THAT STRONG CULTURE OF LEARNING WITHIN OUR SCHOOLS. SO THE PRINCIPAL'S TRAINING WILL BE ONGOING. ALL OF THIS IS ABOUT MOVING FORWARD IMPROVED CULTURE IN OUR SCHOOLS AND SUSTAINABILITY. SO THESE FOUR BULLETS ARE JUST ABOUT HOW THIS WORK IS REALLY IMPORTANT TO THE OVERALL CULTURE IN OUR SCHOOLS. AND NEXT STEPS. PILOT SITES WILL BE NOTIFIED TOMORROW. AND THEN ON THURSDAY, A VIDEO WILL BE RELEASED TO THE ENTIRE SYSTEM. ALL INSTRUCTIONAL EMPLOYEES WILL RECEIVE THIS VIDEO DESCRIBING THE TWO ROLES, TALKING ABOUT THE VISION FOR TALENT DEVELOPMENT FROM OUR SUPERINTENDENT, AND ALSO THEN ABOUT THE INFORMATION SESSIONS THAT WILL BE HELD THE FOLLOWING WEEK. INFORMATION SESSIONS WILL BE ON MARCH 7th AND 8th. SO ANY TEACHER THAT IS WANTING TO MOVE INTO THOSE ROLES CAN ATTEND THE INFORMATION SESSION SO THEY CAN LEARN MORE ABOUT THE APPLICATION PROCESS AND ABOUT THOSE ROLES. THE APPLICATION WINDOW WILL THEN OPEN. THERE WILL BE SCREENINGS, PRINCIPALS AND APPLICANTS WILL APRIL 15, SO THAT THEY ARE READY FOR TRANSFER PERIOD. ALL THE DECISIONS WILL BE MADE SO PEOPLE KNOW WHAT THEY'RE DOING NEXT YEAR BY THE TIME IT'S TIME FOR TRANSFER. AND THEN SUMMER TRAINING WILL BEGIN FOR ALL OF THE PEOPLE INVOLVED. SO THAT'S PRETTY MUCH THE BIG PICTURE. WE CAN OPEN UP FOR QUESTIONS.

>>April Griffin: WE HAVE LOTS OF QUESTIONS.

>>Susan L. Valdes: THANK YOU VERY MUCH, MADAM CHAIR AND THANK YOU VERY MUCH FOR THE PRESENTATION. MY QUESTION IN REFERENCE TO THESE JOB DESCRIPTIONS IS WE'RE TALKING ABOUT DEVELOPING TEACHER TALENT AS WELL AS RECRUITMENT IN SOME SORT OF WAY. CONSIDERING THAT WE ARE GOING TO BE HAVING AN INFLUX OF STUDENTS COMING IN FROM THE ISLAND OF PUERTO RICO, WHAT IS GOING TO BE OUR STRATEGY TO RECRUIT TEACHERS THAT ARE FLUENT IN BOTH LANGUAGES?

>> GREAT QUESTION. I DON'T THINK WE'VE TALKED ABOUT A SPECIFIC STRATEGY FOR THIS, BUT DO YOU WANT TO TALK TO THAT, DR. VAZQUEZ.

>>Alberto Vázquez: WITH HUMAN RESOURCES, WE STARTED A CONVERSATION ABOUT THAT, SO I HAVE ASKED MRS. WOODFORD TO BE IN CONTACT WITH TWO DEANS OF EDUCATION, FIRST FROM THE ISLAND OF PUERTO RICO TO THE UNIVERSITIES TO BEGIN THIS CONVERSATION, POSSIBLE RECRUITMENT OF TEACHERS TO COME WHO ARE BILINGUAL AS WELL. BUT AS WELL AS ALSO LOOKING AT AT -- ACROSS THE NATION OF WHERE WE HAVE STRONG SCHOOLS OF EDUCATION WHERE WE CAN RECRUIT FROM, NOT ONLY A BILINGUAL BACKGROUND, BUT ALSO HAVE INNER CITY OR URBAN EXPERIENCE TO WORK IN OUR SCHOOLS AS WELL.

>>Susan L. Valdes: ABSOLUTELY. AND I APPRECIATE THAT. URGENCY IS -- WE'RE WAY PAST THE URGENCY, BECAUSE THE SCHOOL YEAR IS ABOUT TO END IN NO TIME, AND THE NEW SCHOOL YEAR WILL BE HERE BEFORE WE KNOW THE KNOW IT. AND WE'RE STILL GOING TO BE STRUGGLING WITH ACCOMMODATING A LOT OF THE STUDENTS AND THEIR NEEDS AND BEING ABLE TO TRANSITION. I WOULD LIKE TO KNOW A LITTLE BIT MORE AS WE MOVE AHEAD, I DON'T KNOW WHAT WE'RE DOING NOW TO RECRUIT TEACHERS. I KNOW THAT IN THE PAST, WE'VE GONE TO UNIVERSITIES THAT, WELL, REALLY DOESN'T HAVE A GREAT OUTPUT OF HISPANIC EDUCATORS. SO I THINK THAT IT'S TIME THAT WE DO SOMETHING DIFFERENT, THAT WE REALLY EXPRESS THE URGENCY OF THE TIMING, AND I WOULD LIKE TO SEE THAT HAPPEN SOONER RATHER THAN LATER BECAUSE THEY HAVE TO GET ACCUSTOMED TO OUR DISTRICT. THEY HAVE TO HAVE THAT OPPORTUNITY TO BE ABLE TO, WELL, COME ON BOARD AND BE ABLE TO PROVIDE A GREAT EDUCATIONAL EXPERIENCE FOR OUR STUDENTS. MR. SUPERINTENDENT, I REALLY HOPE, MR. EAKINS, THAT WE --

>>Jeffrey Eakins: I'M GLAD YOU'RE ACTUALLY BRINGING THIS TOPIC UP DURING THIS CONVERSATION BECAUSE THIS IS WHERE THE SYSTEM SUPPORT IS GOING TO BE POSITIONED MORE UNIQUELY TO SUPPORT THE NEED OF NEW TEACHERS THAT MIGHT BE COMING MAYBE FROM OTHER PLACES ACROSS THE COUNTRY BECAUSE IN THE PAST MODEL, WE MAY NOT HAVE BEEN ABLE TO PROVIDE IN THE SYSTEM OF SUPPORT AS MUCH MENTORING AND SUPPORT THAT EVEN IF THEY HAD EXPERIENCE WHEN THEY CAME INTO OUR DISTRICT, WITH OUR NEW SYSTEM OF SUPPORT, PART OF THE ROLE OF THE INSTRUCTIONAL MENTOR IS NOT JUST WITH BRAND, BRAND-NEW TEACHERS BUT LITERALLY WITH ANY TEACHER THAT COMES INTO THE DISTRICT THAT'S NEW TO HILLSBOROUGH COUNTY. THAT'S NOW GOING TO BE PART OF THE SYSTEM OF SUPPORT, AND THEN PROVIDING THOSE TEACHERS WHO ARE AT THE SITES NO MATTER IF THEY ARE BRAND-NEW OR THEY ARE COMING IN NEW, LEARNING MORE ABOUT FLORIDA STANDARDS AND SO FORTH, THERE WILL BE A PRESENCE THEN AT A SCHOOL SITE, PROVIDING SUPPORT ONGOING AND PROVIDING THAT COORDINATION OF SUPPORT FOR THOSE TEACHERS. SO THE SYSTEM THAT THEY ARE EXPLAINING WILL KIND OF WRAP AROUND THE SERVICES FOR ANY TEACHER WE RECRUIT IN HILLSBOROUGH COUNTY.

>> I APOLOGIZE. I MISUNDERSTOOD YOUR QUESTION. I THOUGHT YOU MEANT ABOUT THESE ROLES, NOT TEACHERS IN GENERAL, INTO THE SYSTEM. AND I WILL TELL YOU THAT I SERVE ON AN HR COMMITTEE ON RECRUITMENT. AND WE MEET ONCE A MONTH, AND THEY HAVE EXTENSIVE STRATEGIES FOR HOW WE'RE GETTING DIVERSE FOLKS INTO OUR SYSTEM, DIVERSE TEACHERS, BECAUSE WE KNOW THAT IS SO PRESSING. ALSO LEADERS. WE HAVE DONE A SPECIFIC RECRUITMENT EVENT FOR HISPANIC TEACHERS WHO MIGHT WANT TO MOVE INTO LEADERSHIP AND WORKING WITH EE VERY -- ARGUE SEE ARGOSY VERY CLOSELY WITH THAT.

>>Susan L. Valdes: THE PARTNERSHIP YOU DESCRIBED WITH ARGOSY HAS BEEN ONE OF THE MANY ACCOMPLISHMENTS OF THE HISPANIC EDUCATORS FOR CHANGE THAT I'M MOST PROUD OF THE WORK THAT THEY HAVE DONE. AND MOVING FORWARD. I'M REALLY EXCITED ABOUT THAT.

>>April Griffin: MS. STUART.

>>Cindy Stuart: THANK YOU. YOU ANSWERED SOME OF MY QUESTIONS IN THAT LAST SLIDE. CAN WE GET A COPY OF THE SLIDE PRESENTATION AS WELL, AS WE FIELD THE QUESTIONS FROM PEOPLE WE KNOW IN THE COMMUNITY AND TEACHERS AND PRINCIPALS ALIKE ABOUT HOW THIS IS GOING TO LOOK AND HOW IT'S GOING TO WORK? HOPEFULLY THE VIDEO WILL ADDRESS SOME OF THAT, BUT I THINK WE NEED THAT AS A REFERENCE AS WELL. SO THE PILOT IS FOR UPCOMING SCHOOL YEAR SO WE'RE GOING TO CHOOSE SCHOOLS, 50 SITES WITH -- TRAINING OVER THE SUMMER AND IMPLEMENTATION FOR THE FALL. WHEN DO WE SEE A FULL-BLOWN IMPLEMENTATION OF THIS? IS IT NEXT YEAR, OR IS THIS A SHORT PILOT? I'M CURIOUS HOW LONG.

>>Jeffrey Eakins: BASICALLY, SO THAT THE MENTORING IS GOING TO BE FOR NEXT YEAR, SYSTEMIC ACROSS THE ORGANIZATION. MUCH LIKE OUR CURRENT MENTORS ARE WORKING ACROSS THE ENTIRE SCHOOL DISTRICT. THE JOB EMBEDDED, AS THE COMMITTEE THAT TRISHA AND ALL THE STAKEHOLDERS WERE WORKING WITH, ONE OF THE THINGS THAT THEY FELT AS WE WERE TRANSITIONING, ONE OF THE THINGS THAT WE WANTED TO GET RIGHT WAS THIS JOB-EMBEDDED PROFESSIONAL DEVELOPMENT SYSTEM OF SUPPORT AT SCHOOL SITES. SO THE SUGGESTION, I THOUGHT IT WAS A GREAT SUGGESTION, WAS TO PILOT THAT, EVEN THOUGH EVERYONE WILL STILL BE PROVIDING MENTORING, AND, YES, WITH THE TRAINING THIS SUMMER THROUGH THE TALENT DEVELOPMENT INSTITUTE, EVERY SCHOOL, NO MATTER IF YOU HAVE A TEACHER TALENT DEVELOPER OR NOT, WILL BE TALKING ABOUT WHAT THEIR SYSTEM OF SUPPORT LOOKS LIKE FOR TEACHERS EVERY DAY ON THE SITE, NOT JUST THE DAY THAT A MENTOR COMES TO THE SITE AND SUPPORTS THE TEACHERS, BUT WHAT DOES IT LOOK LIKE FOR TEACHERS EVERY DAY SO THAT IT'S RECEIVED WELL BY THE CLASSROOM TEACHERS THAT NEED THAT SUPPORT. THE BONUS FOR PILOT SITES IS THEY GET THE TEACHER TALENT DEVELOPER THAT WORKS -- TEACHES PART OF THE TIME BUT ALSO IS RELEASED TO SUPPORT THE NEEDS OF THOSE TEACHERS WHO MAY NEED IT THE MOST AND THAT EXTRA SUPPORT. THERE'S A LOT OF COLLABORATION. THAT'S WHY THIS IS CALLED A SYSTEM OF SUPPORT. THERE'S GOING TO BE A LOT OF COLLABORATION BETWEEN THE INSTRUCTIONAL MENTORS AND THOSE ON-SITE TEACHER TALENT DEVELOPERS. THERE'S NOT A DUPLICATION OF EFFORT. THERE'S NOT LIKE WHAT MS. McMANNIS SAID, THAT, YOU KNOW, TEACHERS FEEL LIKE A LOT OF DIFFERENT THINGS ARE COMING AT THEM FROM DIFFERENT DIRECTIONS. THIS IS GOING TO SEEM VERY COORDINATED AND VERY SUPPORTIVE. WE ALSO CAN'T REMEMBER -- CAN'T FORGET THAT ON THOSE SITES AS WELL, WE HAVE EXISTING, AT EVERY SITE, WE HAVE READING COACHES. WE HAVE SOME RESOURCE TEACHERS. WE HAVE SPECIALISTS. WE HAVE OTHER PEOPLE THAT DO THIS WORK AS WELL. AND HOW DO WE TAP INTO THEM IN THAT SYSTEM OF SUPPORT?

>>Cindy Stuart: THANK YOU. SO, GREAT, GREAT FOR THE PILOT SITES. THEY ARE GOING TO BE VERY FORTUNATE TO BE ABLE TO PILOT WHAT WE HOPE TO PUT ACROSS THE DISTRICT, BUT THOSE TEACHERS ARE REALLY GOING TO BENEFIT TREMENDOUSLY FROM -- SO THE OTHER 150 SITES, I DON'T KNOW HOW WE ADDRESS THAT. ACTUALLY, 200 SITES ALMOST. AND THEN TALK TO ME A LITTLE BIT ABOUT -- AND THIS MAY, I KNOW MAY GROW AS WE MOVE FORWARD, BUT TALK TO ME -- I CAN SEE IN MIDDLE AND HIGH SCHOOLS WHERE HALFTIME TEACHING AND HALFTIME DOING THE TALENT DEVELOPMENT SIDE WORKS. BUT TALK TO ME ABOUT HOW THAT WORKS IN ELEMENTARY. BECAUSE ELEMENTARY SITES ARE SET UP VERY DIFFERENTLY WITH ONE TEACHER SPECIFICALLY AROUND THE CLASSROOM, AND TALK TO ME ABOUT HOW THAT LOOKS.

>> AND THIS MODEL IS REALLY BEING MODELED AFTER SOME OF OUR POWER SITES RIGHT NOW THAT HAVE THE TEACHER LEADER POSITIONS. SO WE'VE ACTUALLY LEARNED A LOT FROM THOSE FOLKS. BUT THE PILOTS ARE GOING TO RECEIVE A FULL UNIT, JUST SO YOU KNOW AS WELL. IT'S REALLY A SHARING BETWEEN TWO PEOPLE. IN AN ELEMENTARY SCHOOL, YOU COULD HAVE, RIGHT NOW, A LOT OF OUR ELEMENTARY TEACHERS TEAM TEACH. ONE MIGHT BE TEACHING HALF THE DAY THE MATH AND SCIENCE. ONE MIGHT BE TEACHING THE LANGUAGE ARTS BLOCK. IF THAT WAS A SHARED UNIT, YOUR WHOLE DAY WOULD BE COVERED. BECAUSE HALF DAY THEY WOULD BE WITH A GROUP OF STUDENTS. HALF DAY, THEY WOULD BE OUT IN THE CLASSROOMS, AND THE OTHER PERSON WOULD DO THE OPPOSITE OF THAT. YOU ACTUALLY HAVE YOUR CAMPUS COVERED ALL DAY WITH SOMEBODY BE ABLE TO -- BEING ABLE TO COACH AND MENTOR. THERE ARE MANY OPTIONS FOR THAT, BUT THAT IS A PRETTY SIMPLIFIED ONE WHERE YOU HAVE THE TWO PEOPLE SHARING A CLASS OF KIDS. THERE ARE OTHER WAYS. I DON'T KNOW IF YOU WANT TO MENTION ANY OTHERS.

>>Jeffrey Eakins: NOT SO MUCH -- AT THE ELEMENTARY IT PROBABLY WOULD BE VERY SIMILAR TO WHAT YOU MIGHT CONSIDER A JOB-SHARE TYPE OF POSITION THAT WE'VE HAD IN THE PAST. BUT THESE ARE REALLY STRATEGIC WHERE THE PRINCIPAL WORKS WITH THE RELEASE TIME FOR THE TEACHERS TO MAKE SURE, AND IT COULD BE AROUND ONE CLASS, LIKE SHE SAID, TEAM TEACHING. MIDDLE AND HIGH SCHOOLS, IT COULD BE MUCH EASIER BECAUSE IT IS A RELEASE FROM CERTAIN PERIODS OF TEACHING BUT THEY WOULD STILL RECEIVE A FULL UNIT. IT COULD BE TWO INDIVIDUALS AT MIDDLE SCHOOL AND HIGH SCHOOL COVERING THAT PARTICULAR UNIT OR IT COULD BE ONE.

>>Cindy Stuart: LAST QUESTION. TALK TO ME ABOUT HOW YOU ARE CHOOSING AND THE CRITERIA FOR CHOOSING THE 50 SITES. ARE WE LOOKING AT SITES THAT HAVE EXTREMELY STRONG LEADERSHIP? ARE WE LOOKING AT SITES WHERE WE'RE LOOKING FOR IMPROVEMENT? TALK TO ME HOW -- BECAUSE THAT IS A QUESTION -- FIRST OF ALL, WHEN ARE YOU RELEASING THE SITES? DO I KNOW WHO THE SITES ARE? AND HOW DID YOU CHOOSE THEM?

>> OKAY. SO THE SITES ARE BEING -- THEY ARE BEING INFORMED TOMORROW. THE FIRST THING THAT WAS LOOKED AT IS LEADERSHIP, AND HOW THOSE LEADERS ARE CURRENTLY USING ANY TYPE OF RESOURCES THEY HAVE. THE AREA SUPERINTENDENTS RATED THEM ON A FIVE SCALE. BASICALLY, SO LEADERSHIP IS REALLY IMPORTANT. NEED OF THE SCHOOL IS -- I'M SORRY, HAVING A VARIETY OF TYPES OF SCHOOLS AND LEVELS WAS ALSO A PRIORITY. SO WHEN YOU START TO LOOK AT THE SCHOOLS THAT APPLIED, WE HAD ELEMENTARY, MIDDLE AND HIGH. WE HAD DIFFERENT TYPES. WE HAD A COUPLE OF EXCEPTIONAL CENTERS APPLY. WE WANT TO SHOW A WIDE VARIETY FROM EACH AREA, FROM EACH TYPE OF SCHOOL, AND SO WE LOOKED AT MANY THINGS TO NARROW DOWN THE LIST. IT'S BEING VETTED THROUGH A FEW MORE, WHICH IS WHY TOMORROW, CLOSE OF BUSINESS IS WHEN THEY WILL BE NOTIFIED. I KNOW WE'LL BE WITH MIDDLE AND HIGH PRINCIPALS IN THE MORNING. I'M SURE THEY WILL ALL BE LOOKING AT US, WHO ARE THEY? BY CLOSE OF BUSINESS, EVERYBODY WILL BE NOTIFIED TOMORROW. I'LL TELL YOU, IT'S NOT AN EASY DECISION. THERE WILL BE PEOPLE THAT ARE AMAZING LEADERS THAT APPLY THAT MAY NOT BE SELECTED BECAUSE THE POOL WAS IMPRESSIVE. I MEAN, THE CANDIDATES, THE SCHOOLS THAT APPLIED WERE IMPRESSIVE. I MEAN, ALL OF THEIR 108 APPLICATIONS WERE STRONG. SO IT WAS JUST TRYING TO MAKE SURE THAT WE WERE HAVING DIVERSE SCHOOLS, DIFFERENT TYPES OF SCHOOLS, TITLE ONE, NONTITLE ONE, JUST A VARIETY IN THE MIX.

>>April Griffin: THANK YOU. MS. EDGECOMB.

>>Doretha Edgecomb: THANK YOU. MAYBE DR. VAZQUEZ OR MR. EAKINS CAN ANSWER THIS QUESTION. I'M LOOKING AT THE FINANCIAL IMPACT ON OUR EXECUTIVE SUMMARY. AND IT TALKED ABOUT PERHAPS $6 MILLION PLUS AS COST SAVINGS. IT THAT PRIMARILY IN PERSONNEL BECAUSE OF THE WAY WE ARE RECLASSIFYING THE JOB AND JOB RESPONSIBILITIES?

>>Jeffrey Eakins: EXACTLY, MS. EDGECOMB. CURRENTLY IN OUR DISTRICT, WE HAVE BETWEEN OUR MENTORS AND OUR PEER EVALUATORS, THERE IS APPROXIMATELY 260 TO 270 POSITIONS THAT ARE CURRENTLY BEING PAID THROUGH DISTRICT FUNDS. IN THE NEW PROPOSED MODEL HERE, TAKING THOSE POSITIONS OFF, REINSTITUTING AROUND 150 MENTOR POSITIONS, THOSE POSITIONS WILL BE THE ONLY POSITIONS THAT WILL BE OUT ON THE GENERAL REVENUE FUNDS SO THE DIFFERENCE BETWEEN 260 AND 270 TO 150 WOULD BE THAT $6 MILLION THAT YOU SEE IN THE COST SAVINGS AND THE GENERAL REVENUE. THE POSITIONS THAT ARE THE TEACHER TALENT DEVELOPER, THOSE ARE ALL GOING TO BE SUPPLEMENTALLY FUNDED FOR NEXT YEAR. WE'RE GOING TO -- IT'S A PILOT IN PROFESSIONAL DEVELOPMENT. BETWEEN TITLE ONE, TITLE TWO, SAI, OTHER PERHAPS GRAND FUNDING SOURCES, THOSE POSITIONS WOULD BE COVERED. IT WOULD NOT BE THE GENERAL REVENUE PAYING FOR THOSE.

>>Doretha Edgecomb: WHAT ARE THE COSTS EMBEDDED IN THIS $6 MILLION OUTSIDE OF PERSONNEL? ARE THERE OTHER ITEMIZED COST FACTORS THAT COME INTO PLAY?

>>Jeffrey Eakins: THE PERSONNEL IS THE BIG ITEM, MS. EDGECOMB. AS FAR AS ANY OTHER KINDS OF, WHETHER IT'S TRAINING, WE TYPICALLY HAVE BEEN PICKING THAT UP WITH OTHER KINDS OF SOURCES IN OUR DISTRICT. WHETHER IT COMES THROUGH -- TRAINING LEADERSHIP OR OTHER FUNDING, WE TAPPED INTO. SO WHAT YOU'RE SEEING IS PERSONNEL.

>>Doretha Edgecomb: YOU ALLUDED TO THIS IN YOUR COMMENTS ABOUT THE SYSTEM OF SUPPORT. I WANT TO TALK ABOUT IT ON TWO LEVELS. ONE, AT THE SCHOOL LEVEL AND AT THE DISTRICT LEVEL. AND YOU SAID SOMETHING THAT I RECOGNIZE THAT I TALK ABOUT ALL THE TIME IS I HEAR FROM TEACHERS FEELING SO MANY THINGS ARE COMING AT THEM. YOU TALKED ABOUT THIS SYSTEM OF SUPPORT IS NOT JUST A PRINCIPAL AND THESE -- I GET THE TERMINOLOGY STRAIGHT. INSTRUCTIONAL MENTOR AND THE TALENT, WHATEVER THAT IS, OKAY. PLUS RESOURCE TEACHERS. SO IN ANY SCHOOL SITUATION, YOU MAY HAVE FOUR TO FIVE TO SIX PEOPLE SUPPORTING TEACHERS. IF WE REALLY AREN'T GOING TO OVERWHELM TEACHERS, IF WE WANT TO MAKE THIS A GENUINE, AUTHENTIC WAY TO SUPPORT THEM, HOW DO WE PUT THIS IN SUCH A FRAMEWORK OR HOW DO WE DESIGN A MODEL? HOW DO WE TRAIN FOR IT SO THAT INSTEAD OF PEOPLE PULLING THEIR HAIR OUT, THEY ARE, IN FACT, CELEBRATING. BECAUSE I CAN SEE PEOPLE GETTING OVERWHELMED WITH EVERYBODY COMING AT THEM FROM EVERY KIND OF DIRECTION, AND WHERE DO YOU FIND TIME FOR ALL THESE PIECES TO COME TOGETHER TO PLAN, TO TALK ABOUT SUPPORT, TO TALK ABOUT WHAT THEY HAVE OBSERVED AS BEING AN AREA THAT THE TEACHER MAY NEED SUPPORT? I'M TALKING, NOW, AT THE SCHOOL LEVEL. THEN I'LL TALK ABOUT THE DISTRICT IN A MINUTE.

>>Jeffrey Eakins: ABSOLUTELY. SURE. AND JUST KNOW THAT ALL OF THOSE RESOURCES EXIST NOW ALONG WITH CURRENTLY THE MENTOR AND THE PEER EVALUATOR. SO THAT WAS RECOGNIZED INITIALLY. THAT WAS ONE OF THE VERY FIRST TASKS BROUGHT TO THE COMMITTEE IS TO BE PART OF THIS CONVERSATION, WE NOW HAVE TO KNOW, WE KNOW THAT THERE ARE OTHER EXISTING RESOURCES ON THOSE SITES THAT MAY NOT HAVE BEEN PART OF THE CONVERSATION ABOUT THE SYSTEM OF SUPPORT IN THE PAST. THEY HAVE TO NOW BE BROUGHT INTO THE CONVERSATION. I BELIEVE THERE'S ACTUALLY A MEETING THIS WEEK, BECAUSE WE KNOW MANY OF THOSE POSITIONS MIGHT HAVE LEADERSHIP IN OUR CURRICULUM INSTRUCTION DIVISION AND OTHER DIVISIONS. HOW DO WE MAKE SURE THAT EVERYONE KIND OF GETS ON THAT SAME PAGE AROUND THE FACT THAT SOME ARE CONTENT DRIVEN SUPPORTS. SOME MAY BE MORE PEDAGOGY OR STRATEGY SUPPORT, AND THEN THE MENTOR IS PROVIDING A BROAD RANGE OF SUPPORT SYSTEMS FOR BRAND-NEW TEACHERS. SO THAT IS WHAT THE TRAINING IS GOING TO BE ALL ABOUT. THAT'S OUR FOCUS FOR THIS ENTIRE SUMMER TO THE BEGINNING OF NEXT YEAR. AND IT IS REALLY ABOUT HOW YOU TAKE ALL THE PIECES NOW, HOW DO WE BRING AN INTENTIONAL AWARENESS AT THE DISTRICT LEVEL TO SUPERVISORS WHO MIGHT OVERSEE WRITING COACHES OR READING COACHES AND SO FORTH, HOW DO WE BRING INTENTIONAL PURPOSE AT THE SITE LEVEL TO MAKING SURE THAT THOSE RESOURCES ARE BALANCED, THEY ARE NOT OVERLY DUPLICATED, AND THEY ARE NOT COMING AT TEACHERS FROM ALL DIFFERENT ANGLES. IT'S A VERY PURPOSEFUL CONVERSATION AND PLAN THAT MUST BE PUT IN PLACE AT THE SITE LEVEL BETWEEN THE LEADERSHIP AND THOSE KEY POSITIONS TO MAKE SURE THAT IT FEELS AND IS RECEIVED IN THE VERY COORDINATED AND SUPPORTED FASHION BY THE CLASSROOM TEACHER.

>> CAN I ADD TO THAT?

>> YES.

>> THE WORK OF THE PLCs WITHIN THE SCHOOLS AND THE INSTRUCTIONAL LEADERSHIP TEAM, A LOT OF TRAINING NEEDS OR JOB-EMBEDDED PROFESSIONAL LEARNING NEEDS ACTUALLY COME FROM THOSE. BECAUSE ONE OF THE THINGS ABOUT THIS SYSTEM OF SUPPORT IS THAT IT'S NOT GOING TO BE DICTATED BY THAT TEAM SITTING AT THE TABLE. IT'S GOING TO BE DICTATED BY THE TEACHERS, WHAT THEY NEED. IT WILL BE TIED BACK TO THEIR INDIVIDUAL LEARNING PLANS, AND ALSO, YOU KNOW, THE COMMITTEE SAID A NON-NEGOTIABLE IS THAT TEAM MEETS WEEKLY, AND THAT'S REALLY IMPORTANT. I THINK BACK TO WHEN I WAS A PRINCIPAL IN MY LEADERSHIP TEAM WHICH HAD ALL THOSE COACHES. WE HAD TO MEET EVERY WEEK IN ORDER TO MAKE SURE THAT ALL OF US WERE UTILIZING OUR TIME OUT WITH TEACHERS IN THE BEST WAY, AND THAT WE WEREN'T DOING THAT. SO PRINCIPALS, THAT'S WHY LEADERSHIP IS SO CRITICAL TO THIS. THAT'S WHY LEADERS THAT ARE ABLE TO COLLABORATE AND CREATE SYSTEMS WITHIN THEIR SCHOOL. THAT WAS WHY THAT'S SO IMPORTANT. BUT A -- SECOND GRADE PLC OR THIRD GRADE OR FOURTH GRADE, MAY SAY OUR TEAM IS REALLY STRUGGLING AROUND GETTING KIDS -- I'LL GO WITH VOCABULARY BECAUSE THAT WAS SOMETHING WHEN I WAS PRINCIPAL, THAT WAS AN ISSUE. SO THEY WANTED TO ACTUALLY TRY THE IMPLEMENTATION OF A NEW PROGRAM AND THEN OBSERVE EACH OTHER IN THE CLASSROOMS. THEY WOULD BE DRIVING WHAT THAT MIGHT LOOK LIKE. THE NEXT TWO WEEKS THAT MAY BE THE FOCUS AND IT'S DRIVEN BY THE TEACHERS BUT THEN IT'S SUPPORTED BY THOSE LEADERS. AT THE SAME TIME, THERE MAY BE ANOTHER TWO OR THREE INDIVIDUALS THAT ARE SAYING I REALLY WANT TO FOCUS ON THIS, AND THAT'S -- SO IT'S REALLY GOING TO BE STRONGLY DRIVEN BY THE TEACHERS AND WHAT THEY NEED TO GROW AS PROFESSIONALS AS WELL.

>>Doretha Edgecomb: JOB DEVELOPMENT AND STAFF DEVELOPMENT HAS BEEN DESCRIBED AS ONE OF THE KEY WAYS TO SUPPORT TEACHERS. TALK ABOUT HOW YOU ARE GOING TO MARRY PROFESSIONAL DEVELOPMENT THAT'S HEADED BY MS. JACKSON AND HER STAFF WITH THE JOB-EMBEDDED STAFF DEVELOPMENT THAT GROWS OUT OF THE TEACHERS AND SCHOOLS NEED IN SUCH A WAY THAT THEY ARE COMPLIMENTARY -- COMPLEMENTARY, IN SUCH A WAY YOU HAVE AT YOUR DISPOSAL, IF YOU WILL, TRAINERS TO RESPOND TO THE TRAINING NEEDS OF ANY SCHOOL, AND WHAT MIGHT THAT LOOK LIKE? THE REASON I ASK, I KNOW A MODEL THAT WAS USED I WORKED WITH EDUCATIONAL TESTING SERVICE. AND WE WORKED WITH DOVER ELEMENTARY SCHOOL. AND ONE OF THE THINGS THAT HE DID -- THAT THEY DID, THEY WOULD BRING IN A BANK OF SUBSTITUTES THAT WOULD BE ON IT THAT DAY. GO OUT -- THEY WOULD FLIP-FLOP. TEACHER SAID TO ME, TWO THINGS CAME OUT OF THAT MODEL. ONE WAS, THE STUDENTS SAW THEM AS LEARNERS. IT WAS A LIFELONG EXPERIENCE. KIDS KNEW THAT ON TUESDAYS OR WHATEVER DAY OF THE WEEK IT WAS, FOR WHATEVER PERIOD OF TIME, THE TEACHERS WOULD THEMSELVES BECOME STUDENTS, BUT ALSO PROVIDING A MODEL WHERE THEY KNOW THAT TIME WOULD BE SET ASIDE FOR THAT TRAINING. THAT'S ONE MODEL I KNOW ABOUT JOB EMBEDDED. I GUESS TWO QUESTIONS. ACTUALLY, THE FIRST QUESTION WAS, HOW IS IT GOING TO BE COORDINATED WITH MS. JACKSON'S STAFF AND HER ROLE SUCH AS THE SCHOOL? SECONDLY, WHAT OTHER MODELS HAVE YOU SEEN OR HEARD ABOUT THAT'S OUT THERE THAT IS ABLE TO DO THIS SO THAT IT ISN'T DISRUPTIVE TO THE SCHOOL DAY? BECAUSE TEACHING AND LEARNING STILL HAS TO CONTINUE AS WE TALK ABOUT SUPPORTING AND TRAINING TEACHERS. AND THERE'S ONLY SO MANY HOURS IN A SCHOOL DAY, WHERE DO YOU CAPTURE THAT TIME?

>> THE LAST THING OUR COMMITTEE DID LAST THURSDAY IN THE MEETING WAS TO STRATEGIZE AROUND WAYS TO FIND TIME IN SCHOOLS, AND THAT OUR PILOT SITES AND ALL SITES, ACTUALLY, BECAUSE EVERYONE IS GOING TO MOVE FORWARD WITH THIS, JUST NOT WITHOUT THE TTD ROLE. BUT THAT WAS IT. HOW DO WE FIND TIME. AND THERE WERE SOME STORIES WITHIN THE ROOM THAT WERE GREAT. SOME WERE JUST LIKE THAT, THE USE OF SUBSTITUTES. WE HAVE TALKED ABOUT PROVIDING DOLLARS FOR SUBSTITUTES SO THAT SCHOOLS CAN HAVE THAT TIME TO PULL FOLKS OUT TO REFLECT AND TO DO THOSE KIND OF THINGS YOU DESCRIBE. BUT SOME OF THE TEACHERS IN THE ROOM SAID, OR EVEN SOME OF THE LEADERS THAT WHEN THEY WERE TEACHERS, SOME OF THE THINGS THAT THEY TALKED ABOUT WERE SHARING KIDS FOR, I MEAN, ONE OF THE THINGS WE SAID WAS, YEARS AGO, WE WOULD DO BUDDY THINGS ACROSS GRADE LEVELS WHERE KIDS CAME TOGETHER AND MENTORED EACH OTHER OR HELPED EACH OTHER WITH READING AND THINGS LIKE THAT. THAT TIME MANY TIMES FREED UP ANOTHER PERSON WHO COULD GO IN AND OBSERVE ANOTHER CLASSROOM OR A TEAM COULD COME TOGETHER. THERE ARE LOTS OF WAYS. THE COMMITTEE BRAINSTORMED A LOT OF THOSE. THE SCHOOLS WILL HAVE TIME TO WORK IN THEIR OWN TEAMS BUT THEY'LL HAVE TIME TO WORK ACROSS SCHOOLS TO BRAINSTORM EXACTLY THOSE TYPES OF THINGS. WHAT WE WANT PEOPLE TO DO IS THINK OUTSIDE THE BOX. SOME OF THESE TIME STRATEGIES DON'T EVEN COST ANYTHING. IT'S JUST THE LEADERS IN THE SCHOOLS THINKING OUTSIDE THE BOX AND THINKING DIFFERENTLY. AS FAR AS JAMALIA'S TEAM AND PD, THEY ARE INSTRUMENTAL AND CRITICAL TO THE SUCCESS OF THIS PROCESS. I WILL TELL YOU, WHEN WE THINK ABOUT JOB-EMBEDDED LEARNING, I'M GOING TO GIVE YOU A FORMULA THAT REALLY DRIVES THE WORK BECAUSE WE DO THIS WITH OUR LEADERS AS WELL AND I TALK ABOUT THIS. SORRY IF I SOUND LIKE A BROKEN RECORD. 70/10 MODEL OF HOW PEOPLE LEARNING. I'LL START AT THE BOTTOM. 10% OF LEARNING IS WHEN YOU GO TO A COURSE OR A CLASS OR READ A BOOK OR YOU'RE TRYING TO LEARN SOMETHING NEW. THE 20% THAT HAS TO BE INVOLVED IS WHEN YOU ARE PART OF A COLLEGIAL GROUP, WHETHER PLC OR SOME TYPE OF GROUP AND YOU'RE ABLE TO TALK TO SOMEONE ABOUT YOUR LEARNING. THE 70%, WHICH IS THE LARGEST PART THAT SOMETIMES WE FORGET IS THE DOING. IT'S ACTUALLY DOING THE WORK THAT YOU'RE TRYING TO DO. THE ANALOGY THAT IS EASY TO DO, IF YOU WERE LEARNING HOW TO SURF, WHICH I DON'T KNOW IF ANY OF YOU KNOW, 10%, YOU MIGHT READ A BOOK, MIGHT GO ONLINE, WATCH MOVIES, WATCH PEOPLE DOING IT. ANOTHER PART, YOU MIGHT HIRE THE COACH, THE 20%. THE 70% THAT WILL GET THAT INGRAINED INTO YOUR SKILL SET IS THE DOING OF IT. ONGOING PRACTICE. WHEN WE THINK OF JOB LEARNING -- THEY ARE GENIUS WITH OFFERING SO MANY OPTIONS FOR PEOPLE TO GO GET THAT 10% OF NEW KNOWLEDGE. THEY TRAIN EVERYTHING YOU CAN IMAGINE AND WE STILL NEED THAT. IT MAY BE THAT A TEACHER STILL GOES OFF. TEACHERS LOVE TO GO OFF TO GET SOMETHING, WHETHER AT A CONFERENCE, SOMETHING LIKE THAT. THAT'S STILL REALLY IMPORTANT. WE ALSO WILL RELY ON JAMALIA AND HER TEAM TO HELP SCHOOLS FIGURE OUT THE BEST WAY TO PROVIDE THE 70% AND THEN FOLLOW THROUGH AND MONITOR THAT OTHER 20%. HOW DOES THAT LOOK IN THE SCHOOL SITE WHILE THEY ARE DOING THE WORK. JAMALIA'S TEAM WILL BE INSTRUMENTAL IN HELPING OUR SCHOOLS REALIZE WHAT THAT MIGHT LOOK LIKE. ACTUALLY, IT'S GOING TO BE A TEAM EFFORT. WORKING WITH LEADERSHIP, WORKING WITH ALL HER TEAM. WORKING WITH CNI, HR, ALL OF US TOGETHER, TRYING TO FIGURE OUT HOW TO GET LEARNING SOLIDIFIED FOR ALL OF OUR FOLKS THROUGH THE 70/20/10 APPROACH.

>>Doretha Edgecomb: YOU TALKED ABOUT HAVING THE OPPORTUNITY FOR SCHOOLS TO DESIGN THEIR PUSH TO ALL -- APPROACH TO ALL THIS. SO THE SCHOOL AFTER MUCH DISCUSSION AROUND THE LEADERSHIP TEAM AND I GUESS THE OTHER SYSTEMS OF SUPPORT WILL GO BACK TO THE FACULTY AND PRESENT THIS? BECAUSE TO DO THIS IN ISOLATION WITHOUT HEARING TEACHER VOICE OR INPUT INTO THE APPROACH CAN KILL THE PLAN. SO HOW ARE YOU GOING TO INTEGRATE AND BRING IN TEACHER PERSPECTIVES. IF TEACHERS AREN'T GOING TO BE -- MAYBE I SHOULD ASK THE QUESTION. ARE TEACHERS GOING TO BE AVAILABLE OR WILL THERE BE TEACHER VOICE IN TERMS OF WHEN THESE APPROACHES OR MODELS ARE TALKED ABOUT, WILL THEY BE THERE TO GIVE INPUT? I DON'T WANT SOMEBODY DOING SOMETHING TO TEACHERS OR BRINGING IN AND SAYING THIS IS HOW WE'RE GOING TO DO IT. I HOPE WE'RE GOING TO VALUE HOW TEACHERS SEE THIS BECAUSE YOU TALK ABOUT THE 70%, THAT'S WHERE IT'S REALLY GOING TO MAKE A DIFFERENCE AND IT WILL BE SOMETHING THE TEACHERS HAVE TO FEEL THAT I'M GOING TO BENEFIT FROM.

>> I'M GOING TO ANSWER THAT, MS. EDGECOMB. WE DEFINITELY HAVE NOT FINISHED WITH TALENT DEVELOPMENT COMMITTEE AND THE WORK. WE WILL BE MEETING REGULARLY AND CONTINUING TO GET FEEDBACK AS WE WORK WITH THE PILOT SITES NEXT YEAR, BECAUSE THAT IS CRITICAL. THAT IS A CRITICAL PIECE FOR US, AND ESPECIALLY IN LOOKING AT HOW WE WOULD BE ABLE TO ROLL IT OUT TO OUR OTHER SITES. WE NEED TO LEARN WHAT'S WORKING VERY WELL. WHAT IS MAYBE NOT AS EFFECTIVE AS WE WOULD LIKE IT TO BE, SO THAT THOSE LESSONS LEARNED, WE'RE ABLE TO SUPPORT OTHER SCHOOLS AS WE BRING ALL OF THIS WORK TO SCALE.

>> LAST YEAR WHEN WE DID THE CULTURAL -- CULTURE INSTITUTE AND YOU HAD THE LEADERS AT THE TABLE AND THEY WERE BRAINSTORMING, THEY WERE SO FIRED UP. THEY WENT BACK. WHEN THEY WENT BACK, IT WAS, GET YOUR TEACHERS NOW TO CONTRIBUTE THE IDEAS THAT YOU'RE ACTUALLY GOING TO PUT INTO PRACTICE. AND THAT WAS THE GOAL. YOU DON'T GO BACK AND SAY, OKAY, THERE IS WHAT WE'RE DOING, EVERYBODY. -- THIS IS WHAT WE'RE DOING, EVERYBODY. NO, YOU GO BACK AND HAVE A MEETING WHERE PEOPLE DO HAVE A VOICE AT THE TABLE. THIS WILL BE PART OF OUR TRAINING THIS SUMMER.

>>Doretha Edgecomb: GOING BACK TO THE SYSTEM OF SUPPORT AND OTHER PEOPLE HAVE COMMENTS AND QUESTIONS. YOU'VE GIVEN A PICTURE OF WHAT IT WILL LOOK LIKE AT THE SCHOOL. YOU TALKED A BIT ABOUT HOW IT WILL LOOK AT THE DISTRICT LEVEL. DR. ROLAND, HOW WILL YOU ACCOMPLISH ALL THIS AND HAVE ALL THE RESPONSIBILITIES? WHAT DOES YOUR TEAM OF SUPPORT LOOK LIKE? I ASK THAT KIND OF TONGUE-IN-CHEEK, BUT I'M ASKING IT SERIOUSLY, IF WE'RE MOVING TO YOUR RESPONSIBILITIES BEING BROADENED TO ALL OF THESE NEW POSITIONS WAS IT 150? IS THAT THE NUMBER. OKAY. ALONG WITH EVALUATION PROCESS, ALONG WITH SUPPORTING THE TEACHER TALENT DEVELOPERS, TELL ME ABOUT YOUR STAFF AND SYSTEM SUPPORT TO GET THAT WORK DONE.

>>Jeffrey Eakins: THAT'S BEEN OUR ONGOING CONVERSATION THE LAST COUPLE OF MONTHS AS WELL. FIRST OF ALL, JUST SO YOU KNOW, AROUND THE INSTRUCTIONAL MENTORS, THERE'S ALREADY AN INFRASTRUCTURE, WHETHER IT'S THROUGH THE LEAD MENTORS THAT HAVE BEEN IN PLACE AND OTHER STAFF MEMBERS, IT WILL STAY IN PLACE WITH REGARDS TO THE OVERALL STRUCTURE SUPPORTING OUR STRUCTURAL MENTORS. THAT PROGRAM HAS AN INFRASTRUCTURE ALREADY BUILT THAT WE WILL TAP INTO THAT INFRASTRUCTURE. CERTAINLY, IT IS ABOUT A TEAM EFFORT. IT'S ABOUT HOLDING HANDS ACROSS PROFESSIONAL DEVELOPMENT, ACROSS LEADERSHIP DEVELOPMENT, ACROSS CNI, AND THAT IS WHY IT IS SO IMPORTANT FOR THIS OVERARCHING POSITION TO HAVE AN EYE ON THAT TO MAKE SURE THAT COLLABORATION AND THAT HAND-HOLDING STAYS INTACT THE ENTIRE TIME AROUND OUR SCHOOL. SO THAT'S THE CRITICAL COMPONENT. LIKE I SAID, WE BELIEVE WE HAVE THE INFRASTRUCTURE ALREADY KIND OF EXISTING IN DEVELOPING LEAD MENTORS AND SO FORTH. THAT'S KIND OF BEEN A STAPLE IN THAT PARTICULAR SUPPORT SYSTEM. I ALSO SHOULD ADD THAT JAMALIA'S STAFF FOR OUR ALTs, ALL EIGHT AREAS HAVE A REPRESENTATIVE FROM THE STAFF DEVELOPMENT DEPARTMENT ALREADY AS PART OF THE AREA LEADERSHIP TEAMS. I THINK THAT'S ONE OF THE CONVERSATIONS JUST LIKE WE'RE HAVING THE JOB EMBEDDED PROFESSIONAL DEVELOPMENT, HOW THE SYSTEM OF SUPPORT WORKS FOR OUR SCHOOLS, OUR AREA SUPERINTENDENTS WILL BE WORKING WITH HOW THEIR LIAISONS THAT WORK WITH THEM IN THEIR AREAS CAN REALLY KIND OF BE THAT PERSON TO HELP DRIVE THE NEED BACK TO THE PROFESSIONAL DEVELOPMENT DEPARTMENT, MAYBE MORE COURSE OFFERINGS BASED OFF OF SIMILAR ISSUES OCCURRING ACROSS SCHOOLS, SHARING OF BEST PRACTICES CAN BE COORDINATED ACROSS THOSE AREAS AS WELL. SO THAT'S KIND OF PART OF THE SYSTEM WE'RE LOOKING AT TO TAKE ONE PERSON WHO CAN'T DO ALL OF THAT, WE HAVE TO HAVE EVERYONE KIND OF WORKING COLLABORATIVELY TO BUILD THE CAPACITY AND INFRASTRUCTURE TO SUPPORT THE SYSTEM.

>>Doretha Edgecomb: I HAVE SOME OTHER QUESTIONS, BUT I'LL COME BACK AROUND. THERE ARE PEOPLE WAITING. I'LL COME BACK.

>>April Griffin: THANK YOU. MS. VALDES.

>>Susan L. Valdes: THANK YOU VERY MUCH, MADAM CHAIR. I'M WONDERING, WE ARE REDUCING THE CURRENT TO -- IT'S A REDUCTION OF 110 PEERS. HOW MANY PEER MEMBER UNITS DID WE ORIGINALLY HAVE?

>> CURRENTLY PEERS -- 260 APPROXIMATELY COMBINED TOGETHER WITH THE TWO FACULTIES.

>>Susan L. Valdes: OKAY. THAT BRINGS ME TO THE QUESTION, THEN, HOW ARE WE EVALUATING, BETTER YET, THE QUESTION IS, WHO WILL BE EVALUATING THE PSYCHOLOGISTS, THE NURSES, THOSE COMPONENTS. I'M HOPING THAT THEY HAVE THEIR PEER, THAT SOME OF THESE SPECIALIZEDINGS TOES ARE REALLY -- SPECIALIZE POSITIONS ARE REALLY ATTENDED TO THEIR PROFESSION. I BELIEVE THAT IS EXTREMELY IMPORTANT. ANOTHER ONE THAT COMES TO MIND IN LEADERSHIP WOULD BE I.T., FOR INSTANCE. IF SOMEONE IS EVALUATING SOMEONE IN I.T., I HOPE IT'S SOMEONE WITH AN I.T. BACKGROUND AND NOT SOMEONE THAT IS, OH, OKAY, YOU MADE THAT WORK. I CAN ONLY IMAGINE MYSELF EVALUATING. OKAY, FINE. GOING DOWN AND HONING IN ON THOSE SKILLS AND THEIR PROFESSION HOW ARE THOSE SPECIFIC POSITIONS GOING TO BE EVALUATED?

>>Jeffrey Eakins: I'LL TOUCH A LITTLE BIT ON THEM, BECAUSE I KNOW THAT FIRST OF ALL, EVERY ONE OF THOSE COMPONENT GROUPS HAVE BEEN PART OF THE TEACHER TALENT DEVELOPMENT. STUDENT SERVICE HAS BEEN PART OF THIS WITH REGARD TO HOW THEY ARE GOING TO BE SUPPORTED. WE NEVER WANT TO TAKE THE EXPERT LENS OUT OF THE PICTURE WHEN IT COMES TO AN OVERALL EVALUATION OF ANYONE THAT HAS PARTICULAR EXPERTISE IN AN AREA, OUTSIDE OF THE EDUCATIONAL DELIVERY OR INSTRUCTION. SO THERE'S ALWAYS BEEN A PRACTICE IN WHICH WE HAVE SUPERVISORS, AND WE HAVE EXPERTS PROVIDING INPUT TO THAT EVALUATION, OVERALL EVALUATION. OBVIOUSLY, THE PRINCIPAL HAS SOME INPUT IN THAT, BECAUSE THERE'S EMPLOYEE SKILLS THAT WE WANT TO MAKE SURE WE HAVE IT SO WE MAKE SURE WE CAPTURE AS WELL. AND THEN, OF COURSE, THERE'S THE COACHING THAT WILL BE GOING ON FROM OUR PEOPLE. JUST LIKE WE'LL HAVE TEACHERS THAT WILL BE PEERS, INSTRUCTIONAL MENTORS, WILL ALSO HAVE SOME STUDENT SERVICES STAFF THAT WILL BE INSTRUCTIONAL MENTORS AS WELL.

>>Susan L. Valdes: I JUST WANT TO MAKE SURE THAT, FOR INSTANCE, PSYCHOLOGISTS ARE BEING EVALUATED AND MENTORED BY PSYCHOLOGISTS AND NURSES ARE BEING MENTORED AND EVALUATED BY NURSES. OF COURSE, WITH ALL THE COMPONENTS OF THE DAY-TO-DAY, WHETHER YOU ARE TARDY, DO YOU DRESS APPROPRIATELY, THOSE NORMAL THINGS THAT WOULD BE PART OF AN EVALUATION. BUT I JUST WANT TO MAKE SURE TWHEARPS FORGET THOSE -- THAT WE DO NOT FORGET THOSE PEOPLE WHO HAVE A UNIQUE KNACK, A UNIQUE ROLE TO PLAY THAT, QUITE FRANKLY, AN EDUCATOR WOULD REALLY HAVE NO IDEA HOW TO EVALUATE.

>> AND CURRENTLY WE HAVE SOCIAL WORKERS, PSYCHOLOGISTS, COUNSELORS, AND ALSO MEDIA SPECIALISTS, ALL THOSE DIFFERENT AREAS THAT SERVE CURRENTLY AS PEER EVALUATORS, AND WE HAVE BEEN SUPPORTING THOSE FOLKS. IT HAS BEEN A LITTLE BIT MORE, OBVIOUSLY, AS PEER EVALUATORS, MORE OF AN VALUETIVE ROLE -- EVALUATIVE ROLE, BUT ALL OF THOSE STAFF MEMBERS WERE AT TALENT DEVELOPMENT AND WILL CONTINUE TO BE BECAUSE WE WANT TO MAKE SURE WE'RE CONTINUING TO SUPPORT THOSE GROUPS AS WELL. THANK YOU FOR BRINGING IT UP.

>>April Griffin: THANK YOU. MR. AYRES.

>> ONE OF OUR STUDENT SCHOOL BOARD MEMBERS, MS. CARLTON HAS A QUESTION FOR MS. McMANNIS AND DR.--

>> HI, THANK YOU. SO AS THESE TEACHER MENTORS BEING HALF IN CLASS AND HALF OUT OF CLASS, I KNOW THAT IN IB, THEY HAVE ABOUT 160 STUDENTS FOR ONE SUBJECT, SO YOU HAVE AN ENGLISH TEACHER WHO IS ONLY A SOPHOMORE ENGLISH TEACHER TEACHING ALL OF THE DAY. AND SO HOW -- LIKE TRADITIONAL TEACHERS MENTORING IB TEACHERS DOESN'T ALWAYS WORK BECAUSE THEY HAVE DIFFERENT ROLES AND THEY HAVE TO DO DIFFERENT THINGS. LIKE, THEY HAVE DIFFERENT I GUESS RESPONSIBILITIES, ESPECIALLY WITH IBO. HOW ARE IB TEACHERS GOING INTO THE SYSTEM, ARE THEY ALSO BEING MENTORS? IF SO, HOW ARE THEIR SCHEDULES WORKING? DOES IT WORK OUT?

>> I HATE TO SPEAK AND HAVE MY BACK TO YOU, JUST SO EVERYBODY CAN HEAR, I APOLOGIZE. ONE OF THE WAYS FOR THAT TO HAPPEN, I THINK IT SPEAKS --

>>April Griffin: CAN YOU REPEAT THE QUESTION AS YOU UNDERSTOOD IT.

>> THE QUESTION AS I UNDERSTOOD IT WAS HOW WE WOULD BE SUPPORTING IB TEACHERS WITH THEIR UNIQUE SCHEDULES. AND THE DISTINCTION WITH THEIR SCHEDULES BEING A LITTLE BIT DIFFERENT THAN TRADITIONAL TEACHERS POSSIBLY. BUT I THINK THAT SPEAKS TO THE SYSTEMS OF SUPPORT THAT WE WOULD BE CREATING AND HOW THE TEACHERS THERE ARE ABLE TO -- WERE ABLE TO LEVERAGE THEM TO BE ABLE TO SUPPORT NEW IB TEACHERS COMING ON BOARD WITH ALL OF THOSE SPECIFIC REQUIREMENTS THAT WOULD BE THERE. WE WOULD LOOK AT THAT BEING VERY SITE-SPECIFIC. THEN OBVIOUSLY IB TEACHERS ARE ELIGIBLE TO APPLY FOR THESE POSITIONS IF THEY WOULD BE INTERESTED IN THEM AS WELL AS INSTRUCTIONAL MENTORS OR FOR THE TEACHER TALENT DEVELOPERS. THAT WOULD ENCOMPASS ALL TEACHERS THAT WOULD BE ABLE TO APPLY FOR THOSE.

>>April Griffin: MS. SAWYER, DID THAT ANSWER YOUR QUESTION?

>> HOW MANY WILL BE ACCEPTED FROM IB? IS THERE A SPECIFIC PERCENTAGE? I KNOW THEY CAN APPLY FOR IT, BUT THAT DOESN'T NECESSARILY MEAN THEY GET IT.

>> IT WOULD BE BASED ON THOSE THAT APPLY.

>> THANK YOU.

>>April Griffin: GREAT QUESTIONS. THANK YOU. MS. EDGECOMB.

>>Doretha Edgecomb: HOW WILL YOU BALANCE THAT CORE FOR 150 OR SO THAT YOU DO HAVE, EFFECTIVE TEACHERS, HOW WILL THAT BE DIVVIED UP IN SUCH A WAY THAT ALL THOSE CHARACTERS ARE THERE TO RESPOND TO THE VARIETY OF CONTENT AREA TEACHERS THAT WE HAVE?

>> IT'S VERY SIMILAR TO WHAT WE HAVE BEEN DOING CURRENTLY. WITHIN THE PEER CADRE AND HOW WE HAVE BEEN ASSIGNING OUR STAFF AND PERSONNEL. WE REPRESENT ALL CERTIFICATION AREAS SO WE WOULD WANT THAT TO CONTINUE. OUR RANGE OF EXPERIENCES FROM PRE-K ALL THE WAY THROUGH ADULT EDUCATION. SO WE'RE DEFINITELY HOPING THAT OUR APPLICANT POOL WOULD ALSO ENCOMPASS ALL OF THOSE, BECAUSE IT WOULD BE VERY IMPORTANT TO ENSURE, AND WE WANT TO BE ABLE TO ENSURE THAT CONTINUING MATCH, AND THAT EXPERTISE, AND THAT SPECIAL LEVEL OF SUPPORT THAT SOME OF OUR STAFF MIGHT NEED.

>>Doretha Edgecomb: FINALLY, THIS IS REALLY MY LAST QUESTION, I PROMISE YOU. WHEN IT'S APPROVED TONIGHT, OUT TO I GUESS A COMMUNICATION PLAN OR AN ACTION PLAN OR A TIMELINE, SO WHAT'S -- JUST GENERALLY, WHAT ARE THE STEPS NOW TO MOVE THIS FORWARD SO THAT, TWO THINGS, IT'S CLEAR WHAT THE CHANGES ARE. PEOPLE HAVE HOPEFULLY A CLEAR UNDERSTANDING OF WHAT THEY CAN EXPECT NEXT YEAR, AND SO THAT WE MINIMIZE THE SENSE OF CONFUSION AND MAXIMIZE WHAT THE CHANGE IS GOING TO LOOK LIKE AND HOW IT AFFECTS EVERYBODY INVOLVED.

>> WE'VE BEEN WORKING WITH THE COMMUNICATIONS TEAM SINCE THE BEGINNING. THEY HAVE BEEN AT EVERY SINGLE, WHICH I THINK IS SO AMAZING. THEY'VE BEEN AT EVERY MEETING. THEY HAVE BEEN ON BOARD AND AS THEY HAVE GONE, THEY HAVE COLLECTED INFORMATION. THERE WILL BE A SERIES OF VIDEOS AND INFORMATION THAT'S POSTED STARTING THURSDAY. FIRST WITH THE FIRST INFORMATIONAL VIDEO. AND SO IT'S A NEW KIND OF VIDEO. I'M EXCITED ABOUT IT, WHERE YOU'LL SEE NOT ONLY PEOPLE TALKING AND SOME SHOTS OF DIFFERENT THINGS, BUT ALSO WRITING ON THE BOARD. IT'S A AN AWESOME VIDEO TO GET STARTED TO PUT THE VISION OUT THERE SO TEACHERS KNOW WHAT'S COMING. AFTER THAT, THERE WILL BE SOME OTHER FOLLOW-UP VIDEOS THAT EXPLAIN OBSERVATION. BECAUSE I KNOW THAT'S ANOTHER THING THAT TEACHERS ARE WANTING TO KNOW THAT THE COMMITTEE FOCUSED ON, SO WHAT WILL MY OBSERVATION AND EVALUATION LOOK LIKE? SO THAT WILL BE A NEXT SERIES, BUT THERE WILL BE LOTS OF FULL BLAST WHOLE DISTRICT COMMUNICATIONS, AND ALSO, WE'LL GO THROUGH OUR SCHOOL LEADERS LIKE WE HAVE ALWAYS DONE. PRINCIPAL COUNSEL MEETINGS STARTING TOMORROW, CONTINUE MARCH, APRIL, MAY MEETINGS, TO ACTUALLY MAKE SURE THAT THEY HAVE THE INFORMATION THAT THEY CAN GET BACK OUT BECAUSE THEY ARE MEETING WITH THEIR FACULTIES REGULARLY. THAT IS A GREAT SOURCE OF GETTING INFORMATION OUT. DOES ANYBODY ELSE WANT TO SHARE ANYTHING ELSE ABOUT COMMUNICATIONS. THOSE ARE THE MAJOR STRATEGIES RIGHT NOW, IS A SERIES OF VIDEO BLASTS THAT WILL GO OUT TO THE ENTIRE SYSTEM.

>>Doretha Edgecomb: I KNOW THERE ARE DIFFERENT KINDS OF LEARNERS. IS THERE A WAY TO CAPTURE SOME OF THE -- IS THAT AVAILABLE SO THEY WOULD GO IN THERE AND FIND THE ANSWER. I THINK HEARING IT, SEEING IT MAY BE DIFFERENT FROM EXPERIENCING IT AND THEN MAYBE AT THE MOMENT, YOU DON'T HAVE THE QUESTION, BECAUSE YOU DON'T KNOW ENOUGH ABOUT IT TO ASK THE QUESTION. SO THAT CAN BE A RESOURCE THAT TEACHERS CAN GO BACK TO OVER TIME. BECAUSE I'M SURE YOU'RE GOING TO GET SOME QUESTIONS THAT WILL CONTINUE TO POP UP OVER AND OVER AND OVER AGAIN.

>> I KNOW GREAT TEACHERS, LOTS OF PEOPLE HAVE TAKEN --

>> WE DO UTILIZE THAT. BUT ALSO, THE COMMUNICATIONS DEPARTMENT HAS WORKED WITH US VERY CLOSELY ON HELPING US CREATE THOSE FAQs AS THEY ARE AT ALL OF THESE MEETINGS AND THOSE THINGS, SO WE WILL MAKE SURE THAT WE'RE SHARING THOSE WITH YOU ALL AS WELL, SO THAT YOU HAVE THOSE ONGOING FAQs AS YOU'RE ALSO GETTING QUESTIONS FROM THE STAFF.

>>Doretha Edgecomb: THANK YOU. THAT WOULD BE VERY HELPFUL.

>>April Griffin: THANK YOU. THIS HAS BEEN A GREAT DISCUSSION, AND I THINK THAT AS MANY QUESTIONS HAVE BEEN ANSWERED, THERE ARE STILL GOING TO BE SO MANY MORE QUESTIONS LEFT, BECAUSE THIS IS A SHIFT. WE PUT SUCH AN EMPHASIS ON EET AND WHAT WE WERE DOING THERE, AND WE LEARNED A LOT OF GREAT THINGS FROM EET. I'VE SAID IT. I SAID IT YESTERDAY IN THAT MEETING, THAT THE MENTOR COMPONENT OF THIS WAS SOMETHING THAT I FELT WAS ONE OF THE GREATEST SUCCESSES OF THE ENTIRE AET PROCESS THAT WE WENT THROUGH. I WANTED TO ADDRESS A COUPLE OF THINGS AND ASK SOME QUESTIONS OF YOU AND THEN HAVE A CONVERSATION ABOUT MS. VALDES' POINT IN REFERENCE TO THE HISPANIC OR DUAL LANGUAGE SPEAKERS. WE MET WITH SOME MENTORS YESTERDAY, AND WHAT I FOUND IN THAT MEETING THAT WAS TO ME THE MOST REFRESHING OF ALL WAS THAT EVEN -- AND I'M SURE THAT A LOT OF THE PEOPLE WHO WILL REAPPLY WILL PROBABLY GET THEIR JOBS BECAUSE THESE ARE PEOPLE WHO ARE VERY, VERY PASSIONATE ABOUT WHAT THEY'RE DOING. BUT ASIDE FROM PEOPLE HAVING TO REAPPLY FOR THEIR JOBS, THEIR CONCERN WAS MORE ABOUT THE FIDELITY OF THE MENTOR COMPONENT MOVING FORWARD. AND I THOUGHT THAT THAT SPOKE VOLUMES TO THE LEADERSHIP THAT WAS IN THAT ROOM. SO IN SPEAKING ABOUT THAT, ONE OF THE KEY ISSUES THAT I HEARD YESTERDAY, THERE WERE A COUPLE, BUT ONE OF THE KEY ISSUES WAS THE PD PORTION OF IT. AND THE FACT THAT IT'S MOVING INTO HR, THIS WHOLE THING IS GOING TO BE MOVING INTO HR, CAN YOU PLEASE SPEAK TO PD AND HOW MUCH A PART OF THIS THAT IS GOING TO REMAIN AS WE MOVE FORWARD?

>> YES. AND YESTERDAY, I APPRECIATE BEING ABLE TO BE THERE AS WELL. WE SEE THAT THE WORK DONE AROUND MENTOR TRAINING FOR THE LAST FIVE YEARS, SIX YEARS, I CAN'T EVEN REMEMBER NOW HOW LONG IT'S BEEN, HAS BEEN CUTTING-EDGE WORK, I MEAN, THAT OUR DEPARTMENT HAS LEARNED FROM NEW TEACHER CENTER WHO WAS INSTRUMENTAL IN GETTING THAT WORK GOING, BUT THEY HAVE ALSO GROWN IT, WAY EVEN BEYOND THAT, AND THROUGH THEIR ONGOING PLCs AND THROUGH ALL OF THAT. THAT TRAINING MODEL AND THAT TRAINING COMPONENT TO ME HAS BEEN VERY SUCCESSFUL. THOSE FOLKS ARE HIGHLY SUCCESSFUL BECAUSE THEY'VE HAD THAT TRAINING. THEY HAVE HAD THAT ONGOING ABILITY TO COLLABORATE. I DON'T WANT TO SPEAK FOR MARIE, BUT WHAT I TOLD THEM YESTERDAY AND WE HAVE AGREED TO THIS, AND SO HAS OUR SUPERINTENDENT, BUT IS THAT THAT MODEL SHOULD CONTINUE, AND WILL CONTINUE, AND WILL NEED TO BE SUPPORTED AS JEFF HAS DESCRIBED WITH PD AND HR WORKING HAND IN HAND. WE WANT TO CAPITALIZE ON THINGS THAT HAVE WORKED. THAT TRAINING MODEL HAS BEEN INSTRUMENTAL. THERE MIGHT BE NEW PARTS THAT EVEN COME INTO THAT, AS MARIE AND AS THE PD STAFF MEET WITH THE 150 NEW INSTRUCTIONAL MENTORS, THAT THEY SAY, YOU KNOW WHAT, THIS IS ALSO ANOTHER TRAINING COMPONENT WE MAY WANT TO ADD. SO WE'LL LISTEN TO THOSE PEOPLE THAT WILL BE IN THAT ROLE. THE ONES THAT ARE CURRENTLY IN IT, THE ONES THAT WILL BE IN IT IN THE FUTURE TO SAY WHAT ELSE NEEDS TO BE DIFFERENT IN YOUR TRAINING TO GET TO YOU THAT NEXT LEVEL. BUT THERE HAVE BEEN TOO MANY LESSONS LEARNED TO THROW THAT OUT. SO THEY WILL BE RIGHT THERE AS PART OF THE DEVELOPMENT OF THE TRAINING.

>>April Griffin: I WANTED THAT CONVERSATION SO WE COULD MAKE THAT PART OF THE PUBLIC RECORD, TOO, BECAUSE THAT IS A BIG CONCERN WITH THE PEOPLE WHO HAVE BEEN DOING THIS. AGAIN, I THINK THAT IT ABSOLUTELY SPOKE VOLUMES TO THE QUALITY OF LEADERSHIP THAT WAS IN THE ROOM. AND IT WAS, WHAT, 25% OF THE MENTORS APPROXIMATELY THAT WERE THERE.

>>Jeffrey Eakins: I'M SORRY TO INTERRUPT YOU, I KNOW -- I'M GOING TO LET MS. McMANNIS GO TAKE CARE OF SOMETHING RIGHT NOW. SHE'S GOT TO GET SOMEWHERE. AND MS. WHELAN WILL STAY THERE. I'M GOING TO LET HER GO AHEAD AND BE EXCUSED. SHE'LL GO ON AND ON AND DOES A GREAT JOB.

>>April Griffin: ONE THING, AND I'M SURE THAT YOU SPOKE ABOUT IT, MS. McMANNIS, ONE OF THE OTHER QUESTIONS WAS THE INTERVIEW PROCESSES WERE MOVING FORWARD, WHO IS GOING TO BE INVOLVED IN THAT INTERVIEW PROCESS? BECAUSE THERE ARE PEER LEADERS WHO KNOW THE PEERS VERY WELL, AND THERE ARE MENTOR LEADERS WHO KNOW THE MENTORS VERY WELL. IN ORDER TO KEEP SOME SENSE OF FAIRNESS IN THE INTERVIEW PROCESS, WHAT IS THAT GOING TO LOOK LIKE?

>> WE ARE STILL WORKING TO GET THOSE GROUPS DEFINED, AS WE HAVE ALWAYS DONE WITH OUR SCREENING INTERVIEWS. WE HAVE HAD REPRESENTATIVES, OBVIOUSLY, MYSELF, MS. JACKSON HAS BEEN INVOLVED WITH THE INTERVIEWS. WE'VE ALSO HAD DISTRICT LEVEL ADMINISTRATORS FROM CNI. WE'VE HAD OTHER FOLKS, SITE-BASED LEADERS. WE'VE HAD THE UNION THERE AT ALL OF THEM AS WELL AS A TEACHER REPRESENTATIVE THAT THEY DESIGNATE TO COME AS WELL. SO WE WILL STILL BE ENCOMPASSING ALL OF THOSE FACTORS IN INTERVIEWS BECAUSE WE WANT TO ENSURE THAT THE EQUITY IS THERE AND THAT THE FIDELITY OF THE SCREENING PROCESS IS THERE FOR ALL APPLICANTS.

>>April Griffin: THAT'S WHAT I WANTED EVERYBODY TO UNDERSTAND, TOO, THAT THIS WAS GOING TO BE AS ALL-ENCOMPASSING AS IT HAS BEEN IN THE PAST. THE QUESTION WAS POSED YESTERDAY, TOO, THAT NOBODY FROM EITHER LEADERSHIP TEAM BE THERE OR ALL THAT HAVE BEEN THERE. SO, ONE OR THE OTHER. BUT I'M GLAD TO HEAR THAT YOU ALL ARE THINKING ABOUT THAT. AGAIN, JUST WANTED TO STATE THAT FOR THE PUBLIC RECORD THERE. IN REFERENCE TO THE CONCERNS THAT MS. VALDES BROUGHT UP WITH THE SHIFT IN THE DEMOGRAPHICS OF OUR SCHOOL DISTRICT, I WAS HAVING A CONVERSATION WITH SOMEONE NOT TOO LONG AGO, AND IT'S VERY DIFFICULT TO RECRUIT. WE'RE GOING TO BE DOING SOME DIFFERENT THINGS. I HEAR THAT. HAVE WE THOUGHT ABOUT OFFERING SOME SORT OF STIPEND TO HAVE TEACHERS LEARN SPANISH AND THEN BECOME BILINGUAL?

>> MS. GRIFFIN, IT'S INTERESTING YOU SAID THAT BECAUSE LAST WEEK IN CONVERSATION WITH MR. MUR GADO AND ALSO DR. BRINSON, THIS CAME UP AS THE PROPOSAL OF SOMETHING TO ACTUALLY START TO THINK ABOUT OF HAVING SOME TYPE OF COURSE FOR OUR STAFF TO DEVELOP IN THE LANGUAGE OF SPANISH TO HELP THEM IN DIFFERENT WAYS, EITHER THROUGH CUSTOMER SERVICE OR TO HELP PARENTS OR IS IT TO HELP IN THE CLASSROOM. SO THAT CONVERSATION JUST STARTED TO TALK ABOUT HOW CAN WE DO THIS.

>>April Griffin: WONDERFUL. AND I DO BELIEVE WHEN WE TALK ABOUT, AS WE MOVE FORWARD AS A DISTRICT AND LOOKING AT THE DIFFERENT NEEDS THAT WE HAVE, WE'RE WANTING AS A BOARD TO LOOK AT SHIFTS IN DEMOGRAPHICS AND CRAFT OUR POLICIES AROUND THAT. WE'RE GOING TO HAVE VERY SPECIFIC CONVERSATIONS TO THAT. BUT I WOULD SUGGEST, AS YOU ALL ARE HAVING THAT CONVERSATION AND LOOKING AT WHAT COULD POSSIBLY BE DONE THERE, THAT WE NOT APPROACH IT AS EDUCATORS, BECAUSE AS SOMEONE WHO HAS TAKEN SPANISH MULTIPLE TIMES AND STRUGGLES WITH LEARNING A SECOND LANGUAGE, IF YOU'RE TRYING TO TEACH ME TO CONJUGATE VERBS BEFORE YOU TEACH ME TO ASK FOR SOMETHING, IT'S GOING TO BE A LOT MORE DIFFICULT TO LEARN. SO I JUST WANT TO ASK THAT SUGGESTION OUT THERE. I STILL HAVE THINGS I WANT TO SAY, BUT MS. VALDES --

>>Susan L. Valdes: I WANT TO GET BACK ON THAT THAT DR. VAZQUEZ HAS JUST SPOKEN ABOUT, AND I NEED TO FIND OUT IF WE ARE STILL CONTRACTUALLY, WITH HECF, I WANT TO SAY 2035-06, I -- 2005-06, I BELIEVE, THERE WAS A COURSE ADDED FOR OUR NONINSTRUCTIONAL FOLKS TO LEARN ENGLISH AND VICE VERSA, AND IT WAS SOMETHING THAT WASCRAT EWELL NEGOTIATED WITH THE UNION -- CONTRACTUALLY NEGOTIATED WITH THE UNION. I'M WONDERING IF THAT'S STILL OCCURRING ON THE NONINSTRUCTION SIDE WITH OUR FOLKS WANTING TO LEARN ENGLISH AND VICE VERSA, THOSE WANTING TO LEARN SPANISH. SO THERE MIGHT BE SOMETHING OUT THERE ALREADY. I WANTED TO THROW THAT OUT THERE. THANK YOU.

>>April Griffin: ALL RIGHT. VERY GOOD. DR. WHELAN, WHEN WE MET YESTERDAY WITH SOME CONCERNED EMPLOYEES, CONCERNED MENTORS, ONE OF THE SUGGESTIONS THAT WAS MADE IS THAT THERE ARE LEADS EVEN WITHIN BOTH CADRES, THAT BEFORE WE START HAVING OUR INFORMATIONAL MEETINGS, AND EVEN THIS GROUP OF PEOPLE, TOO, ARE GATHERING SOME QUESTIONS, CONCERNS, THOUGHTS ABOUT THINGS THAT CAN BE ADDRESSED AT THOSE INFORMATIONAL MEETINGS. MS. McMANNIS, SHE'S PROBABLY ALREADY TALKED TO YOU ABOUT THAT. BUT THAT'S SOMETHING THAT IF YOU WANT TO TALK AFTER THIS MEETING, TOO, WE CAN TALK ABOUT THAT. BUT I THINK THAT IT'S VERY IMPORTANT TO GET INPUT FROM THE PEOPLE WHO HAVE BEEN DOING IT SO AS WE GO OUT.

>> MS. GRIFFIN, IF I CAN JUST MENTION, RELATED TO THAT THERE HAS BEEN A LOT OF THAT THROUGH THE TALENT DEVELOPMENT MEETINGS, BECAUSE THOSE GROUPS ARE ALSO REPRESENTED IN THAT SO THEY HAVE HAD THAT INPUT ABOUT WHAT HAS BEEN WORKING VERY WELL AND VERY POSITIVELY. SO I JUST WANTED TO MENTION THAT. IT'S NOT EVERYBODY.

>>April Griffin: -- COMMUNICATING IT OUT.

>> YES, MA'AM.

>>April Griffin: WE'VE, YOU KNOW, WE'VE HIT SOME STUMBLING BLOCKS ALONG THE WAY, AND I THINK THAT -- I THOUGHT THAT WAS A GREAT SUGGESTION THAT WAS MADE YESTERDAY. AND JUST, YOU KNOW, THEIR CONCERNS, BEING AWARE OF THE POSSIBLE UNINTENDED CONSEQUENCES OF THIS AND AGAIN LOOKING AT THE FIDELITY OF THE PROGRAM AS A WHOLE IN MOVING FORWARD. I THINK THE PEOPLE WANT TO KNOW THE REASON WHY, I THINK THE WHY IS VERY IMPORTANT TO PEOPLE. SO AS YOU'RE COMMUNICATING THAT OUT. AND THEN TO TALK ABOUT WHAT THE NEXT STEPS ARE. SO WHEN YOU'RE HAVING THESE INFORMATIONAL MEETINGS, TALKING ABOUT WHAT THE NEXT STEPS ARE, AND CLEARLY LAYING THAT OUT AND CLEARLY PUTTING OUT TIMELINES. YOU'RE DOING THAT NOW. I SEE THAT. BUT I THINK THAT'S REALLY GOOD. ALSO, TALK ABOUT FINANCIALLY, AND I KNOW THAT DECISION HASN'T BEEN MADE BECAUSE WE'LL HAVE TO NEGOTIATE THAT WITH OUR UNION, BUT IF WE COULD START TALKING ABOUT WHAT THAT LOOKS LIKE FINANCIALLY -- OKAY. BUT IN THE INSTRUCTIONAL MEETINGS, THAT QUESTION IS GOING TO COME UP, I GUARANTEE YOU. IF WE CAN HAVE SOME ANSWERS BEFORE, AND I KNOW THAT'S A LITTLE BIT DIFFICULT WHEN WE'RE TALKING ABOUT IT BEING SOMETHING THAT IS CONTRACTUAL. BUT I HAVE FORWARDED THE TAKEAWAYS FROM THE MEETING YESTERDAY TO TRISHA AND BASED ON THIS MEETING THIS EVENING, I THINK THERE ARE SOME PEOPLE THAT YOU'RE GOING TO MEETING WITH BEFORE THE MEETING ON MONDAY. SO LOTS OF MEETINGS ARE GOING TO BE TAKING PLACE. AND I SUGGESTED THAT IF IT WAS SOMETHING THAT COULD NOT BE DONE FACE TO FACE, THAT WE LIVE IN AN AGE OF TECHNOLOGY THAT MAYBE SOME SORT OF COMMUNICATION CAN BE SET UP DIGITALLY. AND I'LL TURN THE FLOOR OVER TO MRS. EDGECOMB.

>>Doretha Edgecomb: MS. GRIFFIN, YOU MENTIONED SEVERAL TIMES ABOUT A MEETING YESTERDAY. I DIDN'T KNOW ANYTHING ABOUT IT, BUT I THINK ALL OF US WHO HAVE A VESTED INTEREST IN THIS -- CAN I FINISH PLEASE?

>>April Griffin: YES, MA'AM.

>>Doretha Edgecomb: A VESTED INTEREST IN THIS, THAT, FIRST OF ALL, UNLESS IT WAS A PRIVATE MEETING THAT WE SHOULD HAVE BEEN MADE AWARE OF -- NO. I WOULD LIKE TO FINISH, PLEASE. MADE AWARE OF IT, BEEN INVITED, BE KNOWLEDGEABLE OF IT. I THINK AT THIS POINT YOU HAVE A REAL ADVANTAGE OVER THOSE OF US WHO WEREN'T THERE, AND I THINK WE ALL HAVE AN INVESTMENT IN THIS. WE WANT TO BE KNOWLEDGEABLE. WE WANT TO BE ABLE TO HEAR FROM THEM DIRECTLY, AND I DON'T KNOW WHAT KIND OF MEETING IT WAS. SO I'LL STOP.

>>April Griffin: YOU ASK A QUESTION. AND LET ME ANSWER YOUR QUESTION. I WAS DRIVING HOME ON FRIDAY EVENING, AND I GOT A TEXT MESSAGE FROM A DEAR FRIEND OF MINE WHO HAPPENS TO BE A MENTOR. HER AND I WERE TEXTING BACK AND FORTH. I WAS TRYING TO GET ANSWERS FOR HER. SHE SUGGESTED THAT I ASK QUESTIONS. I SAID TO HER, I ALWAYS DO. I SAID IF YOU WANT TO GATHER SOME QUESTIONS FROM YOUR MENTOR FRIENDS, PLEASE FEEL FREE TO GET THOSE TO ME. THE NEXT THING I KNEW, THIS WAS FRIDAY EVENING, WE HAD A MEETING UP BETWEEN HER AND I AND I AND A COUPLE OF PEOPLE. IT ENDED UP BEING 25 PEOPLE BECAUSE THE INTEREST WAS THERE. IT WAS VERY IMPROMPTU. I CALLED. I SPOKE TO MS. McMANNIS MONDAY MORNING AND SAID, CAN YOU PLEASE COME TO THIS MEETING. I DIDN'T EVEN PLAN ON IT BEING THERE. SO THERE WAS ABSOLUTELY NO INTENTION OF KEEPING ANYBODY IN THE DARK. IT WAS PUT TOGETHER IN A VERY, VERY SHORT TIME FRAME. I WAS SURPRISED AT HOW MANY PEOPLE SHOWED UP, BUT THAT'S HOW MANY INTEREST THERE IS IN THIS CHANGE THAT WE'RE GOING THROUGH. SO THIS WAS NOT STAFF. THIS WAS NOT ME. THIS WAS JUST CIRCUMSTANCES HAPPENED TO PUT US ALL IN THE SAME ROOM AT THE SAME TIME IN A VERY SHORT TIME FRAME.

>>Doretha Edgecomb: -- THAT ANYTHING THAT IS OF THIS MAGNITUDE, WHETHER SOMEONE WHO REACHED OUT TO ME OR OTHER BOARD MEMBERS, THAT WE AT LEAST BE INVITED, MADE AWARE. I UNDERSTAND THE SHORT TURNAROUND --

>>April Griffin: MS. EDGECOMB --

>>Doretha Edgecomb: I DIDN'T CUT YOU OFF WHEN YOU WERE TALKING.

>>April Griffin: AND I WILL REQUEST THE SAME OF YOU.

>>Doretha Edgecomb: I ASK THE SAME RESPECT.

>>April Griffin: I WILL GIVE YOU ANY INFORMATION THAT YOU NEED OR INVITE YOU TO ANY MEETINGS THAT I --

>>Doretha Edgecomb: THAT'S ALL I'M ASKING.

>>April Griffin: BUT I AM GOING TO ASK THE SAME OF YOU BECAUSE THERE HAVE BEEN VERY, A LOT OF MEETINGS THAT YOU HAVE ATTENDED THAT YOU HAVE CONNECTIONS IN THIS COMMUNITY THAT YOU HAVE BEEN AT BECAUSE OF YOUR RELATIONSHIPS, AND I'M NOT THINKING THAT IT'S AN UNFAIR ADVANTAGE. I'M NOT THINKING THAT IT'S ANYTHING THAT YOU REPRESENTING YOUR CONSTITUENTS. WE ALL HAVE CONSTITUENTS, AND IT WAS NOT AN INTENTION TO LEAVE YOU IN THE DARK ON ANYTHING, BUT IF YOU WANT ME TO INVITE YOU TO MEETINGS LIKE THIS THAT I'M GOING TO -- AND I WILL. I WILL GIVE YOU THAT. I'LL PICK UP THE PHONE AND PERSONALLY CALL YOU OR HAVE STAFF CALL YOU BECAUSE OF SUNSHINE. BUT IF YOU ARE ASKING THAT OF ME, THEN I WILL ASK THE SAME OF YOU. EVERY MEETING YOU GET THAT IS A COMMUNITY MEETING, I WOULD APPRECIATE AN INVITATION, TOO, SO THAT I CAN DECLINE OR NOT.

>>Doretha Edgecomb: A COMMUNITY MEETING IS DIFFERENT FROM A SCHOOL BOARD EMPLOYEE MEETING WHERE THIS AFFECTS OUR EMPLOYEES THAT WE HAVE A RESPONSIBILITY FOR. AND I WILL RECIPROCATE WHEN I HAVE MEETINGS, BUT THIS IS NOT A COMMUNITY MEETING.

>>April Griffin: OKAY. THEN LET ME DEFINE WHAT I'M SAYING. IF YOU HAVE A MEETING AT A SCHOOL WITH TEACHERS OR PEOPLE LIKE THAT, I WOULD APPRECIATE IT IF YOU WOULD IN KIND GIVE ME AN INVITATION. IT WAS AN IMPROMPTU MEETING, MEANT NOT TO KEEP ANYBODY IN THE DARK, BUT TO GATHER INFORMATION AS AN ELECTED REPRESENTATIVE OF THIS COMMUNITY, I WENT. AND WE ALL HAVE MEETINGS THAT WE ATTEND ON A REGULAR BASIS LIKE THAT. THIS COULD HAVE BEEN A PRIVATE CONVERSATION, AND I VERY MUCH WOULD HAVE APPRECIATED THAT. BUT SINCE YOU DECIDED TO MAKE IT PUBLIC, WE'RE HAVING A PUBLIC CONVERSATION ABOUT IT. MR. EAKINS.

>>Jeffrey Eakins: THANK YOU, MS. GRIFFIN. I DON'T KNOW IF MS. JENKINS -- I STILL SEE MS. CLEMENTS. I WANTED TO RECOGNIZE OUR UNION REPRESENTATIVES WHO HAVE BEEN A PART OF ALL OF THE CONVERSATION THAT WE HAVE HAD THIS EVENING FOR THE REPRESENTATION ON THE COMMITTEE, THE FEEDBACK, THE INPUT, THEIR ADVICE ALONG THE WAY. I JUST WANT TO RECOGNIZE THEM TONIGHT.

>>April Griffin: IT'S MY UNDERSTANDING, TOO, THAT THEY ALSO MET WITH THIS GROUP OF TEACHERS AT SOME POINT YESTERDAY OR SOMETHING LIKE THAT. THIS WAS A GROUP OF PEOPLE THAT WAS JUST REACHING OUT TO MAKE SURE THAT, AGAIN, THE FIDELITY OF THE PROGRAM BE MAINTAINED. I APPRECIATE THEIR CONCERN AND THEIR INPUT. THERE ARE NO MORE SPEAKERS. OH, NEVER MIND. MS. STUART.

>>Cindy Stuart: THANK YOU. I WOULD LIKE TO MAKE A MOTION TO PULL THESE ITEMS AND VOTE ON THEM SEPARATELY. BOTH ITEMS, 4.07 AND 4.08 OR DO YOU WANT US TO DO THEM SEPARATELY, MR. PORTER?

>>Jim Porter: IT'S FINE TO MAKE THE MOTION TO CONSIDER THEM BOTH AT THE SAME TIME.

>>April Griffin: THERE IS A MOTION ON THE FLOOR. IS THERE A SECOND? THERE IS A MOTION ON THE FLOOR TO VOTE TO PULL -- WELL, VOTING TO PULL THEM NOW FIRST AND THEN VOTE ON THEM. THERE IS A MOTION TO PULL 4.07 AND 4.08 FOR A SEPARATE VOTE. THE SECOND IS BY MS. HARRIS. IS THERE ANY DISCUSSION? SEEING NONE, BOARD MEMBERS, INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT PASSES WITH MS. EDGECOMB AS A NAY.

>>Jim Porter: WE NEED A MOTION TO APPROVE BOTH 4.07 AND 4.08.

>> SO MOVED.

>>April Griffin: I HAVE A MOTION BY MS. VALDES AND A SECRET BY MS. STUART TO VOTE ON THESE ITEMS SEPARATELY. TO APPROVE THEM IS THE MOTION. ANY DISCUSSION? SEEING NONE, BOARD MEMBERS, INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT'S UNANIMOUS. THANK YOU. ALL RIGHT. THE NEXT AGENDA ITEM IS ITEM 6.02, WHICH IS TO APPROVE THE AGREEMENT FOR TECHNICAL SERVICES WITH THE NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATIONAL ASSESSMENT. AND LYNN DOUGHERTY UNDERWOOD, DIRECTOR OF LITERACY K-12 IS GOING TO ADDRESS THIS. WELCOME.

>> GOOD AFTERNOON, MADAM CHAIR, BOARD MEMBERS, SUPERINTENDENT EAKINS AND STAFF, THE NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATION ASSESSMENT COMMONLY REFERRED TO AS THE CENTER FOR ASSESSMENT, WILL PARTNER WITH THE DISTRICT IN PROVIDING TRAINING AND SUPPORT TO A CADRE OF OUR DISTRICT'S READING AND LANGUAGE ARTS SUPERVISORS, ACADEMIC COACHES, ASSESSMENT PERSONNEL, AND 30 ELA READING CLASSROOM TEACHERS IN WRITING AND REVISING INTERIM AND ASSESSMENT ITEMS FOR GRADES 6, 10, READING AND LANGUAGE ARTS COURSES. THE INTENT IS FOR OUR TEACHERS TO LEARN HOW TO DEVELOP STANDARDS-BASED ASSESSMENT ITEMS, TO BE USED FOR MULTIPLE PURPOSES SUCH AS CREATING DISTRICT SEMESTER EXAMS AND EVENTUALLY TO CREATE ITEMS TO BE BANKED FOR TEACHER USE IN CREATING FORMATIVE ASSESSMENTS. THE DISTRICT'S TEAM OF TEACHERS WILL WORK THROUGH THE 2016 SPRING AND SUMMER WITH THE CENTER FOR ASSESSMENT TEAM TO LEARN HOW TO USE THE FLORIDA STANDARD ASSESSMENT ACHIEVEMENT LEVEL DESCRIPTORS, THE FSA ITEM SPECIFICATIONS AND THE DEPTH OF KNOWLEDGE FRAMEWORK UPON WHICH THE FSA QUESTIONS ARE GROUNDED TO CREATE STANDARD BASED ASSESSMENT ITEMS THAT WILL ALLOW OUR TEACHERS TO BETTER IDENTIFY INSTRUCTIONAL NEEDS AND STRENGTHS OF OUR STUDENTS. THE FIRST SET OF ASSESSMENT ITEMS WILL BE ADDED TO THE SCHOOL CITY PLATFORM AND USED IN THE 2016-17 FIRST SEMESTER READING AND ELA EXAMS. THE CENTER FOR ASSESSMENT TEAM WILL THEN RETURN IN JANUARY 2017 TO ASSIST WITH ANALYZING THE ITEM'S PERFORMANCE, IDENTIFYING ITEMS THAT ARE IN NEED OF REVISION, AND THEN WORKING WITH THE TEACHER CADRE AND DISTRICT TEAM TO REVISE THOSE ITEMS. THE PROJECT WAS BORNE OUT OF CONVERSATIONS WITH OTHER DISTRICTS AND STATES WITH WHOM WE ARE DISTRICT PARTNERS, SUCH AS THE ASPENS INSTITUTE AND COUNCIL OF -- TO BETTER INFORM OUR CLASSROOM INSTRUCTION. ONE SUCH PARTNER, PITTSBURGH PUBLIC SCHOOLS, HAS USED THE CENTER OF ASSESSMENT TO FOCUS THEIR DISTRICT ASSESSMENT OF REALIGNMENT TO CURRICULUM STANDARDS THROUGH TEACHER PROFESSIONAL DEVELOPMENT. THEY ARE IN THEIR SECOND YEAR OF WORK AND ARE FINDING THAT THEIR TEACHER ASSESSMENT ITEMS ARE MORE CLEARLY ALIGNED TO THEIR NEW STANDARDS, AND THAT THE TEACHERS ARE REPORTING THAT AS A RESULT OF THE ALIGNED ITEMS THEY HAVE CREATED, THEY ARE MORE PRECISELY ABLE TO TARGET INSTRUCTION TO STUDENT NEEDS. LIKEWISE, AS WE CONTINUE TO SHIFT TO OUR NEW STANDARD EXPECTATIONS, WE RECOGNIZE THAT OUR CLASSROOM ASSESSMENTS ALSO NEED TO BE IN TITLE ALIGNMENT WITH THE INSTRUCTIONAL EXPECTATIONS, AND THAT WE NEED TO BUILD TEACHER CAPACITY IN UNDERSTANDING HOW TO CREATE STANDARD ALIGNED ASSESSMENT ITEMS TO IMPACT OUR DAY-TO-DAY INSTRUCTIONAL DECISIONS. IN ORDER TO DEVELOP WIDESPREAD TEACHER CAPACITY AND UNDERSTANDING HOW TO CREATE STANDARDS ALIGNED ASSIGNMENTS, OUR INTENT TO USE THIS PROJECT, CADRE OF TEACHER PRACTITIONERS TO SUPPORT PROFESSIONAL DEVELOPMENT OPPORTUNITIES AT THE SCHOOL AT THE DISTRICT LEVEL. WITH THAT LEVEL OF PROFESSIONAL DEVELOPMENT, TEACHERS CAN BETTER LEARN HOW TO CREATE STANDARDS BASED ASSESSMENT ITEMS SO THAT THEY CAN BETTER ANALYZE THEIR OWN STUDENT DATA FOR USE IN MAKING CLASSROOM INSTRUCTIONAL DECISIONS. THE EVALUATION OF THE PROJECT WILL BE DONE THROUGH THE ANALYSIS AND REVISION OF THE FIELD-TESTED ASSESSMENT ITEMS IN JANUARY 2017. THE ONGOING SCOPE OF WORK WILL BE MONITORED BIMONTHLY BY THE DIRECTOR OF K-12 LITERACY AND THE MIDDLE AND SECONDARY LITERACY SUPERVISORS WHO ARE HERE WITH US TODAY.

>>April Griffin: MS. STUART.

>>Cindy Stuart: THANK YOU, MADAM CHAIR. I HAVE SOME CONCERNS ABOUT US CONTINUING TO MOVE IN THIS DIRECTION. I THOUGHT -- CORRECT ME IF I'M WRONG, DR. VAZQUEZ -- WE WERE IN THE PROCESS OF EVALUATING ALL OF OUR READING PROGRAMS AND DETERMINING WHERE WE WERE, WHAT'S WORKING, WHAT'S NOT WORKING, AND MOVING FORWARD FROM THAT. AND THIS, I FEEL LIKE WE'RE MOVING IN A VERY DIFFERENT DIRECTION. I'M NOT SURE HOW THIS HELPS OR HINDERS US.

>> IF I MAY, THE CONNECTION FOR US IS TRULY THE INSTRUCTIONAL CONNECTION. OUR TEACHERS ARE INVOLVED ON A DAILY BASIS WITH ASSESSING KIDS AND THEIR INSTRUCTION. WE ARE STARTING WITH OUR ELA AND OUR READING CLASSROOMS, BECAUSE WE HAVE APPROXIMATELY 132 EXAMS THAT WE'RE RESPONSIBLE FOR THROUGH THOSE COURSES. SO WHATEVER CURRICULUM IT IS OR WHATEVER, HONESTLY, CONTENT IT IS, WE'RE LOOKING AT TRYING TO IN OUR NEXT STEP OF OUR STANDARDS IMPLEMENTATION AT THE CLASSROOM LEVEL, PROVIDE SUPPORT FOR OUR TEACHERS AND HOW TO WRITE CLEARLY ALIGNED ASSESSMENT ITEMS. THEY MAY BE THE ASSESSMENT ITEMS THEY USE DAILY IN THEIR CLASSROOMS IN A MORE FORMATIVE WAY OR A SUMMATIVE ASSESSMENT, SUCH AS THE EXAMS. REALLY, IT'S THE NEXT STEP IN OUR STANDARDS IMPLEMENTATION THAT WE'RE DRIVING TO, TO HELP OUR TEACHERS CREATE THOSE STANDARD ALIGNED ITEMS USING THE ITEM SPECIFICATIONS FOR OUR STATE ASSESSMENT TO MAKE SURE WE'RE IN ALIGNMENT.

>>Cindy Stuart: TELL ME HOW THIS WORKS WITH SCHOOL CITY AND THE ASSESSMENT TOOL THAT WE JUST SPENT A LARGE DOLLAR FIGURE ON.

>> SO OUR TEACHERS ARE INVOLVED WITH THE CONTENT SUPERVISORS ON A REGULAR BASIS IN CREATING ITEMS FOR THE SUMMATIVE ASSESSMENTS AT THIS POINT, THE STATE EXAMS.

>>Cindy Stuart: CAN YOU REPEAT THAT?

>> OUR TEACHERS ARE INVOLVED WITH OUR CONTENT SUPERVISORS ON A REGULAR BASIS, ONGOING BASIS TO CREATE ITEMS THAT ARE PUT INTO THE SCHOOL CITY PLATFORM AND THE PLATFORM BEFORE SCHOOL CITY. FROM WHICH THOSE EXAMS ARE CREATED. SO OUR TEACHERS ARE WRITING ITEMS --

>>Cindy Stuart: WHEN YOU SAY EXAMS, ARE WE TALKING SEMESTER EXAMS AND FINALS? OR ARE WE TALKING TEST WITHIN THE CLASSROOM ON AN ONGOING BASIS?

>> SO WE'RE STARTING WITH SEMESTER EXAMS IN TERMS OF LOOKING AT THOSE ITEMS. THE ITEM BANK, EVENTUALLY, AS I NOTED, CREATE FORMATIVE ASSESSMENTS, WHICH ARE THOSE ONGOING CLASSROOM PIECES.

>>Cindy Stuart: OKAY. TO SUM THAT UP, YOU'RE BASICALLY TELLING ME THAT TEACHERS IN A CLASSROOM HAVE INPUT TO THE ITEMS THAT GO INTO SEMESTER AND FINAL EXAMS? VIA SCHOOL CITY?

>> THIS IS A PROCESS USED THROUGHOUT OUR DISTRICT FOR MANY, MANY YEARS. IT'S NOT ALL TEACHERS. IT IS A SELECT GROUP OF ITEM WRITERS THAT ARE TRAINED IN WRITING ITEMS.

>> THAT ARE NOT IN THE CLASSROOM, CORRECT?

>> SOME ARE CLASSROOM TEACHERS. SOME ARE NOT. BUT THEY ARE ALL CONTENT SPECIALISTS. MULTIPLE ITEMS ARE WRITTEN, AND THEY ARE AT THE ITEM LEVEL. TEACHERS WRITE AN ITEM AND SUBMIT IT. NO ONE KNOWS WHAT WILL COME UP TO BE THE EXAM. THE ACTUAL EXAM IS NOT SEEN. THE EXAM IS CREATED BY THE CONTENT SUPERVISOR AND THE ASSESSMENT STAFF FROM MULTIPLE ITEMS THAT ARE IN THE PLATFORM.

>>Cindy Stuart: I APPRECIATE THE EXPLANATION, DR. BROWN. WHAT I'M CONCERNED ABOUT IS THOSE TEACHERS WHO ARE CREATING THESE EXAMS ARE -- AND I UNDERSTAND THEY ARE CLASSROOM TEACHERS, CERTIFIED TEACHERS, ARE THEY CURRENTLY IN THE CLASSROOM TEACHING THE CURRICULUM THAT IS BEING TAUGHT TO OUR STUDENTS?

>> AT SOME POINTS, YES. I'M NOT 100% FAMILIAR WITH WHAT'S HAPPENING HERE, BUT OUR TYPICAL PROCESS IS OFTEN ITEM WRITERS ARE GATHERED DURING THE SUMMER. THEY SIT AND THEY ARE WORKING DURING THE SUMMER TO CREATE NEW ITEMS TO BE ADDED TO THE ITEM BANK. AND, AGAIN, IT'S EACH TEACHER CREATES A FEW ITEMS THAT ARE CONTRIBUTED TO A VERY LARGE BANK OF ITEMS FOR THAT PARTICULAR CONTENT. THE TEACHERS DO NOT CREATE THE EXAM. IT'S VERY IMPORTANT TO KNOW THE DIFFERENCE.

>>Cindy Stuart: I UNDERSTAND THE DIFFERENCE. THAT TEACHERS CREATE ITEMS THAT ARE PUT INTO A BANK AND THE BANK CREATES -- I UNDERSTAND THAT. MY CONCERN IS THAT THE LEVEL OF SCALING THAT HAPPENS IN THIS DISTRICT ON EXAMS, THAT SOMEWHERE IN THE PROCESS I'M FEELING LIKE THERE IS A FLAW HERE IN HOW WE'RE DOING THIS. AND I'M CONCERNED THAT WE'RE SPENDING NOW ANOTHER $109,000 TO TRAIN PEOPLETO DO THIS, AND WE'RE NOT DOING IT -- I DON'T REALLY KNOW WHAT THE PROBLEM IS RIGHT NOW WITH HOW WE'RE DOING IT. SO THAT'S MY ISSUE. AND I ONLY KNOW THAT FROM SOME OF THE EXPERIENCES THAT WE'VE HAD IN THIS LAST YEAR WITH THE LEVEL OF SCALING THAT'S HAPPENING. AND TEST ITEMS THAT ARE JUST COMPLETELY THROWN OUT ON AN EXAM, ON A SEMESTER EXAM. SENDING STUDENTS DOWN FOR 50 TO 90 MINUTES TO TAKE AN EXAM, WHERE IN SOME CASES HALF THE EXAM, 20, 30, 40 PERCENT OF THE EXAM IS THROWN OUT BECAUSE OF BAD QUESTIONS. I HAVE CONCERNS ABOUT THE WAY WE'RE GOING ABOUT THIS, WHO THIS GROUP IS THAT IS CREATING THESE TEST QUESTIONS AND WHERE THIS IS ALL COMING FROM. TO CONTINUE DOWN THAT ROAD WITHOUT FIRST MAKING AN ASSESSMENT OF WHETHER OR NOT THIS IS GOOD PRACTICE, WHETHER OR NOT THIS KEEPS THE INTEGRITY OF THE TEST AND THE EXAMINE TACT FOR STUDENTS, WE ARE AFFECTING STUDENTS HERE. AND I'M VERY CONCERNED ABOUT SOME THINGS THAT HAPPENED IN THIS LAST CYCLE, AND I KNOW IT'S HAPPENED IN THE PAST, WITH HOW WE HAVE TO PULL BACK ON THESE CREATED TEST BANK QUESTIONS. AND IT'S NOT USUALLY THE QUESTIONS. IT'S THE ANSWERS THAT ARE GIVEN THAT GO WITH THEM THAT I HAVE SERIOUS CONCERNS. FOR US TO CONTINUE TO MOVE DOWN THIS ROAD WITHOUT FULLY ASSESSING WHAT WE'RE DOING IN CREATION OF EXAMS AND PUSHING THOSE OUT TO STUDENTS -- ANYWAY, MR. VAZQUEZ, I'LL TURN IT OVER TO YOU.

>>Alberto Vázquez: JUST TO KIND OF CHIME IN HERE, REPRESENTATIVES FROM CURRICULUM AS WELL AS THE OFFICE OF ASSESSMENT WILL BE MEETING WITH ME I THINK FRIDAY OF THIS WEEK TO ACTUALLY KIND OF DISCUSS ASSESSMENTS AND THE MEANING, THE TRUE MEANING OF REALLY ASSESSMENT AND DELIVERY ASSESSMENT THROUGHOUT THE DISTRICTS AND TO MAKE SURE THAT WE ARE TRULY ALIGNED TO THE DIFFERENT LEARNING STYLES OF OUR STUDENTS, THE CONTENT THAT IS DELIVERED THROUGH THE INSTRUCTIONAL PROGRAM, BUT AS WELL AS TO MAKE SURE THAT WE ARE NOT ON OVERKILL IN THE DELIVERY OF ASSESSMENT. SO WE -- I ASK FOR THIS MEETING TO ACTUALLY START TO HAVE THESE CONVERSATIONS FROM BOTH OFFICES TO MAKE SURE THAT WE ARE ALIGNED TO WHAT WE ARE TRULY TRYING TO DO WHEN WE ARE TRYING TO DELIVER ASSESSMENT MATERIALS TO OUR STUDENTS THROUGH OUR TEACHERS. THE PROPOSAL THAT YOU HAVE IN FRONT OF YOU IS ONE STEP TO THE RIGHT DIRECTION, MRS. STUART, BECAUSE IT ALLOWS ACTUALLY A CADRE OF TEACHERS TO ACTUALLY HAVE INPUT IN THE CREATION OF THE TESTS, ESPECIALLY IN LITERACY. SO WE BEGIN THAT CONVERSATION OF KIND OF EMPOWERING TEACHERS TO HAVE MORE INPUT IN THE TEST CONSTRUCTION OF THE ASSESSMENT. AGAIN, I THINK MS. DOUGHERTY UNDERWOOD HIGHLIGHTED THAT THERE WOULD BE INTERIM EVALUATIONS OF THIS PROGRAM SO THAT WE CAN ACTUALLY UPDATE THE BOARD AS WE'RE MOVING FORWARD IN THE IMPLEMENTATION OF THIS PROGRAM.

>>Cindy Stuart: THANK YOU FOR THE EXPLANATION. SO I WOULD LIKE AN UPDATE AFTER YOUR MEETING FRIDAY AS WE MOVE FORWARD THROUGH THIS. AND AS WE CONTINUE TO EVALUATE THE READING PROGRAMS AND, AGAIN, WHEN WE BOUGHT SCHOOL CITY, THE IDEA WAS THAT TEACHERS WOULD BE ABLE TO CREATE THE MINI-ASSESSMENTS IN THEIR CLASSROOMS AND WOULD NOT HAVE TO WORK THROUGH THIS LARGE MENAGERIE OF A DISTRICT TO TRY AND GET AN EXAM FOR WHAT THEY ARE TEACHING. AGAIN, GIVING THE FLEXIBILITY BACK TO THE CLASSROOM FOR THE TEACHERS TO BE ABLE TO ASSESS WHERE THEIR STUDENTS ARE AND WHAT THEIR NEEDS ARE FOR ANY GIVEN DAY. SO I GUESS I WOULD ASK MR. OEST FOR A PROGRESS REPORT WITHIN THE NEXT FOUR TO SIX MONTHS ON HOW THIS IS WORKING AND, DR. VAZQUEZ, FOR YOU TO KEEP US UPDATED ON THE ASSESSMENT OF THE ENTIRE DIVISION AND WHERE WE'RE GOING FROM HERE.

>>Alberto Vázquez: I WILL UPDATE THE ENTIRE BOARD.

>>April Griffin: THANK YOU. THE NEXT ITEM ON THE AGENDA IS ITEM 6.09, WHICH IS TO ACCEPT THE LOWEST RESPONSIVE RESPONSIBLE BID SUBMITTED BY TUCKER/HALL. MR. JASON PEPPY. THIS HAS BEEN PULLED BY MRS. STUART AND MRS. EDGECOMB.

>>Jason Pepe: GOOD AFTERNOON, BOARD MEMBERS, SUPERINTENDENT EAKINS AND STAFF. THANK YOU FOR THE OPPORTUNITY TO DISCUSS THE REQUEST FOR PROPOSAL FOR A STRATEGIC COMMUNICATION PLANNING CONSULTANT AND HIGHLIGHT SOME OF THE BENEFITS TO OUR DISTRICT. FIRST AND FOREMOST, MANY PEOPLE ACROSS SEVERAL DIVISIONS WORKED EXTREMELY HARD ON THIS RFP, SO I WANT TO THANK THE FINE PEOPLE IN THE COMMUNICATIONS DEPARTMENT, PROCUREMENT, AND INFORMATION SERVICES FOR WORKING TOGETHER IN SELECTING THE BEST BID FOR OUR DISTRICT. IN PARTICULAR, I WANT TO RECOGNIZE THE ENTIRE RFP COMMITTEE. IVAN VEHMONTE, BOBBY HARGROVE AND RICK LENOW FOR THEIR SUPPORT AND GUIDANCE THROUGHOUT THIS PROCESS. THE PURPOSE OF THE RFP WAS TO SELECT A CONTRACTOR TO DEVELOP A COMPREHENSIVE, STRATEGIC COMMUNICATION PLAN THAT ALIGNS WITH HILLSBOROUGH COUNTY PUBLIC SCHOOLS EXISTING STRATEGIC PLAN. WE WANTED TO ENGAGE AN EXTERNAL PARTNER TO DEVELOP A MULTICHANNEL STRATEGIC COMMUNICATION PLAN THAT ARTICULATES CLEAR COMMUNICATION GOALS AND MEASURABLE OBJECTIVES THAT LINK TO OUR CURRENT DISTRICT'S OVERALL STRATEGIC PLAN AND PRIORITIES. THE STRATEGIC COMMUNICATIONS PLAN WILL FOCUS ON ORGANIZATIONAL GOALS AND OBJECTIVES, CAPACITY, CURRENT AND POTENTIAL AUDIENCES AND PARTNERS, AND SHOULD BE UTILIZED AS A GUIDING DOCUMENT. WE KNOW OUR TARGET AUDIENCE INCLUDES STUDENTS, PARENTS, FAMILY MEMBERS, CARETAKERS, EMPLOYEES, BUSINESS PARTNERS, AND COMMUNITY MEMBERS. WE ALSO KNOW THAT THE STRATEGIC COMMUNICATION PLAN MUST CONSIDER THE CURRENT AND FUTURE NEEDS OF OUR TARGET AUDIENCES, MANY OF WHOM HAVE DISPARATE AND SOMETIMES CONFLICTING COMMUNICATION PRIORITIES. THEREFORE, THE SCOPE OF THIS WORK IS EXTREMELY IMPORTANT. ON JANUARY 8th, YOU RECEIVED A COPY OF THE REQUEST OF PROPOSAL WHICH INCLUDED THE PROJECT SCOPE OF WORK ALONG WITH THE REQUIREMENTS AND DELIVERABLES. AS YOU KNOW, THE FIRST STEP IS TO TAKE A DEEP DIVE BY CONDUCTING AN ANALYSIS OF CURRENT PRACTICES IN OUR COMMUNICATIONS DEPARTMENT. THIS INCLUDES THE REVIEW OF PARENT SURVEYS, WEBSITE ANALYTICS, SOCIAL MEDIA PLATFORMS, MARKET RESEARCH, INTERVIEWS, AND ANY OTHER DATA POINTS IN ORDER TO EVALUATE THEIR EFFECTIVENESS. FROM THERE, THE SELECTED VENDOR WILL PROVIDE RECOMMENDATIONS FOR MORE TIMELY, TRANSPARENT, AND EFFECTIVE COMMUNICATION, AND DEVELOP KEY THEMES AND MESSAGE FRAMES THAT PROMOTE OUR DISTRICT'S STRATEGIC PLAN. THE SELECTED VENDOR WILL PROPOSE STAFFING, POSITIONING, AND ORGANIZATIONAL CHART RECOMMENDATIONS REQUIRED TO EXECUTE THE PLAN. AND THE SELECTED VENDOR WILL ALSO DEVELOP A LARGER PUBLIC RELATIONS STRATEGY AND A CRISIS COMMUNICATIONS PLAN. FINALLY, EVERY PLAN MUST INCLUDE AN EVALUATION COMPONENT. AND IN THIS CASE, DELIVERABLES, SUCH AS THE CRISIS COMMUNICATION PLAN AND THE OVERALL STRATEGIC COMMUNICATION PLAN WILL SERVE AS TWO ROLES TO MEASURE VENDOR PERFORMANCE. OUR STUDENTS, OUR TEACHERS, OUR PRINCIPALS, THEY CREATE MIRACLES EVERY SINGLE DAY, AND OUR COMMUNITY NEEDS TO KNOW ABOUT THEIR HARD WORK AND AMAZING ACCOMPLISHMENTS. I'M EXTREMELY PROUD OF THE COMMUNICATIONS TEAM AND THE INCREDIBLE WORK THEY ACCOMPLISH EACH AND EVERY DAY TO EFFECTIVELY AND EFFICIENTLY COMMUNICATE WITH OUR STAKEHOLDERS. IN JUST SIX SHORT MONTHS, OUR TEAM HAS TRANSFORMED THE WAY OUR DISTRICT SHARES INFORMATION MORE PROACTIVELY. WE CONTINUE TO FIND CREATIVE WAYS TO ENGAGE PEOPLE, BOTH INTERNALLY AND EXTERNALLY, AND MAXIMIZE EXPOSURE BY UTILIZING OUR STRENGTHS IN PUBLIC RELATIONS, MARKETING, VIDEO AND PRINT PRODUCTION, WEB SERVICES, AND SOCIAL MEDIA PLATFORMS. NOW I BELIEVE WE'RE IN THE PERFECT POSITION TO UTILIZE TUCKER/HALL'S EXPERIENCE TO FINE-TUNE OUR PRACTICES AND BRING OUR STRATEGIC COMMUNICATION PLANNING TO THE NEXT LEVEL. AS YOU CAN SEE, THIS CONTRACT WILL SUPPORT THIS ONGOING EFFORT.

>>April Griffin: THANK YOU. THIS ITEM WAS PULLED BY MS. STUART. AND MS. EDGECOMB. MS. STUART, DID YOU HAVE COMMENTS?

>>Cindy Stuart: I DO. THANK YOU FOR THE PRESENTATION. I ACTUALLY HAD YOU SEND ME ALSO THE RESPONSES FROM THE TOP THREE. THE ONE WHO IS BEING AWARDED, THE ACTUAL RFP THAT THEY SUBMITTED. I'M EXCITED ABOUT SOME OF THE THINGS THEY HAVE LISTED IN HERE. I DON'T KNOW IF YOU GUYS HAVE A COPY, BUT ON PAGE 30, ONE OF THE THINGS THAT I THINK MS. VALDES WOULD APPRECIATE IS THE RECOGNITION OF THE HISPANIC COMMUNITY AND HOW THEY INTEND TO OR ARE TALKING ABOUT ADDRESSING THE HISPANIC COMMUNITY. THEY ARE TALKING ABOUT DYNAMIC TWOWAY COMMUNICATION, WHICH IS SOMETHING I KNOW THIS BOARD HAS TALKED ABOUT, AND I KNOW IT MATCHES IS WHAT THE BOARD CREATED, MAY 5th, 2015, OUR THREE-LEGGED STOOL THAT WE CREATED. ABOUT MESSAGING. SO I'M EXCITED ABOUT THIS. IF THE BOARD HASN'T RECEIVED A COPY, I WOULD ENCOURAGE YOU TO SEND THIS TO THEM SO THEY CAN SEE WHERE WE'RE GOING WITH THIS. ONE OF THE THINGS THAT I THINK WAS MOST KEY AND THAT I THINK HAS BEEN MISSING IS THERE IS A SECTION IN HERE THAT TALKS ABOUT HANDLING CRITICISM AND HOW THEY WOULD INTEND TO TALK ABOUT THAT AT A DISTRICT LEVEL, AND MESSAGING THAT OUT TO OUR STAKEHOLDERS. SO CONSTRUCTIVE ENGAGEMENT ALONG ALL OF THE LINES OF COMMUNICATION. I APPRECIATE THE PRESENTATION. I CONGRATULATE TUCKER/HALL FOR A GREAT PRESENTATION AND AWARDING OF WHAT WILL BE A CONTRACT FROM OUR OTHER DIVISION. THANK YOU.

>> THANK YOU, MS. STUART.

>>April Griffin: MRS. EDGECOMB.

>>Doretha Edgecomb: I HAVE NOT HAD THE OPPORTUNITY, AND I LOOK FORWARD TO GETTING A COPY, BECAUSE SOME OF MY QUESTIONS PROBABLY CAN BE ANSWERED IN THIS DOCUMENT. BUT HERE'S WHAT I'D LIKE TO FIND OUT. IN THIS PROCESS OF DEVELOPING THE STRATEGIC PLAN, WILL THERE BE FOCUS GROUPS? WILL THERE BE OPPORTUNITIES FOR INTERVIEWS WHERE THERE WILL BE INPUT FROM VARIOUS STAKEHOLDERS SO THAT THE PLAN IS GOING TO BE ABLE TO RESPOND TO THE VARIOUS STAKEHOLDERS IN SUCH A WAY THAT THEY GET AT THE VERY CORE OF WHAT PEOPLE ARE WANTING AND NEEDING IN SUCH A PLAN?

>> YES. IT'S A CRITICAL COMPONENT, AND WE HAVE TO TAKE A DEEP DIVE RIGHT OFF THE BAT TO FIND OUT EXACTLY WHAT THOSE NEEDS ARE AND GET THOSE STAKEHOLDERS' INPUT. SO, YES, FOCUS GROUPS AND INTERVIEWS ARE A CRITICAL COMPONENT OF THIS CURRENT PLAN. WE NEED A STARTING POINT, AND SO THAT'S THE ANALYSIS OR AUDIT IS WHERE WE'RE GOING TO START.

>>Doretha Edgecomb: I READ THE EXECUTIVE SUMMARY, IT TALKS ABOUT THE COMMUNICATION PLAN WILL ALIGN TO THE EXISTING STRATEGIC PLAN. WHAT DOES THAT MEAN?

>>Jason Pepe: WELL, A LOT OF WORK WAS DONE BY VAN AYRES AND HIS GROUP AND DR. COCHRAN WITH DEVELOPING THE DISTRICT'S PRIORITY, DISTRICT'S PLAN. SO WHAT WE'RE DOING NOW IS WORKING WITH TUCKER/HALL TO FIND OUT THE BEST STRATEGIES TO USE TO COMMUNICATE THAT PLAN TO THE ENTIRE COMMUNITY, BOTH INTERNALLY AND EXTERNALLY.

>>Doretha Edgecomb: OKAY.

>> THAT'S JUST ONE COMPONENT OF THE RFP.

>>Doretha Edgecomb: OKAY.

>>Jason Pepe: SO WHEN YOU LOOK OVER THE SCOPE OF SERVICES, AN IMPORTANT KEY COMPONENT IS TO LOOK AT OUR CURRENT STRATEGIC PLAN AND THEN UTILIZE THOSE SERVICES TO FIND OUT THE BEST WAY TO BUILD OUR OWN COMMUNICATIONS PLAN THAT ALIGNS DIRECTLY WITH THAT WORK THAT'S ALREADY BEEN DONE.

>>Doretha Edgecomb: OKAY. I'M GOING TO HAVE TO STOP THERE BECAUSE I THINK MY QUESTIONS ARE PROBABLY OFF BASED HAVING LIMITED KNOWLEDGE ABOUT WHAT THIS IS GOING TO LOOK LIKE. BECAUSE ONE OF THE QUESTIONS I HAD WAS, WHAT IS THIS GOING TO LOOK LIKE? IN LISTENING TO YOUR DESCRIPTION AND WHAT MS. STUART -- IN THE WORK THEY PROPOSED, IT'S MULTILAYERED.

>>Jason Pepe: IT'S COMPREHENSIVE.

>>Doretha Edgecomb: IT'S COMPREHENSIVE. AND SO WITH THAT KIND OF MAGNITUDE, I'M NOT SURE I CAN ASK THE KIND OF QUESTIONS IN THE WAY I WOULD WANT TO. I PROBABLY NEED TO SIT DOWN AND TALK WITH YOU AFTER. YOU'LL PROVIDE A COPY OF THAT.

>>Jason Pepe: I WOULD ALSO ASK YOU TO GO BACK TO THE ORIGINAL SCOPE OF WORK THAT I SENT, BECAUSE THAT REALLY TAKES YOU THROUGH EXACTLY WHAT WE WERE ASKING ALL THE VENDORS TO SPEAK TO WHEN THEY WERE COMPETING FOR THIS BID.

>>Doretha Edgecomb: I CERTAINLY UNDERSTAND THAT. MOVING FROM THAT TO A COMPANY WITH SPECIFIC IDEAS IN HOW THAT WILL LOOK, IT MAY BE VERY DIFFERENT IN SOME WAYS. THIS ADDS A DIFFERENT FLAVOR, IF YOU WILL, BROAD WHAT YOU WERE JUST TALKING ABOUT. THE APPROACH WILL REFINE IT MORE. THAT MAY PRECIPITATE SOME QUESTIONS I MAY HAVE. I'LL JUST GET WITH YOU.

>>Jason Pepe: I'LL ALSO ADD THAT THE FINAL CONTRACT WILL ALSO PROVIDE MORE DETAILS AS WELL. SO THE SCOPE STARTS HERE. THEIR BID NAILS IT DOWN A LITTLE BIT MORE AND DETAILS IT OUT. ONCE WE DO THE FINAL CONTRACT, THEN WE'LL HAVE THOSE SPECIFICS, AND I'LL SHARE THAT WITH YOU AS WELL.

>>Doretha Edgecomb: OKAY. THANK YOU.

>>April Griffin: THANK YOU. MS. SNIVELY.

>>Melissa Snively: I THINK IT'S OBVIOUS THAT WE ALL WOULD LIKE A COPY OF THE PRESENTATIONS TO REVIEW BEFORE, IF YOU'RE GIVING OUT A COPY TO ONE BOARD MEMBER, I THINK IT'S PRETTY -- YEAH. THE PROCESS SHOULD BE EVERY BOARD MEMBER GETS A COPY OF WHATEVER ONE BOARD MEMBER REQUESTS. THAT PUTS THE REST OF US AT A DISADVANTAGE TODAY, UNFORTUNATELY. YOU KNOW HOW I FEEL ABOUT PAYING MONEY FOR ADDITIONAL CONSULTANTS. SO I WOULD LIKE TO ASK THE SUPERINTENDENT TO HELP US UNDERSTAND WHY YOU DECIDED TO TAKE THIS ROUTE VERSUS POSSIBLY HIRING THE MOST QUALIFIED PERSON TO BE THAT INDIVIDUAL WHO COULD PERFORM THE TASKS THAT TUCKER/HALL IS PROPOSING TO PERFORM. COULD YOU GIVE US A LITTLE BIT OF RATIONALE BEHIND THAT, PLEASE?

>>Jeffrey Eakins: ABSOLUTELY. GO BACK AND REVIEW THE COMMUNICATION. NUMBER ONE, IT IS ONE OF THE FOUR PILLARS OF YOUR STRATEGIC PLAN. THEREFORE, THE IMPORTANCE IS ELEVATED. WE ALSO KNOW BASED FROM THE BEGINNING OF THIS YEAR -- AND DR. PEPE MENTIONED IT AND OUR COMMUNICATIONS STAFF HAS DONE AMAZING WORK, EVEN ABSENT AN OFFICIAL PIO IN THAT OFFICE. IN KNOWING THAT THIS YEAR WE HAVE DEFERRED COSTS, YOU KNOW, WITHIN THAT DEPARTMENT, AND KNOWING THAT I HAVE GONE AHEAD, STARTING IN JANUARY AND PUT OUT THE READVERTISEMENT FOR THE COMMUNITY RELATIONS OFFICER, WHICH WAS APPROVED IN THE INITIAL REORGANIZATION, IT IS VITAL THAT THIS COMPONENT COMES TOGETHER WITH OUR APPOINTMENT FOR THE COMMUNITY RELATIONS OFFICER, TO WORK WITH THE COMMUNICATIONS DEPARTMENT. TO TRULY TAKE -- AND MS. EDGECOMB'S QUESTION, HOW DOES THIS RELATE TO THE STRATEGIC PLAN -- THIS IS ALL ABOUT HOW WE PROMOTE, MARKET, AND COMMUNICATE ALL THE ISSUES AROUND OUR STRATEGIC PLAN, NOT JUST THE STRATEGIC PLAN, BUT THE ONGOING METRICS THAT WE CONTINUE TO RECEIVE FROM THAT -- FROM THE MONITORING OF THE STRATEGIC PLAN, HOW THE COMMUNITY GETS NOTIFIED ABOUT THE CHANGES. TUCKER/HALL AND THEIR EXPERTISE, HAVING A LENS OF WORKING SEVERAL ORGANIZATIONS AROUND THE DEVELOPMENT OF STRATEGY PLANNING AND COMMUNICATIONS, IT'S VITAL FOR SOMEONE COMING IN BRAND NEW TO THIS DISTRICT, BECAUSE BASED OFF OF THE ADVERTISEMENT, SOMEONE WILL PROBABLY BE COMING IN BRAND NEW TO HILLSBOROUGH COUNTY, AND BRAND NEW INTO THAT POSITION. THIS IS CRITICAL FOR SOMEONE WHO HAS SOME LOCAL UNDERSTANDING, ALSO HAS SOME KNOWLEDGE OF STRATEGIC PLANNING, THAT THEY MARRY THOSE TWO, TUCKER/HALL AND OUR NEW COMMUNITY RELATIONS OFFICER TOGETHER WORKING TOGETHER WITH OUR COMMUNICATIONS DEPARTMENT, WORKING WITH OUR STAFFS, TO REALLY CREATE THAT COMPREHENSIVE PLAN. THE PLAN THAT ULTIMATELY BUILDS A THREE-LEGGED STOOL THAT YOU KNOW ABOUT. MAYBE THE PUBLIC MAY NOT KNOW ABOUT.

>>Melissa Snively: JUST A FOLLOW-UP QUESTION. HAVE WE EXPLORED WITH GIBSON CONSULTING IF THIS WAS SOMETHING THEY COULD ADD TO THEIR LIST OF SERVICES BEFORE WE DID AN RFP FOR AN OUTSIDE OR ADDITIONAL CONSULTING FIRM? I KNOW IT'S DIFFERENT THAN WHAT THEY ARE DOING OVERALL FOR US, BUT IT'S A DIFFERENT LEG. I DIDN'T KNOW IF THAT WOULD BE SOMETHING THAT THEY WOULD BE ABLE TO PERFORM OR NOT.

>>Jeffrey Eakins: WHILE THEY ARE IN-HOUSE, DEFINITELY WILL BE CONSULTING WITH THEM ON A MENU OF ISSUES. EVERY DEPARTMENT AND COMMUNICATIONS ONE OF THEM, WE'LL BE CONSULTING AROUND SUGGESTIONS AND RECOMMENDATIONS THEY HAVE.

>>Melissa Snively: THANK YOU.

>>April Griffin: THANK YOU VERY MUCH. ALL RIGHT, BOARD MEMBERS, THAT IS THE FINAL ITEM THAT WE HAVE. I NEED A MOTION AND A SECOND TO VOTE ON THESE PULLED ITEMS. I HAVE A MOTION BY MS. HARRIS. AND A SECOND BY MS. VALDES. IS THERE ANY DISCUSSION? SEEING NONE, BOARD MEMBERS PLEASE INDICATE YOUR VOTE BY PRESSING YOUR BUTTON. AND IT IS UNANIMOUS. BOARD MEMBERS, WE HAVE A PUBLIC HEARING ON ADOPTION OF INSTRUCTION MATERIALS FOR WORLD LANGUAGES, DO I NEED TO ADJOURN THE MEETING OR NOT --

>>Jim Porter: YOU DO NOT NEED TO ADJOURN. YOU JUST NEED TO OPEN THE PUBLIC HEARING. AND THERE SHOULD BE A PRESENTATION BY STAFF AND THEN YOU SHOULD ASK ANYONE IN THE PUBLIC IF THEY WISH TO SPEAK. YOU DON'T NEED TO SIGN UP TO SPEAK.

>>April Griffin: ALL RIGHT. VERY GOOD. I AM CALLING THIS PUBLIC HEARING ON THE ADOPTION OF INSTRUCTIONAL MATERIALS FOR WORLD LANGUAGES OPEN. ARE THERE ANY SPEAKERS TO THIS PARTICULAR ITEM FOR PUBLIC COMMENT? YOU DO NOT NEED TO SIGN UP. IF YOU WANT TO SPEAK, STEP UP TO THE PODIUM. ALL RIGHT, SEEING NONE, I'M GOING TO ASK MS. KORRINE JOHNS TO COME UP. JUST AS YOU SIT DOWN.

>> GOOD EVENING, BOARD MEMBERS, SUPERINTENDENT, STAFF. TONIGHT, YOU'RE CONDUCTING A BOARD HEARING ON INSTRUCTIONAL MATERIALS FOR OUR WORLD LANGUAGES PROGRAM, SPECIFICALLY SPANISH AND FRENCH FOR MIDDLE AND HIGH SCHOOL BY STATE STATUTE AND BOARD POLICIES, THE LIST OF THESE TITLES HAS TO BE ADVERTISED TO THE PUBLIC ONLINE SO THAT THE PUBLIC HAS 20 DAYS TO REVIEW THE MATERIALS. AND THEN TONIGHT AT THE BOARD HEARING, WHICH WAS ALSO ADVERTISED DURING THAT PUBLIC REVIEW, THE COMMUNITY CAN COME AND SPEAK OR MAKE COMMENTS REGARDING THE MATERIALS. YOU DON'T HAVE TO MAKE A DECISION ABOUT ADOPTING THESE TONIGHT. THAT WILL COME TO YOU AT THE NEXT BOARD MEETING ON MARCH 29th.

>>April Griffin: ALL RIGHT. THE BOARD WILL CONSIDERATE ADOPTION OF THE MATERIALS AT THE NEXT BOARD MEETING, WHICH IS MARCH 29th. ARE THERE ANY COMMENTS, BOARD MEMBERS? ALL RIGHT. THEN I'M GOING TO CLOSE THE PUBLIC HEARING AND RECONVENE THE SCHOOL BOARD MEETING. AND WE ARE NOW ON TO BOARD AND SUPERINTENDENT COMMENTS. BOARD MEMBERS, IF YOU'D LIKE TO SPEAK, PLEASE PRESS YOUR BUTTON. MS. VALDES.

>>Susan L. Valdes: THANK YOU VERY MUCH. I JUST WANTED TO SHARE WITH YOU A FEW EVENTS THAT WENT TO THIS PAST WEEK. FIRST OF ALL, CAN'T GO WITHOUT THANKING STAFF AND THE FACULTY AND STAFF AT LETO HIGH SCHOOL FOR THEIR WONDERFUL 50th ANNIVERSARY CELEBRATION. IT WAS PHENOMENAL. THE SENIOR CLASS AND ALL THE CLASSES WERE OUT IN THE FOOTBALL FIELD AND THEY ACTUALLY SPELLED THE WORD "LETO" OUT THERE AND PART OF THE EXCLAMATION MARK, THE BODY OF THE EXCLAMATION MARK WAS FACULTY AND STAFF AND THEN THE DOT AROUND THE EXCLAMATION MARK WAS THE ADMINISTRATORS. THE KIDS DID A WONDERFUL JOB. THANK YOU VERY MUCH FOR ALLOWING SUCH A GREAT FESTIVITY TO OCCUR. [COUGHING] I ALSO HAD AN OPPORTUNITY TO TAKE 16 GIRLS TO A POW-HER-FUL SUMMIT FOR THE GIRLS OF AGE 15 TO 23. AND AN ALL-DAY SATURDAY SUMMIT WORKSHOP WITH NONE ONLY THAN CNN ANCHOR SOLEDAD O'BRIEN. THESE GIRLS HAD AN OPPORTUNITY TO REALLY TALK ABOUT MANY DIFFERENT THINGS FROM BEGINNING TO COLLEGE PREPARATORY, TO BE ABLE TO TALK ABOUT FINANCIAL LITERACY AND INDEPENDENCE, AND MYRIAD OF TOPICS. IT WAS A WONDERFUL EVENT FOR THE GIRLS TO GO TO, AND I WANTED TO THANK COREY CULPEPPER FOR PROVIDING THE TRANSPORTATION TO TAKE THEM TO THIS EVENT. AND IT WAS THE DAY OF THE GASPARILLA RUN. I MEAN, DOWNTOWN WAS A MESS. AND THE BUS DRIVER GOT US ALL THERE SAFELY. TPD DID A WONDERFUL JOB IN ACCOMMODATING THIS HUGE BUS GOING THROUGHOUT DOWNTOWN TAMPA IN VERY TINY LANES. SO THANK YOU VERY MUCH. I ALSO ATTENDED A CELEBRATION OF THE IRON WORKERS AT A BANQUET CELEBRATING THE MANY YEARS OF SERVICE TO THE MANY DIFFERENT TRADES AND WELCOME THE -- WELCOMING THE NEW APPRENTICES AS WELL. THANK JACK GERALD FOR EXTENDING THE INVITATION TO BE A PART OF THIS MOMENTOUS OCCASION. THE BIG ONE FOR ME, ONE OF THEM, WELL, THESE WERE ALL BIG, BUT I HAD A REALLY GOOD TIME LAST THURSDAY AND FRIDAY WITH THE BEYOND DIVERSITY PACIFIC EDUCATION GROUP ALSO KNOWN AS GLENN SINGLETON'S BOOK, COURAGEOUS CONVERSATIONS ABOUT RACE. AND I AGREE WITH YOU, MR. EAKINS, THAT AT THE END OF THE TWO-DAY WORKSHOP TRAINING, YOU COULD HEAR THE CONVERSATIONS REALLY CHANGING ABOUT HOW FOLKS REALLY HAD A DIFFERENT REALITY OF THEIR KIDS AND REALLY BE ABLE TO DO INTERNAL REFLECTION, AND IT WAS WONDERFUL. I DON'T KNOW HOW WE'RE GOING TO DO THIS, BECAUSE ALL OF OUR EMPLOYEES, I MEAN, FROM EVERYONE, NONINSTRUCTIONAL, INSTRUCTIONAL JUST 26,000 PLUS EMPLOYEES, REALLY, REALLY NEED TO HEAR THIS, AND TO REALLY UNDERSTAND HOW THEY IMPACT OUR STUDENTS AND THE IMPORTANCE OF UNDERSTANDING HOW TO BE ABLE TO RELATE TO OTHERS IN ORDER FOR THEM TO SUCCEED IN EDUCATION. SO THANK YOU. WHEN THIS PARTICULAR AGENDA ITEM CAME IN, I SAID, WHO IS PEG? I DON'T KNOW WHAT P-E-G IS. AND IT WASN'T UNTIL I SPOKE WITH MRS. HAINES AND SHE HAD MENTIONED THAT SHE HAD GONE TO THE COURAGEOUS CONVERSATIONS ABOUT RACE CONFERENCE BACK IN OCTOBER, WHICH I WAS PLANNING ON ATTENDING, BUT IT WAS -- IT JUST DID NOT WORK OUT, AND THIS CAME OUT OF IT. JUST PHENOMENAL. THANK YOU FOR BRINGING THAT TO OUR DISTRICT. MR. EAKINS, THIS PAST WEEK, YOU KNOW, WE HAD A REALLY SAD SITUATION OCCUR AT ALONSO HIGH SCHOOL. AND IT HAS ABOUT RIGHT NOW ABOUT 2700 STUDENTS. GIVEN THE RECENT ISSUE THAT HAPPENED OVER THERE, FOR SAFETY REASONS AND ALSO TO PROVIDE AN ENVIRONMENT CONDUCIVE TO LEARNING, THE FACT THAT WE HAVE ADDED LAW ENFORCEMENT TO SUPPORT SUPPORT, AND THAT WE REALLY DON'T HAVE ENOUGH ADMINISTRATORS, IN MY OPINION, TO SUPPORT MY KIDS OUT THERE AND ANOTHER VERY IMPORTANT ASPECT IS THAT WE DO NOT SITE -- WE DO NOT HAVE FUNDING FOR A SITE OR EVEN PLANS OF BUILDING ANOTHER SCHOOL OUT IN THE NORTHWEST END OF TOWN. I KNOW THIS IS NOT VERY POPULAR. HAVE YOU THOUGHT ABOUT POSSIBLY FOR NEXT SCHOOL YEAR, PUTTING ALONSO HIGH SCHOOL AT DOUBLE SESSIONS? IT'S VERY IMPORTANT THAT WE REALLY THINK ABOUT THIS, BECAUSE WHEN WE BUILT STEINBRENNER HIGH SCHOOL, IT WAS TO ALLEVIATE THE GROWTH THAT SICKLES WAS HAVING. NOW WE'RE SEEING THAT AT ALONSO HIGH SCHOOL. AND I'M HOPING THAT WE CAN THINK OUTSIDE THE BOX, TO BE ABLE TO AGAIN, THEY ARE DOING A WONDERFUL JOB. I HAVE TO SAY THAT, YOU KNOW, THE FACULTY AND STAFF, I SAY THIS IN NO DISRESPECT TO THEM OR ANYTHING, BUT, YOU KNOW, IT'S A VERY LARGE SCHOOL, VERY DIVERSE SCHOOL, AND I BELIEVE THAT WE SHOULD REALLY THINK ABOUT DIFFERENT WAYS OF BEING ABLE TO ASSIST THE COMMUNITY AND THE STUDENTS, THAT THAT SCHOOL SERVES, BY POSSIBLY LOOKING AT WHAT WOULD IT COST TO DO, TO PUT ALONSO HIGH SCHOOL AT DOUBLE SESSIONS AND SEE WHERE THAT WOULD TAKE US. AN ARTICLE HAS BEEN SURFACE REGARDING THE FSA IN THE TAMPA BAY TIMES. IT IS TITLE WHAT HAD IS THE FLORIDA DEPARTMENT OF EDUCATION TELLING SUPERINTENDENTS ABOUT OPTING OUT? THERE HAS BEEN ATTENTION ABOUT THIS IN SOCIAL MEDIA. HAVING SAID THAT, I WOULD LIKE TO ADDRESS THIS ISSUE. WE ARE CONSTITUTIONAL OFFICERS. AND WHEN WE'RE SWORN IN IN OFFICE, WE SWEAR TO UPHOLD THE U.S. CONSTITUTION AND THE FLORIDA CONSTITUTION AND IT'S LAWS. THE ARTICLE QUOTED FLORIDA STATUTE 1008.22 WHERE IT TALKS ABOUT THE MANDATORY STATE ASSESSMENT AS A REQUIREMENT TO EARN A STANDARD HIGH SCHOOL DIPLOMA. THE MISSING STATUTE, IN MY OPINION, TO BRING THIS STORY TO A FULL CIRCLE, IS THIS STATUTE OF 1003.4282, PARAGRAPH 6, SUBSECTION C, THAT STATES, A STUDENT WHO EARNS THE REQUIRED 24 CREDITS OR THE REQUIRED 18 CREDITS UNDER STATUTE 1002.3105 SECTION 5, BUT FAILS TO PASS THE ASSESSMENT REQUIRED UNDER STATUTE 1008.22, SUBSECTION 3, OR ACHIEVE A 2.0 GPA SHALL -- LET ME REPEAT THAT, SHALL BE AWARDED A CERTIFICATE OF COMPLETION IN A FORM PRESCRIBED BY THE STATE BOARD OF EDUCATION. IT FURTHER STATES THAT HOWEVER, A STUDENT WHO IS OTHERWISE ENTITLED TO A CERTIFICATE OF COMPLETION MAY ELECT TO REMAIN IN HIGH SCHOOL EITHER AS A FULL-TIME STUDENT OR A PART-TIME STUDENT FOR UP TO ONE ADDITIONAL YEAR AND RECEIVE SPECIAL INSTRUCTION DESIGNED TO REMEDY HIS OR HER IDENTIFIED DEFICIENCIES. I KNOW THIS ALL TOO WELL. I AM THAT BOARD MEMBER THAT HAS REACHED OUT TO MY STUDENTS AT ALONSO, LETO, AND SICKLES, WHO I HAVE CONFERRED THEIR DIPLOMA. AND AT THE TIME THAT THEY WALK ACROSS THE STAGE, YOU DON'T KNOW IF THEY ARE EARNING A HIGH SCHOOL DIPLOMA OR A CERTIFICATE OF COMPLETION. ONCE WE EXTEND THAT LETTER OFFERING THAT OLIVE BRANCH TO THEM, PROVIDING THEM THE SUPPORTS THAT THEY NEED TO PASS THAT TEST, THAT'S WHEN THE A.C.T. COMES INTO PLAY FOR ME. AND THIS CERTIFICATE OF COMPLETION DOES NOTHING FOR OUR CHILDREN. THEY CANNOT GET A JOB. THEY CANNOT GO TO TECHNICAL SCHOOL. THEY CANNOT GO TO THE UNIVERSITY. THEY CANNOT GO TO OUR ARMED FORCES. THIS IS EXTREMELY IMPORTANT. IN MY OPINION, THIS IS IMMORAL FOR THIS LAW TO EXIST, BUT UNFORTUNATELY, BECAUSE OF THE FACT THAT WE HAVE TO ABIDE BY THE LAW, WHETHER WE LIKE THE LAW OR NOT, WE HAVE TO, BECAUSE THE LAW SAYS THAT YOU SHALL. THAT IS EXTREMELY IMPORTANT. THE THING THAT ALSO CONCERNS ME THAT PEOPLE REALLY DO NOT TAKE INTO CONSIDERATION, WHEN HAVING DOLLAR -- ARE THE DOLLAR AMOUNTS THAT ARE ATTACHED TO OUR STUDENTS. WITH NO FURTHER FUNDING, JUST YOUR BASE STUDENT ALLOCATION. IF WE WERE TO MAKE IT AN AVERAGE OF $7,000 THROUGHOUT THEIR 13 YEARS, FROM KINDERGARTEN TO 12th GRADE, IT IS APPROXIMATELY $91,000 THAT WE ARE INVESTING ON EVERY CHILD'S EDUCATION FOR US TO COME UP WITH A CERTIFICATE OF COMPLETION AND YOU SHOWED UP, BUT YOU DIDN'T LEARN ANYTHING. THE ONLY THING THAT WE CAN DO AS SCHOOL BOARD MEMBERS IS LOBBY IN TALLAHASSEE TO CHANGE THIS LAW AND MAKE IT SO THAT OUR STUDENTS CAN BE SUCCESSFUL. FURTHERMORE, WE HAVE THE FSA, WHICH IS THE FIRST TIME WE EVER TOOK THIS TEST WAS LAST YEAR. THAT TO ME WAS THE LITMUS TEST. THIS IS HOW WE KIND OF SORT OF, WELL, TESTED IT OUT BECAUSE WE ALL HEARD THAT SOME QUESTIONS THAT WERE IN THAT TEST WEREN'T EVEN PART OF OUR STANDARDS BECAUSE THE TEST CAME FROM AYE WATCH 3/-- CAME FROM IOWA. ONE STATE, ONE TEST, FLORIDA DEW POINTS IT. -- FLORIDA ADOPTS IT. WE'RE NOT EVEN PRIVY TO SEEING WHAT THOSE TEST QUESTIONS ARE. WE'RE NOT EVEN PRIVY TO THE FACT OF BEING ABLE TO SEE IF THESE QUESTIONS ACTUALLY ALIGN WITH THE STANDARDS. THAT IS A FUNCTION OF THE FLORIDA DEPARTMENT OF EDUCATION. SO IT'S IMPORTANT WHETHER WE AGREE WITH IT OR NOT, I PERSONALLY AGREE THAT WE SHOULD HAVE STANDARDIZED TESTS JUST TO SEE WHERE AND USE IT AS A DIAGNOSTIC TOOL. WHERE IS IT THAT OUR STUDENTS ARE? WHAT DO WE NEED TO GIVE THEM THE SUPPORTS TO MAKE THEM GET TO THE POINT WHERE THEY CAN GRADUATE FROM HIGH SCHOOL, BUT NOT ACTUALLY MAKE THIS TEST AS PART OF A REQUIREMENT, BECAUSE, YOU KNOW WHAT? WHEN THEY GO ON TO POSTSECONDARY, THEY ARE NOT GOING TO SAY, WHAT WAS YOUR TEST SCORE ON THE FSA. THEY WANT TO KNOW WHAT YOUR ACT SCORE OR SAT SCORES WERE. THAT'S IT. SIMPLY PUT. IT IS EXTREMELY IMPORTANT THAT WE TALK ABOUT THIS, BUT WE NEED TO SHARE THE FULL STORY. BECAUSE THE FLORIDA STATE LAW STATES, AND I JUST READ IT, THAT IF YOU DON'T PASS THAT PARTICULAR TEST, YOU WILL EARN A CERTIFICATE OF COMPLETION. AND THAT PERTAINS TO STUDENTS IN PUBLIC SCHOOLS. SO, I GUESS THE ONLY WAY TO OPT OUT WOULD BE TO GO TO A PRIVATE SCHOOL, BECAUSE PRIVATE SCHOOLS ARE NOT SUBJECT TO THESE STANDARDS. THEY ARE NOT SUBJECT TO THESE PARTICULAR TESTS. IT'S IMPORTANT THAT THE PEOPLE IN THIS COMMUNITY UNDERSTAND THE RAMIFICATIONS OF NOT PASSING THIS TEST. I ACTUALLY, FOR MY STUDENTS THAT I'VE BEEN WORKING WITH SO CLOSELY WITH, AND I'M ON THEM LIKE WHITE ON RICE, BECAUSE YOU KNOW WE KNOW THAT THEY CANNOT, THEY CANNOT MOVE FORWARD WITH THEIR LIFE IF THEY DON'T PASS THIS PARTICULAR TEST. OR OBTAIN THE CONCORDANT SCORE OF 19 IN THE A.C.T. IN ORDER TO EARN THEIR STANDARD HIGH SCHOOL DIPLOMA. AGAIN, THIS IS VERY, VERY DEAR AND NEAR TO MY HEART BECAUSE I KNOW WHEN I HAVE STUDENTS AND I WISH ONE DAY YOU ALL COULD SEE ME GIVE THESE STUDENTS THEIR DIPLOMAS. THEY ARE SO EXCITED ABOUT FINALLY MOVING FORWARD AND BEING ABLE TO GO TO THEIR NEXT STEPS IN LIFE, AND THAT'S PART OF WHAT WE DO IN PREPARING STUDENTS FOR LIFE. SO THIS IS A CALL AND A PLEA TO ALL OF THOSE OUT THERE THAT ARE LISTENING, PLEASE HELP US CHANGE THIS LAW. HELP ADVOCATING WITH OUR STATE LEGISLATORS TO REALLY SEE THE IMPACT AND THE NEGATIVE IMPACT AND THE RETURN ON INVESTMENT THAT AT A MINIMUM IN 13 YEARS, A STUDENT'S EDUCATION, BASE STUDENT ALLOCATION IN 13 YEARS, $91,000. DO WE OWE OUR KIDS A REBATE? THOSE ARE MY COMMENTS. THANK YOU.

>>April Griffin: THANK YOU.

>> I'LL BE VERY BRIEF. I TOO HAD AN OPPORTUNITY TO ATTEND LAST THURSDAY, FRIDAY'S COURAGEOUS CONVERSATIONS. I JUST WANT TO COMMENT, AS WE WENT THROUGH THIS PROCESS OF CREATING A NEW STRATEGIC PLAN, THIS IS THE MISSING PIECE, AND SO I'M EXCITED THAT WE'RE BRINGING THIS IN, BUT THIS REALLY IS A MISSING PIECE FOR HOW WE'RE GOING TO MOVE THIS DISTRICT TO THE NEXT LEVEL. IF WE LEAVE THIS OUT, WE'RE NOT GOING TO GET THERE. THIS IS REALLY ABOUT HAVING A CONVERSATION THAT IS SO NEEDED FOR ALL OF OUR STAKEHOLDERS. I KNOW IT WILL TAKE US A WHILE TO NOT ONLY GET EVERYONE THROUGH THE TRAINING, BUT ALSO TO SEE -- IT'S A CHANGE IN PRACTICE AND A CHANGE IN MENTALITY, AND THAT'S GOING TO TAKE TIME. BUT I'M EXCITED ABOUT THE WORK. LEWIS DID A GREAT JOB IN PRESENTING. THANK YOU TO TRISHA AND HER DIVISION. MS. McMANNIS AND HER DIVISION FOR BRINGING THIS FORWARD. I WANT TO SAY THANK YOU ALSO TO -- AND I'M SURE THAT PRINCIPALS AROUND THE DISTRICT WOULD THANK ME AS WELL, TO MR. VAN AYRES AND HIS SECRETARY, LORI WOODS, WHO HAVE PUT TOGETHER A NEW GROUPING OF PRINCIPAL E-MAILS. I KNOW SOME OF YOU ARE STRUGGLING WITH NOT BEING ABLE TO SEND AN ALL PRINCIPALS E-MAIL ANYMORE BECAUSE IT'S GOING THROUGH, BUT I REALLY THINK THIS IS GOING TO BE, AND I HEARD FROM PRINCIPALS THAT THIS -- IT'S LIKE ONE-STOP SHOPPING FOR ALL THEIR E-MAIL, IN ONE CONCISE TEEM, THEY GET ALL OF THE UPDATES. THEY GET EVERYTHING THEY NEED. I KNOW YOU'RE GETTING FEEDBACK FROM THEM ON HOW THAT'S WORKING. I SAW IT. I ASKED A COUPLE OF PRINCIPALS THAT I HAPPENED TO VISIT SITES LAST WEEK, AND THEY ABSOLUTELY LOVE THAT THEY CAN SIT DOWN, READ WHAT PERTAINS TO THEM AND THEY ARE NOT GETTING A FLOOD OF E-MAILS. THEY ARE GETTING ONE, AND THEY CAN GO BACK AND SEARCH. AND IF THEY ARE LOOKING FOR SOMETHING, THEY ARE NOT SEARCHING THROUGH 50 E-MAILS TO FIND IT. IT'S IN THAT ONE BULK E-MAIL. THANK YOU TO YOU AND LORI, WHO IS A WHIZ AT PUTTING ALL THAT TOGETHER. PRINCIPALS ARE APPRECIATIVE OF THE TIME THAT IT'S SAVING THEM. I WANT TO GIVE A SHOUT-OUT TO DAY IS THE KICKOFF FOR THE HEART STAY-CATION. IT IS MARCH 1st. IT RUNS THROUGH JUNE 10th. STUDENTS WITH AN ID BADGE RIDE ANYWHERE IN HILLSBOROUGH COUNTY THAT HART FOR ANY OF THEIR SERVICES GO, FOR FREE. ANY OF OUR STUDENTS, IF THEY ARE MISSING ID BADGES, I KNOW MR. FARKAS AND I WENT TO THE MIDDLE SCHOOL PRINCIPALS AND HIGH SCHOOL PRINCIPAL MEETINGS IN EARLY FEBRUARY AND PRESENTED THIS TO THEM. HANDOUTS WERE GIVEN TO THEM. WE ARE AWAITING, I'M SURE BY NOW, PROBABLY HAS IT UP ON THE DISTRICT WEBSITE, IF -- JOKING JANINE SHE'S PUT IT UP ALREADY. BUT KICKING OFF TODAY, ANYBODY WHO WANTS TO RIDE HART FOR FREE IN THE DISTRICT, PLEASE USE THE SERVICE. PRINCIPALS, WE'RE BEGGING YOU TO PROMOTE THE SERVICE. IF WE PROMOTE THE SERVICE AND IT'S SUCCESSFUL, WE'RE LOOKING AT HART EXPANDING ROUTES AND THAT'S THE END GOAL FOR HART TO EXPAND ROUTES AND FOR US TO EXPAND RIDERSHIP. I WANT TO THANK THOSE OF YOU WHO WERE INVOLVED IN PUTTING TOGETHER THE UNITY BREAKFAST FOR OUR MIDDLE SCHOOL STUDENTS. I HAD THE OPPORTUNITY TO MEET TWO MIDDLE SCHOOL STUDENTS FROM WILSON MIDDLE SCHOOL AND LEARNED A LITTLE ABOUT THEM, AND THEM ABOUT ME. AND JEFF EAKINS WHO SAT NEXT TO ME, WHICH WAS INTERESTING. AND THEN THANK MS. SUE BURKETT AND HER STAFF FOR HOSTING PARENT UNIVERSITY A FEW SATURDAYS AGO. SHE DID A PHENOMENAL JOB. IT WAS A STEM-FOCUSED PARENT UNIVERSITY, FANTASTIC PRESENTATIONS AGAIN BY DISTRICT STAFF. AND AS ALWAYS, SUE WAS OUT THERE MAKING SURE THE FLOORS WEREN'T SCUFFED ANY MORE AS PEOPLE WERE COMING IN AND OUT WITH THE TENNIS BALL, WHICH IS THE FIRST TIME I'VE SEEN THAT. CONGRATULATIONS TO HER FOR HOSTING YET ANOTHER GREAT DAY. THANKS.

>>Doretha Edgecomb: THANK YOU. MS. BROWN, I WANTED TO TELL YOU I HAD THE OPPORTUNITY TO CONGRATULATE THE FABULOUS FOUR TEAM, THESE ARE STUDENTS INDUCTED INTO THE NATIONAL ELEMENTARY HONOR SOCIETY. YOU WOULD HAVE BEEN BEAMING JUST LIKE THE PARENTS AND STUDENTS. IT IS THE FIRST GROUP. WE DUBBED THEM AS THE FABULOUS 14. AND THEY WERE PROUD PARENTS. VERY PROUD STUDENTS, PROUD FACULTY AND STAFF. IT WAS JUST AN AWESOME OCCASION WHERE EVERYBODY FELT THAT THEY HAD A PART PLAYING IN THE STUDENT SUCCESS, BUT MORE IMPORTANTLY, THEY SAW THEMSELVES AS SCHOLARS AND THAT WAS REALLY A GREAT NIGHT. I, TOO, HAD THE OPPORTUNITY TO ATTEND A PORTION OF THE SESSION BEYOND DIVERSITY. WITH THAT IN MIND, IT WAS TALKED ABOUT SEVERAL TIMES THE SYSTEM OF SUPPORT, AND IN LIGHT OF THAT, THE UNITY BREAKFAST THAT MRS. STUART ALLUDED TO WAS -- IN DEVELOPING EVENTS AROUND THE ISSUE OF DIVERSITY AND UNITY AND COMMONALITY AND COMMUNITY. AND WHAT I'D LIKE TO SEE IN TALKING TO THE PRESENTER, AND I THINK I UNDERSTOOD THIS IN TALKING TO MS. HAYES AND I THINK TO DR. BRINSON WHO ALSO ATTENDED THAT CONFERENCE, I BELIEVE, THAT THIS WAS JUST THE BEGINNING, AND THAT THERE IS GOING TO BE AN ACTION PLAN. SO WHAT MY QUESTION IS, IN THE SAME WAY WE DEVELOP A SYSTEM OF SUPPORT FOR THE VALUATION -- FOR THE EVALUATION PROCESS IN THE -- THE NEW WAY IN WHICH WE'RE GOING TO SUPPORT TEACHERS, I WOULD LIKE TO SEE US CREATE A SIMILAR KIND OF STRUCTURE FOR SYSTEM SUPPORT AROUND ADVERSITY. I, TOO, LIKE MS. STUART MENTIONED THAT IT WAS KIND OF THE PIECE LEFT OUT OF THE STRATEGIC PLAN, AND I HAD THAT DOWN AS ONE OF MY NOTES. IF WE ARE GOING TO CREATE OPPORTUNITIES FOR TRAINING, WE NEED TO INFUSE IT INTO OUR STRATEGIC PLAN, BUT MORE IMPORTANTLY, TAKE PEOPLE WHO HAVE RESPONSIBILITY FROM DR. BRINSON TO DR. HOLTEN TO EVERYBODY WHO HAS SOME RESPONSIBILITY TO ENSURING THAT DIVERSITY IS A CRITICAL PART OF THE CULTURE OF THE SCHOOL DISTRICT. WITH ALL THOSE PIECES TOGETHER, BECAUSE I DON'T THINK WE WANT THEM DONE IN ISOLATION OR IN SILOS, THAT I THINK HERE IS A GREAT OPPORTUNITY AS WE MOVE FORWARD THROUGH THE TRAINING, TO IDENTIFYING ACTIVITIES AND EVENTS THAT A SYSTEM OF SUPPORT AROUND DIVERSITY MIGHT BE A WAY TO GALVANIZE ALL OF THAT TO A POINT THAT IT'S NOT -- THAT IT IS IS MESHED -- THAT IT IS MESHED TOGETHER IN A VERY STRATEGIC WAY. IT WAS ENLIGHTENING, AND IT WAS POWERFUL CONVERSATION. SO I THINK IT WAS A GREAT BEGINNING. I GUESS MY NEXT QUESTION IS, WHO WILL BE THE NEXT GROUP OF PEOPLE INVOLVED IN A SIMILAR SESSION LIKE THIS?

>>Jeffrey Eakins: THAT'S YET TO BE DETERMINED. CERTAINLY, THE NEXT PHASE OF THIS IS REALLY THE DELT TEAM, THE DISTRICT LEADERSHIP EQUITY TEAM. WE ALREADY IDENTIFIED SOME LEADERS. THAT GROUP WILL WORK WITH THE PACIFIC EDUCATION GROUP TO KIND OF CREATE THAT INFRASTRUCTURE. WHAT'S THE NEXT STEPS ALONG THE WAY? SO WE WANTED TO KIND OF START THURSDAY AND FRIDAYS TO KIND OF PLANT SEEDS YOU KNOW ACROSS THE ORGANIZATION BECAUSE WE HAD SITE-BASED ADMINISTRATORS. WE HAD SITE-BASED TEACHERS. WE HAD DISTRICT STAFF FROM ALL THE VARIOUS DEPARTMENTS. THAT STARTS TO -- THEIR ROLE LEAVING THERE ON FRIDAY WAS TO TALK TO THEIR OTHER STAFF MEMBERS ABOUT WHAT THEY EXPERIENCED. NOW IT REALLY IS ABOUT THE DLT TEAM GETTING TOGETHER WITH PACIFIC EDUCATION GROUP TO KIND OF FORMULATE THE OVERALL INFRASTRUCTURE, THE PLAN, THE KIND OF THINGS YOU'RE TALKING RIGHT THERE ABOUT, MS. EDGECOMB.

>>Doretha Edgecomb: -- ALREADY ALREADY -- THE TEAM IN PLACE. OKAY. SO THE SYSTEM SUPPORT I GUESS -- SAME THING. OKAY. AS WE MOVE FORWARD, THEN YOU WILL IDENTIFY THE NEXT GROUP OF ATTENDEES FOR A SPECIAL, AND THEN BEGINNING TO, THE LARGER PLAN AS WE MOVE FORWARD. THANK YOU.

>>April Griffin: THANK YOU. MS. HARRIS.

>>Sally Harris: THANK YOU. AFTER OUR LAST BOARD MEETING, I ATTENDED ONE OF THE ELEVATE SCHOOL TALKS, AND I WAS VERY EXCITED TO BE ABLE TO ATTEND THAT ONE AS IT WAS A LOT OF ENERGY WRAPPED AROUND IT, THE ENTHUSIASM FROM THE STAFF BEGAN THE BUZZ ABOUT THE IDEA, AND IT WAS JUST VERY WELL RECEIVED. SO I WAS EXCITED ABOUT THAT. THEN I, TOO, GOT TO ATTEND BEYOND DIVERSITY. AND I HAVE SOME PICTURES. I THINK PABLO WILL GET THEM UP FOR ME. AND IT WAS A VERY WELL-RECEIVED EVENT. AND IT WAS EXCITING TO SEE THE COMMUNICATION THAT GOES ON, HOW THE COMMUNICATION BETWEEN THE PARTNERS AND JUST THE ENERGY AS THEY LEFT THAT DAY AND WHAT THEY FELT AND THE CONNECTIONS THAT THEY FELT. I ALSO ATTENDED THE PAY CENTER FOR GIRLS EVENT, WHICH WAS A VERY STRONG EVENT FOR HELPING YOUNG GIRLS WITH PROBLEM AREAS, AND OPPORTUNITIES TO HELP THEM GROW INDIVIDUALLY. THEN I WAS REALLY EXCITED ABOUT AN EVENT AT LANIER ELEMENTARY SCHOOL. LANIER ELEMENTARY SCHOOL HAS DESIGNED A LEADERSHIP PROGRAM FOR THEIR STUDENTS AND THEIR TEACHERS ON THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE. AND THEY HAD A PARTNERSHIP WITH THE SOUTH TAMPA FELLOWSHIP AND A COUPLE OF THE NURSERIES IN THE AREA. AND I JUST HAVE TO READ THESE NUMBERS, BECAUSE IT WAS AMAZING. WHEN I PULLED IN ON A SATURDAY, I THOUGHT IT LOOKED LIKE IT WAS A BIG CARNIVAL. THE PARKING LOT WAS FULL. IT WAS A BEAUTIFICATION PROJECT. THEY PLANTED OVER 1800 PLANTS. THEY LAID OVER 500 BAGS OF MULCH. AND ON THAT ONE DAY, THEY HAD 230 VOLUNTEERS OF PARENTS, COMMUNITY MEMBERS, AND CHURCH LEADERS THAT WERE ALL THERE, AND OASIS LANDSCAPING, RACHEL, THE PRINCIPAL THERE, ODET, DID A FABULOUS JOB PULLING IT ALL TOGETHER. IT WAS JUST UNBELIEVABLE. AND THEN I ATTENDED THE FOUNDER'S DAY TEA. THAT WAS A GOOD EVENT. I KNOW MR. AYRES WAS THERE. AND WE GOT TO COMMUNICATE WITH A LOT OF OUR PTA PARENTS. AND THEN WE ALSO ATTENDED THE HIGH SCHOOL FORUM. AT THE HIGH SCHOOL FORUM, THAT WAS SO EXCITING BECAUSE WHAT WAS REALLY NEAT ABOUT THAT EVENT IS HEARING THE STUDENTS AND THE QUESTIONS THAT THEY ASKED US, AND, YOU KNOW, IT'S ONE OF THOSE THINGS WHERE YOU REALIZE THEY REALLY KNOW WHAT'S GOING ON. AND THEY CAME TO US WITH WONDERFUL IDEAS, WITH WONDERFUL PERCEPTION OF OUR DISTRICT, AND EVEN ASKED QUESTIONS TO MAKE US THINK OUTSIDE OUR BOXES. AND IT WAS JUST GREAT. IT WAS A GREAT GROWING EXPERIENCE FOR US AS BOARD MEMBERS, BUT IT WAS ALSO A GREAT OPPORTUNITY TO HEAR ALL THE NEAT THINGS THAT WE HAVE CREATED AND THOSE SENIORS GETTING READY TO BECOME PRODUCTIVE CITIZENS. SO IT WAS A GREAT EVENT. THANK YOU.

>>April Griffin: THANK YOU. MS. SNIVELY.

>>Melissa Snively: THANK YOU VERY MUCH, MADAM CHAIR. FIRST, I WANTED TO SAY THANK YOU TO EVERYONE WHO SUPPORTED THE NEWSOME HIGH SCHOOL'S MARCH TO MACY'S ARCTIC PLUNGE. YOU'LL BE HAPPY TO KNOW I PERSONALLY DID NOT HAVE TO GET INTO THE WATER. BUT I WANTED TO THANK THE FOLKS WHO WERE PARTICIPANTS AND DONATED, BECAUSE WE RAISED ALMOST $4,000 FOR THE HIGH SCHOOL IN THEIR EFFORTS TO GET TO THE MACY'S THANKSGIVING DAY PARADE. I ESPECIALLY WANT TO THANK THE PEOPLE WHO DID HAVE TO TAKE THE PLUNGE, WHICH WERE MOSTLY TEACHERS. MR. MILLER, WHO IS THE BAND DIRECTOR, MR. PEACOCK, THEY WERE CUTE, TOO. THEY DRESSED UP IN PENGUIN GARB. MR. PEACOCK, WHO IS THE ASSISTANT FOR -- ASSISTANT PRINCIPAL FOR STUDENT AFFAIRS. MR. ALAN, THE ORCHESTRA DIRECTOR, MR. BOGUE, THE COURSE DIRECTOR. MS. BOUZA, THE COLOR GUARD COORDINATOR AND MR. MARSH, THE PERCUSSION COORDINATOR, ALL HAD TO TAKE THE ARCTIC PLUNGE, BUT IT WAS FUN. THERE WERE A LOT OF PEOPLE THAT CAME OUT TO SUPPORT THE BAND. AND YOU CAN STILL MAKE CONTRIBUTIONS AT gofundme.com/newsome hs band UNTIL ALL THE WAY UP UNTIL THE ACTUAL TRIP. SO THANK YOU FOR THAT. ALSO, I WANTED TO ECHO MS. STUART'S COMMENTS ABOUT THE E-MAIL GETTING SENT OUT, THAT I HAD THE SAME CONVERSATION WITH VAN EARLIER TODAY, JUST SAYING HOW I THOUGHT IT WAS SUCH A GREAT IDEA. AND I KNOW YOU'RE GETTING GOOD FEEDBACK FROM PRINCIPALS, SO THANK YOU FOR COMING UP WITH THAT AS A FORMER PRINCIPAL, I'M SURE THAT HAD SOMETHING TO DO WITH IT. THE CONVERSATION I HAD WITH HIM TODAY, SOMETIMES WE GET A LOT OF FEEDBACK, BUT TO SHOW PEOPLE THAT WE'RE LISTENING, WE HAVE TO TAKE ACTION ON THAT FEEDBACK. AND IT IS AN EXAMPLE OF WHAT PRINCIPALS WERE TALKING ABOUT, WHAT THEY WERE TELLING US AND TELLING US, AND NOW FINALLY WE'RE DOING SOMETHING ABOUT IT. SO THAT'S POSITIVE AS FAR AS TWOWAY COMMUNICATION BETWEEN THE SCHOOL DISTRICT AND OUR PRINCIPALS. I ALSO WANTED TO THANK THE ALLIANCE FOR PUBLIC SCHOOLS FOR A SUCCESSFUL PARENT UNIVERSITY AT BLOOMINGDALE HIGH SCHOOL. MELISSA ERICKSON DOES A GREAT JOB WITH THAT AND I'M SURE THAT WAS VERY SUCCESSFUL. THANK YOU TO PLANT CITY'S ROTARY. I HAD THE OPPORTUNITY TO SPEAK YESTERDAY MORNING. I THINK THAT WAS THE EARLIEST MEETING I'VE BEEN TO. IT STARTED AT 7. STARTED AT 7. I'M NOT USUALLY ANYWHERE AT 7:00. BUT THEY ARE A GREAT GROUP OF ROTARIANS IN PLANT CITY. SPEAKING OF PLANT CITY, GUESS WHAT IS COMING, THE FESTIVAL. STARTS ON THURSDAY, MARCH THE 3rd. KIDS DAY SATURDAY. KIDS GET IN FREE. OF COURSE, THE PARADE MONDAY. WE'RE PROUD OF OUR PLANT CITY HERITAGE AND OUR AGRICULTURAL HISTORY, WE WANT TO MAKE SURE THAT WE PROMOTE THE STRAWBERRY FESTIVAL AND ENCOURAGE EVERYONE TO ATTEND THE STRAWBERRY FESTIVAL THIS YEAR. ALSO WANT TO TAKE A MINUTE TO THANK OUR AREA SUPERINTENDENTS. AREA SUPERINTENDENTS -- I MEAN, EVERYBODY WORKS HARD, BUT YOU GUYS AND LADIES DO SUCH A GREAT JOB ADDRESSING ALL OF OUR CONCERNS ON SUCH AN IMMEDIATE BASIS. YOUR WORK IS TIRELESS OUT THERE IN THE FIELD. IT REALLY IS. YOU HAVE SEEN THE GAMUT OF EVERY POSSIBLE SITUATION THAT OCCURS IN A SCHOOL. , WITH PARENTS, TEACHERS, ADMINISTRATORS. THANK YOU FOR ALL OF YOUR TIRELESS WORK THAT YOU DO. AND IF WE DON'T SAY IT ENOUGH, WE REALLY APPRECIATE YOU. WE REALLY DO. WE HAD A VERY ROBUST WORKSHOP LAST WEEK ON SPRINGBOARD CURRICULUM, SO I JUST WANTED TO POSE THE QUESTION TO MR. EAKINS, KIND OF WHERE ARE WE -- WHERE ARE WE GOING SINCE THAT WORKSHOP, WHAT ARE YOUR PLANS TO MOVE FORWARD WITH WHAT YOU TOOK IN, THE FEEDBACK THAT YOU RECEIVED DURING THAT WORKSHOP?

>>Jeffrey Eakins: SURE. I WILL DEFINITELY ADDRESS THAT. OBVIOUSLY, LOTS OF FEEDBACK WAS HEARD. I THINK THE TAKEAWAY INITIALLY, THERE HAS TO BE AN OVERALL ANALYSIS, NOT ONLY INTERNALLY BUT COMPARATIVE ANALYSIS, BECAUSE WE KNOW THERE ARE DISTRICTS THAT ARE USING OTHER CURRICULUMS. SO THERE IS AN ANALYSIS THAT WE HAVE TO DO. ULTIMATELY, WE HAVE TO ANALYZE SUCCESSES, YOU KNOW, OF CURRENT CURRICULUM. WE HAVE TO ALSO, AND THIS IS SOMETHING I KNOW THAT DR. VAZQUEZ HIT ON A QUOTE IN AN ARTICLE, CURRICULUM WAS REALLY ABOUT, NUMBER ONE, OUR KIDS' NEEDS. SO STUDENTS HAVE NEEDS. THEY HAVE INSTRUCTIONAL NEEDS. WE HAVE STANDARDS THAT GUIDE US, THAT ARE KIND OF THE GUIDING FORCES. CURRICULUM NEEDS TO MATCH STUDENT NEEDS AND ALIGN TO STANDARDS. AND THAT COULD LOOK DIFFERENT. YOU KNOW, WITH REGARDS TO THE POPULATIONS OF STUDENTS THAT WE SERVE ACROSS THIS DISTRICT. I THINK THAT'S KIND OF WHERE WE HAVE TO TAKE A BROAD SCALE LOOK WITH REGARDS TO THE DIFFERENT TYPES OF CURRICULUM THAT SUPPORTS THE STANDARDS BUT MEETS THE NEEDS OF OUR KIDS. SO THAT ANALYSIS WILL BE A ROBUST ANALYSIS. IT WILL INVOLVE LOTS OF INPUT FROM OUR TEACHER GROUPS, FROM OUR -- BUT DEFINITELY OUR PARENTS AND OUR STUDENTS HAVE A VOICE IN ALL THIS. THEY ARE OUR CLIENTS. WE'LL GO THROUGH THAT PROCESS. THE FIRST ISSUE IS LAYING OUT A TIMELINE. TIMELINES TO DO ANYTHING, IF WE'RE GOING TO MAKE ANY CHANGES, AND IT COULD BE AT THE END OF THE DAY, SOME OF THE SPRINGBOARD CURRICULUM IS VERY SUPPORTIVE IN SOME AREAS, MAYBE NOT AS MUCH IN OTHERS. THOSE ARE THE ANALYSIS THAT WE'LL DO TO HAVE THE TAKEAWAYS TO REALLY COME BEFORE THE BOARD WITH INFORMED DECISIONS. THAT THE BOARD ULTIMATELY WILL MAKE. WE DEFINITELY KNOW THAT WE HAVE TO START THINKING, JUST LIKE WE HEARD EARLIER TODAY, AROUND ASSESSMENT AND THE TYPES OF THINGS WE HAVE TO LOOK AT, THAT ARE DRIVEN ACROSS A VERY DIVERSE POPULATION OF STUDENTS ACROSS OUR DISTRICT. SESSMENTS HAVE TO LOOKED AT VERY UNIQUELY. CURRICULUM HAS TO BE LOOKED AT UNIQUELY AS WELL. WE HAVE TO BE A SYSTEM THAT RESPONDS TO THE NEEDS OF OUR KIDS. THAT IS THE DIRECTION WE'RE GOING. OBVIOUSLY, THE CONVERSATION THE OTHER DAY BROUGHT UP CONCERNS WE DEFINITELY WANT TO ADDRESS AND ADDRESS AS QUICKLY AS POSSIBLE.

>> WELL, WE APPRECIATE THE OPPORTUNITY ALWAYS TO GIVE FEEDBACK AND TO HAVE YOU LISTENING TO OUR CONCERNS. WE TEACH IN SCOUTING THAT FEEDBACK IS A GIFT. SO MERRY CHRISTMAS. YEAH, YOU'RE GIFTED. YOU WERE READING MY MIND. WHAT YOU JUST SAID ABOUT THE TIMELINE, THAT WOULD HAVE BEEN MY NEXT QUESTION, COULD WE GET A TIMELINE, WHAT STEPS ARE NECESSARY IN THE ANALYSIS AND WHERE DO WE GO FROM HERE, WHAT WILL THAT LOOK LIKE AND WHAT WILL THE TIMELINE LOOK LIKE OVER THE NEXT, I GUESS, COUPLE OF YEARS, IT TAKES TO EVALUATE THAT. SO THANK YOU VERY MUCH.

>>April Griffin: THANK YOU. MS. VALDES.

>>Susan L. Valdes: THANK YOU, MADAM CHAIR. I PROMISE I'LL MAKE THIS QUICK. BUT MEMBER SNIVELY'S COMMENTS TRIGGERED A QUESTION THAT I DO NOT NECESSARILY NEED AN ANSWER FOR RIGHT NOW. BUT MAYBE IN A FRIDAY OR JUST AN E-MAIL, WHATEVER. BUT I WANT TO KNOW WHAT ARE THE PARAMETERS FOR STAFF OR A COACH OR ANYONE TO ENTER INTO A gofundme ACCOUNT. DO WE NEED A POLICY? WHAT ARE THE PROCEDURES? IT SEEMS LIKE THERE'S SOME INEQUITY, SO I WANT TO MAKE SURE THAT WE'RE ALL -- THAT EVERYONE HAS THE SAME OPPORTUNITY OF A gofundme ACCOUNT. THANK YOU.

>>April Griffin: THANK YOU. MR. SUPERINTENDENT.

>>Jeffrey Eakins: ALL RIGHT. THANK YOU VERY MUCH. I HAVE A FEW ITEMS THAT I'LL GO THROUGH. FIRST OF ALL, I JUST WANTED IN MY UPDATES TO GIVE YOU A LITTLE BIT OF UPDATE THIS PAST WEEK, THE EDUCATION BUDGET STARTED TO HAVE CONVERSATIONS AT THE STATE LEVEL. YOU PROBABLY HEARD THOSE DISCUSSIONS. THE ISSUE REALLY CAME DOWN TO THE HOUSE AND THE SENATE HAD TWO DIFFERENT PERSPECTIVES ON HOW THEY WERE GOING TO GENERATE ADDITIONAL FUNDING FOR EDUCATION. THE HOUSE WAS MORE GEARED TOWARD THE LOCAL REVENUE GENERATION AND THE SENATE WAS GEARED MORE TOWARD HAVING STATE DOLLARS SET ASIDE IN THE STATE BUDGET. STATE REVENUE. SO THAT -- THEY CAME KIND OF TO CONFERENCE ON THAT ISSUE, SO MS. MILITO IS MONITORING THAT, BUT IT DOES LOOK LIKE THEY BACKED AWAY FROM DOING ANY LOCAL MILLAGE INCREASES ON THAT ISSUE. AND UTILIZE A PORTION OF STATE FUNDING. IN THE INITIAL ANALYSIS, THOUGH, WHEN THEY CAME TO CONFERENCE, IT LOOKS LIKE THEY HAVE LESSENED THE AMOUNT OF FUNDING OVERALL IN EDUCATION FOR THE PER PUPIL AMOUNT COMPARED TO WHAT THE TWO PROPOSALS WERE FROM EACH OF THE HOUSE AND THE SENATE TO START OUT WITH. WE'LL CONTINUE TO MONITOR THAT FOR YOU AND GIVE YOU UPDATES AROUND THAT. WE DO HAVE JUST THE UPDATE THAT I'LL GIVE TONIGHT FOR THE STRATEGIC PLAN. ONE OF THE ITEMS THAT WE ARE MONITORING VERY CLOSELY IS OUR INCOMING KINDERGARTNERS, TO OUR SCHOOLS. JUST SO YOU KNOW, THE RECENT ANALYSIS OF INCOMING KINDERGARTNERS WITH REGARD TO DEMONSTRATING READING READINESS WAS ONLY 49% BASED OFF THE ASSESSMENT THAT WAS PROVIDED OF OUR KINDERGARTNERS COMING IN WERE DEMONSTRATING READING READINESS COMING INTO KINDERGARTEN. OF COURSE, THAT'S GOING TO INFORM US A COUPLE OF WAYS. NUMBER ONE, IT WILL INFORM US WE HAVE A LOT OF WORK TO DO, INTERVENTION-WISE TO HELP STUDENTS CATCH UP AND BE ON TRACK AS SOON AS POSSIBLE. IT ALSO DOES INFORM US ABOUT WHAT WE NEED TO ENGAGE OUR COMMUNITY IN A BROADER SENSE AROUND EARLY CHILDHOOD AND SUPPORTIVE SERVICES FOR OUR STUDENTS BEFORE THEY EVEN COMING INTO KINDERGARTEN. I KNOW WE'RE STARTING A LOT OF THOSE CONVERSATIONS OUT THERE. THAT'S JUST ONE OF THE ITEMS WE KNOW WE NOW HAVE THE INFORMATION IN, SO WE KNOW WE HAVE A LOT OF WORK TO DO TO GET THOSE STUDENTS ON TRACK TO GRADUATE. I KNOW MS. VALDES MENTIONED IT EARLIER. THE FSA TESTING, OF COURSE, STARTED THIS WEEK IN OUR SCHOOLS. JUST SO YOU KNOW, EVERYTHING ON THE TECHNOLOGY END, RIGHT, DR. BROWN? KNOCK ON WOOD -- IS GOING WELL SO FAR THIS WEEK ON THAT END. AND I WANT TO WISH I KNOW ALONG WITH ALL OF YOU OUR STUDENTS THE VERY BEST, BECAUSE IT REALLY IS THEIR OPPORTUNITY. I KNOW WHEN I WAS A PRINCIPAL. THE THEME WAS, IT'S TIME TO SHOW WHAT YOU KNOW. YOU PUT A LOT OF EFFORT INTO LEARNING. NOW IS YOUR OPPORTUNITY TO REALLY SHOW ALL THAT YOU HAVE LEARNED. THAT IS THE FOCUS FOR OUR KIDS OUT THERE THIS WEEK. THIS IS THE LAST BOARD MEETING BEFORE WE HAVE OUR EXCELLENCE IN EDUCATION AWARDS, WHERE WE CELEBRATE EVERY YEAR WITH OUR HILLSBOROUGH EDUCATION FOUNDATION IS OUR GREAT PARTNER ON THAT, HOSTING THE PREMIER EVENT, CELEBRATING THE BEST OF THE BEST IN OUR SCHOOLS. OUR NEW TEACHER OF THE YEAR, DIVERSITY EDUCATOR OF THE YEAR AND INSTRUCTIONAL SUPPORT EMPLOYEE OF THE YEAR WINNERS WILL BE ANNOUNCED. AND THE AWARDS ARE WEDNESDAY, MARCH 23rd. SO WE LOOK FORWARD TO SEEING YOU THERE TO RECOGNIZE THE BEST OF THE BEST IN HILLSBOROUGH COUNTY. AND WHEN WE HAVE THOSE PEOPLE RECOGNIZED IT TRULY IS, THEY ARE THE REPRESENTATIVE OF ALL THE GREAT TEACHERS THAT ARE OUT THERE. WE COULD SELECT FROM A LOT OF DIFFERENT PEOPLE, BUT THEY ARE GREAT REPRESENTATIVES EVERY YEAR THAT WE SELECT. I WANT TO END JUST WITH SOME SUCCESSES. THIS IS GOOD. TODAY WAS THE GRAND OPENING FOR TIGER TRENDS IN MIDDLETON SCHOOL STORE. THE STORE IS RUN BY THE EXCEPTIONAL EDUCATION STUDENTS AT MIDDLETON HIGH SCHOOL. THE STORE IS AN EXAMPLE OF TRUE COMMUNITY EFFORTS. A SPECIAL THANK YOU TO WALMART FOR THEIR CONTINUED PARTNERSHIP AND SUPPORT THROUGHOUT THE DISTRICT FOR STUDENTS WITH DISABILITIES, THE FACULTY AND ADMINISTRATION ARE VERY PROUD OF THE HARD WORK AND DEDICATION THAT WAS PUT IN FOR THIS NEW STORE. THEY ARE ESPECIALLY PROUD OF THEIR STUDENTS WHO WILL BE RUNNING THE STOREFRONT. THE ROBOTICS TEAM FROM MIDDLETON IS HEADED TO THE WORLD CHAMPIONSHIPS AGAIN IN APRIL AFTER WINNING REGIONALS. THE WORLD CHAMPIONSHIP IS PART OF THE FIRST FIRST ROBOTICS COMPETITION. THE THE BLAKE HIGH SCHOOL BAND HAD A ONCE IN A LIFETIME OPPORTUNITY LAST WEEK WHEN THEY WERE INVITED TO BE ONSTAGE WITH THE DALLAS BRASS THEY HAVE APPEARED WITH ORCHESTRAS NATIONWIDE. THEY GOT TO BE WITH THAT GROUP. YOU MIGHT HAVE SEEN THE ARTICLE TODAY, I THINK IT WAS OUT ON ONE OF THE ONLINE NEWSPAPERS, WANT TO GIVE A BIG SHOUT-OUT TO LEXI GUISE WHO TEACHES AT LEE MAGNET ELEMENTARY SCHOOL. LAST WEEK, WHILE TEACHING HER CLASS, WE TALK ABOUT TEACHERS HAVING TO JUGGLE A LOT OF THINGS, RIGHT? LEXI HEARD A CRASH AND SAW A CAR ACCIDENT OUTSIDE OF HER SCHOOL. SHE DIDN'T HESITATE. SHE CALLED OUT TO ANOTHER TEACHER TO WATCH HER CLASS. SO SAFETY FIRST. AND RAN OUTSIDE TO ASSIST THE PEOPLE INVOLVED IN THE ACCIDENT. SHE HELPED A YOUNG FEMALE DRIVER GET OUT OF THE CAR AND MOVE TO SAFETY. SHE CALLED THE WOMAN'S FAMILY AND LET THEM KNOW ABOUT THE ACCIDENT AND STAYED WITH THE VICTIM UNTIL PARAMEDICS ARRIVED. SHE USED IT AS A TEACHABLE MOMENT WHEN SHE RETURNED TO THE CLASS TELLING STUDENTS WE NEED TO HELP EACH OTHER OUT NO MATTER WHAT. I THOUGHT THAT WAS AMAZING. JUST THE TYPE OF THINGS OUR FACULTIES AND OUR STAFFS AND OUR TEACHERS AND WORKERS DO OUT THERE EVERY DAY. THANK YOU, LEXI, FOR THAT HEROISM. AND FOR THE TEACHABLE MOMENT AND KEEPING YOUR STUDENT SAFETY FIRST, ALL PROBABLY IN THE SAME FIVE SECONDS. I'LL END, WE HAVE SOME OF OUR BOARD MEMBERS HERE HAVE RECENTLY BEEN RECOGNIZED OR WILL BE RECOGNIZED FOR SOME AWARDS. I'M NOT SURE AT THE LAST BOARD MEETING, MS. SNIVELY, IF IT WAS RECOGNIZED ABOUT YOUR AWARD. YOU ARE THE WOMAN OF DISTINCTION AWARD FROM THE GIRL SCOUTS. CONGRATULATIONS ON THAT AWARD. [ APPLAUSE ] I'D ALSO LIKE TO CONGRATULATE MS. EDGECOMB. SHE WAS SELECTED TO RECEIVE THE FIRST GIRLS ROCK TAMPA BAY LEGACY AWARD. [ APPLAUSE ] THE BLACK GIRL ROCKS AWARD AWARDS WOMEN WHO WORK TIRELESSLY IN THE COMMUNITY. IT'S SATURDAY IN TAMPA. THANK YOU, MS. EDGECOMB FOR ALL YOU DO FOR THE STUDENTS IN THE COMMUNITY. MS. VALDES WILL RECEIVE THE PRESIDENTIAL HONOR FROM THE ANA G. MENDEZ SYSTEM. IT WILL BE CONFERRED DURING THE GRADUATION CEREMONY IN TAMPA FLORIDA, JUNE 21st IN RECOGNITION TO DEDICATION TO THE HISPANIC COMMUNITY ESPECIALLY IN THE AREA OF EDUCATION. CONGRATULATIONS, MS. VALDES. [ APPLAUSE ] IF THERE ARE OTHERS, LET ME KNOW. CONGRATULATIONS FOR ALL THE OWNERS TO THE BOARD MEMBERS. THAT'S MY COMMENTS FOR THIS EVENING.

>>April Griffin: THANK YOU VERY MUCH. THIS MEETING IS ADJOURNED. ∫