Closed captioning transcript for the Hillsborough County School Board workshop from November 7th, 2017, 9:00 A.M.

>>SALLY: HELLO, MY NAME IS SALLY HARRIS. I’M THE VICE CHAIR OF THE HILLSBOROUGH COUNTY SCHOOL BOARD.

>>CINDY: AND I’M CINDY STUART, THE BOARD CHAIR. ON BEHALF OF OUR COLLEAGUES ON THE BOARD, WE WANT TO TAKE A MOMENT AND WELCOME YOU TO HILLSBOROUGH COUNTY PUBLIC SCHOOLS.

>>SALLY: HERE IN HILLSBOROUGH COUNTY, WE SERVE MORE THAN 200,000 STUDENTS IN PRE-K THROUGH 12TH GRADE. THAT MAKES OUR DISTRICT ONE OF THE TEN LARGEST IN AMERICA. OUR TEAM IS MADE UP OF MORE THAN 25,000 DEDICATED PEOPLE, WORKING AT MORE THAN 245 SITES. WE ARE HILLSBOROUGH COUNTY’S LARGEST EMPLOYER.

>>CINDY: THE BEST WAY TO SERVE OUR STUDENTS AND OUR COMMUNITY IS TO INVOLVE YOU, THE PUBLIC, IN WHAT WE DO. YOU ARE WELCOME TO E-MAIL OR MEET WITH ANY OF OUR BOARD MEMBERS AND FOLLOW OUR DISTRICT ON SOCIAL MEDIA. OUR BOARD MEETINGS ARE HELD HERE IN OUR BOARD AUDITORIUM EVERY OTHER TUESDAY, STARTING AT 3:00 PM. BOARD MEETINGS ARE STREAMED LIVE ON OUR WEBSITE, AND CARRIED LIVE ON CABLE -- SPECTRUM CHANNEL 635 AND FRONTIER FIOS CHANNEL 32. AS YOUR ELECTED SCHOOL BOARD, WE ARE INTERESTED IN WHAT THE PUBLIC HAS TO SAY. WE WILL INCLUDE TIME FOR AUDIENCE COMMENTS BEFORE WE ADDRESS OUR AGENDA.

>>SALLY: OUR AGENDA AND ANY SUPPORTING MATERIALS CAN BE VIEWED ONLINE IN ADVANCE. THEY’RE POSTED SEVEN DAYS BEFORE EACH MEETING ON OUR WEBSITE, SDHC.K12.FL.US. THANK YOU FOR BEING A PART OF OUR MEETING TODAY. WITH YOUR HELP, WE’RE MAKING DECISIONS THAT SHAPE OUR COMMUNITY’S FUTURE. WE AT HILLSBOROUGH COUNTY PUBLIC SCHOOLS ARE --

>>TOGETHER: -- PREPARING STUDENTS FOR LIFE!

>> TECHNICAL DIFFICULTIES – (First 20 minutes)

...WE KIND OF WANT TO TALK ABOUT THE ENTIRE SYSTEM. WE TALK A LITTLE BIT ABOUT POLICY AND CHANGING THE MATRIX. WE TALK ABOUT THE IMPLEMENTATION OF THE TRACKER TOOL THAT'S NOW PART OF ITS DATABASE. WE THINK OF TARGETED INTERVENTION AND SUPPORT. WE THINK OF OUR SUPPORT STAFF. THAT MIGHT BE OUR GUIDANCE COUNSELORS, OUR SOCIAL WORKS, OUR PSYCHOLOGISTS, HAVING A PLACE AND SPACE TO PROVIDE SUPPORT FOR KIDS THAT NEED IT. WE HAVE OUR ADMINISTRATIVE CONSEQUENCES THAT ARE ON HERE AND OUR RESTORATIVE PRACTICES. THAT'S OUR CONTINUUM OF SUPPORT FOR DISCIPLINE. WHEN WE GET DOWN TO ALTERNATIVE FOR EXCLUSIONARY PRACTICES WE NEED TO RETHINK AND REVISIT OUR SYSTEM OF SUPPORT FOR STUDENTS WHO ARE SUSPENDED FROM SCHOOL. OUR EDUCATION PREVENTION AND INTERVENTION CENTER. WE MADE A DECISION IF WE HAD E.P.I.C. AT A SCHOOL SITE IT WOULD BE EASIER FOR THE STUDENT AND PARENT. WE NOW HAVE E.P.I.C. SO IF A STUDENT IS SUSPENDED THEY HAVE AN OPPORTUNITY TO GO TO ANY OF OUR SITES ACROSS NINE SCHOOLS IN OUR COUNTY. IT IS FOR STUDENTS TO HAVE A PLACE AND SPACE TO GO TO WORK AND GET INTERVENTION BY WAY OF CHARACTERS AND DEVELOPMENT SUPPORT AND OTHER SUPPORT SERVICES. E.P.I.C. IS A PLACE AND SPACE WHERE WE FEEL IT IS A NICE SPACE FOR STUDENTS TO TRANSITION IF THEY NEED MORE TIME AWAY FROM THE SCHOOL BUT NOT NECESSARILY TO AN AN ALTERNATIVE SCHOOL OR IF THEY ARE COMING FROM AN ALTERNATIVE SCHOOL AND NEED TO GET ACCLIMATED BACK TO A SCHOOL SETTING WE HAVE E.P.I.C. TWO SITE STARTED THIS YEAR. THIS IS SOMETHING WE WILL BE MONITORING HOW WE ARE EFFECTIVELY UTILIZING THAT SPA SPACE. EPIC THREE IS LONG-TERM ASSIGNMENT. WHAT WE HAVE DONE IS MORE PURPOSEFUL MAKING SURE WE ARE PROVIDING PREVENTION AND INTERVENTION. IT'S NOT JUST A TIME-OUT PLACE FOR KIDS BUT WE HAVE ENGAGED IN OUTSIDE PARTNERSHIP AS WELL AS GRANTS TO PROVIDE MORE SUPPORT ON THAT SOCIAL EMOTIONAL SIDE OF BEHAVIOR. SO E.P.I.C. THREE AT NORTH TAMPA AND BRANDON ARE RECEIVING MORE SERVICES AROUND SOCIAL EMOTIONAL SUPPORT, NOT JUST A TIME-OUT PLACE FOR KIDS TO BE HOUSED BECAUSE OF A LONG-TERM SUSPENSION. WE WANT YOU TO KNOW WE ARE MAKING STRIDES TO MAKE SURE THAT EVERY PLACE IS SAFE AND PROVIDING MORE THAN JUST A SPACE OR TIME-OUT BUT WE ARE TRYING TO GET THE SOCIAL AND EMOTIONAL ASPECT OF THE BEHAVIORS.

>> IF I COULD JUST ADD, WE HAVE ALSO TAKEN INTENTIONAL STEPS TO WORK ON TRANSITION AND HOW WE MONITOR THE STUDENTS THAT TRANSITION OUT OF THOSE PROGRAMS, AS WELL. WE STARTED AND DID A QUARTER ONE TRANSITION UPDATE. LOOKING AT WHAT IS IT THAT THE STUDENTS ARE DOING WHEN IT COMES TO PEER RELATIONS? HOW ARE THEY DOING WITH ACADEMIC AND ATTENDANCE. WE HAVE BEEN ABLE TO LOOK AT, FOR THOSE STUDENTS WHO ARE MAYBE NOT HAVING THE BEST TRANSITION, WHAT OPTIONS CAN WE OFFER AND HOW WE WILL MAINTAIN AND SUPPORT THOSE STUDENTS APPROPRIATELY. WE WANTED TO ALSO GIVE YOU SOME IDEA WHAT IT IS WE LOOK AT WHEN OUR STUDENTS FROM A PREVENTIVE STANCE. WHAT ARE WE DOING WHEN THEY COME TO E.P.I.C. ONE. WE COLLECTED DATA TO GET TO KNOW THE STUDENTS THAT ATTEND E.P.I.C. 1. WE COLLECTED DATA FROM STUDENT LAST YEAR. STUDENTS WERE SELF REPORTING. THIS IS A TOOLLE THAT WE USE FOR SEVERAL GRANT PROJECTS. IT IS A NO-COST TOOL THAT HAS MINIMUM TECHNICAL ADEQUACY STANDARDS, BUT IS ALSO VALID AND RELIABLE. WE ARE LOOKING AT PEER SUPPORT FOR LEARNING, FAMILY SUPPORT FOR LEARNING, FUTURE GOALS AND ASPIRATIONS. WE USE THE DATA IN TALKING WITH ASSISTANT PRINCIPALS, COUNCIL MEETINGS THIS YEAR TO GIVE THEM AN UPDATE. THIS IS GOING TO HELP US INFORM OUR PROGRAMMING IN THE FUTURE. WHAT WE FOUND WITH STUDENTS WHEN WE ASKED THEM, BASED ON THE SCI, IS YOUR FAMILY THERE WHEN YOU NEED THEM AS IT RELATES TO EDUCATION? SO 94% OF THOSE STUDENTS SELF ASSESSMENTS SAID ABSOLUTELY THEY ARE. WHEN WE ASKED THOSE STUDENTS, DO YOU FEEL LIKE WHAT YOU ARE LEARNING IN YOUR CLASSROOM IS IMPORTANT, OVER 82% EITHER AGREED OR STRONGLY AGREED. THEY KNOW EDUCATION IS IMPORTANT. THEN WHEN WE LOOKED AT STUDENTS ENJOYING TALKING TO THEIR TEACHERS, ABSOLUTELY. ALMOST 70% SAID THEY DO ENJOY TALKING TO THEIR TEACHERS AND THEY WANT TO CONTINUE TO BUILD THOSE RELATIONSHIPS. SO THIS INFORMATION IS GOING TO BE CRITICAL WHEN WE CONTINUE TO SHARE THE TRENDS WITH OUR ADMINISTRATORS ABOUT THOSE STUDENTS WE ARE SEEING AND WHAT ARE WE GOING TO DO TO CONTINUE TO BUILD ON THAT WITH THE STUDENTS? ALL RIGHT. SO NOW WE HAVE MOVED IN TO LOOKING AT OUR DATA. SO THIS IS THE THREE-YEAR SNAPSHOT FOR THE DATA. I'M GOING TO GO THROUGH THESE QUICKLY. SO WE KEEP WITHIN OUR TIME HERE. BUT THE TAKEAWAY HERE IS WHEN YOU LOOK AT THE DATA POINTS, WHETHER IT IS IN-SCHOOL SUSPENSION, OUT-OF-SCHOOL SUSPENSION OR EPIC ONE AND YOU WILL SEE WE MADE THE TRANSITION TO EPIC ONE. FOR THE '16/'17 SCHOOL YEAR IS WHEN WE MADE THE NAME CHANGE. FROM COMMUNITY SITES TO SCHOOLS, MIDDLE SCHOOL SETTING. WE HAD LARGE DECREASES. WHETHER IT BE DAYS OF SUSPENSION AND WE DECREASED -- IF YOU LOOK AT 2014/'15, TO THE END OF 2016/'17. THAT'S TREMENDOUS. I WANTED TO BE ABLE TO LOOK AT WHAT THIS MEANT FOR EACH SUBGROUP. WHEN WE COMPARED RATES IN ETHNICITY GROUPS WE SAW DECREASES ACROSS ALL GROUPS FOR OUT-OF-SCHOOL SUSPENSION. WE SAW A DECREASING TREND ACROSS ALL GROUPS, NOT JUST FROM 14/15 BUT 15/16 TO 16/17.

>> MORE DAYS OUT OF SCHOOL DOESN'T NECESSARILY CORRECT THE BEHAVIOR. THERE MAYBE AN OPPORTUNITY TO HAVE DOWN TIME WITH THE STUDENTS AND POSSIBLY THE TEACHER, BUT WE DIDN'T NEED TEN DAYS OF DOWN TIME. WE PUT IN A POLICY THAT WOULD SUGGEST IF ANY ADMINISTRATOR WANTED TO SUSPEND A STUDENT MORE THAN SIX DAYS THEY HAD TO TALK TO THEIR AREA SUPERINTENDENT SO WE CAN DISCUSS IS A TEN-DAY SUSPENSION OR SIX OR MORE DAYS, IS THAT REALLY APPROPRIATE AND NECESSARY FOR THE BEHAVIOR? WE DO SHOW THE DAYS OF SUSPENSION OF SIX OR MORE DAYS HERE ON THIS SLIDE. WE HAVE DECREASED TREMENDOUSLY THE AMOUNT OF SIX OR MORE DAYS SUSPENSION OVER THE COURSE OF THREE YEARS. FROM 30,000 TO 6,000 DAYS AND THAT MADE A HUGE DIFFERENCE AT OUR SCHOOL SITE.

>> I'M GOING TO TAKE YOU THROUGH WHERE WE ARE WITH QUARTER ONE AND GIVE YOU UPDATES WITH DISCIPLINE DATA. AND THEN SOME OF THOSE PRACTICES WE ARE ENGAGING IN. FOR QUARTER ONE FOR 17/18 WHEN WE LOOK AT YEAR TO DATE WE CONTINUE TO SEE FOR ALL TYPES OF SUSPENSION WE SEE A DECREASE. SO EACH YEAR FOR THE PAST FOUR CONSECUTIVE YEARS, WE ARE SEEING A DECREASE WHEN WE LOOK AT OUT-OF-SCHOOL SUSPENSION. WHEN WE LOOK AT REMOVALS. WE HAD A LITTLE BIT OF AN UPTICK WHEN YOU LOOK AT IN-SCHOOL SUSPENSION LAST SCHOOL YEAR, BUT THIS QUARTER EVEN THAT NUMBER IS DOWN. SO, SUSPENSION, OVERALL, WHETHER IT BE OUT-OF-SCHOOL, IN-SCHOOL OR ALTERNATIVE SUSPENSION, WE SAW A DECREASE. I WANT TO MANGE A MENTION, WHEN WE LOOK AT E.P.I.C. WE HAVE MORE DATES. SO WE ARE HOPING WHEN WE LOOK AT THAT DECREASE WITH OUT-OF-SCHOOL SUSPENSION THAT MAYBE CONTRIBUTING. WE'D PREFER WE HAD STUDENTS THAT WERE SUPERVISED WITH US AND HAVE EVEN THOUGH WE HAVE A FEW MORE DAYS ASSIGNED THERE WE DON'T NECESSARILY VIEW THAT AS SOMETHING THAT IS NOT POSITIVE. ALL RIGHT. SO WHEN WE LOOK AT THE NUMBER OF STUDENTS RECEIVING SUSPENSION, WE SAW DECREASE YEAR OVER YEAR WHEN WE LOOK AT YEAR TO DATE. AND BY ETHNICITY, YOU HAVE THAT DATA BROKEN DOWN SO YOU CAN SEE, NOT ONLY ONLY OUT-OF-SCHOOL SUSPENSION DAYS BUT A DECREASE FOR ALL GROUPS FOR THE PAST FOUR YEARS. WHEN WE LOOK AT OUT-OF-SCHOOL SUSPENSION. THE NUMBER OF STUDENTS, THAT'S THE NUMBER OF DAYS AND THEN THE NUMBER OF STUDENTS. THE FOUR YEAR, YEAR TO DATE WHAT NUMBER OF STUDENTS. SO NOT ONLY ARE WE GETTING FEWER DAYS BUT FEWER STUDENTS RECEIVING OUT-OF-SCHOOL SUSPENSION. IN-SCHOOL SUSPENSION YOU HAVE THAT DATA AS WELL. YOU WILL SEE IT BROKEN DOWN BY RACE AND ETHNICITY. THE NUMBER OF STUDENTS IS LISTED FOR YOU THERE, AS WELL. WE HAVE FROM LAST YEAR, AT THIS POINT IN TIME TO THIS YEAR, WE HAVE FEWER STUDENTS RECEIVING THAT TYPE OF SUSPENSION. AND THEN WE HAVE SLIGHTLY MORE STUDENTS AND IT'S VERY SLIGHT INCREASE WITH E.E.P.I.C. ONE. BUT AS LONG AS WE SEE FEWER REMOVALS FROM SUPERVISED AND EDUCATIONAL ACTIVITY WE DON'T VIEW THAT AS SOMETHING THAT IS NEGATIVE. SO AS WE CLOSE, I WANT YOU TO SEE THE PROGRESS THAT'S MADE. WHEN WE TALK ABOUT SUSTAINABILITY, I WANTED TO BE ABLE TO HAVE SCHOOLS DO THIS TYPE OF PROBLEM SOLVING ON THEIR OWN. SO THERE HAVE BEEN CONSIDERABLE ENHANCEMENTS TO OUR DATA SYSTEM OVER THE LAST SEVERAL YEARS. SO THAT SCHOOLS CAN TRACK THEIR OWN DISCIPLINE TREND. WE NOW HAVE AVAILABLE MULTI-YEAR TRENDING OVER FIVE YEARS. SO IF YOU -- EVEN THOUGH WE DO HAVE STAFF CHANGE FROM YEAR TO YEAR, WE HAVE NEW PROGRAMS IMPLEMENTED. WE MAY HAVE NEW ADMINISTRATION, THIS GIVES EACH INDIVIDUAL OF THAT SCHOOL -- THEY ARE ABLE TO LOOK AND SEE WHAT'S GOING ON IN THE BUILDING OVER TIME? WHAT ARE WE DOING TO MAKE A POSITIVE IMPACT, WHETHER IT BE A NUMBER OF DAYS OR STUDENTS THAT HAVE DISCIPLINARY STUDENTS. WE ALSO HAVE DATA SO THAT SCHOOLS CAN SEE MONTH OVER MONTH HOW REFERRALS ARE INCREASING OR DECREASING. THIS IS AVAILABLE ALSO AT THE SCHOOL AREA AND DISTRICT LEVEL WHEN WE LOOK AT THE MONTHLY TRENDING.

>> SO YOU KNOW, IN OUR DATA SYSTEM, WHILE WE SEE BAR GRAPHS THAT ARE LISTED HERE, EACH ARE HYPERLINKS. IF YOU CLICK ON THEM IT SHOWS YOU THE STUDENT, THE INCIDENT, WHERE THE INCIDENT OCCURRED. SO EACH ONE OF THESE GOES JUST BEYOND A NUMBER PRESENTATION BUT IT GETS DOWN TO THE STUDENT LEVEL. EACH IS ON ED CONNECT WHICH IS A GREAT TOOL FOR US. WE CHANGED POLICY AND PROCEDURE. WE HAVE A NEW SYSTEM ON ED CONNECT TO HELP US TAKE PREVENTATIVE MEASURES. THE NEXT THING WE NEEDED TO DO IS TO ENSURE WE HAD A SYSTEMIC APPROACH TO HAVING A SCHOOL-WIDE DISCIPLINE PLAN. SO WE KNOW THAT IN ORDER FOR SCHOOLS TO RUN EFFICIENTLY AROUND DISCIPLINE THERE NEEDED TO BE A SCHOOL-WIDE DISCIPLINE PLAN. WE WANTED TO MAKE A SYSTEM APPROACH TO THIS PARTICULAR PIECE. SO THIS YEAR WE TALKED TO SCHOOLS ABOUT THE TEN CRITICAL ELEMENTS FOR EFFECTIVE SCHOOL-WIDE MANAGEMENT AND SUPPORT PLANS. WE STARTED WITH THE SIX BULLETS TO GET OUR SCHOOLS THINKING ABOUT WHAT DOES OUR OWN SCHOOL-WIDE DISCIPLINE PLAN, WHAT MIGHT IT LOOK LIKE FOR OUR SCHOOL? DO WE HAVE A TEAM IN PLACE THAT IS MONITORING BEHAVIOR AND LOOKING A DATA? DO WE HAVE FACULTY AND STAKEHOLDER AGREEMENT THAT WE ARE ALL GOING TO BE HANDS AND MINDS IN AROUND PREVENTIVE MEASURES? DO WE HAVE SCHOOL-WIDE EXPECTATIONS FOR OUR STUDENTS AND STAFF? THAT'S PRESENTED IN A POSITIVE WAY. SO IT IS NOT A NEGATIVE THING BUT VERY POSITIVE EXPECTATION. IS THERE A PROCESS FOR TRACKING AND DOCUMENTING BEHAVIOR? WE HAD THAT COVERED UNDER BEHAVIOR TRACKER. IF THEY ARE USING BEHAVIOR TRACKER, THAT'S A PIECE THAT'S ALREADY DONE FOR THEM. WE WANT THEM TO THINK OF NOT JUST INCIDENTS BUT INTERVENTIONS WE MAY PUT IN PLACE IN ORDER TO CURB THE BEHAVIOR IN THE FUTURE. WE ALSO WANTED TO THINK OF HOW DO WE MONITOR OUR BEHAVIOR PLAN? ARE TEACHERS FOLLOWING THE PLAN? DO THE KIDS UNDERSTAND THE LANGUAGE OF THE PLAN? HOW ARE WE MONITORING THAT PROCESS AND BEING MORE PREVENTATIVE AND POSSIBLY INCENTIVE BASED TO GET EVERYONE ON BOARD WITH A SYSTEM OF SUPPORT AT THE SCHOOL LEVEL.

>> WE WANT TO TAKE A MOMENT TO RECOGNIZE THAT WE HAVE SYSTEMS IN PLACE SO THAT WE RECOGNIZE SCHOOLS THAT ARE BEST PRACTICE SCHOOLS. THE TEN CRITICAL ELEMENTS THAT COME FROM EVIDENCE-BASED LITERATURE AND SUPPORT WE GET FROM THE FLORIDA DOE AND THE PROJECT. WE HAVE SCHOOLS THAT HAVE GONE THE EXTRA MILE AND SOUGHT OUT TO BE BEST PRACTICE SCHOOLS. IN DOING THOSE PREVENTATIVE STRATEGIES AND THINGS THAT THEY NEED IN ORDER TO MAKE SURE THAT THEY CAN SUSTAIN THAT SYSTEM. SO WE HAVE OVER 80 SCHOOLS THAT HAVE BEEN TRAINED THROUGH THE US FLORIDA PROJECT. WE HAVE SCHOOLS COMING ON, STILL ON BOARDING EVERY SUMMER. THEY SEEK US OUT. AND WE HAVE A GREAT RELATIONSHIP WITH USF AND SUPPORT IN THAT. WE HAVE SCHOOLS THAT APPLY AND RECEIVE MODEL SCHOOL STATUS. I WANT TO MAKE SURE YOU WERE ABLE TO SEE WHO THOSE PEOPLE ARE THAT ARE REALLY THE PIONEERS AND THOSE FOLKS WHO ARE CONTINUING TO STRIVE FOR BEST PRACTICE.

>> AS WE SUMMARIZE THIS PRESENTATION, WE WANT YOU TO KNOW WE HAVE BEEN THOUGHTFUL OVER THE LAST THREE YEARS OVER HOW DO WE CHANGE OUR VIEWPOINT AS A DISTRICT AROUND BEHAVIORS, BEHAVIOR SUPPORT AND INTERVENTION. IT STARTED WITH CHANGING POLICY AND PROCEDURES TO PROMOTE DISCIPLINE EQUITY, SAFETY AND POSITIVE CLIMATE. WE THEN PUSHED WITH BEHAVIOR TRACKER CHANGES IN PRACTICES WITH THE ADMINISTRATOR AND TEACHER LEVEL. WE HAVE SEEN A CHANGE IN STUDENT OUTCOMES. WE ARE NOT WHERE WE WANT TO BE BUT KNOW WE ARE MOVING IN THE RIGHT DIRECTION AND WE CONTINUE TO REVIEW ALL OF THE PROCESSES AND PROCEDURES WE HAVE IN PLACE AND WE CONTINUE TO PUSH OUT UNTIL WE GET WHERE WE WANT TO BE FROM AN EQUITY STANDPOINT. AT THE END IT IS ABOUT CHANGING PEOPLE'S BELIEF SYSTEMS AND THEIR ATTITUDE AROUND BEHAVIOR. THAT'S WHERE WE WILL KEEP PUSHING, GETTING UNDER THE ICEBERG AND PUSHING ON THOSE BELIEF SYSTEMS AND WE KNOW IT TAKES TIME. WE APPRECIATE YOUR TIME AND WE INVITE ANY QUESTIONS THAT YOU ALL HAVE.

>> THANK YOU VERY MUCH FOR THE PRESENTATION. WE HAVE BOARD MEMBERS LINED UP TO SPEAK. I WILL START WITH [ APPLAUSE ] VALDES

>> Susan Valdes: THANK YOU, MADAM CHAIR. GREAT PRESENTATION. YOU MUST HAVE BEEN AN AWESOME TEACHER. I WANT TO GO OUT TO PAGE 5 EARLY ON. AND WE TALK ABOUT THE CHANGES OF POLICIES AND PROCEDURES. I WANT TO KNOW A LITTLE MORE AS TO WHAT DO YOU REFER TO AS "POLICY"? WE WILL START WITH THAT. AND SECTION B, THE PROGRESSIVE RESPONSE, HOW OR WHERE DOES OUR MENTAL HEALTH COUNSELING, GUIDANCE COUNSELING FEED IN TO THAT ASPECT OF PART OF THE STUDENT BEHAVIOR? YOU MENTIONED A REPORT THAT YOU HAVE TO SUBMIT TO THE STATE WHILE YOU WERE TALKING ON THIS PARTICULAR SLIDE. DO WE SEE A COPY OF THAT REPORT?

>> ALL GREAT QUESTIONS. ON THIS PARTICULAR SLIDE, WHEN WE TALK ABOUT POLICY, WE WILL LOOK AT THE PICTURE ON THE LEFT SIDE. WHEN WE LOOK AT THOSE INCIDENT BEHAVIORS, THAT'S THE STATE OF FLORIDA'S INCIDENT BEHAVIOR CHART AND WE HAVE UTILIZED THE STATE OF FLORIDA'S CHART. WE HAVE IT UP RIGHT NOW EACH OF THOSE BEHAVIORS ARE CLEARLY DEFINED BY THE STATE. SO THAT IS OUR POLICY NOW AROUND BEHAVIOR. WHEN IT COMES TO PROCEDURES, IT'S THE PICTURE NEXT TO IT. THEN IT IS HOW DO WE PROCEED WITH APPLYING THIS POLICY? EACH ONE OF THOSE BULLET POINTS IS ALIGNED TO ONE OF THE INCIDENTS, AND WE SHOW A CONTINUUM OF SUPPORT OF BULLET POINTS ON OUR PROCEDURE SIDE. WHEN YOU LOOK AT THE SECTION THAT S SAYS "TARGETED INTERVENTION." IT IS WHERE WE CONSULT OUR GUIDANCE COUNSELORS, SOCIAL WORKERS AND SO THOSE BULLETS THAT ARE UNDER TARGETED INTERVENTION, YOU WILL NOTICE, NO MATTER HOW AGGRESSIVE THE DISCIPLINE IS, WHETHER IT IS LOW-LEVEL DISCIPLINE INFRACTION OR HIGHEST LEVEL, WE WANT TO MAKE SURE WE ARE TOUCHING BASE WITH OUR SUPPORT STAFF. SO YOU'LL SEE THAT DOTTED LINE GOING UP AND DOWN THAT LINE. THEY SHOULD BE INCLUDED IN ANY TYPE OF BEHAVIOR. WE ARE TRYING TO CHANGE THE BEHAVIOR. AND WE ARE TRYING TO HELP THAT KID MAKE BETTER CHOICES. SO YOU HAVE A GREAT QUESTION THAT WE SHOULD BE INCLUDED OUR GUIDANCE COUNSELORS, OUR SOCIAL WORKS, OUR PSYCHOLOGISTS WE SHOULD BE INCLUDING THEM WHEN WE ARE WORKING WITH STUDENTS AND MAKING THEM A PART OF OUR BEHAVIOR RESPONSE. SO THAT IS SOMETHING WE FEEL STRONGLY ABOUT NO MATTER WHAT THE INCIDENT. YOU WILL SEE THAT LISTED ON THAT PROCEDURAL SIDE.

>> Susan Valdes: HOW ABOUT THE REPORT. DO WE EVER SEE THAT REPORT?

>> IT IS A MONTHLY REPORT THAT CAPTURES INCIDENTS THAT THE STATE WANTS TO LOOK AT. THEY WANT TO KNOW DO WE HAVE INCIDENTS OF HOMICIDE. THAT REPORT GOES TO PRINCIPALS ON A MONTHLY BASIS. THEY HAVE TO REVIEW FOR THEIR INDIVIDUAL SCHOOLS, DOES THIS REPORT REFLECT ACCURATE DATA AROUND OUR REFERRALS, AND THEY HAVE TO SIGN OFF ON IT. THAT THEN GOES TO MR. HARRIS BECAUSE WE HAVE TO GIVE OUR INFORMATION MONTHLY TO THE STATE.

>> I THINK SOME MEMBERS THINK -- I THINK THE REPORT WILL HELP US ALSO SHAPE AND MODIFY POLICIES THAT WE MAY NEED TO CHANGE IN ORDER TO KEEP UP WITH THE TIMES. WHEN YOU USE THE WORD "POLICY" I'M THINKING A POLICY THAT WE, AS A BOARD, VOTE ON, CRAFT AND BRING FORWARD FOR THE SUPERINTENDENT TO THEN GET PROCEDURES AND GO FROM THERE. BECAUSE WE ARE USING WHAT THE STATE DEPARTMENT OF EDUCATION CONSIDERS TO BE THE LEVEL OF INCIDENTS, THAT'S WHAT YOU ARE CONSIDERING POLICY OF THE STATE, CORRECT? OKAY. SO I THINK THAT MAY BE POLICY OF THE STATE IS ALSO OUR POLICY BY LAW. SO I GET IT BUT TO BE CLEAR, THE INDICATORS OR BEHAVIORS ARE LABELED NOT BY THE SCHOOL BOARD BUT BY STATE AND WE MUST ADHERE TO THOSE CATEGORIES. SEE, CLARITY IS VERY IMPORTANT.

>> YES

>> Susan Valdes: WE MUST BE AS CLEAR AS WATER. YOU GOT ME? SO THAT'S WHY IT IS VERY IMPORTANT THAT WE HAVE THIS CONVERSATION AND ESPECIALLY AFTER LISTENING TO COMMUNITY MEMBERS LAST NIGHT WITH VALID CONCERNS SURROUNDING THEIR CHILDREN. THE SAME GOES WITH PAGE 7. THESE STAGES -- THESE STAGES PROCEDURALLY, ARE THEY DERIVED ALSO BY THE DEPARTMENT OF EDUCATION AND STATE LAW? SO WHO COMES UP WITH THESE THEN? I MEAN, WHEN WE LOOK AT DRESS CODE, THIS IS ANOTHER THING, WHEN WE LOOK AT SITE-BASED -- TOWARDS THE BACK. WE TALKED ABOUT THE TEN -- SECOND TO LAST, PAGE 28, WHERE WE TALK ABOUT THE TEN CRITICAL ELEMENTS AND YOU HAVE SCHOOL-WIDE EXPECTATIONS. SCHOOL-WIDE EXPECTATIONS MAY VARY SCHOOL TO SCHOOL.

>> THAT'S CORRECT

>> Susan Valdes: THAT'S PROBLEMATIC, IN MY OPINION. BECAUSE THEN IF CHILDREN MIGRATE FROM SCHOOL TO SCHOOL, THERE ARE NEW RULES NOW TO GET ACCUSTOM. I WISH WE COULD -- I DON'T KNOW HOW MY FELLOW BOARD MEMBERS FEEL ABOUT THIS, BUT I THINK THERE SHOULD BE A LEVEL OF EXPECTATION ACROSS ALL SCHOOLS WITH THE SAME EXPECTATIONS OF WHAT IT IS TO BE INTENTIONAL. SO THAT BRINGS US A LEVEL OF EQUITY THAT THIS IS THE EXPECTATION FOR EVERY STUDENT IN EVERY SCHOOL IN EVERY CLASSROOM IN THIS DISTRICT. SO THE CONCERN THAT I HAVE WITH THAT PARTICULAR ELEMENT AND YOU MIGHT HAVE GREAT REASONS FOR IT. I GET IT. YOU MIGHT HAVE GREAT REASONS FOR IT. BUT AGAIN THE PERCEPTION OF THEN HAVING DIFFERENT EXPECTATIONS MIGHT EVEN REFLECT THERE'S DIFFERENT EXPECTATIONS FOR ZIP CODES. THAT'S PROBLEMATIC. SO, I DON'T WANT -- THAT'S WHERE MY HEAD IS COMING FROM, FROM THAT OVERARCHING VIEW. SO, AGAIN, YOU USED THE TERM "CHANGED POLICY," WE JUST HAVE TO BE CLEAR AS TO HOW WE REFER TO THE WORD "POLICY." THIS IS ALL GREAT INFORMATION. THE DATA IS MOVING IN THE RIGHT DIRECTION. IT'S VERY POSITIVE. ON PAGE 8 MY QUESTIONS WERE, YOU HAVE ON THE LEFT SIDE OF THE PAGE, YOU HAVE THE BREAK DOWN OF STUDENTS PER INCIDENT FROM THIS TRACKER DATA SYSTEM BETWEEN MIDDLE, ELEMENTARY AND ALL OF THESE DIFFERENT CATEGORIES. I'D LIKE TO KNOW OF THE PERCENTAGE, WHAT IS THE ACTUAL PERCENTAGE OF THE STUDENTS THAT ARE ALL INCORPORATED IN THIS PARTICULAR CATEGORY? SO FOR INSTANCE, I SEE CAREER. WHAT DOES THAT MEAN? DOES THAT MEAN CAREER CENTERS?

>> YES

>> Susan Valdes: HOW MANY STUDENTS ARE AT CAREER CENTERS, 425 STUDENTS RECEIVE SOME DISCIPLINE. THAT PERCENTAGE I WOULD ASSUME IS HIGH. WHY? DEEPER IN TO THE DATA SO WE CAN FIND OUT WHAT IS THE ROOT CAUSE.

>> WHAT WE HAVE HERE ARE PARTICULAR INDIVIDUAL INCIDENTS THAT HAPPEN IN SCHOOLS. LET'S SAY IF A STUDENT CAME IN THAT PARTICULAR DAY AND THEY WEREN'T PREPARED. IT MIGHT BE WHERE THE TEACHER WOULD ACTUALLY TRACK IT ON BEHAVIOR TRACKER AND THEN TALK ABOUT HOW THEY SUPPORT THAT STUDENT WITH BEING PREPARED IN CLASS THE NEXT TIME. THE BEHAVIOR TRACKER IS IN LIEU OF A REFERRAL. BUT IS A PLACE FOR US TO SEE IS THERE A FRIEND BEHAVIOR, DIFFERENT CLASS, THE SAME ISSUE. HOW DO WE SUPPORT THAT STUDENT?

>> Susan Valdes: THIS IS NOT UTILIZED FOR PUNISHMENT?

>> NO, MA'AM. THIS IS TOTALLY SEPARATE. THIS IS EXCLUSIVE OF REFERRALS. SO IN LIEU OF A REFERRAL, WHICH MIGHT HAVE BEEN DONE IN YEARS PAST, RIGHT? WE GIVE A KID A REFERRAL, YOU DIDN'T BRING YOUR PEN. YOU GET A REFERRAL. IN LIEU OF THAT WE HAVE THE BEHAVIOR TRACKER THAT SUPPORTS TEACHERS WITH THINKING THROUGH A PROBLEM-SOLVING PROCESS. OKAY, THE KID DIDN'T BRING A REFERRAL. HOW DID I RESPOND? WE HAVE A GREAT DROP DOWN MENU THAT LETS TEACHERS THINK OF HOW DO I RESPOND TO THAT BEHAVIOR AND THEN WE THINK OF THE STUDENT, RIGHT? WE CAN TRACK A PARTICULAR CLASS PERIOD OR IS IT DURING A TIME THAT MAY BE VOLATILE FOR THE KID? AND WE MAKE DECISIONS AROUND HOW DO WE SUPPORT THAT KID IN THE FUTURE. THE BEHAVIOR TRACKER IS A PLACE AND SPACE THAT'S NOT PUNITIVE AT ALL. IT IS NOT COUNTED AGAINST THE TEACHER. IT'S NOT COUNTED AGAINST THE KID. IT IS SIMPLY A PROBLEM-SOLVING TOOL FOR US TO THINK ABOUT HOW DO WE RESPOND TO THAT BEHAVIOR AT THE CLASSROOM LEVEL. THOSE ARE INDIVIDUAL INCIDENTS, ENTRIES, NOT STUDENTS, BUT INDIVIDUAL ENTRIES

>> Susan Valdes: GREAT. THAT MAKES ME FEEL BETTER. MAYBE I READ THAT WRONG. MAYBE IT IS CLEARLY STATED ON THERE. ANYWAY, ON PAGE 10, DON'T LAUGH AT ME BUT WHAT DOES LOUD CRYING MEAN?

>> WHAT WE DID WITH THE TRACKER IS WE GAVE SCHOOLS ALSO SOME BASIC DEFINITIONS, OPERATIONAL DEFINITIONS. BUT REALLY, THEY ARE NOT GOING TO BE A PERFECT WAY TO CAPTURE EVERYONE'S DEFINITION, BUT THE IDEA IS THAT WE MADE IT AS CLEAR AS WE COULD. SO RATHER THAN HAVING SOMETHING, LIKE INAPPROPRIATE BEHAVIOR OR DISRUPTION, WE WANTED TO TRY TO DRILL DOWN BUT YOU ARE RIGHT. SO DEVELOPMENTALLY IT LOOKS A LITTLE DIFFERENT. IT LOOKS DIFFERENT WITH A STUDENT IN K-1 WHAT LOUD CRYING MAY LOOK LIKE. IT LOOKS DIFFERENT FOR A STUDENT WHO IS IN MIDDLE OR HIGH SCHOOL. SO WE WANTED TO GAVE VARIETY OF OPTIONS FOR SCHOOLS TO CHOOSE FROM. WHAT IT DOES IS IT GENERATES THE DISCUSSION. SO WHEN YOU ARE SITTING AROUND WITH A PROBLEM-SOLVING TEAM AND SOMEONE IS NOW SAYING THIS STUDENT HAS MULTIPLE TIMES A DAY LOUD CRYING OR SHOUTING. THAT BEGS THE QUESTION FROM THE INTERVENTION TEAM, WHAT MORE DO WE NEED TO KNOW? NO LONGER IS IT JUST INAPPROPRIATE BEHAVIOR OR DISRUPTION BUT REALLY DRILLING DOWN IN TO WHAT IT LOOKS AND SOUNDS LIKE. THEN YOU WOULD HAVE YOUR INTERVENTION TEAM COME IN AND DO THOSE DIRECT OBSERVATIONS AND COME UP WITH EVEN MORE CONCRETE DEFINITIONS.

>> Susan Valdes: SO THEN ON PAGE 12, WE TALKED ABOUT THE REMAINING RESPONSE TO STUDENT AND SCHOOL NEEDS AND WHAT THE BEHAVIOR AND NEW VALUES. SO WE TALKED EARLIER ON IN THE WORKSHOP WHERE WE ARE ATTEMPTING TO CREATE A GROUP-LIKE STUDENT ENVIRONMENT WHERE THEY LEARN FROM EACH OTHER. THEY ARE GOING TO LAUGH. THEY ARE GOING TO DISRUPT. THEY ARE GOING TO SING A LITTLE. THEY ARE GOING TO CUT UP A LITTLE. SO WHEN WE LOOK AT THESE BEHAVIORS THAT THEN ARE NOT GOOD, BY WE ARE ENCOURAGING THAT WE DO THIS AND MAKE LEARNING A LITTLE MORE FUN, PARDON MY IGNORANCE BUT IT APPEARS WE ARE TALKING OUT BOTH SIDES OF THE MOUTH. WE WANT YOU TO DO THIS BUT BY THE SAME TOKEN -- I'M GOING TO USE THIS BEHAVIOR AS SOMETHING THAT YOU SHOULDN'T DO. HELP ME WITH THAT.

>> I CAN TALK TO THAT JUST A BIT. THAT'S ONE OF THE REASONS WE WANTED A TOOL THAT HAD SO MUCH DETAIL. BASED ON THE CONTEXT WHEN IT IS APPROPRIATE? IF YOU HAVE COOPERATIVE GROUPS, AND THAT IS ONE OF THE CONTEXTS, YOU HAVE CHILDREN WHO ARE OLDER STUDENTS WHO HAVE TALKING OUT OF TURN AND SOME OF THOSE OTHER THINGS, IT GIVES YOU THE TRUE CONTEXT. MAYBE THAT IS A DIFFERENT DISCUSSION THAT HAPPENS. AND TO YOUR POINT, WHILE IT MAY SOUND INAPPROPRIATE TO SOME, IN THAT CONTEXT IT IS ACTUALLY WHAT WE WANTED TO SEE. IT IS WHAT IS APPROPRIATE. AND MAYBE WE WANT TO SEE MORE OF THAT. IT REALLY ALLOWS THAT TO NOT ONLY DELVE IN TO WHAT WE THINK IS NOT GOOD BEHAVIOR, BUT LOOKING AT BEHAVIOR IN A DIFFERENT WAY THAN WE HAVE LOOKED AT BEFORE. WHETHER WE WANT TO SEE MORE OF IT OR LESS OF IT, WE ARE REALLY JUST STARTING TO THINK OF PROBLEM SOLVING AND BEHAVIOR IN GENERAL.

>> Susan Valdes: GREAT. MY LAST PAGE THAT I HAD COMMENTS ON IS PAGE 13. ON THE E.P.I.C. ONE SCHOOLS, THE NINE THAT HAVE THE PROGRAM, WHO IS THE INSTRUCTION ALLEYEDER? AL IS THERE A GREAT LEADER OR DOES IT FALL UNDER THE LEADERSHIP OF THE PRINCIPAL OF THAT SCHOOL.

>> THAT'S A GREAT QUESTION, MS. VALDES. IF WE HAVE TRANSITIONED WITH THOSE SCHOOLS, OWNING THOSE YOU TUBE UNITS AND HIRING THOSE FOLKS IT IS THE PRINCIPAL. BUT THE SUPERVISOR FOR E.P.I.C. PROVIDES PROGRAMMATIC SUPPORT, CURRICULAR SUPPORT AND HAS BEEN A GREAT PARTNER FOR THE PRINCIPALS. OUR GOAL, THIS WILL BE THE FIRST YEAR NOW, THAT THE EVALUATION WILL SHIFT COMPLETELY TO THE PRINCIPALS. WE DID THIS OVER TIME. SO NOW THIS SCHOOL YEAR WE MET WITH THE PRINCIPALS EARLY ON AND THEY UNDERSTAND THAT EXPECTATION. CERTAINLY WE ARE HOLDING THEIR HANDS AND PROVIDING THE INSTRUCTIONAL SUPPORT THAT WE CAN.

>> Susan Valdes: SO NOW THAT BRINGS ANOTHER QUESTION, ACCOUNTABILITY WISE. SO THE E.P.I.C. PROGRAM ARE AT THE SCHOOL SITE SO OBVIOUSLY THEY ARE GOING TO BE TESTED AND EVALUATED AS A STUDENT OF THAT PARTICULAR SCHOOL. NO? TALK TO ME ABOUT THAT.

>> OUR E.P.I.C. SITES ARE FOR STUDENTS THAT ARE SUSPENDED OUT OF SCHOOL FOR LESS THAN FIVE DAYS. SO THEY STILL HAVE THEIR HOME SCHOOL. THEY ARE JUST ATTENDING FOR THAT PARTICULAR DAY. BASICALLY IT GIVES THEM A TIME-OUT, A PLACE FOR PARENTS TO TAKE THEIR CHILD SO THEY ARE NOT HOME ALONE UNSUPERVISED. SO IT IS A SUPERVISED LOCATION AND THOSE NINE SCHOOLS, THERE IS A TEACHER, CLASSROOM, CURRICULUM, ACCESS TO A COMPUTER, IF THEY NEED TO GET THEIR SCHOOL WORK FROM ON-LINE OR GO ON ED ON-LINE. BUT IT IS A TEMPORARY PLACE AND SPACE FOR THEM FOR THE DAY. SO THEY ARE NOT SITTING AT HOME ALONE.

>> Susan Valdes: GREAT. SO THEN YOU TALKED ABOUT THE TRANSITIONING OF STUDENTS AND I BELIEVE IT IS FROM THE E.P.I.C. TWO AND THREE BACK TO HIGH SCHOOL OR MIDDLE SCHOOL. YOU TALKED ABOUT THE SUPPORT. HAVE WE GOTTEN TO THAT POINT WHERE THIS IS SOMETHING THAT I TALKED ABOUT FOR YEARS, WE TRANSITION THEM BACK AND NOW PUT THEM BACK IN THE ENVIRONMENT THEY WERE NOT SUCCESSFUL IN. DO WE HAVE A POINT PERSON THAT WILL BE HELD ACCOUNTABLE? THERE'S A DIFFERENCE. JUST CHECK IN WITH MS. SHAMBURGER ONCE A WEEK. NO, NO, NO. HELD ACCOUNTABLE FOR THE SUCCESS OF THAT STUDENT, BESIDES THE PRINCIPAL, BESIDES -- HAVE WE GOTTEN TO THAT POINT WHERE ALL OF THESE STUDENTS THAT WHEN THEY TRANSITION THAT THEY REALLY TRANSITION WITH A MENTOR, WITH SOMEONE THEY CAN -- THAT HAS THEIR BACK AND CAN REALLY GUIDE THEM.

>> I WOULD BE LESS THAN HONEST IF I TOLD YOU EVERY TIME WE TRANSITION A STUDENT IN THAT THERE IS SOMEONE THAT I CAN 100% WITH CONFIDENCE SAY YOU ARE GOING TO OWN THIS KID. WE HAVE WORKED VERY, VERY HARD WITH THE GUIDANCE STAFF, WITH THE STUDENT SUCCESS COACHES. THEY ARE NOT AT EVERY LOCATION WHEN THERE IS A STUDENT SUCCESS COACH, THEY ARE ON THEIR ROSTERS. WE SPENT A LOT OF TIME REVIEWING THE EXIT CRITERIA. NUMBER ONE, TO MAKE SURE THAT TAKING THEM FROM THE SMALL LEARNING ENVIRONMENT AND PLACING THEM BACK AT PERHAPS A SCHOOL THAT IS 3,000, IS THAT THE RIGHT PLACEMENT FOR THEM? AND WE WORK HARD COUNSEL THE STUDENTS TO THE RIGHT LOCATIONS AND WE HAVE PLACED THEM AT CAREER CENTERS OR E.P.I.C. TWO STUDENTS. FOR KIDS GOING BACK WE HAVE PROVIDED, AS JENNY INDICATED, THIS YEAR WE SENT OUT REPORTS TO FIND OUT HOW THOSE STUDENTS WERE DOING SO WE CAN GET A SENSE FOR THOSE NOT SUCCESSFUL, WHAT DO WE NEED TO DO TO STEP BACK AND PROVIDE THAT SUPPORT WITH THE EXISTING RESOURCES THAT ARE ON THAT CAMPUS? WE ARE NOT IN A TERRIFIC FISCAL SPACE FOR ME TO SAY THAT I'D LOVE TO HAVE TRANSITION PEOPLE THAT COULD BE ASSIGNED TO THESE STUDENTS, AND I DO BELIEVE WHEN WE GET TO THAT PLACE, THAT'S THE RIGHT TOUCH THAT WE NEED TO HAVE TO SUPPORT THE TRADITIONAL SCHOOLS AND THE E.P.I.C. SITES, BUT I CAN SAY WITH CONFIDENCE, MS. VALDES, THAT WE HAVE SAT WITH THE EPIC E.P.I.C. CHAMPIONS AT EACH ONE OF THE MILLED AND HIGH SCHOOLS AND WE HAVE AN E.P.I.C. CHAMPION AT EACH OF THE SCHOOLS THAT SAYS THIS IS A LIST OF STUDENTS COMING TO YOU AND WE WILL FOLLOW UP WITH YOU. I THINK SO FAR THE DATA IS SHOWING US THAT 80%, 85% OF THE STUDENTS THAT WE SENT LAST MAY ARE SUCCESSFUL. WE ARE TRYING TO CIRCLE BACK TO SEE TO PROVIDE ADDITIONAL.  I CAN TELL YOU WITH THE RESOURCES AT OUR DISPOSAL WE HAVE THE SUPPORT OF ADMINISTRATION AND STUDENT SERVICES TO ENSURE THOSE THINGS ARE HAPPENING

>> Susan Valdes: THANK YOU VERY MUCH FOR THAT. MMAYBE A SUGGESTION WOULD BE FOR THOSE SCHOOLS THAT MIGHT NOT HAVE A SUCCESS COACH, MAYBE AN ASSISTANT PRINCIPAL. BUT THE CHILD NEEDS TO HAVE SOMEONE HELP THEM NAVIGATE BACK AND GET IN TO THAT GROOVE SO THAT WE CAN HELP THEM BECOME SUCCESSFUL. THANK YOU VERY MUCH FOR THE PRESENTATION. I REALLY, TRULY ENJOYED OUR CONVERSATION AND ANSWERING MY QUESTIONS. THANK YOU, VERY MUCH. MADAM CHAIR?

>> Cindy Stuart: THANK YOU, MS. VALDES.

>> Lynn Gray: I CAN'T THANK YOU ENOUGH. WYNNE TYE, HARRISON PETERS, I KNOW THAT YOU PUT YOUR HEART FELT EFFORTS IN THIS PROJECT. I KNOW THAT WE'VE ARTICULATED TOGETHER AND PUT FORTH WHAT I THINK IS A MONUMENTAL ALIGNED POSITIVE DISCIPLINE MODEL. I WOULD LIKE TO GO IN TO THE HISTORY. NOT TOO MUCH. I AM A HISTORY TEACHER BUT A TINY BIT OF A BACKGROUND. WE DID RECOGNIZE THAT ALL SCHOOLS MUST HAVE A DISCIPLINE PLAN. WE ALSO RECOGNIZED THAT EACH SCHOOL HAD WHAT DIFFERENT ONE. SO OUR FIRST PROBABLE DEDUCTIONS WAS TO ALIGN AND GET IN TO A SIMILAR PATTERN. SO WE USED WHAT IS CALLED THE NATIONAL MODEL THAT'S USED ACROSS THE NATION, SOME WITH 100% FIDELITY. THE POSITIVE SUPPORT INCENTIVE SYSTEM. THE POSITIVE BEHAVIOR INCENTIVE SUPPORT IS IN THE U.S. AS FAR AS PROXIMITY. THIS IS DATABASED. THIS IS NOT ANYTHING THAT IS A HARRY CARAY SITUATION. IT IS PRACTICED WITH COMPLETE FIDELITY IN BESATURDAY, ORANGE COUNTY HAS A LOT OF THE SCHOOLS. WE HAVE OUR OWN COUNTY THAT HAS MORE SCHOOLS PRACTICING THIS. SO GETTING BACK TO THE HISTORY. WE DECIDED TO GIVE IT OUR OWN NAME AND IDENTIFICATION. I'M NOT SURE WHAT OUR NAME IS, BUT WE ARE GETTING THERE. I THINK WE HAVE HILLSBOROUGH ON THERE SOMEWHERE. WHAT WE CAME UP WITH IS A MODEL THAT IS DATABASED. I THINK WE USED WYNNE TYE'S EXPERTISE FROM THE E.P.I.C. AND ETOS BEFORE THAT. AND KNOWING IN THE SCHOOLS WE NEED TO SET A POSITIVE COLE CHURR.  CULTURE. A TEACHER CAN'T TEACH UNLESS THERE IS A BEHAVIOR CULTURE IN THE SCHOOL. IF IT IS A NEGATIVE ONE, TRUST MY AS A TEACHER OF MANY YEARS, IT'S NOT AN EASY WAY TO ENTER A CLASSROOM. JENNY WORKED ON IT FOR YEARS PREVIOUS TO THIS AND KNOWS THE HEART AND SOUL OF POSITIVE BEHAVIOR INVENTIVE SUPPORT. SHE KNOWS IT SHE HAS GONE TO THE UNIVERSITY OF SOUTH FLORIDA AND SHE'S VERY MUCH INVOLVED AND VESTED IN THE INTRICACIES. MEMBER VALDES, I'M SO GLAD YOU ASKED THOSE QUESTIONS. I'M 0 SO GLAD WE MIGHT HAVE MORE QUESTIONS BECAUSE THIS IS, TO ME, A TRULY VALUABLE EXPERIENCE TO HELP US ALL AS SCHOOL BOARD MEMBERS AND HELP THE AUDIENCE UNDERSTAND WHAT WE ARE DOING TO CHANGE THE CULTURE OF THE SCHOOLS. NOW LET ME GET TO THE BIG PICTURE. THE STATE ATTORNEY WILL TELL YOU WE DON'T WANT TO THROW CHILDREN IN JAIL. WE DON'T WANT TO THROW PEOPLE IN A SITUATION, THROW AWAY THE KEY AND SAY THAT'S IT. NOR DO WE WANT TO DO THAT IN SCHOOLS. SO SUSPENDING THEM FOR TEN DAYS OR WHAT WE USED TO CALL ZERO TOLERANCE WAS AN ABSOLUTE NIGHTMARE. WE HAD KIDS IN THE STREETS WHO WERE, WHAT DO YOU THINK THEY ARE GOING TO DO IN TEN DAYS? THEY ARE GETTING IN MORE AND MORE TROUBLE. SO THEN WE TURN AROUND THE CLOCK FOR A FEW YEARS AFTER THAT. I CAN'T REMEMBER WHEN WE DID THE TEN-DAY OR THE ZERO TOLERANCE, BUT IT MAY HAVE BEEN TEN, 15 YEARS AGO AND I DO REMEMBER THE PRINCIPALS -- IT WAS NOT A VERY HAPPY TIME AND FOR PARENTS, AS WELL. AND SO ANY WAY, THE BIG PICTURE WAS LET'S KEEP THEM IN SCHOOL. HOW DO YOU KEEP A CHILD IN SCHOOL IF THERE IS STILL DISCIPLINE PROBLEMS. YOU CHANGE THE CULTURE AND THINK OUTSIDE THE BOX. IMPORTANT TO ME, AS A VESTED TEACHER I USED THIS AND I KNOW OUR SUPERINTENDENT AIKEN EAKINS KNOWS AS MUCH AS I DID. I GAVE MY KIDS DAY AFTER DAY POSITIVE REINFORCEMENT EVEN IF THEY OPENED THE DOOR FOR ME OR SAID, YOU KNOW WHAT I METED UP I MESSED UPON THROWING THE PAPER SORRY, MISS GRAY. ADMITTING IT MEANS THE WORLD OF DIFFERENCE. I USED TO CALL PARENTS WHEN A CHILD DID ONE THING CORRECT. I WORKED IN TITLE ONE SCHOOLS AND IT'S NOT EASY. BUT THAT'S HOW I CHANGED THE CULTURE. WE WANT OUR KIDS IN SCHOOL. WE WANT THEM TO GRADUATE. THAT'S THE BOTTOM LINE. WHY CAN'T WE DO BETTER THAN THAT? WHY SUCH SHORT EXPECTATIONS? GRADUATE? LET'S DO BETTER. LET'S TEACH THEM TO BE A CITIZEN IN OUR SOCIETY THAT PROSPERS. SO LET'S GO TO THE NEXT THING. LET'S ESTABLISH A POSITIVE CULTURAL ENVIRONMENT, AND LET'S HAVE THE STAKEHOLDERS, NOT ONLY THE TEACHERS, NOT ONLY THE PRINCIPAL, ASSISTANT PRINCIPALS BUT THE CHILDREN ON STUDENT COUNCIL, LET'S HAVE THEM BECOME THE MENTORS, THE LEADERS TO SHOW-N-TELL THEIR FRIENDS WHAT A GREAT JOB THEY ARE DOING IN EVERY INSTANCE. IT CHANGES THE CULTURE. IF I LOST YOU WHILE I'M CONVERSING LET ME TELL YOU ONE THING, I WILL PUT THIS IN PRESENT THESES. ALONZO WENT FROM DOUBLE-DIGIT COP, CHANGE OF PLACEMENTS AND LAST YEAR HAD ONE. DID THEY USE FULL FIDELITY? NO. HE CHANGED SO MUCH OF THE SCHOOL IT WORKED EVEN WITH A SMALL CULTURAL CHANGE. McLEAN WAS AN F SCHOOL. HAD HORRIBLE DISCIPLINE PROBLEMS. I REMEMBER BECAUSE I HAD FRIENDS WORKING THERE. IT WAS VERY, VERY DIFFICULT. IT WENT TO A C BECAUSE THE PDIS WAS IMPLEMENTED. THAT SHOULD TELL YOU A LITTLE BIT. I WANT TO GET BACK TO WHAT I WANTED TO SAY ABOUT THE BIG PICTURE. PEER MENTORING. WE WERE AT A MEETING LAST NIGHT. THE MEN OF VISION. I THINK IT WAS MEMBER GRIFFIN WHO STARTED THIS. I'M NOT SURE BUT WHAT A GREAT IDEA. POSITIVE MENTORS HELPING OTHER KIDS. THAT'S EXACTLY WHAT POSITIVE BEHAVIOR SYSTEM DOES. IT TEACHES KIDS TO HELP EACH OTHER. KIDS HELPING KIDS. ADULTS HELPING ADULTS, ADULTS HELPING KIDS LIKE THE BIG BROTHERS, BIG SISTERS, JUST THE SAME. THAT'S A GREAT THING. IT INITIATES PEER MENTORING. ACCOUNTABILITY, YES, WE ARE IN THE BUSINESS OF BEING ACCOUNTABLE. THAT'S WHY MEMBER VALDES WHEN YOU ASK THOSE QUESTIONS IT IS CRITICAL. WE HAVE TO MAKE SURE OUR TALLAHASSEE FOLKS ARE HAPPY WITH WHAT WE ARE DOING RIGHT NOW WE HAVE THIS IN OUR EVALUATION, IN THE TEACHER EVALUATIONS. SO THEY ARE ACCOUNTABLE. THE TEACHERS ARE ACCOUNTABLE AND SO ARE THE PRINCIPALS, IF THEY SO WISH TO COMPLY. THE SUPPORT, YES, SUPPORTS ARE THERE. OUR GUIDANCE COUNCILS, READING COACHES, SUCCESS COACHES. THEY ARE ALL INHERENTLY IN THIS MIX. SO WE ARE UTILIZING THOSE FOLKS TO THE UPMOST DEGREE, AGAIN, TO PROVIDE OUR CHILDREN HOW TO BECOME GOOD CITIZENS AND IF THEY GET IN TO A PROBLEM, IF THEY TRIP WE WILL PICK THEM UP BEFORE THEY FALL. AND IF THEY FALL, WE'RE NOT GOING TO LET THEM OUT OF THAT SCHOOL. WE WILL TRY TO GET THEM BACK IN AND WE WILL TRY TO MAKE SURE THAT POSITIVE DISCIPLINE IS PROVIDED THROUGHOUT DAY AFTER DAY. I KNOW I'M LOSING SOME OF YOUR INTEREST, BUT I'M GOING TO FINISH. SO GIVE ME A FEW MINUTES. I'M NOT HAPPY THAT WE HAVE NOT ALL OF THE SCHOOLS INVOLVED IN THIS OR ANY GREAT PROGRAM. NONE OF US ARE. IT WOULD BE GREAT IF WE WERE MONITORING THE SAME HAPPENSTANCE. I WISH WE COULD HAVE IT ALL ACCOMPLISHED AND JENNY, I EXPECT THIS WILL PROBABLY BECOME MORE THAN LESS. SO THAT PARTICULAR STATEMENT DOESN'T MAKE ME SMILE, BUT IT DOES MAKE ME SMILE WHEN I SEE THE DISCIPLINE CHARTS GO DOWN IN TERMS OF THOSE REPORTS. THE RESULTS -- THE RESULTS TO ME THAT ARE VERY VALUABLE IS SOMETHING TRICIA McMANUS HAS CAPTURED. THE TEACHERS NEED TO BE TRAINED WITH BETTER PRACTICES. EVERY TEACHER WANTS TO SUCCEED. EVERY TEACHER WANTS TO HAVE A SUCCESS -- TO HAVE SUCCESSFUL CHILDREN IN THEIR CLASS AND NOT EVERY TEACHER CAN DO THAT. THEY HAVE A LOT OF LEARNING TO DO. BY THE WAY, THE CHALLENGES, AS YOU AND I KNOW IN OUR SOCIETY, HAS NOT DIMINISHED THEY HAVE GROWN INCREASINGLY. SO WHEN WE TALK TO INCREASED TRAINING AND PROFESSIONAL DEVELOPMENT, THIS IS PART OF IT. THIS IS WHERE TRICIA CAN HELP OUR TEACHERS BECOME THE BEST THEY CAN, WHICH RESULTS IN OUR CHILDREN BECOMING THE BEST THEY CAN. AND LASTLY, NEVER BELIEVE THAT FROM ME, BUT LASTLY THE SUSTAINABILITY. WE CAN'T HAVE -- AND I ALWAYS MAKE THE ANALOGY OF A RACE. WHEN I TRAIN FOLKS, SUCH AS CONCHITA, WHEN I TRAIN FOLKS TO DO AN EVENT LIKE ASPIRER RAIL LA, I DON'T BELIEVE IN THAT. I DON'T BELIEVE IN THAT. I BELIEVE IN A LIFESTYLE. I BELIEVE IN TEACHING HEALTH AND FITNESS SO IT IS INHERENTLY IN OUR SYSTEMS. I THINK THAT IS WHAT PDIS OR THE SYSTEM WE HAVE, IT TEACHES OUR KIDS HOW TO BE A GOOD CITIZEN AND BEHAVE FOR THEIR LIFE, NOT FOR ONE EVENT, NOT FOR ONE SITUATION, BUT FOR THEIR LIFE. THAT'S WHY THIS BOOKLET, WHICH IS NOW A BOOKLET, AND I HAVE MANY MORE ON THIS, IS SO SUBSTANTIAL BECAUSE THIS IS LIFESTYLE, LIFE-CHANGING BEHAVIOR, POSITIVE BEHAVIOR FOR OUR KIDS. I CANNOT THANK EACH AND EVERY ONE OF YOU FOR HELPING TO BRING THIS TO FRUITION AND OUR SUPERINTENDENT FOR BACKING UP THIS AND I'M HOPING OUR SCHOOL BOARD MEMBERS WILL ALSO BE AS EXCITED AS I AM. THANK YOU.

>> Cindy Stuart: THANK YOU, MS. GRAY. MS. SHAMBURGER.

>> Tamara Shamburger: THANK YOU FOR THE PRESENTATION. IT IS THOROUGH AND SPOT ON. THANK YOU FOR THE INFORMATION. I THOUGHT IT WAS IMPORTANT THAT WE HAVE THIS CONVERSATION BECAUSE WHEN WE TALK ABOUT OUR STRATEGIC PLAN, WHEN WE TALK ABOUT PREPARING STUDENTS FOR LIFE BEHAVIOR IS ONE OF THE MOST IMPORTANT KPIs, RIGHT? WE ARE NOT GOING TO GET TO OUR GOALS UNLESS WE GET BEHAVIOR UNDER CONTROL. I'M HAPPY TO SEE THAT WE HAVE A COMPREHENSIVE PLAN IN PLACE. BUT THERE'S STILL SOME QUESTIONS THAT I HAVE. I WILL START WITH -- WELL, I'M NOT SURE WHAT PAGE IT WAS ON. BUT WHEN I LOOK AT THE DATA -- OKAY, PAGE 16. I'M HAPPY TO SEE THAT OVERALL THE SUSPENSIONS ARE COMING DOWN. THE CEILING IS COMING DOWN BUT THERE STILL REMAINS SUBSTANTIAL GAP IN THE RACES. AFRICAN-AMERICAN -- BETWEEN AFRICAN-AMERICANS AND HISPANICS -- ALWAYS A LARGE GAP. ALL OF THESE DATA, ALL OF THESE CHARTS THERE'S A SUBSTANTIAL GAP. SO, I KIND OF WANT TO ASK WHY IS THAT? BUT ALSO IN YOUR BEHAVIOR TRACKER DO YOU TRACK ALSO BY RACE SO THAT WE CAN SEE IF THERE IS SOMETHING WE CAN IDENTIFY SEPARATELY?

>> WE DO IN THE TRACKER. THE DATA IS BY RACE, BY GENDER ALSO. THE SCHOOLS ARE ABLE TO KEEP THAT IN MIND AS THEY LOOK THROUGH THAT AND BEING MORE CULTURALLY RESPONSIVE IN OUR PRACTICES AND PLANNING OUR BEHAVIOR SUPPORT. SO ABSOLUTELY. WE GO DOWN TO THAT LEVEL. IN TERMS OF LOOKING AT THE DISPARITY, TO MS. GRAY'S POINT, WHEN WE TALK ABOUT EQUITY IT IS NOT A SPRINT. IT'S A MARATHON, RIGHT? WE HAVE DONE A LOT OF THINGS OVER THE PAST SEVERAL YEARS TO PACE OURSELVES, TO POSITION OURSELVES. AND KNOWING THAT THE DISPARITY DOES EXIST, WE ARE HOPEFUL WHEN WE SEE THE NUMBERS GOING DOWN, BUT WE HAVE BY NO MEANS -- WE HAVEN'T HIT THAT BENCHMARK YET. SO WE WILL CONTINUE TO WORK. ONE OF THOSE BIG NEXT STEPS IS WE WORK ACROSS DIVISIONS. WE WILL COLLABORATE WITH THE OFFICE OF DIVERSITY. I HAVE MET SEVERAL TIMES OVER THE LAST COUPLE OF MONTHS WITH ACADEMIC SUPPORT AND FEDERAL PROGRAMS. AND THE DIVISION OF ADMINISTRATION HAS WELCOMED EOEA IN TO NEGOTIATIONS. IT WILL TAKE AN DISTRICT AND NOT ONE DIVISION. THIS IS SOMETHING THAT WILL CONTINUE TO BE AN ONGOING ISSUE. WE HAVE TO TACKLE.

>> ONE OF THE THINGS WE HAVE UNCOVERED AND IT IS THE NAKED UNDERBELLY WENT YOU LOOK AT THE ROOT CAUSE OF THE GAP. A COUPLE OF THINGS WE ARE EXPERIENCING -- A YOUNG MAN SAID LAST NIGHT IN THE COMMUNITY MEETING THAT STUDENTS OF COLOR RESPOND MORE EFFECTIVELY WHEN THEY ARE TAUGHT BY TEACHERS OF COLOR. I WOULD ADD EFFECTIVE TEACHERS OF COLOR. THERE IS A BIFURCATION. HOW DO WE HELP MIDDLE-CLASS WHITE TEACHER AND ADMINISTRATORS TO RESPOND TO STUDENTS OF COLOR, ALSO EVEN WITH OUR ADMINISTRATIVE AND TEACHERS OF COLOR, THERE'S THIS ROOTED SENTIMENT -- THIS IS THE TOUGH PIECE. THERE IS A ROOTED SENTIMENT THAT I HAVE TO PREPARE YOU FOR A TOUGH WORLD. SO I HAVE TO BE NO NONSENSE WITH YOU. SO THERE IS, ON ONE SIDE, JUST IN SOME SEMBLANCE THE PERCEPTION OF THE LACK OF UNDERSTANDING AND THE LACK OF HOW DO YOU ENGAGE AND INTERACT WITH STUDENTS OF COLOR, AND THEN ON THE OTHER SIDE OF THE FENCE IS THERE SEEMS TO BE A MENTALITY WITH OUR BLACK AND BROWN ADMINISTRATOR AND TEACHERS THAT I HAVE TO BE TOUGH ON THIS KID BECAUSE THIS IS A TOUGH, HARSH WORLD FOR MINORITY STUDENTS. SO THEREFORE I'M GOING TO TOW THE LINE AND MAYBE DRUDGE THE LINE WHEN WE ARE HANDING OUT CONSEQUENCES. IT IS A FULL-SCALE CONVERSATION OF HOW TO BE SENSITIVE ADULTS TO THE MISTAKES THAT KIDS MAKE. YOU'LL SEE A LITTLE BIT -- TO SORT OF SPEAK TO THE QUESTION WHY IS THE GAP PERVASIVE, BECAUSE I THINK WE ARE DEALING WITH BOTH SIDES OF THE COLOR LINES

>> Tamara Shamburger: THANK YOU FOR THAT RESPONSE. IT IS A SERIOUS ISSUE. IF WE ARE GOING TO GET WHERE WE NEED TO BE IT HAS TO BE ADDRESSED. WE TALK ABOUT THE IMPLICIT BIASES AND THERE'S A STORY SHARED AND I WON'T NAME TALE OF WHO TWO TASERS, A WHITE GIRL BRINGS A TASER AND A BLACK MALE BRINGS A TASER TO SCHOOL AND GUESS WHO GOT THE SLAP ON THE WRIST AND WHO WAS SUSPENDED. LET ME JUST SAY THE BLACK BOY WAS SUSPENDED AND THE WHITE GIRL GOT A SLAP ON THE WRIST. THINGS LIKE THAT WE HAVE TO BE COGNIZANT OF AND BE CAREFUL. WE'RE NEVER GOING TO GET TO THE 95/20 IF WE ARE NOT ADDRESSING THOSE THINGS.

>> I WANT TO BRING UP SOMETHING BECAUSE I THINK IS A CRITICAL CONVERSATION THAT NEEDS TO BE HAD. ONE THING WE ARE DR. DOING AS A DISTRICT, THIS SUMMER EVERY ADMINISTRATOR RECEIVED A BOOK ON TREATING ALL KIDS THE SAME. A STEP IN THE RIGHT DIRECTION IS EVERY AREA SUPERINTENDENT EVERY MONTH IS HAVING CONVERSATIONS AROUND THIS TEXT. IT ALLOWS US TO GENERATE COMMON LANGUAGE ABOUT WHAT IS EQUITY IN OUR DISTRICT. WE HAVE CONVERSATIONS LOOKING AT THE EQUITY GAP THAT EXISTS WITH OUR DISCIPLINE, PARTICULARLY OUR DISCIPLINE BECAUSE WE KNOW THIS IS AN ISSUE. SO ONE OF THE THINGS I'D LIKE TO SAY IS I DO FEEL LIKE WE ARE PUTTING SOME THINGS IN PLACE TO GENERATE SOME COMMON LANGUAGE AROUND WHAT EQUITY IS WE ARE  WE ARE NOT AFRAID TO DO THAT. UNTIL WE ARE READY TO ADDRESS THE FACTS OF WHAT IS HAPPENING IN OUR SCHOOLS AND AREAS WE ARE NEVER GOING TO MAKE CHANGE. EVERY ONE OF THE AREA SUPERINTENDENTS ARE COMMITTED TO THIS CONVERSATION. WE ARE COMMITTED TO THIS TEXT FROM A COLLECTIVE FRONT BECAUSE WE NEED TO SHARE THAT COMMON LANGUAGE BUT MORE SO WE ARE ATTACKING THE DATA, AS WE NEED TO BE ON A MONTHLY BASIS. WE WILL CONTINUE TO HAVE CONVERSATIONS BETWEEN WYNNE TYE'S DIVISION WHO IS WORKING ON THIS E.P.I.C. PROGRAM AND CHIEF PETERS WITH THE AREA SUPERINTENDENT. WE HAVE WORK TO DO. AND WE STILL NEED TO CLOSE THE GAP. THERE'S STILL DATA WE NEED TO RESPOND 0 TO. SO WE DON'T, IN ANY WAY SHAPE OR FORM WANT TO SAY WE ARE HAPPY AND WE WANT TO DISMISS WHAT WE SEE AS A GAP. WE KNOW THERE'S WORK TO DO AND WE WILL HAVE THOSE CONVERSATIONS UNTIL WE GET THIS GAP CLOSED.

>> Tamara Shamburger: I DON'T WANT TO IMPLY THAT AFRICAN-AMERICANS NEED TO BE BENEATH ANYONE ELSE. I WANT TO MAKE SURE THEY ARE THAT WAY BECAUSE THEY COMMITTED THEM AND NOT BECAUSE OF ADULT PROBLEMS OR IMPLICIT BIASES APPLIED TOWARD OUR BLACK STUDENTS. THANK YOU FOR THAT. ALSO, WHEN I VISIT THE SCHOOLS, PROBABLY THE NUMBER ONE COMPLAINT IS FROM TEACHERS AND THE BUS DRIVERS THAT THEY DON'T FEEL SUPPORTED. WE HAVE SUCH A COMPREHENSIVE PLAN IN PLACE. WHY DO OUR TEACHERS STILL FEEL THAT WAY?

>> SORRY ABOUT THAT. I THINK ONE OF THE THINGS WE HAVE TO SPEAK TRUTH ABOUT IS THAT THIS IS A MIND SHIFT. IN THE PAST, WHEN WE THINK OF RESPONDING TO BEHAVIORS, WE USED TO RESPOND BY WAY OF SUSPENDING KIDS OFF THE BUS. TAKING KIDS OF THE CLASSROOM AND MOVING THEM FROM THE CLASSROOM ENVIRONMENT. WE DISCUSSED THIS EARLY ON WITH THE IMPLEMENTATION OF THE BEHAVIOR TRACKER, IT GAVE AN OUTLET FOR TEACHERS TO HAVE A PLACE AND SPACE TO DOCUMENT THE MINOR INCIDENTS AND WORK THROUGH IT. WE DID NOT HAVE THAT ON OUR BUSES. WE TALKED ABOUT HOW TO HAVE A PLACE AND SPACE FOR BUS DRIVERS TO FEEL LIKE I NEED TO DOCUMENT WHAT IS HAPPENING BUT ALSO TRAINING. THAT BEHAVIOR TRACKER IS A TRAINING TOOL, BELIEVE IT OR NOT. WHEN YOU THINK OF THE MENU THAT COMES DOWN OF ALL THE WAYS YOU CAN RESPOND, THAT IS A VISUAL CUE TO TEACHERS, OH, I CAN DO THIS OR I NEVER THOUGHT OF THAT. WE ARE WORKING ON THE SAME THING FOR BUS DRIVERS. JENNY IS WORKING WITH THE IS DEPARTMENT FOR THEM TO HAVE A PLACE AND SPACE TO FEEL HEARD AND A DATA PORTAL TO LOOK AT THAT DATA AND HAVE CONVERSATIONS AROUND THE DATA. IT IS GOING TO TAKE IT A STEP FORTUNATE WHERE WE ARE TRULY ADHERING AND RESPONDING TO OUR BUS DRIVERS AND THEIR NEED TO HAVE DISCIPLINE ATTENDED TO ON THEIR BUS.

>> Tamara Shamburger: THANK YOU SO MUCH. IT IS IMPORTANT BECAUSE THEY FEEL THEIR HANDS ARE TIRED. I AGREE IT MAYBE IS A MIND SHIFT CHANGE, A MIND SHIFT THEY HAVE TO GO THROUGH. THAT WILL BE HELPFUL. TWO OTHER THINGS AND THEN I WILL LET OTHER BOARD MEMBERS COMMENT, AS WELL. ONE THING I REALLY BELIEVE IN EARLY CHILDHOOD IS YOU HAVE TO BEND A TREE WHILE IT IS YOUNG. A LOT OF WHAT WE ARE DOING IS REACTIVE IN A SENSE. WE HAVE TO PREPARE OUR STUDENTS EARLY ON. THE EARLY CHILDHOOD PIECE IS CRITICAL, BUT ALSO CRITICAL WHEN IT COMES TO THE DISCIPLINE PIECE. ONE THING THAT I'VE TALKED TO ABOUT IS EXPLORING THE IDEA OF EITHER CREATING A POLICY OR ALTERING THE CODE OF CONDUCT AROUND SUSPENDING K-2 STUDENTS. I LIKE TO SEE THAT GO AWAY, THAT SUSPENSION PIECE. HOWEVER, I UNDERSTAND IF IT GOES AWAY THERE NEEDS TO BE OTHER SUPPORT IN PLACE TO DEAL WITH THOSE BEHAVIOR ISSUES. I DON'T KNOW IF YOU HAVE ANY COMMENTS ON THAT OR IF THE BOARD HAS COMMENTS BUT I THINK IT IS CRITICALLE THAT WE LOOK AT ELIMINATING EARLY SUSPENSION SO WE ARE BETTER PREPARING OUR STUDENTS.

>> YOU ARE RIGHT. SINCE THE CONVERSATION WE HAVE PULLED THE DATA. SINCE YOU SURFACED IT, THERE IS CONCERN. AS WE LOOK ACROSS THE COUNTRY THERE ARE A NUMBER OF DISTRICTS THAT ARE AGGRESSIVELY ADDRESSING THE K-1, 2 SORT OF SUSPENSION THING AND WE KNOW OUR STUDENTS COME FROM DIFFERENT PLACES AND VERY DIFFERENT ISSUES IN THEIR BACKPACKS. SO WE HAVE TO HAVE MEASURES FOR SUPPORT. WE ALSO BELIEVE THIS IS AN ISSUE THAT WE NEED TO ADDRESS. WE ARE IN THE PROCESS OF HAVING CONVERSATIONS AROUND THE DATA AND ALSO HOW DO WE WORK WITH TEACHERS? THIS IS AN OPPORTUNITY -- AGAIN, WE DON'T WANT A SUBSECTION OF TEACHERS TO SAY WE DON'T FEEL SUPPORTED NOW THAT YOU HAVE TAKEN THAT AWAY. IT IS A CONVERSATION BUT NOT SWEPT UNDER A RUG. WE HAVE AGGRESSIVELY TALKING ABOUT HOW WE ADDRESS THIS ISSUE OF SUSPENSION OF K-2 STUDENTS.

>> I'D LIKE TO CONTINUE THAT RESEARCH AND FIND OUT THE PROS AND CONS AND HOPEFULLY IT IS A GOOD THING AND SO HOPEFULLY AS KIDS PROGRESS THROUGH THEIR SCHOOL YEAR WILL HAVE LESS ISSUES WITH DISCIPLINE. LASTLY, I WANT TO TALK ABOUT WHAT WE ARE DOING IN TERMS OF OFFERING DIFFERENT TYPES OF SUPPORT FOR OUR STUDENTS BASED ON THE ENVIRONMENT THEY LIVE IN. ALTHOUGH I KNOW WE ALL LIKE FOR THEM TO CONDUCT THEMSELVES HOW WE DID IN SCHOOL BUT THINGS ARE DIFFERENT. THEY ARE ON CELL PHONES, SOCIAL MEDIA AND ALL OF THOSE THINGS. IT'D LIKE TO KNOW WHAT WE ARE DOING IN THAT ARENA. I UNDERSTAND THERE MAYBE SOME CHARACTER TRAINING OR SOMETHING THEY DO IN SCHOOL. DO WE OFFER CONFLICT RESOLUTION? SOCIAL MEDIA, HOW TO DEAL WITH THOSE TYPES OF THINGS?

>> I'D LIKE TO ADDRESS THAT. WE HAVE A TEAM OF PEOPLE HERE WITH US TODAY. MS. VALDES BROUGHT IT UP A FEW YEARS AGO, HOW DO WE RESTORE AND CORRECT THE BEHAVIOR? THIS TEAM BEHIND ME IS WORKING WITH A NUMBER OF SCHOOLS ON IMPLEMENTING RESTORATIVE PRACTICES SO WE CAN DEVELOP A MODEL THAT CAN BE DUPLICATED THROUGHOUT OUR SCHOOLS. THIS IS A NEW APPROACH FOR US HERE IN THE COUNTY. WE TALK ABOUT RESTORATIVE PRACTICES BUT REALLY LOOKING AT WHAT ARE THOSE RESTORATIVE PRACTICES, WHAT ARE THOSE STRATEGIES. WHAT MIGHT IT LOOK LIKE IN A SCHOOL, WHO'S INVOLVED IN THE PROCESS AND HOW DO WE PROVIDE SUPPORT FROM PARENT, STUDENT, TEACHER, ADMINISTRATOR, A SYSTEM OF SUPPORT FOR KIDS. SO WE HAVE THAT HAPPENING IN SEVERAL OF OUR SCHOOLS IN THE HOPES THAT WE DEVELOP A MODEL FOR THE DISTRICT.

>> OKAY. VERY GOOD. DON'T WISH WE HAD LESS PROBLEMS, WISH WE HAD MORE SKILLS AND THIS IS AN EXAMPLE OF THAT. WE HAVE TO STAY AHEAD OF THE ENVIRONMENT THAT THESE KIDS ARE IN AND THAT WE ARE CONDUCTING OURSELVES ACCORDING TOKINGLY. THANK YOU FOR THE INFORMATION. AND ALL THE WORK YOU ARE DOING. I HOPE YOU MOVE FORWARD AND THE DATA GETS BETTER AND BETTER. THANK YOU FOR ALL OF YOUR HARD WORK.

>> THANK YOU, MERCHANDISE MS. SHAMBURGER. MS. SHARES

>> Sally Harris: I'M

>> Sally Harris: LET'S ME START WITH THE K-2 SUSPENSION. LOOKING AT IT, FIRST OF ALL, IT IS A TWO-PART PROBLEM. I FEEL LIKE WHEN A STUDENT ENTERS KINDERGARTEN, I THINK WE HAVE TO IMMEDIATELY START THE RESTORATIVE PRACTICE, THE METHOD IN WHICH WE WILL WORK WITH DISCIPLINE AND TEACH THE PARENTS. I FEEL THE SUPPORT OF THE PARENTS WILL HAVE A HUGE IMPACT ON THE REST OF THE CHILD'S SUCCESS IN SCHOOL. A LOT OF PARENTS, ESPECIALLY FOR THE STUDENTS THAT WE'RE HAVING SUSPENSION WITH IN KINDERGARTEN, FIRST, SECOND GRADE, ALSO COME WITH THEIR OWN SITUATION AND FEELINGS TOWARD SCHOOL. SO THEY ARE BRINGING THEIR BAGGAGE WITH THEM. THEY ARE NOT SUPPORTED. IT IS NOT THAT THEY DON'T WANT TO BE BECAUSE THEY REALLY SUPPORT THEIR CHILD BUT THEY DON'T KNOW HOW TO I THINK WE HAVE TO IMMEDIATELY BECOME TEACHERS TO THE ADULTS, AS WELL AS THE CHILDREN SO THAT MAY BE PART OF THE REGISTRATION IS SOMETHING AT THAT LEVEL. I FEEL THIS IS A SERIOUS AREA. I THINK IF WE FIX IT AT THAT EARLY TIME THAT IT WILL SET THE PATTERN FOR THIS CHILD ALL THE WAY THROUGH HIGH SCHOOL. I AM VERY DISAPPOINTED WITH THE PSD THAT WE ONLY HAVE FOUR HIGH SCHOOLS. I AGREE WITH MS. GRAY ON THAT THAT WE REALLY NEED TO ENCOURAGE OUR HIGH SCHOOLS. ME, HAVING THE FOSTER CHILDREN AND THOSE THAT WERE PART OF THE SUSPENSION OVER AND OVER AGAIN, SEVERAL TIMES, I'M GOING TO TELL YOU THE SUSPENSION DIDN'T WORK. YOU ARE RIGHT. THEY GOT TO THE POINT WHERE THEY WANTED TO BE SUSPENDED BECAUSE THEY WANTED TO GET IN TROUBLE. THEY WANTED TO EVEN GET THROWN OUT OF OSS. THAT WAY THEY COULD SLEEP IN. IT BECAME A PATTERN OF BEHAVIOR, JUST BECAUSE IT DID. AND I THINK THAT WHEN I STARTED SEEING, TOWARDS THE END IS WHEN ONE TEACHER TOOK AN INTEREST IN ONE OF MY GIRLS THEIR BEHAVIOR BEGAN TO CHANGE. I LOVE THE FACT THAT WE HAVE THE DATA THAT STARTS TO SHOW THE BEHAVIOR AND HOW TO WORK WITH THEM. THAT IS ABSOLUTELY GOING TO CHANGE THE CULTURE OF EVERY SCHOOL, EVERY SCHOOL BECAUSE I'VE LIVED IT WITH THE KIDS AND I KNOW IT JUST TAKES ONE PERSON TO CARE AND IT CHANGES. MY BIGGEST CONCERN ABOUT OUR DISCIPLINE IS THE FACT THAT SOMETIMES THE SCHOOLS DON'T FEEL SUPPORTED FROM OUR SUPERINTENDENTS. WHEN THEY HAVE -- WHEN YOU ARE IN A SCHOOL SITUATION AND YOU HAVE A CHILD, WHICH WE SAT UP HERE AS A DISTRICT LISTENING TO A CHILD THAT WAS DISRUPTIVE IN SCHOOL AT THE BEGINNING OF THE SCHOOL YEAR AND YOU HAVE THAT CLASSROOM AND YOU ARE IMPACTING THE OTHER CHILDREN IN WHAT CLASSROOM ALL YOU WANT TO DO IS REMOVE THE CHILD. WHEN THAT HAPPENS AND YOU HAVE A SUPERINTENDENT THAT IS REMOVED FROM THE ENERGY OF WHAT'S GOING ON IN THAT SCHOOL AT THAT TIME, THEN THE SCHOOL IS NOT FEELING SUPPORTED. SOMEHOW WE HAVE TO WORK ON THAT GAP. IT IS ALMOST LIKE YOU HAVE TO SAY TO THE PRINCIPAL OR ASSISTANT PRINCIPAL OR TEACHER, I HEAR YOUR STRUGGLES, BUT HOW CAN I HELP YOU MAKE IT BETTER? THAT'S WHERE WE HAVE TO COME TOGETHER. I DON'T KNOW IF YOU HAVE THAT IN PLACE AT THIS POINT. YOU WANT TOP SAY SOMETHING?

>> I DO. ONE THING WE ARE TRYING TO WORK WITH ADMINISTRATORS ON IS SUPPORTING THE TEACHERS WITH A MIND SET SHIFT THIS THEIR THINKING. IF WE ARE GOING TO MOVE A CHILD FROM THE ENVIRONMENT SHOW ME WHERE WE PROVIDED INTERVENTION AND SUPPORT. SHOW ME WHERE THAT STUDENT HAS HAD OPPORTUNITY TO MEET WITH THE GUIDANCE COUNSELOR OR HAD A SUCCESS COACH OR A MENTOR ASSIGNED. SHOW ME WHERE THAT TEACHER HAS COMMUNICATED WITH THE PARENT THAT THERE'S A BEHAVIOR AND WE WANT TO PARTNER WITH YOU ON THAT BEHAVIOR. SO WHAT MIGHT BE PERCEIVED AS RESISTANCE IS REALLY OUR SUPERINTENDENTS PUSHING THAT INTERVENTION AND SUPPORT IN ORDER TO PREVENT THE BEHAVIOR THE NEXT TIME. IT IS NOT THAT WE DON'T WANT TO SUPPORT OUR SCHOOLS. IT'S NOT THAT WE DON'T WANT TO SUPPORT OUR TEACHERS AND OUR STUDENTS. WE DO WANT TO, BUT WE WANT TO DO IT IN A WAY THAT WE'RE RESPONDING WITH INTERVENING ON THE BEHAVIOR ITSELF. SO WE WANT TO WORK ON THE PROBLEM, NOT THE PERSON, BUT HOW DO WE HELP FIX AND CHANGE THE PROBLEM? SO WE ARE PUSHING BACK ON SOME OF THOSE THINGS THAT WE MIGHT GET A PHONE CALL ON IF WE FEEL LIKE THAT STUDENT HAS NOT BEEN AFFORDED THE OPPORTUNITY HAVE SOME INTERVENTION DONE PRIOR TO US KICKING THE KID OUT. SO, AGAIN, WE JUST ASK OUR ADMINISTRATOR TO BE PATIENT WITH US. WE KNOW IT IS TOUGH. WE ASK OUR TEACHERS TO BE PATIENT AND MAYBE WE CAN DO A BETTER JOB ON COMMUNICATING WHY WE ARE PUSHING BACK AND OFFERING SOME SUGGESTIONS ON HOW TO FILL THAT GAP BUT I WANT YOU TO KNOW IT IS FROM A GOOD PLACE AND THAT IS AROUND INTERVENTION AND SUPPORT. HOW ARE WE UTILIZING SUPPORT AND STAFF TO SUPPORT THE KIDS NOT JUST KICK THEM OUT. THAT'S THE BUSINESS WE ARE IN, EDUCATING AND SUPPORTING KIDS. WE ARE TRYING TO SHIFT MIND SET AND CULTURE ON INTERVENING ON BEHAVIOR AND NOT JUST FOCUSING ON THE PEOPLE

>> Sally Harris: I CAN SUPPORT THAT BUT WHEN YOU ARE IN THE CLASSROOM WHERE THAT CHILD AND DON'T FEEL THE SUPPORT COULD WE ADD ONE COMPONENT, I HEARD YOU SAY "PUSH BACK."  I HEARD YOU SAY "INTERVENTION" BUT WHERE IS WORKING WITH THE TEACHER? WE HAVE TO HAVE THE ADMINISTRATION OF THAT SCHOOL AND THE TEACHERS OF THAT SCHOOL FEEL SUPPORTED IN WHATEVER IT IS THEY ARE LACKING. IF I'M LACKING, SHOW ME HOW TO DO IT RIGHT AND I WILL TRY NEXT TIME TO DO IT BETTER. I YOU HAVE TO SHOW ME. YOU HAVE TO BE WITH ME. NOT MAKE ME FEEL GUILTY BECAUSE I COULDN'T HANDLE THE SITUATION.

>> WE CAN HAVE THAT CONVERSATION AROUND SUPPORT AND PROFESSIONAL DEVELOPMENT FOR TEACHERS. WE DON'T WANT THEM TO FEEL THEY ARE LEFT ALONE TO HANDLE IT BY THEMSELVES. THAT COMES WITH A LEVEL OF SUPPORT THAT MIGHT BE SOME STRATEGIES AND TRAINING. WE CAN ABSOLUTELY DO THAT.

>> Sally Harris: I DON'T THINK IT WILL REACHING THE TEACHERS. THAT BEING SAID I WANT TO TAKE IT TO THE BUS DRIVERS. I HAVE BEEN TO MANY BUS STOPS. I HAVE RIDDEN THE BUS, AND I HAVE BEEN AT SCHOOLS WHEN THE CHILDREN ARE DRUG OFF THE BUS WANTING -- THE BUS DRIVERS WANTING THEM SUSPENDED. I THINK THIS PROGRAM NEEDS TO DO A MASSIVE, MASSIVE BUS DRIVER TRAINING. AND I THINK THAT OUR BUS DRIVERS NEED IT MORE SO THAN THE TEACHERS. DRIVING A BUS IS A LIFE AND DEATH SITUATION. A CHILD MISBEHAVING ON A BUS DOES CREATE A BUS DRIVER TO FEEL FEAR, TO FEEL THE INSECURITY OF THAT BUS TRIP, AND THEN WHEN THEY GET TO THE SCHOOL AND THE INCIDENT WAS ONLY ON THE BUS THE STAFF AT THE SCHOOL DON'T HAVE A PROBLEM WITH THAT CHILD. THE CHILD GETS OFF THE BUS, GOES TO CLASS, SMILES, AND HAS A GREAT DAY. AND THEN THE PRINCIPAL AND THE TEACHERS FEEL LIKE, HOW CAN I DISCIPLINE THIS CHILD WHO'S NOT GIVING ME A PROBLEM? SO I DON'T KNOW IF IT'S A MATTER OF STAFFING IN THE BUS DRIVERS BUT MAYBE THE BUS DRIVERS NEED TO HAVE THEIR OWN BEHAVIORIST THAT DEALS DIRECTLY WITH BUS DRIVER BEHAVIOR AND NOT EXPECT OUR SCHOOLS TO PUNISH CHILDREN THAT ARE NOT BAD IN OUR SCHOOLS OFF OF THE BUS. I'VE HIT A NERVE.

>> I'M GLAD YOU ASKED THAT QUESTION. PART OF THE NOW IS THE TIME GRANT, AND THAT TEAM IS HERE TODAY. THEY DID IN THEIR FIRST YEAR, THEY WORKED WITH TRANSPORTATION AND THEY CAN SPEAK TO IT BETTER THAN I CAN, BUT THE GRANT DID BUS DRIVERS IN TO HAVE THEM TRAINED. THAT WAS KIND OF LIKE OUR TIER ONE, RIGHT? THIS IS JUST THE FOUNDATION. WE HAVE DATA THAT WOULD SUPPORT THAT INCIDENTS ARE DOWN WHEN YOU LOOK AT ON THE BUS, BUS STOP, BUS RAMP. SO WE HAVE THE DATA BROKEN DOWN AND WE HAVE IT AVAILABLE TO LOOK AT. AND THEN WE ALSO HAVE FEWER STUDENTS WHO ARE HAVING A BUS SUSPENSION. HOWEVER, SO WE SEE FROM 15/16 TO 16/17 WE SAW A DECLINE. SO THE WORK THE TEAM DID AND ALL OF THE TRAINING AND COLLABORATION WITH ACADEMIC SUPPORT AND FEDERAL PROGRAMS IN TIGHT TEMPERATURE ONE, ALL OF TITLE ONE. IT MADE A DIFFERENCE. NOW WE HAVE TO START TO PEEL BACK THE ONION AND THINK OF WHAT IS THE NEXT STEP? WHAT IS THE FOLLOW UP? WE DO A GOOD JOB OF PULLING DATA APART SO WE CAN LOOK AT WHAT ARE THOSE INCIDENTS THAT ARE OFF CAMPUS AND WHAT ARE THE INCIDENTS THAT ARE ON CAMPUS. BUT WE NEED TO MAKE SURE WE ARE NOT JUST ATTENDING TO ONE OR THE OTHER, BUT WE BALANCE THE APPROACH AND ATTEND TO BOTH. THAT TRAINING HAS BEEN CREATED. THAT GROUP COULD PROVIDE INFORMATION AROUND -- I BELIEVE IT WAS ALL BUS DRIVERS. AT THE PREVENT SCHOOLS, THE 21 SITES. ONE OF THE THINGS WE ARE WORKING ON DOING NOW, NOT JUST THE PREVENT GRANT BUT SCHOOL CLIMATE GRANT BUT WHAT DOES IT LOOK LIKE TO ROLL OUT THIS STUFF DISTRICT WIDE? A LOT OF GRANT SCHOOLS WERE AFFORDED AN OPPORTUNITY TO GET THE PROFESSIONAL LEARNING WHEN IT WAS FIRST ROLLED OUT. NOW WE ARE WORKING ON WHAT DOES IT LOOK LIKE TO PUSH THAT OUT NOW THAT WE ARE APPROACHING THAT FOURTH AND FIFTH FINAL YEAR OF THE PROGRAM? WE ARE DOING MORE DISTRICT-WIDE TRAINING SO THAT ANYONE, GRANT OR NON-GRANT CAN COME TO THAT. SO THAT'S THE STAGE WE ARE IN NOW. THAT'S DEFINITELY WHAT'S GOING TO NEED TO HAPPEN WITH THE BUS DRIVERS.

>> WITH YOUR DATA ON THE BUSES, DO YOU HAVE ANY WAY TO COLLECT THE DATA FOR THE BUSS THAT HAVE A BUS RIDE OF 35 TO 45 MINUTES INSTEAD OF A SHORT BUS RIDE?

>> WE CAN WORK WITH TRANSPORTATION AND LOOK AND SEE BASED ON THE DIFFERENT ROUTES. WE CAN WORK WITH THEM TO ISOLATE THOSE

>> Sally Harris: I THINK YOU WILL BE SURPRISED WHAT YOU FIND OUT WITH THE LONGER BUS RIDE AND WHERE IT ESCALATES GREATLY. THANK YOU. I FEEL THAT OUR -- IF YOU LOOK AT YOUR DATA AND IT LOOKS FABULOUS ON HOW IT HAS COME DOWN BUT I THINK IF YOU ADD THIS OPPONENT WITH THE BUSES AND TRANSPORTATION, I HAVE A FEELING IT WILL TAKE ANOTHER DIVE DOWN ONCE YOU GET THAT IN PLACE. I FEEL THAT A LOT OF THEM ARE COMING FROM THAT, STEMMING FROM THE BUS RIDE AND THE AFFECT OF HOW IT HAS. IT IS A MIND SHIFT AND I WILL TELL YOU IT IS A POSITIVE MIND SHIFT. I WATCHED IT CHANGE MY GIRLS' LIVES WHEN IT HAPPENED. I'M VERY HAPPY THAT WE ARE HERE. THANK YOU FOR THE WORK. THANK YOU FOR THE DATA. AND THANK YOU FOR CONTINUING WHAT YOU ARE DOING.

>> Cindy Stuart: THANK YOU, MS. HARRIS. I'M GOING TO JUMP AHEAD OF MS. VALDES BECAUSE SHE'S SPOKEN ONCE AND CLEARED ME TO DO THAT. I HAVE A LOT OF QUESTIONS. THANK YOU FOR THE PRESENTATION BUT I STILL HAVE A LOT OF QUESTIONS. WHEN AND HOW WAS TRAINING FOR TEACHERS ON THE DASHBOARD AND ALTERNATE INTERVENTIONS BESIDES THE REFERRAL?

>> OKAY. I CAN SP

>> Cindy Stuart: WHERE AND HOW ARE TEACHERS GETTING FEEDBACK ON HOW THEY SHOULD BE IMPLEMENTING SOMETHING OTHER THAN A REFERRAL FOR DISCIPLINARY ACTION IN A CLASSROOM?

>> WELL, WHEN WE ROLLED OUT THE BEHAVIOR TRACKER AND WE TALKED ABOUT THE MAJOR VERSUS THE MINOR, WE DID A LOT OF TRAINING WITH ADMINISTRATORS BUT I WILL SAY, WE HAVE HAD AND IT IS A TEACHER TOOL. IT IS NOT AN ADMINISTRATOR SCHOOL TOOL. THEY DON'T PUT THE INCIDENTS IN ONLY THE TEACHER THES

>> Cindy Stuart: I WILL STOP YOU. YOU PUT A TOOL IN FRONT OF THEM AND YOU HAVEN'T TRAINED ON HOW TO USE IT. IT SHOWS IN YOUR CLIMATE SURVEY ONE OF THE NUMBER ONE THINGS TEACHERS COMPLAIN ABOUT IS NOT BEING SUPPORTED BY AS MINUTE STRAIGHTERS ON DISCIPLINE AND IT SHOW NECESSARY CLIMATE SURVEY. IF ANYONE IS READING THE CLIMATE SURVEYS IT IS THERE. IT JUMPS OUT AT YOU. IT IS SOMETHING THAT AGREE WITH MS. HARRIS THIS IS NOT AT THE CLASSROOM LEVEL. AS MUCH AS PRINCIPALS OR SUPERINTENDENTS WANT TO TALK ABOUT IT, TEACHERS DON'T FEEL SUPPORTED AND A NEW WAY OF WORK OR MIND SHIFT AROUND DISCIPLINE. THAT'S THE PROBLEM. THAT'S A CULTURAL PROBLEM AT A SCHOOL LEVEL. IT IS A CULTURAL PROBLEM FOR THIS DISTRICT. WE SEE STUDENTS BEHAVIORING BADLY AND KNOWING WHAT THE MIND SHIFT IS SUPPOSED TO BE AND NOT GETTING A DISCIPLINE ISSUE. I'M NOT GOING TO CALL OUT THE SCHOOL BUT I SAW IT HAPPEN TWO WEEKS AGO. I GOT A CALL FROM A PARENT ABOUT TARDY LOCKOUTS AND BATHROOMS BEING LOCKED. I CALLED THE AREA SUPERINTENDENT. I WAS TOLD THIS IS A TEMPORARY ISSUE. THERE'S KIDS RUNNING THE HALLWAYS EVERYWHERE. AND MY RESPONSE BACK TO HER IS THIS IS NOT A KID PROBLEM. THIS IS A TEACHER AND ADMINISTRATIVE PROBLEM AND THEY NEED TO BE HELD ACCOUNTABLE. STUDENTS ARE LEAVING THE CLASSROOM BECAUSE SOMEONE IS LETTING THEM. THEY ARE NOT GOING TO CLASS BECAUSE SOMEONE HAS MADE IT OKAY OR NOT PUT ANY CONSEQUENCE IN PLACE FOR THEM TO NOT GO TO CLASS. SO I HAD A PROBLEM WITH THE FACT WE WERE PUNISHING, IN MY OPINION, STUDENTS FOR BEHAVIOR NOT PUT IN PLACE BY ADMINISTRATORS AND TEACHERS. I AGREE WITH MS. HARRIS. THERE'S A LOT OF INTERVENTIONS THAT COULD BE TAKING PLACE EARLY ON ALONG THE LINES OF WHAT DOES RESPECT LOOK LIKE? WE TALKED ABOUT IT LAST LIGHT AT THE CAC, ALL OF THE HIGH SCHOOL STUDENTS TALKED ABOUT THE LACK OF RESPECT THAT STUDENTS HAVE FOR EACH OTHER AND FOR THE SCHOOL SETTING AND HOW DO WE GET BACK TO RESPECTING EACH OTHER? SIMPLE RESPECT. THEY WERE TALKING ABOUT PROJECTS THAT THEY WERE GOING TO IMPLEMENT OR TRY TO IMPLEMENT AT THE THEIR SCHOOLS BUT IT IS SO SIMPLE. I BELIEVE [ APPLAUSE ]  ONE OF THE LOWEST NUMBERS, 21% OF THE STUDENTS SURVEYED FELT RESPECTED BY THEIR PEERS OR BY ADMINISTRATION AND TEACHERS IN THEIR SCHOOLS. SO THAT'S A VERY DIFFERENT PROBLEM THAN -- WHEN YOU DON'T FEEL RESPECTED BY SOMEONE, WHETHER IT IS A TEACHER, ADMINISTRATOR OR FELLOW STUDENT THAT'S WHEN WE GET IN TO OTHER -- THAT'S WHEN PEOPLE START TO ACT OUT. I WANT TO MAKE SURE WE ARE ADDRESSING THE ROOT CAUSE AND NOT JUST TALKING ABOUT DISCIPLINE AND WHERE WE ARE PUTTING CHILDREN WHEN THEY MISBEHAVIOR HOW WE ARE RING AING TO THEM BUT ADDRESS THE ROOT CAUSE THIS IS A DIFFERENT INTERVENTION. THAT GOES BACK TO THE NOW IS THE TIME GRANT STUFF, THE STUFF THAT KRISTIN HENSLEY ARE WORKING ON. THAT'S THE LEADER IN ME PROGRAM, THAT'S THE -- I'M TRYING TO THINK, THE PROMISE STUFF. THAT'S THE WHAT THE GUIDANCE COUNSELORS ARE DOING TO PUT THINGS OUT THERE. THAT'S HOW WE GET TO THE ROOT CAUSE OF SOME OF THESE ISSUES.

>> IN TERMS OF GETTING THE INFORMATION IN FRONT OF TEACHERS, I CAN TELL YOU FROM THE TIME -- I'M PROJECT FOR THE NOW IS THE TIME GRANT. THE MODEL OF PROFESSIONAL DEVELOPMENT AND THE DELIVERY HAS SHIFTED DRAMATICALLY. WE TALKED TO OUR PROGRAM OFFICER ABOUT WE DON'T NECESSARILY HAVE AS MANY OFF-SITE TRAININGS. WE HAVE REDESIGNED WHAT WE DO SO THAT WE CAN COME TO THE SCHOOLS. SO WE HAVE THOSE THINGS BUILT IN TO THE GRANT. IT'S TAKEN THIS LONG FOR THAT SHIFT TO HAPPEN. BUT WE RECOGNIZE WE HAVE TO GET TO THE SCHOOLS AND WE ALSO, WHEN TEACHERS WANT THAT INFORMATION WE HAVE TO THINK OF BEING MORE CREATIVE AND GETTING INFORMATION TO THEM.

>> ABSOLUTELY.

>> WE CREATED THE DASHBOARD FOR TEACHERS. WHO'S MONITORING, HOW ARE WE MONITOR ATLANTIC WHO'S USING THIS? IT IS OUT THERE AND WE HAVE A LOT OF THINGS FOR TEACHERS TO USE WITH 1200 DIFFERENT PASSWORDS THEY HAVE TO USE TO GET IN IT TO IT. I CAN'T IMAGINE BEING A TEACHER IN A CLASSROOM AND YOU PUTTING ONE MORE SYSTEM IN FRONT OF ME TO USE. WHO'S MONITORING THIS?

>> ED CONNECT. THE SCHOOL CLIMATE GRANT. SO MY TEAM WORKS WITH THE IS DEPARTMENT, WITH ANALYTICS AND IN MAKING SURE THAT WE MINE THE DATA AND LOOK AT THE DATA. IN TERMS OF HOW IT IS USED, IT'S UP TO EACH INDIVIDUAL SCHOOL. SO WE TRAIN OUT THAT IT IS USED IN PART OF THE PROBLEM-SOLVING PROCESS. AS THEY MEET AND LOOK AT SCHOOL-WIDE DATE IS VETERANLY, LIKE I TALKED ABOUT BEFORE IT IS NOT A REQUIREMENT THAT TEACHERS ARE NOT EVALUATED ON WHETHER OR NOT --

>> Cindy Stuart: DO WE HAVE ANY IDEA HOW MANY PEOPLE ARE USING THIS?

>> I DO. IN TERMS OF TEACHERS, ACTUAL STAFF, I CAN GIVE YOU THE NUMBER. I DON'T HAVE IT IN FRONT OF ME RIGHT NOW BUT I CAN TELL YOU IT IS WELL OVER, ABOUT 10,000.

>>  10,000.

>> Cindy Stuart: IS IT SOMETHING SUPERINTENDENTS ARE REVIEWING WITH PRINCIPALS? LIKE HOW MANY TEACHERS THAT YOU HAVE THAT ARE USING IT AND HOW ARE YOU USING IT?

>> YEP.

>> Cindy Stuart: I'D LIKE TO SEE THOSE REPORTS. I HAVE A ESTIMATE AND AAPOLOGIZE FOR THE LATENESS OF THIS. I WAS LOOKING FOR THIS IN MY E-MAIL BUT I CAN'T REMEMBER WHO SENT IT TO ME. WE GOT NOT LONG AGO, BOARD MEMBERS, A LISTING OF SUSPENSIONS, IN SCHOOL, OUT-OF-SCHOOL AND EXPULSION EXPULSIONS AND IT LISTED BY SCHOOL AND AREA WHERE THOSE SUSPENSIONS WERE. I STILL HAVEN'T FOUND IT. WHO ARE YOU POINTING AT? TANYA HAD IT. OKAY. THERE WAS ANOTHER REPORT OF DISCIPLINARIES BY ACTION. AND I ASKED MR. PETERS ABOUT THIS REPORT THIS MORNING AND WHY IT DOESN'T MATCH WHAT YOU ARE PRESENTING. I NEED THE DATA TO MATCH, GUYS. I DON'T KNOW WHY WE ARE REPORTING IT TWO DIFFERENT WAYS. WE BELIEVE -- THIS IS THE SAME, DISTRICT TOTAL EXPULSIONS AND SUSPENSIONS.

>> Susan Valdes: IT DEPENDS ON THE RUN DATE. SOME DAYS THEY RUN BY A 20-DAY PERIOD

>> Cindy Stuart: WE ARE TALKING THOUSANDS HERE. I DON'T KNOW IF THIS IS DUPLICATE DATA.

>> Susan Valdes: REMEMBER, I ASKED EARLIER WAS THIS PUNITIVE? I THINK THAT IS THE REFERRAL SYSTEM, THE INFORMATION IS COMING FROM THE REFERRAL SYSTEM. THIS IS JUST MONITORING THE BEHAVIOR AND SEE HOW WE CAN WORK WITH THE TEACHERS AND SO THAT'S I -- I THINK THAT'S WHAT YOU ARE WONDERING.

>> Cindy Stuart: OUT OF SCHOOL AND IN-SCHOOL SUSPENSION DOESN'T MATCH ANYTHING ON HERE.

>> WHAT IS THE RUN DATE. IF WE RUN IT TOMORROW IT WILL LOOK DIFFERENT THAN TODAY.

>> Cindy Stuart: JUNE 22nd AND THE NUMBERS ARE WAY OFF.

>> THE OTHER PIECE IS SOMETIMES WE RUN THE REFERRALS OR THE DISCIPLINE BY STUDENT OR BY OCCURRENCE. THERE COULD BE ONE STUDENT THAT HAS MULTIPLE OCCURRENCE OR WE COULD DO AN AGGREGATE HOW MANY STUDENTS -- BY ONE STUDENT WHO HAS AN OCCURRENCE.

>> Cindy Stuart: I'D LIKE AN EXPLANATION WHY THE REPORTS DON'T MATCH EACH EACH OTHER. YOU ARE SENDING THE INFORMATION AND WE ARE LOOKING AT IT, AS AS WELL AS BY-SCHOOL INFORMATION AND THEY DON'T MATCH. AND IN CERTAIN AREAS, IN CERTAIN SCHOOLS, WE'RE NOT SEEING A CHANGE.

>> MS. STUART --

>> Cindy Stuart: IF YOU WERE AN AFRICAN-AMERICAN MALE IN CERTAIN SCHOOLS YOU MAY WANT TO MOVE SCHOOLS. IT'S A PROBLEM IN CERTAI SCHOOLS. I KNOW IT IS A REPEAT. THIS IS NOT A THIS YEAR THIS PARTICULAR SCHOOL HAS THIS ISSUE. THIS IS A REPEAT PROBLEM. SO AGAIN, THAT IS ANOTHER REPORT THAT CAME TO US, AND IF IT CAME FROM TONYA, THEN I CAN FIND IT BUT I DIDN'T GET A CHANCE TO PULL THAT. BUT IT SHOWED VERY DIFFERENT -- AGAIN, I DON'T THINK THE NUMBERS WILL MATCH. WHEN YOU GIVE US DATA I NEED TO MATCH THOSE THINGS UP VERSUS -- I DON'T WANT TO SAY WHAT I'M FEELING RIGHT NOW, I'M UNCERTAIN ABOUT THE DATA IN FRONT OF ME.

>> I CAN HELP YOU OUT. THE SAME SYSTEM DRIVES THE DATA. IT COULD BE DIFFERENT METHODOLOGIES OF HOW THE DATA IS PULLED OR THE TIMING BUT I WANT YOU TO FEEL 100% COMFORTABLE AS A BOARD THAT THE DATA COMES FROM THE SAME SYSTEM. THERE IS NO SECOND SYSTEM OTHER THAN THE SYSTEM WE ARE LEARNING ABOUT TODAY THAT TALKS ABOUT MINOR BEHAVIOR INCIDENTS THAT ARE USED FOR MORE PROBLEM SOLVING. I WOULD HAVE LOAFED TO HAVE THAT AS A TEACHER. I REMEMBER THE FIRST YEAR AND I WOULD HAVE NEEDED THE BEHAVIOR TRACKER EVERY DAY. FOR YOU, AS A BOARD YOU NEED TO FEEL COMFORTABLE THE DATA IS VALID. IT IS COMING FROM THE SAME SOURCE. WE WILL LOOK AT THAT FOR YOU AND GIVE AN EXPLANATION TO THE BOARD SO YOU UNDERSTAND THE DYNAMICS AND WHY SOMETIMES IT COMES AT DIFFERENT -- LOOKING DIFFERENTLY.

>> Cindy Stuart: THANK YOU. AI APPRECIATE THAT. I AGREE THERE ARE ONLY THREE HIGH SCHOOLS LISTED ON THE TRAINING. WHICH IS WHERE THE MAJORITY OF OUR SUSPENSIONS AND REFERRALS COME FROM. THAT'S AN ISSUE. I WANT TO END ON A POSITIVE NOTE AND SAY THAT I HAVE SEEN, AT LEAST IN ONE OF MY SCHOOLS, I HAVE SEEN A POSITIVE CHANGE AND THAT IS COMING FROM THE LEADER OF THAT SCHOOL. IT IS AN EXPECTATION THAT IS SET AT THIS SCHOOL WHERE THIS LEADER GOES TO EVERY SINGLE CLASSROOM AND TELLS EVERY SINGLE STUDENT IN A SMALL ENVIRONMENT WHAT I EXPECT. I DON'T EXPECT FIGHTS. I DON'T EXPECT ARGUING IN MY CLASSROOM. I DON'T EXPECT ARRESTS. AND IT HAS MADE A HUGE DIFFERENCE AT THIS PARTICULAR SCHOOL. I THINK SETTING THOSE EXPECTATIONS FROM THE PRINCIPAL AND LEADER OF THE SCHOOL AS WELL AS GETTING TEACHERS TO A PLACE WHERE THEY ARE COMFORTABLE DOING WHAT YOU ARE TALKING ABOUT, BUT THAT IS SOMETHING THAT WILL NOT HAPPEN OVERNIGHT AND THEY NEED TO FEEL SUPPORTED IN DOING THAT. EVEN IF I SAY MS. HARRIS H I'M READING THE DATA TRACK AND THIS IS WHAT I'M SUPPOSED TO SAY AND THAT'S NOT WORKING I NEED TO FEEL COMFORTABLE MY ADMINISTRATOR WILL COME BEHIND ME AND HELP ME WITH THIS STUDENT THAT MAY BE MORE THAN I CAN HANDLE IN THAT CLASSROOM. WE ALL HANDLE VARIOUS STUDENTS DIFFERENTLY AND TEACHERS ARE NO DIFFERENT. I WANT TO MAKE SURE WE ARE PUTTING SUPPORTS IN PLACE AND WE HAVE PRINCIPALS AND AREA SUPERINTENDENTS THAT ARE SUPPORTING OUR TEACHERS. THAT'S NOT REFLECTED IN WHAT WE ARE HEARING FROM TEACHERS. I DON'T HEAR THAT FROM TEACHERS. I DON'T HEAR THEY FEEL SUPPORTED AND IT IS SHOWING ON THE SURVEY. SO -- MS. GRIFFIN?

>> April Griffin: THANK YOU. I DID MISS PART OF THE PRESENTATION BUT I HAD ALREADY BEEN WANTING TO MEET WITH STAFF IN REFERENCE TO THE INFORMATION THAT I'M RECEIVING IN REGARDS TO SWEEPING CHANGES WITH OUR CAREER CENTERS. MY PHONE HAS BEEN BLOWING UP WITH THAT. SO I DO WANT TO GET ONE ON ONE WITH THAT BECAUSE I'VE GOT A LOT OF QUESTIONS. I DO WANT TO -- BECAUSE I'VE READ THROUGH THIS. I WANT TO THANK ALL THE PEOPLE IN THE BACKGROUND. WITHOUT OWL  ALL OF THE PEOPLE I BACKGROUND, THE UNSUNG HEROS WE WOULDN'T HAVE ALL OF THIS INFORMATION. WE WERE TOLD A WHILE BACK THAT ALL ADMINISTRATORS WERE BEING TRAINED IN RESTORATIVE PRACTICES. THAT IS -- WHEN DID THAT CONVERSATION TAKE PLACE? THAT WAS QUITE A WHILE BACK. IT HAS BEEN TWO OR THREE YEARS THAT WE HAVE BEEN HAVING THIS CONVERSATION. SO THIS ISN'T NEW. I MEAN I KNOW LAST YEAR SPECIFICALLY WE WERE TOLD THAT EVERYBODY WAS BEING TRAINED ON RESTORATIVE PRACTICES. SO, MY UNDERSTANDING IS THAT ALL ADMINISTRATORS HAVE NOT BEEN TRAINED IN RESTORATIVE PRACTICES.

>> LET ME ADDRESS THAT. RESTORATIVE PRACTICES CAN TAKE ON A LOT OF LOOKS. THEY ARE OPPORTUNITIES FOR REINTRODUCING STUDENTS BACK IN TO THEIR SCHOOL OR CLASSROOM AND THAT SHOULD BE HAPPENING AT ALL TIMES WHEN A STUDENT IS RETURNING OFF OF A OUT-OF-SCHOOL SUSPENSION OR ALTERNATIVE SITES. PART OF RESTORATIVE PRACTICES IS HAVING THE CONVERSATION, WHY DID THEY GET SUSPENDED? WAS IT A SITUATION WITH A TEACHER? THOSE ARE HAPPENING NATURALLY. THERE ARE OTHER KINDS OF RESTORATIVE PRACTICES.

>> RUN IN RESTORATIVE PRACTICES. YOU ARE REFERRING TO THE BACK END RESTORATIVE PRACTICES.

>> THAT'S THE ONES WE FEEL HAVE KEPT DOWN OUR REVIVIDDISM. WE SEE A DECLINE WHERE 85% OF STUDENTS GOING IN TO THEIR ENVIRONMENTS ARE NOT SEEING THAT DUPLICATED CONDUCT WE HAD BEEN SEEING IN THE PAST. THOSE ARE THE RESTORATIVE CONVERSATIONS IT IS INTERVENTIONS AND HOOKING UP WITH MENTORING AT THAT POINT IN TIME TO PREVENT THEM FROM DOING THE NEXT LAYER. LIKE YOU SAID THERE ARE OTHER TYPES OF RESTORATIVE BEST PRACTICE WE WANT TO CONTINUE TO BUILD AND TRAIN OFF OF FOR OUR ADMINISTRATOR AND ALL OF OUR STAFF.

>> April Griffin: THAT'S THE QUESTION SPECIFICALLY. WHAT IS THE TRAINING FOR RESTORATIVE PRACTICES? WHAT DOES THAT LOOK LIKE? WHAT HAS IT LOOKED LIKE ALONG THE WAY? WE HAVE OUR ADMINISTRATORS THAT NEED TO BE TRAINED IN RESTORATIVE PRACTICES AND THOSE BACK ENDS THAT YOU REFER TO, BUT THERE IS ALSO FRONT ENDS AND THAT'S WHERE THE TRAINING -- SO MY QUESTION IS WITH TEACHERS IN THE CLASSROOM TO ADDRESS WHAT I HEARD FROM MY COLLEAGUES SAY, THEY ARE -- TEACHERS ARE NOT FEELING SUPPORTED RIGHT NOW. THAT'S WHAT I'M GETTING. THEY ARE TOLD TO KEEP THE STUDENTS IN THE CLASSROOM, YOU DO WHAT YOU NEED TO DO, BUT THEN THEY ARE GOING TO BE HELD ACCOUNTABLE FOR THAT DOWN THE ROAD BECAUSE IT'S NOT JUST THAT ONE STUDENT'S BEHAVIOR THAT IS GOING TO BE AFFECTING THAT ONE STUDENT'S GRADE. IT IS THE ENTIRE CLASS. SO WHAT CAN WE DO BETTER WHERE TRAINING IN REFERENCE TO RESTORATIVE PRACTICES BETWEEN THE TEACHERS AND THE PRINCIPALS, AND THERE'S THAT CLEAR UNDERSTANDING BETWEEN THE PRINCIPALS AND THE TEACHERS OF WHAT THE FRONT-END RESTORATIVE PRACTICES LOOK LIKE TO KEEP US FROM SUSPENDING THE STUDENTS IN THE LONG RUN. BECAUSE THAT'S THE GOAL, TO STOP USED IT TO MANY TIMES SINCE, THERE'S FEEDBACK, THERE'S DIFFERENT TYPES OF FEEDBACK AND AS MS. MS. SNIVELY SAID FEEDBACK IS A GIFT. WHEN YOU WALK IN TO A LOCKER ROOM THERE'S FEEDBACK THAT YOU GET FROM YOUR COACHES ON A FOOTBALL TEAM. THEN THERE'S THE QUARTERBACK. REALTIME IN THE MOMENT, THAT IS GOING TO GIVE FEEDBACK AND GET THE BALL ACROSS THE LINE AND PUT POINTS ON THE BOARD. WHAT ARE THOSE RESTORATIVE PRACTICES THAT ARE GOING TO GIVE OUR QUARTERBACKS IN THE CLASSROOM THE TOOLS TO USE RESTORATIVE PRACTICES WITH THEIR STUDENTS, AND THEN WORKING WITH THEIR COACH, THE PRINCIPAL OF THE SCHOOL, TO THEN TAKE THAT TO THE NEXT LEVEL? WHEN WE LOOK AT BREAKING DOWN THE ORGANIZATIONAL STRUCTURE AT THE SCHOOL, I WOULD SAY THE TEACHERS ARE THE QUARTERBACK. WE HAVE A BUNCH OF THEM IN A SCHOOL. WHAT'S THAT LOOK LIKE?

>> Jeffrey Eakins: I THINK IN SOME RESPECTS, LIKE MS. STUART SAID, A LOT OF IT IS BETWEEN THE QUARTERBACKS IN THE CLASSROOM AND THE COACH, THE ADMINISTRATE -- ADMINISTRATION AT THE SCHOOL IT HAS TO BE THIS -- I WOULD FEEL, AS A PRINCIPAL HORRIBLE IF I HAD A TEACHER SAY I DON'T FEEL SUPPORTED AROUND DISCIPLINE. I THINK ANY OF OUR PRINCIPALS WOULD FEEL THAT WAY. IF I HAD MY TEACHERS MAKING THAT STATEMENT, AS A COACH I'M NOT ENGAGING IN THEIR CLASSROOMS ENOUGH TO UNDERSTAND THEIR ENVIRONMENT AND WHAT THEY ARE FACING 0 AN A DAY-TO DAY BASIS. I HAVE TO MAKE THEM COMMUNICATION AND CONTACT AND GET IN THE CLASSROOM AND SEE THE ENVIRONMENT. AND GET RESOURCES AT OUR SCHOOL SITES TO WRAP THEMSELVES AROUND THAT TEACH OTHERRER STUDENT OR THAT GROUP OF STUDENTS THAT THE TEACHER IS FACING. THOSE ARE THE THINGS -- WHEN TEACHERS/QUARTERBACKS SEE THE REAL SUPPORT, THE PHYSICAL, VISIBLE SUPPORT IN THEIR CLASSROOMS RATHER THAN HANDLING IT THROUGH A PAPER REREFERRAL, HANDLING IT THROUGH NOTES, HANDLING IT THROUGH MONTHLY CONVERSATIONS. IT HAS TO BE A DAY-TO-DAY WALK OF YOUR BUILDING AND INTERACTION WITH YOUR TEACHERS. KNOWING YOUR HOT SPOTS AND THE TEACHERS WHO ARE NOT FEELING SUPPORT AND SHOWING IT VISIBLY AND IN THE RESPONSE THAT YOU GIVE THEM IN.

>> THIS IS THE OBSERVATION WITH WHAT WE HAVE BEEN DOING. WE ARE DOING THIS IN POCKETS. THIS IS NOT THIS IS NOT A SYSTEMIC APPROACH TO RESTORATIVE PRACTICES AND IT IS NOT A HOLISTIC PERSPECTIVE EITHER. IF YOU ARE DEALING WITH JUST THE BACK END RESTORATIVE PRACTICES AND NOT THE FRONT END RESTORATIVE PRACTICES, IT IS NOT GOING TO WORK. IT'S JUST NOT GOING TO WORK THE WAY WE NEED IT TO WORK. SO I WOULD SUGGEST IN LOOKING AT WHAT WE ARE DOING WITH OUR TRAINING THAT WE INCLUDE THE FRONT END RESTORATIVE PRACTICES, AS WELL. I SEE PEOPLE WANTING TO SPEAK OVER HERE. SO, YES, PLEASE.

>> I'M GOING TO HAVE CHRISTINE SHARE A LITTLE ABOUT HOW WE ENGAGE ADMINISTRATORS AROUND RESTORATIVE PRACTICES.

>> April Griffin: AND TEACHERS, I HOPE. [ INAUDIBLE ]

>> OKAY. I'D LIKE TO GO OVER THE TRAINING. WE HAVE SEVERAL RESTORATIVE PRACTICES TRAIN ATLANTIC. BASICALLY WE ARE IN A PROJECT PREVENT GRANTLE WE HAVE BEEN ABLE TO TOUCH ADMINISTRATORS, TEACHERS AND BASICALLY THE STUDENT SUPPORT STAFF IS THE KEY TO GROWING THAT INITIATIVE AT THE SCHOOL SITE. AS WE GROW OUTSIDE OF THE PREVENT SCHOOLS AND TRANE AND WE HAVE BEEN TRAINING OUTSIDE OF THE SCHOOLS, AS WELL WE HAVE FOUNDATION FOR RESTORATIVE PRACTICES TRAINING. WE HAVE TRAINED 10 TO 11 SCHOOLS OUTSIDE OF THE GRANT. THIS SUMMER WE TRAINED ALL APs ACROSS THE DISTRICT DURING THEIR SUMMER INSTITUTE. THAT IS GENERATED INTEREST AND WE ARE ALSO PLANNING TO TRAIN PRINCIPALS AND PRINCIPAL COUNSEL NEXT SPRING. I FLOATED THE IDEA IN AN E-MAIL TO TRY TO GET IN OTHER TRAINING IN THE SUMMER TO DO MORE EXPANSE I HAVE RESTORATIVE PRACTICES. BASICALLY RESTORATIVE PRACTICES AND WHAT YOU ARE SEEING MS. GRIFFIN IS RESONATING. IT IS BOTH PROACTIVE AND REACTIVE AND IT REALLY DOES SUPPORT THE BOARDS AND THE DISTRICT'S MISSION OF BUILDING STRONG CULTURE ACROSS OUR DISTRICT. AND RESTORATIVE PRACTICES IS BUILDING RELATIONSHIPS AND I KNOW WITH HAVE HEARD THAT MANY OF THE ISSUES ARE RELATIONSHIP BUILDING AND A LOT OF THE TRAINING FOCUSES ON THAT. WE OFTEN TIMES TALK ABOUT THE MIND SHIFT THAT IS ASKED TO NOT JUST POLICE DISCIPLINE BUT HOW WE APPROACH AND TALK TO ANOTHER ONE AND THAT'S COLLEAGUES, PEER TO PEER, STUDENTS TO TEACHERS, TEACHERS TO STUDENTS. WE TALK ABOUT MANY DIFFERENT PRACTICES FROM EFFECTIVE LANGUAGE, EFFECTIVE STATEMENTS, EFFECTIVE QUESTIONING, CIRCLES, RESPONSIVE CIRCLES, REENTRY PROTOCOL, ALL OF THOSE THINGS AND HELP WITH WORK WITH SCHOOLS INDIVIDUALLY TO TACKLE THE CULTURE AND CLIMATE AS A WHOLE AND LOOK AT WHEN THERE IS INCIDENTS HOW CAN WE ADDRESS THOSE WITHOUT PUNITIVE RESPONSES BUT WHEN THERE IS A INCIDENT THAT MUST BE TAKEN IN TO ACCOUNT, MUST BE DELIVERED FOR OUR STUDENT, HOW CAN WE BE MORE RESPONSIVE IN THOSE SITUATIONS AND WHEN A STUDENT DOES GO OUT, GO THROUGH THE PROTOCOL STEPS FOR REENTRY TO SUPPORT THAT STUDENT TO BE SUCCESSFUL AND NOT JUST FOCUS ON THE INCIDENT BUT REPAIRING THE RELATIONSHIP WITH THE STUDENT, MAKING THEM FEEL WELCOME. SO THERE'S A NUMBER OF DIFFERENT WAYS. WE HAVE BEEN WORKING WITH OUR ASSISTANT SUPERINTENDENT TRACEY BROWN TO HELP US CREATE A STRATEGIC PLAN. THERE'S A LOT OF TRAINING INVOLVED. WE MET WITH DR. VAS QUESTIONS AND TALKED ABOUT THE CHALLENGES OF TRAINING A LARGE TRICK. YOU HAVE TO TRAIN UP, DOWN, OUT ACROSS DIVISION AND GET DOWN TO THE CLASSROOMS, AS WELL. I'M HAPPY TO BE ABLE TO REPORT TO YOU TODAY BECAUSE THE SCHOOLS THAT ARE UTILIZING THE PRACTICES AT THE CLASSROOM LEVEL ARE HEARING POSITIVE RESULTS FROM STUDENTS. THEY ARE LIKING IT AND THE RELATIONSHIP PIECE IS THE BIG PIECE THAT THEY ARE NEEDING AND LIKING. IT'S SHOWING SOME IMPACT ON THEIR BEHAVIOR. SO THANK YOU.

>> April Griffin: THANK YOU. I KNOW THAT WE ARE IN A FUNDING CRUNCH RIGHT NOW. I KNOW THAT PROJECT PREVENT HAS BEEN FUNDING -- YOU ARE STEPPING OUTSIDE AND STRETCHING YOURSELF QUITE A BIT, BUT WE HAVE I LOVE THE IDEA OF A STRATEGIC PLAN OF WHAT'S THAT LOOK LIKE AND HOW CAN WE USE THE RESOURCES WE HAVE TO GROW WHAT WE ARE DOING IN ATTORNEY THAT TRAINING? WE HAVE A CAPTIVE AUDIENCE IN SO MANY WAYS. IT IS GOING TO REQUIRE YOU BEING IN A LOT OF DIFFERENT PLACES AT THE SAME TIME? ABSOLUTELY. THIS IS WHAT I KEEP TALKING TO THE SUPERINTENDENT ABOUT, TOO, IN REFERENCE TO THAT. WE CAN ONLY BE ONE PLACE AT ONE TIME. IT IS PHYSICALLY IMPOSSIBLE TO BE AT MORE THAN ONE PLACE AT ONE TIME. THAT BEING SAID, WE HAVE TECHNOLOGY, PEOPLE. WE HAVE SOME REALLY, REALLY -- THERE'S SOME GOOD WAYS. WE HAVE A COMMUNICATIONS OFFICE. WE HAVE A CONTRACT WITH TAMPA BAY COMMUNITY ARTS. WE HAVE -- OR TAMPA BAY ARTS AND EDUCATION -- I HATE ACRONYMS. BUT WE HAVE THE ABILITY TO DO SOME TRAININGS, VIDEO TRAININGS AND TO GET THAT OUT THERE, TOO IN FRONT OF DIFFERENT GROUPS. SO IF THERE ARE TWO DIFFERENT THINGS GOING ON AT ONE TIME THEY COULD PLAY A VIDEO, OFF YOU TUBE OR SOMETHING LIKE THAT. SO LET'S -- WHEN YOU ARE FIGURING OUT THE PLAN, TALK ABOUT THE TECHNOLOGY THAT WE HAVE AVAILABLE TO US, TOO. WE HAVE SO MANY DIFFERENT OPPORTUNITIES TO GET IN FRONT OF DIFFERENT GROUPS FROM OUR TEACHERS TO EVEN OUR SUPPORT STAFF. LET'S TALK ABOUT OUR SUPPORT STAFF BEING INVOLVED IN THIS PROCESS, AS WELL. WHEN YOU HAVE SOMEBODY THAT OPENS UP A BUS DOOR BEFORE DAYLIGHT IN THE MORNING AND SMILES AND SAYS TO A STUDENT, SO GLAD TO SEE YOU. GOOD MORNING. INSTEAD OF GET ON, HURRY UP. I HAVE TO GET TO MY NEXT STOP. IT MAKES A BIG DIFFERENCE. THOSE ARE THE LITTLE THINGS. THE PEOPLE AT THE FRONT DESK. THE PEOPLE WORKING IN STUDENT NUTRITION SERVICES, ALL OF THAT CONTRIBUTES TO THE CULTURE OF THE DISTRICT. I'M SO, SO GLAD YOU WERE ABLE TO SHARE SOME OF THAT. I WANT TO SEE THAT GROW. WE HAVE TO GET IN FRONT OF THE TEACHERS. I LOVE THE PHRASING -- AND I SHOULD HAVE THOUGHT OF IT MYSELF, BUT THANK YOU. PROACTIVE VERSUS REACTIVE OPPOSED TO FRONT END OR BACK END ON THAT. BECAUSE THAT MAKES SO MUCH MORE SENSE. AS FAR AS ACCOUNTABILITY IS CONCERNED, AND THIS IS ONE THING THAT RESTORATIVE PRACTICES TEACHES US, TOO. IN THAT REALTIME FEEDBACK THERE'S DIFFERENT LEVELS OF ACCOUNTABLE FOR DIFFERENT PEOPLE. YOU DON'T HAVE TO GO NUCLEAR OR SOMETHING THAT DOESN'T REQUIRE THAT HOW DO YOU STEP IN THAT? I LOOK FORWARD TO HEARING MORE ABOUT THE PRACTICES AND IF YOU COULD UPDATE US AND MAYBE THAT WOULD BE A FRIDAY REPORT. ONCE YOU HAVE THE STRATEGIC PLAN, I'D LOVE TO SEE THAT. IF YOU COULD GET ON MY CALENDAR IN PARTICULAR AND I'M SURE OTHER BOARD MEMBERS WOULD LIKE TO SPEAK, AS WELL, ABOUT THAT. I'D LIKE TO SEE THOSE DETAILS. THANK YOU VERY MUCH AND I MIGHT HAVE MORE QUESTIONS BECAUSE I'M CHECKING THEM OFF AS I GO. GOT THAT ON MY LIST. I'VE DONE THAT. I WANT TO MAKE SURE THE TEACHERS FEEL SUPPORTED THE CLASSROOM, AS WELL. I WANT TO TALK IN GREAT DETAIL ABOUT THE CHANGES TO THE CAREER CENTERS BUT PLEASE CAN WE NOT CALL THEM ALTERNATIVE SCHOOLS. WE'RE NOT. OKAY. GOOD. I HEARD THAT RUMOR. GOOD. LET'S PUT THAT TO BED. WHAT ARE WE CALLING THEM?

>> I'D LIKE TO BRING A BOARD ITEM AND CALL THEM A HIGH SCHOOL.

>> April Griffin: THIS IS MY QUESTION. LET'S TALK ABOUT THAT FOR A MINUTE. SO IF IT IS A HIGH SCHOOL, TALK TO ME ABOUT WHAT IT LOOKS LIKE IF A STUDENT COMES FROM THEIR TRADITIONAL HIGH SCHOOL, THEY ARE GOING TO LEN LENNARD AND THEY ARE GOING TO GO TO SOUTH COUNTY. THEY GO TO SOUTH COUNTY HIGH SCHOOL ARE THEY GOING TO BE ABLE TO WORK BACK TO LENNARD HIGH SCHOOL OR STAY AT SOUTH COUNTY HIGH SCHOOL?

>> THEY COULD DO BOTH WHICH IS WHAT THEY DO NOW. WE HAVE SOME STUDENTS THAT WANT TO DO THAT. THEY WANT TO GO BACK AND GRADUATE FROM LENNARD BUT ALL FOUR CAREER CENTERS GIVE HIGH SCHOOL DIPLOMAS. THEY ARE CREDITED.

>> April Griffin: ABSOLUTELY.

>> THEY CAN DO EITHER. SEVERAL YEARS AGO, EVEN PRIOR TO THE CREATION OF EDUCATIONAL ACCESS OPPORTUNITIES AND ALTERNATIVES, CAREER CENTERS STARTED TO MOVE TOWARD 9-12 AND NOT JUST 11th AND 12th GRADERS. SO WE HAVE 9th GRADE STUDENTS THAT CAN GO.

>> April Griffin: YOU MEAN THE TITLE THAT BELONGS ON THE BACK OF THE CARD THAT GOES ALL THINK WAY AROUND THE BACK OF THE BUSINESS CARD. IT DOES FIT. IT IS VERY SMALL PRINT, I'M SURE. SO THIS IS THE NEXT QUESTION IN RELATIONSHIPS TO THAT. SO WE HAVE STUDENTS WHO ARE NOT SUCCESSFUL IN A LARGE TRADITIONAL HIGH SCHOOL ENVIRONMENT. THE CURRICULUM IS DIFFERENT AT OUR CAREER CENTERS NOW. THE CURRICULUM IS DIFFERENT.

>> IT CAN BE

>> April Griffin: RIGHT. BECAUSE THIS IS THE THING. IF IT WASN'T WORKING IN ONE PLACE WHY PUT THEM IN A DIFFERENT ENVIRONMENT AND EXPECT IT TO WORK SOMEWHERE ELSE? BECAUSE THESE ARE DIFFERENT STUDENTS. I'M TRYING TO TREAD CAREFULLY IN WHAT I SAY HERE. WHAT DOES THE EVALUATION RUBRIC LOOK LIKE FOR PRINCIPALS AT THOSE SCHOOLS AND WHO'S EVALUATING THEM? IF WE ARE GOING TO MAKE THEM HIGH SCHOOLS, ARE THEY GOING TO FIT UNDER AN AREA SUPERINTENDENT AND IS THAT AREA SUPERINTENDENT GOING TO BE THEIR BOSS AT THAT -- THAT'S WHAT I NEED TO KNOW, TOO. WHAT IS THE ORGANIZATIONAL STRUCTURE OF THAT? ARE WE MOVING THAT UNDER MR. PETERS?

>> THAT'S THE CART AND HORSE IS SOMEWHERE IN BETWEEN. WE ARE GETTING TO THOSE CONVERSATIONS BUT WE HAVEN'T GOTTEN TO

>> April Griffin: I'M GOING TO DISAGREE. IT IS NOT THE CART BEFORE THE HORSE. THE FIRST THING DO TO GET IT RIGHT IS ORGANIZATIONAL STRUCTURE.

>> SURE

>> April Griffin: IF YOU ARE GOING TO SHIFT THAT THE WAY THE PRINCIPALS ARE EVALUATED, IF THEY ARE EVALUATED THE WAY A REGULAR HIGH SCHOOL PRINCIPAL IS EVALUATED YOU WILL HAVE MAJOR PROBLEMS. SO YOU NEED TO FIGURE THAT OUT QUICK.

>> THAT'S NOT WHAT I WAS REFERRING TO WITH THE CART BEFORE THE HORSE. I WAS SAYING ALL OF THE CONVERSATION I HAVEN'T BEEN ENGAGED IN THE CONVERSATION. I'M THE HORSE AND THE CART IS AHEAD OF ME. I HAVE TO FIGURE OUT WHERE I HAVE TO CATCH UP.

>> April Griffin: I'M THE DRIVER ON THE CART AND I FOUND OUT ABOUT IT THROUGH.

>> SOME OF THIS HAS BEEN CONVERSATION. WE HAVE HAD CONVERSATION ABOUT THAT. WE HAVEN'T MADE DECISION POINTS AROUND THE CONVERSATION AT THIS POINT IN TIME. I'LL MAKE SURE THAT WHEN WE HAVE THAT TIME, MAYBE A WORKSHOP OR CONVERSATION THAT WE HAVE AT A BOARD MEETING AROUND THE NEXT STEPS WE ARE THINKING. WE KNOW MANY OF OUR -- SOME OF OUR SPACES THAT ARE NOT CONSIDERED RIGHT NOW TRADITIONAL HIGH SCHOOLS WE HAVE BEEN DOING A LOT OF EXPLORATION AROUND THE STATE, AROUND THE COUNTRY ABOUT SOME OF THE THINGS THAT HAVE BROUGHT UP GRADUATION RATES, GOTTEN KIDS ENGAGED IN A PROGRAM THAT SUPPORTS THEM. THAT'S THE CONVERSATION WE HAVE BEEN HAVING. PUTTING THE FINAL PORTRAIT TOGETHER AND WHAT IT LOOK ICELIKE IS IN CONVERSATION AT THIS POINT.

>> THE PROBLEM IS THE CONVERSATIONS ARE HAPPENING IN THE SCHOOLS RIGHT NOW. YOU HAVE A LOT OF CONCERN ABOUT.

>> BRING IT TO ME THEN.

>> April Griffin: THEY BROUGHT IT TO ME AND I'M BRINGING IT TO YOU. THAT'S HOW WE WORK THAT, TOO. WE HAVE TO HAVE SOME CONVERSATIONS ABOUT THIS.

>> ABSOLUTELY.

>> April Griffin: I HAVE TWO MORE. WHERE THE BUS DRIVERS ARE CONCERNED AND MS. HARRIS, YOU ARE DEAD ON. WE DO HAVE SOME BEST PRACTICES IN THIS DISTRICT WHERE THE PRINCIPALS ARE -- THEY ARE SO SUPPORTIVE OF THEIR BUS DRIVERS AND THE BUS DRIVERS FEEL THAT AND THE STUDENTS BEHAVE WELL BECAUSE THEY KNOW THEY WILL BE HELD ACCOUNTABLE FOR THEIR BEHAVIOR ON THE BUS. WE NEED TO LOOK AT THOSE SCHOOLS AND HOW ARE THOSE PRINCIPALS DOING IT, TOO. UNFORTUNATELY SOME OF THE STUDENTS, MS. HARRIS, THAT ARE ACTING UP ON THE BUS ARE ACTING UP IN THE SCHOOLS, TOO. IT GOES THERE, BUT YOU DO HAVE ONES THAT ARE MISBEHAVING ON THE BUS AND ARE LITTLE ANGELS AT SCHOOL. WHAT'S THAT LOOK LIKE? AND OUR PRINCIPALS NEED TO SUPPORT OUR DRIVERS, BUT THEY ALSO NEED TO BE TRAINED IN THOSE RESTORATIVE PRACTICES, TOO ONE LAST QUESTION AND I KNOW WE DON'T HAVE IT -- I KNOW WE HAVE THE DATA ON BAKER RACKS AND I KNOW THAT ANTIDOTALLY WHAT I SAW ON THE TEXT MESSAGES THAT WE WERE GETTING ABOUT THE STUDENTS, I SAW THE NUMBERS GROW AND I SAW SOMETHING THAT CONCERNED ME AND WE STARTED TO HAVE CONVERSATIONS ABOUT IT IN THE BOARDS THAT WE SERVE ON TOGETHER THAT THERE ARE LOWER AND LOWER GRADES. A LOT OF ELEMENTARY STUDENTS. I'D LIKE A BREAK DOWN IN AGE AND GRADE ON THE BAKER RACKS AND A'D LIKE A BREAK DOWN IN DEMOGRAPHIC DATA. IS IT DISPROPORTIONATELY MINORITY STUDENTS? I'M CURIOUS ABOUT THAT. THOSE ARE THE TWO POINTS OF DATA I'D LIKE TO SEE. AND THANK YOU FOR THE TIME. BOARD MEMBERS?

>> Cindy Stuart: THANK YOU, MS. GRIFFIN. I'LL LET MS. SNIVELY SPEAK.

>> Melissa Snively: I WILL BE BRIEF BECAUSE I KNOW WE ARE RUNNING OVER TIME. I WANT TO THANK YOU FOR THE DATA YOU PRESENTED TODAY. I APPRECIATE THE CONCISE WAY YOU PUT IT TOGETHER AND I'M PLEASED TO SEE THE TRENDS ARE MOVING DOWNWARDS AND AS EXPECTED. GREAT WORK AND I LOOK FORWARD TO CONTINUING TO GET UPDATES ON THE INFORMATION. I LOOK TO YOU AS EXPERTS, AS WELL AS THE SUPERINTENDENT TO CONTINUE TO DEVELOP STRATEGIES FOR IMPROVED RESULTS, AND IF THERE IS ANYTHING WE CAN DO AS BOARD MEMBERS TO SUPPORT YOUR EFFORTS I'M SURE YOU WILL LET US KNOW THAT. I'D LIKE TO CONTINUE TO SEE A CULTURE SHIFT. I KNOW MS. GRAY TOUCHED ON THAT AND I THINK THAT IS REALLY IMPORTANT. I KNOW YOU HAD SOME GOOD RESULTS WHEN YOU WORKED IN AN ELEMENTARY SCHOOL THAT FOCUSED ON COMMUNITY SERVICE. GIVING BACK TO THE COMMUNITY, THERE'S A DIRECT CORRELATION WITH GOOD, IMPROVED BEHAVIOR WHEN THE FOCUS IS ON GOOD THINGS LIKE GIVING BACK TO THE COMMUNITY, HAVING GOOD MENTORS, HAVING GOOD ROLE MODELS FOR BEHAVIOR. IT IS REALLY IMPORTANT. SO, I'D LIKE TO SEE MORE SUPPORT FOR FACULTY WITH RESPECT TO TOOLS, TRAINING AND RESOURCES WHEN MANAGING STUDENT BEHAVIOR. WE SAY EVERY TRAINED LEADER DESERVES OTHER TRAINED LEADERS. SO EVERY TRAINED TEACHER WOULD APPRECIATE OTHER TRAINED TEACHERS. IF THERE'S ANYTHING YOU WOULD LIKE TO ASK OF US TO SHARE WITH US TODAY ABOUT YOUR VISION, ABOUT THIS INITIATIVE, I'D LIKE TO HEAR.

>> Jeffrey Eakins: FIRST OF ALL WE KNOW ALL KINDS OF MIND SHIFTS COME WITH STRUGGLES. I THINK STRUGGLES ACROSS AN ORGANIZATION WHERE YOU HAVE 25,000 EMPLOYEES, YOU HAVE 215,000 STUDENTS. A LOT OF IT IS, ESPECIALLY WITH DISCIPLINE THERE'S EMOTIONS INVOLVED. THAT'S PART OF WHAT YOU HAVE TO KNOW GOING IN. THERE'S EMOTIONS INVOLVED FOR EVERYONE, IF THE STUDENT AND FOR THE ADULTS ENGAGING IN THAT. THE LAST THING YOU WANT TO FEEL AS A TEACHER IS THAT SOMEBODY THAT I'M POURING EVERYTHING IN TO IS NOT GIVING ME THE BEST CHOICES IN RESPONSE. A LOT OF THAT IS IN THE MID OF THE DECISION MAKING BECAUSE YOU WANT THE BEST FOR THE CHILD BUT ULTIMATELY YOU HAVE TO KEEP THE CLIMATE AND CLASSROOM SAFE AND YOU HAVE TO HAVE ORDER AS WELL. THE VISION IS TO KEEP AT THIS WORK. TO SEE THE VALUE OF THE RELATIONSHIP BETWEEN THE ADULT AND THE CHILDREN, THE STUDENTS AND I THINK THAT IS BROUGHT UP HERE, AS WELL. THAT IS HUGE TO IMPROVING THE CULTURE AROUND THE ORGANIZATION. BUT IT IS A CHANGE OF HEART. IT'S NOT JUST A CHANGE OF MIND OR CHANGE OF CHOICE BUT A CHANGE OF HEART WHERE PEOPLE WANT TO MAKE BETTER CHOICES, BOTH IN OUR CLASSROOMS BUT ULTIMATELY TRANSFER IT TO THEIR LIFE, LATER ON. PREPARING STUDENTS FOR LIFE. THAT'S THE KEY. WE WILL KEEP WORKING ON THAT. WE KNOW THERE ARE SUPPORTS WE WILL HAVE TO CONTINUE TO PROVIDE. I DON'T EVER LIKE TO HEAR ANYBODY SAY I DON'T FEEL SUPPORTED IN THIS PROCESS. THAT'S ABOUT AN INTERACTION WITH TWO ADULTS GETTING TO ROOT CAUSE SAYING I CARE ABOUT YOU AND THIS IS WHAT I'M GOING TO DO TO MAKER IT DOESN'T HAPPEN AGAIN AND THE NEXT TIME IT OCCURS YOU FEEL WE ARE AN ADVOCATE FOR YOU WHETHER A STUDENT OR ADULT YOU ARE TALKING TO. IF WE HAVE THAT OCCURRING WITH 25,000 EMPLOYEES AND 250,000 STUDENT AND THEIR PARENTS YOU WILL SEE A CULTURE SHIFT TAKE PLACE. THAT TAKES DETERMINATION, PERSEVERANCE AND TIME. WE ARE MOVING THROUGH THE SPACE RIGHT NOW AND WE WILL ULTIMATELY GET TO THAT. WE WILL HAVE A LOT OF PEOPLE ON THE SIDELINES THROWING THINGS AT US ALONG THE WAY. WE HAVE TO LISTEN TO IT. WE HAVE TO LISTEN TO THEIR REAL FEELINGS AND ADJUST OUR PRACTICES, OUR SUPPORT SYSTEMS TO BE ABLE TO LISTEN TO THEIR INPUT AND GO TO OWNERSHIP OF THE PROCESS MOVING FORWARD. I THINK WHAT YOU SEE ULTIMATELY COME THROUGH THE ACADEMIC RESULTS AND THE ULTIMATE WORK FORCE CONNECTION WE ARE LOOKING FOR OUR OUR STUDENTS THIS THE FUTURE, THIS IS ABOUT MAKING THEM EMPLOYABLE, MAKING THEM GREAT CITIZENS AND THAT'S ALL ABOUT THE CHOICES THEY MAKE AND NOT JUST ON THE SKILL SIDE BUT ON THE PERSONALITY SIDE AND THE BEHAVIORAL SIDE THROUGHOUT THEY ARE DAY. WE KNOW ALL ABOUT THAT HERE IN OUR SCHOOL DISTRICT. WE WILL CONTINUE TO ADVOCATE THAT ACROSS OUR ENTIRE COMMU COMMUNITY.

>> THANK YOU VERY MUCH, SUPERINTENDENT.

>> THANK YOU.

>> Susan Valdes: THANK YOU VERY MUCH, MEMBER HARRIS. EARLIER ON WHEN MEMBER SHAMBURGER WAS ADDRESSING HER QUESTIONS THERE WAS A COMMENT MADE THAT NOW WE ARE WORKING A LITTLE BIT CLOSER WITH THE SUSPECT OF DIVERSITY IN REFERENCE TO THIS WORK. IT CONCERNED ME THAT WE PASSED A POLICY, AN EQUITY POLICY IN MARCH OF 2017 AND THAT NOT ALL OF THE DEPARTMENTS AND I KNOW THERE ARE A LOT OF DEPARTMENTS BUT THIS WORK IS HARD. IT IS NOT A 7:00 TO 4:00 JOB. IT'S NOT ONE THAT IS -- YOU HAVE SOUL IN TO THIS WORK 24/7. IT DOES NOT STOP. SO I'M CONCERNED THAT ESPECIALLY AFTER YESTERDAY'S COMMUNITY MEETING AND THE THINGS THAT WE HEARD, THE EQUITY POLICY AND ITS IMPLEMENTATION WITH THE FIDELITY THAT IT NEEDS IS THAT OF URGENCY. I'M CONCERNED WITH THE FACT THAT OUR STRATEGIC PLAN IS ALSO NOW GOING TO BE THREE YEARS OLD, AND THAT DEPARTMENTS NOW, NOW AFTER THREE YEARS, ARE BEGINNING TO HAVE A STRATEGIC PLAN AROUND OUR STRATEGIC PLAN TO GET THE RESULTS, TO GET US THE RESULTS WE ARE LOOKING FOR. I'M CONCERNED OF THE FEELING OF THE STRATEGIC PLAN AND 90 BY 20. I'M WANTING 100 BY 20 BECAUSE THE OTHER 10% IS NOT COOL. I DON'T WANT TO LOSE 10% OF CHILDREN. WHERE'S THE LEVEL OF URGENCY FROM STAFF IN OBTAINING THE RESULTS THAT YOU NEED, MR. EAKINS, TO PRESENT TO THIS BOARD IN OUR COMMUNITY? SO HAVING SAID THAT, I'M CONCERNED WITH SOME OF THOSE COMMENTS THAT I'VE HEARD IN REFERENCE TO THE STRATEGIC PLAN AND THE EQUITY POLICY AND HOW WE ARE FUNNELING THIS CONVERSATION THROUGH THE CHIEF DIVERSITY OFFICE. SO, IN REFERENCE TO THIS TOOL, TO MEMBER GRIFFIN'S POINT, IS SO IMPORTANT THAT WE TRAIN OUR TEACHERS AND SUPPORT OUR TEACHERS TO BE ABLE TO DO THIS WORK AND GET THE RESULTS THAT WE ARE NEEDING TO OBTAIN. IN REFERENCE TO THE CAREER HIGH SCHOOLS, THE CAREER CENTERS, I WANT YOU ALL TO THINK OUTSIDE OF THE BOX. EACH CAREER CENTER HAS A CERTAIN SPECIALTY THAT THEY FOCUS ON. WE ALSO HAVE TAMPA BAY TECHNICAL HIGH SCHOOL. IT IS A MODEL. AND THE CREATIONS OF THESE CAREER CENTERS A WHILE AGO WERE FOR A DIFFERENT PURPOSE. THE PURPOSE IS NOW CHANGED BECAUSE OUR VISION THAT'S UP ON THAT WALL AND ALL OF OUR BUSINESS CARDS SAYS PREPARING STUDENTS FOR LIFE. SO WHETHER IT'S IN A TRADITIONAL HIGH SCHOOL, IVY, COLLEGIATE, TECHNICAL, IT'S PREPARING THEM FOR LIFE. SO I CHALLENGE STAFF -- IT MIGHT BE AN OPPORTUNITY TO HAVE -- FOR YOUR NAMES MAYBE WE LOOK AT INDIVIDUALS THAT WERE CAREER TECHNICAL MINDED AND HAVE A LEGACY OF WHAT THAT MEANS. SO IT IS AN OPPORTUNITY. I AM LOOKING FORWARD TO THAT CONVERSATION IN THE NEAR FUTURE. THE BIG QUESTION IS THIS -- MEMBER GRIFFIN BROUGHT OUT AND REMINDED US, AGAIN, THAT WE ARE IN A FINANCIAL CRUNCH. HOW DO WE SUSTAIN THIS GREAT WORK AFTER THE GRANT GOES AWAY? WHAT DO WE DO

>> Jeffrey Eakins: LET ME ANSWER THAT. PART OF OUR ENTIRE WORK WE ARE DOING IN THIS DISTRICT IS BUILDING CAPACITY AROUND SYSTEMS TO SUPPORT AT OUR LOCAL SCHOOLS. WE CANNOT CONTINUE -- ESPECIALLY WHEN WE ARE LESSENING POSITIONS AT THE DISTRICT LEVEL AND THROUGHOUT THE DISTRICT, WE CANNOT DO THE WORK AND HEAVY LIFT MAYBE 15, 20, 30 YEARS AGO YOU CAN. BUT IT COMES REALTIME. THAT'S WHERE THE SYSTEMS OF SUPPORT WE BUILT IN GETS THIS WORK PERMEATING THROUGHOUT THE ORGANIZATION. IT IS WHEN PEOPLE AT THE SITE HAVE THAT SKILLSET AND NOW YOU HAVE EXPERTS, CHAMPIONS, YOU HAVE PEOPLE BUILT IN LOCALLY AT THE SCHOOL SITES. WE KNOW THAT BECOMES PAR OF THE FABRIC OF THE SCHOOL. IT DOESN'T COST MONEY ONCE YOU IMPLEMENT RIGHT STRATEGIES AND THAT'S WHAT GRANTS SHOULD ALWAYS BE. YOU IMPLEMENT STRATEGIES. YOU SEED THE BEST PRACTICES. YOU BUILD CAPACITY. IT ENDS AND YOU IMPLEMENT AND EXECUTE AND YOU REFINE AND THEN YOU GO BACK AND SEE WHAT MORE WE CAN DO. THAT'S HOW WE WILL DO THAT, MS. VALDES.

>> THANK YOU SO MUCH. THANK YOU FOR BEING PATIENT. THIS IS A TOPIC THAT IS IMPORTANT TO OUR ENTIRE DISTRICT SO THE EXTRA TIME WAS NECESSARY. CONTINUE THE GREAT WORK. AND THIS MEETING IS ADJOURNED.