►
From YouTube: October 5, 2017 Regular School Board Meeting
Description
See the agenda here: http://agenda.oneclay.net/publishing/ap-agendas.html
A
A
C
Come
to
the
mind
father
we
just
we
thank
you
for
a
beautiful
day.
What
do
we?
Thank
you
for
the
freedoms
that
we
enjoyed
by
hearing
these
wonderful
children
sing
about
America?
Well,
God
will
blessed
we're
blessed
to
be
here
to
be
an
American
to
enjoy
the
opportunity
to
discuss
school
board
meetings
and
business
here
openly
father.
We
thank
you
for
all
the
freedoms
that
you
give
us
each
and
every
day
now
pray
a
special
blessing
upon
each
board.
C
Member
here,
the
superintendent,
all
the
teachers
and
staff
here
in
Clay
County
bless
them
in
a
rich
way.
Father
give
them
strength,
give
them
wisdom
and
knowledge
to
conduct
a
business
tonight
and
there
will
be
in
harmony
and
one
Accord
in
Jesus,
name,
I,
pray.
These
things
amen,
yeah.
If
you'll
join
me
in
the
pledge,
please
I
pledge
allegiance
to
the
flag
of
the
United
States
of
America
and
to
the
Republic
for
which
it
stands.
One
nation
under
God
indivisible
with
liberty
and
justice
for
all.
C
A
So
I'd
like
to
welcome
the
citizens
of
Clay
County,
but
take
this
opportunity
to
thank
you
for
taking
time
out
of
your
busy
schedule
to
attend
tonight's
school
board.
Meeting
this
meeting
is
our
opportunity,
as
your
elected
representatives,
to
collaborate
openly
and
make
decisions
that
will
decide
the
future
direction
of
our
public
schools
and
the
education
of
our
children
here
in
Clay
County.
If
you
wish
to
address
the
board,
there
will
be
an
opportunity
to
speak
for
three
minutes.
A
Please
fill
out
a
card
which
you'll
find
located
in
the
back
of
the
room,
indicating
the
specific
item
number
or
topic.
You
wish
to
speak
about
and
turn
it
in
promptly.
No
additional
cards
will
be
accepted
once
the
board
moves
to
the
public
comments
section
under
presentations
from
the
audience.
Your
participation
is
welcomed
and
she
ate
it.
Thank
you.
So
at
this
time,
I
would
like
to
ask
Cub
Scout
Pack
812
to
please
join
me
in
front
of
the
dais
here.
A
I
had
the
pleasure
of
being
invited
to
come
and
meet
with
pack
a
12
and
the
dead
leader
is
Colleen.
Valenti
and
the
boys
are
working
on
a
badge
called
building
a
brighter
of
building
a
better
world
and
they
had
to
meet
with
an
elected
official,
govern
employment,
a
government
official
or
community
leader
and
discuss
an
issue
of
concern
to
them
and
the
community.
This
was
such
a
bright
bright
group
of
children.
A
They
are
young
adults
who
I
told
them,
explain
to
them
how
the
board
works,
how
we
have
a
chairman,
how
we
have
a
vice-chair,
how
we
have
an
issue
of
concern
and
then
we
have
to
make
decisions
not
based
on
what
we
think
for
individually,
but
for
the
36,000
children
that
we
have
recess
was
a
big
concern
for
them.
But
one
of
the
topics
we
actually
voted
on
was
homework.
Should
we
have
eliminated
homework
completely
or
should
we
have?
You
know
the
standard
amount?
What
did
we
decide?
We
decided
to
keep
homework
correct.
A
The
majority
voted
to
keep
homework.
The
other
item
was
testing.
Should
we
eliminate
testing
completely
or
should
we
have
it
and
again?
What
was
the
verdict
we
needed
to
keep
testing
because
they
knew
that
it
was
very
important
and
there's
still
some
issues
about
the
recess
that
you
know
they
were
discussing,
but
it
was
really.
It
was
exciting
for
me
to
spend
time
with
them
and
to
see
their
minds
at
work
because
they
brought
up
issues,
especially
with
the
testing
that
we
would
have
said.
A
We
would
have
said
reasons
why
we
need
to
have
testing
or
homework
for
retention,
and
things
like
that,
so
I
just
wanted
to
recognize
them
because
they
are
going
to
be
great
leaders
and
they're,
making
a
difference
in
our
community
and
Colleen
Valenti
is
their
den
leader
and
I
just
want
to
present
this
to
you
for
the
boys
and
say
thank
you.
Thank
you
so
much
for
coming.
Oh,
please.
Let's
have
a
picture.
A
A
D
Good
evening,
I'm
Elise
love
principal
of
s,
Brian
Jennings
elementary
and
I'm
honored
to
share
clay
County's
best-kept
secret
with
you
this
evening,
we're
a
title.
One
school
serving
a
diverse
population
were
a
hundred
percent
free
and
reduced
lunch,
and
we
foster
a
sense
of
community
accountability
and
growth
mindset
in
our
scholars.
D
This
year,
every
student
and
faculty
member
received
a
school
shirt
to
proudly
wear,
illustrating
that
we
are
each
an
integral
part
of
our
collaborative
learning
community
that
is
SBJ
for
several
years.
We've
been
a
si
school,
but
over
the
course
of
last
year,
2016-17
the
instructional
staff
and
scholars
led
by
mrs.
Outman
and
mrs.
Hayward.
Their
administrators
resulted
in
the
increase
of
a
school
grade
with
an
intentional
focus.
D
So
what
sets
us
apart,
resulting
in
this
huge
rise
in
instructional
performance
and
student
performance,
we've
served
as
a
model
school
for
the
collaborative
classroom
and
transferred
those
principles
across
all
content
areas
additional
eyes.
Additionally,
we
utilized
LL
I
to
provide
intensive
small
group
instruction
rapidly
increasing
student
reading
levels.
We
have
several
years
of
sips
instruction
as
well,
which
we
have
found
that
combined
with
making
meaning
results
in
really
strong
foundational
skills
and
our
scholars.
But,
most
importantly,
we
make
learning
fun.
D
We
have
a
very
student-centered
inclusive
approach,
where
we
provide
rigorous,
engaging
instruction
that
is
aligned
to
standards
while
we
still
continue
to
differentiate
and
maybe
in
the
needs
of
our
individual
students.
So
as
we
historically
looked
at
our
trends,
there
are
some
areas
that
we
continually
fall
short
in
and
we
know
that
we
need
to
improve
in
the
English
language,
arts,
math
and
science
standards.
D
Each
of
our
teachers
and
scholars
also
has
a
data
notebook
where
they
are
setting
and
tracking
progress.
So
that
we're
increasing
our
accountability
school-wide,
therefore,
three
school
improvement
goals
for
this
year
revolve
around
that
intentional
data-driven
small
group
instruction
utilizing
the
Lucy
Caulkins
from
kindergarten
to
sixth
grade
with
fidelity
and
implementing
not
positive,
behavior
interventions
and
supports
system
within
our
school.
D
We
also
have
lots
of
fun,
extracurricular
activities,
math
club
track
team,
robotics
coding,
news
team,
just
to
name
a
few
safety
patrols,
fun
fact
in
1967,
as
Brian
Jennings
opened
its
doors
and
it
was
designed
intentionally
to
be
a
showcase
school
of
instructional
excellence
which
we
still
are
today.
But
this
year
marks
our
50-year
anniversary
and
I'd
like
to
formally
invite
each
one
of
you
to
come
and
attend.
As
we
celebrate
our
service
to
our
community
for
50
years,
it
will
be
Friday,
November,
the
3rd
from
5:30
to
7:30
and
you'll,
hear
more
about
that.
D
As
we
approach
that
time,
I
am
a
new
principal
at
s,
Brian
Jennings
elementary.
This
is
my
first
year
and
I
am
new
to
this
amazing
team
and
I
hope
that
you
all
know
what
a
true
gym
it
is.
I
have
been
amazed
by
the
dedication,
the
generosity
and
the
love
from
the
teachers,
the
staff,
the
students,
the
families
and
our
business
community
partners
that
have
really
rallied
behind
us
after
Hurricane
Emma.
D
A
lot
of
our
families
really
were
impacted
and
we
had
a
great
relief
organization
that
that
we
spearheaded
and
I
truly
saw
this
community
come
together,
working
together
and
supporting
one
another
at
a
critical
time
of
need
and
I
realized
that
espera
and
Jennings
elementary
is
not
just
a
school.
It's
the
heart
of
that
community
and
it's
a
family,
so
I'm
grateful
for
the
opportunity
to
come
and
showcase
s
Brian
Jennings
Elementary
tonight.
So
thank
you
and
I'm
honored
to
be
a
part
of
that
s.
Bj
family.
A
D
A
F
F
How
are
they
supposed
to
get
that
if
the
only
book
that
they
have
to
take
home
aside
from
the
online
version,
if
they
have
it
and
I
refer
back
to
my
comments
from
last
week,
is
if
they're
forced
to
read
a
book
that
isn't
even
at
grade
level?
It's
a
summary
of?
What's
in
the
textbook,
one
of
the
things
that
a
lot
of
students
have
when
it
comes
to
struggling
when
they
struggle
in
reading?
F
F
F
So
that
is
something
that
we
need
to
strongly
consider
when
we
approach
this
and
further
also
I
showed
these
workbooks
to
the
Esau
aides
that
we
have
because
I
also
mentioned
them
in
the
last
meeting.
They
were
considerably
underwhelmed
about
these
workbooks
compared
to
the
text
books
all
right,
so
this
is
again.
This
is
something
that
needs
to
be
addressed.
Now,
if
we're
going
to
service
our
students
appropriately
Thank
You,.
A
G
H
I
F
May
I
may
I
address
them.
Okay,
thank
you.
That
is
maybe
something
that
we
may
want
to
kind
of
get
the
word
out
a
little
bit
of.
Thank
you
miss
ball
for
bringing
that
up
on,
because
I
was
hearing
chatter
with
other
subjects
and
Miss
Mayberry
I
think
econ
may
have
been
brought
up
as
to
whether
or
not
these
were
consumable
or
not.
So
there's
a
lot
of
mixed
messages
as
to
what
role
or
what
function
those
workbooks
are
playing
and
whether
or
not
they
will
be
replaced
next
year
and.
I
Through
the
chair
and
all
me
I'll
make
sure
we
should
have
communication
out
for
that.
We're
also
looking
at
what
can
we
do
for
additional
printing
for
those
who
may
not
have
accessibility
for
online,
so
we
can
make
now
threatened
to
be
able
to
to
access
for
students
gonna
have
access
in
hand.
So
again,
once
again,
I
said
last
week:
we're
gonna
do
a
better
job
of
making
certain
that
the
the
team
of
teachers
and
colleagues
who
are
sitting
in
the
adoption
process
identifies
what
students
have
and
what
teachers
have.
I
J
My
name
is
Betsy
Reger
and
my
addresses
on
file
I'm,
the
director
of
CCA
incest,
but,
more
importantly,
I'm
the
mom
of
Grayson
future
robot
inventor
and
current
Clay
County
kindergartner,
it's
my
job
as
the
director
of
CCA
and
Cespedes,
and
for
the
employees
of
this
district
and
as
Grayson's
mom.
It's
my
job
to
advocate
for
the
very
best
educational
opportunities
for
him.
Fortunately,
this
job
allows
me
to
do
both
at
one
time.
J
Those
responsibilities
often
overlap
I
want
to
talk
to
you
tonight
about
an
issue
that
affects
my
members
and
my
own
personal
kiddo
class
size
in
2002.
The
citizens
of
this
state
voted
overwhelmingly
to
limit
class
size
in
public
schools
and
in
2010
they
voted
again
to
reject
the
notion
that
these
limits
should
be
based
on
school
averages,
ignoring
the
voice
of
Florida
voters,
our
friends
in
Tallahassee
created
legislation
that
allows
you
the
flexibility
to
disregard
the
will
of
Florida
voters
and
use
averages
to
get
around
the
class
size
limit.
J
So
what
does
that
mean
for
teachers?
Some
are
going
to
be
well
over
individual
class
size
limits
as
long
as
some
others
are
under.
So
some
teachers
are
going
to
be
spread
very,
very
thin
in
overcrowded
classrooms,
while
others
have
more
quality
time
with
their
students.
Are
their
evaluations
adjusted
to
make
up
for
this
No?
J
J
J
We've
all
heard
that
old
saying
that,
just
because
you
can
do
something
doesn't
mean
you
should,
and
it
applies
here
as
a
teacher
as
an
advocate
as
a
mom.
I
know
that
using
averages
for
these
class
sizes
is
wrong.
As
teachers
we
don't
stop
trying
to
move
our
struggling
students,
because
our
high
performers
are
gonna,
pull
our
average
up
high
enough.
This
should
not
be
a
game
of
averages.
J
Every
single
student
deserves
the
best
teaching
and
learning
conditions
every
single
year.
Greyson
is
not
an
average
he's
an
individual
little
person.
He
tells
me
knock-knock
jokes.
He
has
a
passion
for
science
and
robots.
I.
Don't
think
he
cares
if
he
ever
learns
a
sight
word
at
times
he's
a
handful
he's,
not
a
data
point,
a
test
score
or
a
number
to
be
fed
into
your
formula.
His
classroom
is
over
the
limit
and
that's
not
okay
with
me.
It's
not
okay
with
the
teachers
and
it
shouldn't
be.
Okay
with
you.
K
Travis
Christensen
2871,
a
firm
court
in
Lake
Asbury,
just
want
to
comment
about
some
discussion
happened
at
the
last
school
board.
Meeting
regarding
conflict
of
interest
and
I
didn't
attend
the
meeting
I
watched
it
from
home.
That
was
one
of
the
most
clumsy
ten
minutes
of
nobody.
Knowing
what's
going
on
I've
ever
seen
in
a
governmental
board
meeting,
it
is
a
good
question
to
ask
whether
somebody
has
a
conflict
of
interest,
but
have
you
just
moved
to
Florida
huge?
K
Are
you
recently
elected
that
you
do
not
know
that
Florida
law
makes
a
difference
between
general
and
specifics,
I'm
not
trying
to
attack
any
single
person
here,
but
I
can't
believe
between
an
entire
school
board
staff,
an
attorney.
No
one
knows
the
narrowness
of
the
legal
definition
of
conflict
of
interest
in
Florida,
so
I
thought
I
explained
it
to
you.
Cuz
I
mean
governmental
boards
represent
the
people.
You
know
it's
a
high
responsibility
when
you'd
like
to
talk
about
giving
up
your
right
to
vote
on
an
issue
or
suggesting
to
someone
else.
K
K
She
did
recuse
herself
at
a
recent
County
Commission
meeting
that
dealt
with
the
Charter
School
in
question,
because
it
is
the
specific
body
that
she's
affiliated
with
as
far
as
general
I
think
we,
after
about
10
minutes
of
going
around
and
around
your
attorney
eventually
got
into
the
did
like
specific
I,
don't
know
do
what
you
want
to
do,
but
in
jail.
Okay,
let's
look
at
1769
the
bill
everyone's
talking
about
both
the
House
member
and
Senate
member
in
the
legislature,
who
sponsor
a
bill
both
work
for
charter
schools.
K
B
A
L
A
A
N
Let
me
start
with
saying
about
first
book,
because
this
is
it
the
last
school
board
meeting
before
first
book
we
are
bringing
in
440
thousand
books
and
the
set
up
date
is
October
20th
and
we're
going
to
have
a
bunch
of
people
by
the
way
I've
signed
you
all
up
to
help
with
a
set
up
I'll
be
there
on
12
o'clock
to
6
o'clock.
They
said
that
we
needed
like
50
to
70
people.
We
don't
think
so.
We
think
we
need
20
to
30
and
we
can
do
it
so
pretty
much.
Mr.
N
N
Cotton
he's
very
excited
to
do
it
and
he's
he's
a
Tennessee
fan,
so
he's
actually
giving
up
some
of
his
all
weekend.
Tennessee
things
I
know
Alabama
doesn't
care,
but
he
wanted
to
throw
that.
In
the
event,
the
event
is
the
next
day:
Saturday
October
the
21st
from
9
to
10.
It's
all
school
board,
employees,
it
says
teachers,
but
it's
really
all
school
to
school
and
Ford
employees
are
always
asked
come
on
in
take
what
you
want
and
leave.
We
think
we're
getting
50
to
60
titles
600
to
800
books
of
each
title.
N
That's
what
we
think
we're
getting
so
that
and
they're
also
not
going
to
be
mixed
bag.
So
it's
going
to
be
easier
for
us
to
sort
they're
coming
in
at
cartons
with
titles.
So
they've
asked
us
to
get
tarps,
so
my
treasure
is
going
out
to
buy
some
different
color
tarts
touch
hearts
tarps,
so
we
can
put
on
the
floor
because
it's
too
heavy
for
any
tables
or
anything,
so
the
books
are
actually
stacked
on
the
floor.
So
we're
extremely
excited
about
this.
N
N
Have
also
told
principals
when
I've
gone
to
had
seen
them
have
I,
they
were
smart,
they
would
get
themselves
a
van
and
whatever
at
at
four
o'clock,
any
books
left
over
take
them
for
their
libraries
just
go
and
take
them.
We
did
not
want
to
store
them,
so
I
don't
know
mr.
Davis
not
be
fighting
because
I'll
be
leaving
them
there.
So
you
know
possession
is
nine-tenths
of
the
law,
so
we
are
extremely
excited
of
doing
this.
We
have
a
lot
of
help
like
john's
president
and
of
both
their
unions.
N
I
N
There's
a
discussion
item
on
your
agenda
tonight
about
the
FAA
suing
you
all.
We
are
the
FAA
if
you
can
know
that
so
we're
giving
you
books
now
we're
suing
you
about
the
best
and
brightest
scholarship
on
the
grounds
of
age
and
race
discrimination.
This
isn't
about
the
highly
effective
$1200
and
$800
or
whatever
it
is.
N
This
is
about
the
$6,000
and
of
course
you
know
when
people
pass
laws,
they
divide
us
because
I'm
sitting
in
a
table
where
all
of
them
get
to
$6,000
and
I
never
ever
ever
want
to
take
money
out
of
teachers
pockets.
That's
not
that's
not
the
that's.
Why
I
Fe
a
took
so
long
with
this?
We
thought
that
the
legislators
would
wake
up
and
say
it
is
unfair
to
test
people
on
their
SAT
scores
now.
N
So
my
thought
to
you
is
this:
just
plead
guilty
be
done
with
it.
Okay
clay
just
says:
we're
guilty
leave.
It
alone.
Don't
worry
about
it.
I
took
my
SATs
in
1970
on
a
slate
board,
they're
still
looking
for
them,
I'm
pretty
sure
I
was
at
99th,
percentile,
I'm,
pretty
darn
sure
I
was
but
I
can't
prove
that.
So
I
mean
personally
ripped
off
because
of
my
age,
so
I
know
mr.
Deaton
he's
really
excited
about.
N
N
We
are
constantly
increasing
assessments
throughout
the
state
of
Florida.
These
kids
are
inundated
with
assessments.
Our
teachers
are
inundated
with
assessments.
This
assessment
calendar
that
is
presented
to
you
is
clearly
a
huge
increased
from
the
assessment
calendar
that
was
presented
to
you
last
year.
This
is
last
year's.
This
is
this
year's.
Now,
when
mr.
Davis
came
here,
he
stops
assessments
in
January,
but
the
teachers
never
stopped
it
by
the
way,
because
the
teachers
know
we
have
to
progress,
monitor
our
kids.
N
Introduced
to
this
county,
I
ready
being
the
the
main
one
and
achieved
3,000
being
the
other
one.
I
am
NOT
going
to
sit
here
and
say
those
aren't
good
programs.
They
are.
They
are
good
programs
I'm
going
to
sit
here
and
say
we're
overwhelmed
we're
overwhelmed
with
both
programs
with
the
amount,
a
professional
development
it
takes
to
understand,
to
be
able
to
teach
those
you
can
put
me
in
training
all
your
day.
We
have
teachers
doing
over
three
to
four
hours
of
training
a
week
they
get
subs.
They
take
them
out
of
the
classroom.
N
They
using
all
the
common
planning
time
as
whole
group
instructional
time
and
their
training
training,
training,
they're
doing
peedee
peedee
peedee.
You
can
do
that
if
I'm
not
afforded
the
opportunity
to
get
with
my
peers
and
digest
this
and
come
to
a
strong
understanding
of
what
this
is.
This
new
curriculum
is
I'm
not
doing
a
good
job
for
your
kids.
It's
too
much.
All
this
assessment
is
too
much,
but
I
have
another
big,
huge
problem.
With
this
new
assessment
calendar.
There
are
things
missing
in
it.
N
Procs
missing
parts
missing,
not
the
best
thing
in
the
world,
but
it
evaluated
267
of
our
courses
this
year
and
if
it's
missing
who's
evaluating,
how
are
the
teachers
being
evaluated
in
267
of
those
courses
and
76
of
those
courses
mix?
So
the
300
courses
was
evaluated
by
the
perc.
The
problem
wasn't
with
teachers
wasn't
about
the
perc
problem.
Was
the
cut
score
of
it?
N
That's
my
one.
That's
a
huge
question:
I
had
where's
perc.
My
second
question
is
grade.
1
&
2
teachers
were
evaluated
and
I
represent
teachers.
So
it's
not
like
I'm
dissing,
the
kids
I
get
what
it's
all
about,
but
grade
1
&
2
teachers
were
evaluated
by
us
at
10.
Thus,
at
tens
missin
there
is
no
Sat
10
in
this
assessment,
so
our
grade
1
and
grade
two
being
evaluated
upon.
N
Yes,
we
have
a
cast
committee.
Yes,
we're
meeting
next
week
to
have
a
voice
to
say
what
teachers
should
be
evaluated
on,
but
you've
just
taken
two
of
the
evaluations
that
causes
Elise
ankhs
prayer
classes
are
Hanks
with
our
special
children
and
the
cutscore
butts
at
10:00
didn't
cost
us
an
anchor
at
all,
and
neither
one
of
those
tests
are
in
the
new
assessment
category.
N
So
now
we're
thinking.
Okay.
So
what's
teachers
going
to
be
evaluated
on
what
has
been
added
to
the
assessment
calendar
is
a
district,
a
CT,
a
district,
a
CT
from
grade
9
to
12.
So
the
question
is:
are
we
paying
for
every
child
in
this
county
to
take
the
AC
T?
And
if
we
are,
do
you
know
how
much
it
costs?
If
you
don't
I'll,
tell
you
it
costs
38
dollars
to
take,
administer
thirty-eight
dollars
for
each
child,
the
AC
t
without
writing,
and
if
we
give
it
to
them
with
writing
it's
$50,
but
I.
N
Don't
understand
why
we
would
be
given
an
AC
T
to
9th
10th
11th,
while
I
do
11th
and
12th,
but
not
all
of
them.
I!
Don't
understand!
Why
that's
on
the
assessment,
calendar
and
I?
Don't
understand
why
perc
is
missing
and
that's
replacing
it
and
I
don't
understand.
What's
at
tennis,
and
now
we
have
a
bigger
problem,
because
we
do
have
a
problem:
the
state
didn't
just
get
rid
of
VAM.
The
state
said
you
still
had
to
assess
teachers
using
as
assessment
evaluate
teachers
using
an
assessment.
N
The
a
CT
to
us
is
extremely
rigorous
exam,
extremely
rigorous
exam.
Every
10th
grader
than
this
county
takes
a
PSAT.
Every
10th
grader
takes
a
PSAT
in
this
county
as
a
tenth
grade.
Are
we
going
to
administer
an
a
CT
before
PSAT
and
then
are
we
going
to
administer
SATs
or
is
that
still
an
option
for
the
parent
to
decide?
I,
don't
know
there
was
a
lot
of
talk
that
the
minutes
didn't
really
double.
They
did
double
and
a
lot
of
people
said
well,
we
took
out
performance
matters.
No,
we
didn't.
N
N
N
N
If
you
saw
the
TV
this
week,
you
saw
how
Duvall
was
very
upset.
Duvall
parents
are
very
upset
because
of
class
sizes,
because
they're
moving
students
in
October,
we
have
class
classes
that
are
over
three
three
kids
over.
We
have
Grade
two
classes
with
21
kids
in
them.
I
think
we
have
some
classes
with
24
kids
in
it,
so
where's
the
limit
and
are
we
really
gonna
move
kids
in
October,
November
and
December
and
January,
or
we
can
combine
like
Duvall?
N
Does
my
nice
children
went
to
chimney
lakes
that
was
called
chimney
lakes
over
there
nargile?
She
took
her
child
out
because
she
was
in
a
first-grade
class
of
62
teachers,
first
class
of
60
and
they're
in
private
school
now,
60
and
I'm,
a
big
advocate
for
public
education.
I
can't
argue,
that's
my
niece.
N
You
heard
Chris
talk
about
mr.
Trahan
talk
about
textbooks.
You
know
another
thing
we
do
in
Clay,
County
and
I.
Don't
know
teachers
voted
on
that
a
teacher's
didn't
I
wasn't
involved.
Cca
was
not
involved
in
any
textbook
at
all
adoption,
but
I'll
tell
you
this
that
we
have
always
given
a
book
to
a
child
who
needs
one.
We
have
never
just
ordered
a
class
set
and
then
a
little
child
whose
difficulty
so
doesn't
have
internet
at
home
or
anything
and
say,
I'm.
Sorry,
you
don't
get
to
have
a
book.
We've
never
done
that.
N
You
know
there
has
to
be
flexibility
in
our
textbooks.
So
I'm
going
to
watch
very
closely
this
textbook
adoption
I
see
the
plan
in
your
agenda.
I've
got
all
the
little
months
and
my
calendar
laying
out
because
I'm
gonna
be
all
over
it.
This
year
and
I
was
negligent
last
year
of
not
paying
attention
to
the
us.
The
history
adoptions,
the
social
studies,
adoptions,
because
social
teachers,
social
studies,
teachers,
are
not
happy.
My
last
thing
is
planning
time.
I,
don't
know,
I
really,
I
really
don't
know
you
passed
on
June
1st.
N
You
pass
common
planning
PLC
time.
We
have
tons
of
schools
in
Clay
County,
and
this
is
right
from
the
principal's.
You
know
they
they're
trying
to
put
out
all
these
new
programs
already
and
everything.
So
they
want
to
talk,
want
to
talk,
want
to
talk,
but
we
don't
have
any
time
for
teachers
to
plan
teachers.
Don't
have
any
time
during
the
contact
date
to
plan
teachers.
Don't
have
any
time
during
the
common
planning.
There's
no
such
thing
as
common
planning
and
the
what
you
accept
it.
N
What
you
put
in
your
calendar
is
common
planning
PLC
time
it
does
not
exist
and
to
pretend
it
does
is
wrong
and
the
teachers
are
upset
about
it
and
the
teachers
are
upset
that
they
get
in.
This
training
is
trainings,
good,
PT's,
good
principals,
doing
a
great
job.
Everything
they're
saying
is
good
stuff.
N
We
have
no
time
so
if
you
want
these
new
programs
implement-
and
you
want
all
these
new
ones
and
if
you
do
see
a
rise
in
us,
if
we
do
go
from
12
to
6
I
doubt
you
know
which
program
took
you
over,
because
there
are
too
many
variables
and
every
time
we
think
we've
mastered
something.
We
have
something
else
to
do
and
that's
the
problem,
that's
the
problem
and
somewhere
it
has
to
be
adjusted
addressed
and
somewhere.
We
have
to
feel
like
we're
being
heard.
You
know
fool
me
once
shame
on
me.
A
A
Common
planning,
this
and
and
I've
had
I
think
we
probably
all
have
many
phone
calls
about
them
and
the
cut
scores
on
perk
and
whatnot,
so
we're
hurting
our
we're
hurting
our
teachers
and
we
need
to
do
something
about
it.
So
please
look
into
the
forest.
Thank
you.
Is
there
miss
Dixon
isn't
here?
Is
there
anybody
here
from.
J
Teresa
couldn't
be
here,
but
she
sent
me
a
text
just
a
little
while
ago
and
asked
me
to
make
sure
that
you
understood
that
cessful
was
with
mr.
Davis,
providing
the
transportation
for
the
first
book
event
on
Saturday
the
21st.
We
sent
out
an
email
with
a
sign-up
form
to
all
of
the
title,
one
elementary
school
principals
and
mr.
Davis.
You
were
copied
on
that
as
well.
J
Haven't
heard
anything
back
from
his
principles
and
we
really
need
to
get
that
data
back
to
make
sure
that
we
have
enough
buses
scheduled
for
the
children
that
need
transportation
to
get
to
the
event.
So
we
set
a
date
of
next
Friday
to
get
that
back,
but
just
want
to
make
sure
that
they're
aware
of
that
happening.
Yeah.
I
So,
thank
you.
So
I'll
get
the
PowerPoint
going
today,
I'm
going
to
talk
about
the
the
Clay
County
school
district
assessment
outlook.
I'm
gonna
go
over
a
number
of
slides
that
talk
about.
You
know
where
we
were
how
we
arrived,
and
maybe
it
brings
some
clarification
to
some
of
the
questions,
but
before
I
get
to
do
that,
I
want
to
address
some
of
the
the
items
this
evening
from
from
his
Paiva.
You
know
from
PLC
side
of
the
meaner
on
the
same
page
of
what
PLC
looks
like
and
she
we
should
be.
I
You
know,
move
forward
with.
We
know
that
that's
a
is
a
Ministry
of
lis
driven
time.
This
should
be
side
by
side
working
with
teachers
in
order
to
identify
best
practices.
That
is
where
we
infuse
looking
at
lesson
studies,
whether
we
look
at
analytics
of
data,
whether
we're
looking
at
the
coherence
of
lessons
and
identifying
quality
texts.
All
those
things
happen
in
the
situation
there,
sometimes
where
you
should
do
whole
group,
but
most
of
the
time
it
should
be
breakout
sessions
for
teachers
in
in
grade
level
or
content-based.
I
So
they
can
really
talk
about
best
practices.
So
we've
got
to
understand
comp
plan
there,
the
day
as
teachers
driven
completely
the
PLC
time
is
time
that
we
really
drop
down
professional
learning
and
it
should
be
driven
with
the
administrative
staff,
alongside
of
our
teachers,
in
order
to
to
identify
best
practices
on
valid
points
and
I'll
talk
about
a
little
bit
of
the
assessment
piece
and
the
AC
T
I
wish.
We
would
purchase
this
for
everybody
within
our
organization.
I
We
just
don't
have
the
money
that
wasn't
calculated
in
the
minute,
so
that'll
come
off
and
in
reference
to
part
the
pert
was
incorporated
in
the
total
minutes
and
and
and
then
that's
tested,
every
I
think
14
days
every
15
every
month,
so
I
mean
I
can
put
it
on
there
a
month
a
month
a
month
a
month.
If
he
want
us
to,
we
can
put
that
on
there
for
it
to
provide
clarification,
but
I'll
go
into
this
piece
tonight
and
and
we'll
be
able
to
talk
about
assessment
outlook.
I
So
overall,
objective
for
us
tonight
is
to
talk
about
my
rationale
for
suspended
local
assessments
in
2016.
2017
also
describe
acquirements
for
developing
a
progress
monitoring
plan
which
we,
our
state
required
to
do,
in
addition
to
look
at
assessment
outlook
for
1718
school
year.
What
does
that
look
like?
How
is
it
interactive
with
our
school
district
and
then
also
describe
assessment
impact
for
the
1718
school
year
as
well?
So,
ultimately,
when
we
talk
about
discussions
in
January
2016,
you
know
I
presented
the
ball
or
two
options.
I
So
in
this
I
elected
to
and
the
board,
we
agreed
that
we
were
going
to
suspend
the
rest
of
the
assessments
for
a
third
quarter
at
this
time
to
begin
to
the
year
in
the
mid-year,
the
baseline,
in
the
the
mid-year
assessments
were
pretty
much
already
taken.
So
the
only
additional
time
assessments
were
ready
were
at
a
third
quarter
and
we
elected
to
suspend
those
because
it
truly
disrupted.
It
was
a
poor
time
to
continue
assess
for
our
teachers
and
our
students.
So
we
wanted
to
take
that
time
away.
I
Allow
teachers
really
to
greta
to
push
in
instruction
to
work
in
small
group
to
allow
kids
to
grapple
with
the
information
and
to
in
the
second
part
we
I
elected
to
suspend
assessments
is
because
the
inability
to
validate
the
alignment
and
overall
effectiveness
of
our
assessments,
if
you
look
at
our
Analects
on
our
data
fifth
grade
and
eighth
grade
based
on
PM
datasets,
were
poor
as
well
as
well
as
our
FSA
assessment
was
poor
as
well.
We
dropped
him
5th
and
8th
grade
science.
I
Maybe
I'll
circle
back
to
find
where
they
are,
but
ultimately
there's
definitely
a
need,
because
they
statute
requires
us
to
have
a
progress
monitoring
plan.
It
requires
us
to
have
a
feedback
to
our
students
and
to
our
parents
and
helps
our
teachers
to
let
us
know
whether
or
not
students
are
moving
forward
academically.
It
also
allows
us
to
track
student
mastery
from
one
grade
level
to
another.
I
It
allows
us
where
we
all
know
that
learning
is
cumulative
and
we
don't
want
to
have
gaps
from
one
grade
level
to
another
grade
level,
so
it
gives
us
true
indication
of
datasets.
It
provides
opportunities
for
information
for
students
and
teachers
and
parents
to
be
a
part
of
an
infra
cycle
in
reference
to
allowing
us
to
know
where
their
kids
are
academically.
I
It
allows
teachers
to
use
in
Aleks
that
so
they
can
drive
the
instructional
process,
so
they
know
where
kids
are
at
any
point
time
on
any
given
standard,
and
then
it
allows
us
allows
educators
to
really
have
to
determine
whether
or
not
what
they
have
taught
was
ultimately
effective.
Did
they
teach
it
well
do
they
need
to
reteach
it
and
reflect
on
their
practice
academically?
We
know
that
we
get
teachers
and
you
know
students
involved.
We
want
them
to
really
to
understand
where
they
are
so
they
can
set
personal
goals
and
they
can.
I
They
can
have
benchmarks
for
short
term
and
long
term
goals,
and
these
assessments
allow
us
to
do
that.
You
may
ask
the
reason
why
you,
why,
on
the
right
side,
is
the
first
as
the
comply
with
state
statute,
which
is
our
requirement
and
for
us
in
what
we
did
this
year
and
what
the
board
approved
five
I
know
was
I
ready
in
a
Qi.
I
3000
is
for
us
to
select
research-based
tools
for
us
to
to
help
our
learners
in
order
to
tell
al
to
identify
where
they
are
to
scaffold
instruction
to
not
only
in
in
in
lessons
to
allow
them
to
meet
grade-level
expectations,
but
also
have
enrichment
expectations
as
well,
and
then
it
allows
us
to
have
a
tool,
that's
and
predictability.
So,
at
the
end
of
the
year
we're
able
to
see
you
know
the
we
did.
We
have
a
baseline,
a
mid-year
which
progress
mine
from
plan
to
the
end
of
the
year.
I
We're
able
to
see
where
we
are
the
end
of
the
year
to
have
predictive
measures
of
how
well
our
students
are
going
to
fare
on
the
FSA
and
in
the
FSA
is
a
true
indication
of
whether
or
not
students
are
can
be
successful
at
grade
level
grade
level
standards
and
then,
ultimately,
the
last
part
is
for
us
to
be
able
to
use
data
to
inform
the
instructional
practice
within
the
organization.
I
say
this
is
because
when
we
go
to
a
doctor
and
in
some
times
you
know
it's
it's
about
our
health.
I
When
we
go
see
a
doctor,
we
want
to
make
certain
that
you
know
we
may
be
fully
healthy,
but
when
we
go
there
we
get
annual
assessments
biannual
assessments
in
every
time
we
go
there.
It
gives
us
a
good
feeling
to
know
where
we
are,
but
it
may
be
a
part
where
you
go
initially,
you
go
to
the
doctor
and
they
may
say
you
know
what
you
have
heart
problems,
but
they
may
not
run
any
battery
assessments.
So
do
we
a
trust
that
doctor
or
do
we
not
trust
that
doctor?
I
I
As
we
look
at
the
benefits
of
the
proposed
assessment
calendar
for
1718,
we
look
at
how
this
will
develop
a
progress
monitor
line.
We
talked
about
that
we
talked
about.
We
also
looked
at,
provides
research-based
reliable
and
invalidated
assessments
for
us.
We
this
year,
we
agreed
to
to
push
I
ready
and
achieve
which
this
organization
didn't
have
any
platform
for
tier
two
and
Tier.
I
Three
and
I
appreciate
Mis
private
talking
about
how
they're
good
platforms-
and
they
really
truly
provide
you
and
I
said
openly
for
the
time
that
I
brought
this
in
our
gender
review
and
when
I
brought
it
up
here
and
I
speak
to
it
in
front
of
teachers
in
front
of
administrators.
It
had
Diagnostics
involved
in
it.
This
learning
platform
doesn't
work
unless
you
have
a
diagnostic
to
tell
you
where
a
kid
is,
and
then
it
builds
a
prescribe
lesson
to
allow
that
kid
to
be
successful
and
it
helps
teachers
at
a
time
on
task.
I
In
addition,
it
also
provides
resources
that
maximizes
instructional
time
no
longer
the
teachers
have
to
spend
countless
hours,
grading
assessments,
then
taking
all
that
time
and
then
building
a
small
group
instruction
which
takes
time
to
have
fluent
kids.
If
the
Innis,
the
fluid
groups,
I
can't
even
tell
you
the
countless
hours
it
would
take
is
taking
teachers
in
the
past
in
Clay
County.
I
In
order
to
do
that,
what
this
does
at
this
battery
assessment,
it
immediately
gives
a
diagnostic
to
allow
us
to
identify
kids
ready
in
this
level,
and
it
puts
kids
in
groups
they're
grouping
and
gives
them
a
personalized,
individualized
prescribed
pathway.
This
shows
them
their
progression
to
meet
grade-level
expectations
and
move
on
to
have
enrichment
expectations.
So
teachers,
they
don't
have
to
put
kids
in
groups.
They
don't
have
to
tell
have
to
grade
all
these
assessments.
It
does
a
form
in
additionally,
not
only
what
kids
interacting
with
a
technology
standpoint
bless
you.
I
It
also
gives
the
teachers
the
opportunity
just
says.
Edison
Davis
has
a
problem
with
decimals.
Addison
Davis
has
a
problem
with
polynomials.
These
are
the
strategy
to
Addison
Davis
needs
and
it
builds
a
learning
path.
These
are
the
resources
you
pull
for
your
small
group
instruction
he's
it's
all
done
for
teachers.
So,
while
we
say
well
hey,
we
have
all
this
time
that
we're
spending
on
assessments-
and
it's
really
not
and
I'll-
show
you
a
breakdown
in
a
minute.
I
It's
saving
teachers,
countless
hours
of
planning,
of
creating
small
group,
a
pooling
data,
all
those
types
of
things
and,
in
addition,
it's
just
a
predictability.
We
didn't
have
assessments
last
year
that
we're
really
predictable
to
tell
us
whether
or
not
kids
are
working
and
are
able
to
be
proficient
on
the
FSA
and
AOC.
So
by
having
a
beginning
of
the
year
mid
year,
the
end
of
the
year
we
can
tell
and
come
back
and
say,
ask
them.
We
use
this
product.
You
know
what
this
product
didn't
work.
I
What's
going
on
with
it,
do
we
pun
it?
Do
we
keep
it?
That's
why
we
can
see?
That's
why
we
put
the
language
in
the
in
our
contracts
to
be
able
to
determine
the
overall
effectiveness
and,
at
the
same
time
it
provides
learning
paths
and
scaffolds
instructions
for
all
of
our
kids.
I
ready
is
an
adaptive
tool
like
I,
said
the
identify
strengths
and
weaknesses.
It
also
said
diagnostic
data,
just
you
know,
for
every
student.
I
So,
if
Addison
takes
in
a
question,
answers
a
question
and
that
question
he
gets
it
right
and
it
calibrates
whether
or
not
it's
easy.
That
next
question
automatically
increases
the
complexity
to
have
stretch
the
stretch
of
the
cognitive
thinking
of
that
kid
to
push
them
intellectually
to
be
on
grade
level
and
beyond.
At
the
same
time,
if
Addison
doesn't
get
that
question,
it
also
degress
'iz
and
gives
them
nut
scaffolds
down
to
Addison,
have
a
sense
of
success
and
then
builds
that
capacity
as
we
move
forward.
I
It
allows
us
to
have
a
30,000
information,
allows
us
also
to
have
a
30,000
feet
perspective
on
where
we
are
as
a
district.
We
didn't
have
informative
data
that
aligns
in
the
past.
This
allows
us
to
do
so
and
really
differentiate
instruction,
which
is
difficult
to
do
in
a
classroom,
and
teachers
can
tell
you
they
it
it's
a
lot
of
time
to
differentiate
instruction.
It's
countless
hours
on
top
of
that
already.
These
are
some
of
the
things
already
focus
on.
I
I
They
can
interact
with
the
with
a
differentiation
on
the
computer,
but
it
pulls
information
allows
our
teachers
to
have
tells
them
what
to
do
in
teacher
led
and
how
they
group
them
and
then
provides
that
progress,
monitoring
and
then
goes
back
to
their
own
light
cycle
and
that
cycle
of
reflection
and
interaction
continues,
as
it
saves
times
for
our
educators.
Now,
I
will
say
this
I'm
openly
and
I
said
this
a
while.
I
This
is
very
complex,
it
is
new,
so
anything
do
we
have
that's
new,
it's
going
to
create
stress,
and
while
this
product
says
you
know
what
we
want
to
use
45
minutes
a
week
on
this
I
said
openly.
Some
of
our
schools
have
the
technology
to
do
it.
Similar
schools
do
not
have
the
technology
do
it
and
that
we
will
have
a
staircase
approach
with
this
implementation.
No
one
is
over
should
not
be
over.
I
should
say
that
if
I'm
from
an
administrative
level
saying
where's
your,
what
are
you
doing?
How
are
you
doing
it?
I
It's
more
side
by
side
coaching
where
do
I
fit
it
in
in
my
instructional
framework,
how
do
I
make
it
come
alive?
How
can
I
use
it
everywhere?
I
go
and
I'm
telling
this
to
the
board.
I
invite
you
to
please
go
to
schools.
I,
hear
people
rave
about
this
opportunity
for
kids
about
how
we
understand:
hey
I,
don't
may
not
have
the
equipment
and
we're
getting
the
equipment
the
next
couple
of
weeks,
because
we
have
6200
laptops
coming
in
Wireless
viewpoints,
but
it
is
I,
see
people
raving
about
how
this
is
saving
time.
I
For
them
in
order
to
be
successful,
this
is
a
apparent
report
that
teachers
can
pronounce
at
home.
It
just
tells
an
ability
level
of
our
kids
and
gives
them
a
indication
of
where
their
kids
fear
internally.
This
is
an
example
of
datasets
that
we
have
not
had
before
in
this
organization,
which
means
that
we
are
becoming
more
sophisticated
and
looking
at
our
analytics.
This
tells
us
gives
us
from
because
then
and
I
ready,
we
use
kk3.
I
This
tells
us
where
we
are,
whether
or
not
we're
on
grade
level
percentage
below
grade
level
or
above
grade
level
and
gives
us
average
scores.
This
allows
us
to
review
this
information,
allows
teachers,
review
this
information
and
take
deep
dives
to
better
understand
the
learning
path
for
our
kids,
machee
3000
same
tool.
I
It's
a
universal
screener
which
measures
Lexile
Lex
awe
is
the
is
the
measure
of
reading
complexity
generated
by
a
computer,
but
this
has
been
proven
over
and
over
again
that
we
use
Lex
tiles
to
identify
books
in
the
complexity
of
books,
which
we
have
in
front
of
our
kids
and
the
Lexile
is
generated
by
the
length
of
a
sentence
and
also
the
complexity
of
vocabulary.
That's
put
in
front
of
our
our
kids
through
this
product.
I
This
gives
us
a
real
opportunity
to
again
to
differentiate
instruction
in
the
save
time,
and
it
really
serves
an
opportunity
to
serve
our
all
kids
for
enrichment
and
mostly
our
kids
at
risk.
We
know
that
this
also
tells
that
allows
stretch
articles
to
push
our
kids,
who
are
in
social
studies.
You
know
we
can
pull
articles
to
get
in
front
of
them
that
have
stretched
articles
and
align
it,
and
it
provides
a
lot
of
informational
text
that
our
kids
need
to
be
exposed
to.
I
This
is
an
example
of
analytics
that
it
comes
with
a
cheat
3000.
It
gives
us,
by
grade
level
what
our
averages
and,
as
you
can
see,
from
4th
to
10th
grade
our
average,
we're
in
the
approaching
standpoint,
which
means
that,
where
it's
really
good
for
beginning
of
the
school
year
that
tell
us
whether
or
not
we're
on
track
and
we're
moving
in
that
direction
to
to
get
to
a
point
where
they
even
meet
or
exceed
as
they
transition
to
be
successful.
As
you
see,
I
wanted
to
explain,
eleventh
and
twelfth
grade
I
wanted
to
know.
I
We
are
only
an
intensive
radium
for
eleventh
and
twelfth
grade,
so
that
data
reflect
that
we
are
far
behind
in
reference,
because
these
are
kids
are
two
or
more
years
behind
in
these
classrooms
being
exposed,
but
the
good
thing
is
they're
being
exposed
to
exceptional
craft
every
single
day.
So
what
are
the
benefits
in
in
Clay
County?
Hitting
these
activities
engage
students
at
a
high
level
they
provide.
I
You
know,
custom
fits
they
also
look
at
high
quality
instructional
approaches
that
they
feel
standards
gaps
where
may
be
needed,
it
provides
update
on
progress
monitoring
and
it
allows
us
to
incorporate
technology
standards
and
what
does
that
do?
For
our
teachers
and
leaders
at
differentiate
instruction,
it
saves
time
for
that
process.
It
saves
time
it
gives
us
a
seamless
connection
for
offline
instruction,
which
is
always
a
good
aspect,
and
it
also
gives
us
reliable
around
little
reliability
for
the
progress
of
where
we
are
from
from
a
student's
ability
level
with
our
classrooms.
I
I
send
this
this
chart
that
you
may
have
seen
this
chart
to
our
to
our
school
board.
This
just
tells
us
a
comparison
of
where
we
are
from
the
impact
of
last
year's
to
this
year's
I'll
talk
about
the
indication
of
what
was
presented
to
this
organization.
It
just
tells
you
the
number
of
actual
days
that
we
are
assessing
from
an
internal
standpoint
in
a
state
standpoint,
and-
and
this
is
what
I
sent
recently
and
and
I'm
sorry
to
inform
you.
No
miss
Paiva,
I
I
appreciate
her
spirit.
I
What
we
sent
to
the
state
and
what
we
actually
implemented
in
the
in
what
we
approved
in
this
board
were
two
different
documents.
You
approved
and
I
I
am
NOT
looking
to
to
look
at
last
year
and
I'm
not
trying
to
be
disrespectful
in
that
process,
but
last
year
in
kindergarten,
I
believe
that
we
said
that
they
only
as
assessed
for
120
minutes
I
believe
last
year
and
there's
no
way
that
it
was
only
120
minutes.
I'll
give
you
example
think.
I
Minutes
because
you
had
clay,
ela,
foundational
skills
assessment
for
four
times
you
have
three
math
p.m.
assessments
at
50
minutes,
apiece
I
already
blew
number
up
immediately.
Three
times
you
have
three
clay:
whites
yeah,
so
you
you
had
so
many
examine.
You
has
so
many
assessments
already
in
kindergarten
that
those
were
ten
assessments
that
you
didn't
account
for
that
we
approved
and.
I
Fundamental
skills,
so,
on
top
of
that
I
mean
it
goes
on
to
to
look
at
the
number
of
assessments.
So
these
are
the
total
number
assessments
that
we
have
seen
as
you
can
see
out
of
the
fourteen
age
at
the
fourteen
areas
that
we
were
assessed,
six
areas
we,
the
proposed
calendar,
increases
six
areas:
it
it
for
six
areas.
It
decreases
six
areas
it
increases
into
that
stays.
The
same
I
want
to
show
you
also,
and
it
gives
you
the
timeframe
of
percentage
of
time
that
we
spend
assessing
within
our
school
district.
I
So
this
is
something
you
need
to
see.
So
with
that
assessment
and
and
I
say
that
this
is
all
information
well
mean
that
I've
got
from
the
assessment
division.
So
when
we,
when
we
look
at
this,
these
are
the
number
of
sessemann
that
were
given
in
1617
and
the
number
assessments
that
I
am
proposing
for
1718.
What
I'm
proposing
is
for
us
to
use
what
the
board
approved
five
to
zero
that
are
valuable,
reliable
and
equable
assessments
for
our
students,
and
you
know,
give
you
example
for.
I
I
This
is
not
include
in
title
1
schools
that,
and
then
this
year,
I'm
proposed
in
10,000
minutes,
which
is
a
minus
of
a
1000
minutes.
Overall,
from
k12
percent
of
instructional
time,
we
went
from
1.5
percentage
time
to
1.39,
which
is
another
decrease,
and
on
top
of
that,
while
we
concern-
and
we
have
this
great
concern-
that
we
had
all
the
local
assessments
that
you
did
every
one
of
your
title-
1
schools
did
I
Brady
assessments.
I
So
not
only
did
they
do
all
the
assessments
that
we
we
added
for
local
assessments,
title
1
school
did
every
I
ready
assessment
last
year,
beginning
middle
and
end.
So
while
we
say
we
test
so
much
I'm,
not
sure
why
anybody
didn't
address
that
and
and
me
being
transparent,
I
put
every
I
ready
every
achieve
everything.
I
think
of
/
I
gotta
figure
out
to
put
in
there
in
sat
10
got
me
on
that.
I
One
I've
got
to
figure
out
that
it's
on
there
and-
and
you
know
what
honestly
I
could
have
gave
this
board
and
everyone
the
same.
What
you
got
last
year
and
I
could
have
said:
hey
we're
not
gonna,
put
I
ready
and
achieve
and
all
those
things
on
there,
but
you
spent
a
lot
of
money
on
that.
I
put
a
lot
of
investment
and
said:
hey
I
think
this
is
valuable,
high-quality
assistance
for
our
kids
in
products
for
our
kids.
I
So
let's
move
forward
with
it
and
I
was
openly
and
just
put
it
I
put
on
this
test
calendar
because
it's
the
best
thing
to
do
and
it
gives
us
it
gives
us
information
and
saves
times
for
teachers.
So
I
wanted
to
give
you
this
information
that
shows
kind
of
the
ballpark
of
why
we're
doing
more,
but
we're
doing
less
conversation,
so
you
can
have
it
and
if
anyone
believes
that
we
didn't
do
so
many
sessemann.
I
So
let
me
know
this
is
after
multiple,
multiple
conversations
with
my
assessment
team
and
in
looking
at
datasets
and
if
we're
wrong
on
this
I'll
come
back.
The
next
board
meeting
and
I'll
put
it
up
and
I'll
show
you.
We
were
wrong
and
I'll
show
you
we're
right
and
then
I'll
leave
you
this.
You
know
one
of
the
most
powerful
high-level
strategies
for
improving
teaching
available
as
to
our
students
is
make
sure
we
have
frequent
common,
high-quality
formative
assessments
that
help
students
developed.
I
You
know
agreed-upon
knowledge
and
skills,
so
we
have
aligned
standards,
aligned
products
allowing
work
in
that
power
of
assessing
that
we
can't
have
teaching
and
isolation
learning
in
isolation
in
assessment
in
isolation,
teaching
drives
learning
learning
drives
assessments,
assessments
drives
teaching
assessments
drives,
learning
learning
drives
teaching
that's
all
connected,
and
this
is
what
you
have
to
have.
I
am
for
eliminating
as
many
assessments
as
I
can.
I
can't
honestly
tell
you
that
it
is
best
practice
to
not
to
use
what
we
put
in
this
calendar.
I
It
is
best
practice
for
have
you
know
the
work
that
we
have
done
in
order
for
us
to
have
a
better
picture
of
where
we
are
to
provide
a
time
for
for
kids.
This
is
I'll.
Leave
you
with
this.
This
is
a
second
year
teacher
in
kindergarten
that
I
was
at
Grove
Park.
As
you
can
see.
If
you
look
at
top
left,
you
see
principal
Boyko
working
way.
I
This
is
where
you
had
two
groups:
who
else
got
workers
on
the
Left
Terry
Dennis
is,
on
the
right
hand,
side
in
those
two
groups
right
there
in
those
two
groups,
you
see
that
the
we
have
a
number
of
groups
taking
place
in
small
group.
This
is
the
beauty
of
how
we
do
our
work.
When
we
say
kindergarten
can't
do
the
work
on
I,
ready
and
I
will
tell
you,
there's
a
giant
generation
gap
between
everyone
on
this
board.
I
Everyone
here
tonight
and
how
these
learners
learn,
don't
allow
this
generation
gap
to
stop
the
way
our
learners
are
progressing
every
single
day.
This
is
an
example.
This
is.
This
is
a
pure
example
couple
of
days
ago,
of
two
reading
groups
taking
place
with
small
group
instruction,
while
kids
are
actively
engaged
in
whether
it
be
the
diagnostic
or
whether
it
be
a
learning
path
for
our
kids.
This
is
what
it
looks
like
and
for
us
to
say,
kindergarten.
Kids
can't
do
it.
I
A
Alright,
thank
you.
We
move
into
the
discussion
items
our
first
one
is
item.
D1,
consider
proposed
settlement
of
all
claims
brought
by
plaintiff
Robert
winter
in
winter,
verse,
Clay,
County,
School,
Board
case
number,
2,
0,
1,
2,
CA,
0,
0,
1,
6
8,
for
the
4th
Judicial
Circuit
in
and
for
Clay
County
I'll
entertain
a
motion,
I'll
move
approval.
Second
I
have
a
motion
and
a
second
any
discussion
hearing.
None
all
those
in
favor
say:
aye.
M
A
All
right,
our
next
item
is
D
to
consider
proposed
settlement
agreement
providing
for
the
dismissal
of
all
claims
brought
by
the
plaintiff
injuries
Holmes
of
Florida.
First
School
Board
of
Clay
County
Florida
case
number
2
0
1,
5,
CA,
0,
1,
1,
5,
4,
4th
Judicial
Circuit
in
and
for
Clay
County
I'll
entertain
a
motion
move.
A
M
A
Our
next
item
is
d2a.
Consider
school
board
attorneys
request
to
engage
special
local
counsel
in
Florida
Education
Association
versus
Clay
County
School
Board
case
number,
4
1,
7,
CW,
0,
0,
4,
1
4,
our
age
CAS,
United,
States,
District,
Court,
Northern
District
of
Florida,
and
this
is
the
breast
of
a
best
and
brightest
lawsuit.
I'll
entertain
a
motion.
I'll
move
approval.
A
B
M
Q
A
R
R
It
was
very
pertinent
since
it
was
on
the
agenda
so
first
and
foremost,
I
kind
of
luck
out,
because
I
teach
tenth
grade
first
period
and
then
ninth
grade,
so
they
don't
have
as
much
makeup
testing
as
eleventh
and
twelfth
graders
have
to
deal
with.
But
for
the
last
two
weeks,
tenth
graders
have
been
retaking.
The
algebra
1
e
OCS,
so
some
of
my
students
have
been
affected
and
then
they're
pulled
out
and
then
obviously
it's
the
end
of
the
quarter.
R
We
lost
so
much
time
with
the
hurricane
and
with
picture
day
and
then
with
just
at
the
beginning
of
the
year,
English
classes
or
the
ones
that
had
the
admin
meetings
and
everything.
So
it's
just
been
a
lot.
So
there
was
the
algebra
when
he
OC
retakes
that
I
was
affected.
By
with
my
10th
grade
class,
then
I
was
told,
I've
lived
was
Monday
that
hey
guys
we're
now
going
to
do
the
PSAT
test
for
all
10th
graders
in
the
entire
school,
and
you
need
to
do
the
PSAT
bubbling.
R
So
all
the
English
teachers
in
10th
grade
had
to
spend
an
entire
period
and
it
ended
up
taking
longer
than
that.
So
I'm
gonna
have
to
continue
this
tomorrow,
where
I
have
to
sit
through
and
in
my
tenth
grade,
English
class
go
through
and
have
them
do
the
butt
pre
bubbling
for
the
PSAT
test
that
then
they're
going
to
be
taken
out
of
my
class
next
week
on
Wednesday
since
I
teach
first
and
third
period
10th
most
likely.
R
We
have
not
been
told
the
testing
time
but
I'm,
assuming
it's
going
to
cover
those
periods
so
now
I'm
losing
over
a
period
just
to
get
them
to
bubble
in
their
name,
ok
and
answer
what
the
religion
is
and
so
forth,
all
right
and
then
I'm
also
going
to
have
to
lose
a
day
for
PSAT
testing,
which
absolutely
does
not
tie
in
with
anything.
So
you
know
it's
not
a
concordant
score.
R
Then
we're
going
to
have
an
ela
mid-year
assessment,
I'm
assuming
that's
a
district
assessment,
because
I'm
not
sure
what
that
is,
they're,
not
sure
if
it's
only
in
9th
and
10th
or
if
it's
ninth
through
12th
grade
English
and
then
I
have
a
mid
that
I
have
to
give
them
so
I'm,
not
sure.
If
I
can
we're
trying
to
figure
out
if
we
can
utilize
the
ELA
mid-year
assessment,
that's
going
to
be
required
by
the
district
as
our
midterm,
but
keep
in
mind
timing,
wise
and
stuff.
R
We
have
the
half
days
where
we
have
the
two,
our
midterms
at
the
end,
so
we
kind
of
have
to
time
that
accordingly,
so
then
I
just
wanted
to
address.
On
top
of
this
now,
I
have
the
achieved
3000
program,
which
I
can
appreciate
its
merits,
but
I
just
want
to
put
them
perspective.
I
already
am
on
a
very
strict
curriculum
that
is
mandated
by
the
district
because
of
our
new
curriculum
maps,
which
is
a
whole
subject.
R
I'll
address,
probably
at
the
next
meeting,
but
now
I
have
achieved
three
thousand,
so
I'm
expected
to
do
roughly
two
articles
a
month,
so
I
calculated
it
out
I'm,
not
counting
August
and
not
counting
December
it's
what
is
it
eight
months
at
two
articles
a
month
that
takes
me
an
entire
day
to
do
an
article,
because
I
have
inclusion
students
so
they're
going
to
spend
to
size
8
times
2,
which
is
16
days,
which
is
over
three
weeks
of
achieved.
3,000
I'm
expected
to
do
so.
A
L
On
amazed
address
on
file
I'm
speaking
tonight
on
behalf
of
opt-out
Florida
and
opt-out
Clay
County
and
before
I
even
start
I
do
want
to
say
that
teachers
have
always
monitored
academic
progress
in
the
classrooms.
They've
always
kept
parents
informed
they
were
able
to
do
this
without
computers
they
evaluate
themselves
daily,
their
students
daily
when
I
go
to
the
doctor.
I
don't
have
to
go,
get
wait
everyday
to
find
it
if
I'm
losing
weight.
So
we
need
to
be
careful
how
much
we're
asking
these
teachers
to
do.
L
I
am
speaking
on
behalf
of
parents
that
are
concerned
that
the
computer
programs
are
gathering
personal
information
about
the
children
where
it's
going,
what's
being
used,
what
it's
being
used
for.
We
read
a
lot
about.
You
know
that
kind
of
thing
on
the
news
now
and
they're
concerned.
They
also
want
to
know
if
the
assessments
on
achieve
3000
and
I
ready
are
being
used
as
grades
for
report
cards,
and
they
want
to
say
they
don't
always
want
their
child
taught
on
computers.
L
That
small
group
thing
that's
really
cool,
but
we
don't
want
that
to
be
the
only
way.
Children
are
taught.
The
overemphasis
on
testing
and
chasing
this
test
grade
has
led
many
of
our
teachers
to
have
to
eliminate
projects
and
activities
that
provide
students
with
an
opportunity
to
be
creative
and
imaginative.
We
want
that
to
stay
in
the
classroom
and
a
concern.
L
If
these
programs
are
effective,
we're
wasting
our
time
and
our
money
and
we're
losing
children
who
could
grow
up
will
grow
up
and
be
productive
citizens,
but
they
may
not
ever
be
as
happy
as
they
could
have
been,
because
we've
always
remediated
and
never
allowed
them
to
explore.
So
I.
Don't
want
that
to
happen.
L
F
Chris
Strahan,
my
address
is
already
on
file.
I.
Think
I've
been
up
here
enough
that
it's
kind
of
common
knowledge
that
I'm
normally
not
at
a
loss
for
words
but
for
once
I
actually
am
I'm
floored
at
the
amount
of
time
that
I'm
seeing
that
kindergartners
are
going
to
be
spending
testing
last
year,
I'm
under
the
impression
that
they
were
at
750
minutes
now
I'm
seeing
their
proposed
for
a
hundred
and
five
minutes.
F
F
F
Teach
sophomores
the
better
part
of
my
day,
I'm
now
looking
at
the
PSAT
and
in
the
past,
with
the
exception
of
last
year,
I
was
actually
pulled
out
of
my
first
four
periods
to
Proctor
the
PSAT,
but
sophomores
don't
make
up
my
entire
day.
I
teach
a
semester
course
on
the
Holocaust,
which
is
predominantly
juniors
and
seniors.
I,
don't
know
if
I'm
going
to
be
working
with
them
on
Wednesday
I
lost
an
entire
week
because
of
Erma.
F
That
is
a
huge
chunk
of
time
with
for
a
very
complex
period
of
history,
in
a
semester
course,
and
we
are
being
forced
to
administer
a
test
that
in
most
cases,
based
on
what
I
saw
when
I
was
proctoring,
it
sophomores
aren't
ready,
for
that,
does
absolutely
nothing
towards
our
evaluations,
goal
ranking
or
anything.
It's
a
waste
of
time.
F
F
I
It's
something
that's
that
it's
pay
for
for
every
tenth
grader.
It
is
not
required,
but
it's
best
practice
across
the
nation
and
it's
a
true
predictor
of
for
students
to
be-
and
maybe
it's
it's
not
designed
for
teachers.
It's
designed
for
kids,
it's
for
us
to
them
to
get
exposure
to
get
ready
for
national
merit
in
gin
in
the
eleventh
grade.
So
for
us
to
take
time
to
help
kids
get
exposed
to
a
high
level
assessment.
I
S
I
The
the
biggest
thing
is,
let's
be
honest,
students
won't
come
and
we
will
miss
a
giant
part
of
our
student
body
trying
to
administer
this
assessment
and
it's
given
you
know,
so
we
don't
want
to
chase
kids
on
this
assessment
and
so
I
mean
I.
Get
it
I
understand
it.
We
want
to
get
it
one
more
day
of
instructional
time,
but
the
one
day
is
I
think
it's
instrumental
in
the
part
for
10
craters
I,
just.
S
I
A
T
T
Q
E
I
E
A
as
a
teacher
of
12th
grade
students
I'm
just
I'm
terrified,
the
idea
of
using
an
a
CT
or
an
SAT
to
not
only
judge
them,
but
also
to
judge
me
from
my
evaluation
score:
it's
not
a
growth
measure.
It's
got
nothing
to
do
with
with
how
I'm
helping
them
and
study
after
study
has
shown
that
about
1/3,
of
the
variance
in
SAT
scores
is
due
to
factors
like
race
and
ethnicity,
parental
education,
level
and
parental
income.
E
So
you
know,
SAT
scores
are
great
predictors
of
those
things,
but
not
necessarily
the
value
added
in
my
classroom.
So
I
would
just
say,
I'm
very
concerned
about
that.
I'm
also
concerned
about
I,
just
I.
Don't
think
that
college
ready
is,
is
everyone's
goal.
I
think
that's
an
insult
to
a
lot
of
our
kids.
I
know:
College
is
a
very
broad
term.
E
That's
that's
not
their
plan
and
now
they're
gonna
get
an
AC
T
score
of
a
13
back,
which
is
the
test
they
never
would
have
intended.
I'm
taking
whatsoever
and
I
just
worry
what
that
does
to
my
kids.
The
kids,
like
mr.
Burkhart,
was
saying
that
I
see
in
several
days
because
they've
been
doing
retakes
of
their
FSA
in
their
Algebra
one
as
senior
so
I'm,
just
I'm
just
very
concerned
about
that.
So
as
somebody
who's
on
the
cast
committee,
so
you're
saying
we
can
still
rely
on
the
PERT
being
available
to
us
absolutely.
I
I
E
Then
just
the
last,
if
I
can
have
a
couple
extra
seconds
just
because
that
one
of
the
things
that
I
want
to
say
is
I
really
resent
the
implication
that
if
I
don't
think
that's
a
cool
kindergarten
class,
then
I
must
be
old
because
I
look
at
that
picture
and
that's
depressing
to
me
and
I
understand:
I
have
very
young
nieces
and
nephews,
so
I
get
it
I,
get
that
that's
how
they
play
and
that's
how
they
learn
a
lot.
But
I
mean
I.
E
A
Item
fails
for
lack
of
emotion.
Mr.
Davis
I
think
you
probably
need
to
get
together
with
your
cast
committees
and
maybe
rework
this
somehow
to
you
know:
let's,
let's
have
discussion,
it
failed,
but
let's
discuss
and
tell
the
superintendent
that
we,
but
we
didn't
say
at
the
agenda
review
right
and
let's
tell
them
what
we
want
to
see
so.
I
I
I
am
open
ears
and
because
I
can
easily
go
back
to
my
staff,
but
I
honestly,
I
don't
want
to
leave
here
without
each
of
you
telling
me
what
you'd
like
to
see
in
this
and
how
we're
going
to
problem-solve,
because
it's
easy
to
say,
hey
it's
a
problem.
We
over
tests
I
proved
it
we're
testing
less
hourlies
and
minutes.
I
prove
that
we
have
less
assessments,
so
I'm
gonna
push
back
on
each
of
you
respectfully
and
honestly
and
push
you
to
tell
me
what
you
want
to
see.
S
H
G
To
everyone
who
went
to
the
deck
to
the
podium
to
talk
about
their
days,
I
have
to
agree
with
what
everyone
was
saying.
It's
there's
been
a
lot
that
we
have
introduced
to
the
general
population
of
our
student,
our
teachers,
our
educators,
here
in
Clay,
County,
I,
understand
that
the
title
one
schools
did
have
I
ready
that
they
are
very
well
versed
and
I
ready,
but
all
of
the
schools
that
did
not
have
it
are
still
learning
it
and
getting
hearing
back
from
teachers
and
saying
good
program.
You
you've
heard
it
from
people
saying
it's.
G
A
good
program
want
to
use
it.
It's
still
a
new
program.
This
has
not
been
an
easier
for
anyone
at
this
stage
of
the
game.
I
understand
the
fact
that
we
want
to
test
our
our
investment.
This
is
an
investments,
a
huge
investment
I
ready
and
achieved
3,000
are
things
that
we've
jumped
into
that.
We've
said:
okay,
we're
going
to
trust.
This.
G
We've
talked
about
the
fact
that
that,
yes,
this
is
a
kindergarten
class
and
it's
probably
a
daily
kindergarten
class,
if
I'm
not
mistaken,
and
given
the
opportunity
to
have
centers
in
my
class
as
a
fifth
grade
teacher
when
that
and
now
shoot,
every
fifth
grade
teacher
is
going
to
have
six
Chromebooks,
but
when
I
would
bring
in
the
one
time,
perhaps
a
week
that
I
could
get
that
computer
table
or
that
can
computer
cart.
It
was
huge
or
even
just
six
computers.
It
was
huge.
The
future
of
our
children
is
indeed
going
to
be
technology.
G
If
those
are
all
come,
I
mean
truly.
Are
we
doing
all
three
of
those
to
the
same
group
of
students?
I
bet
that
would
bother
me
as
well.
I
would
sit
back
and
say
wait.
A
second
can
I
take
a
grade
from
achieve
three
thousand,
which
then,
if
I,
were
a
parent
who
wanted
my
child
to
opt
out
of
a
particular
testing
situation.
Then
my
child
doesn't
get
that
made
your
grade,
perhaps
not
certain
midterm
grade.
I
understand
all
of
the
complexities
of
this
I've
been
teacher.
Who's
tested
you
and
I've.
G
Had
the
conversation
and
I
still
came
away
from
this
feeling
like
it's
still
too
much
and
I'm,
not
certain.
What
can
give
I
know.
We
need
assessment,
I
understand
the
need
for
assessment.
I
understand
the
need
that
teachers
I
understand.
Teachers,
though,
are
able
to
determine
how
well
they're
doing
the
to
use
the
legislative
agenda
that
we
have
to
have
a
plan
generally
has
in
the
past
for
me
gone
in
one
ear
out
the
other,
unfortunately,
I,
don't
I
know
we
need
to
take
it
more.
G
O
Misconduct,
I
was
not
at
the
edge
in
to
review
and
so
I
have
a
few
more
comments
than
probably
everyone
else,
but
I
did
watch
the
agenda,
review
and
I
took
and
so
notes.
I
didn't
disagree
with
anything
that
anyone
said,
but
it
was
interesting.
First
out,
I
will
say
when
I
refer
to
a
XI,
there
was
a
she
answering
questions
and
I
couldn't
see
you
couldn't
see
the
person
on
the
things
I
don't
know
who
that
was,
but
it
doesn't
matter
who
it
was.
O
But
I
just
don't
want
that
person
to
be
offended
when
I
say
she
and
I
don't
know
anyway.
Secondly,
one
of
the
things
that
I
heard
that
was
concerning
I
think
there's
an
overall
theme.
That
of
one
of
my
themes
would
be
I,
don't
think
we're
ready,
because
one
of
the
things
I
heard
was
it
depends
on
the
device
and
you
all
talked
about
touch
screen
versus
Mouse.
So
there's
not
a
consistent
method
of
determining
that
some
of
them
were
school
based
decisions.
O
That
was
a
teachers
where
it's
not
mine,
then
I
think
that
there's
a
bigger
theme
here
of
an
ideological
direction,
because
you
want
to
move
you
talk
about
the
digital
negatives.
We
talk
about.
Moving
into
that
digital
pathway,
we
have
a
group
of
parents,
I
think
growing
in
our
county
that
don't
want
that,
and
we've
already
talked
about
losing
kids
to
private
schools,
losing
kids
to
charter
schools,
and
this
is
what
the
parents
are
looking
for
with
choice.
O
They
they
want
to
have
a
voice
heard,
and
so,
if
we
as
a
school
district,
want
to
go
that
direction
towards
the
more
digital
pathway,
that's
an
ideological
decision
or
if
we
want
to
go
the
other
direction
because
it
directly
contradicts
at
the
elementary
level.
The
fact
that
we
fought
for
the
ability
to
do
pencil,
paper
testing
and
so
now
we're
doing
all
these
assessments
on
the
computer
and
we
wanted.
We
said
we
told
the
state.
We
want
pencil
paper
testing,
it's
funny,
miss
mace.
It
seems
like
she
was
reading.
O
My
notes,
because
I
had
written
down,
Diagnostics
have
always
been
done
and
they've
been
done
on
paper
and
one
of
the
things
that,
as
a
parent
I,
always
appreciated
when
my
kids
were
in
younger
elementary
school,
especially
I
worked
full
time
60
hours
a
week.
I
didn't
have
time
to
always
go
in
and
meet
with
the
teachers,
but
papers
came
home
in
the
backpacks,
so
I
could
see
what
they
did
on
tests
and
then,
if
I
had
concerns,
I
could
call
the
parent
and
one
concern
that
I
have
on.
O
This
is
I
believe
in
already
and
achieved
3000,
and
that's
why
I
voted
YES
on
those
I
think
there
are
great
programs.
I've
talked
to
last
week,
I
spent
with
board
members
from
to
excuse
me
at
nine
other
districts
and
and
these
products
are
used
widely
throughout
the
state
for
a
reason,
and
so
I,
don't
I,
don't
have
an
issue
with
the
products
themselves
them
well
at
all,
but
I
have
a
concern
about
how
are
we
letting
parents
see
what
their
kids
are
being
tested
on?
O
Having
conversations
the
word
diagnostic
to
a
parent
is
can
be
alarming
and
so
I
think
we
have
to
be
careful
about
that.
We
talked
about
you,
mr.
Davis,
you
talked
about
choose
about
your
doctor.
One
of
the
things
Americans
clearly
have
been
for
the
past
five
years.
Passionate
about
is
being
able
to
choose
their
doctors
right
with
the
health
care
debate
and
I'm
not
interested
in
getting
into
the
health
care
debate
tonight.
But
but
parents
want
to
be
able
to
choose
their
doctor,
and
why
do
we
choose
different
doctors
because
they
provide
different?
O
O
O
What
teachers
I
have
been
contacted
by
teachers
that
don't
feel
prepared
to
use
the
data
they
don't
feel
like
they've,
had
enough
training
to
understand
how
to
apply
that
into
their
classroom.
They
they
want
to,
but
it
but
they're
learning.
At
the
same
time,
our
students,
our
support
facilitators,
are
being
pulled
out
to
test.
O
It
seems
so
I
want
to
be
careful
about
the
image
we're
giving
to
parents,
because
this
would
support
our
new
programs,
but
we
have
to
sell
how
it
is
best
for
students
and
mr.
Davis
I
would
respectfully
say
that
last
year,
when
we
took
away
the
testing,
that
was
not
a
board
decision
and
you
took
all
the
credit
for
it
and
it
was
a
big
splash
in
the
media.
Mr.
O
cherrick
is
your
comment
about
grandstanding
was
was
true,
I
mean
it
was
a
big
splash
and
so
I
think,
if
we
are
are
going
to
add
back
or
change
how
we've
tested
I
think
we
owe
the
public
the
same
kind
of
media
attention.
I
think
we
should
go.
You
know
go
on
a
kind
of
on
a
campaign
pitch
to
sell
it
to
parents
because
I,
because
if
they're
not
on
board
with
us,
then
they
will
make
the
other
choices.
They
will
choose
choice
and,
and
that
takes
kids
out
of
our
district.
O
O
It
seems
to
be
kind
of
haphazard.
And
then
the
last
thing
I'll
just
say.
Is
that
your
your
comment,
mr.
Davis,
about
that
we
submitted
something
to
do
a
that
is
not
what
we
approved
as
a
board.
I
have
grave
concerns
over
that.
That's
a
that's
basically
insubordination
I
mean
if
the
board
approves
something,
that's
what
needs
to
be
sent
to
do
II
so
I,
don't
know
any
more
details
about
that,
but
that
is
alarming.
O
Q
B
I'm
gonna
go
at
it
from
a
different
angle:
I
guess
I'm
a
little
bit
older
than
y'all
up
here
and
I,
and
somebody
said
something
about
kindergarten
and
I
was
sitting
here
thinking
what
do
I
remember
about
kindergarten,
and
you
know
what
I
remember:
I
played
in
the
sandbox
every
day,
and
that
was
my
most
favorite
thing
to
do
all
day.
Longest
I
got
to
go
to
the
sandbox
and
I
had
a
little
belief
in
and
we
would
play
in
the
sandbox
together
in
kindergarten
and
I.
His
name
was
paired.
B
I
never
will
forget
it,
but
let
me
tell
you
what
else
I
learned
in
kindergarten
I
learned
to
do
what
I
was
told.
I
learned
to
get
around
all
along
with
my
classmates
I
loved
kindergarten,
and
in
that
it
taught
me
to
love
going
to
school
and
I
was
ready,
then,
to
learn
to
read
and
do
what
I
was
supposed
to
do.
But
now
there's
such
pressure
on
these
five
euros
to
you
know,
take
tests
every
day
it
it.
B
B
One
thing
that
I
have
been
told
is
that,
with
these
new
programs,
that
the
teachers
need
time
to
be
trained
these
programs
and
how
to
teach
them
but
they're
heaven,
they
need
some
time
to
be
trained
in
how
to
teach
these
and
then
to
have
time
to
actually
teach
because
they're
trained
and
then
they
test.
So
there's
got
to
be
a
better
balance.
In
my
opinion.
Somehow,
with
this.
B
You
know
a
few
months
ago
was
at
January.
We
said
we
were
big
announcement.
We
were
going
to
do
away
with
all
local
assessments
and
every
day
you
made
the
paper,
it
was
rah,
rah
go
at
us
and-
and
we
were,
we
were
sitting
here
saying
great,
that's
good
and
the
teachers
loved
it.
But
now
it
seems
like
we've
kind
of
gone
back
on
what
we
said.
We
were
going
to
make
less
testing
and
now
we're
doing
these
new
programs
and
I
understand.
B
We've
got
to
have
some
accountability
when
we've
got
these
new
programs
and
I
understand
the
I
ready
and
our
chief
3000
are
good
programs
and
and
I
can
understand,
from
what
I'm
not
an
educator,
but
from
what
I
can
understand.
So
you've
got
these
new
programs
and
you
want
to
test
after
them
to
see
if
that's
working.
B
If
that's,
if
that's
what
we
need
for
this
county
and
if
you
don't
test,
then
you
don't
and
they
achieve
overall
you're,
not
sure
what
to
attribute
it
to
which
which
programs
helped
to
get
it
higher
and
I
now
get
it.
And
so
that's
that's
a
problem
because
you
want
to
have
assessment,
but
you
don't
want
to
over.
B
Do
it
I'm
hearing
teachers
begging
for
some
relief
and
I
remember
when
one
of
my
kids
was
in
elementary
school,
she
started
getting
stomachaches
every
day
and
it
was
because
she
was
a
overachiever
always
has
been
she's
an
attorney
today,
but
she
put
so
much
self
pressure
on
herself
that
she
would
go
to
school
with
a
stomachache
and
I.
Don't
want
to
be
the
cause
of
little
five
and
six
year
olds,
or
even
you
know,
seven
eight
euros
going
to
school
scared
to
death,
because
they've
got
to
take
another
test.
B
B
I
do
believe,
there's
always
kind
of
there's
always
a
way
if
people
will
just
sit
down
and
talk
about
things
that
everybody
might
have
to
give
a
little,
but
we
can
come
out
with
something
that
that
this
whole
board
can
support
the
teachers
support
and
that
the
parents
might
understand.
We've
got
to
the
parents
are
probably
wondering
what's
going
on
here,
but
I
say:
let's
try
to
find
some
kind
of
way
that
we
can
all
work
together.
All.
A
Right,
there's
not
much
left
for
me
to
say
because
you've
covered
everything,
I
thought.
Yes,
you've
all
gotten
phone
calls
I've
gotten
phone
calls,
we've
heard
from
lots
of
teachers
about
their
day
and
the
one
that
you
know
did
not
call
me
that
comes
to
mind
is
how
we
talked
about
it.
Our
gender
reveal
is
cranes,
kindergarten
class
with
26
children,
and
you
know
how
in
the
world
is
she
going
to
repeatedly?
A
You
know,
get
all
this
testing
done
and
still
cover
everything
and
kidney
carts
is
not
the
way
it
was
when
you
were
there
and
my
kids
were
there
and
you
know
they
come
in
already
knowing
their
letters.
Knowing
three
letter
sight
words
I
mean
it's
completely
different
than
you
know.
Like
you
said,
they're
taking
a
clay
rights,
you
know,
Laura
Mayberry
was
eatin
glue,
there's
a
big
change.
There.
A
I
think
mr.
Davis,
that
the
direction
that
we
would
like
I've
heard
from
a
lot
of
teachers
that
they
are
overwhelmed
and
part
of
it
is
these
are
great
programs.
Most
everybody
is
happy
about
achieve
three
thousand
and
I
ready,
they're
thrilled
about
them
and
I
understand
that
these
programs
come
with
progress
monitoring
and
we
have
to
have
that
there
has
to
be
some
type
of
evaluation
throughout
the
year.
I
get
that
and
and
if
we
have
to
keep
that,
is
there
something
else
we
can
eliminate?
A
Is
there
something
else
that
we
can
cut
to
make
it
work
because
I
think
next
year,
in
the
year
after
they
may
not
be
so
overwhelmed
because
they'll
understand
the
program
said
and
no
fault
of
yours?
We
we're
moving
so
fast
that
we
didn't
give
enough
time
for
the
transition
and
the
training
and
I
think
that's
that's
all
of
our
faults.
We
we
do.
We
agreed
to
take
AI
ready
and
achieve
three
thousand
because
they
are
great
and
we
may
not
have
at
least
I
didn't
realize
the
amount
of
testing
that
would
come
with
it.
A
You
guys
may
have
I
didn't
realize
the
amount
of
testing
that
would
come
with
these
new
programs.
So
I
take
part
of
the
fault
for
this,
but
if
there
is
a
way
that
we
can,
like
miss
stuttered
said,
let's
work
with
Miss
Paiva
and
our
teachers
and
your
committee
and
your
your
staff
we're
not.
This
is
not
a
reflection
on
your
job,
so
please
don't
take
it
that
way.
You
are
moving
us
in
leaps
and
bounds
and
we
are
thrilled
with
it
we're
doing
a
great
job.
A
Unfortunately,
you
don't
have
a
win
here
with
this
one,
because
we're
also
concerned
because
we
are
a
fan
and
our
teachers
are
there,
the
third,
the
frontline
they're,
the
ones
that
are
with
these
kids,
and
these
kids
are
stressed
out
some
of
them
and
some
of
them
may
not
realize
that
it's
any
more
any
less.
But
there's
some
I
can
tell
you
from
personal
experience.
One
of
my
children
is
an
ESC
student
I
had
a
learning,
disability
and
they've
all
graduated
now,
but
he
could
not
work
in
a
classroom
that
was
computers
every
day.
A
A
S
Well,
I
just
want
to
clarify
when
we
approved
achieve
3000
and
I
ready.
My
understanding
was
that
it
was
a
supplemental
program
that
it's
not
the
substance
of
our
instruction,
so
the
testing
really
wasn't
even
discussed
at
that
point
other
than
that
they
would
be
periodically
evaluated
as
they
progress
through
the
program
so
that
they
could
adjust
their
Lexile
rebels
and
the
articles
they're
exposed
to
and
I
don't
think
we
went
real
in-depth
into
what
that
translates
to
in
math,
but
when
I
approved
it
just
to
be
clear.
That
was
my
understanding
at
the
time.
A
S
When
I
opposed
this
testing
calendar
its,
it
surprised
me
truthfully:
I
opened
it
and
went
what
in
the
world
five
hundred
and
forty
minutes
in
kindergarten.
That
was
not
what
I
thought
this
program
was
when
we
for
it.
So
you
know
hindsight's,
2020,
I
guess,
but
I
would
just
is
there
a
way
that
you
can
reduce
the
testing.
K
I
Through
the
chair
appreciate
the
conversation
and
I
want
to
know
that
you
know
we're
not
gonna
have
new
the
expectation
isn't
to
get
this
off
the
ground
and
running.
You
know
a
hundred
miles
per
hour
right
now,
I
said
it
openly.
It's
gonna
take
time
and
it's
the
perfection
that
isn't
gonna
happen
overnight
and
I
agree
with
mascara
kiss
in
the
sense
that
as
time
gets
better
and
mid-year
we're
gonna
hit
full.
You
know
full
stride
and
it's
going
to
be
automatic
in
this
process.
I
We
talk
about
consistency
and
technology.
You
know
over
ninety
five
percent
of
our
student
body
got
this
done
the
baseline
done.
So
when
we
say
we
don't
have
accessibility,
equity,
they
got
it
done
and
that's
how
self,
the
leaders
and
teachers
for
making
it
happen
for
us.
We
can
go
back
and
look
at
K
I.
Only
k2
assessment
is
I,
ready,
there's
nothing
else.
We
suspended
all
that
other
stuff.
That
used
to
be
done.
I
There
wasn't
reported
on
what
you
submitted
from
the
state
and
we
just
added
what
the
program
needs
in
order
for
it
to
be
effective.
We
it's
progress.
Monitor
knows
is
a
continuous
modern
to
see
how
effective
kids
are
learning
and
in
order
to
help
teachers
become
successful,
to
identify
their
immediate
needs.
I
Of
the
day,
it's
a
blended
model,
because
development
test
and
and
and
I
can
say,
is
very
complex
to
do
not
seeing
the
people
don't
have
the
ability.
It
is
extremely
complex
to
develop
assessments
that
are
aligned
that
have
high
complexity,
high
quality
questions
that
demand
critical
thinking,
multiple
steps,
nothing
that
people
can't
do
it
it's
very
complex
to
do
it
on
a
consistent
basis.
So
this
just
allows
that
process
to
be
easier.
S
I
I
Not
they're
not
required
to
use
it,
but
it's
it
for
us
to
invest
our
money
for
that
product
to
work.
It's
it's
an
assessment
that
they
they
need
to
use
in
order
to
help
tailor
the
works
and
for
our
students-
and
we
talked
about
technology
there,
those
who
are
beyond
Sofia.
This
can't
be
an
organization
that
doesn't
move
forward
with
technology.
We
have
technology
standards,
so
if,
if
their
parents
to
feel
that
that's
not
their
place,
they
have
that
right.
You
have
that
choice
ambience
via
my
leadership.
I
The
next
three
years
is
not
going
to
be
a
part,
we're
going
to
move
forward
with
technology
as
much
and
often
as
we
can
to
support
the
learner,
because
the
nation
is
moving
that
way
and
I
say
this:
we're
gonna
work,
hard
side
by
side
teachers
every
single
day.
It
won't
move
the
school
district
and
enrollment
will
continue
to
climb
because
we
work
hard
side
by
side
so
but.
O
Our
infrastructure
has
to
be
in
place
and
I
think.
The
other
thing
is
that
when
you
have
a
school,
so
I'll
use,
my
I
haven't
brought
up
my
child
tonight,
I
have
a
ninth
grader
and,
and
he
goes
to
Keystone,
Heights,
High,
School
and
a
lot
of
days.
It
doesn't
work
if
it
works,
it's
really
really
slow
and
if
they
have
to
take
any
kind
of
assessment,
they
have
to
leave
and
go
to
a
different
place
or,
if
they're,
in
a
class
period
that
where
they
happen
to
have
a
room
that
has
computers.
O
They
have
to
leave
that
and
go
to
the
library
and
have
a
library
day
because
and
the
teachers
are
great
about
making
it
a
research
project,
doing
some
critical
thinking
skills,
but
the
fact
I
just
go
back
to
I.
Just
don't
think
we
were
ready
and
it
almost
feels
like
ready
fire
aim,
yeah
and-
and
that
is
bound
to
fail
when
we
have
35,000,
kids
and
so
I
guess
I'm
feeling
like
I
feel
like
the
infrastructure
is
not
there
and
I
just
feel
like.
O
We
have
some
mixed
messages
and
I
don't
know
what's
required,
and
what
supplemental
and
I
thought
we
approved
this
as
a
supplement,
Aibileen
achieved
three
thousand
in
action
at
Lake,
Asbury,
junior
high
and
it
I
know
it
works
I've,
seen
already
in
action
at
clay,
Hill,
Elementary
and
I
know
it
works
and
so
I'm,
not
at
all
saying
I,
don't
believe
in
them.
I
just
want
us
to
be
into
you
use
the
word
intentional.
I
I,
don't
disagree.
I
said
it
openly.
The
district
wasn't
ready
and
there's
going
to
take
time
to
infuse
it
embed
that
I
believe
I
said
that
from
day
one
and
I
would
tell
you
that
and
when
you
prove
the
Dell
contract,
we
have
27
schools
in
the
last
couple
weeks,
since
you
approve
that
that
are
already
with
hot
spots
and
then
the
6200
units
have
arrived
as
well.
So
you
know
where
you
had
a
plan,
let's
just
say
11
months
ago,
that
you
were
going
to
do
all
this
in
2020.
H
H
A
I
A
Know
we
we're
all
concerned,
we
want
our
teachers
to
be
able
to
teach
in
their
classroom.
They
are
they
experts,
they
know
their
kids,
let's
let
them
do
their
job,
but
I
understand
we
still
have
to
have
the
you
know:
assessments
last
January,
when
we,
when
you
did
eliminate
all
assessments,
you
had
consensus
from
the
board.
It
was
not
board
action,
we
didn't
vote
on
it,
although
we
do
own
curriculum
and
we
are
responsible
for
that
and
I
was
just
as
surprised
when
I
saw
this
test
this.
A
This
assessment
calendar
because
I
thought
we
eliminated
all
local,
a
testament
of
local
assessments,
and
we
were
just
doing
you
know
the
state
required
and
when
I
saw
this
and
miss
Gila
house
and
pointed
out
the
difference
in
the
minutes
of
that
agenda,
workshop
I
was
shocked.
I
really
was
I'll.
Tell
you
so
I'm
glad
that
we've
had
this
conversation
and
we've
given
direction.
I
have
one
request.
S
Yes,
since
we're
probably
gonna
take
this
up
again,
could
we
have
a
breakdown?
I
have
the
slide
in
my
it's
on
an
hour
workshop
from
January
when
we
took
this
up
was
one
of
your
slides
mr.
Davis,
and
you
go
K
through
12
and
total
hours
tested
and
percentage
of
hours
over
the
year
tested.
You
have
it
it's
it's.
The
last
slide
in
that
show,
so
is
that
the
one
that
you're
saying
is
not
accurate,
yeah.
I
H
A
S
I
I,
probably
just
came
in
and
used
what
you
had
on
the
attesa
calendar,
so
I
probably
copied
and
pasted
that
as
ten
months
later,
evolving
and
knowing
what
you
put
on
that
what
was
approved
on
that
document
is
sin
and
what
you
actually
did.
There's
major
discrepancies,
but
I
don't
believe
that
you
have
to
put
everything
on
the
assessment
counter
that
you
push
to
the
state.
I
So
it
may
have
been
one
of
those
that
they
had
local
assessments
and
they
didn't
put
it
on
the
the
testing
calendar
it
was
approved,
but
it
should
have
come
to
the
board
anything
that
they
have
done
all
the
clay
rights.
All
the
PM's
and
it's
clear
I
gave
you
data
not
tonight
that
it
wasn't
on
there.
I
O
O
And
we
talked
about
it,
but
I
think
parents
didn't
know
all
of
a
sudden.
There
was,
it
may
have
said,
achieve
3000,
but
what
was
gone
was
teacher
recommendation
and
so
I
think
there's
some
confusion
again,
because
teachers
do
know
their
kids
so
well
and
now
I
understand
the
balance.
When
we
talked
about
this
in
the
spring
I
understand
the
balance
between
some.
I
H
I
I'll
make
certain
that
I
can
send
you
some
message:
schedule
guidelines
and,
along
with
anything,
that
we
use
as
a
predictor
determine
whether
or
not
a
kid
can
go
into
another
class,
whether
it
be
AP,
honors
advanced.
We
never
want
to
take
out
a
teacher
recommendation
because
teachers
they
they
know
how
well
their
kids
can
be
pushed
or
not.
I
So
we
want
to
use
a
blended
model
of
that
and
in
if
it
comes
to
a
point
where
kid
doesn't
meet
the
threshold
and
the
teacher
pushes
yeah,
we
won't
put
that
kid
in
there
we'll
allow
that
kid
to
go
in
there,
the
first
nine
weeks
and
let
them
prove
competence
or
not
competence
and
then
I
hate
to
say
to
change
it
after
the
first
nine
weeks.
But
it
may
not
be
the
best
setting
for
that
kid,
but
we
want
them
to
be
able
to
push
and
be
exposed
to
that
level.
I
A
Any
further
discussion
we're
ready
to
move
on
all
right.
Mr.
Davis,
thank
you
for
for
being
part
of
the
team
in
working
with
us.
We,
you
know
we're
only
gonna
make
our
district
better.
When
we
all
work
together,
so
I
appreciate
it.
I
know
it's
never
good
to
put
something
on
and
have
it
you
know,
but
our
next
item
Human
Resources
special
action.
We
have
none
and
public
hearing
to
approve
as
advertised
the
instructional
resource
manual
approval.
K
A
Q
O
A
All
right,
our
next
thing
is
school
board
attorney
remarks
and
I
have
asked
mr.
Daggett
since
we're
having
collected
an
executive
session
after
this
for
collective
bargaining
and
dr.
legato
will
be
joining
us.
I've
asked
mr.
daga
to
give
a
legal
opinion,
because
when
we
approved
our
bargaining
committees,
we
did
not
approve
miss
logic,
dr.
lococo,
as
an
ex
officio
member.
We
it
was
in
the
summary,
but
it
was
not
on
either
of
the
backups.
Only
mr.
Davis
is
on
the
backup
I've
made
phone
calls.
I've
read
him
mr.
A
Daggett,
as
attorney
general
opinions
and
from
what
I've
been
told
from
FS
be
a
doctor.
Lagakos
should
not
be
sitting
in
on
this
session.
I
have
no
problems
with
her
being
part
of
it
in
the
future,
but
we
have
to
have
taken
action,
and
this
was
not
brought
with
enough
time
to
be
placed
on
the
agenda
with
the
48
hours
notice.
So
I
asked
mr.
Daggett
to
get
a
legal
opinion
and
he
has
come
back
with
another
one
and
so
I'm
going
to
turn
the
floor
over
to
mr.
Daggett
I.
U
Provided
a
legal
opinion
which
has
been
distributed
to
all
of
the
board,
members
haven't
been
asked
to
do
so
last
night
on
the
issue
of
the
attendance
of
the
assistant,
superintendent
I
find
that
there
is
Authority
for
the
school
superintendent
to
enlist
the
help
of
personnel,
including
dr.
legato,
to
assist
with
collective
bargaining
efforts
and
to
meet
privately
with
the
board
in
preparing
for
forthcoming
negotiations
to
prepare
for
them.
U
There
is
statutory
authority
in
parent,
which
is
chapter
447
of
the
Florida
Statutes
I'm,
unaware
of
any
authority
that
speaks
to
the
contrary
on
this
I've
cited
a
couple
of
cases,
a
few
cases,
other
statutory
provisions
that
support
my
conclusion
and
I
have
consulted
with
our
special
label.
Labor
Council
on
the
matter
who
concurs
with
my
views
and
who
is
that
leonard
itza
nathan,
yes
and.
A
I
just
have
one
question:
was
mr.
Dietzen
aware
that
we
have
not
voted
dr.
lococo
as
an
ex
officio
member
of
our
teams,
because
your
question
on
this
memo
says
me:
an
assistant
superintendent,
who
is
considered
an
ex
officio
member
of
the
boards.
Collective
bargaining
committee
probably
take
part
in
collective
bargaining
executive
session
under
Section
4
for
seven
point:
six:
zero,
five
one
of
the
Florida
Statute.
Yes,.
U
U
I
pointed
out
I
believe
in
various
discussions
is
my
understanding,
I
reviewed
the
May
and
June
board
meeting
minutes
and
the
agenda
items
and
the
description
where
the
committee
members
were
presented
to
the
board
the
agenda
descriptions
identified
at
dr.
Luu
gut
CO
as
an
ex
officio,
along
with
the
superintendent.
The
attachments
didn't
right.
A
And
we
voted
on
the
attachment-
that's
the
legal
document
that
we
as
a
board
approved.
So
we
approved
a
document
that
has
David
broadsky
breader
Troutman
Terry
Connor,
Rob,
Feltner,
Jennifer,
Roche,
David,
Brosky,
Jackie,
Corey,
Michael,
Kemp,
Becky,
Murphy,
Allison
Davis
will
serve
as
a
CCA
team
and
see
since
ESPA
team
as
an
ex-officio
member
and
Leonard
Eason
will
serve
as
counsel
on
what
we
approved
that
which
you
sent
me
does
not
have
dr.
Luu,
guck,
OHS
name
on
it.
A
U
A
Right,
I
just
wanted
to
bring
this
to
everybody's
attention:
Thank
You
mr.
d'agata,
for
your
input,
I'm
personally
not
comfortable
with
this,
because
I
know
that,
according
to
statute,
we
are
not
supposed
to
have
somebody
in
there
who
shouldn't
be,
but
my
recommendation
was
to
not
have
dr.
lococo
this
time.
Put
it
on
the
November
5th.
The
jet
or
never
November
2nd
agenda
make
her
a
committee
member
and
and
move
forward
from
there,
but
I
will
defer
to
what
the
rest
of
the
board
would
like.
G
A
G
A
A
B
B
A
S
B
B
B
Anything
about
what
went
on
any
executive
session
but
as
I
recall
there
were
some
people
coming
into
the
room
that
I
remember
specifically
saying:
y'all
can
have
this
meaning,
if
you
want
to
but
I'm
not
gonna
participate
in
something
that's
illegal
and
I
left
and
then
I
got
out
of
the
parking
lot
and
then
I
saw
her
come
across
the
parking
lot
and
then
a
little
bit
later.
All
y'all
walked
out
across
the
parking
lot.
B
So
I
don't
know
if
I
don't
think
y'all
had
a
meeting
that
night
I
don't
remember,
but
there
was
something
there
was
something
that
I
can't
remember:
maybe
y'all
could,
but
there
was
one
or
two
or
three
people
coming
into
that
room.
That
should
not
have
been
there
and
I
know
the
statutes
are
very
clear
about
who
can
attend
the
executive
sessions
if
I
had
known
all
this
was
coming
up,
I'd
have
gone
back
and
tried
to
rehash
it.
B
A
I
A
Had
we
thought
of
it,
we
could
have
added
it
to
this
agenda
with
the
48
hours
notice
and
not
had
this
problem
at
all.
So,
okay,
so
everybody
knows
how
I
you
know
what
my
thought
was
on
it
we'll
add
this
to
the
agenda
for
next
month
and
and
we're
good
to
go
with
dr.
lococo
coming
in
with
us.
I
do
have
one
other
thing
before
we
go
into
board
member
comments,
mr.
Davis,
back
to
the
assessment
testing,
did
you
want
to
add
that
to
the
xix
workshop,
or
do
you
want
to
take
more
time?
H
P
A
O
H
N
B
M
H
A
S
H
P
A
I
A
A
Evaluation
and
that'll
be
very
brief
on
the
the
attorneys
evaluation
that
we
have
so
we're
sending
it
to
mrs.
Bush,
but
we're
just
gonna,
you
know,
add
benchmarks
of
what
we'd
like
to
see
for
the
future
and
that
really,
if
we
call
come
prepared
with
them,
we
can
just
pass
them
on
and
put
it
together
and
and
that
shouldn't
take
much
time.
Okay,.
B
A
B
I
I
Valid
points
you
know,
I
and
and
I
could
line
that
I
could
line
this
place
up
with
people
that
talk
about
how
good
of
things
that
we're
doing
without
reading
achieve.
But
you
know
I,
it's
not
worth
their
time
by
the
end
of
the
day.
I
want
to
say
is
that
we'll
continue
to
get
better
I
will
continue
to
reflect
on
how
I
can
assist
and
problem-solve,
and
we
know
this
not
gonna
happen
overnight.
I
I
am
committed
to
improving
every
aspect
that
I
can't
improve
and
build
upon,
and
I
know
what
I
would
do
a
side
by
side.
Our
educators,
as
I,
am
in
classrooms.
All
the
time
listening
and
seeing
everything
in
action
and
I'm,
seeing
great
things
I'm
seeing
teachers
do
awesome
things
this
early
and
I
look
forward
to
mid-year
to
see
how
we
continue
to
have
that
progression.
I
So
stay
with
us
stay
stay
with
us
continue
to
push
me
continue
to
push
my
my
team
and
know
that
were
there
with
your
best
interests
to
create
the
best
working
conditions
for
you
as
teachers
and
support
staff
and
leaders.
In
the
same
time,
making
sure
we
have
great
experiences
for
our
kids
so
always
appreciate
the
feedback
and
for
the
board
as
well.
Thank
you
for
for
for
talking
and
moving
to
solution
tonight.
Thank.
S
I
appreciate
the
dialogue
that
we
had
and
that
I
think
we'll
be
able
to
come
to
an
agreeable
solution,
because
I
think
we
all
know
that
in
Sussman
it's
important,
it's
what
drives
instruction
and
it's
not
I,
don't
want
to
come
across
as
anti
assessment.
That's
not
the
case.
I
just
think
reasonability
is
is
what's
important
and
especially
when
we're
setting
expectations
for
kindergarten
second
grade.
S
You
know
what
miss
Mayberry
said
resonated
with
me.
As
far
as
the
picture
on
the
screen
and
you're
talking
to
a
girl
who
did
Oregon
Trail
in
kindergarten
when
I.
Would
you
know
that
was
the
big
thing
when
I
was
in
school,
so
we
had
technology
and
we
spent
you
know
time
during
the
week
and
all
the
kids
look
forward
to
it
and
I
believe
it
plays
an
important
part
in
education.
S
But
that's
just
it.
It's
only
a
part.
It's
not
the
substance
and
I
want
to
make
sure
that
we're
keeping
the
main
things
the
main
things.
That
being
said,
I
am
really
looking
forward
to
a
lot
of
the
events
coming
up
this
month
at
some
of
our
schools.
There's
some
opportunities
to
hand
out
cabbages
and
support
some
of
the
other
activities
going
on
with
fall
festivals
and
that
sort
of
thing
it's
a
fun
time
of
year,
so
I
know
we'll
all
be
busy
hopping
around
school
to
school
and
I'm.
Looking
forward
to
it
very.
G
Reflecting
also,
what
miss
Gill
house
and
said,
Thank
You
mr.
superintendent,
for
listening
to
us
for
understanding
that
we
have.
Some
of
us
have
some
concerns
that
we'll
all
probably
eyes
be
there,
but
working
together
will
definitely
resolve
them
and
I
appreciate
what
you're
doing
for
our
County
I
keep
saying.
As
a
former
teacher-
and
you
hear
me
say
that
frequently
I
know,
but
I
really
do
see
a
focus
on
our
children
and
that's
what's
most
important
here
and
thank
you
for
that.
G
G
O
Lift
for
each
of
you
at
your
place,
mr.
Davis,
and
gave
to
Miss
Paiva
an
update
of
our
of
my
trip
last
week
to
DC
I'm,
not
gonna,
read
it
all.
I
did
give
it
to
mrs.
Bush
to
put
in
the
minutes
so
that
the
public
can
read
it.
I
took
some
stuff
out
of
it,
because
my
goal
is
to
keep
it
to
one
page,
so
it
was
a
one
pager
I'm.
Just
some
highlights.
O
I'll
just
tell
you
real
quick
that
there
were
about
10
districts,
represented
from
small,
to
very
small,
to
very
large,
so
I
thought
we
had
a
nice
mix.
We
didn't,
as
I
mentioned-
maybe
I
didn't
mentioned,
but
anyway
he
met
with
secretary
DeVos.
She
came
in
to
meet
with
us,
which
we
didn't
think
we
were
gonna
be
able
to
meet
with
her.
So
that
was
really
nice
and
she
was
very
interested
in
Florida,
kids
and
obviously
with
Irma.
It
had
been
on
everyone's
mind,
but
she
really
there
were
no
pretensions,
no
political.
O
She
didn't
steer
the
discussion
in
any
way.
She
just
really
truly
wanted
to
hear
what
was
important
to
Florida
schools
and
Florida
students,
and
so
we
took
that
opportunity
to
bend
a
few
years.
We
did
discuss
the
one
of
the
negative
effects
from
House
bill,
70
69
that
affects
federal,
because
we
had
to
be
careful.
We,
you
know
federal,
doesn't
cross
over
to
state,
except
that
they
do
designate
title
one
funds
to
the
state
and
that
state
has
changed
how
those
allocations
are
used,
and
we
know
why
they
wouldn't
want
to
do
that.
O
You
know
they
wanted
to
be
able
to
take
a
charter
school.
That
is
a
title
one
school
and
give
them
their
funds
and
not
have
a
them,
be
able
to
be
moved,
which
is
not
a
clay
specific
item,
but
they,
the
federal,
do
II
was
concerned
about
that
ability
and
the
reasoning
behind
it
just
for
kind
of
a
little
bit.
O
Sorry
I
won't
go
in,
but
is
that
if
you
have
a
new
title,
one
school
which
we've
added
to
this
year,
you
can't
target
more
funds
to
them
and
take
you
know,
or
some
of
our
more
established
title,
one
schools.
So
that
was
one
real
concern
that
we
communicated
and
the
federal
from
the
House,
the
Senate
and
the
federal
do-e.
They
didn't
seem
to
know
about
that.
Little
caveat
change.
The
only
other
thing
that
I'll
talk
about
it
was
budget
time,
and
so
it
was
a
good
time
to
talk
to
them.
O
We
talked
about
that
tithe
if
they
take
away
title
2
funding
which
is
proposed.
Our
professional
development
will
go
away
yeah,
and
so
we
told
them
and
that's
huge
that
there's
no
state
allocation
in
Florida-
and
we
talked
about
the
last
thing
we
talked
about
that
I'll
just
highlight
that
I
mentioned
it
to
mr.
Davis
over
the
weekend,
is
that
we
miami-dade
had
led
the
charge
they
had
requested
for
from
Florida.
Do
e
flexibility
on
count
week.
O
Commissioner
Stewart
got
some
phone
calls
from
some
people
in
Washington
and
her
response
was
well
I
wish
you
had
I
wish
one
of
you
had
called
me
first
and
then
you
know
there
was
a
statement
back
well,
we
did,
and
so
I
don't
know
where
Esther
Davis,
if
you've
heard
anything,
you
were
supposed
to
have
gotten
a
memo
this
week
to
give
you
some
flexibility.
So
I
don't
know
if
you've
heard
any
things
that
I.
H
O
H
A
P
P
O
I,
don't
know
how
much
we
are
waiting
on
as
a
district
I
know,
the
Volusia
is
waiting
on
four
million
dollars.
I
know,
st.
John's
is
waiting
on
far
more
than
that,
so
I
can't
imagine
that
we've
got
to
be
somewhere
in
the
millions,
but
FEMA
money,
reimbursement
from
Hurricane
Matthew
has
still
not
been
given
to
districts,
and
so
we
found
out
that
it
was
released
by
the
federal
government
and
it's
sitting
at
the
state
for.
O
O
O
Davis,
but
it's
not
a
knock
but
I
found
out
that
our
InFocus,
our
email
system,
like
where
you
can
click
on
email,
your
teacher
so
like
a
parent
logs
into
focus
and
they
click
on
email,
the
teacher
it
doesn't
work
and
we
have
our
teachers,
look
like
they're,
not
being
responsive
to
parents
and
I.
Don't
like
that,
our
teachers
don't
look
like
that.
So.
Q
Q
O
Just
didn't
I
just
didn't
like
that.
It
I
mean
it's
a
it's
a
quick
feature.
You
know,
if
you're,
if
you're
in
there,
looking
at
your
students
grades,
you
have
a
question:
click
on
it
email,
your
teacher,
but
if
it
doesn't
work
and
then
I
would
like
to
say,
of
course,
we
all
have
sent
our
thoughts
and
prayers
to
Las
Vegas
and
the
shootings
that
happen
there,
and
we
actually
had
a
Clay
County
teacher,
who
was
there
she's
at
home
and
she's
safe,
but
certainly
I'd
like
to
send
those
thoughts
and
prayers.
A
O
B
B
Talk
about
that,
okay,
I'm
gonna,
get
that
I'm
gonna
get
to
that
you're!
Stealing!
My
thunder
okay,
I'm
glad
you
mentioned
this
y'all
in
Clay
County.
We
have
still
got
people
with
trees
and
debris
and
flooded
homes
right
here
in
Clay
County,
and
we
it
breaks
our
heart
to
think
that
there
are
kids
who
don't
have
a
home
to
go
to
when
I
get
out
of
school
in
the
afternoon.
So
it
isn't
over
here
in
Clay
County,
it's
gonna
take
months
and
months
for
us
to
get
back
on
even
kill.
B
B
What
happened
to
Puerto
Rico
was
devastating
I,
just
can't
even
comprehend
what
it
must
be
like
down
there
and
then,
on
top
of
that,
when
we
saw
on
the
news
the
shooting
in
Las
Vegas,
it
makes
you
it
brings
you
to
your
knees.
You
don't
know
how
much
more
bad
can
happen
in
this
world,
but
we've
got
to
keep
the
faith
that
it'll
all
come
out
in
the
wash,
but
sometimes
it's
it's
hard.
It
breaks
your
heart
when
you
turn
on
and
you
see
picture
after
picture
of
picture
of
people
who
who've
lost
their
eyes.
B
So
we've
just
got
to
keep
faith
in
that
now
on
a
different
note.
Y'all
are
expecting
me
to
do
this
and
I'm
gonna
do
it.
Okay,
two
weeks
ago
the
score
was
nine
to
zero.
Last
week
the
score
was
66
to
three.
These
are
football
games,
ladies
and
gentlemen,
and
Alabama
happened
to
be
the
winner
in
both
of
those
games.
Now
this
weekend
we're
playing
Texas
A&M
so
come
on.
Oh
geez,
and
so
all
I've
got
to
say
is.
M
B
M
A
A
Second
thing:
I
have
I,
I
am
October
24th.
Is
our
agenda
review
that
for
November,
2nd
meeting
and
I
love
that
we
do
this
agenda
review
now,
I
feel
like
I'm,
so
much
more
informed
about
everything.
I'm,
not
just
reading
it
and
making
phone
calls,
and
you
do
a
great
job
with
it.
Mr.
Davis,
thank
you.
I
would
like
to
add
to
that
at
the
very
bottom.
A
The
organizational
meeting
is
the
same
night
as
our
next
meeting
so
I'd
like
us
to
have
an
agenda
review
for
that
and
if,
if
nobody's
opposed
to
it,
I'd
like
us
to
be
able
to
discuss
the
date
and
time
do
we
still
want
the
first
Thursday
of
the
month
at
six
o'clock?
Do
we
want
to
go
back
to
the
third
Thursday
at
7
o'clock
and
just
be
able
to
be
open
and
talk
about
it
and
also
about
our
chair
in
our
vice
chair?
I
know
other
districts.
A
Do
it
that
way,
and
instead
of
us
all
sitting
here,
kind
of
wondering
and
waiting,
let's
just
decide
as
a
group,
you
know
who
are
we
passing
the
gavel
to
or
we
we
going
next?
Are
we
going
you
know
who,
so,
if
you're
not
opposed
to
it
and
I
I've
tried
to
be
the
type
of
chairman
that
has
gotten
permission
from
you
for
everything
before
doing
anything.
A
Q
A
Right,
that's
the
agenda
reviews
the
24th,
the
workshops,
the
maintenance
and
because
because
mrs.
Bolen
and
I
are
both
out
of
town,
mrs.
Bush
needs
a
date
next
week
to
approve
the
out
of
field
teachers.
So
is
there
a
time
and
date
that
works
with
the
superintendent
for
next
week
to
have
a
very
quick
five-minute
special
meeting
microphone.
H
B
B
B
E
S
I
A
H
A
A
B
A
A
This
certification
program
is
an
extensive
training
program
designed
specifically
for
a
Florida
superintendents
that
includes
training
in
school
law,
school
finance,
collective
bargaining,
super
Nintendos
leadership
roles
and
improving
student
achievement
in
core
concepts
of
leadership.
Additionally,
the
suit
superintendent
satisfied
completed
the
florida
superintendent
examination
mm-hmm
to
demonstrate
mastery
to.
A
And
knowledge
presented
through
this
training
superintendent
Davis,
is
commended
for
his
efforts
to
expand
and
build
on
his
skills
and
knowledge
necessary
to
lead
the
school
system
in
today's
complex
society.
Your
district
is
fortunate
to
have
a
leader
who
is
committed
to
the
continuous
growth
and
enhancement
of
leadership
skills,
but
the
continuous
improvement
of
your
school
system
and
mr.
Davis
we're
really
pleased
and
proud
of
you
for
doing
this,
and
you
really
did
it
in
a
record
time
so
good
for
you
and
and
good
for
clay.
Qo4.
A
A
little
clap,
that's
all
I
had
with
this-
was
a
good
meeting
and
I
appreciate
that
we
all
were
able
to
work
so
well
together
and
I
think
we're
in
a
good
spot
as
a
board
that
we
listen
to
each
other
except
miss
stuttered
who's,
not
listening
to
me.
I
am
listening
to
you
and
so
I.
Just
thank
you
all
for
that,
and
with
that,
the
meeting
is
adjourned.