School Board Workshop

when the Romans were here. What you see behind me is the ancient temple of Artemis. Well, boys and girls, we all know where you came from. That's right. A stork brought you home to mommy and daddy. And what better place for a family of storks to live and breed than right here at top. >> We are ready for anything. >> Emporium. Good morning, everyone to 2026 cool part workshop. >> community that Mike. Oh, I'm sorry. Thank you for >> Agenda amendments were only to add presentations that were about to go through today. >> So I say welcome everybody. As we start week. >> Process with a love. A lot are changes to student progression program and the student Code of Conduct, which is something that we do annually. So with that, I will look to Russell can let her take. Mayor chair. Good morning board members and morning everyone for being here. We will have Dr The executive Director Middle School come up and introduce our guests for the first presentation for the level up program brought to us by came on nation. >> Good morning, everybody. MADAM Chair, board members protect I'm going to Watson's. She is from level of game on and what kind of kind of tag team on presentations. You guys on the program this year in our plans moving forward into next year. So I'd like to introduce Watson. Thank wants to talk to guys up here. It better standing than sitting down well, you didn't make happen. >> The presentation and I from the >> thank you to Danielle for helping run the slides from over on the side. But my name is Aaron Watts and I work maneesha number director of programs on a personal level. I have 3 children that are going through the Manatee County School district about one in Vpk. I've got one in good luck on the students conduct plan. Need it for Youngest child things. Our middle son is in 3rd grade and prepped to take his fast test later this week. And we're praying over him for that. And then our oldest is in 6th grade at King Middle School and thriving. He seems to be really enjoying himself. So we appreciate everything that you invest in our students in my children personally, I've not born and raised for Manatee but I married a 5th generation Tony went to Manatee High school. You play football with Chad at some point. So we're in this community and that's why this program means so much to to be able to invest back in our students beyond the academics that they are going to need to succeed. It's the interpersonal skills that they need to be a success in the world. How are we building community action skills in a meaningful way that they become more resilient. Thoughtful, more stronger, critical thinkers. How are we giving them those essential human capabilities that the robots can never take from them and so that they can be meaningful members of society. Those are things are very important to us. So as we move into the next slide, Cayman has been in business for the last almost 30 years. And what differentiates is that we use in project in curriculum to make learning experience will before joining game on. I used to work with Florida law related education, doing civic and legal education programs. And I learned the value of teaching 7th grade civics. Needs to be experienced How do I make kids care about legislation that they don't feel like impacts them? I put them in it make that stimulation coming to life. So it's the same thing for interpersonal skills. I'm going to teach you to be a good communicator. We're going communicate in class and we're going to have to change up with that structure. Looks like to make me an engaging teacher and more of a facilitator for them to be able or the conversations with their peers that they need to. But we have an immediate application as a result of those improv based exercises. You think you're playing a game but track actually practicing the skills and it just makes it kind of one of those things that we bring the fun to bring the learning. We want to attack it in that way. And then lastly, we have facilitated through incredibly gifted at this. And those facilitators are going to be trainers for the teachers of this program, putting them through immersive programs that when they are ready to go teach this in the classroom, they have been through it like they're one of their students. We like to build on that and that the muscle as much as we can. So on the next time. We have a wide array of clients who we work with and the reason I bring this up, the reason I showcase our sports teams, corporations in military or tear one military audiences that we work with, using the same curriculum with these clients that we are using with the students. We use the same games and same exercises because we want our students to be high performers and we're already using this and high-performance culture and social skills are the same. Whether you're 12, whether you're 38, whether you're 65, they are universal conversation and we want students to be able to bridge that is going generational gaps that exist to so that when they get to that point in high school when they are getting ready to go out an interview to be part of the real world. They know how to do that effectively across those generational gaps. So on the next slide, we lean into why improv we get asked this a lot. And with a name like game on, sometimes we get continues for video games. So I just wanted to bring that clarity around the improv piece of this. So we've all been to professional developments where we are immediately need. I'm comfortable because it's like share your birthday start. Secrets are like to tell us why why you're an interesting person. And then I'm the last person to go and I'm like, I'm not interesting because I just heard what everyone else said so we want to find a way to bring that challenge along with support because that's what's gonna build trust. If we support all the time. We're going to enable we challenge all the time. We're not going to create people who feel resilient or empowered. So when couple those things in in Prague and we're challenging you a little bit, but we want you to succeed. We're going to have a good time and we're going to figure out where that learning happens. So in the spirit of that, we're gonna play a quick game very quickly. Promise so Chatham going to pick on you for that? I don't mind. I knew you'd ok with it. So, you know, you're just going to have a quick back and forth conversation. The rules around this conversation. Is you are going to continue the conversation using the last letter of my last word. Okay. I'm going to take care of you. And I'm not gonna be like, hey, you got a Kleenex. That leaves she was I love Hunter x, Just not a good So again, you'll start your sentence with the last letter of my last word. And we're just gonna go back and forth. You have a conversation. Alright, So it is only Tuesday, but I am looking forward to the weekend. You guys have any plans. >> So supposedly it's Mother's Day. So maybe something with my mother. >> Right. I'm glad you reminded me it's Mother's Day. I'm a little concerned because I thought I was going forget about that. Have you already gone shopping? Good question. No, I'm not going shopping great too. >> Unfortunately, I have not. And was pondering this this morning because I know my mom's going to feel some kind of way. If I forget, what's kind of your go-to for getting gifts. >> So really don't have a go-to. It's whatever sparks my mind at that particular moment. >> Give him a round of applause. You would not expect. And now I would like to challenge you to turn to somebody else. Whether you are out here in the gallery or up here and I want you to try to have a quick last letter first letter conversation because he shouldn't have all the fun so could just decided to try it You up like they didn't pick you. I'm gonna turn it over to you. All right. Now. >> had leave us starting me to start with you. What's the most important? How has your weekend going wait? Student, Interesting. What if the work of group planned >> sounds great, but I the group you're talking >> All right. I'll go ahead and pull you back on your conversations really quickly. Once you get a good stopping point from the I got for the love it's good >> All right. Let me go ahead and bring everybody back So as you saw, you lost members. Lost everybody. And that's okay because you got lost in the game. And honestly, if the biggest challenge a teacher has in the classroom is getting your kids to come back to them because they're having a conversation with that the great doing it. We're doing okay. So as a result of that exercise, some of the things that we are using to teach off of that moment. Number one, you have to listen. You have a listen for that last letter that last word. You have to be intentional with your word choice. You need the pots now often as adults to feel like we need to immediately respond to something someone says he's opposed to sitting in it and thinking it through. How many of you forgot every word that starts with the letter. Y, okay. Nice. All. You all taking care of each other and I love what you with by saying I'll give you another letter because that's the other thing we want to teach kids to take care of each other if it ends on 5 letters that are words that end with led us to start to run out of So how am I being intentional to navigate and give somebody a good word? Letter to start their sentence West? So teaching them intentionality. We're teaching them listening. We're teaching them the power of pause and we're doing it in this way. That doesn't feel like learning, if you will. >> But it feels like a game. And so that's the whole intention behind this. And that heat off of that for the teachers. >> Is to give them this guide. And we have a very robust Qaeda on the next slide. We have a very large teacher's guide that walks them through every exercise, using what we call our teach framework they tee it up and then they are going to expand on what that looks like. They're going to be able to make that connection for their student. They're going to play the game and then they're going to ask them some questions. And then from there, the students have a workbook page that they will go through in small groups to discuss part of the reason that we wanted to make sure there was an accompanying Workbook is we also want to teach them some self reflection skills. So when you open this workbook on the left-hand side is a Daily Journal page as a past educator, I'm a big believer in classroom management as a parent and teacher and a huge fan of routines. To wear. If my students know to walking every day, grab your level up book, sit down and Dear Journal Page, we've tried to make those fun and interactive everything from what emotion are you experiencing today? If you're a motion was a color, what would it be and why having them do some self reflection and a fun kind of way. And then the other side is that more academically driven worksheet to tie back to the less and that they've just done. We understand that cross curricular integration is incredibly important. We can't just teach resilience, but we do need to teach some of those other standards driven skills in order to add to the validity of the program as well. So are deepening and strengthening decision-making skills. We're teaching them communication. And then on the next side, you'll see that we've been intentional to make sure its standards aligned. So initially we just tied it to the resiliency standards. They're going to be looking at how this ties to character, personal responsibility, mentorship and citizenship in critical thinking and problem solving. But as we started sitting and thinking about this, they're learning incredibly important oral communication skills, everything from verbal communication to nonverbal communication. We have an entire less than in there about how do you read nonverbal cues from people? How are we taking? You know, someone is pause and quiet and receiving that and letting them have that. So things that again, we teach the same skills to adults and they're not getting a perfect either. So starting in middle school, I think we're doing a good job in introducing new concepts pretty early on. Then in the communication through writing, we want them to use that personal narrative. We want them to think about point of view. I see this situation this My teacher sees it this way. So I'm having to adjust my world view and have empathy for other people. That's really what we're trying to drive to is this idea of building empathy, building, resilience, building character and doing it in a way that's really fun and exciting. We have this position in middle school very intentionally because we think that that's kind of the spot where they figure out where they're going and who they're going to be in so many ways. So we've been able to pilot this program for several years at the middle school and they were is appointed to it very, very well. We have a Cannon Moon who was leading those classes and they would often give him that pops of students who have behavioral challenges. And by the end of we're behind the end of the semester. You start to see those tides shift. And when I've had people ask me who the ideal student is for we need those kids who have leadership qualities. It's just a question of which way they're going to lead. If I MAY make a little bit of a joke understand public record, but I joke around about our 4 year-old. He's going to be a leader, whether that Fortune 500 company or a prison gang. We're not entirely >> But those skills at the same those leadership skills at the same. So how are we teaching them to channel that in positive way? >> And so you're starting to see students we're tracking down the wrong road. See that empowerment and leadership to take people on a more positive direction. And that's what we're hoping for and hope to see. So with that, our training and resources me this program we can't expect to handle one semester course to the teachers and say good So we have a four-day professional development program that we run them through. And we did this last summer with mom, 7 teachers and over those 40's, we walk them through the entirety of the curriculum. So we play a lot of games. So I would invite you want to come the summer and hang out with us place improv games to see what this looks like. We be so excited. And we run them through that. We have them make the connections and we get them up on their feet. Doing the thing with us. Does take a certain kind of teacher to do this. The ones that can build or poorer students. It takes a lot of energy. I went in and have taught 7 periods of this. And I took a nap when I got this. It wasn't involved. Not mean that. Yes, but the beauty of that is because we have been able to stop the curriculum. You might have one day of teaching that way. And then the next day is more focused on time it all back and bring it all together. Also student driven projects within this. So beyond just telling them about critical thinking and problem solving. We have them do a project where they walk around their school and find a problem in their school that they want to figure out how to solve. I MAY or MAY not have been bringing in my past in civic education for this them about looking at alternative policies and selecting the best policy to address their challenges. But we want them to really take these tools that we're giving them and put them into practice. How are you engaging with adults to talk about changes you want to make and how are empowering them to do that? So we have robust resources from the teachers, the do that in person training. We're also here locally. We've got out and visited every school. This has been implemented that and we hope to go to continue that until the scale to point where that becomes a challenge. But we it's important to us. Loved kids and going into the classroom and being able to play them, play games with them, them something fun. And then we have an online portal as well where we have videos of every exercise that teachers can access as well as discussion boards and other community support. Just that we've got them to well taken care of. We want to make sure that they feel good going into this and it's also built a community amongst the teachers are teaching us because it's a very small group. It's a niche group and we want them to have each other to lean on. >> But you all are you all in any other? >> Districts, seismic. I know this is our pilot restrictive. So we're keeping at home for now. With that, turn it over to doctor for at least. Karen, thank you so much. Yes, so next, I was just so basically right now we're in 3 different schools are Braden River where at Lee and we are at King. >> All 3 schools delivered the model and just slight different ways. The Braden River model and they did 2 sections. Semester and they actually did some selection of students students that they felt would be most on served in a program like this. And so they actually selected those those kids for those classes. Those classes right about 20 students, a class King Middle school funneled pretty much almost their entire 6th grade through the course. It was a part of the creek clusters and technology critical thinking find that and critical thinking classes. And that was a year long course. And then lean Middle School had it as an elective. So in some ways we're kind of fortunate to have 3 different models to see how they work best in art and our schools, the data that's on down there. We looked at the percentage, d's and f's in the first graph that you see. It the same students from 3rd quarter previous year to 0rd quarter of this year? And you look at the percentage of students with these enough so you can see all aspects lets these deaths this year, 3rd quarter, the last year, which now if attendance is unchecked behaviors in check, we anticipate to c grades to go up. So that was our students. You see it broken down by Braden River. King in Lee. And then we looked at their peers. So the students that were in the program, the students that were not in the program, the date is not is you know why there? But it does show that the level of students held their own are had less d's and f's and non-disabled peers. Based on this, we are changing kind of what we're doing for next year. So we're in 3 schools last year. We're going to be in 7 schools this year, including horizons. We're going to encourage the Braden River model. All right. That's the one that we found. The most success was really having these principles and administrative team kind look at that type of student that was mentioned. These leaders. I could go good right around but get them into this into this safe environment where they actually can experience a curriculum and have those opportunities to interact in a safe place. So we talked about the up to 10 teachers that will be have that will be this summer and the Spartans surveying actually happens ongoing through through game on. And then their scope of work is you can see what we're doing basically looking at about 22 sections with 440 students. And that's what we're budgeting right now. Drafting you know, right now to what will spend next year for the program, which is a little bit less than what we spent this year. So I think we've gotten smart to see what works best and then start this actually in 7 schools, kind of have a larger footprint with this program. And I have the opportunity to observe at King and at braided river. And the kids middle school is a strange animal just is and these and these kids don't talk to each other. This is are these are covid babies that were, you know, 5, 6 years old, right? So they've grown up not knowing how to communicate and to be able to accelerate and a very safe way with people. They don't even know. It's actually pretty powerful stuff. I really enjoyed saying that. And we just kind of wanted that this worked well, I believe we have some testimonials backing a board workshop before. So here's some testimonials from some of our students. The first page you got turns reading absolute. All right. >> I'd recommend game on to other people because it get your brain running. >> I like the journal because I like to draw and I can share feelings and emotions. I feel it helped me. >> I learned the rules of life laugh with not at each other. Celebrate small things. No, and no talking when someone else's and stay focused with a cull. >> Some things I learned to be helpful and nice to people and to not always have a short temper with people. That's what I'm going to take with me. >> Preach buddy. I learned to have each other's back. My experience of on very cool. >> And then we also asked the principles of they could give us just a little bit feedback as well. MR. Mountain said game on level up is help. Many of our students build better social skills, better communication skills as well as boost their confidence during the difficult transition from elementary to middle school. >> Cooper at least at the game on level up program has been an extremely powerful addition to the work that we're doing at Lee Middle School, providing targeted mentorship and engaging in meaningful conversation or connections with our students. As a result, we're witnessing decreased absences, increase student engagement and improved behavior. The program has proved to help our students level up both inside and outside the classroom. >> And finally missing on a greater middle school level up has had a tremendous impact on students fortunate to take the course the program. Empower them to not only make better decisions during the school year. It will also help shape their future decisions as responsible productive citizens within our county state and nation. I so board members MR. Cho filmed him. >> Sot, I guess first question for some comments, the we're going to the Braden River model. We're picking students. And that's thing. Is it going to be the 2 classes? Still the semester? The way that their model was. Where it's what they have. 2 sections per semester. Semester class for for the students. That is that is correct. That is correct. Now it's going to look. >> The model of having it as a semester-long course. >> There. >> I believe there's one school that's going to have a year-long course with 10 students and some schools might have one section 2 sections. Actually, I was just north I guess, you want to 3 sections, it spends on their staffing, correct? Okay. >> I have seen it done as the yearlong curriculum this year at King Middle School as part of their study skills, class of those students who need extra support. That was a fun one to go in and see how those students are thriving and what was cool as some of them overlap in that 6th grade class as well as they're getting to touch points of the curriculum. And with those students who are in study skills is really empowering for them because they've already played some of the games. They get to be a leader in a place where you don't normally get to feel that And so is actually really fun to see the kids in both classes the day I was there and you saw them just kind of light up when they got to take responsibility role. And again, that's not normally the seat they get placed. And so it was pretty pretty touching for me as parents. >> And one one of my visits at Lee, I got to walk in. And board members, if you have it gone to one of the schools and have it obviously. But you know, when we walk in the classroom, you know, we walk kind of middle of it and we could be milled instruction or whatever is going on. And we were we're right in the middle of the game. And so, you know, normally we walk into a classroom. The kids are looking who are these people? Whatever they quickly look, but it was like right back to the game like they were sold like that. Jordyn, what they were doing, which which is great right? I've had experience working with Steve Shabaab whose is the donor and that voting develop of this kind of stuff in through football. It at me that he and we had him come in. Gosh, 20 years ago. Now, first time he came in during character development. And to the kids reactions. You know, there's high school. So it's 15, 16, 17 year-old kids. To 2 to see it. Then you was special. What he was doing, the new courses blown up all over the world out doing nfl and crazy right? So didn't surprise I do. I love the quote someone finally said it. And and because this is something to it, I always took was left with not right. And that's that's one of his coaches left with. Not that and it's not putting someone else down and bring him up. But in a fun and exciting way. So honestly, I think this is something that our students, of course, we hope. The math and the English and the reading and all that kind of stuff with them throughout the rest of their lives. Of course. But I think these are skills that those certain those subjects don't teach. And I think this is something we're going to see pay dividends with our our kids in the next several years. So really excited. It's growing. Thank you guys for what you do. It's fun. It's awesome. Appreciate If you do go visit a classroom, I would just caution you that we're training the teachers to bring you into the exercise or game. So it will be playing a warrant. >> Yeah, need MR. Fallon, your euro artists by as Tom. Well, I was a 7 th-grade English teacher for 3 years. And and Friendly's right there. That's a different species. 7th graders are in particular. >> So are you looking starting this was 6 green. >> It's a good questions, though. It's been used at all grade levels at this point. King ran all of their 6th grade students through it. Lee Middle Schools had a model where they've had blended to classes together as an elective program. What I would say about that is I think there's reasons to position it for 6 Raiders because they're just coming in the middle school there. The most awkward beast with a middle school, if you will. But then there's something to those 8 graders are getting ready to go to heist. Well, having some of the skills. So you think you could argue it just about any way? My only caution would be putting 6th graders and 8th graders in the same class can create, especially when you're asking them to be a little vulnerable. Creates some challenges. So I'd say if you're doing a great adjacent 6, 7, 78 or isolated grade level say 6, 7, I did say 6, 7, >> in the back of my head, I'm going love it. Yeah, I got it so that that would be my note is just trying to keep it to where you don't have 6 through 8 in the room, but you can't have those degree levels. >> And we do want to give the principles the autonomy to make decision, have some thought into it because their 6th graders, don't really know yet. But their 8th graders they definitely and would know what what students would benefit the most. What I what I really like about this and this was something that the you as an English teacher that I was really. Encouraging administration and other teachers to pushes the reading the writing the speaking in the listening, right. You have to do all 4 of those. It's part of the la and we want all subject areas to do all of those 4 things as well. Because you can't just rely on English class. For for this right and this does all of those things. You come in. You write in your journal, you you have to read with a prom ship to do some reading the book and obviously the speaking and listening. We got to experiment with that up here. So I really like all of those components. There were always trying to push into other subject areas being part of this curriculum in my own experience, it was always the Missus Helton show. Right in school. I mean, didn't matter folks seeking middle school or high school? It was the misses Felton show. So you keep them in games. They're paying attention and I would go home every day for all of 9 years of teaching and take a nap because it was the show right and I really love the improv aspect. I have something in her background and I used improv in my classes, particularly at high school level when I was teaching place, they would improv what was going on. I'm like, okay. Here's the scene go. And they would. They would. Make up the words and like, okay, you're ratios meeting hamlet them each other while in bumps and hey, bro, and hugs and whatever they do. And so it was structured. Improv, but they had a great time with it every day. They would come in and say, are we doing that today? Yeah, because they loved it so much. It was their favorite part of the school year. And I still have kids that I run into cake. >> I remember when we did Hamlet and it was the coolest thing you know, it has been 5, 6 years and they still remember that that improv Stefan being able to think and having to respond and listen to the other person and respond to them was so engaging that they remembered it 5 years later. So this really excites me, particularly as it was those kids who are like on the cusp of are they can use their powers for good use their powers for evil and they are on the cusp of that. And it really engage them. And kids who hated English suddenly loved coming to my class. And I can see how this will be hugely beneficial again, having possibly great how this can be hugely beneficial for those kids to keep them engaged. And I have kids that I taught in middle school that I'm like, oh, my gosh, this would have been so great for them. Because they were on that. Their leader. But kind of leader they gonna be unfortunately, some of them went the wrong way. So I am just really excited about this. Can't wait come and see it in action. And flew in from visit the summer. Appreciate that. And appreciate the trust around this, too. And you said something I think is really important. >> Where it's in Providence we also wanted to make sure it's put into a structure. We're big believers, that structures that you free to be more creative. So as we piloted this, I will acknowledge little Lucy to see at the front, if you will, for lack of a better term, but being able to structure it into the guide and the student Journal and evolve it into your point of being able to do this in a cross curricular way. We always encourage the teachers, too, as they're moving through this. There is an opportunity to bring in your language arts teacher to talk through some of this. The exercise you played loss of her first letter. We're having them expand their vocabulary, used different words. We've got a lot of language driven exercises in this to where they're having to write out scenes and build their own superhero and write out all their powers and everything. So it was important to us my background is in social studies. We always had to figure out if you cross curricular. So that was important to us as we develop this to make sure wasn't just about character education. But that is the number one thing they walk away with because when all things are equal, look at somebody the job all the resumes of the same. It's how you present yourself. It's how you up. And we want them to feel empowered to show up authentically as themselves, but in a way that they can be proud of. MR. Khan and thank you. >> thanks for being here. Thank And to the superintendent This is really great for the public to become more aware of for the board to be more aware of kind of chance. And I work to 90. A lifetime ago. And Mets Steve, back then and I wasn't like I was going places because Steve is just a force of nature. And it's just really excited to see how far game on has come and is now a partner with us. I do have a question about kids opting in versus being selected for the program and then as we go forward into from 3 to 7 schools, Chuck into this is question for both of But what is that going to look like and what? What would that look like for the next school year? And also, what have you learned? From our previous experience about kids who choose to be there and then kids who are kind of selected because of discipline issues that the case MAY be. I'll time to answer those questions. Well, I think at the end of the day, it's really going to come up to with that principle season as as their. >> Best way to deliver the program. On their site the recommendation that we are making about, just kind of have a critical eye for the students that would benefit from this program doesn't mean that's the only kids that are going to that place. So you can see it leave. They had a dozen elected based. Anybody that wanted it they chose the elective rare at Braden River was kind of, hey, this is this is a good program for you. I kind of see is a combination of both at these schools moving forward. I I don't have enough. Actual data from the prince was the say, yes, it worked. Every child that shows that elective did great in our it Braden River. Yes, every child that we kind of had go in that class, did it because those students didn't choose the program because because the program we put him in the class program is there help them, right? So they just experienced that you don't have to ask ms Cooper, you know, at Lee about that elective situation. But when we looked at the data and what better data to give to next year because the challenge this year is we had 3 different ways of delivery model. And so it made it very difficult to pull out. You more types of data to by s kind of encouraging the most of effective and efficient model that we saw this year based on the data. Let's try this next year when a bit better did to show you and probably some more examples of how these principles actually put kids in the class and the feedback that we get from them. So I'll have better answer for you in a year from on that for sure. 100%. I think we're moving in definitely the right direction with this because there's there's bubble kids, you know, that really aren't on one the other, but they're going to benefit from talking with other kids acting out silly and and then obviously we're incorporating of the academics and as well. So did a terrible job answering a question. No, no, that some areas we will have we will have better data to share neck. So it's not it's not an apples to apples between them. School. So I get that. >> And I would say we've leaving the initial pilots had choosing versus electing dynamic. That happens to able to compare. I think the beauty of what happened in granted. It's not like every class, every kid left with a raving review because you're not going to please everybody but part of the demand signal of creating as an open electives, the kids that were choice to into it enjoyed it so much that other kids heard about it. And like how do I get in there get in trouble? We don't want that to be an incentive. You know what I mean? So if you open it up as an elective now they've a waiting list for that elective, which is fantastic. So some of the kids that were choosing into it or were told their fallen told if you will, to go into that elective were touting it so much that they found a need to open up sections. So that's kind yeah. And if I can just touch one more piece on that. Because these. Children and figure out who they are right. And though and they'll go down different pass too. >> To take risks and try to choose who they're going to be the administration and the staff. The teachers on site. No, they see these kids. They know what these kids can and can't do. And so in our world, it. We're going to be a little proactive and and identifying these kids before they identified themselves. Maybe it's too late made a choice right? So I think that that is one of the powerful. Reasons, too place kids the class where it's appropriate to get them before they. Do something that they just can't come back second church, I said, when sure point and that's I really appreciate that. Met the district is investing in something that is beneficial to the students. But it's not necessarily tested by the state and because so much has been pushed out to focus on. Positive test results in our district shown positive results in in that area. But, you know, it's sad. There's no fsa for empathy or self-control are or things like And which are, you know, especially for middle school and early high school age kids. I want to paint with a broad brush, but, you know, they could use the skills that you're teaching. You know, we're going from 3 to 7. Down the road. Maybe it's something doing in half of our middle and high school. So once again, thanks for being here and he's been really interesting and positive update. Thank you for the time. Thanks Good morning. The morning when that was interesting. >> I was reading a Wall Street Journal article of the Day on Education. And I was looking to the comments and there was guy made the comment something to the effect of. >> You know, the humanities courses I took in college. Just good for doing crossword puzzles and I thought. It's like to hang with a guy like You know, he doesn't see the value of the human relations. You just tell by that comment, right? That. For whatever reason this guy doesn't understand especially the higher you go in leadership, it becomes much more about your people skills. Much less about your stem skills. Very enthused that we're doing this. If you go back and look at. The humanities and talking about how to become a virtuous person. >> All the way from Arizona forward talked about. >> Habits, habits and habits and developing habits, right? So we started in middle school. Start these habits of listening and the things that you're teaching them in this course here that will hopefully it's not a guarantee, but it will hopefully produce a better human being down the road because they will have developed these habits early in their lifetime and their moral and mental development. So on very much in favor of whatever we can do here in this area and they will be better people and better leaders down the road because you've got them early and there moral and what would you call it? Human development. So good on you. And I'm glad that we're doing this program. That's all I have to say about that. >> have few comments. Just I mean, other people like sports with the ball. I like. Nascar. Balls and nascar shows go, go go and I see that corporations PepsiCo's my former employee employer. So and then Nas, I'm a big fan nasa. So I like that. You have that history with this program. On the slide with graphs. Okay. Braden River King and middle. First. You said something about our somebody said structure work to me structure means build. And that could be building a building are building structure and relationships. And building structure in communications. So that was just bussers it. Can my mind building structure. It falls, you know, building to me how do you how are the teachers who who does this class determined? Do offer to do that or is it one of those you select? I don't know. >> Teacher principal select the principal salon specialized. But do they does the teacher go to the principal say, hey, I'd like to do this program. I could jump in. Please do. >> So for Bradley joined the district and we were working planning with game on game on, held a session for the principals who are interested in participating in the pilot explained what the pilot was about. I think I thank Aaron went out to visit with the principals to show what the program was to give him the information to then select a teacher that would meet the characteristics that they were looking for. So there's a lot of conversation before those teachers were selected. >> Okay. And students. >> The way we select the students. So you're saying this is going to be a an elective course. That correct thought that that would probably be the bast. But is there a recommendation from a teacher counselor at the school saying, you know, hey, you your have some issues here, you know, keep you line with your education process, we would recommend that you take a selective. >> That's that's the direction that we want to go. Writing the students in teacher input ever gotten counselors. Obviously we have an administration team, the deans and the sss they will all be adding, you know, names to the list. You know, basically, I guess not that every child going to be a that get in or not get in. But that's where they're going to really focus on. Child support. And of course. >> Okay. And display. We also look at the student data. You know, we ran our attendance. Reports ends up with. Going to be my next question. Are you doing out of a I know you did degrading apps, but are we doing attendance as well? Intendent says, well, huge pieces were looking for students who maybe are not engaged. I'm totally in their education demonstrated by lack of attendance. And if that's a way to help solve their comfort, her desire to be attending school. That's a measure we take. >> And you don't. And you said it right when you said structure and I think foundation basically the same kind of thing. And and the attendance and discipline is that foundation that grades to build upon. So stuff, big focus. >> Then I had to talk the money side. Of On day 2026 school year. You showed that we're going to be adding Lincoln Pawn their own arise ins, which I think horizons a great idea to get into that school scope of work. 22 ce. Selections sections? Yes, ma'am. Impacting 440 students. So the materials as 110 pl remind up on us. That's that's the training that that will be attending 10. >> So basically that's training at the teacher training course during the summer. Okay. I gotcha. And as 40, okay. A strong believer of this program. >> I >> I went to their ceremony, MISTER Wooten. Anonymous are rooting for several years and he's a big supporter of this and and I think you did say we need to add more schools. The first time you told me about it. And I'm like, yeah, you're probably right. But here we are now couple years later and adding and adding and adding so I'm 100% support for this. I can sense is I would guess that we're all and line with this. >> Thank you. MADAM Chair and Aaron and Jake in steep and and to Kevin Chapman who made the introduction originally, I had no idea what the program was and a full transparency. I did think they were trying to sell video program and I'm not at all interested and they said no, no, that's not what we're about. But since then, they said here's what we think we can do for your schools. I said here's what we need for our classrooms and our teachers and they rose to the challenge and produced met beyond my expectations as to what we can do differently to really change that reduction for some of our middle school student said that really that pivotal point. So I'm grateful that they're here in our community and they're willing to give back so much time and efforts to help our students. Awesome. Thank you so much. Thank you for the time and opportunity thank >> item 4.2 is proposed changes to the student progression plan. Guessing we're shifting some staff at the table. >> Yes, ma'm board members we have on Derrick Jensen, deputy director deputy superintendent of just changes title Deputy superintendent for instructional division to walk us through the updates to the student progression plan walk through the timeline as as well. Is your first introduction to the changes for this year, but you'll have additional conversation as we move forward. >> Absolutely. Good afternoon. Chair board members, superintendent PRESIDENT, happy to be with you today. Unfortunately did not bring games review student progression plan, revisions and recommendations for you. And I can vouch for how high quality our game on classrooms are. They're really inspiring place to visit the last time I visited. I can also vouch that they will pull you into the games. And I was the first one eliminated in the game I played so intentionally. Now the student plan is really critical document. Every school district has won. It defines the criteria for things like enrollment graduation participation. Graduation promotion remediation course offerings student performance reporting all the dimensions of the academic programs of the district really grounded in the law and it's grounded our current local needs and procedures. And so every every year we go through a process where all the departments look at changes in state board rule changes in law changes practices, local recommendations. Things we've been wanting to look at an accomplished. We compile those discuss them and make recommendations for updates. The spp you should all have a folder in front of you or a binder in front of and you have a change log, which is a staple document, the pocket which has. All of the changes documented head of line by line, every small and big change we've made throughout the spp. And then that translates directly into your binder. So your binder. The redlined version of the document. And you can see the page numbers should match where the changes are. Then we've also tab like sticky notes on some of the big changes that will discuss his part of the presentation today. So what I'll be doing is going through actually gonna go through the whole change long. The small changes all talk about very quickly. And then the big changes will linger a little more. And that's also where years have ages are. But you have access to all of this through the change. A lot. And the binder. And then all of this was posted online as well. Okay. And these are the notable language changes. So these are the tab sections of your of your binder that will go through. And like, like I said, the change log is much longer. It these changes. Plus, some smaller ones. So, for instance, like the table of contents, the very first line was edited. We removed references to an appendix. We haven't had an appendix in a number of years. So all that was taken out. And then we also updated the admission enrollment section. We removed a paragraph talking about students who wanted to enroll in our district from out of county that was old language in it. It's not necessary anymore because of the new control. Process enrollment processes we have across the state were if there's capacity, the school's student can choose to apply to go there. The first large changes on Page 8. That's the Great Placement. Section. And I've also in the slide pasted kind of the clean version of it. For your of you to say you can see it displayed on the slide. Essentially in an effort to help our schools when they have students who come to register. This is kind of in the registration part of the spp when a student shows up to register and they have an absence of educational records or their records reflect an age discrepancy of 2 years or more. This is a table that's designed to help schools and assist them in best grade level placement for the students. There's also some language underneath this and and the redlined document talking about a great one entry requirements, kindergarten being an entry requirement for a great one. And that's below this as well. In your book. But you can see this is a table that basically shows age before SEPTEMBER. First of that year kind of the best appropriate placement in the absence of those educational records, meant. I'm sorry. So I am. >> I'm reading the addition down here. And then getting lost in the language. Can you kind layman's terms this for me? One of the language underneath. Great Placement. Yeah. The great one entry requirements. Any child who look, I mean, the age of 6, here's on or before SEPTEMBER. First of the school year will be admitted to grade one at any time during the school year. If the child has successfully completed the kindergarten program or has otherwise met the criteria for admission or transfer in a manner similar to that up with the ball to other grains. Think completion of kindergarten. That's the plan. The satisfactory completion in a public school, nonpublic school or home education program, which as the emcee except transfers of credit. So in my understanding. That if they have satisfied the kindergarten requirements at any point during the school year, they can go in the first green. If there 6 years on the Steelers are on her first. Okay. >> This is in again. A lot of these decisions are made in consultation with families right It's not just where blindly promoting everything students. The real purpose of this paragraph is kindergarten is a requirement and the state of Florida. Statute says you have to. Pass kindergarten. Meet the kindergarten benchmarks. And so this helps identify that as a requirement for promotion to first grade. Okay. And governor turned 6. You know, they're obviously above ability. Maybe they did early learning or whatever can. You transfer in the first grader. They have to. If they've met the required, meant the requirement for wherever they're coming from. There's a variety of of assessments and measures we could look at to see if meant this. A requirements. Okay. I got that. That would be a again in consultation. The you know, and the situation there pretty. Pretty rare eye. The reason I ask that slight encountered somebody who was upset that there. Grandchild, who couldn't who could read when they were 4 years old was not allowed to go first grade and had to complete all of kindergarten, even though they could pass all the assessments. So, was just look at so that so that was just something that stuck in my head. >> Having that conversation and I don't know if the child was 6 years old or not, but if they were, I was that was something that was sticking in my head. So that was just my plan as well. And it is 6 years old before SEPTEMBER one. I would just say that we have many kindergarteners who come in reading. >> So we do our teachers an excellent job with those extension about grade level activities as Thank you. Had a question for on the same paragraph it's is on or before SEPTEMBER. First state law. >> Arsenal, is it is it okay? Because it's in the statute that okay. Because maybe that's something I need to work on. I think it's kind of crazy that we start school year AUGUST. Kent. And then if that student is in 6 years old and chill. SEPTEMBER first or second, it lost that month. That's why I'm thinking maybe thinking if they cannot attend and chill there. 6 years old. And they're not that by SEPTEMBER. 1st. I think it's true. They will attain the age of 6 before SEPTEMBER one and they've met the kindergarten standards. They could be 5 and go into. >> First grade if they will attain the age of 6, a nice SEPTEMBER one. >> Okay. So that's the key right there will attain bicep. >> Number first, Okay. Me feel a little better about. That's not new to I know language isn't do credit current. As one of those kids that had that JANUARY Gala SEPTEMBER. 26 my son SEPTEMBER. So we're always moving 6 in the kindergarten through. Always oldest in the client's. OCTOBER. So I think it's always been that yet. This is very much grounded in Florida law section. You never want part is kind of when you get to the over 8 students or students who are lacking educational record of a little kind of defaults to district local correction plans at that point. Got okay at the my mind was kind of backwards on action like, ok, wait a minute. All right. So if they change because I was one of those kids that was. >> a starter. I was the oldest first grade almost because all these other kids are. Absolutely. And that's that's absolutely normal. Developmentally appropriate. It's when we get into. >> You know, it's student shows up without any kind of educational history we want to make sure accurately placing them to make sure they don't multiple years right behind a co-worker instance. I will say that. Creating this table made me feel very old the students, the students will be graduating in a few weeks were born in 2008. Making the move. Appreciate sentiment. Just don't know. The question. Yeah. It the last I looked and I just tried to pull it up. And and the on the Internet in. I don't trust a ice on verifying this with the attorneys kindergarten is not mandatory in the state of Florida. That right? Because that's what I found in the statutes from 2025. Compulsory age turning 6. Yeah, 6 to 16. So you don't. You're not required to attend kindergarten in the state of Florida. So that's why I was confused on on some of this morning as well because and you know, if you guys want double check me on that. But that's what and when I was up at the legislature, that was also something that we discussed up there. That's that I was told kindergarten is not mandatory in the state of Florida. I'll follow up with all of you. I think thing we like getting just hung up on this age threshold, meaning kindergarten and first grade and just kind of making recording students appropriately. So all get back to you on this and follow up Thank you. MR. Jones, can you speak up? Sure? That's right. All right. Next up. I believe it is Page 9. We have school enrollment. This documenting summit procedure into the spp just about it already had some. Enrollment information about rolling parent. Cetera. This just codifies that the parents, you know, we have been rolling parent, both parents. Are listed on the pickup Us disqualified school administration intervene in disputes between parents and those most fearsome salt different form. Typically a court recordable are similar. >> Basically just help codify kind of what goes on. You know, parents going on the pickup having access to It's a good change. MADAM Chair. Yes. So some quick question here on the enrolling parent issue. And this is fresh my mind is we have a situations scored we're dealing with with 2. Shared custody, enrolling parents. And conversation with the parent last night. He said to me that. On the district's form. There's only room for one and parent. Is that because that's correct what we recognize one in rolling parent, the district. And this is a little bit off topic. But as long as we're talking about only parents, so when when you have and obviously the district that hears to any court order in a family law case like that, Is there. I just specifically to the situation is there any benefit having to endure? Only parents on that form is statutory and I didn't even know this is an issue until this thing up a couple days ago. >> I believe that having one in rolling parent is imperative to be sure that we're running fast as the school district. But I think also there's some legal concerns to consider. And I'm going to ask MR. Pendley or mustard. I should just weigh in briefly into the reason why we have one in Rolling parent has a designation as a school district. >> You have one rolling parent because you have to have someone to make a decision. The school board is not party to parental. Placement orders. That's to be determined by courts and between the parties to that case, we're not a party in case. So we follow those orders to the point that there's specific. If the direct one parent to do something just the other. We're not bound by those workers. So. When students are in hour because care during the school responsible for their health safety and welfare in local parenthesis. So we are going to do what's in the best interest of the student and the circumstances. I want to go into any specifics of particular case of 2 might be north referencing. It's not appropriate here. The courts enforce the orders, not the schools. >> Okay. That's that. That makes lot of sense. Kind We'll talk to both because raise some interesting issues about enrolling parents because they are in this case. It's equal split. The court says it's 50, 50. I just disagree with you on your interpretation of that will discuss water enough. Enough. Okay, thank you. Thank So that brings up a question for me that. >> MISTER Penn Late a court order says. If there is that joint custody, that's basically what we're talking about. That each parent has say and then rolling student. We would have to adhere to that. >> We don't police or enforce court orders. So if a parent shows up. And then rolls a student, our duty is to enroll. The student. If there's a dispute about which school work which parent gets to make that choice. That's for courts to make that determination. Not the schools do. All right. Just want to clarify that because I I know what talking about. There's even that with. Husband and wife, like my wife is always hit roughly parent. And so I can't call and make a change. >> Even though should that secretary, the principle MAY no be like. I've still got it. Rolling variant in JULY, but I get the law get legal, but it is frustrating and I could see of us. But when we could be even more frustrating. Yeah, I mean, I agree. We just got follow the court's it MR. Cheney, you have. >> you are. >> No, lawyer, but I've watched a couple of these over the years. Public once in a while and it's I agree with MR. Pendley in the sense that. We have to have one person that makes a decision, right. If you read through those orders a lot of times, it just says they both have the right. To make decisions about its bases up to the 2 of them to figure it out between them and have one person come and make that decision. Right? So we're not required to. We have to make a decision about John Smith. Well, got a call. John Smith mom and John Smith. That even though that every the married anymore and then who gets to make the decision, we can operate like that, right? So that the wording in those orders and unfortunately been through one of those myself. Is both parents have responsibility, but it's up to them to figure out to make that work. And for the courts to police that Pendley said and then but some one parent has to be, doesn't it up to top? Parents make decisions so. The was it would be impossible for us to operate. I think so. Thanks for your explanation is no, anything that you don't agree with their airline or anything. But that is entirely Okay. Thank you very much. Ivan Watson, long as your board examines essay question. >> Thank you, sir. About him. >> I appreciate very much. The addition of both parents are listed with either parent can designate individuals. I mean, there's there's emergencies out there. What happens if the enrolling parents is sick and cannot call and say, hey, need to add another person because, you know, we're at the hospital or whatever, you know, There's always those off things where there's a copy whatever. And because I was the rolling parents. But it's so if something happened or I was gone or whatever it my husband should be able to. As the other parents who still live in the House, you know, be able to say, hey, you know, so was going to pick the kids up because I'm stuck somewhere, you know, or whatever. So I really appreciate that change. I think that that will make things a lot smoother for families because little things happen the time. And we need to be able to accommodate those needs. MR. Putin did you have a? Opinion on this? Just MADAM Chair, if I might add to that explanation, there's a difference between doesn't needing emergency contacts being rolling parent and having access to records. Those are 3 separate and very distinct issues in the wall. You can have. Unless a court divest appearance of accessed from right that could have access to records all day long. Doesn't affect the enrolled parents responsibility for designating. Pickups, drop-offs. That's worth. There's a dispute between we're parents over that. The courts the appropriate place to determine using content than who was following the law. Not the school principal. We humans to the next. The