[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6335895,"mediaKeyId","2288403-c80d44e0b5456f2610c0c8eb0527fbbd","parentId",2288403,"title","School board agrees to split public comment: agenda items on camera, nonagenda moved off-camera; 3 minutes per session","audioSeconds",2007,"startMs",4373545,"endMs",6380980,"viewUrl","/Search/View?dp=1&key=2288403-c80d44e0b5456f2610c0c8eb0527fbbd&start=4373&end=6380","thumbnailUrl","https://assets.pipeline.soar.com/2288403-c80d44e0b5456f2610c0c8eb0527fbbd/thumbnail_4373545.jpg","articleUrl","/articles/6335895/Florida/School-board-agrees-to-split-public-comment-agenda-items-on-camera-nonagenda-moved-off-camera-3-minutes-per-session","mediaUrl","https://secure.pipeline.soar.com/6335895-5ee55c975432a1423b365ca6258013e3/orig.mp4?Expires=1773639560&Signature=o71L7EvHTTQzrXP4dBSm1amxE6nClLGFmJicFqjJu2fTDZ4HrruzKcP04lmE~PT2pfMzXdyrCS8XpX1bkrXSj3tg7vkX4BFwjjciaLB-hmjLTl0QLzkMncy7nXllAxN~9Nm8gGONKKzAbD0lHIPX3EvvDbtI4yjWs6ERwPS-nv8ES8MX7IPdTZOCZjeGJq9M47ny-dpBFNr4XGPqeSg7jp5Vw25wBQM-00ZUC11M3TUlz7Iy4eDap67ikRMIX0yvEZigxxTpZwsdFO9mq16H42Y4XPs0D40yP0bX4-1LEY9lDaH8ocJfO~CZan5Teh~Vg1XYmAnNcvUR~6DRPyOHYA__&Key-Pair-Id=KUT5TJCACFTXG","author","Brevard County School Board","date","2025-02-12T10:02:04Z","article","Brevard County School Board members debated proposed changes to the district's public-participation policy at a Feb. 11 work session and provided staff direction to split public comment into two parts, to give speakers three minutes for each part, and to stop live broadcasting during the non-agenda portion of meetings.

The board discussed a Neola-drafted policy update and a district-modified draft. Several board members urged expanding, not restricting, public engagement and recommended clarifying definitions for decorum, relevant topics and signage. Legal counsel and district staff explained that the word \"reasonable\" is commonly used in local policies (and appears in statute-language guidance) and that districts may adopt decorum rules to prohibit obscene or inciting language while remaining mindful of recent court decisions limiting viewpoint discrimination.

After extended discussion, the chair asked for clearer operational guidance for that evening's meeting. The board directed staff to implement the following approach for meetings going forward and for the present meeting: public comment will be split into (1) agenda-item public comment (before or at the time each agenda item is considered) and (2) non-agenda public comment (after the business portion). Each speaker may use up to three minutes in each public-comment period. The board also directed that the non-agenda comment period will not be broadcast (the livestream will be paused) and staff were asked to prepare final policy language reflecting those operating rules. The board asked that staff keep a signup process that allows speakers to register up until the beginning of the first public-comment period.

District counsel explained that the school board may adopt decorum standards and that the policy should include clear definitions of irrelevant or disruptive remarks and guidance about profanity and incitement, while remaining consistent with court rulings on viewpoint discrimination. Some board members asked staff to remove an explicit citation to FCC broadcast rules from the draft because the rules apply primarily to broadcast television and the board preferred to rely on district decorum definitions.

The board did not take a formal vote to adopt a final policy at the work session; instead it provided direction to staff to revise the draft to reflect the operating approach above and to return a clean policy for formal consideration. Staff said they will prepare revised policy language and implementation guidance for an upcoming board meeting.","mediaType","Video","parentTitle","School Board Work Session 2-11-25","oneSentenceSummary","After extended discussion of draft policies, the board directed staff to split public comment into two periods (agenda-specific and non-agenda), give three minutes per speaker for each period, and stop live broadcasting for the non-agenda portion; staff and counsel will update policy language for a future meeting.","taxTitle","Brevard, School Districts, Florida","taxId",15572,"location","Florida","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6335900,"District staff present updated plan and funding options for separate day school; board members express support",1012,5510090,6522205,"/Search/View?dp=1&key=2288403-c80d44e0b5456f2610c0c8eb0527fbbd&start=5510&end=6522","https://assets.pipeline.soar.com/2288403-c80d44e0b5456f2610c0c8eb0527fbbd/thumbnail_5510090.jpg","/articles/6335900/Florida/District-staff-present-updated-plan-and-funding-options-for-separate-day-school-board-members-express-support","https://secure.pipeline.soar.com/6335900-a3401b62ee2c287895dfde6765879baf/orig.mp4?Expires=1773639560&Signature=aIjrkY9gvcs8SQTgmRrdqz6RnkFeieAa6Ctt0sukbEiOpkYUdzVbLOuPHG0SNerUpeD8UM9thAQJRtqJU1wzcjAsd76Xux~lAu1w5hJtgtP17ECKv1K4-TlVBnLLsj7fu5DHWXlNuHrnbcAAoK~amfsymxzn~c15liT8Rrda-~N1ghxFSfuMExq4dywIGmGZ3AeHU3YIcmkkYkgT4pVdvm-ylAmy1qbqJ9eL-ig~alYq-dVR9nQLoPb~Xbfsjp-jXu1xISOWE8LOriA9~XAaBgAu1XmvM3htex8Y6AXd4A1LPKJHq~ZqvjgjDk-exAz0ScLDZydyCWLGBheYbrUJMA__&Key-Pair-Id=KUT5TJCACFTXG","District staff on Feb. 11 briefed the school board on a proposed separate day school to serve students with intensive behavioral and academic needs, describing a program-based building design, estimated construction costs and a funding timeline that would require construction financing decisions later this year.

Pam Bland, director of alternative programs, and other student-services staff described the student population such a facility would serve: students with severe behavioral and social-emotional needs who currently have limited placement options because of small classroom size and program constraints. Bland told the board these students \"are our most fragile students and they are the ones that have the most needs out of all of our students,\" and said the proposed facility would give them smaller classroom ratios, therapy and life-skills spaces, and electives such as culinary arts and industrial-arts programming.

Architects and district facilities staff presented a conceptual plan for a ~44,000-square-foot building sited adjacent to Kennedy Middle School, designed for roughly 156 students and including EBD/MD/IND program spaces, classroom restrooms, observation rooms, a gym and dedicated vocational and hospitality labs. The project team described circulation, pick-up/drop-off and how the separate facility could operate independently from Kennedy while using the Kennedy kitchen to serve meals.

Estimated all-in cost for the project was presented at about $20,000,000, including site work and furnishings. Staff said the project is eligible for educational impact fees; they reported about $6 million currently reserved in north-area impact fees that could be applied. District staff listed funding options under discussion: continue to use north-area impact fees, consider a mix of north- and south-area impact fees (which would require coordination with impact-fee committees and the county), allocate additional capital funds and consider short-term construction-line financing. The project timeline shown by the architect and project manager anticipated further design this year, issuing an RFQ for a construction manager, pre-construction in fall 2025, beginning construction around January 2026 and an opening target of July 2027 if the schedule proceeds normally. Staff noted they would try to accelerate where possible.

Facilities staff asked the board to allow design to proceed and said the district will return with a funding plan. The facilities director said \"key point is that we will need funding to be in place in fall this year in order to execute a construction contract.\" In response, multiple board members voiced strong support for moving forward and urged staff to seek a funding approach that minimizes long-term debt. Several board members recommended exploring impact-fee allocations across the district and suggested short-term financing only if necessary; others thanked staff for visiting the Magnolia (Orange County) example and said the tour had influenced the proposed program design.

Staff said next steps are to proceed with full design, solicit a construction manager via RFQ to work alongside the architect, refine a funding strategy with district finance staff, and return to the board with formal cost and funding recommendations. Administrators said no formal construction contract would be executed until funding strategy is finalized and approved by the board.

No formal board vote was taken at the work session; several board members expressed verbal support and requested that staff continue to develop funding options and a schedule for formal board consideration.","Staff previewed a proposed 44,000-square-foot separate day school for students with intensive needs, described an estimated $20 million cost and a Kennedy Middle School site plan, and asked the board to allow design to proceed while district leaders develop funding strategies.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6335905,"Brevard releases PM2 progress-monitoring results; staff report mixed gains and grade-level dips",1340,4026025,5366621,"/Search/View?dp=1&key=2288403-c80d44e0b5456f2610c0c8eb0527fbbd&start=4026&end=5366","https://assets.pipeline.soar.com/2288403-c80d44e0b5456f2610c0c8eb0527fbbd/thumbnail_4026025.jpg","/articles/6335905/Florida/Brevard-releases-PM2-progress-monitoring-results-staff-report-mixed-gains-and-grade-level-dips","https://secure.pipeline.soar.com/6335905-10c74ff6edd5bc44f01586cb54a6646e/orig.mp4?Expires=1773639560&Signature=HKpjZdTrsfAgK92eskPI1P9qpWC~xOv-tqlIe475JRzZhGWd1PVa4flElzAoqIJFmBZh8sJdKE8EVWMKJwr01FDZal6YQSndksrZgDmWPwiD6kZdd7jlubODH9O3dDBHKRePLgH1YeE9v3bLJSIxwnLCt8-lMF42GTkEdDyEVFkIhJqg2jsFiK9UkkrnE1XPIeCa4~45J9kui-3S1pDnMrjDilbkv6GXL2LfRt2-ixH2rvx3zfeztxJtyY~e-vIRQ73UTUzTEys5Zw0t2VvIjvgeEEuayLo3L7n4UpTwsR1C8IMiOE8Vr4Mpgdzd6KUI52v3c6cORGdgucWwtas5XA__&Key-Pair-Id=KUT5TJCACFTXG","Brevard County School District staff presented progress-monitoring (PM2) assessment results to the school board at a Feb. 11 work session, showing mixed outcomes across grade levels and subjects and stressing that the midyear data are intended to guide instruction before the end-of-year test.

Doctor Vandell, who led the data presentation, explained the state's three-checkpoint accountability model (PM1, PM2, PM3) and said the district compared PM2 results this year with the same window last year across multiple grades. Vandell said the district focused on percent of students scoring at level 3 or higher (on-grade-level performance) and that the Florida Department of Education was presenting related FAST assessment topics to the Senate the same day.

Key figures staff shared included: district PM2 percent-on-grade-level around 49% (combined PM2 level 3+ across tested grades) compared with a state PM2 value of 45% (district numbers were reported as above the state average in the presentation); kindergarten through second-grade combined reading performance at about 39% at level 3+ versus 35% statewide when early-literacy and reading measures are combined; K'2 math at about 33% (state 32%); and reported increases in secondary ELA and some secondary math grades (for example, grade 10 math was cited at 49% at level 3+ with a 4-point increase year over year). Staff also noted grade-level dips in certain elementary and middle-grade math measures.

Vandell and other district staff emphasized the purpose of the multi-checkpoint system: the PM results are a diagnostic \"halftime\" check so teachers and principals can change instruction midyear. \"We found that to actually be very valuable,\" Vandell said of the state's switch to a series of tests. The district plans follow-up work with schools, including curriculum audits, classroom instructional walks and targeted coaching to address gaps staff identified in PM2.

District leaders said early grades (K'2) show some year-over-year growth in reading and math, while elementary mathematics in grades 3'6 showed areas of concern. Staff described steps they are taking: deeper program- and classroom-level reviews, aligning school improvement plans with day-to-day instructional practices, and concentrated professional development to improve fidelity of curriculum delivery. A presenter described the PM2 results as a \"halftime score\" and urged the board and community to treat the findings as actionable information to shape instruction for PM3.

Board members praised the transparency of sharing PM2 publicly and urged staff to accelerate interventions where the data show declines. Several board members said principals and teachers are already using datacom meetings and school walkthroughs to align practice with school improvement plans; the district said a new dashboard that centralizes performance, graduation and discipline data is now available to principals and district staff.

Staff repeatedly cautioned that K'2 reporting has special measurement rules (students sometimes take alternate early-literacy measures, which affects comparisons) and that district staff are treating this year's K'2 numbers as a baseline for future comparison. They also said they are collaborating with other districts to compare patterns and to identify curriculum or instruction issues that appear in multiple places across the state.

District leaders said they will continue monthly data reporting to the board and will use PM2 findings to refine professional development and targeted interventions before PM3.","District staff presented PM2 (mid-year) assessment results showing pockets of improvement in some grades and subjects and declines in others. Staff said the multi-checkpoint assessment model is meant to drive instruction and called the PM2 results a midseason \"halftime\" score to guide interventions before year-end testing.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6335910,"Brevard board staff begin four-month deep dive on academic excellence in new five-year strategic plan",3105,778195,3884160,"/Search/View?dp=1&key=2288403-c80d44e0b5456f2610c0c8eb0527fbbd&start=778&end=3884","https://assets.pipeline.soar.com/2288403-c80d44e0b5456f2610c0c8eb0527fbbd/thumbnail_778195.jpg","/articles/6335910/Florida/Brevard-board-staff-begin-four-month-deep-dive-on-academic-excellence-in-new-five-year-strategic-plan","https://secure.pipeline.soar.com/6335910-507492f879a0465075347b541700c162/orig.mp4?Expires=1773639560&Signature=I1j7SygXp7xzCMEe55LdzP3-dDMLGtcFON~ZNywSqdz-~kvgQoDVrE-7vmbb3OIDN2bPRLeF3L7ypU2VKdE0gdYe4QRPet7ipPTdd~e9fXRwSHDw0rC0LWNhTayQ1sMpFP~9s3OoQIPXIHyKr7B1VMCg9PnRzETrQjfhdD5tC4gRhWNdbF66MACAILyzS9QSzDm5T5CkXyFVruw~LLAtq~3rNqniyp~7swo4ev9ViLhQBRkjSxAImwzw5YKg2vJ7A8v35lMTRXk9tNhDu6cg-EIrb-pRlPJxSCCogLx4wbIHV6O7rjRPGtC2WdqeMThNSl8PHRAtXlqgmjtf2ez9PA__&Key-Pair-Id=KUT5TJCACFTXG","Brevard County School District officials used a Feb. 11 work session to begin a four-month series of presentations on the district's new five-year strategic plan, focusing Tuesday on the first goal area: academic excellence.

The presentation described five objectives staff will use to lift student outcomes: improve school grades so all schools are A or B, raise cohort graduation rates toward a 95% target, expand data-driven instructional meetings for principals and teachers, accelerate early-grade reading through the \"Mighty Moves\" initiative, and increase student attendance and whole-child supports. District leaders also described a new elementary athletics pilot that involved more than 1,200 students this year.

Superintendent Rendell and strategic-plan lead Cynthia Rand said the board and district leadership will examine one of the plan's four goal areas each month. Rand said the process will allow goal teams to present objectives, strategies and metrics and ensure alignment among principals, the district and the board. \"This review process will give each goal team the opportunity to present their individual objectives, the strategies in place to achieve them, and how they plan to measure progress with performance indicators and metrics,\" Rand said.

District presenters walked the board through specific strategies and performance indicators. On Objective A1, presenters told the board the district's primary aim is to have all Brevard schools earn either an A or a B grade from the state; staff called that an ambitious, district-wide target and described plans to strengthen teachers' use of state-aligned instructional materials and professional development. \"You can have the best instructional materials that are aligned to state benchmarks, but it's how do we leverage them?\" one presenter said.

For graduation (Objective A2) staff said the district is targeting a 95% cohort graduation rate and is developing a systems manual to standardize cohort tracking and interventions. Staff reported the district's current graduation rate at about 90% overall and 91'92% when excluding charters for the 16 traditional schools tracked by the district. Lena Weibel, named in the presentation as a director overseeing school leadership supports, was identified as leading the cohort-tracking work.

Objective A3, described as the \"Mighty Moves\" initiative, aims to shift early reading outcomes by expanding professional development grounded in the science of reading and delivering a 90-minute literacy block from VPK through third grade. Staff said the plan targets an annual 8-percentage-point increase in early-grade proficiency toward a 2030 goal, and noted the district will include VPK in the rollout and name the initiative prior to next school year.

Objective A4 focuses on whole-child supports: raising average daily attendance from 95% to 97% by 2030; expanding English-language-learner (ELL) classroom supports and usage of ELL instructional tools; maintaining teacher and staff training in youth mental-health awareness (the presentation cited a 91% training rate last year, above an 80% state goal); improving ESE evaluation compliance under state timelines; and growing mentor programs in schools. One presenter said, \"If students are not in their seats, that's half the battle,\" while describing targeted monthly monitoring and attendance interventions.

Objective A5 described a newly launched elementary athletics program (grades 3'6). Staff said the district offered elementary soccer at 31 schools in the fall and expanded flag football to 35 schools in the spring, with a goal of reaching 50 of the 56 eligible elementary schools; staff reported more than 1,200 elementary students participated in soccer and expected similar or higher participation for flag football. The district outlined jamboree formats, coach training and community engagement for those events.

Board members questioned details of implementation and asked for access to interim metrics. Several board members asked that principals' and district data used in meetings (PM1 and PM2 progress-monitoring results, school improvement plans and the newly launched data dashboard) be made available to board members so they can track progress. One board member requested access to the school-level PM1 and PM2 data and suggested in-person follow-ups with staff to discuss individual-school plans.

Staff described next steps: monthly presentations on the remaining goal areas at board workshops, continued principal data reviews, additional professional development targeted to areas identified in data, and rollout of the data dashboard that brings proficiency, acceleration, graduation and discipline/attendance indicators into a single view for principals and district leaders.

District presenters and several board members praised staff work on the strategic plan and on the early implementation steps. Staff emphasized they want the plan to be a \"living\" document and to use the data checkpoints to adjust instruction between now and the end of the school year.

The discussion on academic excellence was part of a larger strategic-plan review series; staff said they will present the next two goal areas in upcoming work sessions.","District staff outlined five objectives under the strategic-plan goal of academic excellence, setting targets for school grades, graduation, early literacy, attendance and elementary athletics and describing steps to align instruction, data review and professional development.","actionData","errors"]

Article not found

School board agrees to split public comment: agenda items on camera, nonagenda moved off-camera; 3 minutes per session

District staff present updated plan and funding options for separate day school; board members express support

Brevard releases PM2 progress-monitoring results; staff report mixed gains and grade-level dips

Brevard board staff begin four-month deep dive on academic excellence in new five-year strategic plan