--------- Okay. Um, we'll just reset. >> Yeah, just for a minute. We're just going to be at ease for a few minutes as we um get some technical work here and and we allow everyone to come on
Good morning everyone. The meeting was called to order at 10:00 a.m. We're just at ease as we um I think we're all set with the tech and now we're just um looking to see if we can establish a quorum. But at this time, um, Madame
Secretary, if you can call the role to establish corn, >> good morning. Adopt the family. Jessica Pagan, >> present online. >> Best foot put forward, Debbie Elman,
present online. Good morning. Best foot forward cameras for netti. >> Okay. >> Okay. >> Good morning. Present online. >> Okay. Thank you. Black Chambers of Commerce, Cassandra Oliver,
>> present. Caught at FAU. Sabrina De Goes >> present. online caught at FAU jazz coalition for black student achievement Dr. Deborah Robinson. She won. Okay.
Coalition for Black Student Achievement.Windelan Gwinette Williams. Excuse me. Gwinette Williams, >> present online. Present online. >> Thank you. Compass. Rex Bonds.
>> Present online. Connect to greatness. Dr. Cassandra Corbin Thaddius. Connect to greatness. Andre Thaddius >> present online. >> District ESC Advisory Committee. Susan Rodriguez. >> Morning. Present online.
District ESC Advisory Committee. Michelle Bey, Division of Blind Services. Caesar VGO, Economic Council, PBC. Craig McKenzie, Elso Jupiter. Suzanne Whitebeck Wetbeck.
Florida Hispanic American Chamber of Commerce, Juan Pagan. >> Florida Hispanic American Chamber of Commerce. Evelyn Vargas for the children. Reggie Dundes, Gold Coast Down Syndrome. Sue Davis
Killian >> present online. >> Guamala center. Mariah Marina Blanco present online. Gualamara Center. Mariah Myra Cardinis
Hispanic Chamber of Commerce. Maria Antuna, Hispanic Education Coalition PBC. Hector Pyre, NAACP, Dedric Strong, PBC Council, Charmaine Postol,
>> PB U PBC PTA Council, uh, Charmaine Postal is present in the room. >> Thank you. PBC Council of PTAs Marcus Brown >> present online. Good morning.
>> PBC Human Rights Council Avon Gordine >> present online. >> Tri City Education Committee Eddie Rose. Tri City Education Committee, Mary Evans, Urban League, PBC. Valencia Barb,
>> Volunteer Association of America. Whitland Pierre, Volunteer Association of America, Colleen Paul, Classroom Teacher Association. Gordon Longhoffer. This conclude my roll call.
>> Thank you, Madam Secretary. Um, does that establish a quorum? >> Yes. based on your roll call. >> I'm doing a count right now. So that's one, two,
3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
13. I have 13. Yes, that's a quorum. A quorum has been established at this time. Um, if there is anyone in the room who have not been call whose name was not called during the roll call, please state your name and what organization you are representing.
>> Uh, hit the mute. >> Lieutenarius Reed, Urban League of Palm Beach County. I'm in for Vincent Barbier. >> Thank you. Welcome. At this time, if there is anyone that's online whose name was not called, please state your name
and what organization are you calling. >> Gloria Branch, school board member. >> Eddie Rose just logged in. >> Welcome um board member Branch. And in the room we also have staff >> Keith Oswwell, chief of student health
and wellness. Jannina Simmons, manager of compliance and special projects. >> Thank you. At this time in the agenda, it calls for public comment. Two minutes per speaker. Are there any public comment online as there is none in the
room hearing? None. Approval of generary minutes. The minutes was distributed um previously via email and if you are in the room a copy was presented to you as well. Um are there any questions as it
relates to the meeting minutes from January 22nd >> hearing? None. I'll entertain a motion. >> Motion. >> There's a motion by Mr. Pagan. >> Second. >> A second by Miss Oliver. Any discussion?
Hearing none. All in favor? >> All oppose. Motion carries. The minutes for January 22nd will be bless you. Um will be recorded as such. Update from DDEC ad hoc subcommittee. It is my
understanding that there was an ad hoc committee this morning. A meeting this morning. Um, at this time we'll entertain a representative from the sub committee meeting to provide a report from this morning. >> Hi, this is Sue Davis Killian. Uh and
you're correct, we did meet this morning and uh one of the main things is we have acknowledged that we bit a bit off a little more than we could chew in in and taking on uh our original mission statement was to to present strategies
to district leadership um to uh to basically to make sure that our hard to staff schools have um the most effective teachers. So after a year and a half of kind of floundering and and going down different rabbit holes with
lots of data and everything um we've realized that we need to scale back our um what we are thinking of because a a small subcommittee that meets once a month for an hour is not going to solve
um the the the massive uh undertaking that that we took on. So, um we discussed the work that's currently happening under the stronger connections grant with the student voices uh councils in the schools. And
next month, we're going to discuss that a little more and see if our subcommittee can kind of piggy back on what's going on there and have any recommendations. >> Thank you. um the subcommittee. Any additional comments regarding the subcommittee
presentation this morning? Was there any questions from the body for the subcommittee? >> Sue, thank you so much. Um, at this time, >> um, Sue, was there anything that you needed directly from the committee
at large? >> Not at this point. Perhaps probably next month. >> Perfect. Thank you so much. At this time, we'll entertain a district update from Mr. Oswwell, chief of student health and wellness. >> Again, good morning, everybody. Hope
everybody's had a good month. Um we had a couple great um events this past week. Um first starting with the future makers forum kind of building on where uh Miss Davis Killian just left
off and um I'll ask uh Miss Simmons was responsible for this event. This is our second annual student conference. Um, this is the grant that the DDC did support uh that we got a number of years back and she can give
you uh an update on this event and how it went. Good morning. Um so, um we had the future makers forum um last Wednesday, February 18th um at Santa Lucia High School. Um we had about 3
um 96 students that registered. Um we hosted um at St. Lucia High School and the conversation um really focused around student voice and advocacy, leadership development, wellness and
belonging. Go to the next slide. So in the previous year there were um about 200 in an inaugural year in 2025 there were about 27 students so we had about a 91% increase in student participation. Um we had 60 chaperones,
28 volunteers. Um so I reached out to um safe schools um behavior um mental health services as well as um student support and um I was able to get 28 extra volunteers.
Um and we had representation from elementary, middle, and high schools from across the district. Um so um we talked about um it's the structured um student voice platforms and um how the district committed to elevating student
leadership. Um the this is a group of students from one of the schools. Um it started in the auditorium. We started out in the auditorium with an open forum. We did um sticker charts where they talked about what happened in their
actual voice councils around um questions and we had charts up and then they put stickers and we you we're using that for data. We're um putting that data together. Um currently, um
Alan Coverstone from Impact Florida, he's putting that data together and we're going to use that data for um end of the year to report to district leadership. There were 19 total conference sessions. 12 of those were led by student voice
councils. Um this year um I had two led by my um well let me not say my I always take ownership of those students that are actually they actually belong to a superintendent but they're my kids superintendent
student advisory um committee. Um they did two sessions. Um they did leadership 101 and leadership um 102. um leadership 101. Um I had three of them do leadership 101 and that was um primarily
for elementary school um students, a conference session. They did three sessions, breakout 1, 2 and three. And then leadership 102 was for middle school students and basically it led it was um led around how to be a leader on
campus. And um the feedback for 102 really for middle school, they took a lot of notes because basically it was like how to be the man when you get to high school, how to be the person on campus that is involved, the person that
um the the adults look to um look to how to be academically successful, how to be socially successful, how to um to make sure that you're taking the right courses, how to just um make sure that you are flying high when
you get to high school. Also, um I um talked to um Charmaine Postal um last month at the meeting and um mentioned this whole um future makers forum conference to her and she um said that
her her her daughter might want to might want to present because she um was supposed to present elsewhere and was not able to. And I said, "Hey, hey, if you want to present, let me know." She's a student. It's a studentled conference. So we had her to present. She she led
three sessions on leadership. Um and everyone um that went to her session really enjoyed it. So um 15 out of 19 of those sessions were student led. I also had sessions that were led by um had four sessions that were led by um
volunteers that helped me out in um the district um some district leaders. We had um community and partnership support. Um Bold Leadership Foundation um provided um food and snacks for us
and giveaways. Attorney Lee Cohen provided lunch. Um Papa John's pizza. Um, Palm Beach County PTA PTA PTA PTSA provided um, uh, we had a little breakout room for our volunteers in
chaperon where they had coffee and snacks. Um, we had increased volunteer engagement this year, strengthened logistics, mentoring and overall experience quality. Um so I just you know I I will say this
um this this particular um forum this particular initiative has been um awesome speak >> it has been um when it was given to me I
was really really nervous. Um it was originally um Diana Federman's and um I am a big fan of Diana Federman. I think that she has done amazing work in this district and
um I was nervous and um but I kind of took it and I did do some changes and I did um I didn't do things exactly the way that she had done them. And um I did
but I do think that I did I think that I did a good job and um I am a team of one and um but I do and and it's sometimes it's hard for me
to ask and Keith knows that it's hard for me to ask for assistance and help and um I'm getting a little teeyed but I'm I'm not going to cry. Um but
this was really really um a great great this initiative and watching these children take ownership of the decision making in their schools
and the decision making in their in in in presenting what they had done in their schools. the collaboration with their leadership. Um, walking into these sessions, watching these children who could have
been home because you got to realize this is a day that they could be home. And no, we didn't get all 189 of our voice councils to come out, but we got 400 children, almost 400 children,
not even including the children that came out to help out to come out and really participate, collaborate. And this is this this initiative is fueled by a grant that is running out at the
end of the year. And we have to figure out a way um to sustain what is happening here because this is one of the greatest things that I see
happening in this district. Giving these students a voice across this district is significant. and I'm just hoping that um we're able to create leaders um here. So,
thank you guys. All right. Well, thank you, Miss Simmons. Thank you for your leadership on that. It was very um inspiring to see the students uh take control and lead these sessions. Um thank you, Miss Posal, for the partnership. Um, again,
really deepening that work. Um, and we're definitely working to, uh, we're close to institutionalizing this to keep this going long term for the district. Um, any questions on the forum before we move on or comments?
>> I don't have a question, but I would say this um was one of the most memorable things that I can see that the district do. um and hearing the students feedback and and updates and even my own daughter um update. So I I would say that um the
proof is in the pudding. And so um my daughter took this back to the state leadership uh organization that she's on and she shared what the district was doing and so they said, "Well, how can we help?" So, uh, I do hope to see that we do something that can keep this
conversation going. And and even hearing during lunchtime some of the kids saying, "Oh, next year I will, you know, present or next year, you know, I could do this now. I I was a little nervous or um now that I saw so and so do it, I'll do it." So, I I do think that this is
something that we should continue and um >> I will certainly uh do what I can to partner again. Thank you. >> You want me to play it? >> Yeah. And we're just going to share a
quick uh video that summarizes that day. You can just share on top of >> Can I share it? >> Um >> Yes. So, >> will it let me? >> Yeah. >> Oh, I'm sorry.
>> Okay. No, not you. All right. >> Oh, okay. >> All right. Well, we're working on that piece. I'm gonna just move forward on a couple other pieces um of updates. We also had um as I've
mentioned before that athletes, incoming freshmen and anybody new to a sport in high school for next year needs to have an EKG completed. Um we had our first event also on this same day uh February 18th last week. We held it at Palm Beach
Gardens High School in partnership with Joe Deaggio uh Children's Hospital as well as the nonprofit who we play for uh who we play for organized bringing all of the EKG
machines now and we have over 300. All right, we're going to pause the EKG and just show you the the future form video. >> AMAZING. HI, I'M JEREMIAH, a fifth grader at Hel Johnson Elementary School.
Welcome to the second annual future makers forum. Hundreds of students are here to learn all they can. Make some new friends and become better leaders. >> Every voice belongs and every student can lead. >> How would you explain the future makers
form? >> It's studentled. You come together and you share. >> I want you guys to write one leadership goal you have >> and you learn from other student councils. >> It's time now for me and my friends to check out some breakout sessions. There are 38 schools here today. I'm
talking elementary, middle, and high schools. One of the cool parts is that the students are actually the teachers. This session is called Belonging with Leanne and Ila from Dryfish School of the Arts. It's all about students
helping students being the best they can be. Now, we take what we learned today back to our schools to teach other students how to be better leaders. >> All right, cool. >> That was a good snapshot of how that event went.
Um, back to the EKGs. So, EJKGs are required um again for incoming freshman and all uh anybody new to a sport in high school. So, um we had over 300 uh students who
received their EKGs that day. Um it's just a great event. Um Mr. Road, you have uh your hand raised. >> Yes. Yes. I I know they were talking about mandate there for the whole county. Is is that going to be statewide
or or is that something they're going to put in place? >> Incoming freshman or athlete? >> So for the EKG? >> Yes. >> Yes. >> It's for athletes. It's for athletes who are going to play a high school sport
and participate in an FHSAA event. Uh high school athletics. So, it will be required for all incoming freshmen and any student new to a sport in high school. Obviously, >> statewide. No, >> what's that?
>> That is statewide. >> That is statewide. I'm sorry. >> Yeah, statewide. >> That's a requirement. So, a lot of districts going to try to get a lot of kids completed. We're in the process now of setting up some additional events for
uh the south end of the county, central and west. This was our first one for the north. So, we hit um all the schools kind of from West Palm Beach North. We uh sent notifications home to numerous
through the uh principles and the athletic directors at the middle school and we just had a great uh a great turnout. who we play for said it's one of their best events ever and they were kind of skeptical doing that on a non- studentent contact day but we re we
provided transportation as well as many parents brought their own kids to the event so just incoming or incoming freshman I mean freshman or incoming freshman athletes >> incoming freshman uh incoming freshman
athletes so if you're going to play a sport it'll be on the forms that you'll have to sit show that you completed EKG. Uh who we play for and Joe Deio will follow up with families. Obviously, we won't get the results, but if there's anything abnormal
um and typically they say there's about a 3% 1 to 3% um uh sign a family's having to follow up. So, this is a a good thing. Any questions on
that new re on that EKG that requirement? >> Fantastic. >> Yeah. Uh >> one question, Mr. Oswall, you you said incoming freshman and and also first
time participant to a sport. >> Yes. Freshman who are going to play sports. So fresh freshmen who are going to play any type of FHA sport. >> Okay. Okay. So, from >> so not just first time to a sport, they have to be freshman. >> Well, that's what where there's going to
be uh accountability where they're phasing it in. If you're let's say I'm a a 10th grader and now I'm going to start playing golf next year. Um I will have to also get the EKG. >> Yeah, that accountability piece is going
to be big on that one. That's why I asked that question. >> Yes. Um, this is a good thing. I have to say that the parents who brought the kids that were there were so appreciative that this was being offered and this was for free. Um,
I hope I don't know how we'll sustain it long term, but um, our goal right now is just to to get this initial push and really educate the community. So, really need your all's help to educate the community around this requirement. Um
obviously it's good for um all kids. Um but they're starting with incoming freshmen. >> That's awesome. >> Much needed.
>> Yeah. >> My a I have a question. Will you be having these events, these other free events for the um various other areas of the county? Will you be having this um before or through between now and before school
start? >> Yes. Our goal is to um get three more events uh before the school year ends as well as possibly over the summer some Saturday events. Um, we'll also be sending home flyers eventually to
families that will uh let them know places that they can go for um $50 or less if theiros if their uh medical insurance doesn't cover it. So places like you can anybody can go now to Joe Deaggio, Nicholas Children's Hospital,
Baptist and the Healthc Care District and currently have it done on their own. um these we're trying to open up to allow to be done for free. So, and Dr. Robertson, I will send you the the statute around that requirement.
Um, also, uh, updates, the, um, just a reminder, spring break is coming up, uh, Monday, March 16th, that for that week. Um, no students that week and teachers.
Um, we're continuing to monitor legislation and updates, uh, as the session has a few more weeks left. And then lastly, um really important,
um the school district has a new platform that's um replacing board docs. Um and it's called Diligent. And so where you're going to see
um all the information uh effective um immediately moving forward for for next month's meeting will be on this platform. It'll when you you link on to it's a it's pretty easy to use. It's a web-based um it'll have all upcoming
upcoming meetings for the school board as well as it will have um subcommittee or uh committee meetings. So, you can see um on on the public facing site here, you'll be able to go to um
I just had it up before the Oh, because I already pulled it up. So, there's the DDC um uh meeting and information that you would typically have in the past seen on board docs light LTE um will now be all on this diligent
page. Um, Miss Hick, do you have more information that needs to be shared with the committee members around training or anything? >> No, not at this time. >> Wasn't there something that we were supposed to send out to committee members? >> All right. If there's anything
additional that we send you out, but it's pretty straightforward. It's actually easier to use than board docs. So, um I do want everybody to be aware um that that is now in place.
Um and just lastly, the Criminal Justice Commission held its uh >> annual >> annual planning meeting this past week. We had representation um uh a good meeting talking about
progress being made. Um there was a some of the work that they're doing around juvenile justice included judge Paul and uh Chief Starling for the chief probation officer around some uh
objectives really to continue the progress being made in the community. If anybody wants details on that I'm happy to provide that. uh but good representation throughout the entire community from the state's attorney's office to community members, school
board, uh Whitfield who currently serves on that. And that concludes my updates for today. Thank you. Any additional questions for Mr. Oswald? And for those I don't know the actual
statute but I could tell you if you would like to look into the EKG Senate Bill 1070 from 2025 um the second chance act um is the actual um bill that had passed and was
signed into law effective July 1st. >> Seeing there's no questions or comments for Mr. Oswald. At this time, we will move on to the agenda of new business. Dr. Gerolene Johnson, director of choice and career options um to present to us
today. Thank you for being here. And if I could just open up um a lot of work has been going on with the school board um and Miss Branches feel free to to weigh in as well. Um around um really
continuing to go deeper and expanding um what is kind of a flagship for our school district around our our careermies really what's makes uh Palm Beach schools your best choice and so popular. Um and additional work has been going on
behind the scenes as well as in public with the board. So Dr. Johnson's going to give some updates around some of that work that's happening. >> Okay. Good morning everyone and thank you guys for having me uh this morning. I'm on roller skates. I just came back
from the convention center. We are uh this is National Career and Technical Education Month. So today we have a rising chef's challenge taking place at the convention center with some of our culinary students. So I'm here for a moment to present to you guys and headed
then back to the convention center. But it's my pleasure and honor to uh present some updates to you about some of the work that has been taking place uh here in the school district particularly around our choice and our career programs.
So with the school district uh there are many strategic initiatives with our strategic plan. Strategic initiative A1B focuses on college and career readiness. And the initiative pretty much says
we're going to strengthen our career pathway opportunities and choice programs to ensure all students identify, understand, and prepare for careers aligned to their interests. We believe that our students who are
enrolled in our programs have the ability to do one of three things or perhaps a combination of these three. We like to say that our programs are preparing students to be enrolled, to be enlisted or to be employed. Uh, in some
cases, some students may choose to do a combination of these things because, as we know, some students may transition from our programs to Palm Beach State where they are indeed enrolled. Uh, they may choose to pay for college by
enlisting in the military, whether that be the reserves or the National Guard. And at the same time, they could also be employed. And many of our students because they have been in our programs have the be ability to be employed in
the line of work that matches their program. So they're starting out as pharmacy technicians and other entrylevel programs uh in employment opportunities that allow for them to continue along the pathway until they
reach the highest level that they would like to obtain. So we had a question. Uh we've been doing this work for a long time and so with this initiative we needed to take a step back to see you know what we've
been doing a great job. We know that but oftent times we don't see the things that need to be improved. So, we had to ask ourselves, how can we strengthen what we've already been doing a really good job at uh in terms of making sure
that we are aligned with the demands of employment here in Palm Beach County and that we have developed rigorous pathways to allow our students not only, as I said before, to enroll in college if
that's what their desire is, but to also be ready for a career as soon as they graduate from high school if that's also their idea of what they would like to do. So, we did some internal reviews
early on uh but we felt the need to reach out to someone and get beyond ourselves and so we solicited some help from the education foundation and they helped to find the funding to support an external review. That external review
was conducted by a company called ESG and the title of the um initiative in the report was beyond graduation creating post-secondary ready learners. So from that report we deciphered that
there are four focus areas of work that we needed to concentrate on. career pathways, how we are developing, what courses students will take along the way for the programs that we have, the different uh
initiatives and things and opportunities such as work-based learning, uh such as the event that I just talked about, um giving students that are in the pathways an opportunity to take that learning outside of the classroom, career advising, h how do students know what
courses to take? uh really taking a look at how uh school counselors are working with the students to guide them along these pathways that we are uh improving. Uh reaching out to our business and industry partners to make sure that they
are at the table and they're supporting us. Uh again, uh going back to what we're doing today, we are uh very close partners with the Palm Beaches, uh the Palm Beach County Convention Center, the Business Development Board, and Career Source Palm Beach County. They're like
on speed dial with us for a lot of the initiatives that we do with our programs. And then of course, how do we keep our students and our families engaged? Um particularly our parents. There's so many different opportunities. How do we make sure that parents are
aware of what we're doing in the district and that they know how to take advantage of all the benefits uh for their students? So, I'm not going to read all of this. Um with the career pathways, I'm going to kind of skip this a little bit. Um we
have a goal to provide high school students access to a continuum of opportunities uh in demand driven rigorous pathways. So, these are some of the benchmarks that we're working on. Uh we have four subcommittees uh that are working on those four focus areas. Uh
career pathways again being one of those. Uh again making sure that everything is aligned properly. uh making sure that we are increasing enrollment uh for early post-secary coursework whether that be career dual
enrollment through our own adult ed programs or reaching out to Palm Beach State and expanding opportunities with them. Also making sure that we continue the great work that we've been doing and improve on the ability for students to
earn industry credentials. Again, sometimes it's not all about finishing the degree, but do you have the industry credentials that are required? So, making sure that those are properly aligned. Um, I talked a little bit about career dual enrollment, and I'll talk
later on about what we're doing to expand in our adult ed programming to give our students the opportunity to career dual enroll, WestTech, Northtech. um those programs are coming back into play and our
students will have an increased opportunity to career dual enroll right within our own system. Um and again making sure we give students the opportunity uh to also take advantage of pre-apprenticeship programs uh that are
also offered when it comes to career advising. Um, also just making sure that students are getting the proper counseling and that not only are they getting that counseling and advising, but they're
getting it earlier. um not waiting until they are um already prepared to transition into high school, but really making sure that students as early as middle school, fifth grade even prior to them applying for a pre-AC Academy that
they have had some conversations and some guidance along about what they like, what they may not like and talking about the programs that match uh their interests. So really taking a look and utilizing uh the platform that the state
has provided to us called Zello. Um and I'll talk a little bit more about the student and family engagement, but really making sure that parents also understand that there is this platform. It's being utilized with the students in the schools, but parents could also, you
know, have um knowledge of this platform and have uh further conversations with their students uh at home. but just making sure that we're utilizing all the tools that are at our expense to uh properly guide our students and give them the information they need so that
they can make informed decisions. And of course with industry partners uh we can't do the work that we do without aligning ourselves with uh the appropriate industry partners. Uh this is just a snapshot of some of the
partners that we have. But anytime we entertain opening a new program, the first place we go to is usually the career source Palm Beach County team or the business development board, uh the economic council, um and other chambers
of commerce and things of that nature to really see, okay, is there a need for people to be trained in these industries? And if there are that's the per first place we start uh before we even entertain going into uh opening
something up. Now there are some times where we will take a look at the interests of students uh and we will open something called a community uh valued program where there may not be a high demand for it but you know what it's something that the students are
interested in. It's what keeps them coming to school every day. Um, but all of these programs at the end of the day give students a foundation of knowledge and skills and something, but more importantly, it gives them an
opportunity to learn and practice soft skills. When we talk to businesses out in the community, the one thing they we continuously hear is like, "Yeah, it's good that they're learning um the technical skills, but can they work as a
group? Can they get to work on time? Can they be honest on the job? And so those soft skills are embedded in all of our programs. And for nothing else, uh having business and industry at the table to make sure that we're aligning
our curriculum and our experiences that we offer to the students, uh the opportunity to know what to do once you actually get the job. Um this morning we got to hear from Trinet Morris from Trendy Gourmet. She was on the panel of
um business and industries um chefs and restaurants from around the county talking to our students and she didn't start off with uh culinary. She started off as a teacher and so she gave the students those tidbits and talked about being able to pivot and uh that's a soft
skill, right? Um, and so sometimes these companies tell us we can teach them or get them to learn how we need to get the job done, but we want to make sure that we're working with students who have soft skills and um, uh, having that
partnership is very important. So, one of the things that we are doing around business partnerships is realigning and improving the way that businesses can engage with our programs. So there's some revamping of some of the forums
that we have uh already in existence and making it more efficient uh and effective for businesses to be able to say, "Hey, I want to engage with a a particular school or particular type of program." Uh so we're really uh looking to do that. And then of course student
and family engagement. uh making sure that our parents are aware of what we have and what's available and having more opportunities for parents to engage with our programs and uh the marketing. Um a lot of times
people don't know that we have certain programs within the schools. Um so really taking a look and uh looking at the branding and doing some targeted marketing um to our families uh to make sure that they are also aware of what's
available not just for our high school students and their children but again as I said before we're looking to uh improve on our technical centers that are coming back or have come back uh under Fred Barge who is the director of adult education uh because there may
opportunities even for our parents uh to be able to improve their skills uh to make a better life for uh their families. So, one of the things that the career pathways uh team is doing is how do we
package what courses and opportunities go along with the different pathways that we have. So, this is just a snapshot of a draft of what we're working on so that students can see in one snapshot uh what courses they would
take that are applicable to the actual program along with what their graduation requirements are. So, we're still working on what this document is going to look like. There is going to be a backside to this document with generic
information that kind of goes across the board for all programs. But if you were looking at applied cyber security, you could see in that dark blue column there, those are the specific courses that students would be expected to take
if they were taking this pathway. But we also wanted you to see what industry certifications the students have the opportunity to earn, what other career related activities and organizations uh they could participate in. Uh FBLA is a
leadership um program uh that we encourage our students to take part in. It builds leadership. It allows them to compete uh outside of the classroom. So, kind of showing that they've learned what they learn in a a friendly competitive way. And then at the bottom
are all the other um graduation requirements that they would need in order to earn their high school diploma. Uh we talk a little bit about accelerated options. Uh encouraging students to take advantage of our AP courses, our ACE diploma courses. Uh if
you're at a school with an international balorate program, uh what courses would be aligned to this program? um highlighting what admissions criteria, dual enrollment opportunities and of course military occupations that align
with this particular pathway. Uh because some students may have a desire to do military service whether it's enlisted or if they want to go to college and do ROC and go in as an officer. There are military occupations that match all of
the opportunities that we're offering to our students. So this is just a draft in work. This is one that we're doing for building construction management. So we will have one of these for every single career and technical education program that we offer to students.
We launched some new programs um uh well they will be starting in the fall. And so at Palm Beach Gardens High School, we have an artificial intelligence academy that is starting in the fall. At Atlantic High School, we have biomed engineering. We have quantum computing
and AI at Royal Palm Beach High. Santa Lucius High is launching a new construction academy. And at Westech, uh if you recall, I talked about career dual enrollment within our own system. So, at West Technical Education Center, we have high school students that are
currently career dual enrolling in welding. So, they will pick up the first 300 hours of welding and then be able to transition and finish up at Palm Beach State College where we have an articulation agreement with and they will be able to finish that within a
year after graduation. And so, we are looking to expand not only these programs throughout the district, but we also have some other new ones that we're entertaining. Um, you guys have probably heard that Palm Beach County is Wall
Street South. So, we have a new program that we're designing right now to uh address that. When we ask students uh with the superintendent student advisory committee what kind of programs they'd
like to see, believe it or not, the very top priority for students was real estate. And that was really interesting. And so we are looking at how we can design something at the high school level to start introducing students
early on to the world of real estate or um uh facilities management uh with apartments and things of that nature. So we have some new programs that we're going to be introducing out there in the next year or so uh to expand on what the
needs of Palm Beach County are. Yesterday we had an opportunity to meet with uh Career Source Palm Beach County. There is an initiative called industries and education. We meet quarterly with different uh entities. And so yesterday
was the healthc care conversation. So we had an opportunity to meet with some of the CFOs and COOs of uh our local hospitals. There are new hospitals that are coming on board. So right now in Palm Beach County, the number one workforce need is in the healthc care
industry. And so we had an opportunity to talk to them about maybe expanding some areas uh for some of the needs that are in the healthcare industry as well. So that committee brings our high school folks together. It brings all of the other educational institutions in Palm
Beach County as well as workforce industries in health care to have a conversation and make sure we are properly aligning ourselves uh for the employment needs here in Palm Beach County. Uh this is a little bit about uh the
career dual enrollment sites um that are coming on board uh as of uh next. You can see WestTech here. You see Chuck Shaw. You see North Tech. Historic Roosevelt is coming on board as well as historic Carver and some of the
programming that um that will be at those technical centers that our high school students will also have the opportunity to career dual enroll into um over the next several years. Uh this is just a little bit more information
about the expansion of our technical education programs throughout Palm Beach County. Um as you can see in um the anticipated opening uh some renderings of what those look like. So we are trying to get back to where we were 20
years ago. Um some of you may remember going to Northtech. I know when I first moved here uh a long long time ago, I used to go get my hair done at Northtech. uh for a very minimum fee. Uh but it was a lab opportunity for the
students who were wanting to uh complete the cosmetology program there. And so we have those opportunities coming back. We're really excited about that. And uh Fred Bart and his team has really been doing uh a really good job at bringing these technical centers back. So this
just kind of highlights some of the milestones, some of the things we have already done in FY25. As we are in now FY26, we are expanding and kind of uh firming up some of the things that were presented to the board back in November.
The work groups are working on uh some deliverables for that and we will continue this work uh throughout the next several years uh to really make sure that we are addressing the needs of um our our county. So that's it in a
nutshell. Thank you guys so much. And uh at this point in time I will entertain any questions. >> Great job. >> I madam chair I have a question. >> Okay. >> Dr. Johnson um you mentioned the Zello platform. Can you share again how our
families can engage with the Zello platform since it is digital in order to get more information about the career readiness. >> Right. So one of the tasks of the career advising committee is to develop opportunities such as parent
universities uh perhaps some virtual opportunities to introduce parents so that they are aware of uh their students using this platform and how they can engage with their students um from home
uh in terms of what they can see in in in Zello. taking indust interest inventory so that students can kind of tell what they like, what they don't like, get an idea of some careers around those interests and then how they can
further do research to determine, hey, do I really apply for this choice program because I have an interest in becoming maybe a nurse? um and and teaching parents how they are able to
engage with their students as well as the school counselor. So this is still a work is being de developed. Um but that's basically the idea is to really develop a system so that parents are able to engage with their students and
the schools a little bit better when it comes to career advising. >> And is your question how do you get access to it? >> Yes, please. >> Yes, please. because I you said it's coming aboard, but I as a parent have seen my child interact with it >> and I was not clear on what he was doing
with it. >> Okay. Um and so with that student and family engagement, so to your point, you've seen your student, but no one has kind of said to you, hey mom, you're going to see your student engaging with a platform called Zello. What should you
be asking your student? What is Zello going to be doing uh for your student? So I think part of that is uh part of the plan that this career advising subcommittee is developing so that parents like yourself get information
and you understand that you're going to see your child engaging with this platform. >> That's good feedback. >> Yes. Very good feedback for that committee. >> Fact that you're not sure how to use it and because you have a middle schooler >> say I have a high schooler. I have a high schooler now, freshman,
>> um, and he's using it on his phone, which is interesting because he's accessing it through his SIS and things like that, but and I'm peering over his shoulder and I'm happy that he's doing it, but I want to be engaged also. >> Absolutely. And I'm glad you made that comment because that is something um, we
have said that we're not lacking tools. the students are using them, but we could use the support from families, but you can't support them when you haven't been told, >> hey, here's what it is and here's how you can help support your student from
home with this platform. So, definitely taking notes of that. >> Yeah. And uh it didn't and they also they were working on the uh the uh what do you call it the the bright future scholarship >> piece with that. I don't know where
they're at on that. >> So when it comes to bright futures um that is all part of this um I want to call it just career advising initiative. It's one thing for you to understand what you like and then pick the right
courses and pick the right choice program to engage with that. But what are the other benefits that come along with your child transitioning through this program with career and teched and all of our programs, whether it's the
ACE diploma or anything? Do you understand that your child being in this program allows them to really get all the way through a bachelor's degree if they wanted to for free? Mhm.
>> Um, many parents don't realize that if your kids want to stay home, they don't want to go away, they could finish for free uh through Palm Beach State. >> Do we know where Zello is on that and how it's playing out? >> I think that is just part of the natural
>> counseling. >> Yeah. But I think that's part of the the whole counseling and advising uh process that schools are using. So Zello is introducing them to the careers and so forth, but then the conversation with school counselors will include those
conversations about Bright Futures, which because there are several different Bright Future scholarships, which one do you qualify for? And I think they go on to the Zello platform to see where they stand in terms of the
bright futures. Now, as a parent, do you know how to see where your parent uh where your student stands in terms of the bright future scholarship? If you don't, going back to what you said earlier, uh for you to be able to properly engage at home with your students, you've got to know, hey, you
can log on here or have your kid log on and you can see, hey, I noticed your GPA is right there on the cusp of qualifying for this Bright Future scholarship. What do we need to do? who do I need to talk to at the school to make sure that
you're doing what you do to get this free money. >> Now, I have a qu uh go ahead go ahead. >> Another question. I want to follow up what Cassandra was talking about how the parents is going to be because I saw in some of the slides you put you have the first line English
what if a parent doesn't speak English? >> So, so good question. Um I know from a choice and career process, we ensure that we produce uh things in other um
all of our materials in other languages um at least uh four languages. So like our choice booklet, our choice pamphlets. Um, Zello, I'm sure, will allow parents to change the language, uh, as many other platforms that we
utilize allow parents to change the language. But going back to those parent universities and opportunities to bring parents in or even have them log on virtually um and be able to speak to parents in whatever language they need
so that they also understand um how they can help their own children uh even if they don't speak English. So, as it relates to Zello, I know Zello at one point um they had a parent portal. Um is there a parent portal
portal on the side of the school district? Now, this is something from the PTA side. We have parents where you can go in through the parent portal. Have the district pushed out the parent portal side of Zello? Because right now like we received the letters and the
letters kind of pretty much shares our students will be utilizing Zello. They shared the structure behind the statue but what it haven't shared was again um following you know piggybacking off of Miss Oliver or Mrs. Oliver is that they didn't share how the parents could use
it but do the district have the parent portal side of Zello? I I don't know the exact answer to that, but what I'm going to recommend, and we're kind of having a little bit of sidebar chat here, uh bring in the school counseling team uh to give you guys an update on uh Zello
because I can tell you from the initial launch of Zello, it has improved tremendously. And there are tons of additional uh features of Zello. Uh, and I'm pretty positive uh, one of those features is a parent portal, but I would
probably recommend maybe the next um, meeting that you guys bring that team here. Um, and I know the folks at Zello, they would be more than happy to also co-present with our counseling team to kind of give you an update and in terms of how parents can better engage with
um, with Zello. >> Thank you. >> Great questions though. Thank you. Anyone online had any questions >> for Dr. Johnson? >> Any other discussion? Dr. Johnson, thank you for that presentation.
>> Thank you guys. So, we get the follow-up responses and and I think through staff, we can submit all of those questions. Um, if you hadn't had a chance to get those to us or you had a chance to jot those down, um, staff, we can get those questions to Dr. Johnson and then, um,
uh, you know, we'll have a response in some sort back. Okay. >> I think it's important too for all the uh uh the DDC committee members taking it back to your res representatives, >> right? >> Your community just about the work
that's happening here, what's coming um you know, trying to prepare kids for a workforce that we have no idea what's going to look like. >> It's not always easy, right? With how rapidly things are changing. So, um important that um all kids have access.
>> Yeah. And and our department is more than willing to come out um to any community events, meetings that you have um to um train your staff or people working with
you. um because uh I have a small staff but one of the things we believe in is you know we'll come out give you the information at a level that you can then share at least some basic information with your constituents um and then have
us come out we can do virtual we can do in person I have two people on my staff that um specifically go out into the community so they don't work the traditional hours they will come in the evenings um they'll come on a Sunday, they'll come to a church if they need
to. So, to make sure that all of our families have uh the proper information that we have about 20 20 almost 22 agencies that's currently on this call or um give or take and then those that are on this agency are on other agencies
or other um nonprofits. So this this is I think valuable information and for those who can take it back who might be the um >> I guess for lack of better terms surrogates to those um individuals that don't have those parents or the guardians or those
individuals who are looking over the shoulder of someone. But those are the students that are we we're we're look that that's in the middle right um who may not have that parental guidance or those resources. and we have a resource at the fingertip, but that
student might go to the Boys and Girls Club um or that student might go to Connect to Greatness after school. So, these are valuable information to present to these organizations that can say, "Hey, oh, you're interested in this pathway. Well, you know, I might not
necessarily have a platform, but here's a free platform. Let's log into your Zello. Let's see how this look like." And so, I I think that's a great idea. um if not individual but uh you know individual organizations but maybe a group you know session where it can be
trained to the different agencies that are currently servicing children in the school district. >> So thank you >> and the next update that we will provide to the board um from the four subcommittees that are working on those four focus areas is uh anticipated to be
in uh April 29th. So, we will be coming back to the board and giving them an update of the work that has been done since the November uh board workshop. So, you'll be able to see a little bit
more detail in terms of um what we've been doing. So, definitely the feedback you guys are giving to us today uh regarding Zello, I'll take that back to uh the career advising subcommittee. >> Thank you again, Dr. Johnson.
And I see no other questions at this time. Um, we we say thank you. You can you're more than welcome to stay for the remainder of the meeting, which I don't think is going to be too long. Um, or you can have a great afternoon. Next, um, next item on the agenda, unfinished
business. Dr. Oswalt or Mr. Oswalt, is there any unfinished business? >> Uh, no unfinished business at this time. any unfinish any um
business to come before the body. I do have a question. I just wanted I I I know Dr. Johnson had to leave, but is it possible to make sure that we get a Zello presentation up on our upcoming agendas since we've had such good discussion around it?
>> Yes, we can absolutely. That would be great. I would like also like to see the updates to myself. So, >> thank you. That'll be great. >> Um, any other announcements? M. Morgan, thank you for joining us.
Miss Morgan as well. Um, let the records reflect Madame Secretary, Dr. Yolanda Morgan joined us online. >> Thank you. >> You're welcome. Chief Morgan, did you have anything that to add from
update >> since you snuck in so quietly? >> Nothing for me. I was just I was just adding that um yes, we'll work with the team on putting together presentation um when we receive the invitation. >> Thank you.
Any further updates hearing? None. At this time, I'll entertain the motion. >> Motion >> motion to adjourn by Mr. Fagon in the room. >> Second. >> Second by Miss Oliver. Ladies and gentlemen, have a great day. Thank you.
>> Enjoy time back. Get the good word out. Thank y'all. Part: 2
All right, we have a quorum. Okay, I think we can proceed then. Uh, welcome everybody. Thank you for taking your time this morning. Um, we've I don't really have to do the roll call since we've we've barked people off as
we come, but we have uh Gold Coast Down organization me uh the coalition of black student achievement Dr. Deborah Robinson uh connect to greatness uh Dr. Cassandra
Corvines and uh FAU card Sabrina Duo. Um, so how do you say your last name, Sabrina? >> No. >> Um, degoy. What is it? >> Dgoyas. >> Goyas. >> Dgoyas. >> Goyas.
>> Okay. >> Goyas. Yeah. >> Thank you. >> Absolutely. >> Okay. So, uh, the first thing on the agenda is to approve the minutes from the November meeting.
Um, so do you all still uh those were sent out? Um, when were those sent out? Do you have those? And did you leave them or shoot do we need to send them again?
>> I'm going to say >> good morning. This is Taiisha. Um, Miss Davis, I didn't receive anything, so I didn't send anything out. >> I think it was sent out um last month before because that was when but we
didn't have a a quorum. >> So, I'm guessing people got them and read them last month. >> But, um, >> so you would like for me to resend it again, what I sent out last month to resend it now? I could do that. >> That would be great.
>> Okay. And while she's doing that, let's move on to the next agenda item. Um, and then we'll just come back to do the minutes approval. So, at our last meeting in November, um, we decided, we discussed a
tweak of the mission statement and so we decided that I would take our discussion and tweak it and come back with a draft. So, uh, on your agenda, do you all have the agenda there where it shows the old goal and the, uh, draft of the updated
goal? >> Can you just put it on the screen? >> Um, yeah. Can you do that? Um, Taiisha, I know you're you're sending a email as well, but if you could uh display the agenda.
Um on the screen it has the uh original goal and then a draft of the updated goal. maybe under discussion. I don't know where it would have been on there once it got into the official
form. there. I could share my screen if that's easier. >> Sorry. >> So, where is that document? >> I can share it. It was I sent the agenda to Aisha and then she sent it out to
everybody. Um, so it was in the everybody should have it in in what they received. >> Okay. >> So, can you just read the before and after versions? >> Yeah. So, the old one um
was to present school district leadership with strategies to ensure that students have teachers with the skills to address their students academic and emotional needs at hard to staff schools. The
recommendations will include the obstacles along with the corresponding recommended solutions. the um Tanya show. Would it be easier for me to just share? Can I share my screen? I think it's easier when it
>> Yes, please. Okay, there you go. Can everybody see that now? >> Yes. So, can everybody see that? >> Yes. >> Okay. And
look, that's too a little easier. Okay. All right. So, I just read the old one and then the draft of the new one was to identify the policies, practices, and other conditions that are obstacles
to filling hard to staff schools with the most effective teachers and to present school district leadership with strategies to overcome those obstacles. We hope to ensure that all students have teachers with the skills to address students academic and emotional needs.
And so when we talked about this last what we wanted to do was uh focus on the fact that the the purpose of our subcommittee was to really identify those obstacles. What what is preventing the hard to staff
schools from having the most effective teachers. So um that was a change to to you know rather than presenting them with strategies it was the changed it to identify
what's in place now that might be an obstacle and then to prevent to um to give them the strategies. So um thoughts Um I have a quick question. Yeah. Are we starting are we starting
the wonderings about the challenges from scratch or are we clear about what those strategies are or are we asking planning to ask the
question um either of the schools or the teachers just kind of what's the what's the plan there? Well, I'd say the we are really the the initial we are really trying to identify what it is that gets us into this
situation in the first place. It's like what um you know what policies or environments uh are currently in place that have the uh perhaps unintended consequence of
having some schools have uh perhaps less effective teachers. So it's really kind of um that's why that's it was a good question because that's pretty much why we changed the focus of the of the mission statement. So rather than presenting them with strategies, it's
really first before we can do strategies, we really have to identify what is it that is causing the issue and then you know strategies are much easier to come up with. Um obviously if you know what problem you're trying to fix.
Um >> can can you restate this what can you reate the the issue um the the question again that we're trying to solve for >> to identify ahead >> practices and other conditions that are
obstacles to filling hard to staff schools with the most effective teachers and to present school district leadership with strategies to overcome those obstacles. We hope to ensure that all students have teachers with the skills to address
students academics and emotional needs. >> Okay. Thank you. Um, do we do we have the the both schools identified? >> That's exactly what I was going to say. You took the words out of my mouth because we're going to need in order to
know the policies, practices, and conditions. We need to first have an objective list of those hard to staff schools. um that we we don't have that right now. That would probably not be a difficult
thing to produce. Um but at this point, let's first look at whether or not we want to update our mission uh to this. And >> I will just say that depends on how you define hard to staff as well,
>> right? And I'm sure that can vary from a little bit from year to year depending on other circumstances. Um, so your thoughts on the mission because uh you're the one that uh very rightly so I think brought up the the fact that
we were floundering a little bit um with our mission. >> I'm sorry. Who were you asking? >> I'm sorry. Right. Who were you just asking that question to? >> Oh, um
I I I think it's I think it's fine. I just Okay. So, this is my thought at this moment in time. Okay. So, the the language about the policies, practices, and conditions I know is clearly something that's in my head, right? Um,
I also see the bureaucracy doing what the bureaucracy does where they explain that like, oh no, you're just all wrong and we're not having a hard time staffing any schools and in fact it's better than it ever was and yada yada
yada yada yada yada yada. Okay. Um, so and we've been at this for like what a year and a half, right? It's like we got to bring this thing in for a land in one way or another, right? Um so and as
I recall it, um this in some respects was um inspired by Dr. Cassandra's presentation, right? And then it was like, well, you know, why
can't all children have the teachers that that these young men were describing, right? So, so what I'm floundering about saying is, let's just call it, can like, can we,
this sounds really messed up and I can't believe it's coming out my mouth. Can we identify an easy problem to solve and solve it? Because the policies, practices, and other conditions, what it would really take for us to get there would be to have almost like a retreat
with specific people including like the head of HR and legal and you know, people who principles and stuff who would be like given immunity to be able to tell the truth, right? Like you know what I'm saying? No, I'm just saying because I
know that the patterns that I've seen and then and I did I I read the um the document that was sent to us that's called questions for HR about involuntary transfers and stuff and those are all lovely words,
okay? But the impact appears to be something different. And so rather than um having you guys be tortured to see what I know I have seen,
can we just solve a something simple that like something that would be some kind of substantive improvement? I mean, like I don't know because I think that I um maybe talked you guys into taking on
a larger task than um that we can do in one hour every month. >> Yeah. I go ahead, Cassandra. >> I'm sorry. I can't I'm I'm on the phone, so I'm sorry I can't raise my hand and
see what's happening. and I'm at a conference as well. So, I'm I apologize for the background noise. Um, and in about 15 minutes, I'm going to have to jump because I have to present. So, I'm going to say all that. But to Dr. Robinson's point, um, I'm going to I'm
going to uh propose another slash similar like let's do something point. So, for an example, um I know for a fact that there are schools that are struggling with not just their black boys, but let's let's
use that as the subset of population that we are talking about because that seems to be the subset that is not quote unquote thriving academically. Okay. Now, the question is what is happening or not happening at all of the schools any of the schools that are serving
these these students. So, one of the things I had a conversation with a a principal and I said, "Listen, um, in the school district's mission, it says student voice. What does that really mean? And how are we really doing that?" Like, I think it's it's a nice, you know,
conversation. Everybody puts it in the nursery, but my question is, how are you actually realizing that in your school? So, I threw out a how about try this, you know, tell tell the students that they have there's a problem in the school. Call it fighting. call it whatever the real problem is and let
them solve it. Like, have you tried that? She was like, "Oh my god, I didn't think about that." So, there may be ways for us to to create some of these um uh strategies for teachers and for principles to try
out there in the world in the schools where they're actually having the challenges. Something needs to come out of our committee that could be shared back to the schools. I don't care which school it is because they all serve some black male students for an example if that's the population we're trying to solve for which I think it should be
because whatever works for them will work for all students. So things like that is what I would be most excited and interested in as a as a committee because I'm like Dr. Robinson. We've been at this for over a year and a halfish and maybe even longer and we got
to land the plane somewhere and I just like to keep going round the ground with you know word smithing and all of that like I don't know if that's the best use of anybody's time at this point. >> Yeah. Uh I I will agree 100% with both
of you. It's um we have floundered and I think Deborah you identified the problem. we have tried to take on something that is way too big for a little subcommittee of this size especially considering that um you know
or none of us or I don't know if I don't think any of us actually work in the schools. Um, so I I think that would be a great idea to see if we can come up with um something concrete that we can
come up with a recommendation that is that is something we can um actually handle. Go ahead, Deborah. >> Okay. So, I'mma throw something else out. So, in which was kind of inspired uh by Dr. Cassandra's comment about
student voice. Um, but okay, a little bit flipped. And y'all can please feel free to throw this away because I might be taking you down another um big road, but what I think has been missing, and this
is not a new thought, and it's not nowhere near the first time I've said it. Um what I think is missing is that we fail to engage students to be actively involved in their own education. Right? And so
um you know the classic thing is if the students sitting in class slouched in a chair with their arms folded daydreaming they're not going to learn whatever it is the teacher is teaching right whatever that lesson is is being developed. Part of my definition of an outstanding teacher is the one who can
get that child to sit up, unf unccross their arms, lean forward, and pay attention. That's like even if they don't know the content, that's like that is a a skill set that is terribly terribly important, right? Um I've been trying to find
for young people that are more engaged. Now, I remember I asked Dr. Cassandra this about the young men in her in her um I'm going to call it her study. um like why did why did they paraphrase why were they engaged in school they all
said their parents right and Cassandra just tell me if I'm misremembering but um we know that because of um
the the history in this country that there um that there are certain groups that are less le likely to have the resources that free the parents up to be as engaged as this idealized parent, right?
Um and so in my mind, we have to create a system that educates those students. We can't just say it's up to the parents, right? The parents have to motivate them and and then and I think we probably all know I'mma land this
little claim in just a second. I mean, but we all probably know um of experiences where young people became engaged in their own education because of the relationship with the teacher because they want to um look good in that teacher's eyes or and so on and so
forth, right? But I think somehow we had to figure out how to communicate to young people why you need to show up on time and pay attention and stay the whole day and all that kind of stuff and have them and and have that become part of their
internalized message because for a lot of children it's just a power struggle, right? It's just okay. I mean, you know, think about the the toddler you trying to potty train. They realize you want that so bad. They like, okay, I got you. Right. And so
we got to overcome that. So, okay, all that rambling is to say if we could find a message that resonates with young people on why education is important and we and that becomes part of the
mantra of the school district and community. I think that that would really help. I think the school district really like professionally develops the the mess out of teachers or has the opportunity, let's put it that way, right? Um, and I
think that the school district does a lot awful lot of things right. I still think that there I know that there are things in place that pres that send what I call leftover teachers to the highest need schools. Okay, if we
can set that aside, that's that's too big of, you know, a apple to bite on at this point. But I think the most important thing is is the message for young people to engage in in the why.
So that's just food for thought. Y'all could throw that away because that might be too big, too. Dr. Robinson, can I jump in? And again, I apologize. I don't mean to like keep inserting myself, but I I want to push back on that just a little bit because I
I don't think I think that's part of the issue is that the adults are always trying to tell the kids what the message should be. And so if we're talking about student voice, so I'm thinking like kind of upside down radical, right? Like let's ask the kids >> why why or if education is important.
Now most tell us it's not. They're going to tell us not, right? And so then we have to like then decide like okay so how do we make it that's the question that how do we make it important to you so that you come to school every day. I don't think we have the answer to that. Part of it is I don't feel welcome in most school buildings. When I walk in
that school something doesn't feel whatever it is right but it's about the environment that they're walking into that they don't feel comfortable with for a number of reasons that we have not asked about. I mean I asked but I'm just saying like so those are the things that I say. I don't think the messaging comes from us. I don't think the language
comes from us. I think it may not even be an overarching language or message. I think it might be school BY SCHOOL, RIGHT? If the students come up with their lies, it's hanging on the wall somewhere that we all decided this is our for coming into this school building.
So that's what I those are the things that I think that we push out to the schools teachers principles principles meaning to say here are some ways in which you can start to insert incorporate and um uh create relative
ways for students to actually have voice and they're expecting to see that >> they're expecting to hear right like so that's how that's how I'm thinking about like maybe our work begins to support the the principles, the leaders at the
school to actually have some we call them strategies. I don't care what we call them, but have some way in which they can have a starting point to really info student voice to really understand what's not working in your building from your students perspective
to really get students to start to understand here are the three issues that we have, the big issues that we have on our campus. How can we solve them? I guarantee you they will come up with ways in which to do that. And that can't be an exercise. When they when they come up with those ways, we need to
take the top three, whatever, and make sure that it's happening and report back to them. You understand what I'm saying? Like that's a whole Yeah, I'm not disagreeing, Cassandra. So, I I was not trying to suggest that we decide what the message is for the students. I what
I was trying to say and this is why the student voice triggered it is to to ask them but then it has to be spread right and I don't disagree with anything else anything else you said I'm just honing in on this this one point right and because I'm like I'm walking through
this like with my grandchildren then also the coalition is funding after school study hall at at a school right and so actually this week's survey is of the students is asking them one, why do
they come to the study hall? Okay. And then two, why is education important? Because we're trying to distill from the young people how they view it because and and I mean all those other things. I I have no disagreement. Those are all
good strategies. But we have had, you know, so I my brain is thinking about health related things, but we have had messaging that has happened across this county, across this state, across this nation that taught people the importance
of specific things, right? Um what I'm saying is if we can find the language and it will come from young people that resonates with young people about the importance of education right then that needs to be spread. Not
that that's the magic but it's I'm telling you if they're not engaged in their own education and sure not feeling welcome at the school is I'm is definitely going to be one of them. But if they don't have a why, >> if they don't have why on why should I
be bothered with doing this work? And I listen I had I I remember having those issues and I had a teacher that I was straight harassing me in algebra. My daddy told me you know she don't like you f you know you where you get her is
get get hundreds on all her test. It'll give her a heart attack. Don't you know I tried to kill her? Don't you know I got hundreds of them test but that was my why. It was warped but that was my why. >> Okay. So I that's
both of you are spot on. Um, >> let's just go with Cassandra's recommendations for giving cuz we got to bring this in for a landing. I'm I'm just saying this is >> Yeah, absolutely. Absolutely.
So, what exactly? Um, I mean, I've kind of been writing down what you both have been saying because it's all really good. Um, so do you want to craft a recommendation
about uh for principles because Sandy talked about a lot about the why the uh why education is important or why they feel it's not important or why they're not coming to school. Um, so do we want to craft some kind of
recommendation for what principles should implement at their school as far as engaging their students? I mean, if our I know don't know that I have a well formulated um recommendation, but if our
focus becomes providing some I don't know if they're recommendations that might be kind of strong, but maybe suggestions or um um something else. But >> if we are are going to shift to you know
kind of ideulating on what might be possible in schools for principles as a starting point because many don't have a starting point of you know how to actually start to do this real engagement. And so this could be a way for us to begin to support
them. Or we could identify a couple of schools and have that as a pilot and start to work deeply with a couple of schools as a pilot working, you know, providing strategies and getting feedback blah blah blah back and forth. I mean,
there's a couple of ways to engage, but I think some something from meaningful from our committee out to school leaders would be most meaningful if we're trying to move the needle what's happening in classrooms. We're not in the schools,
but how can we most meaningfully move the needle with principles in their schools? So, so that's a really interesting idea, Cassandra, about identifying one or two schools and
seeing if we could provide them with things that make a difference. Um, I think we need a lot more. I think we need more discussion whether or not that's something we can do. But I do think if that's a possibility that um it it would
be much more impactful than just giving suggestions to principles because I'm guessing that principles get a lot of suggestions from a lot of areas and a lot of them go on their to-do list at some point. Um
so um it what would that look like if we could do that? Um because when you say that we you know we're subcommittee where you know I certainly not going to be working with uh principles of a school because I
I don't know what to offer. Uh Cassandra you do more Dr. Robinson, you do more, but like what if we wanted to try to do something like that, what would it look like and who would be involved? Um, I don't know that I have all of the
answers right now. That's a big question. Um, definitely worth, you know, spending some time around. But I am either think you know it would be a pilot uh in collaboration with a couple of school leaders who were interested
and willing to be a part of the process. Um and maybe we are thinking about you know student voice. Um I don't know if we can say you know culture and climate but you know maybe that's kind of our
umbrella and um we start to um like I said kind of idea with them like here's a couple ways that you know we'd like for you to maybe consider engaging students. We'll be, you know, maybe we just kind of set out kind of here are some big ideas
for testing out and then continuing to like kind of like a a rapid prototyping appeal and seeing how it works. If it doesn't work, then let's tweak this. Because if we can figure out the formula, at least a couple of formulas that work to engage students um in a way
that is like again relevant, meaningful, and they actually see that it matters, then that's something we can turn key with other other um schools, right? But if we but we have to have something that, you know, we can use that could that we could scale. So, I don't have
all the details and all that, but I can imagine what might be possible. >> So, Oh, I'm sorry. Go ahead. Go ahead, Mr. Oswall. >> Well, Miss Simmons, you may want to since um a lot of the student voice work
is under her. Um, and I like that idea. And I think there's some work that's already been done and laid out. um if we're talking about where the kids are helping solve the problems um of the school and how you you do that
in a very deep authentic way um that actually makes a difference. So there might be some sites that she can weigh in more that would be good places to look at principles to work with. I mean, currently we have um student
voice councils. Um there they should be on each campus. Um and um the goal is for those student voice councils not to be representative of um our SGAA or our BSUs or our JSUs
um and our um top tier kids, but they're to be a diverse um representation for those students. And I serve as the district liaison for those student voice councils. And each of those campuses has
a student engagement mentor that I meet with um on a monthly basis. There's also a training in the beginning of the year um PD for them to earn um points and we just had a future makers forum which is
a studentled conference this past um Wednesday where students participated as well as presented their problem of practice on um increasing peer-to-peer relationships on their campus as well as
adult um to peer relationships um on their campus. Um, and we had um, uh, what probably about 14 of those, I can't remember the exact number of those
student um, councils that actually presented, but um, they presented and then the students participated in breakout sessions. We had about 398 students to pres um to come on their
their day off. Um and we picked them up in charter buses and brought them to St. Lucius. We fed them and they um had a good time and they took notes and they're taking it back to their councils
and um we've gotten great feedback and I would definitely like to um talk to you um Dr. Um, Corbin is about um making this into um to something that um is
something bigger. Um yeah, that sounds great. All right. So, next step. Um, but I mean, I love I love this whole
discussion. I think this is more valuable than than a lot of the stuff we've been trying to do with with way too much data and everything. Um, some suggestions on what what we do with this
that we've talked about. >> Do do you want to build on what is already being done with the um it's would you say um Miss Simmons it's called the student voice voices council. What's it called? Um so it's based on um
the strategic plan initiative and peer-to-peer relationship. >> You cut out your your >> Can you hear Can you hear me? Can you hear me? >> That was good. >> Okay. So it's based on the um the strategic plan initiative and talked
about peer-to-peer relationships. So each campus 189 um student voice count um councils on each campus. Um it's supported by the stronger connections um grant and each
campus has a student engagement mentor which um they are the sponsor for each of these councils and the councils on the campus are a student voice that is supposed to um serve as a decision
making along with leadership on that campus when it comes to they create a problem of practice that is databased based on SEQ data um based on surveys on that campus and then they create that problem of practice and they work on
that problem of practice with their um leadership leadership is invited to those meetings. In fact, one of those meetings leadership is required to come to. They have to turn in their agenda. They have to turn in their notes. Um, all of that information is turned in to
me um and uploaded into a Google classroom and they're supposed to be a decision making force on their campuses. We have monthly meetings.
We have trainings. They're allowed to ask me questions. That sounds great actually. Think we're all just kind of absorbing all this. Um, I mean to tell the truth, what you're talking about on this sentence is
sounds like a lot of what we were suggesting. Um, >> I remember this was the the grant that the DDC also wrote a letter of support for a couple years a few years back.
>> And you said it's called the Stronger Campuses Grant. Was that what you called it? >> Connections. >> Stronger connections. That makes more sense. all right. Um, so Dr. Robinson,
>> you don't want your thoughts. >> I'm going to take you down a different rabbit hole. But I just say amen to everything that was said cuz you said the word data triggered a whole bunch of stuff that I'm suppressing. So y'all y'all carry on.
Okay. The question is what do we want to do now? What is our um we only have I will decide in the next 10 minutes what we're doing. Um,
do um do we want to do some kind of recommendation that piggybacks on what's already been done uh or what's already already being done
with the student voices councils? >> Yeah. And maybe Miss Sus could go through at the next meeting a little more detail of what's currently kind of professional development, the the work that's being done, some examples, and then perhaps maybe some
recommended schools to look at. >> Um, Mr. and team, I have to jump. I'm sorry. But >> if Yeah. So, we we can connect afterwards, but thank you all. Thank you. by
>> um then from there we can bring at the next meeting bring forth some recommendations from schools to build upon um >> yeah I I think that's that makes sense. um >> they're having a deeper understanding of
what's currently being done which is good because there's been a lot of good work and she can go through the professional development the training I'm sure she'll talk a little bit today the the whole group about the future makers forum so kind of building upon that
yeah what does everybody think of that idea Yeah. >> And the last quorum. So, >> yeah. So, we're not going to vent anything, but I mean, we could make a request a uh
>> for if if we want, you know, presentation or something at the next one. So, do we want to request at the next meeting um a little more presentation on what's uh happening with the stronger connections grant and the
student voices councils and um use that to create a recommendation. >> Yeah, I think that would be the a good direction. >> All right. Um
All right. So, we will do that and um and I think we will I'll see I head downstairs. >> Okay. Yeah, I think we will uh call the meeting since it's seven minutes in the
next meeting and uh >> but can I throw I need to make one comment before we close out. So, I am officially resigning from this subcommittee. So you will not need to have four people in the future for a quorum.
Okay. Okay. All right. Um I will call the uh the meeting adjourned at 9:53. >> Thank you.
Thanks everybody.