It is 5:45, so I'm going to call the meeting to order. Uh, Miss Demarco, would you please call the role? >> Absolutely. Good evening, everybody. Barbara McQueen, District One,
>> here. >> Christine Tips, District 2, >> Melissa Casiliano, District Three, >> present. Nathan Collins, District 4, >> present.
>> Dr. Holly Seinfield, District 5. >> Laura Felman, District, District 6. She has an excuse absence. James Waldron, District 7, >> here. >> Charmaine Postel, County Council, PTA.
PTSA, >> Latoya Hillard, Coalition for Black Student Achievement >> present and here >> Reginald Durandis Ayiti and action Randy Gabriel District Advisory Committee. Thank you. Sheila Scott
Luben, Palm Beach State College. >> We have tried to surprise my husband, but he surprised me. So, I got to do a doover tomorrow cuz I want it to work out. >> Doovers are good. >> Is that it?
>> Yes, we have a quum. And it sounds like we have a quorum. I think >> yes, we do. >> Okay. And I don't know if we have yet school board member Miss Branch with us, but she will let us know if she's able
to join us. And so with that, um I know that u Mr. Marcos sent us the minutes from our January meeting. So, is there a motion to approve the meetings
from Jan the I can't do it. Meeting minutes from January. >> Actually, I think it was February, Mrs. McQuinn. >> Oh. Oh, and thank you so much. And I knew I was a month behind. Okay. So, is there a motion to approve the February minutes?
>> A motion. >> Thank you. A second. >> This is Christine. I'll second. Thank you. Uh are there any corrections, additions? >> I didn't say any myself when I read
them. So, uh that being said, um all who are in favor of approving these February minutes, please say I or raise your hand. >> I I >> I. >> Any opposed?
February minutes pass. Thank you. Do we have any members of the public with us this evening? Okay, hearing none, we will move to updates from Miss Bishop, our chief academic officer.
Good afternoon, everyone. I'm glad to be here with you. Can you believe it's already March? The year is ending. We're approaching the end very rapidly here. Uh I just have a few updates for you today. Uh February
busy month for us at the schools. We are in full force with um implementing all of our action plans. We're in what we call the blackout um period of time in which we are hunker down focusing on um
teaching our students and reteing as necessary and making sure that we are preparing for the end of the year assessments and end of the year so our students have everything that they need in order to be promoted to the next grade level. Um so on February 18th I
had the pleasure of visiting the Palm Beach County National History Day competition. Um many of our high school students participated and it was wonderful to see them h they put together projects um various like civics
topics and we had judging going on and it was great to see how they were all dressed up in a professional manner their blazers or suits. They looked just really nice and how they did all this work and researching and then being able to present to the judges their projects.
It was very impressive. So, and then we also on February 19th, I had the honor of facilitating the academic challenge finals in which our high school teams, so the best of the best, they had several competitions leading up to the the finals and we had, I believe it was
se six teams that were there. Um, and so I was I had to read the questions for the students. So, it was very difficult and challenging and I was again very impressed by the students. Those questions as I was reading them were very very tough. I don't know that I
could I would have been able to answer those questions, but our teams were wellprepared. Um, and so I do want to recognize the winners. In first place, we had the team from Park Vista. Um, in second place, we had our team from Wellington High School. In third place came we had the team from Drifus High
School. And we had Dr. Hain Garcia um high school representative at the finals, Spanish River, Bokeh High, and Olympic Heights. So these students will now move on to compete nationally. Um they put together the all-star team. So
excellent work. And uh the last two weekends we also had our teams participating in the SECME activities at St. Lucius. Uh we had one day for elementary, one day for high school or secondary. Again, it was amazing seeing
the children there with big smiles on their faces. Um they had prepared all year long. They had like I got to see the mousetrap car races and the bottle the bottle what's it called? The bottle um >> bottle rockets. >> Bottle rockets. Thank you. Um
competition out there in the field and lots of great participation. We saw the sponsors there, families, some principles were there supporting their teams as well. So again, these are just some great um experiences and opportunities that we have for our
students between the competitions and activities um that our students benefit from so much not just from the experience but also as they are beginning to look for you know their college opportunities or university opportunities. These this also looks really great on their
academic resume. So I'm really proud of the work that takes place here. Um, let me see. I also did want to talk a little bit about diligent. I don't know if you remember a few months ago, I think it was that we informed you that we are as
a district, we are moving away from the board doc system to diligent system. And so I wanted you to take a look at what you're going to see because starting, let me see, I'm going to read this from here. Um, starting March 4th, the school
board meeting, school board meeting agendas, board advisory committee meeting agendas and district policies will be accessible via this new modern and mobilefriendly platform called diligent community. So there are two diligent related portal tiles. The
diligent community portal tile is what's available to the public. This is what you're going to see. Um, so let me see if I can bring it up. Let's see how this works. Oh, wait. I always Oh, and you do also have the link. Do I
have it here? Let me see. One second. In the Google invite for the meeting. Uh oh. Where is it again? Please show me. Okay. So, in your invite, we did provide a link so that you can quickly access um
this this spot right here, but this is what you're going to see as a public. So, um so as you can see, we have all the general information here in the center and then on the right where it says today's meeting, the academic advisory
committee meeting. And then below, if today wasn't the day of our academic advisory committee, you would see the information down here where it says upcoming meetings. Let's click on this to see what you would see. Oops. This thing is a little bit I think it should.
And this is where you're going to see all the documents related to our meetings, the agenda, the minutes, any um any presentations, the slide decks that we present here will all be here for you and you can go back and you can check on previous
meetings as well as the board meetings and agendas and minutes. All the information is in one place. So, we're really thrilled about this access to the public. I think it's much easier for the public to see everything. Um, we're just having to learn how to work behind the
scenes, but we're getting there. So, starting with this week on March 4th, Wednesday, we'll be utilizing this um technology and this new platform. Okay. So, I just wanted to remind you about that.
Um, all right. So, what else did I want to remind you? Um, I did also want to say that on April 2nd, we're going to hold our principal leadership summit for our our Yeah. for our principles and upper
leadership. Um, and we're going to hold that at the Palm Beach Convention Center because that day we're also celebrating the 20th anniversary of our uh wellness um work. So, it's the 20th anniversary wellness celebration. and it's going to
take place at the convention center. So, just to inform you of that, that coming up. Um, we also wanted to let you know that April 13th, so next month, will be our last meeting. Um, and I know I think Miss McQueen, you're going to talk about
that a little bit later. We also are going to propose are going to present to you the draft FY27 academic advisory committee dates for our meetings so that you can have an opportunity to review them to look at them and we we utilize
our district calendar for holidays and all of that. But in case there's something that we miss that you as a members can kind of take a look at it and then we won't vote on those dates until the August meeting. But I thought it would be good, actually Mr. Marco thought it would be good for you to have
those dates in advance so that you can thoroughly review them and not have to vote on them at at the same day of the meeting. And um let me see. So we do have spring break coming up. So we are very excited about that. Uh the week of March 16th,
uh there is no school on March 23rd. It's a professional planning day for our teachers or professional development day for some of them. And on March 24th, we will start our fourth nine weeks for our secondary schools. So the last nine
weeks of the year and in elementary school started their third trimester February 19th. So just to bring you that and um I think that's all I have for you. I do want to say that today we are bringing forth the presentation that you
requested on math instruction and math intervention. Um, I tried to get the AI brought forth to you today too, but they were not available. So, I'm hoping that for our next meeting, they'll be available to present. And I did invite
Dr. Morgan for the uh, April meeting as well to talk to us about um, any legislative updates that might up that might impact our work. And she is an expert on that. So, I'm bringing you the expert to discuss all those updates and bring you up to date and give you the
opportunity to ask any questions as well. Okay. And that is all I have as far as updates. And let me see where >> you've been very busy, Miss Bishop. >> Very busy. And you're about to get even
busier. And I'll tell you, for me, the um the new platform looks so much easier to be able to go in, you know, you go to that calendar date and it brings up everything because even as a previous schoolboard member, sometimes I had trouble going through board doc. So, um
you know, it it just seems much more user friendly for the public to get to. So, that's great. Does anyone have any um questions or comments for Miss Bishop? And I'm sorry that Miss Felman is not
going to be here for the math um update that we asked for, but um I'm going to assume, Miss Bishop, that she'll be able to see Yeah, she'll see the presentation, right, when she comes. >> Okay, that's great. So, um and I'm I'm
sure that she'll be checking for that. For those of you who are not aware, this evening is the beginning of a I looked I had to look it up. Um a Jewish um joyous holiday purum. So pur r i m for those of
you who we're not going to take the time now, but um that does start this evening and end tomorrow evening at sunset. So, um, those of you, you might want to read about that because I thought I was aware of many of the Jewish holidays. And I
was not aware of that one. So, you might want to educate yourself on that. And I know that as we look at dates, I know the district calendar committee works very hard to acknowledge the more
well-known holidays. And so that will be one that they'll be looking at also. But um that of course is why Miss Felman is excused. So I wanted to share that with all of you because that was one I was not at all
aware of. >> Right. And that way by us sharing the date the dates in advance because usually we meet the first Monday of every month. >> Um everyone can take a look at calendars and let us know if there's any you know religious holidays or anything that we're not aware of.
>> That's great. And and for those of you who are representing different well myself included that are representing different um um organizations, please make sure you look carefully at those so that um we don't miss anything
important like this one. >> Okay. Thanks Miss Bishop. So we are moving along to is um oh I get his name. Is it Raul or Rald? >> Mr. Row. I did it last time too. I think that's >> it's Raul. >> It's Raul. Okay.
>> Okay. Thank you. >> I always tell everyone it rhymes with colon Powell. So >> Oh, we like Hey, now see that's the kind of thing I do. And my husband says, "Why can't you just remember?" I need this kind of pneumonic devices.
Thank you, Mr. Row. >> Uh so, uh there's there's no big updates uh from library media tonight. Uh but I just wanted to say uh it should be tapering off as we get towards the end of the year. Um so a lot of the testing
materials that were being ordered previously uh it's it's kind of we're in that zone where where it's kind of almost too late at this point uh to be ordering those. So those should taper off. And then also uh the library uh materials we've passed our deadline uh
for a lot of the funding there. So that should be people should have already ordered things for this year at this point. Um, so it should be a little bit of a taper down until we start getting prepared for summer school. So, um, as always, if you guys have any questions or need me to go over any of the
processes, please reach out. Uh, I'll be happy to to do a one-on-one, uh, and kind of guide everybody through processes if anybody has any questions. >> So, on that, do any of you have questions for Mr. Row?
Okay, you're very quiet group tonight. Okay, thank you, Mr. Ro. We appreciate it. I'll tell you, I paid special attention to the donations, but I think, you know, from when I first started
reviewing the list at the beginning of the school year, um, our media specialists are clearly doing a great job of asking themselves things that might be questionable because I personally, you know, and I fell off a
bit, they'll be on back. Um I I have not even on the donations I'm not seeing anything that I question. So just throwing that out there for you. >> Yeah, they they do an amazing job. They really do. >> Yeah, and it's a big job.
>> It is. And on that note, um Nolan, if you wouldn't mind just sharing that we have what we have upcoming for our media specialists there evening. >> Um and I I don't have the date. Um, but there is a a media specialist
celebration uh where they will be it's the Educational Media Association of Palm Beach County uh will be announcing their uh media specialists of the year uh and then also they'll be announcing their uh the principal of the year that they select. Uh so uh that's a it's an
amazing night. It's at the the airport Hilton. Um, and so it's always it's always a good time uh where we go and we celebrate celebrate the amazing job that those those media specialists do all year. >> Yeah. And it's >> it's always one of my favorite parts of the year. >> It's April 9th. I just heard the date.
So >> Okay. >> So, thank you so much. But they do they and um approving these materials is a lot of work for them, too. Um because they do that for their entire schools. So, we do want to commend them for job
well done. So, thank you. >> I'm sure they never dreamed this was going to be part of what they do. >> But there you go. All right. >> I left that part out of the program,
>> I'm sure. Um, do we have Mr. with us? >> Not today. No, today. >> So, we're doing >> today we're doing the elementary math. So, we have >> I'm s Okay. Do I have Wait a minute. I printed the wrong agenda.
Um I I Oh yes, I did. I did print the wrong agenda. I'm so sorry, but I'll get the right one. Please help me, Miss Bishop, to stay on desk and I'll get the right agent. >> I I will. I have it here. And I do want to say before I turn it over that we did also recognize our amazing school
counselors this past month. We had a great breakfast. When was that on? Like a couple weeks ago. But >> I know we um it's passed so we can't remember the date, but I do want to just um recognize our school counselors for
again the amazing work that they do. They wear many hats. Um Oh, it was February 6. They wear many hats and their theme was the 80s. What was their theme? >> It was an 80s theme. Oh yeah, it was a '
80s theme celebration. It was a lot of fun. So recognizing them as well for all they do to um for their dedication, commitment to our students. So Okay. >> Agreed. All right. So now I get to introduce our fabulous um elementary
director, Mrs. Adrien Howard. Um and her and Ruth Brown, our manager, prepared this presentation, but she's here to present it to you. Um, I will tell you that and last time I said that it didn't happen. But today I think we will be um
ending before the 7:15 time. We have a shorter presentation for you today. Um, but I'm going to turn it right over to Mrs. Howard and let me bring that up. >> Thank you. Uh, good. Is it evening now? >> 6. Good evening or good afternoon. Um,
thank you for having me. Today I'm going to se celebrate Lord because you said celebrate. Today I'm going to share with you um the updates around elementary math and math intervention um and some of the supports that we are now providing to schools and how we're
really focused on implementing solid core instruction while remembering to provide interventions. um which was pushed out from the state maybe about three or four years ago that um students needing math intervention it
must be provided just like they've done for ELA for years. Um and so that's pretty much it. So I'm going to move on to the next slide. Um so some of the things that we provided this year for updates um to strengthen that math
instruction, it included us reorganizing the math block um with the addition of a spiral review resource. They also get daily instructional slides that is updated for teachers in blender. We implemented the fluency flight which is
an I Ready fluency program and we also strengthened our intervention framework and this year we're partnering with impact Florida to support continuous improvement in four of those schools. So I'll talk about that um a little later in the presentation a little more
details. What you see on the screen now is the revised math block. What it provides is a clear structure uh for 60 minutes of an instructional period and of course it begins with a spiral review. It's then
should be followed by problem based learning and explicit instruction. Students then get to engage in differentiated rotations which could include things like collaborative task, independent work or technology practice.
The lesson always ends with a check for understanding to assess the students learning and guide their next instructional steps. This slide talks about the fluency flight program that we actually um have with I Ready. We are only only doing the
fluency program in grades 2 through five excluding kids that are in AMP five. We recommend that um they get eight minutes three to four times per week. Teachers can monitor what the students are doing on their ash um dashboard. Um and
because the feature is new and we're kind of just piloting it, the administrators are not really monitoring this work, but what it allows is for kids to just get stronger on their fluency um math. I know. I remember back and I won't age myself, but back in third
grade, I remember Miss Worthy like it's almost scary. She made sure we knew all our multiplication facts before we left like third grade. You had to know them, right? Um all the way up to 12. So, I remember those days. So, it's important that kids still know those fluency pro
um fluency facts because it really helps build that math knowledge when you kind of have it automat automated. Um on the first page is an example of our spiral review for primary. Again, this review is done to help reinforce
essential skills that the students must know. Um incorporating practice with the current content that they're learning. It also reviews prior grade level standards and then it also gives them a preview of what's
upcoming concepts. So, we put these in to help strengthen retention and ensure that kids can continue to understand that math builds on each other and so they can maintain those key mathematical skills. The next review you'll see is for our
intermediate students. This is an an example. It follows the same structure, but of course it becomes a little more complex. These problems are aligned to our immediate uh math standards. Teachers use the spy review protocol to
ensure consistent implementation across classrooms. And we do conduct walkthroughs and we've seen it done um a little bit of different ways. It gives teachers some flexibility, but the point is that we like for kids to practice currently what they're learning, do a
review of something that they may have learned last week, um, and then preview, see what you know before we get into that content. And sometimes when you know that, you can switch your teaching up a little bit because I realize my class they this is a strength for them,
right? So, you can plan accordingly with that. What you see here is a daily instructional slide that is available in blender for our teachers. It is a platform. It is aligned with our unit planners and it provides clear guidance
for delivery lesson lesson delivery. Um and again it allows flexibility for teacher instruction. But we have these all throughout the year. Um we follow a scope and sequence. Um my math manager who is not here, we were having a
discussion earlier just about what standards have we covered up to or benchmarks we have covered up to PM2 and just trying to see are we going at the right pace to see what our scores because we look at our proficiency rates and although they're not where we want
them to be, we're just trying to figure out is there anything that we may need to change in our practices as we work uh work through um what students are learning. throughout the year. What you see here is a module gradual release of responsibility. It's
basically what you should see when you walk into a classroom. They guide the teach the learning through the problem based learning. The teachers do that part and then they do an explicit teach where they're doing most of it and teacher uh students are learning but
listening as well and then they do a guided practice. So now I'm going to do it with you as you work through your problems and then we allow them to go into either collaborative learning or independent practice. Doing this model allows us to deepen students
understanding as well as encouraging students to expla explain and justify their mathematical thinking. And you see that when they sometimes you'll see it when you do it together. I love walking into classrooms and you see those collaborative structures and kids are
allowed to talk about how I got my answer, how I solved it. if there is a reason why I feel like that shouldn't be the answer. Doesn't mean that they're always right, but sometimes those discussions help deepen their thinking. And then of course we ask them at some point they need to do it alone because I
need to know that you can accomplish that problem or solve it independently. Click. Are there any questions so far? You guys are quiet. That's good. Um, now the next slide of course is math
intervention. You're fine. >> Oh, there was a question. I'm sorry, >> Miss Cassiana. >> Yeah, I just wanted I love this model and uh I know how effective it is having taught in classrooms like this before. Um when we come to the scope and
sequence in that slide where you had lesson 212 I know we said we'll allow teachers you know to plan instruction. Are there any current lessons that the uh that you see ahead of time where teachers have already identified are
very difficult for the students where you will allow more in the scope and sequence. Um how much flexibility is there in the scope and sequence for teachers? uh they can kind of we don't want them to get too far off track because we do want them to accomplish certain
benchmarks prior to taking PM2 and definitely we want you to to have taught all of them the full extent of the benchmark before PM3. Um but there is flexibility like I was a principal so if I walked through a room and I saw that
well you could have been on 2.4 for but you felt like it might have been too difficult for the students. I would ask you to still challenge the students and put that work in front of them because if you if while teaching if you see that they're not getting it then that's how you plan for your differentiated
instruction. So if I see that a group of the students maybe not be un not understanding that concept, I'll make a me well not a mental note because I tell them to write it down and then I might pull you for small group because I need to understand why you don't understand
the math concept. especially if it's in the middle of a unit because we're hoping that you're building my knowledge and if you get stuck well I might not have to go back to a lesson to see oh I see that Melissa didn't really understand what regrouping meant and
then I'll have to do a review and teach and then move on to the lesson. So there is flexibility. You're we're hoping that teachers are teaching based on students needs and not just going through the motion, >> right? And I feel this model really allows it. So thank you.
>> Yeah. And if I may add, you notice that there aren't any dates on the lessons as well because it's a unit. So they have a certain number of weeks to ideally completed. So as Miss Miss Howard said, there are some days built in there for flexibility. So it's not like we're saying on Monday, March 3rd, all
students must be on lesson 2.2. So we do allow that flexibility. >> Absolutely. >> Um Oh, sorry. Are there any other questions? So, as I said before, although we're working on strengthening tier one instruction, we're continuing to refine
our intervention support to ensure that students can receive that targeted assistance based on their learning needs. So, what you see here is pretty much almost like a flowchart. I can't remember why we made this slide, but we did at some point.
Um and here you see that two tier 2 interventions of course are there to provide that supplemental support aligned with the core instruction um which includes a regular progress monitoring of that support. In tier three the interventions become more
intensive and they have to occur outside the core instructional block with a weekly progress monitoring. So we're not just providing intervention and not following up. We are progress monitoring when students are in intervention to
improve their learning. Are there any questions around math intervention? And if you'll see up in the corner, we have deci dis it's late decision trees for K2 and 34. And the decision trees
help teachers decide like resources and what they should use uh when kids show those um deficiencies in math and what they need. So we have it for K2 and 34. Before I uh took over the math team this year, I'm I'm I'm familiar with this
decision trees because I also oversee the comprehensive reading plan for the district and the reading intervention handbook. And those are something that the state actually asked us to have um when providing intervention for students. >> Miss Postol.
>> All right. Good afternoon. Good evening. So um in trying to understand this in a from the parent side um because some a lot of the language that I hear you sharing are um teacher friendly or educational
friendly and um well I I just make sure that I'm communicating this back to our parents in a parentfriendly set. Could you just walk through that decision process or if a student need intervention in a parent further
language that I can take back to the parents? >> I heard bits and pieces of what she said. >> She wants to know if you can tell her in like >> oh I'm sorry language about differentiated instruction. She hears a lot of like our education
>> um tier 2 kids usually don't need as much intervention. Um so usually we do you can do it at during any time of the day but it can be provided actually within the math block when they need tier three which means
they may need more intensive intervention. We have to do that outside of the math block. Um you make a good point. I don't even know if I can break it down for a parent and that's kind of sad but I think I can. So what I'll do
miss uh what's her last name? Postman >> postal >> postal post >> postal yeah >> postal I will uh make a fam a family parentfriendly version of this and I'll make sure I email it to you so you can share
>> thank you and and I will share um because also at the school level my son they were trying to explain this to me personally and I asked for a parent friendly and there I was met with more frustration
and then you know understanding because the way that it was written and I think it was more on the reading side than it was the math side but the way that it was it was shared with me how I understood it and I didn't want to you
know come off where I was trying to understand it my way I wanted to understand it way that it was supposed to be understood but how I understood it was for the decision tree like if my son is in the fifth th grade and he's struggling. He was struggling in the,
you know, fourth grade. So, or let me just put it this way. He was he's in the fifth grade and he's taking something that's on the fourth grade level. So, if he's approaching fourth grade, and I'm I'm just thinking of how it was explained to me. If he is approaching
the fourth grade at that point, which made no sense to me, by the way, if he's approaching the fourth grade, he no longer needs some kind of intervention because now he's approaching fourth grade because he was tested on the fourth grade level. However, he's in the
fifth grade and he's not approaching fifth grade, but he doesn't need intervention because he's not. You see how confusing that is? So that's how I it was very confusing and they said well it's a decision tree
and the the individuals at the school was sharing it's a district decision and then and so I actually have another meaning but on the other side when I'm educating parents I don't know how to educate them because I'm confused how you know something that is happening
personally in my own household and I'm asking for explanations I can't advocate or share with parents you you know, the decision tree or anything if I don't know how to really, you know, break it down to them and I I couldn't break it down to them. So, that's why I asked if we have a parent friendly version. So, I
thank you for that. >> Yes, I'll make sure that we produce a family parent, I keep saying family, but parent friendly version to explain it and what it what exactly it means. >> And when we decide to put kids in math intervention, I think sometimes that's
not clear. And so, I'll make sure two things. I'll get a parent or family version and then I'll make sure that we explain it to teachers and um administrators as well because sometimes there may be a gap on we've done it for
reading for so long and then math came along and most people if they're self-contained and teaching math they was like wait what I got to provide an intervention for math which you kind of already I'm hoping that you already do that when kids are struggling or not understanding a concept you have to
sometimes back up within the classroom and say, "Okay, let me pull you to the side. Let me make sure that you're understanding the concept." So, we um I'll I'll get one for them. And just in all fairness, the state just released like they they told the gave us the
expectation of providing intervention for students in math, but only in October of 2024 did they actually pre present to us a definition of what a math deficiency, you know, what would qualify under a math deficiency. So it's it's fairly
new. Um so that's what we have now. we talk about having five data points and you know that that decision tree. So I appreciate Miss Posttol's feedback on that because we do need to make sure that our parents understand and um that way they know uh the process that their
students are going through and they understand what the next steps and everything. But for math in particular, this is a fairly we've just had the ident the criteria identified. Um, and I know that we use words like tier two and tier three and all of that, but just a
kind of and I'm gonna try with with Adrian. She was doing a great job, but like think about tier one is like that core instruction what every student in the class gets. That's the the the whole lesson. Um, the teacher's teaching, they're using their textbook and all of that. Now if the teacher notices that
some students are need a little extra help uh they need more support a little bit and that's when we try to provide this um small group instruction so we can differentiate within the classroom and when that doesn't help then we have to go to more intensive intervention so
where we provide additional support with additional resources maybe give them something a little bit different um so but the challenge as Miss Howard was saying is that In reading, the state mandates that there are 30 minutes out of the the instructional day that are
devoted for that are dedicated for this reading intervention. In math, we don't have that requirement yet. Probably because we don't have any more time, but we still have to um be creative in order to provide students with this additional time that they need, right? Because we
want to sub we want to we don't want to take away from the core grade level instruction. we want to sub supplement it with additional instruction and additional help so that way the students can grow and not fall behind with the grade level work. So anyway, it gets
complicated, but >> Ciliana, >> you answered uh some of those questions already, but I did have some more questions. And I'm thinking my questions might prompt um a clearer understanding maybe um to what the systems are. But my
first one is when we say that it's determined by the system, program or strategy, can you give me an example of how that tier 2 plan would be determined? So if we're on topic 21, uh
is it a unit? How are we determining the tier for that one that student that they belong on tier two? >> For for tier two, >> we do use data points. So, for example, we might look at um I'll do K2. I may
look at their PM1 data as well as their maybe I ready data and I might look at their diagnostic assessment and then from there I may decide I'm going to use you Melissa if you don't mind that I may decide that there's some intervention
that may need to be had based off where they fell into a certain percentile with um the PM from the state. your I Ready diagnostic revealed to me that you're in second grade, but you're working on a kindergarten level
uh regarding math math. So, I'm going to put you in I'm going to start teach you're going to stay in core one. So, you're going to still get everything that everyone else is getting, but I'm going to need to pull you aside and start working on some of those other things to get you built up hopefully to
come up to grade level. Those are usually we use like >> two, right? >> What' she say? >> In tier two example. >> That's the tier two example. >> Okay. >> And then what brings us then to tier
three and then I have a followup uh to that as well. >> Okay. So for tier three, I'm looking for math so I can make sure I don't tell you the wrong thing. Um, of course tier three is of course we use data. I'm looking at what we use some of
that same data but it would depend on where they fell into um using the star or the fast which is the state assessment as well as their I ready score. So if you fall between the chart is really small so please
forgive me. >> Yeah. Um, if you fall before below the ninth percentile, then we're going to deem you saying that you probably need in tier three, which is intensive um intervention,
which would occur outside of the block and it needs to occur daily. So, not only do you get your core math instruction, even if I pull a small group because you didn't get something within that, I still need someone to pull you out to do 30 minutes or it
might be myself. I mean, it's hard cuz I think the state thinks we have all these people just walking around elementary schools and you really don't. So, you always have to figure out who who will provide that intervention for those students. >> Okay. And that was going to be my
question. So a tier three might not be done by the uh classroom teacher. Um is there is who's writing the goal for that um for that student then? And are we focus only on one goal? Right. We should be
focusing on one goal and it should be uh a duration of time probably a six to eight weeks correct and then unless they achieve it ahead of time >> they'll probably receive a PMP which is our progress monitoring plan for
students and then on there we'll say what exactly steps we would want to take on the students again math builds so I wouldn't just skip to you may need something like um singledigit addition,
but if I still need to teach you counting and going one from the other or comparison, then I'll do that first. So, it would build up and whoever would provide the intervention most of the time the classroom teacher, whoever that
other staff member would be, of course, I'm going to meet with you about the student and say, "Well, here are some of the things that the student needs to work on and intervention." So, it should be planned out. Absolutely. Right. And so there would be a goal written out uh even for tier two, right? Tier two, tier
three. Um but tier three is just going to be a little bit more intensive. But on top of that, what I'm hearing though is everything is very databased and there's no classroom feedback. Is does that come into play? Because that's the one thing I hear from parents often is
that we're so heavily reliant on these computer and the PM scores where not every child performs in that capacity where they might be performing on a classroom level. So there's that concern. Um if you have a
response to that and then my other uh we'll we'll start with that. >> Okay. So for core one instruction, basically everything that happens within the classroom, we do have other assessments that are given. We've got a couple of things that teachers can definitely look at and give feedback to
students. The first thing I mentioned was the spiral review. Remember, we do a current, we do a past, and we do a pre. That's one thing that they can give feedback on. But we also provide FSQs and USAS which are assessments that are given after I don't know how often we
give the FSQs but um the USA is usually after a unit and so um you they cannot go home but we can definitely share with the parent what step or what they may be missing within the classroom >> in the daily checks too.
>> Oh and the daily checks. I didn't even think about that in the daily checks. So there are a couple of re ways that parents and teachers can definitely communicate to know where there's some gaps within the instruction in the classroom. >> Absolutely. >> So teachers should look at all types of
data but for purposes of providing the intervention we are using those two main data points as we start. >> Okay. All right. And then my my followup was if we do have a child who is say tier three right in that lower 9th
percent is there some kind of math followup that we have to determine what they're actually missing how do we know that it's not number sense or place value understanding to move on is there any so what I'm getting at is if it's
I was in this model so what we would do is you would have a math interventionist right just like we have reading interventions, we have math intervention and with that we were then able to determine almost like a phmic awareness in reading. You're able to determine
their math weaknesses. So our goal would then be like a number sense for a child and then that number sense I would do drills for eight minutes maybe in the morning as they came in or in the afternoon as they were leaving and that was my intervention with the child. um
but those goals were given by math interventionists for these type of models. So my question is how are we determining really that weakness other than just a standard based on a a progress uh you know some of the testing
that we're we're doing. So is there a way to really address and hone in and I think that goes with the parent understanding a little bit more um outside of using the STAR assessment and the uh state
assessment there. >> Well, both of those assessments help you identify what areas they may be weak in. I Ready is I Ready does push out some really good reports on what students may need and what their gaps are. They also
um are very thorough on what steps you can take next. Not saying that the teacher has to take all of those steps, but they have lessons planned out and everything. They've really done a good job in changing some of their platform to really help teachers know what
students need and to fill those gaps. For example, um in I Ready, there's a report that I really love. It's called the pre-erequisite report for math. And so if it if there's an area that it determines that number of sense, a specific area, you run that report that
report and it kind of lets you know what are the prerequisite skills needed in order for the student to be able to to learn that standard better, right? Because you know that especially in math as Adrian said a couple times it builds upon each other. So then it provides and
I ready um not the computer program but we also have other resources that we use for that is one of the resources that we use for intervention because it does give us that step by step of what does a student need as far as prerequisite skills in order to m to to master those
areas of gaps because in math like in reading if you have some gaps we need to we need to fill those first we need to in order for them to to learn the grade information, >> right? And that's helpful because other than just seeing that they're,
you know, uh, deficient in a standard, um, it's not the end all be all. So, the fact that it provides more detail and I ready is really, really a helpful tool, um, provide for >> and we also look at the standards um,
vertically. So meaning if the third grade standard says I don't know add three-digit numbers and we go back and we look at the second grade stand. So we kind of look at those prerequisites across the standards that way too. So can the child first do this add single
digits you know. So I'm just putting it in very very basic terms but we we backtrack to see where is that deficiency exactly and I >> and we are asking the teachers to do tier three and write the goal for that
child or that is that coming from district? >> No, it will come from the teacher >> or the school level >> or the school level. Yes. >> Because unfortunately we do not have math interventionist. >> So it comes from the school. >> We wish not with our budget, right? Not
not not coming, but yeah. Okay. >> Okay. I I can't see that tonight. I'm too tired. >> I see your hand is up. >> I have one more thing to to add to that on the in the um the decision tree what we and the
teachers have access to this. We put a statement in there on purpose that says to ensure the appropriate level of support is identified for all students. Look across multiple data sources, diagnostics, formative assessments,
teacher observation data for patterns showing a need for intervention. Do not make a final decision based on one assessment alone. So, just so you know, and then someone has their hand raised. MCU.
>> Hi, thank you. Um, so going off of what um Charmaine had said earlier just in terms of providing um this information in a more parentfriendly manner. I'm just wondering has like the district
discussed and maybe I just missed it um like putting together something like official or even direct the schools to put out something official about like the breakdown of like what all this is because I mean I've kind of had to like
ask this information separately through parent teacher conferences and you know the information that were passed along here like when you're entering school and you're like what is an FSQ what is a USA like what is I ready like what you know there's so much information that
like as a parent of a current third grader I have to like you know keep track of that she has to go into I Ready and do I Ready math and I Ready reading but then she has like her typing club and then she has another you know vocab
app all these things are great and they're out there for kids and parents as resources but it's so many different apps, so many acronyms to keep track of throughout like the school year, what it's supposed to be measuring, how it's
used by teachers, how it's used by schools, how it's used by the district. Is there a familyfriendly central source of information where somebody can be directed to at the beginning of the year or just any time of like what this
acronym actually means like what are these things that we're talking about, why it's important, what it's measuring, and how it's going to be how the data is going to be used throughout the year. And if you're not meeting these metrics, you can go into a parent teacher
conference and like ask for these certain things from your teacher or from the guidance counselor. Is there that resource out there? Now, I can't say that there's actually a resource like that from the district level. Uh Miss Bishop did just take a
note of that. Most of the time, some of those things and maybe not everything is shared when the school hosts like curriculum nights. Um, I would hope that they encourage parents even during a conference cuz I'm doing it here with you guys and you guys like what are these acronyms she's saying? But that's
just because that's like our daily language. It just flows off my tongue without even thinking about it. So, I apologize for that. Um, but those are some of the ways that you could definitely get those information and we'll take note back to it. I don't know if we really have like a family
engagement center per se, but we'll definitely look it up and see how we can get some of that information out so they can share it with parents. >> Yeah, I just think it would be very helpful because I know that, you know, you have one teacher trying to crowd 20 kids and they all have different needs
and obviously 20 kids comes with potentially, you know, two parents per kid or more. Um, so I mean it's a lot for a teacher to communicate, you know, with all of the adults in that kid's
life sometimes and we get email updates from our teacher every week. But, you know, some of that gets lost in communication. So, sometimes I would just like to go to like the source, the school district source, right? to be like what are all these things that the
teacher is trying to tell me that I might not be understanding from her or like I don't want to like ping her with like messages all the time of like you know what is this I'm supposed to be keeping track of what is really important this week you know so it would
be nice to have like a a hub sort of for all this information um that you know you're putting out there cuz it's great information it's just it's a thought. >> Yeah, we appreciate your feedback for sure. We're going to go do some research
and see what we have because I know we do have some of it, but I really like that feedback from a parents perspective because we definitely want to make sure that as parents, we work together. We are a team um and making sure that we're on the same page. So, I really like the idea of a parent hub and I know we do
have some resources out there, but um we hear what you're saying. We appreciate that feedback and we're going to put us to work. We're gonna go see what we we have and what we can do to improve it. Thank you. >> Absolutely. >> Thank you so much. >> Okay. So, um
>> Mr. W has Yeah, there you go. >> Oh, I'm sorry. >> I'm sorry. I'll be really quick. I just one statement, one question. First off, really appreciate the information that you're giving us. Um because now we're kind of able to ask these questions and make the process simpler and better in the future.
uh when I was in the military, you know, we would always use acronyms and uh non-ommon language. We had our own language. And so when it comes to trying to break things down for the so-called civilian level, you know, personnel to be able to understand it, it it helps us
maybe if we had like some sort of um guide or some sort of index so that way people are able to look at an actual piece of paper and be be able to, you know, break those things down and and understand those. But the question is the supplemental this all this stuff is this a part of the new curriculum that's
going to be coming up in the future or is this the current curriculum now? Uh from what I understand the new curriculum coming up in the future is going to be less paper and more with touchscreens or more onsreen and and less actual pen and paper. So I I I just
want to understand where that dichotomy is. Are you referring to because we're getting ready to go into an adoption phase uh for math. Um >> so this is the so this is the new curriculum that is coming to us. Correct.
>> No, what I'm just talking to you about today was just the intervention and what the state has required us to do for students who um need support in mathematics. >> Yeah. So this is what we have currently. I know what you were trying to think of because we so every 5 years the state
requires us to adopt a new set of curriculum, right? And so we are in this that cycle right now. We are in the process. We just started the adoption process. So right now we're forming up committees um which which are
school-based employees, administrators, district, even parents um to begin the process of selecting a new um new curriculum which is we have to go by the vetted programs that the state has. So
it goes it's we will have to select we'll have a list of materials to select those instructional quality materials. Um but and in and what we're looking at, what we're seeing the publishers come up with right now is a combination of all,
right? Um definitely some digital um materials, but also still using paper, pencil, and um you know, all of that. But it starts really with us making sure that these materials align first of all
to our vision of math instruction. Um also making sure that they're aligned to the state. um the state standards as well as those um high yield strategies and practices for our students. So we will bring you more information on this
um textbook adoption process too as we move forward. >> Okay. I just wanted to understand that what we're talking about now probably will be carried over into the new curriculum and all the adoption parts. So >> yes, so I'm clear on that. Okay. Thank you. >> Yeah. Yeah. Because it's the practices,
it's the protocols, the systems we have in place that will transfer over. You're absolutely right. You answered your own question. Thank you, >> Mel. I'm doing it right this time. Correct. >> Yes. Um, uh, can you hear me? >> Yes.
>> Okay, perfect. So, the other qu my other question that came to me because I couldn't remember it the first time I had raised my hands. um when it comes to intervention and I think you had started to go into it and and I may have um not gotten the full understanding when it
comes to intervention how are we determining who need intervention and I guess I for me to understand right is this based on I already is the or let me rephrase this to identify the students that needs
intervention are all of the areas So I think the three areas are I ready test PM1 2 or three testing and then there was another one I couldn't remember I couldn't remember the third
one. Um are the standards similar to all the area all three of those you know areas I guess or categories that you would you know if you will those three categories that you would identify a student with intervention or am I
completely wrong that it's not one or more of those areas and I could be completely lost with this what I'm saying. So I I think what you're what you're asking and I may I'm going to try to answer it so I make sure I understand when we're selecting a student that may
need intervention. >> Okay. >> The first I would say identification that we might use is what they do on PM1. If you fall into a certain percentile, I think I said 40%. I don't have it back.
I don't have the decision tree open. You might need supplemental intervention. But we're not going to just look at PM. We're also going to look at your I Ready. We're also going to look at your student work. What else did I say? Student the USA. Like we'll look at a
few data points before we make a decision that you need supplemental or intensive. I think you you you got the point that I was the four areas were PMI ready student work that's the one I was missing and and USA right yes
>> but what I'm the question I guess I was asking is are the standards or are the coursework um similar so PM you know when you when we when those students take the PM are they taking it based on materials from I
ready student work that's given to them the USA is it the same curriculum? Is it the same standards? Um I it's I ready is I ready similar to the standards that are um that the students are being tested on in PM you know and vice versa
USA the USA you know when the students are tested in the USA is the coursework that they're doing in the USA the same standards that they're learning in classroom and the same standards that's learning in I ready is it the same
material you know if they're learning about Let's just say I I don't know geometry um or you know let's go with just geometry I don't know area square area so in PM1 they'll be covering you know square areas they'll be covering
geometry or I ready they're talking the same thing same language students same language USA same language or is it various standards and different um does that make sense what I'm asking >> so we plan according to the state
benchmarks. We don't use anything that is out of the box. Like I wouldn't advise any teacher like you're not going to pull California standards to teach a a gap. You will use Florida benchmarks. I has aligned their materials to
Florida. Um the PM of course is Florida. I can tell you this, even when looking at PM data, we also have to remember that kids are being tested on end of the year benchmarks on what you should know. So even when you look at a kid that may
be in that 40th percentile, we got to be careful at what benchmarks we look at because if I haven't taught it to Maria and they score low, well, they may not know it yet. So I wouldn't use that. I would only be looking at the materials that I have actually exposed the student
to. >> Okay. So, the Florida benchmark is what is being used in I Ready student coursework, day-to-day coursework and the USA's they're all and and PM1 is or the PMS are all floor benchmark. And I
kind of understand like PM1 is the benchmark from you know things you haven't learned. PM2 I think it was things that you learned. I I get that part, but I could tell you right now that I had a meeting recently and other parents have had these same meetings
regarding the Florida benchmark and that is not what we're being told. And I we could talk offline cuz I don't want it's already 650, but I can tell you that that is not what is being told in 504 meetings. That's not what being is being
told. Um, and I have, you know, and so that that's something that that's why I asked that question intentionally because the PMS, the Irey's, the students, the USA's, we were told something completely different that they're not all the same and there that's that's the big
confusion and you know, so I just want I I I'll talk offline and I'll share something offline um so that I don't you know, I I want to make sure I understand first what was said to us as parents in PTA and then I can, you know, share with
you guys um what was said because I can tell you that was not said that they're the same. >> Okay. I want to make sure that I understand your question, too. So, let's definitely talk offline. >> Um and then we could resolve it, of course. I hope so. Yes, ma'am.
>> Miss Chips, I see your hand. >> Oh, hi. Thank you. Yes. Um I'm just This is rel related but not directly related um in a sense. Uh I'm just wondering with all this testing are there
resources for kids at the school level to get that may not be doing well on the testing whether it's I Ready or any other test that's being given at school to measure their progress. Um not because they don't understand the
information but just because they're not good test takers. like I know we have the interventions to try to get them to understand but maybe in a testing situation I know there's 504 plans um that can be given for an
individual child but just is there any else where like a parent or kid can I don't know get extra help just being comfortable with this much testing all the time I guess
>> well I I know it seems Like there's a lot of testing and I think we have to understand the assessments and the purpose for each assessment. They have different purposes, right? So like the the fast or the star or the prog it's used at the end of the year PM3
that's where we're going to know if students what they learned the entire year, right? So they're so they're based on the grade level benchmarks and standards. So progress monitoring one. So that's why those assessments they test all of the pretty much you know the majority of the benchmarks and standards
at grade level. So we can see how much progress they're making throughout the year right where they start in PM1 by PM2 they should be doing a little bit better and by PM3 they should have learned everything that that we have taught them and um and then the same with you know like the USA those are
those are unit assessments so that means that that's going to measure how the students did in the unit that they were working on. So if they did unit four, that's the instruction they received for the last four weeks. And the unit assessment is going to assess students on those particular and specific
benchmarks related to that unit that they learned. Um so you know so understanding kind of the differences there and some of those are like you know we go into the different types of assessments but every day this the
teachers are looking at their work like Miss Howard said the spiral reviews the quick assessments to see how the students are doing because the idea is that while the students are learning we're going to understand the teacher on a daily basis how the student is doing each day so that we can then retach
right away what they need. the goal is mastery. So I'm not going to wait till the end of the unit on the USA to to realize that the student isn't comprehending. So I think the more that we use those informal assessments, those
formative assessments and and that could be a teacher observation, that could be, you know, the teachers walking around and see what students are doing. But the that idea is to inform our instruction so that we know right away in the moment even that a student needs assessments.
So on a daily basis we are looking at what the students are doing and we are working with them. And yes there are students that get very nervous. Um and that's why we don't want to base everything on just one assessment. We look at the students daily work. You
know I notice and the teachers take notes how the students are doing. So, um those are things we put into place on a daily basis. Um if a teacher notices that a student is exhibiting um like some anxiety like test anxiety
at that point there's that discussion with the parents and we may bring the guidance the school counselor in to assist with what's going on. So, >> okay. Thank you. Okay, >> Melissa, go ahead.
Melissa, I think you had a question. >> Yes, thank you. Um, just going back to tier two and tier three, is there a certain amount of duration of time? Did we talk about that? Where how long will you stay in tier two? Did we
>> um specify that at all? >> It has a time >> and it like I said too, is it just one goal that we're going to master? Like how long can you stay in tier two? Do we have a time frame? I don't believe the state has put a perimeter around that.
Um, like they have been very specific about reading per se, like we know. Well, I'mma take that back. I think we defined what we wanted as far as time. Let me double check because I don't want to tell you yes or no because
I I honestly can't remember. Um, but I will check. I don't think they do though for math. >> Yeah, math. The state hasn't provided us a particular amount of time. We usually do increments of 15 minutes as a best practice. 15 minutes >> um and >> I mean long term for the child. So we're
in tier two for are we staying there for the whole year in tier two or we just focus on the goal? >> Yeah. So they focus on the goal and in tier two we progress monitor every other week and so it's how the student is responding to that intervention that
will drive that work. >> Right. How long would that are we taking one progress monitoring they mastered and we're moving on or do are we going for two or three times? >> Well, we set one goal at a time and then teach to that and then see how they're responding to that. And usually it's we
check at four weeks and then again at six weeks. >> Okay, that was my question. Okay. And then I'm just going to go off of Miss Pel what she was asking. And I think this rounds back to what I've kind of been bringing up each time about mass when she was asking about the benchmarks
and how all of our testing does allow um align with the benchmarks. I think what we're seeing at the school level is that the language is different for our students sometimes from the classroom to
our uh USA. And I think the language is more geared towards a fast um for our students because I think sometimes our students come home and the feedback, this is the feedback that I've been getting is our students are confused
because that wasn't the language that was being used throughout the whole entire lesson. And then when they come home and they maybe test poorly, it's because they saw it differently on our districtgiven USA tests than that they were seeing in
the classroom with the material. So I think that language is set for the benchmarks on the state kind of tests and not so much from what they're seeing on that level. So, I think there's some >> confusion and I think this is why parents kind of want to see the test
because they want to help their children, but they also want to verify that what's coming home and what's being taught in the classroom is also what is being shown on these USA and there's no verification because we're not allowed to see them. >> It should be all aligned. That is our
goal. It has to be aligned. It's because at the end of the day, everything is aligned to the standards. So we use the same exact language, the same exact vocabulary and then those local assessments are written by our uh research and um accountability departments. And so what they do is they
write in our teams too, but they write it, they mirror the guidelines that the state uses for their items. And so we not only use the same language, but we use the same test item types, the types of assessments. So for instance, if they're using in math the grided
response, then we include that in our USA's too, the grided response. Um, we have them take it online so that we have a similar platform to what how the state asks it. If it's two-part questions, we're utilizing that that item type. So
that's why our assessment department writes with our teams these um questions and our experts participate at the state level too. Absolutely. in um training. Sometimes they help. They're on the test writing um teams at the state level. Um
so I'd love to hear more about that >> and to go. Don't doubt that and nobody's doubting and I know you know it's all with a great intention but it it's what you know the feedback uh from students for very from you know from from children as well like oh you know I was
so prepared I knew the material but it was worded differently than I've seen before and um it's common so it's not a matter of if they're like if they're the benchmarks they are right and they're the same
language as the states But we also then have to have that fidelity I guess on the school level all the way down that it is being taught in that same language. And I think that is uh where some of this confusion for parents uh
sits and this is kind of what I've been advocating for from uh when I ask you know that parents should have access to some of this testing so that they can help their children >> right and and they do. So I am working on that. I've been working with the team. and brought back the input so that
we have a more unified approach to it. So we we have a specific um system in place for that. For instance, our FSQs can be shared with the parents and they are a mini version of the USA's because they lead up to that. But I just want them to be shared consistently across
the school, not say some schools share it, some schools don't. And um and when you do have those concerns, please bring them to our attention. That way we can investigate right then and there. You know what? Because our lessons in a blender, our assessments, all of that is
aligned to the standards. Um, and the expectation is that all teachers utilize them. Now, there could be teachers out there that think, you know, that they want to and all goodness, you know, with good intentions. They think, oh, I think I can explain it better this way or 10
years ago I used this worksheet that I really loved. And so it's addressing those um or maybe I want to use teacher pay teacher because it's cuter. So we are really that's our work it and becomes our challenge to make sure that we are implementing our highquality
materials. These materials are written specifically align in alignment with our state standards and assessments. Right? But we have to make sure that it they're being used with fidelity in the classroom and not bringing extra materials in. So that's where we have to kind of do
walkthroughs and check on that. >> And Mr. >> I'm sorry. Did I just hear that the USA's are able to come home? Did you say that? >> No, the FSQs. So the FSQs are mini versions of like so we we give them um like two or three before the USA so we
can assess them along the way and so those can go home. >> Okay. Okay. Thank you. Mr. Although before I come to you, I want to um I when we I hear Miss Bishop saying spe I can't even remember what word but I know
that in the old days I was a math specialist for the district and I know they still our our school district employees they write these um I'm just going to say test items based on very specific item specifications.
So the vocabulary is very clear and I think Miss Bishop that is absolutely true today, right? >> Yes, that is correct. >> Items back. So um because I I mean I followed them religiously when I was writing items for these and that was
obviously a long time ago. >> So So know that there are items fixed for these. Mr. Waldin, your turn if people were coming up on 7:15 quickly. >> And as you Yes, I'll be really quick. So, um I think it's great that these questions are being asked about um
making sure things are clear from, you know, I guess the school board to the parents because if things don't seem clear, then it goes back to kind of what we discussed before in the past with keeping recruiting numbers up. If parents don't feel comfortable, then, you know, they may not want their child
to go, well, they're not explaining this to me, so maybe I won't take my child somewhere. So yeah, I definitely understand where they're trying to say where the clearer and more transparent things are, the more uh friendly, you know, the parents will feel towards the school system and the more they're going to want to involve their children in the
school system versus the other way. One quick thing I want to bring up is um I I going through my notes, I've noticed something on and I guess we're No, this is elementary level, correct? We're not talking about middle school level, right? >> Correct. Elementary school. >> All right, then I'll save that
discussion. Thank you. So that means we can do middle school at some point, right, Miss Bishop? >> Yes. Yeah. It was just going to be too much to bring everything at once because a secondary is a whole different world. >> This looked like a short agenda. >> It did.
>> We were able to go into detail um to give you information to work from. And I am so sorry because I printed out the wrong agenda. So I was so organized and yet not clearly. >> If I may just say one more thing, Mrs. McQuinn, I just want to say that I truly
appreciate the perspective that the committee members are bringing and some of you provide that that parental perspective. I know, you know, like when I was a principal, it was so important to me to get that parent perspective and myself being a, you know, a parent of three um students that went through the
the system because we appreciate your perspective because we may think that we are providing clarity. We may think that we have all these resources out there, but if you still have all these questions, that means that we need to take a look at it and see how we can improve. So, I do appreciate that.
>> And so, my question, uh, Miss Bishop, is on the agenda, are we now to the next meeting? >> I I don't have my agenda. I'm so sorry. We just have like we just need like one more minute to finish up because we wanted to tell you about the work that we're doing with impact Florida and then
we're going to be to that point. MCU. Okay. >> Okay. I'll make this really quick. We're working on uh with impact Florida um to really prioritize and extend our work around foundational math practices.
Um, so we believe just like with literacy, if we strengthen those foundational skills early on, kids will be stronger in math. Um, and we'll see, in my opinion, of course, long-term growth and long-term excellence. But we've got to build the house strong.
That's what I call it. Build the house strong in those kindergarten, first, and second grade classrooms. And then you'll see, you know, longevity in the system. Um, so we're working on that in our kindergarten through second grade classrooms with in four schools. It's
North Grade Elementary, Palm Springs Elementary, Liberty Park, and Pioneer Park um out in the Glades. And we're working um in three phases is how the cadre works. Um so we collect and analyze data. We look at the impact of
our cycles. We test what we've practiced or the improvements. And then we measure it based off the student outcomes. So at the point you're almost I don't know how to describe it because it's been a really good experience. You try something, you see if it's working, you collecting you collect the data and then
if it's not, you change your practices immediately so it could yield the results. Um we've conducted empathy interviews from students and parents and what are they looking for in math instruction and how can they better understand it. So, those are really um
it was really it was amazing to hear their feedback on what they think math instruction should be like and how could they help their students. You can click um again the work is a continuous improvement model. Um and again it
include it includes all the challenges that we have uh what can we design what solutions we could make strategies and just to have a successful practice across all of our schools. So right now we're in this um are we in phase one? I
don't know. I can't remember. We got so many little cadres. But I think we're like in phase one and we just kind of start seeing the work. But the schools that are implementing this work, we are really starting to see the growth. And if I could ever, I didn't tell the principal this, but if you guys would like to see it in practice, I would love
to take you to Palm Springs Elementary where she is doing a really phenomenal job in this work, and she is really starting to see the results for students, and I always think that's a win. So, that gets me really excited. Um, again, we'll continue to do this work. I'll continue to give updates or
I'll give them to Miss Bishop. Um, and I just think it's going to end up being a really good program and we'll see how to move it into other schools. But I I I kind of go slow sometimes and Maria likes to go fast and I be like, "Wait, let's just make sure it's right." Because when I roll something out, I
almost want it to be perfect so it could be successful. And so we're really starting to see the results in those schools. And the teachers are really happy that are doing this work because they're seeing the results in their students. Thank you, Miss Howard, for a great
presentation. I do want to say that high quality instructional materials, all that is very important and serves as a foundation, but at the end of the day, it's about our teachers that are implementing these materials, right? It's about the coach, the instructional
practices, the pedigogy, the coaching, and how we support our teachers to make sure that we build their capacity to deliver the best uh quality highquality instruction using these high-quality materials. Um so that is what we spend a
lot of time on the coaching the um you know building community having teachers come together and speak about how exactly they're going to present this information to their students what to do if if their students aren't understanding. So it's about the instructional practices that we focus
on. So with that we'll turn it back over to Miss McQuinn um to end the the meeting. >> Okay. So, our next meeting, our last meeting of the year is April 6th. Um, they're all
>> April 13th is our last meeting. >> It's April 13th. >> Yes. >> Okay. >> Yes. >> Okay. I clearly don't know what I'm doing. So, I think >> it's okay. April 13th. It's right there. >> Okay. So, I've got a question. So today
we are definitely March 2nd. Correct. >> Yes. >> Yes. >> That's people. >> I'm not sure why it ended up on April 13. >> I don't either. So I just want to make sure I have this right. So >> but it is >> okay. Um I'm going to ask um let's see.
Let me ask Miss Postelle. What date do you have for the April meeting? I lost her. Okay. MR. WALTER. OH, THERE YOU THERE YOU ARE. CHARLENE, what what date did you think we were? >> What was the
>> Okay. Um, all right. So, All right. It's the 13th. >> Don't know why, but it is. And this is why we're going to get all these dates ahead of time next year. Um, and remember, I printed out the wrong agenda, so I'm so ahead of myself making sure I could pronounce everyone's names
at the end of the year. So April 13th is our last meeting of this school year because of course then we're into graduations and all of the end year things with schools. So at the beginning of the year we met in person and it was wonderful to actually see each other in
a group together. Is there interest in having our April meeting in person? Okay. Um, so let's see. I don't know if you're interested or not, so here's what I can't tell. So, um, Miss Tibs.
>> Oh, I was just saying, yeah, I would come in person for our last meeting. Sorry, I was just trying to indicate that. >> Let's say yes, if you um when um Mr. Marco Pope um sends out our invitations, and I so we so appreciate her. We need
to celebrate her. So anyway, um I really appreciate her. Let's say that those of us who can, we will come to that meeting in person, but we will let Mr. Marco know if we're coming in person. So we'll
just make that agreement knowing that life happens and if we don't, we don't. So we're going to try to come in person if we can knowing virtual will certainly also be an option of course. So, um, I
want to say because I know you hear Miss Bishop say it, I just want to tell you, you're an incredible committee or we are an incredible advisory committee. Um, your questions are wonderful and I know that um you see that they always come
back to us with what our um questions were or concerns etc. So on that note, we will see you either in person or virtually April 13 at 5:45. Do I hear a
motion to close our meeting? >> I'll make a motion. >> Oh, thank you. A second. >> Second. >> I second. As long as you guys make sure you pray for the military members. I I am um gotten I've received some calls from some gentlemen that are over there
and yeah um they're definitely doing what they need to do over there and uh you know they call me because you know I'm like big brother you know so but yeah >> it gives me chills prayers whatever you pray to prayers for them so much um yeah
thank you Mr. Waldin for that and keeping us always reminded of what our military does for us. So on that note, hearing no objection to closing our meeting at 7:14, we will see all of you on April 13th.
>> Yes. >> Thanks everybody. >> Miss Bishop, can you just send the um contact um so we can talk offline? Can someone email me? >> Sure, we will. >> So we can talk. Thank you so much. >> Yep. Thank you all very much. Have a great day. Great night.
>> Take care. >> Thank you. >> Have a great spring break.