--------- when as soon as she gets ready we can get started Yes I apologize Accident on Jog Road Yes the accident was not me That's all that matters [Music]
plugs here Yeah I just realized I been using the laptop a lot and plugged it in Pleased to mention your Thank you Thank you so much um presentation Um
All All right So um meeting called to order at 9:12 Again I apologize especially since we only have an hour I hate to not start on time
Um the member roll call is uh the first thing but I think you've done that Okay Okay Yeah Um uh sure Go ahead
Oh good morning I'm going to begin the roll call from the list that I have Carlen Paul Cassandra Corbin Thaddius Dr Cassandra Corbin Thaddius
present online Dr Derra Robinson present online Jack Scott [Music] Kimberly
Spiral I am here representing Dr Jack Scott from FAU card My name is Sabrina Duyas Thank you Sabrina de Goes Marcus Brown Maria
[Music] Blanco Sue Davis Killian uh present That is all Thank you That includes my roll call
Okay I um you called Carlen Paul or Woodland Pierre Okay All right [Music] Uh Woodland Pierre I have is the um
alternate for volunteer association of America that is with Carlane Paul Okay let me type that in on my list Um Whitland Whitland W I D L I N E Pierre
Thank you so much Yeah Mr Pierre are you online um my apologies Miss Pierre are you online and also um the Marcus Brown representing Palm Beach Council of PTAs
um initially volunteered for the subcommittee but I'll check but I don't think he has ever come so we can probably drop him off the uh off the list Okay I will remove
Marcus Brown from the list Thank you All right So the uh first item is to uh review the minutes and uh and then approve them Um I apologize I just sent that last night so they just got to you
guys today Um but actually I was going to suggest that we read them anyway uh right now to not out loud We can all read to ourselves Um but I thought it would be a good way to start the meeting to kind of uh refresh our memory about
what we discussed last time So I'm just going to give like two minutes for everyone to read the um minutes uh unless everyone read them this morning Um and then we can do the uh the
approval [Music] Um when we're finished reading if I could have a motion to approve or or if there's any comment [Music] [Music] [Music]
Yes Deborah Um I make a motion to approve the minutes from the February 20th 2025 meeting Okay Do I have a second i'll second that
motion And who I'm sorry who was that sabrina Thank you Uh any discussion yes Okay But I made the motion I have an amendment So just to clarify
um let's see exactly where was it the part in the So the paragraph I guess is the second paragraph No no no no no The I don't know fourth paragraph A while back 17
years ago um the district gave a $10,000 bonus So the sentence that ends with unknown teachers did not want to leave their schools to go to an unknown It was specifically an unknown principal Okay I will add that
Thank you Any other um discussion then all in favor of the minutes as amended I I I
[Music] um okay So the next item you know reading over the minutes and everything um I got this sense that we're kind of floundering a little bit Um but I think
it's probably necessary to have all the discussions you know I I think personally as a as a person who doesn't work for the school district has never worked in a school I thought that this subject was a little more straightforward I kind of assumed it was
mostly financial and all that but it's clearly much more complex And so I think all the discussions we've been having are necessary Um and so but I guess what I'm would
like is as we have our discussions um we kind of we kind of cover a lot of areas and I think that as we talk about an area then before moving on to anything else we need to uh as a
committee think about what if we need data on that area or what we want to do about that area if anything Um but because we certainly have not I mean I think our discussions have been
really really valuable Um but at some point we do need to actually have steps and data and and recommendations and all that So I just wanted to open that open up the discussion
for what it would be efficient way for us to move forward as a committee so we can get to the point where we have actual recommendations And by the way I'm leaving this open I I realized I joined this subcommittee because I think it's a
really important subject but I realize I don't have a lot of knowledge besides my own children's school experiences to add to the subject So I kind of think of myself as more of the organizer uh keep us on track kind of thing So so
I'm opening this up now to all of you who have more knowledge than I do Well I know you all aren't shy so um you're either all having microphone problems or it it's really a stumper Um I'm sorry And if you hear my
2-year-old in the background he's because he's sick today So that's why but um I believe correct me if I'm wrong last meeting that we um discussed um looking in at the points of data like a
broader point and then going back into the school cuz we were kind of like looking too broad when we needed two points of data kind of needed like the overall school data and then individual
schools if I'm not incorrect on that Yeah No I recall that that discussion That is true There there's there's the systemic things that are going to
apply mostly across the district and then of course there's going to be things that are specific for uh specific schools So if I think about I'm looking back at our minutes
and I think of it looks like there's two or three maybe more Um overall areas that we should look at Um one is obviously the financial
incentives to work at a hard to staff school Um or the lack thereof and the f or the lack of Yeah Anyway financial incentives at the different schools And the second is the
culture And that's the culture both within the school um and the the also the surrounding community as um Mr Alswald was talking last time about all the things that the
community and the uh PTA and things like that do Weren't we also looking at like what exactly makes a teacher like I I forgot the term that we used but like an impactful teacher depending on each school and that would be like within
each data that we would need to take within each school itself Yeah Well that's true I mean I think we spent a lot of time at the very beginning saying what really is an impactful teacher Yeah Like what what is the definition of this then in order to
determine a definition we would have to look at the data not only within schools but across schools right and and of course then you know we talked about I mean I think it's it's part of if we look at our mission statement I think we included part of
that in our mission statement and that you know people obviously the the traditional meas quote measure of impactful teachers is is their student performance And yet we all know that's not a true measure that has a lot more
to do with who you're teaching than uh how good the teacher is So and I think that someone made the comment that you know high impact teachers typically end up at better
schools with higher achieving students Right Exactly Um and I and I think part of what we came to in that first discussion is is the teachers Well actually let me bring up our mission
statement Oh I'm sorry I'm not looking at I'm looking at my computer so I'm not looking So um Dr Robinson and then Dr Corbin Datis Okay Thank you
So all right I'm working on my first cup of coffee so I haven't engaged all my nice words Okay But I think that we Okay maybe I just got triggered but I think that we I just heard something
that I think is critically important for this conversation and for um and and it is part of the heart of the matter right and so I think what I heard was something
like um and just fix it if I misheard it something like a high impact teacher like it's not just a teacher but who she and I'm going just say she for this ease of conversation um is teaching right so
now I'mma push back on that a little bit right I get that some children come to school with more blessings some children have home environments that are more supportive some children are are are
going to be taught no matter who the teacher is or what the school district says Okay Um and that's why I for me we have to define the goal which of in in this
day and age is largely dependent on academic data because that's what's going to u make it that's what's going to define success for the children um and then talk about who was successful at getting them there So if if if you just let me shift
a little bit would you find it acceptable for me to not get somebody's blood pressure and lipids under control because their blood pressure and lipids started higher in the first place okay I don't think anybody would
find that acceptable And so we cannot find it acceptable for our children The goal is the goal right and so and there are some teachers that I think and and and school leadership
too are quite successful in one environment and not the other But the goal is the goal If the if the blood pressure goal is 120 over 80 then that's the goal It doesn't matter if you started at 140 over 90 or if you
started at 190 over 102 Right the goal is the goal And so I don't want us to start and I'm just cuz I I I don't have any nice words engaged I don't want us to start making
excuses for the teachers as we defined high impact Okay And the other thing I thought about I actually wrote it down after our last meeting Maybe we should invite CTA to be part of these conversations I'm done So let me just say because um and I'll
clarify you know what I meant um and that the I agree 100% the goal is the goal for absolutely every student and the belief that every student can make that goal Um I was speaking more to when
we're uh judging for a lack of a better word teachers and you can have you know the two teachers with the same level of ability and one works in the school where most of the students have their own p have a
private tutor and there's uh you know volunteer parent volunteers in the classroom every day and all the kids speak English and you have a teacher with the same skills but um you know there's no private tutoring going on
there's no parent volunteers there's none of the other supports And so if the one teacher students uh do better than the others that doesn't mean that's a better teacher It just means that her
students have more resources to augment I guess her her teaching So I guess that's why I'm saying that you know typically when we look at what's an impactful teacher if we're only looking at how the students do then that's often
a reflection of the um basically the socioeconomic um situation of the students as opposed to the skills of the teacher So but I definitely agree the goal is the goal
and I think but when we talk about what how how do we identify those impactful teachers you know it's we don't say every you know it's so and that's all I'm going to say about that but definitely agree
come back to me after Dr Please I'm sorry I didn't really I didn't understand hear what you said Oh okay Yeah Oh yes Thank you Thank you Can I jump in now
yes ma'am Are you all able to hear me okay Yes ma'am So um thank you Um so I I I'm going to I'll make the statement and I think this is just reiterating what someone already said which is we don't have right now as
we're talking a way to identify high impact what it means to be a high impact teacher However we actually do So um I was I I was working with a a district in California the other day and we were talking about high impact teachers and
long story short there is a national um board that um certifies highquality teachers and um as we were talking I thought surely uh then we must have something in the state of Florida that
also uh can identify those high quality teachers because they go through this they go through a process It includes incentives It includes professional development all of that And then they get deemed highquality teachers So I'm going to share my screen
um so that you know this is not something that we have to guess and um wonder about because there's a whole database of these teachers who are deemed um high quality If they if they still are or not I don't know but there are validation
dates and all of this So you should be able to see my screen Um it's the NBCT directory which stands for the National Board for Professional uh Teaching Standards And so every almost every state has it And so I just searched for Palm Beach County specifically They they
show the whole state of Florida but um we have there are 58 pages of what is considered to be highquality teachers within our district they've gone through a rigorous um process to be to be deemed
highquality teachers And so um I don't think we have to do there's not a lot of guessing that we need to do here But I think now that we you know have this kind of hurdle um uh we're over this we can actually get over this hurdle about the who and
how and all of that good stuff and really start talking about how um you know where these teachers are the impact like what it is that we really want to do in terms of this um this committee because I think the goal was for um us
to one um identify those teachers who are doing the work with the students who have the most need and and ensuring that there is impact happening in those classrooms because there there are students who have high needs who are
succeeding and those teachers are doing something right That's where we started So I wanted to share this I'm happy to share it I don't know if folks out there have seen this before folks are familiar with it But like I said there are 58 pages of these teachers and all the
schools are listed And I know of course validation date is here as well Would you mind sending that in the in the chat Dr Thaddius sure Thank you Um I'll drop it here If folks can get to
it great If not um I can share it um via email So anyway uh so take a look at that all the schools are listed Uh again some of these dates in you know valid until
dates have expired but there are several um who have not and it gives all the information teachers um subject and all the all the good good stuff we need So do do you
have are you familiar enough with this to like summarize what is necessary for teachers to have the certification um I can show you right [Music] now Um California has something
different Um let's see If you go to Oh I have to go back to ours but the California one is where I was So this is not where where I really want to show you but I I'll pull up ours But like there's an incentive Um they u work
with the high priority schools There's a subsidy They also have professional growth goals Um let me find it in a way that summar summarizes it a little bit better and then I'll pull it back up Hey may I jump back in
yes Dr Robinson Um I think this is a fabulous place to start Um but I just So these folks have been trained So I don't know when you pull it up Dr Cassandra if as part of this process they had to show this how
their students were doing because that's that's where the money is right and so I think this would be a fabulous place to start and see the people who are in Parish County where
are they what are they doing and then um maybe we can even talk to them about what made them pursue this credentiing but Now at the same time I'm going say this I I know physicians who are board certified in their specialty
that I would not let touch my dog Okay so because you had a paperwork to me that's a proxy and it and it's I think it might be a pretty good bet right so I think we should start there But I think the that what we
need to define is um and to your point um Sue Davis Kelly we start with the population or populations that we want to focus on So let's pretend we're gonna
say we want to focus on um um students perform formally performing at level one or I mean choose your definition Um students are free and reduced lunch What which what choose what you want and then and then had the
school district run the data on what teachers um created more than a year's growth in a year in that sub population right so now you're already talking
about um I'm assuming that we would start with students that we that don't have all those you know wonderful supports um surrounding them at home and so forth So you're already these teachers have already moved them made them shift gears
so to speak and gotten more than the quote average results and start there as the definition and then see where they are and and maybe even survey them But I'm good with starting with these teachers
that Dr Cassandra has listed Um I think it's a reasonable proxy but I would also like to run their data on the same on the whatever group of students we identify and see how if that proxy is um
proves to proves to play out in the lives of students Yeah I think that that's what I meant by within school and across school data you know looking at the same data point but across multiple aspects
I think that that's a great starting point Yeah I think I think that sounds great as well And it reminds me of when when Florida first started standardized testing and the Palm Beach Post had this uh graph that uh graphed the percentage
of the population on free and reduced lunch and the scores on what was then called the FCAT And it was pretty much a straight line of you know the higher the population of free and reduced lunch the lower the school's test scores And but
what struck me is there were a few outliers There's a couple of schools that had a really high population of free and reduced lunch but really but high FCAT scores And then also a few of the other side the uh a few schools that
were from upper middle class and and had low scores And it occurred to me at that time that I thought you know we should really be looking to see what those schools are doing um with the you know that have the the challenging population and are still u being successful So I
think this is really that's a really good idea and and I think also we should look at it at the teacher level and the school level since you know we've talked about how important the school culture is Um but that would be a really good uh data to get to look at before the next
meeting Go ahead Deborah So follow up on your statement What when you threw the word culture in it it threw me for a bit of a loop Um I I get culture is important I just I got thrown in that
[Music] sentence So are are you okay so I let me just clarify I was speaking of culture in the way like based on our discussion last time about how
um the there can be a supportive culture for teachers in a school and a less supportive culture um both from admin and from the surrounding community Okay So if I want to make a suggestion
just to get get this uh shifting gears um can we ask staff um I'm going just make up stuff so y'all can fix it right so ask staff to um pull the data um for
teachers who um in in ELA had students from grades 3 through 10 students formally performing at level one that gained
um two levels and then also same with gain one level in one year and and so and let me just finish rambling So what I don't want is
when there's some they'll do this statistical stuff where if you say for example I want to see the teachers who got uh 150% of the expected um gain in their
student population whatever criteria Well the expected gains is calculated based upon their demographics and former performance And if any if I'm if I'm wrong if that's no longer the case please somebody straighten me out But
what I don't want to do is set it up so we're saying where they're poorly performing because this is how I I interpreted that data They're poorly performing So we don't expect them to gain much and then therefore if they gain more than that even if it's you
know not s not enough progress so that they're on a real trajectory for success that that we'll call it a win So I am I don't know if I'm making sense but I know what I'm talking about I just don't know if I'm communicating it well
No No Yeah I understood that That that that makes sense that I I did not know that I would have thought the expected gain would be a year or whatever for everybody So if if the expected gain is different for based on the demographics
then I agree We don't want to use that That's kind of the whole point of what we're doing right so that's why I I suggest that we ask them to look um by whatever the right words are performance level right
and so like so I'm just saying for the sake of getting this this ball going to ask for the [Music] data for teachers
who from grades 3 through 10 ELA got their students to gain who performatively performed at level one progress to level three and then another run for those who got them to progress
to level two Yeah And I I really would like um Miss Simmons or Mr Oswald or somebody inside the system to say if the way I phrase that doesn't make sense No it makes sense So you So what you
want is you want you want a list of teachers You want the actual teachers or you want the We want the teachers and where where are they and where they're and their location who have shown growth from a level one to
level two What grade level wait and wait two two separate lists The shorter list is going to be that went from level one to level three to two and then that shows one um level and then one through to three to three Yeah And
then you want grades the grade level 3 through 10 Yeah In ELA In ELA Mhm Although really grade three would not have a former score Yeah They're doing that's progress monitoring stuff So we
could look at PM1 to PM3 Okay Yeah Um which is a racket by itself by the way But anyway we'll talk about that another day And then another question would be if we could also uh separate
Oh we'll talk about that later because I want to ask you why you think that's correct Um I was thinking also whether or not we should have it broken into uh Esau and non Esau simply because um if you have
somebody who's fairly new to uh English and would get a level one you know their first year but they maybe learned a lot of English in that next year and went up not because their ELA
teacher was good but because they learned English So I don't know if we need that level of detail Um yeah it should be it should be presented in such a way that we can slice and dice it by multiple variables Right Yes So
ultimately we should be able to see who who created those gains in ELLL Who created those gains in um black students who created those gains in students on free and reduced lunch who you know what I mean who created those gains in white students who created those gains in in
in white males who create like yeah I mean it should be like a PowerBI almost but I know it won't be public facing but so then that way when we ask them these various questions that um they can easily get the answer but ultimately I
think and what are we going to do with that information I personally think my thought right now is that we would survey those teachers to find out their why for where why are they where they
are I'm going to suggest that since there's only four of us that we can probably do away with the raising of the hands um and just just speak when you have something something to say Um I just wanted to ask Dr Robinson
So uh are the teachers that you're talking about should we pull from this list as well the certified teachers list or um how are we thinking about these teachers if it's relevant um because I was thinking about actually the other way around I was
wondering if we start with the schools who are maybe um not high performing schools but there are some teachers and students that could be performing within those schools and identifying teachers from that end
Well we could do both with the the data I'm suggesting is so um so to your point I think that we would want to cross reference this um in NCBT did I have it right ac this this NBCT
um certification with these teachers So we will see who who pops up on this list that has this certification But the other thing is and I'm glad you brought that up cuz in my head I said this before the that we would ask them the
data people to take this list of these NBCT teachers and see what their data looks like That's right Because again I I have no confidence that a certification more than you know 50% translates
into student success because and then that's when the culture and the interpersonal interaction stuff comes into play right that's like really I get that right but this is so they they've been taught the skills the question is
whether or not they they quote know how to use them in an effective manner with whatever group of students we're talking about Right So I think it's we we cross referenced them twice So agreed And so what I was I'm sorry I
had that up for a long time I didn't mean to have that up there but um uh what I was sharing or trying to spotlight is that there is they've done research on these teachers who have this certification again doesn't mean that they are the teachers um that are doing
the best work but clearly they've done some there's some research and studies I could try to dig and see if I could pull that up but um uh they specifically talk about um these teachers having a greater impact on low-income students and students of color So that's a little bit
promising So we can actually you know as a starting point but I do think that we could do some cross referencing and see if it's actually holding up in classrooms So can you guys talk more about I mean this my the data request
that I suggested is like off the top of my head So like get some feedback on that please Yeah No I think that's that's great data to pull Um and I I think if we had that um you know before the next meeting and
we could spend some time on our own looking at it Um I mean I think that'd be really telling to see you know especially what you talked about with the schools where where are those teachers are they spread throughout are
they congregated in certain schools and so I I think that might give us some real good information Okay So I think that we're going to need to to list for the request all the data elements attached Right So we've talked about some of it but let me just say so
if we're it's going to be shared with us then um it has to be anonymous right i'm just saying it has to be anonymous if it's if it's going public but you know like Mr Osw Miss Mr Simmons
and whoever else inside the system can you know unmask it so to speak if you know for the if when we get to the next step if if my idea of surveying them is determined to be a good idea I'm just saying but if it's if it's coming
to us that's public facing it has to be anonymous And so I just I'm just putting that out there because I know soon as it goes to staff you know their hair gonna catch on fire about giving us that information with teacher name So I'm saying we know that Okay So we want to
know whether or not for for each of these teachers if they're NBCT um certified we want to be able to sort by their NBCT certification We want to sort by
um the students right so the students if they're um whatever is called free or reduced lunch now we want to be able to sort by race and gender We want to be able to sort by ELLL
status Anything else probably um ESSE status as well Oh yeah Shame on me Okay Oh and then okay so the teachers you want to sort by NBCT certification and their school
site right anything else on the teachers that we would want um this is a question I don't know if this is relevant but um like years of experience is that something we would
Yeah would be relevant to us Yeah I'd be interested in Oh sorry No go go go I I I'd be interested in what um professional development these teachers either
um are not necess well there's requirements but also what they do just voluntarily to kind to continue their level of um professionalism Okay Um where where's Mrs Simmons and Mr
Oswald because I want to see their faces because I want cuz see I imagine their faces twisted up on that I can I can almost bet that the data people's face would twist on that because it's too broad If you if you want to name specific Now I'm I'm speaking for other
people and that's wrong right but I'm speculating that if you want to name specific trainings so that it would be a yes or no that in the past 3 years they went to this training then I think that might be an easier ask
There she is Did your face twist up Mrs Simmons am I right no [Laughter] So so my my point is there is um there's something
[Music] to educators who are generative in their thinking um which means that they are in a consistent state of learning and
um that's that's what I'm curious about Are these generative teachers educators we talking about are we still talking about national board certificate certified teachers i'm talking about the teachers that we identify whoever they are When we when we when we hone in on
those teachers whatever however so okay I'm just going to tell you there has been a significant drop in teachers that are becoming national board certified um they have not been seeing the um the they have not been seeing the worth
in what the the work that they have to put in to become national board certified Um at one time school district of Palm Beach County was offering $2,000 stipened for National Board Certified Teachers And the amount of work that
they had to put in and the amount of money they had to pay to become National Board Certified Teachers um they just weren't seeing they just weren't seeing the the the return on investment So
um I don't know in in the state of Florida statistically you probably may have um just I you probably want to look this up um Dr Thor um Corbin that is you I I I bet the number is low as the
amount of teachers in the state of Florida who have seen who have become national board certified in the last few years Yeah And um I'm just going to be honest with you Um I don't think that that is going to be where you find your return on investment as far as impactful
teachers I think that we this group needs to um really dig deep to try to figure out what we look for as far as the impact as far as building relationships is concerned um academics
um um social um learning skills um those kind of things and figure out where we are finding our investment there and as far as leadership is in schools that's just my opinion um which means
nothing and yeah so I have no look on my face Dr Robinson I'm here to help Um I hate to interrupt but but it is 10:00 and time for the DBC to begin So I
I think I think we've been clear in what we're asking staff to bring us with the exception of the professional development piece of it The rest I think was clear Um so should we go ahead with what we
have clarified um and then we'll look at the professional development piece uh down the road since it's we have to let the DDC real the regular committee begin Um sure I I want to pin it because I do want to come back to it I think that's
um equally important and relevant All right I'm putting it on the minutes for next meeting for the agenda Perfect Thank you Uh meeting is adjourned Thank you everybody Yeah Yeah No no no It's just the
subcommittee meeting So which anybody's allowed to attend Part: 2
c meeting back to order at this time if we can go ahead with the Roll Call to determine if we have a quorum thank you adoptive family Jessica Pagan best foot forward Debbie Elman best foot forward karon Spady
thank you Black Chamber of Commerce of PBC Cassandra Oliver Cassandra Oliver card excus Cassandra excused okay thank
you card at fa Sabrina de goes present online card at fa Jack Scott Coalition for black student achievement Dr Deborah Robinson yeah me too thank you appreciate you
Coalition thank you Coalition for black student achievement Jacqueline Callaway Compass Amanda conetti present online thank you
yes Compass Rex Barnes connect to Greatness Dr Cassandra Corbin thus he's present online connect to Greatness Andre dadus present
online District ese advisory committee Kimberly spy o presid online District es committee my apologies District es advisory committee Michelle
beting division of blind Services of fdoe Caesar vgo Caesar Economic Council of PBC Craig McKenzie ELO Jupiter Jupiter Suzanne white Beck Florida Hispanic American Chamber
of Congress Juan Pagan Florida Hispanic American Chamber of Commerce Evelyn Vargas for the children Reggie Dardis go cost Down syndrome Sue Davis
Killian present guamal Maya Center Marina Blanco guamal Maya Center Myra cardinus cardinus Myra cardinas Hispanic chair of
Maria anuno Hispanic education Coalition PBC Hector pdia NAACP South PBC Branch Derek
strong PBC Council of pta's charmain postal share president CP is president in room oh thank you thank you welcome welcome PBC Human Rights Council ebony
I'm sorry my apologies Emy Kenny Tri City education committee Eddie Rose Tri City education committee Maria
Evans Urban lead of PBC V vineline barier bissan barbir volunteer Association America with lean Pierre online
one thank you [Music] Regal okay so we have one two good morning I'm sorry Dr Robinson is present with Coalition for black student
achievement thank you we counted you Dr Robinson one two four 5 6 7 8
9 10 11 we have quarum we have 12 people we have 12 that's a quorum 12 we have a quorum a quorum has been established at this time thank you Madam Secretary at this time we
are stand by yes all right just making sure I app that no problems at this time we will move along on the agenda to the approval of February minutes the minutes was distributed to you previously via email
also attached to the calendar invite did have um a couple of questions regarding the um minutes I am going to submit um for next month um just a a few revisions grammatical revisions on the
minutes are not grammatical but for the motion um to be spelled out in the actual minutes um so I will send through staff to the committee a revised minute with the actual motion that was provided to us um last month so that can be
spelled out in the minutes as well as um a couple of areas that just to Define what was discussed before this body um but at this time if we can proceed
with the minutes um as is you need a motion motion there's a motion to approve the minutes chair this is Reggie I have a question for you can the motion be made uh to approve the minutes with correction so that when you make the correction we don't have to go back and
way up over it um yes if you would like me to share those corrections I can um share uh at this moment and then I can share the actual Corrections with um the paper copy with or email with um The
Madame secretary so if you stand by just a second I will pull up the minutes so um just for formality and also for R Robert's Rule of Order the meeting was called to order um at 10
a.m. with a brief recess to reset the room and we reconvened at 10:03 um for the call to order the November meeting minutes were approved and there was no Quorum in January 2025 so that there is no Gap and
there is no questions about um 20 25 meeting we did have a meeting but there was no cro so wanted to reflect that in the minutes as it was reflect in the meeting um the ddec ad hoc committee um shared
their report so I wanted to be uh responsible and share their report um so the DDC ad hoc subcommittee on teacher Equity met on February or the DDC ad hoc correct the topic was teacher Equity they met on February 20th 2025 to
continue its work on identifying barriers to attracting and retaining highly effective teachers and hard to staff schools um two primary challenges identified thus far included Financial ensive incentives the need for competitive salaries and additional
compensation for teachers in high need schools also School culture improving working conditions support systems and professional development opportunities to enhance teacher retention once all obstacles have been identified the subcommittee will develop and propose strategic solutions to address these
challenges thank you and then um for Statewide Trends I mean there's some that's just me being extra but I I'll put what I actually had um here Statewide Florida
overall graduation rate increased by 1.7% um just because it says 1.6 or 1 point or 7 I I don't remember what was the actual language that was on the original I think it says from 7 to eight just oh 1.7 change year over-year adding
the percentage so that we know exactly what is what it is um reaching 88% um just the district graduation again those numbers they're all the same thing 1.6%
reaching 92.1 and then also um for the multitail system of supports kind of wanted to go a little bit in dep of what was actually discussed so that we have exactly um Brian Russell provided the overview of the district um
mtss and then also adding the needs the support strategies on there and the response intervention piece that was discussed um and the motion that was passed requesting to update to the graduation power uh bi system allowing
data sord and based on concordant scores um I think that was it yeah that was that was the changes that I had and again I can send the actual write up to the secretary in
staff so hearing that Mr pugan motion motion to approve um motion to approve as corrected the minut as corrected a second by Sue Davis Killian yes that's correct
yes any discussion on the minutes hearing none all in favor I I oppose motion carries at this time we are in the public comment section are there any public comment in the room and also at this time if we can have anyone
that is in the room that was not um called on Doran roll call please introduce yourself okay Diana fedman Jerry German Daniels Elementary School counseling program planner anyone
online Jessica Pagan adop a family Pete Stewart teaching and learning where's Paul that's it thank you um there's public comment this time there is no public comment we'll move along on the agenda to the update to the DDC at Hawk
subcommittee good morning uh we met today before this meeting and uh we had a discussion about how to identify teachers who are truly high impact um because we know that you can't just look on student
look at student performance um because that has a lot of factors so we are requesting um from The District staff some data on the teachers whose students have formerly performed on a level one and are now performing at a level two or
three on the ELA FAA um and then we're going to look at the demographics the schools where those teachers are um Etc and we'll go from there thank you Miss
Sue at this time an update for from the chief of equity wellness and uh Mr Oswald and here to and Mr Oswald Place is the famous yes um so this morning we have an update
from um Dr fedman um on the student voice initiative and um we actually yeah we got it thank you um we actually had a um student voice conference so Dr
fedman thank you so much and miss Simmons would you I just have a couple slides if you would that's or thank you so much so that that works very well so I'm incredibly excited to share with you uh the district's progress with our student voice initiative just to set a
little context something one second one okay I need to share yeah need to share here the yes so they can see it over there is right yes thank you okay all right thank you to set a little context for the
group this initiative came comes from the Strategic plan just a little bit of History the Strategic plan process started with the district back in February to April of 2021 Gathering feedback from district and school-based staff students and Community
stakeholders really designing what turns into the 14 key initiatives of the Strategic plan one of those key initiatives as you see at the bottom of the screen is b1a established formal structures for students to influence
decisions at each School in the district quite frankly the students are the largest stakeholder we have have here in the school district of Palm Beach County so as a collective it felt it was important to make sure that we are gathering input from our students and making sure they feel as if they have a
voice in their educational Journey so during year one of implementation which was the 2324 school year um several departments worked together created a team to move forward and then moving forward into year two which is the Year we're in right now
2425 the project was tked into a department and I'm proud to say I it was tked into uh my department and into our way of work and what that does is frankly establishing it instead of an ad hoc
team really cementing it into the way we move forward into a way of work here in the school district of Palm Beach County it soens it is something that is important that is here to stay move on to the next slide thank you so much so as we we started it as a
pilot program it's really the easiest way to start a lot of initiatives you get Buy in you go ahead and you ask schools who wants to join in start with the Coalition of the Willing also allows you a chance to gather feedback and to shape the initiative so it started that
particular school year 2324 as a coalition of the Willing we ask schools who wants to participate 48 schools from across our district raised their hand and said we want in which is a fair number of schools um that kind of
came into it and they provided feedback to kind of shape in now this year 2425 school year the second year of our initiative every school participates elementary middle high and our and our alternative sites so everybody's participating during that first year we
learned a lot we gathered feedback from our students of course and the advisers to ask what it was that they needed you can see a couple of our Lessons Learned on that page the advisers felt they needed more guidance um they also felt that they needed a stipend the first
year they did it as an extra add-on without compensation so they felt they needed a stipend we were able to in this second year provide both a stien for all advisers and extra support from the district but even in that first year our
students created a ton of initiatives and it is completely student l so it isn't well the district says you're going to do this it is students here at your school as a group what do you feel your group should tackle and we had
everything from some schools at the student voice committee felt that they should beautify their campus so they you know did several projects do that including commissioning an artist to paint a mural or we had schools where they wanted to talk about kindness and
respect so the students worked together with teachers to create lessons around create around uh being kind to each other others that uh created bulletin boards in the front with kindness and respect uh messages and lessons on there
so it really was everywhere but the students were engaged and the students kind of made their own path um I always I'd like to tell this story too because it doesn't always work out the way we think it works out we had one group of students in an elementary school
to love every an elementary school their big problem was um ice cream the fifth graders felt there was not enough ice cream by the time they got to the cafeteria each day very upset about this this was their big issue they were going to
tackle um exactly I get it I love my sweets these are their priorities but what they did was rather than the student voice advisor the principal kind of shoing them off and saying okay this is ridiculous I don't have time for this
they said you know what that's a really great problem let's bring in our cafeteria manager and talk about why that happens so then the cafeteria manager talked to them about supply and demand and the and the supply chain process she's like I order this amount but actually get this amount in and
she's like so this is we're having an issue here she's like but let's actually bring in somebody from the district school Food Services and talk about if they're seeing this problem districtwide so then they got somebody from District school Food Service services to come in and talk to the kids about we are actually seeing those type of supply
chain problems happening in in across the county and across the state and here's why so at the end of the day the students actually did not get more ice cream but what they learned was how to advocate for themselves how to talk to others Supply economic Supply demand
they learned all of these lessons through this entire process because the adults stopped and listened so really was an incredible journey they don't always get what they want right but the lessons they learn along the way are
amazing this year is year 2 2425 we're in every school and responding to the feedback that the advisers provided was they wanted more guidance we held a PD session November 5th um for our students I mean for our advisers and they came to
that professional learning session it was co-planned by our District's uh student Bo team and impact Florida which is an outside organization we are working with and we had 74 student voice advisers engaged in a full day of learning and sharing of best practices
you can see some of them engag there on the right um when they left we had a chart outside where they could put stickers uh giving their rating literally 100% of them rated the session very helpful in preparing them for their role so it really wasn't a moving day
and I think the reason it was so moving is we brought in sessions and speakers from advisers from the prior year it wasn't me standing up there I have not let a student voice group right we actually had the advisers themselves talk about their best
practices and then this is our last slide and this is the most exciting one to me at least um in our first full year right second year but first year where we had every single uh School participate we decided to uh swing big
and we held a student voice conference this was a conference for students by students where students attended and the students actually also did the presentations now that was our goal when we started good news bad news good news
we had more students register than we possibly thought we're going to register and attend yay bad news we actually had so many students register we needed to bring in some adult presenters too because we ended up with more students registering than we had student presenters so the day ended up being a
mix of student presenters and adult presenters but it was still the conference-- likee feel students came into an opening session they went to breakout sessions every student saw at least one breakout session performed by
another student group and then they had a closing session that was held on Monday February 24th which is a no student contact day that way we were able to use an area high school uh lunch Transportation was provided lunch lch was provided for the students including
our elementary we had students as young as third grade present to other elementary schools uh about what they felt and what they learned and what they did on their campus so it truly was engaging what our students were able to accomplish that's just some of the things a few of the tasks that they did
in that particular presentation so this is just year two and we're excited to see what year three may bring and that is our presentation that was awesome thank you do we have any questions for um Dr
fedman regarding um the student voice initiative as well as the future makers Forum I need to know why there is a shortage Statewide of ice cream I agree I'm not quite sure why there was a short sh wi of ice cream so
this was would have been 24 20 no 23 24 school year year one of our thing that was right that was such an interesting question I just love that story story though of how the adults just stopped and took it seriously all the adults and they really treated the kids with s you know the young people with such respect
to kind of go through and and talk it through really was quite amazing I I just love that little story um I do have a question um the schools that were interested in jumping on board right away were they um a diverse group
of schools geographically and otherwise can you tell us a little bit about that I can so the first group of schools and which end up being 48 schools were
actually and I'm pulling it up right now it was completely their choice as to whether or not that they attended it was their option um as to attending it was completely opt-in
program so we and I'm scanning through my list now of schools we have North South Central and The Glades region the in the far west region we have a mix of elementary middle and high title
non-title schools did you have a follow-up doctor that is Corbin that is um did you say they were yeah I guess I guess I do um did you say there were 74 students there were 48 schools involved
within the pilot year now in those schools what they do is they selected a group of students to be on their student voice Pro on their student Voice team we advise the schools and this is where we advised in the first year and we were learning and then we put more formalized
structures in second year but our advice in the first year was not to select for example in our high schools right don't pick the captain of all the sports teams and the class lead and the president of junior year senior don't
they have those students have forums to share their student voice opinion and those are necessary and needed and we want those students to have those forums however students uh we want to make sure that we have a students that represent the entirety of the school campus so these are students that may
get higher grades students that may get grades that are more in the middle maybe students that don't always aren't always successful in their classes academically students that tend not to have any have never seen the inside of an ap's office for any behavioral issues and students
that have because they may have different perspectives of what's happening on the campus um so we asked for them to have an entire you know students that aren't highly involved students that may not be highly involved we said have a wide variety of students that are on your student voice
committee I appreciate that do you think you you you got that in the students some groups thoroughly Embrace that um and I can tell you for example our elementary schools that thoroughly embrac that concept um and really dove
into that and our middle schools as well high schools um many of them did they I think the struggle with high schools is kind of weave leaving in R all the other groups they currently have um so that continues to be an ongoing
conversation thank you any more questions okay of course oh okay oh okay postal thank you at this time time we will move into our
next area of the agenda family and caregiver a new business um we have two presentations one family and caregiver engagement series series with um Sherry gertman Daniels program planner for Elementary School counseling followed by
data analysis concordant scores and graduation rates look like an update from um Dr Paul Hutchins director of research and evaluation and um Miss fedman we just want to say thank you uh for your presentation on
behalf of um Mr Oswald and sharing those updates with us always good to hear about what our students are doing and how their voices are being implified and they are advocating for themselves and others um their peers at this time you are welcome to stay with us for the
remainder of our event till 12: or you can um sneak out I know you have a lot on your plate thank you so much y good morning uh my name is Sher German Daniels again thank you for the invitation to share um information about our faces program um this is the first
year it was a a labor of love because I thought that coming from an elementary school a lot of times what I would do to make sure that our parents were aware of what was happening at our schools was I would have parent meetings and I would share information about things that are going on important topics um and I felt
that we we weren't doing that as school counselors at the district level and I thought there were a lot of lot of information that our parents could receive um that would normally come from us um at a school level so I wanted to bring that to to the district level so that we can reach all parents so I will
go into our faces family and caregiver engagement series um reaching parents districtwide so the purpose of the faces uh sessions would be to increase parental and caregiver involvement and children education we want to Foster that collaboration between families and
school districts and schools um so that they understand they have that supportive environment and know who to go to and when when they can go to people um for support and then we want to provide that information for parents that they may not receive um sometimes I know all schools are not created equal so sometimes uh one school could have a
really strong counselor and a really strong um administrating te team that reaches out to parents and meets with parents and informs parents and then we might have some schools that um the school counselor may not have that ability level at this time and we want to make sure that even if they may not be the same we want to give the
opportunity to the parents to learn information that's important and all of the information is surrounded by the required instruction um mental health um substance abuse human trafficking character and and things like that resiliency education we want to
collaborate with District departments and Community agencies to Foster holistic student support and then we want to empower our families to become more proactive and participate in their students um students academics and the holistic development of the child so what does research say one of
the things that we know about um Family engagement when parents are involved in children's schooling basically all of this says the same thing when parents are involved students perform better um and that last bull I thought was really important parent involvement family involvement in school leads to better
outcomes regardless of the background of the student regardless of the socio economic status of the student when parents are involved students have higher academic outcomes as well as that whole when we think about the whole child as a whole the child feels more
supported and just like as adults we want that support right so so we want to offer opportunities for that um with our students and our families one of the benefits of faces we were thinking about what's the benefit for the family because like why are we doing this right and then what's the
benefit for the district um we want to make sure that the the meetings were accessible so instead of doing in-person meetings we chose to do virtual workshops um thank goodness for like um Google meets so now that's a way to make things accessible to all students and
All Families um so we have those meetings translated in English Spanish Creole and Portuguese when available we want our practice strategies to support academic emotional and social growth and opportunities to connect with District resources where a lot of times um parents may not know what's out there
and what's available U for the district improv student outcomes including Higher Achievement and reduced absenteeism rates because we want to talk about how if our parents are involved if our families are involved students are more inclined to go to school and participate strengthening relationships with
families and communities that we trust and um cost savings through early intervention and prevention so you'll see in some of the topics that we talked about we talk about that early intervention and prevention piece because recognizing um issues with maybe
mental health supports and things like that we can provide early intervention and allow parents to become familiar with the resour resources available within the community and within our district then we prevent a lot of issues that could be happening um later on
so our Workshop schedule we have four workshops a year um our first one was the goal was to do it during September but things were delayed so we had to do it in October and September is um suicide awareness and prevention month so what I when I reached out to the
Department of Behavior and mental health they said great idea to do to do a parent presentation because that you're right a lot of information that we have in our district a lot of resources that we have that parents aren't familiar with but let's change the name because if they saw the name suicide awareness and prevention that might turn parents
off so we changed the name to strengthen your child's mental health and well-being it was an excellent presentation we had presenters from the Department of Behavior and mental health for this one and they spent a lot of time talking about things to look for um
in uh mental concerns or some behavioral changes that may be identify later as an issue or a concern with a student um and they also shared all of their resources and uh things available so they talked about the cape team they talked about
who to go to first on your campus if you have an issue and you're not sure how do you how do you communicate that with someone you can reach out to your school counselor you can reach out to your behavioral health professional so they really gave them a thorough update on who's here who's available for you and and how to reach out to them the second
Workshop was supporting your child's relationship with social media and that was through living skills in schools lsis they're a partner with our district and many students know know who they are um many faculty and staff members know who they are but parents may not really know who lsis who they are so we thought
it would be a good idea to bring them to our families and let them share on how to have a healthy relationship with social media as well as supporting um it was a really helpful presentation because they talked about ways that um that relationship with social media can
lead to other types of things like substance abuse and and things like that encouraged behaviors that we don't really want to be encouraged so it was a really good presentation and our third presentation was one of those the title of it I think kind of scared people away um we had lower attendance for that one
but we'll talk about that in a moment um but it was the human trafficking awareness and prevention H and it was during human trafficking awareness and prevention month maybe next month next year we'll change the name of that um so it could look a little bit more welcoming but the information was absolutely important and the parents
that attended were happy there was a lot of eye openening um conversation going on but we I wanted to make sure that we have better int and our next one is in May and it is around mental health and awareness because that's mental health and awareness month and it's going to be presented by living skills in the
schools again in the in May okay so our participation feedback from the previous workshops a first one as you can see pretty good we had about 68 parents that registered and 31 attended in English 12 and Spanish we didn't have
any Haitian Creole we had one Portuguese and we had four rooms open in uh in the presentation were translated in each language Workshop 2 we had uh about 54 parents that registered 29 parents attended in English one parent attended
in Spanish zero Portuguese zero Haitian Creole and then and we also had four rooms available and then Workshop three we decided to condense the rooms um because we haven't had a lot of Portuguese so we combined Portuguese with English and we gave them information on how to translate um for
captions in the meeting we had seven in that ATT Spanish were four zero Haitian and zero Portuguese um so our highlights about the meetings were high satisfactory F satisfaction with the program the quality the facilitators the presentation was engaging the
participants rated sessions highly relevant and then the session provided actionable strategies for students to support them instead of just sitting there listening there were things that you could actually do if you wanted to support your child so that was a positive we typically at the end of each
meeting meeting we will share um a feedback form which is just a Google form that we share out that's to hold us accountable and make sure that we are reaching the parents and and providing them with the information they would like to have um as well as making sure that our presentations are engaging and
ask for any other feedback and the feedback has been pretty good the issue I think with all surveys that we pass out is that we want to get people to complete them and we don't always get a great number to complete but I'm sure that that um is something that we all experience across the district um and and that's our accountability piece and
we do that at the end of each meeting so that we can like I said make sure that we are all on the same page and and providing um a positive experience for the parents and families and then our next steps would be to promote promote promote um we want to make sure that the information is
getting out there and I understand this is the first year so of course with the first year this is a good rough draft um I have my own tasks for making sure that we can promote this differently so that we can have more parents participa which is one of the reasons why I'm here so I'm thankful for that um and it's open
to all students in our district we serve pretty much all the students in this District besides students that are in public and private school so I know within this committee there are agencies that could share information out and it's good to just know what's available we want to continue hosting those topics
annually um with some also adding some other topics in um each year strengthen Partnerships with local organizations so that we can have some different voices in our presentations and different resources available and then gather on continue to gather that feedback so that we can make sure that we're um refining and enhancing our
program delivery each year and then for collaboration just so you're aware we collaborate across the district with multiculture education because they are translating our presentations when um comp agencies don't have translation they are in our meetings translating for our parents um
the Department of Behavior and mental health they provide expertise on mental health and resiliency Community agencies that we reach out to to specialize in Substance Abuse Prevention child W welfare and Mental Health Services which is what the focus of our faces meetings are
about and then aligning faces with the district Mission when we think about Mission element educate um we want to equip our families with knowledge just like we're equi educating our students we want to be able to educate our families as well um topics that are addressed uh required instruction topics we talked about that mental health
substance abuse child trafficking um and Online safety um for that mission element affirm um creating an inclusive platform valuing family contributions ensuring access through translation and diverse representation and then for that mission element Inspire we want to
empower our families to actively shape their children's educational journey by participating in their um in that Journey with them and do we have any questions about faces just one quick question talking about the different languages and all that you invol I imagine involv the
department of I'm not involved School District the department of communications Communications and then is okay and why because continu contct with Spanish radi uh in the county okay and the TV also so
that might be an Avenue for the parents to hear about what's going on in the language they understand because I'm sorry I'm willing to bet you that 10% of the parents in the population of the school district they don't speak English period mhm that's a reality you know and
but communicating with them with the radio that they're accustomed to turn on when they're doing dishes or they're washing clothes or whatever you know boom that will make him more aware and create more attendance okay and what's the name of those individuals again the
name's Jesus Cruz Jus Cruz you know I can't give you his number see he works for the school district right and and this is Department of communication well in the radio you you have sorry you look at the Hispanic population in the county of Palm Beach
today according to the census 2020 was 23.9% well now you look at you move forward it's at least 35% so it's half a million is panics are residents you know not counted the undocumented
undocumented that's another story but at the same time those indument are the parents a lot of the kids who attend the school yes you know so it is something about and then you have different radio stations here that are B some of them are based here in
Palm Beach other are based in Brower other are based in Miami well you can listen to them here so that makes me think about the advertising piece and getting the information out even if if we don't like do a live screen viewing of it we can have get the information out and then we can allow them to
register because the registration is through our district website and all they have to do is go to sdpbc faces and then the website will come up and then they can register for that so maybe we can get some advertisement out through the the um Communications yes thank you so much thank you thank you I think that's um we
have a hand raised uh Miss Bey yeah that was actually part of my question was about the um how it's being communicated out to parents uh especially with the um next presentation coming up in May if there is a direct
link that can be shared with families um you know that's definitely something that uh ESC would probably be really open to sharing they do parent um trainings monthly also but um also here at the hospital I'd be able to share that out as appropriate for um for the
upcoming trainings to to help parents with engaging and and following up sure so the thank you for the question Michelle the way that the faces has been shared with schools is through school counselors and through um CAO updates um I shared the most recent one with
Department of Behavior and mental health because everybody has a BHP on their campus um so what I can absolutely share the link for the website for you and the website has everything on there it has um all the registration information links it has previous um videos
recordings from the previous meetings the only one that we weren't allowed to record was human trafficking because they they do not allow themselves to be recorded but the other presentations have been recorded and they're linked there in the video in case someone wants to go back um but I'll I'll share the link with you and the newest um the
newest Flyers also okay thanks so there's over 20 agencies that's represented um or I think 22 agencies that's represented in this um body at the ddec so again as she shared those links don't
let this be a conversation that stays in this room take those back to your organizations and you shareed the website and the links and um what's going to happen in May if you have a flyer uh to also share with um Miss Hicks to go through uh to the committee
we can take those back to our um respective con correct our con constituents and our agencies and share that um widely you know and at the same time if you look at the school district it's about what 173,000 students Right
For the First Time 37% of the students are Hispanic it's the first time you get the biggest minority in the school district so you know so they got to be able to to get to listen you absolutely and and we thought about that when we
talked about translating everything to make sure that all parents English Spanish Creole and Portuguese would have an opportunity to get the information information I'm all about making sure everybody gets it and the easiest way for them to receive it so I'm I'm okay with I'm good with that too it's 22
countries that are legally in Palm Beach County all the way from beautiful Mexico to danc in the Tango in Argentina and then coming up through the Caribbean Bachata meran salsa you know Puerto Rico Kua Dominican Republic you know and then of course the greeners are allowed too
but that you know being part of the community yes thank you so much Miss um German Daniels for sharing this presentation with us and sharing this information um so that we can bring these resources back to our agencies and having it in the Forefront of our minds
when we hear conversations about child mental health and what's going on in the district um that we can share back in the community so thank you and again as I shared with Dr fman you're more than welcome to stay for the remainder of our event till 12 um but if you have to
sneak out that's okay as well 11 o yes ma'am um at this time as we bring up Dr all is fine my mom would kill me if I don't put a handle on it Paul Dr
Hutchins thank he's watching all right there you go good morning y'all uh thanks for having me um you guys asked me to come in and talk concordant scores um so I I I brought some slides and but we can do a little bit of a conversation Beyond
this as well because it's not that much in terms of slides um so as you all are I'm sure aware the state has graduation requirements in ela testing and algebra testing for schools for students to exit High School um you know that's the EOC
at the end of algebra and the 10th grade um Ela uh assessment um beyond that students have retake opportunities to take those assessments continue taking those assessments but in addition the state provides um concordant scores on
nationally you know National assessments um so students have even more opportunities and our schools really do make every effort to give students every opportunity they can to to to to take these assessments pass the
requirements and based on our graduation rates they're doing a pretty good job of getting the kids across the stage with all of the assessment options they have um last year the 24 cohort of graduates was actually the first year that had to
graduate on a new higher standard that's listed here um for example the prior to that the students could graduate with a 430 on the SAT reading that top row that increased to a 480 um act they used to look at just the
reading test if the kid had a 19 or um yeah a 19 um now they're actually averaging the English and the reading assessment so they need to get technically speaking a 17 and a half but written down it's an 18 because they don't provide half scores for
ACT um but that's an interesting twist between the Act and the CLT so they average the two scores for ACT they sum the two scores for CLT cuz again there's a grammar and a writing section on CLT T
and the students between those two 40 Point tests they have to get a 36 combined score um for algebra there's a couple more options um they use the PSAT math they can't use the PSAT for
reading that's just an how the state did their concordance study when they did this particular concordance study um 420 on Sat uh Math's also pretty straightforward because they're not combining multiple sections of the
test um not going to read you all the scores and then they can also pass using the geometry EOC which is a state test and they just got to get a level three on that just like they would a three on algebra um one of the things with the concordance scores is you know we have recently in the last couple of years
transitioned to the best standards the state is in process of doing another concordance study because we have a new set of Standards a new set of expectations they're supposed to finish that study this this summer and then once they finish the
study we will get a timeline of when those scores would go into place so like for example these scores were originally supposed to go into place for the students graduating in 20120 but due to covid due to the covid
followup you know that got pushed out to the 2024 cohort um so there will be a change coming when it will be in place for our students we don't know yet we won't know until doe finishes their
study and communicates that um any questions on the actual scores themselves or the rules around it before we get into actual data you can read the question that's in the Box um Miss Hicks or we don't want to mess up the presentation thank you chair Dr Robinson
has a question what is the highest possible grammar writing on CLT so the the the CLT is three sections 40 points for each section so the highest score for Combined Grammar and
Writing would be an 80 thank you Dr Robinson do you have a followup no not at this point okay anything else on the actual scores themselves before we get into the data is this the six the six year in a row or five year in a row that they have
they're in the process of adjusting the required is technically yes but part of that is CO's fault um you know the the initial plan was to change in 20 and then that would have been in perpetuity
until the state changed standards so because basically with the concordance scores they have to reassess every time they change standards because the when they rescale and rescore the 10th grade test all of these numbers do eventually need to change to
align to that new number right so had Co not happened these scores would have gone into place for the 2020 graduates would have been in place from 20 to 24 before the or for yeah 20 to 24 before they even talked about changing
again going to best in the 23 school year that would have instigated a new study so we'd probably be on about the same timeline for our next transition but yes this transition did kind of how often have they changed um they went from FCAT to FCAT
2 way back in the day right you know 2010ish then from FCAT 2 to FSA in 2015 and then FSA to best in 2023 so there's been essentially four and since I've been
working all so um the data uh the percentage of students in uh the 23 and 24 graduating cohorts who used a concordance score roughly speaking about 33% of our students um are graduating using a concordance
score that um obvious you know by subgroup it does vary um you know some of our subgroups are using it more frequently than others some less um with the elll and the S swd populations I think the interesting thing with that is I think part of that difference is we've
got more elll students coming coming in after 10th grade or after algebra so they're never actually really trying those tests they're just going straight to the concordance tests because there was a rule way way way
back like 15 years ago where the students actually had to attempt the state test before they were allowed to use a concordance score that test that requirement has been off the table for quite a while um so again our elll students are coming you know not an unsubstantial portion of our El stud
students are coming in after 10th grade um so they're just going straight to concordance potentially um and then with our swd students again not a not a huge portion but more so than you know any of the other groups because
it's their only option they're allowed to graduate with a test waiver so you know while a lot of our s swg students continue to make the attempts you know some go to waivers um and so that's probably why those those are the S swd
is as low as it is um looking at the data by test um we've gotten a couple of questions recently around what tests are students passing at what rates so this is by subgroup um
last year's cohort what percentage passed of the kids who needed it that's the caveat here it's of we're only looking here at the kids who needed the test so if I needed Ela but I didn't need math I'm we only looked at that child for ELA for
this particular slide vice versa if they needed it the other way around um you know we've done this several times over the years um you know before CLT came under the picture a couple years ago you know what we have found over time is
typically speaking when you look at all of our students we actually tend to perform better on Sat than we do act but when you look at our kids who need the Concord requirements Act is actually a a higher performing test than sat because the the
it's it's the nature of the scale of the test you've got you know 800 possible points on a section on Sat you've got 36 on um AC it just restricts some of that range um it's also more of a practical test than sat uh but as you can see here
again looking at the totals um act reading and CLT reading our students are passing those at pretty high rate sat reading again just looking at the kids who need it for concordance um it's a lower rate um oh sorry one more caveat here students can
pass multiple versions of this test or multiple uh concordant options CU there's so many that they have available to them often they will try an act before their their last SAT score comes in or vice versa so maybe I passed the
SAT but I took the act while I was waiting we don't have a really good way to parse out which they passed first in a way to mutually exclusive so students may have passed multiple of these um towards the towards their requirement
but they needed to get a test to uh to graduate um moving over to math you can see the CLT math is you know Far and Away higher than everything else um you know when you look at that that's they're they're required to hit an 11 out of 40 currently I I'm going to
expect that will go up in the next concordant study um but it is a it is you know that is the bar that is equivalent to the according to the the study that was used to set the scores that is the
equivalent score to the um let's go back a second so that 11 on the CLT quantitative reasoning according to the study that was used at the time to do this Concordance that is equivalent to a
16 on act math and an equivalent to a 420 on the SAT Math that's the study we didn't do it it's not ours State didn't do it but that is the concordant study that was used um in their Concord study they're
doing right now they're actually looking at PSAT for both so potentially with the new concordant study PSAT will be an option as well for uh reading um and again as you can see the the geometry EOC is Far and Away the lowest of the
the group there um you know uh but if you're the kids that are good on state tests are passing algebra so they don't necessarily need it um and again variability across subgroups um but not as much as necessarily with the Pass
rates um that's really the the gist on concordance um you know we look at this every year it's actually if you want to look at the powerbi we have on the district website we actually break out not the tests themselves but what per percentage of our students graduated
based on concordance scores um so that's all on the and so you could drill in and look by school and and all of that if you if you wanted to dig further um with that I'll just turn it over to questions and we can have a conversation if we want at this time are there any
questions on the floor Dr Robinson okay thank you um so well I want to thank you for the presentation I really want to thank you for those powerbi because you know we really go into rabbit holes on that um if but if
you could put that that slide back up with the concordance scores so the our real question is and you know the Coalition for black student achievement did a report card on the school district and we've been presenting that the school district person so one of the things that we have to make clear is
although we recognize that all children are not going to college we believe that it is our job and when when we say our I mean the school district in um conjunction with family and Community but it's our job to prepare all students to go to
college um and because some some of our children might not go to college initially and then decide later on if they've been working whatever job that they want that degree so that they can um you know Advance right so we think that's that's the goal graduation lovely
and I'm really clear I'm I'm thrilled that children graduate um and I'm thrilled with the graduation rate um but I'm disturbed by the use of the
concorded scores and and we did look at the data over time and I'm glad to see that it's starting maybe hopefully to Trend down a little bit uh but here's the real question that I'm I'm I'm wandering to do you have you looked at the
concordance score cut off compared to the average accepted scores at various um colleges and universities yes we've looked at that compared to the uh State University system Matrix and they're lower I mean
that that but give me give me some idea how much lower I I'd have to go back and look at the study but there they're they're you know the when you're looking at combin you know actually let me go back here a second when you're looking at the
combined scores to get into let's say FAU I believe it's around 1140 right now and so you're talking about you know let's say a kid gets the minimum concordant score on SAT Math and Ela if they need both you're looking at
getting a 900 so that they're lower I mean they they they they are but that's basically the concordance scores are intended to are intended to be equivalent to what the child is expected to get at the end of 10th grade
and at the end of algebra not necessarily what they're supposed to get you know at the end of high school I know that's splitting hairs um because we're talking about kids who were still doing this during 11th and 12th grade um so but to your point it the concordance
scores are lower than the typical Su acceptance scores right and thank you for acknowledging that I mean that's like what really kind of made my hair catch on fire and I spoke about it at a board me like nine months ago and so I really
appreciate you um following through with this data and this presentation um the you know and I also want to say that I had actually applauded the school district for not allowing the graduation rate to drop
even though the bar was raised right but then what I realized is an awful lot of that was due to the CLT right um and again all I'm saying is I don't I don't want us to think that this is enough
this is like a last ditch measure right if as far as I'm concerned right we still have to set our goals and back map to make sure that all children are coming out of our high schools ready to
hit the ground running and be successful whether they go to college the military Workforce trade school whatever right and but I think for our purposes we need to make sure that they are prepared quotequote to go and be successful in
college because that should prepare them to to be able to be successful in the other Realms as well so but thank you I just I just want to highlight that for this group if nobody else appreciates the point that the Coalition is making
this group should so thank you for that have a question we always appreciate hi Karen spagnardi from best fooot forward I just had a question and I'm not sure if you would know it offand but how many students don't get a diploma even if theyve earned all the
high school require requirements besides the um graduation requirements of math and reading so this is a very rough estimate because you know our graduation rate for our district operated school is roughly
96% um most of that 4% is coming from test scores I'd say one to one and a half% is credit based typically but you know half to 2third are coming from test scores and does this The District track if the
student ends up like because I know they have a period of time where they can still reach that score and does do we track if they eventually get their diploma their graduate their degree so once they're done in schools they basically switch over to the adul Head track for testing and they do keep
retaking and retaking um we don't really track the numbers we just support them taking the tests and reattempting and there's actually not really a time frame uh typically speaking there's a limited time frame where they might take the test at their home school where they went to high school but even beyond
that I mean I've had 30-year-olds call me and say how do I schedule to you older than that really but um you know but through Adult Ed adult and Community Ed there are avenues for students I think the worst uh not worst but the the the furthest out I think I
student who was supposed to graduate the same year I did coming back trying to take the graduation test um you know 15 years later whatever it was but um so I mean the Avenues are there uh and you know we we we encourage and Adult Ed
supports the the instructional side of it and you know kids you know they do add it on over time but you know so just a a clear um response so the district does not track however Adult Ed May track Adult Ed May track it
specifically and and we can pull it and look at it we just I don't have it you know something that we've done recently thank you is anybody else um have their hand raised um TAA online I'm not sure if you
answer the question for K spirro she say I would love turn your mic on there was a statement at 11:03 from Kimberly spy hole I would love your comment on the proposed Florida law to be remove the requirement to pass an ELA
test and algebra for graduation so don't have much of a comment on that it's the second year they've tried it last year the the the bill was proposed and passed in the Senate but not picked up by the house um it's been proposed
again in the Senate this year um I Which senate Flor Senate I don't remember the number off the top of my head I'm sorry um it was proposed by Corey Simon I can tell you that um so uh he proposed it last year as
well um but it a essentially it's a bill to remove the includ the test specific requirement however embedded in the language that sits as is right now um it would Con well the algebra EOC would
continue to be included in the course grade and the course is required to graduate so there would still be an impact Ela it's currently not part of the course grade but if I'm interpreting the way I would interpret the bill is it would be added to the course grade potentially so that it's got kind of a
similar weight to the algebra USU but again I don't think any of that's since it's really early in the process I don't have any real definitive answer on where it's going to land um I know that uh the governor has
promoted it and in this group there I mean I there are the 4% who get harmed by it but I think going into future life students need to to have a certain level of Competency and there are enough kids
who kind of fall through the cracks that we could catch at that point and help them get there and use other alternative means but a lot of times these things go through that make no sense so I just
wanted maybe it's on the um legislative advocacy list for the district not not that I know of I mean not it all right just I have not heard we can get a question get that back to you Kimberly but um I know it's SB 166 I
actually been tracking this bill um but I know it is actually moving I'll be back in Tallahassee and I am not speaking on behalf of the district at all um I actually speak on behalf of PTA that is a uh parent teacher Association but that is a bill um that we're
tracking when you said Simon I have to know the bill name um but that is a bill that we are tracking it has been moving um and I'm back in Tallahassee next week but before next week we'll have something through staff about what the district is doing I
also asked for actually the district uh legislative priorities I mean I can actually go online but um just for this body if we can get a copy of the district legislative priority Miss um Janina I think it'll be helpful to all of the
committee members M K it was I I didn't mean to cut you off but I wanted to make sure that your full question was asked and if you had any additional responses do we have any more um questions for Dr
hin for Paul please [Laughter] hearing none at this time we will just say a thank you to I got to say Dr Hutchins cuz I said my mom will hurt me if I do not say the
handle I know how hard he thank you so much for coming here and giving us that update um are there any questions or any uh any further things that you need from our pres any of our presenters you can put it in the chat you can come off mute at this time so that um we make sure we
get those um questions and requests directly to staff before we leave today thank you again here and none um we are now at the unfinished business section of the agenda I turn it to you we do not um currently have any
unfinished business any business to come before the body from anyone online or in person are are there any topics of discussion that you would like to come before the body done I would like I mean I think we
are far into um session with roughly close to 40 40 some days left I would like where we are with our legislative priorities um the priorities been out uh love to hear where we are um not necessarily something that have to come
before the meeting but just an update to these committee to the committee agencies that's or to the agencies that's on this committee so we can share with our community um and our constituents what's going on um and what we should be looking for I mean I'm I'm
really engaged in the process but also for everyone that's that may not be engaged what are we doing as a district what are our priorities as a district um how are those bills as a district how are those bills that we are focusing on or we're keeping an eye on moving you
know just a update on the legislative priorities um which like I said it could be a email not necessarily the work of the committee but could be an email if that's would appease staff thank
you if there is no other questions or Mr Ferguson board member Ferguson excuse me hey good morning all how's everyone doing today I'm in Tallahasse um one thing that I would like um I would ask if ddec would consider is looking at
Early Education because we speak about these different stat uh laws that are being enacted or proposed bills that may or not be enacted uh in the future and it seems to me that if we kind of get our arms around this on the front end I.E focus on school preparedness
kindergarten ready if you will a lot of these things that we're dealing with now in terms of if you want to say the inflation of our graduation rates by use of the concordant scores those will not be things that we'll have to deal with um in future times so the various organizations I don't know to what
extent you all focus on Early Education um but if you have not uh focused on it to date I would strongly encourage you all kind of looking at the data look at the kindergarten Readiness scores and see the correlation between the kindergarten Readiness scores and efficiency throughout the K through 12
uh careers of our respective students and again I think that if maybe we can find some way to collaborate at a community level in conjunction with the district I think we can finally raise the bar if you will in terms of the average aptitude or performance of our
students and thereby have a true graduation rate and then also I've heard person say which I Echo this sentiment is making sure that these children are able as adults to provide for themselves whether it is through education at the Collegiate level or just going straight
into the if you will career Readiness or vocational stage of of their life thank you thank you board member Ferguson and um if you are a nerd like me who are tracking these educational bills um a
couple I mean I can you could send me an email through staff or I can send a update through staff a couple of um School Readiness bills and Early Education sb102 um and S SB as cille um 1382 as
well and a couple of others but I can send them at a later time and share the Early Education bills um that are out there and if there's any in your radar board member Ferguson please share with us as well that we should be paying attention to
specifically oh I'm sorry my my point was that I think we need to operate outside of Simply legislation we need to be kind of at at the home level focusing on making sure that our children are ready to Excel and exceed because laws change from year to year um you all know that and so I'm
thinking that maybe if we can kind of come up with a game plan here in Palm Beach County to more directly address that I'm hoping that we'll have greater success in the future because yeah I'm up I'm up here now and most of the education bills seem to be they have a certain vent to let's
just say that and so again I think we need to kind of focus on ourselves as palmach County residents collaborating with the district to make sure that our children are properly prepared and then properly supported throughout their careers K through 12 and even then even into the adult education section as well
sector as well so this is what I was trying to convey to the groups if you haven't already begun looking at Early Education the correlation between it and future prospects for job opportunities Financial Independence what have you I would just encourage you to do that and then let's have a conversation at a
future time thank you totally understood and um agree all right Dr Robinson yeah let me um let me support that notion because if you look at the data actually the first thing that this Coalition graded on this report card of
the school district was Kindergarten Readiness right so um and we did not give the school district a very good grade I just put it that way um the if you look at added overall uh around 50% of students in
Palm Beach County were deemed ready for kindergarten by the assessment is used and so to go from 50% to the you know mid 90 percentile range for graduation means that the the school district is working hard and doing some things well
um I think that the there's some um like everything that has to do with education there's some changes that need to be made with the system but also some um some changes that we can make in the community um we actually the Coalition will be making a presentation
to um children services Council and Early Learning Coalition leadership I think it's next week um and we will be sharing some of the practices that they actually know about but we need to dust off and redo that came out of the Rivier Beach prek collaborative which when we
started that um you know showed a significant increase in kindergarten Readiness in that Community uh and it kind W right so um we'll be dusting that off as a starting point for conversations and then we will also be taking our
report card to the community and having that conversation about what what can we and should we do um outside of the school district so the points well made and um there's there's a lot of work
that that should be should be done um and so yeah let's be about doing it thank you thank you Dr Alon any further business to come before the body here I have a
question you know I look in the paper this week it came a conversation about the the school district have to address the Dei you know clarification notifications whatever and the tasi was looking into
it and so it was a little bit confusing P I thought we was GNA get out of here without the foolishness you ready you ready for my statement yes legal and leadership are reviewing any changes documents and seeing if changes need to happen thank
you amen she knew so we're we're not ready to legal and leadership are dealing with that now so it'll come take any additional questions or
announcements all right hearing none um motion to adjourn motion toj we got a motion to adjourn at 11:30 and we got a second um motion to adjourn by Ju pan I'm sorry Karen Karen P nardy best foot
forward yep thank you have a great afternoon have a great rest of the March and happy women's um month to all the ladies out there continue to be the rock stars