Barbara McQueen, District 1. >> Here Tibs, District 2, >> present. >> Lisa Casiliano, District 3, >> present. >> Nathan Collins, District 4,
>> is in person. Dr. >> Hello. Can anybody hear me? >> Yes. >> Dr. Holly Seinfield, >> present. This is Reggie. Can you hear me? >> Six.
>> Yes, we can hear you. >> Thank you. >> Laura Felman, District 6. >> Yes, I'm present. >> James Walden, District 7, >> present. >> Fosta,
>> present. Notori is absent today. Reginald Durandis and action >> here online. >> Randy Gabriel, District ESC Advisory
Committee, >> present. >> Sheila Scott Luben, Palm Beach State College. >> She's in person. Dr. Margarita Pinkinos, Hispanic Education Coalition.
I don't think she's here. >> We have a quorum. >> That's great news. So having a quorum calling the meeting to order at 5:51 p.m. And I do hear the
static with many people so I don't I realize it's irritating. Um so I see that we all had the minutes and I appreciated um our vice chair presiding last month and I read the minutes. So,
having assumed that everyone else also has, is there a motion to approve the minutes for the October meeting? >> This is Christine. I motion to approve the minutes. >> Thank you. A second. >> Second, Laura.
>> Thank you. Is there any discussion? Any amendments additions? Okay. All those who approve the minutes say I >> I >> I go about this a different way. All those anyone opposed, please indicate
that you're opposed. >> Hearing none, unanimously approved. Thank you. The amendments. Do we have anyone from the public here for comment? Hello, I'm Susan Lawyer Willis, a member of the Coalition for Black Student
Achievement, and I represent the public today. Happy to be here. >> And do you have any comments for us? >> I do not. Thank you. >> Well, thank you and welcome. Not thank you for no comments, just thank you for being here
and welcome. So, we'll turn the meeting over to our chief academic officer, Miss Ba. >> Good evening, everyone. I hope everyone had an great weekend and it's great to be here with you today for our November meeting. Um, we do have, as you can see
on the agenda, um, I have the team here, the academic team, which I'll introduce when it's time for us to do our presentation in a little bit. Um, but I'm going to start out with some updates. Okay. So, I just want to touch base on the enrollment. Um, enrollment
is a is a very big concern for us right now here in the district. As you know, I we've spoken about it since the beginning of the year. Even after the 11-day count, we are about 6,000 students below our projected enrollment. Um, I did want to talk a little bit
about what we're doing. Um, because, you know, that represents millions and millions of dollars of lost revenue for us. Um I do want to say that since then we are actively um trying to find solutions trying to find out why
that is. Um we do now have a enrollment committee made up of certain of principles across the district led by our chief um of communications Mr. Sean um gosh I just went blankie. Thank you.
He's cool. Sean Kulie. Um and so that it we're meeting like regularly to um we went over the demographics in our region. We had presentations about how we determine our projections. Um there
have been surveys sent out to some of the parents that have left our district trying to get an idea of why they left our district and we're still collecting data. Um those conversations are continuing with parents as they lead the district and also looking at what's
happening in the political arena as well. And today this afternoon for instance we met with a group of pastors most of them representing the Hispanic communities um to find out how we can support each other how we can get our students that are back that are home. We
do know that due to what's happening with immigration that some families are scared of sending their children to school. Even though here at the school system at in our schools, we have not had any um instances of of of
immigration officials coming to withdraw any students. Um however, like today we learned that even though they're not taking them from school, they are going to nearby gas station. it's a nearby um stores and um you know
um you know pulling over families and so forth but what we can control is what happens here at schools and so we are working with the communities and anyone out there I know you represent different community groups those of you that are serving on our committee please let them know that we're here to work with our
families um we do know that our schools are safe um and please spread the word if if they're having issues with coming to school, if the families are, uh we do urge them to contact our schools. We do have bilingual counselors, there are
services out there, the welcome center where families are welcome to reach out and let us know their concerns and then we can respond appropriately. Um we're also addressing other concerns like making sure that our customer service at our schools is to the top level. um that
we make sure that uh all of our students are receiving services. Our principles are busy marketing their schools through social media um through being visible in the communities and all of that. We're really we're working on boosting our choice programs and careers in our
schools. We just had our showcase of schools um what was it about a week or two at the South Florida Fairground. Our we were able to showcase all of our schools and all the outstanding programs that they offer. we really have something for everyone out there and we
want to make ensure that everyone knows that Palm Beach school districts are your best choice. Um, and then I want to start talking about the FY27 kindergarten registration campaign. And I'm going to switch to that presentation because what we noticed is there are
some things going on. Um, we are being told that there is a lower Oh, I keep doing this. The birth rate is lower right now. it is low um because right in kindergarten is where we saw the the largest decrease in student
enrollment. So again, some of that is attributed to the low birth rate. Um but we also want to make sure that our students that parents know the choices that they have with us. So we just started our FY27 kindergarten registration campaign and Miss MJ Steel is here from early childhood. But this
is something where we're all working together, the principles or communication department. And just to give you a brief outline of the timeline, we start really in March. Oh, okay. Um we start really in March um
with our our principles with the media outreach going on and we start this comprehensive media campaign also in March 24th or April 2nd. You know we're really making contact with our VPK centers having stu those students come
and visit our kindergarten classrooms in our schools principles reaching out to the public and private um sectors and engaging students. And then the week of April 6th through 10th, we have our kindergarten kickoff events in which every single school it hosts
kindergarten kickoff events, a meeting where the parents come out to the schools, the staff shares all the great things about their schools. We even do we even host tours. Um and then we have kindergarten readiness kits that we distribute to the parents. This year we have a brand new one um that is
appropriate for ages four and above. And every time a parent comes and registers their student, we give them a kindergarten kit so that they can work with them over the summer to make sure they are ready to start school. So this is really exciting. But one message like we just shared with our principles last week is that we're not
going to wait till March to start this. That we really need to start um reaching out to the community now. every event that the school has um inviting the parents of future kindergarten students to come on in and start to feel comfortable at the school center and
really showcase all the opportunities. So, here's the kindergarten kickoff kits are brand new. In the past, we've given them two kits that one for reading, one for math. This one kit addresses both reading and math. Um and it's for ages four to six, so a little bit more age appropriate. And then we do have this
principal reads program in which principles go out to some of the private providers and bring a book and read to them and this is gifted by the um early learning coalition. So that's excited exciting and they can start again
engaging so the students get to know the principal not the name and the face right and then we do have ambassadors these are private these are ambassadors that work with our private sectors. We have one for each region. And I kind of shared this with the principles and that's why they had all the contact
information, but they are our ambassadors. So they work between the private sector and our district. And we have Mr. Peg, who you many of you know that name, a former principal and instructional superintendent here in the
district. And he works with all of the um the our schools. So, and then I just want to share how we had several Oops, stop playing with that. Several of great events. Um, one was this go teach classroom grant awards in which the
education foundation um awarded over uh 142 teachers received grants. They received 89 classroom grants totaling over $200,000. So, we had a nice evening. The theme was mission possible. Um, and
it was a lot of fun and everybody received their checks and this is a great partnership because as you know budget is always a concern but with these grants these are teachers that are doing innovative out of the box kinds of things in their classrooms and this
grant provides the funds for them to provide all the resources necessary. And of course you know that they have their um you can go shopping at their brand new center. They have a huge warehouse where teachers can go in there and and buy, not really buy, it's free. They
shop for free for uh supplies for their schools. And then here we have the 2026 legislative priorities. Um the schoolboard members along with our um our committees put together this list of priorities. I just wanted to share it
with you. That will start in January 2026 with the lawmaking sessions. We have we're prioritizing of course school safety and security, expanding student opportunity, supporting teachers and staff. You can see the areas there that we're focusing on.
And I do also want to say that um once we return from, as you know, we're gearing up for Thanksgiving break here in about a week and a half or two weeks, week and a half maybe. Um once we get back though, we're going to be busy. Our students are going to we're going to
start with our PM2 progress monitoring two testing. We have our elementary students will be taking the fast and star PM2 reading and math the month of December the primary window from January 1st through January 19th. And um then we
have make us when we come back from January. They'll also be taking their this year we're offering the grade five um science diagnostics ponic survey and I ready the windows from December to January and then secondary we do also
have end of of course assessments starting in December and their fast PM2 reading and math we kind of extended the window so the principles would have more flexibility between December and January. Um and then um the other assessments we have grade 8 science and
civics diagnostics district midterms the week in December that December 15th through 19th and so forth. So we'll be busy right when we get back from the holiday break. Um I do want to end my comments with just as we get ready to
start this season of Thanksgiving. I want to thank all of you here, all of our AAC members. I want to thank the the parents, the students, our district leaders, our school leaders, our teachers, our staff. A big special thanks to my team who's here, all of
them here. And I'm going to introduce them in a moment. And um and we just wish all of you a great Thanksgiving and break. Um enjoy, rest up, stay warm, and as we get back to finish out the year in December. And before I pass it over, I
do want to acknowledge and we apologize for not acknowledging her sooner, but Mrs. Branch, Gloria Branch, our school board member who attends these meetings with us. Thank you for being here. >> Thank you. >> Thank you. >> All right. And next I have also I've
included him here is Nolan Roland with any updates. Row I see I always say I make his name rhyme. Nolan Roland, but it's Nolan Raul, right? Row >> Yep. Raul. Um, >> okay. >> So, I'm uh Evvis Winer. I'm representing
uh Nolan here this evening. He sends his regrets for not being able to attend, but did share some remarks that he would like to extend to you all. Um, he wanted to begin by saying thank you for providing the comments and feedback um regarding the instructional materials being utilized in schools. um if you
have any questions about the purchases, he just wanted to remind you to please respond to the email as they come in um with any comments that you'd like to share or any feedback that you'd like to provide regarding those resources. Um and then just finally, if you have any questions that you would like um to pose to him, I'm happy to take them back and
then give you a response. >> All right. Thank you, Dr. Swiner. Do you have any questions regarding the updates I just presented before we move on? Okay. And I talk kind of quickly, so we are a little bit ahead of schedule, but
I'm sure no one minds if we end a few minutes early. Um, with that, I want to go ahead and introduce our team. So, tonight we have presented, we have prepared um an academic plan presentation for this school year. Uh, you heard me um last month or the last
couple months kind of talk to you a little bit about our current state. um talk about the instructional review that we presented to the board and all that. And so today we are bringing you a more detailed um academic plan and we're going to be sharing a little bit more
details about what we're doing. Like last month I just gave you a few highlights and so I want to just introduce the team and um of course you know I'm going to start with Miss Alma because I want to make sure I thank everybody um who's always here, Mr. DeMarco who is here every meeting
faithfully taking notes and taking attendance and all that. Thank you for doing that. And now I'm going to start here to my right. We have Mrs. MJ Steele, our early learning um director. And right next to her we have I don't know if you can see us in here, but we're just going to show you who's here
with us. Um Dr. Eva Swiner, our director of secondary education. And then we have Mr. Kevin McCormack, director of ESC. And then right next to to them we have uh Mrs. Adrienne Howard, director of elementary education. I'm very thankful
for this team. They do they work very very hard um and always busy making sure that our st our teachers, our principles, and our students have what they need to succeed. All right, so here's our short agenda of what we're doing today. Very quickly,
we're just going to start off with a brief review of the performance highlights and opportunities. I've shared some of these with you before. We're going to review our opportunities for growth, and then we're going to go in a little bit deeper into the academic response, starting with a rep, new performance accountability system,
elementary, discussing what we're doing in ELA, math, and science. Secondary, we have algebra 1 and geometry, grade 8 science and biology, civics, and US history, telling you what we're doing in those areas. And then, um, ending strong with our students with disabilities and
MTSS presentation as well. So, just to review, oops, let me do this. Okay, this is just a highlight of our performance in grades three through 10. Um, so I'm just going to orient you to this table very quickly. To the left
you have the subgroup. So, we have overall black, Hispanic, white, ELLL, FRL, which is free and reduced lunch, and then students with disabilities there. And then as you go to the right, we start off with our first column, which is grades 3 through 10 ELA. and we're taking a look at FY24. So, and
then FY25. So, we can measure how we did, you know, last year as compared to the previous year. So, we'll start right there. As you can see, overall, green is good. Green means we made some nice progress. Um, and just a quick glance, you can see that there's lots of green.
So, we're happy about that. Overall, we increased by 4.2 points. And then I'm not going to go through each one, but you can see how we did across the the several um subgroups right there. And you can see that every single subgroup increased. And if it's green, it means
it's it was a significant increase. The next um column set of columns is grades three through math. And again, by subgroup overall, you can see when we increased by 4.1 percentage points. Um and then you can see down there down the
columns um are different subgroups and then algebra is the next set here. And again 3.7 overall increase. And then you can see if you go by subgroup we increased everywhere except
for white students as a you really insignificant decrease 02 percentage points. And the last column we're taking a look at our geometry. Um, and you can see overall increase of 4.8%.
Uh, Miss McQuinn, is that your hand up? >> Okay. Yes, it is. I just wanted to um welcome anyone who is not from the field of education in the meeting. I can hear me squeaking. I don't know what to say.
Um, but please feel comfortable right now raising your hand if you would like some clarification on what all of those indictments mean. Are there any questions from anyone about that? >> Okay, Dr. Waldin.
>> Hello. Yes. Um, when it comes to these numbers, I was wondering what your metric was as far as how do you um what are you measuring the kids up against? Is it standardized testing? Is it grades that were based off of last year's students and then you know like let's
say students from 2023 and then a new group of students coming in 2024 and you base it off of those previous years. I I just want to understand that a little bit better. >> Absolutely. And let me go back to that. Right. Sometimes we assume that everyone knows what we're talking about. Um so
thanks Mrs. McQuinn for taking me back. All right. So these results are our fast our state standardized tests which is the fast right um which were administered to our students back in May. And so we are comparing the
performance over two years and so it was the students that took the test in FY24 and then last year was FY25. So, a different cohort of students um but we that's how we compare how they do across
um the years. And so this is students that met achievement. So meaning they scored at least a level three or above on the respective assessments. >> Okay. Got it. Baldin, one of is so and when we're talking about for example
third grade, we're talking about and catch me if I'm wrong, but it's last year's third grade but this year's third grade. It's not continuing them. Do you understand what I'm saying? Yeah. So, these are cohorts. So, I mean, not cohorts, I'm sorry. They're they're
like last year's third graders who this year now they're in fourth grade. And so, it compares it that way. Um okay. >> Okay. I just wanted to make sure uh again, yeah, this, you know, being
education is a different field for me and so I gathered data and information different when I was doing stuff at the Pentagon. Thank you. >> Yep. Excellent question. And we're that this is data that this table has happened to to reflect, but trust me, we
look at it every which way we do. We compare. We also look at learning gains. Um that's one and and so this is all how the state has a calc a grade calculation formula um that we utilize and this is just the
achievement process but we do also look at learning gains. Did the student achieve at least one year's worth of learning gains? And so we want students to and there's different ways of defining that. So maybe next time I'll bring you more about the learning gains,
but this is just students who reached at least scored at least a level three or above. And this chart we have science and social studies by subgroup. So we're looking at um fifth grade and eighth grade science
in this first set of columns. And then we look at biology. So overall 4.9% increase in biology. You see lots of green there. Civics overall 6.2 increase. In US history 1.9 and going
back to fifth and eighth grade science we were looked at 1.8. So you we're going to talk about these areas where um we see them as opportunities for growth. We think we can do better than this. So we're going to talk about that in a moment.
Um, and maybe just let me do one more thing. Um, when we talk about subgroups, we look at overall, but then we look at we break up our students by the subgroup that we have listed. So, we take a look at separately our black students, our Hispanic students, our white students,
ELLL, our English language learners, and our free and reduced lunch. I think I said that before, our students on free or reduced lunch, and then our students with disability. Um, all right. Go ahead. Who has a question?
>> Uh, this is Laura. Um, do we also at times track uh gifted students? >> We do not track it for this in this purpose. >> Okay. >> Right. Is it included a part of our ESC or No, it's not. It's not a subgroup. Oops, I keep touching this.
Thank you. So, but we it's not a subgroup, but in our data warehouse, in our dashboards, I mean, we can, you know, school if principles want to take a look at specific groups, they can.
>> All right. I I I understand that principles can do so, >> but wouldn't it be helpful if that was looked at across the board more consistently so that we can make sure that all children's needs are being met?
So, it's not considered a subgroup, but we do look at all the students when we look at overall. We also do look at learning gains as well. Um that all students are included in that. Um, also, okay, let's transition to a VPK. Oops.
And Mrs. Steele is going to kind of talk to us about the VPK new performance accountability results. >> Good afternoon. Uh the chart that you're looking at here uh basically just refers
to the district's results, but what it's about is that the state created a new VPK performance accountability system that became official this past school year. The purpose of this accountability
system is to hold VPK providers, all VPK providers accountable and provide data to those providers for program improvement. The scoring system that they created generates 100 points based
on quality ranging from unsatisfactory to excellence. There are two measures that that are used or two um measurement tools. One is the fastar early literacy assessment, the same one that our
incoming kindergarten students take. Um and the other one is our classroom assessment scoring system, which we refer to as class that measures instructional uh instructional quality. So there's three components that uh make
up this accountability system. Two of which are associated with the STAR assessment and one that's associated with the class assessment. They're 50% each for each of the tools. So in as
terms of the STAR assessment, uh the first measure measures how many children reach the uh school readiness achievement score of 707. That's 20% of your accountability score. And then learning gains based on the be the a the
progress monitoring one to progress monitoring three assessment is 30%. The other 50% of the performance accountability system is the class score again which measures classroom quality. It's an observational class is an
observational tool and the uh the assessment is done by representatives from our early learning coalition. So far as the district's VPK program, some of the key takeaways that we looked at when we looked at the statewide scores
is that 100% of the district VPK sites scored meet expectations or above. We also when we looked at how we compared to statewide scores, 85% of the district's VPK sites scored above
expectations or excellent compared to 64% statewide. >> Oh, and I do I did put that in. Do you want to talk about this a little bit? What you're looking at here goes a little further than just what you're
seeing with the VPK accountability system. Now, we're talking about those students who hit that score of 707. So, the the VPK accountability system measures what happens when the VPK
students leave the VPK program. That would that happens in May of each year. So this past May, the di the students leaving the district's VPK program, 72.8% scored ready or met that 707 score. The
next part of this chart shows what happened with what's called PM1 or progress monitoring one, which happens when children enter kindergarten. So, in looking at these scores, which um I just
gained access to them today, so I'm giving you what I have uh hot off the press. Uh in our when how the district was able to match our VPK students to those incoming, 52% of those students
hit that 707 mark. Whereas what's considered other students who went to prek 46% hint that mark and those who had no VPK uh scored at 40%. Overall
looking at all the groups including the district's groups 43.6% of the incoming children into kindergarten hit that 707 mark on the uh star early literacy assessment.
Okay. Any questions before we go on? >> Go ahead. >> Yes. So, according to your numbers here, the kids that actually attended VPK uh outperform the kids that did not
attend or or um had other types of education. Am I reading that correct? According to the state's numbers, yes. Um, this has been something that's been shown historically since VPK started that the children who attend BPK
outperform the other children. >> Got it. Thank you. >> I think there's another question. So um so for the VPK that um line that were for the progress monitoring three
during pre kindergarten are those the same students that then took the test in kindergarten during PM1? >> Yes. The first line under PM1 during kindergarten represents the children
that were able to be matched with the children who exited our VPK program in May. >> So we have a summer learning loss. >> Absolutely. >> Because that's a considerable difference
between for just a couple of months. But also I would add that the kindergarten assessment in PM1 is end ofear expectations. So we do see that our students score lower in PM1 and then you know as
there's taught more standards and so forth on PM2 which will they'll take in December we'll see those scores go up. But yes, there is that learning loss over the summer for sure. and PM the test that's done in PM3
is that the same are they testing the same content as >> yes >> what you would see in PM1 >> yeah it's all end ofear standards >> PM3 is endofear kindergarten standards
>> for kindergarten right but it's the same assessment I mean it's an adapt adaptive assessment but it's the same pretty much >> I assumed as much But so basically they're getting tested on the same content in May as they are in August. >> Yes.
>> And we see a 20% drop in in performance. >> Well, PM3 was taken the prior year, so that's where they ended the year, right? >> No, that's that's what I was asking. >> Yeah, that's where they ends
the year in May and takes PM3, >> right? It's a different >> that's the same student who is then included in the PM1 category here >> that's taken during kindergarten. >> Yeah. But it's different it's different
content, right? because the test they take in um VPK they take up when they're in VPK is measuring >> it's uh it's still uh for VPK it's measuring the same score which is 707 on
the um star assessment. Now the VPK accountability system has other measurements. They also measure growth. They also measure classroom quality. Here we're only talking about those students who hit that uh 707 score and
it is an adaptive test. >> Okay. So is this is the same I know it's adaptive but it's the same test that's given to the same students in May and in August. Is that correct? >> Yes. So, they're testing essentially the same
content and what we have is a three-month time period and 20% of the students do worse come August. >> That is according to what we're seeing with this the data that I received
today. >> Okay. So then I guess and since this is the first year that this is completely rolling out, we don't have a comparison from year to year. Is that correct? >> That is correct. This is the first year
that it became official. We're all looking at this. The state actually has not yet produced any reports for us all to see. We're looking forward to it, but we appreciate all of this data. >> Certainly.
I see someone else has their hand up, so Miss. Yeah, go ahead. Is it Christine? >> Yes. Hi. Um, I'm actually interested what is the other PK that is actually showing
I guess a better PM1 score than the VPK. >> Um, I have let's see 52% the other prek. Uh, >> oh, I'm sorry. I'm reading it wrong. But just in general, what I guess I guess
take that question back. What is the other PK then? >> Um I have no definition for you at this moment because I just received these scores. I can get it for you of course. Uh my understanding is that it's how our
district was able to link these folks, these children to other um places where they were in a pre kindergarten program that were not part of the VPK program. Um I would have to go back and get more
information to be really detailed in answering your question. >> Okay. So, these might be like private prek situations or homeschool prek situations or or would homeschool be considered no prek?
>> It um I don't believe homeschool participates in the VPK program. Okay. >> But um other prek would mean they weren't that the children were not enrolled in a VPK program. >> Okay. So for the next meeting, Miss Bishop,
can we just come back with a little recap of that so that we have a full understanding? >> Sure. Sure. Yes, >> we will. I mean, we're assuming it's like other private sector providers and so forth, but we'll bring you back. We since this is a first year with this
information. I know we're working with the early learning coalition as well to interpret the data. Um, but we just wanted to bring you because we knew that this might be a question that you had just the overall preliminary data that we have so far because this is just hot off the press. Um, another question
then. >> Uh, yes. So, do they still have a summer VPK program and is that included in these results? And if so, it might be interesting to see how that um with the difference in
performances for those students versus the school year VPK. >> There are very few children across the state that attend summer VPK. Uh most parents all want their children to attend during the school year. What the
state offered this past summer were was a program called summer bridge and it was for children who scored below the 10th percentile. So that has been now the district offered up to the 25th percentile offer offered a program up to the 25th
percentile but this again is just getting started. But I can tell you that there's a real focus from the state and of course from our district. Our district program is for all children in the county during the summer.
>> Okay. Thank you. And I'm hoping we can hear more details as to um ideas of how we're going to address the opportunity for that 20% drop between May and August
to try to help make sure that whatever the students have learned in May stays with them when they come back in August. >> Right. Yeah. And and the thing is too that I know in the past when we've done studies on summer loss, um summer loss
is greater with students that are younger. The younger they are, right? We used to have it like up to a certain reading level, like if they were below that emergent reading level, the drop was, you know, even uh more significant. But we'll look into that. I we have that
in our notes. Thank you. Great questions. Um okay, we're going to move on here um for opportunities. And again, we spoke about this. You saw some opportunities already from the previous data, but this is another way that we like to compare ourselves. So, uh we
compare ourselves to ourselves and then this is how we compare ourselves here to the urban seven state districts. So, we take a look at the seven largest school districts. Um and all the we do that across the state and you can see where
we are. So these are Broward, Miami, Panelas, Palm Beach, Orange and then we look at ourselves compared to the state Hillsboro and then Duval. And then these are ranked in order of achievement. So the highest performing district is at
the top with the lowest performing district is in the in the bottom on the bottom of the list here on this chart. So to the left, the chart is grades 3 through 10 ELA combined. Again, comparing FY24 to FY25, which was last year, and you can see Palm Beach, we're
fourth on the list. We are higher than the state. Uh we're at 54 and 58. So we did made some nice gains there from 54 to 58. However, so did the other districts. So Broward is up there on
top, 56 and 61. Um, so that's just to show us. So we're proud of the the growth that we made, but we know that we need to we would like to see even a greater um growth so we can be up towards the top of that chart. And to
the right, the right table in I think it's like purple or blue, dark blue, we're looking at grades three through eight math combined. And again, we see ourselves Palm Beach there as number four. Um we've we increased from 55 to
59 which is very respect respectful there. Um we're above the state or at the state for an FI24 but now both times we're right at the state. No, we're one point above the state. I was looking at
orange and so for us that represents opportunity. Okay. So, we're going to look, but we I do want to say that we are a district that um we were just recognized as one of the 13 districts that are high performing in the state of Florida. So, that is an excellent
achievement. And here we're looking at K2 star results. Um we're looking at ELA on the top, math at the bottom of this table. We're looking at the grade level K1 and two. Um, and we're comparing it again
FY24 to FY25. And we can see a twopoint increase in ELA in kindergarten. First grade, another two points. And second grade, we did take a little dip there. Um, three points under, but we did see that as a
statewide trend. All the districts showed a um, little step backwards there with second grade. And in math, K12, you can see us in the green completely there. Um, kindergarten plus three, first grade plus 4, second grade plus
two. So, this is where we stand with K12. And I show you this because of the opportunities that represents. And then here, I think I may have shown this before. We're looking at science and social studies opportunities. You can see grade five with the light blue. It's kind of hard to see the different blues.
and grade eight science are both blues. But one thing you can see is we've made some small changes, but we would like to really see those um increases to be higher. And then US history also we've kind of stayed flat a little bit. I
mean, we are going up, but we want to go increase at a faster pace. >> Yes. >> Hi. Going back to that negative -2 in second grade, was there a specific area that um showed what brought us down
there? Was it phonics comprehension? >> Yep. So, we have we and we're going to talk here about our opportunities. Definitely phonics is an area of growth for us, an opportunity. Um we've looked at other data as well. we have I Ready,
we have um the phonics course survey. And so phonics is an area that we do have a gap. And so we're going to talk about what we're doing to close that gap. Um and obviously, you know, if they can't read, if they have a hard time decoding the words, then they're going
to have they're going to struggle through reading the the passages and comprehending. So that decoding does impact everything. So, >> and just and just to be clear, they aren't able to um have those read to them at that level.
>> Correct. This is independent work. >> Thank you. >> And it's also computer-based, too. >> Yes. >> As well. Thank you. All right. So, I'm going to turn it right over to Mrs. Howard to walk us through what we're doing for elementary
um ELA, math, and science. Good. I was going to say good afternoon, but it is evening. Good afternoon. Good evening. I did it anyway. Um just some of the work that we're continuing to do around the K2 phonics initiative. Um we continue to focus on explicit phonics
instruction using the two programs listed, which is either foundations or UFI. Uh principles had a choice on which program they wanted to implement at their school. with fidelity. We um with the fondness instruction, our literacy specialists are going out to the schools
and they provide modeling, coaching um as well as planning for small groupoup instruction. Uh we also provided professional development for not only our teachers but for our administrators and for uh we have some schools that are
really focusing on small groupoup instruction. We've been working closely with University of Florida Lasser and it has helped us provide uh sessions for not only our coaches that are in those buildings but for our school administrators. Um one of the things
that we can say is that the early data that we've started to look at is showing positive shifts in the foundational literacy that we've been providing. um especially at some of our pilot schools that have started this work a few years with the um in the last two years with
us. Um we're going to continue to emphasize the science of reading and small group instruction to help those strengthen the decoding and fluency skills. Um especially when it comes to our second graders. Wait, I don't know if I'm finished yet.
Go back. Sorry. Oh, and then that's just the the coaches. Oh, yeah. I'm finished. Thank you. Um, when it comes to K5 ELA, some of the things that we've definitely done is we're tiered our professional learning
uh through all of the grade levels. So, we have cadres for K through five. We also do uh a session for our literacy leaders because we know that every school does not have a uh reading coach. So, we allow the schools to pick a literacy leader to come and get some um
in-depth training around literacy. We give teachers access to pre-recorded um PD self-paced modules that are available in uh our Blender platform. We use checks of understanding and we allow them to practice for their TEI on a
weekly basis because that's how the fast is set up. Um what else do we do? We make sure that we provide the opportunity this year of course to give students standard aligned independent task. So while the teacher is doing
small group those students can work at workstations and build help build student agency. And then we're continuing to focus on teacher capacity and consistency across the classrooms. So when I walk class or I take Miss Bishop with me, Kevin, we look for those
consistency throughout the building and really giving those teachers that immediate feedback so they can improve that practice in front of the students. When it comes to math, um we did a a few changes this year to really um help
improve math instruction. Uh we do a spiral review that helps students connect uh prior learning to the current content. We provide um the teachers with daily lesson slides. We integrate real world um and standard-based math ta
task. We also provide them an opportunity for quick checks to monitor students progress and then focus on those target uh gaps. We now have really switched math to look like a literacy block where you should be pulling those
kids in small group. Gone are the old days where it's just the teacher in the front and you just teach math for an hour and then you let them go. You're making sure that you're miss um pulling them in to make sure you can provide that uh personalized instruction. Uh we
focus on the achievement level descriptors that's given to us by the state uh to help with planning. And that's just a picture of I believe Forest Park and those are some third graders working uh through a collaborative math tea uh task.
And then with science kind of did some of the same thing. We make sure that they have a spire review to increase exposure to key concepts across all strands. What we've realized in the past is that our third and fourth grade teach uh students are not getting
enough exposure to science prior to getting to fifth grade. And so those fifth grade teachers have to do a lot of making up of um standards that are I'm having a brain. Fair game. Thank you. We call them fair
gain standards, which like you may have learned it in third, but you're definitely going to see it on the state test in fifth. And so if the teacher didn't hit it in third, those fifth grade teachers are trying to make up all that instruction, and it's just not possible to do. Um,
we're also asking them to implement small group rotations, a lot of hands-on learning experiences. We, uh, provide science leadershipmies. Uh I don't know how many this year we've done. I think we do about four where we
provide them in the regions and a fifth grade teacher comes and gets that professional learning hopefully to take back to those uh to her colleagues to implement. Um I only have four science
uh members on my team and it's 112 elementary schools. So, we can't hit them all, but those who have, I would say, lower uh proficiency scores, we try to provide them some one-on-one support, whether that's coaching through uh
PLC's, anything that we can help build the capacity of those teachers on that campus. Are there any questions for elementary? Hi. Just in the plan of the 2nd through 5th for the ELA, is there a home component that we're
kind of sharing with parents? So, there's accountability on that end as well. So, if we're providing a plan for the student within the classroom for phonics, how is that being shared to go home as well? Um, I I I can't say from our perspective
that we we encourage schools to do that. Um, maybe through their homework, but I'm happy you brought that up because I have been discussing ways with leadership on how can we really involve the community and and and helping them understand the urgency of literacy in
our communities. So, I'm looking for ways to not only reach out to parents, but as well as business partners. How important is literacy in your community and what can we do as we partner together to help kids be readers when they leave um not just third grade but
beyond? >> Right. Okay. I guess what I'm asking too like if a child is an at risk um in phonics and providing them some the teachers giving them some coaching is it something that we could just provide a contract with where the parent knows
across the board what skills to focus on? So like a contract. >> Okay. >> When a student shows >> I'm sorry you finished. I I apologize. >> That's okay. >> When they show a significant deficiency,
we have a process in place called PMPs. >> Yeah. >> Where they get progress monitoring plans. >> Yeah. >> At that point, the parent is notified. The state does tell us that we have to notify a parent each month if there is a
deficiency in reading. And through them notifying them about that deficiency, we do give the parents pointers on what they can do to help the child while they're at home. >> See, we have two more hands up.
>> Yeah. And also the state does have resources that we send home. Um and then the schools do work closely with the parents. That is our um our goal. Uh many of the schools have literacy nights, have parent nights in which they um you know they bring the parents into
the classrooms and show them exactly you know what their day looks like, what the curriculum they're using. Um I know many of our our publishers like our reading and math there is a letter that goes home to the parents weekly so they know what the students are covering. Um many
of the schools have newsletters, Google classrooms. So we do encourage as much engagement because we know our partner, our parents are partners and together we can make sure that their students meet their outcomes. Okay, next question. I think there
>> Yes. I just want to say this is um the program that you're starting up. This sounds fantastic. Um the earlier you can make learning seem fun to kids, the better. I uh when I was in Japan, it was interesting because a lot of the kindergarteners, first grade, second
graders, they were learning math and then to make it fun, they were starting to learn coding. And so, yeah, I mean, so and they it was a way to really engage them in the math and in the reading because you need to be able to comprehend like you were just saying that reading portion and then putting
those things together kind of formulate, hey, make this computer do this and then it does it and then now they're locked in 100%. So this uh this is a great program you're running. U keep it up, please. >> Thank you so much. Um and we do do
things like STEM and and lots of projects where we combine project-based learning, you know, in various schools and various classrooms and but the goal here is to really strengthen that um core instruction that tier one that we call right to make sure that it is
strong that it is meeting the needs of all the students. And that's where we're really focused on building teacher capacity um and making sure that the teachers have the resources that they need and that our and that we use highquality instructional materials in front of that it's used in every
classroom and that our students are using the best resources possible that are aligned to the grade level um and state standards. I think there's another hand. >> Laura, >> yes. Uh when we when you're referring to
family literacy, is it just in terms of ELA or are you also including math and science literacy? >> What was >> like the family family? >> Yes, I think someone had used the term earlier of family literacy
>> and I just wanted to find out if that's also being used in terms of math literacy, not just ELA. Yeah, many a lot of the schools they have their math nights or science nights. Um they're making them very interactive,
hands-on where the students are teaching the parents um what they're learning in school um science experiments and so forth. >> Okay, that's great. >> Yeah, I guess if it can be somehow implemented um
consistently across the board, that might be of even greater assistance. Yes, consistency is a key for sure. >> Plus, it's another marketing opportunity to help showcase what the schools do and how they can support the families and be
help everyone be on the same page. >> Melissa, >> yep. And sorry, lastly, I really appreciate you saying with fidelity, what are we doing to um ensure that fidelity? So, what processes are in
place for that? And then lastly would be um as far as math, I love the tiered um sectors that we have. That is uh how I've always taught and I think that can go a long way. Is that being implemented
this year across the board or teachers being trained on what that model looks like or are they is it implemented yet? >> We're implementing it this year. um we like I talked about focusing on building um capacity. So this year we've made all
these um professional learning opportunities ma required. So every single teacher across every single campus is expected to attend our professional learning. So in those meet in those trainings we call them for math for instance we call them cadres. I guess we call it cadres in elementary
school for all subject areas. And so the team takes them through exactly yeah in some content clinics especially in the secondary level but we take the teams through exactly what the next unit is what's what they're going to cover how they're going to teach it. We walk them through all the resources what the
block looks like. There's modeling. So and this year like it's the first year ever that we've required it. But we do also start to make sure going back to your fidelity question because that is so important. We start with our our leaders. So we start with our principles. So every month we have
leadership summits that take place right here in the boardroom that we're in. And our principles receive professional learning in these sessions. Um and actually they've been lately secondary started this with Dr. Swiner's team providing the principles with hands-on
experiences of what their teachers are going to see in these uh content clinics. So they're doing they're working on math problems. they're they're being exposed to the strategies that their teachers are learning when they go to cadres. Um and so we do
fidelity walkthroughs too in which you know principles do it at their schools or principal supervisors when they visit the schools they walk the classrooms and um the teams have developed look fors for the principles and the teachers. So when we walk in we know about where they should be in the unit. So these are look
fors that tell us they should be working on this this content and you should see you know these anchor charts and this is these this is the vocabulary that should be um instructed right now. And so we have tools we have walkthrough tools as well and we walk as teams and we walk there too to make sure that we can
support because that's what our team is always kind of based on what we're seeing we make adjustments to our professional learning and our support to the schools based on the needs that we see. So, we're very focused on that piece right now. We want to make sure that it's in every school the students
should be receiving that same top quality instruction. Okay. And let's move on now. Thank you for those questions. We're going to now go to secondary. Dr. Swiner. >> Good evening. Um, so as Miss Bishop mentioned, every single year we reflect
on the data to determine where we may have identified gaps and things that we would like to see differently. um in happening in our classrooms. And so the next few slides are just a culmination of the reflections and the modifications that we have made to either our
resources um or the learning that we create for teachers to improve the academic outcomes for our secondary students. So beginning first in algebra 1 and geometry, um as Miss Bishop mentioned, we do have our grade level content clinics. Um, and so that's an
opportunity for our teachers to gather uh by grade level and not only get exposure to the content that is upcoming in the next unit, but also practice utilizing uh high yield strategy uh strategies that are effective for
instruction. And so they actually spend time not only practicing those engaging strategies but also time planning um and so they can learn and benefit from their peers who do amazing work um as well as our specialists here at the central
office um to be able to best utilize the time to be able to make sure that we have the most high quality instruction happening in front of our students. This year's focus, as we mentioned in elementary, is predominantly focused on student centered strategies and creating
small groups. Small groups are not only for elementary. They're a good practice for all students. Um, and so we're modeling for teachers who may not necessarily have come from exposure to small group and secondary so that they know what it looks like. They know what it feels like and they can have time to
plan how to pull small group, how to utilize data and then what uh strategic resources they're going to place within those small groups based on the data that they see in front of them. In addition to that, for our professional learning, we have created very short pre-recorded u PLC planning modules. So,
those are the MA modules that teachers can engage in when they're back on their campuses in their professional learning communities to be able to anchor themselves in reminding themselves what the key concepts are, what key strategies are, and what best utilized resources are available for each unit.
And that's available in our Blender platform, which is where teachers access all instructional materials. Resource-wise, we have reflected on our gaps in the data and where we have seen some um opportunities to increase student achievement. And so, we have realigned our geometric reasoning
standards and embedded them into strategic units throughout the year. Traditionally, what we saw is that our geometric reasoning standards were low performing because they were the very end of the unit right before the end of course assessment. And so typically if a
teacher was um behind pace or didn't have enough time to go through with the depth and quality needed, those were typically the standards that suffered. And so now we've strategically placed them throughout the year in the hopes that we can embed that content throughout the year and improve those
academic outcomes. We also, similar to what you heard Miss Howard mention for uh elementary, we have um engaged in spiral review benchmarks for low performing topics. so that students get frequent exposure to standards that they may have struggled with on the previous
year's assessments. We also have increased the standard independent and collaborative tasks. We really want to prioritize student talk and showcasing student thinking instead of having teachers, as Miss Howard mentioned, kind of standing at the front of the classroom and then teaching. We really
want to pre uh provide opportunities for our students to engage in the thinking of our mathematics classrooms um and really highlight those um critical content slides and the resources that they have available to show their mastery before assessments.
For grade 8 science and biology, we have again made some modifications to professional development. Um we have separated our professional learning um cadres into two tracks. So we have our um experience teacher cadres which those are more focused on experiential
learning small group rotations high yield strategies for those teachers who may be already comfortable teaching the content that they are teaching in their classrooms. The second cohort is our new teacher cadre. So that's really focused on best teaching practices, pedigogy,
teaching the content if they're new to either that grade level or that content area so that they can feel solid in um the materials being presented because as you can imagine, science content um is quite diverse, especially in the eighth grade setting where you have all sorts
of different um topics being taught from physical science to life science. Um, and so being able to make sure that our new teachers feel comfortable in that content and know that they are confident in what they are teaching our students. This year we've also prioritized what we
call our embedded local workforce collaborations. So we've created opportunities for our teachers to connect with local businesses and industry leaders so that our teachers can better understand how those standards come to life in the real world setting. So the picture on the right
that are those are students from our uh Lakew Worth High School and they're engaged in a field experience on a boat in the Lakew Worth Lagoon. So they're on the Hokuna Matata um and they um started to pull organisms to learn about adaptations in local ecosystems,
how food webs work um and really just practice using those research skills um so that they can understand how um science is applied in the real world. And so this opportunity was made possible because of a collaboration with the Lakew Worth Lagoon folks. Um but we
also have collaborations with a multitude of different workforce partners here in the district um or in Palm Beach County. So we have um taken uh field trips for teachers out to the dairy council. We've taken them to um the west area to engage in agriculture.
We've partnered with FPNL. Um and so there's just a multitude of ways to showcase to our teachers and our students how science can come to life. Resource-wise, we have adopted um or adapted our um unit standardized assessments, our USA
to include additional context dependent set questions. So, what that means is similar to the way that ELA standards will be given a passage and then a multiple questions on that passage. In science, that is also a format that we follow. So, the science test is just as
much of a reading test as it is a science test. And so we we increase the opportunities for students to practice with those lengthy reading materials and passages um and additional exposure to asking those complex questions based on either a data set or a table or a
research article similar to way that the state does um similar in uh into math. We have also engaged in spiral review benchmarks for our low performing topics which is um essential specifically in our sixth and seventh grade um science courses.
Similar to what happens in fifth grade science, the eighth grade test assesses not only eighth grade standards but also standards in sixth and seventh grade test. And so we want to make sure that we spiral those benchmarks in where um they strategically make sense to make
sure that we can keep that learning fresh within our students minds. And we've also created new assessments this year um based on those same similar fair game benchmarks as Miss Howard mentioned to be able to ensure that they retain the content learned in sixth and seventh
grade. So as they're entering the new school year, they take a diagnostic in eighth grade to determine what they still have retained and that allows our teachers to better better plan and hopefully we'll see an increase in academic outcomes for this year on our eighth grade test as a result of it.
And then lastly for secondary civics and US history. Um this is the first year that we have um started our content clinics um for our civics and history courses. We have had um a small but mighty team um who up until this year consisted of one team member. Um we have
now tripled that to three. Um and so now we have additional support staff members to support all of our secondary social studies teachers. And so we now have content clinics that are focused on effective strategies as well as primary source documents which are so important for our students to master in
preparation of the test. Um as Miss Bishop mentioned earlier, we do have now newly developed looks for our administrators. So as they're walking classrooms, they can have a specific expectation about what they should see happening in instruction. Those already exist in our other content areas, but
until now we haven't had the capacity to do that in our social studies. So they're brand new for this year. And then lastly, similar to what you saw in the other content areas, we do have those spiral review benchmarks. We also have collaborative tasks and monitoring tools built into our scopes and sequences to ensure the fidelity of
instruction. Okay. Do we have um any questions for secondary before we go on to students with disabilities and the MTSS system? Mr. McCormack is here to discuss that. Any other questions?
>> All right, we'll go ahead. >> Good evening everyone. Uh we're going to start out with actually reiterating with my colleagues with what my colleagues have talked about with the learning walks. Uh we uh have been partnering up w with teaching and learning elementary
and secondary education to be able to support our schools in walking through classrooms to ensure they're using the highquality instructional materials and proper instructional strategies to be able to teach. Uh within the ESC department, we've taken an increased
focus this year on specifically our self-contained units. uh we are uh establishing or have established a look forward document to be able to target specifically what we're looking for on these walks providing feedback as well
as future action planning based on that qualitative data we observe during those walkthroughs. So uh a lot of you, I'm sure, are familiar with, uh, special education and making sure that it's highly personalized to
meet unique needs of students. Uh, the department takes that same focus on schools. Up to this point, we have done specific uh, needs assessments and action planning with 92 separate
schools. Um, as a result of that planning, we are setting up action plans and and uh on all ends as far as uh the departments as well as follow-up professional development and instructional planning to be able to
meet the needs specifically of these classrooms where uh students are um are in that one class all day, but also with the majority of our students uh who are included um throughout the general educ education setting. Uh at this point we
kind we have uh over 78% of our students with disabilities included 80% more the day. So a lot of our focus does um focus around the students who are included within a general education setting.
Support extends to the general education. As I discussed, we partner with our content experts and also our core experts because the majority of our students are benefiting from that instruction and without quality core instruction um you know especially
designed instruction and intervention is secondary uh as we would be creating additional gaps in their learning without that quality core instruction. Um master scheduling is critical. I know we have um some former principles with us today.
That master master scheduling really allows our students with disabilities the opportunity not only for intervention and planning but also the opportunities for inclusion experiences. Uh so uh that process actually starts
within the next month or two where we will be meeting with schools especially our middle and high schools to plan for master board scheduling for next school year. Uh we also are um working within
actually we got the paperwork from the state this this past week. uh Florida alternative assessment and data data folio as well as performance task is all being coordinated through training and direct supports to our schools to make
sure that our students who are learning on access point standards have the best opportunity to perform on the Florida alternative assessment. >> Okay. And just to go back, if you remember several slides ago at the beginning when I show when we went over
the our data performance by subgroup, you may have noticed our students with disabilities made steady growth across multiple um content areas. So all this work um is really we're seeing the fruit of our labor. Yeah, >> I do have one more point on based on
that point. uh that second to last bullet there uh we were able to uh pull together a very talented uh secondary post-secary transition team. Uh they are focused uh specifically on making sure
that our students are ready to transition out of our system through continuing education or working a trade or having quality experiences in participating in our community. But they also focus on decreasing our dropout rate and increasing our graduation rate.
And I am proud to say uh that our last year when we received the lagging data for graduation rate, we were 2% below the overall district graduation rate. So the district was at 92.1%
graduation and students with disabilities were 90.1 graduation rate. So, with the graduation rates going up and the ESSE dropout rate going down, uh we're really getting better outcomes for our students with disabilities, and we're looking forward
to seeing that trend continue over time. >> Excellent. Thank you. Any questions? >> All right. And lastly, we're going to do this, right? Yeah. We're just going to touch a little bit on our accelerated coursework track.
So when we start looking at our accelerated coursework in middle school, the data that you see in front of you really just highlights the steady growth that we're seeing within our subgroup populations um in terms of exposure to accelerated coursework. So the in at the
high school level, this accelerated coursework includes accelerated mathematics and accelerated science. Um, so what that looks like is the compaction of multiple grade levels within a single year's course. So for example, in math, um, in the sixth
accelerated coursework, they'll learn all of the sixth grade standards and part of the seventh grade standards. So that way when they progress on to accelerated seventh, they learn learn the remaining seventh grade standards not yet taught in sixth grade and the remaining and all of the eighth grade
standards. that way. Um, through this accelerated exposure, it gives them the opportunity to take courses that are at the high school level while they're still in their middle grades years. So, you can see that kind of uh growth showcasing from 2022, which is the light
blue column, progressing over the course of the years, all the way to this year's enrollment records, um, which you can see are uh, an increase in 21.3% for our black students, 23.8 8 for our Hispanic students and 10.9 for our white
students. So, we're we're extremely happy to see that growth in our middle school setting. On the next slide, you're going to see our high schools. Um, you're again seeing similar growth for our subgroups across that coursework. These particular
graphs showcase the work of AP, our Cambridge ACE programs, IB programs as well as dual enrollment. So, this is a culmination of all different accelerated opportunities for our secondary students. And again, you're seeing a 21 point growth for our black students, a
17.4 uh point growth for our Hispanic students, and then a 13.4 growth for our white students. Any questions about the accelerated coursework for either the middle school or high school?
So lastly to talk about our acceleration opportunities, really just rounding that out is the opportunity for our students to earn the advanced diplomas and scholarship dollars here as a result of their uh opportunities accelerations. So uh for last year's class of graduates,
2,810 students were eligible for full Bright Futures scholarship. So as you can imagine, the value of that is tremendous. So, we're looking at over um $71 million for our students to be able to take with them so that they don't
have to pay for those additional college classes and really just set off their post-secary career in a positive way without having any uh additional debt um for higher education. In addition to the Fulbright's futures, we also
administered 21,814 industry certification exams. So when we were looking at the 24 25 school year, they had a pass rate in those certification exams of 75% which was up from the previous year. Um so again, we are just really really positive about
the growth that we're seeing in all of our accelerated opportunities for our students. >> And uh Laura has the hand up. >> Uh yes, sorry I was a little slow to click. Um going back to the um the
previous slide, do you have the same information for uh participation both in middle school and high school students and accelerated coursework for students who are on free and reduced lunch and the students with disabilities? >> Absolutely we do. >> Um is that information that can be
brought back to us? >> Most definitely. I'll make myself a note. >> Great. Thank you. Do you know off the top of your head if it also had similarly increased? >> It did. >> That's great. Okay. Thank you.
>> Yeah, we did see steady increases across the subgroups, but we'll bring that back. We're taking notes of all your questions. No worries. All right. >> So, are we through with that part, Bishop?
>> We are. That's the end of our presentation. Thank you so much team. Um I hope you can see um how strategic we're being, all the effort and planning that went into this. Um and I do want to say that of course, you know, we know
that everyone's working hard. Um and we do have challenges um because that's the the way that things work, right? Um we have teachers at all different capacities. We have teachers that are entering our field new every
day. Um we have still some vacancies here and there. So our efforts are really in building that teacher capacity so our new teachers feel more comfortable with the content and their pedigogy in our classrooms. Um and I think one thing that we're really
working very working very collaboratively this year. I think more than ever with our regions, our district staff, our school-based staff um so that we are all marching in the same direction, right? So that we
are our vision, our work, our um everything is aligned to uh the expectations that we have set forth in our plan. So does anyone have any questions? >> I have a comment. on behalf of the committee, thank you so very much for
the work that you're doing and the information that you're bringing us. And I also want to share that I I know that staff welcomed your questions throughout the presentation because they know what they know and they don't know what we
don't know. So your questions are very much welcomed by them also in terms of how they can help us better understand what's what's happening with our students. So thank you Miss Bishop and to your staff on behalf of the committee. So let's we are right on
time. Well actually we're not right on time people. We have four minutes. So do we have questions, comments, anything for the good of the order? Let's pull your hands if you have them. Laura,
>> so just a question. I know that the data just came in regarding the BPK success. Um, but perhaps that's something that needs to be showcased, you know, as you look further into it, but perhaps that can be showcased further to help
sort of um entice families that to to the not only the benefits of VPK, but um maybe that can be a good stepping stone for the benefits of uh Palm Beach County School District's kindergarten programs.
Thank you. Anyone else? I have two things. Of course, I have to say something. So, I did speak to um Miss Bishop on Friday um about the fact that I know the district had a review of choice programs and so at some point to
bring us information about um some outcomes of that review and where the district is headed for that. And if there is nothing else, wishing you all a very happy, safe, restful
Thanksgiving. Thank you. >> And happy Veterans Day to all the veterans. >> Oh my goodness. Yes. Absolutely. You know what? >> That's tomorrow. >> Should be every day. >> My husband, that's what I'm saying. I said my husband, how can it be on Tuesday? But it is. So, absolutely.
Happy Veterans Day. And um >> it's on Tuesday because us veterans get the butt of the joke. >> Oh, there you go. Well, thank you. >> It should be every day, Dr. Waldron. It should be absolutely every day that it's
a special challenging time for >> all of our um current military and um I know that I had one other Oh, I know it was a meeting officially adjourned at
7:14 p.m. Thank you. Bye everyone. >> Thank you. Happy Veterans Day. Thank you for your service to those of you. >> Thank you. >> Thank you. Thank you. Good night. >> Thank you everyone. Bye.