meeting. I'm here. Hello. Okay, perfect. Laura, um just wanted to start the meeting on time and recess until either you were here or we receive corum. Thank you. 5:40. So, at this time, we can call for roll and then the chair can take over
the meeting. Charmaine, I've got this. Thank you so much. So, if we could um go ahead with the There is a buzzing in the background. I'm not sure what's causing that. Um, but I think it's that microphone. Okay. Which microphone do you know? I
think they turned it off. The one sitting next to Yeah. Okay. Great. So, if we could go ahead with the um taking attendance, that would be great. Good evening. Can you hear
me? Barbara McQueen representing school board district 1. here. Christine Tibs representing school board district 2. Charmaine Postol representing county
council PTA PTSA present. Rachel Fishbird representing schoolboard district 3. Nate Collins representing school board district 4. He's present.
Thank you. Dr. Holly Sidenfeld representing school board district 5. Laura Felman representing school board district 6. Present.
Charmaine Postel representing county council of Oh, well I'm sorry we took she's already here. Correct. Latoria Hillard, Coalition for Black Student Achievement. Someone new has joined. I don't know if it's one of the people who uh uh have
already been marked as absent. Charmaine. That was Charmaine Regginal Durandis Ayiti an Action Inc. Randy Gabriel representing district
ESC advisory committee. Let's see who just bishop. Sheila Scott Luben representing Palm Beach State College. Is that it for the Margarita Pinkos representing Hispanic Education Coalition?
No. As of right now, we have five members. Okay. of the people who are absent, have any of them been in contact with you to um let you know that they will not be able to make it? No. Either by phone or by email. Okay. So, I see
Reginald Durand is uh joining us just now. Okay. So, we now have six people and we need seven for a quorum. Seven. Is that correct? I just texted Dr. Seidenfeld to see if she was getting on. Holly, I see. I see Dr. Seinfeld joining. She
is. Okay. So, do we have a total of six people? We have a total of seven. We have a total of seven people present. That is correct. Okay. And our quorum is now seven people. Or is it more than that? It's is seven.
Okay. So, um terrific. So, we have a quorum. The next question I have, so Reginal is here and is it Holly who's also joined? Yes, she's I can see if she joined us.
So, of the other people who are absent since none of them were had contacted you prior to the meeting to let you know that they would be absent, would you please mark these as unexcused absences? And
um do any of these people have is this the third consecutive unexcused absence for any of these people? None of them. No. Okay. Great. Wonderful. So, um at 553, I'll go ahead and call the meeting
to order. Thank you all for coming and um let's move forward with a approval of the minutes. Does anyone have a motion to approve the movement to approve the minutes, please? McQuinn approved. Excuse me. A motion to
approve. Thank you. Do we have a second on the motion? Second. N. Thank you very much. All in favor or any discussion? Hearing none. All in favor?
I I saw uh can people either raise their hands or somehow by voice indicate that they approve? Approve. I saw one person maybe two people vote. Okay. Is there something about the minutes that you all would like to
discuss? This is Barbara McQuinn. Um, in one other committee that I'm on, um, we just asked if there is anyone who is opposed and therefore it is assumed for the minutes that no one opposes. So,
it's unanimously approved. Just Okay. I I I hear you. Usually this is not a difficult thing and I usually hear lots of A's, but I'm not hearing anything or seeing any hands raised. So I was uh quite puzzled by this. So,
um, I'll ask again if you approve the minutes, please say A or raise your hand to indicate that you are in favor of approving the minutes. Okay. So, the minutes have not been
approved. Um, and is there anyone who disapproves of the minutes? They have to do one or the other. Right. I hear you. Um,
so maybe ask most people are speaking and not realizing that they're on mute, but could you please let us do we hear? Okay. Um, please write in the comments if you
approve the minutes. All in favor say right A or I approve or yes. I approve. Thank you. Hi, this is Christine. Um I'm sorry I couldn't sign in through the
Google Meet. I was I've been trying to wait to get let in since like 5:45. Um I just I'm on the phone right now because I couldn't get in through the Google Meet link. Okay. So, I'm I'm glad you're here by by phone and and I approve of
the minutes. Thank you. Greatly appreciated. Okay, so we have three votes in favor of approving the minutes. Do we have any opposed? If you do not agree with the approving the minutes, please write
either no in the chat or say no or I think those are really the only two options. Okay. So, we have three yeses and zero nos. And I'm going to assume that everybody else has abstained. Thus,
the motion, do you have a different answer? Oh, I'm so sorry. I forget that I talk with my face. No, I'm just going to suggest that there were no opposing, so it unanimously passes unless someone says otherwise. I'm going to say that the people who did
not vote abstained and thus it will pass. Okay. But they shouldn't abstain unless they have a specific reason for doing so. Just call me Miss Robert Sts of order. That's fine. I I appreciate the guidance.
Okay. Um motion carries and minutes are approved. Do we have any public comment at this time? Is there anybody in the room or on the or on a call? Is there anyone in the room for public
comment? No, no one's here. Okay. And is anyone on the call that you can see that is part of the public for public comment? Let's look because we have had several other people join us now. We can see by the Google Meet. We
must have been having a little technical issue earlier. Okay. So, let's go through and if you've joined since I think it was what 5:53 p.m. would you please write your name in
the chat? Hi, this is school board member Gloria Branch. People need to their microphones need to mute it. Randy, can you mute yourself unless you're talking? You can mute them all, too. Um, except for mine, please. Okay. So, people are not putting their
names in the chat. So, can you call out the phone numbers that you're seeing so that we can find out who is on this call? Thank you, Rachel. I see that you're here. If we could please mark Rachel as being present and take her off of the absentee
list as well as Sheila Scott Luben and Christine Tibs. Okay, we got them. Okay. Are there other phone numbers that you're not recognizing where you don't know who they are?
[Music] There's a phone number ending in 56. Who is that person ending in 56? I thought someone had said that that was Charmaine's phone number. Is that incorrect? Someone just said, "Who is it?" It Oh,
it's it. Okay. Can you scroll down a little bit? Um, Elma, see who else we have? Um, scroll down. Who was name name not available? Did we get that one? Miss. Miss McQuinn. Okay. All right. Scroll down. Okay. And we have Mr. No. No. I'm being technologically
challenged. I have no idea how to get my name in there. I was happy to get my face in. No problem. We have Mr. Nolan Row. Who else? I think we're good then, right? Okay. This is Randy. I I joined late. I couldn't get connected. I want to make sure you have my name. Yes, we
have your name. Thank you. Okay, great. Thank you. So, we have no public comment. Thank you. And let me pull up Um I'm not able to open up the
um agenda on my screen. If you would please scroll down. It's scrolled down. You see it? Thank you. Okay. Great. So, um, Miss Bishop, if you would, uh, please go forward with the,
um, update from from yourself. Thank you. Great. Well, good evening again, everyone. Happy Monday. Glad that you're here with us. I'm so glad we have so many members joining us this evening. Um, I'm going to go through a few updates. Um, first of all, this is the
testing season. We've entered the testing season. Our students are busy taking all types of testing right now. We have um our Florida alternative assessment that started February 25th. Uh our best writing was started back in
April, April 2nd. Our fast ELA reading, our third grade students will take their ELA test on May 1st. Um and that's when the window opens for ELA, math, science, end of course. um for students in grade 3 through 10 all these assessments
um as well as we have our ACE AP IB exam starting April carries through May AP is in May um industry certification exams are ongoing so lots of testing happening right now um there we are getting ready
to celebrate take your child to work day April 24th and then we're really excited about our graduation we're getting ready for our students to walk across our stage page beginning May 6 through May 22nd. And then we're going to go to a
less popular subject, which is the budget. I just wanted to share a couple of things that we are increasingly concerned about with this proposed 2526 state budget. As you know, our school districts in Florida are primarily funded through the state budget, which
is determined every year by the governor and the legislature, right? So, we're going to start out with the proposed changes to the funding of accelerated and college career coursework. Um, that could result or cutting up to 50% of that that could
result up to $32 million from our school district budget. Um, of course, this would impact programs such as our advanced placement, our ACE, our IB programs, our dual enrollment, and industry certification. And as you know, we're going to be addressing some of
those programs a little bit later in the on the agenda. Um, and as you know too, Palm Beach County, we have been a leader when it comes to creating these opportunities for advanced coursework for our students. Uh, we've been growing our student participation, these accelerated
courses. Uh, and as we're going to learn about a little bit more, I'm going to emphasize it again here because it's an very um great accomplishment. 85% of our current seniors in the class of 2025 have taken at least one college level course while in high
school. Um, I do want to just say that we continue focused on making sure that we are preserving as many of these advanced courses for our students as possible. In addition, we expect a $14 million
reduction due to the routine annual adjustments built into the Florida Education Finance Program or the FEFP funding formula. Um, you know, although this happens every year, this year with what's going on, it
is um especially impactful to our school district. We're also impacted by the rapid expansion of the family empowerment scholarship program or the universal vouchers that now has surpassed charter school enrollment in Palm Beach County. Statewide, this program is projected to
consume nearly 14% of the education budget totaling $4 billion. Even with the projected 5% increase in the local tax base, the school district does not automatically receive more more funding per student. So consequently, the proposed per
student funding increase for Palm Beach County ranges from 0ero to 1%. You know, I do want to assure you that our leadership team will explore many ways to minimize any direct impact to our students, staff, and
family. At this point, all of this is still in draft, and we do not have the final outcome of but we will continue to monitor what's going on in Tallahassee. And finally, we do continue to monitor the developments at the federal level
where we are could be considering additional cuts um that could further reduce education funding in the future school years. This may impact staffing, professional development, English language learner support, universal free
meals, and other student services. Again, we remain committed to supporting our schools and working with partners at every level to minimize disruptions to students and staff. Okay. Did there's a question in the chat
of what percentage of our funding is uh federal? I don't know anybody. I don't have the exact figure in front of me but I can get that answer for you but I do know that
um those federal we are talking our title one title two or title two title four grants in which that does fund a lot of our support staff here at the district offices as well as some of our regional
offices and other programs but I can get back with you with the exact % and let me see what else I have here. Um that is all I have for the updates. Just wanted to give you some exciting things that are happening and then just
share the reality of our budget. Um and we will wait. We're awaiting to see what the final outcome is at Tallahassee level as well as a federal level. But I I know that I'm confident that we have an exceptional leadership here in Palm Beach County. Our CFO, Heather
Frederickson, is extremely bright and very talented uh and creative with the budget because our goal is to not impact the schools our our employees as much as possible with all of this. So what information has I I have
multiple questions regarding the cuts to the uh advanced coursework programs. um has one article I read had commented
that so I don't know any more detail than what I read but that there was a legislators had expressed that they felt there was a lack of clarity as to what these funds were being used for which I thought was a bizarre statement
but um I didn't know if that's something that you all have heard referred or addressed. So that's one question that I have. Well, those funds go back directly about 80% of the funds go directly to the schools and so the schools utilize
the funds but typically they utilize it to purchase like testing materials, training for teachers um and so forth. So those funds 80% goes directly to the school
level. Um but each school utilizes them for to support the accelerated coursework, their advanced programming at their schools, which makes a lot of sense. Um but is
that something that has been shared with legislators, certainly our local legislators? Yes, I know that. Um, and Miss Gloria Branch, our um, one of our board members is on this call, too. But I know that our lobbyist and we have groups that are
going have gone to Tallahassee, including our schoolboard members, um, to advocate for the work that we do here. Great. I'm not surprised by that fact. I'm very happy with it, but I'm not surprised. And um I just was trying to
understand why that was being reported that way when it would seem that the money is being used to further the programs. Um and the other question I have is
have the families of students been informed about this in any way? Well, these are just keep in mind this is still proposed. So, we need to really wait until everything is finalized. This is
proposed at this time and Mr. Burke has sent out um um email to all of our families. He's um the community as well has received this information. Okay. Okay. Thank
you. Does anyone else have any questions? Um, next we do have I think as part of the updates too, we have instructional materials ordering process. Mr. Nolan Rowel on the Can you see that on the agenda? Yes. Okay.
So, um, Mr. Roell, thank you very much for coming and we look forward to hearing your presentation. Good evening everyone. Uh it's it's great to be here. Uh I wanted to just share uh a couple of quick updates and
then also just kind of go over the process because we haven't really talked about uh the process that involves you guys. Uh so I wanted to to walk you through it and just so you know what's going on behind the scenes. Um give me just a second. I'll I'll share my screen and kind of walk every Well, that's that's even better. Um
so basically whenever uh school is going to go through and order instructional materials or books they're the the teachers or principal whoever is going to select the materials and get a quote. Uh it's kind of the easiest way. And then they provide that quote to a
certified library media specialist who then is responsible for reviewing the materials uh just to to vet them and make sure that they're they're grade level appropriate, age appropriate uh and that they're in line with all of the statutes that have come out in the last
few years. Uh once they've done that, then they're going to um sign off on a ordering procedure checklist. Uh they also upload that order to the active orders website. You guys have probably seen those in emails that come out from
time to time. Uh the school once it's uploaded there, the school must wait either two weeks or 72 hours depending on what kind of order it is before they can move forward with their purchase. Uh the the difference between two weeks and 72 hours. Uh the only thing that's a 72-hour purchase is if the school is
trying to order something from a bookf fair. The book fairs are typically only on campus for a week. So, we needed a process for them to be able to to purchase those materials from there. Uh, li anytime there's an order, library media services sends out an email to you guys uh and lets you know
that there's been at least one order placed that day. We try not we didn't want to send you guys an email for every single order that's placed because then we're just we're clogging up your inbox and that's not fun for anybody. Um, we depend on you guys uh to provide the stakeholder feedback that's
required in statute for this. Uh so other districts have used uh the sack committees um but we wanted to to do it this way because we felt like it was a little bit more efficient for the schools and allows them to do their business uh in a more timely
manner. So after the appropriate uh wait time is is allowed to to allow for feedback, the school can move forward with our purchases. Uh the process provides transparency to our our parents and our community members uh because we want them to know like hey this is what we're ordering. This is what's being put
in front of kids. There's nothing wrong with any of it, but we want you to to know what's going to be going in front of your students. All right. Um, the materials that have to go through this process are basically anything that hasn't gone through the adoption process. For those of you that aren't familiar with the textbook
adoption process, it's it's very uh public forward. Uh, and it's kind of a longer process where there's a lot of opportunities for the public to participate. Uh so library books whether it be for the media center uh or classrooms uh also non-adopted textbooks
so for the AP IBACE courses CTE courses some too uh also plays sheet music things for fine arts supplemental materials so like uh different workbooks are are very popular uh that have to go through this and it's basically anything
that's going in front of a student uh that's being bought with school funds or anything that's being donated to the school. Um so we just want to make sure that everything is is posted for the the correct amount of time. All right. So the checklist um you
guys there's a link there uh and this is this has been shared in the agenda if you want to open it up. It's just kind of it's it's we put it together for the purchasing team uh more or less. Oh, sorry about that. Um,
so give me just a second. Uh, if you refresh, it should open up. I'm sorry about that. All right. So, basically what this does is it allows um the media specialist to print this out, fill it
out, and then send it to the principal. It keeps the principal updated on what's being ordered because they're responsible for everything that's that's used on their campus basically with the statutes. Uh so we want them to know this is what what's going in front of the kids. Uh and then it also allows
purchasing uh whenever they get orders to come through. The bookkeepers attach this to their uh requisition request or also their their pecard packets uh so that purchasing knows that all of the steps were followed.
Thank you. Are there any questions? There there was just a couple more slides, but it's it's kind of uh basic. So, uh the last thing is the probably the most important part. So, you're the the academic advisory committee. your your part of the process is basically to
provide feedback to us. Uh we need to be able to show that we are we do have stakeholders uh that are participating with the process. So it could be anything from hey the orders today look great. You know I I see no issues. You
know it can be very short. Uh positive feedback is good feedback. Uh and then also like if you see something that's uh a little concerning to you or you might have questions about just shoot us an email. uh reply back to the email that comes into your inbox and let us know, hey, uh this looks a little bit weird.
Uh so my department will look into it and we'll find out some more information and share that with you. And then if there's something that you want to flag, uh you can flag it. Um and then what what happens is that material is held up uh from ordering and then it'll be on
hold until we come back to the next academic advisory committee meeting so that we can discuss it in person. Um, but do please keep in mind, uh, prior to flagging anything that, uh, they've been selected by a professional educator, they were reviewed by a certified media specialist that took their their annual
state training and they were also signed off by a school principal. Uh, but that that doesn't mean that there's not something that that needs to be flagged, but just just do keep that in mind. And then last but not least, does anybody have any questions? Yeah,
I can't see who raised their hand. Um, I had a question. So, if someone wants to donate to the school libraries, um, a lot of the books that they'll donate are books that the librarian already has, does that have to go through a review process or if it's a book that the library has doesn't have, then it is
reviewed? How does that work? So, um, that happens a lot. Um, and so what happens is that it it has to go through the wait period. Uh, but we have a we're building a database. Uh, so every time uh someone does a review on the books, they they basically submit it into the
database saying that it's been a certified media specialist has reviewed this already. Uh, to keep uh to cut down on redundancy for everybody and make everybody's job a little bit easier with this. Uh, so it would have to wait uh go through the proper wait time. Uh, but it wouldn't have to be reviewed again by
media specialist. And how how long is the proper wait time? I'm just curious because I I know someone who wants to donate books. Um at least by the end of the school year. Okay. Um yeah, so it's it's two weeks. Oh, it's okay. Yeah, it's it's 10 business days. Okay, great.
Thank you so much. I just had this is Gloria Branch. I just had the Junior League of Booker Raton uh about a month or so ago. they wanted to donate books to um underprivileged, you know, kids and schools and um they just
had the teachers fill out an application and they they books got approved and they they each got a hundred books for their rooms for their library. So, it's very nice of the Junior League of Booker Raton. Yeah, for sure. Um, and usually what happens is when we
have something that's a big donation like that, it comes to our uh my department with the library media services and we uh we just did one for the the children's services council. Uh so uh they they go we go through and review it and then we post it so that
everybody doesn't have to do it at their school site. It makes it better for everybody, right? All right. Thank you guys so much for having me. Thank you so much, Nolan. Great. Thank you. Um and if we can go
forward the next presentation about the state of advanced coursework. Yes. Um all right. As it was one of the topics that the committee wanted us to bring back, so we have it prepared for you today. Um I'm joined here by Dr.
Paul Houchins and Dr. Eva Swiner who are going to do most of the presentation. So they worked really hard to put this together. So without further ado, we're going to get started. Good evening everybody. Um, you know, a as Miss Bishop said, we were asked to
kind of pull together some of the data on uh the current state of of our advanced placement, our Cambridge, which is ACE, our international balorate and our dual enrollment coursework. So, basically any high school level coursework that results in college credit is what we were asked to take a
look at. Um, as Miss Bishop said, currently our sen of our senior class currently, you know, uh, 85% of them have taken some college level course work while they were in high school. Uh, kind of the first question we were asked is, you know, how how's this
historically? How have we increased interest? How have we been moving the needle on this? Um, and for the past, call it 8 to nine years, um, you're all aware and have been presented on the masterboard analysis process. um you know that initially started out kind of
focused at the high school level primarily around access to college level coursework. Um a couple of years into the process, access to middle middle school level advanced coursework was added as kind of a a leadin to frontload
um prepping students so that they're coming to high school instead of trying to get them ready for college level coursework exclusively while they're in high school. starting that uh meter earlier, you know, getting them ready for that more rigorous content while they're in middle school so that there's
a a better step into that level of course work when they're in high school. Uh the data presented here is basically showing the last um five years of enrollment in those courses. As you can see, it's double digit um across subgroups and overall. So, you know, in
terms of spur uh spurring interest, this is this is our indication to ourselves that that what's going on in our schools is moving the needle in terms of getting more interest more students access and in interested and access to these
courses. um in the bottom left uh when you're reviewing this uh afterwards if you'd like the there's a link directly to the masterboard analysis tool and you can go in and look at specific schools or subgroups and slice and dice in any way you'd like. Um can we go back to that first
page? Certainly. So the graph is showing enrollment or is it showing interest? This is enrollment. This is enrollment. Um, so you know, because I realize that there are times when the schools will send out a form so students indicate what they're interested in, but that is
different than what they're enrolled in. So that's why the the title of the page um seemed to be different than what you were saying it was. So I was confused. So the course request form um is typically only the courses that students
can take at the school. um they're they're not typically putting out course request forms that are, you know, a wide net. It's the courses that they're being offered. So, when you're if you're referring to the course request forms, which I believe you are, um and if
you're not, please correct me. Um those typically have the courses that the school is offering and not, you know, would you like to take this other course that's not um necessarily offered at the school? Right. Okay. But this graph is
specifically showing enrollment in dual enrollment ACE AP or IB courses, not just what students have expressed interest in taking. Is that correct? Correct. Those question the enrollment has increased from 50 a little over 50%
to 68% overall. We would look at that as a measure an increased measure of interest in college level coursework over the past five years. That's the interpretation we're making. Okay. And do we have a breakdown of how
much of this is dual enrollment versus the other courses? Um, it's available on the masterboard analysis tool. Um, you can look overall across AP, ACE, IB and dual enrollment combined. You can also look at AP by itself, ACE by itself, IB and dual enrollment all, you know,
individually as well. Terrific. Thank you. Any other questions? Okay. Um follow-up question was around participation by course. Um obviously
there's a lot of courses over the past 5 years. There's been little less than 700 you know college level courses taken by our students different um so not particularly conducive to a slide. So what we've done here is basically
aggregate the data for the slide into the various content areas. you know, language arts align courses, mathematics courses. Um, science here is both, you know, um, your biology, your chemistry, but also computer science. Um, your
social studies is your social sciences. Um, particularly aligned to the types of social sciences students typically take in high school. So, um, uh, a social science course like AP psych or something like that, we actually put into electives because it's not so much
aligned to the, you know, world history, European history, uh, government type of things. But they're still accounted for. They're just accounted for under the elective section. And then world languages is, you know, any, uh, you know, foreign language, Spanish, patient creole, German, uh, anything along those
lines. Um so that first column after the year that's the total number of students participating in these courses unduplicated. Um and then the percentages listed across. Um so just using the top row for language arts as the example. We've got a little less
than 36,000 students currently enrolled in a college level language arts course. Little less than 23% of those students are black. about 35 and a.5% of those students are Hispanic, 33 little about 33 and a half% of those students are
white, so on and so forth. Um, and again, there's three years of data presented on the slide. However, again, in the bottom left, this links to the full request of bycourse, districtwide, you know, participation and enrollment.
Um, the counts by subgroup are also included on the spreadsheet that this links to. uh and we can pop it up and and and walk through it uh as well. Let's see here. Shift. No, I don't have shift. So, through those counts, we would be able
to extrapolate the percentages of for example, all Hispanic students that are taking math courses, math advanced level courses. So again what we're presenting here and what we're presenting in the spreadsheet is the
percent of students in those courses who are of that subgroup. Um, right. We'd we'd need the So, the denominator for this conversation is the students who are in the courses courses that I picked up on on this one, but when you had mentioned that you could look it up on
when going into more detail, it is still on the based on the number of students in these courses, not the number of Hispanic students we have in Palm Beach County. Correct. Is that correct? Because that would be a different Yeah. different denominator than the enrollment numbers, which is where we
were starting from. Got it. Can you pull up the Do do you want to switch over to the um actual presentation as opposed to the PDF? Bear with us one second and we'll actually pop over to the presentation so we can
use the link. I'm sorry. Yes, it's a it's a Google it's a Google slide. So, you could just should be able to Jonathan, I just shared it with you real fast. Can you open it while it's here? I shared it with
It's actually apologize for the delay. The next one. You want to talk about this while we wait? If you pop back a couple, it's moving. Sorry. Okay. While we're waiting, switch over so we can look at
the link. Um the next part of the question was around sections and students participating in those sections. Again due to the amount of data kind of aggregated it for the slide into those content areas mentioned but the link in
the bottom lefthand corner takes you to the the data by school um with counts. So again just to kind of level set to the slide and the data in the um the linked document has it in the same format. Um so currently uh there
are 1,555 sections of language arts college level coursework going on in our high schools that have you know 36,583 students enrolled. You know, that's a pretty st a pretty consistent upward trend from where we were in 2001
where it was a little over a thousand sections and uh roughly 24500 students or 24,500 students. And again, you can see there's, you know, language arts and and the electives are our two biggest
spots, followed by science and social studies. Mathematics is is a little bit behind on that. Um there's fewer courses typically available for math. um just across those types of courses.
Um and then uh moving to the next one. And so by sections you mean the time the class is offered within for example one period. Correct. Uh across the day. So if you've got five sections of the
course across a day because you've only got one teacher, it would be five. If you've got two teachers and they're all teaching it all day, it might be 10. But the the sections are basically the you know the the unique period and teacher combinations of the courses.
Great. And the follow-up question to that was for students who who who aren't taking the courses at their schools for whatever reason. You know, what's the virtual participation? Um, as one might expect, participation virtually in the
college level courses is not huge. Um, we used FLVS and the Palm Beach virtual options. We aggregated those together here. Um, because obviously both of those are, you know, off-campus um, uh,
participation. Um, but you know, it the students aren't necessarily participating in these courses virtually only because they can't take them at the school. there could be a scheduling conflict. Maybe the period maybe it's only available period 5 but a student has another course they want to take
period 5. Um you know there is the limited availability piece as as we you know was discussed. Um flexibility you know the student desiring some flexibility in terms of pacing the course. Um some of the unique courses that aren't necessarily available in the
regular curriculum um might be available on on virtual. uh students who want to accelerate and do more content and get done earlier and again I'm not going to read the rest of them but um and then so have have we looked at
where the students are who enrolling in these courses virtually meaning at which schools is there a pattern that you have students uh more students from like one or two or three whatever it may be schools who are enrolling in classes
virtually versus at other schools. We can certainly look at that. We have not, but we can. Um, oh, and just one other caveat on this particular slide. Uh, the reason 2025 is not included is because the virtual uh because they're taking
courses are taken virtually. They don't actually end up in the system until grades are awarded so that we would have something comparable year-over-year. we just excluded 2025 for now um because that'll be more complete data after the
end of the school year. Um so uh along those same lines around access um we get the AP potential uh from the PSAT that we give in 10th grade and or sorry 8th 9th and 10th grade. Um
we have access to from college board an AP potential indicator that can be used to identify students for college level coursework. I mean it's targeted towards AP. We use it across the board in terms of school scheduling. Um, as you can see from this, again, this is from the
masterboard analysis tool. 93% of our students with potential are currently sitting in an API IBA dual enrollment type of course, but even beyond that, over 50% of our students who aren't showing potential. So, we, you know, definitely are casting a wider net than
than the college board flag. Uh, we actually have a report in EDW to help schools use that data to schedule students. Um, you know, this is a recommended placement piece. You know, there's also dependencies on program offerings and
interest as well as teacher credentials at the school. Um, even Oh, that's I guess this isn't the one I added to. Okay. Um, it's not in the slide, but we also have pretty substantial offerings to students
who get a level two. um over half of the students who are getting level twos in our reading and math state test are still getting access to these college level coursework. So we definitely do again cast a wide net in terms of giving
students access to these courses. um going into the course offerings kind of across the board. Um to your point of who might be doing virtual more often than not um this is basically just the regional offerings. Uh then you know the
first row there is the number of high schools in the region and then the subsequent rows are the number of high schools where students are participating in APA ACE IB dual enrollment. So using central as an example, they have seven
comprehensive high schools and seven schools are offering some combination of AP or ACE courses, two are offering IB courses, but the caveat for IB is that it's program specific. There's actually a magnet program of study that goes
along with that. So they're not IB is not available at all our schools. And then dual enrollment is, you know, it's a combination of school availability and the students availability to get to the school if they're doing it at Palm Beach State or off campus. So, as you can see,
you know, typ, you know, pretty much across the board, most of our high schools are offering both AP and ACE. Uh there's one school in the south that's just that's focusing primarily on ACE exclusively on ACE this year in terms of the diff
between the two but they still have um you know an IB school and students in dual enrollment. Um and then again down here in the link in the bottom it links to the um the courses the number of
courses offered by school in each of these categories. So, for example, districtwide, we're currently offering 36 AP courses out of the I think 40 to 42 that exist. Um, ACE it's I I can pull it up
later and we can look at the actual numbers. Uh, that would be great. Is there a way to look at that by general topic of math science like you had on the other one? So we could see what the distribution is. For example, taking a look at science um AP and ACE courses AC
across the district. You can look at that either on the sections tab of the spreadsheet or we can aggregate and give you something like that for because we kind of went to just the programs across the board or the sections. We can also
reagregate it to show you in between where you're basically looking by kind of the content area within AP content area within AC. So we could do that. Yes. Okay. That would be great to be able to look at. I'd be very curious specifically about AP computer science
A. Um, so you can see that if you want to get to the specific courses, you can see that on the sections tab of the of the of the sheet that will show it by region like you have it here. It shows it by high school. It shows it shows it school by school because seeing it by
region I think will be very helpful. Okay, we can do that. Cool. Um, and then again before I go on, but it's also the science classes. you know, here we want to help grow STEM majors, right? And STEM careers and having the math, the
science, computer science, all helps to um give our students those background that background to be able to do that. Yes, ma'am. So, you know, as we've gone through the masterboard process over the years and kind of tried to cast the wider net to get more students into college level
coursework while they're while they're in high school, um you know, we've transitioned from, for lack of a better word, an access model and we're shifting towards a completion model. Um you know, this is the uh the accelerated diplomas data. These are the students who are
getting the, you know, the the collegiate equivalent um high school diploma essentially. Um the ACE and IB programs have been in place for a while in terms of having their own diploma. AP Capstone is relatively new, so it's
still kind of building steam. Um but you know, looking at these data, you know, roughly 2500 students out of last year's graduating cohort were eligible for bright fullbrite future scholarships due to earning an ACE or IB diploma. So that those have th that's been generally
moving in the right direction. Um, and then the final I think one of the final questions around acceleration opportunities and I'll start this slide and then transition it to Dr. Schwiner because this gets into more of a content areas piece from the data. Um, you know,
currently DOE only has an accelerated math elementary kind of trajectory. Everything else is the same level of courses and where your focus is is in terms of enrichment. you know, providing more rigor and more advancement
within, for lack of a better word, regular English or regular language arts while you're in elementary school, regular science while you're in elementary school, but enrichment to build that rigor as opposed to separate course numbers. Um, you know, the mathematics is a bit of a different
animal because you've got the trajectory towards algebra and geometry prior to getting out of middle school. So, there is course progression to get there. Um but really the the enrichment approach is intended to prepare students for more rigorous curriculum. But as you can see um you know generally speaking the
there's been some slight increases in the AMP participation over the last year and these are pretty big increases over previous years. And with that I will turn it over to Dr. Schwiner. Good evening everyone. Um so as Paul mentioned currently the elementary
mathematics is the only elementary offering where acceleration is possible due to the fact that those are the only courses that have been approved by the state um as an actual course. Um we do see an increase in acceleration or the opportunity for science acceleration
starting in middle school. Um, and we see um, English language arts acceleration at our high school level with our AP uh, ACE and IB offerings there. Um, I wasn't sure if you all had any additional questions before we move on
to kind of the work of the strategic initiative focused on this work. Um, but I'm happy to answer any questions that there might be regarding acceleration opportunities at various levels. All right. All right. So hearing no questions. Um we do have a strategic initiative um focused specifically on
acceleration opportunities. So it is initiative A2A. Um I am one of the co-sponsors for the initiative. And so this particular initiative is the implementation of innovative learning approaches including acceleration in all core four or four core subject areas um
the inclusion of project-based learning opportunities and authentic assessment. So this past year um as well as the year prior we have focused a large amount of both time, energy and dollars towards ensuring that our teachers have a
developed capacity to teach these courses. the more comfort that a teacher has in the content itself and in the delivery of it um and in what the assessment is looking for, the higher success rate that we see when it comes
to the actual assessment outcomes. Um and so over the last year, you can see various data um regarding support and opportunities that we have created as a division for our teachers that teach these higher level courses. So we have
our um acceleration roundts which is a forum for all of our APE and IB teachers to come together and share best practices, share resources, conduct planning sessions um with one another so that it's almost like a large district-wide professional learning
community where they have the ability to plan and coordinate content um and learn from one another from teachers that are currently teaching the same exact course. We also have coordinator meetings. So these are the school staff that are based at the site that help support teachers in both the
administration of the actual assessments themselves, assisting with scheduling um and just knowing timelines and implementation details for those specific courses. Um the other thing that we have done have in has is that we have increased training specifically on
strategies to support black and Hispanic populations um within our AP um courses. Um, and the last kind of major focus that we took on for our gifted support was we pushed a large amount of ESSER dollars towards making sure that we
could increase the number of um gifted certified teachers on our campuses, which again would increase gifted opportunities for our students as well as those um teachers that do not have that have um a gifted mixed classroom.
Provide opportunities for enrichment um for all of our students. not just those labeled with giftedness. Um and so uh last year we uh sponsored a large number of teachers about 43 to be able to not only complete their certification courses but also gave them a membership
to the national gifted um gifted teacher uh association to again further their practice, give them access to resources to support the enrichment process um and better support our students. I believe Rachel has her hand up. I think she left the meeting. Oh, she
had said she I thought it indicated she had a question. Okay. Um I do have a a question. So are these elementary, middle school and high school teachers or are that have received this gifted training or which age group are we
talking about? Elementary predominantly but there have been some middle school. Has there been any So there's been no training for uh high school teachers for No, there is not a specific course at
the high school level specifically that separates out gifted uh cluster. They're more supporting the en um the enrichment philosophy. And so there it it's high school isn't structured the same way as elementary is.
So, I realize that there, unless it's changed, there could be gifted classes at the high school level. Um, but that Palm Beach County tends has not done that. If they I think
if they did it, it's been quite a long time. Um but that the idea would be you had mentioned incorporating some of the teaching strategies um possibly with not just gifted
students. It sounded like that was something that you had just said. If I misunderstood you, please correct me. But here, if we had high school teachers who have been trained to work with gifted students, that that might also be
helpful because you do have gifted students who are leaving middle school and it's been established that they do have those needs. Otherwise, they wouldn't be in the program, but when they get to high school, if they could have that support, I would think that
could be even better. So, the training itself is available district-wide. K12 teachers, the certification is what is is where you see that variability. The gifted certification or the gifted endorsement on a teacher certification um is not commonly seen at a high school level unless they came from another
level. But the the actual professional learning on how to infuse the strategies and how to support gifted students who are in your uh mixed level classes, that is prevalent. Um, and it's actually incorporated into our resources that are available for teachers, what we call our
our Blender site, which is where all of our instructional materials are organized. We have um we have available resources for both ends of student ability level. So, you'll see a lot of resources that are specifically tiered
for those students needing additional language supports um as well as those that are ready for that next level of achievement and ready to be challenged through enrichment opportunities and in um in abilities to get access to
activities that are at a higher level than they're currently at. And so all of that is available predominantly within our instructional resources and actually part of our instructional materials adopted process. Um that that is one of our non-negotiables that is part of our materials when we adopt them. I see. And
do you keep track of what percentage of the high school teachers actually uh use Blender to for that particular instruction for the you know you talked about that full range. So both for the
uh across the full range you know no matter which level of students do you track how that's being uh utiliz the training is being utilized by the teachers not how it's being used but we can definitely track the training um we also have availability to be able to
monitor which resources are clicked on in blender so if that's information that we wanted to gather and monitor um to see implementation we can um if it's requested Ed that we look at the individual clicks within an adopted instructional materials. I'm sure we can probably gather that from the service
provider, but we don't typically tend to monitor what is being implemented and used from the actual instructional materials because that's an outside platform. Right. No, I was asking basically do you see even the training being taken up on the uh possibly
training for gifted addressing gifted students needs at the high school level. I would say our enrollment numbers at the high school level are much lower, but we do offer them. Yes. And I understand it's offered. The question is, you know, is is has there been work
to try to encourage that um participation in that training? Um, a lot of those we have thousands of we have thousands of gifted students in high school that then walk in in middle school that then walk into high school possibly without their needs getting
addressed. but they are enriched and a lot of our AP ACE all those um classrooms utilize some of those strategies because a lot of those students are taking these higher order courses um so that they can get their GPA bumped up as well and um right but
sometimes they might be in a an honors class or some other such class and depending upon whatever the needs of the students are but they still are gifted and need that
uh different instructional approach than what you'll see in in a gifted class. Mhm. I mean, in a in in a non-gifted class, they still need the gifted oriented
instruction, but if it's not if the teachers are not aware of that and don't understand how to do that, it makes it much more difficult for both the teacher and the student. Yeah. Yeah. But like I said, most of that is integrated within these classes.
Um, but we'll go back and take a look at that more closely. Okay. Thanks. Okay. Does anyone else have any other questions? All right. Um, Rachel has a question.
How are you supporting kids that um are in ACE and AP classes with specific learning disabilities? Um, do you have any classes right now that um or supports facilitated for those children that might need help but can definitely
handle the material with the accommodations with the assistance? I would say that in working with our school counselors and with our facilitators on campuses, all of our teachers are aware when students have accommodations and so we always work
towards ensuring that those students have the accommodations set in place no matter what the course is that they take. One of the things that um I know um personally um my daughter is is now graduating but she benefited very um
Polo Park Middle had her in advance classes with a support facilitator in it and it was amazing. Um and I don't know if that exists anywhere else where there's not just accommodations but someone that can also teach to the
learning disability within the English class. um you know while doing the adv you know advanced class material is is that something I mean I think it could benefit so many children
and you know I'm wondering absolutely um something that happens absolutely we can go back and find out specifically how it's addressed but I know that when the students have their IEPs um you know whatever ser services are written in the IEP they carry through and I know that there is support
facilitation there's also So, strategies, classes, consultation. Um, but we can get you the specifics. Great. Thank you. Sure. Are there any other questions? I know while putting together the presentation, I want to thank the
team. um they did an outstanding job of kind of looking at all that and I know looking at all the charts and all the data and and the course numbers and all that. I know I was very impressed by the work that we that we've accomplished so far. Um this is where we are right now.
Of course, we definitely want to make sure that all the students have access to these courses. Um we we also really didn't talk a lot about our other ways of enriching our students through our industry certification um classes as well. That's something
that we are also continuing to work with our students. But it was very impressive to see how how many opportunities we do have out there for students. But we will continue the work. It was also very impressive to see the
changes over in time and how they have increased. and I commend everybody's efforts to make that happen. Um, it's really heartening to see how many students have had their lives enriched
and have greater opportunities because of the work that you all have done. So, I just think it's wonderful and thank you for bearing with all my questions. No worries. That's why we're here. But, um, I do have one more question. Sure.
kind of tying together the uh update that you'd given at the beginning uh regarding the proposed you the bill that has not been enacted yet about the cuts related to advanced coursework. Do those
and forgive me for not being as familiar with the bill as I'd like to be I guess at this point. Um, but do those cuts include cuts to dual enrollment uh programs or is it just focused on AP, ACE, and IB? Actually, it's all it's
it's all the above. It's it's dual enrollment. It's also industry certification as well. But um you want to share something, Miss Postol? Go ahead. Yes. Good afternoon. So, um yes, I was between the rooms I was sharing. I was between the two rooms um here at the
district because we had a um superintendent advisory meeting just now and just wanted to share um uh SB210 which is the Senate bill that um was referred earlier. So we were listening to this call as well over there. I had
my laptop, but um the pr the superintendent just shared that there is a $32 million including charter school impact um regarding this bill and uh that is going to impact nearly 82% of our high schoolers um 26 million high
school um across 25 high schools. That's 26 million without the charters um across 25 high schools. So, um, schools are sitting on a significant impact should this bill pass. And, um, there's more to come with this conversation,
but, uh, sitting here on behalf of parent teacher association, I do ask that, um, those who are on the call, please reach out to your senators and and let them know the impact that we have here in Palm Beach County and why this bill is not a good bill.
Thank you. We all need to be definitely having these conversations and reaching out to whomever possible because it is a significant like $32 million significant across our high schools. Um yeah,
so especially when we've accomplished so much and we have more to go. So we want to continue this great work. Okay. Um any other questions? This is our Q&A part I guess of the agenda. Go back to
this. Okay, I have one question. When do when do the graduations begin? When the graduation season, I believe I said, hold on, I have my notes right here. They begin think it's May 6. May
6th through May 22nd. So, um I actually am excited, very excited about that. I myself have a senior graduating this year from Wellington High School. Thank you. So, yes, congratulations. Thank you. So, May 6 to May 22nd and this is definitely the best part of the year for
us here. Um it's a culmination well for us of all the work our prek to 12th grade and a new beginning for our students as they leave our schools and ready to face their future. So, I know we really enjoy those ceremonies. Our
schedule is out there. Um, I believe our academic advisory committee normally it does seem to fall within the time frame of the graduation season for May. So, um, does anyone have a motion that we
not hold the meeting in May? and we normally do not meet over the summers. So, let's check to see when that meeting is scheduled for. What do we have, Elma? Because it's the second Monday of the month
because I believe part of our one of our discussions we had at one meeting was that we were going to try to meet in person that oneth May 5th, right? and we're going to try to meet in person uh for that meeting as our last meeting of the year. Uh so we moved the meeting
to May 5th instead of May 12th if Greg because I think normally it's the second Monday of the month. So that would be May 12th. But did we move it to May 5th? I think I might have put that in my calendar that way in which case we can meet. Let me
see what it was changed. Okay. Do we have an Elma for May? Okay. Also on or do we have two? Yeah. You know what? I apologize for that. The the calendars has probably been the most difficult part of this transition because all the meetings that were set before for Dr.
Sheffield and they weren't on my calendar. So, we've had to um you know redo the meetings and and all that. So, let me see. It's understandable. So, yes, May 5th is
the Dryer Awards, just FYI. It is. So, I don't want to dig people away from that either. Yes. Oh, yeah. It says date change academic. The May calendar is jam-packed, but I'm just, you know, on the call as not as a member. So, but
yeah, Mrs. Bishop, right? So, I think often we have not met in May because of exactly the same issue. Um, okay. So, let's plan to meet in person, the first meeting of the year, and then next year we can plan
ahead to meet in person hopefully in April and not May. So, in August, let me see. Do we need to select that date? the 11th. But when is the first day of
school for the 11th? Yeah, I'm looking at the calendar. So that's not going to really be ideal. I think often on in August we have delayed the meeting by a week. So we would meet on the 18th to give you
all at least a little breathing room before you have to meet with us so you can get through the first week. that works for us. So I don't know. Motion to motion to um have our first scheduled
meeting for FY26 on August 18th um regular time. If I can also ask um well there's a motion on the floor and did you want to you got to that motion? Second.
I'll second that motion. Okay. Thank you. All in favor? Well, any discussion? Yes. Um, so with that motion, I do I would like to say um as we get into the August meeting and we have the agencies here online in a quorum, if we can go
ahead and have our uh staff prepare a schedule calendar for us for the year in August as well as um preparing to um vote in our chair and vice chair in the month of August. So we're not delayed by
September, October or anything that might um you know delay us whether it's weather or quorum. Well quorum we can't if we don't have quorum we can't have a vote. Understood. I'm asking that we typically we uh delay
the vote for um vice chair or chair because we say oh this is our first meeting. We want to get the we want to wait for a month and next month we'll vote and then next month is the peak of hurricane season. So well I I appreciate that you remember that way I that's my
discussion madam chair. I'm sorry I was not done with my conversation but that is my um my discussion. So I'm just asking that you take that into consideration. Thank you. Certainly. that we've held votes often on the first month first meeting of the year but okay
then uh Miss McQuinn just clarifying so we are doing the in-person meeting second Monday in August I lost track that third week the motion is that we hold the second meeting in
August it has not been specified yet if that would be in person it was something that we had discussed in the past 18th August 18th but not part of his current could I add making it in person friendly amendment accepted the the meeting is uh the motion is
August the 18th for and that's the third in person what do you mean by that's the third in person you said this I just wanted Correct. You said second Wednesday uh second Monday. The 18th is the third Monday. I see.
Yes. And Mr. Collins um said it was in person and I said he asked if he can suggest a friendly amendment and I said friendly amendment is accepted for the in person on August 18. So, is there any
further discussion for holding the meeting in August on August 18th in person? It will still be a hybrid meeting, but we will encourage people to show up in person. Okay. Hearing no further discussion, um
all in favor, please either say I or put your put that you are uh saying I write it in the chat please. I I I I
I chat six. Okay. Any opposed? Okay, motion carries. Thank you very much. There was a comment about the May meeting in the comment section. If you can see that
Christine State in Lum. Yeah, it was my comment. I just want to since we're not meeting in May and I know the legislative session, you know, it's going on and it's going to end, you know, during a time period where we're not going to have any meetings traditionally. if there's a way that um
you can provide us updates as you know the the bills m move through the legislative session and then if they look like they're going to pass what steps the school district is taking um if there's going to be such a loss in
funding just I know for me it's I'm I'm keeping track of like a bunch of different bills for my personal stuff at work and you know this is just another you know thing to keep track of. If somebody could summarize it for me it
would be greatly appreciated especially if we're not going to meet in May and we're not going to meet again until August. Yes. Our um Mr. Burke usually uh puts together a very nice summary. We usually get one with all the the updates and the
progress of the bills. So, as soon as all of that goes through um we will send that out to everyone. Now, what I know within the um academic advisory committee with the bylaws and all that, are we able to send a specific
email to the committee members? Yes, the I think the committee members cannot send it send information to each other that would um be possibly fall into a concern of sunshine. But you can send
information to us all as long as everybody at the same time. Right. Right. Okay. Okay. Then we can certainly do that. Um we can certainly update you. Um as far as steps and all that, that
depending on where we are, that may take us some time to really uh process and measure the impact and determine those next steps. So, I can definitely promise you updates, but I can't promise you exactly what we're doing in
May. You know what I mean? It depends on how uh No, I I understand. Yeah. Just if there's a way to keep us updated if and because we're not meeting again for another four months. Sure. Sure. Watch our schoolboard meetings. Yes.
Yes. Yeah. Aside from the regular channels. Yeah. No, I understand. Let me tell you something. Miss Frederickson provides a very explicit explanation of the budget and the bills and the impact. No one does it better than she does. So definitely we can tune into that part of
the the school board meetings. So I believe we would need a motion for cancelling the main meeting. Oh. I move that we cancel the uh May meeting. Thank you. Do we have a second? This is Randy. I'll second.
Thank you. All um any discussion. All in favor say I. I. I. I. Any opposed? Motion carries. And thank you again for coming to the meeting. Uh do we have a motion to adjurnn?
I'll make a motion to adjurnn. R this is Randy. Second. Thank you. Um I just want to just say thank you all for attending. It's wonderful to be actually able to have these meetings. So I really appreciate
that you all were here. Um, and I wish everyone a wonderful summer and thank you again for your time and effort and for the wonderful presentation. It was really fascinating. Meetings. Thank you. Thank you everyone. Thanks. See you all in August. Have a
great evening. Thank you.