Quarum tips. >> Welcome everyone. We'll have Mr. Marco call the role and then we'll know where we are. >> Pristine Tibs, District 2, >> present. >> Melissa Casiliano, District Three,
>> present. >> Mr. Nathan Lo Collins, District 4. >> Present. >> Dr. Holly Sinfield, District 5. >> Present. >> Laura Felman, District 6.
>> Present. >> James Waldron, District 7, >> present. >> Charmaine Postel um has um an excuse. She's attending the PTA meeting in Tallahassee. Latoya Hillard, Coalition for Black
Student Achievement, Reginald Dwandis, Attit Randy Gabriel, District ESC Advisory Committee, Sheila Scott Luben, Palm Beach State College
>> President. We have a qu. >> Okay. Thank you very much. And could we um please um Miss Mc Bishop or um Mr. Marco, follow up if we have any repeat
unexcused absences. Um because I I'm not sure. I think also we didn't have our ESC advisory council um ready to Gabriel last month. So I want to make sure that we're following up on that.
Thank you. Okay. >> I believe somebody just joined. Who just joined us? >> This is Reggie. Oh, >> okay. Yeah. Thank you. Welcome. Happy
2026, everyone. Don't know how this has happened, but we all know time is flying. At least our weather here is gorgeous. Well, a little rainy today, but on the whole, this is our time, right? Um, so, um, again, I called the
meeting to order. No idea what time. I promise to get it together here. Um, do we also have um um I am so sorry for this. Do we have our board member?
Um I don't think so. >> No, I believe they're all in Tallahassee. >> Oh, they are inassm days. Yes. >> Okay. Yes. I can't believe you're not there. And then we have you want to say
>> it's the only thing I don't miss, you know. I mean, it's good some of it, but I can't say that I missed that piece. Um, okay. So, I just wanted to make sure that I was not forgetting um Julia
Brandt. I couldn't think of her name. I'm so sorry, people. I promise to try to do better. All right. So, our minutes, we all received them. Um, I did not see anything from my point that needed to be amended, but is there a
motion to approve the minutes from the December meeting? >> Reggie, move to approve the December meeting minutes. >> Thank you. Do we have a second? >> Yeah. A second. >> Okay, I heard a second. Do we have any
um discussion amendments to make? >> Okay, >> there's a hand up. Who is it? I can't see from here. >> This is Laura, but it's not for uh any amendments or any changes. It's just for some reason um the emails have not been
coming through lately with the meeting notices uh for and the minutes. and I'm hoping you can send those to me because I'm very curious to see what was discussed about in the last meeting. Thank you. >> Okay. Yeah. I don't I received mine. Can
um for is there someone can someone speak up um as to whether or not you received them? >> Yes. >> Yes. >> Okay. >> I'm not clear why there would be a change, but it seems that there was a change because my email address hasn't
changed. and I looked to see if for some reason it might have gone into the wrong folder, but it it didn't seem to. >> So, I'm just hoping we can just reestablish it. >> Sure. We'll take care of that. >> Okay. Thank you. >> Thank you very much. So, that So, that's being taken care of. Um, all those in
favor of approving the minutes from the December meeting, please say I. >> I. I. >> It's probably easier to anyone who's opposed. All right, I think we have unanimous
approval of the December minutes. Do we have any comments from the public? >> No comment. We do have a a person here from the public representing us today. Do you want to introduce yourself just so that they have that?
>> Yes. My name is Ken her from Palm Beach Gardens. >> We go we go back with Mr. Her. He's >> not that far. not that far back. He worked with us when I was in the north. So, nice to have you here, Mr. Her. >> Oh, nice. Welcome. Um, we have very
meaty, meaningful meetings. I think you'll find. All right, so we move on to updates from our chief academic officer, Mrs. Bishop. >> Good afternoon, everyone. Happy New Year. I hope everybody had an excellent
holiday season and had a little time to relax and enjoy the family. I know I did. It was great. And uh it went by pretty quickly, but excited to be back. This second half of the year is our busiest time of the year. Um lots going
on here in the district. So I'm going to update you, give you a few updates. Um, and then I'm also then presenting later on the academic updates as far as our topic for today. And then I do want to go over a few um I wanted to touch base
with you on some future topics as well. Just kind of giving you that heads up. All right. So, let me I put some things together here. I'm going to go to Oops. Slowly the first slide on my presentation just is about the updates.
So we so since the last time I was here, it was only a couple weeks because we were here and then we went on our our winter break and came back last week. Really excited to welcome back our students and staff for the second uh half of the
year. We are currently still taking our PM2 fast assessments throughout the district. Our elementary finished mostly uh by December, but currently our secondary schools, middle and high schools are wrapping up with that finishing up. Um I Ready and elementary
school too. We're we're finishing up and I just put the Florida alternative assessments in the WEDA the access because those will be forthcoming as well just to um keep that as a refresher. So, we're also completing all makeup. So, any students that were absent during the administration window
are currently being assessed as well. And so, that brings us to everything that we're doing about that. So, now we are, and I'm going to go over that in my other update, but so we're busy right now with that. Um, taking a look at our data. What does it look like? Are we on
target? Are we not? And what are we going to do next about that? and I will be going over that in just a few more minutes with you in more detail. Um, like I said, access testing is starting started today. Um, that is assessing
comprehension and communication English state-to-state. Those are for our English language learners. Take this assessment in addition to the other assessments. And you can see the window January 12th through March 6. Um, we're also launching our or just launched our
SEQ, our school effectiveness questionnaire. This survey is very very important um for us to really take a look at and analyze what we're doing, our work, and to see if we need to make any
adjustments. So, our students take it, uh, fifth grade and above, and our parents as well. And that windows from January 5th through February 13th. And our staff takes it as well, January 5th through February 20th. So, I'm reminding
everyone here just to watch out for that. You should get a link in your email, check it, and please, I know it takes it takes a few minutes, but please take the time to give us some honest feedback. We will take that feedback and do whatever it needs, make adjustments
to make sure that we are providing the best support possible to our families and of course the best education for our students. I do also want to mention that we have started our budget process for next year's budget. You've been hearing a lot
about budgets. Uh we know that uh we've recently had a budget workshop and so forth and we know that the outlook is not great. Um this year Palm Beach school district took a hit because we had about
6,000 less students come to school in August than we had projected. So that took a toll on our budget. We had a cut of about um $40 million. So as we are right now in the process of completing all those projections for
next year uh they've asked us here at the district office building the department to take a look at our budgets and make um a cut already. So we were tasked with coming up with a 3% 3.5% um savings in our budgets. So we're in
the process of doing that um because we really try to make sure that our schools have what they need. So, we want to protect those budgets and so we're going to make some cuts up here um at the district level and I know that our
priority is to protect the services, the support, education that takes place at the school level and of course we also want to make sure that our employees all have positions. So, those are our priorities for next year. And um
exciting. We just released our class of 2026 graduation ceremony schedule. And I just linked it here. Um and it'll take you right to the district web page. It should. Oh, there we go. >> Um so if anyone wants to know, they want
to plan either you have a child or a friend or a family member, these are all the graduation ceremonies, the schedule already here. So that's very exciting. to have that. So, there we are.
Let me see what else. Let me go back here. Oh, wait. Sorry. Okay. I always have to remember I can't use the keyboard. I have to use the mouse when it comes to this. So, that is where we are as far as our updates and reminders. Um, like I said, right now
the entire district, we're all really honing in on our PM2 data, our fast data, and how are we doing in comparison to our targets? Are we on track? And then this second half of the year, we're going to devote all of our efforts, all
of our work, all of our smart thinking and strategic thinking towards making sure that that our students meet their goals. And as a school district as a whole, we meet our targets as well. Okay, that's all I have for that part.
And let me see, I think we go right into Go ahead questions. Can't see. >> Yes. Um, well, first, happy new year's to everybody and appreciate you guys uh being here on such a um, you know, at such the beginning of a year, but like
you said, it is a busy time. So you said that unfortunately um our budget got cut by about 40 million. So would that mean that each each student would be worth about what about $6,500 if they're doing it by you know what the
numbers I'm just trying to make sure the numbers you know math is math. >> Yeah. I mean we I kind of round it we round it up but yeah I think right now we're at I don't remember off the top of my head but I want to say around the 7,000 range somewhere in there. Um that's where we
are. So that we had to absorb for this year. >> Understood. >> Right. So now we're projecting for for the start of August of 26 which we call FY27 year fiscal year 27. >> Yeah.
>> Yeah. And fiscal year for the school board is every August. >> July. >> July. Okay. >> Mhm. We started July to June 30th. >> Understood. Okay. >> Thank you. >> No, good questions.
It's kind of funny. It's just the way things work. So, we actually like don't balance a budget because we base everything on projections and so we don't really ha until the beginning of the school year. So like August we do
the 11-day count and then we have the um that time of the year it's like we have to that's when the state we make adjustments right and we know exactly how many students we have who actually showed up and that's when we need to make adjustments to our budget. So
>> and Miss Felman your hand is up. >> Yes. Thank you. I had a question about this the numbers of students that you were referring to that that had decided to their families decided not to put them into the traditional public schools. Um
have is there a percentage of students that have come back to our schools or are they staying with whatever choice they made for the most part um at the the choice they made at the beginning of the year? We do have some students trickling back but not not a lot. We do
have at this especially right now at this time of the year we do have some that are coming back from different choices and we do have a committee that our chief of communications Mr. Kulie is heading is leading um in which we're
taking a look at our data who are those students you know what percent what the reasoning is is it that they how many are homeschooling how many went to charter how many went to private schools um how many moved out of the state um and then we do have some that we are
affected impacted by some of the immigration um things that are going on as well and then in addition to understanding the why we're also taking a look at what we can do to bring our students back and make sure that all of our families know that Palm Beach School
District is their best choice. And they're meeting pretty we meet pretty regularly and they're coming up with some really good uh strategies, some next steps. They have we surveyed some of the families that left us to try to
get an idea of the like I said before the exact reason um so that we can be strategic about how we move forward and I know they have the data I you know what maybe that's something that we can add to our topics for discussion is having that committee come back and
provide us some information right they can show us the data >> I think fascinating but also to find out for the families that have returned what their reasoning was. >> Okay. >> Because it might be the ones you've outlined or perhaps there was something
else and that could help us find a selling quote unquote selling point in the future. >> Yes. So he has and he it was very interesting. I I was at the meeting where he shared some of the results. Um so I'd love for him to bring that data back so you could see it. Okay. So I'm
writing that down for my topics. Thank you. >> You're welcome. Very good question. >> Okay. I think we're still with you, Mr. Bishop. Right. >> That's right. You're still with me. You have you have me for quite a bit tonight. Um >> this is good. We're glad.
>> All right. I don't know if uh I'm going to let Mr. Nolan Ro go next to see if we have any library media services update updates. >> Good evening everyone. Um, so there's not a lot of updates, just you guys should see the the uptick as people
prepare, the schools prepare for second semester. There's a lot of things that are being ordered. You're probably going to see some test prep books that are popping up in there. Um, but just you guys are doing a great job providing us with the feedback, so definitely keep that up. And as always, if you guys have questions or if you want to um me to
schedule a meet with you to go over kind of how everything works, more than happy to do that. Just just send me an email. >> Thank you. And Nolan, if you would stay on for just a few minutes. Um, because I wanted to just as part of my updates. I just saw at this time of the year, I
wanted to come back and bring some things forward. And the instructional materials updates I have on here because I wanted to go over there's a lot happening right now. So, Nola, if you just kind of stay on as I go through this and make sure that there aren't any
more questions. So, that's going to be part one. Um, and then part two, I want to go over the elementary. We do have the PM2 results for elementary schools. So, I wanted to go over that a little bit with you as well. Okay, so let's see what we have here. So, we have right
now, let me see if I put in the slide this way. Okay, let me go the overview here. So, we have ELA K12 FYI27 implementation, which means that in August, we're going to have new instructional materials for all of our
classes. All of our K12 classes will have new materials. Um, as well as word lang world languages, too. And then math K12, we're undergoing the adoption process right now for FY27.
And then um financial literacy access points we will be implementing as well in FY27. So what I did was just kind of brought you brought forth a little bit of the what does that mean and what are we
doing right now to get ready for the math adoption. And so I just kind of took a little screenshot of a time task calendar that we have for K12 math um and what we've been doing. And so, as you can see here, back in November, we
started taking a look at the rubrics that we would use to you know what, Nolan, why don't you do this? Can you kind of just speak to it? I'm just You're probably better at saying this. I was just going to kind of go through it briefly, but you can do it. >> Absolutely.
>> Not to put you on the spot or anything, but this is your wheelhouse. >> Yeah, it's it's the stuff I do every day, so it's it's fun. Um, so what we do is we we start off building out the rubrics because we want to look at what the state is looking for and their the state adoption process. So we take those
guidelines and then we we look over to make sure that it's thorough enough for us. We want to make sure we're getting the best products possible for our students and our teachers. Uh, so we do an interdep departmental review. So that means we bring in um the ESC department. We bring in whatever um content um
curriculum team is going to be doing the adoption. So like for math, uh all of our math teams go through and they look through those rubrics and build them out. Uh we also bring in the multicultural department um and include them. Uh and then once we've we've got a good rough draft uh then we like to
bring in community groups to look over the the rubrics with us uh so that we get a perspective from a different angle uh looking at it. Uh so then once the community groups are happy uh with with the rubric and we're all ready to go, we
have a final uh edit of it. And so at that point um we reach out to the publishers, all of the publishers that are going to be involved in the process. Uh and so we go through uh we we go through the rubric with them so that they fully understand what we're what we're looking for. Uh and then we also
have a non-negotiables list. So that's the bare minimum of what we're looking for uh in our adoption that they have to meet. Um so it has to be accessible to all of our students and those kinds of things. It has to work within our digital ecosystem so the kids have access to it. Uh once we have all of
that stuff done um and so that was the the publisher meeting, the kickoff meeting there. Um and then we we move forward with uh the publishers have time to respond to the adoption. Uh, and so they submit all of their their stuff to us. And then, uh,
in the summertime, we re we bring in, uh, teachers that are teaching the subjects that we're calling for and have them do reviews of the materials. Uh, and they use the rubric to score those materials. And generally, the two or three highest scoring materials are what's going to move forward. um to to
be sampled out to the schools so that all of our teachers have an opportunity to give us feedback and some some feedback on those those materials as well. Um and then it moves forward through a couple more stages. Um, so once we got we have all of that
feedback, then we bring the two finalist publishers back in and we have them do a finalist presentation where we ask them to address any deltas or issues that we might have or weakness weak areas that we solved within the programs um and tell us how they're going to fix it or
explain maybe it's something that the committee over over looked um and so they give us we give them an opportunity for that and once that's done the committee actually votes and they have to come to um to a consensus before it moves to the board for board vote.
>> Thank you. >> It winds up the the adoption process winds up being an 18month process to get a subject, >> right? Because now so that means that next year we'll be re reviewing all this and then voting then we bring it to the board for approval and then we order materials right at the end for to start
in August of 27, right? >> Yeah, that's correct. Um, so this is a very involved process. I do also want to say that and Nolan's very knowledgeable of this as well that it als this is where the budget kind of hits us too, right? The state gives us a set amount
of money um and then in which we have to purchase everything we need. But the last several years we've been having to compensate, right? Make up because that money is usually not enough, Nolan. Right. And so now
>> Yeah, that's correct. And so, um, we we had rollover funds because we were able to use semesters funds previous when we had that, right? And so, we were able to bank some of our money, but unfortunately, um, the the prices of the materials have increased drastically uh,
over the last few years. And so, we've used up that bank. So, we're going into uh, only having the allocation to be able to do a K12 math adoption. And math is one is probably the second most expensive adoption that we do. K12 uh just behind ELA. So um we we've had to
make some some changes and I don't I don't know if that's further if you were going to talk about that. >> I have a question. My hands out kind of. Um so first of all, why is math why is the math adoption so much more expensive?
>> So ELA is the most expensive because it's kind of um it's just a big product, right? Uh and then the second most expensive with math is because uh basically every kid is taking a math course. Um when you get into some of your other courses, uh some of the kids aren't taking those courses along and
along. So um and then it also it come it's the second most involved maybe some people would argue the second most important behind reading as far as materials and what what they need >> um in those classes. So So that's kind of why >> does it and I'm also one more question
with that. um not see I didn't I didn't write it. Oh, I know what it was. So, the school districts that are performing I'm talking about um assessment state assessments. Um those school districts
that are performing higher than we in Palm Beach County, do we look at the text the the materials that they that they use? >> Um schools. Hold on.
Yes, we kind we right now um are engaging in conversations with the other district as well and the ones in Florida, you know, we all are going to we all are looking at the same, you know, the same state approved u materials as well. But I know that we're
actually were invited to participate in a cohort I think is what they call it for the council of great city schools and they and they have they were bringing us the seven largest urban districts. So Broward, Dade, Orange, you
know, Hillsboro and we are working with them this year to take a look at highquality instructional materials. um you know making sure that we are selecting the best of the best and that we are aligning our math vision, our
math um you know our goals that it's all aligned and as a district we're on the same page so that we make sure that we are are selecting the highest quality and most um you know rigorous and 100%
aligned to our state standards but also like when We talk about the rubrics. We want to make sure that we are meeting the needs of all our students that they're um resource that there are resources that help us with our students. For instance, our English language learners, our um exceptional
student education student, our ESC students, our students that we make sure also that it is aligned and um let me see that all of our students can see themselves in the in the materials as well because we are such a diverse
district here. So, we want to make sure that we celebrate all of our cultures and that we meet. That's a state stat required instruction like we've talked about before. So, we have to make sure that that is also embedded in all of our materials including math. But yes, we
are in conversations and we're as a district like Broward. Um we're actually going down to Broward. I have a team going down next on the 21st or 22nd of January. just we've been collaborating more with our our districts, I would
say. So, we're excited about that. >> Thank you for that. And I see uh Mr. Waldron has a stand up. >> Yes, Miss Barber, you kind of uh I guess you asked the question I was going to ask or part of the question I was going to ask, but uh when it comes to the
rubrics, the non-negotiables and the deltas in the past since the, you know, education of department is unfortunately being gutted. Um I was wondering um what effect is that going to be having on certain rubrics or non-negotiables at
state level? Is it now more responsibility of the state to I guess set certain standards or expectations? Has it always been the standard of the state to have that or was there actually some federal input on what should and shouldn't happen and what's going to be,
you know, kind of the marching orders going forward? >> Yeah. And Nolan can tell us more because he's been doing this longer than I have, but it's my understanding it's always been at the state level. Um, do you have anything to add to that, Nolan? >> Yeah, so the state's always provided um
guidelines for the rubrics and we've kind of always started there um and then extended a little bit beyond there with with our own rubrics. Um because worst case scenario we want to have before um before this year we were we actually finished up our adoption process before
the state finished theirs. Um so it was it was a good thing and a bad thing, right? So uh we had a little bit like a maybe a month or so where we we had finished our process and we were waiting to see what they did with their process to see what wound up on the state
approved list. Um but now there's a a couple of new statutes that are in place uh that basically mandate that the uh state board of education or the state department uh has to have their adoption finished up by August um going forward
every year. So then we can see what they've chosen just after we finish our initial reviews. Uh so we can make sure we're on the right right guidelines. Um but the state they they do put out those guidelines. um pretty early for us now
so that we can build our rubrics from that base. Hopefully that answers the question. >> Yes, sir. Thank you. >> Yeah. And I do also want to mention that our work in the council of great city schools. So while we're doing some work and they've they're um set up some work
for us to do within our state, state of Florida and districts, we're also doing work with all of the schools within different you know within the nation. So I think the both perspectives are really helpful at least for me and there's a lot of focus on high quality instruction
instructional materials. So um and really and that's why um you know we once we adopt these materials we really want our teachers to use these materials right we have to minimize the
um materials that sometimes they bring on from the outside. We have to make sure that any material in front of a student is high quality. And so we're working, we're always working, we have processes to make sure that we approve that. And those are the things that you're approving, right? When they want
to bring different materials forward. So we have to control that. There was a question, another question. Yes, you actually just answered it because that was going to be my question to you is we're approving all of these materials that we see coming through daily and there's a lot of supplement to
hold materials being inputed into the classrooms and it varies obviously from school to school. So will this help streamline and will it be expected um to be streamlined uh once this is adopted? So you kind of answered that so I appreciate that. >> Oh, you're welcome. Yes, because that is
cuz sometimes, you know, I've walked in classrooms before and have seen materials that were like, wait a minute, when I was a teacher like 30ome years ago, I use that material. And the thing is that the standards have changed. So, we have to make sure that they are aligned to the current state standards and the current
practices. And it's not that we want to take that away from the teachers. It's just that we we have a responsibility by the state statute to make sure that our students have those materials. And so we'll move on and and I think Nolan, you were getting to this. So it's kind of nice how I'm bringing you now. We're
going to talk about the K12 ELA adoption because now we're in the next phase. So we just described to you the math and they're just in the beginnings and the adoption process and we just completed that for ELA. So now we're in the process of ordering the materials and um
to so that we will have everything ready for the FY27 implementation. And what were you going to say about that, Nolan? I think >> uh so um with the the budget being a little bit uh tighter uh than it had been previously uh we're looking at
different ways that we can provide materials still to to the students and teachers >> but to cut down on on waste. Um it's one of the things that breaks my heart with my job is that uh we also I supervise the instructional materials warehouse. So we we just finished up our off
adoption pickup. So whenever it a subject goes uh it's old and we don't want we're not using it anymore, we bring it back to the warehouse and then we recycle it. Um so it always breaks my heart a little bit when some of that stuff comes back and it has the plastic wrapping on it still. Um because that's
so much money that was wasted. So to cut that out, what we're going to what we're going to implement with the LA is go into a class sets model in secondary. Um, so teachers will have class sets and students will have access to digital uh licenses. Uh, so with their onetoone
devices that they have, uh, they'll be able to take those home and access it like they would in college also. So makes a little bit easier on the kids. The backpacks aren't quite so heavy. Um, and so it should make it a hope little bit easier on the budget as well. So >> yeah, we have to be creative. Now there
will be some students that due to their IEPs or it will require you know the actual textbooks. So we will make actually um accommodations for the students but definitely >> Miss Felman has her hand up. >> Okay. Well, that might have just
answered my question, but the followup to that question is how are parents going to be informed that they have that um option if it is needed by a student?
>> Well, it's just we don't really inform the parents. It's just that we will see it's based on these students IEPs. So, as a school, we will know, you know, which IEPs require that and then we will meet with the parents and let them know. You know what I'm saying? It's just for those select students that have that
accommodation listed in their IEP. So, we will automatically provide that to the students. >> And I'm again pretend that my pretend that my hand is up. But for those of you and thank you so much those of you newer to the group for asking the questions
because as we all know somebody else has the question. But I also want um and I believe that it's still going on the Miss Bishop is when we have a new adoption um teachers are given um a lot
of professional development on >> what they're required to use etc. But I want everyone to know that they don't just plop the materials out there that there's professional development with that. >> Great transition Mrs. McQuinn because I have that up right now. So what happens
now is that we have a time task to continue that professional learning and I have e have um K5 elementary up here for you to see and so that they're starting February February 6 actually starting with the team our own team to know like what's new in elementary we
actually adopted the benchmark u materials which is the same ones we're using now the same company but they're obviously they they were really good with us they made some the changes that we asked them to make and like what's new, what does it look like? And so we will have our own and then we
go move on to the the our leaders, our principles, our literacy leaders. Um and then teachers, we'll do some of that in the spring because this is a tricky part of the year. We'll be finishing up this year and then getting ready for the next year. So we'll offer um couple different phases of professional development
starting in the spring, the summer, and then preschool. So there are this professional learning will be required. It's mandatory and then we will let parents know to your point Miss Velman too about the changes and so forth. Um
and we are we had have to make some tough decisions because the money will only go so far. So like one for instance that I know is not super popular but the the ELA for elementary school the adoption comes with um
sets for small group reading. So like six of different titles so the teachers can use these sets of books within their small group instruction at the table. And it's going to be many of the same titles. So we did not purchase new ones because we've only had it for a couple
years. So those are the kind of things we've had to do strategically to make sure that um that we have enough money for everything. But we also when we asked them, we also were careful and tried to make sure that they provide
resources so that teachers feel like they don't need to go out and get more supplemental materials. So we try to make sure this has that we are providing as much as we as they need. So, but so that kind of gives you an idea here in the next and the next slide gives you an
idea of um at the K at the 6th to 12th. So, it's a little bit different but same kind of idea and of what we do. So, it it's we need a task calendar because there are a lot of tasks that have to be completed, a lot of planning, a lot of work. Um and then not to and I I don't
even have on here what Nolan's team does right now with all the ordering and every school, you know, um putting in their number. So we we have the same exact number of materials and also some of this materials for our dual language schools has to be ordered in
Spanish or Creole depending on the program. Anything else that we need to add to this Nolan that didn't cover? >> No, I think you nailed it pretty much. So >> okay, I think we have a question.
>> Yeah, I just have a question about the professional development. So it's so uh refreshing to see the amount of professional development that our teachers are getting. Is that given by the publishing company coming in or did the publishing company already train the
coaches and um staff? >> No. >> Yeah. The initial is provided by the company. That's kind of part of the um the adoption um purchase includes professional learning and we and then it we it kind of transitions back to us but
in the this initial training and supports provided by the the company. >> Wonderful. Thank you. >> You're welcome. >> Oh, sorry. >> All right. >> Have another question, Melissa? No.
Okay. Thank you. All right, Miss Bishop, you're on. All right, we're back and okay, Mr. Roll, you are off the hook. Thank you so much. Um, and I appreciate all that they do. This is a monumental task to have all these multiple adoptions and implementations going on at the same time. And, uh, they make it
look easy. So, all right. So, now we're going to get to the juicy part of the presentation, our data, our PM2 data. So, let's move on to that. So, um, we I only have elementary, like I said, today to bring you and this is just like hot
off the press, but we have. So, what I'm going to show you here, we're going to take a look on this slide at elementary PM2 ELELA data. So, we're looking at kindergarten through fifth grade and this is a fast and progress monitoring
2. So, as you know, we assess three times a year now, right? in the beginning of the year right now in December and then professional um progress monitoring three will be in May. Um so what on this slide what Mr. Hton's provided for me is a comparison.
The if we look at kindergarten the bottom of the graph shows you the grade level. So if we look at the first set of columns is for kindergarten. In the orange you're going to see how they did last year 2025 PM2 at this time. And
then we look at the is that like a greenish color a greenish color PM2 right now 2026 or how they did right now. So we're going to compare them. So as you can see in PM2 for kindergarten
30.2% 2% of the students were um scored where they needed to score, right? Level three and above. And uh this time we're at 33.2%. So we're a little higher, which is very it's a good place to be, a little higher
than we were last year. Um and we're expecting to see, of course, us end up at even a higher place. Um we look at first grade the next set of columns here we look we were at 34.9% last year and
right now we're at 37.6. So again about three points there. Second grade um 34 last year and 35.5 at this time. Uh so we would have liked to have seen a little more growth and third
grade were the same. PM2 to PM2. I will say that they did the students came in a little bit lower and I do have another screen where I can show you that. Um, so we have some work to do there with third grade which is always a grade
level that that um is our area of opportunity. I'll say it that way. It's a good opportunity for us. And third grade is such an important grade level. That's why we've been working so hard with K12 to make sure that the students are coming up with
that their um foundational knowledge in place. Question. >> Yes. Again, um I'm you know I wasn't I'm not a natural grade teacher, so you'll have to kind of educate me on why third
grade is always such a challenge. ah third grade it it's because there's a big transition from primary grades, kindergarten, first grade, second grade. You know, we're taking this the children as they come in without reading and we're having to teach them from the
beginning, right? The phonics and all of that. And our students come to us from all different backgrounds and readiness levels. You'll have some students that come that start school and they're already reading and you have other students that you know have never seen a
book. But it's but that's our job regardless of where they start with us. Our job is to educate them to teach them the foundation. So it just takes some time and so K12 the students are learning are learning all the foundational information. The phonics is
a big piece that we saw that a lot of our students were lacking. the phmic awareness, the phonics, and then vocabulary. And so that's where we've been focusing on really um filling those gaps. And then when they get to third grade, the rigor really changes, right?
The standards start getting more difficult. And at this point, they are the expectations that they use all of those foundational skills now to read for and to comprehend. not that they didn't in first and second but in
third grade those comprehension standards are very difficult um and what the students have to do because sometimes parents will say to me I remember being a principal and the parents say but my child reads every day at home I said I understand that but
they have to be able to comprehend and then ask these higher level questions right we're not asking them textbased questions like what who was in the story you know what did she do? Like those are very context dependent lower level
questions. Now we're asking them um to predict to um infer, right? So they have to read the words and then think about it and then make some decisions based on so it's like they're interacting with the text. Um and so the answers are not
right there. And so it's just at those higher level of um those questions are much higher. If we think about the taxonomy like Bloom's taxonomy is one and the different levels of of learning, we're asking them some very higher order
thinking. So third, fourth, fifth, that's what we see. And also when we have our students that are learning how to speak English too, some students come to school without speaking a word of English. I was one of those students once upon a time, believe it or not. Um,
but research shows that it takes years for you for a person to acquire a second language, right? We start by acquiring the social language and academic acquisition takes um a lot of research
says five to like 10 years and we're testing these students on at this point. So, a lot of different factors are here. Um but that is a third grade is is a a difficult year from second to third grade is a big jump. >> Yeah, I think I can understand that.
When we were teaching, you know, certain tactical, you know, fundamentals, it's hard to take a person that was doing something like you're being told to do this versus now, hey, now you have to think more tactically or strategically about something and be able to move without someone telling you to move. You
have to know where to move, how to move, you know, what position to move to. so forth and so on. So yeah, I definitely can understand that and with me currently learning a third language, I definitely understand that takes years. Thank you, >> ma'am. No, you're welcome. And it's about applying, right? And that's what
makes it difficult. Um >> is it still the case? Like third grade is the beginning of our high stakes testing, right? Is that still the case? >> No, now they're taking it in K1 and two, right? >> That's true. Yeah. But third grade
though is important because it is our um it is included. So far we're only including you know third through 10th in terms of school grading and all of that. Um >> right. >> Yeah. And >> because Miss um as um um Laura Filman
we've talked a lot about and we're seeing the data here with um the kindergarten testing. So you're right. Thank you. >> Yeah. Just a couple years ago, we started with this, which we really like because then the students and the
parents can see where they are. Um, students are being exposed to this early on. Um, so it really helps us guide our instruction. And third grade is so important, too, because in the state of Florida, it is our mandatory retention grade. So, if a student does not score
at least a level two, then they um are cannot be promoted to fourth grade. Although, you know, we have good cause and I can go over that another time. That's another good topic. We have other ways that students can demonstrate their
mastery of the third grade standards. So if they don't do well on the test, we have other ways that I can get into like portfolio. They go to summer school. And now the state has introduced another test fast testing opportunity in the summertime like around July. So and our
students did much better with that this year. We had a few students that were able to get promoted based on that. Um and you look at fourth grade 42 to 45 and then fifth grade 43 to 47. These are excellent questions for sure. Um, and
let's take a look at math now. Um, Mr. Houchens gave me the I think it's Dr. actually gave me both um, slides, but the scale is off, right? But in math this year, we're actually seeing some really good gains so far. Look at the
difference. Um, kindergarten PM25 was at 27.4 4 and this year PM2 is at 41.7%. Right? Double digit increases there. And if we look at first grade from 29 to 37
um second grade 37 to 42, third grade 31 to 36. And you can see in fourth grade, I just want to you're going to say, "My gosh, what happened to fourth grade?" I just want to remind you that in fourth grade in Palm Beach County, we started our accelerated math program or AMP
program. So, um, many of our students are actually taking the fifth grade test, right? Because in third grade, they're able, it actually starts in third grade. Um, in third grade, some select students take the accelerated math program and then they end up taking
the third grade assessment. But in fourth grade um those students because in third grade they do have like do half of the fourth grade math curriculum and then in fourth grade they do fourth and fifth grade math and then they take the fifth grade
fast assessment. So that's why in fourth grade a lot of our level one and two students are the ones that end up taking the the grade four assessment and that's why those uh proficiency um percentages are always much lower. And then we look at fifth grade 29 to 34. And then sixth
grade math. Those are our fifth grade students that had AMP in third, fourth, and now in fifth. And 90% of those students are scoring level three and above. Uh let's see what we have here. Okay, so that's where we are with our data. We
are very encouraged with our math. Um the science Paul, we don't have it. He didn't have a slide for me because it's not official yet, but I think we're like at 53% of our students scoring three and above right now. So, um that's where we are with this.
And secondary, like I said, is still testing. So, now this is just a very high um you know, overview. Of course, now is when we start really at the school level looking at that data and breaking it apart. So, this just go and give you an overview of what happens at this time of the year. We call it like
the midcourse review. We're evaluating and analyzing that data that I presented to you. Um they are breaking this at the school level really drilling down from this the overall school to teacher to student by student looking at that data
comparing it to where were they in PM1 you know really taking a look at what that means what that so we have our EDW specialists here our educational data warehouse that are trained in um analyzing data and going through our
systems we're very rich in um the systems that we have in the educational warehouse. We also have performance matters. We use a PowerBI. So many platforms and um we're looking at all of our data though too. A um not just the
one assessment. I think that's important for schools for us to really look at multiple data sources so that we know how the students are doing on on the all the various assessments that they take. And then that kind of we go into the schools developing their plans and their strategy.
So based on their results, they develop their action plans outlining what they're doing next. And then we take a look at pro providing professional learning. You know, is there um assistance we can provide our teachers because at the end of the day, we want to take a look at what were our
strengths and what were our weaknesses. And if there are some of some standards our students are not performing as well as they should be, then maybe, you know, we go back to to our instruction. What do we need to do to improve it? Um maybe we we look at each each standard and
analyze it because they are, you know, they're involved. Some of these standards, it's one standard, but the students are required to do multiple multiple um multiple different things. uh multiple operations, interpretation,
analysis. So um we really want to make sure that we understand exactly what the standard is asking and we also want to know where the students making the errors so that then we can u remediate that. And then four and I think I go into these a little bit here is a shift
for support and leadership. So our regional offices and district staff we shift to providing studentf facing support and then we have the leadership summit for admin. I think I get into it. Okay. See, I get into a little bit more here. So, the schoolbased action plans are, like I said, they're looking at
multiple sources of data, the fast, the USA's, the unit, those are unit um assessments, unit standard assessments, the IR coronic survey. We're looking for strengths, weaknesses, but by standard. We drill down to teacher and student
level. We I we look at okay as of right now because remember this the fast assessments they're testing all the way to the end of year um standards. And so we look at what standards did we already teach to the full extent. And so we really honed in on how did the students
perform on what we already taught them. And so if they didn't perform as they should have then we know we have to go back and retach it if it's all of the whole class or remediate in small group instruction. And then based on that each individual school creates their action plans like they they have to know which
standards they have to retach. We call them the standard benchmarks. They come up with their own little scope and sequence curriculum. My departments help the schools match the resources and provide as much assistance so that the teachers have what they need at their fingertips there. We may make schedule
adjustments. We adjust our student groupings. We start we offer student tutorials, student interventions. So, it's a lot that's happening that's happening right now at the school levels um as you can see there. So, lots of
moving parts that take place. Um and then we have um go ahead. >> I was going to say thank you for all of that. That is a great action plan and I'm happy to see that being implemented.
Is that just this year or this is what we've always done in the past? We always do this at this time of the year. >> At this time of year. Okay. So, I was going to ask, how does it affect what is to come? Right? We have more curriculum that's very rigorous and teachers are on
such a tight timeline and it's very hard for them to go back and even retach off of a simple unit test. But this is being done in the classrooms and it has worked and it's always been done. So, that was >> Yes. >> I guess my question and it should be
being done. Yeah. And so each year we get better at it because to your point, this is very challenging for the teacher in the classroom because we still have core instruction to teach. We still have, you know, what was already in our scope and sequence for the remainder of the year and yet we have now we have to
go back and retach some of it. So we do it a couple different ways. Um, and that's where we have to make schedule adjustments sometimes, like, you know what, we're going to readjust our schedule to make sure we have a few extra minutes to and we dedicate it to the retaching um or in small group or
that's some of the work that takes place in tutorial for certain students. So, we really um that's part of the action planning, taking a hard look at their schedule and finding minutes here and there, making schedule changes. Um, you know, what is that saying? robbing Paul
to pay Peter whatever you know. So we we try to be strategic and so from from our departments here from like the CEO department our job is and we so we try to to do as much as possible for the schools. So with our starting with the
performance and accountability departments really helping schools streamline like um we're going to be using more and more we're using AI but this is something where we can really put our AI to work smarter with us and um it schools are really utilizing it
and we're helping them fine-tune all the prompts to help them group students and do all that so they can be more you know we have to work work smarter not harder because we don't have that time and so it's very very strategic. So that's why really understanding the needs of each
and every student help us work smarter. But yes, we do and that's so what we do right now is we're trying to help them. And so every year we get better and we um provide better resources and we listen to the schools, we listen to the teachers. Um like last year we made a
huge change when it came to this. Um and so this year we're going to build build upon it bringing the AI in as well. So, >> there's one other thing that I wish was a component of this and that's the parent communication and how the schools like maybe like another little piece of
it where the parents are actually informed at this time of year and um maybe there's workshops provided either districtwide or schoolwide where parents can come in and and learn that this is the expectation and um what what's to
come. So, I do wish there was a a parent component. There is and of course we can get better at it. There is and at the end I'm going to end with a little presentation that we put together for the schools to share with the parents. Um many schools will have um at this
time of the year nights um activities events where they bring their families in and first of all they explain to them where their students are um and then they go over exactly what is required of them. Like we used to call them, you
know, I had I would have like a second curriculum night when I was a principal during this time of the year so the parents could come in and understand. They don't, you know, if if you're at home and you're not an educator, then you're not going to be aware of exactly what is required of the students. I would even have this the parents
sometimes take a practice assessment and I'm going to share some resources so that you can see um but we put we again to help the school the schools we put together a whole um presentation for them to use with their parents but I think we can do better in that for sure.
So I appreciate that comment. Um and then this is what we do always at this time of the year too. The essentials it's a leadership summit. We're getting ready to hold the one for elementary in January. I think January 29th maybe um in which we bring our principles and and
another member of their leadership team and we walk them through all of this so that then they can take it back to the schools. So we'll give them the updates of curriculum. Like I said, we're going to help them and and we're going to help them with their it's usually hands-on
sessions for the principles and their teams to dig into the data themselves. We'll have all of our teams here to assist them. So, so it's not we try to make sure it's not a stand and deliver, but we're actually, you know, having them engaged in the work. Um, and it's
also this year we're adding something like I said, every year we try to be a little bit better, but this year we're also adding um, you know, time to evaluate their action plans. We're we're asking them to bring their action plans and with AI and I don't even know exactly because that's above my where
you know not my area of expertise but my the experts in that area have designed an activity in which they're going to have AI help them analyze your action plans and give them some suggestions and then probably the favorite the most popular um I guess part of the day is
when principles get to collaborate with one with one each other with because they get to collaborate with principles from other schools and see and they're going to share their action plans and we're going to have some of them share their high impact strategies that are working so that we can learn from each
other and I know that that was always I remember being a principal and like even the lunchtime was my favorite time too not just because I would get to eat finally on one day um but it was because we would have such great conversations at lunch and I'd go, "Hey, what are you doing?" "Oh, really? I'm doing this. I
love that idea. let me take that to my school. So, we're giving them some time to do that as well. And then all that goes to their to the teams. Um and and so this is something I really we kind of worked on revamping this year.
So, this is our student facing support. It's not super popular here in the big house, the district, because um we're actually um pull our team from here. We have 145 district staff members from various departments going out to the
schools to provide studentf facing support which means they're working with students directly at the school level in selected elementary, middle and high schools. So um what we're looking at for this year small group instruction but three days
per week for four consecutive hours each day. So we started this a couple years ago. U Mr. Tyranny brought it, you know, came up with this idea and we are of course continuing it. Um, but I but I want we wanted to make sure that there's
some consistency that we are, you know, we want to measure ROI on this because it's a lot of sacrifice. It's a even if we can even put a dollar amount to our these employees that are going to the schools,
they have jobs to do. And so they are giving up part of what they're doing to go to the schools for 12 hours a week, which adds up. And so what we're doing this year is we provided a lot of guidance um to the schools. We want to be strategic as to which students are
seen, but all the research shows that high dosage tutorial makes a difference. But it's three hour um 30 m each and there has to be consistency. So we're looking for 30 minutes for each group the same students every session by the
specialist. Um we are tracking we are tracking um attendance like we've never done before. We are actually working with this company called Pearl Platform. Let me pull that up. Um, see, and sometime I came up with I saw them at uh one of the
council for great city schools conferences. And so what they do is they track they're helping us with this piece. So they're going to track they have a platform that they use and we're going to get real what do I call live in time
data. So like we don't have to wait like in years past we have to wait till the end of the year to see how did we do and did we make the gains and then we'd find out well so and so only was seen three time only went to attended three sessions or this staff member never came
back and so this is a way that we're going to have a dashboard in which we can monitor weekly you know what's going on and so this way we can because some some student groupings were changing and and I don't fault the school sometimes you have a student that's absent and you want to capitalize. So you just throw
someone else in that group. But we are trying to be strategic. That's the name of the game here, being strategic. And so this is a pro platform. And did I put it on here? Let me see. Um, so what it's going to look like is
there's an app that all the specialists are going to use and they are going to enter every day attendance um the resources that are being used um student engagement so that at the end we can track and then we can see what worked
and what didn't work. We also this year providing a lot of guidance to the principles like we have a set of of um you know here we can take a look at it of guidance. Oh this is something else.
I don't know why that came up there. Let me look at this real quick. I don't know if it has the wrong anyway, but so it's an app, so it's going to be very easy for the specialist at the schools to enter the information required and then we're going to have
it. And this the nice thing is that the company puts it all together for us and we're sort of piloting it for them. So it's going to be a win-win. So we're starting February 2nd and again that guidance document is really making suggestions as to which students would
we target. um making sure they have things in place. It's very organized. And then we we're going to there are going to be meetings um so that everybody's on the same page. And then we have by school we matched that's been a lot of work, but we matched um the
specialists with the schools. We had to look at their areas of certification, the areas of strength. So we're excited about this. So we'll have to update you. Oops, I did it again. We'll have to update you. This is very sensitive. Sorry, let me go back here. Okay, so
then >> I'm so sorry. Go ahead. >> I keep forget I'm so sorry, Miss Bishop. Miss Feldman had her hand up and I have my hand up and you know I'll forget my question. But >> just stop me because you know I can't see your question so I just keep going. >> I'm so sorry. So no, I know between us
we we managed to make this happen. So if I can just do mine first because it's correct. And I will tell you that Mr. attorney and I when I was on the board I was expired I would come back and work with schools
who were struggling um as we got to this time of year and I shared with Mr. opportunity that when I was working with one particular school that I had asked that a a district and or area start
region um subject specialist uh would come in and this happened to be science but face to face with the kids which accomplished two things. And one it was that the students are getting the
benefit of of of someone who has expert knowledge in that subject. But also, and it was very important that the teacher had to be there >> because often, and these were often um
higher poverty schools um and sometimes the teachers were less prepared >> because I hadn't been teaching that long part of it. But the teacher had to be there because that was a way for the teacher to also get that content
knowledge, >> right? And so that and so honestly and but I think a shift in thinking because I know I mean I know that it made staff crazy >> to say wait a minute I have a whole
another job. I think it is saying this is your job. >> Yeah >> but this is your job and so does something else go away? I don't know but you know it there needs to be a shift in thinking and it's you're right you can't do more than you can do. So you
prioritize and this is your job, >> right? >> So anyway, um sorry about that. So Miss Feldman and Miss Casiliano, I'm going to get it eventually. Go ahead with your questions. Laura.
>> Okay, I'll uh Yes. So my question is I think it's great that there is uh closer attention and monitoring um regarding the uh student facing support. Um, but my question goes back to how are
parents involved? And I realize this is an anecdote, but I did have a friend who didn't her kid would have been eligible and needed the support, but for some reason wasn't
included in the list and was not invited to attend. So she then had to advocate how are we making sure that that you know and this was years ago. So I assume that there are newer better systems in place to make sure that parents are
informed and kept in the loop and um as well as we don't accidentally not invite a student to attend these things that really could benefit from it. >> Right. Um, so good point and definitely
and I appreciate you as a committee bringing that to us because um, we definitely need that input to make sure that we always communicate with the parents and and we tried our best, you know, to meet the needs of all of the students. Um,
but we do have limited staff. So it this is part of a system. So this is just one component. and studentf facing support is one component of the system in place that every school has to assist their students. So it's up to the school. I mean like I said that's why we have
title guidelines this year and we want to see their entire plan. So when we look at the data student by student we'll have that list of all the students. Um and then some will be serviced through the student facing support, others through after school
tutorial, you know. So that is um we definitely want to make sure that we hit all the students that that need the support and I wish you know we had more more staff to send out to the schools but we really don't. But like I get said
it's a component of the proc the system that every school has and right now during this time like I said all schools are in the process of analyzing the data having data attached with their teachers and then with their parents that's such a key component so that they know where
their students are and what assistance is available to them. Um, so and there are times that you know a student's on a list and a parent may request it and then that's handled at the school at the school level. So those are those school-based
decisions. >> Oh, sorry Melissa. I didn't turn my mic on. Melissa. >> Yep. And my question is who's providing the lesson plan or what is being taught in these 30 minutes? Is it the staff member who's coming along? Is it their
responsibility or is it the school like an RTI plan that um is in place? >> It's it's a school. I mean we want we would love to pre to prepare the plans cuz we and we do have a lot of re so we give them a list of all the resources
and plans that they can they can use for sure. But the schools based on the needs of the students they'll group them for us and they'll determine what's the best um resource to use out of the list of resources that we've provided. Um and there so we have systems in place so
that the meetings occur and there's some a little bit of professional development in terms of in working out the logistics right if they're going to use a specific resource we want to make sure that the person coming in knows what to do and so forth. So there's a lot that goes into
it, but ultimately you know and it and again if the most of the schools cuz again we want to make sure that we're strategic um they will let us know the plan. We are collecting the plans a re there we will be meeting with the regions and they're going to
evaluate their plan and what resources they're using which students were selected and then make sure that they're use utilizing those high impact materials. But um >> are these normally children also, let's just use ELA for example, that are not
receiving reading instruction or is it in in addition to a reading instruction um resource? >> This is supplemental. So every student will receive their core instruction. Um so that's going on and this is in addition to it's to supplement. It's so
that when we talk about those um any gaps that they may have or those weaker standards, this is one way that we can um go back and retach that. >> And this is our in between students. So not the students who are already being pulled out by a reading specialist in
the school. That's why schools have to really take a look at their students student by student because we want to make sure that you know that a child is not constantly being in a small group. You know, we have to
look at the child and the day as a whole. So, we we really recommend that they go student by student, minute by minute. So they receive their core instruction and then maybe maybe they're an ESC student who also has um some instruction by their ESC teacher and
then you know I mean we don't want to overwhelm the students either. We want to make sure that they have opportunities to practice to apply um that they're not constantly just in small group instruction. So yes, it's very coordinated. That's the piece that
we wanted to be coordinated. That's why we spent so much time on this. We want it to be um you know a natural um component of their day, right? We want to make sure that we're not also um when we make adjustments, we also
want to be be careful that we don't adjust too much that the students still have their required PE or either lunchtime. So it is a very very monumental task. A lot of thought. Yeah. And would this
be considered also an RTI like level one instruction for any of those students? So like going forward if there ever needs to be some type of uh paperwork for >> uh you know further testing or anything would this be considered level one RTI?
>> No. No. So our MTSS process is in place and so those students that were already receiving supplemental or intensive instruction they continue with that. This is not taking the place of that. Um so that's an entirely different process. So um this will not take the place of
that because we have some strict um protocols in place that have to be adhered to when it comes to that. And again this is select schools like I wish we can go into more schools but we just don't have the capacity of that. Um so and in our you know that's I think for
us it's so important that we continue to build teacher capacity that we continue to support teachers that we at um up here I say up here in the building our academic division that we are always um
providing the best lessons the best resources and you know work with and we we've done a lot more this year um through PLC's with teachers through we have content clinics. We have Kadre meetings that we
really walk we really make sure that teachers understand and go through and and we build our capacity so that they can um you know provide effective deliver effective lessons using the right materials so that then we have less students that need this additional
support. Right? In a real world in a perfect world that's what happened. we have really strong effective core instruction and then we would require you know less u of remediation less support. So, >> and Miss Bishop, what I see um just over
the last couple of years through this committee is the fact that your department division, I'm not sure which to call it now, but yours, the academic part of the world, is that you're also
tailoring the support. And I think that's really important. It's not the district. I remember in the old days I What did we call them? I don't even remember it was but every school was going to have was going to do this professional development right
>> and so now you are looking at the needs of those individual schools and I think that that is I I really commend you on that I think because it's harder on you to do that right >> it's easier for a teacher to just say I'm going to do this for every kid and this is it and it could be your also um
your strategy but it isn't it's looking at what schools need but when so I think I commend you on that. >> Thank you. It's definitely a work in progress and but again we're here to support our our main job and that's why
I tell everyone here. So if we have to do student facing support that's aligned with our work because we have jobs and our job is to make sure that our students receive the instruction and are successful. So whatever we have to do um and then this is the last slide. This is
something that we provided. I linked a slide deck to you. And I think you Oh, do you only have a PDF version of this? I'll I'll maybe um send this to we'll email this not in PDF version so that you can actually click on the links. But this is a presentation that we prepared
for the families for schools to share with their families. Let me do slideshow real quick. So it's by content area. This is the elementary. So it tells them what this Florida state assess like again this is something we would do like almost like a curriculum night where I know we'd have many of our schools do it this way where we invite
the parents to come in and they go to their child's classroom and we kind of go through what is assessed so that they understand what's assessed um what do the scores mean um oh you can okay and if they it wasn't a PDF they can click
on the links okay Miss DeMarco says that you can click and it just all the links are easy for you just to go to the the um fast so that you can go to the portal. You'll see um practice items and then some tips on how
you can help your child at home. Um um the in the the FLDOE sites are excellent. They have really great resources available and these are all linkable. We kind of tell you what we're doing within our our you know benchmark
literacy what other tiles our students have access to these programs within their student portal. Um, and then we have questions. And so we did it for all the different um, here's math. Same kind of thing. All of the different um,
reporting categories, the weight as far as we know that the state has reported to us, you know, to help us, item types, you know, gone are the days where it was a very simple assessment. These are this is complex what they have to do. Not
only do they have to come up with the answer, but then they have to respond in the correct way. Matching items, editing, task choice. I mean, these are these these can be complex part and
items that have part A and part B. Um, so all of this is here. So I linked it there. Where can you go for support? So the schools they are, this is part of what we do. We share this information with the parents um family and some of them have family engagement nights. Uh
so I just wanted to just add what we have here. This is more math. So you'll see I'm just going to kind of go through this and then we have science. Initially the science has us different the context dependent sets because science is a lot of reading. They have
to read and then be able to answer the questions. And yes, they have to have the background knowledge and the understanding of the vocabulary, but at the end of the day, they have to be able to read the passage that's on here and um and answer and be able to respond.
So, it's all here for each content area. And so, we left it there. So, this is what we are doing right now this time of the year, sharing with parents as well. Sorry, I didn't mean to go so long. It ended up going longer than I thought, but I just wanted to give you a comprehensive view of what's taking
place right now. Um, and this will be repeat for all of secondary once I have all of that information. >> But really what remember that we interrupted you many times with questions. So not interrupting you because we are a dynamic committee but
you you know you were not just stand or in your case sit and deliver. We ask questions also >> and very good questions and some and I took notes on your suggestions as well. I always I always do that and I bring it back to the team. >> You do and so are we to future topics?
>> Yes. Yes. So um I was kind of going through our list of topics and we've we've we've already covered many of them. So I just wanted to just touch base with you again and see revisit that list revisit right now and see what's relevant for the next few months. Um, I
can bring you the secondary information as well. It'll be more concise because really the difference will be just on the the data that pertains to secondary, but as far as the action planning and all that, the process is the same. Um, so I'm I'm just going to open it up for
any suggestions that you have. We do have I already have one topic which is the maybe having the communications team come and report to us. um the work that they're doing to engage our families back to the district. Um so what else do
we have? One of the things I is my mic on. One of the things we talked about and and who knows maybe it's a meeting on this but we were going to get uh some more specificity. There you go. From the um
the choice the recommendations they made. Did we already do that when there was a a site visit about our >> Yes. Yeah. U Mrs. Wyatt brought that last month. She did. >> Okay, there you go. But there was it seems to me that there was some followup
that we were going to get from that. >> Okay, I can go back and look at that to see what followup. Okay, so that will be I'll add that here. Followup from the choice presentation. >> Thank you, >> Mr. Walden. >> Yes. Uh, first I want to thank Miss
Bishop. she kind of put the whole meeting on her back and kind of um LeBron James did tonight. So, we appreciate that very much. Uh the only thing I wanted to bring up was I believe it was the deputy superintendent that talked about maybe getting some AI
experts to help I guess with future implementation of new curriculum. Uh I do know somebody that would like to perhaps be an advisor. >> Okay. Uh, so where would I, you know, I'll talk to him again this month, but
if he is 100% on board, where would I tell him to reach out to? >> Um, you can have him reach out to me and then I can get that information, I can get him to the right person. Um and then yeah,
you can have him come to me and then I will send I will then um have put him in contact with the correct person and um and that might be I know that the AI policy is going to the board I think for a workshop in the next meeting or
two. So that might be something interesting to bring to us here to provide input on. Um I know it's been it's been a lot of work as well. Lots to consider with that AI work >> for sure. >> Okay.
>> From my point of view, I think that's a great excellent topic um to get some uh when you bring that to get some input from this committee since there are so many so many different varieties of backgrounds and expertise from this
committee. I think that's a great definitely >> if that this is Laura Felman. If if that when that is brought back to us, can we also include information regarding um
teaching computer programming to our students. So it's not just how is AI used within our system or not used and prevented from use so that there's no cheating but instead can we also talk about
essentially building a workforce that will be ready to help develop the next features of AI and um and whatever other else people will be doing with computers in the future.
Yeah, that will probably br because we did talk about that a little bit last month. I know we're starting a new AI yeah choice and all that, but that will be tied in for sure. I will make sure >> because and and to not just focus on choice schools, but
>> all of all of our students to gain access to this as a career I think is important. >> Okay. So, not just choice programs because you have many stu many of our students are not in a choice program and this might
be a very helpful career for them. >> Understood. Okay. >> All right. So, um does anyone else So, um Miss Bishop, are you looking for others? Right. Right now, are you asking for input into what some other topics
might be? We're going to run out of months, >> right? I was just I was just counting on my fingers. So we have February, March, April. >> Three more meetings. We have three meetings. >> So we have like two good topics so far. Well, and and yeah, and I guess the
secondary data. >> Yeah. So I think you does someone else have um an idea that you want because we are I mean we only have You're right. That's right. >> February, March, April. We only have three more meetings. >> Only have three meetings. and and I
think that last meeting we may have to do some organizational kind of work can't remember we'll go back and look at it right >> okay >> so all right >> um one possible idea and maybe we have covered this I'm not quite sure because
I forgive me for not remembering if we did but to go over more details about our math instruction um we we end up going into many details about um reading instruction.
>> I think it would be helpful to gain a better understanding of the interventions and other such um in the curriculum, what we're doing to help advance our students in math.
>> Yeah. And um and this year we we spoke briefly about it, but about what we did differently, what we're doing differently this year. Um, but I think it's a really good topic too because over the last couple years the state has um provided more direction as far as as
far as math intervention. Uh, every year they've made a few changes. So, yeah, I think it would be good to bring that back. >> Great. Thank you. >> Okay. All right. >> This brings us to we are at 7:15.
So with um with that in mind, is there anyone who has something that you need to share or you want to share with the group before we close? Hearing none, again, thank you, Miss
Bishop. You did you did a lot of work for us tonight and gave us a lot of information and we very much appreciate it. Some of you were very quiet tonight, but I think you're comfortable enough now raising your hand even though we're
not all in person. Um, somehow we managed to see who has hands up. So, um, I want to express my appreciation to all of you for your great questions and again, we're staff Bishop and um, coming back to us when we have other questions.
So, do you need anything from your committee, Miss Bishop? not at this time. Thank you. I appreciate your questions. They are definitely always good questions that make us think and um and inform our work. So, please continue that. We are
very open. I'm very open for suggestions. Um and it's a pleasure to be here with all of you and we're here to support you and we do count on on the input that we receive from the committee for sure. So, bring it on. We always we
we need that input. Do we have a motion to um adjourn the meeting? >> I'll move to adjourn the meeting. >> Second. >> Thank you, Mr. Waldron. Um anyone opposed to adjourning the meeting?
>> I think so. Unanimously approved to adjourn the meeting at 7:17 p.m. Everyone have a wonderful week month. >> Thank you. See you next month. Byebye. Have a good evening. Bye. Bye. >> Bye.