--------- be led into the meeting. So, we're going to um I guess we'll go ahead and let's go. >> So, go ahead. You can call the meeting um back to uh let's let's meet. >> All right. So, so who do we have here?
Um Volunteer Association of America. Do we have um anybody? No. Um, I see you Dr. Cassandra Corbinis for the
connect to greatness. Um, FAU card, we are good. Hello, Sabrina. >> Good morning. >> And is Marcus here for um Palm Beach Council PTAs? Yes.
>> Yes. Good morning. >> Oh, there you are. All right. Okay. Um that is everybody's so bound here. Okay. So um the first thing on the agenda is to um approve the November
minutes and the February minutes. Um so do you all have those? Uh you you should have had all those for a while. Um,
>> does anybody need time to look at those or do you want to uh reook at them to refresh your memory or we just go ahead with the motion to approve? >> Um, I can I'm ready to approve if the rest
of it is. >> Okay. Is that the uh we do the November one first? Is that uh November that you're making your motion for? >> Um yes like to make a motion to approve the uh
the November minutes from the DDC subcommittee. >> Thank you. Okay. I have a second. I second. >> Okay. Um any comments? Um all in favor say I.
>> I. >> Um Sue, I know last month that we kind of refined our goal to to help move us forward a little bit. Would you mind putting those minutes up so that we could kind of see what the new direction is? Um,
let me see. We can do that. Okay. Can you all see that the minutes? >> Yes. >> Okay. I'll give everybody a minute to look at those.
Okay. So, we're looking at policies, practices, and other conditions, >> right? Um, can I have a motion to approve the uh February minutes? Um, motion to approve.
>> I'm sorry. Is that a second? >> Yes, second. >> Thank you. Um, any comments? All in favor? >> Oh, sorry. Go ahead. >> I was just going to say if we could kind
of identify those policies. Um I think that would be the first step. >> Right. Well, I was going to say for first it we'll just approve the minutes of what we've decided and then we'll go into the new the new Yeah. So all in favor.
>> All right. So at the as you saw from the minutes that are being shared at the last meeting um you know we acknowledge that we've been kind of spinning our wheels and going in a lot of different directions. Um and
we should come up with one or two and move on. And then uh we talked at as you saw about the strong connections grant and the great work that it's doing. So at the end of this meeting we thought maybe we should see if we can piggy back
on that and make some recommendations. But but I have to say I I want to make a suggestion. I've been I kind of looked back over all the notes we've done over the last year and a half and all the all the things that we pursued, the different avenues that we went down and
and think about the problem we're really trying to solve. And I think if we if we do some little recommendation now, it's not really addressing what we want. It's not really
accomplishing a lot, I think. So I thought, well, the reason we haven't been able to accomplish what we want, at least I think, and I'm open for your input as well, is I feel like a subcommittee, a very small
subcommittee with limited experience that meets for one hour a month does not have the time, energy, expertise to address. But we clearly have discovered is a big issue, right? I
mean, a complex issue. Um, and so I was thinking that perhaps what our recommendation should be is to that we clearly identify the problem.
uh which is pretty much what our goal the the goal you know is to um you know and and to recommend that the de DDEC recommend to the school board that they
put together the team to look at the issue. Um I I think you know I don't know. So um what do you all think?
>> Um yeah I mean I agree. I think that meeting once a month as a subcommittee I wouldn't say like it's lack of expertise. I would really think that it's more lack of time and it's it's a
small committee um in order to attack such a large complex issue. I I think identifying the problems maybe identifying the policies and like it says practices that contributes to that problem so that then we could have a
solid recommendation um either to the DDC or the district. >> Right. I can't. Yeah, I I agree. And and Dr. Thaddius, we can't hear you. I'm sorry. >> Oh, you can't hear me? I'm so sorry. >> Yes.
>> My computer. I wanted to ask Miss Simmons because she brought up a good point and I wanted to see where this um goal stemmed from at the larger committee meeting. So
before you hopped on Sue, um, Miss Simmons was sharing that the original intent of the subcommittee was to take an issue from the larger committee and dive a little bit deeper into that
issue. And so I am curious if where we are what we are currently honing in on is stemming from something in the larger com committee first and if it's not then you know do
we need to reccalibrate if it is great I just would like to know what the stem is from the larger committee >> I believe this started about a year and a half ago and I want correct me if I'm wrong I believe it was Dr. Robinson who had mentioned and noticed um that
harder to staff schools um that highly affected teachers tend to not be at the harder to staff schools and that there is an equity disparity there. Um and that that was kind of like our original our original point to to take a deeper
dive in. Now that that went in several different directions because it is it is a big complex issue. Um, and I think that we just needed to solidify exactly what we were looking at. We were looking at a ton of data and I don't know if it was actually answering the question for
um I'm in the middle of my PhD program in public admin. So, I'm learning a lot about research questions and how and how we need um the data to to be able to match that question. I don't think that I think that that's really what was happening. um none of the data was
answering that question and it just was bigger than what we thought. Um and then we honed in on it last month to to reorganize our goal to make it a little bit easier to examine. Um and that's
when we came up with that new goal of the practices. I I think uh Cassandra, you know, we talked about it's like true when the DDC creates a subcommittee, it's because they have a a problem that needs more in-depth work.
And I think what a year and a half has told us is that it needs more in even more in-depth work than a subcommittee can do. Um it's, you know, this could easily be a district uh district assigned full-time
person to work on, right? I mean it's so um I mean because I don't want to say that all the work we've done was was of no use because I think we've if nothing else we've identified that um
>> there there there are many many factors involved. Um, I do think a few times we got a little realay because, you know, with some of the data in some ways trying to
maybe convince people that there was indeed the problem. Um, and so I think I think part of the thing that the subcommittee could do is to to have the D ask the DDC
to accept the position that there are um the hard to staff schools do have, however you want to call it, less effective, um, less experienced, underperforming, whatever teachers as a
whole, not obviously individual teachers. and what are the policies and practices that lead to that? Um, but but I think that the DDC could actually do some real good by making a
recommendation to the school board that they actually address this issue. Well, let me let me pause for a second because I I guess I was just trying to I was simply trying to draw a line and get
get specifically what was what was the core from the the DDEC meeting that so if the big I I don't I'm I'm just I wanted to Miss Simmons to just share is it was it a teacher we were looking at
teacher quality at in DDC and so then we decided to spin off into this goal in the subcommittee >> because we've been Yeah, >> I'm sorry. I don't mean to cut you off, Dr. Corbin. I think because we've been tackling this for so long, we don't
remember what the root the core was to cause a spin-off, but I do know that remember about a year ago, I had Dr. Hchins give some data on teacher placement, um the performance in the classrooms. We looked at that. that
wasn't the data we needed. Then he came back with some additional data to kind of piggy back on that. Now, this was the end of last academic year and then with spent it um then we ended up in the beginning of this academic year and
we're already approaching the end of this academic year. So, I think that we've been on this for so long, we kind and then it sp it has spun out into so many different things that um we need to hone in on what we really want to look
look at or we need to dissolve this particular subcommittee because we have spiraled or and um present to DDEC that maybe we need to go back in the notes and see if this is
even anything that um we need to look further into. Um and I know that professional development was part of it. I do know that um maybe that's something we need to look at as a
district in in a district as a whole, right? How is professional development provided for new teachers to to to help them to be ready to be in um underperforming schools? Maybe that's something that we need to pres because your purpose is to present to the DDEC
and then the DDEC has to decide whether or not they're going to take your deep dive and your your report and give that to the district because those are the decision makers, right? Um so, you know, I don't I think that this that that this
conversation in this meeting is super important because you guys can decide where where do we what do we want to do? How do we want to move forward on this particular topic or or are we going to say hey we're going to dissolve this topic because we weren't able to really
come to a um a consensus um or we've been all but these are the things that came out of it right because I think the area of professional development is really important right um >> that's right >> just based on my me being me as a
teacher when I first came into the district >> in years ago. By the way, I can retire in December. I just wanted to let y'all know that. >> I'm not going to. I have a I have a freshman in college. Can't can can retire but won't retire.
>> So, um in 96, how important that element of professional development was for me, but in 96 it was different on how you participated in professional development. You were able to put in a TDE for the day. professional
development was provided during the day whereas now it's all most professional development is after school people don't want to take their time you know it's it's different you know it's a different it's different aspects of it now so >> you know >> so
um so I just want to um so thank you for that context that's really helpful >> I also think that this conversation um and some focus around um professional development not not just for professional development's sake, but a
real conversation around it. I think that's important. Um, and if we continue down this path, which I think is is of value. Um, I don't know that we need to keep the thing that kind of drives me nuts is like this continued spin around data. There's a lot of data. We don't
need to keep looking for data. Like it's just it's already there. We know what we know. >> And it's real easy, I think, to identify. That's I'm just making up numbers, but call it two or three schools that we already know are underperforming schools. Like the data is already there. We can pick out the
schools and and and and perhaps kind of design what a pilot might look like to support those schools with X, Y, and Z for those teachers. Perhaps we we can talk a little bit more about that, but that's something that I think is very
doable and um it might also be very valuable to um as a recommendation once it's fully formed back to the DDEC. Um so just just wanted to put that out there. I I do think that there's something here um that we could flush
out. >> I completely agree. I think there's um value into what we're doing. Um but we're we're getting swarmed by the data. Um I think that we have we have enough data like Dr. said we could we could
pick out those three or four schools. Um I think that we've discussed the pilot in the past um and I >> the best direction to go in especially with that um professional development angle and to see how like what recommendations for professional
development that we can make to um the DDC or or the district in order to to help with the problem. >> But I think then we're kind of missing the big picture. It's like sure we can always help an individual school for for
amount of time, right? But what I I think back to you know what our um our updated goal to identify the policies, practices, and other conditions that are obstacles to filling the hard to staff schools with the most
effective teachers that you know uh just just kind of like the the um strong connections grant is doing great work. There's lots of good programs, but to to address kind of the issue after it's already happened, you know, um
after this teachers are already at the schools. Um but really what this committee was looking at is is how how do we get there in the first place, you know? So, I think I do think it's kind of we should recommend a
two-prong approach. Like one is what what I just said. What are all those policies >> that is >> we have an echo? I don't know if somebody needs to mute but um >> muted. >> What what are the policies and and
procedures that that get us to that place and then also the professional development and other teacher support. Um because it could be beyond you know professional development could be beyond it's the uh there's an extra school
psychologist to deal with all the various social issues and you know blah blah blah whatever lots of lots of things could be in that uh the second part of the issue of what you do with the teachers that you currently have but I think we really need to identify well
our goal was to identify those various policies and situations that cause it in the first place. So, which I guess is why I've come back to what we really want is the school
district or the school board to acknowledge there's a problem and decide to do something about it. >> Okay. So, can I um I'm sorry I'm too close to the mic. So exactly Sue that's exactly what you want
to happen but I think we keep going in a circle. So I think that if that is what we're trying to say then that is the report that needs to be given to DDEC because the work in subcommittee
>> DDEC has to agree to take that back as a whole unit and you guys are a part of DDC also as a whole to take that back. So create the report in this subcommittee surround it around what you just said
and then this subcommittee is dissolved after you you create that report and then if something else comes up in DDEC then that's when we create another subcommittee for a deeper dive. So if if creating that around because remember um
Dr. Dr. Corbett, that is you were on the last subcommittee. Remember we created the report, we presented the report to um DDEC and DDEC brought it back to the district. Right? So that's what we need to do in
this particular realm. We need to decide what we're going to present to DDEC, create that report, present it to them by next month. Um and then of course you're going to report that this was the discussion and then create
that report and then submit that report to um um Keith and I and then we will you know you know do what we did last time. You Dr. Corbin you're not shaking YOUR HEAD. YES. >> I NEED YOU TO SHAKE YOUR HEAD. I was
like >> yes I am. I feel like I'm listen I feel like I was like maybe this didn't happen cuz she not saying anything and then >> and then we um >> right >> we included some re we included recommendations >> right you and we included
recommendations we gave that to DDEC and then DDEC votes on whether to take that to the district so I think that is where we are now here whether or not we had the data whether or not the data gave us what we wanted to right now we're here so the if
the recommendation goes towards what you know these these are the policies that we know are in place or we don't know are in place then and the recommendations are going towards um professional development um support
staff for students whatever it is we need to go ahead and wrap this up because this has been going on for over a year and and now we have people that are resigning from the subcommittee because they feel like we're going in a circle and then you we're all, you know, going this way and this and this way.
So, >> we don't need to meet just >> 100%. I think that is exactly what we have to do. Write a report of what we've done, what we're recommending to the DDEC, which is basically recommending that they recommend to the school board
that we, you know, and in our report, we can list all these things that we've talked about >> uh that they look at that and to try to solve the problem. Yes, >> I agree 100%. >> So, I think that that is what we need to do in this um meeting in the next 10-15
minutes. Maybe decide on a couple of recommendations. Um I don't think that it should be an extensive list. uh maybe three to four recommendations I don't think or two to three and then um try to con um over the
next month um we can help to try to construct a report to actually present to DDEC. Does that does that make sense? >> Yeah. I I have a question. Uh this is like a a procedural thing. If we do,
like, let's say we take some notes and then me or someone else does a draft, are we legally allowed to like email to the subcommittee and have everybody look at and do comments, that kind of stuff, you know, offline? That's not breaking any sunshine laws or anything, right? If
it goes to the whole committee or is it >> I think as long as it doesn't go out of the committee. >> Okay. So you can't give it to the committee. You have to give it to Taiisha and then Taiisha has to give it
to the committee. >> Does that make sense? So you you you make the draft and then um she can put it um and then she can send the draft out and then each person will have their
own individual copy. Then they can send that back to her. she will share those copies with me and then I can deal I can talk to you Sue about that. I can put it in a Google form and then we can you know do whatever and then we can send it
back to Taiisha and then she can send it back to the subcommittee and then they can say okay yeah this looks good that doesn't look good we want to do this and then they can send it back. You see what I'm saying? I know it seems like a big process, but outside of, you know, just
because of Robert's rules order and um Sunshine Law, >> right? Yeah. No, that that sounds good because I was just thinking we could spend, like you said, the next 15 minutes coming up, you know, roughly with what we want to say, but obviously
we're not going to have time to make it word smith and make it be exactly what we want, which is why a little going back and forth with the committee would be good. offline and then and then I guess our if we do that then our next subcommittee meeting would really be a
short informal are we all in agreement with this recommendation yes let's send it to the DDC >> and so on if we are able to get the the feedback and then the next subcommittee meeting we have it I'll have it on Google form I think we did this last time Dr. Corbinis, I need you to shake
your head. Yeah, we'll have it on Google form and then we can all look at it together as a group and then at the end of that meeting in your report, you can report what was said because we already have it on Google form. We've had all
the input that that anybody wanted to give. But I think this meeting we need to come up with two to three solid recommendations to include in that meeting. And we're now down to It's 9:43. So, let's try to come up with
two to three solid recommendations so that we can um center the report around those recommendations. Does that make sense? So I I would start with um what asking the school board
well what we want DDC to do is to present this to the school board and what we want I would ask the school board to acknowledge number one that there is an issue it which I would hope would be a no-brainer but I have a feeling it's not and then I think the
second thing would be straight out of our mission goal we want the school board to identify the policies, practices, and other conditions that are obstacles to filling hard to staff schools with the most effective teachers. That's basically what we're asking them to do is to take on that job
of really looking at their own policies and procedures and other conditions because there are social things and all that. Um and so like so like identify acknowledging
there's a problem identifying the the policies practices and conditions and then I think uh our next recommendations should be you know uh something along the lines of what you all have talked about like addressing
um well addressing those policies addressing professional development uh maybe having a pilot program of how you know support with that kind of stuff. But I think it needs to start with asking the school board to acknowledge that there is a problem and
that they're going to look to identify the the issues. >> I actually think we should come up with a problem statement um because saying that there is a problem I don't know that that's going to be um specific enough. So I think we
need a problem statement. So that's one. And then um the couple of recommendations like we know the reality is in a lot of districts right now that the reason why teachers are in these schools,
one of the reasons is you know they need a they need a warm body quite frankly. And so they we've gotten people and it's just not Palm Beach County. This is across the country. And so um there's that. So, knowing that, how do we set
these these um teachers up for success and what does that look like, right? I mean, cuz I I applaud anybody who says yes to the job and they want to get and they want to do this this hard work. It's not easy um in any school. Um so, I
think we think about um you know, how do we set them up for success? And then maybe there's some recommendations about how we think The board can look at that. >> I think that's right. >> Okay. >> So, what I have so far, I'm just taking
notes that they that we have a problem statement that we're asking the school board to acknowledge that there is an uh issue. The second thing is that they identify what policies, practices, and conditions lead to that issue. And then
three is what uh can the schoolboard do to set up teachers for success which would include obviously professional development. Um uh change changing of the policies that have led to the problem.
>> Well, I think identifying the policies, >> right? That was the second one is to identify them and then you know you'd hope that identifying them would be to change but we should put that obviously I guess um
so anything else is or so do a problem statement that acknowledges the problem. Um identify the policy and procedures that lead to it. um address and then under addressing the problem is professional development and
changing the policies that led to the problem in the first place. Well, it's it's it's identifying opportunities for success, setting these teachers up for success. And under that, there may be, you know, we might want to give some suggestions about what that
looks like. But I think it's how do you set folks up for success that are coming into schools, but especially the schools that are, you know, most most challenging right now. and how do we how are we
setting them up for that? Now, I think there's also a a leadership piece in there too, principal. So, again, like I said, there's a umbrella and then there may be one or two two bullets under that. What is that umbrella? What is that
umbrella? And what are the two bullets? the umbrella that I was talking about is setting teachers up for success. And then I was and I don't know I don't know what Sue has, but I was just throwing out like there is a an element of professional development, but that's
pretty broad, but there's an element of that and then there's also an element of uh supporting leadership like the principal, the school leader. So there's there's those two um ways of thinking about setting them up for success.
How do you support the teacher and how do you support the school leader? >> Right. >> Professional development and appropriate resources I would say. >> Right. Okay. So, um,
what I have maybe I should let I'm just go share the screen where I'm kind of typing in notes as we talk. Might be easier for everyone to see it. >> Thank you, sir. I appreciate it. >> Keep in mind it's very quick typing. I would be interested to know what
policies are going into this as well just out of my own curiosity. Okay, this is what I've typed so far from our thought that the recommendations is one that um the school board acknow'll do the I can
we can make the pro take the problem statement from our our goal or mission statement. bill and ask them to address that there is indeed an issue and then to identify um again from our mission statement
those policy and procedures that led to it and then the third would be how do we um how do we well face and those are kind of the same. How do we prepare teachers, set them up for success,
prepare them for the most challenging schools? And that would be addressing um professional development, appropriate resources, and I I I called this cultural issue, societal, but I don't know if we want to if that's
the best way to put that. I'm early meetings, people talking about how important the school culture is. um >> which comes from leadership and so it's kind of twopronged like sometimes the leadership uh well I guess we need to
pro >> they call that single school culture >> it's they refer it's the educational term is single school culture >> right right um and then also the the societal thing is where I remember people talking about you know at some
schools you know you have the PTA that has the breakfast every month and they get gift cards and they you know just all the support that we get that you know we know is not happening at at every school equally obviously um
and uh and I don't know if that rises to the level of should be included in this or not um but um um I don't I don't know that that's I think we start to muddy the waters a
little Okay. >> Um, I think we're we're talking about it sounds like we're talking about the the the human resource um at the schools right now.
>> Um, not sure what you mean >> the teachers and the principles. Yeah, I guess that's true. You know, we've been at least in my mind, I've been thinking of how we support the teachers, but obviously
um that's the leadership as well. So, so ex explain Dr. Who the concern was the leadership at the school
>> in terms of setting the setting up for success. We were talking about teachers as well as the school leaders. >> Okay. Okay. >> Yeah. So that' be the principal. >> All right. So
look at these four that I have here and and then with the sub bullets and tell me if I captured it what I should change. >> So when you're saying school board identified from the mission statement are we talking about identifying the policies?
>> Yeah. So basically here I'll just copy it for imposs. So we're asking them to acknowledge there's a problem and we'll take that again from the mission statement. Then we're asking them to identify the policies, practices and conditions
uh that lead to the problem and then basically the two sol solutions. How do we set up the ones that are there for success by addressing professional development, resources, all that? And then the uh second solution is to change
look at the policies what you can change that led to the problem in the first place. I did a a quick quick uh quicky take at the uh what the problem is. >> Can you scroll back up a minute? I know
we only have four minutes, so I just want to see the top again. >> There. Can you see that? say recommendations at the top. >> Yeah. Um Okay.
And did did you do we do a problem statement or what? Let me see. >> I just that number one. >> Yeah, that number one I just right now typed in a very very rough first draft of the problem statement. And maybe we're not having that m maybe
right now we have it as a number one asking them to acknowledge it's a problem and maybe instead we just stated as a given at the top of a recommendation. Um that that probably be better. Do you
think? >> Yes. I think we just stated it >> and I'm sure we can make this sound a little better. Well, this is what we're going to be guiding our report based off. >> Right. Right. So, if Yeah. So, we're about done here. So, basically, if if
we're all in agreement, I'll take take this, you know, word smith it, make it sound a little better. Um I'll um should um Miss Simmons, should we put in like a little bit of a history like what the subcommittee did? Do you
normally do that or >> um I I don't think that is really necessary because we >> I'm going to I'll share the the original report that we had. It was really concise to the point and what the recommendations were. Um I'm not I don't
think we need to describe like >> everything that has happened. You know what I mean? Um so I think that we need to be concise to the point. Um and then um we come together and make it into um a report for DDEC. But we're at 9:59. So
someone has to um adjourn the meeting. >> Okay. I am going to adjourn the meeting. Well, obviously I work with this, send it to Aisha, and she'll send it to you all. And uh I am adjourning the meeting at 9:59. >> Thanks everybody.
>> Thank you. >> Who second it? Um, Sabrina. Okay. Okay. Thank you so much. Part: 2
I if I can ask um that chair olive uh vice chair Oliver uh take over the me meeting. I would be on um virtually but I may be cut off and on and off. So um please >> by all means vice chair Oliver. >> Now it's just the next level.
>> Okay. And I think we are we have enough of quum so open the meeting. >> Thank you. >> Reopen. >> Thank you chair. Good morning everyone. We will call this meeting to order. Let us begin with roll call.
Good morning. Adopt the family. Jessica Pagan present online. >> Best foot forward. Debbie Elman. >> She's having trouble. She's connecting now. >> Thank you.
Best foot forward. Karen Sparati >> present online. Thank you. >> Black Chamber of Commerce. Cassandra Oliver present. Caught of Card at FAU. Sabrina De Goes
present. Online at FAU. Jack Scott Coalition for Black Student Achievement. Dr. My apologies. She was coalition for black student achievement. Guidelant
Gwynette Gwynette Williams >> present online. >> Welcome. >> Thank you. >> Compass Rex Barnes >> present online. >> Connect to greatness. Dr. Cassandra Corbin Daddius
>> present online. Connect to Greatness. Andre Dis >> President online. >> District ESE Advisory Committee. Susan Rodriguez. >> Good morning. President online.
>> District ESC Advisory Committee. Michelle Batty. >> Present in person. >> Division of Blind Services. Seager VGO. Economic Council of PBC. Craig McKenzie
>> El Soul Jupiter Susan Whit Florida Hispanic American Chamber of Commerce. Juan Pagan, >> Florida Hispanic American Chamber of Commerce. Evelyn Vargas
for the children. Reggie Dundes present online >> Gold Coast Down Syndrome. Sue Davis Killian online center Marina Blanco
Blanco Gualamaya Maya Center Myra Cardinz Hispanic Chamber of Commerce. Maria Antuna, Hispanic Education Coalition, PBC, Hector P. Pyadre, NWACP, South PBC branch. Dedric Shaw,
PBC Council of PTA, Charmaine Postal, >> I was present online, >> PBC Council of PTA, Marcus Brown, PBC Human Rights Council, Avon Gordine, >> present online.
>> Thank you. >> Tri city education committee. Eddie Rose, Tri City Education Committee. Mary Evans, urban lead of PBC. Valencia Barbier,
>> Terence Reed, present for Urban League. >> Thank you. Volunteer Association of American Woodland Pierre, Volunteer Association of America, Colleen Paul,
Classroom Teacher Association. Gordon Longhoffer, >> present online. >> This conclude my roll call. >> We have established courtroom. Mr. Oswald, >> thank you so very much. We will continue
with the um agenda. >> Do we have any guests online? >> I can't see. >> Debbie, >> Debbie, will you please introduce yourself? >> Apologies. I was having technical
difficulty. Debbie Elman, best foot forward online. >> Thank you so very much. Do we have any other guests online? >> Hi, Gloria Branch. Schoolboard member. >> Thank you. Anyone else?
>> Very well. >> Call. >> She just put in a chat. >> You tell Dr. Robinson. >> Dr. Robinson, we see you. >> She just put in the chat. >> Where? where >> we have a comment in the chat.
>> Can you show the chat on the screen >> just that she's present? >> Dr. Robinson is present online. >> Thank you so much. Okay, everyone should have received a copy of
the minutes. >> Any public comments? >> Okay, no problem. >> Oh, I see. Thank you. Do we have any public comments? There's none in the room. Any online? Thank you. We will move forward to approval of the
minutes. Everyone should have received a copy of the minutes before. >> This is Randy. I move to approve the minutes. >> Second. >> Thank you so very much. The minutes have received
a second. All those in favor? I >> I >> opposers. The minutes have been approved by vote. We will continue on the agenda. Thank you. >> Acknowledge Marcus Brown. Just put in
the chat that he's present online. >> We would like to acknowledge Marcus Brown. He just put in the chat that he's present online. Thank you, Marcus. We're looking at the agenda. Any updates from the subcommittee, the ad hoc
subcommittee? >> Hi, this is Sue Davis coming in. Uh we went this morning and are uh created a very rough first draft of our report for the DDEC. We will be um finalizing that
at our ne our meeting next month and presenting it to the uh DDEC uh to discuss Thank you so much. Any questions for the ad hoc committee? Any online? None in the room.
We accept your report. Thank you so very much. And we are looking on the agenda for district updates. Chief. >> Good morning, everybody. Hope you all had uh as great of a spring
break that I had. Um don't worry, it was all legal. Nothing. It was all good. Um just nice to relax. We're down into the last quarter here at the district, so we're going to go and finish strong here at the school
district. Um, a couple things I just wanted to to bring up. Um, you can see from the screen here, we are fully um, on board here with using the new platform Diligent from Bordox. Um, it does have a different feel and flow. Um,
so if you haven't used that um, please do. And um but this is where you'll find um all the information that you'll need from the minutes from here on in. So please don't be looking for for board docs.
Um, also last month or I've been giving you just updates on the new requirement for participation in athletics for incoming freshmen and if a student is new to playing a sport.
Uh, I mentioned that we had I think the event had already occurred but we had about 300 students in the north area. Um, we held the event um back in February. our next event um and I'll post the flyer uh we'll send a flyer out
today um if you could please share with your constituents will be Saturday from 9 to 1 at Park Vista High School. So this um Saturday 9 to1 Park Vvis High School free EKG for any eighth grader
considering to play a sport as well as uh anybody new to playing a sport. That's the current rule uh rule for phasing this in. So that'll be our second event. We currently have over 200 students registered. Um, I do want to let you
know that our our our plan right now, our tentative date um for the Wellington and Royal Palm, that kind of western area, uh, will be I think it's a Friday, but uh, 4:18, April 18th.
And the actually that's a Saturday, my bad. Um the Friday before that on 417, we plan on um going between um uh Glade Central uh actually probably um
Lakeshore as well as Pokei Middle Senior and doing a separate event out there um for the Glades area. Then our goal on May 6, that Saturday, May 6, is to hit the Boca Raton
um area, as well as any Del Rey that haven't uh attended uh any other event. um those and then from there we'll probably have some in the summer, but we will send out information to parents
that didn't attend any of these where they can go to fulfill this requirement if they are considering playing athletics um when they go into their freshman year or if they're new to a sport. Um any questions on that? I really um would appreciate if you all
can really get the word out to your constituents in your sphere of influence so that they know about this requirement. Um we don't want to see any student not playing sports because of uh this new requirement. Um also this past Monday
um we had our I think it's 11th mental health conference. It was a great turnout of a lot of mental health professionals, a lot of breakouts and training, uh, a lot of community partners part of that and the keynote speaker this year was our
our students. So, we had actually a student panel um that spoke uh very eloquently about how to really listen to them and to build trust and that too often, you know, we as adults often
think we know best when they're not really listening to our students. So, our students continue to provide great insight to us. Um, and so, uh, that was that was good. And I see a question from
Dr. Robinson. Are the EKGs read by a cardiologist? Yes, they are read by a cardiologist. So, and just how that works. Um, uh, this when a student goes in to get their screening, um, it is sent off to by who
we play for, the organization who is supported by, uh, the uh, the legislation and um, they have worked with provide them funding. They have EKGs on call. So within a few weeks after that um parents will will receive
information directly on the results and whether or not a followup is needed or uh recommended. Tell you just recently who we play for did share that um there was a student in
Miami day that had to go in for uh shortly after that to go right in for surgery that they caught something. So this is a good thing. um to really catch these uh challenges and issues early on.
>> Yeah. Question was, do we provide information to the coaches at the school? Yeah, the athletic directors at both the middle school and high school have been in constant communication. Um, but we know that for some families, um, we do have the flyers translated as
well, so we'll send out the translated versions as well. Um, we know in some families the information may not be getting down to the parent and that's where we just really need you to help to make sure that, um, nobody's left out of that this new piece here.
Um, and um, the other thing is I want to mention that our meeting in April, we brought this up earlier, but now that it's actually coming, I can't believe we're talking about April. Um, is
actually on Friday, April 24th. >> It's on the agenda. Thank you. At the bottom, it is on the agenda. Um, is it on the one on diligent If you open up the other agenda within
the agenda, um we're still working on diligent here. It does say is Friday, April 24th at uh 10:00 a.m. So, we had to move that because uh Thursday the 23rd is uh bring your child to work
day and we are following the national date as a school district. Um, so there's going to be a lot of students here at the school district and um, seeing a DDC meeting might not be the
most exciting thing for them, but uh, but actually they they need uh, this area and this this space. So we're on Friday, so please make sure that you mark your calendars accordingly. Um
also give me one second. >> Yeah. And um Miss Simmons also facilitated the um >> panel >> the panel on Monday. Um I just want her to share some of the insight other
insights that were received from the students based on that panel. Um good morning. So um the panel first of all we were ex the students were very excited to be um considered the keynote
for the um for the conference and so they were nicely dressed. They came very nicely dressed um some of the the information that came out the themes that came out at the panel with the students from the questions um and Dr.
Bernstein also assisted with um some questions from the audience were that students um and adults need to build these relationships outside of the need for help. So they said that they would feel like they
could trust even though we have the trust trusted adult initiative it could it it can't always be about I have to come to you when I need assistance for something. I have to come to you because I have a problem. They feel like they need to build relationships and
collaborations with adults like, you know, we're just talking about something. You know, we're talking about um hey, what'd you do this weekend? Um how's how's football going? Um and they feel like adults are not giving them that part of the relationship so that
they can be trusted to go to them when they have an issue. And that was one of the themes that came out across the board. And so in talking to Dr. Kaine and Dr. Minik, they said that they would um try to um talk to their BHPS and
their um what is it? The case managers, is it case managers? The the colllocators colllocators about um helping to build those relationships with the students. But um we have already been asked to come back
the following year. Um they thought that it was very impactful. Um I received emails from um people that were in the audience um regarding
well regarding how can we get our students on panels like that. So, um you know, I think that this whole student voice initiative that um was um projected by our strategic plan and um
the need for our peer um to build peer-to-peer relationships. I think that this has been amazing in our district across the board with the trusted um adult with our student voice councils um and also with a superintendent student advisory committee. um the coveted spots
on that committee um have I've received about 10 already emails about how can I get my student on the committee because they feel like that voice is being heard. So um yeah, it was it was it was a great um great great experience for
the kids. They want to know if there's another panel. I was like it is March and half of you are graduating so I don't understand where I'm going to get a panel from for you to sit on. But yeah, it was great. >> Um, just gonna share my screen here for a second. Um,
what I do want to provide the group uh upcoming just some uh end of the year data, but I just want to give an update. One of the our our goals um has been you know obviously continuously
monitoring um attendance. So, if you I want to just go back to uh in FY24, uh about 21% of our students were chronically absent. Um last year, we
made a great stride and dropping that down to 19.5. And then, um currently this year, we're at 17.9%. So, we're currently still tracking to uh decrease chronically absent students. We working with a lot
of partners um a lot of initiatives going on in that space. Um we'll go more in depth on that, but as we finish up this year, um again with those that you have influence within your communities and and constituents
with your organization. So, please be sure that we make sure students are still coming to school. We we still got, you know, almost this entire quarter left. We need to finish strong. Um and being here at school is going to be just critically important.
Also, the legislation uh uh closed out, but we still don't have a budget. Um so, we're still monitoring that. There were some new bills that came through uh
that we're currently going through as a district to to to see its impact um uh uh on the district. We're kind of going through that process right now. Um, and that's I think all I had. Any
questions from the group on um any of these items? have a quick comment because uh there was an article today in the Palm Beach Post where they were talking about the meeting of churches up you know Palm Beach North and they were talking about
the absent of students at school because the parents were afraid to send them to school and uh Sher Bracha was the main speaker but the pastors the priests that were there they were very hard on you
know not accepting everything that was coming up. But the article is a good article on the Palm Beach Post and it's today and they talk about the absentism in a schools that parents are afraid to send their kids to school because they might pick it up not by eyes, not
because they are committed uh a felony or whatever. It's just because the papers might may or may not be in order, you know. So that's still bringing a lot of confusion. >> Yes. Um we did as leadership we did meet
with uh some representatives of the community around this issue including um the Guatemala Mayan Center. They're on I think they're on today um to provide some feedback of the concerns
of some of the communities and how we can work to reiterate um what we have control of and what we do not have control of. Um, we do know, um, I'm sure everybody has seen the lines at the airports, but I know one of the big
contentions, right, that are going on right now to balance that budget has to do with some of the, uh, negotiations going on with immigration and how those laws are enforced or how um, ICE is working in in in certain communities. I
know one of the negotiations that there that's on the table is to to leave schools, churches, and hospitals off limits. Um, however, as we all know that the clock is ticking and um I believe the at the federal level,
they're about to go in recess and for about two weeks. So, we got to watch that uh closely. Um, but thank you for that. Um, I I'll check that article. I have not seen that article, but we'll definitely check that out. So, thank you.
Any other questions on any other topics that I will cover? >> Okay. >> Okay. >> No, she's coming right down. >> She had a previous meeting. If you want to go ahead and get
Thank you, chief, for the updates. We are working to bring on screen the new business on the agenda. Um, Dr. Beckford is making her way into the room shortly. On screen, you should see the Zillow requirements. Just to bring you a
refresher, last month we received a presentation from Dr. Beford and her team about Zillow and how students are able to access this platform at at school and help with their readiness for
college and career. and it is promising and delivering a lot of great information for families, especially for those of us who have um children within the system, but also as for our constituents in order to give them another access point for future planning
past K12. So when this app is has been launched, the students know about it. We're working on making sure that our communities know about it. And this is why Dr. Zillow has agreed. I'm sorry. Dr. Zello, Dr. Zello is here.
>> Dr. Beford has agreed to come back and share such great information with us about Zillow and how our students are working through this program. Her team is coming in and we're looking forward to the update and the questions that we had last time
being answered on how families and um businesses can use the information to help with career planning. um as a brief reminder of how we got to have this wonderful team back with us again this month. So I will move and
turn the mic over. >> And just real quick too, I also want to provide um that we also had the presentation from Dr. Geraldine Johnson on um our choice programs. A lot of this conversation kind of got into some of
that this space and the request of the committee was to give an update on how Zello's rolling out concern with some parents not knowing how to use it or if they can use it and um some issues around there and we've got the whole uh
uh triple threat of the um school counseling team at school district with us. So um I'll let uh Dr. Beth uh Beckford to introduce the whole to the whole team and thank you for being here today with us. >> Thank you for having us. So um can hope
you can hear me. Okay. >> Okay. Good morning everyone. Thank you for having us. So my name is Charlene Beckford. I am the program planner for high school counseling. I have uh with me my what our well we're the team um Melanie Velasquez who is the middle
school counseling program planner and she will be my co-presenter today but in the room we also have Sher Gman Daniels who is the elementary school program planner. So she will not be engaging in the presentation but she's here in case there are any questions uh about
elementary engagement with Zello. I'll turn it over to Melanie. Well, good morning everybody. We're going to be going over some of these Zello updates uh for this school year and just a quick overview. What is Zello? It's an online program for K
through 12 that helps students explore colleges, careers, military and trade options. And they get to build their personalized road map um based on their strengths and interests. Um and so some of the key components of Zello is self-discovery. They get to explore once again their interest and skills, career
exploration. They uh create their career profiles and then they get to explore education and skills and salary information locally and across um our country and then academic and future planning. So they get to do resume building. Uh they do course mapping,
college of vocational research and then they get to do some real world world skills and there's lessons on financial literacy, budgeting, debt management. So they can uh really see um what they're getting into in the in the world. Oh, and just to share also that this
Zello has been the approved college and career readiness platform that is provided by the state since um FY24. All right. So, just to go over some middle school uh Zello requirements. Uh the requirements are based on the career and education planning requirement from
the uh Florida state statute. And uh this is currently streamlined through grade 8 social studies. And we have optional optional lessons uh for grades six and seven. We really focus on the personalized academic and career plan also known as the course planner. I'll
go into that in the next slide. Um and we also kind of abbreviate that with PCAP. So, school counselors uh for this requirement, they get to talk to the eighth graders about what are the different high school graduation requirements, uh bright future scholarships, college admissions, uh and
different college credit opportunities with AP, IB, ACE, dual enrollment, and then CTE pathways. Uh something that is new this year is that we are currently implementing uh the grade civics grade seven civics integration where we are
requiring three lessons for Zello and career um exploration. This will be implemented after the civics EOC and it's going to help them explore their interests, make informed uh high school decisions uh so that when they apply for choice programs in high school, they
have a better idea as to what they are interested in. uh the course planner here. Um this is the PECAP as I mentioned. Uh it's a really cool feature where eighth graders are essentially going into Zello and they are mapping out their 4-year course
plan in high school. Uh and so Zello has it where it has the required courses and what you need um to ensure graduation according to the 24 credit standard diploma. Uh and it really is just to give them an idea. It's not set in stone. this is not exactly what they're going to be having, what they're going
to be taking all throughout high school, but it gives them an idea of what are the high schools offering, what how can I meet my graduation requirements. So, it's empowering them um to really think about their course choices uh and how to build a strong foundation for high school success. Uh they get to do uh
planning early on with age appropriate course selection tools. Um, and then when they do get to do course selection with their local high school feeder schools, um, they have a better idea as to what they are, uh, going to be choosing for their courses. Um, customized diplomas and courses that
match what they're currently taking in middle school. Uh, and then this course planner monitors progress um, and engagement before high school planning begins. Uh, in FY25, last school year, our district actually had the highest completion rate for course planner in
the state at 93%. So that was something very exciting uh for our school district. So I'll review the uh high school requirement for Zello. So as we've previously mentioned, the Zello platform is available to our students grades K
through 12. Um and at the high school level, we have actually built in about three to four optional lessons for students in grades 9 through 12. And so schools have the opportunity to determine how they want to implement those lessons. students can actually go
in on their own time and engage with those lessons and with the surveys as well. But there is a state requirement that students in high school do uh career exploration and explore various career pathways. So we are meeting that
requirement uh through grade nine where students will complete two lessons and the first lesson is where they create a future plan and that is that career pathway exploration based on their interests. Um, and we had asked Zello to create this lesson for us because what
we found the first year that it was rolled out, students were kind of just engaging in the platform, but we really had no concrete way to um monitor that the students were engaging in the actual career pathway exploration.
So, Zello created this uh future plan lesson for us. And then within the future plan in part two, they're actually able to build a portfolio, build their um digital uh resume, but also what we also require is that they build upon that course plan that Melanie
mentioned that the students do in 8th grade. But now they're in nth grade, they're able to get a better idea of what pathway they want to be on, whether it's CTE, 24 credit diploma, are they pursuing bright futures, they're able to then build out that four-year course plan with a bit more accuracy. and with
the guidance of their school counselor. So, we do require that in 9th grade and then we encourage um the school counselors to work with their students as they move on up to 12th grade to continue to view and refine that four-year course plan and then make
adjustments if necessary. So, it's a wonderful tool because it helps students and families, it empowers students and families um to be able to just check if the student is on track for their post-secary goals. All right. So, I wanted to share a little bit about the Zello engagement
currently for our school district. So, right now we have about um over 44,000 unique student loginins into Zello this school year across all grade levels and over 324,000 completed college and career readiness related tasks, different lessons. This includes the
lessons, the course planner, um all of those. And so in K through 5, we have over 72,000 um completed tasks. And in elementary school, it is not required for them to do any of these Zello components or college and career readiness tasks.
However, school counselors do use Zello quite a bit and they find it very um beneficial as they get students ready and thinking about college and career readiness. Uh for 6th through 8th we have um over 160,000 completions here for tasks and in 9
through 12 over 163,000. Um in middle school the course planner like we mentioned it's this is a requirement by the state and right now um we have 52% of grade 8 students that have completed their course planner. Keeping in mind that this is actually
due in May um that all eighth graders have completed this. So, we're on progress for that. Um, and in high school for that first component of the PECAP, as Dr. Beckford mentioned, for future plans, we have 50% of 9th grade students who have completed it to date
and 71% of grade 10 students. And here you're going to see that um in Zello, these are the most popular career clusters that students are uh falling into as far as their different interests and skills that they're interested in.
So we have arts and audio and visual technology and communications, health science and business management and administration. So this is what we're seeing as far as what students are interested in. And then these are the top college interests um that are coming up as they complete everything. Uh FAU,
FSU and UF are our top college top colleges of interest. Uh the save experiences. So across these different um categories uh students have the experience uh they they save these experiences to build a digital portfolio
and so along with these saved items in uh their skills and interests. This actually allows the students to build a record for future job or college applications and this is going to help them actually build a resume. Zello actually helps students build a resume based on how they answered um the
different assessments and completed the lessons. So, it's really cool that uh Zello was able to help them build a resume according to um the students personalized interests. And actually, I'm going to go back to that slide because um at the high school
level, you know, we really or I really work with the school counselors and encourage them to use this data to inform decisions on their campuses. So, for example, um you know, you'll see the top college interests. you know, a counselor can use that to really focus their um their efforts when they're
working with local colleges and universities. You know, maybe that's the the university that they want to invite first to come and speak with their students. Um same with the career clusters. Schools can use that to really inform their master board and maybe adjust electives options that are
available to their students based on their students interests. So, um we do really use that to inform schoolbased decisions. And then also the benefit of using Lzello at the um elementary level and expanding the lessons to all of the middle school students which is what uh
you know that has been our initiative this year is that it helps students really understand um their interests so that they can pursue the correct choice programs as well. So we've been working closely with the CTE department to see how we can build that out and even build
out features within Zello where you know once a student has identified a career cluster that they're then able to you know get the link over to the school district website where it talks about choice program. So that way you know like I said students are able to engage with this and get a better understanding
a lot earlier which is why we moved it to seventh grade. So then they work on that seventh grade and then by the time they get to eighth grade they're ready to apply for their choice program. So uh features that were launched this year for Zello um as we've previously
stated the platform is available to our students uh at the elementary level. But what Zello have really done is refined their uh the task list for students in grades 3 through 5. It just makes it a lot more studentfriendly especially for that particular age group. So, typically
when you go into Zello, you see the tabs at the top. Um, and it is fairly easy to navigate. Zello is really created, at least for the secondary side, it's created for students at a sixth grade reading level. So, secondary, it's very simplified, but they have also now simplified the elementary platform, so
it's much easier and more studentfriendly. This is my most favorite feature and I give thanks to Chief Oswald because he really started this conversation um about the integration of the Bright Futures eligibility report and um into
the Zello platform. So with Bright Futures, in order for a student to know if they're eligible for Bright Futures, the only process available to us in the state was that a counselor had to log into this the FLDOE system. They had to request a report. They had to wait
anything from 24 to 96 hours to download the report. Then they print the report and give a paper copy to every student in um 12th grade. It was very tedious, but we did it because it's a requirement. Um and we want our students
to have that information. So, uh, you know, with Chief Oswald, you know, he kind of started asking some really great questions like, well, how can we get this or integrate it into a platform that empowers students and families to be able to see that for themselves? Um, the state does have a lot of restrictions on that still, but they
were able to work with Zello and we have found a feature that's really simple for students and the counselors. So, the counselors still have to log into the state system, download that report, which is fine because that means it's the most accurate, right? But now the counselor can take that, upload it into
Zello. Their IT system sorts it and does all the IT magic that I don't understand. And a student can now go in and when they click on scholarships and they click on Bright Futures, not only can they learn about Bright Futures, which is what you see here on this slide where it tells them how they can apply for
Bright Futures, the eligibility requirements, but now students can also click on their Bright Future evaluation and they see that PDF, which is wonderful because like I said, now we're really putting it in the hands of families. you know, a parent can sit
with their student and say, "Go ahead and log into your Zello. Let's see that bright future evaluation as opposed to it ended up in the bottom of the backpack and what happened to it, I don't know." So, this um has really been a great feature and because of the
request that really we made, Chief Oswald made um this feature is now available statewide um in Zello. So, I know other districts are using it as well. They love it. And so we had um 19,000 Bright Future evaluations uploaded. That's actually more than our
high school graduating class. So what we did is I actually we required that counselors upload the evaluation for every single senior. They had to do that no later than December. And then I also encouraged them to go ahead and upload those evaluations for
their juniors. And then recently I've encouraged them to go ahead and upload the evaluation for their juniors again this spring because what that does again it empowers the students the families um to work with their counselors to see are there any missing prerequisites for
Bright Futures. Perhaps their world language is missing. They had the summer to maybe pick up an FVS course or they can adjust their elective schedule for next year. So, we're really just empowering families to be able to um check if they're eligible for Bright Futures, you know, and then adjust
courses if necessary. So, really excited about that feature. The counselors have loved it because I'm telling you, printing that PDF of thousands of thousands of pages and you had to sort it out. Um it was an extremely tedious task, extremely time consuming. Um with
this, it's a click of a few buttons and it's available within an hour or two for the students. that has been our biggest win this year with Zello in my opinion from my high school background. >> So this is an example actually of what an evaluation looks like. Um so it's
usually about two pages. So this is the top half of the first page. This is what the student sees. Again, it's directly from um the FLDOE system. It's the most accurate. So if it's not here, the FLDO don't have it. We need to make some changes, right? So you can see the students test scores are there. Perhaps
the student may say, "Oh my goodness, I took an SAT 2 months ago. I don't see that score there." That that prompts them, "I need to send that score over to Bright Futures." Um, they can see if they've submitted their application. We've found occasionally students will submit the Bright Futures application,
but they'll submit it under the wrong school. Like instead of Bokeh High, they'll pick Bokeh Adult High or Adult Education, right? So, they can verify, did my application go through? That's what you see there with the AP FFAA. Uh they can see how many community service
hours they have. Again, do they need to cross-check? I thought I had 250. I only see 174. They can see if they've earned their ACE diploma to date. And then the bottom half of the page, uh you can see so if you work start from the top, you'll see Florida academic. So when you
go down, you can see how many courses are counting towards that. Um and then they can see if they're potentially eligible. So, this is what a transcript might look like for a senior in their second semester. Um, but sometimes you might see under that Florida academic,
it says potentially it says they're missing something and they could be missing one English credit or they could be missing community service hours or the GPA. So, it does tell them specifically what is missing. And again, it prompts that conversation. We've had students that look at it and then they
realize, wait, it's saying I'm missing a math credit, but I'm not. and then we realize, okay, something didn't transfer from a previous school. So, it really gives us the opportunity to just make sure the student is eligible, correct anything that needs to be corrected, get them on the right track if there's
missing credits, um, and just gives them something to work towards so that they're ready for that application um, in August. >> So, I just got to jump in because this is huge, huge, huge. So for all of our
agencies and organizations here getting this information and educating um within your sphere of influence this is this is a game changer for kids this is money >> yes >> for college um we Dr. Breford was here before, did presentations about bright
futures, really educated um many of you here on this committee um that have kids in in school. Uh I think Miss Simmons as well that got educated and ended up getting one of the bright futures for that didn't realize. So we don't want
ignorance to be leaving money on the table for our kids. Um and this could change the trajectory of the rest of their life. So you've critically important that you take this information back that you know may not be the
easiest platform but we get to learn it and how to use it this Zello to really make sure that these kids get you know these opportunities to work towards qualifying for bright futures um and get these resources and funds. >> Yeah. Just a quick quick question, you
know, is there an involvement of the parents somehow that they're going to be helping promote this with the kids, you know, that they the students regardless of the level that the parents will get to have some certain amount of knowledge that they could also participate and
encourage and cheer up you know the group of students. >> Uh that's a great question. Um, we had to pause the uh parent portal integration this year. Um, but we do
hope to have that reactivated for next year so that a parent can go in and actually see what the student is working on. So that's phenomenal. With this particular Bright Futures, the parent wouldn't be able to go in and click on this and that's, you know, data privacy and that's the rule of the FL DOE. Um,
so what we've kind of said to parents is sit with your students, have them log in to their portal into Zello and then the student can pull it up that way. But yes, the long-term goal um or really a short-term goal is to reintegrate that parent portal and we are working with upper leadership on that so that uh we
can empower the parents again to be able to go into their parent portal in Zello and see what their students are working on. >> Yeah. Can can I >> talking you know financials you know obviously the parents pocket is the one that's going to be on the line so therefore if they know that there's
going to be a possible solution in the future they're going to be encouraging these kids to stay on >> yeah 100% agree >> Dr. Africa. Can I just say one thing? So, um just to um all the organizations um that are part of this committee, um
it is important that you um tell your constituents that it that to start testing their students early. Sometimes parents depend on the fact that they think that their students are going to get an ACE diploma. They're in the ACE program, so we're not worried about, you
know, certain certain um ACT, SAT scores because they're going to get a ACE diploma. So sometimes people fall short. They don't get those ACE diplomas. They don't get those IB diplomas. And then in 11th and 12th grade, they're scrambling
with those SAT scores, those ACT scores. Um, and the is it CLF? CL >> CLT >> CLT um scores. Test the kids early. Encourage them to start testing their kids. Have their kids test in ninth grade so they can get a base score so
they know. There's tutorial out there on campuses. there's tutorial in the communities that they can start decide which test fits them. My daughter did not like SAT. She liked ACT. So, she we but we got the base score in the ninth
grade. She took it cold. So, get that base score so that you can start working encourage your constituents so they can start working toward that. It's free money. Listen, I got it. It's free money. >> Okay? I just wanted to say that before >> and I want to add because I do see
questions but I I what I really want to reiterate as I have you here is that every senior should submit this application and it frustrates me to no end when I hear students or families or counselors or whomever say oh but you know they don't have the my child
doesn't have the GPA or you know they don't have the test scores. Our guidance is always every senior should submit this application because this application is not only for bright future awards, but there's other
scholarships available in the state that a student cannot access unless they have this application on file. And if you think about like with the FASA, right? If you do the FASA, you could be eligible for PEL, you could be eligible for other um school-based scholarships.
the fast the um Florida financial aid application which is really what the application is called is like Florida's version of that. So when they submit that application even if they are not eligible the application is on file once they become eligible for Bright Futures
that money goes to them. There may be other scholarships available at their institution like I know with this particular application there are scholarships specific to H.B.CU cus. But if you don't have this application on file, when that money gets released to that H.B.CU, the student may not, you
know, they miss out on it. With the bright futures as well, I know we talked about test scores. There are other um bright future awards like you see the gold seal vocational um and the gold seal vocational um sorry, the gold seal cape. those have slightly lower
requirements, GPA, you know, lower GPA requirement, lower um uh test score requirements, and that is a strong option for students that are maybe going to start a vocational type of course at a community college, right? And that can include a nursing degree
that's considered vocational, right? So, there's plenty of options. The key thing here is every senior should submit this application because they could be eligible for so much more than just the Bright Futures Awards. And then to your point, it's free money and that can be added to
whatever they get from FASA, whatever they get from, you know, whatever other scholarships they they've earned along the years. So it's really important that everyone does this. >> So Dr. Beckford, we also have some comments and questions online. Are you ready for those or would you want to continue to proceed through your presentation?
>> Yeah, let's I think we can. Yeah. Well, let me finish this section because um I'll also talk about Bright Futures and the and the another tracking feature that we have. >> So, uh you saw earlier Melanie spoke about the course planner, the four-year course plan that students are starting
in 8th grade and then building on that throughout high school. So what Zello did for us this year is within course planner, as you can see here on the left, the image on the left, this is an example of a student that is looking to see if they're on track for a 24 credit
diploma. So in the first column, you see the courses they took in 9th grade. You can see the grades they earned. Uh you can see what they've done in 10th grade. And then they actually have the ability to move the courses around for 11th and 12th, right? And you can see how if they're on track and how many credits
they still need for the 24 credit diploma. Within course planner, a student can now toggle down to bright futures or NCAA and they can have an idea if they are on track for that. So we really love this feature because as you can see on the right hand side, this
student has satisfied two or they're on track for two out of four of their English credits, two out of four of their math credits. And this is important because we have courses that meet that satisfy the 24 credit diploma option that may not satisfy Bright
Future or NCAA requirements. So, this is another great tool that empowers students and families to be able to see not only are they on track for their high school diploma, but are they on track for their uh for NCAA or bright futures. And then we will be working
with Dr. Johnson um in CTE and working with Zello to hopefully for next year start to building some CTE pathway options so then when a student toggles down they can see am I on track for this particular CTE pathway. So we're excited about possibly adding that for next
year. Yeah. >> Can we take the questions out? >> Yeah, let's take the questions about that. Yeah. Thank you so much Dr. Beford. We have um Mr. Longher, then Dr. Robinson, then Dr. that he is Corbin then chair posel who's in the room Mr. Longhoffer
>> thank you so much uh to Dr. Beckford and or Dr. Oswald on this I'm imag I'm guessing that the uh the Zello program makes use of artificial intelligence in order to do much of its work. Um and I'd like to number know first number one
know if uh somebody can confirm that and number two if uh based upon that likely confirmation um what can you tell us about the guard rails that are in place for the protection of student submitted data
um as a part of Zello and the services that it provides our students and their families. I can jump on the the um the AI use. No, this tool is not used with AI. So there's no artificial intelligence embedded at this point. If the if the
company changes down the road, possibly, but currently there is not. Um I mean I will speak high level for student data privacy. Um we there's an extensive review that um the state has gone
through around student privacy and their information. So this was state approved. Um so this didn't necessarily go through our legal like uh or risk management like traditionally but has gone through at the state level. I don't know if you have more specifics. We've probably had
to follow up to get that from the state. >> Um and I do know our legal has reviewed it you know along the way. Um and we are in compliance with um you know student data privacy because you know those questions have come up and our data our um office of general counsel have
reviewed it. >> Yeah, we have some parents I think they have inquired about that um as well. So that's a good question that address your question. >> Mr. Longhoffer,
>> you're still on mute. We are unable to hear you. Mr. long offer >> at this point. Yes. Thank you very much. You're welcome. >> Thank you so much. We will move on to Dr. Robinson. >> Dr. Robinson, your hand is still up or >> come back to her.
>> Okay, then we will move on. Dr. Thaddius Corbin, do you have a question? >> Yeah, just real quickly. Can you hear me? Okay. >> Yes, we can. >> Yes, sir. Um, a quick question about uh back to the parents. I want to know if
there is or will be a training for parents, not necessarily the portal getting in and having an access, but I mean a a training for the parents so that they are number aware of what this is and what it means for them and their
students. >> Yeah, that's a great question. And funnily enough, uh just yesterday and when we met with our manager, um that was something we discussed. Uh Sher runs a faces, which is a family and caregiver engagement series. And so what we've discussed for FY27
is using one of those faces uh parent virtual parent sessions to do a Zello um training for parents. So, not this school year, but the previous school year, I did host one um but it was geared more so towards high school parents for Zello and we collaborated
with some other school districts. But the idea that we had yesterday was that we would do this on a K12 scale for our parents and I think that would align nicely if we're able to um relaunch that parent portal. I think that would go very well. So, thank you for that
recommendation. Uh we definitely have it on our plans for uh this fall. Can I just add a followup to Dr. Thaddius's question, is it possible to do create like a like an on demand one that you just pre-record? >> Yeah. >> And then keep it that it lives on the website on our district page.
>> So for parents who wanted to access it anytime to go through >> Yeah, we'll definitely do that. And you know, Zello has some, but I I think I like the idea of something that's specific to our school district. So um >> the faces would be more Q&A style, right? So
>> yeah. >> Yeah. So I think having both options um would be great. >> Does that address your question Dr. Thadius? >> Yes. And also suggest that you work with some
community organizations who already have um groups of parents that come together where this might be helpful to just kind of push into some of those already established structures. >> Yeah. Thank you so much, Doc Fatties. Um,
>> we're going to continue, >> Chair Pasto. >> Catch you off guard. >> So, good morning everyone. Thank you. Um I just wanted to offer in the fall um the PTA do open for different um trainings to the community and so I
would offer with the PTA that is um districtwide and seeing a a community partnership as well maybe a central location where we can offer our um open that opportunity for you guys to utilize that space to do the training um to the
parents >> throughout the county and then we can partner with all the other organizations if that's something you want to talk offline. >> Absolutely. Thank you for that. I think that's wonderful. I think the more that we can, you know, let the families know about this platform, you know, to your
point that it really cuz the students, you know, it frustrates us sometimes because they see scholarships, they see these things and they don't really grasp the importance of it. But like you said, it's the parents pocket that's affected. So, we really need to um engage our families more. We do recognize that. Um,
and so yeah, we're going to continue that great work and we appreciate spaces like this where we can do that. >> Actually, I see Dr. Robinson put her comment in the >> Oh, okay. >> It says, um, I have to go for 11:00 a.m. business me, but one, my request is that we not count on parents going to parent
portal. Each of you should record a short video and share with us to spread. That video should have a link that takes a parent student to more to a more comprehensive video with documents and line and links to can we move the
required upload to the end of the 10th grade so that if students are short they have 11th and 12th grade to course correct. Three, there need to be assemblies for all ninth and tth graders about Zello career
planning and bright futures. Four. Does Zello provide information about college programs? I.e. at one time Xavier had the highest rate of med school placement for their premed undergrads. I think a high school wanting to go to med school
should know that. >> Yeah. >> So, we'll take that feedback and send that also over to you. >> Thank you. >> And then, uh, Dr. just text. Is there a way to have a sandbox for community orgs/parents
etc to tinker in >> like a demo account for community based agencies that I don't think >> we could take that to the vendor >> we can take that to the vendor we can I'll ask the vendor I mean
>> yeah I know you but yeah >> we can ask the vendor on that one Okay. And then thank you so much in the room. I also have a question. And then I also see you Miss Batty would like to have a question back on the slide for the student engagement. There was a last um
bullet item that said credentials for the saved experiences. What does that mean credentials? Um I may have to get back to you on that. I think it is referring to if the student has entered that they have um already
earned some industry certifications because they can use this space here with the saved experiences to create a digital resume. And the nice thing about Zello is that it pulls over that information and then kind of creates a resume for them that they can edit. So I believe the credentials there um are
where students are self-reporting that they've earned an industry certification. >> But I can get back to you on that. Thank you so very much, Miss Batty. >> I just had a question. Um, for our ESSE students who are on on an 18 credit diploma, is there an alternate path? I
know you're focusing on the 24 credit because the majority of students have that, but what does it look like for a student with disabilities on a different pathway? >> Yeah. Well, first actually, let me just ex because there is um I think a misconception about the 18 credit diploma. So the difference between the
18 credit and the 24 credit diploma um is just the amount of electives that are required. So actually the 18 credit diploma the state has designed as a form of acceleration. So it's actually called the 18 credit excel. So it's not just an option for students with an IEP but it's
an option for all students. Um so most students prefer to p pursue the 24 credit diploma. 18 credit is an option. uh when we have met with our state universities, they've told us pretty much that they really don't really see much of a difference between 18 and 24
because the core courses are there, right? Um and they would rather see 18 credit than 24 credit, but you've taken five different pees, right? So, um so I just want to kind of, you know, mention that. Um because I think sometimes families think, oh my goodness, 18
credit, it's not for everyone, but it really is. Um but yes, we there we don't have that activated in the course planner uh this year. Um we're going to look at if that's an option that we want to to do for next year. There's kind of
pros and cons to both because again, you know, students that uh maybe a parent wants the student to pursue the 24, but then the student sees the 18 and then they're like, "Wait, what? I can do less credits?" Um and that wasn't what really what it's designed for. It's really designed for students that want to accelerate and maybe graduate a year
early. So, um you know, we've kind of it's we didn't activate that this year and um we're not sure if we will for next year, but we are discussing it. That's kind of the background around that. >> Madame vice chair, >> I think there's a followup. Sorry, >> Miss Batty. Uh so for the students who
have had an IEP team who have made that designation when they're in their pathway and they're playing with their courses is that reflected on there for what the team has already determined? >> Um no that wouldn't be reflected on
there. Um no. So with the the course planner it really is a guide. Um and you know and we've really every year when we meet with the students we really reiterate that. Um, so it's not set in stone because some will have eighth grade students that are selecting course for
nth grade and then they get to their high school and they get a different elective and you know there um so it's really just a guide to kind of help them see if they're on track. Um, but I I do understand the comment about the 18 credit so we definitely and I know it's been something on my mind. Um, so I'm
going to make a note of that to see if that's something we can add. >> Madame vice chair. >> Yes, Lost. Um, thank you. So, I just wanted to just share I know you said you will follow up on the credentials. The credentials on Zello is anything outside
of the classroom. So like um babysitting certification uh if you get I forgot what's the thing called um CPR certifications or stuff like that but it's any anything outside of the classroom and then they still have to review it but you can add that
that that's that was the credentials >> only reason cuz I had asked for and I had talked to someone from Zello about that. >> Okay. Thank you for that. That's really great. >> You're welcome. >> Thank you so very much. Do we have any other questions before we proceed through the presentation?
Thank you so much um Dr. Beckford. Um and then something else, a new feature for this year, we had a high school pilot this and they loved it. So Zello has the ability to integrate with common app which is a platform that our
counselors go in, they submit letters of recommendations. This is how the students um apply for college. And so what they really loved is that within the Zello platform, the students can go in, they can access common app. Um, but the counselor can go in and have this
really um nice clean way to monitor the task because it's a lot. If you've been a high school counselor, there's a task in the fall and then another task in the spring and then another task at the end of the year. Um, and you know, you have to upload letters of recommendations and transcripts and things. So, um, we
piloted one high school. They loved the feature. Um, the students reported that it was really, um, easy to use, really easy to engage with. Um, and like as you can see here, it just really makes it easier for the counselors to stay on top of those tasks because it's extremely
important that the counselors complete these tasks on time so that our students do not miss their college deadlines, their college application deadlines. So at this particular high school um they have about 600 uh seniors and as you can see here they had 399 students that
created um an application tracker uh which is phenomenal. So you see students are doing more than one application because it's over 2,000 and between those students they applied to about 303 different colleges because again within the Zello platform they're able to select colleges. um they can click on
the college, they can see what the weather's like in the winter and you know what's the main major and things like that. So, it's nice that it's all integrated, right? And then um we had 214 out of the 399 students that went back into the platform and reported that
they accepted an an admission decision. And I really love that feature because it's a nice way for counselors to monitor, you know, our students actually accepting their admission decisions. So, we had the one high school pilot it. She got on a call with all the other high schools and was like, "You should do
this for next year, you know." So, we're hoping um to expand to more high schools next year for this uh college application and transcript integration. And again, it's nice because it's a secure way um to send transcripts as well because it's integrated with
Parchment who we already use um and you know um records management verified that you know it's safe, secure, that's fine for us to continue to use the uh parchment through Zello and so it just made it a much smoother process for all involved.
And then another great feature that was introduced this year is the Zello scholarship match. So within Zello uh they actually pre-post a lot of scholarships in the platform. Uh schools also have the ability to add scholarships but what's really lovely
about the scholarship match is that a student completes a short profile about themsel and then it quickly narrows down the scholarships to the ones that they're eligible for. So currently if you go to our district website you can see all of our scholarships but the student has to click on each one and see
am I eligible? Is it for females interested in golf? Is it for males going to UF? You have to really click on each one to see if you're eligible to apply. This really narrows it down for the students, which saves them time and then of course increases their probability of being awarded. So, uh, we
just introduced it this year because of all the work that Melanie has been doing with the middle school counselors and, uh, you know, the eighth grade counselors are working with students about bright future eligibility and how to apply for scholarships. So far this
year, we already have, um, 37% of our eighth grade students that have created the scholarship profile. Now, keep in mind, this wasn't something that we required. We just introduced it to them. And then 42% of our eighth grade students have actually saved some scholarships. So that's wonderful. Um
and as you can see, uh that's about that's over 6,000 students that have saved a total of over 32,000 scholarships. Um and then again, we've had 225 of those eighth grade students come back and say they've been awarded a scholarship. And again, we didn't require that of them. Um but because of
just the ease of the platform and you know just navigating it um you know already we have some eighth graders that have some scholarships in the bank that will be paid out once they graduate. >> Yeah. >> That that's this is amazing. I didn't know about this. >> Yeah, it's new this year.
>> Um this is this is amazing >> about saving time. >> I I'm just this is awesome. >> I know. And so we have plans to expand this next year. my, you know, our wheels have already been turnurning. We've met with Zello to talk about how we can um
expand this um especially at the high school level to increase that engagement. Um but I I think the nice thing is that it by introducing it in 8th grade, the students know it's now available and um as they p go out
throughout the years, they'll be able to see that that money growing because it's going to be there where they can self-report what what scholarships they've earned. Um, and it all adds up. And that's always my advice. Um, Dr. Thaddis, you know, when I've come out to your group, I'm like, apply for every scholarship. Apply every year, every
summer. That's your job. If you don't have a job, apply for as many scholarships as you can because it adds up over the four to five years. So, >> will this be able to do you know if it'll be able to track if they were awarded the monies? >> We Yes, we can track it in Zello. Um, currently we Yes, we can track it in
Zello. we that it's not what we use for our senior tracking um because we have that in SIS now um but yeah they and some districts are actually using that for their tracking for their seniors. >> Quick question. >> Yes. >> You know is it available in more in the
information for particularly for parents available in more than one language? >> Yes. So the Zello platform um remind me. So I think everything is Spanish. Um >> I think
>> because I think when we first on boarded with uh Zello two years ago, I think it was just Spanish >> and then I have to get back to you on that. But I know I do know when I click on like even when you go to a lesson for a student, it does always give you the Spanish option at the very least.
>> And and a reality in Palm Beach County, Creole is the fastest growing language in the whole county. Yes. >> Yeah. >> Was there a question about the I can >> um there was a question somebody asked
about the dummy account but that >> did someone ask about I said the question was yeah if we >> if one could be right so we're going to follow up with >> Okay. >> Um something else that was new this year um with not as much engagement but a
phenomenal tool nevertheless. So, they have something called the real game. It used to be called the Florida Life Simulator, but they've rebranded. They've enhanced the system, and it's called the Real Game. And it's kind of like the game of life where, you know, you kind of get dealt your card. So, the
student goes in and they select their career based on their interests, right, that they've pre-identified. Um, and it's going to ask them some preliminary questions. It's going to ask, "What state are you living in? What county? um did you choose 2year or 4year? What's
your career? Did you get a vocational? Did you get a a master's degree? So, you ask all these questions. What type of family? Five, you know, five kids and a dog. So, you ask all these questions and then it kind of crunches it and it says based on this and where you would live, you would have this much money left over
at the end of the month or maybe negative, right? And it asks questions like how often are you going to get your hair done or your nails done? What type of lifestyle are you going to live? So um it's a really nice I call it a reality check. I go in and play around with it sometimes like I wonder if I was
a counselor but in New York how you know what my lifestyle could be. So it's really a great tool and you see um you know we piloted we had a couple of students try it out and you saw that realization of like wait a minute you
mean if I am going to be an influencer maybe I won't have as much money left over at the end of the month? maybe you won't because of all your student loans, right? So, apply for those scholarships. So, um it's a really great game. Um I my goal is to hopefully work with the um
financial literacy department and to see if this is something that they could embed into that required course because they have to discuss FASA and scholarships and things like that anyway. So, um you know, I think that's a great opportunity. We've spoken to Avid about, you know, implementing it in
those courses. So, it's not a requirement, but it's a great feature. And again, any student can log in and engage with that. I see a question. We see a question. Are you ready for it? >> Yeah. Dr. Thaddis. >> Yes. Um, can you go back to that for a
second? Um I just have a a wondering and that is you know as we're thinking about this the system is amazing as everybody has said and the access for students and the the power that it gives students is incredible and it would also be
interesting if we thought about a way that teachers are in the loop of this conversation and and even the platform to some extent and the and here's why I'm saying that students are looking for relevancy in the coursework that they're taking. And
if we can begin to connect that work in any of the classrooms or any of the in the core subjects, right, ELA's, math, whatever, and continue to to link it back, tie it back, align it back to what this is doing and how it's setting them
up, I think it could be quite powerful and you might see some um engagement a little bit differently um from students who may have been dis who may, you know, previously have been disconnected. So longer longer conversation, but I I'm seeing that that might be um something
for us to consider. >> That's no that's a great idea >> and maybe we can have conversation with Miss Bishop and others around >> ways this could be integrated. >> Yeah, >> because agree I like the financial literacy course itself too >> would be great. >> Then they should be using it then the
kids can see Zello and >> get more exposure. Yeah, I mean, yeah, all of our eighth grade and and soon to be seventh grade social studies teachers have been trained and so they, you know, is integrated in those lessons and the those teachers have reported in previous
years that they're grateful for the the supplemental lessons um that they can use in their classrooms. I hear what you're saying is there's there could be a missed opportunity maybe even at the high school level to be able to use this in the classroom um as opposed to relying on the counselors to be able to
deliver this. So I totally agree with you and yeah I agree. I think will speak >> maybe something as simple as a a talk track for teachers to remind them about this is the this is how this course or
this you know this work aligns with what you're trying to do in terms of your um career and career read just maybe there's just even a talk track for teachers >> so yeah >> I don't know if it's by in at Don Estridge it's either the sixth or
seventh I don't remember which grade my son was when but there is a department that was utilizing Zello just as she stayed in and that was the only that's kind of how I knew um aside from the state and when we talked and went to the conference but
>> yeah they I I'll try to remember and and send which teacher and and which um lead was doing that but they were >> and that's interesting because if it was sixth and seventh at that time that would not have been required we were only really required at the And so we do
encourage um you know the schools to to use the lessons. The teachers are aware. I you know I've even shared suggestions like hey in May you've got that 4hour test or three-hour testing block and you've got students that you're not testing but you're sitting with them in the room log into Zello. You know what I
mean? So we we try to share those ideas. Um and they've done a great job. Zello, you know, they align everything with Florida standards so the teachers are able to use it. Um but I >> I just wanted to jump in. Um elementary counseling, we are encouraging that
kindergarten through 12th grade. Yes. So there are kindergarten through fifth grade um Zello lessons that our school counselors are familiar with and we encourage them to expose the children to careers and that those interests and they have elementary interest inventories and things like that. We encourage that so that they are have
that exposure so when they get to sixth grade and moving on they're familiar with the platform and they know what they're doing. >> Yeah. Yeah, and that's been important for us. Um, that by the time they get to middle school and they get to those required lessons, they're already familiar. Um, and really they're not
even doing the interest surveys for the first time. They're just kind of tweaking their interest, you know, and so it saves a lot of time. So, yep. Okay. So, last section here. We're going to be talking about what is to come for
FY27. We have some exciting things that are coming. I wanted to start off with this for middle school 6th through 8th across 6 through 8 we are going to be implementing a new scope in sequence to uh fulfill this career and education planning requirement. So we are
currently working to um the required lessons are in eighth grade right now and we are working to put some of those required lessons in sixth grade and 7th grade. The course planner as we've discussed is going to stay in eighth grade to prepare them for high school. Um and so we are going to be having
those required lessons throughout sixth, seventh, and eighth grade. We are also going to we've been working with junior achievement. Uh they have made three customized lessons that is going to prepare the eighth graders and this is going to be specifically for eighth grade to prepare them for the career
fair at the cacti ballpark. Uh we were able to all three of us were actually able to go this past November and it was really great to see all the local businesses that JA partners with. Um, and then all the middle schools uh take their eighth graders to go and they just get to walk around and talk to the
different businesses. Um, they get to maybe do a pitch or talk to them and use the skills that they've used in the JA lessons to be able to speak to uh these businesses um and get some experience. And so these customized uh junior achievement lessons will be embedded
into our scope in sequence in 8th grade to prepare them for that experience. Um and then of course we will be like I mentioned doing the course planner and other activities uh uh through Zello. And so this is going to really just provide this developmentally appropriate and engaging uh career education across
all of middle school. And this will be done through social studies. Uh and we are also in preparation of um preparing for the trainings for the back to school trainings for all of the social studies teachers in middle school. Uh as it will be through their classes that this is going to be happening. And we're going
to be providing trainings for all school counselors as well to support um this initiative. Uh and then uh this is also just going to prepare the all middle schoolers uh for uh choice programs as they get ready for that in 8th grade in fall of 8th grade um to prepare them to
apply for for high school. I just want to add something and I apologize, didn't think to add it at the time, but >> um we'll also have a uh professional development for the eighth grade counselors and the high school counselors cuz what we really want to
ensure is that there's going to be a smooth transition for our um eighth graders moving up into 9th. So, we have that set planned for our November PD where they would work together with their feeder schools and sit and come up with a plan. So, this is a cleaner experience for them.
>> Yes, we're we're really wanting to make this course planner intentional. We're trying to educate middle school counselors. We don't always know all the ins and outs of middle of high school and everything that's required um and what courses might mean and and requirements for graduation. So, this is going to be a great learning opportunity for all middle school counselors so that
we can um properly uh prepare our eighth graders for high school. Uh some of these Zello options that are coming, schools will have the opportunity to use this if they'd like. Um, there's the advisement redesign where Zello is just going to uh uh offer personalized advising uh to the
students. There's going to be high school email notifications or uh email notifications across 6 through 12 in general um just to remind them, hey, get this lesson done. Hey, course planner, hey, make sure that you're completing um uh your requirements uh for the deadlines. And then there is a new
design for their reports hub. This is going to be extremely helpful for teachers as they're monitoring their students and school counselors as well. And so this is a little bit of what it might look like next year. Uh and so we're going to be able to access all reports across all different required
lessons course planner in one place. Um and so it's going to be a lot user a lot more user friendly. And then uh as Dr. Beckford mentioned, we had the high school pilot uh for the integration of applica college applications and transcripts. And so our
goal for next year is to really expand this across um um as many high schools as possible because this has uh been shown to be extremely beneficial for the students um at this pilot high school. That concludes our presentation. Do we
have any questions? Any or other questions? I see a hand with my glasses on. >> Sue Davis Killian. >> Thank you so much. Sue Davis Killian online. >> Hi. Yeah. Excuse me. So, how does this
fit in with students who are receiving a diploma through access points? >> Um, I'm I haven't been as involved in that process, but I do know that um our district's ESC department were trained on Zello and were given the same access
as us as district leads. Um, so they are working closely with our ESC teachers to uh provide support for our students, but I I wouldn't be able to speak to that in depth. Uh, but I do know back in FY24 that was a key um part. We worked
closely with the ESC department, Kerry Ra and her team and they worked directly with Zello to ensure that all students are able to engage in some way. I think that's a probably a huge opportunity for the vendor and my guess Sue is that's
probably Miss Davis Killian is probably not doing as much in that track but I could be wrong. We could also check with the vendor. >> Yeah. >> But that could be a huge opportunity >> of how we tailor for those students as well >> for workforce.
>> Yeah. Yeah. >> Thank you. Do we have any other questions in the room? Comments, queries, concerns online. >> She put a a question in the chat.
>> See, um Dr. B has put it in principles receiving reports. >> So, at this time, and that was we just had a sidebar about that about um providing reports to principles. Um currently, no. I I don't think the principles really have the access. It's usually an assistant principal that's
the administrator on the account and school counselors. I do know actually Zello contacted me a couple of days ago and said that they would be reaching out to all of our Zello account holders and just letting them know um this has been your engagement to date. So the schools will have that information but it
wouldn't specifically be the principal at this time but certainly we can work to get that information in their hands. Yeah, my my head is spinning around principles just having a whole breakout session on this and >> yes, >> more detail cuz >> I would want this as a high school
principal. >> Yeah. >> To know all these details of the progress that's going on. >> Yeah. >> Uh and a comment from we can't leave them out. >> I agree. Yeah. And I think it's good for them to know even if they're not the
ones that's overseeing the program, but just for them to understand the um you know the level of engagement and like we said what are their students interests because that really can inform their masterboard scheduling for the following year. So >> yes, who is overseeing the program at the school?
>> It's usually um an assistant principal or the an assigned school counselor. >> Okay. And I I guess you know in that aspect when they're meeting wouldn't they be giving um regular reports on whatever that they're responsible for or doing. And so I think in that aspect
they could give a detailed overall analysis of what's going on with the Zello during their meeting because I think if the district go when the district or when assistant superintendents are having meetings they're having meetings with their principles and so that's another you
know topic for them to bring up and say how's this program just like any other program assistant principles have to give them the information to give to their superiors. So, I'm not sure how this would be any different. Um, but it's just a matter of
knowing, right? And it's a matter of someone saying, "Hey, we would love regular updates." Um, and then I I would be the first to say from the DDEC perspective, hey, we want quarterly reports. And then they have to do it, right? Hey, we want quarterly reports of
what's happening in each school or each district. Um and and we we ask that report for the board so we can give to the board in writing. Then then that kind of forces but we don't want to force their hands. They need to know this is something that can impact their children. This the the children that at
their school which is ultimately our children as parents regional superintendent and we see your data. >> Yeah. >> But that's to get buy in. >> Yeah. We definitely do do need to do more accountability especially as we have moved forward. We have been further
ahead than I think almost every district but we want >> you know the best for our kids and to keep that going. >> One thing I would is I don't see any hands raised that has come up numerous time is around parent and communication and you know Dr. effort and you all I
would continue to challenge the um the Zello folks around more parent tools, more things that they can create to help push out so it's not always left on you all because I know you guys are busy, >> but I would and I'm happy to play back hop um
>> and talk to them as well that the more tools >> I know this come up here a lot around tools and how parents can support the use of zelome things that we can push out on a regular basis this where it's not left to you all. Um
I guess maybe they might even have something. I don't know. But it's just a whole toolkit >> Yeah. >> that they could create. Um >> and translate it for us as well. >> And they're very good like that. Like if they have something and we want them to, you know, just tweak it or make it more
specific to our district, um they've been very supportive. So >> Yes. Yeah. >> Yeah. >> I have to say that I had no idea my question from last month would lead to this because the what spurred a lot of
our conversation is because my son was on it on his phone and I had no idea of what he was doing. And I was looking over his phone. I was like, "What are you touching? What is this? How come I as a parent I don't understand what you're doing. How do I access this? I can see your Google classroom. I can see
SIS. I can do all this other stuff. But the um pathways that he was working on, I wanted to be able to support him and say, "You're not really interested in that." Or I didn't want him just to click to complete the lesson for a classroom. Right. >> Right. I didn't want him to just do it as my teacher wanted me to do something.
I wanted him to engage. So learning about how much information is really accessible to the students, how deep and how wide this program is. I am impressed as a parent and as a member of this and I am so glad that you came back and chief you encouraged this to happen for
you and your team. Kudos. That's just my personal opinion. But thank you so much for coming and explaining how deep how wide this goes and how beneficial our students can have this starting from the K through 12 system. Um, now if we can
make sure that our business owners and all of our community engagements from this side can support this learning tool, that would be wonderful to get that communication out to them. Also, even if they don't have the stakeholders have access to it, but they could promote it >> within the community as another tool for
their students to learn and engage with. Thank you so much. Do we have any other questions? >> I do have I'm sorry. I have one. Does Zello have I meant to ask you this before I'm sorry putting a spot now. Does Zello have a place where for local
um scholarships could be posted? >> Yes, >> it does. So, >> we can manually add that. >> Do they get posted on this or no? >> Um we we haven't this year because we just launched this year. Um and that was part of the >> you can create like a local >> cuz what they said to me was that um for
next year I can give them my list that the ones that I post on the district website and they would upload it in there for us. >> Yeah. >> And so then that way the student could then go to that site the parent. >> Exactly. >> Okay. Yeah. That'd be >> they
um I also wanted to share that I don't know if it was a district but we got a Zello flyer home last week. Was that last week? >> Last not last week. The week before. Last week was um spring break. It wasn't this week or maybe this week.
>> What? >> Zello. What? >> As because you have an account. Maybe not as a parent though. No, >> I have a parent account, but that was before the district signed with Zello. That was when PTA had the partnership. We had we've received a Zello flyer. I
just didn't know where that came from. if it came I don't recall it having a mailer so I didn't think that it came from a mail but I know for sure there was a Zella flyer that came home >> so it might have been if you have a CTA account might have been from there cuz we you know we um deactivated the parent
accounts so >> from the school account >> but I don't have a parent I don't have a parent account from the school district I have a parent account that's not connected to my student account I have an account because I we have a state, we had a state
relationship um with parent teacher association with Zello. >> So, we had to ask our parents because they couldn't merge the two accounts. Um because when Zello came about, we were already ahead before it came to the school district of Palm Beach County.
So, we were on the state level operating down and then it came. So now we have students who have to go through their Zello directly through their portal. But some of the students already had Zello accounts prior to um the current
account. So they had to go, you know, now they have either two accounts or they had to let go of the first account >> because Zello could not merge the two accounts >> and they can't merge my parent account to my students account either. But any parent can go in well I don't know how
the system is but at one point >> at one point >> at one point anyone can go any parent can go into Zello and sign up as a you know on their portal. >> Yeah. Uh yeah. Like I said we had to um deactivate that. So we're hoping that we
can reactivate for next year. Okay. >> Uh we'll meet with upper leadership about that. And um just so you know with the the student account, students are able to go in and add um you know their email address so that when they graduate they can still have access to Zello at
no cost to them. So that's a really great feature. A lot of times when students graduate they no longer have access to any of our platforms. Uh but with Zello they'll allow alumni to continue to use their platform at no cost. But the key thing is the students need to go in before graduation and
enter that personal email address. >> Yeah. >> All right. >> Okay. >> I don't see any more hands. Any other >> any other questions, comments online? >> Start start over high school again with
Zello the Zello account. You can see. >> Thank you so very much Dr. Bedford and team for presenting today. This was really good information. Um and we've hope to exploit all the opportunities out of this so our students can get further. Thank you. Thank you. Um we are
moving on through the agenda and our chair is back in the room. Madam chair, would you like to resume the meeting or >> please proceed? You're doing a phenomenal job. >> And we are moving along on the agenda for unfinished business. Chief,
>> no unfinished business. No unfinished business from um past meetings. We are looking towards any comments, queries, concerns from uh attendees online. Anyone in the room?
Yes, chair. It's not regarding Zello. Is this that's any comments in general? >> Any comments? Okay. Um so yesterday I found out that um the school district would no longer be um providing
PSAT trainings or I'm sorry testing to our eighth grade and um incoming ninth graders or ninth graders eighth graders and nth graders. I don't think that announcement went out. It was just kind of like spilled during a meeting that I was having and it was like oops uh we
should have probably held off on that one. But is there a um you know school is about to be out and that is something that was given to all eighth graders. Is this something that we are going to be sending the information out? So um if parents want to go out and do this on
their own before the end of the school year so they can you know assess that baseline for their students. Would that be something possible to send that communication out to parents now that we have only eight weeks left of school?
>> Um, I would let us go back. I need to go back. I'm not I if that went out, I missed it. So, I have to go back and get more information. >> Went out to a counselor and it went out to some um there was some teachers that was on a 504 call and they mentioned it
to me. Well, they didn't mention it to me. They kind of like said, "Oh, we just got a notice." >> Eth and ninth. Yeah, eighth grade and nth grade. So, I just wanted to flag that for us to, you know, maybe review and and hopefully if that's something, send
it out to families in a timely manner. >> Okay. Thank you. >> Thank you so very much. Any other comments? The chair will entertain a motion for adjournment. Before we join, I just want to thank the entire team um for you all
to be here today. Um very informative presentation. >> Definitely agree. >> Um madame vice chair. >> Yeah. As we before adjourn may um if I can ask every member of the um
organization or a member of the body that is here today to please go back as we're in our final months um of the school year. Please go back to your organizations if you don't have remember you're allowed to have not only vote a member but you also are allowed to have
a alternate um as we end the school year identify who that member and that alternate is and make sure you have their names for our first our first board meeting or our first uh advisory meeting so that we can go ahead and you know start business at the beginning of
the year. So you know sometimes you may have already met or you're going to meet this month. identify those people now so that we can proceed um next year. So I'm just asking if we can start that planning process. If there is going to be a new person, there is a process that
has to be done through the school board. Please send us those names through staff um so we can start that process going so there is no delay um at the beginning of the school year as the policy requires. >> Thank you. Thank you. So,
>> thank you, Chair Pastel. Um, at this time, we will entertain a motion for adjournment. >> Motion. >> Second. Thank you so much. We received a second for adjournment. >> Oh, don't forget Friday next month, the 24th. >> Definitely. Not on a Thursday because
we'll be bombarded by students visiting. >> Children in the building. >> Children in the building. So, come um >> bring your child to work day. So, we will meet on Friday uh um the 20 what is it? >> April.
>> April 24th. Thank you so much. April 24th here in the um board in the boardroom. We have a second for adjournment. Our meeting is adjourned for today. Thank you everyone for attending and all of your support and questions and comments.
Thank you. >> Thank you all. Have a great >> work and remember