--------- All right, Sabrina. So, I call this meeting to order, right? We're opening the Y. Yep. I call it to order. Um, and I call a motion. Miss, you want to take a roll call? Yes. Do
Do we have um a roll call? Miss, can you call real? Yes, Chief. I'm pulling Sabrina Deois. Present online.
Marcus Brown, present online. Dr. Deborah Robinson, present online. Sue Killian, she's absent.
Um, Chief, I was still pulling up their names. I don't have all of the names of the sub. You got Cassandra, Thaddius, Marcus, and Dr. Robinson.
And Dr. Robinson. Yes, I have Dr. Robinson. I have Marcus already. Okay. Good morning, Miss Branch. Good morning. Good morning, Miss Branch.
Good morning. Also, Dr. Hchins is in the um is in the building. Okay. Okay. He's Dr. Hchins is in the meeting.
Yes, he's in the room. Okay. So, if I can, Sabrina, jump in. Um, absolutely. Do we have an agenda? Did Did Sue Davis draft an agenda? That's what I'm looking for right now.
Um, I'm not seeing it. So, um, do any of my co- subcommittee members see it in their inbox? She didn't share anything with me as well. Yeah. So, the only thing I remember um
that and that's why I'm glad Dr. Hkins is present is so we were trying to I think and y'all reframe this for me. We were trying to we trying to determine if there's um
teachers are basically placed how if if high performing I guess would be the term teachers are placed where they're most needed and how that comes about and Dr. Houches put together some data for us that I think that we were kind of
confused by. So at least if nothing else if he can explain that spreadsheet to us. Correct. Dr. Robinson. So that's why we invited Dr. um Hins here so that um because you were asking me questions and
I could not explain it. So Dr. Hchins um Mr. um do Mr. Osw can you pull up that data and share? Oh, you have it. on this one.
Okay. Oh, okay. We got it. We got it. You want me to stop sharing? Yeah. So, there was an entire deck of information that Mr. Oswald asked me to go through, which is all of this. But the point to Dr. Robinson's point is the
last slide. Uh the slides there is an explainer and a link to data. Uh Dr. Robinson, we updated it for May of 25 since the request came in before PM3 was complete for last year. Oh, great. Rather go back to the slide.
I'll go back to the slide. Should we be able to see it? I don't think they're sharing just yet, but I got Oh, okay. Sorry. No, it's okay. The other presentation is for the 10 o'clock meeting. Oh,
but not the last slide. PowerPoint. We're on the right. Last slide. So, this is a different meeting. Oh, what? Hang on. This is the subcommittee meeting. Got it. Hang on. Sorry.
That's what I meant to press. Okay. So um this slide I think was shared with the full group. I'm not sure. The whole deck was shared with the full group. It's the last slide. Um the title the May 2025 data request. Uh that's an
update to what we provided last year because you know obviously the 25 data was available uh when I was asked to come to speak to this meeting. Um so just using the slide as an example and then we can
um we can pull up the full Excel or after that but so there's two tabs in the in the Excel. One is the percent of uh so the the ask that I had gotten was for teachers who are moving teachers in
schools moving prior level one students out of level one. So, why is I apologize the mouse is kind of all over the place. Um, okay. So, you've got the school, you've got the number, that
column right here that I'm hovered over is the number of level one students they they were serving. So, the students who had gotten a level one in this case in FY24 that the school was serving in FY25. Then the next column, you know, you've
got ELA and math separately. The next column here is um the percentage of those students who remained level one um the percentage of those students that moved up to level two and then the percentage of those students who moved
up to level three or higher. So for example, using this first school as the example, they had 19 level one ELA students. 63% of them stayed at level one. 26% moved up to level two. So they made
growth but not all the way to being on grade level and then about 10 and a half% uh went up to a level three or higher in that given year. Uh so this is just a couple of schools as an example. Uh, like I say,
it's ELA and math, but the data is the same. Number of students served, percentage staying at the same level, one percentage moving up to a two, percentage moving up to a three. So that's the first tab in the spreadsheet.
Then the second tab in the spreadsheet is the percentage of teachers who are moving more than 50% moving 50% or more of their students um from level one to something higher than a level one. So again using that
school um they had six teachers in ELA who had level one students. Two of them so the lowercase N two of them moved their students to a level two or higher. That's 33% of those teachers. Second school,
um 90% of their teachers were able to move 50% or more of their students. Same for math. Um any questions before I go to the spreadsheet while it's still big enough that we can see. Yeah, quick question. Uh so on the
second tab, that was the percent of teachers who moved the students how far? out of level one just out of So yeah, the the the request that came in was basically which of our schools are moving level one students, you know, out of level
one. So we just did we didn't split for that group um because when you're starting when we're talking about the teachers, there was a the end counts were getting small that it didn't really make a lot of sense. Um so we just left it moving them out of level one. Okay, I'm sorry. So, the again on that
same second tab, um the little N is the number of teachers who moved students out of level one. Yes, ma'am. So, again, using the first school as the example, they had six teachers who had students
with a level one from, you know, the prior year. And of those six teachers, two moved more than half their students who had the level one to a higher grade or to a higher achievement level. Okay, cuz I'm going back and forth from the spreadsheet. I think it's a little
bit different. So, okay. So, let me just say it out loud so I can write it down. So, the the the capital N is the number of teachers who had a level one student. Yes, ma'am. At least one level one student. Yes, ma'am. And then the little N is the
number who moved at least one student out of level one. No, more than 50% of the students they had with level one. That moved more than 50% out of level one. Yes, ma'am. Okay. All right. Thank you.
Are the to Mr. Ho the total kids in their class? Not on the spreadsheet, but it's knowable. Yeah. So, if I have a class of 20 kids and 10 of them are level ones and I move them
all five of them up to level two, I would be counted on here. Correct. Okay. Okay. And I believe um that's what we were looking at. I did find an email um it
said that our last subcommittee meeting in April, we looked at the data provided from the district. The data shows schools in which more than 50% of their fast level um one students went up to one or two levels. We decided that we needed to cross reference that data with
school effectiveness survey data and the school demographic data. Cassandra. Uh just quickly here, do we have the total number of students that are level ones? Is there a total on this spreadsheet?
The total is we did. We used the numbers. We used the counts on the school level sheet. So, we didn't put the couch on the teacher level sheet because in a lot of cases, like for example, Acreage Pines had 19 level one students
in ELA and six teachers. So, you know, we didn't put the end counts on the teacher page, but it's it's a knowable thing. We just left it end counts on the on the main page because I think the initial question was about school movement and
then there was a the the teacher piece was a secondary request. Um so again going back to this one as opposed to the one about just teachers acreage Pines had 19 level one students and again the data you're probably
looking at was the FY24 data since the initial request came in in April. This is the updated data for FY25 since you know you should have the newest data. Um so again looking at row four acreage
Pines last year served 19 level one students in ELA. Of those 63% stayed a level one 26% move to a level two and roughly speaking 11% move to a
level three or higher. Okay. So, we can get the number it sounds like. And um do we know I think part of what we wanted to know is what are these teachers doing to move to support students to move up through the levels? Yes.
Do we have that? Not as part of this request. No. No. That No, I don't think that was ever requested when you said what are they doing? Right. What are what's that's a that's a broad question. So
well it gets to the point the question of quality and effectiveness and whatever language we were using um in terms of learning from the teachers that are doing something right to move students
out of you know in and up up the the levels um academically. So we can look at data all day. I'm I'm happy to do that. I and I am curious in terms of the what the teachers are what
strategies pedagogically they're using to support students because that's what I believe we could learn from. Well, Dr. with that is I think that this is the beginning getting the data and then I think now that we know that um Acorage Pines has moved students now
maybe we can find out what Acreage Pines what strategies acreage Pines is using or what strategies um Binks Forest is using or what strategies Belglade Elementary using but I think that that is a question I don't think Dr. Hins will be able to answer that. I think
that's a question um specifically for schools or for um the instructional um team leaders um that are that are servicing those schools. What's going on in those areas um for those
I do want to Yeah. But Miss Simmons, that's a kind of an age-old question when we began looking and talking about this is there's a tool. We don't have a tool that measures that unless you want to look at the teacher evaluate ev
valuation system, but that's that's subjective in itself as well. Um, so there's not a tool that necessarily measures Yeah. because you're looking at the school culture, the climate, it could be the efficacy that the teacher instills in
the students. Correct. But that's so I Okay. So, and we don't have to spend a lot of time on that. I just wanted to share what what my um desire was. And I don't know that it's a tool.
I think it's a conversation. Perhaps it could be an interview. I don't know. But that's something that I'm really really interested in drilling down on at some point. If I have to do it myself, I'm fine with that. Dr. Robinson had a hand up.
Yeah. Thank you. So like I'm shuffling through my papers. So I so my recollection is that and what what Dr. Thaddius said is where the rubber meets the road. But what we started off talking about was um
the the systemic the policy related things that um and I'm just going to say it because um or allow um the
they allow schools of concentrated poverty to have teachers who would not be kept or accepted at other schools, right? That's an observation that has stood the
test of time. And so at least from my vantage point um that's where we started and I actually found the minutes from October 24th of 24 and we talked about obstacles to
um appropriate teacher placement meaning the kids who are having the most trouble. I think our premise was they should have the teachers that have the most it whatever it is that that that the
that is going after, right? Um that and so we said data we need how are teachers placed initially, how teachers are moved to different schools, how are successful districts doing it, school survey results as well as school demographics and we said student voice, students will
tell you the teachers are effective or ineffective. Parent voices also tell us a lot about the school. Um then should we do a principal survey? What are they looking for in a teacher? Where do they like to hire from? Name of the tool that was used to assess principles and
teachers belief system about teaching students different from themselves or a new tool to measure their ability to do so. Financial incentives to teach at certain places such as high high achieving school in the glaze etc. Right? And so I
think that's where we started and we started with trying to look at the data. So in terms of this, so question number one. So Dr. Hchin said this was shared with us. Um, and is it if I look for it is just going to be called level one
student FY24 to FY25. Is that it's linked on the slide deck that's tied to the today's uh DDC meeting. I'm sorry. Say that one more time. It's linked on the last slide of the
deck and I apologize. I thought I was presenting at one meeting today, not two. Um, so it's at it's there's a link on the last slide of the deck that's for today's meeting that links to the updated data for FY25. That is that is this file that I have up right now that
you should that you're seeing. Okay. So, you have the FY currently you have the FY24, right? There 25 we will send out um when we send out the presentation later. Okay. But you'll have a link. Okay. And so it appears just me trying
to flip back and forth that some information got added to this one. And I'm glad because for example, Acreage Pines, I can't find it on the FY24 um spreadsheet. And I know that there was some initial like only schools that
had more than I I don't know. I don't I don't remember what what that explanation was, but let me just work with this one. Yeah, the initial sorry, the initial request was for just the list of schools um with greater than 50%. And so we just
provided the list of schools with greater than 50%. There was a follow-up ask for comparative. This has everything so that it's comparative. Okay. Thank you for that. And then so I think I want to add and maybe I don't know if my um co-committee members agree
but I think that at least for me to try to process this date in order to start answering some of the questions that I read before um is I also would like to see the total number of students and the percent of
students who started at level one at the start of the school year were defined ed as performing at level one so that we could see because I have I have some theories about what impacts this I and so that would help me know whether or not I'm right or wrong. Right. Um
so so ju just to clarify um so in column C of the first tab you've got the number of students at the school with a prior level one but you're looking for a percentage along with that number. What I'm saying? So the new column C would be
the total number of students and the new column D would be well maybe it' be the new C would become D and then the new E would be the percent of students that started at level one because it's my theory
that there's some schools and I'm I can't wait to like play with this. There's some schools that are like bombarded with low performance students at the at the entry point whether it's sixth grade or you know first
kindergarten first grade and that's a much heavier lift and so what I don't want us to do to is to ignore the fact that the lift is heavier in some schools right and so I just so I don't want us thinking
that you know if the percent of formally performing at level one students is 10% at one school, right? That and but 50% of those students move to level two or three that oh that you know they're
just wonderful. Like listen, teaching is a art. I get that. I applaud them. But my point is if you're at a school that starts off with 50 or 60% performing at level one, that's that's a much heavier lift. And so I just I don't
want us to confu choose confuse this data with teacher outcome and then okay I have one more question and um and and you can tell me I'm out of order. So Dr. Hchin what data you hear
what we're trying to understand. What data would you look at to answer those questions? Um I think to Mr. Oswald's point there's there's not a measure of the it you're trying to define um I mean SEQ data for
schools you know this data the percentage of students who are come you know what percentage of those students that are being served is that level one group representing I think those are three things you could use to get closer but yeah to to Mr.
point. Um, you know, you've got teachers that are fantastic with the students who are sitting in front of them and you move them to a different group of kids and they're not. Um it just there's there's so many factors that go into it that you know
the the it you're trying to define I think if anyone were ever to actually define it they'd be sitting at a billion dollar company um you know cornering the education market. Uh, I know that sounds like a copout answer, but uh, like I say, I
think the best we have is, you know, a triangulation of this. Again, adding the percentage of students who are level one of their total, I think that that that adds some context that to your point makes a lot of sense. Um, but yeah, the
the SECQ this the and then you know that that's what we've got. Okay. And that request is for ELA and math. And I'm going to mute myself now. I'm over participating. Um, no, I I agree and thank you for
sharing your insights because I think that having that percentage of each school's total would be helpful. Um, and I think that you definitely like hit the nail um of what we were originally
looking at um schoolwide, right? um and how how many students and indicating how many students are in that population, right? Because I think that we we started this discussion by saying that some schools are under served or have
higher populations of level one students and it and it does make that mark harder to move, right? Um but in order to like solidify that, we would need a little more pieces of data to kind of put that together and then we could
have further insights like this data tells us some stuff some things but it it doesn't give us a full picture but based on just just sitting in the room and listening to um what Dr.
Thaddius said um and what Dr. Robinson is saying and what um u Mr. Oswald is saying and what um Dr. Hchins is saying that some of this data that you guys are looking for is qualitative data. It is not in the numbers. It is in what is
being what is happening at the schools, what is happening in the environment, what is happening in the classroom. And you're not going to get that just from the numbers. Um, so I don't know, Dr. Robinson, be nice to me, please.
Of course, I'm being nice to you. Um, so I listen I get that and I never thought that the data would give us all the answers but the data can guide us to where to get the answers and so the then the next question I have is how
difficult is it to get this data at the teacher level anonymous of course right and then um also I just want to put out there to put on a sticky note is once we figure out
who the shining stars are, whether and and what I mean is what I'm looking at is a high percentage of students formally performing at level one that got moved, whether it's teacher level or school level, but then maybe there's some kind
of way that we can have conversations with the teachers or school-based leaders to get their input on what the it is. And because then we can because the the point is always to to improve
outcomes and that is a hu a huge part of that is is is I think the belief system and all that but I'm not going to let go of the fact that there are things that are in place in policy and procedure and um bargaining unit agreements all
right that continue to allow some students to be disadvantaged. But I can't I can't I can't verify that or get you guys to see it unless we walk this data walk. So can we get this at
the future level? How I know it's possible. The question is how is it? I apologize Dr. Robinson. I think there was some paper moving coming over. I did not hear that last question. I'm sorry. The can we get this? So this this data that we're looking at school
by school, right? Can you how hard is it to break that down to the teacher level? Teacher A, teacher B, teacher C. Not no teacher by teacher. Okay. Yeah. I mean that that's that that's the source of this. So it's
it exists. Okay. So it's not hard. It's a little bit hard. Okay. Thank you. So my request if the committee members agree is that that we get that because I it's my it's also my
theory that some of these some of these you're going to see some teachers are zero and others are like moving 60% of their class and that's who I want to talk to. Uh I I completely agree. I think that that data would be extremely valuable.
And then I'm wondering if it would also after we dissiminate the data if we could possibly think of some qualitative like surveys or something that we could present those teachers and the administrators of that school so that then we could hone in. I mean I I think
you're absolutely correct. This is both qualitative and and quantitative. I mean we have to look at the data but we also have to go to the source. Okay. I just want to put back out there when we went down this road is that the research is already out there of best
practices and research that supports higher performing teachers. You're going to get probably the same variety of strategies that's currently in the research if you do the if you look at those practices.
And so as far as getting into surveys, I'm going to caution that we do a number of surveys already and that would have to be if we're going down that road, a recommendation only and singling out
certain teachers at a school can be problematic as well at a school um as it could affect the culture of a school. Could we maybe give it to the administration of that school? But I I
will now pass it over to my other committee members. Um Dr. Robinson, I believe. Yeah. But go to Marcus and and Dr. Thaddius first because I've been talking a lot, but please come back to me.
Okay. Um perfect. Dr. Thaddius. Sorry. Um, I just wanted to uh I I just lost my thought, but it was something that uh Mr. Oswell just said. Oh, I know what it was. You were you were you mentioned that it would be
problematic to um single out teachers. And I would say potentially potentially. And I would say um if we reframe it so that it's actually celebrating these teachers, I don't know that it would then be problematic
potentially. I think it would be um a good way to illuminate these teachers and do some highlighting and celebrating and things like that. So I think it's how we frame it. That's been done in the past in the district and as a principal that had that certain teachers celebrated. There
was also resentment that was caused for others. That means they need to step it up. But anyway, I'll keep that to um Marcus. Yes. Good morning. I was I would agree with everything that Dr. Bat has stated.
Um if the surveys I think it was mentioned uh before that surveys have been um done in the past and it sounds like um that there is a potential for this to be um
shuffled under the rug so to speak. Um, with regard to the surveys, um, I don't think we have to reinvent the wheel. Um, but we do have to be clear in the purpose of the survey. Um, so I'm not sure how surveys were presented in the past. Uh I don't know if the if the
intent of the surveys were clearly stated, but I believe that if the intent of the survey is clearly stated, um educators wanting to get better and be better and and produce um educated
students more on a higher level or uh in in higher quantity uh would would really want to um take part in that. So I'm not sure what the what the push back is to have in surveys but um if if we design it
correctly without reinventing the wheel should be fine. Thank you. So you can call it push back um but there it can be problematic. It it could be
possible union implications. It could be a number of factors and like you said depending on how it's designed and it can only and remember this committee can only bring forth recommendations. It doesn't necessarily mean it would be
implemented. That's I I would I respectfully I respect all of that and I and I understand that. Um uh I'm thinking about those who are impacted the most.
um those who are less privileged, those who are disadvantaged for whatever reason. And if we have that mindset to make those in making this recommendation, I I believe that um we had to we have to be um open to the
risk. Um we can't be risk averse with everything. I I understand that, you know, going up dealing with unions and things like that. Um but if the if the end result truly is the education of our children
um then it's worth the risk in my opinion respectively. So to your point I think being able to articulate that very clearly will be extremely important and I think the additional data point Dr. Robinson asked
for will help get closer. Agreed. I'm going to be I just need to let you you know just also provide the reality too of the Y and we thank you for painting that
picture. We need that. Um but now that we know that now that we have more consciousness of the picture, we just have to deal with whatever we had to deal with. If this if the intent is to make the recommendations that that I believe we want to make that will make
um that will create a better environment for our children be educated and build upon what's already working well. Absolutely. Can I jump in? Yes, please.
So um so again I want to focus on teacher placement but let me just add this um thought that as um as it Marcus was talking this popped in my head one of the things that in
this in a magical world right that I would want and I maybe it's a survey maybe it's convers convers I don't know but I would want to ask what are the things I would want to ask schoolbased administrators and teachers, what
prevents you from getting better outcomes? Okay? Because as some schools, they're going to tell you like, you know, the kids have too much going
on in their life to be able to focus and I I do this, I do that, I do the other. and they they will say like, "I need a social worker or we need three more behavioral health professionals or whatever they're going to say." I don't I think I know the answer, but I don't know that I know the answer, right? But
I think that that might help get us to where um I'm trying to go. Um, but if I focus on the placement, I would I want to ask if if we see these
these superb outliers um at various schools, I would want to ask the principal, how did you get them? How did you get Dr. Thaddius at your school, right? At your, you know, school of concentrated poverty that other
people will run from because the work is too hard. How did you get her? Is it just that she believes that it's her calling to, you know, um to lift up the least of us or was it something you said
or is there some special encouragement or what is it? How did you get her right? Um, and then but ultimately though, and I said this in I think our first subcommittee meeting, I want us to look at um
the stuff that's outlined in the collective bargaining agreement, right? Because there are things that I believe I can't remember what it's called. Is it called excess teachers? What's a UAT? That word is coming in my
head. It's it's a point in time in the spring that Yeah. that the quote quote air quote leftover teachers, right, get placed. They get sent
they get placed. And where do they get placed? They're not getting placed in the easy peasy. Listen, and I'm I get education's difficult no matter who we talking about. Some environments are harder than others. So, they're not
getting placed in the schools where most of the kids have this, you know, idealized parental support. They're getting placed in the most challenged schools, right? Those are the schools that tend
to have the vacancies. Right. Those are the schools that tend to have the newer teachers. Right. And you know what else? Okay. While I'm asking, can we add when you do teacher by teacher, can you add years of experience? Yes, ma'am.
Okay. Because I think I don't know. I think that might help a little bit. But but my point is where I started and where all the other stuff is is fabulous, right? I and I think um just like there's some things that I think I
know that I want to look at data to see if I'm correct or still correct. There are things that have been done in there research and best practices. Dr. Thaddius can tell us what what they should be doing, right? But if we hear it from the people who are in those
seats now and they say, "Yeah, that's what I'm doing." But I, you know, I put a little spice on it this way or whatever, then I think that adds to the story. But the other thing is um getting whether or not we get to the
point of recommending that there are incentives of some sort for these best teachers to go where they're most needed. And if and if we get to that point that we have to revisit what
I call the $10,000 teachers and see what went right or wrong with that. But but I'm focused on the teacher placement. That's what this started off for me. Um so okay,
I'm muting myself. Um I I completely agree. I mean I think that that's what we started looking at, right? And um I apologize to keep bringing up the surveys. I I know that there are some issues that could arise
when it comes down to that, but I'm wondering if it could be more anonymous or if it could work well better if we go to the administrative level once we identify these teachers and we ask some of the questions that that were just
proposed. Um how did they get placed? You know, um what was the incentive um to to hiring them? what what was said in the interview process that wanted them to to participate in this school or was it placement? Um, I think that would
definitely be helpful and also I believe that we should look at the demographics of these schools and see um how that's affected by the movement. I'm going to sign off to come downstairs
for the 10:00 meeting. I'll be downstairs in a few minutes. Okay. Yeah. Yeah. Including FRL data. Um, anyone have any other comments? And I do have a question. I apologize, but I've
been taking notes um throughout the meeting and I accumulated some of the other data that we've had from previous meetings. Would you like me to send it out to the group? It's my first time acting as chair. So, can you please send it to me, uh, Miss
Sabrina? That would be great. Absolutely. Thank you. That's Taiisha, right? Just saying. Yes, that is Taiisha Hicks, please. Absolutely. So, I found some other notes.
So, I had to find notes to warm my brain back up. So, in at the March meeting, we had conversation about what is quality, right? And so based on these notes I think and so Dr. Hton can tell us um if this is
how hard it is to pull this. So when we do teacher by teacher, if there's if you can make a notification on like make some kind of notation whether or not they're nationally board certified teachers or and I don't know what other kind of
things we might want to see like maybe if they're reading endorsed that they're teaching ELA and again I have no clue how difficult that is to pull. Um but then the other thing is we said yeah we wanted to sort by um national
board certification um status school site years experience and for students we said we wanted to see the free and reduced lunch race gender elelll status and ESC
yes um if you don't mind could do send me some of those um notes that you've pulled out because I've I've found some of my own from previous meetings and I think it would be helpful, correct me if I'm wrong, to kind of compile them, including today's
notes to hone in because on exactly what we're asking and so that we could start kind of compiling this information. Um yeah, I can I'll probably I need to type them up and I'll send them to Miss Hicks.
Perfect. And I'll type up what I have. I'll send it to Miss Hicks and hopefully we could compile all of that and um disseminate it next next month. Would that be helpful to kind of see a a log of each previous meetings and kind of
see what the discussion has been? Well, I don't I I don't personally know that it it definitely wouldn't hurt, but I think that we just need to come in for a landing on where we're trying to go. Right.
I agree. Um, so I mean, I don't know if what time is it? I don't know if we have time to try to come up with a consensus agreement on where we're
trying to go and then we could um share that at next month's meeting and make sure that whoever is absent today is good with whatever that is. And then at the same time then Dr. Hatchin can help us um with the data to to to the
degree to which data is going to help guide us in our thought process. Absolutely. I think that that's a great idea. We do have like eight minutes if we want to just jot down some ideas and then we can come back next month and
um regroup at the beginning of next meeting to kind of get a consensus. Do we have a particular um goal that we would like to write down? I know that we want to look at the
percentage for each school total school's total students um comparative to their level ones. Right. So we want that data but yeah so I think what I was talking about was higher level than that
and then we get you know we dig into it through the data. So, I'm maybe we should put um what we what we think in terms of the bigger questions we're trying to answer. Maybe we'll put it in the chat and then it can be accumulated
from there for next month's meeting. Perfect. Because otherwise we're going to we will run out of time because I use up seven minutes by myself. So, that's a great idea. Yes. If we have some um any specific questions that we would like answered through this data um
like the bigger question as you were saying please write it down in the chat. I will copy it. I will add it to the notes and I will send it out to Taiisha and this way we could start with that at the next meeting. I don't know but Are do we
are we I'm sorry. No, I'm not. Are we What are we continuing? Are we We're just writing some notes in the chat that I'm going to copy over and add to the notes and then we will um end our session. Oh, okay. I I didn't know if
that we were discussing the notes or not. I don't I don't think that we have time. We only have six minutes today. So, we're going to just jot down um like those bigger questions and like Dr. Robinson had suggested, I think, in the chat and I could copy them down in the beginning of the next
meeting, we could see if there's a consensus within the subcommittee. Is everyone okay with that? That would be far. We're going to need to adjourn this one so we can sign into the next meeting.
No problem. We're about to adjourn. were just sending um messages in the chat that I could copy over so that we could um discuss at the beginning of next meeting. Let's give it like one more minute for everyone to send in their messages in
the chat. Is everyone done? Perfect. While everyone's typing, MA, I request that someone send us the current methodology of calculating VAM scores because I know the VAM scores are used
for some of the what are they called? Incentives, bonuses, incentives. Dr. Mr. Robinson. Um the state VAM scores are used um for the uh incentives for teachers to move into UNICEF
schools, which is basically just DNF schools. Um and it's I mean the VAM methodology is right. Yes, I can send you the T we we can send the tap on that. It's it's not
particularly understandable. So, do you have questions about the methodology for how they assign it or how or how they use it to assign the bonuses to staff or they actually how they calculate VAM? I want I want to see how they calculate
VAM and then down the road if that if we end up because at one point we ended up in the conversation about the incentives and that UNICEG grant program and the use of VAM scores and what I want people
to see is like other things they don't really tell you what they think what one would think that they tell you. How about that for euphemism? Understood.
All right, we need to adjourn because we have to get to the other meeting. So, absolutely. So, I call a motion to adjourn this meeting at 9:59. Could I have a second? Um, is Marcus putting in comments? Everybody's got their comments in
because I just see me and Thaddius right now. I added mine to the notes because I'm going to compose it. Okay. I don't have any comments at this time. Okay. Okay. All right. So, second on the motion to adjourn.
Perfect. And then we'll send this out to Tasa. I'll see you guys in the closet. Thank you. Thank you. Thank you. Thank you. Good morning. And the time now is 10:00 a.m. Um, I know it's not going to be recorded, but I still have to call it
the time. What did he say? I have to log into the other meeting. What did he say? Part: 2
Good morning. The time now is 10:01 a.m. Charmaine Postal calling the district diversity equity meeting um to order for August 28, 2025. Welcome back everyone. Going to give ourselves a few minutes just to allow everyone else that's
online to join and convert from the last meeting to this meeting. There's where At this time, we'll entertain the call to order um for roll call. Miss Hicks. >> Good morning. Thank you, Madam Chair.
Adopt the family. Jessica Pagan, best foot forward. Debbie Elman, best foot forward. Karen Spanardi, >> Black Chamber of Commerce, Cassandra Oliver, >> present online.
>> Card at FAU. Sabrina Does, >> present online. card at FAU. Jack Scott, Coalition for Black Student Achievement, Dr. Deborah Robinson, >> present online. Thank you.
>> Coalition for Black Student Achievement, Jacqueline Callaway, Compass. Rex Barnes, >> present online. Connect to greatness. Dr. Cassandra Corbin Daddius.
>> Connect to greatness. Andre Daddius >> present online. >> District ES advisory committee. Kimberly Spyroho >> um Spyro O. And I'm present online.
Thank you. District ES advisory committee. Michelle Bey >> present. >> Division of blind services. Caesar VGO, Economic Council of PBC. Craig McKenzie
El Soul Jupiter Suzanne Whitebeck Florida Hispanic American Chamber of Commerce Juan Pagan >> Excuse me. Suzanne is here. >> Suzanne is here. Thank you.
>> Present online. >> On the chair. >> On the chair. Florida Hispanic American Chamber of Commerce, Evelyn Vargas for the Children. Reggie Dardines. Dardiz
Gold Coast Down Syndrome. Sue Davis Killian Gualamalin Maya Center >> present online. >> Miss Blanco. Thank you. Guamali Maya Center.
Maria Antuno. >> Maria Antuno is not for the Guatemala Maya Center. >> My apologies. Hispanic Chambers of Congress of PBC. Maria Maria Antuno. Hispanic Education Coalition of PBC.
Hector >> Pair N Ap Derek Strong >> Dedric Strong PBC Council of PTA
Charmaine Postal >> present in the room. PBC Council of PDA. Marcus Brown, >> president online. >> PBC
Human Rights Council. Avon Gordon, >> present in the room. >> Tri City Education Committee. Eddie Rose. Tri City Education Committee. Mary Evans,
Urban League of PBC. Vincelin Barbier, Volunteer Association of America. Whitland Pierre online. Good morning. >> Good morning. Volunteer Association of America.
Carolene Paul, Classroom Teacher Association. Gordon Long Long Hoffer. That concludes our roll call. Chairman Okay. >> Okay. Quum.
>> At this time, quorum is established. Moving forward on our agenda, approval of June minutes. The minutes was distributed via email. Um, and it should be attached to your calendar. If you're in the room, you also have the minutes before you on your
calendar invite. Move to approve the no necessary corrections. >> Are there any corrections or are there any discussions regarding the minutes? >> Second. >> Second. >> Second.
>> Uh, second by Juan Pagan. Minutes. Motion by Eddie Rhodess. Any discussion? Any objections? Minutes approved as presented. At this time, we'll entertain public comment.
Prior to entertaining public comments, just reminding public commenters that we have two minutes per speaker. Please um we will entertain anyone who is on the call right now to introduce yourself. If you're affiliated with the district and um or if you are a agency that is not a
agency name and policy, please introduce yourself on We'll start online. >> Gloria Branch, school board member. >> Welcome, Miss Branch. >> Thank you.
>> Yolanda Morgan, chief of staff. >> Jessica Pagan, adopt the family. Maxing present. >> Pete Stewart teaching and learning. >> Thank you. Welcome everyone. Any public comments at this time
hearing? None. up. I see a hand. Max, you're recognized. >> Yeah, apologies. I'm actually I'm I'm on route to uh to to in person. But um of course the the elephant in the room here is that the Palm Beach County School
District has recently um made action to rescend or amend a number of policies relating to uh diversity, equity, and inclusion um on across a number of issue areas from contracting small businesses to um to employment decisions to um even
the continued you know desegregation of our schools. um to uh push back against the impact uh the decades old impact of redlinining in Palm Beach County. Um and we are um uh and this was in large part
in response to the dear colleague letter that was sent from Donald Trump's uh Department of Education earlier this year. Since then, three federal judges haven't joined that uh dear colleague letter. Um and and in fact since the uh
district initiated final, you know, finished final rule making um in July, uh that has actually been completely struck down at a final judgment um in the courts. Um it's been said that the district, you know, is facing almost
$300 million in funding losses as a result of these policies and that this is merely out of an act of compliance. But but I ask compliance with what? There's there's truly nothing to comply with at this point. Um now that those uh now that those guidelines have been struck down because they did not go
through the formal rule making process the Department of Education is required to go through in order to is in order to implement rule changes. Um we're calling for the full and complete uh re re-implementation of the policies that we either removed or amended um earlier
this year. Um and uh because because those policies are important to protect the diversity of our county um and the amazing >> Max, did you mute yourself? >> Uh yeah, sorry that was back.
>> Thank you. Thank you for that, Max. Um we'll take that your feedback. staff is hearing your feedback and we'll take your um feedback into consideration. Thank you, >> Dr. Robinson. >> Yes. I would like to get a formal
response to Max's comments. Um it I mean it could be sent in writing to us later. um if staff is not prepared to address it now, but I would like more than just, you know, we hear you.
>> I yield the floor to staff or council if they're online. So, currently this is under public comments. So, we typically don't respond to public comments. So that would have to come up later for if there's any
action from the committee. >> Thank you. And and we can definitely revisit this back if um dependent on time during unfinished business. Update from the DDEC ad hoc sub. >> We would not entertain public comments
is what staff is saying. We don't typically inter um entertain public comments, but the particular a member of the DDEC said they would like to hear formal comments. So, we can bring that back up during um unfinished business,
but we we do have a agenda at this time. So, we just want to be respectful of the agenda and the speakers that are here. Update from DDEC ad hoc subcommittee sub. So today we reviewed further data
and um data points from the FY24 um survey and we also outlined some questions that we are going to be discussing at the next meeting. We did request other data points um like at the
teacher level that we're hoping we're able to get a hold of so that then we could further hone in on our recommendations. >> Thank you. I think for context if you can um Mr. Sabrina just send us a
through staff just a review of um what was discussed in the meeting um because there's a number of people that's in the room that weren't in the meeting. Um I happened to listen to a portion of the meeting but um if you can just send us for context what was discussed in the meeting and
what you're currently working on. We do have also some new members representing committees as well. Absolutely. Actually, it was suggested in the meeting that we compile some of our previous um notes and um put it all together in to a a draft. So, I'm
working on that currently and I will send it over to Taiisha to share with the group. >> Thank you so much. >> Absolutely. Um, were there any actions that came before the ad hop subcommittee that needs to be addressed during um
our reporting to the board next month? Please correct me if I'm wrong by any of my other um subcommittee members, but I don't believe that we're there yet. I think that we're still disseminating the data and um we'll and asking for for further data points so that then we
could provide our recommendations. >> Thank you. Update from chief of student health and wellness Keith Oswald. >> And good morning everybody and welcome back to a new school year. We've had um a great opening so far uh
with the school district. I do want to and I'll send out this link. This is a back to school link so that you could share with your constituents does have have some information um in particular also regarding registration of students and um enrollment is done. I'll talk
more about that in a second. Um but this is information um for registration. There's also a welcome back information from Superintendent Burke. Um, also as you if you could share with your constituents important information as they as they
parents support their kids throughout the year around SAS uh gateway. I just want to uh show this particular >> Hi, I'm Angela and I'm excited for the start of school. The school district encourages all parents to sign up for SIS Gateway which provides up to the
minute student information. We're talking grades, attendance, graduation requirements, and much more. SIS Gateway is easily accessible online or through the SIS mobile app. SIS or the student
information system is free, putting helpful information at your fingertips. You can email teachers, check your contact information, check the status of students assignments, and check test scores. You will need a PIN from your
child's school to sign up. Visit SIS palm beacheschools.org or download the SIS app. Just search for SIS Palm Beach County in the Apple App Store or get it on Google Play.
So, um, it'd be great if you could share that with your constituents so that it's really important that we have up-to-date information. And, um, I'm trying to go back
um to the and we're going to be sending new and returning student registration information home. Um but as required by parent bill of rights in particular um one area uh on the registration form it
does get into consent for health services and consent for certain screenings and parents annually have to have the opportunity to um update that information. So
um we have seen you know some parents change their mind from year to year of whether or not they consent for their child to go to the clinic in a school uh up to including certain screenings such as vision hearing scoliosis
uh growth and development which is the BMI. So again, I'm asking you all to please get that information out to your constituents to be sure that um they have the up-to-date information. You can quickly uh link to this is on the
district website, but I also send it out. Also, if they're registering, there's also a video there for registering students as well. Um, as we get into the new school year, um,
as I mentioned, enrollment is down this year. You've probably seen the headlines across the state of Florida. Most, um, in particular, large urban school districts, most of them are down considerable numbers. Um, Miami Dade is, uh, reporting over 12,000,
over 8,000 in Brower County, which is for them that's 35,000 in the last few years. um for this year is the first time I've ever seen us take a big drop of we're dropped uh roughly 5,000 in change. Um still kind of going through those numbers. First time we've seen
that and it's kind of across the board. I think one of the big uh new developments in public education is probably the universal voucher that is playing into that um particular uh piece. Um, as we kind of look through
that information, um, I can't remember the enrollment for charter schools, but charter schools are also down, um, as well. So, sometimes people think, well, they're going to charter, but charter uh, does reflect a decline as well. So, um,
we we'll continue to evolve to let uh our community know that Palm Beach County School District is your best choice and everything that you can do to market that is greatly appreciated. So, um,
uh, Miss Blanco, >> hi. Thank you. Um I I know that in large part families are not coming to school because of the immigration effects that we're seeing within the school. I mean just in our center I can I can guarantee that half of our at
least half of our families and that that number is a very conservative number. We see 16,000 family families annually. A lot of them are not sending their kids to school because the school board hasn't really provided them any guarantee that the school that the students are safe. I mean, we've had
families raided in the middle of the night. We've had we've had school administrators come pick students up when their parents haven't been able to take them to school. So, school staff is doing a great job at supporting these families, but they don't really have any
help from the school board. So, what is the school board doing to support not just staff and administrators in school, but students? And and if we're sharing that message that Palm Beach County is the best district, and I know that this is across the board in Florida, but if we're sharing that that message, what
how can we confidently say that these immigrant students are going to be protected? >> And we have been messaging that, you know, we'll do everything within uh in law that we can to protect our students. Um and we have instructed if anybody
were to come on campus that um that would require a subpoena. um to actually see a student. Um so we'll continue to message that to get the word out. Um yes, that does play
into some of the uh nuances of the the enrollment. We're still kind of going through that. I will say that doesn't account for the entire 5,000 and change, >> right? But what what practices are being implemented in schools after say a child
is I mean this was just in in two of the schools locally parent a child was a being taken to school and her dad was brutally beat up on as she was on her way to Lake Worth High School. I that video is everywhere. So what what are we what are we doing to implement practices
that make sure that we're minimizing trauma within these students when they show up to school? Well, I would say across the board and we've worked with our schools to make sure that they are a welcoming and supportive environment that the
resources are there. Also, our chief of police and our school police department working closely with the municipalities and the sheriff's office to ensure student safety uh continues and always will be a top priority when it comes to school safety, especially in light of
the tragedy uh that I'm sure everyone has heard yesterday. in that school shooting. School safety is always at the top uh at the top of the list. Um protecting all of our students and obviously documentation status is
irregardless of that. And then the question from Kimberly Spyro, do you know many students move out of state? I don't have that data yet as we're still kind of going through and that's tough to figure out unless we get um
until we get like requests for student records and and unless a parent has told us and it's been documented. So I can try to get more of that detailed data later. Another um
Misser Thank you. Um earlier I'm not sure if I understood well you said there was decline in charter schools also with enrollment. Did I hear that correctly? >> Yes. >> So because there's also misconception
that the students are since they're not appearing in this traditional system that they're all rushing to charter schools also. So, if we're experiencing a decline across the board in non-traditional settings also, I think that needs to be relatively clear so
people don't misuse information and pit one system against the other system since we're all trying to make sure our students are well received in all school environments. >> Agreed. Agreed. Yes, we definitely will continue to get that messaging out. Couldn't agree with
you more. >> Uh in Mr. Thaddius, >> hello and good morning everybody. Are we able to track or find out this new trend of these student athletes that are now
withdrawing from school and doing online but still allowed to play sports? So ye so yes. So um just to put context to Mr. Thaddius's question uh a student who is enrolls in
homeschool or charter school or private school um homeschool student is allowed to play uh a sport um within their boundary district. a private school student can play in a public school
athletics and try out um in any school in the district if they're if their private school is not offer that sport and home uh
which group am I missing private home >> yeah and the homeschool voucher students yeah they they're allowed to play anywhere as as well. So, we have begun to to track some of that data. I don't have that with me though, but it's definitely >> some of those online schools are
considered homeschooling. >> Yes. So, if you're in Florida virtual uh high school for high school for your courses in homeschool, you that would still make you a homeschool student allowed to play anywhere.
>> And and it reduces the numbers of enrollment though, right? That counts towards the the decrease. >> Definitely. Yes. >> Thanks, >> Bud Pier. You're recognized. >> Hello. >> Yes, we can hear you. >> Oh, okay.
Do we have the data of like a percentage of how many um students like based on their ethnicities? because I'm I'm asking because I want to know if there's like if you guys can provide
like how many Haitian students are not enrolled or or maybe have dropped or declined in this whole process cuz I know we have been talking Carlson and I and the organization we have been talking on the um the radio to um you
know the Haitian community basically saying um you know the fact that with the whole immigration process because a lot of them were not sending their kids to school and we have spoken to them about truency. We have spoken to them as far as you know some sort of I don't
want to use the word legality but some sort of like ways where the kids are more protected in in school compared to not being in school. So do we have a number I can bring back to my organization? Do we
have a number maybe that are you guys separating the the data to say okay this is how many um Caucasian Haitian black brown like do we have a number or not yet?
>> Uh not yet. So uh I'll try to get more detailed uh data for the next meeting. >> Okay, perfect. Thank you. Um, another uh piece I want to talk about is um I I I mentioned briefly I
think in the June meeting possibly that there's a new statute that requires uh EKGs uh electroc cardiograms for participation in athletics. So this takes effect for the next school
year. However, for if you think about all the uh athletic events that we offer, uh I think you can understand this is going to be a big uh lift. So, I just want to let you know that we began have begun to with the athletic director uh
may to begin uh enlist uh connecting with some partners around offering those uh EKGs and how we'll organize as a community. The law requires to uh uh to offer to to all parents. Uh they can get
a reli religious exemption. Um and then to offer at a low cost um and in statute that's under $50. Hopefully we can do it uh for free. So we began some engagement. There's an organization
called Who We Play For. Uh it's a national organization that helps organize events to run EKGs. Uh so when you think about um we're hoping to get an event off in the late fall uh or
winter to to kind of just map out what this is going to look like. But I just want to put on your radar. So if you know anyone who is playing athletics that is will be required. Uh one of the challenges uh going through this process, one is just doing the EKG and
then having a doctor who can actually read an EKG with um with strong validity around it to make sure there's no false positives uh so that we don't keep students back from playing
um any sport. Uh what I've learned is that the the actual doctors who can read those are is not as great as anyone who's a physician. So, um, more to come on that, but I just want to put on the radar that that that's a a big new big lift that will be
coming for this school year. And staying on the health trend. Um, you've heard me talk. Oh, I'm sorry. Question. I have a question regarding the it's not necessarily the EKG, but I was at a school football game and
several parents there was an incident with a student having to be um you know EMT getting involved and several of the parents were sharing there is a program where there have to be a I'm not sure if
it's the local EMT or ambulance on certain campuses and there are certain campuses in Palm Beach within the Palm Beach County School District that are considered I don't know what it's called, but it's not the EKG. It is where the ambulance or the EMT is
stationed at the school throughout the entire game. Do you Are you familiar with what that is? >> Yeah, I know there are at the games supposed to be you're supposed to have them at the games at all times. It's supposed to be there all times. Well,
there are some areas who kind of swear away from it, but they have have some kind of connection with the hospital or the uh EMTs to make sure they they're there immediately. >> I I can't remember, but the parents were they were from a different school and
they said, "Hey, this school does is this school not participating in this particular program." And I have to do more research to understand what was the program and I'll probably have it by the end of this call. But just wanted to be um aware so that we can uh you know
educate the parents on what that is and you know what the protocol is or whatever the case may be. >> I can I can follow up on that. >> Thank you. >> It just made me remember as you were sharing about the >> question it keep my question with reference to the um religious
able to opt out de EKGs. >> EKG is that is that feasible? Um, think about the ability of the school if someone opt out and still participate. >> Just Yeah. So, there's a lot of there's
some hidden questions, a lot of questions that aren't in statute that FHSAA, the Florida High School um Athletic Association has to to work through. Um, and they're supposed to be addressing their September meeting. >> Okay.
>> Does this new law apply to all athletes? Athletes playing if it's every athlete. That's a lot of kids to do EKGs. Or if it's just incoming freshman or how's that going to look? How long is the assessment good for? >> Any students who come in now that have
had an EKG done? They do say that's good for two years. Um but there's a lot of more questions and answers um that hopefully FHSA is gonna talk about and then what is that support when there um is a concern with the results and how do
we support that family and that child to make sure they get the support to address that. >> I thought they were mandating it because of the um possibility of of detecting if there's an issue and that's why they were mandated. But if they're going to allow somebody to
>> opt out of it, I'm just trying to figure out, you know, ju just a question. >> Yeah, sure. That's just what's written in the bill that I see. >> Yeah. >> Yeah. Yeah.
Okay. Um and then um there one of the programs that we've talked about over the years here was the uh community um partnership schools that a couple years ago we talked to this group about
it where we have two schools in Palm Beach County that are a CPS school which is uh they received some funding through a nonprofit which is Children's Home Society. Um that's Lakeworth High School and JFK Middle School. It's a four-way
partnership between the school district, children's home society, uh FAU, um uh in particular with the school of social work and um the healthc care district. So the healthcare district provides um their mobile clinic on site
uh a couple days a week at each of those sites. But one of the things that came through uh in partnership uh shout out to Dr. Robinson and really pushing for um when we're talking about immunizations and health um partnering with a number of organizations in
particular with the uh T. Leroy uh Jefferson Medical Society as well as Black Nurses Association, others. They held a a community event. I just want to show a couple a few minutes of a clip of this is what occurred just before school started and a result of that and how
many families got uh support uh from community partners is very impressive. [Music] Hi, we're here at our 25th annual health fair, community health fair. This year we are at John F. Kennedy Middle School.
We're so excited to be here. Um I'm Dr. Flora Bencho. I'm a dentist, local dentist, and I'm here with Dr. Dr. Coleman, Dr. Commino. We're excited to kick off this year for physicals, dental, vision, hearing, and we actually
also have a migram right outside. And also, we're going to be doing prostate screening for our men, mental health, diabetes, know your numbers, and uh so much more. We have all these exhibitors, as you can see here with us, uh going to talk to the community about all the different things that resources that
they have for the community that our local people may not know of. So, we're excited. We're here 900 am to 2 pm. John F. Kennedy Middle School in Riviera Beach. What else do you guys have to share? >> Well, to be honest with you, this is a
cornerstone event for Toroy Jefferson Medical Society. I'm truly excited about the energy here, the support from the families, the volunteers, our staff in general. This is exemplifies the power of community. When we invest in our
children's health and education, we're investing in the future of our communities. Okay, I'm going to stop there. I'll send out the whole video, but um it was uh pretty impressive. Uh over 500 uh
screenings were conducted this day. Um so a lot of families served. Um so I I just you know thank you Dr. Robinson and entire group to really push to to get this done. Um it was again extremely impressive uh what was pulled off for
that. I don't know Dr. Robinson if you want to add anything. Well, the only thing I'll add is to thank you and actually um risk management and legal for um helping us get through the obstacles so that this
can be an annual event and bigger and better every year. And also there'll actually be some other great things coming out of this partnership with Terroy Jefferson and other organizations. So thank you. >> Okay, so that uh concludes my updates. I
wanted to to end with a high there about some good things happening. >> Thank you. Right before we move on to the presentations um or new business, I just wanted to just acknowledge Miss Gwen Williams in the room um I know she
will be pending board approval. She will be taking um the position of another alternate. So Gwen, would you care to say a few words for co from coalition of black student achievement? So care to say a few words.
>> You're good. >> Okay, it's just got to move closer. >> Okay. I would just say uh thank you for uh having me and I just love to uh learn and be a part of this uh committee and help wherever I can. That's what I'm
here for. Thank you. And I saw your uh message, Dr. Robinson. I don't believe so. >> Um I got to check Dr. Robinson, the status of that. >> Welcome, Miss Williams. >> Yes. Yes. Welcome.
>> At this time, is there anyone who's joined us since roll call? So, we're just not missing anyone. And perfect. If you can just put it in the chat, we'll go on to our next program brings us to new business data presentation by Dr. Paul Hutchkins. He's
been here all day, >> all morning. >> And Mr. Hutchkins, if I could just before you get started, um, so one of the things we wanted to do updates about since we last met with regarding updates in assessments and school grades. So um
one of the main pieces in the policy that this group helps to to review so you all right thank you Mr. Oswwell. Good morning everyone. Um so yeah just
uh uh they asked me to come in to just kind of give an overview of you know how we kind of rolled out of last year as we roll into the start of this year. Um generally speaking pretty positive year. um you know so I I'll kind of go through the data. If you have any questions just
uh you know interrupt me it's fine. Um there's a couple of also new things coming down the pike in terms of um just new rules around some things to do with assessment that I threw in here as well just to make you aware as we move into it. So, um, just kind of starting off
with a a high level overview, um, you know, in ELA, math, and algebra, pretty much across the board, you know, we've seen some we saw some pretty decent improvement from 24 to 25. Um, there there's a version of this slide that actually has a link to the source data
if you want to drill in a little bit further. Um, you know, Tanisha, I don't know if it's the one that you have access to or not. Um, I don't know if you copied this one or not, but there I added a link this morning that'll that'll allow the the group to go into the source data to. Again, you can look
at any school you want. It's all publicly available on the research and eval website. Um, you can look at all of this data by school and and even drill in a little bit deeper looking at the science and the social studies and and geometry as well. Uh, but yeah, no, just
generally speaking, pretty up and uh some gap closures. Uh obviously we still have a a lot of work to do but um it does look like we're moving in the right direction as we've you know moved into the new test and gotten more comfortable with fast. Uh overall school grades um you know
we're up uh few percentage points in terms of schools uh receiving an A or a B. So that's that's positive. You know a lot of those cells again up generally across the board. Uh just a reminder FY20 and uh 21 there were no school
grades due to the COVID transition. So that's that's why that's blank. But uh as you can see, you know, prior to COVID, we were on a pretty upward trajectory. Uh took a bit of a hit in the years afterwards, but have uh moved
back up. Uh FY23 is the no learning gains year because that was the first year of FAST. So um you'll see that in a lot of the large urban districts that performance and A and B schools in 23 was uh generally lower than typical
because a lot of the urban districts have a lot of schools that move a lot on growth and not just proficiency. So um but yeah no generally upwards uh and uh you know we look this year to be continuing in this kind of trajectory. nothing early on has us uh that we're
heading in a different direction other than this little factor. Um so you may be aware that uh the state wrote into legislation a couple of years ago uh essentially an escalator clause around school grades. So once a certain group
of schools elementary, middle, high combination um hit 75% of schools statewide as an A or B. the thresholds escalate to the nearest five. So,
um, this coming year, because statewide 75% plus of the high schools and 75% plus of the combination schools were an A or B, the escalator clause kicks in for those groups. So um whereas our elementaryaries and middles will stay
where they've been at 70 or 62% of the points for an A in elementary 64% of the points in middle uh high combination and the district move up to 65% of the points to be an A. Um and again everything moves up uh again commitsely
to the the nearest five from where it was. Um, interestingly enough, in terms of impact data from last year, um, I don't remember combination off the top of my head, I apologize, but high school, even applying the new standards, it only knocked high school statewide
down to about 70. So, we could see another escalation in a year or two. Um, and then you start getting to some numbers that, you know, the the more middle-of the road schools are going to have a hard time getting. Um, fortunately for us, we don't really have
a lot of schools that are at risk of hitting again based on their performance last year. Obviously, they're you know, it's a new year, but um so yeah, just this is this is coming. Um and you know, it's it's part of legislation. Uh approved concordance scores. Um FL
DOE has finished their concordance study for the new FAST assessment. you know, they do every time they create a new assessment, uh they do a new concordance study which sets the um we'll call it parallel graduation requirements for uh
reading and algebra for other assessments available to the student other than in this case fast. Um so you'll see in red is the reading in algebra or in blue is the algebra. Um I'm not going to read all of these scores to you. the the the quick
takeaway is pretty much they've either stayed the same or gone up. Um they have added additional assessment options like historically the PSAT was not available for reading. It was available for algebra. Now it's available for both. Um
and then they've added essentially the um AC or the CLT equivalent of the PSAT um to to the allowable assessments. everything else has pretty much been here. Excuse me. Um, yeah. Again, the big takeaway is for the most part
they're they're they're higher than they were. Alt has remained stable for quite some time, but again, it's a smaller scale than the rest of this the assessments. Um, the roll out this year's seniors can use either set of tests, you know, so they can still use
either set of scores. um essentially the next two couple years if the student got the score prior to this going into effect they can still use it. If they get the score after that they have to use the higher scores. So basically
anything after August 15th for anyone not in their senior year this year, the new scores are all that's allowable. And then um after that, it's only the uh you know, so if you got a a sixth grader who's got a passing SAT score, they're not going to be allowed to use it
because by the time they get to high school, it will be past that kind of transition period. So it's really important that this information gets out to your uh constituents. Um, you know, this is always a big curve
as these standards go up uh every couple years that you know the families understand that uh your constituents understand that. Um have you Mr. Hudson's run any impact data yet? Um so
with ACT staying similar or staying the same um and a lot of our kids making it on ACT there's not a huge impact data uh or huge impact based on you know just again the overall the place where we are
seeing a big impact is the CLT shift the students were um again you know particularly for math it's gone from 11 to 14 that's a that doesn't seem like it necessarily is a big jump But it is a big jump. It actually does change the the outcome for that particular
assessment quite a bit. Um but again, ACT still has stayed the same. So the overall impact is not as big as it would be otherwise. It's just students are essentially the students who were passing CLT on the first attempt because of the 11 are needing a couple more attempts to to get through. But in terms
of graduation rate looking at last year, um you know, not a huge impact, but there could be some for individual students and obviously they will need to end up testing more. Dr. Robinson, >> thank you. I I'm sorry, I missed the
difference between CLT and CLT10. >> So, um the PSAT and MSQT, the PSAT10, the PRA ACT, and the CLT CLT10 are all essentially the different vendor's equivalent of the PSAT. It's the test
that students typically take in 10th or early 11th grade. Okay. >> That gives them kind of some exposure that they would want before they took an SAT or an ACT. So, it's just the CLT version of that. >> Oh, I see. So if I would like to add a
comment um in terms of impact and so for the people that are on this call who are all advocates and understand the importance of students receiving a high quality education, I just want you to be aware that while the Coalition for Black
Student Achievements uh has done we did a report card on the district and now doing status reports to the community and as part of that we compared compared these cuto off scores for for concordance scores to the average
accepted scores at state universities. And so just to put it very simply, while we are very happy when children graduate and we understand that there are, you know, it's harder for some than for
others. Um, if you have to use a concordance score to graduate, you are not ready for the big leagues, right? And I get that everybody's not going to college and that whole conversation, right? But just
in terms of what we're trying to accomplish, I don't think that well the coalition for black student achievement is clear that we are not um happy if students have to use concordance scores for graduation and
especially the CLT because I just want to highlight this and Dr. Hkins please correct me if I'm wrong. So for reading, you used to have to get 36 out of 80 questions, right? Now you have to get 39
to pass to to get your diploma. So this is this is you can flip a coin. Okay? And then in algebra, you had to get 11 out of 40. 11 out of 40. And now you have to get 14.
Okay. So again, our position is we really ra want children to receive that high school diploma, right? But we're not happy as advocates and people who are trying to organize
for better outcomes. We're not happy with this as outcome. And while I'm rambling, I just I'mma throw one question in just for to be crystal clear. Students that use concordance scores in order to graduate get the same diploma as students who don't use
concordance scores. Am I correct? >> Yes, ma'am. >> Okay. So, there's no there's no markings. There's nothing that would go to an employer to the or the military or to the college that shows that they
use concordance scores without getting the test scores separately. I'm just saying the the paper itself does not say anything like that. >> The diploma itself is the same. There is actually an underlying code so the
college may see it in the transcript. Um that would be a FTE question to make certain but >> okay >> um the the actual piece of paper and the the standard diploma designation is the same regardless. There is a for lack of
a better word the the withdrawal code used for that particular standard diploma is different. >> Okay. >> Thank you. >> I have a question. I know you mentioned that the seniors would still be able to use the old scores and you said something about some others would be
able to. Can you clarify that? So this year, seniors can use whichever scores they want to use from either of the two lists for students in essentially 9th through 11th. Now, if they've already, sorry, 10th and
11th. Now, if they've already received the concordance score, so like for example, if they took CLT over the summer and got a 36, but they're a rising junior, they can still use that score because
they earned it before this went into effect. And so the effective date for this is um it's not in any of the official documentation, but it's August 15th. Um sorry, August 19th. Um and so
if they earn the score before then, it still applies. Um if they still need it after that, at this point and beyond, they need the higher scores. Again, unless they're a current senior. >> Yes, ma'am. for ES students who are
placed onto a 18 credit diploma by the IEP team. Is this an additional designation in the transcript um if they also use a concordance score in addition to the 18 credit diploma? >> So,
this gets nuanced. So, you've got the ESSE waiver students, which I don't think who you're asking about because those are the ones with the waiver from any test requirement. >> Okay. So, the >> no the 18 credit diploma. So the 18 credit dipl I I believe with the 18 credit diploma there's still two
delineations for ESSE students. One where they would have the waiver from any assessment and the other where they would you know have to graduate using one of the state tests. um if they have a standalone code for them, but they
probably do, but I don't know off the top of my head because I know they have a difference for the standard 18 with a concordance versus 18 with fast. So, I would presume they have one for whatever ESC version of the same thing is, but I
would have to double check. Any other questions on this one? One. All right. Why are we not moving? Okay. Um, moving on into kind of scheduling. Um, you know, the, you know, the the legacy of Mr. Tierney as he's moved on from us is a push for access to
rigorous coursework for our students. One of the big one of the big things he brought in from to the central office from being a high school principal uh was students who show up in a high school in freshman year with no advanced
coursework on their middle school transcript are very likely not going to see any accelerated coursework in their high school transcript because as they start getting scheduled they just kind of get historically kind of got um you know scheduled based on their middle
school schedule. So, as such, um, you know, he instituted and we, the district's been kind of pushing on rigorous coursework in the middle school and high school level. Uh, for middle school, we kind of define that as advanced or acceleration um or high school level work in the core courses.
So, if I'm taking advanced sixth, seventh, or eighth, if I'm actually taking high school science in eighth grade, you know, if I'm taking the accelerated math track that gets me to algebra by eighth grade, those are what we're talking about. You know, we're not necessarily talking about an a a high
school band in middle school type of thing. Um so uh in that context, you know, just again looking across subgroup, um over the last five years, we've seen some large double-digit jumps in the access that some of that our students have seen, you know, over 21
points for our our black students, uh 24 nearly 24 for our Hispanic students, um 11 for our white students. Um also seen some of this for ELSE and whatnot. Um that's we have a public uh PowerBI that you know if you wanted to dig in deeper
and slice and dice in different ways you're welcome to. Um but you know so that access in middle school uh has increased pretty substantially over the past couple or past five years. Uh moving into high school again this is not high school honors coursework. When
we move to high school we actually take it a step up. It's API IBA school enrollment. We're looking are these students getting access to earn, you know, the uh access to earn college course work, college level coursework um
while they're in high school. Again, you know, double digit increases across groups. um in terms of the the participation in those courses and if you look at our high school acceleration numbers from school grade our AP AC ace
pass rates you know we're we're keeping stable which is it's it's not common to increase access to this level and maintain performance to the level that we've done. So kudos to our schools for that. Um, you know, again, are there
areas for growth? Of course there are, but we are moving in the right direction based on what we've been doing. Um, and then this goes into the prior meeting. So, I will just skip it and go to questions, comments, concerns,
tomatoes. >> Mr. Dr. Robinson, you're recognized. Thank you. I I'm sorry. I think I missed it again. Tell me what courses count on the middle school. Can you go back to the middle school slide? >> I can try.
It may not let me. There we go. Um so basically any um advanced or higher core subject area course work. So advanced math, accelerated math, high school math. Um so and I say it that way
because we've got um you know for for some subject areas we have accelerated pathways. Math for example you've got sixth grade accelerated that covers all of six and half of seventh. Seventh grade accelerated that covers the rest of seventh and all of eth. That progression is intended to get a child
to algebra by eighth grade. Then you've got other progressions like social studies and and ELA where it's really just advanced where you're just doing more rigorous work but still grade level content. So um but again in the four core subject areas anything at the
advanced level or higher and I apologize I did forget to say this earlier Dr. Robinson also we include high school world language in the middle schools as part of that. So, not middle school Spanish, but if you're taking high school Spanish in middle school, we include that here as well. Apologize for
get forgetting it. >> That answer your question, Dr. Robbins? >> Yeah. Yep. And it's that's impressive. That's impressive. So, I just you know how I I get with data. So, I just want to be clear that of all let's let's look
at black for 2026. So this is en current enrollment. So 89 of 100 black middle school students across the district are currently enrolled in one
of these rigorous classes. At least one >> at least one in one of the four subject areas. >> And in the PowerBI you can actually drill it down and look by subject area. And so it's it it's definitely pretty substantive. >> That's awesome. And so I'm gonna put a
question out that I don't think anybody can answer, but it would be marvelous if they could. Do we have any level of comfort that um let's call it advanced whatever advanced ELA in the
eighth grade at school A is the same coursework and as rigorous at as the same name class as school B. They have the same standards and the same core curriculum there to use. >> Yeah. And and and the test scores
typically line up, but you know, >> do Okay. >> Day daytoday, hour to hour, you know. No. But all of the things we can see that are higher level would imply that they're they're similar if not exactly the same.
Okay. >> That's impressive. Very impressive. Other questions? This is important uh data points here that you might have. See a lot of work has been happening over the years to address a number of
the areas that are outlined in the policy. >> So the question was do we show elementary? I did not because really the only thing we have for this and at the elementary level is the AMP math, right? Um and
generally speaking, um AMP has moved up. We're a little bit lower this year, but I think there's a little bit of change in the prescriptive nature of it. Um in terms of, um you know, the AMP focus being essentially if you're successful all the way through AMP and through accelerated or and through Yeah. and
through um middle school. That's geometry by 8th grade, which is a good aspirational goal. Um, some of our students are I think we're we're kind of reassessing how some of those kids are fairing because of how fast they're having to move to get there. Um, so but
uh generally speaking um amp is that uh space where we've got the conversation in elementary and we still have it. I just didn't present it. >> Okay. Is there is that u a possibility to just bring us back those AMP numbers because I would love to see um how many students are in our AMP programs and are
accelerating at that level. I mean future. >> Yeah, we can bring it back. >> I just want to mention here too. So just on our ELA and math cross 310 and 38 um you can see there has been um continuous
improvement there as well. I think all that plays together. um third grade ELA's a pivotal point I think I recall Mr. correct if I'm wrong, but there was a 7% >> jump 7% jump in uh performance for students
at level three or higher um which has been you know one of our challenging areas the third grade reading especially as it relates to retention. So there's a a nice jump in that as well last year. I got a followup
just for clarification actually. Um the numbers that we saw were enrollment correct >> on the advanced course slides. >> Yes. >> Yes. >> So these are enrollment. Now do we have numbers as it relates to passing like
how many students these these are people who are enrolled who have been enrolled. Do we have the number of who may have dropped out who have passed the coursework? because these numbers are impressive, but I would like to see how many actually pass this coursework.
>> So the 22 through 25 data is enrollment mid year, so January, which makes they've made it through the year, so they're not being withdrawn prior to that. >> Correct. >> Um, in terms of the middle school outcomes, yes, I mean that this basically aligns to the test score stuff
that we presented on earlier slides. Um, but for the high school, we can bring that back. Okay, >> because this is so basically the outcome measure for this slide is still the state and state state testing that >> correct >> presented on the first slide.
>> The outcome measure for this slide is API ACE dual enrollment or well yeah dual enrollment as well but that's not a test that's C or better in the course. Um but yes, we can bring it back. >> And as as we're on this particular slide and Dr. Robinson alluded to it earlier
regarding um post-secondary enrollments. Um what I'm hoping is that this group down the road, Mr. Rogers, we can have a a presentation on the national clearing house data. So the national clearing house data
really tracks students um from high school to uh to what colleges and university for those students who are enrolling um into a post-secondary institution so we can look at that data of what that
has looked like over the last few years. So, I know we're going to be leading into a discussion on that and coming up in the next area, but I think that's important to to look at as well. >> So, we won't have the 25 cohort until probably middle of March, but we can
move up through 24. >> Yeah, it's always pretty much a year lagging. Yeah. Time the numbers run in. >> But it's fascinating uh information. and what colleges university like typically I know the last time I looked at it like
probably 50% of our graduates tended to go to Palm Beach State College. >> So >> thank you. We're um Dr. Thatis and then Dr. Robinson you're recognized. >> Thank you. Um the let's see is this the
screen? Uh no the middle school. Can you go back to the middle school? Perfect. Um my question is are how are students how are students getting into these courses? Meaning is
this by guidance counselors? Is this like how are they encouraged or do they into these courses on their own? Just I'm just trying to understand what the process is. >> Um it's just the school's master
scheduling process and um Wait, I can't. Can Can you say that one more time? I can't. >> I apologize. I should have turned my mic on. >> Um, it's part of the school's master scheduling process. Um, it's really kind of been a shift um in mindset over the past several years of what should the
default be. So, you know, call it precoid, the default was typically regular and if you were showing you could do it beforehand, maybe you go into advanced. whereas the the mindset now is more of a let's try
advanced and maybe take the foot off the gas if it's not working. So, it's really just kind of a mindset shift in the school scheduling process. >> Perfect. That's what I that's what I wanted to hear. And so, these numbers should be closer to the 90% I'm think
looking at the black students. It should go up then. >> Yeah. Yes, ma'am. If you look this this process actually started like 2017 2016 I want to say when we first started holding schools more accountable around master boards and it's continuously
evolved from year to year um to to to Mr. Hin's point to take out human um take out the human uh from the equation to to make sure that all students have
that access. >> Yeah, that's great. >> Which I know for some situations where kids may be overwhelmed, those kind of situations are dealt with at a school level. Um, I
think that was >> Yeah, I mean there's a there's a lot of student level decision- making involved in this. Um, you know, parents involvements. I mean, I've got schools that call me. It's like, "Mom doesn't want the child in algebra because the child has 10 extracurriculars."
Okay, you you've got that documentation. It's not a problem. It's just the way the process has shifted over the years. It's really again the mindset is not why advanced it's why not advanced. And that's that's been the shift that has pushed the
numbers in this direction because again, if there's a legitimate reason that Paul shouldn't be in an accelerated course, whatever that legitimate reason is, A, the school needs to know it, and B, the school needs to have documentation of it. If those two things are in place,
okay, if it's just Paul's teacher didn't think Paul could do it, so they pushed, that's that's not legitimate. Um, so yeah, uh, Dr. Robinson.
>> Yeah, thank you. Um, so two things. First, let me just follow up on Dr. Thaddius's, um, question and comment. So, um, and I mean, and the gains are impressive, as I said, and and I give a lot of credit to
Ed Tyranny for spearheading that work and working painfully and slowly through the bureaucracy to change hearts and minds to start to start seeing the possibilities. Um, but we're not at auto
enrollment, right? And so one of the things that maybe I'll bring up at some point to ask this committee to consider is to ask for the pros and cons because in my mind it still should be okay. So
this is what you did last year. Here's your track record. We automatically enroll you into these accelerated courses. Um and then if Paul's mom says, "Well, Paul has six extracurriculars and I don't want him in there." he can be
taken out. There's still more human um interaction in this process than I felt like I was hearing. So, I just wanted to clear that up. But then the question that I have um in terms of and I think that this is where the chair was
going um in terms of the outcomes for API ACE the so the PowerBI that has the um API ACE data on it has not yet been updated with the end of last school
year's performance data. Um, do you have a expected date that that will be updated? >> Not off the top of my head. Um, you know, the the API being a scores come out a lot later than everything else. And this year the A scores, there was an
issue in the data file, not an issue with the scores themselves, but just in what we've gotten. So, we've not been able to load them just yet. So staff is working on that uh and working with Cambridge on that because obviously we've got to get that fixed from them before we can make it load correctly. Um
but I wouldn't suspect it would take very long once that's resolved. >> Okay. Okay. So wait and see. Okay. Thank you, >> Dr. Robin. You know, my life is entirely buil built on vendors and data files.
That is my entire life schedule. One more question, uh, Miss Elman, and then I'm sorry, Mr. Hutchkins. One more question. Um, while I definitely appreciate um, access to rigorous coursework and I can understand the
value of it, I think there's an unintended consequence and when you talk about access and success in those classes. Um, when you talked about taking your foot off the gas, I think that is missing in some of the schools that um, they're putting those kids in
to try it instead of why why not. It's a great way to start, but we work in my agency with many, many children who struggle greatly in those classes and they are not taking out of them no
matter what the situation is. And it is um very negatively impacting their self-esteem um and many other things. And we struggle with it quite a bit. and it's only getting worse and worse as more schools are offering these classes to
these kids. So, I don't know um the best way to address it, but I just wanted to put it out there that there are schools that are putting it across the board. It's a one-sizefits-all um schedule. They all get it and they all stay in it no matter how difficult
or what the impact is to the child. >> Understood. Yeah, we're having more conversations about that this year than we previous years. >> Any specifics always are helpful to try to pinpoint where there's specific schools that we can help us target. I
know you know that's going to come out of my mouth. >> Okay, we'll talk. >> I I just Yes. Not here. Not now. Yes. I'm just saying we can talk offline. I would say just to add on to Miss Elman
um the same sentiments um and I don't think this is a Hutchkins um concern. You can leave if you would like to Dr. Hutchkins. I know you have to run but I I I guess for staff and for this the purpose of this conversation um not necessarily a negative impact but when
we do put these students in these um accelerated courseworks perhaps have a conversation to them of a why. I could tell you. Um, and I don't think that this young lady, mind me sharing this, there was a young lady, she was placed in a ACE class. She's in, this is her junior year, and this is
her, I think, second ACE class that she's ever taken. And while she loves it now, she freaked out for two weeks about the entire process of like, well, I'm not going to get an ACE diploma. Can they give me more classes because I need, my friends told me I have to have seven, you know, in order to graduate
and I don't know if I'm going, do I need to get a tutor? And so just explain the process, explain why they're putting them like, you know, these kids talk to each other or students, excuse me, talk to each other. They know that you need seven ACE, you know, classes and and you
have to pass seven um ACE tests in order to get the ACE diploma or what's the requirements. Just have that conversation with them on why they're being placed in those classes so that they are not having that anxiety built up. That that would be my only thing
that I'd like to add. Sure. And we often bring these folks together to to to think of uh best practices. And I know uh Dr. Thaddius just added comment too. How do we support students through
peer-to-peer beyond Miss Elman? We know that there is a self-esteem potential impact, but we also do see um an impact on mental health with the level of stress for some of these students. Um and some of them may ultimately need a 504 plan for
accommodations or um might be part of accommodations for mental health within an IEP. uh but also um parent education because although there can be peer um pressure added on to completion of the classes. There are times that there are
um students who have mental health needs who would like to decrease and not be in four or five advanced classes at the same time. However, um taking the foot off the gas does also require parental engagement and support of that decision. And so sometimes the pressures are
coming from other places for these students. Just be mindful of that and informing parents in these discussions that you're talking about too. >> Marcus, you're recognized. >> Thank you, Madam Chair. I I believe that the last comment took all my took all my questions. I did have
a question about how the parents can be enlightened and educated on on the the options of that are available for students to receive um certain diplomas. But I do agree that parent education is
is very important and u definitely the the support system for the student uh can be strengthened. So if parent education can be driven to that to that end, I think that would be great.
>> Thank thank you Marcus. And if my daughter is listening to this, I am advising everyone that they keep the foot on the gas for her because I know her potential because I know she's probably watching this or we'll watch it later. Thank you, Mr. Hodkins, for this
um presentation. This was wonderful and I hope you all will take this information back to your respective agencies and share um the progress of the middle school students rigorous coursework as well as the high school. And as we segue into the next area of
our agenda, this is also an opportunity to bring back topics of discussion. Um we've heard that Mr. Hutchkins said he will bring back a couple of things, but um we are now into this agenda topics discussion where we allow each agency to
give their voice. I'm not sure if you had the email that said, "Hey, you know, be prepared to bring back some topics for discussions." So, we're at that time now. And I think um what would be more appropriate is that we alternate between
online and in the room. So we'll start in the line um in the room. So we'll start with Miss Elman's agency and if we can just start with agencies. So if you have multiple people in your agencies representing you today, let's just start
with one person from that agency and then we'll circle back to additional individuals with additional comments if that's okay or if there's no objections. Hearing no objections, I'll start with you Miss Elman if you have um any topics for discussion.
They received the email. Perfect. And just uh before we get started, I want to clarify one thing earlier in the meeting. Um uh Dr. Robinson and the Coalition of Black Student Achievement as well as Gwen Gwen Williams is approved to be an alternate for the Coalition of Black Student Achievement.
So let the records reflect that and so it will be um reflected for future meetings. Miss Williams, you're welcome. Miss Elman, >> mine is very quick because actually what I wrote in the issue that I wanted to bring up was that the accelerated
coursework for students that are struggling in there. So already asked, already discussed. >> Thank you. Um online Marcus, is that from a previous or is that to discuss a topic for discussion?
>> Sorry, that was for previous. So sorry, I mean blowing my hand. >> Not a problem. in the room. Palm Beach County Human Rights Coalition. >> Hi there. Um I'm gonna try not to repeat what was stated earlier. Um
however, I am going to refocus back on the um August 14th federal judge decision um invalidating the Trump administration's directives and certification requirements related to DEI. And I would just add that um what
we're looking for is the hopes to advise uh formally on suggested policies that keep representation of the multitude of backgrounds of uh in student lives, namely in Palm Beach County, and advise on language that works to ensure equity across the board. Um, and I would like
to remind that um, what I signed up to be here for today is to um, advocate for cultural competent and inclusive school climates and diversity in the school district employees across all levels of
employment which were affected by the July decision. >> Thank you. >> Thank you. >> Thank you. Yes. Um so um >> yes, if you have it already written out because we did ask you to prepare it. Um
can you please send it to Taiisha Hicks and then for online if you can copy and paste what you are saying in the chat box? That is the request from staff. Um we're going to alternate to someone online. Did you have a topic for discussion? A future a future topic for
discussion. >> Dr. Robinson, you're >> This is I'm sorry. >> Um, go ahead and let her go. >> Suzanne, you're recognized. >> Thank you. I'm sorry. I was trying to find on my phone where to raise my hand.
>> It's okay. Um um I have more of a question. I have the same concerns DEI and of what Mariana Blanco brought up earlier about kids who are afraid to go to school. So I'm not going to repeat that. But with this drop
in um student enrollment, is that going to affect any programs like ESOL, is anything going to be closed down or after school support? Currently um right now we are taking topics for discussion um we can
definitely when discuss that but I I I will let staff disclose but I just want to just share that we're taking discussions at this moment. So, so, so normally what enrollment in really impacts is um classroom teachers because you have to
have a certain amount of students to um have your teaching units, but um h how does it impact um programming?
Like how does it impact like ESOL units and and and things like that? It's a >> Yes. >> Well, how does So, how the with the enrollment being down, >> how does it how would it impact like an
ESOL unit if they don't have enough students for an Esau teacher? >> Yeah, it >> would they lose that teacher? But we would have to have a teacher to >> Well, there's a whole process that's in place based on a school's enrollment,
>> right? um whether they hired for their full enrollment, if they were monitoring it throughout the summer. So um essentially if let's say a school had unexpected drop like they dropped 100 students. >> Yeah.
>> Um at an elementary school, which I don't think we had any that high, but if there was >> that's that could be roughly four to five units. um whether or not they've been filled. Uh those teachers would be potentially
excessed um and placed on a list for where a school has vacancies and there's a whole process within the union contract on how that's handled that through HR and Jimmy Wyatt's office. >> But it basically impacts the whole
school or the counselors, assistant principal. It impacts all of them in numbers. That level they count is a big thing and and you will lose staff if you don't have students. >> Yeah. Cuz I can tell you one of the schools that I'm at, they um previous
years they've lost a Haitian >> um translator or what is it? CLS CL CLF. They lost the Haitian CLF. They've lost a fourth grade unit um because of the currently they've lost a fourth grade unit because of the numbers um they've
lost a primary because of the 11-day count. So um it's you certainly can lose >> all Yeah. All the departments will be looking at the the details from ESSE to ELLL's students to look at uh gain loss
and then as well as the process of what that movement looks like. I just glancing at the numbers, pretty much the majority of the schools all had some drop, some maybe a little bit higher, but majority like it looks like across
the board um throughout the entire county. >> Okay. Thank you. Sorry for the directly you just had that on on my mind because and and is it done at the principal level? the school level is the one that makes a decision or
district >> the district the c deputy superintendent works closely with HR who works with the regions that works with the the principles so it it'll take a couple weeks at least to work through the
entire process as I've done it before um so it takes a while >> so for the sake of time and um where we currently are in the agenda what I hear you saying Suzanne is we have a topic of drops in afterchool programs. Would you
like us to consider conversations regarding what that the impact of the 11-day count? >> Yes, that would be that would be good. Thank you. >> You're welcome, Dr. Robinson. >> Yes, thank you. So, um I have three
things um quickly. So, one, and I don't know if this was addressed, I didn't quite hear the comments after um the representative from the human rights council spoke again. Was did was there a discussion that the response to
his comments would be sent to Miss Hicks and then sent to all of us? Is that what was said? >> Yes. So, um Miss Hicks asks if everyone can type if you're online to type your comments um your discussion topics of discussions on the chat in the chat, excuse me. And if you're in person, if
you can just email them to her, she's gonna compile one list of all of the topics for us. >> Okay. That's not what I'm asking. So, so a gentleman named Max, who I think was the same voice I heard from the human rights.
>> Oh, no. Those were two different people, but Max is in the room. Um, and we do have an area to come back to Max's comments from earlier. Right now we're just question >> Yes. >> Okay. Cuz like we're now one minute away
from the scheduled end time, right? So are do I need to make a motion to request this? I just want staff to respond to his comments. >> It is my apologies because I did not recognize that we changed from 11 to um
from 12:00 p.m. in time to 11:30. Um so my apologies that I did not um see that that time um was shifted. Um >> I just want to know the process. So I I
would like staff to to respond to his comments kind of give us >> yes >> a update. I and it's definitely not now because especially because of the time in order to request that. Do I need to do we need to have a vote on it?
>> Dr. Robinson, there is a motion to extend the time because we do look it does look like there is a error on the time. Um, and there's a second to extend time. Are there any objections? >> No objections. We are going to extend time to the original end time. It looked
like there is an error um in the time format for unfinished business and as well as meeting a journ. So u continue your conversation Dr. Robinson, we do have the original time >> that was approved. >> So, let me just do this then. I want to
put a motion out there to request that staff response to Max's comments about the current uh legal um reactions to the dear colleague letter. What is the current
status? >> Second. I >> there is a motion on the floor for Max um for staff to respond to the public comment that was presented earlier today
um by M. Max Fleman. >> Uh Max Fenick, >> I'm sorry. Max Flynn. And does that motion need or does that response need to be at this very time, Dr. Robinson? No, I actually want it
written because I need to be able to verify. >> Okay. So, what I am going to so that we can continue with the current agenda, I am going to request that the public commenter, Miss Max, if you can come with staff and get your question in
writing to staff and then um staff, if we can have a response to the committee through staff. So, first I'm very unclear about what the actual
>> request is. Um, it wasn't voted upon. Um, there was a motion, there was a second wasn't voted upon and as far as the motion did not include what type of response to like need the motion would need to include. determine what
>> if I could clarify. >> You may. >> The meeting is recorded. You could simply go back to the recording of the meeting to hear his comments. I think that my observation was he was fairly clear. Um he said that
there had been um some some decisions that would essentially uh as I understand um refute the demands made in the dear colleague letter and therefore all the quotequote DEI policy
changes that the school district made should be reverted back to prior. Now, that's my synopsis, but I my request is you go to the tape, take his comments off the tape and and just respond to
those. Right. And Mr. Oswall's right. We the we got a motion in a second, but we haven't voted on whether or not the committee as a whole would like this written response. And then I have two more things. >> So, the motion on the floor is for um the motion on the floor is to have a
written response. um in response to the public comment from earlier um and that does not have to be at this very time. There is a motion. There is a second and if I can just go back to the motion is
from Dr. Robinson. The second was from >> Cassandra Oliver. >> Dr. Oliver, I'm sorry. Yes, Dr. Oliver. Um all in favor I I >> Any objections?
hearing none. Motion passed. So at this time again the motion the comments are in the comments. However, I will also ask that Mr. Max meet with staff and just to make sure that we heard the message clearly. Um and we do not, you
know, see anything. >> Okay. May I go on to my other two comments? >> Yes, you may. >> Okay. Number two. So um at the beginning of the meeting, Mr. Oswall showed us a video that included um a short segment
telling parents to sign on to the student information system, the gateway, whatever it's called. >> Yes, >> okay. So, the coalition, you know, did a Facebook live a week or two ago on the use of this to show parents all the
information that's in there. In the course of preparing for that, I found out there is no demo account, right? So, we could not log on to a demo account and show have people see the cursor and click here and click there.
So, what we ended up doing was I took screenshots of my grandson's account and blacked out all the identified information and we had to use these still shots. The point that I'm making is all the money school districts paying for that, we need to have a demo
account. So, and then then that way all these various agencies could take that demo and show it to their their their constituents, show it to their parents. They should not have to go through what I went through. Like, not that it was a
big deal, but my point is is that like we we had to figure out we had to help the school district. um understand that they're talking to parents and students and not to each other, right? And so I'm I'm just going
to put it out there. I don't I I don't know that we need to make a motion or any of that kind of stuff. >> Feedback all that dog on money. Seriously, >> I would say that that was a comment that was brought back when SIS first came and
the district came to a meeting that was down in the south end and there was a group of um students esop parents and we said the same thing. So this wasn't something this is something that have been brought up before.
>> So thank you Dr. Robinson. This is good good feedback. >> Number three. Thank you. So number three, now this is this is like almost almost like a root cause issue for me. So let me just start by saying
people people in this school district work hard right at every level, right? I think that for the most part professional development is u the opportunity for professional development is very good and there's a lot of
oversight. yada yada yada yada yada. Okay. What but what the the thing that we miss and and this is almost like a mantra for me now. What we miss is the need for students to actively
participate in their own education and then and and and how do we get there? So the world's the outstanding teachers will get that young person who's disengaged and sitting back with their arms folded to sit up, lean
forward and pay attention and get engaged. That's one of the the marks of an outstanding teacher. Right? But short of that then then what do we do? We have to give them a reason why. Right? So my motivation when I was K12 was always
external. I never had any internal drive to learn anything. Okay. But I had these external motivators, right? For for my children, I provided external motivators, right? Like my oldest son wanted to play basketball and I told him the only way
he was going to be playing basketball was if he did IB. So he did IB at Sun Coast and dribbled the ball. Okay, now he's a lawyer. But the point is is young people, they know we make them go to school, but it the what's the reason why? And this
came up earlier which is what triggered the thought. What's the reason why? Right? And then for the parents who may not have ex had positive experiences with formal education. What's the reason why? Why should I,
you know, I come home from work, I'm tired, I've got to cook dinner, I got to do why should I deal with this young person who really don't want me digging through their book bag and checking their SIS and all that stuff. Why should I do that? We had to give them the
reason why I do it for two generations because I understand the importance of education and how it improves out life outcomes. Every almost every metric in this society that you look at has some correlation with the person's education.
What does that mean to my grandson? Nothing. Okay. What I tell him is then you'll be able to buy the car that you want. Right? because that's what he's into. My point is we have to find the language
that connects with young people and with disengaged parents to say why you need to invest this time and energy in this activity called education. The teacher yes should do their part but there's
part that the the teacher has to walk on water if the child's not going to do their part. So, how do we get the child to do their part? Okay, so all that's my preface and I'm sorry it took so long. So, the coalition started, we're trying to find this hashtag because I do believe that there are some entities in
Palm Beach County that if we can give them the hashtag that has been quote vetted and people believe in that says this is why education is important that they could do a communitywide campaign. And so what I'm requesting, I think, is
that we have a conversation about why is education important and how do we communicate that to our various constituencies and then create a campaign around that? Because some of us know and
some of us will overcome all the frustrations that life brings to make sure that the children in our lives get these education. But everybody's got this balancing act. And if you don't really understand and no doubt in your baby toe how important
this is, then you might not have the wherewithal to overcome your fatigue or your frustration or the whatever. So, I'm sorry I took so long, but that's my request that we have some kind of conversation about communicating the importance of education to various
constituencies. And if you don't mind, I'm going to put in the chat the link to the Google form that that the coalition sent out just, you know, as a frame of reference. It's nowhere near perfect, but >> and Tisha, can you send that through um
to the committee? Thank you. At this time, Mr. Hi, thank you. I just have a quick question because given the fact that the Florida Board of Education vote to phase out the certificate of completion for students with disabilities
and essentially saying now you know that if they cannot meet the requirement for a standard diploma, they will direct it toward alternative pathways for them to get some sort of recognition, some sort of certificate, whatever. And obviously
for the family of those kids with disabilities, for those students who are disabled, you know, getting some sort of recognition and say, "Hey, you did it. You're here. Congratulations." So, is is
there anything that the school district is going to do in that direction to look for those alternatives? Whether working with other nonfor-profit organizations or with other associations, I don't know. Something to to look into. >> Okay. So, I'm going to come back to you so you can
have language ready topics discussion for me. Okay. Online. Mr. I thought I saw VGO. VGO. Mr. VGO. Did you have a >> Yes, I have a question about related
with people with disabilities and the enrollment situation. I see one or two students are are moving to private schools. So I wonder um they they are have some kind of comments about the uh
service for people with disabilities in public schools. So I want to know what is your feedback about that. >> Is that a future comment uh topic for discussion or are you looking forward to answer that question from staff? It is a
it is a future comment probably probably maybe we I would like to have your data from the school. >> Perfect. >> You don't mind? >> All right. We're going to alternate and go to Miss Michelle Bey.
>> Hi. So, um, as a member of the ESC advisory committee, greatly appreciate the support of our students with exceptional student education needs brought up by the last two members. Um, our committee meeting was last in August and we have another one coming up within the next couple of weeks. I'd like to bring this to the full committee to make
sure I have the input of all rather than only myself representing. Um, so if I can get that input after we have our meeting, if I can submit that to Miss Tanisha, that would be great. >> Yes. And also um Miss uh Kimberly Spyro is also representing ESE. So
>> that's okay. Let let me just go to Kimberly in case she have a actual um topic that's fresh on mine and then we'll come back to Mr. Roads after. Um, I kind of agree um on the private school issue because it would be good for us to
make our constitu constituencies aware of the limitations of private schools um when they're making that kind of decision. Um, and you know, the laws protecting them because all of our
different constituencies there's intersectionality between disability and every other group. and a lot of there's a lot of misinformation about that. Um, is that something that we could address as a group? >> I think bringing that to the ESC
advisory would be great to see if the staff in the room could work with our director of ESC for the appropriate staff to be able to share information potentially coming back. >> Okay. >> Thank you.
alternating back to online because I think everyone in the room before the chair have said topics anyone else online had any topics of discussion
alternating back to the room and I think it's going to end with myself I had a few question I had a few topics for discussion [Music] So, one of my topics for discussion was um surrounding or around VPK um
identifying or examining the progress in um VPK enrollment and the readiness um scores across demographics in our schools. I also wanted to um learn a little bit more about VPK as it relates
to our that's on our school campuses. Um I'm talking so I can't write the notes. Um as it relates to our school campuses um who and I think we talked a little bit about it today and Mr. Hudson said he'll come back and bring some feedback
or bring some data back around um the outcomes of the accelerated courseworks um recommendations on how the agencies here can um improve outreach, improve uh access, you know, share that information
back to our agencies um what is available for us to share to our agencies. Another thing that I had um and and I kind of broke mines into like four different segments. So, academic access um student engagement in
school climate. So, wanted to know um some more information around participation in athletics, you know, um arts, extracurricular activities. Um what does that look like? How does the demographics of those look like? Um
there was been to a couple of schools as it relates to athletics. We talked about that earlier where um some of the school staff hadn't seen half of the students that's on a football team. You know what what is the demographics on our teams?
You know, what does that how is it balanced? How many students are from private sector and public charter homeschooling that are on our teams versus our students that are um on campus, our traditional students that attend the school. So I I would love to
see what that data look like. And then um always student discipline data, you know, where are we from last year um to where are we now? Um
I'm scrolling to not duplicate topics. the I think subcommittee have touched this um regarding our teachers there is a vast number I don't need to know exactly the schools but I would like to know
this data how and this is a growing data and a conversation that is starting to happen amongst our parents um and different demographics right I would love to know how many of our teachers are teaching ing
with a teaching degree or a teaching certification. I think that's the appropriate word, a teaching certification. And how many of our teachers are teaching under disguise of the temporary um certification which is
like five years or valid certificate that's what it's called. Okay. Valid certificate. Thank you. Um so some discussion around that right because that's if they lose that after five years if they don't pass that test
they become what permanent substitutes. Yeah. Um so some conversation around that and how many are in what you know what demographic of schools they're in. So some conversations around that. And then um my last area would be um
I think this was said already. Um gathering year actually it wasn't gathering year-end stakeholder feedback. Um we have all of these agencies, all of these organizations that are um in our schools and they're saying they're performing in our schools. Who is in our
schools? And so let's just take for example ABC High School. um have 11 agencies that are talking about college and career readiness and we're not seeing improvements in college and career readiness. What are they doing?
How are we moving the needles? So, I would love to know who are the agencies in our schools, how are we getting the accountability, holding them accountable and um how are they moving the needles in our schools, but they're using our students for data. They're using our
students for um you know resources. So love to see what we are doing in relations to that. I think that's those are all of my topics that I have right now. >> Just want to add to that because I mentioned earlier the national clearing
house data >> that the nar that we take a deeper look at that and how does that look over time especially when we saw a big drop off of postsecary enrollment after COVID. Is that coming back up? >> Okay.
>> And by subgroup, which schools plays into Dr. Robinson's questions about SAT, ACT scores, where kids going, etc. >> Yeah. Any additional questions um or topics for discussion?
I don't see online. Is there any comments that I may have missed? I see. Uh done. Kimy O also how many teachers are part of the program allowing former law enforcement/military without college degrees to teach.
I think that goes to your question about teacher certificates. Okay. >> Yes. I just wanted to add that. >> Thank you. hearing. No further. >> She's in. >> Okay.
Was there any additional topics? I know there was some that drop off and try to get back on. Hearing no further topics and seeing status >> always someone coming in like going once twice always coming in.
I wanted to um add uh the topic of uh hiring and balancing the the the gender of our teachers in classrooms and um you know where I know there was I think maybe a year or so ago conversation
around that and I'd love to know how we're doing in that area um specifically around um black male educators. >> Thank you. We got that. Thank you. All right. At this time, there are no further topics for discussion. And
between now and next meeting, um, if you have any additional that pops in that comes to your mind or if you had the time to go back to your agencies and come up with some additional topics, please email them through sta to to staff so that it can get back to the
committee. Um um well we had a new business but I think we took care of it a little earlier as it relates to the public comment and we'll come back with staff will come back with the committee with the response regarding that. We are now at unfinished business. Are there
any unfinished business to come before the body? >> Chair we don't we have to vote for chair next meeting. >> Thank you. I put new and >> yes, so each m each year we do have to vote for a new chair and vice chair
because the order of business or because that particular election was not advertised nor is it on this agenda. Um staff had advised me that at the next um meeting of the September month, we will be
voting on a chair and vice chair for the FY 26 year >> and we'll open up nominations at the beginning of the meeting. Yes. So people can think about it. >> Yes. And you can if you're considering to be a chair or a vice chair um no
definitely think about it. Any other further business to come? Any other business to come before the body >> or under? >> There's food. There's some food. Our uh our
our uh cafeteria has been under um renovations. Thank you. Till November or so. So, we had to bring some food in. So, there's a little bit of food here. Not as good as we usually do, but for those here, grab a bagel.
Thank you. And at this time this I will entertain a motion for adjournment. >> Motion >> motion to adjourn by Mr. Pagan, second by Mr. Rhodess. I'm sorry. Motion by Mr. Pagan, second by Mr.
Rhodess. Motion to adjourn at 11:55 a.m. Everyone have a great evening or a great day. Thank you. >> Goodbye.