President. We do. >> Great. Hi, this is Laura Felman. I'm calling the meeting to order at 5:49 p.m. Thank you all for attending and um the first order of business will be the approval of the minutes. Do I have a
motion to approve the minutes? >> Hi, this is Christine. Motion to approve the minutes. >> Thank you. Is there a second? >> May call second. >> Thank you. Any discussion? Okay. All in favor, please indicate so either by raising your hand or online or
saying I. >> I. >> I. >> Any opposed? >> Seeing none, motion carries. Thank you very much. And Miss Bishop, if you would um please go forward with the next item. Oh, excuse me. Do we have any public
comments? I think we have one person here. Miss Branch is here from >> Hi, Gloria Branch, school board member, district five. >> Welcome. Glad to hear your voice. >> Thank you. >> Um, do you have any questions or
comments? >> I do not. >> Ok. Do we have any other members of the public here? Okay. Thank you very much. >> Hi, sorry, Melissa Castelliano. I am a parent uh in the district.
>> Thank you. >> Oh, um, wait, I think I might have forgotten. Are you new to the committee? >> I am. Thank you. >> So, I'd like to welcome you to the committee. Sorry, I had to switch hats in my mind between work hat and this
hat. So, I wanted to welcome you. Um, and we're glad to have you aboard. So you are a voting member of the committee. So thank you. >> Thank thank you for having me. Happy to be here. >> Glad to have you.
>> Um and Mr. Waldron. >> Yes. Uh I got approved by the board. So I also am a voting member now. >> Wonderful. Great to have you aboard as well. >> Thank you. >> This is great news. Oko. Um okay. So now
we'll move forward with the update from Miss Bishop. Please. >> Thank you. Good afternoon again. Um, I would also like to welcome as our guest today, we do have Nolan Rowel, I believe, from Instructional Materials
and we also have Mr. Keith Oswald here this evening and Melissa Patterson as well. They're going to be speaking in a little bit. Okay, so I first want to start out with some great news and celebrations for our district. Um, so school district of Palm
Beach County has been designated as an academically high-erforming school district. It's one out of 13 in the entire state of Florida. So kudos to the district. Um, also we have uh let me see
where did I put this with the great news. Um, oh here it is. I also wanted to celebrate our schools. We have 42 of our schools, elementary, middle, and high school that have been designated as 2425 schools of excellence within recognized
by the state of Florida. We also want to recognize um we're celebrating for Florida positive behavioral interventions and supports. We have 125 schools have been recognized for their commitment to promote positive behavior
on their campuses for the 202425 school year. We had 52 gold schools, 29 silver schools, and 44 bronze schools. We're very proud of their accomplishments. Um, we're also been celebrating some of the things we've been doing this past
month. Uh, we're currently celebrating our Hispanic Heritage Month. So, we've saw lots of great activities and celebrations and events for outer school district. I know today I had an opportunity to go visit the jail school. I was invited to as a guest speaker
during their Hispanic Heritage program and it was fantastic. Those students were a great audience. They listened very carefully and asked some very great very good questions as well. Um, on this past Sunday, we had for the
Heroes for Education 5K, we had over 2,000 runners that were at the John Prince Park in Lakew Worth and um the money that will be raised will go direct will come directly to support our district schools and that was organized by the education foundation here in Palm
Beach County. That was excellent. Uh we do have also the showcase of schools coming up on October 28th from 4 to 8. We invite everyone to come out and learn about our amazing choice programs here at the district. And I also want to
recognize all of the dedicated and committed principles in our district. October is National Principles Month. So we urge the public to reach out and and you know thank their principles for all the great work that they do. And lastly,
I just want to touch base on the instructional review uh the deputy superintendent Jamie Wyatt and myself presented to the board members this past Wednesday. Uh we present every year as you know in the fall we provide an instructional review as well as in the springtime. So I was just going to go
over it very quickly. Um, let me see where it is here. Oops. Hold on a second. Know it doesn't want to stay on there. I want to put it on slideshow and it keeps coming back. I don't know. I may need some assistance here. Anyway, this did take place on October 8th. So, if
you want to see the full presentation, I encourage you to tune in to that um watch that re replay on the YouTube. But today, I just wanted to just highlight a couple things. Let me just go through this quickly because we do have a full agenda today.
I don't know why it's like not doing this, Sandy. There we go. I'm just being a little impatient. So, I'm not going to go through all of this because um Mrs. Wyatt on her first meeting this year did review a lot of the data presented, but this was the agenda. We shared our performance
highlights. Um we went over like what were the contributing factors that led to our su our successes. We reviewed a couple of the opportunities for growth. We discussed the academic response and our plan for this year to um really remediate those
opportunities. And then we just went over briefly graduation and beyond. So just very quickly, I mean, we've shared this before, but we did have 120 district operated schools that were rated A or B, an increase from 113 schools in FY24.
Um, and we were really proud of the two schools that improved two letter grades, Pine Jo and Rosenwald Elementary School. So this is, you've seen this before. I think what may be new here is the fact that Bach Middle School of the Arts and Don Estridge um High Technical Middle
School were ranked fourth and 32nd respective in Florida. That ranking was took place for the US News and World Report. And in the same report, Sunost High School and AW Drifus School of the Arts ranked 12th and 14th in Florida.
Okay, let me just kind of go through here. You've seen this before. We went over this last time. Um, I did want to just point this out again. Our middle school students in accelerated core coursework, we did get our information from FY uh 25. As you can see, if we
look at the data across subgroups, we see doubledigit um increases across all of our subgroups, which is really very commendable. And if we take a oops look at our high school students in college level coursework um again by subgroup we
see double digit increases again looking at our black students that went up 21 percentage points Hispanic 17.4 percentage points and our white students 13.4 four percentage points. And here we're just we're looking at our college
level courses, AP, ACE, some of our um CTE as well. And again, if you want the entire presentation, you will go to the October 8th where you will see the entire presentation, but I'm just reviewing a
couple things that we discussed as far as contributing factors. We talked about our regional and district specialist supports, how they went out to the schools, really provided support to focusing on building teacher capacity and providing resources for our schools. In the second semester, we transition
our district staff to providing studentf facing support at select schools and working with the students directly. In that second semester, we talked again about our master's board scheduling, how we focus on not only providing a good
schedule for advanced coursework, making sure that our students are able to take those courses, but also facilitating a schedule where students that need support are able to receive that. Um, and we strengthen our conigo implementation as well by expanding our
our course our core coursework as well as resources and professional learning. Um some more contributing factors, we just like made adjustments based on the student data. We adjusted our scope and sequence for our core content areas, our professional learning. Uh we continued
our strong focus uh strategic support for SWD and ELLL students. And as you can see by the data, that's paid off for us. All of our administrators and teachers were engaged in science of reading professional learning and we continued our strong implementation of professional learning communities. As
far as opportunities for growth, uh we took a look at our K2. While we've made some growth, um second grade came in a little bit lower in ELA. This is something we did see across the state. Um but that's an area that we want to continue to focus on. Oops. Science and
social studies. Oops, let me go. Um science and eighth fifth grade science and eighth grade science have been a little bit flat for us over the years. Um in US history as well. So these are our main areas of focus for this upcoming year. Um and of course you
see ourselves compared to the urban 7 and ELA and math performance. And we want to move up that that line there. We want to be in the top um place there across the urban seven districts. And we just talked about here some things that we're going to do differently. And I'm going to um not
talk too much here because next month uh we do want to bring in the academic team to share about all the things that we're doing this year differently. So just talking about here um how we reorganized our elementary and secondary departments
to make sure that um experts at the core content by level we had them in. So we moved for example math and science over to elementary so that we had um experts in that area and we're going to continue our pavelli work. We'll go over that more this year. We are working a little
bit different with our district and regional departments working really closely. So we have a new collaborative protocol where protocol where we share ideas we meet with the regionals um we see what we're seeing from our end. They're see they share with us what
they're seeing on their end. We look at the data. We come up with um areas to focus on. We discuss opportunities. We come up with a plan. And then we bring Mr. Burke in and Mr. Burke to the meeting as well. So we share our action plan. He provides feedback and then
we're ready to implement. Um and we're a little bit different. Our re we restructure a district specialist support. Instead of it being an order up order up model, we were very strategically um scheduled our specialists to go to the right schools
providing the right support at the right time with the right materials. This year, something that we're doing differently is we're requiring attendance for some of our um core professional learning to make sure that all the teachers get the professional learning that they need in order to
execute our plan. Um what else is really important here? student facing support. We're continuing with that, but we're just making sure that it's very intentional. We strategically um are will be matching our staff to the students to the right
schools. And uh there's a school grade progress monitoring dashboard that's this year that um really you know our performance accountability and research department were able to create specific targets for students based on their
performance last year making sure that they're signific stat statistically significant um targets and then um we're able to monitor that throughout the year so that schools could progress their uh could monitor the progress towards the
targets and make adjustments right in time. And then lastly, um at the end of the day, the culmination of all this work is reflected in our graduation um high school graduation rates and then the post-secondary success. So just very
quickly here we we're looking at our graduation rates by subgroup and you can see the steady increases that each subgroup has made and of course in FY24 we ended up at a higher rate. When we compare ourselves to the urban seven districts in the state of Florida, we
see that Palm Beach stands out there in that green bar as having the highest graduation rates since FY22. So every year since FYI22, we've been on the top there, ending at 92.1. And this is something we're very proud
of as well, our advanced diplomas and scholarship dollars. So the class of 2025 graduates, we had 2,810 students that were eligible for full full bright futures. A mouthful. Um, and we we also administered 21,814
industry industry certification exams with a passing rate of 75%. And on the chart there, you can see that over the years, we've increased the number of ACE diplomas and AP Capstone diplomas earned. Um, and we're really
excited because this year students that are that earn their AP capstone will also be eligible for the full bright full bright future scholarship. and our dual enrollment um our students in we increase the number of students
that earn their associate degrees. So this past year 130 of them earned their associate degrees. We highlighted a few high schools for the outstanding work. And in that chart we can see that our students completed almost 12,000 courses at Palm Beach State in dual enrollment
with a tuition savings of of about $3.5 million. And we just wanted to point out here that our students are going to the best universities that we have. This is just a sampling of some of the universities that are 2025
uh graduating seniors attended from the top Florida schools to the Ivy League universities and top 20 in other prestigious institutions across the nation. So that's a very abbreviated version. Um, and like I said, I want I do want to dive in a little bit deeper
into what we're doing academically um, next month. >> Do we have those same dual enrollment um, statistics for FAU? >> Uh, yes. If we include FAU and UF, we
are up to 180 um, students that graduated with their AA degree. I would have to go back and look at the exact number of courses taken there. >> That's wonderful. Great. Excellent work and of course we will continue to build upon these successes. Let's go back to
>> congratulations to all who helped make this happen. >> Thank you. you. And I do want to say, I didn't mention it here, but as far as our contributing factors, of course, our number one um contributing factor are the teachers that are out there working with the students, the administrators
that are there on the ground every day working with their students, planning, making sure that they have the best instruction possible. So, we appreciate all the hard work that's done out in the schools. For sure. And let me now go back because we have a
full agenda today. So I want to make sure that we are >> just before you move on. Does anybody have does does anyone have any questions? >> Oh, I went very fast. >> I don't hear any. So let's uh go ahead and move forward then.
>> Okay. I went kind of quickly because I knew we had uh we have a few presentations today. So I wanted to make sure that we had enough time for them. So again, like I said before, I will definitely make sure that when we come back next time, we will go into some of what we're doing, some of the academic
programs that we're doing. And why do I keep doing this? It's been a long day today. Let me see if I can There we go. All right. So, um, let's see where we go next. We have our team here to present. You know
what? Are you ready to go, Miss Patterson? that way they can um it's been a long day so I know you have some important information again this is based on the feedback and the input that you provided as for top future topics so
where's the presentation oh it's let me get it for you There you go. And then I just click it with that. You can work. I want to say good evening to everyone. My name is Melissa Patterson and I am the director of safe schools and I work
under the leadership of Mr. Oswell and his division of health and uh student health and wellness. So today um I was asked by Miss Bishop uh to share some information on student discipline updates. So, we plan to do
exactly that. And uh we're going to begin with some of the updates that are being handed to us by either legislation or um ruling at the FODE level. The very first one is threat management updates. And you're going to see there that the
state has uh made available to all districts a new platform where the threat management uh or the threat assessments I should say live. So the portal itself we we refer to it as a threat management portal. The name of it
is versat. And um all team members from all our schools including charter schools have been uh now trained officially trained and um we continue uh to offer additional training in addition to the
one offered by the state. We continue to offer um support through December 2026. If we feel that we need to extend that, we most definitely will do that as well. House Bill uh 1255
um mostly about student discipline. These are the updates. Um from this point forward, um there's some this has always been there. As a matter of fact, I just think that the verbiage is now stronger, more explicit. So basically
whenever a student uh manifests or or continues to be uh what they would consider to be disobedient uh there's a pattern of disobediency or not following the rules or whatever the case may be violence then the student
has to be uh referred to either the child study team or the schoolbased team and the purpose for that is going to be so that there's there's support that is being provided very intentional and explicit support
provided to the student. And the second bullet, you're going to see that parents and guardians must be uh in attendance uh and all the communication needs to also be documented. The very third bullet not related to the top two is that uh and this one is new. The threat
management team from this point forward could also uh play a part on recommending the extension and of an exposion to the superintendent of the school with good reason. Of course, House Bill 11:05
um is the one that now uh prohibits students in K through eight from using any kind of wireless device during the school day. uh the school day and the second bullet is going to be defined when a student enters the school until
the dismissal bell. Um, in grades 9 through 12, uh, students may use, uh, may not use, I'm sorry, the any wireless device during instructional time unless, uh, the teacher allows it
for instructional purpose or an administrator, teacher or administrator allows it for instructional purpose. Um, you're also going to see there that uh high school teachers shall designate an area for the students to be able to use their wireless uh um devices. And at the
very bottom, even though we have all this ruling, it's important to understand that if the student has a 504 or an IEP or a doctor's note, um that um you know that for good reason the student would have to have access, then
of course there would be a waiver uh to this kind of um to you know to the ruling from the house bill. We also have some student code of conducts updates um that also come to us um from ruling. The very first one is
going to be uh reise the revised definition of uh repetitive disruptive behaviors or repetitive disobedience really is the word repetitive. Um now explicitly we have defined it to be two or more times that would be what
constitute repetitive. And the very second bullet, we're gonna also see that repetitive instances of disciplinary offenses that um interrupt uh you know, inappropriately interrupt
the the learning environment uh occurring when the student is willfully fails to comply with previously prescribed correctional strategies. Let me explain that a little bit. um that what that that the second bullet is trying to do is to really bring clarity
that sometimes we repeat ourselves in an instance. So that repetition of us telling a child multiple times to do something because perhaps the child fails to do it the first or the second time would not count as repetitive. So
it was important for us to clarify for the schools, for the administrators, for our community that repetitive would be when something happens then this child actually receives coaching or intervention and after that coaching or
intervention then it happens again on a different time and date and that will make it repetitive. Some of the corrective strategies, some examples are going to be right there listed for us. I will not list them all for you. Uh but it's not an allincclusive list either.
Question. She sure however you I think there's a question. Yes. Um, in terms of I can understand the need to define more
clearly what is a repetitive instance, but how do you take into consideration um perhaps a student's disabilities with regards to this when some disabilities
lead one towards repetitive instances or an inflexibility? Absolutely. So the administrators should always take into account to your point a manifestation something that will be the manifestation of the students disability and that
would not be necessarily what we would consider a discipline um you know categorize it as a discipline problem. Um and and I say that you know we also know you know that um not that we
encourage it. I just want to clarify, you know, so the the students uh that have an IEP, you know, they can be uh suspended potentially for a good reason according to the student code of conduct 10 times before, you know, manifestation
hearing is required. But we are always going to, you know, want to encourage that if we know that we have we're dealing with a child with an IEP or 504 plan, um, we need to take those things in consideration. And I think that I'm
going to talk a little bit about it um, as well on how to even document that that is not necessarily on a discipline referral. >> Okay. Thank you. >> You're welcome. >> I have a question. >> Sure. What what can you elaborate on stayaway agreement?
What what is that? >> So the stayaway agreements are going to be they're going to they're going to have a role in different occasions. Um and it's going to be exactly that and stay away agreement. Melissa Patterson and Maria Bishop were students. Uh we
don't seem to be able to get along. anytime that we, you know, come by each other, it's a shouting match, or Melissa bullies, uh, Maria, which is not true. Maria would never let me do that. But Marisa, Melissa bullies Maria, there will be a stay away agreement, for
instance, so that we somebody meets with us and it's going to be very clear to me uh perhaps how to stay away from Maria and Maria is also going to stay away from me if if we're both being part of the equation. And uh sometimes it can be
as simple as a conversation. Sometimes is is a little bit more complex depending on the situation. It could be that Maria is going to travel through building two and I'm going to travel through building one because the two of us don't seem to to be able to work
things out. So we're just going to have to work, you know, but it's very individual to the students and to the situation. I believe Charmaine has the question. >> Sure, please go ahead. >> Well, the the original question that I was going to ask is kind of a little off
because I was going to say, how do you deal with two students that both may have um you know, 504 or a manifestation um going on, but I think that's a little bit more complex um to answer and I'm not 100% sure how
you would answer that. But my main question was on the previous slide and so I can hold on to the end if you will if you want me to or I can ask it now before the wireless or maybe it was >> Oh no it was the wireless. So, if a
student has an IEP504 um or a doctor's note, did I hear you say that they can have a waiver to use their phone or they >> the IEP or the plan would actually have to um establish that.
>> Got it. >> Yeah. So, very good question. >> They can have a a waiver if they have IEP or five 504. Correct. So the mere fact of having a 504 plan or an IEP does not wave the house, you know, the
requirements of the house bill. However, it could potentially be um I just give an example. I don't know if it is the best example. Let's say that I am a chronic diabetic and um I need to have my phone because perhaps when I'm not feeling so well, I have to be able to,
you know, dial, you know, my mom or the main office. Mhm. But it would have to be in my IEP. It has to be there. But it's important to know it so people can consider it if needed. >> Right. Right. I just wanted to make sure like we're not having where now we can
have a ton of people go to their doctors and say, "Well, um, you know, Charmaine needs to listen to music while doing her work. So, um, let's throw that in the IEP or the 504 plan and use that as an excuse." like I I didn't know if it was,
you know, an area where the line is drawn, but okay, I get it. >> Well, thank you for sharing that. So far, ever since this has been rolled out, we haven't run into a lot of those. So, but um I mean, if it is in the 504
that uh or the IEP or or the doctor's note that actually establishes that, um we will have to honor that. I think there's one more question. >> Thank you. >> Okay. >> Hi, how are you? Uh, Melissa Castelliano. So, I want to speak to this
for a minute because I actually have an ESC child and she does have health rellated issues. So, I could speak to this a little bit personally because I did have to go to her doctor to receive a note. It is not in her IEP. I was told I was extended a courtesy at the current
time because the district does not have any set criteria. So my question was going to be do we have a set criteria that we can provide for parents so that they know that they are um able to put it in the IEP if they have a doctor's
note. Now, I understand that we don't want to set precedent for all the students, but you know, we can't overlook a health situation with an ESC child who uh mainly have these concerns just because we're worried about everybody going to the doctor and doing
the same. Um, so is there a criteria that we could put in place? >> So, the criteria would be determined. I mean, we're talking about IEPs, we're talking about 504 plans. that criteria is going to be set as by that team. uh
when it comes down so we're we're we cannot in policy even though this is in policy for us uh we cannot set criteria for that if the IEP team or the 504 team a compliance team decides that this is what is you know part of the
accommodations that are there for that student that's th those accommodations as far as a doctor's note then the doctor's note would have to establish you know the the the rationale uh for for the school and if you have any kind of questions with that we will
be more than happy to navigate uh and assist the school in navigating those kind of questions. >> So just to be clear though a school is not to the school will determine if the criteria is acceptable to put in the IEP across the board.
>> Not not the school like any other IEP. The IP team. >> The team. >> Correct. The IP. >> Correct. the IEP team as a team ultimately they're the ones who who you know which the parent would also be part of it hopefully uh an active participant
uh you know those those rules we we can't you know that that's that's untouched >> right so if there's a doctor's note and it was accepted it should be in the IEP that's what I just want to make >> no a doctor's note so every so let's say
let's say for instance yeah Like you said, a diet like a diabetic or um severe stomach or communication delay or communication where the student doesn't communicate well with >> staff but will with mom >> then it should be written in an
>> IEP provided that the IEP team agrees to it. >> Okay. >> Yeah. Contingency. Yeah. Thank you for that question. >> I have one more. >> Clarify. It sounds like you're talking about this that if needed it
would be a case-bycase instruction to the IEP to help them understand the process. But um it also sounds like this could be
since it's uh according to what I'm hearing from Miss Castleaniano is that this hasn't been done um or at least she was told it's not been done. So my concern is that there would be a need for this training in terms of helping
the school members who are part of IEP meet IEP teams or 504 teams understanding that if the need is established and acknowledged by the IEP team that they can go ahead and
uh allow this to be an accommodation that is set up within the IEP or the 504 plan. That is correct. I would agree with that statement. >> Is there a possibility that there can be more extensive training and information
given out regarding this to all schools? >> Absolutely. And the administrators already have been trained the same thing with um our ESC counterparts. But I would never disagree that um as we continue to roll these things out and if
we learn of these challenges that we continue to do this. Absolutely. >> Well, I I understand that, but that sounds more like on a case- by case basis, but I'm I'm hoping that there's more information given out across the board as a reminder. >> Yeah, we'll do. >> We'll do.
>> Okay, great. And Char, I believe your hand is up. >> Actually, um Melissa had touched it already, the previous speaker. Okay. >> And then I think you ended up um covering a piece of what I was going to say as well. >> Okay. Okay,
>> great. >> Okay. >> So, yeah. So, just if if if that can go out more clearly because um if someone's saying that they don't know what the criteria is, then um I'm going
to assume that that's not happening, that more schools are experiencing that. And so helping people to understand what is needed to establish a statement of need within an IEP sounds like that also is a
perhaps a the basis for another discussion that must go through. And Miss Castle, I see your hand is raised again. >> Yes. I just want to clarify because in
deep um looking into this for my daughter when she was first denied um I did read through the law that it is either she has an IEP, a 504 and a doctor's note certifying a medical necessity. So my concern is what you
just said across the board. I think we just need clarity because from one school to another if they determined that um maybe her health reason was not as serious as somebody who in another school so it didn't seem as clear-cut and when I asked for that criteria that
that first did deny her there was no clear-cut uh criteria. though I agree that we just maybe need a little bit more training or able to provide better reasons to parents um if they are denied
uh that at first. Um so that was just >> no problem. I did take the notes just to make sure and uh that I captured um the concern. So thank you for that. Really appreciate it. And I think the next part of that is understanding if something's
denied is that the parent should also be aware of what the process is to raise the question further because clearly I would assume the parent feels that this is a medical necessity and would
presumably have that doctor's note um agreeing with that and perhaps the parent doesn't know what to do with the denial and then just has to live with it and feels that their child is now at risk medically which is really scary. So
um the question is is do the parents also get informed about what to do when something is denied? >> Sounds good. Thank you. >> Great. Thanks. And >> so it we're um really appreciate this
conversation very much. So, and moving into the student discipline, um I just want to share some data as far as uh comparisons between the closing of last year uh to the previous year and you're going to see that the number of
incidents actually decreased by about um almost 21%. Uh the bulk of it is going to be in the level one. Um and these are number of incidents. These are not necessarily suspensions. So I just want to clarify
that. But in level ones, you're going to see a decrease by 45% as well decrease of level two by 16%. Um how do we go or how do we address um school discipline and how do we evolve around this um important you know um
responsibility that we all have. Uh the number one is to continue to provide awareness um amongst our administrators on what the components of climate and culture. And I'm sharing with you in the graphic um it doesn't belong to us to
the district. It's actually from Steve um stand tall Steve. I I need to say that three times in a row. I apologize. Um stand tall Steve. And um in essence um it it all revolves around respect and
value. And really what that means it all revolves around the common um things that we are or the common um things. Let's just call it that for now that we are going to value whether you're in a classroom or at the school level or the
district level. And then from there we are going to explicitly define operational culture. So let's see the operational culture is basically when we write down what we're going to actually do. behavioral cultures when we actually
do what we what we said right so whatever we whatever we we define that is of value then it's a matter of do we all including students staff uh stakeholders at large do we all abide to those operational and then as a result
climate is actually going to be more stable as well and then we're going to perceive that climate which is feelings right as positive So how do we So that's one of the things that we try to make our administrators
highly aware of. Then we're going to see here um uh on the second bullet we're going to have the positive behavior supports. This year we are actually tearing that support where some uh depending on the needs or where they are
in the process of implementation is going to be either weekly, bi-weekly or monthly at at at most um and the PB and every single school receives it. So there's no school that is not part of the tier support or benefits from the support. We're also
going to see that this year uh we are also including the support for after school afterchool programs and the other set of implementations and this is year number two is what we call the CBIRS or corrective behavior intervention reports
which have much to do with the 46% of level ones that you're going to see that diminish so that we are not necessarily providing support to students by giving them a discipline referral and that we do it in a supportive manner. You're
going to see there that everyone um every school has to provide us uh points of contact. That doesn't mean necessarily that they have seven people. Sometimes there's one or two people that have various of these roles. But uh we have cessor bullying title nine and so
on. And what that does is provide us as a department the opportunity to train them on a monthly basis so that we can address any kind of either new rollouts, implementations, concerns and we can uh train them and dialogue around those. Uh
we also offer offer virtual monthly monthly sprints. Those are open-ended agenda support trainings that the schools are really in charge of what happens in there and uh and we moderate and we provide additional information and followup as needed. And we also have
uh training on data uh we have revised our bullying resources specifically for elementary K through three. We have revived the resources on dangers of drugs specifically around uh fentinil fentinil awareness. We also have uh now
the administrators have access to the early warning systems um not just the administrator the SPT teams as well. I'll show you a sample in a minute and at the very end we're going to have uh collaboration uh always with other departments mental health MTSS afterare
programs athletics and any other um departments is needed and called for this is going to be uh very briefly I'm not going to read all of this for you but this is some information on how the corrective behavior intervention reports work and you're going to see that
there's going to be an initial conference with those students for minor offenses. There's going to be a second conference and a third conference and uh we're really going to to make the administrators very hyper aware of
trying very hard to to make that conference into a teaching learning moment. That really is the purpose at the end of the day and then have a conversation where we can know better how to best support our students. Uh this is a sample of the early warning
system and I I couldn't show you one for a specific student. So I'm showing how it looks like for a whole school. But basically this is the information in the very first column that for any given student in need of support that is either part of the child study team or
the SBT or other reasons that there that administrators are going to be able administrators and other participants are going to be able to have access. So there's going to be a balance between attendance, behavior as well as academics. Other factors that we take into a
difference between earning a level one on the FSA or on the state assessment versus the substantial reading or math deficiency. >> You want to capture that, Maria?
What is the difference between a level one in the ELA or the substantial reading deficiency? So, it depends too what level this was because we have a substantial reading deficiency um in elementary schools from grades K
through third grade that we are required to report that. >> This is high school. This is an example of >> that's why you have zero there. Yeah. >> Oh, I see. Okay. So, the basically those categories of sus sub substantial deficiency are for students prior to the
state assessments. >> Well, it's based on the state assessment for those students, but we only report it, we're required by statute to report it in grades K through uh three. So, this is a high school, a sample high school, so that's why they have zero.
Um, >> right. So for students who are do not take the state assessments. Oh, but grade three goes for both the state assessment and the reading or math deficiency. Yeah, they would have both because so
our level one students, you know, we have a decision tree and we would go through there's certain criteria that they would in order to meet the substantial reading deficiency um designation. >> I see. So substantial deficiency would that be a level two or is it just that
they scored a level one and they are even further >> correct >> behind? >> Yes. >> So it's a second one. >> Okay. >> Correct. >> Thank you. >> Welcome. So other factors that um that
we we we want to look at when we talk in terms of discipline or you know the climate and the culture of a school is is the attendance. Um you're going to see here uh FY24 the number of chronically absent students chronically being defined as
students that miss um at least 10% of the instructional time. And you're going to see that we had uh 21 almost 22% of all of our students and that includes you know all of our schools including charter schools and then FY25 there's an
improvement of almost 2% but we still have to agree that is still 19.5 is a very high number. It is still something that continues to be um somewhat of a concern and somewhat of an issue uh in our schools and we need to continue to
to see how we um we we improve on it. Um this is uh you're going to have access there to one of the uh articles that uh the South Florida Suns Sentinel uh you know
published along those along the same same lines. um altogether uh for incidents that are related to substance abuse from FY24 to FY25 we actually had a decrease of a 10.4
uh percent and I don't know that everyone knows this but I think it's something that we need to be very proud of. our district is actually uh the vendor for the entire state of Florida when it comes down of curriculum for prevention on um alcohol or tobacco,
alcohol and other drugs. So there's also you know an impact there that we'd like to to to celebrate. Still there are always more work to be more work to be done. The the idea is that we don't have any issues or any kind of measurements to go by. That is really at the end of
the day what we're looking for positive ripple effects from PBIS and Maria already touched on this so I'm just going to go very quickly is that we have facilitated about 130 trainings uh on PBIS in one year and the result or
part of the results is 126 schools that are being model school status at the state level. Uh we continue to be what we call a champs uh district with more than 550 teachers being trained in one year. Um the next one is the CBIR which
we already talked about is also managed by that PE uh positive behavior intervention team. And at the very very bottom uh great accomplishment for us uh last year and is that every single school in Palm Beach County has a PBIS
um plan and uh they continue to build on that from one year to the other. So I think that that is much to be said about the improvement of some of the data. This is just a breakdown of the 126 schools. So for the sake of time I'm
just going to go on to this one. Uh we continue to also partner up with our uh friends in the mental health department by continuing to train uh schools on teen mental health first aid and continue to do that since it's such
a huge task. We continue also uh to work with schools and support them with their safe school ambassadors. Um and at the very bottom we continue also to support the schools with the trusted adult initiative. And you're going to see there that we actually improved last
year from 72% of the students saying that they actually have a trusted adult on campus to 86%. Some room to cover, but I think that that is quite great accomplishment. That's it for me. Unless you have any
other questions or comments, I I more than welcome them. Melissa Castell Cas, sorry, Castleiano. >> Yep. Castelliano. I just wanted to go back to the beginning. I was going to wait until the um end, so I held off on HB1255
when we say that we're referring our behavior issues to the child study team. Um are we providing more resources? what has been the impact on the child study team as far as the amount of behavior
cases they're receiving um with the current workloads of children who have existing 504s and IEPs. So as far as as far as the the so there we have what we call we call it the tick we shouldn't call it the tick that's what we internally call it and basically what it
is is a collaboration across departments because to your point that is that is a major a major task and supporting the school comes at the forefront of that in order to properly support the student who is you know ultimately the persons
receiving all of this service. So um the MTSS uh team which is in a different uh department for instance it doesn't all fall on them but they have the most comprehensive um charts and uh researchbased
um interventions to offer the schools. Not only they do it in that manner but they actually have it down to even by uh some sample infraction. So there's a pattern uh they're able to actually
support the schools in that in that matter. So the schools actually have almost like a mini um matri it's not mini really it's quite a few pages but it's a matrix a pretty compreh comprehensive matrix and then they support those schools in each one of
those that team works very closely with the positive behavior support team. So imagine that the positive behavior support is more of the global level of the school is more of the the big umbrella and the MTSS team touches base
with the actual teams. They train the teams and is down drilled to the individual and the individual patterns of the student. >> Okay. Thank you very much. >> Anytime. Anytime. Thank you. >> All right. questions.
>> Thank you very very much again for the presentation. Appreciate it. >> Thank you very much. >> Do we have another presentation? >> We do. Um, thank you so much, Miss Patterson. And now we're going to welcome Carara Rubenson, a director of
IT technical oper operations. She's going to discuss with us the board docs LT replacement with Diligent Community. We spoke about this a little bit last time, but Carrie is here to go over this with us. >> Good afternoon everyone. Thank you. Um,
as she mentioned, my name is Cara Rubenson. I'm the director of IT technical operations in the division of information technology. Um, we are the um, application administrators for board docs and boards LT. So, we are going to
be replacing that and just wanted to tell you a little bit about it. So we can go to the next slide please. So these are the two boards products we own right now. Um the one that you might be familiar with is Bordox LT. That is what is used for all of the advisory
committees um such as the academic advisory committee and um Cork and many of the others. Um we also have Boru Pro that is used for the schoolboard meetings and all the agendas and attachments and meeting minutes for the school board. Um both of those products
are going to be moving over to a product called Diligent Community Bordox um itself is going to face an end of life in June of 2026. So we have between now and June of 2026 to move over migrate over to the new product.
And and the next one is these are some of the enhancements that we will see with the new product. I'm not going to go over all of them. You can look at those for yourself. But a couple of them just to point out. the first one that we can now manage both the Bordox Pro as
well as the Bordox LT content and meetings under one umbrella instead of two umbrellas. So all of the school schoolboard agenda and minutes and so forth as well as all the advisory committee um minutes and agenda will now be under one one umbrella for u with
diligent community. Um diligent community is a much more advanced product than what Bordux is. If you've been in Borducks lately, it's it's kind of uh dated looking, if you will. Um the so the new product has a much more um userfriendly and updated interface. And
then the other one I wanted to point out is use from a mobile phone. Board ducks you can you can use it from a mobile device, but it's just not real userfriendly. And the board um diligent community, you'll be able to use it from your mobile device much more easily.
Okay. Um the next um the next two slides are just some screenshots from the new product just to kind of give you kind of a heads up of what it looks like. This one and the next slide. And then as you can see they have the mobile version as well there. Um and
this is just we have a project that we've been working on for for quite some time several months for to uh make this migration successful. And these are some of the folks that are involved. Of course, Tony Lynn Sinclair in in the board office is our primary owner of the board docs product and she's our power
user. So, we've been leaning on her a lot to help us make sure that we're going to deliver a product that's going to work for both the school board as well as the advisory committees. And the last item um is our project plan. Um we started in June of 2025 and um we've
we've completed all those items that you can see that are done. We're in the process of data migration right now. We're migrating everything all old history from Board Docs as well as Boarddocs LT moving everything over into Diligent Community. Um we have most of
that done and we're um kind of testing that as well to make sure that everything was migrated successfully. As soon as that is done within the next week or so, we're going to be moving over to user acceptance testing and that is where we just make sure that everything is is the functionality is
working as expected and everything did migrate as we expected as well. And then we last we move into training. Um I don't believe that the advisory committee such as yourself will require training um because most of you just go into it as a as if you were a member of
the public. You don't log into it. If if you do, that's certainly fine and we can provide training. But most of the advisory committees, I've been told the you have the ability to go in as a member of the public or you can authenticate and log in. And most of our advisory committee members use the
member as a public. Um so that's fine. You can do that and probably doesn't require training. Obviously for our schoolboard members, we're going to be providing training right there in the boardroom and um make sure that they are comfortable with the new product. We're hoping to go live in December of 2025.
we may decide to roll it out in pieces and either do the school board last or the school board first. I'm not sure which. I do know that we're not going to be able to um go live with the school board until after their November reorganization meeting where they choose a new chair and a vice chair. Um, as
soon as that is done, they want to have the the December meeting if possible to um the new vice chair and chair can decide if that's the meeting they want to start using the new product or if they want to wait till till January or early 2026. But we'll be we'll be ready
from a technical perspective in December of 2020 25. Um, and that's really all ahead. If anybody has any questions, please feel free to uh raise your hand. Short and sweet, right? >> Thank you very much. >> Thank you.
>> Okay. You're welcome. If anybody has questions once we go over to Diligence Community, obviously you reach out. Tony Lynn is our contact as well and reach out to her or or myself. We'll be happy to help. >> That's very exciting that it'll have a better mobile phone. >> Yes.
>> User interface because that that definitely >> Yeah. >> will be helpful. >> Yeah. Yeah. Absolutely. Absolutely. Thank you so much for your time. >> Thank you. >> Thank you. >> And do we have another presentation? >> Uh we do. We have I don't know if it's a
presentation, but uh what is it? Nolan, sorry. Nolan is on here to just uh touch base with us a little bit more about the approval of the uh materials, instructional materials, the library, and the books and so forth. Are you on
Nolan? >> I am. >> Okay. Thanks. Welcome. And I know I'm gonna turn it over to you to see if what you wanted to share with us about this tonight. >> All right. Um so thanks for having me everybody. Uh I'm going to keep it
brief. Uh so um everybody's been doing really well with your comments. Uh so definitely appreciate that. Please keep it up. Um I just wanted to point out something that uh Miss McQuinn actually had a had a really good idea about. Uh so as you're getting those it can be a little bit overwhelming, right? because
there's so many we have so many schools placing orders every day, right? So, if you want to look through um just the schools that are in the districts that you're you've been nominated to represent, uh that definitely helps kind of file it down a little bit. The other
thing is just keep in mind that uh all these materials have already been reviewed by both classroom teachers uh and also certified media specialists that have completed the state training. So, the vast majority of them should be fine. However, if you do see something,
please uh send us a note. We'll do a little bit of digging and research into it and then get back to you with that information and provide it to you. Uh so, so that's kind of the the thoughts behind that. Um I know we do have two new members, uh newer members, so um
welcome to the the team. And you guys, if you want to, so I don't have to go over the presentation that that we went over before, uh, please reach out to me and I'll be happy to to go in depth into that presentation with you, uh, and so I can set up a a meet or just a phone call uh, and go over everything with you
happily. Does anybody have any questions for me? >> Actually, I do. >> Okay. Um so this is a the process for purchasing approving purchase materials. Correct. >> That's correct.
>> What is the process if um a teacher is a member of an organization and receives an email with material that can be used? >> So it's it's the same. Um so this
process covers purchasing and and donations as well. So, and that would be, you know, if they're getting something, an organization is sending them something, that would be considered a donation, I would assume. Uh, so then it would be the same process. >> Okay. So, for example, because I know
there was some misinformation that was put out by the NEA with regards to uh some maps of the Middle East recently, um, completely erasing one of the countries there. >> Okay. >> Um, so I was curious whether or not that
would be um how that would be dealt with. >> Yeah. So it that should be caught in the the review process. Um if you guys happen to see it, definitely flag it and let us know. We can we can dig into it a little bit more. >> Okay. And they would have to put the
source would be this or they would have to put the exact map or what would it be? >> So usually with these a lot of them are quotes. So it's saying what the material is and where it's coming from. Um so it would look very similar to that. >> I see. Okay. Thank you.
>> Appreciate that. >> Yeah. And again uh the to the two newer members, welcome. Uh and then also please please don't hesitate to reach out to me. Um and be I'll be happy to to go over things with you in depth. >> Um does anyone else have any other
questions? Um I just want to say something too. Um in case you're wondering why, uh Cara Rubenson just presented about diligent community. Um it is because our the committee members do have access to
the platform and can access documents as well and all of our agendas, all of our items are on there. and Tony Lynn Sinclair who handles all the board um who manages the board um documents and all that wanted us to to have access. So
all the committees are receiving this brief presentation. Okay. And thank you very much Nolan. We appreciate you staying on and explaining this. Um, and you are I know that I get the emails too that every so often you receive emails of materials that are
ready to be reviewed and waiting for your approval. And we really do appreciate the role that you play in in this process. That's all that we have. Um unless there are any questions or answers. >> Seems like nobody else has any
questions. Um we are at the question and answer portion of our agenda. Thank you very much for uh for all three presentations and information. Um very helpful. Um does anyone have any further questions?
Okay, not hearing anything. Do uh would anybody like to make a motion to adjurnn? >> So moved. >> Thank you. Do I have a second? >> Thank you. All in favor? >> Any opposed? Okay, thank you very much everyone. Talk
to you all next month. Have a great day. >> Bye. Thank you everyone. >> Good night.