--------- roll call at 10:3 adopted family Jessica Pagan best foot forward Debbie Elman best foot forward karon Spady presid yes Black Chamber of
Commerce Cassandra Oliver card at fa Sabrina dooes present online card at FAU Jack Scott Coalition for black student achievement Dr Deborah
Robinson present online Coalition for black student achievement Jacqueline Callaway Compass Amanda canetti present Compass Rex Barnes connect to Greatness Dr Cassandra
Corbin Thaddius connect to Greatness Andre Daddy is pres online District es advisory committee Kimberly Spyro present online District e advisory committee
Michelle Bey present division of blind Services of the fdoe Caesar V go Economic Council of PBC Craig McKenzie ELO jup Jupiter Susan whiteb Florida Hispanic American Chamber
of Commerce Juan Pagan bras sor seor Florida Hispanic American Chamber of Commerce Evelyn Vargas for the children Reggie Jordin
goost Down syndrome Sue Davis Killian present Guam malen mayor Maya Center marra cordz sorry um Mariana Blanco from the
guatam my Center present online thank you Hispanic chamber of commerce Maria anuna Hispanic education Coalition of PBC Hector padria
nwacp South PBC Branch D dri strong PBC Council of PTA shamain postal pres PBC Council of PTA Marcus
Brown PBC Human Rights Council eny Kenny Tri City education committee Eddie Rose Tri City education committee Maria Evans Urban lead of PBC Terren Reed volunteer Association of
America W Whitland Pierre she's online volunteer Association of America carlen Paul classroom teacher
Association Gordon long Hofer um elou is here El she's online Susan whip back yes you have her thank yous back she came in late yeah
Adit anybody else com in late um Susan white be left welcome Cassandra just came in chamber of comments and then Susan she must have went off something must have happen she was here and then she left
we have Corum Madam chair we do Madam chair we have a quorum thank you a corn have been established to continue the meeting of the DDC for today at this time we'll goe on with the next item on the agenda next
item on the agenda is um there was no minutes to really approve for the last agenda because we did not have a quorum last meeting um but we do have notes from the last meeting that reflect that there was not a quorum um
present at this time and we can go ahead and because the the agenda states to the approval of November minutes as it is presented and written we can go ahead and approve the agenda the November minutes as approved
and um as approved or as presented excuse me so if I can entertain a motion for the November minutes motion motion by Mr ban second
sisan second by Sue Davis Ken um at this time if we can have um if are there any questions regarding the minutes for November hearing none any debate all in favor I I
oppos motion carries next item on the agenda excuse me next item on the agenda is public comments at this time are there any public comments online any public comments in the the room and at this time if anyone in the
room who was not um on the roll call can pres can introduce yourself and your position if you are a staff hi good morning it's Jessica Pagan with adopted family trying hi good morning dri St with the
southwes county NAACP you got those two tell sh and Susan came back who Susan W came back Su so we'll go around the room for staff is that rean no Mr um oswad if you
can have them talking to the mic please yes for staff so John go ahead um equity and wellness budget Tech Taisha Hicks executive assistant to Chief Keith
oswal Janina Simmons manager of equity and wellness Keith oswal chief of equity and wellness good morning you good good morning my name is Brian Russell mtss program planner the E Department good morning Pete Stewart
health education specialist in teaching and learning that's everyone Madam chair thank you so much at this time we will introdu we will entertain the updates from the DDC ad hoc subcommittee and I'm at the door just gotta I guess
there's a reset thing so waiting so subcommittee meeting at this time or subcommittee report oh is that your no no no no he on it's on oh it's on okay sorry um yes so the subcommittee
met this morning and um no decisions were made we had a lot of discussion about uh what for just for everyone to remember this is the subcommittee on teacher equity in schools and how do we have high impact teachers in hardto
staff schools and we basically spent the meeting time talking about some of the obstacles and how do we find out what data do we need to find out what the other obstacles are um you know because we know that Financial is probably one
obstacle but not at all um the whole picture we talked a lot about school culture and how that affects the retention the attraction and retention of um good teachers and so we will just be
continuing down that path you done sue you done oh I'm sorry yes we're done do you want to take any questions oh sorry questions hearing no questions thank you um Sue at this time we'll entertain
updates from the chief of equity and wellness and he can introduce all of the presentations that will come before as I am walking in the door thank you chairwoman postal and I'm going to start um first I did briefly go
over this we did not have a quorum last month but we have a very good turnout today so thank you all for being here today um what did come out uh back in January was the graduation rates and I
want to just highlight uh some of the outcomes you should have received a copy of this uh that we sent out um for the State of Florida graduation rates went up to
you can see here too um to 89.7 from 88 to 1.7 change year-over-year and for Palm Beach we went up uh 1.6 to 92.1 here you can see the rest of the uh
districts that we kind of Market Mark ourselves against and um so Kudos we are the highest performing with a close second um with uh Dade County at 91.8 uh but highest performing when we
look at the particular subgroups over time in this particular um chart uh Palm Beach is below so for Florida when we look at the subgroup for
black students um it went up to 85.3 from 83.2 you can also see and just for just when we're look at fy20 fy21 just remember this was during covid there were some changes in graduation so we're
looking really to kind of see apples apples not that everything is apples apples when it comes to graduation rate because there was some changes in Cordon scores and increases fy22 and FY 24 would be a better marker but year-over-year um went to 85.3 while in
Palm Beach for that subgroup went to 89 from from 86.7 so a 2.3 increase for black students Hispanics up in Palm Beach n to 90.2 up 1.8 white students to
96.8 up 1.1 English L language Learners had the biggest jump to 83.4 7% 7.3% jump so um that is
significant um and then uh 89.4 for uh frl up 2.8 and then another significant uh Milestone students with disabilities to 90.1% first time it's ever broken 90% for students with
disabilities um when we look at District operated to Charters the numbers that I gave you about the school district did include Charters which is which is good so charter schools have steadily um been
around up well they went down just under a percent at 66.3 um we do know the majority of them do take uh at risk students so it's still up significantly from where it was in
fy22 uh a 95.9 for district operated um this document that you should have um also has a specific high schools and where they uh particularly landed some big increases we saw was at Palm Beach Lakes
High School with a 6.6% jump to 90.7 so just a couple shout outs dwire went up 2.5 to 96.3 Santa luus up three and a half at 96.3 uh Village is maintaining they didn't drop at all they're still
maintaining at 100% uh no improvement there but we'll still give him a shout out just as a joke if anybody gets my um and then we also have the particular Charters listed in this document as well and then um alternative
sites again numbers being much smaller do want to do a shout out to River Beach prep jump to 81.4 a 19% increase um also the jail which is sometimes a challenge in there so yeah a
shout out to Mr Simmons the other better half of the Miss Simmons I'm sorry I mean the other half better half was trying to use humor with today's day and age um and then just some of the uh how we
calculate the rates so you have that document there's also a calculator that the uh research team will develop that will also be able to drill further down by uh gender so if we want to isolate uh
certain subgroups by male and female um we can dig in deeper as well by sites as well uh so I I will share that up as a followup but uh also want to remind everybody and I know Dr Robinson brought
this up at the last meeting that we didn't have a full cor that the concordance scores which are very concerned about also did increase um when additional the classic learning Tas is another assessment that was added that the school district is using as
well and the requests um was to have research Val kind of come back further to take a deeper dive to look at the students who use concordance scores for graduation and to to kind of unpack that
deeper um versus first time passing of Algebra 1 EOC and FSA grade 10 and to unpack that deeper so I'm going to stop there and take any questions you may have about graduation rates Dr
thus uh just a general question thanks for sharing this Keith um do we ever dig into especially where we see jumps in graduation rates do we ever dig into like what the like kind of the magic sauce was that these principls or
schools or teachers actually did to uh get their graduation rates up yeah that's a great question yes we do look to try to replicate those best practices I think that's why we've seen in steady increases year-over-year
uh we have what's called Essentials training where principal supervisors are collecting that we're collecting at the district level so that we can uh scale it so for example years ago offering Credit
Recovery every period of the day every high school offers Credit Recovery it's just one example I can think of off the top of my head that's very concrete um I can tell you for this year what picked up real quickly was students
were passing the the CLT versus act and sat for graduation and we quickly went to scale that so when we unpack that that was so we work to tutor students and prepare
them for the CLT assessment as well as act and sat um I don't know if that answers your question I'm just thinking of some things that are concrete that I can think off top of my head but we do try to scale the behaviors where we see
increases are we codify of this somewhere yeah so Essentials training Works to share the practices like another one for example where you take the students who are off track for graduation and all the high schools work to make sure that certain people um own those students to
make sure they're constantly working with that student the family on what's needed for graduation right so there's some ownership and accountability at every school level um I'll have to it's been a while since I oversaw that work I have to find the documents and work to see where
they're uh housing all those practices at this time but typically we do every year Essentials training Essentials training goes through a lot of different cells for school grades where we unpack and share uh the best practices with the
principles something we started years ago um and we're continuing that to this day okay okay a uh so yes do I think it's cified yes Dr
Robinson yeah thank you um I appreciate your transparency because the issue about the CLT came up recently in a meeting the now was this the first year that the CLT could be used for graduation yes okay and then on the I haven't
figured it out yet so if if it's there I just need the codes but on the graduation powerbi um can you sort it by the type of test that they use like if they use concordance scores can you sort it by
whether they use sat act or CLT because you kind of answered the question but you know we kind of want to see it in data that it that the increase in graduation rate may have been in large measure due to using the CLT in the past it hasn't I haven't
looked yet at this year the the version for this results I don't believe it's there at least it hasn't been there historically but what I can do is have Mr hain's director of uh the research and Val come like he did he did this I think a year ago for us uh for the DDC
to unpack that to go in deeper okay but you said this is the first graduating class the May of 24 graduating class was the first one that could use CLT that is correct because it came into okay it became uh law the
session prior okay thank you so much you're welcome and if there are no other questions um I know there's been a lot of noise going on uh regarding what's happening in DC
I don't have uh any answers um except that we're monitoring things closely last night um you can go on there was a an update from the legislative perspective
from uh from for for Florida as well as um for DC from our um what do you call it legislative our uh why am I forgetting that what
were their call no from our uh chair legislative lobus lobbyist thank you I don't know why I couldn't think of lobbyist so our lobbyist gave some updates um essentially just that they're monitoring session for Florida does open
up the week after next and um what was shared is that the committee meetings that would have normally have happened are really trying to Fast Track we're not seeing as many bills because of the special session regarding immigration has taken up a lot of time
but we are trying to monitor closely a lot of some of those bills uh one of the big ones regarding school start times there is um bills filed on both uh both the house and the Senate regarding going back
to um status quo due to some of the conversations that's also on our local platform to not make those changes um here so um a lot going on um hopefully things will clear up for better or worse
I will tell you just as far as grants that some of the grants that we've had applied for that the DDC has supported the Stop the Violence grants at supporting the student voice and trusted adult initiative that has it went out in the prior Administration was quickly
taken down and no longer out there to apply for so we we are seeing some small effects of those things right now so that is all I have for my update backck of you oh let me go ahead and go
to the next Yeah question for yeah um are you done with your presentation yeah okay so just in the lines of graduation um I know currently in with between two schools um just from wearing a different hat and also the PTA hat there are
several students who are here on different you know statuses whether it's TPS whether it's other legal measures who have questions regarding uh and these are seniors who have questions regarding that process and so um I was
at BO high on Tuesday and actually Palm Beach State was there and was helping them navigate you know through their application process some of the seniors in that in that school um but I will say that um I know the district may not have
some answers but there are some schools that have answers pom State have answers so my ask is that if we can go back to those schools go back to those who have some of those answers and can at least answer something to these students because some of these students have
started their application process are not submitting them out of the fear that's of what's going on but Palm Beach State is helping them navigate through those um challenges and through whatever those fears are that they have and so um we don't know all the answers and all of
the answers are not what these students and these families want to hear but something even as a parent organization we're kind of fending for those answers directly from you know the state colleges or from where act in the schools and the schools don't know but
they have people on their campuses that do know some of those answers so I ask that whatever answers we know or whatever we can share with these parents let's share it because it doesn't feel good for us to share something that
comes from Palm Beach State on our campuses um so that that that's what I would ask if if staff can look into that and see what can be you know collaborated with the state college or with the universities and what they're hearing um that they can share with our
families and groups that are in this room as well can take back to their communities and share with those communities well the bill was just filed signed by the uh recently by I think it was last week by the governor so I'm not sure how they got answers but more than happy to yeah Bill signed to reach out
to paly state to see what the bill was signed on Friday and there was an uptick in um like even our students who receive waivers for sat act um as of Tuesday they no longer was getting waved there
was an uptick in their system requiring them to pay the $40 there was an uptick requiring them to do you know the application fee and um it was just that quickly that there was an uptick where that would be if you were a act if you
got a waiver for ACT SAT that $40 would be wav that's as of Tuesday it wasn't the minute you put that you are not a citizen there has been an uptick in their system that automatically required those students to or um you know get
there where they have to pay the $40 yeah and we will definitely reach out to see what they're telling them and how they're collecting that information because one of the there is a statute that does not allow us to to check on documentation status and that applies also to postsecondary so how they're
getting around that um so there's a couple things at odds here that's why I think there's a lot of lawsuits being filed so we'll definitely I'll reach out to uh Vice uh Peter Barbados who's uh in one one of their VPS I think see what
communication has is going out yeah thank you so it's interesting to hear Miss Blanco you're recognized and then Susanne W be sorry thank you Ju Just in line with that um you know I know I know that the district's hands are full and I know
that the district has been working on the best way to protect our students with everything that's going on um um and I know that you know there's a lot of things that the district can't do in regards to
our governor and losing funding but um I am wondering um what we are doing as a district to make sure that there are systems in place that um can support the students who are being affected by this and classmates I think that right now a
lot of our families um I mean we are seeing separations daily we are seeing family deportations daily and parents don't want to send their kids to school kids who are ready to graduate are dropping out parents are picking up and
and moving and we don't know what to relay on behalf of the district on how um they are going to be supported in terms of um you know of course there's school counselors but how are we addressing this specific issue in the
school that's very real we just had a student who committed suicide in Texas that I'm sure you're all aware about and that is a real fear that we have here in our in our County because of of of the um population that makes up our students
in in the district so um I I do think that we should think about this with with urgency and of course use the agencies that are here on this call to support whatever message that the school district wants to relay but um I I do think we need to take a little bit more
time to to address some of the concerns that are very real and dangerous um in our community sure and I will say that as far as social emotional support we've been working with our our school counselors our behavior health professionals our collocated so when
those situations occur um Miss Blanca you've also um offered your support as well as a resource so we thank you for that um and yes we're going to continue to to try to
rest assure that our schools are a safe place we don't anticipate you know anything happening at a school Center but the fact that families are being broken up yes we're working to support those situations and have been miss wet
Beck Whitbeck sorry Whitbeck hey good morning uh I think I was going to ask ask pretty much the same thing that Mariana just brought up um it's addressing
the the anxiety that we're seeing also in our families about whether a child can be pulled out by an agent directly from the school and if there's just this might have been discussed at the last meeting and if so I apologize I wasn't
here but if there's been a schoolwide message to parents about what the school can do I know we're doing it in our organizations what parents can do how to protect yourself know your rights all that business but it is there um message going
out from the district to the to the parents to the schools um yeah communication has gone out on through the deputy to schools that you know we're we're following all laws we don't check on documentation status our schools know if anybody comes
in to see a school see a student we would would ask whatever law enforcement agency comes in the same that we would any what kind of documentation would they have and they would reach out to our legal department okay all right thank you
y any more questions regarding the graduation rate topic rates topic hearing none we'll proceed to the new business CC and the mtss process so I'm going to go ahead and introduce um ran Russ
from our MTS mtss team which Falls within the department of except exceptional student education and this came up uh a few meetings ago um regarding digging deeper into to
understanding this based on some um other conversations so um Mr Russell is going to go through and hopefully uh be able to go through presentation and answer any question you have so Mr Russell turn over to you
great well um thanks so much uh Mr oswal and happy to be here to uh take a few minutes to present some information to you all regarding the multi-tier system of supports and the support that we're um doing at schools around mtss teams and systems to support intervention
academically and behaviorally for students my name is Brian Russell um I've served a ride of variety of roles in the ESC Department over the years um and happy to to support this work so um I'll walk you guys through just some Basics on um how teams are shifting
systems and supports around school-based team and then generally um the overall multi-tiered system of supports in schools and what that sort of looks like because um it can be quite extensive so um you know one thing that we're really working to to train schools on my team
supports school-based teams so and the response to intervention process which is the process put in place for students that that do need require intervention um in a variety of Capac ities not only just academically um but also um to meet social emotional behavioral needs uh Etc
what we really worked the um you know in the past and this year too as well specifically is training schools around systems not just um the students that may be coming to the school-based team table for discussion but how we're Building Systems around best practices and aligning teams across the the the
the not only the the school system but also Us in alignment as well um at the district level so really the multi-tier system of supports involves the school campus and its entirety you know it's everyone from the the teachers themselves administrators um school counselors um we mentioned you know uh
Behavior mental health supports co-located School psychologists es teams ese coordinators um Etc uh bhps all working kind of in conjunction uh to put best practices in place for students and that's very broad so um while me making
that statement um you know kind of covers everything what is this look like uh specifically at the school based level and how do we um like Mr Oswald said kind of drill down into this at a daily level and and also work to support our our schools that oftentimes are you
know um uh lacking maybe training resources staff capacity Etc um to keep this process flowing to ultimately meet students where they're at and help them make progress um no matter you know um their status their ESC eligibility Etc
so really um when we talk about the multi-tier system of support we're talking about the school and its entirety and a system piece um we know that uh some of these uh slides are um you may have seen before but really understanding that we have a variety of students with with many needs our
schools are highly diverse so our goal is to help them to receive supports on a Continuum of of intensity um uh majority of students falling in core if students need supplemental or intensive intervention uh meeting them based on
where they fall according to not only their their current needs but also academically according to you know data decision rules data that we're seeing um and being able to C craft supports and interventions in place in schools being able to lean into those interventions
too um to meet specific needs with the ultimate piece being for them to meet grade level standards um we also know that we have um you know as was shared uh I work in the the ESC Department while we support many students um with
the goal that our general education students with the goal that providing intervention um can help them close gaps we also understand that we also provide intervention for students with disabilities too as well so we know that once a student if a student um becomes
eligible for special education services if they're still folling in the need of needing intervention either academically or behaviorally schools also have to provide that support and they also fall on that Continuum too so really understanding that specially designed
instruction piece which is actually you know the what makes special education special the the actual provision of that those Services academically or behaviorally we also have to talk about our students with disabilities just because they they may become eligible uh
for ES Services um what are they still being provided intervention wise that helps them continue to work to close that Gap because all ultimately that's the goal so when people you know say terms like specially designed instruction or mtss sometimes we get
very I'm familiar you know especially in the ESC world of like throwing around acronyms making sure that we really understand what that looks like at the school-based level and if things aren't working for a student how are teams working to adjust not only um uh goals
Etc and intervention but adjust you know practices around that too as well so really um the mtss team the team that I support um Works hand inand with so many different other teams it's really a collaborative effort and and what I strongly feel is that we need to you
know always model that at the district level because we can't train and support schools and have them you know make sure that they're aligning teams unless we're aligned too as well so that's something that I've really um been been um been pushing a lot this year too um not only
uh within the the the ESC Department that I support but also with many other teams um that we support and collaborate with across um the district including Department of Behavioral mental health um you know teaching and learning support services safe schools
Etc when we train schools we we also um talk about the continue of supports which I just mentioned to as well given core supplemental and intensive intervention and really I'm I'll talk about it a little bit academically but our our goal is to meet students where they're at and where they're folling so
just because a student is is falling in the need of of supplemental or intensive intervention that's not necessarily indicating a need for a school-based team referral really our goal is to to train teachers administrators and teams
to understand that if Brian is falling in in need of supplemental intensive intervention um that that provision of intervention can be provided to me and then ultimately the teacher has the autonomy to track if the student is making progress or not and then
ultimately those students can be brought to the problem solving team for further discussion um at at times that's a little bit of a mindset shift for schools so we're working a lot to really push the understanding of the full multi-tiered system of supports not just tying it all to the school-based team
but how is intervention being provided you know across levels at school campuses and schools are making some um you know fairly dramatic shifts um as they're receiving more uh professional learning in this capacity too and this is a lot of what we train schools on so
really understanding that the you know uh teams and schools function on a Continuum of supports and we're working to provide those supports based on need understanding this is great but then it's also about um intervention mapping providing resources and having schools
understand how to identify the correct resources to help and assist their students um to be successful so just thinking in general you know um uh uh what supports might be seen in schools um just taking a moment uh but there are so many different
supports that I mentioned before um sometimes uh schools uh have supports but we have such large campuses such diverse campuses and such unique campuses across the district so just thinking about many of the supports that are currently in place working with
schools to utilize their resources in the best capacity possible to help make progress is key so we work a lot with schools on identif in maybe not necessarily because we're working around barriers at all times from Staffing to resources Etc but working with schools to plan outwards from what they actually
do have resource-wise what's available on campuses intervention wise both academically and behaviorally and if there's at a given need how can we plan around that too as well so one of the first things that we work with with schools is to kind of Take A needs assessment and we have very targeted
needs assessments working specifically with administrators and then teams seeing what currently is in in place for intervention on your school campus academically and behaviorally who's trained in which programs or particular strategies and then what's the given need so how we can start expanding and
reaching out um to to folks to help get capacity built on a campus and we also simultaneously are building capacity around the school-based team themselves um so just some different supports that I mentioned before but this could be anything from um working with you know
um monitoring student attendance working um in conjunction with mckin vento contacts um for students that um may need that level of support working um in collaboration with a whole host of Behavioral supports on campus for um uh
you know working with students um around their social emotional needs and of course academic support too as well um where uh not only resource staff support staff and of course our our special education teachers too that are also not only providing sometimes intervention but also that specially designed
instruction that I I spoke about before so there's a lot of moving parts around supports in schools and really what we're looking at with mtss is pushing that past just the role of the school-based team leader who often times is um someone that is uh taking on the
role of school-based team but also supporting in a different position many times this is a you know a guidance counsel or a resource teacher Etc so working to build a capacity just past that one individual in the school-based team and really understanding that systems based approach is what we're
continuing to train and support on so really thinking about you know that response to intervention process because ultimately um putting intervention in place for students that RTI process the goal for that is to um
not only close the gap with students but also um you know limit students that are um needing special education services because the goal really is if identify need is there to provide intervention that matches need and start to close that Gap so really the RTI process when
we're talking about interventions being put in place is matching that process to function right so thinking first of all what is a specific need how are we matching that intervention to the need looking at the students needs and tracking that learning rate over time
and really leaning into that data to make decisions not General um sort of questions or or or um you know hypothesis but really data driven decisions made across the table not just at school-based team but also around the child study team table we're working
with our um ESC students um or working really to train teachers on building that autonomy too as well so ultimately they feel more powerful within the classroom to be able to track their own data and also make good decisions about students that are making progress or students that might need more
support there are a plethora of resources um that we lean into uh when when working with schools and teams and um their resources again that are not just uh specific to ese they resources that um are utilized by teams uh across
the board so looking at the K5 reading intervention handbook using the decision tree guide so this really is is critical and clearly laid out for schools um and students where um decision tree guides go step by step leaning into databased
sources so students and schools can make strong decisions based on where students are falling on the decision tree right so the decision tree allows for database decisionmaking so teams can understand going back to that Continuum of supports if I'm falling at a certain level based
on a variety of data sources I would receive a certain level of intervention right so looking through this each grade level at the elementary level has a has a database decision tree guide and this is really a uh been in place over the last couple of years and
represents a pretty drastic shift when we're making decisions for students because it's lay out clearly uh for teams to make those decisions so looking at those various data sources um including you know fast scores I ready um I station for students that um may be
uh speaking Spanish looking at other assessments like or scores teams can make a decision based on time of year as to where those students are falling for intervention therefore grouping students becomes a lot more easier and it takes
that sort of sometimes the questioning element out of it and teams can make those decisions and start to group students and have them receive intervention based on the these actual guidelines so it becomes a lot easier over time for teachers to be able to
make decisions whether or not to refer to the problem solving team because they're making the the groupings based on clear guidelines and so when we work with schools we always um train schools not only at the SBT table but also around the child study team table but
also so in in regular data chats working with administrators plc's right teams are always looking at data our teachers are so data driven so so really leaning into this piece it takes away just focus on the school-based team only but really builds that teacher autonomy so if I
know that students are falling at a certain level I can start to make the decisions too and become more confident in that um provision of intervention and ask those good questions too as well so we're really that's really that push to to um have that systems based approach with multi-tiered system of supports and
just an example academically same exact thing for math so we use the decision uh trees uh guides at elementary math level too same thing and you'll notice also I neglected to mention um we look at that time of year too so um that's that three three three times a year we know um when
we're talking about assessments the large scale assessment that do they do take place three times a year so teams often come back to the table and move students in and out of that Continuum of support based on progress so that's really and we work with a lot lot of schools that came back to the table after the last recent round of
Assessments and many students um were making progress so they might be moving more out of that supplemental to more of that approaching or core level too as well or students that were starting to need a little bit more support they can make those adjustments and it's so nice to see when a teacher or teacher teams
are making those adjustments too and it's not just relying on one or two people that are making those decisions around the the the school-based team table but really a systems based approach where data is always being looked at on a continual basis so when we talk about the multi-tiered system of
supports it's really kind of taking that mindset and shifting it past just this um zoomed in piece to really looking at the large scale picture of looking at data very specifically looking at students and their specific needs and then aligning intervention to help them
make progress and close any gaps real briefly at the secondary level I know um we just uh had some celebrations regarding um some great news with with graduation rates um there's been some shifts uh specifically with the the secondary reading placement decision tree this year which are causing some
very positive shifts at the secondary level when we're talking about reading support um this year one of the the big changes is that all all students um falling two or more grade levels below in the Reading Plus Insight assessments um were screen using a fastbridge
screener um so two points of contact at each School site or train back in August and the essential point of this is to make sure that students that still might have a a phonics based reading deficit even at the middle school or High School level or provided a phonics based
reading intervention within that intensive reading classroom so um schools are making very positive shifts uh to meet the needs of students that still might need um phonic support even though they are um at the secondary level and um a variety of schools have
um shifted their intervention supports um this is also impacting in a positive way the interventions that are taking place around the school-based team table so um just real briefly with the secondary reading placement decision tree um we also follow a reading placement decision tree at the secondary
level too and schools have been very involved in this process to not only just the S the school-based team but also systems wide and schoolwide too as well real briefly with behavior um we also want to recognize and understand and our team works really closely um
with a variety of other teams too within the the ESC department and and also Beyond um when we look at Behavior Support sometimes schools are um very Adept at uh intervention menus and supports and a lot of the things that that um I just described but sometimes a
lot of questions come up around the behavioral component right um so there's been a lot of work put in place around the behavior piece too I'm not just uh academics uh I'll speak in a second about an intervention menu they are intervention menus for Behavior too so so really getting schools to understand
that um if I'm demonstrating a behavioral need I also need a teaching component it's not um just if if I'm struggling phonetically there's a specific program or strategy to help me close that Gap too as well so if I'm struggling behaviorally um there also should be something in place intervention wise to help teach or
retach that particular skill that's that's of concern so understanding and working with teams and schools to really train that core component um we work very closely with our our partners in safe schools um to build capacity with
core and if students are needing support um at the supplemental level crafting individual plans around not just goals but also what is the intervention taking place to help that student specifically whether it's a social skills group whether it's a checkin checkout system
um whether it's a specific program that a a student is receiving at a targeted time to help close that Gap and of course at the Intensive level too as well students that might need um more specific support a behavior intervention plan through the functional uh Behavior assessment process is put in place too
so really getting schools to understand that um you know uh putting systems in place around academics also having that systems based approach behaviorally and really um our our team um works really around that process but there also a lot
of collaboration going on with teams that also train that intervention component too as well because um you know that teaming approach is also critical so we can have a a single message to schools um and that's something that we've been working really hard at um these are just some some
different examples around the intervention menu so it's all great to identify you know student needs Etc but then what are what sorts of interventions can we use to help close these gaps um there are uh multiple documents um that are quite extensive um
evidence-based documents um going much deeper into all the different interventions programs and strategies not only for academics but also um for Behavior so it's really important for schools at times to understand that uh
the way that we train them is to create potentially their own intervention menu right so um while these documents are quite extensive a school may be using certain programs or strategies to help uh teams close gaps um and being able to quickly identify a need but also be able
to match an intervention that's readily available on the school campus to help close that Gap and that's why when we work with schools we often take an inventory of what they're currently doing what's working and then where gaps might be so potentially if more training needs to happen we can provide that support but really understanding that
the ultimate goal is matching that intervention to the need that we're seeing because intervention is fantastic but if the intervention isn't targeted to actually um address the need then sometimes we're still having an issue with the student not making progress um so that that is critical and that's um
why the uh the intervention um the the evidence-based documents um that are listed here uh and also um within the uh the reading and AR wrenching handbooks um to as well and the other intervention handbooks that were shared are are critical for for schools and um schools
are using these documents um on a regular basis just real briefly around like problem solving team so we talked a lot about you know the the um the the database decision rules the decision trees mtss but then drilling down to like what a team looks like on a school
campus right if a if a student is is not making the progress that they need to make and they need to be brought to a problem solving team the school-based team um four or more members are compliant teams so they could include any of the following admin school counselor school Psych the sscc someone
from es the es side and and uh representing our elll students too as well potentially a 504 designate getting input from the classroom teacher um is critical and crucial and then also um potentially a speech language pathology to as well um many teams uh the roles within the problem solving teams are
clear to help build capacity um with that but just making sure that four or more members are present um through those meetings because as we see there's quite a quite an extensive amount of tasks that uh a problem solving team undertakes so again I talked
specifically about um quite a bit already about the two um kind of groups off there to the left addressing academic referrals and and and monitoring developing monitor Ing and supporting progress monitoring for academic plans the behavior component too as well right but then on the other
side mandatory referrals are also referrals to the school-based team so you can just see here the extensive amount um when we talk about the multi-tiered system of supports of different aspects that the problem solving team is touching students experiencing homelessness students in foster care students that are
re-entering I'm after a hospitalization under Florida mental health act re-entry to a a comprehensive campas after um Department of Juvenile Justice or all placement prior to a hospital homebound consideration and then discipline incidents um coded and the student code of conduct also team pregnancy and
attendance and truy these are all aspects that a school-based team is working through which is why that multi- system of supports and that capacity building is critical because this is extensive for for oftentimes when a school-based team leader like I shared
before is often times a guidance counselor or um or a resource teacher that is working to additionally take on this task so this is Monumental and this is why um that systems-based approach and training around a system is critical
uh so that's where we're doing a lot of our work not just with the individual school-based team leaders but also who is involved how are we casely aison um the academic referrals when a teacher comes to get some information and puts a plan in place who's checking on that teacher to make sure they actually
understood you know what the next steps are with so many things going on throughout their day so if data is coming back that piece is critical um I'm happy to say that many teams um being led by their administrators are making shifts um in their school-based team to really see that systems-based
approach um and and really train up not just the school-based team leader but the people supporting the team those individuals that I shared back a couple of slides ago to help support this process and then also you know training to understand that there's there are so many different folks from different
departments to reach out to um if you're in this situation it can be very daunting to um have a a meeting around um a student experiencing homelessness for the first time but we have great contacts to the mckin vento program um within our safe school who will come to the meetings and help support the team
so we can make good decisions around students so we we work really closely to help our leaders feel comfortable that reaching out for support and who to reach out to because there are quite a few resources to help teams work through these processes and then finally just understanding like the different problem
solving venues understanding that students aren't just talked about around a school-based team table where else are we talking about students with data in all of these different capacities so often times getting the teams to understand that you know we're talking
about students and data chats we have we talk about students and child study team meetings around the ESC table right um our mental health teams our our PBIS teams right making sure that um at our PBIS meetings that the core support are put in place too and we're really really
strategic about that to hopefully limit um you know referrals for the school-based team for students in need of supplemental behavior intervention so just some some pieces to understand really there's so many different problem solving venues around the multier system of supports and coaching and and working
with teachers to understand that I may be talking about the same students right or in my data chats in my plc's right and hopefully this understanding is arming me to be able to make those good good decisions around those data decision rules and feel more autonomy in
my classroom so I have that ownership piece when we're talking about the provision of intervention and progress monitoring I appreciate you guys um you know giving me some time today and uh I I just also want to say um it's been uh uh great this year we do have um
assigned mtss resource teachers as part of a stronger connections Grant so um this point this year each school has an assigned resource teacher um that directly supports this process so the way that we're doing um our supports is through a direct needs assessment always
with school-based admin and we provide technical assistance but there are many schools that we're regularly at the school-based team table helping to model process working to conduct training and all training that's conducted is very very specific based on needs so um our goal is kind of that cycle of continuous
Improvement to help schools build their systems around mtss because it touches every aspect of a school campus so again I appreciate um the opportunity to present to you all today my name is Brian Russell um I'm the program planner for for mtss and the ESC Department I'll take any questions um that you all may
have I just want to add a couple other pieces for context so uh Brian talked about the team of support it wasn't one of the grants that you all support wasn't stop the Val you did support Stop the Violence but the other one was Stronger connections and some of those team members are that he has um one of
the pieces was around treny one was around student voice and the Third Leg of that was around this mtss support work so you can see some of the the fruits of that labor of that particular Grant and how that's playing out in the schools uh for support Brian has done a
really excellent job to make the connections within a large school system amongst each other so they schools know who to reach out to in addition we've been doing um through the trauma and forign practices initiative collaboration across departments to
understand who are the key people to support schools on particular topics so that we can get that support to schools quicker when they're experiencing a particular issue so if the PBS team for example addressing positive behavior
supports at a school you know and Brian kind of mentioned that in the presentation he knows exactly who to call um if his team is supporting a school and they don't have a strong PBS system in place to reach out to so I just want to give that
additional um context so we'll go at this time Madam chair for the questions Chamber of Commerce I have a question about the graduation rate we saw an increase in this area for them are we able to credit the M system
towards that increase for students the graduation rate or other supports because reading a few years had the same construct and we saw an increase in data for that but do we have data to show for the mtss to so I can speak to the the the just the pieces I've I've been in
this position since since only April so I I I I want to um say that too there's a lot of credit to a lot of different folks for the the the data that um that Mr Oswald shared but um I will say that we're we're looking at a lot of data that's coming back live now um through the stronger connections Grant that's
showing um uh not only uh um drops in discipline rates um uh improved attendance um especially at our high a schools and um when we look specifically the way that I align supports um is looking at at schools and their their
individual Essa status too as well so so schools that um do have specific needs especially around those particular subgroups so um I will I I definitely can't um speak to to anything um at a larger context as far as a graduation
rate but but my my hopeful goal is that the the moves that are Contin to be made um around masterboard scheduling inclusive scheduling um based on the information that has just been shared um around that reading component with the placement decision tree especially at the secondary level is going to continue
to impact and close gaps um with students that need that level of specific support again I can only speak to um what I've been involved with this year though so what how I'll answer that um Alver is that if a school has strong systems in place yes there should be a
correlation that if they have a strong mtss framework in place at the school that the results would be increased to what he said increase graduation increased test scores decrease in behavior issues on a campus
decreasing um student absenteeism And he as he's in indicated I was trying to hold off more to the end of the year to give those results because we are seeing you know better attendance we are seeing fewer disciplinary referrals so far
compared to last year um um I don't want to jinx myself um or the system and share anything and then come back in a few months and say oh I lied so so ideally yes thank you thank you so
I just had to follow up with your question and Dr Robinson um you'll be recognized the Dr or Mr Oswald you said about you just shared about the framework that wasn't my original question but um you mentioned the framework if the framework is stronger
in a school is the framework not consistent throughout the district is it not the same framework or do schools have the autonomy to kind of um tailor their own framework based on the schools that's a good question um excuse me great question yeah so
the the mtss component right the system piece um each school does have I I think it's a it's a it's an interesting question because each school has highly diverse demographics and needs so while the framework the way
that we coach that system piece um is consistent schools also have the autonomy to implement intervention and support and a way that best meets the needs of their campus so the the way
that we are working with schools is to push that systems piece solidly not just around school-based team because SBT oftentimes is um what people think of when they think of intervention oh just the school-based team and sometimes this
involves just one person but really understanding that starting from the systems piece starting with scheduling scheduling students um you know diverse Learners um you know our students receiving intervention English language Learners students with disabilities Etc drilling that down to what's actually
happening around process is how we're moving those systems to help them be successful like Mr oswal shared this the the the schools with the strongest systems are the ones that are are um seeing the best results and I'll continue to add on to that is that so when you look at the
framework so if you look at this triangle which he unpacked right core supplemental intensive that is kind of a framework that exists in different spaces for behavior and for e academics are mainly typically the two buckets so
if we look at you know he unpacked the decision tree for reading interventions some schools if they have highly trained people in read the sub the reading interventions for students who need it at tier two or tier three
would see greater results um obviously if where a school may not have maybe they don't have the people trained um or not identifying along the Continuum identifying um students appropriately that's where the support would go in to
strengthen their system around that uh on the flip side if it was Behavior typically PBS would be core and tier one of how we teach our Universal expectations to all students in a campus um but within that maybe my class your
management and you know kids are hanging by the rafters right and being jokingly right so so if the behavior issue in a classroom is off you're not going to be able to get to the tier 2 or tier three academic side if I don't address that behavior side of the the framework and
work on uh the core around classroom management 101 and provide that support for a particular teacher so so it's a great question because it's ideally in a perfect world we have strong systems on both sides and then
we're going to see a great campus where kids are getting all their needs met in just that in just in time support but typically we'll see schools fluctuate with their systems across academics across behavior and then
across culture or climate as well thank you um I have two other questions but I'm going to go ahead and go to Dr Robinson yeah thank you um excellent presentation and I I appreciate the the passion I heard for the work um in you
Mr Russell so uh I have a number of questions as well I'm going to try to figure out how to be Su synct but so I guess my first question and I heard a little bit of this but I I'm having trouble processing as a result of the
work that has been done now for more way more than a decade with mtss um can you give any examples any add additional examples of how what was learned through mtss
changed the core processes for everybody question that's also a great question thank you um Dr Robinson yes um I think that that goes back to sort of that
decision tree component um and that that that that came down so that is allowing an understanding for teachers and the way that we're uh we're we're working with our teachers is really the understanding that because previously like you shared um I remember even when
I was in the classroom um sometimes it was very daunting this whole school-based team pra you know process and the referral and getting now really with some of these changes and understanding that students who are requiring intervention Based on data
that we're seeing should be provided that intervention and that doesn't isn't necessarily indicative of a referral to the school-based team special education services Etc that could just be students receiving small group intervention based on their specific need and the teacher
monitoring those interventions too what we're seeing really um not just this year but over the last couple of years is growing autonomy with the teachers being able to track their own data utilize progress monitoring and then also have the wherewithal to feel comfortable making their own decisions
as far as okay I'm seeing progress potentially with you know four of these six students receiving this level of support this is not necessarily indicative of a need to go to the problem solving team they just require this level of intervention um and that's really the the shift in understanding too that not every single
student that necessarily is struggling needs a referral certainly not to special education services but not even necessarily to the school-based team and that I think is the difference with the whole concept of mtss the systems framework just we we're we're we're seeing that interventions who are
providing that versus um kind of the the model that was in place even a few years ago really with and then teams getting very overloaded with referrals Etc because the minute a student starts to struggle there's this oh I'm not sure should we go to the school-based team um
let me get all the paperwork together so we're seeing teachers and systems feel more comfortable being able to provide that intervention with training and being able to track that data and the point really being they're also able to bring that data to their data chats to their plc's to their grade level meetings so they're having these
conversations around kids not just in one venue but throughout the whole piece and that goes back to that that systems piece I hope that helped answer the question it's just something that I've seen really especially in this work over the last few months so directly in schools and I'm very encouraged by it
I'll give you a another to add on a concrete example so phonics instruction your favorite topic Dr Rob if I recall um So based on some of the the results in third grade reading scores digging
through the the data so the current Core curriculum for uh literacy uh language arts in K2 has phonics instruction embedded um within that system so decision was made to to take some of
what may have been used as a supplemental and add that in as part of core around uh three I think it's three programs um Spire uh Brian Spire oh Spire spire's one why am
I going blank someone help me but there's uh two uh the UF youly which is part of uf's uh curriculum for phonics instruction and the third was Foundation foundations thank you foundations so schools would have to pick one of those
three uh intensive support and training went out to schools I one of the last year one of the principal trainings was for elementary principles was strictly unpacking going through that they understood it in depth so that they could
support and their teachers at the school around that curriculum and I think as a result we've seen some increases in our our fast results um based on addressing the core while at the same time still have submental support for those kids who were still struggling even though
there was a stronger core around that piece okay may I follow up Madam chair you may you may okay thank you and see Mr ASA I thought all that change in in the reading instruction was um based
on my reading data presentation to the board a couple years ago so you bust my bubble okay I'm gonna move on so um I think like I'm I'm glad to see this work developing and I think I probably don't
really need to say this but I feel the need to say it is let's not lose the student in the data right because now Mr I don't know if he said this because he knew I was going to go here but he
mentioned the trauma in form so some I've seen I saw I saw it in medicine where you get so caught up in the data you you miss the human element that is causing that data like whether or not
you know whatever trauma the child might be experiencing for example [Music] all groups about student but I hope that
in there multiple times and I I suspect I know what your what your response is going to be but to make sure that we are listening to the student and asking the student what's going on right and and
why um like maybe why they're not um more engaged for example whatever whatever the the issue is um and then the last thing I want to say is we really and maybe you can help with this
we really have to find the messaging for students and parents who are not who don't know I'm going say what I know about the importance of a high quality education right right um what's the
message that we have for them that we need them to lean in more and okay I'm a quit talking thank you so much though for this presentation I do just have to add so regarding the individual student we do have some other initiatives no I try to
stay one step ahead of you but I didn't know that you were going there with the trauma and form but we do have the trusted adult initiative and the student voice initiative where we're trying to dig deeper into that the trust adult we've actually and I have a a powerbi for the future to bring to you just to
show how we've uh systematized that work to making sure that we get close to every single student being able to say they have someone to talk to on a campus um so we've done those surveys uh working on a some schools to get their participation rates up but
then matching up kids as answer that question no and then the student voice every school that was one of the uh part of the same Grant right the stronger connections to where we have and I meant to do this in my update too so I'll take the privilege
now that every campus has a student voice initiative outside of like government and things like that and for the first time we're on Monday on the teacher planning day we're having a student voice Le
conference um where the students are presenting and sharing out we got about 320 students registered across K12 so and they're actually doing the presentations um as well as Miss Simmons going to have the uh superintendent
student advisory committee um have a panel with them as well and they that superintendent student advis committee also presented at the Bold leadership conference thank you chair postal uh for that so we're
trying to get the student voice in there a lot more intentionally Dr Robinson thanks but I'm I but I'm talking about individually so part of this the training that's done with teachers I I I don't want to assume I
hope that it starts with um the teacher actually really having a heart-to-heart with the student that it's something along the lines of you know like maybe I see you struggling how
can I help like what happened you know what am I doing that's not connecting something something so that the student says their view of whatever the problem is whether it's
Behavioral or whether it's academic I just want to make sure that I and and and and kudos to the district for continuing that student Voice work right but I mean individually so that we don't have a student who has you know whatever kind of red flags on their data
and there's all these people meeting to talk about them and really you know the kid is having a hard time because you know the parents are getting a divorce or or whatever like you know yeah that's a good great Point Dr
Robinson um because I would say last week um I we did have um at the Bo Leadership Summit the opportunity of hearing the student voices so they did two presentation a panel um discussion and then they did a
Q&A uh a Q&A panel and then they did a discussion in a actual um breakout session and one of the students even afterwards um we were talking to some of the students and one of the students one of the questions was around you know talking to teachers and talking to the
adults on the campus and I think one of the students said said something along the lines of well how do you talk to someone that you don't get along with or how do you talk to someone that you can't connect with and so what is that next step that it's going in the same lines of hey we hope those teachers are
asking those questions but if they're not what is the next step who is that next step um of individual that that person can talk to but I'm going stick to topic question yeah I think that's I I I I think it's a
great question and I think that's it's important too as we're working through um how we're working with teams especially kind of um behaviorally you know sometimes you see teams set up different systems exactly as Dr Robinson described you know there's multiple adults meeting and discussing certain things but accessing that student
conversation too and that's why I think it's so important going back to the folks that are actually in attendance at the school-based team meeting if it is brought to the problem solving team I'm having folks like uh you know the collocated the BHP um identifying folks as many of these these people on
campuses do have those relationships um with those students and identifying first who that person is if it isn't necessarily you know the classroom teacher Etc who is that person that can offer that support I'm also working to when we're crafting any sort of
intervention at all I'm making sure that it's targeted to support the student need and I I truly believe that you don't you don't get to that point unless you're you're involving the student themselves so again going back to the teachers that are having those conversations with students again building that autonomy around them because ultimately something that we would always say around the table you
know listening to me talk at a school-based team meeting I don't know the students right getting that teacher feedback and who who are conferencing having those conversations Etc with the students is so critical and that's why I think really building the autonomy through the classroom teacher when we're talking about these things is is
critical and crucial um not just making it something about you know coming to the problem solving team and having other other Personnel that are not as directly involved um you know making uh decisions for students just want to make sure we're acknowledging online is there's a question online in the chat
box before I go to someone else so there's a question there's a question can a summary of the Leadership Summit be made available and I just added into the chat to clarify are we speaking of the student voice
conference is that you Marcus yes I think that was yes that's correct yes so yes then the answer is yes student F conference yeah thank
you and then the other question you said it was another question I had a question wait hold I wanted um just make sure that this presentation is shared this presentation can be Shar
yeah the presentation will be shared through staff or can be shared through staff via email so uh s sorry I'm going back because I wasn't looking at while you're looking I'm going to go ahead and acknowledge um Miss Su
Davis um yeah so Brian the the decision trees and that um and those documents about the the kada five and stuff are those available to the public yes on their reading intervention handbook so they're they're they're available
umac yes is there any way we can have those specific ones that you shared with us it's hard to read them on the site absolutely and this presentation you send them to miss absolutely yeah we I'll um there's some links in there too and I'll just make sure that all comes with the
presentation okay great and then what um you talked about how all students that are I think you said two grade levels below or evaluated by fastbridge and provided a phonic bace support so what about students for whom phonics is not
an effective way to teach reading um specifically students with intellectual disabilities on access points and I would guess probably maybe some deaf and heart of hearing students although that's not my area of expertise and I would imagine there's other students for whom it's not effective but seems like
all the interventions are phonics based sure well on the um when we're talking about the evidence-based uh document that we're shared there's a plethora of intervention not just um through phonics or phonological processing comprehension but also we work very closely with our
our um our child study teams supporting students that um may have intellectual disabilities maybe on the access points too as well I think um that's a continued Focus really on my end as we're pushing those conversations past just the school-based team but also
teaming with our ESC side of things too as well and making um kind of widening that scope there too as well so I think it's a um it's definitely a valid point and something that we're working with schools to understand that wide end scope too okay I say because schools child-based teams don't know anything
about this yeah so that I I I I recognize where you're coming from and we're doing extensive training with our es coordinators I'm an ESC coordinator by trade myself and um I I in my my former role I was the assistant principal at Royal Palm so I know you
know I know I understand the the the um the the concern and the need and it's one that I shared to as well there's a lot more work that needs to be done when we're building that mtss capacity not just school-based team child study team these teams and that's kind of was my original sort of point because I
completely agree with you how are we bringing this information across the board with systems right not silos and I think continuing to push that information to everyone and building their own capacity too as well there's so many things I've learned um you know that I I never knew when I was in the
role of an ESC coordinator so you know I I think it's really really important to continue to build everyone's capacity um both and that's I think as a as a benefit of um where the the mtss work Falls because it really Falls in so many different Scopes like Mr Oswald
mentioned before from working with our core components working with our es components Etc so I completely I completely hear you and it's definitely something that we're continuing to push forward and great thank you that's I appreciate it um one last question
um in an IEP meeting somebody said and will remain nameless that all students regardless of their need have to be taught phonics even not not just early on but like even like let's say a middle school student with an intellectual disability
who has never learned how to do phonics and they were insisted that state law requires them to be given phonics instruction I have not yet been a find a state law that says that but I could be wrong is that is that not true we just
Target the the the piece would be targeting intervention and support based on student needs so schools should be able and and support to craft resources and that's where we that's where I started with that intervention mapping piece right where what is the need of
the student right so um while there's a a noticeable um piece with students that are going into a secondary schools that may need um not comprehension based instruction but might need more anic instruction you know how are schools
shifting to to to put things in place for that Based on data and a need but of course you know if if a student needs something different and supports there's a plethora of not only programs or strategies but also research that shows how we can craft supports around those students too so I think it's very very
important um kind of going back to to not only just the decision tree but also how are we matching intervention to need right and working with schools around that and that is not just the role of like mtss that requires a lot of capacity building around a lot of
different teams too as well so um schools intervening is great but if they're not intervening appropriately you know it's really it's going to skew data not only academically but also behaviorally too so that actually brings up a really interesting question because so this going to be the last question
because I do want to um acknowledge those who others uh committee members that have questions um the schools are saying that because they don't have the phonics instruction because it's not effective way for them to learn they can
read they just don't have the phonics right so then they say it's based on student need the student need is to learn phonics even though the research shows that that doesn't do anything for them and they're not going to learn so I guess that's what I'm asking like in the decision trees like if you are low in
phonics does that mean you get phonics based instruction even if all the research we know says that f space instruction is not going to help you so that's that's an interesting question um the decision tree helps guide teams but it's not the end all be all for developing intervention ultimately we're
we're asking teams to lean into additional data sources sometimes data is scattered so data while we use it to drive um instruction and support um we also are leaning into other sources too as well so I think the Advent of what I presented today use of the decision tree
is super helpful in helping teams have kind of a framework or road map but we also need to lean into other data sources too as well and I think um looking at individual student need to go back to Dr Robinson's point and looking at students holistically too is also helpful um in helping teams guide those
conversations but as we build capacity with folks um to and build knowledge bases like you shared you know sometimes when you're working with schools um there's there might not be a lot of knowledge around the ESC table around some of these things that's you know my continued push and others to help really build knowledge around these pieces in
general again going back to mtss not just school-based team intervention CST what are we talking about holistically and how can we lean into those pieces and ultimately goes back to systems yeah I would add to that too that ideally that everybody around the table school psychologist might be there someone more
clinical background to interpret C certain assessments to to make those decisions or do we need further assessments to understand what type of intervention would best match that which would be wonderful if everybody had a highly skilled team on every
single campus that had that ability to do that um that's where the Conant training and support to make sure that schools are doing that and I think also I will say there's been an increase um for elementary teachers going for
recertification by the state to take more coursework and understanding um reading difficulties and dyslexia and different issues around there so we've been trying to push more of that so I
think that's a good uh step forward only CU I have Elementary Education certification and I know that I have to take those courses myself to get recertified um for another five years so which has actually been very good so
thank you thank you Michelle Bey I so on that individual student level sometimes um if a child is referred to school-based team the family might not understand all the intricacies of these processes and some families um
might think that having a child being monitored by school-based team might mean that it is like a one-way track to an ESC eligibility or identification process so you can just briefly explain that monitoring of the data to allow for scaffolding and fading of those supports
and how a student can come off of school-based Team sure yeah I think that's a um and there's a that's a a piece where you know working with parents and families too as well um you know understanding too that the ultimate goal with with schoolb Team while while
we put plans in place especially you know when we're talking behavior um sometimes the correct Intervention when put in place can help close the gap quickly which is ultimately the goal so scaffolding supports and also um you know setting up intervention
specifically again going back to that individual student need piece it's very important to set up intervention behaviorally that fits for a child and I think sometimes what we see um unfortunately is um going back to Dr Robinson's points you know teams around
a table having a conversation but no one actually having a conversation with the child as to what they're working for what their needs are Etc and sometimes just the inclusion of that can make a world of difference um when they find that trusted adult or that individual person on a campus too so um kind of
sharing for like parents or families or outside stakeholders while a student might need a supplemental intervention plan um for the time being that monitoring of data ultimately bringing back to the school-based team if we're seeing progress that student can be moved back you know to a monitoring level and sometimes with that monitoring
we want to be specific about what that monitoring is we're not just you know a monitoring nothing we have to be very specific about what the monitoring plan is um whether it's an individual you know uh check-in piece sometimes with built-in school-based supports like a collocated therapist or like a BHP Etc
and then ultimately going back to that core component so students can move across that Continuum um Based on data right so if we're seeing that data um being able to celebrate that to a parent and understand that that's not necessarily pushing a child you know through to to to special education
services it's just some additional supports that a child needs to be successful thank you any questions any further questions online um the question I have I think oh you had a question go ahead P just a comment um I just wanted to say that uh
uh some of your team presented to teaching and learning at our PLC on uh on Friday February 14th and it was fantastic it covered a lot of these topics and I think uh you know teaching and learning goes in and support School through coaching and and especially at this time of year and so having that
training for our department then is helping to disseminate this into the schools as well through the various systems so thank you it was a great training thank you Mr St thank you for that um there was a comment just a comment by Kimberly Spire o in in the chat box um sometimes data sln numers
Miss kids who are struggling especially those who perform very well academically but need help with other aspects of Education social emotional executive function Etc I hope your teams are willing to look beyond the numbers for tough cases uh and Friends where the students are deemed lazy or difficult
kids friends so and some kids who need non-academic help but don't cause major Behavior issues so the date isn't there valid point um I I would say one that continuously hopefully through some of these other initiatives would bring
to light I don't know if you want to add anything yeah and I think that's that's a great um thank you Miss Spyro I I I I completely agree with you and I think W like I um you know shared earlier with Miss Davis Killian like the data does drive and help that road map too but we
also need to look holistically at students and as and our resources on the campus because sometimes um you know there are there are there are students that aren't following in in certain database categories but also need supports and what do those supports
look like right to miss Batty's Point um you know sometimes that scaffolded support sometimes just putting something in place uh a little bit different within the classroom even within the core level can help and assist so really ultimately I would go back to like the alignment of teams is going to help with
that not just being indicative of just school-based team only but where else are we looking And discussing students from PBIS action plans that are implemented by by schools from um our data chats that are happening um you know all throughout the days with individual students as we work to talk
about systems um our goal is hopefully that the that systems based approach is going to um really look at all aspects um not just the students that might need be being discussed around the problem solving team because I completely agree with you so I have two questions one was how
many MTS teacher do you have is it in every school or there is there m so so there um that's a good question so every school has a a um a school-based team leader right so they um they are tasked with supporting the problem solving team
right ultimately that's the a school-based decision and they um almost always are serving another role uh many times they're a resource teacher a guidance counselor Etc on the ese team the resource team that that I support there are seven resource teachers that
are assigned schools to help build capacity and Coach these teams whether it's through a cycle of continuous Improvement technical assistance direct training attendance at the meetings to help support too as well so my team including myself is a team of eight um
but at the school level every single school has a school-based team I think yeah I was that was the two that I was getting well I knew about the school-based team on every campus the assigned mtss teacher was what I was referring to um so there's eight total
including myself seven yeah really seven out there in the field yes um thank you that helps and then the second question is um for the phonic support there was a slide that you shared about phonic support for any students felling two reading levels they must take a
placement test in August and I believe that was for secondary does that apply also for primary so so so yes um the the the the where we we Implement that at primary um the the difference really
was the change of the secondary placement decision trees so and and the the reasoning behind that was to hopefully um capture and provide specific support for students that still have deficits but really at the primary level you're still using those database decision trees to help indicate where
the need is and then schools can can shift and provide an intervention from the evidence-based document that could be comprehension based um it could be phonetic um Etc to help meet those needs and schools again have the autonomy to be able to provide those interventions based on what they're seeing the
training Etc we just help coach that process pce thank you any additional questions for Mr Russell online or in person here and none thank you that was a great presentation and as stated
earlier the presentation will be sent through to the committee um through staff hopefully that we could take that back to our respective um groups and organizations and businesses to share this out and let
this not be something that is um shared in this room and stay in this room uh at this time we'll move along with the agenda with unfinished business are there any unfinished business to come before the body so no no one finished business um
just one thing I I meant to mention earlier I'm going to ask um if Tak stock and children for those who aren't familiar they provide scholarships to provide a brief presentation next time because they are recruiting um for both mentors as well as students and they provide a two-year prepay they typically
take um first gen students um so it's a great opportunity um and for people to get closer to work with kids as well as to do a a presentation just a brief presentation so people understand it so you can try
to recruit like 15 minutes minutes any objections for Tak St presenting before this body for 15 minutes hear no objection we will have them on agenda for next week as we um are on the topic
of agenda for next week in unfinished business um I know we've had a number of things that came up you know today I'll just say today um a number of things come up today regarding um agendas or items that should come
before us are there any agenda topics or anything that is specifically from today because I think we we're going back to our old ways of presentation and um so I I do want to uh wean us back in and as we do these presentations what are the
purpose of the presentations um what exactly are there any recommendations that were taken to the board are there any recommendations for staff so so specific recommendations at this time um that we may have for Mr Russell for staff or for the board based on the
presentations that was given today and it could be graduation rates or ESC in the mtss process um I'll entertain anything given the time that we have just you know we we'll bring back the graduation stuff also faces we wanted to we she couldn't make it today
it was on for last month um on the parent training component for the graduation graduation but then also faces which is a separate okay Dr Robinson yes thank you my request would
be um to ask that staff update the graduation powerbi um so that one can sort the diploma type whether it's um
not using a concordance score or using a concordance score and which test was used sat acct or CLT I'm not aware of any other tests for concorded scores there are include that too but that would be my request would that be some we'll take it
to research andal and see if that's possible to bring it back next well I don't know see if they can even create it the parbi around something like that what that would take I believe they so my motion would be that this request is included as part of
the update to the board can you restate your motion there's a motion on the floor can you restate your motion Dr Robinson my motion is that the um update to the board would include a request coming from ddec that the graduation powerbi be
updated so that anyone searching on it could sort graduation data by whether or not the student graduated using a concordance score or not and if they used a concordance score which test they
used to get their diploma sat act or CLT I don't know if we need a motion on something like that I'm just going to go to research and have a conversation with them so no I want it presented to the board I wanted part of the board report that's my request gotcha while you at
the same time can find out you know how might say it is but gotcha all right that's my motion there's a motion on the floor second there is a motion on the floor soon as I update that motion um we can get a second there's a motion um to
include in the board presentation to include in the board report is that correct Dr Robinson okay motion the board report a request to
update the powerbi graduation the graduation powerbi update the graduation powerbi you want me to type it in the thing that would be
wonderful okay I'm not at 100 today so that would be wonderful there is a motion is there a second on the floor there is a motion and a second on the floor we'll have the actual language on the motion unless um if anyone object for me to share the
actual um object for me to proceed with the motion um prior to sharing the full motion hearing none I'm going to share as we wait on Dr Robinson to type out the entirety of the motion and there's a
second on the floor are there any discussions regarding the motion hearing none all in favor oppose motion carries and if anyone want to retract the motion after this it is written please do
so almost done not a [Music] problem I think um based on I mean we're still doing research that might not be a topic of conversation for this meeting but we still have graduation we still have faces for next week we have a
presentation from T stock and children I think we we have um a midi agenda for next week so I'm going to pause it there if there are any additional topics for um future meetings please send them through staff uh to the chair and we can bring them up in conversation at the
next meeting any objections to that this time we are going to thank you all wait we gota wait oh sorry whoops um I'm going to grab it since she puts it in there
okay and before we leave any announcements I see that on the agenda I do want to make one announcement I want to give a big kudos to um Miss Janina Simmons and Keith oswal I know um it's not a hat that I wear in this facility but it is a
hat that go in um hand in hand with the parent teacher Association where we had um the Bold Leadership Summit um last Thursday at Palm Beach International or Palm Beach Hilton Airport and um it was
a phenomenal event about 220 people showed up um great event but again the students that showed up from the superintendent supervisory advisory committee as well as students from Palm Beach Lake High School um good
representation from the school district the superintendent was on the panel and some other folks from the school district that came in support I just wanted to say Kudos and thank you and yeah and Palm Beach um and also the PTA was there and they did their reflection
program um at the end of the night so A beautiful way to end in the night um supporting the students and actually putting our mouth where our or putting our what how you say it right in your check right in M there you go money where your mouth is um where we were
able to support the students in um their Arts so thank you thank you thank you thank you it was awesome yeah and I think the only thing we're doing is semantics unless there's an objection at this time I'll entertain a
motion to journ motion motion adjourns at 11:51 a.m. have a great afternoon have a great day Part: 2
Council of ptas Marcus Brown I do not believe it's here all right so we do have a quorum and uh so now the second item on the agenda is to approve the November minutes did you do you all have those
those were sent correct yeah um so do you need a minute to review the November minutes or um if not I can have a motion um someone can do a motion to approve
okay okay so umone need to make a motion or if you if if everyone needs a minute then just be silent and read for a minute otherwise I need someone to make a motion to approve the November minutes I'm taking a minute to find it can I have a
second that was Deborah yep okay um if you don't mind um it may have gone to Dr Scott would you mind sending me the November minutes I have January but I don't have November
sure thank you all right um so we have a um a motion and a second is there any discussion on the on the minutes no then uh all in favor
say I or raise your hand okay [Music] opposed all right uh minutes passed okay um so the next item on the agenda is to just review our um approved
subcommittee goal just uh to inform our discussion for the rest of the meeting and the goal that we agreed on was to present School District leadership with strategies to ensure that students have teachers with the skills to address their students academic and emotional
needs at hardest staff schools the recommendations will include the obstacles along with the corresponding recommended Solutions oh just a little reminder so so then um this meeting is going to be all about looking at the data that was
supplied um uh by Mr Oswald uh which is the school survey results as well as the school demographics that go along with the school survey results and then the data on financial incentives to teach a
certain places such as high achieving schools or hard to staff schools like in the blades Etc so um everybody should have all that data um
the the the supplements that teachers get to in the financial incentives um was sent out that's that's like a file basically a file that lists everything and then the school survey
results in the school demographics were links um with that that's at the last meeting we went over that a little bit just to on how to navigate those websites and such so um what I would
suggest that to begin the discussion that everybody on their own computer bring up those uh the school survey website as well as the um the financial
incentives um file and uh so let me just start does anybody need you should all have the emails with the links but does anybody need that link the the link to the school survey here we go deorah Robinson asked
to put the links in the chat um are you able okay let me I still have your emails let me pull those up because I need the links myself let me um find it uh and um in addition to those leaks
does everybody have the um the cop the teacher supplements file um Miss Hicks sent that out on January 23rd so let me say this does anybody not
have that file if not then we can email that out again that's the spreadsheet right that's the spreadsheet yes exactly spreadsheet I just don't have the link the dashboard link
okay which document are we looking you're looking for it's um you had provided Keith you had sent on January 21st an email to I think uh Miss uh actually to me and cced uh Miss Hicks
with the um the school survey dashboard and the enrollment dashboard I have that email right here in front of me if uh is that is the easiest thing Miss six for me to forward that to you and
then you could send it out to the committee I can put it in the chat here as soon as I find it myself um Sue is that your Gold Coast Down syndrome email yeah Sue at Gold Coast down syndrome. org yeah okay yeah you sent it
on um January 22nd okay so which one do you want in there the the uh the two links the one to the uh School survey dashboard and the other to the enrollment
dashboard okay Miss 6 has it one is in there for in case you have anything in the chat thank you Madam Jared Davis Killian you got a hand raise what I'm sorry what you have a
hand rais Dr Robinson oh oh yes I'm sorry go ahead hey hey thanks so just I'm not exactly sure what we're about to do but if we're about to quote play with these powerbi we probably should show
them on the screen so that we're all because otherwise you're G to you're going to say click on this I mean we might not be looking at the same thing but I'm not sure where we're going with this no yeah I I I I think that's a good idea um so
so okay so let me just talk a little bit about the the the three things we have here and and why we had requested this data so the school effect in this survey is that you know we thought as a
committee that we might be able to see um based on the answers I think particularly teacher um and student answers which uh which schools were
maybe more supportive of teachers which were which schools were feeding um meeting students needs a little better it's um you this is all kind of the little gray wishy-washy area of how we
really determine as we discussed at length teacher affecting this and all that um the so that's the one the one link the other link the school demographics was provided so that I
think as we look at the um the school Effectiveness survey results and look at different schools then we can look at the actual demographics of the school I mean I think for a lot of the schools we all have a a
vague um understanding of what the demographics look like but uh that other link the demographic data is just if we really want to look up um in more detail you know how many free and reduced lunch
that kind of thing um I suggest we start with the simpler one which is the teacher supplement um spreadsheet because it's it's a little more straightforward um I mean I I feel like
we could probably spend weeks looking at the school Effectiveness survey and really drilling down um and and we may decide to do that or we may decide that um a there's a better way to to approach
it um Cassandra you raised a hand yeah I I just want to make sure that I um am recalling correctly that the part of part of what we want to
ascertain is which way which teachers no where there are teachers who are being who are most effective in the district like we're looking for the most effective teachers where they are in the district and then
I let me just confirm if that's what we if if that's one data point that we're trying to isolate yeah I'd say that and also the flip of if there's less effective
teachers as well right elabe no I think it was my understanding was about attracting and retaining highly qualified teachers in
our needest schools no go ahead oh I'm sorry I was I was gonna raise my hand so okay so I think highly effective triggered at least it triggered me um that's like bureaucratic
language that mean doesn't mean enough in terms of what we're talking about right and so at least for me I think I think that
what um um Dr Cassandra said was right in terms of what I was thinking we're trying to do but then the next thing is why aren't they where they're most needed what are the institutional and
non-institutional barriers for having the best however that gets toin the best teachers with the kids that need them most that's where my brain was yeah correct that's that's exactly that was
that that's the conversation I recall several months ago and we had a whole long long discussion about that what's actually realistic I've talked about this issue decade after decade since I've been a principal
and so what's realistic to get the most highly qualified and we talked about yeah what are those barriers and um finances one that's why we talked about the supplements ke can I can I interject
just one second I I don't think we were I don't think it's you just said something and it may it I think what you just said was how do we get them and I don't think we're I think what we're looking
at where they where they there are currently highly effective teachers not how do we get them like with via supplements and things like that so I think some of this data was to help us isolate where there may be highly
effective te I'm just using that language teachers right now in schools well I just was one of the data points we didn't pull were like teachers who were considered highly effective because that was never part of a request or part
of any conversations that I recall so it I and I think also we don't have that data point right it I I guess yeah that would be interesting Keith and also what
um what criteria makes a teacher considered highly effective because kind of like uh Dr Robinson said it's you know I always look at as how much is a Highly Effective Teacher and how much is a teacher who's teaching in a highly
effective student body right the um so I I think it was one of the reasons why we wanted to pull the school Effectiveness survey data because we thought we might get a little insight into that especially the you know like the the questions to the students about is there
a trusted adult that they can speak to and things like that um I mean I think we all know intuitively that um you know it's easier to teach at
a upper and middle income school where every student has a private teacher and then all your students do well and you're considered highly effective so um and and really back to what Dr Robinson said is how do we get the highly effect truly
highly effective not bureaucratically highly effective teachers into the schools that really need them um and so I mean I I think a good place to start would be with the
supplement um because I found it very eye openening when I looked at that um at it it it kind of shows the the um priorities on spending um but it's certainly the supplements
are certainly not the only only issue Dr Robinson um thanks so I'm I'm gonna I'm going to follow the lead of the group but I just need to to
insert um that two things one is unless unless the supplements are different by schools right like if the football coach is at a at a lower income school gets
less money than the football coach at a higher income school like I'm I wasn't clear why we were looking at the supplements but I'll ride with it right but um but the other thing is I do think that we need to figure out how we are measuring these teachers that we are
hoping to um Inspire incentivize or whatever to to work with the groups that we also need to define the group because otherwise to me is is too vague and then the last thing I say is we did do this thing
decades ago that I called him the $1,000 teachers where they actually pulled the data and looked at pulled the the teachers who um created Created more than a Year's gain academically in a year for students
who have been underperforming and I don't really remember right now exactly the criteria for the students like I don't know if they were like level one or free reduc I don't remember what the definition was for the students but I do remember it was more than a Year's growth and a year and then gave them a
$10,000 bonus to go to a school that had been f-rated because I think we had five f-rated schools and it was not a success very few teachers went and the lesson that I learned from it was we put new principles in those schools and the
teachers were not going to follow an unknown right so I mean so I think if we going to talk about we probably need to get input um from the Educators about what makes a teacher want to go where
they go right and to help us guide this conversation I don't personally think supplements have anything to do with it but I could be completely wrong and I'll mute myself thank you I say could everybody please mute when they're not speaking just um to cut out
the background noise um so that's a really really good point Dr Robinson and and actually really interesting because that you know 10,000 is is enough to really make a difference right so
um was that Deborah do you recall was that a 10,000 bonus or a 10,000 raise so it wasn't like an it was a onetime thing do you remember I think yeah it was a principal
so and I had that it didn't work um it was a one time nobody wanted to come to my school I had one teacher that qualified for it it caused it caused uh culture issues on my campus I'm just telling you my
experience so that's why it never went forward teachers didn't want to leave their school even for $10,000 um and a good number of those teachers were already in the schools that would have received
them um and as far as the the why the supplements went on there because we discussed at length about what Financial uh uh benefits are there to work at certain schools or would they receive
the biggest thing I would tell you when apib Ace industry certifications changed where there was no longer a cap so teachers get $50 for every pass that has a significant issue at the high school
level um for teachers pocketbook so if I got a 80% pass rate I've got five classes of any of those and I'm carrying a load of 125 kids I get 100 kids who
pass that times $50 you know you can do the math but but can you Keith just joking $5,000 um yeah so I
I that that's kind of why we one we yeah I mean it's interesting because we ask for the supplements assuming which you know what happens when you assume um that one of the reasons that teachers
don't want to go into the lower performing or hard to staff schools is because um because the finances that the um you know again just like Keith said they're not that 5,000 if you're doing
Ace and AP and all that that is um you know that's every year um that's that's additional um so that's why we asked for the supplements but I find it very interesting to hear the results of of
the program that you had a while back with a $10,000 bonus because that that I think is indicative of it's not just money right and what else is involved and how do we figure out what else is involved
yeah so I know Mr Oswell said that um he he couldn't get teachers to come to his school I will say that my husband did um leave a school to go and receive the bonus we were a young family it helped us out but I but at the when the money
was gone he left because it was it was the money that drove him to stay there and so how do we if we off even if we offer that because we're also in a different um economic situation right now um if we
were to offer that type of stipend um and it probably couldn't be 10,000 because um that was 17 years ago that my family took advantage of that because I remember my daughter being a newborn um and she's 17 and graduating
this year class of 2 25 um so um I I and that's because Mr oswal is old um um so I just um how the economic situation now for teachers is so much
different and how do we sustain a stipend for them because what happens is you have that stien in place and I remember my husband left Liberty Park Elementary School to go teach um um algebra at John F Kennedy Middle School
and so how do you Su sustain that once the stipend is gone right because when because your your pay changes you get used to a certain amount of money and then your pay changes and so and and they basically say at the end of June 30th
your next paycheck in July is going to not have whatever that amount of money is so how do we how do you sustain that so have to look for something that is not um that is economically um sustainable for the
district to um to get the quote unquote um highly effective or um the teach and and people that want to be there right I I think that's that's a really good point and part of why we
looked at one of the um the list on the supplements um because those are sustainable those are things that are year after year um but that's what I'm saying they took a step they it was after a certain amount of
years they basically gave him a letter and said they were not going to continue it so interesting you see what I'm saying yeah yeah sorry yeah I'm sorry I wasn't talking into the microphone so how do we make it a stien that sustain
for the district economic right where is the money going to come from that I guess that's the question I'm asking yeah and we're all quiet because nobody has an answer Chief you talking but you have to
unmute I can't hear you no I think we're ahead of I I don't think we were looking at strategies at this point I think we were still trying to study I guess I'm still trying to
clarify the intent or what we're trying to do all my comments and then I'll shut up because I don't want I'm just saying I want us to be realistic we're going to look to bring recommendations forward the board or to the superintendent what's realistic to actually actually work because I've seen
this for so long we talk about this issue and it FR frustrates me to no end because I don't know what the right answer is because clearly everything that was tried before for me and I worked at you know hard to staff
schools and you know I would complain to the district on De ears and nothing would ever change so and what would realistically change between the constraints of teacher contracts and just realistic just be realistic about it
right so I think Cassandra yeah I have a question so previously we put forth some recommendations to the to the board um
one of those recommendations was around effective teachers um I don't remember the exact language it might behoove us to bring that find that language and bring that language back um because I think before we started this
ad hoc committee I did say let's not forget about the recommendations that we did bring forward and um again one of the board members highlighted I don't remember what the number was but one of
the one of the recommendations that we um put forth so that language might help guide what it is we're trying to get at with this data and um for this committee so that might
be helpful because I do remember um I I we we put forth a lot of we a lot of energy and effort into the the previous committee and those recommendations um were very solid so I
don't want to go through another exercise of bringing some recommendations that nobody does anything with so do we have a way to find those recommendations and take a look at that because you're right we don't want to
reinvent the wheel yeah I'm looking to pull up okay so you know I'd say so you know obviously we're we're in this phase of this where we're
figuring out obstacles before we're finding Solutions right and um and so kind of back to the supplement thing that you know we requested that data I think on the assumption that one of the obstacles is
financial um but I think it and so we can probably you know the financial incentives is something that you know that's data we can look at not only the supplement sheet um but also things like how teacher ratings and all
that are done and figure out the financial stuff but then my which we definitely should do but then my question would be how do we how do we determine what those other less easy to track obstacles are
that you all have been speaking about um you know the the unknown principal the not wanting to leave your school the you know whatever um those are much much harder to figure out I think
and that's why we put the seq data in there because culture because culture the research is there about the culture retains teachers and that's why I worked really hard to support and retain teachers through
culture I tell you when I if I'm speaking to to any min IP ality you know I always like we see what Wellington the Village of Wellington what they do for the Wellington schools one they're giving a
huge financial support to the school they do a lot of recognition ra Palm does so I always talk to C when I talk to certain municipalities I talk to them how are you engaging with your schools within your municipality to recognize
and support is it is it working with your local businesses to provide discounts for teachers is it like coming in and doing a a breakfast couple times a year little things that build culture for teachers
to feel appreciated and supported go got me a lot further at least um versus trying to give you know 5,000 $10,000 if people feel they're cared for
supported um at a school I said I was going to shut up I'm sorry I just really this topic is really near and dear to me so I don't think we want you to shut up Keith because you have a lot of experience in this and you know I
as as a non-school person I kind of feel like my job is to keep us on track and take notes and let you all who know a lot more about it do the talking so um the I'm I'm very interested in the topic but I don't have anywhere near the
knowledge that that some of the others have on this so that that's really interesting Keith about what the municipalities do um that you know that's something that never would have even occur occurred to me so I think that's that's the kind of
things that we're looking for um that again that like you said the the seq data can give us some information about the culture yeah and when I worked at a non-title like when I worked at qu reef and I'm sorry j like or man it like the
PTA the stuff that the PTA would do for teachers and to make people feel appreciated little things that were're like dang this is like um but it meant a lot to the staff it just saw you know I just saw a difference or ver when I was in mocha so
just in both sides of it how the the community recognizes plays into it as well and supports the that local school yeah elate the profession and make them feel important that you're part of the
community right we want you here yeah so the so then the question is how do we I think you just listed two really big things the the support from the municipality and the community and the PTA which we all know obviously a
PTA at a title one school almost always looks very different from the PTA at the um at the school in the more affluent areas so um did someone just raise their hand um
Janine has raised her hand Janina is in the room there with you guys uh so I just want to piggy back on what what Mr oswal said he talked about um the culture so
like I said they gave my husband the money but the culture didn't change so when the money was gone he was gone because the culture didn't change because it doesn't really matter how much money you really give a person they have to want to be in that situation so
vesting in the staff and the teachers that are there goes a long way um and and really you know I I talked to um Mr Oswell about this all this time we got to make sure that we have the right people in these schools right leadership
down right um because I believe that if you have the right leadership in in a school the right people to drive your staff then it changes the way people operate in a school setting it just it
just it just change it's remarkable to walk the hallways of a school where the culture is um positive right no matter what no matter um where the kids come from the background they come from if the if the culture is positive um and
when we look at students that are not behaving in a certain way and we speak to them um we speak to them with love right we give them we we we we speak to them with love we we we operate in love even when we have to suspend them even when we have to discipline them it is
just a whole different situation and mindset and that comes from the top it it just it it trickles down so I'm sorry I'm real passionate about that part because I sometimes I don't think that we put the right people where they need to be and so I think that not only
are we looking for highly effective teachers but yeah you know what else we're looking for I don't know if I should say that but we're also looking for thank you Taisha the leadership is you said the leadership as well yes well absolutely I
mean I I I guess I considered that kind of a given um is I mean we I know that this is how to get the correct teachers but obviously a big part of that is having the right leadership to to attract and retain that those right
teachers right the retention of it right I I I'm I agree with everything M sim said um but I I just want to put put up uh Dr thus the well we came up there
uh was it this last one you were speaking to I think it I think it was that one yes can we is there any way to make that big enough for my old eyes to read or just send it or
to yeah it was definitely that one ah thank you can can you uh so that last one Keith was there another one about teacher it was that might have been the one I just want to see if there was anything else U keep going
up keep going yeah that was another one but the one that was called out at the board meeting I think was that last one um I can't remember which board member this one kind of plays into what
we were just talking about too right the culture piece um Community Partners yeah we spent some time talking about culture and belonging a lot in that yeah in that committee so that last bullet might be the one that I'm referring to
yep because it plays in so your data teachers just as much as kids right they're not a absolutely so this your data where it was you know where I I don't remember which one but I I know that you shared data the last
time that where we were able to see students voices that suggested they felt safe or they had a a trust in adult wherever that data is I think that um right support some of this is a is a
that's the data that's in the school Effectiveness survey that's the questions that were asked of the students yeah so so you see this is all schools if I were to look at just Title One For
example you can see there's little less um there are some differences there's uh less blue but I think they if you wanted to go buy like let's just go for high school so if
we look at high school Title One this is what your picture looks like um so students feel like they belong at their school um let's look I'm satisfied as a teacher
being at this school it's about 90% so if I look at non-title it jumps up some but you can see that um tile has you know some more ring
there if I do it for if I go to middle school I'm at is title I mean middle school non-title doesn't look great um Middle School title so committed impactful employees this section up
here I think is important when we're looking at teacher retention non-title I mean non-title you can see there's a lot more blue higher ratings versus title around teacher piece and culture the culture
piece and then I go Elementary all right this is Elementary title it's actually not too bad I go non-title still more blue again this is in the chat
I yeah thank you so the I think what's um remarkable to me is when there's a difference between the students View and the view of the staff especially the staff right
um so like who the students respect each other at the school I can't really see what's in the red but okay it's 50 something per and then 80 something per of the staff say yes right so that's huge yeah we done a
lot with principles on that the perception issues well okay but perception is reality so I think that that's okay so but okay the other thing so this this whole conversation is driving me nuts because y'all know I
want to do a flowchart right I just I I just can't I can't take it I can't take like but um so I'm going just say this in my in head the way I process information I think we try to figure out
how we Define I'mma call them high impact teachers how about that how we Define high impact teachers I think it does start with going back to the work of Dr um Cassandra and the and the what
was distilled out of her work right um but then the question is I mean and that that's part of it we start there but what I have problems with this is where the hard Parts going come is how do we how do we find them like how will we go
into how will we ask the data people to find these teachers like so when I you develop it you develop what this stuff that Dr thus is talking about you can help I you know I had at land of Misfits
in the schools I ran and we created a really high performing school so you can train people up you can get people to car that's not what I'm saying wait minute hang on that's another thing right so that's another thing so the number two is how do you train them up
where they are how do you grow them where where they've been planted so to speak right but what we were talking about earlier I think what I was talking about was how do you find those who are high impact and
get them where they're most needed whether it's inside their school right inside existing schol or move to another SCH that's that's my so I'm I'm write out my question so I be clearer next time because I just need for me I need
to approach this what in a way that seems sequential at least to me it might not seem sequential to anybody else right but uh but the question is how do you know so we can each give our stories
about high impact teachers right but how as a District how can the district find them that's why I mention the thing with the $10,000 teachers because they use student data to identify those teachers that was not at all perfect right but
for example the seq can you can you sort the seq by teacher like can you find the the teachers in the title one schools that have like the kids who had the most green ratings for example I mean I'm just saying there has to be a way to find them because I think
ultimately in real world we would have a conversation with those teachers right so anyway so I I'm I'm done but I just I'mma outline it I'mma do my own flowchart and I I share next
time no okay so that's great actually because I think that's what we're going to need because we we clearly are not when we have a meeting with you know at best 45 minutes of of real work time we're not going to be going through these charts of data and all that kind
of stuff it's going to need a little bit of exploration offline um so we have five minutes before the next meeting starts so I think what I'd like to focus on is you know it's it's very well it's
very hard as we're talking to to not leech over into Solutions like you know um how do we find the teachers for example or whatever but um I think also Al back to you know we really need to identify
um very much like uh Dr Robinson said of how do we really identify those um what' you say I liked your term highly not effective highly highly I call them high impact high impact teachers I like that
I like that term um and but also what you know going back to the obstacles why are the high impact teachers not in those schools now and I think we've identified some of the obstacles about
the culture and things like that so I think um going forward we should I'd like everyone to you know like really kind of play with the with the school Effectiveness um data and um you know
just on your own kind of go down that little rabbit hole of looking at everything that you can see and um come back and we'll discuss what we think obstacles are um but also do we need other things other ways
to find out what the other obstacles are oh um Cassandra we can't hear you can't hear me now we can I just want to make a quick comment um and I don't I because I want to caution us not to make assumptions that
all quote unquote highly effective however they're defined schools by the grade or whatever are actually actually have a great culture for all students yeah definitely be care and the opposite
Also may not be true which is a one school that's not deemed effective don't have some really great teachers in those schools so I just don't I want to make sure we're not speaking in
absolutes um as we as we move forward so I just I just want to wanted to say that right no absolutely absolutely um if I may I mean I think both points are very important right like instead of looking at the whole school we need to be looking at teachers
individually and what data point are we looking at um what what system are we using to identify these highly effective teachers right because that's step one before we could figure out what schools they're being assigned to or why they're being assigned to specific schools we
need to know who are they right um how many are they in in a specific school um so that then we could go into part two of this I think it's kind of we need to decipher a step system um on how we're
going to attack this problem or right I think you're right and um Mr rsal uh I think it would be helpful maybe to send to the
committee um information on how teacher uh ratings are done what what criteria determines a quote Highly Effective Teacher and and also then any um any
finances that's tied to those ratings um does that you know I don't know enough about the teacher contract everything to know is the percent raise based on their rating and all that and are the ratings basically just based on how well the students do or there other things so uh
I think that data would be really interesting before our next meeting meeting yeah I can get you the okay so Keith said he would send that and it is 10 o'clock so I hate to just uh abruptly end us but um I think I have to abruptly
end us so um we'll have um so Miss Hicks will send out the information from Keith and um and then we'll go from there see you next month
thank you