And um then we will uh have you all had a chance to read the minutes from March? I did not. Uh so they uh I believe they were sent uh right um
um sorry I'm having and I don't have an excuse. I've had I'm on my third cup of coffee. My only excuse is there's only two and a half weeks of school and my head is exploding. So, um Okay. Do uh do you all
need the minutes sent to you or do you have them? Because I um I have them. Okay. So, why don't we just take a minute to um actually let's kind of review it out out loud because I think it's good since
especially since we canled the last meeting. I think it's always good to um kind of refresh what we talked about. I guess I don't have to do it out loud. So, you all read the minutes and then we'll go from there. I'll do give like three minutes.
Can you tell me which email the minutes are contained in? Cuz I I I don't know. I can't ever find anything in Gmail. Yeah, let me look. Are you here for public comment? No, it's not that one. Okay.
Okay. So, the email I see from May 15th said she did not attach minutes from April 23rd. So, we're looking at March minutes, are we? Yes. Okay. So, let me find out.
Oh, okay. Okay. Okay. I found it. Okay. Okay. So, um just to let you know, we have a parent in the room. So, um for public comment if
um on your agenda. Okay. Oh, okay. You know what? Let's let's go ahead and allow that public comment because since we had to start late um due to the technical difficulties, uh we're actually at the point where we
would would have had public comment. So, um let's uh let's go ahead and allow um allow our person for public comment and then we'll continue with the minutes. [Music]
So, is that is that person coming to the mic in the room? Yes, he's coming to the mic in the room. Press the button. Um so just to explain um what we we are
um a committee of 23 organizations in the community that represent um different um entities within the community. So like FAU card um there is um Sabrina, what do you do? Um what's
your organization? I'm I'm FAU Card. Yeah. FAU card. Um Sue, what's your organization? Gold Coast Down Syndrome organization and Dr. Robinson, what's your organization for Black Student Achievement? So, it's like different organizations. So, it's called
the um district diversity and equity committee. And so, we come together and we um basically um try to talk about [Music] um things that will um that impact our community and the
community of their constituents. and try to um and so the subcommittee breaks off and we're right now we're talking about we're trying to figure out um how to find teachers the teachers that are most
impactful in schools to figure out what they're doing to be more um um so impactful. Okay. um what like like what's their education um what what kind of professional development they're um doing um and so and so that's their
discussion today. So this where the teachers we want to know who the teachers are, where they're located and what they're doing so that we can provide that training to other teachers um or provide whatever they're doing so that that can be pushed out to other in
our district. Right. Um well for Florida I I've been I've been teaching for a long time in this area and my biggest thing is it's it's more about um a lot of the I would say financial resources
is the biggest problem why teachers don't commit as much as they used to and it's a lot more expensive in the community. Um, I think it set us back from the COVID era and, you know, we moved on from that. But it it did set a
lot of stuff back and I think I think more and more it's starting to get back to it. But I just feel like, you know, whoever's controlling the resources, um, whoever think they're behind the scenes, they they might have to put a little bit more effort into, you know, making
teachers more motivated. um being more open-minded to, you know, do ideas. And like I said, it's a lot of coaches that will will be willing to help, but they are very underpaid as well. So, I'm glad I actually stepped in because that that that's the people that do a lot of
volunteering, a lot of free extra work. I know they don't have the credentials that you all do cuz you probably all doctors and master degrees and you know we're not standing on u we're not trying to um step on that part of the um you know involvement of being in the
community after school and I actually one of my the best thing about um you know being in school is you know being together in a group and then after school it's like the parents might have to work and I think We definitely just
need to figure out who really wants to do it and just put more financial resources into you guys being able to, you know, spend your time and not be underpaid as well. So, it's just more about that people having to want to and the reason
to and it's not cheap to live no more. So, and and you know, that's basically what mainly why people, you know, get detered from being, you know, wanting to do it. They might have the drive inside them, but they might have to do more for their family after they leave work. So,
that's basically how I look at it. Dr. Robertson, did you have a um a question for um Coach Bush or did you just want to have some Did you have something to say? I Well, I do, but I didn't hear his name and so if I miss My
name is Coach Ira Bush. Okay. Nice to meet you. Um So, you know, maybe we could talk offline because there is there's ways that we we need to do better with connecting
um the role of the coach to improve life outcomes for our children, even those who are not going to excel in sports after they get out of right. I feel that strongly. That's one of my main messages is like, you know, like it's like 10% to
5% of y'all even going to be successful in that realm and it gets lower after college. So, you know, that's I I preach that definitely. So, may I ask what you coach and where you coach? Um, well, my first five years
was at Forest Hill High School. I was an offensive line coach and a junior varsity head coach and then I went to American Heritage Delray for two years and then Olympic heights for another two years. I started right I was 18. Um the people I was under was um Chris Coell and Bass Alfred those are two of my head
coaches and Jude Blessington and you know these are people you know they still are head coaches in the area. So you know you can the reference will always be there for me and I came from a strong coaching tree and these also were my my coaches in high school as well.
So, you know, I don't have, you know, I I came here cuz I have two niece, a niece and a nephew and a and a child. She's in Brower, but she comes in this county all the time. And me and my sister did a lot in this community far as coaching. And she played sports as well at Lakeworth High School. And I
went to Bokeh for two years. And you know, it's it's you know, I I just intertwined already here and I know I got a lot of ties. So, from where I'm from in Pine County as well and you know, I just want to actually grow. I'm glad this is what y'all talking about.
The after school and stuff is very important to me. That's where I learned how to be, you know, a role model. I got a lot of um experience just being a part of these programs, developing programs, developing prep football teams as well. You know, I got a lot of experience
doing these things. So, my I just want to be informed, you know, they all getting older. They're going to middle school. My niece is in middle school. My child's going to middle school next year. So, you know, everything changes when they get to that level. and you know, I just got to be a little bit more informed. So, you know, that's that's
main reason why I'm here. So, uh, thank you so much for your your comments. I mean, nobody will disagree with you whatsoever. And I have to say, you know, I'm in a lot of IEP meetings and
we used to when the IEP would go late, you know, teachers would just stay even though, you know, it was past their time. And nowadays, everybody's leaving to go to has to leave to go to their second job. And you know, it's a really sad state of affairs when so many teachers have to have a second job just
to survive. It's it's crazy. And that's why I said the main thing I I could just remember like I had to when I was a young coach, I caught the bus to practice. I stayed down the street now. I'm still down the street from Forest Hill. So, you know, I I know about the
resources. Um I didn't cut no corners to get the the u proper training. I was there on time. I was there at 2 o'clock, 1:30 every day. Um I left I was there early, left late. We went to coaches clinics in the area. We went to coaches clinic outside the area. We were very we
were very tightnit um you know coaching tree. So you know I still can call them guys now. So I appreciate them a lot. You know they're still they very know they got a lot of footprints in this county far as coaching and then mentoring and teaching. And you know,
one's a math teacher, one's a physical education teacher. So, you know, I I appreciate them guys a lot for developing me who I am. So, you know, it just for you, I could, you know, I can't touch base with them all the time because we all got families. But, you know, the more you um you know, if y'all
get in touch with them, they'll probably say the same thing about the financial underpayment of Florida coaches in all sports probably, especially football. That's what we, you know, that's where I come from as far as prep um prep prep
sports in this county, you know, mostly football. So, just the underpayment and you know, us putting so much time in. We everybody eventually get wives and you know, you know, we have kids children and you know, we have to spend more time with them and you know, that's that was
one of the main discussions as a young coach. I hear them talking about it. you know, that's what helped me develop, you know, who I am. Just knowing what's going on in that realm. Just we got to have the finances and it's basically we work for free. We get I think headquarters get 5,000 for a whole year
and um what you call it the um assistance only get 2,700 the total for the whole year and we got to be there six months out the year. So if you do the math that's a they say it on a check it say a dollar. you know, when they break it down in our salary, it's a
dollar to be there per day. So, you know, it's just underpayment and and I know other sports probably have other ways, you know, fundraising, um, you know, depending on your your, um, development of your whole sports, you know, room, you know,
athletic director probably can figure out other ways, but, you know, it's still rules and regulations behind that, too. So in Florida so it's very tough especially here just the especially after afterare part and and and I'm not focusing I love education like I think
developing like math and science and reading programs after school is very important in the K through middle school definitely and you know that's when you you you're most you know you listen more when you're younger and it's better to learn when you're younger and then you
know you get to pick and choose when you get to high what program you want to be in and the same thing in college. So just just like if y'all got, you know, ideas for developing those things, I like that's what I'm focusing on right now as what I want to do as well. So
I'm, you know, this is a perfect meeting for me to sit in on. Well, thank you, Coach Bush. We appreciate you. Um, what do we have next on the agenda? I'm going to give you Dr. Robinson's number. She told me to pass her number to you. Okay, I have it for you. Thank you so much. We appreciate you. Thank you. So, the next
thing is um take a few minutes to read the minutes and then we'll do u approval of the minutes. When you guys are done, just um make a motion. There's only two of you, so one of you has to make a motion, one has to second it.
I just have a question. Did we ever receive the data that was mentioned? Well, so that's what we'll talk about next. Okay. Okay. Yeah, because I thought that we weren't going to meet last month to review it, but I wasn't able to. Yeah. Well, so we we canceled
the meeting last month because we didn't have any data and we got data this month, but nowhere even close to what we wanted. We're going to that next, right? So, let me Yeah. Yeah. Yeah. So, let's just finish the minutes. I want Yeah. So, I just want to I'mma move to
approve. Well, I don't I can't remember what order I'm supposed to do this in. So, um the only thing is throughout the the minutes it refers to the test as FAA and I think that it should be fast. Fast. Yeah. Okay. So, um I would move
that we approve the minutes with um the correction that everywhere it refers to the FAA test that that is corrected to be fast. Yes, correct. Yeah, I did. I must to have had FAA on the mind and
Okay. So, second. We got a second. I'll second that. Okay. All in favor? It's only the three of us. Okay. All right. So, um, so you all re we all received a, um, a spreadsheet.
Well, I just sent this to Sabrina. Um, who is the PBCC PTA diversity, equity, and inclusion chair? This is Marcus Brown. Okay. I'm going to send it to you. Thank you. Thank you.
Good to hear everybody. Apologies. I haven't been on all year. Apologies. Glad to be on. Let me ask you. We actually uh removed you from the roll call last month um because you had been here. Yeah. Um so if you'd like to
be added back, we can. The reason we actually had removed you is because then we were having trouble getting quorum. Um if you think that you'll be attending, we're really happy to add you back. Um, and also since it's an open
meeting, anybody can attend. So, I do plan I do plan to attend that. Uh, yeah. I'll leave it at that. Okay. I do plan to attend. So, if you're happy, I'll be
happy to. I'll be happy to be happy to roll. If not, I'll still show up and just listen in. Okay. All right. So, um, do you all have the spreadsheet? So,
you know, what what we were able to get was not at all what we requested. Um, well, I'm finding it to bring it up because I don't still have it up. I have it up, but I I see what you're
saying. Well, I'm going to say um it may not be what we were trying to ask for, but it is what we asked for. Right. So part of the stuff with data requests or public records request is is speaking the language of the receiver. Right.
Well, I think what the the main difference of what we requested and got was we requested teachers and we got schools which are two very thing. So, I said the same thing. And then I think on the second page, so because I already
kind of fussed at Miss Simmons about this, so maybe she can clarify because I think that maybe I don't know. And and I Let me I'm going to be quiet. Let Miss Simmons respond. So on the second page, what you don't have is teacher
names. And um I think that they have to when I talked to Paul and Keith, um there's some they have to talk to legal about disclosing those names. No, we don't
want names. No, no, no, no. No, no. There's Well, then there has to be a conversation in the committee because Sue said she wanted names. Oh, well. So, yeah. And I'm sorry. I I really should have been more clear. So, what we're looking for is a way, we don't need
their actual names, but we need some kind of identifying thing that we can then use to look at like what training those individual teachers have had, what professional development, what education, what, you know, whatever. Um,
so yeah, like we don't actually need, you know, what so I don't know how we go about that. Um, right. So, how how how do you fi Why you got your hand up like you? Let me finish talking. Please put your hand down. So, if you go to the second sheet, it
will tell you like for example, Barton Barton Elementary School in language arts, they have 32 teachers that teach language arts, a section, some section of language arts. That's the big end. at least one of those teachers
have greater than 50% have that level one progress of students progress from FY23 to FY24. So 3.1% of those students they had they showed
progress. That's that's how Paul explained it to me. Can you tell me what the greater than 50 means? greater than 50% of the students. The percent of teachers
greater than 50% of the stu of of greater than 50% of the students went from level one had how did he explain it? This is why I wanted him to come and he can't come this month. Okay. Greater than 50%. So
you wanted to show level one students that progressed from FY23 to FY24. You wanted the teachers that showed progress for level one students FY23 to FY24. He did teachers that showed
progress for those students that had greater than 50%. That's how he showed the progress. So are you saying it's more than 50% of the students showed the progress? Is that what the 50% is referring to is the
students? Yes. Okay. Hi, m Mr. Oswwell just entered the room. Okay. Okay. So, I don't think that that is going to
give you the way that the the the way that that's going to tell you what kind of training that one teacher had. That's not going to tell you the professional development that that teacher had for language art. Three of those teachers out of the 14 that teach
math at Barton Elementary School, that's not going to tell you what kind of training that teacher had, those teachers had. Okay, Dr. Robinson, you have the floor. Thank you. So, first, should we put this spreadsheet up on the screen so we can all looking at the same
thing, but okay. So, this is this is my because I was looking at this earlier trying to make sense of it. And so, you've helped in explaining that the big end is the number of sections, right? So to go back to your example of Barton
Elementary, there are 32 sections of ELA at Barton Elementary, but I think the little N is also sections. Now you if you ask this clarifying question to mi to Mr. Hkins and and and I'm wrong,
like tell me. But I'm suspecting because if you're going to do percentage your um your I can't think of the right word in math like your descriptors are going to be the same. Like you're not going to do you know buses in the numerator and
bicycles in the denominator. So the so I think the little end is probably sections two. And so, so what I'm thinking this means, and we really do need to have a meeting with him so that we can all ask our questions because we all process stuff in different ways. But
what I'm guessing is one one of the 32 sections of ELA at Barton Elementary had more than 50% of the students make whatever the gains are. So see part of this I
realized is I don't know if this is we asked the question about moving one level or moving two levels. So I'mma guess this is greater than 50% I mean yeah one section had more than 50% of the
students who moved one level or more. I'm guessing but I I would like to know right. That's what I'm thinking as well. Yes. Objective on what
exactly it is. So according to Dr. Hchins, 32 teachers at Bart Elementary School, big N represents 32 teachers. Oh, teachers. Okay. That had language language arts.
Not the sections, but represents a section because it's an elementary school. Does that make sense? Okay, I said sections, but that those are 32 teachers. Okay. And the little N would be teachers too. The number of teachers with more than 50% of the students made
at least one level gain. Yes. Okay. Correct. Okay. So, here's the question then. um would we I mean I think it'll be really useful to really drill down and look at the schools that that made a lot of
progress but with our original data request we were trying to say okay let's look at like that one teacher at Barton Elementary um what is different about that teacher than the others you know go ahead Deborah so and and that's
fine to dig into that but I'm telling you you can go down a rabbit hole that we'll be in for a year, right? So, and well, whatever rabbit hole we go down is going to take a long time cuz we're talking about changing something that's in a in a system in a institution. But
for me, where I started with these conversations was the disproportionate placement of effective teachers. I think part of this was we were trying to define what an effective teacher is.
And then we wanted to look I wanted to look I'm this I don't know if this was the consensus or just in my mind. So the placement of those teachers, right? I believe you're right. And to see, you
know, what schools are these teachers being placed in and which is why we also asked for the data um for the student data to be searchable by ESIL, race, gender. um I'm not sure if you're so that we
could kind of like compare and contrast the schools that you're seeing here to that um demographic data. But I mean I I do think that once we like when we see a cluster, so for example, when I was just going through
it, I noticed that there seem to be like a cluster, if you will, at least for ELA, of these teachers at like um I think I I remember PMOSA, right? And and I as you scroll, I see some
others. Hagen Road Elementary. So I think that maybe I don't know how we do it but we talk to um the principles and or APS about how that happen because there's so many different
variables that can create um a really effective teacher and I think a lot of it is the the school-based
leadership, right? Um, and the expectations, the culture and climate. I, you know, maybe I'm wrong, but that's what and, and I think that we need to go for broader things before we get into
trying to figure out what professional development they had, right? Um, yeah. I mean, and may never mind. I'm well, I'mma finish this thought. Maybe we asked the district to start tagging in their in their data system,
tagging professional development to and their future outcome so that they could look at it themselves. Like everybody who went to to Davis Killian's training, you know, on seventh grade advanced math, you
know, all of their kids tend to outperform the other kids. But that would be a retrospective and the data would need to be tagged first, right? So maybe I'm I'm just throwing that out there. Um but I really think I mean it's just like in phys with physicians you go
to all kinds of um continue medical education stuff and it's not the training. It's the person and and how they choose if they are inspired to use it. Okay. I'mma quit outing my
profession though. Okay. I I think that um what Dr. Robinson said is um important because I think that maybe looking at some of the um comparisons of the schools and
the like population of the school and seeing like whether or not who's who's servicing those students and what students are being serviced and seeing. So now where are we with who are
the teachers there? What is the teacher population there? Like and trying to compare and then maybe that's where you can try to find what you're looking for. what what is being provided for those teachers and why are they why maybe that
school has nine or 12 teachers as oppo um getting those results as opposed to this school that has the same population and they have two to three teachers maybe that may is that what
we're saying Dr. Robinson. I'm not sure. Um Marcus has his hand raised. Thanks. Uh when you mentioned, you just mentioned population. Uh are you referring or is is part of that look into the population of the school or the
teacher base? Uh demographics. Demographics I'm talking about. Um yeah, demographics as far as just trying to compare similar schools um looking um from top to bottom. And I I think one of the other
things Yeah. I mean we're talking about the demographics of the students at the schools not you know so not I think so much the demographics of the teachers but something else to think about which would be useful piece of information to know is um it may and we probably
actually have this from the other data because I'm looking at like for example Elbridge Gale where um 84% of their teachers had more than 50% of their students make gains But um so you know
11 of their 13 um but maybe only they could have had only 11 students that were at a level one right because of the demographics of the school. So I'm just thinking like like that looks like really great uh percentages. you're
like, "Oh, they, you know, they managed to raise their students." But it's going to be very different if you have one student in your class at a level one that you're trying to raise up or if you have half your class at a level one and you're trying to raise them up. So I I
think I think this data would be good when we go back. Remember we looked months ago at that we had those um th those links online that have those really great um all the stuff with all the demographics and everything about the schools and the students. So, I
think we really kind of have to spend some time to to tie it all together and look at, you know, and maybe you start by looking at the schools on this list that have high numbers. Maybe maybe look at the schools
that have the highest numbers and the schools that have the lowest numbers. And just as an exercise, then go look at the demographics of the schools, right? and see because I think what we want to find is those teachers who are really effective, not just those teachers who
happen to be lucky enough to uh work in a school that has um you know the demographics that will lead to those results. But isn't this data? So I to me it's kind of clear that on page one we're
talking about students who started with level one or started with level two. Right. Let me look at it again. So right we do have that D. Right. Right. Okay. I was looking at at the page two. Right.
So, but so that's but that's the question is if Miss Simmons knows if this percent on page two if the percent the percent greater than 50% do you know if that is students who started
level one that moved at least one level do you know exactly what that definition Yes, I have to look at the bullet points that I sent him that I sent um Dr. Hchins. Let me look at those bullet points.
Right. But yeah, so you know, looking back at this page one. So let's let's go back to like say Elbridge Gale. Um, so they had 35 students that were at a level one
and about a fourth of them stayed at level one and about twothirds went up one or two, you know, that about half went up to one. So, so this is that that is really good information because I think you know we
start looking at those schools that have the higher percentages of of students moving up. It'd be interesting like to do a little like quick analysis here like as the number of students who are to total at
level one goes up does the percentage of those who increase go down? You know in other words just a pure volume thing. [Music] Um well that's why we got it sortable so
we can play with that. Yeah. Oh, it's 9:55. Between our um IT problems and um our guest speaker, we we haven't had a lot. So, let's talk about what we want to do going forward.
Um, I kind of feel like like we should So, it it it is um students that had more than 50% of their level one students grow to a level two or higher.
Okay. That's on that page two. Yeah. Okay. Okay. Um, I think it would be good to kind of take some time to analyze this data and maybe cross reference it with the
teacher effectiveness survey. Um, right. Um, yeah. No, that's a really good idea. So, so really what we have to say is are we are we all going to spend some time offline? Are we talking about the
school effectiveness questionnaire the SECQ? Yeah. Yeah. Because we got that data earlier. Um it's Yeah. So it's it might be beneficial to
um you know look at that those schools especially on on page two see which teachers um which schools had a higher percentage of teachers making those gains and then cross reference it with the school effectiveness or teacher I'm
sorry um the survey. So you're trying to correlate academic gains to the culture and climate. Okay. I think that's valid. That's just not where we started. But I think that that's a good question, right? But when I saw it, cuz
I know we getting ready to get cut off, but when I saw it, what I see is if you are fortunate enough, if you had formally performed at level one and you are fortunate enough to go to a high income school like Drifus, Jupiter Farm,
Sun Coast, uh I don't know, I don't know West Boon Middle enough. I'm assume it too, but or Bach Mar, huh? Park Vista. I mean, I was looking at Park Vista on page two,
right? But if you sort it if you sort column H and column Q from lowest to highest. So, I'm just I'm looking at who goes from level one to level three. who started at level one and the percentage
that went to level three. And part of that might be I think Sue Davis was talking about just volume, how many um students who per started at level one, you know, um but you know, so I think we need to ask
questions and see if the data we have answers it. Yeah. Yeah. I agree. Oh, I I think what um again because we only have one minute now um I'll kind of summarize um what we want not just the people here
today but the few who also couldn't attend um and ask everyone to spend the time between now and the next meeting to really kind of you know devote a few hours or so to analyzing the data and then we'll go from there at the next
meeting. Sound good? Okay. All right. Um and we are adjourned. Thank you everybody. [Music] [Laughter]