Good evening everyone and welcome back to the new school year and the uh meetings with for the academic advisory committee and so glad to see everyone here in person. And I understand we have a few people online. So that's
fantastic. And if we could go ahead and I'm going to call the meeting to order at 5:47 p.m. And if we can go ahead and do the uh attendance information. >> Good evening. Barbara McQueen, school board member
one, district 1 here. >> Christine Tibs, school board member two here. Rachel Freshberg, District 3 >> here.
>> Dr. Holl, uh, Sidenfield, District 5. >> Hi, this is Gloria Brandt. She's actually trying to get into the building right now. She told me she's not able to get in. So, she's there, but she's not able to get in.
>> She said she emailed a couple of people. I just wanted you to know she's trying to get in. Thank you. >> Someone's heading out to help her in. >> Okay. Thank you. >> Laura Felman, District 6, present. Charmaine Postol,
PTA, PTSA Council, >> present. >> Latoria Hiller, Coalition for Black Student Achievement, >> present. Regginald Durandis, IGT Nexion.
>> Randy Gabriel, ESC Advisory Committee. >> Sheila Scott Luben, Palm Beach State College. >> Dr. Margarita Pinkos um was not able to attend. She sent us an email. >> We have a quorum.
>> We have two more people who've just arrived. Good evening. >> So I believe we're updating the attendance for those who are not in the room.
>> Dr. Holly Sinfel, >> we have a quorum. >> Thank you all very much. Someone behind you. [Music] I'm Susan. I'm filling in. >> Can you please introduce yourself?
Thank you for coming. >> Okay, so um if we could have a motion to approve our minutes from the April 14th meeting, that would be wonderful. >> Thank you, Randy. >> Do we have a second?
>> Thank you, Sheila. All in favor? Any opposed? Motion carries. Thank you very much. And do we have anyone in attendance for public comments? I don't believe that we do, but I just want to confirm.
Anyone here for public comments? No. Okay. Thank you very much. And then moving on to the next agenda item. if we could have the update for from the chief academic officer. Thank you so much. >> Should we be concerned about that beeping?
>> Wonderful news. >> Yeah, it says update. >> Do not have to I'm talking. >> Oh, yeah. I'm seeing it. >> Um, yeah. So, the next item of business actually for an this is the first meeting of the year. So, it's the
organizational meeting and uh at this time the next item of business should be the selection of a chair and vice chair for this school year and the adoption of a calendar of meetings for this year as well.
Um wants to take any nominations for chair vice chair. So, I would like to um in the past few years um on and off, I think either Charmaine or I have been chair of this
committee and it occurred to me that perhaps somebody else might enjoy this position. Um and that might be good to hear other voices besides one of the two of us. Um, so I would like to nominate
Miss Quinn to be chair. >> It was push it one more time. There you go. >> Sorry. Look how long it's been. >> Well, obviously I'm waiting for a second, so I'll just be quiet.
A second. >> Any other nominations? >> Why do I feel like this was planned? But thank you so much for your confidence. It was not planned, but thank you >> seeing it. >> Hey, please.
>> Yes. Oh, >> no. I think it was her calendar. >> Okay. Are there any other nominations? Seeing none, let's go ahead and take a vote. >> All in favor for Miss McQuinn to be the new chair.
>> I >> I >> Okay. Anybody opposed? >> All right. Well, congratulations, Mrs. McQuinn. You're now the chair. Yay. Mr. Collins knows I love the academics.
>> Great. So, now we're looking for a vice chair. Any nominees for a vice chair? >> Right on Q. Miss Costa, I'll nominate myself. >> If no one else is interested, so Miss Bman has nominated herself for
vice chair. Any other nominees? All right, I guess we'll take a vote. All in favor? Any any opposition? All right. Congratulations. Miss Falman is the vice chair. Great.
>> So the next order of business would be the adoption of the calendar meetings which I think was attached to the >> right. It was attached right Elma. >> Yes. >> I guess our new chair would bring that forward now. is new business.
>> Here are the dates. >> Sure. All right. Okay. So, let me ask a question. So, we are right now ready for the updates, right? Or no, >> we we are voting on the calendar of
meetings, the meeting schedule. >> Okay. Now, let me ask you this. Tell me where I'm seeing that on the agenda. wasn't on the agenda. Actually, >> I'm not seeing that on the agenda. Okay. So, we all have a copy of the um
advisory committee um proposed dates understanding that we won't meet in May. Um we I think we've all had an opportunity to to look at those dates. So, is there a motion to approve those
dates? >> I'll move to approve these dates. Okay. Um, all in favor I or raise your hand. >> I. >> Any opposed? Motion carries unanimously to approve
the calendar for our 202 oh 2526 school year. I was ahead of myself there. Okay. Now, are we to our updates from our chief academic officer? Don't you have to do the review of the policy? >> Well, we can do a quick review. I think
everyone here has been part of this. Uh I would remind the committee that we are you are bound by policy 1.09 which is advisory committees to the board. Um the portion of the agenda that we just handled was the organizational meeting
which is required by board policy to occur at the first meeting after school after that occurs after the return of school. So this being that meeting uh the the uh policy requires the committee to select the chair and vice chair and
to adopt a schedule of meeting dates for the year. So we've concluded that part of business. Other than that the um policy was attached to um your calendar invite. I would urge everyone even though I know many of you have been uh
advisory committee members for many years to uh please just make yourselves familiar with this. Make sure that you have completed the appropriate forms and training if you have not done so already. Um but you should have completed a schoolboard advisory
committee conflict of interest form and viewed the ethics training when you first became uh committee members here. Lastly, again, you are public officers. So, as you know, these meetings are subject to the sunshine law. Uh all the
minutes, anything else, any business that is transacted during this that occurs during this meeting subject to sunshine. You uh as committee members, Sunshine Law prohibits you from discussing with another committee member
any business that's going to come in front of the committee outside of Sunshine. So any business that you would want to discuss about this committee should be brought forward at committee meetings, not via emails and not uh during, you know, if you catch up with
someone else at a different event, that type of business. You can still converse, but not about committee business. Um, lastly, again, one last piece, the reminder again is you're subject to the rules of ethics because you're considered public officers.
So, uh, just bear that in mind if anyone should approach you asking for any type of, uh, special consideration or special favors. You're public officers and you're bound by the rules of ethics. If you need a refresher on that, the ethics
training is available online and you can review that as well. Any other questions about this um, particular policy? Yes. >> Just to clarify um, good evening everyone. Just to clarify the piece on um bringing forward topics is that um in
relation to when we're speaking amongst each other or if there was an email that was to be sent through staff regarding a topic of interest. >> Emails through staff are okay. Yes, it would be private conversations between two or more uh
>> I just want members. Yes. Thank you for that. With that, I think uh so we will move to our chief academic officer. >> Good evening, everyone. It's great seeing all of you back here today. Um I'm going to start out by again
congratulating our new chair, Mrs. McQuinn, and our vice chair, Miss Felman. So, we're looking forward to an outstanding year. But first of all, I have to start out by just announcing how thrilled and excited we are that Palm Beach District is an A-rated district again. So big congratulations to our
staff, our teachers, our students and all of you, our supporters as well. We're very, very proud about that. And Mrs. Wyatt is here and she's going to tell you all about how we achieved that and some key data that we're really proud about today. Um, I do want to
announce that we have had a very smooth school opening. Uh, we started with our brand new school that opened this year, Saddle View, and our first week of school went very well. Uh we are still monitoring how we're doing with our enrollment and all of that. Um Monday is
our 11-day count on the 25th. Is it Monday? So we will know exactly what our student count is as of that day. Um we did also have a great summer of preparation getting everything ready for this first week of school and that's why
I think we did so well. Our teachers engaged in professional development. Our leaders were busy planning uh for the year ahead. We were busy taking a look at our successes because we definitely want to build on our successes from last year. We were also looking at
opportunities. There always opportunities for growth. And so with the team, we worked on making adjustments when needed to our academic plan, making sure that we have the supports in the right places. Our regional offices as well. Uh we welcomed
a few new principles also. So we're busy onboarding them. And um other than that, we are we like I said, we're off to a great great start. So, I'm going to have I'm very I'm limiting my comments today because we have quite a few items on the agenda. So, I am going to turn it right
over to Mrs. Wyatt with some academic updates. Good evening everyone and I'm so happy to be here with you tonight. Um they're not really academic updates per se, but it's more sort of giving you sort of a state of where we are in terms
of our data. Um many of you have already seen our executive summary um giving you the gist of the data, but tonight I'm going to go through it a little bit more as an overview for you so you can kind of see where we landed. And I do agree with Miss Bishop. We've had a fantastic opening. Um sometimes we judge our
opening you know just what we hear from the ground from our principles but we also look at the number of constituent concerns we have right so like how many concerns are coming in for transportation or just coming in from school from parents that haven't had
positive experiences and I have to say um I have this is my first year in the deputy superintendent's position but prior to that I was in the chief of staff position so very much aware of the types of concerns that were coming in. And this year, it's just remarkable
the number the small number of concerns that came in the first week and that were really uh easily resolved. And I do think it was exactly what MP said, Miss Bishop said, all the teams working really closely together this summer and working closely with our principles to
make sure that our students and our families had an amazing uh first week. Um we had a great leadership summit um in July. That's kind of our kickoff meeting. And in that meeting, we're able to really communicate with our our school-based leaders. We're able to
celebrate some of the successes that you're going to see today. And we're able to really prepare them um for what's new and what's coming. And I think that that has really also uh helped as well. So, with that, I'm going to just kind of go over a little bit of data that's almost
past news now, but but it is but it is news that we would like to share. Again, these are some of our performance highlights. really excited about having 82 A-rated schools. Um 91% of our district high schools earned an A or B rating which is
really really high and we haven't been that high in a long time. And districtwide about 120 schools earned an A and B and yes we have no DNF schools and that district operated schools I should say and that is really quite amazing. Um, we had two schools, Pine Jo
and Rosenwald Wall, that actually jumped two letter grade. So, we were out there celebrating them on the first day as well. And you can see that's the principal of Pine Jo. And she's been she's really excited. She I I actually went to Pine Jog the first day and just
the energy and the synergy at their school right now is really high. Um, you could just as a quick snapshot the academic gains in the following subject areas, but I'm going to move and go into that a little bit more. deeply.
So this is just kind of showing you over the years back from SY or what would we really say school year or FY15 all the way up to 25. You can see that you know way back when sitting at 54 AM schools now you know at 71% from last
year a jump up plus four. We just have small snapshots of each region and the number of schools in those regions that improved their school grade. And of course we highlighted Pine Joing from that C to that A. We also had Choli Lake last year who unfortunately
dipped down into that D which they hadn't been in a you know long while. And so they were able to bring that D back up to a C. And you can see several schools moving from B to A. Crestwood HL Johnson Palm Beach Central High School. Wimbrook had been an A for many years
and lost that A and now they've regained that A and of course Palm Springs Middle C to a B. So lots of lots of improvement there. These are the schools in the north region that improved a school uh a school grade and you can see particularly Roosevelt and Wester Rib on
the bottom sitting at D last year jumping up to a C. Had a new principal over there at Roosevelt L who's really doing some nice things. Um so again just some great growth. I know Miss McQuinn's probably happy to see that in the North region. Looking at Jerry Thomas and Jupiter Middle School regaining those
A's, right? >> If I may say about Gardens High School, they have not been a B in a decade. >> Yeah, huge jumps. Really, really excited for those schools. Moving down to the Glade Central Region. I have to say the Glades Region School has been making
really, really good progress, not just this year, but really good incremental progress over the last few years, and they're doing some phenomenal work out there. And you can see, I don't remember when Pokei Middle Senior High School and Glade Central High were both a bee together. I mean, that's just really
fantastic. And Lakeshore Middle grabbed their B. Um, I'm sorry. Pokei actually went from a from a B to an A. I'm having a moment now. Did they go to an A? Doesn't sound right now. I guess they Oh, Poco Elementary. I was like, wait a second. Middle school. No, they
were a B. I'm sorry. I was having a moment there. Yes, Pokei Elementary School is an A. And then again, we high, you can see we highlight Rosenwald, that C to an A, that double jump. So, really, really great work going out in the Glades. Um and then the south region
again, eight schools improved their letter grade as well. Really nice to see um Boca Ratan jumping up to that A because that's a school that's been struggling to be an A for quite some times. I know you see that right. Um Miss Postal is a South region girl. Her
so she knows. Um and then Congress regaining that sea. And I have to point out both Pine Grove and St. Lucius High School because you know the blood, sweat and tears for those two schools really like has been
absolutely phenomenal. I know Pinerove you know going from that C over time moving it to a B and then moving it to an A with really really strategic work. Really familiar with those schools. So really proud of them. These are some of our alternative and
DJJ schools and and it kind of they don't get a school grade rating but they do get commendable. Um they all of that's the highest level you can get. So commendable to commendable is still really really good and you saw crossroadmies moving from maintaining to commendable
which is really exciting as well. Okay so just to orient you to this slide across the top you're going to see um the grade levels. This is our ELA performance and we're comparing that performance to last year. So the bottom line would be on the actual bottom line
um where you would see the difference in green is obviously a plus and yellow is a would be a small drop. So basically in grades 3 4 6 7 8 9 and 10 we had some pretty good growth um from our previous
year um particularly in grade seven ELA where you say it where you see a 10 point jump. That's a pretty big jump. So that's from last year. Moving on to the math performance. Again, looking at that bottom row, you're going to be looking
at FY24 to FY25 across the grade levels. Um seeing some great growth in grades three and four. We were kind of struggling in those grades before, so it was nice to see that jump. Um fifth grade seems to be our hot spot. We saw it in ELA and we're seeing it in math
that this is a year that fifth grade, you know, we're really looking at them as sixth graders this year because it's that cohort of students. They didn't do as well when they were in fourth grade. They're still trailing a little bit in fifth. So, we know that the six that they're sitting in sixth grade right now. So, we need to be looking at the
type of support that we're providing there. Um, and then you can kind of see across the board some nice growth in algebra and geometry. looking at science, there's that fifth grade. Again, we would have expected more growth than than one point for our science growth. So, that's that same
cohort of students who are sitting in sixth grade right now. Um, I think we were pretty much on par with the state with our eighth grade science growth and and and a little bit above for biology and our growth there. Um we've had we've made some solid
growth year in and year in for civics where we did not make good growth this year. it was in US history and even though you see a two-point gain when we compared oursel to the state and other districts um US history was definitely a hot spot this year but I know that Miss
Bishop and I have been working very very closely with the social studies team and we've made quite a few adjustments to our scope and sequence um there we hired some new staff in there um so there's quite a few changes that we think are going to be quite impactful so we're
going to be really looking to see a big bump in US history this Um this is our grades 310 ELA and math by subgroup. So we can kind of see which subgroups um are making gains and you can see kind of across the board um all of them overall you can see across the
top and you can see particularly um I was going to say I was thinking that it was like a um they're all pretty similar. we see like ELELLL in math, you know, we saw some nice growth there and in in algebra as well as our black
students in algebra took a nice big jump right there. But you can spend some time digging into that since you have the um deck as well. >> Yes, ma'am. Just so I'm um clear on this data, is this showing, for example, when you look
at Hispanic 47.1 to >> 51 to I'm sorry, 51.3%. Is that showing 51.3% of our students are >> that's okay. >> That's exactly what it shows >> where we were last year in terms of the percentage of students that are
proficient as to where we are this year to the students. So, of course, you know, we know we're always trying to show growth, right? because we have to move from point A to point B. But at the same time, we're also quite cognizant of our proficiency rates, right? And making sure that even when we have growth,
which subgroups do we really need to accelerate that growth being that their overall proficiency rates aren't exactly where they would need to be, but we certainly have to start somewhere and growth is the first place that we start. >> One more followup. >> Proficient, is that three um three or
more? We consider that three and above because that would be considered Yeah, the state has different ways of determining what is considered proficient. Um, we consider precision the state does consider three and above proficient but they use different terminology, you know. Um, I can't think
of the wording that they use even though level four is I think it's like I I'm sorry. Yeah, there's there's a different term, but three and above is proficient if that's what we're looking for. And those are always the numbers that we use. So, for instance, um when students
get below a three, that's when we're looking at intensive remediation for them. And that's when it's kind of required by the state. And of course, students need at least a level two to be able to graduate without meeting some other requirements. And in the third grade level, also our level one students
in third grade can be flagged for retention if we don't get them through some summer school um good cause promotions, etc. Yep. So again, on one hand, we celebrated our growth, right? Lots of successes, lots
of things to be unhappy about. But on the other hand, we also want to say that we're a very competitive district. Right. And we're not happy until we're back on up on top of number one. Not number one just for our egos, but number one for our students. So, we feel like
there's no reason why our students can't be performing as well as some of the other large urban districts around us. And we take that very seriously. And again, it's a balance of celebrating growth, but also knowing that we need to accelerate that growth and we need to
get ourselves back on top on top for our students and our families. And so that's why we've done a really deep deep data dive this summer to really unpack specifically where that's coming from, right? What subjects it's coming from, what grade
levels it's coming from, what schools it's coming from. And we're making some we've made a lot of curriculum shifts. I don't want to steal Miss Bishop's thunder, but a lot of it some we we have to own that at the district level, right? is what are we providing for our
teachers and how are we providing it? How are we supporting our teachers? How are we supporting our administrators? What is the professional learning opportunities that we are giving? All of those things. And then we also need to kind of look and hold our schools accountable, right? What are our
school-based leaders, you know, what are the best practices amongst our school-based leaders and which of our leaders um are building the right cultures at their school, the right positive cultures that promote learning and promote professional development and
um celebrate their students and create that environment for bestase learning. So, those are all the things that we take very seriously and I think we have a lot of great people in place to do that work and we've spent probably more time than I can even think about collaborating around how to make that
happen this year. Um, so that's really where we are in terms of doing that. Um, I want to talk a little bit about the new grading scale because this is complicated, right? This is school jargon. This is educational jargon sometimes for the that not everyone's
aware of. So, our school grading scale grades um elementary like differently. They don't grade them differently. Well, they do grade them differently. So, let me explain it. They grade elementary different than middle, different than high schools, combo schools in the
district. So, it used to be, you know, that 62% or higher percent of points, right? Percent of points. What gives you an A, B, C, D, or F? um was the percentage of points across the board.
Where are we? Last year, last year, middle schools needed to be at 64% or higher of the points to be able to earn an A. And then you follow the scale down. And elementary schools last year were at 62% of the points to receive an
A as well. But high schools, combos, and district schools were also at 64%. needed to be at 64% of the school uh of the points to receive an A. What happens is in the state of Florida, if more than
75% of the schools in a particular division earn an A or B, this clause goes into effect. And so for the following year, they raise the percent to a higher level to the next five.
Right? So the next five was 65. So technically, if this were to happen again at a high at the high school or combination schools, then it would go to 70, right? So it goes by fives. So for next year, this is the grading scale. So
it makes it a little bit tougher for high schools um to get the percentage of points. Um but I will say um we tend to rise to the occasion when the bar is set higher. And then the other thing that I would say for high schools and and combo
schools and the district as a whole or particularly high schools is high schools have many different ways to earn points, right? Through graduation, through acceleration, through um just student achievement. So there are, you know, it's a little bit easier for them than the elementary schools per se that
it's strict strict student achievement. So we we we will we will rise to the occasion. We have confidence that we will. And I believe we were at like 66 as a district this year. We were at 66 percentage of the percent of the points.
We moved up from 65 last year. And I'm happy to open it up for any questions. Ma'am, thank you. And by the way, if anyone else has them, I honestly can't see all the way across there. So tell me who you are when you have a question or a
comment. I know that um this past school year that Superintendent Burke because I asked him if we were focusing on individual students and what they needed and he said yes and I think that that
has a lot to do with our success. Is that part of what we're still doing rather than saying I teach this I'm of course I'm moving to high school right now but I'm I'm teaching this particular class and so that most of them need this skill so this is what I'm doing rather
than each individual student. >> Yeah. I mean that's a great question because one of the major pushes I think we've had as a district in the past few years but I think this year even more so is we think about small groupoup instruction at our elementary schools.
we're a little bit more adept to doing that and used to doing that and differentiating what our students need either when it comes to just regular core instruction or when it comes to intervention that has been sort of um you know a work uh in progress for our middle schools and our high school
teachers. A their blocks are a little bit shorter than the elementary blocks and b it's just not like habit like we we it's a habit. It's just something that we do. It's muscle memory in elementary. But one of the things that you know for example that we've done this year is we've added a program um
into our intensive reading classrooms called read 180 which is a rotational model which means they have to be in small group and differentiated instruction. That's the model of instruction that that read 180 presents. So I think so I think that we we are
also really in tune to getting elementary people moving into high school positions and I think that has helped us too to start opening that those lines of communication for small group instruction. So I would say yeah we're really good at it at elementary and we're not we're not quite there yet
at middle and high school but we're getting there right would you agree Miss Bishop? Yes, absolutely. Because not only do we look at proficiency, you may have said that, but I was trying to let someone else in. We also look at learning growth, right? And so we want to make sure our students are
demonstrating growth year after year. That's very in part of the grading system as well. >> Thank you. >> Any other questions? Stman, >> I Yes. Um couple of questions. Um the
first was I noticed both for in seventh grade both for English language arts and in math there was a a jump and you had pointed that out. Um and has there like what enabled that to happen and how
is it possible to replicate in other situations that you know what drove that jump? >> I don't know if you want to take that one. Sure. Definitely a lot of work. A lot of work. Um um and of course and that's part of
what we do is we analyze our successes so that we can replicate it. Uh but we did we saw a lot of um growth in in terms of the um instruction really making sure it was strong. Our high schools had content clinics in which
they met with teachers from each content area to plan out the upcoming units so that the teachers were familiar with the standards and understood the resources that they needed. We did the same thing in elementary school. We call those cadres. Again, a representative from each grade level from each school would
attend these meetings. Um, we also did a lot of work in planning at the school sites in what we call our professional learning communities in which teachers are able to collaborate, share best practices. um you know plan for the individual students as McQuinn was saying that they have in front of their students. So
looking at all their students whether they're ESC whether they're ELLL um or gifted students and trying to meet their needs. So those are some really good practices that we attribute this success to. Um we did make adjustments like in math um in some areas we adjusted the
scope and sequence um based on on the on the input because we also collect um we survey the teachers and and get their input as as far as where they thought there were areas that we can improve on as well. Um, yeah, I would jump into that because
I feel like the things that you're sharing are things that we do at every grade level, right? And so the to the point of the question, I think that there were some scope changes. >> Scope. >> Yeah. That that I think that's what happens. There's two things. There's scope changes sometimes that impacts when and how um teachers are teaching.
And the other thing sometimes we look at the cohort, right? Was that a cohort of students that performed really well in sixth grade and now they're performing well in in seventh grade? So there's a little bit of that too, I think. So, one thing it's really important to know for math in particular is that oftentimes
our seventh grade math scores are seem really really low comparatively to everyone else. And that's because we accelerate in Palm Beach County in a different way that they accelerate in in other districts. very very few students actually are take the the seventh grade
math assessment because most of those students by then most of our students are accelerated into eighth eighth grade math by then. So you'll see like our students in third grade or third grade that are in AMP wind up take going to fourth grade AMP and take a fifth grade assessment and then fifth grade they're
taking a sixth grade assessment and then seventh grade so and so on. So because of our acceleration model, you will see us oftentimes we outperform in sixth and we outperform in eighth when we compare across the states. And our seventh grade doesn't always look that strong because
it's the students that are really, really, really, really, really struggling in math and that we're looking more at learning gains for those students and still working to get them to proficiency. But again, it doesn't necessarily answer your question to what happened in seventh grade math, but it could have been too that performance was
really, really low. the year before in seventh grade math because sometimes it is and you know there are some scope changes and things like that. >> Yeah. Because they identify those to those standards that the students had more difficulty with and they cover that in the content clinic. They really go into those standards. They went into
them a lot deeper and really making sure that >> we planned accordingly. >> As I recall during one of our meetings last year, there was a discussion about um difficulty scheduling math interventions. >> Yeah. And so I assume that there were a couple of
different solutions that more than a couple I'm sure that schools found in order to accomplish those math interventions. Has there been an analysis of what those inter interventions were and how well the
students then performed to then decide because that could also help address maybe what happened with the fifth grade uh lack of gains and even then the possible interventions that were put in place for those seventh graders. um you
know and I I do am familiar with the acceleration program in math and I think it's wonderful that Palm Beach County allows for that enables that and I think it's a great opportunity. Um but I was wondering how those intervention plans
impacted and if we could perhaps look into that further at another meeting or something like that. >> Yeah, we will bring it back because as you know the math intervention programs are relatively new. Um actually as I go over the pupil progression this year we
finally have more specific data um criteria I guess for students who really do need the interventions because before there was really no parameter set and so the state's providing us more information but we are in the process of looking at all that because we definitely want to replicate what worked
and what didn't work. So we'll get back we'll bring that back. >> Oh that's great. And one other question. Um, and you'd brought up with the gifted program and showing gains, etc. And I know that sometimes the test might not accurately work well for someone who is
gifted and scored well one year and missed one question the next year, which then throws things off. But that being said, um you also do have gifted students who have learning disabilities or absolutely >> other impacts and you have some gifted
students who might be struggling but not identified as having a disability and can we see those that information for how those students are performing um just to know that we can take a look to see that their needs are getting met in that same >> Let me clarify that. So we would have to
identify which students in our districts qualify for gifted services as >> who are receiving gifted services. >> Gifted services who are who also have an IEP. >> You could leave out the IEP but just those who are receiving gifted services. >> Okay. Just gifted services.
>> Just gifted services >> who >> and I right some of those students might already be counted in a different category was my acknowledgement. Okay. >> But just you know for the ease of the data >> I think we could do that. But I can see I think we can get proficiency and gains for gifted students for sure.
>> That'd be great. Thank you, >> Miss Wy. >> Yes, ma'am. Yes. >> Through the through the chair. Um just want to along the same lines as Miss Felman. Um wanted to see if we can also get a breakdown of AMP, the students that Yeah. AMP as well as um
>> we do have that. So we'll have >> Okay. And then also eighth grade um or I guess um the accelerated classes for the middle school. >> Yeah, we could get that for you. >> Um you spoke you credited some of the
schools moving up a letter grade. Sorry, my first time here so I'm learning the lingo. Um and you spoke about strategic initiatives by certain principles. Can you expand to that? >> Yeah, I mean when I say strategic it's on all fronts, right? we think about being strategic in in terms of systems
um instruction and culture, right? And and principles that establish or create a positive culture in their building. Um typ typically lay that foundation for what's going to happen, right? It's like teachers are happy to be there, students are happy to
be there, they know how to uh make people feel good about being in their school. When families drop their students off, families feel good about that school. So creating that culture for some principles are a little bit more adept at doing that than others. The next layer that we layer on top of that is
systems and sometimes we have principles that set really great culture, right? But their systems might be ary, right? There's systems for everything that they do at their school for how students enter the building to how to set master schedules for kids for learning, how to set intervention schedules, how to how
to walk to the lunchroom, every system on campus. So when you combine happy great culture with effective strategic systems then you can really hyperfocus on instruction because without the first two instruction starts to it's very it's
really challenging to do that. So we have some principles that are really really adept at doing all three and they can focus then on like Miss McQuinn said, how do we know what our individual students need and how do we then set a a schedule to make sure that the
appropriate staff might be jumping into that classroom to provide that support and how do we make sure that those PLC's are functioning on the highest level where there's professional learning and collaborative planning and all of those things. So like when I was thinking about Pinerove, I was thinking about a
principal that is really really strategic about that that has gotten that has has got a community to buy in to the culture of that school. I think you know you were a former Pine Grove teacher and she has built this like
culture of excellence and the and pride um at the so teachers want to stay, right? So then she can once they want to stay and they're happy to be there, she can provide the right capacity building professional development, the right master schedule and then you know
everyone is there. They're all in it to win it kind of and that's kind of when I think about a strategic principle and those strategic moves what they can do to to move a school and yes how do we replicate that? We try to do it all the time, right? So through mentorship, through putting principles like her, she
she has like four little mentees like within the region right now that she's mentoring with her systems um through different types of professional developments that we're doing with leadership. So yes, the goal is to replicate those principles that are able to make that happen in their schools.
>> And she was also elected, as no surprise, as principal of the year last year. So yes, >> and so the A was just like the icing on the cake. >> I hope that helped. I hope that was >> okay. >> Yes. Thank you.
>> Any other questions? Then we will move on to policy. >> Oh, we do have another one. Miss Felman, >> one more. Um, in the future, could we see the information broken down by region? >> Um, just to see how
>> we could do that. We have that. I figured you do. >> But that might be also very >> Absolutely. It is >> informative. Yeah. >> Good question. >> Thank you. >> Thank you. Policy 8.01.
>> All right. Thank you, Mrs. Wyatt. Um, let me go right here. All right. Of course, it was the last one I tried. All right. So, policy 8.01 is our uh student progression plan. Okay. Okay. So, this
is a it's established by Florida law. And what it does is it's a comprehensive plan for student progression for grade grade by grade including graduation. And we have one for elementary well altogether elementary, middle, and high school. And then a separate adult um
education plan as well. And every year these progression plans are revised based on um statute changes or policy changes at the district level. So we happen to be in the so our there's a committee composed of members from all
different um aspects of the school system principles from at different um grade levels we have representatives from ESC different different departments ELLL um the health department etc etc and they work on this for months so they
they review the current plan they make adjustments um and then we kind of agree on things and then we wait for the legislative updates to to close which happened late this year. Um and so late in the summer we were working on this, right? And so
we just um finished this and this is in draft. So these are proposed revisions that the committee made. We just took it to the board and of course this is our first time bringing it to you because this is our first meeting of the year. All right. So, I'd like you I'm just going to present a few highlights. We
did include in the invite for the meeting. You do have the full document. It's a lot of pages. You have the full document um if you want to look at it. So, the red lines and all the changes um there for you. So, tonight what I'm going to do, it's night time, right? I'm
just going to go through some of the highlights. Okay? So, let's go through here. These first few slides are like overall general adjustments. So here we have our health under the health requirements. We rewarded this and we do this every year
to align with the health section of the FY26 student and family handbook. Right. Um we also did update this other section extended absence due to documented medical concern section. We wanted to make sure that we emphasized by adding a
section the importance of having an adaptive academic plan for students who are exhibiting um excessive absences due to a documented medical um situation. Um and then we have we revised the bullets
also to clarify this medical withdrawal option. So, this is to be used with students who are undiagnosed. Um, they have not met the eligibility yet for um health homebound, hospital homebound. And so, they're kind of in
limbo as they go through that. And so, this allows the school in the first bullet to work through the student work with the students and the families making sure that students were providing instruction as much as possible. But a need when um the the attendance is
really severe and we have to use this medical withdrawal. Okay, let me go to the next page. And then we talk about hospital homebound referral setup and all we did was we wanted to make sure that we had a protocols to make it clear for the
grading the the courses that the students missed any grades because that is all handled before they get to hospital homebound. They start new there. Um, and then we removed the academic plan since now we included in the previous section with the virtual
instruction section here. We wanted to make sure that we um added some language to clarify that while we may not um limit students to virtual classes, access to virtual classes. We do want to make sure that we understand that the
guidance cluster plays an important role in making sure that these requests that students make are appropriate for them based on their academic history, their age, their grade level. Yes. So, um,
if the school counselor, so if a parent wants a student to access a virtual class and the school counselor says no, what's the recourse then? Well, so the the statute says that we
cannot deny access, but we we should be able to provide guidance and determine that. I think at that point we just kind of reach an agreement with the parent and maybe do it as a trial value because we just want to make sure students are successful in these courses and that they have the background needed.
>> So usually it's resolved sometimes we have to step in with our district guidance counselors to have that conversation but we do it's just we want what's best for the interest of the student. Thanks. >> Okay. >> I have a follow-up question. Does that so that only apply applies to FLVS?
um that that does not apply to dual enrollment or anything like that. >> Um again, it's the same sort of thing, right? We want to make sure that it's appropriate for the student. Um so, and and the thing is that schools also the reason we put it in here to to clarify
is that sometimes schools have their individual policies regarding dual enrollment and virtual access and all that and we want to make sure that we unif that we clarify it so it's a district-wide practice. So depending on the student um didn't
mention specifically dual enrollment here, but I know that it is a decision that we make together with with the students >> because there there can be times where you've got a parent andor child who feels that the child would be better off
with either that dual enrollment class or that virtual class and not take the recommendation of the school. And so how would they find out that they have the power to make this decision? >> Well, it is in the in the statute and
the schools will let them know. But along with this, we do also have a minimum number of classes that are required for students to take in school and all of that. So we have to take all of that into consideration. Um, and so what parents usually do is they go to the school where the counselor will explain the situation and
if they if there's a discrepancy then agree then they come to us here at the district and we can take a look at that. >> So in the policy does it make reference to the fact that there are num a minimum number of classes that the student must take? >> Yes, if we you will see it when we get to the high school section. Let me get
to that and um hold that thought. >> Okay. because you might need that also in younger levels. If there's if there's a certain number of classes the student must take in the brick and mortar school that it might be a good idea because if a parent is getting referred back to the
policy, >> it might be good to have it clearly laid out within the policy where the parent doesn't have to go shifting between sections to try to figure that out >> and then end up with more concerns and more frustration on everybody's end. >> Okay, we we'll go through that. This is
based on like again state statute. Um so a change here in elementary. So we're going to now go over a few changes in elementary school. So the K5 reading remediation section. This year the state added language to include students that are in VPK
um who exhibit a substantial deficiency in early literacy saying that we must provide reading interventions. This is new. This is new. Um and they've um and there's criteria they describe too for this. >> I have a question about this one. >> Yeah.
>> So who would be responsible for providing the reading intervention? Um and does that apply to private early learning? Does it you know private learning facilities? um you know who who would be responsible and how would they
know um what databases or what system do they have currently in place that would be able to provide the information that students are you know deficient >> and need that remediation. So, the language here addresses students in public educa in public schools. Um, they
do have specific um criteria. It's it's in PM2. They now have a star assessment that they take. It's PM2. Um, like I said, it's brand new. We're still looking at it. And it it does have a definition. I think it it must be like
when they hit below 10th percentile, but it's actual PM2. So the state kind of introduced this when they introduced our um summer what was it called? Um summer bridge program was that what it was called? And so any student that that was
below the 10th percentile they were eligible to attend a summer program. >> So >> that was brand new. >> The VPK programs that currently exist within the school district. So, like I know the one that's at Point High is not open right now, but there are some
Spanish River might have one and other locations, right? Um, how many VPK >> sites or schools do we have here at the district if you know roughly enough? >> I think former board member knows. >> I don't, but I was going to ask if we could at some point just have a list of
the schools that do have the VP. >> Yeah. Yeah. And if you guys want, we can bring back some information on that and more >> like this is just hot off the press, so we're still looking at all of that. But yes, we can bring back. Yes. >> Thank you. >> It's very good. We're excited about that because early intervention will really
make a difference for our students. >> Um Yes. >> But to clarify, it's not VPK programs at nonpublic schools. >> Yeah. Um, and here this next section is reading deficiency and parental
notification. Um, here the state added parent notification information. And so I quoted it there. Um, I'll read it because it's a little bit different, but upon the request of the parent, the teacher or school administrator shall meet to discuss the students progress,
more frequent interventions, or support an earlier implementation of the additional interventions or supports described in the initial notification. So here the state is really wanting the parents to be involved and for us to honor those requests and those meetings and work with them closely as we provide
the best intervention for their students. Okay, let me see here's what I was saying earlier. So in the under the K4 mathematics deficiency and parent notification section. So we added language here by the state to
include grade level specific criteria to be identified as um describing a student who has a substantial deficiency in mathematics. Before we didn't have that. So now they were very specific. Every grade level is a little bit different, but basically they want us to look at
five data points and then they have to meet a certain percentage and then we provide the deficiency. Right? The difference between reading and math is that in reading the state um the statute says we have to provide an
additional time and they've allowed us 30 minutes of of that. But for math there is no additional time. So we have to provide that intervention within the day within the math block just do something a little bit differently. Um the next section mandatory retention
for grade three students section. Um this year the state added a another administration for the grade three statewide standardized. So what we did in PM3 in May, they allowed students um that attended the SRRA, the summer
reading um course. At the end of that time, they we were able to administer that grade three test again, which really was successful. We were able to promote promote more students than ever based on this assessment. Before we did it, we used a different assessment, the
SAT, the SAT, and it wasn't as good, the SAT 10. Um, and then again here for grade three, they added the parent notification information, which is very similar to the one I read earlier. Um, for middle school, we updated the
language in this section to reflect a change in district practice in the intensive reading course pathway. We um revised our decision trees. We revised our plan. Um, we added a an adoption of a different program. We had been
previously using Reading Plus. We um saw that it wasn't being used as much, wasn't being as effective. So, we went back to a newly revised 2.0 read 180. And so, we did a district-wide purchase for students. We started in middle
school. And so we have specific pathways to know like when a student needs to have the intensive reading or when students can take it in their in their class with the CLS strategies. Um okay so as far as high school here
we um high school grade classification for promotion and retention. So here again we added course enrollment expectations so that um we knew exactly how many courses the students needed to to take across and providing consistency across
the schools the district schools. So um that's like a whole section here where they just to clarify again to make sure that we we are are implementing the same thing how many courses they need to do. And then for physical education
requirements this is new brand new this year that now uh the state is allowing if students complete two years of marching band to use that to satisfy their one credit requirement for PE or um performing arts. So we reflected that
chart there. Um high school continuing here for the bright futures requirements. Uh they the state made a change in the uh volunteer requirements to align with the state statute revisions. So um for our I think
it was our students that last year were freshmen, they increased the volunteer requirements from 30 to 75 hours for that. That's all. And then the seal of fine arts section. This year the state added um coursework in the advanced
international certificate or ACE better known as ACE in the subjects of fine arts. They can use that to be um that is also included in the criteria for students to be eligible for the seal of fine arts section.
Um still with high school uh the state made a big change this year. we had uh in terms of the certificate of completion that has been eliminated. So we removed anything referencing that for our ESC students. Um under the Florida
high school performance-based diploma section, we renamed the certificates of completion section to students who do not meet standard diploma requirements because we can no longer that no longer exists certificates of completion.
So, we added language to include options for students who do not meet the standard diploma requirements. Um, now that they can't use a certificate of completion for our ESC students, they did they have another option where
they met the criteria with the credits, but they didn't pass the required assessments. So they're able to they can stay one more year and work on the on the um what's needed for them to be able to pass that. And then the high school remediation
requirement section. Again, this was changed also um because we removed the reading plus and so we had um we have a new pathway um and a new model for students here. And then as far as the adult education
revision, um adults education, the plan has had quite a bit of revisions in the last year or two, but to name a few here, the state updated the definition for an adult high school co-enrolled student.
um as and here's a you know I can read it requires credit recovery due to a deficiency or one or more high school credits that that are required for graduation which impacts their ability to graduate on time with their cohort. So these are students then that
are eligible to participate in this adult education. so they can remediate courses while they um still work on their graduation um to meet graduation requirements. And they updated the number of courses
students are eligible to take. So they can take up to four courses per year. And then for the GED eligibility section, um, we removed the age waiver for 16 and 17 year olds from the plan uh because a
state made a change. We now have a section called underage testing information with new requirements for underage GED students. So these are students that have dropped out of school and we have that confirmed and they're eligible to get their GED. But now some of the eligibility and the criteria they
have to apply with the state directly instead of just doing it with the district. So this piece >> question what was the for the bullet point I had um reporting for funding for up to four course courses per year. What was it previously?
>> Was it still four or did that increase? >> It increased. I believe it was two before and now it increased to four. Those are all the major changes and we took it to the board the 13th. So now we're in development.
So you know there's still that opportunity for input. It goes back to the board on September 10th and then after that uh the final adoption would be made November 5th. It takes place on that day. Okay. Um,
I know it was a lot. There were quite a few. We have a quite a few changes, but but some of them are minimal. Just language, um, typos here and there. Any questions? And looking at the clock, um, I'm going
to suggest if unless someone has a burning desire for a question about this, and this looks great actually to me. Um, I'm always looking for things with pupil progression. Lisa knows that. So, if you have some burning questions,
maybe we can just put those into a bin that they can bring back to us next time so that we can get to this book ordering process. Does is anyone do you need to say something before we move on? Are we good? >> Okay, there we go.
>> Right. >> Mr. Nolan Ro, you know him well. >> Good evening, everybody. So, I have about 40 minutes of information. >> Oh, nice. >> I I'm kidding. Uh so uh really it's it's just kind of an
overview for anybody that's new or anybody that needed a review of this material uh this information. Um whenever a school teacher or anyone at a this school base wants to purchase materials that are going to go in front of students, we want to make sure that
uh their parents, guardians, any stakeholders uh have an opportunity to preview the material before it gets in front of the students. So, we have this ordering process in place. It also helps us with purchasing uh to make sure uh that we're meeting statutory
requirements uh and policy requirements uh to get everything done. So, that's kind of the the idea behind all of it uh is to make sure that this is this is all going in place. So, if a if a teacher selects the materials that aren't adopted uh and they want to use them
with their students, they basically they go through, they do their research, they select it, they get it approved by the principal, they move it forward to the school-based media specialist, library media specialist, uh who is has been certified by the state, has completed
some training. Uh that media specialist then completes their review of the material and once they sign off on it, uh they fill out this form. uh they upload the the quote or the information about the material that's going to be
ordered onto the the website uh for anyone any stakeholder to go in and access and review and give us some information feedback on. Um we also send my department sends you an email every day basically. uh any day that there's a
new order placed, every day, uh you guys get an email that says, "Hey, there's some materials there for you to review." Uh and so what we need from you guys is that to go on and review the materials. Uh and if you see anything that that
raises your eyebrows, send us the questions. Uh respond back to that email that you got and let us know that you have some questions about the materials. Uh and then we'll do the the leg work to get those answers for you. Uh, and then also if that you have no issues with any
of the materials that's there, send us an email that says that so that we also have that in place. So if it looks good, if it looks great, tell us it looks great. Um, we just we definitely need the feedback to to be collected. >> Um, I know that most of the group knows
this better than I because I was sitting in a different position when this was going on. Um, question. I think you talked about the members of this group reaching out to perhaps some of their contacts. Is
that correct or no? >> Yes. So, um if if you would like to share it with your other contacts to make it more widely known, by all means, yes. Uh so to do share that any stakeholder is able to give us feedback
on those the same stuff. Um, on the website it has a link to our email address and so they can email us there. >> Thank you. >> Um, sorry. Um, I I think I'm a bit confused who who receives these daily emails,
like who is that directed to in this room? >> So, everyone on this this room is going to be on an email list from us um from my department. And so, we send it out to you guys just to give you a heads up so you don't have to go look for it. Is that new? Like I joined at the end of last year and I know I didn't receive
any emails. So >> it may have been that we didn't have you in the email list. Got it. >> So this year we'll get an updated email list and then you'll get them. >> Uh we do try to n keep that down to only one email per day just because otherwise we would be in your inbox all the time.
>> Uh so uh one of the other things on this slide just before we move on there's two different waiting periods um that are in place for materials. So we try to give um the majority of things have a two-eek waiting period. That way stakeholders do have time to to give that feedback. Uh
but the one that is 72 hours is specifically for bookf fair materials. Those bookf fairs are typically only at the schools for a week. So um the idea is that the teachers would review anything that they wanted to to add to their classroom libraries uh and then it would be uploaded the first day of the
book fair and then by day four they would be able to make that purchase and move on. All right. Um but again, you know, it's all about transparency for the stakeholders and our parents. We want our parents to be able to see what's what's going in front of their students. All right. And then the materials that
have to go through this process, we have a completely different process for adopting textbooks. Um I would invite any of you that would like to participate on that to to come and join us in the summers. Uh but so that's that's a 120day process really. Uh so
there's plenty of time for parents to give us feedback there. Uh other things though that don't go through that state process would be like library books whether it's going to be in the media center or in the classroom. You also have uh non-adopted textbooks for example in your advanced coursework. Uh
AP IBES those are not district adopted. They're school selected. Uh plays and sheet music seems a little weird, right? But um it's still instructional materials that you're going in front of students. Sheet music is specific to uh sheet music that has words on it. uh if
it's banned and it's just the notes on the page, they don't need to run that through. Uh supplemental materials are school-based purchases. So, if a school is adding a database, for example, uh it would need to go through the same process. Uh and new new purchases with any school funds or and and donations
also have to go through the process. >> Thank you. That was awesome. And look at the people. We're at 7 o'clock and it says we're at 7 o'clock. Um, I'm going to start with good of the order. First of all, thank you to each of you for
your dedication to this committee because it is it's so important. It's about educating our kids and also very much thank you to district staff. I did not know for the longest time I can remember as a principal I would be so
frustrated when the district office would say, "Well, you need to do this by next week." And I'm thinking, "Yeah, right. I think not." But what I have learned is that when the when the um legislature adjourns the school district the district staff gets all these
requirements and then they have to get them in the hands of the principles. So thank you. I know the hard work it takes and then for legal to say yeah okay we're going with it this way. So thank all please extend our thanks also because I know that it is a huge
turnaround for you that I don't think the general public I certainly didn't understand that process. So anyone else for the good of the order look we are great it's 7 o'clock. How about if we just I'm going to start off here with champagne right
so sorry. >> Oh dear. >> That's the time. It's that time. >> There you go. Yes. do we have anything to share for the group? >> You know, I just wanted to say thank you and welcome back everyone, but wanted to also um just I'll share some things through the district staff on some
topics for the future. Um but aside from that, PTA is so excited to be doing some amazing things. And September 4th, if I'm not mistaken, whatever that Tuesday is, I could be wrong. Um we welcome everyone to attend our first general
meeting September 8th. I was totally off. September 8th at um safe schools, we'll have a our first general meeting. Miss Wyatt will also be there and a couple of others will be there to share some updates for the parents and some of the officers. Um so we certainly welcome
everyone in this room and if there is anything that you would like to share with parent teacher association um please let us know um and see how we can continue to collaborate and work with you all. Thank you. Good evening. Thank you for having me.
It's been a delight. I am working with Dr. uh Deborah Robinson on the Coalition for Black Student Achievement. So, I'm here to represent her, take notes, and give feedback. And I can't wait to because the data looks great to me for
so you are to be commended. I know how hard you're working. Thank you. And I just want to thank Hi. >> Thank you. Yes, I'm glad to be back on the committee again and the great work
that you do and also too that the great partnership that the colleges continue to have with the school district and we look forward to continuing those partnerships. Thank you.
>> I'm not ignoring staff. You get to go last round to Laura. not to repeat everybody, but thank you again. Um, and thank you for everyone who's taken the time to come to the meeting. It's always wonderful to have a
quorum so we can have these discussions and it's good to see everyone and catch up a little bit. And um just also if we can take a little bit of time to talk about possible um topics for future
meetings, I think that could be um helpful for for everyone. And thank you for listening to our questions and um look forward to diving into all of this over the the next year. I think it's
really great and it's wonderful to see all the successes that people have found um from last year to to see how we can build on that even further, but it's great to see
the upward movement. So, thanks. >> Just happy happy to be back and um uh next session. I just have a couple of couple of questions that I'd like to ask for the next u the next next meeting and it has to do with having having been a
high school administrator having to do with u attendance and recognition for teachers. So I am going to move this over to district staff but as we do that um we have a request to look at um at future
topics. So why don't we um I will ask Miss Bishop to facilitate that and let's see um what we want for future topics. Great. That's what I was going to say too because that makes our job easier because I really I mean I'm I'm excited to be here this year and start from the
beginning of the year in this role. Um, I will tell you it was very very busy summer. I didn't realize I mean we're I thought we were busy out in the schools, you know, my previous job getting around to all the schools, but it was definitely non-stop here in the building. And um I work with some
amazing um team members, department, staff. And one thing we're really working on this year is that collaborative working collaboratively across all departments and then working with the schools too, the regions, really listening to our schools, really
listening to the the um needs that each region has. They're very different. And working together so that we produce the best product that will assist them in their role. We want to make sure that that's our role and that uh they're able to implement everything that we put out
there for them and that we have their input. So, we're excited about that. Um and this committee too excited to make sure that it is everything that it's intended to be and that we are here to um bring presentations that you want to
participate in and that we listen to your input as well to improve our work because we are we celebrate. We stop for a brief second and we celebrate. Mr. Burke brought in all the the A-rated balloons, the A balloons, put his sign up. Um, and we really celebrated, but
then we have to stop and reflect and what are we going to do this year? Because there are always areas for growth. So, at this time, if you have I've heard a couple things. Mr. Collins talked wants to talk about more attendance, teacher recognition, um, some data. Earlier we there were
some requests to bring back some data broken down in certain ways. What else would you like us to bring back? >> Um can we bring back just I'm going on the lines with policy. >> Um the academic programs I know every year some things shift. So just so we
have an idea of the current existing programs for this academic year that we have uh whether it's curriculum testing you know. Okay. And then the other thing that I would like to see is um the end
of fiscal year 24 or 25. Oh my goodness. The end of fiscal year 25 school improvement um data. >> So more detail than what we shared today or or >> um behavior >> behavior. Okay. So more of the other Okay.
>> Correct. May I add um graduation data graduation rates >> on time graduation? >> Yeah, we definitely we're up to 92.1 a very high um graduation rate. I think
we're at second in the urban seven. >> So we're really proud about that. We're actually no we're the first. We're number one. Sorry, how can I say that? We are on top of it. We are the best. But we will break it down to best. So, we're excited about some growth that we're seeing like our ESC students
particular particularly have increased so much over the last several years. >> Thank you. >> I have one. You have one. >> Go ahead. One more was um the Oh my gosh, I just drew a blank. Um academic uh where are we with
accelerated courseworks? Um, as far as our ACE um, and our Excel AP, those I know those, um, scores came out last Tuesday. Where are we as a district with those um, as a district? >> And I will say just one thing about that
is that we were so excited that we got our funding back for ACE. We did not lose that. So, >> yes. >> Yeah. So, we're excited about that. >> My daughter shared um, told me to share with you guys how she's so excited because she passed all four of her ACE classes. She's a ninth grader. So,
>> let me tell you, that is the most stressful thing. We're already stressed at the first day of school, but to have the kids understand or see the stress level of where these grades are the second day of school. >> I I know. And you know what, for me too, I will share that
>> we put all these accelerated courses out there and we want the students to take, but as a parent, my u my my youngest, my baby just started school. I just dropped him off this weekend to UCF. But it was exciting to see all the advanced coursework he took and what a difference
it makes in his um for college. Like he was able to skip over like some difficult math like calculus one, two, I didn't even know there's a calculus 3, but he's able to just start with calculus 3 this year. Um so for me it's full circle, right? What we put out there, but then to see our own children
go through it and how exciting and with bright futures and all of that, it's just amazing the opportunities we provide our students. So, so tying into the um acceleration is I
would like to see if we can I think it would be fantastic if Palm Beach County had an AMP for science and an AMP for ELA. And I would like to see if we can take a look into that because
I am sure we have students who would benefit strongly from those opportunities to really just delve into their love of and and and be able to advance that way. And
I think we would set them up for future success just like you're describing it. It makes a difference in being able to do that. Um so I would love to see that and um also to some
I think it's been a bit since the committees talked about um discipline issues rates etc and understanding its impact and I know there's been some changes coming through and so if we could dive into that a little bit.
>> Do we have the scissors? Christine, did you mean to see say say something to us? >> No, I'm so sorry. >> That's okay. Just didn't want to cut you off. >> Okay. Um, >> and to dive into further into the math
interventions um, and mental health supports in school. Um, to understand how that's being worked out, especially with various other
required changes in the community, that that might be more necessary. Um and also um information about any pilot programs that are coming through um ones that are
being put into place this year as well as any ones we're considering for the future so we can start giving input because some of what we can do as this committee is to give that input in the development. So before you're rolling something out, if you want to bounce
some ideas off of us, I think we would all appreciate being able to fulfill that purpose. Um and then um how do we the next question is how do we manage some of the discipline issues? It
comes up with the discipline, but in terms of even access to bathrooms on the high school level. Um, I'd seen some information about parents getting emails notifying them that their child used the bathroom, their high school student
child used the bathroom. And I just thought that that might be um good to get some feedback one way or the other. Uh, I can certainly understand the the push and pull of that issue of
needing privacy and at the same time you you have uh concern about um possible misbehavior within the bathroom that needs to be addressed. Um,
>> and I think that's it for now. >> Okay. I have a long list. >> Could I ask you let's look at one other thing? I know this is not a priority, but cursive writing. >> Okay, I'm just going to tell you my 22year-old grandson who, you know, took him three years to get the AA. Thank
you, Palm Beach State. Um, and now we're working on the next four years, which will be three. Do you know he never learned cursive? >> Never. No, I'll I'll I will
>> took it. >> It's the most incredible thing. No, he never learned it. >> Kind of took it out of the curriculum, Amanda. >> And And really, he even went he went to a private school, a a a religious school until sixth grade and then he went to middle public school and he raised his
hand. He said, "I can't read that in his English class." Then teacher said, "Well, you better learn." But they're not teaching it because there are so many requirements that they have to fit in. Sorry, you heard that. But yeah, uh what
do you want to do about that, Mr. Collins? >> Yeah, we try in third and fourth grade, but I know what you mean. >> Yeah, it's it's it's you know, uh kid can't you got to check. You have to sign a check. You know, no >> things that they have to sign. So, >> I had to teach my son how to sign. >> Yeah. >> Sign.
>> Okay. I I can tell you that my kids in Palm Beach County schools did learn cursive. >> Do they use it? No. But that was a choice that they have made. But they did learn it. >> Um do they read everybody's handwriting
in cursive? No. But I think they can read mine. But you know that but that's but they don't um but I but I think it is >> taught here. that I don't know that it's emphasized post fourth grade to be
incorporated. I think fifth grade it was included and I think when you got to middle school there was less of an emphasis at that point it was whatever the student needed in order to access knowledge that's what they should implement. >> We teach it in third grade and fourth
grade but like my son said his teacher was on a maternity leave so he had a substitute so he didn't >> he didn't get it anyway. All right. So, as we're at 7:15, um, u, Miss Bishop, if perhaps you would like to take these topics and with your
staff, maybe bring to us a recommendation about where you would put those on our calendars and then we can all talk about that. Sound good? >> Yes. I have two more to add if that's okay. And maybe it's actually um, discipline and safety data.
>> Will that go hand in hand? >> Yeah, it could. We can probably some of these we can combine into one presentation. >> Yeah. >> And how about anything any policy changes around diversity, equity, and inclusion? So, how is the district handling that?
Can we get an update on any policy changes or recommendations regarding that? Any changes in federal funding regarding that? >> Yeah. Anybody else? Well, is there a motion to adjourn the
meeting? >> Motion to adjourn. >> I'll second. >> Second. >> I'll second. >> All in favor? >> Opposed? I don't think so. Meeting is adjourned at 7:16. Thank you. >> Great job, Madam Chair. >> Madam Chair, great