##VIDEO ID:zrrHYBjksEc## to get on the call today um on Friday uh we were um in in about to head into an impass hearing with CTA as you know they were all split up and we're doing each one individually uh but the district and and the Reps from C from CTA engaged in some discussion in in regards to what uh I guess I describe as a last ditch effort to try to reach some mutual agreement here on on the healthc care uh contribution so the the parties did agree with some numbers that we think are more manageable and uh all we'll also hopefully get the fund back on track for future years so um just so that we all know exactly what we're talking about here the the pay uh per paycheck increases that that we discussed where year one on the employee side they would increase by $18 per paycheck at that in in year one the district's contribution would increase by $55 per paycheck in year two the employees $18 per paycheck again and the district $25 per paycheck in year three employee contribution per paycheck would be $6 and employer District paying $11 per paycheck so th that is a three-year um agreement that we're talking about here and uh so we called this meeting today to try to have a disc discussion and and get consensus from from all the from the Coalition on this and see if we can uh wrap up a tentative agreement together um once a tentative agreement is signed and reached because as you know the open enrollment period be uh started in early November um at this time I don't have an estimated roll out date of that that um that open enrollment but as soon as we get it I I would share it with the Coalition um and I think we're we're happy to have a threee deal in place and and also would intend to hold meetings throughout those three years to um share information about the plan the performance and things like that cost to see make sure everybody's well informed uh get input from the Coalition and continue to work closely that so that we know that we could do take whatever action we can to to limit the need for future increases as much as possible so um is there any discussion or questions from the Coalition on the the rates or plan that I [Music] outlined I'm going to jump in Tim and say we we did have a chance to CAU us a little bit and I'm going to let them address whatever questions they may have and I'll point out just a couple of matters here uh as we go through this um the uh the Coalition is supportive of the numbers that we had discussed um with one possible exception uh with fpsu and I think Mr Floyd can speak to that um we are going to request um this is a particular interest of the the PBA to have both cont amounts both contribution amounts set forth in the nature since it's a three-year deal um for us at CTA would probably need to go ahead and put that out to a a vote for the members I don't expect it to be a no I expect that to be a yes because I'm going to stand fully behind it I'm confident my board and my uh building reps will stand behind it as well and we'll put that out that's just a procedural thing uhu because it is a a bigger increase though spread out over three years um but I think when they see that they are not going to have to worry about what their increases are going to look like for three years they're going to easily say that's something that I can plan for and be ready to go with um very confident about that um I will let Mr Floyd speak to fpsu and uh officer laa if you want to speak to some of the things that uh you know from our caucus with respect to PBA on the the language and the numbers being set forth in the contract yeah I'll take it on behalf of the fpsu Tim Nancy I know some of you um but uh so I'm Mark Floyd Council for the fpsu and as Gordon indicated we are not in agreement with the settlement you know for some of our members increases of $42 over the next three years is more than 4% of their annual pay and it's not something that we can afford and so our preference would be to continue with our impass resolution procedure okay Tim um Mike Lynch hey we're also in agreement with with uh um as Gordon had expressed and then yes like most of the things we do request that it be put in our contract in writing what our deal is so I I get that um I don't think that you know it's not as though we won't consider that I think though before we do add language to something we thoroughly research that and I don't think at this time we're ready to we haven't really done that and um so I wouldn't be in favor of doing that right now I think right now what we have is uh with three years settled we know exactly what we're paying through 2027 and then next time we open this back up I'm not opposed to it being something that we're ready you know and prepared to to fully address but right now I don't have that information so i' I'd kind of want some time to be able to do that I think that it doesn't really change anything you could see over the next three years what what they've been paying now what we've just agreed to go up we we put that those numbers in there just as we did last year um but I I before we enter into a bunch of other language you know we we would we' have to really take a a deeper dive into this and and get some some more input before we would agree there's really not a whole lot to put in though it's pretty it's pretty basic I mean we're not looking it's not it's not that there's a whole lot of information to put in it's just how will that impact the language it's just something that we would have to do just as just as you would have to do in bargaining for for language on your side we we're going to take a deeper dive into it and I I can ensure you we uh you know promise that we will do that um but next time we come around to this I think is when we'd have a a full understanding of just what that you know entails and what it what it looks like and and if it has any you know if we're in favor of it or not I as kind of I mean Katie's been pretty uh adamant about it and I I got to kind of agree with her too that could be a deal breaker with us if we can't get it into our contract so we'll let you um we'll go from there I guess well I I think we're ready to bring it to a membership vote and um the numbers seem like we're in agreement it's only a matter of putting it in writing so the math is is good but putting it in writing is kind of like like a request but we'll see we'll run it by Council we've moved really far on on the request for for the fun I mean I just my my request would just be that you know give us some time to to research it over the next three years with the numbers that we've laid out we're we're all very clear on exactly what you know those those employee numbers look like but we don't but if it's not going to change over the next three years what's the difference if we put it in writing because once we put language in any any contract that's in there so that's just you know nobody takes out language nobody nobody gets rid of language that easily so you shouldn't add it either um without being 100% sure of what what what it means so what how this could impact anything so we're going to keep that information that out until and but we will do some research and make sure you're informed on on that okay Tim Justin has his hand raised Justin thank you so Tim is that being said I can't imagine it would take more than one year for the district to ascertain implications of that potential language as a district to you know to to play PBA which at least again there there's Representatives here but Katie's made clear to us as their primary representative that I don't I don't know if they're on board to agree and that would break the coalition's position if the district took 12 months and starting with the contracts of um you know fiscal year 26 is it like did can the district agree to that to take 12 months to analyze the implication absolutely Absolut it won't take you know three years to do it you're absolutely right and so we'd have no problem within you know the the next 12 months bringing that forward to the Coalition okay so if there's a way for the the district to draft a sentence that says by January 1st 2026 um you know that gives one year's time to come up with your your formal position and concerns I know that that was a to the point of the officers that was a sticking point with Katie as their as their primary and being able to to move forward on [Music] this yep absolutely not a problem thank you on the SEI side is there any discussion or anything like that I mean are we you you just you you'd rather go through the the impass proceedings is what you're saying they agree to the 18186 yes because I mean here's the problem and and we understand we're in a different boat than the instructional Personnel we're in a different boat than Law Enforcement Officers but when you look at a $42 increase per paycheck over the course of the next three years for a lot of our employees that is more than 4% of their annual salary which means based on the numbers that have been tossed around they have an entire raise that's gone and I understand that's not true for some of the other bargaining units but it is true for us so that's not a sustainable position for us you know I think we've advocated before obviously it's my first meeting here I'm just uh being brought up to speed but we've either advocated before we should have advocated before that we think these costs should be prated based on annual salary and we make significantly less we have employees that start at $25,000 per year and you're going to saddle them with $42 increase per paycheck that's not a sustainable model they're trying to live they're trying to afford housing they're trying to afford food it's not even going to keep up with CPI if we completely knock out one of their wage increases so it's just not a position that we can support so with this year with raises that we just with other groups we we've you know we'll say teachers and nonb barging unit they got 4% this year if you're saying you're $225,000 person you mentioned that it would eat up the entire rat that's that's not accurate well over the course of three years it is it's an 11 those years I mean we have we have this is 10 years in a row where we've every unit has received at least a 3% raise if that higher so in none of those years would it be in eating up their entire raise not in any single year but what effectively what you're telling these employees is hey you are more than likely going to get three raises over the next three years but one of them is going to be you will not feel it by the end of the contract they would I I don't know that I agree with that I mean I don't I'm not sure I understand that um you know we do with with thiss as I say it was it the point that's $432 am I right on that I think $432 uh for $18 I mean if you're you're if you're saying your lowest person got you know would get $1,000 that's that's you know $578 $578 this year it's down another 432 the next year and it's down another 156 the next year which means that entire th000 raise more than because you're at 1,00 increase in health insurance that entire thousand raise is gone plus $100 of your next raise all right understood um I'm sorry to hear the position but um we moved a long way on this and I was hoping we would have been able to reach an agreement on that um I understand it's it you know but you and I know you weren't part of negotiations all along but there were 10 years of no increases whatsoever um so some of the raises you receive over those years would have been eaten up by years and years of of minimal increases and and this just comes a time where you there is a need to have a little bit larger of a increase so and I fully appreciate that position and that's why one Health Insurance Consultant after another will tell you that it's not good for multiple years in a row to not pass along increases because eventually you're gonna have to pay the piper and and we understand that we understand the need for increases but you can't come and try to recoup or recover that decade's worth of not passing along those increases all in one fell sop you're not going to be able to do that over a three course period we understand there are going to be increases and we understand that it probably will and should go up annually from here on out we are on board with that concept but you're cutting too deep I mean especially for our members you're cutting way too deep [Music] okay and we're still pretty adamant I I believe I I did try to get a text uh Katie hi sorry this is Katie Katie's this this is me I'm on the call I I had a child care issue so um I'm calling from my phone so sorry I missed the beginning of the call but I'm trying to get home to my baby no worries and I don't know what I missed yeah sorry so what we were just saying is um on the language on adding language before we add language we just would like the opportunity to do a deeper dive into what adding that language means and um Mr Cat suggested that we we do that within 12 months if that was okay with the Coalition we gladly do that I'm sure we'd probably able to do it even sooner than that but you know we're we're look to just to add any language before we thoroughly research it what is the concern just just it there's there might be none it's just we we just with any other language we whenever we add language to anything we always do pretty thorough research on on just what this impacts and and sometimes get out side opinions on it too so that that's all it's not as though we're really opposed to we feel that you know over the three years everybody knows where the rates are today what they will be over the next you know three years so it's kind of mapped out already at the language wouldn't impact anything right now and you know at the end of this we would you know within a year even much less I'm sure come to you with guys with with some sort of explanation of of what we've found and and and any recommendations we might have okay unfortunately I don't think we can come to an agreement without without having it in writing so maybe you can do your research this week or in the next two weeks and get back to us because when we come to an agreement especially a three-year deal it really needs to be in writing following bargaining and that's even in 447 so maybe Jean or Danielle can can get back to us on that sooner rather than later because unfortunately the PBA can't come to a three-year deal like that unless it's in writing okay we will take a look at it but sorry to hear that all that this is all going down hill here um I'm not I'm I'm not sure the impact I'm not I really it's just kind of blows my mind that the concern with having the agreement in writing and it's it's honestly I I I can pull some stuff on it and send it to you tomorrow because I I'm pretty sure this is kind of along the lines of bad faith and maybe it's just in you haven't looked into it or your attorneys haven't looked into it but when you come to an agreement after bargaining you have to put it in writing well our our language hasn't really changed in you know many many years it's been like that for a long time so I I wouldn't I think I I really don't think that it's fair to say that bad faith bargaining Katie that's that's a little well it kind of I've never heard of this anywhere else to have reluctance to put an agreement in writing so I don't know we are putting in like what what the increase would be over those three years it very clearly just you're not really you're not really giving a reason the district rates are mapped out so you're not really giving a reason for why employee rates shouldn't be mapped out so I don't know if it's just you don't want them out there or what but it really shouldn't be controversial [Music] okay all right okay and I'll and I'll pull some stuff on it tomorrow and send it to you guys too okay Tim is there any discussions that you all guys could have on your side that might yield a little more uh group think on on this particular matter um because I know that as as you can see there's tremend agreement not unilateral not not unanimous but there's tremendous agreement on the framework that we discuss and um I was just thinking the the numbers we're talking about wanting to set forth in the contract are available in the benefits guide so they're out there and and clearly defensible and it would seem to be a fairly easy lift I'm not going to I'm not going to talk too hard on this particular point um but it would seem to be maybe a a lift that maybe yall could talk about and see if there's any way to do anything uh in that direction sooner um clearly it's going to be um the best for as many groups as possible that nobody has to go through these these things where impass is concerned we know how that uh can damage relationships and you know I just would love to see if there's any chance that you guys could maybe talk a little bit uh and see if that could actually move forward yeah we can absolutely talk about it on our side so um I'll be happy to hang out as long as you need yeah and I'll stay on the phone until I get home I have about 15 minutes so Tim Mr P has his hand raised sorry about that Mr Peg I actually just had two simple questions one of them is uh as Gordon says we're in support the the staff Association support the framework as presented that we're we're discussing today how will that be communicated from the district to the employees is there something that the individual units should be uh communicating or are you going to have a Global Communication well it would be in an open enrollment it would be included there so they would they would be they would agree to the new rates as as described in in open enrollment so we wouldn't just um we we'd have to run that whole process that they just went through all over again that part I understand but what you know after we we're talking here as a group and I'm sure you're aware things leak out people get the information uh and I was just wondering if you're prepared has the district prepared something that they're going to distribute uh publicly and through the media Etc and if we hav't made a decision to um kind of support that myself is what I'm looking at yeah we haven't made a decision on that yet um on on the communication to employees but I I gladly get in touch with the on that Nancy do you have something yeah just that when we did our open enrollment last month every employee that went into the system and we had record uh turnout this year had to check a box acknowledging that a second open enrollment would occur when the rates were determined so there's already um employees are unnoticed that there will be a second one and we will do the Open Enrollment communication process through many different um you know uh modalities of of communication then I kind of had a second question Tim uh I understand fpsu position if we don't have a 100% unanimous decision here from the Coalition are we still deadlocked or are we moving forward I'm not sure actually I'm G to have to talk with the my legal team on [Music] that and that's it for do we have breakout rims yeah yes I do have breakout room set up for this meeting FL well I I just want to make sure I understand your position with regard to what the PBA is saying because the the PBA is effectively saying hey we just want to specify exactly what the employees would be paying under this 1818 and $6 increase but are you saying the district's position would be you'd rather the contract just say employee contributions will go up by 18% per pay period another 18 per pay period and then six per pay period yeah right now our our our language for many years has just have the employer contributions so I'm not uh I wasn't around when when those were established so I I just would need to look into it more of why um and and better understand that before I agree to any language changes well our contract now specifies what the increase was last year that's why I'm asking what the increase was last year yeah and so our our new one would as well it would say you know going up by 18 going up by you know in 25 26 so it's still it is still listed like that um yeah I just want to make sure you weren't opposed to that no not at all uh [Music] Eric DK do you have your hand up no that's a mistake all okay uh if there aren't any other questions we're going to jump in caucus real quick and then come back is everyone here Katie there's still a few people here okay including a couple from the district just FY okay I'm on my cell phone so yeah I know that's why I letting you know do you need us to throw you into the breakout room uh uh sure wherever Mike Lynch is send me there please all right yeah I have um two different people in phone numbers one ending in 57 one ending in 47 that's I'm 47 you're 47 all right uh D go ahead and move Katie the 954 number over to the I'm trying to it's not letting me all right I will do it not sure why you hit I got it can you send me and Marcus and Irwin over there too I will thank you all right okay should be there now uh irn I'm taking you now heyan this is can you send me to the district one my number ends at 57 57 is Leanne all right Leanne I'm dropping you right now you just dropped Mark moving in now I'm still here Diane just in case you should see up there where it says you're invited um I'm like actually on the phone number call in I don't know if that me yeah me too so I don't know how to it's not giving me the option that's okay I can stay here all right because you should see like at you're on the computer screen it should now say you're invited to join the call uh the breakout room I'm I'm by [Music] phone that's all [Music] right and me too it's okay I'm on I'm on my cell phone so it's fine right uh and see Mark did you see where you could join are you on I did not no breaks says in the top or at the very top of your screen it'll have a join button that says you're invited to the Coalition team and hits join there's a join button I just breakout session but I don't have a join that's all right they probably don't want me anyway they're probably mad at me I'm just kidding and cuz it looks like I have you in both rooms Mark don't worry about it's fine okay oh there I just got it got it I just I just got it again so thank [Music] you yeah I still don't have mine Marcus give me one second let me see okay Marcus I see you in the room are you sure you don't see at the top of the screen where it says to join um [Music] Noe there it goes e e e e e [Music] she F me so [Music] close e e e [Music] e e e e e e e e e e e e e e e e e e e e e e e e e e e e [Music] e [Music] for e e e e e e e e e e e e e e e e e e e e e e e e e e [Music] [Music] go [Music] must be calling them back to the main room I sent Justin a text letting him know we had rejoined but you had put them in a separate breakout room as well correct or no and they went to their breakout room so I sent them a Justin a text letting them know that's I saying you they weren't they didn't stay here the whole time yeah [Music] [Music] all right thanks for giving us some time uh and we we did have some discussions we're planning on taking a look into the language uh recommendations but we're going to need a couple day a day or two to do that um and then we will get back to you through your discussions were there any questions or anything like that that you'd like to ask before we call today I don't think I have any Tim all right well as soon as uh we have some information we'll get back to you all all right thank you have a great day thank [Music] you e e e --------- ##VIDEO ID:XcXBqemkKwo## find out whether or not the meeting is actually in order once Diane does the roll call so Diane you go ahead please good evening Nate Collins Reginal durandis Ai and Axion Inc Laura Felman here Rachel frisber School Board District 3 Randy Gabriel present Loria hilard Coalition for black student achievement um present Dr Mendez Hispanic education Coalition present hello everyone Charmaine postel Palm Beach County Council of PTA PTSA Sheila Scott Luben Palm Beach State College president Imran sadiki Schoolboard District 5 chair and Christine tibs Schoolboard District 2 present okay we do have a quorum wonderful so um first off um I'd like to say welcome and great to be able to uh and I see someone else has just joined um yes Laura before you get started um as um Miss Wood has indicated I think we do have a quorum but you do have two individuals that have joined us um virtually that you and I think it's Jesus um and a Mr Beast so you may want to ask the other individuals that are on to unmute and introduce themselves okay um hey s would I I saw that by the way Mr Beast signed on and then left so I just wasn't sure okay do you show that he's still there let me go back I just let you know as soon as I didn't rec didn't realize he left no it appear that he has left the room but we still have a Jesus okay and Jesus would you go ahead and introduce yourself please hi can you hear me yes hi so I'm Jesus roas I'm just a parent of a student in Palm Beach County ah wonderful thank you for joining us and I notice that Charmaine postal has joined us as well um if you Charmaine you are there right hi good evening yes I'm sorry my com um Google meet had to be re installed I am here okay um okay so what we so if the and we have two other people who've also joined it looks like we have a nice full meeting today um so if you've joined late if you would please just add um the information into the chat so that Diane can capture your attendance that would be great and we are going to switch things in order a little bit tonight for the agenda and but we will do the public comment first so um forgive me for not remembering uh Dr Sheffield but is it three minutes for public comment is that correct yes it is three minutes for Public's comment yes okay so um I don't know if anyone is here who wants to give a public comment but if so now would be the time um if you are interested in doing so would you and you're here virtually if you would please raise your hand so we can call on you that would be great I wonder if the a parent who join came to give a a public comment I'm sorry um a a a parent join right Jes roas so wonder if if there was a um he wanted to um offer that's what I'm asking if he wants to speak no this is the first meeting I've attended and I'm just um trying to get a feel for it so I don't necessarily have any specific comments okay no problem I just wanted to give you that opportunity um if you know you come again and there is something then you should be aware that we do have the time set aside for public comment if if uh you so desire and Etc um okay so I do have a meeting concurrently with this starting at 6 PM so what we're going to do is switch the order of the agenda I will be stepping away for about 15 minutes and then coming back but while I'm away if we could go ahead and get started on the presentation and um get started with that and I will be stepping away at 6 o'clock and then I will come back at about 6:15 and before we do the presentation I just also wanted to say I'm not sure if everyone is aware but I want to offer congratulations to Dr Sheffield for uh on her upcoming retirement as well as her future new position as superintendent and I forget the name of the county but in South Carolina and it is just a whole bunch of great news for her for both of those items and she will be sorely missed here in Palm Beach County um it has been an honor and a pleasure to work with you these past ever so many years um and your dedication to the students has shown through in everything that you do and helping to Shepherd our County through all the ramifications of covid was quite impressive and I just want to wish you all the best and um and thank you again for all that you've done for our student and our families here um thank you Laura um definitely um would not be saying much about them choking back the tears after being um here in Palm Beach um the same district for 31 and A2 years and of course my success lies heavily on individuals such as yourself um all of you all that are on um that are here in our squares that are in the room with me the team because of course behind every great beside every great leader um they are phenomenal team members and that's what ensures the success so I definitely I'm just grateful um for the partnership um with the group here over the past six years in leading this group as well as the teams that I've just had the opportunity of working with you know the 31 and a half years here in Palm Beach County um I definitely do not take it for granted um I'm leaving with Grace um I've learned a lot and um looking forward to this new new chapter in you know in working with the large Urban district and working alongside some of the best leaders here in palom county and throughout the state and more importantly the opportunities that this District provided me with a national platform and now I'm going I am going to South Carolina I'm going to a much smaller District um a rural District um just looking forward to I'm continuing just maximizing those opportunities for our student Learners and our adult learners um they're just in a different space if I reach out um and wanting to partner with each of you um wanting to talk about some of the resources and things that we can continue and maneuver there by all means like I tell the others do not ignore my phone call um we still have a common goal um and share and have a shared vision and that's just being there um and making certain that our student Learners and our adult Learners um are being put in positions to where they can cell to their fullest extent possible so I just thank you all from the bottom of my heart um just the partnership the collaboration and the work and Palm Beach County will remain home to me definitely keeping our home here so I will be following Palm Beach County I have a vested interest here in Palm Beach County um and that will leave it there for now um so it's not a a goodbye it's just going to another chapter and continuing the work um so again thank you all from the bottom of my heart and I did see we had Christine from PA to college um thereon So Christine welcome welcome um and joining us this you know this evening so that's it for me Laura um if you would like we will go ahead and you know turn this portion of the meeting like you said you would need to step away for a minute um over to Dr Miller Dr Miller was with us in November um you know in October November we were not able to meet because we did not have the Quorum October it was around um the initiatives that we were doing with our attendance policy um around with our students and how that was going more importantly the collaboration that we have with judge Crow and the county so hopefully Keith's team will be able to come back and continue to lean in and share the work that we are doing and Dr Miller is going to um he was with us in November and he agreed to come back tonight which we're a little behind um in regards to um our progress monitoring one state data our students are actually gearing up for Progress monitoring too but more importantly um all the decisions that we make um should be all data driven so even though their students are getting geared up for two progress monitoring two it is still important that we go and look in terms of where our students are coming in with progress monitoring one and so alter turn it over to Dr Miller at this time and then the latter and I just want us as we're starting with Dr Miller and I know that there will be a lot of questions for us to just keep in mind that we still have a very important agenda item um the latter part that talks about the attendance requirements um Laura and I had an a great meeting with our legal council um that's going to help Drive the direction of how we move forward um in regards to some of the concerns around not being able to meet because we did not have a quorum and as we always talk about this group here is the um I like to call it the it's the root um the brain there of that VIN diagram when we talk about um our purpose um and that root cause is around academics so we just want to set some Cadence to where we will be able to continue on each month now with the Quorum and have our meetings and I think we're in a good place so those are two big buckets that we want to talk about after Dr Miller this evening so Laura are you ready to turn it over to Dr Miller yes please and thank you so Dr Miller thank you for coming back with us you're welcome happy to be here good evening everyone I do also want to extend congratulations um to Dr Sheffield all of us here are very excited and happy for her and we will miss her um so academic advisory update on performance uh progress monitoring um so I'm going to go over four uh bits of data with this group the first is I'm going to go over some overall results from our PM data with Ela and math and I'll do a little level setting um in case anyone's new um then we'll jump into our Ela results by grade and subgroup then we'll do the same thing for Math and then we'll take a brief look at some prediction data um that we've been uh working with over the last two years and then take questions okay so um you you're seeing two sets of bar charts on your screen but I just kind of want to step back from that for a second so um for years the state had an accountability test called the FCAT that then changed to the FSA test I think in 2015 um the state has now moved over the last few years to a fast assessment Florida assessment of student thinking and this is a different test than we've ever taken before as a state um we in Palm Beach County are also still getting used to this but this is a very different way to test um so the old test was paper based sometimes it was on the computer but it was one test in May um this fast test is broken up into three progress monitoring or PM assessments pm1 is done given in August and September pm2 is going on right now December to January and then pm3 is given in May PMS 1 and two are meant for student growth um to give information to teachers and parents so they can help their students learn um the third PM is our traditional accountability assessment that counts for school grades and third grade retention and uh graduation requirements and all of that um another difference with this test um that we're still getting used to frankly is that it's a very adaptive test so students come in in the fall um and they take a test um that starts kind of in the middle if they're just coming in in third grade and if the students answer some questions correctly it gets harder if students answer questions incorrectly it gets easier and kind of goes up and down until it gets to right where um it the student is at that point on a scale score um resulting in a scale score and a level which we're used to here in the state levels 1 through five three being uh meeting standards and then five being the highest and one being the lowest um so uh we've had to do a little learning here and across the state with how that adaptive test works and we're still learning um but um this is what we have so in front of you um I'm going to look on the set of bars charts on the left side this is Ela kindergarten through 10th grade um the first bar on the left is p in blue is pm1 from 2024 so that's the percent of students level three and above when they came into school last school year August and September um I did not include pm2 data for now when I come back and talk about this year's pm2 data I'll we'll talk about it then but then the second bar is pm3 how did we do at the end of the school year overall as a system and you could see there about 52.8% um some nice growth from the 1 P.M to the last p.m um which is part of that system is progress monitoring and helping students grow um the orange bar is this year's pm1 where our students came in and as you can see that is about 33.6% of our students came in level three and above which is slightly above where we came in at the beginning of the year last year which is good um we're not sure where we're going to end up I know it's going to be good though on pm3 this year but I just want to show you where we're coming in in relation to last year jumping over to the bars uh the bar chart on the right side this is math K through 8th grade so kindergarten all the way to e8th grade um you can see pm1 we came in at 13.3% at the beginning of the school year last year and ended over 55% of our students level three and above um you could also see this year coming in we're at 15% coming in level three and above which is a little bit higher I do want to point out um you might notice there's a difference between the pm1 in ela and pm1 in math um we've been doing a lot of talking about this um reading the standards really build on each other and um really cyclical kind of work done on the standards um whereas math is very very skill-based and very focused so you'll see a lot fewer students coming in level three and above in math in the first PM compared to reading okay so I'm going to jump ahead so that's the overall results and now we're going to look at um this is Elementary this is level three and above it's the same layout as you saw um in the previous charts this first three bars are kindergarten the second set of three bars is first grade second grade third grade all the way up to fifth grade again we have pm1 represented as the first bar pm3 second bar those are for last year and then pm1 coming in this year and as you can see just kind of looking across uh from pm1 to pm1 for each grade level we're coming in just above some places a a little bit higher um than we came in last year which is really good for us as a system that were coming in higher than we did last year but we finish strong I'm I'm going to leave this here just for a minute just so you guys can look at it okay so now we're going to go on to secondary for reading or Ela um the difference on this chart is we have sixth grade 7eventh grade 8th grade 9th grade and 10th grade so you see a similar pattern where is uh uh pm1 last year we're coming in a little bit stronger this year um and pm1 if you know some of the scores coming in last year compared to Elementary are higher um that students are building on their knowledge from previous years which is great um but I'm going to stop talking let you guys absorb this chart as well it's interesting okay sticking with reading we're now going to look at subgroup data so again we're going to have pm1 and three from last year in the blue and then pm1 this year coming in this uh the top row of bar charts represents our three main subgroups black students Hispanic students in the middle and white students on the right side um as we can see we see the the same general pattern as we saw across the grade levels where each of our subgroups are coming in just a little bit stronger this year off the bat than we did than we started last year looking at the bottom set of of bar chart S at the bottom left we have our erls or esol students the first set of charts on the left is our LF students um and then on the right side is our ly students those are the students currently in our elll program um still learning English which is why we see those scores so low um then we have our free reduced lunch students represented the middle bottom and then the right side is our students with disabilities again all following the same general pattern um where we're coming in stronger than we started at the beginning of the year last year I'm going to leave this up for another minute okay now we're going to jump over to math results and again you're going to see huge jumps in math from pm1 to pm3 compared to the reading um again math is very very skill-based and students do need to learn those skills at each grade level um so here on this chart this is elementary math results level three plus we have our first set of three bars is kindergarten first grade second grade third grade fourth grade and fifth grade um as you can see here with the exception so uh kindergarten we're just up 0.1% where we came in from last year um in first grade we're a little bit up um but in second no second grade we're up two it's third grade we're just down just a 05% we're keeping an eye on that um and then the rest are following the general pattern with a slight increase from the B beginning of the year last year to this year jumping moving on to secondary uh please remember with math we only uh the math test goes kindergarten through 8th grade after eth grade math the students take algebra and geometry State assessments those are not fast assessments those are not taken three times a year those are only taken at the end of the year so you're only going to see Middle School here um so looking at sixth grade the first set of three charts again we see the same general pattern um our sixth graders are coming in stronger this year same thing for seventh grade and same thing for eighth grade I'm leave this up for just a just a moment now looking at the math results broken up by subgroup again at the top we have three sets of bar charts representing our three main subgroups um our black students Hispanic students and white students um as you can see again they follow the general pattern um of we're coming in just slightly stronger than we did last year uh we see the same thing for our Ells the bottom left we see the same thing for our students on free and reduced lunch in the middle bottom and on the right side for students with disabilities we also see the same pattern again this is math percent students level three and above I'll leave this up for a few moments so I'm going to switch gears just for a second um uh if you've been around with working with our school district for a long time when we used have the FCAT and the FSA with that end of the year assessment we used to give a diagnostic test in the middle of the year um usually December January is and from that we we built a prediction model um to see hey this is where we think this this student uh Adam should end up based on how he did on that diagnostic test at the end of the year we use that information speaking as a former principal um you know identifying the students that need need a little more support um uh so uh we we're doing something similar now with these with the progress monitoring assessments but we have more data points we have three we have PM one two and three to use um so we we build a prediction model based on the previous years uh where students started off and where they ended up um and we're calling that a checkpoint cp1 um you'll see a pm3 if you look at I'm sorry for ELA the first two charts uh bars on the left side is PM 3% level 3 above from uh the end of the year last year and then checkpoint one is where we took a look at the students pm1 data and made a prediction of where we think they're going to end up um the same grade level and as we can see uh checkpoint one as we saw in the general pattern from pm1 to pm1 is that we uh projected to be uh higher in kindergarten uh moving across this is all elementary we can see the second set of charts first grade looks like we're coming in a little bit lower that's a grade level we'll definitely be looking at we are looking at and providing extra support second grade slightly stronger uh third grade just slightly lower fourth grade higher much higher predicted to end the year well um and then fifth grade reading a little bit higher this set of bars on the right is all math kindergarten through fifth grade uh I'm going to let you look at that I'm going to leave this up for just for a few moments so you can look through that now we're going to look at the same data but for secondary schools again Ela will be 6 through 10 and math will only be 6 through 8 grade um we can see for ELA where our sixth graders are predicted based on pm1 uh based on their pm1 results that come in stronger finish the year stronger than they did last year same thing for seventh grade much stronger eighth grade slightly stronger ninth grade much stronger and 10th grade slightly stronger on the math side we can see our sixth graders coming in very strong um our seventh graders coming in slightly stronger and our eighth graders coming in a lot stronger than they did at the they finish the year last year so when I come back um after pm2 is done at the end of January I'd probably have to come back around February to update you all um we should have an additional uh prediction data point as we get closer um to end of the year with more of these PM data points we get uh more uh closer to accuracy we'll say um for the end of the year score and that's my presentation I know everyone's G have some questions so yes um Adam and I Laura is still in her meeting so um we'll just go with the hand but Adam as they're thinking through the questions that they may have um a question for me when we went back and we look at the math data if you go back to elementary math I guess what came to mind when we looked at the math data um for pm1 compared to pm3 let's talk about pm1 in regards to the students that are participating in amp so if you're an amp in third grade then you're doing the fourth grade is that how's that how's the amp data captured in this right so uh with the amp program accelerated math program students uh will come into third grade um uh get all of their third grade standards and some of their fourth grade standards in third grade but when uh the key is when they get to fourth grade they then take the rest of the fourth grade standards in all of the fifth grade standards and they take that fifth grade end of the year assessment okay um the goal is to accelerate the students um so they get get to higher level math courses in high school um so really good question so what what in fact happens is our students that are in the amp program they're actually pushed ahead and taking the fifth grade uh they should be taking the fifth grade pm1 at this point um so uh okay and skipping the fourth grade okay that's my understanding there might be some other few models out there depending on student situation but for the most part those students uh would not take that fourth they would take that Fifth and I think we see a little bit lower scores in fourth because some of some of the kids are because that those Advanced students that are taking the fifth correct okay good question Dr Sheffield all right um thank you I had some others but um Laura I'll turn it back over to you you're muted I said well thank you um and I was going to ask if anyone else has any other questions going on uh regarding this particular I do yes please please Dr gabri um so thank you for the presentation and I'm so glad that you uh share the data breaking it down into um different subgroups of students because that allows us to see where there are serious problems if we look at the data in general it's still you know most of the grades are in the 50% and which is really bad if you I mean it's it's sad if you think about students maybe um like 40 something per of the students are not mastering um literacy reading being able to understand main ideas all that kind of things is pretty is is pretty sad but um I also would like to know um the difference between um schools that are U more affluence and and Title One schools because that will show us also the huge the big picture right like the big gaps that may be between those types of schools because as an advisory Council I think we when we can see these differences then we can propose um priorities of where uh work should be done so I would love to have that information as well thank you so um so Dr mes when Dr Miller comes back with because this worth of preliminary data so when he comes back and doing the comparison which progress monitoring too is really going to give the big picture um so it will be interesting um to look at the data from progress monitor ing two compared to one and three to where they ended the year last year because then they would have had a whole semester of their tier two tier three interventions and to see how those students have moved through the intervention so when he comes back to do the to do that midyear Point um sometimes February not sure exactly when you all will get him on the schedule then he will he is making a note to where he will be able to try to do a comparison with title versus non-title not sure what that will look like but you you will try to we'll try to provide that information thank you thank you so much Randy I see your hand is raised yes thank you I have just a quick question you know with the new um with the new rule the education rules changing and that um unless a student has an IQ is it below 68 they have to have the um they have to be taught the general curriculum in the first three years correct have you seen an improvement in the scores of students with disabilities I'm sorry can you repeat the question please the end of your question kind of got fainter if you could repeat it oh okay sorry um with the new rules that have come out that students I believe it's I think the cutof off point is 60 below 68 with an IQ below 68 um they don't have to do any of the general curriculum but any students with an IQ 68 or above is they're required to participate in general curriculum and take the test up until the third grade do you think you're going to see a difference in the you know an increase in the scores of students with disabilities overall because of that rule um are you talking about the access points um how a student falls onto access points and does not fall on access points yeah versus the general curriculum because right now if you an IQ of 70 you have to you have to um go through the general curric yeah that is correct um uh yeah so do you think you're going to see an increase in the score in in in the number of students doing better or scheduling it Le up um um getting you know at least a three or four I mean a two or three or um have you seen any difference at all in the scores for students with disabilities um uh I just pulled up the uh math subgroup results and we could look at the bottom right side that bar chart is the students with disabilities um I believe that that access point rule has been in place for a bit unless it was modified recently that I'm not aware of um but you two years I think although time flies it could be three you could see there um just looking at the math I think that's the math you're on where you can see the progress without students with disabilities and then Adam if you go back to the reading um when you go back to the reading you could see to where the progress while students with disabilities are making progress there as well um now I we um of course we're always want to see it going to the right to where we're seeing um where our students are we closing the gaps and getting to that level of proficiency there's still a lot of work to do I definitely agree with Miss is um with Gabriel um We're Never Satisfied until we of course see that we have all of our students there um on great level but to see the trend that where is moving in the right direction I'm going to say that we're making progress but I'm also contributing that to some of the to many of the much of the work that we've done these past two years where we've been very intentional um to where you know ESC is they're at the table they are part of that curriculum Team part of teaching and learning to where we are not working in isolation we are working together and creating these strategies and understanding that many times many of the strategies and things in which we're doing with our students with disabilities is going to work in ourstanding curriculum classrooms as well so definitely seeing progress that are being made there still a lot of work to do but progress we do see our students moving in the right direction and and in reality when when you do see a student with an IQ of 70 he may make Improvement but he is never he or she is never going to do a three four or five you know on the on the fast or any of the math you know they're all gonna you know because years ago 70 was the cut off um for indd so they've just moved it a little bit but I think we wouldn't you're asking how it's changed from year to year and if this was implemented two to three years ago this information won't show that information show that answer to you because you need to look at pre-implementation and post implementation and this is just post yeah that was just post so I was wondering if they you know saw an improvement um prior to this you know right um well we have there a lot of controversy over that new rule true very true I remember um hey Laura there's been two hands up before the previous speakers that spoke I don't know about to say Charmaine okay I was say we have two other people with their hands raised so would you please speak next no problem thank you um I I had two questions actually Dr sheffo answered I had three she asked my the original question that I had but the question that I had was um one I wanted to confirm you said this was level three which is at grade level if I is it at grade level or above grade level with level I believe it's meeting the standard at at the at the grade okay so I just I wanted to confirm and then um my second question was how can we see this for our individual schools so there is a uh link on this PowerPoint cl to the powerbi um uh there's a link on each of the slides it says powerbi in the top right or bottom left you could click click on any of those and that will bring up a powerbi dashboard that you could actually choose the schools you want to look at uh should have known this from previous I hit it and I didn't mention anyone I should have thank you for reminding me this postal it's good to see you good to see you as well and uh Rachel fish Fishin hi hi everyone um so I hi so I'm looking at this data with the fast reading results subgroups and what I find very interesting is that almost every subgroup has made a um a 20% increase you know if you look at the black population it goes from 20 to 41 Hispanic from 24 to 45 you know about 20 and then you see a huge increase in your English language um language Learners from 16 to 53 which is you know very impressive um and um what I don't see um you know I see about a 20% % increase in student with students with disabilities um but it's my understanding students with disabilities um should be getting an accelerated cours workk so they can make up the game so they can catch up to their classmates just like the English as you know language Learners and I'm not seeing that so they're still you know you know only getting you know 30% are passing versus other subgroups where it's you know 40 45 69 um you know so what are what can we do because it isn't it it's my understanding that students with disabilities should be getting additional and I know it's individual you know um plan to increase their scores but overall we're not making the gains that we should be making to be catching up to their you know peers that do not have disabilities so is this something we can look into because it's you know it's a it's glaring in the data that this additional gains which is supposed to happen through ESC Services is not happening so can someone investigate or look into it or speak to that um Rachel absolutely um but what I can say you know we definitely will continue to to look to make certain that we are of course doing everything that we possibly can in terms of maximizing and meet getting those students where they need to be and a big part of that um alongside with Kevin you know and his team as we are we've been intentional Kevin and his team you know they're working where we talking now a lot with the school based facing support to where we are now pulling with our ESC teams as well and making certain that many of those same kind of intentional support that we are providing such as school based facing Where We Are utiliz izing central office staff those that we consider to be um hate to say the experts um the experts but we are pulling some of the individuals that may not have a direct contact with students um going into schools we're making certain that that's happening from within our ESC Department as well to where we are literally going in and making certain not just with our ESC subgroups but also with our elll subgroups and that's what we've been doing with elll and we're making certain the same thing is happening with esy our ESC subgroups thank you that's good to hear so I know something has happened great with the elll because there um the scores are amazing so and I'm G to contribute it a lot to in terms of this whole initiative that we have around the school based facing support in utilizing the staff that we have and those that are doing a lot of the professional development and working alongside with the teaching so more in terms of not we're still doing the profession development but taking it to the classroom and doing what we called um um where we're doing that job embedded PD to where you can provide that mentoring that coaching um and modeling of instruction in the classroom to where they're working alongside with the teacher with the student so we're being very intentional with that because we're seeing to where it is really working so ESC um and all of all of the areas now are really and truly tightening um that model model and I think we're going that's going to help us tremendously thank you for that explanation thank you and then of course continuing to work continuing to work and looking and monitoring what's happening with our tier 2 tier three interventions and how those students are moving outside of the intervention but we know that's another whole conversation right we can talk about intervention um all night but we are also being intentional about um looking at what's happening with our students that are in in an intervention um what the targeted intervention is what we're utilizing and how we are moving those students you know I I should just say one thing a a parent recently contacted me um saying that their child is currently in a a charter school and and wants to move to a regular school in middle school and is currently receiving a certain program that is working well for the child and they've been told that that program is not available at any Middle School even though it's on a reading plan it's the recent Wilson Reading Program and I know it's an individual case and so forth but it's so frustrating frustrating to me that this parent is experiencing this when you know we've been told that the district trains and you know the Wilson Reading Program but then cannot receive it does that you know I don't want does I'm not following you because we do utilize Wilson we recognize Wilson and we have many schools that are um that have Wilson actually it's part of their Master board and scheduling based in regards to um the targeted area for those students um and you and I both know um we have a whole team over in Kevin shop that does um the training there with Wilson so that's reach out to you because I don't want to be a middleman but she has um an email that she shared with me from a an administrator that's saying that it's offered her if you can if you can have if you can share my contact information and you can have the parent to reach out to me directly because I definitely would love to follow up with her because I know the work that we are doing with um with the tier 2 tier three and we have really hone in um and making certain that we are providing the um the professional development the instructional pedagogy of our teachers and like I said we are even pulling the staff here from the office to go in and do job embedded meaning working directly there with the students so I really would like to talk with that parent and make certain that we're not giving um you know the misinformation so we can help her please wonderful I will do that thank you so much I appr it appreciate you uh Randy I believe your hand is raised yes I just have one quick followup I'm curious um and it was brought to um Rachel when she was talking I was like hi wonder if they break out the students with disabilities by eligibility because if you have a student let's say um with a um speech and language delay versus a student with severe autism but um or a student with you know an IQ of 72 um they're not going to make the progress that you know a student that might um learn you have a learning disability or a language um language disability some you know when your IQ 72 there's only so far you can go um so do they break it out has it been broken out by eligibility at all we typically Elementary uh we typically do not break it out that way other than removing the gifted students out from that uh calculation be happy to look at that next time I come back to bring that back um that would be I mean um Adam and thank you for trying to look at that but I could just tell you in terms of what that will look like and to me that's where it comes down into the classroom into the individualized teacher and where they're differentiating the instruction based on the needs of those students and that's how you are setting up those your your intervention based on what those immediate needs are so some of um as we peel back the layers to the data because you know data can you can slice it all kind of different ways so when you come to me some of the slicing is going to have to take place there at the individual school and in the classroom based on with the teacher because it's going to help Drive the instruction based on what the needs are of that student and those targeted groups because our our our assessment team is not going to be able to slice it all these different ways in which we're talking so that's where we have and principal supervisors have to work with you know the principls they work with the teachers and they do all of their slicing and so forth and setting up you know their targeted groups I'm sorry great um I do have a couple of questions myself um and part of this uh prior conversation uh reminded me of something that was discussed many many years ago which was uh determining um annual yearly growth for gifted students so do we pull that information out to see how that's being addressed and that these students are actually progressing not just that they're meeting the standards but that they themselves are progressing for a Year's worth of growth within a year um that would be um Mrs baroo um I would actually have I would hate to give you an answer on that I would need to talk with Tara okay she hand I'll give that will come with the acceleration te we are we're pulling them out of the students with disabilities and they're getting put into or counted amongst perhaps any of the other groups it would be a good idea to understand how that particular group's needs are being met as well and then I had um questions if we go to the math information um if we can go back to that screen so and I realized that there's a lot of a lot of the math and I and I was reading the uh the transcript as it as people were speaking so I could stay attuned to what was going on in the meeting understand that the math is very very skills-based however there is part of the math work that is theoretical um and that developing that understanding can be very helpful as they as students progress through the the math curriculum from year to year but the other question I have is what interventions um we often talk about reading interventions but what interventions are in place with regards to math and I appreciate that the amp program has set it up so that the students are being tested uh more closely to the work that they are actually learning in the year that they're accomplishing it because that that does make a huge difference for the students to be able to be tested on the work that you're currently doing um and I just wanted to help under help get a better understanding as to what we're doing so we can have more of our students progress further within math because um it's a little scary to see well that we have so much that don't have that information well one thing Laura I'm but I'm going to wait for the anwers okay Laur I don't know if you recall but with house bill um 7039 I think it was um we've had so many I think it's house bill 7039 that has that new it was a new piece in there to where we must notify parents if we saw a deficiency as soon as we notice a deficiency in math and that was for K4 so what we have done we've actually um exceeded and we are leading in regards to some of the work that we are doing around this and we are um we do have um we have worked with our principles and created a group to where we now have a math we've created the math intervention pathway um for our students just like we have for reading intervention and and part of what has happened is that as the state is continuing to work through this and we're not depending on the state because in regards to the work that we are doing because we know um in regards to the state telling us what to do because what we do know is that we find if we if our students have a deficiency then we need to find ways in terms of again Meeting those students where they are and provide those interventions for math just like we're doing for reading and one thing that we're trying to do because we know that there are only so many hours in the day is trying to work with principles and finding because the state is explicit in regards to when that reading intervention must occur um but with math is that it should be occurring but they're not as explicit in regards to outside of the math block or exactly when but that does not negate the fact that we well we just don't do it so what we are trying to do is trying to find a way outside of the math block where we are providing those interventions we find where our students are struggling and where it is needed whether it's before school care whether it's after school um or are doing tutorial or how we have to structure our tutorial a little different so we are looking and working through all of the different aspects because our schools trust me it's not that they're not doing it it's that we're trying to find a model because it's going to look different in every single school because again it's just finding the time time in the day around all these core content areas when you go and you think about the 90minut reading block you think about your math block you think about your your science your social studies um your PE um you think about um you know your schedule in there for lunch um your day is gone right so part of it is like adding yes adding some additional hours but what we're doing right now like I said is that trying to work and find this model to where we can work and actually I had a meeting this morning where I was talking with kowana our Extended Learning director to talk about what some of the barriers that we find in terms of we're wanting to pull the students because many time it's the students that are already there that are participating in our after school program whether it's 21st century or another program is there a way that we could pull those students and provide because if we hire the teacher and provide the intervention during that time but it goes a little deeper and we have to be careful because in regards to how many of the programs are funded if they're funded through grants and so forth they just have some stipulations to where and so forth so those are the kind of things that we're working on and just trying to figure out how can we and what can we do outside of that block because really and truly the intervention should true intervention should take place outside of the core BL BL that's an intervention outside of that core instructional block has there um I'll ask this as a followup and then I'll get to charmain um has there been work to identify what is some of the root cause of the uh the need for the interventions is it um are there disabilities that are impacting it are there you know is there math anxiety that's impacting it is there uh lack of um just just knowledge you know without the disabilities you know has there has that been looked at to see in direct how this needs to be addressed I'm going to say is all of the above I mean this past year we complete um Dr swier and myself the past two years and we just accepted for year three um and actually a year and a half because we started last year was a complete year where we started this is called the K9 math Cadre focus with impact Florida um and what that is is how we start and we were doing some studies with other districts to where we did some studies around starting with how do we get our students prepared for algebra success um from when they're entering kindergarten um and Dr swier and we've like I said we've done a complete year and a half and we have uh we got our final report um the latter part of this year you know if there's time and you're wanting to hear the findings in terms of how we addressing the findings from that by all means that is something that you know she could come and share with the group but it's some work that we're doing with impact Florida along with four other districts Palm Beach I think it's Palm Beach Broward Coler um and I can't um and I think Hillsboro um and it may be another District to where we are collaborating um throughout the year in again doing this study around K9 math Focus to how we adequately prepare our students and we are talking about those barriers that are leading up to it and like you called off and I said all of the above right so it will be I think that would be a wonderful topic for us to hear in the future um I'd like to add that to our list and um and to include in uh what we're doing with it in taking that information and also applying it to prek um because there are math SK skills that can help set the students off and I know Charmaine you do have your hand up so I'll it's you're up thank you um that's a great thing Dr shefford I would love for you to um to connect with you to see how you can have that conversation even at a higher level um where other parents might want to hear that throughout the state of Florida but I will talk to you offside offline on that but um the question I think it goes back to one of the things that I know um in our household my husband constantly come to me and talk about how it's frustrating regarding the different um apps or applications that is used whether it's DreamWorks or I ready which app or which which I don't know DreamWorks I ready which um system or software is being utilized to connect to whatever the standards are as a parent I look at all the apps I'm like look you need to be performing on all of them but is there one app over another is it DreamWorks is it I ready is it um whatever else they have out there Elementary to your Point Elementary is I ready math um your Middle School um middle schools should be using dream boox okay um we should be using dream boox now you may find and that's what we have purchased um as the Adaptive from math now you may find um a middle school to where they may have purchased ISL and they may have purchased ISL to where they're using it as supplemental to where they're using it outside of the core so you may find DreamBox and ISL okay so DreamBox is for math is the core and for the Adaptive the Adaptive and then for elementary is I ready uhuh and Middle School you may also hear um some schools may also use ISL they may have purchased ISL on their own if they had some additional funding that they may be using um for a tutorial um so forth or they had a case to where they found to where and they had the data to where the where they're using both Dream by um dream dream andl is that for math and reading no Middle School Middle School reading program is Reading Plus Elementary reading is I ready reading okay because what I'm finding is I've I have a Elementary and I can tell you I we've had I ready and at some point we've also been introduced to dream box and I thought that was also a middle school because I have a middle schooler as well and so it it helps me better when I go into a meeting and say you know hey why are we having dream box when we're struggling here on I ready yeah it helps me have that a better conversation with um his teachers and that's me personally but I've also had other parents that ask what what is the standards um which you know you could see the standards but what applies to the standards is is I ready a direct impact of hey if that child is struggling on I ready it does that indicate that that child is um struggling to understand standards or is there something else that do you get where do you follow where I'm going with that yes I am okay so that that's where I was going is trying to understand what exactly correlates directly with the standards and you answered that question Reading Plus and I read reading thank you you're welcome and I think that was um I think that those were my questions Laura thank you does anyone else have any other questions well thank you very much for this presentation I think it was quite informative and um I look forward to hearing more in the for regarding the future progress monitoring and also the follow-ups that we talked about thank you thank you so much Laura and I want to thank Dr Miller I know he has to run out um and he actually have his his mom I think is here so he did us a favor coming B coming in so thank you Adam um for coming in Adam is definitely I I'm going to ask him to make sure he share with me um the progress monitoring too um just to make certain that we our students are continuing to move in the right direction so just let Diane know um the committee will let Diane La you will let Diane know when you would like to have Dr Miller come back to show the findings of progress monitoring too as they're leading into Spring State Testing but thank you Dr Miller thank you Dr Sheffield have a good night everyone thank you okay so if we could move on to the agenda and go back to the uh update from Dr Sheffield that would be great okay Laura well I pretty much you know I gave my update um you know as you were sharing the you know I'm sharing the transition and because we have not met in um in October and November so I will I think I'm done with my update like I said this has just been great and I just can't thank you all enough um and definitely would like to um just make certain that we are set for the January meeting because of course this is my last meeting so Laura you and I will need to connect um sometimes in the coming days to just talk about the January meeting the agenda um because I would like to do my due diligence um and just making certain that um that I'm leaving um to where we are set um and ready for um the next person to successfully take over and you all have a great meeting in January thank you so much um okay so do we now need to um talk about the attendance requirements yes is that already even discussed no I think um that's the next item on the agenda and to me that's the big piece I'm just excited this evening um of the participants and even having a parent on um you know with us and I know as I turn this over to you Laura I'm sure that you will agree that we had a nice a very good meeting um with our um with our legal counsel to just talk about the challenges um in terms of just trying to get the um the Quorum and to give us some suggestions um and solutions to where we come together and how we can have these kind of meetings um on a monthly basis so I'll turn it over to you you can go through everything that we discuss um to everything that we discussed and as I turn it over to you I also want to remind you that our no um November I'm going back to November I think the January meeting Laura I think that's an in-person meeting um it's a recommended inperson meeting I wanted to remind you of that so it is encouraged encouraged that we attend in person in January um of course if there it the formal format of the meeting will continue to be hybrid but we hope to be able to be in person and uh because the the conversation flows a little bit more easily we have uh better connections and with each other and can do our work better not only when we are in person but we will take that energy with us into future meetings that when we are not meeting in person so um I really hope that everyone will be able to show up it would be great to see you in person um in January and in terms of the attendance requirements if you refer back to policy 1.09 the policy states that if there are three absences consecutively um then the Committee Member is no longer is automatically no longer a part of the committee so we realized that some people might not have been aware of this and so we wanted to bring that to everybody's attention and I know that Diane was kind and diligent enough to reach out to everyone to be able to remind them of this uh policy as well as um encourage uh them to figure out whether or not they will still be able to be committed to this organization to this committee to do the work and come to the meetings because without us being at the meetings we cannot give that input to the superintendent to give that feedback to the staff and for those of us that are appointed by school board members we also then have no topics to go back to the school board members and share that our information with them and so this committee was created so that the community the parents and various Representatives around the community can give that input and help our school district meet the students needs meet the family's needs and meet the academic needs of course of our students so I hope and uh all of you will continue to be committed and to come to the meetings but in case something comes up and you cannot be at a meeting please email Diane um and let her know that you will not be able to be there because with that email that prior notification then your absence can become a an excused absence and according to the um I see your hand raised um Dr Mendes so I'll get to you in a minute but as um as the policy is written it is up to the chair to give approval for excused absences now with the concerns about possible uh Sunshine Law uh what we're going to do is we're going to ask each of each member if you're going to be absent to please email or inform Diane and then at the beginning of the meeting Diane will inform us inform us but inform me as or whoever is chair that um these people have um notified that they will not be present for the meeting and then at that time during the meeting the meeting those absences will be will be hopefully excused by the chair and which case that excused absence will not count towards the three absences that could automatically trigger a removal from the committee Dr Mendes I think you might have a comment or a question yes thank you I have a request when when we receive the invitation there is um there is an to accept or reject um last month I think we were supposed to be there and it was only two of us and if I had seen like if I knew that everyone accepts or rejects the invitation and I have seen that most people have rejected then I wouldn't have driven there for an hour because of traffic took one hour um and I would have done it online but um we we didn't have qu quer rooms so we didn't do anything but I think that accepting the invitation or rejecting it helps everyone know uh be aware of of what the situation is going to be and it takes literally one second just click on accept right and I I have brought up the question about um using the RSVPs as a metric to understand whether or not we will have a quorum and what we can expect um and um I was it was explained to me that sometimes we have people who say that they're going to come to the meeting they've rsvpd yes but something comes up and they're not there and vice versa where they say no and then they're able to make it or they don't respond at all in which case they come or they don't come well it would be helpful if we could use the RSVPs as a reliable metric to figure this out um to know in advance if we could expect a quorum or not um the answer truly is it's up to everyone and it would be wonderful if we could rely upon those RSVPs and if people could take those actions that would be very helpful but um in the meantime we're still going to be implementing the policy as it stands and Charmaine you have a question or comment yes I just wanted to one apologize for last week I was actually sick um or last month I was sick and did not make the AAC meeting um but I do want to give a shout out to Diane because when we don't respond um she do do a fabulous job in reaching out I don't know but I've seen her she reached out to me um if I didn't respond to the um calendar invite so I I do want to just give a quick shout out to Diane for doing that um when we don't respond or if she if she haven't heard from us she do make it an effort to reach out to us and um follow up with us so just just a quick shout out understood and appreciated um so does anyone have any questions about this so going forward um there are a couple of people who have missed three or more meetings in a row so going forward forward we will be um the staff will be informing the uh organizations or people who um appointed these committee members and letting them know that um those committee members will no longer uh be able to serve because they've exceeded their three um absences does anyone no one has any questions or comments okay Dr Sheffield do you want to run the election for the vice chair or shall [Music] I Laura um you're chair so you can actually go ahead and run the election for vice chair okay um so moving on to the next agenda item um we uh Charelle uh is had resigned from the committee so and she was our vice chair so we no longer have a vice chair um and we do need one uh so if there are any nominations I'm hoping there's a nomination for someone to serve as Vice chair so I open the floor to the nominations you can nominate yourself or someone else you might be wondering what are the responsibilities of the vice chair um so it's to fill in if the chair is not available uh so it would be to run the meeting um and if you are running the meeting then it would make sense that you are the person who would be giving the update to the school board as to what we discussed during our meeting and that can be done either by emailing the school board or by uh speaking at the monthly school board meeting uh so it's not time intensive um it's not difficult to do and I'm hoping that someone will do it all right I I'll nominate myself thank you Charmaine you're welcome Laura do we have any other nominations no but I'll second charmaine's nomination of herself this is Christine thank you Christine okay seeing no other nominations um congratulations shaine your Vice chair okay thank you thank you very much and uh do we have any other uh questions we're at the Q&A portion of our meeting um yes I do do I have to raise my hand or something nope you're fine go ahead and speak okay so in 2023 the John Hopkins school of education um prepare an um a report in which they analyzed textbooks um and they look at the inclusion of Latino contributions in the U US History curriculum for high school and they did an excellent job noticing how many things were included and how many more things were out so some students um really don't see them themselves or or people who look like them in um as part of the history of the United States and um neither neither other kids see them other students who you know who are not um Hispanics they they don't see um hi Hispanics um as contributing to the history this is a great uh report um it has a method it's very well done and um I think that this is the kind of studies that we should um ask the district to do to analyze our curriculum not only the textbooks but the all the software we're using for education to make sure that all the students I'm not saying only Hispanics but all students can see themselves and can see that um they belong in the in the school and the district and in this country so um I I would like I I can send this to uh Laura the report in case any of you want to see it uh but I suggest that next year we we start thinking about this or or maybe writing a a proposal to propose the the board to do something about analyzing the curriculum in terms of representation of all the students Dr Sheffield is that something that is taken into consideration during the textbook adoption process um yes I mean you know with the you know we have the rubric that we use from the state and then we have a rubric that's developed um with the committee but absolutely it is um yeah it doesn't look at it looks at representation so it means if there is one person there that's fine it doesn't look at representation of the 38% of the students proportional representation for example um like you can have one person in one book and so the book is okay um I don't know if the rubric looks I I actually I have been I I was part of the analysis of the text in math and science and it doesn't look at the quality of how are people represented right you can have uh women represented like 50% but are they represented as um you know scientists and doctors and um um moms or just as moms or just in the kitchen you know that kind of things I didn't see in that rubric so I think we can do better than the rric and I agree we probably could do better but when we're doing what I want to say I want to be clear is that with any adoption or anything that what the what the team has to do is make certain that they are in compliance with what the state um what the state requirements are so are we in compliance in regards to what the state is asking yes um and once they become in compliance in regards to what the state is asking and we do make those notices um then we move forward but are there all again is it always room for improvement it is and I only said that because I wouldn't want anyone to think that that team is not being operating and not being in compliance of what the state requirements are no this of course the state the states requirs are being met it doesn't mean much that's it so you're if I'm understanding this correctly we've got the Baseline of what the state requires and you're want to look at how we can do better better right than what the state requires yes and I wouldn't focus on what the state requires but on what we what's H actually happening you know what you know uh and it doesn't mean at the moment of adoption because yes we're adopting new books and that's a great time to analyze what when the curriculum right but there is existent curriculum there existent um um software um that had been adopted a few years ago and um so I don't know if they went through the rubric the rubrics have been um revamped and they had been aligned with the new state um um requirements recently so the last couple of years so I don't know um I don't know if if all the software has been analyzed on that sense Dr Sheffield I see yes Laura I may want to make a recommendation because if this needs to be an agenda item you may want to add textbook adoption as an an agenda item and that team can explain the process um because there's no action that can um that can be taken and also as we go through the adoption and we may as we go through an adoption we go through the adoption we stay ahead of the state so that when the state releases their state adaptive materials that we make certain that we are purchasing what the state has on their they have selected as state adoptive materials because one thing that we do not we tend not wanting to do um is that we want to make certain that we are in alignment with the state because we're spending 20 of millions of dollars we know how expensive um an adoption could be we always try to make certain that whatever it is that we are purchasing um that it makes the state adoption um less you know I'm a prim and and I'll leave it there because we shouldn't be getting into much of that discussion because it's not an agenda item but I hear Miss I hear Gabriel I hear her loud and clear and I only brought it up that you may want it as an agenda item because she's making valid points I I think so I think that's like a wonderful idea and that we will add that to the list of possible topics and we'll go from there um do we have any other any other comments or questions okay well I want to thank all of you for taking the time to come tonight's meeting it's been wonderful to hear your voices and see your faces and hold a meeting it's been really great since we weren't able to do it in October nor November um and so I'm really glad that all of you were here and looking forward to seeing you in person in January um at the school district office and um again thank you Dr Sheffield for all your time and energy for on behalf of students um and working with us over these last few years um specifically with the academic advisory committee and um I just wish you lots of great and happiness in your future with the up in South Carolina and um do I have a motion to adjourn I move to adj the meeting and a second I second thank you and the meeting is adjourned thank you everyone holidays everyone holidays Happ Dr we are not happy