The board opened the meeting with a decision on the format and scheduling of future meetings. A motion was introduced to hold in-person meetings every other month, specifically in November, January, March, and May, while maintaining a hybrid format to accommodate those who cannot attend physically. This proposal sparked debate, as some members initially misunderstood the motion, thinking it suggested switching the meeting days. After seeking clarity, the committee agreed on the importance of maintaining a quorum and devised a plan to ensure meetings could proceed if members were unable to attend in person. The chair emphasized the need for consensus, leading to an agreement that members would make every effort to attend in person during the designated months.

Subsequently, the board moved to adjust specific meeting dates to avoid scheduling conflicts. The May meeting was rescheduled from May 12 to May 5, and the November meeting was moved from November 11 to November 4. Both changes were approved unanimously after some initial confusion regarding the calendar.

The meeting then transitioned to a discussion on the implementation of literacy frameworks in Palm Beach County schools. Ms. Adrian Howard, Director of Elementary Education, provided an update on the district’s literacy initiatives. She highlighted the ongoing struggles with low literacy rates in the U.S. and stressed the importance of reading fluency and comprehension as essential skills for adult citizens. Howard emphasized the district’s goal of achieving 70% proficiency among third graders by 2027 and advocated for a long-term approach to literacy instruction rather than quick fixes.

Howard explained the difference between the Lassinger initiative, which focuses on building teachers’ skills for small group instruction, and the Uly program, intended to teach foundational reading skills. She outlined the five-step instructional framework involved in the Lassinger work, which includes reading for fluency and targeted assessments to identify student needs, allowing for differentiated instruction. Feedback from teachers who participated in the training highlighted the effectiveness of the new strategies and their positive impact on small group instruction.

The comparison between Palm Beach County’s literacy efforts and those in a neighboring county, which reported no elementary schools receiving a D or F grade, was a focal point. The neighboring county’s success was attributed to a multi-year collaboration aimed at building teacher capacity and assigning literacy coaches to all schools. In contrast, Palm Beach County trains lead teachers or individuals closely involved with K-2 instruction to support their peers, with district literacy support concentrated in 16 targeted schools. Howard referenced change theory.

Further detailing the literacy initiatives, Howard mentioned that last year’s rollout included intensive support for nine schools with K-2 teachers, supported by the University of Florida (UF). Despite challenges, 17 lab sites were completed, and walkthroughs were conducted in four schools, leading to the creation of a monitoring form for these walkthroughs. This year, six more schools were added to the initiative, bringing the total to 11 supported by UF. A three-day summer literacy institute was held, focusing on small group instruction, along with newly added administrator sessions to ensure leadership understands the framework’s implementation.

A notable part of the discussion was the significance of dual language programs. Lessons developed in English were adapted for Spanish literacy instruction, with plans to include Haitian Creole in the future. Howard also addressed questions regarding the selection of schools for the literacy initiative, explaining that criteria were based on state-released data identifying schools with significant percentages of students not meeting proficiency levels. Intensive schools were defined as those where more than 50% of students are non-proficient.