##VIDEO ID:pekJEWDrHco## room so not sure if we want to be easier to chair from here or I'll defair to the chair if she prefers yes I um if you're able to Cassandra death is wonderful I will be online um if you need me I'm here but I I I am more than welcome for you to uh chair the meeting from IND thank you madam chair we will resume this meeting thank you we'll looking at the agenda and we have the minutes can we get a motion to approve the minutes um I think we got to do uh roll call call First roll call first thank you let's begin roll call hi everybody adopted family Jessica Pagan best foot forward Debbie Elman present online thank you uh best foot forward Karen spagnardi who will be joining us after she's voted in at the next board meeting but I don't know if she's online today I sent her the invite she she is not okay thank you uh Black Chamber of Commerce Cassandra Oliver here card at FAU Sabrina degois sabr she was online right right oh here her things are here so uh carded FAU Jack Scott Coalition for black student achievement Dr Deborah Robinson I'm present online thank you Coalition for black student achievement Jacqueline H Callaway Compass Amanda connetti Compass Rex Barnes pres online connect to Greatness Dr Cassandra connect to Greatness Andre Thaddius District ESC advisory committee Kimberly spy o president online okay District ESC advisory committee Michelle Bey Pres online division of blind Services Caesar vgo present online Economic Council of Palm Beach County Craig McKenzie El Soul Jupiter Suzanne witbeck I'm president online Florida Hispanic American Chamber Of Commerce Juan Pagan Florida Hispanic American Chamber of Commerce Evelyn Vargas for the children Reggie durandis Gold Coast Down syndrome Sue Davis Killian Guatemala Mayan Center Mariana Blanco pres online Guatemala Maya Center Maria or I'm sorry Myra cardinus Hispanic chamber of commerce Maria Antonia Hispanic education Coalition Hector Pedra NAACP dedri stwn Palm Beach County Council of PTA Charmaine postal pres online Palm Beach County Council of pta's Marcus Brown Palm Beach County Human Rights Council Emmy Kenny present great Tri City education committee Eddie rhods thank you Tri City education committee Mary Evans Urban League of Palm Beach County Terren Reed volunteer Association of America whitling Pierre pres online and volunteer Association of America carlen Paul and classroom Teachers Association Gordon loffer and we had a couple come in late um and one was you she got you too yes we have a quorum and somebody online PTA is that uh is that Marcus maybe good morning Marcus Brown president online okay and somebody else wants to come in got Full House and Terrence Reed Terence came in okay we have a quorum and Mr Ferguson School Board member join online morning morning thank you so much um let's get the minutes are there any changes or if no changes are noted can I get a motion for approval of the minutes I make a motion to approve the minutes and the second was in the room was that you Juan thank you so much um Debbie online yes thank you Debbie the minutes have been all in favor opposers thank you the minutes have been approved we will move to the agenda we are requesting to make a change on the agenda will the um subcommittee do you mind presenting right before adjournment so we can keep the principles On Target to return back to their schools committee is that okay is that okay so we a motion to I have a motion to update the agenda to reflect that the subcommittee will present right before adjournment thank you one and I think we have a second from chair all those in favor I I opposers I we have an opposer was that I me recall opposed thank you motion passes for the agenda with the change for the subcommittee to present closer to adjournment Let's proceed to public comments are there any just uh want to recognize that this is lgbtq history month so uh we're happy to have that and our our board unanimously approved that Proclamation at last night's board meeting and uh just to bring up there is a cool website called LGBT history month and today's icon there's one each day for October is arri Shapiro who is a host on NPR so happy LGBT history month thank you so much for sharing do we have any other public comments seeing none thank you we'll continue with the agenda we'll have update from Mr I'm sorry I'm sorry this charmine can we have anyone who didn't introduce themselves um through roll call at this time introduce themselves in the room for the record uh Urban League L ter re Urban League of Palm Beach County Sabrina de fa card Susan Hol claw Keith's assistant Jean S marus brown budget Keith Oswell chief of equity and wellness Melissa Patterson director of safe schools good morning Cory Brooks DWI High School good morning Elena valani principal Lakeworth High School good morning Juan Pagan Florida Hispanic American Chamber of Commerce good morning uh Pete Stewart secondary education health education specialist thank you madam chair that's everyone in the room we'll continue with the agenda Mr Oswalt and good morning everybody it's great to see so many people here I know we missed last month because of of hurricane um Helen I believe it was the first one um so hopefully everybody made it out okay I know a lot of our families were affected by the tornadoes in our communities um so we continue to work to provide support um for those um also I do I want to recognize um that uh my assistant uh Susan hos claw who just introduced herself she'll be retiring um so she's only here for about one more maybe two meetings so she's going to be out in December so uh yes told her she couldn't but she's going anyway um and then uh and and John uh soia introduced himself um some of you may remember gal um gal VY who retired um he took this position and is doing budget so he's kind of picking up and learning some of these things as well so want to welcome Johan um who uh hired him a couple months back from a school Center as a Treasurer this good Finance background so glad to have you thank you and then also uh bilingual also so someone who speaks haian Creo it's good to have uh part of the team as well so welcome um just quickly uh elections in case you haven't noticed coming up soon um and the district does have a referendum um on the budget for the half penny sales tax so please continue to educate yourself and your organizations um to let them know about that um it does provide a lot of support for capital projects so as I always say to you all you all have a responsibility be on the dddc um and to educate yourself on this particular item is critically important for the school district I cannot tell you how to vote but I do encourage you to please educate yourself about that so that those that you are affected by your organization can uh make uh decisions appropriately also um next month I do want to bring forward uh a deeper presentation on bright future scholarships we've been doing a lot with uh the superintendent student advisory for black student Excellence committee has been studying this and has some subcommittee Works going on but I want this committee as well to know uh we did share data where only 6% uh students of Florida since the Inception of Bright Futures have received the black uh bright future scholarships um while other subgroups have gone up considerably um and I think the data we shared I don't know if we gave the updated data here um our data is actually more than doubled that we're about 133% of our black students who graduate to receive the Bright Futures so but we want to continue to really increase that even more so and so so um I'm going to limit that to the updates for for now so that we can because I know we have a pretty packed agenda thank you Mr Oswald we'll continue with the agenda we are looking at high school's best practices Miss Patterson so I'm gonna open that up first Miss Patterson before you go so um one of the things that you know we talk about here is is School SCH discipline and it's on the policy to to monitor that one of the things that we've been working with the schools on um is around you know culture and climate and how we address student discipline um and I'll share more data um the principles don't even know that you know one of the areas that we're trying to reduce um is the disparity that we see with our black students in discipline referrals um I will tell you that overall as a district from first quarter last year to first quarter this year you guys our principal here don't know this yet but we actually seen a 25% reduction um in incidences I almost fell off my chair um celebrating so that's the good news the bad news we still have a disparity uh all subgroups did decrease but I'll go more into that in a presentation the future um what we did um at our first uh Leadership Summit with our principes as the district we had a breakout and uh Miss Patterson who's director of safe schools you know looking at the data um and then also having principes share out best practices with other principles we identified a number of schools that had significant decreases with black student suspensions and discipline so two of our sh Stars dwire High School Cory Brooks and uh Lakeworth High School Elena valani are here today to share some of what they're doing at the schools to really um inform and Inspire and educate all of our students to and just to show you an example of some of the things especially with the recommendations uh that you know with Dr thus his work around uh black male students and acceleration but our our recommendations that went to the school board to give you some examples of some of the work that we're working to try to execute on those particular pieces so uh Miss Patterson will kind of set the stage of kind of how we opened up some of this work with the principles and that we're working on so turn you all right well good morning everyone um we're just going to get when um Mr Oswell approaches as he said um you know in looking at the data and some of the things that we definitely need to work collectively in in coming here today this morning this is going to be uh part of our objective is also to share with you uh what Equitable practices how Equitable practices can contribute to a positive climate and culture at the school for the benefit of all students with that being said when we talk about culture and climate we're definitely talking about things that or or or concepts that are not always Concrete in in in every single context so then is how do we get there um as as a team and uh we need to agree what positive School climate would look like and it would look like this would be the components it would be fostering safety it will be promoting supportive academic disciplinary and physical environment encouraging and maintaining respectful trusting and caring relationships throughout the school community and this will have to apply to all students and all subgroups and paying attention to those subgroups independently as we go through the process only to improve attendance achievement retention and rates of graduation amongst those students and then we we um we actually actually uh took a look at this model which is not an original model to us but we thought it was a pretty good model and when we're talking about uh culture and climate and and only to establish how do we identify the focus in each one of our environments so when we look at this climate right here I'm not going to get super deep but I'm just going to go briefly over it uh one of the things that we understand about climate and culture is that climate is going to be a product of culture and if that is true then we cannot control climate but we can control the components of culture so that we can positively impact climate right so in doing so then we divide culture into into two different cultures the top you're going to see is behavioral and the top and at the bottom you're going to see operational and basically what we're saying is as as a system we got to say let's take a look at operational operational is the things that we say we're going to do it's the systems that we design but then we have to question ourselves if our behaviors are in alignment to that operational to that system to that plan that is more concrete than not and then that operational and behavioral have to be led but what we Define as respect and value in each one of of our respective environments so when you look at the at the chart from the left and you move over to the right what you're going to see is that climate when behavioral culture and operational culture are far from each other meaning our behaviors do not match our systems necessarily then climate is going to be oscillating anywhere around respect and value but we're not going to necessarily be operating close to that respect and value when our behaviors and our operational or backwards when our operational our behaviors are in alignment with the plan that we have and those are in also in alignment with respect and value then we want to see that the climate is going to be less uh going up and down it's going to change a whole lot less and that would be what would result in what we would call called a positive climate climate is nothing but how people feel from students to teachers to staff any stakeholder with that being said the responsibility at the district level these are some of the things that we are doing to support the schools in this important work and you're going to see that one of the this is new uh is going to be monthly interactive training sections with stool School discipline point of contacts which are actually an administrator that has been assigned by each principal sometimes the principal participates as well in tandem with the administration and during those training sections we literally talk about we study policies in depth we talk about case studies we always talk about the data and we also at the very end we also stay behind for it to be an open-ended agenda any questions that are for the good of the group that we may or may not have cover in addition to that every single month at the end this group of professionals actually filled out a very short survey and they proposed the next theme as well so that it is indeed a collaborative effort as far as how we learn the next one is going to be weekly monitoring of level one infractions um and suspensions in school we notice that there were some uh suspensions that were taking place for level one infractions which is against policy so in order to support the school is also not only monitoring but also providing them with any other resources that they might need in order to correct that monthly data monitoring And discussing around most frequent infractions based on students grade levels that is another thing that all schools have shown a tremendous Improvement not that there's not more work to be done but what are those infractions that are keeping students off campus and what can we do proactively so that we can lower the reaction the very fourth one is to update the student code of conduct to expand on definition and infractions so we don't leave um we we want to avoid vague uh statements when it comes down to to discipline and the very last one is to assign team members to provide OnDemand guidance and support to schools which my department actually has what we call Sprints and those are uh online basically my staff members or the team they go online and they are there for any questions not that they're not there for any other time but they're for sure there for any kind of questions that any school may have um so that they can have that assistance on demand it is not the only way that they can reach the staff either and then on another on the proactive side of things this year this is actually sponsored by the department of Support Services it is training on interventions it is um and then it is open for every single School the suggestions right now just to be able to accommodate the number by demand is three people uh from school but I I don't want to speak for my friends in support services but I'm sure that they'll take as many as the school will send no one is going to ever be turned around and this is a little bit of what the training is about or or some of the um basis that we that that the work is based on it is research based it is stepbystep guide for implementation I'm not going to read read the entire list for you but at the end of the day is really to provide the school with a some form of linear process sometimes for very complex problems that we have in the spirit of supporting the student and having the student at school learning um where you know that is ultimately the goal and who goes first lward so now we want to see kind of like what this looks in action and how the a couple schools have approached uh to do some good work for students um and Lakeworth High School yeah it's first okay good morning everyone once again um so this is my third year at uh Lakeworth high school and I say that because Mr Brooks and I are basically providing you with what does it look like when a new principal starts at a school and then what does it look like in a few years after systems are now part of the culture on a regular basis and so in the two years that I have completed there you will see on this particular slide that across the board in all of our ethnicities now we are a minority majority school and so you will see that the reason why there's so many incidents is because those are the majority of my students in those various subgroups however nonetheless we have de declined in every single area for the exception of the bottom right hand quadrant that you see there with the elll and the non-ells my Els have kind of flatlined there so that has been something that we have focused on a little bit more for this upcoming year and continue to tweak our systems but across the board you'll be able to see that we have dropped exponentially across the board in our incidents whether it's by ethnicity by gender or as an ESC student or a nonell student is there any to make that bigger um that I don't know I you get so well I can tell you only because I have my computer open so over on the left what you're looking at is uh by in the city so you'll see that the the largest bar on the left is black students um so it went from 258 to 207 the next high is Hispanic 189 to 152 and then uh for uh other is 19 to8 and then white 35 to 28 to the right is gender male uh female and male so male is the higher bar for 23 um dropping to 242 and 24 female 162 to 145 bottom left ESC and nonc so um ESC went from 111 to 75 those are the lower bars and the rest is n ese um or to the right English language Learners versus non- English and that's what she said that was kind of Flatline 12324 and then nonell 359 to 263 okay okay so some of the things that we had to do is first start planning right there's a lot of conversations that has to go around because when you're doing things things such as this and you're really trying to make an impact on a campus you have to be intentional it just can't be throw something out there and see if it works and so one of the things that we identified was that our school did not have a very positive or A Very prominent rather um PBIS so a positive behavior um plan in our in our school and what we started to do then is to start we started off with creating a team and start talking about what motivates students what doesn't what motivates teachers what doesn't um every year it's going to look different because your kids change and it can't always be every year doing the same thing so it's important to have an active role in that as well as reflecting on our seq data in addition to that one of the things that uh came out of that was that having a principal Club because I could always see data on paper I can always uh talk to someone but having a principles Club what I felt was important was to have my actual student leaders on my club in my club and so what does that mean you're automatically thinking that you're going to have like your most high achieving students well that's not what I wanted I wanted an equal representation across my campus of a variety of different students some of them were nominated by their teachers some of them just nominated themselves and all of those students um had an opportunity to come and we meet once a month and we created it to be a safe space it I provide them lunch and they just start talking you know they'll start telling me you know a lot of kids are skipping school from that Back Fence because the person that's there hasn't been there in 3 days and I'm like ah good to know you know and they they tell you things you don't realize yourself um so they've become part of my administrative team and they love that title um we also started to reinforce attendance um as well as their tardies you know I'll stand outside with a sign that says um school starts at 7:30 I have it in all three languages and the kids laugh at me and then now I make them stand with me when I noticed that student who was habitually tardy is now on time so an incentive is actually to hold the sign and I know that sounds silly but they like to then be that poster child quote unquote why we're holding a poster um of what improving attendance looks like they like that recognition um I think we spent a lot of time sometimes emphasizing on the things that we're not doing and we're only recognizing those High achieving students but sometimes it's also recognizing those students that make those incremental um successes we also have uh two new police officers as of last year and as well as this year and they have really Incorporated themselves as part of the campus they're out they're visible they're at every class change they're at lunches they're there in the morning they're there in the afternoon and they have become another Mentor they come to the football games not just to work but also to support and to be um there and I've also started to include them in part of these conversations on how do I shift this mindset because again they come with a different lens they're also able to tell me things that may be happening in the community that I'm not aware of and I can get ahead of it and be proactive and try to shift that on my campus additionally we then also provide incentive centered mentorship programs so one of the things that um we have is that we had 40% of our Black and Hispanic males had over 11 absences in in school year 20 three and that was because of a lack of student engagement and that value in school they didn't understand the value of it a lot of them really just felt the need to have to go work versus understanding the importance of getting that high school diploma so we identified who these students were and we started to then create mentorship programs specifically for these targets of students and had staff volunteer to be their mentors similar to like a trusted adult but taking it a little bit step further and really helping them understand the value with coming to school on on time and and you know we always talk and tell them that high school is your first experience of what you're going to behave and the habits you're going to create as you enter the workforce so if you come to school late every day that means you're going to be that employee that comes in late every day and you're also going to be that business owner that's going to open your business late and therefore lose work and customers because they're going to the business that opened on time so this is all part of that mentorship program so they can see how it's all connected so the way we started to move the needle was as I mentioned we created a committee for our PBIS and we really started to have then these student assemblies uh criteria based pep rally so it wasn't everybody could go to the pep rally to kind of give them that incentive to participate and our pep rallies have now outgrown our gym and now we have to do them on the football field because a lot of the students are really um seeing the excitement behind that we'll have like DJs during lunches and these are all things that just get the kids excited to um to be at school as as well as to see that we're also their cheerleaders and supporting them the principal Club as I mentioned the kids give us their feedback um oh I mentioned there principal greets all the students I'm always at the bus uh the Bus Loop and the car loop I kind of go back and forth and then on Fridays I'll send out parent links um to uh teachers I mean to parents and students reminding them that school starts at 7:30 especially for those students that come in late and then one of the a mentorship programs that we created was gmen which is getting our males engaged now now and that's what gmen stand so you know the kids have their t-shirts they are proud gmen um and so you know they it's it's really great but then you can't always just motivate the students right you also have to motivate your staff and we understand that those two things go hand inand because if I have a grumpy teacher I'm going to have a grumpy class and I'm going to have very disgruntle students in the class it all becomes a domino effect so we have our campus supervision rounds where we have um a walkie check so like or area check so if you see the top right I mean the top box on the top that says block and roll call person so we'll get on the walkie and then Mr suth for example from at 7:50 he'll start on you know all days he'll start at 7:50 start calling how does building 15 look are we all clear did we check bathrooms we're making sure that we're getting everybody into their classrooms to have a clear campus and everyone's in class if they're not in class they're not learning we also um are you know clearing hallways and whatnot we do situational leadership where every ucation I make sure that I am meeting with the students because it's not just you got into a fight take your 10 days I'll see you when you get back we have to really work together to make sure that they understand that their choices impact more than just that fight I want to know what we're going to do next how we're going to do better um we have administrative duties and roll calls the classroom call log if I have a teacher that is continuously calling the office for assistance does that teacher need training does he or she need addition support is it that the the the chemistry in that class needs assistance right is it that we have to maybe move a couple of students around because they're not getting along 11 Elena and Kevin just can never be in the same class so it it is it things like that um but it's never for and I got you it's more as to how can we improve and do better and grow um we also have what we call our high five so um we my intent is that every time I see someone or I tell my staff whenever you see someone that's you know within 5et from you you should be able to high- five them and give them that encouragement so the staff themselves will put out in this form that we send out is they will then um give a high five to Corey for co-presenting with me at a presentation or you know whatever it is or you he brought me a cup of coffee and so little things like that just giving those shout outs but that is open to anyone on the campus non- instructional instructional and that has really helped with morale and it really encourages people to take chances in helping one another and really support the initiatives that we have on campus Because we always say on our campus we have to carry kindness with us everywhere that we go um and moving forward things that we're implementing is that you know we're obviously going to continue with our systems because we we're seeing some great benefits happening with that ISS last year used to be sporadic a lot of times students want to be set home so that they don't have to to be in school but while they're in ISS they're actually working and they're completing assignments it's not like it's just a free-for-all um but it used to be sporadic now this year we have more of a consistent system with it um and we're able to monitor the productivity that the students are doing and they don't like to go there so the incentive is they want to stay in class because they now know that out of school suspension is really a last resort that we do on our campus um and again this is for level two or higher ATA so no worries on that we don't we're we're following the rules um and the law um we also have our metal detectors and our student conductor system we didn't have that before so we really weren't able to uh adequately track the tardies and now we have that so we've invested money into that our single point of entry and we also are limiting our modified bells for testing that was something that after research on our campus and surveys we had identified that every time we're on a modified BT for testing so for example today we're doing PSAT instead of the bell ringing every 50 minutes or every 90 minutes depending on the day the Bell won't ring for three hours because students are testing well the kids get Restless those that are not testing in the classroom and they start to become a disruption on the campus so what we've done with our new BT system that is now being rolled out in many schools we're able to control those BTS so only one building that is testing has a modified belt and the rest of the campus is operating so that has also been a very popular feature this year not only with the students but also with the staff and with that I'm going to pass it over as to what will this hopefully look like seven years down the road um as I continue my tenure at Lakeworth thank you for this opportunity to share and showcase my school and it is a great work if you can write your questions down oh sorry oh high five yes high five everyone we'll do questions after both presentations okay if that's okay Mr Brooks hello everyone good morning my name is Corey Brooks proud principal of William T High School where success is unavoidable and um I would just like to thank Mr Oswald and Mrs Patterson at this time for allowing me to present some of the good things that are going on at my school as Mrs valani said this is year seven for me so a lot of the things that she has in place um not only have we done but um it works I just want to stand firm and say it Works uh but now I can say as we transition at my school into double digigit Years hopefully um it's become a mindset on my campus so I'll try to do my best this morning to explain some of that to you all and if you have any questions feel free to ask sounds good as you can see the title of my presentation is it's it's it it starts with the school mission and vision like I said our mission is to make success unavoidable and we do that through uh four cat that's Clarity consistency uh continuity and also also courage but moving forward I change the theme every year and our theme this year is where you belong because we're really doubl down on our focus with inclusivity we really want every student on campus every staff member on campus to feel the family feel but most of all to understand what that looks like and to know what the parent the way is so I'll share some of that with you right now um I'm proud to say that my school is probably one of the most diverse high schools in the county if you I tell everybody uh if you just ride down Military Trail if you start on um what's that Indian Town you'll see 80% of the high schools in Palm Beach County just take Indian town and just take it South all right um on Military Trail but my school as you can see is extremely diverse and diversity is good when you're talking about it but like Mrs valani said when you're living it is really tough because you have to code switch a lot and you have to really make sure that you're dealing with your students on an individual basis she called it situational leadership and I completely agree with her totally you have to utilize situational leadership because when you serve that many diverse backgrounds every student has a different mindset and approach to their academics my governance and culture at the school but also their parents do too so it can't be cookie cutters so you have to look at every child as an individual and not only support them but Embrace their backgrounds and really work with them on understanding how you do things at your school all right um and if you guys could at the end of this slot just kind of clap for me I'm feeling a little sad this morning but um it's too funny because I've been working with Mr oswal my entire career he's been super supportive of me through my whole administrative track so when he originally reached out to me to do this you know I was complaining you know but if you look at it I understood why he picked dwire because if you look at the odr that stands for just referrals when I first came to D we averaged about 2,000 referrals a year and now as of last year that's down to 329 that's a 83% reduction so I was like oh I see why Mr oswal picked me and and and like I said before in Tanda with Mrs valan it's all mindset work and she'll get there by year seven because she she has the focus and she has to drive but you can look at our out of school suspensions and when I put those numbers up those numbers basically just symbolize how many times students were suspended so in 2018 we had 304 individual suspensions now we're down to 116 as of last year and with our in school suspension program you see those are averaging 60% reduction so I'm very proud of my staff because um like Mr Patterson said not only does those reductions um mean that kids are in school kids are feeling Safe Kids feel apart but our school is now a a school and it hadn't been a a and close to uh 15 years so we've garnered that a grade because not only are the school is the are the students attending school and and doing what they need to do to make sure the campus is safe but they're learning and you you see it with our school grade and you see it with the uh suspension uh the referral and the in school suspension reductions okay some of the things that we're doing now that I'm doing now in year seven um um I believe what you expect you inspect so as principal this is not just delegatory work to me it's a work that I own so uh my secretary staff knows to print out every piece of paper that has a student involvement in it and give it to me on Fridays and you know as I prepare for the week on Sundays I read everything and like Miss valani said that gives me just tangible instructions for that following Monday whether it be Johnny what happened last week you know what I mean you were all over the place and also that teacher uh I look at the room check logs because often times guys it's not about and I got you it's hey how can I support So if I see a teacher that had read a lot of referrals the week before or had a lot of room checks I'll meet with that teacher individually I'll set the stage they know it's how can I support and it also allows me to deploy resources and to provide support uh in a specific fashion um many of you guys uh know the 4dx model that's just uh a way of of of business continuity and conversations um I do that so I meet with my teams regularly we discuss goals we discuss next steps and we create scoreboards throughout the campus um the kids really get involved we're super trained transparent we set Behavior goals for the month um if the kids meet those Behavior goals we celebrate um just like Mrs valani I have a lot of fun lunches where I kind of take some of the guard rails off during lunch I bring out music I'll invite uh Bahama Breeze I incentivize students with tickets they get free free items you name it but um if we meet our discipline goals for the month um they'll have a fun lunch my school-based team is extremely robust with diverse mindsets and staff members from different backgrounds and we dig in and we talk about the kids and they do great work when we deploy the resources I also have one-on ones with my assisted principles every every other week because those are the ones that are in the fial situation and what I mean by that is they're in the situation where they can push information up and push information down so they have to advise me properly but they also have to support the students and the kids so those bi-weekly one-on ones with them not only ensure that they're on the same page with my vision but also too that gives me opportunities to coach push them up how did I move the needle um those of you guys that know me personally and professionally I try to bring the fun um life is too short to be negative or overgeneralized and I tell that to my staff I'm like this school is a great place we have to believe that if you hear anything derogatory about a school that typically comes from within kids need to be proud of their school they need to be proud of their environment but also staff members it is Our obligation to not only educate these kids but to Rive a safe conducive environment to learning so I'm a big morale person so I make sure that we have a welcoming experience as soon as those kids come on campus they don't have the coping strategies that we have as adults so if they're having a bad day they need to see school as a safe place if they get off the bus and they're met with negativity uh like Miss valani said that's going to carry over to the classro so um I'm a little older than most people in the room and there used to be a commercial to turn that frown upside down remember that so that's what I say to my staff members if you see a frown turn it upside down so I make sure we have welcome and Spirits at every place that we induct students on campus um at a high school campus your office can become a black hole you can work a full day and not see one kid so strategically I've moved my office to the hallways so I have a satellite office and I develop a rotational schedule with the aps because at a high school visibility is everything kids want to be able to talk to the principal they want to be able to share things but also too they have to look at you outside of suspensions and detentions they have to know that your role there also is to advocate for them because many of them don't know how to advocate so when parents are around you have to model that for them so with the satellite office it gets me an opportunity to not only be in the midst of the students but also um to show the hall monitors and the people that do the security work that I'm on board with them too I use deliberate messaging with social media call outs and newsletters and parents and staff and that really helps because uh I have to just double down on what Miss Patterson Mr oswal and Mrs valani said nothing can be cookie cutter when you're dealing with the lives of children it has to be situational so whatever the trend of the month is whether it's you know um too many students in the hallway using the restroom I do a call out about restrooms hey and parents make sure they're using the restroom at home you know what I mean it's just funny to me how my students that are reluctant Learners have to use the restroom all the time but but my high Achievers never have to use the restroom maybe we'll do a study on that Miss fani but um now that my campus uh the incidents have lowered I strategically Market what I want to see change and now that the frequency is lower it gives me an opportunity to be extremely strategic with my call outs messaging and my newsletters and also to a shift from being so punitive now I exercise more of the natural consequences um you give a kid 10 days home unfortunately they enjoy it because that gives them additional time with the video game and you have to look at the learning that is lost so if uh I'm able to lessen the suspension days but maybe take a privilege away from them that seems to be more impactful especially with my athletes just saying all right so I make sure that I'm involved with that like Miss valani said I sit in on all level three level four infraction hearings and I put in my two cents but also it gives me an opportunity to coach and mentor children and with that being said how do I keep this going what's next for dwire um it's really mindset work and just reinforcing the panther way and just that where you belong mindset of inclusivity so I end every meeting now um because typically as we're how we're wired as human beings we can remember negative things for 40 50 years but it's hard for us to recall the good if I asked everybody in the room who was their worst teacher you probably could name it in seconds and I ask you who is your best teacher it'll probably take you an hour or so um so just to shift that subconscious with my staff we end every meeting and they have to tell me who's a dwire differen maker they have to tell me that um it's so funny um you you co go to a school and you ask Mr arswell okay give me 10 kids that I need to remove any administrator could give you 10 kids and just a couple seconds but you said tell me 10 kids who do everything right make all AIDS are super respectful and come to school every day we'll be scratching our heads right Miss fani so um I own that so I'm changing the mindset at my campus so now we're identifying the kids and the staff members that are stellar and I'm celebrating them every month every month we're doing celebrations I send out Google surveys to teachers tell me your students that are just killing it in the classroom and I deliberately do that work because you think about it on our campuses what student or what staff member typically gets the principal's attention all the time is it the one that's doing everything right or is the one that's doing everything wrong and you have to be conscientious of what message you're sending to your staff and students so now we prioritize incentivizing but also um just bringing attention to the people that are doing it right we're in the process of increasing our positive behavior supports team and like I said earlier we're focusing on the students and the staff members that are stellar and I'm doing a better job as principal of collaborating with my feeder middle schools to not only learn the students that may need a little extra attention but also the students that um are doing a great thing so I can continue to incentivize their success when they come to my campus thank you guys for the opportunity um if you're ever in North County feel free to stop by and um like I said we're doing great things at dwire and I really appreciate the support that I get from uh Mr Oswald and Mrs Patterson thank you guys good job Mr Brook's kind of just touched it briefly about his school based team I do have to shout out because I always thought I had a good school-based team meetings when I was a principal but mine don't fail in comparison uh he what he does to make sure that every kid is paired up with a caring adult and I mean he could do a whole presentation around that piece that has really helped kids with significant challenges in their lives really kind of turn things around um so very impressed with that uh that work we're trying to model and pushup as well also he probably would do autographs you may have seen him on some commercials um he is part of the referendum uh advertisements so I'm sure he'll sign any autographs so he in case you've seen the referendum commercials out there Mr Brooks is in that um so we wanted to give you a couple examples here of some of the work of how we're trying to you know change that culture you can see from the presentations it's layers of work not just one thing that kind of makes a difference in the culture and climate but um this group um always has questions so um which is good or feedback so I'm going to go ahead and open it up to can you help me out here thanks Jonathan um we'll go go ahead and uh open up for questions share uh Vice chair of Oliver um looking at the room do anyone in the room with any questions for our presenters or online comments yes I'm sorry there we go you're on the red it you're good please remember to introduce yourself so team members online can hear maybe I'll bring it a little bit closer um uh Cassandra Corbin that is um with connect greatness um I just want to say I'm going to hold this like I'm presenting sorry because I can't do this um I just want to say thank you for the presentations uh it is is so inspiring I couldn't hardly sit in my seat I was so excited about um what you all are doing and how you're thinking about it I mean it's just so refreshing to hear and see you all being so thoughtful and intentional about the work that you're doing with our students and including your staff in the process so I just want to say kudos to you and thank you so much for what you're doing and modeling for the rest of the rest of the district um I had a couple of questions around uh let's see I had a couple questions um first of all are we gonna get the presentation sure we share will we be able to get the presentation that'd be great um and then there was a question about um I have a question about do all the schools have a PB yes we're a PBIS District so because I thought I heard that some schools did or some schools didn't but every school implementation varies so stronger Fidelity I think we the schools we tend to see stronger um results in lower discipline and climate issues so it depends on the level of implementation State also has a recognition program which we could do a whole presentation on that that sits under Miss Patterson's wheelhouse we have a team that goes out to work with schools um around you know implementing PBIS thank you love the principal club by the way and I think that um I think that's it and I I love the idea of not being cookie cutter and then really being um intentional about how you know you do the work that you're doing Mr Brooks as well so that's it thank you I like the idea you said you move your office around and how big is a school that you can get away can move different places our school um it's huge if you ever seen it for Military Trail it looks like a junior college is maybe 37 acres oh okay and um with all the tasks that Miss fani and I have to do during the day it's we can work a full day and not see a kid and I mean when I say that because it's so many uh things that we're required to do so you just have to be strategic in your priorities uh another cool stat Mr oswal a lot of people don't know that Mrs valan and I taught elementary school together and our classrooms were side by side uh she was our fourth grade team leader and I was extremely competitive and still is so I think a lot lot of our ideas mirror because we were brought up the same way and it's just so refreshing to see her in this role as well as I'm cuz not only is she a colleague but a friend but it's just like I said it's what you expect you inspect and I think with our elementary backgrounds it's very easy us for us to see the individual child and um because on the ele Elementary level that's a non-negotiable you have to treat every kid um as an individual but moving forward um as a Visionary you know as a leader you have to um be creative and that was the only way that I can see myself responding to my 200 emails a day and getting in front of kids so I walk around with my my laptop I keep it in my arm but every custodian knows to set up a chair or a desk in every corner of the campus like I said we have eight buildings we're on 30 plus acres and the kids will just come out of class and they'll see me sitting there you know what I mean with my they have to make an appointment or no no they just walk in no they'll walk up I'm right there in the hallway so walk up and and like I said like as of like today I'm here with you right now so um I have an assistant principal um I do a um uh a rotation by block so I'll have somebody there um for the kids for immediate attention because um one of my announcements every morning I do the announcements every morning um and I say pretty much the same thing every morning I give morning expectations and the last thing I say if you have an issue please report it to an adult and with Trend data I see a lot of my students when they take issues into their own hands and it becomes a power struggle with the teacher that's when um it just goes downhill so if you're there to just answer those questions and to give them guidance in real time and I miss valani will tell you too sometimes just to deescalate them you know just to deescalate them and say hey cut it out think about what you're doing you know just calm down walk with me to my office that discipline data will shift kids will not only buy in they'll begin to trust you and um you'll see a difference uh through the attitude and and the mindset of your students that's an awesome idea walk and talk when you're walking and talking it just automatically just kind you turn your mic on please thank you we'll do a lot of like walk and talks like you know when I see them I'm like just come and walk and talk with me just let's let's go for a walk and that just automatically deescalate and it's not that I'm taking their side or anybody's side so it's similar to what Mr Brooks is saying it's just that walking just automatically deescalate you shouldn't need to make an appointment to come see me um you know we don't make an appointment to see our parents and that's kind of how I tell them I'm like I'm here now of course if it's something that's lengthy then that's a whole different story but for the most part exactly what he said Thank you Mr Pon and miss valani and Mr Brooks um any comments from online well thank you so very much for these presentations Dr Robinson we see you Dr Robinson you're not got to raise your hand yeah you know I was holding out right so all right so wonderful presentation so the I was so glad to hear about the school-based teams being used effectively because I know that at least what they look like on paper if they worked effectively they would solve so many problems so I have two questions the first is so does Mr Brooks teach train show other principles or or even members of school-based teams how to have an effective school-based team I can tell you what we asked them to do and if he's done other he on his own um I asked uh him to share to the other High School principls in our breakout uh last two months ago I think it was um as well as a couple other principles uh Miss fani and well uh who who's a force force Hill uh Force Hill High School as well um principal arenson um of the schools we identified so they they have I don't know if you've done other first of all I I can't help myself Mr oswal Dr Robinson I leaned over to um Mrs valan and I said I bet you Dr Robinson asked some questions didn't I and and and I'm so happy that you turned on your mic and that you didn't hold back because I would have lost the bet um we we didn't tie any monetary to it but Dr Robinson um as as Miss Mrs Patterson and Mr oswal has not only been a super supporter of me but she was my board member for nine years when I was the principal at JFK so she's not only supported but also guided me through this work but to answer your question Dr Robinson um Mr oswal will reach out I think you refer Congress to me um I've met with Congress middle um he does a good job since he started leading his work of referring schools to me but I'm open Dr Robinson um It's just tough because I do have a school to run but if they can set up a Cadre visit and they come over because I think it's better when they see it in action um because uh like I said you you in you inspect what you expect and with moving to dwire uh it was different for me because I had been in da schools for 21 years but DWI didn't have a severe academic Focus but they did have a focus on needing to fix broken kids so we we really invested resources time and people into school based team and not to brag but I will say Mr oswal I think I have a better school-based team and we're committed to it and I put a lot of resource into it but doc um if you know of anybody or anything you know I'm willing to help but but um either let Mr Oswald know or contact me directly because we host schools all the time so but Mr oswal does send me schools directly sometimes right I forgot about that so I would like to suggest um that somehow like this presentation because I think it's effective to have kind of the quotes starting out and then the seven years experienced principal sharing this information maybe it's part of some of these principal meetings like I don't know who well I do know who to say that to so yeah I think that's how maybe it should be done and then they can then follow up with you after that but the other question that I had um and I guess um to request a brief response before they mute me is um how do you use your behavior health professionals how do they fit in into in this picture so good morning Dr Robinson nice to hear from you I worked with her when I was an AP at Palm Beach Lakes and we opened up the clinic together so um one of the ways that we use our BHP is exactly for that it's a behavioral health therapy right so it's not we try to do it where it's proactive as well as reactive if we see that a student is starting to show some red flags before it becomes a major issue will flag it through whether it's school-based team or a teacher may just say hey can you come and talk to Elena all of a sudden she's been out a lot her grades are slipping try to become more of like an interven u a proactive intervention I know that's an oxymoron but trying to get them to come and assist as well as when you have that student that is struggling with making good decisions on a regular basis is helping that student meet with them so that they can start to learn other coping aspects like you know like Mr Brooke said a lot of our students don't have those coping mechanisms I don't know why this generation doesn't cope as well as perhaps a previous generation but it's really teaching those uh strategies he also will present at our um faculty meetings and provide teachers with strategies um and he'll also be a part of our student assemblies and also just kind of give like a A coping strategy for you know to work on and that's all part of our Taking Chances theme for this year um he's really actively involved in that as we take chances to make good choices by by you know kind of deviating to the other way ask me I think that our principal stay in the same school Mr Ferguson can you mute Oh I thought that was another question okay and so those are just some ways that we use our BHP and I'll transfer it over to Mr Brooks thank you Mr valani Dr Robinson um my sentiment is exact with Miss volani um they're the interventionist proactivity work but uh I just want to double down on one thing she said that's providing tremendous dividends on my campus uh that kind of happened organically I'm blessed to uh have had my behavior health professional as a um a student at Sun Co he was one of my students and his brother was just uh one of our Palm Beach County athletes that was inducted to the NFL Hall of Fame um Lenoris Hester so seriously you stole him from Gardens I'm Sor I'm sorry I'm sorry Dr Robinson but um you you're you're as always you're absolutely correct that was it was I I I donated a lot of cash to Safe schools to get Lenoris on my campus but but I really want to just double down on what Miss valani said Mr oswal my BHP um now is paying tremendous dividends by educating staff cuz um typically when Administration talk to staff it could be chippy you know it could be adversarial it can be top down but um he just has a way with words and he goes in and he talks to teachers about interventions he talked to teachers about you know just talking to kids a certain kind of way he shares what he's doing with the kids and how can he can support and now not only has he developed inrs with some of my students um that need his support he's developed enrs with some of my teachers Mr oswal who uh lack empathy for better words and he's working with them with that so um everything Miss valani said with the day-to-day operations but also too I just wanted to reinforce what she said about working with teachers because that's huge on my campus Because if the teachers aren't on board guys you're wasting your time all right thank you thank you so much Dr um Robinson any other comments I wanted to make sure I didn't hear anything else from Dr Robinson thank you um there's a comment online couple comments in there are couple comments in the chat box impressive from Kimberly Spyro uh Reggie wrote take taking a village approach is a win-win for the staff Youth and parents I want to thank both presenters putting our children first and Dr Robertson Mr Brooks is the person that taught me that we have traumatized children that grow up up on our campuses that grew up on our campus thank you for the comments online Michelle batty hello I just wanted to say thank you for sharing the data it was really impressive to see that the trend data and to see the numbers moving in the way that um we all want them to go and I just wanted to also speak outside of my role here as part of ESC advisory but as a community member representing JFK North Hospital I can speak firsthand to um when I have consent with parents working with staff at both of your high schools and the dedication and the amount of true investment that they have in your students is evident in all of their interactions so I just want to thank you um they are great leaders on your campuses and are always willing for open communication and we're able to talk about interventions and supports and next step for students um in that collaborative way so just wanted to thank both of you thank you so much and I Echo all the comments it's greater to hear the good that is happening across our district instead of focusing on the negative and we have real life examples of improvements thank you so much for your presentations on the best practices that are happening and we hope that we can emulate them across the county and with input from this committee and others that are stakeholders within our community thank you so much uh we are moving along with the agenda any you you guys are welcome to stay um or your I get oh you have S as High School principles yes um and then just uh principal Brooks I know you're over the association um the policy change to where we added one principal to be a liaison with the DDC committee and the principal that was on here before um is no longer principal in the district so if you could work to help us connect with getting a principal represent ation we would love to have someone okay to attend these meetings and they and obviously they can attend virtually as well sorry no worries we move on with the presentation for agency presentations um up first we have El Soul Jupiter hi good morning good morning and a quick thank you also for those presentations they were very very enlightening um I had a PowerPoint I don't know if you have control over it over there he's turning it on okay thank you it's a lot so I'm going to try to fly through this but if you have any questions please stop me um not sure how many of you are familiar with elol we're up in Jupiter um very uh very local organization working within our area but our mission is to improve the quality of life for everybody in Jupiter by providing Services primarily to um the day labor Community up here in Jupiter um we are this shows you our core values Integrity responsible stewardship respect for others and immigrant integration the majority of our clients do come from other countries they've um historically the majority of our clients have been Guatemalan from very rural Guatemalan and southern Mexico but we're seeing a big change we're seeing more south Americans Venezuela specifically um we've had clients from Ukraine we've got a couple from India right now in our English classes uh we we have about 40 some Flags uh flying in our not flying but hanging in the walls of our Center that represent at least one person who's who we've helped that comes from that country country um and we're here to serve the most vulnerable residents in Jupiter by empowering empowering them with the tools to thrive our ultimate goal is self-sufficiency uh we're not a charity in the sense of just giving away free things we're here to help develop skills so that PE people can become independent um can you move to the next slide please so Soul opened about 18 well over 18 years ago uh in response to a situation that was happening on the streets of Jupiter a a day labor market had formed and I'm sure many of you have seen this in other areas of the county where day labors congregate on the street or they might congregate in a parking lot at Home Depot or gas stations Corners um uh to be picked up for a day of work well here in Jupiter it was all happening on one street primarily Center Street and the local residents really started uh complaining to the town about this and not only was this causing um um issues with the local residents you know traffic and loitering and trash and Etc there was also the other side of the coin where workers were getting picked up taken for a day of work hard work outside in the hot sun Roofing construction Landscaping manual labor and then dropped off and not paid and they would be said they would be told um you know you you did a great job I want to come back tomorrow I'll pick you up again and and people wouldn't show up or they would just drop them off and speed away um so this was a real really um bad situation any way you looked at it and much to the credit to our leaders in Jupiter at the time and currently because they still support us our Town Council decided to do something about this instead of just ignoring the problem so what happened an ordinance was put into place prohibiting the solicitation of employment on the streets of Jupiter the minute the town did that now they're stepping on a person's freedom of speech because employment solicitation is part of freedom of speech so what they did is they opened up they provided the space that we work out of uh so that we could open and and have a day labor hall in on on Town property so the building we operate out of is owned by the town of Jupiter and we we maintain that strong partnership through today um we can move on so the the um the center and the next one please the center started out primarily as a labor hall so you come in here you need to our our workers register in the morning um if you need someone to you know do a landscaping project or you're a small contractor and you need extra help today you you you come in and you pick up a worker uh from whoever showed up today you pay them cash we don't take any um fees from anybody and the negotiation the the the amount that's going to be paid half is negotiated between the employer and the employee we're not an employment agency but around this we have grown to provide services in six different areas uh we're really looking at the whole person and try to provide support to the the family um so we have our labor program we have I'm going to leave adult and youth for the end we have our food and nutrition program we we provide a hot meal every morning we also have a community garden out here in the back where 30 plots that people can have access to to grow um organic produce and have um you know which as you can know is very expensive if you try to go to the store and buy that um 10% of what is grown in the in that Garden comes into our kitchen in our annual survey we normally get at least 50% of our clients saying that the meal that they get here at Al soul is the main meal of the day for them so it's for us it's important they have at least one nutritious meal in them we also provide um classes in education un nutrition healthy eating um how to read a label you know that kind of information um Community Care is a program where we offer case we have four case managers and we also provide health and referrals for health issues we don't provide direct medical care but we do make sure that people get the care they need and the education they need and we constantly have um back you know when school's about to start we have for example the health department comes in and does vaccinations for kids for school or for adults we we have them coming in a couple weeks for flu covid um we we want to H we want to make sure that our clients have access to the resources they need to be heal he and that they've got the information they need to maintain Health um adult education divided in two areas we have adult literacy we have adults learning how to read and write in Spanish uh all the way up to getting their GED and then of course we have ESL classes our nighttime ESL classes um is a structured English language program with four levels in the mornings while workers are waiting for work we have very informal conversational table talks where volunteers come in and help our clients practice speaking English um Youth Development this is the one that's growing the most imag anyone else understand Mr Ferguson our youth development program is growing um and it's the area where I see more future growth also we're working working closely with our schools um we're providing support for our English language Learners uh from elementary school all the way up to high school we have um tutoring program in the afternoons we have for the elementary school we have young children coming in to get the basics the basic reading and the basic arithmetic and homework help we're not trying um our tutoring is not about the content that's going to be on a test it's about the Bas basic basic skills and it's oneon-one or two onone we work with our schools the schools have after school tutoring but it can always be in that very small group setting that we're able to offer and just last week I was actually on vacation last week in Guatemala and I got a a message from one of the third grade teachers at Jupiter Elementary Thanking us and saying how much progress she's seeing in one of her students and it's great because it also allows us um contact with the parents you know and that one one contact with the parents and and sometimes helping the parent feel comfortable to go speak to their teacher you know many of you know this better than I do but sometimes the teacher the the parents themselves are not comfortable within the school system they come from especially those from Guatemala in that rural area of Guatemala they they H haven't many of them haven't finished you know second third grade themselves so for them to it's intimidating the idea of them to go into a school and talk to a teacher so we're here to support the parents as well we have a school for parents um to also um work with the parents and things like discipline and um just navigating life in in a different country for them um one of the the principles Miss bani mentioned her gmen uh group you know working with with the men the males the boys we have something similar here with with our Middle School we call them Los the the gentleman it doesn't sound quite the same in English as in Spanish but what we're trying to do is work with these boys um with topics like you know bullying and respect and how to how to treat girls um volunteering homework help and everything but it's focused on boys we have a group that's focused on girls it's been around for many many years but we felt like it was also important to work with the boys you know we the Middle School CH Middle School actually some of the teachers there were telling us some of the behavior that they were seeing from the boys which unfortunately sometimes models what they see at home so we started a group with girls but we don't really just want to teach girls how to protect themselves from these evil men we also want to teach the boys proper um behavior and it's it's a small group it's been a couple years now but it's growing and um hopefully we're going to be see some long-term success with that and the high school level we're also doing homework help with volunteers um going in and and helping primarily the language the English language Learners uh giving them support you know as they go through school the last school program that I'm trying to get implemented this year it's been something I've been wanting to do for many years now is as many of you know a lot of high school students are placed by their age even when there's academic level is very low so you might have someone going going in you know 16y old going into um I guess they'd be a sophomore junior but they bring a third or fourth grade level education plus they don't speak English uh even Spanish sometimes is a second language no computer skills and so they end up dropping out or they don't show up or they um don't even enroll so we're trying to capture those students in in a pilot program right now and help them get their GED in Spanish uh utilizing a a program that we have from from adult um education program from Mexico so we we helped get them up to level academically in Spanish so they they they can then prep and take the GED in Spanish this is something brand we're just just trying to get it off the ground right now um we have a summer camp um we work very closely with the police department um in ordinance and having them come in and talk to our clients uh community life is is our volunteer program I'm going to go over time so I'm not going to go into details can we go to the next um slide just to give you some numbers these are numbers for 2023 uh we filled over almost 11,000 jobs with 648 unduplicated workers and um we had we had over 2,000 employers use us last year 500 of those were brand new um the next slide is our adult ed we had 256 under duplicated adults participating in our evening literacy classes we also have workshops um and vocational training workshops our next slide I'm not going to go through all these numbers uh Community Care this is our health our case management again over 2,000 visits um and community life is a we depend on volunteers I I have we see over over 2,000 clients and over 2,000 employers a year with I've got a staff of of 14 full-time people and some part-timers so it's we we really depend on our volunteers um next food and nutrition we served over 22,000 meals last year uh workers also get a bagged lunch that they can take with them um and the next one youth de Youth Development we have a very very small um summer camp but it's a six- week summer camp full day where children are exposed to um not only some tutoring but also uh field trips and outside activities that they would normally get to go to we'll go to the Mory Kam Museum we get them swimming classes we we'll go to um the zoo just different activities that they normally wouldn't get um and then we also provide legal assistance via um legal aid they um send a a lawyer here on Thursdays to provide legal assistance and the next how can you support El Soul um the biggest way to support El soul is by hiring a worker our clients what they want is Independence what they want is is to be able to pay their bills and support their families and of volunteering and of course donations and I think that's it is there one more thank you and I don't know if anybody has any questions I have one question we have a question in the room okay um Susan thank you for the presentation um really enlightening and um really appreciate what you all have done um in that Community U my question is about the um the payment piece that really stuck out to me how are you ensuring that um they are receiving payment uh post their their work that they're doing their job so the employ employers register as well we take a name and contact information um if it happens rarely now compared to when this labor market was on on the street um if there's a a question with payment normally it's not that they don't get paid but maybe they don't C get paid as much as was agreed upon or if there's any situation like that the clients will come to us they'll come to our case management team and then we follow up with the employer most of the time is a miscommunication that we can we can get it figured out but if not we refer them to legal aid for for more you know um followup thank you so much we have comments one question U you Susan hi how you doing hey uh you mentioned about the health issue do you guys cooperate or work together with like kak clinic in Boon I know distance is an issue but distance is a big issue in transportation you most our clients show up by foot or on bike but we have done things with with Gada we have sent um I remember when Co hit the the first vaccines that we were able to get for clients was down at Karan and we so we sent a group of people down there before we could get them up in Jupiter uh we work clar uh very closely with my clinic which is up here in Jupiter the healthc care district and and of course the health department thank you thank you so much and any other comments or questions questions online seeing none thank you so much Suzanne for your presentation is so informative to know what's happening in that area um looking at our time clock and the agenda I am asking if possible if our district ESC advisory committee wouldn't mind presenting at our next meeting so we can conserve time and have FAU since they are visiting with us present is that okay that's fine thank you thanks thanks Kimberly appreciate thank you so very much Kimberly um for accommodating us and our time crunch we want to make sure that everyone gets equal and adequate amount of time to present their information up next we have Sabrina from fa card just no if you there you go on now okay awesome thank you so hi everyone and thank you for giving me the opportunity to present um we are FAU Center for Autism and Related disabilities thank you very much um our mission is to optimize the potential of individuals with autism um it's a state funded program so we're completely I don't know what we're completely free um it's funded by the Department of Education we don't take insurance we don't um ask families for really anything except to sign our consent form and for proof of diagnosis or a suspicion of autism we do serve all ages all Races ethnic backgrounds and gender groups um across the State of Florida FAU card can help families by giving expert one-on-one consultations with families um we also provide autism specific screenings um we have various safety resources that we um collaborate with in the community in Palm Beach County we work with um project Lifesaver we also provide those bracelets to families in need um specifically focusing on those of low income that can't afford to get one of those devices themselves we do help with the application process and um send the application directly to project Lifesaver which will then connect it to um the police department and for those of you that don't know what project Lifesaver is it's um a tracking device for children who engage in alotment this year specifically there's been um many drownings in in the district but across the Five County region that we serve um specifically for children with autism so we've had a big priority always but specifically in the last year on safety and providing these safety resources to the community but also these safety trainings to parents and how to keep our children safe not only from wandering an alotment um and drowning but also we have to understand that um it's not just the water that we're surrounded by right there's traffic um we do have children that have been found on the train tracks um wandering without shoes um and we will get called in by the police department to come and assist those families and so we want to prevent that from happening um provide any child that needs it with a those tracking devices um with a safety box there's over 1 15 worth of materials in our safety boxes that we provide to families completely free um we have done a training series that our next one is going to be provided in Indian River as a response to the drowning that occurred up there a few months ago um and it's a series of four trainings where we provide specific resources on safety and um strategies for parents to implement right now in their homes I am actually running a training on three specific water safety skills that you could help teach your son or daughter in the water um in order to help prevent a drowning incident from occurring I've tried it with my own daughter she is three and it actually does work we've watched the Frozen movie and um she noticed that Elsa was struggling in the water and she goes mommy she didn't say help help and that's very true we've been practicing that every single time we're in the pool um just making the children aware that and incidents can occur we connect with many Community Resources and Community agencies such as ELO um and some of the ones that you've heard mentioned here um and we help in collaboration I've worked specifically with LTE Martinez from PM Beach School District and Kim very hell from sednet she has come at to various various trainings um and we've collaborated on um some safety resources as well in the Bell Glades area our card center covers five counties in the State of Florida as you heard me mentioned it's a state funded program anywhere that you live in the state of Florida a card center will cover you we cover Palm Beach and the Treasure Coast and um we're very lucky to have a very diverse staff with multiple different backgrounds um raging um in education levels from Bachelors Masters and doctoral levels um we have speech language Pathologists um social workers special education teachers licensed Mental Health Counselors um and we also are one of the only card centers that provide um services in all of these languages that you see listed we have some Spanish speaking we have Haitian Creole we have Portuguese as well um I'm am our full-time Spanish speaker and we also have a full-time patient Creo speaker as well um as you see our again our services are completely free these are our flyers for um specifically tting the Haitian Creo population and the Spanish population um again my name is Sabrina deoz I have a bachelor's in psychology from FIU and a master's in um special education from FAU and I'm a clinical support specialist um with card I lead our Hispanic underrepresentation initiative which now we've changed to inmo and um we provide again training specifically in Spanish for Spanish-speaking parents consult support to Spanish speaking parents um many times I get parents that come to me that have just moved to this country and have or just immigrated and they have a child with autism and they don't even know where to start because the laws and the system is completely different yes even in Puerto Rico it's completely different I recently had a family who moved here from Puerto Rico and yes they have an IEP they actually call it a p AE over there um and but how they process it through the district and how um they provide accommodations is different for these parents so they really didn't know where to start and that's where we come in um in the three years that I've been doing this and this next slide I'm very very proud of um research does show that in order to optimize um parent advocacy and parent confidence in advocating for their children um parent to parents support is very important so I started a parent-to-parent support group um 3 years ago when I started and it was me and one other parent but I am very very proud to have grown it and now we have a group of about 70 parents an active WhatsApp group we share information to each other um a parent could post in the group if they have a question or need a resource and very often before I even get a chance to respond five or six other parents are responding they're very very supportive of one another I have parents who have moved here and don't have family support outside of their immediate family um and some are single parents and they don't have any any support whatsoever so they've really leaned on the other parents in that group to help show them um the way because I do have parents again we serve all age groups I have parents who have individuals or children who aren't children anymore and they're 25 30 years old and they've already gone through the system they know exactly what to do and they help those that are coming in those who are just new diagnosed um we do meet on the first Wednesday of every month from 7: to 8:30 specifically because that is the time that parents have been able to put their kids to bed and are able to come and participate um it's a very open Forum like I said many times I have presenters lazette Martinez from the district has come um I've had FNG come and present I've also had unicorn Children's Foundation come on and present on caring for a caregiver I pull my parents every um quarter to see what top topics they're interested in and what resources they need because why are we going to present a training if they're not interested in the topic um we're here to give them what they are interested in and similarly um my colleague Jeffrey has also started a a support group for Haitian Creole families and um he works in collaboration with a clinician such as myself in order to register these families and help Provide support to the Haitian cre Community our little Our Little Owls training and I put this in the presentation because it's one of um I think it's one of our most informative and best trainings especially for those little ones that are just getting newly diagnosed um this one really um brings the parent through all of those red flags um of autism and what we could be looking at when a child is giving given an Autism diagnosis but we also give them strategies we explain behavior um we give them strategies to implement in the home um and we go through the different options that they have within the school district um this is kind of our precursor to our building better behaviors training which is a seven series course and that one um Dives really deep into the nties of behavior analysis and um we specifically developed that one because we saw that there was a lack of services in the community for certain families um especially in access to Aba services and um I will say that that is is greatly seen in the population that I work with um my Hispanic families many times don't have medical insurance to even access ABA services so this training along with our building better behaviors training has really made a difference because we actually um in the building better behaviors training we actually meet with the parent individually um after each series course and we provide a behavior plan for that child based on their on the parents concerns um we also have a new bridge transition support initiative um we just recently hired a transition specialist and this is something that we're really happy about and excited um to be spearheading this year um she is working with students from the ages of 12 to 25 that very important transition age especially for our kiddos on the Spectrum um parents sometimes need a guide on what to do next what are the resources available to their children that's also the age that we talk about guardianship and um all of the things that have to do with transitioning to adulthood and going on to the next steps after we we see them leave the school district um and we also talk about um extending their IEP to 22 if needed any of the resources that parents may not be aware of we have an irise to mentoring program um if to become a mentor you have to be at least 21 years old and it is a one-year commitment um for two hours a month and we do a background screening to make sure all of our um mentors are safe to work with our um populations but the the Protege and that has changed a little bit it is starting at 11 but it's also serving all the way to the age of 25 and we've really expanded this program we have a stem and mindfulness program we'll send the kit um the entire kit over to the house um of the student that is registered to participate and they'll build robots with their mentors they'll participate in different stem activities throughout the five weeks and I've seen it it's really fun um it gives that Protege an opportunity to really connect um and bond with that mentor and we do see that these relationships expand outside of this program um we also have um a life skills program under this mentoring program where children or young adults are taught how to budget are taught how to um access their bank account how to and they actually give them real life scenarios if you have a job that's paying you this amount and your options are a b and c am I going to go with the penthouse the two-bedroom apartment or the one-bedroom Studio based on my salar so um extremely important skills that all young people should learn but especially the those um on the Spectrum um we have our adult hangout groups um you do have to be over the age of 18 18 and older to participate we have one in bokeh Jupiter Indian River and the Treasure Coast um they get together virtually about once a month and in person once or twice a quarter um I've heard it's really grown and we have someone in bokeh and in Treasure Coast um that have recently graduated from their masters running the group um these adults need to be self-sufficient and they need to be able to um participate as part of the group and follow the protocols because they do have to sign um like an agreement to go based on the rules but um as long as they're able to participate we do have those planned planned activities and it's a lot of fun they do movie Nights Pizza nights we also have autism friendly business trainings that's the objective to increase autism awareness and support Community inclusion by creating safe spaces with no judgment zones um in businesses so we work directly with businesses we provide this training to the business they could actually put it up and say that they've done the fa card autism friendly business training and we teach them how to work with individuals on the Spectrum how to adapt um their business needs and so that everyone um could find employment and um have more access sorry upcoming trainings and events so um this one just passed on October 15th but we have the part two coming up on January 21st which is speaking of speech that's run by my colleague Beth Barney um and she is fantastic she's a speech language pathologist and she's going to be giving a presentation all about AIC devices and um so if there's a teacher present or an educator I really suggest um registering for it again all of our trainings are completely free for the community um we also have classroom tools for ASD teachers that's being presented by relle Tolliver our clinician up in St Lucy um and she is phenomenal as well we also this is one of my favorite events so please put it on your calendar guys a day for autism if anyone has participated in this before it's a lot of fun um we have a petting zoo we have bouncy houses we work in collaboration with the police department um with the Sheriff's Office and come out um with their vehicles with the dogs it's just a really big um Fair it's free for the community and there'll be a ton of resources for families to get more information we'll have a tent there as well for any families that aren't registered with us please follow us on Instagram and ways that you could support of course donations but really just sending families our way any families that need um support and assistance and may have a suspicion of autism or already have an Autism diagnosis I call us um The Hidden Gem right we're here we're ready to serve families it's a state funded program but many families don't know that we're here and that we exist especially those um in the minority communities and especially those who are don't speak English so um spread the word please let families know that we're here and we're ready to help and then this is our direct contact information I will also have um Susan if don't mind put my direct contact information in the chat um You can call me directly especially if it's a family that's Spanish speaking and I'm happy to reach out with them to them if you have another family in mind and would like to contact me directly you could as well and I'll connect you with the right clinician but does anyone have any questions thank you so much Sabrina there was a comment in the chat but you did just mention on engaging minority communities and it says how can black parents get information for their autistic children if you just repeat that comment again about how they can reach out to you and where you'll be available yes absolutely so I will put my direct contact in the chat I'm also going to put this back up um this is our main line you could call our main number visit our um website and you could get some information on how to register families but just so you know we also have um an African-American initiative and they meet on the the last Wednesday of every month there is also an African-American parent task force where um my colleague Chandra Chandra runs it and they also have presenters every month talking specifically about the challenges African-American families face with diagnosis and access to Services thank you and from the chat says thank you any other questions or comments Mr Oswell I just want to make a quick comment U I saw something on your one of your slides and I just want you to know that I loved it it was um you don't need to take all the steps only the next one I don't know who put that up there but I love that I did thank you I appreciate it um and that's that's very very true you know um it's very overwhelming we don't need to know everything of what to do until the par the kid gets a diagnosis through adulthood many of the times the parents are just trying to get to the next step um so thank you thank you so much Mr Oswalt yeah I don't know if it's for you or Kimberly but you're I'm assuming ass uming but you know how that goes do you you're connected with ESC advisory or everybody yes yes we we are connected with es advisory um we work very collaboratively with the districts and each group I specifically am not because this I kind of do the diversity and Equity committee um but my higher ups are okay and then the next question in the chat is will this presentation be available for us yeah I'm more than happy to send it over to the group Perfection thank you so very much are you so you actually how at was I'm at FAU yes so we actually have three offices we have an office on the bokeh campus we have an office in Jupiter and we also have a satellite office in St Lucy but how each clinician runs it differently we do a lot of our intakes virtually with my specific population I've noticed that virtually doesn't work very often I will give them the option of a virtual meeting if they would like but I also tell them that I can meet them in the community or in person many times they want to meet face to face just to get a better understanding of the documents and and get a better explanation and also that that trust factor is very big at least for the Hispanic Community um to be able to see my face know who I am and put it a face behind the name I think is really important but we try to meet parents where they're at so if virtual intakes are needed we could do that thank you so much any other questions great work love the FAU life ow go ow go owls thank you so much Sabrina and moving to our last item on the agenda is our subcommittee so we nominated shair who she had to leave um so anybody that was there can also weigh in but uh essentially we're collecting additional information to kind of narrow in on our Focus um around uh teacher placement um and student achievement if anybody else wants to weigh in but we're my notes Dr thus phone a friend um I was trying to recollect to um I think I that I think that's right um we are I think that was the request that we wanted to collect more data we're looking at some surveys some previous surveys um to just kind of see what the data has shown previously from students perspective um and their feeling of I'm going to say belonging because that's my word but um fing of belonging and then um there's also some teacher surveys I believe that we want to um also um look at and then there um I think there may have been some other data out there that we um are requesting just to start to analyze what's already been done and then um we'll consider next steps after that I think of where we want to go anybody else that was there want to weigh in okay um it's charmine could you just remind me one more time of the um task at hand for the subcommittee yeah so a few months ago because we lost a month um there was some data shared and presented Dr Diaz had shared around uh teacher placement and the uh High achieving teachers and how they're place and what schools they work in and the research around that um and and that correlated also with some of the recommendations through this committee for High achieving africanamerican males that we had worked on and there were some Synergy to kind of look at that research and the re that piece around potential recommendations to bring forward um for the district around I don't want to say teacher placement but teach you know High achieving teachers for lack of better word um if everybody wants to weigh in on our conversation I I think the language that was used then um and I it would be helpful if we can resurface that um data that Dr Diaz brought up but it was his his language was effective versus ineffective teachers I think something like that is what I um remember him saying and there was some data he was showing at that time and so I know it was a couple of months ago but maybe we can grab that data that he shared do we have someone here from the Hispanic education Coalition who's the rep for Hispanic education blank also wondering about that data because I missed that actor actor's not here okay okay we can reach out to to work on getting it but Charmaine did that answer your question it was effective and ineffective teachers and where they're placed in the district and which schools yes that that brings back my memory we lost a month and was like I I lost total yes that brings drop back my memory and I'm back to my notes yes thank you so much any other comments we're looking at the rest of the agenda there is no unfinished business um thank you to all the presenters today thank you for all attendees we've really knocked it out this time with attendance this time we're very appreciative of everyone who logged in and was able to stay with us throughout the duration of this meeting and everyone especially who came inhouse today a special shout out again to Susan who's leaving us um be here next month right she'll be here next month so we'll get to shower you with love again next month but we very much appreciative um I know I'm new to the team but I have never been so tickled by your emails cuz they're on time on point of what I need to do when to do it how to do it so thank you so very much for what you have done very much so very much so so and I think the committee shares especially those who have greater experience with you that they are happy to see you happy um moving to the end of the agenda our next meeting is November 12th at 10:00 a.m. in the boardroom we encourage in-house participation as we get to network with one another and see faces and place names and faces together so we can help our students across the communities and across the district if there are November 21st I'm sorry November 21st November 21st Thursday November 21st pardon my era at 10:00 a.m. in the boardroom if there are no other questions comments queries or concerns the meeting will adjourn at 11:57 thank you everyone for your time today meeting is adjourned --------- ##VIDEO ID:hpDiLII_auc## so okay so there's five and there's three two are from the same agency so we're good so um if you all recall um there was a conversation a couple months back uh regarding the most effective teachers and anybody can jump in if I got my memory wrong but the most effective teachers working with the students who need the most support and how students are placed uh a lot that goes to Dr Carlos Diaz uh some information that he had shared out um to the board and other spaces trying to remember how we got into that conversation um and so the subcommittee was to kind of look and discuss this is this how everybody else re remembers it and Sue Davis kilan just came in as well in the room good morning sir um first you want to go ahead do first do formal uh roll call did you do in the past or no okay so open it up to the floor do you all remember that conversation yes I remember the conversation I'm trying to remember there was a there was data that was presented and um I think that's how we started the conversation and it was actually somewhat complimentary to the work that the previous sub subcommittee had done as well because there was a recommendation from that previous subcommittee or that ad hoc committee um with a very very similar recommendation correct correct what was that recommendation from the previous subcommittee so I don't have it in front of me but I'm sure we can pull it up but it was um really looking at teachers so the previous subcommittee was focused on um the academic success of of African-American blackmail students and one of the recommendations again I'm not going to get it completely um verbatim but it was um really looking at the teachers who are quote unquote getting it right in the classroom um with blackmail students where they are thriving where there there is a sense of belonging and support and then really leveraging the learnings and um best practices from those teachers and creating and inserting professional development so that all of our teachers um have uh build their capacity um with those those best practices that are supporting our our um students to thrive and I'm sorry I'm just catching up a little bit because I did miss the first one I believe Dr Scott was representing fa card um but I was told that we were also looking into Hispanic Equity um in education and how um like the more skilled teachers tend to go to schools with less Hispanic populations if that that doesn't the conversation is not excluded and I I could be wrong I'm just trying to catch up I'll let somebody else speak hi uh this is Sue but as as you mentioned that there was um is the feedback coming from somewhere online so when you when you're online if you could mute after you're done just because we had some feedback think it's okay try the oh that's better um so yeah the the I know it's hard for us all to remember because it's two months ago that uh since we had just looking back from the notes it was uh teacher equality and their assignment right so I think um yeah it was based on a presentation that we had to months ago that um and maybe excuse me maybe that would be a good starting point um but I think you know I think this subcommittee would Encompass the whole all of the things that have been mentioned so far the you know looking at what teachers or at what schools what they what qualifications they have years of experience success rates all that kind of stuff and how that correlates to um the types of school the socioeconomic status of the school the uh minority uh percentages at the school things like that okay wonderful that's what I had thought I just like I said I wasn't at the first meeting um and I didn't see that presentation so I'm just patching up a little bit but thank you okay I'm I'm just gone um I'm just running through the high academic achieving black m recommendations looking to that connection that you brought up Dr thus I mean this there's a number of intersections that it could play into a number of them so to get this kind of started um I guess what aspect in particular did you all want to like look at or study to to dig deeper into that I mean is some of that going to be the background of how teachers are placed in general how hiring occurs because some of that is done by you know the contract and those kind that things of that nature right um I yeah I think that's a good idea Keith like let's two things I think would be good if we could accomplish at this meeting is really what do we want to focus on and then second of all what data and information do we need um to start looking at in our next meeting um I think the things that you've mention mention I mean I guess actually before we look at what information we need we need to think about what aspects we're actually going to be looking at um I'd like to look at kind of the the the the overall big picture um that compares things like years of experience um and other I'd have to think off the top of my head but um and compare those between schools and you know again the socioeconomic uh the choice schools the that that type of thing and then because I think until we really know we all have a sense that the better or more experienced teachers are at the um the higher economic schools with the lower percentages of non-english-speaking lower percentages of minority but I think um we really need the to show that and fig and then say why does that happen how does that happen and what can we do to fix that I agree and so I got to step out for a second to take a quick call um so if you would mind like facilitating and like taking because we don't have a chair yet either for the subcommittee and also if someone's willing to do that we need to do that as well but I'll be back just give me like couple minutes I just need to step out for one second but if we make a list of something we want uh like if I need to get some things from HR right or from other areas that we want to dig in deeper okay so maybe we can start with um kind of a list of issues that we think probably exist out there um that we would want to address and then once we have that we could say what data and information do we need to really look into those I think that would sorry go ahead that would be a good point I think that would be a good starting point um because yeah we need we need the numbers to back it up so we could all kind of say what our hunches are and what problems we want to address and then look at the data and see how we could move forward with that that's what I wanted to add like what is the what is the main um Target problem or issue that we want to address and then from there or is there like multiple um issues that we want to address when it comes to that and then what are the then we can come up with Solutions and then also to are we looking at um all teachers or just particular teachers that may need training on how to deal with um the black populations or is it like all teachers in general that they do need um some sort of training because I remember before like for inant um you know the district had where we had to do mental health kind of like first aid to all teachers to understand mental health in their classroom so is that something like we is that's the goal here or just some particular teachers I I think the sub subcommittee is kind of looking more at the the big picture um certainly part of as we're exploring things we might see that there's some kind of training that should be required of all teachers but I think you know we really are looking at not so much at particular teachers but at the differences and teachers between schools uh Deborah you have your hand raised yeah thank you who is that speaking because I can't see oh I'm sorry that's this is Sue Davis Killian hi Deborah oh hey how are you good um so my um recollection is that it it well what I remember is is thinking that hopefully we will look at the obstacles to to Equitable teacher placement that exist in the teacher in the CTA contract but I think that we have to decide what we want to look at as a subcommittee um in my mind I think that we need to I don't know do we have a working definition of equity um I guess I need to look at the agenda to see if we if if DD has a work definition Equity that to me that's the first thing is determin what's the goal and then for this subcommittee is and what's the role of the teacher in reaching an equitable State and then and what are the characteristics if you will of the teachers that help us get to that Equitable State um and then and some of that I think is um years of EXP experience and I think that's clearly doed on Florida Department of UCS that there's disparities there but I also think some things um related to credentialing so for example um and I'm I'm making this up I don't know I haven't seen any data on this do we have teachers who have degrees in math teaching math at some schools but not at others right um I think that um maybe our one of our next meetings would be HR walking us through how teacher placement um happens um the because there's been changes over time that I think were changes for the worst but that's my opinion and then how does it happen and like how do teachers go to school a or C as new teachers but also um and I can't think of the term the teachers who are being like non reappointed at school a and end up getting placed at school B right um which is an issue in my mind I think that we used a long time ago 15 years ago maybe had this tool that I don't remember the name at this moment that reportedly as part of the interview process helped to determine if that teacher um had um what their belief system was in terms of how they would interact with children that they would identify as being unlike themselves right because I think an awful lot of what we have to deal with has to do with the the belief system of the adults and the glasses they look through when they see children children that they view as like them or different than them um and I think ultimately I mean I think we have to include somebody mentioned professional development um I think there's room for improvement there but ultimately I think that we need to look at for each aspect that we determine to be um an important item or issue um that should be addressed if there if we can find best practices how it's done else where it seems to be good and then the last thing I'm G say at this point is um the superintendent advisory committee for black students black student Excellence had a um subcommittee that looked at some of these issues I think or maybe and Keith I might I don't know if he's back can tell us um I don't I can't remember if they limited themselves to administrators like the kind of like the same conversation around administrators um but I think that that even if it is just administrators that they looked at that might be interesting to see the work that they did because these are people who you know our career Educators for the most part who dug into that so that's my two cents at this point I yeah I can look at the the black Excellence recommendation to see whiches align so yeah I heard that part that's a good suggestion Dr Robinson okay so I've been kind of taking some notes as people talk um and is thinking about what qualities um might make for a more successful teacher and so far I've heard years of experience uh degrees and advanced degrees and uh the belief system of the teachers as far as teaching students unlike themselves um if you could get any more information on that tool Deborah that would be really good um and so I'm sure there's other things so maybe you know other um other ways that we can measure um success of teachers I mean I would off the top of my head a an easy one is test scores but I personally don't think that's a very good um well I I think it can be a good a good assessment of somebody's uh teaching if for example they we have certain teachers that are um you know their students test scores are well above or below what would be expected based on all the criteria of the students in their class but I think in general test scores are not overall a good a good um assessment but um so I'm sure those everyone out there has some more ideas about what we can look at to um you know to look at the the quality of the teachers besides the experience the degrees in the belief system uh Deborah you've raised may I add may I add one yes please you hear me okay um so I I'd like to add the student voice um one of the things that I found extremely Illuminating when I did my research was to talk to the students who are in the classrooms of the teachers who are either effective or ineffective they will tell you so that may be uh I I'd like that to be something that's on our radar and we could hone in on um where our black and brown students are and look at maybe specific classrooms or or whatever I don't know however we want to do that but the student voice is something that I would like to have on our radar I love the idea do do you know do we currently do anything um currently to find out that the opinions of students about the teachers just the the school surveys but not of a particular teacher and the students that they serve unless they're doing it on their own to get that feedback so what all does the school survey cover like would it give us information you think that would be useful uh let me look at the questions in that space give me a second um have it here they had uh students use ideas taught in school School daily life teachers prepare students for what they need to know next school year or no next year the school sets high expectations for all students students believe that if they try well that's more student agency here um I think already from what you've read that would be useful data to have um at a school level it's not teacher specific so it's not teacher specific to a teacher right but but for this subcommittee I don't think we're looking at specific teachers we really want things at the school level um so that that might I guess that's I I think part of and I know Dr Robin to hand rais I think thinking through this conversation has I've been in many conversations over the decades around teacher placement been on both ends at hard to staff schools so I've seen my own experience the challenges around this so we know you know we have data that can show teachers who are more highly effective right we have a lot of these things so studying a problem that's been studied a lot I guess really what are we looking to hopefully accomplish because part of the the challenge we face I think has to do with you know contracts um Financial incentives for teachers when you work in certain schools um so compensation pieces I think have to play into this as well um because that's I know that's a big battle that I have faced in the past so I think part of is Define what what are we trying to what is our hope as a DDC or goal by by looking at this because this in EXA r in luded Dr Robinson you you've been studying this for for decades yourself so so let's hear uh Deborah has her hand up and then after uh that Sabrina well let Sabrina go um because I talked already you can come back to me um I actually was gonna agree with what Miss debah said um when she was talking about um teachers ability to teach children who are different from them I'm thinking of my English Learners right especially my little ones the ones that are coming in not knowing how to speak English and the teachers's ability to be able to teach them but also to reassure their parents so to Echo what um Miss debah said about student voices I think we also need to look at parents' voices and how they feel that the teacher and the school is is supporting their child in their education educational Journey see okay should I go now yes and then go ahead okay so in in my mind I think that we need to figure out what the goal is I mean like State the goal like we want um all students to graduate with um graduate able to um get a Bright Futures I'm I'm making this up right so but I'm just saying a goal like it's a Target and then in my mind back map it to what are the characteristics of the teacher that help us get there right or it might be test scores it's like maybe it's it's it's we want all students to score a level four or five on math or reading test whatever it is I mean I in my somehow I don't like a vague definition of success and then we could talk about the characteristics of the teacher but to Mr oswal's point so I mean it has been studied a lot I think maybe um if we can all um share the research that we've done and seen um with the group and so that that way like we don't have to like start all over so to speak but I think that it would be valuable to verify um some of what the research says so for example now I remember years ago I asked if we could just simply have all students just answer the question does my teacher like me and it would oh I had like a really almost violent response so that wasn't going anywhere right so I don't know really know how we I maybe it's Anonymous I don't know that in the parent voice but but what I do what I think should be easy is to ask principles like maybe create like a little mini survey of principles and say like what's your definition of success or maybe we give our definition of success and say what do you in your years of experience as educational leader think that the criteria that what are you looking for in a teacher to come to your school to help you meet that goal right and because I remember years ago I was asking principles where to where they preferred to get what College of Education they wanted their teachers new teachers to have graduated from and this was 10 years ago or more and the answer for for quote my schools the urban schools was always FAMU and I think the other it was either Palm Beach Atlantic or fa and I can't remember now but they were like they were clear like they knew they knew what they were looking for so I think that we ask them and probably what they say will probably support the research that we're going to all dust off and share with each other right but then we can spend most of our time on what are the barriers to to getting there right and to get I'mma call it Equitable placement since we're DD but again it requires us to have a conversation about what means you know so okay I'm quit talking let's Sabrina you still have your hand was that from before yeah that was with lean you had your hand up a minute ago um yes but never mind thank you I was just I was just gonna um I was just gonna um say that with the parents survey um I don't think that's a good idea because they're not in the um schools with the teachers all the time but I do agree with the um um student survey and maybe um teachers to teacher survey and principles and also to are we able to see the ones that this um has done before for next meeting just so we have an idea um I know you I know you started reading um some of the um questions for the district survey yeah that I have we I can show that any time okay and results okay thank you um Keith can I add a add a comment real quick I'm sorry I'm on the phone so I can't can't raise my hand no problem U I just wanted to I think Dr Robertson um said something around this but I think surveys are are a fine idea and um I wish that there were and maybe there has been this is what I think Dr Robertson was saying but is there is there are there surveys and or specific questions about the will like skill is one thing but if you if we can't understand the will and the desire and around the beliefs and the things that um were already mentioned then I think we're still missing the mark and so I just want to put that on the table for a conversation maybe at a later time but um there is a a balance of what we need to consider and skill is one just one aspect of it and will is something totally different sure 100% I think the challenge it I think this is why it's important to understand some of the constraints that we work under and the bureaucracy of the system so if we were to put something forward to understand what the barriers would be in trying to move something like that forward not to say that it's not possible but uh for sure and I don't know if we have anything that's going out that really shows will but uh well you I say this is to it kind of gets back to that that list of what are the qualities that make for a good teacher and you know there's those easily measurable ones like years of experience but then equally if not more important are what you're talking about that those intangibles the the your attitude towards student students not like yourselves you're you're will to do better and all that so um a a good question is is there any good way to to measure that Deborah by the way I love that whole idea of just one question do you does my teacher like me but um I mean I do think I I do need to we did do a survey that I have a dashboard to show under the uh trusted adult initiative with a strategic plan um we ask essentially just one question do you have a trusted adult on campus um and we kind of Define that a little bit for the kids um it's a yes or a no and if it's a yes who is it um if it's a no then it's a list the school can start working on to make sure that the students have a trusted adult so yeah so maybe we can get a lot of that intangible information from uh the school surveys Dr robson's Deborah yeah sorry to um be over participating but um the so the secq though can you that cannot be disaggregated by the students race am I correct yes it can be oh good good good good good thanks your not soci economics status right uh I think it has that as well it does okay okay well that's that's fabulous and then the only other thing so Mr aswal do you remember I think maybe you were out of the room when I mentioned this and it seemed like this would have been back when you were like at Boon or somewhere um where there was some training that was done by HR on some tool that principles could use when they're interviewing potential um teach is supposed to help them determine like the teachers potential teachers Affinity or connectedness with children unlike themselves I remember that phrasing being used remember that that's right yes yes um you remember the name or you could dig out the name it's coming it's I see it um it's not Franklin Cy it's like a common organization that everybody knows uh frankly Cy uh yeah I'll try to dig it out I remember it yeah we got dig it out and maybe the people that probably were running that show are probably retired but if we can try to at least anecdotally find out what happened to it why did it die it appeared to me it died on the vine and you know I couldn't get an answer from anybody of substance anyway yeah um and there may be some newer versions that are more streamlined that one was I think time intensive as well as a financial piece to it um but you got new things have changed a lot like I think indeed has stuff um I think there's other things out there that could pull it pull out something similar yeah um it'll come to me I'll find it I'm looking yeah I mean I like that because that was um a good way for hard to staff schools to at least streamline and get someone to to find more teachers who would have the will to Dr thus is comment and it did pull that out so was anybody else waiting to speak okay so trying to bring you know we've got about 10 15 minutes trying to bring something in for next to bring some of this in for what we want to to bring forward I got a couple of things I think for my notes and you might have more too Susan Dr Robinson go ahead I'd like to make a motion to make sue Davis Killian the chair of this ad hoc committee okay so we I'm we have a motion on the floor we have a second I'll second that motion Sabrina a second um you AC the nomination I do that's what I get for showing up here in person exactly so all in favor I I motion passes all right motion passes congratulations I'm to turn over to you all right um thank you so let me um let me read off what I have taken notes on so far and then I think we can uh figure out what we need um information wise uh for the next meeting so um what I have right here uh what I have is um we want to explore the obstacles to Equitable teacher placement amongst schools and then what qualities make for a better teacher so far we have experience degrees and advanced degrees the belief system of teachers um as far as teaching students unlike themselves and I just haven't here the the will um so we can we can make that a little better wording but um and then the the information and data we would need to address those although I don't think we're going to look at all of this for the in the next meeting is how are teachers placed initially and then how are they um moved to different schools uh from their initial placement uh looking at how successful districts uh do this districts that have good Equity um looking at the student voice and the parent voice which hopefully would be from the school surveys we would get a lot of that um the possibility of doing a principal survey as far as what they're looking for a teacher where do they like to hire from and then the name of that tool that was used to assess the belief system um I think and and this is open for discussion but I think looking at the school surveys all the questions broken down by school and race and socioeconomic and all that would be really useful to have have before the next meeting so we can really kind of dive into the numbers um and Deborah you have your hand raised okay sorry about that I just wanted to add the comment because when I heard you say it I heard it um the that old tool that you know connected with children unlike themselves I just want to make a point that they they might be demographically just like the child and not embracing them the way we would want so um that was just the phrase that was used back then I think we want to have some other phrase about how measuring their ability to connect with children including children unlike themselves maybe or something like that because you know traumatized children become traumatized adults and some of them are working in our school system that sounds great I'm adding that and I just shared the screen here to show you that uh this is the the survey by subgroups for 23 and 24 so we're not supposed to be able to read that are we no I I'll send this out but you can um go into this and go by school so it has every school it has by subgroup you can do school by subgroup it has a lot of different filters and and in that does it tell us the socioeconomic status of the school or like the demographics of the school the the percentage of irace the socioeconomic that kind of we won't have the school demographics in there so we probably need School demographics on a some some other way because like I could imagine I could look at that and I can guess some of the socioeconomic status and stuff of schools but I might look at that and like well this school seems to be doing well what is their demographics so right right and just I just wanted to go back to some of the barriers that you brought up and the constraints just so you know like so just to save some time like a teacher who is hired brand new um under the teacher contract um has to stay at that school for three years we we changed I worked for a couple years probably seven years ago we changed that if a teacher was less than three years um and they wanted to transfer they could only transfer into hard to staff school so we have a district list where they can transfer into um cuz CTA was trying to pull that away um we wanted to keep the three-year piece in there um I always fought to keep that even though some teachers didn't like it because I needed that to have some stability and hard to staff schools so after three years people can transfer anywhere so the challenge is that you know a school that is hard to staff um for a variety of reasons right we all could talk about that but you've got Financial incentives now that have changed a lot so if I'm teaching accelerate coursework so the more we're doing around accelerate coursework for students every pass rate um every pass on an accelerated course or IND industry CT teacher gets $50 right so and it's no longer capped so a teacher has that whole find Financial incentive um when working with I'm just going to say traditionally more maybe higher achieving students or you know perceived higher achieving so those are some of the other challenges you know that I face even back before when it was capped when teachers would transfer to like out of Boon to go to a school where there was a financial incentive and then there's also a financial incentive behind achieving so the vam score that plays into a teacher evaluation um is not wayed completely but that does play into it so if I'm a high achieving I get a higher uh raise as well so those are just some of other pieces so we had uh with lean and then Dr Robinson or I'm sorry chair we have a chair no I gotta stop oh no that's good um what did you say that high achieving score said something like fam score so fam is value added model so it's so the state calculates uh a teacher's um ability to show a Year's growth in a year's time and is is the financial incentive on the raises based on the V score a district thing or a state thing it's a state requirement each district kind of has to figure out how they do that so it's based on three factors the V the value AED model um uh uh they have to set a goal um I forget what that Parts called there's three sections uh and then it's the observation so classroom OB observation on the observation tool which lot of people know as marzana then third piece is the uh the goal the individual goal they set okay and is the amount of incentive set by the state or I mean am amount you know the amount of the raise basically or is that a district thing a district okay so I think the state does say you have to have a higher amount of a raise uh for a higher achieving versus lower achieving but it doesn't say how much higher it's like at least $1 more in statute it's yeah okay okay so essentially it's since it's doesn't say amount that's essentially a district thing um which goes through uh negotiations teacher contract right teacher contract yeah so that's all negotiated right the negotiation team um so then I would add to our data that we need um details basically all the financial incentives for teachers like you've just talked about the $50 for every student who passes a certification course the higher raises um I guess what we need to know is under teacher contract or state law what are all the financial incentives to teach at a high achieving school and which of those are based on state law or and which are under District control and I would just say AR Financial incentives in general yes so there are some Financial incentives to work in the Glades so they call the Glade supplement yeah absolutely that's a good point and then there's uh if you're rated you come uh a high achieving School or if your school grade goes up or you maintain an a you get school recognition dollars you might not have so you got two hands up oh sorry uh Deborah and then is that Woodland Woodline how do you say your name woodlin wood okay uh Deborah and then Woodland um okay so you said part of what I was going to say in terms of getting the information on the financial incentives because I think V is a far I I'll defend my position after you read it but um so and then we're going to get the information from the black Excellence subcommittee the secq he's sending us I I would like to request that Mr oswal since I think he's the only former principal um at least sketch out the initial question that might be asked in a principal survey and then request that all of us just send to Susan information that we have might have gathered over the years about issues relative to to our conversation but again I want to go back to the defining Equity um at some point thank you I I do think Deborah that we have a definition of equity in our uh DD C documents I'll I'll look that up it's in the policy but but in okay so but we need to talk about I think this I get my brain doesn't work like everybody's I think we need to have a specific a more defined the definition of equity in the policy is is Broad and and beautiful I think that we need to have a defined def of equity in terms of we're talking about all this teacher related stuff to get to what point right like do we want to make do we want to do this to get to the point that um I don't make it up I mean that the acceleration the CH children for each subgroup um are Tak an accelerated course at at least 90% or is it like this definition of of success or good or whatever I think is too vague for vague for me my brain to work with I just need something more defined maybe it's graduation rate that might be the easiest thing but still what's the target let me just um what actually do we have uh Woodland you're next just we're gonna have to transition here and a Jour here in a moment to the next me um yeah so I guess um that's true I'm sorry uh Woodland go quickly and then we'll wrap this up just to make sure we know where we're what we're going to do before the next meeting all right so I was gonna um ask for um my request um for the teacher survey to basically um if we can work on a survey where we also ask the teachers their level of comfor um you know comfortability as far as like working with um children that doesn't look like them or children that looks like them um if we can also see their you know like their comfort level cuz not all teachers want to work with certain students or certain kids um and then second are we targeting the title one schools first or just all schools in general because I hear a lot of like social um status here so are we only targeting the title one schools I I think our goal is all schools and really we need all schools to do comparisons of teacher quality um so it is three minutes till the regular DDC meeting starts and I need a potty break so um the so I think what we've decided is that the data that we need before the next meeting is definitely the school survey results along with the school demographics um and I mean we have a lot of things but we're obviously viously not going to address them all at the next meeting uh I think that was the number one and then maybe I would suggest the financial incentives uh for teaching at various types of schools if uh does that sound good or is there something else that people would like to focus on in the next meeting that sounds that's yeah that's a good suggest Deborah said oh it just went away uh but Deborah said basically to ask a representative can you see the the the her message ask a yeah okay um okay can we like try to get a motion to adjourn um yeah I need a motion to adjourn please motion to adjourn I second the motion all in favor all in favor I I okay we'll see next thank you all right see you guys bye