Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 We’ll be right back.
0:30 Good afternoon.
0:31 The October 25th, 2022 Board Work Session is now in order.
0:34 Call, roll call, please.
0:36 Ms. Belfer.
0:37 Present.
0:37 Ms. McDougall.
0:38 Present.
0:39 Mr. Susan.
0:40 Here.
0:40 Ms. Campbell.
0:41 Present.
0:42 Ms. Jenkins.
0:42 Present.
0:44 Please stand for the Pledge of Allegiance.
0:46 Pledge of Allegiance to the flag of the United States of America
0:55 and to the Republic for which
0:57 it stands, one nation, under our, indivisible, with liberty and
1:01 justice for all.
1:03 All right.
1:07 Our first topic this afternoon is a curriculum update.
1:10 Dr. Stephanie Sullivan and Jane Klein, Assistant Superintendent’s
1:12 Leading and Learning, will
1:13 be presenting.
1:19 Good afternoon, Ms. Belford, board members, Dr. Mullins.
1:22 Thank you for this opportunity to share some of the results from
1:26 our past year, some of
1:28 our efforts currently in continuing our quest to improve student
1:31 achievement.
1:35 As always, I’d like to start off with who we are, who we are as
1:38 a district, our students
1:40 that we serve.
1:41 Nearly 65,000 students in our traditional Brevard Public Schools
1:47 schools.
1:48 And you can see below our current racial and ethnic breakdowns,
1:53 take a look at our free and reduced
1:56 lunch status.
1:57 Currently, 48.2% of our students do qualify for free and reduced
2:03 lunch.
2:03 And of course, that’s something that we keep at the forefront of
2:06 our mind all the time as
2:08 we work with our students and their families.
2:11 Students with disabilities, currently 17.8% of our students are
2:16 classified as a student with
2:18 disability, and that is above the state average.
2:21 Just worth noting that as well.
2:24 And English language learners continues to creep up a little bit
2:27 larger every year.
2:28 Another bit of an increase in serving our students where English
2:31 is their second language.
2:33 All of this data comes from October 20th.
2:36 So, as you can imagine, enrollment, participation data,
2:39 everything changes literally minute by
2:42 minute.
2:42 So, we wanted to stabilize that data.
2:45 So, it’s super close to what will be our FTE2 data.
2:49 I want to highlight, of course, a really important website,
2:54 particularly for our families who are
2:57 viewing the board workshop and learning more and more about the
3:01 resources out there to monitor
3:03 student achievement and other metrics, and that is the Know Your
3:07 Schools portal.
3:08 The DOE has done a terrific job in the last couple of years of
3:12 amplifying resources available
3:15 for student achievement results as well as others.
3:18 And the two main ones are one is Know Your Schools and the other
3:21 one is Know Your Data.
3:23 And so, the website is up there, of course, for our families.
3:27 And this is where you can see a lot of information at the state-level
3:31 results, district-level results,
3:33 and, of course, school-level results as well.
3:35 A lot of folks don’t realize how much additional information is
3:37 available on those sites.
3:39 So, we like to annually refresh it for everybody because we
3:42 certainly want our community invested
3:44 in the performance of the students.
3:47 So, right off the top, just want to highlight school grade
3:51 information.
3:52 And you can see school year 22 side-by-side to school year 21.
3:58 School year 21 is always a strange point of discussion.
4:02 We did get results generated, but there wasn’t official grade
4:07 entered.
4:07 So, sometimes, in some of the comparisons, people are skipping
4:11 school year 21.
4:12 But, of course, that’s an important year of data.
4:14 As you guys know, school year 20, there was no data generated.
4:18 And what would be considered pre-COVID is 2019.
4:21 So, when we look at school year 21, that was a year, of course,
4:26 that was the e-learning year,
4:27 was the year where we were really in the throes of the impact of
4:32 COVID.
4:32 And school year 22, as you recall, a lot of challenges with
4:37 quarantines and, you know,
4:39 other issues that impact our school operations.
4:42 I think it is important to note the substantial increase from
4:46 school year 22 to school year 21
4:49 as we continue to hope and help our students and staff in
4:52 recovery post-COVID.
4:54 If you take a look at the ELA achievements, learning gains,
4:58 social studies, acceleration, math, science,
5:01 and grad rate, you can see a pretty consistent improvement
5:05 across all areas.
5:06 And, as you guys know, we missed the A by one point.
5:10 And I sort of think with rounding, we should have got it.
5:13 But I won’t fight that too much.
5:15 But, again, it’s a real testament to our school communities.
5:19 And that includes our teachers, administrators, staff, and, of
5:22 course, families and students.
5:24 I’m really continuing to prioritize their learning in what was a
5:27 really difficult environment.
5:30 Although, you know, I’m a stickler for more and better, I think
5:34 it’s really important to pause
5:36 and recognize the work that was done in a really difficult year.
5:39 And, again, just referencing that these graphs and charts come
5:43 directly from the Florida Department of Education.
5:46 And so we’re all monitoring really the same thing.
5:53 We also have the ability with the Know Your Schools database to
5:57 calculate what would be a school grade by demographic.
6:01 I think Brevard was a frontrunner of that because we were hand-calculating
6:05 that and had an opportunity to talk to the Chancellor of
6:08 Education.
6:09 And then the metrics are now calculated by the Department of
6:13 Education, which we love.
6:15 And as you guys know, it is our constant quest for all of our
6:19 students with all of their differences and needs and strengths
6:23 and weaknesses to be educated in a manner that is exemplary.
6:27 And so we continue to look at all of the subgroups to identify
6:31 where can we continue to grow.
6:33 And so if you take a look by some of our most common subgroup
6:38 metrics, and these are the ones that, of course, the federal
6:41 government also monitors along with the state.
6:43 And you look at school year 21 compared to school year 22, and,
6:48 again, you’ll see a really significant increase, in my opinion,
6:54 a significant increase across the board for all of our students.
6:58 And, again, that’s important.
6:59 We want to make sure all of our students are benefiting from
7:02 initiatives and programs and efforts that we put in place.
7:06 And so, as you can see, from our economically disadvantaged
7:10 students to our students in transition to our students with
7:13 disabilities to our students of color, all of the student groups
7:17 are showing improvement over the year before.
7:20 And that, of course, is really important, particularly when we
7:23 know the impact, the disproportionate impact, particularly on
7:27 our students with economic challenges within their family.
7:30 So work to be done, but work in the right direction.
7:36 And we think that’s important.
7:39 And so just to give you a breakdown with further detail, so what
7:44 this is showing you is those same main subgroups, and they’re
7:50 two years of results across all of the areas of oversight.
7:55 And this is where you can see kind of the nuts and bolts of
7:59 where we grew.
8:01 Something that we’ve really keyed in on with our schools are
8:04 those learning gains.
8:06 You know, yes, we know that students are struggling, and some of
8:09 the metrics may not be where people want it, but we want
8:12 students to show growth and increase our learning gain
8:15 percentages.
8:16 And so I’ll give you a moment to take a look at the ones on this
8:19 slide.
8:21 You can see by our African-American students, our Hispanic
8:25 students, our white students, again, growth in nearly every cell.
8:30 And so, you know, when you go through all of the ones that are
8:34 there, you know, in some cases, similar, and in some cases, you’ll
8:38 see significant growth.
8:40 So you want to mention middle school acceleration, college and
8:45 career, and grad rate include lag data, meaning most of middle
8:49 school acceleration is from industry certifications from the
8:55 year prior, and current for the students in math.
8:59 It’s a strange little formula.
9:01 So it’s half lag, half current.
9:03 College and career and grad rate are both lag rate years.
9:06 So if they, those two operate a year behind, so for college and
9:10 career, I expect this year to show a boost in, which would
9:14 reflect last year’s college and career rate, if that makes sense.
9:19 And then moving on to our students with disabilities, how we’re
9:27 serving those students, and how we’re amplifying student
9:32 achievement in that area, and then followed by our economically
9:35 disadvantaged students.
9:36 Again, I want to give you a moment to take a look at those and
9:39 pause for any questions on this initial data.
9:58 And just a point of emphasis, again, this all comes from that
10:01 state database for any of our families that might want to look
10:04 at different comparisons and different combinations of scores.
10:08 And so another one that I wanted to highlight, and it’s
10:12 certainly been a topic of conversation as of late, is just the
10:17 importance of our teachers.
10:18 And, you know, academic excellence is obviously a big part of
10:24 our strategic plan, and I wanted to highlight this part of it as
10:28 it relates to educating our students and the importance of
10:31 experience.
10:31 Again, these are state-generated comparisons, so just, you know,
10:36 again, sometimes there’s a little confusion on who’s generating
10:40 the data.
10:41 But this is coming directly from the state databases, and so in
10:45 objective two, we’re focusing on high-quality teachers, because
10:49 that’s where the magic happens.
10:51 We all know that, right?
10:52 We all know that there is nothing more important than that
10:55 special relationship between a teacher and their students, and
10:59 the importance of experience in growing one’s skill set.
11:03 And so a couple of the interesting comparisons that the state
11:07 puts together is comparisons by classrooms with high poverty
11:11 rates and those with higher minority rates.
11:15 And this is all also on that Know Your Schools database.
11:18 And so if you take a look at the left-hand column, you’ll see
11:23 the inexperienced teachers rating.
11:26 So they take the schools and put them in buckets, basically of
11:30 high poverty, mid-range poverty, and low poverty, and then
11:34 identify the percentage of inexperienced teachers in those
11:38 spaces.
11:39 And, again, we do have targets in our strategic plan to improve
11:43 some of those outcomes with our experienced workforce.
11:47 And so if you take a look at 19-20, and then take a look at 20-21,
11:51 this is lag-year data.
11:52 We don’t have 21-22 yet.
11:54 But considering 19-20, the majority of the year was a
11:59 traditional year, some of the data improvements in 20-21 is,
12:06 again, a real hurrah to those teachers that persevered through
12:11 those really difficult times.
12:13 And you’re going to hear Jane and I both over and over again
12:16 really applauding the work from our teachers and school-based
12:19 staff.
12:20 And so as you can see, our ratios of inexperience are
12:24 significantly below the state average.
12:28 And I know there’s been additional metrics produced that
12:31 indicate the experience of our teachers compared to others.
12:35 I just want to point out, you know, the percentage of teachers
12:39 serving in that capacity, our ratios are certainly better than
12:42 the state ratio.
12:44 And I think we know that and value our experienced teachers.
12:47 If you look over to the right, you’re going to see those
12:50 comparisons for schools rated by the DOE as high minority, mid-range
12:54 minority, and low minority.
12:57 And I’ll let you take a look and see that data there as well.
13:00 Again, I’m going to be monitoring it relentlessly for 21-22 data.
13:05 Not sure when they’re going to produce it, but I’ll certainly
13:08 shoot that information out to the board once it comes.
13:11 And actually, it’ll probably be in our strategic plan updates.
13:14 Can I have a question?
13:16 Yeah.
13:16 Please.
13:17 What is the cutoff point for inexperienced teacher definition by
13:20 the state?
13:21 Excellent question.
13:22 And then the second one is out-of-field.
13:27 And this is looking at those two same categories as measured by
13:32 the percentage of teachers out-of-field.
13:35 And the second one is out-of-field.
13:41 And this is looking at those two same categories as measured by
13:47 the percentage of teachers out-of-field.
13:52 And I imagine your eyes are going directly to the bottom right.
13:56 And I’m in discussion with Dr. Thede on did we report
14:01 differently?
14:03 Something feels off, correct?
14:06 Just, you know, I always go with the gut sense on what we’ve
14:09 seen and change.
14:10 So, Dr. Thede is going to continue to review that data and how
14:14 that data was reported to the DOE and check for accuracy.
14:17 But in transparency, I wanted to present it to you because it
14:21 was reported by the DOE.
14:22 So, I have shared that with her and she’s going to continue to
14:25 look at it.
14:25 Because, obviously, a number like 67% out-of-field is alarming
14:30 and certainly something we’re looking into.
14:33 So, again, these are all the reasons I like data because data
14:36 paints a picture, tells us what to look deeper into, what to
14:39 look further into, and did we make any data reporting errors?
14:43 So, we’re going to be taking a look at those things further.
14:45 Just wanted to mention that before you panic.
14:50 So, this is some very new, interesting comparisons that’s a
14:54 little hard to see and I’m going to talk you through it.
14:58 As I mentioned, the state is really doing an incredible job of
15:02 producing more and more analytics that make it easier for
15:06 families, teachers, staff.
15:08 We’re using the same analytics that a family would.
15:10 This is a set of data produced by FOCUS.
15:14 So, we have found that FOCUS has a module that looks at state
15:19 analytics.
15:20 And, if I’m not mistaken, we have it kind of temporarily right
15:24 now, but these were some interesting comparisons.
15:27 They’ve done some regressions of correlation analysis looking at
15:32 a couple of factors, particularly economic disadvantage and race.
15:36 So, as we’re looking at the different data, what role are those
15:40 playing in the outcomes of our students?
15:42 And then, again, how can we sort of change that narrative?
15:45 So, when you look at a regression like this, it generates what
15:49 we call the line of best fit, meaning how they’re clustering in
15:53 a line and what is falling sort of above the line of best fit
15:56 and below the line of best fit, meaning sort of outperforming
16:01 what predictive analytics would tell you or underperforming what
16:05 predictive analytics would tell you.
16:07 And so, if you take a look, both of them, their correlation
16:22 coefficient is indicating a very strong correlation.
16:36 And in this case, a negative correlation.
16:39 And negative not in terms of positive or negative like good
16:42 attributes, but in terms of how the two data indicators are
16:46 relating to each other.
16:48 If you take a look at below, you can see just some additional
16:52 references to our Title I schools and our economically
16:57 disadvantaged and minority schools.
17:00 And how those data are influenced by the circumstances of the
17:04 school, you know, it is our goal and almost every meeting I’ve
17:09 been at, and Jane as well, we want to beat the line of
17:13 regression.
17:13 We want to beat the line of best fit.
17:16 We don’t want predictive analytics to be able to determine the
17:18 outcome of our student achievement.
17:20 When you look at that one to the right, even though it is a
17:25 strong correlation, you see some really strong outliers above
17:30 the line of best fit.
17:31 Now, there’s always going to be some below and above because
17:35 that’s the nature of the data.
17:38 So then we also look at it at a state level and see where Bravare
17:41 Public Schools is falling.
17:43 So we continue to use those regression analysis to understand
17:47 the predictive nature of certain factors in generating outcomes.
17:52 And I love data and statistics, if you can’t tell, and so any
17:55 time someone produces another one, we get really excited about
17:59 it.
17:59 Any questions on this one?
18:02 You can just holler.
18:07 I do that a lot.
18:09 I’m trying to go to a different tactic.
18:11 Yeah, I’d go do that too.
18:14 So down in the lower right-hand corner of that last slide, and
18:17 now it just disappeared on me because they’ve got us up here.
18:21 Can you explain that last piece?
18:24 It says, it shows the economic disadvantage by school grade, A,
18:28 B, C, D, and then minority by school grade, A, B, C, D.
18:32 Is that a stronger correlation that the economic disadvantage
18:37 shows stronger C and D grades than the minority?
18:42 Like, what’s going on there?
18:43 Yeah, what it’s indicating to us is what the economic percentage
18:48 is on a scale by school grade.
18:51 So if you look at to the left, those schools that generate an A
18:56 have a lower percentage of economic disadvantage, and that score
19:01 to D is a really strong difference in a lot of students with
19:05 disadvantage.
19:07 If you look at our scores, we had two schools that scored a D,
19:10 those have an extremely high percentage of students with
19:13 economic disadvantages.
19:15 Similar with minority, as you can see, the economic disadvantage
19:20 is a pretty high correlator, and so, which is also why Title I
19:24 is so important.
19:26 You know, what we’ve done with ESSER is really important to
19:29 amplify resources in those spaces.
19:31 Yeah, thank you.
19:32 I just wanted to make sure that whoever saw that could see it.
19:34 Yeah, no, great question.
19:35 Thank you.
19:36 I’m going to turn it over to Mrs. Klein, who’s going to take you
19:38 through some additional current data.
19:40 Good afternoon.
19:45 So, as we looked at last year’s FSA data, now we want to look at
19:49 who are their students right now.
19:52 So, we take this, the FSA data, put it in Performance Matters,
19:55 and then it gives us our students that are today.
19:58 So, if you look at our English language arts data, these are
20:03 students who are currently in fourth through twelfth grade,
20:07 because they took the FSA in third grade.
20:10 So, these are our students, our current students, and where they
20:13 are.
20:14 So, we take this data and work with our directors and our
20:18 resource teachers to determine where we need to best work in our
20:22 schools.
20:23 Where are our gaps?
20:24 So, that helps us through the summer as we’re working on
20:28 different projects to look at, okay, look, we need some more
20:32 work with integration of knowledge and ideas.
20:36 So, what tools can we give?
20:38 What tools can we provide?
20:40 So, as we look through each of these, so our percent, you know,
20:45 level three, almost 25% are level three.
20:49 In math, well, we know we’ve really struggled in math.
20:55 And function continues to be a concern.
21:00 So, what do we need to do with functions?
21:03 And this needs to start in kindergarten.
21:08 And so, what do we need to build on?
21:10 Where are our gaps?
21:11 What do we need to do to improve that?
21:13 So, all this data is reviewed with our entire leading and
21:18 learning team, so we can make plans for supporting our schools
21:22 and supporting our teachers.
21:24 What training do our teachers need to be able to provide this to
21:27 our students?
21:31 Civics.
21:32 You know, one of our greatest strengths in Brevard is our civics
21:35 and our history.
21:37 Look at that.
21:38 Level 520 is our best level of performance.
21:42 So, when you look at this, you know, we’re doing well.
21:49 And we continue to strive with history and civics being great
21:55 performance areas in Brevard.
21:59 And that’s our teachers.
22:02 That’s the work they’re doing.
22:04 They’re bringing the work alive in the classroom.
22:08 And we know, all of us know, that the better we experience
22:12 learning, the easier it is for us to understand.
22:15 So, when we bring history alive, we bring civics alive.
22:19 And if we look at science, when we bring that experience to the
22:24 classroom, our students become more engaged in the learning.
22:29 Our teachers, there’s a level of relationship and energy in that
22:34 classroom when you see the hands-on experiences.
22:37 That, although more difficult in ELA and math, we can present
22:43 those types of learning strategies.
22:47 So, this is all data that we continue to review, continue to
22:51 work with our team, and then with our biology scores.
22:57 As we look at all this data, then we pull it all together into
23:01 what our work is.
23:03 About seven years ago, we developed the vision for excellent
23:08 instruction.
23:09 I think we began working before you got up here.
23:13 Because I think I’ve been working on this for a long time.
23:17 So, we looked at what buckets are so critical for our students
23:22 to succeed.
23:23 And our teachers, the classroom layout.
23:26 So, lessons that are consistently focused on complex content
23:31 that appropriately challenges students to meet the subject and/or
23:37 grade level standards.
23:38 Students who are supported to engage fully in the work of a
23:44 lesson and to be responsible for doing the thinking that the
23:49 lesson demands.
23:50 You know, we talk about that student engagement.
23:53 A classroom that we see a teacher as a facilitator where
23:57 students feel a sense of belonging and connected to the work.
24:02 Learning environments that are safe, are welcoming, and
24:06 encourage students to take risks necessary to master the content.
24:11 So, we want that sense of belonging and relationship in the
24:15 classroom where our students can engage and feel comfortable and
24:20 safe in the engaging.
24:22 Teachers who are intentionally planning and facilitating the
24:26 learning through the use of high-quality, standard-aligned
24:30 materials, monitoring data, and collaborating with their school
24:34 community.
24:35 You’ve probably heard me say it, I don’t even know how many
24:38 times, about high-quality instructional material.
24:42 We have now adopted FSA, I mean ELA and math instructional
24:48 material that are aligned to the standards.
24:53 State-approved, aligned to standards that support the best
24:57 standards and support the learning that should be occurring in
25:00 the classroom.
25:02 But we know that these instructional materials are a challenge,
25:08 but we’re providing the support to our teachers to continue to
25:15 work on this.
25:16 And we know that, Dr. Sullivan and I both want to be number one
25:22 at everything, and we know we’re not always, but we try.
25:28 And we want our teachers, we want our students to be able to
25:33 thrive anywhere.
25:35 The world is theirs, and we want to make sure that our
25:38 classrooms are allowing that to happen.
25:41 So we know the importance of that intentional planning, that
25:44 collaborative planning, that getting feedback from the community
25:48 of what the school needs.
25:49 That all goes hand in hand with the vision for excellent
25:53 instruction.
25:54 Students who are demonstrating that they are learning the
25:58 content and applying their learning to new concepts and real-world
26:02 problems.
26:03 We know that experience matters.
26:07 We know that quality instruction, with using quality
26:11 instructional material, that all makes a difference in the lives
26:14 of our children.
26:15 But all of this, we have to continue to monitor the data and
26:20 look at what the data is telling us.
26:23 We have to continue to improve our craft, each and every one of
26:27 us.
26:27 Our craft only improves if we’re lifelong learners.
26:31 We have to learn, our teachers have to learn, our students have
26:35 to learn.
26:36 And we have to be on that same path to be learners always in
26:40 everything we do.
26:42 So this vision for excellent instruction continues to be our
26:47 driving force in what should go on in the classroom.
26:52 On the bottom of the screen, you’ll see the links to the ELA
26:57 standards and the math best standards.
27:01 We, as part of leading the learning, are also curriculum
27:04 instruction.
27:05 And part of that work goes on not only during the school year,
27:09 but during the summer.
27:11 So I want to get, we’re going to both spend some time going
27:15 through what’s part of our work.
27:16 So in elementary, this was a screenshot of the webpage.
27:23 You can see the list of the different links, but on the bottom,
27:28 you can connect to any component of
27:31 our instructional paths.
27:33 So you can go straight into our ELA, our math, science.
27:37 You can see what the pacing guides look like, what the work is.
27:42 We spend a, our work
27:46 is focused on supporting the classroom.
27:51 And as long as we’re supporting the classroom,
27:54 we’re supporting not only the student, but the teacher.
27:59 And that’s our purpose, student achievement.
28:01 That student outcomes is where we’re at.
28:04 So as we work through supporting our schools, this is the
28:10 beginning of that, or the end result of that.
28:13 So just some snippets of some of the things that are on our
28:17 website.
28:17 As you can see, we have a link to the social studies.
28:22 That civics and U.S. history scores, although we don’t measure
28:26 it in elementary,
28:27 it starts right there.
28:29 It starts with the hard work and the, you know, kindergarten.
28:34 What does a community look like, right?
28:36 It’s the firemen, and it’s got, you know, all those components
28:40 of a kindergarten classroom
28:41 that begins that story of what civics and history.
28:46 Our elementary science page and how we can connect.
28:51 Each one of these links gives a teacher or a parent an insight
28:57 into what’s going on in the classroom.
29:01 Our teacher, our content specialists have developed daily lesson
29:06 plans to guide any of our teachers
29:12 and help with the new curriculum.
29:14 So you can have the guide actually times of the day when you
29:22 should be doing this or should be doing that.
29:24 We’ve provided that additional support to our teachers.
29:28 So it helps them in planning.
29:30 It’s not a script.
29:33 It’s not.
29:33 It is a guide to help you as you’re planning your day.
29:37 These are some supports along the way.
29:42 The same thing with our math.
29:47 I’m sorry, the middle one is really small.
29:52 But there’s PDFs of every part of Reveal, the new math program
29:56 Reveal.
29:57 You can click on those links.
29:59 And as a teacher, you can see different components.
30:02 How to use a lesson.
30:03 How to use the teacher’s manual to help guide you.
30:10 The kindergarten Reveal math.
30:12 Here’s a lesson plan of all the components that need to be
30:16 addressed.
30:17 What are math talks?
30:18 What can be had in math terms?
30:21 You know, I love math is beautiful.
30:24 If you’ve not met our Shruti Raman, who is our math content
30:29 specialist,
30:32 she believes math is the center of the universe.
30:35 Right, Dr. Mullins?
30:36 And it is.
30:39 Many people do not or did not realize that we still have what
30:45 your child is expected to
30:47 learn in first grade, second grade, kindergarten.
30:49 The links are here for any parent.
30:52 We can print this off.
30:53 If a parent comes into school and says, “I really want to know,”
30:56 we can print it off for
30:59 them or they can look at it at home.
31:00 There’s links to absolutely everything to help support your
31:05 child at home or at school.
31:12 Also, components of elementary leading and learning, you all
31:15 know, the Head Start.
31:16 The ability for us to offer Head Start to our students who are
31:24 perhaps the most to be struggling.
31:27 If you were able to go out and watch any of the dental programs,
31:33 it’s absolutely,
31:35 Ms. Belford’s smiling at me because I got so excited that one
31:38 day I was going to go watch.
31:40 And it is so amazing to watch them get their pictures taken of
31:44 their teeth and they get to see the teeth.
31:46 And then our component of Thrive by Five.
31:50 The videos that GCR has helped Priscilla DeNino make, how to
31:57 read with your child, how to read to a baby.
32:00 I mean, if nothing makes you happier, if you ever have a bad day,
32:04 just go on the Thrive by Five webpage,
32:07 and it will make you happy. Also, a component is our VPK and our
32:12 Title I program.
32:13 As you know, we put our VPK in Title I schools because the state
32:23 only funds portion of the day for VPK.
32:27 We put, uh, use Title I funds to pay the other portion of the
32:32 day to have a full-day program.
32:34 And to me, a full-day VPK program is a wonderful opportunity for
32:39 our students.
32:40 We also, um, are part of, we also are responsible for the Brevard
32:46 Aftercare program.
32:48 And that component of the 21st century learning where it’s an
32:53 extension of the day for students to get
32:55 additional tutoring through a certified teacher.
32:58 We’ve hired a wonderful, um, content specialist that helps our
33:04 teachers with developing lesson plans
33:07 for that after-school tutoring program.
33:10 And then another component is our open enrollment and parental
33:13 choice, uh, platform.
33:15 That supports all the districts.
33:20 So these are some of the components.
33:22 But the work that goes into providing the support to our schools
33:28 is, uh, amazing.
33:31 And when you look at what is your child expected to learn, and
33:35 you can get all that at a fingertip.
33:37 And if I’m a teacher and I’m struggling with how to teach this
33:41 new math reveal program,
33:42 it’s all there right on the website.
33:45 Some of the information is, um, site for BPS employees only and
33:51 some is open for all.
33:52 I want to spend a few minutes.
33:56 Many of you have seen this, um, as I shared with the BPS vision
34:01 for excellent instruction.
34:02 We took it to the next level of what does that look like?
34:07 How will I know that a student is engaged in the work?
34:13 What does it look like and how can I monitor that?
34:15 So we took this with a group of principals and made it,
34:20 and look for our principals when they help, when they’re walking
34:26 classrooms to help a teacher,
34:27 to provide that coaching.
34:29 Because we’re all instructional.
34:31 We’re all teachers.
34:33 But we also have to coach.
34:35 Because we want to provide the best instruction for every child.
34:39 And how do we do that?
34:40 We coach.
34:41 We coach our teachers.
34:42 We coach our principals.
34:44 And so as we continue to do this work, we want to, again,
34:49 perfect our craft for providing more opportunities for our
34:55 principals and our teachers.
34:58 As we look at our data, we determine how we’re going to support.
35:09 You know that we have two schools under Bureau of School Improvement,
35:14 Endeavor and Creel.
35:16 I was actually on a conference call this morning with the Bureau
35:19 of School Improvement.
35:20 And I kind of laughed because it was the fastest meeting I’ve
35:26 ever attended because they were like,
35:30 you are right on track.
35:33 Not everything we’re doing is right.
35:36 They could give us no suggestions.
35:40 And I was like, oh, never had a Bureau of School Improvement
35:44 meeting where there wasn’t
35:45 suggestions of you need to do this, you need to do that.
35:49 So it was very, very strange, actually.
35:55 But it was really nice to hear that we’re doing the right work
35:59 and the state leads see that work.
36:03 They’ve been on our walks of our school.
36:06 And I’m sure you’re aware that at both of those schools, we have
36:12 to track student attendance rates,
36:16 employee attendance rates, all the early warning signals, and we
36:21 have to provide those uploads every
36:23 quarter to the DOE.
36:25 So we’re finishing up this one and we’ll be sending that to them.
36:30 We have to monitor BAM scores, not Brevard BAM, but state BAM.
36:34 And so we are moving right along with both Endeavor and Creel at
36:41 this time.
36:43 But our directors work in teams based on what our schools need.
36:48 So if you can see the sample of Tara and Marilyn, the schools
36:53 that they’re paired up for
36:55 are schools that Tara is the lead.
36:59 It’s her responsibility.
37:01 She’s the principal supervisor.
37:03 But the supporting director, it’s not Tara with Marilyn every
37:07 time.
37:08 It’s Tara with Marilyn.
37:09 It’s Tara with Wendy.
37:11 I wonder why.
37:12 Well, it’s because what the school needs and the strength of the
37:15 other director and how they can
37:17 marry together to provide that school with that support.
37:21 These walks, unless there’s a state of emergency, they continue
37:28 because it is so important that we
37:30 collect that data.
37:31 And as I’ve shared with you before, the Brevard Year of the
37:34 Alliance for Priority Schools, the YAG,
37:37 we add that data so we know what to look for when we’re going
37:42 back.
37:43 This data is shared with me after every walk.
37:47 I look at it, see where our growth area is, where our needs for
37:51 additional support,
37:53 where our content specialists need to go in and support.
37:56 And as we go through all the different data points, our content
38:01 specialists are right there
38:03 monitoring it and making goals along the way to support the
38:06 schools.
38:06 So this is just a sample of some of the walks and what’s going
38:12 on in each one of those schools.
38:16 And I think it’s yours.
38:17 You know, what Mrs. Klein was talking about was a continuous
38:21 cycle of improvement.
38:22 We take our data, we look at our strengths and weaknesses, we
38:26 look at it by benchmark,
38:28 by standard, by detail, and adjust our curriculum accordingly
38:33 and our resources for teachers.
38:35 These last couple of years have been a little extra difficult
38:39 because as you know,
38:40 we have changed standards prior to changing assessment.
38:44 So there’s been that weird process that we’re coming close to an
38:49 end on that process
38:51 with FAST this year and I’ll talk about that in a second.
38:53 But transparency and partnership is the most important thing to
38:58 our work.
38:59 We want parents working with us, teachers working with us,
39:02 teachers collaborating with each other.
39:04 And that’s why we want to take a moment to highlight these
39:07 resources.
39:08 I get questions throughout the year from families, community
39:11 members, you know, about our curriculum,
39:13 about our resources.
39:15 So we thought it was important, you know, as Jane showed where
39:18 to get to her,
39:19 show where to get to secondary as well.
39:21 Again, we put everything online because we believe it’s
39:24 important to get feedback from everyone.
39:25 So if you went to the secondary leading and learning site, it
39:28 would look very similar,
39:30 except not as cute as elementary and you would go to curriculum
39:34 resources.
39:35 And then right away, you can see a link to the full curriculum
39:38 package of work done by Brevard teachers.
39:41 And that is the important emphasis.
39:44 Are teachers looking at data, looking at resources, looking at
39:47 student performance,
39:49 and identifying really best practices and successful sequencing
39:53 of curriculum?
39:54 And I’m just going to show you a couple examples.
39:57 We rolled out a new English curriculum in response to the new
40:01 English standards as a result of,
40:02 of course, the state and district review.
40:04 And this is already current and updated.
40:08 So I pulled up ninth grade English and right away, I’m able to
40:13 see the key constructs of the curriculum,
40:18 what the expectations are, suggested resources, right down to
40:22 even recommended texts.
40:23 As those questions come up, we certainly want partnership,
40:29 students, families, teachers,
40:31 working together to identify best resources.
40:34 If I go to U.S. history, social studies is one that I get, we
40:39 always get a lot of questions on.
40:41 As a social studies teacher myself, I love social studies
40:44 questions.
40:44 So I’m always really excited to get them when our community and
40:47 families are inquiring about the curriculum.
40:50 And I just pulled up from the social studies site, the U.S.
40:54 history link, and just again,
40:56 showing a couple examples of guides, primary resources as much
41:00 as possible.
41:01 We love primary resources and how teachers can support students
41:06 in that work.
41:07 So it’s not only about making data informed instruction,
41:11 instructional decisions.
41:12 It’s about being transparent and in partnership, but it’s also
41:17 about arming our teachers with the best
41:19 available at with the less stress on them.
41:24 So right now we have teachers coming in with various levels of
41:28 experience,
41:29 all with potential and promise and commitment to kids,
41:32 but may benefit from, oh my gosh, it’s all right there.
41:36 Okay, I don’t have to panic about that this year.
41:39 And that they know they’re using high quality instructional
41:42 materials,
41:42 where teachers together vetted these lesson plans.
41:45 So now more than ever, it is really important for us
41:49 to continue this work to make sure all of our teachers have the
41:52 best tools at their fingertips.
41:54 So these were just a couple examples.
41:56 We encourage people to explore those resources.
41:59 Let us know if there’s a broken link.
42:00 You know, we do our best with web design.
42:03 But again, we keep putting everything online for our community.
42:08 Jane referenced our work with our priority schools.
42:12 And you just wanted to touch upon that a little bit.
42:14 One of the things we did this year, which was like a big aha,
42:18 that we should be using our same vocabulary of tier one, tier
42:22 two, and tier three.
42:24 And so really identifying the strategies that are good for all
42:28 students.
42:29 Consistent opportunities to work on grade appropriate
42:31 assignments.
42:32 If you researched anything, that would come up times a thousand
42:36 as really one of the most important
42:38 strategies for our kids.
42:39 And of course, students doing the heavy thinking and the deep
42:43 engagement.
42:44 So these are things that we’re working with all of our schools
42:48 on, all of our school leaders on.
42:49 And of course, our teachers are already there conceptually.
42:54 We’re just trying to give them more tools that they can use
42:57 efficiently and not have to spend a ton of time, you know,
43:00 diving for.
43:01 As we go into tier two and tier three, our tier two schools and
43:06 students,
43:06 and particularly our tier three, they need more.
43:08 They need different.
43:09 And so as Ms. Klein referenced, you know, there’s a couple of
43:14 different things that we do.
43:15 Of course, there’s some additional staff in our schools, more
43:19 instructional coaching.
43:20 Again, the research and data is pretty clear on the impact of
43:24 instructional coaching.
43:25 Additional academic support funds to provide more opportunities
43:30 for families
43:31 and students to work before school, after school, Saturdays.
43:34 And of course, coordinated planning with our schools and our
43:40 staff.
43:41 And I’ve had an opportunity to have all of those one-on-one
43:43 meetings
43:44 with our schools already this year.
43:46 And it’s been really incredibly productive having the entire
43:49 room on the table.
43:50 What you’ll see here, this is literally this week.
43:53 So this is Monday, Tuesday, Wednesday, Thursday.
43:56 When we go and meet with the schools and the school leaders,
44:00 they identify and we identify together areas for support,
44:05 strength.
44:06 What are they looking for?
44:08 And we book them and prioritize those schools with our limited
44:11 time and energy.
44:12 We keep saying content specialists, plural.
44:16 That’s really a generous term.
44:18 It’s really a singular term.
44:19 And so prioritizing their time, of course, is really important
44:24 as we’re trying to get
44:25 maximum benefit for our schools that need it most.
44:28 But as you can see, they’re pretty busy every single day
44:31 targeting some of those needs.
44:33 Before I go into FAST portal and we are FAST fans of FAST, which
44:40 the last time we were here,
44:42 we were a little uncertain, wanted to take a moment for any
44:45 questions on the curriculum
44:46 and data presented thus far.
44:48 One question and then a comment.
44:56 Ms. Klein, the daily lesson plans, do we have those for the math
45:02 reveal new instruction materials
45:05 like we had for benchmark with the timing out and do step one,
45:09 step two, step three type things?
45:10 Yes, all that is available.
45:12 Daily lesson plans as a sample for any teacher who needs them.
45:16 Ms. Klein, and then the comment is this, and I bring it up
45:20 because it’s something that I,
45:22 there’s some trigger words in here, the slide with four colorful
45:24 boxes.
45:25 One of the things says in the yellow box, the third point said,
45:29 “Classrooms celebrate learning and trying versus being right.”
45:32 And so because people don’t always
45:34 sit and contemplate the meaning of the whole statement, I just
45:38 wanted to make the point that
45:39 it’s not that we’re teaching our students that they can get the
45:42 wrong answer and it’s okay to be wrong,
45:44 but it’s okay.
45:45 The, what we’re celebrating is you tried because if they don’t
45:50 have that sense of I,
45:52 you, you taking risks, like why are we talking about taking
45:55 risks in math?
45:56 But it is a risk.
45:57 And of course, I think because I was a middle school teacher
45:59 along the lines of middle schools,
46:00 and for middle schoolers, just opening your mouth is taking a
46:03 risk.
46:03 So, but that idea of we’re celebrating that you’ve learned
46:07 something and even failing you learned,
46:10 it’s not that all of a sudden we’re going to say, “Oh, we did
46:12 two plus two and you got five.
46:14 Yay, five is now the right answer.”
46:16 No, but yay, you, you put yourself out there and you work
46:21 through the process.
46:22 Now let’s see if we can’t correct it.
46:23 So I just, I just wanted to bring that out because frequently
46:26 that idea is very misunderstood and
46:29 misinterpreted.
46:30 Yes, it aligns to that risk taking environment, exactly what you
46:34 said.
46:34 That’s where we’re going.
46:36 May I speak?
46:38 Um, I want to say that slide 26 is the best slide that I’ve seen
46:42 here.
46:42 Um, it, it, it reminds me and takes me back to the classroom
46:46 when I was teaching a lot of the
46:47 roaring twenties and everything else, the land booms, the
46:50 speculation, uh, Dr. Mullins and I were
46:52 talking earlier about how some of the lesson plans that I did
46:55 would probably get me kicked out of the
46:57 school system today, but back then it was student engagement,
47:00 right?
47:00 But I did want to take one, one instance and say thank you to
47:03 you guys as we’re moving through this.
47:04 One of the things that many people look at this and they say,
47:07 wow, these are great resources and all
47:08 that stuff.
47:09 That’s, that’s the first step of it.
47:10 The second step is, is actually getting the teachers to engage
47:13 in it.
47:13 And I know how hard that is being a former teacher and you have
47:16 certain teachers that actually,
47:17 when I was there, weren’t even opening up their emails and the
47:20 secretary would have to go put
47:21 special emails inside their box and all that stuff.
47:23 So thank you so much for setting the guidance and getting this
47:27 set up and in the direction
47:28 we’re going, but then also for the other grind that nobody sees
47:32 about getting our masses to
47:33 move towards utilizing these resources at the best.
47:36 So thank you.
47:37 I just want to take a second and say thank you.
47:38 And whoever put slide 26 together, you can say thank you to them
47:41 too.
47:41 Well, I just copied and pasted it from my social studies
47:45 resource teacher.
47:46 So I don’t get the credit.
47:47 It’s a special, special, special one right there.
47:49 That’s a good one.
47:50 Again, we didn’t want to manufacture anything.
47:52 We wanted to show the actual resources.
47:55 I do think it’s worth noting that, you know, differentiation and
48:00 working with teachers is
48:01 also important.
48:02 We recognize that some teachers may need more or less support,
48:07 more resources and not support.
48:10 So both Ms. Klein and I want to be clear, we’re not talking
48:13 about scripted.
48:14 We’re talking about things available for you that were generated
48:17 by Brevard teachers and highlighting,
48:20 make easy, quick decision making for you in these really
48:24 difficult times.
48:26 Thank you, Mr. Susan.
48:27 Yeah.
48:28 In 2008, I was part of the team that started putting together
48:31 all of those curriculum guidelines
48:33 because we were moving in.
48:35 And that’s when I found out some of my lesson plans weren’t so
48:37 engaging from the other teachers.
48:39 But Katie’s still living here.
48:40 I think it’s unorthodox.
48:41 So one time, during that lesson that you just saw, I used to
48:45 block up all of the air conditioning
48:46 units and bring space heaters in.
48:47 And I’d heat my room up to 110 degrees and force the kids to do
48:51 supply chain, you know what I mean,
48:53 sweatshops.
48:54 And they loved it.
48:55 I never had-
48:55 Okay, so we’re going to stop at sweatshops.
48:57 We, you know, History Live is a popular curriculum in that space.
49:04 We love anything that brings, well, almost anything, Mr. Susan,
49:09 that brings like creative
49:11 hands-on engagement in curriculum.
49:13 We think that’s really important.
49:14 There’s a lot of great ways to do that.
49:15 It is.
49:15 I just wanted to say thank you.
49:16 Sweatshop, maybe not so much.
49:17 No, it’s a good one.
49:18 It’s a good one.
49:19 So, but these, jumping off of that, these resources, where we
49:21 have, we’ve got so many
49:23 new teachers and we’re going to right and left, are we, I’m
49:26 thinking about Mr. Alba, can we,
49:28 are we advertising, hey, come work for us.
49:30 And when you step in, we have, you know, there will still be
49:34 some creative abilities,
49:35 but we’re going to have what you need.
49:37 Yeah.
49:37 And I saw a buddy on the screen.
49:39 I, I so appreciate that question.
49:43 One of the things that we started maybe four years ago was a
49:47 curriculum symposium.
49:49 And so every year, the day prior to teachers reporting, we bring
49:55 in all the new teachers
49:56 with our content specialists to go over these resources.
50:00 That way, before they step on campus for day one, they’ve
50:04 already had exposure.
50:06 Our school secretaries keep our staff current when they hire new
50:09 ones.
50:10 And then our folks work deliberately with them.
50:13 And so we really, really think it’s important to be connecting
50:17 to our new teachers,
50:18 showing them these curriculum resources.
50:20 So they don’t start going in all these other directions and
50:24 absorbing time that they don’t
50:27 have, you know, and so, yeah, we connect with them every year in
50:30 the fall and then ongoing
50:32 throughout the school year as well.
50:34 All of our content specialists know our new guys, they’re your
50:37 number one friends.
50:38 We want them to have a relationship with their content
50:40 specialists so they can quickly ask questions.
50:43 Just to add to that, I was meeting with a content specialist
50:47 early this morning who was going out.
50:49 We just hired another new teacher and she just was going to walk
50:55 through ELA.
50:57 She’d spent an entire day planning with her.
50:59 The principal was able to get a planning day for that new
51:02 teacher.
51:03 She’d spend an entire day planning.
51:05 And I have two ELA content specialists.
51:09 So one was giving, had given one day for planning.
51:13 And today she was going out to observe and give feedback and
51:16 then help coach later.
51:19 The other thing I wanted to add is I’ve been working very
51:22 closely with TPG, the cultural exchange program,
51:28 and getting those interviews set up.
51:30 And one of the components of that is access to our curriculum
51:34 prior to them starting.
51:35 So we’re in that conversation with them as well.
51:38 Anyone else?
51:42 I just have a couple of questions.
51:43 Ms. Jenkins, you good?
51:44 I’m good.
51:47 Dr. Sullivan, going all the way back to the beginning when we
51:52 looked at who we are,
51:53 just two questions on that.
51:56 Our students with disabilities and our free and reduced lunch,
51:58 are those numbers increasing or decreasing?
52:02 I know we’ve had lots of conversation about the percent of our
52:04 students that are ESE for a lot of years.
52:06 They’re super close to last year.
52:09 And in fact, I printed it out and had it on my hand because I’m
52:12 like,
52:12 somebody’s going to ask me last year’s data.
52:14 They’re within about a percentage point.
52:17 So they jog a little down and a little up, all within probably a
52:22 plus minus of one, maybe 1.5.
52:25 So pretty similar patterns.
52:27 And then on the slide with our out of field teachers, and I know
52:34 we’re digging into this,
52:36 and this may not be able to be addressed.
52:37 But it seems strange to me, and maybe I’m just looking at it
52:43 incorrectly, that we would have that many out of field teachers,
52:47 but not that many inexperienced teachers.
52:50 We literally just had that conversation.
52:51 And again, those are all triggers that tell us something is amiss,
52:56 but again, we felt it was important.
53:00 The state reported it that way.
53:02 We felt it was important to share it.
53:04 I always put data through a couple of intuitive tests, and it
53:07 doesn’t pass intuitive tests.
53:09 When I look at what our high minority schools are and what I
53:15 know their out of field rates were, there’s definitely something
53:20 amiss.
53:20 And so we will definitely keep the school board updated on that.
53:24 Miss Klein, I literally just had that conversation.
53:27 And I’m going to be curious when school year 22 comes in.
53:31 And so those are all things we’re monitoring closely.
53:35 Dr. Thede is aware and working with her team and sharing that.
53:40 But just in disclosure, we wanted to share it, even though it
53:42 was a little icky.
53:43 And so for our public, can you kind of explain the out of field
53:48 teacher?
53:49 Sure.
53:49 So when a teacher is a qualified teacher, but perhaps hasn’t
53:55 completed a component for a specific area.
53:59 For example, I was a social studies teacher.
54:02 If I wanted to teach English, I could assess in English to
54:07 become certified.
54:10 And so sometimes our teachers may begin out of field as they
54:14 complete their requirements or turn things in to add that out of
54:18 field.
54:19 What I suspect, if you were to ask my hypothesis, I suspect this
54:25 is related to ESOL.
54:27 Because there is a requirement that even though I’m a teacher in
54:31 a classroom and I’m English certified,
54:33 an endorsement for ESOL is necessary and is triggering an out of
54:38 field.
54:39 And so sometimes, and whether I still have somebody who requires
54:44 those services or not.
54:46 So my hypothesis, with no information, is that there’s a story
54:51 there and how that data was reported.
54:53 So somebody can only be out of field if they are credentialed as
54:58 a teacher or like they have a base
55:01 certification as a teacher and are sometimes exploring another
55:04 area.
55:05 A very common one that we work with a lot are English teachers
55:09 who are trained English teachers and doing reading.
55:12 Obviously, that’s a supernatural correlation and so a lot of our
55:17 reading classes are taught by English teachers who have to, by
55:21 state law, add some additional components to their certificate.
55:25 So they’re typically in that space, sometimes we’ll get our
55:29 engineers that come in and their base certification is math,
55:34 highly qualified to teach physics.
55:36 They simply have to sign up for the test, get that done.
55:39 And a lot of them diminish as the year goes on.
55:43 But they’re typically somebody that’s naturally skilled in an
55:46 area adding a certification.
55:49 Would that include our career and technical education teachers?
55:52 It would, but there’s very few career and technical education
55:57 that are out of field because in career and technical education
56:01 we can certify on work experience.
56:03 And we can only do that in career and technical education.
56:06 So this, I would suspect, represents very few career and
56:11 technical education teachers because there is state ability to
56:16 work with work experience.
56:18 And so there’s not that many that this would fall in that bucket,
56:21 but it does happen sometimes.
56:23 Super.
56:24 The reading endorsement for elementary could have impacted this
56:29 as well.
56:30 Yeah, that was the year that a K-6 elementary teacher in doing
56:36 reading intervention had to have completed their endorsement,
56:40 not weren’t in it.
56:41 Again, all of these are X factors that we’re going to dig into.
56:45 I know from a traditional sense, our schools that are high
56:48 minority, they don’t traditionally represent out of field
56:51 teachers.
56:52 So that’s why it’s kind of puzzling.
56:54 The correlation in many of our high poverty schools, our high
57:00 poverty schools are also sometimes high minority.
57:04 And that graph on the left hand side doesn’t match.
57:07 I suspect we’re going to hear of the error at some point as we
57:11 dig deeper and we’ll continue to monitor and share.
57:14 that with the board thank you appreciate that explanation
57:18 anybody else before moving to fast
57:19 all right okay i’m super excited about this part i’m probably
57:24 the only one in the state of florida
57:26 excited about fast so uh last time uh mrs klein and i were up
57:31 here we shared what we knew about
57:34 fast actually it was uh miss francis our director shared what we
57:38 knew about fast and if the board
57:40 recalls we were quite concerned about what the state was
57:44 reporting as limited information and i’m
57:48 pleased to say that that’s not the case so just as a primer for
57:51 those that are listening fast
57:54 is our new state assessment to include progress monitoring so um
58:00 if our if our viewing members
58:03 recall and the board recalls um the state has as um sunsetted uh
58:11 fsa and moved into fast in response
58:14 to the changing of the standards so this is now the assessment
58:18 that matches the new standards so this
58:20 year everything should match which is pretty exciting so our
58:25 students um and families have access to a lot
58:29 of information so i put uh this front seat on here and this
58:34 front sheet along with the website because
58:37 there’s actually a parent portal and a student portal and we
58:40 encourage our families to go into it it’s
58:42 actually just right under students and families when you click
58:46 on it a parent can have their own access
58:49 and that’s pretty cool too in terms of transparency and demystifying
58:53 what students are being assessed on
58:57 and so we just completed the first progress monitoring of this
59:02 new fast system and again i’m super excited
59:07 about the results that we get because it is progress monitoring
59:12 on the same assessment that’s going
59:14 to count for the high stakes part and state of flora’s never had
59:17 that before so we’re really super thankful
59:20 so if you take a look at this screen and i’m going to show you a
59:23 couple of the different reports that we can look at
59:26 that you can see under reading um each of the grade levels you
59:30 can see the number of students tested so
59:33 as you can see we average between around 50 500 and 6 000
59:37 students a grade band so intuitively those
59:40 numbers look good average score doesn’t mean a lot to us right
59:43 now because you need a stabilizing year
59:46 for that average score to have context but you can see the bands
59:50 of students performance on this first assessment
59:53 i do want to remind the board of uh when miss francis
59:57 presentation that it is anticipated for it to be a
1:00:03 much lower performance because it’s measuring the end of the
1:00:06 year mastery and so a parent shouldn’t panic
1:00:10 if their child is normally in a certain space and not there yet
1:00:14 because this is intended to to be
1:00:17 representing where they are today and as you can see we can see
1:00:21 those by grade band so if i click on a grade
1:00:25 band this is an example of seventh grade i believe i now see
1:00:31 that same information by school so i can see
1:00:37 overall how the school is doing and what is also pretty cool is
1:00:42 you see the state and the district
1:00:44 because remember everybody in the state took this same progress
1:00:49 monitoring tool so we’ve never had
1:00:51 that quality of comparison before so for example if i took a
1:00:56 look at some of those schools i can say okay
1:01:00 compared to the district this is where my students are compared
1:01:03 to the state this is where my students
1:01:06 are and the bands that they are performing that’s just the
1:01:09 beginning of it though if you look to the right
1:01:12 you’ll see the three main strands i’m calling them strands i’m
1:01:17 not really sure what the state calls them yet
1:01:19 but the three main strands that are making up fast reading and
1:01:22 that’s reading across genres and vocabulary
1:01:25 reading informational text and reading prose and poetry what you
1:01:30 see to the right is i expanded reading
1:01:34 across genres and vocabulary so now i can see all those sub
1:01:40 categories like comparative reading context and
1:01:44 connotation interpretive figurative language and morphology to
1:01:48 understand the strengths and weaknesses
1:01:51 the coding looks a little strange but again i’m fast friends and
1:01:57 love it so so in that proficiency column
1:02:01 you’re going to see a check an x or that half circle situation
1:02:05 they have going on there
1:02:08 and a check is telling you that the students in that school are
1:02:12 by and large proficient in context
1:02:14 and connotation so for example in brevard virtual franchise you
1:02:19 see a check mark in context and connotation
1:02:22 you’ll see a plus after it and that’s telling you this is a
1:02:27 strong point for the students in this school
1:02:30 as an instructor as a leader this is telling me where a i want
1:02:35 to amplify strengths and b where to find my
1:02:38 weaknesses and so that i can use this information to make
1:02:42 instructional decisions moving forward for
1:02:45 students if i expanded reading informational text reading prose
1:02:49 and poetry you would see that same great level of
1:02:53 detail and in in my tier two and tier three conversations with
1:02:58 our principals we were able to
1:03:00 really narrow down you are disproportionately struggling in this
1:03:05 space
1:03:05 how are you curricular addressing that as opposed to being
1:03:10 overwhelmed by the entirety of
1:03:13 struggling readers and so the information is actually giving us
1:03:17 really substantial detail
1:03:21 if i go on let’s say i wanted to click on one of those schools
1:03:25 and this is one of those schools
1:03:27 i’m now going to see each an individual class so you can see
1:03:32 this teacher’s first period class this
1:03:35 teacher’s seventh period class so when i was working with one of
1:03:39 my tier two schools we then drill down by
1:03:41 class and by cluster and then you’re seeing that same
1:03:46 information and right away you can see differences in
1:03:50 performances and again really maximizing your effort to improve
1:03:55 instruction and then you can go and see
1:04:00 it by student so if you clicked on the teacher in period one i’m
1:04:05 now seeing by student and then it’s a same
1:04:10 thing it’s going to go across each of those three strands and
1:04:13 tell me that student strengths and weaknesses and what’s
1:04:17 really cool is it actually shows you question one the student
1:04:22 got right question two the student got wrong
1:04:24 like it’s that detailed right down to the original right down to
1:04:28 the question
1:04:29 and so another column you might notice is that percentile rank
1:04:35 and this is something that is an
1:04:37 interesting tool for the parents and the teachers as well
1:04:40 because that percentile is generated from the entire
1:04:44 state administration so against all seventh graders who took
1:04:49 this first progress monitoring tool
1:04:52 this is where that student’s percentile is parents have access
1:04:57 to all of this information in focus
1:05:00 and so and it’s and it is also in their individual portal and
1:05:04 the letter they should have received from their
1:05:08 school um hopefully by now and it gives them that details the
1:05:13 percentile uh is likely not on the letter
1:05:15 because the state just generated it but you could go in your
1:05:18 child’s focus and look at their test history
1:05:21 and actually see that information so again if you recall we were
1:05:25 originally kind of nervous we were like this
1:05:28 isn’t going to give us enough information based on what the
1:05:31 state told us obviously they wanted to under
1:05:34 promise and over deliver which i appreciate that strategy and so
1:05:38 the state really put out some fantastic information
1:05:42 the teachers themselves have access directly into the portal so
1:05:46 our schools right now are finishing that
1:05:49 training so for example at madison middle school the english
1:05:53 teachers are being trained in how to use the
1:05:56 portal how to use those patterns how to adjust instruction and
1:06:00 information is going out to the parents
1:06:03 and so our staff is able to look at them so now when we go and
1:06:07 do a subsequent let’s say tier three meeting
1:06:10 my staff has already looked at
1:06:12 what are the strengths and weaknesses at this school
1:06:15 so that we’re doing the right things and we’re not
1:06:18 amplifying the things that we don’t need to amplify although
1:06:21 amplifying strengths is also a good strategy
1:06:23 we just want to make sure we’re targeting the right thing
1:06:26 so again really pleased at the transparency of it really pleased
1:06:30 that
1:06:31 parents teachers school administrators can all access this
1:06:36 information
1:06:37 and help students in targeting their growth so currently working
1:06:41 with schools on all of that information
1:06:43 one thing that’s different now from before is because of um
1:06:54 progress monitoring everybody’s doing the same
1:06:56 thing parent we have this for our k-2
1:07:00 also right even though we are getting to that theirs will not
1:07:04 count in our
1:07:05 statewide grades like three slides away all right okay i’ll
1:07:09 because i know nothing about k2
1:07:11 i can’t i can’t help at all there but there’s even like a pre-k
1:07:16 three slides away like the sample tests
1:07:18 and everything yeah yeah so again that fast portal is a wealth
1:07:23 of information and we certainly encourage our parents
1:07:26 again to walk alongside us and become experts in this material
1:07:30 i’m very quickly just showing you a similar example in math i’m
1:07:35 not going to drill all the way down because
1:07:37 we’ve already shown that example but again the same thing we can
1:07:41 look at uh right away
1:07:44 eighth grade math as you can imagine is giving me some palpitations
1:07:48 um i do get have a little disclaimer as
1:07:52 you see there’s only 22 students assessed because our algebra
1:07:56 and geometry kids are not assessed on fast
1:07:59 so this is by definition testing only the students that are not
1:08:04 level three students and so that eighth
1:08:07 grade math is slightly uh disproportionate and in fact seventh
1:08:11 grade a little bit lower because of our
1:08:13 students who are doing algebra it is my hope now that i see the
1:08:18 quality of fast that they add algebra and
1:08:22 geometry to the platform as they roll out the new fast algebra
1:08:27 and geometry but right now it’s still not
1:08:29 connected although we begin the new algebra and geometry in january
1:08:34 so hopefully that will come along with it
1:08:38 but again uh you know i wanted to show you an example the
1:08:42 detailed when you do the expansion to the right in math
1:08:47 is even better than in um ela this is actually just a sample of
1:08:53 what is probably about a dozen different
1:08:56 categories within number sense and operations so it takes you
1:09:01 right to the standard
1:09:03 at strengths and weaknesses and this is just an example by
1:09:06 school and again the three major categories
1:09:10 are algebraic reasoning geometric reasoning data analysis and
1:09:14 probability and number sense and
1:09:15 operation this is just a sample of the expansion of number sense
1:09:20 and operation so the same level of
1:09:22 detail to really key in on where we have some instructional gaps
1:09:27 combined with this is the actual assessment
1:09:30 they’re going to take at the end of the year so we’re literally
1:09:33 getting a preview of what the student can
1:09:37 do with opportunity to enhance instruction so i really i have to
1:09:43 applaud the state on this rollout i i think
1:09:46 it’s a really nice marriage and an opportunity to really amplify
1:09:50 outcomes for kids and to mrs campbell’s
1:09:54 question i’m just going to step out of the way can i ask a quick
1:09:58 question before you step away dr sullivan
1:10:01 sure um so this is i’m so excited to see that we have access to
1:10:05 all of this data um the one thing
1:10:08 given the fact that um they’re they’re working on mastery of
1:10:13 standards for the entire year
1:10:17 is there any concern with the format that we’re focusing too
1:10:23 much on teaching to the test like if
1:10:26 we can go in and we can see that um joey missed question two on
1:10:30 this progress monitoring we’re we’re
1:10:33 going to teach joey how to answer that question as opposed to
1:10:36 teaching the concept so let me clarify
1:10:39 we can’t see the question okay so i can see in the concept that
1:10:46 the student missed a lot of questions
1:10:48 or just missed a few questions and so yeah that would certainly
1:10:52 trigger that concern um you know that
1:10:55 that’s always a concern right when you have a culminating
1:10:58 assessment i have to say for both uh fast
1:11:02 reading and fast math they are the big bucket skills and
1:11:06 concepts that we want students to be successful
1:11:09 in um and so they are representing either strengths or deficiencies
1:11:13 in pretty common things we did a
1:11:17 match from first progress monitoring against fsa and it was
1:11:27 really aligned much to my surprise
1:11:30 in terms of us being able to look at the strengths and
1:11:33 weaknesses of a student so a perpetual concern for sure
1:11:37 but i certainly think more information is better and so that if
1:11:42 somebody is struggling
1:11:43 for some reason data and statistics continues to be our downfall
1:11:48 i don’t understand why
1:11:50 but if that’s a student’s area then i can amplify instruction in
1:11:55 that space
1:11:56 instead of ignoring that deficit so the information does allow
1:12:00 us to strengthen the student’s overall
1:12:03 skill set particularly in literacy and numeracy where they’re
1:12:07 pretty transformational so you can’t see
1:12:09 the question you can just see like it’ll show like 10 different
1:12:13 things and the student got one zero one zero one
1:12:16 zero but not not what the question was got it and then a quick
1:12:20 follow up on that and that is um
1:12:23 the because the test adjusts right as the student depending on
1:12:27 student response and how well they’re doing
1:12:29 it adjusts so is it um can we say with pretty good certainty
1:12:33 that these students are being offered grade level
1:12:37 concepts and being pushed to grow within that whether they are
1:12:42 coming in at low level or they’re coming in at high
1:12:44 level i think that certainty is probably a strong word with the
1:12:47 information that’s been released at this
1:12:49 point i believe that is the intention of the tool and so um i
1:12:54 believe it is designed to assess on grade
1:12:57 level standards against the best standards and so the students
1:13:01 are being assessed against it with
1:13:03 complete certainty not being able to see the test you know i i
1:13:07 can’t get to complete but i can get to that
1:13:09 that is the premise of the assessment got it thank you can ask
1:13:13 one quick question so um because this
1:13:15 was a debate that was going on in one of my elementary schools
1:13:18 the students are taking the test and
1:13:20 comparing their scores based on the achievement of the others in
1:13:24 their grade at the state level or on the
1:13:27 amount of knowledge on that meaning that their fast one test
1:13:30 would be here fast two here fast three
1:13:32 because some i was getting some kids were like oh i’m the
1:13:34 smartest kid in the world and they really may not
1:13:37 have does that do you see where i’m going yeah from from my
1:13:40 interpretation at this point and what we’ve
1:13:42 read it lives in both criterion reference and norm reference
1:13:46 okay those criterion reference and there’s
1:13:48 absolute there’s absolute correct and wrong and the student’s
1:13:52 scale score measures that got it separately
1:13:55 the students are getting a percentile rank that percentile rank
1:13:59 though isn’t generating their score
1:14:01 it’s a separate bit of information okay when things are a normative
1:14:05 result there’s usually like this
1:14:07 separate year of norming it’s not that it’s just sort of ranking
1:14:11 all the students that took it so it
1:14:13 still really is a criterion based assessment yeah it’s a good
1:14:17 question because it begs itself to that
1:14:19 the percentile rank that they get is against the state though
1:14:24 but honestly that’s just
1:14:26 kind of a visual for a parent or a teacher to have a ballpark
1:14:32 really it’s about the standards and the
1:14:33 mastery of the standards so good question i don’t want to do
1:14:37 fast k2 at all i’ll do it
1:14:43 so fast k2 is on a totally different platform uh it is on renaissance
1:14:50 and it is through um the old flickers
1:14:54 you’ve heard me speak of flickers before so um where the cambian
1:15:01 platform for fast is very user friendly
1:15:07 this one is not and the reports are not as up to date even said
1:15:12 it was like a low like this one
1:15:13 i mean it’s all renaissance right pardon it’s all it’s not all
1:15:17 renaissance k6
1:15:18 no so k2 is renaissance and so um what is unique on this
1:15:28 platform is i can’t get a district
1:15:32 comparison so i can look at each school but i can’t look holistically
1:15:38 at brevard and how we’re
1:15:40 performing however last night on the website on their platform
1:15:44 they’ve updated some reports from yesterday
1:15:46 so they’re constantly updating and um you know it’s bedtime uh
1:15:52 reading to go on and see what they’ve done
1:15:55 now so what i have screenshot for you is a prediction of our k2
1:16:04 in prediction to meet the benchmarks in
1:16:07 reading so if you see the bottom in red uh if you could expand
1:16:12 all that none of those would be surprising
1:16:16 there are tier 3 schools that we work with and you wouldn’t be
1:16:21 surprised that freedom 7 is at the top
1:16:25 again this is k2 and this is the first reading assessment this
1:16:33 will change with our next progress
1:16:35 monitoring i’m certain because um and the same thing with our
1:16:39 math i’m going to go to the next slide
1:16:42 and just show you what a sample fast report will look like for a
1:16:50 school so on the left of math this is a
1:16:54 school this is um one standard you can see the number of
1:17:00 students that fell in the beginning range the
1:17:03 developing and the secure we can expand that to just like in the
1:17:11 other you can expand it down
1:17:14 to actual break that student down even further so you’ll see the
1:17:20 whole school and then you can see
1:17:22 it by class and teacher the same thing with um ela so this is
1:17:29 first grade data just the same
1:17:33 example um so you can see the yellow line across the bottom that
1:17:39 is for the school so the data is not as
1:17:43 transparent i guess is a good way of saying it’s not as clearly
1:17:49 identified as our third through eighth
1:17:52 grade data we can get a whole lot more out of the other than we
1:17:56 can with this one but we continue to
1:17:58 grow i talk to nada almost every day what are they telling you
1:18:03 what their website crashes a lot too just
1:18:07 to be honest so um we’re struggling a little bit with our k2 um
1:18:13 so that is where what we can get right
1:18:17 now we can also print this by student report we know that um it
1:18:26 is a different picture but we are hopeful
1:18:31 that we’ll be able to align this better once they continue to
1:18:36 develop their website and or merge over
1:18:40 into the cambium website so our teachers are taking it seriously
1:18:48 one really great thing is that our
1:18:53 students are used to this because we have used i ready for a
1:18:57 number of years what we’re finding out through
1:19:02 the bureau school improvement is our k2 data doesn’t look as
1:19:07 authentic as our three through eight data so
1:19:12 there’s some anomalies going on that the state is looking at and
1:19:15 we don’t know if it’s the test questions
1:19:19 or it’s the structure the timing there’s lots of little anomalies
1:19:24 i will tell you
1:19:25 and i’ll slip to already because this is where i watched it
1:19:31 happen you know mr cheatham brought we
1:19:35 brought ipads into our kindergarten classroom so i was able to
1:19:41 watch our kindergartners taking already
1:19:44 with their ipads with their little headphones it was amazing
1:19:49 that the engagement they were in it with
1:19:53 that little ipad they it was so much easier than sitting there
1:19:57 with a laptop that they’re using the ipads
1:20:01 one just to quickly go over our iReady data with you i always do
1:20:05 uh but comparing last year and this year
1:20:09 it could almost mirror each other uh of where we are we continue
1:20:15 to make growth in all areas uh vocabulary
1:20:21 still tends to be a struggle but we are showing improvement in
1:20:26 that area and then i wanted to
1:20:28 spend just a minute with you to go over what is available for
1:20:32 our t here’s our math
1:20:36 i’m hopeful that reveal will help us in this math um we are
1:20:39 still not where we want to be in math but
1:20:42 again it’s almost uh the exact same data our um our six percent
1:20:50 and six percent i mean it’s and of course
1:20:56 you know we can look at this school by school um very similar to
1:21:00 what fast brings us and breaking it out
1:21:04 we can see all that in our iReady data it’s just not there yet
1:21:08 in our k2 fast data
1:21:09 and then the tools that are available for our teachers through iReady
1:21:14 they can have build their own groups they can batch students
1:21:20 into
1:21:20 small groups based on their needs the computer does it for them
1:21:26 that have the different lessons for them but this toolkit and i
1:21:30 know mr seusson always asks about the
1:21:32 toolkit this is the toolkit and this is a game changer it’s a
1:21:37 game changer for parents because i can print
1:21:40 the whole list of everything that child needs through this
1:21:45 platform so if you came to me and said what about
1:21:51 where can i help the school can print out every component of
1:21:55 where the child needs support we are not
1:21:59 seeing alignment with our k2 iReady and the k2 fast we are
1:22:05 seeing alignment with the three through six
1:22:09 fast and iReady so there’s something that still needs to be
1:22:13 worked out with our k2
1:22:15 and we don’t know yet what the state’s going to do with the k2
1:22:20 data as we’re making it as a baseline year
1:22:23 and so i give it back to dr solomon
1:22:31 we’re in the home stretch i promise um so just wanted to
1:22:37 highlight a few slides on some of our
1:22:40 national metrics um not all of it’s in yet for school year 22 so
1:22:46 we will continue to roll out data
1:22:48 as it’s made available but lots of promising results there’s a
1:22:52 lot of discussion in the national
1:22:55 discourse about really catastrophic drops we’re not seeing that
1:22:59 in brevard public schools and i think
1:23:01 it’s really important to emphasize that because the national
1:23:04 discourse may be confusing so in this first
1:23:08 graph i want to remind our board that in the state of florida
1:23:13 now all 10th graders and all 11th graders
1:23:17 are assessed on a national platform and brevard was ahead of
1:23:21 that curve if you recall we pay for our
1:23:23 own act or sat for a lot of years it is now a state standard and
1:23:27 i’m pleased to say the state does indeed
1:23:30 pay for it um so that’s been in your little savings bucket now
1:23:33 for a while and so if you take a look at
1:23:36 eighth uh ninth grade uh psat i want to mention that because a
1:23:40 lot of our avid programs work with younger
1:23:43 students taking the psat to get exposed to the content and get
1:23:48 those rich data reports that you
1:23:50 get from psat and so this is really a subset of students
1:23:54 primarily our avid students 10th grade we
1:23:57 test every single 10th grade student on psat as does this state
1:24:02 so this is pretty good comparative data
1:24:05 and you can see a significant difference between brevard and the
1:24:09 state of florida on psat achievement
1:24:11 you know the graph doesn’t quite look as bold as the differences
1:24:15 but when you see an 890 compared to
1:24:17 a 921 that’s a pretty substantial difference and then of course
1:24:21 our school day sat administration that’s
1:24:24 our march administration for our juniors and their ability and
1:24:29 again we test all students in that space
1:24:33 previously our sat data was primarily for students who selected
1:24:39 to take it on a saturday it is now
1:24:41 representing all of our students and again you can see our
1:24:44 significant difference from the state
1:24:47 erw is our evidence-based reading and writing so back in the day
1:24:52 we called that verbal it is now called
1:24:55 erw and again you can see our 10th grade data and our sat
1:25:00 results there as well as compared to the state
1:25:07 and next one is math and and math has been an area that we’ve
1:25:10 continued to focus on particularly
1:25:13 in our advanced mathematics and student success in these
1:25:16 national assessments and so you can see
1:25:19 again in both spaces in 10th grade and our sat administration
1:25:23 certainly performing continuing to
1:25:26 perform well i should also mention that all of these results
1:25:30 represent improvements from last year as
1:25:32 well and i i’ve sent that to the board um i this was worth
1:25:37 putting up um because we have a unique
1:25:40 opportunity because we did administer sat full year 20 21 and 22
1:25:47 because we got sat in in march of 20
1:25:50 right before uh we went on a covet leave and one of the things
1:25:57 that i like to see is that recovery
1:26:00 when you can if you look at nearly all schools what you’re
1:26:04 seeing is a recovery to that strong pre-covid
1:26:07 performance and when you consider what our children have been
1:26:12 through with disrupted learning and
1:26:14 family trauma and all those issues and the struggles of our
1:26:18 teachers to have a recovery in that short of a time
1:26:23 is really a credit to to our students or families and their
1:26:27 teachers because the kids and families have been
1:26:31 through a lot i’d like to point out a couple of schools um
1:26:35 heritage uh space coast and viera
1:26:39 actually had higher results than pre-covid time and in a
1:26:45 difficult assessment that we all probably have
1:26:48 a trauma response to when we took it back in high school to have
1:26:51 results that are even exceeding it
1:26:54 is pretty incredible so what i’m seeing our schools on track for
1:26:58 recovery are already in that space
1:27:00 again not that testing is everything but sat results represent
1:27:04 opportunities for our students
1:27:07 and we want to make sure they have the best opportunity
1:27:10 available to them um as the as the nation is
1:27:13 still continuing to look at sat as a predictor of success in um
1:27:18 college dr sullivan before you go
1:27:20 on sorry lifeline i believe rockledge is in that space too
1:27:24 whenever we leave a school out we we get that
1:27:27 you know i thank you so much because i do get that text and
1:27:31 email almost immediately after
1:27:33 so thank you dr mullins for saving me yeah a lot of good things
1:27:37 happening at rockledge
1:27:38 um i also have some advanced placement results for you you all
1:27:44 know that in short order you’ll receive
1:27:46 the pretty thick booklet that covers iv ace and ap but we had ap
1:27:51 results ready so i wanted to go ahead
1:27:53 and provide them to the board as you guys know we have robust
1:27:57 advanced placement programs in most of
1:28:00 our schools and i say most because the other schools have ib or
1:28:05 ace and um so every one of our high
1:28:07 schools has a strong college-bound program in addition to dual
1:28:12 enrollment so lots of acceleration
1:28:14 opportunity for our kids so if you look at the number of ap
1:28:18 students last year nearly 4 000
1:28:22 separate students continuing to engage in advanced placement
1:28:26 during again what was a very difficult
1:28:28 year those students took uh over 7 500 different exams so many
1:28:34 of those students as you can tell took more
1:28:37 than one exam over 1100 kids were designated as ap scholars by
1:28:43 college board this is a national level of
1:28:47 designation based on their success in multiple exams and 1100 is
1:28:54 an impressive amount of students receiving that
1:28:57 national designation the qualifying scores those would be scores
1:29:03 that were rated a three four and five we
1:29:07 don’t they don’t use the term passing and advanced placement and
1:29:10 with college board but a three four or
1:29:12 five is designated as a qualifying score to get equivalent
1:29:15 college credits and that translated to over 13 000
1:29:20 college credits earned with a return on investment of 2.8
1:29:25 million dollars one of the things we like to
1:29:29 remind our families whether it is an industry certification
1:29:32 advanced placement credit ib credit
1:29:35 Cambridge or dual enrollment all of those opportunities in Brevard
1:29:39 Public Schools are
1:29:40 free of charge to our families and translates into real savings.
1:29:45 I know at least a couple
1:29:47 of you guys are beginning to get those bills and knowing where
1:29:51 those credits count is really
1:29:53 a big deal. It also gives students some flexibility in their
1:29:56 scheduling which they find really
1:29:58 advantageous. One more slide and again there’s a lot on this
1:30:03 slide but there’s a couple of
1:30:05 things I want to key in on. One of the things that we look for
1:30:10 when we look at accelerated
1:30:12 programs is access and success. So we don’t want to gatekeep. We
1:30:18 don’t want to have really
1:30:20 high pass rates if you will but low enrollment meaning that we’ve
1:30:25 really sort of cherry picked
1:30:27 who gets this opportunity. Those days are long gone in Brevard
1:30:31 Public Schools. We believe
1:30:33 in equitable access and opportunity for our students. And so
1:30:37 this graph is giving us a look
1:30:38 at percentage participation against performance. And when
1:30:43 College Board came to meet with me
1:30:46 the national reps were jumping out of their skin. They literally
1:30:50 couldn’t contain themselves.
1:30:51 They said we’re so excited. We can’t wait to see you to see this
1:30:53 data. We know you love data.
1:30:56 We all had a huddle at College Board around your data. And I was
1:30:59 like well that’s cool. I like
1:31:00 to hear that. And so if you look down again at some of our goals
1:31:05 to amplify opportunity access
1:31:07 and success for our students. One of the areas I want to key you
1:31:12 in on is if you take a look
1:31:13 at our African-American students. Participation over the year
1:31:18 prior increased by 33.9 percent. But more so,
1:31:26 we also increased success. And that’s what you want. When you
1:31:31 are doing initiatives that are targeting
1:31:34 underrepresented groups you want to increase access but you want
1:31:39 to increase success as well. And the data
1:31:42 there is pretty exciting. Again, we always have more work to do.
1:31:45 I tend to turn to the problem. But I wanted to close this with
1:31:47 some of the real deliberate work we’re doing. We’re starting to
1:31:48 really see some gains.
1:31:48 For our students. Particularly our students who in previous
1:31:51 mindsets may not have gotten all the access to opportunity and
1:31:54 the support to be successful.
1:31:55 I’m looking forward to when we receive our Cambridge and IB data
1:32:07 showing that historically our Cambridge data is our great equalizer.
1:32:07 We have a lot of success with our students of diverse
1:32:07 backgrounds in that space. So we’ll be sharing that as well.
1:32:07 And that is all. I’m sure there’s no questions.
1:32:19 One of the things when I taught advanced placement, I taught AP
1:32:32 US history AP government, right? The first year that I taught it,
1:32:35 they didn’t bring in, it was during the time when they were
1:32:37 trying to bring the lower level readers in and up. So sticking
1:32:37 them in an advanced placement class, right? And making them take
1:32:37 the test and knowing that they have to take the test.
1:32:37 Um, one of the things was my first year scores off the charts.
1:32:44 Second year, Spinner decided he wanted to move in level one and
1:32:50 two readers in there so I could work with them, which is totally
1:32:57 fine. But it wasn’t reflective on your overall scores. You know
1:32:59 what I mean?
1:32:59 Do we ever have any cross sectional data that shows here’s what
1:33:02 the percentage of the people that were in there? Because when I
1:33:06 moved when I like bounced over to O’Galley and then I came to
1:33:10 Vieira, I knew the kids that were taking the advanced placement
1:33:14 class there were at a different level one, two, three, four,
1:33:17 five readers than they were, you know what I mean, over at the
1:33:19 other schools. Is there a way to show that sometimes too?
1:33:21 Because I do know about the cherry picking because it went on
1:33:21 when I was teaching. They literally would tell kids, no, you’re
1:33:21 not taking the cast. You know what I mean? Not at the other
1:33:21 schools.
1:33:21 Yeah, for sure. So utilizing performance matters and we go
1:33:23 through an exercise every fall and spring with our schools,
1:33:26 looking at this student’s data and results and placing them in
1:33:29 accelerated spaces. And again, you know, student motivation is
1:33:33 really, really important, of course, and access to high quality
1:33:38 instruction.
1:33:41 So we can certainly put together data that looks at the preceding
1:33:57 achievement levels of a student. It’ll take me some time.
1:34:01 No, I don’t want you to do that. It’s a lot of hand work. I don’t
1:34:03 want you to do it. I just didn’t know if it was something that
1:34:05 was available. I don’t mind doing that.
1:34:07 No, no. Because what it correlated to was those one and two
1:34:13 levels moved up in there at the time FCAT scores. They killed
1:34:16 the AP scores, but it was better for the school because those
1:34:19 came up, which was great, right?
1:34:21 So what we’ve seen, I’ll use AVID as an example. And so for many
1:34:24 of those students that are medium-ish students who have not
1:34:28 taken accelerated course where AVID, of course, as you know, is
1:34:33 that key foundation to push students into that next level and
1:34:36 get additional support.
1:34:37 The data we’ve looked at, we did like an eight year study of AVID’s
1:34:41 impact on students and the greatest impact, which includes
1:34:44 taking those accelerated courses, was for our level one students.
1:34:49 We certainly saw the benefit to the students in that space. And,
1:34:53 you know, I’m not going to say everything’s for everyone, but
1:34:57 opportunities, persistence matter. Some students really don’t
1:35:00 test well and are incredibly brilliant and committed students
1:35:06 with a passion for a subject area.
1:35:08 We want those students to take those accelerated platforms, and
1:35:11 we’re not gatekeeping for percentage rates. We’re looking for
1:35:15 that sweet spot like you saw in the data of, yes, we’re open.
1:35:18 We’re opening up access and we believe those students can
1:35:21 achieve at high levels. So it’s a seesaw. Whenever we’re looking
1:35:26 at the school data in that accelerated level, we are looking at
1:35:29 the number of students enrolled as well.
1:35:31 Because we can tell pretty quickly if there’s a distinction in
1:35:33 that. We saw that with algebra. We had really, really, really
1:35:37 high pass rates. We opened up the doors. It went down a little
1:35:40 bit, but the total number of students succeeding went up
1:35:44 exponentially.
1:35:45 So, yeah, I may do that one day just because it sounds fun.
1:35:48 No, no, no, don’t do it because I’ve always yelling at me about
1:35:49 extra work and all this other stuff, so no. Thank you.
1:35:52 Yeah, thank you.
1:35:53 Anyone else?
1:35:56 I will just say thank you. Thank you for the deep dives into the
1:36:01 data. Thank you for the constant focus on making sure that we’re
1:36:05 getting in there and supporting students to success.
1:36:11 Thank you very much.
1:36:12 Thank you.
1:36:19 It’s a full team effort, I know, but your leadership is what
1:36:22 continues to drive that as a priority, and so I thank you.
1:36:26 We thank you.
1:36:27 I just want to end with saying that we celebrate a lot of great
1:36:31 work, but it starts in a classroom with that quality teacher who
1:36:36 is committed to planning and building that relationship and
1:36:40 connecting with that family.
1:36:41 And I can’t thank our teachers enough for the hours and the days
1:36:46 that they spend focusing on the children and the right work.
1:36:52 And we come here and we celebrate, but it’s that story that
1:36:57 starts in VPK and brings them along.
1:37:01 So from us, I just thank all of our teachers and our
1:37:04 administrators.
1:37:06 Thank you.
1:37:07 Absolutely.
1:37:08 I want to thank you, but it also is so timely when you see the
1:37:11 headlines about how much supposedly in the States that the
1:37:16 students have dropped down.
1:37:18 And you can celebrate here in Brevard that we haven’t.
1:37:21 We have continued to excel.
1:37:23 And so my thanks and best wishes to all the teachers who work
1:37:27 their tails off to make this happen.
1:37:31 So my thanks to the teachers.
1:37:34 I want to add my acknowledgement and just my commendation to our
1:37:38 leading and learning teams, student services, all of our
1:37:45 certainly leadership at the district level.
1:37:47 You know, I’m reminded in these moments of the model of lifelong
1:37:51 learner and continuous improvement.
1:37:55 And every year our kids need different supports and different
1:37:59 response and different structures and interventions around them.
1:38:05 And every year our leaders come to the table and say, okay, what
1:38:08 can we learn from our kids in this moment that we can support
1:38:11 our teachers to help them be effective in the classroom?
1:38:14 And I just appreciate your leadership, your commitment to being
1:38:20 critical thinkers yourselves about how you serve our kids from
1:38:25 year to year, not we’re going to do the same thing every year
1:38:28 because our kids aren’t the same, particularly over the last
1:38:31 couple of years.
1:38:33 And then I have to echo Ms. Klein, your sentiments.
1:38:36 It’s our teachers who take the supports, take the resources that
1:38:40 this team works on so vigorously and says, wow, this is good.
1:38:46 This is better than what I had previously and then utilize it
1:38:49 and implement it in the classroom.
1:38:51 They take advantage of the interventions and the additional
1:38:54 strategies we provide them across the supports.
1:38:57 And this is a testament.
1:38:59 I have to echo again what we heard today.
1:39:02 While the nation is struggling to help kids recover academically,
1:39:07 Brevard has beat the odds.
1:39:09 And our kids are showing pre-pandemic achievement levels even
1:39:13 after this short time.
1:39:15 And that is a testament to the dedication of the amazing
1:39:18 educators in our classrooms, the leadership in our schools, and
1:39:22 our district leadership at the top.
1:39:24 So thank you.
1:39:25 Well said, Dr. Collins.
1:39:26 Thank you.
1:39:27 Thank you, ladies.
1:39:30 All right.
1:39:31 We are moving into our board policies, folks.
1:39:33 We’re going to start with board policy 2410, School Health
1:39:36 Services.
1:39:37 Is there anyone present who wishes to address this policy?
1:39:40 Is there anyone present who wishes to address board policy 2410,
1:39:46 School Health Services?
1:39:49 Does any board member wish to discuss this policy?
1:39:54 Next is board policy 2416, Student Privacy and Parental Access
1:39:57 to Information.
1:39:58 Is there anyone present who wishes to address this policy?
1:40:00 Is there anyone present who wishes to address policy 2416,
1:40:01 Student Privacy and Parental Access to Information?
1:40:03 Do any board members wish to discuss this policy?
1:40:04 Next is board policy 2431, Interscholastic Athletics.
1:40:05 Is there anyone present who wishes to address this policy?
1:40:06 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:06 Athletics?
1:40:07 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:08 Athletics?
1:40:09 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:09 Athletics?
1:40:10 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:10 Athletics?
1:40:10 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:10 Athletics?
1:40:11 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:11 Athletics?
1:40:12 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:12 Athletics?
1:40:13 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:13 Athletics?
1:40:14 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:21 Athletics?
1:40:22 Is there anyone present who wishes to address policy 2431, Interscholastic
1:40:29 Athletics?
1:40:31 Any board members wish to discuss this policy?
1:40:33 Yeah, I’d like to.
1:40:36 So I wanted to do a couple of quick things real quick.
1:40:39 I had a conversation with Dr. Mullins on how to place this thing
1:40:42 and move forward.
1:40:43 One of the things that I think may have gotten confusing the
1:40:46 last time we did this was where
1:40:50 the conversation was going and what the meaning behind it was.
1:40:53 So there’s, in middle school, we’re trying to do two separate
1:40:58 things combined.
1:41:00 And I feel that it’s a disservice to the athletic.
1:41:02 So what we’re doing is we’re creating an intramural teams that
1:41:06 are also trying to be competitive.
1:41:09 And it does a disservice to both.
1:41:11 So where I was coming from, and wanted to have the discussion
1:41:14 wrapped around the last time,
1:41:16 was to create very highly competitive teams that not only
1:41:22 competed against each other inside the district,
1:41:24 but also went outside the county, and then expand into the intramurals
1:41:28 for the same sports.
1:41:29 And I’ll tell you why.
1:41:30 So currently, when you have a competitive team that plays
1:41:33 between each other,
1:41:35 and we say you’ve got to play a certain number of kids and do
1:41:37 all those other things,
1:41:38 what ends up happening is that limits the amount of children
1:41:40 that can play that sport.
1:41:42 Whereas, if you opened it up, and it’s kind of intimidating for
1:41:46 many kids to even try it,
1:41:48 so you don’t see the participation on the intramural side.
1:41:52 When you move to the intramural side, and open it up, and you
1:41:55 try to get eight,
1:41:55 nine teams to play basketball, or soccer, or whatever it is, you
1:41:59 have a different style of kid.
1:42:01 You teach it a different way, and it’s to give them that
1:42:03 experience that the district’s trying to look for.
1:42:07 On the competitive side, the reason that it makes it more of a
1:42:10 competitive,
1:42:11 and the argument to be more competitive is, is that, one, we
1:42:16 have to prepare our students to play
1:42:19 and be in athletic competitions at the high school level.
1:42:22 There are many other school districts throughout the state that
1:42:24 in middle school have competitive tackle football,
1:42:27 and other sports that their kids are preparing in a better spot
1:42:31 when they move to the high school level.
1:42:33 The other thing is, is the social-emotional of students.
1:42:35 I mean, everybody knows when you’re playing sports and you see
1:42:38 some of the children,
1:42:39 that sometimes, including myself as a young player, was a kid
1:42:44 that was wrapped up inside the classroom,
1:42:46 needed an outlet, and a lot of the children that are playing,
1:42:49 that could be playing in the athletic competitions
1:42:52 and highly competitive sports in middle school, are going to be,
1:42:56 they have a couple of extra issues
1:42:58 that we might be able to give them an avenue out to get to.
1:43:01 It’s also a hook to stay in and stay on track.
1:43:04 Many of the athletes that we have in high school, we convert
1:43:06 into having, we have them that they know
1:43:10 that they have to get a 2.0, they have to act appropriately,
1:43:12 they have to do all those things.
1:43:13 I think that we lose a lot of kids there in the middle school.
1:43:15 The other thing that’s huge for me is that we’re creating
1:43:19 without the competitive sports inside the middle school,
1:43:22 we also have an equity gap.
1:43:24 Right now, in order for students to play specific sports prior
1:43:27 to high school,
1:43:29 they have to go play in a rec league, and the rec leagues are
1:43:32 costing so much money.
1:43:34 My daughter alone, her rec league costs over $3,000 a year for
1:43:38 soccer.
1:43:39 Right?
1:43:40 There’s no way that a lot of the students that have
1:43:42 disadvantaged economics are able to take advantage of that.
1:43:46 So, my argument was, is to create a competitive expansion of
1:43:50 sports in the middle school,
1:43:52 to include other sports and competitive outside the district.
1:43:55 And then the intramural side would be the AAU style, you know
1:43:59 what I mean, groups,
1:44:00 multiple teams that are playing each other and give the
1:44:02 experiences there.
1:44:03 So, I hope that that helps clear it up.
1:44:05 And when I was talking to Dr. Mullins and what Ms. Campbell had
1:44:07 suggested,
1:44:08 is that we have a reimagined middle school wrapped up going on.
1:44:11 So, I asked him, I said, would this be better to take this
1:44:14 policy and put it into the reimagined
1:44:17 and then work it so that they can go talk to the coaches, which
1:44:21 was one of the requests,
1:44:22 and do the other things, and then come back to the board.
1:44:24 Dr. Mullins, if you wanted to kind of talk about that.
1:44:28 Yeah, Mr. Susan and I had a follow-up conversation at the last
1:44:31 discussion around this,
1:44:32 board policy topic and certainly some of the things that Mr.
1:44:37 Susan has proposed would directly impact what the policy would
1:44:43 look like,
1:44:44 depending on what the direction of the board was related to the
1:44:46 policy and the direction of middle school athletics.
1:44:49 So, while we are doing a middle school study and bringing back
1:44:56 recommendations to the board for more of the program curriculum
1:45:01 implementation of the programming of the school,
1:45:04 it seems appropriate to, if we’re looking at middle school, look
1:45:07 at this at the same time, do a more thorough evaluation of all
1:45:11 middle school athletics and bring that back.
1:45:15 And I’ve had a conversation with Ms. Moore about that, certainly
1:45:19 follow-up with Dr. Sullivan Moore as we talk about what the reimagined
1:45:24 look like.
1:45:25 But if we’re considering a kind of a redesign of middle school
1:45:32 athletics, I’m not opposed to pulling the board policy until
1:45:36 such time as I can bring back a more thorough overview of the
1:45:42 athletics and,
1:45:44 what is happening across the state, what are the opportunities
1:45:47 and so on.
1:45:48 We’re just not prepared to provide any of that information or
1:45:52 feedback now or, quite frankly, in the very near future to keep
1:45:56 this on the scheduled path.
1:45:59 Of course, one of the concerns was, is there something in the
1:46:03 policy that needs to change most immediately to align with the
1:46:06 statute to meet our obligations to the state?
1:46:10 And in my conversation with this, more that the primary change
1:46:13 is related to training coaches around heat exhaustion, heat
1:46:20 stroke, those type of things, signs and indicators.
1:46:23 We’ve actually already implemented that training before this
1:46:26 became state law.
1:46:28 So in terms of policy directing us to do something that state
1:46:32 law has already put into place, that’s not necessary because we’ve
1:46:36 already met our responsibilities and obligations to that.
1:46:40 So there is not the immediate need to put this policy on the,
1:46:44 you know, continue it on its path.
1:46:47 So I support pulling it for now and bring back to the board a
1:46:51 proposal later related to all things middle school athletics.
1:46:56 And I think that that’s the appropriate thing to do is to make
1:46:58 it go through the process.
1:46:59 Plus, I wanted to just make a plug.
1:47:01 I was up at a couple of school districts meeting with some of
1:47:03 their athletic directors that are in the same position as Mr.
1:47:07 Ramjet.
1:47:07 And he comes very, very highly qualified and regarded among all
1:47:11 other athletic directors.
1:47:13 So, or people that are in his position.
1:47:15 I, I didn’t know.
1:47:16 I’m sorry, man.
1:47:17 I don’t mean to do a selfless plug for you, but I, I didn’t know
1:47:19 you were kind of a big deal with all the rest of them.
1:47:22 So I really appreciate what you’ve done.
1:47:24 Um, and that probably the most appropriate thing is to use,
1:47:27 utilize our resources to come to that solution.
1:47:29 That’s all.
1:47:30 So thank you.
1:47:31 So I’m, I’m hearing that the recommendation from the
1:47:34 superintendent is to pull this policy from consideration.
1:47:37 Dr. Mullins is that an accurate representation.
1:47:40 Is any board member opposed to supporting that recommendation?
1:47:43 As long as we’re good with the cooling zones, because I know
1:47:47 that was legislation from not this session, but I think the
1:47:51 previous session.
1:47:51 If we’re, we’re good because we’re following the law, even if
1:47:54 our policy doesn’t say it.
1:47:56 Uh, and middle school basketball season is ending.
1:47:59 So, or just ended.
1:48:00 So our change in the quarters, the minimum of one quarter.
1:48:04 Do we also implement that already?
1:48:06 No.
1:48:07 So that would be for next season.
1:48:09 Okay.
1:48:10 So we’ve got time.
1:48:11 All right.
1:48:12 No, I’m, I’m fine.
1:48:13 That’s what you want.
1:48:14 Okay.
1:48:15 Great.
1:48:16 Do you need a motion to pull that from consideration, Paul?
1:48:19 Or is it just the superintendents?
1:48:21 Okay.
1:48:22 All right.
1:48:23 Then we will move on to board policy 3213 student supervision
1:48:26 and welfare.
1:48:27 Is there anyone present who wishes to address this policy?
1:48:30 Is there anyone present who wishes to address policy 3213
1:48:33 student supervision and welfare?
1:48:35 Does any board member wish to discuss this policy?
1:48:38 Next is board policy 5200 attendance.
1:48:41 Is there anyone present who wishes to address this policy?
1:48:44 Is there anyone present who wishes to address board policy 5200
1:48:48 attendance?
1:48:49 Is there any board member that wishes to discuss this policy?
1:48:54 Next is board policy 5710 student and parent legal guardian
1:48:57 complaints.
1:48:58 Is there anyone present who wishes to address this policy?
1:49:01 Ms. Delaney?
1:49:02 Thank you.
1:49:10 I, um, I oppose this policy.
1:49:13 Um, 37 days to bring it to the board is too long in my opinion.
1:49:19 There are things that go on in school sometimes that are in life
1:49:23 that we need immediate action from the people that can do
1:49:27 something about it.
1:49:28 And sometimes there’s an issue like bullying or harassment or
1:49:32 where somebody’s in danger.
1:49:34 There’s many things that could be going on that would require a
1:49:40 swift turnaround with consequences or action.
1:49:44 Um, so I, I believe that 37 days is too long because the policy
1:49:48 states that the principal has seven days to get back to and then
1:49:54 30 days after that.
1:49:56 And so it just, again, I just think that it’s too long.
1:50:01 Thank you.
1:50:03 Is there anyone else present that would like to address board
1:50:06 policy 5710 student and parent legal guardian complaints?
1:50:10 Any board member that wishes to discuss policy 5710?
1:50:15 Mr. Gebs, is there a, can you address the 37, those are, I mean,
1:50:22 because obviously those are out.
1:50:25 I think those are outlined in the statute as well.
1:50:27 Those are our statutory, we have to respond within 30 days.
1:50:31 It doesn’t necessarily mean it’s going to be 30 days.
1:50:34 Within that 30 days of the suit, the principal elevating it to
1:50:38 the district level.
1:50:40 It has to be resolved within 30 days and we have to notify the
1:50:43 parent.
1:50:44 So those numbers came straight out of the statute.
1:50:46 I believe they did.
1:50:47 Yeah.
1:50:48 If I could add, those are specifically related to the, that
1:50:54 particular statute.
1:50:56 The other items mentioned like bullying and harassment, they
1:50:59 have totally different processes.
1:51:01 Um, and they have different timelines.
1:51:03 I miss more of those timelines also established by statute.
1:51:07 They are.
1:51:08 Yes.
1:51:09 Thank you.
1:51:10 Let’s speak real quick.
1:51:11 Um, and I think, uh, Paul, if you can, if you can reference it,
1:51:15 um, we as a board, even though it’s set as statute at 30, it
1:51:19 always passed one that’s less than that if we wanted to, because
1:51:23 we’re not restricting the limit.
1:51:25 If we went to 45, it would be illegal, but if we increase the
1:51:28 other side, we would be able to.
1:51:31 You could decrease the time that district has to resolve
1:51:33 something.
1:51:34 You can’t increase it.
1:51:35 Sure.
1:51:36 I just wanted to make sure everybody knew that.
1:51:38 That’s all.
1:51:39 Thank you.
1:51:40 Any additional board discussion on this policy?
1:51:45 Uh, next is board policy 5751, parental married status of
1:51:49 students.
1:51:50 Is there anyone present who wishes to address this policy?
1:51:53 Is there anyone present who wishes to address board policy 5751,
1:51:56 parental married status of students?
1:52:00 Any board members wish to discuss this policy?
1:52:04 Next is board policy 5780, parent rights, student rights.
1:52:08 Is there anyone present who wishes to address this policy?
1:52:11 Is there anyone present who wishes to address board policy 5780,
1:52:14 parent rights, student rights.
1:52:17 Does any board member wish to discuss this policy?
1:52:20 Last is board policy 6520, payroll deduction.
1:52:24 Is there anyone present who wishes to address this policy?
1:52:27 Is there anyone present who wishes to address board policy 6520,
1:52:31 payroll deduction?
1:52:33 Is there any board member who wishes to discuss this policy?
1:52:36 Ms. Campbell?
1:52:37 Yeah.
1:52:38 One, one little thing because we’ve talked about this last time.
1:52:40 I think Ms. Jenkins brought it up about the, um, the deductions
1:52:45 we’re having to approve.
1:52:46 And so you, so we revised that, but can we take out the comma?
1:52:51 Because it’s still in the second paragraph, second line.
1:52:55 The board approves voluntary deductions authorized in writing by
1:52:58 the employee.
1:52:59 So that it, because that stops it right there.
1:53:02 Um, so, so we’re, we’re saying that we, we preemptively, I don’t
1:53:09 know if that’s the right word, approve, um, deductions that the
1:53:14 employee want, asks for.
1:53:15 We, you know, as long as it’s, you know, what the rest of us, it’s
1:53:17 not a substantial hardship.
1:53:19 Right.
1:53:20 You want me to restart this process for a comma?
1:53:21 No, but can’t we do technical.
1:53:22 I can do a technical change.
1:53:23 So you’re saying it shouldn’t be a common there.
1:53:24 Okay.
1:53:25 Just because that stops the whole point of changing it, which is
1:53:28 the employee is the one who’s making
1:53:30 the decision on that.
1:53:31 So if we can do that as a, what do you call the scrivener’s
1:53:33 error?
1:53:34 Cause it probably in the redlining, you know, the comments are
1:53:37 there and if the red line doesn’t
1:53:41 pick it up.
1:53:42 Thank you.
1:53:43 Anyone else?
1:53:44 All right.
1:53:45 If there is no further business, this meeting is adjourned.
1:53:47 Paul, can I see you have a chance?
1:53:48 All right.
1:53:49 If there is no further business, this meeting is adjourned.
1:53:50 Paul, can I see you have a chance?
1:53:51 All right.
1:53:52 If there is no further business, this meeting is adjourned.
1:53:53 Paul, can I see you have a chance?
1:53:54 All right.
1:53:56 If there is no further business, this meeting is adjourned.
1:53:57 Paul, can I see you have a chance?
1:53:58 All right.
1:53:59 If there is no further business, this meeting is adjourned.
1:54:00 Paul, can I see you have a chance?
1:54:01 All right.
1:54:02 If there is no further business, this meeting is adjourned.
1:54:03 Paul, can I see you have a chance?
1:54:04 If there is no further business, this meeting is adjourned.
1:54:06 All right.
1:54:07 If there is no further business, this meeting is adjourned.
1:54:11 All right.
1:54:12 If there is no further business, this meeting is adjourned.
1:54:14 All right.
1:54:15 If there is no further business, this meeting is adjourned.