06/12/2018 - Board Workshop - 1 PM

001(SOUNDING GAVEL). >>Sally Harris: GOOD AFTERNOON. WE ARE EXCITED TO BE HERE FOR THIS WORKSHOP. AND WE ARE HAPPY THAT YOU ARE HERE ADJOINING US. I WOULD AT THIS TIME LIKE TO TURN IT OVER TO SUPERINTENDENT EAKINS. >>Jeffrey Eakins: THIS AFTERNOON, WE ARE GOING TO PROVIDE THE BOARD AN EQUITY UP DATE SO THE PRESENTATIONS WILL BE A LITTLE LONGER BECAUSE THERE'S BEEN A LOT OF WORK THAT'S GONE INTO TODAY AND ALL THE WORK OVER THE PAST YEAR SINCE THE ADOPTION BY THE BOARD OF YOUR POLICY, YOUR RACIAL EQUITY POLICY. BUT WE HAVE TWO PRESENTATIONS. FIRST OF ALL, WE WANT TO GIVE YOU THE COMPLIANCE UPDATE REGARDING EQUITY. THERE IS A REQUIRED BY EVERY DISTRICT TO SUBMIT AN EQUITY COMPLIANCE UPDATE TO THE DEPARTMENT OF EDUCATION AND THAT WAS APPROVED BY THE BOARD JUST RECENTLY AT A

002BOARD MEETING. DR. HODEN IS GOING TO BE PROVIDING THAT TO LET YOU KNOW WHAT'S REQUIRED OF US AND SHE WILL DO THAT FOR ABOUT 15 MINUTES. AND THEN THE SECOND PART IS REALLY ABOUT THE EQUITY PLAN. SO THE EQUITY PLAN IS WHAT WE HAVE BEEN WORKING ON AS A STAFF OVER THE LAST SEVERAL MONTHS W. DR. SPANNER-MORROW LEADING THAT EFFORT WITH ALL OUR DIVISIONS TO PUT LOOKING AT THE PRIORITIES THAT WERE IDENTIFIED IN THE RACIAL EQUITY POLICY BY THE BOARD, AND NOW REALLY PUT THAT INTO ACTIONABLE WORK FOR THE DIFFERENT DEPARTMENTS ALL THE WAY DOWN TO OUR SCHOOL LEVEL SITE. SO THIS AFTERNOON IN THAT PART OF THE PRESENTATION WE WILL HAVE DISTRICT STAFF WILL BE MAKING PRESENTATIONS ACCORDING TO THINGS THEY ARE DOING IN THEIR DIVISIONS, TO BETTER ALIGN WITH PRACTICES THAT WILL INCREASE

003EQUITY FOR STUDENTS AND STAFF HERE IN HILLSBOROUGH COUNTY. THEN WE HAVE SCHOOL LEVEL STAFF WITH US TODAY AS WELL REPRESENTING THE VARIOUS SCHOOLS WOVE -- AND THEY WILL INTRODUCE THEMSELVES WHEN WE GET TO THAT PORTION OF THE MEETING. BUT WE DO HAVE THEIR LENS THAT WE WILL LOOK AT. SO THINGS SCHOOLS ARE PUTTING IN PLACE TO DEVELOP EQUITABLE PRACTICES AND CONDITIONS AT THEIR SCHOOL SITES. SO WITH THAT BEING SAID, I AM GO ING TO HAND IT OVER TO DR. HOT IN WHO WILL START WITH MORE THE EQUITY UPDATE THAT WENT TO THE BOARD A COUPLE OF BOARD MEETINGS AGO. >> GOOD AFTERNOON TO THE HONORABLE CHAIR, MS. HARRIS, BOARD MEMBERS, SUPERINTENDENT EAKINS, STAFF, THE VIEWING PUBLIC. IT'S WITH GREAT PLEASURE THAT I PRESENT TO YOU THE EQUITY WORKSHOP. AND AS ALREADY MENTIONED THIS IS BROKEN

004DOWN INTO TWO PARTS. ONE IS A COMPLIANCE PART. AND WE HAVE BEEN DOING IT SINCE 1987 IF YOU WANTED TO KNOW, BEEN DOING IT SINCE 1987, AND THEN DR. SPANNER-MORROW WILL DO MORE THE EQUITY POLICY OF A STATUS UP DATE. PABLO? THANK YOU. I WILL GET TO THE RIGHT SLIDE HERE. ALL RIGHT. SO THE 2017-18 EQUITY UPDATE. I JUST WANT TO LET YOU KNOW BEFORE I GET INTO THIS A LITTLE BIT TOO DEEP, IT IS ACTUALLY BROKEN UP INTO SEVEN SECTIONS, AND ONE IS PROCEDURE REQUIREMENTS, AND THEN IF WE HAVE ANY INCOMPLETE ITEMS, EVALUATION OF STUDENT PARTICIPATION, EQUITY AND ATHLETICS, EMPLOYMENT EQUITY, SINGLE-SEX SCHOOLS AND CLASSES, AND PREGNANT AND PARENTING STUDENTS. AND I DID NOT DO THIS ALONE. TODAY, SOME OF THE PEOPLE THAT HELPED ME WITH THIS ARE HERE WITH THE COMPLIANCE AND SOME

005ARE NOT. BUT PATTY SIMMONS WILL GIVE AN OVERVIEW OF PART 3 WHICH IS ON STUDENT PARTICIPATION. AND PATTY WAS RESPONSIBLE FOR ACTUALLY DOING THE SLIDES, AND INPUTTING THE DATA. BUT IF WE HAVE ANY IN-DEPTH QUESTIONS, ERIC BROOKHOMES AND MRS. KELLY STALLMAKER, THEY ARE HERE IF YOU HAVE ANYTHING ABOUT CLASSES AND PARTICIPATION. AGENDA EQUITY WILL BE MR. ROBINSON AND HE WAS NOT ABLE TO BE HERE TODAY. BUT BETWEEN WINNIE AND I, WE GOT HIS SECTION. WE GOT HIS BACK. EMPLOYMENT EQUITY, MR. WEST, AND MS. COLLINS ARE HERE IF WE HAVE ANY IN-DEPTH QUESTIONS ON THAT AREA. MRS. SPARKS IS GOING TO GIVE YOU LIKE AN OVERVIEW OF OUR SINGLE- GENDER PROGRAM, IF YOU HAVE QUESTIONS ONLY. AND THEN PARENTING -- PREGNANT AND PARENTING STUDENTS. SHE'S HERE. SO WE WILL GET -- THE SUPERINTENDENT ALREADY MENTIONED THIS.

006ALL DISTRICTS IN THE STATE OF FLORIDA ARE REQUIRED TO DO THIS NOT ONLY SCHOOL DISTRICTS, BUT UNIVERSITIES ARE REQUIRED TO DO THIS ALSO IN THE STATUTE. THE OFFICE OF EQUAL EDUCATION OPPORTUNITY IS RESPONSIBLE KIND OF FOR LIKE COMPLIANCE OVERSIGHT OF AN ACT IN 1984, KIND OF CAME AROUND IN 1984 AND IT STILL EXISTS. IT'S FOR THE EDUCATIONAL EQUITY ACT AND THAT PROHIBITS DISCRIMINATION ON THE RACE, COLOR, NATIONAL ORIGIN, STATUS -- AGAIN OUR STUDENTS AND EMPLOYEES. WITHIN THE DEPARTMENT, THERE ARE SEVERAL THINGS THAT THEY MONITOR , THAT THEY WANT TO US LOOK AT IF WE HAVE ANY CIVIL RIGHTS POLICIES AND PROCEDURES, AND WE DO. THEY WANT TO LOOK AT PARTICIPATION IN ADVANCE COURSE WORK, AGENDA EQUITY, EMPLOYMENT EQUITY, THINGS ALREADY MENTIONED PART 1, PROSECUTE PROCEDURAL REQUIREMENT. THIS WILL GO PRETTY QUICK. FEDERAL AND STATE LAWS

007REQUIRE EACH INSTITUTION TO ADOPT A POLICY OF NONDISCRIMINATION. ACTUALLY, PASSED OUT A COPY TO EACH ONE OF YOU ALL THAT WE HAND OUT, THAT THE POP-UP FOR EVERY EMPLOYEE IN THE DISTRICT, AND IT'S ASIDE-BY-SIDE ENGLISH AND SPANISH. AND YOU ALL SHOULD GET IT ALSO. IF YOU HAVEN'T, THEN I PROBABLY NEED TO KNOW WHY YOU DON'T GET THAT. BUT THERE'S THREE ANNUAL NOTICES THAT WE HAVE TO DO. ONE IS RELATED TO VOCATIONAL PROGRAM, AND JUST TO MAKE SURE THAT OUR COMMUNITY MEMBERS AND DISTRICT STAFF KNOW ABOUT OUR VOCATIONAL PROGRAM, AND WE KEEP THAT NOTICE AND EVERYTHING UP DATED ON THE WEBSITE, THE TECHNICAL WEBSITE AND THE HILLSBOROUGH TECH COLLEGES WEBSITE. THERE IS A CONTINUOUS NOTICE OF NONDISCRIMINATION, THE ONE WE JUST MENTIONED THAT'S GIVEN TO ALL EMPLOYEES, AND WE ARE REQUIRED TO POST IT EVERYWHERE UNDER

008THE SUN, AND IF YOU HAVEN'T NOTICED, IT'S ACTUALLY PUBLISHED AFTER EACH BOARD MEETING AT THE END. YOU WILL SEE IT RIGHT AFTER EVERYTHING ELSE THAT COMES UP. SO WE WANT TO MAKE SURE THAT WE ARE COMPLIANT AND EVERYBODY KNOWS THAT OUR DISTRICT HAS A NONDISCRIMINATION POLICY. AND WE ARE COMPLIANT. THERE'S ALSO ANOTHER ONE THAT MOST PEOPLE DON'T KNOW ABOUT, BUT IT'S ABOUT THE AVAILABILITY OF REASONABLE ACCOMMODATION FOR ANYBODY THAT'S FILLING OUT EMPLOYMENT APPLICATION AND HR DOES A GREAT JOB MAKING SURE THEY HAVE IT. EVERY YEAR, WE ARE PRESENTED WITH -- SOMETIMES THEY MIGHT SKIP A YEAR -- CALLED A MONITORING WORK PLAN AND THEY KIND LAUGH THROUGH THE DOCUMENT TO SEE IF THERE ARE THINGS THEY WANT US TO UPDATE, CHANGE, DO SOMETHING DIFFERENT. AND SO WE KIND OF HAVE A COUPLE AREAS THEY WANT

009US TO LOOK AT. AND SO THEY ARE LIKE ACTION REQUIRED ITEMS BUT THEY WEREN'T MANDATED BECAUSE WE HAD ALREADY DONE MOST OF THEM. BUT WITH THE REASONABLE ACCOMMODATION NOTICE, THEY WANTED TO MAKE SURE THAT IT WAS ON THE EMPLOYMENT WEBSITE. IT'S ACTUALLY ALWAYS BEEN INSIDE THE APPLICATION. AND SO THAT'S ALREADY BEEN DONE. EVERYTHING HERE IS BASICALLY ALREADY BEEN DONE. STUDENT PARTICIPATION. MR. BROOKHOLME AND HIS STAFF, TO GIVE YOU A STRATEGY TO INCREASE MINORITY ENROLLMENT. AGENDA EQUITY AND ATHLETICS. WE ALWAYS HAVE A CHALLENGE WITH THE STATE WHEN IT COMES TO CHEERLEADING. WE COUNTED AS A SPORT. THEY DON'T WANT US TO COUNT IT AS A SPORT. BUT IT'S OKAY, AND THEY UNDERSTAND WHY WE COUNT IT AND WHY THEY ALWAYS FIGHT US BACK AND FORTH ABOUT THAT. IT'S A NONISSUE BUT THEY ALWAYS HAVE TO PUT

010IN THE THERE. THEN EMPLOYMENT EQUITY UPDATE. THIS WILL UPDATE OUR STRATEGIES HOW TO RECRUIT MORE MINORITIES AND MALE EMPLOYEES, AND THEN PREGNANT AND PARENTING STUDENTS, THEY DID THIS WITH EVERY DISTRICT. THEY JUST WANTED TO MAKE SURE, TO ENSURE THAT THOSE STUDENTS THAT ARE PREGNANT OR THEY ARE ALREADY PARENTS, THAT THEY CAN ACTUALLY STAY IN THE REGULAR HIGH SCHOOL SITE, OR THEY HAVE THE OPTION TO GO TO OTHER SITES. SO STUDENT PARTICIPATION. >> I APOLOGIZE IF THE GRAPHS ARE A LITTLE DIFFICULT TO SEE. WE ARE WORKING BETWEEN TWO PLATFORMS. SO HOPEFULLY WHAT YOU ARE SEEING IN FRONT OF YOU IS A LITTLE BIT EASIER TO READ. AS DR. HOTIN MENTIONED WE HAVE TRENDED THESE DATA FOR MANY YEARS AND REPORTED THEM TO THE DEPARTMENT OF EDUCATION. THE COURSE PARTICIPATION DATA ARE ALWAYS TAKEN FROM SURVEY 2,

011WHICH TAKES PLACE IN OCTOBER, AND THAT PRESENTS SOME UNIQUE CHALLENGES IN REPORTING AS WELL. THE TRIM LINES REPRESENT THE NUMBER OF ENROLLED STUDENTS IN THAT GROUP, PARTICIPATING OR ENROLLED IN AP, IV, OR ACE COURSE WORK. IN THIS DISTRICT WE DON'T CURRENTLY OFFER ANY ACE PROGRAMS SO THIS WOULD BE BASED ON THE STUDENTS ENROLLED IN AP OR IV COURSE WORK. AND YOU CAN SEE THOSE SUBGROUPS BROKEN AND TRENDED OVER TIME. THIS GRAPH SHOWS YOU THE LAST ELEVEN YEARS, I BELIEVE. AND WHAT'S IMPORTANT TO SEE HERE AND TO PUT INTO CONTEXT OF THE EQUITY REPORT IS EACH YEAR THEY ARE ASKING US FOR EVIDENCE OF SUCCESS AND STRATEGIES TO INCREASE ENROLLMENT OF THESE UNDERREPRESENTED STUDENT GROUPS. AND OUR RESULTS HAVE REALLY BEEN VERY STABLE WITHOUT A WHOLE LOT OF INCREASE. SO THAT'S AN AREA WHERE WE HAVE

012WORKED WITH TEACHING AND LEARNING. WE HAVE SAT AND SPOKEN WITH LESLIE GRANICH AND ERIC BURKE HOLME AS TO WHAT STRATEGIES CAN HELP US IMPROVE THESE NUMBERS. THE LAST SUBGROUP THAT YOU SEE ON THIS SLIDE IS THE EL SUBGROUP AND THAT WAS ONLY ADDED LAST YEAR TO THE EQUITY PLAN. THEY BEGAN TO LOOK AT ELL AS A SUBGROUP OF STUDENTS BECAUSE OF THEIR LANGUAGE ACQUISITION CHALLENGES AND NOT NECESSARILY JUST BECAUSE OF THEIR MEMBERSHIP IN THE HISPANIC ETHNICITY. THERE WE GO. PARDON ME. DURING THE MOST RECENT YEAR WE HAD ABOUT A 1% INCREASE IN WHITE AND MALE, I'M SORRY, A ONE PERCENTAGE POINT IN WHITE AND ELL SUBGROUPS. AND THEN WE HAD A ONE PERCENTAGE POINT DECREASE IN BLACK, BLACK MALES, AND OUR HISPANIC SUBGROUP , WITH WHITE MALES AND HISPANIC MALES STAYING AT THE SAME PERCENT

013PARTICIPATION, IN BOTH IV COURSES. >> DO THEY NOT ASK FOR DUAL ENROLLMENT? >> THAT'S THE NEXT SLIDE. >>Jeffrey Eakins: THANK YOU. BECAUSE I THINK THAT MIGHT TELL THE STORY OF WHY SOME OF THOSE TRIM LINES -- >> QUITE PROFOUND. AND THIS IS SOMETHING THAT WE HAVE ALSO SPENT SOME TIME DISCUSSING WITH TEACHING AND LEARNING. THE NEXT SET OF DATA THAT DOE ASKED US TO PRESENT IS ENROLLMENT TRENDS FOR PARTICIPATION AMONG THESE SUB GROUPS IN OUR DUAL ENROLLMENT COURSES. WHAT YOU DO SEE CONFIRMED IN THIS SLIDE IS THE NICE AND EXPECTED UPTICK IN ENROLLMENT WHEN WE BEGAN OUR COLLEGIATE ACADEMY PROGRAM. SO THIS IS WHAT YOU ARE SEEING HERE, AND I BELIEVE IT THE LAST THREE YEARS REALLY WHERE YOU ARE HAVING THAT STEEP INCREASE IS A REFLECTION OF OUR INTENTIONAL ACTIVITY TO RECRUIT STUDENTS TO

014THE COLLEGIATE ACADEMY PROGRAMS. SIMILAR TO WHAT WE SAW IN THE OTHER SLIDES, A LOT OF THESE NUMBERS HAD STAYED PRETTY STABLE FOR MANY YEARS, AND THE RECENT UPTICK HAS BEEN PROBABLY MORE PROFOUND IN THE WHITE AND IN THE TOTAL AND WE HAVE A LITTLE BIT LESS INCREASE AMONG SOME OF THE OTHER SUBGROUPS SUGGESTING THAT THAT WE DO A BETTER JOB IN RECRUITING THEM TO TAKE DUAL ENROLLMENT COURSES. AND AGAIN, THE SAME IS TRUE ON THIS SLIDE. THE ELL SUBGROUP IS A BRAND NEW REPORTING REQUIREMENT, SO WE HAVE ONLY BEEN REPORTING THE PERCENT OF ELL STUDENTS ENROLLED IN DUAL ENROLLMENT FOR THE LAST TWO YEARS. AND THEN THE FINAL PIECE OF DATA LOOKS AT ALL LEVEL THREE COURSE WORK AND THAT COMBINES HONORS, A P, IV, AND DUAL ENROLLMENT ALL IN ONE COURSE. SO IT'S EVERYONE

015WHO IS TAKING ADVANCED COURSE WORK OR LEVEL THREE COURSE WORK TOWARDS THEIR COLLEGE GRADUATION. SO THESE LINES START A LITTLE BIT HIGHER, IF YOU NOTICED THAT, ON THE TREND, AND THEY CONTINUE TO INCREASE. YOU HAVE A NICE OVERALL RATE OF INCREASE IN THESE GROUPS, THE SAME PATTERN HERE IS EVIDENT IN THE OTHER SLIDES WITH SOME OF THEM FLATTENING IN RECENT YEARS. IF YOU LOOK AT THE BLACK LINE, WHICH IS TOTAL, THAT NUMBER IS REALLY RELATIVELY FLAT FOR THE LAST FEW YEARS. SOME OF THE OTHER SUBGROUPS LIKE HISPANIC MALES SHOW A LITTLE BIT MORE INCREASE OVER THE LAST THREE YEARS, BUT WE HAVE WORKED TO IDENTIFY A NEW SET OF STRATEGIES TO TREE RECRUIT STUDENTS TO TAKE MORE RIGOROUS AND CHALLENGING COURSE WORK, AND CERTAINLY OUR MAGNET AND ATTRACT ER PROGRAMS ARE PART OF THAT OVERALL

016STRATEGY. AND I AM GOING TO HAND IT BACK. >> SO PART 4, AGENDA EQUITY IN ATHLETICS. THIS IS PRETTY EASY. WE ARE COMPLIANT. ALL OF OUR HIGH SCHOOLS ARE COMPLIANT IN THIS AREA. SO THERE'S REALLY NOTHING ELSE TO SAY. WE MADE IT. WE DID WHAT WE NEEDED TO DO. PART 5. EMPLOYMENT EQUITY. WE TALKED ABOUT EMPLOYMENT EQUITY A LOT. AND I KNOW DR. SPANNER-MORROW WANTS TO TALK MORE ABOUT THIS IN HER SLIDES. BUT THE OFFICE OF TEACHING, RECRUITMENT AND COLLABORATING WITH OTHER DIVISIONS TO ASSISTING, IDENTIFYING KEY INDIVIDUALS TO HELP IN THE PROCESS OF RECRUITMENT. THEY HAVE ALSO CONTINUED TO MONITOR THE DIVERSITY DATA, AND THAT TABLE COMES FROM THEM SO YOU KNOW THEY MONITOR THEIR DATA THEY ARE LOOKING AT THE HIGHEST NEEDS AND TEACHING DIVERSITY AND CONTINUE TOP RECRUIT AND RETAIN, NOT ONLY RECRUIT

017BUT RETAIN HISPANIC EDUCATORS. AND ONE OF OUR GOALS IS TO INCREASE THE AFRICAN AMERICAN AND HISPANIC MEN BY 4%, AND OF COURSE OUR ASIAN POPULATION NEEDS A LITTLE BIT THERE, ALSO. FOR THE 2016-17 SCHOOL YEAR, 13% OF THE TEACHERS SELF REPORTED THAT THEY WERE EITHER HISPANIC, AFRICAN OR ASIAN. 32%. RIGHT NOW, WE WILL HAVE DR. SPARKS TO TALK ABOUT OUR SINGLE- SEX SCHOOLS, AND CLASSES. DR. SPARKS. >> THANK YOU. GOOD AFTERNOON CHAIRPERSON HARRIS, BOARD MEMBERS, SUPERINTENDENT EAKINS, ALL STAFF HERE TODAY. BOYS PREPARATORY ACADEMY OF FRANKLIN MIDDLE MAGNET SCHOOL AND GIRLS PREPARATORY ACADEMY AT FERRELL MIDDLE MAGNET SCHOOL ARE BOTH MODELS OF TITLE 1 HIGH NEEDS, HIGH PERFORMING SCHOOLS. THEY ARE EXCELLENT EXAMPLES OF HOW TO SUCCESSFULLY CHANGE THE CLIMATE OF A SCHOOL AND DEVELOP A POSITIVE CULTURE WHERE CHARACTER DEVELOPMENT AND ACADEMIC ACHIEVEMENT ARE FOREMOST

018PRIORITIES. OVER THE LAST SEVEN YEARS, BOTH SCHOOLS HAVE DEMONSTRATED CONSISTENTLY HIGH RATES OF ATTENDANCE, LOW RATES OF BEHAVIORAL INCIDENTS, CHARACTER DEVELOPMENT, MEASURED BY PERCEPTION SURVEYS OF STUDENTS, PARENTS, AND TEACHERS, ALONG WITH STRONG ACHIEVEMENT GAINS AND PROFICIENCY RATES AS MEASURED BY FCAT PREVIOUSLY, FSA AND EOC EXAMS. USING A GOLD STANDARD EVALUATION MEASURE TO COMPARE THE ACHIEVEMENT LEVELS OF ALL STUDENTS AT BOTH FRANKLIN AND FERRELL, WITH THE MIDDLE SCHOOL STUDENTS IN CO-GENDER SCHOOLS ACROSS THE DISTRICT, FRANKLIN AND FERRELL STUDENTS CONSISTENTLY SURPASS THE STUDENTS AT CO-GENDER SCHOOLS IN SEVERAL AREAS MEASURED ON FSA AND EOC EXAMS. FOR EXAMPLE, IN 2017, THE 8th GRADE BOYS AT FRANKLIN OUTPERFORMED THEIR CO-GENDER PEERS BY A STATISTICALLY SIGNIFICANT MARGIN ON THE FSA, ENGLISH LANGUAGE ARTS, AND THE SIXTH GRADE GIRLS AT FERRELL OUT PERFORMED THEIR CO-GENDER PEERS BY A STATISTICALLY SIGNIFICANT MARGIN

019ON FSA MATHEMATICS. ADDITIONALLY BOTH SCHOOLS SCHOOLS CONTINUE TO REMAIN IN COMPLIANCE WITH THE 2006 AMENDMENTS TO TITLE 9 THAT GOVERN THE IMPLEMENTATION OF SINGLE-SEX SCHOOLS IN PUBLIC SCHOOL SETTINGS, AND THEY CONTINUE TO REMAIN IN COMPLIANCE WITH THE GUIDELINES OF FLORIDA HOUSE BILL 313 THAT TOOK EFFECT IN 2014, PROMOTING AND PROVIDING GUIDANCE FOR SINGLE GENDER PROGRAMS IN THIS STATE. THANK YOU. >> THANK YOU, DR. SPARKS. NOW, THIS IS OUR LAST SECTION, SECTION 7. IT'S PREGNANT AND PARENTING STUDENT. THERE ARE TWO BASIC MODELS, WHICH IS A BLENDED TEEN PARENT PROGRAM, AND THOSE STUDENT CAN CHOOSE FROM ONE OF THREE SITES, THE OTHER SITE IS DW WATERS, SIMMONS, AND SOUTH COUNTY. YOU CAN SEE THE NUMBER OF FEMALES, BAGS AND TOTAL, MALES, AND THEY MAY CHOOSE TO STAY AT THEIR ATTENDANCE AREA SCHOOLS. AND THEN YOU CAN SEE

020THE NUMBER OF FEMALE, MALE, HOW MANY BABIES , AND THE TOTAL. AND NEXT, UNLESS SUPERINTENDENT YOU HAVE A QUESTION. >>Jeffrey Eakins: MRS. HARRIS, THAT'S KIND OF WHAT WE ARE REQUIRED TO DO BY STATE STATUTE. WE HAVE TO SUBMIT A COMPLIANCE REPORT IN THOSE SEVEN AREAS. AND AS DR. HOTIN HAS SAID, SHE WORKS WITH STAFF TO DO THAT AND STAFF IS HERE IF YOU HAVE ANY FURTHER QUESTIONS ON THAT. IF WE WANT TO JUST MOVE ONTO THE EQUITY PLAN PART OF IT, BECAUSE IT ALL RELATES. IN SOME OF THAT WAS SOME CLEAR DATA THAT WE USE TO THEN KIND OF START OUR EQUITY PLAN KNOWING THAT WE HAVE WE HAVE A LOT AHEAD OF US TO WORK ON. BUT IT ALSO ENCOMPASSES OTHER THINGS THAT YOUR POLICIES SPECIFICALLY ASK US TO DEVELOP PLANS. SO I AM

021GOING TO TURN IT OVER TO DR. SPANNER-MORROW THEN BECAUSE I SEE THE HEAD NOD SO I TAKE YOUR CUES WHEN I SEE THE HEAD NOD. I TURN IT OVER TO DR. SPANNER-MORROW AND LET HER MOVE INTO OUR EQUITY PLAN. THANK YOU, DR. HOTIN, FOR THAT PRESENTATION. AND THERE MAY BE QUESTIONS AT THE END SO-SO ANYONE INVOLVED IN THE FIRST PART, HANG ON. BECAUSE THAT MIGHT COME A LITTLE LATER. WITH THAT, MINERVA? >>Minerva Spanner-Morrow: I AM WAITING UNTIL WE HAVE THE POWER POINT UP. GOOD AFTERNOON, HONORABLE BOARD MEMBERS, SUPERINTENDENT EAKINS, COLLEAGUES, VISITORS, AND VIEWERS. IT IS MY DISTINCT PLEASURE TO PRESENT UPDATED INFORMATION REGARDING THE DIVERSITY, EQUITY AND INCLUSION WORK THROUGH THE OFFICE OF DIVERSITY AND BY EACH DIVISION. YOU SHOULD HAVE IN FRONT OF YOU A HARD COPY OF THE POWER POINT AND AN UPDATED

022VERSION OF THE EQUITY PLAN THAT WAS E-MAILED TO YOU LAST WEEK. THERE'S REALLY NO BIG DIFFERENCE FROM THAT ONE AND THE E-MAIL THAT WAS SENT EXCEPT FOR SOME TECHNICAL GRAMMAR SPELLING ISSUES. SO YOU SHOULD HAVE AN UPDATED VERSION. THANK YOU TO ALL OF OUR DIVISIONS, AREA SCHOOL, AREA SUPERINTENDENTS, MEMBERS WHO HAVE CONTRIBUTED TO THE EQUITY PLAN THAT YOU HAVE BEFORE YOU. I'M SURE THAT YOU WOULD LIKE TO HEAR ABOUT THE OFFICE OF DIVERSITY PROJECTS AND ACTIVITIES, BUT I THOUGHT IT WAS IMPORTANT TO BRING OUR EQUITY DREAM TEAM -- JUST KIDDING -- WITH ME TODAY TO REALLY TALK ABOUT HIGH-LEVEL DISTRICT LEADER SHIP TRAINING THAT OCCURRED, BUT HOW IT TRICKLED DOWN FROM DISTRICT LEADERSHIP DOWN TO PRINCIPALS AND THEN DOWN TO THE CLASSROOM. I THINK AND I HOPE THAT THAT INFORMATION WOULD BE VERY VALUABLE TO

023YOU. A SPECIAL THANK YOU TO BE MY CO- PRESENTERS TODAY, TRISHA Mc MANUS WHO IS LEADING OUR APPRAISALS PRINCIPALS IN TERMS OF EQUITY TRAINING AS WELL. DEBBY COOK, CHIEF ACADEMIC OFFICER WHO HAS EMBEDDED EQUITY WORK ESPECIALLY WITH THE GRADES K-3 LITERACY INITIATIVES. SHE REALLY INVOLVES HER TEAM WITH THE ASPIRIN INSTITUTE WHICH AS YOU KNOW IS A RENOWNED NONPROFIT ORGANIZATION THAT PROMOTES EQUITY. WE HAVE OUR AREA SUPERINTENDENT DR. MICHELLE FITZGERALD WHO HAS FOCUSED ON CLOSING THE ACHIEVEMENT GAP THROUGH PERSONALIZED LEARNING. AND WE HAVE AREA SUPERINTENDENT OWEN YOUNG, AND HIS TEAM WHO HAS BEEN COMMENDED BY THE NEW YORK LEADERSHIP ACADEMY FOR HIS PASSION AROUND DIVERSITY EQUITY AND INCLUSION WORK WITH HIS STAFF. SO WHAT ARE THE OBJECTIVES TODAY THE OBJECTIVES TODAY OF COURSE IS TO LOOK AT THE WORK THAT'S BEEN DONE SINCE THE PASSAGE OF

024THE RACIAL EQUITY POLICY ON MARCH 11. TO DISCUSS WHAT'S HAPPENED THIS YEAR, AND PROPOSED NEXT STEP FOR 2018 AND 2019 AND GATHER YOUR INPUT AND YOUR FEEDBACK, WE HAVE A FORM THAT WE HAVE ADDED TO THE POWER POINTS AND THE HARD COPY, IF YOU WOULD LIKE TO ADD SOME NOTES OR QUESTIONS OR EVEN FEED BACK, BECAUSE THE EQUITY PLAN REALLY IS A FLUID DOCUMENT, RIGHT? WE HAVE GOALS AND OBJECTIVES, BUT AS WE CONTINUE TO IMPLEMENT AND MONITOR AND SEE THAT WE NEED TO MAKE CHANGE, WE ARE GOING TO MAKE CHANGES, AND WE ARE NOT GOING TO SAY, WELL, WE ARE NOT GOING TO CHANGE IT BECAUSE IT'S IN THIS DOCUMENT, IS REALLY, YOU KNOW, A FLUID DOCUMENT. FOR THE PURPOSES OF THIS CONVERSATION AND THIS BOARD WORKSHOP TODAY, WE WOULD LIKE TO HAVE A COMMON

025LANGUAGE AROUND WHAT EQUITY IS. WE KNOW THAT EQUITY IS NOT EQUALITY, BUT IT REFERS TO EDUCATIONAL POLICIES, PRACTICES AND PROGRAMS NECESSARY TO ELIMINATE EDUCATIONAL BARRIERS. AND AS WE RECALL THAT'S REALLY WHAT OUR RACIAL EQUITY POLICY FOCUSED ON. SO ELIMINATING EDUCATIONAL BARRIERS BASED ON GENDER, RACE, ETHNICITY, NATIONAL ORIGIN, COLOR, AND SO ON, AND TO ENSURE THAT HISTORICALLY UNDERSERVED OR UNREPRESENTED POPULATIONS, STUDENT POPULATIONS NEED THE SAME RIGOROUS STANDARDS FOR ACADEMIC PERFORMANCE. SO THE RACIAL EQUITY POLICY WAS PASSED IN MARCH 2017 AND THEY FIRST DRAFT OF AN EQUITY PLAN AT THAT TIME AROUND APRIL 2017 WAS PRESENTED TO THE BOARD WITH GOALS AND OBJECTIVES THAT WERE PRIMARILY RELATED TO THE OFFICE OF DIVERSITY IN THE AREA OF CULTURAL PROFICIENCY. I DON'T KNOW IF YOU REMEMBER IT WAS DR. BASSES. WE HAD A SCHOOL PSYCHOLOGIST GAVE A PRESENTATION, AND

026AT THAT TIME WE RAISED THE QUESTION, WAS A HIGH PERFORMING SCHOOL DISTRICT REALLY HIGH PERFORMING IF SOME SEGMENTS OF THE STUDENT POPULATION IS UNDERPERFORMING? AND OF COURSE THE ANSWER TO THAT QUESTION WAS NO. TODAY, YOU HAVE A REVISED EQUITY PLAN WITH PROGRESS AND ACTIVITIES OF THE OFFICE OF DIVERSITY, BUT MORE IMPORTANTLY, YOU HAVE AN EQUITY PLAN WHICH INCLUDES EQUITY GOALS FOR EACH INDIVIDUAL DIVISION AND AREA SCHOOLS. WE ARE CERTAINLY PROUD OF THE WORK DURING THE PAST YEAR AND ALL OF OUR ACCOMPLISHMENTS AROUND EQUITY WORK. YOU HAVE SEEN THAT THIS MORNING THROUGH THE PRESENTATION OF THE OFFICE OF STRATEGIC MANAGEMENT THAT WE HAVE DEFINITELY MADE SOME STRIDES, BUT WE ARE FULLY AWARE THAT BY NO MEANS IS THE WORK COMPLETED OR FINISHED UNTIL ALL OF OUR STUDENTS ARE KINDERGARTEN READY, THEY ARE READING PROFICIENTLY, THEY ARE

027GRADUATING ON TIME, AND THEY ARE COLLEGE AND CAREER READY. SO I JUST WANTED TO MAKE SURE THAT WE HAVE THAT IN FRONT OF OUR MIND AS WE CONTINUE WITH OUR WORK. SO WHAT HAS HAPPENED IN THE OFFICE OF DIVERSITY? HOW HAS THE OFFICE OF DIVERSITY BEEN INVOLVED WITH THE WORK SINCE THE PASSAGE OF THE RACIAL EQUITY POLICY? WE KNOW THAT RESEARCH SHOWS THAT EQUITY BEGINS WITH DISTRICT LEADERSHIP. RIGHT? IF YOU DO ALL THE RESEARCH, WE LOVE GRASSROOTS INITIATIVES. THEY ARE VERY, VERY IMPORTANT. BUT WHEN IT COMES TO THE DIVERSITY EQUITY AND INCLUSION WORK, IT'S REALLY IMPORTANT THAT THE DISTRICT LEADERSHIP AND US HAVE A COMMON LANGUAGE, A COMMON UNDERSTANDING OF WHAT DID I VERSETY EQUITY AND INCLUSION ENTAILS. SO IT WAS IMPORTANT FOR AFTER THE RACIAL EQUITY POLICY THAT WAS PASSED TO REALLY HAVE OR

028SET A STRONG FOUNDATION THROUGH PROFESSIONAL DEVELOPMENT. SO TO ENSURE OUR LEADERS UNDERSTAND WHAT THE POLICY ENTAILED, ALL CABINET MEMBERS PARTICIPATED IN AT LEAST ONE EQUITY TRAINING PROVIDED BY THE NEW YORK CITY LEADERSHIP ACADEMY ALL CABINET MEMBERS AND MOST SCHOOL BOARD MEMBERS LEARNED FOR TRAINING ABOUT THE TEN CRITICAL AREAS OF EQUITY. WE CALL THEM THE EQUITY EXEMPLARS. AND YOU CAN SEE THOSE ON PAGE 7, IF YOU WOULD LIKE TO LOOK AT THEM IN YOUR EQUITY PLAN. AND THESE TEN AREAS INCLUDE, FOR EXAMPLE, FOCUS ON CULTURAL COMPETENCE, PEDAGOGICAL SKILL, CURRICULUM, COLLECTIVE ACTION, SPECIAL EDUCATION, PERSONNEL, AND DISCIPLINE. AND CABINET MEMBERS LED BY SUPERINTENDENT EAKINS SHOWS THE PERSONNEL EXEMPLAR AS THE FOCUS FOR THE 2018-2019 SCHOOL YEAR. THAT DOESN'T MEAN THAT WE ARE NOT GOING TO LOOK AT THE OTHER EXEMPLARS SUCH AS DISCIPLINE, FOR EXAMPLE, OR CURRICULUM,

029BUT COLLECTIVELY AS A CABINET, WE DECIDED THAT WE NEED TO HAVE MORE OF A NARROW FOCUS ON PERSONNEL, AND WE BELIEVE THAT STUDENTS ARE MOST LIKELY TO BE SUCCESSFUL IF THEY HAVE DIVERSE CURLY COMPETENT AND HIGHLY EFFECTIVE TEACHERS. IF YOU LOOK AT PAGE 8 OF THE EQUITY PLAN, IT REALLY SPELLS OUT WHAT THE FOCUS WILL BE FOR THE PERSONNEL EXEMPLAR. SO IF WE LOOK AT PAGE 8 OF THE EQUITY PLAN AGAIN, IT REALLY PREFERS TO EQUITY GOALS AND MEASURED TARGETS. SO IF I COULD JUST READ A FEW OF THEM. I AM NOT GOING TO READ THEM ALL. FOR EXAMPLE, THE GOAL WOULD BE TO CLEARLY COMMUNICATE TO THE ENTIRE SCHOOL COMMUNITY AND THE COMMUNITY IN GENERAL THAT DIVERSITY WILL BE A PRIORITY IN HIRING. ANOTHER ONE WOULD BE DEVELOP GUIDELINES FOR HIRING ADMINISTRATORS THAT ENSURE

030THEY HAVE ANTI-BIASED TRAINING, ASSEMBLE A DIVERSE COMMITTEE, AND INTERVIEW DIVERSE CANDIDATES AS PART OF THE OFFICE OF DIVERSITY, A TOTAL OF 548 DISTRICT LEADERS PARTICIPATED IN THE RACIAL EQUITY OR BIAS TRAINING. I THINK WE HEARD YOU LOUD AND CLEAR. I THINK IT WAS MENTIONED AT THE BOARD WORKSHOP A YEAR AGO OR SO THAT TRAINING WAS VERY, VERY IMPORTANT AND WE HAVE CONTINUED TO DO THAT. WE HAVE MADE SOME CHANGES TO HAVE BIAS TRAINING JUST FOR THE SAKE OF HAVING BIAS TRAINING IS NOT REALLY AS EFFECTIVE AS REALLY ADDRESSING HOW NEGATIVE BIAS INFLUENCES STUDENT DEVELOPMENT AND STUDENT LEARNING IN A NEGATIVE WAY. AN ONLINE MODULE HAS BEEN CREAT ED TO ADDRESS THE RACIAL EQUITY POLICY, TO ADDRESS THE FLORIDA STATE LAWS REGARDING REQUIRED INSTRUCTION, SENSITIVITY TO ALL MARGINALIZED GROUPS INCLUDING LGBTQ AND OUR TITLE IX POPULATION,

031AND I'M PROUD TO SAY THAT WE HAD A TOTAL OF 20,000 EMPLOYEES THAT ACTUALLY ACCESSED THE ONLINE MODULE. I REFERENCE THE TEN EQUITY EXEMPLARS. WE HAD A DIVERSITY INVENTORY IN A SURVEY. PATTI SIMMONS AS PART OF THE OFFICE OF STRATEGIC MANAGEMENT WAS VERY INSTRUMENTAL IN HELPING US DEVELOP A TOOL THAT WOULD KIND OF INFORMALLY ASSESS OUR DISTRICT LEADERS' OPINION ABOUT DIVERSITY AND EQUITY AND INCLUSION AND TO ADDRESS SOME OF THE GAPS THAT WE SEE. OFFICE OF DIVERSITY IS TO SIT ON SOME OF HER TEAM TO ACTUALLY GIVE INPUT AROUND EQUITY TO HELP PLAN OUR. OUR SUPERINTENDENT EQUITY TEAM CONTINUED TO MEET BIWEEKLY. WE HAVE MEMBERS OF THE CABINET OF THAT ATTEND THIS BIWEEKLY MEETING AND WE ADDRESS SEVERAL TOPICS OF IMPORTANCE. COMMITTEE ENGAGEMENT ACTIVITY CONTINUED. YOU WERE PART FOR EXAMPLE OF THE BLACK HISTORY FAIR.

032AT THE STATE FAIRGROUNDS. THE OFFICE OF DIVERSITY ASSISTS IN CONFLICT RESOLUTION. WE GET CALLS EVERY WEEK, SOMETIMES EVERY DAY, THAT ARE REALLY INFORMAL COMPLAINTS, NON- LEGAL COMPLAINTS, THAT WE HELP PRINCIPALS OR AREA SUPERINTENDENTS PROBLEM SOLVE AROUND WHAT IS THE BEST WAY EQUITABLE WAY, FAIR WAY, TO RESOLVE PROBLEMS. THROUGH THE COLLECTIVE EFFORTS OF ALL OF US, BOARD MEMBERS, DISTRICT LEADERSHIP, PRINCIPALS, TEACHERS AND STUDENTS, AND THE FOCUS ON CLOSING THE ACHIEVEMENT GAP, THE WORK OF DIVERSITY EQUITY AND INCLUSION AND THE 90 BY 20 INITIATIVES, I BELIEVE THAT WE HAVE HAD POSITIVE MAJOR ACCOMPLISHMENTS, AND THESE ARE ALL INDICATIVE THAT AS A DISTRICT, WE ARE MOVING IN THE RIGHT DIRECTION. I THINK THAT'S SOMETHING THAT WE SHOULD ALL BE PROUD OF. I KNOW THERE'S SO MUCH WORK TO BE DONE. BUT OF COURSE YOU KNOW, YOU RECEIVE THE

033NATIONAL SCHOOL BOARD ASSOCIATION RISE AWARD FOR PROMOTING EQUITABLE PRACTICES, GETTING THE TOP URBAN SCHOOL RATING FOR THE TEST. THAT'S HUGE. THIS IS A FORMATIVE NATIONAL TEST THAT ALL OF OUR SCHOOLS PARTICIPATE IN, AND WE ARE COMPARED WITH EVEN OTHER COUNTRIES, SO THAT IS REALLY SOMETHING TO BE VERY PROUD OF AND TO CELEBRATE. OBVIOUSLY, WITH THE INCREASE, THE OVERALL GRADUATION RATE FOR OUR DISTRICT, WE DEFINITELY MADE SOME STRIDES WITH THE SUBGROUPS WITH THE OTHER SCHOOL DEMOGRAPHICS SUCH AS AFRICAN, HISPANIC, STUDENTS WITH DISABILITY. SO WE ARE NARROWING THE ACHIEVEMENT GAP. BUT AS WE SAID EARLIER TODAY, EVEN IN THE MORNING AND NOW EQUITY WORK IS NOT COMPLETED UNTIL 100% OF OUR STUDENTS ARE SUCCEEDING, AND IT THEREFORE IMPORTANT THAT WE IDENTIFY GAPS AND EXAM ROOT CAUSES. I THINK I HEARD THIS MORNING ABOUT A DEEP DIVE INTO

034DATA. DATA TO COLLECT DATA IS NOT ENOUGH. WITH THE EQUITY LENS, IT'S A DEEP DIVE INTO DATA, AND REALLY, REALLY ASKING OURSELVES THE QUESTION, WHAT ARE THE STORIES BEHIND THE DATA? I THINK THAT BECOMES VERY IMPORTANT, EVEN AS A PRINCIPAL IN MY PAST EXPERIENCE. WE ALWAYS TALKED ABOUT DATA, BUT REALLY ASKING OURSELVES IF WE ARE MISSING THE BOAT WITH SOME STUDENTS. SOME STUDENTS ARE FALLING THROUGH THE CRACKS. WHAT IS REALLY THE REASON FOR THAT NOT PLAYING THE BLAMING GAME BUT REALLY TRYING TO FIND OUT WHAT IS THE CAUSE, FOR EXAMPLE, FOR OUR DISCIPLINE DATA , OUR KINDERGARTEN READINESS , AND GRADUATION RATE, ET CETERA. YOU HAVE IN YOUR PACKET FROM, I THINK, PAGES 7 THROUGH 12, REALLY A HIGHLIGHT OF THOSE RESULTS, WHICH IS SIMILAR TO THE DATA THAT WAS PRESENTED THIS MORNING. SO I

035DON'T WANT TO GO OVER THEM AGAIN UNLESS YOU WANT ME TO. BUT BASICALLY, OUR OVERALL GRADUATION RATE HAS INCREASED. HOWEVER, OUR BLACK AND HISPANIC STUDENTS, FOR EXAMPLE, ARE STILL LAGGING BEHIND THEIR WHITE COUNTERPARTS. AND MOSTLY ALL AREAS. YOU SAW THIS DATA AND THIS GRAPH SINCE OUR FOCUS WILL BE ON PERSONNEL, WE WILL TAKE A DEEP DIVE INTO THE PERSONNEL DATA. THIS IS ONLY ONE PIECE OF THE DATA WE HAVE REQUESTED FROM HR. MORE DATA AS A CABINET, THAT WE COLLECTIVELY DECIDED THAT PERSONNEL WILL BE THE FOCUS. SO WHAT ARE OTHER STORIES BEHIND THE DATA, WHAT CAN WE DO TO INCREASE DIVERSITY AND RETENTION , AND KNOWING THIS IS NOT JUST AN HR PROBLEM, THIS IS A COLLECTIVE PROBLEM THAT ALL OF US NEED TO WORK ON TO IMPROVE. SO WHAT NOW? WHAT ARE THE NEXT

036STEPS OF THE OFFICE OF DIVERSITY? FOCUS ON PERSONNEL. CONTINUE TO ANALYZE THE DATA BY WORKING WITH EACH DIVISION. INSTITUTE COMMITTEES INVOLVING COMMUNITY MEMBERS WHO ARE REALLY EAGER TO IMPLEMENT DISTRICT -- THE SCHOOLS PROCEDURE RELATED TO THE RACIAL EQUITY POLICY, AND POSSIBLY ALSO RECOMMEND ADDITIONAL POLICY CHANGES. AND I AM HAPPY TO SAY THAT I LOOK FORWARD TO THE WORK WITH ACHIEVEMENT SCHOOLS. I THINK IT'S VERY IMPORTANT THAT WE DO SOMETHING ABOUT OUR SCHOOLS THAT MAY NEED MORE OF OUR HELP. SO I'M IN FULL SUPPORT OF THE ACHIEVEMENT SCHOOLS. AND I LOOK FORWARD TO THE WORK AND BEING PART OF THE WORK. IT WILL BE DIFFICULT AS WE CONTINUE TO WORK TOWARDS EQUITABLE PRACTICES. SO WE ASK FOR YOUR CONTINUED SUPPORT WITH THE ACHIEVEMENT SCHOOLS. AND AGAIN, LOOKING FORWARD TO THE TEAM THAT IS GUIDED BY TRICIA

037AND LOOKING FORWARD TO NOT ONLY IMPLEMENTATION OF PLANS , BUT ALSO THE MONITORING PART OF THE PLAN. RIGHT? SO WE ARE VERY GOOD AT IMPLEMENTING, BUT WHEN IT COMES TO DIVERSITY, EQUITY AND INCLUSION, IT'S ABOUT HOW DO WE KNOW WE ARE HEADED IN THE RIGHT DIRECTION? AND HOW ARE WE GOING TO CHANGE AND ENHANCE WHAT WE ARE OFFERING OUR STUDENTS AND OUR FAMILIES? SO THE MAJOR WORK WILL BE TO CONTINUE TOP COLLABORATE WITH EACH DIVISION, TO PLAN, TO DISCUSS, AND TO MONITOR EQUITY EFFORTS. THE EQUITY PLAN WILL BE FULLY ALIGNED WITH THE STRATEGIC PLAN. OKAY? SO I AM GOING TO REPEAT THAT A LITTLE BIT. SO WE ARE NOT GOING TO NECESSARILY HAVE TWO SEPARATE PLANS THAT ARE DIFFERENT. WE ARE GOING TO STILL HAVE A STRATEGIC PLAN. WE ARE GOING TO SET GOALS AND

038OBJECTIVES THAT YOU SAW THIS MORNING. BUT WE ARE GOING TO HAVE AN EQUITY LENS. AND THE PART THAT EQUITY IS REALLY INTERESTED IN IS WHAT EVIDENCE DO WE HAVE THAT OUR PLANS ARE EFFECTIVE? HOW DO WE KNOW THAT WE ARE MAKING STRIDES? SO WITH THAT SAID, IT IS MY PLEASURE TO HAVE MY COLLEAGUES HERE SITTING WITH ME TO REALLY TALK ABOUT, OKAY, WE WENT TO TRAINING, BUT WHAT ARE WE GOING TO DO NEXT? AND HOW DID IT WORK IN EACH DIVISION? AND HOW DID IT WORK IN THE SCHOOLS? THANK YOU SO MUCH. >> OKAY, IT WORKS. AND THIS DATA HAS BEEN SHOWN ON THREE DIFFERENT SLIDES. BUT I DID WANT TO JUST START THIS PART. IF YOU SEE, THERE'S A CAPTURE OF AN ARTICLE AT THE BOTTOM CALLED HOW DIVERSITY MAKES US SMARTER. AND THIS

039WAS AN ARTICLE THAT WE SENT OUT IN THE PRINCIPAL WEEKLY AND THAT GOES TO ALL LEAD AREAS CROSS THE SYSTEM EVERY MONDAY, AND WE INCLUDE ARTICLES REGULARLY THAT ADDRESS EQUITY THAT ADDRESS CLOSING OF ACHIEVEMENT GAPS THAT ADDRESS DIVERSITY. AND I WANT TO JUST READ ONE QUICK STATEMENT BEFORE I TELL YOU WHY IT IS THAT ONE OF OUR GOALS IN LEADERSHIP DEVELOPMENT IS TO RECRUIT A DIVERSE GROUP OF PRINCIPALS AND APs IN OUR SCHOOL. AND SO THIS IS WHAT IT DOES AND THIS IS FROM RESEARCH. IT SAYS, SO WHAT GOOD COMES FROM DIVERSITY OF RACE, ETHNICITY, GENDER AND SEXUAL ORIENTATION? IF YOU WANT TO BUILD TEAMS, ORGANIZATIONS, CAPABLE OF INNOVATING, YOU NEED DIVERSITY. DIVERSITY ENHANCES CREATIVITY, IT ENCOURAGES A SEARCH FOR NOVEL INFORMATION AND PERSPECTIVE, LEADING TO BETTER DECISION MAKING AND PROBLEM SOLVING. DIVERSITY CAN IMPROVE

040THE BOTTOM LINE OF COMPANIES AND LEAD TO UN FETTERED DISCOVERIES AND BREAK THROUGH INNOVATIONS. EVEN SIMPLY BEING EXPOSED TO DIVERSITY CAN CHANGE THE WAY YOU THINK. THIS IS NOT JUST WISHFUL THINKING. IT IS THE CONCLUSION DRAWN FROM DECADES OF RESEARCH, FROM ORGANIZATIONAL SCIENTISTS, PSYCHOLOGISTS, SOCIOLOGISTS, ECONOMISTS AND DEMOGRAPHERS. SO WE ARE NOT JUST TALKING ABOUT DIVERSITY FOR THE SAKE OF IT. IT'S CRITICAL. AND WE HAVE FOCUSED ON THAT IN OUR PIPE LANE FOR THE LAST SIX YEARS. AND THE DATA THAT YOU SEE ON THE SCREEN IS JUST ONE YEAR, IT'S CURRENT DATA. BUT YOU WILL SEE WHEN YOU DEVELOP A PIPELINE, AND AS YOU RECRUIT DIVERSE LEADERS INTO IT, IT WILL TAKE TIME FOR THOSE LEADERS TO MOVE INTO THE DIFFERENT LINKS. SO YOU CAN SEE IN OUR SYSTEM PRINCIPAL POOL. ALTHOUGH WE NEED TO CONTINUE

041TO REALLY RECRUIT HISPANIC TEACHERS , BECAUSE WE ARE VERY MUCH A HOME GROWN SYSTEM, SO WE DEGREE CUTE FROM OUR TEACHER LINKS TO OUR ASSISTANT PRINCIPAL LINKS AND INTO OUR PRINCIPAL LINKS. YOU CAN SEE THE EFFORTS BEING MADE, THOUGH. AND ONE THING I DID NOT INCLUDE TODAY WAS DATA THAT SHOWS YOU THE IMPROVEMENTS THAT HAVE BEEN MADE OVER THE LAST THREE TO FIVE YEARS AND ACTUALLY HIRING CAN I VERSE CANDIDATES INTO THESE POSITIONS. ALSO I AM GOING TO SEND YOU AS A FOLLOW-UP DATA OF OUR TALENT POOLS, BECAUSE OUR TALENT POOLS ARE ASSISTANT PRINCIPALS. THOSE ARE TEACHERS, APs, AND FOR PRINCIPALS, WE HAVE ALSO DIVERSE BY THOSE POOLS. AND WHY? BECAUSE I DID VERSETY IS CRITICAL TO THE FUTURE OF OUR DISTRICT. AND SO THESE ARE SOME WAYS WE HAVE DONE THAT. WE HAVE ACTUALLY

042BEEN VERY TARGETED IN OUR RECRUITMENT EFFORTS FOR LEADERS OF COLOR. WE HAVE ACTUALLY SPECIFICALLY REACHED OUT TO TEACHERS REPRESENTING DIFFERENT DEMOGRAPHIC GROUPS THROUGH E-MAILS, THROUGH SPECIAL INVITATIONS FROM PRINCIPALS TO COME TO DIFFERENT RECRUITMENT EVENTS. WE HAVE WORKED WITH THE UNIVERSITIES ON SPECIFIC MEB PROGRAMS, MASTERS PROGRAMS THAT REALLY FOCUS ON LEADERSHIP RELATED TO EQUITY DIVERSITY AND INCLUSION, AND AGAIN WE ALSO REALLY TUCK INTO SOME OF OUR DIVERSE LEADERS TO ACTUALLY HELP US IN THOSE RECRUITMENT EFFORTS. SO I THINK THE DIFFERENCE IS, IN PAST, IT WAS, HEY, WHO WANTS TO COME? AND NOW IT IS VERY TARGETED AND WE TAKE A LOT OF TIME TO ACTUALLY REACH OUT TO SPECIFIC GROUPS OF PEOPLE KNOWING THAT SOMETIMES IT TAGS A PERSONAL TAP AND A PERSONAL CONNECTION FOR SOMEONE TO SAY, YOU KNOW WHAT? I ACTUALLY MIGHT BE INTERESTED

043IN SOMETHING. ALSO, THEN ANOTHER ONE OF ON YOUR GOALS IN PROFESSIONAL LEADERSHIP AND DEVELOPMENT IS SO THEY CAN LEAD FOR EQUITY. MINERVA HAS TALKED TO BE SOME OF THESE THINGS. WE HAVE A GREAT PARTNERSHIP WITH MIN NERVE A AND WE PLAN A LOT TOGETHER. SO WE HAVE READING FOR EQUITY COURSE AS CROSS THE ENTIRE PIPELINE. WE HAVE CULTURAL DEVELOPMENT LEADERSHIP COURSES OFFERED THREE TIMES A YEAR THAT ANYONE CAN ATTEND FROM A DISTRICT LEVEL LEADER TO A SCHOOL-BASED LEADER, AND BIAS TRAINING. SHE MENTIONED. THAT THE LAST TWO LEADERSHIP INSTITUTES LAST SUMMER AND THIS PAST SUMMER HAVE BOTH BEEN FOCUSED ON EQUITY. AND SO THAT'S CRITICAL FOR OUR SYSTEM. AND THAT HAS BEEN CONTINUED THROUGHOUT BOTH OF OUR LAST TWO SCHOOLS YEARS. WE HAVE BEEN -- WE HAVE HAD FOUR WEBINARS ON THE BOCK WHEN TREATING ALL

044KIDS THE SAME, IT'S A REAL PROBLEM. THAT HAS BEEN WITH THE AUTHORS OF THE BOOK. WE HAVE HAD PROCEEDING THE FIRST SESSION. WEBINAR THERE WERE ONLY 150 LEADERS ON THAT WEBINAR AND WE HAVE CONTINUED TO HAVE A GOOD AUDIENCE THE ENTIRE FOUR WEBINARS. THOSE LEADERS WILL ALSO BE AT OUR LEAP-UP LEARNING TOUR NEXT WEEK COMING UP. I CAN'T REMEMBER THE DATE. WE HAVE SO MANY THINGS. THANK YOU. WEDNESDAY THE 20th. IN ANYONE WANTS TO COME TO THAT. THE AUTHORS WILL BE THERE AND WILL BE SPEAKING TO US AT LUNCH. WE HAVE ALSO AGAIN BEEN TRAINING WITH NEW YORK LEADERSHIP ACADEMY WE HAVE ADDED EQUITY LOOK FORCE TO OUR WORK TOOLS AND HAVE PRODUCED A LOT OF ARTICLES FOR OUR LEADERS TO HELP THEM HAVE THOSE CONVERSATIONS IN THEIR SCHOOLS. WHY SUCH A STRONG FOCUS ON

045THE LEADER? IT'S BECAUSE THEY SET THE CULTURE IN THE SCHOOLS, AND THEY HOLD FOLKS ACCOUNTABLE TO THE EXPECTATION OF HOW WE TREAT KIDS AND HOW WE TREAT OTHERS AND HOW WE REALLY LEAD EQUITABLE PRACTICES. AND SO IT'S IMPORTANT THAT OUR LEADERS HAVE THE RESOURCES, THE SKILLS, THE TOOLS, TO BE ABLE TO LOAD THOSE CONVERSATIONS IN THEIR SCHOOLS. ALSO, FOR TEACHERS AND OTHER STAFF, WE HAVE PROVIDED OTHER TRAINING. WE HAVE CULTURALLY RESPONSIVE CLASSROOM TRAININGS THAT HAPPEN SEVERAL TIMES A YEAR. AGAIN IMPLICIT BIAS HAS BEEN OFFERED FOR TEACHERS AND ALL STAFF, ANY STAFF, INSTRUCTIONAL SUPPORT, ANYONE THAT WANTS TO ATTEND THOSE CLASSES. WE HAVE HAD COURSES ON ENGAGING STUDENTS AND ALSO FOUNDATIONS OF DIFFERENTIATED CLASSROOMS. SO ANYTIME YOU WANTED TO ATTEND OR YOU ARE ENCOURAGED TO ATTEND A CLASS RELATED TO DIVERSITY, EQUITY DIVERSITY INCLUSION, WE HAVE

046THOSE COURSES THAT ARE AVAILABLE FOR OUR PEOPLE TO ATTEND. >> SO I AM GOING TO CONTINUE FROM THAT. THANK YOU VERY MUCH. AND TALK ABOUT THE CONTINUED WORK THAT WE HAVE HAD WITH OUR PRINCIPALS THIS YEAR. AND I SIT HERE REPRESENTING ALL AREA SUPERINTENDENTS AND THE WORK THAT WORRY ALL DOING IN ALL OF OUR AREAS. FIRST THING IS WHEN WE WORK WITH OUR PRINCIPALS, YOU WORK ON OUR INSTRUCTIONAL APPRAISALS OPERATORS PRIORITIES, EACH HAS TWO TORE THREE WITH THEIR STAFF THEY WILL WORK OUT THROUGH THE YEAR. AT LAST INSTITUTE DAY THE FIRST ONE ONE THAT WAS ABOUT EQUITY. EVERY SUPERINTENDENT TOOK THEIR PRINCIPAL AND ASSISTANT PRINCIPAL THROUGH PROTOCOL. AND THE ENDING OF THAT PROTOCOL ASKED THEM TO CONSIDER THE FOLLOWING QUESTION. HOW DO STUDENTS' STORIES AFFECT HOW THEY LEARN? HOW DO STUDENTS' STORIES AFFECT HOW THEY

047ARE TAUGHT? OR ARE THEY TAUGHT DIFFERENTLY? SO REALLY GETTING TO WHO OUR STUDENTS ARE, UNDERSTANDING EACH STUDENT'S STORY, WILL HELP US UNDERSTAND HOW WE MAKE LEARNING PERSONAL FOR EACH CHILD. THEN THE FINAL QUESTION WE ASK EVERY PRINCIPAL AND ASSISTANT PRINCIPAL IN THINKING OF THEIR INSTRUCTIONAL PRIORITY WAS HOW DOES THE EQUITY LENS BRING INTO FOCUS YOUR VIEW OF YOUR INSTRUCTIONAL PRIORITIES? SO REALLY BEGINNING THAT EQUITY WORK, THINKING OF ALL OF OUR STUDENTS. WE CONTINUE THAT WORK THROUGH INSTRUCTIONAL LEARNING WORK WHICH WE COMPLETE AT EACH ONE OF OUR BUILDINGS. THE LOOK FOR DOCUMENT THAT MRS. MacMANUS REFERRED TO THAT WE CREATED WAS HELPFUL. IT HELPED OUR PRINCIPALS GO IN WITH THEIR INSTRUCTIONAL LEADER SHIP TEAMS AND TEACHERS TO HAVE A LENS OF EQUITY IN OUR CLASSROOMS. DO WE SEE STUDENTS GETTING THE SUPPORT THAT THEY NEED? DO

048WE SEE EQUITY, VISIBLE IN OUR CLASSROOMS? ONE EXAMPLE IS A PRINCIPAL WHO WALKED IN TO HER ADVANCED COURSE S, VERY SIMILAR TO THE CONVERSATION WE HAD HERE, AND THE STUDENTS WERE PREDOMINANTLY WHITE. AND SHE'S IT'S NOT A COMPLETELY WHITE SCHOOL. IT MADE HER THINK THERE'S SEWING WE NEED TO DO HERE. BECAUSE SHE WENT IN WITH THAT EQUITY LENS SHE WAS ABLE TO IDENTIFY THAT AND TAKE IT BACK TO HER LEADERSHIP TEAM TO HAVE THAT CONVERSATION WE ARE ALSO LOOKING FOR EVIDENCE OF PERSONALIZED LEARNING. THE ONLY WAY WE WILL MEET EVERY ONE OF OUR STUDENTS WHERE THEY NEED, E EVERY ONE OF OUR STUDENTS IS TOE MAKE LEARNING PERSONAL FOR THEM, WHO THEY ARE. WE PARTICIPATED IN THE WEBINAR, AS MRS. McMANUS REFERRED TO, BUT ALSO A BOOK STUDY. WE CONTINUED TO BRING THE BOOK WHEN

049TREATING ALL STUDENTS THE SAME IS THE REAL PROBLEM, TO OH EACH OF OUR SMALL GROUP ACTIVITIES AND TOOK OUR PRINCIPALS THROUGH DIFFERENT PROTOCOLS. WE HAVE REALLY TALKED WITH OUR PRINCIPALS ABOUT -- (NO AUDIO). OKAY. SO THAT WAS SOMETHING THAT THAT SCHOOL NEEDED TO DIG DEEP INTO. WHY WERE THEY SEEING THAT GAP? ADDITIONAL WORK WE HAVE BEEN DOING, AND WE HAVE BEEN WORKING WITH THE OFFICE OF TEACHING AND LEARNING ON THIS AS WELL, IS ON PACKING -- UNPACKING THE STANDARDS. ONE THING WE HEAR ABOUT ARE THAT THE -- TO UNPACK THEM, TO UNDERSTAND, WHAT DO WE WANT ALL STUDENTS TO KNOW AND BE ABLE TO DO? AND BACK TO THAT PERSONALIZED LEARNING, THAT FINAL QSTION IS WHERE AM I GOING? WHERE AM I NOW? AN INDIVIDUAL STUDENT, WHERE I TOWARDS PROGRESS ON THAT STANDARD? AND THEN

050HOW DO I CLOSE THE GAP? WAS THE INSTRUCTION I NEED? WHAT ARE THE RESOURCES I NEED TO HELP ME CLOSE THE GAP? WE HAVE ALSO TAKEN OUR STUDENTS THROUGH DIFFERENTIATION. WHEN WE ARE DIFFERENTIATING INSTRUCTION TO STUDENTS IT'S NOT NECESSARILY MAKING THEIR LEARNING PERSONAL. PERSONALIZATION IS THE FINAL END OF THE CONTINUUM. SO AGAIN, REALLY TRYING TO GET TO HOW ARE WE PERSONALIZING LEARNING FOR OUR STUDENTS? WE HAVE ALSO TAKEN -- HAVE TAKEN SOME PRINCIPALS TO SOME ALT MEMBERS AND SOME TEACHERS, AND BOTH CONFERENCES WERE HERE IN ORLANDO, AND BOTH HAD AN EQUITY FOCUS. THEY ARE ABOUT PERSONALIZED BASED COMPETENCY SYSTEM MAKING SURE EVERY STUDENT IS MEETING THE STANDARDS, WHATEVER THE STANDARD IS. SO HASHTAG WHAT'S YOUR STORY IS SOMETHING THAT BEGAN WHEN THE SUPERINTENDENT ASKED US ALL TO BE REALLY LOOKING THROUGH AN EQUITY LENS. WE

051STARTED TALKING ABOUT WHAT DOES THAT MEAN? AND WE REALLY GOT TO -- WE NEED TO KNOW EVERYBODY'S STORY. SO WE ARE A WORLD OF TWITTER. SO WE GET A HASHTAG AND WE HASHTAGGED WHAT'S YOUR STORY? AND WE BEGAN THAT YEAR THIS YEAR IN AREA 5 MEETING WITH EVERY SCHOOL, TALKING ABOUT WHAT'S YOUR STORY? AND ASKING THEM, CHALLENGING THEM TO REALLY KNOW EACH AND EVERY STUDENT THAT THEY ARE WORKING WITH. BUT WE TOOK IT A STEP FURTHER. AND SAID IT'S ALSO KNOWING WHO YOU ARE WORKING WITH, WITH THE ADULTS IN THE ROOM. AND JUST BECAUSE SOMEBODY MAY LOOK LIKE ME DOES NOT MEAN THEY HAVE THE SAME STORY AS ME. AND SO EACH PRINCIPAL AND ALT MEMBER THIS YEAR HAS SHARED THEIR STORY. AND IT'S FASCINATING TO KNOW EVEN THOUGH WE ALL ENDED UP IN HILLSBOROUGH

052COUNTY AS EDUCATORS , WE THINK WE ALL HAVE THE SAME STORY, AND WE DON'T. AND IT'S FASCINATING TO KNOW THAT IT HELPS YOU UNDERSTAND THAT'S WHY THIS PERSON BRINGS THIS LENS WITH THEM TO THE WORK, BECAUSE NOW I UNDERSTAND THEIR STORY. AND TO SHOW YOU, THIS IS ONE OF OUR SCHOOLS WHERE THEY ACTUALLY TOOK THE HASHTAG AND SAID WHAT'S YOUR STORY, AND HAD THEIR STUDENTS START REALLY EXAMINING WHO THEY ARE, AND THEN THE TEACHERS AND THE STUDENTS EACH EMBRACED WHO THE KIDS ARE WITHIN THEIR CLASSROOM. WE ALSO FIND IT IN TWEETS, IN WHICH WE TWEETED OUT. IS THAT THE RIGHT WORD? I ADOPT EVEN KNOW. THE FIRST ONE IS THE ANALYSIS, LOOKINGS INTO KNOWING THEIR STUDENTS, AGAIN WHAT'S YOUR STORY, AND ANOTHER ONE WHEN THEY WENT TO THE ARTS FESTIVAL THEY TWEETED OUT WHAT'S YOUR

053STORY? REALLY GETTING TO KNOW WHO OUR STUDENTS ARE. SO ON THE RIGHT YOU SEE AN FSA ACHIEVEMENT, RACE, ETHNICITY DEMOGRAPHICS. VERY HARD TO READ. I SEE THAT. BUT WHEN YOU LOOK THE BLUE IS WHITE, THE GRAY IS HISPANIC, THE TEAL, THE BLACK, AM I READING THAT RIGHT? AND THEN THE ORANGE IS MULTI- RACE. WHEN OUR PRINCIPALS PULL THEIR DATA OUT LIKE THAT, IT IS VERY CLEAR TO SEE WHERE THERE ARE SOME GAPS. IN OUR RACE, OUR ETHNICITY. WE HAVE THEM BREAK IT DOWN BY ENGLISH LANGUAGE LEARNER STATUS, DISABILITY, ECONOMIC STATUS. IT HELPS OUR PRINCIPALS TO SEE FROM THE VERY BEGINNING, AGAIN WHAT'S YOUR STORY? WHO ARE THE STUDENTS WHO ARE WORKING WITH THIS YEAR IS THE? WHERE IS THE GAP? AND THEN START GETTING INTO THAT ROOT CAUSE ANALYSIS. WHY DO WE HAVE THAT GAP

054AND HOW DO WE FIX THAT GAP? SO WE DO THAT AT THE BEGINNING OF THE YEAR BUT WE ARE CONTINUOUSLY PROGRESS MONITORING THEIR DATA. EVERY TIME OUR TEACHERS GET DATA -- I'M SORRY, OUR PRINCIPALS GET THE DATA THEY BREAK IT DOWN INTO GROUPS LIKE THAT. >> THANK YOU FOR THE OPPORTUNITY THIS AFTERNOON. I WANT TO MOVE BACK. AS I GIVE YOU A BRIEF OVERVIEW, SO MOVING FROM COMPLIANCE TO IMPACT THROUGH THE LENS OF EQUITY, TODAY I HAVE WITH ME THE AWESOME ADMIN STAFF OF BRANDON HIGH SCHOOL WHO WILL SHARE IN THE PRESENTATION. I WOULD LIKE TO INTRODUCE JENNIFER, PRINCIPAL. MRS. PEREZ HAD AN EMERGENCY THIS MORNING THAT SHE HAD TO ATTEND TO. AND BRITTANY WAY. UPON TALKING ON EQUITY AND ITS IMPACT IN AREA SCHOOLINGS PRACTICE, I THOUGHT IT WOULD BE MORE MEANINGFUL TO HEAR

055FROM A SCHOOL IN AREA 7 ON HOW THE WORK AND FOCUS ON EQUITY AND THE IMPACT OF THEIR ACTUAL DAY TO DAY PRACTICE AT THEIR SCHOOL SITE TO SUPPORT ALL CHILDREN. IF YOU TAKE AN OPPORTUNITY BEFORE I TRANSITION OVER TO MS. MORANO AND PAGE 30 IN THE EQUITY PLAN, OR THERE'S A SINGLE HAND OUT THAT I SHARED WITH YOU, I WOULD JUST LIKE TO BRIEFLY READ THE NARRATIVE PROBLEM STATEMENT. HE JUST TO KIND OF GIVE A PERSPECTIVE OF HOW WE DIFFERENTIATE PER SCHOOL AREA, AND WHAT DOES THE ACTUAL SUPPORT LOOK LIKE AND THEN WHAT DOES IT ACTUALLY LOOK LIKE IN THE ACTUAL PRACTICE? SO THE NARRATIVE PROBLEM STATEMENT, AREA 7 SCHOOL DEMOGRAPHIC SHOW A NEED FOR CONSISTENT AND TARGETED SUPPORT BASED ON THE AMOUNT OF HIGH-NEEDS SCHOOLS, LOCATED IN THE AREA. NOW IT'S ACTUALLY AREA

0564 OR AS I CALL IT AREA 47 NOW. WE CURRENTLY HAD TEN DIFFERENTIATED ACCOUNTABILITY SCHOOLS, 27 TITLE 1 SCHOOLS, NINE RENAISSANCE SCHOOLS, ONE EPOCH SITE TWO, CRITICAL NEEDS EXCEPTIONAL CENTERS. AS A RESULT OF THE NEEDS BASED ON ALL OF OUR SCHOOLS, AREA 7 LEADERSHIP TEAM HAS INTENTIONALLY ENGAGED SCHOOLS IN INSTRUCTIONAL ENTRY CYCLE PROCESS, WHICH IS A TOOL OR A PROTOCOL THAT WAS INTRODUCED TO US BY THE UNIVERSITY OF WASHINGTON CENTER FOR EDUCATION AL LEADERSHIP ABOUT FOUR YEARS AGO. SO THAT HELPED US DETERMINE HOW TV INSTRUCTIONAL PRIORITIES ARE DEVELOPED TO ADDRESS THE DIVERSE NEED OF ALL STUDENTS. IF YOU GO TO THE STRATEGY COLUMN , WE DID OUR WORK IN WHAT'S CALLED STEM CYCLE. IF YOU HEARD MICHELLE SHARE HER LEARNING WALKS OR HER DATA DEEP DIVES, THE SPIN CYCLE SUPPORT PLAN NEXT STEPS REALLY HELP

057PRINCIPALS TO WRAP THEIR HEAD AROUND AB PROCESS AND THEN WHAT IS IT YOU DO IN OUR ABSENCE TO KIND OF MOVE THE WORK FORWARD? SO IT WOULD BE THE PRINCIPAL MRS. PERANO WOULD SHARE WITH US WHAT IS IT SHE WANTS US TO FOCUS ON AND IF IT WAS WORK BUILDING AROUND US DOING A LEARNING WORK TO ACTUALLY CAPTURE EVIDENCE, SHE WILL ACTUALLY DEFINE THAT FOR US BUT WE JUST WANTED TO MAKE SURE THAT SCHOOLS WERE VERY CLEAR THAT EVERYTHING WAS ROUTED IN A PROCESS IN EVERY SCHOOL AND EVERY PRINCIPAL HAD HAD A .TO SHOW WHAT THE WORK LOOKED LIKE IN OUR ABSENCE. SO THAT'S WHAT WE USED. THE SPIN CYCLE ACRONYM TO HELP PRINCIPALS TO FOCUS ON. THAT SO WHEN YOU LOOK AT ANOTHER PIECE THAT MICHELLE REALLY TOUCHED AND FOCUSED ON STANDARD BASED LEARNING,

058CONTENT STANDARD BASED INSTRUCTION, PROCESSES, EFFECTIVE TEACHING AND LEARNING PRACTICES, PERFORMANCE, ASSESS LEARNING, AND LEARNING AND PRODUCTS, SCHOOL DEVELOP AND OR REFINE SCHOOL WIDE SYSTEMS, SCHOOLS PROGRESS MONITOR, UTILIZING MULTIPLE DATA SOURCES TO MEET THE NEEDS OF ALL STUDENTS. AS WE FOCUS ON THE INSTRUCTIONAL ENTRY CYCLE, THE FIRST STEP IS REALLY ANALYZING EVIDENCE. AS MINERVA SHARED, IT'S VERY CRITICAL FOR US TO DO A DEEP DIVE INTO WHAT IS THE OUR SCHOOL 'S CULTURE BEFORE WE JUMP INTO REALLY ANALYZING DATA. IF WE DON'T TRULY UNPACK OUR SCHOOL CULTURE WE ARE GOING TO OUR DATA REVIEW WITH A CERTAIN BIAS AND IT'S IMPORTANT FOR ALL STAKEHOLDERS TO REALLY GROUND THEMSELVES IN UNDERSTANDING HOW DO WE UNPACK OUR BIASES, OUR MICROAGGRESSIONS AND OHIO ARE WE CLEAR AS IT PERTAINS TO CREATING PRACTICES, INSTRUCTIONS THAT YOU ARE REALLY GOING TO SUPPORT

059■OUR ATTEMPT TO LOOK AT DATA AND TO PREPARE A PROTOCOL FOR SUCCESS FOR OUR CHILDREN. SO, YOU SEE, DUE TO THE DIVERSE NEED IN AREA 7, IT WAS IMPORTANT THAT WE USE EQUITY, DIAGNOSTIC, AND IF YOU HAVE NOT HAD AN OPPORTUNITY TO GO THROUGH THIS LABOR, IT'S SO MUCH A COMPREHENSIVE PERSPECTIVE OF HOW WE TRULY PROCESS WHAT DOES IT LOOK LIKE? AND EQUITY RUBRIC TO OUR RUBRIC TO EXPAND OUR LENS IN UNDERSTANDING HOW TO BETTER SUPPORT CHILDREN BOTH SOCIALLY, CULTURALLY, INSTRUCTIONALLY, TO NAME A FEW. SO MRS. GRAY, AT OUR LAST BOARD WORKSHOP, YOU MADE THE MENTION OF CHANGE OF CULTURE THROUGH THE LENS OF EQUITY. SO I AM HOPING THAT AS I TRANSITION OVER TO BRANDON, YOU WILL ACTUALLY BEGIN TO SEE WHAT THE PROCESS LOOKS LIKE, HOW IT GOES FROM POLICY TO THE ACTUAL

060IMPLEMENTATION OF WHAT IT LOOKS LIKE IN SCHOOLS AND HOW THEY ARE TRULY WORKING TO MOVE THE PRACTICE FORWARD. >> GOOD AFTERNOON. WE ARE EXCITED TO SHOW THE GREAT THINGS HAPPENING AT BRANDON HIGH SCHOOL WITH YOU TODAY. SO WHEN WE HAD OUR LEADERSHIP INSTITUTE A FEW WEEKS AGO, OUR SUPERINTENDENT DEFINED FOR US THE CONDITIONS FOR EQUITY. SO WE ARE GOING TO START OUR PRESENTATION IDENTIFYING STRUCTURAL CONDITIONS FOR EQUITY THAT WE FOCUSED ON AT BRANDON HIGH SCHOOL. WE KNOW THAT STRUCTURAL CONDITIONS DRIVE CULTURAL CONDITIONS, AND SO ONCE YOU HAVE THOSE CULTURAL CONDITIONS IN PLACE, GREAT THINGS CAN HAPPEN. SO OBVIOUSLY -- AND AS MENTIONED HERE SEVERAL TIMES -- THAT HIRING PRACTICES PRACTICING AND HIRING TEACHERS WITH AN EQUITY MIND-SET HAS BEEN OUR FOCUS. HAVING CONVERSATIONS DURING THE INTERVIEW, ASKING QUESTIONS THAT HELP US TO UNDERSTAND WHETHER THE

061PERSON, THE CANDIDATE HAS THAT EQUITY MIND-SET, AND THEN OF COURSE LOOKING TO MAKE SURE THAT OUR TEACHER POOL, OUR TEACHER WORKFORCE, DOES REPRESENT OUR STUDENT DEMOGRAPHICS. IT WAS IMPORTANT FOR US TO IDENTIFY, IS THIS TEACHER GOING TO BE WILLING TO DO WHATEVER IT TAKES, AND DO THEY HAVE AN OPEN MIND AROUND MEETING STUDENTS WHERE THEY ARE, MOVING PAST REGULATIONS AND PROCEDURES AND THE WAY THINGS HAVE ALWAYS BEEN AND DOING THINGS OUT OF THE BOX? AND TO THAT END, PUSHING AND GROWING AND SUPPORTING TEACHERS TO TEACH CLASSES THAT THEY FELT THAT THEY HAD GRADUATED FROM, YOU KNOW, THERE'S SOME UNSPOKEN ROWLES OF THE OLD DAYS WHERE THOSE OF US WHEN WE WERE BRAND NEW WOULD TEACH NINTH GRADERS OR LOWER-LEVEL CLASSROOMS AS AS WE GAINED SENIORITY AND DEVELOPED OUR EXPERTISE, WE WERE REWARDED BY TEACHING MORE

062RIGOROUS HONOR- LEVEL CLASSES. AND SO HELPING TEACHERS TO SHAPE THAT MIND-SET, THAT BECAUSE THEY ARE GREAT AND BECAUSE THEY ARE HIGHLY EFFECTIVE, THAT WE WANT THEM TO TEACH NOT ONLY OUR MOST RIGOROUS COURSES BUT ALSO TEACH WITH THAT RIGOR TO STUDENTS WHO HAVE NEEDS. FACULTY DISCUSSIONS ON A REGULAR BASIS BOTH IN LARGE AND SMALL GROUP AROUND GRADING PRACTICES, AND HOW ARE WE DOCUMENTING STUDENT ACHIEVEMENT IN THE GRAY BOOKS, AND WHAT IMPACT DOES WEIGHTING HAVE ON STUDENT ABILITY TO BE SUCCESSFUL? WHAT IS IT THAT A STUDENT SEES IN THAT GRADE BOOK AND HOW DOES THAT AFFECT THEM AND THEIR MENTALITY AND THEIR WILLINGNESS TO KEEP TRYING? DISCUSSING AND HAVING TEACHERS SHARE IDEAS FOR STRATEGIES TO HOLD STUDENTS ACCOUNTABLE FOR NOT COMPLETING WORK, FOR NOT BEING ABLE TO PASS A QUIZ OR A TEST, AND WHAT IS

063ACCOUNTABILITY IS ACCOUNTABILITY A ZERO? OR IS ACCOUNTABILITY EXPECTING THEM TO COME BACK AND DO IT AGAIN UNTIL THEY ACHIEVE? AND SO TO THAT END, YOU WILL SEE THAT WE IMPLEMENTED, WITH THE SUPPORT OF TEACHERS AND GETTING EVERYONE ON BOARD, A POLICY IN MANY DEPARTMENTS WHERE ZEROS WERE NOT SOMETHING THAT STUDENTS WERE TO RECEIVE AND THERE WAS ANOTHER PLACEHOLDER USED IN THE GRADE BOOK UNTIL THE STUDENT HAD SOMETIMES TWO OR THREE OPPORTUNITIES TO ELIMINATE THAT ZERO. MOVING FROM COMPLIANCE TO MASTER Y. STUDENTS, WE KNOW THAT STUDENTS WHO HAVE ZEROS NOT ONLY HAVE THE LOW GRADE IN THE GRADE BOOK BUT THEY ALSO DIDN'T HAVE THE CONTENT, KNOWLEDGE TO PASS THE TEST. SO THAT WAS ANOTHER REASON THAT TEACHERS GOT ON BOARD AND THEY REALIZED, WELL, IF THEY ARE NOT DOING THE HOMEWORK AND THEY ARE GETTING

064A ZERO, THAT HOMEWORK IS THE WORK THAT HELPS THEM PRACTICE THE CONTENT, PRACTICE THE STANDARDS, KNOWLEDGE THAT THEY ARE TEACHING IN CLASS, WHICH WILL HELP THEM DEMONSTRATE MASTERY ON THE ASSESSMENT. WE ALSO IMPLEMENTED REWIND FOR QUARTER TWO. STUDENTS WERE ENCOURAGED, TARGET ED STUDENTS TO ATTEND EIGHT SESSION WAS MATH AND BIOLOGY TEACHERS TOWARDS ENHANCING AN F OR A D. SO AN F COULD BECOME A PASSING GRADE AND A D COULD BECOME A C. AND SO THAT WAS ANOTHER OPPORTUNITY FOR STUDENTS TO HOLD THEM ACCOUNTABLE FOR MASTERING, AND THEY GOT SOMETHING OUT OF IT TOO. THEY KNEW THAT WE BELIEVED THEY COULD ACHIEVE. OUR MEDIA CENTER IS A PLACE THAT IS NOW BECOME A RESOURCE FOR STUDENTS. WHEN WE TALK ABOUT EQUITY, I THINK WE TAKE FOR GRANTED THAT WE THINK NOWADAYS EVERYBODY HAS A SMART PHONE

065AND HAVE BEEN HAS A COMPUTER, AND THAT'S NOT ALWAYS THE CASE. EVEN THOUGH MANY OF OUR STUDENTS DO HAVE A SMART PHONE, IT'S NOT ALWAYS A SUITABLE LEARNING DEVICE. I CAN ONLY READ SO MUCH ON MY SMART PHONE BEFORE I NEED A BIGGER FORMAT. SO OUR MEDIA CENTER HAS BEEN CONVERTED TO WARM WELCOMING RE SOURCE CENTER AND BECAUSE TESTING HAPPENS A LOT IN THE MEDIA CENTER, WE WANTED TO MAKE SURE THAT STUDENTS STILL HAD ACCESS. SO OUR MEDIA SPECIALIST, WHO IS ALSO THE LOOKY OF THE YEAR, INCIDENTALLY, SHE EXTENDED THE HOURS OF OUR MEDIA CENTER SO STUDENTS COULD ACCESS IT BEFORE AND AFTER SCHOOL. AND THAT WE FELT WAS AN EXTREMELY EQUITABLE PRACTICE WE HAVE AN AWESOME LAPTOP THAT WAS FUNDED THROUGH GRANTS. AND MEETING WITH TEACHERS TO PUSH IN EXPENSES TIED TO CO- CURRICULAR

066ACTIVITIES. OUR ASSISTANT PRINCIPAL FOR CURRICULUM COULDN'T BE HERE TODAY, HAD THAT LENS OF WHAT DOES IT COST FOR STUDENTS TO BE ABLE TO BE PART OF THE CO- CURRICULAR ENVIRONMENT AT OUR SCHOOL? AND MEETING WITH TEACHERS WHO WERE THE SPONSORS FOR THOSE CO- CURRICULAR CLUBS AND SEEING WHAT PART OF THAT COULD BE TIED TO CLASSROOM EXPENSES INSTEAD OF BEING FUNDED BY THE INDIVIDUAL STUDENT? AND AS I BELIEVE DR. SPANNER-MORROW POINTED OUT, THESE ARE THE STORIES BEHIND THE DATA. >> GOOD AFTERNOON. WE ARE LOOKING TO CREATE AND CREATE SUPPORT FOR ALL OF OUR STUDENTS. FOR EXAMPLE, WE HAVE A FOOD PANTRY WHICH IS SPONSORED BY THE WALKER THOMAS LEAN FOUNDATION. THIS HELPS OUR FAMILIES IN NEED. WE HAVE AN INTERNAL SCHOOL ACCOUNT FOR EMERGENCY MEALS. THIS IS IF A STUDENT HAS LOST THEIR MONEY OR IF

067THERE'S A CERTAIN CHANGE IN THE FAMILY RE SOURCE, WE DON'T WANT TO MAKE THEM A BAD DAY. WE WANT TO GIVE THEM A OH MEAL, A HOT MEAL. >> AND I KNOW OUR STUDENT NUTRITIONIST HAS PRACTICES ALREADY IN PLACE. THIS WASN'T AN ATTEMPT TO LET THE STUDENT HAVE A NORMAL DAY. SO WE ALWAYS FEED KIDS. WE HAVE DONE THAT FOREVER AND EVER. THEY ARE AT LOWEST PROVIDED A MEAL. BUT NOT HAVING THEM HAVE A MEAL THAT WAS DIFFERENT FROM OTHER STUDENTS AND NOT HAVING THEM CHARGED, SOMETHING THEY ALREADY MAYBE COULDN'T AFFORD. >> OUR PARENT FEEDBACK HAS INDICATED THAT OUR CONFERENCE NIGHT HOURS OF 4 TO 6 DID NOT WORK FOR THEM, SO WE HAVE SINCE CHANGED OUR CONFERENCE NIGHT HOURS FROM 5 TO 7 P.M. OUR MOST RECENT TITLE 1 SURVEY REVEALED THAT PARENTS NEED

068CHILD CARE. WE ARE WORKING WITH OUR LITTLE EAGLE EARLY CHILDHOOD EDUCATION PROGRAM IN ORDER TO PROVIDE CHILD CARE FOR OUR FAMILY. OUR SATURDAY MEETINGS FOR PARENTS, YOU DRIVE BY BRANDON HIGH SCHOOL ON ANY SATURDAY YOU WILL SEE ABOUT 50 CARS. AGAIN OUR ADMINISTRATIVE TEAM, WE WORK WITH PARENTS ON SATURDAY S, IN LIEU OF OR IN ADDITION TO CONFERENCE NIGHT. WE HAVE AT-RISK MEETINGS FOR STUDENTS. WE TALK ABOUT STUDENT ATTENDANCE AND DISCIPLINE. WE HAVE ADDED AN INTERPRETER TO OUR MORNING SHOW. THIS HAS A LOAD OUR DHH STUDENTS TO FEEL MORE A PART OF OUR SCHOOL CULTURE. WE ARE SYSTEMATICALLY FOCUSING ON OUR AT-RISK STUDENTS AT ALL LEVELS. WE CURRENTLY HAVE OVER 100 STUDENTS ENROLLED IN OUR SUMMER SCHOOL PROGRAM. WE ARE REACHING OUT TO OUR 9t h GRADE STUDENTS WHO HAVE BEEN RETAINED OR ARE ENROLLED

069IN A STEP PROGRAM. WE ARE INVITING THEM TO OUR FRESHMAN TRANSITION CAMP IN ORDER TO HELP THEM PREPARE FOR HIGH SCHOOL. >> OUR LAST SLIDE FOCUSES ON THE LEARNING CONDITIONS FOR EQUITY. THESE ARE THE TWO AREAS THAT WE FELT WE WANTED TO SHARE WITH YOU THE MOST. SO AROUND THE LEARNING CONDITIONS FOR EQUITY, MR. YOUNG HAS ALREADY HIGHLIGHTED WHAT OUR AREA 7, I CALL IT FOUR AND A HALF BECAUSE THAT'S AN AVERAGE, BUT 7 -- I AM NOT A MATH TEACHER SO THAT'S A GOD JOKE FOR ME. (LAUGHTER) SO THE EQUITY WALK THROUGH WAS A VERY IMPORTANT PRACTICE FOR US, AND WE WERE FORTUNATE ENOUGH THAT MR. YOUNG OFFERED US THAT OPPORTUNITY TO CONDUCT THAT WALK -THROUGH IN JANUARY. SO SCHOOL ADMINISTRATORS FROM ALL AREA 7 AND AREA 7 STAFF CAME TO OUR SCHOOL, AND

070WE HAD IDENTIFIED OUR INSTRUCTIONAL PRIORITIES FOR THE YEAR, LEARNING OBJECTIVES, QUESTIONING AND DISCUSSION AND ASSESSMENT, AND PRINCIPALS WENT THROUGH BE OVER 50 OF OUR CLASSROOMS WITH THE EQUITY LENS FOCUSING ON THOSE INSTRUCTIONAL PRIORITIES AND GAVE US VALUABLE FEEDBACK. AND IT'S SO VALUABLE TO HAVE THAT FRESH LENS, AND THE LENS OF PRINCIPALS FROM DIFFERENT LEVELS AS HIGH HIGH SCHOOL PEOPLE, WITH THE HIGH SCHOOL FOLKS, AND I KNOW ELEMENTARY TENDS TO DO THE SAME. SO TO HAVE THE ELEMENTARY LENS ESPECIALLY WAS EXTREMELY, EXTREMELY VALUABLE. AND SO FROM THAT EQUITY WALK- THROUGH, WE IDENTIFIED FOLLOW-UP AREAS. WE HAVE THE SUPPORT OF TITLE 1 TO PROVIDE A PD TO TEACHERS, TEACHING WITH POVERTY IN MIND, BECAUSE IT HELPS TEACHERS IDENTIFY CHALLENGES RELATED TO STUDENT LEARNING. AND WE USE THAT TO DRIVE NEXT YEAR'S INQUIRY CYCLE THAT WE JUST COMPLETED,

071BEGINNING OUR INSTRUCTIONAL PRIORITIES FOR LAST YEAR. AND SO ALL OF THIS IS JUST -- IT DON'T WANT TO TRIVIALIZE ANY OF THE WORK THAT WE HAVE DONE, BUT MICROISSUES TO MICROCONTEXT. I READ THAT IN SOME LITERATURE. I THINK MS. McMANUS SENT THAT OUT ABOUT EQUITY. WHEN WE SYSTEMATICALLY DO THE RIGHT THING FOR STUDENTS, EQUITY IS A BY-PRODUCT OF THAT PRACTICE THANK YOU. >> AND JUST ONE BULLET THAT I WILL SHARE. THE PRACTICE OF HAVING ELEMENTARY MIDDLE AND HIGH SCHOOL PRINCIPALS TO WALK, HIGH SCHOOL CAMPUS, MR. EAKINS, I WILL SHARE WITH YOU IT REALLY HELPS TO REALLY FOCUS THE LENS OF THAT 90 BY 20. IT REALLY HELPS EVERYONE TO SEE SOMETIMES IF THEY DON'T KNOW WHAT A CHILD MIGHT LOOK LIKE OF WHO HAS GAPS, AND HOW DO WE TRULY DIFFERENTIATE FOR OUR STUDENTS TO

072HAVE THE AREA 7 PRINCIPALS ALL TO WALK THROUGH HIGH SCHOOL CLASS, JUST THE LEVEL OF DISCUSSION AND CAPTURING EVIDENCE BASED ON THAT EQUITY RUBRIC ALIGNED TO OUR EET RUBRIC TO EXTEND OUR LENS AROUND WHAT THIS INSTRUCTION MEANS FROM AN EQUITY STANDPOINT, REALLY HELPED US TO GO BACK TO INFUSE GREATER THOUGHT. THE PRACTICE IS SOMETHING THAT HAS TO BE WORKED OPEN BUT AT LEAST TO BEGIN WITH A THOUGHT OF , OKAY, IT HAS TO LOOK DIFFERENT, REALLY WAS POWERFUL FOR OUR PRINCIPALS. >> THANK YOU. WE ARE THE OFFICE OF TEACHING AND LEARNING AND WE ARE EQUITY IN ACTION. GOOD AFTERNOON, EVERYONE. BEFORE I BEGIN, I WOULD JUST LIKE TO INTRODUCE OUR TEAM. AND JUST TO LET YOU KNOW BY THE TIME WE GOT HERE WE RAN OUT OF SPACE SO WE ARE GOING TO PLAY A

073LITTLE MUSICAL CHAIRS IF YOU WILL GIVE US A MOMENT WITH THAT. OUR TEAM TODAY CONSISTS OF CORRINE JOHNS, OUR SUPERVISOR FOR INSTRUCTIONAL MATERIALS, AND CAROL SAUNDERS, OUR GENERALIST/ ELEMENTARY GENERALIST AS WELL, SUPERVISOR FOR SOCIAL STUDIES OF ELEMENTARY, AND WE HAVE TWO PHENOMENAL TEACHERS WITH US TODAY THAT WE ARE SO HAPPY THAT THEY ARE HERE. NICOLE MEYERSON, AND YOU MAY RECOGNIZE HER. SHE'S ONE OF OUR TEACHER LEADER FINALISTS. AND OF COURSE WE ALSO HAVE MONICA DAVIDSON FROM FOSTER WHO ARE ALSO HERE TO HELP US PRESENT OH, THAT'S AWESOME, THANKS. THANK YOU. SORRY. WE WANTED TO GO AHEAD AND GET STARTED JUST TO SHOW YOU SPECIFICALLY THAT FROM OUR OWN STRATEGIC PLAN, AND CONNECTING AND WORKING WITH MINERVA, ONE OF OUR GOALS OBVIOUSLY IS INCREAS ING GRADUATION RATES. WITH THAT AND WITHIN OUR DIVISION. WE ARE RESPONSIBLE

074FOR A LOT OF DIFFERENT THINGS THAT JUST EQUITY IS A PART OF, PERIOD. SO TODAY, TO KIND OF IN THE ESSENCE OF TIME, WE WANT TO SHOWCASE ONE OF THE MANY, MANY THINGS THAT WE ARE DOING TO MAKE SURE THAT WE ARE PROMOTING EQUITY, AND THAT WE ARE HELPING TEACHERS, AND THAT WE ARE SUPPORTING THE DISTRICT IN THIS CAUSE. WITH EVERYONE OBVIOUSLY THAT WAS PRESENTING TODAY. VERY SPECIFICALLY, AND PEOPLE THAT KNOW ME, I AM PRETTY LITERAL. WHEN WE LOOK AT THE TEXTBOOK PROCESS AND WE LOOK EXACTLY AT OUR HILLARY CLINTON POLICY, THAT'S THE QUOTE THAT YOU SEE ON THE SLIDE, IT PRETTY POWERFUL WHEN WE TALK ABOUT RESPONSES, PRACTICES, CURRICULUM ASSESSMENT , AND ELIMINATING PRACTICES THAT LEAD TO OVER OR UNDERREPRESENTATION OF ANY STUDENT. SO THAT IS A HUGE PIECE OF OUR POLICY THAT REALLY

075HITS OUR DIVISION. WHEN WE LOW AT THAT AND TALK ABOUT IT AS A TEAM, WHAT DOES THAT ACTUALLY LOOK LIKE IN ACTION? WHAT ARE THE STEPS WE ARE LITERALLY DOING TO ENSURE THAT THIS HAPPENS? AND SO ONE OF THOSE PIECES OBVIOUSLY IS JUST OUR TEXTBOOK ADOPTION PROCESS. SO THE FIRST PIECE IS LOOKING AT THE POLICY WHICH I JUST EXPLAINED BUT ALSO SIMULTANEOUS LY WE HAVE LEGISLATION. WE ALL LOOKED AT THIS THIS YEAR, COME DOWN WHILE WE WERE IN THE MIDDLE OF TEXTBOOK ADOPTION AND WHAT THAT LOOKED LIKE. WITHIN THE LEGISLATION THIS YEAR , TWO SPECIFIC PIECES THAT WERE A LITTLE DIFFERENT IS THAT ANYONE THEN THAT WANTED TO COME FORWARD AND GIVE SOME INFORMATION DURING THAT HEARING PROCESS COULD -- IT DIDN'T JUST HAVE TO BE A PARENT FROM OUR DISTRICT. THE OTHER PIECE OF

076THAT IS IF SOMEONE CAME FORWARD THAT THE DISTRICT HIRES A MEDIATOR BETWEEN THE DISTRICT AND THE PERSON WITHIN THE DISTRICT BOUNDARIES, OBVIOUSLY, CAN BE ANYONE, TO KIND OF TALK ABOUT WHAT THOSE ISSUES WERE. WE DON'T HAVE THAT USUALLY BECAUSE OUR TEXTBOOKS BOOK ADOPTION PROCESS HAS BEEN VERY RIGOROUS AND ALWAYS HAS BEEN. IT BUT WHEN WE LOOKED AT IT THIS YEAR, WE REALLY WANTED TO BUMP IT UP WITH THE HELP OF MINERVA, JUST TO MAKE SURE THAT WE HAD LOOKED AT EVERY SINGLE PIECE. SO WE HAVE HAD EQUITY IN OUR TEXTBOOK ADOPTION PROCESS BUT WE REALLY RAMPED IT UP THIS YEAR, AND CORRINE HAS DONE AN AMAZING JOB DOING THAT. WITH THAT I AM GOING TO HAND IT OFF TO HER. >> OKAY, THANK YOU. GOOD AFTERNOON. SO AS DEBBY MENTIONED, WITH THE LEGISLATIVE CHANGES AND

077OUR RECENT EQUITY POLICY, WE TOOK TO TASK LAST SUMMER TO UPDATE OUR EVALUATION INSTRUCTIONAL MATERIALS, EVALUATION TOOL, THE ACTUAL CRITERIA ARE THAT WE USED WITH OUR COMMITTEES OF TEACHERS WHO ARE REVIEWING MATERIALS. WE WANTED TO REVISE AND ENHANCE THE TOOL, THE ACTUAL CRITERIA THAT WERE USED TO REVIEW THE MATERIALS. SO WE HAD A GROUP OF EXPERTS LAST SUMMER, AND WE PARTNERED WITH OUR CHIEF DIVERSITY OFFICER , AND SHE AND I GOT TOGETHER A LITTLE BEFORE THE COMMITTEE ACTUALLY STARTED MEETING TO DO SOME RESEARCH ON WHAT ARE OTHER DISTRICTS DOING ACROSS THE NATION REGARDING EQUITY AND REGARDING EVALUATING MATERIALS. SO WE WERE ABLE TO GATHER VARIOUS RESOURCES. WODE OUR COMMITTEE MEET, AND WE PUT TOGETHER A NEW TOOL. AND ENHANCE WHAT WE WERE ALREADY DOING, BUT ALSO WE WERE ABLE TO INCLUDE SOME NEW PIECES THAT

078PERHAPS WOULD ALLOW OUR COMMITTEES TO LOOK A LITTLE DEEPER INTO MATERIALS THAT THEY ARE REVIEWING. SO WE DID DEVELOP THIS COMPREHENSIVE TOOL, THE CRITERIA IS VERY SPECIFIC. AND IT EVEN ALLOWS US AS A DISTRICT TO DIVE IN DEEPER THAN WHAT THEY DO AT THE STATE LEVEL. SO I AM HAPPY ABOUT THAT, BECAUSE AT THE STATE LEVEL, REVIEW PROCESS HAS BEEN CHANGED A LITTLE BIT, AND I DON'T BELIEVE THAT THEY ARE DOING AS DEEP A LOOK AT THEY SHOULD BE, LIKE WE ARE DOING HERE IN HILLSBOROUGH SO WHEN WE STARTED OUR ADOPTION PROCESS NOW, WHEN WE START THE PROCESS WITH OUR COMMITTEE, IN PARTNERSHIP WITH OUR CHIEF DIVERSITY OFFICER, MINERVA, SHE WAS ABLE TO COME TO I THINK ALL OF OUR COMMITTEE MEETINGS, ALL OF OUR COMMITTEE MEETINGS AT LEAST ONE AND PROVIDED EQUITY TRAINING FOR

079THE COMMITTEE. SO SHE PUT TOGETHER A 30-MINUTE PRESENTATION FOR THE COMMITTEE SO THAT THEY COULD GET THE FRAMEWORK AND OUTLINE FOR WHAT THEY ARE ABOUT TO GET INTO AS THEY ARE REVIEWING MATERIALS. SO THAT IS PART OF OUR PROCESS NOW. WITH OUR NEW CRITERIA THAT WE DEVELOPED, WE ALSO WENT INTO PARTNERSHIP WITH A COMPANY CALLED ED CREDIBLE. THEY HAVE AN ONLINE INSTRUCTIONAL MATERIALS PLATFORM THAT WE WERE ABLE TO INCORPORATE WITH OUR COMMITTEES. YOU MAY HAVE HEARD OF ED CREDIBILITY. THEY HAVE A PARTNERSHIP WITH THE FLORIDA SCHOOL BOARDS ASSOCIATION. AND SO WE WERE ABLE TO PARTNER WITH THEM. AND PART OF THE PLATFORM THAT THEY PROVIDE IS THEY ALLOWED US TO TAKE OUR CRITERIA, PUT IT IN FORMAT SO OUR COMMITTEE MEMBERS COULD RESPOND TO THE CRITERIA. IN ADDITION TO OUR COMMITTEE MEMBERS UTILIZING THIS TOOL

080ON LINE, THE PLATFORM ALLOWS US TO SHARE THE CRITERIA WITH THE ACTUAL PUBLISHERS WHO ARE PROVIDING MATERIALS TO US, SO THAT THE PUBLISHERS CAN SEE WHAT HILLSBOROUGH COUNTY IS LOOKING AT. WHAT IS THEIR CRITERIA? WHAT IS IT THAT THEY ARE LOOKING AT TO DETERMINE WHETHER OR NOT OUR MATERIALS ARE ACCEPTABLE OR GOOD FOR HILLSBOROUGH COUNTY? SO THERE'S ACTUALLY TWO ASPECTS OF THE ED CREDIBLE'S ED VALUE YOU EIGHT. ONE IS CRITERIA. THE OTHER IS STANDARDS WHEN WE ARE REVIEWING MATERIALS. SO OUR COMMITTEE HAS THE ABILITY TO RESPOND TO THOSE TWO THINGS. THE CRITERIA AND THE STANDARDS, AS WELL AS OUR PUBLISHERS. NOW, THE PUBLISHERS, THIS PAST YEAR IT WAS VOLUNTARY FOR PUBLISHERS TO PARTICIPATE. THEY WOULD SUBSCRIBE WITH THE COMPANY ED CREDIBLE AND THEY HAVE THE ABILITY TO SEE HILLSBOROUGH'S CRITERIA AND ACTUALLY RESPOND TO IT.

081THEY CAN PROVIDE COMMENTS THAT OUR COMMITTEE MEMBERS CAN SEE IT SO THAT THEY CAN SHOW HOW THEIR MATERIALS MEET CERTAIN CRITERIA. IN JUST A MINUTE I AM GOING TO TURN IT OVER TO DARRYL AND SHE'S GOING TO HIGHLIGHT HOW THIS TOOL HELPED WITH THE ELEMENTARY SOCIAL STUDIES ADOPTION AND OUR GUEST TEACHERS WILL SHARE A LITTLE BIT MORE ABOUT THEM. WELL, I THINK I HAVE COVERED THAT. SO I WILL GO AHEAD AND LET YOU START. THANK YOU. >> THANK YOU. YOU MAY BE AWARE OF THIS AND YOU MAY NOT. LAST SCHOOL YEAR, 16-17 SCHOOL YEAR, WE EMBARKED ON THE ELEMENTARY SOCIAL STUDY ADOPTION PROCESS. AND WE START A LITTLE LATER IN THE YEAR. DIDN'T START RIGHT AT THE BEGINNING OF THE YEAR. AND AT THE TIME THAT NEW LEGISLATION REGARDING INSTRUCTIONAL MATERIALS WAS COMING DOWN THE

082PIKE, IT WAS WHEN WE WERE COMING CLOSE TO A CONCLUSION. AND WE DECIDED THAT WE NEEDED TIME TO REVIEW THE NEW LEGISLATION, AND WE WERE ALSO FORMING, LISTENING AND THINKING ABOUT EQUITY SO MUCH THAT WE WANTED TO MAKE SURE THAT WE DID A GOOD AND THOROUGH JOB REVIEWING THE MATERIALS, BECAUSE WHAT WE SELECT, WE LIVE WITH FOR MANY YEARS. AND SO IT WAS DECIDED IN PARTNERSHIP THAT WE WOULD DELAY THE ADOPTION UNTIL THIS SCHOOL YEAR, WHICH WAS PERFECT, BECAUSE NOW WE HAD A NEW TOOL THAT WAS MUCH MORE ROBUST AND ALLOWED US TO LOOK VERY DEEPLY AT THE PRODUCTS. WE HAD AN ADDITIONAL PRODUCT ADDED TO OUR LIST SO THAT GAVE US ANOTHER OPPORTUNITY. BUT WHEN WE RECONVENED THIS COMMITTEE, WHICH WAS COMPRISED OF A VERY DIVERSE GROUP IN AND OF ITSELF, WE HAD TEACHERS

083FROM ALL KINDS OF SCHOOLS THAT HAD ELEMENTARY PROGRAMS. WE HAD REGULAR ELEMENTARY SCHOOLS. WE HAD MAGNET SCHOOLS. WE HAD A TEACHER FROM HILLSBOROUGH VIRTUAL JOIN US. WE HAD TEACHERS FROM KINDERGARTEN UP THERE 5th GRADE. WE HAD ESE HE TEACHERS, ELL TEACH e, WE HAD TEACHERS WHO WERE FORMER ADMINISTRATORS AND ARE NOW BACK INTO THE CLASSROOM AS TEACHERS. SO WE HAD A VERY DIVERSE GROUP. WE CAME TOGETHER AND WERE TRAINED BY OUR CHIEF DIVERSITY OFFICER, AND WHICH GAVE US THAT FRAMEWORK IN WHICH TO REVIEW THE MATERIALS ONCE AGAIN. THE TOOL WE USED THIS SCHOOL YEAR IN COMPARISON TO THE LAST WAS MUCH MORE THOROUGH. IT ALLOWED US TO SPEND SOME QUALITY TIME LOOKING DEEPLY AT THE CONTENT AND WAYS THAT MAYBE WE HADN'T BEFORE, AND I CHARGED THE COMMITTEE TO READ EVERY WORD ON EVERY PAGE.

084I MUST HAVE SAID THAT A THOUSAND TIMES. AND WHEN WE HAD THESE DEEP RICH CONVERSATIONS ABOUT WHAT THE PRODUCT OFFERED, HOW IT COMPARED TO OUR STANDARDS, AND WHAT IT MEANT FOR EQUITY IN OUR SCHOOLS, THE PRACTICE IN OUR SCHOOLS. AND I WOULD LIKE TO TURN IT OVER NOW TO TWO WOMEN WHO I HAVE THE DEEPEST RESPECT FOR. FIRST NICOLE MEYERSON AND THEN MONICA DAVIDSON WHO WILL SHARE AN EXPERIENCE THEY HAD ON THE COMMITTEE. >> THANK YOU. GOOD AFTERNOON. I WILL SAY THAT I NEVER EVER THOUGHT I WOULD BE EXCITED ABOUT READING TEXTBOOKS. BUT THE TOOL REALLY LENDED ITSELF TO MAKE THE PROCESS VERY ENJOYABLE, AND GREAT TEACHERS TO BE THE END GAME. SO THAT WHOLE GROUP JUST WAS GREAT. SO WE WERE EXCITED TO BE ABLE TO USE THE TOOL IN ORDER TO ENSURE THAT

085THE PURCHASE, WHICH WAS A LARGE PURCHASE, WAS OF THE BEST QUALITY FOR OF COURSE THE STUDENTS AND ALSO FOR TEACHERS AS WELL. IT WAS LIKE DARRYL SAID, MUCH MORE COMPREHENSIVE OF A TOOL THAN THE ONE THAT HAS BEEN USED IN THE PAST, AND THE IDEA THAT EQUITY AND DIVERSITY ARE EMBEDDED NOT JUST IN THE MULTICULTURAL SECTION BUT THROUGHOUT THE ENTIRE TOOL. CRITERIA WAS PROVIDED FOR THE VENDORS. AND THE PUBLISHERS WERE ABLE TO SCORE THEIR OWN, SO AS WE WERE GOING THROUGH AND SCORING, WE WERE ABLE TO SEE WHAT THE PUBLISHERS SCORED THEMSELVES, WHICH AT TIMES WAS AN INTERESTING CHANGE IN OUR THINKING WAS. BUT WE WERE ABLE TO USE THAT INFORMATION AND REALLY DEVELOP HIGH QUALITY QUESTIONS FOR WHEN THE PUBLISHERS WERE COMING IN TO SHARE SOMETIMES THEIR BELLS AND WHISTLES, AND WE WERE PREPARED

086BECAUSE OF THIS TOOL TO ASK THE QUESTIONS TO MAKE SURE THEY COULD FILL IN THE GAPS OF WHAT WAS MISSING AND HOW IT WAS GOING REALLY TO WHAT WE NEED FOR OUR STUDENTS. MONICA IS GOING TO SHARE A FEW LITTLE EXAMPLES OF WHAT THEY HAD TO SAY. >> GOOD AFTERNOON. SO AS DARRYL SAID, THIS IS OUR SECOND ROUND OF THE TEXTBOOK ADOPTION. SO HAVING SERVED ON BOTH OF THOSE COMMITTEES, MY PERSPECTIVE WAS THAT THE NEW INSTRUCTIONAL RUBRIC WAS A WONDERFUL TOOL BECAUSE IT STRONGLY EMPHASIZED THAT EQUITY, AND ALSO GAVE US A SECOND CHANCE TO REVIEW THOSE PRODUCTS. SO SOME OF THE THINGS THAT WE DID USING THAT TOOL WAS WE WERE ABLE TO GO AND SCRUTINIZE THE CON AT THE PRESENT TIME MORE. WE GOT DEEPER INTO THAT. WE USED SIX FULL DAYS, NOT CONSECUTIVE

087BUT OVER THE COURSE OF SOME MONTHS TO DO THAT. THE CLEAR CRITERIA ON THE RUBRIC ALLOWED FOR US TO PREPARE BETTER , MORE POIGNANT QUESTIONS FOR OUR VENDORS WHEN THEY DID COME. AND CONCERNING THE EQUITY AND DIVERSITY PIECE, THE NEW RUBRIC REALLY FOCUSED OUR ATTENTION TO THAT AND TO LOOK FOR AUTHENTIC DEPICTIONSS OF DIFFERENT TYPE OF PEOPLE AND CULTURES. FOR EXAMPLE, ONE OF THE PRODUCTS , WE HAD SOME QUESTIONS CONCERNING SOME OF THE EQUITY AND DIVERSITY AND CONTENT THAT THEY PRESENTED. AND SO OUR CONVERSATION THAT WE HAD WITH THE CENTERS TRULY ILLUMINATED WHAT WE HAD PERCEIVED PRIOR AND ENDED UP KIND OF SWAYING OUR DECISION. SO THAT WAS PRETTY IMPORTANT. I JUST ALSO WANTED TO NOTE THAT WE UNDERSTAND THAT THAT IN A INSTRUCTIONAL MATERIAL IS GOING TO BE PERFECT IN MEETING THE NEEDS OF

088ALL STUDENTS, BUT HAVING GONE THROUGH THIS PROCESS TWICE IN SUCH A SHORT TIME WAS NEARLY THE SAME PRODUCTS, THE COMMITTEE AGREED THAT WE WERE ABLE TO DO A BETTER JOB AT FINDING THOSE MATERIALS THAT WOULD BETTER MEET THE NEEDS OF OUR STUDENTS IN HILLSBOROUGH COUNTY. >> THIS CONCLUDES OUR PRESENTATION, AND OF COURSE WE LOOK FORWARD TO YOUR FEEDBACK. THANK YOU, HAVE BEEN, FOR YOUR PARTICIPATION. >>Sally Harris: THANK YOU VERY MUCH. AND I WILL SAY VERY THOROUGH PRESENTATION. SO THANK YOU. IT'S BEEN AWESOME WE HAVE QUITE A FEW QUESTIONS. SO I HOPE YOU ARE READY MEMBER GRAY. >>Lynn Gray: I HAVE BEEN WAITING TO SPEAK, BUT I HAVE TO SAY, DR. SPANNER-MORROW, YOU MUST BE SO PROUD OF THIS TEAM. AND I APPLAUD YOUR EFFORTS AND EVERY ONE OF YOU HAVE DONE AN ASTOUNDING COMPREHENSIVE JOB.

089AND I KNOW OUR SUPERINTENDENT SHOULD BE AND IS VERY, VERY PROUD AND IMPRESSED. I CAN'T SAY THAT ENOUGH. AND I WANT TO THANK THE TEACHERS ALSO FOR BEING PART OF THIS, AS THEY SHOULD BE. AS THEY SHOULD BE. AND THANK YOU, OWEN, FOR MENTIONING MY CONCERNS OF THE CULTURE, AND I SEE THAT YOU ALL HAVE EXPLORED THIS IN-DEPTH AND YOU ARE NOT JUST READING IT, OR LET'S SAY TALKING THE TALK. YOU ARE WALKING THE WALK. QUESTIONS I HAVE. FIRST, DEBBY COOK. AND THIS IS -- I AM JUST GOING TO READ THROUGH FOUR BECAUSE WE DON'T HAVE MUCH TIME LEFT MRS. COOK, THE IDEA OF -- HERE WE GO. ERIC BURKEHORN DOING SO MUCH WORK WITH THE AP, DUAL LEARNING, FOR OUR CHILDREN THAT ARE, LET'S JUST SAY, OF COLOR AND/OR ELL, CAN YOU SHARE BRIEFLY

090WHAT TYPE OF COURSES, FOR INSTANCE, IN CHAMBERLAIN I SAY THIS BECAUSE I THINK THE PUBLIC, WE ALL NEED TO BE AWARE THAT WE ARE DEFINITELY BRINGING THE HIGHER LEVELS TO THE DIVERSE POPULATION. AND MINERVA, I HOPE I AM USING THE RIGHT ADJECTIVES FOR ALL OF THIS. >> BEFORE ERIC STARTS, WE ARE LOOKING AT DATAWISE IS THE GAPS THEY ARE THEY ARE QUITE FRANKLY UNACCEPTABLE. SO IT'S NOT ONLY LOOKING AT THAT PIECE BUT THEN WHAT ARE WE DOING ABOUT IT? WHAT ARE THE NEXT STEPS? SO LOOKING AT THE GAP ANALYSIS. THAT ERIC AND HIS TEAM HAVE DONE , MEETING WITH THE SCHOOLS SPECIFICALLY, AND REALLY THE PANEL TODAY EXPLAINED A LOT OF WHAT WE ARE HAVING TO DO, LOOKING AT SCHEDULING ON THE PART OF THAT MICHELLE BROUGHT UP AND ELLEN BROUGHT UP OF WORKING IN

091THE CLASSROOMS TO SEE WHO ARE IN THE CLASSROOMS, WHAT DOES SCHEDULING LOOK LIKE? HOW DO WE HELP WITH THOSE PIECES ? HOW DO WE PREPARE STUDENTS? AND WHAT ARE THE THINGS THAT WE ARE DOING? WE ARE LOG RIGHT NOW SPECIFICALLY OF HOW DO HAVE WE HAVE ALL 8th GRADERS THAT GOING INTO HIGH SCHOOL HAVE HIGH SCHOOL CREDIT, PERIOD? ALL CASES SHOULD BE ACCELERATED. THOSE ARE THE KINDS OF STRATEGIES THAT WE ARE LOOKING AT NOW WITH MORE SPECIFICALLY WE HAVE A LOT OF AP COURSES AND DUAL ENROLLMENT COURSES. SO ERIC CAN TALK A LITTLE MORE. >> WE'LL HAVE TO BE BRIEF WITH RESPECT TO EVERYONE ELSE. THANKS, ERIC. >> I APPRECIATE THE OPPORTUNITY. I THINK WHAT YOU ARE TALKING ABOUT AT CHAMBERLAIN IN PARTICULAR IS THE PROGRAM WHEN WE HAVE THAT BEING PILOTED AT FIVE OF

092OUR HIGH SCHOOLS, NOT JUST CHAMBERLAIN BUT LETO, LENNARD, SPOTO, BE -- I GOT IT. OH, JEFFERSON WAS A LATE ADDITION. CHAMBERLAIN WAS OUR FIRST ONE TO GO IN. WHAT WE ARE DOING THERE IS WE ARE PILOTING THE PREAP PROGRAM WHICH IS NEW FROM THE COLLEGE BOARD. WHERE AP STRATEGIES ARE BEING TAUGHT AS EARLY AT 9th GRADE IN REGULAR COURSES SO IT TAKES AWAY THAT IDEA THAT YOU HAVE TO BE AN HONORS OR ADVANCE KID TO LEARN AP STRATEGIES. IT PUTS THOSE STRATEGIES IN A REGULAR COURSE SO THAT IT MAKES IT AVAILABLE FOR ALL STUDENTS. AND WHAT WE ARE HOPING TO BE SEE THERE, THE ULTIMATE GOAL, IS TO MOVE STUDENTS WITH THAT RIGOROUS COURSE WORK INTO AP COURSES EVENTUALLY. THAT'S A BIG DEAL FOR US. BUT A COUPLE OTHER THINGS THAT ADDRESS YOUR QUESTION. WE

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

094THE OPPORTUNITY AND THEN THE OPPORTUNITY -- >>Lynn Gray: AND THE LATITUDE THAT YOU ARE ENCOMPASSING DEFINITELY EXPOSES THE FACT THAT WE CARE ABOUT DIVERSITY AND WE ARE TRYING TO ACCOMMODATE VARIOUS LEARNING LEVELS AND/OR WHATEVER OTHER BARRIERS THAT MAKES THE LEARNER NOT BE ABLE TO CAPTURE THE HIGHER LEVEL. THANKS FOR YOUR DILIGENCE. >> AND ADD THAT THE AP POTENTIAL , WE NOW THANKS TO KELLY HAVE BEEN ABLE TO IDENTIFY BY ETHNICITY, BY FREE OR REDUCED LUNCH, BY EXCEPTIONALITY, STUDENTS IN EXACTLY WHERE THEY COULD AND SHOULD BE IN THE FORM OF AP, BASED ON HOW THEY DID ON THAT PSAT. SO NOW WE CAN TAKE IT TO A SCHOOL AND SAY, OKAY, THESE ARE STUDENTS ARE ELIGIBLE FOR AP AND HAVE A CERTAIN PERCENTAGE LIKELIHOOD OF BEING SUCCESSFUL IN CLASS. NOW WE CAN TAKE AND SAY THERE

095ARE HISPANIC STUDENTS THAT NOT IN AP. LET'S FIGURE OUT WHY NOT, BECAUSE THEY HAVE THE TEST SCORES AS WELL. >>Lynn Gray: THANKS SO MUCH. MY SECOND QUESTION, THIS GOES TO SUPERINTENDENT EAKINS. WE TALK ABOUT ACCOMMODATIONS AND BARRIERS ARE ALSO PART OF THIS CONVERSATION WITH DIVERSITY IN MIND. ONE OF THE PROBLEMS THAT I HAVE ACTUALLY MENTIONED BEFORE WITH THE DATA THAT WAS SUPPORTING IT IS THAT WE HAVE EDUCATIONAL BARRIERS IN THE CHARTER SCHOOLS, AND IN THE AREAS OF, FOR SURE, TRANSPORTATION AND AFFORDABLE HOUSING. I NOW CAN'T DO ANYTHING ABOUT THE AFFORDABLE HOUSING, BUT WE HAVE BARRIERS FOR SOME OF THESE CHARTER SCHOOLS, SCHOOLS IN TERMS OF DIVERSITY. I DON'T KNOW WHERE WE ARE GOING WITH TRANSPORTATION TO MAKE THAT A NON-PROBLEM WITH CHARTER SCHOOLS. BUT RIGHT NOW MANY OF THEM DO NOT HAVE TRANSPORTATION, AND THAT

096IS A TREMENDOUS DEFICIT. >>Jeffrey Eakins: AND THEY DON'T HAVE TO PROVIDE TRANSPORTATION. THEY MAKE THAT UP FRONT WITH THEIR PARENTS, SO THE PARENTS MAKE THAT CHOICE BASED OFF THE FACT THAT THEY WILL NOT BE PROVIDING THEM THE TRANSPORTATION, WHICH DOES CREATE A BARRIER FOR STUDENTS, OR FAMILIES WHO ARE INTERESTED IN THAT PARTICULAR SCHOOL. SO THAT'S WHY WE HAVE TO MAINTAIN OUR EQUITY WITH REGARDS TO TRANSPORTATION, YOU KNOW, IN OUR SCHOOLS THAT ARE TRADITIONAL SO PARENTS HAVE THAT OPPORTUNITY AND THAT OPTION TO TAKE ADVANTAGE OF A GREAT EDUCATION. >>Lynn Gray: AND I AM JUST GOING TO CONCLUDE WITH THIS. WITH THE HUGE DISTRICT THAT WE HAVE, SIZE OF RHODE ISLAND, TRANSPORTATION IS A HUGE -- IT'S PARAMOUNT THAT WE ADDRESS THAT SITUATION FOR DIVERSITY, EQUITY, THAT MANY KIDS CAN'T GET TO THE SCHOOLS POSSIBLY THAT THEY

097WOULD LIKE. AND LAST, BECAUSE IT IS THE RECRUITMENT, MRS. McMANUS, I HAD DOWN WHAT IS THE NEXT STEP TO GET MORE TEACHERS OF COLOR AND HISPANIC IN CLASSROOMS AND ADMINISTRATION, BECAUSE WE HAVE A BIG DISPROPORTIONATE AMOUNT OF BLACKS AND HISPANICS VERSUS WHITES. BUT YOU ANSWERED THIS SO MANY WAYS THAT YOU ARE REACHING OUT TO THE AREAS FOR RECRUITMENT, ANDISM JUST AMAZED. SO DONE WITH THAT QUESTION. AND THE LAST ONE. THE DICHOTOMY, AND MEMBER HARRIS MENTIONED THIS MORNING, WE ALL WANT PERSONAL LEARNING. YEARS AGO, TEACHERS, WE DID. THAT WE DIDN'T HAVE ANY OF THE TESTINGS YEARS AGO. AND IN THE 90s WE HAD F IT COULD AND FSA. SO WE DON'T REALLY HAVE PERSONALIZED LEARNING. AND WE HAVE ONE SIZE FITS ALL TESTING. AND WE KNOW NOW THAT WE HAVE TO GET BACK TO PERSONALIZED LEARNING,

098BECAUSE IT IS MORE EFFECTIVE. THE ONLY POINT I WANTED TO SAY, AND TO CONCUR, IS WHEN WE TEACH KIDS THEIR HISTORY, FULL, CIVICS , OR THEIR HERITAGE, IT DOES GIVE THEM MORE SENSE OF SELF-ESTEEM AND HELPS THEM BLOCK BELONG. SO WHEN YOU MENTIONED THIS -- AND I CAN'T REMEMBER WHO -- IT JUST RESONATES SO SOLIDLY THE IMPORTANCE OF THE CHILD KNOWS THAT THEY HAVE A HISTORY THAT THEY ARE PART OF THE INFRASTRUCTURE OF EDUCATION. THEIR FAMILIES MEAN SOMETHING. THEY MEAN SOMETHING. AND I CAN'T SAY IT ENOUGH. SOCIAL STUDIES IN ELEMENTARY, YOU CAN CALL IT ANYTHING US WANT , BUT IT'S REALLY CRITICAL TO THESE CHILDREN. SO I AM GLAD TO HEAR THAT YOU ADDRESSED THAT PORTION OF IT. AND THAT CONCLUDES MY QUESTIONS OR POINTS. >>Sally Harris: THANK YOU. MEMBERS, I JUST WANT TO REMIND

099YOU TO BE FAIR TO EVERYBODY, WE NOW HAVE ABOUT 16 TO 17 MINUTES. SO IF YOU AVERAGE FIVE, WE CAN DO THIS. MEMBER SHAMBURGER. >>Tamara Shamburger: THANK YOU SO MUCH, MADAM CHAIR. SO I HAVE A FEW QUESTIONS IN BETWEEN BOTH PRESENTATIONS SO THEY MAY JUST BE A LITTLE OUT OF ORDER FOR GRIFF ME FOR THAT. BUT STARTING WITH THE FIRST PRESENTATION ON THE EQUITY UP DATE, WHEN WE LOOKED AT THE DATA, I'M ALWAYS CONCERNED THAT OF COURSE WITH THE DISPARITY AND ALL OF THE DATA, PARTICULARLY WITH THE AFRICAN MALES OR THE BLACK MALES OR EVEN THE BLACK STUDENTS IN GENERAL, BLACK STUDENTS ALWAYS SEEM TO BE AT THE BOTTOM OF ALL THINGS GOOD AND AT THE TOP OF ALL THINGS BAD IN EVERY SET OF DATA. AND SO WHEN I LOOK AT THE STUDENT PARTICIPATION,

100OF COURSE WE KNOW OUR BLACK MALES SHOW LOWEST AMOUNT OF PARTICIPATION IN OUR AP, IB, DUAL ENROLLMENT, COURSES AND THINGS LIKE THAT. SUPERINTENDENT, WHAT ARE WE DOING OR WHAT PLANS DO WE HAVE IN PLACE TO REALLY ADDRESS PARTICIPATION? I KNOW THE ISSUES ARE VERY COMPLEX, RIGHT? MAYBE THERE'S SOME GUIDANCE ISSUES. MAYBE THERE'S SOME FAMILIAR ISSUES BECAUSE FAMILIES JUST DON'T KNOW ABOUT THIS STUFF. THEY DON'T PARTICIPATE MAYBE AND THEY JUST DON'T KNOW. SO I WOULD LIKE TO KNOW BE WHAT THE PLANS ARE TO REALLY ADDRESS THAT. AND ALSO LET ME JUST MAKE A SUGGESTION THAT I MENTIONED IT BEFORE BUT MAYBE WE CONSIDER AS FAR AS THE GUIDANCE PIECE, WE REALLY CONSIDER DOING LIKE AN INDEPENDENT RANDOM AUDIT OF GUIDANCE TO MAKE SURE THAT EVERYBODY OFF OF THESE QUESTIONS >>Jeffrey Eakins: SO IT DOES COME IN,

101ERIC BURKEHOLME, AROUND LOOKING AT THE DATA. WE PROVIDED PSAT TO BE ABLE TO MINE FOR THAT POTENTIAL. THE STUDENTS OUT THERE BE THAT WE KNOW HAVE THE ABILITY TO TAKE ADVANTAGE OF MORE RIGOROUS COURSE WORK. NOW IT IS REALLY GOING BACK AND HOLDING EVERYONE ACCOUNTABLE TO THE DECISIONS THAT IT ULTIMATELY COMES DOWN TO DECISIONS AND CONVERSATIONS AND THE OFFERINGS FOR THOSE PARTICULAR STUDENTS. SO I BELIEVE WE BUILT IN STRONG ACCOUNTABILITY AROUND -- BECAUSE WE HAVE THE SAME DATA THAT SCHOOLS HAVE, AND OBVIOUSLY WE HAVE A GREAT EXAMPLE HERE. YOU DID A GREAT JOB, AND YOUR TEAM, YOU DID A GREAT JOB IN HIGHLIGHTING THE KIND OF THINGS THAT SCHOOLS ARE DOING TO BE VERY INTENTIONAL AROUND THIS TYPE OF WORK. YOU KNOW, WHEN YOU START TO SEE THOSE LINES TREND IN A MORE POSITIVE DIRECTION,

102YOU WILL KNOW THAT SCHOOLS LIKE BRANDON AND SCHOOLS A ALL ACROSS THIS DISTRICT ARE BEING VERY INTENTIONAL NOT GOING AFTER THE SCHOOLS WE KNOW HAVE THE POTENTIAL. WE JUST MAY NOT HAVE BEEN -- AND I BELIEVE WE FOR THE LAST SEVERAL YEARS HAVE BEEN DOING THIS, BUT EVEN BECOME MORE AGGRESSIVE, SO TO SPEAK, WITH THE STUDENT IN HELPING THEM KNOWING THAT WE ARE GOING TO PROVIDE THEM THE SUPPORTS NECESSARY. I THINK THAT'S THE OTHER PIECE TO THIS THAT WE SOMETIMES FORGET TO REMIND THE STUDENT, AND WE SOMETIMES MAY NOT HOLD OURSELVES ACCOUNTABLE TO DO, IS -- AND I HEARD IN THE MRS. PERANO'S CONVERSATION. THEY ARE GOING TO GET THE STUDENT TOTE FINISH LINE. I DON'T WANT A DOCTOR TO TELL ME HERE IS WHAT YOU DO AND GOOD LUCK. YOU WANT A DOCTOR WHO

103IS GOING TO FOLLOW UP TO MAKE SURE THAT YOU DID THAT AND YOU DID IT CORRECTLY. THE SAME WAY WITH GETTING OUR STUDENTS TO THESE MORE RIGOROUS COURSES. YOU HAVE THE CONVERSATION WITH THEM BUT HOW PERSISTENT ARE YOU GOING TO REALLY BE TO ENSURE THAT THEY GET ENROLLED? AND THEN ONCE THEY ARE ENROLLED, HOW PERSISTENT ARE YOU GOING TO BE TO GIVE THEM THE SUPPORT THEY NEED TO BE SUCCESSFUL IN THAT PARTICULAR CLASS? THAT'S WHEN YOU ARE GOING TO START SEEING THOSE LINES TREND UPWARD VERY RAPIDLY, AND I DO BELIEVE WITH THE PROCESS OF AROUND EQUITY, THAT WILL START TO HAPPEN IN THIS DISTRICT. >>Tamara Shamburger: THANK YOU VERY MUCH, SUPERINTENDENT. MOVING ON TO TO THE EMPLOYMENT EQUITY. AS IT PERTAINS TO THE ACHIEVEMENT SCHOOLS, BUT SCHOOLS IN MY AREA IN PARTICULAR, SUPERINTENDENT EAKINS, CONSIDERING

104THE POTENTIAL MOVEMENT IN SCHOOL LEADERSHIP BECAUSE OF RETIREMENT, RESIGNATIONS, RECOMMENDATIONS, EXTERNAL OPERATOR REQUESTS, EVEN MORE SOLE DECISION, SUPERINTENDENT, HOW DO WE MAINTAIN A DIVERSE POOL OF SCHOOL LEADERS ESPECIALLY IN OUR HIGH-NEEDS SCHOOLS? >>Jeffrey Eakins: THAT'S BEEN THE WORK OF THE PIPELINE. BECAUSE WHAT YOU START SEEING AND ESPECIALLY WHAT YOU SEE IN THE ASSISTANT PRINCIPAL PERCENTAGES IN THE ADMINISTRATIVE DATA, YOU WILL START TO SEE THAT PERCENTAGE IS ALMOST HITTING IN THE 30% FOR AFRICAN AMERICAN, ASSISTANT PRINCIPALS, IN OUR SCHOOL SYSTEM , WHERE THAT USED TO BE MUCH LOWER THAN. THAT SO YOU HAVE TO KIND OF FILL THE FUNNEL IN ORDER FOR US TO BE SURE THAT WE ARE GOING TO NOT ONLY REPLACING ANYBODY. THESE ARE HIGH QUALITY, VERY WELL PREPARED LEADERS TO COME INTO OUR SCHOOLS AND BE SUCCESS FUL. ONE OF THE THINGS

105I THINK WE STRUGGLE WESTBOUND IS WHEN WE GET INTO SITUATIONS -- AND YOU MENTIONED ONE OF THEM, MRS. SHAMBURGER, THE STATE COMING UP WITH A CRITERIA ABOUT THREE YEARS AND GOT TO MOVE. THAT DOES CREATE INSTABILITY IN MANY OF OUR SCHOOLS THAT THE STUDENTS NEED ABSOLUTE STABILITY IN THEIR ENVIRONMENT. SO WE HAVE TO CONTINUE TO BUILD THE FUNNEL AND WE ARE DOING. THAT AND I THINK IT'S BEEN PROBABLY THAT 5 OR 6 YEARS, WE ARE FINALLY NOW AT THE TIPPING POINT BY WHICH YOU WILL START TO SEE THOSE NUMBERS INCREASE IN OUR PRINCIPAL RANKS, AND YOU WILL SEE THEM CONTINUE TO INCREASE IN OUR AP RANKS. >>Tamara Shamburger: THANK YOU SO MUCH. AND I HAVE A COUPLE MORE QUESTIONS. THERE'S ONE THING I ALSO WANTED TO ADDRESS REGARDING THE EQUITY IN OUR EMPLOYMENT. SO PARTICULARLY

106REGARDING THE OUTREACH POSITIONS, SO I KNOW THERE'S BEEN A REORGANIZATION THERE. NOW, AS YOU WILL RECALL, I RECALL FOUGHT HARD TO MAKE SURE WE HAVE AN AFRICAN AMERICAN OUT REACH PERSON ALONG WITH A HISPANIC OUTREACH PERSON. WHILE THAT POSITION WAS CREATED NOTHING EVER REALLY HAPPENED WITH IT BEFORE ALL OF THESE CHANGED HAPPENED AND NOW WITH, MR. SUPERINTENDENT, AFTER THE RE ORDER THAT THAT POSITION HAS BASICALLY BEEN ELIMINATED AGAIN, OR BEEN INCORPORATED INTO ANOTHER POSITION. SO NOW WE ARE BACK TO SQUARE ONE WHICH IS A HISPANIC OUTREACH PERSON. WHEN I THINK ABOUT THE ACHIEVEMENT SCHOOLS, AND MAJORITY DEMOGRAPHIC AND ACHIEVEMENT SCHOOLS ARE GOING TO BE AFRICAN AMERICAN STUDENTS, WE KNOW OUR DEMOGRAPHICS DATA SHOW THAT, AFRICANS ARE CONTINUALLY AT THE BOTTOM, I'M CONCERNED WHY THAT POSITION HAS BEEN ELIMINATED, AND FOR THE SAKE OF TIME, SUPERINTENDENT,

107I'M GOING TO BE MEETING WITH YOU THIS AFTERNOON AND WE CAN DISCUSS IT MORE, BUT I AM REALLY, REALLY CONCERNED ABOUT BE THAT. AND WHEN WE TALK ABOUT EQUITY. BECAUSE IT SOMES LAKE WE HAVE DONE JUST THE OPPOSITE. AND I HAVE SOME QUESTIONS AND YOU GUYS CAN GET BACK WITH ME. BUT FOR THE EQUITY IMPLEMENTATION PLAN, JUST WANT TO KNOW WHY IT'S REALLY VOLUNTARY AND NOT MANDATORY. BE OH, REGARDING FOR THE AREA 5 PROFESSIONAL LEARNING WITH THE INSTRUCTIONAL LEARNING, I AM REALLY INTERESTED BE FOR THAT BEING PART OF THE PLAN, WHEN WE HAVE HAD SUCH GREAT PUSHBACK EXPLICITLY AND VERY INTENTIONALLY FROM THE CTA AND TEACHERS, IT'S GOOD TO HAVE A PLAN, BUT, YOU KNOW, IT BECOMES, I DON'T KNOW, HOW IS THAT GOING TO WORK WHEN THE CTA AND THE TEACHERS HAVE PUSHED BACK

108ON THESE TYPES OF THINGS HAPPENING IN THE SCHOOLS AND THE PRINCIPALS ASKING FOR COMPLETE AUTONOMY? SO IT SOUNDS GOOD BUT I AM REALLY INTERESTED IN KNOWING HOW THAT WILL WORK WHEN WE HAVE GOTTEN SUCH PUSHBACK ON THAT ISSUE. AND THEN MY LAST QUESTION, THE A P FROM BRANDON KIND OF MENTIONED SOME OF THE THINGS THAT THEY ARE DOING TO CREATING AND PROMOTING SYSTEMS OF SUPPORT FOR ALL STUDENTS. JUST FOR MY EDUCATION, ON THE PARENT CONFERENCE NIGHTS, I THINK IT'S AWESOME THAT YOU GUYS DO WEEKENDS AND PARENT CONFERENCE NIGHT. BUT OFTEN IN AN ENVIRONMENT WHERE WE HAVE TO MEET PARENTS WHERE THEY'VE THEY ARE BECAUSE WE WANT THEM ENGAGED, DO WE EVER USE TECHNOLOGY LIKE VIDEO CONFERENCING, SKYPE OR FACE TIME TO HOLD PARENT CONFERENCES? >> OFF OFF) OFF MICROPHONE). >> OKAY. YES, MA'AM. WE DO.

109WE USE PHONE CONFERENCES, SKYPE, FACE TIME. WE ALSO HAVE AN SANT PRINCIPAL FOR CURRICULUM, FACE TIME WAS THE PERSON TO SPEAK SPANISH. WE GO TO THEIR HOMES. WE MEET THEM WHERE THEY ARE. IT'S ALL ABOUT THE STUDENTS. >>Tamara Shamburger: THANK YOU SO MUCH. GOOD TO KNOW. THANK YOU, BOARD MEMBERS, FOR ALLOWING ME AN EXTRA FEW MINUTES >>Sally Harris: THANK YOU. MEMBER SNIVELY. >>Melissa Snively: MY QUESTIONS CENTERMOSTLY AROUND THE EMPLOYMENT EQUITY AS WELL. I WANTED TO SPECIFICALLY TAKE A LOOK AT THE DEMOGRAPHICS ON PAGE 12 OF THE DIVERSITY EQUITY INCLUSION PRESENTATION, AND THERE'S A CHART. AND BE THE CHART IS NO LOT OF DIFFERENT PLACES, PROBABLY FOUR DIFFERENT PLACES IN THE PRESENTATION MY QUESTION IS, MY FIRST QUESTION IS, HOW HAVE WE BEEN TRENDING IN THIS AREA OVER THE LAST FEW YEARS? THIS IS THE SCHAAP

110SNOT OF 2017-18 AND INFORMATION, BUT I AM JUST CURIOUS. ARE WE TRENDING UPWARDS? ARE ARE WE FLAT ARE WE TRENDING DOWNWARDS? WHICH WAY ARE WE GOING? AND IF YOU DON'T HAVE THAT INFORMATION TODAY, I'M SORRY, I DIDN'T MEAN TO PUT YOU ON THE SPOT. I JUST WAS CURIOUS AS TO ARE WE IMPROVING WITH OUR EFFORTS, OR ARE WE KIND OF FLAT WHERE WE ARE , OR WHERE WE ARE RIGHT NOW COMPARED TO WHERE WE HAVE BEEN IN. >> I THINK WE HAVE MISS DINA COLLINS HERE SO SHE'S GOING TO ADDRESS YOUR QUESTION. >>Jim Porter: PEOPLE WHO SPEAK NEED TO BE AT THE MICROPHONES. WE ARE BEING RECORDED. THANKS. >> I CAN ACTUALLY GO TO THAT SPECIFIC DATA BY GRAPH BUT I CAN TELL YOU THAT IN YOU ARE YOU ARE OH DIFFERENT GROUPS WE ARE

111TREND ING UP BECAUSE WE HAVE VERY MUCH ACTIVELY RECRUITED AND HAVE SPECIFIC EVENTS SO THAT WE CAN GET MORE DIVERSITY IN OUR SCHOOLS. SO WE HAVE TOOLS IN OUR APPLICATION, AND WE ALSO HAVE DIFFERENT EVENTS THAT WE ARE GOING AND I WILL PROVIDE THAT FOR YOU. >>Melissa Snively: THAT WOULD BE HELPFUL JUST BECAUSE I REALLY WANT TO KNOW SPECIFICALLY WHAT WE ARE DOING AT THE EVENTS AND WHAT OUR STRATEGIC PLAN AND GOAL IS, AND HOW DO WE MEASURE THAT? BECAUSE I HAVE HAD THIS CONVERSATION PREVIOUSLY A FEW YEARS AGO WITH OUR TEACHER RECRUITMENT TEAM. AND, YOU KNOW, THEY PRESENTED INFORMATION ABOUT VISITING HISTORICALLY BLACK COLLEGES AND GOING OUT TO DIFFERENT UNIVERSITIES, EVEN OUTSIDE OF FLORIDA. HOWEVER, THEY DIDN'T HAVE ANY DATA TO BRING BACK AS TO, WELL, HOW MANY TEACHERS DID WE RECRUIT AT THIS

112EVENT? HOW MANY PEOPLE DID WE TALK TO? HOW MANY PEOPLE FILLED OUT THE APPLICATION? HOW MANY PEOPLE ACTUALLY DID WE RECRUIT? AND WHAT KIND OF RETURN ARE WE GETTING ON OUR INVESTMENT? AND ALL THIS TIME AND ENERGY IN GOING TO ALL OF THESE DIFFERENT RECRUITMENT EVENTS, AND THAT DATA WASN'T AVAILABLE AT THAT TIME. SO I'M HOPING AT THIS POINT WE HAVE DRILLED DOWN AND HAD SOME MORE DATA AS TO WHERE EXACTLY ARE WE GOING, HOW MUCH TIME, EFFORT, RESOURCES ARE WE SPEND ING ON RECRUITMENT TO GET THE MOST BANG FOR OUR BUCK AND HOW IS THAT MEASURED, AND BEING HELD ACCOUNTABLE FOR ALL THE EFFORT THAT WE ARE TAKING AND GOING OUT TO THOSE COLLEGES? AND THEN THE SECOND QUESTION BACK WHEN I HAD THESE CONVERSATIONS WAS, WHAT ARE WE DOING TO RECRUIT HISPANIC TEACHERS?

113BECAUSE THERE AREN'T ANY REALLY HISTORICALLY HISPANIC COLLEGES OR AS MANY AS THERE ARE HISTORICALLY BLACK COLLEGES TO GO TO. SO WHAT OTHER RECRUITMENT EVENTS ARE THERE, WHICH I KNOW THERE ARE A FEW, WHERE ARE WE GOING, HOW ARE WE MANAGING THAT, HOW MANY ARE WE ACTUALLY TALKING TO AND RECRUITING AT THOSE EVENTS? THAT'S SOME INFORMATION THAT I THINK WOULD BE VERY HELPFUL FOR THE BOARD TO BE SURE THAT WE ARE HOLDING OUR TEAMS ACCOUNTABLE FOR THEIR RECRUITMENT EFFORTS. >> WE CAN PROVIDE YOU. THAT WE ARE RECRUITING BECAUSE WE HAVE VERY MUCH A FOCUS ON. THAT WE'LL PROVIDE YOU THAT DATA AND THEN WE CAN ALSO PROVIDE YOU , SO WE SORT OF STARTED LOOKING ON RETURN OF INVESTMENT AS WELL. OUR PEOPLE -- ARE PEOPLE STAYING WITH US AND ARE THEY COMING TO US PREPARED

114SO THAT WE ARE NETWORKING WITH THOSE UNIVERSITIES AS WELL TO HELP THEM PREPARE THEIR APPLICANTS TO COME TO OUR DISTRICT AND BE SUCCESSFUL. SO IT'S NOT JUST GETTING THEM HERE BUT MAKING THEM SUCCESSFUL AS WELL. >> YOU MIGHT WANT TO STAY WHERE YOU ARE. KIND OF IN THE SAME VEIN, ON THE STRATEGIC -- I'M SORRY. YES, STRATEGIC PLAN, PAGE 19, IT TALKS ABOUT TALENT MANAGEMENT AND THE TARGET IS 20% AFRICAN AMERICAN AND 19% HISPANIC. AND I AM WONDERING IF THAT'S TEACHERS OR OVERALL POSITIONS IN THE DISTRICT? AS FAR AS THE TARGET GOAL. RIGHT NOW WE HAVE 13.07 BLACK TEACHERS AND WE HAVE AN AVERAGE OF THE 19.5% AVERAGE FACULTY AS FAR AS ON THIS CHART ON PAGE 12, IF YOU AVERAGE THOSE OUT. IT'S 19.5%. SO 20% IS NOT, YOU KNOW, A HUGE STRETCH IF

115YOU ARE AVERAGING THAT OUT. OR I WAS CURIOUS IF YOU ARE GOING FROM 13.07% TO 20% OR 19.5 % TO 20%. >> I DON'T HAVE THAT IN FRONT OF ME. THAT'S THE DATA THAT WE HAVE BEEN TARGETING AND INCREASING OUR INSTRUCTIONAL -- >> TEACHERS BASICALLY. THAT MAKES A LITTLE MORE SENSE. AND THEN FOR THE HISPANIC TEACHERS, RIGHT NOW WE ARE AT 11.99% AND WE ARE SHOOTING FOR 19%. AND THAT'S THE AREA I FEEL COMPELLED THAT WE NEED TO FOCUS EVEN MORE ON JUST BECAUSE OF THE DEMOGRAPHIC, OUR STUDENT DEMOGRAPHIC. BECAUSE RIGHT NOW, WE HAVE 21.13 % BLACK STUDENTS, AND WE HAVE AN AVERAGE OF 19.5% AVERAGE SO THAT'S PRETTY EQUITABLE, I THINK, WHEN YOU COMPARE THOSE NUMBERS. HOWEVER, WE HAVE 35.33% HISPANIC STUDENT POPULATION AND ONLY AN AVERAGE OF 11.8% AVERAGE OF FACULTY REPRESENTING THE

116HISPANIC POPULATION. THAT TO ME IS DEFINITELY A MORE DOES PAR RAT NUMBER THAN THE BLACK -- DISPARATE NUMBER THAN THE BLACK. >> WE ARE GOING TO BE BRINGING MUCH OF THIS INFORMATION TO STAFF AND WE WILL BE ABLE TO PROVIDE THAT AS WELL BECAUSE PART OF OUR JOB IS TO RECRUIT AND HELP PEOPLE APPLY. BUT IT'S ALSO TO INFORM OUR PRINCIPALS AND OUR SUPERVISORS WHO ARE OUT THERE SO THAT THEY ARE HIRING FIRST OF ALL QUALIFIED TEACHERS, AND THAT REPRESENT THEIR AUDIENCE. SO WE WANT TO MAKE SURE THAT WE ARE PROVIDING THEM ALL OF THE TOOLS. AND OUR GOAL IS TO HAVE OBVIOUSLY MORE APPLICANTS THAN POSITIONS AVAILABLE. WE WANT TO HAVE A ROBUST POOL. >>Melissa Snively: THANK YOU. I APPRECIATE. THAT THAT'S ALL FOR EMPLOYMENT EQUITY PIECE. TO ME THAT WAS JUST A RED

117FLAG THAT JUMPED OUT AT ME. AND THEN THE SECOND PIECE WAS PROPORTION OF CHILDREN ENTERING KINDERGARTEN. WHO ARE READY FOR FORMAL INSTRUCTION. AND THAT WAS SLIDE NUMBER 9. AND I NOTICED THAT THERE'S A DOWNWARD TREND FOR THAT. AND I AM CURIOUS AS TO WHAT THE EXPLANATION OR WHAT IS THE OPINION OF WHAT'S THE DOWNWARD TREND COMING FROM? >> PROPORTION OF CHILDREN IN KINDERGARTEN READY FOR FORMAL INSTRUCTION. THAT'S A KINDERGARTEN READINESS? >> WE WERE AT 58% IN 2014 AND NOW AT 46%. >>Jeffrey Eakins: I THINK THERE WAS A SWITCH IN THE INSTRUMENT THAT OCCURRED FROM THE 58 TO START DOWN IN THE 40s. THERE WAS A CHANGE IN I FORGET THE NAME THAT WAS BEING USED. NOW WE ARE USING THE KRT. SO THAT REALLY GOES BACK TO THE FACT THAT EVERYTHING THAT WE ARE DOING

118IN THIS EARLY CHILDHOOD SPACE IS THE CRITICAL PART. IT'S WE DON'T CONTROL VERY MUCH OF THAT. WE ONLY CONTROL LIKE 10% OF THE NUMBER OF STUDENTS AND THEY ENTER OUR KINDERGARTEN THROUGH OUR VBK OR HEAD START PROGRAMS BUT WE INCREASE THAT NUMBER AND WE INCREASE EVERYTHING ELSE AFTERWARDS. >>Melissa Snively: AND THEN MY LAST QUESTION IS ABOUT READING AND LITERACY. AND OUR LEVEL, OUR SUMMER READING PROGRAM, OUR SUMMER READING PROGRAMS ARE OFFERED TO OUR LEVEL ONE STUDENTS, AND CURRENTLY WE ARE NOT ABLE TO FINANCIALLY SUPPORT OUR LEVEL TWO STUDENTS THAT NEED SUMMER READING. BUT LOOKING AT THE STATISTICS ON SLIDE 10 WITH REGARD TO ELA GRADE THREE FSA NUMBERS, ESPECIALLY WITH THE BLACK STUDENT POPULATION BEING AT 37.6 %, WHO CAN READ LEVEL 3 AND ABOVE, I AM WONDERING WHAT ARE WE DOING TO REACH OUT

119TO THE BLACK COMMUNITY AND MAKING SURE THAT THEY ARE THE SUMMER READING PROGRAMS ARE AVAILABLE TO THAT COMMUNITY AND GETTING ENCOURAGING STUDENTS TO ATTEND THE SUMMER READING PROGRAM? >>Jeffrey Eakins: I KNOW ONE OF THE THINGS THAT WE ARE DOING WITH OUR PARTNERS THAT ARE OUT THERE DOING -- WHETHER IT THE Y OR THE BOYS AND GIRLS CLUB AND ALL OF OUR NEIGHBORHOODS, IS THEY WERE PART OF OUR SUMMER CHALLENGE, WITH PARTNERING WITH BE BE MYON AND OTHER PARTNERS ACROSS OUR COMMUNITY. SO I KNOW THAT THEY ARE BEING ENCOURAGED TO WORK WITH OUR STUDENTS AND THEIR PROGRAMS ALL THROUGHOUT THIS SUMMER TO HELP THEM KIND OF END THAT SUMMER SLIDE ISSUE. AND I KNOW AS FAR AS OUR SUMMER READING CAMPS WHO ARE THE STUDENTS THAT ARE ELIGIBLE? >> IT IS LEVEL ONE AND TWO THAT

120RETAIN THEM AND WE HAVE -- AND I KNOW THE BOOKLET THAT CAME TO THE BOARD, WE HAVE MANY TYPES OF SUMMER PROGRAMS. A LOT OF THE SCHOOLS, AND I THINK BRANDON DOES IT AS WELL AS BAY HIGHLIGHTED THE TRANSITION CAMPS. SO THERE'S THE STATE STATUTE PART AND THEN YOU ARE RIGHT, THERE IS THE FUNDING PART. BUT WE DO HAVE SEVERAL GRANTS IN SUMMER, MANY DIFFERENT TYPES OF PROGRAMS. BUT WE ALSO WANT TO EXPAND ON ON THAT AS WELL. >>Melissa Snively: FOR ANOTHER DAY MAYBE YOU AND I CAN GET TOGETHER AND TALK ABOUT PERCENTAGE OF PARTICIPATION AND MAYBE STRATEGIES ON HOW WE GET TO -- >> WE DO HAVE THIS YEAR WHEN WE BROUGHT ESY TO THE BOARD WE HAD THE EVALUATIONS FOR EACH SUMMER PROGRAM, AND THEN WHY THEY STILL EXISTED AND WHY SOME DIDN'T

121FOR RETURN ON INVESTMENT. SO WE'LL HAVE THOSE NUMBERS AT THE END OF THE SUMMER AS WELL. >>Melissa Snively: THANK YOU SO MUCH. >>Sally Harris: THANK YOU. I APOLOGIZE. WE ARE GOING TO GO OVER A LITTLE BIT. MEMBER VALDES HAS BEEN ON THE QUEUE FOR A WHILE. MEMBER VALDES. >>Susan Valdes: FIRST OF ALL, I FEEL VERY, VERY PROUD OF THE WORK THAT I HEARD IS GOING ON IN BRANDON HIGH SCHOOL. IT'S SPECIFICALLY THE EXACT VISION THAT I HAD FOR OUR SCHOOLS TO BE THAT HUB FOR THE COMMUNITY. SO CONGRATULATIONS AND THANK YOU VERY MUCH FOR DOING SOMETHING THAT IS PROBABLY NOT VERY COMFORTABLE TO HAVE THOSE CONVERSATIONS AND TO TRY AND CHANGE MIND SETS TO THEN CHANGE HEARTS. SO I APPRECIATE THE EFFORTS. AND I AM REALLY EXCITED TO SEE THIS. SO I'LL PROBABLY EARLY ON

122GO AND VISIT YOU GUYS AND SEE WHAT YOU ARE DOING BUT THAT'S PHENOMENAL. CONGRATULATIONS AND THANK YOU. EARLIER TODAY, WE SAW BE WHAT'S YOUR STORY, AND HASHTAG WHAT'S YOUR STORY. YOU KNOW, I THINK THAT IT'S A CHALLENGE TO THE COMMUNICATIONS DEPARTMENT BE. AND I WILL THROW THIS OUT THERE. I THINK THAT EACH OF US HERE IN CABINET LEVEL AND BOARD LEVEL HAS THEIR OWN STORY. A LOT OF PEOPLE OUT IN THE COMMUNITY MAY LOOK AT US IN LEADERSHIP AND THINK THAT WE WERE BORN WITH A SILVER PLATTER AND A SILVER SPOON. AND NOT REALLY UNDERSTAND THAT EACH AND EVERY ONE OF US HAS OUR OWN STORY. IMAGINE ON OUR WEBSITE, GET TO KNOW YOUR LEADERSHIP. WHAT'S THEIR STORY? I'M SURE THAT UP HERE WE HAVE SEVEN UNIQUE STORIES. AND I THINK THAT THAT WILL BRING

123SOME SORT OF HUMILITY BACK TO THE WORK THAT WE DO. BECAUSE EACH OF US, THE MOMENT WE FORGET WHERE WE CAME FROM, SOME CHALLENGES. SO I CHALLENGE THE COMMUNICATION S DEPARTMENT AND MR. EAKINS TO SEE ABOUT POSSIBLY DOING SOMETHING LIKE THAT, SO THAT OUR KIDS AND OUR COMMUNITY GET TO REALLY KNOW WHO THE LEADERSHIP IS OF THIS SCHOOL DISTRICT. I WAS EXCITED TO HEAR ABOUT EXPANDING THE LITTLE PEOPLES AND SEE HOW WE CAN USE THIS MODEL AND EXPAND THESE PROGRAMS, FOR INSTANCE, THE LITTLE RAVENS, LITTLE LETO AND THINGS OF THAT NATURE TO BE ABLE TO EXPAND THOSE. THAT'S A GREAT THING. I WAS ALSO VERY EXCITED TO HEAR ABOUT THE TOOLS THAT THIS DATA IS BEING USED TO HELP GUIDE THE WORK OF THE STRATEGIC PLAN, AND IT THEN BECOMES ONE PLAN SO IT'S REALLY

124EXCITING TO HEAR THAT. AND I LOVE THE FACT THAT WE ARE HERE TALKING ABOUT INDIVIDUAL IEPs FOR EVERY CHILD I REMEMBER A TIME WHERE MRS. TYE AND I SAT DOWN AND WISHED THAT WE COULD HAVE EACH CHILD HAVE THEIR OWN INDIVIDUAL IEP, AND HERE WE ARE WITH THAT MIND-SET OF UNDERSTANDING THAT NOT EVERY CHILD IS A COOKIE CUT TYPE OF SYSTEM THAT WILL WORK. SO TO SEE THESE THINGS HAPPENING IS JUST AMAZING. I'M CONCERNED A LITTLE BIT ABOUT THE CONVERSATION ABOUT HR, AND TALENT RECRUITMENT. BECAUSE TO MEMBER SNIVELY'S POINT ABOUT THE DATA THAT WE HAVE 35% OF THE STUDENT POPULATION IS HISPANIC, AND WE ONLY HAVE 11% OF OUR ACADEMIC FOLKS, INSTRUCTIONAL FOLKS, TEACHING. YET IF YOU LOOK AT THE NON INSTRUCTIONAL SIDE, YOU WILL FIND THAT YOU PROBABLY HAVE 45, 50% HISPANIC ON THE

125NON INSTRUCTIONAL SIDE, AND WITHIN THAT NONINSTRUCTIONAL SIDE, IF WE WERE A LITTLE BIT DILIGENT, AND REALLY GET TO KNOW OUR PEOPLE, I GUARANTEE YOU, WE HAD TEACHERS, WE HAD DOCTORS, WE HAD FOLKS THAT ARE READY. N THEY JUST NEED, JUST LIKE OUR ENGLISH LANGUAGE LEARNERS, THEY NEED A LITTLE BIT OF HELP WITH THE LANGUAGE ACQUISITION AND HOW TO NAVIGATE THE UNIVERSITY SYSTEM AND MAYBE THROUGH -- MAYBE WE CAN CREATE DOWN THE ROAD A PIPELINE FOR THOSE INDIVIDUALS IN THE NON INSTRUCTIONAL SITE. WE HAVE A TALENT POOL THAT WE ARE NOT TAPPING INTO. AND JUST COMPLETELY DISMISSING THEM BECAUSE THEY DO NOT HAVE A DEGREE THAT SAYS, I'M A TEACHER. WE NEED TO LOOK AT THINGS OUT SIDE THE BOCA CIEGA AND SEE WHAT TALENT WE HAVE INTERNALLY BEFORE WE START GOING. WE CAN'T THINK WE

126ARE JUST GOING TO TEXAS A&M AND FIND HISPANIC TEACHERS. ARE YOU KIDDING ME? WE HAVE TO THINK DIFFERENTLY ABOUT OUR NEEDS, AND WE HAVE A HUGE TALENT POOL. SO THAT'S A CHALLENGE TO HR TO GO OUT THERE, AND WITH THE ASSISTANCE OF MR. FARKAS, I'M SURE THAT THERE COULD BE SOME SORT OF FACILITATION TO GET TO KNOW THE PEOPLE ON THE NON INSTRUCTIONAL SIDE. I KNOW THAT THE WORK WE ARE DOING ON HISPANIC STUDIES TO TRY TO BRING ABOUT A MORE AWARENESS AND SOCIAL STUDIES, WE ARE TRYING TO HELP THAT WORK GUIDE AS WELL AND HOPEFULLY REACH ALSO A STATUS OF EXEMPLARY STATUS ON THOSE STUDIES AS WELL. WE HAD A CONVERSATION THIS MORNING IN OUR STRATEGIC PLAN THAT REALLY TALKED A LOT ABOUT CULTURE, THE CHANGING OF THE CULTURE. AND I KNOW THAT WE

127ARE STUDENT FOCUSED AS WE SHOULD BE. AS WE SHOULD BE. DEFINITELY. IT'S ALL ABOUT THE STUDENT. BUT IT'S THE ADULTS THAT GUIDING THE STUDENTS. AND IF THE ADULT CULTURE, IN BOTH THE INSTRUCTIONAL AND THE NONINSTRUCTIONAL, ARE NOT IN LINE WITH THE EXPECTATION, THE CULTURE ON THE ADULT SIDE IS GOING TO STILL CHALLENGE THE WORK AROUND STUDENT ACHIEVEMENT. SO IT'S NOT JUST THE CULTURE OF THE CLASSROOM AND THE LEADERSHIP OF THAT SCHOOL, BUT IT'S ALSO THE CULTURE OF HOW WE INTERACT WITH EACH OTHER, HOW WE RESPECTFULLY AGREE TO DISAGREE, HOW WE TREAT OUR NON INSTRUCTIONAL EMPLOYEES, NOT ONLY AT A SCHOOL SITE, BUT AT AN ADMINISTRATIVE SITE. AND WHEN WE HAVE CASES THAT COME TO STAFF, AND THERE ARE NO SOLUTIONS TO THE COMPLAINTS, OR BE NO CLOSURE, ALL WE DO IS PERPETUATE THE SITUATION WHICH

128WIND UP INTO A BIGGER PROBLEM. I HAVE TO SAY THIS. THE WORK IS HARD. THE WORK IS EXTREMELY DIFFICULT. BECAUSE YOU HAVE TO HAVE CERTAIN CONVERSATIONS. AND THERE ARE CERTAIN EXPECTATIONS. SO IT'S IMPORTANT THAT WE HAVE THAT BALANCE. IT'S NOT ALL ABOUT THE INSTRUCTIONAL SIDE. IT'S OUR CORE. ABSOLUTELY. BUT EVERYTHING EVERYTHING ELSE AFFECT OUR CORE SO I ASK THAT YOU LOOK AT THIS WITH A BALANCED APPROACH, AND NOT JUST SO MUCH ON FOCUSING ON ON THE TEACHER. YES, THE TEACHER IS IMPORTANT BUT THEY HAVE SO MUCH ON THEIR PLATE. SO MUCH ON THEIR PLATE. AND I GET THAT. BUT WE NEED TO HAVE THAT BALANCE AS WELL ON THE NONINSTRUCTIONAL SIDE SO THAT MAYBE THERE'S SOME SORT OF BALANCE. AND WE CAN TRULY SAY THAT OUR EQUITY POLICY IS TRULY WORKING AND FUNCTIONING DISTRICT WIDE

129ACROSS ALL DIVISIONS AND ACROSS ALL TYPES OF EMPLOYEES. BUT THANK YOU, MR. EAKINS, FOR YOUR DILIGENCE AND IN TRYING TO, WELL, HAVE EVERY CHILD SUCCEED, AND MEET THEM WHERE THEY ARE, AND HELP BRING THEM UP TO THE STANDARDS AND HOPEFULLY WALK ACROSS THAT STAGE WITH A REAL DIPLOMA. SO THANK YOU VERY MUCH. AND CONGRATS. IT'S A VERY PROUD DAY. THANK YOU. >>Sally Harris: IS THAT IT? ALL RIGHT. WELL, THANK YOU AGAIN FOR THE TIME. SORRY WE WENT OVER. AND IT WAS A GREAT PRESENTATION. AND THERE IS REFRESHMENTS IN THE DIVERSITY OFFICE IF YOU WOULD LIKE TO STOP BY. MEETING ADJOURNED: N