Academics, Innovation, Evaluation, and Technology Committee - Regular Meeting

So good morning. Welcome to the Academics, Innovation, Evaluation, and Technology Committee meeting for January 7th, 2026. And I'll call to order this committee meeting. The time is now 1152. Before we get started, I'd like to state the committee membership. Dr. Dorothy Bendross-Mendengal is committee chair. She's unable to be here. And so as vice chair, I will be running committee today. As members, we have Dr. Steve Gallen III, Mr. Robert Alonso, alternate members, Mr. Danny Espino, Ms. Luisa Santos, and then as ex-officio, our Madam Chair and Vice Chair, Rojas and Colucci. Our first order of today's business is to approve the committee meeting minutes of December 10th. Are there any questions or concerns about it? No, move it. Can I get a second? All in favor? Aye. Okay, next order of business will be to move the H items to the floor.

Can I have a motion?

Second. Thank you, all in favor? Aye. All right, the first item, H item on the floor is H5, from Member Bendross-Mindengal. She has asked me to present the item and providing some talking points.

Mm-hmm.

So for item H5, recognition and support of Dr. Dorothy Bendross-Mindigal's No More Broken Hearts Domestic Violence Workshop in Miami-Dade County Public Schools. For more than 26 years, this workshop has served as a cornerstone of compassion, advocacy, and healing in Miami-Dade County. Founded by our board member, Dr. Dorothy Bendross-Mindigal during her tenure as a school principal, the workshop emerged from her firsthand awareness of employees and community members who were enduring domestic violence in silence. What began as a response to an urgent human need evolved into a trusted, survivor-centered initiative, one that creates a safe, affirming space for individuals and families to access support, resources, and hope. Over the years, it's grown into a respected annual event for its lifesaving impact, its restoration of dignity, and its role in strengthening families and communities. The workshop is intentionally designed as a full-day experience that meets survivors where they are. It brings together service providers, advocates, artists, and volunteers to offer comprehensive wraparound services. The board item seeks to formally recognize and affirm the enduring impact of Dorothy Bendross-Mindigal's vision and leadership while highlighting this workshop's survivor-centered approach and its continued contribution to awareness, healing, and community well-being. You know, as stated, it's something that I know she has been doing for years and is very proud of, an excellent workshop. Can I get any co-sponsors?

Move it.

Second. I'm sorry, Chair Rojas, you wanted to make a comment?

Yes, I do. Thank you very much. I just wanted to thank Board Member Bendrel-Sminnengal once again for her passion regarding this particular topic. I have attended for years the event that she has with a No More Broken Hearts And you will have tears in your eyes by the end of the session. It is truly impactful and it makes a tremendous difference every single year. And it gets better and bigger and more participants on an annual basis. So I just wanted to say that for the record. I am so proud to have a board member that is so dedicated and so committed to this endeavor, which is so critically important to so many people. Thank you.

Thank you for that firsthand account. Okay, so I think we were on the co-sponsors.

Second.

All in favor?

Aye.

Move it to the school board as amended.

Move it. Second. All in favor? Aye. Thank you. Our next H item on the floor is H6.

Vice Chair Colucci, the floor is yours. Thank you so much, Madam Chair. And this item is the subject is accelerating student learning, student achievement through above grade level learning opportunities in reading and mathematics. And I'll just start by saying our district is an excellent one. We have so many accolades, so many achievements. But as we start 2026, we have to start raising the bar when it comes to proficiency levels. So we know now level three is considered at grade level. We've got to start moving our students to proficiency, as many as possible. And when we do that, we can do that by providing advanced learning opportunities. Sometimes this child is in a classroom and they are being taught at grade level when they have the potential to go beyond. So we need to start providing those opportunities. And I'm just going to go over that the district needs a strategic approach to ensure consistency, coherence, and access to above grade level learning opportunities across all schools, all schools. So that Miami-Dade County Public Schools has the record of improving proficiency levels at all schools. This item seeks to direct the superintendent to develop and implement a comprehensive district-wide plan to accelerate an advanced learning in reading and mathematics beginning in the elementary grades. So it's not just when students get to middle school and high school that we offer AP and honors. We need to start advancing and accelerating them early on so that they continue and be prepared for that when they go into the middle and high school. We must, as a district, move beyond a singular focus of proficiency at level three and ensure that instructional systems, course offerings, and student supports are intentionally designed to promote advanced achievement. So in the recommend, there are six recommends. The first one is conduct a system-wide review and analysis of accelerated and advanced learning courses available for each schools that includes enrollment in each. Number two, develop a district-wide accelerated and advanced learning plan for reading and mathematics that prioritizes above grade level instruction and increases student achievement at levels four and five. Implement district-wide multi-measure criteria for identifying and placing students into accelerated and advanced learning courses with intentional outreach to ensure access for all student groups Ensure that all accelerated and advanced courses include embedded academic supports. Number five, establish progress accountability measures to monitor student participation, performance, and growth in accelerated pathways including annual increases in the percentage of students' achievement levels four and five in reading and mathematics, and report these levels four and five as a separate category when sharing assessment results with the board, and deliver a presentation That includes the implementation plan to initiate for the 26-27 school year timeline and initial progress report to the Academics Innovation Evaluation Technology Committee by April 15, 2026. And that is the item. I will conclude by saying we know that public education has always risen to the occasion. Competition is there for us. We are under a microscope right now, and we must continue to make Miami-Dade County Public Schools everyone's best choice. So with that, I open it up to my colleagues for any questions, any recommendations.

Board members, we'll start here.

Thank you, Madam Vice Chair. Thank you, Madam Chair. Thank you, Madam Vice Chair, for the item. Excellent item. I agree with you. Let's keep raising the bar. I did have one question. Sure. Given that you and Board Member Alonso have been pushing on the AI space, does, say, bullet point number two, contemplate the incorporation of AI into accelerated learning? Or would you want it to? I mean, I guess that's a question.

For me, personally, as an educator, especially in the early grades, I know it has its place. but there's nothing that replaces the teacher personally. Hardcore phonics books, which you know I proffered an item. I know that AI can provide that individualized instruction and remediate and all of that, but to move the student ahead, you need to have acceleration through in-depth reading, discussion, and that doesn't happen as much with AI, in my opinion, in my professional opinion, As an educator, I really, really love Socratic circles where students engage, they go deeper. And when you teach at an accelerated pace, and AI definitely can be a tool to accelerate. Absolutely, I'm not shutting that down at all. But it cannot be the only tool that we rely upon. So with that note, I leave you at that. If you have any other questions, I'd be happy to answer through the chair. Okay.

Board Member Gallin, did you want to speak? Yes, I did. Okay, we'll just go down.

Through the chair, first of all, I want to commend our colleague, Vice Chair Colucci, for this item. Despite the cacophony, the rancor, a lot of the things that are happening throughout this community, state, and nation, and as school board members of Miami-Dade County Public Schools, too often the fray may pull us away from what our primary mission is. So first I wanna thank you for this item, along with other items that we've dealt with. Anytime we have items to bring us to the core mission of education, of instruction, of curriculum, of pedagogy, I think that's a great day for Miami-Dade County Public Schools and for the board to provide leadership in. So I wanna thank you again for that. Secondly, I wanna thank you for this item because, The conundrum of public education, quite frankly, in large urban school districts is the issue of having to address significantly high numbers of fragile and underperforming students. I've always posited that it's not an either or, it's a both and, but unfortunately the politics, and I don't mean that in a negative way, but the politics of immediate accountability on an annual basis too often demand that we address the most fragile students with the immediacy on an annual basis. A school is not going to necessarily find itself in harm's way because of the high performing students, it is that fragile population of students that we have to often deal with. Through the chair principals, And instructional leaders have to make annual decisions about what teachers teach what students, not based on the right fit, not based on the contractual provision that allows teachers each year to request what they would like to teach, but quite frankly on a principal's contemplation of what teacher in what classroom with what students will give the immediate impact this year. starting with those accountability grades. I'm guilty of it. When I visit schools, quite frankly, they'll say, Dr. Gallin, where would you like to start? I say, well, let's start with third grade and work our way up. And, you know, every now and then I'll work my way down to the pre-K and the kindergarten so they can kind of hug me even though I'm a short person. But we often capitulate to the immediate issues that our schools have to deal with, our school district has to deal with. And in doing that, that capitulation regretfully does not focus enough on the level four and level five students who are at grade level or above grade level. Those students who are looking to accelerate. Even our summer school programs We come from an era in which we had a full-scale summer school program. Come one, come all. But right now with finite resources, we have to make a decision. And that decision I would submit over the past two decades at least would be those students who have to graduate. They're at the priority list, those students who need to recover credits to graduate, those students who need to take another shot at the test, those students who are in third grade that may have to go to summer school and do a portfolio assessment, and those students, obviously, who have some academic needs. Then... If resources are available, we're able to provide opportunities for those students who are academically proficient and advanced. So that's the conundrum that our accountability system has us in. So anytime we have an opportunity to take a step back to move forward and send a message not only to our schools, our students, but most importantly, our community and our parents, that all students matter. And I will tell you, one of the conundrums of school choice is that A lot of high performing students may elect to go to a school that they believe will challenge them academically. The resources in a school, you have to double dose, extra reading, extra math. That's for students who are levels one and two, who are underperforming. But you don't have an extra allocation for advanced placement. You don't have an extra allocation for honors and things of that nature that really speak to acceleration. So this conversation is a very much needed one. It is one, obviously, that responds to the conundrum that we're in. I understand as a policymaker, if I have a dollar and I have to make a decision on whether my school is going to be an F or a D versus I have to allocate those resources to those students who are really going to move forward. And obviously, public education being what it is, and its nobility is one that really seeks to be the great equalizer and provide an opportunity for the least, the last, and the left out. But this item challenges us to take a look at the level four and five students. And I'm looking forward to not only this response, but extending that conversation moving forward. So for those reasons, so many more I want to commend you for this item. and this is a very, very important issue, and we very rarely address this as we should. Thank you, thank you, Madam Chair.

And, Chair Colucci, go ahead. Thank you for those comments, Dr. Gallin. Being in the classroom for so many years, that is the reality. That is the reality. You have that student at that level two, and you say, what am I gonna do to get him to a level three? But now we have to start, as a community, we have to say, You're right, we're not gonna leave any child behind. We have to start closing that achievement gap. And how do we do that? We need to offer every child, of course, within their needs, And sometimes a child in math can be accelerated, but there's a gap in a particular area. So within the item, you see that there could be tutoring in that particular area that they need in that one skill. Maybe it could be through artificial intelligence with the teacher assigning them something through a program. But we have to, when we are looked at as a district, and this is the reality that we face, people don't look at what our proficiency levels are as a whole. They don't take into account. They just look at a number. They say, your proficiency levels are only at X. That's the reality. It's awful. But they don't realize that we service every single child. We meet every child's needs. And that speaks volumes for what education is about. And we cannot settle for the middle because the middle is as close to the bottom as it is to the top. So we have to move all of our students and give them those opportunities. And I understand the conundrum that you spoke about because I lived it. When you have a student that is at the risk of not getting that level three and you have to face the parent and the parent is worried because their child's not going to you know, move forward, it is a big, big responsibility on the teacher. So what are you gonna do? You're gonna focus on that. Because the other ones are okay. But in the big scheme of things, we need to move those that can even further. And that's what it's about, to get those level threes up to fours. And those fours, push them, especially the ones that are at the brink, to fives. And I know that at this district, I'm a very hopeful person. I'm an optimist. I know we can do it. I know we have the team. I know we have the resources. I know we have the brainpower. And I know we have the confidence in our teachers and our principals to do this. But we have to set the expectation. If we don't set the expectation high, we don't meet it. So that is where this item is coming from. So thank you, Dr. Gallant, for your comments, because they are very, very real, they are very, very true. Thank you, Madam Chair. Okay, Chair Rojas?

Yes, thank you very much, Madam Chair, and I too wanna, as a teacher for many, many years myself as well, but also as an administrator, which plays a critical role in everything that's here. I want to thank you for bringing this item forth. Again, every time anybody on this board brings an item related to academics, it's critically important, because that's the main part of our mission, aside from safety and security and the well-being of those that we serve.

I especially want to thank you for

the statement that you have at the very bottom which states, as a district, we must move beyond a singular focus on proficiency at level three and ensure that instructional systems, course offerings, and student supports are intentionally designed to promote advanced achievement. This statement says it all right here. This to me is probably the most important one out of everything that I read. Because if we don't do that, as you just alluded to a few moments ago, we are not giving all of the students the opportunity to move beyond just that proficiency in level three and be able to go up higher and higher. I do want to revert to years ago, and this was many, many, many years ago, when I was in the classroom as a teacher at the time, we had the majority of the students in the class I taught, I taught ESL for many years, and other years I didn't. But when I had the ESL students in my classroom, a lot of these children, they didn't speak the language, but they were very, very educated. ready to be in a gifted program. So at the time, and I don't know and I'll ask that question now to Ms. Diaz, we had a program called TEAM, Teaching Enrichment for Minority students that we had to prepare those kids who were in the ESOL program, who had the capability, the capacity, who could move up to be able to start in this program and then move them into the gifted programs and advanced programs and that sort of thing. Do we still have, through the chair, the team program that we had years ago to prepare students who are non-English speakers through the chair? Through the chair.

We do at some schools still offer team classes, but as with everything, it depends on the enrollment and the number of students available per grade level to be in these programs, but I do want to mention along the same lines that it's been several years now that we have been utilizing the non-verbal to assess students in first grade as a screener for their potential for gifted. So that's another way because we do have so many students that are non-English speakers or that their verbal skills may not be fully developed, particularly in English, but just in general, and who still can demonstrate many of the gifted qualities. So we use different means to try to identify students and increase their participation in gifted programs.

Okay, thank you. So through the Chair and Vice Chair Colucci, I'm so glad that the emphasis also is on the primary grades because we have to start very early on, not just when they're in the upper levels, third, fourth, fifth grade. It's too late. It's too late. It has to be in the early years. But the portion that is also a critical component here is the principal who's at the helm of that particular school. Why do I say this? Well, because of the fact that if you have this amazing board item and it's being implemented at a school, it starts with a person at the helm. to make sure that it is done with fidelity. I'm gonna say that word three times, fidelity, fidelity, and fidelity. I knew you were watching to see if I forgot one, fidelity. There has to be continuous monitoring as stated by our vice chair as well. You have to monitor because at the beginning of the year, you have a child that may be having issues in reading, in a specific area in reading, and then they overcome that, but then they're going down in math. And you have to monitor to see where that student, and that has to be done on a continuous and ongoing basis with fidelity. And who's at the helm makes sure that everything that is on this item, all of the points that have been addressed are implemented accordingly. And that's, I think, a responsibility also of the region who has to work very collaboratively with the principals at the schools to ensure that when these items are brought forth by a board member, in this case, Vice Chair Colucci, that when it comes back, hopefully in a very positive note for ready for implementation, that then it is implemented with fidelity on an ongoing basis. And I just wanna thank you again because we have so many students in levels four and five that can get much more attention than they do now because the main focus is again on reaching that infamous level three that everybody is striving for. So great item. I commend you. And thank you for all your wonderful years in the classroom because they were very impactful and very helpful to the members of this board. Thank you. At the right time, I would like to be a co-sponsor. Board Member Alonzo.

Thank you so much. And thank you, Vice Chair Colucci. I haven't been able to sit still in my chair as I saw this item come through. And it's pretty odd, right? So it's not something that I... am I ever gonna claim to be an expert on when it comes to reading. But I can tell you I'm an expert as a student because I was a level one and a level two third grader that my teacher was trying to fit into a box that I didn't fit into because they weren't meeting me where I was at. And I'm so excited about this item coming up because it's one that I've had in draft and my staff can tell you and Ms. Diaz and Mr. Mateo can tell you that Board Member Spina was saying I know our teachers are limited my two sisters are teachers and they faced every year with students that walk in at so many different levels from a one to five. I was just doing some math and I know this is focused on four and fives but we all know this very clearly that 57% of our students are only reading a grade level in third grade. That means that there is over 12,000 students in Miami-Dade County Public Schools that are not reading at grade level right now when they graduate from third grade. And it's concerning and it's not on our teachers because there's only so much that our teachers can do when they're faced with that. But I think there's a fix. And it's a fix in being able to continue to help our teachers be able to meet their students where they're at. And it's one of the things that I had actually mentioned to Ms. Diaz And would love to see if there's a way if you're open to it to work on it and make a part of this, where what we were going to try to do is never ever and i'll say it again never ever replace the teacher. But could a teacher be given a personalized lesson plan learning plan individualized per student so that whether you're a level one or a level five. the teacher is now able to meet you where you're at and provide you work that is relative to where you are at in your journey. Because I might be at a level two, but Ms. Kalushi might be at a level five because she's been reading since early on and she's a very strong reader, but I'm not. But yet we're both in the same classroom sitting right next to each other, right? And how are we challenged there? So one of the things that we've been exploring, not just here through the task force at a state level is, how could we leverage AI to help teachers? How could we leverage AI to understand where that student is at from a data perspective? This is not even the student using AI. The student never touches AI. The AI is only looking at the data to be able to then help that teacher understand where that student is at and to then develop based on state and school board standards a plan an individual plan individualized plan for that student that they can then work on and it's not even just for the student it's also for the parents because i think that as we look at this journey parent engagement and involvement is so important right and being able to have the parents understand where their child is at and giving them some opportunity to be able to work with them would be there so i just think this is a great Board item we talked so much earlier we're talking about schools of hope and facilities and we spend so much time talking about our high schools and. career and technical and we spend so much time talking about physical plant operations and painting and to be able to talk about the most important critical element which is reading. and mathematics and being able to meet these students where they're at and challenge those that need to be challenged and help those that need to be helped. I think it's just so incredibly important. So I can talk forever on this. Where I really wanted to see if you were open to it was to have a point on here where we would allow staff to also explore how they can leverage AI not to replace a teacher, not to augment a teacher, more of how could we use it for data gathering and then providing teachers the tools or the information they need to be able to meet that child, where a teacher can now walk into a classroom with 23 students and be able to say, Robert, here's where we're going to be at today for you. Monica, this is where you're going to be. Luisa, this is where you're going to be. And now we start to individualize it. and I think it would just be a great opportunity if you were open to it, not to say that we were going to do it. It's more of just from exploratory position to be able to see if that's something that we could use to be able to help our teachers better meet our students with that. So outside of that, amazing item. I will co-sponsor it, irregardless of whether we add this in, but I just thought it'd be a great way to add this to our exploratory process here. Thank you.

Vice Chair Colucci, you had some comments? I know through the chair, if it's okay, I know Ms. Diaz wanted to say something first and address that, and then I will go. Thank you. Thank you, Chair.

Through the chair, yes. I mean, it definitely, and I appreciate, Vice Chair Colucci, how you mentioned the AI being a tool, right, that we can incorporate. It's not It is not the solution. It is just a tool, like all the others that we use. We are currently piloting two different platforms. We're working with new classrooms in math and with Amira in reading that are AI-based. The student doesn't have interaction with the AI. The AI is behind the scenes. to individualize. So we're already, as we have done from the beginning with AI, being very cautious and very deliberate about the baby steps. And I know sometimes we want to take big giant steps, but we want to be cautious when dealing with something that is so new and that can have so many different ramifications. some of that through platforms that have it, but we can certainly embed in our response where there could be potential and where there is. I mean, we know there is potential for incorporating AI. The difficulty lies in identifying the correct tool and then making that realistic for the teacher to implement because even if the tool gives the teacher 22 individualized plans, the teacher still has to make that actionable. And so that's where sometimes the rubber meets the road. But with some of these platforms, we can do that. So I think we can certainly incorporate that in our response to the item, no question.

Okay, Vice Chair Colucci. Thank you, Madam Chair, and Board Member Alonso, I like your comments, and in an ideal world, yes, it would be great to be able to have 22 different plans. But realistically, and speaking from experience, that would be quite challenging for a teacher to be able to have 22 different lesson plans per day per child. But, yes, this is where differentiated instruction comes in, where you have your groups, you put your students together, you work with what they are. And then what we do have, and I know, Ms. Diaz, you can fill in any gaps, we have reports that the teachers can run on iReady on the different tools that give them a lot of data as to where the gaps are. And that can be shared with the parents. So yes, you are definitely on the right track. And I think with the tools that we are using and that can be explored in this item, I'm in full agreement, it is a definite positive tool that we can use. But I don't want this to become something that's so cumbersome that teachers say, you know, it's too much for me to do. I know that we have the capability with the tools that we're using to address a lot of what you said. already without adding more to it, if you're okay with that, through the chair.

No, I'm open. I mean, this is your board item, and no way do I want to hijack it and change it around. I just get excited when I hear it, and I do understand 22 different lesson plans. It the world is evolving and we're talking about it. And I'm in no way a teacher and I'm not claiming in any way to be inside the classroom. But the goal is to work with the teachers to better understand how we meet those students where they're at. Because, as you said, we are living in a competitive world and I understand the fours and fives are important. But we have a very big issue when it comes to our ones and twos that are out there. that I don't want to also forget about. And I know we talk about it a lot, but it's just important that as we now ask teachers to focus more and provide accelerated programs for the fours and fives, we've also asked them to provide programs to help our ones and our twos. So we have to leverage tools like AI out there. And I know that we're using some of them. I think that there's a lot more that we can do. And like you said, I'm one of those that is cautiously implementing them. That's what we do across the state is tell districts, be careful. Don't rush to it because you can do more harm than good. But we also don't want to limit our teaching them to do it because what we do find, though, is that teachers do get frustrated and they're going out there and using their own tools, which then sometimes will create some vulnerabilities when it comes to the use of some of these AI tools that are out there. I understand where we're at and in no way do I want this to go in that direction. I just wanted to bring it in and to make it an evaluation point if you were okay with it to come back with some suggestions. And I'm sure it's gonna be an ongoing topic and discussion that we will have on how the district uses it. I actually reached out to our strategic planning team and asked on how that was gonna go into there and how we can talk about it. So all for it and I'm okay with however you wanna put it. I just thought it was a great talking point.

Yes, Chair. And thank you. And with this, I'll close. Thank you, Madam Chair. And through the Chair, point well taken, Mr. Alonso. And I just want to say for the record, we cannot have our students in front of a screen all day, especially the younger they are. They are in front of the screen too much at home. They're on their phones. So I caution us as a board. I know we have to go with the times. I know we have to use this as a tool, a valuable tool. And I'm not denying that. But I urge us to go forward with caution, especially the younger the child, because they need to interact. They need to talk. They need to verbalize. with other children, and they need to have group interaction and discussion. So on that note, I'll end it there. Thank you, Madam Chair.

Just to clarify, because I know you're ending there. I didn't mean in any way that students would be in front of screens. I did not say the AI was student-facing. I said the AI was to help and assist the teacher in no way. I am one that advocates for screen time, and I actually do it on all my family nights. where I tell parents that they need to be careful and us as a district. So I'm not advocating for additional screen time for students or for additional testing or for additional computer programs. I'm advocating for tools for our teachers so that they can be able to better work and meet that student where they're at. Thank you.

Board Member Santos, I know you've been waiting. Thank you so much. I appreciate it. And thank you for the item, Board Member Colucci. Every time that we get to chat about academic achievement, like everyone has said, is a good time. So I know the item refers to the programs as accelerated and advanced learning courses. And obviously, we're with a focus on elementary, because we know what that looks like at the high school level. And so I'm curious, Ms. Diaz, if you could explain, because I'm, and maybe these were extracurriculars, but they definitely felt like accelerated and advanced learning courses. In my middle school, for example, I had early bird, where I came in early, and we literally learned more advanced topics for an hour before school started. In fourth grade, I had writing club with Ms. Mickey, and that's where we got to advance our writing to move into the FCAT higher scores. So can you just give us, and I know that's part one of the item, but just at the highest level, what does that currently look like? Because it's happening in many of our schools, so what does that currently look like? Ms. Diaz? Sure, and through the chair.

Thank you for that question. It should be happening in all of our schools, right? There should be accelerated learning opportunities in every single school. Now, they do vary based on the population of a school and based on the personnel and based on the groupings. But yes, the early birds, we still have that. In the middle schools primarily, and oftentimes it's students that, at a small scale, students who need to take or want to take an accelerated course, they can even, when I was a middle school principal, I had students that took early bird geometry at the high school and then were bused back to my middle school in time for, they were in close proximity. in time for the first block at the middle school. So there's a lot of different things. Schools call them different by different names, but as many remediation activities as we have, we should also have enrichment activities. Of course, you know about our gifted programs, our teen programs, different accelerated programs. We have acceleration in math. in the elementary grades, through DI, as Vice Chair Colucci mentioned, we group the students. So it just depends on the breakdown of students by grade level, by school. Some schools have plenty of students in a certain grade level to have two and three gifted classes. Some schools have to do a gifted combo because in second and third they haven't yet identified sufficient students or whatever different reasons and then in fourth and fifth it's a standalone. We have itinerant gifted. So it really is very site specific but there absolutely should be something, multiple activities happening at all schools and I appreciate the guidance and the language in the item about it being a strategic approach. I think that is where we need to reemphasize and look at our schools and work with our regions and our principals, as also was stated by Chair Rojas, to ensure that we are offering as many different options and in a concerted effort. to lead to something, not just because this teacher is available. Although, as was also said, sometimes that is the driving force. The teacher, the right teacher is available to do this early bird and somewhere else there isn't. So we just need to be more strategic to ensure that we don't have, that our delivery is as equitable as possible in every school.

Thank you. So through the chair, I think that's the emphasis, right? This is to be more intentional, more strategic with the things that we're doing. How can we expand them so that they are more equitably accessible? And so I support the item. And I think it goes without saying, as we started at this point, that in our district, it's not just, oh, if we do more of this, then we're going to stop doing for others or we're going to slow down. It's all adding to and at some point you do when you have, it's a hard task to individualize learning for so many students and so it is worthwhile to look at every tool available to us as more tools come online to be able to provide that as much as possible for every child. So I'm excited to see what comes back and thank you Board Member Colucci for the item.

So I've also been sitting very patiently. Vice Chair Colucci, I absolutely love the item. I think you're right. Sometimes we focus so much on ensuring that we meet proficiency and we forget some of this. I too, you know, in thinking about it, and just because, like we have all said, we love when we have opportunities to talk education, I'm always faced with that conundrum and... just kind of trying to find that great balancing act, because you do need to meet the needs of the students that are a little bit lower, that we need to bump up, you need to meet the needs, and sometimes that can lead to this thought of differentiated instruction, but it's also so important to expose those lower students to the thought process of those students that are a little bit higher, because that's how those lower students are going to grow, when they can hear their peers and the way that they're processing information But there's only so much you can do of that and at some point maybe then you've got to meet them where they're at and allow them to grow. And I think that's where that highlights what you're talking about with the importance of discussion, of hands-on learning, of pairing, of grouping, of allowing students to do things beyond this is your assignment, this is your assignment, this is your assignment. And so what I would envision, and I think it's, you know, what Board Member Alonzo was saying, where you have all these individual plans, yes. But we can probably use AI, and it already exists. I mean, as a teacher, a lot of times the textbooks come with lesson plans and things like that. But what's the main lesson? And then where do we take the ones that are higher and where do we take the ones that need more support, right, so that you can do that? I also did want to mention, and Ms. Diaz, you brought up the term gifted, and it hadn't come up yet. In my years as a school psychologist, there was, there's actually a lot that we could talk about in that, but sometimes there are students who don't qualify for gifted, but they're very high achievers and very capable of being exposed, and they weren't always exposed. And then it depended on the school. In some schools, they would do a high achievers and gifted model, right? And I know a lot of that is going to be based on the school population, you know, the personnel. But that's what I love about the item and what was, you know, emphasized with Board Member Santos is that strategic approach. Because the item is not talking about how do we elevate our gifted, it's talking about how do we elevate our level four and five, which may not all be classified as gifted, but doesn't mean that they are not very capable. And when we talk about competition, and we talk about what parents are looking for, it's not just that we have to provide this, we have to really promote and talk about what we have for those students because there are parents that are looking for the absolute best. And when we look at the high schools, and I know the high schools are different, and this is more focused on elementary, but even at the elementary level, when you talk to parents, a lot of them are looking for that high academic. Even if their child is struggling, they want that school that can meet that high academic need. So we not only need to provide it, we need to really market it, talk about it, and talk about all the things that we're doing for our students to get all of them to that level four or five and above and get them beyond that. So I absolutely love the item. And one thing that I want to bring up, because I know that with all of this, there's also a funding component. And I'm gonna open up a can of worms that really isn't part of the item, but I'm just gonna put it out there. In meeting with some of my high schools, one of the concerns that came up is depending, I know on the AP scores, there's some funding that goes back to the school. There are some schools that are trying to grow their AP programs, but there's only so much they can grow when the funding is limited. right, of what they get back. And they understand, right? Each school is going to get back what they need. But is there a moment where we need to look at how that funding is distributed so that we can actually grow some of these programs? Because I know sometimes there's some schools that they have the funding, so we have it, we have to spend it. And sometimes it's spent because it needs to be spent, but maybe... it could be better allocated towards something else, whether it's another school, another program, funneling this into some of that education that will eventually build an AP program, a stronger AP program. I know it's probably a big can of worms that I just opened up. Some schools love the idea, some schools wouldn't love the idea, but I think when we're talking about being innovative and trying to bring in new things. If funding is ever a component, sometimes we need to think outside the box, rethink at how we do things. So I'll just kind of throw that out there. I think we've exhausted the item, the wonderful item, co-sponsors. All in favor? Move the item as amended to the school board. All in favor? Thank you. All right, our next H item on the floor is H7 from Member Vandross-Mendingo. She's asked me to present. H7, dating awareness in Miami-Dade County Public Schools. Dating violence is a serious public health and safety concern that affects young people across all communities. It involves a pattern of behavior used to exert power and control within a dating relationship and may include physical, emotional, psychological, sexual, or digital abuse. These behaviors, particularly those occurring through social media and electronic communication, can be subtle, persistent, and deeply harmful. Adolescents and young adults are especially vulnerable as many are navigating their first relationships and may lack the experience to recognize unhealthy or abusive dynamics. The consequences of dating violence can be long-lasting, impacting students' mental and physical health, academic performance, school engagement, and overall sense and well-being. Schools play a critical role in prevention by fostering safe environments and providing students with the tools to recognize warning signs, establish healthy boundaries and seek help. Education and awareness empower students to understand issues of consent, respect, power and control and encourage safe intervention when concerning behaviors are observed. The board item recognizes dating violence awareness and affirms the district's commitment to student safety through education, prevention, and support by integrating awareness into social emotional learning, strengthening reporting pathways, I'm sorry, and partnering with families and community organizations, the district reinforces a culture that prioritizes student voice, healthy relationships, and collective responsibility. As a high school counselor, I would just like to say this is an extremely important topic, thank you, There's so many concerns when you look at the adolescent today and so many things that they're exposed to and so many things that come up, especially in their extracurricular lives outside of school. And it needs to be made aware what's right, what's consent, what's not. and what are the avenues to support students if they're in one of these relationships. So any other comments?

Madam Chair? Yes, thank you very much. And I'm very pleased with this item Our board member, who is not here, but it is her item, is addressing an issue, as you just alluded to, Madam Chair, that is so critically important, especially for those students in the high schools more than any other group, but it starts also in the middle schools as well. and so I'm fully in support of the item. I wanna co-sponsor the item. The only recommendation that I would have as a friendly amendment, this is such an important item, but there is no date on here for this to come back from administration to the board. So the only recommendation I would make would be to include a date for the board to receive the report. And that will be for consideration by the board member who's the maker of the item. But I fully support it 100%. Thank you.

In recognizing, too, this is Human Trafficking Awareness Month. I'm drawing a blank on her name, but Taking Back the Girls is an organization that I was able to get our district to partner with. Her history and how she was a victim of human trafficking truly began as a dating violence issue. So you see the connection between the two. And I'm sure her office is listening for your friendly recommend. Any additional co-sponsors at this time? Can I get a motion? Second. All in favor? Aye. Okay, motion to move it as amended to the board item, to the board meeting. All in favor? Aye. Thank you. All right, next H item on the floor is H8, also from Dr. Dorothy Bendross-Mendingel. The School Board of Miami-Dade County, Florida recognizes February 2026 as National Black History Month to be celebrated in all Miami-Dade County public schools. Not only has this been an item she's brought forth since I've been here, it goes very long standing. Obviously bringing awareness and recognition. I'll go through some of her talking points. I don't want to not go through them. The National Celebration of Black History began in February 1926 through the work of historian Dr. Carter G. Woodson, whose advocacy led to the establishment of Black History Week as a time to recognize the achievements and contributions of African Americans. The Association for the Study of African American Life and History, founded by Dr. Woodson, continues to guide this observance by selecting an annual national theme. The 2026 Black History Month theme, A Century of Black History Commemorations, highlights the profound influence African Americans have had across cultural and artistic fields, including visual and performing arts, literature, fashion, folklore, language, film, music, architecture, culinary arts, and other forms of cultural expression. African-American art reflects a rich fusion of African, Caribbean, and Black American lived experiences and has shaped global culture despite historical exclusion and appropriation. The board item recognizes Black History Month as both a commemoration and a call to education honoring past and present contributions while affirming the cultural legacy that continues to shape the 21st century. Through this recognition, we celebrate not only history, but the living influence of African-American artistry, innovation, and expression. Any board members would like to comment? Okay, can I get a motion for co-sponsorships? All in favor? Motion to move to the board meeting as amended. All in favor? Thank you. Next item on the agenda would be new business from board members. Anyone have some new business they'd like to bring up? Seeing none, if there's no additional new business, staff presentations are the next order of business. I don't think we had staff presentations. ETO update, we all received an update from Dr. Tri Diggs. Anyone have any questions? Okay, if there's no additional business or questions to be discussed, I make a motion to adjourn today's committee meeting. All in favor? Aye. Thank you. Meeting is adjourned.