[00:00:01]
>> THIS IS THE SPECIAL EDUCATION ADVISORY COMMITTEE.
>> MEMBER: IT IS BECAUSE I AM SITTING HERE LOOKING AT THE AGENDA AND IT SAYS JANUARY 27.
[CHUCKLE] SOMETIMES THOSE THINGS HAPPEN.
I DON'T HAVE THE RIGHT AGENDA.
CAN YOU SEND THAT TO ME CINDY WHILE I TAKE ROLL?
>> MEMBER: YES I WILL FORWARD IT TO YOU NOW.
>> MEMBER: LET ME START AND SAY, I AM CALLING ROLE.
CORAL IS NOT HERE TONIGHT? AND, DOES ANYONE KNOW WHERE THEIR CHILDREN ARE? CORAL?
>> TC AND FOR ABINA, I THINK THEY ARE AT TC WILLIAMS BUT ALSO AT JEFFERSON.
>> MEMBER: I THINK SHE HAS WON AT JEFFERSON HOUSTON FOR SURE.
>> MEMBER: JANET? YOU ARE MUTED.
I HAVE ONE CHILD AT TC WILLIAMS. I HAVE ANOTHER CHILD THAT IS NOT CURRENTLY ENROLLED.
LAURA FONTAINE? NOT HERE? DEBORAH PERRY?
>> MEMBER: I BELIEVE SHE IS MOUNT VERNON.
>> MEMBER: SHE WILL BE ABSENT AND SHE HAS A CHILD AT MOUNT VERNON AND ALSO AT MANY HOWARD.
>> MEMBER: HELLO, I AM AT JEFFERSON HOUSTON.
>> MEMBER: THANK YOU ALEXIS AND YOU ARE HERE, TOO.
HIDING BEHIND THE BLANK SCREEN.
>> MEMBER: TC WILLIAMS GOOD ONE CHILDS.
>> MEMBER: AT TC WILLIAMS. OKAY.
>> MEMBER: ALL THREE OF MINE ARE AT JOHN ADAMS AND ONE IS AT CITYWIDE.
>> MEMBER: ALL RIGHT, JEFFREY ZACK?
>> MEMBER: I AM HERE AND WE DO NOT HAVE ANY MORE IN THE SYSTEM.
MEAGAN ALDERTON? YOU ARE HERE?
>> MEMBER: PREE ANN JOHNSON ? NO? THERESA WERNER ?
>> MEMBER: OKAY, JANET REESE ?
>> MEMBER: ALL RIGHT, TERRY MAZINGO?
WE HAVE A QUORUM AND I AM PULLING UP THE RIGHT AGENDA FOR FEBRUARY 17.
AS YOU DO THAT I WOULD LIKE TO NOTE TWO ADDITIONS TO THE AGENDA UNDER OLD BUSINESS.
ONE IS THE PUBLIC COMMENT GUIDELINES AND THE OTHER IS THE RESTRAINT INCLUSION POLICY.
ANY OBJECTIONS TO THAT? ALL RIGHT.
WE HAVE ESSENTIALLY GONE THROUGH THE INTRODUCTIONS.
[1. Agenda for the February 17, 2021 Special Education Advisory Committee Meeting]
DO WE NEED TO DO MORE, CINDY?BUT, IF WE MOVE TO PUBLIC COMMENT WE DO ANTICIPATE ON HAVING PUBLIC COMMENT.
[00:05:02]
I DON'T KNOW HOW TO, WOULD WE SEE A NAME UP THERE IF ANOTHER MEMBER OF THE PUBLIC IS HERE?>> MEMBER: IS THERE ANYONE ELSE HERE FOR PUBLIC COMMENT?
>> MEMBER: I SEE SOME MEMBERS ON THE PUBLIC SIDE.
I DON'T KNOW IF THOSE ARE THE PUBLIC COMMENTERS.
>> CHAIR: IF YOU ARE ON THE PUBLIC SIDE AND YOU ARE ON THE PUBLIC COMMENT OR CAN YOU RAISE YOUR HAND? THAT IS VERY HELPFUL.
OKAY, KATHERINE HAD RAISED HER HAND AND THEN THE OTHER PERSON IS HILARY.
SO, DO YOU WANT ME TO ALLOW HER TO TALK?
>> VICE-CHAIR: DOES SHE WANT TO TALK? DOES SHE WANT TO MAKE A COMMENT HE MET.
>> PUBLIC COMMENT: I THINK I JUST UNMUTE MYSELF.
THANK YOU FOR THE OPPORTUNITY TO SHARE SOME COMMENTS WITH YOU.
ONE OF MY CHILDREN HAS AN IEP.
THE STAFF AT THE SCHOOL WORKS VERY HARD AND TRIES TO MODIFY THEIR TECHNIQUES.
THEY HAVE BEEN RESPONSIVE AND SUPPORTIVE WHEN QUESTIONS ARISE.
I APPRECIATE ALL MY TEACHERS HARD WORK SO MUCH.
LARGELY DUE TO THE VIRTUAL SCHOOL SETTING I DON'T BELIEVE THAT MY CHILD AND HIS NEEDS AND SERVICES HAVE BEEN MET ENOUGH.
THEREFORE I WOULD LIKE ACPS TO PROVIDE SUMMER SUPPORT LEARNING.
THE OFFICER WAS VERY VALUABLE ESPECIALLY SINCE MY CHILDREN DEVELOPED A GOOD RELATIONSHIP WHO ARE ALL PRACTICING TO USE TIME WITH MY CHILD LEARNING.
I ALSO ENCOURAGED ACPS TO OFFER IN PERSON SUMMER LEARNING FOR CHILDREN WITH IEP.
A SEPARATE ITEM THAT I WANTED TO SHARE COMMENTS ON WITH REGARDS OF THE ACPS USE OF THE LABEL WHICH A VAST NUMBER OF STUDENTS KNOW THAT IT MEANS TALENTED AND GIFTED.
SOME STUDENTS ARE SEEN AS NOT TAG BY THEIR SCHOOL SYSTEM.
I HAVE HAD TO RESPOND TO THIS CAUSE-AND-EFFECT WHILE TEARY-EYED MULTIPLE TIMES.
EACH CHILD WITH ACPS POSSESSES HER OR HIS UNIQUE TALENTS AND CHALLENGES.
THIS IS AN ISSUE OF INEQUITY FOR OUR CHILDREN.
ACPS SHOULD SEND A MESSAGE TO EVERY CHILD THAT HE OR SHE IS TALENTED AND GIFTED AND HAS AREAS WHERE HE OR SHE CAN GROW.
ALL CHILDREN SHOULD BE CHALLENGED ACADEMICALLY WHETHER THEY HAVE AN IEP OR TESTED AT AN ADVANCED LEVEL AT CERTAIN SUBJECT AREAS.
I ASKED THAT WE ADVOCATE FOR AND THAT ACPS CARRY OUT AND REPLACE THE TAG WITH TAG WITH ONE GROUP OF CHILDREN PAIR PERHAPS ACPS EMBRACES THE INCLUSIVE INSTRUCTION FOR ALL CHILDREN'S NEEDS MENTALLY AND EMOTIONALLY WITH RATER EQUITY.
TO EXTEND BEYOND THE LABEL, MANY STUDENTS HAVE SERVICES FOR THE GENERAL CLASSROOM FOR THEIR IEP.
WHY NOT LOOK IS ON DIFFERENT TEACHING TECHNIQUES WITHIN THE SAME CLASSROOM FOR THOSE NEEDING MORE CHALLENGING ASSIGNMENTS? IF NEEDED PERHAPS A GOOD TEACHING FORMAT COULD BE SUPPORTED FOR OUR GENERAL EDUCATION CLASS WITH AN INSTRUCTIONAL OR ACADEMIC COACH WHICH COULD MOVE AROUND THE CLASSROOM WITH ADVANCED CONTENT OR ASSIGNMENTS.
THERE ARE DIFFERENT APPROACHES TO CONSIDER WITH THE ULTIMATE GOAL BEING THE SAME.
A MORE EQUITABLE LEARNING ENVIRONMENT AND PROGRAM DESCRIPTIONS THAT BOLSTER CHILDREN'S CONFIDENCE AND SUPPORT AND CHALLENGE EACH CHILD TO REACH HIS OR HER POTENTIAL.
A RELATED ARTICLE THAT COULD BE OF INTEREST THAT I PRINTED EARLIER IN MY EMAIL.
THANK YOU FOR EACH OF YOU FOR YOUR COMMITMENT TO THE BEST LEARNING ENVIRONMENT TO OUR CHILDREN.
>> CHAIR: THANK YOU VERY MUCH.
I JUST WANT TO MENTION WE WILL GO OVER OUR PUBLIC COMMENT GUIDELINES TONIGHT AT ONE POINT IS THAT WE WON'T DISCUSS PUBLIC COMMENTS DURING THIS TIME BUT THERE IS A TIME WHERE STAFF MEMBERS CAN ASK QUESTIONS OR FOLLOW-UP AS NEEDED.
>> MEMBER: THERE ARE TWO OTHER PEOPLE IN THE WAITING ROOM.
>> CHAIR: ARE THERE ANY OTHERS THAT ARE INTERESTED IN MAKING A PUBLIC COMMENT?
>> MEMBER: YOU SAY THEY ARE INTERESTED OR ARE YOU ASKING?
>> MEMBER: IF MS. PENNER OR MISS SENTELLE WANT TO MAKE A COMMENT JUST RAISE YOUR HAND
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AND THAT WILL BE HELPFUL.>> CHAIR: MIKE, YOU ARE MUTED.
>> VICE-CHAIR: LIVING ON TO THE NEXT ITEM.
THANK YOU FOR CATCHING MY MUTE.
IT IS VERY UNUSUAL FOR ME TO MUTE MYSELF.
WE NEED TO APPROVE THE MEETING MINUTES FROM JANUARY 27.
[2. Minutes from the January 27, 2021 SEAC Meeting]
ARE THERE ANY ADDITIONS, SUBSTITUTIONS OR RECOMMENDATIONS FOR THE READING MINUTES OF JANUARY 27? OKAY.I SEE NO HANDS RAISE OR OTHERWISE.
DO I HEAR A MOTION TO APPROVE THE MEETING MINUTES? I SEE JANET RAISING HER HAND, SHE IS MUTED.
SHE MOTIONS TO APPROVE OR DO I HAVE A SECOND?
ANY DISCUSSION AT ALL? I GUESS WE HAD THE DISCUSSION.
SO, ALL IN FAVOR SAY AYE? YOU CAN RAISE YOUR HAND IF YOU WANT.
ANYBODY OPPOSED TO APPROVING THE MEETING MINUTES? ANY ABSTENTIONS? I SEE NONE.
THE MEETING MINUTES FROM JANUARY 27 ARE APPROVED.
DO YOU WANT TO MOVE ON TO ALL BUSINESS OR THE PRESENTATION, CINDY? YOU ARE MUTED.
IT IS 10 MINUTES EARLY BUT I THINK IT WOULD MAKE SENSE.
[Additional Item]
WE HAVE OUR GUEST HERE TO GO AHEAD AND DO THE PRESENTATION AND THEN HE CAN DO OUR BUSINESS AND TERRY, IF YOU WOULDN'T MIND CAN YOU PLEASE INTRODUCE OUR GUEST PLEASE?I WAS TRYING TO FIGURE OUT HOW TO WORK ALL MY CONTROLS ON MY IPAD.
IT IS MY PLEASURE TO WELCOME MY COLLEAGUES TO PRESENT TO YOU ALL.
WE HAVE OUR LITERACY TEAM THAT IS COMING TO TALK ABOUT THE K2 LITERACY PROGRAM AND THE RFP THAT THEY CURRENTLY HAVE.
I AM GOING TO START BY INTRODUCING THE LITERACY TEAM LEAD, KIM SCHELL WHO IS A SPECIALIST FOR SECONDARY LITERACY.
ALONG WITH HER IS DOCTOR YOUR CAROLYN WESTER THE SPECIALIST FOR LITERACY AND THEY ARE ACCOMPANIED BY OUR SPECIAL EDUCATION INSTRUCTIONAL SPECIALIST, NICOLE VARIAN WHO IS THE LITERACY COACH ON OUR TEAM.
I AM HAPPY TO HAVE THEM TONIGHT.
THEY ARE SHARING WITH YOU THE PRESENTATION AND INFORMATION THEY SHARED WITH THE SCHOOL BOARD EARLIER THIS YEAR.
THIS IS PARTICULARLY TARGETED TOWARDS THE PRIORITY OF ACCESSING ALLITERATION FOR STUDENTS AND THE NEED FOR STUDENTS IN THAT AREA.
KIM, I AM GOING TO TURN IT OVER TO YOU TO GET YOUR TEAM STARTED.
WELCOME AND WE ARE SO HAPPY TO HAVE YOUR TEAM WITH US.
SPACE X THANK YOU FOR HAVING US.
I AM THE K2 COORDINATOR AND I'M GOING TO TURN THIS OVER TO OUR ELEMENTARY SPECIALIST, DOCTOR CAROLYN WESTER WHO IT IS GOING TO SHARE THE PRESENTATION AND INFORMATION FROM THE SCHOOL BOARD MEETING.
>> GUEST SPEAKER: THANK YOU FOR INVITING US AND THANK YOU PARENTS, I WANT TO REACH THROUGH THE SCREEN AND GIVE YOU A HUG.
YOU HAVE MADE IT ALMOST THROUGH A YEAR OF SPECIAL INSTRUCTION AND YOU ALL DESERVE A SPECIAL HUG.
THANK YOU FOR YOUR PURSE OR BEING THROUGH THE YEAR AND THANK YOU FOR JOINING US THIS EVENING.
I AM ACPS INSTRUCTIONAL LITERACY SPECIALIST.
I AM EXCITED TO BE HERE WITH YOU THIS EVENING TO SHARE ABOUT OUR K2 LITERACY INITIATIVE.
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AS I JOINED ACPS IN THE MIDST OF THE PANDEMIC NOT ONLY WERE MY COLLEAGUES HERE KNEE-DEEP IN TRYING TO FIGURE OUT HOW TO TURN OUR SYSTEM AROUND AND TEACH VIRTUALLY, WE WERE DEEP IN THE MIDDLE OF OUR 2025 STRATEGIC PLAN.AS YOU HAVE PROBABLY HEARD, TRAN 25 LITERACY IS AN IMPORTANT PART OF THAT PLAN.
I CAME ON BOARD AND KIM TALK LATER ON HOW WE DEEP DIVE INTO OUR PRACTICES AND BIG EXTRA PLANNING WITH OUR TRAN 25 LITERACY PROGRAM MOVING FORWARD.
WE WILL SHARE THAT WITH YOU TONIGHT AND HOW WE ACTED ON THOSE RECOMMENDATIONS ON WAYS WE WOULD HAVE NEVER IMAGINED.
AND MOVING FORWARD AND HOW WE MUST PARTNER WITH YOU ALL HERE TO SUPPORT OUR READERS, AND OUR WRITERS IN THE SEAC GROUP.
I WISH YOU COULD ALL HAVE YOUR KIDS ON YOUR LAP AS CINDY DOES.
I WOULD LOVE TO KNOW MORE ABOUT THE CHILDREN YOU ARE ALL HERE REPRESENTING THIS EVENING AS OUR PICTURE BURKE SAYS ALL ARE WELCOME.
I KNOW THAT YOU ALL SUPPORT A CHILDREN WITH A VARIETY OF NEEDS AND ABILITIES TONIGHT.
MY HUSBAND IS A SPECIAL EDUCATOR AND WE HAVE BEEN WORKING FROM HOME FOR MONTHS AND I CANNOT ATTEST TO BE ABLE TO TEACH EVERYTHING THAT HE TEACHES AND ADDRESS ALL THE NEEDS THAT HE, NICOLE AND CARRIE AND OUR SPECIALIZED INSTRUCTORS ARE EXPERTS IN.
I AM IMPRESSED THAT OUR STUDENTS IN OUR CITYWIDE PROGRAMS AND OUR VERY SPECIALIZED PROGRAMS ARE NECESSARILY WHAT WE WILL BE TALKING ABOUT TONIGHT.
TONIGHT WE WILL LOOK AT AT ACPS WE CALL THEM THE MULTI-CURED SYSTEM OF SUPPORT IN WHICH WE LOOK AT THE VERY NEEDS THAT STUDENTS HAVE WITHIN OUR INSTRUCTIONAL PROGRAM.
DOWN HERE IN TIER ONE IS OUR UNIVERSAL CORE INSTRUCTION THAT IS PROVIDED FOR EVERY CHILD WITHIN ACPS.
WE ARE CONSTANTLY REVIEWING DATA WE KNOW THAT STUDENTS ARE MAKING THE EXPECTED PROGRESS WITH THE TIER ONE INSTRUCTION TO SEE IF THEY NEED ADDITIONAL TARGETED OR INTENSIVE SUPPORT.
JUST FOR OUR FRAME OF REFERENCE TONIGHT WE ARE LOOKING HERE IN THE GREEN AND YELLOW ZONE WITH WHAT WE ARE PROVIDING FOR ALL CHILDREN THROUGHOUT ACPS WITH OUR CORE LITERACY INSTRUCTION.
THAT CORE LITERACY INSTRUCTION IS TASKED WITH IMPLEMENTING OUR VIRGINIA STATE SOL, OUR VIRGINIA STATE STANDARDS.
AS YOU CAN SEE ON THE LEFT THE STANDARDS THAT WE ARE TASKED TO HELP CHILDREN ACHIEVE, WE HELP THEM GROW AS READERS AND WRITERS TO BE EMPOWERED CITIZENS THAT ARE CHILDREN IN THE 21ST CENTURY NEED TO BE.
WITHIN THE K-2 CLASSROOMS THERE'S A LOT OF COMPLEXITY WITH LEARNING TO READ.
IF WE LOOK TO THE RIGHT WE CAN SEE THAT COMPLEXITY REPRESENTATIVE AND WHAT IS TERMED AS A SIMPLE VIEW OF READING.
AS WE SEE HERE THERE'S ONE SIDE IN WHICH WE HAVE TO DECODE THE SOUNDS OF THE LETTERS CORRESPOND WITH AND HOW THEY MAPPED TWO WORDS.
AT THE SAME TIME TO HAVE THE SAME UNDERSTANDING IN OUR BRAIN OF WHAT THOSE WORDS REPRESENT.
I AM SURE THAT IN 2019 WE COULD HAVE ALL DECODED THE WORD COVID.
WE COULD HAVE KNOWN WHAT THOSE LETTERS SAID AND HAD NO SCHEMA OF UNDERSTANDING OF THE CONNOTATION THAT THE WORD COVID WOULD HAVE TO COME IN ON LIVED REALITY.
TAKING THOSE WORDS AND UNDERSTANDINGS TOGETHER AND SPREAD THE ULTIMATE GOAL OF READING COMPREHENSION.
WITHIN OUR ACPS CLASSROOMS WE EMPLOY A COMPREHENSIVE LITERACY MODEL IN WHICH OUR TEACHERS DAILY PRACTICE HAS A VARIETY OF PRACTICES THAT WILL HELP STUDENTS REACH THOSE STANDARDS.
IN THE RED YOU CAN SEE WE PROVIDE EXPLICIT INSTRUCTION AND WORD STUDY.
THE DECODING STRAND WE SAW WHERE WE ARE EXPLICITLY TEACHING LETTERS, SOUNDS AND THE WAY THEY MAPPED TO OUR WRITTEN LANGUAGE AND HELPING STUDENTS TO NAVIGATE THAT.
THAT IS COUPLED WITH WHAT WE SAW ON THE LEFT-HAND SIDE OF THE SIMPLE VIEW OF READING WITH INTERACTIVE READ ALOUD'S AND THE TALK TO BUILD THEIR BACKGROUND KNOWLEDGE.
ALL OF THAT IS REPRESENTED BY THOSE WORDS.
WE USE MINI LESSONS AND EXPLICITLY MODELING THOSE PRACTICES WHETHER WE ARE
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PULLING CHILDREN CLOSE ON THE CARPET OR LEANING CLOSE IN ZOOM.THE MATTER WHAT, THE STUDENTS ARE NOT GOING TO GET THE SAME SKILL AT THE SAME RATE AT THE SAME TIME.
FOLLOWING THAT WE TARGET OUR STUDENTS NEEDS AND WITH THE ULTIMATE GOAL WITH INDEPENDENT READERS AND WRITERS.
ALL OF THESE PRACTICES, TEACHERS ARE IN VARIOUS PLACES IMPLEMENTING EFFECTIVELY AND SOME OF THEM MORE SO THAN OTHERS.
WE ARE CONSTANTLY REVIEWING OUR PRACTICE AND LOOKING AT WAYS WE CAN IMPROVE AND HELPING OUR TEACHERS IMPROVE.
I'M NOW GOING TO TURN IT OVER TO KIM WITH OUR BIG PICTURE VIEW.
>> MEMBER: THANK YOU DR. CAROLYN WOSTER.
AS CAROLYN MENTIONED SHE JOINED US IN THE MIDDLE OF THE PANDEMIC AND SHE JOINED US ON THAT RUNNING TREADMILL.
I WAS ABLE TO BEGIN THIS PROCESS LAST FALL.
IT SEEMS SO LONG AGO NOW IN FALL OF 2019.
WE LOOKED AT THE SUPERINTENDENTS 2025 STRATEGIC PLAN WITH THE EMPHASIS ON K-2 CLASSROOMS AND LITERACY.
WE BEGAN BUILDING A K-2 TASK FORCE.
THESE ARE THE TWO COMPONENTS FROM THE STRATEGIC 2025 STRATEGIC PLAN THAT HELP GUIDE US IN CREATING THE TASK FORCE AND CREATE SOME INVESTIGATIONS AND RECOMMENDATIONS.
SO ON THIS SLIDE, TO GIVE YOU A BROAD VIEW WE WERE REALLY LUCKY TO HAVE SO MANY DISCIPLINES ON THIS TASK FORCE.
TO GIVE YOU A BROAD OVERVIEW WE HAVE THREE BIG BUCKETS.
TEACHERS, ADMINISTRATORS AND CENTRAL OFFICE AND SPECIALISTS AND COACHES.
IF YOU DIG DEEPER WE HAVE REPRESENTATIVES FROM MULTIPLE GRADE LEVELS, AND WE HAD REPRESENTATIVES FROM COACHES AND INSTRUCTIONAL SPECIALISTS.
WE WERE LUCKY TO HAVE A BROAD SPECTRUM OF RATIONAL THOUGHT DISSIPATED ON THIS TASK FORCE TO US WITH THIS TASK FORCE.
AGAIN, ZOOMING OUT OF THE BIG PICTURE WHAT WE DID WAS GATHERED ALL OF THESE PEOPLE THAT WERE PROFESSIONALS WHO WERE PASSIONATE ABOUT TRAN 25 LITERACY.
WE DID THE FOLLOWING PROCESS TO GET US TO OUR RECOMMENDATION.
THE FIRST THING WE DID WAS LOOK AT THE SCHOOL DATA.
WE LOOKED AT THE DATA WE HAD AVAILABLE.
WE LOOKED AT TOWELS, SOL, TEACHER DATA AND SCHOOL DATA.
HE ALSO LOOKED AT THE RESOURCES WE HAVE AVAILABLE AT THE SCHOOL IN THE TEAM LOOKED AT WHAT WE HAD THAT WAS WORKING WELL AND WHAT WERE THEIR HOPES AND NEEDS FOR THE TRAN 25 LITERACY.
THEN WE ALSO LOOKED AT THE CURRENT RESEARCH AND LITERATURE THAT DEALT WITH EARLY LITERACY.
SOME OF THE INFORMATION THAT CAME OUT FROM THE TEACHER PROJECT AND SOME DEALT WITH THE SCIENCE OF READING TO HELP INFORM US ON WHAT WE HAD AND WE SHOULD LOOK FOR MOVING FORWARD.
AFTER THE RESEARCH WE WENT OVER TO THE INVENTORY AND WE HAD CURRENTLY IN THE ACPS PRACTICES SO WHAT WE HAVE IN THE K-5 GUIDELINES AND THE RESOURCES WE HAD IN PRACTICE TO MATCH UP WITH DOES THE DATA SAY AND WHAT DOES THE RESEARCH SAY AND WHAT DO WE HAVE? ONCE WE DID THOSE THREE STEPS WE STARTED BUILDING A PLAN AND CREATED THIS PALS TASK FORCE BASED ON THAT WORK.
>> GUEST SPEAKER: I'M GOING TO TALK BRIEFLY ON HOW WE INSTILL CONSIDERATIONS WITH PEOPLE WITH DISABILITY.
THIS IS ALSO ON THE TASK FORCE FOR PALS.
I AM THRILLED TO BE ON THE TASK FORCE BECAUSE INSTILLING LITERACY IS A PASSION OF MINE ESPECIALLY FOR STUDENTS WITH DISABILITIES.
SO MANY THINGS THAT WE TOOK INTO CONSIDERATION WAS HOPING TO FIND SOME RESOURCE WITH SYSTEMATIC INSTRUCTION THAT COULD INCLUDE ALL TYSON THREE COMPONENTS BECAUSE AS WE KNOW BOTH OF THOSE THINGS SUPPORT STRUGGLING READERS AND LEARNING.
WE ALSO WANTED TO BE VERY ENGAGING AND HANDS-ON.
WE ARE LOOKING FOR THINGS THAT COME WITH MANIPULATIVES SUCH AS MAGNETIC LETTERS, LETTER TILES AND OTHER MATERIALS LIKE THAT TO KEEP THE STUDENTS ENGAGED SO THEY CAN BE PROCESSING INFORMATION AND READING THE LETTER SOUNDS AND DECODING STRATEGIES EVEN MORE.
OF COURSE WE ARE LOOKING FOR COMPONENTS THAT INCLUDE DIFFERENTIATION TO MEET THE
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VARYING LEVELS OF THE STUDENTS WHO WILL BE ACCESSING THIS PROGRAM.WE ALSO HAVE DECODE A BOLD TEXT.
IF YOU ARE NOT FAMILIAR WITH DECODABLE TEXT THESE ARE WORDS THAT THE STUDENTS WERE ALREADY TAUGHT SO THAT THEY CAN DECODE THE WORDS AND THEN THEY CAN DEFINE THOSE ISOLATED PHONICS SKILLS THAT THEY LEARNED AND THEN APPLY THEM IN CONTEXT.
WE KNOW THAT 50 PERCENT OR MORE OF OUR LITERACY INSTRUCTION SHOULD BE APPLYING THOSE SKILLS.
SO THESE DECODABLE TEXTS ARE A CRITICAL COMPONENT OF THE PROGRAM.
WITH THAT, THAT HELPS BRINGS US TO OUR TASK FORCE GOALS AND RECOMMENDATIONS.
>> GUEST SPEAKER: THANK YOU NICOLE.
WE WERE REALLY LUCKY TO HAVE PEOPLE LIKE NICOLE ADVOCATING FOR OUR STUDENTS WITH SPECIAL NEEDS.
AS A RESULT OF THAT, SEVERAL MONTHS OF WORK FROM THE TASK FORCE WE CAME WITH THREE OVERARCHING RECOMMENDATIONS.
FIRST IS EXPLICIT AND SYSTEMATIC PHENOMENA AWARENESS PHONICS RESOURCE BID THAT WAS SOMETHING THAT EVERYBODY ON THE K-2 TASK FORCE RECOMMENDED FOR.
WE ALSO WANTED PROFESSIONAL DEVELOPMENT TO SUPPORT TEACHERS IN INSTRUCTIONAL DECISION-MAKING USING DATA THEY HAD AVAILABLE TO THEM WHICH WOULD INCLUDE THE IMPLEMENTATION.
WE WANT TO FOCUS ON TIER ONE INSTRUCTION IN SUPPORT IS WHAT CAROLYN MENTIONED AT THE BEGINNING PAIRED WITH THE TRIANGLE WITH THE GREEN RED AND YELLOW OF THE TRIANGLE.
THEN FINALLY PROFESSIONAL DEVELOPMENT TO SUPPORT THE READING AND WRITING WORKSHOP.
NOW, DR. CAROLYN WOSTER IT IS GOING TO TAKE YOU THROUGH THE EXAMPLES OF THE RESOURCES.
>> GUEST SPEAKER: YOU WOULD THINK WE HAD THE HANG OF THIS BY NOW.
THANK YOU, KIM FOR LOOKING AT THE RECOMMENDATIONS OF THE TASK FORCE WHICH I HAVE THE LUCKY JOB OF IMPLEMENTING ALL OVER ZOOM AND WE HAVE BEGUN THE WORK THIS YEAR.
AND IMPLEMENTING SOME OF THESE RECOMMENDATIONS EVEN NOT EXACTLY THE WEIGHT WE ENVISIONED THIS YEAR TO GO.
SO WE HAVE ADOPTED RESOURCES TO GET US THROUGH OUR VIRTUAL INSTRUCTION WITH PHONICS THIS YEAR AS WELL AS NUMBER 2 WE ARE WORKING ON AND RF P RECEIVING PROPOSALS AS WE SPEAK FOR THE LONG-TERM SOLUTION AS WELL AS EMBEDDING WHAT WE HAVE NOW INTO OUR PRACTICES HERE AT VIRTUAL PLUS AND PROVIDING ONGOING PROFESSIONAL DEVELOPMENT AND SUPPORT.
SO A QUICK LOOK AT THE RESOURCES WE HAVE IN THE PROGRAM THIS YEAR HAS INCLUDED, YOU SEE ON THE RIGHT HAND HERE, WE KNOW ON THE VIRTUAL SETTING OUR LEARNERS NEED PHYSICAL SUPPORT SO THINGS LIKE HANDWRITING, FINDING OUR DIGITAL PRINT SOLUTION WITH PENCILS IN HAND AS WELL AS SCREENS AND COMPUTERS.
PHYSICAL BOOKS AND PACKETS AS WELL AS LOTS OF BOOKS THROUGH MY ON AND LITERACY FOOTPRINT.
ONE OF THE PRODUCTS THAT I WAS MOST EXCITED ABOUT IMPLEMENTING THIS YEAR WAS THE FAST PHONICS PROGRAM WHICH HAS BEEN SO ENGAGING FOR OUR K - ONE STUDENTS TO LEARN LETTERS AND SOUNDS AND HAVING A LITTLE MAGICAL YETI ON THEIR SIDE.
AND TO CLIMB UP THE MOUNTAIN AS THEY CREATE THE WORDS AND THEN APPLY THEM TO THE DECODABLE TEXTS THAT NICOLE HAD MENTIONED.
THIS HAS BEEN A VALUABLE RESOURCE THAT WE ARE LOOKING TO INSTITUTIONALIZE AND EMBED AS WE MOVE FORWARD.
WE ARE SHOPPING MY FRIENDS! THE BUDGET FOLKS AREN'T TERRIBLY HAPPY WITH US BECAUSE APPARENTLY WE HAVE RECEIVED A LOT OF INTEREST IN THE RFP FOR OUR PHONICS AND PHONEMIC RESOURCES.
AS NICOLE SAID WE ARE LOOKING FOR LOTS OF SENSORY AND MANIPULATIVE RESOURCES FOR OUR STUDENTS.
[00:30:06]
WE MET WITH CINDY AND LAURA LAST WEEK.WE HAD THE LENS OF THE TEACHERS, RIGHT MAC OUR COMMITTEE IS COMPRISED OF 15 MEMBERS AND ADVISORS THROUGHOUT ACPS.
WE HAVE COACHES, SPECIALISTS FROM TERRY'S TEAM AND ADMINISTRATORS AS WELL AS THE CLASSROOM TEACHERS AND WE ARE BEGINNING TO REVIEW PROPOSALS IN MARCH.
WE WERE TALKING WITH CINDY AND LAURA ABOUT PROFESSIONAL LEARNING WE NEED FOR THE TEACHERS AND WEARING THE PARENTS HAD THEY ARE LIKE YES.
HOW WILL THIS SUPPORT OUR PARENTS AS WELL? HOW ARE WE HAVING PARENTS COMMUNICATION AND WAYS FOR PARENTS TO HELP THEIR CHILDREN TO LOOK FOR IN OUR RFP PROCESS.
THAT'S AN EXAMPLE OF WHAT WE HAVE AT THE FOREFRONT OF OUR MINDS AND AT THE CONCLUSION OF OUR PRESENTATION TODAY WE WOULD LOVE TO SHARE A BRIEF SURVEY FOR ANY INPUT THAT YOU MIGHT HAVE TO KEEP IT AT THE FOREFRONT OF OUR MINDS IN THIS PROCESS AS WE MOVE FORWARD.
AND, I WAS GOING TO STICK IT IN THE CHAT AND IF THAT'S NOT AN OPTION PERHAPS, COURTNEY, COULD YOU MAKE SURE THAT IS SENT OUT AFTER THE MEETING? WE ALSO WANTED TO MAKE SURE YOU ARE AWARE OF SOME OF OUR FAVORITE RESOURCES TO SUPPORT PARENTS THAT ALREADY EXISTS.
IT WILL SENDS THE NOTES OUT FROM TONIGHT'S MEETINGS.
THIS IS JUST A RESOURCE FOR PARENTS.
THERE ARE THINGS FOR ALL DIFFERENT GRADE LEVELS.
YOU CAN CHOOSE WHICH ELEMENTARY, K-5 WHICH APPLIES TO YOU.
WE HAVE RESOURCES LIKE MY ON, 6000 TEXTS WITH READING ON EVERYONE.
AND THEN ALSO THINGS THAT WE JUST LOOKED AT, IT'S A GREAT WAY TO GET TEXT FOR YOUR STUDENTS WHETHER IT IS REAL ALONG ONLINE OR PARTNERING WITH THE PUBLIC LIBRARY.
THERE ARE BOOK RECOMMENDATIONS AND IF YOU'RE LOOKING FOR A SERIES THAT MIGHT GET YOUR CHILDHOOD THERE ARE SOME THINGS TO POINT THEM TO.
THERE IS A LOT OF GREAT VIDEOS.
WHETHER IT IS HOW CAN I SUPPORT WITH READING OR WRITING OR PHONICS? THERE'S USUALLY FIVE MINUTE VIDEOS HERE THAT CAN HELP YOU WITH ANYTHING LIKE WHAT DO I SAY WHEN MY KID GETS STUCK ON A TRICKY WORD.
OR DID I SAY THE VOWELS CORRECTLY.
HOPEFULLY THAT IS SOMETHING WE CAN WALK AWAY TONIGHT WITH IN YOUR POCKET AS TOOLS TO HELP YOU AS READERS AND WRITERS.
NICOLE DO YOU WANT TO SPEAK TO ANY OTHER RESOURCES THAT YOU WANT TO POINT OUT TONIGHT WE'LL.
>> GUEST SPEAKER: I ALSO WANT TO GIVE A PLUG TO THE CANVAS PAGE.
IT IS VERY USER-FRIENDLY IQ JUST SAW BUT I ALSO LIKE THE FACT THAT IT IS COMPLETELY OPEN ENDED SO THAT ANY STUDENT CAN ACCESS IT.
IF YOU ARE A PARENT OF A CHILD WHETHER IT IS IN KINDERGARTEN OR FIFTH-GRADE YOU CAN FIND SOMETHING THAT YOUR CHILD WILL BE ABLE TO ACCESS REGARDLESS OF THE LEVEL OR ABILITY THAT THEY HAVE.
IN ADDITION TO THAT WE KNOW, WE HAVE OUR PARENT RESOURCE CENTER WITH A WEALTH OF INFORMATION AND IF YOU WANT TO BE VERY SPECIFIC WITH HOW TO SUPPORT YOUR CHILD, YOUR CHILD'S CASE MANAGER IT IS GOING TO BE YOUR BEST GO TO PERSON.
THEY ARE GOING TO KNOW THE STRENGTHS AND NEEDS OF YOUR CHILD AS WELL AS YOUR STRATEGIES THAT YOUR SPECIAL EDUCATION TEACHER HAS BEEN WORKING ON WITH YOUR CHILD.
THEY CAN GIVE YOU TIPS AND TOOLS TO WORK ON WITH YOUR CHILD AS WELL.
>> GUEST SPEAKER: THANK YOU NICOLE.
AND THANK YOU TO ALL OF YOU FOR JOINING US TONIGHT CAN WE WELCOME WHATEVER TIME YOU HAVE FOR CONVERSATION AND THINKING ABOUT MOVING FORWARD AND PARTNERSHIP TO SUPPORT ALL OF OUR STUDENTS ESPECIALLY OUR YOUNGEST K-2 STUDENTS WITH THEIR LITERACY NEEDS.
THANK YOU FOR INCLUDING US THIS EVENING.
>> CHAIR: THANK YOU ALL AND AM WONDERING IF YOU CAN STAY A FEW MINUTES WITH DISTANCE FROM THE TEAM COULD OF COURSE WE WON'T DELVE INTO A LOT OF DETAIL.
I WOULD LIKE TO FORM A SUBCOMMITTEE TONIGHT TO CONTINUE TO PURSUE THIS BUT I WOULD LIKE TO ASK TEAM MEMBERS TO RAISE THEIR HAND IF THEY HAVE QUESTIONS AND I
[00:35:03]
HAVE A COUPLE AS WELL.>> VICE-CHAIR: WE HAVE SONDRA FIRST.
>> MEMBER: YOU SAID IN YOUR PRESENTATION THAT YOU HAD LOOKED AT A LOT OF DATA.
MY QUESTION TO YOU IS, WOULD YOU BE ABLE TO, I'M SURE YOU DON'T HAVE IT AT YOUR FINGERTIPS BUT WOULD YOU BE ABLE TO SUPPLY THE DATA THAT SHOWS WHAT WAS WORKING WELL AND WHAT REAL CHALLENGES WERE AND THEN IF YOU COULD BREAK IT DOWN BY DISABILITY? I KNOW THAT SOME OF THIS IS AVAILABLE THROUGH THE VIRGINIA DEPARTMENT OF EDUCATION.
I KNOW THAT WOULD BE HELPFUL TO LOOK AT LITERACY GOING FORWARD.
THAT IS BASICALLY MY QUESTION, WHAT DID YOUR DATA TELL YOU, WHAT DIRECTION DID IT PUSH YOU IN AND THEN WHAT DO YOU SEE IS THE CHALLENGE AND IF YOU COULD MAKE IT DOWN BY DISABILITY THAT WOULD BE VERY HELPFUL FOR SEAC.
>> GUEST SPEAKER: DO YOU WANT ME TO TACKLE THAT DR. CAROLYN WOSTER? ONE THING THAT WE SHARED IS WE LOOK AT THE PALS DATA BECAUSE WE DON'T HAVE A LOT OF LITERACY FOR THAT.
WHAT STOOD OUT TO ME AND WE WILL WORK WITH CINDY AND SUSAN TO GET THAT INFORMATION.
WHAT WE CAUGHT ONTO AT THE TASK FORCE, THE PALS DATA SHOWED HOW MANY STUDENTS WERE IDENTIFIED AND THEN BY CENSUS WE HAD THE STUDENTS THAT WERE IDENTIFIED THE NEXT YEAR.
SHOWED US THE NEED FOR ADDITIONAL INTENSE INTERVENTION WITH THE PERSISTENCE OF STUDENTS THAT REMAINED IDENTIFIED THAT IT WAS CONSISTENT OR GREW.
THAT WAS A GREAT PIECE OF INFORMATION THAT HELPS GUIDE US.
AS FAR AS BREAKING DOWN BY DISABILITY I'M GOING TO REFER TO NICOLE BECAUSE I DON'T KNOW IF WE CAN FIND THE DATA BROKEN DOWN BY DISABILITY.
>> MEMBER: THE VIRGINIA DEPARTMENT OF EDUCATION HAS THAT BROKEN DOWN BY DISABILITY THAT I HAVE DONE THAT BEFORE.
BY READING SCORES AND SO FORTH.
>> MEMBER: SORRY TO INTERRUPT.
>> MEMBER: MY OTHER CONCERN IS AGAIN, THIS IS FROM HAVING LOOKED AT THIS DATA OVER TIME WE WOULD BE HERE AND THERE WAS A PROBLEM IN THE PAST WHERE THERE WAS A LOT OF DATA AND MY CONCERN WAS IN TERMS OF THE TESTING THAT YOU ARE DOING WHAT CAN YOU DO TO TEST FOR COMPREHENSION? WHAT WE DID IN THE PAST IS THAT THE STUDENTS WOULD GET THE PALS DECODING, PHONETICS ISSUES AND IT WASN'T UNTIL THIRD GRADE THAT THE COMPREHENSION WAS ACTUALLY TESTED GET THERE WOULD BE A LOT OF KIDS THAT COULD DECODE WELL AND WITH SKIP ROUTE TO THIRD GRADE AND THEN THEY DISCOVERED THAT THEIR COMPREHENSION WAS POOR.
>> GUEST SPEAKER: THANK YOU SANDRA AND I'M HAPPY TO START WITH THAT AND OTHERS WHO WANT TO CHIME IN.
THERE'S TWO PARTS TO THAT AND AT TIMES IN EDUCATION WE HAVE SWAYED TO ONE SIDE OR ANOTHER AND THEN THERE WAS ENOUGH ENCODING OR COMPREHENSION AND WE DO NEED BOTH.
POWELL'S DOES NOT HAVE AS ROBUST MEASURES FOR COMPREHENSION AS WE WOULD LIKE.
IN ALL OF OUR CLASSROOMS THEY DO CONDUCT RUNNING RECORDS THIS IS AN ORAL READING THAT HAS A COMPREHENSION COMPONENT.
THEY HAVE DIFFERENT LEVELS TO RETELLING TO MORE INFERENTIAL TEXT QUESTIONS.
THAT WAS A CHALLENGE THIS YEAR AS YOU CAN IMAGINE.
IMPLEMENTING THOSE VIRTUALLY I THINK OUR TEACHERS GAINED A FEW GRAY HAIRS IN THE PROCESS.
MOST OF OUR TEACHERS USE THE BENCHMARK WITH THE ASSESSMENT AND THAT WAS NOT MADE AVAILABLE DIGITALLY SO WE PIVOTED TO LITERACY PRINCE PIONEER VALLEY AND PROVIDED THAT VISION WIDE.
ABSOLUTELY WE NEED TO BE ASSESSING BOTH PART OF THAT ROPE THE DECODING AND THE COMPREHENSION.
WHILE THERE ARE NO SOL FOR RANGE, THERE WILL BE OTHER MEASURES LIKE YOU WERE JUST SHARING TYPES OF MEASURES THAT ARE USED.
>> MEMBER: YES, MAYBE THIS IS JUST AN OBSERVATION OR A COMMENT.
[00:40:02]
I'M NOT SURE.THIS IS THE FIRST YEAR THAT I HAVE REALLY SEEN INSTRUCTION THAT WAS WHAT I WOULD CALL REALLY CONSISTENT INSTRUCTION ON THE LITERACY FRONT AND I AM TALKING ABOUT MY PARTICULAR CHILD.
THE REASON I WANTED TO COMMENT WAS BECAUSE SOMETIMES I FEEL LIKE THERE IS A TEMPTATION AT ACPS TO MAKE SURE WE ARE RESOURCE RICH AND THERE ARE LOTS AND LOTS OF TOOLS IN THE TOOLBOX.
THERE ARE SO MANY RESOURCES THAT IT IS OVERWHELMING.
NOT JUST TO THE TEACHERS BUT TO THE PARENTS AS WELL.
WHEN THERE ARE SO MANY THINGS TO CHOOSE FROM SOMETIMES THE PARENTS CHOOSE NOTHING AND SAME THING WITH THE TEACHERS WHEN THERE IS SO MUCH TO CHOOSE FROM SOMETIMES THEY JUST CHOOSE WHAT THEY ARE MOST FAMILIAR WITH.
I THINK IT'S REALLY IMPORTANT THAT ACPS HAS A STRUCTURE THAT BALANCES THE TEMPTATION TO BE OVERLY RESOURCE RICH WITH A CONSISTENT DELIVERY AND A CONSISTENT STYLE OF INSTRUCTION.
I JUST WANT TO THROW OUT A KUDO TO BRENT MORRIS AT D.C. BECAUSE HE IS EVERY DAY EXACTLY THE SAME WAY, VERY STRUCTURED AND IT IS THE FIRST TIME IN NINE YEARS THAT I DELIGHT MY KID HAS MADE PROGRESS ON LITERACY.
I ACCREDIT CONSISTENCY AS OPPOSED TO ALWAYS CHASING THE SHINY BOBBLE.
I FEEL LIKE WE HAVE A CONSISTENCY TO FOLLOW THE SHINY BOBBLES.
>> VICE-CHAIR: LAUREN, YOU HAVE A QUESTION?
>> MEMBER: THANK YOU EVERYONE FOR JOINING.
I DID GET A CHANCE TO MEET WITH THE READING TEAM LAST WEEK.
I HAVE A COUPLE OF FOLLOW-UP SESSIONS, SOME THAT CINDY AND I HAD ASKED, TOO.
ONE OF THE QUESTIONS IS, I THINK THIS IS A GOOD FOLLOW-UP SESSION.
HOW WILL THE TEACHERS BE SUPPORTED WITH IMPLEMENTING THE NEW INSTRUCTION THAT IS PROVIDED TO STUDENTS.
ALSO, MY SECOND QUESTION AND I KNOW I CAN REPEAT THE SECOND QUESTION IF NEEDED.
SAME QUESTION WOULD BE I KNOW IT IS A PEER TO SYSTEM THAT WE ARE FOCUSING ON BUT WHAT IF STUDENTS ARE MOVING OUT OF TIER ONE AND TIER 2 POSSIBLY WITH STRUGGLING READING COMPREHENSION? WILL THERE BE A SCHEDULE TO BRING THEM BACK TO TIER 2 OR POSSIBLY TIER ONE?
>> GUEST SPEAKER: I CAN ANSWER THAT.
THAT WAS ONE OF THE KEY POINTS THAT EVERY TASK FORCE MEMBER BROUGHT UP.
HOW WILL TEACHERS BE SUPPORTED AND HOW WILL THEY LEARN WHAT THE NEW RESOURCE IS? WE HAVE A LOT OF RESOURCES AT ACPS AND HOW CAN WE IMPLEMENT IT WITH FIDELITY.
ONE OF THE THINGS THAT THE TASK FORCE PUT FORWARD AS A RECOMMENDATION IS ONGOING PROFESSIONAL LEARNING.
MAKE SURE THAT TEACHERS HAVE TIME TO UNDERSTAND AND LEARN ABOUT THE RESOURCE AND THEN PEOPLE GOING IN AND VISITING WITH CLASSES, COACHING THEM AND FOLLOWING UP THROUGHOUT THE YEAR AS MUCH AS POSSIBLE.
AND THEN, I CAN'T REMEMBER WHAT THE SECOND QUESTION WAS.
WE HAVE SOME READING INTERVENTION SPECIFICALLY FOR STUDENTS WITH DISABILITIES THE TYPICALLY END UP IN THE TIER 3 RANGE.
WE HAVE SOME READING INTERVENTION WITH DECODING AND READING INTERVENTION WITH COMPREHENSION THAT CAN GO WITH OUR STUDENTS K-12.
AND WITH THE STUDENTS WE ARE ALWAYS STRIVING TO GET OUR STUDENTS BACK INTO THE TIER 2 OR TIER 1 AS MUCH AS POSSIBLE.
IF THE STUDENT NEEDS TO BE PULLED OUT FOR PERIOD OF TIME FOR SPECIAL SETTING TO RECEIVE THE TIER 2 INTERVENTION WERE ALWAYS LOOKING TO SEE WHEN WE CAN GET THAT STUDENT BACK INTO THE CLASSROOM SO THAT WE CAN RECEIVE TIER 2 INTERVENTION.
>> MEMBER: MICHAEL, CAN I CHIME IN FOR JUST A MOMENT AS LAUREN FROM THE SCHOOL BOARD WITH HER PERCEPTION.
WHAT THING THAT WE DISCUSSED IS WE BECOME INTENTIONAL WITH SETTING OUR BUDGET PRIORITIES.
YOU KNOW, THE PRESENTATION SHOWED THE RTI MODEL AT THE BEGINNING.
[00:45:01]
AND, I WOULD SAY BASED ON MY OWN PRACTICE AND I AM SORT OF IN THE MIDST OF A LOT OF THIS RIGHT NOW WORKING IN D.C. ONE OF THE KEY THINGS THAT WE HAVE DETERMINED IS THAT IF WE DON'T HAVE STRONG TIER ONE SUPPORT WHATEVER WE DO AT TIER 2 AND TIER 3 IT WILL MATTER.THERE WILL BE NOTHING FOR THE KIDS TO THOSE LEVELS TO GO BACK DOWN TO.
AND SO, WE ARE REALLY TRYING TO YOU KNOW, THINK LONG-TERM ABOUT THE WAY THAT WE ADDRESS THIS ISSUE.
IT HAS TO BE TACKLED AT ALL NICOLE BARRION.
ALL SYSTEMS ALONE, WE'VE GOTTEN THAT BACK SO THAT WE DON'T HAVE THAT MANY KIDS WITH HIS ABILITIES OR NOT WHO NEED THE TIER 2 AND TIER 3 SUPPORT IN READING.
SO, THAT WAS JUST TO GIVE YOU A LITTLE BIGGER SORT OF THOUGHT ON THE APPROACH.
>> VICE-CHAIR: OKAY, JANET YOU HAVE ANOTHER COMMENTS? NO MAX CINDY? THIS WILL BE THE LAST ONE BEFORE WE MOVE ON INTO THE OLD BUSINESS.
>> CHAIR: I WANTED TO ECHO WHAT JANET WAS TALKING ABOUT WITH PARENTS.
I DON'T KNOW ABOUT TEACHERS BUT IN TERMS OF PROVIDING 20 OPTIONS YOU MIGHT AS WELL GIVE ZERO OPTIONS.
ESPECIALLY WHEN YOU TALK ABOUT PARENTS WITH SPECIAL NEEDS CHILDREN.
I WOULD REALLY LIKE TO ADVOCATE FOR THE TEACHERS THAT KNOW THE CHILD AND WORK WITH THE CHILD IN A SPECIAL EDUCATION TEACHER HAVING A TARGETED TASK THAT COME HOME IN A SENSE A MASTER TASK WITH THE CHILD THAT PRACTICES WITH THE PURPOSES BUT I WOULD LIKE TO POINT OUT SPEAKING OF EQUITY, YOU ARE GOING TO HAVE PARENTS WHO ARE GOING TO BE SEEKING TUTORS AND ALL KINDS OF SUPPORT IF THEY DON'T GET THINGS COMING HOME FROM SCHOOL AND THEY DON'T REALLY KNOW WHAT TO DO.
THERE ARE PARENTS OF SPECIAL ED CHILDREN WHO REALLY CANNOT SIT DOWN AND READ FOR 20 MINUTES WITH HER CHILD.
THEIR CHILD IS NOT GOING TO SIT DOWN AND DO THAT.
THEY DON'T HAVE THE MATURITY OR THE SKILLS TO DO THAT.
I THINK TARGETED ACTIVITIES ARE KEY AND IS SOMETHING THAT THE CHILD HAS PRACTICE WITH AT SCHOOL OR HAS MODELED OR HAS OTHER SUPPORT WITH THAT SYSTEM AND THAT IS REALLY KEY.
ESPECIALLY FOR, I HAVE HEARD PARENT TO HAVE MASTERS DEGREE THAT SAY I DIDN'T KNOW HOW TO SUPPORT MY CHILD IN READING.
IT IS NOT NECESSARILY BACKGROUND BUT THOSE PARENTS MIGHT BE MORE INCLINED TO GET HELP AND OTHER PARENTS MIGHT BE LEFT WITH NOTHING TO DO.
IT WILL BE GOOD FOR THE LEAD STRUGGLING READERS AND SECONDLY I AM SO EXCITED ABOUT THE FOCUS AND LAST YEAR WE DID HAVE A LITERACY WORKING GROUP AND WE DID, ONE THING THAT WAS IN THE PROCESS AND SOMEONE MIGHT HAVE BEEN CONTACTED AND OUR TEACHER WAS LOOKING INTO SOME OF THE INTERVENTIONS THAT WERE BEING USED AT THE SCHOOLS AND TRYING TO SEE AGAIN, THE INEQUITY ACROSS SCHOOLS ESPECIALLY THE ONE THING THAT WE KNEW ABOUT WITH SOME OF THESE PHONICS PROGRAMS, I DON'T KNOW ANY OTHER SO I'M JUST GOING TO THROW OUT DILLINGHAM FOR EXAMPLE.
THE TRAINING IS SOMEWHAT EXTENSIVE SO I'M WONDERING JUST ON THE TIMELINE IF THE PROGRAM WERE CHOSEN IN EARLY SUMMER IT MAY BE THE STAFF COULD TRAIN BEFORE SCHOOL OPENS BECAUSE IF WE END UP IN A HYBRID AND CANNOT HAVE TEACHERS GONE IN A WEEK THE PRAGMATICS OF THAT.
I'M WONDERING ABOUT THAT A LITTLE BIT.
>> GUEST SPEAKER: I CAN TALK ABOUT TIER 1.
WE HAVE THE PROPOSALS AND ARE REVIEWING THEM IN MARCH.
BY THE APRIL 5 DATE WE KNOW WHAT'S COMING.
YOU MIGHT NOT BE ABLE TO PROVIDE EVERYTHING AT THAT POINT WE CAN PLAN FOR THE IMPLEMENTATION IN THE SPRING AND SUMMER SO WE CAN HIT NEXT FALL RUNNING.
IN A WAY THIS VIRTUAL WORLD HAS GIVEN US MORE TOOLS FOR THAT.
WE CAN'T GATHER EVERYONE IN A BIG CONFERENCE BUT WE CAN HAVE MORE TARGETED WAYS TO DO THINGS VIRTUALLY WITH TEACHERS AS WELL.
WE ARE IN THE MIDST OF MAKING THOSE DECISIONS NEXT MONTH SO WE HAVE TIME TO GET STRAINED BEFORE THE NEXT SCHOOL YEAR.
>> MEMBER: CINDY, I CAN ADD A COMMENT TO THAT.
I WANT TO THINK THIS GROUP BUT I ALSO WANT TO SAY THAT THIS WORK ILLUSTRATES A COLLABORATION BETWEEN GENERAL ED AND SPECIAL ED.
[00:50:03]
I THINK THIS IS REALLY IMPORTANT.THIS IS A LONG TIME COMING AND THIS ACTUALLY SHOWS THAT THE EXPERTISE SPANS PRE-K THROUGH 12TH GRADE AND SPANS GENERAL ED AND SPECIAL ED COLLABORATING TOGETHER AND THAT IS SIGNIFICANT BECAUSE OF THE TEXTBOOK PROCESS AND THE RESOURCES AND LASTLY THE EXPECTATION IS THAT WE WILL HAVE PROFESSIONAL LEARNING THROUGHOUT THE YEAR AND ONE OF THE MAIN REASONS IS THAT WE HAVE STAFF WROTE THE YEAR.
THE EXPECTATION WHEN WE ENGAGE IN PROFESSIONAL LEARNING IS THAT WE WOULD BE MADE AVAILABLE FOR STAFF AND TEACHERS THROUGHOUT THE YEAR.
I JUST WANTED TO EMPHASIZE THAT AND STRESS THE COLLABORATION THAT YOU SEE HERE THAT IS NEEDED AND ESSENTIAL.
[3. Proposed Guidelines for Public Comments]
ALL RIGHT.LET'S MOVE ON TO THE PUBLIC COMMENT GUIDELINES.
>> CHAIR: I'M GOING TO PULL THIS UP ONE MORE TIME I RECIRCULATED IT THROUGHOUT THE COMMITTEE.
I GUESS THERE'S NOT THAT MUCH MORE TO SAY BUT I WANTED TO MAKE SURE, SINCE WE HAVE ALL SEEN THEM I DON'T WANT TO TAKE MUCH TIME BUT I DO WANT TO SAY WE DO HAVE GUIDELINES IN PLACE NOW AND I THINK THAT WILL, IF WE EVER HAVE A SITUATION WHERE WE HAVE 10 PUBLIC COMMENTERS OR EVEN ONE OR TWO WITH CHALLENGING ISSUES OR SOMETHING LIKE THAT WE HAVE A PROCESS IN PLACE TO HELP.
I WILL ALSO ADD THAT THE NIELSEN HAS DEVELOPED A COMMENTS PAGE.
I HAVEN'T HAD A CHANCE TO LOOK AT IT YET.
SHE'S SENDING IT OVER TO ME TONIGHT SO IT WILL BE EASIER FOR THOSE WHO NAVIGATE TO OUR WEBPAGE TO SEE THAT WITH THE SCHOOL BOARD AND THEY CAN JUST CLICK ON THAT AND FILL OUT A FORM.
YOU WANT TO MAKE IT AS EASY AS POSSIBLE AND LET PEOPLE KNOW SO WE GET INFORMATION FROM MANY PEOPLE THROUGHOUT ACPS AND WE WILL CONTINUE THAT WITH OUR PR EFFORTS AS WELL.
>> VICE-CHAIR: DO THEY NEED TO BE APPROVED?
>> MEMBER: I WAS GOING TO MAKE A COMMENT ABOUT THE COMMENT OR, PEOPLE CAN GO IN AND TRY THE LINK.
MAYBE PUT IN TEST INSTEAD OF YOUR NAME.
>> CHAIR: I HAVEN'T HAD IT CHANCE TO TEST IT OUT BUT I WILL SHARE THAT.
>> MEMBER: AND THEN YOU CAN GET COMMENTS BACK ON IT IF YOU WANT.
>> CHAIR: WE CAN POTENTIALLY PUT OUR GUIDELINES AND PROCEDURES SOMEWHERE IN THERE AS WELL FOR PEOPLE WHO ARE MAKING PUBLIC COMMENTS.
I WANT TO THANK THOSE WHO DID SEND FEED BACK ABOUT THE GUIDELINES.
>> VICE-CHAIR: DO WE NEED TO APPROVE THEM?
>> CHAIR: WE COULD, WE MIGHT AS WELL.
THIS IS COMING OUT OF THE COMMITTEE AND WE CAN GO RIGHT AHEAD.
DO I HEAR ANY? I GUESS, ANY VOTES AGAINST THESE? IF NOT WE CAN DO THEM BY UNANIMOUS CONSENT.
SO, I THINK THAT WE SHOULD APPROVE THEM THROUGH UNANIMOUS CONSENT AT THIS POINT.
>> CHAIR: AND THEN SUSAN AND I WILL WORK WITH YOU TO ENSURE THAT THEY ARE VISIBLE TO PEOPLE WHEN THEY DO THEIR FORM OR WHEN THEY COME TO THE WEBPAGE SO THEY KNOW THE GUIDELINES.
>> VICE-CHAIR: SECLUSION AND RESTRAINTS.
>> CHAIR: I BROUGHT UP WHEN ISSUE AFTER TAKING A LOOK AGAIN AFTER THE LAST MEETING.
IT HAS BEEN ADDRESSED BUT I WANTED TO SHARE IT.
THERE WERE QUESTIONS OF A POSSIBILITY OF A STUDENT WHO MIGHT BE IN NEED OF A COMMUNICATION DEVICE OR SOME OTHER FORM OF COMMUNICATION PARTICULAR THINKING OF A DEVICE AND THERE WERE SOME SUGGESTIONS MADE I APPRECIATE THE TEAM DOING THAT.
I WOULD ACTUALLY PREFER TERRY OR MEAGAN TO COMMENT ON THAT IF YOU COULD GIVE A QUICK SUMMARY.
>> MEMBER: I WILL BE ABLE TO SHARE.
CINDY RAISED A QUESTION WITH US ABOUT AS SHE SAID THE COMMUNICATION DEVICE.
I WILL BE VERY HONEST AND SAY REMEMBER THE SECLUSION POLICY ONLY ADDRESSES
[00:55:04]
STUDENTS WHO ARE IN THE CITYWIDE ED PROGRAM FOR THE ONLY STUDENTS WHO CAN BE PLACED IN SECLUSION ARE THOSE IN THE CITYWIDE ED PROGRAM.AT THIS TIME WE DO NOT HAVE ANY STUDENTS WHO USE AN AUGMENTED DEVICE AND WE DID HAVE A DISCUSSION ABOUT THAT DEVICE TURNING INTO A WEAPON IN CERTAIN SITUATIONS.
SO, WE USE THE WORDS PREFERRED MODE OF COMMUNICATION.
WHILE WE DON'T HAVE A STUDENT IN THE CITYWIDE SEL PROGRAM WITH STUDENTS WITH EMOTIONAL DISABILITIES AND WE HAVE NEVER HAD ONE WHO NEEDED AN AUGMENTED MUNICATION DEVICE I DID POINT OUT TO OUR STAFF THAT WE HAVE HAD A STUDENT WHO WAS BLIND AND SELECTIVELY MUTE AT ONE POINTS.
INSTEAD OF SAYING AUGMENTED COMMUNICATION DEVICE WE SPECIFICALLY FOCUSED ON PREFERRED MODE OF COMMUNICATION.
>> CHAIR: OKAY, I WANT TO THANK YOU FOR THAT AND WE DIDN'T HAVE ANY OTHER COMMENTS FROM MEMBERS.
>> VICE-CHAIR: WE DON'T HAVE TO APPROVE THIS ONE.
>> CHAIR: NO, BUT I WILL DO A STATEMENT OF SUPPORT DIRECTLY TO YOU, TERRY, AND MAY BE THROUGH MEAGAN TO THE SCHOOL BOARD? I THINK IT IS A REALLY IMPORTANT POLICY, OBVIOUSLY.
>> MEMBER: IF YOU WANT TO WRITE SOMETHING I WOULD BE HAPPY TO HAVE THAT IN THE ANNOUNCEMENT WITH THE DATA.
>> CHAIR: SABRINA AND DEBBIE WERE NOT ABLE TO BE HERE TONIGHT AND SINCE WE HAD A SHORT TIME BETWEEN THE LAST FEW MEETINGS I DON'T KNOW IF THERE HAS BEEN A LOT OF PROGRESS.
WE DID FORM A SUBCOMMITTEE AT THE LAST MEETING AND IN THE MEANTIME SABRINA RILEY HAS EXPRESSED INTEREST AND I WOULD LIKE TO APPOINT HER AS CHAIR OF THE COMMUNITY AWARENESS SUBCOMMITTEE KID THIS WILL ALLOW US TO HAVE AND EFFORT TO BE COORDINATED WITH MEMBER LIAISONS AND PTAS AS WE WORK WITH THE FACEBOOK PAGE AND PR SEEN PEER TO HAVE A SIMPLE CONSISTENT ONGOING MESSAGE GOING OUT.
THAT IS ALL FOR THE NEXT BUT THAT WAS TWO ITEMS TOGETHER.
>> VICE-CHAIR: COMMUNICATIONS.
NEWSLETTER FOR THE SPED FAMILIES?
>> CHAIR: MIKE, I WOULD LIKE YOU TO TALK ABOUT THIS.
WE HAD TALKED ABOUT THIS A LITTLE BIT LAST TIME.
THE VALUE OF THIS COMING TO YOU FROM FAMILIES.
I TALKED WITH MIKE THINKING THIS WOULD BE A GOOD COORDINATED EFFORT FOR THAT TO BE SOMETHING FOR YOU AND MIKE TO WORK ON TOGETHER TO RECEIVE PARENT QUESTIONS, FAMILY QUESTIONS AND TO SHARE THOSE IN A DIRECT COMMUNICATION.
MEANING SOMETHING THAT COULD GO AND I DON'T KNOW HOW BUT THIS WAS SOMETHING - TELL US HOW.
>> MEMBER: I CAN TELL YOU WHERE THAT STANDS RIGHT NOW.
WE HAVE, THERE ARE TWO THINGS HAPPENING IN THE NEXT COUPLE OF DAYS.
WE ACTUALLY HAVE A DOCUMENT RIGHT NOW AND FAQ DOCUMENT THAT IS PROBABLY ALMOST 5 PAGES LONG THAT WE ARE WORKING TO GET THE CONTENT IN AND READY TO DISSEMINATE TO PARENTS.
IT WAS MY GOAL TO HAVE THAT OUT VIA MASS EMAIL AND A VARIETY OF OTHER DISSEMINATION OPTIONS ON MONDAY.
I HAD SPOKEN TO OUR COMMUNICATIONS OFFICE ABOUT THE POSSIBILITY OF INCLUDING IT WITH THE FAQ THAT WENT OUT LAST WEEK AROUND THE REOPENING.
AND, I WAS ASKED TO INCORPORATE THOSE QUESTIONS INTO A VIDEO.
IT IS GOING TO BE FILMS TO SHARE WITH PARENTS ON FRIDAY.
SO, WE ARE DOING A VIDEO THAT IS ON THE DAY AND LIFE OF A STUDENT WITH A
[01:00:02]
DISABILITY.WHAT TO EXPECT BOTH FROM THE CITYWIDE PERSPECTIVE AND THE STUDENTS WHO ACCESS THE GENERAL ED PROGRAM FOR THEIR SERVICES PERSPECTIVE.
AND SO, WE HAVE GONE THROUGH, WE ARE ONLY ALLOCATED 10 MINUTES SO WE DIDN'T GET QUITE AS MUCH IN THAT AS WE WANTED BUT WE HAVE A TEAM THAT IT IS GOING TO DO THE VIDEO ON FRIDAY.
SO, COURTNEY DAVIS IT IS GOING TO BE THE MODERATOR - NARRATOR REPRESENTING THE PARENTS PERSPECTIVE.
WE ARE USING QUESTIONS THAT WE HAVE RECEIVED AND I HAVE TWO STAFF MEMBERS DOCTOR AARON STONE WHO YOU ALL MET RECENTLY I BELIEVE AND ALSO AMY CREDE WHO IS OUR LEAD INSTRUCTIONAL SPECIALISTS.
THEY ARE GOING TO PROVIDE CONTENT AND INFORMATION FOR FAMILIES.
BOTH OF THOSE ARE GOING TO BE READY TO GO OUT.
THE THIRD THING IS BRENDA HOPKINS OUR ADMINISTRATIVE ASSISTANT IN THE OFFICE OF SPECIALIZED INSTRUCTION HAS BEGUN TO FORMAT OUR NEWSLETTER.
WE ARE GATHERING INFORMATION AND CONTENT TO PUT IN OUR NEWSLETTER.
WE'LL PROBABLY HAVE THAT READY AGAIN WITHIN THE NEXT WEEK OR 10 DAYS TO HAVE A NEWSLETTER TO FOLLOW-UP TO THESE TWO THINGS AS WELL.
THINGS, AS I'M SURE YOU CAN APPRECIATE AND UNDERSTAND THERE IS AN INCREDIBLE AMOUNT OF INFORMATION AND THERE IS A LOT OF MOVING PARTS.
I REALLY WANT TO MAKE SURE THAT THE INFORMATION THAT WE HAVE IS ACCURATE AND CORRECT AND THAT WERE NOT TRYING TO PLAY CATCH-UP AND THEN SAY SOMETHING AND HAVE TO COME BACK AND CHANGE IT.
WE HAVE JUST RECEIVED THE FINAL LIST OF STAFF WHO ARE COMING BACK AND WE ARE ABLE TO MATCH STUDENTS AND TEACHERS AND RECOGNIZE WHERE WE MAY NEED ADDITIONAL SUPPORT.
SO WE GOT THE INFORMATION LAST NIGHT AND THIS MORNING.
WE ARE WORKING ON THAT RIGHT NOW AS WELL.
OUR TARGET IS STUDENTS BACK MARCH 2.
>> CHAIR: TERRY, I WOULD LIKE TO SHARE AGAIN I DON'T KNOW AN EASY WAY TO DO IT AND I APPRECIATE YOU DOING THE NEWSLETTER AND DOING THE VIDEOS AND THINGS HAS GOT TO TAKE TIME.
I STILL FEEL THAT THERE IS A NEED FOR A LITTLE BIT MORE ONGOING NOT COMPLETE BUT THE QUESTIONS THAT CAN BE ANSWERED GETTING OUT TO PARENTS, I DON'T KNOW AGAIN WHAT FORMAT BUT ON A WEEKLY BASIS? SOMETHING THAT COMES A LITTLE MORE REGULARLY BECAUSE I KNOW HOW IT IS WHEN YOU ARE SWIMMING IN SOME THING YOU ARE IMMERSED IN IT AND IT FEELS LIKE EVERYONE KNOWS EVERYTHING I KNOW BECAUSE I DO IT ALL THE TIME BUT FOR PARENTS IT IS A DIFFERENT FEELING LIKE THEY ARE WAITING ON THAT NEXT PIECE OF INFORMATION THEY'RE GOING TO GET AND FROM THE CITY ITSELF AND ACPS THE INFORMATION IS MORE BROAD AND DOES NOT ADDRESS ALL OF THE DETAILS THAT THE TIER 1 PARENTS AND FAMILIES NEED.
MIGHT BE SOMETHING THAT MAY BE YOU AND MIKE CAN WORK WITH? EVEN SOME OF THE QUESTIONS THAT WE TALKED ABOUT IN SOME OF THESE QUESTIONS CAN GO TO OUR FACEBOOK PAGE TO THE SIMPLE THINGS LIKE WHEN KIDS COME BACK AND THEY BRING THEIR OWN FOOD? THINGS LIKE THAT THAT ARE KIND OF IMPORTANT.
IT MIGHT NOT SEEM LIKE A BIG QUESTION BUT IT IS A BIG DEAL FOR SOME OF OUR KIDS.
SO, I THINK THAT IS PROBABLY THE BEST WAY TO HANDLE IT.
DO YOU AGREE TO SEE IF WE MIGHT BE ABLE TO FUNNEL SOME OF THE SMALLER QUESTIONS THAT WE HAVE ANSWERS TO TO GET THEM OUT?
I WOULD LIKE TO HAVE AN ACTION ITEM TO SORT OF KEEP THAT COMMUNICATION FLOW A LITTLE MORE REGULAR.
I KNOW THERE'S SO MUCH GOING ON AND TERRY, WHEN YOU DO Q&A AND PARENTS HERE YOU SAY WHILE THERE'S A LOT GOING ON THAT I DIDN'T KNOW ABOUT AND THERE'S A LOT OF PLANNING IN DETAIL AND THEY ARE LIKE AMAZED I THINK.
BUT THEY DON'T ALWAYS HEAR THE DETAILS.
SO, THANK YOU MIKE AND TERRY FOR WORKING ON THAT.
>> MEMBER: I WANT TO ASK A QUESTION AND UNDERSTAND IS THERE A SEPARATE LIST OF QUESTIONS? THE ONLY REASON I ASK THIS IS BECAUSE WE GOT SO MANY.
I'M TELLING YOU OVER 1000 QUESTIONS.
WE HAD A PROCESS WHERE THEY HAD BEEN WHITTLED DOWN AND THIS ONE ABOUT LUNCH HAD JUST BEEN ANSWERED.
WHAT I'M TRYING TO FIGURE OUT IS HOW CAN WE HELP YOU? I KNOW ON THE ACPS WEBSITE WE ARE FINDING THAT A LOT OF ANSWERS, THERE WAS A
[01:05:06]
QUESTION ABOUT MASKS.I WAS READING THROUGH ANOTHER DOCUMENT TODAY AND THERE WAS AN ANSWER THERE ABOUT MASKS, HOW THEY CAN TAKE THEM OFF, THERE WILL BE BREAKS AND THEY CAN GO OUTSIDE.
I AM WONDERING HOW WE CAN HELP TERRY WITH THAT BECAUSE A LOT OF THE QUESTIONS MANY OF THEM ARE BEING ANSWERED AND THEY ARE ON THE ACPS WEBSITE.
IS THERE ANYTHING ELSE THAT WE CAN DO BECAUSE A LOT OF THOSE QUESTIONS ARE BEING ANSWERED.
>> MEMBER: THANK YOU FOR BRINGING THAT UP HERE THAT WAS MY REFERENCE AT THE BEGINNING WHERE I SAID THAT WE ARE PULLING TOGETHER THESE SPECIFIC FAQ .
WE HAVE ABOUT FIVE PAGES OF THEM AT THIS POINT.
YOU'RE GOING TO GET THE ONES THAT ARE FOCUSED AROUND SPECIAL ED.
WHEN I WENT TO COMMUNICATIONS LAST WEEK THEY SUGGESTED PUTTING THEM IN THE VIDEO AND WE CAN GET THE VIDEO TOGETHER.
WE REALIZE WE DIDN'T HAVE NEARLY ENOUGH TIME SO WE PULLED TOGETHER THESE VERY SPECIFIC QUESTIONS AND WE WILL HAVE THOSE OUT MONDAY.
I JUST WANTED TO UNDERSTAND BECAUSE I KNOW THAT A LOT OF THEM HAVE BEEN ANSWERED.
WE WERE LOOKING AT ONCE TODAY THE HANDFUL THAT NEEDED TO BE ANSWERED AND WE HAVE A REAL TIGHT PROCESS.
THEY GO TO DIFFERENT INDIVIDUALS AND THEY ARE VETTED AND THEY GO UP TO COMMUNICATIONS AND THEN THEY ARE PUT IN CAMPUS AND THEN INTO THE ACPS WEBSITE.
AND I HEAR THAT SHE IS TRYING TO TAKE THOSE AND PUT THEM AS PART OF A VIDEO BUT WE SHOULD STILL COMMUNICATE WITH THE FAMILY THAT THERE ARE ANSWERS ON THE ACPS WEBSITE.
>> MEMBER: JULIA THIS MORNING THERE HAS BEEN A FINE LINE OF CLEARING OUT BECAUSE THERE HAS BEEN, AS YOU SAID, SO MANY QUESTIONS THAT HAVE BEEN ANSWERED AND POSTED IN DIFFERENT PLACES.
SO, I THINK WHAT TERRY IS TRYING TO DO IS PROBABLY THE RIGHT THING BECAUSE SHE KNOWS WHERE ALL THE STUFF IS AND SHE CAN JUST PULL IT OUT FOR THE FAMILIES WITH DISABILITIES.
I THINK IT'S BEEN A LITTLE OVERWHELMING BECAUSE I THINK THE STAFF HAS GOTTEN OVERWHELMED WITH GETTING THE SAME QUESTIONS OVER AND OVER AGAIN AND THEN GOING BACK AND TAKING THE TIME TO FIND THE ANSWERS AND REALIZED THAT WE HAD ALREADY FOUND THE ANSWERS.
IT IS DELICATE, THAT'S FOR SURE.
I THINK WITH TERRY IT SHOULD WORK.
>> MEMBER: IT WILL BE A NICE WAY TO CUSTOMIZE IT AND WHAT TERRY IS SUGGESTING IT WILL BE ANSWERED IN ANOTHER PLACE BUT YOU CAN CUSTOMIZE IT FOR YOU AND YOUR FAMILIES CAN GO TO THE VIDEO.
>> CHAIR: IT WILL BE A BIG HELP.
>> MEMBER: YEAH, I THINK I WANT TO ECHO WHAT CINDY WAS SAYING ABOUT GETTING THE SMALLER QUESTIONS OUT.
BECAUSE AGAIN, I HAVE SAID THIS BEFORE, YOU ARE REALLY DEALING WITH THE CRISIS COMMUNICATION IN A WAY THIS IS PARENTS WHO ARE UNDER A LOT OF STRESS AND IF WE SAY, OKAY, THE INFORMATION IS A BATCH MENTALITY, YOU HAVE TO GO TO THE WEBSITE AND YOU HAVE TO FETCH THE INFORMATION OR YOU ARE PUSHING THE INFORMATION TO THE PARENTS AND WE ARE OBVIOUSLY TRYING TO DO BOTH BUT WHEN QUESTIONS DON'T GET ANSWERED THEY TAKE ON A LIFE OF THEIR OWN AND THEY BEGIN TO CIRCULATE IN THE COMMUNITY IN UNHEALTHY WAYS.
I AM THINKING FOR EXAMPLE JUST ABOUT THE CLASSROOM MONITORS FOR EXAMPLE, I WOULD SAY THAT THE AMOUNT OF INFORMATION OR SPECULATION IS PROBABLY A BETTER WORD ABOUT THE CLASSROOM MONITORS, IT IS REALLY NOT SERVING US WELL IN THE COMMUNITY RIGHT NOW.
I THINK WE NEED ANSWERS EVEN IF THEY ARE NOT COMPLETE.
AND SO, I DON'T REALLY KNOW WHAT THE RIGHT ANSWER IS.
I WOULD JUST REITERATE DON'T MAKE THE PERFECT ANSWER THE ENEMY OF A GOOD ANSWER.
I THINK I'VE SAID BEFORE I REALLY FEEL LIKE ACPS NEEDS TO GIVE IT'S VARIOUS DIVISIONS THE LATITUDE TO GO OUT FREQUENTLY WITH WHAT THEY DO KNOW SO THAT PARENTS HAVE SOMETHING TO ACT ON.
I THINK IT'S GREAT TO MAKE A VIDEO AND HE GETS GREAT TO CIRCULATE AND GET EVERYTHING VETTED.
YOU HAVE TO HAVE THOSE INTERNAL PROCESSES.
BUT, TWO WEEKS IS A LIFETIME IN THE PARENTS THAT ARE OUT THERE RIGHT NOW THINKING, IS MY KID GOING BACK ON MARCH 2 OR MARCH NIGHT HE MET DOES THAT LOOK LIKE? THEY ARE FREAKING OUT.
[01:10:01]
I UNDERSTAND AND JUST SAYING THAT THAT IS WHAT I AM HEARING FROM MY CONSTITUENTS.MARCH 2 AND MARCH NIGHT FEEL LIKE IT'S RIGHT AROUND THE CORNER AND WE DON'T KNOW WHAT THAT LOOKS LIKE.
SO, I GUESS WHAT I'M TRYING TO SAY IS GIVE YOUR TEAM PERMISSION TO COMMUNICATE BY WHICHEVER MEAN THEY CAN COMMUNICATE WITH.
>> MEMBER: I WANT TO ECHO WHAT JANET SAID HERE TELLING A FAMILY, ESPECIALLY IF THE CHILD IS IN CITYWIDE OR YOU HAVE MULTIPLE CHILDREN WITH SPECIAL NEEDS.
TELLING THE FAMILY TO GO LOOK AT THE FAQ IS A BIG F YOU.
WE ARE STRUGGLING, SOME PEOPLE ARE IN CRISIS, WE ARE STRUGGLING AND THERE'S A LOT GOING ON AND I DON'T WANT TO SCROLL THROUGH SIX PAGES OF FAQ WHEN MY KID GOES TO BED AT MIDNIGHT BECAUSE WE'VE BEEN IN CRISIS.
I THINK WE CAN ANTICIPATE STUFF THAT OUR CONSTITUENTS WILL NEED.
THEY WILL HAVE QUESTIONS ABOUT MASKS AND FOOD AND TEXTURES.
GOING TO HAVE QUESTIONS ABOUT SAFETY PROTOCOLS OF WHEN THEIR KIDS CAN'T KEEP SIX FEET APART BECAUSE OF THE INTELLECTUAL DISABILITY.
WE CAN TAKE SOME OF THOSE QUESTIONS AND CREATE A SPECIAL ED FAQ OR A CITYWIDE FAQ.
>> MEMBER: I THINK THAT IS WHAT TERRY WARNER IS DOING AND WHAT I THINK SHE'S DOING IS GOOD I'M SORRY TO INTERRUPT BUT I GUESS I'M TRYING TO SAY I THINK WE ALSO NEED TO USE THOSE OTHER PLATFORMS YOU KNOW? AND YOU KNOW WHAT I'M SAYING? AND GIVE OUR, I DON'T KNOW.
I FEEL LIKE SOMETIMES WE, PEOPLE HAVE TO SPEND A LOT OF TIME MAKING SURE THAT THE ANSWERS ARE WORDSMITH.
I WISH THAT WE COULD BE A LITTLE MORE, A LITTLE FASTER.
>> MEMBER: I THINK WE HEAR WHAT YOU'RE SAYING.
WE WOULD NEVER SAY THAT AT ALL.
>> MEMBER: I'M JUST SAYING ON THE PARENTS SIDE.
>> MEMBER: WE CERTAINLY HEAR WHAT YOU SAID WHEN YOU SAY THAT.
I KNOW THAT TERRY IS ON TOP OF IT AND WERE GOING TO GET THIS INFORMATION OUT.
GOING TO MEET WITH JULIA TO SEE IF THERE'S ANYTHING ELSE WE CAN DO.
WE HEAR YOU AND WE UNDERSTAND.
>> MEMBER: I JUST WANT YOU KNOW THAT GETTING A FIVE PAGE NEWSLETTER WOULD BE THE SAME OF GETTING A FIVE PAGE FAQ.
WHILE THE COMPREHENSION IS DO WE DO NEED TO GET THE INFO OUT IN SMALLER CHUNKS.
I WANTED TO FIGURE OUT A WAY TO HELP YOU.
WE KNOW THE ANSWERS ARE THERE.
WE UNDERSTAND AND WE HEAR YOU AND TERRY IS ON TOP OF IT.
JANET, THERE IS A LOT OF FRUSTRATION AND ANXIETY LIKE YOU'RE SAYING AND PEOPLE NEED TO KNOW AND WE HAVE SOME OF THE ANSWERS.
WE WILL DO WHAT WE SAID WE WILL DO AND I WANTED TO CLARIFY THAT.
>> MEMBER: I WANT TO MAKE IT CLEAR WE ARE NOT SENDING A FIVE PAGE NEWSLETTER.
NEWSLETTER WILL BE A ONE PAGER .
WHEN I AM PULLING THE FAQS TOGETHER WE HAVE ABOUT FIVE PAGES OF FAQS THAT ARE DIRECTLY RELEVANT TO SPECIAL ED.
AGAIN, I TRULY WANT YOU ALL TO UNDERSTAND THAT IT IS NOT AN ISSUE OF NOT TRYING TO COMMUNICATE OR NOT WANTING TO.
WE JUST HAVEN'T HAD SOME OF THE DATA AVAILABLE.
THE MOST PRESSING THING IS ABOUT THE MONITORS OR THE TEACHERS AND WHO'S GOING TO BE IN THE CHILD'S CLASSROOM? UNTIL I HAVE THE DATA BACK AS TO WHAT THE TEACHER RETURNED DATA WAS AND CROSS CHECKED IT WITH THE MOST UP-TO-DATE STUDENT RUN BECAUSE WE STILL PARENTS WHO ARE CHANGING THEIR MIND ABOUT THEIR STUDENTS RETURNING TO SCHOOL.
WE DID THAT LAST CROSSCHECK AND I JUST GOT AN EMAIL 10 MINUTES AGO FROM DOCTOR STONE LETTING ME KNOW WHERE WE STAND.
I HAVE BEEN WAITING FOR THE DATA.
I DON'T WANT TO GIVE YOU INACCURATE INFORMATION OR INFORMATION THAT IT IS GOING TO BE DISRUPT LIVE.
AT ONE POINT WE WERE LOOKING AT THE POSSIBILITY OF NEEDING MORE MONITORS.
THAT'S A COMPLETELY DIFFERENT SCENARIO.
NOW I CAN COME BACK AND SAY THIS WHO IT IS GOING TO BE IN YOUR CHILD'S CLASS.
[01:15:01]
THIS IS WHO TO LOOK FOR.NOW WHEN I NEED FOR MONITORS I CAN LOOK AT IT IN A TOTALLY DIFFERENT PLACE TO HIRE AND TO PULL THEM YOU KNOW? SO, I TOTALLY, TOTALLY UNDERSTAND YOUR CONCERNS.
I JUST HOPE THAT WE CAN GIVE EACH OTHER SOME GRACE TO UNDERSTAND THAT I DON'T WANT TO DO SOME THINK THAT IT IS GOING TO MAKE THE ANXIETY LEVEL GO UP AND I AM TRYING TO MAKE SURE THAT WHAT WE PROVIDE IS ACCURATE AND HONEST AND GIVES PARENTS WHAT THEY NEED TO GET READY TO COME BACK.
>> MEMBER: PERIOD, YOU MIGHT KNOW THE PROCESS THERE WAS A SECOND SURVEY.
TODAY IS WHAT, WEDNESDAY? THE PRINCIPLES JUST RECEIVED A NEW SURVEY INFORMATION ON MONDAY.
BEFORE GIVING IT OUT TO ANYONE THEY HAD TO GO IN AND SCRUB AND CLEAN AND THEY ARE STILL GOING IN AND MATCHING TEACHERS WITH STUDENTS RIGHT NOW.
THEY CLAIM THAT THEY CLEANED IT THERE LOOKING AT IT IN HIS COMING BACK AND WHO'S GOING TO VACCINATE AND THEN THEY HANDED IT OVER TO SPECIALIST LIKE TERRY WARNER.
>> MEMBER: I GOT THE TEACHER RETURNED DATA AT 9:00 AND I GOT THE STUDENT RETURNED DATA AT 9:00 THIS MORNING.
>> MEMBER: THERE PASSING IT OFF AT THE SCHOOL LEVEL AND THEN MAKING SURE EVERYONE IS LINED UP BECAUSE THIS NEEDS TO BE COMMUNICATED TO FAMILIES AND LIKE THEY SAID SOME FAMILIES ARE STILL CHANGING THEIR MINDS.
ONE PRINCIPAL SAID TO ME THIS IS LIKE STARTING A NEW SCHOOL YEAR IN THE BEGINNING OF THE SCHOOL YEAR.
HE SAID WE ALREADY HAVE ONE SCHOOL YEAR PLANNED WHICH IS VIRTUAL AND NOW WE ARE PLANNING FOR HYBRID.
SHE HASN'T NOW AND THE L SPECIALIST HAVE IT NOW AND IT LOOKS LIKE THERE IS GOOD NEWS BUT WE DON'T HAVE ALL OF IT.
WE WILL BE MEETING BACK WITH THE PRINCIPAL ON FRIDAY AND THAT'S WHEN WE WILL KNOW WHAT TEACHERS, WHAT CLASSROOMS, WHAT STUDENTS, WHAT FAMILIES AND THAT ALL HAS TO BE COMMUNICATED OUT TO THE FAMILY.
WE KNOW THAT MARCH 2 IS THE FIRST DATE THAT THE FIRST GROUP RETURNS.
SO, IT'S MORE DETAILS THEN YOU NEED TO KNOW BUT WE PROBABLY HAVE PRINCIPLES WORKING ALMOST 24 HOURS JUST TO MAKE SURE ALL OF THIS IS RIGHT IN THE SCHOOLS ACROSS THE SPACE.
>> MEMBER: I DON'T MEAN TO BELABOR THE POINT BUT THIS HAS BEEN A PRETTY HERCULEAN EFFORT IN THAT THE INFORMATION THE TEACHER RETURN INFORMATION IS ONE EXAMPLE AND THAT REALLY BECAME CLARIFIED OVERALL.
I THINK MONDAY AND TUESDAY AND REALLY ONLY SHARED WITH THE BOARD AFTER FENCE POLES AND SENIOR LEADERSHIP HAD A CHANCE TO KNOW WHAT IT WAS IN THE BOARD WORKED YESTERDAY.
THOSE WERE SOME OF THE DETAILS THAT YOU GUYS INCORPORATED DETAILS WITH WHAT FAMILIES WOULD WANT TO KNOW THAT JUST BECAUSE OF THE NATURE OF THIS WHOLE SITUATION, IT IS, I CAN'T EVEN.
SOMETIMES I AM EACH LIST BECAUSE I CAN'T EVEN DESCRIBE HOW MUCH IS HAPPENING.
HOW MUCH INFORMATION IS COMING IN AND GOING OUT AND HOW THINGS CHANGE LIKE EVERY DAY.
SO, I THINK, GOD BLESS EVERYBODY HERE.
I THINK, PARENTS, STAFF, IT HAS BEEN TOUGH.
>> MEMBER: I THINK WE UNDERSTAND THE AMOUNT OF WORK.
I DON'T THINK THAT WE THANK YOU UNDERSTAND THE VACUUM THAT WE AS PARENTS FEEL THAT WE ARE IN.
WE DON'T SEE ANY OF THE PROCESSES.
WE DON'T EVEN KNOW IF OUR TEACHERS ARE RETURNING.
HOW CAN WE ACTUALLY MAKE A REAL DECISION? WE FEEL LIKE WE ARE IN AN INFORMATION VACUUM.
WHEN BOARD MEMBERS FEEL THAT WAY ABOUT THEIR OWN CHILDREN WHO ARE RETURNING IN TWO WEEKS YOU KNOW THAT OTHER PARENTS DO AS WELL.
I DON'T THINK THAT WE FEEL THAT YOU GUYS FEEL THAT WAY.
>> VICE-CHAIR: OKAY, I AM GOING TO HAVE JANET MAKE THE LAST COMMENTS ON THE TOPIC BEFORE WE MOVE ONTO THE TOOTH SUB COMMITTEES.
>> MEMBER: I'M SORRY, BUT I THINK WE ARE TALKING ABOUT COMMUNICATION AND I THINK
[01:20:02]
THAT MAY BE MEAGAN THIS IS FOR YOU.TO ME THIS GOES DOWN TO THE POINT OF TRUST.
I MADE A COMMENT THE OTHER DAY, JUST YESTERDAY.
I SAID I WILL BELIEVE IT WHEN I SEE IT ABOUT BEING BACK IN SCHOOL.
I BELIEVE PART OF THE COMMUNICATION OBVIOUSLY, IT WORKS TWO WAYS.
I THINK, YOU KNOW, THERE IS A LITTLE BIT OF PARENTS THAT TUNE OUT.
I THINK WHAT IT IS GOING ON ON A CERTAIN LEVEL BECAUSE THEY BEEN LIKE, I'VE BEEN TOLD SO MANY THINGS OVER THE LAST 11 MONTH THEY ARE SORT OF TUNING OUT.
THE CHALLENGE THAT YOU ALL HAVE IS HUGE.
I THINK WE ARE ALL SYMPATHETIC TO THE COMMUNICATION CHALLENGE BUT WE HAVE THE TRUST THAT HAS ERODED.
I THINK, I GUESS I'M TRYING TO SAY I DON'T KNOW HOW TO REBUILD TRUST EXCEPT BY OVER COMMUNICATING.
THAT IS WHAT I MEAN ABOUT ME BE SHINING SOME NONTRADITIONAL METHODS, MORE TEXT, MAYBE A TEXT MESSAGE PER DAY TO THE SPECIAL ED PARENTS THAT SAY HERE IS A LITTLE LOVE TEXTS.
YOU KNOW? GOING TO GIVE YOU A BITE OF SOMETHING HERE AND THERE.
I FEEL LIKE WE NEED A LITTLE MORE COMMUNICATION FROM THAT STANDPOINT.
I DON'T KNOW IF THAT WOULD WORK.
>> MEMBER: I THINK THE FAQ IS ONE THING AND THAT'S A WHOLE LOT OF DIFFERENT RINGS.
I AM WONDERING LIKE YOU'RE SAYING, IF THERE ARE JUST SMALL THINGS EVERY DAY LIKE WHAT ARE THOSE SPECIFIC THINGS THAT WOULD MAKE PEOPLE FEEL A LITTLE MORE SECURE? MAYBE THAT IS MY SORT OF -.
>> MEMBER: I WILL GIVE YOU A TINY EXAMPLE.
OUR TEACHER SAID YOUR KID IS SLATED TO BE AT SCHOOL ON TUESDAYS AND WEDNESDAYS AND I SAID HALLELUJAH I WAS LIKE WOW! I CAN START VISUALIZING THAT I MIGHT HAVE A TUESDAY AND WEDNESDAY TO DO WORK.
THAT'S WHAT I MEAN ABOUT LITTLE BITS OF INFORMATION CAN ALMOST BE TRANSFORMATIVE.
I THINK WHATEVER WE CAN DO TO GET PARENTS LITTLE BITS OF INFORMATION OR EVEN JUST, YOU KNOW, SOME OF IT IS OUT THERE BUT I WAS LIKE MY GOSH.
I'M GOING TO START PLANNING IT AROUND TUESDAY AND WEDNESDAY.
>> MEMBER: I THINK THE OVER COMMUNICATING IS GOOD.
PARENTS ARE STRESSED OUT, MAXED OUT AND YOU NEVER KNOW WHAT PIECE THEY MIGHT BE ABLE TO GRAB ONTO OR CATCH.
>> CHAIR: I WANT TO THANK YOU GUYS.
I KNOW WE ARE ALL WORKING REALLY HARD AND IT'S IMPORTANT THAT WE GET THIS PIECE, TOO BECAUSE PARENTS NEED IT.
WE THANK YOU FOR LISTENING TO THESE COMMENTS.
>> VICE-CHAIR: ARE YOU READY TO MOVE ONTO THESE TWO SUBCOMMITTEES? CINDY?
I BELIEVE WE HAVE AN OFFER TO HEAD UP A COMMITTEE AND HEAD UP THIS AWARDS PROGRAM.
IS THIS STILL STANDING ALEXIS? ALEXIS, CHECKING WITH YOU? ALEXIS? CHECKING WITH YOU, YOU HAVE EXPRESSED AN INTEREST?
>> MEMBER: I'M SORRY RAISE MY HANDS AND I COULDN'T FIND THE MUTE BUTTON.
>> CHAIR: WE WILL PURSUE THIS.
TERRY TALKED ABOUT IT LAST WEEK.
I THINK WE NEED A MOTION TO FORM A SUB COMMITTEE THAT ALEXIS AND ONE OTHER PERSON AND THEN WE WILL SEE WHERE WE GO FROM THERE.
>> VICE-CHAIR: ACTUALLY YOU DON'T NEED A BOAT ON SUBCOMMITTEES AS IT WILL BE AN APPOINTMENT BY THE CHAIR.
I WOULD LIKE TO APPOINT ALEXIS AS THE CHAIR OF THE ANALYTICS SUBCOMMITTEE .
WE WILL HAVE TO START COORDINATING QUICKLY I BELIEVE.
>> MEMBER: ALEXIS, SUSAN NIELSEN HAVE HER ON THE CALL TONIGHT.
WE HAVE AN ONLINE NOMINATION FORM.
[01:25:01]
AND SO, ALEXIS, WE WILL MAKE CONTACT WITH SUSAN NIELSEN TO HAVE YOU ALL REVIEW THAT FORM AND SEE IF THERE IS ANYTHING ELSE ON THERE THAT YOU WANT TO DATE OR CHANGE THAT WAS SOMETHING THAT JANET GOT IN PLACE A COUPLE YEARS AGO AND WHILE WE DIDN'T USE IT LAST YEAR I BELIEVE WE USED IT SUCCESSFULLY THE TWO YEARS BEFORE THAT.AND SO, THAT IS THE FIRST PLACE WE NEED TO START.
WE HAVE TO GET THE NOMINATION FORM OUT TO THE.
ONCE WE HAVE AN AGREED-UPON FORM I WILL SEND IT OUT TO ALL OF THE PRINCIPLES AND LEADERSHIP TEAMS TO DISSEMINATE AND WILL ALSO HAVE IT TO COURTNEY AND YOU CAN ALL DISSEMINATE IT OUT.
THEN WE CAN WORK ON THE REST OF THE STUFF BUT WE NEED TO GET THE NOMINATION PROCESS STARTED.
>> VICE-CHAIR: SINCE WE HAVE A CHAIR, CINDY, IF YOU DON'T HAVE ANYBODY ELSE THAT HAS VOLUNTEERED AT THIS POINT YOU CAN DO SOME ARM TWISTING BEHIND THE SCENES AND PUT ANOTHER PERSON ON WITH ALEXIS AT YOUR WILL.
>> MEMBER: OKAY, THANK YOU AND THANK YOU ALEXIS.
>> CHAIR: NEXT, LITERACY, LAUREN HAS WORKED WITH THIS A LITTLE BIT WITH MEMBERS OF THE CENTRAL OFFICE AND I WOULD LIKE TO ASK HER, SHE IS PRESENT AND IF SHE STILL INTERESTED TO DO SO AND CHAIRING A SUB COMMITTEE.
AGAIN IT MIGHT BE A SMALL SUBCOMMITTEE TO FOLLOW THAT PROCESS AND LAUREN I WANTED TO ENSURE THAT YOU'RE STILL INTERESTED IN THAT.
>> MEMBER: YES I'M STILL INTERESTED.
>> CHAIR: I WOULD LIKE TO APPOINT LAUREN AS THE LITERACY COMMITTEE.
AND THEN MEMBERS CAN CONTACT HER TO GET INVOLVED AS WELL AS SABRINA RILEY.
>> VICE-CHAIR: YOU CAN ASK FOR ANY VOLUNTEERS NOW ON ANYONE OF THESE.
>> CHAIR: FOR THESE AS WELL AS THE COMMUNITY AWARENESS SUBCOMMITTEE WHICH SABRINA RILEY IS SUB CHAIRING.
WILL BE INTERESTED IN THAT ONE AND PLANNING TO BE ON THAT ONE.
GUYS, I KNOW WE ARE MAXED OUT, TOO.
>> VICE-CHAIR: YOU CAN WORK BEHIND THE SCENES TO SEE IF YOU CAN ADD SOME EXTRA PEOPLE TO THE SUBCOMMITTEES.
>> CHAIR: I SPENT A LOT OF TIME TALKING ABOUT THIS ALREADY BUT ONE THING THAT WAS BROUGHT UP IN THE PUBLIC COMMENT, I THINK I HAD TO WALK AWAY BUT I THINK IT WAS SUMMER.
IS IT TOO EARLY TO ASK A QUESTION ABOUT SUMMER? AND, ANY PLANS OR NOT?
>> MEMBER: MY UNDERSTANDING IS, THE SUPERINTENDENT HAS SAID THAT WE ARE DOING SUMMER SCHOOL FOR ALL LIKE WE DID LAST YEAR?
>> MEMBER: WE ARE HAVING FULL-BLOWN SUMMER SCHOOL ALL KIDS.
ALL STUDENTS WITH DISABILITIES IN SUMMER PROGRAMS? HAVE IT ACCESSIBLE FOR SUMMER PROGRAMS?
>> MEMBER: WHEN THAT PARENT SPOKE EARLIER I WAS SO EXCITED BECAUSE THAT WAS AN EXAMPLE IN THE PLAN THAT WE REPORTED OUT.
THE THREE THINGS THAT WE ARE WORKING ON, THE ONE WAS FINISHING THE SCHOOL YEAR, AND THEN IN SUMMER AND THEN START PLANNING FOR THE NEXT SCHOOL YEAR SO ABSOLUTELY.
IT WAS A PROGRAM WE HAD LAST YEAR FOR ALL OF THE KIDS AND WE HAD 13,000 KIDS THAT PARTICIPATED LAST YEAR.
>> MEMBER: AND WHAT THAT PROGRAM WILL LOOK LIKE IT HAS NOT BEEN FORMULATED BUT THERE WILL BE A SUMMER SCHOOL FOR ALL STUDENTS.
THERE WILL BE PROGRAMS AVAILABLE FOR EVERY STUDENT AND WE ARE PARTICULARLY FOCUSING ON RECOVERY NEEDS FOR STUDENTS WITH DISABILITIES.
>> MEMBER: DO WE KNOW IF THERE WOULD BE IN PERSON INSTRUCTION FOR STUDENTS WITH DISABILITIES?
>> MEMBER: ALL I CAN TELL YOU IS THAT WE ARE HAVING A PROGRAM AND THE TEAMS ARE GETTING READY TO START PLANNING AND WE REALLY NEED TO GET THROUGH THE NEXT COUPLE OF WEEKS TO GET KIDS BACK IN SCHOOL.
>> MEMBER: WE WILL BE MORE THAN HAPPY TO BRING AN UPDATE IN THE NEXT COUPLE OF WEEKS OR SO TO GET THE GROUP BACK TO SUMMER PLANNING.
RIGHT NOW IT'S FOCUSING ON THOSE THREE DATES FOR THE KIDS THAT ARE COMING IN AND THEN AFTER THAT IT IS GERALD AND HIS TEAM AND TERRY STARTING TO PLAN THE SUMMER PROGRAM AND WE WOULD BE MORE THAN HAPPY TO COME.
ARE THERE ANY PARTICULAR REQUESTS OR NEEDS?
>> VICE-CHAIR: J-LYNN VAN PELT DO HAVE A QUESTION?
[01:30:02]
>> MEMBER: I WOULD LOVE MORE THOUGHT TO BE PUT INTO ES WHY.
MY DAUGHTER WAS IN THAT BEFORE WE GOT SHUT DOWN FOR THE SUMMER SCHOOL FOR ALL WORKED WELL FOR MY OTHER DAUGHTER AND SON BUT IT WAS NOT COMPARATIVE TO THE TYPE OF SERVICES SHE WOULD'VE HAD IN ES WHY.
SHE WAS PUT IN JEANETTE AND SHE WAS SUPPOSED TO LOGIN WITH THE SPED TEACHER.
AND IT WAS NO COMPARISON AT ALL.
IT'S REALLY IT'S GREAT THAT EVERYONE WOULD HAVE SUMMER SCHOOL FOR ALL BUT THERE HAS TO BE A DIFFERENTIATION FOR ESY THIS YEAR.
THIS WOULD BE A PERFECT EXAMPLE FOR SUMMER SCHOOL.
IT WILL BE SUMMER SCHOOL FOR ALL BUT WE DON'T KNOW WHAT IT WILL LOOK LIKE.
TO BE ABLE TO TELL PARENTS TODAY THAT WE ARE GOING TO HAVE SUMMER SCHOOL IS ENOUGH.
IF WE WAIT THREE WEEKS OR FOUR WEEKS UNTIL WE KNOW MORE YOU ARE DOING ACPS A DISSERVICE BY WAITING UNTIL WE KNOW MORE.
WHAT PARENTS WANT TO KNOW NOW IS THAT THEIR KIDS GO TO SCHOOL WHETHER IT IS VIRTUAL OR NOT.
>> MEMBER: JUST SAYING THAT THEY WILL HAVE A SUMMER FOR ALL IS GOOD TO KNOW RIGHT NOW? THAT IS AN EXAMPLE OF A SOUNDBITE.
WE ARE GOING TO HAVE SUMMER SCHOOL FOR ALL.
>> MEMBER: WERE GOING TO HAVE SUMMER SCHOOL.
>> MEMBER: EVERYONE'S GOING TO SUMMER SCHOOL AND THEN WE'LL FIGURE OUT LATER IF IT'S VIRTUAL OR NOT.
>> VICE-CHAIR: LET'S MOVE ON TO TERRY'S REPORT.
ARE WE READY TO DO THAT? I AM LOOKING AT THE TIME.
>> MEMBER: I THINK I'VE COVERED EVERYTHING I WOULD HAVE BROUGHT UP TONIGHT.
WE ARE IN THE THROES OF PLANNING MARCH 2 AND MARCH 9.
I HAVE TOLD YOU EVERYTHING ALREADY THAT I WOULD HAVE SAID UNLESS, OKAY.
I HAVE DISCUSSED ALL THE IMPORTANT STUFF ANYWAY.
[4. Parent Resource Center Report for January 2021]
APPARENTLY SOURCE IS THAT COURTNEY?
I WANTED EVERYBODY TO KNOW THERE IS A DEDICATED CX SPACE THAT WAS DISTRIBUTED ON FRIDAY AFTERNOON.
WE CAN SHARE INFORMATION IN THE CLOTHES COMMUNICATION WITH CINDY ABOUT SHARING INFORMATION ON UPCOMING MEETINGS BUT ANY ADDITIONAL INFORMATION YOU WOULD LIKE TO SHARE PLEASE SEND IT TO ME BEFORE FRIDAY AND IT CAN BE POSTED FRIDAY AFTERNOON.
>> MEMBER: THANK YOU COURTNEY.
I KNOW THAT SABRINA AND DEBBIE AND PERHAPS OTHERS ARE INVOLVED.
>> CHAIR: WE WILL WANT TO WORK WITH YOU TO COORDINATE THAT AND RESPOND TO THE PTA.
>> VICE-CHAIR: ALL RIGHT CINDY.
>> CHAIR: I ALSO FEEL LIKE I'VE SAID ENOUGH.
THE ONLY OTHER INFORMATION AND OUR MEMBERS KNEW THIS, WE.
[BLEEP] MADE THE PUBLIC, IN THE BUDGET MEETING WITH INFORMATION THAT WAS AGREED ON IN THE DECEMBER MEETING.
REALLY, AT THIS POINT I CONTINUE TO FEEL AS WE TALKED ABOUT TONIGHT THAT THE COMMUNICATION FROM THE DISTRICT IS IMPORTANT.
I THINK AS OUR SUBCOMMITTEE AS THE PR COULD ASSIST WITH THE PROCESS WITH SEAC AND DEVELOP A COMMUNITY SENSE SO COULD BE AN EASY BACK-AND-FORTH AND AS WE KNOW THINGS WE CAN SHARE THINGS MORE EASILY AND WE CAN SEE HOW THAT GOES.
BUT, WE APPRECIATE WHAT YOU ARE DOING.
THE PARENTS DO LIKE THE SOUND BITES.
I AGREE WITH YOU FROM YOUR PERSPECTIVE IT FEELS LIKE SO MUCH INFORMATION IS THERE AND IT CAN FEEL LIKE THAT FROM A PARENT.
I HEAR THAT FROM OTHER PARENTS LIKE RISA LIKE YOU ARE IN A VACUUM AND YOU DON'T KNOW WHAT TO EXPECT.
YOU CAN SHARE BITS AND PIECES EVEN IF IT'S NOT COMPLETE IT'S IMPORTANT.
>> VICE-CHAIR: ANY ANNOUNCEMENTS? NO ANNOUNCEMENTS.
I THINK WE DON'T NEED TO REVIEW ANY ACTION ITEMS WE HAD THE TWO APPROVED ITEMS THERE.
WELL I WAS WATCHING THE TIME AND I THINK I WATCHED IT PRETTY GOOD WITH THE LAST FIVE REPORTS WITH ABOUT A MINUTE APIECE.
IS THERE ANYTHING ELSE BEFORE I TAKE A MOTION TO ADJOURN? DO I HEAR A MOTION TO ADJOURN? OKAY.
JANET HAS A MOTION TO ADJOURN.
[01:35:01]
ALL IN FAVOR RAISE YOUR HANDS.ANYBODY OPPOSED? I CALL THE MEETING ADJOURNED.
>> MEMBER: GOOD NIGHT EVERYBODY!
>> CHAIR: KEEP IT UP!
* This transcript was compiled from uncorrected Closed Captioning.