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>> WE'VE GOT THE FIVE, SUBCOMMITTEES IS ALL HERE.

[00:00:06]

WE HAVE ONE GUEST WHO IS WAITING ON DR. MANN.

WHO, TO KICK OFF AND DISCUSS THE K-12 ROAD MAP.

WHAT WE ARE SEEING THEM PROGRESS IN ACPS.

I KNOW THEY HAVE CURRICULUM, WITH POST COVID, AND THE PIVOT TOWARDS THE CAREER PATHS THEY ARE RUNNING.

AND THE NEW ROLES THAT'S COMING DOWN FROM THE STATE, THAT ARE GOING TO IMPACT HOW THIS IS ALL RUN.

SO, I GUESS WE'RE WAITING FOR DR. MANN, TONIGHT, KATHLEEN, I KNOW YOU'VE DONE SOME RESEARCH PRIOR TO THIS.

IS THERE ANYTHING YOU WANT TO TALK TO, TO KICK US OFF THAT YOU HAVE BEEN WORKING WITH DR. MANN?

>> I HAVE BEEN LOOKING TO SEEING WHAT RESEARCH IS OUT THERE ABOUT THE ROLE THAT A STRONG CURRICULUM COULD PLAY BUILDING OFF ONE OF THE GUEST SPEAKERS, DR. PLUCKER WHO DID SPEND TIME SPEAKING ABOUT HOW IMPORTANT A STRONG CURRICULUM IS AS A FOUNDATION AND HOW IT COULD BENEFIT ALL STUDENTS AND ENABLES TAG TO REALLY PROVIDE THE SPECIFIC DIFFERENTIATED GIFTED SUPPORTS ON TOP OF AN ALREADY STRONG CURRICULUM.

I'VE BEEN DOING SOME RESEARCH.

THERE'S NOT A LOT I'VE BEEN ABLE TO FIND ABOUT THE BENEFITS OF A STRONG CURRICULUM ON GIFTED STUDENTS IN PARTICULAR.

THERE'S A LOT OF RESEARCH ABOUT THE BENEFITS OF A STRONG CURRICULUM FOR ALL STUDENTS.

I WAS TRYING TO THINK ABOUT IT WITH THREE LENS, WITH WHAT DR. MANN TOLD US IN THE LAST MEETING.

HE TOLD US WE CAN ADVOCATE TO THE SCHOOL BOARD.

WE CAN ASK DR. MANN AND HIS STAFF TO DO THINGS, AND WE CAN ASK DR. MANN AND HIS STAFF.

WHAT ARE THE THINGS THAT WE CAN ADVOCATE FOR.

WHAT ARE THE THINGS WE CAN ASK THE STAFF TO DO AND WHAT ARE THINGS WE CAN ASK FOR CLEAR COMMUNICATIONS ON THE STAFF ON.

SO I DON'T KNOW IF ANYBODY HAS ANY INITIAL REACTION TO THE KIND OF LIKE BOTH, YOU KNOW, THE RESEARCH, BUT ALSO THE THREE BUCKETS OF THINGS.

>> I THINK THEY ARE EXCELLENT BUCKETS.

I THINK, IT'S EXACTLY WHAT WE'RE LOOKING FOR; RIGHT? HOW DO WE BUILD A STRONG BASE FOR EVERYONE AND IT'S IMPORTANT FOR BOTH ENDS.

SUSAN, YOU COULD PULL DR. MANN IN THE MEETING.

GO AHEAD AND KICK US OFF ON WHAT ACPS IS DOING.

WE KICKED THE MEETING, DR. MANN AND KATHLEEN WAS TALKING ABOUT OTHER RESEARCH SHE'S DOING ON CURRICULUM AND BUILDING A STRONG BASE FOR EVERYBODY AND HOW DIFFERENTIATION, YOU KNOW, GIVES THAT EXTRA EDGE ON THE TAGS SIDE.

I WAS HOPING YOU COULD TALK ABOUT THE K-12 ROAD MAP.

THE CHANGES THAT WE'RE GOING TO SEE POST COVID, CHANGES WE WILL SEE WITH THE PIVOT TO THE CAREER-BASED TRACKS AT THE HIGH SCHOOL LEVEL AND ANY CHANGES YOU HAVE COMING IN THE STATE LEVEL.

>> SURE, I WAS A COUPLE OF MINUTES LATE.

I KEPT CHECKING MY E-MAIL.

I DON'T HAVE A LINK.

NICK AND I TALKED ABOUT TODAY, BUT I DON'T HAVE IT.

HAPPY RAINY WEDNESDAY.

I WILL SHARE MY SCREEN TO GIVE SOME CONTACTS.

IF YOU DON'T LOOK AT IT, IT'S HARD TO VISUALIZE.

GIVE ME A SECOND TO PULL IT UP.

[00:05:03]

I'M GOING TO START WITH OUR PROGRAM STUDIES AS I MENTIONED IN OUR TAG AT MEETING COUPLE OF WEEKS AGO.

WE HAVE A SAMPLE, ENGLISH, WHAT ARE SOME OF THE OPTIONS FOR A FAMILY.

IF YOU'RE CURRENTLY IN 5TH GRADE AND YOU'RE ON ACPS WEBSITE, YOU COULD FOLLOW ALONG AT HOME, IF YOU WOULD LIKE.

YOU TYPE ON THE WEBSITE, PROGRAM STUDIES.

IT SHOULD COME UP RELATIVELY EASILY.

IF NOT, I COULD DROP THE LINK IN THE CHAT.

IT SHOWS YOU WHAT YOUR OPTIONS ARE AT THE SCHOOL, WHETHER YOU'RE TAG IDENTIFIED OR NOT.

THESE ARE YOUR THREE OPTIONS FOR ENGLISH.

AS YOU METTICLATE UP, YOU COULD SEE YOUR OPTIONS, 9TH GRADE, 10TH GRADE.

AND YOU COULD SEE, HONORS ENGLISH 9, LINK BELOW.

IT WALKS YOU ALL YOUR OPTIONS HERE.

IF YOU WANTED TO HE CAN PLOR WHAT THE OPTIONS ARE, YOU COULD DO IT HERE.

I WILL SCROLL DOWN.

AND THEN, THIS IS RELATIVELY NEW FOR US, SO AS WE CONTINUE TO BUILD THIS OUT.

WHAT I WAS MENTIONING IN THE TAG MEETING, ALSO MAKING IT MORE CONSUMER FRIENDLY.

NOT EVERYONE IS GOING TO HAVE ME, WALKING THEM THROUGH THE PROGRAM OF STUDIES, EITHER ON THE HARD COPY OR WEBSITE.

WE'RE REALLY TRYING TO MAKE IT CONSUMABLES.

IF YOU TAKE 9TH GRADE ENGLISH, 10TH GRADE ENGLISH, THERE'S SOME SAMPLES.

IT HAS BUILT UP TO 9 DIFFERENT SAMPLES YOU COULD TAKE.

I HOPE MOST OF YOU KNOW, YOU COULD TAKE AP HONORS OR DUAL ENROLLMENT.

AND WITH DUAL ENROLLMENT, IF YOU'RE NOT AWARE, IF YOU PASS A CLASS, YOU'RE GOING TO GET COLLEGE CREDIT, VERSUS AP AND LOTS OF COLLEGES ARE TAKING AWAY SOME OF THE FLEXIBILITY, WHERE KIDS ARE WALKING IN AND AS A SOPHOMORE, THEY WERE REALLY A FRESHMAN BECAUSE THEY HAD TAKEN 7-8AP CLASSES AT A TIME.

SO THAT'S ONE OF THE DIFFERENTIATORS, IF YOU'RE IN A DUAL ENROLLMENT COURSE, YOU'RE ACTUALLY TAKING COLLEGE COURSE AND YOU'RE GRANTED CREDIT IN A COMMUNITY COLLEGE, WHICH IS THEN TRANSFERABLE.

IF YOU ARE IN THE GLB SCIENCES, YOU COULD HAVE DUAL ENROLLMENT THROUGH GW AS WELL.

WE WALK YOU THROUGH THE ELECTED OPTIONS.

IF YOU DON'T LOOK AT THE PROGRAM AND STUDIES, MANY PEOPLE DON'T REALIZE THE DEBATE IS UNDER ENGLISH, GENERAL AND PUBLIC SPEAKING.

WE HAVE THESE IN THE AREAS, WORLD LANGUAGE.

I BELIEVE WE PUT UP THE ARTS LAST YEAR, BEFORE THE PANDEMIC.

SO THEN, AS YOU CONTINUE TO SCROLL DOWN, THIS IS NOT THE WAY IT WOULD, IN THE FINISH PRODUCT.

WE GOT THE SYSTEM LAST YEAR.

IF YOU'RE HAVING THE CONVERSATION WITH YOUR CHILD, YOU COULD THEN, AND THIS IS GEARED TOWARD THE MIDDLE SCHOOL.

WHAT I'M ENVISIONING, IF YOU'RE A KINDERGARTEN PARENT, YOU COULD SEE WHAT THIS LOOKS LIKE ALL THE WAY THROUGH.

SO IT CONTINUES TO GIVE YOU EXAMPLES ON WHAT YOU COULD DO.

MOVING THROUGH SOME OF YOUR CLASSES ON WHAT YOU COULD TAKE THE NEXT YEAR.

SO AS YOU COULD SEE, IT JUST CONTINUES TO GO DOWN THROUGH THE GRADE LEVELS.

I'M GOING TO STOP AND SHARE A DIFFERENT PAGE, BECAUSE SOMETIMES IT DOESN'T LIKE IT WHEN YOU TRY TO SHARE WITH THEM, YOUR ORIGINAL SHARE.

I THINK I MAY HAVE MENTIONED THIS WITH THE TAG, WHEN I GAVE THE HIGH SCHOOL PROJECT UPDATE.

SEEMS LIKE 10 YEARS AGO NOW.

THINKING ABOUT THE CLINICAL CLUSTERS 2017 AND ENERGY IS ON BOARD, THROUGH THE FEDERAL GOVERNMENT AND THE VIRGINIA DEPARTMENT OF EDUCATION.

AS WITH THE HIGH SCHOOL PROJECT, WE THINK OF REDESIGNING HIGH SCHOOL CLASSROOM AND ALSO HOW IT AFFECTS THE ENTIRE DIVISION.

THIS IS WHEN I WAS MENTIONING, HOW DO WE PUSH THE IDEA OF CAREER AND WHAT THE PATHWAYS MEAN IN EXPOSING ALL OF OUR KIDS IN A YOUNGER AGE.

WE KNOW, IF WE REACH THEM AT 9TH GRADE, IT'S TOO LATE.

WE NEED TO START EXPOSING YOU WHAT ALL THE DIFFERENT CLUSTERS MEAN AND SOME OF THE OPTIONS.

SO THIS IS JUST TO GIVE YOU A SAMPLE OF WHERE WE'RE HEADED.

[00:10:01]

I WILL SHOW YOU ONE MORE THING.

YOU CAN, OBVIOUSLY STOP ME.

IT'S NOT A BIG GROUP.

DO YOU HAVE A QUESTION? SO THIS IS ON THE VIDEO E WEBSITE.

THIS IS WHAT I JUST SHOWED YOU IN A DIFFERENT FORMAT.

LOOKING HERE, THE CTE DEPARTMENT, THE, THE STATE HAS BUILT A PLANNED OUT STUDY THAT TAKES THE STUDENT, ALL THE WAY THROUGH.

SO WHAT OUR PLAN IS, LET'S SEE IF THIS WORKS.

DID IT CHANGE YET TO SOMETHING ELSE? YOU COULD SEE THAT? THE WORD DOCUMENT? OKAY.

SO YOU WILL SEE HERE, IT SAYS LANGUAGE ARTS AND THE MATH.

IT STARTS 7TH THROUGH 8TH GRADE.

BUILDING IS DOWN FURTHER.

NOT HANDING THIS TO A FAMILY WITHOUT ANY -- AND YOU COULD SEE, THROUGH POST SECONDARY, WORK BASE LEARNING, ADDITIONAL OPPORTUNITIES, THE STUDENT COULD HAVE.

THIS IS WHERE, TAKING ALL OF THIS INFORMATION, BUT MAKING IT CONSUMABLE FOR A PARENT.

SO IF YOU HAVE A STUDENT, THAT IS IN ELEMENTARY SCHOOL, YOU COULD SEE WHERE WE'RE HEADED BUT ALSO, HOW DO WE MAKE IT CONSUMABLE, SO WE UNDERSTAND, LET'S SAY YOU'RE HOPING FOR TENTATIVE EDUCATION AND YOU DON'T GET IT.

YOU COULD SEE THAT HOPEFULLY, WE WILL HAVE A GOVERNMENT STEM ACADEMY AT THAT TIME.

THE GW SCIENCE, ACADEMY OF FINANCE.

ALL OF THE CLASSES IS STILL OPEN TO YOU.

IT'S HARD TO THINK, YOU WILL HAVE AN 18-YEAR-OLD LIKE I DO RIGHT NOW.

WE WILL BE WORKING WITH OUR GRAPHIC DESIGNERS AND TRYING TO GET FEEDBACK FROM GROUPS LIKE THE TAG AND OTHERS, WHAT MAKES SENSE FOR A FAMILY.

AND OBVIOUSLY HAVE IT TRANSLATED.

REALLY MAKE SOMETHING THAT WE CAN TALK ABOUT.

HOW DO WE MAKE THE CONSUMABLE FOR OUR FAMILIES, AND ALSO, ONE OF THE THINGS AND I WILL STOP SHARING HERE.

IN TALKING WITH DARRYL SIMPSON, WHO IS IN CHARGE OF OUR COUNSELORS, HOW DO WE NOT END UP WHERE WE END UP SAYING, THE COUNSELOR DIDN'T TELL ME.

MY PRINCIPAL DIDN'T TELL ME.

SO FROM TEACHERS, COUNSELORS, ADMINISTRATORS, ALL UNDERSTANDING WHAT THE OPTIONS ARE.

WE ALL KNOW THAT A TEACHER SEES THE STUDENT, EITHER EVERY DAY OR EVERY OTHER DAY WHERE A COUNSELOR IS NOT SEEING THEM ALL THAT MUCH.

THE HIGH SCHOOL PROJECT AND THE INDUSTRY ADVISORY BOARD, THEN HELPS US THINK, HOW DO WE EQUIP OUR TEACHERS WITH THE KNOWLEDG TO SAY, SO IF YOU'RE DOING ALGEBRA, AND I DON'T KNOW, YOU COULD, THREE OF US, WHO HAS USED ALGEBRA SINCE THEY TOOK IT IN HIGH SCHOOL, IN THEIR JOBS?

>> ME, A LOT.

>> YOU DO, NICK.

BUT HOW DO WE THEN HAVE TEACHERS THAT WILL ARTICULATE, HOW ALGEBRA, ALGEBRA TWO, THOSE CLASSES SHOW UP.

AND EVEN IN ELEMENTARY, IF YOUR DAD IS NOT AN ENGINEER OR SCIENTISTS, HERE'S WHAT IS APPLICABLE.

WHAT THEY ARE DOING IS ATTACHING WHAT THEY ARE DOING TO WHAT'S A POSSIBILITY.

THAT'S LONG-TERM, BUT IT'S ALSO PART OF THE HIGH SCHOOL PROJECT.

EVERYTHING, THAT WAS KIND OF, WE HAVE TO CHANGE.

IF THEY GET TO THE CONNECTED NETWORK IN 2024, AND WE HAVE NOT TOLD THEM ABOUT IT, THAT'S TOO LATE.

AND I CAN'T REMEMBER WHAT GRADE YOUR CHILDREN ARE IN.

SARA WIELAND, HAS A 4TH GRADER.

AND HOW DO WE HELP HER UNDERSTAND THAT HIGH SCHOOL IS SO FAR AWAY IN 4TH GRADE.

IF WE CAN'T HELP HER UNDERSTAND WHAT IT MEANS, AND I HAVE A 15-YEAR-OLD, UPSTAIRS, JUST GOT BRACES AND IS DOING HER ROUTINE TO BRUSH HER TEETH AND TRYING TO HAVE A CONVERSATION ABOUT CAREERS AND WHAT YOU ARE INTERESTED IN BESIDES COLLEGE AND WHAT IT ALL MEANS.

THAT'S WHAT WE ARE TRYING TO MOVE, THAT ALL STUDENTS AND KATHLEEN, WHEN YOU WERE TALKING ABOUT THE COMMUNICATION PIECE, HOW DO WE GET BETTER WITH THAT? ONE, IT'S THE WEBSITE.

IT'S FORMS. IT'S HOW DO WE MAKE SURE, SARAH, YOU'RE FROM.

[00:15:04]

PROFESSIONALS, TEACHERS, COUNSELORS, EVERYBODY UNDERSTANDS, AT THE END OF THE DAY IF IT'S ALEXANDRIA HIGH SCHOOL AND YOU'RE STILL GOING TO BE A TITAN, WHAT DOES THAT MEAN? HOW DO WE ALL CONNECT BECAUSE ALL OF US, AT SOME POINT, ONE OF THE 17 CAREER CLUSTERS.

I'LL STOP THERE AND LET YOU ASK -- OH, THE STATE.

SO THE STATE, RIGHT NOW IS IN THE -- FOR MATH, THEY ARE PROPOSING THAT STARTING WHEN OUR CURRENT THIRD GRADERS ARE IN 8TH GRADE, THAT EVERY STUDENT, KINDERGARTEN THROUGH 10TH GRADE, WILL TAKE THE SAME MATH CLASS EACH YEAR.

SO THERE'S NO -- GOING TO GO TO MIDDLE SCHOOL.

ACTUALLY, WILL GO TO 4TH GRADE.

IF YOU'RE IN 4TH GRADE, WHETHER YOU'RE TAG IDENTIFIED, EAL, SPECIAL EDUCATION, THAT EVERYBODY IS TAKING 4TH GRADE MATH.

THERE'S NOT THE STUDENT TAKING 4TH GRADE MATH THERE'S NOT THE STUDENT TAKING 6TH GRADE MATH.

WHEN YOU GET TO MIDDLE SCHOOL, YOU WON'T HAVE THE CLASS, ALGEBRA.

I CAN'T REMEMBER WHAT THE CLASS WILL BE CALLED.

ALL THE WAY THROUGH 10TH GRADE SH EVERYBODY WILL BE TAKING THE SAME CLASS.

THEY ARE GOING TO THE HETEROGENEOUS GROUPING FOR MATH.

WHEN YOU HIT THE 11TH GRADE, YOU HAVE THE SEMESTER COURSES.

I BELIEVE THEY ARE IN 11 OPTIONS.

YOU WILL STILL HAVE THE STUDENTS THAT COULD TAKE, THEIR CHOICE, IF THEY WANT TO TAKE -- AND VIDEO E IS DONE, WORKING WITH COLLEGES AND UNIVERSITIES AND LOOK HOW STUDENTS PERFORMANCE AND SUPER ACCELERATED AND HOW THEY ENDED UP PERFORMING IN COLLEGE AND WHAT THE NEED TO GO DEEPER, INSTEAD OF FASTER.

SO THEY ARE PUSHING STANDARDS DOWN AND THE REQUIREMENT FROM THE LOCAL JURISDICTIONS WOULD BE TO OBVIOUSLY, KATHLEEN, AS YO SAID, THE TEACHING CHANGES, WE'RE ACTUALLY REALLY MAKING SURE THAT THOSE CONCEPTS AND WE'RE GOING DEEPER INSTEAD OF, JUST SAID, CONTINUING TO ACCELERATE.

THEY HAVE PROPOSED THIS AND THIS IS REALLY HOT OFF THE PRESS.

WE HAVE NOT DONE A PRESENTATION.

AND TEASED AT THE LAST TAG IN COMMUNITY.

WHAT THE CURRICULUM HAS DONE, TAG IT TO THE CLUSTERS AND SO STUDENTS COULD SEE, WHETHER THEY ARE GOING TO THE MILITARY.

WHAT THE OPTIONS COULD BE.

I COULD REPEAT THAT, AND IT'S REALLY A CHANGE, ACROSS.

WHAT MATH COULD LOOK LIKE, FOR THE CURRENT THIRD GRADER RIGHT NOW.

>> AND AS YOU LOOK AT IT, IS IT LITERALLY, IF YOUR LAST NAME, A-THROUGH B.

AND IS THAT HOW YOU'RE LOOKING AHEAD?

>> WE'RE NOT EVEN THERE YET.

FOR US, AS A SYSTEM, WE HAVE TO THEN THINK ABOUT, THE WAY WE ACCELERATE, WE HAVE TO FIGURE OUT WHAT HAPPENS.

BECAUSE WHEN THE KIDS GET TO 8TH GRADE, WHEN THE IF, AND IT'S ALL IF RIGHT NOW, THE PROPOSALS AND EVERYTHING ARE OUT.

THEY HAVE BEEN MEETING TO SPECIALIST, LATE FALL, EARLY WINTER.

TRYING TO EXPLAIN AND ANSWER QUESTIONS.

SO WHEN THE CURRENT THIRD GRADERS ARE IN 8TH GRADE, ALGEBRA, GEOMETRY DISAPPEARS.

AND THAT'S WHERE WE WILL HAVE THE DISPARITY, WHERE WE HAVE, SAY THREE-FOURTHS OF THE 8TH GRADE.

I THINK IT WAS 8TH GRADE MATH.

THE SELECT STUDENTS ARE TAKING THE OTHER COURSE.

AS A SYSTEM, HOW DO WE ADJUST MOVING FORWARD FOR THE STUDENTS.

[00:20:02]

UP FRONT, IT'S A HUGE CHANGE.

SIMILAR TO WHAT IS IN COLLEGE, WHERE YOU'RE TAKING 3-4 CLASSES AT A TIME.

THOSE CLASSES WILL THEN BE SEMESTER-BASED.

AND ALSO THE STATE IS MOVING, TO WHERE, THEY HAVE A STANDARD, WHERE YOU HAVE TO HAVE FOUR YEARS OF MATH INSTEAD OF THREE.

>> I SEE EMILY HAD HER HAND UP.

>> AND I HAVE ONE PIECE OF FEEDBACK AND THEN, I GUESS THE SECOND CLASH.

IT ISN'T TOO EARLY TO THINK ABOUT THE PATH THROUGH HIGH SCHOOL.

HOW COULD WE DO IT.

IN GENERAL AS PARENTS, WHEN YOU'RE IN ELEMENTARY SCHOOL, YOU COULD FEEL LIKE, IT IS SO FAR AWAY.

THAT FEELING, IF WE DON'T MAKE THE DECISION NOW, WHAT IS THAT.

I THINK IF WE COMMUNICATE TO FAMILIES, OR IN NORTHERN VIRGINIA OR WHATEVER.

IT'S REALLY, REALLY DIFFERENT, MAKING SURE IT'S COMMUNICATED IN A WAY, HERE'S THE OPTIONS, THIS IS, NOT THIS IS OVERWHELMING.

IF YOU DON'T, YOU KNOW, THE SECOND PIECE IS MORE OF A QUESTION.

I DON'T KNOW THAT ANYBODY COULD REALLY ANSWER IT NOW.

IF THIS IS A CHANGE, THAT'S GOING ACROSS FOR ALL OF VIRGINIA AND NOT ALLOWING ACCELERATION OF MATH THE SAME WAY, WHAT DOES IT MEAN FOR VIRGINIA STUDENTS, HOW COMPETITIVE IT IS AGAINSTER STATES FOR APPLYING FOR COLLEGE.

I USED TO READ APPLICATIONS FOR UVA.

YOU LOOK AT, ARE THEY TAKING THE HARDEST CLASSES.

IT IS SCALED ON WHAT'S AVAILABLE.

THAT'S JUST A NATURAL CONCERN, OKAY, IF YOU ARE GOING TO CAP AT A CEILING FOR VIRGINIA STUDENTS AND WHAT DOES IT DO FOR STUDENT APPLYING FOR STUDENTS FROM OTHER STATES?

>> I DON'T KNOW THE ANSWER TO THAT ONE.

I'LL SEE IF I COULD FIND THE SLIDES, WHERE THE 11 OPTIONS, THE STUDENTS HAVE.

WE'LL STILL HAVE OUR DORM ROOM FOR STUDENTS.

I AGREE WITH YOU.

THE HARDEST PART, HOW DO WE MAKE THIS CONSUMABLE.

I TRY TO THINK, I DEAL WITH THIS, SOMETIMES IF A DAILY BASIS.

IF YOU DON'T, AND TRY TO REMEMBER, WHAT IT IS LIKE TO BE A 4TH GRADER, HIGH SCHOOL, AND IT SEEMS SO FAR AWAY.

IT'S NOT AN END ALL, BE ALL.

WE'RE TRYING TO EDUCATE YOU ON THE OPTIONS.

YOU'RE NOT MISSING ANYTHING, IF YOU DON'T TAKE, IF YOU DIDN'T GO TO SOME SUMMER CAMP.

ALL OF THOSE ARE STILL OPTIONS.

ESPECIALLY THE STRATEGIC PLAN EQUITY.

WE TRY TO MAKE IT ACCESSIBLE TO STUDENTS, NO MATTER WHAT THE BACKGROUND MAY BE.

>> IT SEEMS TO ME, LIKE THE SHIFT IS REALLY GOING TO CHANGE WHAT TAG IT LOOKS LIKE FOR MATH.

RIGHT NOW, THE PATHWAY FOR STUDENTS, TAGWAY FOR MATH, THEY START ACCELERATING THAT.

THEY ARE TAKING, ALGEBRA 1 IN 8TH GRADE; RIGHT? .

>> GEOMETRY IN 8TH GRADE.

>> SO THEN.

>> WHAT'S THE -- IT FEELS LIKE, STUDENTS TO GET IDENTIFIED FOR MATH, AS NEEDING TAG SERVICES WHAT HAS BEEN THE DISCUSSION ON HOW THE STUDENTS WILL GET THE DIFFERENTIATION THEY NEED, WHEN THEY ARE IN, YOU KNOW, 7TH GRADE MATH THAN ANYBODY ELSE.

>> THAT'S THE FIRST QUESTION, WHEN I FIRST HEARD ABOUT THE CHANGE.

[00:25:11]

THIS IS REALLY GOING TO BE A CHANGE.

OBVIOUSLY, AS YOU JUST SAID THE POINT.

HOW DO WE UTILIZE THE TAG CURRENTLY.

HOW DO WE JUST WORK WITH OUR STANDARD 4TH GRADE TEACHER AND YOU'RE TEACHING 4TH GRADE.

HOW DO YOU THEN GO DEEPER? WHAT'S THE EXTENSION PROJECT AND THINGS LOOK LIKE? I THINK YOU WOULD AGREE WITH ME, WE DON'T WANT TO SAY, YOU'RE A TAG STUDENT.

YOU HAVE TO DO DOUBLE THE WORK.

THAT'S NOT WHAT I WOULD ADVOCATE AND I KNOW DR. TEMPLE WARNER, SHE'S AWARE OF THE CHANGES.

WE ACTUALLY ASKED THE CANDIDATES TO DO A PRESENTATION ON THE MATH CHANGES.

WE KNOW IT'S A HUGE CHANGE IF IT GOES THROUGH.

WORKING COLABTIVELY WITH HER, WE DON'T HAVE THE CHANGES YET.

I ASKED MY -- I ASKED THE SECOND AND ELEMENTARY TO ASK QUESTIONS.

IS THIS ABSOLUTE? THERE'S NO ACCELERATION? THAT'S A DIFFERENT PIECE, TOO.

I THINK WE WOULD AGREE, WHETHER WE'RE IN A TAG, THERE'S SOME KIDS WHO NEED TO TAKE, BECAUSE IT'S SUPER SUPER BRIGHT.

AND THAT'S SOMETHING, WE'RE TRYING TO GET ANSWERS, SO WE HAVE THE BEST INFORMATION TO MAKE A PLAN.

OBVIOUSLY, COMING BACK TO THE WHOLE TAGGETTE, DOING THE PRESENTATIONS, OBVIOUSLY WITH THE SCHOOL BOARD, AS IT CONTINUES TO GAIN, CAN'T SAY TRACTION.

WHAT'S THE VOTE GOING TO HAPPEN, WHAT'S THE TIME LINE? BECAUSE IT AFFECTS US DIFFERENTLY THAN SOME OF OUR COUNTERPARTS.

WE ACCELERATE WHILE OTHERS DON'T ACCELERATE.

FOR US, WE HAVE TO SAY, WHAT'S HAPPENING IN 4TH GRADE.

WHAT HAPPENS IN MIDDLE SCHOOL.

ONCE YOU GET TO 10TH GRADE, WE HAVE TO WORK ON, WHAT THE CHANGES WOULD BE AND IF YOU TAG IDENTIFY, WHAT YOU SHOULD BE EXPECTING.

AND, AGAIN, I'LL BE ADVOCATING AND WORKING WITH DR. MULLNER, IT'S NOT, YOU

GET TO DO TWICE THE WORK >> I THINK IT SPEAKS TO THE NEED, INTENSE TRAINING FOR TEACH EVERIES.

AND TAG TEACHERS FOR SUPPORT.

KIDS COULD TAKE AS HIGH AS THEY ARE ABLE TO IT ALSO HAS ENTRY POINTS FOR ALL STUDENTS.

>> I AGREE.

KATHLEEN, DO YOU WANT A JOB? I DON'T HAVE ANY OPENINGS YET.

NOT THAT I LOVE MY TEAM BUT YOU'RE SAYING THE EXACT SAME THING THAT DR. TEMPLE WARNER IS SAYING.

AND THIS IS REALLY GOING TO CHANGE AND NOT JUST THE ELEMENTARY BUT THE ENTIRE DIVISION.

>> IT'S INTERESTING, TOO, BECAUSE IT FEELS LIKE OTHER STATES ARE GOING THE OTHER DIRECTION.

THEY ARE PUSHING ALGEBRA AND GEOMETRY LOWER TO GET THE KIDS COLLEGE READY.

IT'S FASCINATING, THAT VIRGINIA IS TAKING THE EXACT OPPOSITE.

>> THE STATE, LET ME SHARE MY SCREEN, IF YOU BARE WITH ME.

I DIDN'T MEAN.

ON THE VIDEO WEBSITE, IF YOU WANT TO FIND IT.

[00:30:04]

I TYPED IN THE VIRGINIA MATHEMATICS PATHWAY INITIATIVE.

THAT'S WHAT IT IS CALLED.

I CAN'T DID REMEMBER HOW MANY STATES.

THIS DIRECTION AND OTHERS, WHERE WE ARE AND GOING LOWER.

YOU SEE HERE, K-7TH GRADE, THIS IS WHAT YOU'RE WORKING ON.

8TH TO 10TH GRADE.

DIFFERENT, TOO, RIGHT NOW, EVERY STUDENT AT GW HAMMOND, PATRICK AND H, COULD LEAD TO TWO.

IF YOU ARE NOT, YOU WILL LEAVE WITH ONE.

BETWEEN 8TH AND 10TH GRADE, YOU WILL HAVE TWO MATH CREDITS.

YOU WILL SEE, WHEN YOU GET TO THE 11TH GRADE, THEN YOU DO HAVE THE DIFFERENT COURSE OPTIONS.

I DON'T KNOW IF YOU GUYS COULD SEE ALL OF THAT >> DOWN HERE IN THE COURSES, QUANTITATIVE, COMPUTER SCIENCE, STATISTICS AND INTERNATIONAL BACHELOREAUT.

AND FOR EVERYONE TO UNDERSTAND, FOR MOST OF US, THE ANALYSIS.

THE ANALYSIS AND THEN MODELING THE MODULES AND COMPUTING.

THAT'S WHERE, YOU WILL SEE, AS YOU START OFF WITH THE CAREER CLUSTERS, WHERE MATH IS GOING.

I'M ALSO ASKING MY TEAM.

OBVIOUSLY, WE'RE NOT DOING IT IN EVERY SUBJECT.

HOW DO WE MAKE IT COMPREHENSIVE.

IF YOU ARE LOOKING AT SOCIAL STUDIES, WHAT IT LOOKS LIKE FOR A CAREER.

ARE THE SKILLS THAT AND IF YOU LOVE THE SOCIAL SCIENCES.

>> AGAIN, JUST SEARCH IN THE WEBSITE, VIRGINIA MATH PATHWAY INITIATIVE, MPI.

>> DOCTOR, YOU COULD REFER, TIME HORIZON, FOR WHEN IT IS IMPLEMENTED WITH THE CHALLENGES, YOU GUYS ARE SEEING COMING UP HERE.

AND THE SECOND PART OF THIS ONE, IS BASED ON WHAT'S HAPPENING IN MATH, DO YOU EXPECT TO SEE THE SAME UPDATES, AND ARE THEY MAKING ANY RUMORS TO THE STATE REQUIREMENTS, BASED ON THE CHANGES TO CORE SUBJECTS?

>>.

>> I ASKED THE LAST QUESTION.

I ASKED THE SPECIALIST, AND I WILL HAVE TO FOLLOW-UP WITH THEM, IF THAT SAME THING, ARE THEY CHANGING ANY REQUIREMENTS FOR THE TALENTED AND GIFTED FROM THE STATE LEVEL.

WHEN THE MATH PEOPLE DID THIS, LOTS OF PEOPLE WERE ASKING THE SAME QUESTION AND THEY HAD TO GET BACK TO THEM.

I ASKED THE SAME QUESTION, NICK, OTHER SUBJECT AREAS ARE DOING THE SAME THING.

THE ANSWER, THEY ARE NOT AWARE THEY ARE DOING IT.

FORGIVE ME.

I THINK YOU HAD THREE POINTS THERE.

DID I MISS ONE.

>> TIME FRAME THAT YOU ARE EXPECTED TO IMPLEMENT.

>> AND I BELIEVE, IF THEY VOTE, WHEN -- IF THE STATES VOTES AND RIGHT NOW, IT WOULD BE, IF YOU'RE IN THIRD GREAT NOW, YOU WOULD GET TO 8TH GRADE.

THEY LIKE TO ROLL THESE THINGS, WHEN THE KIDS, AND ARTICULATE, AND IT GIVES THE HIGH SCHOOL IN, WHERE YOU HAVE TIME.

MANY OF THE TEACHERS HAVE TO LOOK FOR CERTIFICATION, AND HAVING BEEN TO THE PROGRAM AND STUDIES.

THIS IS ALMOST LIKE WHOLE OTHER JOB, FOR US TO GET EVERYTHING READY.

IT'S THE ELEMENTARY PIECE.

BECAUSE IT'S ACCELERATION.

AND THE OTHER END, TO MAKE SURE WE HAVE THE TEACHERS THAT COULD TEACH, THE HALF

[00:35:01]

CREDIT COURSES AND ALSO ONE CREDIT COURSES.

RIGHT NOW IN 2021, THERE MAY BE CHANGES AT THE STATE LEVEL, THAT WE'RE NOT AWARE OF IT.

THAT'S WHY IT'S CONSTANT AND THEY MEET WITH MATH SPECIALIST ACROSS THE STATE.

SO YOU ALL, ARE ACTUALLY THE FIRST GROUP OUTSIDE OF LAURA AND A COUPLE OF HOURS, THAT I HAVEN'T BEEN ABLE TO BREATH DR. HUNCHIN.

SUSAN IS HEARING IT FOR THE FIRST TIME BEFORE EVEN DR. HUNCHINS.

YOUR QUESTION IS THE SAME QUESTION I WAS ASKING, TOO.

WHAT DID YOU SAY? THERE'S A LOT WE HAVE TO UNPACK AND GET DONE.

ALSO, WORKING WITH OTHER CHANGES IN POLICY, THAT WE HAVE TO MAKE, BECAUSE OF THE CHANGE.

AND I DON'T KNOW BUT I DID ASK, IF OTHER AREAS AND SPECIALIST ALSO SAID THEY HAVE NOT HEARD OF ANY MEMBERS FROM THE STATE COUNTER PARTS, THEY WERE THINKING THE SAME THING?

>> DID WE MISS SOME SORT OF INDICATOR ON THE TAG SIDE THE STATE IS THINKING OF MAKING THE CHANGE.

THIS IS HUGE.

IT SOUNDS LIKE THEY ARE APPROACHING, LEADS ME TO BELIEVE, THERE'S NOT A LOT OF TIME FOR US TO TRY TO REACH OUT TO THE STATE BOARD.

ADJUST, AT LEAST BETTER UNDERSTAND WHAT THEIR VISION IS.

>> I DON'T KNOW IF WE ARE CONNECTED, BUT I ASK, WAIT A SECOND.

THIS IS HUGE.

I'M NOT SURE.

I DON'T THINK WE'VE MISSED ANYTHING, FROM OUR END.

I LEARNED ABOUT IT.

WHAT MY UNDERSTANDING, MATH TEAM LET DONNA KNOW.

DONNA, WERE LIKE -- I THINK THIS IS REALLY A MATH.

I'M NOT SURE, WHAT STATE PUBLIC MEETING.

I'M TRYING TO PULL ONE MORE THING.

THEY'VE HAD ABOUT IT.

>> SEEMS TO BE A HUGE -- AND I DON'T SEE HOW YOU COULD DO THIS WITHOUT RIGOROUS TRAINING AND LOTS OF RESTRUCTURING, YOU GUYS ARE TRYING TO BUILD, JUST TO COLLAPSE IT DOWN.

YOU GUYS CAN'T BE THE ONLY ONES HAVING THE QUESTIONS AND THOUGHTS.

>> NO.

AND IT IS -- IT'S A BIG CHANGE.

I DON'T RUN OUT OF WORDS.

AS I KIND OF HINTING.

YOU GUYS -- BUT THIS IS A GAME CHANGER FOR WHAT HAPPENS.

NOT ONLY TAG BUT PERIOD.

KINDERGARTEN THROUGH 12TH GRADE.

AS I SAID TO YOU, THIS STARTS IN KINDERGARTEN.

GROUPING, ALL THE WAY THROUGH, UNTIL 11TH GRADE, WHERE YOU'VE BEEN, SELECT WHICH PATHWAY YOU WANT TO GO DOWN.

>> I JUST TOLD EVERYBODY, AND HAS HIS HAND CHLTD DID YOU HAVE A QUESTION, AND I JUST MISSED YOU.

>> SO MY QUESTION IS, IF WE WERE -- MATH, ESPECIALLY, WE DON'T HAVE A DIFFERENT INSTITUTION, WHAT'S BEING DONE SO FAR TO PREPARE THE KIDS.

WE'RE NOT JUST SAYING -- AND WE'LL BE CHANGING EVERYTHING DOWN, LIKE LOWER GRADES, FIRST GRADE, SECOND GRADE.

IS THAT THE CHANGE COMING?

>> AGAIN, YOU'RE RIGHT ON TARGET.

EVERYTHING YOU JUST SAID IN YOUR COMMENT AND QUESTION, WE HAVE TO FIGURE OUT.

IF THE TIME LINE HOLDS, WE HAVE A LOT OF WORK TO DO, BETWEEN NOW AND 2020 OR LAST FRIDAY.

SO WE'LL BE COMING BACK TO PTA MEETINGS.

[00:40:12]

SCHOOL BOARD MEETINGS.

MAPPING THE PROFESSIONAL DEVELOPMENT, BEGINNING ESSENTIALLY AS SOON AS WE KNOW, THIS IS GOING TO BE THE GREEN LIGHT.

THEY ARE GIVING US LEAD TIME.

AND WHAT DOES THAT LOOK LIKE? AS WE MENTIONED, THE TAG GEO.

DO THEY CARE ABOUT COACHES SN.

>> THIS IS A HUGE CHANGE.

>> OKAY BASICALLY, WE'RE MOVING TOWARDS REMOVING.

IF YOU'RE NOT DIFFERENTIATING -- I KNOW, THERE'S NO RIGHT ANSWER RIGHT NOW.

WHAT WILL BE THE TAG? IS THAT GOING AWAY?

IN GENERAL >> TAG IS NOT GOING TO GO AWAY.

THE PIECE THAT WE WOULD HAVE TO WORK ON IS THE DIFFERENTIATION, WHAT DOES IT MEAN? IF YOUR TAG GOT IDENTIFIED IN MATH, AND REALLY FLUSHING THAT OUT, AND WORKING WITH YOU ALL AS PARTNERS, WHAT'S FEASIBLE.

ALSO, WHAT'S GOING TO HELP THE STUDENT CONTINUE TO GROW? AS WE THINK ABOUT RO JECT BASE LEARNING NOT ONLY FOR THE TALENTED AND GIFTED STUDENTS, HOW DO WE GET STUDENTS APPLY FOR THE MATH AND STUDY AND DIG INTO IT.

IT'S NOT THAT, HAVEN'T DONE MATH PROBLEMS IN A LONG TIME.

I COULD ASK YOU ALL.

IF YOU HAVE ELEMENTARY STUDENTS.

IF THEY ARE DOING PRACTICE PROBLEMS. IF YOU ARE NOW SAYING, WORLD PROBLEMS FOR LACK OF A BETTER TERM ON STEROIDS.

AND ALL THE COVID DATA.

WE CAN DEVELOP SOMETHING WHERE YOU'RE JUST DOING REGULAR 4TH GRADE MATH.

YOU'RE HELPING SOLVE A PROBLEM.

YOU'RE STUDYING AND ANALYZING THE DATA.

AND I THINK WE ALL AGREE, THAT'S HOW, WHAT WE DO ON OUR DAILY ROLES NOW.

WE'RE NOT STUDYING FOR THE TEST.

WE'RE PROBLEM SOLVING.

I THINK THAT'S WHERE WE NEED TO PUSH ON TO EXPLORE.

IT REALLY GOES BACK TO TEACHER TRAINING.

NOT THAT YOU HAVE TO PRACTICE HOW TO DO DIVISION.

HOW DO WE HELP YOU UNDERSTAND WHAT'S APPLICABLE IN YOUR DAILY LIFE.

HOW ARE WE GOING TO ADDRESS THE GAP? WE HAVE KIDS THAT ARE 1ST, 2ND GRADE, 3RD GRADE.

THEY ARE FOLLOWING A DIFFERENT, AND THE SKY'S FALLING; RIGHT? HOW DO WE ADDRESS THE GAP TO TEACH KIDS? NOW WE'RE TARGETING UNIVERSAL; RIGHT? WE'RE MAKING A UNIVERSAL CHANGE TO THE MATH'S CURRICULUM? HOW DO WE ADDRESS THE GAP?

>> IT WILL COME TO TEACHER TRAINING BUT IT WILL HELP US SHOW WHAT'S IN ALLIANCE, WHAT THE CURRENT THIRD GRADE STANDARDS ARE AND WITH THE NEW CHANGES, CHANGES THEY MOVE DOWN.

ARE THEY TAKING STANDARDS AWAY, SO THEY ARE NOT RUSHING TRYING TO TEACH, MAKING THIS NUMBER UP, WITH 56 STANDARDS, YOU NEED TO FOCUS ON 20 AND REALLY MAKING SURE THAT THESE STUDENTS KNOW, BACKWARDS AND FORWARDS AND REALLY DEEP, HOW YOU COULD APPLY THESE SKILLS IN VARIOUS WAYS.

[00:45:03]

SO I THINK THERE'S MORE TO COME FROM THE STATE AS FAR AS GIVING US GUIDANCE AND TOOLS SO WE CAN MAKE THE DECISIONS.

AND REALLY COMING BACK, CURRICULUM, RESOURCES AND THEN REALLY, MAKING SURE THAT EVERYONE UNDERSTAND WHAT THE CHANGES MEAN? IT DOESN'T MEAN, IF YOU'RE TAG IDENTIFIED, YOU CAN'T ACCELERATE AND GO DEEPER AND HAVE THE DIFFERENTIATION.

IF YOU'RE A STUDENT WITH A DISABILITY, OR AN ENGLISH LEARNER, YOU CAN'T HAVE THE SCAFFOLDS.

I THINK WE HAVE TO REMIND EVERYONE, EL STUDENT MAY TEMPORARILY MAKE THE STAFF FOLD AND TEMPORARY STUDENTS HAVE THE SCAFFOLD.

WE CAN BRING IT IN, SO THEY HAVE ACCESS.

WE CAN DO MORE DIFFICULT WORK, HOW DO WE SCAFFOLD, TO ACCESS IT.

IT'S A KEY GOING FORWARD.

NOT ONLY THROUGH ELEMENTARY BUT THROUGH 12TH GRADE.

>> IT SOUNDS LIKE, IT SOUNDS LIKES, WHAT WOULD STUDENTS DO IN CHANGES.

AND IT'S NOT EASY FOR A TAG; RIGHT? THEY JUMP THE KIDS AHEAD.

NOW IT BECOMES PRETTY DIFFICULT.

>> SO, IF I THINK SLIGHTLY BIGGER PICTURE HERE, DR. MANN, IF I ACCEPT DOING THIS.

AND THIS IS THE PATH AHEAD AND THEY DON'T CHANGE ANYTHING ELSE, ARE THERE ANY OTHER RIPPLES, THAT YOU SEE COMING THROUGH THE SYSTEM, IF EVERYBODY'S GOT THE SAME MATH CLASS UP UNTIL 8TH GRADE, 10TH GRADE IN THE WINDOW? WHAT ARE THE OTHER CONSEQUENCES TO THE SYSTEM IF YOU IMPLEMENT THIS IN SOME WAY.

HOW WILL IT RIPPLE OUT AS WE'RE THINKING ABOUT THE WHOLE ROAD MAP HERE?

>> I THINK WHAT WE WOULD, TO ME, THE NEXT PLACES, WHAT HAPPENS WITH HONORS, VERSUS STANDARD.

BECAUSE IF THERE'S NO HONORS CLASSES IN MATH AND THERE'S HONOR CLASSES IN ENGLISH, DO WE THEN GO BACK TO KIND OF THE STRAT FICICATION, THE KIDS TAKE HONORS AND KIDS ARE IN STANDARDS, VICE VERSA.

IS HETEROGENEOUS GROUPING ACROSS THE BOARD, BESIDES YOUR ELECTIVES.

YOU'RE ELECTING TO TAKE MUSIC OR BAND, BAND, SAME THING, MUSIC OR ART.

WE HAVE NOT HAD ANY DISCUSSIONS ABOUT THAT.

AS YOU SAID, THAT'S WHERE I WENT ALL SCHOOL STUDENTS, IF WE'RE HETTERO -- THE OTHER FOUR SUBJECT AREAS, THAT'S PROBABLY THE BIG ONE I WOULD THINK FOR US AS A SCHOOL DIVISION.

YOU'LL STILL HAVE AP LIKE YOU WOULD HAVE FOR MATH AND REALLY THE QUESTION BECOMES, AND ALSO, AS WE MENTIONED IT IN THE BEGINNING, YOUR WEIGHTED GPA, IF THE FIRST TIME IN MATH, YOU GET THE EXTRA POINTS AND IN THE 11TH GRADE, WHERE YOU COULD HAVE, BEGIN IN 9TH GRADE, YOU COULD PICK UP THE EXTRA POINTS.

AND THAT'S JUST THINKING, THINKING IT THROUGH NOW.

THOSE ARE THE, I THINK, THE TWO AT THE TOP OF MY HEAD THAT REALLY ARE COMING OUT.

I'M SURE THERE'S OTHERS AS WE PEEL THE ONION, AS WHAT IT MEANS ACROSS THE SCHOOL DIVISION.

>> I AGREE.

THE MORE I PLAY THROUGH IT IN MY HEAD, THE HARDER IT SEEMS TO BE ABLE TO DELIVER IN THE A.C.P.S.

DRIVE TO EQUITY AND IN THE SET UP THEY ARE PUSHING YOU TO HERE.

I THINK THAT'S GOING TO MAKE THE CHALLENGE HARDER, NOT EASIER.

WE'RE COMING IN ON THE END OF OUR FIRST HOUR FOR TONIGHT.

I KNOW WE HAD TWO HOURS.

I WAS HOPING NOT TO USE ALL THE TIME.

[00:50:01]

AS WE'RE SITTING HERE LOOKING AT DESCRIBING THE K-12, TRYING TO WRAP THIS CHANGE IF IT COMES OUT IN FIVE YEARS, THAT KIND OF PUTS US OUTSIDE THE FIVE YEAR PLAN BOUNDARY.

THAT'S WHERE I WAS INTENDING TO FOCUS TO ALIGN US TO THE NEXT FIVE YEAR PLAN AS TO COMING OUT HERE.

YOU OBVIOUSLY IS TO IMPLEMENT THAT YEAR 6, YOU WILL START MAKING CHANGES NOW.

AS A TAG COMMITTEE, NOT PROMISING THIS WILL DO, WHAT WILL BE USEFUL FOR US TO PUT TIME IN FROM YOUR STANDPOINT AS, YOU KNOW, LOOKING AT THE BIG PICTURE ON HOW IT WORKS OUT.

IF YOU HAVE A GROUP OF DEDICATED ENGINEERS, THAT WILL PUT IN 100-200 HOURS, TO BUILD THE PRODUCT RIGHT NOW.

WHAT WOULD BE MOST VALUABLE TO YOU ON OUR SIDE OF THE ADVOCACY OF THE EQUATION RIGHT NOW.

REALIZING, YOU'LL BE THE PERSON WE'RE ADVOCATING TO?

>> THAT'S A GREAT QUESTION, NICK.

THERE'S SOMETHING YOU SAID, LET ME FIND IT.

I KNOW, ONE WAS ACTUALLY YESTERDAY.

ON THE MPI WEBSITE, IF YOU SCROLL DOWN, FEEDBACK SESSIONS.

THEY HAD ONE YESTERDAY, ON WHY THE CHANGE OF MATH INSTRUCTION.

THEY HAVE ONE APRIL 13TH, HOW DOES VPMI AFFECT VIRGINIA CHILDREN'S FUTURE? APRIL 27TH, THEY HAVE ONE ON ESSENTIAL CONCEPTS, 8-12TH GRADE.

AND THEY HAVE ONE IN MAY.

AND THEY ALSO HAVE A LINK IN THEIR YOUTUBE CHANNEL.

YOU COULD ALSO FIND THEM, IF YOU WANTED TO WATCH THEM.

IT'S AT THE VERY END OF THE VERY END OF THE VPMI, LINK, IF YOU'RE INTERESTED.

>> VERY MUCH.

THANK YOU >> AND I WOULD SAY, I THINK IT'S -- COMMUNICATION SOUNDS VERY BROAD, WHICH IT IS.

I THINK IT'S, I CAN'T REMEMBER, WHO SAID IT IN THE MEETING, BUT WHERE WE, I THINK SOMEONE MENTIONED HOW IT WILL GO TO ONE OF THE MEETINGS AND MENTIONED TAGS AND PARENTS, I HAVE NO IDEA, WHAT YOU'RE TALKING ABOUT UNTIL IT WAS -- JUST LIKE WE WERE TALKING EARLIER, THE COMMUNICATION IS, IF SCHOOLS ARE HAVING GRADE LEVEL NIGHTS, MATH NIGHTS, THAT DR. TEMPLE MILLNER OR TEANNA TO REMIND FAMILIES, WHAT IS GIA AND HOW DOES IT TRANSITION TO TAG OR YOUNG SCHOLARS? SO I WOULD ADVOCATE FOR MORE INFORMATION OR MORE INFORMATION SESSIONS EACH YEAR INSTEAD OF THAT ONE STOP SHOP BECAUSE I WILL TELL THEM MYSELF.

I NEVER WENT TO ONE PTA MEETING.

AT THE TIME WHEN I WAS AN ASSISTANT PRINCIPAL, THEN IN THE OFFICE.

I DIDN'T GO TO THEM.

IF ONLY TIME, YOU ARE GOING TO HEAR AT A PTA MEETING.

AS A PARENT, I WOULD NEVER HAVE RECEIVED THAT INFORMATION.

I MAY HAVE GONE, I WENT TO THE CONCERTS.

I WENT TO THE OTHER THINGS, BUT I DIDN'T GO TO PTA MEETINGS.

SO THAT'S ONE PLACE I WOULD START, THAT WE COMMUNICATE ABOUT TAG, AT EACH GRADE LEVEL.

IF PARENTS GO, I ALREADY KNOW THAT AND THEY CAN GO TO THE PHONE AND TUNE OUT FOR THE 10 MINUTES.

YOU MAY GET A GROUP OF PEOPLE WHO HAVE NO IDEA WHAT YOU'RE TALKING ABOUT.

I WOULD ALSO SAY THINKING ABOUT THE DEP.

DO WE NEED TO THINK ABOUT THE DEP'S IN THE ELEMENTARY LEVEL BUT ALSO RETOOLING THE DEP.

IT'S NOT ONE SIZE FITS ALL THAT EVERYBODY GETS THE SAME PROJECT, BUT HOW DO WE INVOLVE THE STUDENTS, WHICH ALSO COULD BE A STEPPING STONE FOR THE MATH CHANGES, THAT IF YOU HAVE THE DEP AND MEETING WITH KATHLEEN WHAT ARE YOU REALLY INTERESTED IN? IS IT AND REALLY DEVELOPING THE PROJECT AND WHAT IT LOOKS LIKE SO THERE'S SOME OWNERSHIP IN IT.

I WOULD START THERE.

AND THEN ALSO AS WE MENTIONED, AS PART OF THE COMMUNICATION, HOW DO WE MAKE THE INFORMATION CONSUMABLE FOR A PARENT AT EACH GRADE LEVEL.

[00:55:01]

AND I WOULD ASK YOU ALL, YOUR THOUGHTS, WE KIND OF JUST DO A PRE-K, FORM, HERE'S WHAT IT LOOKED, YOUR OPTIONS.

EVERYBODY KNOWS YOU GO FROM 1ST GRADE TO SECOND GRADE.

HOW DO WE START TO CHUNK IT.

YOU'RE RIGHT.

IF SOMEONE SHOWED UP AND STARTS SHOWING UP IN YOUR CHILD'S CLASS.

MOM, I HAD NO IDEA WHAT THEY TALKED ABOUT.

WHAT'S A CONNECTED NETWORK? WE JUST DROVE BY THE SCHOOL ON KINGS STREET.

I HAVE NO IDEA WHAT THEY TALKED ABOUT.

HOW DO WE FRAME THAT? I DON'T KNOW IF, WE VIDEOS AND SOME OF THE THINGS WE USE TO FIGURE OUT, BECAUSE OF THE PANDEMIC.

AND ALSO THINKING ABOUT, MAYBE THAT'S IT.

FOR COMMUNICATION, HOW DO WE CARRY SOME OF THE THINGS AS A PAN TEMMIC, OR ARE THERE MORE ZOOM SESSIONINGS? MORE WEBINARS THAT ARE ACCESSIBLE THAT YOU DON'T HAVE TO GO TO THE SCHOOL.

MAYBE KIND OF FRAMING IT THAT WAY.

WHAT ARE THE CARRY-OVER COMMUNICATION NEEDS THAT WE CAN HAVE THEN HAVE PEOPLE ACCESS INFORMATION IN A WAY, AND A TIME THAT THEY CHOOSE.

SO THINKING OF IT KIND OF SIN CRONYIST MODEL.

>> AND DR. MANN, I THINK GOING TO THE SCHOOL, ESPECIALLY IN THE YOUNGER GRADES, WITH THE TIMING OF THE MEETINGS, IT'S MUCH HARDER.

I THINK IT JUST MAKES IT EASIER TO SHARE TO EVERYBODY.

I THINK EVERYBODY COULD ACCESS IT.

THE OTHER THING, IN ADDITION TO THE GRADE LEVEL COMMUNICATION.

I THINK IT'S NOT TOO EARLY TO HAVE THE COMMUNICATION GOING TO THE KINDERGARTNER COMMUNICATION.

EVEN IF THEY SAY, I'M NOT READY TO THINK ABOUT IT NOW.

THEY HAVE THE FIRST TOUCH POINT, SO WHEN YOU GO FURTHER IN, WHAT IS THIS? I NEVER HEARD OF THIS.

AT LEAST CATCH THEM IN THE BEGINNING, BECAUSE EVERYBODY HAS TO GET THROUGH REGISTRATION.

>> THANK YOU FOR THAT >> RIGHT >> KATHLEEN, MYRA, IS THERE ANYTHING ELSE, YOU WOULD LIKE TO TALK TO DR. MANN ABOUT? ALL RIGHT.

SO DR. MANN.

YOU COULD ADD GOOD THINGS TO THE CONVERSATION.

IF YOU HAVE BETTER THINGS TO DO AT 8:00 ON A WEDNESDAY NIGHT, WE CAN LET YOU PLAY THAT AS WELL.

>> OKAY.

I REALLY APPRECIATE YOU STOPPING BY AND GIVING US EVERYTHING THAT YOU DID TONIGHT INCLUDING THE I DON'T KNOWS.

THEY ARE JUST AS VALUABLE.

>> THANK YOU.

THANK YOU FOR HAVING ME.

IT'S A PARTNERSHIP SO WHETHER IT'S, YOU GUYS SCREWED THIS UP WITH A CONSTRUCTIVE FEEDBACK, WE WANT TO GET BETTER.

YOU ALL ARE THE FIRST ONES OUT THE GATE TO SEE IT.

AND YOU'LL BE THE EXPERTS, WE COME TO TAG AND EVERYTHING ELSE, BECAUSE YOU'LL KNOW WHAT WE'RE TALKING ABOUT AND AS WE GET UPDATES, WE'LL COME BACK AND LET YOU KNOW.

THANK YOU.

I APPRECIATE IT.

>> THANK YOU.

STAY SAFE FOR SPRING BREAK.

>> YES, YOU AS WELL.

>> THANK YOU.

>> THANKS.

>> ALL RIGHT.

SO THAT WAS DEFINITELY A SIGNIFICANT PIECE OF INFORMATION; RIGHT? SO THAT BEING SAID, I WAS TRYING TO SCOPE TONIGHT AND SAY, HEY, LET'S TRY TO PUT, LET'S TRY TO FRAME THIS IN TERMS OF THE NEXT FIVE YEARS FOR CURRICULUM STUDIES, IT SOUNDS LIKE THERE'S OTHER SIGNIFICANT CHANGES IN THE NEXT FIVE YEARS, WE DON'T KNOW HOW THEY ARE DEAL WITH.

I'M SCRATCHING MY HEAD PRETTY HARD HOW TO CARRY THROUGH K-12.

I THINK THE RIPPLE OUTSIDE OF MATH, THEY TRY TO GO THROUGH, HE SAYS

[01:00:04]

HETEROGENEOUS.

I DON'T KNOW HOW THAT WORKS.

IF THEY MEAN HETEROGENEOUS, HERE'S THE STANDARDS THEY WILL GET FOR MATH.

IF THEY TRULY MEAN IT'S GOING TO BE A REQUIREMENT TO RANDOMLY MIX ACROSS AGE, GENDER, SOCIAL ECONOMIC, HOW THEY DEFINE HETEROGENEOUS, THAT ITSELF WILL HAVE IMPLICATIONS HOW THE CURRICULUM STRETCHES OUT FROM HERE.

I GUESS MY INITIAL THOUGHTS ARE, RIGHT NOW, THE CURRICULUM CHANGES COMING DON'T ALLOW ENOUGH STABILITY TO SIT DOWN AND SAY, HEY, WHERE IS THIS GOING TO GO.

WE NEED TO GO TO THE LARGER COMMITTEE AND WAVE THE FLAG IN THE CHANGE AND HOW TAG SERVICES ARE DELIVERED IN THAT AND THE RIPPLE IMPACTS IT WILL HAVE AND THAT WE SHOULD LOOK, WE SHOULD LOOK MORE ON FOCUSING ON THE SUBCOMMITTEE RIGHT NOW, HOW TO IMPROVE COMMUNICATIONS ABOUT THE CURRICULUM THAT'S GOING ON AND KIND OF WHERE THE DECISION POINTS NEED TO BE MADE.

YOU KNOW, PUTTING IN THE TAG PLUG, AT KINDERGARTEN REGISTRATION.

SAY HEY, WAIT, IF YOUR KID IS STRUGGLING, HOW DO WE DO THIS? I HAD A KINDERGARTNER IDENTIFIED TAG.

IT WAS OBVIOUS THIS IS WHERE IT NEEDED TO GO.

IT COULD START THERE.

WORK WITH DR. MANN AND HOW TO PRESENT THE CURRICULUM.

HOW TO PRESENT THE CURRICULUM FOR EVERYBODY AND WITH OUR FLAVOR HOW DO WE LOOK AT THE CLASSROOMS AND MAKING SURE THAT TAG STUDENTS ARE GROUPED.

I DON'T WANT HETEROGENEOUS STUDENTS TO TAG.

AND RIGHT NOW, WE HAVE THE BOARD TO SAY, THEY WILL PUT TAG STUDENTS TOGETHER, FOR SOCIAL NOT FOR ACADEMIC PURPOSES.

I THINK WE SHOULD CONTINUE THAT FOR THAT PART BAUGS THAT'S AN IMPORTANT STRETCH.

>> I THINK IT COULD FOCUS ON COMMUNICATION LIKE YOU'RE SAYING.

ALSO THE SECOND PIECE THAT YOU SAID, IS STILL A REALLY STRONG AREA FOR US TO FOCUS ON.

YOU KNOW, LIKE THE NEED FOR DIFFERENTIATION TRAINING FOR ALL TEACHERS AND THE USE OF TAG INSTRUCTORS, THE GROUPING OF TAG STUDENTS FOR SCL PURPOSES AND THE STRONG MATH CURRICULUM FOR ALL.

WHAT THEY ARE DOING RIGHT NOW IN GENERAL EDUCATION IS SO, ESPECIALLY IN MATH, IT'S SO ROGGE, IT'S SO SKILL AND DRILL.

THAT'S NOT GOING TO SET KIDS FOR SUCCESS IN BEING ABLE TO ACCESS THE OPTIONS IN 11TH AND 12TH GRADE.

IT REALLY MEANS, STARTING IN KINDERGARTEN, WITH STRONGER MATH INSTRUCTION FOR EVERYBODY.

AND THE DIFFERENTIATION IN TRAINING.

>> I'M THERE.

I THINK -- WHEN I WAIVE THE RED FLAG, I'M NOT -- FROM WHAT HE'S TALKING ABOUT, IF THEY REALLY INCREASE THE RIGOR OF THE MATH PROGRAM ACROSS THE BOARD AND STRENGTHEN IT, THAT PART DOESN'T SCARE ME.

WE DON'T KNOW WHAT HETEROGENEOUS GROUPING IS AND HOW TAG SERVICES WILL FIT IN THE MODEL.

THAT'S A PART FROM THE TAG-IT COMMITTEE BOTHERS ME, THAT THERE'S A MAJOR CHANGE COMING IN AND WE DON'T KNOW HOW THE DELIVERY OF SERVICES IS GOING TO BE IMPACTED BY THAT.

>> YEAH, AND I WONDER IF THAT'S A GOOD -- I'M THINKING BACK TO THE THREE BUCKETS OF ADVOCATE AND ASK TO DO THINGS.

MAYBE WHAT OUR POSITION IS THAT, HEY, WE'RE GOING TO END OUR POSITION PAPER, HIGHLIGHT THESE BIG AREAS OF CONCERN AND ASK THE STAFF TO MAKE SURE THEY ARE FOCUSING ON THE THINGS.

>> YES I THINK THAT'S A GREAT WAY TO LOOK AT IT FROM A CURRICULUM STANDPOINT.

>> THAT'S PRETTY TIMELY.

WE'RE SAYING AT THE VERY BEGINNING, HEY, AS THIS IS GETTING STARTED, YOU HAVE TO ANSWER THE QUESTIONS AND MAKE SURE YOU'RE FOCUSING.

IT CAN'T BE AN AFTER THOUGHT FIVE YEARS FROM NOW.

>> WE HAVE TO PLAN IT TO THINGS NOW, AS WE'RE ARCHITECTING THE SYSTEM, NOT TRY TO SAVE IT THE YEAR BEFORE.

>> OR SAY, OOPS, WE DIDN'T THINK ABOUT.

WHAT DO YOU SAY TO THE KIDS THAT ARE IDENTIFIED AS TAGS.

I GUESS WE ADVOCATE FOR WHAT IT LOOKS LIKE NOW.

EMILY YOU'RE GOING TO SAY SOMETHING?

>> I ALWAYS ARE BRIEFLY.

[01:05:02]

I THINK IT'S PART OF THE COMMUNICATION PIECE, TOO, BECAUSE IT'S SUCH A BIG CHANGE.

PART OF THE PROBLEM, WE HEARD FEEDBACK FROM PARENTS, ALREADY.

I DIDN'T HEAR ABOUT THIS.

I DIDN'T KNOW ABOUT THIS.

I THINK THE COMMUNICATION PIECE, IS COMMUNICATING OUT THE FEEDBACK SESSIONS.

IF THERE'S PEOPLE, WHO WANT TO LEARN MORE, OR THEY WANT TO ADVOCATE, FOR OR AGAINST IT, THEY KNOW IT'S COMING.

THEY HAVE THE ABILITY TO DO SO.

>> YES AND I WANT TO PULL THE LINKS OFF THE WEBSITE AND START PUSHING THEM TO THE TAG GROUP AND TAG PARENTS TO SAY, HEY, WE MISSED ONE.

IT WAS YESTERDAY.

WE CAN'T DO ANYTHING ABOUT THAT.

YOU COULD WATCH IT ON YOUTUBE.

I'M HOPING I HAVEN'T LOOKED YET.

AND THEN PITCHING THE REST OF THE SESSION, AS THE COMMUNICATION OUT TO THE PLANNERS AND TO THE OTHER GROUPS.

WE CAN PASS IT OVER TO THE OTHER ADVISORY COMMITTEES AS WELL, TO SAY, HEY, YOU KNOW, YOU GUYS SHOULD BE LOOKING AT THIS BECAUSE WE DON'T KNOW, WE DON'T KNOW WHAT OUR IMPACTS ARE.

WE DON'T THINK WE'VE ASSIGNED, LOOKED AT IMPACTS FOR YOU.

LET'S PUSH IT OUT, START THE COMMUNICATION NOW, BEFORE WE GET THE COMMUNICATION POSITION SIDE LOCKED DOWNLY.

HERE'S PUBLIC LINKS, LET'S JUST GO.

>> AND A QUICK GLANCE, THERE'S SOME REAL STRONG RESEARCH THAT'S LINKED TO.

SOME ORGANIZATIONS, LINE THE NATIONAL COUNCIL TEACHERS OF MATHEMATICS, UC-DAVIS CENTER, WHICH IS A REALLY RESPECTED MATH ORGANIZATION, JUST ABOUT HOW -- I GUESS -- I DO THINK IT ACTUALLY FITS FOR THE EQUITY FOR ALL; RIGHT? THESE PAPERS ARE TALKING ABOUT HOW TRAPPED MATHEMATICS BECOMES A HUGE BARRIER FOR MANY STUDENTS.

I COULD SEE WHERE THE RESEARCH IS COMING FROM HERE.

I THINK IT WOULD BE GOOD TO SHARE THE RESEARCH TO EVERYBODY.

NOT JUST TO OUR COMMITTEE BUT TO THE OTHER COMMITTEES AS WELL.

IT'S WHAT ARE THE IMPLICATIONS, ESPECIALLY BECAUSE THEY SEE ASPU IS TRACKING THEIR USE FOR MATH.

THEY HAVE TO DO SOMETHING INSTEAD.

THEY HAVE TO PUT SOMETHING RIGOROUS IN PLACE TO MAKE SURE ALL STUDENTS' NEEDS ARE MET.

>> I HAVEN'T LOOKED OVER THE RESEARCH.

I THINK I HAVE MORE READING TO DO DURING SPRING BREAK AT THIS POINT.

I SUSPECT THAT COMES FROM A HEALTHY SEASONING OF IMPLICATION.

>> DEFINITELY.

>> BECAUSE THAT'S MORE -- I KNOW LAURA IS BIG ON KEEPING THE SEPARATE SERVICES FOR MATH AND ENGLISH AND SHE SEES THIS AS AN ENABLER.

I WOULD PREFER TO SEE STRONG DIFFERENTIATION ACROSS THE BOARD IN EVERY CLASSROOM.

HOW YOU ACHIEVE THAT BECOMES REALLY INTERESTING.

AND THAT'S WHY THE DEFINITION OF HETEROGENEOUS IS WAIVING A FLAG IN MY HEAD.

IT BECOMES DIFFICULT FOR ANY EDUCATOR TO DIFFERENTIATE EFFECTIVELY ACROSS BOTH ENDS OF THE SPECTRUM AND IN A SINGLE CLASSROOM.

>> SURE.

IF YOU HAVE A CLASS THAT'S A BIG GROUP OF L STUDENTS AND ALSO GROUP OF TAG STUDENTS AND A GROUP OF STUDENTS THAT HAS SPECIAL LEARNING NEEDS, YEAH I THINK THAT'S A PLACE WE CAN ADVOCATE AS WELL.

THAT WE REALLY WANT DR. MANN'S TEAM TO FIND WHAT ARE THE HETEROGENEOUS 7TH GRADE MATH COURSES? WHAT DOES THAT MEAN? WHAT DOES THAT LOOK LIKE? HOW IS GROUPING BEING USED?

>> YEAH I DON'T WANT TO STEP IN AND COMPLETELY PIVOT THE PURPOSE OF THE COMMITTEE HERE BUT WHAT IF, TO THROW THIS OUT THERE AND, I WOULD SAY -- I WELCOME ANYBODY TO SPEAK UP MYRA, OR LET'S SAY, WANT TO TALK, JUMP IN.

SUSAN, YOU COULD JUMP IN, TOO, IF YOU WANT TO.

WHAT IF WE SPLIT AND LOOK OUT TWO PRODUCTS OUT OF THIS.

AND ONE OF THESE IS HOW TO BETTER COMMUNICATE ABOUT THE CURRICULUM IN GENERAL, COMMUNICATE IN TAG SERVICES AND DECISION POINTS AND 17 PATH HIGH SCHOOL ADVENTURE THAT'S OPENING UP HERE TO SAY, HEY, EVERYBODY IS SAYING 9TH GRADE IS TOO LATE.

KINDERGARTEN IS KIND OF WHERE YOU WANT TO START IT.

START DEFINING AND BASED ON THE EDUCATION GOING THROUGH AND HOW TO BETTER

[01:10:05]

COMMUNICATE THAT PATHWAY AS PRODUCT, THAT WE PUT OUT, AND THAT'S KIND OF THE BIG SUBCOMMITTEE REPORT AND THE SECOND PART IS BASED ON CHANGES THAT WE SEE COMING IN THE CURRICULUM, THESE ARE AREAS OF CONCERN, THAT WE HAVE ABOUT THE CURRICULUM AS A TAG IN GENERAL HERE AND PUT THAT IN, EITHER AS A SEPARATE LETTER OF CONCERN TO THE BOARD, BECAUSE WE CAN DROP THOSE WHENEVER WE WANT.

IT DOESN'T HAVE TO GO TO THE YEAR-END REPORT.

WE CAN THROW IT IN THERE AND SAY THE TAG IS RAISED NOW AND LAURA DROPS IT IN AS AN ITEM TO THE BOARD.

I DON'T HAVE TO NECESSARILY READ IT IN SESSION, BUT THEY WILL READ IT.

AND COME IN WITH THE CONCERNS, WITH THE NEW MATH CURRICULUM, HOW ARE WE GOING TO DO GROUPING? HOW ARE THE TEACHERS GOING TO BE EDUCATED AND ADVISED AND REALLY FORM AND OPINION PIECE THAT SAY, YOU KNOW, WE'RE SUPPORTING OF THIS UNDER THE FOLLOWING CONDITIONS.

IF YOU ARE GOING TO REMOVE SEPARATE SERVICES AND GO TO THIS MODEL, WE BELIEVE IT HAS A STRONG PUSH FOR EQUITY, HOWEVER ARE THEY GOING TO KEEP THE STATE TESTING IN THE SAME SPOTS WE USED TO IDENTIFY MATH GIFTEDNESS? LIKE, IF THEY ARE REDOING AND PULLING THEIR STANDARDS OF EDUCATION DOWN, WHERE DO THOSE TESTS HAPPEN? WHAT'S IN THE TEST? DO WE MAINTAIN THE VALIDITY AND EVEN THE TYPES OF THINGS AS THE CURRICULUM SHIFTS, AND START TO IDENTIFIED THE THINGS NOW THAT INFLUENCE THE EDUCATIONAL PROCESS, TO LAY THE BONES OF THE CURRICULUM IN FIVE YEARS.

>> YEAH, I THINK THIS IS A GOOD POINT.

I LIKE HOW YOU'RE CALLING, IDENTIFYING THE ROUGH EDGES.

HE HAS SO MANY DIFFERENT THINGS TO THINK ABOUT.

NAMING THOSE THINGS, COULD BE LIKE HELPFUL.

I DO THINK THEY ARE DIFFERENT.

THERE'S THIS COMMUNICATION ABOUT THE ROAD MAP AND THE SERVICES AND THE OPTIONS.

AND THEN THERE'S THIS -- HEY, LIKE, AS THE ROAD MAP IS CHANGING, WE HAVE TO FOCUS ON DIFFERENTIATION AND THE DIFFERENT THINGS.

>> OKAY.

SO I GUESS WHO WANTS TO DO WHAT WOULD BE THE NEXT PART OF THIS.

? I DO SEE TWO SEPARATE PROJECTS? ONE IS A LETTER OF CONCERN TO GO OUT SOONER AND ONE IS THE YEAR-END STUFF THAT LAURA IS LOOKING FOR?

>> I WOULD BE HAPPY TO START THE COMMUNICATION PIECE.

HOW DO WE THINK ABOUT GETTING THIS OUT? I COULD -- TWO THINGS.

ONE, I WILL DO IT ASSUMING THE PROCESS TODAY; RIGHT? AND I COULD FOCUS ON, YOU KNOW, DEPENDING -- IF I'M THE ONLY PERSON WHO WANTS TO DO THIS, START WITH ELEMENTARY SCHOOL AND WORK MY WAY UP.

MAYBE THE LETTER IS MORE MEDIUM, REQUIRES MORE PEOPLE.

I COULD SPLIT IT WITH ONE OTHER PERSON TOO.

I'M HAPPY TO TAKE THE CHUBICATION PIECE.

AND GET STARTED, COMMUNICATION OR THE DIFFERENT, GRADE LEVELS OR, YOU KNOW, THINGS LIKE THAT.

I COULD START THAT PIECE.

>> YOU COULD TAKE A TWO PRONG APPROACH AS HOW WE CAN COMMUNICATE THE CURRICULUM AND SECOND TOP CAL APPROACH.

THIS IS HOW YOU COULD COMMUNICATE THE CURRICULUM.

YOU WILL HAVE CHANGES, BETWEEN WHEN YOUR CHILD ENTERS THE KINDERGARTEN AND WHEN YOUR CHILD STARTS SENIOR IN HIGH SCHOOL AS THE LAST CHOICE OF CLASSES.

WHAT'S THE PATH NOW AND HOW DO I GET UPDATES?

>> YES.

>> KATHLEEN, DO YOU MIND STARTING ON A LETTER OPINION PAPER POSITION PIECE ON THE NEW MATH CURRICULUM COMES IN, ON WHAT WE THINK THE WORRY POINTS AND ROUGH EDGES WOULD BE?

>> I COULD ROUGH SOMETHING OUT.

I THINK WE'RE RIGHT TO SAY, THIS COULD RIPPLE OUT TO OTHER SUBJECT AREAS.

YOU KNOW, SO, WELL IT'S STARTING IN MATH.

IT COULD MOVE TO OTHERS AS WELL.

SUSAN, YOU HAD SOME RULES AND REGULATIONS FOR US, ABOUT USING GOOGLE DOCS, RIGHT?

>> THE RULES AND REGULATIONS, WE WERE TOLD BY OUR SCHOOL BOARD

[01:15:04]

ATTORNEY, YOU COULD USE GOOGLE DOCS AS LONG AS YOU USE IT SEPARATELY EVERY TIME.

YOU CAN'T BE THERE WITH ANY OTHER PERSON, BECAUSE YOUR SUBCOMMITTEES IS SO SMALL, JUST HAVING TWO PEOPLE TOGETHER, IS A MEETING.

>> AND IT WOULD BE 4A.

OR MORE THAN TWO.

HAVING TWO IS ACTUALLY A MEETING, WHERE YOU WOULD NEED THREE TO BE A MEETING IN A REGULAR COMMITTEE.

SO, WHAT YOU COULD DO, AND WHAT HE ADVISES, YOU JUST SCHEDULE TIME, WHEN YOU ARE GOING TO BE IN THERE.

IF YOU GO AND SEE SOMEONE ELSE IN THERE, LEAVE.

>> AND ONE THING THAT YOU MAY WANT TO DO, JUST TO FOR TRANS PARENCY -- TRANSPARENCY.

WHAT I WOULD SUGGEST, IF YOU'RE POSTING STUFF TO EVERY XHU COMMITTEE, YOU KEEP A RECORD, FOR THE COMMITTEE, IF YOU HAVE A REPORT THAT YOU'RE POSTING, THAT WOULD BE POSTED ON THE AGENDA.

AND THEN, WHEN YOU POST THE NEXT ONE, THAT WOULD BE AN UPDATED ONE.

YOU WANT TO BE SURE YOU HAVE THOSE TURNED IN BEFORE YOU CHANGE THEM.

SO YOU COULD EITHER SAVE THE VERSION OF THEM OR JUST MAKE SURE YOU HAVE SOME -- YOU COULD TRACK CHANGES, IF YOU WANT.

THAT WOULD BE THE OTHER WAY TO DO IT.

THEN SUBMIT A FINAL ONE.

YOU SHOULD PROBABLY, IF YOU'RE WORKING ON A DOCUMENT, YOU SHOULD POST IT FOR EVERYONE OF YOUR SUB-COMMITTEE MEETINGS, SO IT'S A CONTINUAL, CONTINUOUS RECORD.

>> SO AS I RECALL, AND IT'S BEEN, I GUESS TWO YEARS, SINCE I'VE BEEN CHAIR, JUST TO MAKE SURE YOU DIDN'T CHANGE RULES AND I MISSED THIS.

A ONE WAY E-MAIL OUT TO SAY, YOU KNOW, HEY, HERE'S THE SCHEDULE.

IT DOESN'T COUNTS AS A MEETING.

THAT'S ONE WAY COMMUNICATION?

>> CORRECT.

WHEN YOU HAVE COMMUNICATION TO YOUR GROUP, WHAT YOU COULD DO, IF YOU SEND IT OUT, THEN YOU COULD JUST SAY, DO NOT REPLY.

AND THEN, IF PEOPLE WANT TO RESPOND TO YOU INDIVIDUALLY, YOU JUST --

HAVE LIKE, MAJOR CONVERSATIONS ABOUT -- >> SUBSTANTIVE CONTENT, RIGHT.

>> A MEETING, A MEETING DOESN'T QUALIFY, HEY, I'M GOING TO BE IN GOOGLE DOCKS FROM 6:00 TO 8:00.

I'LL BE THERE FOR 8:00 TO 10:00.

>> YOU JUST WANT TO BE CAREFUL THAT YOU'RE NOT CONDUCTING COMMITTEE BUSINESS BY E-MAIL.

>> RIGHT.

OKAY.

DO YOU -- DO YOU CARE WHAT THE GOOGLE DOC IS KEPT?

>> ACTUALLY WE DO.

WE ACTUALLY FOUND THE GOOGLE DRIVE.

I WAS HAVING A HARD TIME FINDING THE PASSWORD.

I ACTUALLY FOUND OUT, WHEN I WAS IN THE MEETING.

I DID COME CREATE A FOLDER FOR THE COMMITTEE.

AND I ASKED LAURA TO GIVE YOU, TO SHARE IT WITH YOU.

I COULD GO AND GIVE YOU THE SHARE.

I DON'T WANT TO SHARE THE ENTIRE DRIVE BECAUSE THE INTENT OF THE DRIVE, TOO, IS TO BE A STORAGE AREA, BECAUSE WHAT HAPPENS THROUGHOUT THE YEARS OF HAVING DIFFERENT CHAIRS, THEY HAVE THEIR STUFF AND THEN WE DON'T.

SO, SO WE WOULD LIKE YOU TO KEEP IT ON THE GOOGLE DRIVE, IF POSSIBLE.

THE OTHER THING ABOUT USING GOOGLE DOCKS, WHICH YOU COULD DO, IS YOU COULD PUT YOUR COMMENTS ON THE GOOGLE DOCK.

AS IT POPULATES ON THE SIDE.

YOU CAN'T PRINT IT OUT.

IT WILL ALLOW YOU TALK TO EACH OTHER WITHOUT ACTUALLY BEING IN THE SAME SPACE.

>> IT ALLOWS US TO LEAVE NOTES FOR EACH OTHER.

>> CORRECT.

>> WITHOUT HAVING A CONVERSATION BECAUSE THAT'S THE CONFLICT OF HAVING TWO PEOPLE IN THE DOC AT THE SAME TIME.

WHAT'S THE THRESHOLD ON SIZE OF A GROUP TO AVOID THE 2-PERSON MEETING RULE?

>> FOR SUBCOMMITTEES, TWO PEOPLE IS THE -- >> I GET IT.

IF OUR SUBCOMMITTEE IS FIVE PEOPLE.

IS TWO PEOPLE STILL A MEETING?

>> I BELIEVE IT IS.

>> TEN.

>> WELL ACTUALLY -- THREE PEOPLE, IF YOU HAVE A FIVE MEMBER COMMITTEE -- >> IS IT A MAJORITY?

>> LET ME GO BACK AND CHECK THAT.

I'M PRETTY SURE.

SOME OF THE SUBCOMMITTEES ARE THREE PEOPLE.

SO WHEN YOU HAVE TWO PEOPLE, YOU HAVE A QUORUM.

IF YOU HAVE A FIVE PERSON COMMITTEE, WHICH I GUESS YOU DO RIGHT HERE.

[01:20:05]

>> WE'VE GOT FOUR.

I BELIEVE MYRA -- >> TWO WOULD BE.

>> SO MY -- AS I RECALL, THE RULE, I HAVE FIVE PEOPLE.

TWO PEOPLE DOESN'T MAKE A MAJORITY OF THE DEFINED GROUP.

IT'S NOT A MEETING.

>> WITH FOUR -- >> TWO CONSTITUTES A MAJORITY, BECAUSE I HAVE TO ASSUME THAT'S HALF; RIGHT?

>> YEAH ALTHOUGH -- LET ME GO LOOK UP THE RULE.

SOMETIMES IT HAS TO BE -- QUORUM -- >> MAJORITY.

>> CORRECT.

LET ME JUST CHECK ON THE RULE.

YOU MAY BE LUCKY TO HAVE THREE.

>> SO IF -- >> AND ASMEROM IS A MEMBER TOO I WANT TO MAKE SURE HE GETS -- WHERE WOULD YOU LIKE TO WORK? HOW WOULD YOU LIKE TO CONTRIBUTE TO THIS? I'M TRYING TO PLAY THE NUMBERS GAME IN MY HEAD AND SEE IF -- BECAUSE WE ARE OFFICIALLY FOUR PEOPLE, IF TWO IS STILL A MEETING.

I HAVE TO HAVE THREE, BECAUSE IT'S HALF.

50 PERCENT COUNTS.

>> YEAH, LET ME CHECK ON THAT.

SOMEONE IS CALLING MY PHONE.

SORRY.

THAT'S MY DAUGHTER.

>> ASMEROM, WHERE WOULD YOU LIKE TO CONTRIBUTE IS THIS WHERE WOULD YOU LIKE TO JUMP IN HERE? YEAH, I'LL BE IN THE SECOND, ON THE SECOND, WITH KATHLEEN.

AND THE CHALLENGES OF THE NEW INFORMATION.

>> OKAY.

SOUNDS GOOD TO ME.

WE CAN LET -- SUSAN, COULD SEND US A LINK TO THE DRIVE, I WILL LET YOU TWO WORK OUT THE SCHEDULE BETWEEN THE TWO OF YOU, TO CREATE AND EDIT, IDEALLY, IF THEY ARE GOING TO -- IF THEY ARE GOING TO REFERENCE STUDIES, WE SHOULD SOURCE IN THE DOCUMENTS, HERE'S THE LINK.

HERE'S HOW YOU GET TO IT.

EMILY, I WILL BE HAPPY TO WORK WITH YOU ON THE COMMUNICATION.

AND COME BACK IN, HELP WITH THE LETTER TO, ON THAT SIDE TO KEEP THINGS GOING IN THERE.

WHAT'S A REASONABLE TURN AROUND TIME TO EXPECT SOME CONTENT OUT OF BOTH OF THESE, BOTH THESE GROUPS AND GET BACK TOGETHER AS A LARGER GROUP TO TALK ABOUT IT AND KIND OF LOOK AND BE ABLE TO HAVE ANOTHER MEETING, WHETHER THAT'S AT THE END OF THE REGULAR MEETING, OR IF WE HAVE TO SCHEDULE ANOTHER SESSION LIKE THIS.

>> WHEN IS THE NEXT TIEBACK MEETING.

>> TWO WEEKS FROM NOW, IT'S THE 7TH.

IT'S THE WEDNESDAY BEFORE.

WE MET THEN.

THAT MIGHT -- AND WE MAY HAVE SOMETHING TO REPORT AT THE TGAI MEETING.

AND I WOULD SAY, HOLD UNTIL THE 12TH AND MEET AFTER AS PART OF THE TGAI MEETING?

>> I THINK DR. MANN WAS TRYING TO GET TIME ON THE SCHEDULE, ON THE SCHEDULE WITH LAURA ABOUT THE MATH MEETING.

I KNOW WE HAVE SPRING BREAK BETWEEN HERE AND THERE.

IS THE 7TH REASONABLE TO GET BACK TOGETHER AND HAVE SOME SORT OF CONTENT REVIEW IN THERE, BETWEEN THE TWO AND KIND OF PEER REVIEW EACH OTHERS' WORK.

>> I THINK IF IT'S A FIRST DRAFT.

WHAT DO YOU THINK EMILY FOR THE COMMUNICATIONS?

>> I THINK THE COMMUNICATIONS PIECES IS GOING TO BE STRAIGHTFORWARD.

YOU HAVE MORE RESEARCH TO DO.

IF I GET THINGS DONE EARLIER, THEN, YOU KNOW, I COULD LEAVE A NOTE, SO NICK, YOU KNOW TO LOOK AND FOLLOWING THE PROCEDURE, I THERE'S ANYTHING YOU NEED TO ADD.

>> YEAH, WOULD SAY, YOU KNOW, IF IT'S A FIRST DRAFT -- >> YEAH, IT'S NOT FINAL BY ANY MEANS.

I DO WANT TO SET A DEADLINE AND I WOULD LIKE TO HAVE US, THINKING ABOUT THAT ONE, BEFORE DR. MANN COMES INTO THE MEETING.

DOES THAT WORK FOR YOU ASMEROM?

>> YES, IT DOES, YES.

>> SO SUSAN, I WILL COME BACK TO YOU FOR AN ADMINISTRATIVE QUESTION.

[01:25:01]

ONCE, IF WE'RE WORKING ON THE TAGAI FOLDER, NOT MORE THAN ONE PERSON AT A TIME.

FOR ME TO REPORT BACK TO LAURA, DOESN'T REQUIRE ME TO PUT IT IN THE AGENDA.

IF WE WANT TO TALK ABOUT IT IN THE MEETING, WE FEED TO DROP IT IN THE AGENDA THREE BUSINESS DAYS BEFORE?

>> WELL, YES SO YOU SHOULD LET LAURA KNOW, YOU WANT IT ON THE AGENDA AS SOON AS YOU KNOW YOU WANT IT ON THE AGENDA, SO THAT WHEN SHE GIVES ME THE AGENDA, IT'S ALREADY ON THERE.

IF FOR SOME REASON, YOU'RE HAVING A MEETING ON THE 7TH AND IT'S NOT READY TO POST TO THE AGENDA, AS LONG AS IT'S ON THE AGENDA, YOU COULD SEND ME THE DOCUMENTS LATERMENT I ASK THAT YOU NOT WAIT THE DAY OF THE MEETING.

SOMETIMES WE GET FEEDBACK FROM THE PUBLIC, THAT WHY WASN'T THIS ON EARLIER? AND ACTUALLY, YOUR COMMITTEE IS ACTUALLY VERY POPULAR.

YOU'RE OUR MOST WATCHED ADVISORY COMMITTEE.

A LOT OF PEOPLE TUNE IN TO WATCH YOUR MEETINGS >> IT'S GOOD TO BE POPULAR, I

GUESS >> WHEN THEY SAY, THREE DAYS, THEY MEAN THREE DAYS, NOT COUNTING THE DAY OF THE MEETING.

WE FOUND OUT IN DECEMBER.

WE HAVE TO PUBLISH THE AGENDA BY THAT TIME.

THE DOCUMENTS COULD BE ADDED, YOU KNOW, AFTERWARDS.

WE ENCOURAGE YOU TO HAVE IT WITH THE AGENDA, IF WE CAN.

>> FOR A WORKING MEETING, IF WE ARE GOING TO REVIEW AS A PERSON, AS A GROUP, DO THE DRAFT DOCUMENTS NEED TO BE POSTED?

>> I JUST WANT TO MAKE SURE, BECAUSE WE HAVE TWO PARTS OF OUR SUBCOMMITTEE REPORT,

[01:31:19]

ARE WE ALLOWED, AM I ALLOWED TO CREATE A SEPARATE DOCUMENT, THAN THE WAY, I ONLY HAVE COORDINATE WITH MYSELF OR YOU HAVE TO COORDINATE.

>> YOU COULD HAVE YOUR OWN DOCUMENT.

>> PLEASE HAVE YOUR OWN DOCUMENT.

IT'S GOING TO BE TWO SEPARATE PRODUCTS IN THE END, RIGHT?

>> AND THE THIRD THING, I WILL NEED, MINUTES.

SO YOU ALL HAVE TO DECIDE, AND I NEED A SYNAPSES OF THE MEETING, NOT A TRANSCRIPT.

JUST WHAT YOU TALKED ABOUT AND WHAT YOUR DECISIONS WERE.

>> DO THEY HAVE TO BE APPROVED LIKE THE NORMAL TAG MINUTES?

>> YOU COULD EITHER APPROVE THEM IN THE TAG MEETING OR YOU COULD APPROVE THEM IN YOUR MEETING.

>> OKAY.

>> IT'S NOT SOMETHING I JUST TYPE UP AND SEND YOU TONIGHT.

I DO HAVE TO A HAVE VOTE.

>> YOU COULD TYPE THEM AND SEND THEM TO ME AND POST THEM IN THE NEXT MEETING AND I COULD VOTE.

ANYTHING I ASK, YOU PUT IN WHO THE ATTENDEES.

>> WE HAVE TO POST THEM LIKE ANY OTHER DOCUMENT, BUT POSTING THEM IS NOT SUFFICIENT.

WE STILL HAVE TO HAVE A VOTE.

>> YOU COULD APPROVE THEM BEFORE YOU START YOUR MEETING.

IT COULD BE VERY SHORT BECAUSE, JUST EXPLAIN, YOU KNOW, IF I'M DOING THE MINUTES FOR THE MEETING, I WOULD SAY, TALK ABOUT THE PRESENTATION, DR. MANN GAVE, WHO IS ON THE COMMITTEE? WHAT THE TASK IS FOR EACH COMMITTEE AND WHEN THE NEXT MEETING IS.

MAKE IT SIMPLE.

>> SORRY FOR THE ADMINISTRATION BLAH, AT THE END.

>> NO, NO.

I THINK IT'S GOOD TO HAVE.

JUST IN CASE EVERYBODY IS ON THE SAME PAGE.

>> EMILY, YOU'RE GOING TO START IN ON COMMUNICATION.

LET ME KNOW, WHAT I COULD DO TO HELP YOU WITH THAT.

KATHLEEN, YOU AND ASMEROM WILL START ON THE MATH CURRICULUM CHANGES AND THE EXPECTATIONS WE HAVE WITH KIND OF A LIST, DR. MANN AND THE CURRICULUM BOARD.

>> I WAS TAKING NOTES, SO I COULD JUST START THE GOOGLE DOC BY PUTTING IT IN THERE AND PASS IT ON TO YOU AND ONCE YOU TAKEN IT, PASS IT TO YOU AND WE CAN KIND OF, TENNIS BALL IT BACK AND FORTH.

DOES THAT SOUND GOOD?

>> YES, DEFINITELY >> THANK YOU.

>> AND I WILL WORK WITH YOU, EMILY.

I WILL TAKE CARE OF GETTING MEETING NOTES FOR TONIGHT, AS WELL AS REACHING OUT TO LAURA WITH SOME OF THE LINKS THAT DR. MANN MENTIONED TO GET HER LOOKING AT THOSE AND GET THOSE TO OTHER GROUPS, REACH OUT TO OUR SUBCOMMITTEE, SOME OF THE OTHER TAGS, SOME OF THE OTHERS TO WORK ON THAT.

AND WE'LL GO FROM THERE.

>> ALL RIGHT, COULD I HAVE A MOTION TO ADJOURN?

>> MOTION TO ADJOURN.

>> EXCELLENT.

>> COULD I HAVE A SECOND.

>> SECOND.

>> ALL RIGHT.

I THINK WE'RE DONE, SUSAN.

THANK YOU.

>> THANK YOU ALL VERY MUCH.

>> THANKS ALL.

>> BYE-BYE.

* This transcript was compiled from uncorrected Closed Captioning.