I JUST WANT TO MAKE SURE I GET OK, RESEIZE ON.
[Chair Opening Remarks]
[00:00:04]
NEARLY EVERYBODY'S ON.THERE'S ONLY TWO POTENTIAL PEOPLE THAT MAY STILL BE JOINING, ONE PERSON COULDN'T MAKE IT, AND I'D LIKE TO MAKE HERE AND THEN JUST TO HAVE US MOVE TO A VOTE SO THAT WE CAN GET THIS THROUGH AND GET IT TO THE BOARD.
IS THAT ACCEPTABLE? DOES ANYBODY HAVE A DYING ISSUE? NO DOUBT, GREAT, LOVE IT.
OK, ALL RIGHT, SO ON THE FIRST PAGE.
[Approve Scope of Work]
UP THERE SOMETHING.SO ON THE FIRST PAGE, THE FIRST EDIT THAT I WOULD LIKE TO MAKE, THIS IS A GREAT CATCH.
DAPHNE IS UNDER SUMMARY BULLET POINT TO WE WERE MISSING A COMMA, WHICH MADE THE SENTENCE CHALLENGING TO UNDERSTAND WHAT WE WERE TALKING ABOUT.
SO AT THE VERY END, WHERE IT SAYS AND UNDERSTANDING ADDITIONAL BARRIERS, INCLUDING LANGUAGE, COMMA, DISABILITY AND SOCIAL RELATIONSHIPS.
I THOUGHT THIS WAS A GOOD ACTION ITEM, GERALD OR DONNA, IF YOU HAVE ANY QUESTIONS ABOUT THIS, LET ME KNOW.
BUT SO UNDER EQUITY ISSUES, WE GIVE A LITTLE BIT OF BACKGROUND AND THEN WE MOVE RIGHT INTO OUR ACTION STEPS WHERE WE HAVE QUITE A FEW.
SO IT WAS SUGGESTED THAT WE INCLUDE ONE ADDITIONAL ACTION STEP AT THE VERY BEGINNING THAT SAYS TAGAQ WILL MONITOR THE ROLL OUT OF THE YOUNG SCHOLARS PROGRAM AT THE REMAINING ELEMENTARY SCHOOLS THIS YEAR.
I JUST THINK IT BRINGS CONTINUITY WE HADN'T DIRECTLY SAID.
BUT THAT'S SOMETHING WE'VE CONSISTENTLY DONE.
SO YOU WANT TO ADD THAT IT IS BECAUSE YOU WANT TO MONITOR ME.
I MEAN, WE MIGHT GET A REPORT FROM DONNA AND THEN SAY WHEN WELL OR NOT, I UNDERSTAND WHAT THAT MEANS.
NOT THAT IT WENT WELL, BUT HOW MANY HOW MANY CHILDREN WERE ENROLLED? WHAT WERE THE KINDS OF ACTIVITIES, YOU KNOW? WAS THERE ANYTHING UNIQUE AT A PARTICULAR SCHOOL OR.
IT'S MORE, YOU KNOW, DID ANY ISSUE ARISE THAT'S PROBLEMATIC THAT WE NEED TO ADDRESS? OH, THANKS, SUSAN.
SO I THINK, YOU KNOW, IT'S JUST MAKING IT MORE CLEAR AS SOMETHING THAT WE TYPICALLY DO.
WE HAVEN'T NECESSARILY CALLED THIS OUT DIRECTLY BEFORE, BUT THAT WOULD BE THE INTENT JUST TO ADD MORE ACTIONABLE ITEMS. AM I ON THE RIGHT PAGE? YES, WE'LL JUST SCROLL DOWN NOW, WE'RE AT THE TOP OF PAGE THREE, THANK YOU.
KEEP GOING DOWN. UP, UP, GO UP A LITTLE BIT.
RIGHT, SO IT WOULD BE UNDER ACTION.
WE WOULD ADD THAT NEW SENTENCE IN GENERAL.
ANYBODY HAVE ANY ISSUE WITH THAT NOW THAT IT'S EXPLAINED? OK, AND THEN THE LAST ONE IS.
IF YOU SCROLL DOWN JUST A LITTLE BIT, SUSAN.
A LITTLE BIT MORE SO BE ADDING THANKS UP THERE IN THIS LAST SENTENCE.
ONE LAST SENTENCE THAT SAYS TAGAQ WILL ALSO CONTINUE, BECAUSE WE HAVE ADDED A TAG ID AND REPORT OUR FINDINGS TO THE SCHOOL BOARD WITH PARTICULAR EMPHASIS ON THE IMPACTS ON TRADITIONALLY UNDERREPRESENTED GROUPS.
AND THIS IS TALKING ABOUT THE PORTFOLIO PROCESS AND THEN ADDING TAGAQ WILL ALSO CONTINUE ITS WORK OF REVIEWING THE TRADITIONAL IDENTIFICATION PROCESS WITH A GOAL OF ENSURING EQUITY AND IDENTIFYING TAG STUDENTS AT ALL ENTRY POINTS.
SO THAT WAS THE SECOND SUGGESTION THAT I THOUGHT WAS GOOD.
ANY COMMENTS FROM FOLKS? KIND OF JUST SCROLLING THROUGH, YOU SAY, EXCUSE ME, LAURA, YOU SAID AT ALL ENTRY POINTS WAS THE LAST PART, BUT I WONDER IF YOU
[00:05:02]
COULD ADD WORDS TO THE EFFECT OF WE'RE LOOKING FOR TRADITIONALLY UNDERREPRESENTED GROUPS IN TAG AT ALL ENTRY POINTS.BECAUSE THAT'S WHERE I THINK OUR OUR FOCUS, WHERE OUR FOCUS IS WHEN WE'RE TRYING TO DO THIS EQUITY FOR ALL.
OK, SO I THINK IT'S JUST CHANGING WHERE WE PUT THAT PHRASE IN THAT SENTENCE, SO.
OK, I'M SORRY I MISSED IT, I MISSED THE UNDERREPRESENTED GROUPS THE FIRST TIME.
YEAH, NO WORRIES, NO, NO WORRIES.
OK, SO LET ME JUST READ, OK, SO YOU CAN READ ALONG WITH ME WHERE IT SAYS TAG ID, A DIFFERENT APPROACH BASED ON THE CONSTRAINTS OF VIRTUAL LEARNING AND REPORT OUR FINDINGS TO THE SCHOOL BOARD WITH PARTICULAR EMPHASIS ON THE IMPACTS ON TRADITIONALLY UNDERREPRESENTED GROUPS.
TAGAQ WILL ALSO CONTINUE ITS WORK OF REVIEWING THE TRADITIONAL IDENTIFICATION PROCESS FOR TAG STUDENTS WITH THE GOAL OF ENSURING EQUITY AT ALL ENTRY POINTS.
WHAT DO YOU MEAN BY AT ALL ENTRY POINTS? WELL, WHETHER YOU ENTER AS A FIRST GRADE FIRST GRADER, THIRD GRADER, A REFERRAL.
YOU KNOW, AT ANY POINT THAT YOU BECOME IDENTIFIED FOR TADGH, SHOULD WE BE SPECIFIC SO PEOPLE DON'T MISTAKE THAT FOR ALL ENTRY POINTS THROUGHOUT THEIR EDUCATION, JUST.
AND THAT LANGUAGE IS SOMETHING ELSE IN THE REPORT, BUT I INTERPRET IT AS LIKE, IS IT A THE PORTFOLIO OR IS IT A REFERRAL? I THOUGHT THE ENTRY POINTS WERE THE DIFFERENT WAYS YOU WERE IDENTIFIED, NOT SPECIFICALLY THE GRADE. SO I THINK WE NEED TO EXPLAIN THAT BETTER.
MY MY CHALLENGE THERE ARISES IN THAT PARDON ME.
YES, WE HAVE THE UNIVERSAL SCREENERS AT FIRST AND THIRD, BUT BEYOND THAT, IT TENDS TO BE A PARENT REFERRAL WITH SOME TEACHER REFERRAL THROWN IN.
THERE ARE PERHAPS A HANDFUL OF NEIGHBORS OR OTHER INDIVIDUALS WHO MIGHT PREFER AN INDIVIDUAL OR, YOU KNOW, THERE ARE THERE ARE ARE SELF REFERRALS.
WHERE WHERE I'M GOING WITH THIS IS THAT OUR ABILITY TO MONITOR THE ENTRY POINTS.
I DON'T KNOW THAT WE KEEP TRACK AS A SCHOOL DISTRICT OF WHO'S DOING THE REFERRAL.
AND FINDING THE MOST WHAT I WOULD GUESS WOULD BE THAT THE THE MOST EQUITABLE. OR WE WOULD SEE THEM THE MOST REPRESENTATION OF DIFFERENT GROUPS OF STUDENTS WOULD BE WITH THOSE UNIVERSAL SCREENERS AS OPPOSED TO THE PARENT REFERRAL.
AM I MAKING SENSE? COULD I COULD I INTERJECT FOR JUST A QUICK MOMENT? YEAH, WE ACTUALLY DO KEEP TRACK OF THE SOURCE OF THE REFERRAL, SO THAT IS SOMETHING THAT COULD BE MONITORED.
WE DO ENTERED INTO POWER SCHOOL AS WELL AS THE DESIGNEES REPORT IT TO ME IN THEIR MONTHLY REPORTS THAT THEY DO, BECAUSE I'VE BEEN TRYING TO MONITOR THAT MYSELF TO SEE IF BY USING SCHOOL DATA, WHICH IS NOT JUST THE COGAT AND THE INTERNET, BUT AT FOURTH AND FIFTH GRADE, THIRD, FOURTH AND FIFTH.
IT'S ALSO WHATEVER ACHIEVEMENT PROGRAM NOW IT'LL BE THE MAP SCORES THAT WE USE TO GENERATE AUTOMATIC REFERRALS TO SEE IF THAT IN ANY WAY AFFECTS THE AMOUNT OF PARENT REFERRALS THAT ARE NECESSARY, BECAUSE THAT'S WHY THEY WERE ORIGINALLY DESIGNED TO GENERATE AN AUTOMATIC REFERRAL, WAS TO PERHAPS ALLOW PARENTS NOT TO FEEL THE NECESSITY TO REFER THEIR STUDENT AND TO TRUST US, THAT WE'LL BE LOOKING AT EVERYBODY.
[00:10:02]
SO WE DO ACTUALLY MONITOR THAT.SO IF THAT'S IF THAT'S A PIECE OF ADDITIONAL DATA THAT THE COMMITTEE EVER WANTED, WE MIGHT WANT TO HAVE YOU MIGHT WANT TO MAKE A REQUEST TO HAVE ONE OF THAT KIND OF INFORMATION ADDED TO THE INDICATOR REPORT EVERY YEAR.
LAURA? YEAH, I DON'T KNOW IF IT'S HELPFUL, SINCE THIS IS MY SUGGESTION, IF I CAN JUST I HAVE TWO POINTS THAT MAYBE WILL OFFER CLARIFICATION.
THE FIRST IS THAT OUR ENTRY POINTS WAS NOT MAGIC LANGUAGE AND REALLY WAS JUST INTENDED TO SIGNIFY THAT THERE'S DIFFERENT POINTS IN TIME AND DIFFERENT WAYS IN WHICH KIDS ARE IDENTIFIED. AND SO IT WAS JUST LOOKING SORT OF ACROSS THE BOARD AT ALL OF THOSE AND JUST MAKING SURE THAT WE'RE SORT OF KEEPING TRACK AND WE KNOW THE DIFFERENT WAYS THAT KIDS ARE BOTH REFERRED AND SORT OF HOW THEY'RE REFERRED, HOW THEY'RE ASSESSED AND WHEN THEY'RE ASSESSED. AND SORT OF WHAT I WAS THINKING IN THAT RESPECT IS ALSO, YOU KNOW, WHEN YOU HAVE KIDS ENTERING IN MIDDLE SCHOOL AND TO THE EXTENT THAT WE HAVE SORT OF TAG THEIR TAG IDENTIFICATION, THE HIGH SCHOOL, IT WAS NOT MEANT TO BE MAGIC LANGUAGE.
SO I DON'T HAVE ANY PARTICULAR PREFERENCE ABOUT THAT.
ALL ENTRY POINTS, IT WAS MORE JUST TO ENCOMPASS THE DIFFERENT POINTS, THE DIFFERENT WAYS AND THE DIFFERENT POINTS IN TIME IN WHICH YOU CAN ENTER THE TAG PROGRAM.
AND REALLY THE EMPHASIS, THE THRUST OF THIS SUGGESTION WAS ON MAKING SURE THAT WE SORT OF DON'T LOSE IN THE IN THE FOCUS IN COVID THIS YEAR, THAT WE DON'T SORT OF LOSE A FOCUS ON THE IDENTIFICATION PROCESS MORE GENERALLY, BECAUSE I THINK THIS YEAR WILL BE WE'LL CERTAINLY BE APPROPRIATELY FOCUSING ON WHAT'S GOING ON WITH THIRD GRADE AND FIRST GRADE, BECAUSE THERE'S A DIFFERENCE.
BUT IT'S SORT OF MORE GENERALLY, I'VE BEEN LOOKING AT HOW WE'RE IDENTIFYING KIDS.
AND SO I REALLY JUST WANTED TO SAY TO CONTINUE TO TO LOOK AT THAT AS WELL AS APPROPRIATE.
AND SO THAT WAS REALLY THE THE THRUST OF THIS HERE WAS JUST TO NOT TO NOT MS. THE MORE TRADITIONAL WAYS OF IDENTIFICATION WITH THAT EQUITY PIECE.
SO HOWEVER ANYONE WANTS TO SAY IT, THAT'S THAT WAS THE INTENTION BEHIND THIS.
I MEAN, I MIGHT JUST TAKE A LANGUAGE I DON'T KNOW, WE CAN BARF ALL OVER IT, BUT I'VE HEARD THIS SO MUCH. BUT IS IT JUST TAGAQ WILL ALSO CONTINUE ITS WORK OF REVIEWING THE TRADITIONAL IDENTIFICATION PROCESSES THROUGH AN EQUITY LENS.
I MEAN, IS THAT WHAT WE'RE REALLY SAYING? YEAH, THAT'S GREAT, LAURA.
OK, SO LET ME JUST REPEAT BEFORE WE GO TO A VOTE.
ON THE FIRST PAGE, WE'RE ADDING A COMMA SO THAT IT SAYS ADDITIONAL BARRIERS, INCLUDING LANGUAGE, COMMA, DISABILITY AND SOCIAL RELATIONSHIPS.
AND THEN UNDER OUR EQUITY ISSUES WHERE WE EXPAND THE THERE'S TWO ADDITIONS AND THE ACTION SECTION. THE FIRST IS TAGAQ WILL MONITOR THE ROLL OUT OF THE YOUNG SCHOLARS PROGRAM AT THE REMAINING ELEMENTARY SCHOOLS THIS YEAR AND THEN THE CLOSING ACTION ITEMS. TAGAQ WILL ALSO CONTINUE ITS WORK OF REVIEWING THE TRADITIONAL IDENTIFICATION PROCESSES THROUGH AN EQUITY LENS.
SO CAN I GET A MOTION TO APPROVE THE SCOPE OF WORK? SO MOVED.
CAN I GET A SECOND? OK, THANK YOU.
ALL RIGHT, SO LET ME GO THROUGH JUST GOING DOWN MY LIST.
I APPROVE, JULIA. YES, EMILY, I APPROVE.
AND OUR NEWEST MEMBER, IT'S OFFICIAL AS MAROM.
I BELIEVE KATHLEEN WAS WORKING TONIGHT, JUST DOUBLE CHECKING, SHE ISN'T HERE.
[00:15:03]
ALL RIGHT, YOU GUYS, SO WE'RE GOOD TO GO.I WILL SEE YOU GUYS NEXT WEEK FOR OUR GUEST SPEAKER ON TUESDAY, THE 17TH AT 7:00.
AND THEN WE WILL WILL GO INTO THE BUSINESS MEETING AFTER THE GUEST SPEAKER, BECAUSE WE GOT A LOT OF BUSINESS WE NEED TO ATTEND TO.
SO IF YOU HAVE ANY THOUGHTS, ANYTHING COMES UP BEFORE THEN, PLEASE JUST SEND ME AN EMAIL OR GIVE ME A CALL. THANK YOU SO MUCH, GUYS.
LAURA, DO YOU NEED MINUTES FOR THIS? SUSAN SAYING, YES, PLEASE.
IF YOU SEND THAT TO ME, THEN SUSAN, I'LL SEND YOU THOSE ALONG WITH.
AND DONNA AND GERALD, SUSAN, THEY APPROVED SCOPE OF WORK SO IT CAN GO THROUGH THE PROCESS, SO SO I DID NOT TOUCH I DID NOT CATCH THE THE ATTENDEES BEFORE PEOPLE STARTED TO.
I SHOULD HAVE DONE THAT BEFORE I STARTED TO DROP OFF.
OH, IT'S EVERYBODY EXCEPT KATHLEEN.
AND SHE SENT ME HER COMMENTS IN ADVANCE.
I THINK IT'S RECORDED, YOU CAN ACTUALLY PLAY IT BACK.
I CAN SEND YOU A LETTER FOR FUN.
WOULD YOU SEND ME A LINK TO THE RECORDING SO I CAN GET MAKE SURE I GET THOSE.
THANK YOU. THANK YOU, EVERYBODY.
ALL RIGHT. SO WE'LL SEE YOU NEXT WEEK WHEN IT WILL BE EVEN MORE FUN.
OK. MEANWHILE.
* This transcript was compiled from uncorrected Closed Captioning.