AWESOME. YEAH, I WAS KIND OF SURPRISED, ACTUALLY, WHEN HE WAS POTENTIALLY GOING TO JOIN,
[00:00:04]
SO. ALL RIGHT, THAT'S GREAT.SO THEN WHY DON'T WE I'D LIKE TO GO AHEAD AND GET STARTED.
AND I JUST HAVE A COUPLE OF ANNOUNCEMENTS LIKE THE CHAIR UPDATE, AND THEN I'M GOING TO
[Chair Update]
TURN IT OVER TO YOU, ANGIE.ALL RIGHT. A COUPLE OF THINGS.
THE NOVEMBER MEETING THAT WE HAD, OUR GUEST SPEAKER AND THEN LAST WEEK'S MEETING WITH OUR GUEST SPEAKER. MY UNDERSTANDING IS THAT BOTH OF THOSE MEETINGS WERE RECORDED AND THEY WILL BE POSTED ON TO THE TAGAQ WEBSITE, WHICH IS AWESOME, BECAUSE I DID GET SOME REQUESTS FROM PARENTS WANTING TO ACTUALLY WATCH WHAT THE SPEAKERS HAD TO SAY.
SO WHEN THAT IS DONE, I WILL LET YOU KNOW.
BUT THERE IS A PROCESS BEHIND THE SCENES.
SO I'LL KEEP YOU POSTED ON THAT.
I'M REALLY PLEASED THAT WE'LL BE ABLE TO OFFER THAT TO THOSE THAT WANT TO SEE THE.
JAN, MEETING, AS OF RIGHT NOW, IT'S ON JANUARY 11TH AND WE'RE SCHEDULED TO ACTUALLY HAVE CLENT COME FROM THE ACCOUNTABILITY DEPARTMENT BECAUSE THE JANUARY INDICATORS, THAT ANNUAL REPORT THAT WE GET WILL BE PRESENTED AT THE JANUARY MEETING.
SO WE'LL HAVE NEW DATA TO GO OVER.
AT LEAST THAT'S WHAT WE HAVE SLATED.
ALWAYS SUBJECT TO CHANGE, BUT THAT'S KIND OF IN THE WORKS.
LAST WEEK, I THINK SOME OF YOU GUYS KNOW THIS, BUT THERE IS SORT OF A GROUP NOW I'M GOING TO FORGET WHAT THEY CALL THEMSELVES OR IF THEY REALLY CALL THEMSELVES.
BUT IT'S MADE UP OF GW TEACHERS, I THINK SOME MAYBE POSSIBLY ADMINISTRATORS, PARENTS THAT ARE VERY CONCERNED ABOUT.
THE MAKEUP OF THE CLASSES, HONORS CLASSES, WHAT THE REPRESENTATION IS RACIALLY AND HONORS NON HONORS LIKE THE WHOLE KIT AND CABOODLE.
AND SO OBVIOUSLY SOME OF THAT KNOW THERE'S A TAG GROUP IN THERE AND IT'S ALSO SORT OF A LARGER, ENCOMPASSING ISSUE.
SO ALISON NOBLE, WHO OUR KIDS ARE ACTUALLY IN SCHOOL TOGETHER.
WE HAD SHE REACHED OUT TO ME AND WE JUST HAD A DISCUSSION IF SHE WANTED TO LEARN MORE ABOUT TAG, MORE OF WHAT WE'VE BEEN LOOKING AT, WHERE WE CAN SORT OF FIND SOME COMMON INITIATIVES THAT WE'RE LOOKING TO MOVE FORWARD.
WE DIDN'T COME UP WITH ANY REAL SOLUTIONS YET, BUT IT WAS MORE JUST A LEARNING.
AND I THINK THAT THAT WILL CONTINUE AGAIN.
SO I'D ALSO SPOKEN TO THE DIVERSITY AND INCLUSION COMMITTEE.
THAT'S PART OF THAT WAS CREATED BY PAETEC THIS YEAR.
AND THEN ON WEDNESDAY, I WILL BE IT'S GOING TO BE A MUCH SHORTENED PRESENTATION, BUT I WILL BE AT THE PAETEC MEETING GOING OVER SORT OF WHAT OUR SCOPE OF WORK IS THAT WE PROPOSE FOR THIS YEAR AND JUST A LITTLE BIT MORE BACKGROUND ON UNTAG.
SO I THINK THESE ARE ALL REALLY EXCITING OPPORTUNITIES.
AND, YOU KNOW, WE'RE NOT JUST TALKING TO OURSELVES ANYMORE, WHICH I THINK WE WERE FOR QUITE A WHILE. SO AND THEN LAST, BEFORE I TURN IT OVER TO OUR GUEST SPEAKER, I JUST REALLY WANT YOU GUYS TO KNOW THAT I APPRECIATE ALL THE TIME THAT YOU'VE GIVEN AND THE ZOOME CALLS. AND IT'S IT'S HONESTLY IT'S BEEN REALLY TOUGH, I KNOW, FOR ALL OF US.
BUT I HOPE THAT YOU HAVE RELAXING, SAFE, HEALTHY HOLIDAYS WITH YOUR FAMILIES.
AND I'LL BE THINKING ABOUT YOU GUYS.
SO ENJOY YOUR HOLIDAYS AND I'LL SEE YOU IN JANUARY.
BUT NOW I'D LIKE TO TURN IT OVER TO OUR FABULOUS GUEST SPEAKER WHO'S GOING TO TALK TO US
[Guest Speakers]
AND HELP US LEARN MORE ABOUT TESTING AND HOW THAT'S WORKING WITH THE NAACP.AND I KNOW WE'VE HAD A LOT OF QUESTIONS IN THIS AREA.
IT'S SO HAPPY TO BE SEEING SO MANY FAMILIAR FACES TO THOSE OF YOU I DO NOT KNOW.
I AM AN ANALYST TESTING IMPROVMENT ANALYST IN THE DEPARTMENT OF ACCOUNTABILITY AND RESEARCH WITH US.
I'M EXCITED TO BE HERE WITH YOU ALL THIS EVENING.
I'M HERE WITH DEANNA DOMINICK, WHO WILL INTRODUCE HERSELF IN JUST A MOMENT.
HE WAS TEASING US WITH LASAGNA.
SO NOW HE HAS THIS PHOTOGRAPH.
BUT I DO WANT TO GIVE HIM SOME SPACE.
WELL, HELLO, I KNOW PRETTY MUCH EVERYBODY ON THE ON THE ZONE, BUT LET ME INTRODUCE MYSELF.
[00:05:01]
SO MY NAME IS TIANA DOMENICK AND I AM THE TAG INSTRUCTIONAL SPECIALIST, ALSO SERVING AS THE ANSWER FOR A DOWNWARDLY.TONIGHT, WE ARE GOING TO BE SHARING SOME EXCITING WELL, NOT REALLY THAT EXCITING, BUT EXCITING INFORMATION AROUND THE GET INFORMATION EXCITING THAT PERHAPS IT'S A DIFFERENT VOICE THAT YOU'RE HEARING TODAY.
SO I'M NOT SURE IF I'M SHARING MY SCREEN OR IF THE SCREEN WILL BE SHARED FOR ME.
I'M CERTAINLY PREPARED TO SHARE THE PRESENTATION.
BUT IF SOMEONE ELSE HAS ACCESS TO THE PRESENTATION TO SHARE, THAT'S FINE, TOO.
SO, CHANEL, I'M JUST GOING TO FOLLOW YOUR LEAD.
JUST GIVE ME A THUMBS UP IF YOU CAN SEE MY SCREEN.
THERE WE ARE. OK, SO LIKE I SAID, WE'RE GOING TO BE TALKING ABOUT THE COQUARD TEST ADMINISTRATION AND HOW WE PREPARED STAFF AT AT THE SCHOOL LEVEL.
KEEPING IN MIND, YOU'RE GOING TO HEAR ME SAY THIS A THOUSAND TIMES, THAT WHAT I'M SHARING WITH YOU IS WHAT WE WOULD TYPICALLY DO UNDER A TYPICAL SCHOOL YEAR.
AND WE ALL KNOW THAT WE ARE NOT IN TYPICAL TIMES.
SO LET ME ADVANCE TO THE NEXT SLIDE.
SO HERE ARE ESSENTIAL QUESTIONS.
I'M NOT GOING TO READ THEM TO YOU.
JUST WANTED TO GIVE YOU SOME TIME TO TAKE A LOOK AT THAT.
OK. AND AT ANY POINT, ALSO, IF YOU FEEL LIKE I'M GOING TOO FAST OR IF YOU HAVE A QUESTION FOR THE CHAT OR USING THE RES CAN FEATURE AND THEN SOMEONE CAN LET ME KNOW WHEN TO STOP TO ADDRESS ANY QUESTIONS THAT YOU ALL MIGHT HAVE.
SO FOR THOSE OF YOU WHO ARE NOT FAMILIAR WITH KALIGHAT, WHICH IS THE COGNITIVE ABILITIES TEST, IT'S A MULTIPLE CHOICE ASSESSMENT THAT WE GIVE STUDENTS TO MEASURE THEIR REASONING SKILLS AND IMPROVISE TEACHERS, PARENTS AND STUDENTS OF VALUABLE INFORMATION AROUND THEIR COGNITIVE ABILITIES AND PROBLEM SOLVING SKILLS AS WELL.
ALL RIGHT, SO LIKE I SAID, IT MEASURES REASONING ABILITIES DEVELOPED IN AND OUT OF SCHOOL EXPERIENCES. AND ALSO THE QUESTIONS REQUIRE STUDENTS TO DEMONSTRATE THOSE ABILITIES.
AND THEN THERE ARE THREE DIFFERENT SECTIONS, QUANTITATIVE, NON-VERBAL AND VERBAL.
AND YOU'LL SEE SOME OF WHAT THAT LOOKS LIKE IN JUST A MOMENT.
SO THINKING ABOUT THE VERBAL BATTERY, WE HAVE THIS PIECE WHERE STUDENTS ARE ASSESSED ON THEIR ABILITY TO RETRIEVE, SEARCH AND COMPARE COMPARISON PROCESSES THAT ARE ALL FOR ESSENTIAL FOR VERBAL REASONING.
AND SO THEN WITHIN THAT BATTERY, YOU HAVE DIFFERENT SUBTESTS.
AND THERE ARE THREE OF THEM IN THIS ONE.
THE ANALOGIES, THE SENTENCE, COMPLETION AND VERBAL CLASSIFICATION, EACH ONE OF THESE BATTERIES ARE TEN MINUTES LONG.
I WANT TO GIVE YOU SOME TIME TO JUST TAKE A LOOK AT THE DESCRIPTION OF EACH ONE OF THESE BATTERIES JUST SO YOU CAN HAVE AN IDEA OF WHAT YOUR WHAT YOUR YOUR CHILD IS EXPERIENCING DURING THIS TEST.
OK. AND THEN, LAURA, I'M NOT SURE IF MEMBERS WILL HAVE ACCESS TO THIS POWERPOINT AS WELL, BECAUSE THAT WILL DETERMINE HOW MUCH MORE WAIT TIME I HAVE IN BETWEEN EACH SLIDE.
I'M SORRY, WHAT DO YOU MEAN BY ACTS, I MEAN, WILL THEY BE ABLE TO READ IT ON THEIR OWN AT ANOTHER TIME? OH, IF YOU'RE ABLE TO OR IF YOU SEND ME THE PRESENTATION, I CAN SHARE IT WITH THE COMMITTEE AFTERWARDS. YEAH.
THAT JUST DETERMINES HOW MUCH TIME MS. BEGINNING ON EACH SLIDE, SO THE SECOND BATTERY OF THE COCKPIT IS THE QUANTITATIVE BATTERY AND THIS BATTERY, STUDENTS ARE ASSESSED ON THEIR ABILITY TO REASON WITH PATTERNS AND RELATIONSHIPS AND THOSE TYPES OF CONCEPTS THAT ARE ESSENTIAL AND QUANTITATIVE THINKING.
SO IN THIS QUANTITATIVE BATTERY, THERE ARE THREE DIFFERENT SUBSETS.
YOU'VE GOT NO ANALOGIES, NO PUZZLES AND NO SERIES.
AGAIN, 10 MINUTES PER SUBTASKS.
AND I HAVE A SNORING FRENCH BULLDOG IN THE BACKGROUND, SO IF YOU HEAR THE SNORING, PLEASE FORGIVE ME, BUT THAT'S JUST THAT'S JUST WHAT HE DOES.
OK, THE THIRD AND FINAL BATTERY THAT STUDENTS EXPERIENCE IS THE NON-VERBAL BATTERY IN THIS BATTERY, STUDENTS ARE ASSESSED BASED ON THEIR ABILITY TO REASON WITH MORE NOVEL QUESTIONS THAT CALL YOUR SPATIAL AND FIGURAL CONTENT.
[00:10:01]
SO WITHIN EACH OF THE SUBTESTS, THERE ARE FIGGER MATRICES, PAPER FOLDING, MY PERSONAL FAVORITE AND FIGURE CLASSIFICATION.WANT TO PAUSE FOR JUST A MOMENT, JUST TO TAKE ANY QUESTIONS ABOUT ANY ONE OF THESE BATTERIES AND WHAT THE STUDENT EXPERIENCE MIGHT BE LIKE IF THERE ARE ANY QUESTIONS.
GREAT, I'M GOING TO KEEP MOVING.
ALL RIGHT, SO THE REASON WHY WE ADMINISTER THE CONCAT ARE LISTED HERE.
WE DEFINITELY WANT TO ADAPT INSTRUCTION FOR ALL OF OUR STUDENTS.
WE WANT TO ENSURE THAT WE ARE MEASURING THEIR COGNITIVE DEVELOPMENT AND FOR TALENTED AND GIFTED IDENTIFICATION.
ALSO, WE WANT TO IDENTIFY STUDENTS WHOSE PREDICTIVE LEVEL OF ACADEMIC ACHIEVEMENT ARE DIFFERENT IF THEY'RE MARKEDLY DIFFERENT FROM OBSERVE LEVELS OF ACHIEVEMENT.
SO THAT IS ONE REASON WHY WE GIVE THREE REASONS WHY WE GIVE THE CREDIT.
SO WHEN THINKING ABOUT WHO IS TESTED IN THE DIVISION, WE ADMINISTER COQUARD IN GRADE THREE. OF COURSE, IF THERE IS A STUDENT WHO IS ABSENT DURING THE TEST ADMINISTRATION, THERE IS AN OPPORTUNITY FOR STUDENTS TO TAKE THE TEST WHEN THEY RETURN TO SCHOOL AND THEN WITHIN THE TESTING WINDOW.
WE WORK REALLY HARD AT THE SCHOOLS TO ENSURE THAT ALL STUDENTS ARE TESTED IN THAT TESTING IS COMPLETED BY THE END OF THE TESTING WINDOW.
ALL RIGHT, SO HERE'S THE FIRST TIME I'LL SAY IT IN A TYPICAL SCHOOL YEAR, TESTING TAKES PLACE ACTUALLY BEGINS IN SEPTEMBER.
AS FAR AS THE TRAINING IS CONCERNED, EVERY SCHOOL HAS A TEST COORDINATOR AND OUR TEAM TRAINS THE TEST COORDINATOR AROUND THE COCKPIT TEST ADMINISTRATION.
THEN THOSE TEST COORDINATORS GO BACK TO THEIR OWN LOCAL SCHOOLS AND RECEIVE TRAINING, ADMINISTER TRAINING TO TEACHERS AT THE SCHOOL LEVEL.
SO IT'S A TURNAROUND TRAINING MODEL.
ONCE THAT HAS TAKEN PLACE IN OCTOBER, STUDENTS ARE ADMINISTERED THE PRACTICE TEST.
AND IF MEMORY SERVES ME CORRECT, IT'S USUALLY THE SECOND ISH WEEK OF OCTOBER AND THEN THE THIRD WEEK OF OCTOBER, THEY TAKE THE COCKPIT TEST, WHICH IS ADMINISTERED ACROSS THREE DAYS.
I HAVE A QUICK QUESTION ON THE ON THE PRACTICE TEST, AND I KNOW WE HAVE A LOT TOWARDS THE END, BUT IS THAT A FULL IF I REMEMBER CORRECTLY, IT LOOKED LIKE IT WAS ABOUT 90 MINUTES TOTAL TESTING. IS THAT.
YES. TEST AN ENTIRE 90 MINUTES OR.
LET ME GO BACK TO MY THIRD GRADE TEACHER.
HAD A MOMENT BECAUSE I DID TEACH THIRD GRADE AND I DID ADMINISTER THE PRACTICE TEST.
BUT I BELIEVE WE DID SIMULATE THE ENTIRE 90 MINUTE SESSION.
BUT LET ME JUST GO BACK AND DOUBLE CHECK THAT.
BUT I'M ALMOST POSITIVE THAT WE DID AN ACCURATE SIMULATION BECAUSE WE WANTED TO MAKE SURE THAT STUDENTS HAVE THE STAMINA TO DO THOSE 30 MINUTE BOUTS.
OK, YEAH, BUT I WILL FOLLOW UP WITH THAT WITH A DEFINITE.
BUT I'M ALMOST CERTAIN THAT WE DID.
OK. SO WHEN THINKING ABOUT HOW WE TEST STUDENTS, IT IS A PAPER, PAPER, PENCIL, MULTIPLE CHOICE ASSESSMENT, SO STUDENTS ARE BUBBLING IN THEIR RESPONSES.
OF COURSE, THE TEST IS TIMED, ADMINISTERED IN GROUP, AND STUDENTS WHO HAVE AN IEP OR ENGLISH LANGUAGE ACCOMMODATION ARE DEFINITELY GIVEN THOSE ACCOMMODATIONS IN THE SETTING THAT'S MOST APPROPRIATE FOR THOSE STUDENTS.
AS FAR AS STAFF GUIDANCE IS CONCERNED, WE ARE THE ACCOUNTABILITY DEPARTMENT, SO WE DO HAVE SOME PROCEDURES THAT THAT WE MAKE SURE THAT WE.
I HATE TO SAY IN FORCE, BUT YEAH, WE DO ALL TEST MATERIALS ARE ALWAYS STORED IN SECURE LOCATIONS, LOCKED TEACHERS ARE ACTIVELY MONITORING STUDENTS.
SO WE DO REQUEST THAT TEACHERS ARE PHYSICALLY WALKING AROUND THE CLASSROOM THROUGHOUT THE TESTING EXPERIENCE.
AS ALWAYS, STUDENTS ARE NEVER LEFT UNATTENDED DURING TESTING AND STUDENTS SHOULD NEVER BE LEFT UNATTENDED UNDER ANY CIRCUMSTANCE, ESPECIALLY DURING TESTING.
AND OF COURSE, TEACHERS ARE NOT PERMITTED TO DISCUSS THE TEST WITH OTHER STAFF MEMBERS, STUDENTS OR PARENTS.
SO AND THAT THAT'S REALLY A BIG DEAL.
ALL RIGHT, SO BEFORE TESTING, SO WHEN WE'RE THINKING ABOUT WHAT HAPPENS BEFORE, AS STATED EARLIER, THERE'S THAT PRACTICE EXPERIENCE SEATING IS SLIGHTLY ADJUSTED IN MY CLASS.
[00:15:01]
I ACTUALLY WENT OLD SCHOOL AND HAD THE KIDS SITTING IN ROWS AND WE ACTUALLY PRACTICED BEFORE THE PRACTICE SITTING IN ROWS JUST SO THE KIDS.SO IT WASN'T TOO MUCH OF A CULTURE SHOCK FROM SITTING IN GROUPS.
AND THEN ALSO STUDENTS ARE ENCOURAGED TO USE THE RESTROOM PRIOR TO TAKING THE TEST.
OF COURSE, IN THE RARE OCCASION WHERE A STUDENT HAS TO TAKE THE TEST, TAKE EXCUSE ME, USE THE RESTROOM DURING THE TEST, THE CLOCK STOPS FOR THAT STUDENT AND THEN THE STUDENT IS ALWAYS MONITORED, GOING BACK AND FORTH TO THE BATHROOM.
BUT WE REALLY WORK HARD AT THE SCHOOL LEVEL TO MAKE SURE THAT WE DO THAT BATHROOM BREAK BEFORE THE TEST. AND, YOU KNOW, IT'S A 30 MINUTE TEST, BUT SOMETIMES EVEN BETWEEN BATTERIES IF NECESSARY.
SO IN OUR DEPARTMENT, WE HAVE THIS THING CALLED IRREGULARITIES, WHICH ARE JUST UNUSUAL TEST PROBLEMS THAT HAPPEN WHERE AT THE SCHOOL LEVEL TEACHERS WILL INFORM THE TEST COORDINATOR. THE TEST COORDINATOR WILL THEN INFORM OUR OFFICE ON SUCH IRREGULARITIES AND THEN WE ADDRESS THEM BASED ON THE IRREGULARITIES.
SO HERE'S JUST AN EXAMPLE OF SOME COMMON IRREGULARITIES.
NOT TO BE GROSS, BUT THERE WAS ACTUALLY ONE IRREGULARITY WHERE A STUDENT ACTUALLY VOMITED ON THE TEST BOOKLET AND THAT WAS NOT A FUN TEST BOOKLET TO RECEIVE.
TEACHERS HAVE TO RETURN EVERY TEST ITEM BACK TO OUR OFFICE.
I HOPE THEY PUT IT IN A PAPER.
YEAH, IT WAS IT IT WAS LIKE DOUBLE PLASTIC BAG.
SHE SAID I DIDN'T WANT TO NOT HAVE IT.
WE'RE LIKE, NO, WE, WE GET IT.
I'M GOING TO PASS THIS SECTION ON TO TEYANA.
NO, I'M NOT. I'M GOING TO PASS THE SECTION ON TO MYSELF, I'M SORRY TO ADD.
AND I DID SOME LAST MINUTE COORDINATING ON THIS SECTION, YOU KNOW, BECAUSE THE THE AFTER TESTING PIECE HAS CHANGED, YOU KNOW, DUE TO COVID AND HOW THINGS HAVE SHIFTED. THIS SLIDE ADDRESS IS BEST PRACTICES, TYPICAL BEST PRACTICES THAT HAVE BEEN IN PLACE IN YEARS PAST.
SO I JUST GOING TO LINGER HERE FOR JUST A MOMENT SO YOU CAN SEE THIS.
BUT THERE ARE SOME DIFFERENT STRUCTURES IN PLACE CURRENTLY.
SO TIME IS GOING TO SPEAK TO THOSE IN JUST A FEW MINUTES.
BUT JUST IN TERMS OF BEST PRACTICES, OF COURSE, THESE ARE ALL THINGS THAT.
THAT ARE A RESULT OF THE CADET TEST.
OK, SO ABSOLUTELY SO, ANGIE, THANK YOU.
HE DID A BEAUTIFUL JOB EXPLAINING THE KOG AND ALL OF ITS PARTS AND COMPONENTS AND CONSIDERATIONS, AND HE IS ABSOLUTELY RIGHT.
SO THE PREVIOUS SLIDE THAT YOU SAW, PRETTY MUCH THE NOTES, WHAT EDUCATORS DO WITH ALMOST ANY TEST, BE A STANDARDIZED TEACHER, CREATIVE ASSESSMENT.
THEY USE THAT DATA TO DRIVE INSTRUCTION, WHETHER THE TERM PROPANE OR WHAT LEVEL THE KIDS ARE, WHAT TEACHERS AND SO FORTH.
BUT IN THIS CASE, THIS IS A BEST PRACTICE.
BUT IN TERMS OF THE COGAT, YOU CAN GO TO THE NEXT SLIDE.
WHAT WE DO FOR TESTING THE CODE AND THE SCREENER.
AND SO NOT TO SAY THAT IT WON'T HAPPEN ONE DAY, BUT AS OF RIGHT NOW, WE USE THAT COALGATE TO SCREEN FOR TEG ELIGIBILITY.
SO WHAT I'M GOING TO TALK ABOUT IS HOW WE USE THIS DATA TO NOT NECESSARILY DRIVE INSTRUCTION LIKE THE PREVIOUS LINE, BUT HOW WE USE THIS DATA TO DRIVE THE ELIGIBILITY PROCESS TO DETERMINE WHO OUR KIDS ARE.
AND SO WHEN WE'RE LOOKING AT THIS LATTER YEARS, 16, AND THAT MEANS BASICALLY TAKE THE RESULTS OF THE CALL, THAT THEY REVIEW ALL THE SCORES AND WHAT THEY'RE LOOKING FOR AT THIS POINT ARE AUTOMATIC REFERRALS.
AND SO WHAT CONSTITUTES AN AUTOMATIC REFERRAL? THESE ARE STUDENTS THAT GET NINETY SIX.
THE KIND OF RANGE, THE NINETY SIX PERCENTILE.
AND I GUESS THAT'S OK BECAUSE THE WORD I WANT TO STRESS IS IT'S WITHIN 96 PERCENTILE.
SO 95 COULD KIND OF CONSTITUTE SOME OF YOU MAY WONDER, WELL, WHY, DEPENDING ON WHAT TEST THAT IS, WHETHER IT'S THE KOBAD ON CWB OR MANY DIFFERENT ABILITY TESTS, BY THE WAY, THEY HAVE THIS THING. EVERY ASSESSMENT HAS AN MS. QUALITY STANDARD ERROR OF MEASUREMENT AND TESTING.
AND SO DEPENDING ON WHAT THAT STANDARD ERROR OF MEASUREMENT IS, B ONE, TWO, THREE, FOUR PERCENT TOP AN UP OR DOWN.
[00:20:02]
THAT GUESSING YOU CAN TAKE THAT NINETY FIVE AND AND AND AND IT CAN BECOME A NINETY SIX AND SO YOU MIGHT AS WELL HOW WILL YOU KNOW WE HAVE TRAINED PROFESSIONALS HERE.WHO ARE THEY? THEY ARE SCHOOL PSYCHOLOGISTS WHO ARE MASTERS AND READING ASSESSMENT.
WHEN THOSE SCORES COME REALLY, REALLY CLOSE AND THAT WE HAND IT OFF TO A SCHOOL PSYCHOLOGIST AND SAY, HEY, THIS IS A BIG TEST, THE KID GOT A NINETY FOUR.
YOU TELL ME WHAT THE STANDARD ERROR OF MEASUREMENT HAS ALREADY BEEN APPLIED.
AND THAT'S WHAT I'M SAYING, IS NINETY FOUR OR ONCE IT'S APPLIED WILL IT BE NINETY SIX.
AND BASED ON THEIR EXPERTIZE THEY DRIVE THAT PIECE.
I ALSO WANT TO POINT THIS OUT THAT NINETY SIX PERCENT REMEMBER THAT I'M REFERRING TO HERE IS NOT JUST IN REFERENCE TO THE COMPOSITED SCORE, IT CAN WE TRYING TO FIND IT SO WE'RE NOT TRYING TO LOOK FOR REASONS TO KEEP KIDS OUT OF THE PROGRAM.
BUT WE'RE ALSO HEAVILY SCRUTINIZING WHAT IS REFERRED TO AS THESE SUB TESTS, WHICH ARE THE WORD FOR THE QUANTITATIVE, THE NON-VERBAL QUALITY OF THE NONVERBAL.
AND WE LOOK AT CERTAIN THINGS AS IT RELATES TO CERTAIN AREAS OF THE REFERRAL IS IN LANGUAGE ARTS. AND LET'S SAY THE KID DIDN'T GET A NINETY SIX PERCENTILE AND MAYBE FOR WHATEVER REASON, THE SYSTEM IS NOT DOING IT.
BUT MAYBE THE IS IN ONE OF THE SUBTESTS AND THAT REFERRAL WAS IN LANGUAGE ARTS.
WE WILL LOOK HEAVILY AT THE VERBAL WARFARE WAS A METAPHOR.
WE LOOK HEAVILY AT THE QUANTITATIVE.
SO WE ARE CONSTANTLY LOOKING FOR WAYS AND EXCUSES WITHIN THE RULES TO BRING KIDS INTO THE PROGRAM. OK, NEXT SLIDE INTO.
AND SO ONCE WE HAVE DETERMINED WHETHER OR NOT THAT NINETY SIX PERCENTILE IS GOOD TO GO OR NOT, THERE'S MORE TO GO TO THE ELIGIBILITY PROCESS. SO THERE IS AN ELIGIBILITY FORM.
AND SO THE ONE THING THAT A KID HAS TO HAVE IS THAT ABILITY OR ACHIEVEMENT SCORE.
BUT WORK PRODUCTS ARE LOOKED AT, STANDARD BASED ARTIFACTS ARE LOOKED AT.
IN MANY CASES, IT WILL BE THE CHILD'S CLASSROOM GRADES.
THERE IS A GIFTED BEHAVIOR RATING SCALE THAT IS GIVEN.
SOMETIMES WE EVEN CONDUCT INTERVIEWS WHEN WE'RE AT AN IMPASSE, NOT REALLY KNOWING, OK, WE'VE DONE ALL THESE THINGS. THE KID HAS COME CLOSE.
SO THERE ARE SOME OTHER METRICS THAT ARE LOOKED AT.
BUT THAT ABILITY ACHIEVEMENT SCORE, THAT NINETY SIX PERCENTILE I JUST DISCUSSED THAT.
THAT'S THE ONE THAT HAS TO GET THE THUMBS UP WITH THE REST.
WE HAVE TO GET OUT OF THREE YET TO GET THERE'S LIKE FIVE OR SIX FACTORS WE LOOK AT.
I JUST LISTED AND I THINK A LOT OF WHAT YOU HAVE TO GET THREE, ONE OF WHICH HAS TO BE THAT ABILITY OR ACHIEVEMENT SCORE.
UPON THAT HAD BEEN NOTIFIED IF AN AUTOMATIC REFERRAL IS GENERATED TO A COMMISSION TO EVALUATE FURTHER THINGS, JUST AS I'VE SPECIFIED ACCORDING TO THE ELIGIBILITY PROFILE, AND THERE'S THAT A TAG IDENTIFICATION PROCESS CONTINUES, BUT I ALREADY GAVE YOU THAT.
SO DO YOU HAVE ANY QUESTIONS FOR ME ABOUT ANY OF THIS? WE LOOK REALLY, REALLY HARD FOR THESE KIDS, BUT WE DO NEED TO LOOK AFTER.
I HAVE A QUESTION. THIS IS MARY BETH, IS THAT OK, LAURA? I JUST HAD A QUESTION ABOUT WHAT DRIVES THE 96 PERCENT, LIKE I KNOW THAT I'VE READ THAT I THINK THAT IT'S A VIRGINIA REQUIREMENT THAT YOU HAVE EITHER AN ABILITY OR ACHIEVEMENT TEST. BUT I WAS CURIOUS WHERE THE NINETY SIX PERCENTILE COMES FROM, IF THAT'S ALSO AVERAGE IN YOUR STANDARD OR THAT'S A STANDARD THAT HAS PUT IT MATTER.
VIRGINIA STANDARD. SO YOU ARE CORRECT.
THE ABILITY AND THE ACHIEVEMENT PIECE IS DIFFERENT DISTRICTS FROM WHAT I WHAT I HAVE LEARNED. THOSE NUMBERS CAN BE DIFFERENT.
IT CAN BE A NINETY FIVE, YOU CAN BE A NINETY FOUR.
SO THAT'S AN ALEXANDRIA THING.
AND IT'S SOMETHING THAT I HAVE, YOU KNOW, INHERITED BECAUSE I HAVE IN THIS POSITION.
YOU'RE WELCOME. ANY OTHER QUESTIONS? I, I HAVE SOME.
DO YOU GUYS HAVE ANY MORE SLIDES TO SHARE, BECAUSE I MIGHT ADD TO, OK, WHY DON'T YOU SHARE THOSE? BECAUSE THEN I MIGHT FLIP US BACK TO WHERE I CAN SEE EVERYBODY SO I CAN SEE WHO HAS QUESTIONS, BECAUSE I HAVE A SORT OF BROADER QUESTION, BUT I THINK THERE MIGHT BE MORE SPECIFICS FIRST.
I'LL MOVE ON, BECAUSE THE LAST TWO ARE JUST REAL QUICKIES.
OF COURSE, AGAIN, COVID CONSIDERATIONS GIVEN THAT WE ARE NOT IN A TYPICAL SCHOOL YEAR, THE COGA TEST ADMINISTRATION WAS NOT DID NOT TAKE PLACE THIS YEAR.
AS TIANNA MENTIONED, THERE IS ANOTHER PROCESS IN PLACE TO PROVIDE ALTERNATIVES FOR TEG
[00:25:03]
ELIGIBILITY, WHICH WERE WHICH IS THE PORTFOLIO BASED MODEL WHICH TINANA MENTIONED MOVING FORWARD. ONE OF THE THINGS WE WERE THINKING ABOUT PRIE COVID, WHICH IS THE DRAWBACKS OR POSITIVES AROUND PAPER, PENCIL VERSUS ONLINE TESTING.SO BY THE END OF THE SCHOOL YEAR ISH, MAYBE DEPENDING ON A LOT OF FACTORS, WE'LL BE MAKING SOME DECISIONS AS TO WHETHER OR NOT WE WILL MOVE TO AN ONLINE TEST ADMINISTRATION.
I BELIEVE THERE ARE A COUPLE OF SCHOOL DIVISIONS WHO ARE USING KALIGHAT IN AN ONLINE CONTEXT. I'M THINKING ARLINGTON.
I'M NOT ONE HUNDRED PERCENT SURE, SO I'D BE INTERESTED IN JUST REACHING OUT TO SOME OF THOSE COLLEAGUES JUST TO SEE HOW IT'S GOING.
AND SO THAT'S. HERE'S ANOTHER SLIDE JUST AROUND BENEFITS AND DRAWBACKS, WHICH TECHNOLOGY IS IS A REAL THING IN ADDITION TO TRAINING, AND THEN, OF COURSE, THE BUMBLING ERRORS AND CONSISTENCY, ESPECIALLY NOW THAT KIDDOS ARE USED TO WORKING ON A DEVICE ONE HUNDRED PERCENT OF THE TIME, THAT'S CERTAINLY A BENEFIT.
I THINK THIS SLIDE DOES SOMETHING.
ALL RIGHT, LAURA, TELL ME WHERE TO GO.
NOW, I'M IN A HOGGETT, I RARELY DO, BUT I'M GOING A HOG AND ASK A COUPLE OF QUESTIONS, BUT I ALSO THINK THESE WILL BE SOME COMMITTEE QUESTIONS AND THEN WE CAN FLIP SO I CAN SEE WHO HAS QUESTIONS AND JUST LET US GO FOR IT.
THE FIRST QUESTION I WANT TO ASK IS LAST SPRING, I THINK RIGHT BEFORE OR NO, ACTUALLY IT WAS NOVEMBER, WE HAD DR.
MAGLIARI COME PRESENT TO OUR COMMITTEE AND HE'S THE PRIMARY AUTHOR OF THE TEST THAT'S ADMINISTERED AS A UNIVERSAL SCREENER AGAIN FOR THE FIRST GRADERS.
I THINK PEOPLE HAD A LOT OF QUESTIONS ABOUT ARE THESE TESTS RACIALLY BIASED? HOW ARE THE TESTS BEING ADMINISTERED? I'M NOT GOING TO SAY THAT WE 100 PERCENT ANSWERED ALL OF THOSE WITH CONFIDENCE.
BUT I DO FEEL LIKE WITH THE INFORMATION THAT DR.
MAGLIARI PRESENTED AND WE HAD ONE STUDY OF SIXTY SIX THOUSAND STUDENTS, THAT HE FELT LIKE HIS PARTICULAR TEST WAS ACTUALLY REALLY, REALLY GOOD AT GETTING AT THE CORE POTENTIAL OF STUDENTS AND UNCOVERING THOSE STUDENTS.
AND SO. THE MAIN QUESTION THEN BECAME, WELL, WHY AREN'T WE PICKING UP BETTER NUMBERS IN FIRST AND FIRST GRADE? AND SO SOME OF THIS IS QUESTIONS AND SOME OF IT MAY BE JUST SUGGESTIONS.
ONE THING THAT HE DID SAY WAS HAVING A TWO NAEGLERIA TEST.
SO MAYBE IF YOU DO A FIRST AND A SECOND GRADE OR MAYBE A SECOND AND THEN A THIRD GRADE, SO YOU HAVE THAT SAME STUDENT, THEY GET A YEAR UNDER THE BELT AND THEN YOU GET A REAL A BETTER PICTURE OF THAT STUDENT BECAUSE.
SO THAT WOULD BE ONE QUESTION.
THE SECOND QUESTION WE HAD AND YOU GUYS DID AN EXCELLENT JOB TALKING ABOUT THE TESTING ENVIRONMENT AND THE INTEGRITY OF THAT FOR THE COGAT, I'M NOT AS CLEAR WHAT HAPPENS IN THE TESTING ENVIRONMENT FOR FIRST GRADE IN THE MAGLIARI, YOU KNOW, AND IF IT IS THE SAME PROCESS. SO I'VE ASKED YOU GUYS A COUPLE OF QUESTIONS, YOU KNOW, AND I GUESS ONE OF THE SUGGESTIONS WOULD BE LIKE, HAS THERE BEEN SOME CONSIDERATION OF CHANGING WHEN WE ADMINISTER THE NEGLEY OR COULD WE ADMINISTER IT TWO YEARS IN A ROW LEADING UP TO THE COGAT? I'LL STOP THERE.
AND THEN I HAVE ONE OTHER QUESTION BEFORE I TURN IT BACK OVER TO THE MAGLIARI PIECE.
THAT'S OUTSIDE OF THE SCOPE OF MY PERSONAL WORK IN TERMS OF ANSWERING THAT QUESTION.
BUT TIANNA, YOU MAY HAVE BEEN TO THE TABLE WHERE THOSE CONVERSATIONS MAY HAVE BEEN HAD OR PERHAPS GERROLD HAVE BEEN AS THE I DON'T KNOW IF THAT'S COME UP AT ALL.
WELL, I CAN I CAN ONLY SPEAK TO WHAT I CAN SPEAK TO.
THE LOCAL PLAN IS UP FOR REVISION AND A PIECE OF OUR LOCAL PLAN IS HOW WE IDENTIFY AND THE SCREENING TOOLS THAT WE USE TO IDENTIFY AS A PART OF THAT.
NOW, WHETHER OR NOT CLANCE OFF IS THE LIKE, IF I CAME TO THEM AND WE DECIDED WE WANTED TO TRY A DIFFERENT TYPE OF TEST AND THE PLACE OF THE INET, I DON'T I'M NOT REALLY QUITE SURE WHO GIVES THAT GREEN LIGHT.
AND SO MAYBE THIS IS WHERE DR.
MANN CAN COME IN AND KIND OF SAVE ME A BIT.
[00:30:01]
AND I'M NOT SURE HOW MUCH POWER THE PERSON WHO TAKES THAT SEAT HAS IN TERMS OF REALLY DICTATING WE WANT THIS TEST OVER THIS TEST.SO ECKERMANN, WOULD YOU HAVE ANY WISDOM FOR US? I YOU AND ANGIE, I THINK, HIT ON IT, I THINK WHAT WE DO, WE LOOK AT THE REVISED LOCAL PLAN, WE CAN MAKE A RECOMMENDATION AND OBVIOUSLY THE TARGET COULD BE PART OF THE MS..
WE WERE SUPPORTING THIS GROUP TO A PRINCIPAL EARLIER THIS EVENING AND REALLY TAKING A LOOK AS WE TRY TO TACKLE OUR DIVERSITY ISSUES AMONG OUR IDENTIFICATION.
WE KNOW RIGHT NOW WITH THE PORTFOLIO THERE ARE PLUSES AND MINUSES, AS WE CAN TELL US, OF THE TEACHER EVERY DAY.
THEN YOU'RE TRYING TO DO A PORTFOLIO.
SO HOPEFULLY WE'LL GET BACK TO SOME TYPE OF WHATEVER OUR NEW NORMAL WILL BE SO WE CAN REALLY TACKLE THAT, WHETHER IT'S TAKING WITH DR.
BOOKER TALKED TO US ABOUT LAST WEEK AND HOW DO WE TAKE SOME OF THE INFORMATION WE'VE HEARD FROM OUR GUEST SPEAKERS AND REVISE AND UPDATE OUR PLANS TO DO THAT.
SO IT WOULD BE A THOROUGH PROCESS.
BUT AGAIN, THAT WOULD NOT BE EXCUSE ME, EXCUSE ME, DONNA'S REPLACEMENT MAKING THAT DECISION IN A VACUUM.
WE WOULD HAVE LOTS OF FIRE AND DISCUSSION ABOUT THAT IF WE'RE GOING TO CHANGE OUR IDENTIFICATION. BUT AS I SAID, THIS IS PARAMOUNT FOR WHOEVER TAKES THE ROLE AND IS ALSO OUR STRATEGIC PLAN OUTLINES THAT THAT'S SOMETHING WE NEED TO DEFINITELY LOOK AT.
SO STAY TUNED, I GUESS IS THE BEST ANSWER I CAN GIVE WITHOUT REPEATING EVERYTHING THAT I KNOW. AND AS YOU SAID AND YOU KNOW, YOU DID ALSO MENTION OR YOU HAD A QUESTION OR THOUGHT YOU HAD SOME THINKING AROUND THE MAGLIARI TRAINING AND WHAT THAT TEST ADMINISTRATION LOOKS LIKE AT THE SCHOOL LEVEL. WHAT I CAN TELL YOU FROM OUR END IS THAT THE TRAINING TAKES PLACE.
THE STRUCTURES ARE SET VERY SIMILAR TO WHAT WHAT THE TRAININGS ARE FOR THE COQUARD.
BUT A COUPLE OF THINGS TO CONSIDER AS A FORMER FIRST GRADE TEACHER AS WELL, WE'RE DEALING WITH FIRST GRADERS. THAT TEST HAS ALSO DONE ONE HUNDRED PERCENT ON THE COMPUTER.
AND JUST HAVING LIVED THAT ROLE AS A FIRST GRADE TEACHER, ESPECIALLY AT THE TIME OF YEAR IN WHICH THAT TEST IS GIVEN AND THE TRACKING.
BUT, YOU KNOW, THERE ARE A WHOLE IT'S A DIFFERENT EXPERIENCE FOR STUDENTS.
BUT AS FAR AS THE TEACHER TRAINING IS CONCERNED, WE ENSURE THAT OUR ESTES'S SCHOOL TESTING COORDINATORS ARE TRAINED AND THAT THAT TRAINING IS TURNED AROUND AND THEY WORK WITH THEIR FIRST GRADE KIDDOS THE BEST THEY CAN AND ADVANCE IN TERMS OF JUST, YOU KNOW, THIS AS A TRACKING PAD.
THIS IS HOW YOU IT YOU KNOW, THOSE KINDS OF THINGS.
ABSOLUTELY. WELL, GOOD, I MEAN, I KNOW THIS ALL, I KNOW THE LOCAL PLAN WE'RE ALL AWARE OF ABOUT THE LOCAL PLAN, BUT I THINK ALSO JUST SHARING WITH YOU, ANGIE, SINCE YOU'RE IN THE DEPARTMENT LIKE THAT, THESE ARE THINGS THAT WE'VE BEEN THINKING ABOUT.
WE'RE TRYING TO DIG DEEPER, YOU KNOW, AND WE REALIZE THAT THE FIRST GRADERS TAKING THAT TEST WERE JUST QUESTIONING YET.
NOT THAT WE DON'T WANT A UNIVERSAL SCREENER THEN, BUT IT'S LIKE, IS THIS REALLY EFFECTIVE BECAUSE WE'RE NOT GETTING NECESSARILY GETTING ALL OF THE RESULTS WE WOULD HOPE TO GOD.
SO I JUST PARK THAT THEIR SECOND QUESTION.
THEN I'LL TURN IT BACK OVER TO MY COMMITTEE HAS TO DO WITH THE FACT THAT THERE'S NO COGAT BEING ADMINISTERED THIS YEAR.
SO THE TWO QUESTIONS WOULD BE.
FOR THE THIRD GRADERS, THE CURRENT THIRD GRADERS WHO NORMALLY WOULD HAVE HAD THAT TESTING, IS THERE A CONSIDERATION AND LESS FOR THE MOMENT, ASSUME THAT WE'RE NOT CHANGING IT IN THE LOCAL PLAN FOR NEXT SEPTEMBER? I REALIZE WE MIGHT.
BUT IF WE TAKE THAT OFF THE TABLE, WAS THERE ANY CONSIDERATION NEXT FALL TO GIVE THE CONGRESS TO THE FOURTH GRADERS SINCE THEY DIDN'T GET TO TAKE IT IN THIRD GRADE AS WELL AS THE THIRD GRADERS? BECAUSE I THINK OUR COMMITTEE'S BEEN PRETTY CONCERNED, LIKE WE'RE EXCITED ABOUT THE POTENTIAL FOR THE PORTFOLIO, BUT WE'RE ALSO NERVOUS ABOUT HOW THAT REALLY PLAYS OUT AND MAKING SURE THAT THERE'S SOME SORT OF UNIVERSAL OPPORTUNITY FOR ALL OF THE KIDS.
I MEAN, WE DIDN'T IT'S NOT IN THE BUDGET TO DO THE COGAT IN THE SPRING, SO IT WOULD HAVE TO BE FOR NEXT FALL. SO THAT'S MY QUESTION SPECIFICALLY ON KOGURE.
I SAW YOUR FACE, GERALD, I'M GOING TO LET YOU TAKE THAT ONE.
WHAT WAS ALSO SMILING LONG WERE YOU DIDN'T KNOW RIGHT BEFORE DONNA LEFT.
THIS WAS THE DISCUSSION WHEN WE WERE WITH THE ELEMENTARY PRINCIPALS.
[00:35:04]
AND I ACTUALLY ASK YOU, WHEN YOU DEBRIEF WITH CLINT, I MENTIONED THIS TO HIM BRIEFLY IN ONE OF OUR DISCUSSIONS, BUT.DOING EXACTLY WHAT YOU JUST OUTLINED, WE KNOW WE MAY NOT CATCH EVERYONE WITH THE PORTFOLIO, BUT GIVING THESE TEST AGAIN, A SECOND GRADE AND FOURTH GRADE.
AND SO WE ARE IN LINE WITH YOUR THINKING BECAUSE WE KNOW THIS IS AN IMPERFECT.
SOLUTION TO JUST EVERYONE'S ISSUES.
HOW DO YOU DO ALL OF THIS TO MAKE IT HAPPEN? SO WE'RE THERE? DIANA AND DON HAD ALREADY TALKED ABOUT WHAT HOW MUCH IT WOULD COST AND IF THAT MEANS MOVING FUNDS AROUND IN ONE OF THE 10 OFFICES THAT I SUPERVISE TO MAKE IT HAPPEN, THAT WE WANT TO MAKE SURE THAT WE GET THE WORD OUT NOT ONLY TO OUR PRINCIPAL TEACHERS, BUT TO KNOW IS THINKING ABOUT THE HATE TO SAY THIS, BUT NEXT YEAR ALREADY WE'RE THERE WITH YOU IN THAT THOUGHT.
THAT'S FANTASTIC. ALL RIGHT, I'VE GOT.
I GUESS COMMITTEE LEE, I SEE, MAYBE IF WE CAN STOP HERE. OK, I WAS JUST GOING TO ASK LET'S DO THAT, OK? YES, EVERYBODY, THAT'S BETTER.
OK, SO LEE, I SAW YOUR HAND FIRST BECAUSE YOU WERE ONE OF THE FEW PEOPLE I COULD SEE ON THE SCREEN. AND THEN, GUYS, JUST RAISE YOUR HAND, PLEASE.
SURE, THANK YOU VERY MUCH, A.J.
I APPRECIATE YOU COMING IN AND SHARING YOUR INFORMATION WITH US.
THANK YOU SO MUCH. UNKNOWINGNESS THIS, YOU KNOW, ON YOUR MONDAY NIGHT, I WONDER IF YOU HAVE ANY VISIBILITY OR YOU FEEL COMFORTABLE TALKING ABOUT USING LOCAL OR EVEN SCHOOL BASED SOME HYPER LOCAL NORMS SO THAT WITHIN A SEPARATE SCHOOL WE DON'T NECESSARILY HAVE THE NINETY SIX PERCENTILE.
BUT WE WERE ABLE TO TO CAPTURE, YOU KNOW, THE THE PERCENTAGE OF STUDENTS WHO ARE IN EACH SCHOOL SO THAT WE CAN HAVE MORE BALANCED REPRESENTATION THROUGHOUT THE CITY.
YEAH, JUST JUST A BRIEF RESPONSE.
THAT WAS A CONVERSATION THAT DONNA AND I DID DISCUSS PRIOR TO HER DEPARTURE.
THEN COGAT HIT. I MEAN, I'M SORRY THEN COVID IS SO CLOSELY ALIGNED HERE AND I HAVEN'T HAD AN OPPORTUNITY TO HAVE THAT CONVERSATION WITH YIANNA OR DR.
THAT'S DEFINITELY THIS IS NOT THE FIRST TIME THAT THAT SUBJECT HAS COME UP.
SO IT'S DEFINITELY SOMETHING TO THINK ABOUT.
GERALD AUTOGEN, I'M NOT SURE IF YOU HAVE ANYTHING ELSE TO ADD TO THAT, IF YOU HAD ANY WORDS WITH DONNA AROUND THAT PRIOR TO HER DEPARTURE.
NO, I HAVEN'T, BUT I THINK DR.
PLUCKERS TALKED WITH US LAST WEEK JUST BRINGS THAT BACK TO THE FOREFRONT OF USING LOCAL NORMS. I THOUGHT THAT THAT WAS A GREAT DISCUSSION FOR ANOTHER WAS IT MONDAY NIGHT? AND THAT SEEMS LIKE HE WAS HERE 10 WEEKS AGO AT THIS POINT.
BUT I THINK THAT'S SOMETHING, AGAIN, AS WE LOOK AT OUR LOCAL PLAN AND REALLY ADDRESS THE ISSUES AT HAND.
AND I THINK THAT'S SOMETHING WE DEFINITELY HAVE TO LOOK AT AND DISCUSS.
ARE YOU SEEING YOU I'M SEEING YOU, TOO.
I HAD A QUESTION THAT IS ALSO A LITTLE BIT OF FEEDBACK, AND I THINK IT CAME UP IN ONE OF OUR COMMITTEE MEETINGS.
LAST I WANT TO SAY, IT WAS THIS TIME LAST YEAR AND IT WAS IT MIGHT HAVE BEEN WHEN DR.
NAEGLERIA WAS HERE, WE HEARD FROM A PARENT THAT SAID THAT THEY TALK TO OTHER PEOPLE WITHIN THEIR SCHOOL THAT FELT LIKE THEY DIDN'T HAVE A LOT OF VISIBILITY INTO WHEN THE TESTING, THE TESTS ARE GIVEN AND THAT THERE WERE A LOT OF OTHER FELLOW PARENTS WHO FELT LIKE THEY DIDN'T KNOW IT WAS GOING TO HAPPEN AND SO THEY COULDN'T ADEQUATELY PREPARE THEIR CHILDREN IN TERMS OF LIKE MAKING SURE EXTRA SLEEP AND FOOD, THOSE KINDS OF THINGS. AND I DO REMEMBER SEEING FLIERS COME HOME, BUT I AND I KNOW THAT THEY ARE TRANSLATED. BUT I WONDERED IF PART OF THE TRAINING, TOO, IS IF THERE ARE OTHER WAYS THAT WE CAN GET THE MESSAGE OUT ABOUT WHEN THE TESTS ARE GIVEN, ESPECIALLY IF WE ARE GOING TO GIVE THEM AT KIND OF NONSTANDARD TIMES NEXT YEAR OR TWO, HOW WE CAN START TO GET THE WORD OUT SO THAT PARENTS CAN FEEL LIKE THEY KNOW THAT INFORMATION AND PREPARE THEIR CHILDREN.
RIGHT. I'M SORRY. THIS IS THE FIRST TIME THAT I'M EVER HEARING ABOUT THAT.
OUR DEPARTMENT HAS MADE IT A PRIORITY TO ENSURE, OF COURSE, THAT ALL OF OUR COMMUNICATIONS AROUND TESTING ARE TRANSLATED INTO THE FOUR MAJOR LANGUAGES IN ACP.
AND WE ADVISE SCHOOLS TO SEND THE PARENT LETTERS HOME THAT WE WRITE AND WE CRAFT AT LEAST TWO WEEKS PRIOR TO THE TEST.
[00:40:03]
SO SCHOOLS DO RECEIVE THE ACTUAL LETTERS, APPROXIMATE COPIES FOR ALL OF THE SCHOOLS.THEY DON'T HAVE TO WORRY ABOUT PHOTOCOPYING AT ALL.
WE DO ALL OF THAT FOR THEM WELL IN ADVANCE OF THE TEST.
SO THAT MIGHT BE A SCHOOL LEVEL ISSUE.
AND IT'S CERTAINLY SOMETHING THAT OUR DEPARTMENT CAN ENSURE THAT WE WE ADDRESS TO MAKE SURE THAT EVERYONE IS SITTING OUT THE COMMUNICATIONS WELL IN ADVANCE OF TESTING.
HI, MARY BETH. I'M SORRY, LAURA.
I FEEL LIKE I'M HIJACKING NOW.
I ACTUALLY HAD A FOLLOW ON TO THAT POINT, WHICH WAS JUST TO SAY THAT WE'VE GOTTEN THOSE LETTERS AND THEY USUALLY HAVE A TWO WEEK SPAN, WHICH I THINK IN THE LIFE OF A FIRST GRADER, ESPECIALLY FIRST AND THIRD GRADER, IS A LIFETIME.
SO JUST TO SORT OF FOLLOW UP COMMENT THAT, YOU KNOW, I'VE ACTUALLY ASKED I ASKED THE TEACHER IN BOTH FOR BOTH OF MY KIDS IN FIRST GRADE, THE ACTUAL DAY OF THE TEST, BECAUSE BOTH OF MY KIDS JUST NEED TO KNOW, LIKE TODAY THERE'S GOING TO BE A TOUCHSCREEN LIKE THAT, LIKE YOU NEED TO STUDY FOR IT.
BUT JUST LIKE YOU HAVE A GOOD NIGHT'S SLEEP AND DON'T WORRY ABOUT IT, BUT DO YOUR BEST.
BUT THE FACT THAT I GOT THE ACTUAL DATE AND THAT FAMILIES ACROSS THE BOARD DIDN'T GET THAT SPECIFIC DATE MEANS THAT THAT THE INFORMATION IS NOT GOING OUT EQUITABLY.
SO ABSOLUTELY. DATE IS REALLY IMPORTANT.
YEAH, NO, I JUST WROTE THAT DOWN.
LIKE THE COMMUNICATE THE COMMUNICATION NEEDS TO BE.
COQUET WILL BE ADMINISTERED ON OCTOBER 13TH, 14TH AND 15TH AND THE KIDS SHOULD KNOW IN ADVANCE, AS SHOULD THE FAMILIES.
SO I WILL SAY THAT WITH I MEAN, IT'S DIFFERENT TESTING AND THE PURPOSE IS A LITTLE BIT DIFFERENT THAT THAT THIS YEAR I FOUND THAT WE'VE GOTTEN MORE INFORMATION ABOUT SPECIFIC DATES IN THE VIRTUAL ENVIRONMENT.
AND THAT'S BEEN REALLY HELPFUL.
DEFINITELY MAKE SURE THAT I ADDRESS THAT AS WELL IN OUR PLANNING.
I SAW THAT ASHA HAD A QUESTION.
I'M NOT SURE IF SHE STILL HAS A QUESTION.
I'LL COME BACK TO HER, I ASK, OK? AND THEN DAPHNE HAS A QUESTION.
OK. ALL RIGHT, A COUPLE OF QUESTIONS.
I HAD A SIMILAR, BUT FIRST QUESTION WAS YOU MENTIONED ACCOMMODATIONS FOR THE ENGLISH LANGUAGE LEARNERS. WHAT ARE THOSE ACCOMMODATIONS AND WHAT DO THEY LOOK LIKE? SO, OF COURSE, THEY ALL DEPEND ON WHAT ACCOMMODATIONS THE STUDENT MIGHT HAVE.
AND SO FROM AN L PERSPECTIVE, IT WOULD IT WOULD TYPICALLY BE SMALL GROUP.
WE ARE AN ENGLISH ONLY STATE, SO WE'RE GIVING THE TEST IN ENGLISH.
SO THERE ARE NO LANGUAGE ACCOMMODATIONS.
BUT STUDENTS HAVE THE OPPORTUNITY TO BE TESTED IN A SMALL GROUP AND QUITE FRANKLY, ANY STUDENT WHO NEEDS A SMALL GROUP.
YOU HAVE STUDENTS WHO HAVE TO HAVE A SMALL GROUP AND THEN YOU HAVE STUDENTS WHO MIGHT NEED A SMALL GROUP JUST BASED ON BASED ON THEIR PARTICULAR NEEDS.
SO SCHOOLS ENSURE THAT IN SCHEDULING AND STAFFING SUPPORTS TO HELP ADMINISTER THE TEST, THAT THEY HAVE THOSE OPPORTUNITIES TO HAVE THAT SMALL GROUP.
BUT THAT'S TYPICALLY THE EXTENT SORRY, MY GUY IS RIGHT HERE IN MY FACE.
GET THEM TYPICALLY THE EXTENT OF THE OF THE ACCOMMODATIONS FOR FOR THAT GROUP.
OH, IT'S IMPOSSIBLE FOR US NOT TO CAPTURE THOSE STUDENTS BY USING A CONCAT THEY MORE.
WELL IF IF IF ENGLISH IS NOT THEIR PRIMARY LANGUAGE.
WHAT I, WHAT I CAN SAY AND AS AN TIANNA MENTIONED, IN TERMS OF LOOKING AT HOW STUDENTS WERE CAPTURED AND WHAT BATTERIES I'M NOT THERE IS THAT NONVERBAL AND THE NUMERICAL BATTERY AS WELL.
SO THERE IS THE LANGUAGE PIECE, THE WRITTEN LANGUAGE PIECE, AND THEN THERE ARE ALSO THE OTHER TWO BATTERIES WHERE THOSE OPPORTUNITIES ARE IN PLACE FOR TO CAPTURE STUDENTS.
SO THAT IS BUT THAT IS DEFINITELY SOMETHING THAT WE THINK ABOUT.
OK, SO THAT'S WITH THE EXCEPTION THAT THEY'RE NON-VERBAL IQ ABILITIES WILL BE HIGHER THAN THEIR VERBAL. EXACTLY.
MY OTHER QUESTION IS REGARDING THE MCLEARY AND THAT IT ONLY LOOKS AT NONVERBAL CUE.
[00:45:04]
AND SO I WAS WONDERING, WHAT I LIKED ABOUT THE KALIGHAT IS THAT THERE WERE DIFFERENT DOMAINS AND YOU WERE ABLE TO GET DIFFERENT INDEX SCORES VERSUS MCLEARY JUST KIND OF LIKE LIMITED.AND SO I'M NOT FAMILIAR WITH TOO FAMILIAR WITH THE CONCEPT, BUT I WAS WONDERING SOMETHING LIKE THAT, THE ADMINISTRATIVE FIRST GRADE IN ORDER TO TRY TO CAPTURE MORE STUDENTS.
AM I HEARING YOU SAY LESS OF A NONVERBAL TOOL FOR FOUR FIRST GRADERS, IT LOOKS AT VERBAL, VERBAL AND NONVERBAL, BUT JUST DIFFERENT DOMAINS BECAUSE THERE ARE DIFFERENT TYPES OF AREAS WHERE A KID MIGHT BE ADVANCED.
AND SO IT WOULD BE NICE TO LOOK AT THOSE DIFFERENT AREAS AND NOT JUST ONE.
ALL RIGHT, I'M GOING TO LEAN ON YOU A LITTLE BIT ON THAT, BUT I THINK MY MY SHORT ANSWER WOULD BE, OH, MY GOSH, SHE JUST DID MY SHORT ANSWER.
I APOLOGIZE IF YOU WANT TO ANSWER.
SO HERE HE IS. MY SHORT ANSWER IS THAT I'VE SAID, YOU KNOW, THEY'RE REVISITING THE TAX PLAN.
I'M GOING TO LET YOU TAKE IT FROM HERE WHILE I MANAGE THIS LITTLE MONSTER.
I MEAN, YEAH, THERE'S NOT A FANCY ANSWER FOR THERE.
AND WHAT YOU STATED MAKES PERFECT SENSE.
IT JUST IT'S ANOTHER WAY TO FIND MORE WAYS TO INCLUDE KIDS AND FAMILIES, GET THE BEHAVIORS IN ALL CHILDREN, NOT JUST THOSE WHO WE FEEL ARE STEREOTYPICALLY GIFTED AND FIT OUR OUR VALUES AND OUR PERSONAL PROFILE.
SO WE'RE OPEN TO EXPLORING THEIR.
OK, AND MY LAST QUESTION, AND I'LL BE QUIET, SO TIANNA, YOU MENTIONED A STANDARD ERROR OF MEASUREMENT I'M TAKING NEXT THAT CONFIDENCE INTERVAL, WHO SETS THE CONFIDENCE INTERVAL GOING? AND USUALLY IT'S LIKE 90 OR 95, LIKE WHO'S WHO SETS IT? BECAUSE YOU SAID THAT YOU TALKED TO THE PSYCHOLOGISTS, TO PSYCHOLOGY, LIKE, IS IT THE CONFIDENCE INTERVAL OR IS IT THE STANDARD DEVIATION YOU GUYS ARE TALKING ABOUT? THE STANDARD ERROR OF MEASUREMENT IS IT IS JUST WHAT IS THALIA'S? IT'S THAT IT'S THAT IF YOU GOT A 95, WHAT DO YOU MEAN? HOW CAN I SAY IT IF THAT IS POSSIBLE.
IS THAT POSSIBLE? SO IT'S PRETTY MUCH LIKE THE CONFIDENCE INTERVAL IS LIKE IF I TEST YOU ON THIS DAY, YOU GOT THIS SCORE. BUT TOMORROW, IF I TESTED YOU, YOU'RE GOING TO GET A SCORE WITHIN THE RANGE THAT YOU COULD SCORE AND YOU MIGHT SORT OF LIKE THE RANGE.
AND I'M DEFINITELY NOT NO SCHOOL PSYCHOLOGIST, SO I'M NOT GOING TO PRETEND THAT I'M AN EXPERT ON THIS.
BUT I JUST WANTED TO KNOW WHO SETS THAT RANGE BECAUSE I'M CONCERNED ABOUT THE WIDER, WIDER NET, IF I MAY.
EACH TEST HAS A BOOKLET THAT'S GONE THAT THAT'S YOU TAKE CARE OF.
AND WHAT THE PSYCHOLOGIST WILL DO IS THEY'LL TAKE A LOOK AT THIS BOOK AND THEY'LL SAY, OK, THE STUDENT WHO TOOK THIS TEST IS TEN MONTHS OR EXCUSE ME, TEN YEARS, NINE MONTHS OLD. SO THEY'LL LOOK AT THIS TABLE AND THEY'LL SAY, WHAT IS THE STANDARD ERROR OF MEASUREMENT IF IF WE'RE LOOKING AT A ONE PERCENT OR A TWO PERCENT OR THREE PERCENT FOR THIS AGE CHILD WHO TAKES THE TEST HERE? AND SO YOU COULD LOOK AT THE TABLE AND SAY, OK, IF I TAKE HIS AGE AND WHAT WHAT WE'RE LOOKING FOR AS FAR AS THE SUN GOING DOWN, THIS IS THE SCORE THAT WOULD BE WITHIN THREE PERCENTAGE POINTS PLUS OR MINUS.
DOES THAT MAKE SENSE BASED ON AGE OR OK.
AND EACH TEST PUBLISHES THEIR OWN NORMS FOR FOR THE TEST.
AND SO THERE'S A SEPARATE BOOKLET FOR ADMINISTRATION THAT THAT ANYBODY WHO'S LOOKING TO FIND WHAT IS THE STANDARD ERROR MEASURE FOR THIS TEST WOULD LOOK FOR.
AND SO THEY WOULD GO TO POWER SCHOOL, GET THE AGE OF THE STUDENT PRECISELY WHEN THEY TOOK THAT TEST. AND THEN THEY COULD, YOU KNOW.
YEAH, THEY SAID, YEAH, THANK YOU, LEE.
I THINK SHE RAISED HER HANDS AGAIN.
THANK YOU, DAPHNE. ONE MORE QUESTION I HAVE IS IN REGARDS TO HOW WHAT METHODS DO USE TO IDENTIFY ISSUES THAT YOU SAID THAT YOU'RE GOING TO IMPROVE ON? THAT'S A GENERAL QUESTION.
AND JUST SPECIFICALLY, I'M TALKING ABOUT, DO YOU COLLECT WHAT TYPE OF DEMOGRAPHIC DATA DO YOU COLLECT? BECAUSE YOU SAID THAT THE ENGLISH SPEAKING STUDENTS.
YES. IS THE ENGLISH SPEAKING STATE.
AND WE DO NOT WE DO NOT ADMINISTER THE TESTS IN DIFFERENT LANGUAGES AND WE ACCOMMODATE THEM. SO JUST KEEPING THAT IN MIND, I JUST WANT TO KNOW WHAT HOW HOW ARE YOU IDENTIFYING
[00:50:02]
THESE ISSUES THAT WE SAID WE GOING TO IMPROVE ON? AND ARE YOU COLLECTING WHAT TYPE OF DATA ARE YOU COLLECTING IN ORDER TO MAKE THESE DECISIONS? I THINK IF IF I IF I UNDERSTAND YOUR QUESTION CORRECTLY AND IF NOT, PLEASE, IF I'M NOT, PLEASE FEEL FREE TO CORRECT ME IN RELATION TO STUDENTS WHO SPEAK A LANGUAGE OTHER THAN ENGLISH. THE STUDENTS HAVE A PLAN AND AT THE SCHOOL LEVEL I'M BLANKING, CALLING IT AN E PARTICIPATION PLAN. BUT THAT COULD BE THE INCORRECT NAME.I APOLOGIZE. I'VE BEEN OUT OF THE SCHOOL LEVEL FOR A VERY LONG TIME AND THAT PLAN BASICALLY IDENTIFIES WHAT THE STUDENTS LANGUAGE PROFICIENCY LEVEL IS.
AND BASED ON THE TEAM'S DECISION, THE PARENT BEING A PART OF THAT TEAM, THEY DETERMINE WHETHER OR NOT A STUDENT NEEDS TO HAVE A CERTAIN ACCOMMODATION KNOW LIKE SMALL GROUP, FOR EXAMPLE, FOR EXAMPLE, IN A TESTING SCENARIO.
COULD YOU REPEAT THE SECOND PART OF YOUR QUESTION? OK, WELL, MY QUESTION GOES MORE TO.
WE SAID THAT WE'RE GOING. I HEARD YOU SAID TONIGHT THAT THE GROUP SAY TONIGHT THAT WE'RE WORKING ON WAYS TO IMPROVE.
SO WHAT I WANT TO KNOW IS HOW ARE YOU IDENTIFYING THOSE WAYS TO IMPROVE? AND IF SO, WHAT TYPE OF DATA OR INFORMATION ARE YOU USING TO MAKE THOSE KIND OF DECISIONS? THAT'S WHAT I'M TRYING TO GET TO.
OK, SO IF SPECIFICALLY ONE OF THE THINGS I HEARD IN THIS TALK IN TERMS OF IMPROVEMENTS ARE COMMUNICATION AND THAT BEING THAT SCHOOLS, SOME SCHOOLS WERE RECEIVING COMMUNICATIONS AROUND DATES AS TO WHEN THE TEST TEST OR TO BE ADMINISTERED, SOME SCHOOLS ARE NOT.
SOME SCHOOLS ARE INFORMING STUDENTS OR PREPPING STUDENTS WITH THE DATE SO STUDENTS AREN'T SURPRISED. DAY OF TESTING WHERE SOME STUDENTS, SOME SCHOOLS MAY BE PREPPING STUDENTS.
SO THAT GOES BACK TO OUR SCHOOL TEST COORDINATOR TRAINING.
THAT GOES BACK TO US, ENSURING THAT WE'RE CLEARLY COMMUNICATING THOSE EXPECTATIONS.
THE ONLY DATA THAT WE COULD COLLECT AROUND THAT IS FEEDBACK FROM THIS GROUP AND FEEDBACK AT THE SCHOOL LEVEL.
WE HAVEN'T DONE A POST TESTING SURVEY.
WELL, I WOULDN'T SAY WE WOULDN'T, BUT WE IT HASN'T BEEN OUR PRACTICE THAT WE HAVE DONE THAT. BUT JUST SOMETHING ALONG THOSE LINES, MAYBE CHECK INS.
I'M NOT QUITE SURE EXACTLY WHAT THAT WOULD LOOK LIKE AT THIS POINT.
BUT IN TERMS OF THE COMMUNICATION PIECE, THAT'S DEFINITELY SOMETHING THAT OUR DEPARTMENT WILL WILL REVISIT WITH OUR SCHOOL TEST COORDINATORS TO ENSURE THAT THEY'RE CONSISTENT AND EQUITABLE. I SURE HOPE THAT, OK.
NOT REALLY, I MEAN, THAT'S WHAT I'M TRYING TO GET TO, IS OK.
WE OBVIOUSLY HAVE AN EQUITY ISSUE, RIGHT? I GUESS I SHOULD ASK, DO WE COLLECT DO YOU COLLECT DEMOGRAPHIC DATA FROM THE STUDENTS? SO YOU ANYONE TO ADDRESS THAT ONE? YEAH, THAT'S FINE. AND THEN IF YOU COLLECT THAT DATA, DO YOU BREAK THAT DATA DOWN INTO DIFFERENT COMPONENTS TO SEE WHO'S PERFORMING WELL IN WHAT AREA? SO THAT WHEN YOU MAKE YOUR DECISIONS, YOU COULD KNOW, OK, HOW DO I NEED TO IMPROVE BASED ON HOW, AS YOU SAY, YOU HAVE TO ADAPT TO CERTAIN TYPE OF STUDENTS, NOT JUST ENGLISH SPEAKERS, BUT ALL THE STUDENTS.
YOU NEED TO ADAPT TO CERTAIN ENVIRONMENTS, WHATEVER.
HOW DO YOU BREAK DOWN THE DATA INTO DIFFERENT COMPONENTS IF YOU DO COLLECT THE DATA? AND HOW IS IT STUDIED TO MAKE DECISIONS? THAT'S WHAT I'M ASKING. DOES THAT MAKE SENSE? MAKES PERFECT SENSE. I'M GOING TO TRY TO ANSWER THIS AS BEST AS I CAN SO I'M NOT THAT VERY LONG AGO WE HAD THE DEPARTMENT HAD AN EVALUATION, OUTSIDERS CAME IN, PROFESSIONAL OUTSIDERS CAME IN AND THEY EVALUATED THE TAG DEPARTMENT EXTENSIVELY.
AND A LOT OF THAT WAS GENERATED AROUND EVERYTHING AS IT RELATES TO ALL PARTS TEG AS WELL AS YOUNG SCHOLARS. AND IT WAS RELATED TO MORE INSTRUCTIONAL PRACTICES.
AND SO THE THE THE RECOMMENDATIONS, THEY MADE SOME ACCOMMODATIONS, BUT THEY MADE MANY RECOMMENDATIONS FOR IMPROVEMENT.
AND I KNOW FOR ME, SITTING IN THE SEAT OF THIS HAD AN INSTRUCTIONAL SPECIALIST.
THAT WAS ONE OF THE MAIN REASONS WHY I CAME OVER TO THE DEPARTMENT THAT HAS BEEN DRIVING ALL OF MY WORK EVER SINCE.
AND I CAN A LOT OF THEM, BUT I'LL GIVE YOU SOME OF THE BIGGER ONES.
I DIDN'T HAVE A CURRICULUM WHICH HAS A CURRICULUM.
NOW I'M STRENGTHENING ESTABLISHING A TITLE PIPELINE BETWEEN GOP SCHOLARS.
WELL, HONESTLY, THERE'S NOT SCHOLARS IS NOT A CLEAR PIPELINE FOR SAYING IT'S A TECH, BUT THEY DEFINITELY SHARE THE SAME CURRICULUM.
NOW THERE IS THE JIPÉ WAYAS CURRICULUM.
SO JIAH KIDS AND COLLEGE KIDS SHARE THE SAME FLEXIBLE CURRICULUM IN CLASSROOMS WHERE THEY
[00:55:03]
ARE OFTEN CLUSTERED TOGETHER.SO WE USE THAT DATA TO DRIVE THAT DECISION ALONG WITH MANY OTHERS, LIKE EXPANDING THE PROGRAM. AT ONE POINT, JAMES FALLOWS WAS ONLY GOING TO BE AT CERTAIN SCHOOLS.
IT IS NOW AT EVERY SCHOOL FALLING INTO A LINE WITH THAT EQUITY PIECE.
WHEN YOU TALK ABOUT THE LET'S SHIFT A LITTLE BIT AND I CAN GO BACK IF YOU WANT ME TO, BECAUSE MY MIND IS GEARED TOWARDS CURRICULUM, CURRICULUM, CURRICULUM.
THAT'S MOSTLY WHAT I WHAT I'VE DONE.
WE TALKING ABOUT NECESSITY DATA.
WE PRODUCE ANNUALLY SOMETHING CALLED A TECH INDICATOR REPORT.
AND THAT REPORT GIVES INFORMATION ON THAT INSTRUCTION.
I LIKE THE EVALUATION, BUT HE TALKS MORE ABOUT WHO DO YOU HAVE IN YOUR PROGRAM? AND SO THAT'S WHERE WE GET THAT'S WHERE WE GET THE UNDERSTANDING YEAR AFTER YEAR WHERE OUR WHERE OUR DISPARITIES LIE IN WHO ARE UNDERREPRESENTED GROUPS IN TERMS OF RACE OR ETHNICITY. AND SO THAT LETS US KNOW YEAR TO YEAR WHAT WE NEED TO IMPROVE UPON IT.
AND BASICALLY, THE TAG PROGRAM, AS IT STANDS RIGHT NOW IS WITH SIXTY TWO PERCENT WHITE.
THERE'S ALSO ANOTHER REPORT THAT JUST CAME OUT THAT ALSO TALKS ABOUT THAT, THE RACE AND ETHNICITY OF OUR TEACHERS.
SO PUTTING THOSE TWO REPORTS TOGETHER KIND OF GIVES US AN IDEA NOW THAT, OK, THESE ARE THE THESE ARE THIS IS THE BREAK OF THE KIDS.
WE HAVE A RACE AND ETHNICITY IN X.
THIS IS THE BREAKDOWN OF KIDS WE HAVE BASED ON RACE AND ETHNICITY IN THE PROGRAM.
NOW, WHAT DO THE TEACHERS LOOK LIKE WHO ARE TEACHING THESE KIDS? AND SO WE'RE GOING TO USE ALL OF THAT DATA TO MAKE BETTER DECISIONS AS WE REVISE THE LOCAL PLAN. AND I MEAN, I'VE ANSWERED EVERY SINGLE QUESTION THAT YOU HAVE HOPEFULLY GIVES YOU AN IDEA.
I DO WANT TO JUST TAKE A MINUTE FOR THOSE OF YOU THAT WERE NOT ON THE COMMITTEE TO REMIND YOU GUYS THAT IT WAS THIS COMMITTEE THAT ADVOCATED AND LOBBIED THE SCHOOL BOARD AND GOT THE PARENTS TO FUND TIANA'S POSITION AND TO FUND YOUNG SCHOLARS IN ALL ELEMENTARY SCHOOLS. SO THIS COMMITTEE DID THAT GOOD WORK AND WE WILL CONTINUE TO DO GOOD WORK.
BUT FOR THOSE WHO KNEW THAT, THAT WAS REALLY A PRETTY BIG DEAL AND SHEAMUS DONE AN AWESOME JOB. SO THANK YOU.
I THINK WE HAVE TWO LAST QUESTIONS.
I WANT TO BE COGNIZANT OF ANGIE'S TIME AND THE OTHER ITEMS WE NEED TO GET TO.
SO I THINK TZION HAS A QUESTION AND DAPHNE HAS A QUESTION.
WHY DON'T WE JUST TAKE THOSE TWO TZION IF YOU WANT TO GO FIRST AND THEN I THINK WE CAN.
YEAH LORD THERE'S ALSO ONE IN THE OTHER.
IT'S GOING TO TAKE THAT IN PUBLIC COMMENTS BECAUSE IT'S NOT DIRECTLY RELATED TO THE COGAT.
OK, MY QUESTION IS, I MEAN, I THINK SHE, AS I ASK ALREADY, BUT I JUST WANT TO MAKE SURE THAT THE WEST AND I KNOW THAT THE COMMUNICATION IS A CENTRAL OFFICE.
THEY DID SOME COMMUNICATION, DIFFERENT LANGUAGE AND FOR LANGUAGE, WHICH IS REALLY GOOD.
BUT THERE WAS THERE IS NO CONNECTION WITH PARENTS THAT THAT INFORMATION IS NOT GETTING TO THE PARENTS. SO I JUST WANT TO ASK, HOW ARE YOU GOING TO IMPROVE THAT CONNECTION, A SCHOOL TO THE PARENTS INSTEAD OF LIKE, OK, CENTRAL OFFICE? WE WE HAVE THIS.
BUT HOW MANY PARENTS ARE RECEIVING THIS INFORMATION? DID YOU DO THAT? I JUST WANT TO FIND OUT THAT THAT THAT WAS A BIG ISSUE FOR THE WEST END, AT LEAST WHAT I KNOW THERE WITH IT. AND THEN IF YOU ARE IN L'OEIL STUDENT, YOU'RE NOT BEING CONSIDERED FOR A TAG. AT LEAST WHAT I KNOW FOR THE LAST NINE YEARS COULD BE CHANGE RIGHT NOW.
BUT IF YOU ARE A LITTLE STUDENT, PROBABLY YOU WOULD BE.
THAT'S WHAT I WAS TOLD WAS MY OWN KIDS.
SO I JUST WANT TO FIND OUT A LITTLE BIT HOW DID YOU IMPROVE IT? WHAT IS YOUR FUTURE? AND I REALLY WANT TO KNOW THAT PART.
I, TOO, AM A WESTERN PARENT, SO I LOVE THE WEST END.
YOU KNOW, ONE OF THE THINGS I WAS THINKING ABOUT WHEN YOU ASKED YOUR FIRST QUESTION AROUND THE COMMUNICATION PIECE, I THINK ONE OF THE THINGS WE'VE LEARNED DURING COVID IS THAT WE COMMUNICATION IS ESSENTIAL.
WE DON'T HAVE OUR STUDENTS IN SCHOOL RIGHT NOW AND EMAIL IS NOT ENOUGH.
SO I KNOW THAT THERE HAVE BEEN LOTS OF OUTREACH EFFORTS THROUGH FAITH CENTERS AND OTHER
[01:00:07]
ORGANIZATIONS THAT THAT THAT WORK CLOSELY WITH SCHOOLS AND WITH FAMILIES.SO I THINK ON OUR END, THAT'S SOMETHING WE CAN CERTAINLY CONSIDER, ESPECIALLY AS IT RELATES TO OUR STUDENTS WHO DON'T SPEAK ENGLISH AS A FIRST LANGUAGE AND WHO MAY NEED SOME ADDITIONAL SUPPORTS AND GETTING COMMUNICATION.
IT'S CERTAINLY NOT ACCEPTABLE FOR SOME PARENTS TO RECEIVE THE COMMUNICATION AND SOME PARENTS TO NOT RECEIVE IT.
SO I AM PUTTING THAT ON ON MY LIST OF THINGS TO TACKLE FOR OUR FUTURE, NOT JUST FUTURE TEST ADMINISTRATIONS, BUT JUST THE WAY WE DO THINGS.
AND SO THAT'S CERTAINLY ONE OF OUR PRIORITIES.
TIANNA, THAT THAT SECOND QUESTION, I FEEL LIKE IS DOWN YOUR ALLEY.
IN TERMS OF COMMUNICATION, BUT CAN YOU REPEAT THE SECOND PART OF YOUR QUESTION ABOUT.
SO I AM A PARENT AND THEN I, I SPEAK A SECOND LANGUAGE, SO WE GO THROUGH WITH THE L'OEIL PROGRAM AS WELL BECAUSE I HAVE TWO KIDS.
ONE IS AN EAR IDENTIFYING A GIRL AND ONE IS NOT, WHICH IS WEIRD.
BUT WHEN I WAS TALKING ABOUT HAD THEY NOT EVEN CONSIDER IT A LITTLE STUDENT TO BE INTACT.
SO THAT WAS THERE'S A DISCONNECT INFORMATION, YOU KNOW.
AND THEN WAS THE STUDENT THEN NOT GIVING EXTRA TIME TO FINISH THEIR TEST OR EXAM IF YOU ARE TAKING FOR A TEST.
SO I'VE BEEN GOING THROUGH IT THE LAST NINE YEARS.
SO I KNOW IT NOT ONLY WITH MY KIDS, I SEEN IT WITH OTHER PEOPLE.
I AM THE ONE WHO WAS FEELING THE FORM FOR OTHER PARENTS AS WELL, BUT.
I JUST WANT TO KNOW WHAT YOU'RE GOING TO DO TO IMPROVE THAT PART FOR L'OEIL DISABILITY STUDENT AND EVEN FOR EVERY SINGLE DIFFERENT STUDENT.
NOT ONLY THAT L'OEIL AND DISABILITY, I JUST WANT TO EXTEND TO ALL STUDENTS.
HOW HOW ARE YOU GOING TO IMPROVE THAT PART? HOW ARE YOU GOING TO IDENTIFY STUDENT MORE STUDENT IN THE WEST BANK? I'M TALKING ABOUT WEST END.
WELL, I SAY THIS IN TERMS OF WHAT YOU JUST SUGGESTED IN TERMS OF MAKING MAKING BETTER ACCOMMODATIONS FOR OUR CHILDREN.
I'M JUST GOING TO GO AHEAD ON AND TALK ABOUT THOSE KIDS AS WELL.
THAT'S DEFINITELY SOMETHING THAT IF IT'S NOT ALREADY IN THE LOCAL PLAN, EVEN IF IT IS, WE'RE GOING TO MAKE SURE THAT WE DO WHAT WE CAN WITHIN OUR POWER TO TO TO GO AT IT AND MAKE THAT SOMETHING THAT'S LESS PREVALENT AND THAT'S PRACTICED AT THE SCHOOL LEVEL.
WHAT I'VE DONE IN MY ROLE AS A SPECIALIST WAS I TRIED TO GO TO THE PEOPLE WHO WOULDN'T COME TO ME. SO WE GO WE ALWAYS DO OUR NIGHT AT OUR SCHOOLS.
BUT LET'S BE HONEST, THE PARENTS THAT CAN COME ARE THE ONES THAT DON'T HAVE TO WORK AT NIGHT. THEY DON'T WORK THE NIGHT SHIFT OR MAYBE THEY DON'T WORK AT ALL.
AND THEY HAVE THAT TIME, BUT A LOT OF TIME.
THOSE ARE THE PARENTS OF THE KIDS WHO ARE NOT PART OF THAT.
I MEAN, THEY ARE PART OF THAT LIKE, UNDERREPRESENTED GROUP.
SO I'M TRYING TO GET THE ONES WHO, YOU KNOW, ARE PART OF THAT, THE PARENTS OR THOSE KIDS THAT ARE PART OF THAT UNDERREPRESENTED GROUP.
SO HOW DO YOU DO THAT? I HAD A FEW MEETINGS LAST YEAR AT CASA CHILLAGOE, AND SO I WAS JUST BRINGING THIS THING TO THEM.
AND BASICALLY I WAS CATCHING ON.
WHEN YOU WERE LIKE PICKING UP YOUR KIDS, I HAD HOOKED IT UP WITH THE LADY OVER THERE OR GOT HER NAME AS WELL. SO I THINK IT WAS.
AND WHEN YOU WOULD COME PICK UP YOUR KIDS LIKE THERE I WAS TALKING A LITTLE BIT ABOUT THE PROGRAM BECAUSE NO. ONE WHAT I'M FIGURING OUT IS PEOPLE JUST DON'T KNOW, LET'S START THERE. THEY JUST DON'T KNOW.
AND SOME OF THEM MAY BE UNDER THE MISCONCEPTION THAT ONLY THE TEACHER CAN DO IT.
EVEN YOUR OWN KID CAN REFER TO THEMSELVES.
SO, FIRST OF ALL, WE HAVE TO EMPOWER PEOPLE WITH KNOWLEDGE, UNDERSTANDING WHAT THIS THING IS. YOU KNOW, HOW YOU CAN GET A PIECE OF IT IS WHAT'S AVAILABLE FOR YOU.
SO DOING MORE OF THAT, GOING TO WHERE PEOPLE ARE.
ANOTHER REALLY NEAT IDEA, AND I DID SOME OF IT.
DID I DO AS MUCH OF IT AS I COULD? NO, DIDN'T. AND SO I WANT TO BE ABLE TO DO MORE OF THAT NEXT YEAR OR WHENEVER WE ALLOW THE TESTING TO BE IN FRONT OF EACH OTHER.
EVEN IF NOT, I CAN DO WEBINARS, LOTS OF THOSE VIA THE COMPUTER.
THE SECOND THING IS THIS TINY LITTLE SLIP IN QUICK WAYS TO PUT THE INFORMATION OUT THERE.
YOU KNOW, AT THE BEGINNING OF THE YEAR, WHEN WE GET THESE PACKETS OF THAT, THE WHOLE
[01:05:03]
PACKET HAS EVERYTHING, THE FREE LUNCH STUFF AND ALL THIS INFORMATION.AND WE JUST PARENTS, WHY IS THERE NOT SOMETHING IN THERE ABOUT HOW WHERE THE TELEGRAPH IS? THIS IS YOU KNOW, THESE ARE THE SERVICES WE PROVIDE.
THIS IS HOW YOU CAN GET YOUR CHILD, YOU KNOW, ON OUR RADAR FOR ELIGIBILITY.
AND SO THOSE ARE SUGGESTIONS THAT I MADE SOME OF MY PREDECESSORS.
AND SO HOPEFULLY WHOEVER TAKES THE SEAT, WE CAN WORK TOGETHER AND WE CAN DO SIMPLE THINGS LIKE THAT THAT WILL AT LEAST MAKE A DIFFERENCE IN GETTING THE INFORMATION OUT.
THAT'S STEP ONE. AND, YES, REVISING THEIR PLAN.
AND I DON'T HAVE ALL THE ANSWERS YET TO HOW WE'RE GOING TO JUST DO THIS.
BUT I GUESS THAT ONE WOULD BE A LISTEN TO WHAT YOU SAID IN TERMS OF TESTING.
AND I SUPPOSE WHEN KIDS FIND OUT WHAT CAN WE DO TO GIVE THEM TO MAKE IT MORE EQUITABLE FOR THEM WHEN THEY'RE TAKING THESE ASSESSMENTS.
SO THAT'S THAT'S MY MY, MY, MY, NO, MY NO CHILD SHOULD BE ALL RIGHT.
KIND OF SAYING. I MEAN, I KNOW THAT WHEN THEY ARE TAKING A SOIL, THEY GIVE THEM EXTRA TIME THAT COULD BE APPLIED FOR TAG AS WELL.
THAT WILL HELP FOR THAT, I'M THINKING.
SO I WOULD DEFINITELY CONSIDER IT IF WE AND IF WE CAN DO IT, I MEAN, AND IT'S CONSIDERED EQUITABLE IN THE GRAND SCHEME OF THINGS, BUT I DON'T SEE WHY WOULDN'T I BE WOULD WE'RE OPEN TO ENTERTAINING THE IDEA? ABSOLUTELY. WE WANT TO HELP CHILDREN, ALL THESE KIDS.
I WAS GOING TO GIVE IT TO YOU AND SAY, DO YOU HAVE A QUESTION BEFORE I ARE GOING TO BE REALLY QUICK? AND, YOU KNOW, I LOVE THAT POINT THAT YOU MADE ABOUT COMMUNITY OUTREACH.
AND I THINK THAT THAT AT THE END OF THE DAY, AT THE END OF THE DAY, THAT'S THE BOTTOM LINE, RIGHT? GIVING PARENTS THE INFORMATION THAT THEY NEED.
ANOTHER JUST CLARIFICATION ON THE SLIDE.
WHEN ANGIE WAS GOING THROUGH, SHE YOU MENTIONED THAT THE TESTING WAS JUST A SCREENER AND MY CORRECT.
YOU KNOW, I MEAN, IT'S NOT JUST THE SCREENER, BUT IT IS A SCREENER.
SO WHEN WHAT IF I BOMB IT AND BUT BUT I DO.
WHAT IF YOU BOMB THIS TEST AND YOU DO YOU ESTABLISH LOCAL NORMS LIKE DR.
PLUCKER SUGGESTED AND YOU'RE AT THE TOP THERE.
WHAT HAPPENS? WELL, THAT THAT'S DIFFERENT IF YOU GET RID OF THE STUFF AND WE GO WITH BUILDING NORMS THAT SHIFT TO SOMETHING DIFFERENT, WHICH IN MANY PEOPLE'S EYES CAN BE SEEN AS MORE EQUITABLE BECAUSE NOW YOU'RE NOT BEING HELD TO EVERYBODY'S NOT BEING HELD TO LIKE THIS ONE.
NO. AND THEY OTHER SORT OF AN ADJUSTMENT.
RIGHT, BASED ON THE BUILDING THAT YOU'RE IN AND IT'S PROS, THE CONS TO EVERYTHING.
AND WE'RE WILLING TO ENTERTAIN THE IDEA OF BUILDING MORE.
I MEAN, YOU CAN HAVE TESTING, BUT I THINK THAT MAYBE DYNAMIC ASSESSMENT FOR THOSE STUDENTS WHO COME FROM CULTURALLY AND LINGUISTICALLY DIVERSE BACKGROUNDS, BECAUSE IF I'M JUST COMING HERE FROM ANOTHER COUNTRY, EVEN IF YOU'RE LOOKING AT NON-VERBAL TESTING ABILITY LIKE THE TEST, THE TEST FORMAT ITSELF IS BIASED TO ME BECAUSE I'M NOT USED TO IT.
AND SO WE NEED TO UP IF IF A STUDENT WERE TO TOTALLY BOMB THE COGAT, THAT OR THE PARENT OR THE TEACHER OR EVEN THE STUDENT CAN ACTUALLY APPEAL.
IT IS AN OPPORTUNITY FOR THAT STUDENT.
I'M NOT I DON'T COMPLETELY KNOW HOW IT WORKS, BUT IF YOU GO THROUGH THE REFERRAL PROCESS, THERE'S AN OPPORTUNITY, I BELIEVE, FOR THE STUDENT TO RETAKE THE TEST, PARTICULARLY IF THE TEACHER SAYS, I KNOW THIS DOES NOT REFLECT THE PERFORMANCE OF JOTSPOT.
AND BECAUSE THEN I DO KNOW LIKE A TEST IS ONE DAY AND IT'S A TEST AND SOMEBODY CAN HAVE A REALLY BAD DAY. AND I THINK ANGIE HAD THAT ON HER SLIDE, LIKE IT SAID, ILLNESS.
I MEAN, THE STUDENT MAY HAVE DONE BAD BECAUSE THEY WERE GETTING SICK OR SOMETHING.
SO I DO KNOW WHEN THAT REFERRAL PROCESS THERE IS AN OPPORTUNITY FOR THEM TO I DON'T KNOW IF IT WOULD BE RETAKING THE COGAT OR POSSIBLY THAT, BUT THERE ARE OPPORTUNITIES FOR THEM TO TAKE OTHER TESTS.
AND I THINK THEY WOULD DO WHAT THEY WANT TO KNOW ABOUT THAT OPPORTUNITY.
AND I WANT TO CLEAR SOMETHING UP.
THANK YOU, LAURA, FOR BRINGING THAT UP.
EVERYBODY HAS AN OPPORTUNITY TO APPEAL.
SO IF THE OUTCOME AT THE ELIGIBILITY IS NOT WHAT THE PARENT DESIRES OR THINKS, THEY THINK WE OVERLOOK SOMETHING OR WHATEVER WE KID HAVE A BAD DAY TESTING YOU 10 DAYS AFTER THE DECISION HAS BEEN MADE TO FILE AN APPEAL AND EVERYBODY HAS THE RIGHT TO APPEAL AND
[01:10:01]
DIFFERENT THINGS ARE DIFFERENT BECAUSE EVERY SITUATION IS DIFFERENT.A DIFFERENT TEST MAY BE GIVEN FOR SOME KIDS THEY DON'T TO DO GREAT ON THE TEST.
WELL, MAYBE IT WAS THE RATINGS OR THE WORST PROBLEM.
THEY DIDN'T GET IT THAT THREE THAT THEY NEEDED.
OUT OF ALL THE METRICS, WE GO LOOK AT OTHER THINGS.
I KNOW YOU HAVE GREAT QUESTIONS AND THIS IS NOT A PERFECT PROCESS.
AND SO FORUMS LIKE THIS ARE ABSOLUTELY FABULOUS BECAUSE IT PUTS IT PUTS SO MANY DIFFERENT THINGS ON OUR MINDS THAT WE NEED TO CONSIDER TO TRY TO MAKE THINGS BETTER.
SO I THINK I'VE BEEN THROUGH IT SOMETIMES THE CASE NOT DOING THE DAY'S NOT DOING GREAT AND TASTE. SO I KNOW THAT DONNA HAS ANOTHER TASTE FOR KIDS.
I THINK THREE THREE DIFFERENT KINDS OF TASTES BESIDES JUST TASTE.
I COULDN'T FIND A PAPER, BUT THERE IS ANOTHER TASTE.
THEY CAN TEST THEM BEFORE YOU APPEAL.
SO YOU HAVE, I THINK, TWO OR THREE CHANCE RIGHT THERE.
AND I BELIEVE IF I REMEMBER, THAT'S WHAT HAPPENED TO MY DAUGHTER.
AND THERE ARE MANY THERE ARE LOTS OF DIFFERENT ABILITY AND ACHIEVEMENT TESTS WHICH ARE GREAT. AND LIKE I SAID, EVERY ASSET ON THE APPEAL BOARD AND EVERY APPEAL IS DIFFERENT BECAUSE EVERY CHILD IS DIFFERENT EVERY DAY.
AND BASED ON WHAT THE NEED IS, WE TRY TO FIND WHATEVER THE ALTERNATIVE IS TO MAKE SURE THAT IT WASN'T AN OVERSIGHT ON OUR PART.
SO THERE ARE OTHER TYPES OF ABILITY AND ACHIEVEMENT ACHIEVEMENTS THAT WE CAN DO.
CAN I JUST MAKE ONE REALLY QUICK COMMENT ON COMMUNICATION? JUST JUST A FEEDBACK POINT THAT RELATES TO THIS, WHICH IS THAT I JUST WANTED TO SORT OF ENCOURAGE YOU ALL TO THINK ABOUT REALLY ON THE COMMUNICATIONS PIECE, ENCOURAGING PEOPLE TO DO REFERRALS LIKE IN FOURTH GRADE, ESPECIALLY BECAUSE I THINK THAT WHAT HAPPENS, AT LEAST MY SENSE IS THAT THERE'S SORT OF THIS EXPECTATION THAT IF YOU AREN'T AUTOMATICALLY REFERRED, YOU SOMEHOW DON'T BELONG IN TAG.
AND LIKE IT VERY WELL MAY BE THAT YOU JUST HAD A BAD TEST DAY.
AND MY UNDERSTANDING, AND CORRECT ME IF I'M WRONG, IS THAT THE WAY TO GET ACCESS TO THOSE ADDITIONAL OPPORTUNITIES TO TEST IS TO REFER AT THE BEGINNING OF FOURTH GRADE.
LIKE IF YOU'RE NOT AUTOMATICALLY REFERRED, THEN YOUR PROCESS IS TO DO A REFERRAL.
WELL, YOU SHOULD USE THE ADDITIONAL OPPORTUNITIES TO TEST WHAT DO YOU MEAN? WELL, I GUESS IF YOU NEED A TEST SCORE AND YOUR KID SO I HAVE A KID WHO JUST COMPLETELY BOMBED THE CODE. RIGHT. I MEAN, SHE JUST DIDN'T FINISH IT.
AND SO AND WE DIDN'T END UP PURSUING IT.
BUT MY POINT IS, LIKE, SHE HAD A BAD DAY, SO SHE WAS INJIA.
SO MY UNDERSTANDING WAS WE COULD REFER HER IN THE FALL, BUT SHE STILL WOULDN'T HAVE A CONTACT SPORT. RIGHT.
AND SO THEN SHE WOULD NEED A SCORE IN ORDER TO QUALIFY FOR F.A.A..
AND SO MY POINT IN SORT OF ALL OF THIS IS ACTUALLY A LARGER ONE, WHICH IS JUST THAT IN THE COMMUNICATIONS PIECE THAT THIS OPPORTUNITY FOR SELF STUDENT REFERRAL, PARENT REFERRAL, TEACHER REFERRAL, REALLY, I FEEL LIKE SHOULD BE EMPHASIZED BECAUSE I, I GET THE SENSE A LOT OF TIMES THAT THAT'S SORT OF SEEN AS A SECOND TIER AND I REALLY FEEL LIKE IT SHOULDN'T BE. AND THAT THAT OPPORTUNITY TO HAVE SORT OF THAT ALTERNATIVE OPPORTUNITY TO DEMONSTRATE YOUR YOUR ABILITY FOR TAG IS REALLY IMPORTANT, PARTICULARLY FOR KIDS WHO FOR SORT OF WHATEVER REASON, DIDN'T DO WELL IN THE.
I UNDERSTAND, YEAH, AND YOU'RE RIGHT, SO YOU'RE IN THAT SITUATION, THE REFERRAL WOULD GIVE THE STUDENT AN OPPORTUNITY TO GET TESTED BECAUSE, YOU KNOW, AND IT WOULD BE PROBABLY A DIFFERENT TEST, WOULD BE A DIFFERENT TEST ONE DAY.
YEAH. AND YEAH, I'M JUST SAYING WE DO WE WANT YOU GUYS TO HAVE CONFIDENCE THAT WE CAN BECAUSE WE HAVE EXCELLENT TEACHERS AND WE WANT YOU TO HAVE CONFIDENCE IN THE FACT THAT OUR PEOPLE ARE LOOKING FOR THESE KIDS AS HARD AS WE CAN.
BUT PROMOTING ADVOCACY IS IMPORTANT AS WELL.
YOU WANT A CHILD. SO I ABSOLUTELY AGREE.
ALL RIGHT, ANGIE, THANK YOU SO MUCH FOR JOINING US.
I'LL FOLLOW UP WITH YOU, BUT IT WAS A PLEASURE.
IF YOU'RE ABLE TO SEND THE SLIDES, I'LL CIRCULATE THEM TO THE COMMITTEE.
THANK YOU ALL. HAVE A GREAT EVENING AND A GREAT WINTER BREAK.
HOPEFULLY YOU HAVE AN OPPORTUNITY TO REST.
I'M GOING TO I'M GOING TO TRY TO MOVE THIS ALONG BECAUSE WE WENT OVER A LITTLE BIT, WHICH IS TOTALLY FINE. BUT I'VE GOT STAFF UPDATE.
[Staff Update]
[01:15:05]
SO, TEYANA, DR.MANN, HOWEVER YOU GUYS WANT TO DO IT, MAYBE I'M THINKING PORTFOLIO PROCESS.
ANY FEEDBACK ON THAT SCOPE OF WORK WHERE OUR SCOPE OF WORK IS? ANYTHING ELSE YOU CAN PROVIDE WOULD BE GREAT.
WELL, THAT DEMAND THAT YOU WANT TO GIVE THE STAFF OF THE FIRST OR IF NOT, I CAN ANSWER QUESTIONS ABOUT THE PORTFOLIO PROCESS.
DOES ANYBODY HAVE ANY QUESTIONS? WELL, IT'S MOSTLY JUST IF THERE'S ANY UPDATES, I MEAN, I ASSUME IT'S MOVING ALONG.
OH, YES, IT'S ABSOLUTELY MOVING ALONG.
TEACHERS ARE COMPLAINING PORTFOLIOS.
WE ARE GATHERING OUR EVALUATION COMMITTEE FOR SCORING.
AND THAT TEAM IS GONNA BE COMPRISED OF TEACHERS WHO SPEND MORE TIME AND WE WANT TO GROUP THEM ACCORDINGLY.
SCHOOLS ARE NOT GOING TO WHATEVER SCHOOL YOU'RE FROM, GOING TO BE ABLE TO EVALUATE THE VALUE FROM YOUR SCHOOL.
SO WE HAVE METRICS IN PLACE TO KEEP THINGS FAIR AND EQUITABLE.
THAT PROCESS IS MOVING RIGHT ALONG.
AND WHAT ABOUT OUR SCOPE OF WORK, IS THERE ANY UPDATE ON.
IF THAT'S GOING BEFORE THE SCHOOL BOARD OR I MEAN, I KNOW IT, I THINK IT HAS TO GO UP TO DR. HUTCHINGS.
YES, THE LAST I REMEMBER WITH DR.
MOZINGO AND HER, IT'S IT'S MADE IT THROUGH THE LAYERS, AS YOU ARE WELL AWARE, AND MORE.
I THINK WE WERE JUST CHECKING WITH SUSAN.
IT'S NOW I DON'T KNOW IF YOU KNOW WHERE IT WAS ON THE AGENDA, IF IT WAS ADDED BACK IN, THAT WAS THE NEXT STEP THAT WE WERE FIGHTING.
SO I DON'T THINK WE'RE COMING BACK TO THE GROUP TO SAY ANYTHING ELSE.
I THINK WHEN I WAS JUST GETTING TO THE FORMALITY OF GETTING ON THE AGENDA AGAIN.
I DID NOT I'M ACTUALLY LOOKING AT THE AGENDA RIGHT NOW, AS WE PUT IT BACK ON.
OK, NO WORRIES, WE CAN KEEP GOING.
ALL RIGHT, I WANT TO JUST REAL QUICKLY TALK ABOUT THE MINUTES AND THEN I DID HAVE A LITTLE BIT OF OPEN DISCUSSION.
AND I KNOW WE'VE GOT ONE PUBLIC COMMENT, SO I'LL BRING THE PUBLIC COMMENT FORWARD AFTER WE APPROVE THE MINUTES.
DID YOU GUYS HAVE A CHANCE TO READ OVER THE NOVEMBER 17TH MINUTES? AND DID YOU HAVE ANY FEEDBACK? HANDS COMMENTS.
WENT TO. YES, DOCTORAND I'M SORRY, IN THE STEP UPDATE, THERE ARE TWO THINGS THAT I HAD WRITTEN DOWN AND I FORGOT TO GO OVER IF I CAN GO BACK FOR ONE SESSION ON THURSDAY.
THERE ARE A GROUP OF US DOING A PRESENTATION ON ACADEMIC DISPARITIES.
I THINK IT'S CALLED MIDDLE SCHOOL HONORS, BUT IT'S NOW TALENTED AND GIFTED.
MIDDLE SCHOOL HONORS, AP, D.C.
AND SO JUST TO GIVE THE TIGER A HEADS UP THAT THERE ARE, I THINK, THREE SLIDES THAT TIANA'S IS GOING OVER ON BEHALF OF TAG, LOOKING AT DATA THAT YOU ARE WELL AWARE THAT WE HAVE OF DISPARITIES ISSUE THERE.
AND BECAUSE THE DATA WERE ALREADY THE TWENTY, EIGHTEEN, TWENTY, NINETEEN TWENTY, NOT A TON OF IT, BUT JUST THE NUMBERS OF IDENTIFICATION FOR WHITE STUDENTS AND SPECIAL POPULATIONS WILL BE IN THAT PRESENTATION.
AND THEN WE ARE IN THE PROCESS OF INTERVIEWING FOR DONNA'S REPLACEMENT.
I CAN'T TELL THE GROUP THAT THE FIRST ROUND IS ON FRIDAY.
AND THEN ALSO I'D JUST LIKE TO PUT OUT TO THE GROUP IF THERE'S A BURNING QUESTION THAT YOU WOULD LIKE US TO CONSIDER AS WE CONTINUE TO FORMULATE THOSE QUESTIONS.
IF YOU'LL JUST EMAIL ME THOSE, I'M ASSUMING EVERYONE KNOWS HOW TO REACH ME VIA EMAIL, BUT YOU CAN JUST SHOOT ME THAT THERE'S NO PRESSURE.
BUT ALSO WE WILL HAVE MULTIPLE ROUNDS.
IF WE DON'T USE THIS ROUND, WE COULD USE IT IN THE SECOND ROUND.
ALL RIGHT. NOVEMBER, NOVEMBER, 17TH MINUTES.
[TAGAC Business Items]
DID ANYBODY HAVE ANY EDITS TO THIS? RAISE YOUR HAND.NOW, CAN I GET A MOTION TO APPROVE THE NOVEMBER 17TH MINUTES, PLEASE? I THINK IT'S AWESOME. ALL RIGHT, LET ME ROLL CALL IT REAL QUICK.
[01:20:04]
LEE. APPROVE, KATHLEEN.SHE WAS NEXT ON THE LIST, EMILY.
OK, SO THE NOVEMBER 17 MINUTES ARE ADOPTED, THE DECEMBER 8TH MINUTES, THEY WERE PRETTY EXTENSIVE. ARE THERE ANY CHANGES TO THESE? OK, CAN I GET SOMEONE TO APPROACH? CAN SOMEONE MAKE A MOTION TO APPROVE THE DEC MINUTES, PLEASE? MOTION TO APPROVE THE DECEMBER 8TH, WHAT THEY DECEMBER EIGHT, EIGHT MINUTES.
KATHLEEN, YES, THE PROOF, EMILY, THE PROOF RECY. APPROVED, DAPHNE, APPROVED MARK.
APPROVE, JULIA, APPROVE, ATIA.
APPROVE, SORRY, ZION, YES, OK, GREAT, SO WE WILL ADOPT THE DECEMBER EIGHT MINUTES.
OK, SO WE DID HAVE A QUESTION OF PUBLIC COMMENT.
[Public Comments]
FROM MIKE, AND THE QUESTION IS, WITH THE DISPARITY OF MINORITY STUDENTS ENROLLED IN THE TED PROGRAM COMPARED TO WHITE STUDENTS, THERE WERE RECOMMENDATIONS TO HELP WITH THE IDENTIFICATION OF MINORITY STUDENTS.THE TAG EVALUATION REPORT RECOMMENDED LOWERING TEST SCORES TO INCREASE THE NUMBERS OF MINORITY STUDENTS TO HELP WITH THE SUBJECTIVITY OF IDENTIFYING STUDENTS.
CAN YOU PLEASE ADDRESS THE EVALUATION RECOMMENDATIONS? THERE WERE A LOT OF RECOMMENDATIONS.
I THINK IT WAS LIKE TWENTY FOUR OR SOMETHING LIKE THAT IF YOU BROKE IT DOWN.
I KNOW THAT THERE HAD BEEN DISCUSSION AND YOU HEARD SOME OF THE DISCUSSION TONIGHT AROUND TESTING AND PERCENTAGES AND WHAT WE'RE DOING IN THE DISTRICT.
I KNOW THAT THERE HAVE BEEN CONSIDERATIONS LIKE RIGHT NOW, TIANA MENTIONED FOR THE COGAT THAT IT WAS A NINETY FIFTH PERCENTILE WAS BASICALLY KIND OF THE AUTOMATIC REFERRAL JUST FOR THAT PARTICULAR TEST.
I KNOW THEY'VE LOOKED AT IF YOU BROUGHT IT DOWN TO NINETY TWO PERCENT ACROSS THE DISTRICT, BUT AGAIN, THAT WOULD OVERALL JUST INCREASE A LARGER NUMBER OF STUDENTS IN THE PROGRAM. AND THEN THE OTHER THING THAT HAS BEEN TALKED ABOUT IS LOCAL NORMS. SO THERE'S A DIFFERENT SCHOOL TO SCHOOL SO THAT NINETY SIX PERCENT AT ONE SCHOOL WOULD LOOK DIFFERENT THAN IT WOULD AT ANOTHER.
AND THAT'S THE LOCAL NORM APPROACH.
SO, I MEAN, AT THIS POINT, I DON'T THINK WE HAVE A DEFINITIVE ANSWER ON THAT.
AND THERE WERE A LOT OF RECOMMENDATIONS.
SO HOPEFULLY THAT ANSWERED YOUR QUESTION.
HE ALSO SAID THERE WAS A MENTION OF REVISING THE LIST OF GIFTED AND TALENTED STUDENT CHARACTERISTICS TO INCLUDE CHARACTERISTICS OF UNDERSERVED STUDENTS.
CAN YOU PLEASE SPEAK TO THE SOURCE OF THESE CHARACTERISTICS? I, I AM I DON'T RECALL THIS FROM THE REPORT.
I'M NOT SAYING THAT IT WASN'T THERE, BUT IT'S A THREE HUNDRED PAGE REPORT.
IT'S BEEN A WHILE SINCE I READ IT.
I DON'T KNOW, TEYANA, IF YOU HAVE ANY COMMENTS ON THAT OR POSSIBLY LEE, IF YOU REMEMBER THAT FROM THE REPORT, I DON'T REMEMBER THAT PIECE.
SO I DON'T REMEMBER THAT PIECE, BUT I DO KNOW THAT WE HAVE A LIST OF CHARACTERISTICS OF
[01:25:06]
GIFTED STUDENTS AND WE HAVE A TRADITIONAL ONE THAT WE'VE WE'VE USED ON MANY OF THE PRESENTATIONS THAT GO EVERY EVERY YEAR TO THE SCHOOLS.AND THE ONE THAT I CAN THINK OF HAS GIFTED VERSUS GOOD AT SCHOOL.
TIANNA, DO YOU KNOW WHICH ONE I'M REFERRING TO, IT'S THE SLIDE WE LIVE ON EVERY YEAR, EVERY YEAR FOR NEW TEACHER ORIENTATION IN ITS GIFTED STUDENTS VERSUS WHAT'S THE DIFFERENCE BETWEEN BEING GIFTED AND BEING BRIGHT? RIGHT. THANK YOU.
A HIGH ACHIEVING, HIGH ACHIEVING YEAR.
I DID MY BEST TO ANSWER THE QUESTION, YOU CAN CERTAINLY FOLLOW UP WITH ME DIRECTLY AND I'M HAPPY TO ANSWER YOUR QUESTION OR GET OR HELP FIND THE INFORMATION.
AND I THINK MY EMAIL IS I THINK I'M ON THE TAGAQ WEBSITE, BUT YOU CAN JUST SEARCH ROSE ON THE WEBSITE AND MY CONTACT INFORMATION SHOULD BE THERE.
OK, I WANTED TO MOVE INTO OPEN DISCUSSION.
[Open Discussion]
THE FIRST ITEM IS THAT I SENT AROUND THE COMMITTEE.I BELIEVE DAPHNE ACTUALLY BEEN THE ONE THAT REQUESTED IT, BUT IT WAS THE BREAKDOWN OF TEACHERS. SO I INCLUDED THIS IN THE PACKET THAT I SENT TO YOU GUYS LAST THURSDAY FOR THIS MEETING. THIS IS WHAT WE GOT BACK FROM THE DEPARTMENT THAT SAYS DIVISION WIDE TOTAL CLASSROOM TEACHERS.
WHAT'S THE PERCENTAGE? ASIAN, BLACK, HISPANIC, OTHER AND WHITE.
AND THEN IT BREAKS DOWN AND GIVES US FOUR TAG HONORS, AP AND DUAL ENROLLMENT.
IT GIVES US SOME NUMBERS AS WELL.
SO THIS IS WHAT AND BASICALLY THEY LOOK EXACTLY THE SAME.
SO I'M NOT QUITE SURE WHAT WE WANT TO DO WITH THIS OR IF YOU GUYS HAVE COMMENTS, BUT I THOUGHT I WOULD START OUR OPENING DISCUSSION DISCUSSION WITH THAT PIECE.
THERE'S NO TIME LIMIT, LET ME PULL THAT DATA UP AGAIN.
MAYBE I SHOULD LOOK AT IT COMPLETELY BECAUSE IT SEEMED LIKE IT WAS LIKE THE OVERALL, LIKE DEMOGRAPHICS AND NOT BROKEN DOWN.
AND SO WHEN I LOOKED AT IT INITIALLY, IT REALLY DIDN'T.
MIGHT ANSWER THE QUESTIONS THAT I HAVE, BUT MAYBE I DIDN'T LOOK AT IT.
I BELIEVE I BELIEVE IT DOESN'T HAVE SPECIFICS, OK, FROM THE TIME IT SAYS WHAT THEIR PERCENTAGES ARE NOT AVAILABLE FOR TAG HONORS AP AND THIS IS JUST THE DEMOGRAPHICS OF THE TEACHERS IN CPS, I BELIEVE.
SO IT DIDN'T REALLY ANSWER MY QUESTION.
SO DO THIS, SO WHEN THEY SAY THAT THEIR DATA SELF REPORTED, IT'S THAT THE TEACHERS ARE NOT NECESSARILY SO THE DATA WOULDN'T BE ENTIRELY ACCURATE ANYWAYS.
READ THE PIECE WAS IF YOU ADDED THE TAG, LICENSED EMPLOYEES IS 20, WITH THE HONORS TEACHERS OF ONE HUNDRED SIXTY THREE, THE AP OF FORTY EIGHT, DUAL ENROLLMENT OF TWENTY NINE, YOU GET A TOTAL OF TWO HUNDRED AND FIFTY TWO.
AND THEN THEY BREAK ALL OF THAT OUT BY PERCENTAGE BECAUSE THAT'S HOW I UNDERSTOOD THIS.
TEYANA, I DON'T MAYBE YOU CAN SPEAK TO THE.
AND I THINK WHAT THEY'RE SAYING IS BECAUSE WE'RE ONLY 20, TEN TEACHERS.
LIKE. I GUESS IT WOULD BE TOO IDENTIFIABLE.
I DON'T KNOW, I CAN TELL YOU AT MY ELEMENTARY SCHOOL, ONE OF THE TEACHERS IS AFRICAN-AMERICAN AND ONE OF THEM IS ASIAN, SO I CAN REPORT THAT THAT'S ALL I KNOW FOR MY OWN. I MEAN, WE LITERALLY MIGHT HAVE TO DO IT THAT WAY BY ELEMENTARY SCHOOL TO FIGURE IT OUT. BUT THAT'S HOW I UNDERSTOOD THE DATA, IS THAT THEY WANTED TO GET A DECENT POOL.
SO THEY THEY TOOK HONORS, AP AND DUAL ENROLLMENT.
AND IT ALSO DOESN'T GIVE US A GOOD INSIGHT, LIKE ON THE AP CLASSES, THERE'S ONLY FORTY EIGHT TEACHERS. BUT ARE ALL OF THOSE TEACHERS.
SO JUST LOOK AT WHAT ARE YOUR EXPERIENCES.
YEAH, SO I I THINK I HAVE TO BE QUITE FRANK, MOST OF THE TEACHERS ARE WHITE.
I THINK IT MIGHT BE A LITTLE BIT DIFFERENT.
BUT I THINK FOR THE MOST PART, MY EXPERIENCE AND MY PEERS EXPERIENCE HAS BEEN MOSTLY AP TEACHERS WHO ARE WHITE AND WHICH HAS BROUGHT A LOT OF UNCOMFORTABLE AND PEOPLE JUST NOT FEELING REPRESENTED IN AP COURSES.
SO I THINK THAT IT WOULD HAVE BEEN NICE TO SEE A DISTRIBUTION THERE BETWEEN TAG HONORS
[01:30:03]
AND AP AND SEE IF MAYBE HONORS WAS A LITTLE BIT BETTER.BUT I THINK FROM WHAT I'VE SEEN ON THE AP, AND IT'S JUST NOT IT'S NOT AN EQUAL DISTRIBUTION.
CAN I SHARE A TECH OBSERVATION JUST BECAUSE I JUST DID THIS WHEN YOU WERE GOING THROUGH LAURA, THE THE LICENSED CLASSROOM EMPLOYEES TAG HONORS AP, AND I COULDN'T ACTUALLY SEE THAT IN MY EMAIL UNTIL I OPENED THE DOCUMENT SEPARATELY LIKE THAT DIDN'T APPEAR.
SO IF ANYONE IS HAVING THAT ISSUE, THAT THAT MIGHT BE PART OF IT, TOO.
SO I GUESS WE CAN JUST NOTE TO DR.
MANN AND TIANA, THANK YOU FOR THAT.
I MEAN, DONNA INITIALLY PUT THE REQUEST, SIR.
THANK YOU FOR PUTTING THE REQUEST THROUGH.
IT'S NOT EXACTLY TELLING US WHAT WE HOPE TO LEARN.
I THINK WE KIND OF ALREADY KNOW THE ANSWERS ANYWAYS.
MANN SAID THEY'RE ALREADY HAVING A MEETING AND THAT THIS IS ONE OF THE ITEMS THAT WILL BE DISCUSSED WHEN THEY'RE TALKING ABOUT.
LOOKING AT THE YOU HAD A WORD, HE HAD A WORD FOR IT, BUT I FORGET WHAT IT IS, BUT THAT MEETING IS HAPPENING THIS WEEK AND I IMAGINE THAT THAT THIS WILL BE A PIECE OF IT BECAUSE THEY WERE REFERENCING THIS REPORT.
SO WE WON'T TALK ABOUT THE MAKEUP OF THE TEACHERS PER SAY THAT WILL BE ONE OF THE ACTION ITEMS MOVING FORWARD, BUT IN THE PRESENTATION, THERE'S NOT AN EXPLICIT DATA POINT ON THE MAKEUP OF THE ACTUAL TEACHERS, BUT THE MAKEUP OF THE STUDENTS IDENTIFIED AND THE DISPARITIES OF.
YOU'LL SEE THAT THE TREND PRETTY MUCH CONTINUES FROM ELEMENTARY SCHOOL ALL THE WAY THROUGH MIDDLE AND HIGH SCHOOL, INCLUDING OUR AP COURSES, THAT WE DON'T NECESSARILY NARROW THE GAP ANYWHERE ONCE IT STARTS.
I THINK ONE THING INTERESTING TO NOTE IS THAT FOR AP, IT'S DIFFERENT AND, WELL, DO YOU ACTUALLY HAVE TO TEST IT TOO? BUT FOR HONORS AND AP, YOU NEED A TEACHER RECOMMENDATION.
BUT IT'D BE INTERESTING TO SEE HOW MANY PEOPLE ARE COMPARING THE DEMOGRAPHICS OF THE STUDENTS IN AP CLASSES COMPARED TO THE TEACHERS, BECAUSE THAT THAT IS A HUGE PORTION OF REASONS AS TO WHY PEOPLE END UP TAKING AP CLASSES OR WHO IS ACTUALLY ADVERTISING THE AP CLASSES. BECAUSE IF YOU HAVE WHITE TEACHERS ADVERTISING AP CLASSES WITH WHITE STUDENTS AND YOU'RE NOT NECESSARILY GOING TO BE REACHING ALL OF THE STUDENTS OR RECRUITING STUDENTS, IF YOU WILL, INTO THOSE PROGRAMS. I THINK LET'S JUST KEEP THIS ONE ON OUR RADAR FOR SURE.
AND I DON'T. OH, YEAH, I WANT TO BE COGNIZANT OF OUR TIME HERE AND WE CAN PICK SOME OF THIS UP IN JANUARY AND FEBRUARY.
BUT DID ANYBODY HAVE ANY BURNING COMMENTS OR QUESTIONS THEY WANTED TO SHARE WITH THE COMMITTEE BASED ON DR.
PLUCKERS PRESENTATION? I DID GET SOME FOLLOW UP MATERIALS FROM HIM OVER THE WEEKEND.
I WILL FORWARD THOSE TO THE COMMITTEE.
I JUST HAVEN'T GOTTEN TO IT YET.
BUT HE DID SEND ME SOME STUDIES THAT WE CAN READ.
ANYBODY HAVE ANY? ONE ONE OBSERVATION THAT IT DIDN'T COME UP DURING HIS PRESENTATION, I THOUGHT IT WAS FANTASTIC, BY THE WAY, I THOUGHT IT WAS REALLY GOOD, BUT WOULD BE INTERESTED TO KNOW IF THERE'S ANY DATA ON UNIVERSAL SCREENING TESTS FOR TWO STUDENTS.
AND IT'S SORT OF A TESTING PIECE IN PARTICULAR, AND WHETHER THERE'S SORT OF AN APPROPRIATE SUPPLEMENTATION TO UNIVERSAL TESTING OR TO STUDENTS.
YEAH. ANYBODY ELSE HAVE ANYTHING BURNING? SORRY, MARY BETH, WHAT ARE TWO STUDENTS EXCEPTIONAL, SO SPECIAL ED AND UNTAG.
BUT I THOUGHT THE OBSERVATION WHEN YOU TALKED ABOUT STARTING EARLIER ON OUR YOUNG SCHOLARS PROGRAM AND I KNOW WE WERE TRYING TO FIGURE OUT THE DATA FROM HOW MANY YOUNG SCHOLARS ACTUALLY TRANSITIONED TO TO BE IDENTIFIED.
AND I THINK WE DID NOT HAVE DATA YET.
BUT I DON'T KNOW. IS THAT IN THE CARDS TO TRY TO CAPTURE THAT AS WE GO ALONG? SO WE WE HAVE DATA THIS YEAR, BUT EVERY YEAR WE SHOULD AT LEAST HAVE THAT.
IS THAT IN THE PLAN OVER? IT CAN BE AND IT SHOULD BE, YES.
YEAH, WE SHOULD ADD IT, BECAUSE THAT'S IMPORTANT.
WE COULD TRACK THAT OR WE DON'T HAVE TO.
I HAVE SEEN THAT BEFORE FROM DONNA.
NOT ANYTHING RECENT, BUT LIKE WHEN WE AND IT WAS WHEN WE WERE SAYING WE WANTED FUNDING TO THE SCHOOL BOARD FOR YOUNG SCHOLARS, BE AT ALL THE ELEMENTARY SCHOOLS.
[01:35:05]
AND SHE AT THAT AND ONE OF THOSE PRESENTATIONS.I THINK IT WOULD PROBABLY TAKE A LITTLE BIT OF DIGGING, BUT I DO REMEMBER.
LIKE I WANT TO SAY, THIS IS LIKE BALLPARK, BUT LIKE THE VERY FIRST YEAR, THERE'S YOUNG SCHOLARS, IT WAS AT A COUPLE OF SCHOOLS, LET'S SAY THAT IT ENDED UP AT 12 PERCENT OF THOSE KIDS, THEN WENT IN TO OFFICIALLY THE TAG PROGRAM.
AND EACH YEAR IT WAS GOING UP INCREMENTALLY.
I MEAN, IT WASN'T 50 PERCENT, BUT STAR TREK, ALL 12 GRADES.
AND YOU TRACK THEM THE WHOLE TIME THROUGH THE SYSTEM.
WHERE DO YOU STOP AFTER ONE? IT'S ONLY. I'M ASSUMING IT'S STILL LIKE ONCE YOU HAVE THAT ON YOUR RECORD, IT'S JUST LIKE YOU HAVE JIPÉ ON YOUR RECORD OR ASSAYE, SO IT SHOULD BE THERE.
I JUST DON'T KNOW THAT THAT'S SOMETHING THAT CLINT WAS REALLY DOING.
I THINK WHAT DONNA PRESENTED, BECAUSE SHE ONLY HAD A HANDFUL OF SCHOOLS, IS SHE WENT THROUGH IT HERSELF.
BUT IT SHOULD I WOULD THINK IT SHOULD BE TRACKABLE.
AND IF WE HAVE IT AT ALL SCHOOLS NOW, WE OUGHT TO BE ABLE TO AND WE SHOULD BE TRACKING THAT. RIGHT.
BUT THAT KIND OF RAISES THE QUESTION TO ME AND PERHAPS YOU CAN HELP ME, TIANNA, ARE YOUNG SCHOLARS SERVICES.
I KNOW THERE'S THE SUMMER EXPERIENCE, BUT DURING THE SCHOOL YEAR, ONCE STUDENTS GET TO MIDDLE SCHOOL, WOULD THEY STILL HAVE YOUNG SCHOLARS SUPPORT OR DOES THAT STOP AT FIFTH GRADE WHEN THEY LEAVE ELEMENTARY? MEANING IF THE STUDENT WAS, AS WAS IDENTIFIED AS YOUNG SCHOLARS IN THE FIFTH GRADE, SAY, BECAUSE THEY MOVED IN AND MAYBE WE DIDN'T WE DIDN'T HAVE THEM IN FIRST GRADE, WOULD WOULD THAT STUDENT THEY WOULD STILL KEEP THE YOUNG SCHOLARS DESIGNATION, BUT WITHOUT SUPPORT.
WOULD THEY STILL HAVE THE OPPORTUNITY TO TO SUCCEED? HIGH LEVELS MEAN ME GET INTO HONORS COURSES OR SO FORTH.
SO BASICALLY THEY WOULD STILL KEEP YOUNG SCHOLARS.
WE NEED TO ADD TO OUR DATA EXACTLY HOW EVERY YEAR ALL OF THE INDICATORS REPORT MIGHT BE A GOOD FIT. BUT HOW MANY OF OUR YOUNG SCHOLARS ARE ACTUALLY WORKING AS A PROGRAM? I THINK THAT'S SOMETHING IMPORTANT AND THAT'S SOMETHING THAT WE DON'T CURRENTLY FEATURE IN THE INDICATORS REPORT ANNUALLY.
AND FRANKLY, IT WAS SOMETHING THAT I WOULD LIKE TO KNOW BEING I, YOU KNOW, FINISHED OFF THE EXPANSION EFFORTS.
AND SO, YES, I TOOK A NOTE THAT SOMETHING THAT NEEDS TO BE ABOUT WHOEVER TAKES DOWN A SEAT. SO HERE'S YOUR QUESTION.
WE'VE GOT A FIFTH GRADER WHO JUST GOT, YOU KNOW, BECAME IDENTIFIED AS YOUNG KIND OF TOWARDS THE END AND ACROSS AN OFFENSIVE MIDDLE SCHOOL THAT KEEPS THE YOUNG SCHOLARS DESIGNATION IN INPOWER SCHOOL.
AND ALTHOUGH THERE IS NOT MUCH OF A YOUNG SCHOLARS PROGRAM THROUGHOUT THE SCHOOL YEAR AT ALL, THEY STILL GET INVITED OUT TO THE SUMMER EXPERIENCE.
AND WE WORK WITH AVID TO ENCOURAGE THAT FIFTH GRADER TO GET INTO IT FOR MIDDLE SCHOOL, BECAUSE EVERY TEACHER HAS A LOT OF THE SAME BELIEFS AND DECLARATIONS THAT WE DO AND THOSE SCHOLARS AND WE'RE HOPING THAT THE KIDS WILL KIND OF GRADUATE OFF IN A BIT, BUT NOT EVERY NIGHT. EVERYBODY DOES IT.
AND SO I'M WORKING A LITTLE CLOSER WITH JODY NOW TO SEE HOW WE CAN DO A PIPELINE THERE.
SO WE HAVE THOSE KIDS, LIKE, COME OVER MORE.
BUT YEAH, WE WE TRY TO GET THE FIFTH GRADERS TO JOIN EVERY MIDDLE SCHOOL.
AND I, I JUST COME ON, THAT WAS I HAVE A FEW FRIENDS WHO WERE IN AVID AND BECAUSE OF THAT THEY WEREN'T PAGAD IDENTIFIED, BUT BECAUSE OF THEIR EXPERIENCE AND AVID, THEY TOOK AP CLASSES BECAUSE THAT WAS THE FIRST TIME THEY WERE EVER PUSHED TO GO INTO ADVANCED CLASSES.
OK. ARE HANGING IN THERE TONIGHT.
ANYTHING ELSE? I HAVE A QUESTION ABOUT APICOPLASTS.
SO MY QUESTION FOR AP CLASS, I HEARD THAT NOT HEARD AND WITNESSED THERE IS NO SPACE FOR OUR KIDS LIKE, OH, BECAUSE, FOR EXAMPLE, THEY HAVE 20 FEET AND THEN THEY WANT TO TAKE AP CLASS AND OH, THERE IS NO SPACE FOR YOU.
SO THE OTHER OPTION, WAIT FOR THE NEXT TERM OR YOU HAVE TO TAKE IT ONLINE.
WHY IS THAT? IF THERE IS NO SEAT, WHY NOT OPENING ANOTHER CLASS? THAT WAS MY QUESTION.
[01:40:01]
MS. VISA, WAS THERE A SPECIFIC AP CLASS YOU'RE REFERRING TO OR JUST SO WE CAN SPECIFICALLY TRY TO ANSWER YOUR QUESTION, YOU BRING UP A GREAT POINT.AND IF IT'S JUST A SINGLE COURSE OR IF THIS IS LIKE AP HUMAN GEOGRAPHY IN NINTH GRADE, JUST SO WE CAN THEN BECAUSE NORMALLY, IF IT'S LIKE AP CALCULUS B C, THERE'S USUALLY JUST ONE OF THOSE, BUT IT IS NOT NINTH GRADE IS 10 GRADE AND 11.
DO YOU KNOW WHAT COURSE SPECIFICALLY REFERRING TO OR, YOU KNOW, OFFLINE OR AS A COUPLE OF COURSE.
AND THE STUDENT WAS, YOU KNOW, TRIED TO REGISTER AND AS THERE IS NO SPACE.
SO THE OPTION THEY GIVE THEM OUR TAKE IT ONLINE OR AND WAIT ANOTHER TIME.
SO. I COULDN'T TELL YOU WHICH ONE, BUT YOU CAN'T FIGURE IT OUT.
HOW MANY STUDENTS, ESPECIALLY THIS YEAR, WENT ONLINE CLASS BECAUSE THERE IS NO SPACE FOR OUR KIDS? SO I THINK YOU CAN LOOK AT THE DATA.
YOU WILL FIND OUT VERY EASILY.
YEAH, I THINK FOR ME, I'M NOT AN EXPERT IN THIS, BUT I THINK FOR ELECTIVES IT IS VERY THEY FILL UP QUICKLY. LIKE I KNOW, FOR EXAMPLE, AP PSYCHOLOGY, THERE ARE ONLY TWO TEACHERS AND THOSE DO A BIT. ELECTIVES FILL UP QUICKLY AND THEY'RE NOT THEY DON'T HAVE AS MUCH LEEWAY FOR THOSE. BUT I BELIEVE THAT THE THE CORE CLASSES LIKE HISTORY AND ENGLISH, THOSE HAVE TRADITIONALLY BEEN, IF YOU DON'T GET IT THE FIRST SEMESTER, YOU GET THE SECOND SEMESTER OR IN THE YEAR LONG CLASSES.
THEY HAVE MORE TEACHERS IN THOSE CATEGORIES.
SO I THINK THOSE HAVE MORE LEEWAY AND THEY THEY'LL PUSH PUSH MORE KIDS INTO THOSE CLASSES. FROM WHAT I'VE SEEN, LIKE I HAD AP GOVERNMENT TEACHER WHO HAD A FULL CLASS THIS YEAR, BUT SINCE IT'S A CORE CLASS, HE HE PUT ME IN THERE.
SO I THINK IT DEPENDS ON THE I KNOW ELECTIVES LIKE NORMAL ELECTIVES, EVEN IF THEY'RE A.P., THAT THEY WILL JUST SAY THAT THEY'RE FULL.
BUT FOR CORE CLASSES, YOU SHOULDN'T BE DENIED FOR THAT.
I THINK THAT MIGHT BE A DIFFERENT KIND OF ISSUE.
OK, ANYBODY ELSE? OK, I KNOW THAT I KNOW THAT QUESTION, BUT I WANT TO KNOW WHAT THEY'RE GOING TO DO, WHAT IS THE PLAN FOR NEXT YEAR? BECAUSE MY KIDS ARE GOING THERE AND THERE'S OTHER KIDS ALL SUFFERING.
SO I, I NEED TO KNOW THE PLAN.
I KNOW IN MIDDLE SCHOOL THERE IS NO SPACE THERE.
EVEN FOR ONE STUDENT THERE WAS A CLASS IS OPEN.
SO I JUST WANT TO KNOW THAT OPTION IS AVAILABLE FOR HIGH SCHOOL TOO.
SO WHAT IS THE PLAN? I REALLY WANT TO KNOW, IS THERE ANY WAY TO GET THAT ANSWER FOR NEXT TIME? WELL, I THINK THERE'S A LOT TO BE SAID, THERE'S SOME THINGS THAT THERE'S ONLY TWO TEACHERS AND THEY ONLY HAVE TWO SECTIONS THAT WE DON'T HAVE A LOT OF LEEWAY THERE.
SO THAT'S WHY WE MAY WANT TO WE CAN EMAIL OFF-LINE TO GET MORE SPECIFIC ABOUT IT, BECAUSE IT'S HARD TO.
TO REALLY GIVE YOU AN ANSWER, BECAUSE THERE ARE WHEN YOU SAY OUR KIDS, THAT THEY COULD BE WHEN YOU SIGNED UP, THERE'S A LOT OF DIFFERENT FACTORS TO THAT.
SO WE NEED A LITTLE BIT MORE TO BE ABLE TO GIVE YOU AN ANSWER AND THEN ALSO WHAT THE PROCESS IS FOR TASB AND THAT THE COUNSELOR WHO SAID THERE WAS JUST SO MANY DIFFERENT FACTORS THAT WOULD GO INTO THAT ANSWER MS. PIECE THAT WOULD GIVE YOU THE SOLID ANSWER ON THIS.
YEAH, I'M TELLING YOU, THE COUNSELOR, YOU GO TO YOUR COUNSELOR TO REGISTER FOR YOUR CLASSES.
I'M JUST WHERE THERE ARE THIRTY FOUR DIFFERENT AP CLASSES.
AND SO TO TRY TO COMB THROUGH WHICH ONES AND SPECIFICALLY TO GIVE YOU AN ANSWER ON MY ADVISE ADVISEMENT IS COMING UP BEGINNING FEBRUARY 4TH.
BUT JUST READ ME A LITTLE BIT MORE INFORMATION TO GIVE YOU A MORE SOLID ANSWER.
ALL RIGHT. I CAN EMAIL YOU THAT INFORMATION, BUT I JUST GENERAL I JUST DON'T SEE THAT STUDENT IS DENIED THE CLASS JUST BASED ON THERE IS NO SPACE OR THERE'S NO TEACHER AVAILABLE. IF THERE IS, THAT CLASS IS VERY DEMANDING.
THERE IS SHOULD BE A TEACHER, SHOULD BE HIGHER IN PERSON.
THAT'S A LITTLE EASIER SAID THAN DONE IN MOST CASES.
BUT WE IF YOU EMAIL WHERE YOU CAN TRY TO FIGURE OUT WHAT HAPPENED.
[01:45:02]
SURE I WILL.ALL RIGHT, THANKS TO YOU GUYS.
WELL, ENJOY TIME WITH YOUR FAMILY.
BYE BYE.
* This transcript was compiled from uncorrected Closed Captioning.