[00:00:01]
OK, WE DO THAT.COMMITTEE MEMBERS, IT'S GOOD TO SEE YOU AS A COMMITTEE ALREADY KNOWS.
[Chair Opening Remarks]
UNFORTUNATELY, DR.PLUCKER AT THE LAST MINUTE HAD AN EMERGENCY AND IT'S NOT ABLE TO JOIN US TONIGHT.
SO FOR THOSE OF YOU WHO WERE HOPING TO HEAR FROM HIM, I'M SORRY, WE'RE GOING TO HOPEFULLY BE RESCHEDULING THAT.
AND SO WHAT I'M PLANNING TO DO NOW IS JUST PROCEED WITH THE TAG BUSINESS AGENDA.
SO I HAVE A FEW OTHER OPENING REMARKS AND THEN WE'LL GET INTO THAT.
AND I GUESS, SUSAN, IF YOU WANT TO JUST RAISE YOUR HAND OR ARE YOU ABLE TO CHAT WITH PEOPLE IF THEY JOIN THE CALL JUST TO LET THEM KNOW THAT WE DON'T HAVE THE GUEST SPEAKER? I AM NOT BECAUSE I TURNED IT OFF.
RIGHT. BECAUSE WE'RE NOT ALLOWED TO DO THAT.
WHY DON'T YOU JUST RAISE YOUR HAND IF YOU FEEL LIKE YOU'RE GETTING A NUMBER OF PEOPLE COMING INTO THE MEETING THAT YOU THINK ARE EXPECTING TO HEAR FROM HIM SO THAT I CAN PAUSE AND LET THEM KNOW THAT OUR GUEST SPEAKERS WILL NOW TONIGHT.
SO JUST A COUPLE OF QUICK REMARKS FOR ME I WANTED TO WELCOME.
I'VE BEEN ABLE TO SPEAK WITH TWO INDIVIDUALS THAT ARE INTERESTED IN JOINING THE COMMITTEE. AND ONE IS AS MEROM HE IS A PARENT WITH HIS CHILD AT RAMSEY.
AND SO HE HAS COMPLETED HIS APPLICATION TO JOIN THE COMMITTEE AND HE'S ATTENDING THIS MEETING AS PER THE REQUIREMENT.
AND THEN THE SCHOOL BOARD WILL BE ABLE TO VOTE ON OFFICIALLY HAVING HIM JOIN THE COMMITTEE. AND SO THEN HE'LL HAVE FULL VOTING RIGHTS.
I'M VERY EXCITED TO HAVE HIS PERSPECTIVE AND HAVE RAMSEY REPRESENTED ON THE COMMITTEE.
SO WELCOME AS MEROM AND I ALSO AM, THANKS TO A MEMBER OF THE SCHOOL BOARD, I AM IN TOUCH WITH ANOTHER GENTLEMAN WHO IS CONSIDERING JOINING THE COMMITTEE FROM THE BARRITT COMMUNITY. AND SO I'M EXCITED ABOUT THAT.
AND THEN I THINK WE MIGHT HAVE ONE SPOT STILL OPEN ON THE COMMITTEE.
AH, I WILL HOPEFULLY BE ABLE TO RESCHEDULE THE MEETING.
OUR GUEST SPEAKER TONIGHT, DR.
PLUCKER, I WILL KEEP YOU GUYS APPRIZED OF BEING ABLE TO DO THAT.
I'M SORRY THAT IT WAS CANCELED AT THE LAST MINUTE.
I KNOW I HAD SOME GOOD QUESTIONS FROM COMMITTEE MEMBERS THAT HE HAD RECEIVED FROM US AND WAS PREPARED TO ANSWER.
SO I WILL KEEP YOU GUYS POSTED.
AS TO NEXT STEPS WITH THAT, I DO WANT TO TELL YOU A LITTLE BIT ABOUT THE PRESENTATION WE WILL HEAR NEXT MONTH ON NOVEMBER 17TH.
AND SO THIS WOMAN SERVES AS THE PRESIDENT OF PRESIDENT ELECT FOR THE VIRGINIA ASSOCIATION OF GIFTED CHILDREN, AND SHE IS PART OF THE VIRGINIA BEACH SCHOOL DISTRICT.
AND I'M REALLY, REALLY EXCITED ABOUT THIS PRESENTATION.
I'VE MENTIONED IT TO YOU GUYS BEFORE, BUT I SAW IT LAST FALL AT A CONFERENCE.
AND SO I'M GOING TO JUST QUICKLY READ TO YOU GUYS WHAT IT'S ABOUT.
SO YOU'RE PREPARED FOR NEXT NOVEMBER.
AND I DO BELIEVE WE'VE GOT SEVERAL INDIVIDUALS.
I'M REACHING OUT TO COUNSELING.
I KNOW THERE'S SEVERAL PEOPLE IN THE EXECUTIVE LEADERSHIP.
I KNOW THIS MEETING IS ALSO ON DR.
HUTCHINS' RADAR. HE WAS INTERESTED IN THE CONTENT OF THIS PRESENTATION.
SO WHAT SHE WILL BE TALKING ABOUT IS A PILOT PROGRAM THAT THEY HAD IN THE VIRGINIA BEACH PUBLIC SCHOOL SYSTEM.
AND IT IS PROVIDED THROUGH THE ORGANIZATION SAYING WHICH IS SUPPORTING THE EMOTIONAL NEEDS OF THE GIFTED.
AND THIS IS A MODEL PROGRAM THAT THEY HAVE ROLLED OUT FOR SCHOOLS TO USE.
AND IT IS TARGETED FOR THE UNDERSERVED POPULATIONS OF PARENTS IN TITLE ONE SCHOOLS AND FORMAL TITLE ONE SCHOOLS.
AND SO VIRGINIA BEACH HYPOTHESIZED THAT PROVIDING THIS PROGRAM AS AN INTERVENTION WOULD PROVIDE PARENTS WITH TOOLS TO HELP THE PARENTS IMPLEMENT BETTER PARENTING SKILLS WHILE BUILDING AUTHENTIC RELATIONSHIPS WITH THE SCHOOL STAFF.
FIRST, WE CREATED A PRINCIPALS MEMO AND DISTRIBUTED TO ALL OF THE EMERGING SCHOLARS IN THE STATE OF SCHOOLS. SO THAT WOULD BE LIKE OUR INITIAL YOUNG SCHOLARS GROUPS IN THE TITLE ONE SCHOOLS HERE TODAY, CPS.
THEY THEN CREATED AN ELECTRONIC REGISTRATION FORM UPON COMPLETION OF EACH FORM WE CALLED.
EACH PARENT AND EXPLAINS A SIX WEEK COMMITMENT AFTER THE COMMITMENT, THE PARENT, THE
[00:05:05]
PARENTS HAD TO AGREE TO PARTICIPATE IN THE PROGRAM, THEY RECEIVED A SCHEDULE, THEY RECEIVED BOOKS FOR THE PARENT GROUP.AND THEN WE MET WEEKLY FOR SIX, WENT SIX WEEKS AND IMPLEMENTED THE MODEL THAT PARENTS CONTINUE TO PARTICIPATE IN THE BOOK, STUDY AND SHARE INFORMATION ABOUT THEIR CHILDREN.
IN THE END, THE PARENTS DECIDED TO CREATE AN END OF SESSION CELEBRATION AND PROVIDE FEEDBACK TO THE OFFICE OF THE GIFTED PROGRAM VIA A DIGITAL SURVEY.
THE PRESENTER, SO DAWN WILL SHOW VIDEO FOOTAGE GO OVER THE DATA THAT THEY GLEANED FROM THIS PROJECT AND DISCUSS THE INSIGHTS, FINDINGS AND THE NEXT STEPS.
AND SO IT'S A REALLY EXCITING PROGRAM AND I THINK IT TOUCHES A LOT ON THE SOCIAL, EMOTIONAL ASPECTS OF GIFTED CHILDREN, WHICH IS SOMETHING I KNOW WE HAVE BEEN GAINING MORE TRACTION WITH AS A COMMITTEE AND BETTER ADDRESSING THAT WITHIN CPS AS WELL AS BUILDING UP THESE PROGRAMS IN THE UNDERSERVED POPULATION.
SO ANYWAYS, THAT'S MY TWO CENTS FOR NOVEMBER.
AND THEN IN DECEMBER, JUST AS A REMINDER, ANGIE GREEN FROM ACCOUNTABILITY IS GOING TO BE HERE AND WE WILL BE DISCUSSING TESTING AND THE COGAT AND YOU KNOW WHY WE USE IT, WHAT IT'S ABOUT. AND THEY'LL PROBABLY BE MORE TESTING RELATED QUESTIONS BASED ON THIS YEAR AT THAT POINT. ALL RIGHT.
SO THE NEXT THING, I'LL JUST TAKE A QUICK PAUSE.
ARE THERE ANY COMMENTS OR QUESTIONS? I JUST WANT YOU TO KNOW THAT ONE OF OUR ATTENDEES HAS THEIR HAND UP WITH PIETER'S FROM FRANCIS HAMMOND.
I'M UNABLE TO RAISE MY HAND TO.
YOU WANT TO ASK HER QUESTION? YES, SHE MAY BE ASKING ABOUT THE GAS, BUT YES, PLEASE.
SO I'M GOING TO SAY MAYBE THAT SHE SAYS IT WAS A MISTAKE.
BUT JUST FOR THE RECORD, UNFORTUNATELY, DR.
PLUCKERS HAD TO CANCEL ON US TONIGHT.
[Guest Speaker]
WE'RE HOPING TO RESCHEDULE.SO IF THAT JUST KEEPING EVERYBODY INFORMED, OK, DOES THE COMMITTEE HAVE ANY QUESTIONS ABOUT WHAT I JUST MENTIONED OR CAN WE MOVE INTO JUST THE BUSINESS? OK, SO THE COMMITTEE YOU GUYS SHOULD HAVE RECEIVED COPIES OF THE SEPTEMBER MINUTES.
[TAGAC Business Items]
DID ANYONE HAVE ANY.EDITS TO THE MINUTES OR CAN WE MOVE FORWARD TO APPROVE THESE? AND YOU CAN ASK YOURSELF IF YOU HAVE.
CAN YOU CHANGE MY LAST NAME TO BE EASY, YOU WILL NOT BE EASY.
I'M SORRY I DIDN'T CATCH THAT WHEN I REVIEWED THIS.
THANK YOU. OK, ANYONE ELSE? NO. OK, SO CAN SOMEBODY PUT FORTH A MOTION TO APPROVE THE SEPTEMBER TWENTY FIRST TWENTY TWENTY MINUTES, PLEASE, FLORA? SORRY, JUST ONE QUICK QUESTION.
I WANT TO SAY ANYTHING, SINCE WE KNOW DURING THIS MEETING THAT WE HAVE TO RESCHEDULE, SHOULD WE PUT A NOTE INTO THE MINUTES THAT BECAUSE IT DOESN'T ABOUT THAT TONIGHT WAS SUPPOSED TO BE. DR.
I DON'T KNOW. I MEAN, SUSAN, WHAT? I MEAN, THIS IS REFLECTING WHAT WE TALKED ABOUT THAT PARTICULAR NIGHT.
SO I DON'T BE HAVING THIS MEETING I HAVE IN TONIGHT'S NOTES THAT THIS MEETING THAT WE WERE SUPPOSED TO HAVE, THE SPEAKER AND HE WAS HE'LL BE WE'LL TRY TO RESCHEDULE HIM.
ALL RIGHT. SO CAN I GET A MOTION TO APPROVE THE SEPTEMBER MINUTES? MOTION TO. THANK YOU.
MAY I HAVE A SECOND? OK, THANK YOU.
ALL RIGHT, SUSAN, CAN YOU DO THE ROLL CALL? I DON'T HAVE A LIST. OH, YOU JUST.
I THOUGHT YOU HAD TO DO IT OK.
LEE, DO YOU APPROVE THE MINUTES? YES. DAPHNE, YES.
[00:10:01]
YES, MARK PROOF.OK. SECOND THING TO APPROVE IS THE SCOPE OF WORK.
SO I INCORPORATED THE DISCUSSION THAT WE HAD INTO THIS DOCUMENT.
ANYBODY? HAVE ANY COMMENTS OR CAN WE? MOVE FORWARD TO PROVE.
THE SCOPE OF WORK. I REALLY APPRECIATE THE ADDITION OF, LIKE, REALLY FOCUSING ON LIKE THE LOW COST, HIGH IMPACT OPPORTUNITIES FOR ALL STUDENTS. I THINK THAT WE CAN REALLY PUSH THAT AND IT CAN BENEFIT TAG STUDENTS AND ALL STUDENTS.
ANY OTHER COMMENTS FROM THE COMMITTEE? NO. OK, MAY I GET A MOTION TO APPROVE OUR TWENTY, TWENTY, TWENTY, TWENTY ONE SCOPE OF WORK? MOST TO PROOF, SO WONDERFUL.
ALL RIGHT, WHERE IS MY SHEET RECORDED ALL OF THIS? ALL DONE. ALL RIGHT, LEE.
DO YOU APPROVE THIS BEFORE I DO.
KATHLEEN. YES, JULIA, MY DEAR LINDSAY.
YES, MARK, APPROVE, RACY, YES, D.
YES. ALL RIGHT, THAT'S AWESOME, YOU GUYS.
IT'S, YOU KNOW, PROVING THAT OVER DOING THIS OFF THE RESUME.
I'M IMPRESSED WITH US, ACTUALLY.
ALL RIGHT. MOVING ON IN OUR AGENDA, WE ARE GOING TO GO TO STAFF UPDATES, DONNA.
[Staff Update]
OK, WELL, GOOD EVENING, EVERYONE.LET ME GIVE YOU A LITTLE UPDATE ON WHAT HAS BEEN GOING ON SINCE THE LAST TIME WE MET.
EVERYTHING'S BEEN MOVING AT A FRANTIC PACE, AS YOU MIGHT WELL IMAGINE, IN A LOT OF DIFFERENT LEVELS AND A LOT OF DIFFERENT WAYS.
ONE OF THE MOST IMPORTANT THINGS THAT PROBABLY MIGHT HAVE QUESTIONS ABOUT IS HOW WE'RE PROCEEDING WITH THE IDENTIFICATION PROCESS THAT I MENTIONED TO YOU LAST MONTH WAS WE WERE ROLLING THAT OUT AND THAT IS ON ON ITS WAY, SO TO SPEAK.
WE HAD A PROFESSIONAL DEVELOPMENT DAY THIS PAST WEEK WHERE I WAS ABLE TO SHARE WITH SOME TEACHERS AND SOME ADMINISTRATORS THE DETAILS, MORE OF THE DETAILS, NOT JUST THE CONCEPTUAL IDEA OF THE PORTFOLIO, BUT HOW WERE THEY ACTUALLY GOING TO OPERATE.
SO THAT PIECE HAS NOW BEGUN TO GET SOME TRACTION.
I'VE OFFERED THE TRAINING BECAUSE, OF COURSE, THE WHOLE DIVISION COULDN'T ATTEND ON MONDAY, AND I'VE OFTEN OFFERED THAT TRAINING FOR EACH SCHOOL IF THEY WANT TO SCHEDULE ME TO COME TO ONE OF THEIR GRADE LEVEL MEETINGS.
THIS PRIMARILY IMPACTS ANY NEW REFERRALS THAT TAKE PLACE IN KINDERGARTEN TO FOUR OR FIVE.
IF WE'VE RECEIVED ANY NEW REFERRALS.
WE TRIED TO CATCH AS MANY OF THOSE KIDS AS WE COULD IN THE PREVIOUS SPRING.
SO THE OTHER AREA THAT IT AFFECTS THE MOST IS FIRST AND THIRD GRADE, BECAUSE WITHOUT HAVING ANY COAL GRADE LEVEL SCREENING TESTS THIS YEAR, WE HAVE NO WAY OF LOOKING AT EVERY STUDENT ACROSS THE DIVISION.
SO THE FIRST AND THIRD GRADERS ARE GOING TO BE THE ONES WHO ALL THE STUDENTS WILL DO THIS DIGITAL PORTFOLIO PIECE AND THE COMPONENTS OF IT.
[00:15:02]
WE'RE TRYING TO CONSIDER A TEACHER'S TIME AND THE AMOUNT OF EXTRA LEARNING THAT THEY MIGHT HAVE TO DO BECAUSE THEY'VE ALL BEEN LEARNING ON A LEARNING CURVE THAT'S A 400 PERCENT INCLINE.AND SO NOT TO ADD ANY MORE TO THAT PLATE, WE LOOKED FOR TOOLS WE HAVE WITHIN THE DIVISION ALREADY. THE TEACHERS KNOW HOW TO USE AND WOULDN'T HAVE TO LEARN HOW TO DO AS WELL AS STREAMLINE WHAT PIECES WILL GO INTO THIS PORTFOLIO.
SO THE PIECES THAT WILL BE IN EACH OF THE PORTFOLIOS WILL BE TO TEACH OR SELECTED ASSIGNMENTS. SO THE TEACHERS BEING ASKED TO PICK, NOT TO DO SOMETHING NEW, TO PICK SOMETHING SHE'S ALREADY OR HE IS ALREADY GOING TO ASSIGN ANYWAY, THAT HAS SOME CHARACTERISTICS TO THE ASSIGNMENT, SOMETHING OPEN ENDED THAT ALLOW US TO SEE HOW THE STUDENT REACTED AND RESPONDED TO THE ASSIGNMENT.
NO WORKSHEETS OR SINGLE ANSWER FILL IN THE BLANK KINDS OF ASSIGNMENTS BECAUSE THAT WON'T GIVE US THE KIND OF INFORMATION WE'RE SEEKING AND WE DON'T WANT THE TEACHER TO TRY AND DEVELOP SOMETHING NEW.
THEY'RE ALL DOING GREAT THINGS ALREADY.
WE JUST WANT THEM TO PICK TWO OF THOSE THAT ALL THE STUDENTS IN THEIR CLASSES DONE SO THAT IF WE'RE LOOKING AT YOUR IF YOU'RE THE TEACHER AND WE'RE LOOKING AT THE STUDENTS IN YOUR CLASS, THEN WE WILL SEE THE SAME ASSIGNMENTS FROM THE TEACHER'S SELECTION IN EACH OF THE PORTFOLIOS SO WE CAN EQUITABLY LOOK AT THE STUDENTS IN THAT WHOLE CLASS.
BUT THAT TEACHER'S CLASS ASSIGNMENTS DOES NOT HAVE TO BE THE SAME AS THE TEACHER NEXT DOOR. SO EVERY TEACHER HAS THE AUTONOMY TO PICK THE ASSESSMENTS THEY THINK WILL SHOW THERE'S THE STUDENT STRENGTHS, THE BEST.
TWO OTHER PIECES IN THE PORTFOLIO ARE GOING TO COME FROM THE STUDENTS.
SO THEIR STUDENTS SELECTED SOMETHING THE STUDENT LIKES THAT THEY WOULD LIKE TO MAKE SURE OTHER PEOPLE SEE A FAVORITE ACTIVITY THEY DID, DEPENDING ON WHAT IT MIGHT HAVE BEEN, SOMETHING THAT THEY'RE PROUD OF.
SO WE WANTED TO GET A LITTLE INSIGHT INTO WHAT THEY WERE THINKING, TOO.
AND THEN THE TWO OTHER PIECES WILL BE SOMETHING, LESSONS THAT CAN BE DONE IN THE ENRICHMENT INTERVENTION BLOCK THAT MOST OF THE SCHOOLS HAVE.
AND THEY ARE THEY COME FROM THE SAME LIBRARY OF LESSONS THAT OUR YOUNG SCHOLARS ID LESSONS COME FROM.
SO IT'S A SIMILAR KIND OF CREATIVE AND CRITICAL THINKING LESSON.
AND THEN THERE'S A PRODUCT THAT THE STUDENTS CREATE AT THE END BASED ON THE READ ALOUD THEY MIGHT HAVE HAD OR THE PROBLEM THAT WAS POSED TO THEM OR SCENARIO THAT WAS POSED TO THEM, THAT THEY THEN HAVE TO KIND OF DELIBERATE AND THINK ABOUT AND DEVELOP A SOLUTION.
SO THOSE ARE THE THE BASIC COMPONENTS.
THERE ARE SOME WINDOWS OF TIME.
AGAIN, WE WANT TO GIVE TEACHERS A MAXIMUM AMOUNT OF TIME TO BE ABLE TO FIND AN OPPORTUNITY TO PUT THESE TOGETHER AND SO FORTH, FIRST AND THIRD GRADE, BECAUSE THEY CAN START AT ANY POINT.
WE WOULD END BECAUSE THEY ARE THE BIGGEST VOLUME THAT WILL BE SCORED BY A CENTRAL COMMITTEE. PROBABLY NEARER TO THREE THOUSAND PORTFOLIOS WILL BE HAVE TO BE SCORED BY CENTRAL COMMITTEE. SO IN THAT REGARD, WE HAVE GIVEN THEM A WINDOW THAT LASTS FROM NOW UNTIL DECEMBER 18TH.
AND IF THEY NEED MORE TIME BEYOND THAT, OF COURSE, THAT'S FLEXIBLE, WE'RE ALL PIVOTING EVERY DAY, BUT JUST TO MAKE IT A MANAGEABLE PIECE FOR THE END OF THE PROCESS, WE THOUGHT IF WE COULD GET THE BULK OF THEM DONE BY DECEMBER, THAT WOULD BE GREAT.
AND IF A TEACHER JUMPS RIGHT ON THIS IDEA AND SAYS, OH, I'M GOING TO GET THIS DONE RIGHT AWAY, AND THEY HAVE ALL THEIR CLASS PIECES READY SOONER THAN THAT, I'VE ASKED THE SCHOOLS TO PLEASE LET ME KNOW AS SOON AS ANY ONE TEACHER'S MATERIALS ARE READY.
LET ME KNOW AND WE CAN GET THE CENTRAL COMMITTEE STARTED WHENEVER THEY ARE READY.
SO WE SHOULD BE ABLE TO MANAGE THE VOLUME A LITTLE BIT THAT WAY.
FOR REFERRALS, INDIVIDUAL REFERRALS THAT ARE RECEIVED, THERE'S A COUPLE OF OTHER WINDOWS, BECAUSE THE REFERRAL WINDOW ITSELF IS OPEN UNTIL JANUARY 20 A.
SO WE KNOW WE'LL BE GETTING SOME REFERRALS IN TOWARDS THE END OF THAT TIME, SO TO GIVE THOSE STUDENTS ADEQUATE TIME TO ALSO PREPARE SOMETHING, THE FINAL SUBMISSIONS FOR THOSE KIND OF REFERRALS IS LIKE FEBRUARY TWENTY SIX.
SO IT WILL IT'LL BE THIS EXTENSIVE PERIOD OF TIME.
AND THE YOUNGER TEACHERS ALL HAVE OTHER THINGS GOING ON THIS MONTH.
THEY HAVE OTHER DIVISION DEMANDS ON THEIR TIME AND THEIR INSTRUCTION AND ASSESSMENTS THAT
[00:20:01]
ARE GOING ON. SO THERE'S NO RUSH TO BEGIN THE IT COULD THIS CAN BE THIS CAN BE STARTED IN NOVEMBER OR A LITTLE BIT LATER IF NECESSARY.SO TRYING TO ALLEVIATE AS MUCH PRESSURE FROM THE TEACHERS AS POSSIBLE.
AGAIN, THIS PROCESS WILL TAKE PLACE AT A CENTRAL LEVEL OF SCORING AND THEN THE PORTFOLIOS THAT SCORE A SUPERIOR IN THAT PROCESS WILL THEN BE SCHEDULED FOR IN-PERSON TESTING.
EITHER BY APPOINTMENT, IF WE'RE STILL VIRTUAL IN QUARTER THREE OR WE'LL HAVE SOME ASSESSMENT OPPORTUNITIES IN SCHOOL IF THEY'RE BACK IN SCHOOL.
SO THOSE ARE SOME OF THE UNKNOWNS YET.
SO I DON'T HAVE A LOT OF DETAILS ON THAT PIECE OF IT.
BUT THAT IS THE SCHEMA, AND THAT'S THE EXTENT OF WHAT WE ARE HOPING TO BE ABLE TO SEE, WE WANT THESE PORTFOLIOS TO BE AN ENTRY POINT FOR ALL OF THE STUDENTS SO THAT THEY'RE ALL LOOKED AT WITHOUT THE GUISE OF A TEST.
SO IT'S KIND OF LIKE FLIPPING OUR PROCESS A BIT.
SO I REALLY HAVE A LOT OF HIGH HOPES FOR IT.
I THINK IT SHOULD BE SOMETHING THAT WE CAN BE PROUD OF AS ALL STUDENTS PARTICIPATE IN IT.
SO THAT'S YOU A QUICK QUESTION.
YEAH. SO FOR THIRD GRADE, WOULD A PART OF THAT CENTRAL COMMITTEE THAT'S LOOKING AT THE PORTFOLIO, WOULD THEY BE ACCESSING THERE IN THAT TEST OR IF THEY HAD OTHER TESTING THAT'S IN THEIR FILE OR LIKE.
OR THERE. I MEAN, I KNOW THE THE GRADES, LIKE JUST WHAT THEY HAVE, RIGHT? SO WE'LL HAVE TO FLIP THOSE OTHER CRITERIA.
SO BASICALLY WHAT WE USED TO DO WAS WE DID TESTING, THEN WE DID GRADES.
AND THEN WE HAVE LIKE A WORK PRODUCT OR TEACHER REFERRAL RATING SCALE, THOSE OTHER CRITERIA THAT COULD BE IN THERE.
SO INSTEAD OF STARTING OFF WITH THE TESTING, WE'RE BASICALLY GOING TO END WITH THE TESTING AND THE GRADES.
SO WE'LL START WITH THE WORK SAMPLES IN THE PORTFOLIO.
AND FOR THIRD GRADERS, THE THE GUIDANCE TO THE TEACHERS THAT WE'VE PREPARED, WE'LL SAY TO THEM, TRY TO GET A MATH AND A READING SAMPLE, CHOOSE ONE OF THOSE KIND OF ASSIGNMENTS SO THAT WE CAN GET SOME INSIGHT INTO HOW WELL THE STUDENTS WOULD DO IF THEY WERE PLACED IN THE READING AND MATH PROGRAM IN THE FOLLOWING FALL, BECAUSE THAT'S WHEN IT WOULD BE IN FOURTH GRADE. SO AND AS FAR AS OLDER SCORES, THOUGH, THOSE SCORES HAVE BEEN REVIEWED ALREADY. I MEAN, IF THERE WERE IF IF THEY WERE HIGH AND COULD BE APPLIED, CERTAINLY TWO YEARS IS PROBABLY THE EXTENT OF WHAT YOU'D WANT TO STRETCH IT TO, THOUGH WE GENERALLY THE CONVENTION IS USUALLY TRYING TO USE AN ABILITY TEST SCORE WITHIN ONE YEAR, ALTHOUGH THE TEST MAKERS AND RESEARCHERS WOULD TELL YOU THEY'RE VALID LONGER THAN THAT.
RIGHT. BUT BECAUSE THE MIND IS FLUID AND FLEXIBLE AND MALLEABLE, IT IS POSSIBLE TO GET AN UPDATED SCORE IS BETTER JUST TO SEE WHAT KIND OF WORK MIGHT HAVE TAKEN PLACE.
DID THAT ANSWER IT? I GUESS THE LAST QUESTION.
I'M SURE IT'S NOT THE LAST ON THIS TOPIC, BUT WITH THE.
I MEAN, I GUESS THERE'D BE SOME SENSE AMONG PARENTS IF THEIR CHILD WAS.
NOT REFERRED FOR THE PERSON TESTING, MEANING THEY WERE THEY WERE STOPPED IN THE PROCESS, SO THEN WOULD THAT TRIGGER A REVIEW? BUT YOU COULD AT THAT POINT, COULD THE PARENTS SAY? THAT COULD THEY QUESTION WHY THEIR CHILD DIDN'T GET TO GO FORWARD TO GET THE TESTING, HAS THAT PART BEEN SO SO AFTER THE THE CENTRAL SCORING COMMITTEE SCORES THE PORTFOLIOS, IF YOUR CHILD EXCUSE ME, IF YOUR CHILD IS MOVED FORWARD IN THE PROCESS AND SCHEDULED FOR IN-PERSON TESTING, YOU WOULD GET A LETTER SAYING THAT.
AND IF NOT, YOU WOULD GET A LETTER SAYING THE OTHER, THE OPPOSITE.
AT THIS POINT, THE PORTFOLIO WASN'T SUPERIOR, BUT YOU STILL THE REFERRAL WINDOW IS STILL OPEN, SO THE REFERRAL WINDOW WILL BE OPEN TO THE END OF JANUARY.
SO IF THE PARENT FEELS LIKE THAT'S NOT ACCURATE AND THAT MAYBE THE PORTFOLIO WASN'T THE BEST WAY TO TAKE A LOOK AT THEIR CHILD, IT'S CERTAINLY THERE'S DIFFERENT CRITERIA.
AND WE CAN LOOK AT THEN THEY WOULD HAVE AN OPPORTUNITY TO SUBMIT A REFERRAL AT THAT TIME.
THERE WOULDN'T BE ANY APPEALS BASED ON THAT, BECAUSE IT'S NOT A PLACEMENT DECISION.
OK, SO OH, WELL, I GUESS THE PARENT WOULD KNOW ABOUT THE TWO PIECES THAT THE STUDENT
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SELECTS THEMSELVES.OR I MEAN, IN THIS VIRTUAL WORLD, THEY MIGHT VERY WELL KNOW IF THIS WERE HAPPENING IN A CLASSROOM, THEY PROBABLY WOULDN'T SPECIFICALLY.
SO WE WANT THE TEACHER TO ENCOURAGE STUDENTS TO SELECT PIECES THAT THE STUDENT LIKES.
AND THAT'S TOTALLY UP TO THE STUDENT, SO VERY IMPORTANT THAT THE STUDENT FEEL THEY ARE FREE TO PICK THEIR FAVORITE.
I SEE RENE'S ON THE CALL WITH US TODAY.
MAYOR, LIKE HOW HOW HOW DO YOU MAKE SURE THAT THE TEACHERS ARE HAVE THE TIME AND SELECT THE BEST OPTIONS FOR EACH KID? AND I MEAN, WHERE'S THE CHECK ON THIS THAT? EVERY CHILD INCLUDED.
IT'S JUST I KNOW WE'RE DOING THE BEST WE CAN, BUT I GUESS, RENEE, I'M JUST I'M CURIOUS ABOUT. YOU KNOW.
HER ALL RESPOND TO THE BEST, THE BEST I CAN, AND CERTAINLY YOU'RE GETTING ONE PRINCIPAL'S PERSPECTIVE, BUT, YOU KNOW, WE DO MEET REGULARLY IN THIS CONTEXT AND WE ARE TRYING VERY HARD TO BE ON THE SAME PAGE AND TO MOVE FORWARD WITH MORE CONSISTENCY THAN PROBABLY WE'VE EVER BEEN EXPECTED TO WHEN WE'RE IN PERSON.
AND THE ONE THING I WOULD SAY, AND I THINK IT'S A NATURAL LEVERAGE LEVERAGE POINT FOR THE GOALS AND OBJECTIVES OF HELPING DEFINE CRITERIA FOR ELIGIBILITY, IS THAT THE WHOLE NATURE OF THE PORTFOLIO? IS THE LINE COMPLETELY WITH THE WORK THAT WE'RE TRYING TO CREATE ENVIRONMENT IN THIS IN A VIRTUAL SETTING, IT'S THE PERFECT SETTING TO BE DOING PORTFOLIOS AND PROJECTS.
AND SO I THINK THERE'LL WILL BE A NATURAL INCLINATION FROM TEACHERS IF WE MAXIMIZE.
YOU KNOW, THAT ANGLE, THIS ISN'T JUST ABOUT TAG.
THIS IS THE PERFECT LEARNING OPPORTUNITY AND THE CONTEXT FOR DEMONSTRATING MASTERY OF STANDARDS AND OBJECTIVES IN A DIGITAL WORLD.
AND THAT'S SOMETHING WE DON'T HOPEFULLY WILL TAKE WITH US WHEN WE GO BACK INTO THE INTO THE BRICK AND MORTAR SETTING.
BUT YOU'RE RIGHT. SO THERE WILL BE PEOPLE ALL OVER THE PLACE.
THERE WILL BE SOME TEACHERS AND PROBABLY THE TEACHERS WHOSE COMFORT LEVEL WITH TECHNOLOGY IS THE HIGHEST BECAUSE THEY HAVE THE MENTAL CAPACITY THEN TO DO KIND OF ADVANCE THEIR CURRICULUM AND THEIR DELIVERY AS OPPOSED TO TEACHERS WHO MIGHT STILL BE WORRIED ABOUT, OH, MY GOSH, HOW DO I GET KIDS INTO A BREAKOUT ROOM? AM I GOING TO ASSIGN GRADES IN THIS VIRTUAL ENVIRONMENT? SO YOU'RE GOING TO FIND, YOU KNOW, EARLY CHAMPIONS, EARLY IMPLEMENTERS, AND YOU'RE GOING TO FIND PEOPLE THAT ARE GOING TO NEED TO BE BROUGHT ALONG.
I DO RELY ON PARENTS AND ADMINISTRATORS THAT ARE ADVOCATES LIKE MYSELF TO, YOU KNOW, TO PUSH. AND THAT'S A LITTLE BIT WHEN IT'S NECESSARY TO BRING EVERYONE ON BOARD.
SO WE DEFINITELY WANT TO SUPPORT THIS EFFORT.
I HAVE A QUESTION IF THAT'S THE TIME THAT WE'RE AT NOW.
SO I ACTUALLY HAVE TWO QUESTIONS.
THE FIRST IS THE STORY OF A CLARIFICATION POINT, AND I'LL JUST ASK BOTH.
BUT JUST ON THE POINT THAT LAURA RAISED ABOUT THE, YOU KNOW, WILL PARENTS KNOW AND DO IS THERE SORT OF AN APPEAL PROCESS? AND I UNDERSTOOD YOUR ANSWERS ON WANTED TO SAY, LIKE PARENTS WOULD KNOW IF THEIR PARENT IS THEIR JOB, DIDN'T MAKE IT PAST THE PORTFOLIO PROCESS BECAUSE THEY WOULD BE INFORMED, BUT AT LEAST FROM MY EXPERIENCE FROM THIRD GRADE.
SO THAT'S SORT OF AUTOMATIC ENTRY POINTS.
THERE WAS BOTH NO SORT OF YOUR YOUR CHILD, WAS IT YOUR CHILD WASN'T AUTOMATICALLY REFERRED BECAUSE EVERYBODY'S SAID THAT'S ONLY THE STUDENTS THAT WERE AUTOMATICALLY REFERRED GOT LETTERS.
AND THERE'S ALSO NO SPRING REFERRAL FOR THIRD GRADE, AT LEAST HISTORICALLY.
SO YOU WOULD ACTUALLY HAVE TO WAIT UNTIL FOURTH GRADE.
SO I JUST WANTED TO CLARIFY THAT.
BUT THEN I ALSO WANTED AN ADDITIONAL SORT OF SOMETHING THAT I WANTED TO UNDERSTAND. ADDITIONALLY, IT SOUNDED LIKE AT LEAST FOUR OF THE PIECES THAT WERE GOING ON IN THE PORTFOLIO WAS WORK THAT STUDENTS WERE ALREADY DOING, WHICH I ASSUME WOULD BE REFLECTED IN THEIR GRADES AS WELL.
AND SO I JUST WANTED TO UNDERSTAND WHAT THE PORTFOLIO WAS ADDING THAT ISN'T BEING REFLECTED IN THEIR GRADES.
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AND I'M VERY SUPPORTIVE OF THE PORTFOLIO AS SORT OF A SUPPLEMENT TO SOMEONE'S VIEW, ESPECIALLY IN THIS VIRTUAL ENVIRONMENT, MAY NOT BE SORT OF GETTING THAT WHAT WHAT'S CONSIDERED SUPERIOR FOR TAG PURPOSES, WHICH IS A THREE ONE, I THINK.BUT IT SEEMS LIKE IF YOU HAVE A KID WHO DIDN'T GET A SUPERIOR IN THE PORTFOLIO FOR WHATEVER REASON, BUT, FOR EXAMPLE, HAD FOUR YEARS IN MATH OR READING, THAT THAT SHOULD ALSO BE A FLAG FOR TESTING BECAUSE THAT WOULD BE ABOVE WAY ABOVE THE SUPERIOR CATEGORY.
AND SO I JUST WANTED TO KNOW IF THAT WAS SOMETHING THAT WAS BEING CONSIDERED, BECAUSE I WOULD HATE FOR SORT OF THE PORTFOLIO TO BE SOMETHING THAT KEPT A STUDENT OUT THAT WAS OTHERWISE DEMONSTRATING SUPERIOR CLASSROOM ABILITY.
RIGHT. JUST LIKE IN OUR USUAL PROCESS, THE WORK SAMPLE DOESN'T KEEP A STUDENT OUT.
RIGHT. SO THIS WHAT THIS PORTFOLIO IS, IS JUST A IF YOU WOULD THINK OF IT AS A SUPER WORK SAMPLE. SO IT'S MORE THAN JUST INSIGHT INTO ONE ACTIVITY.
AND THAT'S ALWAYS BEEN PART OF THE PROCESS.
BUT WHAT WE'VE SAID IS THAT IT WOULD BE THE PRECURSOR TO TESTING.
SO WHAT I'M ASKING IS IF YOU'VE GOT A STUDENT WHO DOESN'T GET A SUPERIOR IN THE PORTFOLIO, BUT OTHERWISE HAS THE GRADES, CAN THEY ALSO BE REFERRED FOR TESTING? THEY CAN BE REFERRED.
ABSOLUTELY. AND IN THAT REFERRAL PROCESS, WE'LL LOOK AT THE OTHER CRITERIA.
I JUST WANT TO BE CLEAR. I MEAN, TO SAY THINGS LIKE THE TIMING REALLY DOESN'T MATTER FROM THIRD GRADE GOING INTO FOURTH GRADE WHEN YOU SAY THEY CAN BE REFERRED, IS WHAT YOU'RE SAYING THAT THEY CAN'T BE REFERRED UNTIL THE BEGINNING OF FOURTH GRADE BY A PARENT.
THAT'S THE ONLY WAY THEY CAN GET TESTED IN THIRD BEFORE FOURTH GRADE IS TO GET A SUPERIOR IN THE PORTFOLIO.
NO. SO THERE'S THERE'S THERE ARE MULTIPLE ENTRY POINTS.
SO LET'S THINK ABOUT IT THAT WAY.
SO FOR FIRST AND THIRD GRADE, THE PORTFOLIOS ARE THE SCREENER, BECAUSE WE NEED TO HAVE SOME WAY OF LOOKING AT EVERY CHILD AND WE DO NOT HAVE THE CAPACITY RIGHT NOW TO TEST EVERYONE. AND IT ISN'T PLANNED FOR THIS SCHOOL YEAR.
SO IN ORDER TO ACTUALLY FIGURE THAT OUT, THAT'S WHY WE'RE USING THE PORTFOLIO AS THE SCREENING PIECE.
SO BUT THE OTHER ENTRY POINTS ARE REFERRALS AND THEN A REFERRAL KIND OF SITUATION.
THE PORTFOLIO WOULD JUST BE LIKE IT IS ANYWAY.
WE WOULD LOOK AT GRADES AND THEN HOPEFULLY WE WOULD HAVE TESTING.
NOW, WHAT COULD HAPPEN IF WE COME BACK IN PERSON BY THIRD QUARTER? IT'S POSSIBLE THAT A THIRD GRADER, THAT THE DIVISION WILL HAVE A MAP TEST, FOR INSTANCE, THAT WILL BE GIVEN TO ALL THIRD GRADERS, AND THAT IF THAT WERE TO HAPPEN, WE'D HAVE THAT SCORE ON EVERY THIRD GRADER.
SO THAT COULD AGAIN BECOME ANOTHER PIECE OF THIS PROCESS SO THAT NOW WE'D HAVE TWO PIECES OF DATA AND THEN WE COULD GET GRADES AND FOLLOW THE NORMAL PROCESS, WHICH IS THEN GOING TO THE TEACHER. SO THE REASON THAT GRADES DO NOT GENERATE AN AUTOMATIC REFERRAL ON THEIR OWN IS BECAUSE THAT FLUCTUATES AND CHANGES SO MUCH BETWEEN TEACHERS.
GRADES ARE A VERY GOOD REFLECTION OF HOW WELL A STUDENT IS MEETING YOUR TEACHERS EXPECTATIONS, BUT THAT VARIES FROM TEACHER TO TEACHER.
SO, YOU KNOW, JUST AND PLUS, I DON'T WANT TO PERPETUATE THE THE THINKING THAT STUDENTS OR HIGH ACHIEVING KIDS ALWAYS MAKE GOOD GRADES BECAUSE THEY DON'T.
SO THAT'S WHY. IT'S THE GRADES ARE ONE ELEMENT, AND IF THEY WORK IN FAVOR, IF THEY ARE IN SUPPORT OF THE STUDENT'S REFERRAL, THEN CERTAINLY WE USE THEM, BUT WE WOULDN'T WANT TO USE THEM ONLY BY THEMSELVES.
YEAH, NO, I GUESS MY CONCERN IS, IS MAKING SURE THAT WE'RE CAPTURING EVERYONE SO THAT THAT, AGAIN, WE KNOW LIKE I THINK THAT I VERY MUCH TAKE YOUR POINT, AND THAT'S ONE THAT I DIDN'T SORT OF FULLY APPRECIATE. IS THAT SORT OF WHAT A TEACHER LIKE HOW A TEACHER GRADES IS GOING TO BE LESS OBJECTIVE THAN THIS PORTFOLIO? BUT I GUESS MY CONCERN IS THAT ESPECIALLY WHEN YOU HAVE A SITUATION WHERE KIDS ARE SELECTING SORT OF WHAT THEY THINK THEIR BEST WORK IS, THAT A KID WILL BE MS. IN THIS PROCESS BECAUSE EVEN THOUGH THEY'RE PERFORMING VERY WELL, THEY WILL HAVE THE OPPORTUNITY TO DO THE TESTING THAT WOULD GET THEM INTO TAG. AND SO JUST MAKING SURE THAT WE'RE SORT OF FULLY CAPTURING THE UNIVERSE OF KIDS WHO SHOULD GET THAT ENTRY POINT.
ABSOLUTELY. IN FACT, I THINK THAT BY ALLOWING THE STUDENTS I MEAN, WE'LL HAVE TO TEST THIS HYPOTHESIS OUT. YEAH, I'M THINKING THAT IF WE ALLOW STUDENTS TO PUT THEIR OWN WORK THAT THEY LIKE INTO THE PORTFOLIO, WE WILL LEARN MORE ABOUT THOSE KIDS THAN WE CAN THROUGH ALMOST ANY OTHER KIND OF ASSIGNMENT.
AND IF THEY WANTED TO DO A VIDEO, LITTLE VIDEO RECORDING OR RESUME RECORDING OR THEY WANT
[00:35:01]
TO DO A PRESENTATION JUST TO SHOW OFF SOMETHING THAT THEY'VE MADE, AND WE CAN GAUGE FROM FROM WHAT THEY PUT IN THERE, THEIR SCORES, WE'RE NOT GOING TO SCORE WHAT THE STUDENT PUTS IN THE PORTFOLIO. IT GIVES US ADDITIONAL INSIGHT INTO WHAT THE STUDENTS INTERESTED IN.AND THAT'S A FINE LINE TO BE ABLE TO DETERMINE WHERE THAT STUDENT'S PASSIONS LIE AS OPPOSED TO ANYTHING WE COULD SEE ON PAPER AND PENCIL THAT RIGHT NOW BEING ALL DONE AT HOME, TOO. BUT THAT'S WHY WE ALSO WANTED TO BLEND IN THE OPEN ENDED CRITICAL THINKING LESSONS TO THEY'LL BE NOVEL EXPERIENCES.
IT'LL BE SOMETHING THAT THEY HAVEN'T ALREADY RECEIVED INSTRUCTION ON AND WILL BE MORE HOLISTIC. SO HOPEFULLY THEY'LL FIND THOSE FUN AND THE TEACHERS WILL FIND THEM ENGAGING.
AND IT'S A REALLY GOOD WAY TO MEET THAT.
THE REQUEST THAT JUST CAME UP A LITTLE BIT AGO AND THE SCOPE OF WORK ABOUT ASSURING THAT ALL KIDS HAVE ACCESS TO SOME OF THIS CURRICULUM BECAUSE IN ITS VERY NATURE.
BUT I DO BY DOING TWO OF THOSE LESSONS WITH EVERY FIRST AND THIRD GRADER, THEY'RE ALL GETTING EXPOSED TO THE SAME KIND OF CURRICULUM THAT SCHOLARS AND GAEA KIDS ARE RECEIVING AS WELL. SO IT'S AN ATTEMPT TO GET THIS OUT AND TO SHOW TEACHERS THAT THAT THE VALUE OF THOSE KIND OF LESSONS, TOO.
I HOPE THAT THE TEACHERS SEE THE VALUE IN THEM.
OK, WELL, I WAS GOING TO ASK YOU A BIT MORE ABOUT HOW A STUDENT WOULD SUBMIT THAT, BECAUSE THERE YOU KIND OF IMPLIED THAT IT SHOULD COME WITH A STORY OR WHY THEY SELECTED IT PIECE, WHICH, YEAH, IT DOESN'T HAVE TO, BUT IT COULD.
THAT'S ALL. SO THE STUDENTS WILL BE UPLOADING THEIR FAME.
IT COULD BE A DRAWING. IT COULD BE AN ILLUSTRATION.
IT COULD BE A STORY THEY WROTE THAT THEY LIKE VERY MUCH.
YOU KNOW, I GET A LOT OF INSIGHT WHEN I GO AROUND THE DIVISION AND I INTERVIEW KIDS FOR THE PROGRAM. I GET A LOT OF INSIGHT INTO WHAT THEY REALLY LOVE AND WHAT THEY WANT TO LEARN ABOUT BY ASKING THEM QUESTIONS ABOUT THEIR WORK SO IT DOESN'T HAVE TO HAVE CONTEXT AROUND IT. WE JUST WANT TO SEE WHAT THEY WOULD SUBMIT.
I THINK IT'S AN AWESOME IDEA TO INCLUDE THE STUDENT POPULATION THAT OUT OF CONTEXT WOULD BE GOOD. ARE YOU GUYS PREPARED TO DEAL WITH THAT IN CONTEXT? THAT DOESN'T NECESSARILY COME IN ENGLISH? I ASSUME THAT'S ABSOLUTELY FAIR GAME.
I'D JUST BE CURIOUS HOW THE COMMITTEE WOULD DEAL WITH IT.
YES, WE HAVE AT LEAST ONE PERSON AND WE PROBABLY HAVE MORE THAN ONE PERSON WHO WE WILL HAVE ON THIS COMMITTEE WHO WOULD BE BILINGUAL, AT LEAST IN SPANISH.
AND IF WE NEED SOMEONE ELSE IN ANOTHER LANGUAGE, WE CAN CERTAINLY PULL OUR RESOURCES TOGETHER. I'M SURE THE YELLOWFACE WOULD HELP ME WITH THAT SO WE CAN WE CAN BE PREPARED FOR THAT IF THAT'S HOW IT COMES ACROSS.
BUT SINCE WE DO HAVE DUAL LANGUAGE SCHOOLS, CERTAINLY THE SPANISH SIDE OF IT, WE'RE PREPARED FOR THAT. SO I HAVE A QUESTION FOR YOU.
I LOVE THE PORTFOLIO THINGS, BUT MY QUESTION IS, HOW IS IT GOING TO WORK FOR SPECIAL ED, FOR ILLEGAL STUDENT AND STUDENT WITH PARENTS WITH SECOND LANGUAGE AND THEY DON'T KNOW WHAT TO DO WITH IT AND HOW TO USE IT? HOW IS IT GOING TO WORK? ALL OF THAT? THIS WILL ALL BE DIRECTED BY THE TEACHERS.
SO THE ESL SPECIALISTS THAT ARE WORKING WITH THOSE STUDENTS, AS WELL AS THE SPECIAL ED TEACHERS THAT ARE WORKING WITH THOSE STUDENTS WHO ARE ALREADY SERVICING THEM CAN HAVE A HAND IN THIS AND THEY CAN HELP LEAD IT.
THIS IS NOT INTENDED IN ANY WAY TO BE A PARENT LED EXPERIENCE.
SO WE'LL HAVE THE SUPPORT OF THE SCHOOLS IN THAT PROCESS.
THANK YOU SO, SON, I HAVE A QUICK FOLLOW UP QUESTION.
I'M SORRY IF YOU ADDRESS THIS.
MY SON WENT OUT FOR A MINUTE, BUT FOR THIRD GRADERS WHO HAVE ALREADY BEEN IDENTIFIED AND NORMALLY TESTING WOULD SAY IF THEY'RE GOING TO GO INTO MATH, LANGUAGE ARTS OR BOTH IS THE SAME PROCESS OR THEY ARE THEY AUTOMATICALLY ELIGIBLE FOR THE TESTING? THEY WILL HAVE.
I THINK I UNDERSTAND YOUR QUESTION, LET'S SEE, SO THEY'LL THEY'LL DO A PORTFOLIO.
DEFINITELY. AND THEN WHAT WILL HAPPEN NEXT IS THAT IF THEY'RE ALREADY GÉGÉ STUDENTS, IS THAT MADE WHAT YOU WERE THINKING ABOUT? YEAH. SO WE DO KNOW WE HAVE AN ABILITY SCORE ON THEM.
AND SO THAT COULD BE AN EASY AUTOMATIC INTO THE NEXT LEVEL OF TESTING IF WE DON'T HAVE IT. I'M SO I'M REALLY HOPING WE CAN HAVE IT AT SCHOOL INSTEAD OF HAVING TO SCHEDULE IT BY APPOINTMENT. BUT WE DID.
WE WERE SUCCESSFUL DOING THAT IN A SMALL SAMPLE FOR TWO WEEKS AT JH LAST MONTH.
SO I KNOW WE KNOW HOW TO DO IT, BUT I JUST WOULD JUST HOPE WE'RE BACK TOGETHER IN PERSON.
OK, SO THEY'RE STILL GOING THROUGH THE PORTFOLIO PROCESS, BUT THEIR PREVIOUS SCORE WILL BE PART OF THAT PORTFOLIO.
AND I JUST WANT TO ECHO THIS IS ANOTHER POINT AND THANK YOU FOR THAT CLARIFICATION.
[00:40:04]
I JUST WANTED TO ECHO SOME OF THE CONCERNS.I THINK THAT THE STUDENT LED PORTFOLIO IS REALLY CRITICAL.
BUT I ALSO WANT TO ECHO SOME OF THE CONCERNS ABOUT THE TEACHER PORTION ONLY BECAUSE I'M WATCHING MY SECOND GRADER, WHO IS A VERY VOCAL LITTLE GUY.
SO HE'S WELL KNOWN TO HIS TEACHER, I ASSUME.
BUT THERE ARE A LOT OF KIDS WHO ARE IN THE BACKGROUND MOST OF THE TIME, AND I DON'T THINK THE TEACHERS KNOW THEM VERY WELL AT ALL.
IT'S BEEN REALLY HARD TO GET TO KNOW STUDENTS.
I JUST WANTED TO YOU KNOW, I DON'T KNOW IF THERE'S ANYTHING WE CAN DO DIFFERENTLY, BUT IT'S JUST A REALLY HARD ENVIRONMENT FOR TEACHERS TO GET TO KNOW THEIR STUDENTS.
YEAH, YEAH. THIS IS A VERY STRANGE PLATFORM.
I THINK EVERYBODY I TALK TO, I TELL THEM HOW UNCOMFORTABLE IT IS, EVEN FOR ME.
AND SO I CAN ONLY IMAGINE I'VE I'VE WATCHED KIDS IN THEIR CLASSES AND I COULD TELL HOW CHALLENGING IT IS TO KEEP THEM ON TASK AND ENGAGED.
AND, YOU KNOW, SO THOSE KINDS OF CONCERNS, I REALLY UNDERSTAND.
BUT THIS WILL THIS PROCESS WILL NOT REALLY DEPEND ON WHO'S THE MOST ATTENTIVE IN THE ZOOME CALL, FOR INSTANCE, OR THIS CLASS, BECAUSE IT'S GOING TO BE ASSIGNMENT BASED.
AND SO AS LONG AS THE STUDENTS DO THE ASSIGNMENT, WE SHOULD BE ABLE TO GET A GOOD SENSE OF HOW THEY'RE FUNCTIONING BECAUSE WE'RE GOING TO HAVE THAT SAME ASSIGNMENT FOR EVERY CHILD IN THAT ROOM.
RIGHT, GOOD POINT. A NICE PLATFORM TO COMPARE.
ONCE THE STUDENTS PASS THE PORTFOLIO PHASE, CAN YOU TELL US WHAT TEST WILL BE ADMINISTERED? WELL, AGAIN, THIS IS GOING TO HAVE A LOT TO DO WITH WHETHER OR NOT WE'RE IN SCHOOL. BUT IF IF WE ARE IN SCHOOL AND CAN HAVE THE MAP TEST GIVEN.
THEN WE WILL GIVE THAT TO THIRD AND UP.
THE TOOK ONE AND TWO WOULD GET AN ABILITY TEST, PROBABLY THE MAGLIARI.
SINCE THAT'S ONE THAT WE CAN GIVE ONLINE, BUT WE STILL HAVE TO BE IN PERSON.
OK, SO THAT'S MOSTLY LIKE NON-VERBAL IQ, RIGHT? IT'S NOT ACTUALLY NON-VERBAL IQ, BUT IS A NON-VERBAL ASSESSMENT OF ABILITY.
SO WHAT ABOUT WHAT ABOUT THOSE KIDS THAT HAVE LIKE A HIGHER VERB? IT'S THE VERBAL IQ THAT KIND OF PULL THE TOTAL IQ UP.
YEAH. AND USUALLY WE WE CATCH THOSE KIDS WHEN WE GIVE THE COGAT IN THIRD GRADE USUALLY.
AND SO IN THIS CASE, WHAT WE WOULD HOPE IS WE CATCH THAT ON THE MATH TEST.
AND IF WE DON'T HAVE MATH AND IF WE'RE NOT BACK IN PERSON, THEN THE FALLBACK PLAN WOULD BE TO DO SCHEDULED IN-PERSON TESTING USING THE IOWA ASSESSMENT THAT FORMALLY KNOWN AS THE IOWA TEST OF BASIC SKILLS.
BUT THE STATE WOULD NOT WAIVE I DON'T KNOW IF I MENTIONED THIS LAST MONTH OR NOT, BUT OR MAYBE I DIDN'T KNOW WHEN WE MET LAST MONTH, BUT WE'VE BEEN TRYING TO GET THE STATE TO WAIVE THE REQUIREMENT OF THAT, THAT THERE HAS TO BE A TEST SCORE FOR PLACEMENT.
SO ONE WAY OR ANOTHER, IN ORDER TO GET THE STUDENTS PLACED, WE WILL FIND A WAY TO GET A STANDARDIZED TEST SCORE.
ALL RIGHT, LET'S WE'VE GOT A COUPLE MORE THINGS.
THANK YOU FOR THAT. THAT'S TOP OF MIND FOR A LOT OF THE COMMITTEE.
I KNOW YOU HAD A COUPLE OTHER UPDATES AND THEN AS UPDATE TO THEM, THE REST OF THEM ARE VERY FAST.
I KNEW THAT YOU MIGHT BE MOST INTERESTED IN THE PORTFOLIO DETAIL, SO PLEASE HELP SPREAD THE WORD. AND IF THERE'S OTHER THINGS YOU WANT TO KNOW, PLEASE LET ME KNOW.
AND IF THERE'S THINGS WE HAVEN'T THOUGHT OF THAT I APPRECIATE YOU TELLING ME THAT, TOO, BECAUSE THAT'S WHY YOUR POINT OF VIEW IS SO IMPORTANT.
SO WE ARE PLANNING FOR QUARTER TWO NOW AS WE SPEAK.
AND SO THERE WILL BE SOME TAG MATERIALS COMING HOME IN THE NEXT PACKET.
SO WE'VE GOT SOME TEACHERS WORKING ON THOSE IDEAS AS WELL, A LITTLE OFF SCREEN WORK SO THAT EVERYTHING IS SO FOCUSED ON SCREEN.
GOVERNORS, SCHOOLS GETTING STARTED, WERE UNDER WAY PLANNING FOR THAT.
SO THOSE OF YOU THAT HAVE HIGH SCHOOL KIDS, THAT WILL THAT IS THE PLAN.
THE STATE IS ROLLING IT OUT AGAIN AND HOPEFULLY THEY'LL BE ABLE TO DO IT NEXT SUMMER IN PERSON. AND THEN MY FINAL UPDATE FOR YOU, AND IT'S KIND OF A PERSONAL KIND OF THING THAT I WANTED TO SHARE WITH YOU THAT I'VE BEEN TELLING EACH OF MY GROUPS AS MY WORK GROUPS WANTED TO TELL THIS TO YOU IN PERSON, EVEN THOUGH YOU MAY HAVE ALREADY HEARD IT ON THE STREET. BUT I AM RETIRING.
AND SO AS OF THE OFFICIAL DATES, RELIGION WAS FIRST, BUT BECAUSE I HAVE LEAVE TO USE MY LAST DAY IN THE NOVEMBER 20TH JUST BEFORE THANKSGIVING, SO THE DIVISION IS WORKING ON THE
[00:45:02]
NEXT STEPS. AND I THINK IT'S GOING TO BE A WONDERFUL FUTURE.I HOPE I HOLD A LOT OF PROMISE IN THE FUTURE.
THE FOLKS THAT HAVE WORKED WITH ME, THE TEACHERS ARE AMAZING.
THE ADMINISTRATORS ARE AMAZING.
WE HAVE GREAT DESIGNEES AND ALL THE SCHOOLS.
AND SO I JUST FEEL LIKE EVERYBODY KNOWS WHAT'S GOING ON AND EVERYBODY KNOWS HOW TO MOVE FORWARD. SO I THINK IT'S THE RIGHT TIME.
I'VE BEEN IN THE FIELD OF EDUCATION IN VARIOUS TYPES OF WORK FOR FORTY FIVE YEARS, SO I THINK IT'S PROBABLY A GOOD TIME.
SO I WANTED TO TELL ALL OF MY DIRECT GROUPS THAT I WORK WITH DIRECTLY IN PERSON SO THAT YOU WOULDN'T JUST HEAR IT FROM SOMEBODY ELSE.
SO THANK YOU VERY MUCH FOR ALL THESE GREAT YEARS.
I'VE BEEN HERE NINE YEARS AND THAT IS LONGER THAN I THINK.
I'VE STAYED IN MOST OF MY JOBS.
WE'RE GOING TO MISS YOU, DONNA.
I CAN'T THANK YOU ENOUGH FOR ALL OF YOUR WORK.
I KNOW THAT A BIG LOSS, BUT WELL-DESERVED.
THANK YOU. YES, THANK YOU, DONNA, FOR ALL YOUR WORK THAT.
AND I'M ONLY ZOOME CALAWAY, ANYBODY EVER WANTS TO TALK, THEN I THANK YOU FOR EVERYTHING, ESPECIALLY FOR MY FAMILY.
WITHOUT YOU, MY KIDS WOULDN'T BE IN TAG.
YOU ARE MY FAVORITE PERSON AND GOOD LUCK.
AND I WOULD GIVE YOU A HUG IF I COULD, SO I'M SENDING A VIRTUAL ONE.
YOU NEED TO TEARS, BUT I REALLY APPRECIATE IT.
WE'RE GOING TO MISS YOU A LOT.
I WISH YOU WELL AND YOUR FAMILY'S BEAUTIFUL.
YES, THANK YOU. LISA EMAILED ME AND OFFERED TO GIVE OUR COMMITTEE A QUICK UPDATE BECAUSE
[Additional Item]
SHE HAS A, I'M GOING TO SAY STARRING ROLE, BUT IT'S PROBABLY NOT A STARRING ROLE.BUT SHE HAS A ROLE IN THE RENAMING PROCESS AND FELT THERE WAS SOME REALLY GOOD INFORMATION SHE WANTED TO SHARE WITH THE COMMITTEE.
YEAH, SO WE HAD TWO MEETINGS FOR THE STUDENT IDENTITY PROJECT, WHICH IS LED BY ASHLEY AND LORRAINE, WHO ARE THE STUDENT REPRESENTATIVES FOR THE SCHOOL BOARD, AND I JUST THOUGHT IT WAS DEFINITELY SOMETHING TO COME IN HERE AND TALK ABOUT BECAUSE OF THE EXPERIENCES THAT PEOPLE SHARED THAT THEY FELT WHEN THEY WERE IN TAG OR WHEN THEY WEREN'T IN TAG, IT WAS JUST SOMETHING I'D NEVER SEEN ON THAT SCALE.
AND I THINK IT'S DEFINITELY WORTH BRINGING UP TO THE COMMITTEE AND HAVING A CONVERSATION ABOUT IT, BECAUSE THEN THERE WERE I DON'T I THINK IT WAS MAYBE FIVE DIFFERENT FIVE, MAYBE FIVE STUDENTS. I'M NOT SURE I WOULD LOVE TO GET THE RECORDING OF THE MEETING BECAUSE THEN I COULD HAVE SPECIFIC STORIES OF THOSE SPECIFIC EXPERIENCES THAT THOSE STUDENTS HAD WITHIN THE PROGRAM.
BUT IT WAS OVERALL CONSENSUS ON THE STUDENT BODY SIDE THAT THEY JUST FELT LIKE THEY DIDN'T HAVE A GOOD EXPERIENCE AND TAG BASED ON THEIR RACE AND ETHNICITY.
AND I THINK THAT'S DEFINITELY SOMETHING THAT WE NEED TO LOOK FURTHER INTO AND HOW WE KIND OF GROW FROM THAT AND TAKE THOSE EXPERIENCES INTO ACCOUNT.
SORRY, I MADE IT SO I JUST WANT TO MAKE SURE I UNDERSTOOD.
IT SOUNDS LIKE THERE WERE MULTIPLE EXPERIENCES SHARED, SOME BY STUDENTS WHO WERE NOT IN THE TAG PROGRAM, AND THEN SOME EXPERIENCES OF STUDENTS THAT WERE IN THE PROGRAM.
AND I I THINK I HAVE HEARD A LOT OF THOSE.
BUT IT SOUNDS LIKE THE DRIVING POINT YOU WANTED TO MAKE IS FOR STUDENTS THAT WERE IN THE TAG PROGRAM, MANY FELT ALIENATED EVEN WITHIN THEIR TAG CLASSES.
AND THAT'S THE BIG PIECE THAT YOU WANT US TO HEAR.
SO IS HOW CAN THE ACTUAL TAG CLASS ENVIRONMENT BE MORE WELCOMING AND INCLUSIVE AND SUPPORTIVE FOR ALL STUDENTS THAT ARE ACTUALLY IN THAT CLASS? IS THAT CORRECT? YEAH, IS NOT ONLY TRUE FOR TAG, IT'S TRUE FOR ALMOST EVERY ADVANCED COURSE THAT IS WITHIN OUR SCHOOL SYSTEM. SO I THINK THAT'S KIND OF A.
ACROSS THE BOARD, BUT I THINK WHAT'S UNIQUE ABOUT TAG IS THE AP COURSES DON'T REALLY HAVE A COMMITTEE WHERE THEY CAN DISCUSS JUST DISCUSS THESE ISSUES AND KIND OF BRING ABOUT CHANGE. BUT I THINK THAT'S WHY WE HAVE A UNIQUE STANDPOINT AND THAT WE CAN ACTUALLY HAVE CONVERSATIONS ABOUT THIS AND FIGURE OUT HOW WE CAN ALLEVIATE THOSE ISSUES WITHIN THE CLASSROOM. THANK YOU, AND I HAVEN'T FORGOTTEN ABOUT THE POINT THAT I
[00:50:11]
THINK IT'S KIND OF COME OUT OF YOUR PARTICIPATION ON THIS COMMITTEE IS.YOU KNOW SORT OF HOW WE BETTER ADDRESS THE COMMITTEE, BECAUSE WE FOCUS SO MUCH ON ELEMENTARY AND MIDDLE SCHOOL, BECAUSE FOR HIGH SCHOOL IT IS THE AP CLASSES WHICH, YOU KNOW, HAS SOME TYPE STUDENTS IN IT, BUT NOT NECESSARILY.
AND AP CLASSES IN AND OF THEMSELVES AREN'T THEY'RE NOT CLASSES, SO.
I HAVEN'T FORGOTTEN ABOUT THAT, AND I THINK THIS RAISES A GOOD POINT, AND SO, YOU KNOW, I THINK IT'S SOMETHING.
I DON'T HAVE AN ANSWER ON THAT, BUT I HAVEN'T LOST A POINT OF THAT, AND I REALIZE THERE'S ACTUALLY NOT A GREAT VOICE FOR HIGH SCHOOLERS ON THIS COMMITTEE OR THE HIGH SCHOOL EXPERIENCE. SO I THINK IT'S SOMETHING WE CAN ALL BE THINKING ABOUT AND WHETHER THAT SERVES THROUGH THIS COMMITTEE OR.
HAVING A FORUM TO ADDRESS THE POINTS THAT YOU'RE BRINGING UP, YOU KNOW, WE NEED TO GET OUR ARMS AROUND THAT, CERTAINLY SO.
YEAH, SO AND THANKS FOR BRINGING THIS UP.
I HAD THE PRIVILEGE OF MODERATING THE SECOND DISCUSSION LAST NIGHT WHEN WAS ON THE PANEL FOR THAT ONE, AS WELL AS SOME OTHER STUDENTS.
AND AND I WOULD ECHO A LOT OF THE THINGS SHE SAID JUST TO KIND OF PUT SOME ADDITIONAL THOUGHTS ON IT. I MEAN, IT WAS VERY APPARENT THAT STUDENTS AT THE HIGH SCHOOL LEVEL, PARTICULARLY STUDENTS OF COLOR, JUST FEEL A LACK OF COMFORT IN THESE AP CLASSES AND IN THESE ADVANCED CLASSES.
AND A THEME THEY REALLY EMPHASIZED WAS THAT THE TEACHERS ARE NOT CREATING A WELCOMING ENVIRONMENT FOR THEM. THEY'RE NOT CREATING AN ENVIRONMENT WHERE THEY FEEL LIKE THEY CAN BE SUCCESSFUL.
AND I'VE HEARD A COUPLE OF STORIES OF STUDENTS FEELING LIKE MAYBE THE TEACHER ISN'T ALLOWING THEM TO BE PLACED IN A POSITION OF SUCCESS AND THAT THEY HAVE TO REALLY HAVE DIFFICULT CONVERSATIONS TO BE ABLE TO BE SUCCESSFUL IN THE COURSE AND THINGS LIKE THAT.
SO ONE OF THE THINGS THAT CAME OUT OF THE CONVERSATION WAS HOW WE NEED TO LOOK AT OUR HIRING IN TERMS OF THE TEACHERS THAT WE'RE HIRING FOR AP CLASSES.
BUT TO THE BROADER QUESTION OF THIS ROLE, THIS COMMITTEE AND HOW ALL THIS FITS TOGETHER, IT'S TO ME IT'S ALL INTERRELATED, RIGHT? LIKE THE CULTURE OF THE DIVISION AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS, I THINK PERCOLATES UP TO THE HIGH SCHOOL IN TERMS OF THE WAY WE'RE TREATING THE STUDENTS, THE SORT OF CULTURAL TONE WE'RE SETTING IN THOSE SORTS OF THINGS.
SO I PERSONALLY FOUND I MEAN, I'VE HEARD SOME OF THESE STORIES BEFORE, BUT THE KIND OF HEAR THEM REPEATED OVER AND OVER AGAIN BY SEVERAL STUDENTS OVER THE COURSE OF AN HOUR WAS QUITE JARRING FOR ME TO JUST HEAR AGAIN.
AND AND OBVIOUSLY, WE'RE TALKING ABOUT THE T.C.
WILLIAMS NAME CHANGE, BUT THERE ARE THESE MORE SYSTEMIC ISSUES THAT WE REALLY HAVE TO TO OWN AS A DIVISION.
AND SO I THINK JUST HEARING FROM THAT THAT FROM THE STUDENTS IS VERY POIGNANT.
AND I AND I THINK WE JUST NEED TO REALLY BE ATTUNED TO THAT.
SO IF THERE'S A WAY WE CAN THINK ABOUT THAT THREAD THROUGHOUT ALL OF THE MEETINGS AND HOW THINGS WE DO AT THE ELEMENTARY LEVEL AFFECT THE MIDDLE AND HIGH SCHOOL LEVEL AND BE SYSTEMATIC ABOUT THAT, I THINK THAT WOULD BE VERY VALUABLE BECAUSE THERE IS DEFINITELY A CONNECTION BETWEEN ALL OF THIS AND HOW THAT WORKS.
AND JUST THE KIND OF SUM UP, I THINK THERE ARE REALLY TWO POINTS THAT CAME OUT OF IT.
RIGHT. ONE IS THIS THIS SORT OF CULTURAL FEELING OF LACK OF INCLUSION, THE SORT OF FEELING OF OTHERNESS THAT PERMEATES THE DIVISION FOR OUR STUDENTS OF COLOR.
RIGHT. AND THEN THE OTHER PIECE IS JUST THE DISPROPORTIONALITY.
RIGHT. I'M THE ONLY BLACK STUDENT IN THIS AP CLASS TYPES OF THINGS THAT I KEEP CONTINUING TO HEAR. AND WHY IS THAT? AND WE HAVE THAT DISPROPORTIONALITY PROBLEM ALSO IN TAG ELEMENTARY AND MIDDLE AS WELL.
SO SO THOSE COMMON THEMES, I THINK CAME OUT OF IT.
AND IT JUST UNDERSCORES THE IMPORTANCE OF THIS WORK AND EVERYTHING WE'RE DOING.
AND I'D ALSO BE REMISS TO SAY, DONNA, THANK YOU FOR YOUR SERVICE.
REALLY APPRECIATE ALL THE DEDICATION YOU PUT INTO THIS COMMITTEE AND AND TO THE TAG PROGRAM IN KPS.
I'M EXCITED FOR THE FUTURE, TOO, IN THE WORK, THE WORK THAT WE'RE GOING TO CONTINUE TO DO. BUT BUT YEAH.
[00:55:02]
SO I MEAN, I DEFINITELY WOULD ECHO WHAT HE SAID.AND I DO BELIEVE THAT BOTH THE FIRST SESSION IN THE SECOND SESSION WERE RECORDED IN THE THIRD SESSION IS GOING TO BE ON OCTOBER 20.
SO MEMBERS OF THIS COMMITTEE MAY WANT TO CHIME IN, TUNE INTO THAT ONE, BECAUSE I'M GUESSING THERE WILL BE SIMILAR THEMES THAT WILL BE DISCUSSED IN THE FOCUS OF THE THIRD CONVERSATION IS GOING TO BE LOOKING TOWARD THE FUTURE.
SO THAT MAY BE AN OPPORTUNITY FOR STUDENTS TO KIND OF TALK ABOUT WHAT ARE SOME SOLUTIONS, POLICY WISE OR OTHERWISE, THAT THAT WE MIGHT WANT TO IMPLEMENT TO IMPROVE SOME OF THESE PROBLEMS. YEAH, AND JUST TO DEFINITELY REITERATE WHAT YOU WERE SAYING, I THINK THAT FOR HER TO HAVE A LOT OF MY FRIENDS SAY THAT THEY'VE ONLY FELT LIKE THEY EVER HAD ONE TEACHER ADVOCATE FOR THEM THROUGHOUT THEIR ENTIRE ELEMENTARY, MIDDLE AND HIGH SCHOOL AND HAVE ONE TEACHER WHERE THEY FELT LIKE THEY WERE GENUINELY TRYING TO INCLUDE THEM IN THE CONVERSATION AND TEACH NARRATIVES THAT REPRESENTED THEIR OWN DEMOGRAPHIC.
SO YOU'RE NOT JUST LEARNING ABOUT KIND OF WHAT THE STATE PROMOTES BECAUSE THAT'S NOT EQUITABLE. THE STATE'S NOT PROMOTING EQUITABLE LEARNING MATERIAL.
AND I ALSO THINK THAT ANOTHER POINT THAT WAS DEFINITELY REPEATED MULTIPLE TIMES THROUGHOUT WAS JUST A LACK OF SUPPORT FOR THESE STUDENTS AND THE EMPHASIS OF WHITE SPACES AND HOW PEOPLE KIND OF HAVE A LACK OF NOT A LACK OF, BUT HARD TO INTERACT WITH OTHER STUDENTS. IT'S ALSO HARD TO ADVOCATE FOR THEMSELVES.
AND I THINK YOU'LL FIND THAT A LOT OF IT'S A MUCH EASIER FOR A LOT OF WHITE STUDENTS TO ADVOCATE TO TEACHERS THAT LOOK LIKE THEM VERSUS OTHERS WHO FEEL LIKE THEY THEY'RE NOT REPRESENTED IN THOSE CLASSROOMS OR EVEN IN COUNSELING SESSIONS AND THROUGH ADMINISTRATIVE PROCESSES. OK, SO HERE'S WHAT I WAS JUST THINKING AS FAR AS.
THAT THE AP REPRESENTATION, I THINK WHAT I'M GETTING AT AND MAYBE DR.
MANN AND CHRIS, YOU GUYS COULD THINK ABOUT THIS AND WE COULD COME BACK TO IT, BUT SO, LIKE LEE SERVES ON THIS COMMITTEE AND DONNA HAS THE TAG TEACHERS THAT SHE KIND OF ALL MAKES MEETS WITH WITHIN MIDDLE SCHOOL AND ELEMENTARY.
BUT WE DON'T HAVE THAT FOR THE AP TEACHERS, SO SO LIKE WE LIKE DONNA DOESN'T MEET WITH ALL THE AP TEACHERS.
SO THAT'S KIND OF THE DISCONNECT.
I MEAN, IN IN OUR SCOPE OF WORK, WE STARTED SAYING, LIKE, WE REALLY WANT TO BUILD THIS CIRCULAR, HOLISTIC VIEW OF WHAT IT MEANS TO BE PART OF THE TECH PROGRAM AND ITS MANY FACETS, BECAUSE THAT INCLUDES GEIA.
IT INCLUDES SUBJECTS SPECIFIC.
IT CAN GO ALL THE WAY UP TO AP CLASSES, IF YOU WILL.
SO MAYBE BUT WE DON'T REALLY HAVE THAT.
WE DON'T HAVE A VOICE FOR THAT.
SO I DON'T KNOW IF THERE ARE AP TEACHERS THAT THERE'S A GROUP AND THEN WE HAVE TO DECIDE WE WANT TO REACH OUT AND HAVE ONE OF THE PEOPLE SIT IN ON THIS COMMITTEE SO THAT THEY ARE HEARING THESE CONVERSATIONS STARTING WITH ELEMENTARY, BECAUSE I THINK ON THE COMMITTEE, WE ARE VERY AWARE OF THE DISPROPORTIONALITY.
WE'VE BEEN DIGGING INTO TOPICS AND TRYING TO DO THAT.
BUT WE DON'T WE DON'T SEEM TO AT THE MOMENT REALLY HAVE A BRIDGE TO THE HIGH SCHOOL OTHER THAN RESEE. SO.
SO I AM VERY SO I THINK YOU WE HAVE SOME THINGS IN THE WORKS TO ADDRESS JUST WHAT YOU JUST TALKED ABOUT, LAURA, AS FAR AS THE CONNECTION BETWEEN ALL THE WAY FROM ALL THE WAY UP THROUGH A.P. AND EVEN D.C.
AND SO THAT'LL BE COMING OUT SHORTLY.
AND THEN ALSO TO PIGGYBACK OFF MR. SUAREZ, THIS COMMENT, WE SAID WE KNOW THAT THIS HAPPENS ESPECIALLY AT G.W.
WAY BEFORE THEY EVEN GET TO AN AP CLASS.
AND AS MUCH AS JESSE PARET WHEN SHE WAS THERE, I TRIED TO CHANGE IT.
AND EVEN LINDA WHITFIELD, YOU STILL HAD KIDS WHO LOOK LIKE ME OR MY WIFE.
SHE'S MEXICAN-AMERICAN WHO WOULD GO, I'M NOT GOING IN THAT CLASS BECAUSE EVERYONE'S WHITE. SO YOU WOULD ASK THEM AND THEY GO, I ALREADY KNOW.
I'M NOT WELCOME. SO WE KNOW WE HAVE A LOT OF WORK TO DO, BUT IT'S OUR EQUITY WORK AND THE STRATEGIC PLAN LEAVE JUST CENTER OFFICE AND OUR LEADERS.
BUT IT GETS DOWN TO THE SCHOOLS AND MAKING IT THE FOCAL POINT AND REALLY BECOMING AN ANTI-RACIST SCHOOL DIVISION WE HOPE WILL HELP.
AND SO I KNOW RAINEY AND I DON'T KNOW IF THEY'RE STILL ON HERE YOU RIGHT NOW, BUT IF WE WE KNOW WE HAVE WORK TO DO.
AND SO WE'RE CONTINUING TO TRY TO BATTLE THAT.
AND I KNOW MR. BALAS AND HIS TEAM SINCE HE'S BEEN THERE, HAVE BEEN TRYING TO MAKE SURE WHEN THEY HIRE TEACHERS THAT THEY KNOW WHEN THEY HEAR T.C.
[01:00:01]
WILLIAMS, THEY THINK OF OLD TOWN, BUT HELPING THEM UNDERSTAND THAT IT'S A MINORITY MAJORITY HIGH SCHOOL.AND, YES, IT'S BIG, BUT THIS IS WHAT YOU'RE DEALING WITH AND TRYING TO BREAK DOWN THOSE SILOS. SO IN THE NEXT WEEK OR SO, YOU'LL HEAR SOME OF OUR PLANS FOR THE ALIGNMENTS FROM GEORGIA ALL THE WAY UP THROUGH AT&T.
AND THEN ALSO WE CONTINUE TO DO OUR EQUITY WORK AND AS EVERYONE SAID, OUR HIRING AND MAKING SURE THAT WE HELP KIDS FEEL WELCOME.
AND THEN THIS IS A CAVEAT TO THIS.
BUT I THINK MR. SUAREZ IS ACTUALLY THE ONE WHO CHALLENGED ME AND THE PEOPLE WHO ARE ON THE EDUCATIONAL DESIGN TEAM TO THINK ABOUT THIS AS WE THINK ABOUT THE REDESIGN OF THE NOT JUST THE OPENING OF A NEW BUILDING.
WE ARE ACTUALLY GOING TO SPEND OUR SECOND MEETING AND ANOTHER ONE TOTAL OF THREE MEETINGS ON BUILDING COMMUNITY AND WHAT THAT MEANS AND NOT JUST THE STRUCTURE, BUT WHAT DOES THAT LOOK LIKE FROM THE STAFF LEVEL ALSO TO THE KID LEVEL? WHAT DO THOSE EXPERIENCES LOOK LIKE? BECAUSE IF WE DON'T START THERE, WE CAN HAVE EVERY PROGRAM KNOWN TO MAN.
BUT IF THE TEACHERS DON'T FEEL CONNECTED AND THE KIDS, WE'RE NOT GOING TO BE SUCCESSFUL.
SO THAT'S WHAT WE'RE STARTING OUR FIRST THREE MEETINGS OUT OF THE GATE FOR EDUCATIONAL DESIGN TEAMS THAT WE ARE WITH YOU ON TRYING TO TACKLE THIS.
I THINK THAT'S VERY EXCITING TO ME, LAURA.
YES, YOU KNOW, TO HEAR ALL OF THIS AND YOU KNOW THAT CHILDREN OF COLOR ARE NOT HAVING A GOOD EXPERIENCE AND I'M NOT SURPRISED AT ALL BECAUSE THE TRUTH IS THE LEGACY OF TAG AND ACCESS WASN'T CREATED FOR CHILDREN OF COLOR.
AND I THINK FOR US TO KIND OF LIKE MOVE ON AND TO MAKE THINGS BETTER, WE NEED TO SORT OF LIKE CONFRONT LIKE WHY AND HOW TAG WAS CREATED.
AND UNTIL WE DO THAT, THAT I DON'T I DON'T KNOW HOW MUCH FURTHER WE COULD GET.
IT SEEMS TO BE A PREDICTION OF FAILURE WHEN CHILDREN OF COLOR ENTER THESE PROGRAMS AND NOT A PROPHECY OF SUCCESS.
SO I JUST WANT TO KIND OF LEAVE THAT THERE.
MY POINT TONIGHT, CAN I SAY SOMETHING? MY KIDS ARE GOING TO TASB NEXT YEAR, I'M AFRAID, BOTH OF THEM, IN FACT, AND THEY ARE TAKING AP, I AM REALLY SCARED TO PUT THEM THERE.
AND THEN I'M LOOKING FOR ALTERNATIVE BECAUSE I SEE IN THE EXPERIENCE THE OTHER KIDS HAVE, THEY LOOK LIKE MY KIDS.
AND WHEN YOU GUYS ARE TALKING ABOUT CHANGING THE NAME, IT'S NOT ENOUGH BECAUSE THIS PROBLEM STILL EXISTS.
CHANGING THE NAME IS NOT SOLVING ANYTHING.
I THINK ONE THING THAT WE EMPHASIZED IN THE CONVERSATIONS WAS THAT CHANGING THE NAME IS NO SOLUTION. CHANGING THE NAME IS THE FIRST STEP TO OWNING UP TO THE PAST.
AND YOU CAN'T DISMANTLE SYSTEMS WITHIN EDUCATION SYSTEMS THAT ARE OPPRESSIVE OR DISCRIMINATORY WITHOUT ACTUALLY OWNING UP TO THE PAST.
AND I THINK THE FIRST WAY TO DO THAT IS TO CHANGE THE NAME OF THESE SCHOOLS AND TO RECOGNIZE WHAT HAS GONE WRONG.
AND I THINK THAT'S WHY IT WAS SO IMPORTANT THAT WE HAD A DISCUSSION OF THE PAST SO PEOPLE COULD EXPRESS WHAT THEY FEEL HAS GONE WRONG.
AND ALSO, I THINK THAT ONE THING FOR THAT I'VE SEEN WITH AP CLASSES IS ALSO THE ADVERTISEMENT OF AP CLASSES.
A LOT OF COUNSELORS END UP DISCOURAGING STUDENTS, ESPECIALLY STUDENTS OF COLOR, FROM TAKING THESE COURSES.
AND I THINK THAT IS A VERY PROMINENT FACTOR AS TO WHY THESE STUDENTS DON'T TAKE THESE CLASSES, BECAUSE I'VE HEARD STORIES OF MY FRIENDS WHO HAVE GONE AGAINST WHAT THEIR COUNSELORS HAVE SAID AND HAVE GONE AND HAVE BEEN INCREDIBLY SUCCESSFUL IN THESE AP COURSES.
AND THE STUDENTS HIGHLIGHTED THAT THIS BEING AN ISSUE WITH RESPECT TO SOME TEACHERS, BUT ALSO COUNSELING, THEY REALLY MADE ME THAT APPOINTMENT.
AND I WILL SAY THAT IT WASN'T ALL GLOOM AND DOOM FROM THE STUDENTS.
SEVERAL OF THEM POINTED TO MS. KIEK. I BELIEVE IT WAS AS AN EXCELLENT TEACHER WHO REALLY PROMOTES THIS CULTURE OF INCLUSION WHERE ALL THE STUDENTS FEEL WELCOME.
SO IT'S SOMETHING I'VE TRIED TO DO WHEN HAVING THESE STUDENT CHATS IS KIND OF ASK WHERE ARE THE BRIGHT SPOTS IN THE DIVISION.
MAN'S POINT ABOUT HAVING THESE COMMUNITY BUILDING EXERCISES AND SO FORTH, WHO CAN MODEL THIS BEHAVIOR FOR THE DIVISION SO THAT WE CAN REPLICATE THE GOOD THE HIGHLIGHTS? BECAUSE IF THERE IS A TEACHER LIKE MACKOWIAK IS DOING AN EXCEPTIONAL JOB OF THIS IN THE
[01:05:03]
DIVISION AND WE CAN SCREEN FOR THAT OR AT LEAST TRAIN TEACHERS TO DO THAT EFFECTIVELY AND ALSO COUNSELORS, THEN WE CAN REALLY MOVE TOWARDS SOMETHING, SOMETHING STRONG AND SOMETHING WE CAN BE PROUD OF.AND I ON I AM ON I DID I DON'T KNOW IF I JUST WANT TO REFER BACK BECAUSE I'M LISTENING TO TZION AND YOU HAVE BEEN A STRONG ADVOCATE ON THIS COMMITTEE FOR COUNSELING.
AND I JUST WANT TO CALL OUT BECAUSE I HEAR IT AGAIN.
I MEAN, IF THERE IS A TAG DESIGNATED COUNSELOR AT TASB TO SUPPORT YOUR KIDS AND TO ADVOCATE FOR THESE KIDS, THAT WOULD BE A BIG STEP IN THE RIGHT DIRECTION.
OUR SCOPE OF WORK DID AMEND AND SPECIFICALLY CALLED THAT OUT.
SO I JUST WANT TO MAKE SURE IT SAYS YOUNG SCHOLAR AND TAG SPECIFIC COUNSELING SERVICES AND SUPPORTS. AND SO I YOU KNOW, WE DON'T ALL WE CAN DO IS CONTINUE TO HAVE CONVERSATIONS AND LEARN AND ADVOCATE.
AND I REALLY APPRECIATE HOW MUCH YOU BROUGHT THAT TO THE FOREFRONT FOR YOUR CHILDREN'S EXPERIENCE, PARTICULARLY IN MIDDLE SCHOOL AND HIGH SCHOOL.
SO I'M REALLY GLAD THAT'S ACTUALLY IN THE SCOPE OF WORK THIS YEAR.
SO THAT WILL NOW GO TO THE SCHOOL BOARD, SO.
DO WE HAVE ANY PUBLIC COMMENTS? I DON'T THINK.
THERE'S ANYBODY BESIDES US ON THIS CALL.
DOES ANYBODY ELSE ON THE CALL HAVE A QUESTION OR WANT TO BRING SOMETHING UP REAL QUICKLY BEFORE WE WRAP THIS MEETING? I HAD ONE QUESTION FOR THEM.
[Presentation Open Discussion]
WONDERED IF YOU COULD JUST GIVE US A REALLY BRIEF UPDATE ON THOSE ROLLOUT OUT TO THE NEW SCHOOLS, BECAUSE I THINK WE HAVE A FEW SCHOOLS THAT ARE JOINING THE PROGRAM AND JUST WANTED TO KNOW WHERE THAT WAS RIGHT NOW.RIGHT. SO, AGAIN, WE'RE WE'RE TRYING TO FIGURE OUT THE EASIEST WAY TO GET OUR NEW SCHOOLS ON BOARD BECAUSE THERE'S A TRAINING COMPONENT THAT HAS TO BE COMPLETED SO THAT THE TEACHERS IN THE WHOLE SCHOOL, WHETHER YOU'RE A YOUNGSTER AT THE LEVEL THAT THE YOUNG SPELLERS ARE BEING IDENTIFIED FOR OR NOT, WE WANT THE WHOLE SCHOOL TO UNDERSTAND WHAT THE PROGRAM IS AND ITS INTENTIONS AND HOW IT OPERATES.
SO THAT IS WHAT CHINA IS WORKING ON NOW IS A SCHEDULE THAT WILL GO OUT TO THOSE FOUR NEW SCHOOLS AND ALLOW THE PRINCIPALS TO SCHEDULE SOME TIME WHERE WE WILL BE ABLE TO GET FACE TO FACE WITH THE TEACHERS, DO SOME TRAINING AND THEN BEGIN TO PLAN WHEN THE IDENTIFICATION LESSONS ARE GOING TO HAPPEN.
NOW, IT JUST SO HAPPENS THAT IF THE SCHOOLS THAT ARE GETTING THE PROGRAM STARTED, WE'RE GOING TO IDENTIFY IN GRADES FIRST OR THIRD.
THEY WILL ALREADY HAVE BUILT IN THE CRITICAL THINKING LESSONS THAT WE LIES IN THE IDENTIFICATION PROCESS SO THEY CAN KIND OF LIKE GET A SECOND BANG FOR THE BUCK, SO TO SPEAK, IF THEY GO THAT ROUTE.
BUT IT'S UP TO THE PRINCIPALS TO DECIDE WHAT GRADE LEVELS THEY WANT TO IDENTIFY IN.
SO THEY'LL BE ROLLING OUT COMMUNICATION TO THE PRINCIPALS AS WELL AS TO THE YOUNG SCHOLARS POINT OF CONTACT THAT ARE ALREADY IN PLACE IN THE SYSTEM TO GET THIS YEAR'S IDENTIFICATION UNDERWAY.
AND WE'RE CERTAINLY HOPING NEXT SUMMER WE HAVE A REAL SUMMER PROGRAM THAT INCLUDES ALL THE GREAT EXPERIENCES.
WE CAN EASILY INCLUDE GREAT THINGS.
ANYONE ELSE HAVE COMMENTS? I HAVE A FOLLOW UP QUESTION.
OUR LAST MEETING, I ASKED ABOUT THE DIVERSITY OF THE TEACHERS WITHIN THE PROGRAM AND WE KNOW WHAT THAT LOOKS LIKE.
I HAVE NOT ASKED A TO RUN THOSE NUMBERS FOR ME YET, AND I DO APOLOGIZE FOR THAT.
I NOTICED THAT WHEN I WAS REVIEWING MY MY NOTES FROM THE LAST MEETING TODAY.
SO I'LL MOVE THAT UP MY TASK LIST AND MAKE SURE I CAN GET THAT TO YOU BY THE NEXT MEETING FOR SURE.
THANK YOU. DO WE HAVE DATA FOR THE DEMOGRAPHICS OF THE TEACHER TEACHERS ACROSS A CPS? IS SHAKING HIS HEAD, YES.
DO YOU KNOW RAINING? I'M SURE I KNOW THEY KEEP THAT DATA.
I DON'T HAVE IT AT THE TOP OF MY HEAD, BUT SOMEONE IN H.R.
OK, I THINK I WOULD DEFINITELY BE HELPFUL.
WE HAVE THOSE DATA, WE JUST HAVE.
WE CAN ASK KAREN TO REPORT FOR US AND SHE CAN GIVE US THOSE DATA.
[01:10:01]
I JUST THINK ABOUT MY SON AND HOW HE WAS REFERRED TO TAG, IT WAS WHEN HE HAD HIS FIRST BROWN TEACHER. SO I'M JUST JUST WONDERING, BECAUSE REPRESENTATION DOES MATTER.SO IT'S TWO IT'S TWO QUESTIONS, RIGHT, DAPHNE? ONE IS WHAT WHAT IS THE MAKEUP OF THE TEACHERS ACROSS THE BOARD, NOT A CPS.
TEACHERS, IT WOULD REALLY JUST BE THE ELEMENTARY TADGH TEACHERS, I ASSUME, BECAUSE THE MIDDLE CLASS, I MEAN, AGAIN, I DON'T KNOW IF YOU COULD.
BECAUSE THE MIDDLE SCHOOL HONORS, THEY HAVE I MEAN, IT'S IT COULD BE ANY TEACHER THAT HAPPENS TO HAVE A TAG CLUSTER IN THEIR HONORS CLASS.
RIGHT. SO WE'D REALLY JUST BE RUNNING IT ON ABOUT THE TWENTY TWO TEACHERS, I THINK, THAT ARE PART OF THE TIGHT BUDGET.
THEY'RE NOT ACTUALLY BUDGET, BUT JUST I DON'T I'M TRYING TO I'M TRYING TO MAKE SURE WE ASK THE RIGHT QUESTIONS TO GET YOU.
THE INFORMATION, YEAH, SO THE TYPE FEATURES, I'D ALSO BE INTERESTED IN SEEING WHAT THE AP, THE AP TEACHERS AS WELL, THE DEMOGRAPHICS WERE THAT ALL OF THE ADVANCED CLASSES.
I THINK WE HAVE A QUESTION OR A CHAT AS WELL WITH THE PUBLIC.
THE QUESTION IS, ARE YOUNG SCHOLARS AND STUDENTS WORKING COLLABORATIVELY, ARE SCHOOLS LOOKING TO DO THIS? I THINK IT'S ON A SCHOOL BY SCHOOL BASIS, IF I'M CORRECT, HOW THAT INDIVIDUAL SCHOOL HANDLES IT. BUT DONNA, YOU CAN YES, THE VAST MAJORITY OF THE SCHOOLS HAVE FOUND THAT BY BLENDING THE STUDENTS AND THE YOUNG SCHOLARS STUDENTS TOGETHER, THEY CAN HAVE THAT KIND OF INTERACTION AS WELL AS CONSISTENT SERVICES DELIVERED BECAUSE WE'RE ALWAYS LOOKING FOR A PLAN, A STRATEGY WHERE WE CAN HAVE CONSISTENT SERVICES.
AND THE ACTUAL EXPERIENCES THAT THE YOUNG SCHOLARS SHOULD BE HAVING ARE THOSE HIGHER LEVEL CURRICULUM EXPOSURE TO THE HIGHER LEVEL CURRICULUM.
SO IN MOST OF THE SCHOOLS, I WOULD SAY THE PRINCIPALS HAVE SUGGESTED OR SCHEDULED THE TEACHERS IN SUCH A WAY THAT THEY CAN REACH THOSE KIDS.
I DON'T KNOW TOO MANY THAT ARE JUST SERVICING THEM.
I HAVE A QUESTION, IS THERE ANY WAY WE CAN PUT A PE CLASS FOR NINTH GRADE TO ADD SOME MORE LIKE LANGUAGE ART COULD BE ADDED TO NINTH GRADE INSTEAD OF WAITING LIKE 10TH GRADE? BECAUSE I SEE THEY'RE THE SCHEDULE IS ONLY NINTH GRADE.
YOU CAN TAKE ONLY ONE AP LANGUAGE.
ART IS SO WEAK FOR DAMAGES, IT'S NOT HARD ENOUGH.
SO CAN WE LOOK AT THAT FOR THE NEXT MEETING? TO ADD ANOTHER AP CLASS TO FOUR KIDS TO, YOU KNOW, TO TAKE IT ON NINTH GRADE, NOT WAIT UNTIL I DON'T I'M NOT SURE.
I DON'T THINK THERE'S ANOTHER APP THAT'S AVAILABLE FOR LANGUAGE ARTS.
I THINK THAT'S JUST AN AP, BECAUSE THE FIRST ONE YOU CAN TAKE IS AP SEMINAR IN 10TH GRADE AND THEN YOU HAVE AP LANGUAGE IN COMPOSITION JUNIOR YEAR AND THEN SENIOR YEAR YOU HAVE AP LITERATURE. BUT I BELIEVE THAT THOSE ARE THE ONLY AND THAT'S WHAT I WAS SAYING, THAT IF WE IF THEY ADDED MORE IN NINTH GRADE, NOT LIKE WAIT UNTIL 10TH GRADE BECAUSE THEY'RE JUST NOT.
I DON'T THINK THAT WOULD BE UP TO THE COLLEGE BOARD, I BELIEVE, BUT I THINK THAT STRENGTHENING THE ENGLISH DEPARTMENT IS DEFINITELY SOMETHING THAT NEEDS TO HAPPEN AND LOOKED LIKE. YEAH, SAID, DO YOU WANT TO COME WORK AT CENTRAL OFFICE? YOU ANSWER THAT QUESTION THE WAY DON AND I THINK WE'RE THINKING OF ANSWERING SO YOU CAN ADD ANYTHING IF I FORGET SOMETHING.
BUT WE ADDED MS. WHEN WE ADDED THE AP COURSES AT NINTH GRADE, DONNA LED THE CHARGE ON WORKING WITH THE COLLEGE BOARD AND ACTUALLY RESEARCHING ACROSS THE COUNTRY ON HOW MANY SCHOOLS ACTUALLY HAD AP COURSES IN NINTH GRADE.
SO NOT TO REPEAT EVERYTHING SHE SAID, SHE'S RIGHT.
SO AP DOESN'T OFFER AN AP NINTH GRADE ENGLISH.
[01:15:03]
SO JUST LIKE WE ALL HAVE HEARD ABOUT OUR MIDDLE SCHOOL LANGUAGE ARTS PROGRAM, AND THEN WHEN IT TRANSITIONS TO ENGLISH NINE AND 10, WE KNOW WE STILL HAVE WORK TO DO THERE AS WELL. AND IT'S NOT THE STUDENTS FAULT, BUT ALSO JUST THE EXPECTATIONS FROM THE TEACHERS AND THE AMOUNT OF WRITING THAT NEEDS TO TAKE PLACE.AND I THINK HE ACTUALLY SAID MAYBE LAST YEAR, MAKING SURE THE STUDENTS ARE EVEN PREPARED FOR AP SEMINAR WHEN THEY GET THERE IN 10TH OR 11TH GRADE.
SO THE SHORT ANSWER IS MS. VISA. AFTER ALL THE RESEARCH THAT DONNA DID, WE ADDED THE AP HUMAN TO HUMAN GEOGRAPHY WORLD. I CAN'T REMEMBER THE EXACT TITLE, OF COURSE, BUT WE LOOKED AND DONNA AND I THINK THERE JUST WASN'T A SUPERVISOR AT THE TIME.
BUT WE WERE WORKING COLLABORATIVELY TRYING TO FIGURE OUT WHICH ONE WAS THE BEST AT.
AND SO THAT'S WHERE WE ARE, AND SO RICK IS RIGHT, BECAUSE WORD DOESN'T OFFER ANYTHING THAT THEY WOULD RECOMMEND THAT AN EIGHTH GRADE STUDENT TAKES AT THIS TIME.
DONNA, DID I FORGET ANYTHING? NO, THAT'S THAT'S RIGHT.
THE COLLEGE BOARD SUGGESTS THAT YOU THINK ABOUT THE PLACEMENT OF THE COURSES AS IT GOES ALONG WITH PREPARATION FOR COLLEGE.
AND SO THE CLOSER TO THAT COLLEGE STEP, THE BETTER FOR MANY OF THEIR COURSES.
AND THEY HAVE A SEQUENCE THAT THEY RECOMMEND, OF COURSE, TO.
YEAH, I MEAN, I ASK THIS QUESTION BECAUSE I HEARD AND SEEN LANGUAGE ART IS VERY WEAK AND KIDS ARE GETTING BORED.
OK, SO WE STARTED TALKING AND I WAS ON MUTE ANYWAYS, I THINK I THINK WE CAN IN THE MEETING. THANKS, EVERYONE, FOR YOUR TIME, YOUR COMMENTS, YOUR THOUGHTS.
WE'RE CONTINUING TO MOVE FORWARD THE BEST WE CAN IN THIS ENVIRONMENT.
YOU CAN EMAIL ME AND WITH ANYTHING THAT COMES UP IN THE MEANTIME AND I WILL SEE YOU GUYS FOR OUR NOVEMBER MEETING.
THANK YOU, SIR. GOOD NIGHT, EVERYONE.
THANK YOU. BYE BYE.
* This transcript was compiled from uncorrected Closed Captioning.