OK, THIS IS A MARK OF THE SUBCOMMITTEE CHAIRMAN FOR THE ALEXANDRIA CITY PUBLIC SCHOOLS
[1. Agenda for the April 6, 2021 TAGAC Subcommittee Meeting: Guest Speakers]
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TALENTED, A GIFTED ADVISORY COUNCIL AND THE SUBCOMMITTEE ON GUEST SPEAKERS.TODAY IS THE 6TH OF APRIL, AND THAT'S A LITTLE BIT AFTER 8:00 P.M..
ALL RIGHT, SO WE HAVE MARY BETH WALKER, THE OTHER COMMITTEE MEMBER, AND THEN TZION IS OUR OTHER MEMBER AND THIS WILL BE JOINING US SHORTLY.
SO, MARY BETH, I THINK WHAT WE'LL DO IS, IS IS I PUT MY THOUGHTS IN THAT ONE SORT OF PAPER AND WE DO NEED TO HAVE MINUTES RECORDED HERE.
SO SO I THINK WE CAN KIND OF LIKE DO THE THE NOTES FOR THE MINUTES AS WE GO.
AND THEN ONE OF US WILL JUST ACTUALLY PUT IT IN THE MINUTES FORMAT SO WE CAN POST IT FOR THE BEFORE OUR NEXT MEETING BECAUSE THAT'S SORT OF REQUIRED.
SO THE THE QUESTION IS, IS IS IT BETTER TO, YOU KNOW, JUST AS IT'S JUST YOU AND ME.
MARY BETH, I JUST WANT TO FOLLOW ALONG.
ARE YOU GOING TO SHARE THE SCREEN ON THE ON MY MY MY ONE NOTES FOR TODAY'S MEETING TALKING POINTS? I DON'T HAVE ANY PREFERENCE.
I MEAN, I HAVE THE DOCUMENTS PULLED UP, SO YOU DON'T NEED TO SHARE THE SCREEN.
I THINK WE JUST WE DON'T THINK WE NEED TO SHARE THE SCREEN.
LET ME JUST CLOSE THE DOOR REAL QUICK.
ALL RIGHT, SO AS WE AS WE TALKED A LITTLE BIT LAST TIME, JUST LOOKING TO SAY HOW DO WE ORGANIZE OURSELVES AND REALLY APPROACH TO THIS REPORT, BECAUSE THE REPORT HAS TO BE JUST REALLY OUR THOUGHTS ON WHAT THE WHAT I INTERPRETED FROM THE GUIDANCE WAS, IS THAT, HEY, THE SPEAKERS GAVE US A LOT OF GOOD IDEAS.
LET'S LET'S MAKE A REPORT OF THE SUBCOMMITTEE ABOUT WHAT THEY SAID.
AND SO I THINK WE NEED TO BE COGNIZANT.
WE DON'T OVERLAP WITH OTHER COMMITTEES LIKE MR. GREGORY TALKS.
AND HE'S PROBABLY A LOT ABOUT IDENTIFICATION AND TESTING.
SO WE MAY OR MAY NOT NEED TO TOUCH THAT ONE TOO HARD BECAUSE I THINK WE DUPLICATE EFFORT.
IF WE TAKE SOME OF HIS TESTING IDEAS.
AND THEN THE ROAD MAP IS ALL ABOUT DIFFERENT DIFFERENTIATION.
SO IF WE TAKE SOMETHING FROM THE SPEAKERS ABOUT THAT, WE WANT TO BE CAREFUL NOT TO OVERLAP WITH THAT. BUT I THINK WE WANT TO MAKE SURE WE CHOOSE THINGS THAT I THINK ARE ACHIEVABLE. WE DON'T WANT TO RECOMMEND, YOU KNOW, WE NEED TO BUILD A NEW SCHOOL FOR, YOU KNOW, FOR FOR FOR ALL THE BREAKOUT KIDS.
I DON'T THINK THAT THAT'S WITH OUR BUDGET OR POSSIBLE.
SO I THINK WE NEED TO REALLY AIM FOR THINGS THAT WE RECOMMEND TO THE BOARD THAT, YOU KNOW, THAT THAT THAT THEY CAN REALLY DO WITHIN OUR BUDGET AND IT COULD BE ACHIEVABLE.
SO I'LL STOP THERE. ANY COMMENTS ON THAT? I MEAN, YEAH. I MEAN, I HAVE I HAVE SOME THOUGHTS AND I HAVE NOT WE WATCHED THE VIDEOS, SO I HAVE THOUGHTS ON THEMING.
OBVIOUSLY, I THINK WE NEED TO AGREE ON THAT.
BUT BUT I CAN TELL YOU THAT, LIKE, I, I'M INCLINED TO BE SOMEWHAT.
TAKE AN APPROACH THAT'S SOMEWHAT AN ADVOCACY APPROACH IN THIS, BECAUSE I THINK THAT WE CAN SORT OF FAIRLY SAY WHAT WE TOOK AWAY FROM THESE.
THESE TALKS THAT WE THINK SORT OF OVERALL FITS IN WITH THE THEMES OF THE COMMITTEE AND OF THE GOALS OF THE COMMITTEE, AND SO I HAVE SOME THEMING THOUGHTS THAT I THINK SORT OF WE THROUGHOUT ALL OF THE SPEAKERS AND AND TIE THEM TOGETHER, AT LEAST SORT OF FROM MY PERSPECTIVE. AND THEN WE CAN GET INTO A LITTLE BIT MORE ABOUT SORT OF WHAT THE SPEAKER SAID AT A MORE GRANULAR LEVEL.
BUT THAT'S THAT'S WHAT I WAS THINKING IN TERMS OF STRUCTURE.
AND IT MIGHT BE HELPFUL FOR ME TO JUST TELL YOU WHAT MY THEME IS, BECAUSE OBVIOUSLY THAT'S WHETHER YOU AGREE WITH MY APPROACH MIGHT BE IMPACTED BY MY FINDINGS.
BUT MY FEELING WAS WAS ONE THAT WAS VERY MUCH ABOUT I MEAN, THIS IS CONSISTENT WITH A TWO, BUT THAT EQUITY IN TERMS OF ACCESS TO SERVICES.
THE SPEAKER FROM FACE, WHOSE NAME I REMEMBER THAT.
LEVYA, IS THAT DIFFERENT FROM THE FACE? YEAH, AND I THINK I NEED TO THINK ABOUT IT A LITTLE BIT MORE ABOUT DAWN'S SWALLOW AND EXACTLY HOW SHE FITS INTO THIS.
BUT SORT OF ALL OF THIS IS REACHING, MAKING SURE THAT WE'RE REACHING FAMILIES AND STUDENTS THAT AREN'T TRADITIONALLY REPRESENTED.
AND I'LL TELL YOU THAT THE THING THAT SORT OF STRUCK THAT STRUCK ME THE MOST ABOUT DR.
PLUCKER WAS HIS SORT OF FOCUS ON.
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RIGOROUS, RIGOROUS CURRICULUM THAT IT GOES SORT OF ACROSS GROUPS, RIGHT ACROSS ACADEMIC GROUPS. AND TO ME, THAT WAS JUST SO COMPELLING THAT THAT MAY BE WHAT WE'RE LOOKING AT IS REALLY A SIGNIFICANT RESTRUCTURING.BUT THE WAY THAT YOU ENGAGE STUDENTS ATTACKED TAG AND NOT IS BY HAVING THAT REALLY RIGOROUS CURRICULUM ACROSS THE BOARD.
RIGHT. AND TO ME, THAT REALLY DOES FIT IN WITH THESE OTHER THEMES OF MAKING SURE THAT YOU'RE REACHING FAMILIES THAT MAY NOT OTHERWISE BE REACHED, BECAUSE IF THEIR STUDENTS ARE GETTING ACCESS TO A RIGOROUS CURRICULUM THAT SORT OF APPROPRIATELY ALIGNED WITH THEIR ABILITIES AT A GIVEN TIME, THEY'RE GOING TO BE GETTING WHAT THEY NEED AND SORT OF ALL FAMILIES ARE GOING TO BE GETTING WHAT THEY NEED.
SO THAT'S THAT'S SORT OF MY MY HIGH LEVEL THINKING IS IF WE CAN COME UP WITH A THEME THAT REALLY INCORPORATES AND SORT OF GOES TO THAT POINT OF OF REACHING STUDENTS AND FAMILIES WHO MIGHT NOT BE BEING REACHED.
NOW, THAT WOULD BE I THINK THAT WOULD BE MY MY THOUGHT.
YEAH, BECAUSE BECAUSE BECAUSE I REMEMBER I REMEMBER THAT DISCUSSION WHERE I WAS ONE OF THE SUBCOMMITTEES, ONE WHERE YOU TALKED ABOUT, YOU KNOW, HEY, LET'S LET'S IMPROVE THE CURRICULUM. AND SOMEBODY SAID SOMETHING, LET'S IMPROVE THE TIGER.
AND THEN I THINK SOMEBODY ELSE WOULD PLAY WELL, WHY DON'T WE FOLLOW THE CURRICULUM? YEAH, THAT IS I THINK WHERE YOU'RE GETTING AT IS THAT THE TAG PROGRAM CAN CAN CAN HELP LIFT ALL THE BOATS, SO TO SPEAK, MAKE THE JOURNEY, NOT JUST AND I THINK THAT GOES A LOT WITH SOME OF THE EQUITY STRUGGLES WE HAVE IN OUR PUBLIC SCHOOLS.
IS THAT THE TIGER SPECIAL OR DIFFERENT WHATEVER? AND I THINK THAT BREAKS DOWN SOME OF THAT IS THAT THE CURRICULUM NEEDS TO BE NEEDS TO BE HARDER ACROSS THE BOARD.
SO THERE'S NOT JUST THE HONORS CLASSES ARE GETTING BETTER.
ALL THE CLASSES ARE GETTING BETTER.
AND THAT'S THAT'S BETTER FOR THE SYSTEM.
I THINK I THINK BECAUSE I THINK WHEN I WAS SORT OF MY YOU KNOW, MY SORT OF THE TOPICS THAT I KIND OF TOOK AWAY THAT I HAD WERE.
YOU KNOW, REACHING OUT TO THE TO THE TO THE GROUPS THAT AREN'T USUALLY REPRESENTED, AND IT WAS JUST LIKE, ARE WE DOING THE RIGHT LANGUAGES? AND LIKE WITH THE FACE PERSON SAID, YOU KNOW, DO WE DO WHEN THE WHEN THE PARENTS COME IN, DO YOU DO WE TELL THEM ABOUT THE TAG PROGRAM WHERE THEY WOULD NOT NORMALLY GET IT? AND SO I THINK THAT'S THAT'S THAT'S A KIND OF WITH YOUR IDEA OF THAT'S THE THE GENERAL BROAD THING THAT THE SPEAKERS BROUGHT APART THAT WE CAN TAKE FROM ALL OF THEM AND THEN JUST SAY AND I THINK I LIKE I THINK SO HOW I'M SEEING THIS, I THINK IS WHAT YOU'RE JUST REPEATING IT BACK, I GUESS, IS THAT WE'RE GOING TO HAVE THIS COMMON THEME IN OUR PAPER AND THEN WE'RE GOING TO SAY AND THIS IS SUPPORTED BY THIS SPEAKER AND THIS IS SUPPORTED BY THE SPEAKER. AND THEN AND WE JUST WEAVE IT ALL IN TOGETHER IN JUST SORT OF ONE COMMON NARRATIVE. AND THEN ALL THE SPEAKERS REPRESENT THIS AND IT MADE SENSE.
YEAH, I THINK THAT'LL WORK BECAUSE I THINK THAT THAT MEETS MY OBJECTIVE IS SOMETHING THAT THE SCHOOL CAN USE AND AND AS A GOOD ORGANIZING CONSTRUCT, I THINK TO WORK.
YEAH. I MEAN AND I'M SENSITIVE TO LIKE I DON'T WANT TO SAY LIKE GET RID OF TAG, SO I WANT TO LIKE I DON'T WANT TO SUGGEST THAT THAT'S WHERE I'M GOING WITH IT.
BUT I JUST THINK LIKE THIS, THIS REAL EMPHASIS ON DR.
PLUCKERS, EMPHASIS ON CURRICULUM, YOU KNOW, CHALLENGING CURRICULUM THAT'S AVAILABLE TO EVERYONE SERVES TAG STUDENTS AND NONTAX TAG STUDENTS.
AND I REALLY DO THINK, LIKE MY SENSE IS THAT THAT ALSO ALLOWS STUDENTS WHO ARE SORT OF NOT BEING IDENTIFIED RIGHT NOW TO BE IDENTIFIED APPROPRIATELY, SORT OF, YOU KNOW, IN TAG OR JUST GET THE SERVICES THAT THEY NEED IN OR OUTSIDE ATTACK.
I THINK ONE OTHER THING, TOO, THAT I'D LIKE TO PUT IN THERE SOMEWHERE LIKE THIS IS ONE OTHER THING THAT SOME DR.
PLUCKERS PRESENTATION THAT I THOUGHT WAS SO COMPELLING FROM AND I APOLOGIZE.
THERE'S A LOT OF NOISE IN THE BACKGROUND THAT I FOUND IT SO COMPELLING THAT HE SAID IN REFERENCE AND I CAN GO BACK AND FIND OUT WHAT EXACTLY HE SAID, THAT IF YOU GET RID OF TAG WAS SORT OF IF YOU GET RID OF CHALLENGING CURRICULUM, I GUESS SORT OF WHETHER IT'S A TAG PROGRAM OR SOME OTHER PROGRAM, THAT IT MAY SEEM LIKE THAT SERVES EQUITY GOALS, BUT THAT WHAT THEY FOUND AND HE SPECIFICALLY REFERENCED THE SAN FRANCISCO EXAMPLE, IS THAT WHAT YOU ACTUALLY DO IS DRIVE STUDENTS OUTSIDE OF THE SCHOOL SYSTEM.
AND SO WHILE YOUR SCHOOL SYSTEM, YOUR PUBLIC SCHOOL SYSTEM MAY LOOK MORE EQUITABLE OR AT LEAST MORE UNIFORM, YOU'RE NOT ACTUALLY SERVING THE GOALS OF EQUITY BECAUSE YOU'RE DRIVING KIDS TO OTHER SERVICES THAT THEY PAY FOR.
RIGHT. AND THAT THAT'S INEQUITABLE BECAUSE IT'S REQUIRING PAYMENT OUTSIDE OF THE PUBLIC SCHOOL SYSTEM. AND I FOUND THAT POINT TO BE JUST SO COMPELLING AND ONE THAT I'D LIKE TO PUT IN THERE SOMEWHERE IN.
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I'M JUST I'M LOOKING AT MY I'M LOOKING AT MY MY PLUCKER NOTES.AND THE ONE I LIKE A LOT THAT I THINK IS THIS IS LOCAL NORMS IDEA IS THAT THAT THAT YOU GOT TO LOOK AT THE AT THE AT THE CULTURE OF THE SCHOOL TO REALLY AS FAR AS IDENTIFICATION OR WHATEVER, YOU'VE GOT TO MAKE YOU HAVE TO MAKE WHATEVER YOU DO WORK FOR THAT SCHOOL BECAUSE IT REALLY ISN'T ONE SIZE FITS ALL.
AND I THINK WE SEE THAT IN ALEXANDRIA WHERE THE WEST END IS IS NOT THE SAME IS AS AS DOWNTOWN OLD TOWN. IT'S JUST IT'S JUST DIFFERENT DEMOGRAPHICS AND LANGUAGE AND AND EVERYTHING. AND SO I THINK THE LOCAL NORMS IS SOMETHING I THINK WOULD BE BENEFICIAL TO THE TO THE CITY. HE DIDN'T GO HE DIDN'T GO INTO A LOT OF DETAIL ON WHAT LOCAL NORMS LOOK LIKE, DID HE? I JUST I'M I'M LOOKING AT MY YOU LOOK ON THESE ARE A LOT OF THIS COMES RIGHT FROM THE MINUTES. BUT LOCALS NORMS ENSURE THAT THEY WERE CAPTURING THE STUDENTS WITH THE HIGHEST POTENTIAL, NOT JUST THE HIGHEST PERFORMANCE.
NOW, DO THE STUDENTS HAVE THE NEEDS THAT CAN'T BE MET IN THE REGULAR CLASSROOM AND THEN YOU ACCELERATE THEM? YOU YOU FIND THE KIDS THAT KIDS NOT GETTING WHAT HE NEEDS, HE'S NOT CHALLENGED ENOUGH OR WHATEVER.
AND THEN THAT'S WHERE YOU YOU PUT THEM INTO THE INTO THE THE DIFFERENT, YOU KNOW, THE TAG PROGRAM OR WHATEVER YOU'RE GOING TO CALL IT TO TRY TO GET THEM TO THE SPECIAL, THE NEEDS HE NEEDS TO TO KEEP HIM INTERESTED IN CHALLENGED.
AND THAT GOES, LIKE YOU SAID, RAISING THE STANDARD OF THE OF THE CURRICULUM TO AND I WANT TO GO BACK TO IT BECAUSE I'M NOT USING THE WORD HE IS, BECAUSE THE WORD HE USED FOR THE CURRICULUM, AS I THOUGHT, WAS SO GOOD.
SO I CAN GO BACK AND FIND THAT LIKE IT'S SOMETHING LIKE RIGOROUS THAT I CAN USE A DIFFERENT WORD. ONE OTHER THING THAT I THOUGHT WAS INTERESTING, AND THIS GOES A LITTLE BIT TO THE ID GROUP, BUT I'M FINE INCLUDING THAT BECAUSE I THINK IT RELATES TO WHAT HE WAS SAYING. HE HAD A LOT ABOUT SORT OF THIS CONTINUOUS IDENTIFICATION, WHICH FRANKLY MADE ME A LITTLE BIT NERVOUS, LIKE JUST ME PERSONALLY.
LIKE I'M NOT THRILLED WITH THE IDEA OF MY CHILD TAKING LOTS OF STANDARDIZED TESTS.
BUT I ALSO TOOK FROM HIS AND I THINK THIS GOES TO THE POINT YOU JUST MADE FROM HIS PRESENTATION, SORT OF THIS IDEA OF FLEXIBLE ID LIKE THERE'S NOT A ONE SIZE FITS ALL ID.
AND I DO THINK THAT THAT'S REALLY IMPORTANT AND REALLY AN IMPORTANT PIECE OF WHAT HE WAS SAYING, BECAUSE YOU HAVE TO IDENTIFY KIDS IN DIFFERENT WAYS AND THAT'S HOW YOU THEN CAN SORT OF APPROPRIATELY ADMINISTER THE CURRICULUM TO THEM.
AND I JUST THINK THAT THAT'S A PRETTY TO ME, THAT'S A VERY CRITICAL PIECE AS WE'RE LOOKING AT TAG MORE GENERALLY GOING FORWARD IS MAKING SURE THAT THERE ARE DIFFERENT WAYS THAT KIDS CAN BE IDENTIFIED, BECAUSE I THINK ONE SIZE FITS ALL IS NOT NOT AN APPROPRIATE WAY THAT I THINK HE CALLED IT UNIVERSAL SCREENING.
I MEAN, UNIVERSAL SCREENING IS ONE THING.
I'M I'M NOT OPPOSED TO UNIVERSAL SCREENING.
MY CONCERN IS ACTUALLY THAT UNIVERSAL SCREENING LOOKS LIKE STANDARDIZED TESTING AND IN CPS AND SO.
SO I THINK WE NEED UNIVERSAL SCREENING PLUS SOMETHING ELSE.
YOU KNOW, SOME OTHER FLEXIBLE SCREENING ANSWER FOR UNIVERSAL SCREENING IS THE TESTING THIRD GRADERS TEST IN SECOND GRADE IN THE FIRST AND THIRD GRADE.
THAT'S IT. YEAH. REALLY? NO. AND SO I THINK YES.
SO THAT'S SOMETHING TO THINK ABOUT.
I JUST WANT TO LOOK AT MY NOTES AND I THINK I SAW NORDEN'S.
YEAH, AND THIS OTHER NOTE I TOOK, WHICH I THINK FITS INTO OUR CURRICULUM OR OUR CONTRACT, IS THAT, YOU KNOW, PARENTS NEED TO UNDERSTAND WHAT WHAT TAG IS ALL ABOUT.
AND THAT'S WHAT I THINK THE DESIGNER OR SHE WOULD SAY THAT IS THAT THAT THE PARENTS JUST DON'T HAVE ANY IDEA THAT THE SERVICES ARE AVAILABLE AND THAT THEIR KID MAY BENEFIT FROM THEM. AND THAT'S PART OF THAT OUTREACH.
AND THAT WHAT THE WHAT THE FACE INSTRUCTOR WAS SAYING IS THAT THAT'S THE THAT'S THE WAY YOU REALLY MAKE THIS WORK FOR EVERYONE, IS JUST MAKING SURE THAT IT'S IT'S IT'S THE AWARENESS IS THERE. SO IT'S NOT JUST THE ONCE A YEAR THEY DO THE TAG INTRODUCTION CLASS.
AND BECAUSE MY EXPERIENCE IS MOSTLY IS WORD OF MOUTH.
RIGHT. THERE'S JUST THE SCHOOL.
IT'S JUST SO MUCH INFORMATION COMING OUT.
AND SO SO I THINK THAT THAT THAT OUTREACH IS PART OF THIS WIDE NET, MAKING SURE THAT THE APPEALS TO EVERYBODY TYPING.
YEAH, AND I THINK TO RELATEDLY ON THAT POINT, THAT HOW YOU SAY IT AND HOW YOU GET IT OUT
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IS SO IMPORTANT. AND I THINK THAT I DON'T KNOW THAT WE GOT SORT OF THE EXACT ANSWER ON THAT. BUT I THINK BUT I THINK EVEN JUST SORT OF MAKING THE POINT THAT HOW YOU SAY IT WHEN YOU SAY IT AND AND IN THE MANNER IN WHICH YOU'RE REACHING FAMILIES, WHETHER IT'S TEXT OR EMAIL, LIKE, ALL OF THAT REALLY MATTERS.AND IT'S DIFFERENT, I THINK, FOR DIFFERENT GROUPS THAT I'M SPEAKING SORT OF UNIVERSALLY, LIKE THERE ARE SOME GROUPS WHO LIKE EMAILS THE BEST WAY AND THERE'S OTHERS WHERE TEXT IS THE BEST WAY. AND THEN YOU HAVE THE ADDITIONAL SORT OF CHALLENGE OF LANGUAGE WHEN ENGLISH IS IN THE FIRST LANGUAGE, TOO.
SO MAKING SURE THAT YOU'RE REACHING SORT OF THE VARIOUS GROUPS IN THE WAY THAT'S SORT OF MOST ACCESSIBLE TO THEM WAS ONE OF THE MAIN POINTS I TOOK AWAY FROM THE PHASE PRESENTATION. IT WAS A WONDER I TOOK DOWN, AS IT IS, I THINK IT WAS CAME FROM PLUCKER WAS HE TALKED ABOUT A BUILDING GROUPING, YOU KNOW, A BUILDING, A BUILDING GROUPING BY POTENTIAL. AND I KNOW THAT'S KIND OF A SORE SUBJECT IN IN ALEXANDRIA.
WHAT ARE YOUR THOUGHTS ON, YOU KNOW, SHOULD YOU EVEN TOUCH THAT? OR IS THAT IS THAT THIRD RAIL? WELL, I MEAN, I DON'T KNOW.
I DON'T THINK THAT WE CAN PRESENT THAT.
WE COULD PRESENT THAT RELATIVELY NEUTRALLY.
I MEAN, SOME OF US CAN BE ADVOCACY TO THE EXTENT THAT, LIKE, WE YOU KNOW, WE SORT OF DECIDE WE REALLY AGREE WITH THAT.
AND SOME OF IT CAN BE MORE NEUTRAL, LIKE, YOU KNOW, WE DON'T TAKE A POSITION ON THIS THAT HE SUGGESTED. I MEAN, NOW THAT YOU SAY THAT, LIKE HIS HIS VIEW, LIKE I THOUGHT HIS SORT OF WHOLE THESIS IS THAT THE MOST SUCCESSFUL SCHOOL SYSTEMS ARE ONES THAT BOTH DO ABILITY GROUPING AND PROVIDE RIGOROUS CORE CURRICULUM ACROSS ABILITY GROUPING.
AND SO THE IDEA ALSO THE IDEA IS THAT THAT ABILITY GROUPING IS DYNAMIC.
STUDIES THAT HAVE BEEN DONE THAT SHOW THAT ALL STUDENTS BENEFIT FROM ABILITY GROUPING BECAUSE EVEN IF YOU'RE IN IT, IF YOU'RE ONE, IF YOU'RE SORT OF ABILITY GROUPS AND EVERYONE'S ABILITY GROUP STUDENTS DON'T ACTUALLY NECESSARILY EVEN UNDERSTAND WHAT DISABILITY GROUP SAYS. THIS IS A THESIS.
I'M NOT TAKING A POSITION ON IT.
AND IF IT'S DYNAMIC AND AND YOU HAVE A KID, FOR EXAMPLE, WHO'S SORT OF IN THE LOWER ABILITY GROUP, BUT THEY GET SORT OF MAYBE THEY GET A PIECE THAT THEY'RE MISSING THAT THEY COULDN'T GET IN THAT LARGER CLASSROOM SETTING.
SUDDENLY THEY'VE GOT THE FOUNDATION AND THEY JUMP THREE GROUPS.
RIGHT. SO THAT WAS HIS THESIS.
I FOUND IT PRETTY COMPELLING LISTENING TO HIM.
SO, LIKE, I'M NOT OPPOSED TO INCLUDING IT.
BUT I THINK WE PROBABLY WANT TO DO IT IN A WAY THAT IS MAYBE MORE AGNOSTIC AND MORE JUST SORT OF PRESENTING WHAT HE SAID.
IT DOES SEEM TO BE VERY MUCH HIS VIEW ON HOW YOU'RE MOST ACCESSIBLE, BOTH, I THINK, IN DELIVERING CURRICULUM AT THE TAG LEVEL, BUT ALSO JUST SORT OF SUCCESSFULLY ACROSS THE SCHOOL SYSTEM. AND I GUESS I'M JUST TRYING TO THINK HOW THAT'S GOING TO HOW WE DO THAT, BECAUSE I THINK IF WE SAY WE JUST SEE THE FACTS, HE POINTED OUT THAT SUCCESSFUL SYSTEMS DO ABILITY GROUPING AND THEY DO IT BY POTENTIAL.
AND ALL THESE BENEFITS, THE STUDIES SHOW THIS KNOW, MY POINT IS THEN WHAT ARE WE GOING TO SAY? WE SHOULD WE WANT ALEXANDRIA TO TO CONSIDER LOOKING AT THIS AGAIN OR I JUST I GUESS SO WHAT? WE TELL THEM THAT AND WHAT DO WE WANT THE BOARD TO DO WITH IT? I MEAN, WE COULD SAY SOMETHING LIKE I MEAN, THE SUBCOMMITTEE FOUND PARTICULARLY COMPELLING DR. PLUCKERS POINTS ON THE ISSUES RELATED TO RIGOROUS CURRICULUM AND THINK THAT THAT'S VERY IMPORTANT, BOTH AT THE TAG LEVEL, LIKE WHERE WE'VE HAD CONCERNS AND ACROSS THE BOARD THAT THE GROUP DOESN'T TAKE THE SUBCOMMITTEE TO TAKE A POSITION ON ABILITY GROUPING. BUT GIVEN DR.
PLUCKERS RESEARCH AND SORT OF HIS HIS, YOU KNOW, THE RESEARCH THAT POINTS TO THIS BEING SORT OF A COMBINATION FOR SUCCESS, WE THINK THAT SHOULD CONSIDER LOOKING AT THIS FURTHER AND NOT TAKE A POSITION ON WHAT SHOULD THEY DO IT.
BUT JUST LIKE SHOULD THEY CONSIDER DOING JUST THAT WITH THE WITH THE ROAD MAP GROUP COMES UP WITH LOOKING AT THE ROAD MAP, BECAUSE THAT IS THAT IN THE EVENING IN THE ART OF THE POSSIBLE IS THAT, YOU KNOW, BECAUSE IT'S NOT BOOKER DIDN'T TALK ABOUT ABILITY GROUPING AND YOU TALKING ABOUT ACROSS THE WHOLE SCHOOL.
AND SO I BUT I THINK HE WAS SAYING LIKE ABILITY GROUPING THAT SERVES TAGG'S STUDENTS, BECAUSE IF YOU'RE A GROUPING, THEN YOU'RE SERVING STUDENTS.
THE OTHER THING THAT I FOUND LIKE AND THIS IS LIKE I DON'T I DON'T KNOW THAT THIS IS AN OPINION THAT SHARED BY TAGAQ.
I TRUST MY OWN PERSONAL OPINION AS I'VE BEEN SORT OF SORTING THROUGH THESE ISSUES AND AND AS MY KIDS GET OLDER.
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I'M RESISTANT TO THE IDEA THAT, LIKE, THERE CAN'T BE SOME FLEXIBILITY IN TERMS OF.TAG TYPE CURRICULUM BEING AVAILABLE TO NONTAX STUDENTS, AND I'M PARTICULARLY THINKING ABOUT THE FOURTH AND FIFTH GRADE PULLOUT AND SORT OF THE WAY THAT IT'S ADMINISTERED RIGHT NOW, AND I'M TRYING TO SAY I AM TRYING TO SELL BACK TO PLUCKER.
BUT I BUT I THINK THAT PLUCKERS TALK VERY MUCH WENT TO THAT POINT.
RIGHT. LIKE WHEN YOU'RE TALKING ABOUT THE AMICABILITY GROUP AND YOU'RE NOT TALKING ABOUT SORT OF THESE SORT OF RIGID APPROACH THAT WE HAVE.
AND TO THAT EXTENT, LIKE, I'M VERY MUCH SUPPORTIVE OF SOME MORE FLEXIBILITY, BECAUSE I THINK I THINK LOOKING AT MY NOTES, HE CALLS IT KNOW PERSONALIZATION VERSUS INDIVIDUALIZATION IN THE SENSE THAT, YOU KNOW, YOU YOU TAKE A CURRICULUM THAT, YOU KNOW, IS IS IT FOR WHAT'S BEST FOR THIS PERSON? THERE'S A UNIQUE PERSONS OR THIS, YOU KNOW, THIS TYPE OF PERSON.
AND SO I THINK HE FELT IT WAS BETTER TO LOOK AT THE WAY HE FELT THAT IT WAS THAT HE SAID THE PERSONALIZATION IS NOT THE SAME AS INDIVIDUALIZATION.
AS YOU. YOU LOOK AT TECHNOLOGY AND, YOU KNOW, USING PERSONAL TECHNOLOGY TO HELP PEOPLE LEARN PERSONAL, LIKE I CAN STUDY MY OWN TYPING, THAT THAT TENDS TO HELP THE INDIVIDUAL.
BUT, YOU KNOW, BUT IT DOESN'T REALLY HELP THE GROUP.
AND I THINK THAT'S AND I THINK THAT'S WHERE I THINK WHEN YOU GET INTO, LIKE APPS AND THINGS LIKE THAT, THAT IT'S NOT THAT EFFECTIVE BECAUSE IT'S IT'S NOT A THIS IS WHAT THIS IDENTITY HE BASICALLY PUTS HIS BREAKOUT GROUP.
HEY, THIS GROUP. THIS IS WHAT THEY WORK ON.
YEAH. HERE'S SALLY AND THIS IS WHAT SALLY WORKS ON.
THAT'S GOOD FOR SALLY, BUT IT'S NOT GOOD FOR THE REST OF THE STUDENTS.
AND SO THAT'S THE THAT'S THE THE THE PRESENTATION PART THAT THE TEACHERS AT THE HAVE TO HAVE TO THINK ABOUT YOUR TEACHING TO THE TO THE ABILITY GROUP, NOT THE INDIVIDUAL STUDENT. AND SO I THINK THAT THAT KIND OF GOES WITH THE ABILITY GROUP DISCUSSION.
BUT I THINK THAT'S. YEAH, I MEAN, I JUST THINK LIKE I MEAN WITH MY OWN EXPERIENCE WITH WITH A STUDENT WHO'S TWICE EXCEPTIONAL.
SO, LIKE, I'M COMING AT IT FROM THAT PERSPECTIVE.
BUT BUT I ALSO THINK THIS APPLIES TO SORT OF STUDENTS WHO MAY NOT BE TRADITIONALLY IDENTIFIED FOR OTHER REASONS THAT AND I THINK IT TIES INTO DR.
PLUCKERS POINTS ABOUT SORT OF POTENTIAL VERSUS MAYBE PERFORMANCE THAT THIS MORE FLEXIBILITY IN TERMS OF AVAILABILITY FOR CURRICULUM AT A HIGH LEVEL IS JUST SO IMPORTANT.
BUT I ALSO YOU KNOW, I THINK THE OTHER QUESTION I HAVE AND THE QUESTION I HAD FROM HIS PRESENTATION IS IF IF YOU HAVE HIGH, HIGH QUALITY CHALLENGING CURRICULUM ACROSS THE BOARD, SOME OF THIS SORT OF NEED OR PERCEIVED NEED FOR LIKE THE TAG PULL OUT GOES AWAY BECAUSE LIKE, IF YOUR CHILD IS GETTING WHAT THEY NEED AT WHATEVER LEVEL THEY'RE AT, THEN LIKE YOU DON'T FEEL LIKE THEY NEED TO BE IN X GROUP.
YOU JUST THINK THAT THEY'RE GETTING WHAT THEY WANT.
AND SO I YOU KNOW, IN SOME RESPECTS, LIKE A LOT OF THIS RELATES BACK TO THE OTHER ISSUE.
YEAH, I DON'T KNOW. I DON'T QUITE KNOW WHAT MY POINT IS OTHER THAN LIKE I, I THINK THAT FLEXIBILITY TO ME IS ONE OF THE KEY TAKEAWAYS FROM HIM AND HOW EXACTLY WE PRESENT THAT AS MAYBE A SEPARATE QUESTION.
THAT'S RIGHT. NOW, I'M JUST I'M GOING BACK TO YOUR FOURTH FIFTH GRADE PULL-OUT EXAMPLE.
HOW DO YOU MAKE THAT MORE FLEXIBLE? BECAUSE LET'S SAY I'M A I'M A KID WHO'S DOING THIS MATH PART AND HE'S REALLY GETTING IT, BUT HE'S THE TARGET THEN IF I GET.
BUT HE REALLY HE'S NOT HE'S DEFINITELY HE'S UNDERSTAND THE CONCEPT IN CLASS.
AND SO SO MAYBE FOR THAT LESSON HE GOES TO THE BREAK OUT IN CLASS BECAUSE THAT'S WHAT THEY'RE DOING, YOU KNOW, FACTORING LIKE THAT, THAT THAT THAT YOU CAN GET IT AT THAT LEVEL. BUT IT'S FLEXIBLE THAT HE'S NOT THERE THE WHOLE REST OF THE YEAR.
KNOW, HE JUST GOES FOR THAT, THAT SOME OF THE TIME.
I'M NOT SURE WHAT PRACTICAL IT IS BECAUSE, YOU KNOW, HOW DO YOU GRADE EXAMS AND THINGS LIKE THAT, HOW DO YOU DO THAT WHEN IT'S LIKE HE IS ONE OF THE THREE THAT ARE ON THE TEST? YOU KNOW, HOW DO YOU HOW DO YOU GET HIS TEST? SO I'M JUST TRYING TO THE YOU KNOW, I'M JUST TRYING TO REALLY VISION WHAT A FLEXIBLE FOURTH FIFTH GRADE WOULD LOOK LIKE, WHETHER YOU WISH SOMEBODY IS NOT FULLY TAG IDENTIFIED, BUT YOU WANT TO GIVE THEM THE SERVICE AND YOU WANT TO MAKE THE SERVICE AVAILABLE TO THEM AND HOW YOU DO THAT ON A SORT OF AD HOC BASIS THAT WE'RE IT MAKES SENSE, YOU KNOW, NOT EVERY DAY OR EVERY SEMESTER, EVERY TERM.
[00:25:03]
OR WE MAY BE GOING A LITTLE OFF OFF TOPIC HERE, BUT I'LL JUST THIS IS LIKE ONE EXAMPLE THAT I WAS THINKING ABOUT. I MEAN, WHAT FAIRFAX COUNTY DOES FOR THEIR SERVICES IS THEY ALLOW STUDENTS WHO ARE NOT, YOU KNOW, LEVEL FOUR IDENTIFIERS.THEY HAVE DIFFERENT LEVELS, ESSENTIALLY TAKE THE TIME CLASSES, ESPECIALLY AT A SPACE AVAILABLE BASIS. AND WHAT WHAT THEY LOOK AT IS WHETHER THE STUDENT IS SUCCESSFUL.
RIGHT. SO THEY'RE NOT TAG IDENTIFIED.
THEY'RE NEVER TAG IDENTIFIED, BUT THEY'RE ABLE TO TAKE THE CLASS.
AND THAT'S THAT'S THE KIND OF THING THAT I'M THINKING ABOUT, IS LIKE MAKE MAKING OPPORTUNITIES AVAILABLE FOR STUDENTS WHO SHOW POTENTIAL BUT MAYBE DIDN'T HAVE THE STANDARDIZED TEST SCORES AS JUST AN EXAMPLE OR THE GRADES OR WHATEVER.
RIGHT. BECAUSE I THINK THAT, LIKE, SHOWING SUCCESS AND HAVING ACCESS IS I MEAN, AT THE END OF THE DAY, THAT'S HAVING ACCESS TO THE CURRICULUM IS THE CRITICAL PIECE.
RIGHT? I THINK THE TAG IDENTIFICATION IS LESS CRITICAL.
BUT WELL, HERE'S WHAT HERE'S MY EXPERIENCE WITH THE MIDDLE SCHOOL WHERE, YOU KNOW, THIS IS WHERE THE THE EVERYBODY HAS A CHANCE TO TAKE ON.
EVERYBODY DOES. AND SO AND SO THE HONORS CLASSES ARE REALLY CROWDED AND FULL AND ENGAGING IN CLASS. AREN'T THERE AND THEN WHAT HAPPENS IS, IS THAT THE CURRICULUM.
THIS IS THE CURRICULUM QUESTION, THE CURRICULUM IS RIGOROUS AND THEN THE THE STUDENTS ARE DOING WELL, YOU KNOW, GETTING THIS STUFF TOO HARD.
IT SHOULDN'T BE THIS HARD. AND THEN WHEN YOU SUGGEST TO THEM, WELL, MAYBE YOU SHOULD GO TO THE GYM. NO, WE DON'T DO THAT.
AND SO SO THAT'S I THINK THAT'S A DANGEROUS PROBLEM RIGHT NOW.
THESE ARE THE MIDDLE SCHOOL LEVEL IS THAT HONORS IS THE REGULAR AND GEN ED IS CONSIDERED REMEDIAL AND THAT'S THE CULTURE OF IT.
AND BUT BUT BUT BUT TO YOUR POINT, WITH THAT, THE MIDDLE SCHOOL WHERE THAT WOULD HAPPEN, IF YOU WANT TO TAKE THE HONORS CLASS BECAUSE YOU FEEL LIKE YOU'RE UP TO IT AND YOU'RE NOT IDENTIFIED, YOU TAKE IT.
AND THAT'S THE AND THAT'S THE CHANCE.
AND IN THE END, YOU REMEMBER WHEN I WAS DOING THIS WITH THE MIDDLE SCHOOL WORK LAST YEAR OR TWO YEARS AGO, YOU KNOW, THEY THEY THEY DO MAKE AN EFFORT WHERE IF YOU'RE IN THE NINE WEEKS OR SOMETHING WHERE YOU'RE YOU'RE STARTING TO STRUGGLE, THEY THEY TALK TO YOU.
HEY, YOU'RE YOU'RE KIND OF ON PROBATION HERE.
MAYBE YOU SHOULD GO BACK TO THE CLASS.
AND BUT THEY TYPICALLY IT NEVER REALLY HAPPENS THAT WAY BECAUSE, YOU KNOW, NOBODY WANTS TO BE THE BAD ADMINISTRATOR TO FORCE YOUR KID TO CHANGE THE CLASS.
AND THE TEACHERS DON'T WANT TO DO IT.
AND SO THE KIDS JUST USUALLY STRUGGLE.
AND SO SO OBVIOUSLY, OUR COMMITTEE IS NOT GOING TO SOLVE THAT.
BUT THAT'S JUST SORT OF SORT OF SORT OF MY OBSERVATIONS OF HOW IT GOES.
ALL RIGHT. I MADE IT. ZAIN, CAN YOU HEAR ME? I'M GLAD YOU COULD MAKE IT.
SO LET ME TRY TO CATCH YOU UP ON WHAT WE'VE BEEN TALKING ABOUT AND THEN IT'LL BE A GOOD IT'LL BE GOOD FOR MARY BETH.
I'LL SUMMARIZE WHERE WE ARE AND THEN YOU CAN MAKE IN TIME IN.
SO SO WE'RE JUST TRYING TO WE JUST SORT OF BRAINSTORM AT THE BEGINNING TO SAY, YOU KNOW, WHAT'S OUR SORT OF STRATEGY ON SETTING UP THIS PAPER THAT WE'RE GOING TO WRITE A REPORT? AND I CAME UP WITH SOME IDEAS LIKE LET'S JUST PICK TWO OR THREE TOPICS AND THEN WE'LL THEN WE CAN ADDRESS THEM INDIVIDUALLY OR WHATNOT.
BUT THE MARY BETH HAD A REALLY GOOD IDEA IS THAT AFTER LOOKING AT ACTUALLY PREPARING FOR THIS MEETING, YOU KNOW, ALL THE SPEAKERS HAD SORT OF A COMMON THEME THAT THAT KIND OF THAT THAT THAT RUNS RUNS BETWEEN ALL THE SPEAKERS, THAT THAT THAT WOULD BE PROBABLY A GOOD CONSTRUCT FOR US TO CENTRALIZE OUR PAPER AROUND.
AND I THINK, YOU KNOW, WE DON'T HAVE THE GOOD WORD FOR IT, BUT IT'S THE IDEA OF OF OF ADVOCACY, FOR BROAD APPROVAL OF OF OF IMPROVING THE CURRICULUM ACROSS THE BOARD, NOT JUST IN THE TAG, BUT THROUGHOUT THE WHOLE SCHOOLS.
AND IN THIS AND YOU CAN BRING IN THE PAST ABOUT, I THINK, WHAT YOU TALKED ABOUT LAST MEETING, YOU KNOW, THE COMMUNITY OUTREACH WITH THE FACE GETTING ALL THESE FAMILIES THAT ARE FROM DIVERSE BACKGROUNDS TO UNDERSTAND WHAT TAG IS.
AND THAT'S PART OF RAISING THAT THAT CURRICULUM WE TALKED ABOUT KNOW THE.
YOU KNOW, THE USING THE LOCAL NORMS AND WHATNOT TO DO THAT SO THAT DIFFERENT SCHOOLS CAN DO IT A DIFFERENT WAY, THAT'S TAILORED TO THE CULTURE OF THEIR SCHOOL SO THEY CAN IDENTIFY THE KIDS WITH THE HIGH POTENTIAL.
AND AND AND TO DO THAT, THE THE THE IDENTIFICATION, YOU KNOW, IT SHOULD BE NOT JUST A STANDARDIZED TEST, BUT YOU'RE UNIVERSALLY SCREENING ALL THE TIME, ALWAYS LOOKING FOR FOUR, FOUR WAYS TO IDENTIFY STUDENTS SO THAT THEY CAN HAVE HAVE ACCESS TO THE TAX
[00:30:04]
SERVICES. AND WE WERE JUST TALKING ABOUT BEFORE IS CAN WE PUT FLEXIBILITY IN OUR SYSTEM WHERE WHERE SERVICES ARE BEING PROVIDED AND A STUDENT WHO'S NOT IDENTIFIED, BUT HE WANTS THE CHALLENGE TO TAKE THE TAX SERVICES VERSION BECAUSE THERE ARE WAYS TO DO THAT.AND WE TALKED ABOUT SOME ABILITY GROUPING.
AND THIS IS ONE THAT I THINK DR.
PLUCKER TALKED ABOUT THAT THAT THE THE THE RESEARCH SHOWS THAT ABILITY GROUPING WORKS.
BUT IT'S NOT JUST ABILITY GROUPING TAG AND NOT TAG, BUT SEVERAL GROUPS ALONG THE OLD SCHOOL. AND THAT THAT IS WHAT HIS RESEARCH SAYS REALLY IS SHOWN TO BE SUCCESSFUL, BECAUSE IF YOU IF YOU CAN SEGREGATE AND PUT THE KIDS WITH THE DIFFERENT GROUPS IN THERE, THAT THEY CAN GET THAT DEDICATED EDUCATION TO MEET THEIR NEEDS SO THAT THEY CAN THEY CAN CONTINUE TO COME UP. AND THOSE ARE SORT OF THE THEMES AROUND THAT THAT WE THAT WE TALKED ABOUT SO FAR. SO DO YOU HAVE ANY COMMENTS OR THOUGHTS THAT TO BE AS GOOD AS WE ADD MORE? SHOULD WE TAKE SOME OUT TO WE MODIFY THEM? WHAT ARE YOUR THOUGHTS? WELL, THAT IS A REALLY GOOD.
I WAS TRYING TO LOG IN, BUT I HAVE A TECHNICAL DIFFICULTY.
BUT WHAT YOU ARE TALKING ABOUT IT.
AND AND ONE OTHER THINGS THAT I GOT FROM THE SPEAKERS TO SENDING A FLIER, IT'S NOT GOING TO BE WORKING.
I MEAN, THAT STICKING TO MY MIND AND THE COMMUNITY, THE WAY WE COMMUNICATE WITH THE COMMUNITY IS NOT ONLY SENDING THE FLIER.
WE NEED TO EDUCATE THEM WHAT IT IS, WHAT THIS MEANS AND HOW IT WORK.
AND THAT WE SHOULD I MEAN, WE COULD ADD THAT TO.
OK, BECAUSE I THINK I THINK THAT'S I THINK THAT'S PART OF THAT OUTREACH WE TALKED ABOUT, BUT I DO THINK THAT'S THAT'S DEFINITELY.
YES. SO I THINK WE WE WERE PRETTY GOOD LIST HERE.
AND I'M LOOKING AT THE CLOCK HERE AND WE IT'S 30.
WE'VE GOT TWENTY FIVE MORE MINUTES.
SO I THINK IT'S OK WITH YOU TO I THINK WE JUST START LET'S START TO FIGURE OUT, YOU KNOW, I GUESS AN OUTLINE AND WHO'S GOING TO WORK ON DIFFERENT PARTS OF THIS, BECAUSE I DEFINITELY THINK DIVIDING AND CONQUERING IS THE WAY TO DO THIS.
AND THEN AS I DID, YOU GET TO THE GOOGLE DOCS, CAN YOU SEE THE THE SHEER DRIVE? AND I PUT SOME FILES UP THERE JUST TO HAVE REFERENCES.
I DID. CAN YOU GET TO THAT LIKE I CAN I COULD IT OPEN AND SOMEHOW I DON'T KNOW, I I'LL TRY IT AGAIN, BUT IT DIDN'T WORK FOR ME.
WELL, OK, I'LL HELP YOU WORK WITH THAT BECAUSE THAT'S WHAT I THINK IS GOING TO BE THE BEST WAY TO DO THIS, IS THAT OVER THE NEXT COUPLE OF WEEKS BEFORE OUR NEXT MEETING, WE'LL POST THINGS UP THERE AND BE ABLE TO TO SHARE THINGS UP WITH THAT THAT CLOUD SITE SPACE.
AND THEN AND THEN I THINK WHEN WE COME BACK ON OUR NEXT MEETING, WHICH I THINK IS THE TWENTY SEVEN BELIEVE.
OUR NEXT SUBCOMMITTEE MEETING ON THE TWENTY SEVENTH.
WE SHOULD HAVE A PRETTY GOOD, IDEALLY PRETTY GOOD DRAFT OF THIS PAPER THAT WE'VE ALL KIND OF COLLABORATED IN INDIVIDUALLY, YOU KNOW, BY POSTING AND EDITING.
AND THEN WE COULD JUST REVIEW IT AS A GROUP AND FINE TUNE IT TO GET IT IN A REASONABLE THING. SO I THINK THAT MAKES SENSE AS FAR AS LIKE, YOU KNOW, SO IN OUR REMAINING TIME, WE'LL TRY TO DIVIDE UP THESE TOPICS.
BUT WHO WANTS TO WRITE UP WHAT TOPIC AND THEN WANTS TO HAVE A COMMON WORD DOCUMENT THAT WILL JUST CUT AND PASTE AND EDIT EACH OTHER'S WORK OVER THE NEXT COUPLE OF WEEKS AND THEN HAVE IT ALL TOGETHER ON THE TWENTY SEVEN.
THAT SOUND A REASONABLE APPROACH.
ALL RIGHT, SO SO, DIANE, I THINK YOU'RE VERY PASSIONATE ABOUT THE OUTREACH AND THE FIRES.
DO YOU WORK ON THAT THAT TOPIC? YES. SO, MARY BETH, DO YOU WANT TO VOLUNTEER FOR ONE OF THE OTHER ONES? I MEAN, IT SOUNDS LIKE WE'RE BOTH WE BOTH HAVE THOUGHTS ON DR.
PLUCKER. SO, I MEAN, I'M HAPPY TO KIND OF DO THAT AND DO SOME THINGS FOR DR.
TUCKER AND FOR DAWN SWALLOW AS WELL.
OH, SO WE ALSO NEED TO DO I GUESS WE ALSO NEED TO DO ACCOUNTABILITY.
AND I'M NOT SURE I DON'T HAVE ANY PARTICULAR THOUGHTS ON ACCOUNTABILITY.
I DON'T KNOW IF EITHER OF YOU DO IN TERMS OF LIKE SORT OF FITTING IT IN WITH THE THEME.
I MEAN, WE CAN JUST REPORT ON IT, BUT I DON'T REALLY HAVE PARTICULAR THOUGHTS ON THAT ONE. WELL, IS THIS ACCOUNTABILITY LIKE, UM.
WE HOLD OUT. THIS IS WHAT THIS IS WHAT WE WANT OUR OUR CURRICULUM TO DO AND THEN WE WILL
[00:35:03]
WELL, ACTUALLY, ACCOUNTABILITY IS USUALLY THE NUMBERS OF LIKE THE BREAKDOWN OF THE DIFFERENT GROUPS IN TAG.SO, I MEAN, IF I DIDN'T NEED TO GO BACK AND CONFIRM THAT, ARE WE MEETING, WE NEED SPECIFIC GOALS AND THINGS LIKE THAT.
YEAH. I MEAN, I GUESS THAT TIES IN VERY MUCH TO THAT THEME BECAUSE WE CAN SHOW THAT WE'RE LIKE, WHY WE'RE HAVING THE THEME IS BECAUSE OF SOME OF THE ACCOUNTABILITY, BECAUSE BECAUSE OF THE WAY I'M BEGINNING THIS.
MAYBE I'M MISSING A LITTLE BIT THAT, YOU KNOW, THAT LINE IS GOING TO TALK ABOUT OUTREACH.
AND SO SHE'S GOING TO LOOK AT ALL THE SPEAKERS AND SAY, HERE'S WHAT THE SPEAKERS ALL SAID ABOUT OUTREACH AND THIS IS WHAT WE THINK THIS MIGHT BE.
SO I DON'T KNOW IF WE'RE GOING TO LIKE REALLY I THINK I THINK ALL OF THREE OF US ARE GOING TO BE LOOKING AT ALL THE SPEAKERS AND WHAT DO THEY SAY ABOUT OUR OUR SUBTHEME? AND THAT'S THAT'S THAT'S WHAT I SEE.
DOES THAT MAKE SENSE? YEAH, THAT'S AND THERE COULD BE THERE COULD BE ONE SPEAKER WAS THE ONLY ONE THAT TALKED ABOUT, I THINK THAT HAPPENS AND THAT'S OK.
SO DANCE, WHILE I WAS WAS LARGELY FOCUSED ON SORT OF THE SOCIAL EMOTIONAL.
I THINK SHE HAS SOME ON, YOU KNOW, ON OUTREACH, BUT I THINK IT'S MORE ON SORT OF THE SOCIAL EMOTIONAL ASPECT OF OUTREACH.
SO I'M STILL HAPPY TO LOOK AT THAT ONE.
AND THEN, I MEAN, I THINK THERE'S SO MUCH FOR ME TO UNPACK.
AND AND DR. PLUCKERS, I'M SORT OF HAPPY TO TAKE ANY PIECE OF THAT.
ALL RIGHT. SO LIKE THE YOU KNOW, SO I GUESS WE HAVE, LIKE, ABILITY GROUPING.
I'LL DO THAT ONE. BUT IF YOU DO THE FLEXIBILITY ONE SO MARY BETH CAN TAKE THAT TALK ABOUT THE FLEXIBILITY IN THAT. HOW DO YOU INCLUDE.
MAYBE THE NON IDENTIFIED KIDS TO GET THE TECH SERVICES IN, THAT'S PART OF THAT, THAT IN THERE I THINK WE HAVE LOCAL NORMS AND THEN WE HAVE THE IDENTIFICATION AND UNIVERSAL SCREENING IS THE THE ONES THAT THAT I HAVE.
AND THEN ACCOUNTABILITY, IF WE'RE GOING TO COUNT THAT ONE AS THE ONES THAT I THINK WERE SORT OF THE THE FIVE TOPICS WE WE SETTLED ON.
YEAH, I GUESS MY THOUGHT RIGHT NOW IS THAT I DON'T KNOW THAT I WANT TO SPEND A LOT OF TIME TALKING ABOUT FLEXIBILITY BECAUSE I FEEL LIKE THAT WAS MORE OF, LIKE, MY INTERPRETATION OF DR.
PLUCKER. SO I DON'T KNOW THAT I WOULD WANT TO MAKE THAT SEPARATE TOPIC.
TO TO WORK ON THIS FOR LIKE A WEEK, I MEAN, I'M HAPPY TO DO THIS AND JUST COME UP WITH A DOCUMENT ON THE THINGS OTHER THAN THE OUTREACH, BECAUSE I'M HAVING A LITTLE BIT OF A DIFFICULT TIME SORT OF SUBDIVIDING DR.
OK. AND THEN WE CAN SORT OF CHECK THE DOCUMENT IN A WEEK.
I'M HAPPY TO SORT OF PUT SOME THOUGHTS ON, LIKE JUST ON AN OUTLINE, BECAUSE IT MAY JUST LEND ITSELF THEN TO DIVIDING IT UP ONCE WE HAVE IT IN THIS COUNTRY, BECAUSE THAT'S WHAT I THINK. YEAH, THAT'S WHAT I WAS TRYING TO GET TO.
BUT I AGREE DIGESTING THIS A LITTLE BIT COULD BE DOING, BUT I THINK SO WE COULD POST AN OUTLINE AND THEN AND THEN WE COULD JUST SORT OF AGREE TO THE OUTLINE, JUST MAKING COMMENTS ON IT. I THINK THIS IS GOOD.
I THINK THIS IS GOOD. I MEAN, IF YOU HAVE OTHER THOUGHTS, I'M TOTALLY OPEN TO THIS, TOO.
I DON'T KNOW, BECAUSE, I MEAN, I JUST I'M JUST TRYING TO JUST TO KEEP MOVING, TO MAKE SOME PROGRESS. AND BUT BUT I THINK THAT I'LL BE HONEST, THIS IS GOING TO BE A WORK.
WE'RE GOING TO WORK ON THIS AND THEN WE'RE GOING TO LOOK AT A WEEK LATER.
NOW, THIS WAY, WE'RE NOT GOING TO GET IT RIGHT THE FIRST TIME.
I'M NOT I'M REALISTIC ABOUT THAT.
BUT I THINK THIS IS A GOOD START.
AND SO SO, YOU KNOW, I THINK I THINK WE I THINK WE HAVE ALL THE RIGHT THEMES.
AND I THINK IF WE START PUTTING THEM UP THERE AND JUST.
AND THAT'S WHAT I THINK. SO I THINK AFTER THIS MEETING, YOU WILL WE WOULD THINK WE NEED TO PUBLISH THE MINUTES.
AND I'VE BEEN TAKING NOTES HERE AND I DON'T MIND WRITING THE MINUTES, BUT I'LL PUBLISH THE MINUTES UP. I'LL PUT THEM UP THERE.
AND THEN ONCE ONCE I PUT THEM IN THE FORMAT, WE HAVE TO ACTUALLY VOTE AND APPROVE THEM AND THEN THEY GET PUT IN THERE.
SO SO I'LL PUT MINUTES ABOUT THIS MEETING.
BUT THEN I THINK ONE OF THE ACTIONS I THINK WE CAN HAVE IS KNOW WE SHOULD WE SHOULD HAVE A GOOD OUTLINE IN THE IN THE GOOGLE DOCS THAT WE CAN ALL AGREE ON.
SO I THINK WE CAN WE CAN MAYBE GET THE OUTLINE BACK AT THE START OF IT AND AND THEN AND THEN WE CAN DO IT. SO I THINK THE OVERALL TOPIC IS THIS, IS THAT THE THEME THAT'S GOING TO DRIVE IT ALL TOGETHER AND IT'S GOING TO BE SOMETHING ON? IT'S WE WANT IT'S ADEQUATE ADVOCACY ADVOCACY ACROSS THE THE THE ENTIRE SCHOOL SYSTEM THAT IT'S IMPROVING.
[00:40:04]
THE CURRICULUM IS THE IS THE IS THE COMMON THEME THAT THAT THAT THAT'S WHAT I THINK WE'RE GOING TO TRY TO TIE THE SPEAKERS AROUND.I THINK IT'S RELATED. I WAS THINKING THAT MY SEEM WHAT THE THEME WAS, SOMETHING LIKE REACHING ALL STUDENTS OR REACHING ALL STUDENTS.
SO THAT'S I MEAN, I THINK I THINK THAT THE CURRICULUM TIES IN TO THAT.
BUT I THINK THE SORT OF REACHING ALL STUDENTS IS IS A LITTLE BIT BROADER THAN WHAT DO YOU THINK ABOUT THE. I THINK THAT WORK.
OK. AND THEN I HAVE ONE QUESTION, HOW ABOUT I MEAN, LIKE WE'VE BEEN SEEING A LOT OF TEACHERS, ESPECIALLY NEW TEACHERS, NOT TRAIN AND EVEN SOME OF THE TEACHERS, THEY DON'T KNOW ABOUT TAG AND WHO'S GOING TO SEE THAT PART.
TRAINING TEACHERS AND STAFFS AND STUFF LIKE THAT.
WELL, I THINK THAT'S THE NEW DRUG ADMINISTRATOR.
HER NAME ESCAPES ME RIGHT NOW.
I MEAN, LIKE, IS IT ISN'T IT? I MEAN, I KNOW THAT ONE OF YOUR SPEAKER WAS TALKING ABOUT IT IN ORDER TO HAVE A SUCCESSFUL TECH PROGRAM IS A DREAM.
YEAH. WELL, IT'S NOT A SEPARATE TOPIC.
I MEAN, IT WAS WHO SAYING, DO YOU REMEMBER WHO THAT WAS, THAT CONTRACTOR PARKER, I THINK HE WAS LUCKER, OK? YEAH, THAT SOUNDS LIKE A SEPARATE TOPIC, BUT I REALLY I THINK IT'S TEACHER TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT, I GUESS.
YES. SO, ZAIN, WAS YOUR IS THIS I CAN'T REMEMBER IF THIS IS BASED ON YOUR EXPERIENCE OR JUST FROM WHAT DR. PLUCKER SAID, BUT DO YOU THINK IT ALSO TIES IN A LITTLE BIT TO COMMUNICATION AS WELL? I MEAN, I WILL SAY THAT THAT REFLECTS MY OWN EXPERIENCE.
AND IT SEEMS LIKE HAVING TEACHERS HAVE THAT INFORMATION IS ONE WAY TO REACH FAMILIES, TOO. AND MAYBE THAT WASN'T DR.
PLUCKERS POINT, BUT IT JUST SEEMS LIKE THAT'S SORT OF AN ADDITIONAL PIECE.
IT ALL SORT OF TIES IN TOGETHER.
AND SO MANY TEACHER TRAINING AND COMMUNICATIONS ARE OUR SORT OF PART OF.
WANTED SEX, AND I THINK HE'S TIRED, IT WAS THE COMMUNICATION PART, BUT LIKE I KNOW THAT YOU EXPERIENCE IT AND I DO, AND SO MANY PEOPLE EXPERIENCE IT AND EXPERIENCE A TEACHER OR UNTRAINED TEACHER, THEY HAVE NO IDEA TO EDUCATE THEIR STUDENTS OR PARENTS AS WELL AS I DON'T KNOW HOW HE'S GOING TO TIE.
IS IT TIE WAS TO COMMUNICATION OR SOMETHING ELSE? I'M NOT SURE IF THAT'S A GOOD QUESTION.
AND I THINK THAT'S A LOT OF IT COMES INTO, YOU KNOW, HOW IS IT HOW WE CHOOSE THIS? I THINK I THINK IT WOULD IT MOST LIKELY IT FITS INTO OUR NEEDS A LITTLE BIT BECAUSE THE TEACHERS CAN BE AN ADVOCATE TO EDUCATE THE PARENTS.
EITHER THEY MAY THEY LOOK AT IT, THEY MAY LOOK AT YOUR STUDENT AND THEY MAY SEND A NOTE TO THE PARENT, WOW, YOUR CHILD IS VERY, YOU KNOW, THINKS DIFFERENTLY.
AND, YOU KNOW, HAVE YOU CONSIDERED AN APPLICATION FOR TAG? BECAUSE I MIGHT I MIGHT BE THE ONE REFERRING THEM TO HER OR SOMETHING LIKE THAT.
SO I THINK THAT'S PART OF OUTREACH.
BUT I THINK GOING INTO THE BROADER THING, MAKING THE CURRICULUM BETTER, HAVING BETTER TEACHERS WHO UNDERSTAND HOW DIFFERENT KIDS LEARN AND THAT TYPE OF THING, I THINK THAT'S ANOTHER ASPECT OF THE TEACHER EDUCATION, PROFESSIONAL DEVELOPMENT ALSO.
I MEAN, GOING TO YOUR EARLIER POINT, THOUGH, I THINK, MARK, ABOUT WHAT'S REALISTIC.
LIKE, I DON'T I DON'T THINK THAT THAT HAVING EVERY TEACHER TAG TYPE CERTIFIED IS I THINK I THINK THE IDEA OF OF OF THE YOUNG SCHOLARS TYPE STUFF.
WHAT WHAT WHAT DO KIDS WHO ARE HAVE POTENTIAL LOOK LIKE EVERY TEACHER.
NOW THAT'S NOT NECESSARILY TAG EDUCATION, BUT EVERY TEACHER.
I THINK, YOU KNOW, IF KIDS START BEHAVING THIS WAY, YOU KNOW, YOU NEED TO TALK TO SOMEBODY AND THEY MAY THEY MAY NOT EVEN KNOW.
THEY JUST KNOW IT'S DIFFERENT.
AND THEN THEY CAN CALL IN SOMEBODY WHO DOES HAVE THE TRAINING AND SAY, HEY, WE OBSERVED THIS CHILD DO THIS AND JUST BE ABLE TO KNOW WHEN TO TO NOTICE SOMETHING SPECIAL.
AND THEN THEY NEED THEY NEED TO HAVE SOMEBODY LOOK, YOU KNOW, THAT'S THAT'S THAT'S WHAT I'M THINKING. BUT I'M JUST I GUESS THE POINT THAT I THINK THAT MARY BETH BROUGHT UP THE
[00:45:01]
RIGHT THAT A SPEAKER MAY SAY SOMETHING THAT MAY NOT BE WHAT THEY ADVOCATED, BUT IF IT GETS US THINKING ABOUT HOW WE WOULD USE IT, I THINK THAT'S FAIR GAME.LIKE IF IF THE TEACHER TALKS ABOUT SOMETHING THAT WE SHOULD, LIKE, BREAK OUT IS A BAD IDEA OR SOMETHING LIKE THAT.
WELL, WE WE DISAGREE WITH THAT FOR THE FOLLOWING REASONS.
I MEAN, I THINK WE CAN USE THAT TO STIMULATE OUR THOUGHTS.
I DON'T THINK WE HAVE TO NECESSARILY YOU KNOW, WE'RE JUST REPORTING WHAT THE SPEAKER SAID AND WHAT DOES THE COMMITTEE THINK ABOUT IT.
AND I THINK WE HAVE A LOT OF RANGE TO DO WHAT WE WANT BASED ON IF THE SPEAKER DIDN'T SAY OR NOT. BUT IF IT GETS US THINKING ABOUT IT, WE CAN SAY THIS MOTIVATED US TO TALK ABOUT THIS THIS ISSUE.
NONE OF THE SPEAKERS TALKED ABOUT IT, BUT WE THOUGHT IT WAS IMPORTANT ENOUGH TO INCLUDE IN OUR THEME OF OF, YOU KNOW, REACHING ACROSS ALL STUDENTS.
AND SO SO I'M JUST THINKING ABOUT SORT OF HIGH LEVEL TOPICS.
AGAIN, TO GO BACK TO YOUR POINT, MARK, AND I'M WONDERING IF ONE IS CLEARLY COMMUNICATION RIGHT NOW AND THEN I THINK, LIKE YOU SUGGESTED, MAYBE ABILITY GROUPING, BUT MAYBE IT'S SOMETHING A LITTLE BIT BROADER THAT INCLUDES ABILITY GROUPING, BUT IT'S SOMETHING LIKE.
HI. I'M NOT GOING TO SAY THAT'S GREAT, BUT LIKE HOW TO SERVE HIGH POTENTIAL STUDENTS, RIGHT? AND BECAUSE THAT WAS DR.
PLUCKERS WORD AND THEN SORT OF WITHIN THAT, I MEAN, HE WAS SAYING HIGH POTENTIAL.
I THINK WE CAN ALSO INCORPORATE THE NOTION WITHIN THAT THAT YOU'RE REALLY SERVING ALL STUDENTS BY DOING THIS.
BUT I THINK SORT OF HE WAS SAYING THAT THAT YOU IDENTIFY YOU HAVE TO IDENTIFY HIGH, HIGH POTENTIAL. AND I'M NOT SAYING HIGH ACHIEVING, BUT HIGH POTENTIAL STUDENTS.
AND THEN AND YOU DO THAT ONCE YOU DO THAT AND THEN YOU GROUP VIABILITY AND THEN YOU PROVIDE HIGH LEVEL CURRICULUM.
RIGHT. BUT SORT OF ALL OF THAT COMES WITHIN THAT.
SO I THINK LIKE THE COMMUNICATIONS PIECE, THE SORT OF HOW YOU SERVE PEACE AND THEN MAYBE THERE'S A SEPARATE PIECE THAT'S ID.
I THINK THERE'S GOING TO BE OVERLAP IN ALL THREE OF THESE.
BUT I THINK MAYBE THOSE SORT OF HIGH THOSE SORT OF THOSE PIECES ARE DISTINCT ENOUGH THAT WE COULD SORT OF WORK ON THEM SEPARATELY AND THEN SEE WHAT WE HAVE AND, YOU KNOW, CLEAN IT UP SO THAT WE'RE NOT SAYING THE SAME THING.
WHAT DO YOU THINK ABOUT THAT? SURE, I AGREE. SO YOU SHOULD LIKE IDENTIFYING THE STUDENTS WITH VARYING DEGREES OF POTENTIAL. I MEAN, IT'S NOT JUST THE HIGH POTENTIAL, BUT THIS IS THE ABILITY GROUPING IS THIS IS THE HIGH POTENTIAL. LISTEN TO ME.
IS THAT WHAT YOU MEAN BY THAT? I WAS SAYING, LIKE, I GUESS SO.
MY THINKING IS I'M LIKE, IF WE'RE GOING TO SORT OF DIVIDE IT OUT INTO THREE CATEGORIES.
WE HAVE A COMMUNICATION WHICH IS LIKE, HOW DO YOU REACH PEOPLE IN THE WAY THEY NEED TO BE REACHED? RIGHT. AND I THINK THAT WAS KIND OF WHAT WE HAD SUGGESTED MAYBE I COULD WORK ON.
AND THEN THERE'S SORT OF A SECOND PIECE OF LIKE.
MAYBE I'M DOING THIS A LITTLE BIT MORE, BUT WHAT'S THE SECOND PIECE IS HOW TO IDENTIFY STUDENTS AND BECAUSE WE'RE TALKING ABOUT TAG LIKE SORT OF THROUGH THE TAG FRAMEWORK, BUT I THINK IT'S FAIR GAME TO INCLUDE SOME OF THESE OTHER COMMENTS THAT GO A LITTLE BIT BEYOND TAG, BUT JUST SORT OF THE IDENTIFICATION PIECE AND WHAT WHAT THE SPEAKERS WERE SAYING THAT GOES TOWARDS THAT.
I'M NOT SAYING LIKE WE OVERLAP WITH THE OTHER GROUPS AND GET INTO SORT OF METRICS, BUT JUST LIKE WHAT DOES ID LOOK LIKE? AND I THINK, LIKE TO ME, ID LOOKS IN PART LIKE SOME OF THE GROUP.
RIGHT. FOR EXAMPLE, AND THAT THE PART ABOUT LIKE UNIVERSAL SCREENING AT A HIGH LEVEL AGAIN. AND THE THIRD PART IS HOW DO YOU PROVIDE SERVICES.
AND AGAIN, ALL THROUGH I'M THINKING SORT OF THROUGH THE LENS OF LIKE TAG SINCE WE'RE THE TAG AT, BUT ALSO BRINGING IN THE POINTS THAT THAT DR.
PLUCKER MADE ABOUT HOW WHEN YOU'RE SERVING, WHEN YOU'RE WHEN YOU'RE DOING ALL OF THIS RIGHT, YOU'RE SERVING ALL STUDENTS, NOT JUST STUDENTS.
OK, I THINK I COULD SUMMARIZE IT ONE MORE TIME.
SO THE OVERALL THEME OF THE OF OUR COMMITTEE REPORT IS GOING TO BE REACHING ALL STUDENTS.
YEAH. AND SO THE FIRST TOPIC DESIGN, I THINK IS GOING TO HELP WITH GOOD AND GOOD IS THIS IS THIS COMMUNICATION AND ADVOCACY AND REACHING OUT TO MAKE SURE THAT TEACHERS UNDERSTAND IT, THE KIDS UNDERSTAND IT, THE PARENTS UNDERSTAND IT, THAT THING.
AND THEN THE SECOND ONE IS THIS, IDENTIFYING THE STUDENTS WITH THE WITH THE HIGH POTENTIAL AND THAT'S THE GROUPING OF THEM IS THE UNIVERSAL SCREENING.
AND I THINK IT'S ALSO THE WHEN WE TALKED ABOUT IT'S YOU KNOW, IT'S CONSTANTLY SCREENING.
RIGHT? YOU'RE NOT JUST DOING IT JUST IN FIRST GRADE OR THIRD GRADE.
YOU'RE DOING IT CONTINUOUSLY, IS THERE?
[00:50:04]
AND THEN I THINK YOUR LAST ONE IS THIS IS A PROGRAM LIKE THIS WHERE WE'RE PROVIDING THE SERVICES. SO THIS IS I THINK IS IMPROVING THE CURRICULUM ACROSS THE WHOLE SCHOOL, I THINK IS IN THERE. I THINK THIS GOES INTO OUR WHO WE WERE TALKING ABOUT BEFORE WITH CAN WE BE FLEXIBLE WHERE WE'RE KIDS THAT ARE IN DIFFERENT IDENTIFY GROUPINGS, CAN, CAN, CAN ADVOCATE OR TO TAKE THE CLASS WHERE THEY WANT SO THAT THE FLEXIBILITY TO TO GET THE SERVICES WHEN THEY NEED IT, WHERE THEY NEED IT TYPE THING.AND I'M JUST TRYING TO THINK OF THAT CASHERS.
AND I THINK ALSO I THINK PROVIDING SERVICES ALSO TIES INTO SOME OF THAT SOCIAL EMOTIONAL AS WELL THAT THAT AND THAT.
SO THAT TIES INTO GEORGE ALLEN'S PRESENTATION.
SO I'M HAPPY TO TAKE THAT ONE.
I THINK THERE'S GOING TO BE OVERLAP, PARTICULARLY BETWEEN WHAT REALLY BETWEEN ALL THREE, BUT PARTICULARLY BETWEEN SORT OF IDENTIFICATION AND PROVIDING SERVICES BECAUSE OF PREVIOUS. NO, WE TALKED ABOUT LOCAL NORMS. I THINK THAT'S AN THE ID PAY GAP.
YEAH, I THINK THAT'S I THINK THIS IS A MUCH CLEANER WAY TO THINK ABOUT IT, SO, SO BEAUTIFUL. I'LL TAKE THIS ID CARD, RIGHT? THAT'LL BE MY ID AND GROUPING, UNIVERSAL SCREENING, LOCAL NORMS. I'M DOING THAT ONE.
MARY BETH'S GOING TO DO THE SERVICES, WHICH IS THE SOCIAL.
THIS IS LIKE GIVING THE KIDS THAT IT'S OK TO FEEL THIS WAY.
AND IN THE EMOTIONAL SUPPORT GROUP, STUFF GOES IN WITH WITH THE PROVIDING THE SERVICES.
YEAH. AND THEN THE SUBJECTS LIKE THE CURRICULUM, THE CURRICULUM, THE CURRICULUM.
THAT'S THE BIGGEST ONE. AND THEN THE.
YEAH, YEAH, IMPROVING THE IMPROVING THE CURRICULUM.
CAN WE RIGHT SOCIAL NORMS AND THEN.
YEAH, YEAH, THAT'S IN THE FLEXIBILITY PART WE TALKED ABOUT.
I FIGURE THIS IS THIS IS COMING TOGETHER.
I THINK I THINK THIS IS WORTH THE GROUP.
SO DOES THAT MAKE SENSE? I MEAN, WE'VE BEEN MARY BETH AND I BECOME AN ORGAN, YOU KNOW.
AND I SAID WE'RE WE'RE I THINK THIS IS GOOD SHAPE.
SO LET'S SEE. WHAT WE'LL DO IS ALL THESE MINUTES UP AND PUT THEM UP THERE.
AND THEN LET'S SAY BY TODAY'S TUESDAY, YOU KNOW, BY MONDAY, NEXT MONDAY, WE CAN IMPROVE THE MINUTES JUST JUST LOOKING AT THE PAPER UP THERE AND SAYING, DOES THAT WORK? SUSAN, CAN YOU JUST GIVE ME PROVE THEM ON THE ON OUR NEXT MEETING WITH THE PEOPLE YOU MET AT YOUR NEXT MEETING, BUT YOU CAN NOT SEND THEM OUT FOR OTHERS TO REVIEW IF THEY WANT TO GET ALL. I'LL HAVE IT UP THERE BY THE WEEKEND.
AND SO WE'LL HAVE IT READY FOR OUR NEXT MEETING ON THAT.
BUT I THINK, LIKE I THINK THIS WITH THIS TO LIKE I THINK WE'VE SORT OF.
HAVE ENOUGH TO START WORKING SEPARATELY, LIKE I'M NOT SURE WE NEED TO DO MORE IN TERMS OF REGROUPING RIGHT NOW BECAUSE WE'VE SORT OF DIVIDED UP THE THREE TOPICS.
SO I THINK I THINK I THINK YOU'RE RIGHT.
AND I THINK WE, AS WE ALL WORK ON INDIVIDUALLY, JUST KEEP POSTING YOUR WORK UP THERE SO PEOPLE SO YOU CAN AS WE CAN FIND IT.
AND THEN AS WE GET CLOSER TO THE TWENTY SEVEN, THEN I THINK WE'LL START THE EDITING MODE, TRYING TO PUT IT INTO ONE PIECE.
AND THEN I THINK THAT LAST MEETING WE'LL JUST TRY TO READ THROUGH IT LINE BY LINE AND MAKE SURE WE'RE HAPPY WITH IT.
NOW, THAT'S IT, YOUR PLEASE EMAIL ME IF YOU ARE HAVING A HARD TIME GETTING THAT GOOGLE, BECAUSE I JUST CLICKED ON IT OPENED RIGHT AWAY, SO I DON'T KNOW IF I WILL BE INSTALLED ON MY COMPUTER. THAT WORKS WELL OR NOT.
OK, DO YOU HAVE A GOOGLE ACCOUNT? I DO. OK, I JUST WANT TO BECAUSE THAT'S USUALLY THE EASIEST WAY.
MAYBE MAYBE IF WE FIND IN YOUR GOOGLE ACCOUNT WHEN YOU CLICK ON IT ALSO I JUST HAVE TROUBLE WITH GOOGLE DRIVE SOMETIMES.
I COULD DRIVE, BUT SOMETIMES WE HATE IT.
YEAH, WELL, YOU BOTH HAVE BEEN GREAT.
I THINK. I THINK THIS IS A WE HAD A PRODUCTIVE MEETING.
I THINK WE WERE GOOD. WE HAD TO APPRECIATE YOUR PREPARATION FOR THIS AND WE WERE IN PRETTY GOOD SHAPE. THANKS.
OK, ALL RIGHT, I SUBCOMMITTEE CHAIR WILL CONCLUDE THE MEETING.
THANK YOU SO MUCH. BYE BYE BYE.
* This transcript was compiled from uncorrected Closed Captioning.