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[00:00:02]

SO WE WILL GO AHEAD AND GET STARTED TONIGHT.

IT IS 7:02.

WE ARE HAVING A TAGAC SUBCOMMITTEE ON THE K-12 ROAD MAP.

ACTIONS FOR TONIGHT WERE TO GET THE SUBCOMMITTEE TOGETHER TO GO OVER THE TWO FILES.

EMILY WAS WORKING ON A COMMUNICATION PLAN.

AND KATHLEEN WAS WORKING ON THE ADVISORY LETTER, CERTAINLY, FROM THE TAG TO THE SCHOOL BOARD, THAT MR.MAN PRESENTED TO US WHEN WE HAD THIS MEETING TWO WEEKS AGO.

I SEE EMILY IS HERE.

I DON'T SEE KATHLEEN.

WAS GERALD SUPPOSED TO BE AT THIS MEETING?

>> NO, GERALD WAS NOT SUPPOSED TO BE HERE.

SETTING THE PRETEXT FOR WHERE WE WERE LAST NIGHT.

>> I JUST WANTED TO MAKE SURE HE HAD A LINK.

>> NO.

WE DID NOT REQUEST HIM THIS TIME.

>> GREAT.

>> SO THAT'S WHERE WE ARE AT.

I DO -- EMILY, I KNOW AS WE EMAILED AND SAID HE WOULDN'T BE ABLE TO MAKE IT TONIGHT.

AND THERE'S KATHLEEN.

EXCELLENT.

>> HEY THERE.

>> WE ARE JUST GETTING STARTED.

I THINK I RAN THROUGH ALL THE FORMALITIES TO START A TECHNICAL PUBLIC MEETING FOR SUSAN.

SO THAT SAID, SUSAN AS A PANELIST, CAN THEY SHARE SCREENS? WE CAN SHARE SCREENS AS A PANELIST?

>> YES, YOU CAN.

EVERYONE CAN SHARE THEIR SCREEN.

>> ONLY ONE AT A TIME THOUGH.

>> RIGHT.

[K-12 Roadmap Subcommittee Work Session]

SO EMILY, CAN YOU OPEN UP THE DOCUMENT THAT YOU BEAUSED IN THE FOLDER AND WALK US THROUGH THAT? THAT FILE AND WHAT IT WAS.

DID YOU HAVE A CHANCE TO READ THROUGH THAT ONE.

>> I DID.

WHEN IT IS TIME TO WALK THROUGH THE ONE I LEFT OUT.

>> I WAS JUST WONDERING IF WE COULD PULL UP THE DOCUMENT SEPARATELY.

MY COMPUTER, THE SOUND IS NOT GREAT, SO THAT'S THAT'S WHY I HAVE MY COMPUTER FOR THE DOCUMENT.

>> I WILL SEE IF I CAN GO IN AND FIND IT.

>> THAT WOULD BE GREAT.

>> THANK YOU.

I TRY TO SET UP ANDLE KNEW I WASN'T GOING TO BE HERE, AND HAVE ENOUGH WARNING TIME.

I THOUGHT IT LOOKED GOOD.

I DID MAKE A COUPLE OF QUICK EDITS THAT WERE -- I REMOVED SOME VOICE IN THERE JUST FOR CLARITY, AND I REORDERED A FEW BULLETS.

REALLY THE ONLY CHAINS I SAW TO MAKE, I DID ADD ONE OTHER THING AT THE BOTTOM OF YOURS THAT I WANTED TO GO OVER.

AND THAT WAS A PUSH TO MAKE SURE WE DO BETTER GARDENING OF THE WEBSITE.

TO KEEP ALL THE INFORMATION CURRENT, SO THAT ONCE THEY UPDATE SOMETHING, IT GOES POSTED AND THAT THE DATA THAT IT SUPERSEDES GETS REMOVED.

BECAUSE I KNOW WE DO THAT TODAY.

>> ABSOLUTELY.

I AGREE WITH THAT.

THE ONLY OTHER THING THAT I WAS THINKING THIS WEEK THAT I WANTED TO ADD.

AND I DIDN'T PUT IT INTO THE DOCUMENT YET.

I HAVE TO FIGURE OUT HOW I WANT TO WORD IT.

AS A PART OF KIND OF GETTING READY FOR THIS ROAD MAP.

I HAD DONE INTERVIEW SESSIONS WITH TEACHERS AND PARENTS JUST TO GET SOME FEEDBACK.

AND I TALKED TO ONE PARENT ABOUT SPECIFICALLY AROUND THE SORT OF UPPER GRADE ELEMENTARY SCHOOL TRANSITION TO MIDDLE SCHOOL, AND ONE THING THE FEEDBACK TO MY ATTENTION IS THERE IS A POPULATION OF CHILDREN WHO ARE G.I.A.

IDENTIFIED AT SOME POINT.

AND ARE NOT SUBJECT SPECIFIC IDENTIFIED.

THEY CONTINUE TO JUST BE G.I.A.

IDENTIFIED.

AND I THINK -- IF THE NUMBERS AREN'T REALLY LARGE BUT THERE NEEDS TO BE BETTER COMMUNICATION.

ABOUT HOW THOSE PROGRAMS ARE DIFFERENT.

AND JUST I THINK SOME ADDITIONAL COMMUNICATION THAT CONTINUE WITH G.I.

A.

HOW IT MAY LOOK DIFFERENT, SO THOSE CHILDREN DON'T FEEL LEFT BEHIND.

THAT WAS ONE PETEED I WANTED TO ADD TO THIS COMMUNICATION PIECE ABOUT EDUCATING EVERYBODY.

WHAT ARE THE TAG YOUNG SCHOLAR RESOURCES AVAILABLE.

ALL THE WAY THROUGH TO 12.

AND I THINK THAT KIND OF THE -- WHAT I TRIED TO GET AND WE CAN PUT IN MORE

[00:05:25]

INFORMATION TOO IS THAT I FEEL LIKE OVERCOMMUNICATING.

EVEN IF IT ISN'T RELATIVE TO THAT PARTICULAR FAMILY AT THAT MOMENT, IS BETTER THAN UNDER.

BECAUSE THEY FEEL LIKE IT IS FAR WORSE FOR FAMILIES TO FEEL LIKE THEY DIDN'T KNOW OR HAVE A CHANCE TO SELF-REFER WHEN IT WAS TIME TO SELF-REFER, OR TO APPEAL WHEN IT IS TIME TO APPEAL.

BETTER THAT THEY KNOW MORE INFORMATION AND IT MAY NOT BE RELEVANT TO THEM YET.

BUT THEY JUST KNOW HOW IT MIGHT ALL COME TOGETHER.

SO THAT IS ONE PIECE AND THEN THE OTHER PIECE I WANTED TO ADD IS THERE ISN'T A LOT OF INFORMATION ON THE WEBSITE ABOUT ACCELERATION.

SO HOW DETAIL SPECIFIC DO WE WANT TO GM.

I WAS LOOKING AT THIS AND HOW TO PUSH INFORMATION.

NOT NECESSARILY WHAT INFORMATION TO PUSH IN THERE.

SO.

>> I THINK YOU HAVE SUGGESTIONS I THINK THAT'S WITHIN YOUR PURVIEW.

WHEN I WAS READING THROUGH THE DOCUMENT I DIDN'T THINK ABOUT IT THAT WAY.

BECAUSE I WOULD ALWAYS SAY TO THAT EXTENT WE SHOULD SAY YOU CAN BE IDENTIFIED IN FOUR DIFFERENT SUBJECTS.

BUT THERE'S REALLY THE COMMON OF THAT GROUPING IS INTERESTING FOR G.I.A.

AND NOT BE IN SPECIFIC.

THEY CAN BE G.I.A.

AND OPT OUT.

THERE'S NO -- TO THE BEST OF MY KNOWLEDGE THERE'S NO WAY TO REMOVE A TALENTED AND GIFTED TAG THAT YOU HAVE BEEN IDENTIFIED AS GIFTED.

BUT YOU CAN OPT OUT OF THE PROGRAM SPECIFIC BENEFITS DIFFERENTIATION.

>> SO ONRAMPS AND OFF RAMPS, WHAT ARE THEY MAKING SURE THAT PARENTS UNDERSTAND AND FAMILIES UNDERSTAND WHAT THOSE ARE.

>> RIGHT.

>> THAT YOU CAN BE SCIENCE IDENTIFIED OR SOCIAL STUDIED IDENTIFIED.

AND I THINK SOMETHING ELSE THAT WOULD BE INTERESTING, IT IS HARD TO NECESSARILY GRASP IS THAT IF YOU ARE IDENTIFIED IN A SUBJECT, CURRENTLY YOU ARE SUPPOSED TO BE GROUPED WITH OTHER PEOPLE THAT HAVE BEEN IDENTIFIED IN THAT SUBJECT.

SO THAT YOU GET A SMALL CLUSTER OF TAG STUDENTS.

AND WE REALLY PUSHED HARD ON THAT IN THIS COMMITTEE.

AND IT IS TWOFOLD.

ONE TO MAKE IT EASIER TO DIFFERENTIATE IN THE CLASSROOM FOR THE NONTRADITIONAL SUBJECTS THAT DON'T HAVE A SEPARATE SETTING LIKE ENGLISH FOR SCIENCE AND SOCIAL STUDIES THAT YOU CAN HAVE A SMALL GROUP OF TWO OR THREE TO DIFFERENTIATE TOO.

AND IT GIVES THE STUDENT A PEER IN THAT CLASSROOM THAT HAS THE SAME SOCIAL EMOTIONAL ISSUES FROM BEING A TAG STUDENT AND GIVES THEM A PEER THERE.

AND I THINK IF WE ARE GOING TO DIVE DOWN TO THAT LEVEL, IT WOULD BE AN IMPORTANT POINT TO COMMUNICATE THAT.

THERE ARE SMALL GROUPS FROM A SOCIAL EMOTIONAL SUPPORT STANDPOINT OF JUST HAVING A FRIEND THAT'S IN THE SAME BOAT AS YOU.

>> AND THAT IS AT THE MIDDLE SCHOOL LEVEL, CORRECT?

>> NO.

>> THAT YOU ARE DESCRIBING.

>> IT IS SUPPOSED TO BE ALL.

>> IT IS SUPPOSED TO BE MORE ELEMENTARY SCHOOL, BECAUSE AT THE MIDDLE AND HIGH SCHOOL LEVELS THE WAY IT IS CURRENTLY DONE, IS YOU BASICALLY WILL END UP IN AN HONORS CLASS.

OR SOME OTHER SPECIFIC CLASS.

AND IT HAPPENS A BIT MORE ORGANICALLY THAN IT DOES AT THE ELEMENTARY SCHOOL LEVEL.

WHERE YOU HAVE TO FORCE IT.

>> THAT WAS ONE PIECE THAT THE GROUPING PIECE SPECIFIC TO MIDDLE SCHOOL WAS A PLACE WHERE I HAD HEARD SOME FEEDBACK THAT I KNOW IT WAS A BIG PUSH.

WE HAD A BUDGER OVER PARENTS COME TO THE COMMITTEE MEETING AND TALK ABOUT WITH OPEN ENROLLMENT, AND HONORS CLASSES.

WANTING TO BE ABLE TO CLUSTER, AND SOME OF THE FEEDBACK THAT I WAS WEARING IS THAT THEY ARE SEEING THAT CLUSTERING IN MIDDLE SCHOOL AND SO I CAN CERTAINLY ADD THAT THROUGHOUT AND EMPHASIZE THE ELEMENTARY SCHOOL PIECE.

>> AND I THINK THAT WAS A RULE TOO.

>> AND I THINK ABOUT THAT ACPS SHOULD BE COMMUNICATING WHAT ARE THE CONSIST PRACTICES.

ACROSS GRADE LEVELS INCLUDING CLUSTERING, AND THERE MIGHT BE OTHER EXAMPLES THAT WE THINK ABOUT ALSO.

AND THAT IS THERE ARE TWO CASES WHERE I THINK THAT'S A SPECIFIC PRACTICE, FROM A TAG COMMITTEE WE SHOULD WATCH OUT FOR.

AND ONE OF THEM IS IN THE MATH PROGRAM THAT YOU ARE GOING TO TALK ABOUT.

IS THAT IF A HETEROGENEOUS GROUPING MAY NOT INCLUDE THAT CLUSTERING.

WHICH WILL BE INTERESTING TO SEE WHAT THE SOCIAL EMOTIONAL RESPONSE TO THAT IS.

BECAUSE WE ALREADY KNOW THERE'S CHALLENGES IN EXECUTING A PROGRAM THAT

[00:10:05]

WAY.

AND THE OTHER ONE IS MY KIDS GO TO MOUNT VERNON, WHICH IS A SPANISH EMERSION PROGRAM.

SO THEY SPEND ALL OF THEIR SCIENCE, SOCIAL STUDIES, AND COMMON TIME IS INSTRUCTED IN SPANISH.

AND THEY TAKE SPANISH LANGUAGE HEARTS.

AND WHEN THEY MOVE UP TO THE MIDDLE SCHOOL IF THEY TAKE THE DUAL LANGUAGE CLASSES THEY GET HIGH SCHOOL CREDIT FOR SPANISH AND MIDDLE SCHOOL.

BECAUSE OF THE LEVEL THAT IS THERE.

UNDER THE NEW PROGRAM THAT IS IN PLACE AS OF THIS YEAR.

YOU BASICALLY GET TO CHOOSE THAT YOU CAN BE IN THE SPANISH DUEL LANGUAGE CLASS OR YOU CAN BE IN THE -- IN A SOCIAL STUDIES CLASS THAT HAS GROUPING FOR TALENTED AND GIFTED.

BUT THEY CAN'T HONOR BOTH OF THOSE CONSTRAINTS SO IT IS A PARENT CHOICE.

SO THERE'S SOME SEEING POP UP THAT WE ARE STARTING TO FORCE OURSELVES INTO CHOICE SCENARIOS, THAT'S ANOTHER COMMUNICATION ISSUE SPECIFIC.

I DON'T KNOW IF IT BELONGS THIS THIS REPORT.

OR IN THIS GROUP OF SUGGESTIONS.

>> THERE ARE CHOICES.

>> THEY SHOULD BE IDENTIFIED.

>> YES, CLEARLY IDENTIFIED.

AND I THINK THAT'S PROBABLY MY BIGGEST FEEDBACK FOR THIS, SO I THINK ONE THING THAT IS MISSING IS THE EQUITY LENSE, BECAUSE THE REASON WHY ACP NEEDS CLEAR MORE SYSTEMATIC COMMUNICATION, IS RIGHT NOW THE PROCESS IS BIASED TOWARDS PARENTS.

WHO ARE IN THE KNOW.

AND WHO DOES THAT USUALLY TURN OUT TO BE.

PEOPLE WHO ARE HIRED SOCIOECONOMICALLY.

SO I THINK WE SHOULD MAYBE MAKE A POINT TO SAY THAT.

THAT -- THAT THE COMMUNICATION ISN'T EQUITY ISSUE.

BECAUSE -- IF PARENTS DON'T KNOW ABOUT THESE DIFFERENT FOR EXAMPLE THE CHOICES YOU WERE JUST TALKING ABOUT.

THAT CREATES AN UNEVEN PLAYING FIELD.

>> DEFINITELY.

>> I ACTUALLY THINK THAT IT WOULD MAKE SENSE TO ADD IN A SECTION HERE IF NOTHING ELSE JUST AS EXAMPLES OF THINGS THAT WE HAVE LEARNED.

BECAUSE I DON'T WANT THESE THINGS TO GET LOST.

SO I THINK YOU ARE RIGHT.

I DON'T THINK THAT WE ARE IN A POSITION TO BE ABLE TO PROVIDE ALL THE CONTENT.

BUT THE FEEDBACK THAT WE HAVE RECEIVED ABOUT THESE CHOICE AREAS.

THEY MAY NOT KNOW ABOUT THEM SO I CAN START AS A PORTION OF THIS.

SORT OF A RUNNING LIST FOR EXAMPLE KIND OF THINGS THAT WE HAVE LEARNED FROM THIS.

I THE TAG WEBSITE OR SOMEWHERE ELSE.

THERE NEEDS TO BE A SECTION ON SOCIAL EMOTIONAL SUPPORT AND RESOURCES FOR THESE KIDS.

I THINK THERE IS SOME INFORMATION THERE, BUT I THINK TO THE EXTENT THAT WE CAN KEEP IT MORE UPDATES BUT MORE THAN JUST LINKS TO ARTICLES.

AND I THINK IT IS IMPORTANT TO BUNDLE THAT ALL TOGETHER.

THAT PART OF THIS K THROUGH 12 EXPERIENCE, IS NOT JUST THE VIDEOS FOR HOW TO REFER AND TRYING TO REACH FAMILIES THAT ARE ABLE TO COME IN PERSON, OR FAMILIES THAT AREN'T ABLE TO ATTEND IN PERSON.

OR IN DIFFERENT LANGUAGES BUT ALSO THAT THEY ARE LOOKING AT THIS EXPERIENCE AS LIKE THE ENTIRE CHILD.

SO I'LL ADD THAT PIECE TO IT AS WELL.

THE SOCIAL EMOTIONAL.

>> JUST AS A SIDE NOTE, SOMETHING WHILE WE ARE ON THE TOPIC, THAT IS PSEUDORELATED.

I WAS GOING TO ASK, WOULD YOU THINK IT IS REASONABLE TO ASK THAT A.C.P.S.

IDENTIFY A SPECIFIC COUNSELOR IN EACH SCHOOL THAT KIND OF OWNS THE SOCIAL EMOTIONAL WELFARE ISSUES OF TAG STUDENTS? SO WE CAN PUT THAT ON A WEBSITE AND SAY IF YOU ARE HAVING SOME SORT OF ISSUE WITH YOUR KID THAT ISN'T NECESSARILY ACADEMIC, THIS IS YOUR POINT OF CONTACT AT YOUR GRADE LEVEL.

BECAUSE THE SCHOOLS PROBABLY MAY NOT BE EXACTLY APPROPRIATE FOR THAT?

>> YES.

>> OR AT LEAST AT THE COUNSELORS KNOW WHO THAT IS.

>> YES, I DEFINITELY THINK PERSON SHOULD BE IDENTIFIED AND CLEARLY IDENTIFIED.

AND KIND OF FIRST LINE OF COMMUNICATION.

OKAY, I WILL BRING THAT UP SEPARATELY.

>> I ALSO WONDER IF I HAVE TO ADMIT.

[00:15:01]

I HAVE NOT GONE ON THE TAG RESOURCES.

BUT ARE THERE PARENT FACING RESOURCES IN DIFFERENT LANGUAGES THAT KIND OF TELL PARENTS LIKE HERE IS SOME THINGS YOU SHOULD BE LOOKING FOR THAT MIGHT TELL YOU THAT YOUR STUDENT IS GIFTED AND TALENTED?

>> YES.

SO THE P.T.A.

NIGHTS, THE PARENT NIGHT AS LOT OF THOSE PRESENTATIONS.

>> ARE THERE, OKAY.

>> I THINK YOU'RE -- I HAVE NOT LOOKED THIS YEAR.

HONESTLY.

I THINK YOUR LANGUAGE OPTIONS ARE ENGLISH AND SPANISH.

>> OKAY.

>> I WANT TO SAY DONNA WAS GOING TO HAVE THEM TRANSLATED BUT I WAS DOING DIFFERENT THINGS ON THE TECH SIDE, AND DIDN'T PAY ATTENTION TO THAT BUBBLE.

>> YEAH.

WELL -- THAT MIGHT BE SOMETHING WE PUT IN HERE.

LIKE THAT THE LANGUAGE BARRIER IN TERMS OF LIKE VERY -- SO THIS CAME UP.

WE WERE IN A MEETING A FEW WEEKS AGO, AND YOU KNOW I AM IN EDUCATION WITH MY SON'S TEACHER, AND MY HUSBAND -- HE WAS TOTALLY LOST.

BECAUSE WE WERE JUST TALKING, IN EDUCATION SPEECH, AND LIKE NUDGING ME LIKE WHAT ARE YOU GUYS TALKING ABOUT.

AND HE SPEAKS LIKE ENGLISH IS HIS FIRST LANGUAGE.

SO I THINK LIKE SOMETIMES THE EDUCATION JARGON CAN BE A BARRIER.

SO HAVING IN A PARENT FRIENDLY LANGUAGE, AND HAVING IT IN A VARIETY OF LANGUAGES CAN BE REALLY HELPFUL.

>> I THINK WHAT YOU ARE SAYING MAKES ME THINK OF OUR PRESENTATION ON SING AT ONE OF THE MEETING.

AND I WANTER FOR PART OF THE RECOMMENDATIONS WE CAN HAVE IS THAT THEY MAYBE INCORPORATE SOME OF IT.

I FEEL LIKE DURING THAT MEETING THEY DID PRESENT IN THE SAME PARENT MEETING THEY WERE ABLE TO SAY, LIKE HERE ARE THINGS TO LOOK FOR HERE.

HERE ARE THINGS YOU MAY NOT KNOW.

BEHAVIORS WHATEVER IT IS.

AND IT WAS DONE IN A PARENT FRIENDLY WAY.

SO I THINK WE CAN CONNECT THOSE TWO THINGS IN REFERENCE TO THE SUBCOMMITTEE THAT WILL BE SUMMARIZING THE.

>> PERFECT THAT'S A GREAT IDEA.

>> YEP.

>> EXCELLENT.

OKAY.

ANY OTHER COMMENTS IN GENERAL OR I GUESS EMILY, CAN YOU GO OVER WHAT EDITS YOU ARE GOING TO MAKE?

>> YES.

DEFINITELY.

SO I AM JUST JOTTING DOWN THE LAST ONE.

SO THESE ARE IN NO PARTICULAR ORDER.

I JOTTED THEM DOWN AS WE WENT.

SO I WILL ADD A SECTION ON SOCIAL EMOTIONAL TO ROUND OUT AT LOOKING AT THE WHOLE EXPERIENCE FOR THE WHOLE CHILD.

AND I WILL ADD SOME LANGUAGE TO TALK ABOUT HOW CONSIST COMMUNICATION -- THAT THIS IS ADDRESSING FROM MORE OF AN EQUITY PERSPECTIVE, AND THAT THE CURRENT SYSTEM AS IT IS BENEFITS PARENTS THAT KNOW.

IF THERE IS A PLACE FOR IT I WILL ADD IN THERE THE PORTION THAT WE ARE TALKING ABOUT IS LOOKING FOR WHETHER OR NOT THEY CAN HAVE ONE COUNSELOR IDENTIFIED AT EACH SCHOOL.

AND I WILL INCLUDE THAT AS WELL.

>> I DO WORRY THAT THE SCHOOL WILL END UP BEING THE COUNSELOR.

I WAS THINKING ABOUT THE K THROUGH FIVE GROUPS.

>> OKAY.

> IS LIKE A TAG PERSON, OR THAT SCHOOL COUNSELOR HAS A REFERENCE THAT IS LIKE -- THIS IS THE PERSON IN CHARGE OF TALENTED AND GIFTED SUPPORTS THAT WE HAVE AN IDENTIFIED EXPERT.

JUST FOR THAT.

BECAUSE THE SCHOOL COUNSELORS ARE SO BROAD.

>> RIGHT.

>> IT IS LIKE HOW CAN WE MAKE SURE THAT WE REALLY HAVE A SUBJECT MATTER THAT IS ACCESSIBLE TO PARENTS AND OTHER COUNSELORS AND THE POPULATION AT LARGE.

>> YES.

AND I THINK THAT WOULD -- THEY HAVE BEEN SAYING THAT ALL YEAR LONG.

SO I THINK THAT -- SHE HAS BEEN TALKING ABOUT THE IMPORTANCE OF THAT, AND I REMEMBER HER BRINGING IT UP.

AND WE DID HAVE -- MEMBERS OF THE COUNSELING TEAM AT OUR MEETING.

SO I DON'T -- HOPEFULLY THAT WON'T BE A SURPRISE.

I WILL ADD THAT IN THAT SECTION AS WELL.

I WILL ADD THE PIECE TO MAKING SURE IT IS TRANSLATED INTO ALL FOUR LANGUAGES.

I WILL ADD THE PIECE ABOUT THE SAME CHARACTERISTICS.

THAT THEY CAN HAVE AS RESOURCES AND THINGS TO LOOK FOR.

[00:20:03]

IF I UNDERSTAND YOU CORRECTLY, BASICALLY HERE ARE CHARACTERISTICS TO LOOK FOR, AND HAVE THAT AS A PART OF THE -- WHAT YOU LOOK FOR AND THEN IF YOU SEE THEM HOW DO YOU SELF-REFER.

>> YES.

>> AND THEN THE ONLY OTHER THING I ADDED IS THAT WE WOULD ADD THE PIECE ABOUT ANY OPPORTUNITIES THAT WE HAVE IDENTIFIED.

SO THAT THE CHILDREN ARE AR WHO ARE G.I.A.

IDENTIFIED.

SO THAT FAMILIES UNDERSTAND THE CHOICE THAT YOU TALKED ABOUT FOR MOUNT VERNON STUDENTS SPECIFICALLY.

AND THEN IF WE COME ACROSS ANYTHING ELSE, I CAN KEEP A RUNNING LIST, BUT THAT'S WHAT I HAVE TO ADD TO THIS.

>> AND THAT CAN BE A GOOD THING TO SEE IF THE ROAST OF THE COMMITTEE HAS ANY.

>> YES.

>> INSIGHTS INTO WHAT ARE THE DIFFERENT CHOICES THAT POP UP ACROSS K-12.

THAT PARENTS REALLY NEED TO BE AWARE OF.

>> RIGHT.

>> WAS THERE ARE ANYTHING ELSE THAT I MISSED THAT YOU TALKED ABOUT?

>> I DON'T THINK SO.

>> NO, THAT'S THE SPECIFICS OF IT.IVES LOOKING FOR ONE OTHER.

-- SO THERE'S -- WE ARE VERY HEAD DOWN ELEMENTARY HERE, BECAUSE THAT'S THE TYPICAL ENTRY POINT.

I AM TRYING TO -- IT WAS PLOWING THROUGH SOME OLD NOTES THAT I HAVE HERE ON OTHER ENTRY POINTS IN MIDDLE SCHOOL, AND HIGH SCHOOL AND PROBABLY A LITTLE BIT MORE ON WHAT THAT MEANS AT THOSE LEVELS.

YOU DO MENTION WHEN YOU ARE TALKING ABOUT PRESENTING TO THE WHOLE PROGRAM.

AND I WANTED TO ADD A NOTE THAT HEY WHEN YOU ARE IN MIDDLE SCHOOL YOU DON'T NEED TO KEEP TELLING THEM WHAT HAPPENED K-5.

YOU WANT TO TELL THEM WHAT HAPPENS FOR YOUR KID TODAY THROUGH GRADUATION.

>> LOOKING FORWARD.

>> RIGHT.

ALWAYS A LOOKING FORWARD LENSE.

AND I AM TRYING TO THINK ABOUT SPECIFIC THINGS IN TERMS OF DIFFERENTIATION.

I DON'T -- I NEED TO CLOSE THE LOOP WITH DOCTOR AND THE CURRICULUM SIDE FOR ALL THE DIFFERENT CAREER FOCUS GROUPS ATTRACTS MEAN FOR TAG.

AND THERE'S A SPECIFIC, AND I DON'T HAVE IT IN MY NOTES HERE, THERE'S A SPECIFIC RELATIONSHIP BETWEEN TALENTED GIFTED AND THE GOVERNOR SCHOOL IN THE STATE OF VIRGINIA.

THAT HAPPENS TOWARDS THE END OF HIGH SCHOOL ON THE SOPHOMORE YEAR OF THAT.

THAT I BELIEVE YOU HAVE TO BE IDENTIFIED.

SO I DON'T WANT TO -- I WANT TO MAKE SURE THAT WE TALK TO THE WHOLE -- WE TALK ABOUT TALKING TO THE WHOLE GRAM.

I WANT TO MAKE SURE THAT WE TALK TO THE WHOLE PROGRAM.

>> RIGHT.

>> SO IF -- AND THAT MAY BE THERE'S STILL HOME WORK LEFT TO DO WITH DR. MOHN OR DR. MILNER ON HOW THE TAG PROGRAM SIMILAR IMPLEMENTED IN THE MIDDLE OF HIGH SCHOOL LEVELS.

AND FRANKLY, IF WE DON'T KNOW AND WE ARE ON THE TAG COMMITTEE, WE LIVE AND BREATHE THIS.

THE AVERAGE PARENT WILL BE MORE CLUE LESS THAN US.

>> YES.

I THINK I AM GOING ON MY 6TH OR 7TH YEAR AT THESE MEETING.

SO JOAN WAY.

THAT SOUNDS GOOD TO ME, DID YOU HAVE ANYTHING ELSE FOR EMILY KATHLEEN.

>> NO, THAT WAS IT.

>> OKAY.

AS I LOOK, OUT AND ABOUT, I NOTICE THAT WE'VE GOT ONE MORE -- ONE MORE PERSON IS GOING THE MEETING.

ANY OTHER COMMENTS FROM THE PUBLIC AT LARGE HERE? JOINING.

ALL RIGHT.

KATHLEEN CAN YOU WALK US THROUGH -- I DID HAVE A CHANCE TO LOOK IT IS MUCH MORE BULLET AND NOTE.

UH WAS THERE ANYTHING THAT CONTRIBUTED OR ARE THERE -- IS IT A TWO AUTHOR DOCUMENT.

AND TOLD HIM LIKE THIS IS SUPER DRAFTY.

JUST MOSTLY JUST NOTES.

BUT YOU KNOW, PLEASE CONTRIBUTE, ADD AND HE EMAILS ME TODAY.

AND SAID HOLD ON.

LET ME PULL IT UP.

I REVIEWED THE DOCUMENT AND AGREES WITH THE STATEMENT.

>> OKAY.

[00:25:01]

>> YOU CAN'T ASK FOR MORE CONCURRENCE THAN THAT.

>> YES.

>> SO THIS IS REALLY DRAFTY.

I BASICALLY JUST TRIED TO THINK ABOUT I THINK THERE'S PROBABLY TWO SECTIONS TO WHAT WE WANT TO SAY HERE.

THERE'S PROBABLY SOME THINGS WE QUANTITY TO ADVOCATE FOR, AND THEN PROBABLY SOME RECOMMENDATIONS FOR WORK WE THINK THEY SHOULD UNDERTAKE.

>> IS THIS THE COMMUNICATIONS DOCUMENT OR THE CURRICULUM ONE?

>> THE CURRICULUM DOCUMENT.

>> OKAY.

I WAS SHARING AND I THOUGHT IT MIGHT BE THE WRONG ONE.

>> YEAH.

>> THANK YOU.

.

>> SO THERE'S OBVIOUSLY LIKE DIFFERENT RESEARCH WE CAN PULL IN HERE, AND DR. PLUCKER IN PARTICULAR IS ONE OF OUR SPEAKERS WHO SPOKE TO THIS IDEA.

SO I DO THINK -- I JUST HAVEN'T HAD TIME TO GO IN AND ACTUALLY GET ACTUAL CITATIONS AND WRITE FULL SENTENCES.

BUT I THOUGHT THIS WAS A GOOD POINT TO SEE DOES THIS DIRECTION MAKE SENSE.

LIKE -- DO THESE IDEAS MAKE SENSE.

WHAT CHANGES.

DO YOU ALL WANT TO MAKE BEFORE I DO MORE RESEARCH AND READING.

AND WRITING.

>> DID YOU HAVE AN OPPORTUNITY NO THIS TO WATCH THE VIDEOS THAT WERE POSTED ON THE DEPARTMENT OF EDUCATION WEBSITE ON THIS CHANGE? > RESEARCH CITING THAT'S ALL I HAD TIME TO DO.

HAVE YOU WATCHED THE VIDEOS?

>> I HAVE NOT.

IT IS SEVERAL HOURS OF PRESENTATIONS.

IT WAS HEFTY.

I WATCHED THE FIRST COUPLE MINUTES OF THAT, AND I THOUGHT THIS IS NOT SOMETHING I CAN MULTITASK MY WAY THROUGH.

I NEED A NOTEPAD AND SPEND SOME TIME DOING THIS.

AND I THOUGHT I WOULD HAVE TIME OVER SPRING BREAK, AND THAT DIDN'T HAPPEN.

>> SAME FOR ME.

NOW I THINK IT IS IMPORTANT THAT WE -- THIS IS I THINK A BIGGER ISSUE THAN JUST MATH.

AND TO BE HONEST.

IT IS SOMETHING THAT WAS IMPORTANT TO SAY BEFORE EVEN THESE MATH CHANGES.

WERE PROPOSED.

SO I THINK THE FORTHCOMING INITIATIVE IS A PART OF THIS.

BUT THE ISSUE OF HAVING A HIGH QUALITY AND VIGOROUS CURRICULUM, AND DOING APPROPRIATE DIFFERENTIATION FOR GIFTED STUDENTS INCLUDING FOR THE SOCIAL EMOTIONAL NEEDS.

REGARDLESS OF THOUSAND THIS HAPPENED IT IS MORE IMPORTANT THAN IF THIS HAPPENS.

IN THE DOCUMENT YOU END UP WITH IS -- THIS IS HERE IS WHAT MAKES UP A RIGOROUS CURRICULUM.

AND THIS MOVE BY THE STATE OF VIRGINIA IS THE IDEAL SPOT TO MAKE SURE WE INJECT THAT INTO THE A.C.P.S.

PROGRAM.

FOR MATH, AND THEN IT ALSO NEEDS TO BE THOUGHT ABOUT FOR OTHER SUBJECT AREA TUESDAY.

>> RIGHT.

LIKE I SAID, THE PROGRAM RIGHT.

WHEN MATH DOES THIS IT WILL CAUSE ENOUGH RIPPLE THROUGH THE CURRICULUM PROCESS THAT IF YOU JUST ADD DEPTH TO THIS PART IT ISN'T GOING TO MAKE THE PROGRAM VERY LOPSIDED AND HARDER TO EXECUTE.

>> RIGHT.

EVEN IN OUR CURRENT MODEL WHERE TAG STUDENTS MAY BE IN HONOR'S CLASSES OR ACCELERATED, DIFFERENT SITUATIONS DEPENDING ON THE SUBJECT AREA, I AM A STRONG CURRICULUM AS A STARTING PLACE.

JUST MAKES THAT EVEN BETTER.

INSTEAD OF -- WHAT I THINK I HEAR SOMETIMES BEING TALKED ABOUT WHICH IS LIKE I FEEL LIKE LAST YEAR OH, WELL WE WILL MAKE THESE DIFFERENT PROBLEM BASED THINGS ACCESSIBLE TO THE TAG KIDS.

BUT WHY DO ONLY THE TAG KIDS GET THAT.

THAT'S GOOD FOR ALL STUDENTS INCLUDING TAG KIDS.

SO I THINK MY WORRY THAT I THINK NOT HAVING A STRONG HIGH QUALITY BASE MEANS THAT

[00:30:05]

TAGGING YOUNG SCHOLARS ARE NOW GETTING CALLED ON TO PROVIDE THAT ENRICHMENT, PROVOKED THAT STRONG CURRICULUM, PROVIDE THE RIGOROUS WORK.

BUT THEN ONLY SOME KIDS BENEFIT.

>> WHAT -- I THINK WE ARE IN AGREEMENT HERE.

ON EVERYTHING WITH THE APPROACH AND RESEARCH.

WHAT ELSE CAN WE DO TO SUPPORT YOU AS YOU FLESH THIS OUT FROM THE NOTES AND OUTLINES AND SPEAKING POINTS TO MORE OF A POLICY STATEMENT?

>> YEAH.

SO IT SOUNDS LIKE -- AND YOU TOO, EMILY.

THERE'S NOTHING IN HERE WHERE YOU DISAGREE, WHERE YOU THINK I DON'T THINK THAT'S THE DIRECTION WE SHOULD TAKE THIS?

>> NO, THE ONLY THING I WOULD ADD, IS I REMEMBER AT THE LAST SUBCOMMITTEE MEETING WHEN DR. MANN HAS TALKED ABOUT THESE CHANGES, YOU HAD MENTIONED IT WAS SURPRISING TO YOU BECAUSE MANY STATES WERE MOVING IN THE OTHER DIRECTION.

AND I KNOW THAT ONE OF THE ARTICLES YOU HAD AROUND, I THINK HIGHLIGHTED SCHOOLS IN MARYLAND.

>> BALTIMORE I THINK.

>> YEAH.

>> SO I WONDER TOO, IF PART OF THIS -- I DON'T KNOW, BUT I DON'T KNOW IF THERE ARE OTHER PLACES THAT HAVE DONE SOME THINGS SIMILAR OR CHOSEN TO DO SOMETHING DIFFERENT.

BECAUSE I THINK -- I THINK ONE OF THE THINGS THAT I FEEL LIKE I HAVE HEARD A LITTLE BIT ABOUT FROM COMMITTEE MEETING OVER THE LAST FEW YEARS IS THAT A.C.P.S.

WILL ADOPT SOME OF THESE NEW THINGS THAT ARE COMING, BUT THEN EITHER -- I DON'T KNOW THAT IT DOESN'T STICK AROUND LONG ENOUGH TO SEE THE CHANGES.

AND SO THE EXTENT THAT WE MIGHT BE ABLE TO ADD A LITTLE BIT IN HERE.

SO AND SO HAS DONE THIS BEFORE WITH SUCCESS.

OR SO AND SO AREA DID THIS AND IT DID NOT BEAR THE RESULT.

>> YEAH.

>> THAT BALTIMORE ARTICLE, YEP.

>> SO THAT'S THE ONLY OTHER THING I WOULD ADD.

>> I DID SOME RESEARCH AFTER THAT, AND -- I WORK IN THE FIELD -- IN AND PAST SEVERAL YEARS HAS BEEN PUSHING ALGEBRA DOWN.

AND CAN WE GET MORE KIDS READY BY GETTING THEM THERE FASTER.

BUT THEN I DID SOME RESEARCH, AND ACTUALLY WHAT IS HAPPENING IS LIKE THE WHOLE STATE OF CALIFORNIA IS ALSO INTO THIS GIG SEPARATED MODEL.

THE BIGGEST SHIFT IS THAT SINCE WORLD WAR II, THE UNITED STATES HAS TAUGHT MATH.

THEY CALL IT THE ALGEBRA SANDWICH.

AND IT REALLY SEGREGATED THOSE MATH TOPICS.

AND INSTEAD WHAT VIRGINIA IS PROPOSING ALSO, IS THIS MORE INTEGRATED APPROACH, WHERE ALGEBRA DOES CONTINUE TO HAPPEN EARLIER.

IT JUST DOESN'T HAPPEN IN A COURSE CALLED ALGEBRA 1.

IT IS MORE A MORE INTEGRATED MODEL.

SO -- BECAUSE REALLY THE WAY I READ THAT PATH WAY INITIATIVE LIKE GRAPHIC, IS THAT ACROSS 8TH, 9TH, AND 10TH GRADE, STUDENTS WILL BE TAKING HIGH SCHOOL MATH.

BUT IN INTEGRATED COURSES.

INSTEAD OF THE SANDWICH THAT HAS EXISTED FOR MANY DECADES.

AFTER I DID SOME RESEARCH, I FELT LIKE I MISSPOKE, BUT THIS IS MORE OF THE TREND NOW.

BUT FOR THE PAST MAYBE DECADE OR SO, THE TREND HAS BEEN TOO TRY TO PUT ALGEBRA ONE DOWN AS A STAND ALONE COURSE.

>> THEN THAT'S GOOD TO KNOW.

BECAUSE ONE THING I BROUGHT UP IN THE LAST MEETING WAS JUST -- WHAT DOES THIS MEAN FOR VIRGINIA STUDENTS COMPARED TO THEIR PEERS IN OTHER STATES.

>> YEAH.

>> 23 STATES.

>> SIMILAR.

>> PROPOSING THAT THEY MOVE IN THIS DIRECTION.

>> OKAY.

>> AND I THINK THAT'S REALLY -- >> IMPORTANT TO KNOW.

>> YEAH.

>> DEFINITELY.

>> IT IS INTERESTING TO ME BECAUSE VIRGINIA DELIBERATEDY DID NOT BECOME A COMMON CORE STATE.

SO IT IS INTERESTING TO ME THAT NOW THEY ARE LOOKS LIKE THINKING OF JOINS THIS MOVE.

AT THE SAME TIME THAT THEY ARE REVISING.

SO THAT WILL BE INTERESTING.

I JUST NEED TO PUT SOME TIME ASIDE FOR READING.

[00:35:05]

I HAD NO TIME TO DO IT.

SO I GUESS FOR YOU AND EMILY BOTH, I ELSE TO TALK ABOUT CHANGES JUST THE WHOLE CURRICULUM APPROACH IS A NICE PLACE TO START.

THINGS WE ARE SPECIFICALLY WORRIED ABOUT.

OTHER THAN EDUCATE MYSELF SO I CAN BE A GOOD REVIEWER OF YOUR PRODUCT, I DIDN'T HEAR ANYTHING THAT I CAN DO TO HELP YOU TURN OUT A GOOD PRODUCT.

BEFORE THAT REVIEW.

WHEN IS A GOOD TIME TO SAY HEY, WE ARE GOING TO SNAP THE LINE, MAKE SURE I HAVE A NIGHT OR TWO FREE ON MY SCHEDULE TO GO IN AND LOOK AT THAT DOCUMENT, AND OFFER COMMENTS.

>> YEAH, I THINK THAT WOULD BE REALLY HELPFUL.

IF YOU ARE PLANNING ALREADY ON WATCHING THOSE VIDEOS OF THE PRESENTATIONS THEY HAVE BEEN DOING FOR THE MATHEMATICS OR YOU WANT TO DO KIND OF LOOK AT THESE DIFFERENT THINGS THAT I HAVE TUCKED IN HERE, SO THAT YOU CAN REVIEW AND GIVE FEEDBACK, THAT WOULD BE HELPFUL.

ADDRESS MY QUESTION IS WHAT IS OUR TIME LINE.

SO WE HAVE OUR APRIL MEETING COMING UP, AND THEN OUR NOON MEETING.

YOU KNOW -- >> I THINK WE WANTED A DRAFT FOR MAY.

>> I THOUGHT THAT'S WHAT I REMEMBERED THEM SAYING IS THAT A DRAFT FOR MAY, AND REALLY -- I THINK THAT WAY WE HAVE A GOOD WORKING DOCUMENT THAT CAN BE REVIEWED AND MAYBE IMPROVED BY JUNE? AND THE OTHER THING TOO TO KEEP IN MIND IS THIS IS PART OF THE LARGER PIECE OF IT.

AND SO WE MIGHT HAVE TO BE CAREFUL ON LENGTH TOO.

>> RIGHT.

>> TO MAKE SURE THAT IT IS READ.

>> YES.

>> EVERY PLACE I HAVE IN HE THIS, OR THAT, I WANT TO TURN THOSE INTO A RESEARCHED SENTENCE.

OR A SENTENCE -- BASICALLY I HAVE READ THESE BEFORE, AND WATCHED THESE VIDEOS, KIND OF AS THE YEAR WAS GOING ON.

BUT NOW I WANT TO GO BACK.

AND THINK WHERE DID I GET THIS IDEA FROM, AND CITE IT.

BUT I AGREE EACH OF THESE CAN'T BEEN A PARAGRAPH.

IT HAS TO REMAIN A SENTENCE.

>> THIS MAKES IT HARD GIVEN THE AMOUNT OF CONTENT.

>> YES.

>> SO I AM BY NO MEANS OPPOSED TO IN THE MASTER TAGAC DOCUMENT THAT COMES OUT, WE ARE AWARE OF THIS CHANGE, COMMUNICATION IS KEY IN HAVING THE COMMUNICATION PARAGRAPH IN THERE AND SAYING SPECIFIC TO THIS CURRICULUM CHANGE, HERE IS AN ENTIRELY SEPARATE DOCUMENT STATEMENT.

POLICY STATEMENT FROM TAGAC ADDRESSING THIS CHANGE.

SO IF IT IS EASIER FOR YOU TO FORMAT THIS, AS A SEPARATE -- AS AN ENTIRELY SEPARATE DOCUMENT, I WOULD SAY GO FOR IT.

BAZE I DO -- IF WE HAD FOUND OUT ABOUT THIS PRIOR TO ASSIGNING THESE TOPICS, I THINK THIS WOULD HAVE BEEN ITS OWN TOPIC AND PROBABLY ITS OWN PAINER.

>> IN LOOKING AT THAT.

SO.

>> YEAH.

>> I SUSPECT THAT MIGHT BE THE EASIER WAY TO DO IT.

JUST BECAUSE OF THE WAY YOU HAD ALREADY LAYED IT OUT WITH NOTES WITH SAYING HERE IS MY FOOTNOTE END NOTE TYPE REFERENCES.

FOR THESE DIFFERENT SECTIONS IN THERE.

SO THAT'S.

>> SO THAT CAN BE AN OPTION THEN, IF IT NEEDS TO BE.

IT CAN BE A SEPARATE THING.

>> RIGHT.

> MIGHT BE EASIER TO DO THAT BECAUSE WE CAN TURN IT AROUND FASTER.

AND IT WOULDN'T BE PART OF THE NORMAL YEAR END SUBMISSIONS THAT ARE PROVIDED BY ALL OF THE COMMITTEES.

IT WOULD BE A SEPARATE AND DISTINCT POLICY LETTER OUT FROM TAGAC TO THE BOARD.

>> RIGHT.

>> I WILL READ THIS TWO PAGE THING BEFORE I READ THIS 15 PAGE THING, WITH OTHER 15 PAGE THING I HAVE.

BECAUSE THEY DO WORK THEIR WAY THROUGH AND WE GET RESPONSES, BUT TYPICALLY WE

[00:40:04]

WILL GET A RESPONSE MONTHS IN THE FUTURE.

AND THOSE ARE VIEWS AND I AM SURE WE WILL CONSIDER THEM AT LEAST SUBCONSCIOUSLY FROM A BOARD STAND POINT.

FASTER MIGHT BE BETTER.

IN THAT SENSE.

>> YEP.

OKAY THAT MAKES SENSE.

>> ALL RIGHT.

SO I WILL -- I WILL TRY TO FIND TIME TO CONTINUE MAKING SOME PROGRESS.

ONCE I TAKE MAYBE ANOTHER PASS THROUGH IT, I WILL EMAIL THE REVIEW AND JUST SAY HEY CAN YOU GO IN AND TAKE A LOOK.

AND LIKE YOU DID WITH THE OTHER ONE.

MAKE SOME SUGGESTIONS.

>> YEAH.

I MADE SOME CHANGES ABOVE THAT IN THAT ARE DOCUMENT.

BEFORE I SAID ODORATE I NEED TO TURN ON THE DIRECTION TOOL HERE.

SO BE AWARE THERE ARE CHANGES ABOVE THAT IN THAT DOCUMENT THAT I PUT IN.

MOST OF THOSE WERE NOT SUBSTANTIVE.

THEY WERE MORE PASSIVE TWEAKS IN THERE.

FULL DISCLOSURE I GOOFED AND DIDN'T DO AS NICELY AS I WOULD HAVE LIKED TO HAVE.

>> SO THE MAY MEET IS ON THE 10TH.

> RIGHT AROUND THE CORNER.

AND TO BE -- JUST AS A POLICY NOTE, DR. MANN IS PLANNING ON GIVING THE PRESENTATION OR ESSENTIALLY THE SLIGHTLY UPDATED WITH WHATEVER HE KNOWS NOW THAT HE DIDN'T KNOW THEN, VERSION OF THE CURRICULUM TALK AT THE TAGAC MEETING.

>> OKAY.

ALL RIGHT, SO ACTUALLY THAT MAKES ME FEEL LIKE I WANT TO TRY TO QUICKLY TAKE ANOTHER PASS THROUGH THIS.

BECAUSE THE FOUR OF US HAVE HAD TIME TO KIND OF DIGEST WHAT HE SAID.

AND GO DO SOME READING, AND BE THOUGHTFUL ABOUT IT.

I CAN IMAGINE THE REST OF THE COMMITTEE IS GOING TO FEEL LIKE WE DID WHEN WE TALKED TO HIM A COUPLE WEEKS AGO.

JUST SURPRISED AND NOT QUITE SURE WHERE TO GET STARTED.

AND MAYBE KNOWING THAT, LIKE OUR SUBCOMMITTEE IS WORKING ON RECOMMENDATIONS TO A.C.P.S.

ALSO IT WILL RELIEVE SOME OF THAT STRESS FOR PEOPLE.

>> I HOPE SO.

AND BY NO MEANS THINK THAT IT NEEDS TO BE A FINISHED PRODUCT BY THEN.

BUT EVEN JUST THE FACT THAT WE CAN LAY OUT CONCERNS AND THOUGHTS WE HAVE HAD AND THAT WE ARE WORKING ON THAT PAPER.

BUT I WOULDN'T RUSH TO SAY HEY HERE IS THE FIRST DRAFT.

BECAUSE EVERYBODY ELSE WILL NEED.

>> TIME TO PROCESS.

>> YEAH, A WEEK TO THINK ABOUT IT AND TO SAY HEY I WILL WATCH THE VIDEOS AND REALIZE THAT IT IS HOURS WORTH OF CONTENT.

>> YEAH.

>> LIT WITH INTERESTING TO ALSO HEAR WHAT ELSE -- GO AHEAD.

>> I WAS GOING TO SAY, IS THAT SINCE THE MEETING IS ON MONDAY, THERE MIGHT BE SOME THINGS THAT COME OUT OR THERE MIGHT BE COMMENTS FROM OTHER PEOPLE ON THE COMMITTEE.

I DON'T THINK LIT CHANGE THE DIRECTION OF WHAT YOU SAY.

BUT YOB KNOW -- I DON'T -- THERE MAY BE LARGER PORTION THAN CAN BE ADDED OR TAKEN OUT.

SO I FEEL LIKE FOR THE PORTIONS THAT YOU ARE SURE WILL STAY IN, MAYBE THAT'S WHERE YOU START.

WE ALL HAVE LIMITED TIME IN TERMS OF EDITING BEFORE MONDAY.

>> IN TERMS OF THE RULES, THING FOR HAVING IT SHARES FOR THE MEETING ON MONDAY.

WHEN, KNICK, DO YOU NEED A DRAFT FROM ME THAT SO THAT IT IS READY TO BE POSTED?

>> SO IF -- THE REAL QUESTION IS DO YOU WANT TO TALK ABOUT IT IN THE MEETING ON MONDAY? IF YOU DON'T QUANTITY TO TALK ABOUT IT, WE NEED TO POST WHAT WE HAVE NOW.

SUSAN WE NEED TO GO AHEAD AND TELL SUSAN TO TAKE WHAT IS IN THE FOLDER NOW AND POST THEM TIED TO THIS MEETING.

BECAUSE IT IS WHAT WE REVIEWED.

THE TO SAY HEY THIS IS HOW THE MINUTES WENT.

WE WON'T TALK ABOUT IT IN THE MEETING.

YOU DON'T HAVE TO POST IT.

AND HONESTLY, BEFORE WE TALK ABOUT IT IN THE MEETING THE CHAIR SHOULD LOOK AT IT.

>> YEAH.

>> AND SAY HEY RULES OF ENGAGEMENT, CAN'T BE UPDATED AT THE SAME TIME.

>> SO DO YOU WANT TO PING HER, AND TELL HER FIRST DRAFTS ARE IN THERE.

[00:45:06]

COMMUNICATION IS A MUCH MORE FINAL FORM THAN THE CURRICULUM ONE.

IF SHE WANTS TO TAKE A LOOK?

>> WOULD YOU WANT TO WAIT UNTIL WE ARE CLOSER TO THE 10TH MEETING FOR THAT? > HER WE HAVE DRAFTS IN THERE.

SO THAT SHE CAN READ AND IT SEE WHAT IS GOING ON.

BECAUSE I BELIEVE SHE HAS BEEN TALKING WITH DR. MANN TOO.

AND JUST OTHER CURRICULUM AND SCHEDULE STUFF.

AND SHE MAY HAVE MET WITH HIM.

I AM NOT SURE.

>> OKAY.

>> AND LET HER LOOK AT IT AND THEN WHENEVER -- LIKE TWO WEEKS.

THE OTHER THING THAT WE NEED TO DO IS A, HEY, SIZE SAN WE NEED ANOTHER SUBCOMMITTEE.

LET ME PASS HER THAT, POST THOSE -- THIS IS A BIT OF A PAIN IN THE BUTT FOR THEM.

BECAUSE IT IS 7:00 ON A WEDNESDAY NIGHT, AND THEY HAVE TWO STAFF HERE TO SUPPORT THIS MEETING.

SO BE RESPECTFUL OF THEIR SCHEDULE CONSTRAINTS AS WELL.

>> YEP.

AND I THINK ONE THING THAT I AM APPRECIATIVE ABOUT, LIKE -- THE APPROACH THAT I FEEL LIKE YOU TWO ARE ENDORSING HERE, IS JUST POKING AROUND ONLINE.

UNLIKE THE D.C.

URBAN MOMS WEBSITE AND STUFF, THERE'S A LOT OF PARENTS IN NORTHERN VIRGINIA WHO ARE REALLY BEING VERY REACTIONARY ABOUT THIS CHANGE.

I THINK WE ARE TAKING A MUCH MORE MEASURED APPROACH, AND JUST REALLY -- THIS IS A.C.P.S.' PLACE NOW AS THE DISTRICT.

AND THE TOWN OFFICE, AND DR. MANN'S OFFICE.

THEY NEED TO BE PROACTIVE PUT A REALLY SOLID PLAN IN PLACE HERE.

AND I FEEL LIKE FAKING THAT APPROACH OF TRYING TO MAKE SOLID RECOMMENDATIONS TO THEM ABOUT WHAT THEY SHOULD BE FOCUSING ON, I FEEL MORE COMFORTABLE WITH IT AND SOME OF THE OTHER STUFF I SEE HAPPENING ONLINE.

WHICH IS SUPER INSEND AREA AND REACTIONARY.

>> RIGHT.

I WOULD MUCH PREFER TO -- WE NEED TO BE NOT NECESSARILY FIRST TO PRESS, BUT EARLY TO PRESS TO BEAT THE REACTIONARY INSEND AREA LANGUAGE THAT'S COMING THROUGH.

SAYING THIS IS HOW WE ARE LOOKING AT THIS, AND THINKING ABOUT THIS.

AND WE HAVE COMMUNITY ENGAGEMENT.

>> YEP.

>> SO IT PEOPLES TO BE TIMELY, BUT I AM WITH YOU.

I DON'T THINK VIRGINIA IS GOING TO BACK DOWN.

ESPECIALLY WITH WHAT WE ARE SEEING ACROSS.

>> YEAH, HERE IS THE THING.

WHEN CALIFORNIA DOES STUFF EDUCATION NALLY, THERE'S SUCH A BIG STATE, THEY DRIVE A LOT OF THINGS THAT HAPPEN.

SO -- WE JUST NEED TO BE THERE, AND SAY THIS CHANGE IS COMING THIS IS WHAT WE CAN DO TO PREPARE FOR IT.

JUMP IN AND SAY EITHER -- WE HAVE TO STOP THIS, BECAUSE I THINK THAT WILL BE CURRENT PRODUCTIVE.

WE JUST NEED TO STEER IT IN THE RIGHT DIRECTION FOR US.

>> YEAH, I THINK IT WOULD BE WASTED TIME.

AND THEN WE'D FIND OURSELVES IN A COUPLE OF YEARS WHERE IT HAPPENS, AND WE DIDN'T PLAY THE ADVISORY ROLE THAT WE COULD HAVE.

AND RECOMMENDING THINGS TO FOCUS ON.

KATHLEEN, DO YOU HAPPEN TO KNOW WHEN -- HOW LONG AGO CALIFORNIA IMPLEMENTED THE CHANGING?

>> THEY HAVEN'T YET.

>> THEY ARE BASICALLY AT THE SAME POINT THAT VIRGINIA IS.

THEY ARE IN THE MIDST OF REWRITING AND CHANGING EVERYTHING.

SO IT WILL PROBABLY HAPPEN AROUND THE SAME TIME.

>> AND THAT'S PROBABLY TRUE OF THE 23 OTHER.

>> PROBABLY.

YEAH.

>> SO NOBODY HAS ALREADY.

>> NOBODY HAS DONE IT YET, NOPE.

>> INTERESTING.

DAY.

THAT A WHY I AM SAYING I AM SURPRISED.

I AM NOT USED TO VIRGINIA BEING LIKE LOOK WE WILL BE THE FIRST ONES.

SO IT IS FUNNY.

I AM CONCERNED TOO.

MY LITTLE GUY IS IN KINDERGARTEN AND HE IS ALREADY BORED DURING MATH TIME.

MATH IS HIS AREA OF -- AND SO OF COURSE, LIKE I AM ALREADY CONCERNED THINKING FORWARD.

JUST LIKE EVERYBODY ELSE IS.

BUT YEAH I AGREE.

GETTING ANGRY AND BEING SUPER REACTIONARY, I DON'T THINK IS GOING TO HELP ANYTHING IN THE LONG RUN.

SO -- >> AGREED.

SO LIKE I SAID, LET'S -- I DON'T WANT TO BE I WOULD PREFER TO BE FIRST IN THIS IS HOW WE STEER THINGS IN A WELL MEASURED.

LIKE THIS IS THE CHANGE IS COMING SO LET'S MAKE IT THE BEST THAT IS OUT THERE.

[00:50:04]

SO -- GIVE ME A DATE, IS A WEEK PAST THE ACP -- OR PAST OUR TONE MEETING WITH THE

FULL TAG COMMITTEE TO SAY -- >> IT IS A GOOD TIME FOR YOU TO HAVE -- OR FIVE DAYS NOW DAYS SOMETHING LIKE THAT TO REVIEW IT.

AND IF WE CAN SIT DOWN AND SCHEDULE TIME.

I KNOW I NEED TO BE BOOKING THINGS OFF ON MY PERSONAL CALENDAR.

AND THEN SIT DOWN AND REVIEW IT.

BECAUSE I WANT TO MAKE SURE THAT I'VE GOT SEVERAL DAYS IN THERE TO GIVE IT AN HONEST REVIEW.

SIT DOWN AND PICK IT FOR CONTENT AND ALL THE NORMAL STUFF RIGHT.

>> YEAH.

SO THIS COMING MONDAY, WE CAN'T TALK ABOUT IT UNLESS IT IS SUBMITTED AS AN OFFICIAL DOCUMENT, IS THAT RIGHT?

>> RIGHT.

SO DR. MANN WILL COME IN WITH HIS PRESENTATION, AGAIN.

AND WE CAN TALK ABOUT ALL OF THE CONCEPTS AND THINGS THAT WE ARE DOING.

>> OKAY.

>> THINGS THAT WE ARE LOOKING AT FOR THE COMMITTEE AND TALK ABOUT HAVING DRAFTED THE DOCUMENT.

>> OKAY.

>> SO WE CAN DO THAT.

>> YEAH.

WHAT WE CAN'T DO IS A DOCUMENT REVIEW AND PUT IT UP ON THE SCREEN LIKE SUSAN HAS NOW, AND SAY PARAGRAPH TWO LIKE -- LET'S HAVE A SHAKESPEARE DISCUSSION GO.

WE CAN'T DO THAT SIDE UNLESS WE POST THE DOCUMENT.

>> GOT IT.

>> WE CAN SAY HEY, HERE IS THE DRAFT THAT WE'VE GOT NOW.

AND HAVE LAURA POSTTHAT AS ONE OF OUR CORE DOCUMENTS FOR THE MEETING SO THAT IT IS OUT THERE FOR PUBLIC REVIEW.

AND THEN HAVE DRAFT, HAVE THE FACT THAT IT IS A LIVING DOCUMENT THERE, WITH ENEED TO MAKE SURE THEY HAVE DRAFT WATER MARKS ON THEM.

WHICH IS THE OTHER THING FROM A TECHNICAL STANDPOINT.

AND THEN WE CAN HAVE THOSE CONVERSATIONS.

WE WILL PUT DRAFT ON THESE, AND THEN HAVE SUSAN POST THEM AND WE WILL TALK ABOUT THEM ON THE MEETING ON MONDAY AS DOCUMENTS.

THAT'S.

>> YEAH.

>> IT IS A LOW BAR FROM WHERE WE ARE NOW.

>> OKAY.

>> IF YOU DISTINCTLY DON'T WANT TO GO INTO THE DOCUMENT REVIEW, AND JUST TALK ABOUT THE PHILOSOPHY OF THE CHANGES AND THE DIRECTION THAT WE WANT TO TAKE OUR RECOMMENDATION, AND NOT BOGGED DOWN IN THE TYPICAL.

>> I THINK THAT'S WHAT WE SHOULD DO.

>> WILL BE DISCUSSION, THEN DON'T POST IT AND WE CAN'T GO THERE.

AND IT IS A BIT OF ROBERT RULES OF ORDER.

>> AND I THINK THAT'S FINE.

THERE'S A DIFFERENCE BETWEEN TO SHOW YOU AND HEY THIS IS SUPER DRAFTY, A LOT OF IDEAS WHAT DO YOU THINK.

VERSES LIKE THE ENTIRE COMMITTEE -- IT IS JUMP GOING TO BE GET BOGGED DOWN AND OH WELL WE SHOULD SAY THIS AND NOT THIS.

SO LET ME TAKE ANOTHER PASS THROUGH IT.

TONIGHT SINCE I HAD KIND OF BLOCKED OUT IN MY HEAD UNTIL 9:00 P.M.

AND HAVE A LITTLE BIT OF FLEXIBILITY TOMORROW.

AND THEN I WILL SHARE IT BACK WITH THE THREE OF YOU, AND WITH LAURA SO SHE CAN SEE WHAT WE HAVE BEEN WORKING ON.

BUT WITH THE IDEA THAT MONDAY -- AND MAYBE IF YOU HAVE TIME TO GO IN AND MAKE SPECIFIC THOUGHTS.

AND THEN MONDAY WE WILL KIND OF SHARE THE GENERAL.

HERE IS WHAT -- THE GENERAL IDEAS WE ARE THINKING BUT NOT TALK ABOUT THE DOCUMENT ITSELF.

AND THEN AFTER THAT BECAUSE I THINK YOU ARE RIGHT EMILY.

DR. MANN MAY HAVE MORE TO SHARE.

I CAN TRY TO HAVE BY FRIDAY THE 16TH A MUCH MORE FIRMED UP DRAFT.

MORE OF A FINAL DRAFT.

MORE OF WHO YOU HAD THE COMMUNICATION ONE IN.

SO LET'S SAY IS 16TH.

I WILL SHARE WITH ALL OF YOU, WHICH IS NOT THIS FRIDAY BY NEXT, A MORE FINAL DRAFT.

>> OKAY, DO WE WANT TO TRY TO TURN AROUND AND DO ANOTHER SUBCOMMITTEE MEETING THE FOLLOWING WEDNESDAY? SO NOT LOOKING AT A CAL WHATEVER WEDNESDAY IS AFTER THE 16TH.

>> THE TWENTY-FIRST, YEAH, THAT SOUNDS GOOD.

THAT GIVES US A FEW MORE WEEKS IF WE FEEL LIKE WE HAVE MORE WORK TO DO, BEFORE THE MEETING ON THE 10TH, OR GIVES US TIME TO GET THE DOCUMENT IN SHAPE TO BE DISCUSSED ON THE RECORD AT THE NEXT MEETING.

>> ARE YOU TALKING ABOUT MAY OR APRIL?

>> APRIL 21ST.

.

>> OKAY.

AT 7:00.

>> SO WE ALREADY HAVE A SPECIAL EDUCATION ADVISORY COMMITTEE THAT NIGHT AT 7:00 DURING THAT WEEK.

THE MONDAY IS ON THE 19TH, YOUR MEETING NEXT WEEK IS ON THE 12TH, JUST FOR CLARITY.

[00:55:05]

AND THERE IS AN OPENING ON THE 19TH WE HAVE.

NOTHING ON THAT NIGHT.

BUT WE ARE KIND OF BOOKED UP THROUGH THE 27TH, UNLESS YOU WANT TO MEET NEXT WEEK ON.

>> THAT'S SOON.

>> ON THE 14TH OR 15TH.

>> I THINK IT IS TOO SOON.

IF I DON'T GET THE NEXT DRAFT IN THEY NEED TIME.

>> RIGHT.

>> SO YOU SAID WE ARING BOOED UP UNTIL WHEN.

>> SO THE 19TH IS AVAILABLE WHICH IS A MONDAY.

AND THEN AGAIN STARTING ON THE 28TH OF APRIL.

THE 28TH OR 29TH IS AVAILABLE.

>> MAYBE IF WE DO TO 28TH AND THAT GIVES EVERYBODY A WEEK AND A HALF.

AND IT STILL GIVES US A WEEK AND A HALF BEFORE THE NEXT TAG MEETING.

>> OKAY.

I WILL SCHEDULE YOU FOR THAT.

AND THEN YOU CAN -- IF THERE'S ANY ISSUES WITH THAT -- THE 29TH IS ALSO AVAILABLE.

SO THAT WOULD WORK.

>> WEDNESDAYS IN GENERAL ARE BETTER FOR ME.

>> AND THAT'S FINE.

THE 20TH IS FINE.

I WAS JUST SAYING IF YOU RUN INTO ISSUES THE 29TH IS ALSO AVAILABLE.

>> OKAY.

>> AND I WILL GET YOU AN AGENDA FOR THAT ONE, SUSAN.

>> OKAY.

>> IS THERE ANYTHING ELSE THAT YOU NEED TO DISCUSS THAT -- OR QUESTION YOU HAVE OR ANYTHING ELSE YOU WOULD LIKE TONIGHT OR KATHLEEN JUST ON WHILE WE ARE IN A MEETING THAT WE CAN HAVE A DISCUSSION AS THE THREE OF US?

>> I CAN'T THINK OF ANYTHING ELSE.

>> NOPE.

>> OKAY.

SO -- EMILY I THINK YOU ARE GOOD.

I THINK YOU ARE GOOD ON WHAT YOU CAN DO.

I WOULD -- ASK YOU TO BOTH GO INTO YOUR DOCUMENTS AND JUST YOU CAN DO THIS AND MAINTAIN EDITORIAL OWNERSHIP, AND PUT DRAFT ON THEM.

A HEADER FOOTER WATER MARK TYPE THING.

AND A DATE.

AS OF SEARCHLY A TIME STAMP, AND I WILL GO IN TONIGHT AFTER 11:00 P.M., AND PULL THOSE WITH THE DRAFT MARKING AND SEND THEM TO SUSAN TO POST SO SHE CAN TIE THOSE IN.

TO THIS MEETING RECORD JUST TO KEEP EVERYBODY -- AND ASK YOU TO START FROM THAT DRAFT COPY ON YOUR NEXT REVISION.

JUST AS A DOCUMENT CONTROL C.M.

STARTING POINT.

>> OKAY.

SO MAKE A COPY OF THIS.

DRAFT AND TIME STAMP THIS ONE.

AND THEN WORK ON THE NEXT ONE?

>> RIGHT.

AND I WILL GO IN LATER TONIGHT, LIKE AFTER 11:00 P.M., JUST SO THAT WE AREN'T AT THE SAME TIME, GRAB THOSE OUT, SEND THEM TO SUSAN SEND AN EMAIL TO LAURA TO MAKE SURE THEY ARE POSTED AND GIVE HER THE UPDATE ON HEY, THIS IS WHAT IS GOING ON, AND MAKE SURE SHE HAS A SPOT FOR US IN THE AGENDA TO GIVE A QUICK SUBCOMMITTEE REPORT, AND VOTE ON OUR MINUTES.

BECAUSE I JUST FORGOT TO SEND THEM TO SUSAN WHEN I SENT HER THE AGENDA.

>> OKAY.

>> AND THAT WOULD BE A SUBCOMMITTEE VOTE AT THE PRIMARY MEETING.

BECAUSE IF YOU DIDN'T COME TO THIS MEETING YOU HAVE NO BUSINESS PUTTING ON THE MINUTES.

>> OKAY.

>> AND WE WILL GO FROM THERE.

>> I AM JUST PUTTING IN THE HEADER FOOTER.

AND NOW I WILL MAKE A COPY OF IT TO KEEP WORKING ON.

>> PERFECT.

I DON'T WANT ANYTHING WITHOUT DRAFT POSTED FOR OBVIOUS REASONS I GUESS THE OTHER THING TO THINK ABOUT, I KNOW LAURA SENT OUT AN EMAIL, BUT FROM OVERALL BUSINESS, SHE IS LOOKING FOR NOMINATIONS FOR NEXT YEAR.

FOR CHAIR, VICE CHAIR, SECRETARY, ALL OF THE NORMAL POSITIONS IT IS TIME TO VOTE ON THE SLATE.

SO THAT WE CAN HAVE THE OFFICER HAND OFF AND BE READY TO LET THAT GROUP WORK OVER THE SUMMER TO SET UP APPROPRIATE MEETING BECAUSE HOPEFULLY WE WILL BE BACK TO IN PERSON MEETING IN THE FALL.

IN SOME WAY, SHAPE, OR FORM.

I SUSPECT THERE WILL BE SOME NORM OF HYBRID.

ALSO OUR STUDENT LEE SAYS SON IS GRADUATING THIS YEAR.

SO IF YOU KNOW STUDENTS THAT MIGHT BE A GOOD FIT, I WILL PASS THOSE OTHER TO LAURA AS WELL.

IT DOESN'T ALWAYS -- AND WE LOVE TO GET THAT RECOMMENDATION COMING THROUGH OUR CURRENT STUDENT REPRESENTATIVE.

IT DOESN'T ALWAYS WORK OUT.

SO IF YOU KNOW ANYBODY ELSE THAT YOU THINK WOULD BE A GOOD MEMBER AND IDEALLY IS A

[01:00:05]

CURRENT SOPHOMORISH, SO THAT THEY FINISH OUT TWO YEARS WITH US.

IT TENDS TO BE IDEAL, JUST TO PUT IT OUT THERE.

>> OKAY.

>> OTHERWISE IF YOU DON'T HAVE ANY MORE BUSINESS, I WILL ENTERTAIN A MOTION TO ADJOURN.

>> ALL RIGHT, MOTION TO ADJOURN.

>> ANY SECONDS?

>> EMILY? , PLEASE.

>> SORRY, I AM ON MUTE.

I DEPENDENT SAYING SECOND.

>> SO SUSAN WE ARE GOOD TO ADJOURN UNLESS YOU HAVE SOMETHING ELSE FROM SCHOOL ADMINISTRATIVE SIDE.

>> NO.

BUT I WILL SEND YOU OUT SOME INFORMATION ABOUT THE MEETING ON THE 28TH.

ON WEDNESDAY, AND THEN I WILL JUST NEED THOSE DOCUMENTS IF YOU ARE POSTING ANY DOCUMENTS FOR THAT MEETING.

I WILL NEED THEM NO LATER THAN THE THURSDAY BEFORE.

>> YEAH.

AND I WILL -- I WILL SET A CALENDAR REMINDER, AND JUST -- MOST LIKELY JUST SAY PLEASE GO CALL THE MOST CURRENT COPY OUT OF THIS SUBCOMMITTEE FOLDER.

>> AND I CAN ALSO ACCESS THAT IF YOU WANT ME TO GO IN AND PULL IT UP.

>> RIGHT.

I WOULD SEND YOU AN EMAIL SAYING PLEASE GO TO THE FOLDER WITH THE MOST CURRENT COPY AS THE PLACE TO GO.

SO WE AREN'T EMAILING FILES BACK AND FORTH.

>> RIGHT.

>> BECAUSE THAT'S JUST NOT THE WAY TO DO THINGS IN THE TWENTY-FIRST CENTURY.

>> RIGHT.

IT IS HARD, THOUGH.

>> I KNOW.

>> I JUST WANT TO MAKE SURE WITH VERSION, WE -- I JUST PUT DRAFT IN THERE, AND THEN I MADE A PERSONAL COPY FOR MYSELF.

SO I AM USING THE CORRECT COPY.

ANY CHANGES I MAKE, I SHOULD BE MAKING IT DIRECTLY IN THE GOOGLE FOLDER OR YOU WANT IT ON THE LOCAL COPY? AND THEN UPLOAD AS LIKE A VERSION TWO?

>> UPLOAD IT TO THE DRIVE AS A VERSION 2.

SO THAT WE ARE WORKING FROM THERE.

AND IT IS THAT SINGLE COPY.

AND WE CAN DECONFLICT THE EMAIL TO SAY HEY I AM WORKING ON THIS TONIGHT.

>> OKAY.

>> AND THAT'S NOT BUSINESS AS I UNDERSTAND IT.

THAT IS JUST THE COORDINATION TO MAKE SURE THAT WE AREN'T VIOLATING THE RULE.

THAT WAY WE KEEP OUR -- EVERYBODY IS WORKING OFF THE SAME COPY IN THE FOLDER, AND LAURA CAN COME IN AND LOOK AT IT.

>> AND YOU CAN ALSO TRACK YOUR CHANGES AND THEN ONCE YOU ARE READY TO POST IT YOU CAN ACCEPT SO THAT YOU CAN HAVE YOUR NEXT VERSION.

>> YEAH.

>> AND THAT WAY YOU CAN SEE WHAT PEOPLE CHANGE IN THE DOCUMENT.

SO YOU AREN'T HAVING TO DO A SIDE BY SIDE.

OR ANYTHING.

>> PLEASE DO THAT.

I GOOFED BY NOT DOING IT EARLY ENOUGH.

>> OKAY.

>> ALL RIGHT.

SO WITH THAT, SUSAN, TASHA THANK YOU FOR SUPPORTING US TONIGHT IN THIS MEETING.

I APPRECIATE IT.

AND WE WILL SEE EVERYBODY MONDAY TAGAC MEETING.

>> OKAY.

THANK YOU.

>> THANK YOU ALL.

>> BYE.

>> THANK YOU, TASHA.

* This transcript was compiled from uncorrected Closed Captioning.