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THIS IS THE MEETING FOR THE ADVISORY COMMITTEE TO THE ALEXANDRIA CITY SCHOOL

[Chair Update]

[00:00:10]

BOARD.

I WANT TO OFFICIALLY WELCOME DOCTOR MEGAN TUMBLED, SHE IS OUR DIRECTOR OF GIFTED AND ADVANCED ACADEMIC PROGRAMMING.

I KNOW WE ARE REALLY ALL EXCITED TO HAVE HER ON BOARD AND TO START WORKING WITH THE COMMITTEE.

I JUST WANT TO TAKE A COUPLE OF MINUTES.

WE ARE GOING TO HAVE A PRETTY PACKED MEETING, BUT FOR THOSE OF YOU THAT CAN, I KNOW SOME PEOPLE ARE IN CARS OR WHATEVER, BUT IF YOU WANT TO JUST QUICKLY TAKE YOURSELF â€" WILL CALL ON YOU, BUT TAKE YOURSELF ON VIDEO, INTRODUCE YOURSELF AND THEN WHAT SCHOOL YOU HAVE YOUR CHILDREN IN.

I THINK THAT WOULD BE GREAT.

SO SHE CAN START TO PUT FACES AND NAMES TOGETHER.

I'M LAURA ROSE AND I HAVE A CHILD AT MAURY.

LEE, I GUESS I AM ASSUMING YOU ALREADY MET, BUT MAYBE NOT.

>> I'M LEE, AND THE TECH TEACHER REPRESENTATIVE TO THE TAGAC AND I'M AT MACARTHUR.

>> NEXT ON MY SCREEN, JULIA.

>> I'M JULIA, I HAVE TWO BOYS.

ONE IS THAT LILES CROUCH AND THE OTHER IS THAT GW.

>> KATHLEEN?

>> I'M KATHLEEN.

MY SON IS AT JEFFERSON HOUSTON.

>> MELISSA?

>> MELISSA, I AM VERY NEW TO THE COMMITTEE.

BUT I HAVE A FIRST GRADER AND 1/5 GRADER.

>> LINDSAY? I CAN'T HEAR YOU! DID I LOSE HER ALTOGETHER? I THINK SO.

ALL RIGHT.

I WILL GO ON.

D?

>> MY NAME IS D AND I HAVE TWO BOYS.

A SECOND GRADER AND 1/3 GRADER AT CORA KELLY.

ELEMENTARY SCHOOL.

AND NEXT YEAR I WILL HAVE A KINDERGARTNER.

MY DAUGHTER WILL BE IN THE GARDEN THERE.

>> YOU CUT OUT FOR ME A LITTLE BIT.

I DON'T KNOW, BUT I'M GOING TO GO BACK AND SAY HER CHILDREN ARE AT CORA KELLY IN CASE YOU DIDN'T HEAR THAT FROM THE MARY BETH.

>> AND MARY BETH.

ZACH IS MY SECOND GRADER AT GEORGE MASON.

>> LET'S SEE.

OSHER?

>> HELLO.

GOOD EVENING.

I HAVE A FIFTH GRADER AT MOUNT VERNON COMMUNITY SCHOOL.

>> DAPHNE?

>> GOOD EVENING.

I'M DAPHNE DAVIS.

I HAVE 1/5 GRADER AT MOUNT VERNON.

I ALSO HAVE A SECOND GRADER THERE AS WELL.

>> LOWER, CAN I INTERRUPT AND ASK YOU TO SEND THE INVITATION TO RECEIPT? SHE IS HAVING TROUBLE GETTING IN.

>> I CAN DO THAT.

>> I THINK IT MAY BE MY INTERNET CONNECTION.

WHENEVER SHE SAID YES TO IS FINE.

ZION, CAN YOU INTRODUCE YOURSELF.

>> MY NAME IS ZION.

I HAVE TWO KIDS.

NINTH GRADE.

>>.

>> I HAVE A SON.

>> MY NAME IS NICHOLAS MILLER.

I HAVE TWO KIDS AT MOUNT VERNON AND ONE SEVENTH GRADER AT GEORGE WASHINGTON.

>> EMILY?

>> ON EMILY.

I'M TWO SONS.

A KINDERGARTNER AND A FOURTH-GRADER AT DOUGLAS ELEMENTARY SCHOOL.

[00:05:24]

>> CHRIS?

>> HELLO.

CHRIS, I'M A SQUARE REPRESENTATIVE FOR THE COMMITTEE.

NICE TO MEET YOU.

AND MY KIDS ARE STILL IN PRESCHOOL.

>> I THINK THAT WAS EVERYONE.

WELCOME.

I WOULD LIKE TO TURN IT OVER TO DOCTOR MANN.

YOU HAVE ALL THE BIG TOPICS ON THE AGENDA TONIGHT.

>> I HAD TO STEP AWAY FOR A SECOND.

DID YOU SAY DOCTOR MANN?

>> I DID! I WAS SAYING CAN YOU GO AHEAD AND GET STARTED.

YOU HAVE BIG TOPICS TO DISCUSS TONIGHT.

>> GOING TO HAND IT OVER TO DOCTOR MILNER TO START WITH THE INDICATORS FIRST AND THEN WE WILL DO MATH AFTER THAT.

DOES THAT WORK, MEGAN.

>> THAT WORKS.

COULD I GIVE LIKE TWO MINUTES JUST TO SAY HELLO AND THANK YOU? IS THAT OKAY WITH THE COMMITTEE? .

I'M MEGAN.

NICE TO SEE YOU ALL.

I AM EXCITED TO BE JOINING ALEXANDRIA AS NEW PUBLIC SCHOOLS.

IN COMING FROM FAIRFAX COUNTY WHERE I SPENT ALMOST 20 YEARS, I WAS A SIX GRADE TEACHER AND A GIFTED AND TALENTED RESOURCE TEACHER AND I TAUGHT ADVANCED MATH AND LANGUAGE ARTS FOR MANY YEARS AND THEN I TRANSITIONED TO CENTRAL OFFICE AND IT WORKED UNDER DOCTOR CAROL HORN WHO IS THE FOUNDER OF YOUNG SCHOLARS.

AND AFTER THAT I HEADED TO AN ASSISTANT PRINCIPAL ROLE GOING TO DIFFERENT SCHOOLS.

I COME WITH EXPERIENCE AND I AM EXCITED TO BE HERE.

BUT NOT ONLY AM I HAPPY TO BE HERE AS AN EMPLOYEE, AND HAPPY TO BE HERE AS A PARENT WHERE I HAVE TWO CHILDREN AND ALEXANDRIA CITY SCHOOLS.

THEY GO TO GEORGE MASON AND THERE ARE SOME SIMILARITIES HERE.

I HAVE A SECOND GRADER AND A FIFTH-GRADER AMONGST THE BOARD AND I AM ALSO NEW TO THE COMMITTEE TOO.

IT WAS MELISSA WHO SAID SHE IS NEW.

SO SHE AND I ARE IN THE SAME BOAT.

SO THANK YOU ALL FOR HAVING ME HERE.

AND I LOOK FORWARD TO OUR WORK TOGETHER OVER THE REST OF THIS YEAR AND AS WE CONTINUE TO WORK TOGETHER OVER THE YEARS.

AND SO WE HAVE INDICATORS THAT WE RAN OVER THE COURSE OF THIS YEAR.

I GUESS FOR FORMALITY REASONS, I JUST WANT TO MAKE SURE WHAT IS THE BEST WAY TO SHARE THIS DATA.

AM I ABLE TO SHARE OUT THE ATTACHMENT THAT WE WERE SENT TODAY? OR SHOULD I JUST DO IT VIA POWERPOINT?

>> I WOULD SAY WE CAN DO BOTH.

TO WEAKEN SHOW YOUR SCREEN AND THEY CAN ALSO LOOK AT IT.

>> OKAY.

ALL RIGHT.

IF YOU GIVE ME ONE SECOND, I WILL SEND THE DOCUMENT TO MS. ROSE AND MS. ROSE, WOULD YOU BE ABLE TO SEND IT OUT TO THE COMMITTEE?

>> SORRY.

YES.

I WAS ON MUTE.

>> LET ME GO AHEAD AND DO THAT.

GIVE ME ONE SECOND.

THANK YOU.

SORRY FOR THE DELAY EVERYONE.

I JUST WANTED TO MAKE SURE I WAS FOLLOWING THE COMMITTEE RULES.

OKAY.

I WILL SEND THAT TO YOU RIGHT NOW.

AND DO I HAVE RIGHTS TO SHARE MY SCREEN?

>> SUSAN, ARE YOU THERE? SHE IS THE HOST.

>> EVERYONE SHOULD BE ABLE TO SHARE THEIR SCREEN.

THERE SHOULDN'T BE ANY PROBLEM AT THE BOTTOM IT SHOWS SHARE SCREEN.

I THINK THAT IS WHERE YOU WILL SEE IT.

>> IF SOMEONE COULD LET ME KNOW IF YOU SEE IT OR NOT, THAT WOULD BE WONDERFUL.

AND GOOGLE MEETS AND THE BLACKBOARD PERSON SO I AM IN QUICKLY LEARNING THE ROPES HERE WITH ZOOM.

SO OVER HERE WE HAVE OUR PERCENTAGES AND NUMBERS FOR TAG IDENTIFIED STUDENTS FOR THE 2019/2020 SCHOOL YEAR.

SO AS HE CAN SEE, WE HAVE ALL OUR SCHOOLS LISTED IN THE WE HAVE THE NUMBER OF STUDENTS IDENTIFIED IN THIS LEFT-HAND:.

MANY TWO TOTAL STUDENTS ARE ENROLLED AND YOU CAN SEE THE PERCENTAGE POINTS.

[00:10:21]

PERCENTAGE AS IT RELATES TO THOSE WHO ARE ELIGIBLE WITHIN THE SCHOOL SETTING.

THIS IS JUST AN OVERALL VIEW.

AS SOON AS LAURA GETS THE WHOLE REPORT, SHE WILL BE ABLE TO SEND IT TO YOU AND YOU CAN REFER BACK TO IT AS WE PROCEED THROUGH THIS.

THIS IS OUR PERCENTAGE BY RACE AND ETHNICITY.

WILL LET YOU TAKE A LOOK AT IT.

I DON'T WANT TO SPEND TOO MUCH TALKING.

I WANT YOU GUYS TO HAVE A CHANCE TO TAKE A LOOK AND REVIEW THE DATA AND THEN WE CAN ANSWER QUESTIONS AT THE END.

>> I'M GOING TO SAY RIGHT OFF THE BAT, I AM LOOKING AT LAST YEARS.

NEEDS HAVEN'T TRADITIONALLY CHANGED THAT MUCH OVERTIME TO RESORT TO INCREMENTAL.

BUT THE OVERALL NUMBER IS 15 PERCENT.

WE WOULD HAVE TO GO BACK AND LOOK TO SEE IF THERE IS SORT OF ANY ANOMALIES.

BUT MAYBE WE'LL TALK ABOUT THAT.

THAT SO FAR JUST FOR THE COMMITTEE KNOWS, I'M LOOKING AT IT AND IT LOOKS PRETTY SIMILAR.

>> AS WE GO THROUGH THIS, I HAVE THIS YEAR'S DATA.

AND THIS IS MY FOURTH DAY.

I'M JUST COMING ABOARD AND HAVEN'T BEEN ABLE TO DO A FULL ANALYSIS OF THE PREVIOUS YEARS.

BUT I KNOW DOCTOR MANN IS HERE AND OTHER COMMUNITIES NUMBERS ARE HERE THAT MIGHT BE ABLE TO SPEAK TO THAT IN A MORE ELOQUENT WAY.

THESE ARE STUDENTS IDENTIFIED FOR TAG IN SPECIAL PROGRAMS. WE HAVE OUR STUDENTS WHO ARE OVERALL IN ENROLLED FOR THAT 15 PERCENT.

CHILDREN WHO RECEIVE FREE AND REDUCED MEALS AT 23 PERCENT, ENGLISH LANGUAGE LEARNERS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

IN ADDITION TO THAT, WE HAVE IT BROKEN DOWN BY GENDER.

AND I DO KNOW THAT STAYED PRETTY CONSISTENT IN TERMS OF MALE VERSUS FEMALE.

THIS IS OUR NUMBER OF STUDENTS BY NUMBER AND PERCENTAGE BY TAG APTITUDE LEVEL AND GRADE LEVEL AND GENDER.

AS YOU CAN SEE OVER HERE IN THE FIRST FEW ROWS, OBVIOUSLY WE ARE NOT NECESSARILY GOING TO HAVE DATA FOR THAT BECAUSE THAT IS NOT A GRADE LEVEL IN WHICH THAT PROGRAM IS AVAILABLE.

BUT AS YOU GO THROUGH THE UPPER GRADES YOU CAN SEE HOW IT IS BROKEN OUT BY MATH AND LANGUAGE ARTS, SCIENCE AND SOCIAL STUDIES ACROSS THE BOARD.

THIS IS OUR STUDENTS WHO ARE RECEIVING YOUNG SCHOLARSHIP STUDENTS SERVICES ACROSS THE SCHOOLS BUT OBVIOUSLY NOT EVERYTHING IS OR IS IT REPRESENTED HERE AND ARE PROGRAMS ARE CONTINUING TO GROW BY THE SCHOOL.

AND SO AS OF NOW WE HAVE THE DATA REPRESENTED WHICH THE GRADE LEVELS ARE CURRENTLY HAVING THIS IMPLEMENTED WITHIN.

AND SO FOR INSTANCE, JOHN ADAMS RIGHT NOW OR 1920 HAD GRADES ONE THROUGH THREE.

AS I CONTINUE TO GROW THE PROGRAM, WE ARE HOPING THESE NUMBERS WILL INCREASE AS WE GET FOURTH GRADE IN 1/5 GRADE AND AND POSSIBLY EVEN KINDERGARTEN.

YOU CAN SEE WHERE SOME OUR SCHOOLS HAVE BEEN IMPLEMENTING THE PROGRAM LONGER, WE HAVE A LARGER PERCENTAGE OF STUDENTS RECEIVING THESE SERVICES.

>> I'M GOING TO MAKE A QUICK COMMENT.

AND I KNOW WE OBVIOUSLY ADDED SCHOOLS, WHICH WAS A GREAT THING.

LAST YEAR THE TOTAL NUMBER US DUE TO AND SERVED BY THE PROGRAM WAS 3120.

AND THIS YEAR IS 4666.

>> THAT IS 19 AND 20.

THIS IS THE 2021 SCHOOL YEAR.

>> I AM LOOKING AT THE 2018/2019.

THIS WOULD BE THE FOLLOWING DATA.

THAT IS A HUGE GROWTH FROM HAVING ADDED THAT PROGRAM, WHICH IS COOL.

>> I THINK THAT IS COOL AND I THINK HAVING THE ADDITIONAL SPECIALISTS ON BOARD TO HELP SUPPORT THIS PROGRAM HAS BEEN WONDERFUL IN TERMS OF US BEING ABLE TO GET THIS PROGRAM UP AND RUNNING.

AND I KNOW THIS COMMITTEE YEAR HAD A LOT TO DO WITH ADVOCATING FORGETTING THAT

[00:15:03]

POSITION BASED UPON THE RECOMMENDATION FROM THE EXTERNAL EVALUATION.

SO IT IS REALLY WONDERFUL TO SEE AND HEAR THAT THESE NUMBERS HAVE GROWN IN THE WORK WE ARE DOING.

AND OBVIOUSLY THE MONEY WE ARE PUTTING IN HUMAN RESOURCE WISE AND MATERIAL ARISES STARTING THE PAN OUT AND SHOW IN THE NUMBERS.

AND HERE IS OUR TABLE 7 IN TERMS OF YOUNG SCHOLARS BY RACE AND ETHNICITY AS WELL AS GENDER.

AND THIS BRINGS UP TO THE HIGH SCHOOL LEVEL WHERE WE CAN SEE OUR STUDENTS, HOW MANY PEOPLE ARE TAKING THE AP EXAMS HERE.

AND I THINK THE NEXT FEW SLIDES AFTER THAT WILL SHOW US HOW STUDENTS PERFORMED ON THOSE TESTS.

AND I DO, WHEN I SPOKE WITH OUR DATA PEOPLE TODAY, THEY HAD SAID AND MENTIONED GORDON AGAIN, I APOLOGIZE FOR NOT HAVING THE MANY YEARS OF DATA ON MY FOURTH DAY OF WORK HERE, BUT THERE HAS BEEN AN INCREASE IN STUDENTS TAKING THE DUAL ENROLLMENT CLASSES, WHICH I THINK IS A WONDERFUL STEP FORWARD FOR OUR CHILDREN.

AND HERE IS OUR PERFORMANCE DATA.

IS BROKEN DOWN INTO THE FIRST TWO COMMENTS HERE.

IT IS ALL STUDENTS WHO EITHER RECEIVED A THREE, FOUR OR FIVE.

IS CONSIDERED A PASSING SCORE AND WE BROKE IT DOWN FURTHER TO SEE HOW MANY STUDENTS ACTUALLY SCORED A FIVE WITHIN THE AREA.

WITHIN THE TESTS THAT THEY TOOK.

AND THIS IS THE NUMBER OF STUDENTS AND PERCENTAGE OF STUDENTS WHO HAVE THE KIND OF DEPLOYMENT THEY NEED IMPORTANT 94 PERCENT OF STUDENTS IDENTIFIED BY TAX SERVICES RECEIVED THE EVENTS THIS DIPLOMA AND SIX PERCENT RECEIVED THE STANDARDS DIPLOMA.

THERE IS A DISCREPANCY BETWEEN TABLE 12 AND I BELIEVE IT IS TABLE 2 BECAUSE IT MIGHT BE OFF BY ONE OR TWO DEPENDING ON WHERE THEY, INTO SITUATION WHERE A CHILD MAY OR MAY NOT HAVE DROPPED OUT AND THE SCHOOL SYSTEM OR SOMETHING LARGER GOING THROUGH THE SCHOOL.

KIND OF LIKE AN ANOMALY OUT THERE.

WAS NOT NECESSARILY INDICATIVE OF ANYTHING GREATER THAN THAT.

IN THE RIGHT HERE IS OUR NUMBER OF STUDENTS CERTIFIED IN EDUCATION BY LEVEL.

THE NUMBER OF COURSES WE OFFERED IN 2019 AND 2020.

AND HOW MANY PARTICIPANTS WERE INVOLVED IN THOSE COURSES.

IT'S GOOD TO SEE THAT.

ONE CHART I FOUND TO BE INTERESTING AS WE WERE LOOKING FOR THE DATA IS THAT YOU CAN SEE HOW MANY HOURS OF PROFESSIONAL DEVELOPMENT IS OFFERED ACROSS THE SCHOOL SYSTEM IN REGARD TO TAX SERVICES AND IN PREPARING OUR TEACHERS TO TEACH TAG TAKE CURRICULUM AND STRATEGIES IN THEIR CLASSROOMS. SO OVER OLDER 18 PROFESSIONAL DEVELOPMENT.

PUT FORTH FOR THE GIFT ENDORSEMENT, THAT IS 360 HOURS OF TRAINING.

AND IT GOES DOWN TO EVEN ONE AND 1/2 HOURS OF TRAINING ON ONE OF THE COURSE FOR IDENTIFYING YOUNG SCHOLARS.

BUT IT IS NICE TO SEE THAT TEACHERS CAN START TO MAYBE HAVE A TEACHER WHO ISN'T NECESSARILY THE FAMILIAR AND THEY JUST WANT TO PUT THEIR TOE IN THE WATER AND GET AN UNDERSTANDING OF WHAT IT IS ABOUT WHETHER OR NOT THEY WANT TO PURSUE FURTHER ENDORSEMENT.

AND SO GIVES TEACHERS OPTIONS TO GET A LITTLE BIT OF AN INTRODUCTION AND POSSIBLY CONTINUE ON TO GET A FURTHER ENDORSEMENT GIFT EDUCATION.

SO THESE ARE THE CHARTS AND DATA SOURCES THAT WE HAVE.

HAVEN'T BEEN ABLE TO CHECK MY EMAIL TO SEE IF THEY HAVE GONE OUT, BUT IS IN GREAT NOW WE COULD LEND SOME TIME TO TALK ABOUT WHETHER OR NOT WE WANT TO TALK ABOUT SOME OF THE DATA OR ANYTHING THAT YOU AS A COMMITTEE ARE HAPPY TO SEE.

[00:20:05]

ANYTHING IN THE BACK OF THE HEAD YOU KNOW WHAT, WE HAVE SOME WORK TO DO HERE.

OR ANYTHING YOU SAY TO YOURSELF THAT IS INTERESTING.

THIS IS INTERESTING DATA BUT NOT SURE IF IT IS A POSITIVE OR A MINUS, BUT IT IS HERE.

SO WOULD ANYONE LIKE TO START SHARING OR TALKING OR ASKING QUESTIONS ABOUT IT?

>> ARE THERE ANY OBVIOUS END OF THE 2028 SCHOOL YEAR COVID IN PACKS THAT ARE GOING TO CAUSE US TO FLIPS IN THE DATA OR OTHER THINGS WE NEED TO SCRATCH OUR HEADS ON A LITTLE BIT.

THE FACT WHEN LAURA FIRST WENT THROUGH THE DATA SHE DIDN'T SEE ANYTHING JUMPED OUT AS ALMOST CONCERNING TO ME ALMOST BECAUSE I WOULD EXPECT SOME IMPACT FORGET, YOU KNOW, I THOUGHT ABOUT THAT TOO.

I THINK SOME OF THE DATA THAT WE HAVE HERE, JUST SHOWS ACTUAL NUMBERS.

AND USUALLY WE PULL THE DATA AT A CERTAIN POINT.

IN TERMS OF WHO IS ENROLLED IN THE PROGRAM.

ONE THING I HAVE IN THE BACK OF MY HEAD IS AT THE IN THE LAST YEAR WE HAD AP EXAMS, BUT WE DIDN'T HAVE ACHIEVEMENT MEASURES IN WHICH WE COULD FOLLOW OUT OUR CHILDREN ARE DOING AS WELL WE WAITED.

AND GRANTED, THEY ARE NOT THE END OF ALL THINGS, BUT THEY ARE A MEASUREMENT.

I WISH I HAD THE DATA.

I WONDER WHAT BLIP IS THERE BASED UPON EVEN THE ACHIEVEMENT DATA BECAUSE THEY WEREN'T THERE LAST YEAR.

AND IT WILL BE REALLY INTERESTING TO SEE WITH OUR STUDENTS TAKING THE SOL THIS YEAR IF WE CAN DRAW A COMPARISON BETWEEN PARTICULAR GRADE LEVELS FROM THE 2018, 2019 YEAR AND IN THE 2021 YEAR.

>> I COMPLETELY AGREE.

IT'S GOING TO BE INTERESTING TO SEE.

AND I DON'T WANT TO JUMP ON YOU TOO HARD ON YOUR MONDAY IN THE JOHN.

SO MAYBE YOU WANT TO PUNT TO DOCTOR MANN.

AND CURIOUS IF ANY OF THE SPRING IDENTIFICATIONS OR PLACEMENT TESTS WE MISS WILL CAUSE US TO HAVE A LOW THIS YEAR THAT WE NEED TO PAY ATTENTION TO, EITHER A SURGE OR A CORRECTION THAT NEEDS TO COME IN WHEN I GET BACK IN THE CLASSROOM AND SEE SOME OF THOSE TESTING GOING PURDUM THINKING THE STANDARDIZED TEST THAT WE NORMALLY WOULD DO HERE IS THERE A NEED TO OFFSET OR DO SOME OTHER TESTING SO WE DON'T END UP WITH A YEAR OF UNDER IDENTIFICATION APPEARED IN THE FOLLOW-UP QUESTION IS GOING TO BE DO WE HAVE THE RIGHT METRICS IN PLACE THE MODIFIED IDENTIFICATION THAT WE PUT IN.

IF NOTHING ELSE TO FLAG THE STUDENT SAID IT WAS A MODIFIED IDENTIFICATION PROCESS SO WE CAN TRACK WHETHER OR NOT WE DID BETTER OR WORSE ACROSS THE BOARD THERE?

>> ARE YOU REFERRING TO, MR. MILLER, THE MANAGER LEVEL, HIGH SCHOOL LEVEL OR ALL THREE LEVELS.

>> ALL THREE LEVELS.

ONE OF THE THING DONNA TALKED TO US ABOUT LAST YEAR WILL STUDENT PORTFOLIOS.

BE IN PART OF THE IDENTIFICATION PROCESS IN THEIR.

I WOULD REALLY LOVE TO SEE THE STUDENTS WHO WERE IDENTIFIED WITH A STUDENT PORTFOLIO FLAG OR SOME OTHER WAY IDENTIFIED IN THE SYSTEM.

SUCH THAT WE COULD LOOK AT THEIR METRICS AS THEY MAY BE SMALL NUMBERS.

MAYBE WE IN THE AS A COMMUNITY CAN BUT YOU IN YOUR POSITION CAN LOOK AT THOSE AND SAY HEY, WHEN WE DID THIS ARE PERCENTAGES TO MALE AND FEMALE WERE DIFFERENT.

ARE PERCENTAGES FROM ANY OF OUR SUBGROUPS WE NORMALLY TRACK WERE BETTER OR WORSE FROM THIS METHODOLOGY.

WHAT I AM REALLY LOOKING FOR IS OUR WE APPROPRIATELY PREPARED TO LEARN FROM THE DECISIONS WE MADE DURING COVID, GOOD OR BAD.

BECAUSE I DO EXPECT WE WILL SEE SOME DATA AND I REALIZE THIS IS THE 1920 AND A LOT OF IT IS BASED OFF WHERE THE STUDENTS WERE DECEMBER 1, WHICH IS JUST NOT GOING TO BE TERRIBLY INSIGHTFUL FOR COVID IN PACKS.

BUT THERE ARE ENOUGH OTHER THINGS IN THERE IT WOULD BE INTERESTING TO MAKE SURE WE HAVE THE RIGHT HOOKS IN PLACE WHERE WE ARE CLOSE ENOUGH THERE THAT WE CAN MAKE SURE, THAT WE ARE GOING TO LEARN WHATEVER LESSONS WE ARE GOING TO LEARN AND THAT DATA IS AVAILABLE TO US.

>> I WAS JUST GOING TO JUMP IN.

AND THINK THAT IS A REALLY, REALLY GOOD POINT.

AND I GUESS I WOULD LIKE JUST CLARIFICATION FOR THE COMMITTEE IN GENERAL.

IT IS JUST SORT OF LIKE IF WE CAN GET A QUICK REVIEW OF THE TIMELINE FOR THE PORTFOLIO.

THE LAST I SORT OF UNDERSTOOD.

[00:25:02]

BECAUSE IF THAT IS ABOUT TO HAPPEN, NICK IS RIGHT.

WE WOULD HAVE TO WORK WITH ACCOUNTABILITY TO SOMEHOW FLAG THESE KIDS AND WHERE THEY FELL IN THE PORTFOLIO AND BE ABLE TO GO BACK IN MATH AND.

BECAUSE MY UNDERSTANDING IS SOME KIDS WILL ADVANCE TO THE â€" I FORGOT WHAT WE WERE CALLING.

THEY HAVE THE GREAT PORTFOLIOS HERE THEY GO TO SUPERIOR.

AND THINK IT WAS CALLED SUPERIOR STAGE.

AND THEN FROM THERE WE PLAN TO SOMEHOW GET THOSE KIDS SOME TYPE OF STANDARDIZED TEST.

BECAUSE THAT IS A REQUIREMENT OF THE STATE AND OF OUR LOCAL PLAN.

AND SO I AM NOT CLEAR ON THE TIMING FOR THAT PIECE.

BUT I THINK I ALSO UNDERSTOOD THAT NEXT FALL ALL THIRD AND FOURTH GRADERS WOULD RECEIVE THE STANDARDIZED TEST AGAIN SO THAT WOULD BE ANOTHER OPPORTUNITY TO PICK UP KIDS CAUGHT IN THIS COVID YEAR.

MY STILL UNDERSTANDING THE TIMELINE CORRECTLY? AND THEN TO FOLLOW UP WITH NICK, HOW CAN WE PROPERLY TRACK BOTH THE SYSTEMS THAT ARE GOING ON.

>> YOU JUST SUMMARIZED IT PERFECTLY.

THAT IS A RECOMMENDATION TO THE ACCOUNTABILITY OFFICE.

I THINK I MENTIONED THIS.

ONE OF THE MEETINGS.

WAS GOING TO SAY THIS FALL, BUT PROBABLY THIS WINTER.

TO MAKE THEIR RECOMMENDATION FOR THE TESTING.

AND THEN WE ARE ABOUT TO START BUT WE ARE DOING SOME OF THE TRAININGS TODAY.

WE RAN INTO SOME TECHNICAL DIFFICULTIES WITH OUR EMAIL GOING DOWN AND THAT AFFECTED ZOOM.

BUT THEY ARE ABOUT TO LET PARENTS KNOW IF THEY ARE GOING TO BE COMING IN FOR TESTING.

AND THAT WILL BE DONE BY PEOPLE WHO WERE ALREADY DOING FOR THE PORTFOLIO.

AND SO YOU CAN BE THE COMMUNICATIONS DIRECTOR FOR HOW WE ARE ROLLING OUT THE TESTING AND THE POINTS IN THE FALL.

AND I THINK WHAT NICK POINTED OUT IS SOMETHING MEGAN I HAVEN'T HAD A CHANCE TO TALK ABOUT, BUT THAT IS WHAT I WANTED TO TALK TO HER ABOUT WAS HOW DO WE, WE ALL KNOW IN THIS COMMITTEE OVER THE PAST TWO YEARS WE TALKED ABOUT SHOULD WE GO FOR A PORTFOLIO OR WHAT SHOULD WE DO.

I THINK THIS GIVES US A WAY WHERE WE CAN SAY DID THIS WORK, DID WE MISS ANYTHING.

AND NICK, YOU ARE SPOT ON WITH MALES AND FEMALES AND RACE AND ETHNICITY.

AND WE HAVE SOME OF THE DATA, BUT IT WILL BE WORKING BACKWARDS, CHECKING OUR NUMBERS AND SEEING WHO COMES OUT AFTER THE TESTING BEING IDENTIFIED.

>> GREAT.

THANK YOU.

DOES ANYONE ELSE â€" I KNOW â€" I FORWARDED THE INDICATORS THAT SHOULD BE IN YOUR EMAIL.

I WILL GIVE EVERYONE, IF ANYBODY ELSE HAS A QUESTION NOW WE COULD DO THAT WOULD OTHERWISE I WOULD INVITE YOU IF YOU WANT TO LOOK AT THAT AND THEN SEND ME AN EMAIL IF I FEEL â€" NOT IF I FEEL, WE OBVIOUSLY WOULD ANSWER THOSE QUESTIONS.

BUT IF IT FEELS LIKE THERE IS A LOT MORE HERE THAT WE COULD ADDRESS AS A COMMITTEE OR COME BACK TO, WE COULD CERTAINLY PUT IT ON AN AGENDA IN MAY OR JUNE.

BUT A QUICK GLANCE, I DIDN'T SEE MAJOR MOVEMENT IN THE NUMBERS OTHER THAN YOUNG SCHOLARS THAT WAS ACTUALLY PRETTY BIG.

ANYBODY ELSE HAVE A QUESTION.

>> THIS IS MARY BETH PORTER WANTED CLARIFICATION ON YOUNG SCHOLARS AND I MAY HAVE MISUNDERSTOOD YOU.

ONE IS LOOKING AT THE NUMBERS, I THOUGHT THE 3000 AND 4000 NUMBER WHERE THE TOTAL OF NUMBER OF STUDENTS IN THE GRADES AND THE YOUNG SCHOLARS NUMBERS ARE 396.

THAT WAS FOR 18/19.

AND I THINK IT IS UP ALMOST 100-4457 FOR 19/20.

WHICH IS A GREAT JUMP.

>> YOU ARE RIGHT.

>> THAT WAS MY ONLY CLARIFICATION.

>> YOU ARE RIGHT.

I CITED THE WRONG NUMBER, BUT IT IS UP.

OKAY.

LET'S MOVE ON TO THE FUN TOPIC.

[Staff Update]

>> SURE.

GOOD EVENING EVERYONE AGAIN.

THE SMALLER COMMITTEE WE MET TWO OR THREE WEEKS AGO.

I HINTED AT THIS SEVERAL TIMES.

AND THIS IS A MATH CHANGE AND I WANT TO MAKE SURE EVERYONE UNDERSTANDS THIS IS

[00:30:03]

NOT A TAG CHANGE.

WHAT I'M ABOUT TO SHARE MY SCREEN IS GOING THROUGH A PROCESS WITH A PLANNED ON, IF THE VOTE IS IN A YEAR OR TWO.

BUT GOING IN THE IMPLEMENTATION WHAT OUR CURRENT THIRD-GRADERS ARE IN EIGHTH GRADE.

AND SO THE JUST HERE IS THAT THE STATE IS RECOMMENDING VIRGINIA MATHEMATICS PATHWAY INITIATIVE AND I CAN DROP THIS LINK IN THE CHAT.

THIS IS ON THE VIDEO WEBSITE.

AND SO EVERYTHING I AM SHARING IS PUBLICLY AVAILABLE.

BUT THIS PLAN IS ESSENTIALLY THAT EVERYONE, I WILL SCROLL DOWN SO YOU CAN SEE THE GRAPHIC YEAR.

YOU SEE STARTING ON THE LEFT WHERE IT SAYS FOUNDATIONAL MATHEMATIC CONCEPTS, K THROUGH SEVENTH GRADE THROUGH THE STATE IS SAYING THE RECOMMENDATION IS THAT WE WOULD DO HETEROGENEOUS GROUPING.

AND SO WE WOULD NO LONGER HAVE SEPARATE MATH CLASSES.

BUT EVERYONE IN KINDERGARTEN THROUGH SEVENTH GRADE WILL TAKE THE SAME MATH COURSE.

AND OUR CURRENT NOMENCLATURE WOULD CHANGE.

AND YOU SEE HERE SOME OF THE TOPICS THAT WOULD BE THERE THROUGH PROBABILITY AND STATISTICS AND PATTERNS AND FUNCTIONS.

AND THAT WOULD BE THE FOCUS IN KINDERGARTEN THROUGH SEVENTH GRADE.

THEN YOU WILL SEE ESSENTIAL MATH CONCEPTS.

EIGHTH THROUGH 10TH GRADE.

I THINK THIS IS AN IMPORTANT AS WE KNOW WITH OUR ACCELERATION BY GRADE LEVEL THAT STUDENTS COULD LEAD CURRENTLY OUR FOUR MIDDLE SCHOOLS TAKING GEOMETRY AND ALGEBRA TWO.

ON SITE YOU WILL SEE HERE BETWEEN EIGHTH AND 10TH GRADE STUDENTS WOULD HAVE THE OPPORTUNITY TO EARN TWO MATH CREDITS IMPORTANT IS NOT CLEAR HERE ON THE GRAPHIC, BUT ALGEBRA AND GREEK GEOMETRY THAT WE ARE ALL USED TO AND SO STUDENTS CAN FOCUS ON THE TOPICS OF DATA ANALYSIS.

THE FUNCTIONS AND ALGEBRA PROBABILITY.

AND WE GO TO ADVANCE MATHEMATICAL CONCEPTS.

THIS WOULD BE A GREAT CHANGE AT THE HIGH SCHOOL LEVEL.

STUDENTS WILL TAKE TWO YEARS FOR MOUTH AND THE ONE CHANGE THAT IS NOT EXPLICIT ON THIS GRAPHIC HERE IS A CHANGE WOULD REQUIRE EVERY STUDENT.

NOT JUST STUDENTS GOING FOR AN ADVANCED DIPLOMA, BUT EVERY STUDENT TO TAKE FOUR YEARS OF MATH.

AND YOU WILL SEE THE GREAT BOX WHERE IT SAYS 11TH AND 12TH GRADE THAT WOULD BE CHANGING ON PROGRAMS MAKING ADDITIONS OR STUDENTS WOULD HAVE THE OPPORTUNITY TO TAKE HALF CREDIT COURSES.

AND YOU WILL SEE THAT DATA SCIENCE, YOU WILL SEE GEOMETRY AND DESIGN.

THE ONE THING THAT THE STATE IS RECOMMENDING FROM MATH CHANGE IS THAT WE GO DEEPER IN MAKING SURE STUDENTS HAVE A FOUNDATIONAL UNDERSTANDING OF ALL THE SKILLS IN THAT USED TO LOVE THE OPPORTUNITY FOR STUDENTS IF THEY ARE SO INCLINED TO CONTINUE TO TAKE CALCULUS OR B COURSES PRETTY MAY BE WONDERING WHAT IS AND NATIONAL BACCALAUREATE MATH.

IN A FAIRFAX PARENT AND HAVING A STUDENT IN SCHOOL, HE TOOK THE EASY ROAD AND SAID IV MATH.

WE HAVE THE ABILITY TO TAKE THE HIGHER LEVEL COURSES BUT A STUDENT COULD TAKE THE HALF CREDIT COURSES TO STILL MEET THE DESIRED GOAL.

MANY WILL SEE BACK ON YOUR BOTTOM LEFT ON THE CAREER CLUSTERS.

AND THINK I MAY HAVE MENTIONED THIS A LONG TIME AGO ABOUT OUR HIGH SCHOOL PROJECT.

AND WE ARE BASING ALL OUR WORK WITH THE HIGH SCHOOL PROJECT THE MATH TEAM IS HELPING EVERYONE UNDERSTAND AT SOME POINT STUDENTS WILL LEAVE AND SUPPORTING THEM IN THE DIRECTION FOR CAREER AND WHAT YOU WOULD NEED FOR THOSE.

HOW MANY OF US HAVE USED ALGEBRA, GEOMETRY SINCE WE TOOK IT IN HIGH SCHOOL UNLESS YOU ARE MATH TEACHER, ENGINEER OR USE IN YOUR DAY-TO-DAY JOB.

WHAT WOULD YOU NEED IF YOU WANT TO BE AN ARCHITECT.

NOT JUST IN THE ALEXANDRIA ACROSS THE VIRGINIA DEPARTMENT OF EDUCATION AND SCHOOL DIVISION.

THIS IS ON THE WEBSITE AND I WILL DROP THE LINK IN THE CHAPTER IN IN 2020 AND

[00:35:14]

CONTINUING TO REFINE TO DRAFT THE SOL.

AND THEN AGAIN TO SEE FULL IMPLEMENTATION WOULD BE THAT 25/26 SCHOOL YEAR.

THOSE ARE OUR CURRENT THIRD-GRADERS.

THIS WOULD TAKE EFFECT WHEN THEY GET INTO EIGHTH GRADE.

IF YOU HAVE ELEMENTARY STUDENTS SUMMARY OF AN EXPRESS HIGH SCHOOL, ANY NEW GRADUATION REQUIREMENTS THEY WOULD LIKE ME TO START WITH INCOMING FRESHMAN CLASS.

THEY HAVE THE RESOURCES HERE.

IF YOU ARE SO INCLINED TO READ THEM THEY HAVE THEIR YOUTUBE VIDEOS.

ASKING FOR PARENT FEEDBACK ABOUT THESE MATH TEACHERS.

IF YOU ARE INTERESTED, MEGAN HAD TO DO A PRESENTATION ON THE PART OF SECOND-ROUND INTERVIEW AS FAR AS HELPING PARENTS UNDERSTAND THAT CHANGES AGAIN, I STOPPED SHARING THE GOALS OF THE MASKS.

IT IS TO IMPROVE EQUITY AND LEARNING OPPORTUNITIES, WHICH I THINK WOULD ALIGN WITH OUR STRATEGIC PLAN.

ENCOURAGE STUDENTS TO SEE THEMSELVES TO KNOW OR DO AS MATHEMATICS AND THEN IDENTIFY K-12 MATHEMATIC PATHWAYS TO SUPPORT FUTURE SUCCESS.

IF THERE ARE OTHER PLACES YOU THEY WENT BACK AND ACTUALLY SAW MANY STUDENTS WERE TAKING VERY HIGH LEVELS OF MATH CLASSES IN HIGH SCHOOL BUT THEY DIDN'T MEAN MANY OF THOSE.

AND ALSO STUDENT BURNOUT FOR SOME OF THE ACCELERATION.

AND SO SOME OF THE WORK THAT MEGAN AND OUR MATH TEAM WILL BE DEVELOPING OR WHAT DOES THIS MEAN.

WHAT DOES THIS MEAN FOR MATH INSTRUCTION PRE-K-12 GRADE.

AND DEVELOPING A DEVELOPMENT PLAN SO WE CAN GET READY FOR THE CHANGES IF THE BOARD DOES VOTE THESE CHANGES IN.

I DON'T KNOW ALL THE ANSWERS TO PROBABLY MANY OF THE QUESTIONS THAT YOU MAY HAVE.

BUT THIS IS WHAT I HAVE BEEN HINTING AT AT SOME OF OUR MEETINGS ABOUT SOME OF THE MATH CHANGES THAT THE STATE IS PROPOSING.

AND I WILL STOP SHARING IT AND DROP THE LINK IN THE CHAT SO EVERYONE HAS IT.

AND LAURA, I WILL TURN IT BACK OVER TO YOU.

! LET'S SEE, HOW SHOULD WE DO THIS.

MAY BE, DO YOU GUYS WANT TO HIT THE RAISE YOUR HAND TO START WITH QUESTIONS? I DON'T KNOW.

SOME YOU THAT MIGHT BE HARDER.

YOU CAN PHYSICALLY WAVE TO ME TOO.

OKAY.

MARYBETH WALKER?

>> THANKS DOCTOR MANN.

AND SOUNDS LIKE A LOT OF THIS IS STILL IN THE WORKS.

DO YOU ANTICIPATE CHANGES.

I AM THINKING PARTICULARLY TAG FOUR AND FIVE NEXT YEAR BUT WHAT ARE WE TALKING ABOUT IN TERMS OF TIMELINE? IN THE RELATED QUESTION I HAVE IS, IT SOUNDS LIKE THIS IS SORT OF A COMPREHENSIVE PLAN BY VIRGINIA, WHICH I'M VERY SUPPORTIVE OF.

AND SORT OF LIKE THE OVERALL IDEA OF HAVING THIS MATH CURRICULUM STRUCTURED THIS WAY.

BUT SOME KIDS NEED ACCELERATION OR THEY NEED TO GO DEEPER OR HAVE ENRICHMENT IN MATH.

AND SO IF THAT IS NOT GOING TO BE ACCOMPLISHED THROUGH THIS CURRENT TAX STRUCTURE OF PULLOUT, HOW WILL THAT BE ACCOMPLISHED?

>> MARYBETH, THAT IS A GREAT QUESTION.

AND THAT IS ONE WE HAVE ALL BEEN STRUGGLING WITH.

I AM MEETING WITH DOCTOR HUTCHINGS THIS WEEK.

AS YOU GUYS PROBABLY CAN IMAGINE, A LOT WAS GOING ON LAST WEEK.

BUT WE WILL BE TALKING WITH THEM AND ALSO MAKING A RECOMMENDATION.

AS FAR AS OUT OF THAT MEETING WHAT WE SHOULD DO FOR FOURTH AND FIFTH GRADE.

AS HE CAN TELL, WHAT DOES THIS DO WHEN WE HIT EIGHTH GRADE.

IF WE GO ALONG OUR CURRENT EXHILARATION.

ONE THING THE STATE IS ASKED SCHOOLS TO CONSIDER IS GIVEN THE PANDEMIC THE LAST YEAR AND 1/2 ABOUT FULL GRADE ACCELERATION THAT STUDENTS HAVEN'T BEEN IN SCHOOL WHERE

[00:40:04]

WE NORMALLY WOULD BE.

AND SO THESE ARE THINGS WE HAVE TO CONSIDER.

ON SO AT THIS TIME WE DON'T HAVE A FORMAL RECOMMENDATION, BUT THAT IS SOMETHING WE HAVE BEEN THINKING ABOUT.

AND THEN MEGAN, WITHOUT ME ASKING HER, MENTIONED ABOUT HOW TO BE THINK ABOUT WE DO HOLD GREAT ACCELERATION AND THAT'S WHAT WE ARE USED TO.

BUT I WILL LET MEGAN SPEAK TO IT IN DETAIL.

BUT HOW DO WE HELP STUDENTS, STAFF AND PARENTS UNDERSTAND THE DIFFERENT WAYS TO ACCELERATE BUT CAN WE EXHILARATE INTO A CONCEPT.

AND THEN REALLY THIS LONG-TERM HAS EFFECTS ON HOW WE DO PROFESSIONAL DEVELOPMENT WITH ALL OF OUR STAFF WHO TEACH MATHEMATICS.

BECAUSE IF THIS GOES THROUGH, EVERYONE IS GOING TO HAVE TO UNDERSTAND HOW DO I GO DEEPER, HOW DO I ACCELERATE TO THE STUDENTS WHO NEED IT.

AND THE ONE THING I ASKED OUR TEAM, I THOUGHT TO MENTION THIS TO LAURA OR THE OTHER GROUP, THAT THE STATE HASN'T REALLY SHOWN THEIR HAND AS FAR AS DOES THIS MEAN NO ONE CAN EXHILARATE.

IF YOU HAVE A STUDENT WHO NEEDS TO TAKE ALGEBRA TWO IN FIFTH GRADE, WE KNOW THOSE STUDENTS EXIST.

ARE WE SAYING THAT CAN'T HAPPEN.

SO SOME OF THOSE ANSWERS WE ARE STILL WORKING THROUGH.

BUT MEGAN, I DON'T KNOW IF YOU WANT TO ADD ANYTHING.

>> ABSOLUTELY.

THANK YOU SO MUCH.

YOU WERE ALL VERY EXPERIENCED ADVISORY COMMITTEE IN TERMS OF GIFTED SERVICES AS WELL.

THERE ARE MULTIPLE WAYS IN WHICH WE CAN PROVIDE GIFTED SERVICES TO STUDENTS IN MATHEMATICS.

I LIKE TO FRAME MATHEMATICS AS AN IDEA OF ADVANCED MATH AND ADVANCED MATH DOESN'T NECESSARILY HAVE TO BE A FULL YEAR OF ACCELERATION.

IT CAN BE IN EXHILARATION BY STRAND.

FOR INSTANCE, IF WE ARE AT THE MOST BASIC LEVEL, THEIR LEARNING NUMBERS TO THE THOUSANDS OR 10,000S PLACE.

BUT IF WE ARE LOOKING AT A CONCEPT OF THE PATTERN OF 10, WHICH IN OUR SYSTEM OF MATH WILL FOLLOW A PATTERN OF 10.

FOR THAT PARTICULAR, WE MIGHT GO UP TO THE MILLIONS PLACE WHERE WE MIGHT START INTRODUCING DECIMALS RELATING IT BACK TO A CONCEPT OF PATTERNS.

ON SO THAT IS ONE WAY YOU COULD ACCELERATED UP A GRADE LEVEL OR EVEN TO GRADE LEVELS WITHOUT HAVING A COMMITMENT TO DOING THE FULL GRADE LEVELS WERE EXHILARATION.

BUT IN ADDITION TO THAT, WE CAN DO ENRICHMENT.

AND WHAT I SAY BY AN ARRANGEMENT, IT'S USING GIFTED RESOURCES TO ENRICH STUDENTS.

RESOURCES THAT HAVE BEEN RESEARCHED BASED, THAT HAVE BEEN TRIED DOUBLING IN GIFTED CLASSROOMS BUT ACROSS THE GENERAL EDUCATION CLASSROOM WERE TEACHERS TEACH UP AND DIFFERENTIATE DOWN TO READ FOR INSTANCE, IN MATHEMATICS I AM A REALLY BIG FAN OF THE UNITS M SQUARED AND HIM CUBED.

THAT'S AT THE UNIVERSITY OF YUKON.

AND THAT IS A UNIT OR ARE YOU STEPPARENTS THAT WOULD CALL ME UP AND SAY MEGAN, MY KID NEEDS TO BE ADVANCED TWO MORE YEARS.

I WOULD SAY YOU KNOW WHAT, YOU CHILD IS A PART OF THIS ADVANCED MATH CLASS.

LET'S SEE HOW IT GOES AND IF WE GET THROUGH AND YOU STILL FEEL THE NEED TO BE ADVANCED ANOTHER YEAR, WE WILL TALK AGAIN.

NINE TIMES OUT OF 10 THEY FELT THEY REALLY MET THEIR NEEDS.

WHAT IS GREAT ABOUT THESE UNITS BUT IT'S NOT NECESSARILY BEING MARRIED TO THESE UNITS WERE THERE OTHER RESEARCH UNITS ABOUT ENRICHMENT FOR THE MIGHT EXHILARATE WITHIN IT, BUT IT FOCUSES ON GOING DEEPER.

MAKING IT PROBLEM-SOLVING THAT RELATES TO REAL LIFE.

EVEN WITH HIM CUBED AND M SQUARED WHAT IS WONDERFUL ABOUT THE UNIT IN PARTICULAR IS WHEN KIDS ARE DOING THEIR WORK, THEY ARE NOT GETTING 50 PROBLEMS TO DO OVER AND OVER AGAIN EVEN THOUGH THEY'VE ALREADY MASTERED THE PROBLEM AT QUESTION NUMBER TWO.

THESE ARE USUALLY PROBLEMS THAT TAKE A WHILE TO DO.

THEY ARE GIVEN TWO OR THREE AND THEY WORK THROUGH THE PROBLEM-SOLVING PROCESS.

AND THEY ARE ABLE TO COMMUNICATE THE MATHEMATICAL KNOWLEDGE AND LEARN HOW TO COMMUNICATE THAT.

THAT IS PART OF THE ENRICHMENT PIECE.

LIKE DOCTOR MANN WAS SUGGESTING, EVEN FROM A PARENT PERSPECTIVE, I DO HAVE CONCERNS ABOUT ACCELERATING TOO MUCH AT THIS POINT FOR EVEN OUR YOUNGEST LEARNERS BECAUSE OF THE PANDEMIC.

NOW, TO SAY OUR KIDS ARE BEHIND PER SE THAT IS NOT WHAT I'M SAYING.

KIDS LEARN SO MANY OTHER SKILLS AND STANDARDS THEY TYPICALLY LEARN.

I KNOW MY OWN KIDS ARE WALKING AWAY WITH BECOMING INDEPENDENT PROBLEM SOLVERS WHO THEY ARE HAVING SKILLS AND HOW TO COMMUNICATE OVER EMAIL AND VIDEO CHAT AND LEARNING SKILLS THEY NEVER WOULD'VE LEARNED IF IT WASN'T FOR THIS PANDEMIC.

[00:45:05]

BUT I HAVE DO HAVE CONCERNS ABOUT ACCELERATING AN EIGHT-YEAR-OLD OR A NINE-YEAR-OLD AN ENTIRE SCHOOL YEAR AFTER THE LAST YEAR AND 1/2 OF INSTRUCTION WHERE THEY HAVEN'T NECESSARILY RECEIVED THE FULL YEAR.

IN THE ULTIMATE GOAL IS FOR KIDS TO LOVE FROM A.

IT IS FOR KIDS TO EXCEL IN MATH WHEN THEY GET OLDER.

TO NOT DROP OUT OF THE HIGHER LEVEL COURSES BECAUSE WE ACCELERATED THEM TO EARLY ON AT THE STAKE AT THIS IS TYPICALLY WHAT WE FOLLOW.

AND THEN COMING INTO THIS YEAR IT'S NICE TO THINK ABOUT HOW THIS PATHWAY IS BEING TALKED ABOUT IN THE STATE, BUT HOW WE ARE MERGING INTO MAKING SOME DECISIONS ABOUT NEXT YEAR IN FOURTH GRADE AND EVEN FIFTH GRADE.

WITH KNOWING WE ALSO HAD THIS PANDEMIC PIECE.

WHETHER OR NOT ACCELERATION IS THE BEST THING FOR OUR KIDS.

IS ULTIMATELY A QUESTION WE NEED TO CONTINUE TO TALK ABOUT AND WORK THROUGH.

SO THAT WAS LONG-WINDED, BUT IT IS SOMETHING THAT HAS BEEN THE BACK OF MY HEAD FOR THE LAST YEAR.

NOT JUST IN THIS ROLE, BUT WHEN I WAS A SCHOOL ADMINISTRATOR AND WE WERE TALKING ABOUT ADVANCED MATH.

>> THANK YOU.

CAN I JUST GET CLARIFICATION BUT I HAVE A HANDOUT FROM SOMEONE ELSE DOCTOR MANN, WHOEVER CAN ANSWER IT.

BUT WERE USE SAYING THAT FOR NEXT YEAR THE DEPARTMENT OF EDUCATION WAS SUGGESTING THAT YOU CONSIDER FULL GRADE EXHILARATION FOR TAG STUDENTS? I DIDN'T UNDERSTAND WHAT WE WERE POTENTIALLY CONSIDERING TO ACCOMMODATE THIS.

>> I WAS SAYING WHEN THE PANDEMIC STARTED, THE BOE SUGGESTED THE SCHOOL SYSTEMS THAT WE NOT DO FULL GRADE EXHILARATION.

WE WANT TO MAKE SURE WE DON'T EXACERBATE ANY HOLES BECAUSE STUDENTS MAY MISS INSTRUCTIONS.

>> OKAY.

UNDERSTOOD.

ZION, WE HAD A QUESTION.

>> YES.

MOST OF MY QUESTION WAS ANSWERED, BUT I HAVE A LITTLE BIT.

AND NOT UNDERSTANDING A LITTLE BIT BECAUSE OUR KIDS ARE INTACT AND THEY WILL BE IN HIGH SCHOOL.

AND SO THIS THING IS IMPLEMENTED IN 25.

THAT MEANS WILL BE 12TH GRADE OR 11TH GRADE AT THE TIME THEY FINISH THEIR MAPS FOR HIGH SCHOOL.

AND SO HOW IS IT GOING TO WORK FOR A TAG STUDENT.

I JUST WANT TO MAKE SURE HIGH SCHOOL STUDENT WHEN THE MATH CHANGE, IT WILL NOT AFFECT THEM IN THE WAY.

AND THEN HOW IT IS GOING TO AFFECT THEM.

AND HOW IS THE TRANSITIONING.

BECAUSE LAST TIME, I THINK SIX YEARS AGO OR FIVE YEARS AGO YOU CHANGED FOR A CPA AND IT WAS A DISASTER FOR PARENTS SIDE AS WELL AS THE TEACHERS SIGN.

AND SO I JUST DON'T WANT TO GO THROUGH WHAT HAPPENED THAT TIME AND HAPPENED AGAIN FOUR YEARS AFTER THREE YEARS.

>> IF YOUR STUDENT IS IN THE MIDDLE SCHOOL OR HIGH SCHOOL, THIS CHANGE WILL AFFECT THEM THAT MUCH.

THERE ARE STILL THINGS WE ARE TRYING TO UNDERSTAND AND GET CLARIFICATION FROM THE STATE.

I CAN SHARE MY SCREEN AGAIN SO EVERYONE HAS THE REFERENCE.

BUT WHEN YOU ARE IN YOUR UPPER GRADES, THE STUDENTS CAN STILL TAKE THOSE HIGHER LEVEL MATH CLASSES FROM DUAL ENROLLMENT TO AP HERE DOWN AT THE BOTTOM.

YOU CAN SEE MY SCREEN.

BUT YOU STILL HAVE THE ABILITY TO TAKE YOUR AP COMPUTER SCIENCE.

YOUR AP CALCULUS AND SOME OTHER OPPORTUNITIES THAT STUDENTS CURRENTLY HAVE.

THEY ARE NOT TAKING THOSE AWAY, BUT WHAT THEY ARE DOING.

AND AT THE HIGH SCHOOL I THINK THE MAGIC OF THIS REALLY HAPPENS IS YOU OPEN UP 11 NEW MATH CLASSES WE HAVE DONE THE SCHOOL BOARD APPROVED THAT WE DON'T CURRENTLY HAVE.

AND SO WHEN YOU THINK ABOUT HOW MOST OF HIS USE MATH ON A DAILY BASIS, IT'S A MAP LOCATION PROCESS.

WE ARE NOT NECESSARILY DOING PROBLEM AFTER PROBLEM BUT WE ARE APPLYING WHAT WE

[00:50:03]

REMEMBER FROM MATH OF THE FINANCIAL MODELING ABOUT NOMINEES STUDENTS ARE IN THE BIT GOING AND ALL THOSE OTHER THINGS.

HOW DO THEY USE THOSE REASONINGS IN A REAL-WORLD EXAMPLE, WHICH TIES IN WITH WHERE WE ARE HEADED WITH OUR HIGH SCHOOL PROJECTS.

INTO THINKING ABOUT A PROJECT-BASED LEARNING, THE WORK WE ARE TRYING TO DO.

ALL STUDENTS HAVE THOSE OPPORTUNITIES.

THAT IS WHERE I THINK THE BLEND, YOU WILL SEE THAT OF THE 11TH AND 12TH GRADE.

AND I WANT TO MAKE SURE YOU UNDERSTAND.

YOU SAID WE CHANGE SOMETHING THREE OR FOUR YEARS AGO.

WANTED TO MAKE SURE â€" I WASN'T SURE WHICH CHANGE YOU WERE REFERRING TO.

>> THE MAXIMUM BOOK, THE WHOLE THING CHANGES.

>> THE TEXTBOOK.

OKAY.

I WASN'T SURE WHAT YOU WERE REFERRING TO.

>> THAT CHANGES AND IT WAS A DISASTER FOR PARENTS TO UNDERSTAND.

BECAUSE IT IS NOT A LITTLE â€" IT IS A LOT DIFFERENT THAT WE KNOW IN A LONG TIME.

AND SO JUST TO ADAPT IN ORDER TO HELP OUR KIDS WAS VERY DIFFICULT.

FOR RESOURCE PURPOSE AS WELL.

SO I JUST DON'T WANT THAT HAPPENED WITH ANY STUDENT.

NOT ONLY TAG STUDENT.

>> UNDERSTOOD.

THAT IS WHERE, AS WE CONTINUE TO IMPACT THIS AND REALLY UNDERSTAND WHAT THIS ALL MEANS, WE KNOW FROM A HIGH LEVEL THAT THIS AFFECTS EVERY SCHOOL DIVISION, NO MATTER WHAT THEY ARE DOING.

WITH EXHILARATION OR NOT ACCELERATION.

THIS AFFECTS EVERY SINGLE ASPECT OF THE SCHOOL SYSTEM WHEN IT COMES TO MATH.

ON FROM A PROFESSIONAL LEARNING, FROM INSTRUCTION.

.

WE DON'T RECOMMEND THAT YOU JUST DO THREE YEARS OF MATH.

BUT THE STATE ALSO SAYING FOR YEARS ABOUT IS IMPORTANT.

SO THIS IS YOUR FIRST BITE AT THE APPLE.

WE WILL DEFINITELY BE COMING BACK WITH MORE RECOMMENDATIONS.

AS WE CONTINUE TO BUILD OUT PLANS AND HOW IT AFFECTS EVERYONE.

BECAUSE I KEEP SAYING THIS IS A HUGE CHANGE.

AND IF YOU WANT TO SEE, I AM USED TO THE WORK MEETINGS.

IT'S A WEBINAR.

SPOKE I WAS GOING TO OFFER ONE.

CLOSING COMMENTS ON THIS.

I THINK THE GREATEST CONCERN I HAVE AROUND THE CHANGE BUT I WOULD THINK THE COMMITTEE DOES.

WHENEVER WE CONSIDER TRYING.

AND SEEMS LIKE WHENEVER WE HAVE TRIED TO DO AN DIFFERENT EDUCATION PLAN, THIS IS WHERE OUR STUMBLING BLOCK COMES.

WHEN A CHILD NEEDS A LITTLE BIT MORE THAN OTHER CHILDREN.

AND THAT THAT AS BEEN THE GREATEST CHALLENGE TO DELIVER THAT SERVICE AND TO DELIVER IT IN EVERY SCHOOL TO EVERY CHILD THAT NEEDS IT IN AN EQUITABLE WAY.

THAT IS A FOCUS OF THE CONVERSATIONS THAT GO ON.

A LOT OF THINGS CAN SOUND REALLY GOOD ON PAPER AND IF THERE IS NO ACCOUNTABILITY WHY DO WE EVEN TRY IT.

I LOVE WHAT YOU DESCRIBED ABOUT THE MATH GRAMS OUT OF YUKON.

BUT HOW DO WE MAKE SURE ACROSS THE ELEMENTARY SCHOOLS.

HOW DO WE KNOW THAT ALL 200 OF THOSE TEACHERS BE ABLE TO PULL THE RESOURCE.

AND SO FOR ME, I LOVE THE CONCEPT OF RED AND TALKED ABOUT THAT READ FRANKLY, I TALKED ABOUT THAT IN DIFFERENT WAYS ONLY LOOKED AT THE LANGUAGE ARTS CURRICULUM.

ONCE THE KIDS GET TO HIGH SCHOOL, AND SOUNDS LIKE IT IS PRETTY GREAT.

THERE ARE A LOT OF CHOICES.

BUT IN THE ELEMENTARY AND MIDDLE SCHOOL, THAT IS WHERE I SEE CHALLENGES AT THE

[00:55:05]

MOMENT.

THAT WOULD BE MY PARTING COMMENT.

>> I WROTE IT DOWN AND IT IS RECORDED.

THAT IS SOMETHING MEGAN AND I HAVE TALKED ABOUT IS HOW DO WE KNOW THAT IS GOING TO BE THE CRITICAL PART.

AND I KNOW WE TALKED.

I AM LOOKING AT LIENS TITLE.

WE TALKED ABOUT THAT IN OUR MEETINGS.

THOSE OTHER THINGS NO MATTER WHAT THE STATE SAYS,.

IN A BE ALONG FOR A SCHOOL SYSTEM.

AND PRINCIPLES ARE TAGGED TEACHERS.

WE REALLY HAVE TO GET THAT PIECE RIGHT.

NOT JUST AT ELEMENTARY SCHOOL BUT A MIDDLE SCHOOL.

>> COUPLING, I THOUGHT YOU HAD YOUR HAND UP.

IT IS GREAT.

WHAT THIS MEANS IS BY REMOVING THE SO-CALLED ALGEBRA SANDWICH OF GEOMETRY, ALGEBRA TWO.

KIDS CAN TAKE CALCULUS AND DE COURSES IN 11TH AND 12TH GRADE WITHOUT ACCELERATING.

.

AND SPREAD ACROSS THE THREE SEPARATE COURSES IN INTEGRATING AND ALONG WITH OTHER CONTENT ACROSS THE EIGHTH, NINTH AND 10TH GRADE WE CAN'T SAY IT ENOUGH.

AND BE PREPARED BUT WHAT IS K THROUGH 10TH GRADE AND THE NEW INTEGRATED MATH COURSES TO LOOK LIKE WITHOUT ACCELERATION.

BUT THE TEACHING ASKED TO LOOK TOTALLY DIFFERENT.

IT IS EXCITING, BUT A LOT OF WORK FROM THE DISTRICT AND ALL OF THE OTHER DISTRICTS ARE.

>> ALL RIGHT.

THANK YOU.

LET'S â€" I DON'T SEE ANY OTHER HANDS.

LET'S MOVE ON TO APPROVAL OF THE MARCH 8 MINUTES.

[TAGAC Business Items]

THOSE WERE ATTACHED ALONG WITH THE AGENDA.

DID ANYONE HAVE ANY COMMENTS ABOUT THOSE MINUTES? I DON'T THINK SO.

CAN I GET SOMEONE TO MAKE A MOTION? TO APPROVE THE MINUTES, PLEASE.

>> SO MOVED.

>> I HAVE A SECOND.

>> SECOND.

>> I WILL JUST GO DOWN THE LIST THAT WE WILL APPROVE THE MARCH 8 MINUTES AS STATED.

FIRST ON MY LIST, ZION.

>> YES.

>> NECK? NICK? WE WILL COME BACK TO HIM.

[01:00:37]

LEE?

>> YES.

>> KATHLEEN?

>> YES.

>> MELISSA?

>> I DON'T THINK I RECEIVED THE MINUTES.

SO I DON'T KNOW IF I CAN SAY YES OR NO.

>> OKAY.

THAT'S FINE.

THEY SHOULD BE IN THE EMAIL.

DID YOU GET THE EMAIL FROM ME WITH THE AGENDA?

>> I DID NOT GET AN EMAIL WITH AN AGENDA, BUT I GOT THE ONE THAT CAME BEFORE THAT THAT SAID AND AGENDA WAS COMING AND WAS TALKING ABOUT WHO NEEDED TO UP THEIR POSITION.

>> I AM SO SORRY BUT I WILL DOUBLE CHECK AND SEND YOU ALL THOSE DOCUMENTS.

>> THANK YOU SO MUCH.

>> LINDSAY.

>> YES.

>> I AM GOING TO CALL ON REECEE AND YOU WANT TO INTRODUCE YOURSELF SINCE WE DID A ROUND ROBIN EARLIER? THAT WOULD BE GREAT.

>> YACHT.

I SECOND THAT.

IM THE STUDENT REPRESENTATIVE FOR THE GIFTED ADVISORY COMMITTEE.

IT IS NICE TO MEET YOU.

I THINK THAT IS IT.

>> THANK YOU.

MARK? YOU ARE ON MY SCREEN NEXT.

>> APPROVE.

>> DO YOU WANT TO INTRODUCE YOURSELF.

>> MY NAME IS MARK.

PROBABLY MY FIFTH YEAR, FOURTH YEAR ON THE COMMITTEE.

AND I AM THE CHAIR OF THE SPEAKER SUBCOMMITTEE.

>> MARY BETH?

>> APPROVED.

>> EMILY?

>> APPROVE.

>> OSHA.

>> APPROVE.

>> D?

>> YES.

>> JULIA?

>> APPROVE.

>>.

>> AWESOME.

>> NICK, I DIDN'T HEAR YOU EARLIER.

IF YOU ARE THERE TO APPROVE THE MINUTES.

>> I APPROVE.

>> OKAY.

GREAT.

THANKS.

>> THE MINUTES ARE APPROVED.

AND THEN SUSAN, DOES THE WHOLE COMMITTEE NEED TO APPROVE THE SUBCOMMITTEE MINUTES THAT NICK SUBMITTED.

OR WHAT ARE WE SUPPOSED TO DO WITH THAT.

>> IT SHOULD JUST BE MY COMMITTEE MEMBERS.

>> CORRECT.

>> YOU CAN'T IMPROVE MINUTES FOR A MEETING YOU WEREN'T AT.

>> THAT'S WHAT I THINK IT.

OKAY.

DO YOU WANT TO GO AHEAD AND PUT THOSE THROUGH THEN?

>> YEAH.

AND SO IF YOU WERE ON THE K-12 ROADMAP, KATHLEEN â€" DO I SEE IT.

>> AND EMILY.

>> YES.

THERE YOU ARE.

EMILY, I POSTED MINUTES FOR BOTH OF OUR MEETINGS HERE TO PLAY CATCH UP.

IF I CAN GET A MOTION TO APPROVE THOSE FOR THE SUBCOMMITTEE MEMBERS?

>> MOTION TO APPROVE.

>> ALL RIGHT.

AND KENT ONE OF THE OTHER OF YOU SECOND IT?

>> SECOND.

>> OKAY.

SO I WILL SUBMIT THOSE TO YOU, LAURA.

AND TO BE RUN IN FOUR HOURS SUBCOMMITTEE.

>> OKAY.

AWESOME.

SUSAN, ARE YOU EXPECTING MINUTES FROM ANY OF THE OTHER SUBCOMMITTEES?

>> ONE OF THE OTHER SUBCOMMITTEES WE ALREADY HAD MINUTES FROM THE FIRST MEETING AND WE WILL APPROVE THE NEXT ONE.

>> I WAS GOING TO PLAN TO POST THE MINUTES FOR THE SUBCOMMITTEE.

I'M GOING TO APPROVE THEM AT THE NEXT MEETING.

>> I DIDN'T GET OUR FIRST MEETING APPROVED, WHICH IS WHAT THIS WAS TONIGHT.

>> ARE YOU GOING TO SAY SOMETHING?

>> NO.

>> NOW I WOULD JUST LIKE TO DO A QUICK, IF THE LEADS FOR EACH SUBCOMMITTEE.

MOSTLY I WANT TO KNOW, DO YOU HAVE WHAT YOU NEED TO GET THE REPORTS DONE.

DO YOU NEED ANYTHING FROM ME.

OR DO YOU NEED ANYTHING FROM AND A C.P.S.

STAFF MEMBER THIS WOULD BE A GREAT CHANCE TO LET YOU KNOW.

MY HOPE IS ALL THE SUBCOMMITTEES COULD HAVE, IF THIS MAKES SENSE.

AND SUSAN, YOU CAN HELP WITH THIS IS FOLLOWING PROPER PROCEDURE.

WE WOULD POST ROUGH DRAFTS OF THE REPORTS DURING OUR MAY MEETING AS A COMMITTEE, EVERYBODY COULD OFFER, THEY CAN READ THOSE BEFOREHAND IF THEY HAD SOMETHING YOU COULD DISCUSS IT IN THE MEETING BEFORE WE FINALIZE THE REPORTS.

THAT'S WHAT I WAS THINKING THAT I THINK THAT WOULD WORK, RIGHT, SUSAN?

>> YES.

>> WHAT I WOULD HEAR FROM EACH LEAD FOR THE SUBCOMMITTEES AGAIN IS DO YOU NEED ANYTHING FROM ME, ANYTHING FROM A C.P.S.

AND DO YOU THINK THAT WOULD WORK.

THAT YOU COULD HAVE A ROUGH DRAFT WE COULD SHARE WITH THE WHOLE COMMITTEE JUST PRIOR TO THE MAY MEETING? SO NICK, YOU ARE ON MY SCREEN FIRST.

>> OVERALL TO STATUS, AND THINK WE ARE DOING REALLY WELL.

WE'VE HAD TWO MEETINGS PER DOCTOR MANN MENTIONED HE BROUGHT IT TO US, WHICH FROM OUR K-12 MAP, AS WE'VE DISCUSSED WE SHIFTED A LITTLE BIT AND STARTED IN ON THE COMMUNICATIONS PART OF HOW TO CONVEY HOW STUDENTS MOVE THROUGH THE SYSTEM AS THE PRIMARY REPORT THAT WE WILL TURN INTO YOU.

BUT WITH ALL THE CHANGES MATH IS GOING TO DRIVE ANY UNCERTAINTY THAT WILL BE IN

[01:05:01]

THE SCHEDULE BOARD WE BROKE UP A COUPLE MEMBERS OF OUR SUBCOMMITTEE TO BASICALLY WRITE A POSITION PAPER ON THINGS WE WANT TO MAKE SURE A C.P.S.

FOCUSES ON OR ARE CONCERNED WITH BASED ON THE MATH CHANGES.

WE HAVE TWO OUTPUTS FOR YOU BASED OF OUR SUBCOMMITTEE.

WE WILL MEET AGAIN IN TWO WEEKS TO GO OVER THAT.

WHO IS NEXT.

REECEE AND LEE.

LEVEL LITTLE DISCUSSION HERE PROBABLY.

WE ARE EXCITED ABOUT GETTING STUDENT PERSPECTIVES ABOUT BASICALLY WE COULD" WITHIN OUR REPORTS ON VARIOUS TOPICS WE HAVE BEEN CONCENTRATING ON THIS YEAR.

AND UNFORTUNATELY IT DOESN'T LOOK LIKE ACCOUNTABILITY IS ABLE TO LINE UP WITH THE TIMEFRAME THAT WE LIKE AND THE WAY WE WOULD LIKE.

I THINK I AM PARAPHRASING.

A CHANCE TO SPEAK WITH BOTH OF YOU.

I HAVE A THOUGHT ABOUT WHAT WE MIGHT DO.

DO YOU GUYS HAVE ANY COMMENTS OR ANY FURTHER THOUGHTS BASED ON THE FEEDBACK.

>> IT SEEMED TO ME THE EMAIL BACK FROM CLINT WAS A NON- ANSWER BUT NOT IN A NEGATIVE WAY, BUT THE QUESTIONS WE WERE ASKING WAS COULD WE SEND OUT THIS GOOGLE FORM WITH SOME QUESTIONS? AND THAT DIDN'T GET RESPONDED TO.

WHAT WE HEARD BACK WAS THAT'S A GREAT THING, STUDENT VOICES ARE WHAT WE NEED TO HEAR ABOUT THE RED THAT THE GREAT FOCUS FOR NEXT YEAR'S TAG ACT.

SO IT WAS KIND OF A NON-ANSWER.

SO NOW THAT WE HAVE THE DOCTOR HERE WITH US AND SHE IS ONLY COMMITTEE, WOULD IT BE POSSIBLE FOR US.

MAYBE THIS IS BETTER FOR AN OFF-LINE DISCUSSION, FOR US TO SEND A SHORT SURVEY THROUGH STACY PALMER AT THE MIDDLE SCHOOL THROUGH SOME FORMAL CHANNELS AT THE HIGH SCHOOL AND THROUGH THE TAG TEACHERS OF THE ELEMENTARY LEVEL TO OFFER THE OPPORTUNITY TO KIDS BOTH TAG AND NOT TAG TO ANSWER A FEW QUESTIONS.

>> JUST TO PROVIDE CONTEXT.

WHEN WE WERE TALKING ABOUT THIS, I MENTIONED HOW WE HAVE HAD A LOT OF STUDENT LED DISCUSSIONS ABOUT PEOPLE EXPERIENCES IN TAG ESPECIALLY WHEN HE ABOUT THE CONVERSATIONS ABOUT RACIAL INEQUITIES IN ACPS.

I THINK WHILE THE CONVERSATIONS ARE GREAT, THERE AT ANY SMALL SPACES AND NOT REALLY UNDERSTOOD THE REST OF US.

AND I THINK NOT BEING PRESENT AND HEARING THOSE PERSPECTIVES IS SOMETHING WE ARE MISSING A VALUABLE PIECE OF INFORMATION WE COULD GET.

AND I THINK THE DATA IS THERE THAT THERE ARE A LOT OF INEQUITIES, BUT WE ARE NOT HEARING THE STUDENT PERSPECTIVE YOUR DAD TO TELL YOU IN THE PAST YEAR I HAVE HEARD SOME THINGS ACROSS THE SPECTRUM THAT NEED TO BE ADDRESSED.

ESPECIALLY AT THE STUDENT LEVEL.

WE GET THE PARENT PERSPECTIVE HERE AND WE OFTEN GET THE STUDENT PERSPECTIVE, BUT IT'S OFTEN FILTERED TO THE PARENTS OF WHAT THE PARENTS SEE AND HEAR PUT IN THERE ARE A LOT OF STUDENT PERSPECTIVES THAT I THINK ARE KIND OF BEING SHOVED UNDER THE TABLE BUT MAYBE NOT INTENTIONALLY.

AND I THINK THAT THERE IS A GREAT OPPORTUNITY HERE.

AND I THINK FROM WHAT WE HAVE SEEN THE PAST TWO YEARS, IF THE STUDENT PERSPECTIVE IS NOT WELCOMED IT WILL COME, BUT IT WILL NOT COME IN A WAY THAT YOU WANT IT TO.

AND I THINK WE REALLY NEED TO MAKE SURE THAT IS SOMETHING PEOPLE UNDERSTAND.

THAT THEIR EXPENSES VALID.

I KNOW THERE ARE A LOT OF PEOPLE WHO DON'T BELIEVE THAT RIGHT NOW.

WANTED TO PROVIDE CONTEXT.

>> THANK YOU FOR SHARING THAT INFORMATION BUT I AGREE PER THE STUDENT PERSPECTIVE IS IMPORTANT.

BUT I DO THINK THAT WE NEED TO SIT DOWN AND HAVE A LARGER CONVERSATION ABOUT HOW WE ARE GOING TO COLLECT THIS DATA.

PARTLY BECAUSE IN THE BACK OF MY HEAD, THE RESEARCHER PART OF ME IS WE ARE ALSO ASKING QUESTIONS OF CHILDREN WHO ARE NOT OF LEGAL AGE TO THERE IS PERMISSIONS AND SUCH LIKE THAT THAT I AM THINKING ABOUT AS WELL AS HOW WE CAN GET THE INFORMATION WE ARE LOOKING FOR, BUT MAKING SURE WE ARE HITTING ALL THE RESEARCH ETHICS BEHIND IT.

AND SO UNFORTUNATELY I DON'T THINK WE CAN PULL THAT TOGETHER IN A MATTER OF WEEKS BEFORE WE HAVE TO SUBMIT A REPORT, BUT IT IS DEFINITELY SOMETHING THAT ALEXANDRIA CITY PUBLIC SCHOOLS VALUES.

BUT I THINK WE NEED TO TAKE A MOMENT, SLOW IT DOWN AND HAVE A LARGER CONVERSATION

[01:10:04]

ON HOW WE WILL COLLECT THIS DATA AND WHAT KIND OF QUESTIONS WE ARE GOING TO ASK IN ORDER TO GET ANSWERS WE ARE LOOKING FOR BUT NOT NECESSARILY WHAT WE ARE LOOKING FOR THAT SPECIFIC ANSWER, BUT THE QUESTION IN WHICH WE ARE DEVELOPING IN ORDER TO GET THE DATA TO SOLVE OUR CHALLENGES.

>> MY ONLY QUESTION IS, ESPECIALLY WITH THE VIRTUAL LEARNING THAT MIGHT NOT BE AS APPLICABLE IN THE FALL, BUT A LOT OF THE EXPERIENCES ARE FRESH, IF THAT'S THE RIGHT WAY TO SAY IT.

THAT IF IT IS SOMETHING THAT GETS PUSHED OFF FOR A LONG TIME THAT IT MIGHT NOT BE AS APPLICABLE.

AND SO I AM JUST WONDERING IF THERE IS A WAY TO DO IT UNOFFICIALLY SO IT'S NOT INCLUDED IN THE OFFICIAL REPORT, BUT IT IS SOMETHING THAT WE COULD DO, SOMETHING I COULD DO OR LEE COULD TALK TO OTHER TEACHERS TO DO SOMETHING UNOFFICIALLY THAT WE COULD AT LEAST PUT TOGETHER AND HAVE SOMETHING TO DISCUSS WITH THE COMMITTEE.

I DON'T KNOW IF THAT IS SOMETHING THAT IS UNOFFICIAL DATA NOT COLLECTED THROUGH ACPS.

IF THAT IS SOMETHING WE COULD TALK ABOUT.

I THINK THAT MIGHT STILL BE SOMETHING WE COULD INCLUDE.

AT LEAST IN OUR DISCUSSIONS OF THE INDICATORS.

>> I THINK IT IS WORTH A CONVERSATION TO PLAN OUT.

IF THAT IS WHERE WE ARE GOING TO GO OR THIS COMMITTEE WANTS TO GO OR A SUBGROUP OF STUDENTS WOULD LIKE TO GO.

BUT I THINK IT NEEDS TO BE A LARGER CONVERSATION ABOUT HOW WE WILL APPROACH THAT.

>> WHEN WE GOT THAT EMAIL BACK, I GUESS SORT OF WHAT I WONDERED ABOUT WAS, I GUESS WE WOULD HAVE TO SEE WHAT YOU COME UP WITH AND IF IT IS PART OF AN OFFICIAL REPORT THAT WE GIVE TO THE SCHOOL BOARD.

OR WHETHER IT IS SOMETHING JUST KEPT WITHIN THIS COMMITTEE.

BUT I WONDERED â€" I MEAN, DO YOU WANT TO JUST WRITE UP SOME OF WHAT YOU HAVE HEARD FROM STUDENTS THIS YEAR? IT'S ALMOST MORE OF A PERSONAL ESSAY, IT'S NOT A REPORT.

BUT IT MIGHT CAPTURE SOME OF WHAT STUDENTS HAVE EXPRESSED TO YOU.

AT LEAST SO WE WOULD HAVE IT WITHIN THE COMMITTEE.

THAT WAS JUST A THOUGHT.

LEE, I DIDN'T KNOW IF YOU WOULD HAVE SOME THINGS BASED ON YOUR EXPERIENCES.

>> IS THAT THE SAMPLE SIZE IS VERY SMALL.

WE WOULD HEAR BACK FROM PEOPLE THAT WE KNOW.

IT WOULDN'T BE SOMETHING THAT AS THE DOCTOR WAS TALKING ABOUT, IT WOULDN'T BE SOMETHING SCIENTIFICALLY OR INTENTIONALLY DESIGNED TO BE OPEN AND GET VALID DATA.

.

WHO DO YOU KNOW YOU TALK TO SOMEBODY YOU KNOW AND IT WOULD BE MORE ANECDOTAL.

THE CELLULAR.

>> IF WE NEED TO DO A SEPARATE MEETING, THE THREE OF US CAN DO IT.

WHY DON'T WE MAY BE AS FAR AS THE REPORT, MAYBE IT IS JUST LIKE SUBMITTING THE FRAMEWORK OF WHAT YOU WOULD LIKE TO DO.

YOU GUYS HAVE THOUGHT THROUGH AND SPENT SOME TIME DOING THIS.

AT LEAST WE WOULD HAVE THAT KIND OF DOCUMENTATION.

TO SAY THE COMMITTEE IS INTERESTED IN BRINGING MORE STUDENT VOICE AND TO WHAT IS DISCUSSED.

HERE IS ONE OF THE THINGS WOULD LIKE TO.

BECAUSE THEN AT LEAST IT IS ON THE SCHOOL BOARD RADAR ALONG WITH THE COMMITTEE AND IT IS A LONGER TERM PART OF WHAT THE COMMITTEE DOES.

SHOULD BE THE REPORT FOR NOW.

>> I WOULD BE HAPPY TO INVESTIGATE WHAT YOU WERE DISCUSSING.

I WILL SHARE OVER THE SUMMER, I DON'T KNOW IF I TALKED ABOUT THIS EARLIER BUT THERE WAS A SOCIAL MEDIA POST WHERE THEY WERE TALKING ABOUT INEQUITIES IN ACPS AND TALKING ABOUT STUDENT EXPERIENCES AND THERE WERE PEOPLE SHARING THEIR EXPERIENCES.

AND SO WE DON'T HAVE PLACED OF THOSE DISCUSSIONS PEOPLE GRADUATED HAVING A DISCUSSION ON THE SOCIAL MEDIA POST THEY HAD DONE THE SPACE TO DO THAT.

[01:15:04]

AND SO I THINK MAY BE CREATING AN OUTLINE OF WHAT WE SHOULD DO.

BUT MAKING SURE WE ARE NOT THROWING THOSE EXPERIENCES UNDER THE TABLE SO WE CAN SEE IF WE COULD DO SOMETHING UNOFFICIALLY AND PRESENT IT TO THE COMMITTEE BEFORE THE END OF THE YEAR.

>> I THINK THAT WOULD BE EXTREMELY VALUABLE.

>> LAURA, COULD I MAKE ANOTHER SUGGESTION? I THINK THIS IS PART OF WHAT YOU SAID, BUT WANTED TO REITERATE TO MAKE SURE I GOT IT STRAIGHT IN MY HEAD IF NOTHING ELSE.

VERY MUCH FROM RECENT EXPERIENCES AT WORK I UNDERSTAND THE FLEETING NATURE OF SOME OF THIS DATA AND WHERE WE ARE AT NOW HIGHLIGHTING EQUITIES AND IN EQUITIES IN NEW WAYS AND BEING ABLE TO CAPTURE THOSE RIGHT NOW IN THE MOMENT I THINK IS IMPORTANT.

WHETHER OR NOT IT IS AN OFFICIAL QUESTION OR NOT.

I WOULD ENCOURAGE YOU TO DOCUMENT THOSE AS WELL AS WHAT QUESTIONS WOULD LIKE TO ASK, AS WELL AS WHAT INFORMATION YOU WANT.

AND THOSE ARE TWO SEPARATE ITEMS. WHAT QUESTIONS WOULD YOU ASK HIM WHAT ARE YOU LOOKING TO GET FROM THOSE.

BECAUSE THERE IS A BIG LOCALITY QUESTION, FOR BETTER OR FOR WORSE ON TRYING TO GET DATA FROM SOMEBODY WHO IS EIGHT OR 10 OR 12 OR EVEN 16 HERE.

AND CAPTURE HOW YOU WOULD GO ABOUT IT EVEN IF IT DOESN'T HAPPEN BETWEEN NOW AND THE END OF MAY SO THAT YOU'VE GOT THOSE.

BECAUSE YOU ARE ALSO A FLEETING RESOURCE RIGHT NOW.

WE ARE NOT GOING TO HAVE ACCESS TO IN ANOTHER TWO OR THREE OR FOUR MONTHS IF IT TAKES IT THAT LONG TO TURN IT ON, I DON'T WANT TO LOSE YOUR PERSPECTIVE ON IT EITHER.

>> I AM WORRIED ABOUT OBVIOUSLY WHO COMES AFTER ME.

I WOULD WANT TO MAKE SURE I PASSED THINGS DOWN ONTO THEM OR AT LEAST CONVEY THAT TO THEM.

BECAUSE I ALSO UNDERSTAND NOT PROVIDING THE KIND OF STUDENT PERSPECTIVE WE REALLY NEED AND I CAN ONLY DO SO THROUGH THE PEOPLE I KNOW FOR THAT IS WHY I THINK THE STUDENT PERSPECTIVE ALSO MIGHT BE VALUABLE.

BECAUSE WE ARE NOT HEARING FROM STUDENTS OF COLOR ON THIS COMMITTEE AND WE ARE NOT HEARING FROM PEOPLE WHO ARE REALLY EXPERIENCING THOSE IN EQUITIES.

I WANT TO MAKE SURE THAT IS SOMETHING WE ARE ABLE TO SEE AND KIND OF DISCUSS IN OUR COMMITTEES.

>> DON'T SELL YOURSELF SHORT.

THAT YOURS IS NOT THE PERSPECTIVE WE NEED.

BECAUSE IT IS DEFINITELY ONE OF THE PERSPECTIVES WE NEED.

BUT IF YOU HAVE SUGGESTIONS ON HOW WE CAN GET BETTER STUDENT REPRESENTATION ON THE COMMITTEE.

IF IT IS HAVING TO MEMBERS INSTEAD OF ONE OR PLACE YOU PLEASE BRING THOSE FORWARD TO.

>> DEFINITELY.

RIGHT.

MARK, YOU ARE UP NEXT? FOR YOUR COMMITTEE.

MARK, IF YOU ARE TALKING I CAN'T HEAR YOU.

WE WILL COME BACK TO MARK.

D?

>> YEP.

I AM HERE.

>> ARE YOU ALL GOING TO BE ABLE TO â€" YOU KNOW THE QUESTIONS?

>> YES.

>> HOW IS IT GOING?

>> IT IS OKAY.

WHAT WE NEED â€" I'M SORRY.

WE ARE WORKING ON VIRTUAL LEARNING.

AND THAT BASICALLY FALLS INTO THREE PARTS.

ONE, HARTOG SERVICES BEING DELIVERED IN A VIRTUAL ENVIRONMENT.

THAT IS MOSTLY GOING TO BE DESCRIPTIVE.

AND ANOTHER PART IS THE IDENTIFICATION IN A VIRTUAL ENVIRONMENT.

WHICH IS THE PORTFOLIO PROCESS.

AGAIN, AT THIS POINT PRIMARILY DESCRIPTIVE AS THIS IS HOW IT IS BEING DONE.

THE THIRD PARTIES YOUNG SCHOLARS AND HOW THOSE SERVICES ARE BEING DELIVERED IN A VIRTUAL ENVIRONMENT.

AND THAT IS, GOING BACK TO THE MINUTES OF THE MEETINGS, THERE'S NOT A WHOLE LOT.

AND SO THEY THINK LAST TIME WE TALKED ABOUT GETTING A REPORT OR A COUPLE OF PARAGRAPHS FROM TIANA I DON'T KNOW IF THAT FALLS TO MEGAN NOW.

I DON'T KNOW WHERE TO GO FOR THAT.

>> YEAH.

DOCTOR TOM PORT MILNER, CAN HELP US OUT WITH THAT ONE?

[01:20:04]

THIS HASN'T BEEN SUPER CLEAR TO US, AND IT HAS BEEN VERY DIFFERENT AT THE SCHOOLS FOR THE YOUNG SCHOLARS PROGRAM SPECIFICALLY.

>> FROM MY UNDERSTANDING FOR THE LAST PART OF THE QUESTION IS ABOUT HOW WE ARE DELIVERING YOUNG SCHOLARS SERVICES AND IDENTIFYING STUDENTS FOR YOUNG SCHOLARS AT EACH PARTICULAR SCHOOL LEVEL OR EACH PARTICULAR SCHOOL OR JUST ACROSS-THE-BOARD?

>> WHERE SPECIFICALLY OUR SUBCOMMITTEE IS DEALING WITH THE VIRTUAL/VIRTUAL HIGHBRED THIS LAST YEAR.

AND SO HOW HAS YOUNG SCHOLARS CONTINUED IN THE VIRTUAL ENVIRONMENT.

AND I DON'T THINK WE NEED A SCHOOL BY SCHOOL â€" I'M CERTAINLY NOT PLANNING ON DOING THAT FOR THE TAG SERVICES.

BUT WE BASICALLY HAVE NO INFORMATION.

>> AND THINK FOR EXAMPLE THERE WOULD'VE TYPICALLY BEEN FIELD TRIPS.

WELL, DID YOUNG SCHOLARS GET A VIRTUAL FIELD TRIP? AND IF SO, WHAT DID THAT LOOK LIKE? HOPEFULLY THAT WILL BE UNIVERSAL.

AND SO AT LEAST WE CAN REPORT AND DOCUMENT PUT A LOT OF THIS IS DOCUMENTING.

BUT IF THEY MISSED THAT WHOLE FIELD TRIP EXPERIENCE IN THE YEAR OR TWO FROM NOW WAS AT A HUGE IMPACT AND WE NEED TO MAKE THAT UP.

OR DID IT REALLY NOT MATTER AT ALL MAYBE WE TAKE THAT OUT OF THE BUDGET.

THAT IS PROBABLY NOT THE CASE, BUT WE THOUGHT THAT IS SORT OF WHAT WE ARE LOOKING FOR.

>> I WILL FOLLOW UP WITH KIANA.

I KNOW SHE IS TAKING THE LEAD WITH YOUNG SCHOLARS.

THAT'S A LARGE PART OF HER WILL PUT I WILL FOLLOW UP WITH TIANA TO SEE WHAT THIS IS LOOK LIKE IN THE VIRTUAL SETTING IN TERMS OF HOW SERVICES ARE DELIVERED.

WE DO HAVE YOUNG SCHOLARS MEETING BETWEEN THE TWO OF US THIS WEEK.

I WILL PUT THAT ON OUR AGENDA TO MAKE SURE WE DO DISCUSS IT AND EVEN DELINEATE BETWEEN VIRTUAL SETTING AND EVEN WHAT HAPPENED LAST YEAR WHEN WE WERE IN PERSON TO SEE IF THERE HASN'T BEEN ANY GROWTH IN TERMS OF ACCESS TO OPPORTUNITIES FOR CHILDREN AND YOUNG SCHOLARS.

>> GREAT.

WOULD IT MAKE SENSE FOR YOU TO SEND THAT TO LAURA AND LAURA CAN PASS THAT TO US?

>> I AM STILL LEARNING THE FLOW AND WHO I SEND TO WHO.

HOW DO YOU TYPICALLY WORK ON IT?

>> WHEN WE WERE IN PERSON WE WOULD HAVE HAD A LITTLE MEETING.

>> LIKE A ROUNDTABLE, RIGHT? THAT WAS ONE OF MY FIRST QUESTIONS.

FOR THIS MEETING, DO YOU TYPICALLY HAVE.

RECORDED MEETINGS FOR THE SUBCOMMITTEES.

I KNOW IT IS BECAUSE THEY ARE VIRTUAL NOW.

LET ME LOOK INTO IT AND THEN I WILL GO BY THE GUIDANCE OF A LOWER WOULD PREFER ME TO DO IN TERMS OF DISTURBING THAT INFORMATION TO THE GROUP.

>> YOU CAN JUST SEND IT TO D DIRECTLY.

>> AND I HAVE YOUR EMAIL ADDRESS SO I CAN DO THAT.

>> AND THAT WILL BE IN OUR DRAFT FOR THE NEXT MEETING.

>> THANK YOU.

>> DID YOU HAVE ANYTHING YOU NEEDED SPECIFICALLY?

>> I DON'T THINK SO.

I THINK I AM SET.

THANK YOU.

>> MARK QUICK.

>> SORRY.

I FOUND MY BUTTON.

WE MET ABOUT TWO WEEKS AGO.

WE ARE ONLY GOING TO HAVE ONE MORE MEETING BECAUSE WE ARE THE SPEAKERS GROUP.

BUT A GOOD DISCUSSION AND WE DECIDED TO INSTEAD OF REPORTING WHAT THIS GUY SAY, WHAT THIS GUY SAY, WE TRY TO ORGANIZE IT AROUND A THEME OF REACHING ALL STUDENTS AND LOOKING AT A COMMUNICATION ASPECT OF IT.

LOOKING AT IDENTIFYING STUDENTS IN GROUPING COMMENTS.

AND THE LAST ONE IS PROVIDING THE SERVICES TO DIFFERENT STUDENTS HAD A PLAN TO EACH OF US IS WE WILL TAKE THE TOPICS AND PUT TOGETHER OUR INITIAL DRAFT.

WE WILL MEET ON THE 20TH TO REVIEW THOSE AS A GROUP AGAIN.

AND SO ICIE WITH OUR MEETING UNTIL MAY 11 OR 10TH OR SOMETHING, WE SHOULD HAVE NO

[01:25:04]

REASON TO BE ABLE TO SUBMIT ARE IN FACT BY MAY.

BUT WE ARE ONLY PLANNING TO MEET ONE MORE TIME AND WE WILL HAVE A BIG LONG MEETING THE GOOGLE DOCUMENTS.

ANYTHING ELSE TO ADD BUT I THINK WE ARE IN PRETTY GOOD SHAPE.

WE DON'T NEED ANYTHING ELSE FROM STAFF.

>> WE NEED A COMMUNICATION PERSON, THE STAFF?

>> IF YOU WANT TO REACH OUT AND TALK TO THEM, THAT IS UP TO YOU.

IF YOU WOULD LIKE THAT, WE SHOULD ASK FOR THAT NOW.

>> IT IS UP TO YOU.

>> WE ARE ONLY TALKING ABOUT WHAT THE SPEAKER SAY.

THE SPEAKER RESEARCH SAYS THIS IS WHAT WORKS AND THEN WE WILL TRY TO RELATE THAT TO THIS IS WHAT WE THINK IS ACHIEVABLE AT ALEXANDER CITIES PUBLIC SCHOOLS.

I THINK WE ARE OKAY, BUT IF WE CAN REACH BACK TO LAURA OR OTHERS IF WE THINK WE NEED MORE HELP.

>> ALL RIGHT.

GREAT.

>> THANK YOU.

>> THANKS.

JULIA?

>> OKAY.

SO WE MET A COUPLE OF TIMES NOW.

WE STARTED TO PUT TOGETHER OUR ROUGH DRAFT.

WE WILL MEET AGAIN AT THE END OF THE MONTH.

I MEAN, I THINK WE ARE IN PRETTY GOOD SHAPE AT THIS POINT.

I SUPPOSE IF THERE WAS ANYTHING, I DON'T KNOW IF YOU HAVE ANY ADDITIONAL RESOURCES COULD WE HAVE GONE PRETTY DEEPLY, BUT I DON'T KNOW IF THERE WERE ANY ADDITIONAL RESOURCES REGARDING THE CODE THAT.

BUT YOU KNOW, ALL IN ALL I THINK WE ARE IN PRETTY GOOD SHAPE TO MAKE THE MAY MEETING.

>> AWESOME.

OKAY.

GOOD! YOU GUYS ARE KILLING IT.

AS ALWAYS, IF YOU NEED ANYTHING, PLEASE LET ME KNOW.

[Committee Nominations]

THAT IS WONDERFUL.

COMMITTEE NOMINATIONS I LOVE SERVING AS YOUR CHAIR THE LAST TWO YEARS BUT WILL BE STEPPING DOWN AFTER JUNE.

AND I HAVE A NOMINATION FOR THE NEW CHAIR TO BE NICK MILLER.

AND FOR SOME YOU, I THINK YOU KNOW YOU DID CHAIR ONE YEAR AND MOVED ON TO WORK ON THE STRATEGIC 2025 PLAN WITH DOCTOR HUTCHINGS.

SO WE OPEN FOR OTHER NOMINATIONS.

WE WILL NEED TO NOMINATE A NEW VICE CHAIR.

D HAS SERVED IN THE ROLE FOR TWO YEARS FOR OUR BYLAWS.

SHE ALSO HAS TO STEP DOWN.

AND LEE HAS SERVED ON THE COMMITTEE FOR THE WHOLE TIME I HAVE BEEN ON THE COMMITTEE.

MAYBE FOUR YEARS.

AND SHE IS ALSO GOING TO BE STEPPING DOWN AND SO WE WILL NEED SOMEBODY TO FILL THE ROLE OF SECRETARY.

SELF NOMINATING IS REALLY IDEAL BECAUSE OTHERWISE I MAY NOMINATE YOU.

BUT SERIOUSLY, IS THERE SOMEONE WHO WOULD BE INTERESTED IN DOING VICE CHAIR OR SECRETARY.

AS FAR AS THE SECRETARY GOES, BASICALLY YOU TAKE MINUTES OF THE MEETING THAT WILL CHANGE DURING COVID.

SO THERE MIGHT BE A LITTLE CAVEAT NEXT YEAR IF WE ARE STILL DOING THE ZOOM MEETINGS.

BUT TYPICALLY YOU WOULD WRITE THE MINUTES UP THROUGH RIGHT NOW WE HAVE TO GET THE MINUTES BACK AT LEAST IN DRAFT FORM TO SUSAN FOR THE SCHOOL BOARD.

I THINK IT IS WITHIN 48 HOURS.

OR 72 FROM TODAY'S MEETING?

>> WE HAVE TO POST THEM I THINK WITHIN SEVEN DAYS.

AND SO YOU HAVE A LITTLE BIT OF TIME.

AND THOSE DON'T HAVE TO BE YOUR FINAL MINUTE.

IF YOU ARE ABLE TO PARAPHRASE AND GIVE AN IDEA ABOUT WHAT THE DISCUSSION WAS.

THAT WOULD BE HELPFUL TO START WITH AND FINAL MEETING MINUTES AT THE NEXT MEETING.

>> AND KATE.

BUT OTHERWISE, YOU HAVE A WEEK TO GET THAT IN.

AND IF YOU HAD A CRUNCH THAT WEEK, YOU CAN PARAPHRASE.

WE COULD PUSH THE DRAFT MINUTES AND PRIOR TO THE NEXT AGENDA.

PRIOR TO THE NEXT MEETING WHEN WE DO THE AGENDA, ANY REVISIONS TO THE DRAFT COULD BE POSTED AT THAT TIME SO THAT WE CAN VOTE ON THEM.

FOR THE VICE CHAIR ROLE, I MEAN, ONE OF THE THINGS HAS BEEN MAINTAINING THE GOOGLE GROUP AND POSTING WHEN WE HAVE OUR MEETINGS.

I ANTICIPATE THAT COULD CHANGE A LITTLE BIT NEXT YEAR, PARTICULARLY IF THERE IS A MORE COMMITTEE MEETINGS.

AND SO THERE WOULD BE AN OPPORTUNITY FOR THE VICE CHAIRPERSON TO WORK A LITTLE

[01:30:03]

BIT MORE CLOSELY WAS ON THE OUTSIDE COMMUNICATIONS OR MAYBE A C.P.S.

COMMUNICATIONS AS WELL.

IN BOTH OF THESE ARE NOT SUPER BIG LISTS.

DID PEOPLE DROP OFF MY MEETING? ARE THERE ANY INTERESTED AND WILLING TO DO VICE CHAIR AND SECONDARY SECRETARY, RAISE YOUR HAND.

WE WILL EVENTUALLY HAVE TO GET TO SOMEBODY.

NOT RIGHT NOW? OKAY.

WELL, I WILL BE REACHING OUT BUT I WILL ALSO LET YOU KNOW WE HAVE A COUPLE OF FOLKS.

THERE ARE ACTUALLY A COUPLE OF NEWER MEMBERS NOT ROLLING OFF IN JUNE THAT ARE NOT ON THE CALL.

BUT WE DO HAVE A COUPLE OF MEMBERS WHO ARE NOT GOING TO BE CONTINUING ON THE COMMITTEE.

MAY HAVE ALSO SERVED IN FOR MANY YEARS.

THAT IS EMILY AND LINDSAY.

AND SO I KNOW THERE ARE A FEW OTHER OF YOU AND WAITING TO HEAR BACK WHETHER YOU ARE PLANNING TO RETURN BUT MAYBE YOU COULD DECIDE TO STAY ON THE COMMITTEE AS A SECRETARY OR THE VICE CHAIR FOR NEXT YEAR AND YOU CAN LET ME KNOW THAT.

AND SO THAT IS WHERE WE ARE.

ANY QUESTIONS ABOUT THE ROLES MORE ANYTHING ABOUT THE NOMINATION PROCESS? WILL WE ARE ON THIS TOPIC? NO? OKAY.

ALL RIGHT.

THEN STAY TUNED.

HOPEFULLY BY NEXT MEETING WE WILL HAVE A SLIGHT.

IT LOOKS LIKE WE'LL HAVE TO VOTE ON THIS SLATE PROBABLY IN JUNE.

IF YOU WOULD LIKE TO SELF NOMINATE, I WILL NOT REPORT THAT YOU SELF NOMINATING.

YOU CAN JUST SEND ME AN EMAIL.

IF I DO GET A SECRETARY AND VICE CHAIR PRIOR TO MAY, I WILL LET THE COMMITTEE KNOW AND WE WILL VOTE THEN.

NICK, I DON'T KNOW IF YOU HAD ANYTHING YOU WANTED TO SAY? BEING ARCHER NOMINEE.

BEFORE I CLOSE THIS OUT?

>> NO.

I AM HAPPY TO DO IT.

I HAVE DONE IT BEFORE PART OF SOMEONE ELSE WOULD LIKE TO DO THIS I CAN SERVE AS VICE CHAIR OR SECRETARY.

AND SO I AM OPEN TO NOMINATIONS ACROSS THE BOARD.

I JUST KNOW WE HAVE A LOT OF THINGS THAT NEED WATCHING OVER FROM A TAG PERSPECTIVE FOR THE NEXT COUPLE OF YEARS AND I WANT TO MAKE SURE IT GETS ADDRESSED IN THEIR.

AND SO I MIGHT HAVE A COUPLE OF SUGGESTIONS FOR NAMES IF YOU DON'T GET IN THE NOMINATIONS.

TONIGHT AS WELL PUT US WHO IS AROUND TO DO THAT.

OTHERWISE PLEASE REACH OUT TO ME, REACH OUT TO LAURA AND LET'S FIGURE OUT HOW WE CAN GET TAGAC GOING AND START TO DO WITH MATH, WHICH I THINK WILL BE A BIG TOPIC FOR NEXT YEAR.

>> AWESOME.

THANKS! OKAY, I DON'T THINK WE HAVE ANY ATTENDEES ON THE OTHER SIDE, WHICH MEANS I DON'T THINK WE HAVE ANY PUBLIC COMMENTS.

>> LORI, THIS IS MARK.

I GOT THE DATE WRONG.

OR SECOND MEETING IS THE 27TH COMING OFF THE 20TH.

I JUST WANTED TO MAKE SURE THAT WAS CLEAR.

THANKS A LOT SUSAN FOR CORRECTING ME.

>> ABSOLUTELY.

>> THANK YOU RENéE AND CHRIS FOR BEING ON THE CALL.

BEFORE WE WRAP UP, I DIDN'T KNOW IF YOU HAD ANY COMMENTS OR ANYTHING YOU WANTED TO SHARE?

>> I WILL SHARE SOMETHING BRIEFLY.

FIRST, WILL COME AGAIN.

MISS TEMPLE MILLER, REALLY APPRECIATE YOU JOINING THE COMMITTEE AND SHEPHERDING THIS WORK IN THE SCHOOL DIVISION.

AND LOOK FORWARD TO FUTURE CONVERSATIONS AND HOPE THAT YOU CAN BRING MORE AND MORE DATA TO THE FLOOR.

I THINK THAT IS WHAT THE SCHOOL BOARD IS LOOKING FOR.

SEE MORE DATA AND ENGAGING WITH IT AT THESE MEETINGS AND SO FORTH.

AND SO I AM EXCITED FOR YOUR LEADERSHIP.

AND ALSO THANKS TO EVERYONE WHO'S BEEN A LEADER IN THE COMMITTEE THIS YEAR.

LAURA.

IT'S A LOT OF WORK, I KNOW.

AND NICK, THANK YOU FOR STEPPING UP AGAIN.

REALLY APPRECIATE YOU DOING THAT.

AND I WOULD JUST ALSO ADD THAT REECEE, THANK YOU FOR YOUR COMMENTS.

VALIDATED THEM SEVERAL TIMES AND I WILL VALIDATE THEM AGAIN.

THAT WE DO ANYMORE STUDENT VOICE ON THE COMMITTEE THAT I CERTAINLY WOULD BE SUPPORTIVE OF EFFORTS TO GET MORE STUDENT REPRESENTATIVES ON THIS COMMITTEE.

SO SHOOT ME AN EMAIL OR WE CAN HAVE A DISCUSSION ABOUT THAT.

BECAUSE I THINK IT IS A GOOD THING.

AND SOME OF THESE RAW STORIES YOU ARE ALLUDING TO I THINK NEED TO BE DISCUSSED.

[01:35:01]

I APPRECIATE YOU SHARING THOSE SENTIMENTS TODAY.

>> THANK YOU.

>> ALL RIGHT.

IF THERE ARE NO FURTHER COMMENTS, I THINK WE CAN WRAP THIS UP.

OUR NEXT MEETING IS MAY 10.

WE WILL OBVIOUSLY BE GOING OVER THE DRAFTS OF OUR SUBCOMMITTEE REPORT SO WE CAN DO THAT FOR YOUR END.

POSSIBLY VOTING ON OUR SLATE.

AND WE MAY STILL BE GETTING AN UPDATE ON THE LOCAL PLAN.

BUT I HAVE TO WORK WITH DOCTOR MANN AND DOCTOR TEMPLE MILNER ON THAT ON WHETHER OR NOT WE WILL HAVE A GUEST SPEAKER.

ALL RIGHT? THANK YOU ALL! I APPRECIATE YOUR TIME.

>> THANK YOU!

>> GOODBYE!

* This transcript was compiled from uncorrected Closed Captioning.