[00:00:01]
ALL RIGHT.I HAVE TO APOLOGIZE, I'M IN TRANSIT ON THE WAY HOME.
I WILL BE HOME IN A COUPLE MINUTES.
[Approval of April 6, 2021 Minutes]
>> MARK: THE FIRST THING WE HAVE TO DO IS APPROVE THE MINUTES OF THE LAST MEETING.
DID ANYBODY HAVE A CHANCE TO LOOK AT THOSE?
>> MARK: ANY COMMENTS ON THOSE, MARYBETH?
>> MARY BETH: NO LOOK FINE TO ME.
>> MARK: ANY COMMENT ON THE LAST MINUTES, ZION, >> ZION: NO.
>> MARK: ALL IN FAVOR OF APPROVING THE MINUTES.
>> MARK: MEETING MINUTES ARE APPROVED.
[Work Session- Draft Sub-Committee Report Review/Edit]
THE NEXT THING ON OUR AGENDA WAS TO REALLY GO THROUGH THE WORK SESSION, AND THAT IS REALLY THE MAJORITY OF TODAY'S MEETING, IS GOING TO BE GOING THROUGH THAT.I WANT TO MAKE SURE WE ARE ALL ON THE SAME PAGE.
I UPLOADED SORT OF A TEMPLATE FORUM THAT I USED FROM LAST YEAR AND PUT MY COMMENTS IN THEIR WITH PLACEHOLDERS, AND I KNOW ZION SENT ME SOME INPUTS AND I PUT CUT THAT AND PUT ON THE WORD DOCUMENT AND UPLOADED THAT.
MARYBETH, I SAW THAT YOU LOOK AT THE DOCUMENT.
DID YOU ADD YOURS TO MY DOCUMENT? WOULD IT BE DONE ON THAT?
IF YOU GO INTO, LIKE, THE EDITS AT THE TOP OF THE GOOGLE DOCS, YOU CAN SEE THE EDITS THAT I HAVE MADE.
IT DOES NOT SHOW IN REDLINE UNLESS YOU GO INTO THOSE EDITS.
>> MARK: I WILL OPEN IT UP RIGHT NOW AND GO TO EDITING.
ACTUALLY, I'M NOT A SUPER ONLINE GOOGLE DOCS THING.
>> SUSAN: YOU CAN SHARE THAT DOCK IF YOU WANT, YOU HAVE THE ABILITY TO SHARE YOUR SCREEN.
>> MARK: LET ME SHARE MY SCREEN.
>> MARY BETH: I AM ALSO IN THE CAR, SO I CANNOT -- SORRY!
>> MARK: WHEN YOU GET HERE, THAT'S FINE.
I SHOULD BE SHARING, RIGHT? EVERYBODY SEEING IT? ZION, CAN YOU SEE IT? BEFORE I SEE IT, YES.
>> SUSAN: I DON'T SEE THE DOCUMENT, JUST WHAT LOOKS LIKE A LIST OF DOCUMENTS.
>> ZION: YOU HAVE TO CLICK ONE OF THEM.
>> MARK: IT SAYS I AM SHARING.
>> SUSAN: YOU ARE SHARING WHAT LOOKS LIKE YOU ARE IN, LET'S SEE, THE TAGAC AND YOU ARE IN THE SUBCOMMITTEE FOLDER, BUT YOU HAVE NOT OPENED A DOCUMENT.
I'M LOOKING AT THE WRONG THING.
I MUST'VE CLICKED ON THE WRONG THING.
LET ME SHARE A DIFFERENT FOLDER.
I AM SHARING THE WRONG, SHARING THE OTHER ONE.
I NEED TO SHARE -- IS THAT BETTER?
AS SUSAN POINTED OUT, THIS FORM HAS BEEN CHANGED.
SO SHE IS GOING TO SEND ME THE NEW FORM, SO WE WILL HAVE TO CUT AND PASTE THIS TO THE NEW FORM.
WE WILL HAVE TO IGNORE THE STUFF AT THE TOP FOR NOW.
I'M GOING TO TRY TO LOOK THROUGH THIS AND SEE WHAT MARYBETH ADDED.
SO I ADDED IN THE ITEM TO SUMMARY SECTION.
HOW DO I DO THE REDLINE AGAIN? I NEED TO CLICK WHERE? I'M NOT SURE HOW TO DO THAT.
>> MARY BETH: IF YOU GO TO THE TOP, THERE IS LIKE A LAST EDITED THAT LOOKS LIKE A HYPERLINK.
DO YOU SEE THAT? AND THEN YOU CAN GO TO, LIKE, MY VERSION THAT SHOULD SHOW THE REDLINE.
>> SUSAN: IF YOU GO FROM FILE EDIT VIEW TO THE RIGHT, YOU SEE THE UNDERLINED LAST EDIT WAS MADE 31 MINUTES AGO BY MARYBETH WALKER? DO YOU SEE THAT?
SO THIS, I JUST PUT IN THERE AS A STARTING POINT ON THE SUMMARY.
I THINK WE CAN GO BACK TO DO THIS LATER.
THAT SORT OF I THINK -- SO A LITTLE BIT ON MY THOUGHT ON STYLE, AND THIS IS
[00:05:08]
SOMETHING I THINK IS OPEN FOR DISCUSSION AS THE GROUP.SO HOW MUCH DO WE WANT TO REALLY CAPTURE WHAT THE SPEAKER SAID, YOU KNOW, IN OUR DOCUMENT? WE WANT TO SORT OF TALK TO IT OR REALLY TRY TO CITE IT? I THINK LOOKING LIKE ZION, SHE DID A REALLY GOOD JOB OF SAYING, THE SPEAKER SAID THIS ABOUT MY TOPIC, THE SPEAKER SAID THIS ABOUT MY TOPIC, WHICH IS REALLY DETAILED, AND I THINK THAT'S PROBABLY PRETTY GOOD.
BUT I'M JUST TRYING TO MAKE SURE IT'S NOT TOO LONG AND WE DON'T HAVE THIS 10 PAGE THING.
SO I GUESS, ZION, HOW DO YOU FEEL ON, LIKE, JUST REALLY TRYING TO MAKE OUR RECOMMENDATIONS STICK OUT MORE THAN WHAT THE SPEAKER SAID? CAN YOU TALK TO ME HOW YOU FEEL ABOUT THAT?
>> ZION: WELL, I MEAN, I AM TRYING TO UNDERSTAND WHAT THE SPEAKER SAYS AND WHAT ACPS HAS RIGHT NOW AND WHAT THEY DON'T HAVE.
AND THAT IS HOW I COORDINATE IT.
BUT I WAS CONFUSED WHEN I WAS DOING IT AS WELL.
>> MARK: I DON'T THINK THERE IS ANY RIGHT OR WRONG.
SO ONE SUGGESTION I MAY HAVE THAT I THINK WHAT ALL ZION DID IS GOOD, MAYBE THAT'S IN APPENDIX, PUT THEM IN AS AN APPENDIX SO THAT W CAN JUMP RIGHT TO AND SAY, HEY, THIS IS WHAT THE SPEAKER SAID ABOUT COMMUNICATIONS AND THIS IS WHAT WE RECOMMEND.
SEE THE ABUNDANCE IF YOU REALLY WANT TO SEE THE DETAILS ABOUT WHAT EACH SPEAKER SAID.
HOW DOES THAT SOUND, EVERYBODY, JUST MAKING THAT SUGGESTION.
>> ZION: TO ME, THAT SOUNDS GREAT.
>> MARK: I THINK IT'S GOOD TO DO THAT.
THE QUESTION IS WE NEED TO BE CONSISTENT.
WE PROBABLY NEED TO DO THAT FOR ALL OF OUR SECTIONS.
>> MARY BETH: I MEAN, I DON'T THINK I WANT TO DO THAT, SO MAYBE THAT'S THE ONE THING I WILL SAY IS THAT I DON'T KNOW THAT I WANT TO DO MORE.
>> MARK: IN MY EXPERIENCE ON THE COMMITTEE IS WE WANT THIS DOCUMENT SO THAT THE SCHOOL BOARD AND WHOEVER READS IT WILL REALLY WANT TO READ IT.
SO SHORT TO THE POINT: HERE IS WHAT WE ARE RECOMMENDING AND WHY.
THAT IS I THINK WHAT IS WHAT OUR DOCUMENT NEEDS TO SAY.
THEN THEY CAN GO BACK TO THE MINUTES, THEY CAN GO BACK TO THE SPEAKER VIDEOS IF THEY REALLY WANTED TO CHECK IT.
THAT IS WHY I AM LEANING THAT LET'S JUST REALLY SAY HERE IS WHAT WE WANT AND WHY, THEN IF WE WANT TO PUT MORE NOTES OR REFERENCES AND APPENDIX FOR WHAT ACTUALLY SAID.
ZION, I THINK YOU DID IT RIGHT IN THE SENSE OF GOING THROUGH AND SAYING WHAT DID EACH ONE SITE TO HELP FORMULATE THE IDEA.
I'M JUST THINKING THAT WE CAN PUT IT IN AN APPENDIX SO THAT THE IMPORTANT PART OF THE RECOMMENDATIONS AND WHY ARE WHAT IS IN OUR PAPER.
>> MARY BETH: I AGREE WITH THAT.
I JUST DON'T KNOW THAT I WANT TO GO BACK AND RE-CREATE MINUTES FOR THE OTHER VIDEOS.
SO I GUESS THAT IS MY -- I AM FINE WITH USING WHAT WE HAVE.
I DON'T KNOW THAT I WANTED TO ADDITIONAL ON THAT.
SO I AM HAPPY TO PUT IN THE APPENDIX.
I THINK WE ALSO HAVE THE SHORT VERSION AND THE TEXT.
WERE YOU SUGGESTING THAT WE GO THROUGH MINUTE BY MINUTE FOR JONATHAN PLUCKER AND SOME OF THE OTHER SPEAKERS AS WELL?
>> MARK: YEAH, BECAUSE THAT'S ONE OF THE THINGS THAT I THINK ONE OF OUR MAIN OBJECTIVES TODAY IS TO REALLY FIGURE OUT THE FLOW AND COMMON MESSAGE OF OUR, OF THE PAPERS SO THAT OUR THREE SECTIONS SORT OF FLOW TOGETHER AND SO THEY DON'T FEEL LIKE THREE INDEPENDENT EFFORTS FOR ONE VOICE.
I THINK THAT IS GOING TO BE SOMETHING THAT WE CAN WORK THROUGH.
SORRY, I AM JUST TRYING TO CLARIFY THE ONE POINT YOU MADE ABOUT CONSISTENCY.
I THINK WE ARE ALL IN AGREEMENT ABOUT THIS SORT OF OVERALL APPROACH, BUT YOU ALSO SAID SOMETHING ABOUT BEING CONSISTENT WITH THE APPENDIX.
I GUESS THAT IS WHERE UNLIKE -- >> MARK: ZION DID ALL THAT WORK AND I HATE TO SAY WE WILL JUST CUT IT.
>> MARY BETH: I THINK WE SHOULD PUT IT IN, JUST NOT WANT TO ADD TO IT.
>> MARK: IF WE DO AN APPENDIX, YOU AND I NEED TO POPULATE AN APPENDIX ALSO.
I'M NOT ANXIOUS TO DO THAT, BUT I DO WANT TO MAKE THE PAPER LOOK CONSISTENT.
I THINK IT IS FINE TO HAVE THAT IN THERE JUST AS AN ADDITIONAL.
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BECAUSE I THINK THE OTHER THING ON LINK? IS THAT MY UNDERSTANDING, AND FEEL FREE TO CORRECT ME IF I'M WRONG, IS THAT THIS IS ALL GOING TO GET INCORPORATED INTO ONE PAPER, RIGHT? THERE IS GOING TO BE A TAGAC PAPER.AND SO, I SORT OF THOUGHT WE NEED TO HAVE OURS A COUPLE PAGES, BECAUSE THEN THE WHOLE PAPER WILL COMBINE ALL THESE DIFFERENT SUBCOMMITTEE SECTIONS.
>> MARK: THERE IS, WHAT, FOUR, LIKE FOUR SUBCOMMITTEES.
IF EACH ONE HAS A THREE PAGE PAPER, THAT'S A 12 PAGE PAPER RIGHT THERE.
WE SHOULD DO THREE PAGES, I THINK IS REALLY OUR TARGET.
I WILL SAY TOO, NOW THAT I'M ONLINE AND CAN LOOK AT THE SHARED SCREEN AND I'M PULLING UP THE GOOGLE DOC TOO, JUST TO WALK THROUGH AT A VERY HIGH LEVEL WHAT I WAS DOING.
MOSTLY, WHAT I ENDED UP DOING WAS SORT OF MAKING SOME EDITS IN PART BECAUSE WHAT I WAS WRITING UP AGAINST, AT LEAST IN MY SECTIONS, I DON'T KNOW THAT THERE IS A LOT TO SAY ABOUT CURRICULUM, BECAUSE WE DID NOT HAVE A LOT ON CURRICULUM.
DR. PLUCKER WAS CURRICULUM, AND I THINK IT'S PART AND PARCEL ON HIS GROUPING.
SO IT'S LIKE GROUPING PLUS CURRICULUM, RIGHT? I HAVE A LITTLE BIT AT THE END, BUT I'M NOT SURE IT'S A SEPARATE SECTION.
AND SO, PART OF THIS WAS SORT OF GOING THROUGH WHAT YOU HAD ALREADY WRITTEN, MARK, JUST WITH THOUGHTS.
ALL FEEL STRONGLY ABOUT ANY OF THIS.
ONE THING I DID WANT TO DO, AND IS WHAT WE SHOULD DO FOR ALL OF THE SPEAKERS, HIS POSITION WHO THEY ARE A LITTLE BIT MORE, BECAUSE I THINK THAT IS RELEVANT WHEN THE BOARD IS LOOKING AT THIS, LIKE WHO IS JONATHAN PLUCKER? HE HAS DONE ALL THIS RESEARCH IN THIS AREA.
ONE OTHER THING, AND I'M JUMPING AROUND A LITTLE BIT, BUT, MARK, WOULD YOU SAY THAT ZION SECTION IS IN THE FOLDER AS WELL?
>> MARK: I POSTED IT -- WHAT I DO IS I WILL SKIP OVER TO THAT IF YOU WANT.
>> MARY BETH: I'M LOOKING AT THE FOLDER AND I'M NOT SEEING IT.
IT SHOULD BE CALLED DRAFT COM ZION SECTION.
IT'S IN THE GUEST SPEAKERS COMMITTEE?
>> MARY BETH: YOURS LOOKS DIFFERENT THAN MINE TOO.
ARE YOU SEEING MY GROUPING THING NOW? I JUST SKIPPED OVER THAT.
>> MARY BETH: RICHLAND ONE IS -- I SEE THE GROUPING.
>> MARK: LET ME SHIFT OVER TO -- >> MARY BETH: I GOT IT NOW.
I JUST WANTED TO SEE -- >> MARK: SHE JUST WENT THERE AND DID A GREAT JOB OF REALLY DOCUMENTING WHAT EACH PERSON SAID RELATIVE TO OUR AREA.
>> MARY BETH: SO I GUESS ONE QUESTION I HAD WAS SORT OF WHERE ANGELA GREENE FITS INTO SORT OF OUR OVERALL, LIKE, OUR FORMULA THAT WE TALKED ABOUT PREVIOUSLY, BECAUSE ONE THOUGHT I HAD ON THAT WAS THAT THAT IS SORT OF REFLECTIVE OF THE CONCERNS THAT WE HAVE I THINK AS A COMMITTEE AND PROBABLY AS THAT SCHOOL SYSTEM, ABOUT THE DISPARITIES, THE RACIAL AND SOCIOECONOMIC DISPARITIES.
AND I'M HAPPY TO FILL THAT IN, BUT I DID NOT KNOW WITH YOU ALL HAD ADDITIONAL THOUGHTS FOR ANGELA GREENE ON ACCOUNTABILITY.
THAT WAS THE ONE THAT I KIND OF WAS NOT SURE HOW THAT FIT IN.
>> MARK: ZION, WHAT YOU THINK ABOUT THAT?
>> ZION: I'M NOT SURE ABOUT IT.
WOULD FIT AS COMMUNICATION AS WELL, JUST THINKING.
>> MARK: HER GUEST SPEAKER I THINK CONFIRMED TO THE TAGAC THAT THE DEMOGRAPHICS THAT WE THINK ARE NOT HAPPENING, WHERE THERE IS A WIDE DIVERSITY BETWEEN HOUSE SERVICES, YOU KNOW, BETWEEN SOCIOECONOMICS AND WEST END VERSUS EAST ARE DIFFERENT.
[00:15:01]
SO I THINK THAT IS THE VALUE ADDED TO US IS THE SPEAKER CONFIRMS THERE IS DIFFERENCES WITHIN THE SYSTEM.AND I THINK THAT -- >> MARY BETH: DISPARITIES, RIGHT?
>> MARK: THAT IT IS A HETEROGENEOUS STUDENT POPULATION IN THAT REINFORCES OUR ARGUMENTS THAT WE NEED TO DO THIS TAILORED COMMUNICATION TO LIKE WHAT ZION SAYS, WHERE THE PARENTS ARE GETTING INVOLVED, BECAUSE EACH SCHOOL HAS DIFFERENT REALLY NEEDS IN THE WAY THEY TALK TO EACH OTHER.
AND SO, I THINK ANGELA GREENS POINT IS THAT CONFERENCE, YES, THAT'S THE SITUATION IN OUR SCHOOL SYSTEM AND THIS IS WHY WE ARE RECOMMENDING THAT THESE DIVERSE LOCAL NORMS AND THE FLEXIBLE GROUPING AND FLEXIBILITY IN OUR DELIVERING OF SERVICES, BECAUSE WE DO HAVE SUCH A WIDE VARIETY OF DIFFERENT STUDENT NEEDS AND STUDENT CULTURES, I GUESS IF THAT'S A BETTER WORD.
>> MARY BETH: I WOULD BE CAREFUL TO SAY, I'M NOT SURE THAT SHE CHARACTERIZED IT.
I THINK SHE PRESENTED DATA VERSUS TAKING A POSITION ON THE DATA.
WE CAN TAKE A POSITION ON THE DATA TO THE EXTENT THAT WE WANT TO, BUT I THINK SHE PRESENTED THE DATA AND I WAS JUST TRYING TO FIGURE OUT WHERE THAT FITS INTO OUR
-- >> MARK: I DON'T THINK ANGELA GREENE -- >> MARY BETH: SHE DID NOT
CHARACTERIZE IT -- >> MARK: HERSELF AT AN OPINION TO THE DATA AND WE INTERPRET THE DATA.
SO THE GUEST SPEAKER, SHE PROVIDED THE DATA AND SHE DID NOT ADD ANY MORE VALUE THAN WHAT THE DATA ADDED ITSELF.
SO, THEN I THINK THE REST OF THIS, LIKE, SO I THINK IT'S INTERESTING.
OH, AT THE END, I AM LOOKING AT THE DRAFT NOW -- NOT ZION'S DRAFT, BUT THE OTHER DRAFT OF THE LARGER PAPER, JUST TRYING TO WRAP MY HEAD AROUND WHAT WE WANT FOR CURRICULUM, SORT OF MY SECTIONS LIKE IMPROVED TAG SERVICES.
IF YOU GO BEFORE THE RECOMMENDATION SECTION TO WHERE, THE PARAGRAPH BEFORE THE TAGAC BELIEVES, I HAVE A PARAGRAPH I ADDED CRITICAL TO A SUCCESSFUL EDUCATIONAL PROGRAM, THAT IS SORT OF WHERE I ADDED THIS IMPROVED TAG SERVICES., AND I CANNOT FIND IT.
>> MARK: THAT'S NOT IT EITHER.
>> MARY BETH: I CAN ALSO SHARE MY SCREEN TOO.
>> MARK: WHY DON'T YOU DO THAT? I'M DONE WITH FLIPPING AROUND WITH THESE THINGS?
>> MARY BETH: DO YOU ALL SEE A PARAGRAPHS?
HERE IS SAYS MARY BETH IMPROVE TAG SERVICES, BUT I SORT OF ADDED A IN THE PARAGRAPH, SHORT PARAGRAPH WHICH I CAN EXPAND A LITTLE LITTLE BIT, BUT CRITICAL TO A SUCCESSFUL EDUCATION, EDUCATIONAL PROGRAM, AND WITH THIS PARAGRAPH WAS GOING TOWARDS IS WHAT DR. PLUCKER WAS TALKING ABOUT IN TERMS OF HIGH-LEVEL CURRICULUM, THAT YOU NEED HIGH-LEVEL CURRICULUM AT ALL LEVELS.
AND BUT THAT TO ME WAS SORT OF THE SUM TOTAL.
I CAN EXPAND THE PARAGRAPH, BUT THAT PART OF HIS PRESENTATION WAS SORT OF WHAT I REMEMBER AND HAVE PULLED FROM THE VARIOUS SPEAKERS, AND I WANTED TO KNOW IF YOU ALL HAD THOUGHTS ON THINGS THAT I WAS MISSING THERE THAT I SHOULD BE INCORPORATING.
>> MARK: HE MENTIONED THE CURRICULUM AS PART OF THAT.
SO I THINK THAT'S KIND OF WHERE WE ARE GOING ON THIS, IS THAT WE CAN -- WE ARE KIND OF COMBINING OUR ARGUMENTS TOGETHER, WHICH I THINK IS A GOOD THING.
>> MARK: SO I THINK WEAVING THEM IN IS THE RIGHT WAY TO DO THIS.
A LITTLE BIT MORE ON MY OVERALL ORGANIZATION OF THE PAPER: THE DISCUSSION SECTION I THINK IS WHERE WE MAKE OUR ARGUMENT.
AND THEN THE RECOMMENDATIONS ARE IF SOMEONE WANTS TO JUST JUMP TO THE RECOMMENDATIONS, THAT IS REALLY FACTUAL THINGS THAT THEY WILL REALLY READ.
IF THEY ARE GOING TO READ FIVE THINGS OR FIVE MINUTES, THEY READ RECOMMENDATIONS AND MOVE ON.
SO I THINK REALLY YOU ARE MAKING THE CASE IN THE WHY BEHIND THE DISCUSSION SECTION, NOT IN THE RECOMMENDATIONS SECTION., OPEN TO DIFFERENT WAYS TO DO THAT, BUT I'M TRYING TO MAKE THE RECOMMENDATIONS SECTION SHORT.
YOU KNOW, VERY TO THE POINT SO THAT IF SOMEONE JUST JUMP TO RECOMMENDATIONS AND MOVED ON, THEY WOULD GET WHAT WE WANT.
>> MARY BETH: I THINK THAT'S GOOD.
>> MARK: REALLY, THE RECOMMENDATIONS ARE RESTATING A LOT OF WHAT THE
[00:20:05]
DISCUSSION SAYS.>> ZION: THE RECOMMENDATIONS SHOULD BE VERY STRONG AND FOCUSED.
AND IN ORDER FOR US TO SEE A CHANGE, OUR RECOMMENDATIONS HAVE TO BE VERY STRONG.
ONE OF THE THINGS THAT, YOU KNOW, I AM LOOKING AT ZION'S RECOMMENDATIONS, RIGHT? I'M THINKING YOURS IS AT THE BOTTOM OF THE SESSION, SAYS ALL SPEAKERS PRESENT OR CONCLUDED ONE IDEA, HAVING ANY HOPE TO CHANGING IN THE TAG IS TO LIFT THE STUDENTS TO THEIR FULLEST -- NOT JUST PRESENT BETWEEN THE PARENT AND STAFF THEM ABOUT COMMUNICATION IS TO BE STRONG, IS WHAT YOU WERE SAYING.
WANT TO MAKE SURE I UNDERSTAND WHAT YOU MEAN BY BE STRONG.
CAN YOU JUST HELP ME UNDERSTAND WHAT YOU MEAN BY STRONG?
I HAVE SEEN PUBLICATION HAVE A PROBLEM, EVEN ONE OF THE SPEAKERS, ACTUALLY, WHEN SHE CAME, CHRISTIAN FROM FACING HER, SHE WAS TALKING ABOUT THE WORK THAT BEING EIGHT YEARS THEY GO, AND AFTER THAT, THEY HAVE NOT DONE ANYTHING.
SO THAT KIND OF WORKSHOP IS NOT EFFECTIVE.
SO WHAT I AM SAYING IS IS THE PUBLICATION HAS TO BE A REFLECTION OF THAT SCHOOL, AND NOT EVERY SCHOOL IS NOT THE SAME.
EVERY SCHOOL HAVE DIFFERENT LANGUAGE, DIFFERENT CULTURE.
SO IT HAS TO BE PRESENT AT THE SCHOOL.
IT HAS TO BE FLEXIBLE AND IT HAS TO BE, YOU KNOW, CONNECT WITH TEACHER PAIRINGS TUNED WORK TOGETHER TO CULMINATE WITH EACH OTHER, NOT ONLY LIKE THE PARENT AND THE SCHOOL.
WE HAVE TO INCLUDE THE STUDENT VOICE AS WELL, SO THIS COMMUNICATION HAS TO BE STRONG THAT WAY.
>> MARY BETH: I HAD A QUICK QUESTION, MARK, THAT IS RELATED TO THE RECOMMENDATIONS.
SUMMARY, WE HAVE RECOMMENDATIONS.
AT THE END WE HAVE RECOMMENDATIONS.
ARE THEY THE SAME OR ARE THEY DIFFERENT?
>> MARK: I THINK THEY ARE THE SAME.
IF THEY AREN'T READING PAST THE SUMMARY, THAT'S MY EXPERIENCE, IS THAT THE SUMMARY IS LIKE THEY WILL NOT READ THE WHOLE PAPER BU THEY WILL READ JUST THE BOTTOM LINE UP FRONT.
>> MARY BETH: SO I WROTE THREE RECOMMENDATIONS AND THERE.
I DID NOT INCORPORATE THEM IN THE BOTTOM, BUT I THINK THOSE ARE ALL, MAYBE THERE WERE TWO, ONE THERE BEFORE.
THE REASON I WAS LIKING IT WAS ACTUALLY JUST -- I CANNOT SEE THAT.
ZION, IN THE VERY BEGINNING, I SAID FOR RECOMMENDATIONS FOR COMMUNICATION, I SAID INCREASED AND EFFECTIVE COMMUNICATION EFFORTS WITH ALL PARENTS WITH PARTICULAR ATTENTION PAID TO PARENTS OF CHILDREN IN GROUPS UNDERREPRESENTED AT TAG.
I THINK YOUR ADDITIONAL POINT WAS THAT IN A WAY THAT, LIKE, YOU HAD A POINT ABOUT EFFECTIVENESS? THAT I THOUGHT WAS GOOD THAT THEY DID NOT CAPTURE.
>> MARK: I THINK SHE TALKED ABOUT THAT HAD TO BE, YOU KNOW, THAT IT HAD TO HAVE -- EDIT REFLECT THE LOCAL LANGUAGE AND CULTURE, AND I THINK THAT THAT'S -- THEY SAID THE WAY YOU COMMUNICATE HAS TO BE MAYBE CONSISTENT WITH THE LANGUAGE AND CULTURE.
THIS IS WHERE YOU GIVE LOCAL NORMS, TYPE THING.
WHAT ARE THE LOCAL NORMS OF THAT SCHOOL? WHAT WORKS FOR THAT SCHOOL TO COMMUNICATE? SO THAT IS THE BUZZWORD WE USE, IS THE LOCAL NORMS, BECAUSE WE TALK ABOUT THAT IN OTHER PLACES.
COMMUNICATION MUST BE CONSISTENT WITH LOCAL NORMS OF THAT SCHOOL.
>> MARY BETH: YEAH, THOUGH I THINK WE WANT TO BE A BIT CAREFUL, BECAUSE WHEN WE USE LOCAL NORMS IN THE PAST, WE ARE ACTUALLY TALKING ABOUT STANDARDIZING NORMS FOR TESTING.
SO, LIKE, I TAKE YOUR POINT, BUT I THINK -- >> MARK: THAT COULD BE CONFUSING, YOU'RE RIGHT.
YOU CAN SAY CONSISTENT WITH THE LANGUAGE AND CULTURES, I'M AFRAID ABOUT CULTURE BECAUSE I THINK THAT CAN BE READ THE WRONG WAY.
THE LANGUAGE DEFINITELY WOULD WORK.
THE LANGUAGE AND STYLE, LANGUAGE IN -- >> MARY BETH: IT'S SORT OF LIKE COMMUNICATION, LIKE, STYLE, MAYBE.
>> MARK: ZION POINTED OUT, LIKE, I THINK IT WAS ONE OF YOUR DISCUSSIONS EARLIER, ZION, WAS THE PARENTS ARE SOMETIMES THE MOST EFFECTIVE WAY TO GET THE
[00:25:03]
WORD OUT, IS THAT THEY GET IT AND THEY CAN TELL OTHER PARENTS AND THEY ARE MUCH MORE EFFECTIVE THAN THE FLYERS OR THE ANNUAL TAG TEACHER GIVING THE POWERPOINT PRESENTATION.YOU KNOW, SO IF PARENTS WORK FOR THAT SCHOOL, THAT'S REALLY ONE OF THE THINGS THAT WE TOOK AWAY, IS THAT THE PARENTS ARE CRITICAL.
IN SOME SCHOOLS TO GET THIS WORD OUT AND TO -- THIS GOES BACK TO WHAT PLUCKER WAS SAYING, THE PEOPLE NEED TO UNDERSTAND THE VALUE ADDED.
WHY SHOULD MY KIDS DO THIS? HOW IS IT BETTER FOR THEM? AND THAT IS PART OF THE COMMUNICATION THAT THEY DO.
BUT I THINK WE NEED TO SAY CONSISTENT WITH LANGUAGE AND MAYBE STYLE RIGHT NOW, BUT WE CAN COME UP WITH A BETTER WORD, I THINK.
>> ZION: I THINK, I MEAN, WHAT WE SEE IN ACPS RIGHT NOW, IF YOU ASK, IF YOU GOING TO ASK SOME OF THE TEACHERS, THE NEW TEACHER, SORRY, I THINK LAST YEAR, I ASKED HER BEING NOW AT TAG AND YOUNG SCHOLAR, SHE KNOWS ABOUT THAT, BUT SHE DOES NOT KNOW YOUNG SCHOLAR AT AGI.
SO THOSE TEACHERS, HOW WILL THEY COMMUNICATE WITH PARENTS OR STUDENTS ABOUT THIS PROGRAM? SO WE HAVE TO TEACH THEM, KIND OF LIKE THEY NEED EXPOSE FOR THIS PROGRAM IN ORDER TO COMMUNICATE.
>> MARK: SO YOU WANT TO RECOMMENDATION SAYING THAT HIS STAFF TRAINING BY THE TAG ADMINISTRATOR, DR. TEMPLE MILNER, THAT TH TEACHERS NEED TO UNDERSTAND THE SYSTEM SO THEY CAN ADVOCATED TO THE PARENTS.
THAT'S THE RECOMMENDATION, IS WHAT YOU'RE SAYING.
>> MARY BETH: I THINK THAT'S EXACTLY RIGHT.
>> ZION: IT'S NOT ONLY TEACHERS, FRONT OFFICE, PEOPLE WHO PICK UP THE FIRST PHONE.
AND WHEN PARENTS CALL, OH, I NEED TO KNOW ABOUT TAG, AT LEAST THEY SHOULD KNOW WHO TO CONTACT WITH, YOU KNOW? SO THEY NEED TO BE TRAINED.
SO I THINK -- ARE SORT OF WRITING DOWN OUR -- KEEPING TRACK OF RECOMMENDATIONS BECAUSE OBVIOUSLY THAT IS THE MEAT OF THE PAPER.
AND WE HAVE TO MAKE SURE WE AGREE WITH THOSE AND I THINK WE CAN WORK ON THE JUSTIFICATION BEHIND THOSE.
SO I THINK THE FIRST IS HOW MARYBETH HAS WRITTEN THIS.
EFFECTIVE COMMUNICATION TO ALL PARENTS TO GET THE CHILDREN -- ORDER TO UNDERREPRESENTED IN TAG.
BUT FOR 1A, I THINK IT'S THIS -- THE ONE WE DECIDED IS THAT, YOU KNOW, TO ADD THAT AND BE CONSISTENT WITH THE LANGUAGE AND LOCAL STYLE FOR NOW OF THE SCHOOL, THAT'S HOW WE CAN ADD THAT TO ONE BUT THEN THERE IS 1A, THIS NEW ONE IS TEACHERS AND STAFF NEED KNOWLEDGE OF THE TAG SYSTEM OR PROCESS.
SO WHEN PARENTS HAVE QUESTIONS, IT'S NOT JUST, WELL, WE DON'T KNOW ABOUT TAG.
IT'S REALLY EVERYBODY'S JOB ON THE FRONT OFFICE OR THE TEACHERS NEED TO UNDERSTAND ABOUT YOUNG SCHOLARS AND GIA AND HOW IT WORKS.
THEY NEED TO ALL UNDERSTAND HOW THE SYSTEM WORKS, AND THAT IS SORT OF THE ONE A RECOMMENDATION ON THEIR.
>> MARY BETH: SO I'M ACTUALLY EDITING THE GOOGLE DOC AS WE TALK TO THIS, IF THAT'S HELPFUL, JUST -- SOMEWHAT AS A PLACEHOLDER, SO I HAVE BOTH POINTS, BUT THE REFLECTIVE OF LOCAL LANGUAGE AND COMMUNICATION STYLE OF EACH SCHOOL, THEN THE FREEZING NEEDS TO BE FIXED A LITTLE BIT, BUT I HAVE A NOTE ABOUT TRAINING AND COMMUNICATION, LIKE TRAINING STAFF IN COMMUNICATION ABOUT TAG SERVICES IS CRITICAL.
WE CAN FIX THIS SORT OF LANGUAGE.
BUT I FLAG THAT IS SORT OF ALL PART OF ONE.
THE SECOND ONE WE SAID WAS CONSIDERATION OF MORE FLEXIBLE GROUPING ALLOWS MORE STUDENTS TO BE IDENTIFIED FOR TAG.
WHEN I WROTE THIS, I THINK FLEXIBLE IS A BIT MORE THAN I JUST IDENTIFIED.
THINK IT GETS TO THE -- WHAT WE WERE TALKING ABOUT LAST WEEDING, MARYBETH, WAS BEING FLEXIBLE IN HOW YOU PROVIDE THE SERVICES.
[00:30:04]
YOU KNOW, IT'S NOT JUST -- ONCE KIDS ARE IDENTIFIED IN TAG, YOU KNOW, YOU MAY REGROUP THEM INTO A DIFFERENT GROUPING LATER ON IN THE YEAR, AND THAT WILL PROVIDE THE SERVICES IN A DIFFERENT WAY TO DIFFERENT KIDS.I THINK IT'S NOT JUST IDENTIFYING TO TAG, IS IMPLEMENTING THE CURRICULUM WE WERE TALKING ABOUT BEFORE.
IT'S MORE THAN JUST IDENTIFYING FOR TAG, IT'S ADMINISTERING THE SERVICES AS WELL.
>> MARY BETH: JUST TO BE CLEAR, I WROTE THAT.
THAT WAS MY, LIKE, JUST A PLACEHOLDER FOR YOU HAD GROUPING€¦, SO I WROTE THAT.
BUT YOU ARE LANGUAGE AT THE END THAT YOU HAD WRITTEN BEFORE IS BETTER.
SO I WOULD ACTUALLY JUST MOVE THAT UP.
SECTION, WITH REGROUPING, THERE IS ADDITIONAL OPPORTUNITY FOR STUDENTS.
YOU KNOW, WE RECOMMEND THAT FLEXIBLE REGROUPING, TO PERMIT TEACHERS TO TAILOR THEIR SERVICES TO THE NEEDS OF CLASSROOMS AND NEIGHBORHOOD SCHOOLS.
SO THAT IS SORT OF MY RECOMMENDATION FROM A THINK THIS GROUPING PART, IS WE TRY TO INCORPORATE THE LOCAL NORMS AS KIND OF IN THERE AS WELL AS THE IDENTIFICATION PART OF THIS IS LOOKING FOR POTENTIAL, NOT JUST THE PERFORMANCE OR THEIR TEAM.
I THINK WE WANT TO THINK ABOUT TOO, DO WE WANT TO CALL OUT -- THE OTHER ASPECT OF LOCAL NORMS IS, LIKE, JUST TRYING TO SEE IF THIS CAPTURES IT.
SO I THINK THAT LOCAL NORMS IS I GUESS MY ONLY QUESTION, IS LOCAL NORMS, I DON'T KNOW IF THAT'S ABOUT PERSONALIZING STRUCTURES SO MUCH AS IT IS A WAY TO -- LIKE THE WAY WE TALK ABOUT LOCAL NORMS THAT I SORT OF RECALL IN TAGAC IS YOU HAVE A STANDARDIZED TEST AND YOU CAN USE THE 96 PERCENTILE FROM THE SCHOOL, OR YOU CAN USE THE 96 PERCENTILE FROM FOUNDATION OR 96 PERCENTILE FROM ACPS.
WHAT ACPS IS NOT DOING RIGHT NOW IS USING THE 96 PERCENT.
I'M JUST PICKING A RANDOM NUMBER, BUT THEY ARE NOT USING THE 96 PERCENTILE FOR THE SCHOOL OR -- AND ITS LOCAL NORMS THAT ALLOW FOR IDENTIFICATION BASED ON THE SCHOOL INSTEAD OF BASED ON, LIKE, THE SYSTEM, SCHOOL SYSTEM.
I THOUGHT IT WAS A BIT BROADER.
THERE COULD BE A SCHOOL THAT NAGILIER DOES NOT DO A GOOD JOB OF IDENTIFYING THE KIDS, THEY NEED OF TAG SERVICES.
AND THEY ARE BETTER WITH FUTURE APPROACH.
SO THAT MAYBE THAT THAT SCHOOL, THE TEACHERS ARE THE ONES THAT ARE THE ONES THAT ARE TRAINED OR IDENTIFY THE YOUNG SCHOLARS IDEA, THAT AT THE SCHOOL, THE WAY WE IDENTIFY THE TAG KIDS IS MOSTLY THROUGH THE TEACHERS' OBSERVATION AND DOING IN SCHOLAR TYPE EXERCISES, VICE GOING TO THE STANDARDIZED TESTING AND LOOKING AT THE PERFORMANCE.
IN THAT SCHOOL, THE PRINCIPAL SAYS THIS IS HOW WE DO IT IN OUR SCHOOL BECAUSE THIS IS THE DEMOGRAPHICS OF OUR SCHOOL AND THIS IS HOW WE CAPTURE THE POTENTIAL.
>> MARY BETH: I THINK IF WE ARE -- ONE, I'M NOT SURE WE HAVE A TEACHER LITTLE SPEAKER THAT KNOWS THAT.
BUT IF WE ARE TALKING ABOUT MOVING AWAY FROM, LIKE, THE STANDARDIZED TESTING AS A WAY TO DO THAT, WE WANT TO BE CLEAR.
UNFORTUNATELY, TO SOME EXTENT, ALTHOUGH I DO NOT UNDERSTAND EXACTLY HOW IT FITS IN THERE, BUT STATE REQUIREMENT THAT WE USED AS THE STANDARD IS TESTING TO BE PART OF THE EQUATION.
CANNOT GET AWAY FROM IT ENTIRELY, BUT THE WAY THEY CAN BE FLEXIBLE ABOUT IT IS THE STATE LAW DOES NOT TALK ABOUT HOW THEY NORM THAT AND NORMS THAT APPLY.
THAT'S HOW WE FOCUS ON THE LOCAL NORMS. THE ACTUAL QUESTION HERE IS TO LOCAL NORMS TIED TO PERSONALIZED INSTRUCTION OR IS IT TIED TO SORT OF MORE OF THE IDENTIFICATION PIECE?
>> MARY BETH: I THINK WE CAN JUST SAY TO IMPROVE, LIKE, MAYBE TO SORT OF MORE APPROPRIATELY TARGET -- JUST THINKING OUT LOUD.
OR TO COMPREHENSIVELY IDENTIFY STUDENTS.
>> MARK: BUT ISN'T THAT TRYING TO, HE TO SAY IT LIKE CLOSE THIS GAP, I DON'T WANT TO TALK ABOUT HAVING A GAP WHERE IT'S EQUITY, RIGHT? ARE ALL OF THE STUDENTS HAVING EQUAL, YOU KNOW, OPPORTUNITIES TO JOIN THE
[00:35:06]
TAG? ARE WE MISSING THINGS BECAUSE OF THE WAY THE SYSTEM IS SET UP? AND SO, LOCAL NORMS HELPS MAKE SURE THEY ARE EQUITABLE.>> MARY BETH: HERE IS WHAT I SAID: USING LOCAL NORMS TO MORE COMPREHENSIVELY IDENTIFY STUDENTS, BECAUSE OF THE ENCUMBRANCE OF LEE ADDRESSES THAT SORT OF HOLISTIC CONCERN ABOUT HOW YOU ARE IDENTIFYING STUDENTS.
AS WE TALK ABOUT IT, IT JUST MAKES MORE SENSE.
HI, ANYMORE COMMENTS, I AGREE.
>> ZION: I THINK TAG IDENTIFY PAIRINGS -- PARENTS CAN REQUEST FOR THE STUDENT TO BE, YOU KNOW, TESTED.
>> MARK: THAT IS PART OF IT, BUT I THINK WHAT WE ARE RECOMMENDING IS THAT RELYING ON THE PARENTS TO REFER I THINK IS NOT A GOOD STRATEGY.
I THINK THE SYSTEM NEEDS TO BE BETTER KEPT, CAPTURE KIDS BECAUSE THEIR PARENTS MAYBE, MAYBE THEY DON'T UNDERSTAND THE PROGRAM, MAYBE THEY DON'T KNOW ENOUGH TO APPLY.
SO I THINK THE PARENT OPTION IS A GOOD WANT TO KEEP, BUT I DON'T THINK WE SHOULD RELY ON IT.
ALTHOUGH, I THINK THAT TO ME HAS ALWAYS GONE IN THOUGH, LIKE, COMMUNICATION PIECE OF MAKING THAT.
I DON'T THINK THAT THAT IS WHY THEY COMMUNICATED AS AN OPTION.
OR AT LEAST IN AN EFFECTIVE WAY.
LIKE I WAS AWARE OF IT, NOT MANY PEOPLE ARE.
I THINK THAT IS SOMETHING THAT CAN CAPTURE THE COMMUNICATION PIECE AS WELL.
BECAUSE I THINK THAT IS CERTAINLY A COMMUNICATION.
>> ZION: SO HERE'S THE THING: THIS EVEN WAS MY EXPERIENCE AND OTHER PEOPLE LIKE ME EXPERIENCING.
SO I KNOW THAT YOU THINK THE TEACHER WILL CAPTURE THE STUDENT AND SHOULD BE INTACT, BUT THAT IS NOT HAPPENING TO MY KIND OF PEOPLE.
I DID FOR MY KIDS, I REQUESTED IT, NOT THE TEACHER.
>> MARY BETH: I WILL SAY -- LIKE, AND FROM TALKING TO PEOPLE LIKE OUR SCHOOL AS WELL, I HAVE NOT HEARD OF ANYONE WHO HAS BEEN REFERRED BY A TEACHER.
SO I HAVE HEARD OF PARENTS REFERRING AND I'VE HEARD OF KIDS GETTING IN BECAUSE THEY HAVE THE AUTOMATIC QUALIFYING TEST SCORE, SO I DON'T KNOW IF THE TEACHER -- LIKE, THE TEACHER PACIFIC, I DON'T KNOW HOW MUCH OF IT IS BEING UTILIZED IN ACPS RIGHT NOW.
IT'S NOT FROM MY OWN EXPERIENCE EITHER.
I THINK WE HAVE TO CAPTURE THAT AND MAYBE LIKE TRAIN THE TEACHER OR, YOU KNOW, GIVE THEM A LITTLE MORE -- I KNOW TEACHERS HAVE A LOT OF WORK TO DO, BUT THE FACT IS THEY SEE OUR KIDS EVERY DAY FOR SIX HOUR OR WHATEVER.
SO THEY SHOULD BE ABLE TO REFER THIS EASILY.
IT SHOULD NOT BE A BUNCH OF PEOPLE HAVE TO FILL IT OUT, YOU KNOW WHAT I MEAN?
>> MARK: I THINK THAT'S WHAT DR. PLUCKER WAS SAYING.
YOU HAVE TO LOOK FOR THAT POTENTIAL.
IF YOU CAN SEE THE POTENTIAL, IT'S THE TEACHERS, BECAUSE THEY ARE IN THEIR AND CAN SEE THE KID WHO'S ASKING A LOT OF QUESTIONS AND IS CURIOUS.
YOU KNOW, THE KID CAN DO THIS, BUT HE'S NOT DOING WELL IN HIS CLASS OR WHATEVER.
SO, YOU KNOW, THE TEACHER IS THE ONE THAT WILL IDENTIFY POTENTIAL I THINK.
THAT'S THE POINT, IS THAT TEACHERS NEED SOME TRAINING TO BE ABLE TO IDENTIFY THE KIDS WITH POTENTIAL TO IDENTIFY, TO BASICALLY IMPROVE THE IDENTIFICATION PROCESS THAT SHOULD INCLUDE ALL STUDENTS, NOT JUST THE ONES WHO NORMALLY HIT THE WICKET WITH THE TESTING OR THEIR PARENTS REFERRING THEM.
I THINK THAT'S THE BEST, ZIONS POINT.
>> MARY BETH: I THINK DR. PLUCKER TO TALK ABOUT THAT.
AND I THINK THAT IT RELATES TOO TO THIS, AGAIN, TO THIS SORT OF GROUPING, ABILITY GROUPING BECAUSE I THINK IT'S WHEN YOU HAVE KIDS WHO ARE SORT OF APPROPRIATELY GROUPED BY ABILITY, LIKE FLEXIBLE SO THEY CAN MOVE THROUGH AS THEY MASTER OUR CONCEPT, BUT THAT'S WHEN TEACHERS ARE SORT OF IN THE BEST POSITION TO BE ABLE TO SEE THAT POTENTIAL.
I DON'T KNOW IF YOU WILL HAD ANYTHING DIFFERENT, BUT I'M PUTTING A PLACEHOLDER IN HERE FOR THE POINT ABOUT TEACHER IDENTIFICATION AND DR. PLUCKER'S DISCUSSION,
[00:40:02]
BECAUSE I DON'T REMEMBER EXACTLY WHAT HE SAID, BUT JUST SO WE HAVE IT CAPTURED.>> MARK: WELL, I THINK THIS IS GOING BACK A LITTLE BIT.
I THINK KIND OF OUR SUBCOMMITTEE, I THINK THE GUEST SPEAKERS SORT OF STIMULATE DISCUSSION.
GUEST SPEAKER SAYS SOMETHING ABOUT IDENTIFY PEOPLE, AND WE WANT TO RUN WITH IT WITH THE RECOMMENDATION.
I THINK THE FACT THAT, YOU KNOW, IF THE GUEST SPEAKER RECOMMENDS SOMETHING AND WE AGREE WITH IT, FINE, BUT IF THE GUEST SPEAKER BRINGS UP SOMETHING AND WE DISAGREE WITH IT, IT'S OKAY TO SAY THAT TOO.
THIS IS ONE OF THE THINGS WERE IT GENERATED A GOOD DISCUSSION ON IDENTIFYING POTENTIAL.
AND SO, I AM NOT SURE -- THE FACT THAT HE BROUGHT IT UP IS SOMETHING WE ALL NEED PRICING EXACTLY WHAT HE SAID AND THIS IS WHY WE WERE RECOMMENDING THAT.
IT GENERATED OUR DISCUSSION TO THE COMMITTEE THAT WE RECOMMEND TO THE SCHOOL BOARD THAT THEY START LOOKING FOR POTENTIAL.
THAT'S KIND OF WHERE I AM, NOT TAKING A PROBLEM IN LOOKING AT THE SPEAKERS THAT WE DON'T NEED TO SAY HE WAS WHAT WAS SAID AND WE AGREE WITH AND THIS IS WHY RECOMMEND IT.
I THINK IT STIMULATES OUR DISCUSSION AND THAT'S OKAY.
>> MARY BETH: DO YOU KNOW WHERE YOU WANT TO PUT IN, THEN? I DON'T HAVE STRONG FEELINGS.
I JUST CANNOT REMEMBER WHAT HE SAID ON THAT.
>> MARK: I TOOK IT AS MY RECORD ELECTION IN MY NOTES WAS IN THE GROUPING PART WHERE WE TALK ABOUT WHEN YOU FIGURE OUT HOW TO GROUP, YOU MAY GROUP -- THIS PERSON CAN REALLY DO THIS ON THEIR POTENTIAL.
THAT IS PART OF THE -- THAT'S WHY PUSHED BACK ON EXPERT TAG.
THE POTENTIALS FOR IDENTIFYING FOR GROUPING ALSO.
SO THAT'S WHY I THINK IT SHOULD GO WITH THE IDENTIFYING FOR GROUPING OR FOR TAG IN GENERAL, LOOKING FOR POTENTIAL.
>> MARY BETH: JUST PUTTING A NOTE.
>> MARK: LIKE YOU WERE TALKING ABOUT MY CURRICULUM, YOU DID NOT REALLY GOING TO -- THIS IS THE CURRICULUM YOU NEED.
HE JUST SAYS HI CURRICULUM THAT IS STRESSING AND DIFFICULT CURRICULUM IS HOW STUDENTS ADVANCE.
WE DON'T REALLY GET INTO WHAT THE CURRICULUM IS.
AND SO, I THINK MY RECOMMENDATION IS THAT WE NEED TO IMPROVE THE CURRICULUM.
ONE OF THE DISCUSSIONS WE HAD AT THE TAGAC IS NOT JUST THE CURRICULUM FOR TAG BUT CURRICULUM FOR THE WHOLE SYSTEM NEEDS TO BE IMPROVED, AND I THINK THAT'S THE MESSAGE, I THINK, IS TAG COULD BE SORT OF THE EXCUSE TO LOOK AT ALL OF THE CURRICULUM.
I DON'T KNOW IF THAT'S WHERE WE WANT TO GO OR NOT.
>> MARY BETH: I DON'T THINK SO.
>> MARY BETH: NOT ONLY BECAUSE I'M NOT SURE HOW SERIOUSLY THEY WOULD TAKE US, BUT IT'S SORT OF IF OUR RECOMMENDATIONS ARE SORT OF GEARED TOWARDS TAG, I FEEL LIKE YOU'D BENEFIT FROM ULTIMATELY SORT OF FILTERING IS THROUGH, LIKE, RECOMMENDATIONS FOR TAG.
I THINK THAT SORT OF HAVING A HOLISTIC APPROACH AND HAVING COMPREHENSIVE, STRONG CURRICULUM IS A BENEFIT AND THE BENEFIT THAT SHOULD BE CONSIDERED.
I DON'T KNOW HOW PRODUCTIVE THAT IS FOR US TO RECOMMEND AS THE TAGAC, IF WHAT WE ARE LOOKING AT IS TAG.
>> MARK: I TAKE IT THAT IF YOU, BECAUSE ONE OF THE DISCUSSIONS IS THAT WE HEARD FROM ONE OF THE MEETINGS A WHILE AGO WAS THIS DAY, IS THE TAG KIDS GET ALL THE GOOD CURRICULUM, GET ALL OF THE'S.
YOU KNOW YOU GIVE THAT TO ALL OF THE STUDENTS? WHY DO TAG ONLY GET THE GOOD CURRICULUM FOR THIS? WHY CAN'T ALL OF THE CLASSES GET THAT? WE WERE TALKING THIS AT THE MIDDLE SCHOOL LEVEL.
IF YOU ARE IN AN HONORS CLASS IN THE MIDDLE SCHOOL AND YOU APPROVE THE CURRICULUM, THEY ARE NON-TAG IDENTIFIED KIDS IN THE HONORS CLASS AND SO IT'S GOING TO BENEFIT EVERYBODY.
SO THAT'S WHY I THINK WE SAY, HEY, HONORS CLASSES IN MIDDLE SCHOOL NEED TO HAVE A BETTER CURRICULUM, AND THAT WILL FILTER DOWN TO NON-TAG IDENTIFIED STUDENTS WHICH IS GOOD FOR THE SYSTEM I THINK.
>> MARK: NOW, AT THE ELEMENTARY SCHOOL LEVEL, I THINK IT'S A LITTLE DIFFERENT, BECAUSE I THINK GENERALLY THE TAGAC IS PRETTY FAVORABLE OF THE 4TH AND 5TH GRADE MATH AND SCIENCE -- SORRY, MATH AND LANGUAGE ARTS, SORT OF THE POLAK PROGRAM.
I THINK A LOT OF THE PARENTS ARE HAPPY WITH THAT.
SOME OF THE TEACHERS ARE AND I THINK SOME PRINCIPLES ARE NEUTRAL ON NOT.
AND SO, I THINK THEY REMEMBERED THAT LAST YEAR THERE WAS A BIG PUSH TO GET
[00:45:01]
RID OF THE FOURTH GRADE AND FIFTH GRADE SEPARATIONS AND JUST DO IT MORE DIFFERENTIATED IN THE CLASSROOM.SO IF THAT'S THE WAY THE SCHOOL SYSTEM WILL GO, THIS IMPROVED CURRICULUM, YOU ARE GIVING IT TO 1/3 GRADER IN THE GIA WHERE THEY WILL BE DOING A DIFFERENT LANGUAGE ARTS CLASS OR SOMETHING.
THAT WITH THE FLEXIBLE GROUPING, YOU CAN HAVE A NON-TAG GIA KID GROUPED WITH THEM FOR THAT EXERCISE, AND THAT IS WHERE I THINK THAT IMPROVED CURRICULUM FILTERS DOWN TO THE NON-TAG IDENTIFIED STUDENTS, BUT THAT IS MY OPINION.
BUT THEN WE CAN TALK MORE ABOUT THAT.
THAT'S KIND OF WHERE I THINK THE CURRICULUM HELPS WHERE WE ADVOCATE AS THE TAG, BUT IT DOES FILTER DOWN TO THE NON-TAG PART OF THE SCHOOL SYSTEM TOO.
HAVEN'T REALLY HAD A CHANCE TO GO THROUGH YOUR COMMENTS, MARYBETH, BUT YOU ARE RIGHT TO ADD IN WHO THESE SPEAKERS ARE AT THE BEGINNING.
SO YOUR RECOMMENDATION I THINK IS THE ONE YOU WROTE IN THEIR.
SO HIGH-LEVEL CURRICULUM, CHANNEL STUDENTS AT ALL LEVELS BOTH INSIDE AND OUTSIDE.
THAT'S THE GIST OF YOUR RECOMMENDATION?
I KNOW I SAID EARLIER THAT MAYBE WE TAKE OUT THE SECOND PART.
I'M A LITTLE BIT HESITANT TO GO TOO BROAD, BUT I DON'T THINK THERE IS ANY -- NOT SURE THERE IS A LOT OF DEBATE ABOUT HIGH-LEVEL CURRICULUM.
LIKE I THINK MOST PEOPLE ARE GOING TO AGREE THERE SHOULD BE HIGH-LEVEL CURRICULUM.
I THINK THE QUESTION IS, LIKE, THE FOLLOWING QUESTION IS WHAT CURRICULUM AND DOUBLETHINK WE HAVE ANYTHING -- I DON'T HAVE ANYTHING TO SORT OF POINT TO ON THAT.
AND JONATHAN PLUCKER JUST TALKED ABOUT HIGH-LEVEL CURRICULUM BUT DID NOT SORT OF GIVE US AN RECOMMENDATION ON ANY PARTICULAR CURRICULUM.
>> MARK: SEVERAL YEARS AGO WHEN THEY DID THE BIG TAG AUDIT, THAT WAS ONE OF THE BIG RECOMMENDATIONS WAS TO IMPROVE THE READING, YOU KNOW, THE BOOKS THAT THE MIDDLE SCHOOL KIDS READ AND THINGS LIKE THAT THAT ARE IDENTIFIED FOR LANGUAGE ARTS.
YOU KNOW, THERE WAS A PUSH TO IMPROVE THE CURRICULUM, AND THIS IS WHAT DONNA -- THEY SAID THEY HAD BOUGHT A WHOLE NEW CURRICULUM SYSTEM FOR THE MIDDLE SCHOOL LANGUAGE ARTS AND THINGS.
SO I THINK THE SCHOOL SYSTEM IS MOVING IN THAT DIRECTION.
I THINK WE JUST NEED TO REINFORCE THAT WITH OUR RECOMMENDATION.
JUST LOOKING AT THE CLOCK HERE, WE'RE COMING UP TO 10 MINUTES HERE.
SO I THINK I AM HAPPY THAT WE REALLY IDENTIFIED SORT OF THE THREE MAJOR RECOMMENDATIONS, AND WE ARE PRETTY CLOSE ON THOSE AND SO NOW I THINK IT'S A MATTER OF TIGHTENING THE WORDS, THE LANGUAGE DOWN TO BACKUP THOSE THREE RECOMMENDATIONS WERE THREE ENOUGH I GUESS IF YOU WANT TO CALL THE ONE WE TALKED ABOUT IN THE TEACHER AND STAFF, MAYBE IS FOUR INTO OUR PAPER.
SO I DON'T HAVE THE ONE, I GUESS ARE YOU SHARING SCREEN, MARYBETH? I SEE YOUR EDITED ONE.
IS THERE SOMETHING YOU CAN SHOW THE AGREED-UPON RECOMMENDATIONS SO WE CAN LEAVE HERE AND SAY, YEAH, WE AGREE TO THOSE, JUST A MATTER OF EDITING?
I THINK THAT IS IT, CAN YOU SEE THAT?
>> MARK: I'M LOOKING AT THE ANNOUNCEMENT.
>> MARY BETH: SO I THINK THE FIRST ONE, THOSE ARE THE CONCEPTS, BUT THE LENGTH OF PHRASING IS NOT CORRECT.
I THINK THOSE ARE THE JUST OF OUR WORK.
SO I THINK THE NEXT STEPS IS REALLY TO TRY TO EDIT AND DO THIS.
WAS THE BEST WAY TO DO THIS? WE WILL GET THE NEW FORMAT FROM SUSAN.
SHOULD WE ALL JUST, LIKE, SHOULD I TAKE THE FIRST CUT, THEN MARYBETH TAKES A CUT AND SAW ANTICS A CUT? WHAT IS THE BEST WAY I THINK TO REALLY DO THIS?
>> MARY BETH: I HAVE NO PREFERENCE.
[00:50:01]
I WILL VOLUNTEER TO PUT IT IN THE FORMAT, THE NEW FORMAT AND I WILL DO MY BEST TO TRY TO TIE IT INTO A PAPER.AND THEN I WILL TRY TO DO THAT BY NEXT WEEK.
AND THEN I WILL LET -- MARYBETH AND ZION, YOU CAN DO TRACK CHANGES, THE EDIT OF IT.
THEN I THINK BEFORE, THIS IS NOT WHERE LAURA ROSE IS, WHAT DO WE GO TO THE COMMUNITY? WE AWOKE FINAL DRAFT, BUT NOT THE DEADLINE ON THAT YET.
WE HAVE A DEADLINE TO TURN IT INTO THE MAIN TAGAC FOR REVIEW BY THE WHOLE COMMITTEE?
>> SUSAN: THE PREVIOUS COMMITTEE HAD THE SAME QUESTION, AND I SEEM TO RECALL, AND I DON'T KNOW IF IT IS CORRECT AND I REALLY THINK YOU NEED TO GET THE ANSWER FROM LAURA.
CAN HEAR ME OKAY, >> MARK: YES.
>> SUSAN: BUT I THOUGHT THAT LAURA SAID SOMETHING ABOUT BRINGING YOUR DRAFT TO THE MAY MEETING WITH THE THOUGHT THAT THE COMMITTEE WOULD REVIEW, THEN YOU CAN READJUST IN TIME FOR THE JUNE MEETING.
THAT'S MY THOUGHT, BUT I'M NOT SURE IF THAT IS CORRECT.
>> MARK: I THINK THAT WAS HER PLAN.
THE MAY BE THING IS THE 12, IS THAT RIGHT?
>> MARY BETH: YES, THE 10TH OF THE 12TH.
I DON'T HAVE A CALENDAR WITH ME.
>> MARK: SORRY, LOOKING AT A PAPER CALENDAR.
SO THE QUESTION IS, SO IF I CAN GET THE NEW DRAFT BY SATURDAY, COULD YOU, MARYBETH AND ZION, LOOK AT IT BY THE 10TH SO WE CAN TURN AND ON THE EIGHTH OR NINTH FOR LAURA TO LOOK AT?
>> SUSAN: SOMEONE OF THE COMMITTEE THAT MEETS BEFORE YOU HAVE ARRANGED A SUBCOMMITTEE MEETING ON THE FOURTH, WHICH IS A TUESDAY.
I DON'T KNOW IF YOU ALL WOULD BE INTERESTED IN PIGGYBACKING OFF OF FAT AT ALL.
YOU ARE NOT REQUIRED TO AND YOU DON'T HAVE TO HAVE ANOTHER MEETING, BUT THEY ARE NOT EVEN SURE THEY NEED ANOTHER MEETING, BUT THEY WERE AFRAID NOT TO SCHEDULE I IN CASE THEY NEEDED ONE.
I DON'T KNOW HOW YOU FEEL ABOUT THAT.
I'M NOT REQUIRING IT, JUST ASKING.
>> MARK: I'M JUST TRYING TO THINK, YOU KNOW, I GUESS I SEE THE OTHER COMMITTEES, COMMITTEE POLICE POINT.
IF THERE IS A POINT OF CONTENTION THAT MAY BETTER ZION DOES NOT LIKE SOMETHING ON THE PAPER ON SATURDAY, WE NEED TO TALK ABOUT IT, WOULD WE DO IF A MEETING IS NOT SET UP?
>> MARK: MY THOUGHTS ARE, THOUGH, THE THREE OF US ARE PRETTY ON BOARD WITH WHAT IS IN IT.
I DON'T SEE, FORESEE A MAJOR POINT OF CONTENTION.
>> MARY BETH: NOT AT ALL, I DON'T.
>> MARK: SO I'M INCLINED THAT I THINK WE CAN DO THIS JUST BY MAKING EDITS TO THE ONLINE PIECE, AND I WILL AS COMMITTEE CHAIR PLAN TO SUBMIT IT LATE ON THE NINTH, PROBABLY MONDAY IN THE MORNING OF THE 10TH I WILL SEND TO LAURA.
THAT WAY, SHE WILL HAVE IT WE CAN AT LEAST TALK ABOUT IT ON THE MONDAY MEETING.
THINK ANYBODY IS TRYING TO GET THESE THINGS OUT AHEAD OF TIME FOR US TO HAVE REVIEWED THEM BEFORE THE MONDAY MEETING.
>> SUSAN: IT WOULD BE IDEAL IF YOU COULD POSTED EARLY ON THE 10TH SO THAT PEOPLE HAVE THE TIME TO GO IN AND READ THEM BEFORE THE MEETING.
>> MARK: SO IF WE CAN FINISH IT BY THE EIGHTH, I CAN DEFINITELY TO THE FINAL, YOU KNOW, AND FINISH IT UP AND PUT THE FINAL VERSION ON THE NINTH.
[Confirm submitting process to TAGAC]
I WILL HAVE IT POSTED NO LATER THAN LATE ON SATURDAY NIGHT, 1 MAY.
AND THEN THAT GIVES YOU BASICALLY A FULL WEEK UNTIL THE NIGHT OF THE EIGHTH FOR YOU ALL TO LOOK AT IT AND ON THE NINTH I WILL SEND IT OUT AND GIVE IT TO LAURA.
>> ZION: CAN WE EDIT IT OR ADD SOMETHING TO IT? BECAUSE MY POINT IS THE COMMUNICATION PART SHOULD BE STRONG.
SO I AM STILL -- >> MARK: HOW ABOUT THIS? I'M GOING TO PUT IN A NEW FORMAT AND TAKE MY NOTES FROM HERE AND LOOK AT WHAT MARYBETH HAS ARTIE SAVED.
YOU KNOW, IF YOU WANT TO ADD THIS WEEK, IF YOU ADD TO IT THIS WEEK, I WILL INCORPORATE IT.
I PROBABLY WILL NOT WORK ON IT UNTIL SATURDAY.
SO IF YOU ADD SOMETHING TO IT BEFORE SATURDAY, I WILL TAKE WHAT YOU PUT IN THERE.
[00:55:01]
>> ZION: I CANNOT DO IT BEFORE SATURDAY.
>> ZION: MAYBE MONDAY? MONDAY WILL WORK.
>> MARK: YOU WOULD HAVE IT BY MONDAY, THE THIRD?
I MEAN, DO WHAT YOU -- >> MARK: THE FORMAT WILL NOT TAKE LONG.
I WAS JUST GOING TO TRY TO PUT IN A FLOW.
ZION, DO YOU WANT TO TRY TO PUT IT IN A NEW FORMAT AND PUT IT TOGETHER?
WHAT I'M SAYING IS I RECEIVED WHAT I WAS GOING TO SAY THE COMMUNICATION PART.
I WROTE IT IN THE PLAN ACTION.
SO I JUST WANT THAT TO BE IN IT, IN WHATEVER WAY YOU'RE GOING TO PUT IT.
>> MARK: SO WHAT YOU SENT ME BEFORE, I WAS GOING TO PUT THAT IN THERE.
MARYBETH BUT HER SECTION IN, BUT NOT YOURS! I WILL GO AHEAD AND TAKE WHAT YOU WROTE AND WE WILL PUT IN THE PAPER.
>> MARK: SO I WILL LOOK TO GET IT TO YOU FOLKS ON THE FIRST ORBAY THE FIRST, AND THEN I WILL LOOK TO GRAB IT AND GIVE IT TO LAURA ON THE NINTH SOMETIME.
I THINK WE HAD A GOOD MEETING.
GETTING TO THE RECOMMENDATIONS WAS A BIG MILESTONE, SO I APPRECIATE EVERYONE'S HELP ON THAT.
IF THERE'S NOTHING ELSE, I THINK WE WILL ADJOURN THE MEETING AND NEXT TIME WE WILL TALK ON THE 10TH AT THE TAGAC MEETING.
>> SUSAN: GOODBYE, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.