[1. Agenda for the May 13, 2021 SEAC Subcommittee Meeting]
[00:00:04]
>> SPECIAL COMMITTEE MEETING, SPECIAL EDUCATION K-2 LITERACY.
I SENT OUT THE MEMO, I GUESS YOU COULD CALL IT FOR K-2 LITERACY, LAURA, YOU ARE IN THERE.
CINDY, I SENT IT BEFORE THE MEETING.
SHOULD I SHARE MY SCREEN AS WELL?
>> BETTER THAN CLICKING BACK AND FORTH.
>> YOU HAVE THE ABILITY TO SHARE.
>> LET'S DO THAT SINCE THE MEETING IS RECORDED AND IF ANYBODY WERE INTERESTED IN LOOKING AT IT.
>> THIS IS BASICALLY, I MET WITH CINDY, LAURA, DRAFTED OUTLINE AND MET WITH TERRY WARNER AS WELL.
GOES OVER PURPOSE, SUMMARY, BACKGROUND AND CONCLUSION.
MIGHT GO INTO MORE DETAIL THAN WE NEED ESSENTIALLY.
GOAL WAS TO GET AN OPPORTUNITY TO WRITE A LETTER TO THE SCHOOL BOARD.
AND TELL THEM WHAT WE ARE HOPING THAT COMES OUT OF THE K-2 LITERACY RECOMMENDATIONS AND IMPLEMENT.
ADDITIONALLY, WOULD BE THE GOAL OF REPRESENTING GOING TO THE PUBLIC HEARINGS.
PUBLIC COMMENTS AND SPEAKING ON BEHALF OF SEAC AS WELL.
PURPOSE OF THIS MEETING ADDITIONAL COMMENTS, RECOMMENDATIONS.
BEING ABLE TO PRESENT THIS TO SEAC NEXT WEEK.
WONDERING IF TERRY MADE EDITS?
>> WHEN I MET WITH TERRY, WE MADE A VERY DETAILED OUTLINE OF THE KEYS WE NEED TO INCLUDE.
SOME OF THE THINGS SHE IMPLEMENTED WERE THINKING ABOUT FIDELITY CHECKS AND DATA AND IMPLEMENTATION SYSTEMS. AND THEN I THINK THE OTHER THING THAT SHE STRESSED AS WELL.
MY QUESTION IS AM I ALLOWED TO SEND THIS MEMO TO TERRY BEFORE?
>> IT SHOULD GO OUT WITH THE AGENDA THAT SHOULD GO OUT FOR THE NEXT SEAC MEETING.
>> WHERE WOULD YOU LIKE ME TO START?
>> WERE YOU MAKING EDITS, LAURA?
>> COUPLE OF THINGS I WAS FIXING.
>> OKAY, GLAD YOU TIED IT BACK INTO THE SCOPE OF WORK FOR ACPS.
>> DO YOU FEEL LIKE THESE ARE ALL OF THE GOALS OR ARE THERE ADDITIONAL GOALS?
[00:05:02]
FROM WHAT I LOOKED AT THEM BEFORE.
I CAN GO BACK AND LOOK AT THEM AGAIN.
>> SO QUICK QUESTION: IN THE FIRST PART THE >> MIGHT BE A WORD MISSING.
MEM ROW ABOUT SENTENCE TWO OR THREE THIS MEMO OUTLINES ELEMENTS THAT WILL CREATE A RIGOROUS RESULTS DRIVEN PROGRAM.
THIS GOES INTO THE BACKGROUND HOW WE CAME UP WITH DECIDING TO WRITE THIS MEMO.
>> THAT IS A REALLY LONG SENTENCE.
>> CHANCE TO MEET WITH DR. CAROLINE WOOSTER.
MIGHT PUT A PERIOD AFTER SECONDARY LITERACY.
THE MEETING INCLUDED EIGHT DISCUSSIONS ON OR ABOUT.
>> SIT THE OPPORTUNITY TO PROVIDE FEEDBACK FOR A SURVEY WHO THAT WAS SENT OUT TO THE WHOLE SEAC COMMITTEE?
>> LET'S DO DISCUSSION ABOUT K-2 LITERACY PLAN.
>> FOLLOWED BY A SURVEY FOR THE -- IF SEAC MEMBERS.
>> ALWAYS NICE TO HAVE OTHER EYES.
>> SO THE SURVEY CAME AFTER THE NIGHT OF THE MEETING?
FOLLOWING THE MEETING SEAC MEMBERS COMPLETED A SURVEY.
PUT IT AT THE END OF THE PARAGRAPH.
PUT A PERIOD AFTER QUESTIONS INSTEAD OF A COMMA.
THEN FOLLOWING OR AFTER THE MEETING.
>> SORRY, HARD FOR ME TO STAY OUT OF IT.
>> THAT PRESSURE THAT COMES WHEN EVERYBODY -- >> MEMBERS COMPLETED.
YOU CAN SAY PROVIDED BY DR. WOOSTER.
>> I THINK IT WOULD BE HELPFUL.
>> DO WE WANT TO SAY WHAT THE SURVEY CONTAINED?
>> TWO QUESTIONS, SHOULD I LIST OUT THOSE TWO QUESTIONS?
>> I WAS GOING TO SAY THE GIST OF THE QUESTIONS.
I DON'T THINK WE NEED TO WRITE THEM OUT BUT.
>> FOLLOWING THE IMMEDIATING SEAC MEMBERS COMPLETED A SURVEY PROVIDED BY DR. WOOSTER.
>> BACK UP TO SURVEY REGARDING LITERACY PRIORITIES.
THAT WAS PROVIDED BY DR. WOOSTER.
JUST GO TO THE COMMITTEE RESPECTFULLY REQUEST.
[00:10:07]
>> DO WE NEED TO PUT COME MAS FOR THE ANDS? IT IS DRIVING ME CRAZY.
>> MULTITIERED NEEDS A HYPHEN.
READLINES MAKE ME A LITTLE CRAZY.
>> THIS IS ACTUALLY JUST COPIED.
>> BASICALLY A MODEL APPROACH.
>> IF IT IS COPIED IT IS FINE.
>> I DON'T KNOW IF THIS IS WORTHWHILE.
I GUESS WHEN YOU ARE PRESENTING TO THE BOARD.
>> SORRY MY PRINTER IS PRINTING.
THERE IS A CURRENT ACTION PLAN AND BIG EMPHASIS IN THE PLAN MTSSS AND IMPLEMENTED ACROSS THE SYSTEM.
SOME SCHOOLS CAN DO IT BETTER OR WORSE.
I THINK THAT'S WHY TERRY ZONED IN ON IT.
KEEPS US CONSISTENT WITH WHAT IS BEING DONE IN THIS SPECIAL ED DEPARTMENT.
>> GOOD TO DESCRIBE IT, ABSOLUTELY.
HOPEFULLY SCHOOL BOARD MEMBERS DO.
ALSO UNIVERSAL DESIGN LEARNING.
THIS IS BASICALLY INCORPORATED WITH MTSS, TOO.
>> WOULD YOU SAY SOME RESOURCES THAT BENEFIT STUDENTS USE UNIVERSAL DESIGN FOR LEARNING?
IN MENTIONS MULTISENSORY, RATHER THAN TO JUMP RIGHT INTO SPECIFIC PROGRAMS,
[00:15:46]
PURPOSE OF THAT IS TO LEAD THE LITERACY TEAM TO ADOPT A PROGRAM THAT MAY OR MAY NOT BE THAT WOULD UTILIZE THE SAME TYPES OF APPROACHES, RIGHT.THAT IS THE ONLY THING I WAS CLEAR ON.
I DON'T KNOW IF YOU COPY AND PASTED THIS.
>> THIS ONE IS DIRECTLY PULLED.
I JUST PULL THE DEFINITIONS STRAIGHT FROM.
I WANTED TO BE HEY, THIS IS A SOURCE.
THIS IS WHERE YOU COULD GO FOR MORE INFORMATION.
>> IT DOES SEEM LIKE THE OPPOSITE.
>> THIS ONE COMES FROM READING RACKETS.
>> I THINK IT IS FINE LIKE THAT, DOESN'T DEFINE WHICH WAY YOU ARE TALKING ABOUT.
>> IF WE WERE TO USE ORTON GILLINGHAM, THEY WERE TO USE THE OPPOSITE DIRECTION.
>> I THINK YOU CAN TAIM TAKE OUT THE WORD TYPICALLY.
I DON'T KNOW THAT YOU NEED TO SAY EDUCATORS TWICE IT IS IMPERATIVE THEY GIVE SUPPORT AND TRAINING.
>> UM, TO SHADOW OTHER EDUCATORS, CAN WE PUT AND/OR?
>> AT THE VERY END NEED TO BE OFFERED AND KNOW THE SUPPORT.
THEY NEED TO BE OFFERED CLEAR SYSTEM OF SUPPORTED IN ORDER FOR ALL PARTIES TO BE SUCCESSFUL.
[00:20:13]
>> I DO THINK DELETE, OH, SORRY.
>> MANY EDUCATORS HAVE A CLASSROOM OF 17 OR MORE DIFFERENT NEEDS AND INDIVIDUALIZED INSTRUCTION IS CONFUSING TO ME.
I WOULD TAKE OUT AND INDIVIDUALIZED INSTRUCTION.
IS IT SPECIAL EDUCATORS, RIGHT?
READING PROGRAM IS FOR ALL, FOR THE CORE CURRICULUM.
IN FACT THEY WEREN'T LOOKING AT SPECIAL ED.
OBVIOUSLY THERE IS A TIE IN, NO QUESTIONS.
I KNOW YOU CAN MOVE UP, HOPEFULLY UP AND DOWN.
>> CAN WE TAKE OUT IN THEIR TIER? TAKE OUT THE WORD MEANING THAT AND CAPITALIZE THE.
>> THE VERY END OF THIS PARAGRAPH RECEIVE INSTRUCTION ADDRESSING HIS OR HER NEEDS.
MORE ACCESSIBLE IT WILL BE IT IS THE LAST SENTENCE, STILL.
MORE ACCESSIBLE TOOL KIT OF RESOURCES FOR EDUCATORS, MORE ACCESSIBLE IT WILL BE TO STUDENTS.
EACH TIER HAVING THE RIGHT SUPPORT SUCH AS QUALIFIED TUTORS.
OKAY MAYBE TAKE EDUCATORS FOR THE SUPPORT THEY NEED AND MAYBE TAKE OUT THE THING ABOUT EACH TIER.
>> DURING THE LITERACY PERIOD.
STILL RECEIVING RIGOROUS SUPPORT AND INTERVENTIONS, PERIOD.
SORRY, I AM TEACHING ABOUT THE PERIOD RIGHT NOW.
THERE IS A SONG AND ALL ABOUT FULL STOP.
EVERY TIME I SAY PERIOD, ALL I CAN THINK IS CARTOON PERIOD.
DO WE NEED TO ADD SOMETHING THROUGH THIS SYSTEM? BEFORE STUDENTS.
>> ALSO LOOKING AT THIS SENTENCE SUPPORT TWICE AND BOTHERING ME.
>> EDUCATORS CAN LEAN ON OTHERS WHILE RECEIVING -- THAT LEADS TO THINK EDUCATORS ARE RECEIVING?
[00:25:01]
>> I ALSO WONDER IF IT IS HELPFUL.
IF IT IS HELPFUL TO SUPPORT LITERACY, AND WHAT OTHER PARTNERS WILL HAVE.
OR IF THAT IS SOMETHING THE BOARD WOULD HAVE TO LOOK INTO.
I AM SURE ONE SCHOOL IN ACPS DOES USE LITERACY LAP.
>> ANOTHER IMPORTANT ELEMENT TO INVEST IN IS SUFFICIENCY OF DATA COLLECTION AND IMPLEMENTATION OF ANY -- OKAY.
ANOTHER IMPORTANT ELEMENT I WOULD TAKE OUT TO INVEST IN.
>> ANOTHER -- THE APPROACH OPPORTUNITY.
OPPORTUNITY TO IMPLEMENT THAT IS IMPLEMENT TWICE.
FIDELITY CHECKS AND DATA ARE IMPERATIVE.
I WOULD TAKE OUT IMPROVEMENTS NEEDED AND THE SUCCESS OF THE PROGRAM.
>> AREAS TO CONSIDER -- A LOT OF THIS GOES INTO DEFINITION BASED.
THEN ALSO THIS WAS HELPFUL IN A SENSE OF TAILORED TO THE ACADEMICS.
I DON'T KNOW IF YOU CAN SEE IT CLEARLY BUT >> DOES IT SPECIFY THE SCREENINGS?
[00:30:02]
JUST CURIOUS?>> THEY ARE OVER HERE THAT ARE EXAMPLES.
>> QUICK QUESTION FOR LAURA, IS MAT IS NOT REPLACING THE PALS ASSESSMENT.
IS THAT IN CONJUNCTION WITH IT?
>> PALS ONLY GO THROUGH THIRD GRADE.
MATH IS I BELIEVE ALL THE WAY UP THROUGH -- >> ARE YOU FAMILIAR WITH DIBBLES?
I JUST HAPPENED TO CHECK INTO ARLINGTON SEAC MEETING AND PALS, PALS IS NOT MEANT TO BE A SCREENING.
MORE EFFECTIVE AT FINDING ADDITIONAL.
APPARENTLY HE CAME FROM FAIR FAIR.
IT IS A LITTLE BIT OF INFORMATION I DON'T KNOW IF IT IS USEFUL FOR THIS PURPOSE IN TERMS OF SCREENING.
>> SHOWS DATA MEETINGS AND PROFESSIONAL LEARNING COMMITTEES ALLOW EDUCATORS, SCHOOL LEADERS AND DISTRICT WIDE COLLABORATION -- YOU COULD TAKE OUT -- IF YOU JUST PUT COLLABORATION, THAT INCLUDES THEM.
ALLOW DISTRICT BY COLLABORATION TO ASSESS STUDENT PROGRESS AN AREA OF NEED.
THE FOLLOWING IS A SUGGESTED OUTLINE CONSIDERING IMPLEMENTATION.
>> MY QUESTION IS MTSS FIDELITY.
>> THIS IS A DEFINITION THERE IS A RUBRIC TIED DOWN HERE.
HAVING A SCHOOL WIDE APPROACH TO SYSTEMS, TOOLS AND STRATEGIES.
>> ALLOWS STUDENTS TO FLOW FROM -- >> ALSO WE WANT STUDENTS TO BE GETTING THE SAME SUPPORTS AND EDUCATION REGARDLESS OF WHICH SCHOOL THEY GO TO.
[00:35:16]
>> EVEN IF THEY DON'T SWITCH SCHOOLS, >> CAN I SUGGEST YOU SUPPORT.
>> I'LL MAKE SURE THAT IS ALSO FIDELITY.
>> I THINK WE SAID DISTRICT WIDE PREVIOUSLY.
>> EXACTLY, I'LL MAKE SURE IT IS CLEAR FOR ALL OF THIS.
>> CAN YOU SCOPE TO THE TOP OF THIS? I DON'T THINK SO FROM THE PRESENTATION.
I DID ASK DR. WOOSTER IF THEY WERE LOOKING AT ALL TIERS.
IT IS NOT PART OF THE K-2 LITERACY PLAN.
>> IS THIS MULTITIERED GOAL IS TO GIVE STUDENTS INTERVENTIONS BEFORE IDENTIFYING THEM AS NEEDING MORE SUPPORT.
THEN THAT IS ALLOWING THEM TO BE IN A MORE INCLUSIVE ENVIRONMENT SLANGS POSSIBLE.
WHEN STUDENTS RECEIVE INTERVENTIONS, TAKE OUT EQUIP AND.
UPDATES REGARDING UM, DATA COLLECTED?
I DON'T KNOW ABOUT THE AMOUNT OF TIME BEFORE GROWTH.
SMALL COMMUNICATIONS SAY MAYBE THIS COMMUNICATION TAKES AWAY.
AND PROVIDES DATA AND PROGRESS TRACKING.
>> THIS PIECE IS NOT NECESSARY.
[00:40:02]
EARLIER IN THAT PARAGRAPH STUDENTS RECEIVE INTERVENTIONS USED.
>> YOU COULD TAKE DATA COLLECTED AND REGARDING EFFECTIVENESS, THAT COVERS EVERYTHING.
>> TALK ABOUT THIS SOME PARENTS HAD CONCERNS LAST YEAR THAT THEIR STUDENT WAS BEING USED THAT DIDN'T TARGET DEFICITS AND THERE WASN'T IMPROVEMENT AND THERE WEREN'T CHANGES.
ONE OF THE COMMITTEE MEMBERS HAD THAT COMPLAINT.
THEN GIVE UPDATE WITHIN A SET AMOUNT OF TIME IF IT IS NOT EFFECTIVE, WHAT NEW INTERVENTION WOULD BE USED.
THAT IS WHAT THIS IS ADDRESSING.
IT IS IMPORTANT ALSO JUST PARENTS KNOW WHAT IS THEIR KID'S READING PROGRAM.
>> AS FAMILIES, OPPORTUNITY TO SUPPORT THEIR CHILD, LEARNING MAY VARY.
>> ABILITY TO HAVE MULTIPLE MEANS OF REPRESENTATION THROUGHOUT HOMEWORK.
PROVIDES AN OPPORTUNITY >> RIGHT HERE.
KEY COMPONENTS THAT WOULD BE HELPFUL TO CONSIDER.
>> BACK UP TO THE FIRST SENTENCE PROVIDED FOR FAMILIES TO ASSIST WITH THEIR CHILD'S?
>> YOU COULD CHANGE AS FAMILIES TO AS THERE.
>> I WILL ADD IN THE CONCLUSION.
ANYTHING ELSE? I PRINTED OFF THE SEAC FEEDBACK SURVEY AND THEN MADE SURE EVERYTHING WAS IMPLEMENTED FROM THE DISCUSSION THERE.
IT HAS BEEN A WEEK SO I TRUST YOU TO GO THROUGH THAT.
>> LAURA FROM A TEACHER STANDPOINT, ANYTHING ELSE YOU WANT TO ADD?
>> DO YOU THINK IT CAPTURED TALKING ABOUT THE VISUALS, IMPORTANCE OF VISUALS THAT HAVE ALREADY BEEN CREATED.
>> YEAH BECAUSE UNIVERSAL DESIGN.
>> SORRY MY CLASS IS COMING IN.
>> I THINK THIS REALLY IS A SOLID -- >> I THINK IT LOOKS REALLY GOOD.
>> I WANT TO BE SURE THE AWARENESS, I WANT TO BE SURE THAT CAPTURES THE MULTISENSORY.
I FORGET THE WHOLE PHRASE USED TO DESCRIBE ORTON GILLINGHAM, BUT OKAY.
>> THAT IS WHAT I WANTED TO SEE THE WORDING THERE.
SORT OF LIKE THE CRUCIAL PART YOU SUBSTITUTED AT THE END.
[00:45:02]
WOW, YOU PUT A LOT OF WORK INTO IT, THANK YOU, LAUREN.YOU WOULD MAKE AN EXCELLENT SEAC CHAIR.
I DON'T KNOW IF I WANT TO SAY THIS ONLINE.
THIS IS EXCITING TO PUT TOGETHER AND EXCITED TO PRESENT IT TO THE SEAC COMMITTEE, TOO.
AND SEE THEIR THOUGHTS AND SEND IT TO THE BOARD AND SEE WHERE THEY GO FROM THERE.
I DON'T KNOW IF -- >> I DON'T.
THAT IS ONE THING TERRY MIGHT KNOW.
SEEM INAPPROPRIATE NEXT UP WOULD ALSO BE TO REPLY TO DR. WOOSTER.
SO WHAT I DID UP HERE, I CCED THE LITERACY DEPARTMENT.
INSTEAD OF MAKING TWO SEPARATE DOCUMENTS.
I FIGURED IT WOULD BE BEST -- >> I WOULD FOLLOW TERRY'S GUIDANCE ON THAT.
>> SO JUST UM, >> HAS TO GO THROUGH TERRY AND DR. MASINGO.
IF YOU ARE WANTING IT TO GO TO THE BOARD, IDEAL TO SEND IT THROUGH DR. MASINGO.
OR IT COULD COME DIRECTLY FROM YOU.
YOU NEED TO TALK OVER WITH TERRY WARRENER AND FOR HER TO GIVE YOU GUIDANCE.
GOING AROUND STAFF COULD COME BACK TO BITE YOU IF THERE IS SOMETHING THEY DON'T AGREE WITH.
>> JUST TO INSURE THAT WE ARE RESPONDING PROFESSIONALLY.
>> YOU ARE AN AWESOME COMMITTEE.
>> IT IS IN ALIGNMENT EMPHASIS ON SOME THINGS.
>> IF THIS IS PART OF THE OTHER OPTION YOU HAVE WITH THIS IS INCLUDING IT ALSO AS PART OF YOUR END OF YEAR REPORT AS WELL.
THAT IS SOMETHING ELSE TO CONSIDER.
>> THAT MIGHT BE A GOOD WAY TO DO IT, ACTUALLY.
>> I THINK THAT SORT OF STREAMLINES IT, TOO WITH THE WORK YOU HAVE BEEN DOING ALL YEARLONG.
>> IT IS TIME SENSITIVE WHEN THEY ACTUALLY ARE PLANNING IT.
I AM THINKING OVER THE SUMMER WOULD BE AN ESSENTIAL TIME FRAME THEY WOULD BE WORKING ON THIS.
>> I AM NOT AWARE OF ANYTHING AGENDA WISE THIS TOTALLY LET'S PUT IT ON WITH THAT.
>> I THINK THEY ARE TRYING TO MOVE QUICKLY.
THEY ARE GOING TO WANT TO SELECT A PROGRAM AND START IMPLEMENTING.
>> THAT IS OKAY TO SEND VIA E-MAIL TO TERRY THIS DOCUMENT, CORRECT? ACCORDING TO BYLAWS AND EVERYTHING?
TERRY IS NOT TECHNICALLY A COMMITTEE MEMBER.
>> WHAT I WOULD ASK FROM YOU ALL, IF THERE IS ANY WAY TO GET THIS VERSION PRIOR TO
[00:50:21]
EDITING IT SO I COULD POST IT.I'LL MARK IT DRAFT AND EVERYTHING.
>> I'LL SEND A COPY TO YOU NOW.
>> THAT WOULD BE AWESOME SO I CAN POST IT IN CASE SOMEONE WANTS TO SEE THE DOCUMENT.
I DON'T NEED THE EDITED VERSION OR IF YOU WANT TO SEND -- >> SHE WAS VERY EFFICIENT.
DOES IT HAVE TO BE IN WORD DOC OR PDF?
>> SEND IT IN WORK OTHER THAN PUT DRAFT ACROSS IT.
>> AS FAR AS THE MINUTES, GOES, SUSAN, SUFFICIENT TO STATE THAT WE REVIEWED AND EDITED THE MEMO CREATED?
I PUT TO SCHOOL BOARD K-2 LITERACY.
THEN IF YOU HAVE ANYTHING LIKE YOU MIGHT WANT TO SAY YOU ARE GOING TO SEND THE MEMO.
>> THROUGH TERRY WARRENER OR HOWEVER.
>> LAUREN, FORWARDED TO LITERACY DEPARTMENT THROUGH TERRY WARRENER.
>> I THINK TERRY WILL BE HANDS ON.
>> MEDIA MIX UP FOLLOWING UP WITH TERRY TO SEE IF SHE HAS FEEDBACK.
WE CAN CLOSE THE MEET UP 5:00 ON TIME.
5:00 MEETING ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.