[00:00:02]
SO THIS IS THE MEETING OF THE SCHOOL YEAR! FOR THE TALENTED AND G ADVISORY COMMITTEE, JUNE 7TH, 2021.
AND I JUST HAVE A COUPLE OF QUICK WORDS BEFORE I TURN IT OVER TO DR. TEMPEL-MILNER.
[Chair Update]
THE FIRST IS A HUGE, H THANK YOU, AND UNFORTUNATELY, A GOOD-BYE DOM SEVERAL OF OUR COMMITTEE MEMBERS.SO LEIGH, EMILY AND LINDSAY ARE LIKE THE MCARTHUR TRIFECTA AND THEY WILL ALL BE RETIRING AFTER THIS MEETING.
I CANNOT THANK YOU ALL ENOUGH.
AND LEIGH AND EMILY, YOU ALL WERE SO CRITICAL, BOTH OF YOU SERVED AS SECRETARY AND SUPPORTING ME AS WELL AS NICK.
AND ALSO, IN HELPING WITH THE POSITION PAPERS THAT WE DID SEVERAL YEAR AGO.
SO WE ARE VERY INDEBTED FOR THE GUIDANCE AND HELP AND INSIGHTS THAT YOU HAVE PROVIDED THE COMMITTEE OVER THE LAST SEVERAL YEARS SO THANK YOU.
AND REESEY WILL BE GRADUATING AND SO WE HAVE LOVED HAVING YOU AS OUR STUDENT REP ON COMMITTEE.
ESPECIALLY THIS YEAR, I THINK YOU WERE ABLE TO BRING A GREAT PERSPECTIVE.
AND MAKE US MORE AWARE A STUDENTS IN THE PROCESS.
AND SO WE REALLY APPRECIATE THAT AND LOOK FORWARD TO INCORPORATING YOUR IDEAS INTO THE FUTURE OF THE COMMITTEE.
AND I HATE TO PUT YOU ON THE SPOT, BUT I WAS THINKING MAYBE YOU COULD GIVE US AN UPDATE OF WHAT YOU ARE GOING TO DO NEXT YEAR.
>> I AM GOODS TO ATTENDING DUKE NEXT YEAR AND HOP DOUBLE MAJOR.
>> YOU'LL BE RETURNING TO THE D.C. AREA FOR YOUR SCHOOL?
>> THAT'S AWESOME, CONGRATULATIONS, THANK YOU.
THE OTHER QUICK THING IS JUST I WENT OVER THIS WITH SUSAN RIGHT BEFORE.
BUT THANKS TO ALL OF THE BOARD MEMBERS WHO WERE UP FOR RENEWAL FOR MAKING YOUR DECISIONS TO STAY.
AND SO MARK, ASHA AND ZION WE'VE RECEIVED YOUR APPLICATIONS AND YOU'LL GO BEFORE THE BOARD FOR THE NEXT TWO YEARS FOR SERVING ON THE COMMITTEE.
AND THEN WE HAVE THE APPLICATION FROM MARIA IRENE AND THEN SHE HAS A LAST NAME I FORGET AT THE OUR NEW TEACHER REP.
AND I BELIEVE I ANNOUNCED -- MAYBE IT WASN'T, MICHAEL DUKES WILL BE JOINING US AS A NEW COMMITTEE MEMBER AND HIS APPLICATION WILL BE GOING THROUGH AS WELL.
SO THAT'S KIND OF MY QUICK UPDATES.
[Staff Update]
AND I'D LIKE TO TURN IT OVER TO YOU DR. MILNER.>> HI, GOOD AFTERNOON OR GOOD EVENING, EVERYONE.
I KNOW IT HAS BEEN A REALLY HOT DAY, SO HOPEFULLY YOU HAD SOME TIME TO GO FOR A NICE WALK IN THE MORNING BEFORE THE HUMIDITY HIT US AND I NOTICED THAT THE CICADAS HAVE STARTED TO DIE DOWN A LITTLE BIT.
I'M LOOKING FORWARD T AND I HOPE YOU ARE AS WELL.
I KNOW MANY OF YOU HAVE BEEN ON THIS COMMITTEE YEARS BUT THIS YEAR IN PARTICULAR YOU KNOW YOU'VE BEEN ON A COMMITTEE DURING COVID, YOU'VE BEEN ON A COMMITTEE WHERE YOU'VE HAD THREE DIFFERENT COORDINATORS WITH DONNA AND TIANA AND MYSELF AND DR. MANN LEADING THE WAY TOO SO THERE'S BEEN A LOT OF TRANSITIONS NOT ONLY COVID-WISE BUT AND COORDINATOR WISE.
THANK YOU VERY MUCH FOR YOUR PATIENCE AS WE'VE WORKED THROUGH THIS AND I LOOK FORWARD TO WORKING WITH OUR NEW COMMITTEE MEMBERS SCHOOL YEAR.
AND I WELCOME ANYONE TO MAKE AN APPOINTMENT WITH ME TO MEET UP, PROBABLY ONCE SCREENING IS FINISHED WHICH WOULD BE GREAT WHEN I HAVE A LITTLE BIT MORE TIME TO TALK.
BUT SO THANK YOU VERY MUCH, AND I KNOW DR. MANN I HERE QUICKLY.
DR. MANN DO YOU WANT TO SAY HELLO BEFORE I CONTINUE W UPDATES?
SORRY ABOUT THAT. I JUST WANT TO SAY, MEGAN HAS TO GIVE YOU GUYS AN UPDATE AND GET SOME FEEDBACK FROM THE GROUP.
I JUST WANT TO SAY THANK YOU TO LAURA FOR GUIDING THE GROUP.
AND BEING A GOOD PARTNER WITH US AND TAKING OVER WHERE NICK HAD LED THE WAY AND THEN YOU JUST BROKE DOWN THE REST OF THE BARRIERS AND REALLY I JUST APPRECIATE YOUR LEADERSHIP AND YOUR VOICE OF REASON HELPING SAY HEY GUYS IT DOESN'T MAKE SENSE OR THINK ABOUT THIS OR JUST KUDOS TO YOU A YOU FOR ALL YOU'VE DONE
[00:05:03]
DURING YOUR TENURE.>> ALL RIGHT, MEGAN BACK TO YOU.
I'LL SAY THE FIRST TWO MUCH 86ER.
ONE IS AS OF NOW THERE ARE NO UPDATES WITH THE VMPI, VIRGINIA MATHEMATICS PATHWAY INITIATIVE, AS OF NOW THERE ARE NO MORE UPDATES, JUST WAITING STILL FROM STATE GUIDANCE TO FIGURE OUT HOW SCHOOL SYSTEMS ACROSS VIRGINIA WILL BE APPROACHING MATHEMATICAL INSTRUCTION.
SECOND THING IS, I KNOW WE SPOKE ABOUT AND I THIN THERE WAS A RECOMMENDATION ON ONE OF THE REPORTS ABOUT LOOKING A ASSESSMENTS THAT WE COULD USE FOR CHILDREN.
I JUST WANT TO SAY THAT D I HAVE AN OPPORTUNITY TO MEET WITH DR. JEFF NAGLIERI A COUPLE OF WEEKS AGO INTRODUCED AND PRESENTED TO ME AND A COUPLE OF OTHER COORDINATORS IN THE NORTHERN VIRGINIA AREA HIS NEW ASSESSMENT THAT'S COMING OUT.
THEY'RE STILL IN THE PROCESS OF NATIONALLY NORMING IF TEST.
NOW THEY HAVE SOME L NORMS. THE NATIONAL NORM WAS SUPPOSED TO BE DURING COVID, CHALLENGING FOR HIM TO NATIONALLY NORM HIS TEST.
WHAT'S NICE ABOUT THIS TEST IS IT'S SIMILAR TO CURRENT NAGLIERI THAT OUR STUDENTS TAKE, EXAMINE THEY HAVE ACTUALLY EXTENDED IT TO A VERBAL SECTION, AND A QUANTITATIVE SECTION.
AND IT'S SIMILAR IN FORMAT OF A PICTURE TEST AND L AT THE REASONING OF SUCH.
SO I'M LOOKING FORWARD TO LEARNING MORE ABOUT THAT SPEAKING TO OUR ACCOUNTABILITY OFFICE ABOUT IT.
IT COULD BE YOU KNOW ANOTHER ASSESSMENT THAT THIS COMMITTEE ALSO LOOKS AT FOR WHEN WE TALK ABOUT SCREENING PROCEDURES IN THE FUTURE.
SO I WAS REALLY HAPPY TO HEAR ABOUT A NEW ASSESSMENT.
SOW NEW, THE NEXT THING WOULD I LIKE TO TALK TO YOU ABOUT IS SCREENING.
DON'T WORRY, I HAVE A BIT OF A CHART THAT I CAN SHARE WITH YOU BUT BEFORE I SHARE THE CHART I'LL JUST GIVE YOU ALL SOME BACKGROUND.
SO TYPICALLY IN NORMAL YEARS WE HAVE SOMETHING T USE AT THE BEGINNING OF FALL THAT'S CALLED, IT IS A UNIVERSAL SCREEN ARE.
SO OUR UNIVERSAL SCREENER TYPICALLY IS AN ASSESSMENT.
SO IN FIRST GRADE WHEN WE SCREEN FOR UNIVERSAL SCREENING FOR ALL FIRST GRADERS FOR GIA SERVICES WE USE SOMETHING CALLED THE NAGLIERI TEST, WHICH I SPOKE TO YOU ABOUT, THE NONVERBAL SECTION OF IT.
IN THE THIRD YEAR THE NONVERBAL REASONING OF STUDENTS.
BECAUSE OF OUR CHILDREN N ATTENDING SCHOOL IN PERSON, BUT THE VIRTUAL SESSION, WE HAD TO REVAMP HOW WE UNIVERSAL SCREENING THIS YEAR.
SO IN OCTOBER OR NOVEMBER IT WAS DECIDED BY THE COM TO DO PORTFOLIO ASSESSMENTS FOR THE UNIVERSAL SCREENER.
AND PORTFOLIO ASSESSMENTS IS A GREAT WAY TO SCREEN CHILDREN, ABSOLUTELY.
WE'RE ALREADY LOOKING AT WORK SAMPLES.
BUT IT ALSO IS VERY TIME INTENSIVE.
ESPECIALLY, THE NATURE THAT WE HAD TO PROGRESS T SCHOOL YEAR.
SO OVER THE COURSE OF THE WINTER TEACHERS WORKED WITH STUDENTS TO SUBMIT WORK SAMPLES, AT GRADES 1, AND 3, FOR EVERY SINGLE STUDENT ALEXANDRIA CITY PUBLIC SCHOOLS.
SO THERE WAS A STANDARDIZED WORK SAMPLE THAT WAS GIVEN.
THERE WAS A T SAMPLE THAT WAS SCORED BY THE TEACHER AND THEN THERE WAS A STUDENT-SELECTED ONE.
SO OVER THE COURSE OF THE WINTER AND EARLY SPRING, OUR TEAM HAD EVALUATORS WHO WENT THROUGH AND SCORED THE STANDARDIZED ONE.
SO IN MY UPDATE MEETINGS WITH OUR TEAM, ONE THING THAT I HAD FOUND IS THAT NOT ALL THE PORTFOLIOS WERE COMPLETE FOR VARIOUS REASONS.
SOMETIMES IT'S FOR CHRONIC ABSENTEEISM, SOMETIMES IT WAS A LOADING UP ISSUE, SOMETIMES WE HAD A TRACKER WE WERE USING TO TRACK WHAT KIDS HAD IT AND SOMETIMES KIDS JUST DIDN'T HAVE ONE TO UPLOAD.
AND AT ONE POINT I ASKED THE QUESTION WHETHER OR WE DON'T HAVE ALL THESE WORK SAMPLES IS THAT A UNIVERSAL SCREENER THEN? IF THE PURPOSE IS TO DO UNIVERSAL SCREENING, IF NOT EVERYONE HAS A PORTFOLIO IS THAT TRULY UNIVERSAL SCREENING? THAT WAS SOMETHING I WAS MONITORING AS MY TEAM WAS WORKING FORWARD.
ONE THING I NOTE, I JUST PULLED A SMALL SAMPLE, I DIDN'T SUBPOENAED LOT OF TIME PULLING THE FULL SET.
[00:10:03]
I KNOW THERE WERE OTHER THINGS WE NEEDED TO DO.THE ONE THING I N WE HAD STUDENTS WHO WERE GOING THROUGH THIRD GRADE UNIVERSAL SCREENING WHO AS FIRST AND SECOND GRADERS QUALIFIED FOR GIA.
ALTHOUGH THEY QUALIFY FOR GIA SERVICES BASED ON THEIR PORTFOLIO SAMPLES THAT WERE SUBMITTED THEY WERE NOT MOVING ON FOR SCREENIN FURTHER TESTING ONCE STUDENTS ARRIVED BACK INTO THE BUILDING.
SO THAT TO ME ALSO TOLD ME THAT WE PROBABLY NEED TO LOOK AT OUR DATA EVEN CLOSER.
SO OVER THE LAST FEW WEEKS I'VE BEEN TRYING TO DEVELOP A PLAN WITH EQUITY IN MIND.
SO GIVEN THOSE TWO BACKGROUND INFORMATIO PIECES THAT I JUST SHARED, I KNEW THAT WE NEEDED TO FIGURE OUT A WAY TO MAKE THIS WORK AND HOW TO MAKE THIS HAPPEN.
SO WE'VE COME UP WITH A PLAN FOR FURTHER SCREENING.
AND SO BASICALLY, I'M GOING TO SHOW YOU A CHART HERE.
IS SOMEONE JUST RAISE T HAND IF THEY CAN SEE IT FOR ME, PLEASE? OKAY, PERFECT.
SO HERE I HAVE A START OF IT AND I'LL READ IT ALOUD AND I KNOW YOU CAN READ TOO BUT I'LL JUST READ IT TOO.
IN THE FALL OF 2 ALEXANDRIA PUBLIC SCHOOLS ADOPTED THE WITH GIFTED SCREENING, IN PERSON TESTING WAS NOT AVAILABLE AT THE BEGINNING OF THE YEAR.
WORK PORTFOLIO S ALL STUDENTS IN GRADES 1 THROUGH 3, THEE PORTFOLIOS INCLUDE A SAMPLE OF STUDENT WORK FROM BOTH THE TEACHERS AND THE STUDENTS AND SELECTED TO SHOWCASE EACH STUDENT'S STRENGTH.
MORE DETAILS PORTFOLIO WAS NEEDED.
AND THAT MORE DETAILED PORTFOLIO INCLUDED LIKE GIFTED RATING SCALES, FURTHER TESTING, PULLING SOL SCORES, SO ON SO FORTH.
WE LOOKED OVER THE DATA AND IT WAS DETERMINED WE NEEDED ADDITIONAL INFORMATION HERE.
THIS ADDITIONAL I INCLUDING TESTED BUT WE'RE COMING AC OBSTACLES.
ONE, THERE IS A LIMITED TIME FRAME.
ONCE WE GOT BACK TO SCHOOL WE ONLY HAD A FEW WEEKS TO TEST.
IN ADDITION TO THAT S WERE COMING INTO THE BUILDING AND TAKING THE MAP TESTING, OUR THIRD WERE TAKING SOL TESTING IN MULTIPLE SUBJECTS AND SOME STUDENTS WERE TAKING WEDA TESTING.
WE HAD FOUR DIFFERENT TESTS THAT WERE COMPETING WITH ONE ANOTHER, IN ADDITION TO BEING BACK IN SCHOOL AND HAVING LIVE INSTRUCTION.
IN ADDITION TO THAT WE DECIDED WE NEEDED TO MAKE A FEW UPDATES TO OUR SCREENING PROCEDURES.
FIRST AND FOREMOST, ANYONE KINDERGARTEN THROUGH 5TH GRADE, WILL BE TESTED.
THEY WILL GO THROUGH ENTIRE PROCESS.
IN FIFTH GRADE HOWEVER WE WILL BE PAUSING SCREENING UNTIL THE FALL OF NEXT SCHOOL YEAR.
SO WHAT THAT MEANS IS T UNIVERSAL SCREENING IS PAUSED UNTIL THE FALL, FIRST QUARTER, SO THAT WE CAN EVERY SINGLE STUDENT TAKE THE NAGLIERI EXAM.
KNOWING THAT WE FOUND S OF THIS DATA IN THE PORTFOLIOS FOR THIRD GRADE, LED US TO BELIEVE THAT THIS COULD BE A CONCERN ALSO WITH FIRST GRADE AS WELL.
AND BECAUSE FIRST GRADE HAS MUCH LIMITED DATA, COMPARED TO OUR THIRD GRADERS AT THIS POINT PAUSING IN AS SOON AS WE GET BACK INTO THE BUILDING NEXT YEAR AND WE GET OUR RUSE TEENS AND OUR PROCESSES IN PLACE, GIVING THE NAGLIERI AND THEN THEY CAN GO THROUGH THE GIA SCREENING BEGINNING FOR NEXT YEAR.
JUST BECAUSE YOU ARE REFERRED IN THE FALL AND WE GO THROUGH USEFUL SCREENING YOU WON'T HAVE TO WAIT FULL YEAR FOR POSITIONING.
WE ARE PROPOSING THAT ALL THIRD GRADE STUDENTS TAKING E-TAKE THE NAGLIERI NEXT YEAR.
FORCE SECOND GRADE, UNIVERSAL SCREENING IS NOT APPLICABLE UNDER OUR CURRENT LOCAL PLAN.
SO THEY ONLY STUDENTS WHO ARE REFERRED WILL BE DOING THE FULL SCREENING PROCESS.
NOW, FOR THIRD G THIRD GRADE COG-ED TESTING IS PAUSED UNLESS YOU HAVE A
[00:15:02]
REFERRAL.THE COG-ED TESTING IS GIVING GIVEN OVER A COURSE OF DAYS IN THE FALL.
BECAUSE OF THE LIMITED TIME FRAME THAT WE HAVE TO BE ABLE TO DO THIS, THE DAYS WE HAVE BEEN DOING THE COG-ED HAS BEEN TWO DAYS.
SOME TAKES TWO AND A HALF HOURS TO THREE AND A HALF HOURS TO COMPLETE AS AN EIGHT-YEAR-OLD STUDENT.
THAT IS -- YOU KNOW, THAT'S CHALLENGING.
THAT'S CHALLENGING FOR EVEN ADULTS TO DO IN HIGH ST TEST.
SO THE PROPOSAL IS T COG-ED SCREENING FOR ANYONE WOULD HAS BEEN REFERRED FOR SCREENING.
NOW WITH THAT SAID, NO MATTER WHAT, REGARDLESS YOUR CHILD, IF YOU'RE IN THIRD GRADE RIGHT NOW GOING UP TO FOURT RECEIVING A COG-ED SCORE EVERY SINGLE THIRD GRADE STUDENT IN ALEXANDRIA CITY PUBLIC SCHOOLS WILL BE `1.
THEY WILL BE SCREENED EITHER USING THEIR PREVIOUS NAGLIERI SCORE FROM THIRD GRADE WHICH IS STILL APPLICABLE AND STILL VALID, THEY WILL BE SCREENED USING THEIR SOL SCORES, IF THEY DID NOT TAKE A SOL THAT IS PERFECTLY FINE, WE'LL BE USING OUR MAP SCORES.
TYPICALLY USED, WE'LL B USING SOMETHING CALLED THE GIFTED BEHAVIOR RATING SCALE.
AND THEN WE WILL A USING THEIR WORK SAMPLES AS WELL.
SO FOR THE FIRST TIME, ACTUALLY, IF YOU THINK ABOUT IT, IN ALL OF ALEXANDRIA CITY, EVERY SINGLE THIRD GRADER HAS A CHANCE TO GO THROUGH THE FULL SCREENING PROCESS.
WE CAN PULL THIS INFORMATION FROM EACH STUDENT'S ACCOUNT SO THAT DATA IS RELIABLE AND THE DATA IS VALID.
I'M ALSO IN THE PROCESS O UPDATING OUR -- OR WILL BE IN THE PROCESS OF UPDATING OUR TAG DESIGNEES AS PUTTING OUT AN INFORMATION SESSION ABOUT THIRD GRADE, ON HOW TO COMPLETE THE GIFTED RATING SCALE.
AT THE END OF JUNE WE'LL HAVE SOMETHING CALLED THE OVERSIGHT COMMITTEE AND THAT OVERSIGHT COMMITTEE WILL BE COMING IN TO DO THE SCREENING FOR THE STUDENTS.
EVERY SINGLE THIRD GRADER WILL HAVE AN OPPORTUNITY BE SCREENED.
THAT IN ITSELF IS ACTUALLY A TRUE UNIVERSAL SCREENER USING MULTIPLE DATA POINTS, TOO.
AND THEN CHILDREN WILL HAVE AN OPPORTUNITIES IN FOURTH GRADE IF THEY'RE NOT FOUND ELIGIBLE, TO TAKE THE COG-ED, ACTUALLY I'M PROPOSING THEY ALL BE ABLE TO TAKE THE COG-ED, BUT ULTIMATE REPLY THOUGH IT'S NOT, USING THE RATE DATA AND GIVING CHILDREN ACCESS AND A CHANCE TO GO THROU SCREENING PROCESS THAT LOOKS AT MULTIPLE DATA POINTS INSTEAD OF ONE DATA POINT THAT IS NEW THIS SCHOOL YEAR.
AND THEN FINALLY, ANYONE FOURTH THROUGH EIGHTH GRADE DO NOT GO THROUGH UNIVERSAL SCREENING BUT ANYONE WHO IS REFERRED WILL GO THROUGH THE ENTIRE PROCESS NOW.
OUR ULTIMATE GOAL, ESPECIALLY FOR RISING FOURTH GRADERS AND CURRENT THIRD GRADERS, IS TO MAKE SURE HAVE ELIGIBILITY KNOWN BY MID JULY.
BECAUSE WE KNOW THERE ARE PROGRAMMATIC ISSUES, AS AS HOW PRINCIPALS SET UP THEIR MASTER SCHEDULE.
WE WILL NOTIFY P E-MAIL OF ELIGIBILITY STATUS, ALL OF OUR LETTERS WILL HAVE COME FROM A MAIL MERGE AND ALL OF OUR LETTERS WILL BE TRANSLATED IF NEEDED.
SO THERE'S A LOT OF INFORMATION THAT I JUST PRESENTED TO YOU ALL.
KNOW THAT THIS PLAN HAS BEEN SHARED AND VETTED AND RECEIVED FEEDBACK FROM SOME PARENTS, PRINCIPALS, TAG DESIGNEES, TAG CLASSROOM TEACHERS, CENTRAL OFF ADMINISTRATORS AND PRESENTING THIS INFORMATION TO YOU AS WELL.
AND I'M OPEN TO QUESTIONS AND FEEDBACK AS WE MOVE FORWARD WITH OUR PROCESS YEAR.
AND IT WAS A LOT OF INFORMATION.
WOULD YOU LIKE ME TO KEEP THE CHART UP SO YOU CAN STILL LOOK AT IT?
[00:20:01]
>> THAT'S PROBABLY A GOOD IDEA.
>> I'M LOOKING AT THE INFORMATION, AND THE FACES, GIVE ME ONE SECOND PLEASE.
WHAT I'LL DO IS I ON THE KINDERGARTEN THROUGH THIRD GRADE PORTION, BECAUSE OUR FOURTH THROUGH EIGHTH GRADE IS OUR STANDARD OPERATING PROCEDURES HERE.
I KNOW WE SPOKE BRIEFLY EARLIER.
I KNOW ALONG WITH THIS PLAN IS A COMMUNICATIONS PLAN ABOUT NOTIFYING THE ACPS COMMUNITY, OBVIOUSLY A BIG PORTION OF THAT IS PARENTS, ABOUT WHAT WILL HAPPEN.
JUST ONE THING, WHERE I THINK THERE WAS CONFUSION, THAT WOULD BE SURE TO INCLUDE IN THE COMMUNICATION, I UNDERSTANDING SO -- AND MAYBE IT CHANGED OVER THE YEAR AND I DIDN'T KNOW.
BUT MY UNDERSTANDING WAS, THE RECOMMENDATION WAS THAT PARENTS SHOULD NOT REFER THEIR THIRD GRADE CHILDREN FOR GIFTED SERVICES BECAUSE WE WERE DOING PORTFOLIO PROCESS AND THEN THERE WAS THAT CERTAIN TIME LINE AND THEN THERE WOULD BE AN OPPORTUNITY FOR A REFERRAL IN THE SPRING IF YOUR CHILD WASN'T POLLED IN THE PORTFOLIO.
SO NOW THAT'S G SOUNDS LIKE THERE MAY STILL HAVE BEEN SOME THIRD GRADERS WHO GOT A REFERRAL.
IS AND SO THEY'RE SORT OF AHEAD IN THE PROCESS AND PLAY HAVE -- I'M NOT CLEAR ON THAT.
I MEAN, THAT W FRUSTRATING, I THINK, FOR SOME PARENTS.
I MEAN THERE'S NOTHING YOU COULD DO BIT RIGHT NOW.
BUT I'M JUST SAYING I THINK SOME -- YOU KNOW IN THE COMMUNICATIONS MAYBE, THAT WOULD BE SOMETHING THAT COULD REALLY UPSET SOME PARENTS.
BECAUSE THEY'LL FEEL LIKE RULES CHANGED AND NOBODY TOLD THEM.
>> NO, AND I CAN UNDERSTAND THAT.
AND I THINK ONE SOLUTION TO THAT IS THE FACULTY TH REGARDLESS OF A PARENT SUBMITTING A REFERRAL IN THIRD GRADE AL WILL GO THROUGH FULL SCREENING.
SO YOU DON'T NEED TO HAVE A COG-ED EXAM IN ORDER T THROUGH FULL SCREENING BECAUSE THE STATE MANDATE IS YOU HAVE ONE NATIONALLY NORMED ABILITY TEST.
THAT NATIONALLY NORMED ABILITIES TEST IS THE NAGLIERI SCARE.
EVERY SINGLE S REGARDLESS OF THE REFERRAL, THERE ARE SOME KIDS WHO WILL TAKE THE COG-ED BECAUSE THE REFERRAL WAS THERE RIGHT? THE KIDS THAT ARE TAKING THIS COG-ED UNDER CIRCUMSTANCES THAT ARE THREE HOURS ALONG.
EVERY SINGLE STUDENT I THIRD GRADE WILL BE SCREENED REGARDLESS IF A REFERRAL IS SUBMITTED BECAUSE I'M PULLING ALL THE DATA FROM ALL THESE OTHER SOURCES THAT WE TYPICALLY USE, CHILDREN MOVE THROUGHOUT THE ENTIRE PROCESS.
>> AND ALSO I HAVE A THIRD GRADE WHORE JUST WENT THROUGH THIS AND SO I HAVE SOME MORE QUESTIONS.
BUT WHEN YOU SAY R THEN GOT COG-ED TESTED, THAT MEANS NOT JUST THE ONES WHOSE PARENTS OR REFERRED THEM BUT THE ONES THAT WERE REFERRED THROUGH PORTFOLIO REVIEW PROCESS?
>> NO, IT'S ONLY THE CHILDREN WHO HAD AN ACTUAL REFERRAL FOR THE COG-ED FOR THIRD GRADE NOT THE PORTFOLIO PROCESS.
BECAUSE THERE WERE SOME REFERRAL -- THERE WERE SOME PORTFOLIO STUDENTS WHO DID TAKE THE COG-ED.
WHEN I WAS OBSERVING W WAS HAPPENING DURING THE COG-ED EXAM I THINK IT'S STILL SMART FOR US TO BECAUSE THE CHILDREN ARE TAKING THIS COG-ED EXAM AND IT'S TAKING BETWEEN A HALF TO THREE AND A HALF HOURS TO TAKE IT IN ONE SET APPROXIMATING.
BUT ON THE -- SO O QUESTION SORT OF PROCEDURAL, AND ONE QUESTION JUST THING TO KEEP IN MIND.
I THINK SINCE I AM ONE OF THOSE PARENTS, AND WAS WAITING WITH ANOTHER ONE OF THOSE PARENTS FOR OUR KIDS TO BE FINISHED, 45 MINUTES AFTER THEY SAID THEY WOULD BE DONE --
>> IT MIGHT BE WORTH SENDING A SPECIFIC LETTER TO TH THIRD GRADERS WHO DID DO THE TEST.
THAT -- EXPLAINING WHAT'S GOING ON.
>> BECAUSE AS IT WAS, I MEAN I HAPPENED TO KNOW WHAT HAPPENED BECAUSE I'M ON THIS COMMITTEE BUT I KNOW THAT THE OTHER PARENT THIS WAS WAITING WITH ME WAS LIKE I DON'T EVEN REALLY UNDERSTAND AND WE HAD ABOUT THREE DAYS NOTICE BECAUSE WE WERE ONE OF THE VERY FIRST TESTING DATES.
AND SO THEY LIKE IT JUST HAPPENED VERY FAST AND THEY WEREN'T REALLY CLEAR WHO THE TEST WAS AND WHAT DOING BEYOND THE SUPERFICIAL STUFF.
[00:25:02]
PROCEDURALLY, WILL THOSE STUDENTS WHO JUST TOOK IT TAKE IT AGAIN?>> YES, IT WOULD BE MY RECOMMENDATION TO TAKE IT AGAIN.
>> AND WE COULD PUT AN OPTION OUT THERE WHERE PARENTS SAY HEY, YOU KNOW WHAT, I DON'T WANT TO HAVE MY CHILD TAKE THIS EXAM AGAIN IN THE FALL, AND THAT'S PERFECTLY FINE.
I HAVE KNOWN PARENTS IN T PAST WHO WERE LIKE I HAVE A NAGLIERI SCORE AND MY CHILD HAS A WHISK AND PARENTS HAVE THAT OPTION.
WE COULD CERTAINLY MAKE THAT OPTION IN THE FAIL AS WELL, AND I DO WANT TO ACKNOWLEDGE THE OTHER POINT YOU WERE MAKING.
THE COMMUNICATION THAT WE NOTIFIED FOR TESTING WA FROM IDEAL.
WE KNOW THAT, FROM GOING FORWARDS AT THE TIME NOT HAPPEN AGAIN.
OUR NEXT YEAR OUR S PROCEDURES WILL BE CLEARER, WE'LL BE GIVING APPROPRIATE NOTIFICATION ACROSS SCHOOLS, AND WE WILL DO BETTER, AND THAT IS MY COMMITMENT AND PROMISE TO THE FAMILIES OF ALEXANDRIA CITY.
>> WILL WE -- WILL THE TESTS FROM THIS MOST RECENT B OF COG-EDS BE AVAILABLE
RILE RIGHT NOW MY ULTIMATE GOAL IS TO GET THROUGH SCREENING AND FIGURE OUT HOW WE'LL SEND NOTIFICATION PROCEDURES.
IDEALLY EXPEL I THINK ABOUT WHEN WE CAME BACK FROM SCHOOL, WE HAD ONE WEEK BEFORE SPRING BREAK, RIGHT? SO BY THE TIME T HAPPENED, WE ESSENTIALLY HAD NINE WEEKS LEFT OF SCHOOL.
AND SO IT'S BEEN A TIGHT TIME FRAME.
YOU ALSO KNOW, AS A THIRD GRADE PARENT AS YOU KNOW, YOUR CHILD HAS TAKEN THE MATH, THE SOL TEST, BY TAKING THIS PAUSE IT'S THE BEST THING FOR US TO DID.
I'VE HAD MANY S NIGHTS OVER THE PAST MONTH, MY HUSBAND COULD VOUCH FOR THAT BECAUSE EVERY SINGLE DECISION THAT I MAKE AS AN EDUCATOR OVER THE LAST 20 YEARS HAS NOT BEEN ABOUT WHAT IS CONVENIE ME AS AN ADULT, IT'S WHAT IS BEST FOR CHILDREN.
AND WHEN WE ARE S CHILDREN THAT ARE SUPPOSED TO BE GOING THROUGH AN ENTIRE UNIVERSAL PROCESS FOR BASED ON A WORK SAMPLE THAT NOT EVERYONE HAD A CHANCE TO SUBMIT, THEY HAD CHANCES TO SUBMIT THE WORK SAMPLE WASN'T THERE.
THEY HAVE TO SAY HEY WAIT A SECOND, IS THIS REALLY UNIVERSAL SCREENING? FOR THE THIRD GRADE THING IS IT THE MOST IDEAL? NO, BUT THE MOST IDEAL WOULD HAVE BEEN WHAT OUR CURREN LOCAL PLAN WOULD HAVE BEEN RIGHT, IF IT WERE A NORMAL SCHOOL YEAR AND NOT UNDER COVID.
EVERY STEP OF THE W TO LOOK AT THE DATA AND HAD TO FIGURE OUT WHAT'S BEST FOR KIDS AT THIS POINT.
I THINK THE BEST CASE SCENARIO FOR THIRD GRADE BECAUSE I KNOW THERE'S THAT HUGE PROGRAMMATIC SHIFT FOR FOURTH GRADE, IS WE SCREEN ALL KIDS AND IF WE'RE SCREENING ALL KIDS THAT'S TRULY A UNIVERSAL SCREENER.
>> MARK I THINK YOU HAD YOUR HAND UP NEXT.
>> I WANTED TO BACK TO THE COMMENTS YOU MADE, YOU LOOKED AT SOME OF THE DATA.
WHAT I THOUGHT I SAY WAS, THE THIRD GRADERS DIDN'T MEET YOUR EXPECTATIONS.
THEY WERE GIA IN FIRST AND SECOND GRADE AND THEN THE THIRD GRADES YOU SAW DIDN'T REALLY MATCH.
SOME OF THAT I THOUGHT YOU WENT THERE AND SAID WELL THAT'S WHY I WANT TO DO THIRD GRADE EVERYONE BECAUSE I THINK YOU WANTED A NEW BASELINE BECAUSE YOU WERE JUST SO UNCERTAIN ABOUT REALLY WHERE EVERYBODY SO YOU WERE JUST TRYING TO LET'S JUST START FRESH, LET'S GET EVERYBODY IN GRADE DONE AND THAT WAY YOU KNOW WHERE WE STAND GOING FORWARD, AM I READING THAT RIGHT OR CORRECT ME WHERE I MISINTERPRET THAT.
>> I'M NOT SAYING THAT CHILDREN ARE AREN'T MEETI MY EXPECTATIONS, I'M IN EDUCATION BECAUSE I LOVE CHILDREN AND CHILDREN DO THAT.
BUT WHEN I'M LOOKING A DATA AND COMPARING OUR KIDS WHO ARE TYPICALLY, WHO HAVE ALREADY BEEN ELIGIBLE FOR GIA SERVICES AND ARE NOT BEING MOVED FORWARD ON THE PROCESS BASED ON A PORTFOLIO ASSESSMENT AND THERE'S REPEATED DATA AS SUCH THEN THAT TELLS ME HOLD UP LET'S TAKE A CLOSER LOOK HERE.
SO IT'S JUST BEAN NEW PROCESS.
CAN I COMPARE APPLES TO APPLES AND APPLES AND ORANGES TOGETHER BECAUSE THESE ARE TWO METHODOLOGIES THAT WERE USED FROM LAST YEAR? NOT REALLY.
BUT YOU CAN ALSO SAY THAT IS A STANDARD IN WHICH CAN YOU MEASURE AND SAY IF THESE KIDS HAVE ALREADY BEEN FOUND ELIGIBLE FOR SERVICES LOWER LEVEL AND THEY AREN'T SHOWING UP BEING ABLE TO TEST GOING FORWARD BASED ON THIS PORTFOLIO, IT DOES PUT QUESTIONS IN YOUR HEAD.
I THINK ULTIMATELY IT IS NOT NECESSARILY TRYING TO OUT A NEW BASELINE.
[00:30:08]
I THINK ULTIMATELY THIS PLAN IS MAKING SURE WE AR USING A UNIVERSAL SCREENER.AND IF WE ARE FINDING THAT THE PORTFOLIO AT THIS PARTICULAR MOMENT FOR THIS YEAR IS NOT NECESSARILY MAKING SURE THAT WE HAVE 100% PARTICIPATION WITH IT, THEN THAT'S NOT TRULY UNIVERSAL SCREENERS.
THE WAY TO ISOLATE THAT SOUTH TO SCREEN EVERY SINGLE KID WITH ALL THE DATA WE HAVE ON THEM.
THAT IS THE EQUITABLE FAIR THING TO DO.
>> THANK YOU FOR THAT, LET'S TEST ALL THE THIRD GRADERS AND MAKE SURE WE KNOW WHERE WE ARE AND THE RIGHT PEOPLE ARE IN THAT NEED TO BE IN SO I APPLAUD YOU, THANK YOU.
I ACTUALLY THINK IT W REALLY INTERESTING DATA TO SEE LIKE YOU KNOW, GOING FORWARD, DO WE DO SCREENERS FOR EVERY SINGLE ADMIT ALEXANDRIA CITY SCHOOL NOT JUST ISOLATING IT OUT BY A TEST SCORE BUT USING BEINGS DATA POINTS MAKE A DECISION.
IT WILL BE INTERESTING TO SEE HOW THAT PANS OUT AT THE END OF THE YEAR.
>> SO I THINK ONE THING I'M CURIOUS ABOUT SO -- NUMBER OF YEARS BECAUSE OF THE COG-ED THERE HAVE BEEN COMPLAINTS OR CONCERNS FROM PARENTS THAT A CHILD WAS GIA BUT BECAUSE OF THE SCORE THEY WOULDN'T QUALIFY FOR BOTH ENGLISH AND MATH.
AND SO THERE WAS A YOU WILL SORT OF CERTAIN PHILOSOPHY THAT DONNA SPOKE TO US ABOUT THE SUBJECT SPECIFIC AND ON AND ON AND ON.
AND SO -- AND NOW YOU'RE LOOKING AT, YOU POTENTIALLY ARE LOOKING AT A NAGLIERI SCORE, AND IS THAT GOING TO QUALIFY THOSE KIDS FOR ENGLISH AND MATH AND LIKE I'M NOT UNDERSTANDING -- YOU KNOW WHERE I'M GOING WITH THIS?
>> I CAN UNDERSTAND IT MIGHT BE DIFFERENT AND WE NEED TO REVISE OUR LOCAL PLAN.
WOULD I LOVE TO HAVE A BETTER UNDERSTANDING.
BECAUSE IN SOME W PIECE WAS ALWAYS CHALLENGING.
>> NO, I COULD UNDERSTAND THAT.
FROM THE DISTRICT I CAME FROM YOU HAD A COG-ED OR NAGLIERI SCORE.
THE FIRST WE H YEAR WAS PORTFOLIO WORK SAMPLE.
WHEN WE'RE DOING THIS OVERSIGHT COMMITTEE WHEN I SAY PORTFOLIO IT IS ALL THE DATA POINTS.
SO OUR KIDDOS, EVEN IF Y HAD A NAGLIERI SCORE THAT WAS NONARE VERBAL, THAT'S LOOKING AT REASONING, AND WE HAVE ACHIEVEMENT SCORES THAT ARE SUBJECT-RELATED RIGHT? FOR SOME KIDS W SOL'S THIS YEAR, WHICH WASN'T NECESSARY ACKNOWLEDGE WE'LL HAVE A SCORE FOR THAT, WE'LL HAVE A MATH SCORE FO ALL OF THEM AS WELL.
WE'LL ALSO HAVE IN ADDITION TO THAT, I'M JUST FOCUSING ON LANGUAGE ARTS AND MATH NOW.
BUT WE HAVE THE KIDDOS WHO TOOK THE MAP SCORES AND HAVE THE READING ACHIEVEMENT SO THOSE ARE ALL SCORES THAT YOU USE AS PART OF YOUR PORTFOLIO.
IN ADDITION TO THAT, WE HAVE REPORT CARD GRADES THA ACHIEVEMENT AS WELL.
SO YOU DON'T NECESSARILY NEED TO HAVE A VERBAL OR QUANTITATIVE COG-ED IN ORDER TO QUALIFY AND SHOW A NEED FOR SERVICES.
BECAUSE IF YOU ARE USING A TRUE PORTFOLIO APPROACH ONE PIECE ISN'T WEIGHTED MORE THAN THE OTHER REALLY, RIGHT? SO IF MY KIDDO RIGHT NOW, LET'S SAY, HYPOTHETICALLY, RIGHT, MY KIDDO HAD WAS IN THE 84TH PERCENTILE IN READING.
BUT IF I LOOK AT THE CHILD'S REPORT CARD IN READING 4'S ACROSS THE BOARD, THEIR MAP SCORE IS IN THE 99TH PERCENTILE AND THEY SCORED A 600, 600 IS THE HIGHEST YOU CAN GO ON THE SOL.
I THINK THAT'S DATA ENOUGH TO SUGGEST THAT A CHILD IS IN NEED OF MORE ADVANCE SERVICES REGARDLESS OF THAT ONE COG-ED SCORE.
BECAUSE YOU HAVE ALL THESE OTHER PIECES IN THE SCORE, THAT SHOWS THE STRENGTH OF THE CHILD.
THAT'S THE BEAUTY OF USING A PORTFOLIO APPROACH, THAT IT'S NOT JUST THE TEST SCORE
[00:35:04]
THAT ABOUT FINDS YOU ELIGIBLE FOR SERVICES.I THINK THAT'S SOMETHING THAT THIS COMMITTEE TALKED ABOUT A LOT EQUITY WISE IS THAT WE HAVE TESTS THAT ARE CULTURALLY, LINGUISTIC REPLY, ECONOMICALLY BIASED.
AND SO AM I SAYING W GETTING RID OF THE COG-ED ABSOLUTELY NOT BUT WE HAVE ALL THESE OTHER ISSUES THAT WE CAN MAKE A DETERMIN FOR SERVICES.
>> DO YOU FORSEE, BASED ON THAT, SO DO YOU THINK YO MIGHT END UP REFERRING SOME KIDS SOLELY FOR MATH IF IT'S OBVIOUS FOR MAT ENGLISH AS YOU JUST DESCRIBED AS OPPOSED TO REFERRING FOR BOTH BASED ON THOSE OTHER ACHIEVEMENT TESTS, GRADES, YOU KNOW WHAT I'M SAYING LIKE --
>> I'M SCREENING FOR MATH AND LANGUAGE ARTS.
>> SO YOU WILL HAVE CANDIDATES WHO END UP QUALIFYING FOR BOTH AND CANDIDATES WHO QUALIFY FOR EITHER, OKAY.
THAT WAS SOMETHING I DIDN'T QUITE UNDERSTAND INITIALLY.
I'M GLAD YOU A QUESTION BECAUSE I THINK THAT'S IMPORTANT CLARIFICATION FOR US TO MAKE.
>> SORRY GUYS IT'S BEEN A LONG DAY.
>> I WENT THROUGH THAT NAGLIERI PRESENTATION.
SO MY UNDERSTANDING IS, A DR. NAGLIERI TALKS ABOUT THIS.
THIS GOES BACK TO THE FIRST QUESTION YOU ASKED PREVIOUSLY, LAURA.
HE SAID THAT THE COG-ED IS ALSO ONE OF THOSE TESTS THAT IS DEPENDENT ON HIGHER LANGUAGE, THAT'S WHY HE DEVELOPED THE VERBAL AND THE QUANTITATIVE VERSION OF HIS TEST.
WHEN WE WROTE OUR REPORT WE RECOMMENDED IT.
I KIND OF FEEL LIKE THE REASON WHY STUDENTS WERE IDENTIFIED WITH THE NAGLIERI AND NOT COG-ED PERHAPS WERE BECAUSE OF THOSE COMPONENTS.
SO WE KINDS OF JUST NEED TO BE CAREFUL BECAUSE SOMETIMES YOU WON'T HAVE THAT KID WHO SCORES 600 ON THE SOLS OR STRAIGHT 4'S ACROSS.
BECAUSE HIS TEST WHEREAS DESIGNED TO IDENTIFY THOSE KIDS WHO TEACHERS OR, YOU KNOW, WHO WE WOULDN'T -- WHO WE WOULDN'T IDENTIFY FOR GIFTED INITIALLY.
SO I JUST KIND OF W KEEP THAT IN MIND BECAUSE I KNOW IT'S A PORTFOLIO AND ALL OF THAT.
BUT HE TALKED ABOUT THIS ONE PARTICULAR CASE WHERE KID WAS FAILING AND HE GOT A SCORE OF 141 ON THE NAGLIERI.
AND SO JUST WANTED TO JUST KEEP THAT IN MIND.
>> NO, NO, THANK YOU FOR SHARING THAT.
I'M VERY THANKFUL AT LEAST WE HAVE THE NAGLIERI SCORES.
IT ISOLATES SOME OF T CONCERNS THAT YOU'RE JUST TALKING ABOUT.
I THINK IT'S HELPFUL FOR THAT, I'M THANKFUL FOR IT ACTUALLY.
AND IN WHAT I'VE BEEN HEARING FROM SOME PEOPLE I'VE BEEN TALKING TO, SAID YOU HAVE TO TAKE A NAGLIERI EVERY YEAR FOR IT TO TO BE VALID, THAT'S NOT THE CASE.
JACK NAGLIERI COULD SAY FROM YEARS AGO, YOU COULD HAVE FALSE NEGATIVES, YOU HAD A KID WHO CAME IN WITH STREP THROAT THAT DAY OR DIDN'T GET A GOOD BREAKFAST OR HAD A REALLY ROTTEN DAY AND THEY'RE NOT GOING TO DO SO WELL, BUT IT'S A VALID MEASURE THAT CAN BE USED YEAR AFTER YEAR BECAUSE IT'S TALKING ABOUT REASONING.
IT SHOULDN'T BE BASED UPON WHETHER OR NOT YOU HAVE A VERY STRONG TEACHER OR A TEACHER WHO IS STILL REFINING THEIR PRACTICES.
SO EVEN THOUGH THIS TEST WAS IN FIRST GRADE IT'S STILL A VALID MEANS FOR US TO SCREEN THEM IN THIRD GRADE THAT MEASUREMENT.
>> YES, THANKS MEGAN FOR ALL OF THIS.
I JUST HAD A QUESTION I THINK IT IS A FOLLOW-UP O APPROACH TO THE PORTFOLIO.
THE STANDARDS TO ASSESS TAG ELIGIBILITY AT LEAST IN THE PAST.
I JUST WANTED TO KNOW GENERALLY SPEAKING THE SORT OF CUTOFF SCORES, I DON'T KNOW IF THESE ARE CHANGING BUT FOR SRI AND IMAGINE WHICH AGAIN MAY BE CHANGING
[00:40:02]
AND GRADES WHICH I THINK WAS AROUND A 3.1, DO YOU ENVISION REFINEMENT OF THAT OR DO YOU THINK GENERALLY YOU'RE GOING TO USE T APPROACH GOING FORWARD?>> SO THE APPROACH GOING FORWARD FOR THIS SCHOOL Y WOULD BE TO, I USE THEIR -- I HAVE THE FORM THEY'VE USED IN THE PAST WHERE THEY HAVE BILLING SUPERIOR AND THINGS LIKE THAT FOR THE SCORE, I SEE LEIGH NOD OING HER HEAD.
WE'RE STILL GOING TO USE DATA FROM EACH OF THOSE CATEGORIES.
ONE THING I'M GOING TO PUT IN THERE IS OR SOL FOR ACHIEVEMENT.
IT'S AN EXTRA PIECE OF DATA, AND IMAGINE MATH ISN'T A PART OF OUR WORK THIS YEAR, WE'RE USING THOSE MAP SCORES WHICH IS PERCENTILE AS WELL, NATIONALLY NORMED.
IT'S STILL AN A BASED BUT THE -- I'M TRYING TO THINK OF THE WORD, MARY BETH, THE SCALE RIGHT OR THE CRITERIA WILL BE THE SAME.
I'M NOT GOING TO LIKE SAY, OH, WE'RE NOT USING ACHIEVEMENT SCORES, WE HAD ACHIEVEMENT SCORES, THEY VARIED THIS YEAR, WE HAD DIFFERENT ACHIEVEMENT TESTS ACROSS THE DISTRICT BUT THESE ACHIEVEMENT TESTS ARE STILL GOOD TO USE.
>> YES, I THINK THE PRIMARY QUESTION I HAVE, BASED YOUR EXAMPLE, YOU GAVE EXAMPLES OF 4'S ACROSS THE BOARD, THAT HASN'T BEEN THE STANDARD IN THE PAST BUT I JUST WANTED TO KNOW IF THAT WAS THE EXPECTATION.
>> I WAS JUST TALKING OFF THE TOP OF MY HEAD.
I WANTED TO USE THAT EXAMPLE, THANK YOU FOR CLARIFYING.
THE CHILD'S A LOWER THAN THE 96TH PERCENTILE, THAT ABILITY CATEGORY, ACROSS THE MATRIX THAT THEY USE THE KID IS SHOWING HIGH, YOU KNOW HIGH AREAS OF ACHIEVEMENT THAT NEEDS TO BE LOOKED AT FURTHER.
SO I THINK I WAS JUST SHARING THAT.
THE ABILITY SCORE ISN'T THE ULTIMATE DECIDER OF EVERYTHING.
YOU ARE USING THESE DIFFERENT PIECES OF DATA TO SUPPORT SERVICES.
>> GREAT, THAT IS REALLY HELPFUL, GREAT, THANKS.
>> I WANTED TO ASK A QUESTION ON THOSE -- IDE USING THE MAP SCORES VERSUS THE READING INVENTORY AND THE OLD IMAGINE MATH OR THE EVEN BEFORE THAT THINK THROUGH MATH SCORES AND THEN THE -- I DON'T KNOW WHAT WAS USED BEFORE THAT.
DO WE HAVE AN IDEA WHAT THE CUTOFFS ARE GOING TO BE AND THAT TIES TO MY SECOND QUESTION SOME WHICH IS ARE THOSE CUTOFFS GOING TO BE NATIONAL NORMS OR ARE WE YET MOVING TOWARDS LOCAL NORMS AND MAYBE EVEN SCHOOL NORMS FOR OUR MAP CUTOFFS IN THE INTEREST OF EQUITY ACROSS THE DISTRICT?
>> YES, I THINK THAT'S A LARGER CONVERSATION, I THINK THAT'S MORE OF A QUESTION WHEN WE RESTART OR LIKE DEVELOPING OUR LOCAL PLAN WHICH I WAS HOPING TO DO RIGHT NOW BUT THAT'S OKAY.
WHEN WE'RE DOING THE LOCAL PLAN, I THINK THAT'S A LARGER CONVERSATION WE NEED TO HAVE ABOUT HOW ARE WE GOING TO USE LOCAL NORMS JUST FOR ABILITY TESTING, IF WE ARE GOING TO USE IT LIKE WHAT'S THAT GOING TO LIKE? IS IT ACROSS THE B REPORT CARDS AND ACHIEVEMENT SCORES AND ABILITY SCORES, I THINK THAT'S A LARGER QUESTION FOR THE GROUP AND MAYBE THAT'S SOME OF OUR WORK THAT WE NEED TO DO AS WE WORK TO REDEVELOP OUR LOCAL PLAN.
BUT FOR NOW THIS YEAR I P TO USE THE NATIONALLY NORMED SCORES AS A MEANS TO DOING THAT.
AND I ALSO WANT TO SAY TOO REGARDLESS IF YOUR CHILD IS NOT FOUND ELIGIBLE YOU COULD ALWAYS REFER IN THE FALL.
YOU MEAN THAT'S OVER? NO, YOU CAN REFER AS MANY TIMES AS YOU WANTS, EVERY YEAR, AND IT'S OKAY, AS AN ADVOCATE FOR PARENTS I WOULD UNDERSTAND WHY YOU WOULD WANT TO DO THAT.
IT IS DO YOU HAVE ANOTHER QUESTION LEIGH? OKAY.
>> I UNMUTED MYSELF AND THEN REMUTED MYSELF.
SO IN THE PAST WE'VE HAD A -- THERE'S BEEN A POLICY, PERHAPS IN THE LOCAL PLAN, I DON'T REMEMBER IF IT'S IN THERE AND IT MIGHT BE JUST SCHOOL BASED BUT IF A PARENT REFERS, THEY CAN DO ONE REFERRAL PER SCHOOL YEAR.
[00:45:05]
AND IF THEY ARE -- SO WE'LL HAVE ALL OF OUR STUDENTS THROUGH FIRST THROUGH FOURTH GRADE GETTING UNIVERSALLY SCREENED, WITH THE NAGLIERI WHERE THE COG-EDS THIS FALL SO THAT'S FABULOUS.SO LET'S SAY A STUDENT G THROUGH THE UNIVERSAL SCREENING IN THE FALL, DOES NOT QUALIFY FOR TAG SERVICES, THEY'RE RESERVING, THE PARENTS HAVE THE OPPORTUNITY TO APPEAL AND RESUBMIT FOR THIS SAME SCHOOL YEAR.
I JUST WANTED TO GET CLARIFICATION ON THAT.
>> SO LET'S SAY WE'VE GOT A RISING FOURTH GRADE GETS UNIVERSALLY SCREENED, HAS THE COG-ED THIS FALL DOESN'T GET SELECTED FOR SUBJECT SPECIFIC IDENTIFICATION, AND IS -- THE RECOMMENDATION IS THEY STAY IN THE REGULAR GEN ED PROGRAM.
DOES THE PARENT S THE OPPORTUNITY TO APPEAL THAT WITH THEIR OWN REFERRAL AGAIN IN THE SAME -- LIKE I KNOW THAT THERE'S AN APPEAL BUT CAN THEY RE-REFER WITHIN THAT SAME SCHOOL YEAR?
>> I THINK THAT'S A GREAT QUESTION.
I DON'T HAVE AN ANSWER FOR THAT RIGHT NOW.
AND I DON'T WANT TO MAKE AN ANSWER UP.
THAT'S A GREAT QUESTION I'LL BRING IT BACK TO OU COMMITTEE.
BECAUSE TYPICALLY IT'S JUST FOR REFERRALS TO DO THE APPEAL PROCESS.
SO I KNOW THAT THIS I CHANGE, RIGHT? BUT THIS YEAR HAS B SERIES OF CHANGES.
AND I KNOW SPEAKING WHERE MY COLLEAGUES, I KNOW IT WAS SAID THAT, YOU KNOW, THINGS MIKE LOOK A LITTLE BIT DIFFERENT AS YOU WORK THROUGH THIS AND WE MAY HAVE TO REEXAMINE THE DATA, WHICH IS WHAT WE DID.
I TRY TO THINK ABOUT THE BEST CASE SCENARIO THROUGH ALL OF THIS AND IN THE GRAND SCHEME OF THINGS MAKING SURE THAT WE'RE REFERRING EVERY SINGLE -- NOT REFERRING, EXCUSE ME, THAT WE ARE LOOKING THROUGH EVERY SINGLE THIRD GRADER IS THE BEST APPROACH GOING OUR CHILDREN HAVE AN OPPORTUNITY TO -- IF THEY NEED TO MAKE PROGRAMMATIC SHIFT WITH THE PROGRAM, THAT THEY HAVE THE OPPORTUNITY TO DID THAT REGARDLESS WHAT THEIR PORTFOLIO STATUS IS, TO BE ABLE TO START TESTING.
AND IF GOAL GOAL IS, I WANTED TO SHARE YOU WITH IT TODAY, AND WE'LL SHARE WITH THE PRINCIPALS TORMENT, SO PARENTS ARE AWARE, I'LL PLACE THINGS ON THE WEBSITE AND I'LL LIKE FOR DIRECTION FROM THE LEADERSHIP TEAM, WHETHER WITH IT BE IN EXPRESS OR ANOTHER METHOD, THERE WILL BE COMMUNICATION ABOUT THIS.
SO PARENTS OR ALL PARENTS ARE VERSED IN THE CHANGES.
>> IS IT GOING TO BE TRANSLATED INTO DIFFERENT LANGUAGE? I'M SORRY TO ASK T QUESTION.
>> YES SO MY GOAL, ELIGIBILITY LETTERS WILL BE TRANSLATED INTO OTHER LANGUAGES.
MY GOAL, I KNOW I HAVE TO AT LEAST GET COMMUNICATI NO MATTER WHAT AND I'LL LOOK TO MY LEADERSHIP TEAM TO FIGURE OUT HOW THE LARGER COMMUNICATION OF THIS, WITH THE CHART AND SUCH, HOW WE CAN GET THAT TRANSLATED FOR FAMILIES.
BUT I'LL HAVE TO FIGURE OUT THE PROCESS IN ORDER T THAT.
I'M STILL GOING TO P NEW CARD TO FIGURE OUT I DON'T KNOW THE FULL PROCESS BUT I WILL, I HAVE AND ASKED PLOTS OF QUESTIONS IN MY LAST FEW WEEKS OF BEING HERE, TO TRY THE PROCESSES OF ALEXANDRIA AND HOW TO GET CERTAIN THINGS ACROSS THE LINE.
SO THAT IS DEFINITELY SOMETHING ON MY RADAR.
>> ALL RIGHT, THANK YOU SO MUCH.
>> NO, THANK YOU, GREAT QUESTION.
>> ALL RIGHT, I'LL GIVE ONE LAST MINUTE FOR QUESTION THIS BEFORE WE MOVE ON ON THE AGENDA, ANYONE, OKAY, THANK YOU.
ULTIMATELY, I KNOW THERE HAVE BEEN SOURCES OF FRUSTRATION, AND AS A PARENTAL MYSELF, I KNOW THE SOURCES OF FRUSTRATION IN TERMS OF HOW THE LAST FEW WEEKS HAVE UNFOLDED.
BUT JUST KNOW, WE H WORKING WITH THIS EVERY SINGLE HOUR OF THE WORKDAY.
[00:50:05]
I DREAM OF SPREADSHEETS WITH NUMBERS FLYING IN MY HEAD.JUST KNOW WE ARE WORKING HARD ON IT, WE WANT TO DO RIGHT BY KIDS AND WE WILL DO RIGHT BY KIDS.
THANK YOU FOR YOUR 74TH AND AS WE REFINE OUR COMMUNICATION PROCESSES AND AS WE REFINE THE WORK WE DO GOING FORWARD I APPRECIAT YOUR SUPPORT AND YOUR FEEDBACK AND UNDERSTANDING SO THANK YOU.
CAN WE STOP SHARING THE SCREEN? ALL RIGHT, OH GOOD NOW I CAN SEE FOLKS.
GREAT SO NEXT ON THE AGENDA WAS TO REVIEW THE SUBCOMMITTEE REPORTS.
[Review Subcommittee Reports]
SO I HAD SOME THINGS DUMPED IN MY LAP THE LAST COUPL WEEKS WHICH I DID NOT EXPECT AND I WAS NOT ABLE TO GET THE SUBCOMMITTEE REPORTS INTO THE FORM THAT I WOULD LIKE.I HAVE A SUGGESTION AND I HAVE A PLAN.
SO THE PLAN THAT I CAME UP WITH, IF YOU GUYS -- I DO ONE, SO I HAVE ONE SUBCOMMITTEE REPORT WHICH WOULD I LIKE TO TALK ABOUT AND THAT IS THE STUDENT VOICES SUBCOMMITTEE REPORT.
AND SO WHAT I WOULD LIKE TO DO IS FORMAT ALL OF THE REPORTS THIS WAY.
AND THEN, THEY WILL B ADDENDUMS, TO THE YEAR END REPORT.
JUST SOME NUANCES, THE YEAR END REPORT GOES INTO LITTLE BIT MORE DETAIL, YOU HAVE TO SHOW THE FOCUS AREAS AND THINGS LIKE THAT.
MY PLAN IS THIS IS HOW WE WOULD SUBMIT IT AS ONE REPORT TO THE SCHOOL BOARD AND ONE REPORT GOING THROUGH ALL OF THE FOLKS AT CENTRAL OFFICE, NOT AS MULTIPLE SEPARATE REPORTS SO THEY CAN VIEW IT ALL AT ONCE.
I HAVE THE STUDENT VOICES ONE WHICH WE CAN DISCUSS.
THE K-12 I THINK WE'LL EASILY GO INTO THE SAME FORMAT.
MARK HAD A GOOD S AND THIS WAS TO POTENTIALLY COMBINE THE I.D.
AND TESTING REPORT, MAKES A LOT OF SENSE, I CAN PRESERVE MOST OF THE CONTENT FROM THOSE REPORTS BUT IT WILL PRESENT BETTER AND MAKE MORE SENSE IF WE DO IT THAT WAY AND THAT'S GOING TO TAKE A LITTLE BIT OF WORK AND JUST DIDN'T HAVE TIME TO TACKLE THAT ONE.
AND THEN I'D LIKE TO SUGGEST AND WE COULD TAKE ANOTHER LOOK BUT WE POTENTIALLY DELAY THE VIRTUAL LEARNING BECAUSE I THINK THAT THERE WERE A LOT OF ANSWERS WE WERE STILL WAITING ON IN THAT REPORT AND I THINK WHAT WE WANTED TO CAPTURE IN THAT VIRTUAL LEARNING REPORT REALLY A DOCUMENTATION FOR THE SCHOOL BOARD ABOUT WHAT TRANSPIRED DURING THE YEAR OF COVID.
SO THAT WE HAVE A RECORD OF IT GOING FORWARD.
AND SO A PIECE OF THAT WAS OBVIOUSLY THIS PORTFOLIO PROCESS, WHICH CONTINUES, YOU KNOW, TO HAVE CHANGED.
BUT I THINK OVER T WE WILL HAVE MORE CONCRETE ANSWERS AND THAT THAT REPORT, AND THAT -- WE MAY EVEN WANT TO SUBMIT THAT NOT AS PART OF THE ANNUAL REPORT.
I COULD MENTION THAT THAT WAS A COMMITTEE THAT WE WERE WORKING ON.
AND THAT A REPORT WILL BE COMING.
BUT I THINK THERE'S A LOT OF UNANSWERED POINTS IN THAT REPORT THAT IT DOESN'T MAKE SENSE DO TRY TO PUT FORTH NOW.
I DON'T KNOW THAT IT WOULD BE VALUABLE.
SO I THINK -- I DO WANT TO TALK ABOUT THE VOICES REPORT, BUT I'D LOVE TO GET JUST INITIAL FEEDBACK ABOUT WHAT I JUST SAID.
DO YOU GUYS AGREE WITH ME, MAYBE?
>> YES, I THINK THAT MAKES SENSE TO ME.
I RECOMMEND PUTTING THE COMMITTEE SPEAKERS I ONE BECAUSE THE ISSUES WERE VERY SIMILAR, NORMS AND THINGS LIKE THAT.
IT MAKES SENSE TO PUT THAT IN ONE VOICE, SO I AGREE WITH THAT.
AND THEN F COMMENT ON THE VIRTUAL LEARNING, I THOUGHT WE WERE TRYING TO CAPTURE OUR COMMITTEE'S ASSESSMENT, WAS TAG SERVICES DELIVERED DURING THE ENVIRONMENT? I THINK WE SHOULD M RECOMMENDATION OR OPINION ON THAT TO TELL THE SCHOOL BOARD THAT.
AND FORGIVE ME, I DON'T THINK I REMEMBER READ GOING THAT IS THE TACTIC BUT I
[00:55:03]
THINK THAT'S IMPORTANT FOR THE SCHOOL BOARD TO KNOW.>> I MEAN WE COULD, AND D IS STILL ON THE CALL.
IF I'M LOOKING AT THAT REPORT NOW, WE MIGHT BE ABLE TO JUST TAKE OUT D, THE SECTION 1, WHICH TALKS ABOUT THE IDENTIFICATION PROCESS AND JUST COMPLETELY TAKE THAT OUT AND MAYBE JUST SUBMIT SECTIONS 2 AND 3.
AND YOU DON'T N HAVE TO ANSWER.
I THINK THAT'S A GOOD POINT MARK.
WE COULD TALK A UNIVERSAL SCREENING, ALL THAT STUFF LATER.
>> DO YOU WANT TO TRY -- DOES THAT MAKE SENSE TO PULL THE FIRST PART OUT? D IF I TAKE A DRAFT AT THIS DO YOU WANT --
>> YES, I THINK THAT WOULD BE FINE.
WE TALKED LAST TIME ABOUT THE FACT THAT THE UNIVERSAL SCREENING SECTION OR THE IDENTIFICATION SECTION IS IN THE REPORT DIDN'T NEED TO NECESSARILY GET OUT BY THE END OF THE YEAR BECAUSE IT WOULDN'T BE RELEVANT IMMEDIATELY.
SO IT MAKES SENSE TO TAKE THOSE OTHER TWO PIECES AND PUT THEM WITH SOMETHING THAT IS GOING TO GO OUT AT THE END OF THIS YEAR.
>> OKAY, I'LL MAKE THAT CHANGE.
I MEAN AND I GUESS OTHER PIECE I COULD MENTION, AND I -- IS NICK STILL ON THE CALL? NO, I THINK HE HAD TO DROP.
SO I'M HESITANT T DO A MEETING OVER THE SUMMER.
I THINK EVERYBODY IS PRETTY EXHAUSTED.
BUT IF PEOPLE FEEL VERY STRONG REPLY, I THINK THESE REPORTS, IF I JUST DIG IN FOR A COUPLE HOURS, I I CAN HAVE THEM IN A FORMAT THAT WE COULD BASICALLY HAVE JUST AN APPROVAL MEETING, IF SOMEONE -- IF YOU GUYS FEEL REALLY STRONGLY ABOUT THAT, WE COULD DO THAT.
WHERE IT'S LITERALLY I SEND ALL OF THE DRAFT, IF THERE'S ANY COMMENTS YOU SEND THEM BACK.
AND THEN WE COULD H APPROVAL MEETING FOR LIKE 15 MINUTES IN JULY OR SOMETHING LIKE THAT IF WE CAN GET QUORUM OR AUGUST.
SO THAT WE CAN CIRCULATE IT AT ACPS.
OTHERWISE, WE WOULD B BASICALLY APPROVING IT PROBABLY IN THE SEPTEMBER MEETING AND THEN IT WOULD THROUGH IN SEPTEMBER.
SO -- AND MEGAN, I ALSO DON'T KNOW, I MEAN REALISTICALLY, IS ANYBODY -- IF WE PUSH TO DO THIS LIKE IN JULY ARE WE EVEN GOING TO GET EYES ON THIS? IS IT WORTH TRYING TO PUSH PEOPLE TO DO THAT OR IS IT -- BECAUSE I KNOW IT'S GOT TO GO THROUGH MULTIPLE PEOPLE.
>> I THINK KNOWING EVERYTHING I JUST SAID TO YOU ALL ABOUT YOU KNOW, PART OF THE REASON WHY MODIFICATIONS ARE BEING MADE, I THINK SPEAKS TO THE IDEA THAT WAITING UNTIL THE FALL MIGHT BE BETTER, AS WE'RE STILL TRYING TO FINALIZE OUR DATA.
WHICH WOULD THEN WE COULD PUT INTO THE REPORT.
I THINK ANYTHING PRIOR T THAT WOULD BE TOO PREMATURE.
THAT'S JUST MY TAKE ON THAT BUT I'M JUST ALSO -- I'M JUST ONE PERSON.
>> NO, I THINK WE'RE NOT GOING TO -- WHAT WE'RE SAYING IS WE WOULDN'T REPORT ON ANY OF THE IDENTIFICATION.
>> THAT WE'RE ALREADY GOING TO TAKE THAT OUT BUT WE COULD STILL SUBMIT THE K-12, THE GUEST SPEAKERS, THE TESTING, ALL THOSE OT THINGS.
I THINK TOO B BELIEVE THAT I'M TRYING TO SEE NAMES HERE WAS IT ZION WHO BROUGHT UP, I'M SORRY I DIDN'T SAY YOUR LAST NAME, EVEN LOOKING AT THE NAGLIERI AND NONVERBAL, CONVERSATIONS WITH OUR ACCOUNTA OFFICE AND PROCEEDING FORWARD WITH FUTURE TESTING.
>> THAT PART OF THE REPORT COULD BE OUT OF DATE.
OR NOT AS TIMELY AS IT COULD BE.
>> WELL I'M GOING TO BRING IT UP NO MATTER WHAT.
>> WE HAVE MOMENTUM ON THE OTHER PIECES SO I THINK W SHOULD KEEP MOMENTUM AND FINISH IT UP.
I THINK IF WE WAIT TILL SEPTEMBER WE MAY FORGET IT, DIFFERENT PEOPLE ON THE COMMITTEE.
[01:00:02]
I AGREE, TO THE EXTENT ANY OF THIS CAN BE HELPFUL AS IT INFORMS DECISIONS THAT ARE BEING MADE, I'D BE INCLINED TO GET IT APPROVED SOONER RATHER THAN LATER.>> OKAY, WELL I MEAN WHAT WE COULD LOOK TO DO, SINCE SCHOOL IS IN SESSION UNTIL THE 23RD, WE COULD HAVE A QUICK MEETING LIKE TWO WEEKS FROM TONIGHT.
I COULD PROBABLY GET THIS DONE NOW, IN THE NEXT FEW DAYS.
LIKE I HAVE TIME, I CAN D WITH THIS NOW.
SO I MEAN WOULD P WILLING TO GET ON A CALL JUST TO VOTE THIS THROUGH? OKAY CAN, I THINK I LIKE MOST PEOPLE WOULD DO THAT.
I'LL SEND OUT A POLL, I C MAKE SURE WE'VE GOT QUORUM FOR THAT, I'M LOOKING AT MONDAY THE 20TH TO DO THAT.
AND THEN -- AND I'LL HAVE TO MAKE SURE I GUESS -- YEAH, WE'LL JUST DO THAT, I'LL DEAL WITH THAT LATER.
WERE THERE ANY REESEY AND LEIGH, I SENT YOU WHAT I HAD PROVIDED IN THE VOICES REPORT, IS THAT DOES THE REST OF THE COMMITTEE HAVE ANY COMMENTS ON HOW THE VOICES REPORT WAS REVISED?
>> I LIKED THE WAY YOU TALKED ABOUT THE ADDITIONAL STUDENT REPRESENTATIVES AND THE WAY YOU FRAMED THAT.
AND IT CONVEYED WHAT WE W TALKING ABOUT IN THE LAST MEETING, SOUNDS GREAT.
>> YAY! I TRY TO BE A GOOD LISTENER.
ALL RIGHT SO LET'S JUST MOVE ON TO THE BUSINESS I THEN.
DID ANYBODY ELSE H COMMENTS ON THAT VOICES REPORT? NO, OKAY.
ALL RIGHT SO LET'S GO AND MOVE TO APPROVE THE MAY MINUTES.
[Approve May 10th Minutes]
LET'S SEE I WILL DO A ROLL CALL.CAN I GET A M APPROVE THE MINUTES?
>> MOTION TO APPROVE THE MINUTES.
LET'S GO DOWN THE LIST, DAPHNEY.
EVERYBODY IS MOVING ON MY SCREEN.
[Approve Subcommittee Student Voices Report]
GREAT.CAN I GET A M APPROVE THE SUBCOMMITTEE VOICES REPORT?
>> MOVE TO APPROVE THE SUBCOMMITTEE REPORT.
>> I FEEL LIKE I LEFT SOMEBODY OUT.
THE OTHER THING I ALSO ATTACHED WAS THE PTAC PRESENTATION, I GAVE THAT
[Approve Presentation]
PRESENTATION TO PITAC AT GW EQUITY INCLUSION DIVERSITY COMMITTEE OR SOMETHING LIKE THAT.[01:05:01]
AND I PUT THAT IN A GOING TO ALSO SUBMIT THAT AS WORK OF THE COMMITTEE AS AN ADDENDUM IN THE YEAR END REPORT.OR POTENTIALLY, SO T WHY I PUT IT IN THE E-MAIL TO YOU GUYS FOR THE DOCUMENTS FOR THE MEETING.
DO YOU GUYS HAVE ANY THOUGHTS ABOUT THAT? DO YOU THINK WE SHOULD INCLUDE THAT PRESENTATION? NOT INCLUDE THE PRESENTATION? IS REFERENCE IT JUST AS SOMETHING THAT WAS DONE IN THE YEAR YOU KNOW AS PART OF THE YEAR?
>> I LIKE IT, AND IT SHOULD BE I THINK PART OF THE ADDENDUM TO THE REPORT TO SAY THIS IS SOMETHING WE OUTREACHED TO THE PTAC TO ACHIEVE AWARENESS OF WHAT THE TAGAC IS ABOUT, SO I THINK IT'S GOOD TO INCLUDE IT.
>> I THINK IT'S A REALLY GREAT IDEA BECAUSE SOMETIMES P PTAC NOT COMMUNICATE WITH OTHERS SO IT'S A GOOD IDEA TO HAVE IT.
>> I LIKE THE DATA NEXT TO EXPLAINING TAG, THOSE A GOOD COMBINATION.
>> WHEN YOU WENT AND GAVE US THAT REPORT, YOU ABOUT IT.
WE HAVE SOME PARALLEL INTERESTS I THINK MOVING FORWARD TAGAC AND PTAC I THINK WORKING TOGETHER ON SIMILAR ISSUES, IT MAKES SENSE FOR US TO INCLUDE IT.
SO I THINK WE SHOULD PROBABLY VOTE ON -- WELL, SUSAN, ARE YOU THERE?
>> IF WE'RE GOING TO -- SO WE'VE JUST APPROVED THE VOICES SUBCOMMITTEE REPORT SO I CAN INCLUDE ON THE YEAR END REPORT, WE DON'T NEED TO REVOTE ON THAT.
DO WE -- SHOULD I JUST CLEAR THE PRESENTATION AS VOTED ON AND THEN WE JUST HAVE TO VOTE ON THE OTHER THINGS IN THE NEXT MEETING, DOES THAT WORK?
>> HAVE TO INCLUDE IT CORRECT?
>> IF YOU APPROVE THINGS PIECEMEAL THEY ARE APPROVED.
AND YOU CAN JUST COMPILE THEM AS FULLY APPROVED.
>> IF THAT'S WHAT YOU'RE ASKING.
>> YEAH, WHY DON'T WE DO THAT JUST SO WE CAN MAKE THE APPROVAL MEETING SHORTER SO LET'S DO ONE MORE VOTE.
CAN I GET A M APPROVE THE PRESENTATION TO INCLUDE IN THE ANNUAL REPORT?
>> AND I THINK THAT WAS A SECOND.
>> WOULD YOU LIKE TO APPROVE THE PRESENTATION INCLUSION IN OUR ANNUAL REPORT?
WELL, NO ATTENDEES W MEANS NO PUBLIC COMMENTS.
SO I THINK WE CAN WRAP THIS UP.
LIKE I SAID SUSAN, CAN YOU LET ME KNOW WHETHER WE COULD HOLD A 7:00 MEETING ON -- ACTUALLY I THINK IT'S MONDAY, JUNE 21ST, TO HOPEFULLY APPROVE THESE REPORTS?
AND I WILL GET RIGHT BACK WITH YOU.
>> AND I KNOW CHRIS YOU JOINED.
DID YOU HAVE ANYTHING YOU WANTED TO RELAY BEFORE WE WRAP THIS UP FROM THE BOARD PERSPECTIVE?
BUT, YOU KNOW, JUST I KNOW IT'S THE LAST MEETING OF THE ACADEMIC YEAR.
SO JUST, YOU KNOW, THANKING EVERYONE FOR THEIR SERV TO THE COMMITTEE AND THE TIME.
I KNOW IT'S BEEN A WEIRD YEAR AND, YOU KNOW, REALLY APPRECIATES EVERYONE'S HARD
[01:10:05]
WORK THROUGHOUT THE IT'S BEEN CHALLENGING.AND NOTHING NEW TO R FROM MY END OTHER THAN THAT WE'RE -- WE ARE CONTINUING TO WORK A LOT ON THE EQUITY POLLING AUDIT AND WE WILL BE DOING SOME WORK ON THAT THROUGH THE SUMMER SO SOME TALENTED AND GIFTED POLICIES WILL BE DISCUSSED DURING THAT PROCESS OVER THE SUMMER SO IF ANYONE'S INTERESTE THAT WORK THAT'S CONTINUING PLEASE DON'T HESITATES TO REACH OUT.
BUT I'M REALLY EXCITED FOR WORK THAT'S BEING DONE AND REALLY EXCITED FOR THE COMMITTEE'S LEADERSHIP DR. TEMPEL-MILNER'S LEADERSHIP AS WELL AS WE WORK THROUGH A LOT OF THESE CHALLENGES.
THANKS YOU GUYS! YOU'RE THE BEST!
>> THANK YOU TO EVERYBODY WHO WAS SO OWELCOMING F THE PAST I GUESS TWO YEARS, THAT FLEW BY VERY QUICKLY.
I'VE LEARNED SO MUCH ON THIS COMMITTEE.
AND I DEFINITELY WILL CONTINUE TO PURSUE AN EQUITIES AND EDUCATION DOWN IN DURHAM AND DO SOME LIKE POLICY DOWN THERE.
IT WAS A PLEASURE TO GET TO KNOW YOU THROUGH TH COMMITTEE.
>> REESEY GOOD LUCK, YOU'RE GOING TO BE A BLUE DEVIL.
>> LOT OF GOOD EDUCATION POLICY HISTORY IN NORTH CAROLINA.
SO LOOK UP CHARLOTTE MECKLENBURG HISTORY OF SEGREGATION.
>> BYE GUYS, HAVE A GOOD SUMMER.
* This transcript was compiled from uncorrected Closed Captioning.