>> I BELIEVE WE HAVE A QUORUM.
[00:00:01]
I'M GOING TO GO AHEAD AND START CALLING THE ROLE.AND WHEN I CALL YOUR NAME, WOULD YOU PLEASE UNMUTE AND SAY THAT YOU ARE HERE, PLEASE.
DID I MISS ANYBODY IN THE COMMITTEE?
ALL RIGHT, MEGAN -- >> I'M HERE.
ALL RIGHT NOW, I'VE GOT TO FIND PATRICIA -- >> YES I'M HERE LINDA IS MY AP.
[INAUDIBLE] I HEARD A FAINT HERE.
>> WE WON'T HAVE MARGARET ANYMORE.
>> OKAY SO WE HAVE EVERYONE HERE TONIGHT.
I THINK THAT IS A GOOD, A GOOD START.
BUT IN A QUORUM WE HAVE ALL MEMBERS PRESENT SO THANK YOU.
WE WILL MOVE INTO PUBLIC COMMENT, IF THERE'S ANY PUBLIC COMMENT.
DO WE HAVE ANYONE FOR PUBLIC COMMENT?
>> LET ME JUST CHECK, WITH TWO GUESTS, LET ME JUST CHECK.
>> WILLIE SHOULD BE ON THE PANELIST SIDE, SUSAN.
I JUST GAVE HIM THE ABILITY TO TALK I WILL MAKE HIM A PANELIST AS WELL.
HE IS NOW A PANELIST AND THAT WE HAVE A MIKE RADT, I WILL ASK HIM TO TALK FOR ONE SECOND.
HE SAYS HE IS NOT AVAILABLE TO TALK BECAUSE HE IS AN OLDER VERSION OF ZOOM.
BUT I CAN PROMOTE HIM TO PANELIST JUST TO SEE IF HE CAN TALK THAT WE HAVE TO PUT HIM BACK.
>> HELLO MR. RADT, SORRY IT IS NOT A MR. IT IS A MISS. >> I JOINED THROUGH MY FATHER'S EGG DID NOT CHANGE MY NAME.
>> OKAY YOU CAN CHANGE AT THE TOP OF YOUR SQUARE.
UNLESS YOU LIKE TO RENAME YOURSELF, DID YOU HAVE ANY COMMENTS?
>> OKAY AND GO TO MOVIE BACK TO THE OTHER SIDE.
IT IS NICE TO SEE YOU AND NICE TO MEET YOU.
>> I DROPPED OFF FOR A SECOND, I'M BACK.
>> NO, I CANNOT REMOVE MS. RADT.
>> OKAY LET'S MOVE OVER AND HAVE LAUREN REVIEW THE MEETING NORMS.
[Review Meeting Norms]
>> YES, MEETING NORMS, JUST MAKE SURE THAT WE ARE MAKING SPACE FOR ALL STUDENTS IN ALEXANDRIA PUBLIC SCHOOLS AND MAKING SURE THAT WE ARE SHARING THE AIR WHEN WE ARE
[00:05:08]
COMMUNICATING WITH ONE ANOTHER THROUGHOUT OUR MEETING.THAT IS REALLY THE BIGGEST ONE OF NORMS THAT WE HAVE.
[Old Business and Action Items (10 minutes maximum)]
I THINK THAT IS MOVING INTO OLD BUSINESS AND ACTION ITEMS. ONE OF THE THINGS THAT WAS SENT WAS OCTOBER 20 2021 MEETING DRAFT MINUTES.WERE THERE ANY QUESTIONS REGARDING THE MINUTES THAT WERE SENT OUT? OKAY.
>> I CANNOT FIGURE HOW TO GET THE LIST OF PEOPLE UP TO SEE ANYBODY'S RAISED HANDS.
>> IF YOU CLICK -- >> I'VE GOT IT.
I DON'T SEE ANY RAISED HANDS THERE SO MOVE ONTO THE NEXT ONE.
>> OKAY, WE HAVE MOTION TO APPROVE THE MINUTES.
>> DO I HEAR A MOTION TO APPROVE THE MINUTES?
>> MOTION TO APPROVE THE MINUTES.
SO AT THIS POINT, IS ANYBODY GOING TO ABSTAIN OR VOTE AGAINST? IF NOT, I WILL SAY THAT THE VOTE IS UNANIMOUS.
OKAY, NOT HEARING ANYONE I WILL ABSTAIN VOTING AGAINST FURTHER MOTION PASSES UNANIMOUS CONSENT.
THANK YOU EVERYONE COME ON THE NEXT ITEM, THE 2021 /2022 SCOPE OF WORK SENT OUT IN EARLY DECEMBER.
AND THEN ADDITIONALLY, SENT OUT LAST WEEK FOR REVIEW.
IF THERE WERE ANY COMMENTS OR, ON THE DOCUMENT, WERE THE QUESTIONS REGARDING THE SCOPE OF WORK?
>> NOTHING WAS SUBSTANTIALLY CHANGED FROM WHAT WE STARTED OFF THAT I SAW.
WAS THERE ANYTHING ELSE ON THE GOOGLE DRIVE OR ANYTHING?
>> I'M JUST DOUBLE CHECKING ON THAT.
BUT I DON'T THINK ANYTHING WAS CHANGED OR ANY RECOMMENDATIONS WERE MADE.
SO ANYTHING THAT WAS SENT OUT EARLY DECEMBER, WAS THE SAME THAT WAS SENT OUT LAST WEEK AND THERE WERE NO ADDITIONAL COMMENTS OR QUESTIONS OR CONCERNS OR FEEDBACK FROM THE COMMITTEE.
>> DO I HEAR A MOTION TO APPROVE?
APPROVED AND SECONDED, I WILL DO THE SAME THING.
IS THERE ANYBODY ON THE COMMITTEE THAT PLANS TO VOTE AGAINST WAR ABSTAIN? I'M NOT SEEING ANYTHING.
I HAVE A QUESTION ABOUT THE SCOPE OF WORK.
I MIGHT BE MISTAKEN BUT I'M NOT SURE I SAW THE EQUITY AND INCLUSION TOPIC.
I'M SORRY I HAVE NOT RAISED THAT EARLIER.
WE DO HAVE OUR EQUITY AND INCLUSION SUBCOMMITTEE.
>> I THINK THOSE NOT INCLUDED.
>> I'M SORRY FEEL LIKE I MISSED A MEETING I SWEAR I DIDN'T.
WE HAVE NOT DISCUSSED THIS DRAFT, HAVE WE?
>> LAST MEETING WE TALKED ABOUT CREATING A DRAFT AND THEN SEND IT OUT TO EVERYONE THEN ALL THE COMMENTS AND EDITS WOULD BE CREATED SO WE COULD DISCUSS DURING THIS MEETING.
>> I DID KNOW WE HAD TO REPLY TO I THOUGHT WE WERE GOING TO WORK ON THE DRAFT IN TODAY'S MEETING.
LIKE EVERYONE FEELS COMFORTABLE APPROVING THIS WITHOUT DISCUSSING IT?
[00:10:05]
I DO THINK EQUITY SHOULD BE INCLUDED.>> THAT IS SUPPOSED TO BE INCLUDED AND WAS IN SUBCOMMITTEE.
EVERYTHING THAT HAS BEEN THE AREAS OF FOCUS, ARE BASED ON THE SUBCOMMITTEES THAT WE DECIDED THAT WE WOULD AGREE THIS YEAR.
AND SO THAT HAS BEEN TRANSFERRED OVER, I THINK THE ONLY THING IS MISSING IS CORRECT THAT THE EQUITY AND INCLUSION HAS NOT BEEN INCLUDED.
BUT WE DO HAVE A DRAFT OF THE SUBCOMMITTEE THAT HAS ALREADY BEEN COMPILED TOGETHER SO I CAN ADD THAT INTO THE AREAS OF FOCUS.
AGAIN, CINDY AND I AND ASHLEY MET, THE EQUITY SUBCOMMITTEE.
WHAT DRAFT ARE YOU TALKING ABOUT THAT YOU ALREADY HAVE?
>> THIS IS SOMETHING THAT ACTUALLY HAD SENT OVER BEFORE FOR THE COMMITTEE TO EVEN FORM AND WE DISCUSSED THAT THE INITIAL MEETING.
AND THAT IS THE ONLY THING, JUST AN OVERVIEW OF WHAT THE COMMITTEE WILL BE COMPOSED OF.
>> I THINK THE PARAGRAPH NEEDS TO WAIT UNTIL THE SUBCOMMITTEE CAN REALLY LOOK AT IT.
BECAUSE WE DID MEET YESTERDAY AND SO THAT WAS NOT BROUGHT UP AT THE SUBCOMMITTEE.
SO I THINK WE HAVE, WE NEED A CHANCE AT LEAST TO GO OVER THAT PARAGRAPH.
>> SO THEN IS THAT -- CAN YOU HEAR MOTION TO TABLE?
MIKE, HAVEN'T WE ALREADY DONE THE MOTION AND SECOND AND APPROVED, IS THAT CORRECT?
>> THE MOTION WAS SECONDED, WE DID NOT GET TO THE -- >> SO MY QUESTION IS, IF THEY ARE ALREADY MOST FEBRUARY WE ARE STILL IN THE SCOPE OF WORK WHICH IS FINE, BUT I READ IT NOBODY HAD ANY ADDITIONS OR SUBTRACTIONS OR ANY COMMENTS ON IT FAR, HOW LONG HAVE WE HAD OUT THERE? THE LAST MONTH? IT WAS EVEN A LITTLE BEFORE THAT.
>> THE EMAIL WAS SENT IN DECEMBER, DECEMBER 7.
I WAS IN HOPES TO HAVE EVERYONE THAT WILL COME TO THE MEETING, WE WILL BE ABLE TO PASS THE SCOPE OF WORK.
YOU ARE CORRECT, IT IS ALREADY JANUARY.
SO THIS IS SOMETHING THAT IF WE DECIDE TO TABLE, THIS WILL NOT NECESSARILY MOVE OUR WORK BACKWARDS OR WE ARE NOT WORKING ON IT, BUT THE SCHOOL BOARD, THIS KIND OF FOR THE SCHOOL BOARD TO PRESENT.
THIS IS WHAT WE WANT TO WORK ON THIS YEAR.
THIS IS WHAT WE ARE ASKING OF YOU AND THIS IS HOW WE WOULD LIKE TO PROCEED WITH OUR COMMITTEE.
>> WHEN A MEETING WITH THE SCHOOL BOARD, FOR THE -- 101?
>> THAT IS SOMETHING WE WERE GOING TO DISCUSS AND PRESENT THIS MEETING AS WELL.
>> I JUST FEEL THAT WE CAN'T -- THERE IS AN ENTIRE SUBCOMMITTEE MISSING.
>> I HAVE TO APOLOGIZE BECAUSE I HONESTLY DID NOT LOOK AT IT UNTIL AFTER OUR SUBCOMMITTEE MEETING.
AND DID NOT REALIZE IT QUICKLY ENOUGH BUT I DO WONDER IF THIS DRAFT FORMAT COULD BE PRESENTED TO THE, I GUESS YOU DON'T PRESENTED UNTIL IT IS FINALIZED.
I JUST WOULD LIKELY PERHAPS AREAS OF FOCUS, TO BE THE, THE SCHOOL BOARD TO BE MADE AWARE OF THAT.
SOMETHING TO SAY THE SCHOOL BOARD IS AWARE OF WHAT THE COMMITTEE IS WORKING ON.
>> WOULD IT BE APPROPRIATE TO ADD THE PARAGRAPH AND THEN BE APPROVED? OR FINALIZED BY THE BOARD? I'M SORRY, THE COMMITTEE? IF I ADD IN THE PARAGRAPH.
>> I WOULD HAVE TO GO BACK AND LOOK AT THE PARAGRAPH.
I HAVE NOT SEEN AND WE DISCUSSED CERTAIN THINGS AT THE MEETING THAT I WAS GOING TO YOU KNOW, OR CINDY OR WHOEVER WAS GOING TO REPORT ON.
AND IN FACT, I HAD TO LEAVE RIGHT NOW TO GO PICK UP MY SON BECAUSE I EMAILED YOU.
BUT AS DISTINCTLY AND UNCOMFORTABLE VOTER LIMITS ARE HAVING IT PUT FORWARD WITHOUT AN ENTIRE COMMITTEE MISSING.
SO, I WILL BE RETURNING BUT YEAH, SO.
>> WE COULD TAKE A ROLL CALL VOTE AND SEE IF UNDER ROLL CALL VOTE, IT PASSES TO ADD WITH THE FROM THE AMENDMENT OF PUTTING THAT PARAGRAPH IN.
[00:15:01]
>> YOU CAN DO A COUPLE OF THINGS HERE.
WHOEVER MADE THE MOTION COULD WITHDRAW IT.
AND THEN YOU WOULD HAVE TO MAKE SURE IT IS OKAY WITH THE REST OF THE COMMITTEE TO WITHDRAW IT.
AND YOU CAN VOTE THIS AT ANOTHER TIME.
IF YOU APPROVE IT, IT IS TECHNICALLY APPROVED, BUT YOU COULD AT A FUTURE DATE, REVISE IT AND ADD THAT PARAGRAPH BUT THAT LEAVES IT FOR THE TIME BEING.
>> IF YOU TABLE IT, YOU HAVE TO TABLE IT TO A DATE.
>> WELL, DO I HEAR -- UTTERLY REMEMBER WHO FORWARDED IT.
SEEMS TO ME THAT THE BEST THING TO DO WOULD BE TO GIVE A FRIENDLY AMENDMENT TO PUT THE PARAGRAPH IN NOW, AND THEN, DO ROLL CALL VOTE AND THEN, WE AMEND IT LATER ON AFTER THE COMMITTEE HAS A CHANCE TO WORK ON IT.
>> CAN I JUST ASK A QUICK QUESTION? CAN Y'ALL HEAR ME? I'M JUST TRYING TO CLARIFY WHAT PROBLEM WE'RE TRYING TO SOLVE.
BECAUSE IF OUR GOAL IS TO GET A DOCUMENT TO THE SCHOOL BOARD, THAT IS YOU KNOW 90 PERCENT THERE WERE 95 PERCENT THERE, IS OUR GOAL TO GET THE DOCUMENT TO THE SCHOOL BOARD? AND IS THE COMMITTEE HAPPY WITH THE, WHAT IS IN THE DOCUMENT, MINUS THE PARAGRAPH.
I JUST TRYING TO UNDERSTAND WHAT WE ARE TRYING TO ACCOMPLISH LIKE RIGHT NOW I'M NOT CLEAR ON THAT.
BECAUSE IT SEEMS TO ME WE MIGHT HAVE A GOAL OF GETTING A DOCUMENT TO THE SCHOOL BOARD BY A DATE CERTAIN.
SEPULCHRE CLARIFY, I WOULD APPRECIATE IT.
>> LET'S SEE, HANDS UP, IT WAS JANET.
LAURA, DO YOU HAVE YOUR HAND UP?
>> YEAH, JUST WONDERING IF WE COULD SEE THE PARAGRAPH? OR THERE WAS A WAY YOU COULD SHARE YOUR SCREEN SO WE CAN ACTUALLY SEE WHAT WAS GOING TO BE ADDED BEFORE WE VOTE.
>> THAT AS WELL JUST GOING TO DO.
IF I MAKE, I'M GOING TO SHARE MY SCREEN AND THIS IS AN OVERVIEW, THIS HAS BEEN SHARED OUT TO EVERYONE WHEN I SENT OUT THE COMMITTEES.
SO AGAIN, I DO APOLOGIZE THAT THIS DID NOT COME OVER.
SO EVERYTHING THAT YOU SEE HERE HAS BEEN SENT OUT IN REGARDS OF THE OVERVIEW OF OUR SUBCOMMITTEES WHICH WAS EITHER AFTER THE FIRST OR SECOND MEETING THIS YEAR.
AND SO, EQUITY AND INCLUSION PARAGRAPH IS RIGHT HERE.
>> I CAN READ IT OUT LOUD AS WELL.
>> I'M SORRY, I EMAILED YOU BECAUSE I HAVE TO LEAVE AT 7:15 PM TO GO PICK HIM UP AND COME BACK SO I CANNOT COMMENT ON THIS EXCEPT TO SAY THAT I WOULD, I HAVE NOT HAD A CHANCE LOOK AT IT AND SEE WITH THE GOAL IS.
SO, I WILL BE BACK BECAUSE I HAVE TO GO PICK HIM UP I CAN'T BE LATE.
>> I WILL ALSO PREFACE THAT WHATEVER COMMITTEE OR SUBCOMMITTEE MEETINGS SUCH AS SANDRA AND ASHLEY AND CINDY HAVE ALL MET, THOSE COMMITTEES MEETINGS STILL, MINUTES STILL HAVE TO BE APPROVED AND STILL WOULD ALSO ENCOMPASS ADDITIONAL GOALS OR OBJECTIVES THAT THEY WISH TO COMPLETE WITHIN THE COMMITTEE.
>> I WOULD LIKE TO SEE IF WE COULD DEFER THE VOTE TO LATER IN THE MEETING.
ACTUALLY READ AND I KNOW SANDRA WILL NEED TO READ IT BUT WHEN SHE'S BACK, THERE IS A SMALL PIECE OF WORDING THAT WOULD NEED TO BE CHANGED.
AND APPROVED BY THE FULL COMMITTEE.
BUT WE CAN KEEP THE LANGUAGE BROAD AND I WOULD LIKE TO GO AHEAD AND GET THIS ON THERE AND APPROVE IT AS PART OF THE SCOPE OF WORK.
SO CAN WE REVISIT THIS AT THE END OF THE MEETING WHEN SHE IS BACK? MAYBE I WILL READ IT NOW JUST TO MAKE SURE EVERYONE HAS SEEN IT AND HOPEFULLY, SHE CAN CATCH UP AT THE END.
[00:20:01]
>> OKAY WE WILL PUT THIS ON HOLD AND COME BACK TO IT.
THEN MOVING ONTO NEW BUSINESS, LAUREN, NEW BUSINESS, THE EXECUTIVE
[New Business and Reports (40 minutes maximum)]
DIRECTOR SPECIALIZED SERVICES REPORT.GOOD AFTERNOON, GOOD EVENING EVERYONE HAPPY NEW YEAR HOPE YOU ALL HAD A WONDERFUL HOLIDAY.
I JUST WANT TO GIVE YOU A QUICK OVERVIEW AS TO WHAT OUR FOCUS AREA RIGHT NOW IS AND THAT IS, WRAPPING UP THE SEMESTER AND GIVEN THE DATA AND DOCUMENTATION READY FOR PROGRESS REPORTS.
TEACHERS ARE FINALIZING SEMESTER WORK IN GETTING THINGS READY SO WE CAN HAVE PROGRESS REPORTS READY.
IN ADDITION, WE ARE PREPARING FOR SOME PROFESSIONAL DEVELOPMENT.
AND THAT WILL BE TAKING PLACE IN FEBRUARY ON THE TEACHER WORKDAYS AND THE SPECIAL ED FOCUS IS GOING TO BE VERY MUCH AROUND A NEW DATA MONITORING SYSTEM THAT WE ARE IMPLEMENTING.
WE STARTED TO PILOT IT IN THE FALL WITH ONE TEACHER FROM EVERY BUILDING.
WE'VE BEEN TO THE FIRST PHASE OF PILOT AND SO NOW, WE ARE DOING IN-DEPTH PROFESSIONAL DEVELOPMENT AND TRAINING ON THIS PROGRESS MONITORING AND WE ARE EXPANDING THE ROLLOUT.
IT WILL BE FULLY IMPLEMENTED IN THE FALL.
SO THAT'S WHERE WE ARE RIGHT NOW.
I AM GETTING READY TO WORK ON THE SPECIAL ED ANNUAL PLAN.
WE ARE GOING TO REVIEW THAT IN MARCH.
I HAD A MEETING TODAY WITH THE NEW DIRECTOR OF RECRUITMENT AND EMPLOYMENT, MARGARET BROWN.
I HAD A VERY POSITIVE CONVERSATION WITH HER ABOUT RECRUITMENT AND PARTICIPATION IN THE RECRUITMENT PROCESS FOR TEACHERS, FOR STUDENTS WITH DISABILITIES FOR THE NEW SCHOOL YEAR.
I SPOKE WITH LAUREN EARLIER TODAY AND I HAVE INVITED HER TO COME TO THE MARCH 16 MEETING.
AT LAURENS REQUEST, TO GIVE AN OVERVIEW OF PRESENTATION ABOUT HER NEW APPROACH AND FOCUS TO SUPPORT THE OFFICE OF SPECIAL INSTRUCTION.
WE HAVE A TENTATIVE YES THERE IS A JOB FAIR SCHEDULE THAT DAY AND SHE'S HOPING TO HAVE THAT FULLY STAFFED AND NOT HAVE TO ATTEND THAT HERSELF AND AS LONG AS SHE -- SHE WILL BE WITH US THE EVENING OF THE 16TH TO TALK ABOUT OUR NEW RECRUITMENT ENDEAVORS.
>> OKAY, PATRICIA, I SAW THAT YOU HAVE YOUR HAND UP.
DO YOU WANT TO BE YOUR HAND BACK DOWN?
ALL RIGHT, ANY QUESTIONS OR COMMENTS FOR ANYBODY? RAISE YOUR HAND.
NOT SEEING ANY COMMENTS OR QUESTIONS.
TERRY, YOU GET OFF LIGHT TODAY.
ALL RIGHT, LAUREN, BACK TO YOU FOR THE NEXT ITEM.
>> I'M ACTUALLY GOING TO KICK IT OFF TO MEGAN TOO, IF YOU HAVE REPORT, MEGAN.
>> SURE, I'M GOING TO START OF ACTUALLY BY INTRODUCING YOU ALL TO WILLIE BAILEY, ONE OF OUR NEWLY ELECTED SCHOOL BOARD MEMBERS.
I'M SO EXCITED TO HAVE, HE IS HERE, HE WILL ALSO SERVE ON SEAC SO THAT IS EXCITING AND I WILL GIVE HIM AN OPPORTUNITY TO INTRODUCE HIMSELF.
SO, I GUESS BEFORE WE GO INTO THAT, I CAN GIVE YOU SORT OF, A BRIEF BOARD UPDATE AND TO BE QUITE HONEST, IT IS HARD TO KNOW WHERE, WHICH DIRECTION TO TURN MY HEAD IN AT ANY MOMENT BECAUSE THERE IS SO MUCH GOING ON.
I THINK THE KEY THING IS TO SHARE QUICKLY ABOUT RIGHT NOW.
SHIFTING FROM THE CIP BUDGET SEASON TO COMBINE FUNDS BUDGET SEASON.
SO THE BOARD IS ALREADY HAD VARIOUS PRESENTATIONS AND DISCUSSIONS, WE HAD THE FIRST WORK SESSION LAST WEEK.
LAST WEEK'S WORK SESSION WAS FOCUSED ON THE 86 PERCENT OF OUR BUDGET, THE BIGGEST CHUNK OF OUR COMBINED FUNDS BUDGET AND THAT IS STAFFING.
[00:25:06]
SO, THE MOST IMPORTANT THING TO NOTE ABOUT THAT IS WE ARE GOING TO CONTINUE TO MOVE ALONG IN OUR EFFORTS TO MAKE SURE THAT OUR STAFF IS COMPETITIVE IN THE MARKET AND SO WE EXPECT TO GIVE A TOTAL JUST OVER 10 PERCENT -- WE EXPECT EVERYONE TO GET 5.2 PERCENT RAISE AND THEN THE FOLLOWING YEAR, ADDITIONAL 5.2 PERCENT.I KNOW THAT A LOT OF PEOPLE KNOW THAT GOVERNOR NORTHAM ACTUALLY, PRIOR TO LEAVING OFFICE, WAS REALLY FOCUS ON MAKING SURE THAT THERE WERE STATE MONIES TO MATCH THAT.
AND SO, THE NEW GOVERNOR HIMSELF SAID HE WAS ALSO VERY SUPPORTIVE OF TEACHER RAISES TO EXPECT THAT TO CONTINUE, WITH THAT SAID WE WERE VERY PROUD TO BE ABLE TO SAY THAT WE WERE CONTRADICTORY TO DO THAT REGARDLESS OF THE MATCH.
AND SO, WE WERE ALREADY SORT OF HEADED IN THAT DIRECTION AND YOU KNOW, HOPEFUL TO KNOW THAT THERE COULD BE ADDITIONAL SUPPORT IN THAT VEIN FOR US BECAUSE YOU KNOW, ADDITIONAL MONEY IS ADDITIONAL MONEY.
SO, WE MOSTLY IN THE LAST WORK SESSION, FOCUSED ON COMPENSATION.
WE HAVE ADDITIONAL, THE SECOND WORK SESSION WILL BE TOMORROW.
THAT IS FOCUSING ON THE OTHER 14 PERCENT OF THE BUDGET.
THERE ARE SEVERAL THINGS THAT FALL INTO THAT CATEGORY THAT WE WILL DISCUSS IS THE BOARD.
AND ONE OF THE THINGS THAT I WILL ALSO BRING UP IN THE WORK SESSION TO DISCUSS WITH THE BOARD IS EVEN THE MAKEUP OF OUR BOARD OFFICE, I DON'T KNOW IF YOU ALL KNOW THAT POLICY WAS WE LOST ONE OF OUR POLICY GREATS, MS. JENNIFER -- WHO REALLY WAS A ROCK FOR THE BOARD AND THE POLICY AREA, AND VERY SUPPORTIVE AS WELL AS OUR CLERKS.
WE HAVE SOME DECISIONS TO MAKE REGARDING HOW WE MOVE FORWARD AND YOU KNOW, THERE'S ALSO GOING TO BE THE ADDITIONAL IMPACT OF US LIVING IS THIS COLLECTIVE BARGAINING WORK.
WHICH IS A ANOTHER LAYER THAT WE WILL HAVE TO GET INTO IN TERMS OF POLICY AND LEGAL SUPPORT.
THOSE ARE JUST AMONG THE MYRIAD OF THINGS THAT WERE LOOKING AT, THAT ARE GOING TO IMPACT BUDGET AND STAFFING.
AND JUST AS A REMINDER, THE BOARD ALWAYS DOES, WE SET, AREAS OF FOCUS AND WE ALWAYS SET IN THAT, IT INFORMS OUR BUDGET.
SO ALL THE THINGS ARE PROPOSED IN THIS BUDGET CYCLE, WERE BASED ON THE BOARDS APPROVED AREAS OF FOCUS THAT WE WORKED ON IN THE FALL.
WE ARE JUST IN THE STRETCHER FINALIZING, MAKING SURE WE HAVE THE FINANCIAL SUPPORT FOR ALL OF THOSE AREAS.
AND WITHIN THAT, IT WAS DEFINITELY CONTINUED IMPLEMENTATION AND SUPPORT FOR THE SPECIALIZED INSTRUCTION PLAN.
WE KNOW WE HAVE BEEN WORKING ON THAT FOR A WHILE AND WE WILL CONTINUE TO PLOW THROUGH THAT WORK.
SO THAT'S BUDGET IN A NUTSHELL.
TOMORROW'S MEETING WILL DISCUSS MORE AS WELL, JUST ABOUT WHERE WE ARE WITH CODE, COMMUNICATION STRATEGIES, AND EVERYONE KNOWS THAT WE DEVELOPED HOPEFULLY EVERYONE KNOWS WE DEVELOPED A MATRIX FOR DECISION-MAKING AROUND THAT.
VERY EXCITED, HONESTLY, THAT WE HAVE NOT HAD TO MAKE ANY DECISIONS FROM THE RED, YOU KNOW THAT'S VERY EXCITING TO ME BECAUSE EVERYTHING, WE WANT TO KEEP THE DOORS OPEN RIGHT? WE WANT SCHOOL TO STAY OPEN AND I'M HEARING FROM FOLKS IN FAIRFAX COUNTY ABOUT SCHOOLS BEING CLOSED YESTERDAY AND ANOTHER 12 TODAY.
SO WE ARE IN A GOOD SPOT AND I WANT TO STAY THERE.
SO, WE WILL JUST KEEP PUSHING IN THAT DIRECTION.
[00:30:02]
SO, I DON'T KNOW IF YOU WANT TO DO QUESTIONS FOR ME FIRST IF THERE ARE ANY? OR DO WE WANT TO GO AHEAD AND HAVE WILLIE INTRODUCE HIMSELF? IT IS UP TO YOU GUYS.>> ARE THERE ANY QUESTIONS FOR MEGAN? OKAY.
>> I WILL TURN IT OVER TO MR. WILLIE BAILEY, OUR NEW BOARD MEMBER, INTRODUCE YOURSELF, WILLIE MESSAGED ME, I'M THE ONE WHO CREATES, WHO SORT OF ASSIGNS THE COMMITTEES AND WILLIE MESSAGED MRS. I WANT TO SERVE ON SEAC.
SO HE GOT HIS WISH! [LAUGHTER] GO AHEAD, WILLIE.
GOOD EVENING EVERYONE, THANK YOU FOR HAVING ME.
I REALLY LOOK FORWARD TO THE NEXT THREE YEARS, WORKING WITH YOU ALL.
JUST TAKE A COUPLE SECONDS AND TELL YOU ABOUT MYSELF.
I LIVED IN ALEXANDRIA 50 YEARS, I PUT MY KIDS THROUGH ACPS, A BIG SUPPORTER OF THE SCHOOL SYSTEM HERE.
I WOULDN'T BE WHERE I AM TODAY AND MY KIDS, I HAVE GRANDKIDS NOW.
THE KIDS WOULD NOT HAVE SUCCEEDED IN LIFE I DON'T THINK WITHOUT THESE, ALEXANDRIA CITY AND ACPS.
I'M A BIG FIGHTER, JOSé GET A BIG FIGHT OF EVERY KID.
I TOTALLY BELIEVE ONE CHILD FAILS IN THE SYSTEM, EVERY CHILD FAILS.
DO NOT HESITATE TO REACH OUT TO ME AND IF YOU KNEW MY SUPPORT ON ANYTHING, AGAIN, I'M HERE TO SUPPORT AND FIGHT FOR EVERY KID, A COUPLE OF FOLKS DID REACH OUT TO ME AND SAID THAT THIS WOULD BE A GOOD COMMITTEE FOR YOU TO SERVE ON.
BECAUSE OF YOUR BELIEFS AND WHAT YOU BELIEVE IN.
SO THAT IS WHY I REACHED OUT TO MADAM CHAIR AND ASKED TO SERVE ON THE COMMITTEE.
>> WELCOME, WILLIE, WE ARE GLAD TO HAVE YOU.
AND THANK YOU FOR YOUR SUPPORT.
I THINK NEXT WE HAVE PRC, DOCTOR DAVIS.
>> GOOD EVENING EVERYONE, HAPPY NEW YEAR! I JUST WANTED TO ADD ONE MORE THING TO THE REPORT.
JUST TO SHARE THAT BEFORE VACATION, WE WERE SPENDING TIME SCHEDULING MEETINGS WITH PTA OR SPECIAL EDUCATION PTA.
RIGHT NOW WE ARE CONTINUING TO DO THAT.
SIMPLY, JUST TO CONNECT TO PARENTS AND SHARE OFFERINGS OF THE PRC.
IN CASE ANYONE, IF YORTY HAVE A PTA, YOU WANT US TO COME TO YOUR SCHOOL, PLEASE LET ME KNOW! WE'VE BEEN TO QUITE A FEW THIS FAR.
WE ARE GOING TO MORE IN THE SPRING.
UNLESS THERE ANY ADDITIONAL QUESTIONS CONCERNING THE REPORT?
I WANTED TO TAKE A MINUTE AND SHARE WITH THE COMMITTEE THIS EVENING.
JANET REESE IS NOT WITH US BECAUSE HER HUSBAND PASSED AWAY LAST WEEK.
SO, WHAT DID YOU ALL TO KNOW THAT.
SO THAT YOU ARE AWARE THAT IS GOING ON IN HER LIFE.
BUT SHE WILL BE BACK WITH US, SHE IS NOT HERE THIS MONTH BECAUSE OF THAT.
>> I DO NOT SEE ANY COMMENTS OR QUESTIONS, LAUREN?
>> THANK YOU FOR SHARING THAT COMMENTARY.
WE WILL KEEP JANET IN OUR THOUGHTS AND PRAYERS.
I AM GOING TO GO AHEAD AND REPORT OUT REAL QUICK AND THEN WE CAN SHIFT OVER SUBCOMMITTEES REPORTING OUT.
I THINK THE BIGGEST THING THAT I HAD TODAY WAS JUST TO CONNECT WITH THE SCOPE OF WORK BUT ALSO, MEGAN, WE WERE LOOKING INTO DOING A SPECIAL EDUCATION 101 FOR THE SCHOOL BOARD AND SO, WE WANTED TO KIND OF SEE WHAT DATES OR SCHOOL BOARD MEETING WOULD BE MOST APPROPRIATE.
AND THEN THAT WAY WE CAN KIND OF STRATEGIZE WEBINAR AND HAVE THE APPROPRIATE
[00:35:04]
PERSONNEL THAT NEEDS TO BE IN ATTENDANCE DURING THAT PRESENTATION.>> ALL RIGHT WHAT I WILL DO, SUSAN AND I COME ALONG WITH RICE CHAIR AND SUPERINTENDED IN A COUPLE MEMBERS OF HIS TEAM, EVERY TUESDAY WE MEET TO GO THROUGH OUR AGENDA.
SO I HAVE A NOTE TO DISCUSS THAT AT OUR AGENDA -- TUESDAY AND THAT I CAN COME BACK WITH THE DATE IMMEDIATELY AFTER THAT.
>> I CANNOT TELL YOU HOW HAPPY THAT MAKES ME TO HAVING THIS FOR THE SCHOOL BOARD.
[LAUGHTER] I'M ALWAYS DOWN FOR SPECIAL ED 101 FOR EVERYBODY.
>> I JUST LOOK TO ECHO COMMENTS FROM LAST TIME.
I HOPE A PARENT REPRESENTATIVE WILL BE AT THAT AS WELL.
>> YES, ONCE MEAGAN FINALIZES SPED 101, I WILL SEND OUT THE DATE AND THEN IF YOU HAVE AN INTEREST WITH THE SPECIAL EDUCATION 101, PLEASE REACH OUT TO ME EVEN BEFORE AND WE CAN MAKE SURE THAT WE HAVE THAT PRESENTATION PLANNING MEETING TOGETHER AND MAKE SURE, I ALSO KNOW JANET HAS WORKED ON SOMETHING TOO.
SO SEEING WHAT HAS ALREADY BEEN ESTABLISHED, AND THEN GROWING AND MOLDING IT AS NEEDED AS WELL.
BUT IF YOU'RE INTERESTED AS A PARENT, AS A MEMBER, AS A TEACHER, PLEASE LET ME KNOW AND WILL MAKE SURE THAT DURING THE PRESENTATION YOU ARE THERE.
>> SO, THE SUPERINTENDENT SET A FORMAT FOR THIS THE LAST TIME WE DID IT.
IT IS A DUAL PRESENTATION BETWEEN STAFF, STAFF AND REP.
JANET DID LAST TIME BECAUSE SHE WAS THE PARENT.
I HAVE A COPY, HAVE TO GO BACK AND LOOK AT IT BUT I KNOW HAVE A POWERPOINT FROM THE LAST ONE.
IF PEOPLE WANT WE ARE HAPPY TO SHARE IT WITH A LOOK AT IT AND GET FEEDBACK.
BUT IT WAS VERY MUCH THE EDUCATIONAL LEGAL COMPLIANCE SIDE AND THEN THE PARENT PERSPECTIVE SIDE.
I WILL REITERATE MEGAN, YOU WERE THERE I THINK FOR THE LAST ONE WE DID.
WERE YOU ON THE BOARD AT THE LAST ONE THAT WE DID? I'M NOT SURE.
>> WE HAVE NOT DONE ONE, I'VE NEVER DONE ONE WITH THE SCHOOL BOARD.
I'M TRYING TO THINK HOW LONG AGO WE DID IT.
>> I'M SORRY INTERRUPTED BUT IT'S BEEN QUITE A WHILE SINCE WE DID THAT.
I THINK WAS PROBABLY FOUR YEARS AGO.
>> HAL LITTMAN WAS STILL IN THE BOARD.
I MAY NOT -- HAL IS APPARENT FROM ANOTHER SCHOOL.
I WILL TELL YOU WE HAD A REALLY FABULOUS, IT ENDED UP BEING THE NIGHT AFTER THE BOARD HAD JUST VOTED ON REDISTRICTING.
AND SO, THEY HAD THIS INCREDIBLY LONG INTENSE MEETING AND THEN THE NEXT NIGHT, THEY HAD THIS MEETING WHERE WE PRESENTED.
AND IT WAS A MEMBER JANET, ONLY SUPPOSED TO BE LIKE 20 MINUTES AND WE WERE UP IN THE AIR ARE WE GOING TO DO IT? WE ENDED UP BEING THERE FOR AN HOUR AND 1/2 BECAUSE HE DIDN'T HAVE ANYTHING ELSE ON THE AGENDA AND WINDS UP HAVING A LONG CONVERSATION AND INTERACTION.
I THINK IT IS A VERY POSITIVE EXPERIENCE AND I THINK WITH THE NEW BOARD MEMBERS BACKGROUNDS THAT THEY HAVE, THAT IT WILL BE GREAT.
I WAS JUST GOING TO SAY EITHER I'M HAPPY, I THINK THE TRICKY PART ABOUT SPECIAL ED AND ALL THE LAYERS, THERE IS PARENT PERSPECTIVE IN SCHOOL PERSPECTIVE.
I THINK IT WOULD BE HELPFUL JUST THINKING ABOUT LIKE THINKING ABOUT A SCHOOL BOARD REALLY LIKE UNDERSTANDING THE ROLES AND RESPONSIBILITIES OF THE LEA.
I WAS IN THE PREVIOUS PRESENTATION BUT I THINK WILL BE GOOD FOR GRASS, HAVE
[00:40:05]
SOME UNDERSTANDING OF, EVEN WHAT IT MEANS TO BE IN LEA, WHAT THE RESPONSIBILITIES ARE.BUT I'M HAPPY TO LIKE CHIME IN AS IT IS DEVELOPED TOO.
>> I'M JUST GOING TO CHIME IN AND SAY I THINK THERE'S A REAL BALANCE BETWEEN THE KIND OF THE LEGAL, HOW MUCH LEGAL AND COMPLIANCE THAT THE BOARD NEEDS TO KNOW VERSUS HOW MUCH THEY NEED TO UNDERSTAND ABOUT EQUITY AND ACCESS AND THE CHALLENGES THAT THE PARENTS FACE.
YOU CAN JUST TAKE TRANSPORTATION FOR EXAMPLE.
DO A LITTLE DISSECT ON WHAT IT MEANS TO BE A SPECIAL ED PARENT DEALING WITH TRANSPORTATION ISSUES.
SO, I THINK TERRY TRIED TO KEEP THE COMPLIANCE LEGAL, EVEN JARGON IF YOU WILL, KIND OF SOMEWHAT TO A MINIMUM AND GAVE A LOT YOU KNOW JUST WHAT THE YOU KNOW, JUST NAVIGATING THE SYSTEM AND THE CHALLENGES INVOLVED IN NAVIGATING THE SYSTEM.
AND I THINK IT WAS VERY EYE-OPENING.
TO SOME OF THE BOARD MEMBERS DIDN'T HAVE A BACKGROUND THE SPECIAL ED.
>> DO YOU WANT ME TO SHOW IT TO REALLY QUICKLY? IF YOU'RE INTERESTED AT THIS POINT.
IF I COULD SHARE A SCREEN I CAN SHOW IT TO YOU JUST TO GIVE A QUICK RUN THROUGH OF WHAT WE DID.
THAT WAY YOU HAVE AN UNDERSTANDING OF WHAT IT IS.
ARC IS FORWARDED TO LAUREN AND FORWARD IT ON TO YOU TAKE A LOOK AT IT.
AND MIKE I'M SORRY I DIDN'T REALIZE THAT YOU RAISE YOUR HAND.
>> THE ONLY THING I'M SITTING HERE LISTENING TO WHAT THE BOARD MEMBERS SHOULD BE AWARE OF, SOME OF THE RECENT HISTORICAL ISSUES.
FOR EXAMPLE, EVERYBODY'S WORRIED ABOUT TEACHER RETENTION AND NEW TEACHERS AND SPECIAL EDUCATION.
BUT THAT GOES BACK, MY WHOLE CAREER, THERE ALWAYS THOUSANDS OF SPECIAL ED TEACHERS NEED IN THE STATE OF VIRGINIA.
SO PART OF IT IS NOT SOMETHING NEW.
BUT THE RETENTION ISSUES ARE STILL VERY SERIOUS, THEIR OTHER HISTORICAL ISSUES THAT PROBABLY OUGHT TO BE MENTIONED ALONG THE WAY.
>> I THINK WE CAN DO IS SEND IT OUT AND THAT WOULD PEOPLE CAN LEAVE SUGGESTIONS, IF YOUR RECOMMENDATIONS ABOUT WE CAN ADD WE CAN DO THAT.
THEN ONCE MEGAN HAS SOLIDIFIED A DATE, MAKE SURE EVERYONE KNOWS AND THE PRESENTATION WILL BE WITH THE BOARD AND WE WILL SET DEADLINE OF WHEN THE COMMENTS AND SUGGESTIONS WITH THE PRESENTATION WOULD BE ADDED IN.
AND THEN ALSO, AND IN ANY OTHER DETAILS OF WHO WILL BE PRESENTING AND WHO WILL BE REPRESENTING FIRM SEAC, IF THAT WORKS FOR EVERYONE.
DOCTOR -- >> GOOD EVENING EVERYONE.
I WANT TO QUICKLY ACT WHAT JANET SAID.
WHAT I REMEMBER MOST ABOUT THE PRESENTATION, WAS REALLY ABOUT THE SCHOOL BOARD HAVING A BETTER UNDERSTANDING OF WHAT STUDENTS WITH DISABILITIES ACTUALLY EXPERIENCE.
AND HOW TO MAKE THOSE EXPERIENCES NOT AS NORMAL, BUT SIMILAR TO OTHER KIDS.
THAT WAS REALLY WHAT WAS INTERESTING AND I THINK, I WAS TRYING TO THINK OF THE ONE PARENT THAT WAS PART OF THAT JANET.
BUT IT MADE ALL THE DIFFERENCE IN THE WORLD TO TAKE THEM THROUGH A SCENARIO, SOME OF THE EXPERIENCES BEING A STUDENT WITH DISABILITY.
AND ALSO IN SOME CASES, HOW THEY WERE SEEN AS DIFFERENT, BUT IN MANY CASES THE PARENTS JUST WANTED THEM TO RECEIVE FAIR AND APPROPRIATE SERVICES.
AT LEAST THAT IS WHAT I REMEMBER THAT STOOD UP QUITE A BIT IN THE PRESENTATION.
>> AND ALSO, JUST TO REMEMBER, THE BOARD HAS GOALS TO ANCHOR THE DISCUSSION.
WE HAVE VERY SPECIFIC STRATEGIC GOALS THAT YOU KNOW, WE CAN FRAME THE
[00:45:01]
DISCUSSION ON YOU KNOW, THIS IS WHY WE'RE DOING THIS WORK.THIS IS WHY WE HAVE THESE GOALS.
THIS ISN'T SEPARATE FROM EVERYTHING ELSE THAT WE ARE SUPPOSED TO BE DOING.
I THINK THAT'S THE BIGGEST THING.
IT IS NOT GETTING OUT OF THE SPECIAL ED SILO SO THAT EVERYBODY OWNS THE WORK.
>> OKAY AND I WILL OPEN IT TO THE SUBCOMMITTEES.
BUT IT LOOKS LIKE JANET, THE BUDGET AND BYLAW MEETING MET LAST YEAR, TWO OR THREE WEEKS AGO.
I JUST WANTED TO OFFER THE SPACE TO GIVE A OVERVIEW OF WHAT WAS MET AND DISCUSSED THE BUDGET AND BYLAWS MEETING AND THEN YESTERDAY, THE EQUITY AND INCLUSION MEETING SUBCOMMITTEE MEETING MET AS WELL.
SO I WILL GIVE SPACE FOR THOSE TWO SUBCOMMITTEES TO HAVE A OVERVIEW AND THEN WE WILL REVISIT OUR SCOPE OF WORK.
BUDGET AND BYLAWS SUBCOMMITTEE.
>> OKAY, LAUREN, I SENT THE MINUTES TO YOU BUT NOT UNTIL FRIDAY SO I DON'T BELIEVE THE SEAC COMMITTEE HAS SEEN BUT IT'S VERY SIMPLE, BASICALLY, THE BUDGET RECOMMENDATIONS FOR NOW, HOWEVER INDICATED INTEREST IN AT MTSS FURTHER AND SEE FOUR POSITIONS WOULD BE NEEDED IN THE FUTURE AND OF COURSE THE SPRING.
NOT OF COURSE, BUT IN THE SPRING THAT SEAC WOULD CONSIDER BUDGET PARTIES FOR 22/23.
FOR THE BYLAWS, ACCEPT INPUT FROM SUSAN WILSON, AND MADE COMMENTS TO MAKE THEM MORE IN COMPLIANCE WITH SCHOOL BOARD NORMS. THE SUBCOMMITTEE PROPOSE THAT WE ACCEPT THOSE CHANGES AND WE ALSO PROPOSE ADDITIONAL AMENDMENTS.
THAT ATTACHMENT TO THE MINUTES HAS TO BE SENT ACCORDING TO OUR BYLAWS.
HAS TO BE PROVIDED TO THE SEAC AT LEAST TWO WEEKS BEFORE WE VOTE ON IT.
THAT WILL NEED TO GO OUT PROBABLY TO THE NEXT MEETING.
THERE IS REALLY NOTHING PARTICULARLY SIGNIFICANT AS WHEN WE ARE CLEANING THEM UP.
AND MAKING EVERYTHING MORE CONSISTENT, WHAT THE SCHOOL BOARD NORMS ARE.
JUST TO CLARIFY, THE MINUTES AND THE BYLAW CHANGES WILL BE SENT OUT 14 DAYS BEFORE THE NEXT MEETING WHICH WOULD BE HELD ON MARCH 16, 2022.
ANY QUESTIONS FOR THE COMMITTEE? OKAY.
WE CAN OPEN IT UP TO THE EQUITY AND INCLUSION SUBCOMMITTEE.
>> SORRY, HI, CINDY, ASHLEY AND I MET YESTERDAY FOR ABOUT 45 MINUTES AND DISCUSSED THE OVERALL SCOPE OF WHAT WE WANTED TO GO AND ONE OF THE THINGS THAT WE DECIDED ON WAS THAT WE WERE GOING TO EXPLORE SOME DIFFERENT SOURCES.
BUT TO TRY AND COME UP WITH A DEFINITION OF EQUITY AND INCLUSION BECAUSE WE FELT THAT SOME OF THE DEFINITIONS ARE OUT THERE ARE NOT, NOT TOO, I THINK, MAY BE -- ACTUALLY WILL BE GETTING SOME FEDERAL AND STATE DEFINITIONS.
I'M GOING TO BE LOOKING AT SOME UNIVERSITY DEFINITIONS AND THAT WILL BRING IT TOGETHER ON FEBRUARY 8.
AND THEN SKETCH OUT A TEMPLATE.
OUR GOAL IS TO BRING A DRAFT OF A PROPOSED DEFINITION, TO SEAC TO HAVE IT WORKED OVER.
THEN EVENTUALLY, TO GO TO THE SCHOOL BOARD.
THAT IS WHAT WE DISCUSSED WERE IN A WEIRD SORT OF IN THE FACT-FINDING PHASE.
[00:50:04]
>> WILL ALSO DETERMINE THE SANDRA IS OUR -- >> YEAH, SO.
>> IN THE MEANTIME, SANDRA, WHILE YOU WERE GONE, I DID SLIGHTLY AT THE EQUITY AND INCLUSION PIECE THAT WAS SENT OUT TO THE SEAC I THINK IN OCTOBER PETER DRUCKER SHIMMER SCREEN IS VERY BROAD.
I WOULD LIKE TO DO THAT AND SEE IF WE CAN GO AHEAD AND INCLUDE THIS WITHIN THE SCOPE OF WORK.
IS EVERYONE ABLE TO SEE THAT? OF COURSE, THE BLOCK IS WHAT WAS SENT OUT BY LAUREN.
I HAVE ADDED IT PARTLY FOR GRAMMAR TO REFER TO THE PRESENT.
THE GOAL IS VERY OPEN ENDED AT THIS POINT.
>> CINDY IS THERE A WAY TO SAY UNDERSTANDING AND ADVISING ON EQUITY ISSUES? WITH SPECIAL EDUCATION AND ACPS?
>> THE SECOND SENTENCE IN THE FIRST PARAGRAPH.
IT SAYS UNDERSTANDING EQUITY ISSUES BUT ULTIMATELY, OUR ROLE IS TO ADVISE ON THOSE ISSUES.
>> UNDERSTANDING AND ADVISING -- IT IS A LITTLE AWKWARD.
-- LET ME REPHRASE THIS QUICKLY.
>> I DON'T KNOW WHAT YOU GUYS ARE ENVISIONING BUT IN THE SCOPE OF EQUITY AND INCLUSION, WOULD YOU ALSO BE LIKE PLACEMENT? LIKE INCLUSION CLASSES VERSUS SELF-CONTAINED CLASSES.
AND SELF-CONTAINED PROGRAMS AND THINGS LIKE THAT? OR IS ARE TOO FAR BEYOND WHAT YOU ARE DISCUSSING?
>> I PERSONALLY DEFINITELY HAVE AN INTEREST IN THAT.
JUST TODAY ACTUALLY, I'VE COME ACROSS A PROGRAM RUN BY THE ARK OF PITTSBURGH PENNSYLVANIA, WHICH IS A PROGRAM WHICH SUPPORTS INCLUSION STUDENTS WITH MANY LEVELS OF DISABILITY AND K-12.
WE'RE NOT EXACTLY SURE WHAT THE FOCUS WOULD BE, AS A MEMBER OF THE SUBCOMMITTEE, I PERSONALLY HAVE AN INTEREST IN THAT.
>> MIKE, MAY I ASK A QUESTION FOR CLARIFICATION? I'M SORRY LAURA.
>> I WANT TO ASK, AS THIS IS BEING DEVELOPED, DO WHAT WE NEED TO FILL SILICATE COLLABORATION WITH OUR EQUITY OFFICE OR EQUITY STAFF? SINCE THERE IS A DIVISION DEFINITION AND A PLAN.
SO WE CAN ENSURE SOME ALIGNMENT BETWEEN THE TWO.
>> MEAGAN AND WILLIE, MAYBE YOU CAN LEAN INTO THIS A LITTLE BIT.
EQUITY AND INCLUSION IS ONE OF THE INITIATIVES.
SHOULD WE ALIGN DEFINITION ACCORDINGLY?
>> I WOULD SUGGEST BECAUSE WE DO HAVE DEFINITIONS FOR EQUITY, PARTICULARLY.
SO I WOULD SUGGEST LOOKING AT OUR STRATEGIC PLAN.
[00:55:01]
AND MAYBE PULLING OUT SOME OF THE LANGUAGE FROM THERE.IN ORDER TO SEEK SOME KIND OF ALIGNMENT BECAUSE I ALWAYS FEEL LIKE THE MORE WE ARE ALIGNED LIKE THE MORE PROGRESS WE CAN MAKE.
HE SAID JUST TRYING TO MAYBE COME UP WITH ONE ON YOUR OWN.
LOOKING AT THE STRATEGIC PLAN DEFINITION AND YOU KNOW, NOT THAT YOU CANNOT ADD SOME, SOMETHING TO IT BUT.
>> I JUST EDIT -- TO MAKE THAT BE A PART OF IT.
THE SUBCOMMITTEE WILL FIRST EXAMINE THE DEFINITIONS OF EQUITY DIVERSITY AND INCLUSION.
SO WE CAN START WITH THE ACPS DEFINITION.
LOOKING AT INCLUSION IN CONNECTION WITH EQUITY.
>> I THINK INCLUSION PROBING THE MOST INTERESTING.
I DON'T THAT THE SOMETHING WELL-DEFINED AT LEAST IN THE SCHOOL BOARD TALKS.
I THINK WILL BE REALLY PRODUCTIVE.
>> WAS ANYTHING WANTED TO ADD TO THE SECTION TO REPRESENT THE INCLUSION FACTOR?
>> NO, I THINK BROADLY, -- WITHIN THE INCLUSION OF ADVISING, I THINK BROADLY, IT FITS.
>> SO THE NEXT THING WE PROBABLY NEED TO DO IS FIND OUT, DO WE WANT TO ADD THESE PARAGRAPHS AS A FRIENDLY AMENDMENT? TO THE PROPOSAL THAT HAS BEEN, THE MOTION MUST BE MADE AND SECONDED.
DO YOU WANT TO DO THIS? AS A FRIENDLY AMENDMENT THEN MOVE FORWARD?
>> IS SANDRA STILL HERE? I WANTED TO GET HER INPUT.
>> I AM NOT -- >> YES I'M STILL HERE JUST TRYING TO RID THE STUFF ON THE SCREEN.
THE ONLY THING YOU MIGHT WANT TO ADD TO THE GOAL, THAT WE WILL BE PRESENTING THIS, THE GOAL IS TO PRESENT THIS DEFINITION AND ANYTHING ELSE THAT WE FEEL APPROPRIATE TO THE SCHOOL BOARD.
BEFORE WE GO TO THE FRIENDLY AMENDMENT.
>> JUST PUT IT AFTER THE LAST SENTENCE THERE AND THE PROVISION OF SERVICES.
JUST SAY, YOU KNOW THE GOAL IS TO PRESENT TO THE SCHOOL BOARD, SEAC'S DEFINITION.
EQUITY DIVERSITY AND INCLUSION.
EQUITY DIVERSITY AND INCLUSION.
AND ANY OTHER YOU KNOW, ANY OTHER ITEMS, SORRY.
>> AND ANY OTHER RECOMMENDATIONS, YOU DECIDE.
>> YOU CAN SAY AND RELATED RECOMMENDATIONS.
>> OKAY THAT'S GOOD, THANK YOU.
>> THE GOAL TO PRESENT TO THE SCHOOL BOARD THE DEFINITIONS OF THE ABOVE TERMS. AND TO PROVIDE RELATED RECOMMENDATIONS.
WE NEED TO VOTE ON THE FRIENDLY AMENDMENT.
ALL RIGHT, SOMEONE NEEDS TO MAKE THE MOTION FOR FRIENDLY AMENDMENT AND WE NEED A SECOND.
>> I WILL MAKE A MOTION FOR THE FRIENDLY AMENDMENT.
[01:00:01]
ANY FURTHER DISCUSSION? ALL RIGHT.
IS ANYBODY GOING TO ABSTAIN OR VOTE AGAINST THE FRIENDLY AMENDMENT? NOT HEARING ANY ABSTENTIONS OR NEGATIVE VOTES.
WE WILL TAKE THIS AS UNANIMOUS CONSENT TO MAKE THE FRIENDLY AMENDMENT TO THE MOTION.
AND NOW WE WILL MOVE FORWARD WITH THE MOTION, WHICH HAS BEEN MOVED AND SECONDED AND FRIENDLY AMENDMENT ADDED.
DOES ANYBODY WANT TO VOTE AGAINST OR ABSTAIN? NOT SEEING ANYBODY ABSTAINING OR VOTING AGAINST IT, WE WILL TAKE IT AS UNANIMOUS CONSENT THAT THE MOTION PASSES.
THE SCOPE OF WORK WILL BE APPROVED AND FORWARDED TO THE SCHOOL BOARD.
GOOD! THANK YOU SANDRA FOR YOUR INPUT AND LAUREN, FOR BEING WILLING TO PUT THIS ON HOLD WHILE SHE WAS GONE FOR A LITTLE WHILE.
SO WE NEED TO MOVE ON TO FUTURE BUSINESS.
[Future Business]
>> IS ACTUALLY FUTURE BUSINESS.
FOR SOME OF THE MEMBERS OF THE COMMITTEE ALLOWED THE CO-SECRETARY.
I AM REALLY GOOD AT TAKING NOTES DURING THE MEETING AND NOT TO GOOD AT PUTTING THEM INTO LIKE THE ACTUAL MINUTES.
SO I WOULD LOVE SOME BACKUP IF ANYONE IS INTERESTED.
REACH OUT TO ME AND LAUREN PLEASE.
>> THANK YOU, J-LYNN! IT DEFINITELY HAS BEEN SOMETHING I'VE BEEN MEANING TO ANNOUNCE SO I APPRECIATE YOU ANNOUNCING THAT.
AS FAR AS FUTURE BUSINESS, WE JUST HAVE TRANSITION AND LITERACY SUBCOMMITTEES THAT WILL MEET TODAY, I JUST PROVIDED A SPACE FOR YOU ALL TO KIND OF COME UP WITH SOME GOALS AND OBJECTIVES WITHIN YOUR COMMITTEE AND I THINK BEING ABLE TO HAVE SOME TIME AFTER OUR BUSINESS MEETING IS HELPFUL BECAUSE WE ARE ALREADY HERE IN THIS SPACE.
SO, I DO THINK THAT WE WILL BE ABLE TO MEET EARLIER SO WE CAN PLAN FOR, I THINK THE TRANSITION COMMITTEE, WHICH IS JANET, SANDRA AND J-LYNN, TO ME JUST AFTER THE MEETING AND WE WILL HAVE THE LITERACY TEAM, LITERACY SUBCOMMITTEE, YOU CAN PLAN TO COME BACK AROUND 8:30 AS WE FINISH UP THAT WOULD BE CAROLYN, WILLIAM AND JENNIFER.
ARE THERE ANY QUESTIONS REGARDING SUBCOMMITTEES?
>> JUST FOR THE MINUTES, EQUITY MEETING, ARE YOU GUYS HAVING THAT REGULARLY DURING THE WORKDAY? WAS THAT DECIDED?
I'M SORRY, YOU CAN PUT THAT IN THE RECORD AT 12:30 PM -ISH.
SUSAN FOR THE MOMENT HAS PENCILED IN TIME FOR US.
>> HOWEVER, WE ARE NOT CERTAIN WE CAN MEET VIRTUALLY AT THAT TIME SO WE ARE WAITING FOR FURTHER INFORMATION ABOUT THAT.
>> AND IF WE CAN'T ROOM YOU HAVE TO SHIFT OUR TIME.
>> I CAN ALSO REPORT OUT WHEN I KNOW SUBCOMMITTEES ARE MEETING AS WELL.
I WILL MAKE SURE THAT EVERYONE KNOWS.
OKAY, ARE THERE ANY ANNOUNCEMENTS BEFORE WE CLOSE OUT OUR MEETING?
[Announcements]
ALL RIGHT.THANK YOU EVERYONE! HAPPY NEW YEAR, I HOPE YOU ALL STAY SAFE AND HEALTHY AND WE ARE GOING TO AS OF RIGHT NOW, PLAN FOR OUR MEETING TO BE IN PERSON MARCH 16.
UNLESS WE HAVE AN EMERGENCY EXTENSION.
WE WILL BE MEETING IN PERSON AT THE ALEXANDRIA CITY HIGH SCHOOL.
I WILL HAVE MORE DETAILS TO COME IN REGARDS TO THAT AND SUSAN SPOKE BRIEFLY ABOUT HER EARLIER THAT SOME OF US MIGHT BE ABLE TO BE VIRTUA WHILE OTHERS ARE THERE.
WHICH MIGHT MITIGATE SOME STRESSORS AS WELL, SO, I WILL TRY TO COORDINATE EVERYTHING IN THAT REGARD AND REALLY WORK WITH EVERYONE TO MAKE SURE THAT IT IS AN EASY TRANSITION IS MUCH AS POSSIBLE.
[01:05:04]
IF YOU HAVE ANY QUESTIONS OR CONCERNS OR COMMENTS, PLEASE LET ME KNOW AS WELL.>> I JUST WANT TO LET YOU KNOW THAT IN ORDER TO DO THAT WHERE YOU HAVE A MIXED MEETING, YOU DO HAVE TO HAVE A QUORUM IN THE ROOM.
SO IF YOU HAVE AGREED TO BE THERE IN PERSON, YOU DEFINITELY MAY HAVE TO BE THERE IN ORDER FOR THE MEETING TO HAPPEN BECAUSE WITHOUT A QUORUM, YOU CANNOT EVEN ALLOW THE VIRTUAL PEOPLE IN.
>> THAT MEANS WE NEED TO HAVE SIX MEMBERS PRESENT AT THE MEETING.
AND THERE IS A LIMIT TO THE NUMBER OF MEETINGS AND THE NUMBER OF TIMES THAT YOU CAN BE, VIRTUAL.
ONE PERSON CANNOT BE VIRTUAL ALL THE TIME.
AND THEN, BUT BECAUSE THE SCHOOL BOARD HAS SO MANY MEETINGS WE ARE TOLD WE CAN USE ALL THE MEETINGS TO APPLY SO THERE ARE MANY OPPORTUNITIES TO USE THAT, JUST NOT ALL BY THE SAME PERSON.
[LAUGHTER] >> OKAY SO THE NEXT FORMAL BUSINESS MEETING WILL BE MARCH 16, 2020 TO 8:53 PM.
FEBRUARY WE WILL BE OFF, I WOULD LIKE TO PROPOSE THAT WE USE FEBRUARY, WHAT IS THAT? 16, SAME TIME 7 TO 9, TO WORK ON THE WARDS AND THEN THAT WAY IT WILL BE LIKE A WORKING SESSION.
SO IF YOU CAN HAVE TIME THEN WE CAN MOVE THAT FORWARD SO WE ARE READY TO GO FOR MARCH 16 MEETING.
I WILL SEND OUT THE DETAILS REGARDING THAT MEETING AS WELL.
>> SUSAN, WILL YOU SHARE THE NOMINATION FORM WITH LAUREN SO THEY COULD HAVE THAT AND SEE IF THERE'S ANY UPDATES THAT THEY WANT TO MAKE BEFORE IT GOES OUT?
>> IS HARD TO SHOW THAT MAKING PUBLIC.
>> YOU CAN EMAIL A LINK BUT WE TRY TO OPEN IT SAYS IT'S NOT ACTIVE SO, AFTER JUST DOWNLOAD IT SOMEHOW AND EMAIL IT TO YOU IN THAT FASHION.
>> AND WITH THAT I MOTION TO ADJOURN THE MEETING.
NOT HEARING ANY VOTES OR ABSTENTIONS.
NOT HEARING ANY ABSTAINING OR VOTES AGAINST, WILL TAKE YOU TO CONSENT AND MEET AGAIN MARCH 16.
>> LAUREN THE TRANSITION COMMITTEE JUST STAYS ON?
>> YES THE COMMITTEE WILL STAY ON.
>> AND I CAN TURN OFF MY SCREEN?
>> I DON'T THINK I NEED TO STAND WITH THE TRANSITION COMMITTEE.
>> YEAH I WILL EMAIL YOU REGARDING THE EQUITY OFFICER.
HAPPY NEW YEAR EVERYBODY! GOOD TO SEE YOU.
OKAY GOOD NIGHT! I CAN'T WAIT TO SEE YOU IN PERSON.
>> IF YOU COULD JUST ENOUGH THE NAME OF THE MEETING BEFORE YOU GET STARTED IT WOULD BE GREAT.
>> THIS IS THE TRANSITION SUBCOMMITTEE FOR SEAC.
[Subcommittees to meet]
>> LAUREN, DO YOU WANT ME TO JUST CONTINUE THE NOTES AND THEN?
>> I WOULD LOVE THAT, THANK YOU.
>> I REALLY JUST COMPOSE THE MEETING FOR YOU ALL TO BE ABLE TO MEET, I KNOW ONE OF THE GOALS WAS TO THE TRANSITION COORDINATOR COME TO ONE OF OUR MEETINGS,
[01:10:03]
POTENTIALLY, TO TALK ABOUT THE SERVICES OR THE NEW ROLE THUS PROVIDED WITH EASY PASS BUT I'M JUST MORE HERE FOR SUPPORT, SO I WILL HELP AS NEEDED BUT I REALLY, WANTED TO MAKE SURE THAT YOU HAVE THE TIME FOR THIS MEETING.>> CAN'T REMEMBER WHO'S ON THE COMMITTEE, ME? APPARENTLY I AM, I DON'T REMEMBER.
>> I DID JUST MAKE YOU HAVE ONE.
>> AND IT NEVER TRANSITION MY CHILDREN AWAY FOR AWAY FROM TRANSITION.
[LAUGHTER] BUT I WILL PARTICIPATE.
>> THIS IS JANET, I THINK SHE STEPPED AWAY AND YOU AND SANDRA.
>> I WILL SAY IT IS NEVER TOO EARLY TO START THINKING ABOUT TRANSITION.
>> YEAH I JUST, I LOVE YOUR EXPERTISE IN THIS AT ALL.
SO LIKE I DON'T EVEN KNOW WHAT QUESTIONS TO ASK TO BE HONEST.
AND HAVE NO IDEA WHAT ACPS DOES PETER GO TO ALEXANDRIA AND SEEN SOME OF THEIR EMPLOYMENT COURSES BUT OTHER THAN THAT I KNOW THAT THEY IN TURN.
HAVE INTERNSHIPS BUT OTHER THAN THAT I DON'T KNOW MUCH.
>> WHAT WAS IN PLACE HAS BEEN SOMEWHAT DESTROYED BY THE PANDEMIC.
I CAN TELL YOU, THEY USED TO BE A GREAT PROGRAM WITH THE MARRIOTT HOTELS.
AND YOU SPENT HALF OF THE ACADEMIC AND HALF OF THE DAY AT THE MARRIOTT.
AND THAT WAS REALLY EXCELLENT YOU KNOW, PROGRAM IN THE MIDDLE OF SUPPORT AND THE MARRIOTT CREW REALLY LOVE THEM.
I MEAN REALLY JUST YOU KNOW, FRUIT SALADS AND PRIZES AND YOU KNOW.
IT WAS A FANTASTIC EXPERIENCE.
HOWEVER WITH THE PANDEMIC THAT WENT AWAY.
I THINK THE NATURE OF THE TRANSITION SERVICES YOU KNOW, HAS CHANGED AND PROBABLY WILL BE CONTINUING TO EVOLVE.
PROJECT SURGE IS STILL THERE BUT EVEN THAT HAS HAD TO EVOLVE.
TO MEET YOU KNOW, THE PANDEMIC AND THAT WAS SHUT DOWN FOR A YEAR.
SO YOU KNOW, IT'S, YOU KNOW IF WE DIDN'T HAVE THE PANDEMIC, I THINK THE DISCUSSION MIGHT BE MORE A LITTLE MORE STREAMLINED BUT YEAH, I THINK THE PANDEMIC WHICH IS MADE A LOT MORE DIFFICULT.
BUT I KNOW THEY'RE SUPPOSED TO START AT 14.
THE -- IS SUPPOSED TO BE YOU KNOW IN THESE IEP MEETINGS.
AND GOALS ARE SUPPOSED TO HAPPEN, TRANSITION GOALS ARE SUPPOSED TO START AROUND AGE 14.
>> I FOUND, I FOUND THE AGE 14 TRANSITION TALK VERY LACKING PURPOSE.
JUST LIKE YOU KNOW YOU THINK YOU'RE GOING TO COLLEGE, YOU THINK YOU'RE GOING TO WORK, YOU ARE WORKING! ENOUGH LITTLE TO TRANSITION GOALS UNTIL HIGH SCHOOL.
I DON'T KNOW, IT'S INTERESTING.
THE 14 CONVERSATION, MAYBE IT'S DIFFERENT IN ACPS THEN DC BUT TYPICALLY TRANSITION SERVICES IN DC DIDN'T REALLY REV UP UNTIL 16.
>> I THINK IS THE VIRGINIA LOVE THAT HAVE TO START AT 14.
>> I THINK IT'S THE IEP HAVE TO WRITE IT DOES MEAN YOU ACTUALLY HAVE TO DO IT.
[INAUDIBLE] IT IS LAW BUT I DON'T KNOW IF, I DO KNOW HOW EFFECTIVE IT IS.
>> THEY DO HAVE A LOT OF, GOD YOU KNOW, TESTING THAT THEY DO BUT AGAIN, YOU KNOW, ONE WEEK ONE POINT YOU WANT TO BE A FARMER THEN THE NEXT WEEK IT IS THIS.
HOW DO YOU REALLY, KIDS CHANGE HER MIND.
WRITING GOALS IN TERMS OF HOW ARE GOING TO SUPPORT HIM IN HIS GOAL TO BE A FARMER? PROBABLY ACPS LIKE ALEXANDRIA CITY HIGH SCHOOL PROBABLY, IS THE BEST PLACE TO MEET YOUR GOALS TO BECOME A FARMER.
BUT YOU KNOW, THEY DO A LOT OF TESTS AND I'M HOPING THAT IT WAS THE FUTURE THAT THEY WILL BE ABLE TO GET SOME OF THESE PROGRAMS RESURRECTED.
[01:15:09]
>> ACTUALLY KIND OF WONDER, I WONDER WHAT THEY SAY ABOUT POSTSECONDARY TRAINING AND WHAT IS THE MINIMUM REQUIRED AND HOW THEIR MEETING THAT IN THE PANDEMIC ENVIRONMENT.
I THINK PART OF THE PANDEMIC ALEXANDRIA PROGRESSION FROM 9 TO 12 TO POSTSECONDARY WAS JUST REALLY STRONG.
WHAT IS IT LOOK LIKE NOW? ARE WE STILL STRONG IN THIS NEW WORLD? I DON'T KNOW THE ANSWER TO THAT.
>> IT WILL BE GOOD TO HAVE A MEETING WITH AMY.
JANET, I SEE YOU THERE, WHAT ARE YOUR THOUGHTS ON THIS?
>> GOSH, I DON'T EVEN KNOW WHERE TO START.
BECAUSE I THINK EVEN SOME OF THE REALLY BASIC THINGS, I THINGS IN THE IEP AND TO THE POINT IS REALLY EASY TO ADD INTO THE IEP.
I REALLY BOTHERED BY THE LIFE SKILLS PORTION OF TRANSITION SERVICES THAT ARE NOT HAPPENING LIKE THEY ARE RIDING THE BUS, GOING TO THE GROCERY STORE, OUTINGS THAT ALEXANDRIA USED TO DO FAIRLY WELL.
ALEXANDRIA SCHOOLS USED TO DO FAIRLY WELL WITH THAT.
YOU KNOW, ALL THAT'S KIND OF GONE AWAY WITH COVID.
SO YOU KNOW, THE PROJECT TO YOUR POINT, SO, IT ALMOST FEELS LIKE WE ARE AT SQUARE ONE.
I DID HAVE EXPERIENCE THAT REALLY BOTHERED ME AND IS NOT EXACTLY TRANSITION SERVICES BUT -- ANOTHER CHILD HAS A DISABILITY AND PRESENT SIMILAR TO JAKE LOW FUNCTIONING, NONVERBAL.
THE PARENT IS PROBABLY, I'M TRYING TO THINK WHAT I WANT TO SAY.
LESS LIKELY TO KNOW HOW TO NAVIGATE THE SYSTEM THEN MAYBE SOME OF US ARE.
OKAY? BUT ANYWAY, I WAS REALLY KIND OF UPSET BECAUSE HE IS MORE THAN 18 AND SO WHAT DO YOU HAVE GUARDIANSHIP? NO CLUE.
NO CLUE WHAT I WAS TALKING ABOUT THAT SHE DIDN'T GET HIM TO BE IN GUARDIANSHIP AND I ASKED ABOUT SSDI, NO CLUE.
AND SO AGAIN THIS GOES BACK TO OUR EQUITY DISCUSSIONS ETC. BUT I WAS REALLY DISTURBED THAT SOMEHOW, SOMEHOW MAYBE IT'S NOT THE ACPS RESPONSIBILITY TO GO SIT DOWN WITH THE PARENT OF A 17-YEAR-OLD AND SAY HEY, LET'S TALK ABOUT GUARDIANSHIP AND SSDI.
NOBODY ELSE IS TALKING ABOUT IT.
I KNOW THAT I'M A LITTLE DIGRESSING FROM THINGS BUT TO ME THAT IS PART OF IT.
>> COMMUNICATION AND TRANSPARENCY, I THINK IS REALLY SORT OF THE ISSUE.
BECAUSE AGAIN, SEAC USED TO PUBLICIZE EDUCATIONAL GUARDIANSHIP.
FOR PARENTS WHO COULD NOT AFFORD, BECAUSE IT USED TO BE AROUND $10,000 IN THE CITY OF ALEXANDRIA.
FOR THE PARENTS WHO CANNOT AFFORD IT, THERE'S EDUCATION IN GUARDIANSHIP WHICH IS DEMO THE FORM, TAKE IT TO THE 44 CANNOT AFFORD IT, THERE'S EDUCATION IN GUARDIANSHIP WHICH IS DEMO THE FORM, TAKE IT TO THE DOCTORS, I THINK IT IS TWO OR THREE DOCTORS, THEY SIGNED IT, HAND IT TO ACPS IT DOESN'T COST YOU MONEY BE ON GETTING THE DOCTORS SIGNATURES.
SO AGAIN IT COMES DOWN TO YOU KNOW, COMMUNICATION.
AND ALSO, AT LEAST IN MY WHOLE THING, THEY WANTED TO KNOW BECAUSE MAYBE I'M A LITTLE MORE DIRECT, BUT I WAS PRETTY UPFRONT THAT AUSTIN HAD HIS SSDI AND ALL THIS KIND OF STUFF.
BUT THERE WAS YOU KNOW, ANOTHER THING IN TERMS OF TRANSPARENCY IT AFFECTS A LOT OF KIDS IN TRANSITION.
IT WAS YOU KNOW THE VDOE KEPT PUTTING OUT POLICY CHANGES BECAUSE OF COVID.
FALL OF 2020, THEN IT WAS MARCH, THAT IT WAS MAY, THAT WAS AUGUST 29 OF THIS YEAR.
AND NONE OF THE TRADERS WERE PUBLICIZED TO THE PARENTS.
AND SO IT WENT TO I THINK JANET'S QUESTION LAST TIME ABOUT HOW MANY CHILDREN WERE RECEIVING COVID RECOVERY SERVICES? AND IF I REMEMBER CORRECTLY, OR IF I'M WRONG CORRECTLY BUT THE HUNDRED
[01:20:05]
KIDS WERE GOING TO RECEIVE RECOVERY SERVICES.>> BUT THOSE NEVER PUBLICIZED.
I REMEMBER MY IEP THIS TIME LAST YEAR BECAUSE I KNEW THIS WAS COMING, IT'S IN THE POLICY AND SAID, WHAT ABOUT RECOVERY SERVICES? WE KNOW NOTHING ABOUT THIS.
THE SUPERINTENDENT MEMO HAD GONE OUT.
MY DAUGHTER REFUSED ZOOM FOR ALMOST THE ENTIRE YEAR.
AND I WAS TOLD SHE DIDN'T QUALIFY FOR RECOVERY IN THE DIDN'T REALLY HAVE A LOT OF INFORMATION.
LIKE -- >> AT A PHONE CALL FROM A SPECIAL ADMINISTERED IN THE HIGH SCHOOL SAYING, COVID RECOVERY SERVICES DON'T EXIST.
AND I'M LIKE NO, HERE'S THE POLICY RIGHT HERE.
>> WHAT I'M SAYING IS THAT THERE IS HIS LACK OF TRANSPARENCY, I THINK THE BIGGEST THING THAT SEAC CAN DO, GET BACK IN THE BUSINESS OF COMMUNICATION.
WHETHER IT IS ABOUT GUARDIANSHIP OR THE LATEST VDOE.
IT WAS A POLICY THAT CAME OUT THE END OF AUGUST THAT A LOT OF PARENTS SHOULD HAVE KNOWN ABOUT.
I TO CONTACT ACPS IN NOVEMBER ABOUT IT REGARDING ISSUES WITH MY SON.
AND THAT THEIR PEOPLE IN THE SYSTEM WHO ARE IN TRANSITION SERVICE THAT ARE ENTITLED TO IEP HUMANA GETTING THEM BECAUSE ACPS -- [INAUDIBLE] AGAIN, IT GOES BACK TO TRANSPARENCY AND THE SEAC FUNCTION I THINK HE COMMUNICATING OUT, WITH THE TRANSITION I THINK COMMUNICATING OUT WITH THE OPTIONS ARE, CERTAINLY COULD BE ONE THING.
>> TECHNICALLY, THE ANSWER IS THAT ACPS DOESN'T HAVE TO DO ANYTHING RELATED TO SSDI OR GUARDIANSHIP OR WAIVERS.
I AM DUMBFOUNDED BY HOW MANY PARENTS DON'T KNOW ABOUT THE WAIVERS.
THEY DRAW THEIR PART OF THAT BECAUSE IT'S CONSIDERED COMMUNITY BACKGROUND SERVICES.
BEST PRACTICES SHOULD THEY HELP OR AT LEAST GIVE THEM A PAMPHLET IF THE TALK TO ALEXANDRIA CITY, YES.
BUT MAYBE IT IS SOMETHING THAT SEAC COULD BRIDGE AND LIKE, OR MAYBE PARTNER WITH PIERCY AND PUT OUT COMMUNICATION ABOUT HOW TO NAVIGATE THAT.
MAYBE BRING IN ALEXANDRIA CITY PEOPLE TO MEET WITH PARENTS OR SOMETHING AT THAT.
MAYBE IT COULD BE SOMETHING WE COULD BRIDGE.
>> YOU KNOW, I GUESS I HAVE ANOTHER COMMENT THERE TOO.
I'M THINKING ABOUT TRANSITION SERVICES AND IS JUST ONE OF THOSE TERMS THAT YOU START HEARING YOU KNOW AS A PARENT.
AND YOU NEVER REALLY KNOW WHAT IT MEANS OR WHAT IT IS OR YOU KNOW WHAT I'M SAYING? IT KIND OF GOES WITH YOUR COMMUNICATION POINTS THAT IT'S LIKE, WHAT ARE YOU REALLY TALKING ABOUT? AND IN SOME WAYS, I'M A LOUSY PERSON TO BE ON THE COMMITTEE BECAUSE I AM LIKE, JAKE'S NEVER GOING TO HAVE A JOB! YOU KNOW AND SO, IN EVERYTHING WHEN I HAD TRANSITION SERVICES, I THINK ABOUT IT IS OKAY, TRANSITION TO EMPLOYMENT.
BECAUSE THAT IS WHAT THE EMPHASIS IS.
ANYWAY, I GUESS WHAT THEY'RE TRYING TO SAY IS THERE IS AN EDUCATIONAL ELEMENT THAT NEEDS TO HAPPEN A LITTLE EARLIER.
WHEN YOU HEAR THIS TERM, THIS IS WHAT WE REALLY TALKING ABOUT.
SO, -- >> I'M SORRY I'M INTERRUPTING A LITTLE BIT BUT NOT REALLY.
THIS WAS PART OF THE SCOPE OF WORK SO I'M GOING TO SHARE WITH YOU ALL BECAUSE THIS IS KIND OF CONNECTED TO WHAT WE ARE SAYING, JANET, ABOUT HOW THE DEFINITION.
THEY ARE TRYING TO, I WILL ZOOM IN FOR YOU.
>> WHAT I DID WAS ACTUALLY PULLED FROM VIRGINIA DEPARTMENT OF EDUCATION AND THEY HAD THE PERFORMANCE REPORT 52.62 PERCENT OF YOUTH WITH IEP GRADUATE FROM HIGH SCHOOL.
I ALSO THINK IT COULD BE AN EXTENSION OF LEARNING YOU KNOW WHERE THE GAP IS BECAUSE THE STATE TARGET IS 61 PERCENT.
MIND YOU THIS WAS 2019 SO I KNOW BECAUSE OF THE PANDEMIC IT HAS SHIFTED AND CHANGED.
[01:25:03]
I DON'T GET THE RAILS US FROM FOCUSING ON THE GRADUATION AND THEN ALSO LOOKING INTO OUR CAREER AND TRANSITION WHICH -- THE TRANSITION SERVICES ARE COORDINATED.THIS IS WHAT IT IS KINDA DEFINED US.
JUST EMPLOYMENT SO I THINK THAT AGAIN, THIS GOES TO THE COMMUNICATION FACTOR OF, ALSO DEFINING IT AS JUST EMPLOYMENT, THEN MAYBE TRANSITION ISN'T NECESSARILY COMMUNICATED THE MOST ACCURATELY.
WHAT IT LOOKS LIKE AND I KNOW -- IS NEW TO THE DISTRICT AS WELL.
I JUST WANTED TO SHARE THIS BECAUSE IT MIGHT HELP LIKE WITH FOOD FOR THOUGHT AS KIND OF LOOK AT THE INITIATIVES OF BEING ABLE TO SUPPORT THE TRANSITION PROCESS BUT ALSO, ADVOCATE FOR WHAT PARENTS NEED OR THE COMMUNICATION FACTORS AS WELL.
>> I THINK, YEAH, DEFINITELY THE COMMUNICATION PIECE.
ONE OF THE THINGS I NOTICED IN THE DEFINITION YOU CAN SCROLL BACK, ONE OF THE THINGS THAT ACPS, AT LEAST MY EXPERIENCE, IS THAT THEY DON'T ALWAYS FOCUS REALLY WELL ON, AND THIS WAS EVEN PRE-PANDEMIC.
ON THE SKILLS NEEDED FOR INDEPENDENT LIVING OR COMMUNITY PARTICIPATION.
A LITTLE BIT OF COMMUNITY PARTICIPATION.
REALLY DIDN'T FOCUS ON THE SKILLS THAT THEY NEED FOR INDEPENDENT LIVING.
THEY DO DO SOME OCCASIONAL, BUT THAT IS ONE THING THEY DEFINITELY EVEN PRE-PANDEMIC, DID NOT DO THAT WELL.
>> I DID HEAR SOME PARENTS, SOME PARENTS THAT, SO I MEAN I'M CURRENTLY WORKING IN THE PRIVATE SCHOOL SYSTEM SOME OF THE PARENTS IN A PRIVATE SCHOOL SYSTEM TALKED ABOUT HOW YOU KNOW THE KIDS WERE ELIGIBLE TO GO BACK TO ACPS OR BACK TO FAIRFAX COUNTY TO THE POST SECONDARY SERVICES, A LOT DIDN'T WANT TO BECAUSE THEY FELT LIKE THE FOCUS WAS ON JUST VOCATION AND NOT POST SECONDARY EDUCATION AND A LOT OF THEM WANTED THE KIDS TO GO TO LAKE GEORGE MASON HI, THE BC PROGRAM AND IT WASN'T A GREAT FOCUS ON THAT.
>> THAT WAS DEFINITELY PRE-PANDEMIC.
AND BRING UP.[INAUDIBLE] >> I GUESS THE FIRST STEP WOULD BE TO MEET WITH AMY AND TRYING TO WRAP A MEETING AND SEE IF SHE'S APPROACHING IT AND HER, I GUESS HER APPROACH.
I ASSUME SHE AT THE HIGH SCHOOL OR ESSENTIAL? DOES ANYONE KNOW?
>> I CAN GIVE YOU AN INTRODUCTION.
I CAN REACH OUT IF THAT IS HELPFUL.
I THINK WE REALLY CAN NOT ADVISE OR HELP UNTIL WE KNOW WHERE THEY REALLY GOING.
>> I JUST LOST MY TRAIN OF THOUGHT.
>> HI THE LITERACY COMMITTEE! LOOKS LIKE THE NEXT COMMITTEE IS COMING ON.
>> LAUREN, IF YOU COULD SEE IF WE COULD GET SOMETHING STARTED, THAT WOULD BE GREAT.
>> I WAS A ONE OF THE THINGS I DO THINK WE NEED TO FIND OUT IS WHAT, HOW THEY PLAN TO RECONSTRUCT POST COVID SERVICES FOR TRANSITION? IT'S GOING TO BE A QUESTION FOR AMY BUT CERTAINLY FOR SOME OTHER PEOPLE, WHAT ARE THEY POST -- ARE THEY GETTING THE MARRIOTT PROGRAM BACK? I'M JUST MAKING UP IT WAS THEIR VISION FOR POST PANDEMIC SERVICES? WHO DO WE GO TO FOR THAT?
>> HOPEFULLY THIS WEEK I'LL REACH OUT TO TERRY, WHO HOPEFULLY CAN MAKE THE INTRODUCTION I WILL HAVE ALL THREE OF YOU ON THE EMAIL CHAIN SO YOU CAN COORDINATE TIME WITH HER.
>> ARRAY JANET AND J-LYNN YOU'RE WELCOME TO STAY BUT NOW WE'RE DOING THE LITERACY
[01:30:11]
SUBCOMMITTEE.I THINK THAT CINDY MIGHT WANT TO JOIN IN.
BUT WILLIAM AND CAROLYN, I KNOW THAT YOU ARE NEWER, I KNOW THAT WE HAD SOME EMAILS GOING AROUND.
MAKE SURE YOU KIND OF KNEW A LITTLE BIT ABOUT THE LITERACY INITIATIVE THAT TOOK PLACE LAST YEAR.
I COULD QUICKLY RECAP AND I WILL BE HERE TO HELP SUPPORT YOU ALL THROUGHOUT THIS MEETING AS WELL.
J-LYNN YOU STILL STAYING AND TAKING NOTES?
>> AM AMAZING -- I AM, ISN'T IT AMAZING? I FIGURED I WILL LISTEN IN.
>> SO MANY QUESTIONS FOR YOU THEN!
[LAUGHTER] >> THANK YOU, I OWE YOU ONE! A BIG CUP OF COFFEE OR SOMETHING FOR YOU.
[LAUGHTER] SO, JUST TO RECAP FROM LAST YEAR, THERE WAS A K THROUGH TWO LITERACY INITIATIVE.
WHEN I JOINED SEAC IN NOVEMBER, STARTED SITTING ON THE COMMITTEE AND KIND OF LEADING IN A LITTLE BIT AND I WORKED WITH DOCTOR WOOSTER WHO WAS IN CHARGE OF LITERACY INITIATIVE.
WE COMPILED A LIST OF RECOMMENDATIONS, FOR LIKE THE SCHOOL BOARD AND ALSO, THE LITERACY DEPARTMENT.
SO THIS WAS KIND OF LIKE A POLICY RECOMMENDATION MEMO AND IT WAS VERY, IT WAS PRETTY LENGTHY.
IT ENCOMPASSED EVERYTHING FROM MULTITIER SENSORY SUPPORT, AND ALL THE DIFFERENT COMPONENTS THAT WE THOUGHT WOULD SUPPORT STUDENTS WITH DISABILITIES.
NOW THEY ARE EXTENDING IT TO K THROUGH FOUR.
I THINK YOU'RE RIGHT, K THROUGH FIVE.
SO I THINK FIGURING OUT RECOMMENDATIONS THAT MIGHT WORK FOR THE UPPER ELEMENTARY GRADES, AND THEN ALSO, CHECKING IN WITH LIKE HOW THE K THROUGH TWO LITERACY INITIATIVES GOING AS WELL.
BUT I DO THIS WITH THE OTHER TEAM, KEEP SAME TEAM BUT THEY'RE NOT REALLY A TEAM, SUBCOMMITTEE.
JUST SHARING AN OVERVIEW OF WHAT WAS WRITTEN WITHIN THE SCOPE OF WORK.
I'M JUST GOING TO SHARE MY SCREEN AGAIN AND JUST MAKE SURE THAT YOU ALL HAVE THIS FOR REFERENCE.
BUT AGAIN, ANYTHING WRITTEN ON HERE IS JUST LIKE A OVERVIEW OF WHAT YOU KNOW, EVEN, IN SOME OF THIS GOES TO VIRGINIA DEPARTMENT OF EDUCATION.
AND THIS IS AN ACTUAL ENGLISH AND READING SCORE.
THAT IS THE MOST RECENT REPORT CARD THAT THEY HAVE AT THE DOE.
I HAVE NOT DONE ANYTHING SINCE THE PANDEMIC.
THIS IS THE DATA GOING OFF OF WHICH IS NOT THE MOST ACCURATE BUT IT STILL PUSHES THE NEEDLE FORWARD TO KIND OF FOCUS ON THE ENGLISH AN READING AS NEEDED.
THIS IS AN OVERVIEW BUT I KNOW WILLIAM HAS ALSO SOME PERSONAL EXPERIENCE WITH LITERACY ALSO AND JUST WANTED TO GIVE YOU BOTH THE SPACE OF HOW YOU WANT TO RUN WITH THE LITERACY SUBCOMMITTEE AND WHAT YOUR THOUGHTS ARE.
>> I THINK WAS WRITTEN IS A GOOD START WITH FOCUSING ON IMPLEMENTATION OF THE NEW CURRICULUM.
AND DEVELOPING THOUGHTS ON THE CURRICULUM FOR THREE THROUGH FIVE.
THE OTHER BIG AREA, TWO BIG AREAS I WOULD, I GUESS PUT OUT THERE FOR DISCUSSION AS POTENTIAL AREAS OF FOCUS, WOULD BE SORT OF THE INSTRUCTION TO THE SPECIALIZED INSTRUCTION, TO STUDENTS THAT NEED HIGHER LEVELS OF INTERVENTION.
SO OUTSIDE OF THE STANDARD CURRICULUM, AND THEN IDENTIFYING STUDENTS THE
[01:35:01]
FALL IN THAT CATEGORY INCLUDING IDENTIFYING STUDENTS WITH SPECIFIC LEARNING DISABILITIES THAT PARTICULARLY, RELATE TO LITERACY SUCH AS DYSLEXIA.THOSE BE MY TWO ADDITIONAL TOPICS.
>> CAN I POP IN REAL QUICK? THOSE TWO ARE GENERAL ED AND SPECIAL ED.
YOU MIGHT WANT TO FOCUS ON THE SECOND PART.
THE RTI PROCESS AND IDENTIFYING INTERVENTIONS IS A GENERAL ED PROCESS.
IT IS NOT SOMETHING THAT SPECIAL ED DABBLES IN OR IS SUPPOSED TO BE SEPARATE.
IF YOU'RE TALKING A SPECIALIZED INSTRUCTION FOR STUDENTS WHO ARE ALREADY IDENTIFIED, THEN YOU KNOW THAT IS DIFFERENT.
BUT YEAH, BUT THEY WOULD ALREADY BE IDENTIFIED AS HAVING -- THAT'S WHERE I'M KIND OF CONFUSED.
>> OKAY, -- >> DOES THAT MAKE SENSE?
AND I'M NOT VERSED ON SORT OF THESE TIERED INTERVENTION THINGS.
UNDERSTAND THE CONCEPT AND I'VE HEARD THE REFERENCES.
MY FIRST POINT WAS REALLY RELATING TO KNOW, FOR STUDENTS OF FALL WITHIN SPECIAL EDUCATION, WHAT TYPE OF SERVICES ARE BEING PROVIDED? ARE THEY BEING PROVIDED EVIDENCE-BASED INSTRUCTION, IS IT GEARED TOWARD DECODING AND ENCODING, REALLY GETTING UNDERSTAND WHO IS PROVIDING THOSE TYPE OF SERVICES, HOW ARE THEY TRAINED? THOSE WOULD ALL BE THINGS I WOULD BE INTERESTED IN LOOKING AT.
SECOND, A DIFFERENT CATEGORY WHICH IS MORE THE GATEKEEPING.
HOW ARE STUDENTS ASSESSED FOR THEY HAVE A SPECIAL LEARNING DISABILITY, ARE THEY ASSESSED FOR THEY HAVE, WHETHER THEY ARE DYSLEXIC OR NOT IS A SPECIFIC EXAMPLE.
>> I WOULD LIKE TO SECOND THAT ONE BECAUSE MY CONCERN FALLS PRIMARILY WITH WILLIAMS SECOND POINT WHICH IS MY CONCERN IS THAT WE ARE MISSING KIDS IN THE WAY WE ASSESS FOR DYSLEXIA AND I THINK WE ARE NOT IDENTIFYING KIDS THAT HAVE LITERACY PROBLEMS BECAUSE OF THE WAY LITERACY WAS TAUGHT.
I KNOW FOR EXAMPLE, MY DAUGHTER AND I KNOW OTHER LITTLE GIRL, BECAUSE OF THE GUESSING ROUTINE THEY WERE TAUGHT, THEY ARE JUST NOT CATCHING KIDS THAT MIGHT HAVE DYSLEXIA AND JUST PUSHING THEM ALONG.
AND SO REALLY NOW THAT WE CHANGE THE CURRICULUM, TRYING TO FOCUS, CAN WE GET MORE KIDS INTO SPECIALIZED INSTRUCTION? THAT YOU KNOW WERE REALLY GOOD AT GUESSING BUT HAVE PROBABLY DYSLEXIA.
AND SOME SAY EVEN IF YOU'RE A DIAGNOSIS OF DYSLEXIA IT WILL MAKE A DIFFERENCE BECAUSE SHE IS WITHIN GRADE LEVEL.
AND I LIKE BUT SHE CAN'T READ AT ALL! SHE IS GUESSING BASED ON THE TEXT.
BUT SHE DEFINITELY CANNOT READ.
AND HAS A LOT OF PALS BUT SHE COULD NOT EVEN COME CLOSE TO QUALIFYING BECAUSE SHE WAS WITHIN GRADE LEVEL YOU KNOW WITHIN THE PRIMARY.
I GUESS MY CONCERN IS, HOW ARE WE IDENTIFYING KIDS THAT HAVE PROBLEMS? AND IS THAT AN AREA THAT, GIVEN THE FACT WE'VE CHANGED THE CURRICULUM AND WE RECOGNIZE THERE ARE SOME PROBLEMS, CAN WE GET MORE KIDS INTO SPECIALIZED INSTRUCTION? AND I DON'T KNOW IF THAT IS WITHIN THE CHARTER OF THIS GROUP.
I MEAN IT WAS ONE OF MY -- >> YOU CAN DEFINITELY LOOK AT IDENTIFICATION PROCEDURES.
WHAT IT IS INFORMED BY LAW SO THERE IS SOME THINGS ARE NOT FLEXIBLE.
THEY DO SAY THAT YOU HAVE TO SHOW ACADEMIC NEED.
YOU HAVE TO HAVE A DISABILITY AND SHOW ACADEMIC NEED.
SO AS LONG AS YOU ARE AT GRADE LEVEL, UNLESS YOU HAVE ANOTHER HUGE DISPARITY, THEN THE ARGUMENT IS THAT THERE ISN'T CURRENTLY ACADEMIC NEED WHICH IS HARD.
>> BUT -- IT SOUNDS WITH NEW CURRICULUM WE ARE RECOGNIZING THAT WE ARE CHANGING WHAT IT MEANS TO BE ON GRADE LEVEL BECAUSE BEING ON GRADE LEVEL WITH THE OLD CURRICULUM, MEANT THAT YOU COULD BE ON GRADE LEVEL BECAUSE YOU COULD GUESS.
IT ALSO GOES, WHAT IS ACPS USING AS THEIR ASSESSMENT TOOLS? FOR ASSESSING WHETHER STUDENTS ARE AT GRADE LEVEL OR NOT.
[01:40:02]
LIKE FOR EXAMPLE, CORE TESTING IS NOT A STANDARD TOOL USED IN THE ASSESSMENT.ORT ARE THE INITIALS HAVE TO LOOK WITH THE EXACT TITLE IS, I CAN DO THAT.
>> I JUST WANT ADDED TO THE NOTES.
>> SECOND, EVEN IF YOU ARE AT, SO YOU CAN USE THE TEST, HOW IS IT BEING INTERPRETED? THE RESULTS -- AND, AND ARE THOSE RESULTS BEING OVERLOOKED IN ASSESSING WHETHER A STUDENT IS AT GRADE LEVEL OR NOT? AND YOU KNOW, I THINK SEPARATE FROM THAT, EVEN LOOKING AT SPECIFICALLY, THE TERM DYSLEXIA WHICH, THE VIRGINIA STATE LAW DOES SPECIFY DYSLEXIA IS A SPECIFIC LEARNING DISABILITY AND WHETHER ACPS IS EVEN LOOKING FOR THAT IN STUDENTS.
>> SPECIFIC LEARNING DISABILITY IN READING IS DYSLEXIA BUT PUBLIC SCHOOLS DON'T USE THE TERM DYSLEXIA, NO PUBLIC SCHOOLS IN A COUNTRY USE THE TERM DYSLEXIA.
SO I DON'T THINK THAT'S AN EXCUSE NOT TO USE THE TERM.
>> I DON'T THINK THAT IS A BATTLE THAT YOU CAN WIN.
YOU CAN ALSO HAVE A CONVERSATION WITH SPECIFIC LEARNING DISABILITY IN READING OR SPECIFICALLY DISABILITY IS SYNONYMOUS WITH DYSLEXIA -- IT IS SYNONYMOUS.
IT IS JUST IN PUBLIC ED YOU DON'T USE THOSE TWO TERMS.
>> I'VE NEVER HEARD ANYONE IN A PUBLIC SCHOOL SETTING EVEN USE THOSE TERMS.
>> THEIR HEADS ARE IN THE SAND, I'M SORRY!
>> I WILL SAY, IT MIGHT BE WORTH LOOKING INTO BECAUSE I SHARE THIS WITH CINDY LAST YEAR TOO.
I WAS A FORMER TEACHER IN DALLAS TEXAS AND I TAUGHT SPECIAL EDUCATION, DALLAS HAD THEIR OWN DYSLEXIA DEPARTMENT.
IT'S ONE AREA THAT I'VE ALWAYS SEEN A LITTLE BIT IN TEXAS.
WAR ACTUALLY HAD A DEPARTMENT DEDICATED TO THE JUST DYSLEXIA.
IT MIGHT BE A GOOD AREA TO KIND OF LOOK AT.
I'M NOT SAYING THEY'RE DOING IT WELL INCORRECTLY BUT IT IS DEFINITELY SOMETHING THAT, IT IS VERY STATE-BY-STATE BUT EVEN THEN, IF YOUR CHILD IS IDENTIFIED, YOU ARE STILL IDENTIFIED AS UNDERNEATH A READING DISABILITY.
IT IS NOT NECESSARILY, AND THEN IN YOUR 504 PLAN THE STATE MIGHT HAVE DYSLEXIA AND THEN THEY KIND OF LIKE SCAFFOLD THE READING TOWARDS WHAT THEY NEED BUT NOT A WELL-KNOWN INTENSIFICATION FEDERAL CONGRESS, THEY CONSIDERED DYSLEXIA SCREENER SO THAT WOULD BE DIFFERENT CHANGE OF PACE WITHIN EDUCATION IN THE SYSTEM.
BUT I KNOW THAT'S NOT THE CURRENT STATUS EITHER.
>> BUT IN ORDER TO GET SPECIALIZED SERVICES LIKE DYSLEXIA, DYSGRAPHIA AND -- ARE NOT CURRENTLY IDENTIFYING.
YOU CAN'T GET IDENTIFIED AS THOSE.
IN THE STATE OF VIRGINIA, IT SAYS THESE ARE THE THINGS THAT YOU COULD BE IDENTIFIED AS.
YOU KNOW OHI, SLD, AUTISM, AND SO IN ORDER TO GET SPECIALIZED SERVICES YOU CAN HAVE AN OUTSIDE RULING OF DYSLEXIA BUT THEN THE SCHOOL DISTRICT WOULD HAVE TO FIND YOU ELIGIBLE FOR SPECIFIC LEARNING DISABILIT IN READING.
AND THAT'S AT THE STATE LEVEL, THE CATEGORIES.
>> AND WHERE I AM WONDERING IF WE COULD ADVOCATE A LITTLE BIT MORE IS, GIVEN
ESPECIALLY IF >> AND WHERE I AM WONDERING IF WE COULD ADVOCATE A LITTLE BIT MORE IS, GIVEN ESPECIALLY IF WE'RE GOING TO SPEND THIS THREE THROUGH FIVE, GIVEN THE STATE THAT WE HAVE LEFT SOME OF THESE CHILDREN AND, NOT ABLE TO READ WITH AN UNDIAGNOSED DISABILITY THAT HASN'T BEEN SCREENED FOR AN HASN'T BEEN RECOGNIZED, AND WE ARE JUST PUSHING THEM ALONG.
I FEEL THERE COULD BE MORE EMPHASIS BECAUSE WE ARE MISSING KIDS.
THAT PROBABLY WOULD QUALIFY AND THAT WE JUST, BECAUSE OF THE CURRICULUM AND THE WAY THEY'VE BEEN TAUGHT, WE MISS THEM.
AND I DON'T KNOW HOW WE REMEDIATE THAT.
I KNOW IT ALSO WOULD FALL INTO GENERAL ADD AND I THINK HOPEFULLY SOMEONE IS ADVOCATING FOR THAT OVER THERE TOO BUT I THINK IF THERE'S ANYWHERE TO DO IT, I THINK THE ROLE THAT THEY PLAYED IN LITERACY AND TRYING TO GET THE CURRICULUM
[01:45:02]
CHANGED WAS SO HUGE.THERE WERE PEOPLE FIGHTING FOR THIS I JUST COULDN'T GET HEARD.
AND YOU GUYS WERE ACTUALLY ABLE TO MAKE PROGRESS.
IF THERE IS ANY -- >> THE QUESTION YOU MENTIONED, SCREENING.
IS THERE A STANDARD SCREENING FOR DYSLEXIA, I'M NOT FAMILIAR?
>> I THINK THAT DOES GO BACK TO WHAT WILLIAM WAS SAYING WITH ASSESSMENT TOOLS.
MAYBE LOOKING TO ACTUAL ASSESSMENTS THAT ACPS IS UTILIZING.
BECAUSE EVEN IF YOU HAVE, THEY ARE CORPORATE AND REALLY GREAT READING WITH THE CURRICULUM.
BUT YOU KNOW, I THINK THIS WOULD BE A GOOD FOLLOW-UP QUESTION FOR DOCTOR WOOSTER, HOW'S IT LOOKING FOR STUDENTS NOW DOES THE DATA LOOK LIKE AND HOW OFTEN DO FAMILIES HEAR THE PROGRESS? BECAUSE THAT WAS SOMETHING WE DID TRY TO INCORPORATE BUT IT MIGHT EXTEND BEYOND THAT.
THERE ARE ADDITIONAL ASSESSMENTS NEEDED TO IDENTIFY READING DISABILITIES AND WHAT DO THOSE ASSESSMENTS LOOK LIKE? AND THAT BECOMES A CONVERSATION FOR THE SCHOOL BOARD TO DIG INTO, WE DO ACTUALLY KNEW ASSESSMENTS AND WHAT ASSESSMENTS DO WE NEED? AND THEN THAT GOES INTO THE BUDGETING AND WHATNOT.
>> ONE THING WE TALKED ABOUT BEFORE AND THEY DIDN'T SEEM TO BE ANY PUSHBACK ON IT BUT IT SEEMS LIKE IT MIGHT BE CHALLENGING TO ACTUALLY IMPLEMENT WAS TO PROVIDE PARENTS WITH A STANDARDIZED PIECE OF INFORMATION THAT COMES TO THEM -- SELECTED FOR THE CHILD AND REPORT BACK SIX WEEKS OUT WITH DATA THAT WAS COLLECTED ON THAT INTERVENTION SHOWING THAT IT IS EFFECTIVE WE WILL CONTINUE BUT IS NOT EFFECTIVE AND NOW WE ARE TRYING TO FIGURE WHAT NEW INTERVENTION.
IT WAS BROUGHT UP BY ONE PARENT AND HEARD FROM OTHERS THAT IT WASN'T REALLY TARGETING THE DISABILITY OF THE CHILD, BECAUSE THEY WERE MAKING PROGRESS AND NOTHING CHANGES.
IT'S A KEY BECAUSE THIS WAS LIKE YEARS AGO THEY SAID THIS YEAR'S AGO AND I SAID BUT HER PARENTS DON'T KNOW AND DIDN'T KNOW THEY'RE SUPPOSED TO GET THIS INFORMATION AND SIX WEEKS LATER FOLLOW-UP.
THERE IS INFORMATIONAL PEACE THAT, IT'S REALLY ESSENTIAL.
AND THEN INSERT POINT PARENTS HAVE TO DO YOU ALL THINK THAT WAS A PIECE THAT WILL GO IN POTENTIALLY DYSLEXIA AND OTHER DISABILITIES?
>> WE COULDN'T REALLY TOUCH THE RTI SO WE COULD ALSO SAY WE RECOMMEND THIS FOR STUDENTS NOT IDENTIFIED YET IN THE RTI PROCESS BUT I WOULD NECESSARILY BE LIKE THE SCOPE OF SEAC.
THERE ARE SO MANY -- ON THE SPECIAL OUTSIDE THAT WOULD BE SUPER HELPFUL FROM PARENTS.
MY OWN KID, I GET THE GOAL UPDATE LIKE NOT AT THE QUARTER.
IT'S ALL INFORMATION I HAD IF I WEREN'T ON TOP OF THE TEACHER.
CITYWIDE PROGRAM WHICH I THINK IS USUALLY BETTER, THERE IS LOTS OF IMPROVEMENT THAT CAN BE MADE WITH PARENT COMMUNICATION.
>> THAT IS ONE IN PARTICULAR THAT I THINK CHECKS AND BALANCES AND IF A PARENT IS ENGAGED.
SOMEONE ENSURES AT LEAST THAT CHILD IS REVIEWED.
>> I WONDER IF LIKE APPROPRIATE NEXT STEP MIGHT BE, CHECK IN WITH DOCTOR WOOSTER, MABEL CAN COMPILE QUESTIONS WE COULD CHECK IN WITH HER WITH THE ASSESSMENT OF THE INITIATIVE K-3 TO AND THEN KIND OF JUST GET HER FEEDBACK FOR THE THREE THROUGH FIVE CURRICULUM THAT THEY'RE PLANNING ON USING OR THAT THEY WANT TO USE.
RECOMMENDATIONS ASSESSMENTS AND THINKING OUTSIDE THE CURRICULUM BASE TO KIND OF
[01:50:02]
THOSE CONVERSATIONS TO COME INTO PLAY.AND ALSO FIGURING OUT IF THEY'RE GOING TO CONTINUE TO USE REALLY GREAT READING THREE THROUGH FIVE OR WHAT IT COULD LOOK LIKE.
BUT WHAT IS EVERYONE'S THOUGHTS THERE?
>> I MEAN I GUESS IN TERMS OF THE, I THINK THE CHANGE IN CURRICULUM FROM UNDERSTANDING, IT'S ONE COMPONENT.
THE REST OF THE LITERACY PROGRAM HAS PRETTY MUCH HAS STAYED THE SAME.
THE STRATEGIES TAUGHT THERE NOT BEING TAUGHT TO MY DAUGHTER END.
I WOULD LIKE TO KNOW IF THEY HAVE PLANS FOR EXPANSION.
LIKE HOW ARE THEY GOING TO EXPAND LITERACY TO MAKE SURE KIDS ARE READING AND SOCIAL STUDIES TO MAKE SURE THAT THEIR READING AND SCIENCE, TO MAKE SURE THAT THE, THEY ARE NOT YOU KNOW, HERE IS PHONICS BUT WHEN YOU GET OVER HERE, LOOK AT THE PICTURE TO KNOW THAT'S PLANET EARTH.
RIGHT? OR TO MAKE SURE THAT THEY ARE REALLY INGRAINED PRINTER NO TALKING TO MY DAUGHTER'S TEACHERS, LIKE THIS IS BRAND-NEW.
DEAFLY GENERAL AG -- DEFINITELY GENERAL EDUCATION, THEY DON'T KNOW THE TERMINOLOGY THEY ARE UNCOMFORTABLE WITH IT AND NO FAULT ON THEM.
IT'S JUST, I AM NERVOUS THAT IF YOU DON'T KNOW HOW THIS CHANGES HAPPENING AND WHY IT IS IMPORTANT THEY ARE GOING TO REVERT BACK TO STRATEGIES THAT THEY KNOW WHICH ARE LESS SUCCESSFUL.
I GUESS I WOULD BE INTERESTED IN HOW WELL IT'S GOING FROM THE TEACHER'S PERSPECTIVE, HOW THE GENERAL ED TEACHER, MY DAUGHTER IS IN GENERAL ED FOR A LOT OF THE TIME, I DON'T EVEN KNOW LOT MAYBE 50 PERCENT.
SO HOW THAT'S LIKE, HOW THEY ARE WORKING TOGETHER.
HOW SPECIAL ED, IF THEY'RE GETTING A CHANGE IN LITERACY WILL BE OR HOW IT WILL BE INCORPORATED INTO THE REST OF IT.
>> CAROLINA FIGURE POINT ABOUT STUDENTS IN GRADE 3 THROUGH FIVE IS REALLY IMPORTANT, ALMOST 2 YEARS OF VIRTUAL SCHOOL.
I'M SURE THAT THERE ARE STUDENTS THAT SLIP THROUGH THE >> THAT NEED SERVICES.
MAYBE THE QUESTIONS, WHAT IS BEING DONE TO ASSESS AT THAT LEVEL? STUDENTS YOU KNOW PART OF SECOND AND ALL OF THIRD BASICALLY, AND NOW FOURTH CANNOT READ.
>> I WOULD JUST ADD ON GRADES THREE THROUGH FIVE, THIS IS LESS ABOUT THE ISSUES OF THE LAST 20 MONTHS AND MORE, JUST BROUGHT GOING FORWARD.
UNDERSTANDING MORE ON WHAT, WHAT IS BEING THOUGHT ABOUT FOR THE NEW CURRICULUM.
AND HOW IT BUILDS ON WHAT THE PROGRAM IS K-3 TOO.
YOU KNOW, HERE, YOU LEARN TO READ YOU KNOW UP TO SECOND GRADE, YOU LEARN TO READ AND THEN YOU READ TO LEARN AFTER THAT.
I THINK THAT THERE ARE, I WOULD ASK, EVEN FOR THE GENERAL EDUCATION CURRICULUM WHICH, WHAT WE ARE TALKING RIGHT HERE IN A SENSE WITH RESPECT TO THE NEW CURRICULUM.
WHAT ARE THE COMPONENTS THAT NEED TO CONTINUE TO BE TAUGHT GRADES THREE THROUGH FIVE? TO GET STUDENTS THE POINT WHERE THEY HAVE THE TOOLS TO CODE AND DECODE.
I JUST DON'T KNOW WHERE IN THE -- WHERE THAT PROCESS ENDS.
I HAD MOST MY CORRECTLY SECONDARY STUDENTS AT TWO, THREE AND FOURTH GRADE READING LEVEL THAT CONTINUES INTO SECONDARY BUT DECODING TEACHING THAT A STUDENT WAS ON GRADE LEVEL, WOULD END IN SECOND GRADE.
IF THE STUDENT WAS ON GRADE LEVEL.
>> AND THEY WOULD UNDERSTAND, THEY WOULD HAVE LEARNED ALL OF THE PHONETIC
[01:55:06]
ACCOMMODATIONS BY THE END OF SECOND GRADE?>> TYPICALLY BEYOND A BEGINNING READER.
THEY'LL BE AT THE END OF HER BEING A BEGINNER READER AND TRANSITIONAL READER.
EARLY CHAPTER BOOKS, COMPLEX VOCABULARY, COMPLEX PHONICS, IF THERE ON GRADE LEVEL.
I GUESS THIS IS A CONCEPTUAL ISSUE.
I UNDERSTAND WITH RESPECT TO BOTH LEVELS THAT WOULD BE WHAT YOU ARE EXPECTING BUT HAVE THEY BEEN TAUGHT ALL OF THE TOOLS YOU KNOW, THREE THROUGH SEVENTH GRADE LEVEL.
SAY THAT YOU HAD TO BE 1/7 GRADE LEVEL WHAT'S CONSIDERED SEVENTH GRADE LEVEL.
YOU HAVE TO KNOW, YOU PROBABLY HAVE SOME -- YOU HAVE TO KNOW SOME DECODING COMBINATIONS THAT YOU MIGHT NOT HAVE LEARNED AT THE END OF SECOND GRADE.
ARE ALL OF THE BUILDING BLOCKS TO DECODE SUPPOSED TO BEEN TAUGHT BY SECOND-GRADE OR ARE THERE MORE THAT STILL NEED TO BE TAUGHT THIRD GRADE, FOURTH GRADE AND FIFTH GRADE?
>> AND ESPECIALLY FOR MY DAUGHTER, SHE WAS A SECOND-GRADER WHEN COVID HIT.
SO NOW SHE IS FOURTH-GRADER AND YOU KNOW, SECOND GRADE WAS A LOSS, THIRD GRADE FOR MY DAUGHTER YOU KNOW, SIGNIFICANT DEVELOP MENTAL ISSUES AND YOU KNOW, IT IS JUST NOW SHE'S IN FOURTH GRADE AND IT IS TERRIFYING! BECAUSE THE MATH, EVERYTHING IS JUST, SHE'S BASICALLY IN SECOND GRADE.
AND I DON'T KNOW WHERE HER PEERS ARE IN GENERAL EDUCATION BUT FOR HER, THAT WAS A HUGE JUMP.
>> AND FOURTH GRADE IS A JUMP ANYWAYS.
I'VE BEEN WRITING DOWN ALL YOUR QUESTIONS.
I HOPE I'M CAPTURING THEM WELL.
>> I THINK THEY DO HAVE, AUDIOBOOKS, THE TEXT YOU MIGHT'VE SEEN THAT.
DIGITAL FORMAT -- EVEN BEFORE COVID, BECAUSE I REQUESTED EVEN ACCESS TO THE DIGITAL BOOKS AND THERE IS A TEACHER THAT READS THE BOOK ALOUD TO THE STUDENT.
NOW, FOR MY STUDENT IT WAS STILL BEYOND COMPREHENSION LEVEL.
WHICH LEADS TO ANOTHER QUESTION, WHICH IS, I FEEL THERE IS A NECESSITY AND I DON'T SEE IT PROVIDED FOR ADAPTED MATERIALS THAT PROVIDE CONTENT, REDUCED READING LEVEL.
I KNOW THERE ARE SOME THINGS THAT ARE USED AT TIMES AND RESOURCE SETTING BECAUSE WE WOULD HAVE SAY SCIENCE CONTENT AT A VERY SIMPLE FED READING LEVEL.
BUT STUDENTS, EVEN SOMETHING AS READ TO THEM OF COURSE IF IT'S BEYOND THEIR COMPREHENSION LEVEL IT DOESN'T -- THAT'S A VERY BIG PIECE AND I DON'T KNOW LONG-TERM BUT IT'S ESSENTIAL.
>> IT IS A BIG PIECE FOR INCLUSION.
>> I WAS SAYING, WITH RESPECT TO THE NEW CURRICULUM, IT IS FOCUSED ON DECODING WILL SORT OF THIS, WHAT HAD PREVIOUSLY BEEN THE READING CURRICULUM HAS REMAINED IN PLACE ASIDE FROM THAT WHICH REALLY GET THAT WHETHER YOU, AT LEAST MY UNDERSTANDING IS PHRASE IT IS COMPREHENSION OR KNOWLEDGE.
MAYBE THE QUESTION WOULD BE, HOW WAS THAT SORT OF THE BIG UMBRELLA USUALLY OUTSIDE THE DECODING AREA HOW ARE THE OTHER ASPECT OF READING BEING ADDRESSED OR ARE THOSE OF THE ASPECTS BEING CONSIDERED? IN THE MEETING, WE SAW THE CHART WHERE YOU HAD ALL THE COMPONENTS THAT GO INTO BEING ABLE TO READ, YOU KNOW MAYBE THERE SHOULD BE A QUESTION ABOUT THOSE, HOW THEY ARE JUST IN THE OTHER COMPONENTS.
>> AND ESPECIALLY ALONG THE LINES OF WRITING.
FOR A LOT OF THESE KIDS, THEY MISSED A YEAR AND 1/2 OF JUST HANDWRITING.
AND IT IS A KEY COMPONENT TO LITERACY TO BE ABLE TO ANOTHER BRAIN MIND CONNECTION KNOWING WHAT THE WORDS ARE, HOW TO SPELL IT AND THAT WAS GONE FOR ALL KIDS BUT ESPECIALLY THIS COHORT THAT STARTED IN FIRST GRADE OR SECOND GRADE AND
[02:00:09]
NOW IN THIRD AND FOURTH GRADE.RELOOK AT HER DAUGHTER'S TEACHER BRANDED THE DISTRICT, SHE'S JUST LIKE, EVERYONE NEEDS TO GO TO REMEDIAL HANDWRITING.
THE WORKSHEETS TO DO EVERY NIGHT JUST TO PRACTICE HANDWRITING.
>> WANTED TO ASK WILLIAM, YOU REFERENCE THIS ALREADY WITH THE NEW CURRICULUM, ARE YOU BOTH AWARE OF THE NEW CURRICULUM AS WELL? REALLY GREAT READING.
IN CASE YOU WANTED TO HAVE ANY RESOURCES.
I KNEW HAD A PRESENTATION LAST OR THAT WE COULD SHARE, WE BOTH SAW IT.
>> IT FOCUSES, GOING BACK TO THE QUESTION, IT FOCUSES ON DECODING, FLUENCY, COMPREHENSION.
LIKE YOU CAN'T HAVE A READING PROGRAM, STANDARDIZED READING PROGRAM THAT DOESN'T FOCUS ON ALL THE ELEMENTS OF READING.
LIKE YOU CAN'T TEACH READING WITHOUT TEACHING DECODING AND FLUENCY AND PHONICS.
SOME PEOPLE ARE PHOBIC BUT ANY PROGRAM ON THE MARKET HAS TO HAVE AT LEAST THOSE THREE ELEMENTS.
>> AND CURIOUS TO LOOK IT UP REAL QUICK, IS A K-12 CURRICULUM.
I'M WONDERING IF THEY WILL EXTEND, >> AND 0 SECONDARY IS DOING A CURRICULUM ADOPTION BUT IS INSTALLED BECAUSE OF THE VIRTUAL AND COVID AND SO IT'S KIND OF INSTALLED, THEY HAVE BEEN ABLE TO HAVE REGULAR MEETINGS.
I KNOW THAT IS SIX THROUGH 12.
I DON'T KNOW EXACTLY WHERE THEY ARE -- ACTUALLY JUST WAS A MEETING WITH THE SECONDARY COORDINATOR RIGHT BEFORE AND SHE IS FRUSTRATED IT'S BEEN STALLED BECAUSE OF LACK OF ABILITY BUT SHE'S HOPING TO STILL GET IT DONE BY THE END OF THE YEAR.
AND MAYBE I'M MISUNDERSTANDING WHAT WE WERE TOLD OR HOW THE READING BLOCKS ARE BEING USED.
BUT MY UNDERSTANDING IS REALLY GREAT READING IS BEING USED FOR 25 MINUTE LESSONS BUT THE BLOCK, THE READING BLOCK IS LONGER.
SO THERE IS STILL SOMETHING ELSE BEING DONE DURING THE REST OF THE READING BLOCK.
>> THAT'S CORRECT THERE IS GUIDED READING, THERE IS WRITING PRACTICE, THERE IS PHONICS.
I MEAN REALLY GREAT READING IS BEING USED FOR SMALL GROUP AND WHOLE GROUP.
BUT THEN THEY WILL STILL BE LIKE OTHER SMALL GROUP, GUIDED READING IS A HUGE PIECE OF THAT WHERE YOU DO SMALL GROUP INSTRUCTION USING TEXT AT THE STUDENT'S LEVEL.
THEY WOULD BE LIKE WHOLE GROUP READ ALOUD, ALL OF THAT IS INCLUDED IN THE LARGER READING BLOCK.
IN ADDITION TO REALLY GREAT READING.
>> AND THEN THAT BEGS THE QUESTION WITH RESPECT TO GUIDED READING, HOW IS IT LINKED TO WHAT IS BEING TAUGHT? IN REALLY GREAT READING! BECAUSE A GUIDED READING TEXT, IF I UNDERSTAND HOW REALLY GREAT READING WOULD WORK, YOU ARE BEING TAUGHT BUILDING BLOCK BY BUILDING BLOCK AND GUIDING TEXT MAY NOT CORRESPOND WITH THE TEXT THAT YOU WERE, OR THE, WHAT YOU BEEN TAUGHT IN DECODING.
WHICH ISN'T A PROBLEM AS LONG AS THERE'S SOMETHING YOU KNOW, EVERYONE IS AWARE
OF THAT AND YOU KNOW, -- >> MEMBER THE STUDENTS, I CAN SEND YOU SOME RESOURCES ON BASIC PROGRESSION OF LITERACY INSTRUCTION AND LIKE HOW THIS ALL WORKS.
THEY MIGHT GIVE YOU LIKE A COMMON STARTING POINT.
SORRY, TO BE A SPECIALIST IN MUSIC I HAVE RESOURCES! BUT SO REMEMBER THAT ANY PROGRAM WAS REALLY GREAT READING OR WHATEVER, IS TEACHING STRATEGIES AND SKILLS.
AND THEN THE TEXT, YOU PRACTICE THE SKILLS.
THE TEXT DOESN'T HAVE TO BE LIKE NECESSARILY AND THEY AREN'T LINKED, I LIKE A SCHOLASTIC COLLECTION.
HE ALSO PRACTICE THE SAME SKILLS USING MULTIPLE TEXT AND YOU WANT STUDENTS TO DO THAT RIGHT? BECAUSE THEY WILL SEE A BUNCH OF DIFFERENT TEXT AND YOU WANT THEM TO APPLY IT.
TEXT DON'T NECESSARILY HAVE TO MATCH BUT I DO THINK THE UNDERLYING QUESTION YOU HAVE IS, ARE ALL THESE COMPONENTS COMING TOGETHER AND LIKE A COHESIVE WAY? ARE THESE PIECES OF THE BLOCK ALL FUNCTIONING TOGETHER?
AND THE ISSUE IS, DRAWING A LITTLE ON PERSONAL EXPERIENCE.
I KNOW FROM TEACHING, I HAVE EXPERIENCE TEACHING ONE READER.
BUT TEACHING ONE READER OR BEING INVOLVED IN TEACHING ONE READER WOULD BE A FAIR
[02:05:07]
STATEMENT.AS HE WAS LEARNING HIS DECODING SKILLS, IT WAS IMPORTANT FOR THE GUIDE IN THE READING TO RECOGNIZE OR HELP THE STUDENT REALIZE OKAY, YOU MIGHT NOT KNOW ALL THE TOOLS YET TO DECODE A PARTICULAR WORD BECAUSE THE TEXT AS YOU SAY, THERE'S NOTHING WRONG WITH USING -- BUT IN A SENSE IT MIGHT BE THE SAME LEVEL BUT THE STUDENT MAY NOT HAVE LEARNED ALL OF THE TOOLS TO READ EVERY SINGLE WORD IN THE TEXT.
WHICH GETS AT THE COMMENT ABOUT AVOIDING SOME OF THE STRATEGIES WE DON'T WANT TO REINFORCE LIKE GUESSING! THAT YOU KNOW SOMETIMES, SOMETIMES A STUDENT JUST ISN'T READY TO READ A WORD WITH A CANNOT READ THE WHOLE WORD YET.
>> MORE INAPPROPRIATE LIKE A DECODE BOOK LIKE STEP STONING INTO WHERE IT WOULD BE LIKE A GENERALIZATION THAT THEY WERE TALKING ABOUT.
>> I THINK THE DISCLOSURE QUESTION DOWN INTO, THINK I DISPOSE KIND OF LIKE WHAT WE TALKED INTO A QUESTION BUT WHEN YOU GUYS GET THE NOTES YOU CAN FIGURE OUT IF I SUMMARIZED IT RIGHT.
>> ARE JUST GOING TO SAY, MY EXPERIENCE WITH AGAIN, A COUPLE OF READERS, NOT A LOT LIKE YOU, J-LYNN.
BUT I'VE SEEN PHONICS-BASED AND THEN JUST LEVELED READERS.
AND THERE IS A FAIRLY STRONG CORRELATION EVEN THOUGH THEY ARE INTENDING TO GO TOGETHER.
WHAT YOU WANT TO SEE OF COURSE, IS MASTERY OF DIFFERENT LEVELS.
A CHILD IS READING AT 96 OR 100 PERCENT MASTERY.
THAT IS A LEVEL THEY WILL BE REALLY COMFORTABLE WITH.
ALICE IN OUR CASE, SIT DOWN AND READ WITHOUT RESISTANCE BECAUSE IT FEELS OKAY TO READ.
YOU KNOW, I DID FIND A LINE TO THOSE LEVELS, DID A LINE WITH A COUPLE OF STEPS BACK.
>> AND I KNOW THIS IS MORE JUST A QUESTION FOR J-LYNN IF YOU MIGHT KNOW BUT I KNOW FAIRFAX COUNTY WAS GETTING ALL OF THEIR READING SPECIALISTS TRAINED CERTIFIED I GUESS IN GIVING HIM BECAUSE THEY JUST, DID THEIR PLANS FOR SOMETHING SIMILAR AT ACPS.
>> IT'S KIND OF THE PREMIER INTERVENTION FOR STUDENTS WITH DYSLEXIA.
IT IS NOT NECESSARILY EASILY TRANSLATABLE INTO THE CLASSROOM SETTING.
AS A READING SPECIALIST, CUT UP A LOT OF GROUP OF FIVE KIDS AND DO OG? SURE.
WE'LL GET THE HUNDREDS OF KIDS IN THE SCHOOL THAT NEED, SO OG DOESN'T REALLY TRANSACT A WHOLE CLASS.
AND THE FAIRFAX IMPLEMENTATION OF OG AND GETTING THE READING SPECIALIST TRAINED, I WOULD SAY HAS BEEN PROBLEMATIC.
AND THAT'S MAINLY BECAUSE IN ORDER TO BE CERTIFIED IN OG IS LIKE A YEAR-LONG CLASS.
IT IS INTENSE, SOME OF THE GETTING A SECOND MASTERS.
AND SO, WHAT CONDITIONS HAVE DONE IS THEY HAD TO SPELL THAT DOWN INTO LIKE THREE DAYS AND WILL CALL YOU OG CERTIFIED.
AND THAT IS PROBLEMATIC BECAUSE IT IS NOT HOW THE PROGRAM IS DESIGNED TO BE IMPLEMENTED.
IT IS OUTRAGEOUSLY EXPENSIVE TO TRAIN PEOPLE TOO.
COULD WE ARGUE THAT MORE PEOPLE SHOULD BE TRAINED IN OG AS SEAC BECAUSE WE HAVE COVID FUNDS?
>> I THINK THAT IS -- >> YOU KNOW BECAUSE IT IS OUTRAGEOUSLY EXPENSIVE.
BUT WHEN ELSE ARE WE GOING TO HAVE THIS?
>> RIGHT, THIS IS A LONG-TERM SKILL THAT -- >> I AGREE.
I THINK IS A REAL GOOD FOCUS I THINK IS AN EQUITY FOCUS.
AND MY UNDERSTANDING IS THERE IS A TWO WEEK TRAINING.
THE TEACHER HAS BEEN GONE FOR TWO WEEKS TO HAVE COVERAGE.
AND I BENEFITED FROM A TEACHER WHO WAS A VERY GOOD TEACHER.
I'M SURE BEFORE -- IMPLEMENTED IT VERY WELL.
>> THAT WILL BE CONSIDERED THE INTENSIVE TRAINING AND VERY, IT'S ONLY PROVIDED BY CERTAIN STRUCTURES AND CERTAIN AREAS OF THE COUNTRY.
[02:10:03]
SO THE TEACHER HAS TO FLOW NOW, AFTER GO FOR THE FULL TWO WEEKS.IT'S LIKE EIGHT HOURS A DAY FOR THE WHOLE TWO WEEKS.
AND THAT IS SUPPOSED TO BE THE EQUIVALENT OF THEIR YEAR-LONG TRAINING.
IT IS SUPPOSED BE EQUIVALENT SECOND INTENSIVE PROGRAM.
BUT YOU ARE PAYING PER DM, YOU'RE PAYING PER FLIGHT, PAYING FOR THE INSTRUCTORS, YOU'RE PAYING FOR THE SUB.
THAT'S WHAT I MEAN BY RIDICULOUSLY EXPENSIVE I THINK ADVOCATING FOR SOME OF THE FUNDS WOULD BE GOOD.
I'VE HEARD OF THIS SITUATION OCCUR WHERE CHILD STARTS WITH OG IN THIRD OR SECOND GRADE AND THEN CANNOT CONTINUE NEXT YEAR BECAUSE THERE'S NOT SOMEONE TRAINED AND THEY WANT TO ENSURE THAT -- IS GOOD TO HEAR SOME OF THE SCHOOL BOARD REPORTING ON RETENTION OF EMPLOYEES BECAUSE YOU DON'T WANT TO TRAIN PEOPLE TO HAVE THEM LEAVE NEXT YEAR.
>> I'M NOT EXPECTING YOU TO KNOW THE ANSWER TO THIS BUT DO WE KNOW HOW MANY READING SPECIALISTS ACPS HAS?
I COULD PROBABLY GET THE INFO.
>> I'M SURE THEY HAVE A NUMBER.
THE INTERESTING PART ABOUT READING SPECIALISTS, A LOT OF TIMES IT DEPENDS ON FUNDING FOR EACH BUILDING.
SO BUILDINGS WITH TITLE I FUNDS WILL HAVE WAY MORE READING SPECIALISTS THAN BUILDINGS WITHOUT TITLE I FUNDS.
I WOULD THINK IT'S PROBABLY DEPENDED ON STRUCTURES OF FUNDING IT WOULD BE NECESSARILY EQUITABLE CARS EACH BUILDING.
THOSE WITH HIGHER LITERACY NEEDS TO HAVE HIGHER NUMBER OF SPECIALISTS BACK TO SEE IF THEY HAVE A RUNNING TALLY.
>> I THINK IT IS -- WHAT MY SON WAS THERE WERE TWO IN THE ELEMENTARY SCHOOL BUT WHAT ABOUT, DOES THAT CONTINUE INTO LIKE YOU ARE SAYING, WHAT HAPPENS AFTER SECOND OR THIRD GRADE? ARE THE READING SPECIALISTS IN THE SCHOOL?
IT WOULD JUST BE -- >> SAMOAS A HUGE ADVOCATE FOR READING SPECIALISTS AND SECONDARY WHICH I THINK IS REALLY RARE.
I THINK IT'S GREAT THAT THERE IS A SECONDARY READING DIRECTOR BUT KIDS DON'T MAGICALLY SUDDENLY NOT NEED READING SPECIALISTS.
AND SO I'M ALWAYS AN ADVOCATE FOR READING SPECIALISTS AT THE SECONDARY LEVEL BUT IT DECREASES.
>> ALSO QUESTION I HAVE AND I'M SORRY TO ASK THESE BECAUSE I'M NOT A PROFESSIONAL.
THE INTERSECTION OF THE SPECIAL ED TEACHER TEACHING READING AND THE READING SPECIALIST.
THERE IS ALWAYS AN INTERSECTION.
>> YEAH, THAT'S A GREAT QUESTION.
OFTEN, THEY ARE TRAINED IN DIFFERENT PROGRAMS AND DIFFERENT APPROACHES.
I GUESS THE PHILOSOPHY IS MORE READING THE BETTER BUT THAT'S A GREAT QUESTION.
>> AND I DO THINK IT GOES WITH THE INCLUSION PIECE TOO.
IF YOU HAVE A SPECIAL EDUCATION TEACHER THAT PUSHES IN OR DOES RESOURCE SERVICES OF THAT NATURE, IT CAN LOOK A LITTLE DIFFERENT THAN VERSUS A STUDENT BEING IN A SELF-CONTAINED CLASSROOM.
ALSO, LIKE THE OPPORTUNITY OF AGAIN, THAT CO-TEACHER MODEL, THAT WILL BE SOMETHING THAT THEY CAN LOOK INTO, HOW DOES IT WORK AND HOW DOES THE CO-TEACHING MODEL REALLY HELP ENHANCE STUDENT LEARNING.
BUT I KNOW THAT IS LIKE EQUITY A LITTLE BIT MORE AND INCLUSION.
BUT STILL, IT REALLY DOES, I'VE SEEN INCLUSION DOES HELP IN THE SPACE.
>> OVERLAP IS IMPORTANT BECAUSE SOMETIMES THERE LITTLE THINGS I JUST, I HAVE CHILDREN AND I THINK IN FIRST GRADE IT SEEMS HIS ACTIVITIES OCCUR AND THEY ARE A REAL CHALLENGE I FELT, AS A PARENT CHILD, WAS THE MATERIAL BEING USED AND THE PAPER WHICH WAS HARD TO SEE.
AS OPPOSED TO SOMETHING VERY EASY TO MANIPULATE, VERY VISUALLY STRONG.
THOSE ARE MORE INCLUSION PIECES BUT IT WILL IMPACT A LOT OF STUDENTS.
>> I JUST WANT TO BE RESPECTFUL OF EVERYONE'S TIME BECAUSE I KNOW -- >> YOU GUYS HAVE A TON OF QUESTIONS, THESE ARE GOOD!
THANK YOU EVERYONE FOR COMING AND BRINGING THAT TO THE TABLE.
AND I THINK THAT THE NEXT STEP WILL BE, J-LYNN WILL SEND THE QUESTIONS -- >>
[02:15:04]
I'LL SEND THEM TO YOU AND YOU CAN FACILITATE HOWEVER.>> I WILL MAKE SURE THAT I WILL SEND IT OUT TO EVERYONE TO GET FEEDBACK BEFORE I SEND IT TO DR. WOOSTER, I DON'T KNOW IF WE SHOULD SEND A QUESTIONS OR HAVE HER AT THE NEXT MEETING TO ANSWER THE QUESTIONS.
I WANTED TO PUT THAT ON THE TABLE, WHAT YOU ALL PREFER.
>> DOES SHE COVER ONLY UP TO SECOND-GRADER UP TO FIFTH GRADE?
>> SHE'S A LITERACY DEPARTMENT.
>> ISSUE THE WHOLE HEAD OR JUST.
>> SOMEONE ELSE AS A WHOLE HEAD.
>> BUT SHE IS PART OF THE K THROUGH FIVE.
>> SHE'S K THROUGH FIVE, YEAH.
IF SHE IS PLANNING, IF WE ARE PLANNING TO INVITE HER AND SHE IS PLANNING TO COME, I'M FINE WITH HER JUST COMING.
I UNDERSTAND IT TAKES A LOT OF TIME TO WRITE OUT ANSWERS.
I WANT TO BE RESPECTFUL OF HER TIME, IT WOULD BE NICE TO HAVE HER RESPOND VERBALLY.
I WAS JUST CHECKING SHE IS ELEMENTARY, COULD REMEMBER.
SHE IS THE RIGHT WANT TO ANSWER THE K THROUGH FIVE.
>> OKAY, THEN WHAT I WILL DO IS SEND OUT THOSE QUESTIONS TO EVERYONE, HEAVY CHECK AND THEN SEND THEM TO DR. WOOSTER AND SEE WHAT TIMEFRAME WE CAN PUT ON HER CALENDAR.
I WILL ALSO REACH OUT TO YOU, MAKE SURE TO GIVE DATES SO WE ARE ALL AVAILABLE.
WE COULD GIVE A THREE DATES TO HER.
>> AND THEN, JUST FOR LOGISTICS, WE SUPPOSED TO MEET EVERY MONTH AS A SUBCOMMITTEE?
IT IS REALLY BASED ON THE SUBCOMMITTEE AND WHAT YOU ARE WORKING ON.
IT IS PROBABLY BEST PRACTICE TO MEET MONTHLY.
AND SO, WE COULD SCHEDULE FOR NEXT MONTH TO MEET WITH HER.
CINDY, DID YOU HAVE SOMETHING TO SAY?
I WAS JUST THINKING ABOUT THE EQUITY AND INCLUSION SUBCOMMITTEE.
I'M THINKING THAT YOU GUYS ARE IN A GOOD SITUATION BECAUSE YOUR FOUR MEMBERS.
TWO OF YOU CAN TALK ABOUT THINGS WITHOUT VIOLATING THE VIRGINIA LAWS.
AND REALLY HAVE THREE MEMBERS.
SO I'M JUST THINKING WE NEED TO GET SOMEONE ELSE IN OUR SUBCOMMITTEE.
ON SUBCOMMITTEES, BECAUSE OF SO FEW MEMBERS, A QUORUM IS HALF YOUR COMMITTEE USUALLY.
>> SHOOT, REALLY? SO YOU NEED FIVE MEMBERS FOR TWO TO CHIT CHAT ABOUT THINGS.
>> USUALLY REALLY HAVE THREE PEOPLE IN THE COMMITTEE.
>> WHEN YOU HAVE LIKE SO FEW, THE RULES KIND OF CHANGE.
TWO IS A MEETING IF YOU HAVE THREE.
I JUST CAME ACROSS SOMETHING TODAY THAT IS REALLY PERTINENT TO EQUITY AND INCLUSION.
YOU KNOW, I WISH WE HAD MORE PEOPLE SO I CAN GO AHEAD AND START SHARING THIS AND DISCUSSING IT.
>> YOU CAN CREATE A GOOGLE DOCUMENT IN THE SEAC ACCOUNT, NOT PERSONAL ACCOUNT.
AND NOT ALL BE THERE IN ONCE YOU CAN VISIT SEPARATELY, LEAVE COMMENTS AND ADD EDITS TO IT.
>> NOT YOUR PERSONAL, SEAC HAS A GOOGLE DRIVE AND LAUREN CAN CREATE THE DOCUMENT FOR YOU.
OR JUST CREATE A DOCUMENT AND SHARE WITH YOU ALL AND YOU ALL CAN DO WHATEVER YOU WANT WITH THE DOCUMENT OR SEND THE DOCUMENT TO LAUREN AND SHE CAN UPLOAD IT THEN SHARE TO THE THREE OF YOU.
OR FOUR OF YOU, HOWEVER MANY ARE ON THE COMMITTEE.
BUT IT DOES NEED TO STAY IN THEIR.
>> IN THE COMMENTS REMAIN WITH DOCUMENT.
EVEN IF YOU USE THE DOCUMENT, DON'T ERASE THE COMMENTS.
>> I DON'T THINK THE COMMENTS PRINT OUT WITH THE DOCUMENT SO I DON'T THINK
[02:20:01]
IT'S A PROBLEM.>> HOPEFULLY WE CAN BE BACK IN PERSON AND IT GETS EASIER.
>> I KNOW! IT IS ANNOYING STUFF WITH COVID.
I THINK EVERYONE IS SO TIRED OF IT WE JUST WANT TO GET BACK TO NORMAL!
>> ALL RIGHT, THANK YOU EVERYONE!
WILLIAM AND CAROLYN THANK YOU FOR JOINING THE FIRST SUBCOMMITTEE! HAVE A GREAT NIGHT!
* This transcript was compiled from uncorrected Closed Captioning.