THAT'S THAT'S WHAT I WAS GOING TO DO COMING THROUGH HERE.
[00:00:02]
SO. FOR OPENING REMARKS SINCE IT IS A LITTLE BIT AFTER SEVEN.[Chairs Opening Remarks ]
WELCOME, EVERYBODY. IT IS MARCH 14TH, PI DAY OFFICIALLY.WELCOME TO THE TALENTED AND GIFTED ADVISORY COMMITTEE FOR PEACE.
IT'S 7:00, SO WE'RE GOING TO GO AHEAD AND GET STARTED TONIGHT.
WE HAVE SOME MEETING MINUTES POSTED.
ADDITIONALLY, WE'LL BE REFERENCING THINGS THAT WERE DATA THAT WAS POSTED AT THE LAST MEETING FOR EVERYBODY HERE.
TEMPLE MILNER'S ADDRESSED TO THE SCHOOL BOARD FROM LAST THE LAST SCHOOL BOARD SESSION ON THURSDAY NIGHT FOR TONIGHT.
OVERALL, FOR OPENING REMARKS, THERE ARE TWO ITEMS OF BUSINESS THAT I DID WANT TO TOUCH ON, AND I'LL MAKE SURE TO TOUCH ON THEM AGAIN AT THE END OF THE MEETING, JUST IN CASE ANYBODY ELSE JOINS US HERE.
ONE OF THOSE IS WHEN WE LAID OUT THE AGENDA AT THE BEGINNING OF THE YEAR, WE DID NOT HAVE A JUNE MEETING. AND LOOKING AT HOW THINGS ARE GOING RIGHT NOW, I THINK WE'RE GOING TO NEED ONE SPECIFICALLY.
THIS IS THIS IS MARCH RIGHT NOW, INTENDED TO GO OVER A LOT OF THE DATA THAT WE GOT LAST TIME. LET DR.
TEMPLE MOLNAR TALK A LITTLE BIT MORE ABOUT HER BRIEF TO THE SCHOOL BOARD AND SOME OF THE ID WORK THAT WE'RE GOING TO DO.
AND THEN WE DON'T HAVE A MEETING IN THE MONTH OF APRIL DUE TO THE WAY WE HAVE MULTIPLE MONDAYS THAT WE DON'T HAVE SCHOOL DUE TO THE WAY SPRING BREAK LINES UP AND OTHER HOLIDAYS. WE CHOSE TO SKIP THAT MONTH.
I THINK IT'S GOING TO WORK OUT WELL.
IT'S GOING TO GIVE OUR SUBCOMMITTEES TIME TO GET TOGETHER AND MEET ON THEIR OWN AND FORMALIZE THEIR PARTS TO FINAL DRAFT.
I'D LIKE THOSE TO BE TURNED INTO ME POSTED SO I CAN GET THEM UP AND POSTED AND MASSAGED INTO THEIR FINAL YEAR END REPORT IN MAY THAT I CAN BRING TO THE MAY MEETING.
WE CAN GO OVER IT, LOOK FOR ANY, LOOK FOR ANY CHANGES WE'RE GOING TO MAKE.
EVERY YEAR THAT I'VE EVER DONE THE YEAR END REPORT, WE'VE ALWAYS HAD SIGNIFICANT CHANGES, SO I'LL NEED TO TURN THAT AROUND WITH HELP OF KATHLEEN AND JULIA TO THE REST OF THE OFFICERS TO MAKE SURE THAT'S TIGHT AND THEN VOTE ON IT IN JUNE.
I DON'T SEE ANOTHER WAY TO MAKE THAT HAPPEN.
THE OTHER THING THAT I WANT TO MAKE SURE WE ANNOUNCE TONIGHT IS THAT ELECTIONS GOING ELECTIONS WILL BE OUR NEXT MEETING, WHICH IS OUR MAY MEETING.
SO I'M LOOKING FOR NOMINATIONS FOR OFFICERS FOR NEXT YEAR.
THE REASON I'D LIKE TO HAVE THAT IN THE MAY MEETING IS I WOULD LIKE TO VOTE IN THE MAY MEETINGS, WHICH MEANS I WOULD LIKE TO PUBLISH THE BALLOT IN OUR MINUTES THAT GET POSTED A MONTH BEFORE THE MAY MEETING SO THAT WE KNOW EVERYONE THAT'S RUNNING AND THEN WHOEVER WE ELECT IN MAY CAN HELP DO THE YEAR END REPORT AND BE LOOKING AT THAT TO APPROVE IT AND SUBMIT IT. I THINK THAT'S JUST A GOOD STEWARDSHIP PRACTICE TO MAKE SURE THAT WE'RE CONSISTENT WITH WRAPPING UP THIS YEAR AND KICKING OFF NEXT YEAR IN TERMS OF OFFICERS.
SO I DON'T THINK WE'VE STILL HAVE 11 PEOPLE RIGHT NOW.
SO I'LL BRING THIS UP AGAIN AT THE END.
I DON'T BELIEVE I NEED TO DO ANYTHING OTHER THAN ANNOUNCE OUR JUNE MEETING.
FROM A MINUTE STANDPOINT, I DO WANT TO MAKE SURE THAT WE'VE ANNOUNCED THE ELECTION AND MAKE SURE EVERYBODY KNOWS.
ARE THERE ANY QUESTIONS ABOUT EITHER OF THOSE THINGS BEFORE WE MOVE ON? SORRY. I'M LOOKING ON THE AKP'S SCHOOL BOARD WEBSITE.
I SEE OUR MEETING, BUT NO LINK TO ANY DOCUMENTS.
I ALSO LOOK WITHIN THE TAG COMMITTEE ON THE WEBSITE.
WHERE IS THE AGENDA AND ACCOMPANYING DOCUMENTS? 1/2, LAURA. LET ME HOPE, BECAUSE I THOUGHT THEY GOT POSTED UP THERE.
I DON'T SEE THEM POSTED UP ON THE 14TH.
LET ME TEXT SUSAN REAL QUICK AND SEE.
THERE, THERE, THERE, THERE, THERE.
SO GO TO THE MAIN ALEXANDRIA PUBLIC THAT I SEE DASHBOARD DOT COM AND GO TO THE 14TH.
THERE'S NO CHATS. I CAN'T DROP AWAY.
YEAH. OKAY. SO THEY DIDN'T GET PUT ON THE TALENTED AND GIFTED PAGE.
THEY GET PUT ON THE SCHOOL BOARD MEETINGS PAGE.
CAN YOU REPEAT THAT LINK? WHEN I LOOK ON THE MEETINGS PAGE, THERE'S NOTHING FOR ME TO CLICK ON.
[00:05:12]
ALL RIGHT, YOU GET THEM, LAURA.LET'S GET BACK TO MY NOTES PAGE HERE.
SO. ANY OTHER QUESTIONS ON EITHER THE SCHEDULE FOR THE REST OF THE YEAR? WHAT WE'RE LOOKING AT DOING IN EACH OF THOSE MEETINGS TO INCLUDE APRIL SUBCOMMITTEE STAFF, ELECTION OF OFFICERS IN THAT MAY MEETING AND HOLDING A JUNE MEETING TO MAKE SURE WE WRAP OUT THE YEAR WITH ENOUGH TIME.
THAT JUNE MEETING DOES NEED TO BE BEFORE THE END OF THE SCHOOL YEAR, JUST FYI.
NICK IT MAY JUST BE ME, BUT JUST WANTED TO FLAG THAT THERE MIGHT BE SOME PEOPLE WHO TERMS ARE COMING UP TOO.
SO IF PEOPLE DON'T KNOW, THAT MIGHT BE SOMETHING THAT I KNOW.
AND I KNOW. ONE OF THE OTHER THINGS, SUSAN AND I, I'VE GOT ON MY LIST OF THINGS TO GO OVER WITH SUSAN ON WHOSE TERMS ARE UP FOR THOSE PEOPLE THAT AREN'T AWARE, THERE IS A LIMIT TO HOW MANY TERMS YOU CAN GENERALLY SERVE.
YOU CAN ASK THE SCHOOL BOARD FOR AN EXCEPTION TO THAT.
BUT TYPICALLY THAT'S TO KEEP PEOPLE FROM CAMPING ON ANY SUBCOMMITTEES FOR TOO LONG.
OVERALL, LOOKING AT THE LIST, I KNOW THERE ARE SEVERAL PEOPLE ON HERE WHO HAVE BEEN AROUND FOR SEVERAL YEARS.
I WAS LOOKING AT MINE THE OTHER DAY AND I THINK MY FIRST TAG MEETING, ACCORDING TO MY NOTES, WAS ACTUALLY RIGHT AT TEN YEARS AGO.
I THINK THAT'S ALL I'VE GOT FOR MY OPENING DISCUSSION.
I WILL MOVE VOTING ON A MINUTE TO THE END.
DR. TIM PERLMUTTER, I HAD YOU NEXT ON THE AGENDA.
[ACPS Staff Comments ]
WHAT DO YOU HAVE FOR US TONIGHT? OH, WONDERFUL. THANK YOU VERY MUCH, NICHOLAS AND THE REST OF THE CREW.SO I THOUGHT ACTUALLY A LOT OF PEOPLE IN THIS COMMITTEE PROBABLY WOULD ENJOY PI DAY.
SO THANK YOU ALL FOR FOR COMING AND BEING A PART OF OUR COMMITTEE.
A FEW THINGS HERE TO TALK ABOUT.
ONE IS WE ARE STILL WRAPPING UP OUR TAG APPEALS.
WE HAD AROUND 100, WHICH ACTUALLY WASN'T TOO BAD OF A NUMBER WHEN I WAS THINKING WE'RE AROUND 100 KIDS THAT WE WERE SCREENING.
WE DID OUR APPEALS MEETINGS, BOTH FULL DAY SESSIONS AND AFTER SCHOOL SESSIONS FROM THE AFTER SCHOOLS RAN FROM 3 TO 6:00 AT NIGHT.
AND THEN THE DURING THE DAY RAN FROM 830 TO ALMOST 3:00.
SO THEY WERE REALLY JAM PACKED DAYS.
THE ONE THING THAT I KNOW I ENJOY SITTING ON THESE APPEALS COMMITTEES IS LEARNING MORE ABOUT OUR CHILDREN HERE IN ALEXANDRIA AND SOME OF THE FEEDBACK THAT I DID RECEIVE FROM OUR COMMITTEE MEMBERS, SOME OF OUR PEOPLE WHO ARE NEW TO BEING ON THE APPEALS, THEY THEY SAID THEY ACTUALLY REALLY LIKE TO SEE HOW THE PROCESS WORKS AND ALSO ENJOYED HEARING MORE ABOUT THE KIDS. SO THAT WAS NICE TO HEAR.
WE ARE SENDING HOME LETTERS IN VIA US MAIL.
THEY'LL GO OUT ON WEDNESDAY FOR THE PEOPLE WHO SUBMITTED THEIR APPEALS AND WE ARE WRAPPED UP WITH IT. WE HAVE A FEW STUDENTS WHO ARE NOT FINISHED WITH THE APPEALS JUST BECAUSE THE PARENTS JUST SUBMITTED IT BECAUSE THEY'RE KINDERGARTEN STUDENTS.
AND THEN WE HAD A FEW KIDS THAT WE HAD TO GET ADDITIONAL INFORMATION ON.
SO ONCE WE HAVE THAT FINALIZED, WE'LL SEND OUT ANOTHER GROUP OF MAILINGS AFTER THE MARCH 16TH DATE.
SO THAT THAT IS THAT WITH APPEALS IN TERMS OF THE LOCAL PLAN WE'VE HAD, WE'RE GOING ON OUR SIXTH STEERING COMMITTEE MEETING.
ONE IS OUR SCHOOL LEADERSHIP GROUP, AND THE OTHER GROUP IS IT COMES FROM OUR STAFF MEMBERS, OUR INSTRUCTIONAL SUPPORT TEAM, AND THEY'RE GOING WELL.
WE HAVE BEEN WORKING REALLY HARD ON THE DELIVERY OF SERVICE.
THIS IS A REALLY BIG TOPIC AND PART OF WORKING ON THAT TOPIC INCLUDES REFLECTION ON WHAT'S GOING ON CURRENTLY.
SO ONE THING THAT WE HAVE BEEN USING IS OUR EQUITY TOOLKIT AND WORKING THROUGH OUR CURRENT PLAN AND TALKING ABOUT WHO'S THE POLICY INTENDED TO IMPACT, WHO'S IMPACTED AND THEN WHO'S ADVERSELY IMPACTED AND HOW WE MITIGATE THAT.
AND SO THIS IS A REALLY HEAVY TOPIC, AND IT'S A TOPIC THAT WE'RE NOT RUSHING THROUGH BECAUSE OF THE IMPACTS THAT IT HAS.
IF WE DO MAKE CHANGES GOING FORWARD.
SO THAT'S BEEN A LARGE PART OF OUR DISCUSSION FOR THE LAST THREE SESSION MEETINGS.
IN ADDITION TO THAT, WHAT TIANA AND I ARE WORKING ON IN THE BACKGROUND IS ONE OF OUR
[00:10:03]
COMPONENTS IS TALKING ABOUT THE DIFFERENTIATED CURRICULUM AND WHAT THAT LOOKS LIKE.SO CURRENTLY WE HAVE ON CANVAS FOR TEACHERS TO ACCESS VARIOUS TYPES OF CURRICULUM RESOURCES THAT TEACHERS CAN USE TO CREATE DIFFERENTIATED, DIFFERENTIATED EDUCATION PLANS AND TO PLAN FOR STUDENTS IN THE CLASSROOM.
BUT WE'RE CURRENTLY IN THE PROCESS OF UPDATING THAT.
OUR GOAL IS TO CREATE GRADE LEVEL SHEETS BROKEN DOWN BY SUBJECT.
SO, FOR INSTANCE, WE MIGHT WANT TO SAY IF WE WANT TO DIFFERENTIATE IN MATHEMATICS, ONE RESOURCE THAT WE COULD USE IS SOMETHING CALLED MENTORING MATHEMATICAL MINDS, ALSO KNOWN AS M CUBED.
AND SO TEACHERS CAN THEN ACCESS THAT MATERIAL REALLY EASILY SO THEY KNOW WHERE TO PULL FROM AND SUCH.
SO THAT'S THAT'S A BIG PROJECT WE'RE WORKING ON.
SO WE GET THE FORMAT AND THE VIEW OF IT AND THEN WE'LL EXPAND IT TO K THROUGH FIVE AND THEN OBVIOUSLY UPWARD AS WE GO ALONG.
AND SO RIGHT NOW WE HAVE OUR INITIAL DRAFT WITH THAT AND THEN TIANA'S HOLDINGS, DOMINIC IS HOLDING FEEDBACK SESSIONS.
SHE DID ONE TODAY AND THEN SHE'S DOING ANOTHER ONE TOMORROW.
SO THAT'S IN THE WORKS IN TERMS OF THAT PORTION OF THE LOCAL PLAN OR IDENTIFICATION PROCEDURES. ONE THING THAT WE DID DO LAST WEEK IS WE HAD DR.
JACK MAGLIARI, GINA ELLIS AND DR.
KIM LANSDOWNE COME IN AND TALK TO US ABOUT THEIR THEORY OF NEW THE NEW TEST THAT'S LOOKING AT VERBAL, QUANTITATIVE AND NON VERBAL MEASUREMENTS.
AND SO THEY WERE ABLE TO PRESENT TO SOME OF OUR LEADERSHIP TEAMS. AND DR. MAGLIARI SAID HE WILL BE HAPPY TO WORK WITH US AND GIVE US SOME ADDITIONAL INFORMATION, SOME ADDITIONAL SUPPORTS.
ONE TOPIC THAT WE DID TALK ABOUT IS USING LOCAL NORMS. SO THAT IS DEFINITELY SOMETHING OUR COMMITTEE OR STEERING COMMITTEES AND HOPEFULLY THIS COMMITTEE WILL CONTINUE TO TO TALK ABOUT AS WE MOVE FORWARD IN GETTING THIS LOCAL PLAN TOGETHER. SO THOSE ARE ALL MY UPDATES FOR TODAY.
SO OPEN UP TO QUESTIONS OR OR YOU GUYS CAN MOVE ON.
TEMPLE MILNER. SO I DID WATCH YOUR PRESENTATION, WHICH WAS VERY LATE.
SO THANK YOU FOR YOUR IT WAS VERY LATE AND, AND I HAD READ THE MATERIALS BEFOREHAND TOO, AND I DIDN'T SEE IT AS EXPLICITLY IN THE MATERIALS.
BUT I DID HEAR YOU SAY DURING THE SCHOOL BOARD MEETING THAT WE ARE CHANGING THE DELIVERY OF SERVICE. AND WHAT THE TAG THAT TAG IS MOVING WELL, ADVANCED ACADEMIC PROGRAMS IS MOVING AWAY FROM A PULL OUT SERVICE IN FOURTH AND FIFTH AND INTO A PUSH IN MODEL.
AND I JUST WANTED TO KNOW, ONE, IF I HAD HEARD THAT CORRECTLY, IF THAT WAS A DEFINITIVE NO. OKAY. WELL, THAT'S GOOD.
THAT IS VERY MUCH WHAT I HEARD.
SO THAT'S THAT'S GOOD IN THE SENSE THAT I'M NOT OPPOSED TO THAT AS SORT OF THE ULTIMATE, BUT MORE THAT IT SEEMS PREMATURE GIVEN SORT OF WHAT THE DETAILS ARE AT THIS POINT, BECAUSE MY FOLLOW ON WAS JUST GOING TO BE WHAT IS THE TIMING FOR THAT? YEAH, NO, I'LL HAVE TO GO BACK AND LISTEN.
THAT WAS YEAH, THAT WAS NOT THE INTENTION BECAUSE THAT IS A BIG CONVERSATION OF OUR DELIVERY SERVICES, A PUSH VERSUS PULL OUT.
I DO KNOW IN OUR EXTERNAL REVIEW THAT THERE WAS A RECOMMENDATION FOR DOING PUSH UP CHRISTIAN SERVICES FOR LANGUAGE ARTS IN FOURTH AND FIFTH GRADE.
SO MAYBE THAT'S WHAT I MEANT, BUT I'M SORRY FOR THAT MISCOMMUNICATION.
IF IT DID, I DID SAY THAT IT WAS NOT INTENTIONAL IN ANY SORT OF WAY.
BUT IS THAT IS DEFINITELY SOMETHING THAT OUR COMMITTEE NEEDS TO TALK ABOUT BECAUSE THERE ARE IMPACTS WHEN WE DO PULL OUT SERVICES AND THERE ALSO ARE IMPACTS WHEN WE WHEN WE IF WE MOVE TO PUSH IN SERVICES.
RIGHT. AND SO WE HAVE TO FIGURE OUT THE BEST PLAN IF WE ARE GOING TO MOVE IN THAT DIRECTION. WHAT DOES THAT LOOK LIKE? HOW ARE OUR TEACHERS TRAINED? HOW ARE OUR CURRENT GIFTED TEACHERS BEING UTILIZED TO HELP SUPPORT OUR STUDENTS? SO IT'S A REALLY LARGE CONVERSATION AND ONE THAT HAS NOT BEEN FINALIZED IN ANY SORT OF WAY. WELL, THAT'S GOOD TO HEAR, BECAUSE THAT WAS THE PROCESS THAT I WAS MOST CONCERNED ABOUT, NOT THE ULTIMATE SORT OF DECISION.
SO THANK YOU FOR THAT CLARIFICATION.
THAT'S REALLY HELPFUL. NO, THANK YOU FOR ASKING.
YEAH. AND SO I HAD KIND OF HEARD SIMILAR THINGS WITH THE SCHOOL BOARD PRESENTATION.
AND SO AND I GUESS WE HAVEN'T HEARD THAT MUCH FEEDBACK FROM THE STEERING COMMITTEE AT
[00:15:04]
THIS POINT. BUT YOU DID JUST MENTION THAT YOU WERE USING YOUR EQUITY TOOLKIT.AND I GUESS. I'M WONDERING WHAT'S DRIVING THE STEERING COMMITTEE PROCESS AND WHAT THE ULTIMATE GOALS ARE.
YOU KNOW, FROM THE PERSPECTIVE OF IS EQUITY THE PRIMARY GOAL AND THEN OR THE SECONDARY GOALS TO.
ACCESS PROVIDE AS MANY ADVANCED ACADEMIC SERVICES TO AS MANY STUDENTS AS POSSIBLE.
IS THAT THE GOAL? TO PROVIDE A VERY RIGOROUS, ADVANCED ACADEMIC EXPERIENCE? I MEAN, I THINK DEPENDING ON WHAT THE GOALS ARE THAT YOU'VE SET FOR THE COMMITTEE, THAT WILL KIND OF DICTATE THE OUTCOME.
AND I'M NOT ACTUALLY CLEAR WHAT THE CURRENT GOALS FOR THE COMMITTEE ARE.
SO IF YOU COULD PROVIDE US WITH SOME INFORMATION ON THAT, I THINK THAT WOULD BE REALLY INTERESTING. SURE.
THANK YOU. SO SO WHAT WE'RE DOING IS WE ARE LOOKING AT IT IN A MULTI-PRONGED APPROACH.
SO THE FIRST THING WE TALKED ABOUT WAS JUST SERVICES IN GENERAL, RIGHT? AND THEN WHAT WE DID IS WE ADDED THE EQUITY LENS TO IT.
AND NOT JUST RACIAL EQUITY, BUT ECONOMIC EQUITY.
LINGUISTIC EQUITY, BECAUSE ULTIMATELY WHEN PUSH COMES TO SHOVE, WE NEED TO LOOK AT EQUITY AS WE CONTINUE TO DRAFT OUR LOCAL PLAN, BECAUSE ULTIMATELY RIGHT NOW, OUR DATA SHOWS THAT WE ARE LEAVING CHILDREN BEHIND.
THE DATA HAS BEEN CONSISTENT OVER TIME.
EVEN NICOLAS, I KNOW HE ASKED ME YESTERDAY FOR SOME EXTRA DOCUMENTS.
EVEN IF HE DID THE ANALYSIS, WE WOULD SEE CURRENT TRENDS THE SAME WAY.
SO WE DO HAVE TO PUT THAT AS A PART OF OUR WORK.
AND IN ULTIMATELY A LOT OF THESE EQUITY TOOLKITS IS JUST ABOUT THEIR QUESTIONS.
WHO'S IMPACTED BY THIS, WHO'S ADVERSELY IMPACTED BY THIS, AND HOW DO WE MITIGATE ADVERSE IMPACTS? RIGHT.
AND SO THOSE COULD REALLY APPLY REGARDLESS OF EQUITY.
AND SO THAT IS WHAT WE'RE WORKING THROUGH RIGHT NOW.
I DON'T KNOW IF THAT ANSWERED YOUR QUESTION, MR. ROSE, BUT I'M HAPPY IF YOU GIVE ME SOME MORE CLARIFYING QUESTIONS, I COULD GO THERE.
YEAH, IT DID. I MEAN, IT MAKES SENSE.
UM. I GUESS JUST PUTTING IT AT A HIGH LEVEL, WHAT I'M HOPING TO SEE AT THE END OF THIS PROCESS, YOU KNOW, AND HAVING BEEN ON THIS COMMITTEE AND GONE THROUGH THE CONSULTANT'S REPORT, YOU KNOW, THERE WAS SO MUCH IN THE CONSULTANT'S REPORT, LIKE WE JUST WERE NOT HITTING THE MARK ON SO MANY THINGS.
AND SO MY HOPE IS THAT THE THAT ALL OF THE AREAS ARE GOING TO BE ADDRESSED BY THIS COMMITTEE AND THAT WE'LL START TO GET INTO THE NUTS AND BOLTS OF A STRENGTHENED MIDDLE SCHOOL PROGRAM, YOU KNOW, HAVING BETTER PATHWAYS, IDENTIFYING AT MULTIPLE STAGES AS WELL AS IF YOU'RE IN THE PROGRAM THAT YOU'RE ACTUALLY GETTING THE SERVICE.
SO, YOU KNOW, THAT THAT WAS KIND OF, YOU KNOW, WHAT I'M HOPING FOR.
AND THAT'S EXACTLY WHAT WE'RE GOING TO DO.
THAT IS EXACTLY WHAT WE'RE GOING TO DO.
AND ULTIMATELY, ONE THING, WHEN I WAS DOING AN ANALYSIS AND I WAS THINKING TO MYSELF LIKE, WHAT ARE OUR CURRENT LEVELS OF SERVICES, RIGHT? AND REALLY OUR CURRENT LEVEL OF SERVICE IS GIA AND SG&A.
BUT IF WE'RE REALLY LOOKING AT A CONTINUUM, THAT BASE LEVEL MEANS THAT EVERY SINGLE KID HAS AN OPPORTUNITY TO THINK CREATIVELY AND CRITICALLY, AND THAT'S GOING TO BE WHAT WILL HELP US ON WRITING SKILLS AND WHAT WILL GIVE US MORE ADDITIONAL DATA ON ON WORK SAMPLES.
NOT THAT A CHILD IS DOING A WORK SAMPLE FOR THE FIRST TIME DURING THEIR PORTFOLIO SCREENING. THAT THAT DOESN'T SEEM TO MELD VERY WELL, IN MY OPINION.
AND THEN WHAT DOES THE NEXT TIER LOOK LIKE? IS THAT A MORE.
IS THAT DIFFERENTIATED FOR A PARTICULAR SUBJECT A COUPLE OF TIMES A WEEK OR FOUR? IS IT READING OVER WRITING? AND THEN THE NEXT LEVEL UP, WHAT'S AFTER THAT? SO I JUST WANT TO BE CLEAR AND THE REASON WHY I'M SAYING THAT IN NO WAY WHEN I'M SAYING WE'RE MAKING SURE EVERYONE HAS ACCESS TO RIGOROUS INSTRUCTION, NO WAY AM I IMPLYING THAT WE ARE GOING TO MOVE AWAY FROM KIDS THAT NEED MORE DURATION AND FREQUENCY AND RIGOR AT HIGHER LEVELS.
IT'S JUST WE'RE MAKING SURE THAT EVERYONE HAS ACCESS AND WE TEAR IT UP.
SIMILAR TO IF YOU WERE THINKING ABOUT SPECIAL EDUCATION, USING A GRAPHIC ORGANIZER IS
[00:20:01]
GOOD FOR ALL KIDS IN THE CLASSROOM, RIGHT? BUT FOR SOME KIDS, YOU MIGHT NEED TO HAVE AN INTERVENTION IN PLACE.MAYBE YOU NEED SOME HELP WITH WITH DECODING.
AND SO YOU MIGHT HAVE A DECODING GROUP FOR A LITTLE BIT AND THEN YOU MIGHT NOT NEED THAT ANYMORE. RIGHT.
SO YOU KIND OF TEAR IT UP ON THE SAME END.
EXCUSE ME, ON THE OTHER END, YOU DO SIMILAR FOR THOSE KIND OF INTERVENTIONS.
I'M CALLING THEM INTERVENTION ENRICHMENTS, BUT I'M SURE THERE'S A BETTER WORD OUT THERE RIGHT NOW. BUT THAT'S WHY I'M USING IT.
SO DOES THAT HELP? YEAH. OKAY. THANK YOU.
HI, MARY BETH. I HAVE A FOLLOW UP QUESTION, BUT IF ANYONE ELSE HAS A QUESTION, I DON'T WANT TO MONOPOLIZE THE TIME.
OKAY. SO I GUESS I DID HAVE A FOLLOW UP QUESTION.
NOW THAT I'M THINKING ABOUT IT JUST MORE GENERALLY, LIKE WHAT THE TIMELINE IS AND LIKE, DO WE THINK WE WILL HAVE A LOCAL PLAN WITH DELIVERY? DELIVERY SORT OF DECIDED FOR THE FALL? AND MY MY RELATED QUESTION IS, TO THE EXTENT THE ANSWER IS NO.
IS THE STEERING COMMITTEE AND I DON'T KNOW, MAYBE THE ANSWER IS DEFINITELY YES.
GREAT. BUT I GUESS ONE THOUGHT THAT I HADN'T, BECAUSE THIS IS SOMETHING THAT HAS COME UP JUST IN MY EXPERIENCE IN TAG IS ARE THERE THINGS WE COULD DO IN THE INTERIM THAT WOULD SERVE SORT OF THE GOALS THAT YOU WERE TALKING ABOUT? IF WE DON'T HAVE SORT OF A FULLY IF WE HAVEN'T DECIDED ON PUSHING VERSUS PULL OUT AND WE CONTINUE SORT OF OPERATING IN THIS.
AND THE ONE THING THAT I JUST WANTED TO PUT OUT THERE, BECAUSE I RAISED IT ACTUALLY A NUMBER OF TIMES IN PREVIOUS YEARS, IS THE OPPORTUNITY FOR KIDS TO PARTICIPATE IN THE IT'S NOT SOMETHING THAT'S SET UP RIGHT NOW, AT LEAST FROM MY UNDERSTANDING, BUT OPPORTUNITIES FOR KIDS TO PARTICIPATE IN THE PULL OUT CLASSES WITHOUT A TAG DESIGNATION, RIGHT? THAT IF WE'RE TALKING ABOUT TALENT DEVELOPMENT AND THERE ARE KIDS WHO CAN DO THE WORK, CAN THEY PARTICIPATE? IT JUST SEEMS LIKE SOMETHING THAT IS VERY MUCH ALIGNED WITH THE GOALS THAT YOU ARE TALKING ABOUT AND WOULD GIVE THEM THAT OPPORTUNITY IF WE'RE NOT IN A POSITION TO IMPLEMENT SOMETHING COMPLETELY NEW IN THE FALL.
SO I JUST WANTED TO PUT THAT OUT THERE.
THAT'S A GREAT THAT'S A GREAT POINT.
AND ONE THING THAT I, IN FULL DISCLOSURE, SOMETIMES REVEAL TOO MUCH SOMETIMES.
BUT BUT I WONDER, LIKE WHEN WE GET OUR KIDS GET TO MIDDLE SCHOOL AND HIGH SCHOOL, THAT'S OPEN HONORS, THAT'S OPEN ENROLLMENT.
BUT ELEMENTARY SCHOOL, IT'S REALLY TIGHT ON GETTING INTO A PROGRAM IN ORDER TO RECEIVE THOSE SERVICES. SO I DO SEE THAT THERE'S A DISCONNECT WITH IT.
THAT'S JUST MY PERSONAL OPINION OF IT.
I GUESS IT'S MY PROFESSIONAL OPINION TOO.
SO YEAH, THERE ARE SOME THINGS THAT WE COULD WORK ON IN THE MEANTIME.
SO FOR INSTANCE, I WAS TRYING TO WORK THROUGH SOME OF THE PROGRAM OF DIFFERENTIATED CURRICULUM AND INSTRUCTION BECAUSE THAT IS SOMETHING WE CAN DO WITHOUT EVEN EVEN IF OUR LOCAL PLAN DOESN'T CHANGE, WE STILL NEED TO WORK ON THAT.
RIGHT. AND SO I'M HOPING OUR PLAN GETS APPROVED, BUT REGARDLESS OF OUR PLAN, WHERE IT GOES, WE'RE GOING TO HAVE A PHASE TIME, A TIMELINE OF PHASING THINGS IN BECAUSE YOU CAN'T JUST TURN OVER OVERNIGHT THESE KIND OF CHANGES IF WE ARE MAKING BIG CHANGES.
BUT BUT GOING INTO, LET'S SAY, THE THE COMMITTEES DO DECIDE THAT PUSHING IS A WAY TO GO.
WE HAVE TO PREPARE OUR TEACHERS FOR THAT.
WE CAN'T JUST EXPECT IT OVERNIGHT.
SO PART OF THAT IS PROFESSIONAL DEVELOPMENT.
AND AND WHAT WILL OUR EVENTS, ACADEMIC TEACHERS BE THEN? WILL THEY BE CO TEACHERS? WILL THEY BE GOING INTO THE CLASSROOM TO MODEL LESSONS? SO SO THERE'S AN IMPLEMENTATION PLAN THAT WE HAVE TO PUT IN.
IT'S GOING TO TAKE MULTIPLE YEARS.
WHEN WE WHEN WE GET TO THAT POINT, ONE THING THAT WE WERE SPEAKING ABOUT WITH AT SORRY WHEN WE WERE SPEAKING ABOUT WHAT DR.
MAGLIARI AND HIS COLLEAGUES IS ONE OF THE COLLEAGUES HE'S WORKING WITH WHO'S ALSO THE DEVELOPER OF THE TEST.
SHE WAS TALKING ABOUT THE REFORM IN HER SCHOOL SYSTEM, AND SHE HAS BEEN A COORDINATOR, I THINK SHE SAID, ALMOST 30 YEARS.
AND SO SHE SAID SOME OF THE WORK TOOK HER 4 TO 5 YEARS TO FULLY GET IT GOING.
AND THAT'S THAT'S HARD TO HEAR.
I UNDERSTAND THAT BECAUSE IT'S A LOT OF WORK, IT'S IMPORTANT WORK.
AND YOU DON'T ALSO WANT TO JUST RUSH IT AND NOT DO A GOOD JOB BECAUSE THEN THAT'S DESTINED TO NOT GO WELL EITHER.
SO. BUT I THINK FROM THIS COMMITTEE STANDPOINT AND I KNOW I'M NOT I'M A PARTICIPANT ON THIS COMMITTEE, BUT I THINK REALLY A LOT OF THE IMPORTANT WORK AND WHAT I HEAR A LOT FROM THE LAST YEAR BEING HERE IS TALKING ABOUT WHAT ARE OUR PROCEDURES FOR ANNUAL REVIEW OF
[00:25:02]
EFFECTIVENESS? IS THERE ARE THERE THINGS THAT WE COULD BE WORKING ON THE BACK END DURING THIS TIME? SO WHEN WE GET TO THAT PORTION OF THE PLAN, YOU KNOW, WE'RE KIND OF AHEAD OF THE GAME WITH IT BECAUSE A LOT OF REVIEW FOR FOR EFFECTIVENESS.YES. OUR DELIVERY OF SERVICES AND OUR IDENTIFICATION IS CONTINGENT UPON IT, BUT IT'S NOT.
YOU COULD YOU COULD STILL WORK ON IT.
SO THOSE ARE SOME OF THE THINGS THAT ARE KIND OF GOING IN THE BACK OF MY HEAD OF WHERE CAN WE START WORKING THINGS IN BETWEEN AS WE'RE WORKING THROUGH THE BIG CHUNKS OF DELIVERY OF SERVICES AND IDENTIFICATION PROCEDURES? IT'S. SO I WOULD ARGUE MIDDLE SCHOOL STRUGGLES TO HAVE A DELIVERY OF SERVICES MODEL BECAUSE OF THE OPEN ENROLLMENT IN THE IN THE CLASSES.
THE ONLY REAL EFFECT THAT YOU HAVE IS TEACHERS THAT CAN DIFFERENTIATE.
AND I SAY THAT HAVING TWO KIDS IN TAG IDENTIFIED AT THE MIDDLE SCHOOL, IT'S PULLING TEETH TO GET DPS LIKE IT'S NOT.
THERE'S A FOUR WHAT WE'RE IF YOU DO THE FOURTH AND FIFTH GRADE PROGRAMS AT ELEMENTARY SCHOOL AND TRANSITION THAT'S ONE OF THE REASONS THAT I WANTED THE CONTINUITY OF SERVICES TO WORK ON HERE, BECAUSE I HAVE A MAP THAT I'M JUST ABOUT READY TO SHARE WITH YOU, DR.
MUELLER, TO MAKE SURE I'M NOT MISSING ANYTHING IN THERE.
BUT THE. THE DISCONNECT ON DELIVERY OF SERVICES FROM A MIDDLE SCHOOL OF MORE FOCUSED ATTENTION TO, OKAY, YOU'VE GOT AN HONORS CLASS AND HOPEFULLY YOU'LL LOOK INTO A GOOD TEACHER IS STARK IN THERE.
AND I ALSO THOUGH WITH THIS COMMITTEE, I THINK THERE'S ADVOCACY THAT GOES ALONG WITH IT AS WELL. BESIDES THE CONTINUUM SERVICES, WHAT DO WE NEED HUMAN RESOURCES WISE AND MATERIAL WISE TO MAKE THIS HAPPEN? AND LIKE, FOR INSTANCE, JEFFERSON HOUSTON AND PATRICK HENRY.
THEY DON'T HAVE A MIDDLE SCHOOL TAX SPECIALIST.
THEY HAVE ONE TAX SPECIALIST FOR THE ENTIRE SCHOOL, WHICH IS PRIMARILY USED EVEN IN ELEMENTARY SCHOOL. SO SO WITH THAT AND THEN YOU ALSO THINK ABOUT HOW BIG GW IS AND HOW BIG HAMMAN IS. AND YOU HAVE ONE TEACHER THERE WHO'S WHO COULD CO TEACH.
BUT THAT'S REALLY HARD TO DO WITH THIS SCHOOL WITH I DON'T EVEN KNOW HOW MANY TEACHERS THEY HAVE AT GW.
BUT SO I THINK THAT'S PART OF MAYBE WITHIN YOUR SCOPE OF WORK AND YOUR REPORTS IS LIKE WHAT, WHAT RECOMMENDATIONS DO YOU THINK WE NEED TO HAVE IN ORDER TO IMPLEMENT THESE SERVICES? DO WE NEED TO HAVE ADDITIONAL RESOURCE TEACHERS OR THAT'S, I THINK, PART OF THE CONVERSATION IT IS AND I THINK IT BRIDGES SEVERAL NEEDS WITH ACCOUNTABILITY BECAUSE THE STACY'S GREAT AT GW, BUT SHE'S GOT A TON OF TEACHERS SHE HAS TO DEAL WITH AND TRYING TO GET HER TO GO HUNT DOWN A DEP WHEN I'M GETTING IGNORED BY A TEACHER IS NOT A GREAT USE OF HER TIME. RIGHT? SO THERE'S, THERE'S OTHER THINGS TO DO NOT TO GO OFF IN THE MIDDLE SCHOOL BANDWAGON.
I HAD ONE MORE FOLLOW UP ON THE I DIDN'T WANT TO GET LOST ON HOW IS THE FIVE YEAR REWRITE GOING? WHAT'S OUR PATH TO COMPLETION? WHEN IS THAT GOING TO HAPPEN? WHAT DO YOU EXPECT OUR INVOLVEMENT TO BE ON THE TAG COMMITTEE BETWEEN HERE AND THERE? AND I KIND OF WANT TO TIE THAT IN TO MOVING INTO OUR REVIEW OF DATA AND YOUR END REPORT AS WELL. AND MY BONUS QUESTION FOR YOU IS BASED ON WHAT'S NOT ONLY WHEN ARE WE GOING TO FINISH THE REPORT, BUT WHAT'S THE IMPLEMENTATION TIMELINE START? AND IS THAT DEPENDENT ON BUDGET AND BUDGET CYCLES THAT WE'VE ALREADY MISSED FOR THIS YEAR? SO ARE WE REALLY LOOKING AT A 2023 TO 2024 START BECAUSE WE'RE BEHIND THE CURVE ON A FIVE YEAR PLAN UPDATE WITH THE BUDGET? WELL, I WOULDN'T NECESSARILY CALL IT BEHIND THE CURVE ON A FIVE YEAR PLAN FOR THE BUDGET, BECAUSE EVEN IF WE WERE HAVING SIGNIFICANT CHANGES, THAT SIGNIFICANT CHANGES IS USUALLY YOU HAVE A YEAR OF PREPARATION TO GET TEACHERS TRAINED IN SUCH LIKE THAT.
AND SO WE CURRENTLY DO HAVE FUNDS FOR, FOR, FOR GETTING RESOURCES AND TRAINING.
AND AT THE END OF THE YEAR, I DO EXPECT TO HAVE A BIT OF A SURPLUS IN MY BUDGET JUST BECAUSE I, I HOLD ON TO MONEY AND TO SEE WHAT I SPEND, WHAT I NEED TO SPEND.
BUT THEN AS WE GET CLOSER TO THE END OF THE YEAR, I WILL START GETTING OUR RESOURCES READY AND THEN GETTING OUR TRAINERS READY.
SO IN TERMS OF WHERE WE ARE WITH THE LOCAL PLAN, YEAH, MY ULTIMATE GOAL IS TO GET THIS FINISHED, BUT THAT ULTIMATELY WILL DEPEND ON WHAT OUR STAKEHOLDERS THINK WHEN WE BRING IT TO THE PROPOSED THE PROPOSAL TO THE SCHOOL BOARD, WHAT FEEDBACK WE GET FROM THAT AND IF WE NEED TO MAKE ANY CHANGES FROM THERE.
RIGHT. SO I'M HOPING WE CAN GET IT DONE.
BUT BUT OUR NEXT TWO BIG THINGS WE NEED TO FINISH IS DELIVERY OF SERVICES AND IDENTIFICATION PROCEDURES.
THE OTHER COMPONENTS OF OUR PLAN, YES, THEY ARE IMPORTANT, BUT THEY'RE NOT AS CUMBERSOME
[00:30:07]
OF A CONVERSATION.SO THAT'S WHY I WAS TRYING TO FIGURE OUT WHAT ARE SOME THINGS THAT WE CAN DO IN THE MEANTIME AS WE'RE WORKING THROUGH THE BIGGER DISCUSSIONS AS A STEERING COMMITTEE AND WE JUST PRESENT IT TO OUR COMMITTEES FROM THERE, THE LESSER PIECES.
WHAT WAS YOUR FOLLOW UP QUESTION? IT WAS WHAT'S THE IMPLEMENTATION TIMELINE ON THIS? I KNOW IT'S THE FIVE YEAR PLAN IS OLD AND WE'VE WE'VE COME A LONG WAY.
PLUS CHUCK THE CHUCK COVERED IN THE MIDDLE OF THERE WITH EVERYTHING THAT CHANGED IN THAT FOR THE FOR THE CHANGES THAT YOU'VE GOT LAID INTO THAT PLAN, WHAT'S AN IMMEDIATE IMPLEMENTATION THING THAT WE THAT WE SHOULD BE LOOKING AT AND PREPARING FOR FOR THE 2020 TO 2023? AND WHAT IS A WE NEED A YEAR TO PLAN TO GET THE TEACHERS TRAINED AND EDUCATED, AND THAT'S MORE OF A 2324 TIMELINE FOR EXECUTION.
IS THERE A STAGING OF THAT OR ARE WE MATURE ENOUGH TO TO WE'RE NOT REALLY LOOKING TO SCOPE HOW WE RUN TAG NEXT YEAR IN TERMS OF WHAT'S A TRAINING PUSH AND WHAT'S AN IMPLEMENTATION PUSH? YEAH, I THINK I'D BE TOO PREMATURE TO COMMENT FULLY ON THAT.
NO. EVEN IF YOU JUST KNOW THAT I'M GOING TO COME BACK AND ASK THAT QUESTION AGAIN SO THAT WE'RE WE'RE PREPARED HERE.
LIKE THAT'S IT'S SOMETHING THAT I REALLY THAT I WANT US TO SEE SO THAT WE'RE IN STEP HERE. NO.
KEEP ASKING THE QUESTION, BECAUSE I THINK IT'S AN IMPORTANT QUESTION TO ASK.
AND AND IT'S PART OF THAT ACCOUNTABILITY PIECE.
MARK, DID YOU HAVE SOMETHING? YEAH, I DO. I HAVE A I GET SORT OF TWO FOLLOW UPS SO THAT I ALSO FLOOD THROUGH THE SCHOOL BOARD MEETING IN WASHINGTON, PARTICIPATE LATE THAT EVENING.
BUT YOU MENTIONED THAT ONE OF THE RESOURCES YOU'RE LOOKING IS DR.
PLUCKER. RIGHT. AND WHEN HE TALKED TO US LAST YEAR, HE TALKED ABOUT ABILITY GROUPING WAS WHAT HE THOUGHT WAS REALLY EFFECTIVE.
AND SO IS IS THE STUDENT COMMITTEE CONSIDERING ABILITY GROUPING IN THE DELIVERY OF SERVICE? YEAH.
SO WE'RE TALKING ABOUT ABILITY GROUPING AND THERE'S DIFFERENT WAYS TO ABILITY.
GROUP ONE IS YOU COULD HAVE A WHOLE CLASS, CLASS OF ABILITY GROUPING, RIGHT? AND THE OTHER WAY IS CLUSTER GROUPING.
SO WHERE YOU STILL HAVE ABILITY GROUPING WITHIN A CLASSROOM, BUT IT'S NOT THE ENTIRE CLASS. SO, SO THERE'S DIFFERENT MODELS TO THAT.
AND ONE THING IN PARTICULAR TO WHEN WE'RE TALKING ABOUT CLUSTER GROUPING, THAT DOESN'T MEAN TO KIDS IN A IN A CLASS, YOU DO NEED TO HAVE A COHORT OF CHILDREN AND STUDENTS THAT YOU CAN HAVE ACADEMIC CONVERSATIONS WITH THAT YOU'RE THAT YOU DON'T BECOME THE PEER TUTOR. AND SO THAT IS DEFINITELY A PORTION OF OF WHAT WE'RE LOOKING AT.
AND THAT'S PART OF DELIVERY OF SERVICES AS WELL.
AND THEN THE SECOND QUESTION WAS, I WAS UNCLEAR IS THAT, YOU KNOW, NONE OF THE BOARD MEMBERS ASKED YOU VERY MANY QUESTIONS BECAUSE THERE WAS A FOLLOW UP EVENT WHERE THEY WOULD HAVE A DECK OF CHANCE.
YOU KNOW, I'D LIKE TO PARTICIPATE OR SEE THAT.
WHAT IS THAT EVENT, IF YOU COULD GO INTO THAT? YEAH, I'M NOT SURE.
SO SHE SAID, SHE SAYS, OH, WE GOT A SECOND CHANCE TO ANSWER.
AND SO THE ONLY PERSON THAT ANSWERED WAS DR.
REESE. AND THAT WAS I WAS DISAPPOINTED THAT EVERYBODY WAS WAS SHIED AWAY NOT TO ANSWER QUESTIONS BECAUSE THERE'S A SECOND SHOT AND.
I'M NOT ON THE SCHOOL BOARD, BUT I THINK THAT WAS AN INTENSE MEETING, TOO.
SO I'M I'M I DON'T KNOW WHY THAT WAS THE WAY IT WAS AND IT WAS FINE.
SO WE WERE SUPPOSED TO PRESENT TO PORTIONS OF THE MEETING.
WE'RE SUPPOSED TO HAVE ONE PRESENTATION FOR DELIVERY OF SERVICES ON ONE WEEK, AND THEN TWO WEEKS LATER WE WERE SUPPOSED TO DO IDENTIFICATION OF PROCEDURES OF OF IDENTIFICATION PROCEDURES. AND SO WITH THAT, I SPOKE WITH DR.
MANN TODAY TO SAY, LIKE, ARE WE SUPPOSED TO STILL PRESENT IN TWO WEEKS? AND IF THAT IS, WHAT IS THE MODE OF PRESENTATION IS THAT WHEN I COME BACK FOR QUESTIONS? SO THAT'S STILL A WORK IN PROGRESS.
ACTUALLY, DR. MANN AND I HAD THAT CONVERSATION THIS MORNING.
ALL RIGHT? AND I DON'T HAVE AN ANSWER YET, MR. LACEY, BUT AS SOON AS I DO, WE WILL, OF COURSE, LET YOU KNOW.
AND I KNOW NICHOLAS AND I, WE SPOKE, I THINK, LAST WEEK.
I CAN'T REMEMBER MR. MILLER. AND I JUST SAID, HEY, ASK, ASK OUR TAGOUT COMMITTEE TO TO TUNE IN IF THEY CAN.
AND IF THAT'S THE CASE, WE ARE HAVING QUESTIONS.
AND YOU DIDN'T SEE THE AGENDA AND I KNOW WE'RE GOING TO BE THERE.
YOU COULD DO THE EXACT SAME THING AGAIN.
SO I WISH OUR SCHOOL, BUT I WISH OUR SCHOOL WOULD HELP US HERE TODAY.
WE COULD ASK THEM. I THINK I THINK THEY HAVE I THINK THEY'RE IN ANOTHER FULL GROUP MEETING. YEAH.
HE'S DOING HIS SCHOOL BOARD PRIMARY JOB TONIGHT.
YEAH. YEAH, I THINK THAT'S FINE.
JUST LET THE REST OF COMMITTEE KNOW THAT'S THE IMPORTANT THING, TO APPRECIATE IT.
[00:35:03]
YEP. YEP. AND IF YOU MISS THAT, IT'S RECORDED AND YOU CAN GO BACK AND WATCH IT AND NOT HAVE TO STAY UP UNTIL 11:00 AT NIGHT.IT REALLY IS A GOOD PRESENTATION TO GO SEE.
IT WAS A LITTLE TIRED AT THE END, I CAN IMAGINE.
IS THERE, AS I WOULD SAY, NOT THAT NOT THAT I'M NOT ENJOYING Q&A WITH YOU, MEGAN BUT TO TAKE YOU OFF YOUR OFF THIS OFF THE STAGE SLIGHTLY THERE.
IF THERE ARE ANY MORE QUESTIONS, I WOULD LIKE TO HIT THE FEBRUARY MEETING RECAP AND THEN PIVOT TO TALK ABOUT THE DATA THAT WE HEARD SPECIFIC TO THE THE UPCOMING SUBCOMMITTEE REPORTS. AND GENERALLY, THERE WAS A LOT OF CONVERSATION WE WANTED TO HAVE ABOUT THAT LAST WEEK THAT I WAS TRYING TO HOLD, TO HOLD THE TIMELINE SO THAT WE COULD FINISH AND NOT HAVE AN 11:00 CAG MEETING AS WELL IN THERE.
ANYTHING ELSE ON THE STAFF COMMENT SECTION? NO, BUT THANK YOU, EVERYONE FOR YOUR TIME.
I APPRECIATE IT. AND I THOROUGHLY I DO APPRECIATE YOUR QUESTIONS BECAUSE IT HELPS TO SOLIDIFY YOUR THINKING AND SOMETIMES IT HELPS US TO GO THINK OF A DIFFERENT PERSPECTIVE AND THAT'S THE PURPOSE OF THIS COMMITTEE.
SO THANK YOU. I WILL SAY THAT THE DATA THEY PUT OUT AT THE SCHOOL BOARD MEETING WITH THE COLOR CHARTS ON THE TAG, THAT'S REALLY EFFECTIVE.
SO IF WE COULD WE CAN PULL IT DOWN, I IMAGINE.
BUT I THOUGHT THAT WAS ONE OF THE BEST DATA PRESENTATIONS I'VE SEEN FROM.
I REALLY LIKE THAT TOOL THAT HANOVER USES.
YOU DON'T NEED TO KNOW NUMBERS IN ORDER TO UNDERSTAND THE COLOR THERE.
ALL RIGHT. SO TRANSITIONING OVER THE FEBRUARY MEETING WAS
[February Meeting Recap ]
REALLY MOSTLY ABOUT THE DATA.AND WE HAVE THE ACCOUNTABILITY OFFICE COME IN AND RUN THE NUMBERS AND DIG THROUGH DATA.
AND IN SOME SIDE CONVERSATIONS I DIDN'T REALIZE HOW MANUAL THAT PROCESS REALLY IS.
AND I KNOW I'VE REACHED OUT TO YOU, DR.
MILNER, AND A COUPLE OTHER FOLKS ON HOW DO WE HOW DO WE USE SOME OF THE SOFTWARE AND AUTOMATION THAT WE HAVE TO ACTUALLY AUTOMATE SOME OF THOSE REPORTS? SO THEY'RE A LITTLE BIT EASIER TO TO PULL MANIPULATE AND FOR US TO BE ABLE TO USE I'M NOT SURE HOW THAT'S GOING TO HAPPEN, BUT I DID WANT TO TALK THROUGH THOSE A LITTLE BIT.
I HAD REALLY HOPED THAT I WAS GOING TO BE ABLE TO PULL SEVERAL PAST YEAR'S HISTORIES WORTH OF REPORTS. SO THAT'S WHAT I WAS ASKING YOU FOR.
MEGAN WAS TO GO BACK AND FIND THAT REPORT AND THEN BE ABLE TO PUT SOME STUFF INTO TABLES AND LOOK AT IT.
IN PREVIOUS YEAR'S REPORTS, THERE'S DEFINITELY BEEN SOME EBB AND FLOW IN THE PRESENTATION FORMAT BECAUSE SOMETIMES WE'VE HAD THE PREVIOUS THREE YEARS WORTH OF DATA, SOMETIMES IT'S JUST BEEN THIS YEAR'S WORTH OF DATA.
AND WE LOST SOME OF OUR DATA AS WE'VE REFINED GOING THROUGH, WE USED TO JUST RUN TAG METRICS BY SCHOOL AND THEN WE ASKED FOR TAG METRICS BY ESSAY ABILITY AND WE LOST SOME OF OUR BY SCHOOL METRICS BECAUSE YOU LOSE NUMBERS WHEN KIDS ARE IDENTIFIED IN TWO OR THREE SUBJECTS, BUT NOT ALL FOR OR ONLY ONE.
SOME OF IT IN TERMS OF BEING ABLE TO COMPARE YEAR TO YEAR TO YEAR, GOT MUCH MORE DIFFICULT. SO THAT'S ONE OF THE REASONS I WAS GOING BACK TO ASK ASK YOU SO THAT WE CAN BUILD SOME OF THOSE TRENDS AND PLOTS THAT I WOULD LOVE TO SEE COMING THROUGH THAT I JUST HAVEN'T HAVEN'T GOTTEN A CHANCE TO PULL TOGETHER YET.
SO I THINK THAT WAS ONE OF THE REQUESTS THAT I WAS GOING TO TRY TO PUT IN, WAS BEING ABLE TO TRACK THESE ALL ONLINE SOMEWHERE, BECAUSE I CAN'T FIND AS MANY REPORTS AS I THOUGHT I WANTED TO. AND I KNOW YOU WERE STRUGGLING WITH THAT, TOO, IN THERE.
SO I'M TRYING TRYING TO FIGURE OUT HOW TO MAKE HOW TO MAKE CLOSE THAT DATA GAP.
ESSENTIALLY, THE THINGS THAT I REALLY I JUST GOT AN EMAIL FROM THE ACCOUNTABILITY OFFICE.
LIKE 30 MINUTES AGO AND I'M TRYING TO CLICK ON THE LINKS, BUT IT DOESN'T APPEAR TO BE WORKING, BUT THEY AT LEAST KNOW THE DATES.
SO THAT MIGHT HELP US IN TERMS OF WHEN IT WAS POSTED.
TO BE ABLE TO FIND IT FURTHER.
I WAS TRYING TO GO BACK ON SCHOOL BOARD CALENDARS FOR OUR OLD TAG MEETINGS AND PULL THEM AND IT LOOKS LIKE WE CHANGED SYSTEMS SOMEWHERE AND NOT ALL THE LINKS KEPT THAT HISTORICAL LINK. SO I'M CURIOUS WHERE WE'LL GO.
WHAT ARE YOU LOOKING FOR? I HAVE I THINK I HAVE THE LAST FOUR YEARS.
IF YOU GOT THE PAST FOUR YEARS AND COULD SEND THOSE TO ME, THAT WOULD BE GREAT.
I HAVE A HARD COPY AND I CAN JUST SEE THE ESSENTIAL.
YEAH. I'M GOING TO HAVE TO JUST PRINT THEM OUT AND POUND AWAY ON THE KEYBOARD TO PUT THEM IN. AND THEN I WAS GOING TO PUT THEM IN A GOOGLE SHEET UP ON OUR DRIVE SO THAT I CAN KEEP THOSE ROLLING FOR SOME FOR I'VE GOT, I THINK THIS YEAR AND LAST YEAR IN 2017, AND I'M MISSING EVERYTHING IN BETWEEN AND I DON'T KNOW WHY.
I'LL SEND YOU WHAT I HAVE. THAT WOULD BE GREAT, BECAUSE I WAS JUST TRYING TO PULL TOGETHER A LITTLE BIT MORE COMPREHENSIVE DATA SO THAT WE CAN TELL ALSO WHERE WE CHANGED
[00:40:02]
IN THERE. AND ONE OF THE CONVERSATIONS WE REALLY WANTED TO HAVE, AND THIS FOCUS IS BACK[Focus on Data ]
ON OUR FIVE YEAR PLAN AND OUR ACCOUNTABILITY AND OUR EQUITY IS WHAT SORT OF GAPS AND EXCESSES DID WE IDENTIFY AS WE WERE LOOKING AT THIS DATA? AND HOW DOES THAT PLAY INTO SOME OF OUR RECOMMENDATIONS HERE? I REALLY A COUPLE OF OUR PEOPLE THAT WERE REALLY EXCITED ABOUT HAVING THIS CONVERSATION, UNFORTUNATELY, ARE NOT HERE TONIGHT.SO I GUESS I'LL OPEN IT UP TO THE FLOOR IN TERMS OF LOOKING AT THE DATA AGAIN THIS YEAR AND TRENDS, I KNOW WE SAW SOME SKEWS BECAUSE OF COVID AND DATA COLLECTION AND HOW THINGS WERE REALLY COLLECTED.
WHAT ARE OUR THOUGHTS ON? GAPS AND EXCESSES. ARE THERE ANY OTHER TRENDS? I AGREE. WE'RE NOT SEEING ANY OF OUR ANY OF THE POPULATIONS THAT WE DON'T THINK HAVE AN EQUITABLE SHARE RIGHT NOW HAVEN'T REALLY COME UP.
I CAN'T SAY THEY'VE REALLY DECREASED OVER THE PAST COUPLE OF YEARS EITHER, LOOKING AT THE NUMBERS THAT WERE PRESENTED TO US.
SO MY TAKEAWAY WAS THAT WHATEVER WE WERE TRYING TO DO DIDN'T WORK, BUT WE ALSO DIDN'T MESS ANYTHING UP.
SO I DON'T KNOW EXACTLY HOW TO DO THAT AND HOW TO TURN AROUND AND SAY WE NEED TO BE MORE AGGRESSIVE IN SOME OF THESE ID POSTURES.
SO FOR THE FIRST COUPLE OF MINUTES, I'D REALLY LIKE TO LOOK ON TO TRY TO KEEP THE CONVERSATION FOCUSED ON THE GAPS AND EXCESSES AND THEN MOVE INTO WHAT DO WE, HOW DO WE? THE SECOND TOPIC SESSION FOR TONIGHT WOULD BE ACCOUNTABILITY.
ARE WE TRACKING THE RIGHT METRICS TO TRY TO HOLD OURSELVES ACCOUNTABLE? DOES THE FACT THAT WE DON'T SEE CHANGES FOR WHAT WE'RE DOING, IS THAT SUFFICIENT TO SAY THIS DIDN'T WORK? OR ARE WE NOT TRACKING THE RIGHT THINGS TO SEE A SUCCESS OR FAILURE? AND THEN FINALLY, IT'S HOW ARE WE DOING THIS IN THE FIVE YEAR PLAN TO REALLY MAKE SURE THIS WORKS? SO THE FIRST ORDER GAPS ACCESSES ANY DATA THERE.
I THINK THERE IS A STORY WITH REGARD TO WHEN YOUNG SCHOLARS CAME INTO CERTAIN SCHOOLS AND WHEN IT DID NOT.
AND. I'M NOT SURE HOW THIS WOULD BE REPRESENTED IN THE DATA, BUT MY SUSPICION IS.
THAT WE HAVE SOME CHALLENGES WHERE SCHOOLS ARE COMFORTABLE WITH THE YOUNG SCHOLARS PROGRAM THAT MAY HAVE GOTTEN IT EARLIER.
I'VE ALWAYS SORT OF WONDERED HOW DOES THAT BALANCE WITH TRYING TO ALSO HAVE THE TRADITIONAL SORT OF LIKE GIA AND SAY, PROGRAM? MAYBE THE WAY TO GET.
AT THAT DATA WOULD ACTUALLY BE TO GET A BETTER.
LOOK AT HOW MANY TAG TEACHERS ARE TAG TEACHERS OR YOUNG SCHOLARS.
CERTIFIED TEACHERS ARE AT WHAT SCHOOLS AND HOW THAT BREAKS DOWN WITH THE NUMBER OF STUDENTS THAT THEY ARE SERVICING BECAUSE.
SO I GUESS THAT WOULD BE GETTING THAT KIND OF DATA COULD DRIVE SOME MORE INSIGHTS.
BUT LIKE JUST SAYING THE THING THAT THOSE TWO MIDDLE SCHOOLS HAVE, ONE PERSON THAT'S COVERING K THROUGH EIGHT, I MEAN, PLEASE LIKE THAT THAT'S GOING TO DICTATE SOME OF THE WAY THIS DATA COMES OUT.
SO I THINK WE'VE GOT TO FIGURE OUT NOW THAT NOW THAT YOUNG SCHOLARS IS IN ALL OF THE ELEMENTARY SCHOOLS, WHICH IS GREAT, IT SEEMS LIKE WE OUGHT TO START FIGURING OUT HOW TO TRACK BETTER TRACK THAT AND MAKE SURE THAT THE THAT PROGRAM IS EQUITABLE WITHIN THOSE SCHOOLS. WHAT DO YOU THINK? DR. TEMPLE MILLER, IS THERE ON YOUR END? IS THAT DATA? FLAGGED AVAILABLE. ARE WE TRACKING TECH STUDENTS AND YOUNG SCHOLARS SEPARATELY? IS THAT A QUESTION? THE DATA IS MATURE ENOUGH THAT WE NEED TO GO IN AND ADD TO OUR TEMPLATES. I DON'T THINK THE DATA WAS DONE CONSISTENTLY.
TO BE HONEST WITH YOU, FOR A VARIETY OF REASONS.
SO I KNOW I'VE HEARD IN THE PAST FROM PEOPLE THERE, LIKE ONCE A CHILD IS NO LONGER.
ONCE A CHILD IS FOUND ELIGIBLE FOR GIA AND ESSAY SERVICES, THEY TAKE OFF THE YOUNG SCHOLAR CHECKMARK AND LIKE, OH, BUT THEN HOW ARE WE FIGURING OUT IF THEY'RE TAKING HONORS CLASSES WHEN THEY GET TO MIDDLE SCHOOL AND WHEN THEY GET TO HIGH SCHOOL? LIKE, WHERE IS THAT PIPELINE? SO THAT'S SOMETHING THAT WE WANT TO ADDRESS DEFINITELY IN OUR LOCAL PLAN.
AND HONESTLY, THERE'S A PERCEPTION OUT THERE THAT YOUNG SCHOLARS IS NOT PART OF GIFTED
[00:45:02]
PROGRAMING. AND THAT IN ITSELF, IN MY PERSONAL AND PROFESSIONAL OPINION, IS A DISCONNECT IF WE REALLY ARE TALKING ABOUT TALENT DEVELOPMENT.SO THAT'S SOMETHING THAT WE NEED TO CONSIDER.
IN ADDITION TO THAT, THERE HAVE BEEN LIMITS ON HOW MANY KIDS CAN BE FOUND ELIGIBLE FOR YOUNG SCHOLARS SOLELY, FROM MY UNDERSTANDING, BASED UPON HOW MANY PLACES WE HAD TO OFFER FOR SUMMER SCHOOL YOUNG SCHOLARS.
RIGHT? SO YOU KNOW THAT IN DOING SO BY SETTING, LET'S SAY THE LIMIT WAS 25 KIDS DURING THAT ELIGIBILITY CYCLE.
WHAT HAPPENS IF THERE ARE MORE KIDS THAT NEEDED TO GET SOME OF THAT, SOME OF THOSE SERVICES? AND SO AND THEN THEY'RE NOT LOOKED AT FOR FOR FURTHER SCREENING AND SUCH.
SO THERE'S A DISCONNECT WITH THE DATA.
I WOULD BE VERY CAUTIOUS ABOUT MAKING ANY GENERALIZATIONS ABOUT IT BECAUSE OF THOSE ISSUES. OKAY.
SO THAT'S AN ACCOUNTABILITY FAIL IN MULTIPLE DIFFERENT PLACES.
HOW DO WE GET THAT DATA FIXED? BECAUSE IF WE DON'T HAVE THE DATA, WE CAN'T MAKE ASSUMPTIONS ON THE PROGRAM WORKING LIKE IS THAT, YOU KNOW, WE'RE GOING FORWARD NOW, ARE WE.
YEP. NO, WE'RE GOING WE'RE GOING FORWARD WITH WITH MAKING SURE THAT THE DATA STAYS WITHIN THERE. AND IT WASN'T EVERY SCHOOL AND IT WAS SO.
WHEN I WAS GETTING THAT INFORMATION, IT WAS LIKE, WAIT A SECOND, WHAT ARE WE DOING? IN ADDITION TO THAT, THE ONE THING THAT WE DID THIS YEAR, AFTER WE RAN THE NUMBERS LAST YEAR ABOUT HOW MANY KIDS WERE REFERRED FOR YOUNG SCHOLARS THIS YEAR WE ENCOURAGED ALL ALL YOUNG SCHOLAR DESIGNEES TO REFER THEIR KIDS TO MAKE SURE THAT YOU YOU HAVE A REFERRAL BECAUSE YOU'RE YOU'RE ALWAYS GOING TO BE INELIGIBLE IF YOU CAN'T EVEN GET TO THE TABLE.
RIGHT. AND SO IF WE DON'T EVEN GET CHILDREN TO THE TABLE FOR SCREENING, THAT GOES AGAINST THE TALENT DEVELOPMENT MODEL.
SO THAT'S SOMETHING THAT WE'RE WORKING ON TOO.
AND I THINK LOOKING AT THAT DATA AND I CAN'T REMEMBER WHO SAID THIS LAST MEETING, I APOLOGIZE, I DON'T REMEMBER.
BUT LIKE, DO WE WANT TO CONTINUE TO LOOK AT OR DO WE WANT TO INCLUDE IN OUR DATA COUNTS HERE? HOW MANY OF OUR YOUNG SCHOLARS ARE REFERRED A YEAR AND HOW MANY ARE GETTING IN? I THINK THAT'S A QUESTION THAT THIS GROUP MIGHT NEED TO THINK ABOUT IF THAT'S DATA THAT YOU WANT. AND WE CAN CERTAINLY I THINK WE I HAVE TO ASK, BUT I WOULDN'T BE SURPRISED IF WE COULDN'T PULL IT OR I WOULD BE SURPRISED IF WE COULDN'T PULL IT.
WE SHOULD DEFINITELY ADD THAT NET.
THAT WOULD BE PRETTY EASY TO ADD TO THAT.
YEAH, I'M NOT SURE IT IS EASY TO ADD.
AND I GUESS THAT'S JUST BECAUSE I DON'T UNDERSTAND HOW THE ACCOUNTABILITY OFFICE WORKS.
AND GOING THROUGH THAT, EACH ONE OF THOSE TABLES WAS DATA GATHERED FROM A DIFFERENT SPOT BECAUSE IT'S NOT IN POWER SCHOOL.
AND THAT'S A CONVERSATION ON THE ACCOUNTABILITY SIDE THAT I REALLY WANT TO DRIVE IS WE'VE HAD A LOT OF EBB AND FLOW AND DATA THAT'S MAKING YEAR TO YEAR COMPARISON DIFFICULT FOR ME ON THIS SIDE. BUT HOW DO WE WHAT'S THE RIGHT WAY TO SAY, HEY, NO KIDDING.
WE'VE HAD THIS CONVERSATION BEFORE ABOUT YOUNG SCHOLARS.
IT'S MY UNDERSTANDING WE'RE GOING TO BE FLAGGED AS YOUNG SCHOLARS, AND THEY WERE ALWAYS GOING TO BE FLAGGED AS YOUNG SCHOLARS, AND TAG STUDENTS WERE TAGGED AS TAG STUDENTS.
AND THE ONLY TIME THAT DESIGNATION CHANGED WAS WHEN YOU WENT FROM GIA TO ESSAYÉ SO THAT YOU WENT THAT YOU COULD ACTUALLY INCREASE THAT TO SAY, WELL, THIS ONE, THIS KID'S ENGLISH AND MATH OR THIS KID'S REALLY JUST GENERAL INTELLECTUAL APTITUDE, BUT THAT THOSE THOSE FLAGS CARRIED ON TO MAKE THESE DATA POLES EASIER.
SO TO HEAR THAT THAT'S NOT HOW IT'S SET UP IN THE SYSTEM IS FRUSTRATING BECAUSE WE WERE WAITING FOR THIS TO MATURE WELL.
BUT I WANT TO BE CLEAR, IT'S NOT SYSTEM WIDE, IT'S NOT SYSTEM WIDE.
BUT THERE ARE INSTANCES WHERE THAT DID HAPPEN.
AND IT'S NOT NECESSARILY A POWER SCHOOL THING BECAUSE YOUNG SCHOLARS IS IN POWER SCHOOL.
I BELIEVE IT'S IN A DIFFERENT TAB THAN TAG ITSELF.
BUT BUT BUT THAT SAYS TO ME THAT'S MORE OF A COMMUNICATION ISSUE.
THAT WE WEREN'T COMMUNICATING WHAT TO DO.
AND MAYBE THAT'S SOMETHING THAT NEEDS TO HAPPEN EVERY SINGLE YEAR.
LIKE, HEY, AS WE'RE WRAPPING UP THE YEAR, REMEMBER TO DO THIS.
MAKE SURE YOU'RE YOUNG SCHOLAR DATA IS IN THERE, MAKE SURE YOUR DATA IS IN THERE, MAKE SURE YOUR GI DATA IS IN THERE.
AND AND I DON'T KNOW HOW LONG IT'S BEEN GOING ON FOR.
I'VE BEEN HERE FOR A YEAR, BUT I DO KNOW I FACED THAT LAST YEAR OR THE BEGINNING OF THIS YEAR. SO AT THAT POINT, IF WE CAN'T EVEN TRACK THE KIDS THAT ARE IN THE PROGRAM CONSISTENTLY FROM SCHOOL TO SCHOOL, IT'S REALLY HARD TO GO BACK AND TEASE OUT OTHER DIFFERENCES IN THE DATA FROM A RELIABILITY OF DATA STANDPOINT.
[00:50:01]
IF WE CAN SAY, BECAUSE I REALLY DON'T WANT TO GO BACK AND SAY, HEY, MT.VERNON DID A GREAT JOB WITH THIS, BUT IF I GO LOOK AT GEORGE MASON, WELL, THEY DIDN'T HAVE ANY TAG STUDENTS AT ALL, BUT IT'S JUST BECAUSE THEY DIDN'T PUT THEM IN THE COMPUTER LIKE THAT'S I DON'T KNOW HOW TO FIX THAT, BUT THAT'S A THAT'S AN ADMINISTRATIVE SIDE CHALLENGE. YEAH, NO, WE CAN FIX IT.
SO WHAT IS SO YOUNG SCHOLARS? THE OTHER THING THAT I THAT I TOOK OUT OF THAT IS ALSO THE SIZE OF LIMITED BY BUDGET, WHICH. OKAY, I, I GET THAT.
BUT IF WE. IS THE PATH GOING FORWARD IS WHAT I HEARD YOU SAY, THAT IT'S GOING TO BE EVERYBODY. WE'RE GOING TO REFER ANYBODY THAT WE THINK IS ELIGIBLE AND THEN WE'RE GOING TO SEE HOW MANY KIDS WE'VE GOT.
AND IT STILL MAY BE LIMITED BY BUDGET, BUT AT LEAST THEN I KNOW THAT I CAN GO BACK AND ASK FOR MORE BUDGET BECAUSE I CAN SEE MY POPULATION IS TWICE AS BIG AS I THOUGHT IT WAS.
RIGHT? YEAH. BECAUSE OTHERWISE IF WE SAY I'LL TAKE THE TOP 25 AND THEN WE STOP COUNTING, THAT'S ALSO A FAIL IN SO MANY DIFFERENT WAYS.
I CAN'T EVEN START TO RANK THEM.
YEAH, BUT. BUT IN THE SAME RESPECT, IF WE NOTICE TOO, OVER THE LAST FEW YEARS WE'VE HAD SUMMER SCHOOL FOR ALL KIDS TOO, RIGHT? SO BECAUSE PRE-PANDEMIC IT WASN'T FOR EVERYONE.
SO SINCE NOW I'M SPEAKING AS A MOM, I'M NOT SPEAKING LIKE AS A PARENT IN THE COMMUNITY.
I REMEMBER TWO YEARS AGO MY KIDS BOTH HAD ACCESS TO SUMMER SCHOOL AND LAST YEAR THEY DID TOO. SO I DON'T I COULD KIND OF SEE THAT AS A BUDGET ISSUE NOT BEING AS LARGE OF AN ISSUE AS IT WAS PRE-PANDEMIC.
I COULD BE WRONG, BUT THE YOUNG SCHOLARS PROGRAM WAS ALSO AS MUCH AS IT WAS ACADEMIC ASSISTANCE. IT WAS EXPERIENTIAL DIFFERENTIATION IN THERE BECAUSE I PERSONALLY, MY WIFE WENT AND LOOKED AT THE YOUNG SCHOLARS THING AND SAID, HEY, HOW DO I GET OLIVER INTO THIS ONE? BECAUSE THAT LOOKS AWESOME.
THEY'RE GOING TO GO CRABBING ON THE CHESAPEAKE AND DOING WATER QUALITY STUDIES FOR A WEEK. AND IT'S LIKE, I AGREE, LIKE, SIGN ME UP.
I WANT TO BE CAMP COUNSELOR ON THAT ONE.
RIGHT. SO IT WASN'T JUST ACADEMIC WITH SUMMER SCHOOL AND I KNOW THOSE CARRY DIFFERENT COST BURDENS AND BUDGET BENDS.
ALL RIGHT, SORRY, I WAS TALKING.
AND, YOU KNOW, THE WONDERFUL THING IS WE HAVE DOMINIC, WHO FROM THIS PART OF THIS COMMITTEE AND THE EXTERNAL REVIEW, WE'RE ABLE TO GET SOMEONE IN ADDITION INTO OUR OFFICE BESIDES JUST ONE PERSON.
AND SO THIS DOMINIC IS WORKING REALLY HARD WITH YOUNG SCHOLARS AND WILL CONTINUE TO DO SO AS WE EXPAND IT.
AND AND WE ALSO ARE TRYING TO ASSESS, LIKE, HOW MUCH OF A RESET DO WE NEED TO DO HERE? SO. RIGHT.
COOL. MARY BETH, YOU HAVE YOUR HAND UP.
SO I JUST IN TERMS OF SORT OF LESSONS AND IMPRESSIONS FROM THE DATA, I HAD TWO OBSERVATIONS AND A RELATED QUESTION, BECAUSE I JUST CAN'T RECALL WHAT WAS BEING WHAT WAS DISCUSSED WITH ACCOUNTABILITY.
MY FIRST IS THAT I REMEMBER THEM, THE OFFICE SAYING THAT THEY WERE PULLING THEY WERE PULLING DATA OVER THE SUMMER, I THINK LEADING INTO 20 THE SCHOOL YEAR, 2021 TO 20 20 TO 2021. AND I JUST WONDER IF THERE WAS FALL ELIGIBILITY DETERMINATIONS, PARTICULARLY IN THE THIRD GRADE, WHERE WE HAD SORT OF THE MARCH SHUTDOWN, AND THEN THINGS HAPPEN IN A VERY LONG TIME FRAME THAT WEREN'T CAPTURED IN THE 20, 2021 DATA.
BECAUSE IF I'M LOOKING AT THE PREVIOUS YEAR ACROSS THE SYSTEM, THERE WERE OVER 200 KIDS IN THIRD GRADE AND TAGGED.
AND THEN IN THIS MOST RECENT DATA POOL, THERE WERE 83 IN THIRD GRADE.
SO I JUST WONDER IF WE'RE MISSING KIDS THAT WERE ULTIMATELY QUALIFIED FOR TAG.
SO THAT'S MY FIRST OBSERVATION.
AND THEN THE OTHER OBSERVATION WAS JUST TO REMIND EVERYONE THAT WHAT WE'RE TALKING ABOUT HERE IS DATA FROM THE PREVIOUS SCHOOL YEAR.
SO ANY CHANGES THAT WE'VE MADE IN ID THIS YEAR, OUR PERSPECTIVE.
YEAH. AND REMEMBER, WE DID THE BULK OF OUR SCREENING.
SO IT WOULDN'T BE REFLECTIVE IN LAST YEAR'S DATA BECAUSE SCREENING WAS NOT POSSIBLE TO DO LAST YEAR BECAUSE WE IT WAS EVEN CHALLENGING TO GET OUR ABILITY TEST SCORES IN.
YES, THAT'S TRUE. SO I JUST THINK THAT'S WHERE I WAS STRUGGLING WAS THE MOST RECENT DATA THAT WE OBSERVED WAS THE FOR THE DATA FOR 2020 TO 2021.
[00:55:01]
SO THOSE I GUESS FOR FOR FOURTH GRADERS, YOU WOULD HAVE HAD KODAK SCORES FROM THE PREVIOUS YEAR, RIGHT? SO SOME DATA WAS AVAILABLE AND MAYBE I'M GETTING THE THIRD GRADE IS MAYBE WHERE I'M GETTING IT MIXED BECAUSE THOSE ARE THE KIDS WHO MISSED THE GAP.RIGHT. THAT'S WHAT IT WAS. SO MAYBE THAT'S THAT'S WHERE THE GAP.
YEAH. BECAUSE THE UNIVERSAL SCREENING IS DONE IN THIRD GRADE FOR FOURTH GRADE PLACEMENT.
SO I GUESS ONE OF THE NEXT QUESTIONS I WANTED TO THROW OUT THERE IS AS WE LOOK AT THE ACCOUNTABILITY AND I'M REALLY LOOKING AT THE ACCOUNTABILITY SUBCOMMITTEE HERE TO TO CHIME IN AND TAKE NOTES IN THEIR SECTION.
WHAT ARE WE DOING TO COLLECT THE RIGHT METRICS FOR ACCOUNTABILITY? WHAT ARE WE CONSIDERING TO BE ACCOUNTABILITY? AND WHAT ARE WE FOCUSING ON? IS THIS ACCOUNTABILITY TO MAKING THE PROGRAM MORE EQUITABLE? IS THIS ACCOUNTABILITY IN THE DELIVERY OF SERVICES? AND WHAT DO WE NEED TO PUT IN PLACE NOW TO TURN AROUND AND SAY, OKAY, SUCCESS, FAILURE.
HOW DO WE HOW ARE WE LOOKING AT THAT HERE OVERALL? BECAUSE WE HAVEN'T BEEN SEEING MANY CHANGES HERE THAT AREN'T FAIRLY EASILY CAN JUST POINT TO COVID AND SAY, YEAH, THINGS WERE DIFFERENT RIGHT THERE.
WHAT HOOKS DO WE NEED TO HAVE IN PLACE NOW TO TALK ABOUT PUTTING THESE INTO POWER SCHOOL FOR OUR 23, 20 OR 22, 23 SCHOOL YEAR? DO YOU HAVE ANY THOUGHTS ON THAT? THAT'S MY COMMITTEE.
TO ADD THAT IN, WHAT DO YOU HAVE? DO YOU HAVE A CONCEPT OF WHAT YOU WOULD LIKE TO SEE HERE? LAURA I DON'T. I STRUGGLE WITH THIS IN TERMS OF IF I WANT TO KNOW THAT WE'RE IDENTIFYING KIDS THAT WERE CATCHING KIDS THAT WERE NOT IDENTIFYING, I SHOULD BE ABLE TO SEE METRICS GO UP IN TERMS OF DELIVERY OF SERVICES.
TIE SOMETHING TO THAT TO SAY DELIVERY OF SERVICES IS IS IS BEING ACHIEVED RIGHT.
A TEACHER SENDING HOME A DEBT EVERY QUARTER DOES NOT MEAN THAT DOESN'T HAVE A A DELIVERY OF SERVICES TIED TO IT THAT'S I CAN EMAIL OUT A PIECE OF PAPER AND I REALLY LOVE IT AT THE MIDDLE SCHOOL LEVEL WHERE IT'S THE EXACT SAME TEXT THAT I GET ON MY EIGHTH GRADERS AND MY SIXTH GRADERS, RIGHT.
IN TERMS OF WILL EXCEED WILL EXCEL.
IT'S SOME TEMPLATE STUFF IN THERE.
DOES ANYBODY HAVE ANY SUGGESTIONS ON ON THAT THAT END OF ACCOUNTABILITY FOR DELIVERY OF SERVICES AND HOW WE'RE ACTUALLY SHOWING THAT WE'RE SERVING THE STUDENTS THAT WE'VE IDENTIFIED? I AM ALSO THE YOUNG SCHOLARS DESIGNEE IN MY SCHOOL AND WITH MS..
DOMINIC, WE WERE TRYING TO SUGGEST SOME SOME WAY TO SHOW WHAT WE'VE BEEN DOING WITH THE KIDS. AND ONE IDEA WAS TO HAVE A PORTFOLIO OF WHATEVER THE KIDS ARE DOING SO THAT THEIR PARENTS CAN SEE A QUARTERLY.
WHAT, WHAT ARE THEY? WHAT, WHAT HAVE THEY DONE IN THE SCHOOL? SO THAT'S SOMETHING, BY THE WAY, I DO WITH MY THE KIDS THAT I SERVICE YOUNG SCHOLARS AND IN MY OWN SCHOOL.
WHEN THE TEACHERS ARE PART OF THEIR PERIODIC EVALUATION, I THINK THE PRINCIPALS COME BY AND OBSERVE THEM. PART OF THEIR JUST NORMAL DAY TO DAY YOU COULDN'T THEY DOCUMENT IS DIFFERENT IS THE THE SERVICES BEING PROVIDED THE WAY IT IS INTENDED.
I MEAN, CAN'T THAT BE JUST ANOTHER PART OF THAT OBSERVATION? JUST IN THE NORMAL HOW TEACHERS ARE LOOKED AT BY ADMINISTRATORS? THAT IS A GREAT QUESTION.
MEGAN, IF I MAY, AS A SCHOOL PRINCIPAL ANSWERED THAT QUESTION.
I THINK THAT BEFORE, INCLUDING ANY TYPE OF DOCUMENTATION OR FACTOR IN THE TEACHER'S EVALUATION, PROFESSIONAL DEVELOPMENT NEEDS TO BE PROVIDED SO WE CAN HOLD THEM ACCOUNTABLE FOR FOR ANY OF THEIR STRATEGIES OR ANY OF THE RESPONSIBILITIES THAT WE WERE ASSIGNING TO THEM WITH YOUNG SCHOLARS.
SHE JUST SPOKE IN MY SCHOOL AND I KNOW WE ALL HAVE HIM, BUT THE PROCESS OF IDENTIFICATION
[01:00:05]
FOR YOUNG SCHOLARS AND ESPECIALLY PROFESSIONAL DEVELOPMENT HAS BEEN HAS BEEN A LITTLE ROCKY. AND THAT WAS BEFORE MEGAN'S TIME.SO WE'RE ALREADY ADDRESSING THAT ISSUE BECAUSE THE WAY THAT I PERSONALLY IN MY SCHOOL WANT TO HANDLE THE SITUATION WITH YOUNG SCHOLARS AND THE DATA THAT YOU GUYS HAVE SEEN AND THAT WE'VE DISCUSSED, WE'VE BEEN DISCUSSING DURING THE STEERING COMMITTEE IS THROUGH THE INFORMATION WE'RE GETTING FROM HANOVER RESEARCH.
AND THOSE ARE GOING TO BE FACULTY MEETINGS REFLECTING AND DISCUSSING THAT AND REFLECTING ON THE DATA, DISCUSSING WHAT WE'RE SEEING IN IN NOW, ADDRESSING WHAT NEEDS TO HAPPEN AT THE SCHOOL LEVEL, LEVEL IN TERMS OF PROFESSIONAL DEVELOPMENT.
SO SO TEACHERS CAN ACTUALLY IDENTIFY STUDENTS IN A MORE EQUITABLE WAY.
SO THAT'S THAT'S WHAT RIGHT NOW IT WILL BE.
I THINK THAT JUST THIS STEP OF ADDING SOMETHING TO THE TEACHER EVALUATION PROCESS, IT'S JUST A LITTLE MORE LENGTHY AND REQUIRES A LOT OF DISCUSSION.
AND AT THIS POINT, LIKE I SAID, PROFESSIONAL DEVELOPMENT IS A BIG PIECE.
WELL, AS A FOLLOW UP SUGGESTION, COULD THE TAG TEACHER AT THE SCHOOL DO THE EVALUATION AND JUST NOT REALLY VALUING THE TEACHER, JUST EVALUATING? IS THE SERVICES BEING PROVIDED AS INTENDED AND DON'T REALLY IT'S NOT A TEACHER THING.
IT'S JUST IT'S A SERVICE BEING DONE OR NOT.
YES OR NO? IS THAT POSSIBLE? SURE. THAT IS PART I MEAN, THAT IS PART OF THE TEACHER EVALUATION AND GROWTH THAT THE TEACHER WILL BE PERFORMING THEIR DUTIES APPROPRIATELY.
BUT I THOUGHT THAT WE WERE TALKING ABOUT OTHER PIECES HERE, TOO, AND IS IDENTIFICATION OF OF ALL STUDENTS.
I THOUGHT WE'RE TRYING TO LOOK FOR METRICS ON THE DELIVERY OF SERVICE, AND THAT'S WHAT WE WERE TRYING TO FOCUS ON.
SO WE HAVE A DEVELOPED WHAT WE HAVE WE DEVELOPED A WALK THROUGH OBSERVATION SHEET SO THAT THAT COULD BE A METRIC THAT WE USE.
IT'S NOT TIED TO EVALUATIONS, MORE USE AS COACHING, AS A WAY TO COACH OR OR TO CONSULT.
THAT COULD BE AN EXAMPLE, RIGHT? I JUST WANTED TO SHARE SOMETHING BECAUSE I WAS LOOKING AT THE VIRGINIA REGULATIONS ON THE GIFTED REGULATIONS BEFORE THIS MEETING.
AND ONE THING THAT STRUCK ME WAS THAT THE REGULATIONS REQUIRE THAT PARENTS AND LEGAL GUARDIANS RECEIVE AN ASSESSMENT OF EACH GIFTED STUDENT'S ACADEMIC GROWTH.
AND MAYBE THAT'S MORE THAN A REPORT CARD.
BUT I JUST LIKE THAT FRAMING, LIKE I'M NOT SUGGESTING ONE WAY OR ANOTHER THAT THAT'S BEING MET BECAUSE I FEEL LIKE THE CURRENT DEP IS AT LEAST THE ONES THAT I'VE SEEN DON'T REALLY INDICATE GROWTH.
RIGHT? THEY INDICATE SORT OF WHAT THE EXPECTATIONS ARE, BUT NOT WHETHER THOSE EXPECTATIONS HAVE BEEN MET.
AND I REALLY LIKE THE IDEA OF HAVING A PORTFOLIO AS SORT OF PART OF THAT PROCESS.
I THINK THAT THAT WOULD BE REALLY MEANINGFUL AND MORE MEANINGFUL TO ME THAN JUST THE DEP, BECAUSE I THINK THAT THE PORTFOLIO ITSELF COULD REFLECT THAT THE GOALS HAVE BEEN OF THE HABITAT.
DID YOU GET GOOD NOTES THERE, LAURA? SOME OF THEM, YES.
OKAY. THAT'S A REALLY HARD ONE BECAUSE I LIKE THE PORTFOLIO, THE ACADEMIC PROGRESS, BUT TEACHER EVALUATIONS ARE ALSO A SNAPSHOT IN TIME.
RIGHT. IT'S NOT A IT'S NOT A CONTINUOUS IT'S A HANDFUL OF TIMES OVER THE COURSE OF THE OVER THE COURSE OF THE THE YEAR, REALLY.
SO IT'S THIS IS ONE THAT I STRUGGLE WITH ON HOW WE CAN ACTUALLY LOOK AT DELIVERY OF SERVICES AND SYLLABUSES.
AND I REALLY STRUGGLE WITH IT.
I THINK IT'S ALMOST EASIER AT THE ELEMENTARY LEVEL THAN IT IS AT THE HIGH SCHOOL LEVEL JUST BECAUSE OF THE WAY THE CLASSES ARE DONE AND HOW MUCH.
I THINK MORE DIFFERENTIATION IS DONE REALLY AT THE KINDERGARTEN AND FIRST GRADE LEVEL.
THOSE ARE LIKE THE DIFFERENTIATION MASTERS WHEN IT COMES TO WHEN IT COMES TO THE SCHOOL SYSTEM. TO ME, BECAUSE EVERYBODY'S GETTING UP ON THE ON THE BASELINE THERE AND IT'S A LITTLE BIT EASIER, I THINK, WHEN YOU GET IN MIDDLE AND HIGH SCHOOL BECAUSE YOU GET TO FOCUS ON A SUBJECT. BUT.
THE RANGE OF CAPABILITIES AND ABILITIES AND DRIVE.
AS YOU MOVE UP, YOU START TO FIGURE OUT WHO REALLY LOVES MATH AND APPRECIATES THAT TODAY
[01:05:01]
IS PI DAY AND THE CALORIES DON'T COUNT TODAY AND PEOPLE THAT JUST DON'T.GET MATH OR WANT TO PLAY THAT WAY.
SO THE NEXT TOPIC THAT I HAD HERE WAS THE FIVE YEAR PLAN.
AND FROM A DATA STANDPOINT, IF WE LOOK AT THE DATA THAT WE HAVE AND WE VERY MUCH VIEWED THAT THROUGH THE LENS OF THE LAST FIVE YEAR PLAN THAT WE HAD AND LOOKS AT WHAT DATA, WHAT DATA WE WERE GATHERING, WHAT WE WERE TRYING TO DO, WHAT DO WE WANT TO CHANGE ABOUT THIS WITH A NEW FIVE YEAR PLAN? DR. MILLER, IS THERE ARE THERE SPECIFIC THINGS IN HERE THAT ARE COMING IN SOME OF THE NEW DRAFTS, EITHER IN TERMS OF EQUITY OR DELIVERY OF SERVICES OR OTHER THINGS THAT WOULD DRIVE US TO ADD NEW METRICS TO THE WAY THAT WE'RE COLLECTING DATA, HOW WE'RE MEASURING IT. IS IT DO WE WANT TO, IN SOME OF THESE CASES SAY, HEY, HERE'S FOUR SNAPSHOTS OVER THE COURSE OF THE YEAR WHERE WE WANT DATA SO THAT WE CAN SEE COURSE THROUGH THE MIDDLE OF THE YEAR. OR IS THERE ANYTHING DIFFERENT HERE IN TERMS OF THE FIVE YEAR PLAN THAT WE WANT TO BAKE IN NOW SO THAT WE CAN SAY, HEY, I'VE GOT A SNAPSHOT JUST BEFORE THIS WENT INTO EFFECT AND HERE'S HOW THINGS CHANGED OVER THIS FIVE YEARS THAT ARE SPECIFIC TO THIS PLAN.
VICE THE LAST ONE OR VICE THE DATA POLL THAT YOU SAW THIS YEAR.
I THINK IT'D BE INTERESTING TO PULL REFERRAL DATA.
BY WHO'S DOING REFERRING? IS IT AN AUTOMATIC REFERRAL? IS IT A PARENT? IS IT A STUDENT? IS IT. IS IT A TEACHER? AND EVEN GO FURTHER WITH THAT AND BREAK IT DOWN BY SUBGROUPS.
ONE THING THAT WE'VE BEEN WORKING HARD ON THIS YEAR IS WE WE'RE NOT FULLY ELECTRONIC, BUT WE ARE MOVING TO ELECTRONIC SCREENING.
OUR TAG DESIGNEES, THEY WOULD GO INTO FOLDERS FOR EVERY SINGLE KID THAT WAS REFERRED AND HAVE TO PULL OUT THE DATA AND.
AND IF A KID IF A CHILD WAS REFERRED FOR FOUR SUBJECTS, THEY HAD TO FILL OUT AND FILL OUT FOUR MATRIX FORMS. AND, YOU KNOW, YES, WE HAD ONE WAY TO TRACK REFERRALS TO A SYSTEM, BUT IT WASN'T CONNECTED TO POWER SCHOOL IN ANY OF THE OTHER DATA.
SO AT LEAST THIS YEAR WITH MOVING TO THE ELECTRONIC REFERRAL FORM, I THINK WE'LL BE ABLE TO CONTINUE TO TRACK.
WHO IS BEING REFERRED BY WHO AND THEN BREAK IT DOWN BY BY DEMOGRAPHICS AND EVEN SEE THOSE WHO WERE PARENT REFERRALS.
HOW MANY KIDS ARE ACTUALLY FOUND ELIGIBLE? I DON'T KNOW. I THINK BY MOVING TO SOME OF OUR ELECTRONIC PROCESSES THAT WE HAVE NOW IN PLACE, WE'LL BE ABLE TO GET SOME OF THIS DATA THAT WE'VE BEEN LACKING.
SO I THINK TRACKING REFERRALS IS IMPORTANT.
I AGREE. AND I THINK I THINK THAT WOULD BE REALLY INTERESTING TO LOOK AT IN GENERAL.
I'M GLAD THAT THOSE FOLKS ARE IN PLACE NOW AND WE CAN LOOK AND SEE.
AND I'M EXCITED TO TRY TO TIE SOME OF THESE METRICS TOGETHER TO SAY, HEY, YOU KNOW, ONCE IDENTIFIED HOW THIS IS WORKING, HOW IS THIS WORKING OUT? ARE WE COVERING ALL OF OUR SUBJECTS? BECAUSE IT'S BEEN INTERESTING TO WATCH IT EVOLVE.
THIS IT WAS IT WAS A CURIOSITY FOR ME THIS YEAR THAT THE LAST OF OUR VISUAL AND PERFORMING ARTS STUDENTS THAT WERE IDENTIFIED AS TALENTED AND GIFTED IN VISUAL AND PERFORMING ARTS ARE AGING OUT.
THIS YEAR. THEY'LL GRADUATE OR THEY WOULD HAVE GRADUATED THIS PAST YEAR BECAUSE THAT WAS THAT LAST YEAR'S METRIC IN 12TH GRADE.
SO WE'VE DEFINITELY EVOLVED THE PROGRAM OVER TIME.
SO LOOKING AT THOSE REFERRALS AND HOW WE'RE REFERRING AND WHO'S REFERRING.
I THINK IT'S KEY. MARY BETH, DID YOU HAVE A I HAD A QUESTION.
I JUST HAVE A QUESTION OR OR MAYBE IT'S A POINT FOR THE FIVE YEAR PLAN.
BUT, YOU KNOW, MY IMPRESSION HAS BEEN, AT LEAST AT SOME SCHOOLS, THAT TEACHERS HAVE NOT BEEN ENCOURAGED AND PERHAPS DISCOURAGED FROM REFERRING IN THE PAST.
AND THAT'S MORE BLATANT SORT OF THINGS THAT I'VE HEARD THAN ANYTHING THAT SAID EXPLICITLY, EXPLICITLY TO ME.
SO IT WOULD BE, I THINK, BOTH INCREDIBLY HELPFUL TO HAVE THE REFERRAL DATA, BUT ALSO TO HAVE CONSIDERATION FOR SORT OF WHAT'S BEING SHARED AND WHAT THE TRAINING POINTS ARE ON REFERRALS. BECAUSE I DO THINK THAT TEACHER REFERRALS CAN PLAY SUCH A CRITICAL ROLE AND I AM JUST NOT AWARE THAT AT LEAST AT CERTAIN SCHOOLS THEY HAVE PLAYED A LARGE ROLE IN THE PAST AND THE REFERRAL PROCESS.
ANYBODY ELSE? ANYTHING ELSE ABOUT THE DATA THAT WE WANT TO DISCUSS WHILE WE'RE.
[01:10:03]
YOU'RE HERE TONIGHT AND HAVE THE GROUP TOGETHER.I BELIEVE THERE WAS SOMETHING YOU ALL WANTED TO TAKE OUT.
I CAN'T REMEMBER WHICH ONE THAT WAS, THOUGH.
I JUST CLOSED MY MINUTES TO I KNOW I'M PULLING IT UP.
OR WAS IT JUST THE HONORS, THE AP TESTING THAT TINA TALKED ABOUT? JUST GIVE ME A SECOND. YEAH, I WANT TO IT.
WHAT DID YOU SAY, MARK? I THOUGHT I THOUGHT WE SAID WE WERE GOING TO GET RID OF THE SOL TESTING BECAUSE IT WASN'T A VERY GOOD METRIC. YEAH, THAT WAS THE FIRST THING THAT POPPED IN MY HEAD.
BUT THEN I COULDN'T REMEMBER WHETHER THAT WAS STILL IN THE MOST CURRENT DATA, CAUSE I DON'T HAVE IT IN FRONT OF ME.
BUT THAT WAS ONE I WANTED TO GET RID OF.
AM I? AM I ALLOWED TO SHARE THE SCREEN? I COULD. IT WOULD BE HELPFUL IF I SHARE THE SCREEN AGAIN WITHOUT GETTING INTO REAL SPECIFICS ABOUT DATA.
WOULD THAT BE HELPFUL TO YOU? YEAH, GO FOR IT. OKAY.
I'M GOING TO SHARE IT. BUT IF YOU SEE ANYTHING OTHER THAN THE INDICATOR REPORT, PLEASE, SOMEONE COME ON CAMERA AND STOP ME.
ALL RIGHT. YOU'RE SEEING INDICATORS, RIGHT? THAT REPORT. YES.
IT LOOKS LIKE THE REPORT WE SAW.
TABLE FIVE IS ONE OF THE ONES WHERE THE FORMAT HAD CHANGED A LOT.
THAT WAS. IT'S INTERESTING IN TERMS OF WE BROKE IT OUT BY DIFFERENT GROUPS AND IT'S KIND OF HARD TO TRACK HOW MANY STUDENTS WE ACTUALLY HAVE IN EACH GROUP, RIGHT? 40% MALE AND 28% FEMALE.
AS WE LOOK ACROSS THE GROUPS GETS A LITTLE BIT.
IT'S HARD TO MAKE THE NUMBERS ALL ADD UP AND TO CHECK YOUR MATH.
YEAH, BUT I DO THINK WE NEED TO KEEP THE GENDER IN THERE.
YEAH. WHETHER YOU WANT TO DO IT, THEN I WOULD ASK MY NUMBER INSTEAD OF PERCENTAGE.
YEAH. MAKES SENSE BECAUSE SAYING THAT MATH IS 20% FEMALE AND 40% MALE DOESN'T ACTUALLY GIVE ME A. A NUMBER THAT I CAN LOOK AT AND COMPARE TO ACROSS THE BOARD EASILY.
SO MAYBE IF YOU GO BACK AND LOOK AT TABLE SEVEN THERE AT THE BOTTOM IS SO DO WE.
THIS IS THE TABLE THAT YOU THINK IS NOT CONSISTENT ACROSS SCHOOLS BECAUSE OF THE DATA POOL. FOR YOUNG SCHOLARS BY RACE, ETHNICITY AND GENDER AND THE TOTAL NUMBER.
RIGHT. OR IS THIS JUST BECAUSE WE WERE INCONSISTENT IN HOW WE'RE TRACKING IT? YOU KNOW, THE SOURCE OF THIS ONE.
I'M NOT SURE I, I, I WOULD HAVE TO LOOK INTO IT.
OH. THINK WE WERE DISCUSSING THE DIPLOMA.
WE HAD ALREADY TAKEN THE SOULS OUT IN THIS ONE BECAUSE WE DIDN'T THINK THAT WAS HELPFUL INFORMATION. I BELIEVE MAYBE WE WERE THINKING ABOUT TAKING THE DIPLOMA ONE OUT BECAUSE.
YOU'RE RIGHT. THAT WAS THE CONVERSATION WITH DR.
[01:15:01]
IF WE DON'T HAVE ANY MORE CONVERSATIONS TO HAVE ON.DATA. THE GAPS WE'VE GOT, HOW WE'RE GOING TO DO ACCOUNTABILITY, HOW THINGS WORK INTO THE FIVE YEAR PLAN.
ANYTHING ELSE THAT WE NEED TO WORK INTO OUR ANY OF THE SECTIONS THAT WE'VE GOT ON? HOW TO ADDRESS OR IMPROVE OR MAKE CHANGES OR BE ABLE TO TRACK THAT WE HAVE ON DATA.
I'D LIKE TO LOOP BACK UP TO THE TOP OF THE MEETING AND DO AN APPROVAL OF MINUTES.
ANY MORE QUESTIONS ON DATA BEFORE WE DO THAT? OKAY. DID EVERYBODY GET A CHANCE TO LOOK AT THE.
[Approval of Minutes ]
MINUTES FROM LAST SESSION.DO I HEAR A CAN I HEAR A MOTION TO APPROVE THE MINUTES AND I MAKE A MOTION TO APPROVE THE MINUTES. SECOND.
ANDREW, ARE YOU GOING TO APPROVE THE MINUTES? MR. CORSO. SORRY.
I WAS ON MUTE THERE, AND THEN I WAS DESPERATELY TRYING TO PRESS THE BUTTON AND I WAS CLICKING THE WRONG BUTTON.
YES. I DON'T KNOW ABOUT MARY BETH.
OKAY. AND THAT JUST MAKES OUR QUORUM FOR APPROVING THE MINUTES.
ALL RIGHT. LOOKING THROUGH MY AGENDA TONIGHT, I DO WANT TO RECAP THE END OF THE MEETING THAT WE DON'T HAVE A SCHEDULED MEETING NEXT MONTH.
THE EXPECTATION IS THAT THE SUBCOMMITTEES WILL MEET.
THEY CAN EITHER DO IT VIA A ZOOM MEETING OR ONE ON ONE WORKING OUT OF THE FOLDERS, HOPEFULLY AS EVERYBODY'S BEEN DOING ALL YEAR SO THAT WE CAN GET THAT DONE.
I WOULD LIKE THE SUBCOMMITTEE REPORTS TO ME BY CLOSE OF BUSINESS ON FRIDAY, THE 29TH OF APRIL, THAT WILL GIVE ME TIME TO GET THEM ROLLED IN FOR THE 9TH OF MAY MEETING AND HOPEFULLY GET THOSE POSTED ON BLOCKING OUT SOME TIME THAT WEEKEND.
PLEASE DON'T WORRY ABOUT HEADERS OR FOOTERS OR ANYTHING ELSE.
THEY'RE GOING TO GET COPIED AND PASTED INTO THE SCHOOL BOARD FORMAT.
STANDARDIZE SOME OF THE LANGUAGE ACROSS THEM, WHICH IS ANOTHER REASON THAT WE'RE REALLY GOING TO NEED TO SIT DOWN AND REVIEW BETWEEN THE SECTIONS.
WE'VE GOT A LOT OF DIFFERENT AUTHORS, BUT I WOULD STILL I WOULD LIKE TO HAVE IN OUR FEEDBACK IN THE PAST HAS BEEN WE NEED TO MAKE SURE THIS READS AS A CONSOLIDATED SINGLE VOICE IN POINT OF VIEW, A SINGLE AUTHOR ACROSS THE SEGMENT.
SO I'M GOING TO TRY TO DO THAT WITH THE HELP OF THE OTHER OFFICERS.
AND TO RECAP, I DO WANT TO HOLD ELECTIONS IN MAY.
SO I WOULD LOOKING FOR NOMINEES OR VOLUNTEERS FOR OFFICER POSITIONS.
AND IF ANYBODY'S GOT A LEAD ON A STUDENT MEMBER, I WOULD DESPERATELY LOVE TO HAVE A STUDENT MEMBER THAT WE CAN BRING IN EARLY, IDEALLY TO THE JUNE MEETING SO THAT THEY CAN START THE FALL TERM AS A FULL MEMBER OF THE OF THE SUBCOMMITTEE OF THE COMMITTEE.
SO I KNOW I'VE REACHED OUT TO A HANDFUL OF PEOPLE.
ANYBODY THAT'S INTERESTED IN BEING AN OFFICER NEXT YEAR, PLEASE LET ME KNOW.
I'D LIKE TO HAVE THE BALLOTS, THE BALLOT PUT FORWARD IN THE AGENDA ON THAT MAY 9TH MEETING. THAT SAID, DOES ANYBODY HAVE ANY ADDITIONAL BUSINESS? I DON'T I DON'T REALLY HAVE ADDITIONAL BUSINESS, BUT SUBCOMMITTEE BUSINESS.
I JUST WANTED TO LET IRENE KNOW THAT I'M GOING TO SEND YOU AN EMAIL SO WE CAN CONNECT, BECAUSE I KNOW WE HAVE NOT DONE THAT YET.
AND I'LL ALSO INCLUDE OUR OTHER SUBCOMMITTEE MEMBER ON THAT.
REMEMBER, THREE IS THREE IS A MEETING.
WORKING THE DOCUMENTS INDIVIDUALLY IS GOOD.
OTHERWISE. IF YOU NEED TO SET UP ANOTHER MEETING, WHICH IS BY ALL MEANS FINE.
SUSAN NEILSON AT SCHOOL BOARD IS THE PERSON TO SET THAT UP AND WORK WITH.
ANYBODY ELSE? ANY ADDITIONAL BUSINESS FOR TONIGHT? CAN I GET A MOTION TO ADJOURN THE MOTION?
[01:20:04]
THAT KIND OF A SECOND SECOND.HE OPPOSED. THANKS FOR COMING OUT TONIGHT.
THE MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.