Aug 25, 2022 Special Called School Board Meeting

ALL RIGHT. GOOD EVENING, EVERYONE.

[00:00:03]

[1. Meeting Called to Order by Chair Alderton]

AND WE'RE CALLING THE MEETING TO ORDER AT 6:30 P.M..

SO WE ARE RIGHT ON TIME.

WE CAN GO AHEAD AND BOARD MEMBERS.

JUST MAKE SURE YOU ARE SIGNING TO SB PLEASE, SO THAT OUR CLERK CAN SEE YOU IN THE MEETING.

AND THEN WE'LL GO AHEAD AND OBSERVE A MOMENT OF SILENCE.

[3. Adopt the Agenda for the August 25, 2022 Special Called School Board Meeting]

NEXT UP, I NEED A MOTION TO ADOPT THE AGENDA.

MADAM CHAIR, I MOVE THAT WE ADOPT THE AGENDA FOR AUGUST 25TH, 2022.

SECOND, MR. HARRIS, 3 SECONDS.

VICE-CHAIR GREENS MOTION.

LET'S GO AHEAD AND VOTE.

MADAM CLERK, I THINK MR. BAILEY'S NOT HERE.

OKAY. THANK YOU.

MOVING RIGHT ALONG IN THE AGENDA.

[Consent Calendar]

CAN I HAVE A MOTION TO ADOPT THE CONSENT? I MOVE THAT WE ADOPT A CONSENT CALENDAR.

IN A SECOND SECOND, WE'RE GOING TO HAVE A VICE CHAIR OF GREEN WHO SUCKED INTO MISS BOOTH'S MOTION.

ARE THERE ANY ITEMS TO PULL? OKAY. WE CAN VOTE.

OKAY. SO WE ARE MOVING AHEAD IN THE AGENDA.

[9. Grading Policy]

SO I'M GOING TO GO AHEAD AND I THINK WE NEED TO UNLESS THERE ARE ANY MEMBERS OF THE SENIOR LEADERSHIP TEAM WHO WANT TO GET US STARTED, I'M GOING TO TURN IT OVER TO MATT SMITH TO GIVE HIS PRESENTATION.

I KNOW, DR. GONZALEZ, DID YOU HAVE ANYTHING TO PREFACE BEFORE HE STARTS OR.

OKAY. YEAH, WE'RE ALREADY THERE.

SO I'M GOING TO HAVE MATT SMITH START AND THEN WE'LL GO FROM THERE.

OH, THERE HE IS.

DR. HUTCHINGS. THANK YOU, MADAM CHAIR.

AND I JUST WANTED TO I KNOW WE JUST DID THE CONTENT.

YOU ALL JUST APPROVED THE CONSENT CALENDAR, RIGHT? I LEFT OUT TO GO TO THE BATHROOM, EVERYBODY, IF YOU MUST KNOW.

BUT I WANTED TO AT LEAST ACKNOWLEDGE WE DO HAVE OUR NEW EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP HERE TODAY.

AND DR.

FEENEY. FEENEY, IF YOU CAN JUST COME UP TO THE PODIUM BECAUSE I THINK EVERYBODY SHOULD SEE WHO YOU ARE.

AND WE DEFINITELY JUST WANT TO CONGRATULATE YOU.

WE ALSO WANTED TO CONGRATULATE MISS CARMEN SANDERS HERE.

SHE WASN'T ABLE TO BE HERE TONIGHT.

SO WE WANT TO GIVE A HUGE SHOUT OUT TO HER AS WELL.

BUT AS YOU ALL KNOW OR YOU MAY NOT KNOW, DR.

FINNEY, SHE WAS OR IS CURRENTLY THE PRINCIPAL, I GUESS SHE WAS, BECAUSE NOW IT'S CONSENT.

SHE WAS THE PRINCIPAL AT FRANCES DE HAMMOND MIDDLE SCHOOL.

AND YOU'VE BEEN WITH ACP FOR SEVERAL YEARS, HAVE DONE A REMARKABLE 12, 12 SHORT YEARS.

AND BUT YOU HAVE DONE A REMARKABLE JOB WITH JUST TAKING FRANCES DE HAMMOND FROM A SCHOOL THAT WAS IN NEEDS TO IMPROVE TO A SCHOOL THAT WAS SOARING

[00:05:06]

SO TO HAVE YOU NOW IN THIS IN THIS SPACE, WORKING WITH OTHER PRINCIPALS AS NOT JUST THE LEAD, BECAUSE YOU WERE A LEAD PRINCIPAL FOR THE PAST TWO YEARS, BUT WORKING AS THE EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP IS TRULY AN HONOR FOR FOR US.

AND I KNOW THAT I'M GOING TO JUST SPEAK ON BEHALF OF DR.

GONZALEZ BACK THERE, BECAUSE I KNOW DR.

SALAS WHO HIRED YOU, BUT I JUST KNOW THAT DR.

GONZALEZ WAS EXCITED ABOUT YOU COMING INTO THIS ROLE.

AND I WANT TO JUST GIVE YOU A MOMENT TO SAY IF YOU HAD A FEW WORDS TO SAY TO ANYONE.

ABSOLUTELY. SO I'LL JUST TURN YOUR MIC ON.

YEAH. SO FIRST, THANK YOU, DR.

HUTCHINGS, FOR BELIEVING IN MY LEADERSHIP.

ALSO, DR. GONZALES AND DR.

KAY WYATT. IT HAS TRULY BEEN MY LIFE'S WORK WORKING IN PEACE ON BEHALF OF OUR CHILDREN AND NOW ON BEHALF OF OUR PRINCIPALS.

AND SO I LOOK FORWARD TO USING MY SKILLS AND KNOWLEDGE TO MAKE SURE THAT EVERY SCHOOL IS PHENOMENAL.

SO I THANK YOU FOR TRUSTING IN MY LEADERSHIP, AND I JUST LOOK FORWARD TO BEING IN THIS POSITION.

ALL RIGHT. THANK YOU. THANK YOU.

THANK YOU, DR. HUTCHINGS.

AND IF AND WHEN WE SEE MISS CARMEN SANDERS, WE WOULD DEFINITELY WANT TO CONGRATULATE HER ON HER NEW ROLE AS WELL.

SO WE'RE GOING TO GO AHEAD AND GET INTO THE GRADING POLICY.

SO I'M TURNING IT OVER TO UNLESS YOU HAVE ANYTHING TO SAY.

DR. SECRETARY, OVER TO MATT SMITH TO GET US STARTED.

SO, MATT, YOU'RE UP.

ALL RIGHT. THANK YOU VERY MUCH.

AND GOOD EVENING, EVERYBODY.

AND I'M HERE TO DO A QUICK PRESENTATION TONIGHT ON THE GRADING POLICY.

AND THIS IS EVERYBODY'S AWARE.

WE'RE GOING FOR INFO AND ACTION TONIGHT.

AND THE REASON IS THAT, OF COURSE, WE DON'T WANT TO MAKE CHANGES FAR INTO THE SCHOOL YEAR RELATING TO THE GRADING POLICY.

AND TEACHERS ARE VERY CONCERNED AND WOULD LIKE TO HAVE ANY MATTERS SETTLED AT THE VERY BEGINNING OF THE SCHOOL YEAR HERE.

SO A LITTLE BIT OF A NOT MORE PROCESS OF GOING STRAIGHT FOR INFO AND ACTION, BUT IT'S BASED ON THE REQUEST IS SAYING, HEY, LET'S MAKE CHANGES DURING THE SCHOOL YEAR.

THIS IS THE FIRST MEETING YOU COULD DO THESE.

SO I WANT TO START OFF BY JUST A QUICK REMINDER THAT THE BOARD IS APPROVING THE POLICY HERE AND THEN THE SUPERINTENDENT DOES THE REGULATIONS AS YOU NORMALLY DO.

I DO WANT TO SPEND JUST A QUICK TIME ON THIS SLIDE, AND NORMALLY I JUST MOVE THROUGH THIS SLIDE REALLY FAST.

BUT WE'VE RECEIVED A LOT OF QUESTIONS AND FEEDBACK FROM TEACHERS, ETC.

AND I WANTED TO SPEND JUST A MOMENT TALKING ABOUT THIS AND THIS CONCEPT OF INTERPRETATIONS, BECAUSE I THINK THIS WILL ADDRESS A LOT OF THE QUESTIONS AND THE FEEDBACK THAT WE HAVE RECEIVED.

SO IN GENERAL, POLICY IS A BASIC STATEMENT OF INTENT FROM THE SCHOOL BOARD.

IT'S TYPICALLY A BELIEF STATEMENT AND A CODE IS TYPICAL.

AND THEN FROM THAT WE DO WHAT'S AN INTERPRETATION.

AND SO THE NEXT LEVEL DOWN IS THAT THE SUPERINTENDENT LEVEL INTERPRETS THE POLICY AND CREATES A METHOD OF IMPLEMENTATION WHICH IS GOING IN A REGULATION.

AND THE POINT BEING THAT THE POLICY IS INTENTIONALLY SILENT ON THE VAST MAJORITY OF THE CONTENT THAT THE SUPERINTENDENT INTERPRETS, BECAUSE THE POINT IS TO ALLOW THE SUPERINTENDENT TO RUN THE ORGANIZATION.

SO A LOT OF THE QUESTIONS WE'VE RECEIVED TODAY ARE FOCUSED ON INTERPRETATIONS OF THE REGULATION, WHERE THE REGULATION IS SILENT.

AND I JUST WANT TO BE SURE THAT EVERYBODY IS KNOWING AND WATCHING TONIGHT UNDERSTANDS THAT THAT'S WHAT THAT MEANS.

IF THE REGULATION IS SILENT ON CERTAIN TOPICS, IT MEANS THAT THOSE ARE YET TO BE INTERPRETED.

AND THOSE THINGS NEED TO BE INTERPRETED BY BY THE STAFF, BY THE LEADERSHIP, BY THE SCHOOL LEADERSHIP, BY THE DEPARTMENT LEADERSHIP.

SO IF THE REGULATION IS SILENT ON A GIVEN TOPIC, THAT MEANS THAT THEY NEED STILL NEEDS TO BE INTERPRETED.

AND IT'S GIVEN GENERAL DIRECTION, BUT NOT SPECIFICS.

AND A LOT OF THE QUESTIONS WE GOT WERE AROUND WHAT THOSE INTERPRETATIONS WERE.

AND THOSE INTERPRETATIONS ARE STILL IN THE PROCESS OF BEING MADE AND HAVE NOT BEEN MADE YET.

AND SO A LOT OF THE QUESTIONS WERE AROUND THAT.

SO I JUST WANT TO SORT OF LET PEOPLE KNOW THIS IS ALL ABOUT THIS CONCEPT OF INTERPRETATION HERE.

THE NEXT SORT OF POINT OUT THAT WE WERE WORKING ON CHANGES FOR GRADING FOR FOR QUITE, QUITE A WHILE.

THIS HAS BEEN A BIG TOPIC.

THIS IS A BIG DISCUSSION.

AND WHAT WE'RE PRESENTING TONIGHT, YOU KNOW, ONE OF THE THINGS THAT CAME FORWARD IS WE REALIZED WE WENT THROUGH ALL THIS WORK IS THAT YOU REALLY CAN'T LOOK AT GRADING IN ISOLATION, THAT A LOT OF THE COMMENTS WERE WERE INTO THINGS LIKE THE ATTENDANCE POLICY AND HOW DO WE PROPERLY ASSESS OF A STUDENT IF A STUDENT IS MISSING WORK

[00:10:08]

AND WE NEED TO LOOK AT THE GRADING HOLISTICALLY IN CONTEXT OF ALL OF THE REST OF THOSE ELEMENTS, ASSESSMENTS AND EVALUATIONS AND HOMEWORK AND AND ALL THE REST OF THOSE THINGS.

AND SO THIS IS JUST A PROPOSED CHANGE TO THE GRADING POLICY WITH AN UNDERSTANDING THAT WE NEED TO LOOK AT THE ENTIRE BUNDLE HOLISTICALLY OVER THE COURSE OF THIS YEAR AND MAKE PROBABLY SOME OTHER ADDITIONAL ADJUSTMENTS GOING FORWARD.

SO THIS IS A FIRST STEP.

THERE'S ADDITIONAL STEPS TO BE DONE AND ADDITIONAL WORK TO BE COMPLETED.

AND MANY OF THE COMMENTS AND THE FEEDBACK WE RECEIVED FROM PEOPLE WAS AROUND THAT SORT OF A QUESTION, NOW, WHAT DO I DO IF A STUDENT'S NOT COMING TO CLASS AND I CAN'T GIVE THEM AN ASSESSMENT AND THEREFORE I CANNOT GRADE THEM STANDARD CHANGES TO ALL POLICIES, GENDER FRIENDLY TERMS, ETC.

THAT'S NORMAL. SO I SPENT A LOT OF TIME TALKING ABOUT THOSE THINGS.

WE'LL TALK ABOUT SORT OF THE PROPOSED REVISIONS HERE, AND I WOULD TYPICALLY JUST GO THROUGH THESE BULLETS IN ORDER.

BUT BECAUSE A LOT OF THE QUESTIONS THAT WE HAVE RECEIVED, I WANT TO SORT OF DO THIS A LITTLE BIT OUT OF ORDER BECAUSE I THINK IT WILL ADDRESS A LOT OF THESE TOPICS AND FEEDBACK THAT WE'VE RECEIVED AND WE GET GREAT FEEDBACK, REALLY GREAT QUESTIONS THAT WE'VE RECEIVED.

SO IN PRACTICE, AS WE LISTENED TO THINGS THAT PEOPLE SAID AND WE LOOKED AT.

REALLY SORT OF HOLISTICALLY AROUND GRADING ONE.

WHAT I WOULD CONSIDER ONE ESSENTIAL QUESTION EMERGED, WHICH IS, YOU KNOW, HOW DO WE RESPOND IF STUDENTS DO NOT COMPLETE THEIR WORK? WE HAVE STRUCTURES IN PLACE.

IF STUDENTS ARE NOT LEARNING AND THEIR ACADEMICS ARE NOT PROGRESSING AT THE LEVEL WE WANT THEM TO PROGRESS.

BUT HOW DO WE RESPOND IF STUDENTS SIMPLY DON'T DO THE WORK? AND SO ALMOST ALL OF THE CHANGES IN THE POLICY ARE AROUND PUTTING IN.

HIGH LEVEL STRUCTURES AND TO SUPPORT THAT AND BEGIN TO CREATE THOSE SYSTEMS FOR HOW WE RESPOND WHEN STUDENTS DO NOT COMPLETE THEIR WORK.

AGAIN, THESE ARE NOT DETAILS.

THESE ARE BIG PICTURE, HIGH LEVEL STUFF IN THE WORK, AND THE SPECIFICS NEEDS TO BE IMPLEMENTED AND DESIGNED GOING FORWARD.

BUT I WANT TO BE SURE THAT WE UNDERSTAND THAT CONCEPT, THAT MOST OF IT IS CENTERED AROUND THAT IDEA.

HOW DO WE RESPOND WHEN STUDENTS DO NOT COMPLETE THEIR WORK? SO ONE OF THE THINGS THAT'S IN HERE THAT WE MADE CHANGES WE MADE WAS WE STRUCK THE TEMPORARY COVERED PROVISIONS.

THOSE WERE SET TO EXPIRE AT THE END OF THE LAST YEAR.

ANYWAY, LISTENING TO TEACHERS ABOUT THIS THAT WERE NOT, THEY FELT THAT THEY WERE TOO SPECIFIC.

TWO WEEKS, EXTENDED TIME.

IT WAS NOT REALISTIC.

IT WASN'T RESPONSIVE TO THE WAY THAT TEACHERS ACTUALLY TEACH.

AND SO THOSE WERE ALL HAVE BEEN ALL OF THEM REMOVED.

ALL THOSE TEMPORARY PROVISIONS HAVE BEEN REMOVED.

THE SECOND ONE IS REFRESH BECAUSE WE DON'T DO THAT ANYMORE.

THAT'S PRETTY STRAIGHTFORWARD REFLECTION, THAT GRADES REFLECT THE MASTERY OF THE COURSE STANDARDS.

AND THIS IS IN EXISTING POLICIES, THIS IS IN OTHER PLACES.

THAT'S SORT OF HOW WE DO. WE UNDERSTAND THAT IT'S ABOUT WHETHER YOU'VE LEARNED THE CONTENT FOR THE COURSE AND THAT'S WHAT YOUR GRADE REFLECTS.

SO WE EMPHASIZE THAT IT'S NOT NEW.

THIS IS JUST A RE EMPHASIS OF THAT TOPIC.

AND THEN WE START TO GET INTO THINGS THAT ARE A LITTLE BIT DIFFERENT, WHICH ARE FOCUSED ON THOSE, I'LL SAY RESPONSES OR HOW DO WE RESPOND IF STUDENTS DO NOT COMPLETE THEIR WORK? AND I'M GOING TO MOVE TO THE THE LAST BULLET FIRST BEFORE I TALK ABOUT THE HOMEWORK BULLET HERE A LITTLE BIT.

SO THERE'S A REALLY SORT OF AN INTERESTING SITUATION WHEN YOU START TO THINK ABOUT THIS WHERE A STUDENT DOESN'T COMPLETE THEIR WORK.

YOU KNOW, WHAT'S THAT TELL US FROM A SITUATION WHEN WE'RE TRYING TO ASSESS THE STUDENT'S MASTERY OF CONTENT? WELL, THE IDEA IS THAT IF THEY DIDN'T COMPLETE AN ASSIGNMENT, THEN I HAVE NO DATA ON HOW WELL WE'VE MASTERED THAT CONTENT.

I HAVE NO WAY OF THE MASTERY OF THAT CONTENT.

I HAVE NO INFORMATION, I HAVE NO DATA.

AND CALCULATING ANY SORT OF A GRADE, BE IT A ZERO, BE IT A 50, BE IT WHATEVER IS ACTUALLY STATISTICALLY INVALID. LET ME GIVE YOU AN EXAMPLE.

IF I WAS TO COMPUTE THE AVERAGE HEIGHT OF THE BOARD MEMBERS ACROSS THE ENTIRE SCHOOL BOARD, AND THAT WAS TO SIMPLY MEASURE THE HEIGHT OF THE MEMBERS WHO ARE PRESENT TODAY.

AND I BELIEVE ONE OF THE BOARD MEMBERS IS OUT.

AND I WENT IN AND SAID, WELL, I HAVE NO DATA POINT THERE.

SO FOR I'M GOING TO USE THAT AS ZERO AND AVERAGE IT IN THE AVERAGE WOULD BE INCORRECT.

BUT THAT'S NOT CORRECT BECAUSE I DON'T HAVE DATA ON THAT POINT.

[00:15:02]

AND THAT'S ALL THE REGULATION SAYS.

IT DOESN'T SAY MATHEMATICALLY WHAT THAT EQUATES TO.

IT DOESN'T SAY THAT IT SHOULD BE A ZERO.

IT DOES NOT SAY IT SHOULD BE A 50.

IT JUST SAYS THAT THE TEACHER SHOULD RECORD IN THEIR GRADE BOOK WHAT'S FACTUALLY TRUE.

THE STUDENT DID NOT TURN THE ASSIGNMENT IN AND THAT WE SHOULD WORK WITH THE STUDENT TO GET THEM TO COMPLETE THE WORK BECAUSE ULTIMATELY THAT'S WHAT WE WANT TO DO.

WE WANT THE STUDENTS TO COMPLETE THE WORK BECAUSE THAT'S PART OF THEIR LEARNING PROCESS, IT'S PART OF THE GROWING.

AND WE NEED THOSE DATA SETS TO DO AN A PROPER ASSESSMENT, BOTH A FORMATIVE ASSESSMENT TO INFORM FUTURE TEACHING AND STUDENT LEARNING, AS WELL AS SOME OF THE ASSESSMENT TO ASSESS A GRADE AND HOW WELL THE STUDENTS HAVE ACTUALLY LEARNED THE CONTENT.

SO ULTIMATELY, THE OBJECTIVE IS TO GET THEM TO COMPLETE THE WORK.

SO THE IDEA HERE IS THAT WE CREATE THIS AND THE TEACHERS MARK THAT IN THEIR GRADE BOOK IS NOT HANDED IN.

THEN IT RAISES ANOTHER INTERESTING QUESTION.

SO THAT'S ONE WAY WE RESPOND.

WE PUT IN A GRADE BOOK NOT HANDED IN, AND WE HAVE GOOD DATA ABOUT THINGS NOT BEING TURNED IN.

THE SECOND THING THAT IT TALKS ABOUT HERE, THIS IS ACTUALLY ON THE NEXT SLIDE.

SO WE SKIP BACK AND FORTH JUST A LITTLE BIT HERE IS THAT THIS IS DOWN TO THE SECOND BULLET HERE.

THIS IS PROBABLY ONE OF THE BIGGEST CHANGES IN THE POLICY THAT SCHOOLS ARE NOW REQUIRED TO CREATE STRUCTURED SUPPORTS IN THOSE SITUATIONS.

SO TEACHERS HAVE BEEN DOING THIS, NO QUESTION TEACHERS HAVE BEEN PUTTING THESE SUPPORTS, BUT THIS IS TALKING ABOUT SYSTEMATIC SUPPORTS AT THE SCHOOL LEVEL FOR PATTERNS OF STUDENTS WHO DO NOT COMPLETE THEIR WORK.

HOW DO WE RESPOND HOLISTIC WITH THAT SAME LEVEL OF INTENTIONAL, WELL THOUGHT OUT APPROACHES THAT WE USE FOR THE STUDENTS WHO ARE GETTING THE CONTENT AND ARE NOT LEARNING THE CONTENT? IF YOU SORT OF THINK ABOUT NOT COMPLETING THE WORK AND YOU THINK ABOUT YOUR SEAL PROGRAM.

THIS IS THE SOCIAL EMOTIONAL END OF SEAL WHERE THE STUDENTS ARE TYPICALLY NOT COMPLETING WORK BECAUSE IT'S SORT OF A IT'S SORT OF A CHOICE OR IT'S SORT OF A BEHAVIOR.

IT'S NOT AN ACADEMIC LEARNING.

NOW WE UNDERSTAND THAT THOSE BEHAVIORS ARE LEAD TO ACADEMICS LEARNING AND NOT DOING YOUR WORK IS DETRIMENTAL TO LEARNING THE ACADEMICS.

SO WE WANT THE STUDENTS TO DO THIS, BUT IT REALLY IS PART OF THE SOCIAL EMOTIONAL ELEMENT OF SEAL.

AND WE NEED TO HAVE THAT SAME LEVEL OF INTENTIONALITY THERE TO SUPPORT THOSE STUDENTS IN GETTING THE WORK DONE.

SO IT CALLS ON THE SCHOOLS TO DO THIS.

THIS HAS NOT BEEN BUILT, THE STRUCTURES HAVE NOT BEEN CREATED.

AND THIS IS SOMETHING THAT THE PRINCIPALS ARE GOING TO NEED TO LEAD IN THEIR SCHOOLS, ALONG WITH THE ACADEMICS, TO BUILD THIS AND WHAT THAT STRUCTURE SUPPORTS LOOK LIKE.

THEN THAT LEADS TO THAT CONCEPT OF HOW WE RESPOND.

SO NOW WE'RE CREATING A SYSTEMATIC RESPONSE.

WE'VE GOT THE DATA IN THE GRADE BOOKS ABOUT THOSE STUDENTS WHO ARE NOT TURNING THEIR ASSIGNMENTS IN.

AND SO WE KNOW WHICH STUDENTS WHERE WE HAVE TO PROVIDE THESE SUPPORTS FOR THEM.

SO THAT RAISES THAT SORT OF THAT'S SORT OF THIS BIG STRUCTURE ISSUE HERE, A STRUCTURAL CONCEPT HERE AROUND CREATING THESE SYSTEMATIC SUPPORTS FOR THESE STUDENTS WHO ARE NOT COMPLETING THEIR WORK.

NOW, WE GOT A LOT OF QUESTIONS AND A LOT OF ASSUMPTIONS THAT WHAT WOULD HAPPEN TO THAT NOT HANDED IN MATHEMATICALLY, WHAT HAPPENS AND I DON'T WANT TO GET VERY MANY ARGUMENTS ABOUT THE FACT THAT IT'S AN ABSENCE OF A DATA POINT OR THAT STATISTICALLY FACTORING IN ZERO IS IS STATISTICALLY INVALID.

DIDN'T GET A LOT OF DISAGREEMENTS ABOUT THAT, BUT WE DID GET A LOT OF QUESTIONS ABOUT WHAT ARE THE IMPLICATIONS OF THAT.

DOES THIS MEAN THAT THE GRADE THE STUDENT HAS TO COMPLETE ONE ASSIGNMENT AND THEN EVERYTHING ELSE DOESN'T COUNT? AND THE ANSWER, ALTHOUGH THAT HAS NOT BEEN INTERPRETED, THAT SEEMS NOT REASONABLE TO ME, AND I CAN'T IMAGINE THAT WOULD BE REASONABLE BECAUSE A TEACHER CANNOT PROVIDE AN ASSESSMENT OF THE STUDENT'S OVERALL MASTERY OF THE CONTENT WITHOUT SUFFICIENT DATA TO DO THAT SO THE TEACHER DOESN'T HAVE ENOUGH DATA TO ASSIGN, SO ASSIGN A GRADE AND VALID WAY, THEN HOW CAN WE EXPECT THEM TO ASSIGN THOSE GRADES? SO I THINK PEOPLE WERE MAKING AN ASSUMPTION THAT STUDENTS WOULD ONLY HAVE TO TURN IN AND SAY ONE ASSIGNMENT THEY GOT AN A AND THEN SAY, OKAY, NOTHING ELSE COUNTS.

I DON'T THINK THAT'S THE INTENT AT ALL, ALTHOUGH IT IS NOT BEEN INTERPRETED.

AGAIN, THIS IS UP TO AN INTERPRETATION BY ACADEMICS IN THE SCHOOLS ABOUT SPECIFICALLY HOW WE INTERPRET WHAT THAT MEANS AND THE POLICY IN THE REGULATION DOES NOT INTERPRET IT. NOW, IT'S MY UNDERSTANDING, BASED ON SOME CONVERSATIONS THAT I'VE HEARD, THAT THE AT LEAST THE INITIAL INTERPRETATION IN THE GRADE BOOK SHOULD BE MATHEMATICALLY

[00:20:02]

SO STUDENTS DO HAVE A FALSE SENSE OF HAVING A HIGHER GRADE THAN THEY WOULD MATHEMATICALLY EARN IF THEY DON'T DO THE WORK.

AND WE DON'T HAVE ANY WAY OF DOING AN ASSESSMENT.

SO SO WE'RE VALIDATION OF WHAT THEIR KNOWLEDGE AND LEARNING IS THAT MATHEMATICALLY THAT WOULD BE CONSIDERED A ZERO WHEN IT'S BEING TEMPORARILY GRADED.

HOWEVER, AS YOU GET FURTHER ALONG AND AS THE TEACHER LOOKS AT THE END OF THE QUARTER AND THEY SAY, ALL RIGHT, DO I HAVE ENOUGH DATA TO ACTUALLY ASSIGN A STUDENT A GRADE? HAVE THEY DONE ENOUGH SUMMATIVE ASSESSMENTS? WHAT'S THEIR ACTUAL UNDERSTANDING OF THE CONTENT? AND IN THAT SITUATION, THEY REALIZE THAT THE UNDERSTANDING OF THEIR CONTENT IS BEYOND WHAT THE MATHEMATICAL INTERPRETATION IS, BECAUSE THE KID MISREAD FORMATIVE ASSESSMENTS, BUT THEY TURNED OUT THEY DID REALLY WELL IN THE SUMMATIVE ASSESSMENTS.

THEY REALLY UNDERSTAND THE CONTENT.

SO THE TEACHER, WHEN THEY PROVIDE THE GRADE, IS SUPPOSED TO REFLECT THAT SUMMARY OR THAT MASTERY OF CONTENT.

BUT THAT'S NOT NECESSARILY A DIRECT, MATHEMATICAL, CALCULATED ALGORITHM.

THE TEACHERS ARE GOING TO HAVE TO DO SOME INTERPRETATIONS AROUND THOSE THINGS IF THEY HAVE SUFFICIENT DATA TO DO THAT.

SO THAT'S SORT OF AN EXAMPLE OF SORT OF THE INTERPRETATION THAT WOULD NEED TO GO FORWARD AND THE DETAILS ABOUT THAT STILL NEED TO BE DEVELOPED.

AND THAT NEEDS TO HAPPEN IN CONVERSATIONS WITH TEACHERS AND SCHOOL ADMINISTRATORS AND AND CENTRAL OFFICE FOLKS.

HOW DO WE SORT OF HANDLE THAT? SO THE REGULATION IS SILENT ON THAT TOPIC.

AND I JUST WANT TO BE SURE THAT EVERYBODY UNDERSTANDS THAT THE REGULATION IS SILENT ON THAT CONCEPT THERE.

THE OTHER SORT OF TOPIC THAT HAS COME UP QUITE A BIT AND I'LL FLIP BACK TO THE PRIOR SLIDE HERE IS ABOUT THIS SORT OF A MAJOR CHANGE IS ABOUT THE CONCEPT OF HOMEWORK AND THE VALUE OF HOMEWORK HAS BEEN ENDLESSLY DEBATED AND IT'S BEEN ENDLESSLY DEBATED FOR AN INCREDIBLY LONG PERIOD OF TIME. AND IF THERE WAS CLEAR, CLEAR CONSENSUS ABOUT THE VALUE OF HOMEWORK, THEN WE WOULD NOT BE ENDLESSLY DEBATED.

AND THERE WERE. STRONG ARGUMENTS BOTH WAYS.

AND I'M NOT GOING TO COME DOWN AND SAY THIS IS GOOD OR THIS IS BAD OR THIS IS RIGHT OR THIS IS WRONG.

HOWEVER, IT IS TRUE HERE, AND I THINK WE COULD ALL ACCEPT THIS THAT THAT HOMEWORK.

WE CAN CONTROL THE ENVIRONMENT HERE OF ACADEMICS AND LEARNING AND WHETHER IT'S A CONDUCIVE LEARNING ENVIRONMENT HERE IN OUR BUILDINGS.

WE CAN DO THAT. WE CAN CREATE THOSE SUPPORTS IN THE CLASSROOMS. WE CAN CREATE THOSE SUPPORTS DURING LUNCH.

WE CAN CREATE THOSE SUPPORTS AFTER SCHOOL.

WE CAN CREATE LOTS OF STRUCTURED ENVIRONMENTS TO SUPPORT STUDENTS COMPLETING WORK WHEN THEY'RE WITH US.

BUT WE CAN'T DO THAT WHEN THEY'RE NOT WITH US.

WE CANNOT DO THAT WHEN THEY'RE AT HOME.

WE CANNOT DO THAT WHEN THEY'RE ON THEIR WAY HOME.

WE CANNOT DO THAT WHEN THEY ARE HANGING OUT WITH THEIR FRIENDS.

AND I THINK THE OTHER THING WE HAVE TO ACKNOWLEDGE HERE IS THAT DIFFERENT STUDENTS HAVE DIFFERENT EXPERIENCES, AND SOME OF THOSE ENVIRONMENTS FOR THOSE STUDENTS ARE CONDUCIVE TO SUPPORTING ACADEMICS AND GETTING THEIR WORK DONE.

AND OTHER STUDENTS IS LESS CONDUCIVE FOR THAT.

AND THAT'S THE CORE OF EQUITY, RIGHT? AND THAT'S THE CORE OF EQUITY IS ENSURING THAT THOSE STUDENTS WHO WHO MAY NOT BE HAVE A SITUATION WHERE IT'S IS SUPPORTIVE OF GETTING THE ACADEMICS COMPLETED OUTSIDE OF SCHOOL.

HOURS ARE NOT PUT AT A DISADVANTAGE BECAUSE OF THAT.

AND THAT'S SORT OF THE CORE OF EQUITY HERE.

SO WHAT WE'RE TRYING TO DO HERE WITH THIS CONCEPT IS BALANCE THAT NEED FOR ADDITIONAL TIME, ADDITIONAL PRACTICE. THE FACT THAT YOU DON'T LEARNING TO COMPLETE YOUR WORK IS A LIFE LESSON THAT WE ALL HAVE TO LEARN HOW TO DO THAT.

WE ALL HAVE TO LEARN HOW TO COMPLETE ASSIGNMENTS.

WE ALL HAVE TO LEARN HOW TO WORK INDEPENDENTLY WITH LESS STRUCTURED ENVIRONMENTS.

AND AS KIDS GET OLDER AND OLDER, WE NEED TO GIVE THEM MORE AND MORE OF THAT SO WE CAN TEACH THEM TO BECOME MORE INDEPENDENT AND MAKING THOSE REALLY GOOD DECISIONS AND HOW TO MANAGE THEIR TIME AND ALL THOSE THINGS.

AND WE NEED TO TEACH THOSE KIDS THAT SUPPORT THEM, THOSE IN THOSE WAYS.

SIMULTANEOUSLY ACKNOWLEDGING THE FACT THAT FOR SOME OF OUR KIDS, THAT'S JUST SIMPLY HARDER BECAUSE OF THE ENVIRONMENTS THAT THEY HAVE OUTSIDE OF OF SCHOOL, WHICH ARE BEYOND OUR CONTROL. AND SO WHAT THIS DOES IS THAT IT SAYS OK ACKNOWLEDGES THAT AND THAT THE RECOMMENDATION IS THAT WHILE THERE'S NO PROBLEM WITH ASSIGNING HOMEWORK AND THAT WAS AN INTERPRETATION IS THAT MEANS THERE COULD BE NO HOMEWORK.

THE POLICY DOES NOT SAY THAT.

THE REC DOES NOT SAY THAT, THAT THE ACTUAL GRADE SHOULD BE BASED ON THE WORK COMPLETED IN CLASS.

NOW, THAT DOES NOT MEAN THAT YOU CAN'T COLLECT IT AND YOU SHOULD COLLECT IT, AND YOU SHOULD INTERPRET IT AND USE IT AS A FORMATIVE ASSESSMENT.

PROVIDE FEEDBACK FOR YOURSELF ON STUDENT LEARNING.

PROVIDE FEEDBACK TO THE STUDENTS ON THEIR STUDENT LEARNING, BUT TO BE TRULY EQUITABLE.

GRADING THE PART COMPLETED OUTSIDE OF CLASS OR OUTSIDE OF SCHOOL, I SHOULD SAY IT'S AN EQUITY ISSUE.

[00:25:05]

SO THAT'S SORT OF THAT OTHER BIG ONE.

THE SPECIFICS ABOUT HOW THAT HAPPENS, AGAIN, NOT IN THE REGULATION, IT HAS TO BE INTERPRETED AT A SCHOOL LEVEL, HAS TO BE INTERPRETED AT THE INDIVIDUAL TEACHER LEVEL.

LOTS OF INTERPRETATIONS AND SPECIFICS TO BE DONE.

THE POLICY AND THE REGULATION ARE SILENT ON THE SPECIFICS AROUND THAT, AND THAT'S INTENTIONAL TO ALLOW THOSE INTERPRETATIONS TO HAPPEN AT THE LOCAL LEVEL, AS THEY SHOULD BE HAPPENING AT THE LOCAL LEVEL.

AND THE DEPARTMENT OF ACADEMICS.

CONTINUE ON HERE. BE SURE I GOT ALL THESE.

THE OTHER MAJOR CHANGE HERE AND I'LL GO TO THE LAST SLOT.

LAST BULLET POINT IS SORT OF THIS WEIGHTING FORMATIVE AND SOME OF ASSESSMENTS.

AND THIS IS SOMETHING THAT TEACHERS ARE ALREADY DOING ANYTHING.

THERE'S A LOT OF WAITING, A FORMATIVE ASSESSMENTS, AND THERE'S A LOT OF ARGUMENTS ABOUT HOW MUCH YOU WEIGHT ONE VERSUS THE OTHER.

AND SO WE'RE COMING UP WITH SOME STANDARD WEIGHTING SIMPLY TO A LITTLE BIT MORE CONSISTENCY ACROSS THE CLASSES.

AND THE 4060 IS RELATIVELY COMMON AMONGST TEACHERS AND MAYBE 7030, SOME WOULD BE A LITTLE BIT MORE, 70, 30, THAT'S SORT OF A THING.

BUT WE WANTED TO JUST BE A LITTLE BIT MORE CONSISTENT, MORE DISCUSSIONS ABOUT WHAT IS A FORMATIVE ASSESSMENT OF APPROPRIATE FORMATIVE ASSESSMENTS, HOW TO DO THOSE, HOW TO REALLY USE THAT. AGAIN, THAT'S PART OF THAT WORK THAT NEEDS TO HAPPEN THIS UPCOMING YEAR.

AND THIS BEGINS TO REALLY SET THAT CONCEPT UP AS A GOOD POLICY DOES IS IT SETS UP FUTURE WORK THAT NEEDS TO BE DONE BECAUSE IT PROVIDES DIRECTION AND THE DIRECTION WE ARE GOING IN. SO THIS BEGINS TO SET THAT UP.

AND AGAIN, THOSE NUMBERS MAY, MAY CHANGE NEXT YEAR AS AS THE WORK GOES FORWARD.

LET ME JUST SAY. WELL, YOU KNOW, THAT'S NOT KIND OF WHERE WE WANT WE WANT TO TWEAK THAT A LITTLE BIT.

OKAY. IT'S IN THE REGULATION AND THAT NEEDS TO BE ADJUSTMENT.

IT SORT OF SETS THAT STANDARDIZATION CONCEPT AND BEGINS TO SAY, OKAY, WE'RE GOING TO WORK TO BE CONSISTENT ACROSS OUR CLASSES.

NOW, THE QUESTION IS, WHAT'S THE RIGHT ANSWER FOR THAT SAID AFTER THAT, THERE'S MOST OF THE REST OF THE CHANGES ARE RELATED TO SORT OF BREADCRUMBS. SO FOR EXAMPLE, AN ASSESSMENT EVALUATION, REALLY GOOD CONCEPT OF FORMATIVE ASSESSMENTS AND SOME OF ASSESSMENTS AND HOW THEY'RE SUPPOSED TO BE USED.

AND SO WE ADDED BREADCRUMBS TO THAT TO BE SURE THAT EVERYBODY'S AWARE OF WHAT YOU ALREADY HAD IN POLICY.

AND THEN, WELL, COURSE ASSIGNMENTS.

IT TALKS ABOUT CALCULATING GRADES AND HOW GRADES ARE SUPPOSED TO BE CALCULATED.

AND SO THAT'S GOOD INFORMATION.

AGAIN, NOT A CHANGE TO POLICY, JUST MAKING PEOPLE AWARE WHAT YOU ALREADY HAD IN THE BOOKS AS WELL.

AND ALSO IN THOSE THINGS, SOME OTHER THINGS.

I DIDN'T PUT IT IN MY DECK HERE, BUT TALKS ABOUT REASSESSMENTS AND WHEN IT IS APPROPRIATE TO DO REASSESSMENTS.

YOU ALREADY HAD GREAT CONTENT ON THAT IN AN EXISTING POLICY AND SO THAT WAS PART OF THE COVERED PROVISIONS.

BUT IT'S BEEN REMOVED BECAUSE YOU'VE ALREADY HAD GREAT AN EXAMPLE OF WHEN STUDENTS SHOULD BE REASSESSED.

THAT WAS CONSISTENT WITH WHAT WE'VE HEARD.

IT'S WHEN THE STUDENTS HAVE DONE ADDITIONAL WORK AND WE BELIEVE THAT THEIR THEIR UNDERSTANDING, THE CONTENT HAS GONE UP AND THAT'S AN APPROPRIATE OPPORTUNITY FOR REASSESSMENT. SO THAT WAS PRETTY LONG WINDED, BUT THAT WAS A LOT OF CONTENT TO COVER AND I AM HAPPY TO TAKE ANY QUESTIONS THAT YOU MAY HAVE, MAY HAVE TO RELY ON.

DR. GONZALES TO HELP ME RESPOND TO SOME OF THOSE QUESTIONS, WILL START MY PRESENTATION AND TAKE ANY QUESTIONS YOU MAY HAVE.

ALL RIGHT. THANK YOU, MR. SMITH. ACTUALLY, I'M GOING TO GO A LITTLE BIT OUT OF ORDER HERE.

BEFORE WE DO QUESTIONS, I FEEL REALLY SORT OF COMPELLED TO SAY A FEW THINGS.

FIRST AND FOREMOST, I'M GOING TO FULLY ACKNOWLEDGE THAT THIS IS NOT THE IDEAL TIME TO BE APPROVING GRADING POLICY. I THINK THE INTENT WAS THERE TO HAVE THIS DONE PRIOR TO THIS FULL YEAR.

AND FOR MULTIPLE REASONS, WE COULDN'T GET IT DONE LIKE WE WANT IT TO.

HOWEVER, I WILL SAY THAT I THINK MATT WORKED DILIGENTLY AND DID THE BEST THAT YOU COULD UNDER ALL THE CIRCUMSTANCES AND ALL THE MOVING PARTS.

SO I DO APPRECIATE THAT.

I APPRECIATE THAT.

ONE OF THE THINGS THAT THE TEACHERS HAVE ASKED FOR WHO'VE BEEN A PART OF THIS COMMITTEE WORK IS TO NOT MAKE CHANGES IN THE MIDDLE OF THE YEAR AGAIN.

SO I WANT TO ACKNOWLEDGE THAT.

BUT I ALSO WANT TO ADD, I THINK THIS IS A BIGGER CONVERSATION THAT I WANT TO ADD SOME CONTEXT TO, AND THAT IS IN REGARDS TO THE WORK THAT WE HAVE CHARGED OURSELVES TO DO, AND THAT IS RACIAL EQUITY.

[00:30:03]

I KNOW THAT A LOT OF THE SCHOOL LEADERS HAVE BEEN READING THIS BOOK.

I THINK THE BOARD NEEDS TO GET EVERYBODY ON THE BOARD NEEDS TO GET A COPY OF THIS BOOK.

AND AS I WATCH SOME OF THE COMMENTS COME IN AND HEARD SOME OF THE CONCERNS, THERE WERE SOME THINGS THAT I REMEMBER FROM THIS BOOK THAT REALLY POPPED OUT FOR ME, AND SO I WANT TO SHARE THOSE. THE FIRST COMES AND BY THE WAY, THIS IS THE BOOK ACADEMIC BY CHRISTOPHER EMDIN.

HE ALSO WROTE FOR WHITE FOLKS WHO TEACH IN THE HOOD AND.

I'M JUST GOING TO START WITH A FEW THINGS.

THE FIRST THING IS THAT.

IT'S REALLY IMPORTANT FOR US AS EDUCATORS TO REMEMBER THAT WE ARE PAWNS OF THE INSTITUTIONS THAT GAVE US OUR EDUCATION. AND SO ALL THE THINGS THAT WE KNOW AND BELIEVE TO BE RIGHT AND CORRECT AND TRUE, I THINK WE HAVE TO ACKNOWLEDGE THAT WE LEARN THOSE IN A SYSTEM THAT WAS DESIGNED TO BE OPPRESSIVE, PARTICULARLY TO PEOPLE OF COLOR.

AND AS EDUCATORS, SOMETIMES WE HAVE TO LOOK DEEP WITHIN.

TO CHANGE THAT AND THINK ABOUT THE WAYS IN WHICH WE CONTINUE TO DO THINGS JUST BECAUSE IT'S HOW IT'S ALWAYS BEEN DONE.

AND DO THINGS BECAUSE.

WELL, THAT'S JUST THE WAY.

BECAUSE OUR WAY IS PRETTY FLAWED.

WE WILL NOT REACH RACIAL EQUITY WITHOUT GETTING REALLY SERIOUS ABOUT CHANGING OUR PEDAGOGY.

SO THAT'S ONE OF THE FIRST THINGS.

THE OTHER THING IN THIS BOOK THAT HE TALKS ABOUT.

IS. YOU KNOW, THERE ARE SORT OF THREE TYPES THAT WE'RE GOING TO ENCOUNTER IN EDUCATION.

AND HE TALKS ABOUT HATERS.

HE TALKS ABOUT ELEVATORS AND SUCKERS.

AND I WANT TO READ A LITTLE BIT ABOUT THE ELEVATORS, BECAUSE I THINK THAT REALLY RESONATED WITH ME.

THE ELEVATOR IS AN INDIVIDUAL OR GROUP OF PEOPLE WHOSE GOAL IS TO CHALLENGE YOU TO SEE FROM A DIFFERENT VANTAGE POINT THAN YOU HAVE BEEN TRAINED TO.

THEIR CHALLENGE TO YOU MAY COME IN THE FORM OF STATEMENTS THAT QUESTION YOUR CREDIBILITY TO TEACH OR LEAD.

CHALLENGE YOUR PATIENTS OR DISRUPT YOUR COMFORT.

BUTTONS WILL BE PUSHED.

THE MOST IMPORTANT THING ABOUT ELEVATORS IS THAT THE CHALLENGES THEY GIVE YOU, HOWEVER GRATING TO YOUR EGO, ARE WRAPPED IN LOVE AND A DESIRE FOR YOU TO BE BETTER.

THE MAJOR POINT HERE IS THAT SOME PEOPLE ARE DESIGNED TO TAKE YOU HIGHER, BUT WE'LL PUT YOU IN A PLACE OF DISCOMFORT ON YOUR PATH TO GETTING THERE.

THEY WILL SAY THINGS TO YOU THAT HURT YOUR FEELINGS OR GIVE YOU ADVICE THAT YOU WILL TAKE HARD.

THEY MAY SHAKE YOU UP OR MAKE YOU BELIEVE THAT YOU WOULD BE BETTER OFF STEPPING OUT OF THE ELEVATOR.

BUT DESPITE THIS, IT IS ESSENTIAL THAT YOU HEED WHAT THEY SAY.

EVEN IF YOUR INSTITUTIONAL LOGIC MAY BE TELLING YOU TO DO SOMETHING DIFFERENT.

I THINK THAT AS WE TALK THROUGH THIS GRADING POLICY.

AS EDUCATORS.

WE NEED TO STEP ON THE ELEVATOR.

I THINK THAT THERE ARE THERE IS A ROLE IN SCHOOL LEADERS, AND THEIR ROLE IS TO MAKE SURE THAT WE AS TEACHERS, PARAPROFESSIONALS, ALL OF US STEP ON THE ELEVATOR BECAUSE IT IS UNCOMFORTABLE WHEN YOU PUSH THE BUTTON.

BUT MA'AM, WHEN YOU GET TO THE TOP AND YOU CAN SEE THE VIEW.

THAT'S WHERE YOU GET TO SEE, HEY, MAYBE WE CAN DO THINGS DIFFERENTLY.

I HAVE HAD SEVERAL ELEVATORS IN MY CAREER.

I HAD I HAD ELEVATORS AND I HAD ADMINISTRATORS WHO CAME TO ME AND SAID, YOU KNOW WHAT? I KNOW THAT YOU THINK THIS IS OKAY.

I KNOW THAT YOU THINK THIS IS WORKING.

BUT LET ME TELL YOU HOW YOU CAN MAKE IT BETTER.

[00:35:02]

BUT PART OF THE PROFESSION, WE AS PROFESSIONALS, WE HAVE TO LISTEN TO EACH OTHER AND LEADERS ARE PUT IN PLACE FOR A REASON.

SO, YOU KNOW, I JUST KIND OF WANT TO THROW THAT OUT THERE BECAUSE I THINK.

IT REALLY IS TIME FOR US TO GET ON THE ELEVATOR IN TERMS OF THIS GRADING POLICY STUFF LIKE THE ZERO VERSUS FIFTIES THING.

WE WERE TALKING ABOUT THAT IN 2005 WHEN I CAME TO ASPS.

IT HAS TO STOP.

WE HAVE TO MOVE FORWARD.

YOU KNOW, I SAY IT BECAUSE I THINK THAT.

ACTUALLY, I'M GOING TO TAKE ONE MORE STEP BACK AND I SWEAR I'M GOING TO MOVE ON.

I THINK PART OF THE ISSUE WITH GRADING AS WELL, AND I'M REALLY GLAD THAT MATT BROUGHT THIS UP IS THIS ISSUE WITH FORMATIVE VERSUS SUMMATIVE ASSESSMENT.

AND WHAT'S HAPPENING IS I DON'T THINK ALL OF US AS EDUCATORS TRULY UNDERSTAND THE PURPOSE OF THOSE ASSESSMENTS.

AND SO BECAUSE WE DON'T UNDERSTAND THE PURPOSE, THEN WE'RE ACTUALLY PUNISHING STUDENTS FOR THINGS THAT ARE REALLY NOT THEIR FAULT.

THEY'RE OURS.

SO I THINK WHILE, YOU KNOW, THERE'S THIS YOU KNOW, THIS POLICY AS IT STANDS NOW IS A FRAMEWORK.

I THINK NEXT STEPS ARE REALLY FLESHING OUT AND REALLY OWNING AND GETTING CLEAR ON WHAT SUMMATIVE ASSESSMENT IS AND THE PURPOSE OF THAT, WHAT FORMATIVE ASSESSMENT IS, AND THE PURPOSE OF THAT.

AND THEN I DO THINK WE NEED TO START TO SEPARATE OUT.

WHAT I ONE OF THE THINGS I WANT TO USE YOUR WORD MAT STEWARDSHIP SKILLS.

RIGHT. BECAUSE THERE ARE THE SKILLS THAT ARE RELATED TO BEING A GOOD STUDENT OR WHAT.

LET ME SAY THIS WHAT WE CALL A GOOD STUDENT, BECAUSE I CAN ARGUE SOME THINGS ABOUT THAT AS WELL.

BUT THERE ARE SOME SKILLS RELATED TO BEING A STUDENT.

AND IT DOESN'T NECESSARILY MEAN THAT THE STUDENTS AREN'T ABLE TO MASTER THE STANDARDS.

AND OUR JOB IS TO TEACH THE STANDARDS.

AND QUITE FRANKLY, I HAD TO COME TO TERMS WITH THIS AS A TEACHER AS WELL.

MOST OF MY KIDS AREN'T MASTERING THE STANDARDS.

MOST OF THE TIME THAT HAS SOMETHING TO DO WITH ME AND NOT THEM.

SO I'M JUST GOING TO THROW THAT OUT THERE BECAUSE I THINK WE NEED TO THINK ABOUT THIS AS A BIGGER ISSUE, YOU KNOW, BEFORE WE START GOING DOWN INTO THE WEEDS.

SO THAT'S JUST I HAD TO FRAME THAT IN QUESTIONS NEXT.

SO IT WAS A GREAT PRESENTATION, BY THE WAY.

THANK YOU, MATT. I THINK MY COMMENTS STAND FROM ALSO MY OPINIONS WHEN I FIRST READ IT AND CONVERSATIONS I'VE HAD TODAY WITH MANY TEACHERS, STUDENTS, PEOPLE ABOUT THESE POLICIES.

I'M GETTING A LITTLE BIT INTO THE NITTY GRITTY OF TWO SPECIFIC POINTS, BUT THEY ARE THE POINTS THAT STOOD OUT TO ME SPECIFICALLY IN THIS POLICY, ESPECIALLY WITH THE OUTSIDE OF SCHOOL WORK NOT BEING GRADED.

THAT'S MY FIRST POINT.

IF STUDENTS NO LONGER HAVE WHAT WE'RE DESIGNATING AS HOMEWORK TO BE GRADED, MANY STUDENTS I KNOW WILL NOT DO THAT OUTSIDE OF OUTSIDE OF SCHOOL, IF I'M BEING HONEST.

AND THAT ALSO THEN MEANS THEY DON'T HAVE AS MUCH PRACTICE IN THE FIRST PLACE.

AND IF WE'RE MAKING THAT WHERE NOW, THAT'S PART OF THE FORMATIVE ASSIGNMENTS THAT WE'RE NOW CUTTING DOWN ON TO, AND WE'RE MAKING SUMMATIVE ASSIGNMENTS MORE OF A THING.

BUT THAT'S ALSO PUTTING A LOT OF PRESSURE ON SUMMATIVE ASSIGNMENTS.

STUDENTS ARE BAD TEST TAKERS.

SOMETIMES STUDENTS HAVE TEST ANXIETY AND THEN ALSO IS NOT GOING BACK TO POLICIES WE HAD BEFORE WHERE TESTS WERE THE BIG THING BUT ISN'T AREN'T WE SUPPOSED TO BE SHOWING MASTERY BUT IS ONE TEST REALLY PROVING MASTERY IS ALSO THE QUESTION OR IS SUMMATIVE ASSESSMENTS SHOWING MASTERY? AND THEN ALSO, IF WE TAKE AWAY GRADING OUT OF OUTSIDE OF WORK OR OUTSIDE OF SCHOOL WORK, IF WE TAKE AWAY THAT WHEN STUDENTS GO TO POSSIBLY COLLEGE AS THEIR POST-SECONDARY PLANS, THEY ARE NOT PREPARED FOR THAT.

THEY ARE NOT PREPARED FOR THE WORKLOAD THAT COLLEGE WILL BRING TO THEM IF THEY ARE TAUGHT THAT OUTSIDE OF SCHOOLWORK IS JUST PRACTICE BECAUSE THEY WILL HAVE TO TURN THAT INTO COLLEGE PROBABLY, AND THEN THEY WON'T KNOW HOW TO DO THAT AND ANY OTHER RESPONSIBILITIES THEY HAVE POST-SECONDARY THAT THEY HAVE TO DO OUTSIDE OF THEIR JOB.

THEY MIGHT UNDERSTAND THAT THAT THEREFORE HAS TO BE TURNED IN, AND THAT'S A RESPONSIBILITY THEY HAVE DURING THEIR JOB.

AND PLAINLY, MANY TEACHERS HAVE ALSO EXPRESSED FRUSTRATION WITH NOT BEING A PART OF THIS PROCESS AS CLOSELY AS THEY COULD HAVE BEEN

[00:40:01]

BUT ALSO TAKING AWAY LUNCH AND LEARN WAS ALSO A TIME WHERE STUDENTS HAD THAT AT SCHOOL WHERE THEY COULD GET SUPPORTS, BECAUSE WE'RE ALSO TALKING ABOUT OFFERING MORE STUDENT SUPPORT DURING HOMEWORK EMOTIONALLY.

BUT WE DON'T HAVE THAT ANYMORE.

WE DON'T HAVE TIME AT SCHOOL TO DO THAT OR TIME FOR STUDENTS WHO MAY NOT HAVE THE HOME SITUATION TO BE ABLE TO DO HOMEWORK.

THEY CANNOT DO THAT IN SCHOOL, THEREFORE.

AND IF WE TAKE AWAY WORK OUTSIDE OF CLASS, THIS DISRUPTS SO MANY DIFFERENT CLASSES AND AND INCREASES THE DIFFERENCE BETWEEN A STANDARD LEVEL COURSE AND ANY HONORS OR AP COURSES.

THERE IS ALREADY SUCH A DIFFERENCE IN BETWEEN THOSE COURSES, BUT WE WANT EVERYONE TO BE ABLE TO WORK UP TO THE HIGHEST LEVEL OF COURSES THEY CAN TAKE.

BUT IF WE ARE PUTTING THIS ON AP EXAMS ARE STILL GOING TO HAPPEN AND STUDENTS WILL NOT BE READY FOR THAT.

AND THEN IF WE ALSO WANT STANDARD STUDENTS TO BE ABLE TO GET UP TO AP CLASSES, THEY WILL NOT BE ABLE TO BECAUSE OF SUCH DIFFERENCE BETWEEN THOSE COURSES NOW WITHOUT HAVING TO DO ANY OUTSIDE WORK.

THOSE ARE MY MAIN POINTS, BUT I JUST WANTED TO BRING THOSE UP, ESPECIALLY BEFORE THIS IS DISCUSSED OR PASSED OR VOTED ON.

AND THOSE WERE EXPRESSED BY STUDENTS, FACULTY AND MANY OTHER PEOPLE.

AND I HOPE THAT YOU'LL TAKE THEM ALL INTO CONSIDERATION BEFORE YOU VOTE.

THANK YOU. DR.

REEF. WELL, THANK YOU.

THIS IS A ROBUST DISCUSSION.

I CAN SEE AND I HAVE A LOT OF A LOT OF THOUGHTS AND A LOT OF FEELINGS RIGHT NOW.

WHERE TO START? WELL, FIRST OF ALL, I GUESS I WANT TO THANK MATT SMITH FOR FOR WORKING ON THIS.

AND I JUST WANTED TO KIND OF SHARE SOME PERSPECTIVE I BRING AS SOMEONE WHO'S BEEN SITTING ON THE EQUITY POLICY AUDIT STEERING COMMITTEE FOR A COUPLE MAYBE YEARS NOW.

I AGREE. CHARLES DUTTON WE'VE BEEN TALKING ABOUT SOME OF THESE THINGS FOR A LONG TIME.

PRE-PANDEMIC WE WERE TALKING ABOUT THE 100 POINT GRADING SCALE AND HOW THAT IMPACTS STUDENTS AND HOW ZEROS IMPACT STUDENTS.

AND THEN WE ADOPTED A NEW STRATEGIC PLAN, AND WE WANTED TO TAKE A SYSTEMIC LOOK AT SOME OF OUR SCHOOL DIVISION POLICIES.

AND SO WE CREATED THIS EQUITY POLICY AUDIT THAT'S BEEN GOING ON.

AND ONE OF THE THINGS THAT HAPPENED WHILE I WAS ON THAT IS WE PUT THE GRADING POLICY ASIDE, BECAUSE MY UNDERSTANDING WAS THERE WAS A GRADING POLICY COMMITTEE THAT WAS FORMED AT THE HIGH SCHOOL.

AND SO THE EQUITY POLICY AUDIT PROCESS WASN'T IT WAS REALLY KIND OF GIVEN TO THIS GRADING POLICY COMMITTEE TO TO WORK ON. AND THEN WHEN THE PANDEMIC HIT, WE PUT IN PLACE THE SCHOOL BOARD, PUT IN PLACE SOME ACCOMMODATIONS TO SUPPORT STUDENTS AROUND GRADES BECAUSE OBVIOUSLY WE HAD VIRTUAL LEARNING.

COMPLETING ASSIGNMENTS WAS IMPACTED BY THINGS LIKE ISOLATION AND QUARANTINE.

AND THEN LAST YEAR, THE BEGINNING OF THE SCHOOL YEAR, WE HAD TO DECIDE, ARE WE GOING TO KEEP THOSE IN PLACE OR NOT? SO THEY WERE KIND OF TWEAKED.

AND, YOU KNOW, IN JUNE I WAS AT AN EQUITY POLICY AUDIT STEERING COMMITTEE AND MATT SMITH WAS THERE AND MR. BALAS JOINED US.

AND AND I JUST WANT TO KIND OF ACKNOWLEDGE THAT ONE OF THE THINGS MR. BALA SAID AT THAT MEETING THAT I REMEMBER WAS WHATEVER IT SOUNDED LIKE THE GRADING POLICY COMMITTEE WAS, THERE WAS LIKE SOME TENSION ON IT, THERE WAS SOME DISAGREEMENT ON IT.

AND I'D LOVE TO HEAR MORE ABOUT THAT COMMITTEE AND WHO WORKED ON IT.

BUT BUT I WILL SAY THAT WHAT MR. BAYLESS DID SAY AT THAT MEETING THAT I REMEMBER WAS, PLEASE JUST LIKE HAVE A POLICY IN PLACE BEFORE THE SCHOOL YEAR STARTS.

AND SO I'M NOT SURE WHERE THE PROCESS BROKE DOWN OVER THE SUMMER.

WE'VE HAD LEADERSHIP CHANGES, ETC..

SO I JUST WANT TO START OFF ALSO BY APOLOGIZING TO THE TEACHERS, THE STAFF, THE STUDENTS THAT THIS IS NOT IN PLACE BEFORE THE SCHOOL YEAR STARTS.

THAT'S UNACCEPTABLE.

AND I KNOW ANECDOTALLY, I'VE HEARD, YOU KNOW, THAT TEACHERS ARE LETTING STUDENTS KNOW.

WELL, WE'RE KIND OF WAITING ON THE SCHOOL BOARD TO LET YOU KNOW HOW YOU'RE GOING TO BE GRADED.

THAT'S JUST ABSOLUTELY NOT ACCEPTABLE.

AND I DON'T THINK IT CAN HAPPEN AGAIN.

SO I THINK MY QUESTION IS LIKE, HOW DO WE GET TO THIS PLACE? BECAUSE I YOU KNOW, I REALLY APPRECIATE THE COMMENTS THAT YOU MADE.

I THINK THEY'RE VERY COMPELLING.

I THINK WE ABSOLUTELY NEED TO HAVE THIS CONVERSATION AS A SCHOOL DIVISION.

I THINK IF THIS IS SO IMPORTANT, WHY ARE WE WHY DID WE GO ABOUT IT IN THIS WAY? YOU KNOW, WE'RE NOT SETTING OURSELVES UP TO BE SUCCESSFUL HERE.

AND THAT'S WHAT I'M REALLY CONCERNED ABOUT.

AND I THINK, YOU KNOW, I KIND OF EVEN WAS WONDERING, I DON'T KNOW IF ANYBODY WANTS TO SPEAK

[00:45:07]

AND I JUST THINK IF WE DON'T HAVE IF WE DON'T IF I'M JUST CONCERNED THAT THIS IS, AGAIN, NOT GOING TO BE SUCCESSFUL, I DON'T KNOW.

SO MAYBE I'LL JUST STOP THERE AND I'LL PROBABLY CIRCLE BACK LATER.

THANKS. SO, DR.

HATCH, I KNOW MR. SMITH IS ON. CAN YOU SPEAK TO A LITTLE BIT OF LIKE HOW SOME OF THE THINGS FROM WHAT THE CURRENT POLICY IS TO WHAT IS PROPOSED HERE? BECAUSE I THINK THAT'S IMPORTANT TO UNDERSTAND, TOO.

AND I ALSO I BELIEVE THAT A LOT OF THE CONVERSATION WAS AROUND US TRYING TO TO MAKE SURE, EVEN WITH THIS POLICY, WHATEVER THE BOARD DOES TODAY, THAT THIS IS NOT AN END ALL, BE ALL.

SO THIS IS SOMETHING THAT IS GOING TO EVOLVE OVER TIME.

IT'S SIMILAR TO WHEN WE HAD TO PIVOT, WHEN WE WENT INTO TO COVID AND WE HAD TO CHANGE OUR PRACTICES.

AND I KNOW THAT ONE THING THAT WAS VERY IMPORTANT TO TO MANY OF WE'RE NOT GOING TO SAY ALL OF THE COMMITTEE MEMBERS, BUT I KNOW I'VE HAD CONVERSATIONS WITH SOME OF THE COMMITTEE MEMBERS TO HAVE SOMETHING IN PLACE FOR WHEN SCHOOL STARTED THIS YEAR SO THAT IT WASN'T LIKE, YOU KNOW, WHAT ARE WE SUPPOSED TO DO? HOW ARE WE SUPPOSED TO GRADE? AND THAT WAS REALLY THE SENSE OF URGENCY TO TRY TO GET SOME PART OF THIS POLICY PUSHED FORWARD.

BEING THAT IT IS THE FIRST WEEK OF SCHOOL, I AGREE WITH YOU ALL THESE ARE THINGS THAT SHOULD HAPPEN PRIOR TO SCHOOL HAPPENING.

SO I WOULD AGREE WITH THAT TOO.

BUT I DO KNOW THAT IT'S TRYING TO HAVE JUST SOME BASELINE TO START WITH AND ALLOW FOR THIS UPCOMING YEAR TO REALLY MONITOR HOW THIS WORKS AND CONTINUE TO HAVE THE GRADING COMMITTEE TO WORK THROUGH THIS, AS WELL AS TEACHERS PROVIDING FEEDBACK AT THAT POINT AND WHAT IS HAPPENING WITH STUDENTS WITH THESE REVISED POLICIES THAT ARE IN PLACE.

SO, I MEAN, I JUST I WANTED TO PUT OUT THERE THAT THIS IS NOT SOMETHING WHERE THE DECISION TODAY, THIS IS SET IN STONE FOREVER.

AND I WAS HOPING THAT MR. SMITH COULD SPEAK TO JUST SOME OF THE THE CHANGES FOR REGARDS TO 40, 60 OF WHAT WE HAD IN A POLICY BEFORE.

JUST TO GIVE SOME CONTEXT TO SOME OF THE REVISIONS THAT WERE BEING PROPOSED.

SO I'M I'M HAPPY.

I'M HAPPY TO. HAPPY TO ADDRESS THAT SITUATION.

AND IF ANYBODY, WE PROVIDE TRACK CHANGES, VERSIONS OF ALL THE POLICIES.

SO YOU CAN SEE THOSE WITH RED LINE CHANGES BECAUSE IT'S JUST REALLY CRYSTAL CLEAR AROUND THOSE.

SO I SORT OF GET TO THE WHOLE 4060 QUESTION.

THE CURRENT POLICY SIMPLY SAYS THAT THE TEACHER WILL USE A COMBINATION OF FORMATIVE ASSESSMENT, FEEDBACK, DATA AND SUMMATIVE EVALUATION TASKS AND ASSIGNMENTS.

ASSIGN THE GRADE. IT JUST SAYS THAT IT DOESN'T GIVE ANY GUIDANCE AT ALL ABOUT HOW THOSE THINGS SHOULD BE WEIGHTED BETWEEN THOSE TWO THINGS.

SO THIS CHANGE SIMPLY ADDS ADDS THAT ONE LITTLE MORE MORE SPECIFICITY AROUND THOSE.

AND BASED ON THE FEEDBACK, THAT WAS A RELATIVELY NORMAL THING FOR MOST STAFF MEMBERS SORT OF IN THE MIDDLE OF THE GROUND.

SO THIS IS MORE ABOUT CREATING CONSISTENT CONSISTENCY ACROSS CLASSES FOR TEACHERS.

STUDENTS WHO EXPERIENCE ONE THING IN ONE CLASS IS SOMETHING DIFFERENT.

AND DIFFERENT CLASS AND DIFFERENT TEACHERS MADE SLIGHTLY DIFFERENT DECISIONS, BUT THESE ARE WITHIN THE GENERAL AREA THAT MOST OF THOSE HAPPENED.

THE OTHER THING IS THAT THE CURRENT PROVISION HAS IN THE CURRENT PROVISION, IT TALKS ABOUT THE NUMBER OF ASSESSMENTS WE'RE SUPPOSED TO BE PROVIDING IN THE COVID SECTION.

AND SO THAT WAS MOVED DOWN INTO THE INTO HERE TO TALK ABOUT THE NUMBER OF ASSESSMENTS THAT WERE NEED TO BE PROVIDED OVER THE COURSE OF THE YEAR. SO THAT'S NOT REALLY A CHANGE, IS IT, SORT OF MOVING IT FROM THE COVID PROVISION DOWN INTO THE MORE PERMANENT PART OF THE POLICY.

SO SO THAT'S ONE OF THOSE REALLY KEY CHANGES THAT WAS THAT WAS THERE AROUND THAT.

SO WE WANTED TO TALK ABOUT THE 40, 60 A LITTLE BIT.

SO WE'VE ADDRESSED THAT ISSUE AND I WOULD SUPPOSE PROBABLY THE OTHER BECAUSE WE'RE SORT OF SPEAKING ABOUT THIS HERE A LITTLE BIT.

AGAIN, THIS THIS SORT OF CHANGE IS AN INCREASED EMPHASIS ON WELL, IN THE COVID PROVISIONS, WHERE WE TALKED ABOUT IF STUDENTS MISSED WORK, THAT THEY WOULD HAVE TWO WEEKS TO MAKE UP ALL THE ASSIGNMENTS, ETC., ETC., ETC..

[00:50:06]

RIGHT? SO THAT WAS GOOD IN THE FACT THAT IT ACKNOWLEDGED THAT SOME KIDS MISSED WORK FOR A CERTAIN REASONS AND THE OPPORTUNITIES TO MAKE THAT UP, IF YOU STRUCK THE COVID PROVISIONS ENTIRELY, THAT WOULD DISAPPEAR.

AND SO ELEMENTS WERE MOVED DOWN FROM THOSE CODE PROVISIONS AROUND CREATING STANDARD SUPPORTS FOR KIDS AROUND THOSE DIDN'T SAY WHAT THEY'RE SUPPOSED TO BE.

THE COVID PROVISIONS WERE VERY PRESCRIPTIVE.

THEY MIGHT NEED TO PRESCRIPTIVE FOR A POLICY AND A REGULATION.

AND SO IT'S IT REMOVES THE PRESCRIPTIVE NESS.

SO IT'S ACTUALLY LESS PRESCRIPTIVE ABOUT MAKING IT WORK THAN WE'VE BEEN OPERATING UNDER FOR THE PAST COUPLE OF YEARS.

AND IT MOVES THAT DISCRETION TO THE SCHOOL LEVEL AND THE INTERPRETATION DOWN THERE.

SO THOSE ARE A COUPLE OF THE MAJOR CHANGES, DR.

HUTCHINGS, THAT YOU HAD THAT YOU'D MENTIONED.

DID I COVER THE QUESTIONS THAT YOU'D LIKE ME TO SPEAK TO YOU THERE? THANK YOU. THANK YOU SO MUCH FOR THAT EXPLANATION.

COULD YOU COULD YOU JUST TALK ABOUT THE AGAIN, THE PROCESS? SO IN JUNE, WHEN WE MET, I KNOW YOU ALL WERE COMING, YOU HAD WENT TO THE GRADING POLICY MEETING AND HAD BEEN A PART OF THOSE DISCUSSIONS.

SO DID THE 4060.

I'M JUST WONDERING SORT OF WHAT CAME OUT OF THE GRADING POLICY AND THEN LIKE SOME OF THE I DON'T KNOW IF YOU CAN SHARE, IF, YOU KNOW, LIKE SOME OF THE READINGS, THE BOOK THAT, FOR EXAMPLE, EDGERTON WAS SPEAKING ABOUT, LIKE WAS THE GRADING POLICY GROUP LOOKING AT SOME OF THESE MATERIALS OR ANY ANY INSIGHT YOU CAN PROVIDE ON THAT WOULD BE. I ACTUALLY CAN'T BECAUSE ALL THE GRADING POLICY WAS DOING ITS WORK.

I DIDN'T I WAS NOT ON BOARD AS A PERSON.

WHILE YOU WERE DOING ALL THOSE WORK, I CAME ON REALLY PRETTY MUCH AFTER THAT WAS DONE.

MY CHANCE WAS TO LISTEN.

AT THE END OF THE SCHOOL YEAR, THEY HOSTED A BIG, GREAT EVENT AT ALEXANDRIA CITY HIGH SCHOOL AND THERE WERE TWO GROUPS THAT TALKED ABOUT GRADING, AND I GOT TO LISTEN TO WHAT THOSE GROUPS SAID THERE, BUT I WAS NOT INVOLVED AT ALL.

AND THE GRADING POLICY COMMITTEE WORK, UNFORTUNATELY, BECAUSE IT WRAPPED UP BY THE TIME ESTHER CAME ON BOARD.

SO IS THERE ANY INSIGHT, THOUGH, OF WHAT WHAT WHAT THE CHANGES THAT ARE IN HERE? DID SOME OF THEM COME FROM THE THAT COMMITTEE? I GUESS THAT'S WHAT I'M TRYING TO UNDERSTAND.

WHAT CHANGES CAME FROM THE COMMITTEE OR MAYBE I DON'T KNOW.

I'M JUST NOT REALLY CLEAR WHO.

YEAH, THAT'S A GREAT QUESTION.

AND I DON'T HAVE I THINK ONE OF THE THINGS THAT IS MY UNDERSTANDING OF DR.

REEF IS THAT THE COMMITTEE HAD A HARD TIME OR STRUGGLING, REACHING CONSENSUS ON A TOPIC.

SO THEY DIDN'T REALLY HAVE WHAT WE WOULD CALL SPECIFIC RECOMMENDATIONS, WHERE WE COME OUT AND SAY, BE SURE YOU DO A BE SURE YOU DO, BE SURE YOU DO.

SEE. SO A CERTAIN EXTENT THEY WERE STILL A WORK IN PROGRESS AT THAT POINT IN TIME.

SO WITHOUT REALLY SPECIFIC RECOMMENDATIONS, IT'S REALLY HARD TO SAY WE WERE RESPONSIVE TO THE RECOMMENDATIONS BECAUSE THEY DIDN'T REALLY COME UP WITH VERY SPECIFIC ONES, LOTS OF COMMENTS, LOTS OF IDEAS, BUT NOT NECESSARILY SPECIFIC RECOMMENDATIONS.

SO THAT'S THAT'S PROBABLY ONE OF THE THINGS WE'RE LOOKING FOR SHALL BE THE RECOMMENDATIONS FROM THE GRADING COMMITTEE OR THOSE IN THE POLICY.

WELL, BECAUSE THEY HAD TO REACH CONSENSUS.

YET THERE'S REALLY NOTHING TO POINT TO TO SAY, HERE IT IS.

MISS IGNACIO.

OH, I WAS GOING TO ADD JUST A COMMENT.

OH, GO AHEAD. I WAS JUST GOING TO ADD THAT I KNOW A LOT OF SOME OF THE RECOMMENDATIONS CAME OUT OF THE MIDDLE SCHOOL.

MANY, MANY OF THE MIDDLE SCHOOL STAFF PROVIDED INSIGHT ABOUT SOME OF THE 4060 COMMENTS AND THINGS OF THAT NATURE.

AND REALLY WHAT WAS TRYING TO BE ACCOMPLISHED WAS TO HAVE SOME GROUND RULES TO START OFF THE YEAR, BECAUSE RIGHT NOW IT'S THE POLICY AS IS IT'S VERY GENERAL.

SO IT ALLOWS FOR EVERY TEACHER TO REALLY MAKE THEIR OWN DECISION ON WHAT THE PERCENTAGE IS GOING TO BE, WHETHER I'M GOING TO ACCEPT WORK, WHETHER I'M NOT GOING TO ACCEPT WORK.

AND THERE IS A DISPARITY THAT COMES ALONG WITH THAT BECAUSE THERE REALLY IS NO GROUND RULES.

IS THIS THE RIGHT THING? YOU KNOW, I DON'T I CAN'T SAY, HEY, 100%, EVERYBODY, THIS IS GOING TO BE OUR TICKET.

BUT I THINK IT'S A STARTING POINT AND I FEEL WE HAVE TO START SOMEWHERE.

DOES IT HAVE TO STAY HERE? I DON'T BELIEVE IT DOES.

I BELIEVE THAT THIS IS JUST GIVING US SOME GROUND RULES.

LET US WORK THROUGH IT.

LET US SPEND THIS YEAR TO SEE HOW THAT WORKS WITH STUDENTS.

I LOVE THE FACT THAT MS..

MILTON PROVIDED SOME INSIGHT ABOUT SOME OF THE CONVERSATIONS SHE'S HAD WITH WITH STUDENTS AS WELL AS WITH TEACHERS THIS UPCOMING YEAR.

IT WOULD ALLOW EVERYBODY TO HAVE SOME EXPERIENCE WITH IT AND NOT HAVE ACCUSATIONS OR ASSUMPTIONS AS TO WHAT IT'S DOING.

WE CAN THEN START HAVING SOME CONCRETE DATA ON HOW IT'S OPERATING.

[00:55:03]

IT'S LEAVING IT UP TO EVERYBODY TO JUST CHOOSE WHAT WE STAND FOR AS A SCHOOL SYSTEM.

AND I THINK THAT'S WHAT WE WERE DISCUSSING.

I KNOW WITH THE EQUITY POLICY TEAM OF THE OUTCOMES THAT WE WERE SEEKING WAS TO TRY TO HAVE SOME EQUITABLE PRACTICES THAT THAT WERE IN PLACE.

SO I THINK THIS IS REALLY JUST A STARTING POINT.

AND WHERE WE GO FROM HERE, IT'S IT'S JUST TIME IS GOING TO TELL.

I WANTED TO PUT THAT POINT OUT THAT THE MIDDLE SCHOOL THERE WAS MORE MIDDLE SCHOOL INPUT IN REGARDS TO SOME OF THESE RECOMMENDATIONS THAN HIGH SCHOOL INPUT.

WELL, I MEAN, THE MIDDLE SCHOOLS HAVE HAD MORE OF A STANDARD.

BASICALLY. I MEAN, THAT'S WHY THE RECOMMENDATION CAME FROM THE MIDDLE SCHOOLS.

THAT IS ACCURATE. SO THE MIDDLE SCHOOLS ALWAYS HAD THE 6040 SPLIT.

THAT WAS SOMETHING THAT WAS ALWAYS CONSISTENT AT THE MIDDLE SCHOOL.

IT JUST WASN'T EXISTED AT ALL SECONDARY SCHOOLS.

SO THIS IS THIS IS A NEW THIS WOULD BE NEW FOR HIGH SCHOOL.

NOT ALL HIGH SCHOOL TEACHERS WOULD HAVE WOULD HAVE IMPLEMENTED THIS IN THE PAST.

SOME MAY HAVE ALREADY, BUT NOT ALL.

BUT AT THE MIDDLE SCHOOL LEVEL, THIS WAS ALREADY A STANDARD AND THIS WAS A PRACTICE THAT THEY DID IT BOTH ON MIDDLE SCHOOL CAMPUSES.

MISS IGNACIO.

YES, THANK YOU AND THANK YOU FOR EVERYONE'S COMMENTS.

IN MY 30 YEARS, WE'VE CERTAINLY SEEN A LOT OF POLICIES AROUND GRADING AND REDISTRICTING AND ALL THOSE THINGS THAT ARE CONTROVERSIAL COME AROUND.

MY QUESTION ABOUT THIS PARTICULAR POLICY IS TYPICALLY, WELL, AT LEAST FROM MY UNDERSTANDING AND WORKING ON THE POLICIES THAT THERE WERE THREE OF US ASSIGNED TO WORKING ON THIS. JAY POLICIES THAT WE RECENTLY DID WITH DR.

CRAWFORD. AND IT WAS A PRETTY INTENSE PROCESS.

I THOUGHT WE HAD GOOGLE DOCS, WE HAD THEY KIND OF SEPARATED US AND MADE US ALL PUT OUR OWN STAMP ON IT AND THEN COME TOGETHER.

SO I'D LIKE TO SEE SOME OF THAT WORK BECAUSE THOSE POLICIES WERE IN THE GOOGLE DOC AVAILABLE FOR EVERYBODY TO SEE.

SO IT'S NOT CLEAR TO ME WHO ON THE BOARD IS BEEN A PART OF THIS POLICY DECISION AND IT'S A BOARD POLICY.

SO I THINK THAT'S VERY IMPORTANT THAT WE HAVE A BOARD WORKING ON A BOARD POLICY.

I DEFINITELY THINK WHEN YOU'RE TALKING ABOUT GRADING AND YOU'RE TALKING ABOUT ACADEMICS, A STUDENT VOICE IS VERY, VERY IMPORTANT.

AND EQUITY, OF COURSE, IS ALWAYS AT THE FOREFRONT OF THE WORK THAT WE DO.

I'M EXCITED THAT WE HAVE TWO NEW EXECUTIVE DIRECTORS COMING FORTH IN TEACHING AND LEARNING.

ONE HAS BEEN AT THE OR THE MIDDLE SCHOOL LEVEL AND ONE AT THE HIGH SCHOOL LEVEL.

I THINK THEY WILL PROVIDE US WITH SOME INSIGHT ON HOW TO MOVE FORWARD WITH THIS.

AND I'M REALLY CAUTIOUS ABOUT ASKING TEACHERS TO CHANGE SOMETHING NOW.

COVID HAS BEEN DIFFICULT FOR ALL OF US.

STARTING THE YEAR EARLY SUMMER SCHOOL ENDING SYLLABUS HAVE ALREADY BEEN EMAILED TO PARENTS OR SENT TO PARENTS.

BACK TO SCHOOL NIGHTS ARE COMING UP NEXT WEEK AND I FEEL LIKE IT'S ONE MORE PRESSURE THAT WE'RE ADDING TO OUR STAFF.

I THINK THEY'RE GOING TO NEED MORE PROFESSIONAL LEARNING AROUND STANDARD BASED LEARNING.

I THINK AT THE ELEMENTARY LEVEL, WE'RE SEEING IT MORE.

I THINK WE HAVE WORK TO DO AT THE SECONDARY LEVEL AND I CAN TELL YOU WE HAVE WORK TO DO AT THE SECONDARY LEVEL.

YOU KNOW, HOW DO WE ASSESS AND MEASURE MASTERY? WHAT DOES THAT LOOK LIKE FOR A TYPICAL HIGH SCHOOL SETTING THAT IS PREDOMINANTLY MULTIPLE CHOICE TESTS THAT WE LIKE TO DO, AND MANY KIDS AREN'T GOOD TEST TAKERS.

AND HOW DO WE STANDARDIZE LEARNING TO MAKE SURE THAT THAT THEY'RE NOT ONLY BEING ASSESSED APPROPRIATELY, BUT THE ASSESSMENTS ARE ALIGNED WITH OUR CURRICULUM? WHY ARE OUR KIDS MASTERING MASTERING MATERIAL AND NOT PASSING OUR SOLS AND NOT GETTING THAT VERIFIED CREDIT? SO I JUST THINK THERE ARE A LOT OF LAYERS TO GETTING THIS RIGHT.

AND I BELIEVE THAT IT STARTS WITH GETTING OUR STUDENTS AND OUR STAFF AND A MINIMUM OF THREE BOARD MEMBERS AT THE TABLE TO DO THIS.

SO MY RECOMMENDATION IS THAT WE DO CONTINUE TO TALK ABOUT IT, BUT THAT WE CONTINUE TO WORK ON IT.

AND THAT'S JUST MY THOUGHTS.

[01:00:04]

MOSTLY JUST COMMENTS AS WELL.

AND I ECHO EVERYBODY'S THOUGHTFUL REMARKS.

JUST WANT TO COVER KIND OF THREE DIFFERENT TOPICS.

ONE, JUST PROCESS AND THEN IMPACT AND THEN REALLY ULTIMATELY THE REGULATIONS PIECE OF THIS ONE.

IN TERMS OF PROCESS, I UNDERSTAND THE DESIRE.

AND MR. SMITH, I'M SO GLAD THAT YOU'VE BROUGHT THIS TO US AND WE'RE HAVING THIS CONVERSATION.

I KNOW THE TIMING REALLY STINKS.

AND AT THE SAME TIME, WE AS A BOARD, I'VE SAID THIS BEFORE, REALLY HAVE TO MOVE AWAY FROM DOING SOMETHING THAT'S AN INFO ACTION WITH NOT HAVING TRUE PUBLIC ENGAGEMENT. THIS IS A SPECIAL CALLED MEETING, SO THERE'S NO TIME FOR PUBLIC TESTIMONY TONIGHT.

TEACHERS HAVE JUST STARTED SCHOOL, SO THEY'RE READING THIS POLICY FOR THE FIRST TIME.

WE NEED TO BE BRINGING OUR COMMUNITY, OUR TEACHERS, OUR EDUCATORS, OUR STUDENTS ALONG WITH US, ESPECIALLY ON THESE REALLY BIGGER DECISIONS THAT WE'RE HAVING.

AND I THINK WE'RE MISSING THE BOAT ON THIS ONE IN PARTICULAR, YOU KNOW, PARTICULARLY LIKE WHAT'S THE RESEARCH BEHIND SOME OF THESE RECOMMENDATIONS? I ACTUALLY THINK SOME OF THESE THE POLICY RECOMMENDATIONS ARE QUITE GOOD, BUT WE HAVEN'T HAD THAT DISCUSSION.

WE HAVEN'T HAD THAT DISCUSSION.

WHAT WAS THE THOUGHT PROCESS OF WHY WE WENT THIS PARTICULAR WAY VERSUS ANOTHER RECOMMENDATION? I'D LOVE TO HEAR FROM SOME OF THE COMMITTEE MEMBERS THAT WERE PART OF THIS PROCESS IN TERMS OF WHAT THEIR THOUGHT PROCESS WAS.

I ACTUALLY THINK THAT THIS WOULD BE A REALLY GREAT WORK SESSION TOPIC FOR US TO WORK THROUGH AND THEN ALSO MAKE SURE THAT OUR TEACHERS ARE AT THE TABLE BECAUSE THIS IS GOING TO HAVE SUCH A BIG IMPACT, PARTICULARLY AT THEIR SECONDARY SCHOOL AND OUR HIGH SCHOOL STUDENTS IN OUR HIGH SCHOOL.

I HAD THE CHANCE TODAY TO GO TO ALEXANDRIA CITY HIGH SCHOOL.

AND THANK YOU, MS.. FREITAG, FOR HAVING ME FOR THE FIRST PERIOD THIS MORNING FOR YOUR THE US GOVERNMENT CLASS, HONORS CLASS AND I HAD A CHANCE TO TALK TO SENIOR SENIORS ABOUT POLICY ISSUES THAT ARE IMPACTING THEM.

AND WE ENDED UP PUTTING THIS POLICY UP ON THE BOARD AND TALKING THROUGH IT AND GETTING THEIR FEEDBACK.

AND I HEARD A LOT OF THINGS ECHOED THAT MS..

MILTON SHARED AS WELL, THAT, YOU KNOW, THERE IS A THERE IS A BIG CONCERN ABOUT WHAT IS THIS PARTICULARLY MEAN.

SO I THINK ONE OF THE OTHER THINGS, TOO, IS THAT I WANT TO KEEP WORKING ON THIS, BUT I ALSO BEFORE I APPROVE IT, I THINK WE ALSO NEED TO KNOW AND LOOK AND SEE WHAT THE REGULATIONS WOULD BE.

SO WE KNOW WHAT THE POLICY IMPACT WOULD ALSO BE ON FOLKS.

AND WE NEED TO DO THAT COLLABORATIVELY.

WE NEED TO BRING PEOPLE ALONG WITH US.

I MEAN, I CERTAINLY HEARD THE YOU KNOW, IF I'M NOT A GOOD TEST TAKER, HOW IS THAT GOING TO IMPACT ME, PARTICULARLY IF I'M IN A MATH MATH CLASS? YOU KNOW, SOME STUDENTS SAID I KIND OF RELY ON SOME OF THE HOMEWORK TO ACTUALLY HELP BOOST MY GRADE BECAUSE I'M NOT THE BEST TEST TAKER.

I HAD CERTAINLY HEARD ABOUT REMOVAL OF LUNCH AND LEARN, AND THAT HAD BEEN A QUITE A GREAT OPPORTUNITY TO CATCH UP ON SOME WORK WITHIN THE SCHOOL.

SO, YOU KNOW, I REALLY DO.

I AGREE WITH YOU, IGNACIO, THAT THIS IS I THINK THERE'S SOME GREAT RECOMMENDATIONS HERE.

I ACTUALLY REALLY WOULD LOVE TO DIVE INTO THE RESEARCH ABOUT THEM AND TALK THROUGH THEM.

BUT I THINK WE NEED TO WE DON'T NEED TO ADD AN EXTRA BURDEN ON OUR ON OUR TEACHERS AND OUR STUDENTS.

WE STARTED THE SCHOOL YEAR OFF IN SUCH A GREAT, POSITIVE WAY.

IT ACTUALLY FEELS LIKE WE'RE KIND OF GETTING BACK TO NORMAL AGAIN.

I'M JUST SEEING SUCH HOPE AND EXCITEMENT WITH OUR STAFF AND STUDENTS, AND I JUST WANT TO MAKE SURE THAT WE'RE CONTINUING TO DO WHATEVER WE CAN TO KEEP THAT MOMENTUM GOING AND TRY TO AVOID, YOU KNOW, IF WE CAN AVOID THE WORD PIVOT FOR THE FORESEEABLE FUTURE, I WOULD LIKE TO DO THAT.

I MEAN, I KNOW WE HAVE TO HAVE A STARTING POINT, BUT OUR STARTING POINT DOESN'T HAVE TO BE TODAY ON THIS ONE.

WE CAN FIGURE OUT WHERE THAT STARTING POINT IS, YOU KNOW, SO WE CAN HAVE A REALLY GOOD PROCESS, JUST LIKE THE TEACH INS THAT WE DID FOR THE RENAMING THE RENAMING PROJECT.

LIKE THIS IS THAT BIG OF A DEAL WHEN WE'RE TALKING ABOUT GRADING AN IMPACT.

LET'S LET'S BRING PEOPLE ALONG.

LET'S HAVE THOSE CONVERSATIONS AND THEN LET'S CREATE A POLICY THAT WE'RE ALL GOING TO BELIEVE IN THAT WILL IMPACT THE START OF THE SCHOOL YEAR NEXT YEAR.

SO THANK YOU. OKAY.

ANY OTHER QUESTIONS? OH, I'M SORRY.

YES, DR. SIMPSON.

THANK YOU, MADAM CHAIR. AND THANK YOU, MR. SMITH. I REALLY APPRECIATE YOUR PRESENTATION, PARTICULARLY THE ADDITIONAL COMMENTARY THAT YOU OFFERED IN RESPONSE TO THE LARGE AMOUNT OF FEEDBACK THAT WE GOT ON THIS POLICY.

SO I REALLY APPRECIATE YOU KIND OF DIVING INTO THE WEEDS AND IN PARTICULAR EXPLICATING THE DIFFERENCE BETWEEN POLICY AND REGULATION, BECAUSE THAT IS AN IMPORTANT POINT FOR ALL OF US TO HOLD AND TO REMEMBER.

I ALSO WANT TO PERSONALLY THANK ALL OF THE EDUCATORS THAT TOOK TIME OUT OF THEIR BUSY FIRST WEEK OF SCHOOL SCHEDULES TO WRITE TO US OR TO TALK ON THE PHONE OR WHATEVER THE CASE MAY BE. YOUR THOUGHTS ARE REALLY IMPORTANT, I THINK, TO ALL OF US UP HERE, SO WE APPRECIATE THAT.

WHEN I FIRST READ THIS POLICY, I WAS SUPER EXCITED ABOUT IT.

I VERY EASILY SAW THESE CONNECTIONS TO THE WORK OF JOSEPH FELDMAN ON EQUITABLE GRADING AND CAROL DWECK ON GROWTH MINDSET.

[01:05:02]

AND I SEE THESE PROPOSED CHANGES VERY CLEARLY LINKED TO OUR MISSION AND OUR VALUES AND OUR RACIAL, RACIAL EQUITY WORK.

AND THOSE ARE ALL VALUES THAT I HOLD TRUE FOR MYSELF TOO.

I ALSO NOTICED AND WE CAN GET ON THE WEEDS ON THIS LATER, SOME FEW PIECES OF POLICY THAT HAVE CONTRADICTORY LANGUAGE AROUND THAT AT HOME OR OUT OF CLASS WORK.

BUT AND I WAS PREPARED TONIGHT TO MAKE A SUGGESTION AROUND THE NOT HANDED INK CLAUSE AND THEN RUN WITH THIS AND GET EXCITED AND START IMPLEMENTING IT.

BUT THEN I STARTED TALKING TO OUR EDUCATORS, OUR EDUCATORS WHO WILL BE TASKED WITH IMPLEMENTING THESE CHANGES.

AND THEIR RESPONSES MADE IT SO CLEAR TO ME THAT WE ARE JUST NOT THERE YET.

WE'RE NOT WE HAVE NOT DONE THE WORK, AS I WAS SAYING, TO BRING PEOPLE ALONG SO THAT THEY UNDERSTAND HOW THIS IS SO INHERENTLY ROOTED IN EVERYTHING THAT WE'RE TRYING TO DO.

AND IT IS THE CORE OF OUR MISSION AND WHAT WE'RE TRYING TO GET DONE.

AND SO THAT SORT OF COUPLED WITH THE FACT THAT THE TIMING ISSUE THAT EVERYONE'S MENTIONING AROUND THIS BEING THE FOURTH DAY OF A NEW SCHOOL YEAR, A NEW SCHOOL YEAR THAT'S FOLLOWING TWO VERY DIFFICULT SCHOOL YEARS AND NEW SCHOOL YEAR WHERE MANY OF OUR TEACHERS, DESPITE FEELING FRUSTRATED AND TIRED AND OVERWHELMED, STILL DECIDED TO SHOW UP FOR US, STILL DECIDED TO WORK FOR US.

WHEN THIS IS A TIME WHEN THEY THEY HAD CHOICES, THEY COULD HAVE GONE SOMEWHERE ELSE.

SO I APPRECIATE THEM AND I JUST FEEL LIKE WE ARE NOT THERE YET.

AND I STRESS YET FROM THE CAROL DWECK PERSPECTIVE, I THINK WE WE CAN GET THERE.

I THINK THAT WE CAN MAKE A CONCERTED EFFORT TO ENGAGE OUR EDUCATORS AND TO CRAFT A MEANINGFUL POLICY AND ACCOMPANYING REGULATIONS THAT ACTUALLY ANSWER SOME OF THE QUESTIONS THAT THE REGULATIONS ARE SILENT ON AND WORK WITH PEOPLE SO THAT THEY'RE READY TO IMPLEMENT THIS AND THEY'RE READY TO IMPROVE EQUITY AS IT COMES TO GRADING IN OUR DIVISION.

I ALSO KNOW THAT EDUCATORS NEED A GRADING POLICY YESTERDAY BECAUSE THEY'RE ALREADY TEACHING OUR CLASSES AND ASSIGNING WORK.

SO I WANT TO PUT FORTH A MOTION TONIGHT THAT WE ACCEPT OR APPROVE THE POLICY ICSI, WHICH IS JUST THE POLICY ITSELF, AND THAT FOR THE PROPOSED REGULATIONS, WE REVISE THE NOVEMBER 2021 VERSION TO DO THREE THINGS.

ONE, STRIKE THE LANGUAGE SPECIFIC TO SCHOOL YEAR 2122, ADD IN THE REVISED LANGUAGE ON CLASS RANK, AND THREE ADD IN THE 6040 BREAKDOWN BETWEEN SUMMATIVE INFORMATIVE ASSESSMENTS.

SECOND, ALL RIGHT, SO WE HAVE THAT MOTION ON THE TABLE.

DR. HUTCHINGS, I WAS JUST GOING TO MENTION THAT MAYBE, MAYBE WE SHOULD I'M NOT A BOARD MEMBER, SO I DON'T GET TO VOTE, BUT MAYBE WE SHOULD CONSIDER JUST SPENDING THIS TIME THIS YEAR LOOKING THROUGH THE POLICY AND FORMING, YOU KNOW, HAVING AN EXTENSION OF OUR COMMITTEE.

WE HAVE A GRADING COMMITTEE ALREADY IN PLACE, BUT HAVING MORE OF LIKE SOME SUBCOMMITTEES AND GETTING SOME ADDITIONAL INPUT, BRINGING IN SOME OF THE RESEARCH, YOU KNOW, AS MS.. BOO'S MENTIONED EARLIER, SO THAT THE FACULTY AND STAFF CAN UNDERSTAND WHY SOME OF THESE RECOMMENDATIONS ARE BEING RECOMMENDED AND MAYBE EMBRACE IT A LITTLE MORE.

OF COURSE, NOTHING IS 100%, SO WE'RE NEVER GOING TO GET 100% OF THE PEOPLE ON BOARD.

BUT MAYBE IT COULD BE AN OPPORTUNITY TO EDUCATE SOME SOME OTHER FOLKS AND GET SOME INPUT FROM OUR STAFF SO THAT BY THE SPRING WE SHOULD BE ABLE TO COME TO THE BOARD WITH A RECOMMENDATION, AS WELL AS WITH A TIMELINE ON HOW THE PROFESSIONAL LEARNING WILL OCCUR, WHAT THAT GRADING POLICY WOULD LOOK LIKE, HOW IT WOULD BE IMPLEMENTED FOR THE FALL OF 2023.

AND THEN THAT CAN ALLOW THE ADDITIONAL TIME THAT THAT EVERYONE NEEDS AS WE MOVE FORWARD.

SO I DON'T KNOW IF THAT'S NOT AN EMOTION.

I'M JUST MAKING COMMENTS AS AS AS SOON AS THE SUPERINTENDENT.

RIGHT NOW. AND I ALSO THINK IT I'M LIKE I DON'T EVEN KNOW WHAT TO SAY TO THAT.

I STILL CAN MAKE RECOMMENDATIONS, BUT I THINK IT'S SOMETHING THAT COULD COULD HELP EVERYBODY.

BECAUSE AS I LISTENED TO TO MISS MILTON AND YOUR COMMENTS ARE REALLY COMPELLING TO ME.

AND I THINK IT'S IMPORTANT FOR FOR US TO, YOU KNOW, AS WE'RE THINKING ABOUT THIS YEAR AND THERE'S A LOT OF CHANGE THAT'S ALREADY HAPPENING.

YOU KNOW, WE HAVE A NEW INTERIM SUPERINTENDENT COMING IN.

WE HAVE PRINCIPALS THAT ARE MOVING INTO EXECUTIVE DIRECTOR ROLES AND ACTING PRINCIPALS AT OUR SCHOOLS.

THAT'S GOING TO BE HAPPENING OVER THE NEXT WEEK OR SO.

AND I JUST THINK WE NEED TO PUT ALL OF THAT INTO CONSIDERATION, TOO.

[01:10:04]

THAT HASN'T CHANGED MY PHILOSOPHY AROUND IT.

I DO THINK, THOUGH, THAT THE TIME WILL HELP AND ALLOW US TO GET MORE BUY IN SO THAT THIS CAN BE SUCCESSFUL AND NOT START OFF AS A PROBLEM.

SOMETHING THAT'S REALLY GOOD GOES REALLY BAD AND THAT'S NOT GOOD FOR KIDS AT THE END OF THE DAY TOO.

SO THOSE ARE JUST MY COMMENTS AND THANK YOU FOR GIVING ME THE TIME TO SPEAK.

YEAH, I APPRECIATE THAT RECOMMENDATION AND WE'D LOVE TO SEE THAT WORK HAPPEN AS WELL.

I THINK COMING BACK TO THE ELEVATOR METAPHOR, WE CAN WE CAN HOLD PEOPLE'S HANDS ON THAT ELEVATOR.

WE DON'T HAVE TO PUSH THEM ON AND EXPECT THEM TO RIDE.

SO I THINK EVERYTHING YOU JUST SAID, DR.

HUTCHINGS, I WOULD I WOULD FULLY SUPPORT AND I'D LOVE TO SEE THE PRODUCT OF THAT WORK EARLY NEXT YEAR.

YEAH. SO. I'M IN JUMP.

I WAS SORT OF IN I THINK MY MINDSET IS WHERE DR.

SIMPSON BAIRD WAS, YOU KNOW, AND.

YOU KNOW, I'M I AM GLAD THAT WE FINALLY HAD THE DISCUSSION BECAUSE TO BE HONEST, WE CAN'T COME HERE.

IN THE SPRING.

AND NOT HAVE FLESHED THIS OUT LIKE ENOUGH IS ENOUGH.

IT LITERALLY IS ENOUGH.

WE CAN'T HAVE ANOTHER YEAR OF OF KIDS GETTING ZEROS AND LIKE IT HAS TO END.

SO I'M GLAD WE HAD THE DISCUSSION.

I'M GLAD WE FORCED THE DISCUSSION.

I BELIEVE IN THE INTENT HERE.

AND I HAVE TO SAY ONE THING THAT I THAT I HEARD MULTIPLE TIMES THAT I THINK WE NEED TO NIP IN THE BUD RIGHT AWAY IS OUR CONCEPT OF SUMMATIVE ASSESSMENT.

IF WE THINK SUMMATIVE ASSESSMENT IS JUST TESTS, WE HAVE A HUGE PROBLEM.

WE SHOULD NOT JUST BE ASSESSING OUR KIDS BASED ON MULTIPLE CHOICE TESTS AND FILL IN THE BLANKS IN OUR TRADITIONAL INSTITUTIONAL WAYS THAT WE BELIEVE.

KIDS SHOULD SHOW WHAT THEY KNOW.

WE NEED TO HAVE MULTIPLE DIFFERENTIATED WAYS FOR OUR STUDENTS TO DEMONSTRATE THEIR LEARNING.

AND WHEN I HEAR A STUDENT SAY TO ME.

ONE TEST.

WE HAVE A PROBLEM BECAUSE THIS IS A VERY BRIGHT STUDENT.

THIS IS A STUDENT WHO HAS HAD SOME ADVANTAGES.

WHAT IS HAPPENING TO KIDS WHO AREN'T NECESSARILY WHERE MS..

MELTON IS BECAUSE OF THE EQUITY ISSUES THAT WE'RE TALKING ABOUT? WE WE HAVE TO DO BETTER.

SO I JUST HAD TO GET THAT OUT BECAUSE, YOU KNOW, IT'S PAINFUL.

IT'S TO A POINT WHERE IT'S PAINFUL.

UM. SO WHAT? I'M. FROM WHAT I'M HEARING, I THINK WE CAN TABLE THE DISCUSSION.

I DON'T EVEN THINK WE HAVE TO HAVE A MOTION TO DO ANYTHING.

MAYBE THE MOTION IS TO TABLE.

MS.. NIELSEN. THERE'S A MOTION FLOOR.

MADAM CHAIR. OH, SO WE HAVE A MOTION.

SORRY, WE HAVE A MOTION ON THE FLOOR, SO LET'S DEAL WITH THAT MOTION FIRST.

AND THEN THE SECOND.

ELON MUSK, SPACEX.

I DO THINK THAT TEACHERS NEED A GRADING POLICY, AND I'D LOVE TO.

I KNOW WE HAVE STAFF HERE IF I'M WRONG ABOUT THAT, AND WE CAN JUST MOVE ON FROM THIS AND WE DON'T NEED SOMETHING IN PLACE FOR THEM, PLEASE SPEAK UP.

BUT MY UNDERSTANDING IS THAT THEY NEED SOME DIRECTION FOR THIS YEAR.

AND I THINK WE HAVE A GENERAL.

SORRY. I THINK WE DO HAVE A WE HAVE A GENERAL POLICY THAT'S IN PLACE THAT WE'VE USED IN THE PAST.

AND PRINCIPALS CAN WORK WITH TEACHERS THROUGH THROUGH THAT.

AND WE ALREADY HAVE CONSISTENCY AT THE MIDDLE SCHOOLS ALREADY.

SO IT'S REALLY JUST MR. BALANCE WORKING WITH THE HIGH SCHOOL.

SO THIS MIGHT JUST BE A YEAR WHERE IT'S SIMILAR TO HOW IT'S BEEN IN THE PAST, BUT WE'RE ALSO WORKING THROUGH HOW WE'RE GOING TO TO BE A LITTLE MORE CONSISTENT SO THAT IT'S NOT, YOU KNOW, YOU GET A CERTAIN TREATMENT OR YOU HAVE A CERTAIN WAY OF BEING TAUGHT BECAUSE OF THE TEACHER YOU HAVE.

RIGHT. SO I THINK THAT WE DO HAVE A POLICY IS MORE GENERAL.

IT'S NOT A SPECIFIC IN PLACE.

RIGHT. MR. GREEN? YES.

THANK YOU, MADAM CHAIR.

[01:15:01]

DR. HUTCHINGS, IS THERE SOME CAN WE GET A BOARD BRIEF OR SOME KIND OF OUTLINE ON HOW WE MOVE FORWARD SO THAT WE HAVE SOMETHING TO WORK WITH AS A BOARD? AND WHO'S GOING TO BE INCLUDED IN THIS PROCESS MOVING FORWARD, PLEASE? YES. AND I THINK THAT'S SOMETHING WE CAN ACTUALLY BRING BACK TO THE EQUITY POLICY COMMITTEE, BECAUSE THEN WHAT THEY COULD DO IS SIMILAR TO WHAT WE DID WITH OTHER POLICIES WE CAN DEVELOP. WHAT WE DID IS WE HAD THE BOARD REPRESENTATIVE WORK WITH US TO DETERMINE LIKE WHAT BOARD MEMBERS WOULD REPRESENT FOR THIS PARTICULAR POLICY THAT WE'RE DISCUSSING, AND THEN THAT BOARD MEMBER OR THOSE BOARD MEMBERS WOULD THEN BE A PART OF THE GRADING COMMITTEE WE ALREADY HAVE, AND THEN WE WOULD HAVE TO WORK THROUGH WHAT ARE SOME SUBCOMMITTEES THAT WE MAY DO.

WE MAY DO SOMETHING WHERE WE'RE TALKING ABOUT SECONDARY SCHOOLS, BUT NOW WE'VE BROKEN IT UP BY HIGH SCHOOL IN MIDDLE SCHOOL.

I MEAN, THOSE ARE TYPES OF SUBCOMMITTEES THAT MIGHT HAPPEN.

SO, YES, WE COULD WE CAN COME UP WITH SOMETHING.

I THINK WHAT WE CAN DO IS PROVIDE A BOARD BRIEF THAT JUST GIVES AN OVERVIEW.

IT MAY NOT HAVE SPECIFICS, BUT TO SAY WE'RE GOING TO WORK WITH THE EQUITY TEAM, I MEAN, THE EQUITY POLICY COMMITTEE, WE'RE GOING TO THEN IDENTIFY THE BOARD REPRESENTATIVES.

WE'RE GOING TO ADD ON TO THE GRADING COMMITTEE AND GIVE OURSELVES A TIMELINE THAT WE'RE WORKING THROUGH.

AND THEN WHEN THAT TEAM HAS THEIR FIRST SESSION, THEIR FIRST TASK COULD BE TO WORK ON, WELL, WHAT DOES THAT TIMELINE LIKE? WHAT ARE THE ACTUAL COMPONENTS OF THE TIMELINE? AND THEN WE CAN SHARE THAT WITH THE BOARD AFTER.

SO THAT'S SOMETHING WE CAN SOLIDIFY THAT WE ARE MOVING IN THIS DIRECTION AND THEN HAVE THAT COMMITTEE WORK ON WHAT ALL THOSE NEXT STEPS LOOK LIKE.

YEAH, I THINK THE MORE INFORMATION THE BETTER AS WE SEE THE EXTREME NEED FOR THIS THAT WE NEED TO MOVE FORWARD AS QUICK AS POSSIBLE TO GET THIS COMPLETE AND ALSO BE GOOD FOR THE PUBLIC AS WELL, SINCE WE HAVE HAD A LOT OF FEEDBACK ON THIS.

THANK YOU. AND DR.

GOSNELL'S IN THE BACK SHAKING HER HEAD.

SHE CAN DO IT. OKAY, SO WE NEED TO VOTE ON THE FIRST MOTION.

OH, DR.

RIEF, I JUST JUST A CLARIFICATION.

LIKE, I JUST WAS WONDERING IF DR.

SIMPSON BAIRD COULD I THINK IT'S NOT QUITE WORDED RIGHT THE WAY IT'S BEEN PUT IN HERE.

SO I JUST WANTED TO SEE IF SHE COULD CLARIFY FOR EVERYONE AGAIN WHAT THE MOTION IS, BECAUSE I THINK IT'S IT SAYS IT RECOMMENDS ADOPTING APPROVING THIS POLICY.

BUT I THINK SHE'S I THINK THE MOTION WAS ABOUT THE THE EXISTING POLICY, BUT JUST INCLUDING SOME OF THE RECOMMENDED CHANGES.

SORRY. JUST CHANGES IN THERE AND THEN MAYBE HAVE TO REFRESH ALL I CAN STATE AGAIN WHAT MY MOTION WAS.

I MOVE THE BOARD, ADOPT POLICY ICSI AS PROPOSED AND FOR REGULATION I K C R.

MAKE THE FOLLOWING CHANGES TO THE NOVEMBER 2021 VERSION, WHICH WAS THE LAST VERSION APPROVED BY THE BOARD.

ONE STRIKE LANGUAGE SPECIFIC TO SCHOOL YEAR 2122 TO ADD IN REVISED LANGUAGE ON CLASS RANK.

THREE ADD IN THE 6040 BREAKDOWN BETWEEN SUMMATIVE INFORMATIVE ASSESSMENTS.

IT'S.

[01:20:12]

ONE OPPOSED, ONE ABSENT.

OKAY. ALL RIGHT.

SO THEN. WE STILL NEED TO VOTE ON THE ORIGINAL MOTION.

MADAM CHAIR. SORRY.

SORRY? YES.

IF I CAN MAKE AN OBSERVATION.

YES. WORD IS WALKING DOWN THIS PATH HERE.

AND SPECIFICALLY THE COMMENT ABOUT EXAMS. IN LINE 123 AND 120 FOR HIGH SCHOOL CREDIT COURSES.

IT SAYS CALCULATING.

IT SAYS A FINAL EXAM.

AND ONE OF THE CHANGES WAS TO CHANGE THAT TO A FINAL SUMMIT ASSESSMENT.

I THINK THAT CHANGE IS ALSO CONSISTENT WITH SOME OF THE THINGS YOU GUYS HAVE BEEN TALKING ABOUT HERE.

AND AS LONG AS YOU'RE IN THE PROCESS OF MAKING SOME LITTLE ADJUSTMENTS, THAT MIGHT BE REALLY VERY CLEAN, THAT ACTUALLY CAME FROM STRAIGHT FROM THE SCHOOLS AND BETTER REFLECTS THE WORK. SO JUST TO.

AN IDEA FOR YOU.

WELL, AS LONG AS YOU'RE AT THIS LEVEL OF CHANGE, I THINK THAT'S MORE CONSISTENT WITH WHAT THE BOARD HAS BEEN SPEAKING ABOUT SO FAR.

SO. I'M SORRY I WAS NODDING, BUT NOW IT'S IN SESSION C ONE IN SECTION C, ONE OF THE REG, WHICH IS SECONDARY GRADING, FINAL GRADE CALCULATIONS.

ALL RIGHT. THE SECOND PROVISION IN THEIR HIGH SCHOOL CREDITS.

IT TALKS ABOUT HOW THINGS ARE AVERAGED IN THE LAST STATEMENT, SAYS IT SAYS QUARTER ONE, QUARTER TO QUARTER THREE AND FINAL EXAM.

YES. AND THE RECOMMENDATION WAS TO CHANGE THAT TO FINAL SUMMATIVE ASSESSMENT, WHICH I THINK, AGAIN, SPEAKS TO THAT POINT OF IT'S NOT ABOUT THE TESTS, IT'S ABOUT OTHER SORTS OF THINGS. SOMETHING FOR YOU TO CONSIDER AS SORT OF EXTENDING THE IDEA THAT YOUR OF THE MOTION JUST DID SOMETHING FOR THE BOARD TO CONSIDER.

SO, I MEAN, I'D LIKE THAT AS A MOTION, ACTUALLY, BUT I CAN'T I CAN'T MAKE THAT MOTION.

WHAT LINE IS IT MEANT? 123. SO IF YOU LOOK AT THE RED LINE VERSIONS, WHICH IS ON PAGE 14 OF THE PDF LINES, 123 124.

THANK YOU. I WOULD I WOULD LOVE THAT MOTION.

IF SOMEONE WANTS TO MAKE IT.

THIS IS THE. THIS IS THE.

MADAM CHAIR, I MAKE A MOTION THAT WE.

CHANGE THE HIGH SCHOOL CREDIT COURSE FROM AVERAGING THE FINAL EXAM TO THE FINAL SUMMIT OF ASSESSMENT SECOND.

OKAY. SO I HAVE DR.

SIMPSON THERE. 2 SECONDS, DR.

REEVES MOTION.

SO I'LL LET MADAM CLERK GET THAT IN.

IT WAS DR. SIMPSON BAIRD WHO SECONDED DR.

REEVES MOTION.

OKAY. MADAM CLERK, WE HAVE EIGHT IN FAVOR.

ONE ABSENT. ALL RIGHT.

NOW, WHAT DO WE DO WITH THIS ORIGINAL NOTION? IT'S A GREAT VERSION.

[01:25:03]

THAT WAS THE ONLY EMOTION.

DR. HUTCHINGS, I JUST WANTED TO BRING UP ANOTHER TOPIC.

NOW THAT THE BOARD HAS GOTTEN THROUGH THAT, MISS CARMEN SANDERS, SHE ACTUALLY CAME IN AND I WANTED TO MAKE SURE WE ACKNOWLEDGED HER SOON TO BE MOM. COME ON UP IF YOU WANT TO.

IT'S YOUR CHOICE. DON'T WALK TOO FAST NOW, PLEASE.

I'M LIKE, TAKE YOUR TIME.

DO I NEED TO COME DOWN AND WALK YOU UP? SO I JUST WANTED ONE.

I JUST WANTED TO SAY, WE ARE SO PROUD OF YOU AS OUR NEW EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT AND I'M SORRY, INSTRUCTIONAL SUPPORT.

INSTRUCTIONAL SUPPORT. YES, I GOT IT RIGHT.

I KNOW I GOT IT WRONG THE FIRST TIME I GOT IT RIGHT NOW.

BUT SO PROUD OF YOU.

ALL THE WORK THAT YOU'VE BEEN DOING AT GW AS WELL AS AT THE ALEXANDRIA CITY HIGH SCHOOL, AND NOW YOU'RE MOVING INTO THIS ROLE.

ONE, CONGRATULATIONS.

AND TWO, WE WANTED TO GIVE YOU AN OPPORTUNITY JUST TO SAY A FEW WORDS IF YOU WOULD LIKE.

THANK YOU VERY MUCH.

I AM SO INCREDIBLY EXCITED TO SERVE OUR SCHOOL DIVISION IN THIS ROLE.

I LOOK FORWARD TO CONTINUING TO WORK WITH EACH AND EVERY ONE OF YOU, ALONG WITH OUR TEACHERS, OUR TEACHER LEADERS, OUR ADMINISTRATORS, OUR TEAM. AND TELL AND I COULDN'T I CANNOT WAIT TO DIVE INTO THIS WORK.

SO THANK YOU VERY MUCH FOR THIS OPPORTUNITY.

THANK YOU. ALL RIGHT.

AND THERE. ARE THERE ANY ANNOUNCEMENTS? NO. ALL RIGHT.

[11. Report from Dr. Gregory C. Hutchings, Jr.]

BUT I DID. I JUST WANTED TO TAKE THIS TIME SERIOUSLY BECAUSE I KNOW THIS IS MY LAST UPDATE THAT I'M ABLE TO PROVIDE TO THE BOARD.

AS SUPERINTENDENT, I SAID, I WILL BE COMING IN TO DO PUBLIC COMMENTS AT SOME POINT.

I DON'T KNOW FOR WHAT TOPIC, BUT I KNOW I'M GOING TO COME IN AT SOME POINT TO SAY SOMETHING.

BUT I WANT TO JUST TAKE THIS TIME TO FIRST THANK THE BOARD FOR HAVING THE OPPORTUNITY TO SERVE AS SUPERINTENDENT OF ALEXANDRIA CITY PUBLIC SCHOOLS.

THIS REALLY IS MY DREAM JOB.

THIS HAS BEEN THE JOB THAT I'VE ALWAYS STRIVED TO HAVE ONE DAY.

AND FOR ME TO BE ABLE TO HAVE THE OPPORTUNITY TO SERVE THE COMMUNITY, TO HELP ME BECOME THE PERSON I AM, IS SIMPLY AMAZING.

AND I WANT ALL OF OUR STUDENTS, ESPECIALLY OUR STUDENT SCHOOL BOARD MEMBERS, TO KNOW THAT YOU, TOO, CAN BE A SUPERINTENDENT.

AND WE WANT YOU TO DO THAT RIGHT.

WE NEED TO START SPEAKING THAT INTO EXISTENCE FOR OUR YOUNG PEOPLE TO COME AND SERVE OUR COMMUNITIES AS EDUCATORS.

AND I HOPE THAT I'M LIVING PROOF TO SHOW YOU THAT IT IS POSSIBLE.

ALSO, JUST WANT TO THANK ALL OF MY TEACHERS WHO ACTUALLY I FEEL THEY WERE A PART OF MY UPBRINGING.

AND IT STARTED WITH MISS MCKENZIE, WHO WAS, YOU KNOW, MISS MISS MURPHY AT THAT TIME IN KINDERGARTEN AND MISS KENDALL AND FIRST GRADE AND MISS CRONAN IN THIRD GRADE.

AND MISS TAYLOR WILLIAMS AND MISS LEWIS AND MISS JOHNSON AND MR. PORTER. MISS BARNWELL.

MISS, YOU KNOW, I HAVE SO MANY PEOPLE, MR. MONTENEGRO, LIKE THESE ARE ALL PEOPLE THROUGHOUT MY ENTIRE EDUCATIONAL CAREER AS A STUDENT IMPACTED ME IN SOME WAY.

AND MANY OF THEM, THOSE WHO ARE STILL ALIVE TODAY, STILL SPEAK TO ME.

NOW, THEY ALL WERE HERE WHEN I BECAME THE SUPERINTENDENT AND SAID THEY KNEW SOMETHING WAS GOING TO BE POSITIVE IN MY LIFE.

THEY DIDN'T KNOW WHAT, BUT THEY WERE HAPPY THAT I CAME BACK AS AN EDUCATOR AND SERVE THE COMMUNITY.

THAT HELPED ME BE THE PERSON I AM.

I ALSO WANT TO THANK ALL OF OUR STAFF BECAUSE WE HAVE BEEN THROUGH A LOT.

THIS PANDEMIC WAS UNPREDICTABLE.

IT WAS HELL.

I MEAN, IT WAS A LOT.

AND I JUST WANT TO THANK OUR STAFF FOR SHOWING UP EVERY SINGLE DAY IN SPITE OF EVEN WHEN WE HAD OUR MOMENTS WHEN WE WERE LIKE, WHAT ARE WE GOING TO DO TOMORROW? HOW MUCH CONTACT TRACING CAN WE DO? HOW MANY MASKS ARE WE GOING TO HAVE TO WEAR? HOW MANY VACCINATIONS WE'RE GOING TO HAVE TO DO? FOLKS STILL SHOWED UP WITH DEATHS IN THEIR FAMILY, PEOPLE WHO WERE SICK, YOU KNOW, NOT KNOWING WHAT TOMORROW WAS GOING TO BRING.

STAFF WHO WERE HOMELESS DURING THIS TIME AT DIFFERENT PERIODS OF TIME THROUGHOUT THIS PANDEMIC.

BUT WE'RE STILL COMING TO WORK EVERY SINGLE DAY ON BEHALF OF OUR YOUNG PEOPLE.

SO I JUST WANT TO GIVE A HUGE SHOUT OUT TO THEM.

THEY DO NOT UNDERSTAND HOW MUCH I TRULY APPRECIATE THE LOVE AND ENCOURAGEMENT AND SUPPORT THAT I HAVE RECEIVED FROM THEM THROUGHOUT THIS TIME.

I WOULD NOT HAVE BEEN ABLE TO MAKE IT THIS FAR WITHOUT ANY SINGLE ONE OF THEM.

SO I JUST THANK EVERYBODY FOR THAT.

AND THEN I ALSO WANT TO THANK OUR CITY AS A WHOLE.

[01:30:01]

I CAN GRIPE ABOUT SOME THINGS ABOUT THINGS IN THIS COMMUNITY, RIGHT? BUT THAT IS NOT OUR ENTIRE COMMUNITY.

WE HAVE A COMMUNITY THAT IS NOT ONLY DIVERSE, BUT WE ARE PROGRESSIVE.

WE ARE FORWARD THINKING, WE ARE OPEN MINDED, WE ARE WILLING TO TRY THINGS DIFFERENTLY AND WE COME TOGETHER WHEN WE NEED TO COME TOGETHER.

AND THAT IS SOMETHING THAT I AM VERY PROUD OF.

I AM STILL A RESIDENT IN ALEXANDRIA.

I WILL CONTINUE TO BE.

OUR SON IS AT GW AND WILL CONTINUE TO BE THERE BECAUSE I BELIEVE IN THIS SYSTEM JUST AS MUCH AS EVERYBODY ELSE.

AND I AM SO THANKFUL THAT WE HAVE DR.

MELANIE WYATT COMING IN AS OUR INTERIM SUPERINTENDENT AND HER STEPPING INTO THIS ROLE AT A TIME WHERE HR IS TRYING TO HIRE TEACHERS AND GET SCHOOLS UP AND RUNNING.

THIS WOMAN IS JUGGLING, YOU KNOW, BOTH SIDES.

AND I JUST I SEE HOW HARD YOU WORK.

I KNOW HOW HARD THE WORK IS.

RIGHT. BUT I AM SO PROUD THAT YOU ARE NOW ABLE TO TAKE THIS BATON AND MOVE US INTO THIS NEXT CHAPTER IN ALEXANDRIA CITY PUBLIC SCHOOLS, ALL OF OUR NEW STAFF THIS UPCOMING YEAR, AND THAT IS FROM OUR SUPPORT STAFF TO OUR FACULTY TO OUR TEACHERS, TO OUR ADMINISTRATORS.

I JUST WANT TO THANK YOU ALL FOR SAYING YES TO US, BECAUSE THIS PLACE, IT IS A FAMILY.

IT IS A VERY SPECIAL PLACE.

A LOT OF TIMES PEOPLE DON'T REALIZE IT UNTIL THEY LEAVE AND THEY CALL US BACK AND SAY, WHEN IS IT THERE GOING TO BE AN OPENING SO I CAN COME BACK? THEY DON'T KNOW UNTIL THEY LEAVE.

YOU'RE NOT GOING TO FIND A PLACE LIKE ALEXANDRIA CITY PUBLIC SCHOOLS WHERE PEOPLE ARE GOING TO LIFT YOU UP WHEN YOU WERE DOWN.

PEOPLE ARE GOING TO GIVE YOU SUPPORT WHEN YOU NEED IT.

WE HAVE RESOURCES WE'RE NOT STRIVING TO TRY TO GET.

ANYMORE. YOU KNOW, WE DON'T HAVE LEAKS IN OUR BUILDINGS LIKE WE USED TO.

RIGHT. WE HAVE SYSTEMS IN PLACE FOR OUR YOUNG PEOPLE.

AND I STILL BELIEVE THIS TO THIS DAY.

AND I BELIEVE THAT I WILL ALWAYS BELIEVE IT UNTIL THE DAY I DIE.

ALEXANDRIA CITY PUBLIC SCHOOLS WILL BE AN EXEMPLAR FOR ALL SCHOOL SYSTEMS ACROSS THIS COUNTRY TO COME AND SEE HOW THE WORK IS DONE.

AND TODAY HERE IN THIS BOARD, TALK ABOUT OUR POLICY AND THAT KIND OF COLLABORATION THAT JUST HAPPENED THAT GAVE ME LIKE A GLIMPSE INTO WHAT THE FUTURE IS ABOUT. THE WHOLE IT IS ABOUT TO BE A SIMPLY AMAZING AND THAT IS OUR WHOLE SLOGAN THIS YEAR.

MS.. BURGOS I KNOW.

SHE'S LIKE, YEAH, SIMPLY THE BEST, RIGHT? THIS IS GOING TO BE SIMPLY THE BEST SCHOOL YEAR COMING UP.

BUT I WANTED TO USE MY TIME BECAUSE IT'S MY LAST TIME JUST TO TELL YOU ALL SINCERELY.

THANK YOU FOR MY TIME HERE.

AND I TRULY APPRECIATE EACH AND EVERY ONE OF YOU.

THANK YOU. YOU ARE APPRECIATED.

WITH THAT SAID, NOW I NEED A MOTION TO ADJOURN.

AND DON'T THINK YOU'RE GOING ANYWHERE YET BECAUSE WE'VE GOT MORE TO DO, MADAM CHAIRMAN, THAT WE ADJOURN.

SECOND, I HAVE DR.

RIEF SECOND CHAIR.

VICE-CHAIR GREENS MOTION. WE CAN VOTE.

MICHELLE.

MADAM CLERK, EIGHT IN FAVOR.

ONE ABSENT MEETING IS ADJOURN.

* This transcript was compiled from uncorrected Closed Captioning.