[1. Opening Items] [00:00:02] >> ALL RIGHT. GOOD EVENING EVERYBODY. TODAY IS, WHEN IS TODAY? [BACKGROUND] [NOISE] TUESDAY SEPTEMBER 21ST AND IT'S A WORK SESSION. [NOISE] MICHELLE IS STILL OUT. JIM WILL BE HERE LATER, CORRECT? >> YES, MA'AM. >> OKAY. WOULD ANYBODY LIKE TO MAKE A MOTION TO CALL MEETING TO ORDER? >> I MOVE THE MOTION. >> I'LL SECOND [LAUGHTER]. >> ALL IN FAVOR? >> AYE. >> OKAY. LET'S DO THE PLEDGE OF ALLEGIANCE. >> [NOISE] >> THANKS EVERYBODY FOR COMING AND AS THE PUBLIC CAN SEE WE'RE ALL MASKED, AND WE'RE JUST GOING TO TAKE IT, IF WE'RE TALKING, WE'RE GOING TO TAKE IT OFF SO YOU CAN HEAR US. ALL RIGHT? HAS EVERYBODY HAD A CHANCE TO LOOK AT THE AGENDA? MARK? >> YES. >> OKAY. RICK? >> YES. >> OKAY. DO I HAVE A MOTION TO APPROVE THE AGENDA? >> I MOVE. WE APPROVE THE AGENDA. >> I'LL SECOND. >> ALL IN FAVOR? >> AYE. >> AYE. OKAY. GREAT. ALL RIGHT. [2. Discussion Items] SO WE'RE GOING TO START TODAY ABOUT LEARNING ABOUT ENGLISH LEARNERS. IN THIS [INAUDIBLE], I KNOW YOUR NAME IS CHRISTOPHER [INAUDIBLE]. >> YES. >> ALL RIGHT. GREAT. THANK YOU, MS. [INAUDIBLE] >> GOOD EVENING. VICE PRESIDENT GIACOMO AND BOARD MEMBERS, DR. SUMMONS. I WANTED TO PROVIDE AN UPDATE THIS EVENING ABOUT OUR ENGLISH LEARNERS POPULATION. WE HAVE DEFINITELY BEEN SEEING AN INCREASE IN OUR POPULATION, THE YEAR AND I'M HOPING TO BRING TO LIGHT THE DIFFERENCES BETWEEN OUR POPULATION THE PAST THREE YEARS TO PRESENT. WE HAVE A COUPLE OF OUR LITTLE CUBANS THERE. THAT IS MRS. ELLEN. SHE'S ONE OF OUR EL TEACHERS AT PRESTON ELEMENTARY SCHOOL. SO WE IDENTIFY OUR ENGLISH LEARNERS AS A STUDENT WHO MAY HAVE BEEN BORN OUTSIDE OF THE UNITED STATES, THEY COMMUNICATE IN A LANGUAGE OTHER THAN ENGLISH, OR THEIR FAMILY USES A PRIMARY LANGUAGE OTHER THAN ENGLISH IN THE HOME. THEIR ENGLISH LANGUAGE PROFICIENCY, OR ELP, FALLS WITHIN THE RANGE ESTABLISHED BY THE STATE FOR AN ENGLISH LANGUAGE DEVELOPMENT PROGRAM. IN MARYLAND, THAT WOULD BE ANY SCORE THAT IS BELOW A 4.5. SO THE RANGE WOULD BE A 1.02 OR 4.4 ON THE WIDA ACCESS OR WIDA SCRAM. WHEN FAMILIES ENROLL, THEY FILL OUT THE ONLINE ENROLLMENT FORMS, AND THEN THERE IS A HOME LANGUAGE SURVEY. IT HAS THREE IMPORTANT QUESTIONS THAT OUR FAMILIES HAVE TO ANSWER. THEY CORRESPOND WITH THE THREE BULLETS THAT WE USE TO IDENTIFY OUR ENGLISH LEARNERS. WE ALSO PROVIDE A WIDA SCREENER. SINCE THE WIDA ACCESS TEST IS ONLY GIVEN IN THE WINTER, AND IT'S LIKE THE STATE ASSESSMENT FOR OUR ENGLISH LEARNERS TO DETERMINE THEIR ELP LEVELS. DURING THE ENROLLMENT PROCESS, ONCE A STUDENT IS IDENTIFIED AS POSSIBLY BEING A POTENTIAL ENGLISH LEARNER, OUR EL TEACHERS GIVE THEM THE WIDA SCREENER FOR GRADES ONE THROUGH 12, AND K-WAPT FOR KINDERGARTEN, THEIR SCORES FALL IN LINE WITH OUR WIDA ACCESS SCORES OF 1.0 TO 4.4 TO DETERMINE THEIR PLACEMENT IN THE PROGRAM. WE'VE TALKED ABOUT NEWCOMERS BEFORE. THOSE ARE ANY FOREIGN BORN STUDENTS AND THEIR FAMILIES WHO HAVE RECENTLY ARRIVED IN THE US, AND THIS IS THEIR FIRST TIME IN THE US SCHOOL. YOU'LL SEE PERCENTAGES LATER ON IN MY PRESENTATION TO SHOW WHERE OUR POPULATION FALLS. IMMIGRANT STATUS, THREE CRITERIA MUST BE MET. THEY HAVE TO BE THREE THROUGH 21 YEARS OLD. THEY WERE NOT BORN IN THE STATE OR PUERTO RICO AND HAVE NOT ATTENDED ONE OR MORE SCHOOLS IN ANY ONE OR MORE STATES FOR MORE THAN THREE FULL ACADEMIC YEARS, THEN WE HAVE STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION. WE ALSO CALL THOSE STUDENTS SLIFE, S_L_I_F_E. THOSE ARE STUDENTS WHO HAVE MISSED MORE THAN SIX MONTHS OF SCHOOL IN ANY GIVEN TIME PRIOR TO ENROLLING IN A US SCHOOL AFTER THE AGE OF SEVEN. [00:05:07] THIS IS A BAR GRAPH SHOWING THE ACTIVE NUMBER OF ENGLISH LEARNERS BY GRADE LEVEL. SO KINDERGARTEN, FIRST GRADE, THIRD GRADE, NINTH GRADE ARE OUR HIGHEST GRADE LEVELS WHERE WE SEE THE MOST ACTIVE ELS. >> [INAUDIBLE]. CLARIFYING QUESTION. WHEN YOUR GRAPH ABOUT THE ACTIVE ELS BY GRADE LEVEL, NINTH GRADE IS THAT BY AGE OR BY CREDIT? >> THAT IS BY CREDIT. >> OKAY. >> THIS IS CURRENT AS OF WHEN YOU MAKE THE SLIFE? >> CORRECT. THIS IS FOR TONIGHT'S PRESENTATION, WHICH IS WHY IT SAYS 9,21. BUT I ACTUALLY SUBMITTED THIS LAST THURSDAY OR FRIDAY TO RACHEL. THIS IS BASED ON THE WEEK OF 9,17 AND I'M GOING TO SHOW IT, WHICH YOU'LL SEE COMING UP. >> IN ONE CLARIFIER, NOT TO STEP IT IN, I KNOW THAT GIACOMO KNOWS THIS WITH THE CREDIT PIECE. MR. BARTON AND MR. JONES, YOU MIGHT HAVE HAD EXPERIENCE AND YET, YOU DID WITH YOUR KIDS, WENT THROUGH HIGH SCHOOL, STUDENT IN HIGH SCHOOL PROFESSORS THROUGH THE GRADE LEVELS BASED ON THE NUMBER OF CREDITS FOR COURSES THEY PASSED, SO WHEN MISS PARKER WAS TALKING ABOUT NEWCOMERS, FOR STUDENTS WHO WERE COMING INTO US SCHOOLS FOR THE FIRST TIME INTO HIGH SCHOOL. THEY ARE PLACED IN THE GRADE LEVEL BASED ON THEIR CREDITS, NOT BY AGE. SO YOU COULD HAVE SOMEBODY COMING INTO SCHOOL FOR THE FIRST TIME AT 17 TO THE US. BUT WE DO NOT HAVE A TRANSCRIPT WHERE WE CAN ALIGN CREDITS TO GET THEM OUT OF THE NINTH GRADE SO THE KID COULD BE 17 IN NINTH GRADE. THAT'S WHY YOU TEND TO SEE THAT POCKET OF NINTH GRADE BEING HIGHER THAN YOUR 10, 11, 12. >> OUR GOAL IS OBVIOUSLY, WHICH I'LL GET TO LATER IN THE PRESENTATION WITH WHAT WE'RE DOING ACADEMICALLY AT NORTH HIGH, WHICH IS WHERE OUR LARGEST NUMBER OF NEWCOMERS ARE. OUR GOAL IS TO, WITHIN THE NEXT YEAR AND YEARS AFTER TO SEE THE RETENTION RATE THAT HAPPENS IN NINTH GRADE WITH OUR 16, 17, 18-YEAR-OLD NEWCOMERS IMPROVE SO THAT THEY HAVE A BETTER CHANCE OF GRADUATING ON TIME. >> THE ONETIME AGE DOES COME INTO PLAY IS WE, IF WE GET A 16-YEAR-OLD, THAT IS AT THE BOTTOM OF THE SCALE. WE DO NOT PUT THEM IN ELEMENTARY. >> NO. >> RIGHT. BUT I'M JUST SAYING THAT, THEN THEY'LL GO IN HIGH-SCHOOL [OVERLAPPING]. >> THAT IS CORRECT. THAT'S A GOOD POINT THAT YOU BRING UP. WE HAVE A LOT OF STUDENTS WHO I'M GOING TO USE GUATEMALA AS AN EXAMPLE. WE HAVE 90 PERCENT OF OUR POPULATION, OF OUR ENGLISH LEARNERS COME FROM GUATEMALA. IN GUATEMALA, THEY DO NOT HAVE COMPENSATORY EDUCATION BEYOND THE AGE OF 12. WE HAVE A LOT OF STUDENTS WHO WILL MOVE HERE. THEY MAY BE ATTENDED SCHOOL THROUGH THE AGE OF 12, WHICH WOULD PUT THEM IN FIFTH OR SIXTH GRADE, OR THEY MAY HAVE BEEN FORTUNATE AND ABLE TO ATTEND SCHOOL AT WHAT WE WOULD CONSIDER MIDDLE SCHOOL. BUT WE HAVE A LOT OF STUDENTS THAT WILL COME WITH THAT GAP, THAT INTERRUPTED SCHOOLING, WHICH IS WHERE THE TERM SLIFE COMES IN. A STUDENT WITH LIMITED EDUCATION, INTERRUPTED EDUCATION. SO WE DO HAVE A HIGHER NUMBER OF EL STUDENTS IN NINTH GRADE BECAUSE OF THAT FACTOR, AS DR. SUMMONS SAID, CREDITS COME INTO PLAY. >> AGE APPROPRIATE. >> WE DO AGE APPROPRIATE PLACEMENTS FOR THE MOST PART, FOR ELEMENTARY AND MIDDLE SCHOOL AGE. BUT WHEN IT COMES TO HIGH SCHOOL, WE'VE GOT TO LOOK AT THAT CREDIT PIECE. BUT YEAH, THERE'S A LOT OF THE CALENDARS, SCHOOL CALENDARS FOR A LOT OF OUR STUDENTS WHEN THEY COME IN, WHO ARE OUR ENGLISH LANGUAGE OR ENGLISH LEARNER STUDENTS, TRIED TO MATCH UP THEIR CALENDARS WITH THE US SCHOOL CALENDAR FOR YEARS. NOT ONLY YEARS, BUT WHEN COURSEWORK HAPPENS, IT IS VERY INTERESTING AND TRICKY TO SAY THE LEAST IN SOME OF THOSE CIRCUMSTANCES AND MRS. HARPER WAS PART OF, ACTUALLY IT'S A STATEWIDE CONSORTIUM, REALLY METROPOLITAN AREA CONSORTIUM THAT HELPS INTERPRET THOSE TRANSCRIPTS SO WE CAN TRY TO MAKE THE BEST PLACEMENT POSSIBLE FOR THOSE KIDS COMING INTO HIGH SCHOOL. >> FOR EXAMPLE, WE HAVE STUDENTS COMING IN. WE HAD A STUDENT COME FROM COLOMBIA LAST YEAR, AND THEY HAD FINISHED FIFTH GRADE. THEY ARRIVED IN THE UNITED STATES AROUND OCTOBER, NOVEMBER. THEIR SCHOOL IN COLOMBIA ENDS IN OCTOBER. SO WE CANNOT AND I EVEN CONTACTED MY POINT OF CONTACT IT MSDE TO MAKE SURE THAT THE CALENDAR YEAR WE WERE FOLLOWING WAS CORRECT. THEY FINISHED SCHOOL. IT'S A JANUARY THROUGH OCTOBER BECAUSE THEY ARE IN SOUTH AMERICA. [00:10:07] SO THINK OF SUMMER, WINTER, THAT ALL COMES INTO PLAY WITH THEIR CALENDAR YEAR. SO WE HAD A FIFTH GRADER THAT FINISHED IN OCTOBER, ENROLLED HERE, AND WE ENROLLED THE FIFTH GRADER IN MIDDLE SCHOOL BECAUSE THAT WAS AGE APPROPRIATE. WE HAVE THE TRANSCRIPTS TO SHOW THE STUDENT HAD COMPLETED ALL OF THEIR ELEMENTARY YEARS AND SHOULD BE APPROPRIATELY PLACED IN SIXTH GRADE. SO THERE IS A LOT THAT COMES INTO PLAY WHEN LOOKING AT TRANSCRIPTS AND GRADES AND CONSIDERING THE SCHOOL YEAR CALENDAR FROM THE COUNTRY THEY'RE COMING FROM. I HAVE HIGHLIGHTED ON THIS CHART, GREENSBORO ELEMENTARY, LOCKERMAN, AND NORTH CAROLINE. IF YOU LOOK AT THE NUMBERS AT THE BOTTOM IN ORANGE, KEEP IN MIND THAT THAT WAS THE TOTAL NUMBER OF ENGLISH LEARNERS FOR EACH SCHOOL YEAR AT THE END OF THE YEAR. IN 2018, '19, WE HAD A TOTAL OF 432 ENGLISH LEARNERS AT THE END OF THE SCHOOL YEAR '19, '20, SCHOOL YEAR 468. LAST YEAR WE DEFINITELY HAD A SIGNIFICANT DROP. WE ENDED THE SCHOOL YEAR WITH 434. WHEN MRS. DIGIACOMO WAS TALKING ABOUT THE FLUID NUMBERS, THAT IS DEFINITELY COMING IN PLAY WITH THIS YEAR. AT THE START OF THE SCHOOL YEAR, WE HAD 68 POTENTIAL EL STUDENTS. I SAY POTENTIAL BECAUSE WE WERE GOING THROUGH HOME LANGUAGE SURVEYS ENROLLING THEM, THE WHEAT IS SCREENER OR KB ROCK NEEDED TO BE GIVEN AND WE STILL HAVE, I WANTED TO WRITE IT DOWN BECAUSE IT HAS CHANGED. WHEN I WENT THROUGH NUMBERS TODAY, WE STILL HAVE A POTENTIAL OF 37 ENGLISH LEARNERS IN ADDITION TO THE ONES WE'VE ALREADY ENROLLED. IF WE HIT 500 OR CLOSE TO THAT BY THE END OF A SCHOOL YEAR, I WILL NOT BE SURPRISED. I'LL GIVE YOU A MINUTE TO LOOK AT THAT CHART IN CASE YOU HAVE ANY OTHER QUESTIONS. THE THREE SCHOOLS THAT ARE HIGHLIGHTED IN YELLOW, GREENSBORO, LOCKERMAN, AND NORTH CAROLINE, THAT IS WHERE OUR LARGEST INCREASE IN POPULATION OF ENGLISH LEARNERS OCCURS.>> >> >> GREENSBORO JUST JUMPS OFF THE CHART? >> IT DOES. >> THEN YOU JUST LEAVE THERE? >> IT'S JUST LIKE YOU HAVE TOTAL NUMBER OF EL STUDENTS VERSUS TOTAL NUMBER OF IMMIGRANTS. WHY ARE THEY SEPARATING THOSE TWO NUMBERS NOW? >> WELL BEFORE WHEN I'VE PRESENTED AND THAT'S A GOOD QUESTION, I'VE FOCUSED ON NEW COMERS. BUT BECAUSE WE'VE BEEN HEARING A LOT ABOUT IMMIGRANTS IN THE NEWS, I THOUGHT IT WOULD BE INTERESTING FOR EVERYONE TO PUT IT IN PERSPECTIVE LAWFULLY HOW THAT IMMIGRANT FACTOR IMPACTS US. REMEMBER THAT A STUDENT WHO IS AN IMMIGRANT WILL BE LABELED AS, I SHOULDN'T SAY LABELED, WILL BE IDENTIFIED AS AN IMMIGRANT FOR THREE YEARS. WE HAVE STUDENTS THAT BY NEXT YEAR THE NUMBERS WILL CHANGE, BUT WE DO HAVE QUITE A FEW IMMIGRANTS THAT COME INTO THE SCHOOL SYSTEM AND SO I WANTED TO, LIKE I SAID, JUST SHOW IN COMPARISON TO WHAT WE HEAR ABOUT THAT THE MOVEMENT FROM THE BORDER AND COMING INTO THE UNITED STATES AND TO CAROLINE COUNTY. >> THE OTHERS MIGHT BE STUDENTS BORN OF IMMIGRANTS, AND SO THAT'S WHY ENGLISH STILL IS THEIR SECOND LANGUAGE. >> CORRECT. >> BECAUSE THEY'RE SPEAKING IT. >> WE HAVE A LOT OF STUDENTS THAT THEY ARE EXPOSED TO SOME ENGLISH AT HOME, BUT IT'S MORE AT SCHOOL, WHICH IS WHY IT TAKES A LITTLE BIT LONGER. GREENSBORO TYPICALLY, AND I'M GOING TO USE GREENSBORO AS AN EXAMPLE BECAUSE THAT'S WHERE HIGHEST POPULATION IS, SO WE HAVE A LOT MORE DATA TO TRACK. TYPICALLY, BY FOURTH GRADE, OUR STUDENTS WHO ENTERED IN PRE-K OR KINDERGARTEN AT GREENSBORO ELEMENTARY, WE'LL EXIT, WHICH MEANS THEY'VE HIT THAT 4.5 OR ABOVE THE ENGLISH LANGUAGE PROFICIENCY. IT DOES TAKE QUITE A FEW YEARS FOR OUR STUDENTS TO GAIN PROFICIENCY IN ENGLISH. >> [NOISE] WHEN I GOT MY MASTERS AND I THINK BACK THEN AND IT'S PROBABLY CHANGED. THEY SAID IT TAKES SEVEN YEARS TO BECOME PROFICIENT ENOUGH TO REALLY LEARN SOMETHING IN SCHOOL. [00:15:04] >> IT DOES. THE SOCIAL PART OF THE ENGLISH LANGUAGE COMES FIRST, AND THE ACADEMIC PIECE IS WHAT IS HARD AND THAT IS THE PART OF OUR LANGUAGE THAT THE ENGLISH LEARNER STRUGGLE WITH. BECAUSE IF YOU THINK ABOUT OUR STUDENTS THAT HAVE A GAP IN EDUCATION, THEY'RE MISSING YEARS SOMETIMES OF CONTENT KNOWLEDGE. THE TOPICS MAYBE A LITTLE BIT DIFFERENT THAN WHAT WE TEACH HERE, BUT THAT IS PART OF THE LONG-TERM EL. >> RIGHT. THEN EACH SUBJECT HAS ITS OWN VOCABULARY? >> YES. >> BECAUSE EVEN THE ENGLISH-SPEAKING STUDENTS STILL HAVE VOCABULARY TO LEARN FOR MATH AND SCIENCE. >> YEAH. THAT VOCABULARY PIECE IS VERY IMPORTANT. >> RIGHT. ENGLISH IS THE HARDEST LANGUAGE TO LEARN BECAUSE WE HAVE NO RULES. [LAUGHTER] EVERY RULE HAS AN EXCEPTION TO THE RULE. >> YES. >> THEN SOMETIMES WHAT COMPOUNDS US IS WHERE WE GET THE STUDENT THAT THEY'RE NOT ABLE TO READ OR WRITE IN THEIR OWN LANGUAGE. >> THEY HAVE A LOW LITERACY LEVEL AND THEY ARE IN NEED OF LANGUAGE. >> RIGHT. THEN WE'RE COMBATING ALL OF THAT. >> YES. I THINK ONE OF THE THINGS THAT HAS HELPED EVEN THOUGH WE DO NOT SERVICE PRE-K AT GREENSBORO. WE DO HAVE A TEACHER, HE WAS ESOL CERTIFIED, WHO WORKS WITH OUR PRE-K STUDENTS AND SHE AND THE KINDERGARTEN TEACHER WORKED VERY CLOSELY TOGETHER. THEY'RE ABLE TO PROVIDE SOME TARGETED INTERVENTION AND WORK WITH STUDENTS IN THE HOPES THAT MAYBE SOME OF THEM WILL EXIT OUT OF THE ENGLISH LEARNER PROGRAMS SOONER. >> RIGHT. THIS IS JUST AN ASIDE AT GREENSBORO, WHEN I GO THERE, A LOT OF STUDENTS I TAUGHT THAT WERE ENGLISH LANGUAGE LEARNERS, ARE NOW WORKING IN THE SCHOOL SYSTEM. >> THEY ARE. >> THAT'S JUST INCREDIBLE. >> IT IS, BUT IT IS LIMITED. I'M VERY GRATEFUL FOR ALL OF OUR BILINGUAL STAFF THAT WE HAVE. >> BECAUSE THEY ARE. BUT THEY ARE FLUENT IN ENGLISH SO IT WAS NEAT TO SEE THEM PROGRESSING AND BE VERY SUCCESSFUL. >> IT IS. THIS AGAIN WAS BASED ON NUMBERS LEADING UP TO THE WEEK 17. THE POTENTIAL ELS BY GRADE JUST SHOWS THAT, AGAIN, WE'VE TALKED ABOUT KINDERGARTEN, NINTH GRADE, SIXTH GRADE, AND SECOND, AN EIGHTH GRADE ARE WHERE OUR HIGHEST NUMBERS OF POTENTIAL ENGLISH LEARNERS ARE. YEAH, GO AHEAD. THIS NUMBER CHANGED FROM 67-77 IN THE MATTER OF A COUPLE OF DAYS. JUST TO SHOW HOW MANY OF OUR STUDENTS ARE CONSIDERED NEWCOMERS, SO OUT OF THE 67 POTENTIAL 23 WOULD BE NEWCOMERS. I WAS LOOKING AT THE INFORMATION BASED ON TODAY'S DATA SINCE LAST WEEK AND WE HAVE AT LEAST 20 NEW COMMERCE THAT WILL, ONCE THEY ENROLL, THAT WILL BE ADDED TO THIS GRAPH, THIS PIE CHART. >> YOU SAID 54? >> YEAH. >> WOW. >> WE DON'T KNOW WHAT THEIR LEVEL IS YET, DO WE? >> NOT YET. IT'S HARD TO GUESS BECAUSE EVEN THOUGH THEY MAY, LIKE, WE COULD HAVE AN ENGLISH LEARNER THAT SPEAKS ENGLISH PRETTY WELL AND THEY'RE ABLE TO HAVE THAT SOCIAL LANGUAGE. IT DOESN'T MEAN LIKE YOU WERE SAYING ABOUT THE ACADEMICS, THAT THE ACADEMIC PIECE IS THERE. A LOT OF THE NEWCOMERS I'M GOING TO ESTIMATE WILL RANGE IN THAT 1.0-2.0 RANGE OF ENGLISH LANGUAGE PROFICIENCY. >> [INAUDIBLE]. >> YES. >> I THOUGHT NEWCOMERS AND MAY I KNOW ABOUT THEM. DO YOU KNOW LARGELY WHERE THEY'RE COMING FROM? >> MOST OF THEM ARE COMING FROM SPANISH-SPEAKING COUNTRIES, GUATEMALA, MEXICO, YES. GO AHEAD. >> ROUGHLY, HOW MANY SPEAK SPANISH AS OPPOSED TO OTHER LANGUAGES? [00:20:04] >> IT IS THREE, FOURS OF OUR LANGUAGES SPOKEN, IT IS SPANISH. I CAN GET THE EXACT NUMBERS FOR YOU WHEN I CAN GET BACK TO MY COMPUTER. >> IT'S OKAY. >> WE PURCHASED THIS PROGRAM CALLED ELEVATION THAT I'LL TALK ABOUT A LITTLE BIT LATER AND I AM SO EXCITED TO USE IT BECAUSE IT SHOWS LANGUAGE. IT SHOWS LIKE AUTOMATICALLY IT HAS YOUR DASHBOARD AND IT SHOWS THE STUDENTS THAT ARE ENROLLED, WHO THE NEW STUDENTS ARE, THE LAST ENROLLMENT DATE. WHEN I WAS LOOKING AT THAT THIS AFTERNOON, IT IS DEFINITELY SPANISH. WE HAVE A SMALL POPULATION OF HAITIA CREOLE, BUT THAT WOULD BE THE NEXT LARGEST. WE HAVE URDU, WHICH IS PAKISTAN, AND SOME OF OUR INDIAN LANGUAGES. WE ALSO HAVE JAPANESE, VIETNAMESE, VERY SMALL MANDARIN, CHINESE AND WE DO HAVE INDIGENOUS LANGUAGES THAT CAN BE FOUND IN SOME OF OUR SPANISH-SPEAKING COUNTRIES AND THOSE WOULD BE IN THE VERY RURAL AREAS. >> I THINK WHAT YOU'RE SAYING IS AMONG THE SPANISH-SPEAKING STUDENTS, THERE'S A LOT OF DIFFERENT DIALECTS? >> DIALECTS AND THE SAME WITH URDU. >>SPANISH DOESN'T MEAN YOU COMMUNICATE WELL WITH EVERYONE? >> THAT IS CORRECT. >> QUITE CHALLENGING. >>IT IS, ESPECIALLY WHEN YOU NEED AN INTERPRETER [LAUGHTER]. >> WE'RE PRETTY GOOD NOW ON THE HISPANIC AND ASIAN INTERPRETERS, CORRECT? >> YES. WE DEFINITELY HAVE INTERPRETERS THAT WE'RE ABLE TO USE AND WE'RE WORKING ON GETTING MORE IN-PERSON INTERPRETERS FOR THE OTHER LANGUAGES. >> I WOULD IMAGINE IT'S ALL DIFFICULT, RIGHT? >> IT IS, BUT FORTUNATELY, WE HAVE SOME RESOURCES TO FALL BACK ON. >> RIGHT, AND WE'VE BEEN ABLE TO USE ON [INAUDIBLE]. >> THERE WE GO, SORRY. WE'VE BEEN ABLE TO USE A LOT OF TELEPHONIC SERVICES, WHICH ARE HELPFUL FOR GETTING THE HARDER TO REACH LANGUAGES, WHICH IT'S GOOD TO HAVE THE ACCESS TO, BUT IT'S IN-PERSON, AND THAT BECOMES A CHALLENGE, ESPECIALLY IF YOU NEED TO HAVE REPEAT CONFERENCES WITH FOLKS [NOISE] AND YOU'RE TRYING TO BUILD THAT RAPPORT AND THAT TRUST. WITH TELEPHONIC, YOU DON'T ALWAYS HAVE THE SAME PERSON YOU CAN REACH OUT TO TO MAKE THOSE CONNECTIONS WITH THE PARENT. WE'RE LOOKING TO TRY TO BRIDGE THOSE GAPS TO FIND MORE IN-PERSON, BUT IT'S HARD WHEN YOU START GETTING OUT TO THE LANGUAGES AREN'T PREVALENT HERE. BUT THANKFULLY, WE AT LEAST HAVE THE TELEPHONIC TO HELP IN THE SHORT RUN. >> I'D LIKE YOU TO TAKE YOUR MASK OFF BECAUSE YOU'RE SPOTTING THAT [INAUDIBLE] >> I KNOW, THAT THREW ME OFF AT FIRST. [LAUGHTER] >> I THOUGHT THERE'S TEAM WORK IN THE MASK. [LAUGHTER]. >> DO WE DO IT [OVERLAPPING]. >> THANK YOU GUYS. [LAUGHTER] >> WE DO THAT BECAUSE WE'RE BACK TO THE MASKS? >> MY KIDS LAUGHED AND SAID, I LOOK A LITTLE YOUNGER. I DON'T KNOW ABOUT THAT. I'M SAYING JUST DON'T LOOK UP HERE BECAUSE DAD'S NOT YOUNGER. THE MASK IS PART OF IT, I'LL BE HONEST. IT'S A LITTLE BIT EASIER. YEAH. >> DO YOU NEED A SPECIFICALLY DESIGNED MASK THAT LOOKS LIKE A BEARD? >> HARDLY ENOUGH. GOD, THIS HAS TAKEN A COMPLETE TURN AND I APOLOGIZE FOR THOSE WATCHING AT HOME. HARDLY ENOUGH, I ACTUALLY HAVE A NEWBIE THAT I GOT AS A GIFT ONE YEAR OR KNIT CAP FOR THE FOOTBALL TEAM THAT I LIKE, AND IT HAS A BEARD ATTACHED TO IT, THAT THE JOKE WAS TO KEEP YOUR FACE WARM BECAUSE I GUESS AT THAT POINT THEY DIDN'T THINK I COULD GROW ONE. WHO KNOWS [OVERLAPPING]. >> IT WAS MY FAULT FOR THE [OVERLAPPING]. >> NO PROBLEM. I'M THOROUGHLY EMBARRASSED. THANK YOU MR. [INAUDIBLE]. I APPRECIATE THAT. >> I'M SURE YOU RETURN THE FAVOR, SO [LAUGHTER] IT'S ALL GOOD. >> WHEN I WAS TEACHING THE ELL, THEY KEEP CHANGING THE ACRONYMS ON ME. >> ELL IS STILL RIGHT. MULTILINGUAL LEARNERS IS ANOTHER NAME. >> OKAY. >> THERE ARE A LOT. [LAUGHTER] >> THE DOUBLE-EDGE SWORD THAT I FOUND WAS BECAUSE EVERYBODY WHEN I TAUGHT IT WAS ALL HISPANIC AND THEY GO, "DO YOU SPEAK SPANISH?" I'M LIKE, NO. THAT WAS ONE OF THE LANGUAGES I FLUNKED, AND THEY GO, "WELL, HOW CAN YOU TEACH IT?" I'M LIKE, BECAUSE I'M TRYING TO TEACH THEM ENGLISH NOT SPANISH. THERE WAS A DOUBLE-EDGED SWORD BECAUSE WHEN I WAS DOING MY STUDENT TEACHING FOR IT, IF THE TEACHER SPOKE THE LANGUAGE, THEY WERE FALLING BACK ON THE LANGUAGE TO EXPLAIN IT TO THEM. I'M LIKE, OH, THAT'S COOL. BUT I'M THINKING, BUT THEN IT'S A CRUTCH, AND SO IT IS, LIKE I SAID THAT DOUBLE-EDGED SWORD. [00:25:03] WHAT I TRIED TO DO WAS I WAS ACTUALLY STARTING TO LEARN SPANISH WHILE I WAS TEACHING THEM ENGLISH, WHICH IS WHY PROBABLY TO THIS DAY I'M STILL VERY CLOSE TO STUDENTS BECAUSE IT WAS. >> YOU MADE THAT CONNECTION, AND THAT'S ANOTHER GOOD POINT. RESEARCH IS SHOWING, AND THIS IS SOMETHING THAT I KNOW OUR STATE SUPERINTENDENT IS SUPPORTIVE OF THAT HAVING THAT BILINGUAL ABILITY IN THE CLASSROOM AND LOOKING AT DUAL LANGUAGE INSTRUCTION. RESEARCH SHOWS THAT OUR STUDENTS WHO ARE ABLE TO COMMUNICATE IN SPANISH OR WHATEVER THEIR NATIVE LANGUAGE IS, BUT WE'LL USE SPANISH AS AN EXAMPLE, THAT THEY ARE ABLE TO LEARN THE LANGUAGE FASTER. BECAUSE AGAIN, GOING BACK TO TEACHING AND INCREASING THEIR LEVEL OF LITERACY IN THEIR NATIVE LANGUAGE IS IMPORTANT. BUT IT'S HELPING JUST SOLIDIFY THE INSTRUCTION THAT THEY'RE GETTING IN ENGLISH. IF YOU'VE COMMUNICATED WITH YOUR FORMER STUDENTS YOU KNOW, SOMETIMES THERE ARE WORDS THAT YOU JUST CANNOT FIND THE WORD FOR IN SPANISH OR IN ENGLISH. PARTICULARLY IN SITUATIONS LIKE THAT, IT IS DEFINITELY VERY HELPFUL BUT I HAVE WATCHED IN AMAZEMENT SOME OF OUR STUDENTS WHO ARE EVEN NEWCOMERS, THAT WHEN A TEACHER IS COMMUNICATING WITH THEM AND PROVIDING INSTRUCTION IN SPANISH AND ENGLISH, HOW QUICKLY THEY'RE ABLE TO GRASP CONCEPTS AND BETTER UNDERSTAND. I JUST THINK THAT BILINGUAL PIECE IS SO IMPORTANT. >> YOU BROUGHT A GREAT POINT ABOUT HOW, AND THIS WAS HARD FOR ME TO COMPREHEND. THAT WE HAVE WORDS THAT THERE IS NO EQUIVALENT TO, AND THEY HAVE WORDS THAT THERE IS NO GLOBAL TO. [INAUDIBLE] TO ME THAT'S A FASCINATING CONCEPT WHAT YOU'RE TALKING ABOUT. LIKE HE'S TRYING TO EXPLAIN IT, IT'S JUST PRETTY MIND BOGGLING. THESE KIDS ARE TRYING TO LEARN ENGLISH. I DON'T WANT TO SAY MY HEART GOES OUT TO THEM, BUT I UNDERSTAND HOW THEY FEEL. BECAUSE WHEN I WAS IN THE NAVY, I WAS IN JAPAN FOR 2.5 YEARS AND GERMANY FOR 3.5. IN JAPAN, I COULDN'T EVEN UNDERSTAND, LIKE TRYING TO READ IT. AT LEAST IN GERMANY, I COULD GET THE DICTIONARY, I GO [NOISE] JAPAN WAS CONGEE. IT'S A SCARY FEELING AND ESPECIALLY IF YOU'RE A CHILD. I WAS AN ADULT, I MADE THAT CHOICE. BUT A LOT OF THESE CHILDREN, THEY DID NOT MAKE THAT CHOICE. >> THAT IS VERY TRUE. WE DO HAVE A LOT OF STUDENTS WHO HAVE BEEN PLACED THROUGH THE OFFICE OF REFUGEE RESETTLEMENT. THEY COME AS UNACCOMPANIED MINORS. THEY'RE PLACED WITH FAMILY MEMBERS THAT LIVE IN CAROLINE COUNTY OR GUARDIAN THAT HAS AGREED THAT THEY WILL PROVIDE THAT GUARDIANSHIP. WE HAVE A LOT OF STUDENTS THAT COME FROM VERY CHALLENGING SITUATIONS, AND I THINK ABOUT THAT WHEN I WALK INTO THE CLASSROOMS. THE NEXT PART OF THE PRESENTATION, I WANT TO TALK ABOUT OUR APPROACH TO LEARNING LOSS THIS YEAR. SOME OF THIS IS A REPEAT FROM THE SUMMER PROGRAMMING PRESENTATION. BUT JUST AS A REMINDER, WE HAD 118 ENGLISH LEARNERS WHO ATTENDED SUMMER PROGRAMMING AT OUR ELEMENTARY SCHOOLS THIS SUMMER, AND IT WAS A FULL DAY PROGRAM FOR KINDERGARTEN THROUGH 6TH GRADERS. WE HAD SMALL GROUP INSTRUCTION FOR NEWCOMER STUDENTS WITHIN THOSE DAY PROGRAMS. WE HAD CREDIT RECOVERY OPPORTUNITIES OF THE HIGH SCHOOL LEVEL, WHICH IS VERY IMPORTANT FOR OUR STUDENTS THAT AS DR. SUMMONS POINTED OUT WITH CREDITS AT THE HIGH SCHOOL ARE TRYING TO GET CAUGHT UP AND GET BACK ON TRACK. OUR GROWING NEEDS CONTINUE TO BE THE INCREASE AND CONTINUED ENROLLMENT OF SLIFE AND NEWCOMERS AT GREENSBORO ELEMENTARY SCHOOL LOCKERMAN AND NORTH CAROLINA HIGH SCHOOL. AS I'VE SHARED MANY TIMES BEFORE TONIGHT AT DIFFERENT PRESENTATIONS. OUR NEWCOMERS AND STUDENTS WITH INTERRUPTED SCHOOLING, OUR STUDENTS THAT NEED EXTRA SUPPORT AT THE MIDDLE AND HIGH-SCHOOL. EXCUSE ME. [NOISE] GO AHEAD. THIS SCHOOL YEAR, I HAVE BEEN VERY THANKFUL AND I FEEL VERY GRATEFUL THAT BASED ON LAST YEAR STAFFING PLAN AND THE UPDATES THAT I PROVIDED, WE WERE ABLE TO HIRE AN ADDITIONAL EL TEACHER AT LOCKERMAN MIDDLE SCHOOL, AND WE WERE ABLE TO HIRE TWO MORE AT NORTH HIGH, WHICH IS A TOTAL OF FOUR EL TEACHERS AT NORTH CAROLINE HIGH SCHOOL. [00:30:01] AT GREENSBORO ELEMENTARY SCHOOL, BASED ON THE NUMBER OF STUDENTS THAT CONTINUE TO ENROLL IN K THROUGH 2ND GRADE, MRS. SWAN WAS ABLE TO HIRE TWO TEACHERS THROUGH TITLE 1 FUNDING. WE'VE ALSO CONTINUED TO PROVIDE ONGOING PROFESSIONAL DEVELOPMENT FOR EL TEACHERS, CONTENT TEACHERS, AND OUR EL INSTRUCTIONAL ASSISTANTS. EXACT PATH ONLINE TUTORING FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS HAS BEEN CONTINUED THIS YEAR. I'VE PURCHASED TEAM TOOLKITS, SUPPLEMENTAL MATERIALS. THESE HELP THE STUDENTS WORK ON ENGLISH LANGUAGE PROFICIENCY AND THE FOUR OF DOMAINS THAT THEY'RE TESTED, WHICH IS READING, WRITING, LISTENING, AND SPEAKING. I HAD MENTIONED THE ELEVATION STRATEGIES PLATFORM. THIS IS SOMETHING I PURCHASED FOR K THROUGH 12TH GRADE. OUR EL TEACHERS WILL BE ATTENDING A TRAINING ON MONDAY, SEPTEMBER 27TH, WHICH IS A DISTRICT [INAUDIBLE] DAY. THEY'LL GET THE OPPORTUNITY TO ACTUALLY DIVE INTO THE PLATFORM AND LOOK AT THE DATA PIECES. LEARN ABOUT HOW TO USE THE PLATFORM WHICH ALLOWS YOU TO FILTER BY CONTENT. IF YOU'RE AT AN ELEMENTARY SCHOOL AND YOU'RE WORKING WITH 4TH GRADERS, AND YOU'RE LEARNING ABOUT RECYCLING. THE TEACHER THAT IS WORKING WITH THOSE EL STUDENTS CAN COLLABORATE WITH THE GENERAL HEADTEACHER. THEY CAN GO INTO THE ELEVATION AND THERE IS A PLETHORA OF RESOURCES WHERE THEY CAN FIND GRAPHIC ORGANIZERS, THEY CAN FIND TEXT, JUST ANYTHING THAT YOU CAN IMAGINE THAT IT'S GOING TO HELP WITH THAT INSTRUCTION. THE SAME IS TRUE FOR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS. I'M HOPING TO EVENTUALLY GET THE EL INSTRUCTIONAL SYSTEMS TRAINED BECAUSE AT THE SECONDARY LEVEL THEY DO PUSH IN UNDER THE SUPERVISION OF THE CONTENT TEACHER AND THE EL TEACHER TO WORK WITH OUR EL STUDENTS. AGAIN, THE DATA THAT ELEVATION PROVIDES IS AMAZING. I CAN GO IN AND JUST FILTER AND IT CAN TELL ME WHAT LEVEL OF STUDENTS WE HAVE WHEN I WAS LOOKING, JUST PLAYING AROUND WITH IT AFTER THE TRAINING THAT THEY PROVIDED TO MY EL TEACHER SPECIALISTS AND I. I WAS ABLE TO LOOK AT LEVELS BASED ON ENGLISH LANGUAGE PROFICIENCY AND I WAS ABLE TO FILTER SO THAT I CAN SEE DISTRICT WIDE, THE AVERAGE ENGLISH LEARNER WILL BE SOMEWHERE BETWEEN A 2.5 AND A 3.0. THAT'S VERY USEFUL INFORMATION BECAUSE WHEN WE LOOK AT THE NUMBER OF NEW COMERS THAT WE HAVE AND STUDENTS WITH INTERRUPTED SCHOOLING, YOU MIGHT ASSUME THAT EVERYBODY IS GOING TO BE IN THE 1.0-2.0 RANGE. BUT WHEN YOU FACTOR IN K THROUGH 12, WE SEE THAT THEY ARE MAKING GROWTH. WE DO HAVE QUITE A LARGE NUMBER OF STUDENTS AT THAT 3.0 LEVEL. WE ALSO HAVE FOCUSED CLASSES AT THE MIDDLE SCHOOL, AND THIS IS ROUGHLY 45 MINUTES AT THE END OF THE SCHOOL DAY. ONE OF THE CHANGES THAT WE MADE THIS YEAR TO FOCUS IS ENGLISH. LEARNERS WILL BE PLACED IF THEY ARE IN THE 1.0-2.0 RANGE WITH THE EL TEACHER DURING THAT TIME AND WE'RE GOING TO FOCUS ON SPIRALING BACK IN CONTENT AREAS AND THE ACADEMIC AREAS WHERE THEY NEED THE MOST HELP. I DID A LOT OF MONITORING OF THEIR GRADES LAST YEAR TO SEE ACADEMICALLY WHERE THEIR NEEDS WERE. BETWEEN THAT DATA AND LOOKING AT THEIR ENGLISH LANGUAGE PROFICIENCY SCORES FROM LAST YEAR'S WITH THE ACCESS TEST, WE FELT THAT USING FOCUS AT THE MIDDLE SCHOOL LEVEL, IT WOULD GIVE US AN OPPORTUNITY FOR 6TH, 7TH, AND 8TH GRADE, AND PARTICULARLY 8TH GRADERS TO HELP GIVE THEM A BOOST AND GET THEM MORE PREPARED FOR HIGH SCHOOL. SHELTERED INSTRUCTION CLASSES AND ENGLISH AND SOCIAL STUDIES AT THE HIGH SCHOOL. THIS HAS BEEN, I THINK ONE OF MY BIGGEST PUSH FOR NORTH HIGH THIS YEAR. WE HAVE ENGLISH FOR 9TH GRADE EL STUDENTS, ENGLISH 10 FOR LS, US HISTORY FOR LS. THOSE ARE ALL THREE TAUGHT BY A DUAL CERTIFIED ENGLISH ESOL TEACHER. AS LONG AS THE TEACHER IS CERTIFIED IN ENGLISH, SOCIAL STUDIES, SCIENCE, MATH, ETC, THEN MSDE WILL ALLOW US TO HAVE A SHELTERED INSTRUCTION TYPE OF CLASS THAT IS TAUGHT BY THAT EL TEACHER, [00:35:03] WHO IS THEN ABLE TO TEACH TO THE SAME RIGOR AND STANDARDS THAT OUR GEN ED STUDENTS ARE RECEIVING. BUT THE DIFFERENCE IS THE TEACHER IS ABLE TO TAKE A LITTLE BIT MORE TIME SO SHE OR HE CAN SLOW DOWN THE PACE A LITTLE BIT TO PROVIDE THOSE EXTRA SCAFFOLDINGS THAT OUR STUDENTS NEED. WE ARE HOPING WITH THE ADDITION OF OUR FOURTH EL TEACHER AT NORTH HIGH, SHE HAS AGREED TO BE CERTIFIED IN SCIENCE, AND SO I'M WORKING WITH AMY TOWERS TO DETERMINE IS IT GOING TO BE ENVIRONMENTAL EARTH, BIOLOGY, ETC, TO GET THAT TEACHER CERTIFIED SO WE CAN ADD A SCIENCE AREA OF SHELTERED INSTRUCTION NEXT YEAR. WE ALSO HAVE AN EL TEACHER THAT CO-TEACHES PRE ALGEBRA AND ALGEBRA 1 CLASSES. >> CAN I? >> SURE. >> I NEED YOU TO EXPLAIN SHELTERED INSTRUCTION JUST A LITTLE BIT. >> OH, YES. >> THANK YOU. >> SHELTERED INSTRUCTION IS A CLASS THAT IS GIVING THE ENGLISH LEARNERS AN OPPORTUNITY TO, THEY'RE TAUGHT IN A CLASS, ALL EL STUDENTS. THE TEACHER, LIKE I SAID IS TEACHING THE SAME CONTENT TO THE SAME STANDARDS THAT THE OTHER TEACHERS ARE TEACHING, BUT THEY ARE ABLE TO LOOK AT THE SCOPE AND SEQUENCE AND LIKE I SAID, SLOW THINGS DOWN. IF YOU THINK ABOUT US HISTORY, THERE ARE GOING TO BE OTHER THINGS IN US HISTORY THAT OUR GEN-ED TEACHERS ARE GOING TO BE ABLE TO FLY THROUGH WITH OUR NON-EL STUDENTS. IF WE HAVE EL STUDENTS, THEY MIGHT NEED TO TAKE A LITTLE BIT MORE TIME TO PROVIDE MORE BACKGROUND BUILDING, FOCUS MORE ON ACADEMIC VOCABULARY AND REALLY SCAFFOLD THE LESSONS TO MEET THE NEEDS OF OUR ENGLISH LEARNERS. BUT IT'S NOT CHANGING THE CONTENT, IT'S NOT CHANGING THE STANDARDS. THEY ARE STILL EXPECTED TO LEARN ENGLISH 9 AT A 9TH GRADE LEVEL, ENGLISH 10 AT A 10TH GRADE LEVEL AND THE SAME WITH US HISTORY. >> MORE SPECIFIC OR CUSTOM DESIGN APPROACH BASED ON THEIR NEEDS IN A CLASSROOM FULL OF EL STUDENTS THAT ENABLES THEM TO DO THAT. >> CORRECT. >> IT'S ALSO THE BEST APPROACH. >> WE ARE TRYING THIS BECAUSE WE HAVE HAD A LOT OF OUR 9TH GRADERS THAT HAVE COME IN AS A NEWCOMER OR A STUDENT WITH INTERRUPTED EDUCATION. THAT THEY GET STUCK IN 9TH GRADE. LOOKING AT THE DATA FOR THE PAST COUPLE OF YEARS, WE HAVE FELT LIKE THIS IS THE BEST APPROACH, WHICH IS WHY WE HAVE ADDED ENGLISH 10, US HISTORY, AND WE'RE LOOKING TO ADD SCIENCE. MY CONTACT AT THE MSDE HAS SAID, AS LONG AS IT IS A DUAL CERTIFIED TEACHER IN THAT CONTENT AREA AS WELL AS THE ESOL AND THEY FOLLOW THE SAME RIGOR, STANDARDS, SCOPE AND SEQUENCE, THEN WE ARE ALLOWED TO DO IT AND YOU'RE RIGHT, I THINK IT IS THE BEST APPROACH FOR OUR STUDENTS. >> CRITIQUE OF THAT. WOULD THE CRITIQUE OF THAT BE THAT THE STUDENTS NEED TO BE MORE MAINSTREAM, LET THEM INTERACT WITH EVERYBODY, LET THEM MELTING POT KIND OF MENTALITY? GREAT IDEA. BUT THE FIRST OBJECTIVE IS FOR THEM TO RECEIVE EDUCATION AND WILL LEARN AND TO GET OUT OF 9TH GRADE. THEY'LL HAVE THEIR OPPORTUNITY FOR INTERACTION, FOR MAINSTREAM, OR BEING PART OF THE OVERALL SCHOOL POPULATION. >> THEY STILL DO. BECAUSE THEY MAY HAVE ENGLISH 9 AND US HISTORY. THEY COULD BE IN A CO-TAUGHT PRE-ALGEBRA OR ALGEBRA 1 CLASS, AND THEN THEY GO TO LUNCH WITH EVERYBODY ELSE. THEY ALSO HAVE THEIR ELECTIVE CLASSES. THEY COULD BE IN FINE ARTS, THEY COULD BE IN A PE CLASS, THEY COULD HAVE HELPED WITH OTHER STUDENTS. THESE ARE THE ONLY COURSES, ENGLISH 9, ENGLISH 10 AND US HISTORY THAT ARE STRICTLY FOR EL STUDENTS. WE'VE LOOKED AT IT AS A ONE-YEAR COHORT FROM THE TIME THEY COME IN AS NEWCOMERS, SEPTEMBER TO SEPTEMBER OR JANUARY TO JANUARY BECAUSE A LOT OF OUR STUDENTS WILL COME IN OCTOBER TO DECEMBER AND THEN JANUARY TO MARCH, WHICH FALLS IN LINE WITH WHEN THE CALENDAR YEAR FOR THEIR SCHOOL YEAR AND THEY'RE MADE OF COUNTRY'S ENDS. >> I'VE TAUGHT BOTH WAY. THAT IS DEFINITELY THE WAY TO GO WHEN THEY'RE STARTING TO LEARN. I'M GLAD TO SEE, BECAUSE BACK THEN YOU'RE ABLE TO DO IT AND THEN YOU WEREN'T ABLE TO DO IT. I'M GLAD TO SEE THAT BACK TO ALLOWING IT. BUT IT'S A GOOD STRATEGY. >> I THINK SO TOO. THE GROWING POPULATION IS SOMETHING THAT THE ENTIRE STATE IS FACING. [00:40:08] THERE ARE A LOT OF OTHER SCHOOL DISTRICTS THAT FOLLOW A MODEL LIKE THAT. IF THEY'RE NOT BIG ENOUGH TO HAVE WHAT WOULD BE CALLED A NEWCOMER ACADEMY OR A WELCOMING CENTER WHERE ALL OF THE NEW ELL STUDENTS WOULD GO TO. I THINK FOR US, NORTH CAROLINA IS THE PERFECT PLACE TO HAVE A SHELTERED INSTRUCTION CLASS FOR OUR ENGLISH LEARNERS. >> DEFINITELY. >> REALLY IT'S HAS BEEN A GREAT CONCEPT AND I APPRECIATE YOU BRINGING THAT UP AS WELL. CRYSTAL REALLY PUSHING TO BRING THIS IN. LOOKING AT OUR HISTORICAL DATA REALLY OVER THE YEARS, WE DO A REALLY GOOD JOB OF GETTING OUR ELEMENTARY-AGE STUDENTS TO GET ENGLISH PROFICIENCY AND MEET THOSE SCORES AS YOU MENTIONED, THAT GREEN GIRL A 100 SCHOOL, TYPICALLY THE PRE-K K KIDS ARE THEREBY FOURTH GRADE. [NOISE] THE OLDER THEY ARE WHEN THEY COME IN, THE HARDER IT IS TO CLOSE THE GAP, AND ELEMENTARY WHEN WE HAVE THEM AT THEIR EARLIEST AGE, WHEN THEY'RE JUST LEARNING LANGUAGE, FOR THE MOST PART, IT TAKES US ABOUT FOUR YEARS. [NOISE] AFTER THEY'VE ALREADY ACQUIRED LANGUAGE AND THEN THEY'RE COMING IN OLDER, IT REALLY GETS TO BE DIFFICULT. THE BASAL THAT WAS HIGH SCHOOL REALLY WAS GETTING IN THE WAY OF SO MANY OF OUR EL KIDS. TRYING TO FIGURE OUT WHAT'S THE BEST OPTION. WE'VE LOOKED AT MANY PROGRAMS OVER THE YEARS, ALL OF WHICH WERE HELD TO THE STANDARD OF HELPING THEM GET THAT DIPLOMA. HOW DO YOU HELP THEM GET THAT DIPLOMA AS WELL AS LEARN ENGLISH LANGUAGE [NOISE] IN A WAY THAT'S MOST MEANINGFUL? WE'VE TRIED, AS MR. GIACOMO SAID WE'VE TRIED TO PUT THEM IN THE CLASSROOM AND SEND SUPPORT IN AND TRY TO HELP THEM GET THERE. BUT THE KIDS WHO AT THEIR NEWCOMER LEVEL, THEY'VE GOT NOTHING TO HANG THE LANGUAGE OF ONE AS OUR LEARNING AND WE WOULD JUST SEE THESE KIDS STUCK NINTH-GRADE YEAR AFTER YEAR GOING. WHAT ELSE CAN WE TRY? IT IS AWESOME TO SEE THIS POLL AND [BACKGROUND] IT'S ALSO A CREDIT TO, AND YOU MENTIONED AS WELL, SOME OF OUR DULY CERTIFIED TEACHERS ARE THE ONES WHO WE'RE MAKING IT POSSIBLE. THE FACT THAT NORTH CAROLINE HIGH SCHOOL HAS FOLKS WHO ARE DULY CERTIFIED IN ENGLISH AND ESOL, THE LEAST CERTIFIED IN HISTORY AND ESOL, SOMEBODY WILLING TO WORK ON BEING DULY CERTIFIED IN SCIENCE AND ESOL. THAT'S A CREDIT TO OUR STAFF AS WELL WHO HAVE GIVEN US THE ABILITY TO DO THIS BECAUSE THEY'VE GOT THOSE DOUBLE CERTIFICATIONS WHICH AGAIN HELPS [BACKGROUND] US FIND CREATIVE [NOISE] SOLUTIONS SQUARED. >> I ALSO THINK THAT A SHOUT OUT TO ALL OF OUR ENGLISH LEARNER TEACHERS. THEY ARE WONDERFUL AT BUILDING RELATIONSHIPS [BACKGROUND] WITH THE FAMILIES AND WITH THE STUDENTS, AND IT IS, I HONESTLY ENJOY WHEN I WALK INTO THE CLASSROOM, AND THERE IS A FEW MINUTES BETWEEN CLASSES WHEN THE KIDS ARE COMING IN AND GETTING SETTLED IN, WATCHING THE INTERACTIONS BETWEEN THE TEACHERS, WHETHER IT'S LITTLE KIDS OR OUR HIGH SCHOOLERS. IT IS A BIG KUDOS AND SHOUT OUT TO OUR EL TEACHERS BECAUSE THEY DO A GREAT JOB AND MAKING CONNECTIONS. >> IN HIGH SCHOOL I THINK IT'S EVEN I MEAN, IT'S IMPORTANT WITH ALL STUDENTS. EL NEEDED HIM MORE BECAUSE I HAVE THAT INSECURITY. >> YES. >> ONE OF THE OTHER THINGS I THOUGHT WAS INTERESTING WHEN I WAS LEARNING ABOUT THIS WAS THE HUMAN BRAIN IS ACTUALLY WIRED. WHEN YOU'RE BORN, YOU'RE WIRED TO LEARN A LANGUAGE. AROUND 10 OR 11 THE WIRING ACTUALLY CHANGES. WHICH IS WHY IT'S HARDER FOR AN OLDER YOUNG ADULT TO LEARN A LANGUAGE. >> THAT'S ANOTHER GOOD POINT. >> IT'S A PHYSICAL THING. >> ONCE I'VE LEARNED THAT IT MADE ME FEEL BETTER ABOUT MYSELF, [NOISE] NOT DOING WELL IN FOREIGN LANGUAGE IN HIGH SCHOOL. [LAUGHTER] BECAUSE I TRIED FRENCH, LATIN, AND SPANISH, THIS IS A DESK. [NOISE] [LAUGHTER] BUT SO IT IS REAL, IT'S JUST HARDER. >> BUT I DO THINK TO KUDOS TO OUR COUNSELORS AND THE ENROLLMENT SECRETARIES FOR ASKING THOSE QUESTIONS. WE HAVE HAD A LOT OF DISCUSSIONS ABOUT LOOKING AT THE SCHOOL YEAR CALENDAR FOR OUR EL STUDENTS THAT ARE COMING IN, ASKING FOR TRANSCRIPTS, I THINK PROBABLY 10 YEARS AGO OR EVEN FIVE YEARS AGO. THAT MAY NOT HAVE BEEN A QUESTION THAT WAS ASKED WHEN STUDENTS CAME IN. DO YOU HAVE A TRANSCRIPT FROM ANOTHER HIGH SCHOOL? WE DEFINITELY ARE SEEING STUDENTS THAT ARE COMING IN THAT HAVE COMPLETED SOME HIGH SCHOOL CLASSES OR COMPLETED NINTH AND 10TH GRADE, COMING INTO CAROLINE COUNTY IN SCHOOL. [OVERLAPPING] >> YOUR STAFF IS DEFINITELY I MEAN, THEY'VE EARNED IT THEY VERY EXCELLENT. >> THEY ARE, AND I'M THANKFUL BECAUSE WE'RE VERY BUSY RIGHT NOW WITH ALL OF THE ENROLLMENTS, BUT THEY ARE ON IT. >> YOU TOUCHED ON IT. BUT I WAS JUST CURIOUS ABOUT HOW THE SCHOOL ADMINISTRATORS AND THE TEACHERS AND STAFF INTERACT WITH THE PARENTS, [00:45:04] ESPECIALLY WHEN THEY'RE IN A MAYBE A COMPLETE LANGUAGE DISCONNECT. IT'S GOING TO BE INTERESTING, I WON'T SAY CHALLENGING. [LAUGHTER] IT'S GOING TO BE A WHOLE OTHER ELEMENT. BUT IT'S PRETTY EASY TO PICK UP A PHONE, RELATIVELY EASIER, AND TALK TO SOMEONE WHO CAN SPEAK THEIR LANGUAGE. THAT YOU TRY AND EXPLAIN HOW THE CHILD'S DOING OR JUST ANSWER QUESTIONS, IT'S GOING TO BE A BIT INTIMIDATING FOR THE PARENTS, MAYBE ALL THE WAY AROUND. >> THAT'S SOMETHING THAT AGAIN, WE HAVE HAD A LOT OF PD AND CONVERSATIONS ABOUT. OUR OFFICE STAFF ARE THEY WELCOMING FACES WHEN OUR FAMILIES COME IN? BEING MINDFUL OF BODY LANGUAGE, BECAUSE YOU DON'T WANT, YOU KNOW, YOU COULD BE HAVING A BAD DAY OR YOU COULD HAVE GOTTEN OFF THE PHONE AND SOMETHING WASN'T GOING GREAT. BUT YOU DON'T WANT YOUR BODY LANGUAGE TO CONVEY A DIFFERENT MEANING TO A PARENT. THAT WORD, STUDENT WHO DOES NOT SPEAK ENGLISH AND DOESN'T UNDERSTAND THAT YOU'RE NOT UPSET WITH THEM. YOU'RE UPSET WITH ANOTHER SITUATION OR SOMETHING THAT HAPPENED. AND A LOT OF OUR ENROLLMENT SECRETARIES, THEY HAVE, THEY ALL HAVE THE NUMBER TO LANGUAGE LINKS SO THEY KNOW THAT THEY CAN USE THAT NUMBER. THEY KNOW HOW TO CALL IT. WE HAVE BEEN WORKING ON PROVIDING DEVICES SO THAT THEY ARE ABLE TO USE GOOGLE TRANSLATE, WHICH HELPS IT'S NOT ALWAYS THE BEST, BUT IT'S HELPING US IN A PINCH. AND ONE OF THE THINGS, PARTICULARLY WITH OUR OLDER STUDENTS WE HAVE BEEN TRYING BECAUSE OF THE AMOUNT OF QUESTIONS THAT WE NEED TO ASK ABOUT HIGH SCHOOL AND TRANSCRIPTS. WHAT WAS THE LAST GRADE THAT YOU FINISHED, AND CAN YOU GIVE US MORE INFORMATION ABOUT YOUR SCHOOL RECORDS? WE HAVE BEEN TRYING TO GET OUR ENROLLMENT SECRETARIES AND COUNSELORS TO SCHEDULE APPOINTMENTS. BECAUSE IN ALL OF THE FEEDBACK THAT I'VE HEARD, OUR FAMILIES WOULD MUCH RATHER HAVE TO COME BACK IF THEY KNOW THAT THEY'RE GOING TO BE ABLE TO COMMUNICATE WITH US THROUGH THE USE OF AN INTERPRETER. AGAIN, GOING BACK TO WHAT YOU SAID ABOUT THAT PERSONABLE, BEING PERSONABLE, AND BEING ABLE TO BUILD THAT RELATIONSHIP. WE ARE TRYING TO INCORPORATE DIFFERENT THINGS AND CHANGE THE WAY THAT WE APPROACH WORKING WITH OUR FAMILIES. BECAUSE YOU'RE RIGHT IT CAN BE CHALLENGING AND IT CAN BE FRUSTRATING FOR THEM, AND WE WANT THEM TO FEEL WELCOME. >> MOST OF OUR WRITTEN CORRESPONDENCES ARE NOW BILINGUAL, CORRECT? >> YES. ACTUALLY NOT JUST IN TWO LANGUAGES, BUT WE ALWAYS MAKE SURE THAT WE HAVE A HAITIAN CREOLE TRANSLATION OF OUR DOCUMENTS, SPANISH. I BELIEVE WE HAVE THE CAPABILITY FOR MOST OF THE DOCUMENTS THAT ARE PAID ON OUR [BACKGROUND] SCHOOL WEBSITE. YOU CAN CHOOSE YOUR LANGUAGE AND ALL OF THE DIFFERENT LANGUAGES THAT WE HAVE ARE THERE. [BACKGROUND] YES. IF THERE'S ONE THING THAT CAME OUT OF COVID, I THINK IT MADE US DEFINITELY [LAUGHTER] MORE AWARE OF THE LANGUAGE NEEDS FOR OUR FAMILIES. >> OH, BECAUSE I GUESS WHEN I FIRST RETIRED I WAS SO ON THE PHONE. WHEN I WAS GETTING THE MESSAGES, THEY WERE BILINGUAL, AND I'M LIKE, OH COOL. [NOISE] [OVERLAPPING]IT'S A GOOD THING. >> YEAH. IT'S A GREAT ADDITION THAT WE HAVE THAT WITH THE SCHOOL MESSENGER SERVICE THANKFULLY, WE'LL KNOCK ON WORD LATER, THANKFULLY, WE'VE NOT HAD TO USE THAT FOR A FOG LET. [LAUGHTER] BUT THERE IS THAT PIECE THAT THE TRANSLATION [NOISE] IS THERE [BACKGROUND] AND I DON'T KNOW, WE'RE GOING TO HOPE NOT. THEY'RE VERY WELCOMING AND THAT SHOULD HELP US. [LAUGHTER] BUT THERE'S THAT PIECE IT'S BUILT RIGHT IN TO TRANSLATE THE EMAILS RIGHT THERE, OR THE TELEPHONIC FOR PRINCIPALS OR ANYBODY USING THAT SYSTEM, WHICH IS GREAT. AGAIN TO WRITE THAT ACCESS PIECE. I JUST WANT TO TOUCH ON ONE OTHER THING THAT [INAUDIBLE] MENTIONED AND YOU GUYS HAVE ALLUDED TO IT AS WELL. TRUST IS REALLY IMPORTANT FOR US TO ESTABLISH WITH ALL OF OUR FAMILIES, BUT IN PARTICULAR WITH OUR EL FAMILIES WHEN THEY'RE COMING IN TO ENROLL. WE TAKE EVERYBODY WHO COMES IN, AND WE NEED TO MAKE SURE THAT WE HAVE TRUST ESTABLISHED WHEN OUR FAMILIES COME IN TO ENROLL AND WE'RE ASKING FOR PAPERWORK AND WE'RE ASKING FOR INFORMATION. WE HAVE A RESPONSIBILITY TO MAKE SURE THAT WE DO THAT AND WE EDUCATE THE KIDS WHEN THEY COME IN. WE'VE WORKED REALLY HARD TO ESTABLISH THOSE RELATIONSHIPS WITH KEY PEOPLE AND COMMUNITIES, AND TO KEEP THOSE ESTABLISHED. I THINK THAT'S BEEN A BIG ASSET, THE SCHOOL SYSTEM AS WELL, OF TRYING TO BUILD THOSE RELATIONSHIPS. IN OUR HAITIAN CREOLE THING IS THE PETALS BIRTH, FOR EXAMPLE. ESTABLISHING A RELATIONSHIP WITH GUATEMALA AND FAMILIES IN THE NORTHERN END OF THE COUNTY AND OTHERS WORKING THROUGH VARIOUS COMMUNITY PARTNERS. I THINK THAT'S BEEN A BIG ASSET FOR US AS WELL. THEY'VE BEEN VERY HELPFUL WITH CLASSROOM, DEVELOPMENT, AND OTHER ASSETS. >> ANY OTHER QUESTIONS? [00:50:02] >> DO MOST OF THE HIGH SCHOOL STUDENTS WANT TO LEARN ENGLISH AND WANT TO GET A DIPLOMA. >> THEY DO. IF A LOT OF OUR STUDENTS ARE WORKING AND THEY'RE COMING TO SCHOOL, SO THEY'RE TRYING TO BALANCE BOTH. BUT THEY DO WANT TO LEARN ENGLISH. I BELIEVE WHOLEHEARTEDLY THAT ALL OF OUR FAMILIES THAT ARE COMING HERE, THEY ARE COMING HERE BECAUSE THEY WANT TO BE HERE. THEY WANT TO HAVE OPPORTUNITIES. THEY WANT TO GET AN EDUCATION AND STUDENTS [NOISE] WILL GET FRUSTRATED WHEN THEY ARE NOT ABLE TO LEARN SOMETHING, OR THAT LANGUAGE BARRIER COMES ACROSS IN THE CLASSROOM, WHICH IS WHY IT HAS BEEN SO IMPORTANT TO ME TO TRY TO WORK ON PROVIDING MORE OPPORTUNITIES FOR SHELTERED INSTRUCTION. YES, THEY WANT TO LEARN ENGLISH, THEY WANT TO GET AN EDUCATION, AND THEY WANT TO BE ABLE TO WORK AND HELP PROVIDE FOR THEIR FAMILIES. >> SOME OF THEM ARE ACTUALLY VERY GRATEFUL FOR WHAT THEY CAN GET THERE BECAUSE THEY CAN'T GET THIS LEVEL OF EDUCATION AT HOME. [NOISE] ANY OTHER QUESTIONS FROM [INAUDIBLE], OR THAT WAS YOUR LAST SLIDE? THANK YOU. THANK YOU. WE'LL GET TO SEE WHAT THE NUMBERS LOOK CLOSER LIKE OUR NEXT BOARD MEETING IS LITERALLY RIGHT AFTER THE INITIAL SEPTEMBER 30 COUNT. WE CAN TRY TO GIVE YOU A LITTLE BIT UPDATE OF WORK TO DO THAT ONE TIME THOUGH, YOU'LL ALSO GET THE WHOLE SYSTEM WIDE NUMBERS OF HOW THEY LOOK THEN. OCTOBER 30TH IS THE BIG ENROLLMENT COUNT FOR US BECAUSE THAT'S THE COUNT THAT IS COUNTED BY THE STATE TOWARDS OUR FUNDING FOR TITLE 3. TITLE 3 IS? JUST BECAUSE YOU HAVE A COUPLE OF TITLES. I APOLOGIZE. TITLE 3 IS OUR ENGLISH LANGUAGE ACQUISITION GRANT THAT IS BASED OFF OF OUR ENGLISH LEARNER ENROLLMENTS AND IF WE HAVE ENOUGH IMMIGRANTS, WHICH IS ANOTHER REASON THAT THE IMMIGRANT NUMBERS ARE IMPORTANT, WE ALSO BECOME ELIGIBLE IN THE WINTER FOR ANOTHER GRANT, WHICH IS OUR IMMIGRANT GRANT. THERE ARE TWO POSSIBLE SOURCES OF FUNDING FOR TITLE 4 ENGLISH LEARNERS THROUGH TITLE 3. THOSE ARE FEDERAL GRANTS. IT'S GOOD THEN. IT IS. IT HELPS US PROVIDE THE PROGRAMS. ALL RIGHT. THANK YOU. THANK YOU. ANY MORE QUESTIONS MARK? NO, I'M GOOD. THANK YOU. THANK YOU. THANK YOU VERY MUCH. ALL RIGHT. NEXT IS THE ARPESSER. WHAT EXACTLY DO THEY MEAN AGAIN? AMERICAN RESCUE PLAN, ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUND. THERE ARE A LOT OF FOLKS WHO ARE JUST NOW REFERRING IT TO CARES 3, THOUGH IT'S NOT CARES, BUT THERE WAS A FEDERAL 1, THE FEDERAL 2 AND THIS IS THE THIRD FEDERAL SIGNIFICANT AMOUNT OF MONEY. I THINK IT WAS LIKE 12 MILLION. 137, CORRECT? YEAH. 13.7. THAT'S BETTER THAN 12 MILLION. YEAH. [LAUGHTER] OKAY. DID YOU HAVE ANYTHING TO ADD OR WAS THIS JUST BECAUSE LAST MEETING I REMEMBER I HAD QUESTIONS BUT IT WAS 9:30. WE'D BEEN HERE FOR FIVE HOURS. LAST MEETING RAN SHORT AS YOU MENTIONED, WE HAVE IT SLATED FOR A FULL REPORT AT THE OCTOBER MEETING, BUT IF THERE WERE ANY QUESTIONS. RIGHT. YEAH. BASICALLY I HAD TWO, AND BOTH WERE ALLUDED TO, AND I JUST WANTED TO KNOW A LITTLE BIT MORE ABOUT IT. WHEN WE FIRST ORIGINALLY TALKED ABOUT IT, WE HAD A LOT OF GREAT THINGS GOING ON FOR ELEMENTARY, FOR THE MENTAL HEALTH AND THINGS LIKE THAT AND SO WE TALKED ABOUT ARE WE GOING TO DO ANYTHING FOR MIDDLE AND HIGH SCHOOL? YOU SAID YOU COULD LOOK AT IT AND YOU DIDN'T MENTION SOMETHING AT THE OTHER MEETING, BUT I WAS WONDERING DO WE HAVE ANYTHING SPECIFIC THAT WE HAVE PLANNED? YES, WE DO. ACTUALLY, WE HAVE PURCHASED ITS SOFTWARE THAT'S CALLED THE NAME BASE, BASE B-A ESSAY AND IT IS AN ANOMALY TO WHAT IT CAN DO. IT ACTUALLY IS A DIAGNOSTIC TO TAKE A LOOK AT CHILDREN SOCIAL, EMOTIONAL LEARNING NEEDS. CHILDREN WOULD BE ABLE TO GET ON THE SOFTWARE AND THEY WOULD GO THROUGH A SERIES OF SCENARIOS, RESPOND TO THE QUESTIONS, [00:55:01] AND THE DIAGNOSTIC WOULD COME UP AND LET US KNOW WHERE THE CONCERNS LIE AND ALSO WHERE THE STRENGTHS LIE, AND THEN IN TURN, FOR SIX THROUGH 12, THERE ARE MODULES THAT WOULD BE ASSIGNED TO THE CHILD WHERE THEY CAN WORK THROUGH THE MODULES AT THEIR OWN PACE ALONG WITH THEIR GUIDANCE COUNSELOR. THE GUIDANCE COUNSELORS WILL BE GOING THROUGH TRAINING. WE'RE HOPING THAT THIS WILL BE UP AND RUNNING BY OCTOBER 18. SLOW AND STEADY WINS THE RACE ON THIS ONE, BECAUSE WE DID NOT WANT TO RUSH INTO THIS AND HAVE A 20-MINUTE TRAINING, GET IT RUNNING, AND THEN FIND OUT THERE ALL THESE DIFFERENT THINGS THAT WE'VE MISSED. WE ARE DEFINITELY LOOKING AT FULL IMPLEMENTATION OF THIS. NOW, THE SAME PROGRAM CAN BE USED FOR THE ELEMENTARY STUDENTS TOO, AND WHAT WILL HAPPEN IS THIS. THE STUDENTS WILL BE ABLE TO PARTICIPATE IN THE DIAGNOSTIC BUT THE BIG DIFFERENCE IS THAT THE RESOURCES THAT CAN BE PROVIDED TO THE CHILDREN WILL BE FROM THE GUIDANCE COUNSELORS OR POSSIBLY THE TEACHERS. IT'S NOT SOMETHING WHERE A YOUNGER CHILD WOULD SIT ON WORK THROUGH MODULES. IT DEFINITELY HAS A DIFFERENT LOOK. I'M GOING TO ASSUME THAT WE KNOW WHAT THAT DOES. THAT IF THE OLDER STUDENTS NEEDED A HUMAN GUIDANCE, THAT IT WOULD BE THERE? ABSOLUTELY. WE HAVE A COUNTY MENTAL HEALTH COORDINATOR WHO IS AVAILABLE ALONG WITH OTHER RESOURCES THAT WE HAVE AVAILABLE WITH INSIDE THE SCHOOLS. BUT CARA CALLAWAY ACTUALLY LEADS A LOT OF BRINGING THOSE RESOURCES TO THE CHILDREN, WHICH HAS BEEN ABSOLUTELY WONDERFUL, AND THEN OF COURSE WE HAVE OUR PROJECT [INAUDIBLE], WHICH IS PROVIDING DIFFERENT TYPES OF PROFESSIONAL DEVELOPMENT TO STAFF, TO COMMUNITY MEMBERS, TO FAMILIES. IT'S AN AWARENESS GRANT. EVERY TIME WE TRAIN A NUMBER OF PEOPLE, THEY GO OUT AND TRAIN A NUMBER OF PEOPLE. I MAKE A JOKE AND SAY IS A GERUND LITTLE PYRAMID. IT LOOKS LIKE THAT BECAUSE YOU'RE JUST GETTING MORE AND MORE PEOPLE AWARE. IT'S LIKE TRAIN A TRAINER? IT IS, YES. THAT'S GOOD. ONCE WE PURCHASE IT, IS IT OURS TO USE? YOU'RE PURCHASING LICENSES AND WHAT WILL HAPPEN WE'LL HAVE IT AVAILABLE TO US FOR THREE YEARS. THAT'S A GOOD TIME-FRAME BECAUSE WITH THREE YEARS, ANY CHANGE THAT'S GOING TO TAKE PLACE WOULD BE THREE TO FIVE YEARS. AT THE END OF THREE YEARS, YOU HAVE THE OPPORTUNITY ALONG WITH MIDWAY THROUGH TO DETERMINE IF THIS IS A GOOD RESOURCE OR DO WE NEED TO LOOK OUTSIDE AT OTHER RESOURCES TO BRING IN, BUT IT'S EXCITING FROM THE STANDPOINT THAT I HAVE IN 31 YEARS NEVER SEEN A RESOURCE LIKE THIS AVAILABLE. I'M PRETTY EXCITED THEY WERE ABLE TO BRING THIS TO CAROLINE COUNTY. NOW FOR THE OLDER STUDENTS, IT'S TOTALLY SELF-GUIDED? THEY DECIDE IF THEY WANT TO USE THE SYSTEM OR EVERYBODY GOING TO USE IT, HOW'S THAT GOING TO WORK? THE WAY THAT IT WOULD WORK, AND THAT THESE ARE SOME OF THE LOGISTICAL PIECES THAT WE HAVE TO IRON OUT, THAT WE HAD NOT COMPLETELY IRONED OUT. WHAT IT'S LOOKING LIKE RIGHT NOW IS THE STUDENTS WOULD BE IDENTIFIED FROM THE GUIDANCE COUNSELOR. THIS WOULD NOT BE A SCHOOL WIRE WHEN IT GETS ON A DIAGNOSTIC, NO. THIS IS NOT NECESSARY FOR EVERYBODY. BUT IT WOULD BE BASED ON POSSIBLY KNOWN HEALTH REFERRALS, REFERRALS FROM OTHER DOCTORS, GUIDANCE COUNSELOR INFORMATION THAT THEY HAVE, KNOWN STUDENTS-PARENT REFERRALS, TEACHER REFERRALS, AND THEN THEY WOULD GO THROUGH THE DIAGNOSTIC. THE DIAGNOSTIC I THINK IS ABOUT 15 MINUTES, I DON'T THINK IT'S THAT LONG. PERFECT. BUT IT WOULD GENERATE A REPORT THAT WOULD TAP IN TO LETTING US KNOW WHAT THOSE NEEDS ARE. ANY TYPE OF SOFTWARE THAT WE USE, IT'S GREAT TO HAVE THE RESOURCES AVAILABLE LIKE THIS ONE WHERE IT CAN DISSIPATE MODULES. BUT I'M SURE THAT THERE WILL ALSO BE THE HUMAN COMPONENT THAT WILL COME FROM THE GUIDANCE COUNSELOR. THIS IS GREAT INFORMATION TO KNOW ABOUT YOUR CHILD THAT YOU'RE WORKING WITH. GREAT. THAT'S REALLY GOOD. ESPECIALLY COMING OFF THE HEELS, IN ESSENCE THE 18 MONTH CLOSURE COUPLED WITH THE FACT THAT IT'S ONE OF THE THINGS THAT WE WE'RE ALL SEEING IN ALL GRADE LEVELS, AND EVEN AS ADULTS WE WOULD BE EXPERIENCING IT, WE PROBABLY ARE. FOR 18 MONTHS, WE'VE BEEN ABLE TO SELF-SELECT FOR THE MOST PART WHO WERE AROUND FOR GOOD OR BAD. WE'VE BEEN ABLE TO SELF-SELECT THAT AND GETTING BACK INTO THE NORMAL ROUTINE OF SCHOOL IS A STRUGGLE FOR FOLKS AND TOTALLY GET IT. BECAUSE THEY'VE NOT HAD TO BE AROUND PEOPLE WHO MIGHT THINK DIFFERENTLY, ACT DIFFERENTLY. OR YOU MIGHT BE ABLE TO JUST TUNE SOMEBODY OUT AND WALK AWAY. WHERE SCHOOL'S NOT THAT WAY, OR HERE, WE ALSO HAVE A ROUTINE AND STRUCTURES IN PLACE WHERE FOR 18 MONTHS SOME FOLKS HAVE NOT HAD TO HAVE THOSE STRUCTURES FOR WHATEVER REASON. [01:00:05] THAT CREATES PAINS AMONGST KIDS AND ALL THE RESEARCH YOU READ, ANXIETY AND DEPRESSION IS UP IN KIDS, PARTLY SOCIAL MEDIA THOUGH I WON'T GET ON THAT BANDWAGON TONIGHT. BUT ALSO JUST THE FACT THAT BEING DISCONNECTED FOR SO LONG. THOSE THINGS HAVE CONTRIBUTED. THIS PIECE OF SOFTWARE REALLY PROVIDES ANOTHER HELPFUL AVENUE TO TRY TO ALIGN RESOURCES AS NEEDED FOR KIDS AND TO HELP STREAMLINE A PROCESS BY WHICH WE CAN DO THAT INSTEAD OF HAVING TO DO A ONE-OFF FOR EVERY SINGLE KID AND INDIVIDUALIZED MEETING WITH EACH ONE TO TRY TO DO SOME SORT OF A RATING SCALE OR SYSTEM AND THEN TRIED TO LINE UP RESOURCES. HOPEFULLY WILL HELP SPEED THAT PROCESS UP AS WELL TO GET STUDENTS ASSISTANCE AND TARGETED ASSISTANCE. IT SOUNDS GOOD. ARE WE GOING TO LET STUDENTS KNOW IT'S AVAILABLE? >> ABSOLUTELY. >> SO THEY MIGHT HAVE AN ISSUE, BUT IF THEY KNOW IT'S SOMETHING THEY CAN DO ON THEIR OWN, SO THEY WILL KNOW IT THAT'S AWESOME. >> WE'RE GOING TO MAKE SURE THAT THERE'S A LETTER THAT GOES OUT TO THE FAMILIES. >> OKAY. THAT'S GREAT. GOOD, GOOD. I KNOW THAT IT'S THE CARES MONEY OR SOME PEOPLE ARE CALLED COVID MONEY THAT'S ALLOWING US TO BUY IT. BUT ANY ISSUE WOULD BE DEALT WITH, WITH THIS PROGRAM. LET'S SAY SOMETHING. >> YES, WHAT IT'S DOING IS IT'S TELLING US WHAT WE NEED TO KNOW ABOUT THAT STUDENT'S [INAUDIBLE] [OVERLAPPING] THEN AS THE ADULT, WHICH WOULD BE THE GUIDANCE COUNSELOR THAT'S INVOLVED, IF THEY WOULD FEEL THAT BASED ON WHAT THEY'RE GETTING FROM IT'S BEING GENERATED FROM THIS REPORT IS OUTSIDE THE LEVEL OF THE MODULES, AND OF COURSE YOU CONNECT WITH OTHER RESOURCES. ONE THING THAT WE HAVE WORKED REALLY HARD ON SINCE PROBABLY APRIL IS PUTTING TOGETHER OUR MULTI-TIERED SYSTEM OF SUPPORTS. THIS IS WHERE WE ACTUALLY TOOK A STEP BACK AND WE THOUGHT ABOUT, THIS COUNTY IS FULL OF RESOURCES. WE'VE GOT SOME GREAT THINGS HERE. BUT WHEN I WALK INTO A SCHOOL AND I FIND OUT SOMETHING THAT I NEVER KNEW EVEN EXISTED, TO ME, THAT'S A PROBLEM BEING THE DIRECTOR OF STUDENT SERVICES AND SPECIAL PROGRAMS. I KNOW THAT THE DIRECTOR OF CURRICULUM, INSTRUCTION AND ASSESSMENT HAS WALKED INTO THE SITUATIONS BEFORE, TOO. WE HAVE TO KNOW WHAT'S HERE IN ORDER TO BE ABLE TO SUPPORT OUR KIDS. SO WHAT WE DID WAS WE ACTUALLY TOOK THE MULTI-TIERED SYSTEMS AS A SUPPORT FRAMEWORK, AND WE LOOKED AT IT THROUGH THE LENS OF MATH, ENGLISH LANGUAGE ARTS, SOCIAL EMOTIONAL LEARNING AND BEHAVIOR, AND WE ALIGNED ALL OF OUR RESOURCES THROUGH TIERS. TIER 1 BEING WHAT WE WOULD PROVIDE FOR ALL KIDS. TIER 2, FOR STUDENTS THAT NEED ADDITIONAL SUPPORT IN A SMALL GROUP AND NEED PROGRESS MONITORING. THEN OF COURSE, TIER 3, ARE KIDS THAT EVEN HAVE MUCH MORE INTENSIVE NEEDS AND MUCH MORE NEED FOR MORE OF A WEEKLY TYPE OF PROGRESS MONITORING, TO MAKE SURE THAT WHATEVER WE'RE PUTTING IN PLACE IS RIGHT FOR THAT CHILD. SO WE PUT ALL OUR RESOURCES TOGETHER AND ACTUALLY, LINDSAY AND I, YOU COULD PROBABLY TWIST YOUR ARM AND WE'LL BE MORE THAN HAPPY TO SHARE ALL OF THAT [LAUGHTER] BECAUSE WE ARE PRETTY EXCITED ABOUT WHAT WE DID PUT TOGETHER, AND WE DID DO THIS WITH TEAMS OF PEOPLE. SO WE HAVE A LOT OF INPUT, BUT IT'S STRUCTURED REALLY GOOD. IT'S JUST AMAZING TO SEE WHAT IS ACTUALLY HERE. IT'S LIKE YOU CLEANED UP THE CLOSET AND YOU'RE ORGANIZED IT, AND WE DID. WE HAVE SO FAR HAD TRAINING ON MTSS WITH ALL NEW PEOPLE. WE DID THAT AT THE NEW TEACHERS MEETING, AND THEN WHEN WE MET WITH ADMINISTRATORS, WE MOVED INTO GUIDANCE COUNSELORS, AND THIS PAST WEEK WE'VE BEEN WORKING WITH MRT'S, WHICH ARE MATH RESOURCE TEACHERS AND READING RESOURCE TEACHERS AT THE ELEMENTARY, AND THEN THE MATH OF READING COACHES SECONDARY. SO WE'RE GETTING THIS OUT. THE NEXT LAYER IS GOING OUT TO STAFF MEETINGS, SO THAT OUR TEACHERS ARE FULLY AWARE OF WHAT IS AVAILABLE. I COULD IMAGINE BEING IN A CLASSROOM AND NOT KNOWING ALL THE DIFFERENT RESOURCES THAT ARE AVAILABLE THAT I CAN USE. SO THAT'S WHAT OUR HOPE IS. >> GOOD. THAT'S AWESOME. >> IT SOUNDS LIKE YOU'RE STEALING THE THUNDER FROM THE PRESENTATION AT THE NEXT MEETING. [LAUGHTER] >> AT LEAST A SMALL SLIVER. >> SHE'S BUILDING IT UP. >> YES. [LAUGHTER]. >> REALLY LIKE WHAT YOU SAID. NOT BECAUSE WE WANT THINGS TO BE SLOW, BUT A PROCESS AND A THOUGHTFUL STEP-BY-STEP AND NOT JUST FULL SPEED AHEAD. DON'T WORRY ABOUT THE CONSEQUENCES. IT SOUNDS LIKE A VERY THOUGHTFUL APPROACH, AND I LOOK FORWARD TO HEARING MORE ABOUT IT AT THE NEXT MEETING. >> IT'S EXCITING. IT'S SAD YOU NEED IT, BUT IT'S EXCITING THAT WE HAVE IT. >> ALL OF IT RESOLVE HERE. IT WAS PULLING IT ALL TOGETHER, [01:05:02] WHICH IS GREAT TOO. >> RIGHT. I APPRECIATE YOU GUYS DOING THAT. THAT'S AWESOME. BECAUSE THIS COUNTY DOES HAVE A LOT OF RESOURCES. I KNOW PEOPLE ACTUALLY MOVED TO CAROLINE COUNTY BECAUSE OF THE RESOURCES WE OFFER. I DIDN'T MEAN IT IN A BAD WAY, BUT IT WAS LIKE REALLY, AND THEY WERE LIKE, OH YEAH. SO USE THEM. GREAT, THANK YOU. >> WHAT WAS THE NAME OF THE PROGRAM? >> THE SOCIAL ORIGINAL DIAGNOSTIC. >> YEAH. >> IT'S CALLED BASE. B-A-S-E, AND IT'S ACTUALLY AN, STARTS WITH AN E, EDMENTUM PRODUCT. SO IF YOU WANT TO DO ANY RESEARCH, JUST LOOK UP EDMENTUM, AND IT'LL HAVE A LOT OF DIFFERENT PRODUCTS IN THERE. >> THANK YOU. >> IT'S LIKE MOMENTUM, BUT EDMENTUM. >> BURK ANY QUESTIONS? >> NOTHING MORE. >> GOOD. [3. Unfinished Business] >> OKAY. THEN THE OTHER QUESTION I HAD WAS ABOUT THE AMERICAN READING PROGRAM, I KNOW THAT WE GOT CARED MONEY TO GET ANOTHER READING PROGRAM FOR ELEMENTARY. I HAD SAID A LOT OF TEACHERS WERE INTERESTED IN AND THEN DEREK SAID THAT YOU DID HEAR IT, AND YOU SAID YOU WOULD LOOK INTO IT, AND I REALLY DIDN'T THINK MUCH ABOUT IT. THEN WHEN I WAS VISITING ALL THOSE 50 MILLION SCHOOLS. >> WE HAVE 10. [LAUGHTER]. >> BUT JUST PEOPLE KNOW WITH THESE NUMBERS GOING CUCKOO, I'VE NOT BEEN GOING INTO SCHOOLS, NOT BECAUSE I DON'T WANT TO, I JUST DON'T THINK IT'S PRUDENT AT THIS POINT. >> LIKEWISE FOR ME AND I HAD A WHOLE LIST OF WHERE I WANTED TO GO. [OVERLAPPING] THEY HAVE ENOUGH GOING ON RIGHT NOW. THAT'S APPRECIATED, AND YES. >> YES. SO JUST IT'S A CONSCIOUS DECISION TO. I WILL SHARE THAT, THE OCTOBER BOARD WORK SESSION, WE'VE ALREADY SLATED A TOPIC TO BE SHARED, WHICH IS OUR ELEMENTARY ENGLISH READING PROGRAM. SO TO REALLY EXPRESS AND EXPLAIN THE PROCESS BY WHICH WE HAVE STARTED AND WILL CONTINUE TO GO THROUGH IN ORDER TO PILOT SEVERAL PROGRAMS. SO THAT IS THE OCTOBER BOARD WORK SESSION. KATIE ALICE FISHER, THE SUPERVISOR OF K TO FIVE ELA, IS GOING TO BE PRESENTING. AS I SAID, SHE'LL BE PRESENTING NUMEROUS DIFFERENT PROGRAMS THAT HAVE BEEN LOOKED AT, AND THEN THE PROCESS OF HOW EACH WILL BE LOOKED AT FURTHER, AND THEN HOW WE WILL COME TO THE DECISION TO WHICH TO PIPE. >> RIGHT. IS THAT ONE STILL BEING LOOKED AT? >> THEY ALL ARE. >> OKAY [OVERLAPPING] BECAUSE THE TEACHERS ARE ASKING ME AND I'M SAYING TO THE BEST OF MY KNOWLEDGE, I THINK SO. >> WHEN WE HAD AMERICAN READING COMPANY, WE DID NOT HAVE AMERICAN READING COMPANY'S CORE CURRICULUM PROGRAM. WE HAD WHAT'S CALLED 100 BOOK CHALLENGE. SO IN SAYING AMERICAN READING COMPANY, JUST LIKE EDMENTUM HAS DIFFERENT PRODUCTS THAT TWIG WAS MENTIONING, AMERICAN READING COMPANY HAS DIFFERENT PROGRAMS AS WELL. >> SOMEONE DID SAY THAT. >> 100 BOOK CHALLENGE IS WHAT WE HAD, WHICH IS NOT A CURRICULUM. WE DID NOT HAVE THE AMERICAN READING COMPANY CURRICULUM. SO WE WILL USE, WHAT WORKS; READING CLEARINGHOUSE, WHERE MSTE SAYS IT NEEDS TO BE HIGHLIGHTED HIGHWAY IN SEVERAL DIFFERENT AREAS, ETC. SO THAT'S OUR FIRST STEP, AND THEN ONCE THAT'S ESTABLISHED, THEN COMMITTEES WILL BE FORMED TO LOOK AT ALL OF THOSE THAT MEET THAT INITIAL CRITERIA. >> OUR COMMITTEES WILL INCLUDE TEACHERS, FROM ELEMENTARY SCHOOLS, READING RESOURCE TEACHERS AS WELL, OUR RDS COURSE SUPERVISORS, TO GO THROUGH THAT PROCESS AS WELL, BE HEAVILY INVOLVED. THE BOARD WILL SEE BECAUSE THE PURCHASE IS GOING TO BE SIGNIFICANT. IF BIG [NOISE] PRICE TAG ON A K TO FIVE ADOPTION, I THINK WE'VE SLATED IT IN THE [INAUDIBLE] GRANT, PROBABLY IN THE BALLPARK OF WHAT COULD BE AROUND $600,000. IT'S GOT TO COVER THAT PROGRAM. THAT IS SOMETHING THAT CERTAINLY HAS TO GO BEFORE THE BOARD AND WOULD ANY WAY THROUGH THE ADOPTION PROCESS, BUT ALSO THROUGH THE PURCHASE PROCESS, THE BOARD WILL BE INVOLVED IN THAT PROCESS AS WELL. >> WOULD WE NEED PARENT APPROVAL, LIKE A NORMAL BOOK? >> FOR A CURRICULUM, WE DO NOT NEED PARENT APPROVAL. CORRECT ME IF I'M WRONG. >> FOR CURRICULUM, NO. TEXTBOOK YES. >> TEXTBOOKS, WE ABSOLUTELY DO, FOR CURRICULUM, WE DO NOT. BUT WE WILL, AS DR. SIMON SAID, HAVE A WEALTH OF NUMEROUS STAKEHOLDERS INVOLVED IN THE IN THE COMMITTEES. [01:10:05] >> I'M JUST TRYING TO FIGURE OUT MY MIND. THIS CURRICULUM IS NOT GOING TO INVOLVE BOOKS OR DOES IT? >> IT WOULD INVOLVE BOOKS. >> IT'LL BE AN ENTIRE PROGRAM AND PLATFORM. IT MIGHT BE ONLINE DEPENDING ON WHICH PLATFORM, I'M SURE THERE'S AN ONLINE COMPONENT TO ALL OF THEM. BUT IT'S AN ENTIRE PACKAGE SYSTEM. >> IF THE CURRICULUM THAT WE CHOSE HAD A TEXTBOOK WITH IT, AN ANTHOLOGY BOOK WITH IT, PERHAPS THAT DOES [INAUDIBLE] [OVERLAPPING] INTO THE TEXTBOOK POLICY. >> YES, THAT WOULD. >> CORRECT. >> I'M TRYING TO REMEMBER WHEN I GREW UP THERE WAS SOMETHING CALLED SRES AND YOU HAD NUMEROUS BOOKS AND IT WAS A DIFFERENT COLOR. WHEN YOU FINISHED ALL THE BOOKS FROM ONE COLOR, YOU MOVED UP TO ANOTHER COLOR. REALISTICALLY, YOU COULDN'T HAVE PARENTS READ THE HUNDREDS OF BOOKS. >> YEAH. >> CORRECT. >> SO THERE MIGHT BE SOMETHING LIKE THAT OR NOT? WE DON'T KNOW. >> I REALLY DON'T KNOW AT THIS POINT TO BE VERY HONEST WITH YOU, I DON'T SEE COLORED LEVELS THAT YOU MOVE THROUGH, NO. [LAUGHTER] >> THE LEVELED READERS APPROACH, I THINK. I THINK IT'S WHAT YOU'RE DESCRIBING IS LIKE THE LEVELED READERS APPROACH. >> RIGHT. >> THERE COULD BE VARIOUS TEXTS SETS. >> RIGHT. >> BUT NO, YOU'RE RIGHT. NO. MOST LIKELY PARENTS AREN'T GOING TO READ EVERY SINGLE ONE THEM. >> RIGHT. THAT WOULDN'T BE FEASIBLE. >> CORRECT. JUST LIKE THEY DON'T READ COVER TO COVER OF A TEXTBOOK WHEN IT'S [INAUDIBLE] [LAUGHTER] SOME MAY. >> SOME MAY. WE HAVE NOT HAD ANYBODY, I DON'T THINK DO COVER TO COVER, BUT WE'VE HAD CLOSE. >> USUALLY READING PROGRAMS, HAVE THE PARENT PORTION TO THE PROGRAM, THAT CAN BE. >> A CONNECTION, A FAMILY CONNECTION. >> YEP. SO I'D BE VERY SHOCKED IF ANYTHING THAT WE LOOK AT DOESN'T HAVE THAT COMPONENT. BECAUSE I THINK IT'S VERY IMPORTANT NOW. USUALLY THE PROGRAMS HAVE LIKE AN EL COMPONENT, ADDITIONAL RESOURCES FOR STUDENTS WITH DISABILITIES. BECAUSE MOST OF THE READING PROGRAMS THAT ARE DEVELOPED TODAY, WANT TO BE ABLE TO INCLUDE ALL STUDENTS AND FAMILIES. I THINK THAT WILL BE PRETTY EXCITING, I'M VERY EXCITED TO START SEEING WHAT SOME OF THE NEW BOOKS ARE, THE ANTHOLOGIES AND PROGRAMS THAT GO WITH THEM. >> CORRECT. SO YOU WILL HAVE A WHOLE PRESENTATION ABOUT [INAUDIBLE] [OVERLAPPING] >> AGAIN, THAT EXCITES ME, I WAS AN ENGLISH TEACHER. >> RIGHT. >> THE BASE THING YOU'D LIKE TO ME BECAUSE I WAS A PSYCHOLOGY MAJOR, YOU GUYS ARE HITTING ON MY [INAUDIBLE] >> OCTOBER WILL BE A GREAT BOARD MEETING ONE. [LAUGHTER]. >> YES. [OVERLAPPING] THEY'RE ALL EXCITING. >> YEAH [LAUGHTER] CAN I SAY AFTER FIVE AND HE EMPOWERED [LAUGHTER] NOW I APPRECIATE YOU LETTING ME ASK THESE QUESTIONS TO THAT, BECAUSE LIKE I SAID I WAS JUST WONDERING. >> ARE YOU READY FOR THOSE NEXT PRESENTATIONS? >> EXACTLY NOW I'M EXCITED FOR ALL OF THEM. >> TAKE THE TRAILER [LAUGHTER]. >> EXACTLY. >> IT DOES ALSO HIGHLIGHT FOR ANYBODY WHO IS WATCHING, IF THEY ARE INTERESTED IN THE TOPIC THAT WE JUST DISCUSSED, THAT THEY KNOW THAT IT IS COMING UP. >> RIGHT. >> THE MEETING FOR THEM TO WATCH OR JUST ASK QUESTIONS OR SEND EMAILS OR REACH OUT TO SOMEONE, ANSWER QUESTIONS OR MAYBE RAISE THEIR CONCERNS? >>MIKE. >> YES, SHORTLY. >>THANK YOU. >>GOOD TO GIVE THAT PREVIEW, RICHARD. >>I HAVE A QUESTION FOR [INAUDIBLE] IT DOESN'T [INAUDIBLE] YOU DON'T HAVE TO GIVE ON AN ANSWER. BUT HOW ARE WE DEALING WITH THE TESTING? HAVE WE FOUND ANYTHING OUT AS FAR AS THE LEARNING [INAUDIBLE]? >>CORRECT. ACTUALLY GREAT QUESTIONS. STAY TUNED IN THE OCTOBER BOARD. NO, [LAUGHTER] I'M SORRY I HAD TO. >> COULD YOU RESPOND OR IS IT SOMETHING THAT IS? >>NO. >>I'M CURIOUS. >>VERY GOOD QUESTION. >>I'LL HAVE TO WAIT TWO WEEKS AWAY WITH IT. >>YOU DO HAVE TO, THE SHORT END OF IT IS YOU DO HAVE TO WAIT A LITTLE BIT LONGER. WE ARE IN THE PROCESS STILL OF FINISHING OUR I-READY LOCAL ASSESSMENT, LOCAL DIAGNOSTIC ASSESSMENTS FOR BOTH READING AND MATH. WE DID HAVE ABOUT A WEEK DELAY FROM WHAT OUR ANTICIPATED SCHEDULE WAS, JUST SIMPLY BECAUSE OF DEVICES IN HANDS OF STUDENTS, DEVICES NEEDING TO UPDATE. REALLY JUST HAVING OUR STUDENTS COME IN AFTER 18 MONTHS AND WE DIDN'T WANT TO SIT THEM RIGHT DOWN IN FRONT OF A DEVICE FOR THAT ASSESSMENT. THAT'S SLIGHTLY DELAYED, ALTHOUGH WE ARE PROGRESSING VERY, VERY WELL WITH THAT. MCAP FOR THIRD THROUGH EIGHTH GRADE AND THE HIGH SCHOOL TESTING WAS ABLE TO BEGIN ON SEPTEMBER 13TH. WE AS A DISTRICT CHOSE TO NOT START EXACTLY ON THE 13TH TO SEE IF THERE WERE ANY LARGE BUGS THROUGH THE STATE BECAUSE FALL TESTING IS NOT SOMETHING WE TYPICALLY DO. WE HAVE BEGUN TESTING, [01:15:04] I KNOW THAT TWO SCHOOLS ARE APPROXIMATELY 70 PERCENT THROUGH ONE CONTENT OR THE OTHER, MEANING ELA OR MATH, THE OTHERS ARE PROGRESSING. THE FIRST DATA THAT MSDE SAYS THAT WE WILL RECEIVE WILL BE SEPTEMBER 30TH, SO NEXT FRIDAY. THAT 48-HOUR TURNAROUND IS SEPTEMBER 30TH RIGHT NOW. THEN I BELIEVE OCTOBER 30TH WILL BE THE FINAL AS IT ENDS OCTOBER 22ND. I CAN DEFINITELY GIVE AN UPDATE AS TO WHERE WE ARE AT LEAST WITH THE SEPTEMBER 30 DATA ON THE REGULAR BOARD MEETING. >>YOUR KID COMES OUT AND SAYS, I'VE GOT THIS SCORE [INAUDIBLE] IT'S A PARODY. WHEN YOU ARE [OVERLAPPING] >>CORRECT. >>WHEN A CHILD COMES HOME AND SAYS, I TOOK THIS TEST TODAY, I GOT A 99/100, BUT [OVERLAPPING]. >>CORRECT MCAP, I WOULD HIGHLY DOUBT ANYBODY HAS A SCORE BECAUSE WE DO NOT, ON I-READY ITSELF, STUDENTS MAY HAVE DATA THEIR TEACHERS ARE USING THAT DATA, THEY'RE MEETING WITH THEIR TEAMS, THEIR MRT'S, THE MATH RESOURCE TEACHER, READING RESOURCE TEACHER, AND IF TEACHER THEMSELVES HAS, BECAUSE THEY DO HAVE ACCESS TO THAT DATA, IT INSTANTANEOUSLY THAT THEY ARE WORKING. AS TWIG WAS SAYING THROUGH THAT MTSS FRAMEWORK, LOOKING AT THE DATA TO SAY, IS THIS SOMETHING ACROSS MY CLASS THAT I NEED TO DO FOR ALL STUDENTS BECAUSE WE SEE A TREND IN MY CLASSROOM DATA? OR IS THIS SOMETHING WHERE A PACKET OF STUDENTS NEEDS A LITTLE BIT MORE DURING CERTAIN PORTIONS OF THE DAY. THEY DO REVIEW THAT DATA AND IT IS LED THROUGH THE MRT AND THE RRT WITHIN THE BUILDING. >>I GUESS MY QUESTION WOULD BE THEN, IF YOUR CHILD COMES HOME AND SAYS THEY GOT A CERTAIN SCORE OF MORE AND THAT WOULD MEAN, EMAIL THE TEACHER? >>THAT WOULD BE A GREAT FIRST START. EMAIL THE TEACHER. THERE ARE PARENT REPORTS THAT CAN BE SENT IF YES. YOU CAN LET ME KNOW TOO IF YOU NEED ME TO PULL A REPORT [LAUGHTER]. >>I WOULD HIGHLY RECOMMEND E-MAILING THE TEACHER. I'VE HAD TO DO THAT IN THE PAST AS A PARENT WITH I-READY WHEN IT'S COME WITH A NUMBER AS THIS, AND IT DOESN'T MEAN ANYTHING TO ME AND GOING OKAY, WHAT EXACTLY IT MEAN? I'VE READ THE PARENT REPORT AND SOME PEOPLE MIGHT BE HELPFUL ALTHOUGH WHAT WAS GREAT FOR ME, WAS MY KID'S TEACHER GOING [OVERLAPPING]. >>COMMUNICATION. >>GOING, OKAY LOOK, LAST YEAR WE GOT TO THIS, WE DIDN'T GET TO THIS. WE GOT HERE. THIS IS WHERE, SHE'S FALLEN ON RIGHT NOW. THAT TEACHER TALK REALLY HELPED IT MAKE SENSE FOR ME. I'D ENCOURAGE ANYBODY TO REJECT A TEACHER FROM IN UNPACKING THAT I-READY SCORE, IT WAS REALLY HELPFUL FOR ME. >> I THINK THAT IS A GOOD QUESTION. I DON'T MISS GIVING TESTS THOUGH [LAUGHTER]. >> GOOD. >>OKAY, MOVING ON, I LIKE THIS. UPCOMING MEETINGS AND EVENTS. [4. Upcoming Meetings/Events] THE NEXT BOARD MEETING IS MONDAY, OCTOBER 4TH, AND THAT THE THING TO NOTE FOR THE PUBLIC, IT'S MONDAY, NOT TUESDAY. WE MOVED IT UP A DAY. IF YOU LIKE TO LISTEN TO THESE MEETINGS, MAKE SURE YOU MARK YOUR CALENDAR, BUT IF YOU DO MISS IT YOU CAN ALWAYS VIEW IT. THEN THE WORK SESSION WOULD BE TWO WEEKS AFTER THAT, THAT WOULD BE IN OCTOBER 19TH [OVERLAPPING] >> IS THAT WORK SESSION, HAS THAT DATE CHANGED? OR IS THAT. >>THAT ONE I DON'T BELIEVE IT DID CHANGE. >>I THINK THE WORK SESSIONS GOES TO [OVERLAPPING]. >>TUESDAY, THE 21ST, I THINK IT'S A TUESDAY? >>WHAT WOULD BE 15 AND 14, 29TH? >>19TH [OVERLAPPING] >>I WILL LIKELY MISS THAT MEANS I HAVE A WORK CONFERENCE, SO BE AWARE, AND POSSIBLY I COULD ZOOM IN, BUT PROBABLY NOT BECAUSE THERE'LL BE THINGS HAPPENING RIGHT AT THAT HOUR. >>UNDERSTOOD. >> BUT YOU KNOW WE WILL MISS YOU. >>YEAH, HOPEFULLY, WE'LL HAVE THE REST OCCUR? >>RIGHT, MICHELLE SAID SHE SHOULD BE ABLE TO BE BACK. >>I'LL BE THERE TO HELP YOU THAT MAYBE I'M TOLD BEFORE. >>RIGHT, THAT'S GOING TO BE THE EXCITING MEETING. >>I'LL MISS THE EXCITING WORK THAT I CAN VIEW [LAUGHTER]. >> [OVERLAPPING] THE WORK SESSION ON THE 19TH WILL BE WHAT WE HAVE. KATIE ALICE FISHER WITH THE ELEMENTARY READING? >>YES. >>OKAY. >>BECAUSE I [OVERLAPPING]. >>THAT'S GOOD FOR DAN AND FOR ME. [01:20:01] >>BECAUSE I GIVE UP. >>YOU CAN WATCH IT ON THE VIDEO. >>BECAUSE I GIVE UP TRIVIA NIGHT FOR THIS. >>ALL RIGHT WELL, THANK YOU VERY MUCH EVERYBODY ATTENDING AND I BELIEVE WE'RE GOING TO MOVE INTO THE CLOSED SESSION UNLESS DOES ANYBODY HAVE ANYTHING THEY NEED TO ADD? MISS HARKER THANK YOU VERY MUCH. >>THANK YOU. >>THANK YOU, EVERYONE. >> WHAT'S YOUR LAST NAME? >>ANTHONY? >>THAT'S RIGHT. YOU'RE RIGHT. >> [LAUGHTER] IT WILL NEVER CHANGE. >>I JUST DREW A BLANK. I'M LIKE THINKING WAIT. >>THAT'S OKAY. >>AND [INAUDIBLE] MARK WOULD SAY, YOU KNOW, WHENEVER REALLY THANK MARK, WE SHOULD ACKNOWLEDGE MARK. HE'S THE TECHIE THAT COMES IN AFTER HOURS AND DOES ALL OF THESE MEETINGS. >>SO THE WORLD CAN WATCH THIS. >>RIGHT, AND SO REALLY WE OWE MARK A BIG, BIG THANK YOU, WE DO APPRECIATE THIS. >>I GUESS, WE NEED A MOTION AND WE'RE GOING TO CLOSE UP. [5. Closed Session] >>YES. WE NEED A MOTION TO MOVE INTO CLOSE SESSION. >>I WOULD LIKE TO MOTION TO MOVE INTO CLOSED SESSION. >>I'LL SECOND. >>ALL IN FAVOR? >>AYE. >>AYE, OKAY EVERYBODY HAVE A GOOD EVENING. >>THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.