[00:00:02]
>> THIS IS THE FEBRUARY WORK SESSION OF THE CAROLINE COUNTY BOARD OF EDUCATION.
[1. Opening Items]
JUST FOR FULL DISCLOSURE, WE OPENED THE MEETING AT 4:30 WITH A MOTION BY MR. BARTON AND A SECOND BY MS. WAYMAN AND A VOTE OF ALL IN FAVOR, AND EVERYBODY PRESENT FOR THE OPEN SESSION.THEN THE SAME TIME WE HAD A MOTION BY DONNA DIGIACOMO AND A SECOND BY MS. WAYMAN.
WE VERIFY GOING INTO CLOSED SESSION, WE CAN HAVE DISCUSSIONS ON UNION NEGOTIATIONS AND RELATIONSHIPS AND TO CONSULT WITH LEGAL COUNSEL.
THAT BEING SAID, WE ARE RECONVENING HERE AT SIX O'CLOCK FOR OPEN SESSION AND WORK SESSION.
BOARD MEMBERS DO YOU HAVE A MOTION TO RECONVENE AN OPEN SESSION?
>> SECOND, BY MS. DIGIACOMO, ALL THOSE IN FAVOR.
>> STAND FOR THE PLEDGE ALLEGIANCE.
JUST A REMINDER, WE ARE STILL TRYING TO FOLLOW THE STATE BOARD OF EDUCATION'S MASK MANDATE FOR INSIDE SCHOOL BUILDINGS.
WE'RE SIX FEET APART, BUT IF YOU FEEL COMFORTABLE, FEEL FREE TO REMOVE YOUR MASK FOR THE MICROPHONES TO PICK YOU UP.
THAT BEING SAID, IT'S APPROVAL OF THE AGENDA.
WE HAVE A MOTION TO APPROVE THE AGENDA.
>> I'D LIKE TO MAKE A MOTION TO APPROVE THE AGENDA WITH THE ADDITION OF A DISCUSSION ABOUT THE GOVERNOR'S LETTER TO THE STATE BOARD OF EDUCATION.
>> WE HAVE A MOTION TO APPROVE THE AGENDA WITH THE ADDITION OF DISCUSSION ON THE GOVERNOR'S LETTER THE STATE BOARD OF EDUCATION ABOUT THE MASK MANDATE.
>> SECOND. TO APPROVE THE AGENDA WITH THAT ADDITION, AND WE WOULD PUT THAT ADDITION AT 2.03.
SOUND OKAY? ALL THOSE IN FAVOR?
>> WE'RE SUPPORTIVE OF THAT. MOVING ON.
LET'S GO INTO OUR DISCUSSION ITEMS.
[2. Discussion Items]
DR. SIMMONS, WHO'S DOING KRA?>> GOOD EVENING. MR. NEWCOMB, MEMBERS OF THE BOARD OF EDUCATION.
WE ARE EXCITED TONIGHT TO HAVE A FULL EVENING OF ACADEMIC DATA DISCUSSION.
>> IT SHOULD BE EXCITING. [LAUGHTER] IT'S NICE TO HAVE THAT OPPORTUNITY FOR US.
ACTUALLY TONIGHT WE'RE TO GOING TO START OFF FIRST WITH THE DISCUSSION OF OUR KINDERGARTEN READINESS ASSESSMENT DATA FROM 21-22.
WITHOUT FURTHER ADO, MRS. GEBERT.
>> THANK YOU AND GOOD EVENING.
>> YOU'RE GOING TO SHARE THIS WITH ME.
TONIGHT, WE'RE GOING TO TALK ABOUT THE KINDERGARTEN READINESS ASSESSMENT JUST BY WAY OF REVIEW, SINCE IT HASN'T BEEN GIVEN IN THE LAST TWO YEARS.
THE KRA IS GIVEN TO ALL KINDERGARTEN STUDENTS AT THE BEGINNING OF THE SCHOOL YEAR.
THIS YEAR, OUR WINDOW WAS VERY SHORT, SO WE CLOSED ON OCTOBER 10TH.
THE IDEA BEHIND THAT IS THAT THE STATE DEPARTMENT AND FOR US NEED TO KNOW AS THE CHILDREN ENTER, ARE THEY READY FOR KINDERGARTEN CURRICULUM? THAT'S REALLY WHAT WE'RE ASSESSING.
IT WAS ORIGINALLY DESIGNED TO BE AN INSTRUCTIONAL PROCESS AND IT'S STILL IS USED FOR THAT REASON.
BUT IT ALSO HAS SOME ADDITIONAL WEIGHT WITH IT SINCE THE STATE DEPARTMENT ALSO LOOKS AT HOW WE'RE DOING BY DISTRICT WITH KINDERGARTEN READINESS.
WHEN WE'RE DOING THIS ASSESSMENT, WE'RE REALLY TAKING A REALLY GOOD LOOK AT OUR PRE-KINDERGARTEN PROGRAM ALONG WITH HOW ARE CHILDREN PREPARED FOR KINDERGARTEN.
AS CHILDREN TAKE THIS ASSESSMENT, THEY ARE CATEGORIZED IN THE FOLLOWING WAY.
OBVIOUSLY, WE WANT THEM TO BE DEMONSTRATING READINESS.
WHAT THAT MEANS IS THAT THEY HAVE THE SKILLS THAT THEY NEED TO PARTICIPATE IN KINDERGARTEN CURRICULUM.
IF THEY ARE APPROACHING READINESS, THEY HAVE SOME OF THE FOUNDATIONAL SKILLS AND BEHAVIORS THAT ARE NEEDED TO BE READY FOR KINDERGARTEN.
IF THEY ARE EMERGING, THAT IS THE POPULATION OF CHILDREN WE WOULD BE CONCERNED ABOUT BECAUSE THEY HAVE MINIMAL FOUNDATIONAL SKILLS THAT WOULD PREPARE THEM TO BE READY TO MEET THE KINDERGARTEN EXPECTATIONS.
SOME THINGS TO THINK ABOUT WHEN WE'RE REVIEWING THE KRA DATA.
[00:05:01]
FIRST OF ALL, OBVIOUSLY IT'S A DIFFERENT COHORT EACH YEAR, BECAUSE THESE ARE THE FIRST OPPORTUNITIES FOR KIDS TO COME TO KINDERGARTEN IN SOME CASES, WHICH WE'LL TALK ABOUT A LITTLE BIT MORE IN A MINUTE.BUT THE LAST TIME THAT WE ADMINISTERED THE KRA WAS IN 2019, BECAUSE, DUE TO THE PANDEMIC, IT WASN'T ADMINISTERED, BECAUSE IT CANNOT BE ADMINISTERED VIRTUALLY.
THE KINDERGARTEN READINESS ASSESSMENT IS AN OBSERVATIONAL ASSESSMENT AS WELL AS A LOOK AT HOW CHILDREN ARE DOING ON LITERACY AND MATH.
WE'RE OBSERVING CHILDREN FOR PART OF THE ASSESSMENT RESULTS AND THEN WE'RE WORKING WITH THEM DIRECTLY ON SOME OF THE RESULTS.
APPROXIMATELY 70 PERCENT OF THE CAROLINE COUNTY PUBLIC SCHOOL KINDERGARTEN STUDENTS THAT WERE TESTED WERE ALSO ENROLLED IN OUR PRE-K PROGRAM.
WE HAVE 30 PERCENT OF OUR CHILDREN EACH YEAR THAT WE ASSESS WITH THE KRA THAT WE HAVE NOT KNOWN, WE HAVE NOT TAUGHT THEM BEFORE.
THEY COME FROM A VARIETY OF SETTINGS.
THEY MIGHT BE FROM AN EARLY CHILDHOOD PROGRAM IN THE COMMUNITY.
THEY COME FROM A LOT OF DIFFERENT DIRECTIONS.
HOWEVER, THE ASSESSMENT SCORES THAT YOU'RE GOING TO SEE TONIGHT ARE ON ALL OF THE CHILDREN THAT WE ASSESS.
BUT WE ALREADY HAVE THE OPPORTUNITY TO WORK WITH 70 PERCENT OF THOSE.
AS YOU CAN IMAGINE DUE TO THE PANDEMIC, ALL 24 SCHOOL SYSTEMS REPORTED A DECREASE IN THE PERCENTAGE OF STUDENTS THAT WERE DEMONSTRATING READINESS THIS YEAR.
PREVIOUSLY, IN 2019, 47 PERCENT OF MARYLAND KINDERGARTENERS WERE READY FOR KINDERGARTEN.
THIS IS HOW CAROLINE DID IN RELATIONSHIP TO THE STATE SCORES.
THE STATE DEMONSTRATING READINESS WAS 40 PERCENT, BUT CAROLINE WAS 49 PERCENT.
APPROACHING READINESS WAS THE SAME FOR BOTH US AND THE STATE, AVERAGE.
YOU CAN SEE WE HAD LESS CHILDREN IN THE EMERGING CATEGORY BECAUSE WE HAD MORE CHILDREN IN THE DEMONSTRATING CATEGORY, WHICH IS A POSITIVE TREND.
THIS IS HOW WE LOOK COMPARED TO OUR COLLEAGUES IN THE STATE OF MARYLAND.
WE ACTUALLY HAVE THE FIFTH HIGHEST SCORE IN MARYLAND, BUT WE ARE THE SIX BECAUSE TWO COUNTIES ABOVE US HAVE THE VERY SAME SCORE.
THIS IS VERY EXCITING BECAUSE AS WE GO THROUGH THIS, YOU'RE GOING TO SEE THAT WE HAVE MAINTAINED OUR STATE RANKING EVEN THROUGH THE PANDEMIC.
WE FEEL THE REASON FOR THAT IS NOT ONLY THE REALLY STRONG PRE-K TEACHERS, THEY ARE VERY GOOD INSTRUCTIONALLY AND VERY COMMITTED TO WHAT THEY DO.
BUT ALSO WE HAD A LOT OF MITIGATING THINGS THAT WE PUT TOGETHER DURING THE PANDEMIC TO HOPEFULLY LESSEN THE EFFECT ON CHILDREN.
THERE ARE FOUR INDICES THAT WE LOOKED AT IN THE KRA, LANGUAGE AND LITERACY, MATH, SOCIAL FOUNDATIONS, AND PHYSICAL DEVELOPMENT.
THIS COMPARES OUR SCORE TO THE STATE AVERAGE TO HOW WE PERFORMED HERE IN CAROLINE COUNTY.
YOU CAN SEE THAT WE'RE PERFORMING HIGHER IN ALL FOUR INDICES, WHICH WOULD BE EXPECTED BECAUSE, AGAIN, WE'RE PERFORMING HIGHER THAN THE STATE AVERAGE.
I THINK IT'S VERY IMPORTANT TO LOOK AT LONGITUDINAL DATA WHEN YOU'RE TRYING TO REALLY ASSESS THE STRENGTH OF YOUR PROGRAMMING.
IN 2018-2019, THIS IS BEFORE WE MADE CHANGES IN THE PRE-K INSTRUCTION, WE WERE 14TH IN THE STATE.
WE WERE PERFORMING BELOW THE STATE AVERAGE.
THE STATE AVERAGE AT THAT TIME WAS 47 PERCENT, WE WERE 45.
THE NEXT YEAR AFTER WE DID A LOT OF CHANGES TO OUR PROGRAM, THE STATE REMAINED AT 47 PERCENT AS AN AVERAGE, BUT WE WERE 55.4 HERE IN CAROLINE COUNTY.
THAT WAS REALLY [NOISE] EXCITING DAY FOR ME.
[LAUGHTER] WHEN I PUSHED THAT BUTTON AND SAW THAT DATA, I RAN TO TWIGS ROOM AND I SAID, "I REALLY THINK WE'RE REALLY GREW A LOT, BUT I'M SCARED TO MENTION IT OUT LOUD UNTIL IT'S OFFICIAL BECAUSE IT WAS SUCH A NICE JOB." THIS YEAR, AGAIN, WE ARE OUTPERFORMING THE STATE AVERAGE, WHICH IS 40 PERCENT AND WE'RE AT 49.
TO ME THAT SHOWS THAT THE INSTRUCTIONAL CHANGES THAT WE'VE PUT IN PLACE ARE HOLDING FIRM AND WE DO FEEL VERY STRONG ABOUT OUR TIER ONE INSTRUCTION IN PRE-K.
I'M GOING TO SHOW YOU EACH SCHOOL SO THAT YOU CAN GET A LOOK AT THE WHOLE DISTRICT.
I DID PUT 2019'S DATA UP THERE BECAUSE I THINK IT'S IMPORTANT TO LOOK AT THAT.
IT'S CERTAINLY IS FOR ME AS THE SUPERVISOR OF THIS PROGRAM.
[00:10:03]
DENTON IS PERFORMING ABOVE THE DISTRICT LEVEL AND ABOVE THE STATE LEVEL.IF YOU SAW HOW THEY WERE DOING IN 2019 AND WHEN WE HAD OUR NICE JUMP, THEY WERE DOING THE SAME THING THERE. THEY'RE HOLDING FIRM.
FEDERALSBURG, AS YOU CAN SEE HERE, WE HAD SOME CONCERNS.
THE STATE AVERAGE IS 40, THE DISTRICT'S 49, BUT FEDERALSBURG IS 32.6.
YOU LOOK AT 2019, THEY WERE ALMOST PERFORMING AT THE STATE LEVEL, BUT CERTAINLY BELOW THE DISTRICT LEVEL.
THIS IS A CONCERN FOR ME BECAUSE IT IS A VERY DIFFERENT SCORE THAN OUR OTHER SCHOOLS, AS YOU'LL SEE AS WE WALK THROUGH THIS.
WE HAVE ALREADY SET UP SOME MEASURES TO REALLY WORK WITH THAT TEAM AND THAT SCHOOL ADMINISTRATOR WHO'S NEW THERE THIS YEAR TO TALK ABOUT IMPLEMENTATION FIDELITY AND JUST TAKE A LOOK AT WHAT IS GOING ON THERE. GREENSBORO.
I WANT TO START WITH LOOKING AT GREENSBORO IN 2019 BECAUSE YOU CAN SEE THEY WERE JUST A LITTLE BELOW THE STATE LEVEL AND THEY WERE BELOW THE DISTRICT LEVEL.
BUT THIS YEAR, YOU CAN SEE THAT GREENSBORO IS ABOVE THE STATE LEVEL AT THIS TIMING AND APPROACHING THE DISTRICT LEVEL, SO I BELIEVE THERE HAS BEEN SOME GOOD GROWTH THERE.
HERE'S PRESTON. PRESTON IN 2021 WAS PERFORMING ABOVE THE STATE AND DISTRICT AVERAGE AND THAT WAS THE SAME AS WELL IN 2019.
THIS SCHOOL IS PERFORMING ABOVE THE STATE AVERAGE AND DISTRICT AVERAGE, AND JUST AS THEY DID IN 2019.
I WANTED TO JUST TALK FOR A MOMENT ABOUT WHAT OUR PROGRAM ENHANCEMENTS ARE, BUT I ALSO THINK IT'S IMPORTANT TO SAY IT'S REALLY DIFFICULT TO COMPARE OUR SCHOOLS ACROSS THE DISTRICT BECAUSE WE HAVE DIFFERENT TYPES OF STUDENTS.
I WILL TELL YOU THAT FEDERALSBURG AND GREENSBORO HAVE MORE CHILDREN WHOSE FIRST LANGUAGE IS NOT ENGLISH, AND YOU DO HAVE TO ANSWER IN ENGLISH ON THE KRA, EVEN IF YOU COULD COUNT TO 30 IN YOUR FIRST LANGUAGE, IT WON'T COUNT IF YOU DON'T COUNT TO 30 IN ENGLISH.
YOU HAVE TO FACTOR THAT IN WHEN YOU'RE LOOKING AT THOSE TWO SCHOOLS WHERE WE HAVE HAITIAN, CREOLE POPULATION IN FEDERALSBURG, AND WE HAVE A VERY LARGE, AS YOU ALL KNOW, SPANISH POPULATION IN GREENSBORO.
THE SEE THE IMPROVEMENT IN GREENSBORO, I THINK IS A NICE FACTOR THERE FOR THEM.
THE THINGS THAT WE'VE BEEN DOING IN PRE-K.
THIS IS OUR 4TH YEAR OF IMPLEMENTING OUR FROG STREET PRE-K CURRICULUM.
WE HAVE REALLY IDENTIFIED OUR CURRICULUM AS BEING STRONG AND BEING A FRAMEWORK FOR WHAT WE'RE DOING IN PRE-K, BUT WE HAVE ADDED TO IT.
CURRICULUMS ARE FRAMEWORKS, WE DO A LOT OF DATA ANALYSIS, [NOISE] WE HAVE A WEAK AREA OF PERFORMANCE, WE HAVE ADDED LESSONS IN TO OUR CURRICULUM.
THIS YEAR, WE ADDED IN THE INTEGRITY PHONEMIC AWARENESS PROGRAM, LAST YEAR, THE TEACHERS WERE TRAINED IN A COLLABORATIVE EFFORT WITH KATIE ELLIS FISSURE HERE.
THIS YEAR WE'RE ACTUALLY IMPLEMENTING IT, IT'S NOT THAT FROG STREET ISN'T STRONG AND PHONEMIC AWARENESS, IT'S THAT WE FELT LIKE WE NEEDED TO HAVE A REALLY STRONG MEASURE.
BECAUSE WE DO USE THE EARLY LEARNING ASSESSMENT IN OUR PROGRAM, WHICH IS AN ASSESSMENT THAT WAS DESIGNED BY JOHNS HOPKINS.
IT'S ALIGNED TO THE KRA, BUT IN TERMS OF USING THE MEASURE WITHIN THE ELA FOR THE HEGGERTY, IT DOESN'T HAVE AS MANY OPPORTUNITIES TO LOOK AT LEARNING PROGRESSIONS, SO THE INTEGRITY IS REALLY FILLED IN THAT SPOT AND WE REALLY WANTED TO BE ABLE TO CAREFULLY MEASURE THAT THROUGHOUT THE YEAR.
THAT IS WHAT WE'VE ADDED THIS YEAR.
ALSO, WE ADDED A VERY STRONG FOCUS ON EMERGENT WRITING INSTRUCTION.
WE ADDED A MEASURE THROUGH THE ELA TO LOOK AT HOW OUR CHILDREN DOING WITH EMERGENT WRITING, AND WE LOOK AT THAT QUARTERLY, SO THOSE ARE OUR CHANGES CURRICULUM WISE.
IN TERMS OF PROFESSIONAL DEVELOPMENT, YOU ALL KNOW, I'M PRETTY SURE THAT FROG STREET HAS CONSCIOUS DISCIPLINE EMBEDDED IN THE CURRICULUM, SO WE HAVE CONTINUED TO DO MORE TRAINING WITH A COMPANY ON CONSCIOUS DISCIPLINE AND HAVE A TRAINING COMING UP IN MARCH AS WELL.
[00:15:03]
WE REVISITED THE TRAINING ON THE HEGGERTY PHONEMIC AWARENESS WITH OUR [NOISE] TAX YEAR, SO THEY'D BE READY TO GO AND EMBEDDED THE PROGRAM INTO OUR SCHEDULE AND INTO OUR DAILY ROUTINES.WE'RE ALWAYS LOOKING AT LESSON ALIGNMENT TO OUR ELA, WHICH IS OUR AUTHENTIC ASSESSMENT TOOL WE USE, AND THIS YEAR WE HAVE THE GREAT HONOR TO GO THROUGH ACCREDITATION AGAIN.
THAT IS SOMETHING THAT WE DO EVERY THREE YEARS, AND THERE ARE MARYLAND ACCREDITATION STANDARDS WHICH ARE DIFFERENT THAN OUR MARYLAND EARLY LEARNING STANDARDS, AND THERE ARE A WHOLE BUNCH OF THEM.
WE ALWAYS REVISIT THAT EVERY YEAR IN THE FALL AND WE DO CLASSROOM WALK-THROUGHS TO REALLY TAKE A LOOK AT ARE WE HITTING ALL OF THOSE ACCREDITATION STANDARDS TOO, WHICH SPEAK A LOT TO THE ENVIRONMENT.
THEY SPEAK TO INSTRUCTION, THEY SPEAK TO HOW DO OUR PLAYGROUNDS LOOK, WHAT OUR SCHEDULES FOR CHILDREN, BUT IT'S REALLY FOCUSED ON DEVELOPMENTALLY APPROPRIATE PRACTICE, SO WE SPENT A LOT OF TIME EVERY YEAR AND THIS YEAR, OF COURSE, WITH THE ACCREDITATION, WHICH WE WILL HAVE A WALK-THROUGH BY THE STATE DEPARTMENT IN MAY THIS YEAR, AND HOPEFULLY WE PASS.
IT'S VERY IMPORTANT TO PASS, SO WE'RE LOOKING FORWARD TO THAT OPPORTUNITY.
WE HAVE A LOT OF WAYS THAT WE ASSESS OUR PROGRAM THROUGHOUT THE YEAR.
AT THE END OF THE YEAR, I DO A SUMMARY OF ALL OF THESE THINGS IN TERMS OF OUR PROGRAM, AND AN ANNUAL PROGRAM REPORT, BUT WE USE OUR EARLY LEARNING ASSESSMENT, WE ASSESS 25 STANDARDS QUARTERLY.
THAT IS ALSO WHAT YOU WILL FIND, THOSE 25 STANDARDS ARE ALSO IDENTIFIED ON OUR PRE-K REPORT CARDS.
WE USE THE MSDE ELA IMPLEMENTATION FIDELITY TOOL AND TEACHER SURVEYS AND WHAT THAT IS, IS WHAT WE HAVE LEARNED THROUGH OUR WORK THROUGH JOHNS HOPKINS IS THAT IF YOU'RE NOT CHECKING THE FIDELITY TO YOUR PROGRAM, YOU MAY NOT CONTINUE TO SEE THE POSITIVE RESULTS.
WE ACTUALLY, CAROLINE COUNTY AND WORCESTER COUNTY STARTED THIS PROCESS OVER THREE YEARS AGO NOW, AND WE DEVELOPED THE FIDELITY TOOL, WHICH ACTUALLY MSDE HAS NOW LAUNCHED AS THEIR FINAL TOOL, AND SO CAROLINE COUNTY GETS CREDIT FOR THAT MSDE ELA TOOL.
[NOISE] WE JUST COMPLETED OUR PRE-K PARENT SURVEYS, WE SURVEY OUR PARENTS EVERY YEAR FOR HOW THEY FEEL ABOUT OUR PROGRAM, THEY OFFER COMMENTS.
WE HAVE OUR SURVEY TRANSLATED INTO HAITIAN, CREOLE, SPANISH, AND OBVIOUSLY ENGLISH, SO I AM JUST LOOKING AT THOSE RESULTS NOW.
I'VE JUST WORKED ON DENTONS BEFORE THIS MEETING AND IT'S VERY POSITIVE.
IT'S NICE TO HEAR WHAT PARENTS SAY ABOUT OUR PROGRAM, AND THEY OFTEN WILL EVEN IDENTIFY A SPECIFIC TEACHER, OR THEY WILL TALK ABOUT WHAT THEIR CHILD HAS LEARNED.
THOSE WILL BE SHARED WITH THE SCHOOLS ADMINISTRATORS AND MRS. ANTHONY.
WE DO INDIVIDUAL STUDENT PORTFOLIOS QUARTERLY WHERE WE COLLECT A LOT OF WORK SAMPLES THAT WE SHOW PARENTS HOW THEIR CHILDREN HAVE PROGRESS WITH WRITING THEIR MANES, THEY ARE DIFFERENT ASPECTS OR IN OUR PORTFOLIO.
WE ALSO HAVE JOURNAL ENTRIES, WHERE CHILDREN DO JOURNAL DAILY IN PRE-K. OUR HEGGERTY PHONEMIC AWARENESS ASSESSMENT, I'VE ALREADY TALKED A LOT ABOUT THAT, BUT WE HAVE A BEGINNING, MIDDLE, AND END OF THE YEAR ASSESSMENT.
I'M JUST NOW LOOKING AT THE DATA FROM THE MID YEAR AND WE'LL BE SHARING THAT OUT WITH PRINCIPLES SO THEY CAN SEE HOW CHILDREN AND THE PRE-K PROGRAM HAVE GROWN IN THEIR BUILDING TEACHERS OBVIOUSLY SEE IT BECAUSE THEY DO THIS ASSESSMENT.
BUT THIS WILL BE A TIME THAT TEACHERS CAN DECIDE THAT CHILDREN NEED ADDITIONAL SUPPORT AROUND THIS AREA.
WE CONTINUE TO CONSULT WITH JOHNS HOPKINS, AND THAT HAS BEEN A VERY MEANINGFUL RELATIONSHIP AND WE REALLY ARE FOCUSED ON IMPLEMENTATION SCIENCE.
I THOUGHT IT WOULD BE HELPFUL FOR YOU TO SEE WHAT OUR GOALS ARE FOR PRE-K THIS YEAR EACH YEAR WE HAVE A DISTRICT-LEVEL TEAM, AND THAT IS A REPRESENTATIVE OF TEACHERS AND THEN AN EARLY CHILDHOOD TEACHER SPECIALIST MYSELF, AND TOYD WHEN SHE'S AVAILABLE.
OUR GOAL WAS THAT BY JUNE, 60 PERCENT OF OUR STUDENTS WILL ACHIEVE LEVEL 4 ON LANGUAGE AND LITERACY AND MATH ESCAPES ON THE ELA.
WHAT DOES THAT MEAN TO YOU ALL? WE USE THE ELA, AS I'VE SAID, LEVEL 4 MEANS THAT A CHILD IS READY TO HANDLE KINDERGARTEN CURRICULUM.
THEY SHOULD BE ON LEVEL 4 ON THOSE 25 STANDARDS THAT WE'RE LOOKING AT BY THE END OF THE SCHOOL YEAR.
[00:20:04]
WE HAVE DETERMINED THAT WE WOULD LIKE TO SEE 60 PERCENT OF OUR STUDENTS TO BE THERE AND THAT MIGHT FEEL LOW TO YOU.HOWEVER, THE HIGHEST SCORE IN MARYLAND ON KINDERGARTEN READINESS IS 60.
I WOULD LOVE TO EXCEED WE MIGHT STREAM SHOULD HAVE MAYBE SAID 60 OR ABOVE.
BUT WE JUST ANALYZED OUR SECOND QUARTER DATA.
REMEMBER THIS IS MID YEAR, SO THIS WOULD BE THE FOURTH-QUARTER DATA.
BUT A LOT OF OUR STANDARDS HAVE ALREADY EXCEEDED 40 PERCENT.
I FEEL LIKE WE'RE IN A VERY NICE TRAJECTORY TO GETTING TO 60, BUT THAT'S PART OF THE WORK THAT WE DO WITH OUR DISTRICT LEVEL TEAM AND JOHNS HOPKINS.
IN MARCH, WE WILL BE TALKING ABOUT WHAT SHIFTS WE MIGHT NEED TO MAKE TO GET TO THIS GOAL AND THAT IS LOOKING AT ITEM ANALYSIS NOT ONLY ON THE KRA, BUT LOOKING AT OUR DATA ON THOSE 25 STANDARDS THAT WE MEASURE ON THE ELA.
IF WE NEED TO MAKE AN INSTRUCTIONAL SHIFT, WE'VE CERTAINLY HAD TIME TO DO THAT.
WE ALSO WANT TO BE SURE THAT WE'RE IMPLEMENTING WITH FIDELITY.
OUR OTHER GOAL, AND WE ALWAYS HAVE FIDELITY GOAL IS THAT 75 PERCENT OF OUR PRE-K TEACHERS WILL IMPLEMENT THE ELA AT 80 PERCENT FIDELITY AS DEMONSTRATED BY THE TOOL THAT WAS CREATED ACTUALLY BY US AND ADOPTED BY MSDE.
THAT IS, IN A NUTSHELL, WHAT'S GOING ON IN PRE-K THAT HAS IMPACT ON KINDERGARTEN READINESS.
I'D BE GLAD TO ANSWER ANY QUESTIONS YOU'VE HAD OR I COULD TALK IN ANOTHER TWO OR THREE HOURS ABOUT PRE-K. [LAUGHTER]
>> I'VE GOT A COUPLE OF QUESTIONS.
>> THE 70 PERCENT AND 30 PERCENT THAT YOU MENTIONED EARLY, YOU DON'T HAVE A SENSE FOR THE ASSESSMENT AND HOW INDIVIDUAL CHILDREN ARE DOING.
HOW DO YOU COMPARE OF 30 PERCENT ARE DOING COMPARED TO THE 70 PERCENT? YOU HAVE A SENSE FOR THAT? YOU HAVE NUMBERS FOR THAT?
>> YES. WE CAN DISAGGREGATE THAT DATA IN FACT, THE STATE WILL ACTUALLY DISAGGREGATE THAT DATA WHENEVER THEY FINISH DOING THEIR PART.
BUT I'VE ALREADY GONE IN AND TAKEN A LOOK AT EVERY CHILD WHO WAS DEMONSTRATING BECAUSE I CAN LOOK AT THAT.
EVERY CHILD THAT WAS DEMONSTRATING AND I COMPARED IT TO HOW MANY OF THOSE CHILDREN WILL BE TAUGHT.
THAT'S A GREAT QUESTION BECAUSE I DID ALL THAT DATA.
I'M GLAD SOMEONE ASKED THAT QUESTION.
IT'S ABOUT 60 PERCENT OF THE CHILDREN THAT ARE DEMONSTRATING THAT WE ACTUALLY TAUGHT.
>> IT IS GOOD NEWS BECAUSE WE DIDN'T HAVE THE OPPORTUNITY TO TEACH THE OTHERS.
BUT THERE ARE CHILDREN WHO DO COME IN READY FOR KINDERGARTEN AS WELL.
BUT I WILL TELL YOU THAT STATEWIDE, THE DATA DOES SAY THAT CHILDREN WHO ATTEND PUBLIC PRE-K OUTPERFORM CHILDREN WHO DO NOT.
>> THE 30 PERCENT INCLUDE A CHILD THAT MOVED HERE AND THEY GOT A PUBLIC OR [NOISE] PRIVATE SCHOOL PRE-K? PROBABLY NOT THE MAJORITY OF THEM.
>> WELL, WE KNOW WHEN CHILDREN ENROLLED FOR KINDERGARTEN, WHAT THEIR PRIOR EXPERIENCE WAS BECAUSE PARENTS HAVE TO LET US KNOW THAT.
>> THEY MIGHT HAVE ATTENDED ANOTHER PUBLIC PRE-K.
BUT WHEN I LOOK AT IT, I ONLY LOOK AT IT.WHERE ARE THE KIDS THAT I KNOW WERE IN OUR PRE-K AND HOW THEY PERFORMED.
WE ALSO HAVE CHILDREN WHO WERE IN OUR PRE-K, WHO MOVED SOMEWHERE ELSE, SO IT IS REALLY HARD TO NARROW THAT DOWN COMPLETELY.
BUT WHAT WE'RE DOING IN EACH SCHOOL NOW, I THINK THIS IS ANOTHER LEVEL FOR US TO GO TO AS A PRE-K GROUP, PARTICULARLY FOR FEDERAL SPURRED BECAUSE I DO HAVE CONCERNS IS WE'RE GOING TO LOOK AT THEIR DATA WITH THEM HOW THEIR CHILDREN PERFORMED THAT THEY TAUGHT LAST YEAR, WHETHER THEY WERE DEMONSTRATING THEIR APPROACHING OR EMERGING.
BUT WE'RE GOING TO DO THAT WITH ALL THESE SCHOOLS BECAUSE IT'S IMPORTANT TO DO.
>> YEAH, SO IMPORTANT BECAUSE YOU GET HIM OFF TO A GOOD START AND THAT REALLY HORRIBLE.
I ALSO LIKE WHEN SAID THE STUDENT'S JOURNAL.
WHAT WOULD [NOISE] A CHILD THAT AGE OLD RETURNABLE?
>> PRETTY MUCH A DISSERTATION BY THE END OF THE YEAR NOW.
[LAUGHTER] I'M GLAD YOU ASKED THAT BECAUSE WE ARE REALLY FOCUSED ON EMERGENT WRITING.
WE TALKED TO PRE-K CHILDREN AND WE TELL THEM THAT EVERYBODY WRITES DIFFERENTLY.
WE HAVE ANCHOR CHARTS AND ONE CHILD MIGHT OPEN UP, THEIR JOURNALISM [NOISE] TEACHER WILL GIVE A STARTER.
[00:25:04]
WHAT WAS YOUR FAVORITE THING THAT YOU DID ON SATURDAY OR WHATEVER? A CHILD MIGHT JUST SCRIBBLING, THAT'S GREAT AND THEN THE TEACHER WILL SAY, "WELL, WHAT DID YOU DO?" "WELL, I DID THIS AND THIS," AND THE TEACHER WILL USUALLY MAKE A NOTE OF, "WE'LL MAKE ANOTHER THAT AND DATE IT." ANOTHER CHILD MIGHT DRAW A PICTURE AND THEY WOULD SAY, "WELL, I PLAYED WITH MY CAT, " AND THE TEACHER WILL DOCUMENT THAT.WE WILL HAVE THAT ON OUR ANCHOR CHARTS.
WE SAY SOME PEOPLE WRITE LIKE THIS AND IT MIGHT BE AS LIKE THAT, MIGHT BE A PITCHER.
IT MIGHT BE A CHILD WHO'S STARTING TO REALLY KNOW HOW TO PUT LETTERS ON A PAGE, BUT THEY'RE NOT SPELLING THINGS CORRECTLY.
THEY'RE PROBABLY NOT SPELLING THINGS AT ALL, BUT THEY MIGHT BE PUTTING A C BECAUSE THAT'S MY CAT OR SOMETHING LIKE THAT.
THE POINT IS, IT'S GOOD FOR CHILDREN TO HAVE THAT DAILY PRACTICE.
WE MAKE A BIG DEAL OF THEIR JOURNALS THAT THEY'RE VERY IMPORTANT AND SHOW IT TO PARENTS QUARTERLY.
BECAUSE WE DATE IT THROUGHOUT THE YEAR, WE LOOK AT IT'S FUN IF YOU EVER GO INTO PRE-K CLASSROOM AND PULL-OUT A JOURNAL, IT'S ENTERTAINING.
YOU'LL LOOK AT PAGE 1 AND YOU'LL SEE WHAT THE CHILD WAS SAYING.
BUT YOU LOOK NOW MID-YEAR AND YOU WILL SEE CHILDREN THAT ARE WRITING WORDS AND YOU WILL SEE CHILDREN THAT ARE STILL DRAWING PICTURES.
BUT WE STILL HAVE OUR EXAMPLES UP THAT PEOPLE WRITE DIFFERENTLY AND IT'S OKAY HOWEVER YOU WRITE, THAT WE WANT YOU TO WRITE.
>> THAT WAS FAN OF JOURNALING DEFINITELY.
I CAN SEE WHERE SOMEBODY WOULD HAVE.
THEN WE DRAW A PICTURE EVEN IN CARTOONISH PICTURE WITH A CAPTION, [OVERLAPPING] TELLING THEM MYSELF.
[LAUGHTER] BUT I USED TO ATTEND SOME STAFF MEETINGS AND I WOULD TELL PEOPLE [LAUGHTER] THEY NEVER BUBBLE THAT ALL I REMEMBER WHAT THEY SAID.
PEOPLE GOT TO KNOW THAT I WOULD DO THAT.
I WOULDN'T THAT CREATE AN ARTIST, BUT IT WOULD BE FUN.
SOME PEOPLE ARE VERY EASY TO CARICATURE, BUT PEOPLE WOULD WANT TO COME TO ME.
I CAN IMMEDIATELY [INAUDIBLE] WHAT I PUT IN.
THERE ALMOST ALWAYS LIKE THEIR BEST COMMENT ON THE DAY.
>> BUT ANYWAY, I'M A FAN OF THAT BECAUSE AGAIN, EARLY READING, EARLY WRITING.
GREAT PRESENTATION. I APPRECIATE IT VERY MUCH.
>> BY JUNE 2022 75 PERCENT OF THE TEACHERS WILL IMPLEMENT THE ASSESSMENT.
IS THAT BECAUSE APPROXIMATELY 25 PERCENT ARE GOING THROUGH TRAINING STILL THAT IT WOULDN'T BE 100 PERCENT?
>> WE USUALLY DO HAVE 100 PERCENT BY THE END OF THE YEAR.
I'M NOT REALLY SURE WHY THE DISTRICT TEAM DECIDED ON THAT.
WE HAVE HAVEN'T ANY CHANGE IN STAFF THIS YEAR. GIVE ME A MINUTE.
I THINK THE REASON THAT WE DID THAT IS BECAUSE WE'VE ADDED SOME DIFFERENT STANDARDS AND WE WANTED TO BE SURE, LIKE FOR EXAMPLE, THE EMERGENT WRITING, WE REALLY HAD TO TALK ABOUT THAT.
BECAUSE IF YOU THINK ABOUT IT, YOU HAVE TO SCORE HOW THE CHILD PERFORMED.
IT'S A DIFFERENT LEARNING PROGRESSION IF THEY'RE DOING THIS VERSUS THEY'RE DRAWING A PICTURE.
WE'RE LOOKING FOR CONSISTENCY AND INTER-RATER RELIABILITY, HOW EVERYBODY IS SWELLING THAT.
I THINK THAT'S WHY WE THOUGHT WE'D SAY 75 TO SEE HOW PEOPLE WERE DOING WITH THEIR COMFORTABILITY ON ACTUALLY LOOKING AT AN EMERGENT WRITING WHICH IS DIFFICULT.
WE'VE TRIED TO DO PERIODS HERE AND LOOKING AT THAT.
>> YEAH, IT IS JUDGMENTAL AND SO THAT'S WHY WE WENT TO ANCHOR CHARTS AND OTHER KINDS OF PROFESSIONAL DEVELOPMENT.
THE TEACHER SPECIALIST WHO WORKS WITH ME HAS BEEN WORKING WITH TEAMS ON THAT TO REALLY TALK ABOUT THAT.
I BELIEVE THAT'S WHY WE THOUGHT ABOUT THAT.
OUR GOAL OBVIOUSLY IS ALWAYS 100 PERCENT IF WE CAN GET THAT, AND TYPICALLY WE DO.
BUT THE OTHER PIECE TO THAT IS [NOISE] TEACHERS WHEN THEY DO THEIR SELF SURVEY ON THAT, WE WANT THEM NOT ONLY TO KNOW HOW TO SCORE CONSISTENTLY A RATE A CHILD, BUT WE ALSO WANT THEM TO KNOW HOW TO ADJUST THEIR INSTRUCTION.
YOU MAY NOT HAVE 100 PERCENT OF STAFF THAT WOULD SAY, I SEE THIS MISCONCEPTION, I'M GOING TO HAVE TWO OR THREE MORE LESSONS ON THIS, BUT THAT'S THE GOAL BEHIND THAT FIDELITY TOOL THAT THE TEACHER WOULD SAY, "I AM REALLY LOOKING AT MY DATA AND I ADJUSTED MY INSTRUCTION." I THINK BECAUSE WE WERE ASKING THEM TO DO THE HAGGERTY AS WELL AS THAT WE PROBABLY SAID 75.
BUT THAT'S AN EXCELLENT QUESTION THAT I'M SURE I'VE ANSWERED IT VERY WELL, BUT WE DID DEBATE IT AT THE BEGINNING OF THE YEAR.
>> SOMETHING ELSE THAT ANGELA DID NOT SHARE THAT SHE SHOULD BE TAKEN
[00:30:02]
CREDIT FOR IS THE FACT THAT WE DON'T FORGET ABOUT THAT 30 PERCENT.THAT IS NOT AN ATTENDANCE FOR CAROLINE COUNTY PUBLIC SCHOOLS.
HER AND HER TEAM HAS DONE PROFESSIONAL DEVELOPMENT FOR OUR PUBLIC AND PRIVATE DAYCARES.
IT'S BEEN VERY EXCITING AND THE ATTENDANCE WAS INCREDIBLE BECAUSE I THINK WE STARTED OUT.
THE FIRST ONE YOU HAD WAS MAYBE 10, AND THEN THERE WAS 30 IN HERE.
OBVIOUSLY, THAT WAS PRE-COVID.
>> WELL, DURING COVID, WE DID 15, SO WE DID IT DOUBLED TIME.
>> WE CERTAINLY DON'T WANT ANYBODY TO THINK THAT BECAUSE THE CHILD DOESN'T ATTEND CCPS, THAT WE AREN'T GOING TO SHARE SOME OF THE BENEFITS THAT WE DO HAVE IN OUR CLASSROOMS OUTSIDE OF OUR SCHOOLS.
>> WE DO THREE PRESENTATIONS IN THE YEAR ONE AROUND LITERACY AND WE ACTUALLY TARGET THE LOWEST SCORE OF BELOW STANDARDS ON THE ERA THROUGH ITEM ANALYSIS FOR THE LITERACY CLASS THAT WE TEACH.
THEN THE SAME FROM THAT, AND THEN WE ALWAYS DO WITH SOCIAL FOUNDATIONS.
HOWEVER, THIS YEAR WE'RE GOING TO SWITCH IT UP A LITTLE BIT AND WE'RE GOING TO DO PHYSICAL DEVELOPMENT AND SOCIAL STUDIES.
I HAVEN'T PREPARED THAT ONE. IT'S COMING.
IT'S FUN WORKING WITH OUR PARTNERS IN THE COMMUNITY BECAUSE THEY ACTUALLY ARE PRETTY EXCITED ABOUT OUR FROG STREET AND CONSCIOUS DISCIPLINE.
WHENEVER WE CAN PARTNER THAT WAS A GREAT THING POINT FOR YOU TO BRING UP WE DO TRY TO PARTNER AND BE COLLABORATIVE.
>> MEMBERS ANYTHING ELSE? VERY GOOD. THANK YOU.
>> THANK YOU, ANGELA. I WANT TO DRAW OUT ONE POINT AND CONNECT WHAT MR. MARTIN POINTED OUT ABOUT IT.
[NOISE] [INAUDIBLE] STARTING EARLY.
THE INCREDIBLE WORK BEING DONE BY ANGELA, BY THE PRE-K TEAM, TEACHERS IAS, SPORTS STAFF EVERY ONE ASSOCIATED WITH A PRE-K AND EARLY CHILDHOOD PROGRAMS TRULY IS SO TRUE.
THE HARDER WE CAN HIT EARLY ONE [NOISE] FOR GAS TRULY FORUM AND EXIST AT DEEP LEVELS, THE BETTER OFF OUR KIDS ARE FOR THEIR FUTURE.
EVERY EFFORT THAT'S BEING PUT IN PRE-K IS WHAT REALLY ANCHORS US AND PUSHES THE WORK TOWARDS ALL KIDS READING ON GRADE LEVEL BY END OF GRADE 3.
WHICH ARE SIGNIFICANT INDICATORS ON RESEARCH STUDIES ABOUT ACADEMIC SUCCESS LATER IN LIFE, CAREER SUCCESS LATER IN LIFE.
ALL THOSE FOUNDATIONAL THINGS START AT PRE-K AND THE EFFORTS THAT ARE TAKING PLACE.
IN THE GAP THAT SHOWS WHAT YOU GUYS HAVE BEEN ABLE TO ACCOMPLISH WITH THE PANDEMIC.
AGAIN, CAROLINE'S SITTING SIX AND THE STATE WILL TAKE FIFTH BECAUSE TWO ARE TIED DATA WISE.
>> THAT'S WHAT I TOLD MY HUSBAND TOO.
>> FIFTH DATA WISE IN THE STATE, IT'S PRETTY INCREDIBLE TO SEE THOSE GAPS CLOSE.
OVERCOMING ALL THE OBSTACLES THAT CAN EXIST IN A REALLY POOR AREA IS INCREDIBLE AND IT GIVES GREAT HOPE TO FUTURE YEARS TO SEE THAT EXTEND ACROSS THE OTHER GRADE LEVELS THIS KIDS MATRICULATE THROUGH.
>> VERY GOOD. THANK YOU. IT'S CRAZY.
AGAIN, ANOTHER ASPECT OF COVID HIT, CREATE MORE CHALLENGES BUT APPRECIATE ALL YOUR EFFORTS.
ALL RIGHT BOARD MEMBERS AND STAFF, EVERYONE, MOVING ON TO DATA REVIEW, WHO DO WE HAVE NEXT? [OVERLAPPING] [LAUGHTER]
>> WE'RE ROLLING AROUND ON THE SCREEN FOR A SECOND. [BACKGROUND]
>> YEAH. THANK YOU FOR THE ADJUSTMENT.
[LAUGHTER] IT'S GREAT PLEASURE TONIGHT FOR US TO ACTUALLY CONTINUE THE DATA DISCUSSION.
LOOKING AT HOW OUR STUDENTS ARE DOING AS THEY PROGRESS THROUGH THIS YEAR.
WITH US TONIGHT, MCCORMICK AND HER TEAM IS HERE, [INAUDIBLE] MR. MICHAEL JULIUS, OUR LOCAL ACCOUNTABILITY COORDINATOR OR SUPERVISOR, WILL BE WALKING US THROUGH THE DATA.
THAT WE'RE GOING TO TALKING ABOUT, WHAT WE'RE REALLY LOOKING AT, HOW WE STARTED THE YEAR, HOW THE KIDS REENTERED THE SCHOOL YEAR.
I'M GOING TO SAY POST-PANDEMIC, BUT RETURNING TO SCHOOL AFTER THE VIRTUAL YEAR OF WHERE WERE THEY AND HOW ARE WE DOING NOW AT IDENTIFYING AND RECOGNIZING AND WORKING TO CLOSE THOSE GAPS THAT WE KNOW EXIST AFTER THE LAST YEAR AND A HALF, ALMOST TWO YEARS OF SCHOOLING.
WITHOUT FURTHER ADO MR. JULIUS.
>> IT'S A PLEASURE TO BE HERE WITH EVERYONE TONIGHT.
THANK YOU FOR GIVING ME THE OPPORTUNITY TO GO OVER AND PRESENT THIS DATA TO YOU.
BUT I'D BE REMISS IF I DIDN'T TAKE THE TIME TO SAY THANK YOU TO MELISSA MULLIGAN [INAUDIBLE] KATIE ELLIS FISHER FOR BEING HERE TO PROVIDE THEIR SUPPORT AND CLARIFICATION FROM NEXT INSTRUCTIONAL EXPERT STANDPOINT.
THIS DATA SHOULD ILLUSTRATE THE GAINS THAT OUR STUDENTS HAVE MADE DO THE HARD WORK AND EFFORTS OF BOTH THE STAFF AND STUDENTS HAVE CAROLINE COUNTY PUBLIC SCHOOLS.
TONIGHT WE'LL BE LOOKING AT AND COMPARING THE COUNTYWIDE RESULTS FROM THE BEGINNING AND MIDDLE OF THE YEAR,
[00:35:02]
I-READY AND DRIBBLES EIGHT ASSESSMENTS.THESE TWO ASSESSMENTS PROVIDE TIMELY AND ACCURATE DATA THAT CAN BE USED TO GUIDE INSTRUCTION IN A MANNER THAT PROMOTES GROWTH FOR ALL STUDENTS.
FIRST, WE WILL LOOK AT THE I-READY DIAGNOSTIC RESULTS AND THEN SOME STUDENT ANNUAL TYPICAL GROWTH AND STRETCH GROWTH.
MY EYES AREN'T GREAT. I HAVE TO READ OFF UP HERE.
[BACKGROUND] THE I-READY DIAGNOSTIC ASSESSMENT RESULTS GIVE A COMPREHENSIVE PICTURE OF A STUDENT PERFORMANCE AT THE DISTRICT SCHOOL AND GRADE AND ALSO DEMOGRAPHIC LEVELS IN BOTH IN READING AND MATHEMATICS.
CAROLINE COUNTY STUDENTS IN GRADES KINDERGARTEN THROUGH EIGHTH PARTICIPATE IN THESE ASSESSMENTS AT THE BEGINNING, MIDDLE, AND END OF EACH YEAR.
TONIGHT WE'RE GOING TO LOOK AT IS DR. SIMMONS SAID WHERE WE STARTED THIS YEAR AT AND WHERE WE'RE AT AT THIS POINT IN THE MIDDLE OF THE YEAR.
THE READING DIAGNOSTIC ASSESSES STUDENTS IN SIX DOMAINS.
THOSE DOMAINS ARE PHONOLOGICAL AWARENESS, PHONICS, HIGH FREQUENCY WORDS, VOCABULARY, COMPREHENSION AS IT PERTAINS THEIR LITERATURE, AND THEN COMPREHENSION AS IT PERTAINS TO INFORMATIONAL TAX.
THE MATHEMATICS DIAGNOSTIC ASSESSES STUDENTS IN FOUR DOMAINS, NUMBER AND OPERATIONS, ALGEBRA AND ALGEBRAIC THINKING, MEASUREMENT AND DATA, AND GEOMETRY.
[NOISE] THIS FIRST SLIDE DEPICTS THE RESULTS AND IMPROVEMENT IN PLACEMENT LEVELS AND THE I-READY TO READING DIAGNOSTIC ACROSS THE BOARD FOR ALL OF OUR GRADES KINDERGARTEN THROUGH EIGHTH.
WHEN YOU'RE READING THIS GRAPH, IT'S IMPORTANT TO KEEP IN MIND THAT IDEALLY YOU'D LIKE TO SEE AN INCREASE FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR AND THE FIRST TWO SETS OF COLUMNS ON THE LEFT.
THESE ILLUSTRATE THE PERCENT OF STUDENTS THAT PLACED EITHER AT MID OR ABOVE GRADE LEVEL AND EARLY ON GRADE LEVEL.
THE THREE SUBSEQUENT COLUMNS REPRESENTS STUDENTS WHO ARE EITHER ONE, TWO, OR THREE OR MORE GRADE LEVELS BELOW THE NATIONAL NORM BASED UPON THE I-READY DATABASE, WHICH IS MILLIONS OF STUDENTS IN IT.
WHEN YOU TAKE A LOOK AT THIS DATA, YOU CAN SEE THAT WE STARTED THE YEAR, EIGHT PERCENT OF OUR STUDENTS WERE MID OR ABOVE GRADE LEVEL.
BY THE MIDDLE OF THE YEAR, WE'VE ALMOST DOUBLED IT TO 15.
EARLY ON GRADE LEVEL STARTED AT 11 PERCENT AND HAS MOVED UP TO 19.
NOW THAT WE'RE IN THAT MIDDLE COLUMN WORKING OUR WAY OVER TO THE RIGHT, LIKE I SAID, YOU WOULD IDEALLY SEE THOSE SECOND COLUMN, THE BLUE COLUMNS GETTING SMALLER.
SOMETIMES THAT MIDDLE ONE WILL STAY THE SAME BECAUSE OF THE MOVEMENT FROM THE STUDENTS AND THE LOWER LEVELS.
ONE GRADE LEVEL BELOW STARTED THE YEAR AT 39 PERCENT.
WE'VE IMPROVED THAT TO 35 PERCENT.
TWO GRADE LEVELS BELOW WENT FROM 19-14 PERCENT.
FINALLY, THREE OR MORE GRADE LEVELS BELOW WENT FROM 23 PERCENT TO 18 PERCENT FOR ALL OF OUR STUDENTS KINDERGARTEN THROUGH EIGHTH READING. NEXT SLIDE, PLEASE.
THE NEXT SEVERAL SLIDES SHOW THE IMPROVEMENTS IN STUDENT PLACEMENT BY GRADE LEVEL.
THIS SLIDE DEPICTS THE IMPROVEMENT IN OVERALL PLACEMENT SUMMARY ASSIGNMENTS TO STUDENTS GRADES K THROUGH TWO.
IF YOU TAKE A LOOK AT THE KINDERGARTEN FROM THE BEGINNING OF THE YEAR, MIDDLE OR ABOVE GRADE LEVEL STARTED AT FOUR PERCENT AND IF YOU DROP DOWN TO THAT SECOND COLUMN, GONE UP BY FIVE TIMES, WE'VE GONE TO 20 PERCENT.
EARLY ON GRADE LEVEL STARTED THE YEAR AT 14 PERCENT.
WE'VE IMPROVED THAT TO 40 PERCENT.
THEN THE FOLLOWING GRADE LEVEL, ONE GRADE LEVEL BELOW, TWO GRADE LEVELS BELOW THREE OR MORE GRADE LEVELS BELOW.
YOU SEE THAT WE WENT FROM 82 PERCENT AT ONE GRADE LEVEL BELOW TO 40 PERCENT, AT ONE GRADE LEVEL BELOW AND THE OTHER ONES, WE DON'T HAVE ANY BECAUSE THERE'S NOT A GRADE LEVEL BELOW KINDERGARTEN.
BUT THERE IS JUST NOT TWO OR THREE.
GRADE 1 STARTED THE YEAR AT TWO PERCENT MIDDLE OR ABOVE GRADE LEVEL, AND THEN WAS THAT, HAVING A HARD TIME, AND ONE PERCENT EARLY ON GRADE LEVEL, AND THEN 81 PERCENT GRADE LEVEL BELOW, 15 PERCENT AT TWO GRADE LEVELS BELOW.
WE'VE INCREASED THAT TWO PERCENT AT MIDDLE OR ABOVE TO EIGHT PERCENT.
WE'VE INCREASED THAT ONE PERCENT OF EARLY ON GRADE LEVEL TO NINE PERCENT.
WE'VE TAKEN THAT 81 PERCENT ON ONE GRADE LEVEL LOW, DROPPED IT TO 79, 15 PERCENT OF TWO GRADE LEVELS BELOW, DROP THAT TO FOUR AND STILL YOU SEE THREE OR MORE GRADE LEVELS BELOW AT ZERO.
GRADE 2, WE STARTED THE YEAR AT SIX PERCENT AT MIDDLE OR ABOVE, AND WE'VE INCREASED THIS 11 PERCENT.
EARLY ON GRADE LEVEL FOR GRADE 2 STARTED AT SIX PERCENT AND HAS MORE THAN DOUBLED TO 15 PERCENT.
ONE GRADE LEVEL BELOW STARTED THE YEAR AT 37 PERCENT, AND NOW HE'S UP TO 44 PERCENT.
I WOULD SUSPECT THIS IS DUE TO THE MOVEMENT OF TWO GRADE LEVELS BELOW GOING FROM 51 PERCENT TO 30 PERCENT.
[00:40:01]
THIS IS BEGINNING IN '21. THAT'S THIS YEAR.THIS IS THIS YEAR'S DATA AND GLASS AND REAL QUICKLY.
THESE NUMBERS WERE SHOWING AN IMPROVEMENT, BUT I'M GUESSING THAT THESE ARE NOT AS GOOD AS WE WERE A COUPLE OF YEARS AGO I HOPE.
[OVERLAPPING] BECAUSE OF COVID, I'M GUESSING.
>> ONE OF THE THINGS THAT [INAUDIBLE] ACTUALLY WAS A GREAT GRAPHIC IMMEDIATELY AROUND SOCIAL MEDIA [INAUDIBLE].
TALK ABOUT THE YEAR OF THIS IS CURRENT RIGHT [OVERLAPPING] THERE LAST ONE, WE'RE SENIORS THIS YEAR OR LAST NORMAL YEAR WAS RIGHT NOW.
OUR THIRD GRADERS WERE LAST MONTH [INAUDIBLE].
OUR FIFTH GRADERS OR LAST NORMAL YEAR [INAUDIBLE]. THERE ARE GAPS.
WHEN WE TALK ABOUT THE IMPACT OF CLOSURE IS VERY REAL.
DOESN'T TAKE AWAY THE HARD WORK AND EVERYBODY PUT IN.
BUT ACADEMIC IMPACT THAT WE'RE SEEING IN OUR LOCAL DATA THAT OVER COUNTING YOU'RE SAYING AND DISCUSSIONS I'VE HAD WITH OTHER FOLKS.
THERE IS A VERY REAL PROFOUND IN THE LAST FEW YEARS, ONE INSTRUCTION AND ONLY FLAT.
>> IT'S GOOD TO SEE THE GROWTH.
I'M NOT TAKING ANYTHING AWAY FROM THE WORK THAT EVERYBODY'S DOING.
IT JUST SAY IT WOULD BE INTERESTING AND YOU PROBABLY HAVE THEM.
BUT TO YOUR POINT, IT'S OUT THERE.
>> YEAH. MR. [INAUDIBLE] LITTLE WHILE.
I KNOW OUR CONDUCT OF OTHERS, AS WELL AS SWALLOWING HELPED ME UNDERSTAND THIS.
THERE'S ALSO THOSE EXPECTED GROWTH AND WE SHOULD SEE WITHIN A NORMAL STRUCTURE OF THE YEAR AND THEY'RE STRETCHED THAT YOU CAN SEE IT THEY'VE ALMOST.
ANYTHING THAT WE DO TO TRY TO MOVE BEYOND THAT, BUT IT'S HARD TO GET MORE THAN ONE YEAR OF GROWTH IN ONE YEAR.
ONE YEAR'S GROWTH IS BASEBALL OF AN OVERALL 108 DAYS IS WHAT NORMALLY DO.
TRYING TO GET ANYTHING BEYOND ONE YEAR GROWTH IN ONE YEAR THAT WAS DESPERATELY NEEDED IS DOABLE.
BUT YOU GOT INCREMENTALLY GRAB THAT EXTRA TIME TO CLOSE THOSE GAPS.
WHICH AGAIN, WE'LL GET TO SOME OF THE WORK THAT WE'RE DOING TO TACKLE THOSE GAPS.
BUT THEY ARE VERY PRONOUNCED AND VERY REAL.
>> IT'S EXACTLY WHAT YOU'RE IDENTIFYING THE STRETCH BUT MOVED AND BEYOND.
>> ABSOLUTELY. SORRY. WE'LL COVER THAT SHORTLY ONCE WE GET THROUGH THIS.
ARE WE ON TO THE NEXT ONE? NEXT SLIDE, PLEASE. THERE WE GO.
NOW WE'RE LOOKING AT GRADES 3 THROUGH 5, JUST FOR THE SAKE OF TIME AND ALSO WITHOUT HAVING TO READ ALL THESE TO YOU.
IF YOU TAKE A LOOK AT THE GREEN, EVERY OTHER ONE, YOU WANT TO SEE THAT DARK GREEN GETTING BIGGER.
IF YOU MOVE YOURSELF OVER TO THE FAR END ON THE RIGHT, YOU WANT TO SEE THAT BRIGHT RED GETTING SMALLER.
IN THE MIDDLE, THERE'S GOING TO BE SOME FLUID MOVEMENT IN THERE AS WE TRY TO MOVE OUR STUDENTS ALL THE WAY TO THAT DARK GREEN.
GRADE 3, IF YOU TAKE A LOOK AT THEM FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, HAS MORE THAN TRIPLED ITS STUDENTS AT ABOVE GRADE LEVEL AND DECREASED ALL OF ITS BELOW GRADE LEVEL CATEGORY STUDENT'S.
GRADE 4 ALSO SAW IMPROVEMENTS ACROSS ALL OF THE CATEGORIES.
GRADE 5, SAW SIMILAR IMPROVEMENT.
NEXT SLIDE, PLEASE. NOW WE'LL LOOK AT READING DIAGNOSTIC RESULTS BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR FOR GRADE 6 THROUGH 8.
AGAIN, WE SEE THAT EVERY OTHER BAR WE SEE OUR GREEN GETTING LARGER.
EVERY OTHER BAR, AND BRIGHT RED GETTING SMALLER.
WHEN YOU LOOK AT GRADE 7, BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR FOR A MID OR ABOVE GRADE LEVEL, THE 12 PERCENT -19 PERCENT JUMP IS GREAT.
THE 14 PERCENT DOWN TO 12 PERCENT IT'S NOT IDEAL, BUT IT COULD POSSIBLY BE, AND AGAIN IT'S SPECULATION, THAT YOU MOVE SOME OF THAT 14 PERCENT UP TO THE MID OR ABOVE GRADE LEVEL. NEXT SLIDE, PLEASE.
>> QUESTION. DO YOU THINK IT SEEMS LIKE THE OLDER THEY ARE, THE HARDER IT IS FOR THEM TO CATCH UP?
>> THAT'S A GREAT POINT. YES. THIS NEXT SLIDE IS SHOWING YOU THE GROWTH THAT WE'VE HAD FROM THE BEGINNING OF THE YEAR FOR ALL OF OUR DEMOGRAPHIC SUBGROUPS.
[00:45:02]
I APOLOGIZE FOR IT BEING SUCH A BUSY SLIDE.WE HAVE A LOT OF SUBGROUPS THAT ARE DEMOGRAPHIC SUBGROUPS TO GET UP THERE FOR YOU TO BE ABLE TO COMPARE THEM.
THE FEMALE, BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, IT DOUBLED IN BOTH MID AND ABOVE ON GRADE LEVEL AS WELL AS EARLY ON GRADE LEVEL.
OUR AFRICAN-AMERICAN STUDENTS IMPROVED FROM SIX PERCENT TO 16 PERCENT IN EARLY ON GRADE LEVEL, WHILE DECREASING THE NUMBER OF STUDENTS IN ALL OF THE BELOW GRADE LEVEL FIELDS.
NEXT, WE'LL LOOK AT THE COUNTYWIDE DATA FOR KINDERGARTEN THROUGH 8, MATHEMATICS.
AGAIN, ALL CATEGORIES SAW IMPROVEMENT.
THAT MIDDLE CATEGORY WHERE YOU SEE, IT STARTED AT 50 PERCENT ONE GRADE LEVEL BELOW AND IT STAYED AT ONE GRADE LEVEL BELOW.
AGAIN, IT'S PROBABLY BECAUSE OF THE MOVEMENT FROM TWO GRADE LEVELS BELOW AND THREE OR MORE GRADE LEVELS BELOW.
I'D LIKE TO POINT OUT THAT OUR MID OR ABOVE GRADE LEVEL STUDENTS AND OUR EARLY ON GRADE LEVEL STUDENTS IN MID OR ABOVE GRADE LEVEL MORE THAN DOUBLED ITSELF, AND THEN EARLY ON GRADE LEVEL DOUBLED ITSELF FROM 7-14 PERCENT.
NEXT SLIDE, PLEASE. NOW WE'RE GOING TO TAKE A LOOK AT THE COUNTYWIDE DATA AND GROWTH FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR FOR GRADES K THROUGH 2.
KINDERGARTEN AT THE BEGINNING OF THE YEAR STARTED AT THREE PERCENT FOR MID OR ABOVE GRADE LEVEL, 10 PERCENT FOR EARLY ON GRADE LEVEL, AND THEN MOVED THAT TO 87 PERCENT FOR ONE GRADE LEVEL BELOW.
THEN THEY INCREASED THAT MID OR ABOVE GRADE LEVEL TO 25 PERCENT, INCREASED EARLY ON GRADE LEVEL TO 15 PERCENT, AND OUR ONE GRADE LEVEL BELOW DROPPED FROM 87-60 PERCENT.
IN FIRST GRADE, WE SAW ONE PERCENT BEING MID OR ABOVE GRADE LEVEL, WE SAW TWO PERCENT BEING EARLY ON GRADE LEVEL, AND AT THE MIDDLE OF THE YEAR MARK WE'RE AT SEVEN PERCENT MID OR ABOVE GRADE LEVEL, AND THEN EIGHT PERCENT EARLY ON GRADE LEVEL.
THE 75 PERCENT OF ONE GRADE LEVEL BELOW GOING UP TO 78 PERCENT CAN BE ATTRIBUTED TO THE TWO [NOISE] GRADE LEVELS BELOW GOING FROM 22 PERCENT TO SEVEN PERCENT.
THAT'S A REMARKABLE STEP RIGHT THERE.
>> I'LL BE OKAY. AGAIN, WE SEE THAT TREND CONTINUE.
OF OUR STUDENTS WHO ARE EARLY ON GRADE LEVEL OR MID OR ABOVE GRADE LEVEL, THE POPULATION SIZE IS INCREASING.
WE SEE THE ONE GRADE LEVEL BELOW INCREASING AGAIN DUE TO THE FACT THAT WE ARE MOVING STUDENTS FROM TWO GRADE LEVELS OR THREE OR MORE GRADE LEVELS BELOW, CLOSER TO BEING ON GRADE LEVEL.
NEXT SLIDE, PLEASE. [NOISE] THIS SLIDE LOOKS AT GRADES 3 THOUGH TO 5 FOR THE COUNTY IN MATHEMATICS.
AGAIN AT THE BEGINNING OF THE YEAR, YOU SEE VERY LOW NUMBERS IN THE MID OR ABOVE GRADE LEVEL, WE SEE SLIGHTLY LARGER NUMBERS IN THE EARLY ON GRADE LEVEL CATEGORIES, AND THEN LARGER PORTIONS OF OUR POPULATIONS IN THE ONE GRADE LEVEL BELOW, TWO GRADE LEVELS BELOW, AND THREE OR MORE GRADE LEVELS BELOW.
IN GRADE 3, WE SAW OUR BIGGEST IMPROVEMENT.
LOOKING AT EARLY ON GRADE LEVEL FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, AND THEN FROM TWO GRADE LEVELS BELOW BEGINNING OF THE YEAR TO MIDDLE OF YEAR, THAT GOT CUT IN HALF FROM 34 PERCENT TO 17 PERCENT.
FOR GRADE 4, WE INCREASE THE MID OR ABOVE GRADE LEVEL FROM ONE PERCENT TO SEVEN PERCENT, EARLY ON GRADE LEVEL FROM 7-17 PERCENT.
ONE GRADE LEVEL BELOW WAS 41 PERCENT AND AGAIN, MOVED UP TO 47 BECAUSE OF THE MOVEMENT OF OUR STUDENTS THAT WERE TWO OR THREE OR MORE GRADE LEVELS BELOW.
GRADE 5 FOLLOWS THE SAME PATTERN.
NEXT SLIDE, PLEASE. HERE'S OUR COUNTYWIDE DIAGNOSTIC RESULTS FOR GRADE 6 THROUGH 8.
AGAIN AS YOU MENTIONED PREVIOUSLY, YOU SEE THE GROWTH IS A LITTLE MORE DIFFICULT AS THE STUDENTS GET OLDER.
GRADE 6 STARTED THE YEAR AT TWO PERCENT MID OR ABOVE GRADE LEVEL, MOVED ITS WAY UP TO FOUR PERCENT.
TWELVE PERCENT WAS EARLY ON GRADE LEVEL, MOVED TO 14 PERCENT.
THEY STAYED STEADY AT 36 PERCENT OF ONE GRADE LEVEL BELOW.
TWENTY-ONE PERCENT OF TWO GRADE LEVELS DROPPED TO 18.
SORRY, IT'S HARD FOR ME TO SEE THAT.
[NOISE] THEN THEY MOVE FROM 28 PERCENT TO 27 PERCENT.
GRADE 7 WENT FROM ONE PERCENT UP TO FIVE PERCENT, STAYED THE SAME FOR EARLY ON GRADE LEVEL AT 11 PERCENT.
ONE GRADE LEVEL BELOW, AGAIN INCREASED.
THE SAME PATTERNS THAT WE'RE SEEING WITH ALL THE OTHER GRADES.
EIGHTH GRADE FOLLOWED THE SAME PATTERN.
[00:50:03]
ONE OF THE MOST TELLING ONES WITH OUR 8TH GRADERS IS IF YOU LOOK AT [NOISE] THEY'RE THREE OR MORE GRADE LEVELS BELOW.THEY'RE AT 41 PERCENT, THEY'VE MOVED TO 30 PERCENT.
IT'S A GOOD JOB. NEXT SLIDE, PLEASE.
THIS SLIDE SHOWS OUR COUNTYWIDE DEMOGRAPHICS IN SUBGROUPS.
ALL OF THE ON GRADE LEVEL AND ABOVE GRADE LEVEL CATEGORIES, POPULATIONS ALMOST DOUBLED WHEN YOU LOOK AT THEIR PRESENTS.
WE SEE A CONSISTENT TREND AND MOVEMENT OF STUDENTS IN THE BELOW GRADE LEVEL POPULATIONS.
[NOISE] AGAIN, I APOLOGIZE FOR HOW BUSY THIS SLIDE IS.
NEXT SLIDE, PLEASE. THIS IS WHAT WE WERE ALLUDING TO EARLIER ABOUT LOOKING AT THEIR TYPICAL GROWTH AND STRETCH GROWTH.
IN THESE NEXT SEVERAL SLIDES, WHAT WE'LL DO IS WE'LL LOOK AT WHERE WE WERE AT THIS POINT IN THE YEAR IN SCHOOL YEAR 1920, AND WHERE WE'RE AT AT THIS POINT IN THE SCHOOL YEAR FOR '21 AND '22.
BUT REAL QUICKLY SO EVERYONE HAS AN UNDERSTANDING OF WHAT TYPICAL AND STRETCH GROWTH IS, TYPICAL GROWTH IS THE AVERAGE EXPECTED GROWTH POINTS OF A STUDENT AT THE SAME GRADE LEVEL OR SAME GRADE AND PLACEMENT LEVEL.
NOT ALL STUDENTS ARE EXPECTED TO GROW THE SAME AMOUNT.
BUT WHEN WE COMPARE THE STUDENTS TO THE NATIONAL NORMS OF THE I-READY DATABASE, THIS IS THE TYPICAL GROWTH THAT YOU WOULD EXPECT TO SEE. THAT'S THE MEASUREMENT.
STRETCH GROWTH IS A TARGET BEYOND TYPICAL GROWTH.
THIS IS FOCUSED ON STUDENTS THAT ARE BELOW GRADE LEVEL.
THEY NEED TO ACHIEVE EVEN MORE TO GET BACK TO WHERE THEY SHOULD BE, AND MANY TIMES, THIS IS OVER THE COURSE OF MULTIPLE YEARS.
THIS ISN'T JUST A ONE-YEAR TASK.
IT IS A MULTIPLE YEAR TASK FOR OUR STUDENTS AND TEACHERS.
LET'S TAKE A LOOK AT THE NEXT SLIDE, PLEASE.
THIS IS OUR COUNTYWIDE MID-YEAR GROWTH FROM 2019-2020 VERSUS '21-'22 IN READING.
IF YOU TAKE A LOOK AT THE DIAGRAM ON THE LEFT, THE '19, '20 SCHOOL YEAR, OUR MEDIAN GROWTH OR OUR MEDIAN PROGRESS TOWARDS OUR ANNUAL TYPICAL GROWTH WAS AT 61 PERCENT AT THIS POINT IN THE SCHOOL YEAR.
IF YOU LOOK AT THE CHARTS ON THE RIGHT, WE'RE AT 66 PERCENT, SO OUR STUDENTS ARE GROWING FASTER.
THEY'RE MOVING TOWARDS THEIR GOAL FASTER THIS YEAR.
IF YOU TAKE A LOOK AT THE CHARTS AT THE BOTTOM, IN '19, '20 WE HAD STUDENTS AT 33 PERCENT HAD MET THEIR GROWTH, THAT'S THAT BRIGHT BLUE ONE IN THE BOTTOM.
THIS YEAR, WE HAVE STUDENTS THAT ARE AT 37 PERCENT.
HAVE ALREADY MET THEIR TYPICAL GROWTH TARGET.
[NOISE] THIS YEAR, WE MOVED OUR STUDENTS FROM SEVEN PERCENT TO 15 PERCENT IN THE MID OR ABOVE GRADE LEVEL.
THIS YEAR WE MOVED OUR STUDENTS FROM 12 PERCENT TO 19 PERCENT IN EARLY ON GRADE LEVEL.
THE ONE GRADE LEVEL BELOW, WE WENT FROM 40 PERCENT TO 35.
TWO OR MORE GRADE LEVELS BELOW, WE WENT FROM 19 PERCENT TO 14 PERCENT, AND THREE OR MORE GRADE LEVELS BELOW, WE WENT FROM 23 TO 17 PERCENT.
NOW, IF WE TALK ABOUT STRETCH GROWTH, THESE ARE THE TWO CHARTS ON BOTH SIDES THAT ARE AT THE BOTTOM RIGHT.
IN 1920, AT THIS POINT IN TIME, 11 PERCENT OF OUR STUDENTS HAD MET THEIR STRETCH GROWTH TARGET.
THIS YEAR, 12 PERCENT OF OUR STUDENTS HAVE MET THEIR STRETCH GROWTH TARGET.
IT'S ONE PERCENT, BUT THERE'S A LOT OF WORK THAT GOES INTO THAT ONE PERCENT FOR OUR STUDENTS AND OUR TEACHERS.
NEXT SLIDE PLEASE. WE'LL TAKE A LOOK AT THE SAME CHARTS ONLY FOR MATHEMATICS.
THIS ONE, YOU CAN SEE A VAST DIFFERENCE AND IT SPEAKS, I THINK, JUST TONS OF HOW OUR TEACHERS ARE WORKING WITH OUR STUDENTS.
IN 1920S, THE PROGRESS TOWARDS ANNUAL TYPICAL GROWTH AT THIS POINT WAS AT 44 PERCENT.
THE MEDIAN SCORE WAS 44 PERCENT.
THIS YEAR WE'RE AT 61 PERCENT.
THIS YEAR WE'VE MOVED OUR STUDENTS FROM TWO PERCENT TO MIDDLE OR ABOVE GRADE LEVEL TO EIGHT PERCENT, FROM SEVEN PERCENT TO 14 PERCENT FOR EARLY ON GRADE LEVEL.
FROM 51 PERCENT FOR ONE GRADE LEVEL BELOW TO STAY THE SAME AT 51 PERCENT, BUT WE'VE MOVED FROM 21 PERCENT IN TWO OR MORE GRADE LEVELS BELOW TO 14 PERCENT, AND FROM 19 PERCENT IN THREE OR MORE GRADE LEVELS BELOW TO 13 PERCENT.
AT THIS POINT IN TIME IN 1920,
[00:55:02]
20 PERCENT OF OUR STUDENTS HAD MET THEIR TYPICAL GROWTH TARGET.THIS YEAR POINT IN TIME, WE'RE AT 29 PERCENT THEY HIT THEIR TYPICAL GROWTH TARGET.
AT THIS POINT IN 1920, FIVE PERCENT OF OUR STUDENTS HAD HIT THEIR STRETCH GROWTH TARGET.
NOW, SEVEN PERCENT HAVE HIT THEIR STRETCH GROWTH TARGET. NEXT SLIDE PLEASE.
WE'LL TAKE A LOOK AT THE DIBELS EIGHTH EDITION ASSESSMENT.
DIBELS WHICH STANDS FOR DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS, IS A FORMAL STANDARDIZED READING ASSESSMENT THAT HELPS TO IDENTIFY STUDENTS STRENGTHS AND DIFFICULTIES IN READING.
IT HELPS TO IDENTIFY STUDENTS WHO MAY FALL BEHIND.
CAROLINE COUNTY STUDENTS IN GRADES KINDERGARTEN THROUGH FIFTH PARTICIPATE IN THE ASSESSMENT.
THE ASSESSMENT IS COMPRISED OF VARIOUS COMPONENTS THAT ARE DESIGNED TO MEASURE A STUDENT'S FLUENCY AND ABILITY IN THE FOLLOWING DOMAINS.
LETTER NAMING FLUENCY, PHONEMIC SEGMENTATION FLUENCY, NONSENSE WORD FLUENCY, WHICH IS CORRECT LETTER SOUNDS, NONSENSE WORD FLUENCY FOR WORDS READ CORRECTLY, AND THEN WORD READING FLUENCY, ORAL READING FLUENCY, AND THEN MAZE, WHICH IS READING COMPREHENSION.
NEXT SLIDE, PLEASE. [NOISE] THE COUNTYWIDE DIBELS COMPOSITE SCORE FROM BEGINNING OF THE YEAR, TO MIDDLE OF THE YEAR FOR OUR GRADES K THROUGH FIVE.
THE STUDENTS THAT WE'RE WELL BELOW BENCHMARK AT THE BEGINNING OF YEAR STARTED AT 46 PERCENT, THEY'RE NOW AT 44 PERCENT.
BELOW BENCHMARK WAS AT 19 PERCENT, IT'S NOW AT 16 PERCENT.
NOW THAT WE'RE AT THE BENCHMARK AND ABOVE BENCHMARK, WE'D LIKE TO SEE THESE BLUE BARS GETTING BIGGER.
TWENTY-THREE PERCENT AT BENCHMARK MOVED UP TO 26 PERCENT AND ABOVE BENCHMARK FROM 12 PERCENT TO 14 PERCENT. NEXT SLIDE, PLEASE.
NOW TAKE A LOOK AT OUR GROWTH IN GRADE BANDS [NOISE].
BEGINNING OF THE YEAR, 40 PERCENT OF OUR KINDERGARTEN STUDENTS WERE BELOW BENCHMARK, NOW THEY'RE AT 32 PERCENT.
YOU'RE GETTING INTO YOUR 20 PERCENT FOR BELOW BENCHMARK NOW 19.
AT BENCHMARK WENT FROM 21 PERCENT TO 33 PERCENT, WHICH IS GREAT AND ABOVE BENCHMARK WENT FROM 19 TO 16 PERCENT, THAT'S UNFORTUNATE.
>> GROWTH IS GOOD, JUST KEEPS IT HERE, IT'S STILL IT'S JUST HARD TO UNDERSTAND.
I'M HOPING THAT IN NORMAL TIMES, MORE THAN HALF OF OUR KIDS WERE ABOVE BENCHMARK, NOT BELOW IT LIKE WE'RE SEEING NOW.
>> YOU ALL FEEL FREE TO, [OVERLAPPING]
WHEN YOU LOOK AT [INAUDIBLE] WE WOULD EXPECT THE STUDENTS AT MID YEAR TO BE MIDWAY.
I DON'T WANT TO SPEAK FOR THE DIBELS DATA, BUT WHEN YOU LOOK AT THE AI READY DATA, THE MEDIAN FOR MATH AND FOR ELA WAS OVER 60 PERCENT.
THAT MEANS OUR STUDENTS HAVE MADE 60 PERCENT OF A YEAR'S GROWTH FROM THE BEGINNING TO MID.
BUT WE'RE ONLY AT THE 50 PERCENT MARK.
WE REALLY NEED TO CELEBRATE THIS DATA BECAUSE THEY'VE GROWN MORE THAN HALF A YEAR.
WHEN YOU LOOK AT THE MID COLUMN, THAT'S HOW MANY STUDENTS HAVE ALREADY MADE A SINGLE YEAR'S GROWTH.
WHEN YOU LOOK AT THE DISTRIBUTION AT THE BOTTOM.
OUR TEACHERS ARE WORKING SO HARD AND ARE HAVING SUCH GREAT IMPACT.
WHEN YOU LOOK AT THIS STRETCH GROWTH, THE RESEARCH SAYS ONLY ABOUT 10 PERCENT OF STUDENTS CAN MAKE THAT STRETCH GROWTH GOAL AND WE ALREADY HAVE AN EXCESS, IN SOME CLASSROOMS, IN SOME SCHOOLS, MORE THAN 10 PERCENT OF STUDENTS HAVE ALREADY MADE A YEAR AND THEN THEY'RE STRETCHED.
THERE'S GOING TO STILL BE YELLOW, I APOLOGIZE IF I GOT PASSIONATE ABOUT IT BECAUSE IT'S THE DATA.
IF YOU STARTED, YOU CAME INTO THE SCHOOL YEAR TWO GRADE LEVELS BELOW, YOU HAVE A TREMENDOUS TEACHER AND YOU [NOISE] HAVE TWO OR THREE YEARS OF GROWTH, YOU'RE STILL YELLOW.
YOU GOT TO GET THROUGH THE RED TO GET TO YELLOW SO WE REALLY WANT TO COMMUNICATE, I'M SUPER EXCITED ABOUT THIS DATA.
THE GROWTH IN MATH FROM 1920 TO 21,22 OUR TEACHERS ARE SO TARGETED AND SO PURPOSEFUL ABOUT WHAT THEY'RE DOING.
AT MID YEAR, YOU CAN SEE THAT IN 1920 WE HAD 40 PERCENT GROWTH AND 60 PERCENT.
OUR KIDS WEREN'T EVEN GETTING A FULL YEAR'S GROWTH ON AVERAGE TWO YEARS AGO AND THEY'RE GETTING MORE THAN THAT NOW.
THAT'S ALL KIDS, INCLUDING THE KIDS THAT HAVE BEEN
[01:00:03]
QUARANTINED 30 TIMES AND ALL OF THE MAYHEM.KEEP IN MIND, THIS IS MID-YEAR, SO THIS SHOULD BE ABOUT 50 PERCENT, SO ANYTHING OVER 50 PERCENT, LOOK IT THROUGH THAT LENS.
IT'S A BONUS. THE KIDS THAT AREN'T READING ON GRADE LEVEL YET, [LAUGHTER]
>> MELISSA AND I HAVE DONE A LOT IN DATA DIGGING TOGETHER AND LOOKING AT OUR DIFFERENT SUBGROUPS, THE RATE IN WHICH THEY'RE GROWING AND WE'RE VERY EXCITED TO SEE THAT ALL OF OUR SUBGROUPS ARE GROWING WITHIN THE SAME RATE.
THAT INCLUDES STUDENTS WITH DISABILITIES, THAT INCLUDES STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS, ALL GROWING AT THE SAME RATE.
YES, THERE'S A LOT OF RED, THERE'S A LOT OF YELLOW, BUT WHAT WE LOOKED AT IS WHERE DID THEY COME TO US, WHERE DID THEY START AND IF THEY'RE MAKING MORE THAN THE GROWTH THAT WE'VE EXPECTED, THEN THAT IS SOMETHING WE'RE CELEBRATING BECAUSE AS MS. MULLIGAN SAID, WE'RE ALSO COMBATING STUDENTS WHO HAVE BEEN QUARANTINED MULTIPLE TIMES.
WE ARE NOT OVER THE PANDEMIC IN EDUCATION.
STUDENTS WHO ARE LEARNING TO READ, BUT THEY CAN'T SEE THEIR TEACHERS' MOUTHS, WHO WERE MAKING THE SOUNDS.
THOSE ARE LITTLE THINGS THAT WE DON'T THINK ABOUT IS GROWN ADULTS, BUT THEY MAKE A SIGNIFICANT IMPACT IN THE ABILITY TO LEARN TO READ.
>> TO PIGGYBACK ON THAT, I KNOW THAT THERE WAS A COMMENT EARLIER ABOUT IT LOOKS LIKE IT MIGHT BE MORE CHALLENGING THE OLDER THAT YOU GET TO CLOSE THOSE GAPS AND THAT IS ACCURATE TO A DEGREE, BUT IT'S ALSO ABOUT THE AMOUNT OF TIME THAT WE HAVE WITH STUDENTS IN THOSE SPECIFIC COURSES WHEN WE'RE FOCUSING ON READING INSTRUCTION OR ENGLISH.
BECAUSE NOW WE'RE MOVING INTO MULTIPLE COURSES, MULTIPLE SUBJECT AREAS, AND WE'RE CERTAINLY FOCUSING ON DISCIPLINARY LITERACY AS WELL.
BUT I WOULD SAY TOO THAT SOMETHING THAT OUR TEACHERS AND WHAT I WAS REALLY IMPRESSED TO DISCOVER IS THAT WE'RE ABLE TO, ALMOST LIKE A SHOT IN THE ARM TO SAY," OKAY, THIS IS WHERE WE WERE IN 1920, WE REALLY BELIEVED THAT WE WERE AT SUCH A DISADVANTAGE BECAUSE OF ALL OF THE OBSTACLES THAT WE'RE PUT BEFORE ALL OF US AND OUR CHILDREN.
BUT FRANKLY, WE CAN DO IT AND WE ARE DOING IT AND WE'RE DOING IT BETTER THAN WE WERE DOING IT BEFORE, ALL OF THIS CRAZINESS." THAT'S THE PART THAT KEEPS ME COMING BACK AND I KNOW THAT OUR TEACHERS ARE VERY THRILLED WITH THAT TOO.
>> YOU SHARE IN THIS DATA WITH YOU TEACHERS?
WE'VE SHARED IT WITH STUDENTS AS WELL AND WITH THEIR FAMILIES.
FAMILY REPORTS HAVE ALSO GONE HOME SO THAT WE'RE ABLE TO WORK TOGETHER AS A COMMUNITY OF LEARNERS BECAUSE IT IS NOT GOING TO TAKE JUST ONE TEACHER ONE YEAR TO MAKE THE TYPE OF GROWTH THAT WE WANT TO MAKE.
YEAH, IT TRULY TAKES THE COMMUNITY AND THAT'S WHAT WE'RE GOING TO CONTINUE TO DO.
>> WITH THE STUDENTS WHO NEED TO MAKE THOSE STRETCH GROWTH GOALS, AND THIS IS JUST ONE DATA POINT, BUT THEY'RE 2-3 YEARS BELOW, IT'S GOING TO TAKE 2-3 YEARS OF EXCELLENT, PURPOSEFUL TARGETED INSTRUCTION WITH HIGH EXPECTATIONS.
IT TOOK US MORE THAN A YEAR TO GET INTO THIS MESS WITH LEARNING AND IT'S GOING TO TAKE US MORE THAN A YEAR TO GET OUT OF IT.
BE PATIENT WITH US. [LAUGHTER] WE'RE GETTING THERE.
>> AGAIN, I WASN'T TRYING TO TAKE ANYTHING AWAY FROM YOU, I WAS JUST TRYING TO SAY WE'RE GROWING, AND TO BE HONEST, I APPRECIATE THE QUESTIONS FOR MR. GIACOMO AND EVERYBODY, I DON'T KNOW THAT THIS BOARD AS IT SITS, HAD THE OPPORTUNITY TO SEE A PRESENTATION ON DATA SINCE WE'VE BEEN SITTING, [OVERLAPPING].
>> WE HAVEN'T HAD THE DATA POINTS.
>> WE LITERALLY HAD A CONVERSATION WHEN PUTTING THIS TOGETHER EVEN FOR AN ANS DISCUSSION. LAST WEEK WAS IT? LAST WEEK WE DISCUSSED THIS DATA AT OUR ADMINISTRATORS AND SUPERVISORS MEETING AND LITERALLY THE JOKE WAS, WOW, IT'S BEEN TWO YEARS BEFORE, SINCE THE LAST TIME WE'VE ACTUALLY HAD DATA, TO BE ABLE TO DISCUSS AND TRULY DIG INTO.
THE OTHER PART OF IT AND NOT TO BELABOR THIS, THE THREE-LEGGED STOOL FOR THE BOARD OF MEMBERS HAVE HAVE NOT HAD THE DISCUSSION OF DATA BEFORE, BASICALLY, THERE'S A THREE-LEGGED STOOL, PART OF INSTRUCTION.
WHICH CURRICULUM, INSTRUCTION, AND ASSESSMENT IS THE THREE-LEGGED STOOL THAT MAKES THE WORLD GO AROUND WHEN WE'RE TALKING ABOUT STUDENT ACHIEVEMENT.
ASSESSMENT IS IMPORTANT SO WE ACTUALLY HAVE DATA POINTS THAT ARE VALID AND RELIABLE THAT CAN DRIVE THE DECISIONS AND DISCUSSIONS THAT WE NEED TO AROUND HOW OUR KIDS ARE REALLY PERFORMING.
I'M THRILLED THAT AS A COUNTY, WE HAVE THE OPPORTUNITY TO PROVIDE EVIDENCE-BASED DIAGNOSTIC THAT IS REFERENCED.
ONE THAT PROVIDES A BEGINNING OF THE YEAR, A MID-YEAR DATA POINT, AND END OF THE YEAR DATA POINT, IT'S ONE WE'VE BEEN STICKING WITH BECAUSE CONSISTENCY IS KEY SO WE CAN LOOK ACROSS YEARS.
[01:05:05]
WE HAVE NOT HAD THAT FOR A WHILE, THERE'S BEEN A RECENT CHANGE IN THE LAST COUPLE OF YEARS WITH GETTING ONE TO STICK WITH SO WE'RE GETTING THOSE DATA POINTS, WHICH IS SO VITAL.WE HAVE WORKED VERY HARD AT STRENGTHENING OUR CURRICULUM.
NOT ONLY HAVE THE CONTENT SUPERVISORS DONE SO, THE SPECIAL PROGRAMS SUPERVISORS WORKING WITH THEM, THE TEACHERS HAVE DONE A TREMENDOUS JOB WORKING TO STRENGTHENING OUR CURRICULUM BECAUSE WE KNEW WE NEEDED TO ADJUST WHAT WE WERE ASKING KIDS TO DO IN THE CLASSROOM BECAUSE WE KNEW THERE WERE GAPS FROM LAST YEAR.
WE'RE DOING ALL THIS WITH NEW CURRICULAR APPROACHES, WITH ATTENDANCE ISSUES, WHAT THEY ARE, STAFF QUARANTINES, WHAT THEY ARE, DISRUPTIONS, WITH WHAT THEY WERE IN THE FALL.
THEN THE OTHER PART OF COURSE, IS INSTRUCTION AND WORKING WITH OUR TEACHERS TO IMPLEMENT CORE, SOUND, EVIDENCE-BASED INSTRUCTIONAL STRATEGIES.
WHEN THOSE THREE THINGS COME TOGETHER, YOU DO GET GROWTH.
WHEN THOSE THREE THINGS COME TOGETHER, YOU GET GROWTH AT A FASTER RATE THAN SHOULD BE TYPICAL AMONGST ALL PEERS.
I DO WANT TO DRAW ONE OTHER POINT MELISSA, JUST TO PUSH IT A LITTLE FURTHER.
[INAUDIBLE] ALREADY HAS REFERENCED PRE-COVID LEARNING, THE AMOUNT OF DISTANCE WE SHOULD BE MAKING WITH KIDS OVER A PERIOD OF TIME, IT'S SEVERAL YEARS IN THE MAKING OF COLLECTING THIS DATA AND REFINING IT OVER THE YEARS.
THEY HAVE NOT CREATED A NEW BENCHMARK BASED OFF OF THE PANDEMIC.
THERE IS NOT A SLIDING SCALE THAT MOVED THINGS BACKWARDS, THANK GOD.
THEY KEPT THE STANDARD WHERE IT IS, WHICH THEY SHOULD, BUT WE HAVE THIS HONEST DEPICTION AND HONEST CURVE.
I THINK THAT POINT IS VERY CLEAR AND CONNECTS ALSO WITH THE [INAUDIBLE] DATA THAT WE'RE SEEING.
WE HAVE FOLKS WHO ARE WORKING EXTREMELY HARD, WHO ARE MAKING A VERY PROFOUND DIFFERENCE FOR KIDS, THE TOUGH PART IS IT IS EASY TO GET LOST IN THE RED.
I KNOW THE BOARD HAS NOT DRAWN THAT OUT, BUT IT'S EASY WHEN YOU FIRST LOOK AT THE DATA TO SEE THE RED, IT TROPE TOTALLY IS.
WHEN WE FIRST GOT BACK MCAT SCORES, THAT WAS A STATE ASSESSMENT WE HAD TO GIVE IN SEPTEMBER, THEY WERE AWFUL, YOU EXPECTED THEM TO BE AWFUL.
BECAUSE KIDS HADN'T BEEN IN SCHOOL FOR TWO YEARS.
>> THEN BEING ASSESSED ON SOMETHING.
>> YEAH, ASSESSED ON THINGS FROM LAST YEAR.
WE EXPECTED THE FIRST BEGINNING OF THE YEAR [INAUDIBLE] AWFUL, BUT IT WAS ALSO AN AWFUL THAT WE NEEDED BECAUSE WE NEEDED KNOW WHERE WE ACTUALLY STARTED FROM.
PAINFUL THAT IT MAYBE TO RECEIVE, WE GOT IT, THE TEAMS DUG IN AND LOOKED AT IT WITH STAFF, LOOKED AT IT, OWNED IT, AND STARTED MAKING PLANS NOT ONLY THROUGH TIER ONE INSTRUCTION, I KNOW ANGELA TOUCHED ON THAT EARLIER, ON THE CURRICULUM PIECE FOR ALL KIDS.
BUT WE'VE TRIED TO MAKE THAT CONCERTED EFFORT AND ALL OF OUR BUILDINGS AND REFINING INTO THE BOARD HEARD ABOUT THIS EARLIER IN SEPTEMBER AND OCTOBER, EFFORTS TO STRENGTHEN OUR MULTI-TIERED SYSTEM OF SUPPORT.
LONG EDUCATION JARGON TO BASICALLY SAY THAT WHEN WE SEE KIDS STRUGGLING, WOULD TRY TO PUT THINGS IN PLACE TO HELP THEM OVER THE HUMP AND TRYING TO BE REALLY STRATEGIC ABOUT IT AT TIER TWO AND TIER THREE FOR THOSE MORE INTENSIVE LEVELS OF SUPPORT.
I THINK ALL OF THOSE COMING TOGETHER IS WHY WE'RE STARTING TO SEE THE RESULTS WE ARE.
IT'S WHY IF WE KEEP PEDALING, JUST KEEP SWIMMING, WITH A CLEAR FOCUS, WE'RE GOING TO SEE GAPS CLOSE AND BY GOD WE HOPE, WITH EFFORTS AND MORE EVIDENCE AND MORE RESEARCH AND MORE THINKING, WE WILL BE ABLE TO CLOSE THESE GAPS AT A FASTER CLIP.
I THINK THE LAST UPDATE I GAVE THE BOARD FOR THE NUMBER OF QUARANTINES, WE HAD STUDENT QUARANTINES UP TO THIS POINT IN THE YEAR THEY WERE 1000.
I THINK WE WERE OVER 1000, PROBABLY IN NOVEMBER.
I THINK IT'S 1600-1800 KIDS, IF THE NUMBER IS THAT HIGH AS I THINK IT IS, THAT'S THAT MANY KIDS WHO'VE MISSED INSTRUCTIONAL TIME FOR FIVE DAYS OR MORE.
YOU COULD EXTRAPOLATE THAT OUT FOR STAFF QUARANTINES OR ISOLATIONS IF COVID POSITIVE, EITHER OF THOSE, AND THE IMPACTS CAN STILL FILL THE GAPS THAT FOLKS HAVE BEEN ABLE TO CLOSE IN THE MIDST OF ALL OF THOSE THINGS.
IT'S NOTHING SHORT OF INCREDIBLE BY THE WORK BEING DONE BY EVERYBODY ALONG THAT ENTIRE CHAIN FROM TOP TO BOTTOM THAT HAVE PART OF MOVING THIS FORWARD.
THAT'S WHY I'M GLAD WE'RE TALKING ABOUT DATA.
I WENT A LOT LONGER THAN I WANTED ON THAT ONE, SO I'LL SHUSH AND [INAUDIBLE] GO BACK INTO IT.
THE GROWTH IS GREAT, I WASN'T TRYING TO FOCUS ON THAT RED OTHER THAN THE FACT THAT FOR THIS BOARD WHO HASN'T SEEN DATA BEFORE, TRY TO PROMOTE THE HARD WORK STAFF HAS BEEN DOING BECAUSE I'VE SEEN NUMBERS PREVIOUSLY THAT ARE A LOT STRONGER THAN THIS UNLESS THEY'RE COVERED UNDER THE BUS, NOT MAKING THAT AS AN EXCUSE AND KEEP WORKING.
BUT I KNOW STAFF'S DOING GOOD WORK, BUT IT'S BEEN A CHALLENGE. OBVIOUSLY.
>> IT'S BASICS TO THE PROGRESS.
[01:10:01]
THE INTERPRETATION HELPS FOR ME, WHERE THE STUDENTS CANNOT TRACK BEFORE CAN'T KEEP FOR EVERYBODY ELSE.ONE OF THE THINGS IS WHEN YOU SEE HIM JUMP FROM THREE GRADE LEVELS BELOW OR TWO, THE TWO AND THE TWO TO ONE, YOU'RE GOING TO SEE THAT OTHER CATEGORY IS BIGGER BECAUSE PEOPLE FROM THE WORST CATEGORY MOVED INTO THAT.
YOU POINTED THAT OUT AND THEN WE'LL TALK MORE.
I THINK ALSO IT SHOULD BE VISION TEST.
>> PROBABLY A EYE DOCTOR, CAN YOU READ THIS? PRETTY COOL.
[LAUGHTER] I'M GOING TO WAIT TILL THE END OF IT, BUT INCREDIBLE AMOUNT OF DATA, AND IT'S TOUGH TO FILTER THROUGH THAT FOR YOU AND FOR ALL OF YOU AND TO MAKE UNDERSTANDING COME FROM ALL THAT INFORMATION, IT'LL BE OVERWHELMING. IT'S REALLY INCREDIBLE.
>> ABSOLUTELY. [OVERLAPPING] THANK YOU.
>> WONDERFUL. [NOISE] SHOULD WE MOVE ON THROUGH IT?
>> SURE. GIVEN [INAUDIBLE] REST OF THE DIBELS, THE LAST TWO.
>> WE CAN GET TO THE DIBELS AND THEN GO [OVERLAPPING] OVER.
WE'VE ALREADY TOUCHED KINDERGARTEN.
THIS IS THE DIBELS COMPOSITE SCORE FROM BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR FROM GRADE 1.
WELL BELOW WENT FROM 54 TO 56, WHICH THAT'S AGAIN UNFORTUNATE.
THERE MAY BE REASONS FOR THAT.
COULD IT BE ENROLLMENT? AGAIN, IT COULD ALL BE SPECULATION.
BELOW BENCHMARK DROPPED FROM 23 TO 19 PERCENT.
AT BENCHMARK WENT FROM 17 TO 20 PERCENT.
THEN ABOVE BENCHMARK, WE SAW A SMALL DROP [NOISE] FROM SIX TO FIVE PERCENT.
OUR DIBELS COMPOSITE SCORE FROM BEGINNING OF THE YEAR TO MIDDLE OF YEAR FOR GRADE 2.
WELL BELOW BENCHMARK GO FROM 58 TO 54 PERCENT.
BELOW BENCHMARK WENT FROM 13 TO 16 PERCENT.
AGAIN, WE'RE MOVING THOSE STUDENTS FROM WELL BELOW TO JUST BELOW.
AT BENCHMARK WENT FROM 19 TO 20, AND THEN ABOVE BENCHMARK WENT FROM 10 TO 12 PERCENT. NEXT SLIDE, PLEASE.
FOR GRADE 3, WELL BELOW BENCHMARK STAYED THE SAME, 48 PERCENT AT THE BEGINNING OF THE YEAR, 48 PERCENT AT THE MIDDLE OF THE YEAR.
BELOW BENCHMARK MOVED FROM 18 TO 14 PERCENT.
AT BENCHMARK INCREASED FROM 19 PERCENT TO 25 PERCENT, AND ABOVE BENCHMARK, AGAIN, [NOISE] DROPPED BY TWO PERCENT FROM 15 TO 13.
>> SOMETHING ELSE JUST TO CONSIDER, THAT JUST LIKE WITH I-READY, THE DIBELS BENCHMARK TARGETS CHANGE.
THE TARGET AT BEGINNING OF THE YEAR IS NOT THE TARGET AT MIDDLE OF THE YEAR.
THE TARGETS CHANGE DRASTICALLY FROM BEGINNING TO MIDDLE OF YEAR.
THEY DON'T CHANGE AS DRASTICALLY.
I'M SURE THERE'S SOME PSYCHOMETRIC REASON THAT'S FAR SMARTER THAN I AS TO WHY THEY DO THAT.
BUT THE GROWTH EXPECTED FOR A BENCHMARK FROM MIDDLE TO END IS JUST NOT AS GREAT FOR SOME REASON.
BECAUSE WE SAW THIS AND SAID, WHY WOULD BELOW STAY THE SAME? WE WERE LIKE, WELL, THE TARGET GREW BY 30 POINTS.
STUDENTS WITHIN THAT STILL MADE GREAT GAINS, BUT WHEN THE TARGET MOVES, OF COURSE, THAT'S GOING TO MAKE A DIFFERENCE.
>> AGAIN, I APPRECIATE [NOISE] THE INSTRUCTIONAL SPECIALISTS OR CONTENT SPECIALISTS BEING ABLE TO BE HERE AND PROVIDE YOUR EXPERTISE.
AT THE BEGINNING OF THE YEAR, WELL BELOW BENCHMARK WAS AT 33.
IT'S UP TO 34 PERCENT AT THE MIDDLE OF THE YEAR.
BELOW BENCHMARK PERCENT WENT FROM 23 TO 13 PERCENT.
AT BENCHMARK WENT FROM 34 TO 30 PERCENT, AND ABOVE BENCHMARK WENT FROM 10 PERCENT UP TO 23 PERCENT, MORE THAN DOUBLING ITSELF.
AS MS. [INAUDIBLE] JUST SAID, THAT'S A MOVING TARGET.
THAT TARGET GOT HARDER TO HIT AND STUDENTS WITH MORE THAN DOUBLE OURSELVES GOT IT.
THAT'S GREAT. NEXT SLIDE, PLEASE.
WELL, NOT FINALLY, I HAVE ONE MORE AFTER THIS.
COUNTYWIDE DIBELS COMPOSITE SCORE FOR BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR FOR GRADE 5.
WELL BELOW STARTED AT 40 PERCENT, DROPPED DOWN TO 38 PERCENT.
EIGHTEEN PERCENT FOR BELOW BENCHMARK DROPPED TO 16 PERCENT.
OUR AT BENCHMARK LEVEL INCREASED FROM 29 TO 30 PERCENT, AND OUR ABOVE BENCHMARK LEVEL WENT FROM 13 TO 16 PERCENT.
AGAIN, WE'RE SEEING THE TYPE OF GROWTH AND MOVEMENT THAT WE WANT TO SEE.
THIS DEPICTS OUR STUDENTS GROWTH LEVELS FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR FOR KINDERGARTEN THROUGH 5TH GRADE.
WHEN YOU TAKE A LOOK AT THIS ONE, YOU CAN SEE THAT OVER 70 PERCENT ARE MAKING AVERAGE TO WELL ABOVE AVERAGE GROWTH.
THAT'S HUGE. THAT'S MORE THAN A MAJORITY.
OBVIOUSLY, AS YOU SAID, THERE'S ALWAYS GOING TO BE YELLOW.
THERE'S PROBABLY ALWAYS GOING TO BE SOME RED TOO.
BUT WHEN WE'RE LOOKING AT THE YELLOW BEING AVERAGE,
[01:15:02]
THE LIGHT GREEN BEING ABOVE AVERAGE, AND THE DARK GREEN BEING WELL ABOVE AVERAGE, THE MAJORITY OF OUR STUDENTS ARE GROWING AT AT LEAST AVERAGE TO EVEN BETTER RATE.>> YES. THIS IS WHAT REALLY EXCITED US BECAUSE THE TIME FRAME BETWEEN A BENCHMARK ASSESSMENT FOR DIBELS IS [NOISE] TYPICALLY 3-4-ISH MONTHS.
WELL, OUR PLATFORM WASN'T UP AND RUNNING BECAUSE OF SOME TECH ISSUES, SO WE ACTUALLY DIDN'T DIBELS STUDENTS, WHICH WOULD USUALLY HAPPEN THE FIRST, LET'S SAY, TWO WEEKS OF SCHOOL.
WE DIDN'T GIVE THEM BEGINNING OF THE YEAR BENCHMARKS UNTIL OCTOBER, AND THEN WE MADE YOUR BENCHMARK OF THEM AFTER THE SNOW IN JANUARY.
WE'RE TALKING ABOUT TWO-AND-A-HALF MONTHS OF INSTRUCTION, [NOISE] AND WE STILL HAVE OVER 70 PERCENT OF OUR STUDENTS MAKING AVERAGE OR ABOVE AVERAGE GROWTH.
THIS IS A NATIONALLY NORM-REFERENCE TEST, SO THIS IS COMPARED TO EXPECTATIONS ACROSS THE NATION.
WHEN I SAW THIS, I PROBABLY DID CRY.
[LAUGHTER] BECAUSE I'M NERDY LIKE THAT.
BUT THIS WAS THE SHOT IN THE ARM THAT WE NEEDED TO KNOW WHAT WE'RE DOING IS WORKING.
WE'RE GOING TO KEEP DOING WHAT WE'RE DOING, SLOW AND STEADY WINS THE RACE.
THIS LET US KNOW THAT 70 PERCENT OF OUR KIDS, THAT'S ALL OF OUR KIDS, K-5, NO MATTER THEIR QUARANTINES, NO MATTER THEIR TEACHER ABSENCE, NO MATTER ALL OF THAT, NOT BEING ABLE TO SEE THEIR TEACHERS' MOUTHS, WHICH I'M GOING TO KEEP BEATING THE SOAPBOX ON THAT ONE, THEY STILL ARE GROWING.
THAT IS JUST A TESTAMENT TO OUR AMAZING TEACHERS.
THE FACT THAT THEY ARE LOOKING AT THIS DATA, THEY'RE PROVIDING TARGETED INSTRUCTION, THEY'RE WORKING WITH THEIR INSTRUCTIONAL COACHES WHO ARE ALSO PROVIDING TARGETED INSTRUCTION, IT'S REALLY A TEAM EFFORT AND EVERYBODY IS BUYING IN AND DOING WHAT THEY HAVE TO DO FOR KIDS REGARDLESS, NO EXCUSES, AND THAT'S WHAT THAT SHOWS.
>> KATY, THAT'S EXACTLY WHAT I WAS GOING TO SAY.
I WAS GOING TO SAY, TAKING A LOOK AT THE STRETCH GROWTH, AS WELL AS TAKING A LOOK AT THE DIBELS GROWTH OVER A PERIOD OF TIME, IT TRULY VALIDATES WHAT EVERY STAFF MEMBER IS DOING DAY IN AND DAY OUT IN EVERY BUILDING, INCLUDING THIS BUILDING, TO REALLY MEET THE NEEDS OF EVERY STUDENT.
THANK YOU TO THOSE OF YOU WHO ARE LISTENING AND HERE, BECAUSE THIS DATA BELONGS TO YOU AND YOUR HARD WORK AND EFFORTS.
>> THAT COMPLETES OUR PRESENTATION.
>> IF I GO, WE'VE GOT ALL OUR QUESTIONS RIGHT IN THE MIDDLE OF IT.
[LAUGHTER] THANK YOU FOR THE TIME.
LIKE MR. BARTON SAID, THAT'S A LOT OF DATA TO WORK THROUGH.
I APPRECIATE ALL THE SUPPORT STAFF AND SUPPORTING TEACHERS GETTING OUR KIDS THROUGH THIS.
BOARD MEMBERS AND THOSE WHO WOULD LIKE TO STAY AND HEAR US TALK ABOUT WHAT THE GOVERNOR SPRUNG ON.
I GUESS EVERYBODY. DR. SIMMONS, HAD SCHOOLS HAD ANY INSIGHT ON THE GOVERNOR'S ANNOUNCEMENT?
>> WE DID NOT HAVE ANY INSIGHT ON THE GOVERNOR'S ANNOUNCEMENT NOR THE RESPONSE BY THE STATE BOARD IN FOLLOWING THAT.
I DON'T KNOW IF THEY HAD ADVANCED NOTICE.
>> PAR FOR THE COURSE FOR THE LAST TWO YEARS.
>> THANK YOU, LADIES AND GENTLEMEN.
MR. JONES, AS YOU BROUGHT OUT, YOU WANTED TO ADD TO THE AGENDA BECAUSE WE JUST FOUND OUT THAT THE GOVERNOR HAS [NOISE] ASKED TO RECOMMEND IT.
I HAVEN'T ACTUALLY READ THE FORMAL STATEMENT.
>> THE GOVERNOR [NOISE] RECOMMENDED TO THE STATE BOARD OF EDUCATION THAT AT THEIR NEXT MEETING ON FEBRUARY 22ND, THAT THEY RECONSIDER THEIR CURRENT MASK REGULATION, THE EMERGENCY REGULATION THEY PUT IN EFFECT, [NOISE] WHICH WAS SET TO EXPIRE IN JULY, I BELIEVE.
THE GOVERNOR ASKED THEM TO CONSIDER LIFTING THAT REGULATION AND CITED SOME HEALTH OFFICIAL LANGUAGE SUPPORTING THAT AND WENT TO THE STATE BOARD AND THE STATE BOARD RESPONDED BACK WITH A PRESS RELEASE THAT IN ESSENCE SAID, THANK YOU.
WE WILL DISCUSS AT OUR FEBRUARY 22ND MEETING.
NEXT TUESDAY, THERE WILL BE DISCUSSING THE GOVERNOR'S LETTER.
IF THERE WILL BE A RESPONSE, THEY DID NOT ALLUDE TO ONE WAY OR THE OTHER IN THEIR PRESS RELEASE.
>> WHAT I WOULD PROPOSE IS THAT WE WRITE A LETTER TO THE STATE BOARD SUPPORTING THE GOVERNOR'S STATEMENTS. THAT'S NOT A FORMAL MOTION YET, BUT THERE WAS ALREADY A DISCUSSION HOW DO WE FEEL ABOUT THAT? I HAVEN'T READ THE ACTUAL STATEMENT, I'M ASSUMING THAT'S REPEALING THE MANDATE THAT PEOPLE
[01:20:05]
COULD MASK AS THEY SEE FIT OR WHAT WAS THE STATEMENT? I DON'T KNOW.>> I BELIEVE MR. NEWTON THIS STATEMENT WAS SIMPLY FOR THEM TO LIFT THE STATEWIDE MASK MANDATE, WHICH AT THAT POINT BY DEFAULT IF IT'S LIFTED FROM THE STATE LEVEL IT COULD DEFER TO LOCALS, BECAUSE LOCALS CAN ALWAYS GO STRICTER THAN THE STATE.
BUT I DON'T BELIEVE HE CALLED THAT OUT SPECIFICALLY IN HIS LETTER.
I THINK HE WAS ASKING FOR THEM TO LIFT IT.
>>I THINK HE DID A PRESS CONFERENCE OR A NEWS CONFERENCE OR STATEMENT VERBALLY AS WELL AS THE LETTER.
I THINK THAT'S WHAT I LISTENED TO.
ONCE I SAW A NEWS ALERT FOR THIS, AND I DIDN'T LEARN.
THAT'S ONE OF THE NICE THINGS ABOUT THE SMARTPHONE.
POPS UP WITH A NEWS ALERT, CLICK ON THERE, AND HERE COMES THE GOVERNOR IN A NORMAL SCREEN, AND TO HIS LEFT, MY RIGHT, IS THE SIGN LANGUAGE INTERPRETER WHO'S IN THERE IN A BOX WHICH IS REALLY CREATIVE.
I DON'T THINK HE WAS ACTUALLY IN A BOX.
I THINK THEY HAD TO PLUG IT IN THERE, AND THEN ON THE OTHER SIDE OF THE GOVERNOR WAS A STATUE, [LAUGHTER] AND I PAUSE THE SCREEN FOR A SECOND BECAUSE I WANTED TO REWIND AND HEAR SOMETHING, AGAIN, THE GOVERNOR WAS LIKE THIS, AND THE SIGN LANGUAGE INTERPRETER WAS LIKE THAT, AND THE STATUTE LIKE THAT.
[LAUGHTER] THEY'RE ALL LINED UP.
BUT HE WAS VERY CLEAR ABOUT IT.
JOKING ASIDE AND MAKING A GOOD SUGGESTION.
>> THESE PEOPLE THAT WANTED TO WEAR MASKS WOULD STILL BE ALLOWED TO WEAR MASKS?
>> BECAUSE I KNOW BEFORE THIS YOU COULDN'T HAVE A MASK ON IN SCHOOL FOR OBVIOUS REASONS.
BUT THAT WOULD STILL GIVE THEM THE OPTION?
>> YES. THAT'S A GOOD POINT BECAUSE THERE ARE PEOPLE WHO MAY BE VERY UPSET IF THE MANDATE'S REMOVED BECAUSE THEY'RE WORRIED FOR THEIR CHILDREN OR ADULTS.
>> BEFORE THIS, YOU COULDN'T WEAR IT.
I JUST WANT TO MAKE SURE THAT PEOPLE THAT WANT IT HAVE THE OPTION.
>> WHAT WE'RE ASKING IF I'M CORRECT, IS THAT OUR LETTER SUPPORTS THE STATE BOARD OF EDUCATION'S DECISION TO LOOK INTO, NOT TO, WE ARE ASKING THEM TO MAKE A STATEMENT, BECAUSE I THINK THE GOVERNOR ASKED THEM TO RECONSIDER.
THAT'S WHAT WE'RE ASKING THEM TO DO, IS TO RECONSIDER. GO AHEAD.
>> ONE OF MY QUESTIONS IS WE HAD AN OFF RAMP, AND I WANT TO GET OUT A MASK JUST AS MUCH AS ANYBODY ELSE.
BUT IF LET'S SAY OUR AVERAGES ARE HIGHER THAN THE STATE AVERAGES OR ANY COUNTY THAT'S HIGHER, IF IT'S A LITTLE HIGHER NO BIGGIE, BUT IF FOR SOME REASON SOME COUNTY WAS SUPER-DUPER HIGH, THEY'D STILL HAVE THE OPTION?
>> A LOCAL SYSTEM WOULD ALWAYS HAVE THE OPTION TO GO BEYOND WHAT THE STATE WOULD REQUIRE.
SAME QUESTION I WAS ASKING ESSENTIALLY IS WHAT'S THE LOCAL HEALTH DEPARTMENT DATA, AND IT'S A LITTLE PREMATURE NOW.
ON 22ND HOPEFULLY WE'LL KNOW WHAT THE STATE DEPARTMENT OF EDUCATION IS GOING TO SAY.
PEOPLE NEED TO UNDERSTAND THAT WHATEVER COUNTY, IF WE CHOOSE OUR STATE, IT'S THE ONE WE CARE ABOUT, IF OUR DATA IS REALLY HIGH, THEN I THINK IT'S DIMINISHING, BUT IF OUR DATA IS EXTREMELY HIGH OR SHOWING THAT IT COULD GO RIGHT BACK UP, WE HAVE TO LISTEN TO THE HEALTH DEPARTMENT OR PUBLIC HEALTH OFFICIALS.
IT'S NICE IF IT'S NOT A COOKIE CUTTER EITHER ONE SIDE FITS ALL.
ALMOST TWO YEARS AGO WHEN THIS THING HIT AND THEN RESTRICTIONS STARTED COMING IN, THEY WERE STATEWIDE REGARDLESS WHAT YOUR NUMBERS WERE.
IT WAS REALLY JUST DONE WITH A MACHETE, NOT DONE IN A PROPER WAY.
I THINK NOT FORWARD [INAUDIBLE], WE'RE LOOKING FOR THIS TO BE DONE IN A PROPER WAY.
I THINK THAT IT'S APPROVED, NO QUESTION ABOUT IT.
NOBODY UNDERSTOOD WHAT TO DO AT FIRST AND THEY LEARNED.
I'M PRETTY SURE IN THE GOVERNOR'S ANNOUNCEMENT HE LISTED ALL OF THE DIFFERENT THINGS THAT THE STATE DID AND OTHER STATES AS WELL, BUT UNDER HIS LEADERSHIP WHAT THEY DID, PRETTY IMPRESSIVE.
>> I PULLED UP THE ANNOUNCEMENT NOW AND I'M LOOKING AT IT.
I'M TRYING TO WRAP MY MIND ABOUT WHAT OUR WORDING OF OUR LETTER WOULD BE, BECAUSE PEOPLE ALWAYS HAVE CHOICE, I HOPE,
[01:25:02]
TO DO AS WHAT THEY FEEL APPROPRIATE, BUT AS HE ENDS HIS LETTER, IT SAYS, LAST MONTH YOU STATED THE STATE BOARD OF EDUCATION WOULD CONTINUE REVIEWING CURRENT COVID METRICS TO ASSESS THE NEED FOR CONTINUATION OF THE SCHOOL MASK REGULATION.IN LIGHT OF THE DRAMATIC IMPROVEMENTS TO OUR HEALTH METRICS AND THE WIDESPREAD AVAILABILITY OF VACCINE, I'M CALLING ON YOU TO TAKE ACTION LISTED IN THE POLICY.
THERE'S OTHER STUFF ABOVE THAT LIKE MR. BARTON POINTED OUT.
THE FLIP SIDE IS, WHERE OUR LETTER WANTS TO COME FROM, BECAUSE IF THEY DO, THEY ARE GOING TO REVIEW THIS, SOUNDS LIKE THE NEXT BOARD MEETING?
>> IF THEY CAN AMEND IT A LITTLE BIT, TWEAK IT, BUT IF THEY LEAVE SOME OF THE NUMBERS AND STANDARDS AT A HIGHER LEVEL, THEN OUR CURRENT COMMUNITY OR SOME OF THE COMMUNITIES IN THE STATE MEETING, NOTHING MIGHT STILL CHANGE, AND THAT MEANS THAT PEOPLE WHO WANT TO BE VACCINATED OR HAVE THEIR KIDS VACCINATED, THEY'RE DONE.
THEY'VE HAD THAT ABILITY. THE ABILITY OF VACCINE.
BUT IF THEY SET IT AT A LEVEL THAT 51 PERCENT OF YOUR STUDENTS ARE VACCINATED, WE'RE NOT THERE, I DON'T KNOW THAT WE'LL EVER GET THERE.
>> IS IT SAFE TO SAY THAT WE WANT IT TO BE UNDER OUR CONTROL?
>> YOU MEAN US LIKE A BOARD MEETING?
>> THE HEALTH DEPARTMENT [OVERLAPPING]
WE WANT LOCAL CONTROL LIKE WE HAD INITIALLY.
VERSUS THE STATEWIDE MASK MANDATE WITH THE STATEWIDE OFFERINGS.
WHAT THAT MEANS IS AS FAR AS NUMBERS AND ALL THAT, I'M NOT SAYING THAT'S UP TO US TO DECIDE RIGHT NOW WHAT THAT IS IN OTHER WORDS, BUT JUST THAT WE SUPPORT THE GOVERNOR'S REQUEST TO REVISIT IT, AND WE WOULD LIKE LOCAL CONTROL OVER THE DECISION-MAKING PROCESS FOR MASKS.
>> THAT'S A GREAT POINT. BECAUSE LET'S SAY THAT THE STATE DEPARTMENT OF EDUCATION SAYS, WE'RE GOING TO REMOVE THAT STATE MANDATE AND WE'LL PICK A DIFFERENT COUNTY.
CARROLL COUNTY'S NUMBERS ARE HUGE.
REAL PROBLEM. I DON'T IF THEY ARE, BUT HYPOTHETICALLY.
THEY MAY DECIDE TO STICK WITH THE MASK MANDATE FOR AWHILE FOR SCHOOLS, BUT THEN IN TWO WEEKS THEIR NUMBERS DROP DRAMATICALLY, AND ANOTHER WEEK AFTER THAT THEY CONTINUE TO DROP.
[OVERLAPPING] I THINK THAT'S WHAT YOU'RE SAYING.
IN OUR CASE, WE MAY NOT CHANGE IT RIGHT AWAY DEPENDING ON THE PUBLIC HEALTH APPLICATION, BUT IT GIVES YOU THE ABILITY TO CHANGE. JUST LIKE YOU SAID.
>> AS LONG AS WE ALWAYS LEAVE IT AS AN OPTION.
>> I'M FINE BECAUSE I DON'T THINK OUR VACCINATION NUMBERS ARE GOING TO CHANGE MUCH.
PEOPLE HAVE MADE UP THEIR MINDS AND IT IS WHAT IT IS.
>> NO, I AGREE IT SHOULD BE A CHOICE.
>> THE GOVERNMENT DOES STATE AS LONG AS HOSPITALS ARE NOT OVERWHELMED, RESTRICTIONS SHOULD BE LIFTED.
>> BOARD MEMBERS, ANY OTHER DISCUSSION? DO WE NEED TO HAVE A MOTION TO DRAFT A LETTER?
>> I CAN MAKE A MOTION I GUESS, AFTER I CONFIGURED OUT EXACT WORDING ON THAT LETTER.
LIKE TO MAKE A MOTION TO DRAFT A LETTER, TO SEND TO THE STATE BOARD OF EDUCATION, TO SUPPORT GOVERNOR HOGAN'S LETTER THAT THE STATE WOULD RECONSIDER THE MASK MANDATE AND ALLOW LOCAL CONTROL OVER THE DECISION TO MANDATE MASKS.
>> BOARD MEMBERS, DO WE HAVE A SECOND?
>> YES, I DO. [OVERLAPPING] [LAUGHTER]
>> THANK GOD, WE CAN GET A SECOND [LAUGHTER] MOTION BY MR. CHAIRMAN.
ANY OTHER DISCUSSION, COMMENTS, THOUGHTS?
>> NO, WE WOULD NEED TO GET IT OUT QUICKLY.
>> YES, BEFORE THE 22ND. [OVERLAPPING].
>> BEFORE THE 20TH. [LAUGHTER]
>> IT'LL PROBABLY BE DRAFTED TOMORROW MORNING AND SENT TO THE BOARD FOR REVIEW AND HOPEFULLY MR. NEWTON CAN SWING BY AND SIGN AS WE GET IT IN.
>> I DON'T KNOW HOW SOMEBODY'S COUNTIES GET THEM UP THE NEXT DAY AFTER A COMMENT, BUT I APPRECIATE YOU BRINGING IT UP.
BOARD MEMBERS, ALL THOSE IN FAVOR?
>> IS IT JUST THE ONE SIGNATURE NEEDED OR DO WE ALL NEED?
>> BECAUSE JANE WILL SIGN AS BOARD PRESIDENT AND MRS. BARRY, I THINK IS WATCHING.
SHE AND I'LL BE WORKING ON CRAFTING THIS TOMORROW MORNING [INAUDIBLE] BUT IT'S OKAY.
[01:30:05]
I'M VERY COMFORTABLE MR. NEWTON REVIEWING AND SIGNING.
>> I HAVE SOMETHING TOMORROW AND MAY LIMIT MY RESPONSE TO THAT. [OVERLAPPING].
>> THE LETTER WAS TO THE POINT WHAT THE BOARD IS ASKING FOR IT I THINK WE CAN HARNESS TO HAVE A DISCUSSION [OVERLAPPING].
>> THAT SAYS THAT EVERYBODY GO HOME.
>> A LONG AS IT HAS THOSE PROVISIONS.
YOU'VE GOT ABOUT SPEAKING OR SUGGESTING IF ANY OF YOU BUT IN MY CASE, IF YOU DON'T HEAR BACK FROM ME IN A TIMELY MANNER, RUN WITH IT. I WILL BE FINE.
[3. Upcoming Meetings/Events]
WE HAVE SOME UPCOMING MEETINGS AND EVENTS.I GUESS JUST FOR INFORMATIONAL PURPOSES.
THEY'RE NOT ON THERE, BUT WE ARE CONTINUING TO WORK THROUGH OUR SUPERINTENDENT REVIEW PROCESS AND SET UP INTERVIEWS FOR TWO MORNINGS NEXT WEEK.
WE'LL BE BUSY THE MORNING OF THE 23RD AND THE 24TH.
>> ON THE AFTERNOON OF THE 23RD, WE HAVE THE BUDGET.
>> IN THE AFTERNOON THERE'S A BUDGET WORK SESSION FOR ANYONE INTERESTED.
BUT MS. THORNTON, HOPEFULLY SHE'S FEELING BETTER THEN.
>> I'VE SEEN ON EMAIL [OVERLAPPING]
>> IF SHE NEEDS TO RESCHEDULE IF SHE'S NOT FEELING UP TO.
>> I MEAN, BECAUSE SHE HAD SO MUCH OTHER STUFF.
>> NOT JUST STRETCH THIS OUT, BUT WHEN WE HAD THE SPREADSHEET WE COULD ALL SIGN UP. CAN WE DO THAT?
>> BECAUSE THAT WAY, WE ALL KNOW WHO'S GOING WHEN PLUS IF WE HAVE UPDATES AVAILABLE.
BUT IT'S ALSO NICE TO HAVE AN IDEA IF WE HAVE TIME IN SOMEONE'S, THERE'S A BLACK SPOT THERE.
IT KEEPS IT IN FRONT OF EVERYBODY.
[OVERLAPPING] HAVE SOME DEPENDENCE OR SOMETHING.
>> YEAH, WE CAN DEFINITELY DO THAT [OVERLAPPING] AS A ONE GOING GOOGLE SHEETS.
>> ISN'T THERE SOMETHING CCTCS AT THIS FRIDAY OR NEXT FRIDAY?
>> OKAY. BECAUSE THAT'S NOT IN THEIR BOOK.
>> WHAT IS IT? [OVERLAPPING] NESTING BOX?
>> YEAH. THE PROJECT NOW IS MAKING NESTING BOXES.
IT WAS REAL I WENT TO THE ONE WHERE IT WAS THE DART BOARD.
>> DID YOU GO TO THE PITCH OR JUST THE END? I KNOW I SAW YOU AT THE END WHEN THEY PRESENTED THEM.
THE PITCH IS ACTUALLY WHERE THEY EXPLAIN THEIR DIFFERENT SCENARIOS AND DRAW LANES AND THEN THE CLASS VOTES AND THEY DECIDE WHICH ONE THEY WILL CREATE FOR THEIR PROJECT.
>> IT'S VERY INTERESTING. [OVERLAPPING].
>> THAT WAS NICE. [OVERLAPPING]
>> SOMETIMES WE GET SEPARATE AND E-MAILS INVITATIONS AND THAT'S FINE TOO.
IT'S HARD TO GET EVERYBODY OUT THERE.
>> YEAH. I THINK THAT SOUNDS LIKE THAT.
>> BUT GOOD SUGGESTION AND WE'LL START THE GOOGLE DOC OR GOOGLE SHEETS THIS WEEK.
I MEAN, IT WAS VERY BEAUTIFUL AND I HAD THEM OUT ON MY OWN.
[BACKGROUND] I GOT UPSET WHEN I HAD TO PUT IT BACK IN.
[LAUGHTER] DIDN'T MAKE THIS FOR ALL THE HOLIDAY.
>> BOARD MEMBERS, ANYTHING ELSE FOR THE GOOD OF THE ORDER? IF NOT, WE HAVE A MOTION TO ADJOURN.
>> NO, HOLD ON. I WOULD JUST LIKE TO ANNOUNCE FOR CHESAPEAKE COLLEGE.
>> IF ANYONE WOULD LIKE TO ATTEND OUR BLACK HISTORY PROGRAM THIS COMING SATURDAY, IT'S VIRTUAL.
YOU CAN GO ON THE WEBSITE TO REGISTER, AND EVERYONE WHO REGISTERED WILL GET AN ANNIVERSARY BOOK MAILED TO THEM BECAUSE IT'S THE 25-YEAR ANNIVERSARY FOR THE JC GIBSON MEMORIAL SCHOLARSHIP.
>> MISS WAYNE, WHAT TIME IS THAT?
>> IT'S AT 11. BUT YOU HAVE TO REGISTER TO GET THE ZOOM INFORMATION.
WE HAVE THE MORGAN CHOIR SINGING LIFT EVERY VOICE, AND WE HAVE THE MOREHOUSE MEN'S CHOIR SINGING A SELECTION AT THE END.
IT WAS VIRTUAL LAST YEAR, RIGHT?
I'M GOING TO BE AWAY THIS WEEKEND, BUT I WAS AWAY LAST TIME.
[LAUGHTER] I'M IN FENWAY FLASHING LAST YEAR WATCHING THAT.
>> YEAH, THAT'S REALLY GOOD. THANK YOU FOR MENTIONING THAT.
>> UPCOMING EVENTS AND WE HAD GRADUATION DATES.
>> YES. WE CAN GET THOSE IN THERE AS WELL.
>> JUST SO WE CAN KEEP IT IN OUR DIARY.
[01:35:03]
>> THIS STATE'S LUCKY NEW JERSEY, SENIORS HAVE TO MAKE UP SNOW DAYS, SO THEY LITERALLY DON'T KNOW WHEN THEIR TIME IS UNTIL [OVERLAPPING]
>> WE HAVE A MOTION TO ADJOURN.
>> SORRY. I'LL CALL THAT A SECOND.
[LAUGHTER] I'LL CALL THAT A SECOND.
>> THANK YOU ALL. [LAUGHTER] [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.