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AND I AM GOING TO CALL OUT OF THE BUFORD COUNTY BOARD OF EDUCATION, ACADEMICS, COMMUNITY ORDER.
WE ARE, THIS IS A HYBRID MEETING AND THOSE OF US WHO ARE PRESENT ARE IN THE DISTRICT EDUCATIONAL SERVICES CENTER.
UM, THOSE IN THE ROOM ARE MYSELF, JACKIE EARL CAMPBELL, UM, ANGELA MIDDLETON AND INGRID VOTE, RIGHT.
STRIKES, UM, VIRTUAL IS ROBIN CHRISTIAN, MARY.
SO AT THIS TIME, UM, CALLED THE MEETING TO ORDER AND WE STAND FOR THE PLEDGE OF ALLEGIANCE TO THE UNITED STATES AND ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
I NEED A MOTION TO APPROVE THE AGENDA.
HELLO, ANGELA NEEDS TO MUTE HER COMPUTER.
THEY GO THE MINUTES, THE AGENDA I'LL SECOND THAT, UH, ANY DISCUSSION, ALL THOSE IN FAVOR OF APPROVING THE AGENDA SIGNIFY BY SAYING AYE.
UM, ANY PUBLIC COMMENTS? NO, MA'AM THEN THE NEXT THING ON OUR AGENDA IS THE APPROVAL OF MAY 26TH, 2021 COMMITTEE.
I MOVE THAT WE APPROVE THE 20, 21 MINUTES.
IT'S 90 DISCUSSION SEEING NONE, UH, WE'LL VOTE ON THAT.
THE APPROVAL OF THE MAY 26 COMMITTEE MEETING MINUTES, IF YOU APPROVE, SIGNIFY BY SAYING AYE.
THE ONLY THING ON OUR AGENDA TODAY, VERY IMPORTANT ITEM IS THE, UM, INSTRUCTIONAL INITIATIVES FOR 2122.
MARY STRAUSS OF THE DIRECTOR OF ISD WILL PRESENT TO US GOOD AFTERNOON BOARD MEMBERS.
AND THANK YOU FOR THIS OPPORTUNITY OF SHARING SO MANY INSTRUCTIONAL INITIATIVES TIED WITH THE UPCOMING ACADEMIC SCHOOL YEAR FROM A DIVISION OF INSTRUCTIONAL SERVICES.
I WOULD LIKE TO ADD A WEEK AND PLEASE NOTE THAT THESE ARE INSTRUCTIONAL RESOURCES.
THERE WILL PROBABLY BE QUESTIONS REGARDING ADDITIONAL PERSONNEL AS YOU'LL SEE IN THE SLIDES, I'LL BE ABLE TO OPEN UP AND HAVE CONVERSATION AT THAT TIME.
SO MRS. CUSHION, BARRY, YOU MAY PROCEED TO THE NEXT SLIDE, PLEASE.
I'D LIKE TO TAKE A MOMENT TO, TO GIVE BACKGROUND INFORMATION REGARDING HOW THIS PRESENTATION WAS PUT TOGETHER AND HOW SCHOOLS WERE IDENTIFIED AS TIERED SCHOOLS OR THE LANGUAGE FROM HERE.
UTILIZE THIS PART HERE IN THE SCHOOLS, IN OUR CONSTRUCTIONAL INITIATIVES, WE HAVE COMING SCHOOL YEAR, WE UTILIZE DIAGNOSTIC DATA CRIER, STATE, UM, SC READY AND PASS.
AND END OF COURSE, EXAM INFORMATION WAS REVIEWED INTENSELY SCHOOL ATTENDANCE, HIGH SCHOOL GRADUATION RATES, AS WELL AS STUDENT DISCIPLINE.
I SHARE THOSE POINTS BECAUSE AS WE, AS A DISTRICT DEVELOPED OUR ACADEMIC RECOVERY PLAN FOR THE UPCOMING SCHOOL YEAR, THESE WERE REQUIRED POINTS OF DATA FOR REVIEW.
THAT PLAN WAS SUBMITTED TIMELY TO THE STATE PRIOR TO MAY 28TH.
AND WE RECEIVED BACK WITH NOTIFICATION FROM THE STATE OF ITS APPROVAL AND ELEMENTS OF THIS PRESENTATION COME FROM THAT PLAN.
IF WE CAN GO TO THE NEXT SLIDE, PLEASE.
WHAT I'VE IDENTIFIED ON THIS SLIDE ARE OUR PARTNERING SCHOOLS.
OUR GOAL WAS THAT WE DO A ROLLOUT OF SOME OF THE TOOLS THAT HAVE BEEN SHARED WITH YOU, ESPECIALLY IN THE AREA OF PERFORMANCE MATTERS.
AS WE'RE LOOKING AT THE UTILIZATION OF FORMATIVE ASSESSMENTS.
AND YOU'LL HEAR MORE ABOUT THAT DETAIL AS WE GET TO THE LAST SLIDE IN THIS SHORT BRIEF PRESENTATION, BUT THESE SCHOOLS ARE ALSO IDENTIFIED ON THE DATA POINTS THAT I SHARED WITH YOU EARLIER.
OBVIOUSLY I DON'T HAVE GRADUATION RATE TIED TO THEM, HAVE AT HIGH SCHOOLS LISTED HERE, BUT THEY ARE HIGH SCHOOL.
SEVEN POINT OF CONVERSATION TENDS COMPENSATION
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WITHIN OUR DIVISION AND SHE, THOSE CONVERSATIONS WITH TOP LEADERSHIP WITH DR.SO CAN I CLARIFY WHEN YOU SAY MARINE SCHOOLS, THESE ARE THE SCHOOLS THAT ARE, YOU'LL SEE, IT WILL BE MOSTLY IDENTIFIED AS TIER THREE SCHOOLS AND RESOURCE FOR NOT ONLY RESOURCES BECAUSE THE RESOURCES ARE HOPING TO ALL OF OUR SCHOOLS, BUT WHAT I WILL SHARE MORE AS THE ROLLOUT OF FORMATIVE ASSESSMENTS AND SOME OF THE LANGUAGE YOU'LL SEE IN HERE IS THAT IT'S GOING TO SAY NON-NEGOTIABLES, BUT I'M GOING TO TRY TO USE MORE OF THE LANGUAGE AS WE PROCEEDED THE SCHOOL YEAR.
THAT'S SOME THINGS THAT WE'LL BE TIED ABOUT.
AND SOME THINGS WE MAY BE A LITTLE LOOSER AT SCHOOLS, RIGHT? BECAUSE TWO THINGS I DIDN'T CARE FOR.
IT'S THE PRINCIPALS, THAT WORD THAT I HATED WHEN PEOPLE WOULD SAY THINGS ARE MANDATED, I WOULD TURN AROUND AND SAY THAT THINGS WERE REQUIRED PRACTICE BECAUSE THEY WERE BEST PRACTICE.
AND I'M TRYING TO GET A SIMILAR LANGUAGE FOR US TO USE DOES NOT AS HARSH, BUT IT IS SOMETHING THAT WE RECOGNIZE IS BEST PRACTICE FOR UTILIZATION.
UM, SO THESE ARE PARTNERING SCHOOLS THAT HAVE BEEN IDENTIFIED AS OUR TIER THREE SCHOOLS, SLIDE FOUR, IDENTIFY AS YESTERDAY AS A REMINDER TO NOT ONLY US, BUT THIS IS GOING TO BE SOMETHING THAT'S SHARED WHAT ACTUALLY ON THE ASSISTANT PRINCIPALS AND PRINCIPALS ON THE USE OF THE CONTINUOUS IMPROVEMENT MODEL, WHICH IS AT THE BASE OF THE WORK THAT WE'RE PUTTING FORWARD FOR THE UPCOMING SCHOOL YEAR.
WE NOTICED THAT STUDENT ACHIEVEMENT AND TEACHER AND LEARNING IS AT THE CENTER AND OUR RESEARCH RESOURCES.
UM, ACTUALLY EVERYTHING'S BASED ON RESEARCH, UM, ARE ALL CIRCULATING, RIGHT? OUR JOB IS TO TAKE CARE OF THE CHILDREN AND THE TEACHERS, RIGHT, BY DOING THE, BOTH THAT, AND WE'LL BE ABLE TO CREATE HIGHER ACHIEVEMENT.
DO YOU WANT US TO ASK QUESTIONS, TEAM FACILITATOR.
SO LET ME WALK THROUGH THIS FROM THE VERY TOP A LEARNING TEAM FACILITATOR OR AN LTF ACTUALLY PART IS WITH THE PERSON NEXT ON THIS CIRCLE, THAT WOULD BE THE INSTRUCTIONAL COACH.
WHAT A LEARNING TEAM FACILITATOR DOES IS ACTUALLY DO THE PREPARATION FOR PLCS.
THE DETAILED WORK OF PROVIDE, PULLING STUDENT EVIDENCE, PULLING THE DATA, WORKING WITH THE ADMINISTRATORS TO SAY WHAT THEY BROUGHT TO LESSON PLANS OR UNITS OF STUDY HELPS IN THE IDENTIFICATION OF AREAS OF SUCCESS, AREAS THAT I'D LIKE TO CALL DELTA'S AREAS OF IMPROVEMENT.
AND THEN YOU WORK WITH THAT PERSON, THAT COACH, THAT COACH OF INSTRUCTION.
SO THAT SPECIFIC CONTENT AREA, EITHER BEING MATH AND READING, OR IN SOME CASES, WE HAVE SCIENCE ON COACHES, AS WELL AS IT'S MASS ON SOME QUICK QUESTION IS THE LEARNING TEAM FACILITATOR, UM, THE DISTRICT OFFICE PERSONNEL THAT, OR IF SOMEONE THAT'S ALREADY AT THE SCHOOL AND HOW HAS THAT PERSON IDENTIFIED IS THAT THEIR SOLE ROLE? SO PART OF THAT IS OUT OF THE REQUEST FROM ANSWER TO FUNDING.
I HAVE REQUESTS AND LTS RIGHT HERE AT SCHOOLS TO FUNDING HAS BEEN APPROVED FOR THE PROCESS FOR SCOPE TAKEN CARE OF SCHOOL SITES AND WORKING ON THE PROFESSIONAL DEVELOPMENT COMPONENT OF THAT LTM PROBABLY MAY COME OUT OF PARTS, POOL OF COACHES, SOMEBODY WHO SHE DEMONSTRATED HIGH EXPERTISE HAS HIGH RESPECT OF YOUR PEERS IN THE BUILDING, BUT UNDERSTANDS THAT THERE'S CERTAIN BUSINESS THAT NEEDS TO BE EXECUTED.
SO THEY WOULD BE A SCHOOL SITE PERSON WORKING WITH THE HAND AND SUPPORT FROM THE DISTRICT.
SO THEY'RE THE ONES PULLING THE DATA.
WELL, TEACHERS AND EVERYONE ARE RESPONSIBLE FOR PULLING THAT ARE AS WELL TALKING ABOUT.
SO, BUT WHEN YOU'RE REALLY PUTTING TOGETHER A STRONG PROFESSIONAL LEARNING MEETING, THERE'S SIGNIFICANT PLANNING PUT TO THAT.
THAT REALLY, YES, MYSELF AS A TEACHER, I SHOULD BE PULLING SESSION PERFORMANCE MATTERS WHERE IT'S GOING TO BE ALMOST TIMELESS TO GET INFORMATION, BUT PUTTING INFORMATION TOGETHER, CROSS CHECKING THE INFORMATION OF WHAT WE'VE MEASURED TO YOUR LESSON PLANS, CROSS CHECKING THAT INFORMATION TO INSTRUCTIONAL INFORMATION IN THE CLASSROOMS AND INFORM THAT SET LTF PERSON WORKING WITH THAT INSTRUCTION, THE COACH OR THE DISRUPTION, THE STANDARD SPACE INSTRUCTION WE UNDERSTOOD RECOGNIZE IS KEY.
AND THEN THE PROFESSIONAL LEARNING COMMUNITIES WHERE WE TRY TO TIE THE PROCESS OF IMPROVING TEACHING AND LEARNING.
SO SOME OF US IN A DISTRICT THIS MODEL IS A MODEL THAT YOU'RE FAMILIAR WITH, BUT I THINK IT'S BEEN DORMANT FOR A PERIOD OF TIME.
IT IS A MODEL THAT IS VERY SUCCESSFUL.
IT IS KEY TO THE CONTINUOUS IMPROVEMENT MODEL AND WHAT IT ALSO ALLOWS THE OPPORTUNITY OF HAVING AN LTF.
IF YOU LET YOUR COACHES WORK WITH HOME TEACHERS MORE, INSTEAD OF BEING MORE
[00:10:01]
FIT WITH THE PLANNING AND THEN ALLOWS THE TEACHERS TO DO WHAT DO THE INSTRUCTION, REALLY THE STUDENT EVIDENCE BACK TO THE TABLE ON SLIDE FIVE, IT SHARES WITH YOU INITIATIVE INFORMATION THAT WE'RE, THAT I'VE PROPOSED FOR OUR SUPERINTENDENT.AND THEN THINGS WILL, AND ALIGNMENT.
WE RECOGNIZE TIER ONE SCHOOLS WILL HAVE ACCESS TO ALL THE DISTRICT RESOURCES ON DEMAND.
THEY WILL HAVE INSTRUCTIONAL COACHES INCREASE AMOUNT THAT INTERVENTIONISTS SOCIAL WORKERS AND BEHAVIOR MANAGEMENT SPECIALIST.
I KNOW SOME OF YOU ARE FAMILIAR WITH THE INTERVENTIONIST BEING REFERRED TO AS A BI.
I UTILIZE THE TERM DURING INTERVENTIONISTS.
WE ARE ALSO, THAT'D BE VERY SPECIFIC THIS YEAR THAT ALL INTERVENTIONISTS WILL HAVE ACCESS TO THE PROFESSIONAL DEVELOPMENT, THE SAME THAT I WOULD RECEIVE AS A TEACHER.
SO AS WE'RE ROLLING OUT IN AUGUST FOR READING, PLUS LET'S SAY INTERVENTIONISTS WILL HAVE ACCESS TO THAT TRAINING PROFESSIONALS IN ELEMENT AS WELL.
ALL RIGHT, DREAM BOX WILL BE AS INTERVENTION SO THAT I HAVE TRAINING IN THOSE DOMAINS AS WELL.
SO THEY'RE GOING TO USE THE SAME TOOLS THAT OUR CLASSROOM TEACHERS HAVE HAD IN THE MILITARY.
AS YOU LOOK AT TIER TWO, THIS WAY, YOU SEE THE LANGUAGE OF PHASING IN FORMATIVE ASSESSMENTS, AGAIN, SAME REITERATION.
BUT IF YOU LOOK AT THE LAST LINE WHERE IT SAYS CREDIT RECOVERY STUDENTS SUPPORT TEAM THAT IS TARGETED FOR OUR HIGH SCHOOLS TO START EARLIER IN THE ACADEMIC SCHOOL YEAR, SO THAT YOU CAN HAVE SOMEONE WHO IS A CLASSROOM CERTIFIED TEACHER HAVE A ROSTER OF STUDENTS WHO ARE BROKEN APART.
AND SOME OF THE LANGUAGE THAT HAS ACTUALLY COME FROM OUR BOARD MEMBERS, HOW ARE WE BEING CREATIVE AND SERVING OUR KIDS? WELL, I MEAN, HAVE KIDS MAY NEED TO LEAVE EARLIER BECAUSE THEY WORK THINKING CREDIT RECOVERY.
THEY MADE ME FACE TO FACE FOR THIS PERIOD.
THAT IS A GOAL WITH THAT POSITION, AS WELL AS HAVING SOMEONE WHO ACTUALLY HELPS WORK WITH THAT PERSON.
SO IN SOME PLACE YOU JUST MADE COPY FOR IT.
IT WAS A GRADUATION CLUB, BUT I WOULDN'T LIKE THIS PERSON ALSO TO BE MANAGING AND EDGENUITY LAB OR PATRICK STUDENTS EARLY ENOUGH SO THAT WE DON'T TRY TO PLAY CATCH UP FOR YOU AS A 12TH GRADER.
I KNOW IF YOU'RE READY TO, AND I UNDERSTAND THAT LOOSELY, IS THAT A NEW PROGRAM OR HAS THAT ALWAYS HAD ACTUALLY, IT'S A PROGRAM THAT'S BEEN EMBEDDED HERE IN BEAVER COUNTY FOR A NUMBER OF YEARS.
AND I WILL SHARE WITH YOU WITH WHAT YOU PRE DOES.
AND I WOULD SAY STELLAR, THEY ALIGNED THE INGENUITY STANDARDS TO UNITS OF STUDY.
SO YOU'RE NOT UTILIZING EFFICIENCY MODEL, WHEREAS STUDENTS CAN DEMONSTRATE PROFICIENCY AND MASTERY OUT.
THEY ACT, WE ACTUALLY HAVE UNITS OF STUDY.
SO WHAT STAND THAT YOU MISS FOR THE CLASSROOM? THAT'S WHAT YOU GO BACK AND REFILL.
YOU SAID A CREDIT RECOVERY STUDENTS SUPPORT TEAM.
WOULD IT BE A TEAM AT EACH SCHOOL OR IS THAT LIKE GOING TO THE DISTRICT AND LOOKING FOR MY REC RECOMMENDATION THAT IT IS A TEAM WITHIN ONE TEAM WITHIN EACH HIGH SCHOOL PHASE AND FORMATIVE ASSESSMENTS.
SO TIER ONES, THEY'RE NOT GOING TO HAVE FORMATIVE ASSESSMENTS.
WELL, THEY WOULD HAVE A BETTER TEACHER MATE.
I WANT US TO RECOGNIZE WHEN YOU GO FROM NOT HAVING COMMON ASSESSMENTS IN 32 SCHOOLS AND YOU ROLL OUT TO ALL 32 SCHOOLS AT THE SAME TIME, THAT CAN CREATE A LOT OF TENSION AND THE CAPACITY OF EFFECTIVELY BEING EFFECTIVE AT TRAINING PEOPLE AND COMMUNICATING MAY NOT BE THE SAME AS PHASING IT INTO 10 SCHOOLS, ANOTHER 10 SCHOOLS AND ANOTHER TIER ONE WILL HAVE IT EVENTUALLY.
AND I HAD A QUESTION ABOUT THE FORMATIVE ASSESSMENTS YESTERDAY.
SO UNDER OUR FORMAT, GOOD AFTERNOON, SIR.
UNDER A FORMATIVE ASSESSMENTS RIGHT NOW, ACTUALLY THEY HAVE TEAMS. EACH TEAM HAS A COORDINATOR.
THOSE COORDINATORS ARE LEADING.
A RUBRIC OF INFORMATION ARE RESPONSIBLE TO UNITS OF STUDY.
THEY ARE THE PORTERING AND ALSO OTHER FORMATIVE ASSESSMENTS.
THOSE FORMATIVE ASSESSMENTS THAT THAT'D BE BETTER BY MELISSA MARIE, NIKKI, AND COLONY.
AND SO HE PUT IT IN READY TO TEAR AND MODEL.
YES MA'AM AND WHAT'S BEEN CREATED.
THEY SHOULD, THAT WE HAVE NOT HAD IN THEIR PAST.
THEY'VE NORMALLY DONE CLICK CURRICULUM WRITING ON THE WEEKEND.
OUR ATTITUDE IS NOW YOU'RE A PROFESSIONAL.
IF YOU CAN WORK FROM HOME, WE HAVE THIS PERSON VETTING THIS PERSON, BETTY.
AND BEFORE YOUR STIPENDS HAVE BEEN RELEASED, THERE HAS BEEN VETTING WITH YOU OF UNITS AND THEN THE STIPENDS HAVE BEEN RELATED.
SO WE HAVE BEEN VERY, A LITTLE MORE SYSTEMATIC THAT I WORK, BUT YET FULLY MORE FLEXIBLE FOR THE EDITOR.
AND IT'S WORKED OUT, I HAVE TO SHARE VERY WELL.
AND WE HAVE CURRICULUM FROM K ALL THE WAY UP TO RIGHT NOW, NINTH GRADE HUMAN GEOGRAPHY, AS WELL AS IN GOOD FIT AND TALENTED AND THE FINAL PERFORMING ARTS, UM,
[00:15:01]
ROBIN, YOUR INFORMATION, MR. RALPH CAMPBELL JUST CAME IN AND MR. CAMPBELL, WHERE WE ARE ON SLIDE, NUMBER SIX, MOVING ON TO SIX, WE HAVEN'T FINISHED FIVE.SO IF WE CONTINUE ON TO TIER THREE SCHOOLS AND I'M GOING TO USE ONE OF MY SCHOOLS MOST SPECIFIC WAY, WHEN YOU LOOK AT THE VERY LAST MILE HOTLINE THERE, THE CLASS SIZE REDUCTION PERSONNEL, WHAT ASKED TWO SCHOOLS THAT WE'VE IDENTIFIED ON SLIDE THREE ARE PARTNERING SCHOOLS AND THE INITIATIVE PRACADEMIC CONTROL WOMEN.
WHAT IS THE ONE THING I CAN GIVE YOU THAT COULD REALLY MAKE ANOTHER BIG DIFFERENCE? AND I WILL SHARE IT.
AND I DID NOT GIVE IT ANY RESEARCH IN THE FRONT END.
I ASKED INFORMALLY RIGHT NOW I MAY HAVE CLASSES OF 21 TO ONE, 18 TO ONE.
IF I DIDN'T GET MY CLASS SIZES, IF I NEED HIS CLASSES SUPPORTS HERE, 15 TO ONE WILL MAKE THE DIFFERENCE AT MY MOUTH POINT BECAUSE THE RESEARCH SHOWS WHAT ANYTHING OVER 15, IT DOESN'T MATTER IF IT'S 17 OR 28, BECAUSE THE TEACHING IS THE APPROPRIATE TIME TO DO A FULL ROTATION ON CHECKING FOR DEPTH OF LEARNING AND GIVING DESCRIPTIVE FEEDBACK.
SO THAT WAS A REQUEST I NEVER PROMPTED TO THAT WITH DR.
SO WHEN YOU LOOK AT SLIDE FIVE ON THE TIER THREE SCHOOLS, YOU'LL SEE CLASS SIZE REDUCTION REQUESTED EDUCATORS, RIGHT? AND AS I SHARED WITH DR. RODRIGUEZ, I RECOGNIZE THAT PART OF THIS PRESENTATION IS REALLY TIED TO PERSONNEL, BUT I ALSO RECOGNIZE WE'RE NOT GOING TO MEET ALL THIS BY AUGUST 16TH.
THIS IS A GOAL THAT WE'RE WORKING FORWARD.
EVERYTHING IS IN A PERFECT WORLD.
I WOULD HAVE A COMPLETELY NORMAL AUGUST 16TH, BUT I ALSO READ METHOD ALSO TIED TO HELP FUND THESE RELEASE FOR THE FEDERAL GOVERNMENT.
SO THERE'S OTHER FACTORS IN TIME WITH THIS.
I WANT, YOU KNOW, I WANT TO BE TRANSPARENT AND CONVERSATION, ANY QUESTIONS.
UM, BUT I GO BACK AND SHARE SOMETHING.
I KIND, I ASKED HIM LIKE THREE, I'M SORRY.
I NOTICED, I FELT MY MIDDLE SCHOOL ISN'T LISTED HERE.
AND THEY'RE ONE OF OUR TSI SCHOOLS.
SO THAT'S GOING TO BE A LITTLE MORE INFORMATION.
I'LL ALSO RECEIVE AT OUR BOARD MEETING.
AND I DO HAVE THAT, BUT I DON'T WANT TO GIVE YOU WHY HILTON HEAD MIDDLE SCHOOL IS VERY MUCH INVOLVED IN OUR RESOURCES THAT WE ARE PROVIDING.
I NEED TO, I NEED EVERYONE IN THIS FIRM TO RECOGNIZE THAT THEY HAVEN'T BEEN IDENTIFIED MATHEMATICALLY AS A TIER TWO SCHOOL, BECAUSE THEY HAVE HAD A PROGRESSION OF IMPROVEMENT OVER TIME.
RESOURCES ARE PROVIDED FOR SCHOOLS, ESPECIALLY IN A, IN A YEAR.
I HAVE TO SPEAK ON ONE OF OUR BOARD MEMBERS EARLIER BECAUSE THEY PUT, PUT A VERY IMPORTANT QUESTION AND IDEA AND USE IT INTERVENTIONS, RIGHT? SO ONE I PUSHED VERY HARD IS I DON'T HAVE INSTRUCTIONAL COACHES FUNDED AT ALL.
I TWO AT A SIX, SEVEN INSTRUCTIONAL COACH ARE SO FUNDING HAS PUT PHONE REQUESTS FOR INSTRUCTIONAL COACHING.
EVERY, AT EVERY HIGH SCHOOL, I THINK THAT'S IMPORTANT.
I WOULD NOT HAVE BEEN ABLE TO BE SUCCESSFUL WITHOUT ONE NOW AS A TIERED SCHOOL, RIGHT.
THAT WE HAVE TO DETERMINE WHICH HIGH SCHOOL REALLY NEEDS AN LTL.
IT DOES MAKE A DIFFERENCE IN THAT WE HAVEN'T LANDED ON YET, BUT THERE WAS THE THINGS THAT WE WORKING OUT FOR THE HIGH SCHOOLS, BECAUSE THEIR DATA HASN'T SHOWED AS MUCH CRITICAL MASS YET, BUT I AM STILL WAITING FOR THE RELEASE OF THE OCS BECAUSE WE DO RECOGNIZE OUR DATA RIGHT NOW AS PART OF THE LAST CITY.
SO RECOMMENDATION WAS THIS ONE.
I HAD BEEN A BOARD MEMBER, AND THEN I HAD A CONVERSATION WITH OUR CFO WAS THE OPPORTUNITY TO PICK, TO VENTURE THIS AT ALL.
OUR SCHOOLS WOULD MAKE A SIGNIFICANT DIFFERENCE.
I GUESS MY QUESTION ABOUT THAT THOUGH, IS INTERVENTIONISTS ARE GOING TO COME FROM OUR TEACHING POOL, WHICH THEN DELETES YOUR OPENINGS FOR US.
AND WE DON'T WANT TO START SCHOOL WITHOUT TEACHERS IN CLASSROOMS. THAT WAS KIND OF THAT CIRCULAR ISSUE, RIGHT? THAT'S WHAT MY COMMENTARY WITH THE REAL ASSISTS IN REAL ESTATE THAT I WILL NOT HAVE ALL THESE PERSONNEL LINED UP BY THE 16TH.
THAT WAS OUR PRIORITY RIGHT NOW IS HAVING THAT TEACHER IN FRONT OF OUR STUDENTS.
THE HIRING PROCESS MUST CONTINUE.
MY FOCUS I HAVE WITH THEM, BUT THE PRIORITY HAS BEEN FIRST, OUR CLASS OR FLASHES IN CONVERSATION WITH PAT TO ACTUALLY EARLY THIS WEEK.
AND THEN AGAIN, LATER ON EARLY THIS MORNING, CHEER IS AN EVENT ON CAMPUS.
SO WHAT WOULD IT DO, PAT, IF YOU HAD THIS AND ALL YOU DO HERE IN THE BATH WAS I GO, NOW I CAN DO THAT.
AND THAT'S WHAT YOU WANT TO HEAR FROM MY SEAT.
IF I GIVE YOU THIS, SEE, HAVE YOU HAD THAT THOUGHT AND YOU GOT A PROSPECTIVE PLAN FOR, SO, UM, THAT I SHARED THAT WITH CFO.
SO WE'RE LOOKING AT SCHOOLS WHO, AND IT'S GOING TO INCLUDE OUR PRIORITY AND OUR SCHOOLS WHO ARE THIS PARTNER WILL PROBABLY HAVE THE INTERVENTION IS FUNDED OUT OF THE GENERAL FUND.
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VERSUS THE THREE-YEAR LIMIT IS TIED TO SRS.SO THAT WAS THE OTHER PART OF THE CONVERSATION.
I WANTED CONFIRMATION THIS MORNING AS WELL.
AND SHE HAD MY CONVERSATION WITH DR.
RODRIGUEZ SAID, I CAN HAVE THAT COMMITMENT.
SO I WANT TO PUT OUT A THANK YOU.
BUT SOMETIMES THE QUESTIONS I RECEIVED FROM BOARD MEMBERS ARE VERY BONDED IS ANOTHER POINT IS FOUR FORWARD.
AND IT LENDS UP TO ME TO BUILD ON, AND I WANT TO SAY, THANK YOU.
WE RECOGNIZE FORMATIVE ASSESSMENTS WILL BE SOMETHING THAT WE'RE HOLDING VERY TOUGH.
THERE WILL BE AN EXPECTATION OF UTILIZATION AND EXPECTATIONS IN THAT DATA TO HELP DRIVE INSTRUCTION.
UM, WHEN WE HAVE OUR LTS ALIGNED WITH OUR COACHES, THAT THEY COULD REALLY DIVE DEEPER INTO EFFECTIVE LT LEARNING TEAM MEETINGS.
ONE OF THE THINGS WE WERE ALSO GOING TO DO THIS SUMMER IS TABLE FOR TWO TO FOURS, RUBRIC OF EFFECTIVE PLCS.
TYING THAT INTO A SURVEY, IF AS OUR COACHES HAVE JUST COMPLETED EIGHT MODULES OF TRAINING, AND WE WANT TO BE ABLE TO REALLY GET WHAT IT REALLY IS YOUR PERSPECTIVE OF YOUR, OF WHERE YOU ARE, WHERE YOU SEE YOURSELF IN LEARNING AND TEAM MEETINGS.
SO AS WE DO THE LTF T TRAINING, WE'RE A LITTLE MORE EFFECTIVE THAN WHAT WE ROLL OUT AS WELL.
YOU KNOW, THIS AS INSTRUCTIONAL COACHES, INTERVENTIONISTS, LEARNING TEAM FACILITATORS, WE RECOGNIZE SOCIAL WORKERS AND OUR BMS WE'D ALREADY HAD ON BOARD, THE CREDIT RECOVERY STUDENTS SUPPORT TEAM FOR OUR HIGH SCHOOLS.
AGAIN, THAT'S MY GOAL IS THAT IT WILL BE ROLLED OUT AT EVERY HIGH SCHOOL AND THEN THE CLASS SIZE REDUCTION NEXT UP SLIDE, THIS DISCRETIONARY.
SO WE SEE ON THE NEXT SLIDE, IT'S GOING TO GIVE YOU A LITTLE MORE INFORMATION ON THE INSTRUCTIONAL PERSONNEL, SOME OF THE, UM, A LITTLE MORE INSTRUCTIONAL SUPPORT.
I WAS JUST TAKING THE LANGUAGE OF PEOPLE INTO PROGRAM.
DOES THAT MAKE SENSE, SORT OF FORMATIVE ASSESSMENTS TO PLCS, OR IT CAN WITH THOSE ARMY TEAM FACILITATORS, INSTRUCTIONAL COACHES, AGAIN, THE INTERVENTIONISTS, RIGHT? AND THEN THE LIFE SIGNS WHO WALKED THROUGH.
AND I WANT TO JUST TAKE A MOMENT THERE FOR THAT.
ADD-ON BECAUSE THAT'S GOING TO HAPPEN IN TWO SCHOOLS.
I MEAN, TWO OF THEM ON TIERED AREAS FIRST, AND IT'S GOING TO RUN OUT TO EVERYONE.
THERE'S A, JUST AN INFORMAL SURVEY.
EVERY SCHOOL WE DIDN'T HAVE CONSISTENCY AND TRAINING.
WHAT IS THE RIGOR IN THE CLASSROOM? IS THE INSTRUCTION ALIGNED TO THE STRAP? THE STANDARD THAT WE IDENTIFIED IS THAT THE LIBERTY OF THE INSTRUCTION ALIGNED TO THE STANDARD, BECAUSE SOMETIMES WE HAVE TO STAND IN ON TEACHING THE STANDARD, BUT IS WHAT YOU'RE DOING IS THAT ALIGNED TO THE COMPLEXITY OF THE STANDARD.
SO THAT IS GOING TO BE A SERIES OF TRAINING.
IT IS GOING TO BE A DATA COLLECTION TOOL THAT COULD BE UTILIZED BY HOOP.
THIS WHOLE SCHOOL LEADER DESIGNATED THEMSELVES AN AP OR THEIR LEARNING COACHES TO BUILD CAPACITY, BUT THAT WOULD BE A ROLLOUT AT ALL OUR SCHOOLS AS WELL.
SO CAN I ASK A QUESTION? YES, MA'AM UM, SO THE PROFESSIONAL DEVELOPMENT IS UNDER THIS TITLES FOR THE DISTRICT INSTRUCTIONAL COACHES AND THE DISTRICT CONTACT COORDINATORS.
SO CAN YOU TALK, ARE THOSE PEOPLE GOING TO BE DOING A LOT OR IS IT ADMINISTRATORS THAT ARE GOING TO BE DOING THE WALKTHROUGHS AND CAN YOU JUST LET EVERYONE KNOW CASTLE STANDS FOR? I THINK THAT'S REALLY IMPORTANT BECAUSE IT'S SOMETHING NEW AND IT'S BEEN AROUND FOR A WHILE, BUT IT'S MORE HEIGHTENED BECAUSE OF WHAT WE'RE JUST COMING OFF OF.
AND LET ME BREAK WITH THE LANGUAGE OF FLOOD CASTLE PERSON COUNCIL MADE THEIR, UM, PLATFORM ON SOCIAL, EMOTIONAL LEARNING.
I UNDERSTAND THIS CONVERSATION WITH, WE RE WITH REGARD TO A LOT OF CASTLE'S SOCIAL, EMOTIONAL LEARNING, AND CRITICAL RACE THEORY ON LOOKING AT THE FREE SUPPORT MATERIALS TO CASTLE SO THAT WE CAN HEIGHTEN THE AWARENESS OF OUR TEACHERS TO THE NEEDS OF KIDS IN THE CLASSROOM.
SO IF THE, IF IS A GOOD RELATIONSHIP, THAT IS A MODEL OF CASTLE, DOES THE TEACHER SAY GOOD MORNING? HOW LONG DO I HAVE EVERYONE? HELLO, MR. CAMPBELL ON THE LOWEST AS WELL, RIGHT ALONG THIS AS MIDDLETON.
HELLO, MR. CAMPBELL, OR IS THAT TEACHER SKIPPING SOMEONE? THAT'S A TECHNIQUE OF CASTLE? UM, BASICALLY MORE FOR THE ENVIRONMENT THAT'S CREATED THAN FOR ANYTHING BEYOND THAT.
FOR CONTEXT, WE WANT TO BE ABLE TO HAVE ENVIRONMENT IN THE CLASSROOM THAT PROVIDES ALL STUDENTS WOULD ACKNOWLEDGEMENT, PROVIDES DESCRIPTIVE FEEDBACK.
THAT IS A QUALITY OF THE CASTLE
[00:25:01]
MODEL THAT WE SAY, GREAT JOB.THIS IS ROW LINE VERSUS GOOD JOB, SIMPLE LITTLE TWEAKS LIKE THAT BUILD ON THAT CONFIDENCE OF THE STUDENT.
THAT IS THE LENS THAT I'M LOOKING FOR.
AND ACTUALLY IT'S GOOD TEACHING IT IS, BUT I, AND I HATE, I WILL, I WILL ADD, UM, THERE'S A TOOL TIED TO THAT, THE CASTLE EFFECT FOR THEM.
WHAT DOES THAT ENVIRONMENT THAT I'M CREATING FOR MY KID? I SAID THAT THAT'S WHAT HAD, IS TIED TO, UH, YOU HAD ANOTHER QUESTION.
SO ARE YOU ASKING HIM WHO DOES THE WALK? BECAUSE I, UM, HAVE WORKED IN, IN DISTRICTS WHERE WE HAD, UH, ONLY THE ADMINISTRATORS DO THE WALKTHROUGHS AND YOU OBVIOUSLY LEFT A PIECE HERE WHERE WITH SOME FEEDBACK.
AND THEN I ALSO WORKED IN A DISTRICT WHERE WE HAD, UM, I FORGET WHAT THEY WERE CALLED, THE TEACHERS THAT CAME IN THAT ACTUALLY HE WOULD GO AND VENT YOUR TEACHER EVALUATION TEACHERS.
SO, UM, YOU KNOW, AND SOMETIMES IT WAS EASIER TO TAKE THE FEEDBACK FROM THE TEACHERS THAN A WESTERN MEDIA ADMINISTRATOR.
SO I'M JUST SO MRS. KOSHA, VERY GOOD.
MAY YOU GO BACK TO SLIDE FIVE FOR A MOMENT? IF YOU LOOK ON THIS LIST, WE HAVE INSTRUCTIONAL COACHES AND LTS.
THE BEST MODEL WE RECOGNIZE IS BEING ABLE TO HAVE, IF THIS IS BOTH RIGHT, AND MR. CAMPBELL, OR AT THE SCHOOL SITE, YOU MAY BE OBSERVING ME FOR OBSERVED OBSERVATIONAL PURPOSES OR THREE MINUTE WALK-THROUGHS.
BUT IF BOTH OF YOU ARE THE LTF OR COACHING THE BUILDING AND YOU WANT TO BUILD MY CAPACITY, I MADE LISTEN TO YOU TEACHER TO TEACHER AND NOT FEEL THAT YOU'RE EVALUATING ME AS MUCH AS I WOULD FEEL THAT I'VE BEEN EXPOSED TO AN EVALUATION FOR AN ADMINISTRATOR.
UM, NOT EVERY TEACHER HAS THE CAPACITY TO DO THE SEPARATION OF OR RECOGNIZE THAT MY PRINCIPAL WANTS TO BUILD.
MY CAPACITY IS ALWAYS THAT FEAR OF, I GOT A CHIP WHERE YOU TWO OR THE THREE OF YOU COMING INTO MY ROOM, MAYBE GIVE ME A DIFFERENT FEELING OF BUILDING UP CAPACITY.
SO THAT'S THE MODEL THAT I WOULD BE ASKING TO UTILIZE.
AND WE DO HAVE THAT POINT ON TEAMS, BUT THAT INFORMATION SHOULD BE KEPT AWAY FROM THE ADMINISTRATORS UP UNTIL ITS APPOINTMENT, EITHER NOT HAVING IMPROVEMENT.
IT IS DETRIMENTAL TO STUDENTS.
YOU KNOW, THERE'S CERTAIN THINGS YOU'D HAVE TO GET, YOU ARE MY INTERVENTIONISTS FOR TEACHING AND LEARNING AS WELL.
DOES THAT MAKE SENSE? BUT THE DELIVERY OF INSTRUCTION HELPED ME BE BETTER, RIGHT? SO THAT, SO BY DOING IT THAT WAY AT ALL COSTS PITS ME AGAINST HER.
I DON'T WANT MY TEACHERS TO THINK THAT WHEN I WALKED THROUGH AND YOU KNOW, THAT I'M LOOKING FOR NEGATIVE NOW I'M LOOKING FOR, SO I THINK WE NEED, I HAVE A PRODUCT THAT WE'RE BUILDING THE CAPACITY, OUR ADMINISTRATORS, TO, UM, THE POSITIVES AND, AND TO GROW, TO GROW THEIR TEACHERS AS WELL.
I IT'S, SHE DIDN'T JUST, IF IT'S A LEARNING INSTITUTION, IT SHOULDN'T JUST BE ADMINISTRATORS BUILDING THAT CAPACITY.
I SHOULD BE ABLE TO, I SHOULD BE ABLE TO LOOK TO MY COLLEAGUES AS WELL AS AN EDUCATOR, AS A PROFESSIONAL.
MR. CAMPBELL HAS SOMETHING TO SAY, I'M HEARING THE SAME THINGS OVER AND OVER.
I MEAN, I THINK IF I HAD A QUESTION, IT WOULD BE, OH, WE READ THE COACHES AND WHAT'S THE NEXT TIER OF THEIR INTERVENTION.
SO IF WE LOOK AT THE TOP OF, OKAY, SO IF WE GO BACK AND I'LL GO TO SLIDE FIVE, THIS IS CAUSE SHE BURIED.
AND IF WE LOOK IN THE GOAL AREA, THESE ARE THE TEAMS WHO SHOULD BE WORKING IN BEDDING OUR COACHES.
SO WHEN THE EXECUTIVE DIRECTOR HAS A CONVERSATION WITH THE PRINCIPAL, THAT PRINCIPAL SHOULD BE ABLE TO HAVE THAT CONVERSATION ON WHAT'S HAPPENING, WHERE, WHERE YOU ARE IN SPECIFIC CONTENT AREAS.
WHAT IS THE WORK THAT THE INSTRUCTIONAL COACHES ARE DOING? DISTRICT COACHES WHO HAVE BEEN ABLE TO FUND A SPECIAL FUNDING, SHOULD BE ABLE TO HAVE CONVERSATION AS WELL TO SAY, THIS IS WHAT THE SCHOOL HAS BEEN.
SO WE'VE TRIED TO EVEN HAVE A TIERED EFFECT THAT IT'S NOT ONLY THAT YOU LOOK AT IT TO THE PRINCIPAL, BUT THERE WAS AT THE DISTRICT LEVEL WHO ARE HELPING BUILD CAPACITY AND CONTENT OR ABLE TO BE.
PART OF THAT ACCOUNTABILITY WAS THE CAM, UH, THEORY
[00:30:01]
IS, IS GREAT, BUT I'M TALKING US CUPID COUNTY SCHOOLS.THESE PEOPLE THAT YOU'RE TALKING ABOUT, THIS HELP BUILD CAPACITY, EXECUTIVE DIRECTORS, INSTRUCTIONAL COACHES, ARE THEY TRAINED? AND ARE THEY RELATIVE TO THE TASK IN TERMS OF KNOWING THE SCHOOLS, KNOWING THE CULTURE A WEEK, SOMEHOW DIRECTING THAT OR TRAINING THAT OR ANTICIPATE VERY GOOD POINT.
SO ONE OF THE FIRST THINGS SHOULD HAPPEN AS OUR EVS AND INSTRUCTIONAL COACHES GO TO A SCHOOL SHOULD BE THAT OPPORTUNITY FOR YOU TO TELL ME THE STORY OF YOUR SCHOOL.
YOU, AS A PRINCIPAL USE AT SCHOOL LEADERSHIP TEAM, YOU AS A TEAM WILL COME SIT AT TABLE TO SPEAK WITH THE ED AND THEIR TEAM.
IT DOESN'T MEAN THAT YOU'RE COMING IN YOUR FIRST TIME GETTING TO KNOW.
THAT'S, THAT'S, THAT'S GOOD WORLD.
THAT'S WHAT YOU'RE LOOKING FOR IN A REAL WORLD WHERE I'M TALKING US BUFORD COUNTY SCHOOLS.
AND I KNOW AT LEAST HALF OF THEM.
AND I WANT TO KNOW IN TERMS OF THAT AND WITH THE TRANSITION WE HAVE NOW WITH ADMINISTRATORS MOVING FROM ONE SCHOOL TO THE NEXT, HOW ARE WE GO ON APPROACH IT REALISTICALLY, WHERE WE WANT TO TAKE THEM, INCLUDING THE PRINCIPALS INSTRUCTIONAL LEADERS, WHERE WE WANT TO TAKE THEM IN THE NEXT TWO, THREE YEARS, OR ARE WE DIRECTING IT FROM YOUR STANDPOINT, THEN SECOND THEM DIRECTORS ALL WEEK FEEDING FROM WHAT THEY TELL US AND KIND OF REDIRECT.
WELL, THE GOAL IS IF THEY HONE IT, BECAUSE IT'S THE TRAINING I'VE HAD MR. CAMPBELL WITH VERY DIRECT, VERY MUCH TRAINED IN THE MODEL, UTILIZED FROM UV UNIVERSITY OF VIRGINIA.
AND THAT IS A TRAINING MODEL THAT RIGHT OUT HE, EXECUTIVE DIRECTORS ARE BEING EXPOSED AND GET ONTO THE SAME PAGE.
SO THEN WE HAVE A COMMONALITY OF PRACTICE EXPECTATION AND THEN BE ABLE TO SHARE THOSE COMMONALITY AND PRACTICE TO OUR SCHOOL SITES.
SO WHEN WE HAVE THAT CONVERSATION OF US HERE AT BUFORD, THE EXPECTATIONS WE SAY YES, SO POSITION IS TO FOLLOW THE EXPECTATIONS, BUT YOU'RE, YOU'RE RECEIVING TRAINING.
AND I STRONGLY FEEL WHEN YOU LISTEN TO ME, THESE IS A STRONG CONVERSATION, PATRICK, THAT INSISTENCE IN PLACE ORGANIZING, THEY SPEAK THE LANGUAGE.
AND IT'S A PROTOCOL PRACTICE THAT I THINK HAS TO BE A LITTLE MORE POLISHED FOR BEAUTIFUL COUNTY.
AND I THINK WE HAVE TO BE ABLE TO, BECAUSE WE RECOGNIZE IF YOU SAID, I'VE HEARD THIS BEFORE, WE HAVE TO GIVE AN OPPORTUNITY FOR IMPLEMENTATION AND IN ITSELF HAS TO BE ABLE TO HAVE OPPORTUNITY FOR FEEDBACK, RIGHT.
AND MONITORING, KNOWING THAT WE IT'S GOOD PRACTICE.
UM, JUST, YOU KNOW, I KNOW YOU, AN EDUCATION MAY HAVE BEEN EVOLVING APPETITE FOR CHANGE, AND THERE'S ALWAYS SOME, A NEW SYSTEM PUT IN PLACE FOR, UH, PROBABLY A MINIMUM OF THREE, FOUR YEARS, MAXIMUM SEVEN, EIGHT YEARS.
AND THERE'S NO MEASURING TOOL.
FOLLOW-UP, YOU KNOW, SUCCESS RATE BEFORE IT SHIFTS INTO SOMETHING ELSE SOMEONE ELSE COMES IN AND THEY HAVE A DIFFERENT MODEL THAT THEY WANT TO PUT IN PLACE.
SO THE FACT THAT THAT'S WHY I'M ASKING THE QUESTION PRIMARILY, ARE WE CERTAIN WHERE WE ARE IN TERMS OF WHERE, WHERE DID WE START THIS? SO THAT EXPECTATIONS CAN BE MEASURED AT THE HAND? WHAT'D YOU, WHAT'D YOU EXPECTING FROM WHAT YOU'RE STARTING WITH? AND AGAIN, WE'LL KNOW WHETHER IT WAS SUCCESSFUL OR NOT BEFORE WE ENCOURAGE OR AUTHORIZE SHIFTS AND THE, AND, AND ASSIST THEM, YOU KNOW, BECAUSE THE NEXT PERSON MIGHT NOT BE MARY'S TRAVELERS.
IT MIGHT BE SOMEONE ELSE COMING TO HIM WITH THE NEW SYSTEM.
AND THEY ALL PROVEN TO HAVE WORK AND CERTAIN SITUATIONS, OR THERE WOULDN'T BE, YOU KNOW, SOMETHING THAT YOU COULD READ OUT IN TOWN.
THEY'RE ALL PROVEN SYSTEMS. NOW I WILL PROBABLY EVEN BEFORE KYLIE AND MY MIND IS GETTING THE MATCH THAT WORKS YET.
THAT'S WHY I'M ASKING A WEEK THAT WE WEATHERED ENOUGH, UH, WHERE WE ARE AND, UH, EXPERTISE AND SKILL SET OF WHAT WE HAVE TO ASSURE THAT THIS THING IS GOING TO GO FORWARD.
[00:35:01]
PREPARED OR WILLING TO, TO ANSWER THAT QUESTION NOW, I'LL SAY TWO THINGS.ONE PLAY EXPECTATION IS THAT THE OPPORTUNITY TO HAVE THEM COME TO FULL FRUITION UNDER MY TENURE.
BUT IT IS ABSOLUTELY MY INTENTION THAT THIS IS SOMETHING THAT WE WERE ABLE TO DO FOR THE COUNTY.
I NEED TO SHARE THAT WE NEED TO DO IN THE ROOM.
I RECOGNIZE, UM, SEVEN ITEM IS THAT IT'S TAKEN A YEAR CONVERSATION WITH PEOPLE TO COME TO THE POINT, TO PUT THIS ON PAPER.
I HAVE TO SHARE THAT WITH EACH OF YOU AS WELL.
LISTEN, THE CULTURE IS STUFF WE READ.
CULTURE IS THE HEART OF CULTURE AND BELIEFS ARE THE TWO HARDEST THINGS TO WRITE.
AND THERE'S TWO WAYS OF DOING IT.
ONE IS BY BEING A TECHNOCRAT BY SHOWING THE DEAD, WE RECOGNIZE THAT AS THE EASY APPROACH TO TAKE THE HEART OF OUR APPROACH HAS GIVING PEOPLE THE BUY-IN AND PART OF THE SYSTEM FOR IMPROVEMENT.
AND THAT IS THE PATH THAT YOU'RE TAKING.
THAT COULD BE A TECHNOCRAT VERY EASILY, BUT IT IS NOT THE PART THAT'S GOING TO REALLY BUILD HUMAN CAPACITY AMONGST OUR PEOPLE AND HAVE LONGEVITY.
AND THE KEY THAT YOU'RE DRAWING TO YOU IS SUSTAINABILITY.
SO ONTO THE NEXT SLIDE, WE DO HAVE A HARD STOP AT FOUR 30.
I WANT YOU TO SEE WHO WE'RE TRYING TO FILL CAPACITY WITHIN.
IT IDENTIFIES PRINCIPALS, ASSISTANT PRINCIPALS, INSTRUCTIONAL COACHES, QUESTION TEACHERS EASILY TO AREAS THAT WE WOULD LOOK INTO BUILD CAPACITY.
I WANT US TO RECOGNIZE IS THAT WE'RE TALKING DIFFERENTIATION AND ACCESS.
I WANT DIFFERENTIATED PROGRAMS TO PROVIDE ACCESS FOR ALL.
STUDENTS FOR LEARNING, I THINK IS A COMFORTABLE LANGUAGE FOR A SALON.
IT DOES TIE THE LANGUAGE OF GIVING ACCESS AND EQUITY, BUT WE NEED THEM.
WE'RE NOT SAYING THAT ONE SIZE MEETS ALL PRINCIPALS, BUT I AM SAYING PRINCIPALS, WE NEED TO HAVE PROGRAMS TO MEET THE NEEDS OF OUR KIDS.
SO THIS GIVES A LITTLE BIT ABOUT AN IDEA OF THE TYPE OF TRAINING WE'RE GOING TO BE ADDING BY GO TO THE NEXT, I WANT US TO RECOGNIZE AS WELL, WHERE WE'RE INCLUDING OUR SOCIAL WORKERS AT BEHAVIOR MANAGEMENT SPECIALIST IN OUR AREA.
SO WE'RE NOT JUST AN ISOLATION.
NOT THAT I'M AWARE OF MR. CAMPBELL, BUT I COULD INQUIRE NOT THAT I'M AWARE OF.
UM, IF YOU DO, I WOULD LIKE TO KNOW THAT THIS IS WHAT IT HAS NOT BROUGHT THAT TO MY ATTENTION.
SO YOU HAVE ONE SOCIAL WORKER.
THERE IS A SOCIAL WORKER AT, UH, AN ALMOST EVERY SCHOOL THERE ARE ABOUT, I THINK, THREE OR FIVE WHO SHARE TWO SCHOOLS.
WE HIRED SOME MORE, I THINK THEY ONBOARDED A FEW EXTRA FOR THE LAST I, WE HAD A FEW WHO DID SHARE A FEW SCHOOLS AS WE GO TO SLIDE NINE AND I HAVE TO MAKE LINE LOG.
AND I DO APOLOGIZE AGAIN, JUST A SIMPLE LANGUAGE, BUT I WANTED YOU TO GET A TASTE OF SOME OF THE INSTRUCTIONAL THAT WE'LL BE INTEGRATING.
WE ARE AWARE THAT THIS PAST YEAR WE HAD IREADY AS A PILOT THAT WAS AVAILABLE AT EVERY SCHOOL.
IT'S GOING TO BE AVAILABLE AGAIN AT EVERY SCHOOL THIS YEAR, A MORE FINITE USE OF IT WILL HAPPEN AT TIER TWO BECAUSE IT'S TIED TO AN IDPS AND GOAL SETTING DREAM BOX.
WE'VE BEEN ABLE TO ACQUIRE THAT PAID THROUGH WEIGHT AS A MATH RESOURCE, RIGHT ON SINCE THE TIME THAT THIS WENT TO PRINT, UM, WE HAVE CONFIRMATION OF IT BEING AVAILABLE FROM K THROUGH FIVE FROM THE STATE.
AND WE'RE GOING TO ACTUALLY GO K THROUGH EIGHT AS A DISTRICT.
AND WE LOOK AT THE TIER THREE, IT'S A REQUIREMENT.
WE RECOGNIZE READING A THROUGH Z IS A LOWER LEVEL READING SKILL.
IT W IT'S NOT AS ORTHOMED YELLING HATTON AND WILSON ON THE PHONETIC AND VERY, BUT IT IS AT CAT HAT.
AGAIN, WE HAVE THE DREAM BOX AVAILABLE FOR A TOOL QUANTAS AND PINEL THAT'S UTILIZED.
AND THEN WE'RE ADDING SCHOLASTIC LITERACY TO 13 SCHOOLS, THIS ACADEMIC SCHOOL YEAR, THE REASON.
AND WHY AM I WANT TO GIVE THAT? IF THERE'S ONE THING OF ANYTHING, IT IS
[00:40:01]
A PRESCRIPTIVE MODEL OF TEACHING.SOME OF OUR TIER THREE SCHOOLS HAVE MUCH MORE ROTATION OF PERSONNEL.
THE WAY SCHOLASTIC LITERACY IS DEVELOPED, THE TEACHER CAN WALK THROUGH WHO IS HIGHLY SKILLED AND WALK THROUGH THERE.
THE PRO THE TEACHER EDITION EASILY, OR SOMEONE WHO'S NEW TO THE PROFESSION CAN WALK THROUGH.
IT IS HIGHLY FOCUSED ON CONTENT VOCABULARY AND BERLIN SEAT AND TIES CLOSELY.
WHAT AM I READY? WE ALL, IT'S NOT A CALL AND RESPONSE.
IS IT A CALL AND RESPONSE LIKE THAT? AND IT WAS THAT, OH, NO, NO, NO.
AND IT ALSO HAS A SOFTWARE COMPONENT TYPE.
YOU'LL GET A LITTLE MORE INFORMATION REGARDING THE CONTRACT TO SERVICE AT OUR BOARD MEETING.
I HAVE ALSO AT TIER THREE, AGAIN, SINCE THIS I'M READING, PLASTICO, YOU'LL SEE ON THE SECONDARY SLIDE HAS GIVEN US A COMMITMENT FOR TUTORING FOR FOURTH AND FIFTH GRADES WITH BIG, FOR FREE FOR NEXT YEAR.
SO I'M NOT HAVING REPLICATION OF SERVICES BECAUSE IT'S A CALIPER NOW, RIGHT? YOU KEEP GIVING THE SAME THING.
WHAT HAPPENS IF THEY GET BORED? SO I'D LIKE OUR TUTORING, THEY HAVE SOMETHING A LITTLE DIFFERENT AND READING PLUS HAS COME THROUGH WITH YOU THAT TO US FOR FREE AS WELL.
SO ON SLIDE 10, THERE'S TWO ADDITIONS ON SLIDE 10, ACTUALLY THREE, ONE IS READING.
PLUS THAT WOULD BE OUR SECONDARY READING BLOCK OR REQUIREMENT OF 90 MINUTES A WEEK.
WE HAVE SRED MATH THAT IS ASSESSED SOUTHERN REGIONAL EDUCATIONAL.
THE B STANDS FOR, I DO APOLOGIZE, BUT IT IS A MATH PROGRAM THAT DOES APPLICATION OF MATH.
I HAVE MY MIDDLE SCHOOLS ARE PICKING THAT UP.
I KNOW WRITING IS A WRITING SOFTWARE.
I PILOTED LAST YEAR AT THE HIGH SCHOOL, ALL THE THINGS I HIGHLIGHTED CAME ON AS COVID CAME ON.
SO I EXTENDED THE THREE THIS YEAR.
UM, BUT IT'S AN INTUITIVE WRITING PROGRAM THAT HELPS YOU ACTUALLY CORRECT IT.
YOUR WRITING ALSO GIVES THE TEACHER WHO WAS WRITING THE WRITING UNITS AND LESSONS.
SO THIS YEAR, WHAT WE SAW AN INCREASE OF APPLICATION WAS WITH A'S COURSES OF GENERAL PAPER AND ON BATTERY CREEK, IT IS AVAILABLE TO ALL THE SECONDARY SCHOOLS.
THIS COMING ACADEMIC YEAR WRITING IS AN AREA.
WHEN YOU LOOK AT STATISTICALLY, IT IS 16% OF THE SC READY, AND WE'RE NOT THAT STRONG AT RIGHT AWAY TO SEE OUR WRITING SCORES, FIVE PARAGRAPH ESSAY.
AND IT'S AMAZING WHAT'S GOING ON AT THE HIGH LEVEL.
BUT WHAT I WILL SHARE WITH THAT COMMENT, THAT BOTH OF YOU NATE, ONE OF THE THINGS WE'RE WORKING ON THIS SUMMER, INSTEAD THAT YOU GO THROUGH THE SCIENTIFIC METHOD OF WRITING A SCIENCE LAB IS NOW A STRONG ESSAY.
SO WE'RE HAVING OUR SCIENCE TEACHERS ACTUALLY WORK WITH OUR ELA, DID HAD SOME TRAINING ON GOING ON THIS WEEKEND.
ACTUALLY YOU GET IN TO, I HAVE TWO DAYS OF PLANNING FOR THEM.
SO THEY'LL START TO ON FRIDAY, BUT HOW TO DO BOTH THE RELATIONSHIP BETWEEN BELTS.
SO YOU MAKE ALL THESE GREAT DISCOVERIES.
YOU CAN'T TELL ANYBODY YOU CAN'T.
SO IF WE GO TO SLIDE 11, THIS IS ONCE AGAIN, I HIGHLIGHTED THE EDGENUITY LAB IN A DIFFERENT COLOR FOR OUR HIGH SCHOOLS.
THEY HAVE THAT OPPORTUNITY OF FLEXIBILITY FOR A DIFFERENT APPROACH.
WE'RE GIVING KIDS WHO, AGAIN, THOSE CHILDREN WHO WERE THOSE CHILDREN, MAYBE JUST NEED A FEW CREDITS THAT STUDENT WHO MRS. MIDDLETON WANTS DO ANYTHING, GET MARRIED AT HER CALL OFF CAMPUS.
IF YOU GIVE SOME OPPORTUNITIES AND FLEXIBILITY TO OUR SCHOOLS.
I HAVEN'T HIGHLIGHTED UNTIL I GET TO THE POINT WHERE WE SUCCUMBED TO PERSONNEL TO BE PICKED UP FEEDBACK FROM THEATER HIGH SCHOOL PRINCIPALS.
I SPOKE WITH LIKE, WHEN YOU'RE GETTING THAT FOR US, DO ALL OF OUR HIGH SCHOOLS STILL HAVE TO DO HER LAPS.
THEY ACTUALLY STARTED PUTTING THEM BACK IN PLACE.
I WILL SHARE WITH YOU, MRS. ROGAN WAS A COMMENT FROM SOMEBODY WHO WAS LIKE, OH, YOU'LL WANT TO GO SEE, I AM ONE OF THOSE.
I THINK YOU NEED A COMPUTER LAB SO I COULD HAVE MONITORING, OKAY.
NATIVE TO CIRCULATE AND HELP THE KIDS WHO ARE ON THESE EDGENUITY AFTER SCHOOL, FLEXIBLE TIME A DAY.
SO THE COMPUTER ONE IS AN INTERNET CAFE.
THEM COULD BE COMPUTER LAB IS DOING COMPUTER PROGRAM.
SAY NO, BUT THEY KNOW A LOT OF TESTS.
THERE ARE A LOT OF MAJOR TESTS, ESPECIALLY THE BAR EXAM.
IF YOU CANNOT TYPE, YOU'RE NOT GOING TO MAKE, YOU HAVE TO GET THROUGH LAW SCHOOL THOUGH.
[00:45:01]
YOU CAN'T, YOU ALL SEEING KIDS THOUGH ON THE KEYBOARD, MY SON HAS LIKE A KEYBOARD.THAT'S BIG, AN 18 COLORS OF TYPING.
HE HAS TO SAY
YOU'LL SEE A LITTLE MORE OF IT THIS ACADEMIC YEAR.
IF YOU HAD, UM, THIS ON YOUR OWN, THESE ARE TWO HYPERLINKS ON SIPHONED, THE SECONDARY CYCLE, A LITTLE RESEARCH, BUT I'LL START WITH THE ELEMENTARY.
UM, WE WORKED WITH SOUTH NEBRASKA, NORTH AND ABROAD FOR TWO ACCELERATED PT PROGRAMS. ONE IS IT LEFT IT OUT.
NOW THE ONE IS MOSSY OAKS, DAVID.
WE ALREADY STARTED PROVIDING THEM THE ADDITIONAL TESTING AND STRUCTURAL MATERIALS.
UM, LOOKING AT THOSE KIDS WHO, YOU KNOW, WOULD LIKE TO KIND OF PULL YOU UP A LITTLE, YOU MAY NOT BE GT CERTIFIED YET.
WE ALSO TRY TO LOOK AT TESTING SOME OF OUR CHILDREN, YOU KNOW WHAT, ACCELERATING, IN OTHER WORDS, MR. CAMPBELL IS TESTING OFF THE TRUCK ON IOWA AND HE'S GOING TO BE ABLE TO DO WHAT THIRD GRADE TAKE PART OF FOURTH GRADE, FIFTH GRADE, TAKE PART OF FOURTH GRADE AND TRULY ACCELERATE.
AND WE PARTNERED WITH THE MIDDLE SCHOOL TO THAT FEEDER PATTERN.
THIS HAPPENS IN TWO YEARS, POTENTIALLY YOU MAY HAVE YOUNGER SIXTH GRADERS COMING IN, ALMOST TESTING, AND TO GO INTO ALGEBRA.
SO WE HAVE A, IT'S AN INCUBATION TO IT OF SCHOOLS ALREADY HAVE IDENTIFIED KIDS.
UM, ONE OF THE SCHOOLS IN PARTICULAR IS ALREADY GETTING KIDS.
I DON'T MEAN KIDS STUDENTS BACK IN FROM THE PRIVATE SECTOR, BECAUSE WORD TRAVELS VERY QUICKLY WHEN THESE TYPES OF PROGRAMS START.
SO THAT THE PUSHBACK RIGHT NOW IS THE FACT THAT KIDS ARE SKINNY.
I MEAN, THEY'RE GETTING ALGEBRA TOO EARLY.
SO THERE'S A HUGE PUSHBACK TO NOT PUSHING KIDS IN ALGEBRA.
IN ADDITION TO WHICH IT'S HURTING THEM ON THE SAT ACT THAT THEY'RE TAKING THAT 10TH GRADE AN HOUR VERSUS 40 SINCE FOR FOUR YEARS, IF I, WHAT I CAN CARE IS BECAUSE I, I SAID A BIG CHUNK OF MY LIFE WORKING WITH KIDS IN MATH AND TRYING TO GET THEM READY TO GET INTO COLLEGE.
UM, WHAT I HAVE FOUND IN THE YOUNGER CHILDREN TAKING OUT OR OVER THE AIR, TRULY ACCELERATED CHILDREN HOLDING BACK.
I JUST THINK THAT THERE'S A THERE'S ANYWAY, THAT'S ANOTHER.
SO IF WE NOTICE WHERE INCREASING THE AMOUNTS OF STAFF, YOU WILL HEAR TUTORING BEING PRESCRIPTIVE AND PRACTICE WITH FIDELITY.
THAT IS A LANGUAGE THAT WE WOULD SOPHIA DOING YOUR MEETINGS, WHERE IDENTIFYING THE NEEDS OF CHILDREN, TUTORING SHOULD NOT BE A BLANKET.
IT SHOULD BE SOMETHING THAT IS TAILORED AND FIT TO OUR CHILDREN.
WE HAVE THEATER PAT AND OF CAMBRIDGE FROM ROBERT SCHOOLS INTERNATIONAL.
CATTERIES THE BATTERY CREEK OPEN INCREASING ON CAMBRIDGE.
AND I'M HOPING FOR ONE MIDDLE SCHOOL, SOUTH ABROAD AT SOME POINT, CAN YOU NOT TODAY, BUT WILL YOU TALK ABOUT WHY CAMBRIDGE, BUT I WILL SHARE WITH YOU WITH CAMBRIDGE.
UM, ONE OF THE THINGS THAT WE'RE SO COMMITTED, IT DOES GIVE IT A LOT MORE DIVERSITY AT TESTING.
IT IS A LOT MORE OPPORTUNITY AT TESTING AD HAS HAD A HIGHER PASS RATE IN SOME AREAS OF, OF THE TEST AND FOR PROVIDING KIDS A LITTLE MORE ACCESS.
SO IF YOU LOOK INTO THAT AND TIED TO CAMBRIDGE, IF YOU CAN LOOK AT THIS ON A HYPERLINK, YOU'LL SEE THE INFORMATION, SHARING THE Y ON HOW IT IS PROVIDED ACCESS, CAMBRIDGE AND IB ARE COMPARABLE, RIGHT? UM, I WOULDN'T SAY IT THIS TIME AND THAT'S SOMETHING FOR A CONVERSATION.
IF YOU'RE NOT STEM AGAIN IN THE SECONDARY OF THE MIDDLE SCHOOLS, AS WELL AS AT THE HIGH SCHOOLS, I DID BRING SOME, THEY WANTED TO SHARE WITH YOU ABOUT I'M GOING TO ONE AT A TIME AND TUTOR AGAIN.
THE LAST ITEM ON MY SLIDE BASICALLY IS SHARING.
I'M GOING TO CHANGE HIS LANGUAGE.
YOU'LL HEAR AGAIN, USING LANGUAGE TIGHT AND LOOSE WHEN I WENT TO PRENTICE WAS NON-NEGOTIABLES.
SO TO STICK HIM THAT AGAIN, MY UV TRAINING, I HAVE TO MAKE SURE I POLISH THEM LIKE MY VOCABULARY FOR MY EXECUTIVE DIRECTORS.
THESE ARE 70 YEARS, AND I'M SAYING, THERE'S NO COMPROMISING ON THIS.
WE'RE DOING STANDARD BASED INSTRUCTION.
IT'S NOT YOU'RE TEACHING THE STORY YOU TEACH WHEN STANDARDS ARE ASSIGNED TO THE STORY.
AND THE LAST ITEM, IF I COULD SHARE THIS WAS ACTUALLY FUN.
AND IT'S A QUOTE THAT I LOVE WHEN SHE SAID IS I HAD TO CAPTURE IT IS TIED TO THE WIDE PROFESSIONAL LEARNING COMMUNITIES AND QUICK CONVERSATION, WHICH WAS NOT PART OF THIS WAS PREPARED.
I FINALIZED SOME WORK WITH EDU USC IN ORDER TO HAVE GRADUATE CREDIT COURSES FOR OUR TEACHERS, UM, GREG, SO THAT THEY ARE IN THE CONTENT AREA OF TIED TO STEM DAY.
I DO HAVE ONE GRADUATE COURSE IN THE AREA OF BEING P LITERATURE.
UM, BUT A HIGH SCHOOL WE'VE ALREADY
[00:50:01]
FILLED.THE MAJORITY OF THE SEATS ARE THAT TO REPLICATE THESE, THESE OPPORTUNITIES SOUTH OF FLORIDA AS WELL.
I PICKED UP A FEW SCHOOLS, ALSO SOUTH REWARD.
I'M BEING ABLE TO PICK UP PART OF THE SUMMER FUNDING FOR THIS OUT OF THE NSAP GRANT.
SO I TRIED TO ALIGN FROM THAT MSRP GRANT FOR GIVING TRUE GRADUATE WORK STUDIES FOR OUR TEACHERS, AND THEN HOPEFULLY SOMETHING SICK AND IT'S GOING TO BE ONGOING.
AND WE WILL HAVE BRAGGED WITH PROFESSIONAL DEVELOPMENT FOR OUR, IN THE AIR AND THESIS SPECIFICALLY IN MATH, ALGEBRAIC, THINKING CODY ON SCIENTIFIC CASE, COASTAL KINGDOMS AND YOU KNOW, IN THE CLASSROOM.
SO THEY CAN HAVE APPLICATION OF CONTENT IN THE CLASSROOM.
LIKE AMOUNT OF FOCUS IS ELEMENTARY.
DO YOU WANT TO SHARE THAT? BECAUSE THAT IS A WEAK AREA THAT WE RECOGNIZE THAT YOU DON'T HAVE AS MUCH CONTEXT.
SO THAT IS THE LAST SIDE THEY'RE SAYING GRADUATES.
IT'S LIKE A MASTER'S DEGREE IN EDUCATION TYPE LEVEL CLASSES.
SO WHILE THE ANSWER TO THAT IS, YES, THESE COURSES ARE AT A GRADUATE LEVEL.
THEY'RE NOT UNDERGRADUATE CREDIT.
WE PAID FOR IT, OR IS IT FREE TO TEACHERS? THE TEACHERS DO HAVE TO PAY FOR THE REGISTRATION, WHICH IS A $40 FEE.
THAT DISTRICT WILL BE INCURRING THROUGH SPECIAL FUNDING ON THE NSAP GRANT.
THE COURSE OF THE COURSE OF THE COURT, THE COST OF THE COURSE SAY THAT THREE TIMES FAST, AS WELL AS THE TEXTBOOKS, WE TRY TO NEGOTIATE THE TEXTBOOK PRICE.
LAST, THE COURSE ITSELF IS $4,000.
YOU JUST HAVE TO HAVE A CERTAIN AMOUNT OF METAL COURSES FOR CERTIFICATIONS.
I'M WINDING UP TO IS IN THEORY, THIS COULD BE A BENEFIT TO TEACHERS THAT YOU COULD GET YOUR GRADUATE DEGREE WHILE TEACHING FOR FREE.
IF YOU COME TO EACH OF YOU FOR CARING SCHOOLS, RECRUITING POINT, BECAUSE HE HAS HAD THIS ONE STATEMENT IS ONE OF THE OTHER THINGS OF WORKING WITH HIM IS BUILDING A CAPACITY OF MARY'S AN EDUCATOR.
I WANT TO BE ABLE TO BE AN ADJUNCT PROFESSOR FOR USC OR TCL, HOW LONG THE END OF THE MASTER'S LEVEL COURSES FINISH THE NECESSARY CONTENT COURSES.
SO YOU CAN TAKE AWAY THAT BARRIER OF TRANSPORTATION FOR DUAL ENROLLMENT AND HAVE MORE OF THAT HAPPENING WITHIN OUR SCHOOL SITES THAT IS GOING TO TAKE ABOUT A YEAR TO ROLL OUT.
I NEED EVERYONE TO RECOGNIZE THAT IT DOESN'T HAPPEN OVERNIGHT TEACHER.
SO GET THE COURSES AND THEY'RE GONNA HAVE THE SIX OF THE COURSES SET IN THAT COURSE THAT COULD BECOME AN ADJUNCT.
SO THE TEACHER CAN THEN TEACH, TURN AROUND AND TEACH THAT AS AN ADJUNCT TO RIGHT IN THEIR BUILDING.
I THINK ONE, THOSE ARE ELEMENTARY EDUCATION.
AND THEN I SAID ANOTHER INITIATIVE AS WELL.
WE HAVEN'T FINALIZED THAT WITH USC, BUT THAT'S A BIG SELLING POINT THAT A LOT OF SCHOOLS ARE DOING NOW IS BASICALLY AS A RESIDENCY PROGRAM, YOU COME TEACH, YOU, GET MONEY, GET YOUR GRADUATE DEGREE FOR FREE, AND THEN BUMPS YOU OFF THE SALARY, BUMPING UP THE SALARY SCALE.
I WILL BE ABLE TO HELP YOU TO SOME EXTENT ON YOUR OWN, BUT WHAT AM I ALSO, WHAT ARE WE ALSO GETTING OUT OF THAT DEEP OF CONTENT, KNOWLEDGE OF OUR EDUCATORS? IT'S A, WIN-WIN, IT'S A WIN-WIN I AGREE WITH.
SO WHERE ARE YOU GOING TO PRESENT THIS AT THE BOARD PRESENTED AT THE FULL BOARD MEETING? I WILL ALSO BE PRESENTING IT TO THE ASSISTANT PRINCIPAL TRAINING ON FRIDAY MORNING.
AND YOU MENTIONED THAT, UH, THE RECOVERY PLAN, I THINK THE BOARD REALLY INTERESTED IN SEEING THAT CONCRETE PLAN THAT WAS JUST RECENTLY, UM, IS THERE A PLAN DOWN THE LINE SHARE THAT WITH THE BOARD? MY GOAL IS THAT THAT IS A YES, ESPECIALLY OUT OF THE ACADEMIC RECOVERY PLAN THAT WAS TIED TO THE FISCAL PLAN.
THAT WOULD BE SOMETHING THAT I WOULD SUGGEST WITH THE BOARD TO HAVE A PRESENTATION IN SEPARATE AGENDA.
I WOULD ASK IF YOU COMBINE, UM, WHEN THE TIME COMES UP TO THREE.
SO I THINK IT'D BE GOOD TO HAVE AS TO TWO AND LINK TOGETHER, BUT THE ESOTERIC APPLICATION HAS NOT BEEN SUBMITTED YET.
WOULD IT BE TREMENDOUSLY DIFFICULT WHEN YOU MAKE THE PRESENTATION TO INCLUDE A BLURB LIKE THIS CUT AND PASTE ABOUT LIKE, I ALREADY KNOW THE DIFFERENT ONES SO THAT WE DON'T HAVE THOSE QUESTIONS.
SO I THINK, BUT IF YOU EXECUTIVE SESSION BOARD WILL BE THE CONTRACT PART OF IREADY READING PLUS AND SCHOLASTIC.
SO I COULD ADD IN GREEN BOX, BUT I'LL ADD EACH OF THEM IN AS WELL, BECAUSE THIS IS ALSO PUBLIC.
YOU GUYS ARE ALL TEACHERS AND I'M LIKE, WAIT, WHAT? BUT HAD MANY PARENTS ALREADY BEEN EXPOSED TO THOSE PROGRAMS? SO THEY SEE IT FROM THAT SIDE FOR THE CLOSING OF THOSE WHO DON'T HAVE CHILDREN.
AND I COULD, I COULD ADD THAT IF THAT'S OKAY.
SO, UM, FUTURE FUTURE TOPICS AT OUR NEXT, DO YOU WANT TO BRING THIS BACK?
[00:55:02]
UM, UH, BRING UP THE RECOVERY PLAN OR WHAT, I GUESS IT WON'T BE READY YET.I DON'T THINK I SHOULD THROW IT WILL BE COMPLETED.
IT WILL BE CLOSE TO THE, IF OUR NEXT MEETING IS TOWARDS THE END OF JULY, WE WILL BE CLOSE TO THE ANSWER CAN BE
IT MAY NOT HAVE BEEN OBVIOUSLY APPROVED YET, BUT I CAN BRING CLOSURE AND FOOTPRINT OF, UM, WEDNESDAY IN JULY, JULY 28TH.
SO IF WE SCHEDULED OUR MEETING THAT DAY, OUR NEXT MEETING, OUR NEXT MEETING FOR ACADEMICS WOULD BE JULY 14TH.
LIKE DON'T YOU MEET THE SECOND? UM, NO, I'M SORRY.
YEAH, WE NOT, WE MEET BEFORE THE FOURTH.
JULY 28TH IS FOUR, BUT WE COULD MOVE IT TO JULY 21ST BECAUSE ANGELA WON'T BE HERE MAYBE FRIDAY THE 21ST.
SO WE'RE NOT BECAUSE YOU'RE, YOU'RE OFF TO YOUR SO, UM, WHERE DID WE GO? DO WE WANT, JUST DO IT WITHOUT ME AND I CAN CATCH UP? YEAH.
NOW DO THOSE DATES TO WATCH THIS ONE OF THOSE DATES WORK BETTER FOR YOU.
SO ARE WE DOING THE 21ST OR THE 28TH? I'M KIND OF CONFUSED.
DO YOU HAVE AN INSTRUCTIONAL MEETING? WAS THAT THAT'S YOUR REGULAR MEETING.
AND SO, UM, ANGELA WON'T BE JOINING US.
SO WE'LL DO IT AT FOUR 30 ON THE 28TH.
DOES THAT WORK? FOUR 30 ON JULY 20? AND THE TOPICS THAT WE'LL WILL BE, UH, REVOLVING AROUND OUR RECOVERY PLAN, RIGHT.
DAN ASKED HER TO ESS ARE TO WHEREVER SHE HAS.
SO CHOOSE ALREADY BEEN APPROVED.
THAT WILL BE, AND SOME OF THIS INFORMATION PRESENTED TODAY IS FUNDED AT 40 FOR THE PARDOT.
SO IF YOU TAP, UM, AND MAYBE WHEN YOU PRESENT THIS, SHE MADE, SAY YOU ASKED HER TO, UM, THE OTHER THING THAT'S STILL OUT THERE IS THE AR S S THAT NEEDS TO COME BACK.
IT WASN'T READY YET TO COME BACK.
UH, DO WE HAVE A MOTION TO ADJOURN FAVOR? ALL RIGHT.