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AND I'D LIKE TO CALL THIS MEETING OF THE ACADEMIC COMMITTEE TO ORDER PLACE.
UM, THIS MEETING IS A RE UH, REMOTE CONFERENCING MEETING AND IT IS BEING LIVE STREAMED BY COUNTY CHANNEL.
UM, AT THIS TIME I'D ALSO LIKE TO RECOGNIZE, UM, OUR PARTICIPANTS.
WE HAVE, UM, A COUPLE PARTICIPANTS FROM THE READING PLUS TEAM, ROSEMARY WILLIAMS. UM, AND I THOUGHT I SAW SOMEONE ELSE ON HERE, UH, FROM THAT TEAM I'D LIKE TO WELCOME YOU.
UM, ALSO WE HAVE, UM, IN ADDITION THAT COMMITTED, OUTLANDISH HIT MARS ON.
AND IN ADDITION TO COMMITTEE MEMBERS, UM, MELVIN CAMPBELL, ANGELA MIDDLETON, WE HAVE MELISSA MURRAY, KAREN MCKENZIE, UH, INGRID BOATWRIGHT, EARL CAMPBELL, I BELIEVE.
AND, UM, I'M MISSING SOMEBODY, OF COURSE, DR.
IS THERE ANYBODY WHO I'VE MISSED? OKAY.
SO I'D LIKE TO WALK THEM, YOU ALL.
AND AT THIS POINT I'D LIKE TO INVITE EVERYONE TO STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OR RICHARD STAINS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
FIRST ORDER OF BUSINESS IS APPROVAL OF THE AGENDA.
CAN I HAVE A MOTION TO APPROVE THE AGENDA, PLEASE? YEAH.
MISS MILTON AND MR. MEL SAMPLE.
ALL IN FAVOR OF APPROVING THE AGENDA.
PRETTY SIGNIFICANT SAYING AYE.
UH, MS. CUSHION, BARRY, DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM OKAY.
UH, NEXT ORDER OF BUSINESS IS APPROVAL OF THE JULY 28TH, 2021 COMMITTEE MEETING MINUTES.
UM, I MOVE, WE APPROVE THE 20 YARD, THE 28TH OF JULY, 2021 COMMITTEE MEETING MINUTES.
AND ANGELA SECONDS ALL IN FAVOR FOR APPROVING THOSE MINUTES SIGNIFY BY SAYING AYE.
UM, SO OUR ORDER OF BUSINESS TODAY IS A PRESENTATION OF THE READING PLUS PROGRAM.
UM, PRIOR TO TURN IT OVER TO DR.
STRATOSE TO INTRODUCE THE, THE, UH, PEOPLE, I JUST WANTED TO MAKE A BRIEF COMMENT.
I MAY, UM, YOU MAY SEE ME STANDING UP FROM TIME TO TIME CAUSE I'M, I'M DEALING WITH, UH, A LEG ISSUE AND IT FEELS BETTER WHEN I STAND UP AND WHEN I SIT, SO IF YOU SEE ME HOP UP, THAT'S WHAT I'M DOING.
ROSEMARY WILLIAMS, MS. HOLLY, I MAY NOT SAY IT RIGHT CURRENTLY, BUT I'M GOING TO GO MY WAY, HOLLY.
AND MS. LISA HIT MORE, WHO ARE FROM READING PLUS, AND ALSO IF NOBODY INSTRUCTIONAL SERVICES DIVISION, WE HAVE MS. MELISSA MURRAY, OUR DIRECTOR FOR LITERACY PRE-K TO 12 EVERY NOW AND THEN SLIPPING YOUR DAY INTO THE YOUNGER, LATE AGES.
AND WE HAVE OUR TEACHING AND LEARNING SECONDARY, UM, DIRECTLY WITH IS KAREN MCKINSEY.
UM, PRIOR TO THE PRESENTATION TO SHARE READING PLUS HAS BEEN A PILOT WITH OUR SCHOOL DISTRICT.
YOU'LL GET SOME INFORMATION COMING FORWARD FROM THE PILOT AND AS WELL AS UPCOMING INITIATIVES AND CURRENT INITIATIVES THAT WE HAVE AT THIS TIME, I'D LIKE TO TURN OVER TO NACA ROSEMARY WILLIAMS, LEAD RB POINT OF CONTACT AS WELL WITH READING.
PLUS, THANK YOU ALL FOR HAVING US, AS ARKESTRA SAID, I'M ROSEMARY WILLIAMS AND I LIVE IN MIDDLE TENNESSEE.
IF I DISAPPEAR, WE HAVE HORRIBLE STORMS, SO MY INTERNET WILL SAY STAY OKAY.
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YOU ALL TODAY, WHAT WE'VE DONE IN THE PAST WITH READING PLUS AND B SCHOOLS AND WHAT OUR PLAN IS FOR THE FUTURE.SO WE CURRENTLY HAVE YOUR, ALL YOUR MIDDLE SCHOOLS AND ALL YOUR HIGH SCHOOLS CURRENTLY HAVE ACCESS TO READING.
PLUS WE ARE DOING A YEAR LONG COMPLIMENTARY PILOT FOR FOURTH AND FIFTH GRADERS.
WE'RE ALSO DOING A STUDY WITH JOHN HOPKINS UNIVERSITY, AND I DON'T KNOW THAT WE'VE EVEN TOUCHED ON THAT, DR.
STRATOSE, UM, AND WE'RE HERE TO HELP.
SO IF I LOST THE PRESENTATION, DID, UH, DO YOU WANT TO, OH, OKAY.
SO MINE DOWNS, CAUSE I WASN'T SURE IF YOU ALL WANTED TO SHARE, SO I, I LET YOU SHAPE THAT.
I APPRECIATE YOU TAKING TIME IN YOUR AFTERNOON TO, TO HEAR ABOUT READING AND OUR PARTNERSHIP AND I WILL TURN IT OVER TO LISA HIT MORE.
UM, I HAVE BEEN WITH BUFORD COUNTY SCHOOLS FOR THE LAST YEAR, YEAR AND A HALF, AND WE'VE WORKED TOGETHER.
I'VE WORKED CLOSELY WITH MELISSA AND KAREN AND DR.
STRATOSE AND WE HAD A GREAT YEAR LAST YEAR, EVEN THOUGH WE WERE STRUGGLING WITH COVID ISSUES.
UM, SO I WANTED TO DISCUSS A LITTLE BIT ABOUT WHAT WE SAW LAST YEAR.
SOME OF THE DATA, UM, WE WERE AT THESE THREE MIDDLE SCHOOLS AND BUFORD MIDDLE SCHOOL HAD AN AVERAGE OF 45 LESSONS FOR THE YEAR.
THEY GAINED 35 MORE WORDS PER MINUTE, WHICH MEANS THEIR FLUENCY INCREASED.
THEY BECAME MORE FLUENT READERS, WHICH HELPS STUDENTS THEN UNDERSTAND WHAT THEY'RE READING.
UM, THEIR LEVEL GAINS WERE 1.6 GRADE LEVELS.
THEY HAD 402 STUDENTS ACTIVE HILTON HAD MIDDLE SCHOOL, HAD AN AVERAGE OF 42 LESSONS FOR THE ENTIRE SCHOOL.
UM, THEY GAINED 35 WORDS PER MINUTE.
THEY GAINED ALMOST ONE GRADE READING LEVEL FOR THE SCHOOL.
AND THEN FINALLY WE HAD BLUFFTON MIDDLE SCHOOL THAT, UH, HAD AN AVERAGE OF 31 LESSONS.
THEY GAINED 32 WORDS PER MINUTE AND ALSO GAINED ONE READING LEVEL.
UM, THEY HAD 91 STUDENTS THAT WERE ENGAGED OUR TOP CLASSES LAST YEAR IN EACH SCHOOL.
AND KEEPING IN MIND, AGAIN, THIS WAS AN UNUSUAL YEAR WITH UNUSUALLY EVENTS, UM, AND, AND KIND OF A REVOLVING DOOR AS FAR AS, UM, WHAT WE WERE ABLE TO DO.
BUT, UM, THIS IS WARDS ADVANCED MATH CLASS, WHICH SOUNDS LIKE THAT.
I'M SURE THAT'S NOT ACTUALLY THAT'S BECAUSE OF, OF OUR SINGLE SIGN ON SYSTEM, BUT IT WAS A CLASS IN BUFORD MIDDLE SCHOOL.
THEY AVERAGED 110 READING LESSONS.
THEY AVERAGED A GAIN OF WORDS PER MINUTE, 120 WORDS PER MINUTE.
AND EVEN MORE, THEIR AVERAGE READING LEVEL GAINS FOR THE CLASS AVERAGE WAS 4.7 GRADE LEVELS, WHICH IS PHENOMENAL.
AND THAT'S WHAT THAT PRACTICE WILL DO.
AND THAT PRACTICE OF FLUENCY AND PRACTICE OF COMPREHENSION, CORPORATES CLASS AT HILTON HEAD MIDDLE SCHOOL WAS THE TOP CLASS THERE.
AVERAGE GUIDED READING RATE GAIN WAS 136 WORDS PER MINUTE.
AVERAGE READING LEVEL GAINS FOR THAT CLASS WAS 4.5 AND THEN ANGLER AT BLUFFTON MIDDLE WAS HAD 74 READING LESSONS, 61 FORDS PER MINUTE FOR THEIR GUIDED RATE GAIN AND A GAIN OF 1.4 GRADE LEVELS.
CAN I ASK THE QUESTION? HOW WOULD YOU LIKE TO HANDLE QUESTIONS? UM, IT, IT DOESN'T MATTER.
HOW DO YOU GUYS WANT TO HANDLE IT? ROSEMARY AND TOMMY, YOU HAVE THEM, WE'LL BE HAPPY TO ANSWER.
I JUST NEED SOME CLARIFICATION.
SO WHEN I'M SEEING AVERAGE READING LESSONS, 110, IS THAT PER STUDENT IN THE GROUP OR IS THAT NO, THAT'S THE CLASS AVERAGE.
SO THAT ENTIRE CLASS AVERAGED 110 LESSONS FOR THE YEAR.
EACH LESSON IS ABOUT 15 MINUTES LONG.
THAT IS PER STUDENT THEN REALLY? RIGHT.
BECAUSE YOU WOULD TAKE ALL THE STUDENTS.
WELL, SOME STUDENTS WOULD BE MORE, SOME WOULD BE LESS, BUT YES THAT'S.
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SO ARE THAT, UH, LESSONS INDIVIDUALIZED BY STUDENT READING ABILITY? GREAT QUESTION.SO WHAT ALL STUDENTS DO WHEN THEY BEGIN READING PLUS IS THEY TAKE, UM, WHAT WE CALL THE INSIGHT ASSESSMENT AND IT LOOKS AT THE STUDENT'S MOTIVATION AND HOW MUCH THEY LIKE TO READ HOW MUCH THEY HAVE BELIEFS THAT THEY CAN IMPROVE AS A READER.
UM, AND THEN WE LOOK AT THEIR VOCABULARY LEVEL AND THEN WE ALSO LOOK AT THEIR COMPREHENSION LEVEL.
EACH INDIVIDUAL STUDENT IS PUT ON THEIR OWN PATH BASED ON THOSE SCORES.
AND SO THEN THAT THEY ARE ASSIGNED WHATEVER RATE AND LEVEL THAT IS APPROPRIATE TO THEM.
LISA, FOR A POINT OF CLARIFICATION, THE INSIGHT ASSESSMENT DOES AN INTEREST SURVEY, AS WELL AS THE INDIVIDUAL READING ASSESSMENT PER STUDENT.
THEN IT'S DESIGNED PRESCRIPTIVE.
WE'VE HEARD OF CHIL FOR THIS, FOR THE LEARNER.
UH, MR. CAMPBELL, I SEE YOUR HAND.
DID YOU HAVE A QUESTION? YEAH, I HAVE A COUPLE OF QUESTIONS, BUT UH, FIRST OF ALL, AVERAGE GUY DID WEIGHT GAIN.
EXPLAIN THAT TO ME, FIRST OF ALL, BUT REMEMBER, SO A FLUENT READER, UM, WE'VE DONE A LOT OF DATA COLLECTION AND WITH ALL THIS DATA COLLECTION, WE WE'VE THE PEOPLE WHO INVENTED THE PROGRAM ACTUALLY EMBEDDED SOMETHING THAT RECORDS EYE MOVEMENT WHEN SOMEONE'S READING.
SO WE'VE TAKEN ALL OF THESE HOURS OF I RECORDINGS.
AND SO WE KNOW THAT BASED ON THE GRADE LEVEL, UM, BASED ON, ON, UM, THE PROFICIENCY OF THE STUDENT, THEY SHOULD BE READING AT A CERTAIN RATE AT, AT CERTAIN GRADE LEVELS.
THIS IS PROMOTED OR I'M SORRY, I DIDN'T HEAR YOU.
WHAT READING PLUS HAS IS, IS CALLED A GUIDED WINDOW.
AND SO WE GUIDE THEIR EYES TO BECOME MORE FLUENT IN THE WAY THEY MOVE ACROSS THE TEXT FROM THE TOP TO THE BOTTOM LEFT TO RIGHT.
OUR GOAL IS TO INCREASE THEM TO BE AT LEAST SPEAKING RATE.
SO THAT'S OUR GOAL, WHICH IS ABOUT 150.
UM, AND THEN WE ALSO WORK ON GRADE LEVEL GOALS AS WELL, FOR FOUR WORDS PER MINUTE, WHICH IS DIFFERENT BECAUSE WE'RE TALKING ABOUT SILENT READING FLUENCY, WHICH IS DIFFERENT THAN ORAL READING FLUENCY, WHICH WILL LOOK DIFFERENT AS FAR AS THE NUMBERS THAT WE'RE LOOKING AT.
I WANT TO MAKE SURE I'M UNDERSTANDING THOSE NUMBERS WE'RE LOOKING AT.
ARE YOU SAYING AGAIN THAT, OR THIS IS WHERE THEY, ARE THEY 20 MORE WORDS PER MINUTE ON YES.
ON AVERAGE, AS THEY'RE READING THROUGH THESE PASSAGES, THEY ARE ON 120 WORDS PER MINUTE, FASTER THAN WHEN THEY STARTED.
AND THE OTHER THING I WANT TO KNOW IS HOW COME THOSE TWO CLASSES, THE ACCELERATED CLASSES OR WHAT THE AVERAGE READING LEVEL GAIN WAS ALMOST FIVE YEARS OF READING.
AND I'M ANTICIPATING THAT THEY'RE ALREADY READING AND THEY HAVE WEED NOW GRADE LEVEL, IF THEY WERE ADVANCED MATH.
AND NOW THEY'RE READING FIVE YEARS AHEAD OF THAT LEVEL.
IS THAT WHAT THAT'S SAYING? OR NO, THAT IS SAYING THAT THEY'RE FROM WHERE THEY STARTED AT THE BEGINNING OF THE YEAR.
AND REMEMBER EACH CHILD WAS DIFFERENT WHEREVER THEY STARTED, THEIR 4.7 INSTRUCTIONAL GRADE LEVELS HIGHER.
I CAN'T SPEAK TO WHO WAS IN THE CLASS.
STRATOSE OR MELISSA COULD THAT'S RELEVANT TO ME BECAUSE IT'S NOT REFLECTIVE IF, IF I CAN SEE THE OTHER CHILDREN'S AVERAGE, BECAUSE THE SLIDE BEFORE THIS, CAN YOU SHOW ME THE SLIDE BEFORE THIS? SOMEBODY, THERE YOU GO.
YOU PUT MIDDLE SCHOOL NOW, REMEMBER THAT'S THE ENTIRE SCHOOL.
THAT'S WHAT I'M TALKING ABOUT.
I WAS ONE POINT IN SIXTH GRADE LEVEL, WHICH MEANS THAT IF THAT ONE CLASS WAS FULL 0.5 OR WHATEVER IT WAS, WHAT BROUGHT IN SEVEN, THEN THAT MEANS THAT THE KIDS AT THE, THE LOWEST SPECTRUM OF THAT GROUP DIDN'T REALLY GAIN THAT MUCH.
AND I DON'T SEE ANY EVIDENCE OF WHERE THEIR GRADE GAIN WAS.
SO WHETHER THEIR LOSS WAS OUT OF THAT AVERAGE,
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COME DOWN TO SUCH A LOW AVERAGE AND THE SAME THING WITH THE MIDDLE SCHOOL.I DON'T KNOW HOW MANY CHILDREN WERE INVOLVED, BUT ONLY 69 AT THE MIDDLE SCHOOL.
SO WE TOOK THE CLASS OUT THAT AVERAGE 4.5 GAME.
WHAT DID THE OTHER CHILDREN AVERAGE IF THEY BROUGHT THAT AVERAGE DOWN TO BOY NINE, THAT'S RELEVANT TO ME, ALL OF THAT DATA THAT WE CAN PROVIDE.
BUT FOR TODAY, SAY WE, WE ARE FOCUSING ON THE ONES THAT MADE THE MOST GAINS BECAUSE I WAS ONE WHO WOULD MAKE IT.
I WANT TO FOCUS IN ON ONE WHO NEEDS TO ME THE MOST GAIN, RIGHT? AND THE DISTRICT HAS THAT DATA AS WELL.
AND I WANT TO JUST A CLARIFYING STATEMENT.
I HOPE THAT THIS HELPS MR. CAMPBELL IS THAT, UM, INSIDE OF THE SCHOOLS, HOW READING PLUS WAS USED WAS AS AN INTERVENTION.
AND SO WHAT WE HAD TO DO, ALTHOUGH THE STUDENTS WERE TIED TO THAT GROUP, WE HAD TO CREATE INTERVENTION GROUPS.
SO THERE, SO THERE'S AN IMPLICATION THERE OF X AMOUNT OF STUDENTS THAT ARE IN THAT CLASS ARE NOW PART OF THIS STRATEGIC INTERVENTION GROUP THAT USED READING CLASS.
SO THIS IS, THIS DATA IS PULLED FROM POWER SCHOOL, BUT ON THE BACK END, BECAUSE WE USED IT FOR INTERVENTION ARE WE HAD TO DO AT THE SCHOOL LEVEL, CREATE GROUPS WHERE WE WERE ABLE TO PULL FROM DIFFERENT CLASSROOMS TO BE PART OF THE INTERVENTION GROUP.
DOES THAT HELP MAKE SENSE? SO THAT MIGHT NOT HAVE BEEN THAT WHOLE MR. WARD CLASS, RIGHT.
IT MAY HAVE BEEN THE HOME ROOM.
SOME REPRESENTATIVE STUDENTS WERE PART OF THIS INTERVENTION GROUP AND THAT'S THE GROWTH THAT THEY HAD.
UH, I JUST A MAN THEN MAN, THAT LINK.
SO WAS ADVANCED MATH SIXTH GRADE.
THAT MY GUESS IS IT MIGHT'VE BEEN THE HOMEROOM.
UM, AND THAT'S WHAT THEY WERE TIED TO, BUT I DON'T KNOW THAT FOR SURE.
WHAT WE CAN BE ABLE TO DO IS BACK OUT WHO THE STUDENTS ARE IN ORDER TO HAVE A BETTER UNDERSTANDING OF WHERE THE STUDENTS ARE AND WHO THEY WERE.
BECAUSE I THINK THERE'S A MISNOMER BY LOOKING AT COLUMN A, OKAY, I CALL HER ME, IT MUST KNOW MY END.
AND I SEE THAT READING CAN, IF YOU'RE TALKING ABOUT HOW MANY CHILDREN IS THERE IN THAT GROUP, I DON'T CARE WHETHER IT'S MR. WARD'S ADVANCE OR SOME OTHER SELECT GROUP, HOW MANY STUDENTS ARE IN THAT SELECT GROUP THAT SHIFTS THAT, THAT, THAT AVERAGE, THAT'S WHAT I REALLY WANT TO KNOW.
IF THAT'S 20 OF THE 90 KIDS, THEN THAT'S SIGNIFICANT TO ME, IF IT'S FIVE 90 KIDS THAT LASTS, THAT'S SIGNIFICANT ALSO, BUT IT'S A MUCH BETTER READING IF IT'S A SMALLER SET DOMINANCE SET, BECAUSE THAT MEANS THE POWER TO SET, BRINGING THAT AVERAGE DOWN TO WHAT, WHAT YOU SAID IS THE TOTAL AVERAGE OF THE SCHOOL WAS, WHICH IS NOTHING NOW 4.7.
SO THAT'S WHEN YOU GET MORE THAN ONE.
AND THIS IS, UM, WE DO BENCHMARK COMPARISONS.
AND SO WE HAVE, UM, THREE DIFFERENT TIMES A YEAR, TWO OR THREE DIFFERENT TIMES A YEAR WHERE WE COMPARE, COMPARE WHERE THEY WERE AT THE BEGINNING, WHERE THEY ARE AT THE MIDDLE AND WHERE THEY ARE AT THE END.
UM, AGAIN, BECAUSE OF COVID, SOME OF THESE NUMBERS ARE NOT AS, UH, WE DON'T HAVE THEM AS MANY OF THEM AS WE WOULD LIKE, BUT FOR THE STUDENTS, UM, WE CAN SEE BENCHMARK.
I'M JUST GOING TO TALK ABOUT, UM, BUFORD MIDDLE SCHOOL, SINCE IT'S ON THE TOP, I'LL GIVE YOU A FEW MINUTES TO LOOK AT THIS.
BUT STUDENTS THAT WERE BELOW FIVE GRADE LEVELS AT THE BEGINNING OF THE YEAR ON THEIR ORIGINAL BENCHMARK, UM, WERE 26% OF THE STUDENTS IN THE MIDDLE OF THE YEAR.
WE HAD 23% AND ACTUALLY I, THAT WAS BENCHMARK TWO.
AND I ACTUALLY THINKING FROM MEMORY, I DON'T KNOW, IT MAY HAVE BEEN CLOSER TO TOWARDS THE END OF THE YEAR.
I DON'T KNOW, BECAUSE WE HAD SUCH A YEAR LAST YEAR BELOW FOUR GRADE LEVELS.
IF THEY STARTED, IT WAS 17% AND IT WENT DOWN TO 15% BELOW THREE GRADE LEVELS.
WE WENT TO 13% BELOW TWO GRADE LEVELS WERE 11%.
AND WE WENT TO 12 BELOW, ONE GRADE LEVEL.
WE WERE AT 6%, WE WENT TO 11 AND THEN AT, OR ABOVE GRADE LEVEL, WE WERE AT 21%.
I'LL GIVE YOU A FEW MINUTES TO JUST KIND OF PERUSE THAT HE'S A SAM CHILDREN ARE BEST BUY.
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THE BENCHMARK.AND THE PERCENTAGES ARE OUT OF THE GROUP.
SIZE IS 402, CORRECT AT BUFORD MIDDLE CORRECT GROUP SIZE WAS 402.
SO 26% OF 402 IS 104 STUDENTS, UH, AT THE BENCHMARK ONE AND BENCHMARK TWO, YOU GOT MORE THAN A HUNDRED PERCENT OF THE STUDENTS THERE.
NOW COMING TO THE NUMBERS ARE SO HIGH.
HE, I WILL SAY THAT 400 WERE THE ONES THAT WERE ENROLLED AND DOING THE LESSONS.
WE MOST LIKELY ASSESSED MORE THAN THAT.
SO WE COULD THEN GAUGE WHO NEEDED THE, THE INTERVENTION AND WHO DID NOT.
UM, SO IT WAS PROBABLY A LARGER NUMBER THAN THAT 400, IF THAT MAKES SENSE.
SO LISA, GO AHEAD, MR. CAMPBELL PERCENTAGES IN BENCHMARK TWO IS MORE THAN A HUNDRED PERCENT, RIGHT? OH, COME THE DISTRIBUTION.
SO IF YOU BACK AT, IF YOU ADD UP THE 23, 15, 13, 12, AND 11, DON'T INCLUDE THE 29, CORRECT? YEP.
WELL, WHY WOULD YOU INCLUDE TRYING TO ASK THAT'S A REPLICATION OF, AT OR ABOVE IS GIVING YOU AT, OR ABOVE GRADE LEVEL GROWTH, IF I'M CORRECT.
BUT YOUR LEVELING OF STUDENTS IS ONE THROUGH FIVE, AM I? YES, THAT WOULD BE MY THOUGHT AS WELL.
SO YOU'RE AT, OR ABOVE GRADE LEVEL, IS THAT LOOKING AT STUDENTS? I JUST WANT TO UNDERSTAND WHERE THE, OR ABOVE WITH FULL INTO, AND ONLY BECAUSE IT'S THE FIRST I'M SEEING THIS SLIDE FROM WHAT WE HAD SAID EARLIER, UM, FOR DISCUSSION.
SO I JUST WANT TO BE CLEAR WITH THAT AS WELL.
SO I'M LOOKING ONE THROUGH FIVE AT WHAT LEVEL IS MY GRADE LEVEL BEING DEFINITIVE AT ADVENT BECAUSE IT DOESN'T.
AND I WOULD HAVE TO LOOK, I WOULD HAVE TO ASK OUR RESEARCH PEOPLE TO GIVE YOU DEFINITIVE REASONS FOR ANSWERS TO THAT, BUT I'M GOING TO SAY IT, IT DOES IF THEY'RE AT OR ABOVE.
I, I, I'M GOING TO HAVE TO GET OUR, HAVE OUR RESEARCH TEAM ANSWER THAT YOU ON THAT ONE, BECAUSE ALL THE OTHERS, ALL THE OTHERS, DON'T ALL THE ELDERS TOTAL CORRECTLY, EXCEPT THAT LINE.
A HUNDRED PERCENT, WHICH IS, YOU KNOW WHAT IT SHOULD BE, RIGHT.
I'D HAVE TO ASK OUR RESEARCH TEAM BECAUSE THEY'RE THE ONES THAT THIS IS ACTUALLY RIGHT OFF OF OUR DASHBOARD REPORTS.
SO I AM NOT GOING TO GUESS I WILL HAVE TO GET THAT ANSWER FOR YOU.
IS IT POSSIBLE TO GET THAT, LISA? THANK YOU.
YEAH, THAT'S WHAT I WAS GOING TO BACK IT OUT.
BUT EVEN IF THAT IT'S AT 74%, YEAH.
I, MAN, ALL OF THEM COULD HAVE BEEN ROUNDED UP.
EVERYTHING COULD BE ROUNDED UP THERE 3% WITH AROUND IT.
UM, JUST TO TALK A LITTLE BIT ABOUT OUR PARTNERSHIP FOR THIS YEAR.
UM, AS FAR AS THE MIDDLE SCHOOL, UM, STUDENTS, THE STUDENTS WHO WERE, UM, GOING TO BE USING THIS YEAR, WE ALREADY HAVE HAD SOME PLANNING SESSIONS.
I'VE HAD THEM WITH EACH OF THE SCHOOLS AND WE'VE DECIDED, YOU KNOW, WHAT OUR GOALS ARE AS FAR AS HOW MANY LESSONS, WHAT FOCUSES THEY WANT ON GROWTH.
WE HAD A TRAINING SESSION, WE'VE HAD THREE TRAINING SESSIONS.
WE HAD ONE FOR NEW TEACHERS, NEW TO READING.
PLUS WE'VE HAD ONE THAT OUR RETURNING TEACHERS, WE DID SOME BRAINSTORMING AND SOME, SOME TRAINING.
AND THEN WE ALSO HAD AN ADMINISTRATOR TRAINING WHERE WE DISCUSSED NOT ONLY THE PROGRAM, BUT THEN ALSO SOME, UM, MOTIVATION IDEAS AND DIFFERENT THINGS THAT WE'LL BE DOING FOR THE YEAR.
WE WILL ALSO HAVE A VIRTUAL LAUNCH REVIEW MEETING.
SO AFTER THE SCHOOLS HAVE STARTED, THEY'VE STARTED TO GET SOME DATA WE'RE GOING TO COME BACK.
WE'RE GOING TO TALK ABOUT HOW THE LAUNCH WENT IS IF THERE'S ANY
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DATA THEY HAVE QUESTIONS ABOUT IF THEY HAVE ANY QUESTIONS OVERALL.AND THEN WE'RE GOING TO KIND OF LOOK AT, YOU KNOW, HOW THEY'RE USING AND GO OVER SOME BEST PRACTICES.
WE HAVE ANOTHER TRAINING ON THE DATA FOR THE SCHOOLS ON, ON OR AROUND JANUARY 4TH.
AND THEN I CONTINUOUSLY PROACTIVELY GIVE DATA TO THE TEACHERS WHEN I SEE THINGS THAT I WANT THEM TO BE AWARE OF.
AND THEN I ALSO GIVE IT TO ADMINISTRATORS, BOTH AT THE SCHOOLS AND THE DISTRICT LEVEL.
UM, I TALK WITH MELISSA QUITE OFTEN AND WE SAY, HEY, YOU KNOW, WE NEED TO LOOK AT THIS, THIS CLASS, THIS SCHOOL THEY'RE DOING REALLY GREAT.
OR, YOU KNOW, WE JUST CONTINUOUSLY KEEP IN COMMUNICATION.
WE HAVE SOME DATA COACHING SESSIONS THAT, UM, ARE COMING UP IN THE SPRING AGAIN, WHERE WE'RE TALKING ABOUT THE DATA, HOW DO WE IMPROVE IT? WHAT DOES IT LOOK LIKE? PARTICULARLY THINKING ABOUT NEXT YEAR? AND THEN AT THE END WE HAVE, AGAIN, SITE-BASED SCHOOL-BASED PROFICIENCY GROWTH DISCUSSIONS ON, YOU KNOW, HOW THE YEAR WENT AND NEXT STEPS AND WHAT WE CAN DO TO PREPARE FOR THE NEXT YEAR.
SO LISA, IF I COULD JUST GIVE TWO POINTS RIGHT NOW, I SPENT A SIGNIFICANT TIME OVER AT BUFORD MIDDLE TODAY.
AND UM, MS. SANDS, TRACY SANDS, HER BOARD.
SUPER KUDOS TO THE WORK THAT HAS BEEN HAPPENED THERE AND WITH THE SITES AND SHE, YES, SHE, I TOOK PHOTOS OF HER WITH THE AWARDS.
UM, I HAVE TO SHARE THAT YOU COULD SEE THAT WITHIN THE SCHOOL SITE.
THE SECOND THING I JUST WANT TO SHARE WITH THE YOUNG BOARD MEMBERSHIP IS THAT LISA ALSO SITS IN OUR COACHES MEETINGS ON A REGULAR BASIS, UM, WITH MELISSA MURRAY.
AND I THINK THAT'S IMPORTANT AS WELL.
SO SHE'S ABLE TO HEAR THE GROWTH AND THE WORK THAT'S HAPPENING WITH OUR COACHES.
SO THAT ALSO TRY TO KEEP THE SAME TYPE OF NOMENCLATURE, RIGHT.
UH, AMONGST OUR INSTRUCTIONAL PRACTICES AND IT KEEPS HER UP TO BRUSH AND WHERE WE'RE GOING, WHAT OUR COACHING TEAM.
AND I'M JUST GOING TO BYPASS THESE BECAUSE THIS IS EXACTLY WHAT I JUST TOLD YOU FROM THAT CHART.
UM, AND WE ARE GOING TO MOVE ON TO NOW TALKING ABOUT OUR ELEMENTARY SCHOOL PILOT AND THE PARTNER FOR THAT IS HOLLY.
SO I'M GOING TO LET HER DISCUSS THAT.
UM, I'M HOLLY AND I'M GOING TO BE MANAGING YOUR READING PLUS ELEMENTARY PILOT AND THIS PILOT, UH, LISA, IF YOU COULD, UM, SEND ME FORWARD ONE.
SO THIS PILOT IS GOING TO INCLUDE COMPLIMENTARY LICENSE LICENSES FOR YOUR FOURTH AND FIFTH GRADES, UH, DISTRICT STUDENTS FOR EXTENDED INTERVENTION SERVICES WITH YOUR INTERVENTIONISTS, THAT EVERY SCHOOL DURING, DURING THE SCHOOL DAY, AND THEN ALSO FOR YOUR AFTERSCHOOL PROGRAMS FOR THIS WHOLE ENTIRE SCHOOL YEAR, WE'RE GONNA ADVANCE AGAIN, PLEASE.
THESE RIGHT HERE ARE THE SCHOOLS THAT HAVE ALREADY, UM, SIGNED UP AS PART OF OUR PARTNERSHIP.
THEY'VE SIGNED UP WHEN WE PUBLISHED OUR PRESENTATION.
UM, BUT MORE SCHOOLS HAVE ALREADY JOINED ON.
SO WE'RE PROVIDING, I WANT YOU TO KNOW THAT WE'RE PROVIDING LICENSES FOR ALL THE ELEMENTARY SCHOOLS IN THE DISTRICT.
SO IF MORE SCHOOLS WANT TO JOIN THE PILOT, IT'S NOT A PROBLEM AT ALL.
WE CAN GET THEM UP AND RUNNING RIGHT AWAY.
SO THIS LIST IS, IS FROM OUR TIME OF, UM, YOU KNOW, WHEN WE PUBLISHED THIS PRESENTATION.
SO WE HAVE, WE HAVEN'T BEEN ABLE TO, UM, MAKE ANY MORE CHANGES TO IT.
AND SO NOW THE PILOT GOALS THROUGH OUR INITIAL MEETINGS WITH YOUR DISTRICT LEADERS, WE ESTABLISHED GOALS ALREADY FOR THIS PILOT THROUGH THE UTILIZATION OF READING PLUS WITH, UH, WITH FIDELITY, OUR GOALS FOR YOUR STUDENTS ARE TO INCREASE THEIR READING, PROFICIENCY, THEIR COMPREHENSION, THEIR VOCABULARY, AND INCREASE THEIR FLUENCY.
SO YOU SAW THAT IT WAS INCREASING IN YOUR MIDDLE SCHOOL AND WE ARE WANTING TO DO THAT KIND OF THING WITH YOUR ELEMENTARY SCHOOL AS WELL.
AND SO NOW, AS WE LOOK AT, THIS IS OUR PARTNERSHIP WITH YOU THROUGH OUR PARTNERSHIP, YOU'RE GOING TO RECEIVE OUR SERVICES FOR IMPLEMENTATION, PLANNING, CUSTOMIZED TRAINING FOR EDUCATORS AND ADMINISTRATORS, ONE-TO-ONE DATA, COACHING SESSIONS, PROACTIVE DATA MONITORING, UH, DEDICATED SUPPORT.
I'M GOING TO BE THERE FOR NOT ONLY YOUR
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SITE ADMINISTRATORS, BUT YOUR INTERVENTIONISTS, YOUR AFTERSCHOOL TEACHERS AND YOUR DISTRICT LEADERS.UM, AND WE WILL SPONSOR READING PLUS IS GOING TO SPONSOR MOTIVATION CONTESTS FOR YOUR STUDENTS SO THAT THEY STAY MOTIVATED AND EXCITED AND MAKE THE GAINS THAT WE ALL WANT THEM TO MAKE.
AND WE'LL HAVE A DATA REVIEW MEETINGS.
NOW, THE NEXT SLIDE IS GOING TO PROVIDE YOU WITH A VISUAL REPRESENTATION OF THE SERVICES THAT I'M GOING TO DELIVER.
NOW, IT KIND OF LOOKS A LOT LIKE WHAT LISA WAS SHOWING YOU AS YOU'RE GOING THROUGH, BECAUSE WE WORK TOGETHER.
WE WANT TO PROVIDE YOU WITH THAT GREAT SERVICE, UM, SO THAT YOUR STUDENTS WILL BE ABLE TO MAKE THE GAINS.
SO WE'RE GOING TO START STRONG.
WE'RE GOING TO BUILD THAT MOMENTUM AND WE'RE GOING TO CELEBRATE THEIR SUCCESS, NOT ONLY AT THE END, BUT ALL THE WAY THROUGH, UH, TO KEEP THEM MOTIVATED AND EXCITED.
SO THIS PART RIGHT HERE, THE LIVE VIRTUAL PLANNING KICK-OFF MEETING, WE'VE ALREADY HAD, WE MET WITH YOUR DISTRICT LEADERS TO DISCUSS YOUR NEEDS, YOUR GOALS, AND YOUR, THE SCOPE OF THE PILOT.
AND THEN WE SET SOME TRAINING DATES FOR YOU ALREADY.
THE LIVE VIRTUAL INITIAL TRAINING IS FOR YOUR INTERVENTIONISTS AND YOUR AFTER-SCHOOL TEACHERS.
AND THAT'S GOING TO BE HELD SEPTEMBER 14TH THROUGH THE 16TH.
SO WE HAVE DIFFERENT SESSIONS SO THAT THEY'RE NOT THESE LARGE SESSIONS.
WE HAVE FOUR DIFFERENT ONES PLANS SO THAT WE CAN MAKE SURE THAT THEY'RE INTERACTIVE LESSONS.
SO YOUR TEACHERS REALLY WILL UNDERSTAND HOW TO UTILIZE THIS, THIS, UH, RESOURCE FOLLOWING THAT, UM, MUCH LIKE, UH, WHAT LISA WAS TELLING YOU.
WE'RE GOING TO HAVE A LAUNCH REVIEW TRAINING FOR THE ELEMENTARY ADMINISTRATORS.
THAT'S GONNA TAKE PLACE AFTER THAT ADAPTIVE ASSESSMENT, WHICH IS THAT OUR INSIGHT THAT WE TALKED ABOUT EARLIER, UH, THIS TRAINING IS GOING TO PROVIDE THOSE ADMINISTRATORS WITH COMPLETE PROFILES OF THEIR STUDENTS' READING ABILITIES BASED ON THAT ADAPTIVE ASSESSMENT.
SO THEY'RE GOING TO BE ABLE TO SEE WHERE THEIR STUDENTS ARE WHEN THEY START THE PROGRAM.
AND WE'RE ALSO, I'M ALSO GOING TO TALK TO THEM ABOUT HOW TO TRACK THE PROGRESS USING THE DATA THAT THEY'RE GOING TO HAVE.
THE NEXT PART IS WE'RE GOING TO HAVE THAT LIVE VIRTUAL, JUST LIKE LISA WAS HAVING WITH THE MIDDLE SCHOOL AND THE HIGH SCHOOL.
WE'RE GOING TO HAVE THE LIVE VIRTUAL ENGAGED WITH DATA TRAINING.
AND THAT'S GOING TO BE CONDUCTED TO SHARE HOW TO USE THAT RICH DATA BECAUSE READING PLUS HAS SO MUCH DATA IN THE MANAGEMENT DASHBOARD TO INFORM INSTRUCTION.
SO WE WANT TO MAKE SURE THAT TEACHERS KNOW HOW TO USE THAT.
UM, I'M GOING TO BE MONITORING YOUR STUDENTS' DATA AND PROVIDING ON MY END AND PROVIDING YOU FEEDBACK TO BOTH YOUR BUILDING AND YOUR DISTRICT LEADERS, UH, WITH PERSONALIZED FOLLOWUP MEETINGS.
THE WHOLE GOAL IS THAT THEY'RE GOING TO MAKE THE PROGRESS THAT WE WANT THEM TO MAKE.
WE HAVE, WE HAVE ESTABLISHED GOALS THAT WE WANT, AND WE WANT TO CONTINUE THROUGH MONITORING TO MAKE SURE THAT THIS CONTINUES ON.
AND THEN, UM, WE WILL HAVE A MID PILOT REVIEW MEETING.
AND AT THAT MEETING, WE'RE GOING TO HAVE SOME MORE FORMALIZED, UM, REPORTING SO THAT YOU CAN SEE WHERE THEY ARE, WHERE THEY STARTED AND WHERE THEY ARE MID-YEAR AND THEN MAKE RECOMMENDATIONS BASED ON THEIR PROGRESS AT, AT ALL OF THE SITES TO MAKE SURE THAT EVERY SITE IS, IS YOU'RE UTILIZING IT TO THE FULLEST.
AND THEN, UM, WE'RE GONNA HAVE, I'LL STILL CONTINUE TO DO THE DATA COACHING, UM, SESSIONS, JUST LIKE LISA IS DOING AT THE MIDDLE SCHOOL WITH HER TEACHERS AND HIGH SCHOOL.
AND I'M GOING TO BE DOING THAT AT THE ELEMENTARY LEVEL.
SO THEY'LL GET THE SAME KIND OF SERVICE, EVEN THOUGH IT'S A PILOT, THEY'RE GOING TO GET THAT SAME SERVICE, SO THEY'LL KNOW HOW TO USE IT.
AND THEN, UM, THE FINAL PILOT REVIEW MEETING IS WHERE WE'RE GOING TO GIVE YOU A FORMALIZED, UM, FINAL REPORT WITH ALL THE DATA OF YOUR STUDENT'S GROWTH FOR THE ENTIRE YEAR AND, UM, AND SHOW HOW THEY'VE, THEY'VE SUCCEEDED THROUGH.
NOW, BEFORE I GO TO MY NEXT SLIDE, DO I HAVE A QUESTION? I HAVE ONE.
SO, UM, IT'S ALSO APPLIES TO THE, TO THE MIDDLE SCHOOL.
UM, ARE THESE, SO THE TEACHERS THAT ARE GOING TO BE WORKING WITH THIS, ARE THEY ALL WORKING WITH STUDENTS THAT HAVE BEEN IDENTIFIED FOR INTERVENTIONS? ARE THESE SPECIFIC INTERVENTION GROUPS THAT WILL BE USING THIS PROGRAM? CORRECT.
UM, SO AT THE ELEMENTARY SCHOOL, THAT IS SPECIFICALLY WHAT WE ARE WORKING INTO BECAUSE AS YOU KNOW, WE HAVE AT WHOLE GROUP TIER ONE SOLIDIFIED.
UM, AND SO WE DO NOT WANT TO ADD A LAYER TO THE CLASSROOM TEACHER, BUT WE DO KNOW THAT THERE ARE SOME OF OUR FOURTH AND FIFTH GRADERS THAT FLUENCY IS VERY MUCH THE NEED, UM, AND A STRONG FOCUS AT THE MIDDLE SCHOOL.
IT HAS BEEN USED FOR INTERVENTION.
UM, THERE'S A LOT OF RESEARCH TO SHOW.
IT SHOWS EFFICIENCY OF EYES AND FLUENCY CAN FALTER.
EVEN IF A CHILD IS A PROFICIENT
[00:35:01]
READER, THEY, YOU KNOW, THEY MIGHT READ WELL, BUT THEY'RE NOT AS RAPID AS THEY NEED OR SHOULD BE.AND SO IN THOSE CASES, YOU KNOW, WE CAN PUSH THIS IN AS AN INTERVENTION FOR THEM.
UM, BUT THE INTENT OF THIS IS TO START AS AN INTERVENTION TOOL, BUT IT HAS VERY HIGH INTEREST READING.
SO I KNOW THAT IN SOME OF THE MIDDLE SCHOOLS, YOU KNOW, SOME KIDS JUST CHOSE TO READ SOME OF THE TEXTS.
UM, ONE MORE QUESTION, IS THIS, UM, SOMETHING THAT THE KIDS CAN ALSO DO AT HOME OR IS IT DOESN'T HAVE TO BE DONE AT SCHOOL THOUGH? THIS CAN, THIS CAN BE DONE AT HOME.
THE REPORTS ARE REALLY ROBUST.
SO IT TELLS YOU HOW LONG IT TOOK THEM TO READ, HOW DID THEY RESPOND TO EACH OF THE QUESTIONS, THE QUESTIONS ALIGNED.
SO EVEN IF THE TEACHER REVIEWS THE DATA AFTER, UM, AND BEING AT HOME, THERE IS VERY EASY TO TELL NEXT STEPS, UM, FROM IT BEING HOME.
AND, AND THERE IS THIS BUILT IN IDEA OF LIKE WHERE THE TEACHERS REVIEW THAT DATA AND CONFERENCE WITH THE STUDENTS TO SEE ABOUT THEIR PROGRESS.
BUT YEAH, THAT ABSOLUTELY CAN BE USED AT HOME TOO.
I WANT THAT MY FINAL QUESTION WAS HOW MANY, ANY 15 MINUTE SESSIONS PER WEEK ARE WE AIMING TOWARDS? YEAH, SO THE, IF THE AVERAGE, IF, IF WE CAN GET CHILDREN TO HAVE 80 LESSONS AT PROFICIENCY, SO WHICH MEANS THAT THEIR, THE QUIZ THAT THEY TAKE AT THE END, THEY ARE SCORING AT 80%, UM, THAT THE INDEPENDENT RATE P RESEARCH FROM READING PLUS, UM, SAYS THAT THAT EQUATES TO TWO GRADE LEVELS TO TWO YEAH.
INCREASES IN GRADE LEVEL, RIGHT.
AND IF WE COULD GET, YOU KNOW, AN HOUR AND A HALF PER WEEK, THEY, THEY SHOULD GAIN TWO AND A HALF, UH, READING LEVELS OF GROWTH.
SO MELISSA AND I DON'T MEAN DISRESPECT TO OUR READING PLUS TEAM.
WE'RE PROVIDING ANOTHER READING MATERIAL ON THE TIERED FOR WHAT PERIOD, ONE, TWO, AND THREE, HOW WILL WE BLENDING THE READING PLUS WITH THE INTERVENTIONISTS? WHAT IS OUR PREFERENCE FOR USING THE READING INTERVENTION VERSUS ANOTHER PRODUCT LINE? SO I'M IN ELEMENT, LET'S THINK IN ELEMENTARY, BECAUSE AS YOU KNOW THAT THERE ARE SOME OPTIONS, BUT THE ELEMENTARY READER IS VERY COMPLEX.
SO THE CHILDREN THAT ARE NEEDING SOME STRATEGIC SUPPORT AND INTERVENTIONS AND READING WHAT WE'RE PUTTING IN PLACE, WE'VE HAD LEVEL LITERACY INTERVENTION, AS YOU ALL KNOW, BUT WHAT WE'RE FINDING IS THERE'S SOME STUDENTS THAT NEED SOMETHING MORE STRATEGIC AND PRECISE BASED ON THE NEEDS.
SO SIPS, WHICH IS THE SYSTEMATIC INSTRUCTION AND PHONICS, PHONEMIC AWARENESS AND SIGHT WORDS.
I THINK YOU ALL HAVE HEARD ME MENTIONED THAT THAT'S FOR THE STUDENTS THAT IT'S REALLY ABOUT ACCURACY.
THEY DON'T HAVE THAT LETTER SOUND CORRESPONDENCE YET THEY NEED THAT ADDITIONAL SUPPORT WITH FOUNDATIONAL SKILLS.
AND SO WE HAVE THAT, THEN WE HAVE, WE STILL HAVE LLI, WHICH IS A STRONG RESOURCE, BUT WE ARE GETTING MUCH MORE PRECISE ABOUT WHO GETS WHAT BASED ON THE NEEDS AND NOW FOLD INTO, PLUS WE'RE REALLY GEARING TOWARDS FOURTH AND FIFTH GRADE.
UM, BECAUSE YOU KNOW, THERE'S THE EARLY LEARNERS K THROUGH THREE, UM, AND AT THIS POINT, FLUENCY LEADS TO INCREASE COMPREHENSION.
SO SOME OF OUR FOURTH AND FIFTH GRADERS, WHAT WE KNOW IT'S ABOUT PRACTICE, THEY NEED THAT EXTRA SUPPORT WITH EFFICIENT READING.
UM, AND THEN THAT LEADS TO AN INCREASE IN COMPREHENSION.
SO WHAT WE'RE BREAKING DOWN IS THOSE RUNNING RECORDS.
WHAT IS THEIR, WHAT IS THEIR STRATEGICS FIRST STEP? RIGHT? SO IF IT'S FOUNDATIONS OF READING, WE HAVE SIPS.
IF IT'S ABOUT THIS HOLISTIC GROWING UP THE READER, WE HAVE LLI.
IF WE REALLY NEED TO NEED TO REFINE FLUENCY AND COMPREHENSION FOR OUR FOURTH AND FIFTH GRADERS, NOW WE HAVE READING PLUS FOR THE INTERVENTION AND THEN WE CAN ALSO UTILIZE IT FOR AFTER SCHOOL.
ONE IS THAT, IT'S KIND OF WHAT, UH, KATHY HAD ASKED ALREADY.
IF THESE, WE WE'VE TALKED A LOT IN THE SRN ARPA FUNDING ABOUT EXTENDING THE SCHOOL DAY OR AFTER SCHOOL ACTIVITIES, UM, TUTORING, HOW WOULD THIS WORK IN TERMS OF THE VARIOUS, LIKE COMMUNITY-BASED AFTERSCHOOL PROGRAMS EITHER AT CHURCHES, BOYS, AND GIRLS CLUB NOC, CAN THESE KIDS USE THESE PROGRAMS AT THOSE PLACES? AND CAN THE STAFF THERE HELP IF NECESSARY, CAN THEY, DO THEY HAVE ANY WAY OF, OF, UH, OF, UH, OVERSEEING SOME OF THIS?
[00:40:01]
SO MELISSA I'LL BRING FORWARD.SO MRS. BOAT, RIGHT? THAT IS ACTUALLY ONE OF OUR GROWTHS TO HAVE THE STAFF AT OUR COMMUNITY BASED AREAS FOR THE BOYS AND GIRLS CLUB YMCA, INCLUDING NOC TO SET UP A PD FOR THEIR STAFF, BECAUSE THAT'S ACTUALLY THE NEXT LAYER THAT WE'RE TRYING TO WORK AT, AS WELL AS BEING ABLE TO WORK THEN TO RECOGNIZE YOU FOR YOUR TIME OF SERVICE.
SO WE HAVE BEEN ABLE TO CLEAR THAT THROUGH OUR CFO, FOR OUTSIDE AGENCY TO GET PAYMENT FOR THEIR PD TIME FOR LEARNING HOW TO USE READING PLUS, SO THAT JUST GOT A YES, LIKE WEDNESDAY, THURSDAY OF LAST WEEK, WHICH IS A GOOD THING, RIGHT.
SO I KNOW, YES, MA'AM, IT'S HUGE, BUT WE HAVEN'T.
THEN I JUST HAD CONVERSATION WITH DR.
I ADD THAT AS WELL AS OUR DIVISION ON THURSDAY AND HOW WE COULD LOOK AT THREE WEST HER FUNDS.
WE ALSO LOOKED AT, UM, HAVING SOMEONE WHO WILL BE OUR POINT OF CONTACT FOR COMMUNITY GROWTH AND OUR AFTERSCHOOL PROGRAM AND VOLUNTEERS, AND THIS WOULD BE PART OF THEIR RESPONSIBILITY, BUT WE WANT TO GET THE TRAINING EVEN BEFORE THAT PERSON GETS ONBOARDED.
AND I THINK, YOU KNOW, HOPEFULLY I KNOW THAT LIKE THERE'S GROUPS THAT HAVE ALREADY BEEN IDENTIFIED, BUT I WAS TALKING TO, UM, SOME PEOPLE, UH, ABOUT, YOU KNOW, THERE ARE SOME PROGRAMS THAT MAYBE THEY'RE NOT FORMALIZED YET.
IF THERE'S A PROCESS, LIKE SAY A CHURCH GROUP WHERE THEY KNOW THE KIDS GO AFTER CHURCH AND THAT THEY'RE WORKING WITH THESE PROGRAMS, IF THERE'S, YOU KNOW, DOWN THE LINE AS AN AREA OF GROWTH, IF THERE'S A CERTIFICATION PROCESS, BECAUSE GENERALLY SPEAKING, THESE PEOPLE ARE LIKE, LOOK, WE'RE HERE AND WE WANT TO HELP THESE KIDS.
AND THEY'RE, YOU KNOW, THE KIDS ARE BEHIND, SO WHAT CAN WE DO? UM, SO I THINK THAT'S AMAZING.
AND THEN MY SECOND QUESTION IS HOW DOES THIS PROGRAM WORK WITH ENGLISH LANGUAGE LEARNERS, ALYSSA? SO THIS PROGRAM CAN BE USED UTILIZED FOR ANYONE THAT'S READING AT A FIRST GRADE LEVEL OR ABOVE.
UM, SO IT'S NOT FOR ALL ENGLISH LANGUAGE LEARNERS, BUT SOME IT, SO, UM, THE LITERACY BACKGROUND, WHEN, WHEN A CHILD IS LEARNING TO READ, AND YOU PROBABLY REMEMBER THIS, OR YOU SAW THIS WITH YOUR OWN KIDS, THERE IS THAT PART.
THERE'S THAT TIME WHERE AS A READING TEACHER, YOU ACTUALLY GIVE THEM A WINDOW.
SO IT'S USUALLY ON A CARD, YOU PLACE IT IN THE BOOK AND IT HELPS GUIDE THEIR EYES.
THEN THAT SLOWLY MOVES INTO MAYBE THE BOOKMARK GOES UPSIDE DOWN OR YOU ALL AS READERS, PROBABLY THERE'S TIMES WHERE YOUR EYES GET TIRED.
SO YOU PUT YOUR FINGER OR A PAGE INSIDE OF THE BOOK TO HELP YOU KEEP TRACK OF WHERE YOU'RE GOING.
UM, AND SO THAT'S THE SCIENCE BEHIND THIS.
SO YOU CAN SEE EVEN WITH THE ENGLISH LANGUAGE LEARNERS, WHAT THIS WILL HELP DO IS TRAIN THEIR EYES TO FOLLOW THE WORDS IN THE APPROPRIATE WAY AND UP THERE, AND IT WILL INCREASE THEIR RATE AUTOMATICALLY.
SO IT'S INTUITIVE TO WHEN A STUDENT IS READING SOMETHING FASTER AND ANSWERING THE QUESTIONS CORRECTLY MORE QUICKLY, THEN THAT WINDOW TO TRAIN THEIR EYES GETS BIGGER AND FASTER.
AND SO IT JUST KIND OF BUILDS UP FOR THEM UNTIL THEY ARE AT THAT PROFICIENT READING RATE TO MATCH THEIR SPEAKING.
UM, SO YES, IT CAN ABSOLUTELY BE UTILIZED FOR OUR ENGLISH LANGUAGE LEARNERS.
UM, BUT, BUT AGAIN, WE WANT TO USE IT FOR THE RIGHT GROUP OF KIDS TO, TO MAKE SURE THAT WE'RE MATCHING IT CORRECTLY.
AND IF YOU DON'T MIND JUST AS A FOLLOWUP FOR THAT, UM, MADAM CHAIR, UH, SO WHEN YOU SAY LIKE, IF YOU HAVE AN EIGHTH GRADER, BUT THEY HAVE A FIRST, SECOND OR THIRD GRADE READING LEVEL, SO THEY SPEAK SOME ENGLISH, ARE THEY, HOW DO THEY WORK INDEPENDENTLY? RIGHT.
THAT THE GROUP'S NOT AWARE THAT THEY'RE WORKING AT LIKE A SECOND GRADE LEVEL OR, YOU KNOW, THAT KIND OF THING.
I MEAN, HOW DOES THAT WORK IN TERMS OF AS A MIDDLE SCHOOL PROGRAM? ABSOLUTELY.
SO THIS IS RIGHT ON THEIR CLASS LINK.
THEY CLICK THE BUTTON AND LAUNCHES THEIR PAGE.
ALL OF THE PAGES LOOK VERY SIMILAR.
SO WHEN THEY TAKE THE INSIGHT, THEY'RE ASKED A LOT OF QUESTIONS ABOUT WHAT INTERESTS THEM.
AND SO THEN IT GENERATES THAT FOR THEM.
SO, YOU KNOW, I LIKE EQUATE IT TO A NETFLIX, YOU KNOW, SO BASED ON YOUR INTEREST, IT SAYS, OH, WE RECOMMEND YOU READ THIS ONE NEXT.
UM, AND THEN, YOU KNOW, THE BENEFIT OF THAT TOO, BECAUSE IF THEY HAVE A HIGH INTEREST LEVEL AROUND IT, THEN SOMETIMES THEY ARE GOING TO BE MORE SUCCESSFUL.
THEY CAN READ A HARDER TEXT, YOU KNOW, SO IT HAS THAT BACKGROUND, BUT NO, IT'S PRETTY, IT'S, IT'S VERY INDIVIDUALIZED.
UM, AND WHEN FOLKS ARE ENGAGED IN IT TOO, THAT, UH, THAT TRACKER REALLY KEEPS YOUR EYES IN THE, IN THE TEXT.
I'M REALLY EXCITED ABOUT BOTH THOSE ANSWERS.
AND IT'S STUDENTS THAT THEY WILL HAVE, WHY I'M GETTING SOME FEEDBACK.
I DON'T KNOW IF YOU'RE HEARING THAT AS WELL.
CAN YOU HEAR IT NOW? IS IT OKAY? THAT'S GREAT.
[00:45:01]
WE ALSO HAVE HIGH INTEREST, LOW READABILITY AS WELL FOR THOSE MIDDLE SCHOOL STUDENTS.SO THEY'RE GOING TO BE READING RICH TEXTS, UM, THAT ARE OF HIGH INTEREST TO THEM, BUT AT A READABILITY THAT THEY CAN HANDLE.
SO THAT'S ANOTHER REALLY GOOD PLUS AS WELL THAT I JUST WANTED TO MENTION.
UM, AND SO I JUST AM GOING TO, UH, FINISH UP WITH MY LAST SLIDE TOO, UM, AS OUR PARTNERSHIPS.
SO IF LISA, IF YOU CAN JUST MOVE ME TO THE NEXT SLIDE, HOLLY, BEFORE YOU MOVE FORWARD, THE CONTENT IN READING PLUS GOES THROUGH COLLEGE LEVEL.
SO THEN IF YOU HAVE KIDS THAT ARE GIFTED AND TALENTED, UM, THEY WILL HAVE CONTENT.
AND THE CONTENT IS LIKE, LIKE MELISSA MENTIONED WITH THE NETFLIX, THE STUDENTS WRITE THE PASSAGES WHEN THEY'RE FINISHED.
AND IF WE CAN ENOUGH PASSAGES THAT KIDS ARE JUST LIKE, EH, GOING THROW IT OUT.
AND WE ARE CONSTANTLY UPDATING.
SO IF YOU HAVE A STUDENT THAT ONLY WANTS TO READ ABOUT SPORTS AND THEY'RE IN THE PROGRAM FOR LONGER THAN A YEAR, THEY'LL NEVER HAVE TO READ THE SAME MATERIAL TWICE.
ONE IS THE STUDENTS INVITE VIRTUAL CLASSES.
DO THEY HAVE THE SAME AMOUNT OF TIME TO COMPLETE THE ASSIGNMENT AS THE STUDENTS ARE DOING FACE TO FACE? YES.
UM, SO EACH, EACH LESSON TAKES ABOUT 15 MINUTES, I'M READING PLUS LANGUAGES A COMBO.
SO IT MIGHT BE A VOCABULARY LESSON, AND THEN YOU DO A READING COMPREHENSION LESSON.
AND SO THEN YOU CAN BE UP TO 30 MINUTES.
SO WE, YOU KNOW, THE TEACHER CAN PLAN IT OUT, UM, TO MAKE SURE THAT THERE'S SOME CONTINUITY.
MY SECOND QUESTION IS HAVE THE DISTRICT NOTIFIED HAVING TO NOTIFY SAFETY HAS HAD TO DISCUSS THIS WITH ANYONE IN THE COMMUNITY, LIKE THE CHURCHES AND STUFF LIKE THAT, AS FAR AS NOT, NOT CHURCHES SPECIFICALLY.
UM, BUT WE HAVE WORKED WITH SOME PARTNERS AS SUCH AS THE UNITED WAY.
UM, BUT I CAN SEE WHERE THIS COULD GROW BECAUSE IT IS, IT IS A NICE ONE TO TRANSLATE INTO THE COMMUNITY.
AND SO JUST TO FINISH UP ON THE ELEMENTARY PILOT, WE'RE GOING TO BE PARTNERING WITH YOUR PILOT SITE ADMINISTRATOR AND THE TECH CONTACT THAT YOU HAVE AND YOUR PILOT TEACHERS.
AND WE'RE GOING TO BE LOOKING FOR THEM TO MAKE SURE THAT THEY'RE MONITORING THEIR DATA MONTHLY USING THAT SITE, READING A PROGRESS REPORT.
WE'RE GOING TO MAKE SURE THAT THEY'RE ENSURING THAT TEACHERS ARE USING READING PLUS WITH FIDELITY AND CELEBRATING THOSE, THE TEACHER AND STUDENT SUCCESS, BECAUSE THAT'S SO IMPORTANT.
THAT'S A REALLY IMPORTANT PART OF ANY PROGRAM OR ANY, YOU KNOW, FOUR YEAR PROGRAM, A PILOT, WHATEVER, JUST TO MAKE SURE THAT THEY ARE USING IT WITH FIDELITY, YOUR TECH CONTACT IS GOING TO ENSURE THAT THE DEVICES WILL SUPPORT READING PLUS, WHICH I DON'T THINK THERE'S AN ISSUE BECAUSE YOU HAVEN'T AT THE MIDDLE SCHOOL AND THE HIGH SCHOOL.
UM, AND WE'RE ALREADY GETTING OUR INTEGRATION TEAM ON OUR END TO WORK WITH YOUR, WITH YOUR TECH, UH, CONTACT TO ENROLL THOSE STUDENTS, WHICH AGAIN, SHOULDN'T BE A PROBLEM BECAUSE WE ALREADY HAVE DONE IT AT THE MIDDLE SCHOOL AND THE HIGH SCHOOL FOR YOU.
SO WE'RE, WE'RE, WE'RE GOOD WITH THAT.
AND THEN THE PILOT TEACHERS, WE'RE GOING TO BE ASKING THEM TO MONITOR THEIR DATA FREQUENTLY, AND I'M GOING TO BE SHOWING THEM HOW TO DO THAT THROUGH THE TRAINING AND ENSURING THAT THE STUDENTS ARE MAKING PROGRESS AND THEN SHOWING THEM HOW TO PROVIDE SUPPORT IF THEY, IF STUDENTS NEED IT.
UM, BECAUSE YOU KNOW THAT IT IS A PERSONALIZED PROGRAM AND THE TEACHERS, IF THEY, IF THE STUDENTS DO NEED SOME SUPPORT ON THAT, THAT WE CAN MAKE SURE THAT, UH, THEY GET THE SUPPORT THEY NEED, BUT THEY, THEY SHOULD BE ABLE TO USE IT INDEPENDENTLY AS WELL.
AND WE'RE GOING TO CELEBRATE THE STUDENT'S SUCCESS THROUGH THOSE READING PLUS, UM, CONTESTS AND COMPETITIONS, UH, WHICH WE'RE EXCITED ABOUT THAT BECAUSE THAT, THAT ALSO HELPS TO KEEP YOUR STUDENTS MOTIVATED AND EXCITED SO THAT THEY ARE BUILDING THEIR READING GROWTH.
SO I'M EXCITED TO GET STARTED WITH YOUR TEACHERS AT THE ELEMENTARY LEVEL.
ARE THERE ANY OTHER QUESTIONS? YEAH, I JUST HAVE ONE QUESTION.
IS THERE, UH, AN EXPECTANCY IN TERMS OF THE USES OF THIS ACROSS THE BOARD? THAT'S PROBABLY IT FOR DR.
SO MELISSA, UH, YOU KNOW, ARE TEACHERS EXPECTED TO USE THIS PARTICULAR, NOT THE PILOT PROGRAMS, PER SE, AS MUCH AS THE PROGRAM WE HAVE ON BOARD, THE MIDDLE SCHOOL,
[00:50:01]
MIDDLE SCHOOL STUDENTS AND HIGH SCHOOL STUDENTS, IS THAT, IS THERE AN EXPECTANCY OR IS THERE NOT THAT PART OF YOUR TOOLKIT? SO, UH, FOR THE MIDDLE SCHOOL, MR. CAMPBELL, THE EXPECTATION IS THAT IT IS INTEGRATED INTO OUR ELA, UM, INTO ALL OUR MIDDLE SCHOOLS FOR USE, ESPECIALLY IN THE CLASSES THAT WE HAVE, OUR STUDENTS WHO ARE NOT AT READING LEVEL, WE CURRENTLY ONBOARDED ONE HIGH SCHOOL.OUR GOAL IS TO ONBOARD ADDITIONAL HIGH SCHOOLS SINCE WE HAVE THE AVAILABILITY FOR SERVICE FOR THEM WOULD AT THIS TIME IN PLACE, WE'RE WORKING WITH OUR EXECUTIVE DIRECTORS, UM, BETWEEN MS. DICK DIXON AND, UM, MR. KOH, DR.
COX, ACTUALLY, UM, TO SAY, HEY, WHERE IS READING PLUS WITHIN THE SCHOOLS? BECAUSE THE EXPECTATION IS IF WE HAD AN ENGLISH ONE IN AN ENGLISH TWO COURSE, AND WE HAVE STUDENTS WHO ARE NOT AT PROFICIENCY, ARE WE INTEGRATING SUPPORT THAT WILL HELP FLUENCY AND COMPREHENSION, THAT WILL BE INTUITIVE, ADDRESSES, READING LEVEL ADDRESSES, HIGH INTERESTS WITH STUDENTS, AND ALSO LENDS TO THAT LITTLE PIECE OF DISCRETION THAT YOU DON'T KNOW, WHAT LEVEL AM I SO THAT WE ARE WORKING AT TO BUILD THAT AMONGST OUR OTHER HIGH SCHOOLS.
SO I GUESS YOU SAYING THERE IS NO CLEAR CUT NUMBER OF MINUTES THAT SHOULD BE USED.
OH, READING PLUS IN THE SEVENTH, EIGHTH AND NINTH GRADE BY THE ENGLISH LANGUAGE TEACHERS.
YOU KNOW, I APOLOGIZE, SIR, AT A MINIMUM 90 MINUTES A WEEK, HOW DO YOU MONITOR THAT? THAT COMES FROM THE, ACTUALLY THE DATA REPORTING USAGE REPORTS THAT AT LEAST, YEAH, THAT THAT IS A MONITORING TOOL.
AND BY MONTHLY, THAT IS PART OF THE, FROM MY SEAT, IT'S A BIMONTHLY REPORTING ANALYSIS THAT'S PROVIDED TO US AND ALSO SHARED WITH, UM, OUR DIRECTORS, IT DIRECTORS WHO ARE ONLINE WITH THEM.
SO BY MALICIOUS TO SEE HOW MUCH IT'S BEING USED AND WHAT IF IT'S NOT BEING USED, WHETHER YOU DO TO CORRECT IT, DO THEY CONTINUE TO, I MEAN, I'M JUST TRYING TO SAY, HOW DOES THAT PROACTIVE MONITORING GET TO THE SITE, GET TO THE STUDENT? I MEAN, WE ARE MONITORING FROM AFAR AND OUR TEACHERS ARE NOT USING IT.
AND THE EVIDENCE IS IT'S PILING UP, BUT THERE'S NO REDIRECT, YOU KNOW WHAT I MEAN? WHEREAS THE REAL ERECTING
BRADLEY THE EDS AND ISD TOGETHER.
AND THIS IS PART OF THAT COMMUNICATION PROCESS OF, HEY, WHAT ARE WE DOING? WHAT ARE WE SEEING AT SCHOOL SITES ALSO PLANNING, RIGHT PLANNING.
BUT THAT SYSTEM NOW HAS BEEN PUT INTO PLACE AT THE DIFF DISTRICT LEVEL THAT WE HAVE THAT WEEKLY COMMUNICATION.
THAT'S A MONDAY AFTERNOON TOOL.
SO OUR PLAN IS THAT THIS INFORMATION, IF WE'RE NOT MEETING THE MARK, WE'RE NOT SEEING WHAT SCHOOL X AND Y IS, LOOK WHERE THEY'RE AT.
WE COMMUNICATE TO THOSE WHO HAD THE DIRECT LINE WITH THE PRINCIPALS IN ORDER TO BRING THAT INFORMATION FORWARD.
IT, IT, IT, IT WOULD BE USELESS IF WE DIDN'T PUT SOMETHING IN PLACE, SO, OKAY.
I JUST WANT TO MAKE SURE, I MEAN, IT'S, IT'S ACROSS THE BOARD IS FAIR, YOU KNOW? WELL, OKAY.
IS IT, I JUST WANT TO ASK ONE QUESTION WHO WAS ISRAEL BY MAY I OH, ABSOLUTELY BECAUSE MR. EARL CAMPBELL BROUGHT SOMETHING UP AND I MADE A SIDE NOTE HERE, UM, BECAUSE WE HAVEN'T REACHED OUT TO THE CHURCHES BECAUSE OF THE DSS LICENSING THAT ENDED LAST YEAR WITH THE SATELLITE WORK.
I, I, AND MAYBE JUST SO OFFLINE TO ASK, MAYBE TO HAVE A CONVERSATION TO FACILITATE WITH MR. EARL CAMPBELL IN SOME OF OUR LOCAL CHURCHES TO SPEAK, MAYBE REVEREND MORE ABOUT IT, BECAUSE IF WE UPDATE THE PARENTS, IT'S A GREATER PART OF ECHOING.
A GREATER POSSIBILITY OF HAVING RE YOU KNOW, THEY HELP MOM CAREGIVER LEARN.
THEY COULD GO BACK AND MENTION TO THE CHILDREN, RIGHT.
HEY, ARE YOU DOING YOUR READING PLUS SHARING THE CELEBRATION, SOME INFORMATION.
SO, UM, I MAY BE REACHING OUT WITH SOME TYPE OF CONVERSATION.
STRATUS, I THINK YOU JUST BROUGHT UP A GREAT POINT THAT, UM,
[00:55:01]
YOU KNOW, IF WE HAD SOME PARENT PROGRAMMING ON THE USE OF THIS TOOL, THEN THE PARENTS COULD, UH, HAVE, YOU KNOW, SEE THEIR STUDENTS USE IT AT HOME OR ASK THEM ABOUT IT.SO TRY AND, YOU KNOW, MAYBE PROVIDE SOME, SOME PARENT TRAINING.
I KNOW TITLE ONE SCHOOLS USED TO REQUIRE THAT YOU HAVE SOME PARENT TRAININGS.
AND SO PERHAPS THIS COULD BE PART OF A PARENT TRAINING.
AND IN, IN OTHER WORDS, US GOING TO YOU, RIGHT.
SO I APPRECIATE THE QUESTION BECAUSE IT HELPED ME ALIGN SOMETHING.
ANY FURTHER QUESTIONS AT THIS TIME? NO.
WELL, I LOOK FORWARD TO HEARING MORE UPDATES ABOUT THE DATA AS YOU COLLECT IT.
AND I DO KNOW THAT, UM, FROM USING, UH, FROM WATCHING KIDS USE THESE TYPES OF TOOLS BEFORE, WHERE THEY'RE BEING GUIDED IN THEIR READING AND IT'S, UH, AND WITH HIGH INTEREST THAT IT'S USUALLY A PRETTY MOTIVATING IN ITSELF.
SO IF WE CAN, UM, GET THIS KIDS IN THE RIGHT PLACE AND, UH, PROVIDE THEM WITH THAT TEXT, THAT'S, UM, INTERESTING TO THEM.
IT HAS GREAT POTENTIAL, I THINK, TO KEEP THEM ENGAGED AND READING KATHY WILLIAMS PANS UP.
WILLIAM? UH, NO, I WAS DEFINITELY GOING TO SAY THAT I DEFINITELY AGREE WITH, UH, WHAT, WHAT MS. CAMPBELL SAID ALONG WITH MRS. UH, ALONG WITH THAT DESCRIBES, AND I WOULD DEFINITELY LIKE SOME INFORMATION ON THAT AS WELL WHEN SHE GIVE MY INFORMATION TO, UH, MR. CAMPBELL, I WOULD DEFINITELY EXPLAIN PERMISSION ON THAT WHEREVER YOU'RE FROM MY ERA CHURCHES AS WELL.
SO I DON'T SEE ANY OTHER HANDS.
ROBIN, DO YOU SEE ANY HANDS? UM, NO.
WILLIAM, YOUR HAND IS STILL UP.
DO YOU HAVE ANOTHER QUESTION? THANK YOU.
SO THEN AT THIS TIME, UM, I THINK THAT CONCLUDES THE PRESENTATION ON READING PLUS AND THE, UM, I THANK YOU VERY MUCH DR.
STRADDLES FOR BRINGING THIS TEAM FORWARD.
UM, WE LOOK FORWARD TO GETTING THE ONE QUESTION ANSWERED ABOUT THE DATA THAT WE HAD ON THE ONE SLIDE AND, UM, UH, LOOK FORWARD TO HAVING SOME, UM, PROGRESS MONITORING DATA AS WE MOVE FORWARD.
SO THAT CAN INCLUDE AT THIS TIME, THIS PORTION OF OUR MEETING.
SO THE NEXT THING ON OUR AGENDA IS JUST TO, UM, ACADEMIC COMMITTEE MEETING, UH, TO SET THE NEXT DATE.
STRATUS, I THINK THAT IN SEPTEMBER, WE WILL HAVE SOME OES THAT WILL BE COMING FORWARD.
UM, I DON'T DON'T HAVE THAT RIGHT IN FRONT OF ME.
BUT, UM, SO, BUT I, I DID THINK THERE WERE A COUPLE OF EASE, UM, IN THE, UH, INSTRUCTIONAL REALM THAT WERE, UH, BASED ON WHAT WE JUST APPROVED
MA'AM 12 POINT 13, 12.9, 12.3 COMES OUT OF, UM, THE INSTRUCTIONAL PROGRAM, L E 12.
AND I'M JUST CHECKING TO SEE IF ANYTHING ELSE, BECAUSE WE WILL BE PICKING UP OH, 14 AND 15 UNTIL ANYTHING ELSE TO ADD.
SO IT WOULD BE A TOTAL OF FIVE.
SO YES, FIVE OTS IN THE MONTH OF SEPTEMBER.
UH, DO YOU THINK THAT THOSE ARE DOABLE? UM, SINCE I, OH, MY, MY BOOK WITH THE OASIS DOWNSTAIRS, ARE THOSE DOABLE FOR ONE MEETING OR DO YOU THINK WE WILL HAVE TO HAVE TWO? I KNOW IF I REMEMBER CORRECTLY, LIKE ONE OF THEM IS TO CERTIFY THAT WE FOLLOW A VIABLE CURRICULUM, UM, THE SOUTH CAROLINA CURRICULUM.
I DON'T THINK THAT INVOLVES A LOT.
UM, HI, I AM BRINGING THE DETAILS
[01:00:01]
UP RIGHT NOW.MA'AM AND THE EMBARGO DATA IS RELEASED AFTER MIDNIGHT, TONIGHT.
SO THE ALIGN OF THE CURRICULUM, ALIGNMENT OF CURRICULUM, BUT SOUTH CAROLINA STANDARDS PROTECT THE INSTRUCTIONAL TYPE OF VIDA STUDENTS, WHICH IS TECHNICALLY A BELL SCHEDULE.
HE ADEQUATELY MONITORING AND CONTROL STUDENT ACCESS TO YOU WILL TAKE THE UTILIZATION OF ELECTRONIC, UM, DISTRIBUTED INFORMATION.
AND THAT I WAS GOING TO LOOK EASY INFORMATION FROM DESTINY, FOR THE DISTRIBUTION.
AS OF LAST FRIDAY, I WANT TO SAY WE WERE 96% DISTRIBUTION OF, UM, ELECTRONIC DEVICES DISCIPLINE, RIGHT? I'M SORRY.
LEARNING ENVIRONMENT WOULD BE MAINTAIN A CLIMATE THAT IS CHARACTERISTIC BY SUPPORT AND ENCOURAGEMENT FOR HIGH STUDENT ACHIEVEMENT SUPPORT STAFF EFFORTS TO ADDRESS UNRELEASED STUDENT BEHAVIOR, TO WORK IN PARTNERSHIP WITH PARENTS AND DSS, AND TO EXPEDITE THE RETURN OF STUDENTS TO INAPPROPRIATE LEARNING ENVIRONMENTS.
THAT WOULD BE OUR TRANSITIONING AND REENTERING PROCESS UTILIZED THE STUDENTS EITHER TO RIGHT.
CHOICES OR RETURNING BACK AND FROM, UM, EXPULSIONS.
SO FOR THESE OES, WE ALSO, SO WE HAVE TO, UM, UH, DO THE FIRST PART OF IT, RIGHT? WHERE IT, WHERE, UH, THE SUPERINTENDENT DETERMINES HOW HE'S INTERPRETING THIS THAT'S WHAT NEEDS TO HAPPEN AT THESE? YEAH.
SO BASED ON WHAT I HEARD, I FEEL LIKE WE COULD DO THAT IN A TWO HOUR MEETING.
STRATOSE? SO, UM, AND, BUT I WOULD ASK FOR JUST FOR RESPECT OF TIME, SINCE WE FINALIZED THIS JUST THE OTHER DAY, UM, FOR THE LATTER PART OF SEPTEMBER.
WELL, WE USUALLY MEET THE LAST SEPTEMBER, SO I WAS LOOKING AT SEPTEMBER 22ND.
WHAT, UM, WE NEED OUT A WEDNESDAY, RIGHT? YES.
STRATA? SO WE WILL MAKE IT WORK MA'AM OKAY.
WHAT ABOUT THE 29TH? THAT'S UP TO YOU ALL, THERE'S NOTHING SCHEDULED.
ARE THEY SCHEDULED TO GO TO THE BOARD IN SEPTEMBER? N NO.
THE FULL O E TO THE BOARD FULL BOARD PRESENTATION.
UM, LET ME JUST PULL THAT FORM BACK UP, SIR.
ON ONE 12 FULL BOARD PRESENTATION, I BELIEVE IS JULY 14, FULL BOARD PRESENTATION IS NOVEMBER.
SO IF WE DO IT ON THE 29TH, I THINK WHAT, UM, HAS HAPPENED.
IT SEEMS LIKE THE LAST TIME, YOU KNOW, THAT, OH, EASE THE INDIVIDUAL, OH, EAS ARE, UM, ACCEPTED OR APPROVED BY THE COMMITTEE.
AND THEN THEY'RE PLACED ON CONSENSUS AGENDA, AGENDA.
AND THEN IF ANYONE WANTS TO PULL THEM OFF TO LOOK AT THEM FOR THE FULL BOARD, THEY'RE ABLE TO PULL THEM OFF.
THAT'S WHAT WE DID THIS LAST TIME.
BUT THERE WERE, BUT I'M ASSUMING GOING FORWARD SINCE WE APPROVED, THOUGH, THE SUPERINTENDENTS SCHEDULE THAT COMMITTEES WOULD BE SOMEWHAT COORDINATED WITH THE SUPERINTENDENT SCHEDULE THAT MAKE ANY SENSE.
I MEAN, I'M JUST SAYING THE CONSENT AGENDA SHOULD BE OKAY.
OH, EASE AS PRESCRIBED BY THE SUPERINTENDENT, NOT THE ONES THAT, THAT ARE BROUGHT IN.
IF THEY'RE NOT IN ACCORDINGLY SINCE THEN, WE'LL BE LIKE SAMPLE, YOU SAID JULY, WE'LL BE LOOKING AT AN OLD E THAT'S REALLY NOT GOING TO BE BROUGHT TO THE BOARD UNTIL JULY.
THAT'S WHEN WE SHOULD PROBABLY BE LOOKING AT IT FROM A COMMITTEE STANDPOINT THAT JULY, WELL, I, I THINK, UM, IF YOU LOOK AT WHAT WE JUST APPROVED, LIKE, OH, E 12.130 E 12.9 AND O E 12.3, ALL ON THAT CALENDAR THAT WE JUST APPROVED WERE TO COME TO COMMITTEE IN SEPTEMBER.
SO THAT'S, THAT'S WHAT WE'RE TRYING TO DO THEN ONCE THEY COME TO COMMITTEE, WE'LL PUT THEM ON THE BOARD UNDER CONSENT AGENDA IS MY INTERPRETATION OF THE PROCESS.
[01:05:01]
SUGGEST THAT WE LOOK AT THEM NOW IN SEPTEMBER.JULY THEY'D COME FROM, UH, DR.
STRATUS, MY UNDERSTANDING THAT WAS FULL BOARD TIS GIVE YOU EVIDENCE ON A SHEET OF, WE HAVE PROVIDED FOR, OH, LET'S SAY O E 12.0, UM, INSTRUCTIONAL PROGRAM, THE EVIDENCE FOR 12.1 THROUGH 12 POINT 17 WOULD BE A SUMMARY SHEET DATA PRESENTATION OF, UM, TO ACADEMIC COMMITTEE.
AND THAT INFORMATION WOULD BE BROUGHT FORWARD TO THE FULL BOARD AS A SUMMARY WITH THE CONFIRMATION OF THE DATES OF PRESENTATION.
AND WHAT WAS THAT EVIDENCE, A SUMMARY OF THAT NOT GOING THROUGH ALL THE EVIDENCE AGAIN, THAT, THAT WAS MY UNDERSTANDING.
I MAY, YEAH, I THINK, I THINK THAT'S SOMETHING THAT WE NEED TO THINK ABOUT A LITTLE BIT, BUT I THINK THAT'S RIGHT.
IT WAS THAT THAT WOULD BE THE IN JULY WOULD BE A SUMMARY OF ALL THE COMPONENTS OF THE, EVERYTHING OF EVERYTHING.
BUT IN THE MEANTIME, WE'RE, YOU KNOW, WE'VE BROKEN IT APART ON THE CALENDAR AND WE WILL BE LOOKING AT THINGS, UH, AS DESIGNATED IN THE PRIVATE CALENDAR.
BUT I THINK THAT, UH, YEAH, I, UM, STOKE CLOUDY ON THAT PROCESS BECAUSE I WAS UNDER THE TEMPERATURES OF THE REASON WE WANTED TO CLEAN IT UP SO THAT IT COULD HAVE, YOU KNOW, SOME KIND OF FLUIDITY AND THE TERMS OF THE COMMITTEES LOOKING AT IT AND THE BOARD.
AND THAT IT'S, IT'S, IT'S BEING DONE IN A COORDINATED FORM AND THE SUPERINTENDENT WAS MONITORING IT THE WAY HE WANTED IT MONITORED THE WAY WE WANTED TO PRESENT IT.
THAT THING LAST YEAR THAT HE'S MONITORING, THIS IS WHEN I WANT TO SHOW IT.
THIS IS, AND WE WANT TO LOOK AT IT BEFORE WE PUT IT ON THAT CONSENT AGENDA, NOT LOOK AT IT THIS MONTH.
AND THEN IT'S ON THE CONSENT AGENDA IN JULY OR VICE VERSA.
WELL, NOW, MR. JUAN, I'M SORRY.
UM, CAN I, CAN I SAY IF, IF YOU HAVE THE THING, WHAT THEY HAVE, LIKE IF YOU'RE LOOKING AT 12.0, BECAUSE YOU HAVE TO MONITOR EVERY SINGLE NUMBER ON THERE, THEY HAVE IT BROKEN UP COMING TO THE ACADEMIC STAR, UM, THAT THAT'S THE WORK THAT YOU'RE DOING.
SO BY THE TIME THAT YOU GET TO JULY, YOU HAVE GONE THROUGH EVERY SINGLE PIECE.
SO WHEN YOU'RE LOOKING AT THE CALENDAR, THEY HAVE 12.1 UNDER THE SHELLS.
UM, YOU HAVE FROM SEPTEMBER, OCTOBER, NOVEMBER, EACH MONTH, THERE IS A PIECE OF THE 12.1 THAT YOU'RE LOOKING AT AND THAT YOU'RE DEALING WITH AT COMMITTEE LEVEL.
AND THEN BY THE TIME YOU HAVE GONE THROUGH THE WHOLE OLD E IT WILL TAKE YOU BY JUNE, JULY, AUGUST, OR WHATEVER, WHEN YOU'RE GOING.
UM CAUSE IT LOOKS LIKE THERE'S 12.
SO YOU'RE DEALING ONE PER MONTH.
IT LOOKS LIKE YOU'RE DEALING LIKE ONE OR TWO PER MONTH.
IT TAKES YOU THE WHOLE YEAR TO GET THROUGH EACH AND EVERY ONE.
SO ARE YOU SAYING, I MAKE, FOR CLARITY, WE'RE DOING 12.1 AND 12.2 12.3.
IT'S NOT GOING TO GO THROUGH THE BOARD AND THE CONSENT AGENDA.
IT ALL WILL BE WITH HELL UNTIL JULY.
THAT'S WHAT I'M TALKING ABOUT.
SO LIKE 12.3, WHICH IS UP ON, UM, TO BE ACCORDING TO THE CALENDAR, WE JUST APPROVED ALIGN CURRICULUM WITH SOUTH CAROLINA STANDARDS.
SO AT NEXT MONTH'S MEETING, I WOULD EXPECT THAT THAT ALIGNED CURRICULUM OR SOUTH CAROLINA STANDARDS WOULD BE BROUGHT FORTH WITH THE SUPERINTENDENTS INTERPRETATION OF HOW HE'S GOING TO MEASURE THAT.
AND THEN, UM, YOU KNOW, HE PRESENTED THAT THAT'S PRESENTED WITH HIS INTERPRETATION AND WITH THE DATA.
AND THEN AS THE COMMITTEE, WE SAY, UM, THAT MAKES SENSE TO US.
AND IF WE AGREE WITH IT, WE WOULD PUT IT ON THE CONSENT AGENDA, THE EXAM, AND THEN OTHER PEOPLE COULD PULL IT OFF.
IF THEY WANTED THE WHOLE BOARD TO DISCUSS IT, PART OF IT.
I JUST WANT TO MAKE SURE IT GETS THERE AND IT'S DONE AND WE DON'T HAVE TO REVISIT THE WHOLE DEAL IN JULY.
I THINK IT'LL JUST BE A CHECKLIST IN JULY, MEL.
[01:10:01]
THERE A COUPLE OF THE HANDS UP JUST FYI.SO ANGER IS HANDS UP AND THEN WILLIAMS HANDS UP.
I WAS JUST LISTENING AND I DON'T KNOW IF THIS, THE WAY I VIEW IT IS LIKE, THESE ARE LIKE QUIZZES AS YOU GO ALONG THE SCHOOL YEAR.
AND THEN IN JULY YOU TAKE A CUMULATIVE EXAM, YOU KNOW, SO WE'RE DOING THESE QUIZZES ALONG THE WAY AND YOU DON'T GO BACK AND REVISIT THEM ALL INDIVIDUALLY, BUT THERE'S SORT OF AN OVERVIEW AT THE END THAT SHOWS DID, YOU KNOW, DID YOU LEARN THE MATERIAL? SO THAT'S KIND OF HOW I'M VIEWING IT AS FAR AS, I DON'T KNOW IF THAT'S AT ALL HELPFUL, BUT, OR IF I'M WRONG, BUT THAT'S KIND OF HOW I SEE IT.
KNOW, I THINK THAT'S, THAT'S PROBABLY IN LINE WITH WHAT WE'RE TALKING ABOUT.
I WAS KIND OF FINDING THAT PROPER BACK THAT WE, THAT WE HAVE DIFFERENT VIEWS ON IT.
SO I WAS HOPING THAT POSSIBLY WE COULD TAKE A FULL BOARD TO GET SOME CLARITY ON IT THAT IS CONCERNED SO THAT WE CAN KNOW BECAUSE YOU CAN'T HEAR HIM.
MR. GAVIS, YOU'RE BREAKING UP.
WHAT I HEARD YOU SAY IS THAT YOU, THIS IS WHAT I COULD HEAR THAT YOU THINK THIS SHOULD BE TAKEN TO THE FULL BOARD TO GET SOME CLARITY ON IT.
BUT I CAN'T, I COULDN'T MAKE OUT ANYTHING ELSE.
I AGREE WITH THAT BECAUSE IT DEFINITELY CONCERNS ME.
I, I THINK WE'VE HAD THIS DISCUSSION AS A FULL BOARD AND WE HAD DECIDED THAT THE THINGS WOULD GO ON CONSENT AGENDA.
THE QUESTION ISN'T REALLY, IT GOES ON THE AGENDA, NOT THE QUESTION IS AND WHAT THE W WHAT COUNTS.
I AIN'T SAID THAT SHE THOUGHT IT WAS, UH, QUIZZES AND THEN A CHECKLIST, BUT THERE'S NO CHECKLIST FOR ALL OF THOSE OR EASE IN JULY, JUST 12.
BUT I UNDERSTAND NOT ALL, YOU KNOW, 17 OF THEM, BECAUSE IF IT'S A CHECKLIST AND WE GET UP TO JULY, THEN ALL 17 OF THEM, SHE'LL JUST BE CHECKLISTS THAT WE COVERED WITH THE MOLD.
THAT WOULD BE MY UNDERSTANDING.
OH, E 12 IN ITS ENTIRETY, WHICH IS ONE THROUGH 17 T.
WELL, WHAT ABOUT 13, 13 IT'S ENTIRETY OR 14 IT'S ENTIRETY THAT COMES IN OCTOBER OH EIGHT.
13 COMES IN OCTOBER IN ITS ENTIRETY.
UM, ALONG WITH O E 15 IN OCTOBER.
SO EACH MONTH THERE, THE DIFFERENT OES ARE SCHEDULED.
THAT'S ACCORDING TO WHAT WE'VE JUST OKAYED FROM SUPERINTENDENT.
I'M LOOKING AT THE PLAN RIGHT NOW.
SO LIKE IN JANUARY YOU HAVE
SO I HAVE A VISION OF WHAT, HOW THAT'S GOING TO LOOK LIKE IN JANUARY THEN, UH, THE SUPERINTENDENT PRESENTS OILY 8, 16, 16 IS ITS ENTIRETY.
AND WE WOULD HAVE LOOKED AT ALL THE SMALLER COMPONENTS OF AVOID 16.
CAUSE THERE'S NOT MUCH THERE ON ALWAYS 16.
SO IN JANUARY YOU HAVE 16.1 AND THEN YOU HAVE QUARTERLY MEETINGS, WHICH IS A 16.2 THAT COMES TO YOU QUARTERLY.
THERE ISN'T, THERE'S, THERE'S ONLY LIKE TWO COMPONENTS AND, OH, HE'S 16.
SO IN JANUARY YOU'LL GET THE ENTIRE, ALWAYS 16.
AND THEN O E EIGHT, WHICH IS FACILITIES.
HOW WILL THE FACILITIES HAVE BEEN PRODUCED? THE FACILITIES IS BROKEN OUT.
UM, WHEN YOU LOOK AT IT, IT SAYS LIKE, UH, FACILITIES IS 8.2.
IT'S LIKE A, B, C, D THAT COMES OUT AS NEEDED.
AND THEN, UM, ON THE BACK OF HIS WORKS ON THE BACK OF THE PLAN, HE HAS EACH OF THEM BROKEN OUT.
SO SOME THINGS COMES AS NEEDED.
AND THEN, UM, WELL, WHEN WE LOOK AT THAT, OH, HE ENTIRELY IN JANUARY, HE HAS O E H COMING IN JANUARY OH EIGHT.
THAT FACILITIES WILL BE UNDER THE OPERATIONS COMMITTEE.
[01:15:01]
YEAH.THAT'S A PART OF WHICH COMES OUT AS, AS NEEDED OR MONTHLY WILLIAM'S HANDS BACK UP MR. SMITH.
I THINK I GOT SOME CLARITY ON IT.
I MEAN, I'M NOT SURE I AGREE WITH THAT PROCESS BECAUSE IT'S JUST AS JUSTICE JUMBLY, AS IT ALWAYS HAS BEEN A TRIBUNAL THAT WE HAVE COORDINATED ASSESSMENT OF WHAT'S GOING ON.
WELL, I THINK, YOU KNOW, WE CAN HAVE A DISCUSSION, YOU KNOW, THE OTHER THING IS MEL, I THINK WE'VE HAD A DISCUSSION LIKE THIS BEFORE.
OH, HE 12 HAS 17 INDIVIDUAL, VERY DIFFERENT COMPONENTS.
AND TO HAVE ONE PRESENTATION THAT COVERED ALL 17 OF THOSE COMPONENTS WOULD BE PRETTY DIFFICULT, WOULD BE VERY LENGTHY.
IT'D BE A WHOLE DAY, BUT HE'S GOT TO LAY DOWN WHEN HE'S GOING TO GET THOSE, THOSE ELEMENTS, RIGHT.
AND THAT'S WHAT WE, THAT'S WHAT WE JUST APPROVED.
YEAH, BECAUSE THE CONSENT AGENDA ITEMS, I DON'T THINK SHOULD BE APPROVED UNLESS WE APPROVE IT IN THE WHOLE LOUIE OR VICE VERSA BECAUSE WHO'S KEEPING HER CHECKLIST WHEN WE DON'T.
UH, YOU KNOW, WE ALWAYS GOT SEVEN OF THEM AND SIX OF THEM ARE NOT RUBBER STAMP FOR SOME REASON OR ANOTHER.
THAT'S THAT'S, THAT'S ANOTHER TOPIC ANOTHER TIME.
I, I, I THINK THE COMMITTEE CHAIRS WOULD BE, UH, RESPONSIBLE FOR KEEPING THAT CHECKLIST AND IF THINGS WEREN'T APPROVED, BUT YEP.
WELL, I, I, I THINK THAT WE SHOULD DEFINITELY BRING THIS UP TO THE BOARD BECAUSE I DO AGREE THAT, I MEAN, I DON'T THINK IT'S JUST ON THE COMMITTEE CHAIRS, UH, BECAUSE AS, UH, AS WE ALL SERVE WITH THE BOARD AS A WHOLE, I THINK WE ALL, WE ALL KIND OF, UH, RESPONSIBLE FOR THIS INFORMATION AND HOW WE, HOW WE PROCESS IT AND PROCESS IT.
AND, YOU KNOW, AT THIS POINT, I THINK THAT WE ALL WITH THIS, MAYBE WITH IT BEING A STEWARD OF INFORMATION, THAT THAT WILL BE OUR RUBBER STAMPING OR APPROVING.
I THINK THAT IT WILL BE, AND I BET YOU, THAT WE CAN DO TO WHERE IT BE CONDUCIVE AND IT CAN HAVE TEETH AND EVERY PIECE OF IT AND THAT WE CAN, EVERYONE CAN PROCESS IT AS WE GO ALONG.
AND JUST, I THINK THE SPREAD IT OUT THEN OUT OF SIGHT, OUT OF MIND, BUT WHAT IS TOGETHER, THEN YOUR PROCESSING UNDERSTANDING EXACTLY WHAT'S GOING ON AND WHAT'S BEEN APPROVED AND WHEN WHAT'S NOT, AND, AND, AND YOU, YOU MOVE IN MORE INSTINCT, BUT, UM, TO, TO ME, IT BRINGS GREAT CONCERN.
AND I REALLY THINK THAT, UM, I MEAN, I'M NOT ON THAT CLINICAL COMMITTEE, BUT I WOULD, I'M HOPING THAT Y'ALL WOULD BRING THIS, UH, DISCUSSION TO THE FULL BOARD BECAUSE EVEN IF WE HAVE, AGAIN, MAYBE IF WE NEED TO, UH, TO REVISIT IT AND I DON'T DOUBT, AND I DON'T THINK IT NEVER HURTS DOWN FOR COMPENSATION TO REVISIT, TO REVISIT OUR INFORMATION.
THANK YOU FOR YOUR OPINION, MR. SMITH.
I, I THINK THAT WITH 17 COMPONENTS OF THE INSTRUCTIONAL, UH, UH, I JUST DON'T THINK THAT'S POSSIBLE AND THINGS IN R O E NEED TO BE MEASURED AT DIFFERENT TIMES AND REPORTED ON AT DIFFERENT TIMES, BECAUSE THERE ARE THINGS ABOUT, UH, DATA AND WE DON'T HAVE DATA ALL AT THE SAME TIME.
SO I APPRECIATE WHAT YOU'RE SAYING.
AND I THINK THAT, YOU KNOW, THAT COULD CERTAINLY BE PUT ON THE AGENDA OF THE, OF A BOARD FOR A FUTURE TOPIC, IF YOU SO DESIRE AND THANK YOU FOR THAT.
BUT ALSO I DO UNDERSTAND THAT THERE ARE CERTAIN TIMES OF THE YEAR THAT DATA IS GIVEN, BUT, BUT GIVEN THE TIMES THAT WHEN THERE AREN'T DATA DATA-DRIVEN INFORMATION OR TOPICS, OR THEN THERE ARE OTHER OES THAT COULD BE KNOCKED OUT AT, AT ONCE OR DO DIFFERENT GRACE PERIODS AT A TIME TO MAKE EVERYTHING COMPREHENSIVE, TO UNDERSTAND WHAT IS GOING ON.
AND I, THEN I, AND I DO UNDERSTAND IT.
AND I DO HAVE, I HAVE THE EDUCATIONAL PROCESS TO, UH, TO UNDERSTAND THAT AT CERTAIN TIMES, IF YOU HAVE OF THE TESTS AND THE JUSTICE EVEN BEGINNING.
SO I, I DO, I DO UNDERSTAND WHAT YOU'RE SAYING.
THERE IS VALIDITY IN IT, BUT THE, THE, THE, THE QUESTION IS NOT JUST THAT THE QUESTION IS HOW, HOW ARE WE MEASURING AND HOW ARE WE KEEPING IT AN HOUR? ARE WE UNDERSTANDING WHAT IS ALL THAT IS BEING GIVEN TO US? BECAUSE YOU CAN BE GIVEN A SLIP, A SLEW OF INFORMATION.
AND, AND REALLY, IT REALLY MEANS, UH,
[01:20:02]
NOT, NOT MUCH BECAUSE THERE'S SO MUCH PIECE BY PIECE.SO THEREFORE YOU DON'T, YOU DON'T HAVE WHAT YOU NEED TO PIECE TOGETHER TO MAKE THE PUZZLE.
WELL, PERHAPS THAT'S AN ISSUE FOR THE POLICY COMMITTEE.
I THINK THAT WE JUST ALL AS A BOARD JUST APPROVED THAT THE CALENDAR, THE WORK PLAN, WHICH SPELLED OUT HOW WE WERE GOING TO HOW, AND WHEN WE WERE GOING TO GET THIS DATA.
SO AT THIS TIME, UM, ARE THERE ANY FUTURE TOPICS FOR THE ACADEMIC COMMITTEE? UM, SO ARE YOU GOING TO MEET ON THE 29TH INSTEAD OF THE 22ND, 29TH THAT I THINK WILL HELP SINCE WE HAVE, AND IT'S FOR THE PURPOSE OF THOSE FIVE EAS 12 AND A MEET AT 4 45, UH, ANGELA, DOES THAT WORK FOR YOU OR FOUR 30? WHAT'S THE EARLIEST.
CAN WE MEET AT FOUR O'CLOCK? UH, FOUR O'CLOCK.
UH, MR. CAMPBELL, MS. MIDDLETON, ANY FUTURE TOPICS IN ADDITION TO THESE? OH, EASE.
UH, I THINK WE'RE READY TO ADJOURN ALL.