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GOOD EVENING, I HEREBY CALL TO ORDER THE AUGUST 6TH 2020 CALLED BOARD STUDY SESSION BY
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VIDEO CONFERENCE OF THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041 AND 551.045 OF THE TEXAS GOVERNMENT CODE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND AS ALLOWED BY THE TEXAS ATTORNEY GENERAL'S ISSUANCE OF TEMPORARY SUSPENSIONS TO CERTAIN OPEN MEETING LAWS DUE TO THE COVID-19 EPIDEMIC AND CLOSURES.I REQUEST THE OFFICIAL ROLL CALL, PLEASE.
GOOD EVENING, EVERYONE. TRUSTEE PLACE ONE NEDRA ROBINSON.
SORRY ABOUT THAT. CAN YOU HEAR US NOW MS. DAVIS. YES, THANK YOU.
TRUSTEE, PLACE FIVE. MR. RYAN RAY HAVE YOU BEEN ABLE TO JOIN YET.
MR. RAY MAY BE A FEW MINUTES LATE MS. HALL.
TRUSTEE PLACE SIX GARY GRASSIA.
TRUSTEE PLACE SEVEN LYNDSAE BENTON.
AND SUPERINTENDENT DR. MICHAEL MCFARLAND.
OK, THANK YOU ALL FOR JOINING OUR MEETING BY VIDEO CONFERENCE THIS EVENING, WHICH IS ALSO OPEN TO THE PUBLIC TO JOIN.
WE HAVE IMPORTANT BUSINESS TO ATTEND TO.
I WOULD ASK THAT YOU BE PATIENT AS WE CONDUCT OUR MEETING IN THIS FORMAT.
PLEASE ENSURE THAT YOUR DEVICES ARE MUTED.
IF YOU EXPERIENCE ANY TECHNICAL DIFFICULTIES, PLEASE SEND A TEXT MESSAGE OR EMAIL TO MR. KIRCHNER. WE DON'T HAVE ANYONE LISTED FOR OPEN FORUM TONIGHT.
AND WITH THAT, WE'LL MOVE TO OUR STUDY SESSION.
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AGENDA ITEM THREE POINT ONE, VIRTUAL LEARNING PREVIEW.A DAY IN THE LIFE OF CISD STUDENTS AND TEACHERS DURING THE COVID-19 PANDEMIC.
DR. MCFARLAND. SO, MADAM PRESIDENT AND BOARD MEMBERS, I JUST WANT TO KIND OF BRING YOUR ATTENTION TO OUR CONVERSATION TONIGHT.
YOU KNOW, FIVE MONTHS AGO, WE WERE FACED WITH WHAT I THOUGHT AT THAT TIME WAS A SMALL SITUATION THAT I BELIEVED WOULD BE OVER WITH IN A FEW DAYS.
I BELIEVE WE HAD CONVERSATIONS OVER THE WEEKEND, BOARD MEMBERS THAT WE TALKED ABOUT WELL, MAYBE BY WEDNESDAY OF SPRING BREAK OR MAYBE BY THURSDAY WE'LL BE BACK IN SCHOOL.
WE THOUGHT DURING THAT TIME THAT IT WAS SOMETHING THAT WAS GOING TO BE OVER WITH WITHIN A FEW DAYS. YOU KNOW, THAT SMALL SITUATION VERY QUICKLY EVOLVED INTO ONE OF THE GREATEST CHALLENGES OF OUR TIME.
AND I'M OF THE BELIEF THAT IT IS IN THE CHALLENGES IN LIFE IT'S THESE CHALLENGES THAT MAKES LIFE INTERESTING.
BUT OVERCOMING THEM, THAT'S WHAT MAKES LIFE MEANINGFUL.
THESE CHALLENGES WE'VE HAD BEFORE US WAS IT WAS A GREAT ONE AND IS A GREAT ONE.
BUT I ALSO BELIEVE THE OPPORTUNITIES THAT THE CHALLENGE BRINGS US THOSE OPPORTUNITIES ARE ALSO GREAT OR EVEN GREATER.
YOU KNOW, IF YOU WERE TO ASK ME FIVE MONTHS AGO, COULD WE REDESIGN OUR EDUCATIONAL SYSTEM? COULD WE PROVIDE MULTIPLE MODES OF EDUCATION? I WOULD HAVE HAD QUESTIONS, QUITE FRANKLY.
COULD WE DO IT IN A FIVE MONTH PERIOD? BUT I CAN ASSURE YOU TODAY THAT WE CAN DO IT.
THAT WE HAVE DONE IT AND THAT WE ARE PREPARED TO DO EVEN MORE.
I BELIEVE THAT THIS TEAM THAT THE TEACHERS, THE PRINCIPALS ASSISTANT PRINCIPALS, CENTRAL OFFICE BOARD MEMBERS AND THE PARENTS AND STUDENTS WHO HAVE GIVEN US FEEDBACK ALL THROUGHOUT THESE LAST FIVE MONTHS, WE'VE TAKEN ALL THAT INFORMATION.
AND I BELIEVE THAT WHAT WE'VE DONE IS WE HAVE EXHIBITED THAT TEAMWORK IS REALLY WHAT MAKES THE DREAM WORK, AND WE'VE REALLY DONE THAT.
AND SO TONIGHT, YOU KNOW WHAT YOU'LL HEAR? YOU'LL HEAR A PRESENTATION, IT WILL TALK ABOUT OUR VIRTUAL LEARNING PLAN.
BUT I WANT YOU TO REALIZE IS THAT THIS PLAN HAS BEEN INFORMED BY HOURS AND HUNDREDS OF MEETINGS AND HOURS OF CONVERSATION AROUND HOW WE CAN DELIVER HIGH QUALITY INSTRUCTION IN A PANDEMIC BECAUSE WE KNOW OUR STUDENTS DESERVE THAT REGARDLESS OF THE CONDITION.
AND SO TONIGHT, WE'RE GOING TO INTRODUCE TO YOU OUR VIRTUAL LEARNING PLAN.
NOW, NEXT WEEK, WE'LL TALK MORE ABOUT OUR FACE TO FACE PLAN.
BUT AS YOU KNOW, WE HAVE MODIFIED OUR CALENDAR AN SEPTEMBER 8TH WILL BE OUR FIRST DAY OF VIRTUAL INSTRUCTION.
AND SO WE WANT TO MAKE SURE THAT WE HAVE ALL THE INFORMATION TO YOU.
YOU HAVE A CHANCE TO KIND OF DIGEST IT, ASK US QUESTIONS.
TONIGHT WE REALLY WANT TO SPEND SOME TIME, ANSWERING QUESTIONS AND ALSO HEARING THE QUESTIONS THAT YOU HAVE SO THAT WE CAN MAKE SURE THAT WE MOVE FORWARD IN AN EXPEDITIOUS MANNER. I DEFINITELY APPRECIATE YOUR SUPPORT BOARD AND I'M LOOKING FORWARD TO THE PRESENTATION. THE TEAM HAS DONE AN OUTSTANDING JOB.
AND SO WE'LL HAVE MR. KEITH HE WILL INTRODUCE TO US OUR VIRTUAL LEARNING PLAN WE WILL ALSO HELP OTHER MEMBERS THAT WILL COME IN AS WE GO.
BUT AGAIN, THANK YOU, MR. KEITH, FOR YOUR WORK.
THANK YOU, THE ENTIRE TEAM FOR YOUR WORK.
MR. KEITH, IT'S UP TO YOU NOW.
GOOD EVENING, MADAM PRESIDENT AND BOARD MEMBERS TO ECHO WHAT DR.
MCFARLAND SAID I'M THE ONE DRIVING THE POWERPOINT RIGHT NOW.
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BUT THIS IS A TEAM EFFORT.SO YOU WILL HEAR FROM DIFFERENT MEMBERS OF THE TEAM AS WE GO.
LET'S GO AHEAD AND WE'LL DIVE IN.
SO OUR GOAL TONIGHT IS TO WALK THROUGH A DAY IN THE LIFE OF A CROWLEY ISD STUDENT IN A VIRTUAL LEARNING SETTING.
AND SO THE WAY THAT WE'LL BE LOOKING AT THIS IS WE WILL DO A DEEP DIVE INTO AN ELEMENTARY STUDENTS DAILY SCHEDULE.
AND WE'LL ALSO TAKE A LOOK AT AN ELEMENTARY TEACHER SCHEDULE.
THEN WE'LL DO ANOTHER DIVE INTO A SECONDARY STUDENT SCHEDULE AND LOOK AT HOW A SECONDARY TEACHER SCHEDULE WORKS WITH THAT.
ALONG THE WAY, WE'LL ALSO TOUCH BASE ON THE VIRTUAL AND DIGITAL PLATFORMS THAT WE'LL BE USING SO YOU CAN FAMILIARIZE YOURSELF WITH THOSE AS WE GO.
SO WE BELIEVE MOVING FORWARD AS PART OF VISION TWENTY TWENTY FIVE, THAT THIS VIRTUAL LEARNING PLAN ADDRESSES ALL THREE OF OUR GOALS, THRIVING STUDENTS, ENGAGED COMMUNITY AND EMPOWERED STAFF.
AS WE GO THROUGH THIS PRESENTATION, ONE THING WE KNOW IS THAT EVERYTHING THAT WE PRESENT IS DEPENDENT UPON STUDENTS HAVING ACCESS.
SO THAT'S WHY WE'RE, AGAIN, PROUD TO REMIND YOU, BOARD AND THE COMMUNITY, THAT THE DISTRICT WILL BE DISTRIBUTING GOOGLE CHROMEBOOK AT ONE DEVICE PER STUDENT.
THAT DISTRIBUTION BEGINS AUGUST 24TH AND RUNS THROUGH SEPTEMBER 8TH.
AND THAT DISTRIBUTION WILL TAKE PLACE AT ALL OF OUR CROWLEY ISD CAMPUSES.
SO LET'S START AS WE DIVE INTO VIRTUAL LEARNING BY JUST DEFINING SOME TERMS. SO AT THE TOP YOU'LL SEE THERE IT SAYS, WHAT DO WE MEAN WHEN WE SAY AND LET'S LOOK AT THREE WORDS. SO YOU'LL SEE THESE THREE WORDS COME UP IN THESE THREE COLORS OVER AND OVER AGAIN AS WE LOOK AT STUDENT SCHEDULES IN OUR VIRTUAL PLAN.
THE SECOND WORD IS INDEPENDENT, AND THEN THE THIRD WORD IS OFFLINE.
SO LET'S START BY DEFINING LIVE.
SO WHEN WE SAY LIVE INSTRUCTION AND VIRTUAL LEARNING, WE'RE TALKING ABOUT THE VIRTUAL VERSION OF FACE TO FACE, WHICH IS HAPPENING VIA ZOOM.
SO THAT INCLUDES REAL TIME TEACHER INTERACTION, LIKE WHAT WE'RE DOING RIGHT NOW.
AND IT'S BASICALLY A VIRTUAL IN-PERSON CLASS.
IT'S AS CLOSE AS YOU CAN GET TO A REAL CLASSROOM CONDUCTED VIRTUALLY.
AND THEN YOU MAY ALSO HAVE HEARD THE WORD SYNCHRONOUS THROWN AROUND.
SYNCHRONOUS LEARNING IS LIVE LEARNING.
IT'S WHERE THE STUDENT AND THE TEACHER ARE PRESENT IN THE SAME MEETING AT THE SAME TIME.
SO THAT SECOND WORD IS INDEPENDENT, AND SO WHEN WE TALK ABOUT INDEPENDENT LEARNING IN VIRTUAL, WE'RE TALKING ABOUT LEARNING THAT IS SELF-PACED.
SO THIS IS WHERE STUDENTS CAN WORK AT THEIR OWN PACE.
IT MAY INCLUDE PRERECORDED VIDEO INSTRUCTION FROM A TEACHER.
IT MAY BE ONLINE, BUT IT MAY ALSO BE OFFLINE.
AND THIS IS ALSO THE TERM THAT WE'VE HEARD ASYNCHRONOUS.
SO WHEN WE TALK ABOUT INDEPENDENT OR ASYNCHRONOUS LEARNING, IT MEANS THE STUDENT IS WORKING AT THEIR OWN PACE AND THE TEACHER DOESN'T HAVE TO BE PRESENT AT THE SAME TIME.
AND THEN, OF COURSE, THE LAST TERM THAT YOU'LL HEAR IS OFFLINE AND OFFLINE MEANS WHAT IT MEANS IN OUR EVERYDAY LIFE, IT JUST MEANS NOT COMPLETED ON A DEVICE.
SO AS WE GO THROUGH THESE STUDENT SCHEDULES, LIVE IS FACE TO FACE VIA ZOOM WITH A TEACHER, INDEPENDENT IS SELF-PACED ON A STUDENT'S OWN TIME AND THEN OFFLINE IS NOT COMPLETED ON A DEVICE. SO IF YOU'LL TAKE A LOOK AT THE BOTTOM OF THE SLIDE, THAT WILL HELP YOU KIND OF STAY ORIENTED TO WHERE WE ARE, WE'RE GOING TO SPEND A LOT OF TIME ON THE ELEMENTARY STUDENTS SCHEDULE.
BECAUSE IF WE GET A CLEAR UNDERSTANDING OF WHAT AN ELEMENTARY STUDENTS VIRTUAL LEARNING EXPERIENCE LOOKS LIKE, THEN EVERY OTHER PART OF THE SCHEDULE MAKES SENSE.
SO LET'S START WITH AN OVERVIEW AND LET'S TALK ABOUT SOME GUIDING PRINCIPLES.
SO FIRST OF ALL, AN ELEMENTARY STUDENTS SCHEDULE IS A MIX OF LIVE AND INDEPENDENT LEARNING.
IF YOU THINK BACK TO THE SPRING, WE ROLLED OUT PRIMARILY INDEPENDENT LEARNING FOR STUDENTS. AND THEN IN THE SUMMER FOR OUR SUMMER PROGRAM, WHICH HAD ALMOST TWO THOUSAND K THROUGH EIGHT STUDENTS, WE SHIFTED TO SOME MORE LIVE INSTRUCTION FOR THESE SMALL GROUPS.
AND SO WITH THE FEEDBACK THAT WE GOT FROM THE SUMMER FROM PARENTS, AS WELL AS REFLECTING ON OUR SPRING EXPERIENCE, WE REALIZED THAT THE FALL NEEDS TO BE A MIX OF BOTH OF THESE METHODS OF DELIVERING INSTRUCTION.
FOR ELEMENTARY STUDENTS, THEY WILL HAVE A CHOICE OF AM OR PM BLOCKS OF LIVE INSTRUCTION, SO WE FEEL THAT IT IS VERY IMPORTANT TO GIVE ELEMENTARY PARENTS FLEXIBILITY ON WHEN THEIR STUDENTS ATTEND LIVE INSTRUCTION VIRTUALLY.
SO WE'LL BE LOOKING AT A SCHEDULE THAT HAS AM LIVE INSTRUCTION AND THEN WE'LL ALSO LOOK AT ONE THAT HAS PM LIVE INSTRUCTION.
ELEMENTARY STUDENT SCHEDULES HAVE REGULAR INTERVENTION OR TUTORIALS AND OFFICE HOURS FOR STUDENTS IN NEED OF ADDITIONAL SUPPORT.
THEY HAVE DAILY SOCIAL EMOTIONAL LEARNING SUPPORT.
EACH SCHEDULE HAS FLEXIBILITY FOR STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION, 504 DYSLEXIA AND GIFTED AND TALENTED SUPPORT, AND THERE ARE ALSO BLOCKS OF OFFLINE TIME FOR
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STUDENTS THROUGHOUT THE DAY.SO THAT'S A BROAD OVERVIEW OF WHAT THE ELEMENTARY STUDENT SCHEDULE WILL LOOK LIKE.
AND SO NOW LET'S GO THROUGH A SPECIFIC STUDENTS' DAY IN VIRTUAL LEARNING.
I AM SORRY TO INTERRUPT, BUT BEFORE WE GET TOO FAR AWAY FROM IT, I JUST WANTED TO SAY HOW MUCH I'M SURE OUR PARENTS AND STUDENTS AND COMMUNITY WILL APPRECIATE THAT CHOICE OF THE LIVE INSTRUCTION IN AM OR PM, I WAS NOT EXPECTING TO SEE THAT.
AND THAT'S THAT'S A WONDERFUL THING.
SO I'M REALLY GLAD THAT'S BEING BUILT IN.
THANK YOU, MA'AM. WE BROUGHT THAT CONCEPT TO A FEW PARENT FOCUS GROUPS AS WELL, AND WE'VE GOT VERY POSITIVE FEEDBACK FROM THE COMMUNITY ON THAT FOR SURE.
OK, SO WE'LL MOVE FORWARD THEN AND TAKE A LOOK AT A STUDENT SCHEDULE HERE.
SO AT FIRST IT CAN LOOK A LITTLE BIT OVERWHELMING TO SEE AN ENTIRE STUDENT'S WEEKLY SCHEDULE LAID OUT IN FRONT OF YOU.
SO WHAT I'D LIKE TO DO IS REALLY SHRINK THIS DOWN TO JUST MONDAY, BECAUSE MONDAY THROUGH THURSDAY, ALL LOOK PRETTY MUCH THE SAME.
AND WE'LL WALK THROUGH A MONDAY SCHEDULE AND WE'LL TALK ABOUT WHAT HAPPENS IN EACH ONE OF THESE INDIVIDUAL BLOCKS.
SO FOR THIS STUDENT, THEIR PARENT HAS CHOSEN A.M.
SO REMEMBER, FROM THE BEGINNING, GREEN IS LIVE, BLUE IS INDEPENDENT AND YELLOW IS OFFLINE. SO YOU CAN SEE THAT THIS STUDENT STARTS THEIR DAY WITH A BLOCK OF LIVE INSTRUCTION. SO STARTING HERE IN THIS READING BLOCK, YOU MAY SEE SOME THINGS LIKE A TEACHER READING WITH AND TO STUDENTS.
A TEACHER TEACHING LIVE, TEACHING READING STRATEGIES, WHICH WE CALL A MINI LESSON.
YOU MAY SEE A TEACHER WORKING WITH STUDENTS IN SMALL GROUPS.
THE TEACHER MAY BE MODELING WRITING AND WORKING WITH STUDENTS ON WRITING, AND THEN THEY ALSO MAY BE PROVIDING FEEDBACK ON STUDENT WRITING DURING THIS TIME.
AND NOW YOU SEE ON THE SCHEDULE, THAT'S A SEVEN FORTY FIVE TO EIGHT FORTY FIVE BLOCK.
AND WE KNOW WITHIN THAT HOUR WE SHOULD REALLY THINK OF IT MORE AS 10 TO 12 MINUTE MINI LESSONS WITH BREAKS BUILT IN THROUGHOUT THAT TIME.
SO AFTER THE STUDENT HAS THEIR LIVE READING LESSON WITH THEIR TEACHER, THEY MOVE TO THEIR LIFE MATH BLOCK.
AND DURING THEIR MATH BLOCK YOU WOULD SEE THE TEACHER WORKING WITH THE STUDENTS TO PRACTICE NUMBER SENSE AN MENTAL MATH, TEACHING STUDENTS HOW TO SOLVE WORD PROBLEMS, USING AT HOME EXAMPLES TO ILLUSTRATE MATH CONCEPTS.
AND YOU WOULD HEAR STUDENTS EXPLAINING THEIR WORK TO THE TEACHER AS WELL AS TO OTHER STUDENTS. WE WILL BE USING ZOOM AS OUR SECURE VIDEO CONFERENCING PLATFORM.
AND ONE THING WE KNOW IS WITH THE CAPABILITY OF ZOOM AND BREAKOUT ROOMS, WE CAN PUT STUDENTS TOGETHER FOR A MINUTE TO 90 SECONDS AT A TIME TO SHARE THEIR THINKING AND THEN BRING THEM BACK TO THE MAIN CLASS, JUST LIKE WE WOULD IN A LIVE CLASSROOM.
YOU SEE A BREAK BUILT INTO THE SCHEDULE THERE AND THEN STUDENTS MOVE INTO THEIR LIVE SCIENCE INSTRUCTION.
SO FOR STUDENTS IN KINDERGARTEN, MONDAY AND WEDNESDAY ARE SCIENCE DAYS, TUESDAY AND THURSDAY, OUR SOCIAL STUDIES DAYS.
SO DURING THE SCIENCE BLOCK, YOU WOULD SEE A TEACHER DEMONSTRATING SCIENCE CONCEPTS, WORKING WITH STUDENTS TO ANALYZE THE RESULTS OF EXPERIMENTS, ASKING STUDENTS TO FIND AT HOME EXAMPLES TO DEMONSTRATE SCIENCE CONCEPTS.
AND YOU'D ALSO SEE STUDENTS RECORDING THEIR OBSERVATIONS IN SCIENCE NOTEBOOKS.
AND SO STUDENTS HAVE STARTED THEIR DAY WITH THEIR TEACHER STARTING AT SEVEN FORTY FIVE AND ALL STUDENTS HAVE BEEN TOGETHER THROUGH 10:15.
AND NOW WE MOVE INTO AN INTERVENTION BLOCK.
NOW, DURING AN INTERVENTION BLOCK, YOU WOULD SEE A TEACHER WORKING WITH SPECIFIC SMALL GROUPS OF STUDENTS WHO NEED ADDITIONAL SUPPORT.
THEY WOULD BE FOCUSING ON LEARNING GAPS THAT ARE CAUSED BY THE SPRING 2020 CLOSURE.
YOU WOULD SEE STUDENTS PRACTICING CONCEPTS THAT ARE ESSENTIAL TO THEIR SUCCESS AT THIS GRADE LEVEL AS WELL AS FUTURE GRADE LEVELS.
AND THIS INTERVENTION BLOCK IS NOT REQUIRED EVERY DAY FOR EVERY STUDENT, SO THE TEACHER WOULD WORK ON A WEEKLY BASIS TO IDENTIFY THE GROUPS.
THEY WOULD BE POLLING FOR INTERVENTION AND THEN THEY WOULD WORK WITH THOSE STUDENTS IN SMALLER GROUPS. YOU SEE ANOTHER BREAK IN THE SCHEDULE THERE AND THEN STUDENTS, WHETHER THEY'VE CHOSEN A.M.
OR P.M. SYNCHRONOUS OR LIVE INSTRUCTION, THEY ALL COME TOGETHER FOR THE SOCIAL EMOTIONAL SUPPORT TIME. WE BELIEVE IT'S VERY IMPORTANT NOT ONLY FOR STUDENTS TO LEARN SOCIAL EMOTIONAL STRATEGIES FROM THEIR TEACHER, BUT ALSO TO CONNECT WITH OTHER STUDENTS IN THEIR CLASSROOM SO THEY CAN CONTINUE TO SOCIALIZE EVEN WHEN THEY'RE VIRTUAL.
SO DURING THIS TIME, WE WILL BE USING THE DISTRICT'S CHARACTER STRONG CURRICULUM, THIS IS FOCUSED ON SOCIAL EMOTIONAL COMPETENCIES AS WELL AS CHARACTER DEVELOPMENT.
AND WHEN WE SAY SOCIAL EMOTIONAL COMPETENCIES OR SEL, WE'RE TALKING ABOUT SELF AWARENESS, SELF-MANAGEMENT, SOCIAL AWARENESS, RELATIONSHIP SKILLS AND DECISION MAKING, WHICH ARE ALL THINGS THAT STUDENTS NEED BOTH IN VIRTUAL AND FACE TO FACE ENVIRONMENTS.
AND THEN ALSO, WHEN WE TALK ABOUT CHARACTER, TALKING ABOUT THINGS LIKE PATIENCE,
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KINDNESS, HONESTY, RESPECT, AND YOU CAN SEE THE REST OF THAT LIST THERE ON THE SCREEN.SO THAT WOULD BE A STUDENT SYNCHRONOUS OR LIVE AM BLOCK, MONDAY THROUGH THURSDAY, READING, MATH, SCIENCE INTERVENTION AND THEN SOCIAL AND EMOTIONAL SUPPORT.
SO WHAT I'D LIKE TO DO IS JUST PAUSE THERE AND SEE IF THERE ARE ANY COMMENTS OR QUESTIONS FROM THE BOARD THAT WE CAN ANSWER.
I HAVE A COMMENT AND A QUESTION, MR. KEITH. FIRST OF ALL, THIS IS ABSOLUTELY WONDERFUL.
THANK YOU SO MUCH TO YOU AND YOUR TEAM FOR DOING THIS.
MY QUESTION IS, WHAT HAPPENS DURING THE INTERVENTION BLOCK FOR STUDENTS THAT ARE NOT RECEIVING INTERVENTION? THAT IS A GREAT QUESTION.
SO THAT INTERVENTION BLOCK CAN REALLY BE THOUGHT OF AS AN INTERVENTION OR ENRICHMENT BLOCK. SO AT THAT POINT, IF A STUDENT IS IN NEED OF THE ADDITIONAL INTERVENTION THEY MAY HAVE AN EXTENSION ACTIVITY OR THEY CAN BEGIN WORK ON THEIR AFTERNOON WORK, WHICH WE'LL SEE IN JUST A MOMENT. AND THEY COULD GET STARTED ON THAT EARLY.
MR. KEITH, JUST A QUICK CLARIFYING QUESTION FROM THE CHAT, JUST TALK ABOUT HOW SOCIAL STUDIES WILL BE SCHEDULED FOR THE ELEMENTARY STUDENTS BASED ON THIS MODEL.
ABSOLUTELY. SO FOR STUDENTS IN GRADES, KINDERGARTEN THROUGH FOURTH GRADE, MONDAY AND WEDNESDAY ARE SCIENCE DAYS.
AND SO YOU'LL SEE A LIVE SCIENCE AND AN INDEPENDENT SCIENCE ON MONDAY AND WEDNESDAY.
AND THEN SOCIAL STUDIES ARE SCHEDULED ON TUESDAY AND THURSDAY.
SO LIVE SOCIAL STUDIES IN THE MORNING AND THEN INDEPENDENT SOCIAL STUDIES IN THE AFTERNOON. THANK YOU.
AND THEN ONE LAST QUESTION FROM THE CHAT BEFORE YOU GO ON THE SCHEDULE SAYS BREAK, BUT MAYBE THERE WASN'T ALWAYS TIME INDICATED FOR THE EXACT LENGTH OF THAT BREAK.
CAN YOU TALK ABOUT HOW THAT LOOKS BETWEEN EACH OF THOSE BLOCKS? ABSOLUTELY. SO ONE OF THE THINGS THAT WE WORK WITH TEACHERS ON IN A FACE TO FACE CLASSROOM IS MAKING SURE THAT STUDENTS HAVE REGULAR OPPORTUNITY FOR BRAIN BREAKS.
AND SO REALLY, YOU SEE THE BREAK IN THE SCHEDULE.
AND REALLY WHAT IS HAPPENING IS THOSE BREAKS ARE HAPPENING THROUGHOUT THOSE HOUR LONG BLOCKS AND ALSO IN BETWEEN CONTENT AREAS.
IT'S HARD TO IDENTIFY EXACTLY WHAT TIME THEY WOULD HAPPEN.
BUT JUST LIKE WE WOULD GIVE A TEACHER FLEXIBILITY IN A FACE TO FACE CLASSROOM TO TAKE BREAKS AS NEEDED BASED ON THE NEEDS OF THEIR STUDENTS.
WE DO THE SAME THING IN LIVE VIRTUAL.
YES SIR. MR. KEITH. CAN YOU POINT HOW THE TRANSITIONS WILL BE FROM CLASS TO CLASS, HOW YOU MOVE FROM SUBJECT TO SUBJECT.
ABSOLUTELY. SO LET ME GO AHEAD AND I'LL GO BACK TO THE SCHEDULE.
SO FOR STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE.
A MAJORITY OF OUR TEACHERS ARE SELF-CONTAINED IN THOSE CONTENT AREAS.
SO REALLY, THEY ARE JUST STAYING WITH ONE TEACHER THROUGH THAT ENTIRE TIME.
SO IT'S REALLY JUST THE TEACHER TRANSITIONING SUBJECTS.
WHEN WE MOVE INTO THIRD THROUGH FIFTH GRADE WE'RE LOOKING AT MORE TWO PERSON TEAMS. AND SO A STUDENT MAY BE WITH THEIR HOMEROOM TEACHER FOR READING AND THEN THEY WOULD JUST JUMP ON A SEPARATE ZOOM LINK TO JOIN THAT PARTNER TEACHER FOR MATH.
WE WILL BE USING AN APP CALLED SEESAW, WHICH I'LL WALK YOU THROUGH IN JUST A FEW MINUTES.
AND SEESAW WILL HELP TO ORGANIZE THOSE ZOOM LINKS SO STUDENTS HAVE EASY ACCESS TO THEM.
AND I REALLY BELIEVE AFTER ABOUT A WEEK OR SO, IT WOULD BE JUST LIKE TRANSITIONING REGULAR CLASSES. ALL RIGHT BEFORE WE GO ON, MR. KEITH, I'D LIKE FOR US TO GO BACK AND HAVE MS. BLUNT TALK A LITTLE BIT ABOUT THE PRE-K THREE, PRE-K FOUR AND PRE-K FIVE AND KIND OF HOW THIS SCHEDULE WILL BE WILL BE IMPLEMENTED WITH THAT GROUP.
MCFARLAND. GOOD EVENING BOARD DR.
MCFARLAND, AGAIN, I DIDN'T WANT TO JUST TAKE AN OPPORTUNITY TO WALK YOU THROUGH THE PRE-K SCHEDULES THAT WE HAVE.
THESE SCHEDULES ARE DESIGNED TO BE IN ALIGNMENT WITH THE UPPER GRADES.
IN PRE-K, WE HAVE A COUPLE OF DIFFERENT MODELS THAT WE OFFER IN THE DISTRICT.
SO WE APPRECIATE THREE. IN PARTICULAR, WE HAVE HALF-DAY PROGRAMS AND SO WE'RE GOING TO CONTINUE TO HONOR THOSE.
AND IT WORKS OUT PERFECTLY FOR US TO OFFER A MORNING SESSION AS WELL AS AN AFTERNOON SESSION. AND IT'S STILL GOING TO GIVE PARENTS THE OPPORTUNITY TO DECIDE WHAT'S GOING TO WORK BEST FOR THEIR THREE YEAR OLD STUDENT.
WE ALSO HAVE OUR PRE-K FOUR HERE SCHEDULE, WHERE WE'RE GOING TO OFFER THE ASYNCHRONOUS AND SYNCHRONOUS LEARNING, SO WE'LL HAVE LIVE LEARNING AS WELL, WHERE IN ONE HOUR OF BLOCKS, LIKE, FOR INSTANCE, ON THE EIGHT TO NINE O'CLOCK BLOCK, IN THE MORNING, WE WILL HAVE A SMALL GROUPS OF PRE-K CHILDREN WORKING IN ABOUT SEVEN TO EIGHT STUDENTS AT A TIME WITH THE TEACHER ON THAT PARTICULAR CONCEPT FOR THAT DAY.
AND THEN WHEN THAT STUDENT, THAT TEACHER IS DONE WITH THAT SMALL GROUP OF STUDENTS, SHE WILL THEN HE OR SHE WILL THEN MOVE TO WORK WITH ANOTHER SMALL GROUP OF STUDENTS UNTIL THE ENTIRE LITERACY BLOCK HAS BEEN COMPLETED AND ALL STUDENTS HAVE HAD A CHANCE TO TALK WITH THEIR TEACHER FOR THE MORNING ON THAT PARTICULAR LESSON.
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THERE WILL ALSO BE OPPORTUNITIES FOR STUDENTS TO HAVE A LOT OF OFFLINE LEARNING BECAUSE WE DO KNOW THAT TECHNOLOGY AND SCREEN TIME IS NOT REALLY OUR MOST DESIRABLE WAY FOR OUR YOUNGEST LEARNERS TO LEARN.SO WE WILL ALSO PROVIDE LOTS OF ACTIVITIES FOR FAMILIES TO COMPLETE WITH THEIR CHILDREN, WHERE THEY CAN UNPLUG AND ALSO HAVE SOME EXPLORATION AND PLAY WITH EVERY DAY HOUSEHOLD ITEMS. AND THIS WILL BE SUPPORTED BY FROG STREET THE CURRICULUM WE USE IN THE DISTRICT.
THEY DO HAVE AN AT HOME LEARNING COMPONENT THAT HAS BEEN ENHANCED.
AND THE THOUGHT, AGAIN, IS JUST TO MAKE SURE THAT CHILDREN HAVE THE OPPORTUNITY TO FIND EVERYDAY HOUSEHOLD ITEMS LIKE PILLOWS AND COTTON BALLS AND THINGS LIKE THAT, TO BE ABLE TO WORK ON MATH SKILLS AND CONCEPTS.
THEY WILL HAVE ACCESS TO A LIBRARY OF BOOKS THAT ARE IN ALIGNMENT WITH THE PRE-K CURRICULUM FROG STREET.
SO, AGAIN, STUDENTS WON'T NECESSARILY HAVE TO SPEND A LOT OF THEIR TIME IN FRONT OF THE COMPUTER SCREEN. AND WE'RE REALLY LOOKING FORWARD TO BUILDING A PARENT'S TOOL BOX AND GIVING THEM THE OPPORTUNITY TO BE ABLE TO PROVIDE THE DISTRACTION WITH THEIR STUDENTS IN A PLAYFUL MANNER WHERE THEY'RE STILL LEARNING.
EACH MORNING WE WILL START THE DAY WITH THE SEL BLOCK, WHERE WE'LL GET TO, AGAIN, WORK ON SOME OF THOSE VERY IMPORTANT SOCIAL SKILLS THAT WE KNOW OUR LITTLE OUR YOUNGEST LEADERS NEED TO PROMOTE KINDER READINESS.
AND AS WE MOVE THROUGHOUT THE DAY, THEY'LL JUST KIND OF ROTATE IN AND OUT OF THOSE DIFFERENT ACADEMIC AREAS.
AND THEN THEY'LL ALWAYS END THEIR DAY AGAIN WITH THEIR TEACHER, WITH A WRAP UP FOR THE DAY AND MORE SEL OPPORTUNITIES.
AND THEN ON FRIDAY, TO BE CONSISTENT WITH THOSE UPPER GRADES.
WHEN YOU SEE INTERVENTION FOR OUR YOUNGEST STUDENTS, WE'RE GOING TO HAVE OPPORTUNITIES TO USE THAT TIME TO WORK IN SMALL GROUPS WITH STUDENTS BASED ON WHATEVER IT IS THEY MAY NEED BASED ON PARENT FEEDBACK.
TO AGAIN, JUST MAKE SURE THAT WE HAVE ALL THOSE YOUNGEST LEARNERS ENGAGED, THE PARENTS FEEL SUPPORTED, AND THEY ARE ABLE TO ANSWER THOSE QUESTIONS AROUND WHAT CAN I DO TO ENSURE THAT MY CHILD IS GAINING THOSE THINGS THEY NEED TO BE SUCCESSFUL IN KINDERGARTEN.
AND SO NICK, I DON'T KNOW IF YOU COULD GO BACK TO THE THREE YEAR OLD SCHEDULE FOR JUST A QUICK SECOND. OK, THANK YOU.
AND SO IN THIS ONE, IT'S KIND OF THE SAME IDEA.
WE'RE GOING TO REALLY FOCUS HEAVILY ON THE LITERACY AND MATH PIECES.
AND THESE STUDENTS WILL ALSO HAVE THE OPPORTUNITY TO DO THEIR MORNING AND CLOSING CIRCLE.
AND WE WILL ALSO HAVE INTERVENTION OPPORTUNITIES OR SMALL GROUP OPPORTUNITIES WHERE PARENTS CAN MEET WITH THOSE TEACHERS AND TALK ABOUT WAYS TO INCREASE THEIR YOUNGEST LEARNERS, TO INCREASE THEIR PERFORMANCE.
AND THEN ALSO FOR THOSE STUDENTS TO BE GROUPED IN SMALL GROUPS THAT ARE THAT WOULD BE DEVELOPED BASED ON WHERE THOSE STUDENTS ARE AND THE THINGS THAT THEY NEED TO BE SUCCESSFUL. SO THAT'S ALL THAT WE HAVE RIGHT NOW FOR YOU ALL TO HEAR AS IT RELATES TO PRE-K. AGAIN THE GOAL WAS JUST TO BE IN ALIGNMENT WITH THOSE UPPER GRADES.
SO BOARD IF YOU HAVE ANY QUESTIONS I'D BE HAPPY TO ANSWER THOSE FOR YOU AT THIS TIME.
ALL RIGHT, THANK YOU, MS. BLOUNT, ALSO I LIKE TO HAVE MS. ANGUIANO SPEAK TO OUR BILINGUAL PROGRAM AND STUDENTS RECEIVING BILINGUAL SERVICES AT THE PRE-K THROUGH FIFTH GRADE.
CAN YOU TALK TO US ABOUT HOW THE SCHEDULE FOR BILINGUAL STUDENTS, HOW THAT WILL WORK IN ALIGNMENT WITH WHAT YOU'VE WHAT WE'VE SHOWN TONIGHT? YES. GOOD EVENING, PRESIDENT HALL.
AS YOU KNOW, CROWLEY ISD FOLLOWS A DUAL LANGUAGE MODEL CALLED THE GOMEZ AND GOMEZ DUAL LANGUAGE ENRICHMENT DESIGN.
AND THIS MODEL DOES HAVE SOME SPECIFIC COMPONENTS TO THE PROGRAM IN AN EFFORT TO HAVE THAT CONTINUITY FOR STUDENTS, BE IT VIRTUAL OR FACE TO FACE.
THERE ARE SOME VERY MINOR ADJUSTMENTS THAT HAVE BEEN MADE TO THE MASTER SCHEDULE, AS PRESENTED BY MR. KEITH ON THE GREATER AND THE DUAL LANGUAGE MASTER SCHEDULE.
JUST FOLLOW THAT OF THE MASTER SCHEDULE THAT WAS PRESENTED BY MR. KEITH. OTHER THAN JUST LIKE I SAID, JUST A FEW ADJUSTMENTS.
ONE OF THOSE ADJUSTMENTS IS IN THE INTERVENTION BLOCK IN THE DUAL LANGUAGE PROGRAM.
THE INTERVENTION TIME IS PLACED WITHIN THE CORE CONTENT TIMES, AND THAT'S KNOWN AS CONCEPTUAL REFINEMENT IN ACCORDANCE WITH THE GOMEZ AND GOMEZ DESIGN.
ANOTHER SLIGHT ADJUSTMENT IS THAT STUDENTS IN A DUAL LANGUAGE PROGRAM NOT ONLY RECEIVE ENGLISH LANGUAGE ARTS READING STANDARDS, BUT THEY ALSO RECEIVE SPANISH LANGUAGE ARTS SO THAT YOU WOULD SEE THAT REFLECTED ON THE DUAL LANGUAGE SCHEDULE.
FOR, IF YOU'D LOVE FOR ME TO CONTINUE WITH ESL, DR.
MCFARLAND? LET'S STAY WITH PRE-K THROUGH FIVE RIGHT NOW, WHEN WE MAKE THE TRANSITION TO
[00:25:03]
SECONDARY, WE CAN WE CAN MOVE TO ESL.ALL RIGHT, THANK YOU. ALSO AT THE PRE-K FIVE, WE KNOW WE HAVE STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES AND RECEIVE DIFFERENT LEVELS OF SERVICE.
AND SO WE DEFINITELY, AS WE'VE PLANNED, WE'VE WE REALLY TAKE INTO CONSIDERATION STUDENTS IEP AND WE WANT TO MAKE SURE THAT WE'RE PROVIDING HIGH QUALITY SERVICE, EVEN IN A VIRTUAL ENVIRONMENT, AND SOLD MS. BATISTE.
WON'T YOU GIVE US A HIGH LEVEL OF OVERVIEW MS. BATISTE OF HOW WE WILL, WE WILL MODIFY AND WORK TO ADDRESS STUDENT NEEDS WITHIN IT, WITHIN ALIGNMENT WITH OUR IEP IN A VIRTUAL ENVIRONMENT.
GOOD EVENING, BOARD PRESIDENT HALL. MEMBERS OF THE BOARD AND DR.
MCFARLAND, EVERYONE WHO IS JOINING US TONIGHT.
BASICALLY WE HAVE SEVENTEEN HUNDRED STUDENTS IN CROWLEY ISD WHO QUALIFY FOR SPECIAL EDUCATION SERVICES AS DETERMINED BY THEIR INDIVIDUALIZED EDUCATIONAL PLAN.
AND SO THE MAJORITY OF THOSE STUDENTS CAN BE CAUGHT WITH THE PLAN THAT MR. KEITH SHOWED EARLIER, WHICH TALKS ABOUT JUST THOSE INTERVENTION BLOCKS AND THE WRAPAROUND SERVICES THAT WILL BE PROVIDED BY THEIR CASE MANAGERS, WHICH ARE THEIR INCLUSION TEACHERS AND OTHER SERVICES LIKE SPEECH.
BUT WE HAVE A SMALL PERCENTAGE OF STUDENTS, ABOUT TWO TO THREE PERCENT OF OUR CROWLEY INDEPENDENT SCHOOL DISTRICT STUDENTS WHO HAVE INTENSIVE NEEDS AS DETERMINED BY THEIR IEP THAT WE JUST KNOW THAT FROM WHAT WE DID IN THE SPRING TIME, WHICH WAS FOLLOWING THE MINIMUM EXPECTATIONS SET BY THE TEA DIDN'T ACTUALLY CATCH SOME OF THOSE NEEDS THAT THE STUDENTS MAY DEFINITELY BENEFIT FROM.
AND SO SOME OF THOSE NEEDS THAT I'M TALKING ABOUT ARE OCCUPATIONAL THERAPY, PHYSICAL THERAPY, ADAPTIVE P.E.
SO WHAT WE HAVE PUT TOGETHER FOR OUR PARENTS IS AND THOSE STUDENTS IS A HYBRID MODEL.
AND IN THAT HYBRID MODEL, THEY'LL BE SOME DAYS WHERE YOUR CHILD CAN COME TO SCHOOL OR THE STUDENTS CAN COME IN DISTRICT FOR HALF A DAY, ONE TO TWO DAYS A WEEK, WHICHEVER IT'S BEEN DETERMINED BY THEIR IEP TO GET SOME TARGETED IEP TIME.
SO BASICALLY, IF THE STUDENT GETS TREATMENT FOR OCCUPATIONAL THERAPY, PHYSICAL THERAPY, COUNSELING SERVICES, THEY'LL BE ABLE TO COME IN DISTRICT WITH THEIR DEVICES AND ALSO GET SOME OF THEIR SYNCHRONOUS AND ASYNCHRONOUS TIME.
THESE STUDENTS ARE TYPICALLY OUR STUDENTS WHO ARE ON A NON ACADEMIC PROGRAM, BASICALLY SOMETHING LIKE ACTIVITIES OF DAILY LIVING SKILLS ARE OUR STUDENTS WITH IN OUR RISE PROGRAM. OUR LIFE SKILLS, OUR PPCD STUDENTS, OUR DEAF ED STUDENTS WHO ARE PPCD IN THAT IN THAT AGE GROUP AS WELL.
AND THEN WE ALSO HAVE A PARENT HANDBOOK THAT WILL BE RELEASING SOON UNDER THE GUIDANCE OF OUR COMMUNICATION DEPARTMENT.
AND IT'S GOING TO KIND OF LET YOU ALL KNOW AS PARENTS WHAT TO EXPECT FROM EVALUATIONS, WHAT FACE TIME LEARNING LOOKS LIKE, WHAT VIRTUAL LEARNING LOOKS LIKE, SO YOU CAN HAVE EVERYTHING RIGHT AT HAND.
SO THESE HOW YOU KNOW, IF YOUR CHILD IS ELIGIBLE FOR THIS, BASICALLY WHAT WILL HAPPEN STARTING AUGUST 17, YOU'LL BE CONTACTED BY VARIOUS CENTRAL OFFICE PERSONNEL WITHIN SPECIAL EDUCATION, UNDER THE LEADERSHIP OF MR. LARRY WILLIAMS, MS. [INAUDIBLE], MS. DESIREE SCOTT AND THEY WILL REACH OUT TO YOU TO SCHEDULE ALMOST LIKE AN IEP AMENDMENT MEETING TO DISCUSS THE TARGET TIME.
AND YOU CAN DECIDE IF YOU WANT TO SIGN UP FOR YOUR CHILD TO BE ABLE TO COME IN DISTRICT TO GET THOSE TREATMENTS IF YOU CHOOSE NOT TO.
WE WILL STILL BE ABLE TO OFFER TREATMENTS VIRTUALLY.
BUT AGAIN, THEY WON'T BE AS EXTENSIVE AS THE IN DISTRICT.
AND THE GREAT THING ABOUT THE IN DISTRICT TREATMENTS IS THERE WILL BE A SMALL GROUP RATIO. THEY'LL BE NO MORE THAN FIVE STUDENTS PER GROUP WILL BE ABLE TO ROTATE AROUND PRACTICING ALL THE CDC BEST PRACTICE SIX STANDARDS AND WORKING VERY CLOSELY WITH OUR HEALTH SERVICES DEPARTMENT.
THANK YOU. THANK YOU, MS. BATISTE FOR THAT AND REALLY THE ENTIRE SPECIAL ED TEAM HAS DONE AN OUTSTANDING JOB OF REALLY CREATING AN AVENUE WHERE OUR STUDENTS WHO ARE MOST [INAUDIBLE], WHO NEED IEP SERVICES CAN GET THEM ON OUR CAMPUSES IN A SAFE AND SECURE MANNER. WE'LL TALK A LOT MORE ABOUT WHAT THAT WHAT THAT PROCEDURE AND PROTOCOL WILL BE FOR FACE TO FACE BUT WE ARE CREATING FACE TO FACE OPTIONS FOR THOSE STUDENTS WHO IEP WANTS IT. AND SO WE'RE EXCITED ABOUT THAT.
ALL RIGHT, SO NOW WHAT WE'VE DONE SO FAR TO THIS POINT IS TAKE YOU THROUGH THE FIRST HALF OF THE STUDENTS DAY. SO WE'VE REALLY LOOKED AT THAT LIVE INSTRUCTION.
[00:30:01]
AND SO NOW WE'LL JUMP BACK IN JUST TO KIND OF RESET WHERE WE ARE.WE'RE TALKING ABOUT AN ELEMENTARY STUDENT.
WE'RE TALKING ABOUT THEIR MONDAY THROUGH THURSDAY SCHEDULE.
AND WE HAVE GOTTEN THEM TO LUNCH.
SO THEY STARTED THE DAY WITH READING.
THEY JUST FINISHED UP SOCIAL EMOTIONAL SUPPORT.
AND OF COURSE, DURING LUNCH THEY EAT.
AND THIS IS ALSO COORDINATED WITH OUR MEAL DISTRIBUTION TIMES IN CROWLEY, WHICH WILL BE TAKING PLACE FROM THE MONTH OF SEPTEMBER ON FOR STUDENTS.
SO NOW IF YOU SEE ON THE SCHEDULE, WE'RE MOVING INTO A BLUE BLOCK OF TIME FOR STUDENTS, AND SO GOING BACK TO THE KEY, JUST A REMINDER THAT BLUE MEANS INDEPENDENT.
SO THE STUDENT HAD LIVE INSTRUCTION IN THE MORNING, INDEPENDENT WORK IN THE AFTERNOON.
SOMETHING THAT'S IMPORTANT TO REMEMBER ABOUT INDEPENDENT INSTRUCTION IS THAT IT CAN BE COMPLETED ANY TIME DURING THE DAY.
SO WE HAVE THESE INDEPENDENT BLOCKS SCHEDULED INTO THE SCHEDULE.
DOESN'T MEAN THEY HAVE TO TAKE PLACE THEN.
IF AS A PARENT, YOU'RE MORE COMFORTABLE HAVING YOUR STUDENT WAIT UNTIL YOU GET HOME TO WORK WITH THEM ON SPECIFIC INDEPENDENT ASSIGNMENTS, YOU'RE MORE THAN WELCOME TO DO THAT JUST AS LONG AS IT'S GETTING COMPLETED DURING THAT DAY.
SO THEY'RE READY FOR LIVE INSTRUCTION THE NEXT DAY, JUST LIKE YOU WOULD IN A NORMAL SCHOOL SETTING. SO THEN CONTINUING WITH SPECIALS HERE AFTER LUNCH.
SPECIALS WILL INCLUDE A ROTATION OF PRERECORDED LESSONS IN PHYSICAL EDUCATION, MUSIC, ART TECHNOLOGY AND PART OF OUR NEW STEM PLUS INITIATIVE.
AND THESE ARE DESIGNED TO GET STUDENTS UP, MOVING AND THINKING CREATIVELY.
THEN AFTER SPECIALS, THE STUDENT MOVES INTO THEIR INDEPENDENT READING BLOCK AND THIS INDEPENDENT READING BLOCK REALLY BUILDS ON THE LIVE LESSON FROM EARLIER.
SO THIS MAY INCLUDE THINGS LIKE A PRERECORDED TEACHER PHONICS LESSON AND PRACTICE, INDEPENDENT PRACTICE ON SOME OF OUR LITERACY TECHNOLOGY TOOLS LIKE ICE STATION, QUILL.ORG OR LEARNING A-Z, WHICH IS OUR DISTRICT EBOOK LIBRARY FOR OUR YOUNGEST READERS.
IT MIGHT INCLUDE STUDENTS RECORDING THEMSELVES, READING, USING THE SEESAW APP AND SUBMITTING THAT TO THEIR TEACHER.
AND WE'LL TALK MORE ABOUT THE SEESAW APP IN A MOMENT.
AND THEN IT MAY ALSO INCLUDE INDEPENDENT WRITING TIME, SO THE GOAL IS THAT THESE ARE THINGS THAT STUDENTS CAN DO WITH MINIMAL SUPPORT AND THAT BUILD ON THE INSTRUCTION FROM EARLIER IN THE DAY. THE STUDENT THEN WOULD ALSO HAVE THEIR INDEPENDENT MATH TIME, SO THIS MAY INCLUDE A PRERECORDED TEACHER LESSON REVIEWING THE LIVE CONCEPT FROM EARLIER IN THE DAY, INDEPENDENT PRACTICE OF MATH SKILLS AND PROBLEM SOLVING, ADAPTIVE ONLINE PRACTICE USING DREAMBOX.
SO DREAMBOX IS THE DISTRICT'S ADAPTIVE MATH SOFTWARE FROM GRADES K THROUGH EIGHT.
AND WHAT IT DOES IS IT IDENTIFIES THE STUDENT'S LEARNING GAPS.
IT STARTS THEM AT THAT LEVEL IN MATH AND THEN GETS PROGRESSIVELY HARDER AS THE STUDENT SHOWS MASTERY AND BUILDING THOSE SKILLS TO GET THEM ON OR ABOVE GRADE LEVEL.
AND THEN FINALLY, IT ALSO MAY LOOK LIKE STUDENTS USING AROUND THE HOUSE ITEMS TO DEMONSTRATE MATH CONCEPTS, TAKING PICTURES AND AGAIN UPLOADING VIA SEESAW TO SHARE WITH THEIR TEACHER. THEN AN INDEPENDENT SCIENCE BLOCK MIGHT INCLUDE ROOT EDUCATIONAL SCIENCE VIDEOS, INDEPENDENT PRACTICE ON OUR STEM SCOPE SCIENCE PLATFORM AND THEN ON SOCIAL STUDIES DAYS. GOING BACK TO THE QUESTION THAT WAS IN THE CHAT EARLIER, THIS MAY INCLUDE READING AND ACTIVITIES FROM STUDIES WEEKLY, WHICH WOULD BE AVAILABLE BOTH IN PRINT AND DIGITALLY FOR STUDENTS DOING VIRTUAL LEARNING.
AND THEN BEFORE WE MOVE ON FROM THIS INDEPENDENT BLOCK AND FINISH OUT THE DAY, ONE OTHER IMPORTANT REMINDER TO ECHO WHAT MS. BATISTE SHARED EARLIER IS THAT DURING THIS TIME, THIS INDEPENDENCE TIME, THIS IS WHEN WE'RE ALSO SCHEDULING ADDITIONAL SUPPORT FOR STUDENTS RECEIVING SPECIAL EDUCATION 504, DYSLEXIA AND GIFTED AND TALENTED SERVICES.
SO STUDENTS WILL RECEIVE THAT INDIVIDUALIZED SCHEDULE OF WHEN THEIR SUPPORT WILL HAPPEN DURING THE WEEK DURING THAT INDEPENDENT BLOCK OF TIME.
SO THEN HERE WE HAVE AN OFFLINE BLOCK FOR RECESS WHERE WE WANT STUDENTS TO GET UP, MOVE AWAY FROM THE COMPUTERS THAT THEY'VE BEEN WORKING ONLINE AND GET OUTSIDE AND MOVE AROUND.
AND THEN YOU CAN SEE THIS GREEN OFFICE HOURS BLOCK.
AT THE END OF THE DAY, THIS IS WHERE TEACHERS WOULD BE AVAILABLE VIA ZOOM, THIS IS AN OPTIONAL TIME FOR STUDENTS AND PARENTS TO RECEIVE ADDITIONAL SUPPORT.
IT'S NOT REQUIRED. AND THIS WOULD BE AVAILABLE TO STUDENTS THROUGHOUT THE WEEK.
SO THAT'S REALLY A WALK THROUGH OF THAT SCHEDULE FROM SEVEN FORTY FIVE TO THREE FORTY FIVE EACH DAY AND THAT WAS A WALK THROUGH OF A MORNING LIVE SCHEDULE.
AND SO WHAT I'D LIKE TO DO NOW, JUST TO TAKE YOU BACK TO WHAT I SHARED AT THE VERY BEGINNING, PARENTS HAVE A CHOICE AT THE ELEMENTARY GRADE LEVELS K THROUGH FIVE OF WHETHER THEY'RE LIVE BLOCK OF INSTRUCTION IS IN THE MORNING OR IN THE AFTERNOON.
SO I'M JUST GOING TO PUT AN AFTERNOON LIVE SCHEDULE UP HERE SO THAT WE CAN LOOK AT THOSE SIDE BY SIDE AND AGAIN, A LITTLE BIT OVERWHELMING TO SEE IT ALL IN ONE PLACE.
SO LET'S JUST TAKE A LOOK AT MONDAY'S AND WE'LL PUT THE MONDAYS TOGETHER.
AND SO WHEN YOU COMPARE THESE TO MONDAYS SIDE BY SIDE, YOU CAN SEE THE MORNING LIVE
[00:35:01]
STUDENT WHOSE SCHEDULE WE JUST WALKED THROUGH HAS THAT GREEN LIVE BLOCK IN THE MORNING.AND THE STUDENT WHO CHOOSES THE AFTERNOON LIVE HAS THEIR GREEN BLOCKS IN THE AFTERNOON.
THE PLACE WHERE THESE STUDENTS COME TOGETHER IS DURING THAT SOCIAL AND EMOTIONAL SUPPORT TIME IN THE MIDDLE OF THE DAY.
WHERE ALL STUDENTS ARE LIVE FOR THAT SEL SUPPORT.
AND SO THAT REALLY TAKES US THROUGH AN ELEMENTARY STUDENTS MONDAY THROUGH THURSDAY.
I'LL COME BACK TO FRIDAY IN JUST A FEW MINUTES AFTER WE WALK THROUGH OUR PLATFORMS. BUT BEFORE I DO THAT, LET ME PAUSE AND SEE IF THERE ARE ANY COMMENTS OR QUESTIONS ABOUT THAT ELEMENTARY STUDENTS DAILY SCHEDULE.
ARE THERE ANY QUESTIONS? I DON'T HAVE ANY QUESTIONS, I JUST SAY I REALLY LIKE THAT THAT LAST BIT, THE CHOICE BETWEEN, YOU KNOW, LIVE INSTRUCTION IN THE MORNING OR THE AFTERNOON, I THINK THAT'LL BE HOPEFULLY HELP PEOPLE WORK WITH THEIR SCHEDULES.
DEFINITELY. SOMETHING I WILL LIKE, BUT THAT'S ALL.
NO GO AHEAD MR. KIRCHNER. I'M SORRY, MR. KEITH, RELATED THAT THERE'S A FOLLOW UP QUESTION FROM THE CHAT.
WOULD THERE BE A LIMIT OF THE NUMBER OF KIDS WHO ARE IN THE AM AND PM SECTIONS? SO WE'RE WORKING THROUGH THAT PROCESS RIGHT NOW.
WE REALLY DO WANT TO MAKE IT AVAILABLE TO PARENTS FOR THEM TO BE WHEREVER THEY'D LIKE TO BE. I THINK OUR ASK FOR PARENTS WOULD BE IS IF YOU DON'T HAVE A PREFERENCE AND YOU DO HAVE A SCHEDULE THAT'S FLEXIBLE ENOUGH TO WORK IN EITHER POSITION, IF YOU'RE WILLING TO LET US KNOW THAT SO THAT WE CAN SCHEDULE YOU AROUND FOLKS WHO MAY HAVE SLIGHTLY TIGHTER SCHEDULES, THAT WOULD BE A BENEFIT TO US.
BUT WE CERTAINLY OUR GOAL IS NOT TO HOLD ANY STUDENT BACK FROM THE AM OR PM BLOCK BASED ON THEIR NEED. MR. KEITH? YES, SIR.
HEY, SO I FIRST OF ALL, I WANT TO SAY THAT THIS INFORMATION IS AMAZING AND I THINK THAT Y'ALL HAVE DONE A PHENOMENAL JOB.
AND I DON'T EVEN I COULDN'T EVEN IMAGINE HOW MANY HOURS THAT Y'ALL HAVE SPENT DOING THIS.
I JUST I DO HAVE A COUPLE OF QUESTIONS, THOUGH.
I WANT TO MAKE SURE THAT NOT ONLY THE STUDENTS WHO ARE CURRENTLY AT CISD CONTINUE TO EXCEL AND FURTHER THEIR EDUCATION, BUT I ALSO WANT TO MAKE SURE THAT THESE NEW AND INCOMING STUDENTS ALSO GET THAT INFORMATION AS WELL.
IS THERE GOING TO BE ANY 504 OR DYSLEXIA TESTING THROUGHOUT THIS SEMESTER OR IS THERE IS THAT SOMETHING THAT A PARENT WOULD NEED TO REACH OUT TO A TEACHER OR HOW HAVE WE LOOKED AT IT? ANY OF THAT INFORMATION.
MR. KEITH, I'LL BE HAPPY TO ANSWER THAT OR DR.
MCFARLAND. GO AHEAD MS. BATISTE. OKAY HI MR. RAY, I'M SORRY, MR. GRASSIA.
YES, THERE WILL STILL BE TESTING GOING ON, BOTH ON SPECIAL ED, 504, DYSLEXIA.
THE PARENT CAN REQUEST IT OR THE CAMPUSES CAN STILL REQUEST IT.
AND IN OUR IN OUR HANDBOOK THAT WE'RE GOING TO PROVIDE TO THE PARENTS ON THE SPECIAL ED SIDE. WE'LL HAVE THAT SPELLED OUT SPECIFICALLY ABOUT HOW TO GO ABOUT STILL DOING THAT.
THE PARENTS CAN STILL PUT IN THE REQUEST VIA EMAIL TO THEIR CAMPUS ADMINISTRATORS WHO WILL THEN FORWARDED ON TO THE APPROPRIATE DEPARTMENTS.
AND WHEN WE SHOWED YOU ALL LIKE THE PLEXIGLASES IS IN THE CAFETERIA AND THINGS LIKE THAT, THOSE WOULD BE KIND OF LIKE THE SAME PREVENTION, PPE METHODS THAT WE'LL BE USING TO DO TESTING A COUPLE OF DAYS A WEEK AND SCHEDULING PEOPLE.
ALSO, I WANTED TO WITH THE CURRICULUM.
MR. KEITH, YOU'RE SAYING THAT THE KIDS WOULD BE DOING THIS AND WHERE DOES THAT CURRICULUM COME FROM? WHERE ARE WE? WHERE ARE WE GETTING THIS VAST KNOWLEDGE? IT'S ALL SOUNDS GREAT, BUT WHERE ARE WE GETTING IT FROM? THAT IS A GREAT QUESTION, MR. GRASSIA. SO WHAT WE'RE DOING IS WE ARE ADAPTING OUR CURRENT DISTRICT CURRICULUM TO WORK IN A [INAUDIBLE] LIVE OR AN INDEPENDENT SETTING.
SO WE JUST WENT FOR EXAMPLE, WE JUST WENT THROUGH AN ELEMENTARY READING TEXTBOOK ADOPTION LAST YEAR WHERE WE PURCHASED ALL NEW TEXTBOOKS FOR GRADES K THOUGH FIVE, BOTH SPANISH AND ENGLISH. AND ONE OF THE THINGS THAT WAS PART OF THE CRITERIA WAS THAT THE ADOPTION HAD TO HAVE A ROBUST DIGITAL COMPONENT.
AND SO WE ADOPTED A BENCHMARK WORKSHOP.
AND WHAT THAT DOES IS IT ONE PROVIDES BOOKS THAT GO HOME WITH STUDENTS ALREADY.
SO EVERY THREE TO SIX WEEKS, STUDENTS GET A NEW WHAT WE CALL CONSUMABLE.
SO THAT'S READING MATERIAL THAT GOES HOME WITH THEM THAT THE STUDENTS BUT THE TEACHER CAN
[00:40:01]
USE DURING LESSONS.BUT THEN ALSO EVERY STUDENT HAS ACCESS TO AN ONLINE LIBRARY OF E-BOOKS.
AND THOSE ARE E-BOOKS THAT ARE ON GRADE LEVEL, BUT ALSO BE ABOVE OR BELOW GRADE LEVEL, DEPENDING ON THE NEEDS OF THE STUDENTS.
AND THAT'S JUST AN EXAMPLE FROM READING.
IT WORKS THE SAME WAY WITH OUR MATH CURRICULUM THAT WE'VE BEEN DEVELOPING OVER THE PAST SEVERAL YEARS. AND THEN OUR SCIENCE AND SOCIAL STUDIES PLATFORMS AS WELL ARE ALSO FULLY COMPATIBLE IN A VIRTUAL SETTING.
AWESOME. AND I DO HAVE I HAVE ONE OTHER QUESTION.
LET'S SAY JUNIOR GETS UP AND IT'S SEPTEMBER THE 8TH OR WHATEVER.
WE'RE ALL READY TO GO TO SCHOOL AND WE CAN.
IS THERE A REALLY BRIEF WAY TO EXPLAIN DOES JUNIOR GO TO CISD.ORG AND THERE IS A PORTAL THERE AND HE JUST PUTS IN HIS WHATEVER AND.
AND IS THAT HOW THAT WORKS OR HOW DOES THIS ALL? KIND OF WORK OR IS IT? SORRY. NO.
ANOTHER EXCELLENT QUESTION, SO PART OF THE LOGISTICS OF BACK TO SCHOOL, I MENTIONED THE SEESAW APP A FEW TIMES, WHICH I'M ABOUT TO DIVE INTO, WHICH WILL HELP ANSWER SOME OF THAT. BUT PART OF THE LOGISTICS OF BACK TO SCHOOL AND VIRTUAL MEET THE TEACHER AND ALL OF THOSE THINGS ARE TO MAKE SURE THAT STUDENTS HAVE THE CONNECTION THAT THEY NEED SO THAT THEY CAN START SCHOOL DAY ONE.
SO PART OF THAT MEET THE TEACHER AND BACK TO SCHOOL IS STUDENTS AND PARENTS JOINING THEIR TEACHER'S SEESAW CLASSROOM, WHICH YOU'LL SEE IN JUST A MOMENT.
WHEN YOU MENTIONED A HUB, THAT'S WHERE THE STUDENT AND THE PARENT GO TO TO COMMUNICATE WITH THE TEACHER TO GET ACTIVITIES EACH DAY, TO SUBMIT ASSIGNMENTS TO THE TEACHER, AND THEN ALSO TO FIND THOSE ZOOM LINKS THAT THEY NEED IN ORDER TO ACCESS THAT LIVE INSTRUCTION. MR. KEITH, I HAVE A QUESTION BECAUSE I'VE BEEN ASKED THIS BEFORE, AND IT MADE ME THINK.
WILL YOU PROVIDE MAYBE BEST PRACTICES OR TIPS FOR PARENTS AND HOW TO SET UP LIKE A VIRTUAL LEARNING SPACE FOR THEIR STUDENTS? I KNOW, LIKE, MY DAUGHTER PROBABLY WOULD PREFER BEING IN BED TRYING TO DO CLASSES.
AND I KNOW THAT'S NOT THE BEST OPTION, BUT IT WILL SOME.
WILL YOU BE ABLE TO PROVIDE MAYBE A BEST PRACTICES FORM OR SOMETHING? SOME TIPS FOR PARENTS? YES, MA'AM. ABSOLUTELY.
SO AS PART OF TEXAS EDUCATION AGENCIES REQUIREMENTS FOR THE REMOTE PLAN THAT WE'RE SUBMITTING, IT INCLUDES A PARENT SUPPORT COMPONENT THAT WE HAVE TO SUBMIT, WHICH, OF COURSE, WE WOULD DO ANYWAY.
BUT IT IS GOING TO BE BUILT INTO THE PLAN.
AND SO NOT ONLY WILL WE PROVIDE THOSE BEST PRACTICES FOR PARENTS AND MAKE THEM AVAILABLE, WE ALSO PLAN ON PROVIDING DIGITAL PARENT TRAININGS IN THE WEEKS LEADING UP TO THE FIRST DAY OF SCHOOL SO THAT THEY CAN GET COMFORTABLE FROM THE PARENT SIDE WITH THE TOOLS THAT THEIR STUDENTS ARE GOING TO BE USING WHEN THEY GO BACK TO SCHOOL VIRTUALLY.
SO AS A WORKING PARENT, I HAVE A 13 YEAR OLD AND I WANT TO TRUST HIM TO GET ON IT IN HIS WORK DAILY. BUT SHOULD HE OVERSLEEP OR SOMETHING? IS THERE A WAY FOR PARENTS TO BE NOTIFIED THAT YOUR CHILD IS ABSENT? ARE THEY MISSED THE CERTAIN BLOCK BECAUSE I WILL NOT BE AT HOME TO MONITOR HIM.
ABSOLUTELY, AND SO WE'RE WORKING THROUGH THOSE ATTENDANCE QUESTIONS RIGHT NOW.
MIGHT LOOK A LITTLE BIT DIFFERENT AT THE SECONDARY LEVEL THAN THEY DO AT THE ELEMENTARY LEVEL. BUT ONE THING YOU'LL SEE WHEN WE GET TO THE SECONDARY SCHEDULE IS, AGAIN, SO THAT OFFICE HOURS TIME BUILT IN AT SECONDARY.
AND SO ALSO PASS IT OVER TO MR. SWANN. I KNOW THAT HIS TEAM HAS BEEN DOING A LOT OF WORK ON THOSE ATTENDANCE AND NOTIFICATION PROCEDURES.
THANK YOU, MA'AM. YES, WE'RE REALLY KIND OF EXCITED ABOUT WHAT'S HAPPENING.
[INAUDIBLE] AND I'VE BEEN WORKING FOR THE LAST SEVERAL DAYS REALLY TRYING TO CRUNCH IDEAS TO COME UP WITH A PLAN FOR STUDENTS WHO MAY ACTUALLY OVERSLEEP.
AS YOU KNOW, WE'RE GOING TO BE RUNNING SYNCHRONOUS IN BOTH ASYNCHRONOUS AND ALSO A [INAUDIBLE] COMPONENT. JUST BECAUSE WE MAY HAVE A STUDENT, REMEMBER, AND WITH IEP NEEDS, THAT MAY ACTUALLY HAVE TO GO INTO THE CAMPUS TO RECEIVE RELATED SERVICES.
SO WE ALSO KNOW THE LAW IS GOING TO ALLOW US TO HAVE FROM 12 A.M.
FOR PEOPLE TO COLLECT DATA FOR PROGRESS MONITORING.
SO WE DEFINITELY CAN ACTUALLY CAPTURE THAT STUDENT IF HE'S NOT THERE.
SYNCHRONOUSLY, WHERE WE CAN SEE THAT PERSON FACE TO FACE, CERTAINLY AT HOME, OR IF HE'S NOT ACTUALLY DOING SOMETHING THAT THE PARENT THINKS HE SHOULD BE DOING WHEN HE'S DOING INDEPENDENT WORK, THEY'RE STILL GOING TO BE ATTENDANCE CLERKS THERE THAT'S GOING TO BE RECEIVING REPORTS.
THEY'RE GOING TO BE SENDING OUT REPORTS, MAKING PHONE CALLS, ET CETERA, THROUGH TO THE
[00:45:01]
PARENTS. SO WE DEFINITELY WANT TO MAKE SURE THAT THE PARENTS UNDERSTAND THAT EVEN THOUGH THEY MAY HAVE TO BE AT WORK, EVEN THOUGH THEY'RE ENTRUSTING THAT THEIR STUDENTS ARE GOING TO BE DOING THE WORK THAT'S REQUIRED, THAT WE'RE STILL GOING TO BE PROGRESS MONITORING DAILY TO SEE THAT THEY'RE DOING WHAT THEY'RE SUPPOSED TO BE DOING FOR YOU.IT'S THE TEAMWORK. ADDITIONAL QUESTIONS, PLEASE.
THANK YOU. THANK YOU FOR THAT.
I BELIEVE THERE WERE A COUPLE MORE SPECIAL EDUCATION QUESTIONS IN THE CHAT MS. BATISTE, YOU MAY HAVE SEEN THEM AND ADDRESSED THEM, BUT I DO BELIEVE THERE WERE A FEW AND I DEFINITELY LIKE FOR US TO ADDRESS MORE IN PARTICULAR WITH PRE-K THREE AND I BELIEVE DEAF ED STUDENTS AND HOW WE MEET THOSE NEEDS.
THANK YOU, DR. MCFARLAND. I'M GOING TO LET MR. LARRY WILLIAMS, OUR DIRECTOR OF SPECIAL ED ANSWER THAT QUESTION.
WE DO HAVE A PLAN FOR THE DEAF ED PRE-K STUDENTS.
SO AS FAR AS DEAF EDUCATION, THE THREE, FOUR AND FIVE YEAR OLD DEAF EDUCATION PROGRAM PARENTS WOULD HAVE THE OPTION OF STARTING OCTOBER 5TH TO PARTICIPATE VIRTUALLY OR LIVE THAT FACE TO FACE OPTION.
BUT AS MS. BATISTE PRESENTED EARLIER THIS EVENING, THAT WOULD BE ONE OF THE GROUPS THAT STARTING SEPTEMBER 8TH, WE WOULD LOOK AT THAT HYBRID MODEL WOULD BE AN OPTION FOR THE PARENT. SO STARTING NEXT WEEK OR THE FOLLOWING WEEK, SOMEONE FROM OUR OFFICE WOULD REACH OUT TO EACH OF THOSE PARENTS TO SEE IF THEY WERE INTERESTED, BECAUSE WE KNOW THOSE STUDENTS HAVE A HARDER TIME SITTING IN FRONT OF A ZOOM LESSON.
AND SO DURING THAT TIME, WHERE THE REST OF THE DISTRICT IS CLOSED.
WE WOULD OFFER FOR OUR PRE-K DEAF ED STUDENTS COME UP TWO DAYS A WEEK FOR TWO HALF HOURS, TWO HALF DAY SESSIONS TO GET TARGETED OF IEP SKILLS WORKED ON.
AND SO THAT'S THE PLAN FOR DEAF ED PRE-K PROGRAM.
I ALSO SAW A COUPLE OTHER QUESTIONS ABOUT SOME OF OUR RELATED SERVICES.
AND SO, AGAIN, AS MS. BATISTE SAID, 90 PERCENT OF OUR SPECIAL EDUCATION STUDENTS RECEIVE THEIR SERVICES IN PRIMARILY IN A GENERAL EDUCATION SETTING.
SO OF ALL OF THOSE RELATED SERVICES ARE GOING TO BE PROVIDED DURING THAT INDEPENDENT TIME THAT MR. KEITH PRESENTED DIRECTLY BY A SERVICE PROVIDER.
SO IF YOUR STUDENT GETS OCCUPATIONAL THERAPY OR SPEECH THERAPY, YOU WOULD HAVE A TIME BASED ON YOUR CHILD'S IEP OR THAT RELATED SERVICE PROVIDER WOULD PROVIDE THAT VIRTUALLY.
WE ALSO KNOW THAT OF SOME OF THOSE ARE HARD TO PROVIDE VIRTUALLY.
THINGS LIKE OCCUPATIONAL THERAPY AND PHYSICAL THERAPY.
AND SO WE WILL DO OUR BEST TO PROVIDE THOSE VIRTUALLY.
BUT WE WOULD ALSO PROVIDE AN OPTION TO PARENTS WANTED TO BRING UP THEIR STUDENTS TO HAVE KIND OF WALK IN SERVICES FOR THOSE THAT OUR PROVIDERS WOULD ALSO BE ABLE TO DO THAT, BE ABLE TO DO THAT FOR THOSE RELATED SERVICES.
ALSO QUESTIONS ABOUT COLLABORATIVE INSTRUCTION.
AND SO LOOKING AT OUR STUDENTS THAT RECEIVE SPECIAL ED SERVICES IN A CO-TEACH MODEL.
AND SO THAT'S WHERE OUR SPECIAL ED TEACHER WOULD JOIN THE ZOOM LESSON WITH THE GEN ED TEACHER TO PROVIDE THOSE SERVICES.
AND THEN IF YOUR STUDENT RECEIVED PULL OUT SPECIAL ED SERVICES LIKE OUR RESOURCE, WHICH WE'RE CALLING ILAB THIS YEAR, OR A SOCIAL SKILLS GROUP FOR OUR ELEMENTARY IMPACT STUDENTS OR MAYBE A BEHAVIOR GROUP WHERE OUR [INAUDIBLE] STUDENTS, THOSE WOULD ALSO BE PROVIDED DIRECTLY BY THE SPECIAL ED TEACHER FOR YOUR STUDENT'S IEP DURING THAT INDEPENDENT TIME.
THANK YOU, LARRY. I DO SEE A COUPLE MORE QUESTIONS THAT ARE COMING UP ABOUT ACCOMMODATIONS . AND ACCOMMODATIONS, WHETHER THEY'RE FOR A STUDENT WHO HAS A IAP, IAP FROM SECTION 504 OR AN IEP FROM SPECIAL EDUCATION.
WE WILL HONOR ALL ACCOMMODATIONS.
SO IF FREQUENT BREAKS ARE A PART OF YOUR CHILD'S PLAN, THAT TEACHER WILL STILL HAVE THAT PLAN. AND THAT'S WHEN WE NEED TO NOTATE IT.
BUT WHAT WE WILL DO AND THAT'S PART OF THE ROLE OF SOME OF OUR PARAPROFESSIONALS THAT WILL BE UTILIZING THROUGH THE DISTRICT SOME OF OUR ADDITIONAL CENTRAL OFFICE STAFF MEMBERS IS WILL WE NOTICE THAT A CHILD IS, YOU KNOW, MAY BE TAKING TOO MANY BREAKS WHEN WE WANT TO MAKE THE PARENT LIKE MS. ROBINSON, AWARE THAT YOUR CHILD IS TAKING A BREAK EVERY 30 MINUTES FOR 20 MINUTES.
AND SO THAT'S GOING TO BE PART OF THOSE SERVICES THAT WE PROVIDE ON FRIDAYS LIKE WE DID FOR THOSE OF YOU WHO WERE WHO HAD CHILDREN AT OUR SUMMER LEARNING ACADEMIES.
AND MANY PARENTS FOUND THAT VALUABLE.
AND I THINK I SAW ONE MORE POP UP AGAIN ABOUT TWO WEEKS, I MEAN, TWO TIMES A WEEK.
SO THIS IS, AGAIN, WITH THE DEAF EDUCATION AND THE HYBRID MODEL RIGHT NOW, STARTING SEPTEMBER EIGHT.
WE ARE GOING TO DO THAT TWO DAYS A WEEK FOR ALL STUDENTS WHO ARE IN THAT TARGETED GROUP.
[00:50:06]
WE'RE NOT GOING TO DO ANY MORE THAN TWO DAYS A WEEK BECAUSE WE HAVE TO MAKE SURE EVERYTHING'S SANITIZED, EVERYTHING'S CLEAN.WE HAVE TO KEEP THE RATIOS LOW.
AND THEN ONCE THE DISTRICT FULLY REOPENS ON OCTOBER 5TH, THEN WE ARE LOOKING AT, YOU KNOW, JUST REGULAR IN-PERSON LEARNING OPPORTUNITIES OR IF YOU CHOOSE TO REMAIN VIRTUAL.
THANK YOU, BATISTE AND MR. WILLIAMS . BACK TO YOU MR. KEITH. ALL RIGHT, THANK YOU, SIR.
SO MOVING FORWARD, LET'S JUST KIND OF RECAP WHERE WE'VE BEEN SO FAR.
SO WE TALKED WE'VE REALLY DUG IN ON AN ELEMENTARY STUDENT.
AND LIKE I MENTIONED AT THE BEGINNING, IF YOU FEEL COMFORTABLE WITH AN ELEMENTARY STUDENTS SCHEDULE AND THAT MIX OF LIVE AND INDEPENDENT AND OFFLINE, THEN ALL THE OTHER SCHEDULES MAKE SENSE.
THEY MIGHT JUST BE IN A SLIGHTLY DIFFERENT ORDER.
SO, FOR EXAMPLE, FOR FOURTH GRADE, THEY START THEIR DAY WITH SOCIAL STUDIES OR SCIENCE AND THEN THEY MOVE INTO AN [INAUDIBLE] OR A READING AND MATH SYNCHRONOUS BLOCK WITH THAT SOCIAL EMOTIONAL SUPPORT.
SO REALLY, THERE'S STILL THOSE BLOCKS OF LIVE INSTRUCTION, AM OR PM FOR THE REST OF ELEMENTARY. THE BLOCKS MAY JUST BE SLIGHTLY REARRANGED.
SO WHAT I'D LIKE TO DO NEXT IS MOVE INTO JUST A BRIEF DESCRIPTION OF SEESAW, WHICH IS GOING TO BE OUR LEARNING PLATFORM FOR ELEMENTARY PRE-K THROUGH FIFTH GRADE.
AND I'VE MENTIONED IT A FEW TIMES AND I THINK IT'S IMPORTANT TO SEE WHAT EXACTLY ARE WE TALKING ABOUT WHEN WE TALK ABOUT SEESAW.
SO SEESAW IS AN APP THAT WE PURCHASED DISTRICT WIDE FOR ELEMENTARY.
SO THIS WILL COVER ALL ELEMENTARY STUDENTS AND TEACHERS.
AND WHAT IT DOES IS IT IS A KID FRIENDLY LEARNING PLATFORM.
STUDENTS, AS YOU CAN SEE THERE ON THE RIGHT, CAN TAKE A PICTURE OF THEIR WORK USING A CHROMEBOOK AND WITH A FEW TAPS, THEY CAN EASILY UPLOAD IT TO THEIR TEACHERS.
STUDENTS CAN DRAW IN RESPONSE TO A QUESTION OR TO AN ACTIVITY.
THEY CAN RECORD SHORT VIDEOS OF THEMSELVES ON A SECURE PLATFORM AND SHARE THAT DIRECTLY WITH THEIR PARENTS, WITH JUST A FEW OR WITH THEIR TEACHERS, WITH JUST A FEW CLICKS.
THEY CAN UPLOAD ANY FILE THAT THEY'VE CREATED.
THEY CAN TYPE AND SUBMIT RESPONSES VIA NOTES, OR THEY CAN ADD A LINK TO ANYTHING THAT THEY'VE CREATED ONLINE.
NOW, ALL OF THIS, OF COURSE, HAPPENS IN A SECURE ENVIRONMENT, AND IT'S A SECURE ENVIRONMENT THAT INVOLVES THE TEACHER, THE STUDENT AND THE PARENT.
AND I'LL TOUCH ON THE PARENT COMPONENT IN JUST A MOMENT.
SO YOU CAN SEE THERE ON THE RIGHT.
THIS IS A SCREEN SHOT FROM A SEESAW CLASSROOM AND THE STUDENT IS STEPHON.
AND WHAT STEPHON HAS DONE IS HE HAS TAKEN A PICTURE OF HIS WRITING ASSIGNMENT FOR SOCIAL STUDIES AND THEN HE'S RECORDED A SHORT VIDEO, LESS THAN A MINUTE OF HIMSELF READING THAT BACK, READING THAT ASSIGNMENT BACK.
AND SO HE HITS JUST A FEW BUTTONS THAT GETS SUBMITTED TO HIS TEACHER.
HIS TEACHER APPROVES THAT AND THEN IT GETS ADDED TO STEPHON'S LEARNING JOURNAL.
AND SO NOW ALL OF STEPHON'S WORK THAT HE COMPLETES THROUGHOUT THE YEAR AND SUBMITS IN SEESAW GOES INTO THE LEARNING JOURNAL.
JUST LIKE IT WOULD THOSE LARGE FOLDERS OF PAPER THAT COME HOME WITH THEIR STUDENT AT THE END OF THE YEAR. NOW IT'S ALL TAKING PLACE DIGITALLY.
BUT NOT ONLY DOES THE TEACHER GET THAT WORK, SEESAW HAS WHAT'S CALLED THE FAMILY APP.
AND WHAT THE FAMILY APP DOES IS IT BRINGS THE PARENT INTO THAT CONVERSATION.
SO AS WHEN THE STUDENT IS SIGNED UP FOR A TEACHER'S CLASS, THE PARENT THEN DOWNLOADS THE SEESAW FAMILY APP AND THEY SEE EVERY ACTIVITY THAT'S ASSIGNED TO THEIR STUDENT.
THEY SEE EVERYTHING THAT'S UPLOADED FROM THEIR STUDENT TO THE TEACHER.
AND THEN THEY ALSO HAVE A PRIVATE MESSAGING FEATURE WHERE THEY CAN DIRECTLY MESSAGE THE TEACHER IF THEY HAVE ANY QUESTIONS ABOUT THEIR STUDENT PERFORMANCE.
AND THEY CAN ALSO RECEIVE MESSAGES FROM THE TEACHER, EITHER INDIVIDUALLY OR AS A CLASS.
AND THEN YOU CAN SEE HERE IN THE SCREENSHOT, THIS IS AN EXAMPLE OF A STUDENT WHO WAS UPLOADED A VIDEO, AND YOU CAN SEE THAT THERE ARE SOME COMMENTS THERE AND THOSE COMMENTS CAN COME FROM BOTH THE TEACHER AND FROM THE PARENT.
SO AS A PARENT, EVEN IF YOU'RE NOT ABLE TO BE THERE EVERY SINGLE DAY, YOU CAN SEE THE WORK THAT YOUR STUDENT IS TURNING IN AND GIVE THEM POSITIVE FEEDBACK ON THAT WORK.
AND SO WHAT I'D LIKE TO DO IS TAKE JUST A MOMENT TO PLAY A SHORT VIDEO TO GIVE YOU A LITTLE BIT OF A DEEPER LOOK AT HOW THIS ALL WORKS.
TO SEESAW. SEESAW IS A PORTFOLIO THAT YOUR STUDENT WILL USE TO SHOWCASE WHAT THEY'RE LEARNING AND DOING AT SCHOOL AND SHARE THAT WITH YOU, THEIR FAMILY.
THEY'LL ADD PHOTOS, VIDEOS, DRAWINGS, VOICE RECORDINGS, NOTES AND MUCH MORE TO THEIR LEARNING JOURNAL. AND YOU'LL BE ABLE TO SEE THEIR AMAZING WORK RIGHT ON YOUR PHONE OR COMPUTER WHENEVER THEY POST SOMETHING NEW.
STUDENTS LOVE SEESAW BECAUSE THEY'RE ABLE TO SHOW WHAT THEY KNOW WITH LOTS OF DIFFERENT TOOLS AND SHARE THEIR WORK WITH MEANINGFUL AUDIENCES, ALL WHILE PRACTICING THOSE SUPER IMPORTANT TWENTY FIRST CENTURY SKILLS.
TEACHERS LOVE SEESAW BECAUSE THEY'RE ABLE TO GAIN INSIGHTS FROM ALL OF THEIR STUDENTS,
[00:55:02]
SEE STUDENT GROWTH AND HAVE ALL THAT CLASS WORK ORGANIZED IN ONE PLACE.PARENTS LOVE SEESAW BECAUSE THEY CAN BE CLOSER TO THE CLASSROOM WITHOUT BEING THERE EVERY DAY AND REALLY UNDERSTAND HOW THEIR STUDENT IS DOING.
TEACHERS AND PARENTS ARE ALWAYS IN CONTROL OF HOW STUDENT INFORMATION IS SHARED.
ONCE YOU CONNECTED TO YOUR CHILD'S ACCOUNT USING THE SPECIAL INVITE CODE OR LINK FROM YOUR CHILD'S TEACHER, YOU CAN VIEW ALL OF THEIR POSTED WORK.
YOU'LL ONLY SEE YOUR OWN CHILD'S WORK AND MESSAGES THAT YOUR TEACHER SENDS HOME.
WHEN SOMETHING NEW IS ADDED, YOU'LL GET A NOTIFICATION.
YOU CAN DECIDE IF YOU WANT NOTIFICATIONS VIA EMAIL OR TEXT MESSAGE, NOTIFICATIONS CAN COME EACH TIME SOMETHING NEW IS ADDED OR JUST ONCE A DAY, YOU CHOOSE THE SETTINGS YOU PREFER. ONCE YOU FOLLOW THE SEESAW NOTIFICATION, YOU CAN SEE WHAT'S GOING ON IN THE CLASSROOM IN REAL TIME.
TEACHERS CAN ALSO TURN ON OPTIONS FOR YOU TO LIKE AND COMMENT ON YOUR CHILD'S WORK TO ENCOURAGE THEIR LEARNING.
REMEMBER, THE BEST COMMENTS HELP US LEARN SOMETHING NEW, THINGS LIKE, WOW, YOU DID A GREAT JOB BECAUSE.
INTERESTING THIS MADE ME THINK OF.
I'M PROUD OF YOU BECAUSE OUR GREAT CONVERSATION STARTERS, WE'RE ALL LEARNING TOGETHER HOW TO COMMUNICATE AND BE OUR BEST SELVES ONLINE.
YOU CAN LEAVE A TEXT COMMENT OR EVEN A VOICE COMMENT.
VOICE COMMENTS ARE PERFECT FOR YOUNGER LEARNERS.
SEESAW TAKE YOUR AND YOUR CHILD'S PRIVACY SERIOUSLY.
WE UNDERSTAND THAT YOU'RE TRUSTING US TO PROTECT YOUR CHILD'S INFORMATION AND WE PROMISE TO PROVIDE A SERVICE THAT KEEPS STUDENTS SAFE.
YOU CAN LEARN MORE ON OUR WEBSITE AT WEB.SEESAW.ME/PRIVACY.
YOUR PARTICIPATION IN YOUR CHILD'S LEARNING JOURNEY IS THE BEST WAY YOU CAN SUPPORT THEM AS THEY GROW INTO A KIND, CURIOUS AND EMPOWERED PARTNER.
THANK YOU FOR BEING PART OF THE SEESAW FAMILY.
SO THAT'S JUST A BRIEF OVERVIEW OF WHAT SEESAW CAN DO.
IT'S AN INCREDIBLY POWERFUL TOOL AND WE'RE REALLY EXCITED TO BRING IT WIDESPREAD TO CROWLEY ISD. IT'S BEEN IN USE IN CERTAIN ELEMENTARY SCHOOLS ACROSS THE DISTRICT.
AND NOW WE'RE JUST EXCITED TO MAKE IT OUR PLATFORM FOR LEARNING AT THE ELEMENTARY LEVEL.
AND SO I WILL PAUSE THERE AND JUST SEE IF THERE ARE ANY QUESTIONS OTHER ABOUT THE STUDENT SCHEDULE THAT WE COVERED BEFORE OR THE SEESAW LEARNING PLATFORM.
AND THEN WE'LL TAKE A LOOK AT A STUDENT'S FRIDAY SCHEDULE BECAUSE IT LOOKS JUST A LITTLE BIT DIFFERENT THAN THE REST OF THE WEEK.
ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT MR. KEITH.
I DON'T THINK WE HAVE ANY QUESTION.
MS. HALL, I WAS JUST GOING TO FOLLOW REAL FAST THE QUESTION ABOUT PD AND TRAINING FOR STAFF ON SEESAW, BUT ALSO FOR PARENTS ON SEESAW.
GREAT QUESTION. SO WE ARE IN COLLABORATION WITH THE PROFESSIONAL DEVELOPMENT DEPARTMENT RIGHT NOW TO ADDRESS THE TEACHER QUESTION.
FIRST, OUR DIGITAL LEARNING SPECIALISTS ARE CREATING A SPECIFIC INTERNAL WEBSITE THAT HAS SELF-PACED TRAININGS ON ALL OF THE PLATFORMS THAT YOU'LL SEE HERE TONIGHT.
SO IF YOU'RE A TEACHER, YOU SHOULD LOOK FOR AN EMAIL TO COME EARLY NEXT WEEK, MONDAY OR TUESDAY THAT HAS A LINK TO THESE SELF-PACED TRAININGS SO THAT YOU CAN GET STARTED LEVELING UP YOUR SKILLS BEFORE YOU EVEN COME BACK ON AUGUST TWENTY FOURTH.
WHEN YOU DO COME BACK ON AUGUST 24TH, WE WILL DEDICATE HALF DAYS TO SEESAW AND ZOOM TRAINING AT THE ELEMENTARY LEVEL AS WELL AS TO OUR SECONDARY LEARNING PLATFORMS, WHICH WE'LL SEE HERE IN A MOMENT.
SO WE KNOW THAT TEACHERS NEED TO BE COMFORTABLE WITH THE TOOLS THEY'RE USING AND WE HAVE BUILT THAT TIME INTO OUR SCHEDULE REALLY STARTING NEXT WEEK AND THEN DEFINITELY IN THAT PROTECTIVE BACK TO SCHOOL TIME ON THE PARENTS SIDE, WE WILL BE PROVIDING SOME EVENING PARENT TRAININGS IN THAT TIME LEADING UP TO SCHOOL.
SO THEY WOULD BE ZOOM SESSIONS JUST LIKE THIS, LED BY ONE OF OUR DIGITAL LEARNING SPECIALISTS TO GET YOU COMFORTABLE WITH THE FAMILY SIDE OF ZOOM.
IF YOU CAN USE FACEBOOK, YOU CAN USE THIS APP AND WE'LL HELP YOU THROUGH THAT EVERY STEP OF THE WAY. MR. KEITH, I HAD A QUESTION REGARDING, I GUESS, TECHNICAL SUPPORT, WILL THERE BE LIKE REAL TIME TECHNICAL SUPPORT FOR PARENTS WHO MIGHT BE STRUGGLING WITH TECHNOLOGY AT HOME? TRYING TO LOG IN OR HAVING SOME ISSUES.
ABSOLUTELY. SO OUR GOAL IS TO HELP PARENTS OF LOG ON TO THOSE PLATFORMS BEFORE SCHOOL EVEN STARTS. BUT WE ALSO KNOW THAT ONCE SCHOOL STARTS THERE OF COURSE, GOING TO BE THOSE TECHNICAL ISSUES THEY RUN INTO.
SO WE'RE PUTTING TOGETHER A HELP DESK WHERE A DIGITAL LEARNING SPECIALIST WILL BE AVAILABLE AT PERIODIC TIMES THROUGHOUT THE DAY FOR PARENTS TO HAVE ACCESS TO THAT
[01:00:02]
SUPPORT. THANK YOU AND ALSO FOR THAT SUPPORT OF THESE TRAININGS FOR SEESAW, MR. KEITH, DR. MARTINEZ-VASQUEZ ASKED ABOUT OPPORTUNITIES FOR TRAINING IN SPANISH FOR SPANISH SPEAKING FAMILIES. AND SO, YES, OF COURSE, WE'LL BE PROVIDING ALL OF THIS INFORMATION FOR OUR COMMUNITY, OUR SPANISH SPEAKERS AS WELL.ALL RIGHT, SO THEN WHAT I'LL DO IS I'LL GO AHEAD AND WE'LL LOOK AT THE ELEMENTARY STUDENTS FRIDAY SCHEDULE AND THE FRIDAY SCHEDULE FOR AN ELEMENTARY STUDENT LOOKS A LITTLE BIT DIFFERENT. SO I'LL PUT THE FULL MORNING LIVE.
THIS IS THE STUDENT WE'VE BEEN FOLLOWING ALL EVENING.
SO PUT THEIR FULL SCHEDULE UP THERE.
BUT IF YOU NOTICE FRIDAY, YOU SEE THE BLOCKS LOOK A LITTLE BIT DIFFERENT.
AND SO LET ME JUST HIGHLIGHT FRIDAY HERE, KEEPING IN MIND THAT BLUE IS INDEPENDENT, GREEN IS LIVE, YELLOW IS OFFLINE STILL.
SO FRIDAYS LOOK DIFFERENT FOR STUDENTS FRIDAY.
ON FRIDAY MORNING, STUDENTS WILL COMPLETE INDEPENDENT WORK THAT'S BEEN ASSIGNED BY THE TEACHER. EITHER THAT NEEDS TO BE FINISHED UP FROM THE WEEK THAT WAS ASSIGNED THAT DAY.
AND THEN DURING OUR SUMMER LEARNING PROGRAMS, WE DID ENRICHMENT FRIDAYS.
AND SO DURING ENRICHMENT FRIDAYS, STUDENTS HAVE HAD THE CHOICE OF SOME LIFE LESSONS THAT THEY COULD JOIN IN AN AREA OF INTEREST.
AND SO FOR OUR ENRICHMENT AND INTERVENTION BLOCKS ON FRIDAYS FOR VIRTUAL LEARNERS, WE'LL BE OFFERING SOCIAL EMOTIONAL SUPPORT.
THOSE WOULD BE LESSONS DEVELOPED AND PRESENTED BY OUR COUNSELORS AND THEN ALSO WORKING WITH EACH CAMPUS TO IDENTIFY FOLKS THAT THEY HAVE ON THEIR STAFF WHO MAY HAVE A PARTICULAR AREA OF INTEREST AND MAY WANT TO OFFER SOME ENRICHMENT FOR THEIR STUDENTS.
WE'VE ALSO HAD CONVERSATIONS WITH THE LEAD OVER OUR TWENTY FIRST CENTURY AFTER SCHOOL PROGRAM ABOUT HOW TO LEVERAGE SOME OF THAT PERSONNEL WHO WOULD TYPICALLY PROVIDE AFTER SCHOOL CARE TO STUDENTS TO PROVIDE FRIDAY ENRICHMENT LESSONS TO THESE VIRTUAL STUDENTS.
AND THEN, OF COURSE, STUDENTS HAVE LUNCH AND THEY FINISH UP THAT DAY WITH INDEPENDENT WORK OR ASSESS ASSESSMENTS ASSIGNED BY THE TEACHER.
AND SO DURING THAT INDEPENDENT WORK BLOCK IN THE MORNING, TEACHERS ARE AVAILABLE VIA OFFICE HOURS IN ORDER TO PROVIDE ANY ADDITIONAL SUPPORT FOR STUDENTS.
AND NOW WITH THE MENTION OF TEACHERS, THIS IS A GOOD PLACE TO PIVOT TO, WHAT DOES AN ELEMENTARY TEACHER SCHEDULE LOOK LIKE? SO IF YOU'LL NOTICE AT THE BOTTOM, WE'RE HIGHLIGHTING AN ELEMENTARY TEACHER NOW, BUT AND WE'RE GOING TO JUST LOOK AT THEIR FRIDAY SCHEDULE.
SO IF YOU'LL NOTICE, WE'VE PUT THE TEACHER'S SCHEDULE NEXT TO THE STUDENT SCHEDULE.
SO YOU CAN SEE THAT DURING THIS TIME ON FRIDAYS, TEACHERS HAVE ADDITIONAL OFFICE HOURS SO THEY CAN CONTACT PARENTS AND STUDENTS.
THEY HAVE A DEDICATED TIME FOR WEEKLY PROFESSIONAL LEARNING, SO ONE THING WE KNOW IS THAT THIS IS A BRAVE NEW WORLD OF EDUCATION WE'RE GOING INTO IN THE FALL.
AND ANY STUDENT, ANY TEACHER WHO IS TEACHING VIRTUALLY NEEDS THAT ADDITIONAL TIME FOR PROFESSIONAL LEARNING TO CONTINUE TO BUILD THEIR SKILLS THROUGHOUT THE YEAR.
AND THEN AT THE END OF EACH FRIDAY, THERE IS AN EXTENDED PLANNING TIME IN ORDER TO PREPARE FOR THE UPCOMING WEEK OF VIRTUAL INSTRUCTION.
SO AS A TEACHER, THE THING TO KEEP IN MIND IS THIS APPLIES TO EVERYONE FROM SEPTEMBER 8TH TO OCTOBER 5TH.
AND THEN WHEN WE REACH OCTOBER 5TH, WE'LL HAVE STUDENTS WHO SPLIT OFF AND STAY VIRTUAL THROUGH THE CROWLEY VIRTUAL LEARNING ACADEMY AND STUDENTS WHO RETURN FACE TO FACE.
TEACHERS WHO ARE TEACHING IN THAT CROWLEY VIRTUAL LEARNING ACADEMY.
ONLY THEY ARE THE ONES WHO WOULD CONTINUE TO FOLLOW THIS FRIDAY'S SCHEDULE WITH THEIR VIRTUAL STUDENTS AND THEN MOVING BACKWARDS JUST TO WRAP UP WHAT THE ELEMENTARY TEACHER SCHEDULE LOOKS LIKE. I'LL GO BACK TO MONDAY AND I'LL JUST PUT A TEACHER'S SCHEDULE OVER THE TOP OF THAT STUDENT'S SCHEDULE.
AND SO THIS WOULD BE YOU SEE, THE TEACHER HAS A BLOCK OF MORNING LIVE INSTRUCTION, THAT'S THAT A.M. BLOCK, AND THEN THEY ALSO HAVE AN AFTERNOON BLOCK WITH TWO DIFFERENT GROUPS OF STUDENTS, THE ONES WHO HAVE CHOSEN AND THE ONES WHO HAVE CHOSEN P.M.
THEY HAVE THEIR 30 MINUTE DUTY FREE LUNCH AND A DAILY FORTY FIVE MINUTE PLANNING.
IN ADDITION TO THE EXTENDED PLANNING TIME AT THE END OF THE WEEK, THERE ARE A DAILY OFFICE HOURS YOU CAN SEE THERE AT THE BOTTOM FOR STUDENT AND PARENT CONTACT.
AND THEN WE'LL ALSO BE SETTING UP A SCHEDULE OF EVENING OFFICE HOURS ONCE PER WEEK.
AND THAT WILL BE A SCHEDULE DETERMINED BY THE CAMPUS AND THE WAY THAT WE WILL BE COMPENSATING OUR TEACHERS FOR THAT IS BY AN EARLY RELEASE ON THAT FRIDAY SCHEDULE.
SO AN HOUR OF EVENING OFFICE HOURS SOMETIME DURING THE WEEK, AND THEN AN EARLY RELEASE ON FRIDAY TO MAKE UP FOR THAT TIME.
ALL RIGHT, SO THAT'S REALLY THE END OF OUR ELEMENTARY JOURNEY.
WE'VE LOOKED AT THE ELEMENTARY STUDENT, THE ELEMENTARY PLATFORM AND THE ELEMENTARY TEACHER, SO I'LL JUST PAUSE AND SEE IF THERE ARE ANY QUESTIONS BEFORE WE MOVE ON TO SECONDARY. MR. KEITH. GO AHEAD, GO AHEAD.
I JUST WANTED TO KNOW, IS THERE A PE FEATURE OF ANY SORT OR ANY ANYTHING LIKE THAT?
[01:05:06]
THERE IS. SO BACK BACK ON THE STUDENTS DAILY SCHEDULE DURING THAT SPECIALS BLOCK OF 12:30 TO 1:15.THEY'LL HAVE PE LESSONS DURING THAT TIME THROUGHOUT THE WEEK.
AND THEN WE'RE ALSO LOOKING AT PROVIDING SOME ADDITIONAL P.E.
ENRICHMENT ACTIVITIES DURING THAT FRIDAY BLOCK.
MR. KEITH, A QUESTION IN THE CHAT ABOUT VIRTUAL TEACHERS AND WHAT HAPPENS WHEN WE RETURN TO OFFERING IN-PERSON LEARNING IN OCTOBER WITH VIRTUAL TEACHERS DO JUST VIRTUAL OR THEY DO A COMBINATION.
AND IF A CHILD CHOOSES TO SWITCH FROM VIRTUAL TO IN-PERSON, WOULD THEY HAVE A NEW TEACHER WHEN THAT STARTS? SO THAT QUESTION HAS ABOUT FOUR DIFFERENT ANSWERS THAT I CAN FIELD PRETTY QUICKLY. THERE'S A DIFFERENT ANSWER FOR ELEMENTARY AND SECONDARY TEACHERS.
THERE'S A DIFFERENT ANSWER FOR ELEMENTARY AND SECONDARY STUDENTS.
SO LET ME TACKLE ELEMENTARY OR DR.
MCFARLAND, WOULD YOU LIKE TO TAG ON THAT ONE? WELL, I JUST THINK THERE'S A THERE'S A LOT TO THAT QUESTION, AND THAT'S PROBABLY A QUESTION THAT WOULD BE BETTER FOR US TO ADDRESS ONCE WE GET THE FACE TO FACE DOWN.
I KNOW THAT AS SCHEDULES AND AS STUDENTS ARE SUBMITTING OPTIONS AND SCHEDULES ARE GETTING SET, THAT'S ONE THAT'S GOING TO BE KIND OF FLUID.
I RATHER DELAY THE ANSWER TO THAT QUESTION UNTIL WE GOT CLOSER TO FACE TO FACE.
ALL RIGHT, MR. KIRCHNER, ANYTHING ELSE IN THE CHAT BEFORE WE MOVE TO SECONDARY? ALL RIGHT. SORRY I WAS MUTED.
WITH SEESAW THEY WERE ASKING, DOES THAT HAVE TO BE DONE ON A CHROMEBOOK OR CAN BE DONE USED ON OTHER DEVICES AT HOME? SO THE BEAUTIFUL THING ABOUT SEESAW IS IT CAN BE USED ON ANYTHING.
SO YOU CAN USE IT ON YOUR CHROMEBOOK AT HOME.
YOUR STUDENT HAS AN IPAD LOAD IT ON THE IPAD AS A PARENT FOR THE FAMILY APP.
YOU JUST PUT IT ON YOUR PHONE.
I HAVE IT ON MY PHONE RIGHT NOW.
SO ANY DEVICE THAT YOU HAVE, SEESAW WILL WORK ON.
AND SO THAT WAS ONE OF THE THINGS THAT DREW US TO IT.
IT'S NOT BASED ON ANY PARTICULAR PLATFORM.
IT CAN BE USED ANYWHERE. THANK YOU.
YES, SIR. MR. KEITH, I SAW A QUESTION COME ACROSS THE CHAT ABOUT VOLUNTEERS, AND I'M JUST CURIOUS, WILL WE ALLOW VOLUNTEERS? IF SO? SO MS. DAVIS AS RELATES TO VOLUNTEERS, WE ARE WE ACTUALLY HAVE NOT TALKED IN DETAIL ABOUT THAT RIGHT NOW. WE JUST KIND OF FOCUSED ON VIRTUAL LEARNING.
OUR PLAN WE GET TO TALK ABOUT FACE TO FACE AND VOLUNTEERS COMING ON CAMPUS WE'LL BE ABLE TO ADDRESS THAT AT THAT POINT.
BUT AT THIS POINT TODAY, WE'VE NOT TALKED ABOUT VOLUNTEERS AND WE WOULD WE'D RATHER RESTRICT RIGHT NOW TO OUR OWN EMPLOYEES.
HOWEVER, IF WE GET CLOSER, WE ALL UNDERSTAND WHAT KIND OF SERVICE THE VOLUNTEERS ARE PROVIDING, THEN WE WILL MAKE A DECISION AT THAT TIME.
SO RECAP, ELEMENTARY STUDENT, ELEMENTARY PLATFORM, ELEMENTARY TEACHER, THAT'S WHAT WE COVERED SO FAR. BUT NOW WE WANT TO SHIFT INTO THE SECONDARY STUDENT AND THE SECONDARY STUDENT ONCE WE'VE UNDERSTOOD THE ELEMENTARY STUDENTS SCHEDULE AND WHAT THAT LOOKS LIKE, THE SECONDARY STUDENT SCHEDULE JUST BUILDS ON THAT.
SO JUST LIKE WE DID WITH ELEMENTARY STUDENTS, LET'S TAKE A LOOK AT AN OVERVIEW FIRST OF SOME OF THOSE GUIDING PRINCIPLES.
SO SECONDARY STUDENTS, AGAIN, HAVE A MIX OF LIVE AND INDEPENDENT LEARNING.
THE VIRTUAL LEARNER FOLLOWS THE CAMPUS BELL SCHEDULE, SO THEY WILL HAVE A MULTIPLE PERIOD DAY. SO ONE THING WE HEARD FROM PARENTS AND COMMUNITY SURVEYS WAS THE STRUCTURE OF A DAY WAS VERY IMPORTANT TO THEM AND THEIR VIRTUAL LEARNING STUDENT.
SO WE ARE USING THAT CAMPUS SCHEDULE AND MIRRORING THAT IN THE VIRTUAL WORLD.
STUDENTS WILL HAVE, THERE WILL BE ADVISORY AND OFFICE HOURS FOR STUDENTS IN NEED OF ADDITIONAL SUPPORT.
ALSO, THE SECONDARY SCHEDULE PROVIDES STUDENTS WITH THE OPPORTUNITY TO TAKE HYBRID OR IN-PERSON ONLY COURSES, AND SO THERE ARE SOME COURSES THAT WHETHER IT'S BECAUSE OF SPECIALIZED EQUIPMENT OR OTHER REQUIREMENTS, MAY BE ONLY OFFERED AS A MIX OF VIRTUAL AND FACE TO FACE OR MAY BE OFFERED IN PERSON ONLY BY CERTAIN CTE AND FINE ARTS COURSES.
THIS ALLOWS THE STUDENTS TO ENGAGE IN THOSE CLASSES.
AND THEN FINALLY, BECAUSE STUDENTS ARE FOLLOWING THEIR HOME CAMPUS SCHEDULE, IT SIMPLIFIES THE TRANSITION IF A STUDENT DECIDES TO MOVE BETWEEN VIRTUAL AND FACE-TO-FACE LEARNING. SO, AGAIN, WE'LL START BY LOOKING AT A MONDAY THROUGH THURSDAY SCHEDULE.
I'M PUTTING A SEVENTH GRADE SCHEDULE UP HERE.
REALLY WHAT IT IS, IS YOU CAN THINK OF THIS AS A GENERIC SECONDARY SCHEDULE.
SO THE COMPONENTS OF IT THAT ARE THAT ARE IMPORTANT TO THIS CONVERSATION IS YOU CAN SEE THAT IT'S BROKEN INTO CLASS PERIODS AND IT'S BROKEN.
AND THERE'S AN ADVISORY IN THERE AT THE HIGH SCHOOL LEVEL THAT WOULD OBVIOUSLY BE OUR
[01:10:02]
PANTHER TIME OR OUR EAGLE HOUR FOR THAT ADDITIONAL STUDENT SUPPORT.AND THEN YOU CAN SEE THAT IT FOLLOWS THAT SAME PATTERN THROUGHOUT THE ENTIRE WEEK.
SO EVERY SECONDARY SCHEDULE LOOKS BASICALLY LIKE THIS.
SO THERE'S THERE'S TWO WAYS TO APPROACH THIS TO TO WALK THROUGH IT.
THE FIRST WAY IS TO THINK ABOUT WHAT HAPPENS TO ALL OF THE STUDENTS FIRST PERIOD CLASSES THROUGHOUT THE ENTIRE WEEK.
SO LET'S JUST FOCUS IN ON FIRST PERIOD.
AND YOU CAN SEE THAT THIS MIDDLE SCHOOLER HERE IS TAKING ENGLISH AS THEIR FIRST PERIOD CLASS, JUST LIKE THE ELEMENTARY SCHEDULES GREEN IS LIVE, BLUE IS INDEPENDENT, YELLOW IS OFFLINE. SO ON MONDAY, THEY HAVE A LIVE ENGLISH CLASS WITH THEIR TEACHER.
SO THE STUDENT LOGS ON JOINS VIA THE ZOOM LINK.
AND THIS MAY LOOK LIKE A FOCUSED LIVE LESSON WITH A CROWLEY ISD TEACHER PRESENTING THAT CONTENT THEN THE NEXT PART MAY BE 15 TO 20 MINUTES OF STUDENT WORK TIME WITH THE TEACHER AVAILABLE FOR SUPPORT.
SO THE STUDENT IS STILL ON ZOOM.
THE TEACHER IS STILL ON ZOOM, BUT THE STUDENT IS COMPLETING WORK INDEPENDENTLY.
THIS IS NOT A 50 MINUTE LONG LECTURE.
IT'S THE SAME TYPE OF STRUCTURES THAT WE WOULD SEE IN A FACE TO FACE CLASSROOM.
AND THEN IT MAY END A CLASS MAY END WITH THE TEACHER USING PEAR DECK, WHICH WE'LL LOOK AT MORE CLOSELY IN A MOMENT TO ASSESS STUDENT PROGRESS, WE ALWAYS WANT TO CHECK WHERE OUR STUDENTS ARE BEFORE THEY LEAVE US EVERY DAY SO WE KNOW HOW TO SUPPORT THEM WITH ADDITIONAL NEEDS. LOOKING AT THE SCHEDULE, YOU'LL SEE MONDAY AND TUESDAY BOTH HAPPEN TO BE LIVE DAYS THIS WEEK.
SO LET'S GET TO WEDNESDAY BECAUSE TUESDAY LOOKS SIMILAR TO MONDAY.
SO THIS TIME, THE STUDENT DOES NOT NECESSARILY HAVE TO LOG ON DURING PERIOD ONE TO COMPLETE THEIR ENGLISH ASSIGNMENT BECAUSE THIS IS INDEPENDENT, JUST NEEDS TO GET DONE SOME TIME DURING THAT DAY.
THEY CAN CHOOSE TO THE TEACHER WILL BE AVAILABLE, BUT THEY DON'T HAVE TO.
SO DURING THIS TIME, THIS MAY INCLUDE A THREE TO FIVE MINUTE PRERECORDED LESSON VIDEO WHERE THE TEACHER JUST SETS UP THE LESSON AND EXPLAINS TO STUDENTS WHAT THEY'RE GOING TO BE DOING THAT DAY. THEN THERE WOULD BE SELF-PACED STUDENT WORK IN ONE ASSIGNED IN ONE OF OUR PLATFORMS, WHETHER THAT'S THE DIGITAL TEXTBOOK, EDGENUITY, WORK IN GOOGLE CLASSROOM OR PEAR DECK AGAIN, WHICH YOU'LL SEE IN A MOMENT.
AND THEN THE STUDENT WOULD SUBMIT THEIR WORK THROUGH GOOGLE CLASSROOM BY THE END OF THE DAY. SO AGAIN, WITH THOSE INDEPENDENT COURSES THOSE DAYS, THOSE INDEPENDENT LESSONS DON'T NECESSARILY REQUIRE A STUDENT TO BE PRESENT.
SO YOU CAN SEE THAT THIS STUDENT WOULD HAVE THREE LIVE LESSONS AND TWO INDEPENDENT LESSONS IN ENGLISH THROUGHOUT THE ENTIRE WEEK.
SO THE OTHER WAY TO LOOK AT THIS SCHEDULE THEN IS TO THINK ABOUT WHAT DOES A STUDENT'S DAY LOOK LIKE FROM START TO FINISH? SO WHEN YOU LOOK FROM PERIOD ONE TO PERIOD SEVEN, YOU SEE A MIX OF LIVE AND INDEPENDENT LESSONS. SO ENGLISH IS LIVE AT FIRST, ELECTED AS INDEPENDENT, MATH IS LIVE, AND THAT WORKS THAT WAY THROUGH THE REST OF THEIR SCHEDULE.
AND THEN IF YOU EXPAND THAT TO TUESDAY, YOU SEE THAT EVEN THOUGH ELECTIVE ONE WAS LIVE ON MONDAY OR WAS INDEPENDENT ON MONDAY, IT MAY BE LIVE ON TUESDAY.
AND SO WHEN YOU LOOK AT THAT AS AN OVERALL SCHEDULE FOR A SECONDARY STUDENTS WEEK, WE'RE TRYING TO PROVIDE VARIETY FOR THEM.
SO IT'S NOT JUST BEING ON A ZOOM FROM THE BEGINNING OF THE DAY TO THE END OF THE DAY EVERY DAY. IT'S A MIX OF LIVE AND INDEPENDENT WORK.
THROUGHOUT THE WEEK IN VARIOUS CLASSES, WE'LL BE PROVIDING STUDENTS IN EACH CLASS WITH THEIR WEEKLY SCHEDULE DAY BY DAY OF WHETHER IT'S GOING TO BE LIVE OR ASYNCHRONOUS OR INDEPENDENT AT THE BEGINNING OF EACH WEEK SO THEY CAN PLAN OUT THEIR WEEK AND KNOW WHEN THEY NEED TO BE WHERE IN EACH CLASS.
SO THEN I'LL PAUSE THERE BEFORE WE GO INTO SECONDARY PLATFORMS AND JUST SEE IF THERE ARE ANY QUESTIONS ABOUT SECONDARY STUDENT SCHEDULES IN GENERAL.
MR. KEITH, YOU MAY HAVE SAID THIS, BUT GOING LOOKING AT THE THURSDAY SCHEDULE, TELL ME WHY IT WAS ALL DAY LIVE.
IS IT BECAUSE FRIDAYS ALL DAY INDEPENDENT OR? A GREAT QUESTION. SO IT IT JUST HAPPENS TO BE IN THIS SITUATION THAT EVERY EVERY TEACHER DID HAVE A LIFE LESSON ON THURSDAY THAT MAY HAPPEN PERIODICALLY WHERE THERE'S NOT A MIX OF LIVE AND INDEPENDENT ON CERTAIN DAYS.
OH HELLO. GO AHEAD MS. ROBINSON.
OKAY I HAVE A QUESTION FOR THOSE STUDENTS WHO DO HAVE ELECTIVES THAT MAY REQUIRE FACE TO FACE OR A HYBRID.
HOW WILL PARENTS BE NOTIFIED AND HOW WILL THAT WORK? SO WE'LL BE PUBLISHING A VIRTUAL LEARNING COURSE CATALOG, AND WHAT WE'LL DO IS WE'LL TAKE OUR CURRENT COURSE CATALOG AND IT WILL IDENTIFY FOR EACH CLASS IF IT IS OFFERED ONE HUNDRED PERCENT VIRTUAL OR HYBRID OR IN-PERSON ONLY.
SO IF YOU ARE A STUDENT IN THE VIRTUAL LEARNING ACADEMY, IT WILL BE CLEAR WITH THE COURSES YOU'VE SELECTED HOW THOSE WILL BE OFFERED.
[01:15:05]
MR. KEITH, WE'RE GETTING SOME QUESTIONS ABOUT WHAT THE SCHEDULE MIGHT LOOK LIKE FOR CTE STUDENTS OR STUDENTS IN BAND, DO YOU WANT TO DO THAT AFTER THE PLATFORMS OR BEFORE? WE CAN CERTAINLY DO THAT NOW.I CAN PULL UP A FEW SAMPLE SCHEDULES.
WE CAN TAKE A LOOK. SO LET'S TAKE A WE'LL TAKE A LOOK AT FOUR.
WE STARTED WITH WITH A VERY STRAIGHTFORWARD SECONDARY SCHEDULE.
RIGHT. AND SO THESE ARE SOME MORE SPECIAL USE CASES AT AT THE SECONDARY LEVEL.
SO LET'S LOOK AT FOUR HIGH SCHOOL SCHEDULES.
HERE WE GO, LET'S LET'S DO THIS.
SO THIS IS A HIGH SCHOOL STUDENT WHO ALSO HAS A CTE COURSE.
SO FOR THIS STUDENT, THIS WOULD BE, OF COURSE, IF THEY TAKE AT OUR NEW PHENOMENAL BILL R. JOHNSON CTE CENTER.
AND THAT COURSE HAPPENS DURING ITS DOUBLE BLOCKED.
SO IT'S THE FIRST TWO PERIODS OF THE DAY.
SO YOU CAN SEE FOR THIS STUDENT ON MONDAY, IT'S AN INDEPENDENT.
ON WEDNESDAY, IT'S INDEPENDENT.
BUT THEN YOU'LL NOTICE A NEW COLOR SHOW UP IN THESE SCHEDULES BECAUSE ON THURSDAY, THAT IS AN ON CAMPUS DAY.
SO WE KNOW WITH SOME OF OUR COURSES, AGAIN, THAT REQUIRE SPECIALIZED EQUIPMENT, WE WILL STUDENTS WILL NEED TO COME UP TO CAMPUS IN ORDER TO PERFORM CERTAIN TASKS.
AND THEN THE STUDENT WOULD CONTINUE THROUGH THE REST OF THEIR DAY WITH THE COMBINATION OF LIVE AND INDEPENDENT LESSONS.
NOW, IF A STUDENT HAD SUCH A SCHEDULE THAT LOOKED LIKE THIS, WHICH THIS IS A COMBINATION OF CTE AND BAND, YOU CAN SEE THEIR CTE SCHEDULE IS STILL THE SAME ACROSS THE TOP.
BUT FOR FOURTH PERIOD EACH DAY, THERE WOULD BE COMING UP TO THE CAMPUS AND PARTICIPATING IN BAND IN PERSON, IF THAT'S THE WAY THEY ELECTED TO PARTICIPATE.
AND THEN THE REST OF THEIR DAY WOULD BE A MIX OF LIVE AND INDEPENDENT LESSONS.
THEN SOMETHING SIMILAR APPLIES THE LAST TWO SCHEDULES I'LL TOUCH ON BRIEFLY, THIS IS A STUDENT TAKING ATHLETICS THE LAST PERIOD OF THE DAY SO YOU CAN SEE THEIR ENTIRE VIRTUAL DAY IS A MIX OF INDEPENDENT AND LIVE.
BUT EIGHTH PERIOD, THEY WOULD BE ON CAMPUS FOR ATHLETICS.
AND THEN THIS STUDENT WOULD BE A STUDENT WHO TAKES A FIRST PERIOD ATHLETICS COURSE, SO THEY COME UP TO THE CAMPUS AND PRACTICE DURING THAT TIME AND THEN THE REST OF THEIR DAY IS A MIX OF THAT INDEPENDENT AND LIVE LEARNING.
THANK YOU, MR. KIRCHNER ANY OTHER QUESTIONS? YEAH, WE GOT SOME QUESTIONS COMING IN ABOUT THE SECONDARY SCHEDULE, SOME GREAT QUESTIONS.
AND SO I'LL KIND OF START SCROLLING THROUGH THESE.
HOW WILL THE STUDENTS SCHEDULE BETWEEN LIVE AND INDEPENDENT CHANGE EVERY WEEK WILL IT KIND OF BE THE SAME EACH WEEK WHILE WE'RE IN VIRTUAL LEARNING.
SO IT WILL VARY A BIT EACH WEEK, WHAT WE'RE DOING IS WE'RE SETTING A CAP ON THE NUMBER OF INDEPENDENT LESSONS EACH WEEK.
AND SO IT WILL TYPICALLY BE LIKE A THREE TO TWO RATIO OF LIVE AND INDEPENDENT LESSONS.
AND SO THERE WON'T BE A MASSIVE AMOUNT OF CHANGE BETWEEN EACH WEEK.
BUT DEPENDING ON WHICH DAY A TEACHER OFFERS A LIVE OR INDEPENDENT LESSON, THERE WILL BE A LITTLE BIT OF SHIFTING TO THE SCHEDULE EACH WEEK.
MCFARLAND, I'VE GOT A QUESTION ABOUT BUS SERVICE PROVIDED TO CTE AND THEN ANY OTHER COURSES THAT MAY REQUIRE ON CAMPUS LEARNING.
SO, YES, WE ARE ANTICIPATING HAVING AN ANSWER TO THE TRANSPORTATION QUESTION AS WE GET CLOSER TO THE FACE TO FACE INSTRUCTION.
WE KNOW WE HAVE A CONTRACT WITH DURHAM AND WE JUST GOT TO FIGURE OUT EXACTLY HOW MANY KIDS WILL NEED TO BE TRANSPORTED AND WHETHER WE RUN SHUTTLES FROM THE CAMPUS OR WHETHER WE PICK STUDENTS UP AT HOME.
IT JUST WOULD DEPEND ON HOW MANY STUDENTS WE'RE TALKING ABOUT.
ONCE WE GET THOSE SCHEDULES FINALIZED, PROBABLY MID AUGUST, WE'LL HAVE A BETTER IDEA OF WHETHER WE'RE ABLE TO PROVIDE TRANSPORTATION FROM THE CAMPUS OR FROM THE HOME.
THANK YOU. WHEN WOULD NOTIFICATION FOR TEACHERS HAPPEN BASED ON WHAT THEIR SCHEDULES WOULD LOOK LIKE LIVE, INDEPENDENT, HYBRID? SO [INAUDIBLE] WITH THE TEACHERS, OF COURSE, THEY ARE DUE BACK ON THE 24TH OF AUGUST.
SO WE BY THEM FOR SURE WE WILL BE ABLE TO LET TEACHERS KNOW WHAT CLASSES THEY ARE TO PREPARE FOR. AGAIN, EVERYONE WILL START WITH VIRTUAL.
EVERYONE WILL START AS A VIRTUAL INSTRUCTOR ON SEPTEMBER 8TH.
AND THEN AFTER THAT, THE ONCE THE VIRTUAL LEARNING ACADEMY ACTUALLY KICKS OFF ON OCTOBER 5TH AND FACE TO FACE, THEN THAT'S WHERE THE DIFFERENTIATION WILL OCCUR.
BUT STARTING THE SCHOOL YEAR OFF, EVERYONE WILL BE VIRTUAL.
AND MR. KEITH, WHEN IS THE DEPARTMENT PLANNING TO BE ABLE TO RELEASE THE COURSE CATALOG? WE'RE LOOKING AT THAT SOMETIME WITHIN THE NEXT TWO WEEKS, WE KNOW THAT THAT WINDOW FOR SELECTION BETWEEN THE VIRTUAL LEARNING ACADEMY WILL REMAIN OPEN CLOSE TO OUR START DATE.
SO DEFINITELY WITHIN THE NEXT FEW WEEKS.
AND MR. KIRCHNER, TO ALL OF THE PARENTS AND TEACHERS AND EVERYONE THAT JUST HAVE GREAT QUESTIONS HERE, IS THERE A Q&A, SOME PLACE ON CISD WEBSITE THAT ALL OF
[01:20:06]
THIS IS GOING TO BE SEARCHABLE OR HOW DOES THAT WORK? THERE WILL BE.TONIGHT'S THE KIND OF THE FIRST ROLLOUT FOR THE BOARD AND THE COMMUNITY TO SEE WE WILL BE NOW TAKING ALL THIS INFORMATION AND UPDATING OUR FREQUENTLY ASKED QUESTIONS PAGE WITH ALL OF THESE REALLY GREAT QUESTIONS THAT ARE BEING ASKED TONIGHT.
ALL RIGHT, SO THEN SO JUST LIKE WE DID WITH ELEMENTARY, WE LOOKED AT ELEMENTARY MONDAY THROUGH THURSDAY AND THEN WE LOOKED AT ELEMENTARY PLATFORMS WITH SEESAW.
WE JUST LOOKED AT SECONDARY MONDAY THROUGH THURSDAY.
SO LET'S JUST TAKE A FEW MINUTES TO LOOK AT OUR SECONDARY VIRTUAL LEARNING PLATFORMS AND TOOLS. SO WE WILL BE CONTINUING WITH GOOGLE CLASSROOM AS OUR PLATFORM OF CHOICE.
SO THIS WILL BE THE CENTRAL HUB FOR ALL THINGS VIRTUAL LEARNING FOR STUDENTS.
EVERY TEACHER WILL HAVE A GOOGLE CLASSROOM AND EVERYTHING.
ALL VIRTUAL ASSIGNMENTS WILL BE MEDIATED THROUGH THAT HUB.
THEN WE'LL ALSO BE INCORPORATING ASPECTS OF INGENUITY, WHICH YOU, THE BOARD, APPROVED THE PURCHASE OF BACK IN MAY.
WHAT INGENUITY PROVIDES US IS FULL COURSES THAT WE CAN PICK AND CHOOSE COMPONENTS OF FOR STUDENTS TO EITHER RECEIVE A PRERECORDED INSTRUCTION OR TO PRACTICE ASSIGNMENTS IN THAT PLATFORM. AND THEN ANOTHER TOOL, WE'RE VERY EXCITED ABOUT THAT IN JUST A FEW MINUTES ON HERE IS A TOOL CALLED PEAR DECK.
AND SO PEAR DECK HAS BEEN IN USE AT A FEW OF OUR CAMPUSES OVER THE LAST FEW YEARS.
SO, AGAIN, WE'RE VERY EXCITED TO SCALE THIS UP TO THE ENTIRE DISTRICT.
AND SO MY POWERPOINT JUST CLOSED.
I'M BRINGING IT BACK UP. AND SO WITH PEAR DECK, WHAT THIS ALLOWS US TO DO IS HAVE BOTH A TEACHER PACE AND A STUDENT PACE COMPONENT TO FACE TO FACE IN VIRTUAL LEARNING.
SO WHAT PEAR DECK DOES IS IT ALLOWS A TEACHER TO PRESENT THEIR LESSON ON A STUDENT'S DEVICE, WHETHER THAT STUDENT IS THERE IN PERSON OR WHETHER THAT STUDENT IS VIRTUAL.
SO WHILE THE STUDENT IS IN THAT PRESENTATION, IT ALSO LETS THE TEACHER POSE QUESTIONS TO THEM AND GET RESPONSES FROM THEM THAT ARE THEN ALL DISPLAYED ON THE TEACHER'S SCREEN.
AND SO WHAT I'D LIKE TO DO IS JUST TAKE A MOMENT AND LET YOU SEE A QUICK INTRODUCTION TO PEAR DECK AND WHAT IT LOOKS LIKE FROM A TEACHER PACE PERSEPCTIVE.
AND THEN WE'LL ALSO TALK ABOUT HOW IT CAN BE USED FOR THOSE INDEPENDENT LESSONS.
SO ONE OF THE REASONS THAT WE'RE EXCITED ABOUT PEAR DECK IS BECAUSE IT CAN BE USED IN VIRTUAL LEARNING, BUT ALSO WHEN STUDENTS COME BACK FACE TO FACE, IT CAN BE USED IN A FACE TO FACE CLASSROOM FOR STUDENTS TO SUBMIT THEIR ANSWERS ANONYMOUSLY, FOR TEACHERS TO DO QUICK ASSESSMENTS, TO SEE EXACTLY WHAT THEIR STUDENTS KNOW AND WHAT THEY STILL NEED TO LEARN. ONE OTHER ASPECT OF PEAR DECK THAT IS GOING TO BE VERY IMPORTANT IS HELPING TEACHERS TO CREATE THOSE STUDENT PACED, INDEPENDENT LESSONS.
SO USING PEAR DECK, A TEACHER CAN TAKE A SLIDE PRESENTATION, A GROUP OF WEBSITES PACKAGE THOSE ALL TOGETHER AND CREATE A STUDENT PACED LESSON THAT CAN BE COMPLETED INDEPENDENTLY BY THE LEARNER. SO LET'S JUST TAKE A QUICK LOOK AT THAT.
WHAT THAT INDEPENDENT STUDENT PAGE LOOKS LIKE IN PEAR DECK.
PEAR DECK IS A GREAT WAY TO GET EVERY SINGLE STUDENT ENGAGED AND ON THE SAME PAGE DURING GROUP INSTRUCTION. BUT SOMETIMES THE STUDENTS NEED TO BE IN CONTROL AND WORKING AT THEIR OWN PACE.
WHEN YOU WANT STUDENTS TO MOVE THROUGH A PEAR DECK LESSON ON THEIR OWN.
YOU CAN TURN A SESSION TO STUDENT PACED MODE.
IN STUDENT PACED MODE STUDENTS SEE A SIMPLE SET OF CONTROLS ON THEIR DEVICE, ALLOWING THEM TO MOVE BACK AND FORTH AT THEIR OWN PACE.
STUDENT PACING YOUR LESSON OPENS A WHOLE NEW WORLD OF OPPORTUNITIES FOR YOUR CLASSROOM.
THE PEAR DECK STUDENT LETS YOU TOGGLE EASILY BETWEEN A TEACHER CONTROLLED OR STUDENT
[01:25:02]
CONTROLLED EXPERIENCE SO YOU CAN BEST MEET THE NEEDS OF YOUR STUDENTS IN REAL TIME.AND SO ONE THING THAT I'M EXCITED ABOUT IS IF YOU'RE A TEACHER WATCHING THE BOARD MEETING TONIGHT, YOU SHOULD BE ABLE TO GO TO PEARDECK.COM AND SIGN UP WITH YOUR CROWLEY.K12.TX.US EMAIL ACCOUNT.
AND ALL OF THE PREMIUM FEATURES OF PEAR DECK SHOULD BE AVAILABLE TO YOU.
NOW, IF THEY'RE NOT AVAILABLE YET, THERE WILL BE INFORMATION COMING OUT NEXT WEEK WITH SOME SELF-PACED TRAININGS ON HOW YOU CAN ACCESS THOSE AND GET ALL THE PREMIUM FEATURES IN PEAR DECK. AND SO WE'RE VERY EXCITED ABOUT THOSE PLATFORMS AND HOW THOSE CAN SUPPORT OUR TEACHERS IN BOTH THOSE LIVE AND THOSE INDEPENDENT LESSONS.
SO THEN WRAPPING BACK AROUND TO THE SECONDARY STUDENTS SCHEDULE FOR JUST A MOMENT, WHAT'S JUST TAKE A QUICK LOOK AT FRIDAYS AND SEE WHAT THAT LOOKS LIKE, BECAUSE YOU'LL NOTICE ON FRIDAYS AT THE SECONDARY LEVEL, FRIDAYS ARE A FULLY INDEPENDENT DAY.
SO THIS MIRRORS THE ELEMENTARY SCHEDULE BECAUSE IF WE LAY THE SECONDARY TEACHER'S SCHEDULE OVER THE TOP OF THAT, YOU'LL SEE THAT TEACHERS HAVE AGAIN AT THE SECONDARY LEVEL, ADDITIONAL OFFICE HOURS TIME FOR PROFESSIONAL LEARNING AND EXTENDED PLANNING SO THAT THEY CAN PREPARE FOR VIRTUAL INSTRUCTION IN THE WEEK AHEAD.
SO, AGAIN, THIS IS ALL TEACHERS DURING THE MONTH OF SEPTEMBER.
AND THEN WHEN WE COME BACK IN OCTOBER, THE TEACHERS, IF YOU'RE A SECONDARY TEACHER WHO HAS A FULLY VIRTUAL CLASS, THEN THIS THIS WOULD BE PART OF YOUR SCHEDULE ON FRIDAYS.
ALL RIGHT, SO I'LL GO AHEAD AND PAUSE THERE AND REALLY WE'VE REACHED THE END OF OUR WALK THROUGH WHEN IT COMES TO ELEMENTARY STUDENT, ELEMENTARY TEACHER, SECONDARY STUDENT AND A BRIEF LOOK AT A SECONDARY TEACHER SCHEDULE.
AND SO I'D BE HAPPY TO ANSWER ANY QUESTIONS ABOUT ANY PART OF THE PRESENTATION AT THIS TIME. MR. KEITH, I HAVE A QUESTION AND GOING BACK TO THE ELEMENTARY PLATFORM, THE ELEMENTARY DISCUSSION, SO THE INTERVENTION PIECE THAT WAS MENTIONED, WOULD YOU TALK AGAIN A LITTLE BIT MORE ABOUT WHAT THE PURPOSE OF THAT IS? AND I'M ASKING BECAUSE I KNOW WE MENTIONED DYSLEXIA 504 FOR SPED, BUT THERE WAS NO MENTION OF RTI.
WOULD RTI FIT INTO THAT INTERVENTION TIME AS WELL? YES, MA'AM. SO WE'RE LOOKING AT WHAT OUR INTERVENTION BLOCK LOOKS LIKE RIGHT NOW, SO THAT INTERVENTION BLOCK MAY FUNCTION ONE OF TWO WAYS.
SO IN TERMS OF RTI, THAT MAY FUNCTION AS TIER ONE PREVENTION.
AND SO WE KNOW ALL THAT MEANS IS A STUDENT WHO DIDN'T GET SOMETHING DURING THE LESSON.
WE CAN USE THAT TIME FOR ADDITIONAL SUPPORT TO MAKE SURE THEY GET IT.
BUT THEN WE ALSO HAVE TIER TWO AND TIER THREE STUDENTS AND THEY NEED WORK ON BELOW GRADE LEVEL SKILLS IN ORDER TO BE SUCCESSFUL ON THEIR CURRENT GRADE LEVEL.
AND SO SOME DAYS THAT INTERVENTION BLOCK MAY BE DEDICATED TO THOSE TIER TWO AND TIER THREE STUDENTS FOR STUDENTS WHO ARE IN NEED OF INTENSIVE INTERVENTION.
WE'RE IN CONVERSATION WITH MISHEARD WHO IS OVER OUR PROGRAM ABOUT HOW WE CAN LEVERAGE ADDITIONAL STUDENT PULLOUTS DURING THEIR INDEPENDENT TIME THAT'S OPPOSITE OF THEIR LIFETIME TO PROVIDE THEM WITH ADDITIONAL SUPPORT.
OK, AND THEN MY NEXT QUESTION, I DIDN'T SEE ANY INTERVENTION TIME IN THE SECONDARY SCHEDULE, SO HOW IS THAT GOING TO LOOK AT THE SECONDARY LEVEL.
[INAUDIBLE] AT THE SECONDARY LEVEL INTERVENTIONS AND ADDITIONAL SUPPORT OR ONE BUILT INTO THE CLASS PERIOD. SO TEACHERS ARE CONSTANTLY WORKING WITH STUDENTS TO BUILD THOSE OFF GRADE LEVEL SKILLS. AND THEN ON OUR CAMPUSES, WE HAVE THAT ADVISORY BLOCK AND THAT ADVISORY BLOCK SERVES A FEW PURPOSES.
ONE IS OUR FOCUS ON COLLEGE AND CAREER READINESS.
AND SO WE HAVE PREMADE LESSONS THAT TEACHERS WILL DELIVER ON COLLEGE AND CAREER READY SKILLS. BUT THEN ALSO IT SERVES AS A TARGETED INTERVENTION TIME AND SO STUDENTS CAN BE MOVED AROUND EVERY FEW WEEKS FROM ADVISORY TO ADVISORY BASED ON THE TEACHER THAT THEY NEED TO WORK WITH THE MOST BASED ON THE GAPS THEY HAVE IN THEIR KNOWLEDGE.
SO THAT ADVISORY IS A VERY FLEXIBLE TIME AND ALL OUR CAMPUSES ARE REALLY GREAT AT ORGANIZING STUDENTS AND PUTTING THEM WITH THE TEACHER THEY NEED TO BE WITH THE MOST.
MCFARLAND AND MS. BATISTE, A LOT OF QUESTIONS THERE IN THE CHAT ABOUT SPECIAL EDUCATION PROGRAMING SUPPORT FOR STUDENTS AT THE SECONDARY LEVEL, MS. BATISTE, CAN YOU TALK MORE ABOUT THAT WITH DR.
MCFARLAND? THESE WANT TO EXPLAIN HOW THE SPECIAL EDUCATION SERVICES WILL BE RECEIVED AT THE HIGH SCHOOL LEVEL, THE BOOK FOR THE SECONDARY, BOTH
[01:30:04]
GROUPS, THE MIDDLE SCHOOL AND HIGH SCHOOL FOR THE POPULATION OF STUDENTS WHO ARE RECEIVING THINGS LIKE OCCUPATIONAL THERAPY, PHYSICAL THERAPY, OTHER RELATED SERVICES THAT ARE HARD TO DELIVER, VIRTUALLY.THEY'LL HAVE THE OPPORTUNITY TO COME UP FOR TWO DAYS A WEEK IN OUR HYBRID MODEL TO GET THOSE INTENSIVE TARGETED IEP, IEP TREATMENT SESSIONS.
BUT WE ALSO WILL CONTINUE TO DO SOME VIRTUAL TREATMENT, TOO, FOR THOSE PARENTS WHO AREN'T COMFORTABLE WITH THOSE CHILDREN COMING UP.
AND THIS IS FOR OUR MOST PROFOUND GROUP.
SO BASICALLY, THE STUDENTS WHO ARE ACADEMIC AND WHO ARE ABLE TO PARTICIPATE 100 PERCENT VIRTUAL AND IF THE PARENT WANTS TO KEEP THEM 100 PERCENT VIRTUAL.
WE'LL STILL BE PROVIDING SPEECH THERAPY, MUSIC THERAPY, OCCUPATIONAL THERAPY, PHYSICAL THERAPY, COUNSELING SERVICES, ALL THOSE ALL THOSE SERVICES WILL BE AVAILABLE VIRTUALLY AS WELL. LIKE MR. KEITH JUST SHARED IF YOUR CHILD IS NOT RECEIVING ALL THOSE SERVICES, BUT THEY STILL RECEIVE SPECIAL ED SERVICES WITH CO TEACHING, INCLUSION MODEL, CASE MANAGEMENT.
WE WILL STILL BE PROVIDING THOSE SERVICES.
THEY'LL BE PULL OUT SESSIONS WITHIN THE VIRTUAL SETTING AVAILABLE.
AND AGAIN, IF YOU'RE NOT SURE WHAT TO SHARE, WHERE YOU FALL INTO THESE CATEGORIES, YOU WILL BE CONTACTED NO LATER THAN AUGUST TWENTY FIFTH BY SOMEONE IN SPECIAL ED DEPARTMENT TO LET YOU KNOW IF THE HYBRID MODEL IS AN OPTION FOR YOU.
BUT AGAIN, IT'S SOMETHING THAT'S ALREADY IN YOUR CHILD'S IEP.
THEY WERE ALREADY GETTING OCCUPATIONAL THERAPY.
THEY'RE ALREADY GETTING PHYSICAL THERAPY.
IT'S JUST THAT THE VIRTUAL SETTING MADE IT A LITTLE DIFFICULT.
AND IF THERE ARE ANY MORE QUESTIONS, I'LL BE HAPPY TO ANSWER THEM.
MS. BATISTE, THANK YOU FOR THAT, AND I DO BELIEVE THAT MS. [INAUDIBLE] HAD SOMETHING TO ADD ABOUT THE RTI AND INTERVENTION QUESTION THAT WAS ASKED EARLIER. MS. [INAUDIBLE].
BASICALLY, TO PIGGYBACK ON MR. KEITH SAID, WHAT I'VE BEEN TALKING WITH HIM, AS WELL AS SOME OF OUR COORDINATORS ABOUT, IS HAVING THE RTI SO WE DON'T EFFECT THAT HOUR BLOCK FOR THE CORE CONTENT, HAVING THAT TIME [INAUDIBLE] THAT OUR INDIVIDUAL TIME [INAUDIBLE] DURING THOSE ASYNCHRONOUS BLOCKS OF TIME, AS WELL AS DYSLEXIA.
SO WE CAN MAKE SURE THAT WE'RE THE GOAL IS TO KIND OF GET THE CAMPUS SCHEDULE SET TO SAY THIS IS THE BLOCK OF TIME.
WE'LL FOCUS ON OUR RTI FOR TIER TWO AND TIER THREE.
SO PARENTS WILL KNOW AT THIS TIME OF DAY, MY STUDENT NEEDS TO BE ON ZOOM WITH THEIR TEACHER, RECEIVING INTERVENTION AND OR DYSLEXIA DEPENDING ON WHAT THEIR CHOICE IS.
SO REALLY, JUST TO PIGGYBACK [INAUDIBLE] TO MAKE SURE WE HAVE THOSE TIMES BUILT IN BUT HAVING IT SET SO PARENTS WILL KNOW THIS IS THE ACTUAL TIME MY CHILD WILL RECEIVE TIER TWO AND TIER THREE INTERVENTION.
THANK YOU, MRS. [INAUDIBLE] ALSO ALSO, MR. KIRCHNER, WE HAVE DR.
MOSLEY PREPARED TO TALK ABOUT THE VIRTUAL OPEN, THE OPEN HOUSE, A VIRTUAL OPEN HOUSE PLANNING THAT WE HAVE GOING I THINK WE HAVE SOME DATES.
AND SO WE KNOW THAT THAT'LL BE SOMETHING THAT'LL BE IMPORTANT THAT PARENTS WILL WANT TO KNOW AND OTHERS WILL WANT TO KNOW ABOUT DR.
MCFARLAND. MADAM PRESIDENT AND TRUSTEES.
WE'VE ALREADY SELECTED OUR OPEN HOUSE DATE FOR THE ELEMENTARY SCHOOLS AND SECONDARY SCHOOLS. FOR THE ELEMENTARY.
IT'LL BE AUGUST TWENTY SIX AND TWENTY SEVEN.
WE HAVE PLANS UNDERWAY FOR THE VIRTUAL OPEN HOUSE.
THE SCHOOLS WILL BE PROVIDING AN ORIENTATION FOR OUR PARENTS.
AND THIS TYPE OF WALKTHROUGH THAT WE'VE EXPERIENCED TONIGHT WILL BE PROVIDED FOR A PARENT COMMUNITY AS WELL. SO WE'RE EXCITED ABOUT THAT.
PRINCIPALS ARE WORKING HARD TO ENSURE THAT THAT'S A GREAT ROLLOUT.
MOSLEY. MR. KIRCHNER, I BELIEVE THAT THAT'S ALL WE HAVE, THERE MAY BE OTHER QUESTIONS THAT WE NEED TO ADDRESS AND WE'RE OPEN TO ADDRESS THOSE QUESTIONS AT THIS TIME.
WONDERFUL. SO, MR. KEITH, A COUPLE OF QUESTIONS FROM TEACHERS ABOUT PEAR DECK, JUST HOW AND WHEN THAT TRAINING WILL BE CONDUCTED. AND THEN ONE TEACHER POINTED OUT THAT THAT PEAR DECK EMAIL THAT'S BEEN SENT OUT MAY GOT STUCK IN OUR BARRACUDA SPAM FILTERS FOR SOME TEACHERS.
AND SO JUST MAKING SURE THAT EVERYONE DOESN'T MISS THAT.
OUR SPAM FILTERS ARE REALLY GOOD AND THEY MIGHT HAVE CAUGHT YOUR PEAR DECK EMAIL.
AND THEN THE OTHER QUESTION ABOUT TRAINING IS WE'LL HAVE SELF-PACED TRAININGS THAT GO OUT NEXT WEEK. SO THAT WILL GIVE YOU A SOLID TWO WEEKS TO KIND OF GET YOUR SKILLS UP.
BUT THEN FOR SECONDARY TEACHERS [INAUDIBLE] PEAR DECK IS REALLY GEARED TO EVEN THOUGH IT IS AVAILABLE TO ELEMENTARY ALSO.
FOR SECONDARY TEACHERS DURING THAT FIRST WEEK OF BACK TO SCHOOL, I BELIEVE IT IS THE FRIDAY OF THAT WEEK, YOU WILL HAVE SPECIFIC PEAR DECK TRAININGS.
SO IT WILL BE LIKE A LEVEL UP YOUR GOOGLE CLASSROOM TRAINING.
[01:35:02]
AND THEN ALSO, HOW DO I USE PEAR DECK EFFECTIVELY IN THE CLASSROOM? THANK YOU, SIR. DR.MCFARLAND, WE'VE ALSO BEEN GETTING SEVERAL QUESTIONS ABOUT OUR MEAL SERVICE.
CROWLEY ISD SET THE STANDARDS HIGH IN THE SPRING WITH PROVIDING MEALS FOR OUR STUDENTS WHEN THE CLOSURE STARTED TO HAPPEN THROUGHOUT THE SUMMER.
THE SCHEDULE IN THE FALL FROM OUR PARTNERS AT ARAMARK IS GOING TO LOOK A LITTLE DIFFERENT. THEY'VE LEARNED SOME LESSONS THIS SUMMER THAT NOT REQUIRING FAMILIES HAVE TO COME UP TO THE SCHOOLS EVERY SINGLE DAY TO PICK UP THEIR MEALS, REALLY MADE THEM A LOT MORE CONVENIENT FOR FAMILIES.
AND SO STARTING IN SEPTEMBER, OUR PICKUP IS GOING TO LOOK A LITTLE DIFFERENT.
THERE WILL BE TUESDAY AND THURSDAY, PICK UPS.
TWO TIMES A DAY. YOU CAN COME BETWEEN THE ELEVEN AND ONE O'CLOCK LUNCH HOUR TO PICK UP MEALS FOR YOUR FAMILY. BUT THERE ALSO BE PICK UP BETWEEN 4:30 AND SIX IF PARENTS NEED IT.
THAT'S MORE CONVENIENT FOR THOSE FAMILIES.
AND SO STUDENTS WILL NOT HAVE TO GO TO SCHOOL EVERY DAY TO GET THEIR MEALS.
THEY'LL BE TWO PICKS UP A WEEK AND THEY'LL BE ABLE TO GET MULTIPLE, MULTIPLE MEALS DURING THAT TIME. SCROLLING THROUGH THESE QUESTIONS REAL FAST.
THERE'S SOME POSITIVE FEEDBACK ON PEAR DECK.
WHEN WILL THAT OPEN HOUSE INFORMATION? AS SOON AS WE GET ALL THAT COMMUNICATED AND PUBLISHED, WE'LL PUT THOSE DATES OUT THERE FOR THOSE OPEN HOUSES AND TEACHER ORIENTATIONS THAT DR MOSLEY WAS SHARING WITH US.
DR. MCFARLAND, THERE'S A LOT OF QUESTIONS COMING IN ABOUT DRESS CODE, AND I KNOW THAT'S AN ITEM LATER ON IN OUR AGENDA.
IS THERE ANYTHING ELSE YOU'D LIKE TO SHARE REGARDING THE ONLINE LEARNING, VIRTUAL LEARNING PORTION OF THE PRESENTATION? NO, I JUST DEFINITELY WANT TO, YOU KNOW, JUST ISSUE A WORD OF APPRECIATION TO MR. KEITH AND THE ENTIRE TEAM.
EVERYBODY'S WORKED REALLY HARD, PULLED IT TOGETHER.
BUT WHAT YOU HAVE TONIGHT, WHAT YOU RECEIVED TONIGHT IS PRETTY MUCH OUR PLAN MOVING FORWARD. THERE MAY BE SOME TWEAKS TO OUR PLAN, BUT WHAT YOU HEARD WILL BE OUR PLAN MOVING FORWARD. AND SO WE ARE WE'RE EXCITED ABOUT BEING ABLE TO IMPLEMENT IT.
AND SO THANK YOU, BOARD, FOR YOUR EXTRA TIME.
THANK YOU FOR JUST KIND OF GIVING US THE SPACE TO BE ABLE TO EVEN ALLOW ALLOW QUESTIONS AND ADDRESS QUESTIONS FROM THE CHAT.
WE KNOW THAT IN BOARD MEETINGS, WE DON'T OFTEN DO THAT.
WE JUST FELT LIKE IT WAS IMPORTANT FOR US TONIGHT TO GET ALL THE QUESTIONS WE POSSIBLY THAT ARE OUT THERE SO THAT WE CAN MOVE FORWARD AND IMPLEMENT A GOOD PLAN.
SO THANK YOU AGAIN. THANK YOU, BOARD.
THANK YOU ALSO COMMUNITY FOR YOUR ATTENTION.
I BELIEVE THIS ITEM IS A COMPLETE.
I WOULD BE REMISS IF I DIDN'T ALSO ECHO THE SENTIMENTS OF MANY OF MY BOARD MEMBERS AND ALSO DR. MCFARLAND.
AND [INAUDIBLE] AND AND OUR TEAM, THE CISD TEAM, IN FACT.
AND YOU'VE SHARED A LOT OF MATERIAL ABOUT AN HOUR AND A HALF WITH THE MATERIAL, WHICH WE KNOW IT TAKES LIKE TWO HOURS, I THINK, FOR LIKE 30 MINUTES WORTH THE PRESENTATION.
SO WE KNOW A TON OF TIME JUST WENT INTO PREPARING THE DOCUMENTS, NOT TO MENTION ALL OF THE DETAILS THAT WENT INTO THE PRESENTATION.
SO THANK YOU FOR YOUR COMPREHENSIVE THINKING, PLANNING.
I FEEL LIKE WE ARE VERY MUCH AHEAD OF THE SCHEDULE AND PROBABLY OUR MODEL SCHOOL DISTRICT AND OUR PLANNING EFFORTS AND JUST THE TOTALITY AND COMPREHENSION OF HOW THINGS HAVE PLAYED OUT. THERE ARE A LOT OF QUESTIONS IN THE CHAT.
I KNOW THAT WE WEREN'T ABLE TO ANSWER ALL OF THEM, BUT I DO LOOK FORWARD TO OUR FAQS BEING UPDATED IN THE PERIODIC UPDATES THAT I KNOW ARE TO COME.
I FEEL VERY CONFIDENT AND A SIGH OF RELIEF COLLECTIVELY THAT WE ARE GOING TO BE PREPARED WHEN IT'S TIME TO GO BACK.
WE'RE GOING TO MOVE TO AGENDA ITEM.
WHAT ARE THERE ANY PLANS ON TAKING THIS TO STUDENTS TO TRY AND GET FEEDBACK ON WHAT THEIR THOUGHTS ARE ON THE PROCESS AND KIND OF HAVE LIKE, YOU KNOW, WE'VE DONE A TOWN HALL WITH TEACHERS AND. HAVE WE TALKED ABOUT THAT AT ALL? SO THERE'S DEFINITELY, DEFINITELY A GREAT QUESTION MR. RAY. AND, YOU KNOW, THAT'S ONE THING THAT I KNOW THAT WE NEED TO DO.
WE HAVE MET WITH SEVERAL GROUPS OF STUDENTS, BUT I THINK HAVING AN OPEN TOWN HALL FOR STUDENTS, I THINK THAT'D BE A GREAT IDEA.
AND SO THAT'S SOMETHING THAT WE'LL GET ON GET ON THE CALENDAR.
WE DO THINK I THINK THAT THAT'S A GREAT IDEA, A GREAT SUGGESTION.
WE HAVE LIKE I SAY, WE'VE DONE A PILOT, PILOT GROUPS OR SMALL GROUPS, BUT JUST OPENING UP FOR STUDENTS TO HEAR THEIR CONCERNS.
WE DEFINITELY WILL DO THAT DURING THE NEXT COUPLE OF WEEKS.
THANK YOU. ALL RIGHT. ALL RIGHT, ANY OTHER COMMENTS BEFORE WE MOVE ON TO OUR NEXT ITEM, AGENDA ITEM 3.2 STUDENTS SCHOOL SUPPLIES DURING THE COVID-19 PANDEMIC.
SO MADAM PRESIDENT AND BOARD MEMBERS, AS YOU ALL KNOW, WE ARE, OF COURSE, THE PANDEMIC HAS CREATED A REALLY UNIQUE SET OF CHALLENGES FOR ALL OF US.
[01:40:04]
AND I KNOW WE KNOW THAT OUR PARENTS HAVE FELT THE CHALLENGE AS MUCH AS ANYONE.AND SO WE KNOW ALSO THAT OFTENTIMES SCHOOL SUPPLIES ARE ARE CONSIDERED A BURDEN DURING THESE TIMES. AND SO WE ARE HAVE BEEN VERY, VERY CONSCIOUS OF THAT FACT.
AND SO WE HAVE MADE A COMMITMENT FROM THE DISTRICT LEVEL THAT WE WILL REDUCE THE AMOUNT OF SUPPLIES THAT WE'RE ASKING FOR, FOR PARENTS TO PURCHASE AND THE DISTRICT WE'RE STEPPING UP. AND NOT ONLY DID THE DISTRICT LET ME BE CLEAR, NOT ONLY DID THE DISTRICT BUT ALSO OUR FRIENDS. WE HAVE OUR CHURCH PARTNERS AND COMMUNITY PARTNERS AND ALSO BUSINESS PARTNERS THAT ARE STEPPING UP.
AND SO WE ANTICIPATE BEING ABLE TO REDUCE SIGNIFICANTLY THE NUMBER OF ARE THE AMOUNT OF SUPPLIES THAT WE'RE ASKING OUR PARENTS TO COLLECT.
BUT I WANT TO ASSURE YOU THAT THE DISTRICT WE ARE ACTUALLY PROVIDING A SIGNIFICANT ENOUGH AMOUNT OF SUPPLIES.
WE ARE LOOKING AT ITEMS THAT WE CAN PURCHASE IN BULK.
AND THOSE WHAT I ASKED THEM TO DO IS IF THERE ARE ITEMS THAT WE CAN PURCHASE BY BULK, THAT WE DO THAT AND REDUCE THE NUMBER OF ITEMS THAT PARENTS HAVE TO HAVE TO PURCHASE.
AND SO WE DO HAVE A LIST TODAY.
MR. KIRCHNER IS PREPARED TO GO THROUGH OUR LIST OF SUPPLIES FOR VIRTUAL AND IN-PERSON LEARNING AGAIN.
BUT I WANT TO REITERATE THE DISTRICT FOR THE FOR THE FIRST TIME DURING THIS PANDEMIC, IT HAS STEPPED UP. AND WE ARE WE ARE PROVIDING A SIGNIFICANT AMOUNT OF SUPPLIES FOR ALL CHILDREN, HAVE ALL THAT ON THE FIRST DAY OF FACE TO FACE.
MCFARLAND. TRUSTEES, AS YOU'LL SEE THERE ON YOUR SCREEN, THESE ARE THE BASIC SUPPLIES BOTH FOR ELEMENTARY AND SECONDARY, THAT WE FEEL LIKE STUDENTS NEED TO THRIVE TO GET STARTED WITH VIRTUAL INSTRUCTION ON SEPTEMBER 8TH.
AND IF YOU'VE SEEN OUR REGULAR SCHOOL SUPPLIES EVERY YEAR, EVERY YEAR, YOU'LL NOTICE THAT THIS IS DRASTICALLY REDUCED TO WHAT PARENTS ARE NORMALLY HAVING TO GO OUT AND BUY.
BUT THESE ARE THE BASICS AND THINGS THAT THEY CAN GET HOPEFULLY VERY AFFORDABLY.
THIS WEEKEND IS ACTUALLY TAX FREE WEEKEND STARTS TOMORROW.
AND I KNOW THAT SHOPPING IS NOT ON A LOT OF PEOPLE'S MIND RIGHT NOW.
BUT THOSE FAMILIES THAT WANT TO GO AHEAD AND GET AHEAD, THIS IS A GREAT OPPORTUNITY TO DO THAT. SO WE'LL BE PUBLISHING THESE LISTS THIS EVENING AND YOU'LL SEE KIND OF SPLIT UP WHAT'S NEEDED FOR BOTH VIRTUAL AND IN-PERSON LEARNING.
AND THEN THERE ARE SOME SUPPLIES THAT WILL ONLY BE NEEDED FOR IN-PERSON LEARNING.
SO IF YOUR STUDENT RETURNS TO IN-PERSON LEARNING IN SCHOOL BUILDINGS ON OCTOBER 5TH, THINGS LIKE A THERMOMETER THAT WOULD BE KEPT AT HOME FOR SELF SCREENING EVERY MORNING, REFILLABLE WATER BOTTLES BROUGHT FILLED WITH WATER FROM HOME SINCE MANY OF OUR WATER FOUNTAINS WILL BE SHUT DOWN, THINGS LIKE THAT.
AND THEN DOWN ON THE BOTTOM, YOU'RE GOING TO SEE WHAT THOSE SUPPLIES THAT ARE BEING PROVIDED BY CROWLEY ISD AND OUR COMMUNITY PARTNERS WILL PROBABLY TALK ABOUT FIRST AND FOREMOST, THAT GOOGLE CHROMEBOOK FOR STUDENTS WHO NEED THAT AND THEN AS OTHER SUPPLIES THAT WE'RE ABLE TO BUY IN BULK.
AND SO WE ARE GOING TO BE HOLDING A SCHOOL SUPPLY DRIVE TO HELP OUR STUDENTS THRIVE.
AND SO OUR TEAMS ARE TO BE WORKING WITH OUR COMMUNITY PARTNERS TO COLLECT DONATIONS NOT ONLY OF SUPPLIES, BUT ALSO FINANCIAL DONATIONS.
IF ANY COMMUNITY PARTNERS OR MEMBERS WOULD LIKE TO HELP MAKE A DONATION TO CROWLEY ISD SO WE CAN PURCHASE THESE SUPPLIES IN BULK.
AND SO WE'LL BE PROVIDING INFORMATION ABOUT THAT IN THE DAYS AND WEEKS AHEAD.
BUT WE JUST HOPE THIS REDUCED SCHOOL SUPPLY LIST HELPS OUR PARENTS DURING THIS DIFFICULT TIME GET WHAT THEY NEED.
AND WE ALWAYS SAY, IF YOU'RE NOT ABLE TO GET ANY OF THESE OR YOU'RE MISSING SOME OF THESE ITEMS AND YOU NEED SUPPORT, JUST REACH OUT TO YOUR CHILD'S CAMPUS.
WE HAVE RESOURCES AVAILABLE TO GET YOUR CHILD THE SUPPLIES THEY NEED TO THRIVE.
ARE THERE ANY QUESTIONS ABOUT THIS NEW MODIFIED LIST OR UPCOMING SCHOOL SUPPLY DRIVE? I DON'T HAVE ANY QUESTIONS, I JUST THINK THAT'S GREAT.
I KNOW A LOT OF PEOPLE ARE HAVING FINANCIAL DIFFICULTIES AND ANYTHING WE CAN DO TO ALLEVIATE THAT BY, YOU KNOW, PROVIDING SUPPLIES, SORTING THAT LIST, I THINK WILL BE A BIG HELP IN THE CURRENT ECONOMIC SITUATION.
ARE THERE ANY OTHER COMMENTS? WELL, I'M EXCITED BECAUSE I DON'T KNOW IF THIS IS THE FIRST CROWLEY ISD SUPPLY DRIVE, IT'LL BE MY FIRST CROWLEY ISD SUPPLY DRIVE.
SO I'M EXCITED ANY TIME THAT WE'RE ABLE TO BRING OUR COMMUNITY TOGETHER AROUND, I GUESS, A PROJECT. SO LOOK FORWARD TO IT.
THANK YOU SO MUCH FOR YOUR THOUGHTFULNESS IN GETTING US TOGETHER.
IF THERE ARE NO OTHER COMMENTS FROM THE BOARD OR QUESTIONS, LET'S MOVE TO AGENDA ITEM 3.3.
AND WE HAD AN EIGHTH GRADER SHARE A COMMENT.
I SAW IN THE CHAT ROOM, SAID I'M AN EIGHTH GRADER.
WHAT ABOUT DRESS CODE? WELL, HERE'S YOUR TIME.
STUDENT DRESS CODE DURING THE COVID-19 PANDEMIC.
ALL RIGHT, SO, MADAM PRESIDENT, BOARD MEMBERS, YOU KNOW, SEVERAL YEARS AGO, THERE WERE PARENTS, TEACHERS, ADMINISTRATORS AND BOARD MEMBERS WHO DELIBERATED QUITE A BIT ABOUT REALLY TIRELESSLY AROUND THIS IDEA OF A STANDARDIZED DRESS.
[01:45:02]
AND IT IS REALLY CLEAR TODAY THAT AS A DISTRICT, CROWLEY ISD TOOK A STAND AND IN A STAND TO ESTABLISH A STANDARD OF EXCELLENCE FOR DRESS.AND IT IS ALSO ONE THAT IN SPITE OF THE PANDEMIC, WE WANT TO MAINTAIN AGAIN, WE RECOGNIZE THAT WHEN STUDENTS ARE DRESSED APPROPRIATELY AND SHOW UP READY TO LEARN THAT IT MAKES A DIFFERENCE. WE KNOW THAT.
WE ALSO REALIZE THAT THE PANDEMIC HAS INCREASED KIND OF A NEW SET OF CHALLENGES THAT CAUSES US TO EVALUATE.
IT HAS CAUSED US TO EVALUATE EVERY ASPECT OF OUR SYSTEM.
SO WE COLLABORATED AND WE'VE CONSIDERED THE STANDARD OF DRESS AT THE K-8 LEVEL AND WE BELIEVE THAT IT WILL BE THE MOST PRUDENT THING FOR US TO DO AT THIS TIME WOULD BE TO MAINTAIN OUR CURRENT STANDARD DRESS WHILE ALSO RELAXING THE PUNITIVE ENFORCEMENT OF THE DRESS CODE. NOW WE WE WILL BE CREATING MECHANISMS AND AVENUES TO SUPPORT STUDENTS AND THEIR FAMILIES AS THEY ARE WORKING TO MEET THE STANDARD.
HOWEVER, WE WILL BE WE WILL BE MAKING SURE THAT WE MAINTAIN OUR CURRENT STANDARD OF DRESS. WE'LL BE CONDUCTING, AS YOU HEARD BEFORE, WE WILL CONDUCTING THE SCHOOL SUPPLY DRIVE, BUT ALSO CONDUCTING UNIFORM DRIVES AS WELL.
AND ON EACH CAMPUS, THERE WILL BE A UNIFORM, A CLOSET.
AND WE ALSO WILL BE COLLECTING FUNDS TO BE ABLE TO OFFSET ANY KIND OF FINANCIAL BURDEN THAT A PURCHASING OF A UNIFORM OR PURCHASING OF A STANDARD DRESS COULD BRING ABOUT.
WE JUST BELIEVE THAT IT IS IMPORTANT AS A DISTRICT FOR US TO MAINTAIN OUR STANDARD OF EXCELLENCE AND MAINTAIN OUR STANDARD DRESS.
AND SO, AGAIN, WE WE RECOGNIZE THAT THAT THESE ARE CHALLENGING TIMES FOR US ALL.
AND SO ALL OF OUR PRINCIPALS, WE HAD A CONVERSATION TODAY AND IN ALL OF OUR LEADERS, WE RECOGNIZE THAT. AND SO WE'RE GOING TO BE OPERATING WITH WITH GRACE AND DISCRETION AS IT RELATES TO PUNISHMENT OF DRESS CODE VIOLATIONS.
HOWEVER, WE WILL MAINTAIN OUR STANDARD OF DRESS.
AND SO, AS WE KNOW THAT THIS IS TAX-FREE WEEKEND, WE WANT TO LET PARENTS KNOW THAT WE RECOGNIZE THAT IF THAT IS A CHALLENGE, IF IT CREATES A FINANCIAL CHALLENGE FOR YOU, UNDERSTAND IT BETWEEN ALL OF US, BETWEEN NOW AND REALLY SEPTEMBER, WE WILL BE COLLECTING, EXCUSE ME, NOW, AND OCTOBER, WE'LL BE COLLECTING SUPPLIES, COLLECTING UNIFORMS, COLLECTING FUNDS TO HELP OFFSET THE BURDEN.
BUT WE DO WANT TO HOLD HOLD TO OUR STANDARD OF EXCELLENCE.
AND WE BELIEVE THAT RIGHT NOW THIS IS THE MOST PRUDENT THING TO DO.
SO OUR PLAN IS TO CONTINUE WITH OUR STANDARD OF DRESS, BUT TO MAKE AN AVENUE WHEREBY PEOPLE THAT HAVE A CHALLENGE CAN ACTUALLY ACHIEVE THAT STANDARD.
DR. MCFARLAND, SEVERAL QUESTIONS ASKING IF THIS STANDARD ADDRESS APPLIES TO VIRTUAL LEARNING. AND SO WHAT WE RECOGNIZE IS THAT THAT'S A LITTLE BIT MORE DIFFICULT FOR US IN A VIRTUAL SETTING. HOWEVER DO WE EXPECT FOR KIDS TO PRESENT THEMSELVES VIRTUALLY AS IF THEY ARE PREPARING TO LEARN AND READY TO LEARN? WE KNOW THAT TEACHERS WILL BE REQUIRED FOR PROFESSIONAL DRESS REGARDLESS OF WHAT AREA.
AND SO WE DO WE WILL EXPECT THE SAME FOR STUDENTS.
BUT AS FAR AS ENFORCING OF A DRESS CODE, AS LONG AS THE STUDENT IS PRESENTING THEMSELVES AS READY TO LEARN, THEN WE WILL WE WILL MOVE FORWARD.
OF COURSE, TEACHERS WILL HAVE THE DISCRETION ON THAT AS THEY HAVE IN THE CLASSROOM.
BUT AGAIN, WE ARE EXPECTING STUDENTS TO SHOW UP ONLINE, READY TO LEARN.
SO ON [INAUDIBLE] NOT GO OUT OF TURN, BUT.
I'M SORRY. ARE YOU IN THE MIDDLE OF PRESENTING OR CAN I ASK A QUESTION? OH, NO, NO, WAS JUST ANSWERING THE QUESTION, I'M DONE.
ON ZOOM, AND I DON'T KNOW, BECAUSE I HAVEN'T ACTUALLY DONE A LOT OF ZOOM MEETINGS.
I STARTED TO AND JUST KIND OF STOPPED.
BUT CAN YOU LIKE CAN THE TEACHER OR WHOEVER'S IN CHARGE LIKE ANTHONY, CAN YOU SHUT OFF SOMEBODY'S SOUND OR VIDEO LIKE IF IT'S STUDENTS WEARING SOMETHING INAPPROPRIATE, I MEAN RATHER THAN KICK THEM OUT AND TELL THEM THEY CAN'T, YOU KNOW, JOIN THE CLASS, CAN YOU JUST FORCE THEIR VIDEO OFF SO IT'S NOT AN ISSUE? ABSOLUTELY. MR. RAY. THAT'S WHAT HAPPENED TO ME TONIGHT.
I'M FORCED OUT BECAUSE OF MY CONNECTION.
SO, AGAIN, NO, BUT YEAH, THE HOST DOES HAVE THAT ABILITY AGAIN.
AND THAT'S WHAT WE WILL WILL BE ASKING FOR, IS WE WANT TO KEEP KIDS.
WE WANT TO FOCUS ON TEACHING AND LEARNING.
AND THAT'S WHAT WE'LL DO OF COURSE, IF A STUDENT IS NOT APPROPRIATELY DRESSED, WE WILL WE WILL BE ABLE TO FORCE THE VIDEO OFF, BUT ALLOW THEM TO REMAIN IN THE CLASS.
MCFARLAND AND STAFF, FOR STAYING WITH THE CURRENT DRESS CODE, AND I TOTALLY AGREE WITH THE STANDARD OF EXCELLENCE BECAUSE I, TOO, AGREE THAT THE LESS DISTRACTIONS WE CAN HAVE WHEN IT COMES TO JUST SCHOOL ATTIRE, THE BETTER IT IS AND THAT STUDENTS ARE TRULY COMING TO LEARN. SO I APPRECIATE THAT.
[01:50:03]
ARE THERE ANY OTHER COMMENTS FROM THE BOARD? MR. KIRCHNER, DID YOU WANT TO ADDRESS ANY OTHER COMMENTS FROM THE CHAT? THOSE ARE THE BIG QUESTIONS ABOUT DRESS CODE.DR. MCFARLAND, THERE ARE SOME QUESTIONS ABOUT THE STAFF DRESS CODE THAT WE HAVE NOT FINALIZED AND ANNOUNCED YET.
IS THERE ANYTHING YOU'D LIKE TO ADD TO THAT? WELL, WE ARE OF COURSE, WE'RE DEFINITELY STILL CONSIDERING THE STAFF ANY KIND OF VARIATION TO A STAFF DRESS CODE.
OF COURSE WE WILL. OUR STANDARD IS TO EXPECT BUSINESS, PROFESSIONAL, BUSINESS CASUAL.
AND WE WILL WE WILL HOLD TO THAT.
WE DO KNOW THERE'S BEEN SOME REQUESTS CONCERNING SCRUBS.
AND SO WE'RE EVALUATING THAT REQUEST AND WE'LL BE MAKING A DECISION ABOUT THAT AS WE GET CLOSER TO FACE TO FACE.
ALL RIGHT, THANK YOU, MR. KIRCHNER. THANK YOU, DR. MCFARLAND.
WELL, WITH THE CONCLUSION OF AGENDA ITEM THREE POINT THREE, THAT WOULD MOVE US TO EXECUTIVE SESSION, BUT I DON'T BELIEVE WE HAVE EXECUTIVE SESSION SCHEDULED FOR TONIGHT, IF THAT'S IT.
THERE'S NOTHING ELSE TO OFFER.
OH, I HEARD A MR. GRASSIA. SO I JUST WANT TO SAY THAT I AM BEYOND EXCITED ABOUT THIS YEAR AND WHEN TWO WEEKS AGO, I THINK THAT WE WERE ALL KIND OF AND I'M SPEAKING FOR MYSELF, I DON'T KNOW WHAT ANYONE ELSE THOUGHT, BUT ALL I CAN SAY IS, IS THAT TWO WEEKS AGO I WAS A LITTLE BIT NERVOUS ABOUT A STUDENT GETTING ONLINE AND TRYING TO LEARN.
AND I DON'T HAVE THAT WORRY ANYMORE.
IT'S OWNING A BUSINESS, IT'S NICE TO HAVE THE ARSENAL THAT I BELIEVE THAT DR.
MCFARLAND HAS BEHIND HIM, INCLUDING BUT NOT LIMITED TO MR. KEITH. I KNOW THAT IT DOES TAKE A TEAM AND I HAD HEARD THAT SEVERAL TIMES.
AND I KNOW THAT BECAUSE OWNING A BUSINESS, I KNOW THAT THAT'S TRUE BECAUSE I DIDN'T THINK I WAS GOING TO BE HERE TONIGHT.
AND BECAUSE OF MY TEAM, I WAS ABLE TO TAKE SOME TIME OFF.
BUT I JUST WANT TO SAY THAT I AM I DON'T KNOW HOW MANY TIMES I CAN CLAP FOR YOU ALL, BECAUSE YOU ALL HAVE KNOCKED IT OUT OF THE PARK, SO WITH THAT, THANK YOU. THANK YOU, MR. GRASSIA, AND I APPRECIATE YOU HOLDING ME ACCOUNTABLE AND THAT'S ACCOUNTABLE FOR EXPRESSING OUR APPRECIATION.
IT WAS A GREAT MEETING TONIGHT AS A LOT OF INFORMATION AND I CONTINUE TO READ THE COMMENTS. AND IT SOUNDS LIKE OR SEEMS LIKE OUR CONSTITUENTS, OUR TEACHERS AS WELL AS OUR PARENTS ARE VERY THANKFUL FOR THE INFORMATION.
MCFARLAND AND YOUR TEAM HAVE PUT INTO PREPARING.
SO WITH MR. GRASSIA, I AGREE A LOT OF APPREHENSIONS ARE BEING ALLEVIATED.
ARE THERE ANY OTHER COMMENTS FROM THE BOARD BEFORE WE ADJOURN? WELL, IF THERE'S NO FURTHER BUSINESS TO BRING BEFORE THE BOARD, WE ARE ADJOURNED AT SEVEN FIFTY THREE P.M..
* This transcript was compiled from uncorrected Closed Captioning.