Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 I’ll see you next time.
10:56 Good afternoon.
11:14 The July 28th, 2022 board work session is now in order.
11:18 Call roll call please.
11:20 Ms. Belford.
11:20 Present.
11:21 Ms. Campbell.
11:22 Present.
11:23 Ms. Dinkins.
11:23 Present.
11:24 Ms. McDougal.
11:25 Mr. Susan.
11:26 Present.
11:27 Ms. McDougal will be joining us as she can get here.
11:33 She’s running slightly behind.
11:35 Please stand for the Pledge of Allegiance.
11:37 Pledge of Allegiance to the flag of the United States of America
11:45 and to the Republic for which it stands.
11:48 One nation under God, indivisible, with liberty and justice for
11:52 all.
11:53 All right.
11:57 During today’s work session we’ll be receiving an assessments
11:59 update
11:59 which will be presented by Dr. Stephanie Sullivan, Assistant
12:02 Superintendent
12:02 of Secondary Leading and Learning, and Nada Francis, Director of
12:05 Accountability, Testing, and Evaluation.
12:07 Dr. Sullivan and Ms. Francis.
12:09 Good afternoon board members, Dr. Mullins.
12:13 Thank you for giving us the time today to give you a relatively
12:16 brief but very important update
12:19 on how the assessment process in the state of Florida has
12:22 changed and what that will look like in Brevard Public Schools.
12:26 That is the extent of my part of the presenting.
12:29 I am fortunate to be standing next to our director, Nada Francis,
12:36 and as you all know, we’re really lucky in Brevard Public
12:39 Schools to have an expert like Nada.
12:41 She is currently the past president of the Florida Association
12:45 of Testing Administrators, and she is often in the frontline
12:48 meetings with the staff at the Department of Education.
12:51 So we always have a little extra bit of confidence in the
12:54 knowledge that Nada shares, but I do want to caution there is a
12:59 great deal that is still unknown.
13:01 And so each and every day leading up to today we, you know, we
13:03 keep double checking is there anything else been codified.
13:07 So you may have questions, and we will make sure we track those
13:11 questions that we don’t have an answer to yet.
13:14 So as the DOE releases additional information, we’ll follow up
13:17 with you with relevant.
13:19 So at this point I’m going to turn it over to our true expert in
13:22 assessment and accountability, Nada Francis.
13:26 Good afternoon, members of the board.
13:29 Dr. Mullins, again, thank you for the opportunity.
13:32 I want to echo what Dr. Sullivan just said, and there is a lot
13:36 of unknown, a lot of unknown.
13:39 So the new assessment is called the Florida Assessment for
13:44 Student Thinking.
13:47 And I’m going to, I provided you with the statutory information.
13:51 It’s going to be administered three times a year.
13:54 The window, you’ll notice that the first line is the window for
13:59 the three PM1, PM2, and PM3, they’re calling it FAST.
14:04 So it’s progress monitoring is what PM stands for.
14:07 And the entire window is 8:15 to September 30th.
14:13 However, for the younger students, we have to administer it
14:17 within the first 30 days.
14:20 Having said that, when we looked at the calendar, Mrs. Klein and
14:23 I sat down and decided that it would be best if we pushed it to
14:27 September,
14:29 giving the young, the students, the VPK kids and the
14:31 kindergarten students to come in and get acclimated with their
14:35 teachers and learn procedures and processes before we started
14:39 with the assessment.
14:40 For secondary, we had to use the, we have to test them
14:44 immediately only because the retake window for students in the
14:50 fall starts in September.
14:52 So that’s the why as to why those are different.
14:56 The January, in the second window, the PM2 window, we’re doing
15:01 everyone in January.
15:03 And the reason for that is we have the holidays in November,
15:06 holidays in December, retakes again for the high schools in
15:10 November.
15:12 And so we decided that it would be best to do it in January.
15:16 And then of course, PM3 is in the month of May to June 2nd.
15:25 And hours ends on the 26th because of course that’s the last day
15:28 the students are here with us.
15:31 So I started this PowerPoint with thinking of what are the
15:34 things that we don’t know.
15:36 We don’t know the length of the, how many questions it’s going
15:39 to be.
15:40 We don’t know the timing, although there are rumors out there
15:42 that it’s 30 minutes, 40 minutes, a class period.
15:47 I have no certain time to be able to provide you with that
15:50 information today.
15:52 Writing, we are unsure how writing will count for school grade
15:56 in 2024 and how PM1, 2 and 3 will be reported.
16:03 So those are, those are the things that I can give you some
16:05 insight into throughout the PowerPoint.
16:08 But those are things that we do not know to be a hundred percent
16:11 certain.
16:12 So the VPK 2 administration, the VPK, the VPK and kindergarten
16:24 is based on the Florida early learning and development standards.
16:28 And K1, I’m sorry, grades one and two is based on the best
16:33 standard.
16:35 The tasks will be administered in one session.
16:38 And it, the state is recommending that we do one subject in one
16:42 day.
16:43 We have made a decision that it, it’s in the best interest of
16:46 the children to continue what we’ve done in the past.
16:49 The children only take one subject in one day.
16:54 VPK 2 students will need to take, will have to, are required to
16:58 use headphones.
17:00 Those are the only ones that will need the headphones.
17:02 And it is for the math section that they will need those
17:05 headphones.
17:06 3 through 10 are the, for ELA and grades 3 through 8 will take
17:13 the math assessment.
17:15 And again, it’s aligned to the best standards.
17:20 The, the assessment is computer adaptive.
17:22 So because it is computer, computer adaptive, the, the questions
17:26 will get progressively more difficult or easier.
17:29 So let’s say that a student is from, is answering all the high
17:32 level, all the high questions.
17:34 It’ll continue on that trend.
17:36 If they answer three incorrect questions, then it’ll bring them,
17:39 bump them down to the next level until they finally level out.
17:43 The one thing that is really, really important in the slide is
17:47 what is in red.
17:49 Come PM1, the students would be administered the test that has
17:54 the blue, the blueprints for the full grade level.
17:58 What does that mean?
17:59 That means that they will be exposed to all the standards and PM1.
18:04 So the expectation is that they’re not going to perform well.
18:08 We are not expecting the students to, you know, if they’re level
18:12 it up, they get a level three or anything like that.
18:15 It is just for information purposes.
18:17 So it’s very important that the parents, and when I did the
18:22 train, excuse me.
18:24 When I did the training with the principals, that’s one of the
18:27 things that I requested is that the parents are aware that the
18:31 students are aware that it’s just for information.
18:34 So yes, you’re going to be exposed to all the standards, but it’s
18:37 not punitive.
18:38 It is just for information.
18:40 PM1 and 2 are for information purposes only.
18:44 If they provide us with the information that the data that the
18:47 state is saying we’re going to be able to get, it’ll be a great
18:51 tool because the teachers will then be able to utilize what they’ve
18:56 gleaned from PM1 to then change the outcome for PM2 and then
19:01 finally change the outcome for PM3 when it works.
19:05 Remember that this is a standard setting year, and so when it’s
19:09 a standard setting year, everything that is done, the state will
19:13 tweak and then they will analyze all of the data before they
19:17 scale score, they provide us with scale scores or anything.
19:20 However, the state has said, as of yesterday, that they will
19:24 provide us with a scale score and a level.
19:27 What the request was, then not only do we get the scale score
19:31 and a level, we would like some other information that can be
19:36 utilized to provide teachers so that they can guide their
19:40 students.
19:41 Such as the standard, the strand information would be ideal.
19:46 The standard would be perfect.
19:48 However, they’re working on that.
19:50 Whether it will come to fruition or not, but I’m hoping that it
19:54 will.
19:57 The standard writing, as the state calls it, has been decoupled
20:01 from the reading.
20:03 So the writing will no longer be part of the reading.
20:06 So the reading will be a standalone test and the writing will be
20:08 a standalone test.
20:10 It used to be like that years ago.
20:12 Now, the biggest questions are, how is it going to count for
20:15 school grade in 2024?
20:18 That all has to be legislated, so we’re not sure.
20:21 What I can talk to is what used to happen when we had writing
20:24 before that writing counted for 100 points.
20:28 So for a junior senior high school that it’s 1100 points, it
20:31 will be 1200 points because it has one additional component.
20:35 For 22-23, the writing will be administered as a field test and
20:41 the state will choose the schools that will field test, not only
20:44 from Brevard, but from all over the other districts also.
20:50 And we never get a score when it’s a field test.
20:55 3-10 will be administered in one day.
21:03 Again, PM1 and PM2 is for informational purposes only.
21:08 PM3 is the one that’s summative.
21:11 PM3 will be the one that will be utilized in 23-24 when we go
21:14 back to the accountability system.
21:17 Next year, we will not have a school grade.
21:20 When they do provide us the information with the school grade,
21:22 it’ll just be for informational purposes.
21:26 And typically, we get it November-December timeline.
21:29 And it will not have learning gains because we don’t have two
21:31 years worth of data.
21:33 So in 24-25, we should have all of the cut scores will be set
21:39 and we will have a real school grade.
21:44 Again, this talks about being computer adaptive.
21:49 Remote testing, the reason that I wanted to add it to the slides,
21:54 VPK12 cannot do the remote testing.
21:57 But remote testing is great for our hospital homebound students.
22:01 Brevard Virtual, I’m doing a special training with their testing
22:05 coordinator because they’re going to offer it for PM1 and 2 so
22:08 that the kids can stay at home and take the test.
22:12 There’s a letter that has to go home.
22:14 The parents must sign because they have to have the computer on
22:17 so they have to sign the letter.
22:20 I have it written.
22:21 I need to send it to Dr. Sullivan and Mrs. Klein for approval.
22:25 But it’s a good thing for the hospital homebound kids.
22:32 That way, we don’t have to worry about sending somebody to the
22:36 home and exposing the children.
22:39 Science has not changed.
22:42 So science, grade five, will be a two-day test, paper-based.
22:48 Grade eight is just one day, but it’s still paper-based.
22:52 And the EOC and retake administration still remain the same.
22:59 And they’re still developing all of the procedures for the
23:02 remote testing.
23:04 And I sat through a webinar yesterday and they made it seem very
23:07 simple.
23:08 But when I looked at what they sent us, it wasn’t exactly what I
23:13 was anticipating.
23:15 So there’s an infrastructure that needs to be done at home.
23:18 There’s a lot of things that the parents will have to work with
23:21 the parents for this remote testing.
23:23 So this just talks about the FAST assessment is definitely going
23:30 to be shorter.
23:32 And how much shorter, we have no idea.
23:35 We know that it is going to be administered in one day, which is
23:38 great news.
23:39 The rumors are there’s somewhere between 36 and 40 questions.
23:45 And the questions will come up and it’ll time out.
23:48 That’s what I heard yesterday, but it’s not in writing.
23:50 That’s why it’s not in your PowerPoint.
23:52 Until I get it in writing, I don’t like to put it in PowerPoint.
23:56 The last bullet talks about students, and we’ve done this in Brevard,
24:01 but the state wanted to emphasize this, so I thought I needed to
24:04 share it with you.
24:05 The students that are – if you have a fifth grade student who’s
24:09 taking sixth grade math classes, we’ve always allowed them to
24:13 take the FSA sixth grade.
24:15 If you have a sixth grade student who’s taking algebra, we’ve
24:18 always allowed them to test up.
24:21 The state always has allowed us to test up.
24:24 What they cannot do is test down.
24:26 So if you’re a third grade student – I’m sorry, a fourth grade
24:29 student, you cannot take the third grade test.
24:32 But you can certainly take the fourth grade test if that’s where
24:35 your instruction is.
24:41 So this talks about the FSA, ELA, and algebra retake.
24:47 Notice how it says fall and spring.
24:51 And that’s all the information I have.
24:53 I’m not even going to attempt to know the why as to why it’s not
24:56 being offered in the summer.
24:59 What I think – I can tell you what I think.
25:02 And what I think is that the new algebra that’s aligned to the
25:05 best standards will replace the old algebra retake.
25:10 But again, until we see it in writing, I’m not going to put it.
25:14 That’s what we know to be true today is that FSA, ELA will be
25:18 administered in the fall and the algebra retake.
25:22 And that’s for students who didn’t meet the graduation
25:24 requirement and have – or have taken the ELA several times.
25:29 And they will sit for the test again in the fall.
25:31 And algebra, the same thing holds true.
25:33 If they didn’t pass the algebra requirement, they will take the
25:36 assessment.
25:37 Starting in the winter, algebra and geometry will be aligned to
25:42 the best standards.
25:44 So, of course, as you’ll see it, it says winter, spring, and
25:47 summer.
25:48 Making me guess that the algebra will – the best algebra will
25:53 replace the algebra retake.
25:57 And the nomenclature is a little bit unclear.
26:00 They’re calling it FAST, they call them EOCs, they call them
26:03 best EOCs.
26:04 So, I’ve referred to all of the names that I’ve heard.
26:07 I’m hoping that the nomenclature will be closer aligned when we
26:12 go to the – when I go to the August meeting.
26:16 Biology, civics, and U.S. history will continue to be
26:20 administered in the fall, spring, and summer.
26:24 There is no – at this moment, they are going to continue to be
26:28 the same assessments that we’ve always administered.
26:32 And again, we talked about the science five and eight.
26:35 Sample test materials will be available online.
26:42 And the Department of Education is releasing some items that I’ve
26:46 sent out to the resource – I’m sorry –
26:49 to the directors so they can disperse the information to the
26:52 resource teachers.
26:53 So then the resource teachers can start working with our
26:55 teachers.
26:56 I also shared it with the assistant principals this week.
27:00 And I shared it with the curriculum contacts just today.
27:03 So that everybody has all of the particulars that the state is
27:07 putting out.
27:08 Such as, you know, what standards are going to be tested, et
27:10 cetera, et cetera.
27:11 And what I have noticed is that they’ve put out several renditions.
27:17 So I just keep saying, please remember that use the last one
27:20 that I’ve sent out.
27:22 So the reason that I wanted to make sure that this was out for
27:28 everyone to see,
27:30 all of the FAST assessments will be online.
27:33 And that includes the manual that we normally provide for the
27:37 testing coordinators
27:39 and for the teachers to administer the assessment.
27:42 There’s good news to this, and that’s what I said to the
27:43 curriculum contacts today
27:45 and to the testing coordinators, GSPs, because that provides us
27:50 the opportunity
27:51 to give the teachers exactly what they need to make the students
27:55 have a good assessment.
27:58 So there will be no any confusion as to if I’m administering
28:02 grade seven
28:03 or am I administering algebra, and it just helps everyone stay
28:06 on the same page.
28:08 So although it will be cumbersome for the first administration,
28:12 second administration,
28:13 I think overall we’ll see some positives on that.
28:19 The website is not available.
28:21 They did update the assessment where we go to test the students,
28:27 but not all of the resources are there.
28:30 So as I said, this is a standard setting year, and what that
28:37 means is when the students take the assessment,
28:40 they will do the analysis, and then it goes to the Senate and to
28:45 the House.
28:47 Then the commissioner presents the achievement levels to the
28:50 State Board of Education,
28:53 and once it’s voted on, then we have the achievement levels and
28:57 the scale scores.
28:58 Because what they’re going to provide us with right now is a
29:01 linked score to FSA.
29:03 So for PM1, PM2, and allegedly PM3, we’ll be getting those
29:11 linked scores back to FSA.
29:15 And starting in 23-24, all the assessment results for PM3 will
29:20 be released on 5-31.
29:26 So the graduation requirements for the rising seniors, which is
29:30 your ninth grade class of 2019-2020,
29:34 and your rising juniors, which is your class of 2020-2021, they
29:39 will still be held to the current standards.
29:42 So whatever the standards are today to meet the concordance
29:47 score, that’s what they will have to meet.
29:51 The sophomores are a little bit different because normally they’re
29:56 the ones who are able to, in the past,
29:59 they’ve been able to either meet the concordancy of what’s
30:04 currently in law and what comes new.
30:08 So they’ll have the dual opportunities, but that’s your 10th
30:11 graders.
30:12 Ninth graders are not that impacted because they will take it in
30:15 23-24, which we’ve already established the standards.
30:19 But it’s the 10th graders that are going to be able to use the
30:24 dual standards.
30:26 As of today, that’s what the state has said.
30:28 Is it going to come to fruition? I’m not sure, because again,
30:31 everything has to be legislated.
30:33 And that is all that I have for you today.
30:40 I want to underscore that last slide for Ms. Francis, because as
30:46 information was coming from the DOE last year regarding testing,
30:50 it created a lot of confusion for our current students.
30:54 So I just want to underscore again, our class of 23 students and
30:59 our class of 24 students still have the current graduation
31:03 requirements,
31:05 including all the assessment requirements.
31:08 And I also want to add this year is the start of the new higher
31:12 scores for concordancy.
31:14 You may recall they were supposed to be raised last year.
31:17 They delayed those a year.
31:18 So this year does have a higher score for concordancy for our
31:22 graduates.
31:24 Yeah, and the elimination of PERT with those changes we’ve been
31:27 anticipating for a few years.
31:30 And so, you know, one thing that we think is really important is
31:33 that Brevard Public Schools has always used progress monitoring.
31:37 And so the notion of progress monitoring our children in the
31:41 fall and in the winter is something that we are aligned with.
31:45 We’re comfortable with and we’re prepared for.
31:48 And quite frankly, we’re encouraged that it will be aligned to
31:52 the summative assessment in the spring,
31:55 but not a lot of visible differences for our families and
31:59 students when it comes to testing.
32:02 So I’ll just start with that that you just talked about and that
32:09 we have already been doing the progress monitoring.
32:12 We – for our secondary schools, I did ask Ms. Klein this
32:14 question about the elementary because, you know,
32:17 we’re using I-Ready.
32:18 The state didn’t pick I-Ready.
32:19 They could have.
32:20 So what are we going to do?
32:21 And she said we’re going to hold on to that because of the
32:22 toolbox and the resources for teachers
32:25 while we may not be using that for progress monitoring.
32:27 But what about secondary?
32:28 Because we were using maps for math and I can’t remember the
32:30 reading.
32:31 That thing.
32:32 But are – do we – are we – what are we doing with that?
32:36 And do we have contracts that we can get out of or how is that
32:38 going to look?
32:40 We’ve reduced some contracts.
32:42 So for math, the state progress monitoring is related to through
32:47 eighth grade only.
32:49 Okay.
32:50 And eighth grade math meaning children in that course.
32:52 Okay.
32:53 And so it’s essentially – FAST is essentially replacing FAST –
32:58 I mean FSA, not EOCs.
33:00 Okay.
33:01 And so there is no progress monitoring for algebra and geometry.
33:04 So we are continuing our contracts to progress monitor algebra
33:07 and geometry.
33:09 Our seventh and eighth grade students will use the FAST progress
33:12 monitoring.
33:13 For reading, our students use read 180.
33:18 And with our previous contract, we used read 180 for all
33:21 students who needed progress monitoring.
33:24 But it is the curriculum tool for our students in intensive
33:27 reading.
33:28 So we will no longer use read 180 for the whole school reading
33:32 program.
33:32 required progress monitoring, but classrooms will still use the
33:36 various assessments as
33:38 a tool in the curriculum planning like they would in a math
33:42 class when you take a math
33:43 test. So, similar concepts. So, the students in the intensive
33:47 reading courses will continue
33:49 to use Read 180 and the whole toolkit, it will no longer serve
33:53 as our testing platform
33:54 for students that are not in Read 180.
33:56 Okay, so kind of like we used to do with Reading Plus, it was
34:00 just mainly used in those classrooms.
34:03 Correct. Read 180 is a more complete curriculum package than we’ve
34:07 used before them.
34:08 Well, lower on me. So, just making sure I got, so there will be
34:17 no writing for this coming
34:21 year unless a school gets selected randomly by the state as a
34:25 field test.
34:26 That is correct.
34:29 Okay.
34:30 So, it could be a district.
34:32 So, no, it’ll be random by, the schools will be selected
34:37 randomly, and it won’t be the whole
34:39 district, it’ll be, but it’ll be elementary, middle school, it
34:42 could be some of our charter
34:44 schools, it could be the Brevard Virtual, but it’ll be, in the
34:49 past it’s been like 25 schools,
34:51 30 schools.
34:52 Okay.
34:53 But they’ll give us enough lead time that those schools can be
34:55 prepared for an extra day
34:56 of testing?
34:57 Yes, and the, and it’s in April, the testing is in April for the
35:02 writing as of right now,
35:04 and we’re supposed to have the list of the field-tested schools
35:08 in November.
35:08 Oh, okay.
35:09 So, we’ll have plenty of time.
35:11 Plenty of time.
35:12 Yes.
35:13 Let’s see.
35:14 I, just, because you’ve been doing this for a long time, Mada,
35:19 what, when we remove the
35:21 writing from the ELA score, what’s the potential impact of that?
35:27 Positive, negative?
35:28 So, I know it’s probably hard to say.
35:32 I’ll answer after.
35:33 Okay.
35:35 So, writing, as long as it’s part of school grade, there’s a
35:41 focus, because, what’s that
35:44 saying?
35:45 If you expected, you inspected, and that’s always been the case
35:49 with writing.
35:49 When, so, it’s always been part of the school grade, it was a
35:53 standalone component.
35:55 When they made it part, now what they have said is that it’s
35:59 going to look what it, how
36:01 it looks today.
36:02 So, it will no longer be the kids write a, you have a prompt,
36:06 and they write to the prompt,
36:08 and it’s not.
36:09 It’ll be the same as it is today.
36:10 They have the reading that they’ll read, and then they have the
36:13 passages, and then they’ll
36:15 have to respond from the passage.
36:17 So, as long as they keep it as part of the school grade
36:20 component, I don’t see it negatively
36:22 impacting our school grade.
36:24 As a matter of fact, we’ve always been very strong in the
36:27 writing area.
36:28 My concern, when they’ve become, if they choose not to add it as
36:32 a component of school grade.
36:33 Okay.
36:34 Just because of the accountability.
36:35 Instructionally, I like it, because it allows us to really focus
36:41 in on a student’s writing
36:43 strengths and weaknesses.
36:45 When it’s been a blended result with ELA, we don’t get a
36:48 separate writing score.
36:49 And so, you’re making inferences on a student’s strengths and
36:53 weaknesses based on what we
36:56 do receive.
36:57 Receiving information against a specific skill allows us to
37:02 target those strengths and weaknesses
37:04 a little bit more.
37:05 And so, more information’s better in my book, so I’m encouraged
37:10 at the prospect of more information.
37:13 We don’t know yet it’s going to be more information, but we have
37:16 a – we’re positively
37:17 hypothesizing that it will give us more information to work with
37:20 families.
37:21 And it will be online.
37:23 The writing.
37:24 The writing will all be –
37:25 Which is what the students are used to, right, for at least for
37:28 the secondary?
37:29 Yep.
37:30 Well, I think –
37:31 But the elementary, at least it gives them one more year.
37:34 Because it’s four through 10, it will take the writing online.
37:39 So, it gives them one more year to make sure that those rising
37:43 third graders are being provided
37:46 with the tools to be able to take those assessments online.
37:50 I think that’s –
37:53 Thank you.
37:54 Do you have any questions?
37:55 Mr. Susan, do you have any questions?
37:57 No.
37:58 You guys are doing a great job.
37:59 Thank you.
38:00 I have many.
38:01 Sorry.
38:02 I’ll just jockey in now.
38:03 I’ll try to be as expedient as possible.
38:05 So, Dr. Sullivan, you were mentioning the beauty of information
38:07 and our ability to really work
38:16 with families and help those students show growth in the areas
38:20 where they might be struggling.
38:22 And all of us having worked significantly with iReady, not only
38:27 with the data that we get at the district level,
38:29 but like Ms. Campbell and I working with the students at Endeavor
38:32 where we could really see the impacts,
38:35 you know, the details of where students were struggling.
38:39 And, Neda, you said we think we’re going to get reference to
38:43 standards on PM1 or to strands on PM1, PM2.
38:47 Maybe standards?
38:48 I’m a little bit concerned that we’re going backwards.
38:50 So, the strand information is what they’re considering.
38:53 I think if we do – if they do the standards, it’ll be in the
38:58 future.
38:58 Remember, this is for information purposes only, and this is the
39:02 first administration.
39:03 So, I think what the first administration will do for all of us
39:08 is provide us a way of saying,
39:09 okay, this is how we did as a district.
39:12 This is the information the state is providing us.
39:15 How can we utilize that?
39:17 Because I think I can say that the meeting that I attended where
39:22 all of the people that do my job were sitting at the table.
39:26 We all said the same thing.
39:27 Just giving us a skill score and a number is not going to help
39:31 us impact growth for a student
39:33 because the expectation is that they don’t know the standards.
39:37 Because it’s day one of their fourth grade or seventh grade,
39:41 whatever the case may be.
39:42 So, we’re hoping that we’ll be able to get additional
39:46 information.
39:47 But as soon as we know anything, I’ll start – what I’ll start
39:50 doing is when things come in from the state in writing,
39:54 I will send it to Dr. Sullivan and Mrs. Klein so that they can
39:58 share it.
39:59 And I’m going to try and do as many meetings with the testing
40:02 coordinators,
40:03 the assistant principal principals, and curriculum contacts so
40:09 that everyone is aware.
40:10 What I don’t want – and I’m going to say this every time I get
40:14 a chance to talk to anyone – is that first assessment.
40:17 I have one child that if they would have taken that first
40:21 assessment and it would have come back as a skill score,
40:24 and it would have been anything less than a five, that child
40:27 would have been boo-hooing for days.
40:29 So, that’s not the intent of it.
40:31 I think the intent of providing us with a link score is so that
40:35 we could see where the student is.
40:37 But that’s – we have to find another way to help them grow and
40:42 the families understand that it’s for informational purposes
40:46 only.
40:46 It is not punitive in any way.
40:48 It’s not labeling a student as a level one.
40:50 That’s not what the purpose of the progress monitoring is.
40:54 And so, the expectation is not that they know all the standards.
40:57 The expectation is that we’re going to grow and we’re going to
41:00 learn the standards together.
41:01 Because if you’re in third grade and you know all the third
41:04 grade standards, then what are you doing in third grade?
41:05 Kind of.
41:06 So, it’s just that making sure that everybody understands the
41:10 purpose of that first one.
41:11 Because when I first read it and I thought, well, that’s great.
41:14 But as I know one of my children would have been – the other
41:18 one would have been like, yeah, whatever.
41:19 But I have one that would have been crushed.
41:22 I would like to add, Ms. Belford, that it is our understanding
41:26 that the information that we are going to receive this year in
41:31 PM1 and PM2
41:31 is not representative of what we will receive in the future.
41:36 So, this initial release, we anticipate to be limited, but that’s
41:41 part of the initial assessment.
41:44 We believe that there will be in the future more robust
41:49 information released in PM1 and PM2 to not only the school, but
41:54 to parents directly as well.
41:56 So, and you may not have the answer, and maybe this is where we’re
42:00 going, but with the – I think it’s with iReady – when they do
42:04 the reporting, it’ll say, for example, for a third grader, you
42:07 are performing as a third grader at the beginning of the year.
42:11 You are performing as a third grader mid-year.
42:13 You’re performing – you know, will it be some – because, I
42:16 mean, that’s – to me, that assures the family that if you’re a
42:19 third grader at the beginning of the year and you’re performing
42:20 like a third grader at the beginning of the year, you’re on
42:22 target.
42:22 That’s the conceptual idea.
42:24 Okay.
42:25 We have limited information on what that’s specifically going to
42:29 look like.
42:29 And I like to marry that with how it being an adaptive test will
42:35 match that as well.
42:37 Both of those things work.
42:39 The state has not released specific information yet, but we do
42:44 expect the first year to be a more streamlined version with much,
42:49 much more information the following year.
42:50 They’ve also said that they’re going to do – try and do like a
42:54 percentile rank.
42:55 So, for all of the third graders that took it, this is where you
43:00 rank in the state of Florida.
43:02 That would be helpful.
43:04 But there’s a lot of – this is what we’re thinking.
43:07 They’re building – they’re working on all of these pieces and
43:11 components trying to get this assessment.
43:13 So, like Dr. Sullivan said, we’re going to see more information
43:19 between one and two and between two and three.
43:22 And then certainly next year, we expect to see the test come to
43:26 fruition.
43:27 And if it comes to fruition the way the state has described it,
43:30 I think it will be a really good thing for our kids because we’ll
43:34 be able to help them grow from the beginning of the year.
43:37 Then we have a mid-year assessment to say, okay, so what we’re
43:42 doing isn’t working.
43:43 What do we do to get you on grade level by the end of the year?
43:46 I would like to add something that I believe the state heard us
43:51 as Brevard Public Schools directly.
43:54 We did have an opportunity to provide some feedback in advance
43:59 to it and, again, between Neda’s reputation and the district.
44:03 One of the things that we’re super excited about is single-day
44:07 administration.
44:08 And Neda referenced it.
44:10 I just really wanted to underscore that, why that was really
44:13 important for us.
44:13 He is currently in either ELA or math.
44:16 You have a session one and a session two over two days.
44:20 And then as soon as a child misses one of those days, you become
44:24 in spiraling makeup and difficulty for students.
44:28 And we know that for many of our students that are having to get
44:32 pulled out of classes after everyone else,
44:34 all of that adds to a student’s stress and discomfort in an
44:38 assessment environment.
44:39 So we’re super pleased and we believe we had influence over it,
44:45 that it is no longer a multiple day per assessment.
44:49 Plenty of time for students who require additional time.
44:52 We still want to make sure our students have extended time and
44:55 all those opportunities, but not becoming a spiraling mess of
45:00 days.
45:01 So we are pleased about that.
45:04 Having a child that had that exact experience this year, I’m
45:07 very appreciative for that opportunity for our students.
45:09 So I appreciate that.
45:11 I’m going to circle back to my previous question.
45:14 I don’t mean to beat a dead horse, but I just want to make sure
45:17 that I understand.
45:18 If I’m hearing correctly, we’re going to have a period of time
45:22 where we’re not going to have the same quality or depth of
45:30 information
45:30 available to us to be able to address deficits with our kids.
45:37 So I think this is also why they’re still using the iReady
45:43 platform as part of the curriculum programming.
45:46 So I don’t want to mess up speaking to that, but I think I’m
45:51 pretty solid on it.
45:52 So iReady is still a great instructional tool, has a total
45:57 complement of resources.
45:59 All of that and the data that we get from that is still going to
46:03 be available, which is why we’re looking year by year at these
46:08 running before we just eliminate some things that give us
46:11 powerful information.
46:12 And so for this next year, we still have that entire full
46:17 complement that entire full package.
46:19 And the teachers will still have all that information as well,
46:23 the parents.
46:23 And as this walks out, there may be a day where it’s not
46:27 necessary.
46:28 We’re not at that day today because this is a year of unknown.
46:31 We don’t want student achievement information to be unknown to
46:35 us.
46:35 So we’re taking a measured approach and working side by side
46:41 with the state.
46:45 So we’re going to be looking at that.
46:46 Yeah, go ahead.
46:47 First, I apologize and I might.
46:48 But taking on Ms. Belford’s question, did we use NWEA at one
47:00 point?
47:01 We use NWEA maps for our math progress monitoring in secondary,
47:08 and we will continue to use it for algebra
47:10 and geometry because there is not fast progress monitoring
47:14 beyond eighth grade.
47:15 Oh, okay.
47:16 Thank you.
47:19 And this one, I don’t know if I heard it correctly.
47:22 Maybe I misunderstood.
47:24 But so our students that are rising seniors and our rising juniors
47:31 are still under the same graduation requirements.
47:33 And we’re transitioning standards, right?
47:38 Okay.
47:39 So are those students, say they took algebra in seventh grade,
47:45 but haven’t passed the EOC.
47:47 Are they taking an EOC based on the standards that they were
47:52 taught?
47:52 Or are they going to be taking an EOC based on this?
47:55 Or is there a difference?
47:57 Mm-hmm.
47:58 They are going to continue to take the retake.
48:01 And that’s based on the old standards.
48:03 Okay.
48:04 And so the question then becomes, they could also use the concordance
48:12 score for PSAT or SAT.
48:13 Right.
48:14 The question then becomes, come summertime, is the old retake
48:18 going to still be available?
48:20 I believe that it is because that’s what they have said.
48:23 However, what they put in writing is what I shared with you.
48:26 Right.
48:27 So as of today, those students will continue to be, they’ll take
48:30 it in the fall, they’ll take it in the winter.
48:32 And then in the spring, they should, there’s supposed to be a
48:36 different button that comes up for a retake.
48:39 But it’s, they have not put it in writing.
48:41 So that’s why I only said winter and fall.
48:44 And in our experience, we’ve changed tests multiple times in our
48:49 journey.
48:50 Um, in our experience only, it has students in that place have
48:56 been allowed either or.
48:57 And so they typically will run out the old one.
49:00 Um, when we did this last time, some students actually did
49:03 better on the new assessment than the old one.
49:05 Typically those in that space by the year they took the course
49:10 will get options.
49:11 So they’ll look at and, um, end of life tests based on when a
49:16 course was taken.
49:17 So if the algebra course was taken after the new one, that
49:21 student would not have the flexibility of both.
49:23 The student who took their algebra course before that year
49:27 typically has the opportunity to both.
49:29 So in our grad plans, we typically see a pretty complicated
49:33 listing of when students took something and what options they
49:37 have.
49:37 So we do not believe it’ll disadvantage those students.
49:40 Okay, awesome.
49:41 But we don’t believe.
49:43 We don’t believe.
49:44 Go ahead.
49:45 Right.
49:46 Um, the, um, one of the things that you said was that PM1 and PM2
49:52 are for information only.
49:54 Only.
49:55 Does PM3 count towards student grades?
49:59 So not to a towards a student grade.
50:01 The EOCs will still count for 30% of the final course grade.
50:05 That has not changed.
50:06 That if they’re going to change that, it has to again be legislated.
50:09 And as of right now, nothing has been said about that.
50:12 The, the, the F, the fast is replacing the FSA.
50:18 And it’ll be treated just the same with third grade promotion
50:21 and retention.
50:22 Although for next year, it’ll be similar to what we did with FSA.
50:26 That if they had a portfolio, they had a good cause.
50:29 The decisions, other decisions were made so that they didn’t
50:34 have to use the, the score itself.
50:36 So it’s not going to be tied to a student’s grade.
50:39 It’ll be the same as what we saw with the FSA, but it will be
50:43 tied to school grade.
50:44 Got it.
50:45 Okay.
50:46 Um, I think that was all the questions that I had.
50:51 Oh, I had one more.
50:52 I’m sorry.
50:53 Our VPK students are taking computer based testing.
50:58 Is it like literally mouse and keyboard or is it?
51:03 So the VPK kids have to take it a touch pad.
51:07 Okay.
51:08 But they will be taken.
51:09 The good news is that we piloted some, the, the VPK start early
51:15 literacy last year.
51:17 And so the teachers are aware of how it works.
51:20 And the students seem to do well.
51:22 I don’t have the numbers of how well they did, but from what I’ve
51:26 heard from Marilyn Chappie,
51:27 who’s a director over, um, elementary, the, the early, early
51:33 learning.
51:33 Um, she and I have had several conversations about the VPK and
51:39 the, the piloting, but they
51:40 do have to take it as, as a touch pad and they will not be
51:43 taking math.
51:43 It’s just the, the reading, the ELA.
51:46 Is that just VPK that’s doing touch pad?
51:49 Just VPK.
51:50 So are we, um, and, and this might be more of a Russell Cheatham
51:55 question than a NADA question.
51:55 I don’t know.
51:56 Feel free to punt if you need to NADA.
51:58 Um, resource wise, are we, are we set up to be able to handle
52:04 the new structure of testing
52:05 and everyone testing?
52:07 Do we have enough touch pads?
52:09 Do we?
52:10 I’m going to allow, uh, Russ an opportunity to come up.
52:15 I, I do want to emphasize that we are so fortunate that our
52:19 educational technology department works
52:21 hand in hand on every one of these decisions.
52:24 And I’m going to let him speak more specifically.
52:26 Okay.
52:27 Good afternoon.
52:32 Um, the information we have is that it, the testing takes place
52:35 in smaller groups.
52:36 So we believe that we have them covered with the, the iPads that
52:39 we have available.
52:39 There were some deliveries, I believe of Chromebooks that were
52:42 going to be used to help.
52:43 But I don’t know that those are touch screens.
52:45 I don’t know how much help those will be, but we do have, uh,
52:48 some iPad equipment.
52:49 We’ve been piloting some programs as well that should have us in
52:52 good shape to do these tests.
52:53 And so our, our current, if VPK is the only one that’s doing the
52:57 touch pads, our current kindergarteners,
53:00 first graders, second graders, they’re all utilizing regular
53:04 either laptop or desktop computers currently in their classroom.
53:07 Correct.
53:08 We have a couple of programs.
53:09 There’s some existing iPads out there and there’s some other, um,
53:12 some of our one-to-one initiatives that we’ve been doing.
53:14 That has a lot of iPads associated with it for the lower grade
53:17 levels.
53:17 So we’re going to be able to utilize those, that equipment for
53:20 those students.
53:21 Okay.
53:22 So our, our, and this is back to Neda, I guess, our kindergarten,
53:26 thank you, Russell.
53:27 Um, our kindergarten, first, second graders are, they can do
53:31 touch pad or laptop?
53:32 They should be able to do either or.
53:34 Okay.
53:35 And, and do we know this is random, but do we know if they are,
53:40 if it’s kind of currently built into their experience to get
53:45 them comfortable with that?
53:45 So normally when we did flickers for kindergarten students, that,
53:49 that was part of the, what we needed to do with them was teach
53:53 them how to use the mouse because they had to use the mouse to
53:56 take the assessment.
53:57 And so kindergarten, I’m not too worried about because
54:00 kindergarten students are, and so those are your first graders.
54:02 Currently those kindergarten students took the assessment last
54:05 year’s for flickers.
54:06 So flickers is no, used to be the star early literacy, but it
54:11 flickers has sunsetted.
54:12 And now the students will take the star early literacy for K one,
54:17 two.
54:17 Um, and so second grade students are the ones that have not been
54:22 exposed of two years ago when they took flickers.
54:25 And so those are the, they’re going to have the teachers are
54:28 going to have to work with them.
54:29 That’s one of the other reasons that we decided to push the test
54:33 to almost the 30 day window.
54:35 So that the students had the opportunity to get acclimated with
54:39 whether they’re using a mouse.
54:40 What am I using?
54:41 Am I using a touch pad?
54:42 And there are going to be some, um, practice assessments.
54:47 They’re not available yet.
54:49 That’s what we’ve been told that there will be some practice
54:52 assessments that the students can do so that they become
54:55 familiar,
54:55 not with the test questions, but the manner in which the test
54:59 questions are being asked and how they’re expected to respond.
55:03 I ready though.
55:04 I mean, they have been using, I ready, which requires a mouse.
55:08 Right.
55:09 I mean, they’re, they’re at least familiar with using the
55:12 computer in that way, I guess, because our, all of our rising
55:17 first graders enough would have.
55:17 Right.
55:18 And we’ll continue to use that already on a regular basis.
55:22 I would say that’s an additional benefit of the progress
55:26 monitoring being tied into the summative assessment.
55:28 Um, because there’s a lot of actual complexities with our older
55:32 kids in the way the calculators work, the formulas work, the
55:35 data works.
55:35 And them having that kind of exact similar practice and progress
55:39 monitoring, we think is going to be really useful.
55:41 Can I jump in on that?
55:43 Um, might be crazy, but I feel like I have this vivid memory of
55:47 us going across the street to our accounting commission asking
55:51 for resources for one to one for every big kiddos.
55:53 And they had a really hard time understanding that concept.
55:56 Um, so they might want to be talking to some of our state
55:59 legislators who have made these decisions.
56:00 Um, but I can say working in the pre K world out in the
56:03 community, not just in our school based sites.
56:05 Um, actually two years ago, it became a requirement that their
56:09 VPK assessments were done on the computer.
56:11 So they were using, um, mice and keyboards.
56:14 They were also using touch pads.
56:15 So as insane as it sounds to us, these kids are going to be
56:18 prepared and ready.
56:19 Of course, we’re going to have discrepancies in certain
56:21 communities where they may not be exposed to it.
56:22 Um, but I’m sure all of our teachers are going to be really well
56:25 prepared to identify those students as soon as possible and get
56:28 them familiar with it.
56:28 So, um, I have, I have confidence in our, in our little four
56:32 year olds to get it done.
56:33 Yeah.
56:35 Great.
56:36 Yeah.
56:37 Thank you, Ms. Jenkins.
56:38 Um, I think the last question, uh, thank you for your patience
56:42 as I, as I mull over all of this in my head.
56:44 What do accommodations look like under the new progress
56:47 monitoring?
56:48 Like for students that need to have various accommodations?
56:52 I know we already talked about providing extended time that’ll
56:55 continue.
56:55 What about like students that have to have it read to them?
56:58 Like it, does any of that change?
57:00 So I’ll start with the good news.
57:03 Um, the good news is that verbatim, which is when the, the test
57:08 is read to the students, it will be now read by the computer
57:12 again.
57:12 So we have the ability to work with the students and have the
57:16 practice so they hear the voice and can determine do we need to
57:20 slow it down for them?
57:20 Do we need to make it faster?
57:21 So, and it takes out the human error of somebody reading the
57:27 entire passage to them and now us having to invalidate the
57:30 assessment, which is never a good thing.
57:32 The problem is with the paper based assessments, paper based
57:36 assessments will not be able, will not be available for PM1 and
57:42 PM2.
57:42 They will be available for PM3.
57:44 Again, they’re building all of the assessments.
57:48 And so that’s one of those that they said we’re not going to
57:51 have available.
57:52 The children will have the opportunity to either take it on the
57:55 computer.
57:55 They’re going to provide us with an alternate assessment that we
57:58 could be used.
57:59 The question I asked is, okay, so you’re going to give us an
58:02 alternate assessment, but is that, are you going to provide us
58:06 with the alternate assessment or is the district expected to pay
58:10 for the alternate assessment?
58:11 We don’t have the alternate assessment yet, nor do we have the
58:14 names of them.
58:14 We’re supposed to get them sometime next week.
58:16 And then whether we have to purchase them or not, but then we’ll
58:20 have to work on purchasing them.
58:22 Just to clarify, Nate is referring to students whose
58:26 accommodations indicate that they use paper based testing.
58:30 Yes.
58:34 The paper based accommodations.
58:35 Everything else, it’s going to be available online.
58:37 Masking.
58:38 The computer, the highlighting.
58:41 Highlighting is typically for all.
58:43 So it’ll be a good thing because the teachers give those, the
58:47 students the tools to be able to highlight.
58:48 And when they take the paper based testing, unless they have
58:51 highlighter as an accommodation, they can’t use the highlighter
58:55 and it confuses the kids.
58:56 The other thing is calculators are now the, the test, the math
59:01 test for sixth, seventh and eighth graders will be segmented.
59:05 So segment one will have no calculators available.
59:09 Segment two will allow the students to use the calculator.
59:13 And that’s for sixth, seventh and eighth.
59:15 And we’ve never allowed the sixth graders to use calculators,
59:18 but the state is saying that they’re going to be able to use
59:21 them.
59:21 They cannot use handheld calculators.
59:23 They will have to use the pop up calculator.
59:26 Again, they’ll have to start practicing with the pop up calculators
59:31 as soon as the, all of the tests are made available so that they
59:36 know what it is.
59:37 I have a little bit of in the weeds question, but since you kind
59:40 of went down that route.
59:41 So our students that are, have IEPs with accommodations for
59:46 paper based testing.
59:48 And I’m also thinking like of our visually impaired students.
59:52 If that paper isn’t available and we do have to do an
59:56 alternative assessment, are our teachers and our ESE teachers
1:00:00 going to have to then amend some of these IEPs to put that on
1:00:03 there?
1:00:03 Is that just something we can kind of get around?
1:00:06 So I don’t think for visually impaired, the font size, it’s one
1:00:10 of the, one of my favorite things about the computer based
1:00:13 testing.
1:00:13 The kids have the ability to make the font size any size that
1:00:17 they want.
1:00:17 The large print is in an 18 font and there, you can’t make it
1:00:21 any bigger than that.
1:00:22 So we have some students that don’t want it that big because the
1:00:25 test for the large print is this big.
1:00:27 So the students feel uncomfortable when they see this monstrosity
1:00:30 in front of them.
1:00:31 So I love the fact that in the, in the computer based testing,
1:00:34 they can actually say, I want it at a font 18.
1:00:38 And for students that have dyslexia, they can also put the
1:00:44 different colors that help them see it.
1:00:47 The kids that are colorblind will also be able to use a
1:00:50 different font so that they can see it.
1:00:52 So some of them can’t see the red, some of them can’t see the
1:00:55 blue, whatever the case may be.
1:00:56 You had asked me one other question regarding accommodations and
1:01:00 it was for the paper based testing.
1:01:02 I don’t think we’ll have to amend.
1:01:04 I think we’ll have to either ask the parents whether they want
1:01:08 the student to take the assessment online to see how the
1:01:11 students do because it’s not punitive.
1:01:12 Or they can take the alternate assessment, whatever that is,
1:01:16 when it comes from the state.
1:01:17 Thanks.
1:01:18 You’re welcome.
1:01:19 Anybody have anything else?
1:01:22 All right.
1:01:23 Well, thank you so much for your expertise in digging into all
1:01:26 of this, Neda.
1:01:26 I can’t imagine how you keep all of that in your head.
1:01:29 So always, always impressed with your knowledge and expertise
1:01:35 and all of that.
1:01:36 So thank you.
1:01:37 Ms. Balfour, may I just add my own appreciation and
1:01:42 acknowledgement to Ms. Francis for her, first, her competence.
1:01:47 It is among the top of the state.
1:01:49 Dr. Sullivan has already very eloquently stated that.
1:01:53 But I think in reflection of Neda’s information, which is all
1:01:59 great, but her student-centered mindedness and sensitivity to
1:02:06 the diverse array of students we serve across disabilities,
1:02:09 grade levels, and so on, is just another admirable trait.
1:02:13 And to you and the perspective that you provide to our leaders
1:02:19 across our schools to raise their student-centered awareness and
1:02:25 mindedness as well.
1:02:26 So thank you for always keeping our kids in mind as we meet all
1:02:31 of the requirements and the compliance and the rigors of this
1:02:35 process.
1:02:35 And so I appreciate that.
1:02:37 And not to mention your ability to navigate a whole new
1:02:41 vocabulary of acronyms and education.
1:02:44 So Neda, we appreciate you.
1:02:45 And share them with other people in a way they can understand.
1:02:47 Yes, absolutely.
1:02:48 I think this is going to be positive.
1:02:50 I mean, change is hard and, you know, everybody hates change.
1:02:54 But, you know, we’re already used to progress monitoring, right?
1:02:57 Thank you guys for setting that up, especially over the last
1:03:01 several years in a formal way.
1:03:02 But, you know, just even some of the things with accommodations
1:03:06 that you’ve listed.
1:03:07 I think we’re moving in the right direction because if we know,
1:03:10 and that was the whole point, right?
1:03:11 Is to know earlier where the gaps are so that we can identify
1:03:15 those on an individual basis with every student.
1:03:18 And I’m looking forward to the day where we’re really getting
1:03:20 that individual data more.
1:03:21 This is, I think this is going to be good.
1:03:24 I’m an optimist, but I think this is going to be good.
1:03:26 Well, and I love that we have to have our outcomes by May 31st.
1:03:30 So the other thing that I forgot to mention, and I should have,
1:03:34 is they are saying that PM1 and PM2, the teachers will be able
1:03:41 to see those scores within 24 hours.
1:03:43 That’s awesome.
1:03:44 So they don’t have to wait for everything to come back to us.
1:03:46 They’ll be able to see.
1:03:48 But when we talk about strands, will they be able to see the
1:03:51 strands?
1:03:51 Oh, you’re saying yes or no.
1:03:52 Oh, we don’t know.
1:03:53 Okay.
1:03:54 Whatever report the state provides us, they will be able to see
1:03:59 like they do with iReady that they’re able to see instantly 24
1:04:03 hours is what they’ve said.
1:04:04 Even if it pushes to 76 hours or at the end of the window, that’s
1:04:08 still much better than waiting three months for us to get the
1:04:11 results.
1:04:12 And then we should get school grades faster.
1:04:13 Well, I mean, some of that has to wait because we have to wait
1:04:16 for some other scores to come in besides those.
1:04:18 So if they do at the end of May for all reporting for PM3, then
1:04:22 we should be able to have school grade by June.
1:04:25 Oh, well.
1:04:26 EOCs are, they’re saying everything by May 31st.
1:04:31 Oh, even EOCs coming in by May 31st.
1:04:33 Even EOCs.
1:04:34 That’s what they have said.
1:04:35 Okay.
1:04:36 What time is it?
1:04:37 You’re going to go back to your email and you’re like, never
1:04:41 mind.
1:04:41 But like AP testing, I mean, some things we don’t control.
1:04:44 They’re like some of the Cambridge testing and the AP testing.
1:04:46 Of course, you know, the school grades come out before that.
1:04:48 Yeah.
1:04:49 Okay.
1:04:51 So all that goes on to the next year.
1:04:57 So like this year’s AP and Cambridge scores and CTEs are all
1:05:00 that will affect.
1:05:01 Okay.
1:05:02 I don’t know that I ever, that ever really, you probably told us
1:05:06 that.
1:05:06 I didn’t really clue in with me until today.
1:05:08 Sometimes I’m so.
1:05:09 Well, it won’t technically affect because we’re not going to get
1:05:12 school grades.
1:05:12 Right.
1:05:13 So.
1:05:14 But will it be like last year where we’ll know what they are,
1:05:18 but they’re not officially posted?
1:05:19 Or they’re, we don’t know.
1:05:20 What they have said is no, we’re not going to get anything next
1:05:25 year.
1:05:25 What we will get is after they’ve done the standard setting,
1:05:29 after they’ve done everything,
1:05:30 and it goes to the board, then they will release for information
1:05:35 only the school grade.
1:05:37 But it will not have your learning gains.
1:05:39 So it will be when we went from FSA, no, from FCAT 2 to FSA.
1:05:45 That’s what that year.
1:05:46 Here is how this district did.
1:05:47 Here is how this.
1:05:48 Yep.
1:05:49 All right.
1:05:50 Anybody have anything else?
1:05:57 All right.
1:05:58 There being no further business, this meeting is now adjourned.
1:05:58 Thank you.
1:06:11 All right.
1:06:12 Anybody have anything else?
1:06:13 All right.
1:06:14 There being no further business, this meeting is now adjourned.
1:06:19 Thank you.