Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 (upbeat music)
0:30 (upbeat music continues)
11:13 (gavel bangs)
11:14 - 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.
11:21 - Present.
11:22 - Ms. Campbell.
11:22 - Present.
11:23 - Ms. Dinkins.
11:24 - Present.
11:25 - Ms. McDougall.
11:27 Mr. Susan.
11:29 - Present.
11:31 - And Ms. McDougall will be joining us as she can get here.
11:34 She’s running slightly behind.
11:36 Please stand for the Pledge of Allegiance.
11:41 - Pledge of Allegiance to the flag
11:44 of the United States of America
11:46 and to the Republic for which it stands,
11:48 one Nation under God, indivisible,
11:51 with liberty and justice for all.
11:56 - All right.
11:57 During today’s work session,
11:57 we’ll be receiving an assessments update,
11:59 which will be presented by Dr. Stephanie Sullivan,
12:01 Assistant Superintendent of Secondary Leading and Learning
12:04 and Nada Francis, Director of Accountability,
12:06 Testing and Evaluation.
12:08 Dr. Sullivan and Ms. Francis.
12:11 - Good afternoon, board members, Dr. Mollins.
12:13 Thank you for giving us the time today
12:15 to give you a relatively brief, but very important update
12:20 on how the assessment process in the state of Florida
12:23 has changed and what that will look like
12:25 in Brevard Public Schools.
12:27 That is the extent of my part of the presenting.
12:30 I am fortunate to be standing
12:33 next to our director, Nada Francis.
12:36 And as you all know, we’re really lucky
12:39 in Brevard Public Schools to have an expert like Nada.
12:42 She is currently the past president
12:44 of the Florida Association of Testing Administrators.
12:47 And she is often in the frontline meetings
12:49 with the staff at the Department of Education.
12:52 So we always have a little extra bit of confidence
12:56 in the knowledge that Nada shares.
12:58 But I do wanna caution,
12:59 there is a great deal that is still unknown.
13:01 And so each and every day leading up to today,
13:04 we keep double checking,
13:05 is there anything else been codified?
13:07 So you may have questions,
13:09 and we will make sure we track those questions
13:12 that we don’t have an answer to yet.
13:14 So as the DOE releases additional information,
13:17 we’ll follow up with you with relevant.
13:19 So at this point, I’m gonna turn it over
13:20 to our true expert in assessment
13:23 and accountability, Nada Francis.
13:26 - Good afternoon, members of the board, Dr. Mullins.
13:30 Again, thank you for the opportunity.
13:32 I wanna echo what Dr. Sullivan just said.
13:35 And there is a lot of unknown, a lot of unknown.
13:39 So the new assessment is called
13:42 the Florida Assessment for Student Thinking.
13:47 And 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
13:59 for the three PM one, PM two, and PM three,
14:03 they’re calling it FAST.
14:05 So it’s progress monitoring is what PM stands for.
14:08 And the entire window is 8/15 to September 30th.
14:13 However, for the younger students,
14:15 we have to administer within the first 30 days.
14:20 Having said that, when we looked at the calendar,
14:23 Mrs. Klein and I sat down and decided that it would be best
14:27 if we pushed it to September, giving the young,
14:30 the students, the VPK kids and the kindergarten students
14:33 to come in and get acclimated with their teachers
14:36 and learn procedures and processes
14:38 before we started with the assessment.
14:40 For secondary, we had to use the,
14:43 we have to test them immediately,
14:46 only because the retake window for students in the fall
14:51 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 PM two window,
15:01 we’re doing everyone in January.
15:04 And the reason for that is we have the holidays November,
15:07 holidays in December, retakes again
15:09 for the high schools in November.
15:12 And so we decided that it would be best to do it in January.
15:17 And then of course, PM three is in the month of May to January
15:22 and June 2nd and hours ends on the 26th,
15:26 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
15:33 what are the things that we don’t know?
15:36 We don’t know the length of the question,
15:38 how many questions it’s gonna be.
15:41 We don’t know the timing,
15:42 although there are rumors out there that it’s 30 minutes,
15:45 40 minutes, a class period.
15:47 I have no certain time to be able to provide you
15:50 with that information today.
15:52 Writing, we are unsure how writing will count
15:56 for school grade in 2024,
15:59 and how PM one, two and three will be reported.
16:04 Those are the things that I can give you some insight into
16:07 throughout the PowerPoint,
16:09 but those are things that we do not know
16:11 to be 100% certain.
16:15 So the VPK two administration,
16:20 the VPK and kindergarten is based
16:25 on the Florida early learning and development standards,
16:29 and K one, I’m sorry, grades one and two
16:32 is based on the best standard.
16:35 The test will be administered in one session,
16:39 and the state is recommending
16:41 that we do one subject in one day.
16:43 We have made a decision that it’s in the best interest
16:46 of the children to continue what we’ve done in the past,
16:49 that children only take one subject in one day.
16:53 VPK two students are required to use headphones.
17:00 Those are the only ones that will need the headphones,
17:02 and it is for the math section
17:04 that they will need those headphones.
17:08 Three through 10 are for ELA,
17:12 and grades three through eight
17:13 will take the math assessment,
17:15 and again, it’s aligned to the best standards.
17:19 The assessment is computer adaptive,
17:22 so because it is computer adaptive,
17:25 the questions will get progressively
17:27 more difficult or easier.
17:29 So let’s say that a student is answering
17:32 all the high questions, it’ll continue on that trend.
17:36 If they answer three incorrect questions,
17:38 then it’ll bring them, bump them down to the next level
17:41 until they finally level out.
17:44 The one thing that is really, really important in the slide
17:47 is what is in red.
17:50 Come PM one, the students would be administered
17:53 the test that has the blueprints for the full grade level.
17:58 What does that mean?
17:59 That means that they will be exposed
18:01 to all the standards in PM one.
18:04 So the expectation is that they’re not going
18:07 to perform well, we are not expecting the students to,
18:11 if they level it out, they get a level three
18:14 or anything like that.
18:15 It is just for information purposes,
18:17 so it’s very important that the parents,
18:20 and when I did the, excuse me,
18:24 when I did the training with the principals,
18:26 that’s one of the things that I requested
18:29 is that the parents are aware,
18:30 that the students are aware that it’s just for information.
18:34 So yes, you’re going to be exposed to all the standards,
18:37 but it’s not punitive, it is just for information.
18:40 PM one and two are for information purposes only.
18:45 If they provide us with the information, the data
18:48 that the state is saying we’re going to be able to get,
18:51 it’ll be a great tool because the teachers
18:53 will then be able to utilize what they’ve gleaned
18:56 from PM one to then change the outcome for PM two,
19:01 and then finally change the outcome for PM three,
19:04 when it works.
19:05 Remember that this is a standard setting year,
19:08 and so when it’s a standard setting year,
19:12 everything that is done, the state will tweak,
19:14 and then they will analyze all of the data
19:17 before they scale score, they provide us
19:19 with scale scores or anything.
19:21 However, the state has said, as of yesterday,
19:24 that they will provide us with a scale score and a level.
19:28 What the request was, then not only do we get
19:31 the scale score and a level,
19:33 we would like some other information that can be utilized
19:37 to provide teachers with, so that they can guide
19:40 their students, such as the standard,
19:42 the strand information would be ideal.
19:46 The standard would be perfect,
19:47 however, they’re working on that.
19:50 Whether it will come to fruition or not,
19:51 but I’m hoping that it will.
19:57 Writing, as the state calls it,
20:00 has been decoupled from the reading.
20:02 So the writing will no longer be part of the reading,
20:06 so the reading will be a standalone test,
20:08 and the writing will be a standalone test.
20:10 It used to be like that years ago, now the biggest questions
20:14 are how is it going to count for 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
20:24 when we had writing before that writing counted
20:27 for 100 points, so for a junior, senior high school
20:30 that it’s 1100 points, it will be 1200 points,
20:33 ‘cause it has one additional component.
20:36 For 22-23, the writing will be administered as a field test,
20:41 and the state will choose the schools that will field test,
20:45 not only from Brevard, but from all over the,
20:47 from the other districts also.
20:52 And we never get a score when it’s a field test.
20:58 Three through 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
21:15 when we go 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
21:22 with the school grade, it’ll just be
21:23 for informational purposes, and typically,
21:26 we get it November, December timeline,
21:29 and it will not have learning gains
21:31 because we don’t have two years’ worth of data.
21:33 So in 24-25, we will have, we should have,
21:38 all of the cut scores will be set,
21:39 and we will have a real school grade.
21:44 Again, this talks about the being computer adaptive.
21:49 Remote testing, the reason that I wanted
21:51 to add it to the slides, VPK1-2 cannot do the remote testing,
21:57 but remote testing is great for our hospital,
22:00 home-bound students.
22:01 Brevard Virtual, I’m doing a special training
22:04 with their testing coordinator
22:06 because they’re going to offer it for PM1 and two
22:09 so that the kids can stay at home and take the test.
22:13 There’s a letter that has to go home.
22:14 The parents must sign because they have
22:17 to have the computer on, so they have to sign the letter.
22:20 I’m gonna, I have it written.
22:22 I need to send it to Dr. Sullivan
22:24 and Mrs. Klein for approval, but it’s a good thing
22:29 for the hospital home-bound kids.
22:32 That way, we don’t have to worry about sending somebody
22:34 to the 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.
22:47 Grade eight is just one day, but it’s still paper-based,
22:51 and the EOC and retake administration still remain the same.
22:59 And they’re still developing all of the procedures
23:01 for the remote testing.
23:03 And I sat through a webinar yesterday,
23:06 and they made it seem very simple,
23:08 but when I looked at what they sent us was not,
23:11 it didn’t, it wasn’t exactly what I 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,
23:20 we will have to work with the parents
23:22 for this remote testing.
23:26 So this just talks about the FAST assessment
23:30 is definitely going to be shorter.
23:32 And how much shorter?
23:33 We have no idea.
23:35 We know that it is going to be administered in one day,
23:38 which is great news.
23:40 The rumors are there’s somewhere between 36 and 40 questions
23:45 and that the questions will come up and it’ll time out.
23:48 That’s what I heard yesterday, but it’s not in writing.
23:51 That’s why it’s not in your PowerPoint.
23:52 Until I get it in writing,
23:54 I don’t like to put it in PowerPoint.
23:56 The last bullet talks about students,
23:59 and we’ve done this in Brevard,
24:01 but the state wanted to emphasize this.
24:03 So I thought it would, I needed to share it with you.
24:06 The students that are, if you have a fifth grade student
24:09 who’s taking sixth grade math classes,
24:12 we’ve always allowed them to take the FSA sixth grade.
24:16 If you have a sixth grade student who’s taking algebra,
24:19 we’ve 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,
24:30 a fourth grade students,
24:31 you cannot take the third grade test,
24:33 but you can certainly take the fourth grade test
24:35 if that’s where 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
24:56 as to why it’s not 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
25:05 that’s aligned to the best standards
25:07 will replace the old algebra retake.
25:11 But until again, until we see it in writing,
25:13 I’m not going to put it.
25:14 That’s what we know to be true today
25:16 is that FSA, ELA will be administered in the fall
25:20 and the algebra retake.
25:22 And that’s for students
25:23 who didn’t meet the graduation requirement
25:25 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,
25:35 they will take the assessment.
25:38 Starting in the winter,
25:40 algebra and geometry will be aligned to the best standards.
25:44 So of course, as you’ll see it,
25:45 it says winter, spring and summer,
25:48 making me guess that the algebra will,
25:52 the best algebra will 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,
26:03 they call them best EOCs.
26:05 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
26:12 when we go to the, when I go to the August meeting.
26:17 Biology, civics and US history
26:20 will continue to be administered
26:22 in the fall, spring and summer.
26:24 There is no, at this moment,
26:28 they are going to continue to be the same assessments
26:31 that we’ve always administered.
26:32 And again, we talked about the science five and eight.
26:39 Sample test materials will be available online
26:42 and the Department of Education is releasing some items
26:47 that I’ve sent out to the resource, I’m sorry,
26:49 to the directors so they can disperse the information
26:52 to the resource teachers, so then the resource teachers
26:54 can start working with our 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
27:04 so that everybody has all of the particulars
27:06 that the state is putting out,
27:08 such as what standards are going to be tested,
27:10 et cetera, et cetera.
27:12 And what I have noticed is that they put out
27:16 several renditions.
27:18 So I just keep saying please remember
27:20 that use the last one that I’ve sent out.
27:25 So the reason that I wanted to make sure
27:27 that this was out for everyone to see,
27:30 all of the FAST assessments will be online.
27:33 And that includes the manual that we normally provide
27:37 for the testing coordinators and for the teachers
27:40 to administer the assessment.
27:42 There’s good news to this and that’s what I said
27:44 to the curriculum contacts today
27:45 and to the testing coordinators, GSPs,
27:48 because that provides us the opportunity
27:51 to give the teachers exactly what they need
27:54 to make those students have a good assessment.
27:58 So there will be no any confusion as to
28:01 if I’m administering grade seven
28:03 or am I administering algebra
28:05 and it just helps everyone stay on the same page.
28:08 So although it will be cumbersome
28:10 for the first administration, second administration,
28:13 I think overall we’ll see some positives on that.
28:18 The website is not available.
28:22 They did update the assessment
28:25 where we go to test the students
28:28 but not all of the resources are there.
28:34 So as I said, this is a standard setting year
28:37 and what that means is when the students take the assessment
28:40 they will do the analysis and then it goes
28:44 to the Senate and to the House.
28:47 Then the commissioner presents the achievement levels
28:51 to the State Board of Education and once it’s voted on
28:54 then we have the achievement levels and the scale scores
28:58 is what they’re gonna provide us with right now
29:00 is a linked score to FSA.
29:03 So for PM1, PM2 and allegedly PM3
29:09 will be getting those linked scores back to FSA.
29:14 And starting in 23, 24, all the assessment results
29:19 for PM3 will be released on 531.
29:25 So the graduation requirements for the rising seniors
29:30 which is your ninth grade class of 2019, 2020
29:34 and your rising juniors which is your class of 2020, 2021,
29:38 they will still be held to the current standards.
29:42 So whatever the standards are today
29:46 to meet the concordance score
29:48 that’s what they will have to meet.
29:52 The sophomores are a little bit different
29:55 because normally they’re the ones who are able to
29:58 in the past they’ve been able to either meet the concordancy
30:02 of what’s currently in law and what comes new.
30:09 So they’ll have the dual opportunities
30:11 but that’s your 10th graders.
30:12 Ninth graders are not that impacted
30:14 because they will take it in 23, 24
30:17 which we’ve already established the standards
30:20 but it’s the 10th graders that are going to be
30:24 able to use the dual standards.
30:26 As of today that’s what the state has said.
30:29 Is it gonna come to fruition?
30:30 I’m not sure because again everything has to be legislated.
30:37 And that is all that I have for you today.
30:42 - I wanna underscore that last slide from Ms. Francis
30:46 because as information was coming
30:48 from the DOE last year regarding testing
30:51 it created a lot of confusion for our current students.
30:54 So just wanna underscore again our class of 23 students
30:59 and our class of 24 students
31:02 still have the current graduation requirements
31:05 including all the assessment requirements.
31:08 And I also wanna add this year is the start
31:11 of the new higher 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
31:21 for concordancy for our graduates.
31:25 Yeah and the elimination of PERT with those changes
31:28 we’ve been anticipating for a few years.
31:30 And so one thing that we think is really important
31:33 is that Brevard Public Schools has always
31:36 used progress monitoring.
31:38 And so the notion of progress monitoring our children
31:41 in the fall and in the winter is something
31:44 that we are aligned with, we’re comfortable with
31:46 and we’re prepared for.
31:48 And quite frankly we’re encouraged that it will be aligned
31:52 to the summative assessment in the spring.
31:56 But not a lot of visible differences
31:59 for our families and students when it comes to testing.
32:03 - I’ll just start with that that you just talked about
32:08 and that we have already been doing the progress monitoring.
32:13 For our secondary schools, I did ask Ms. Klein
32:15 this question about the elementary ‘cause you know
32:17 we’re using iReady, the state didn’t pick iReady,
32:19 they could have, so what are we gonna do?
32:20 And she said we’re gonna hold on to that
32:21 because of the toolbox and the resources for teachers
32:25 while we may not be using that for progress monitoring.
32:26 But what about secondary ‘cause we’re using maps for math
32:29 and I can’t remember the reading thing.
32:33 But what are we doing with that and do we have contracts
32:37 that we can get out of or how is that gonna look?
32:40 - We’ve reduced some contracts.
32:42 So for math, the state progress monitoring
32:46 is related to through eighth grade only.
32:49 And eighth grade math meaning children in that course.
32:52 And so it’s essentially FAS is essentially replacing FAS,
32:58 I mean FSA, not EOCs.
33:01 And so there is no progress monitoring
33:03 for algebra and geometry.
33:04 So we are continuing our contracts
33:06 to progress monitor algebra and geometry.
33:09 Our seventh and eighth grade students
33:11 will use the FAS progress monitoring.
33:13 For reading, our students use Read 180.
33:16 And with our previous contract, we used Read 180
33:20 for all students who needed progress monitoring.
33:23 But it is the curriculum tool for our students
33:26 in intensive reading.
33:28 So we will no longer use read 180 for the whole school.
33:32 required progress monitoring.
33:34 But classrooms will still use the various assessments
33:38 as a tool in the curriculum planning
33:41 like they would in a math class when you take a math test.
33:44 So similar concepts.
33:46 So the students in the intensive reading courses
33:48 will continue to use Read 180 and the whole toolkit.
33:51 It will no longer serve as our testing platform for students
33:55 that are not in Read 180.
33:57 So kind of like we used to do with Reading Plus back,
34:00 it was just mainly– it was used in those classrooms.
34:03 Correct.
34:04 Read 180 is a more complete curriculum package
34:06 than we’ve used before them.
34:10 Well, I mean, so just making sure I got–
34:17 so there will be no writing for this coming year
34:21 unless a school gets selected randomly
34:24 by the state as a field test, correct?
34:29 That is correct.
34:30 OK.
34:31 But it could be a district.
34:32 So no, it’ll be random by–
34:35 the schools will be selected randomly,
34:38 and it won’t be the whole district.
34:39 It’ll be– but it’ll be elementary, middle school.
34:42 It could be some of our charter schools.
34:44 It could be the Brevard virtual.
34:47 But it’ll be– in the past, it’s been like 25 schools,
34:51 30 schools.
34:53 But they’ll give us enough lead time
34:55 that those schools can be prepared
34:56 for an extra day of testing.
34:58 Yes, and it’s in April.
35:01 The testing is in April for the writing as of right now.
35:05 And we’re supposed to have the list of the field tested
35:08 schools in November.
35:10 Oh, OK, so we’ll have plenty of time to [INAUDIBLE]
35:13 Let’s see.
35:16 Just because you’ve been doing this for a long time,
35:19 Medha, when we remove the writing from the ELA score,
35:25 what’s the potential impact of that– positive, negative?
35:31 So I know it’s probably hard to say.
35:33 I’ll answer after.
35:34 OK.
35:36 OK, so writing, as long as it’s part of school grade,
35:42 there’s a focus.
35:43 Because what’s that saying?
35:45 If you expect it, you inspect it.
35:47 And that’s always been the case with writing.
35:51 So it’s always been part of the school grade.
35:53 It was a standalone component.
35:55 When they made it part, now what they have said
35:58 is that it’s going to look how it looks today.
36:02 So it will no longer be the kids write a–
36:06 you have a prompt, and they write to the prompt.
36:08 It’s not.
36:09 It’ll be the same as it is today.
36:10 They have the reading that they’ll read,
36:13 and then they have the passages, and then they’ll have to
36:15 respond
36:16 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 impacting
36:23 our school grade.
36:24 As a matter of fact, we’ve always been very strong
36:26 in the writing area.
36:28 My concern would then become if they choose not to add it
36:31 as a component of school grade.
36:33 OK, just because of accountability.
36:35 Instructionally, I like it because it
36:39 allows us to really focus in on a student’s writing strengths
36:44 and weaknesses.
36:45 When it’s been a blended result with ELA,
36:48 we don’t get a separate writing score.
36:50 And so you’re making inferences on a student’s strengths
36:53 and weaknesses based on what we do receive.
36:57 Receiving information against a specific skill
37:02 allows us to target those strengths and weaknesses
37:04 a little bit more.
37:06 And so more information is better in my book,
37:09 so I’m encouraged at the prospect of more information.
37:13 We don’t know yet it’s going to be more information,
37:15 but we’re positively hypothesizing
37:18 that it will give us more information to work
37:20 with families.
37:22 And it will be online.
37:23 The writing.
37:24 The writing will all be typed.
37:25 Which is what the students are used to, right?
37:28 For at least for the secondary.
37:30 Yep.
37:32 But the elementary, at least it gives them one more year.
37:36 Because it’s four through 10, it will take the writing online.
37:40 So it gives them one more year to make sure
37:42 that those rising third graders are
37:45 being provided with the tools to be able to take
37:47 those assessments online.
37:50 I think that’s–
37:54 Lincoln, do you have any questions?
37:55 Mr. Susan, you have any questions?
37:59 No, you guys are doing a great job.
38:01 Thank you.
38:03 I have many.
38:04 Sorry.
38:05 Just jockey in and out.
38:08 I’ll try to be as expedient as possible.
38:11 So Dr. Sullivan, you were mentioning the beauty
38:15 of information and our ability to really work with families
38:18 and help those students show growth in the areas
38:21 where they might be struggling.
38:23 And all of us having worked significantly with iReady,
38:27 not only with the data that we get at the district level,
38:29 but like Ms. Campbell and I working
38:31 with the students at Endeavor where we could really
38:33 see the impacts, the details of where
38:37 students were struggling.
38:39 Anita, you said we think we’re going
38:42 to get reference to standards on PM1–
38:45 or to strands on PM1, PM2.
38:48 Maybe standards?
38:50 I’m a little bit concerned that we’re going backwards.
38:52 So the strand information is what they are considering.
38:54 I think if they do the standards,
38:57 it’ll be in the future.
38:58 Remember, this is for information purposes only,
39:02 and this is the first administration.
39:04 So I think what the first administration will
39:06 do for all of us is provide us a way of saying, OK,
39:11 this is how we did as a district.
39:14 This is the information the state is providing us.
39:16 How can we utilize that?
39:18 Because I think I can say that the meeting that I attended
39:21 where all of the people that do my job
39:25 were sitting at the table, we all said the same thing.
39:27 Just giving us a scale score and a number
39:30 is not going to help us impact growth for a student
39:34 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,
39:42 whatever the case may be.
39:43 So we’re hoping that we’ll be able to get
39:46 additional information.
39:47 But as soon as we know anything else,
39:49 what I’ll start doing is when things come in
39:51 from the state in writing, I will send it
39:55 to Dr. Sullivan and Mrs. Klein so that they can share it.
39:59 And I’m going to try and do as many meetings with the testing
40:03 coordinators, the assistant principal principles,
40:07 and curriculum contacts so that everyone is aware.
40:11 What I don’t want–
40:12 and I’m going to say this every time I get a chance
40:14 to talk to anyone–
40:16 is that first assessment.
40:19 I have one child that if they would
40:21 have taken that first assessment,
40:22 it would have come back as a scale score.
40:24 And it would have been anything less than a five.
40:26 That child would have been boo-hooing for days.
40:30 So that’s not the intent of it.
40:32 I think the intent of providing us with a linked score
40:35 is so that we could see where the student is.
40:38 But we have to find another way to help them grow
40:41 and the families understand that it’s for informational purposes
40:46 only.
40:47 It is not punitive in any way.
40:49 It’s not labeling a student as a level one.
40:51 That’s not what the purpose of the progress monitoring is.
40:55 And so the expectation is not that they
40:56 know all the standards.
40:58 The expectation is that we’re going
41:00 to grow when we’re going to learn the standards together.
41:02 Because if you’re in third grade,
41:04 and you know all the third grade standards,
41:05 then what are you doing in third grade?
41:07 So it’s just that making sure that everybody understands
41:10 the purpose of that first one.
41:12 Because when I first read it and I thought, well, that’s great.
41:15 But I know one of my children would have been–
41:18 the other one would have been like, yeah, whatever.
41:20 But I have one that would have been crushed.
41:23 I would like to add, Ms. Belford,
41:25 that it is our understanding that the information that we
41:29 are going to receive this year in PM1 and PM2
41:33 is not representative of what we will receive in the future.
41:37 So this initial release, we anticipate to be limited.
41:41 But that’s part of the initial assessment.
41:45 We believe that there will be, in the future,
41:48 more robust information released in PM1 and PM2
41:52 to not only the school, but to parents directly as well.
41:56 For you guys, can I comment on that?
41:59 You may not have the answer, and this is where we’re going.
42:02 I think it’s with iReady.
42:04 When they do the reporting, it’ll
42:05 say, for example, for a third grader,
42:07 you are performing as a third grader
42:10 at the beginning of the year.
42:12 You are performing as a third grader mid-year.
42:14 You’re performing– will it be some– because to me,
42:17 that assures the family that if you are a third grader
42:20 at the beginning of the year and you’re
42:20 performing like a third grader at the beginning of the year,
42:22 you’re on target.
42:23 That’s the conceptual idea.
42:26 We have limited information on what that’s specifically
42:29 going to look like.
42:32 And I like to marry that with how
42:35 it being an adaptive test will match that as well.
42:38 Both of those things were–
42:40 the state has not released specific information yet.
42:44 But we do expect the first year to be a more streamlined version
42:49 with much, much more information the following year.
42:52 They’ve also said that they’re going to try and do
42:54 like a percentile rank.
42:56 So for all of the third graders that took it,
42:59 this is where you rank in the state of Florida.
43:03 That would be helpful.
43:05 But there’s a lot of–
43:07 this is what we’re thinking.
43:09 They’re building– they’re working
43:10 on all of these pieces and components
43:13 trying to get this assessment.
43:15 So like Dr. Sullivan said, we’re going
43:18 to see more information between one and two
43:21 and between two and three.
43:23 And then certainly next year, we expect
43:26 to see the test come to fruition.
43:29 And if it comes to fruition the way the state has described it,
43:32 I think it’ll be a really good thing for our kids
43:34 because we’ll be able to help them grow
43:36 from the beginning of the year.
43:38 Then we have a mid-year assessment to say, OK,
43:42 so what we’re doing isn’t working.
43:44 What do we do to get you on grade level
43:46 by the end of the year?
43:48 I would like to add something that I
43:51 believe the state heard us as Brevard Public Schools directly.
43:56 We did have an opportunity to provide some feedback
43:59 in advance to it.
44:00 And again, between Nada’s reputation in the district,
44:04 one of the things that we’re super excited about
44:07 is single-day administration.
44:09 And Nada referenced it.
44:10 I just really wanted to underscore that, why that
44:12 was really important for us.
44:13 He is currently in either ELA or math.
44:17 You have a session one and a session two over two days.
44:21 And then as soon as a child misses one of those days,
44:24 you become in spiraling makeup and difficulty for students.
44:29 And we know that for many of our students
44:31 that are having to get pulled out of classes after everyone
44:34 else, all of that adds to a student’s stress
44:37 and discomfort in an assessment environment.
44:40 So we’re super pleased, and we believe
44:42 we had influence over it, that it is no longer
44:47 a multiple day per assessment.
44:49 Plenty of time for students who require additional time.
44:53 We still want to make sure our students have extended time
44:55 and all those opportunities, but not becoming
44:58 a spiraling mess of days.
45:02 So we are pleased about that.
45:04 Having a child that had that exact experience this year,
45:07 I’m very appreciative for that better opportunity
45:09 for our students.
45:10 So I appreciate that.
45:12 I’m going to circle back to my previous question.
45:14 I don’t mean to beat a dead horse,
45:16 but I just want to make sure that I understand.
45:19 If I’m hearing correctly, we’re going to have a period of time.
45:23 We’re not going to have the same quality or depth of information
45:31 available to us to be able to address deficits with our kids.
45:38 So I think this is also why they’re still
45:42 using the iReady platform as part of the curriculum
45:46 programming.
45:47 So I don’t want to mess up speaking to that,
45:50 but I think I’m pretty solid on it.
45:53 So iReady is still a great instructional tool,
45:56 has a total complement of resources.
46:00 All of that and the data that we get from that
46:02 is still going to be available, which
46:05 is why we’re looking year by year at these running–
46:09 before we just eliminate some things that
46:11 give us powerful information.
46:13 And so for this next year, we still
46:16 have that entire full complement,
46:18 that entire full package.
46:20 And the teachers will still have all that information
46:23 as will the parents.
46:24 And as this walks out, there may be
46:26 a day where it’s not necessary.
46:29 We’re not at that day today, because this
46:31 is a year of unknown.
46:33 We don’t want student achievement information
46:35 to be unknown to us.
46:37 So we’re taking a measured approach
46:40 and working side by side with the state.
46:47 Yeah, go ahead.
46:51 First, I apologize that I’m late.
46:53 But connecting on Ms. Belfort’s question,
46:57 did we use NWEA at one point?
47:01 We use NWEA maps for our math progress monitoring
47:05 in secondary.
47:08 And we will continue to use it for algebra and geometry,
47:12 because there is not fast progress
47:14 monitoring beyond eighth grade.
47:20 And this one, I don’t know if I heard it correctly.
47:23 Maybe I misunderstood.
47:26 So our students that– our rising seniors and our rising
47:32 juniors are still under the same graduation requirements.
47:35 And we’re transitioning standards, right?
47:39 So are those students– say they took algebra in seventh grade,
47:45 but haven’t passed the EOC.
47:48 Are they taking an EOC based on the standards
47:51 that they were taught?
47:53 Or are they going to be taking an EOC based on this?
47:56 Or is there a difference?
47:59 They’re going to continue to take the retake.
48:02 And that’s based on the old standards.
48:06 And so the question then becomes,
48:09 they could also use the concordance score for PSAT
48:13 or SAT.
48:14 The question then becomes, come summertime,
48:17 is the old retake going to still be available?
48:21 I believe that it is, because that’s what they have said.
48:23 However, what they put in writing
48:25 is what I shared with you.
48:27 So as of today, those students will continue to be–
48:30 they’ll take it in the fall.
48:31 They’ll take it in the winter.
48:33 And then in the spring, there’s supposed
48:35 to be a different button that comes up for a retake.
48:40 But they have not put it in writing.
48:42 So that’s why I only said winter and fall.
48:46 And in our experience, we’ve changed tests multiple times
48:49 in our journey, in our experience only.
48:55 Students in that place have been allowed either/or.
48:58 And so they typically will run out the old one.
49:01 When we did this last time, some students actually
49:03 did better on the new assessment than the old one.
49:06 Typically, those in that space, by the year they took the course
49:11 will get options.
49:12 So they’ll look at end-of-life tests
49:16 based on when a course was taken.
49:18 So if the algebra course was taken after the new one,
49:21 that student would not have the flexibility of both.
49:24 The student who took their algebra course before that year
49:28 typically has the opportunity to both.
49:29 So in our grad plans, we typically
49:31 see a pretty complicated listing of when students took something
49:36 and what options they have.
49:38 So we do not believe it will disadvantage those students.
49:41 But we don’t believe.
49:43 We don’t believe.
49:45 Right.
49:47 So one of the things that you said
49:51 was that PM1 and PM2 are for information only.
49:55 Does PM3 count towards student grades?
49:59 So not towards a student grade.
50:02 The EOCs will still count for 30% of the final course grade.
50:05 That has not changed.
50:07 If they’re going to change it, it has to again be legislated.
50:10 And as of right now, nothing has been said about that.
50:13 The FAS is replacing the FSA.
50:19 And it’ll be treated just the same with third grade promotion
50:22 and retention.
50:22 Although for next year, it’ll be similar to what
50:26 we did with FSA, that if they had a portfolio,
50:28 they had a good cause, that other decisions were
50:32 made so that they didn’t have to use the score itself.
50:37 So it’s not going to be tied to a student’s grade.
50:40 It’ll be the same as what we saw with the FSA.
50:43 But it will be tied to school grade.
50:45 Got it.
50:47 OK.
50:50 I think that was all the questions that I had.
50:53 Oh, I had one more.
50:54 I’m sorry.
50:55 Are VPK students are taking computer-based testing?
51:01 Is it like literally mouse and keyboard, or is it–
51:04 So the VPK kids have to take it a touch pad.
51:08 OK.
51:08 But they will be taken.
51:09 And the good news is that we piloted some in the VPK
51:14 start early literacy last year.
51:18 And so the teachers are aware of how it works.
51:22 And the students seem to do well.
51:23 I don’t have the numbers of how well they did.
51:26 But from what I’ve heard from Marilyn Chappie, who’s
51:28 a director over the early learning,
51:36 she and I have had several conversations about the VPK
51:40 and the piloting.
51:41 But they do have to take it as a touch pad.
51:43 And they will not be taking math.
51:44 It’s just the reading, the ELA.
51:47 And is that just VPK that’s doing touch pad?
51:49 Just VPK.
51:51 So are we– and this might be more of a Russell Cheatham
51:55 question than a native question.
51:56 I don’t know.
51:57 Feel free to punt if you need to, native.
51:59 Resource-wise, are we set up to be
52:03 able to handle the new structure of testing and everyone
52:08 testing?
52:08 Do we have enough touch pads?
52:10 Do we–
52:12 I’m going to allow Russ an opportunity to come up.
52:15 I do want to emphasize that we are so
52:18 fortunate that our educational technology department works
52:21 hand in hand on every one of these decisions.
52:25 And I’m going to let him speak more specifically.
52:32 Good afternoon.
52:33 The information we have is that the testing takes place
52:36 in smaller groups.
52:37 So we believe that we have them covered with the iPads
52:39 that we have available.
52:40 There were some deliveries, I believe, of Chromebooks
52:43 that were going to be used to help.
52:45 But I don’t know that those are touch screens.
52:46 I don’t know how much help those will be.
52:48 But we do have some iPad equipment.
52:50 We’ve been piloting some programs as well
52:52 that should have us in good shape to do these tests.
52:55 And so our current– if VPK is the only one that’s
52:58 doing the touch pads, our current kindergartners,
53:01 first graders, second graders, they’re
53:03 all utilizing regular either laptop or desktop computers
53:07 currently in their classroom?
53:08 Correct.
53:09 We have a couple of programs.
53:10 There’s some existing iPads out there.
53:11 And there’s some other–
53:13 some of our one to one initiatives
53:15 that we’ve been doing that has a lot of iPads associated
53:17 with it for the lower grade levels.
53:19 So we’re going to be able to utilize that equipment
53:21 for those students.
53:23 So our– and this is back to Nada, I guess.
53:26 Our kindergarten– thank you, Russell.
53:29 Our kindergarten, first, second graders,
53:31 they can do touch pad or laptop?
53:33 They should be able to do either or.
53:35 OK.
53:36 And do we know– this is random.
53:39 But do we know if they are– if it’s kind of currently built
53:42 into their experience to get them comfortable with that?
53:47 So normally, when we did flickers for kindergarten
53:49 students, that was part of what we needed to do with them
53:52 was teach them how to use the mouse,
53:54 because they had to use the mouse to take the assessment.
53:57 So kindergarten, I’m not too worried about,
53:59 because kindergarten students are–
54:01 and so those are your first graders.
54:03 Currently, those kindergarten students
54:04 took the assessment last year for flickers.
54:07 So flickers used to be the star early literacy.
54:11 But it– flickers has sunsetted, and now the students
54:13 will take the star early literacy for K12.
54:18 And so second grade students are the ones
54:21 that have not been exposed two years ago
54:24 when they took flickers.
54:25 And so those are the– they’re going to have– the teachers
54:28 are going to have to work with them.
54:30 That’s one of the other reasons that we decided to push
54:32 the test to almost a 30-day window
54:36 so that the students had the opportunity
54:38 to get acclimated with whether they’re using a mouse.
54:41 What am I using?
54:41 Am I using a touch pad?
54:43 And there are going to be some practice assessments.
54:48 They’re not available yet.
54:50 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, not with the test questions,
54:57 but the manner in which the test questions are being asked
55:01 and how they’re expected to respond.
55:04 iReady, though, I mean, the students
55:06 have been using iReady, which requires a mouse.
55:09 Right.
55:10 I mean, they’re at least familiar with using
55:12 the computer in that way, I guess,
55:15 because all of our rising first graders enough would have–
55:20 will continue to use iReady on a regular basis.
55:23 I would say that’s an additional benefit of the progress
55:26 monitoring being tied into the summative assessment
55:30 because there’s a lot of actual complexities
55:32 with our older kids in the way the calculators work,
55:34 the formulas work, the data works.
55:36 And them having that kind of exact similar practice
55:40 in progress monitoring, we think is going to be really useful.
55:43 Can I jump in on that?
55:46 Might be crazy, but I feel like I
55:47 have this vivid memory of us going across the street
55:50 to our accounting commission asking for resources
55:52 for one to one for our VPK schedules,
55:54 and they had a really hard time understanding that concept.
55:57 So they might want to be talking to some of our state
55:59 legislators who have made these decisions.
56:01 But I can say, working in the pre-K world,
56:03 out in the community, not just in our school-based sites,
56:07 actually two years ago, it became a requirement
56:09 that their VPK assessments were done on the computer.
56:12 So they were using mice and keyboards.
56:14 They were also using touch pads.
56:16 So as insane as it sounds to us that these kids are going
56:18 to be prepared and ready, of course,
56:20 we’re going to have discrepancies in certain communities
56:22 where they may not be exposed to it.
56:24 But I’m sure all of our teachers are
56:25 going to be really well prepared to identify those students
56:27 as soon as possible and get them familiar with it.
56:29 So I have confidence in our little four-year-olds
56:33 to get it done.
56:33 Especially with every kid’s got somebody’s phone.
56:37 Yeah.
56:38 Thank you, Ms. Jenkins.
56:39 I think the last question–
56:41 thank you for your patience as I mull over all of this
56:44 in my head.
56:45 What do accommodations look like under the new progress
56:48 monitoring for students that need to have
56:52 various accommodations?
56:53 I know we already talked about providing extended time.
56:55 That will continue.
56:56 What about students that have to have it read to them?
57:00 Does any of that change?
57:01 So I’ll start with the good news.
57:04 The good news is that verbatim, which
57:07 is when the test is read to the students,
57:10 it will be now read by the computer again.
57:13 So we have the ability to work with the students
57:15 and have the practice so they hear the voice and determine,
57:19 do we need to slow it down for them?
57:20 Do we need to make it faster?
57:23 And it takes out the human error of somebody
57:26 reading the entire passage to them
57:29 and now us having to invalidate the assessment, which
57:32 is never a good thing.
57:34 The problem is with the paper-based assessments.
57:37 Paper-based assessments will not be
57:40 available for PM1 and PM2.
57:43 They will be available for PM3.
57:46 Again, they’re building all of the assessments.
57:49 And so that’s one of those that they said we’re not
57:52 going to have available.
57:53 The children will have the opportunity
57:55 to either take it on the computer.
57:56 They’re going to provide us with an alternate assessment
57:59 that we could be used.
58:00 The question I asked is, OK, so you’re
58:03 going to give us an alternate assessment.
58:05 But is that– are you going to provide us
58:06 with the alternate assessment, or is the district expected
58:10 to pay for the alternate assessment?
58:11 We don’t have the alternate assessment yet,
58:14 nor do we have the names of them.
58:15 We’re supposed to get them sometime next week.
58:17 And then whether we have to purchase them or not,
58:20 then we’ll have to work on purchasing them.
58:23 Just to clarify, Nate is referring
58:25 to students whose accommodations indicate
58:28 that they use paper-based testing.
58:30 Yes, yes, yes, the paper-based–
58:34 everything else that’s going to be available online.
58:38 Masking, the highlighting– highlighting
58:43 is typically for all.
58:45 So it’ll be a good thing, because the teachers
58:46 give those students the tools to be able to highlight.
58:49 And when they take the paper-based testing,
58:51 unless they have highlighter as an accommodation,
58:54 they can’t use the highlighter, and it confuses the kids.
58:57 The other thing is calculators are now–
59:00 the test, the math test for sixth, seventh, and eighth
59:04 graders will be segmented.
59:06 So segment one will have no calculators available.
59:10 Segment two will allow the students to use the calculator.
59:14 And that’s for sixth, seventh, and eighth.
59:16 And we’ve never allowed the sixth graders
59:18 to use calculators, but the state
59:20 is saying that they’re going to be able to use them.
59:22 They cannot use handheld calculators.
59:25 They will have to use the pop-up calculator.
59:27 Again, they’ll have to start practicing with the pop-up
59:30 calculators as soon as all of the tests
59:34 are made available so that they know what it is.
59:38 I have a little bit of a in the weeds question,
59:40 but since you kind of went down that route.
59:43 So our students that have IEPs with accommodations
59:47 for paper-based testing–
59:50 and I’m also thinking of our visually impaired students–
59:53 if that paper isn’t available and we
59:56 do have to do an alternative assessment,
59:58 are our teachers and our ESE teachers
1:00:00 going to have to then amend some of these IEPs
1:00:02 to put that on there?
1:00:04 Is that just something we can kind of get around?
1:00:07 So I don’t think for visually impaired, the font size–
1:00:11 it’s one of my favorite things about the computer-based
1:00:13 testing–
1:00:14 the kids have the ability to make the font size any size
1:00:17 that they want.
1:00:18 The large print is in an 18 font,
1:00:21 and you can’t make it any bigger than that.
1:00:23 So we have some students that don’t want it that big
1:00:25 because the test for the large print is this big.
1:00:28 So the students feel uncomfortable
1:00:30 when they see this monstrosity in front of them.
1:00:32 So I love the fact that in the computer-based testing,
1:00:36 they can actually say, I want it at a font 18.
1:00:40 And for students that have dyslexia,
1:00:43 they can also put the different colors that help them see it.
1:00:48 The kids that are colorblind will also
1:00:50 be able to use a different font so that they can see it,
1:00:53 since some of them can’t see the red, some of them
1:00:55 can’t see the blue, whatever the case may be.
1:00:57 You had asked me one other question
1:00:59 regarding accommodations, and it was, for the paper-based
1:01:02 testing, I don’t think we’ll have to amend.
1:01:05 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
1:01:11 how the students do because it’s not punitive,
1:01:14 or they can take the alternate assessment, whatever that is,
1:01:17 when it comes from the state.
1:01:18 Thanks.
1:01:19 You’re welcome.
1:01:22 Anybody have anything else?
1:01:24 All right, well, thank you so much for your expertise
1:01:26 in digging into all of this, Nita.
1:01:28 I can’t imagine how you keep all of that in your head.
1:01:31 So always, always impressed with your knowledge and expertise
1:01:37 and all of that, so thank you.
1:01:39 Ms. Balfour, may I just add my own appreciation
1:01:42 and acknowledgment to Ms. Francis for her–
1:01:47 first, her competence.
1:01:48 It is among the top of the state.
1:01:50 Dr. Sullivan has already very eloquently stated that.
1:01:54 But I think in reflection of Nita’s information, which
1:01:59 is all great, but her student-centered mindedness
1:02:04 and sensitivity to the diverse array of students
1:02:07 we serve across disabilities, grade levels, and so on,
1:02:12 is just another admirable trait to you and the perspective
1:02:18 that you provide to our leaders across our schools
1:02:21 to raise their student-centered awareness and mindedness
1:02:26 as well.
1:02:27 So thank you for always keeping our kids in mind
1:02:30 as we meet all of the requirements
1:02:32 and the compliance and the rigors of this process.
1:02:36 And so I appreciate that, and not
1:02:38 to mention your ability to navigate
1:02:41 a whole new vocabulary of acronyms in education.
1:02:44 So Nita, we appreciate you.
1:02:46 And share them with other people in a way that I can understand.
1:02:48 Yes, absolutely.
1:02:49 I think this is going to be positive.
1:02:51 I mean, change is hard, and everybody hates change.
1:02:55 But we’re already used to progress monitoring, right?
1:02:58 Thank you, guys, for setting that up, especially
1:03:00 over the last several years in a formal way.
1:03:04 But just even some of the things with accommodations
1:03:07 that you’ve listed, I think we’re
1:03:08 moving in the right direction, because if we know–
1:03:10 and that was the whole point, right,
1:03:12 is to know earlier where the gaps are
1:03:15 so that we can identify those on an individual basis
1:03:18 with every student.
1:03:18 And I’m looking forward to the day
1:03:19 where we’re really getting that individual data more.
1:03:22 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.
1:03:27 Well, and I love that we have to have our outcomes by May 31st.
1:03:31 So the other thing that I forgot to mention,
1:03:33 and I should have, is they are saying that PM1 and PM2,
1:03:39 the teachers will be able 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.
1:03:47 They’ll be able to see–
1:03:49 but when we talk about–
1:03:50 will they be able to see the strands?
1:03:52 Whatever report–
1:03:53 Oh, you’re saying yesterday we don’t know.
1:03:55 Oh, we don’t know.
1:03:56 OK.
1:03:56 Whatever report the state provides us,
1:03:58 they will be able to see, like they do with iReady,
1:04:01 that they’re able to see in 24 hours is what they’ve said.
1:04:05 Even if it pushes to 76 hours or at the end of the window,
1:04:08 that’s still much better than waiting three months for us
1:04:12 to get the results.
1:04:13 And then we should get school grades faster.
1:04:15 Well, I mean, some of that has to wait,
1:04:16 but we have to wait for some other scores
1:04:18 to come in besides those.
1:04:19 So if they do at the end of May for all reporting for PM3,
1:04:23 then we should be able to have school grade by June.
1:04:28 EOCs are– they were saying everything by May 31st.
1:04:32 Oh, even EOCs coming in by May 31st.
1:04:34 Even EOCs.
1:04:34 That’s what they have said.
1:04:36 OK, what time is it?
1:04:39 You’re going to go back to your email and be like, never mind.
1:04:42 But AP testing, some things we don’t control.
1:04:45 Some of the Cambridge testing and the AP testing.
1:04:47 Of course, the school grades come out before that.
1:04:49 [INAUDIBLE]
1:04:49 Yeah, OK.
1:04:50 So the–
1:04:55 OK, so all that goes on to the next year.
1:04:58 So this year’s AP and Cambridge scores and CTEs
1:05:01 are all that will affect–
1:05:02 OK.
1:05:03 I don’t know if that ever really–
1:05:05 you probably told us 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, and it won’t technically affect because we’re not
1:05:11 going to get school grades next year.
1:05:13 Right.
1:05:15 But will it be like last year, where we’ll know what they are,
1:05:18 but they’re not officially posted?
1:05:20 Or we don’t know.
1:05:22 What they have said is, no, we’re not
1:05:24 going to get anything next year.
1:05:26 What we will get is, after they’ve
1:05:28 done the standard setting, after they’ve done everything,
1:05:31 and it goes to the board, then they
1:05:33 will release for information only the school grade.
1:05:38 But it will not have your learning gains.
1:05:40 So it will be when we went from FSA, from FCAT 2 to FSA.
1:05:46 That’s with that year.
1:05:47 Here is how this district did.
1:05:51 Yep.
1:06:10 [AUDIO OUT]
1:06:18 Anybody have anything else?
1:06:21 All right.
1:06:22 There being no further business, this meeting is now adjourned.
1:06:24 Thank you.
1:06:30 [MUSIC PLAYING]