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From YouTube: BOE Board Workshop 3-20-2023
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C
All
right,
thank
you,
madam
President.
We
are
excited
to
have
an
opportunity
to
go
into
the
accountability
system.
It's
in
that
sense,
our
deep
data
dive
for
the
school
board
and
for
the
community
and,
as
you
all
know,
the
analyzing
of
data
is
something
that's
very
near
and
dear
to
my
heart,
I
think
Mr
dyches
and
I
really
hit
it
off
early
on
just
around
you.
Taking
advantage
of
these
opportunities
to
learn
from
this
data,
but
I
want
to
also
make
sure
that
I
just
set
some
context
and
know
doc.
C
Mr
Dexter
and
his
staff
will
go
through
the
presentation,
but
just
for
the
community's
consumption
we've
gone
through
three
iterations
of
Landmark
Education
law,
one
being
the
elementary
and
secondary
Act
of
1965.,
the
second
one
coming
in
2002
With
No
Child,
Left
Behind,
where
that
was
truly
a
focus
on
eliminating
student
achievement,
gaps
and
focusing
on
student
groups
and
then
in
2015.
The
every
student
succeeds
act,
which
is
the
current
iteration
that
we
currently
operate
on.
C
We
also
know
that
many
school
districts
across
the
country
were
impacted
by
the
pandemic
that
hit
all
of
us
in
2020.
In
essence,
shutting
down
schools
across
the
United
States,
and
even
when
schools
re-entered
back
into
session,
we
had
a
number
of
students
who
were
out
due
to
illness
related
to
either
covet
or
just
the
common
cold.
So
what
you're
going
to
have
an
opportunity
to
see
today
is
data
from
a
school
district
that
has
now
been
back
in
session
a
full
year.
C
The
data
is
lagging,
but
I
think
you
are
also
seeing
this
data
that
our
goal
was
to
be
very
transparent
with
this
community,
as
I
have
been
from
day
one
to
give
you
the
Good,
the
Bad
and
the
Ugly.
You
will
also
find
in
this
data
that
there
is
a
lot
to
be
proud
of
in
terms
of
where
we
are
as
a
school
district
and
where
we're
heading,
and
so
with
that
I
will
pass
it
over
to
Jason
Dykstra
and
his
staff
to
take
us
through
this
Workshop
great.
D
D
D
Good
good,
so
before
we
get
started
with
our
presentation
tonight,
we
want
to
remind
you
about
some
common
acronyms
that
you'll
see
with
State
accountability
and
so
they're
up
on
your
screen.
We've
also
provided
you
a
copy
of
those
terms
and
definitions,
so
you'll
see
any
number
of
those
acronyms
throughout
our
presentation
tonight,
probably
obvious,
but
our
regulations
and
current
strategic
plans
support
accountability,
meeting
state
requirements
and,
most
importantly,
eliminating
the
achievement
gaps,
which
is
really
the
primary
goal
of
Essa.
D
So,
let's
begin
with
a
little
history,
Dr
burdell
just
keyed
in
on
this
very
well,
and
so
accountability
has
been
around
for
a
long
long
time
and
we've
been
dealing
with
this
in
one
shape
or
another
for
quite
a
while
at
least
my
entire
career,
and
so
but
there's
changes.
So
Essa
looks
a
little
bit
different
than
No
Child
Left
Behind.
D
D
Essa
does
that
and
more
so
Essa
really
takes
the
opportunity
and
and
really
looks
at
lots
of
different
metrics
besides
testing,
so
there's
you're
going
to
see
testing
tonight
but
you're
going
to
see
lots
of
other
data
points
and
metrics
and
components
that
are
are
part
of
Essa.
So
that
really
is
the
most
recent
legislation
that
we
are
kind
of
operating
on.
So
when
we
take
a
look
at
where
we
are
in
this
timeline,
you
need
to
recognize
that
we
are
very,
very
early
into
the
Essa
timeline.
D
Actually,
this
is
only
our
third
state
report
card
because
of
the
pandemic,
so
it
was
approved
as
Dr
Bedell
said
in
2015,
but
they
actually
gave
schools
and
school
districts
a
couple
years
to
figure
it
out,
and
so
our
our
plan
was
approved
in
2018,
and
so
that's
actually,
when
you
know
that
school
year
1718
is
when
we
got
our
first
report
card,
so
they
used
1617
as
our
Baseline.
We
did
get
a
report
card
after
the
18
school
year.
We
got
a
report
card
after
the
19th
school
year.
D
We
all
know
what
happened
in
20..
We
all
know
what
happened
in
2021
and
then
this
is
as
Dr
Bedell
said.
This
is
very
lagging
data,
so
the
data
you're
going
to
see
tonight
is
actually
from
Spring
of
22..
So
we
have
to
keep
that
in
mind
right
so
we're
here
in
Spring
of
23,
okay
and
we're
already
testing.
So
we
have
elementary
and
middle
schools
that
are
already
giving
the
Maryland
Integrated
Science
assessment
right.
D
No
doubt
that
we
have
students
in
Anne,
Arundel,
County,
Public
Schools,
give
the
test
today
right,
there's
just
no
doubt,
and
so
this
is
now
our
third
report
card.
So
one
thing
that
they
did
do
is
they
pushed
everything
back
so
originally
again.
This
was
a
very
long-term
piece
of
legislation,
so
it
was
slated
to
go
through
2030
and
because
of
covet
now
they
are
going
to
go
ahead
and
extend
it
to
2032..
D
So
we
are
very,
very
early
in
this
process,
so
here
you're
going
to
see
what
we
refer
to
as
the
Essa
house.
So
in
order
to
better
understand
Essa
and
the
state
accountability
system,
aacps
developed
and
uses
the
analogy
of
a
house,
we
will
look
at
both
the
floors
of
the
house
and
also
the
rooms
of
the
house,
which
represent
different
metrics
and
components
of
the
state
report
card.
So,
in
this
graphic
you'll
see
that
there's
really
four
levels
to
the
house,
the
the
foundation
of
the
house
we
refer
to
as
school
quality.
D
Those
are
indicators
according
to
the
state,
the
middle
that
second
floor
or
middle
part
of
the
house.
We
refer
to
as
School
progress.
El
refers
to
our
English
learner
proficiency
and
then
the
top
of
the
house
is
performance
right.
That's
for
us
we're
probably
the
most
comfortable.
That's
test
scores
right,
that's
where
testing
kind
of
lives,
and
so
we
use
the
house
because
we
find,
with
so
many
different
data
points
and
metrics.
It's
a
lot
easier
to
understand
the
entire
report
card.
So
let's
dig
into
the
house
here
a
little
bit.
D
So
what
you're
going
to
see
here
is
the
left
side
of
the
of
this
graphic
here
is
Elementary
and
Middle
School.
In
the
right
hand,
side
is
the
house
for
high
school,
so
the
first
thing
you're
going
to
notice
is
they're
very
similar
right.
They,
they
all,
have
similar
types
of
rooms,
but
there
are
a
couple
of
very
small
differences.
So
I
will
start
you
on
the
green
level
or
the
second
level
of
the
house.
D
On
the
left
hand,
side
that's
for
our
elementary
and
middle
schools
and
you
will
notice
that
there
is
a
room
called
growth
on
Ela
and
math.
That's
worth
25
or
25
points
it's
out
of
100,
so
it's
25
points
and
you'll
notice
that
you
don't
find
that
room
in
high
school.
So
if
you
glance
to
the
right
hand
side
in
the
green
rooms,
you
will
see
that
high
schools
have
something
different.
They
have
graduation
rate
and
on
track
for
ninth
grade,
so
that
those
are
differences,
and
you
might
ask
yourself
well.
Why
is
that?
D
Why
are
those
rooms
different
so
pretty
straightforward
answer
in
elementary
and
middle
school?
We
give
the
test
to
students
each
year,
so
we
test
third
graders,
fourth
graders
and
fifth
graders,
and
we
in
Middle
School
test
six,
seven,
sixth
graders,
seventh
graders
and
eighth
graders.
Well,
if
I
have
more
than
one
test
score,
I
can
measure
growth
in
high
school
students
are
only
required
to
take
the
test
one
time.
So
there
is
no
such
thing
as
growth
in
high
schools,
so
things
that
have
always
been
important
to
high
schools
has
certainly
been
graduation
rate.
D
This
board
and
Dr
Bedell
we've
been
focused
on
that
forever.
Before
even
we
needed
an
accountability
system,
but
they
also
then
added
on
the
on
track.
For
ninth
grade,
we
know
from
research
when
students
are
successful
in
ninth
grade
the
odds
of
them
earning
the
diploma
is
really
off
the
charts.
It's
it's
very,
very,
very
high.
So
those
are
the
key
differences.
The
other
key
difference
I
will
bring
to
your
attention.
D
Is
there
are
a
couple
of
rooms
that
are
different
with
respect
to
how
much
they
count
so
bottom
of
the
house
identically
the
same,
and
if
you
go
from
the
bottom
of
the
house
to
the
top
of
the
house
right.
What
you're
going
to
see
is
that
testing
is
a
little
bit
weighted
a
little
bit
more
in
high
school
than
it
is
in
middle
school,
but
most
of
the
rooms
are
about
the
same
number
of
points,
but
you
can
see
from
this
graphic.
D
We
went
from
just
test
scores
to
lots
of
other
data
points
and
metrics
to
kind
of
comprise
a
school's
report
card,
and
we
want
to
kind
of
dig
into
that
a
little
bit
for
you.
This
is
actually
the
exact
same
basically
the
same
slide
as
the
previous
slide,
but
I
did
it
in
a
chart
format.
So
if
you
look
in
the
middle
of
the
chart,
that's
where
you'll
see
those
differences
in
that
green
level
or
that
second
level
of
that
house
that
second
floor
and
so
notice,
then
on
the
left.
D
Elementary
middle
schools
have
a
green
square
for
growth,
on
English
language,
arts
and
math,
and
then,
if
you
look
on
the
right
hand,
side
you'll
see
that
the
high
schools
have
a
green
square
for
graduation
rate
and
on
track
for
ninth
grade.
All
the
other
rooms
exist
in
both
houses,
so
those
are
kind
of
the
similarities.
So
it's
just
a
different
way
of
of
looking
at
the
state
accountability
system
and
again
this
house
is
an
Anne
Arundel,
County
creation.
D
It's
an
analogy,
and
we've
found
it
very
useful
for
our
stakeholders
to
kind
of
understand
all
the
different
things
that
kind
of
go
into
a
report
card.
So,
let's
step
inside
the
houses.
So,
as
the
pilot
says
on
a
very
bumpy
flight,
you
may
want
to
tighten
up
those
seat
belts
for
the
next
few
minutes.
All
right,
so
miss
Harding
is
going
to
be
reviewing
the
bottom.
Two
floors
of
the
Essa
house
and
misadder
will
be
reviewing
the
top
two
floors
of
the
Essa
house.
G
I
anticipate
very
little
turbulence.
It's
going
to
be
fine
good
evening,
I'm,
going
to
take
you
through
the
bottom
level
of
the
house
to
start
the
first
of
which
is
chronic
absenteeism,
I
framed
each
house
or
each
room
of
the
house
kind
of
through
a
question.
So,
if
you
will,
this
room
is
asking
what
percent
of
students
are
not
chronically
absent?
It's
a
little
bit
of
a
interesting
nomenclature,
so
I'm
going
to
repeat
it.
G
This
room
counts
towards
15
points
for
all
three
levels:
elementary
middle
and
high,
and
a
student
counts
in
this
room
if
they
are
enrolled
in
a
school,
10
or
more
days,
so
think
about
that
a
student
could
be
in
a
school
10
days
and
then
go
to
a
different
School
10
days
and
a
different
School
10
days,
and
they
would
count
for
each
of
the
schools
in
which
they
were
enrolled.
10
or
more
days.
G
G
The
second
room
of
the
house
at
the
bottom
surveying,
oh
I,
want
to
return
to
absenteeism.
For
one
thing,
absenteeism
is
whether
you're
excused
or
unexcused.
They
count
you
the
same.
That
is
a
common
misconception
that
excuse
absences,
don't
count.
That
is
not
true.
So
if
it's
excused
or
unexcused,
you
are
absent
regardless,
and
so
you
count
accordingly
in
that
room.
G
As
we
move
on
to
the
survey
you'll
notice
that
there's
10
points
possible,
seven
of
which
are
aligned
to
students
and
three
of
which
are
aligned
to
educators,
the
survey
is
broken
down
into
four
domains.
Those
domains
are
safety,
environment,
community
and
relationships.
There
is
one
additional
donate
domain
for
educators.
That's
instructional
feedback
support
students
in
grades
5
through
11,
take
the
survey
and
if
they
are
in
the
building
during
the
survey
Administration,
they
count
so
think
about
that.
G
If
I
come
to
school
on
a
Monday
enrolled
in
a
new
building
and
the
surveys
being
administered
on
Tuesday
I
will
count
in
that
room.
So
it's
just
enrollment
during
the
administration
of
the
survey
to
count
the
scores
are
indexed
through
a
statistical
calculation
and
the
points
are
awarded
accordingly.
G
The
next
room
here
is
opportunities.
Access
to
a
well-rounded
curriculum
say
that
three
times
fast,
that's
a
mouthful
and
what
I
want
to
help
you
understand
here
is
this
is
just
the
question
you're
asking
is:
are
students
taking
the
classes
that
they
should?
This
is
applicable
to
all
three
accountability,
spans
elementary
middle
and
high,
and
membership
here
is
a
little
bit
different
than
the
previous
two
rooms,
so
I
want
to
call
that
out.
G
You'll
see
it
abbreviated
on
the
slide
as
Faye,
and
if
you
refer
back
to
the
acronym
there,
that's
full
Academic
Year
and
what
that
means
is
they're
with
a
school
from
September
30th
through
April
15th
in
the
2122
school
year.
Elementary
and
middle
and
high
school
all
vary
slightly.
So,
if
you
don't
mind
we'll
progress
right
to
the
next
slide
and
talk
about
those
differences
at
the
elementary
school
level,
this
is
looking
at
the
percent
of
fifth
graders
that
are
enrolled
in
science,
social
studies,
Fine
Arts,
physical
education
and
health.
G
G
It's
slightly
different,
it's
the
percent
of
8th
graders
this
time,
but
here
they
only
have
to
do
all
four
of
the
areas
listed:
Fine,
Arts,
physical
education,
health
and
computational
learning,
but
it's
at
any
point
throughout
their
middle
school
career,
so
I
could
have
taken
art
in
sixth
grade
Fine
Arts
at
seventh
grade
and
the
last
two
in
eighth
grade
and
still
have
counted
in
high
school.
It's
the
percent
of
graduating
seniors
that
are
enrolled
in
an
AP
or
IB
course,
or
dually
enrolled
or
doing
a
career
technology,
education,
concentrator.
G
G
The
next
room,
we're
going
to
ship
to
is
specific
to
just
the
two
High
School
domains
for
on
track
9th
grade.
That's
five
points
at
the
high
school
again
you're,
seeing
that
Fae
concept,
so
students
have
to
be
in
the
building
from
September
30th
to
April
15th,
and
this
is
the
percent
of
ninth
grade
students
that
earn
Credit
in
specified
areas.
Those
areas
are
math,
English,
science,
social
studies
and
World
Language.
G
The
next
one
is
graduation
rate
which
Mr
Dexter
referred
to
earlier
this
one's
a
little
bit
trickier
on
membership.
This
is
the
same
cohort
model
that
we've
been
using
for
years.
It's
important
to
recognize,
though,
that
when
we're
talking
about
the
report
card
from
2122
that
it's
the
cohort
of
ninth
graders
who
entered
in
1718.,
because
this
room
is
composed
of
15
points,
10
of
which
are
allotted
to
the
four-year
graduation
rate
and
Five
Points,
which
are
allotted
to
The
Five-Year,
graduation
rate.
G
So
if
you
don't
make
it
in
the
four
years,
we
still
want
you
to
graduate,
and
we
give
you
credit
in
that
fifth
year-
sliding
right
along
to
the
growth
room.
Really,
this
room
is
asking:
how
did
students
grow
from
the
fall
of
21?
So,
if
you
recall,
we
assessed
in
the
fall
of
21,
assessing
the
Academic
Year
2021
to
the
spring
of
22,
which
assessed
the
2122
material.
So
kids
took
two
standardized
assessments
last
year
in
the
fall
assessing
the
previous
year
and
the
spring
assessing
2122.
G
So
to
count
in
this
room,
you
had
to
be
enrolled,
the
full
Academic
Year,
but
you
also
have
to
have
two
consecutive
scores
to
be
considered
for
the
growth
room.
This
is
just
applicable
to
elementary
and
middle,
like
Mr
Dexter
referred
to
earlier,
and
the
way
that
they
do.
This
is
they
assign
each
student
a
growth
score.
They
determine
the
school's
average
growth
score
by
both
Ela
and
math.
They
look
at
what
percent
of
schools
in
the
state
of
Maryland
that
you
did
better
than,
and
then
they
apply
that
percentile
into
a
formula.
G
The
math
Geeks
are
real
excited,
just
trust
us
for
everybody
else:
okay,
all
right
and
then
credit
for
well-rounded
curriculum
again.
This
is
another
one
of
the
rooms
that
has
a
lot
of
verbiage
in
the
title.
Think
for
this
one,
the
last
one
was:
is
it
on
their
schedule
right?
Are
they
taking
it?
This
room
is:
how
did
they
do
in
those
courses?
So
this
one
different
differ
differs
slightly
between
elementary
middle
and
high,
just
like
the
previous
one.
G
But
what
you
need
to
know
before
we
progress
is
it's
Again,
full
Academic,
Year,
9,
30
to
4
15.,
it's
10
points
for
elementary
and
middle
five
points
for
high
school.
So
when
we
jump
to
the
next
slide
here,
you'll
see
how
that
is
and
kind
of
think
back.
It's
similar
to
the
other
side.
But
now
it's
the
percent
of
fifth
graders
that
are
passing
social
studies,
Fine
Arts,
physical
education,
health.
So
again
the
previous
room
was
am
I,
taking
the
course
now.
It's
am
I
passing
it.
G
You'll
see
three
and
a
half
points
here,
aligned
to
the
Misa
that
they
take
in
eighth
grade.
There
will
eventually
be
a
Maryland
Social,
Studies
assessment
that
did
not
count
in
2122,
so
that
room
is
typically
10
points,
but
for
this
year
alone
was
six
and
a
half
points,
and
last
but
not
least,
the
high
school
room
with
Five
Points
here
on
credit
for
well-rounded
curriculum
thinking
about
proficiency.
So
the
percent
of
graduating
seniors
that
were
proficient
on
AP
IB
sat
act.
You
see
the
list
you
also.
E
And
this
applies
to
elementary
middle
or
high
school
students,
and
you
need
to
have
10
students
that
to
be
in
that
room
and
they
all
have
to
have
at
least
two
test
scores
as
a
side
note,
we
often
refer
to
the
test
as
Wida.
It's
actually
called
access.
E
So
if
you
either
hear
access
or
Wida
we're
talking
about
the
same
thing
and
there
are
three
ways
to
count
as
proficient
in
this
room,
the
first
is
the
one
that
we're
all
hoping
for
our
end
goal
right
is
the
student
receives
a
4.5
composite
score
and
therefore
is
exited
from
the
program,
which
is
our
goal.
But
there
are
two
other
ways
because
learning
in
English
language
is
not
a
straight
trajectory,
so
one
way
is
to
make
an
annual
Target.
E
The
next
is
mcap,
and
that
is
worth
20
points
for
elementary
and
middle
school
and
30
points
for
high
school.
Those
points
are
divided
equally
between
English
and
math,
and
they
are
also
full
Academic
Year,
so
the
student
had
to
be
enrolled
between
September,
30th
and
April
15th
and
have
a
test
in
that
subject
area.
E
So
each
of
those
areas,
English
and
math-
are
divided
twice,
one
part
of
that,
so,
let's
take,
for
example,
middle
school,
so
Five
Points
of
that
would
be
the
percent
proficient,
which
I
think
we
all
understand.
The
new
mcap
tests
are
out
of
four
levels,
so
they
would
be
earning
a
three
or
a
four
on
MCAT
be
considered
proficient
and
the
other
half
of
that
room
is
averaging.
So
what
they
do
is
they
take
all
of
the
different
proficient
all
the
different
pld
levels
that
you
earned
in
your
school
and
they
average
it
up.
E
So,
let's
say
in
my
school,
I
earned
a
3.5
out
of
four.
As
my
average.
They
scale
that
up
to
a
five
point
scale,
and
that
would
be
a
4.4.
They
do
that
both
for
English
and
math.
One
consideration
this
year,
however,
is
that
in
math
students
could
use
their
their
math
score
in
the
SAT
to
count
towards
this
room.
So
that
could
count
towards
the
percent
proficient.
They
have
scores
cut
off
scores
for
sat
for
math.
E
However,
obviously
they
don't
report
sat
with
levels
right,
one,
two,
three
or
four,
so
they
did
not
count
in
that
part
of
the
math
room
in
high
school
and
we
used
11th
graders
this
year
instead
of
12th
graders,
as
we
have
in
the
past
just
to
get
a
significant
number
of
students
who
have
taken
the
test.
So
it
is
likely
in
some
high
schools
that
you
may
see
an
N
A
in
the
math
average
part
because
they
didn't
most
of
their
students
may
have
their
scores
through
sat
or
if
you
do
see
a
score
there.
E
It
may
be
because
based
on
a
smaller
group
of
kids
because
they
had
a
smaller
n
value,
take
that
test.
So
that's
just
a
consideration.
We
anticipate
that
that
will
impact
our
test
scores
for
the
next
few
years.
On
that
all
of
this
data
is
available
on
the
State
website
and
I'm,
going
to
turn
it
over
to
Mr
Dexter.
To
explain
that
great.
D
All
right
we're
back
to
smooth
sailing.
Now
you
can
loosen
up
those
seat
belts.
The
bumpy
part
of
the
ride
is
now
over.
So
as
Miss
souder
said,
all
of
this
data
that
we
just
went
over
can
be
seen
on
the
State
website.
Mdreportcar.Org
again,
just
remember
that
we
use
the
analogy
of
a
house,
so
you're
really
not
going
to
see
that
when
you
go
on
to
the
state
report
card,
so
you
can
search
the
district.
You
can
search
a
school.
D
You
can
look
at
any
District
in
in
the
state
Etc,
and
so
here
are
just
a
couple
of
screenshots
of
actual
state
report
cards,
so
they
call
them
indicators
for
us,
that's
floors
of
the
house
right.
D
They
we
have
rooms
and
they
within
each
indicator
will
show
the
exact
breakdown
of
all
the
points
in
those
rooms,
and
so
it's
all
there
it'll
break
down
all
the
points
earned
in
each
room,
including
by
student
group,
whether
there
has
been
Improvement
in
that
room
since
the
last
report
card.
So
everything
that
we
put
in
our
house
for
schools
and
and
our
stakeholders
is
on
the
state
report
card.
It's
multiple
pages
and
again
it
literally
breaks
down
all
hundred
points
every
indicator
every
metric.
D
It
does
it
across
the
board
and
you
can
go
on
there
and
and
see
any
anything.
That's
going
on
at
the
very
top
of
the
report
card.
They
have
several
pieces
of
information
that
most
people
are
certainly
very
curious
about.
The
first
is:
what's
the
star
rating,
so
all
of
our
schools
get
categorized
into
Stars,
so
five,
four
three
two
and
one,
and
so
that
is
at
the
top
right
hand,
part
of
the
of
the
report
card.
It
shows
you
very
definitively
where
you're
at.
D
So
they
give
you
the
percent,
that
you
got
on
that
report
card
and
that
determines
your
star
rating,
but
they
also
give
you
a
percentile
rank,
and
so
when
we
take
a
look
at
that
percentile
rank,
we
got
to
be
careful
because
that's
not
the
percent
on
your
report
card.
What
they
actually
do
is
within
each
level
they
rank
every
school
in
the
state
of
Maryland
from
highest
to
lowest,
and
then
they
give
them
a
percentile
and
they
they
look
at
it.
D
So,
on
this
particular
example
a
little
hard
to
see,
but
this
school
is
at
72.,
and
so
what
that
really
means
is
this
school?
Whatever
level
they
are
elementary
middle
or
high,
this
school
did
72
percent
better
than
all
other
schools
in
Maryland,
so
it's
different
than
your
report
card
percentage,
but
it's
also
very
interesting
to
see
how
you
compared
accordingly
to
all
schools
in
the
state,
so
they
do
include
a
percentile
rank.
So
how
do
we
get
a
star
rating
again?
It's
based
on
the
percent.
D
You
get
on
your
report
card,
so
the
points
you
earn
out
of
100
and
so
here's
the
breakdown
of
stars,
give
you
a
second
to
take
a
look
at
that.
There's
been
no
change
to
that
again.
This
is
our
third
report
card
and
they
have
not
changed
the
star
rating
system
since
the
first
report
card
prior
to
covid.
D
So
why
we're
here
tonight?
How
did
we
do?
What
is
our
current
status
in
the
acps
so
you've
seen
this?
We've
released
this
information,
here's
a
chart,
kind
of
showing
a
breakdown
by
level
of
all
of
our
schools
and
how
they
did
on
the
state
report
card
by
five
stars.
Four
stars,
three
stars,
two
stars
in
one
95
of
our
schools
got
a
three
or
higher
star
that
compares
to
the
state
at
about
75
percent.
So
we're
certainly
I'm
very
happy
about
that.
D
In
addition,
we
had
14
Schools
improve
their
star
rating
from
2019
and
unfortunately
we
did
also
have
15
schools
that
lost
one
star,
but
we
do
have
some
good
news.
Some
really
good
news-
and
this
is
thanks
to
Dr
Bedell.
He
said
hey
how
many
schools
do
we
have
close
to
moving
up,
so
we
went
and
did
a
little
homework
and
we
have
24
schools
that
are
actually
within
three
points
of
being
to
The,
Next
Star
level.
D
That's
significant!
That's
that's
a
that's
a
really
good
number
so,
provided
that
we
keep
improving
the
way
we
think
we
are
going
to
improve
we're
going
to
a
lot
of
schools
moving
up
and
we're
already
in
a
as
I
told
him
when
the
so
I
told
Dr
medell.
D
When
the
report
cards
came
out,
I
said
you
know
we're
all
things
considered
with
everything
that
we,
this
district
has
dealt
with
with
covid
and
the
interruptions
to
education,
we're
at
a
pretty
good
starting
point,
we're
not
where
we
want
to
be,
but
we're
we're
at
a
pretty
good
starting
point.
So
that's
kind
of
where,
where
we
stand
right
now,
so
a
lot
of
numbers
on
this
screen.
So
let's
kind
of
just
take
a
look
at
how
we
fall
compared
to
some
other
districts.
D
So
we'll
look
at
again,
as
you
know
now
now
that
you're
experts
on
Essa
and
our
state
accountability
system
right,
we
do
it
all
by
level
right,
because
each
level
kind
of
has
a
little
twist
in
each
room.
So
we
don't
compare
across
levels.
So,
let's
take
a
look
at
elementary
real,
quick,
a
lot
of
numbers
on
that
screen.
We're
okay
I'm,
going
to
direct
you
to
the
far
right
hand,
column.
D
D
D
So
if
you
don't
have
to
look
at
those,
but
when
you
look
at
that
last
column
notes
we're
a
little
further
away
at
the
middle
school
level,
okay
than
we
are
at
the
elementary
level,
so
still
within
four
or
five
percent
of
being
where
we
want
to
be,
but
a
little
further
away
than
than
our
elementary
counterparts
again
still
ranked.
Ninth,
when
we
look
at
High
School
12th
in
the
state
and
again
a
little
bit
further
yet
away
from
being
in
the
top
three.
D
So
you
can
see
that
we're
at
60.1
for
the
points
that
we
earned
out
of
100
at
the
high
school
level,
placing
us
kind
of
right
in
the
middle
of
the
pack
in
the
state
and
again
just
a
little
bit
further
than
we
would
like
away
from
being
in
the
in
the
top
three.
So
that's
kind
of
a
big
summary
of
of
you
know
the
distribution
of
report
cards
across
all
of
the
districts
in
the
state
and
this
chart
right
here
is
kind
of
takes
the
first.
D
Those
last
three
slides
and
puts
them
all
in
one.
So
what
you're
really
looking
at
here
is
by
level
the
indicators,
the
floors
of
the
house
right
and
you
can
look
across
and
you
can
see
what
percent
of
the
points
the
district
earned
in
each
of
the
indicators.
So
you
can
see
where
we
got
most
of
our
points
and
you
can
also
see
where
we
didn't
earn
as
many
points
as
what
we
wanted.
So
a
couple
themes
on
this.
D
Obviously,
with
the
exception
of
English,
our
English
Learners
proficiency
academic
achievement,
you
know,
tends
to
be
a
little
lower
than
the
other
indicators,
the
other
floors
of
the
house
on
again,
and
then
you
will
also
see
that
you
know
we
can.
It
stands
out
where
we
really
need
to
take
a
look
at
our
our
English
Learners
at
the
secondary
level
as
well,
so
that
basically
is
just
kind
of
a
summary
of
of
the
district
performance
on
the
most
recent
report
card.
D
So
we
all
know
that
testing
still
comprises
a
significant
part
of
the
report
card.
So
it's
not
the
only
part
which
is
good
news
from
No
Child
Left
Behind.
But
it's
still
a
significant
part,
so
we
have
three
slides
to
show
you
that
kind
of
shows.
How
did
we
do
on
the
state
assessment
right?
We
had
all
this
Interruption.
This
was
the
really
the
first
testing
session
that
we've
had
since
having
students
back
full-time
in
school.
So
this
is
Elementary.
On
the
left
hand,
column
you'll,
see
English
language
arts
on
the
right
hand,
column.
D
You
will
see
mathematics
and
you
can
see
the
percent
proficient
on
that
right
hand,
column
and
where
we
fell
within
the
state.
So
for
elementary,
we
ranked
ninth
out
of
the
state
above
State
average,
and
one
of
the
things
you're
going
to
notice
very
quickly.
Is
that
and
all
the
next
three
slides
elementary
middle
and
high
is
that
the
math
scores
are
going
to
be
lower
than
the
English
language
arts
scores?
That
is
not
only
true
in
Anne
Arundel
County,
Public
Schools.
That
is
true
in
Maryland,
and
that
is
true,
Across
the
Nation.
D
So
you
will.
You
will
notice
that
pattern
when
you
glance
at
some
of
these
proficiency
scores
on
these
two
tables.
So
for
math
we
are
12th
in
the
state,
just
above
State
average
for
elementary
math.
When
we
moved
to
middle
school,
we
see
that
we
finish
10th
in
the
state
for
both
Ela
and
math
for
English
language
arts
on
mcap.
Again,
these
scores
are
from
Spring
of
22.,
so
starting
next
month,
we'll
be
giving
these
exams
again.
D
So
again,
it's
very
lagging
data
and
we're
going
to
have
a
new
data
set
that
we're
going
to
actually
be
very
interested
in
seeing
so
that
we
can
quickly
compare
the
second
testing
since
coming
back
from
covid
to
this
test
and
hopefully
we'll
get
those
results
back
a
whole
lot
quicker
again.
I
will
point
out
to
you
that
if
you
glance
very
quickly
at
the
math
proficiency
scores,
they
are
significantly
lower
than
the
English
language
arts
and
then
we
will
look
at
High
School.
D
D
As
she
said
in
her
remarks,
when
she
was
talking
about
that
performance
room,
our
seniors
were
granted
waivers,
so
we
did
not
have
really
any
seniors
that
really
needed
to
take
the
mandatory
state
test,
so
they
actually
looked
at
the
junior
class
to
to
get
this
data.
So
you'll
notice
that
we
didn't
have
a
lot
of
of
actual
test
takers
compared
to
what
we
normally
have
so
again.
You'll
see
that
the
math
scores
on
Algebra
1
are
lower
than
the
English
10
scores
at
the
high
school
level.
D
So
where
does
that
get
us?
Well
there?
As
Dr
Bedell
said
in
his
introductory
remarks,
there's
a
lot
that
we're
very
happy
about
now.
We
think
we're
at
a
very
good
starting
point.
You
know.
First,
we
always
expect
to
be
above
State
averages
and
we
are.
We
have
been
proud
of
our
graduation
rate.
We
continue
to
be
proud
of
our
graduation
right.
Our
high
schools
did
a
really
nice
job
in
the
room
Readiness
for
post-secondary
Success,
so
we're
certainly
very
excited
about
that.
D
A
lot
of
points
were
earned
on
the
report
card,
in
that
particular
level
of
the
house,
and
our
middle
schools
also
did
well
in
school
quality
and
Student
Success
that
purple
level
of
the
house
very
pleased
with
the
the
bottom
two.
You
know
we're
trending
back
in
the
right
direction.
So
when
you
see
growth
in
students,
we
get
excited
right.
D
We
get
really
that
that's
a
great
sign
and
we
saw
that
in
elementary
school
and
now
we're
hoping
to
see
that
Trend
continue
as
our
students,
you
know,
move
into
and
transition
to
secondary
schools,
so
we're
really
excited
about
the
growth
and
academic
progress,
and
also
we
saw
some
really
nice
growth,
both
in
our
English
Learners
at
the
elementary
level
as
well.
So
there's
some
good
news
in
our
in
our
report
cards
and
we're
really
excited
about
that.
Of
course.
D
There's
some
challenges
right,
there's
some
things
that
we
need
to
focus
on
and
some
things
we
need
to
consider
so
you've
already
seen
it.
We
just
talked
about
it.
Academic
achievement
has
not
really
rebound
yet
from
covid
and
we're
just
getting
back
in
the
testing
game.
D
That
was
the
first
time
in
22
and
obviously
we
can
tell
from
the
data
that
we're
we're
not
any
different
than
than
most
school
districts
across
the
state
in
the
nation
where
math
achievement
took
a
bigger
hit
than
the
English
language
arts
achievement
also
noted
the
English
learner
proficiency
with
respect
to
our
secondary
schools.
D
We
lost
a
little
ground
there,
and
so
we
we
definitely
know
we
need
to
focus
on
that
area,
and
we
we've
known
for
two
years
that
attendance
has
not
come
back
to
its
pre-pandemic
rates,
so
our
chronic
attendant
rates
are
significantly
higher
than
what
they
were
prior
to
the
pandemic.
Of
course,
what
else
implicates
this
implications
on?
This
is
Staffing
shortages
right.
So
when
you
have
new
new
teachers,
conditionally
certified
teachers
Etc,
they
may
or
may
not
be
as
familiar
with
the
standards
tested
they
may
or
may
not.
D
Have
you
know
the
background
in
the
curriculum
knowledge
of
the
test
itself,
and,
and
so
certainly
there
are
implications
there
and,
as
we've
said
a
couple
of
times
tonight,
as
in
Dr
Bedell,
you
know
says
frequently:
this
is
this
is
pretty
lagging
data
and
it's
pretty
hard
for
a
school
or
a
school
system
to
talk
say,
take
action
on
this
data,
which
is
why
we're
really
looking
forward
to
really
the
next
set
of
data
in
the
next
report
card.
D
So
we
can
really
get
a
great
idea
of
where
we're
at
with
some
of
these
data
points
and
then
mcap.
The
the
data
reports
we
get
from
mcap
on
the
item.
Analysis
is,
is
really
not
all
that
easy
and
it's
not
as
obvious.
D
We
do
have
some
access
to
it,
but
it's
it's
really
not
I'll
call
it
user
friendly,
and
so
we
we
do
get
some
some
insights
that
are
helpful
to
teachers
and
curriculum
offices,
but
it
could
be
better
and
we
have
to
work
real
hard
at
it,
and
so
we
do
that
with
our
partners
in
curriculum
and
instruction.
We'll
continue
to
do
that.
But
it's
it's
not
necessarily
real.
Easy,
where
are
we
going
well
we're
testing
it's
March
and
so
we've
already
finished
the
weda
access.
D
So
we've
we
tested
almost
9
000
English
Learners
in
January
and
February.
So
that's
done.
March
is
here
so
we're
doing
the
survey.
Currently,
our
elementary
middle
schools
are
giving
the
Misa
test
the
Maryland
Integrated
Science
assessment
right
now
this
week
we're
giving
the
SAT
to
all
of
our
Juniors
really
excited
about
that.
D
So
that's
Wednesday
morning,
April's
right
around
the
corner
spring
is
here
so
the
survey
will
continue
and
so
they'll
finish
up
the
survey
in
April
we'll
start
the
mcap
ELA
and
math
testing
in
April
and
May.
You
can
major
speaks
for
itself.
If
you.
D
Curious
if
schools
are
busy
in
May
I'll,
just
let
you
read
the
list
and
you
can
go
with
it
because
there's
a
lot
happening
in
the
school
on
any
given
day
in
May,
so
we
continue.
Mcap
testing
middle
schools
will
be
giving
the
social
studies
test
that
Ms
Harding
referred
to
our
high
school
student
students
will
be
taking
LS
Misa.
D
You
have
your
little
cheat
sheet,
but
it's
life,
science
Misa,
that's
basically
biology,
so
they'll
be
taking
that
test
and
our
high
school
students
will
be
taking
their
mandatory
government
test
in
addition
to
lots
of
AP
IB
exams
and
our
CTE
exams.
It
really
depends
on
timing,
but
there
are
a
few
of
them
that
also
occur
in
may
as
well
and
again.
D
We're
hope,
we're
being
told
and
we're
excited
about
the
fact
that
we're
they're
promising
us
not
as
much
lag
so
we're
going
to
hold
them
to
that
and
Dr
Bedell
and
I
are
going
to
work
together
and
hold
them
to
that,
but
we're
hoping
to
get
the
next
round
of
data
in
the
fall,
and
so
that
will
be
much
more
timely
where
we
can
then
respond
to
it.
D
Take
action
and
do
some
things,
as
you
know,
from
Dr
Bedell,
we're
already
working
on
setting
some
targets
for
next
school
year
in
these
different
areas,
we're
obviously
going
to
be
working
on
the
creation
of
a
new
strategic
plan.
Obviously
we
don't
want
to
see
any
one
star
or
two-star
schools
on
a
report
card,
so
we'll
be
working
very
closely
with
those
schools
to
make
sure
that
they're
moving
up
three
of
them
are
within
three
percent
of
moving
out.
D
So
we're
really
excited
about
that
and,
of
course
our
goal
is
to
be
one
of
the
best
school
districts
in
the
state
and
we're
going
to
continue
to
work
on
that
as
well.
So
with
that
we'd
be
happy
to
answer
any
questions
that
you
have.
B
Thank
you.
Thank
you.
Mr
dextra.
Thank
you
all
I
know
there's
a
huge
amount
of
work
that
goes
into
this
and
we're
very,
very
grateful
to
you
for
this
in-depth
analysis,
which
I
think
is
very
valuable
to
us
and
to
the
public.
B
So
I
will
go
and
roll
call
order
with
my
colleagues,
as
is
our
usual
practice,
two
questions,
and
if
there
are
more
we'll
do
another
round
so
tonight
it's
always
a
surprise
where
we
are
actually
Miss
Ellis.
You
get
to
go
first
tonight
that.
H
Was
a
surprise,
I
did
not
know
that.
Thank
you
and
thank
you
for
a
very
thorough
presentation.
It
is
very,
very
helpful
to
walk
through
that
and
understand
a
little
better
about
what
all
those
numbers
mean.
H
Thank
you
aacps
for
providing
the
SAT.
My
junior
is
not
so
excited
that
it's
this
week,
but
but
I'm
I'm
very
pleased
that
she'll
be
taking
that
during
the
school
day.
H
I
don't
have
a
lot
of
questions,
I
guess
because
for
me
so
I'm
always
very
wary
of
the
standardization
of
education
and
I
know
that
we're
looking
at
the
numbers
from
a
macro
level
and
like
in
terms
of
talking
about
testing
I,
always
worry
about
how
that's
impacting
the
individual
learner
when
we're
so
focused
on
these
numbers
and
data.
So
you
know
I've
I've
been
very
vocal
about
that
and
I
know,
there's
so
much
Nuance
in
all
of
those
rooms
in
the
house,
I
I
think.
H
Obviously
there
were
some
very
low
scores
in
a
couple
of
areas
that
have
me
concerned
and
want
me
to
learn
more
about
what
goes
into
those
I
know.
Sometimes
it
could
be
it's
not
actually
that
our
students
are
doing
all
that
bad,
but
it's
just
the
way
the
things
that
go
into
those
numbers
but
but
I
do
yes.
I
do
see
some
promising
things
there
I
think.
H
The
thing
that
jumped
out
at
me
was
the
fact
that
our
ranking
overall
fell
from
elementary
to
Middle
to
high
school,
so
I'd
be
interested
in
knowing
that
when
I
see
academic
and
achievement
in
elementary
school,
those
low
numbers.
Don't
worry
me
because
the
growth
is
there
and
I'm
more
concerned
about
how
they're
progressing
all
the
way
through
high
school.
So
that
all
being
said,
I
don't
have
specific
questions.
If
you
have
any
sort
of
thoughts
based
on
the
things
that
I'm
thinking
about
I'd
be
I'd
love
to
hear
about
it,
but.
C
All
right
so
the
secondary,
because
I've
had
a
chance
to
look
at
once.
The
data
came
out,
I
I
obsess
over
this
stuff,
so
I
really
try
to
I.
Do
I
have
issues
and
I
have
looked
at
this
data
over
and
over
and
over
and
trying
to
get
an
understanding
of
what
is
happening
level
by
level
and
at
least
for
the
high
school
level.
What
I
have
come
to
a
conclusion
on
it?
I
think
we've
done.
C
They
don't
really
they're,
not
looking
at
State
assessments,
anymore
they're,
looking
at
a
body
of
work,
they're,
looking
at
how
well-rounded
students
are,
and,
as
I've
said
before,
they're,
not
looking
at
s-a-t
and
act
in
some
cases,
we
have
to
help
our
kids
understand
that
you
doing
you're
doing
well
on
your
tests,
impacts
your
school
district's
accreditation
right
it
also
when
you
take
the
SAT
or
the
ACT,
it's
important
that
you
do
your
best
under,
even
though
you
may
know
you're
going
to
a
university
that
doesn't
accept
it
because
their
scholarship
money
tied
into
that
so
I.
C
H
I
haven't
gone
through
the
college
application
process.
Three
times
now,
yeah
I
mean
I
I,
agree
with
what
you
say
that
they're
not
asking
us
for
our
state
test
scores.
Many
of
them
are
not
asking
for
the
SAT
at
this
point,
and
you
said
well-rounded.
Yes,
that
is
very
important.
That
is
one
thing.
H
I
do
worry
a
bit
about,
because
when
we
look
at
all
these
tests-
and
we
look
at
how
focused
we
are
on
student
achievement,
the
out
of
the
three
students
I
have
I've
seen
that
success
is
largely
based
on
a
student
who
dives
deep
into
something
that
they
become
passionate
about
something,
and
it's
very
hard
for
a
lot
of
our
students
to
do
that
when
we
have
all
these
demands
so
anyway.
Thank
you
very
much.
B
Thank
you,
Miss
Ellis,
Miss,
corcadel,.
I
So
I'm
left
with
a
few
questions
here
and
the
first
is
I,
couldn't
help
but
notice
if
I
pull
out
Howard
County's
data
like
on
page
26,
for
example,
they're
a
larger
district
and
they're
testing
they're
submitting
their
testing
less
so
I'm.
Sorry,
they're.
I
I'm,
sorry,
oh,
that
is
correct.
No
I
was
misspeaking,
however
they're,
not
that
much
smaller,
and
so
when
I
see
a
number
like
we
tested,
7
000
and
they
tested
four.
Is
there
a
percentage
that
we
have
to
check
in
so
that
we're
actually
being
compared
Apples
to
Apples
on
those
exams?
In
other
words,
it
should
be
a
proportionate
and
equal
percentage
of
students.
Is
that
being
demonstrated
because
they
have
greater
than
half
of
the
amount
of
students
that
we
have
yet
their
their
numbers
are
seem
a
little.
D
D
It's
three
through
eight
grades,
three
through
eight,
whatever
that
enrollment
is
right
and
then
it
is
once
in
high
school.
High
school
got
a
little
wonky,
as
we
kind
of
mentioned
to
you
because
of
the
waivers
that
were
granted
during
covet.
That
particular
group
of
seniors
really
had
a
lot
of
interruptions
if
you
think
about
the
seniors
in
21
22.,
so
the
expectation
from
the
state
is
that
we
test
all
students.
D
So
we
have
the
data
so
that
we
can
give
feedback
to
the
kid
in
the
family
and
we
can
support
the
student
Etc,
but
you're
not
going
to
see
them
on
a
chart
right.
So
we
tested
them,
but
they
don't
show
up
as
a
test
taker
or
in
the
proficient
column
because
they
want
aren't.
They
didn't
meet
the
membership
rules
of
of
that
particular
room.
D
So
I
bring
that
up,
because
we
have
some
school
districts
that
are
more
mobile
than
others,
and
so
we're
a
school
district
that
our
Mobility
rate
has
been
increasing
for
quite
some
time.
So
there's
a
lot
of
in
and
out
in
some
of
our
schools
in
some
of
our
clusters,
and
so,
while
we're
still
testing
those
kids
and
again
using
that
data,
you're
not
going
to
see
that
data
on
a
report
card
because
they
don't
meet
the
membership
rules.
Okay,.
A
A
I
Similarly,
refreshing,
so
my
second
question
has
to
do
with
academic
progress
in
general.
D
I
The
teacher
can
assist
the
student
to
achieving
the
next
stage
of
Readiness,
as
well
as
the
student
knowing
where
they
need
to
focus
on
where
they
need
to
thrive
on
during
covid,
we
created
at
the
administrative
level,
not
at
the
board
level,
although
we
did
get
a
little
involved
in
grading
in
the
early
Parts
with
pass
fail
when,
during
the
initial
onset,
but
overall
grading
is,
is
a
function
of
the
administration,
and
so
my
understanding
was
is.
C
I
mean
it's
an
interesting
question.
We
just
talked
about
that.
What's
today,
Monday
we
talked
about
that
at
eight
this
morning
about
some
of
yeah.
It's
just
interesting,
some
of
the
greats
that
we
we've
been
allotting
and
I,
think
we
are
we're
going
to
work
together
around
what
do
we
need
to
reel
back
on
for
the
upcoming
school
year?
C
You
can't
just
peel
that
in
the
mid
we're
three
quarters
of
the
way
throughout
the
school
year,
but
I
do
want
you
all
to
know
that
you
know
our
expectation
is
that
we're
not
providing
crutches
that
harm
our
children
and
I
have
been
going
in
in
my
assemblies
when
I'm
speaking
to
students
and
helping
them
to
understand
that,
like
we're,
we're
gonna
everybody's
gonna
be
held
accountable
to
learn
right
and
that's
just
the
bottom
line,
and
so
we
talked
about
it
this
morning
about
what,
from
even
from
a
great
standpoint,
what
can
be
read
back.
C
I
Okay,
so
then-
and
that
makes
sense,
because
although
we
were
able
to
rapidly
deploy
it,
it
you're
what
you
now
have
high
schoolers
that
are
in
a
new
environment,
grading
environment
and
that
has
to
be
carried
out
through
physician.
Is
that
what
you're?
Referring
to
so
we
will
have
to
develop
a
plan
to
correct
the
course.
Is
that
an
accurate
summary
of
what
I'm
hearing
I.
I
Great
yes,
I'm,
looking
at
it,
yes,
so
that
needs
to
be
on
the
good
news,
because
actually
understanding
where
we're
going
and
that
we're
moving
in
the
right
direction,
I
think
that's
some
very
good
news.
Thank
you.
I
may
have
one
or
two
other
quick
questions
on
the
technical
side.
J
First,
thank
you
so
much
for
the
wonderful
presentation
and
all
of
the
information
contained
within
it.
I
have
just
a
couple
of
really
quick
questions
for
you
back
to
the
climate
survey:
I
scribble
down
safety,
environment
Community.
What
was
the
fourth.
K
D
Michelle
and
they
actually
have
a
sample
set
of
questions,
that
parents
and
students
and
and
also
stakeholders,
can
go
see
on
the
State
website
and
they
have
a
basically
sample
questions
from
each
of
those
domains.
So
that
you
get
an
idea
of
what
types
of
questions
students
are
being
asked.
D
J
D
D
So
we
actually
gave
it
last
year
it
was
piloted,
so
it
was
field
tested,
basically
to
make
sure
that
it's
valid
and
reliable
assessment
Etc.
So
our
last
year's
eighth
graders
Earl
hang
on.
Let
me
I
got
to
go
back
because
it's
lag
it's
real
lagging
day,
so,
eighth
graders
in
the
spring
of
22,
which
are
current.
Ninth
graders
okay,
took
the
field
test
of
the
Maryland
Social
Studies
assessment.
D
We
call
Missa
not
to
be
confused
with
Misa,
try
to
keep
up
it's
hard,
and
so
it
was
a
field
test,
and
so
what
they've
done
from
that
is
now
finalize
the
test.
Our
eighth
grade,
our
current
eighth
graders
in
in
Middle
Schools,
will
take
that
social
studies
test
in
May
and
it
will
count
on
the
school
report
card
effective
next
year.
The
field
test
is
done,
the
pilot
is
done
and
it
is
now
a
test
that
we
give
in
the
state
of
Maryland.
Okay,.
J
D
Help
me
out
it's
it's
a
great
question
that
my
friends
in
curriculum
instruction
would
really
be
able
to
answer
very,
very
well
for
you,
okay,
so
it
is
it's
a
new
test.
It
is
completely
aligned,
obviously,
to
the
Maryland
College
and
Career
Readiness
standards
of
eighth
grade
social
studies.
It's
completely
aligned
to
that
state,
those
state
standards
and
then,
of
course,
to
our
our
curriculum.
So
there
all
six
through
eight,
oh.
J
Yes,
no
I
I
get
it
but
like
what's
involved
in
the
curriculum
for
sixth,
seventh
and
eighth
grade,
so
I
only
know
six
up
until
March
yeah
yeah,
that's
where
I'm
at
yeah.
So
if
I,
it's
probably
on
our
website
somewhere.
So
just
if
someone
could
kindly
send
me
a
link
to.
L
So,
first
of
all,
I'm
really
glad
that
you
all
did
this
I
know
it
takes
a
lot
of
work
to
do
this
and
do
the
Deep
dive
and
there's
no
computer
algorithm
just
fits
all
else
information.
So
thank
you,
but
my
comment
is
241.
L
I
do
want
to
thank
Dr
Bedell,
all
your
team
for
just
all
the
work
of
what
you've
done,
which
is
inspiring
to
me
with
I,
know
what
we
look
like
going
into
pandemic
and
I
know
what
the
pandemic
caused
right
and
then
now
we
come
back
and
we're
back
in
school,
but
we've
come
with
a
different
set
of
challenges
and
then
somehow
another
we
got
to
get
these
students
prepped
and
ready
to
put
themselves
in
a
mindset
to
even
sit
down
and
want
to
take
an
exam
right.
L
So
that's
a
motivational
Factor
all
by
itself
and
to
have
the
results.
So
I
say
this
out
of
love
when
I
say
that
I'm
more
than
excited
that
you
met
the
state
standard.
But
if
you
didn't
meet
the
state
standard,
I
would
tell
you,
don't
kick
yourself
too
hard
right.
So
do
pat
yourself
on
the
back
clap
your
turn
cartwheels,
whatever
you
need
to
do,
because
we
were
above
State
Standards
so
to
kudos
to
all
of
you
all
that
did
that
so
seriously.
L
My
comment
is
only
one
thing
is
that
I
know
we're
measuring
this
I
understand
that
Esther
dollars
and
trying
to
get
to
them
and
everything,
but
is
there
any
data
that
talks
about
where
were
you
free
pandemic
measuring
us
against
us
and
I
know
that
don't
bring
in
any
dollars?
I'm
saying
that
for
a
different
reason,
though,
because
you
know
Dr
Bedell
is
overachiever.
Top
five
in
the
state
is
a
giant
leap
across
space
right.
Yes,
yes,
so
I'm,
I'm,
saying
that
in
that
drive,
no
I
know
he's
gonna
get
there.
L
Trust
me
I
may
not
live
to
see
it,
but
he's
gonna
get
there.
Yes
and
I
knew
know
that,
but
I'm
thinking
that
measuring
us
against
us.
Where
are
we?
Where
were
we
right
and
then
how
long
is
this?
You
know,
what's
that,
Glide
path
to
get
us
to
five
right,
because
if
we
measure
us
against
us
I
think
we
may
be
able
to
see
we're
not
as
bad
as
we
think
we
are
right.
You
know
we
just
look
at
because
I
think
we're
looking
great
right
now.
That
was
one.
L
This
is
what
we
look
like
and
the
other
side
of
that
is
that
it's
just
maybe
an
ax.
Last
time
we
were
talking
about
how
we
calculate
the
little
house.
I
know
I
missed
part
of
the
briefing,
but
we're
still
talking
about
the
house
right.
Okay,
so
did
we
go
back
to
Maryland
and
see
if
there's
any
way
that
they
can
change
where
they
put
the
percentages
at
or
is
that
still
off
the
table?
I.
C
C
Think
it's
a
very
punitive
way
to
have
that
as
a
part
of
the
accountability
system,
when
schools
have
already
been
penalized,
because
when
kids
are
chronically
absent,
they're
already
missing
instruction,
which
means
you're
going
to
have
negative
impact
in
data
in
terms
of
your
academic
performance
and
fortunately,
I
think
we
have
maybe
a
different
financing
system,
but
in
a
lot
of
other
school
districts,
when
kids
don't
come
to
school,
you
don't
get
funding
that
day.
D
Yeah,
okay
and
understand
to
follow
up
on
Dr
Bedell.
It's
it's
important
to
remember
that
our
state
accountability
system
is
based
on
federal
legislation,
so
they're
not
ultimately
in
control.
So
we
need
to
remember
that
when
we
propose
a
change
that
we
think
is
is
good
for
whatever
circumstance
that
we
ultimately
will
need
the
US
Department
of
education's
approval
to
implement
that
change,
because
it's
Federal
legislation
each
state
got
to
do
its
own
accountability
system.
D
The
house
is
ours,
and
so
they've
made
some
adaptations
based
on
covid,
but
Dr,
Patel
and
I
are
working
on
and
maybe
making
a
couple
of
those
they
made.
L
C
I
think
y'all
had
some
kind
of
crazy
board
meetings
behind
some
of
the
covet
decisions
and
all
of
that
and
to
have
the
state
report
card
come
back
and
to
only
have
four
Schools
rated
or
two
and
then
two
number
ones
and
the
ones
will
always
be
ones
their
alternative
schools
shouldn't
even
be
on
that
on
that
accountability
metric
period,
but
to
have
four
twos
and
then
for
Doc,
Mr
Dexter.
C
To
say
three
of
those
four
schools
are
within
range
of
moving
up
to
a
three
there's
a
lot
to
be
said
about
that
about
the
work
that's
been
done
in
this
district
and
that's
the
reason
why
I
do
believe
that
we
have
opportunity
to
move
up
and
I'll
say
one
more
thing
to
your
point
about
trying
to
go
to
a
five,
because
one
of
the
things
I
said
to
middle
school
principals
at
our
middle
school
meeting.
How
many
of
you
know
exactly
if
you're
a
three?
C
Where
are
you
within
the
three
ratings
of
not
only
against
schools
in
our
district,
but
do
you
know
where
you
rank
in
the
threes
against
schools
in
the
state?
Are
you
in
the
20th
percentile
40th
60th
80th?
Do
you
know
why
you're
there
and
do
you
know
what
you
need
to
do
to
move
up
within
bands
within
the
three
and,
of
course
you
know
one
of
the
overachievers
Severna
Park
I
asked
the
question.
I
said:
you're
the
only
five
Middle
School
in
the
school
district.
Do
you
know
where
you
rank?
C
He
said
I'm
number
three
in
the
state
I
said:
do
you
know
what
it's
going
to
take
to
move
into
201
right
and
that's?
Those
are
the
kind
of
conversations
that
we
have
to
have.
As
we
talk
about
wanting
this
school
district
to
go
from
good
to
Great,
you
can't
have
any
twos
in
threes
in
those
fours
and
fives.
We
really
need
to
pack
those
you
know
to
get
to
where
I
believe
we
can
get
to.
J
B
F
Thank
you,
I
I.
Don't
really
have
a
question.
I
just
want
to
make
a
comment.
First
of
all,
I'd
like
to
thank
Mr
Dykstra,
Miss,
Hardy,
Miss
souder.
We
clearly
have
a
connection
from
North
County
and
seems
like
everything
kind
of
goes
through
North
County,
but.
F
This
is
an
awful
lot
of
work.
This
is
I
I
know
it
it's
very
challenging,
but
you've
done
a
great
job
of
presenting
this
to
us
and
as
I
read
through
this
over
the
past
week
or
so
or
a
few
days,
I
I
would
like
to
say:
I
do
agree
with
Dr
burdell
when
he
says
that
we
need
to
do
a
better
job
of
convincing
our
students
that,
when
they
take
some
of
these
tests,
whether
it's
p-s-a-t-s-a-t
or
whatever,
that
they
really
have
to
do
their
very
best,
I
mean
I.
F
Remember
my
days
in
the
classroom,
there
were
I
made
it
very
clear
to
the
students
under
my
control
that
you'll
benefit
from
doing
your
very
best
on
these
tests
and
I.
So
I
think
that's
a
very
important
point.
We
need
to
continue
to
do
that.
As
I
looked
at
the
star
ratings
I
see
we
have
a
large
number
of
threes.
F
Then
I
looked
at
the
percentages
and
I
see
the
percentages
at
45,
59
percent,
and
it
kind
of
says
to
me
59
percent
is:
is
that
really
that
good?
So
we
need
to
make
sure
that
all
of
our
our
schools
have
plans.
Every
school
has
a
a
plan,
a
yearly
plan,
a
plan
of
instruction
and
we,
as
Dr
Bedell,
said
as
a
school.
You
need
to
know
where
you
are
and
what
needs
to
happen.
F
What
you
need
to
do
in
order
to
go
upwards,
not
downwards,
and
so
I
just
thought
I
would
I
would
just
mention
that
I
again,
I
I
I
greatly
appreciate
everything
you've
done.
If
if
this
has
been
a
flight-
and
you
guys
have
been
the
the
crew
you've
done
a
marvelous
job,
it's
been
smooth
sailing
so
far,
so
I
greatly
appreciate
that.
So
thank
you.
Thank
you.
So
much.
B
F
B
So
I
I
did
have
obviously,
as
I
said
earlier.
This
is
this
is
wonderful.
Thank
you.
Thank
you.
I
think
this
is
I
I
on
my
time
on
the
board.
I,
don't
recall
a
presentation.
This
fall
on
our
data.
Obviously
it's
been
a
strange
few
years,
and
so
thank
you
very
much.
This
is
hugely
helpful.
B
Obviously
one
of
the
things
that's
apparent
in
it's
at
least
to
me
in
our
data
is
we're
we're
stronger
at
the
elementary
level
than
we
seem
to
be
at
the
secondary
level,
and
so
I
just
be
curious.
For
you
know,
does
anybody
want
to
offer
any
general
thoughts
on
that
sort
of
what
what
you
see
in
that?
What
opportunities
you
you.
A
D
So
Dr
Tobin
thank
you,
yeah
and
that's
also
similar,
unfortunately
across
the
state
that
that
we've
seen
so
let
me
answer
it
this
way.
D
If
we
I
don't
know
if
we
did,
but
if
we
needed
some
data
to
show
us
the
impact
that
the
pandemic
has
had
on
learning,
particularly
to
your
point
of
our
secondary
students
and
the
importance
of
schooling
to
our
adolescent
students
who
are
changing
emotionally,
socially
academically,
frontal
cortex
is
coming
in.
If
we
want
to
really
say
hey,
do
you
have
any
data
to
support
the
interruption
and
the
disruption
that
pain,
I?
D
Think
that's
what
that's
what
you
get
yeah
then
I
think
you
layer
on
a
couple
of
key
points
that
we've
tried
to
highlight,
but
it's
a
I
appreciate
the
opportunity
we
had
waivers
for
two
and
two
plus
years,
and
so
we
got
away
from
particularly
it.
You
know
what
what
does
a
teenager
say
when
you
hand
them
a
test,
does
it
count?
I
mean
it.
You
can't
even
finish.
D
D
Back
to
some
normalcy,
where
there
may
be
some
predictability
and
so
I
think
what
we're
seeing,
particularly
at
the
the
secondary
level
is,
is
a
couple
things
number
one
is
we're
not
back
where
we
want
to
be
with
academic
achievement
because
I'm
not
sure
it's
been
the
focal
point
and
Dr
Bedell
and
I
had
this
conversation
right.
We
have
so
focused
appropriately
so
on
the
social,
emotional
health
of
our
kids.
D
The
supports
that
we
bring
our
kids
the
belongingness
the
relationships
and
getting
them
to
transition
back
to
some
predictability
in
their
school
life
and
so
I.
Think,
and
then,
if
you
add
that
to
this
is
very
lagging
data,
yeah
then
I
think
you
get
part
of
your
your
answer,
and
we
also
know
that
there's
been
a
tremendous
impact
on
our
English
Learners
at
the
secondary
level,
yeah.
Okay.
So
that's
why
we're
really
anxious
to
get
our
next
set
of
data,
because
arguably
we've
certainly
had
some
disruption.
D
We've
had
we've
had
some
problems
that
we've
had
to
solve
in
2223,
but
I
would
argue
that
they
were
perhaps
a
little
bit
less
than
what
we
had
to
do
in
21
22.,
and
so
we're
really
anxious
to
get
that
data
and
our
message
to
principals
and
we've
been
very
fortunate.
We've
been
in
front
of
Elementary
principles:
middle
school
principals,
we'll
finish
with
the
high
school
principals
this
week.
You
know
to
have
these
same
kind
of
conversations
that
Mr
silkworth
is
referring
to
about.
What
is
the
plan
right?
D
How
do
I
use
this
data
meaningfully,
but
we're
also
to
your
question
really
asking
them
to
think
about
this
data
set
is
Baseline
data
right.
It's
not
the
first
data
we
have.
We
have
it
from
18
and
19.
right,
but
circumstances
were
so
dramatically
different.
There's
value
in
that
data.
There's
value
in
the
18
report
card,
there's
value
in
the
19
report
card
for
for
certain
and
as
Miss
Dent
said,
you
know
comparing
us
to
us
over
time
right,
but
we're
really
encouraging
them
hey.
D
This
is
Baseline,
make
some
adjustments
but
be
ready
to
Pivot
when
that
next
set
of
data,
because
now
we're
really
going
to
have
two
complete
data
sets
over
a
better
period
of
time
either.
Actually
because
it's
so
lagging
it's
pretty
close
together,
yeah
I
mean
March
till
I'll,
be
optimistic,
Dr,
Bedell,
November,
right,
we're
gonna,
you
know
we're
gonna
have
two
data
sets
fairly
close
together.
That
then
I
think
we
can
even
dig
deeper,
more
insights
and
and
really
looking
at
okay.
D
Where
are
we
really
and
where
do
we
maybe
need
to
Pivot
but
I
I
think
the
answer
to
your
question
is:
is
really
in
the
developmental
age
of
the
the
age
groups
you're
talking
about
as
a
former
middle
school
and
high
school
principal
I
think
we
have
now
some
pretty
direct
evidence
that
says
wow
the
pandemic
really
impacted
that
age
group
a
lot
and
I
think
we
have
the
data
to
show
it.
C
Now
I'll
say
another
piece
to
that
too.
You
know
when
I've
had
a
chance
to
just
keep
looking
at
this
data,
one
of
the
things
I
noticed
you
know
in
order
to
get
into
the
top
five,
you
probably
will
see
in
the
data
that
we're
probably
a
six
percent
there's
a
six
percent
of
a
variance
from
being
in
the
top
five
yeah
across
the
board
and
all
of
these
indicators.
So
we're
not
we're
not
that
far
away
from
where
we
want
to
get
to
I
do
agree
with
the
waivers.
C
You
know,
I
think
the
fact
that
for
some
of
our
students,
not
understanding
how
much
this
really
matters
and
going
in
and
take
you
know
putting
forth
your
best
effort
could
play
a
role
in
here.
But
I
will
also
say
too.
You
know
when
I
look
at
the
math
scores.
It
does
make
me
wonder.
You
know,
I
have
to
question
cut
scores
and
things
of
that
nature
that
even
in
the
middle
school
math
the
highest
performing
School
District
only
had
28.62
percent
of
kids
score.
Proficient
I
mean
I'll.
C
Now,
if
you're
telling
me
72
percent
of
our
kids
in
a
school
district
that
tends
to
be
on
the
top
and
everything
are
that
bad
in
math
I,
you
know
it's
just
it's.
These
are
the
questions
that
we
all
have
to
be
asking.
You
know
to
to
be
able
to
unpack
and
without
having
the
item
analysis
data.
It
makes
it
real
difficult
for
us
to
drill
down
to
see
if
there
is
a
pedagogical
issue
on
our
part
or
curricular,
misalignment
or
professional
development
misalignment,
because
you
still
cannot
drill
down
to
get
an
understanding
of.
C
Why
did
80
of
kids
choose
C
when
they
should
have
chosen
B?
Where
did
we
go
wrong
with
teaching
a
linear
equation?
We
don't
know,
so
that's
the
part
like
absent
of
having
everything
that
we
need.
You're
still
out
here
in
some
cases
throwing
arrows
in
the
dark.
You
know
trying
to
figure
out
what.
How
do
we
be
very
methodical
and
intentional
in
moving
the
needle
with
this
at
a
much
faster
rate?
C
So
and
then
the
last
thing
I'll
say
to
you:
when
we
get
the
Strategic
plan
written,
it
comes
with
a
scorecard,
so
I've
already
started
letting
building
principals
know
when
we
get
when
we
set
our
goals.
B
Yeah
I
I'll
just
add:
I.
Don't
really
have
another
question
just
a
couple
of
more
comments.
It.
It
immediately
made
me
looking
at
this
just
immediately
jumped
out
at
me
that
and
I
know.
There's
been
a
national
conversation
about
this
for
a
while.
You
know
that
we
really
need
to
be
looking
not
just
at
the
cut
scores,
but
what
is
going
on
with
math
instruction
I
mean
something
needs
to
be
addressed
here.
B
I
think
and
and
I
say
that
as
a
you
know,
I've
taught
ancient
math,
but
I
can't
do
Algebra
to
save
my
life
so
anyway,
but
and
the
other
thing
is-
and
this
will
continue
to
be
on
my
wish
list
for
msde
and
Federal
if
necessary,
I
I
do
think
the
the
the
way
attendance
is
dealt
with
in
this.
We
have
large
portions
of
our
County
that
are
highly
mobile
and
for
me
it
obviously
brings
the
kind
of
Mobility
into
this
County.
B
As
do
other
aspects,
I
think
if
you
look
at
some
of
the
other
counties
that
do
well,
you'll
find
less
Mobility,
for
example,
and
I
I.
Think
that
and
I've
said
this
before
and
I'll
say
it
again.
B
I
also
think
it
would
be
tremendously
valuable
to
have,
at
the
very
least
in
the
percentile
report,
schools
with
similar
demographics,
because
I
think
that
is
just
such
a
glaring
issue
in
this
and
continues
to
be
a
glaring
issue
that
continues
to
be
kind
of
embedded
in
this
data
and
nobody
since
I've
been
yammering
on
about
it.
I
haven't
heard
much
movement,
though
I
did
raise
it
in
a
round
table
with
the
state,
superintendent
and
I
know
he.
B
He
indicated
that
he
was
sympathetic
to
that
issue
and
and
then,
of
course
also,
we
want
to
be
able
to
compare
schools
based
not
just
on
the
absolute
but
the
trajectory.
You
know
what
who's
who's
moving
and
and
what's
the
the
slope
and
I
think,
and
that
includes
the
schools
that
are
at
five
100
right.
I
want
to
know.
100
who's
produced
I
mean
whatever
the
markers
are
I'm,
not
sure.
B
A
D
So
the
good
news
is
coming
back
when
we
were
under
ayp
or
adequate
yearly
progress
under
No
Child
Left
Behind
that
there
was
a
little
button
on
the
State
website.
That
said,
schools
like
me
and
it
went
in
and
took
a
look
and
then
you
could
compare
your
report
card
so
we're
being
promised
that
that's
coming,
we
don't
have
it
yet.
So
we
are,
you
know,
excited
that
you
are
going
to
be
able
to
do
different.
What
I'll
call
different
levels
of
comparison
right?
How
do
I
look
in
the
county?
D
How
do
I
look
compared
to
all
schools
in
my
level
at
the
state,
but
then
to
your
point
in
Dr,
riddell's
Point?
How
do
I
look
compared
to
schools
like
me
right
and
so
we're
doing
that?
We've
also
started
a
data
Community
thanks
to
this
amazing
team,
to
my
right
and
we
have
an
online
resource
center
and
so
in
the
absence
of
the
state,
doing
that,
we've
actually
done
it
for
our
schools,
and
so
you
can
at
least
do
it
internally.
D
We
don't
have
it
for,
or
state
schools
like
me,
but
what
we
did
do
was
produce
a
resource
for
all
of
our
schools
that
we're
showcasing
at
these
principal
meetings
where
they
can
go
on
to
this
resource
and
very
easily
find
a
couple
of
schools
that
are
very
similar
to
them
very
easily,
and
then
they
could
go
on
and
look
at
their
report
cards
and
it's
all
in
one
place.
They
don't
have
to
go
anywhere
else.
We
call
it
the
data
community
and
it's
a
being
very
well
received
by
our
stakeholders.
A
C
B
A
J
I
To
the
more
academic
scholarly
conversations,
so
just
real,
quick
on
page
15,
the
English
language
proficiency,
our
our
Els
calculated
in
that.
And,
if
so,
is
that.
How
does
that
end
up?
Impacting
us
as
a
district?
Because
if
you
haven't
English
learner
coming
in
they're,
not
going
to
be
able
to
demonstrate
proficiency,
and
so
the
schools
that
are
have
higher
levels
of
EOS
I
presume
are
getting
hit
harder
in
the
points
or.
D
Not
exempt
so
it's
in
between
it's
in
between
your
two
two
comments,
so
there's
more
than
one
way
for
a
student
to
count
in
the
English
language,
proficient
proficiency
room.
So
it's
10
points
for
all
schools.
D
What
you're
going
to
notice
in
the
membership
box
there
is
is
that
we
definitely
need
to
have
two
scores
on
this.
This
test
that
we
give
right.
So
you
know,
depending
on
when
you
come
in,
we
have
to
have
a
score
and
we
have
to
have
two
scores
to
kind
of
see
where
you
go,
but
there's
three
ways
for
you
to
count
for
school,
regardless
of
how
many
English
Learners
that
you
have
in
your
building
right,
one
way
is
to
hit
I'll
call
it
a
sliding
scale,
a
Target.
D
So
if
I
come
in
with
literally
no
language,
I'm
going
to
be
on
the
lower
end
of
that
scale,
and
therefore
my
target
is
also
substantially
lower,
and
so,
if
I
hit
that
Target,
even
though
it's
lower
than
your
target
I
still
count
for
the
school.
But
if
I
start
at
a
higher
level,
then
my
Target's
a
little
bit
higher
for
what
we
call.
One
year's
worth
of
growth,
so
it's
a
there's
a
table
basically
or
a
chart.
D
If
you
will
and
then
what
happens
is
depending
on
that
first
test
score
wherever
you
land
there,
then
we
kind
of
know
where
we
think
you
should
be
for
us
at
the
end
of
that
and
I
think
Melissa.
There's
four
levels
to
that
chart
four
different
differentiations.
Yes,
there's
four!
So
there's
you
can
be
on
the
chart
in
four
different
places,
depending
on
what
I'll
call
your
starting
point,
if
that
makes
any
sense,
the
other
way
to
to
account
for
the
schools.
I
So
it
would
be
fair
to
say,
I'm
doing
a
little
myth,
busting
actually,
because
I
always
hear
that.
Well,
the
reason
the
school
doesn't
score
high
is
because
of-
and
this
is
one
of
the
contributing
factors
that's
identified-
it
sounds
to
me
like,
although
it
could
be
a
contributing
factor
overall,
it
is
being
compensated
for
in
the
model,
at
least
for
the
most
part.
So
you
can't
you
can't
hang
your
laurels
on.
Well,
that's
because
we
are
a
school
that
is
predominantly
yeah.
D
They're
they're
certainly
trying
there
are
certainly
differentiation
to
account
for
that.
I
I
think
the
other
part
that
we
have
to
I
think
there's
two
other
parts
that
we
have
to
recognize
for
this
room
and
I'll.
Also,
if
my
colleagues
who
work
with
schools
more
closely
than
I
do,
may
have
some
other
insights
as
well.
So
the
first
point
that
I
will
make
to
you
is
that
when
we
look
at
our
English
learner
population,
it
also
tends
to
be
a
little
mobile.
So
we
have.
D
We
have
English
Learners
that
we're
supporting
and
we're
giving
them
the
test,
but
we
may
not
have
two
test
scores
so
that
doesn't
hurt
the
school
it
just
you
can't
help
the
school,
because
I
don't
have
two
test
scores,
so
maybe
Jason's
doing
really
well
and
his
English
language
proficiency
is
really
coming
along
quite
nicely
and
I
do
okay
on
the
Wida
access
test,
but
that's
still
my
first
year
so
I
can't
I
can't
help
my
school,
because
I
only
have
one
test
score.
There's
no
way
for
me
to
show
growth.
D
So
that's
one
consideration
and
the
other
consideration
that
we
put
up
on
the
screen
under
one
of
our
you
know.
Barriers
is,
we
have
a
staffing
shortage
and
there
are
unfortunately,
certain
areas,
certain
content
areas
that
unfortunately
get
hit
a
little
bit
harder
than
others
with
respect
to
Staffing
shortages,
and
that
happens
to
be
one
of
them.
Gotcha.
I
I
L
L
D
I
I
Great
great
well
I
look
forward
to
seeing
how
that's
progressing
too.
Thank
you
very
much
once
again,
no
further
questions.