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From YouTube: Board Workshop Kindergarten Readiness
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A
A
Okay
good
evening
and
welcome
to
this
public
workshop
of
the
board
of
education,
I
am
board
president
joanna
tobin
tonight.
The
board
will
learn
more
from
superintendent,
george
arlatto
and
aacps
staff
on
the
readiness
of
students
for
kindergarten.
This
workshop
will
cover
a
variety
of
aspects
related
to
skills
that
enable
children
to
successfully
begin
their
school
experience.
A
This
workshop
is
open
to
the
public.
However,
no
public
testimony
will
be
taken.
This
workshop
is
being
broadcast,
live
on
acps
tv
and
on
a
cps
youtube
channel.
Some
of
our
board
members
are
running
late.
I
know
in
particular
ms
corcodell
hopes
to
join
us
this
evening
if
she
can
make
it.
Thank
you
for
joining
us
and
happy
valentine's
day
good
evening.
B
D
C
Mrs
patricia
cena
coordinator
of
early
childhood
education
and
school
readiness
is
unable
to
be
with
us
this
evening.
We
are
here
to
provide
an
overview
of
kindergarten
readiness
following
the
presentation
we
will
answer
questions
you
may
have
and
offer
clarification
about
the
content
we
have
shared.
C
C
C
An
assessment
of
kindergarten
readiness
provides
vital
information
about
the
knowledge,
skills
and
behaviors
of
children
inter
entering
kindergarten
classrooms,
knowing
that
all
students
enter
kindergarten
at
different
levels
of
readiness.
This
data
provides
a
clear
snapshot
that
allows
our
teachers
to
differentiate
in
classrooms,
aligning
with
the
mission
to
provide
developmentally
appropriate
early
childhood
programming.
Educating
the
whole
child.
C
Acps
uses
kindergarten
readiness
data
to
provide
teachers
with
rich
information
about
each
child's
knowledge,
skills,
abilities
and
learning
needs.
The
data
helps
teachers,
monitor
student
progress
toward
the
achievement
of
maryland
standards
and
better
communicate
with
family
members
about
their
child
and
suggest
ways
to
support
their
child's
development
at.
F
C
This
valuable
information
enables
all
stakeholders
to
make
well-informed
programmatic
policy
and
funding
decisions
to
ensure
that
all
children
are
fully
prepared
for
kindergarten
and
school
success.
The
data
is
also
used
to
inform
professional
development,
curricular
enhancements
and
appropriate
transition
practices.
C
As
part
of
the
kindergarten
registration
process,
families
are
asked
to
self-report
prior
care
experiences.
The
prior
care
experiences
refers
to
the
year
before
kindergarten.
Msde
provides
six
options
for
families
to
choose
from
to
report
prior
care.
They
are
child
care
defined
as
a
licensed
facility
which
serves
children
six
weeks
to
five
years
of
age.
C
Home
informal
care
is
defined
as
a
setting
in
which
the
child
is
at
home,
with
a
relative
or
in
an
unlicensed
child
care
setting
non-public
nursery
school
defined
as
a
licensed
facility
that
typically
serves
children
ages.
Two
to
five
and
pre-k
refers
to
a
public
school
or
state-funded
private
vendor
program
for
children
who
are
four
years
of
age.
C
High
quality.
Early
learning
experiences
can
have
a
positive
impact
on
a
child's
school
readiness
and
future
success
in
school.
This
is
especially
important
for
children
with
disabilities.
Children
who
are
english,
learners
and
children
who
live
in
low-income
households
attending
a
high
quality
early
learning
program
can
lead
to
improved
educational
outcomes
and
increased
behavioral
and
social
competencies.
E
Assessments
are
one
of
the
most
valuable
tools
we
have
to
determine
how
our
learners
are
faring
and
to
plan
for
instruction
to
meet
individual
student
needs
using
data
to
inform
decision
making,
is
associated
with
greater
academic
success
and
allows
local
school
districts
to
monitor
progress,
help
teachers
make
instructional
decisions
and
informs
local
district
policies
to
better
achieve
these
goals.
Maryland
uses
ready
for
kindergarten,
r4k,
maryland's
early
childhood,
comprehensive
assessment
system,
a
single
coordinated
system
for
measuring
the
knowledge,
skills
and
behaviors
identifying
the
needs
of
young
children
as
part
of
the
r4k
assessment.
E
E
The
kindergarten
readiness
assessment
is
developmentally
appropriate,
an
assessment
tool
administered
to
incoming
public
school
kindergarteners
that
measure
specific
skills
and
behaviors
across
four
learning
domains
administered
by
kindergarten
teachers.
At
the
start
of
the
school
year,
the
kra
looks
at
the
knowledge,
skills
and
behaviors
necessary
to
be
successful
in
kindergarten.
E
What
are
some
of
the
skills
and
knowledge
in
each
domain
in
social
foundations?
The
kra
assesses
if
children
can
identify
and
recognize
emotions
resolve
conflicts
with
others
persist
at
tasks
retain
and
apply,
information
solve
problems,
cooperate
with
others
and
seek
and
gather
new
information
in
literacy
and
language
kindergarten
teachers
use
the
kra
to
determine
a
student's
ability
to
demonstrate
an
understanding
of
spoken
words
and
sounds
comprehend.
Texts
communicate
in
a
variety
of
situations,
produce
letter,
letter-like
shapes
and
symbols
to
convey,
meaning
and
use
words
acquired
through
conversations
and
shared
reading.
Experiences
in
mathematics.
E
E
E
E
There
are
three
different
levels
of
school
readiness
indicated
by
the
kra
demonstrating
readiness.
A
child
demonstrates
the
foundational
skills
and
behaviors
that
prepare
them
for
curriculum
based
on
kindergarten
standards,
approaching
readiness,
a
child
exhibits,
some
of
the
foundational
skills
and
behaviors
that
prepare
for
curriculum
based
on
kindergarten,
readiness
and
emerging
readiness.
A
child
displays
minimal
foundational
skills
and
behaviors
that
prepare
them
for
curriculum
based
on
kindergarten
standards.
E
E
Aacps
has
consistently
scored
within
the
state
average.
The
maryland
state
department
of
education
released
preliminary
kindergarten
readiness
scores
for
the
2021-2022
school
year,
which
demonstrated
an
overall
decline
in
kindergarten
readiness,
maryland's
overall
state
results,
as
well
as
aacps's
results,
reflect
similar
trends
seen
nationally
as
a
result
of
the
learning
disruptions
caused
by
the
covid19
pandemic.
Nationally,
fewer
students
are
demonstrating
kindergarten,
readiness.
E
In
the
fall
of
2019
10
of
anne
arundel,
county
public
school
kindergarteners
received
special
education
and
related
services
through
an
individualized
education
program
in
their
kindergarten
classrooms.
On
average,
children
with
disabilities
are
more
likely
to
be
at
the
emerging
readiness
level
than
their
peers.
Without
a
disability,
twenty
percent
of
the
kindergartners
with
a
disability
demonstrated
readiness
compared
with
48
of
their
non-disabled
peers.
E
E
E
The
transition
to
kindergarten
is
an
exciting
time
for
children
and
their
families
in
communities
across
anne
arundel
county
young
children
are
learning
and
building
their
school
readiness
skills
in
pre-k
in
child
care,
centers
in
family,
child
care
homes
and
head
start
programs,
early
learning
experiences
experiences
have
an
impact
on
a
child's
school
readiness
and
aacps
is
ready
to
support
all
students
and
families
both
before
and
after
beginning.
Kindergarten.
E
Here
are
some
of
the
highlights
of
our
work.
Around
kindergarten
readiness
in
this
graph
uc
highlighted
the
growth
of
kindergarten
classrooms.
Since
2012.,
the
number
of
kindergarten
classrooms
is
based
on
kindergarten
enrollment,
since
2019
aacps
has
seen
a
significant
increase
in
the
number
of
kindergarten
students
enrolled.
E
E
Aacps
continues
to
make
strategic
investments
to
improve
access
to
publicly
funded
pre-k
programs
by
increasing
availability
in
both
public
school
classrooms
and
in
community-based
programs.
This
graph
highlights
the
commitment
of
aacps
that
has
been
made
to
expand
our
pre-kindergarten
four-year-old
program
since
2011.
E
In
2019
2020,
the
kra
data
shows
that
attending
a
publicly
funded
pre-k
program
in
aacps
makes
a
difference.
In
this
chart.
You
see
the
percentage
of
students
based
on
parent
reported
prior
care
experience
who
achieved
demonstrating
readiness
on
the
kra
children
enrolled
in
these
pre-k
programs
the
year
prior
to
kindergarten
are
better
prepared
for
school
than
those
in
home
or
informal
care
the
year
prior
to
starting
kindergarten.
C
Our
curriculum
is
designed
with
the
whole
child
approach.
It
recognizes
all
aspects
of
a
child's
growth
and
development,
intellectual,
social,
emotional,
physical
and
creative
development
of
the
foundational
skills
and
how
young
children
learn
is
critical
to
the
assurance
of
greatness
for
each
child's
college
and
career
readiness
trajectory
our
young
learners,
grow
and
thrive.
When
given
authentic
and
rich
experiences,
our
goal
of
teaching
and
learning
in
kindergarten
is
to
ignite
learning,
excitement
and
spark.
C
During
the
summer
of
2021
aacps
offered
a
summer
camp
for
entering
pre-kindergarten,
four-year-old
students
called
pre-k
kickoff
20
students
were
enrolled
in
the
kickoff
program,
all
of
who
came
from
income
eligible
families.
Over
half
of
these
students
also
had
an
active
iep
for
specialized
instruction.
The
students
attended
two
days
per
week
in
either
a
monday,
tuesday
or
wednesday.
Thursday
cohort
aacps
also
offered
a
summer
program
for
students
entering
kindergarten
called
pre-k
engagement.
C
97
students
were
enrolled
and
attended
this
summer
program,
89
of
the
students
enrolled
in
pre-k
engagement
summer
camp
came
from
families
whose
income
eligible
who
were
income
eligible.
The
program
read
at
locations
throughout
aacps
monday
through
thursday
classrooms
in
both
programs
were
staffed
by
an
early
childhood
certified
teacher
and
at
least
one
instructional
assistant
students
were
provided
with
transportation,
as
well
as
breakfast
and
lunch.
The
focus
of
the
camps
was
on
social,
emotional
development
and
early
literacy
and
math
skills.
C
All
instruction
was
hands-on
and
engaging
with
an
emphasis
on
oral
language
development
and
play
students
enrolled
in
the
camp
are
provided
with
a
learning
pack
of
materials
to
continue
their
learning
journey
at
home.
The
learning
pack
also
contained
information
for
the
families
on
how
to
use
the
materials.
C
C
We
also
wanted
to
share
an
example
of
a
brochure
provided
by
school
counselors
to
distribute
to
families
at
enrollment
or
other
orientation
orientation
events.
This
brochure
is
from
wood
burn
press.
This
brochure
is
specifically
for
kindergarten
readiness
and
helps
prepare
students
for
building
early
literacy,
skills,
writing
and
math,
as
well
as
provide
transition
strategies
for
families.
C
Acp
also
provides
pre-kindergarten
families
with
a
brochure
entitled
the
year
before
kindergarten.
This
brochure
offers
suggestions
and
strategies
for
families
to
support
the
transition
of
their
child
to
kindergarten,
starting
with
the
fall
before
kindergarten
and
ending
with
what
to
do
to
ensure
a
successful
transition
to
kindergarten.
This
brochure
can
also
be
found
on
the
early
childhood
education
website
for
families,
perhaps
not
in
our
pre-k
program
that
are
looking
for
information
acps,
also
partners
with
the
anne
arundel
county
public
library
to
promote
the
thousand
books
before
kindergarten
program.
C
C
Policy
area,
one
of
blueprints
for
maryland's
future
places
an
emphasis
on
kindergarten
readiness
with
its
focus
on
early
childhood
education
under
the
direction
of
blueprint
for
maryland's.
Future
aacps
will
establish
a
pre-kindergarten
three-year-old
program
using
a
mixed
delivery
model
by
partnering,
with
approved
community
partners
and
as
well
as
opening
classrooms
in
our
schools
under
blueprint
legislation.
C
Pre-Kindergarten
three-year-old
is
full
day
and
five
days
a
week
for
a
180
day
program
with
instruction
that
aligns
to
the
maryland
early
learning
standards,
students
served
will
be
from
families
at
three
300
percent
of
federal
poverty.
Guideline
with
priority
enrollment
given
to
students
with
ieps
and
children
whose
home
language
is
not
english,
aacps
will
also
transition
to
offering
only
full-day
pre-kindergarten
four-year-old
programs.
C
Both
pre-kindergarten
three-year-old
and
four-year-old
classrooms
will
be
staffed
with
one
early
childhood.
Certified
teacher
and
one
teaching
assistant
acps
will
also
have
the
opportunity
to
expand
judith
p
hoyer
early
learning
hubs
more
commonly
known
as
judy
centers
to
more
title
1
schools,
two
judy
centers
currently
serve
the
belle
grove
and
georgetown
east
locations.
C
C
C
Community
schools
address
the
whole
child
with
a
comprehensive
focus
on
academics,
social,
emotional
well-being
and
pedagogical
and
developmental
needs
to
ensure
students
are
ready
and
able
to
learn.
The
community
schools
establish
strategic
partnerships
with
other
community
resources
to
promote
student
achievement,
positive
learning
conditions
and
the
well-being
of
students
by
providing
wrap
around
services.
C
C
A
Thank
you.
Thank
you
very,
very
much.
That
was
a
wonderful
presentation
and
I'm
very
grateful
to
you
for
the
work
to
put
that
together.
As
is
typical
of
I
believe,
our
workshop
structure,
I'm
simply
going
to
go
around
and
ask
questions,
and
perhaps
each
board
member.
If
you
can
have
two
questions
and
if
it
looks
like
there
are
additional
questions
that
people
have,
we
can
do
another
round,
but
tonight,
ms
ellis,
you
get
to
start
things
off.
G
Thank
you,
and
yes,
indeed,
thank
you
for
your
presentation.
This
is
a
topic
that
I've
been
very
interested
in
and
I
was
so
glad
that
we've
got
this
on
the
calendar.
So
a
couple
questions
off
the
top
of
my
head,
and
I
I
may
have
another
question
after
but
first
of
all
the
brochures
I'm
very
interested
in
in
those
and
the
fact
that
we're
doing
that-
and
I'm
pleased
that
we're
doing
that-
and
I'm
just
wondering-
are
there
opportunities
to
expand
the
reach
of
those.
G
I
know
you
said,
for
example,
the
kindergarten
readiness
brochure
that's
available
or
provided
to
families
in
our
public
pre-k,
and
then
parents
can
access
that
resource,
but
parents
might
not
know
to
access
that
resource,
and
I
I
guess
I
don't
know
in
the
moment-
and
you
probably
don't
either
what
what
the
process
is
would
be.
You
know
to
expand
their
reach
on
that
to
identify
families
that
have
that
need,
but
I'm
just
I
guess,
I'm
it's
more
of
a
statement
that
I
I'm
hoping
that
we're
finding
ways
to
do
that
and.
C
We
leverage
our
partners
in
order
to
get
that
materials
out
into
the
communities
and
to
those
folks,
are
our
boots
on
the
ground
and
working
with
our
different
families,
the
agencies
and
organizations.
So
they
have
have
that
information
available
to
pass
along
as
well.
G
Oh,
that's
wonderful,
and
in
addition
to
that
I
know
I
know
when
I
was
in
the
hospital
and
you
know
I
had
a
baby
and
we
would
get
all
sorts
of
you
know
a
packet
of
information
and
that
thousand
books
before
kindergarten
is
that
that's
just
such
an
important
thing
for
parents
to
know
about
and
understand-
and
I
I
know
I
was
reading
to
my
infants
at
six
months
old
and
you
know,
and
they
actually
do
get
a
lot
out
of
that.
So
do
we?
G
Do
we
connect
with
families
in
any
way
provide
information
in
the
hospital
through
you
know
just
providing
materials
with
at
birth.
We.
C
We
currently,
certainly,
as
I
said,
mentioned,
giving
it
out
to
our
different
groups,
our
infants
and
toddlers
program,
oftentimes
work
with
our
caregivers
directly
in
the
in
the
hospital
facility,
so
they're
able
to
distribute
that
information
several
years
ago.
We
did
support
an
initiative
where
every
family
received
a
bag
of
books
with
lots
of
different
information.
C
At
this
point
in
time,
that
program
has
been
put
on
pause,
but
certainly
that
was
an
avenue
that
we
were
able
to
get
that
information
into
the
families
right
in
the
delivery
room.
Oh
that's
wonderful!.
G
Yeah,
I'm
just
thinking
at
the
very
least
that
brochure
just
parents,
knowing
that,
because
a
lot
of
times
I
think
kindergarten
readiness
is
just
a
matter
of
parents
knowing
what
their
children
you
know
should
be
exposed
to
prior
to
and
then
my
other
question
is:
can
you
talk
a
little
bit
about
the
process
when
a
parent
believes
their
child
is
ready
a
year
before
they
are
eligible
by
age,
for
kindergarten.
C
Certainly
so,
if
there
are,
there
are
two
different
processes,
one
it's
early
admission
to
kindergarten
and
utilizing
the
timelines
that
have
been
given
to
us
by
msde.
C
We
have
an
opportunity
over
this
summer
for
those
parents
that
wish
to
pursue
an
early
admission
process
that
we
bring
them
in
and
we
do
assess
them
what
would
be
expected
on
prior
kindergarten
standards,
those
early
learning
standards.
So
it's
not
assessing
what
they
would
know
by
the
end
of
kindergarten.
But
what
would
they
be
expected
to
know
coming
into
kindergarten?
So
we
do
have
that
process.
C
There
are
times
where
we
have
students
who
may
be
in
a
position
where
we're
looking
at
a
great
acceleration,
and
so
they
start
the
year
with
in
in
kindergarten,
and
we
find
that
they
are
showing
perhaps
very
way
above
average
abilities,
and
so
there
is
a
different
process
in
order
to
pursue
a
great
acceleration
where
the
student
would
actually
probably
move
from
kindergarten
into
first
grade.
G
G
If
I
recall
in
cases
that
I've
reviewed
the
standards
are
quite
high,
in
other
words,
that
child
is
expected
to
be,
if
I
recall,
based
on
the
test
numbers
that
child
is
expected
to
be
come
in
basically
at
the
high
end
of
the
class
of
students
at
their
trying
to
enroll.
With,
does
that
make
sense
so.
F
G
C
So
we
are
looking
at
establishing
consistent
criteria
so
that
the
measurement
is
the
same.
For
is
the
same,
so
it
is
not
considered
arbitrary,
based
on
one
one,
specif
observation
or
interpretation
of
what
they
see
from
the
child
from
the
child
in
their
performance,
so
that
allows
us
to
standard
set.
C
We
do
use
what
you've
probably
seen
in
some
of
the
reports
you've
received
as
stay
nines,
and
so
we
look
at
students
at
the
seven
stay:
nine,
that's
our
benchmark
for
showing
in
those
different
testing
categories
or
the
subtest,
where
they
are
performing
at
what
we
would
expect
a
student
coming
into
kindergarten.
So
those
are
standardized
norm,
reference
tests
that
the
vendor
determines
those
set
numbers.
C
But
then
we
also
work
with
our
instructional
data
team
to
also
monitor
students
performance
too,
to
ensure
our
assessment
process
is
following
appropriate
protocol
and
that
our
do.
We
need
to
go
back
and
make
any
adjustments
or
changes
so
that
we
are
giving
students
that
opportunity,
but
also
maintaining
some
consistency
as
well.
G
You
said
a
stay
907
is
that,
on
a
scale
of
it
goes
up
to
10
to
nine
to
nine
okay,
I
guess
that's
I'm
still
having
a
trouble
understanding
why
it
wouldn't
be
a
five,
in
other
words,
this
kid's,
coming
in
in
the
middle
of
the
pack
in
kindergarten,
instead
of
holding
making
them
wait
a
year.
That
would
still
be
standardized
is
that
is
that
determine
at
the
county
level
that
that
standard
that
they.
C
We
work
with
our
instructional
data
team
and
we
also
involve
not
only
our
folks
in
curriculum
instruction,
but
also
team
members
from
the
office
of
school
psychology
that
also
are
part
of
it
in
the
second
half
of
that
assessment.
So
it
is
a
joint
joint
decision
as
to
making
those
stanines
as
where
we
would
see
a
student
showing
appropriate
readiness
to
enter
kindergarten.
Okay,.
H
Thanks,
thank
you.
So
much
for
your
presentation
really
appreciate
it.
I
do
have
just
a
couple
questions
I'll
stick
with
just
the
two
for
the
pre-k
full
pre-k4
full
day
we're
moving
from
a
half
day
to
a
full
day,
and
so
is
there
a
chance
to
rest
or
to
nap
within
that
I,
when
I
had
a
four-year-old,
she
would
be
off
her
nut
if
she
didn't
nap
during
the
day.
So
I
just
wondered:
if
that's
something
that
occurs.
C
H
Okay,
so
we
I'm
definitely
gonna
have
a
second
round.
So
I'll
just
stick
with
my
two
questions,
but
if
you
can
come
back
to
me,
that
would
be
great.
H
C
Sure
that
those
are
forms
that
families
complete
through
the
agencies
that
automatically
qualify
qualify
them
for
income
eligible
versus
us
filling
out.
Typically,
the
free
and
reduced
lunch
forms
that
are
online,
that
or
that
schools
assist
families.
For
so
it's
a
direct
certification
through
the
for
outside
agencies.
Okay,
perfect.
I
Good
afternoon
both
of
you
are
awesome.
I
love
that
you
can
actually
look
down,
look
up
and
read
yeah,
so
that's
a
great
art
to
have
so.
My
question
is
twofold:
one
is
I
did
the
statistics
of
minority
children
versus
the
other
demographics
that
you
had
on
there.
So,
of
course,
you've
been
doing
this
for
a
while,
and
so
now
it's
gonna
of
course
increase,
because
we
know
that
african-american
children
and
hispanic
children
are
ones
that
have
in
the
past
school
are
traditionally
low.
So
what?
I
If
any
processes
are
there
being
implemented
as
it
pertains
to
the
budget
so
that
as
we're
taking
on
the
new
increase
of
students
that
we're
ensuring
that
we
have
a
process
in
place
so
that
we
can
kind
of
close
that
gap?
I
know
everything's
got
an
equity
land,
so
I'm
not
asking
you
to
come
up
with
a
complete
solution,
but
I
do
need
to
really
understand
what
we
do
to
try
to
close
that
gap.
C
Yes,
thank
you.
So
as
far
as
our
budget
is
concerned,
we
are
requesting
in
this
this
particular
budget
additional
pre-k
positions
for
our
four-year-old
program,
so
that
we
can
move
the
half-day
programs
to
a
full
day.
So
we
will
certainly
increase
the
time
we're
able
to
engage
with
students
in
teaching
and
learning
we're
also
in
this
year's
budget,
at
requesting
teachers
for
a
pre-k
three-year-old
program,
and
so
this
will
just
be
the
beginning
of
our
continuum
now
reaching
our
three-year-old
and
so
it
while
it
is-
and
I
believe
it's
maybe
10
positions.
C
I
don't
have
those
figures
right
in
front
of
me.
It's
a
start,
and
so
we
will
continue
to
look
at
expanding
those.
We
are
also
continuing
our
partnerships
with
our
non-public
private
pre-ks
as
to
support
in
professional
learning,
making
ourselves
available
to
community
initiatives,
and
certainly
we
continue
to
engage
in
our
partnerships
with
the
judy
centers
that
we
have
now
and
reaching
families
in
their
homes
and
with
the
onboarding
of
community
schools,
again
leveraging
those
resources
to
reach
our
families
in
their
homes
as
well.
I
Thank
you
and
last
question.
You
talked
about
a
little
bit
earlier
and
I
just
want
to
make
sure
I
heard
you.
The
statistics
was
about
just
children
with
disabilities
have
a
higher
rate,
a
better
rate
on
the
krl
scores
than
children
without
disabilities,
that
we
should
what.
E
Clarification
yeah
great
question.
Thank
you
so
much
so,
based
on
the
2019
data
about
10
percent
of
the
students
enrolled
in
kindergarten
were
students
that
received
special
education
services.
20
of
those
students
were
demonstrated,
readiness
based
on
the
kra,
as
opposed
to
48
of
their
non-disabled
peers.
E
So
we
do
see
that
our
students
with
special
education
needs
are
not
able
to
demonstrate
that
level
of
readiness
at
the
same
level
as
their
non-disabled
peers,
which
is
another
reason
why
it's
so
vital
that
as
we
look
to
that
pre-k3
program,
why
students
with
identified
special
education
needs,
are
really
part
of
that
first
round
of
entry,
so
that
we
can
continue
to
support
families
in
the
development
of
those
pre-kindergarten
readiness
skills.
Okay,.
I
And
that's
my
last
question.
I
got
it,
but
I
just
want
to
highlight
one
on
so
with
that
in
mind.
I
know
I
heard
you
say
it.
I
don't
know
which
one
was
speaking,
that
the
priorities
were,
of
course
children
with
esol
english.
Second,
second
language,
children
that
were
high,
needs
right
and
then
also
where
does
the
people
with
the
children
with
disabilities
fall
in
it.
I
A
A
J
Thank
you,
president
tobin.
Before
the
meeting
I
read
a
report
which
said
that
the
kindergarten
readiness
assessment
of
the
kra
also
reveals
a
decrease
in
the
percent
of
kindergarteners,
demonstrating
readiness
down
from
47
and
18
19
to
40
percent
this
year,
which
your
data
showed.
The
exact
same
thing
makes
me
wonder
if
it
went
from
47
to
40,
what's
it
going
to
be
like
in
in
september,
but
having
said
that,
so
we
know
that
that
data
is
down.
So
what
what?
J
What
do
we
do
with
that
data
in
terms
of
one
way
we've
that
test
has
been
given
and
we've
identified
that
certain
students
are
not
ready?
Is
there
a
plan
of
action
developed
for
each
of
those
children.
C
C
E
Yeah,
I
would
add,
mr
silkworth,
thank
you
so
much
for
that
comment,
that
an
important
factor
in
my
mind
is
the
access
to
pre-kindergarten
services
in
that
2020-2021
school
year.
You
spoke
to
what
it
will
look
like
in
september.
J
E
Do
yes,
and
our
early
childhood
office
is
partnering,
as
many
offices
and
programs
are
with
our
summer
program
coordinator
to
ensure
that
that
opportunity
is
up
and
available
to
families
so
that
they
can
make
really
good
plans
for
their
summer
that,
hopefully
include
an
amazing
aacps
program.
Thank
you.
K
B
K
I
would
just
be
interested
in
seeing
you
know
year
over
year,
how
kids
have
done,
and
and
if
there
were
any
trends
there
is
that
data
shared
with
the
parents.
C
Yes,
thank
you
so
much
for
asking.
In
fact
our
parents
received
their
report
right
after
we
returned
from
winter
break,
so
those
reports
have
gone
home.
Now.
Might
please
know
the
teachers
receive
that
information
immediately
so
once
the
once,
it
is
entered
into
the
platform,
kri
platform
they're
able
to
access
that
information
to
make
instructional
plans
accordingly
and
then
yes,
parents
do
get
a
report
as
well.
K
I'm
trying
to
remember
back
to
the
kindergarten
days
and
I'm
like
I
don't
remember
if
I
saw
that
or
not
so
I'm
just
checking
on
that
and
then
the
only
other
question
that
I
had
is,
as
as
we
were,
gearing
up
in
my
own
personal
family
for
kindergarten,
we
did
the
sort
of
at
the
end
of
this
prior
school
year.
You
go
in
and
you
get
a
day
to
meet
the
teacher
and
see
the
space
with
other
kids
and
they
go
outside
and
play
in
the
playground.
K
I
think
that
would
be
a
really
great
opportunity
to
give
some
of
those
parents
some
of
the
the
resources
that
you
guys
have
developed.
Do
we
do
that
currently?
Are
there
any
thoughts
about
that.
C
If
I,
if
I'm
interpreting
your
question
correctly,
we
often
in
most
schools
bring
invite
our
kindergarten
families
in
right
after
registration
window
opens,
so
the
really
that
spring
prior
to
them,
starting
so
they're.
They
make
a
connection
to
who
the
teachers
are,
who
the
you
know
the
school
counselor.
They
meet
the
upfront
office
staff
and
other
key
leaders,
the
literacy
teacher
principal
assistant
principal,
so
they
they
do
have
that
opportunity
to
come
in
and
advance.
K
Yes-
and
I
remember
all
that
what
I
guess-
I'm
specifically
asking
the
checklist
that
you
have
that-
I
think
that
would
be
great
for
parents
to
do
over
the
summer
with
their
kids
to
make
sure
that
they're
they're
on
track
with
where
their
kids
need
to
be.
Do
we
provide
that?
Because
I
don't
remember
that
part
of
it.
K
Yeah
definitely
and-
and
maybe
it
was
it
was
a
couple
years
ago,
but
I
think
if
we're
not,
that
would
be
a
great
opportunity
to
make
sure
that
we're
connecting
with
parents
and
that
they're
working
over
the
summer
and
in
that
last
summer,
right
before
they
start,
would
be
a
great
time
to
really
get
everybody
on
track
all
right.
Thank
you
guys
so
much.
I
really
appreciate
this.
Early
literacy
and
and
early
learning
is
so
valuable,
and
I
love
to
hear
everything
that
we're
doing.
Thank
you
so
much.
A
Thank
you.
Yes,
this
is
a
topic
near
and
dear
to
my
heart
and
thank
you
for
all
of
this
information.
So
a
couple
of
things.
A
Obviously,
as
you
noted,
blueprint
has
brought
in
the
k3
pre-k3
pre-k4
and,
as
you
noted
at
the
at
the
top,
you
know
that
that
that
prenatal
to
five
is
it
has
been
a
time
we've
sort
of
lost
so
to
speak
previously,
when
we
didn't,
we
didn't
have
a
structure
as
built
into
the
system
to
to
have
three
and
four-year-olds
really
in
the
system.
A
So
I'm
curious,
we've
obviously
had
pre-k-4
now
for
a
number
of
years.
Pre-K
3
is
starting
up.
What
is
the
process?
What
are
we
doing
to
track,
how
children
are
doing
as
they've
gone
through
our
pre-k4,
for
example?
Moving
forward,
do
we
have
data?
Do
we
gather
data?
Are
we
going
to
continue
to
gather
data
and
then,
if
necessary,
tweak
accordingly?
A
C
So,
thank
you
for
the
question.
We
definitely
are
very
interested
in
doing
some.
Longitudinal
study
are
currently
our
pre-k
students
and
it's
it's
just
it's
a
matter
of
us
connecting
our
software
platforms,
our
kindergarten,
our
pre-kindergarten
students,
may
enroll
at
any
school.
So
it's
not
necessarily
their
school
of
attendance
when
they
go
to
kindergarten,
and
so
with
that
we
just
have
to
connect
some
dots
to
in
order
to
produce
that
information.
C
A
I
would,
I
would
think,
obviously,
all
the
logistical
questions
aside-
that's
an
incredibly
valuable
thing
to
to
to
be
able
to
hold
on
to,
and
similarly
just
as
a
follow-up
to
that
we
have
these
fabulous
summer
programs-
and
you
mentioned
some
anecdotal
evidence
of
sort
of
the
leaps
that
that
kids
are
making
again.
This
is
a
new
program.
Do
you
have
plans
to
be
able
to
track
all
of
that
and
see
what
the
results
are.
C
Yes,
we
just
finished
constructing
a
portal
that
will
allow
us
to
do
that
and
with
these
programs
we
have,
we
are
also
doing
pre
and
post
assessments
so
and
that
can
be
performance
based,
not
necessarily
paper
pencil.
H
A
Great
wonderful
I'll,
I'm
sure
we'll
look
forward
to
to
seeing
some
of
that
at
some
point
and
then,
finally,
just
quickly
there
was
a
slide
of
the
the
slide
readiness
based
on
the
prior
experience.
A
I
don't
think
I
saw
unless
I
missed
something
a
comparison
with
private
pre-k,
because
I
believe
the
the
comparisons
were
with
home
care
head
start.
The
other
categories
did
I
is
that
there
did.
I
miss
it,
or
is
that
something
that
we
don't
really
look
at?
Do
you
know
the
slide?
I'm
talking.
E
A
Yeah
I
mean
it's
just
I
just
noted
it's
another
category
and
a
valuable
one
at
that.
Okay,
so
I'm
gonna
offer
everybody
another
round
we're
moving
along
pretty
quickly,
so
miss
ellis.
G
Thank
you.
First
of
all,
thank
you,
dr
tobin,
for
bringing
up
the
data
I'm
very
much,
and
I
I
don't
know
what
this
would
look
like
in
terms
of
data
collection,
but
I'm
interested
in
the
longitudinal
outcomes
as
well.
G
With
social
emotional
outcomes
as
well
as
academic-
and
I
have
to
tell
you
I-
I
I'm
particularly
interested
in
four-year-olds
spending
all
day
in
a
classroom.
G
It's
wonderful
that
families
have
this
opportunity
who
need
this,
and
it's
wonderful
that
these
students
are
being
prepared
for
kindergarten,
but
they're,
very,
very
young
people,
and
now
we're
talking
about
three-year-olds,
and
so
I'm
I'm.
I
want
to
be
sure
that
we're
we're
tracking
the
impacts
this
has
on
the
social,
emotional
development
of
our
students,
and
so
the
one
question
I
do
have
is
so
if
fewer
than
50
of
students
are
kindergarten
ready.
G
I
guess
my
question
is:
are
the
standards
aligned
with
the
developmental
stages
of
these
young
learners?
Of
course,
every
child
is
different
and
there
will
be
variations
between.
G
G
F
C
Are
certainly
based
on
the
early
learning
standards,
and
so
what
would
be
expected
of
a
student
to
to
have
the
skills,
behaviors
and
capabilities
of
when
entering
kindergarten?
So
certainly
it
is
the
base
of
where
we
would
like
to
see
all
students
entering
their
kindergarten
program
with
those
knowledge
and
abilities,
and
so
they
work
with
the
ready
for
four
framework
to
again
standard
standardize
that
across
the
board
of
where
we
would
say,
someone's,
demonstrating,
approaching
or
emerging
and
based
on
that.
G
G
B
H
Yes,
I
want
to
go
back
to
pre-k
for
full
day.
Obviously,
next
year
you
know
the
school
start
times
will
be
more.
You
know
developmentally
aligned
across
the
county,
thankfully,
so
that's
8
00
am
to
2
something
in
the
afternoon
right
so
again-
and
I
you
know
all
I
can
do-
is
look
at
my
own
experience
and
go
my
gosh.
If
my
four-year-old
didn't
nap
during
that
time,
it
would
be
a
disaster,
so
I
wonder
for
those
children
who
clearly
are
still
wanting
to
nap
needing
to
nap,
how
does
the?
H
How
does
the
classroom
situation
respond
to
that
need?
And
you
know
so,
if
they're
expected
to
learn
but
they're
melting
down
and
they're
tired
towards
the
end
of
the
day?
How
do
how
do
we?
How
do
we
reconcile
what
is
still
developmentally
appropriate
for
some
four-year-olds
and
what
they're
expected
to
do
while
they're
at
school.
C
Thank
you,
so
we
we
really
build.
We
build
the
schedule
in
such
a
way,
as
you
mentioned
at
the
end
of
the
day,
you
know
it.
You
know
six
hours
and
25
minutes
can
be
very
long
for
some
of
our
little
ones,
certainly
that
we
have
that
opportunity
for
our
developmental
centers,
so
students
are
engaged
in
play,
opportunities
and
so
they're
at
the
construction
center
or
they're
at
the
they
are
engaging
in
an
occupational
center
where
they
are
different,
exploring
different
careers.
C
So
it
allows
them
to
have
that
independent
time
engage
with
their
peers,
but
also
if
they
they
need
to.
They
need
an
opportunity
to
do
something
that
perhaps
is
more
quiet.
Then
then
that
can
be
addressed
for
that
individual
child,
and
there
are
times
at
the
beginning
of
the
year.
We
certainly
work
with
some
of
our
little
ones
to
build
their
stanima
for
for
the
day
and
do
take
that
in
account,
as
we
work
with
the
families
and
and
our
programming.
H
Okay,
because
we,
you
know,
we
know
that
sleep
is
important
at
every
level
at
every
at
every
age
and
is
necessary
to
to
to
functions
necessary
for
our
teens
to
function
necessary
for
our
little
ones
to
to
function,
so
I
just
hope
we're
not
creating
chronically
sleep-deprived
children.
I
do
have
a
concern
about
that
in
terms
of
recess
and
outdoor
time
and
unstructured
play
time.
C
Sure
so
they
in
our
full-day
pre-kinder
programs,
they
engage
in
structured
play
and
and
that's
a
break,
a
break
in
the
day
where
they
are
really
really
focusing
on
health
and
wellness
and
its
physical
activities
as
well
engaged
in
that
time.
Of
course,
recess
we
like
to
get
outside
weather
permitting,
so
they
are
out
and
about
running
around
and
spending
time
engaged
in
games,
or
you
know
having
conversations
with
their
with
their
friends
and
their
peers.
Then
we
also
are
well.
C
We
have
the
opportunity
for
our
four-year-olds
to
also
engage
in
the
fine
arts,
so
they're
participating
in
music,
physical
education,
visual
arts.
There
have
opportunities,
go
to
the
library
media
center
as
well,
and,
of
course,
our
schools
that
have
their
triple
e
program.
They
are
also
participating
in
that
class
as
well.
So.
C
They
get
30
minutes
a
day,
and
usually
they
get
probably
about
some
time
in
the
morning
where
whether
they're
outside
it
for
a
little
bit
a
stretch,
break
and
depending
on
how
their
day
is
organized
per
the
lunch
schedule,
the
recess
schedule
and
certainly
their
cultural
arts
schedule.
Then
maybe
some
a
little
bit
of
time
too
in
the
afternoon.
C
H
C
I
So
two
questions
the
first
one
goes
back
to
resources.
I
know
we've
talked
numerous
times
about
in
this
room,
not
necessarily
with
you
all
about
the
availability
of
resources
for
pre-k
as
well
as
now
three-year-olds
right.
I
I
Teachers
to
be
to
to
be
able
to
be
there
be
to
be
present
for
us
to
be
able
to
be
prepare
for
the
influx
of
students
that
were
children
that
we're
going
to
get
at
the
pre-k
pre-k
right
head,
start
programs
all
that.
How
are
we
incentivizing
teachers
to
participate
in
that
program?.
C
So
teachers
that
would
be
part
of
our
pre-k
three-year-old
program
would
and
we're
we're
just
beginning.
The
development
of
of
this
program
would
be
an
inter
orland
county
teacher,
an
early
childhood
certified
teacher.
C
Certainly
that
is
work
with
our
human
resource
office
to
recruit
and
certainly
hire
those
individuals
that
have
the
certification
in
that
area
very
similar
to
how
we
also
engage
and
employ
teachers
for
our
four-year-old
and
our
kindergarten
programs.
I
I
We
probably
would
partner
with
a
lot
of
the
public-private
partnerships
that
already
have
existing
programs,
and
so
many
of
those
individuals
aren't
certified
and
not
necessarily
sure,
as
they're
going
through
that
certification
process
we're
dealing
with
quite
a
few
things
right
now
to
where
we've
established
programs
in
the
private
sector,
and
we
can't
get
qualified
anne
arundel
county
schools,
public
schools,
educators
into
those
programs.
I
So
it
does
concern
me
that
what-
and
I
know
we've
got
to
do
it-
I
don't
envy
any
of
you
all
who
have
to
go
through
the
recruitment
process.
I
think
that
there
just
needs
to
be
some
thought
process
into.
How
do
we?
How
do
we
do
that
right
and
then
the
second
part
to
that
is
we
earlier
we
were
talking
about
the
children
with
disabilities.
I
Is
there
any
concern
at
least
there's
a
concern
in
the
minds
of
children
at
that
young
age?
They
do
happen
to
show
signs
of
having
a
disability,
but
you
don't
really
find
out
about
unless
they
go
have
access
to
medical
or
health
care
until
they
get
into
pre-k
or
into
kindergarten
right,
so
is
there?
Is
it
optional
for
the
for
the
the
the
set-asides
that
you
have
those
categories?
I
Is
it
optional
for
them
to
participate
in
the
program,
or
is
it
just
if
they
do
apply,
then
they
get
in
if
they
don't
apply
it
there's
no
harm
no
file.
C
F
I
C
C
So
those
conversations
really
start
early
with
our
families,
who
have
students
with
disabilities.
Often
they
start
with
us
in
their
infants
and
toddler
program
and
and
as
the
student
is,
is
provided
services
through
that
program
as
they
continue
on
in
their
individual
education
plan
based
on
their
needs.
Those
are
continuum
of
services
that
are
discussed
with
the
family
early
and
often
about
opportunities
moving
forward.
Okay,.
L
Just
one,
unless
the
answer
warrants
a
follow-up
so-
and
this
may
have
already
been
asked,
but
we
spoke-
or
at
least
somebody
mentioned
the
equity
lens
during
the
last
round
of
questioning,
and
it
made
me
think
about
what
context
if
any
is
used
when
collecting
data,
especially
when
it
comes
to
students
who
need
more
help,
so
special
needs
students.
My
question
particularly
pertains
to
esau
students.
L
The
exams
used.
The
assessments
used,
whether
that's
paper
paper
and
pencil
or
performance
based
to
collect
data
on
college
readiness,
specifically
in
our
literacy
classes.
English
classes
for
young
ones
is:
are
you
using
the
exact
same
exams
or
assessments
for
esau
students,
as
you
would
native
english
students.
C
Thank
you
for
the
question
so
for
our
kindergarten
students,
we
do
use
we
to
access
we're
finishing
that
up
right
now
to
assess
our
students
of
english,
our
english
language
learners
and
where
they
are
on
their
proficiency
with
language.
C
Our
three
and
four-year-old
are
currently
our
four-year-old
program.
We
do
often
consultation
with
our
english
language
teachers
in
the
building,
because
this
is
not.
It
is
not
a
mandatory
program
we
have,
and
I'm
very
proud
of
our
english
language
development
office
work
to
build
a
program
where
we
have
staff
to
support
students
in
english
language
learners
where
there
is
a
higher
population.
G
J
J
Their
future
actually
could
very
well
depend
upon
these
programs,
and
so
again,
I'm
concerned
about
this
disparity,
and
it
makes
me
wonder
why-
and
I
guess
there
are
multiple
reasons
for
that:
a
lack
of
awareness
of
resources.
Could
that
be
one?
I'm
not
quite
sure.
I
I'm
wondering
what
are
the
main
factors
that
might
contribute
to
what
I'll
call
the
readiness
gap.
J
And
again,
it
makes
me
think
about
connections,
the
more
connections
we
make
with
our
communities
and
our
parents
the
better
off
we're
going
to
be.
But
then
we
have
to
maintain
those
connections
so
on
one
hand,
I
may
have
thrown
out
a
few
questions
out
there,
but
I'm
just
kind
of
thinking
out
loud,
because
I
am
concerned
about
the
disparity.
B
It's
not
a
required
enrollment
period,
so
we
have
over
time
attempted
to
build
more
pre-k
and
now
kerwin
will
allow
us
to
do
even
more
of
that
and
add
the
three-year-olds,
because
what
you're
talking
about
mr
silkworth
is
the
numbers
you
saw
on
the
screen
as
distressing
as
they
are
and
give
us
sort
of
this
target
right
to
work
with
these
children.
B
It's
really
measuring
what
they've
done
before
they've
gotten
to
us
right.
That's
it's
the
measure
of
what
they
have
been
doing
or
not
doing
before.
They've
entered
school
in
any
of
the
jurisdictions
in
the
state,
and
now
it's
our
job
to
take
them
forward.
So,
the
more
that
we
can
enroll
in
pre-k
and
now
the
three-year-old
programs,
whether
it's
with
us
or
with
the
private
providers
and
using
mrs
dent's
term
incentivizing
them
to
take
on
these
programs
and
right
now,
not
many
of
them
are
going
to
take
advantage
of
it.
B
But
going
back
to
mrs
den's
question,
what
are
some
of
those?
What
is
an
incentive
to
have
more
of
the
parents
enroll
their
child
in
the
early
childhood
programs?
One
of
the
ways
we're
trying
to
do
that
is
create
full
day.
Pre-K
half
day
has
been
a
barrier,
many
families,
don't
right,
mom
or
dad.
The
adult
has
to
go
off
to
work,
and
they
don't
have
time
to
split
their
day
to
pick
the
child
up
or
drop
them
off
for
half
day
so
by
adding
pre-k
and
adding
it.
B
Making
it
full
day
is
much
more
attractive
to
families
enrolling
their
child
in
school
many
times
they
would
go
to
private
providers
because
they
could
get
a
full
day
of
schooling,
babysitting
whatever
it
might
be,
and
because
we
had
half
day
programs
we're
trying
to
convert
those
17
more
of
those
we
will
convert.
If
this
budget
moves
through
approved
by
this
board
on
wednesday
and
then
goes
to
the
budget
process,
we'll
have
17
more
full
day.
Pre-K
programs
in
the
county,
which
becomes
an
incentive
for
parents
to
bring
their
children
in.
B
K
K
I
don't
necessarily
believe
fundamentally
that
that
the
answer
to
that
problem
is
more
time.
Miss
shellheim
brought
up
the
napping
issue.
I
know
that
private
providers,
the
the
ones
that
I'm
familiar
with
they
do
provide
naps.
K
So
I
I
am
concerned
that,
as
we
try
to
address
this
problem
with
more
time
in
school
that
a
we
do
it
in
a
developmentally
appropriate
manner
and
b
that
we're
actually
tracking
to
see
if
these
measures
that
we
take
do
provide
the
outcomes
that
we're
trying
to
acquire.
K
So,
for
instance,
if
we
only
started
the
kindergarten
readiness
assessment
in
15
and
16,
we
didn't
have
this
data
when
kindergarten
went
to
full
day
and
are
we
able
to
measure
how
effective
that
was
and
are
we
trying
to
model
any
success
from
that
to
the
the
full
day
preschool
numbers
and-
and
I
don't
necessarily
know
that
that
we're
going
to
have
that
data
and-
and
I
would
hope
that
as
we
move
forward
that
we're
at
least
encapsulating
what
we're
doing
next
more
of
a
statement
than
a
question
when
I
asked
about
the
the
kindergarten
writing
assessment
that
was
kind
of
where
I
was
thinking.
K
K
Okay,
all
right
other
than
that,
just
I
am
excited
by
some
of
the
offerings
that
you
guys
have,
and
I
do
appreciate
you
coming
out
tonight,
so
thank
you
so
much.
A
Thank
you
yeah
a
couple
of
additional
things
for
me.
First
of
all,
I
just
want
to
give
a
shout
out
to
the
infants
and
toddlers
program.
A
My
own
daughter
had
some
speech
therapy
through
them
and
they
were
extraordinary
and
it
is
such
an
incredible
resource
in
this
county
and
they
have
such
an
incredible
reputation,
and
so
I
just
want
to
thank
you
offer
my
thanks
now
close
on
two
decades
later,
but
and
so
again,
I
think
part
of
the
thinking
back
to
the
blueprint.
Part
of
this
is
obviously
to
start
early.
A
For
all
the
reasons
we've
talked
about
that
children
are
ready
by
the
time
they
get
to
kindergarten
with
with
the
things
that
will
support
their
success,
but
presumably
that
also-
and-
and
I
think
ms
dent
was
getting
at
this
as
well-
supports
earlier
interventions
when
necessary
right.
So
what
are
we?
What
are
we
just
I'd
like
to
know
a
little
more
about
what
we're
doing
around
that.
You
know
how
are
things
being
picked
up?
A
What's
the
plan
you
know
this,
this
will
change
the
timeline
to
some
extent
right
because
we
will
see
a
lot
of
children
sooner
so
so,
where
are
we
with
that
or
how
are
we
thinking
about
that
now.
C
So
if
I'm
I'm
going
to
try
and
answer
your
question,
if
I
think
I
understand
it
so
we
you
know
one.
We
are
identifying
students
in
that.
What
now
blueprint
calls
the
tears
based
on
family
income
and
so
really
immediately
inviting
those
students
into
our
program
into
the
school
setting
for
that
early
intervention,
opportunity
in
and
of
itself
and
with
the
priority,
also
being
given
to
our
special
students
with
special
education.
D
C
And
our
english
learners,
so
I
think
that's
a
start.
I
know
I'm
not
answering
your
question
completely.
I
was.
A
A
C
Thank
you
for
that
clarification.
Mrs
nook
is
engaged
in
in
the
work
of
this
policy
area,
in
collaboration
with
our
special
special
education
team
and
so
you'll
see
in
our
budget.
C
We
do
have
a
request
for
additional
special
educators
because,
as
we
increase
our
seats
and
the
students,
we
will
be
able
to
see
each
and
every
day
we
certainly
may
find
that
there
will
be
students
who
are
in
need
of
an
individual
education
plan,
and
so
therefore,
the
instructor
support
is
going
to
be
needed
from
from
that
co-teacher,
perhaps
or
if
it,
depending
on
their
their
learning
continuum.
E
Yes,
I
would
just
add
that
you
know
I
think,
to
your
point.
The
earlier
we
see
students
the
earlier
we're
able
to
provide
good
instruction,
which
includes
differentiation
and
the
need
for
that
opportunity
for
trajectory.
Adjustment
right
and
one
of
the
great
things
is
that
when
we
see
students
at
a
younger
age
that
opportunity
for
support
is
probably
less
severe
right.
E
For
our
educators
to
work
with
students
regularly
in
an
ideal
situation
to
the
data
conversation
happening
will
hopefully
show
us
over
the
course
of
time.
As
we
look
at
a
student's
trajectory
from
pre-k-4
and
forward
that
those
gaps
that
may
have
existed
if
they
didn't
come
in
until
a
kindergarten
program,
do
no
longer
exist
right,
or
at
least,
are
able
to
be
adjusted.
So
I
think
your
point
is
really
well
made
that
good
data
earlier
always
allows
for
good
decision
making.
Earlier.
A
Yes
and
thank
you
for
making
clear
what
my
brain
was
not
capable
of
doing
tonight
so
and
and
just
to
add,
I
mean
I
I've.
A
I've
evaluated
a
lot
of
public
charter
programs
in
dc
and
when
dc
went
to
the
pre,
the
pre-k
three
and
four,
they
saw
a
lot
of
changes
and
they
saw
again
the
severity
of
the
issues
being
reduced
and
in
fact,
in
some
cases,
simply
alleviated
because
the
intervention
was
so
early.
So
one
last
quick
thing,
I
think
it's
it's
clear
from
a
lot
of
research
and
data.
That's
out
there
that,
on
the
whole,
one
of
the
most
important
things
that
we
can
give
our
children
early
on
is
broadly
speaking,
exposure.
A
I
mean
not
just
there's
the
reading,
there's
they're
the
particulars,
but
there's
simply
you
know
that
that
that
knowledge,
that
experiential
side
of
this
and
what
you've
described
in
the
day
includes
a
lot
of
that.
But
I'm
curious
about
our
pre-k
three
and
pre
pre
as
it
gets
started
in
our
pre-k
four.
There
are
opportunities
for
like
little
field
trips
and
things
out
to
see
the
museums
or
the
you
know,
all
the
other
things
that
we
have.
Can
you
speak
to
that.
C
Certainly
so
our
we
engage
in
as
many
field
experiences
as
we
possibly
can.
Certainly
it
is
a
variety
of
activities
and,
and
it
is
allowing
students
to
get
out
in
into
the
real
world-
and
you
know
the
the
application
of
learning
and
those
authentic
experiences.
C
We
also
maximize
things
we
have
right
here
in
you
know
in
our
backyard
arlington
echo
with
our
environmental
literacy
program,
certainly
that
within
partnership
with
the
public
library
and
trips,
to
see
them
so
absolutely,
and
now,
with
our
our
virtual
connection.
To
many
I
mean
we
almost
can
touch
anything
in
that
manner.
That
really
can
allow
the
students
to
travel
in
a
virtual
way,
with
with
an
experience
that
they
might
not
have
been
able
to
previously
well.
A
A
I
L
I
It
is
so
as
they
are
developing
a
curriculum
for
three-year-olds
and
four-year-olds.
Well,
that's
something
that
we'll
have
an
opportunity
to
at
least
look
in
weigh
in
on
or
is
there
something
that
is
just
operationally
and
we
have
zero
to
do
with
that.
That's
probably
a
question,
but
doctor
a
lot
well.