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From YouTube: 10-01-17 On Course
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A
Welcome
and
thanks
for
joining
us
for
on
course,
a
journey
through
Anne
Arundel
County.
We
intend
to
take
you
on
a
fascinating
trip
throughout
the
county
to
feature
the
amazing
that
happens
in
each
of
our
classrooms.
Each
and
every
day
our
travels
will
explore
all
aspects
of
the
division
of
academic
and
strategic
initiatives
where
the
focus
has
dedicated
solely
towards
supporting
all
students
on
their
learning
journey,
Advanced,
Studies
and
programs
curriculum
and
instruction
partnerships,
development
and
marketing,
as
well
as
professional
growth,
development.
A
All
figure
Pramod
Tulip
prominently
in
the
success
of
our
systems,
students
and
we
intend
to
share
the
many
aspects
of
their
work
on
this
series.
Welcome
aboard
and
enjoy
the
ride.
I'm
delighted
to
open
this
series
with
our
very
special
guests,
the
United
team
of
the
elementary
middle
and
high
school
mathematics
office.
They
work
hand-in-hand
with
the
primary
talent,
development
staff
and
the
events,
learners,
programs,
offices
and
team
to
create
an
outstanding,
strongly
aligned,
mathematics
trajectory
for
all
of
our
students
in
the
county.
A
They
have
in
concert
embraced
the
Maryland
college
and
career-ready
standards
and
built
curriculum
that
ascends
the
rigor
and
the
relevance
we
all
want
for
our
children.
Having
had
three
boys
that
go
through
the
entire
scope
of
Anne
Arundel
C
D
CPS
school
myself,
I
can
personally
attest
the
preparation
each
of
them
received
for
their
life
after
Anne
Arundel
County,
to
bring
to
bring
today's
message.
A
I
invited
the
coordinators
of
the
math
office
to
share
some
important
information
about
mathematics
here
in
Anne,
Arundel
County,
Public
Schools,
as
well
as
provide
valuable
insight
about
the
document
that
is
in
your
homes
today.
The
park
scoring
report
with
me
today
is
Nicole
coward,
Amanda,
Salva,
Ron
and
Kevin
way,
Jack
all
the
dye
Diane's,
the
dynamic
team
of
the
math
office
I'd
like
to
thank
you
guys
all
for
coming
today.
Thank
you.
So,
let's
start
off
give
us
little
bit
of
perspective
on
what
the
park
is.
A
B
So
park
is
a
couple
different
things:
it's
a
consortium
of
states
that
came
together
to
embrace
the
college
and
career
standards,
which
Maryland
has
called
the
Maryland
college
and
career-ready
standards.
We
use
those
standards
in
planning
our
curriculum
guides
and
in
planning
for
the
trajectory
of
learning
of
students.
K12
the
PARCC
consortium
works
with
each
other
to
create
a
PARCC
assessment
that
PARCC
assessment
is
given
in
grades
three
through
eight.
B
It
is
given
to
three
three
students
to
look
at
their
elementary
and
middle
school
trajectory,
and
then
we
also
assess
students
again
in
high
school
algebra,
1
geometry
and
algebra
2,
depending
on
when
the
student
gets
to
high
school
in
their
mathematics
course.
So
that
course
assessment
looks
not
just
at
math
content,
but
also
at
rigor
and
relevance.
It
looks
at
comprehension
and
a
student's
ability
to
problem-solve
on
a
deep
level.
Oh.
B
A
C
Corporal
gamble
with
a
Nora
County
police
in
regards
to
school
safety,
there
are
certain
items
that
are
not
allowed
in
school
weapons.
Anything
that
can
be
construed
as
a
weapon
cannot
be
brought
to
school
things
like
switchblades
knives.
Anything
with
the
sharp
point,
fingernail
files
guns
of
any
sort
cannot
be
brought
to
school.
Also
illegal
drugs
prescription
drugs,
unless
they're
issued
by
the
health
room
cannot
be
brought
to
school
tobacco
products
of
any
sort
alcohol.
Anything
of
that
nature
is
not
something
that
you
can
have
in
school.
D
Things
kept
thank
you
for
having
me
there's
a
lot
of
information
that
parents
should
know
about
Park.
The
elementary
student
is
given
the
PARCC
assessment
in
grades,
three
four
and
five
to
measure
a
variety
of
different
major
content,
additional
content
and
supporting
content.
Each
of
the
students
is
asked
to
respond
through
writing
and
drawing
in
a
variety
of
ways
to
demonstrate
their
knowledge
with
great
appropriate
content.
So.
A
D
Absolutely
when
parents
receive
the
PARCC
student
report,
they
learn
just
a
few
things
in
the
first
ring,
students
receive
an
overall
score
and
in
each
subject
that
falls
into
one
of
five
performance
levels.
Performance
levels
range
from
one
where
it
shows
that
our
student
is
not
yet
meeting
those
grade
level
standards
all
the
way
up
to
a
level
five,
which
indicates
that
the
student
student
has
exceeded
grade-level
expectations.
D
D
Also,
students
scoring
a
four
or
a
five
which
meets
or
exceeds
grade-level
expectations
are
on
track
and
ready
for
college
and
career
coursework
as
they
move
throughout
our
trajectory
and
then
finally,
that
fourth
ring
there's
a
section
that
shows
how
your
student
is
performing
compared
to
the
students
in
the
same
grade
at
the
same
school
across
the
school
district,
as
well
as
around
the
entire
state.
So
this
details
the
percentage
of
students
who
achieved
at
the
different
performance
levels
so.
A
I
really
appreciate
you
breaking
that
down
in
helping
our
audience
members
understand
what
those
each
of
those
sections
mean,
because,
honestly,
the
report
just
has
a
lot
of
numbers
on
and
so
having
a
little
bit
of
definition
about
that
is
is
important.
So
you
know
I'm
a
parent
and
I
get
that
report.
What's
next
I
understand
the
reporter
I
understand
what
the
numbers
mean,
what
do
I
do
with
it?
So.
D
First
and
foremost,
I
think
it's
a
tool
that
you
can
utilize
in
a
parent
conference
with
your
child's
teacher.
It
gives
you
some
good
information
to
talk
with
them
about
to
build
a
conversation.
It
also
gives
you
a
chance
to
see
and
better
understand
what
we're
asking
our
students
to
do.
Specifically
in
grades,
three
four
and
five
at
home
parents
can
be
enthusiastic
about
mathematics,
making
sure
that
all
of
our
students
understand
that
they
are
mathematicians,
and
they
can
do
this
thinking
about
how
they
can
bring
math
into
the
real
world
at
the
grocery
store.
E
D
You're,
your
teacher
can
sit
down
and
even
share
work
samples,
okay,
based
on
what
your
child
has
provided
within
the
classroom,
to
show
their
strengths
and
some
areas
where
they
may
have
some
flawed
reasoning
or
justifying,
and
parents
can
learn
more
again
about
what
we're
asking
students,
how
we're
asking
them
to
respond
and
truly
demonstrate
that
they
have
a
full
understanding
of
the
content
at
that
grade
level.
So.
A
D
A
D
A
D
A
F
Me
hi
I'm
Jodie
Russi,
the
host
for
food-for-thought
and
later
today,
I'm
joined
by
corporal
Megha,
not
from
the
police
department
in
Anne,
Arundel
County,
and
we're
going
to
talk
about
how
in
Arundel
County,
Public,
Schools
and
Anne
Arundel
County
police
department
are
joining
forces
corporal
odd.
How
are
we
joining
together
to
make
a
difference
for
the
communities
we
serve?
Well.
A
H
So
in
the
elementary
school,
when
they
look
at
their
Park
scores
of
you
know,
students
who
have
four
or
five,
where
they're
meeting
the
expectation
or
they're
exceeding
the
expectation,
that's
really
trying
to
identify
that
learner.
Who
has
an
opportunity
to
go
really
deep
into
the
curriculum
they're
not
going
to
necessarily
accelerate
so
they're
not
doing
the
next
grade.
Level
of
mathematics
are
just
taking
that
standard
and
really
understanding
it
to
more
of
a
depth
level.
H
So
once
we
get
into
middle
school,
those
PARCC
scores
and
fourth
and
fifth
grade
are
very
important
because
in
middle
school
sixth
grades
is
the
first
opportunity
to
accelerate
and
go
on
to
a
pathway
that
does
the
on
grade-level
standards
and
the
on
grade-level
work.
But
they
go
through
to
the
faster
pace
and
they're
able
to
access
some
of
the
seventh
grade.
Standards
in
the
math
67
course
I've.
H
Once
we
get
into
middle
school,
we
don't
really
have
advanced,
math
and
non
advanced
math.
We
have
course
called
math
six
math,
seven
math,
eight.
Those
are
your
on
grade
level
courses,
meaning
if
you're
in
the
sixth
grade.
You
are
perfectly
on
grade
level,
if
you're
in
the
math
six
course.
But
if
you
understand
the
material
at
the
depth
of
what
the
PARCC
is
telling
us
at
a
level
five
we're
exceeding
that
understanding.
You
really
have
a
strong
command
of
the
mathematics.
H
A
H
So
we
have
two
pathways
in
the
middle
school
we
have
the
on
grade
level
pathway
and
the
accelerated
pathway,
the
on
grade
level
pathway
when
they
get
into
high
school.
They
take
algebra.
One
is
a
ninth
grader.
That
doesn't
mean,
though,
that
they
don't
have
an
opportunity
to
access
those
higher
level.
Mathematics
courses.
E
H
Calculus
or
linear
algebra
they
can
access
those
higher
level.
Math
courses
simply
by
taking
an
alternative
route
and
one
of
those
alternative
routes
would
be
as
a
9th
grader
they
may
choose
to
double
up.
They
may
choose
to
take
algebra
one
at
the
same
time
as
geometry,
which
is
an
option
that
a
lot
of
our
students
do.
We.
A
Know
a
lot
of
maturing
happens
that
the
L
at
the
middle
school
level,
what
happens
if,
like
that
say,
for
instance,
a
student
tests
and
is
prepared
for
a
math
6
placement
as
a
6th
grader,
but
then
start
showing
some
greater
understanding
or
there
are
ways
to
accelerate
once
you
get
started,
or
are
you
kind
of
set
in
that
path?
No,.
H
You're,
never
stuck,
you
always
will
have
that
opportunity.
So
when
you
go
into
the
math
6
course,
if
you
do
really
really
well
and
then
you
do
really
well
on
your
PARCC
score,
you
have
an
opportunity
to
access
our
course
called
Summer
Bridge,
which
happens
over
the
summer.
The
dates
for
our
Summer
Bridge
opportunity
this
coming
summer
is
always
on
our
website
and
what
the
student
will
have
an
upper
tunity
to
take
a
course
either
face-to-face
with
an
instructor.
However,
we
know
that
family
vacations
are
during
the
summer.
H
There
are
a
lot
of
things
that
are
planned
ahead
of
time.
The
alternative
option
is
an
online
course
either
way
they
take
this
Summer
Bridge
opportunity.
If
they
pass
this
opportunity,
then
they
have
an
then
they're
placed
into
that
accelerated
pathway
as
a
7th
grader
or
even
as
an
8th
grader,
because
we
have
two
Summer
Bridge
options.
H
A
H
Is-
and
we
really
look
at
these
parks
scores
they're,
really
important
for
us
to
understand
what
piece
of
the
mathematics
a
student
is
understanding.
Do
they
understand
just
the
supporting
content?
Do
they
understand
the
major
content?
In
addition
to
the
supporting
content
additional
content?
Do
they
only
understand
procedures,
or
can
they
take
a
procedure
and
look
at
that
reasoning,
modeling
and
application
piece?
So
when
we
look
at
that
score,
I
know.
Amanda
had
previously
talked
about
a
score
of
a
1
through
5
range,
so
we
look
at
the
fours
and
fives.
H
It
means
you're
on
grade
level.
You've
exceeded
grade
level
agreed
a
score
of
a
three
means
that
you're
kind
of
close
there's
that
wiggle
room
true
and
then
a
score
of
a
one
or
two
raises
concerns
like
what's
going
on
that
they're
not
able
to
grasp
the
content,
the
way
that
we
want
them
to
and
when
we're
on
a
the
pathway.
H
A
H
H
We
look
at
make
those
connections
when
we're
looking
at
a
student's,
mathematical
understanding
of
content
in
the
middle
school
to
help
them
prepare
for
those
advanced
courses
in
high
school,
because
the
student
has
to
take
a
math
course
all
four
years
of
high
school,
and
so
we
don't
want
to
push
them
too
quickly
through
material
that
they
end
up
running
out
of
courses
or
they
get
stuck
and
they
hit
that
proverbial
wall
of
where
they
just
don't
know
what's
going
on,
because
they
don't
have
that
deep
conceptual
understanding.
Well,.
I
When
a
school
bus
stops
to
load
students
as
a
driver,
this
is
what
you
will
see
at
150
feet.
The
bus
will
activate
hazard
lights
at
a
hundred
feet.
The
bus
driver
will
activate
the
amber
lights.
They
will
start
slowing
down
at
ten
feet
before
the
bus
stops.
They
will
turn
on
the
red
bus
lights.
There
stop
sign
will
come
out
and
students
will
begin
to
load
once
all
students
are
on
board
safely.
The
bus
driver
will
turn
off
red
lights
and
move
forward
at
this
time.
A
Welcome
back
Kevin
I
know
that
in
the
opening
you
shared
a
little
bit
about
what
the
PARCC
score
meant
at
the
high
school
level,
and
you
mentioned
Algebra
one
geometry
and
algebra.
Two
and
I
know
that
Nicole,
which
is
talking
about
the
mathematics.
Trajectory
pathway,
tell
me
a
little
bit
about
how
Parc
really
does
affect
the
math
experience
at
the
high
school
level.
Yeah.
B
Absolutely
so
nicole
has
talked
about
kind
of
two
pathways.
You
talked
about
our
own
grade
level,
students
and
our
accelerated
students,
our
own
grade
level.
Students
will
take
Algebra
one
as
ninth
graders,
okay
algebra
one
for
our
accelerated
students
will
occur
in
grade
eight
okay,
students
who
are
on
that
accelerated
pathway
will
then
take
geometry
or
sometimes
algebra,
two
in
high
school,
the
algebra
one
course
those
skip
as
we
talked
about
kind
of
that
journey
to
calculus
in
graduation
sure.
It's
really
we're
from
a
high
school
perspective,
Park
kind
of
strikes
a
note.
B
E
B
To
take
and
pass
for
graduation
got
you
so
in
addition
to
English
ten,
the
Mesa
test
and
our
government
assessment
Algebra
one
is
the
math
test
that
we
look
to
students
to
pass
as
part
of
their
high
school
preparatory
program,
so
students,
whether
they
be
in
eighth
grade
or
Algebra,
one
in
ninth
grade
whenever
they
take
that
course.
Okay.
E
B
B
A
E
A
B
Yeah,
the
the
hope
is
that
by
the
time
students
reach
high
school
they've
had
a
lot
of
years
to
to
grow
through
their
own
individual
learning
and
that
they've
really
gotten
a
good
sense
of
where
they
are
and
that
we've
been
able
to
support
them.
But
yes,
that
they
will
pass
that
test
as
well
as
be
just
highly
successful
mathematicians
throughout
the
course
right.
B
Students
who,
every
day
come
into
that
math
course,
with
questions
and
and
learning
really
have
a
good
opportunity
to
just
showcase
what
they
know
on
that
assessment
and
then
particularly
for
our
accelerated
students.
We
we
have
kind
of
another
little
wrinkle
that
goes
into
it,
so
those
students
are
going
to
test
in
algebra,
one
in
the
eighth
grade,
sure
and
then
they're
gonna
go
to
high
school
and
hopefully
they'll
have
met
their
high
school
requirement.
B
I
know
that
most
of
them
will
have
and
what
will
then
happen
is
then
they'll
be
in
an
honors
geometry
course,
or
maybe
an
honors
algebra
2
course
again,
depending
on
where
they've
been
sure
and
we're
gonna
end
up
assessing
them
again,
because
you
know
there
is
a
state
regulation
that
says
we
will
assess
students
every
year
that
they
are
in
school,
third
through
eighth
grade
and
then
at
least
once
in
high
school.
So.
A
B
I
was
talking
to
people
about
filling
buckets,
and
so
there's
that
that
graduation
bucket,
then
there's
also
that
high
school
assessment
bucket
and
our
ninth
grade
students
that
test
an
algebra
one
they
get
to
fill
both
buckets
at
once.
Our
accelerated
students
get
to
continue
to
show
us
what
they
know
along
their
paradigm
and
so
again
we
we
work
with
our
curriculum
and
our
instruction
to
make
sure
that
students
are
well
prepared
for
that
are
accelerated
students.
You
know
have
that
that
that
desire
and
deep-seated
miss
to
do
math
at
a
high
level.
B
It's
part
of
the
reason
why
they
have
consistently
shown
that
high
level
performance
in
math
throughout
middle
school,
those
fours
and
fives
on
the
PARCC
assessment.
They
you
know,
they're,
really
digging
deep
into
the
math,
so
we
find
that
our
students
really
are
highly
engaged,
and
so
those
assessments
are,
you
know,
they're,
no
they're,
not
things
that
we
want
anyone
to
stress
out
about
right.
We've
talked
about
that
throughout
the
course
of
things
that
you
know.
B
B
B
We
want
to
create
an
individualized
pathway
for
every
student
in
our
system
and
a
college
and
career
readiness
assessment
like
the
PARCC,
algebra
2
or
the
ECT
would
allow
us
us
to
continue
to
help
students
on
their
trajectory.
Our
school
counseling
office,
our
administration,
our
teachers.
Everyone
plays
a
role
in
that
work
and
as
students
progress
throughout
high
school,
there
they're
kind
of
always
getting
that
conversation
about.
B
What
are
you
looking
for
next
where's,
your
next
life,
you
know,
step
taking
you
and
our
goal
as
a
math
office
is
to
make
sure
that
whatever
pathway
they're
ready
for
that
we're
able
to
support
them.
We
have
many
students
in
our
district
who
are
completing
a
career
pathway,
they're
looking
to
start
a
career,
but
they're
also
looking
to
look
down
the
road
to
a
college.
You
know
if
you're,
if
you're
gonna
do
HVAC,
but
you
don't
own
your
own
business.
B
You're
gonna
want
some
of
those
business
courses
at
the
Community
College
or
a
four-year
university.
Maybe
something
you
don't
do
right
away
or
do,
but
we
want
to
always
keep
that
door
open,
so
keeping
math
fresh
in
people's
heads
and
helping
them
take.
You
know
that
what
we
call
those
traditional
math
courses
here,
such
that
they're,
always
kind
of
at
the
ready
with
those
skills
when
they
get
to
college,
is
very
important
to
us
as
a
system
and
also
as
a
state.
So.
A
You
mentioned
the
platform:
when,
were
you
talking
about
Algebra,
one
I
don't
want
to
get
too
far
into
the
week
preparing
the
students
is
really
the
obligation
and
responsibility
to
school
system.
Tell
me
a
little
bit
about
what
algebra
looks
like
today
as
opposed
to
what
it
might
look
like
five
years
ago
or
even
ten
years
ago,.
B
E
B
In
the
old
days,
the
old
days,
just
a
few
years
ago,
five
seven
ten
years
ago,
curriculum
was
a
little
bit
more
spiraled.
You
did
my
examples,
ours,
fractions
right,
you
did
fractions
at
one
point
in
any,
did
fractions
again
and
he
did
fractions
that
you
maybe
never
quite
mastered
fractions
because
of
the
timing.
A
minute
and
Nicole
have
talked
about
their
program.
They've
had
the
opportunity
to
talk
about
what
happens
in
that
grade
through
three
there's,
really
some
solid
foundational,
math
learning
that
happens
there
sure
such
then
at
the
algebra
1
level.
B
Of
those
you
know
introductory
algebra
skills
solving
some
basic
equations
graphing
lines,
a
lot
of
proportional
reasoning
all
really
lives
within
our
middle
school,
such
that
when
students
enter
ninth
grade,
they
are
ready
to
really
tackle
both
real-world
application,
but
also
some
theoretical
mathematics
and
apply
everything
that
they've
learned,
both
contextually
and
theoretically,
to
new
scenarios,
and
really
that
is
the
the
success
of
the
work
that
we're
doing
now
right.
It's
not
that
cookie
cutter
approach,
where
you're
gonna
practice
a
problem
every
day
and
then
suddenly
see
that
problem
again
on
a
test.
B
B
We
don't
want
students
to
take
a
year
off
of
algebra
right
so
in
their
geometry
courses,
they're
gonna
see
algebra
algebra
traditional
algebra
right
where
they
might
evaluate
something
for
a
variable,
or
they
might
apply
some
algebraic
skill
in
order
to
solve
a
problem
through
that
lens
of
geometry.
Keeping
all
of
those
skills
fresh
is
really
important,
because
the
spiral
is
part
of
the
regular
instruction.
Now
it
doesn't
happen
purposefully
that
we're
gonna
constantly
study
the
same
thing.
It's
just
now
integrated
into
a
new
experience
that
is
relevant
for
the
current
course
I.
B
A
B
Absolutely-
and
you
know
it
it's
one
of
those
things
that
from
from
pre-k
on
we
want
to,
we
want
to
look
at
students
holistically
and
we
want
to
know
what
they
know.
But
specifically,
as
we
look
about
mathematics,
we
want
to
make
sure
that
we're
building
in
all
those
additional
supports
for
students,
while
still
moving
them
forward
because
as
they
exit,
whichever
pathway
they
want
to
to
take
on,
we
want
to
be
ready
to
help
them
for
that.
So.
B
That's
a
great
question
so,
as
someone
who
gets
text
messages
from
friends
right
and
says,
help
me
with
this
math
Pro
homework.
The
first
and
foremost
thing
is
I
would
always
know
where
my
resources
lie.
Good
point
our
County
website
under
the
math
section,
has
some
some
good
opportunities
for
parents
to
seek
out
some
additional
supports.
We
also
do
back
to
PARCC,
have
a
link
to
the
power
the
park
site.
B
I
B
Experiences
you've
had
and
what
prior
learning
you
had,
and
it's
really
important
to
put
that
positive
face
forward
for
kids
sure
you
know
no
one,
no
one
says
I'm,
not
a
reader
or
I.
Don't
read
write,
even
if
you
you
don't
do
that
on
the
regular
right,
so
taking
opportunities
for
math
whenever
they
come
up.
You
know
if
you're
going
to
a
store-
and
you
have
a
student-
ask
them
to
make
change
even
if
they're
in
9th
or
10th
grade
just
using
some
of
the
skills.
G
B
A
Well,
I
really
appreciate
you
bringing
those
words
of
encouragement
and
great
information
to
our
viewer,
so
I
hope
you
found
the
information
that
the
office
of
mathematics
brought
here
today
to
be
beneficial
as
you
prepare
to
have
those
conversations
with
your
child
about
their
Park
score
as
I
shared
earlier.
We're
looking
forward
to
taking
this
journey
together
and
I
want
to
thank
you
for
coming
on
course
with
me
here
in
Anne,
Arundel
County,.