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From YouTube: BHHS: Principal's Coffee - November 15, 2022
Description
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A
All
right,
good
morning,
everybody,
thank
you
very
much
for
being
here.
The
the
November
November
principal's
coffee
is
historically
the
least
attendant
of
the
year
and
I'm
happy
to
say
that
moving
it
up
a
week.
It
doubled
the
size
of
our
crowd
today.
I'm
very
happy
about
that.
So
thank
you
for
being
here,
and
we
have
an
agenda
today
that
we're
going
to
try
to
get
through
Channel
success.
A
If
you
had
any
additional
questions,
we're
also
going
to
discuss
parent-teacher
conferences
and
when
they
are
how
to
sign
up
for
them
and
when
that
information
will
be
coming
out
and
then
we're
going
to
briefly
go
over
the
oecd
test
for
schools
and
I'll,
explain
what
that
is.
But
I
want
to
thank
you
for
being
here.
Thank
you
to
our
board
members,
as
always
for
being
here
and
supporting
all
of
our
initiatives,
and
let
me
just
congratulate
our
two-time
state
champion
girls,
Tennessee,
very
well
and
just
a
tremendous
accomplishment.
A
Two
years
in
a
row
we're
going
to
be
having
a
parade
for
them.
Well,
the
town
will
be
having
a
parade
for
them.
This
Sunday
at
10
A.M,
and
it's
going
to
start
at
HCC
and
then
wind
through
the
town
and
then
wind
up
back
at
town
hall
for
a
brief
ceremony.
So
we
are
encouraging
everybody
to
come
out
support
the
the
team
and
just
Byram
Hills
Athletics
in
general,
we're
also
very
excited.
A
At
the
end
of
this
week,
Friday
we
have
Much
Ado,
About
Nothing,
kicking
off
7
P.M
on
Friday
night,
and
then
we
have
two
shows
on
Saturday.
We
have
the
matinee
at
two
and
then
we
have
the
seven
o'clock
final
performance.
So
we're
very
excited
about
that
and
we
hope
that
the
community
comes
out
to
support
our
kids
who
are
participating
in
that.
So
all
right,
let
me
switch
gears
now
so
child
success.
If
we
go
back
to
2017,
we've
been
partnering
with
them.
A
So
it
helps
us
to
dig
deeper
into
looking
at
academic
engagement,
academic,
Integrity,
extracurricular
involvement,
teacher
care,
parent
expectations,
sleep
and
actually
homework
and
workload.
So
it
helps
us
to
look
in
those
areas
to
get
a
pulse
of
what
it
is
to
actually
be
a
student
here
at
Byram,
Hills,
High
School,
and
over
the
course
of
the
years.
A
They
were
really
running
all
the
time.
It
didn't
necessarily
align
to
our
values
as
closely
as
we
wanted
it
to,
and
child
success
was
the
vehicle
which
helped
us
to
Define
our
values
and
then
to
create
a
master
schedule
that
more
closely
align
to
those
values.
So
child
success
is
it's
not
the
fix-all,
it's
not.
Oh.
You
bring
them
in
and
every
all
your
problems
go
away.
A
It's
really
just
a
lens
for
us
to
start
working
at
working
through
many
of
our
issues,
and
just
because
we've
come
up
with
a
new
master
schedule
doesn't
mean
that
we
are
done
and
we're
now
moving
on
to
a
new
chapter
challenge.
Success
is,
is
a
lens
that
we're
going
to
constantly
use
to
frame
our
decisions
here,
and
it
really
is
very
helpful
to
look
at
it
through
the
idea
of
that
student
experience
and
what
that
means.
A
One
of
the
great
things
about
it
is
that
we
invite
stakeholders
from
all
different
areas
to
be
involved
in
the
in
the
steering
community
and
if
any
parent
has
any
any
desire
at
all
to
be
involved.
Please
just
shoot
me
an
email
you're
more
than
welcome
to
come,
and
that
goes
as
well
for
students,
students
who
want
to
think
about
their
experience
and
who
may.
B
A
So
some
of
the
things
that
we
have
coming
up
this
year
that
we're
looking
into
we're
going
to
go
and
revisit
student
shadowing
and
student
shadowing
for
me
was
the
most
eye-opening
thing
that
I
have
ever
done
as
an
educator,
I
was
able
to
Shadow
a
student
for
an
entire
day
and
having
gone
through.
It
realized
how
exhausted
I
was,
and
we
were
asking
our
kids
to
do
this
day
in
and
day
out
now.
A
A
A
Was
getting
the
kids
to
let
us
know
what
they
wished?
Parents
would
know,
their
friends
would
know
their
teachers
would
know,
and
the
administrators
would
know
and
putting
that
back
out.
There
I
think
it
really
reflected
a
lot
of
the
things
that
we
sort
of
thought
were
going
on,
but
it
really
it
made
it
very
clear.
A
It
has
a
background
of
why
we're
involved
with
child
success
and
then
I'm
going
to
let
Greg
take
you
through
that.
So
Greg
I'd
like
to
thank
you
for
being
here.
I
know
it's
a
busy
season
for
you.
So
thanks
for
taking
the
time
out
to
be
here
with
us
all
right.
This
is
my
attempt.
So
if
you
go
on
the
home
page,
you
can
see
over
here
there's
the
link
on
the
right
hand,
side
under
the
navigation
page,
so
you
can
click
there
and
then
parent
resources,
one
should
go
on
there.
B
Have
up
right
now?
Thank
you
so
much
for
allowing
me
a
few
minutes
today.
My
name
is
Greg
Corolla
I'm,
one
of
the
school
counselors
here
in
the
high
school
I,
have
been
on
the
challenge
success
committee.
For
the
past
six
years,
it's
been
an
absolutely
wonderful
journey.
I
have
learned
so
much
from
administrators
from
faculty
from
parents,
but
similar
to
what
Mr
wall
said.
I
need
to
Echo
this.
It's
been
the
work
of
the
students
in
the
challenge.
B
Success
committee
that
has
been
spectacular,
I
can't
tell
you
how
many
times
we've
sat
in
this
room,
and
we
hear
these
high
school
students
witness
to
their
student
experience
and
the
depth
of
their
Insight.
The
generosity
of
their
spirit
is
is
amazing.
We
need
to
hear
from
them
because
everything
about
challenge
success
is
about
what
Mr
wall
said.
It
is
really
about
the
student
experience
and
that's
what
makes
this
work
that
we
do
so
deep
and
so
meaningful.
B
We
need
to
think
about
parents,
we
think
about
teachers,
but
we're
here
to
serve
the
best
interest
of
the
students
and
that's
really
what
child's
success
does
in
so
many
good
ways.
So
I
last
year
in
the
steering
committee,
we
said
we
do
a
good
job,
putting
information
out
there,
but
if
this
would
be
a
good
sign
for
a
re-articulation,
let's
make
sure
that
folks
in
the
community
have
a
resource.
So
the
idea,
the
recommendation
was,
let's
create
a
website,
so
I
want
to
thank
Tara
Deeks.
B
Who
is
a
parent
on
the
committee
who
did
who
helped
put
this
together,
help
with
the
content
and
also
Brian
and
Elsa,
who
helped
with
the
website
design
I'm
going
to
get
to
the
the
sections
of
the
website
in
a
minute,
I
think
part
and
parcel
with
talking
about
challenge
success.
A
little
historical
lens
couldn't
hurt
challenge
successful.
Interestingly
enough
began,
it
was
called
a
stressed
out
students.
B
Fast
forward.
A
few
years
later,
there
was
a
survey
done
in
2013
across
schools
in
California
and
the
folks
in
secondary
Ed
and
a
challenge.
Success
were
concerned
with
their
results.
The
students
were
reporting
a
lot
of
thoughts
of
self-harm,
thoughts
of
hopelessness,
not
getting
enough
sleep,
so
it
was
that
data
that
created
the
need
for
challenge
success.
B
Okay,
so
so,
with
that
historical
background,
the
folks
at
Stanford
University,
they
went
from
stressed
out
students
to
a
more
positive
branding
of
challenge
success
and
they
took
the
word
success
and
they
literally
turned
it
upside
down
in
their
logo
and
that's
a
good,
a
clue
for
us
about
what
channel's
success
is.
It
is
this
idea
that
we
need
to
rethink
about
and
reflect
on
what
is
success.
Success
is
not
the
same
for
all
kids.
B
So
with
that
in
mind,
we
wanted
to
put
out
a
website
and
we
wanted
the
website
to
be
transparent
and
I'm
thinking
about
a
first-time
user,
a
parent
coming
into
the
district,
a
student
who
wants
to
learn
about
it,
and
so
you
have
to
start
with
some
frequently
asked
questions
and
the
first
one
is
what
is
child
success
and
the
blurb?
There
speaks
to
sort
of
the
basics
of
challenge.
Success.
B
Is
this
this
belief
that
our
society
into
no
one's
fault
we're
not
here
to
put
blame
on
anybody,
but
when
you
have
great
success
in
schools,
sometimes
the
focus
can
get
very
narrow
around
grades
and
testing
and
college
outcomes
and
performance.
So
the
idea
of
child
success
is
to
challenge
is
to
challenge
that
mindset.
We
started
in
2017-2018.
This
is
our
sixth
year
and
I.
Think
it's
important
to
look
at
what
drove
us
to
our
challenge
success.
Why
did
Byron
Hills
make
this
good
lead?
Why
did
we
wanted
to
do
this
good
work?
B
Well,
some
other
schools
in
Westchester
know
from
a
benchmarking
standpoint,
some
other
outstanding
schools
in
Westchester
were
dipping
their
toe
in
the
pool
and
getting
involved
in
challenge
success
but,
more
importantly,
I
feel
challenged.
Success
is
perfectly
in
concert
with
Byron
Mills.
It's
in
concert
with
our
district
initiative,
our
goals
I
think
about
buyers.
It's
about
continuous
Improvement!
That's
what
we
do
so
good
on
us
that
we're
always
looking
at
the
student
experience
and
we're
always
assessing
the
student
experience
and
trying
to
improve
the
student
experience.
B
If
you're
going
to
do
this
type
of
good
work?
It's
important
that
you
are
using
good
data.
You
can't
rely
on
some
antidote
from
a
school
counselor
saying
that
the
kids
are
stressed
out.
That's
not
good
enough.
You
better
have
some
good
data
and
we
have
it.
We
have
some
surveys
that
were
school-wide
that
were
done
in
2017
and
again
in
2021,
Mr
Walsh
itemized,
some
of
those
areas
that
the
survey
helps
us
to
assess.
B
Schools
need
to
know
what
the
schools,
what
do
our
students
feel
during
the
school
day?
Do
they
feel
they're
in
a
climate
of
care?
How
much
sleep
are
they
getting?
Are
they
enjoying
school
or
are
they
quote
unquote
doing
school?
So
Stanford
has
created
a
rubric
and
a
measurement
that
allows
us
to
look
at
that
data,
and
it
also
allows
us
to
compare
ourselves
among
the
cohort
of
other
challenge.
Success.
Schools.
B
B
Probably
the
most
important
thing
to
look
at
is
how
has
challenge
success,
impacted
our
district
and
we
have
a
Google
doc
that
we
link
that
will
come
up.
Some
of
you
might
have
seen
this
before
challenge
success.
The
folks
at
Stanford
University
encourage
you
once
you
have
your
data
to
come
up
with
sort
of
some
do
some
strategic
planning.
You
have
your
data,
which
steps
are
you
now
going
to
take
to
implement
good
change
and
they
created
these
five
domain
areas,
starting
with
students,
schedule
and
use
of
time
going
across
to
stakeholder
education?
B
So
everything
that
our
committee
has
done
and
our
meetings
are,
are
fun.
Sometimes
it's
a
fire
hose
of
great
ideas
and
energy
and
suggestions,
and
we
have
to
stop
and
pause
and
say:
okay,
what's
feasible,
what
can
we
do?
Are
we
helping
students
with
with
authentic
assessment?
Is
this
a
climate
of
care
piece?
Does
it
speak
to
their
use
of
time,
Etc
et
cetera,
so
I
said
in
the
use
of?
For
the
sake
of
time,
you
can't
go
over
all
the
wonderful
things
that
we've
done.
Mr
Walsh
did
on
the
Hallmark
piece
earlier
today.
B
A
So
on
this
space
template,
you
can
begin
that
is
written
in
Black.
Those
are
things
that
came
from
the
committee
and
have
been
have
been
done
and
completed.
So
some
things
work.
Some
things
don't
work.
You
can
see
up
there
in
the
top
left
student
schedule
and
use
the
time.
The
first
thing
that
we
tried
was
staggered
quarters.
A
So
back
in
the
days
when
we
had
the
old
schedule,
it
was
so
hard
because
kids
at
the
end
of
the
quarter,
the
intensity
would
just
Skyrocket
and
what
we
saw
we
saw
so
many
different
issues
of
emotional
dysregulation
at
the
end
of
the
quarter
that
we
said
all
right.
Well,
let's
see.
Maybe
if
we
untied
each
content
area
and
each
content
area
had
their
own
end
of
the
quarter,
then
maybe
it
would
limit
sort
of
the
intensity.
A
Well,
it
limited
the
intensity,
but
what
it
did
is
just
stretched
it
out
over
a
longer
period
of
time.
So
some
of
the
things
we
try
and
they
work
some
of
the
things
they
and
they
don't
work,
and
it's
all
about
just
challenging
that
status
quo
to
see
if
we
can
get
something
better.
So
the
things
in
blue
are
those
things
that
have
been
proposed
and
maybe
we're
looking
at
implementing
and
then
the
things
that
are
highlighted
in
yellow
those
are
things
that
are
actually
currently
in
the
works.
B
We
would
hear
at
the
conference
in
Stanford
from
our
peer
schools
where
they
would
suggest
we,
we
tried
staggered
quarters
or
we
try
to
change
our
Bell
system.
So
some
of
these
ideas
actually
have
come
at
workshops
that
we've
been
on
with
other
Stanford
success.
Challenge
successful
just
to
close.
The
last
piece
of
our
website
has
some
resources:
resources
for
parents,
resources
for
students
and
resource
writer
Staff
feel
free
to
check
that
out.
There's
one
that
I
that
I
like
and
I
Incorporated
it
into
my
work
as
a
school
counselor.
B
It's
an
infographic
entitled
playtime
downtime
family
time
and
they
use
Stanford.
This
is
the
acronym
PDF
to
shorten
it
and
it
speaks
to
how
important
this
is
for
an
adolescent
that
these
are
actually
protective
factors
in
the
development
of
a
Child
and
Adolescent,
and
there
are
some
graphics
here
for
elementary
for
middle
and
for
high
school,
just
one
example
of
some
of
the
good
resources
that
are
out
there.
So,
in
summary,
we've
been
doing
this
for
five
and
a
half
years.
B
A
Greg
yeah,
so
you
know
ultimately,
when
we
went
out
it
was
Evian.
Mascara
was
a
senior
that
year
and
then
we
had
Eliza
Goldman,
who
was
a
freshman
that
year
we
took
our
team
and
we
went
out
to
Stanford
and
we
worked
with
their
coaches
there
and
really
tried
to
highlight
and
identify
what
are
the
root
causes
of
the
issues
that
cause
our
Stress
and
Anxiety
here
at
Byram
Hills,
and
they
came
up
with
three
things
that
are
going
to
be
no
surprise
to
any
of
you.
A
So
the
first
thing
was
the
the
Stress
and
Anxiety
that
was
attached
to
the
College
acceptance
process,
so
that
was
a
big
one
that
drove
it.
The
second
one
was
the
idea
that
the
curriculum
is
not
controlled
locally,
but
that
we
have
outside
organizations
that
are
driving
the
curriculum
that
then
put
pressure
on
our
faculty
and
staff.
So
the
aps
Regents
these
different
curriculum
that
we
don't
create
that
they
they
create
a
lot
of
stress
because
there's
a
pressure
to
move
through
the
curriculum
and.
B
A
The
last
thing
is
the
sort
of
connection
to
social
media.
This
idea
that
it's
a
24-hour
cycle
for
our
students
that
they're
never
able
to
get
a
pause,
get
away
from
it.
It's
not
like
when
we
were
growing
up
and
there
was
a
one
rotary
phone
in
the
living
room
and
they
somebody
had
to
be
brave
enough
to
call
in
to
speak
to
an
adult
to
get
you
on
the
line.
Now,
that's
that's
no
longer
an
issue.
Everything
is
wide
open
and
they're
being
bombarded
from.
A
You
know
every
direction,
whether
it
be
social
media
texts
from
Friends
Snapchat
chains
or
whatever
they
call
them
the
the
streaks.
All
of
these
things
are
added
together
with
those
other
areas.
They
create
really
the
Stress
and
Anxiety
that
we
see
that
turns
into
that
word.
That
word
chart
that
that
came
about.
So
we
know
that
anything
that
we
do
here
at
Byram
Hills.
If
we
really
want
to
make
transformational
change,
we
have
to
address
those
three
root
causes.
So
what
areas
are?
A
Can
we
actually
control
and
unless
we're
impacting
any
of
those
three
areas,
it
is
probably
just
going
to
be
something
superficial.
It'll
make
us
feel
better
for
a
little
while,
but
we'll
still
be
coming
back
to
that.
What
is
going
on
and
so
child
success
is
really
a
mindset.
It's
really
about
us
going
back
and
looking
at
those
core
areas
or
those
root
causes
and
then
asking
ourselves
really
truthfully:
what
control
do
we
have
over
it
and
are
we
doing
everything
we
can
to
try
to
address
it?
A
Now,
there's
going
to
be
parts
of
the
community
that
are
that
say,
I'm
willing
to
have
that
it's
part
of
life
they
have
to
go
through
it,
it's
part
of
their
learning
and
we
have
to
hear
that.
That's
part
of
it
there's
going
to
be
others
who
say
that
what
we're
doing
is
is
it's
not
enough?
We
need
to
do
more
and
what
we
need
to
do
is
just
find
a
good
balance
to
keep
us
moving
in
the
right
direction,
so
General
success.
A
A
That
being
said,
this
Friday,
we
have
a
challenge,
success,
steering
committee
meeting
and
it's
at
10
A.M
right
back
in
this
room
and
if
there's
any
parent
out
there,
who's
interested
in
being
part
of
the
group,
please
by
all
means
reach
out
to
me
and
we'd
be
happy
to
have
you
as
part
of
it
so
students.
You
know
we
have
some
great
Alum
from
Dylan
ortel
that'd
be
a
Mascaro
Hayden
furling
Eliza
Goldman,
Chloe
Talbot.
A
You
know
over
the
years
we've
had
so
many
great
students
that
have
really
made
a
connection
with
child
success
and
I.
Think
in
many
ways
found
their
own
success
through
this
work,
and
it's
something
to
think
about
as
well.
If
you're,
if
your
child
is
somebody
who
may
be
in
tune
to
looking
at
this
type
of
work
or
wanting
to
be
involved,
please
make
sure
they
can
reach
out
to
me
we'll
get
them
on
there.
A
So
our
current
group
is
made
up
of
of
those
people
that
you
see
up
there
and
I
really
want
to
thank
them
and
appreciate
them
for
for
their
involvement,
all
right,
it's
hard
to
believe
that
it
is
that
time
of
year,
and
so
next
next
Wednesday
we
are
going
to
have
the
one
hour
early
dismissal
and
everybody
will
get
out
just
an
hour
early,
regular
bus
routes.
That
day,
there's
no
change
in
that
keep
in
mind
that
we
do
have
an
increase
in
pickups.
A
On
that
day,
people
going
out
of
town
or
whatever
they're
they're
reasoning.
We
do
see
that
the
traffic
starts
to
pick
up.
So
keep
that
in
mind.
The
buses
have
a
direct
line
right
out
of
here.
So
there's
no
worry
getting
your
kids
on
and
off
the
bus.
But
shortly
after
that,
when
we
come
back,
we
will
be
having
our
parent-teacher
conferences.
A
So
these
are
going
to
be
on
Thursday,
December,
1st
and
they're,
going
to
be
an
early
dismissal
that
day
for
our
students
they
will
be
leaving
here
at
11,
10
and
we'll
have
regular
bus
dismissal
at
that
point,
and
the
buses
will
go
through
their
regular
routes.
So
there's
no
worry
about
changing
anything
there.
A
Now,
on
that
day,
we
have
two
sessions
for
conferences.
It
starts
from
11
50,
all
the
way
to
2
30
and
then
later
on
that
evening,
six
o'clock
to
eight
o'clock
now
I
go
back
and
forth
with
trying
to
put
out
there
the
idea
that
we
really
want
these
conferences
to
be
valuable
and
ultimately
helpful
for
the
student
now
I
won't
tell
those
people
who
have
kids,
who
are
doing
great,
who
have
a
pluses
not
to
come
to
the
conferences,
because
it's
your
right
to
do
that.
A
I'll
never
tell
anybody
whose
child
is
successful
to
not
come
in
for
conferences,
because
I
I
think
it's
part
of
it,
but
I
do
want
to
make
sure
that
those
people
who
have
children
who
may
not
be
as
successful
there,
that
they
are
reaching
out
to
try
to
get
on
the
on
the
conference
schedules
right.
So
that
being
said,
details
I'll
send
out
an
email
with
directions
on
how
you
go
and
make
those
schedules.
With
your
with
your
child's
teachers.
They
will
have
Google
Calendars.
A
That
will
be
available
to
you
and
the
most
important
thing
is
put
your
child's
name
in
when
you
are
making
the
when
you
are
making
the
appointment
so
some
people
they
they
have
kids
with
the
same
last
name
and
they
think
one
kid's.
You
know
one
parent's
coming
in
when
it's
actually
the
other.
You
may
have
a
different
name
than
your
than
your
child.
A
But
we
are
really
encouraging
everybody
to
come
in
the
building
and
it's
really
only
under
extenuating
circumstances
that
the
remote
option
is
there
all
right,
there'll
be
10
minutes
in
length,
10
minutes,
and
it's
really
about
what
you're,
what
the
teacher
is
saying
in
the
class
what
they,
what
they
believe
your
child
can
do
to
improve
or
sort
of
looking
ahead
throughout
the
year
things
that
may
be
coming
up.
That
might
be
a
challenge
for
kids
and
this
is
all
going
to
be
sent
out.
A
I'll
get
this
turned
around
and
we'll
send
this
out,
probably
tomorrow
or
Thursday
as
well,
but
again
that
initial
email
it's
going
to
go
out
on
the
22nd
and
then
the
window
is
going
to
be
the
28th
at
9
00
a.m.
We
Get
calls
starting
at
8
55.
right.
It's
not
open
what
am
I
doing
wrong.
You
got
to
open
that
window,
so
it
goes
so
opens
at
night
and
then
it's
really
busy
in
that
first
hour
or
so,
and
then
it's
going
to
keep
going
until
Wednesday
at
noon
and
then
Wednesday
at
noon.
A
It'll
close!
If
you
don't,
if
you're
unable
to
get
an
appointment,
we're
going
to
ask
you
to
reach
out
to
the
teacher
and
then
they'll
set
up
just
a
teleconference
with
you.
The
phone
call
on
you
know
that
you
can
go
okay,
so
this
is
something
that's
new
that
we're
going
to
be
doing
in
the
school
this
year.
A
I
think
this
for
US
represents
a
way
to
assess
our
mission,
where
we
are
in
terms
of
problem,
solving
and
critical
thinking,
and
it
takes
a
very
small
sample
of
our
students
and
probably
those
students
who
were
the
most
impacted
by
the
the
pandemic
and
learning
in
the
pandemic,
and
it
gives
us
data
on
that.
So
this
is
a
test
where
we
have
85
students
that
have
been
selected
in
a
very
small
frame,
the
15
year
old
frame.
A
So
we
have
about
four
ninth
graders
we
have,
the
majority
of
them
are
10th
graders
and
a
very
small
percentage
of
11th
graders
who've
been
have
been
selected
and
we
will
be
giving
them
the
option
to
take
the
test,
we're
hoping
that
they
do
and
then,
with
that
information
it'll
be
able
to
steer
us
in
a
direction
if
we
need
to
go
somewhere.
So
those
kids
who
have
been
selected
families
will
be
getting
a
letter
and
it'll
it'll
describe
what
the
test
is
all
about.
What
we're
looking
to
do
here?
A
Why
we're
and
why
we're
engaging
in
it
and
then
it'll
give
a
method
for
saying
I.
Don't
want
my
kid
doing
that
and
then
we'll
reach
out
to
Alternative
alter,
but
we
really
feel
like
for
us
at
Byron
Mills.
When
we
look
at
where
we
are,
we
don't
have
any
test
real
realistically
that
paints
the
picture
for
us.
The
way
that
this
would
so
yeah.
We
have
Regents
data
and
that's
always
really
good.
For
us.
A
We
have
AP
scores
which
really
turn
out
well
act
and
SAT
scores,
which
are
a
little
bit
skewed
because
of
who's
taking
them
and
when
they're
taking
them,
we
don't
really
have
a
test
that
gives
us
an
idea
of
where
we
are
as
a
school
and
that's
why
this
for
us
makes
sense
this
year
now
it
would
not
be
something
that
we
would
do
every
year.
It
might
be
something
that
we
would
revisit
every
four
years
to
just
give
us
some
longitudinal
data
so
again
right.
A
It
is
based
on
that
every
kid
who's
taking
it
around
the
world
in
ninety
percent
of
the
country's
around
the
world.
There
are
those
15
year
old
bands
and
it's
just
a
sample
of
our
kids,
not
in
any
particular
class.
It's
just
if
you're
that
age,
that's
who's
being
invited,
and
really
it
looks
at
the
Quality,
equity
and
efficiency
of
how
we're
teaching
critical
thinking
and
problem
solving
skills.
A
We
do
it
here
on
December
7th,
it's
all
done
through
Chromebooks.
The
technology
is
already
setting
up,
so
kids
don't
need
to
come
in
with
their
own
devices
and
then,
if
parents
are
going
to
get
that
email
and
we'll
have
the
ability
to
say
no
thanks
any
kid
who's
missing.
It
will
not
will
not
miss
any
work
in
that
class.
We're
working
with
the
teachers
to
make
sure
that
anything
that
they're
doing
in
class
that
day
does
not
need
to
be
something
that
needs
to
be
made
up
when
the
kids
are
taking
the
test.
A
So
it
really
does
give
us
our
strengths
and
opportunities
and
areas
for
growth.
It
does
really
go
at
that
problem,
solving
and
critical
thinking
and
that
it
really
helps
us
to
assess
our
mission.
So
that's
going
to
be
December
7th
and
then
later
this
week
those
parents
will
get
the
email.
So
originally
this
was
proposed
to
us
last
year
and
I
said
no
way.
Is
that
it's
not
a
good
time
for
it
we're,
and
but
this
is
now
where
I
feel
like
we
have
some.
You
know
we
have
a
little
bit
of
Headway.
A
That
I
think
it
would
be
something
that
we
can
look
at
and
it
would
be
really
helpful
for
us.
So
in
terms
of
the
individual
results,
students
do
not
get
those
back.
Families
will
not
get
them
back,
it's
really
just
for
us.
Looking
at
it
globally,
all
right
upcoming
dates.
We
have
the
senior
internship
parent
meeting.
A
That's
going
to
be
this
Thursday
at
seven
o'clock
in
the
cafeteria
hard
to
believe
that
we
are
at
that
point
already,
but
Mr
August
and
Miss
croak
and
I
will
go
over
the
senior
internship
process
for
parents
and
just
go
over.
You
know
what
what
to
expect,
and
it's
never
too
early
to
start
looking
for
an
internship
and
then
they
said
much
new
about
nothing.
Our
kids
have
been
working
so
hard
and
please
come
out
seven
o'clock
on
Friday
or
two
and
seven
on
Saturday,
and
then
we
have
the
parade.
A
A
one
hour
early
dismissal
a
week
from
tomorrow
and
then
Thanksgiving
recess,
schools
and
offices
are
closed
and
then
we
have.
The
early
dismissal
for
parent-teacher
conference
went
through
concert
coming
up
and
then
I
mentioned
it
earlier,
but
the
alumni
breakfast
is
back
on
this
year
very
excited.
We
have
not
had
it
in
three
years,
so
we're
welcoming
back
all
the
alumni
on
the
22nd.
Thank
you
again
for
coming.
Have
a
great
Thanksgiving
really
appreciate
you
being
here.