[Stephanie Muccini Burke]: الهدايا ، سبع هدايا ، وليس كلها ، ترفع وقطع أعلامنا. أعدك أن صدقتي للأعلام الأمريكية والجمهوريين ، الذين أعيش في البلاد من الله ، لا يمكن قطعه بشكل عام. تمت الموافقة عليه في الاجتماع في 6 مارس 2019. تمت الموافقة على الحركة من قبل روسو بدعم من زوجته. فخار. هل يدعم الجميع؟ وجود. Dibendetto.
[Unidentified]: وراء برامجنا ... لا نعتقد أننا سنذهب مع هذا.
[Stephanie Muccini Burke]: نحن نقدمها. لذلك ، أضفنا قائمة من 12 ، ورأيناها. هل هذه الحركة محددة في انتهاء فترة الصلاحية؟ السياسة الصحية. في الحركة للموافقة على تغييرات الملف ، هل توافق؟ المعارضة كلها؟ الرياضة و. تمت الموافقة على الفاتورة ونقلها. موافقة البركة. هل هناك ثانية على الأرض؟ السيد NGA لديه مشكلة. هناك صدى هنا.
[Paul Ruseau]: 400 دولار من بروكس للحافلة الشرقية ، ما هو؟ فليس النشاط؟
[Kirsteen Patterson]: رقم نشاط الطالب.
[Paul Ruseau]: قاتل حسابك الخاص. في الصفحة 5 ، اختبار الخدمات الرياضية العالمية.
[Kirsteen Patterson]: أعتقد أن هذا جزء من حساب المجموعة ، 361. ستكون هذه هي التوقعات اللازمة لـ SL ، لكن يمكنني تأكيد أكثر من أي شيء آخر. شكرًا لك
[Erin DiBenedetto]: هل يمكنني إلغاء القراءة والحصول على تقرير ثان لتحديد الأولويات في وظيفة MBTA التالية؟ حرك قواعد الأرضية. الاثنين.
[Paul Ruseau]: مرحبًا
[Stephanie Muccini Burke]: جميع الاعتراضات والتعليق. المادة 2 تقرير بالقرب من MBTA التالي. تعد Terry McCarthy ، مع فريقنا ، واحدة من شخصيات Medford الرائدة في GLX. اعتني بالأخضر. هذا هو السبب. أنا لست قائد.
[Erin DiBenedetto]: أنا لا أفعل هذا بنفسي.
[Unidentified]: أنت لم تفعل ذلك. صديقة
[SPEAKER_10]: 好吧，谢谢您，伯克市长，校长，委员会成员。 基本上，我将尝试保留缩写版本。 我知道您今晚有很多文章，但是我很快就会经历该项目的一小部分。 该项目的状态非常快，然后我将直接进入百老汇桥周围的交通。 因此，MBTA正在建造七个轻量级季节。 这是一个约23亿美元的项目，我们还购买了24辆新的轻型汽车作为该项目的一部分。 将公共交通带到该地区有很多好处。 他们预计该地区约有45,000名飞行员会增长。 因此，这是项目图。 这是现有的乳白色站。 绿线有两个分支，一个联合广场的分支， 然后，这是梅德福线，它延伸到低铁路内。 这是塔夫茨大学以外的AVE学院站。 然后是鲍尔广场（Ball Square），交通偏差即将关闭百老汇桥。 这只是我们设计的状态。 基本上，在这一刻的建设中，我们大约有60％至70％的项目项目完成，不到10％。 这是一个最初的幻灯片，并牢记结束。 绿线扩展名完成后，将在该走廊中执行附近的Riel（低线）。 新的轻型火车交通系统将在那里，这是社区路径受到威胁的削减。 这是走廊的原始配置。 去年夏天，我们消除了这条铁路并挖出了对齐的这一侧。 这使我们能够移动关闭轨道，以便我们可以完成挖掘并安装此墙。 然后，2020，2021，我们将在这一侧进行挖掘，以安装轻轨交通和其他保留墙。 因此，这进入了关闭桥梁的问题。 鲍尔广场的百老汇大桥将于周五关闭，并将关闭一年。 所以这是一个很长的封闭。 还有其他桥梁，但这是影响梅德福市的主要桥梁 因此，我们一年前没有关闭桥梁的原因，这是红色方案是现有的桥梁。 它仅适用于目前正在通过的两条铁路线的空间。 我们正在撕毁一切，放手。 我们在这座桥上消除了它的整体。 并安装带有新支柱基地的新桥。 实际上，长度从约54英尺的89英尺长。 这样，我们必须安装一个中央码头，以考虑桥梁的最长长度。 这是百老汇桥。 这是透析的中心。 这是保龄球的地方。 这是凯利的钱球广场。 这是今天来的主要原因。 桥将在本周五关闭。 从本质上讲，将到达百老汇雪松，高地大街，戴维斯广场地区的百老汇交通，然后是学院大街，粉末屋，圈子，然后攀登沃伦和哈佛，然后沿着大街返回。 他 哈佛街地区是卡车排除区，其交通工程师和市长伯克（Burke）为此提供了很多支持和辩护。 我将回到卡车的偏差。 我的幻灯片是离线的。 我很抱歉。 这是当地的行人偏差。 因此，人们和骑自行车的人走了转身。 将有运输服务。 萨默维尔市将提供运输服务，并将其向所有人开放。 任何人都可以登上船上的运输服务，从而为那些需要使用渡轮的人提供了运输服务。 这是华盛顿街桥，我还有另一个幻灯片。 嗯，很好。 这些是其他桥梁对梅德福市没有很大影响的桥梁，但我想迅速审查它们只是为了证明我们正在关闭百老汇桥梁。 三月，然后我们将于四月关闭华盛顿街桥梁。 因此，在6月或7月，我们将关闭梅德福街桥。 因此，基本上，在与城市和代表团合作时，我们正在创建三个偏差的交通循环。 它不应该影响太多的梅德福，但是如您所见，在他们将继续的地区还有其他项目。 因此，我们所有人都必须为几乎区域的交通标准做准备。 这是行人。 自行车偏差。 这是梅德福桥，在华盛顿和百老汇大桥之间几乎死了。 这是萨默维尔高中的地区，桥在这里。 仅这种偏差并不令人不安。 那里没有公交车或其他工作。 它仅是指其他偏差。 我将向您展示这种联系，珍珠街与McGrath Highway相连。 如果我回到 华盛顿街，珍珠街地区，与他们指导的McGrath高速公路相连。 因此，这里有一个偏差，然后梅德福桥的偏差就在这里。 这是行人和自行车的方式。 所有这些都可以在线获得，而且如果有人想要此特定的演示文稿，我当然可以通过电子邮件发送并发送电子邮件。 所有这一切都发生的另一个中断是公交路线。 80和89号公共汽车路线，这是一个服务球，更容易看到地图。 80号公共汽车通常沿着这条路行驶，这是桥梁关闭的地方，然后是波士顿大街。 我们正在转移大街。 在市议会的支持下，我们增加了临时巴士站，暂时将在那里呆一年。 80号巴士还将停在大街沿线的其他七个站。 因此，住在这一地区的梅德福的人们将做到这一点 去80公共汽车去大街。 与我们谈论在Magoon Square或在这个地方使用此套装的鲍尔广场的许多居民，我们有两个公共汽车站。 它将充当塔夫茨大学和居民大学，例如弗雷德里克街和斯坦利的尽头以及平等。 去克拉伦登·希尔（Clarendon Hill）的89号车站没有临时的巴士站。 您正在使用现有的公交站进行链接。 影响梅德福的主要区域将在这里的这些社区中非常相似。 我们预测，我们将看到人们从80或89号转变，并可能在其中一个站点进行转移。 然后，戴维斯广场（Davis Square）的沙利文（Sullivan）是一条缩写的路线，但基本上是遵循交通实施的偏差。 这些是华盛顿街桥的偏差。 公共汽车站没有被淘汰。 他们仅搬迁到86、91和Crossown。 因此，例如，在华盛顿街桥下，这里有停止，但只有双方移动。 我想迅速谈论的一件事，我们为该项目进行了大量传播，这只是对公开会议和飞行努力的快速浏览，Robocalls。 克莱门特（Clement）非常出色，可以帮助我们。 我们有南梅德福（South Medford），我们得到了很棒的传单，并与大街上的商人进行了很多对话。 我们有一个社区工作组，刚刚为该项目提供了很好的帮助 并获取社区的信息。 他们上周二在这里捍卫公交车站等等，而且真的很好。 吉姆·西尔弗（Jim Silver）和劳拉·威梅尔（Laura Wimmel）以及弗雷德·杜泽尔（Fred Doerzel）都是惊人的。 因此，我们正在使用社交网络。 我们的爆炸清单和电子邮件清单上有6,500名成员。 MBTA使用Twitter进行服务广告等。 我们还制作了区域范围。 表达的一件事是，通过交通切割是该领域最大的问题。 这就是为什么我在三座桥梁中提到的原因。 在我们里面的Lisando。 我们所谓的重新启动的目标是，旅行活动是消除尽可能多的削减。 而且，如果某人今天由I-93领导，则有很好的迹象表明，他们说Somerville-Back-Fordford Fending Bridges和到期日期。 这是一个人 通过收集区域传播，我们实际上收集了1,000多个不同实体的列表。 我们主要通过电子邮件与987个联系，但我们留下语音消息和网络格式等。 这对于引起人们在该地区的注意力很重要。 DCR拥有其FOSS公园项目，该项目正在我们的巨大偏差中间发生。 我们拥有联合广场的区域，该区域具有基础设施，污水，水以及景观和城市景观要素的事物。 US2的开发现在还不完整，但它有可能这样做。 然后，Massdot刚刚宣布，它将在1号公路上携带一条轨道，Tobin Bridge的翻新和切尔西出口坡道。 为此，影响区域。 目前正在进行的Alfred Street Bridge将于5月完成。 然后是北华盛顿街桥 它最初完全关闭。 当国家分析所有关闭时，他们决定在北华盛顿街需要临时桥梁。 这是仅位于波士顿花园的桥梁。 这是城市的主要入口之一。 然后是房间里的大象，赌场，bis， 计划于6月23日（星期日）开放，并期望有像爱国者日活动一样大的人群，因此他们正在为此做准备。 他们仍然有一些批准，但您知道。 简而言之，仅此而已。 好的。 如果我的意思是，如果国家网络需要在某个地方工作，我们必须协调所有的努力，我们必须 做一些偶然性。 实际上，我们正在与老板合作，在该地区的梅德福警察的细节中广泛爆炸。 我认为我们有22个编程，何时关闭了桥梁。 但是，这是社区监视的重点之一。 在与之交谈时 克里斯汀，您知道，我们已经讨论过校车将通过小型校卡车。 MBTA具有许多人使用的驾驶系统。 因此，我们花了很长时间来协调将会发生的事情，并基本上将某人带到需要的地方。 另外，您交付，该地区的任何东西都将在那里提供帮助。
[Paulette Van der Kloot]: لا ، ليس لدي مشكلة. أنا أقدر المعلومات.
[Erin DiBenedetto]: أعرف ما تحدثنا عنه عن Green -Strite و Leen حتى نهاية الليل أمام المنزل المفتوح. أشعر بالقلق من أن معظم مستندات الطرق في الشارع ومدرسة كولومبوس أتحدث عن عدة أرباع. لذلك أنا قلق. في البداية تحدثنا عن نسخة احتياطية ، وأنا سعيد جدًا لأنك اتصلت تتشكل الحافلات المدرسية وأولياء أمورنا ، حتى يتمكنوا من الحفاظ على سلام أطفالهم وبصحة جيدة ، دون عالقين في الحركة التالية. لكن قلقي الآخر هو عدد الطلاب في المدرسة. وأنا لست قلقًا جدًا بشأن الطريق ، إنها مجرد لعبة في الشارع الثاني ، والانتقال إلى الحركة المحلية والسائقين المخيفين. لذلك أريد فقط إنشاء إعلان لمدرسة كولومبوس يحدث هذا التغيير. تغييرات حركة المرور. نوصيك بتعلم المزيد عن السيارات القريبة ، وكذلك عن آخر الأخبار عن الشرطة. في تلك الليلة ، كنت محظوظًا للتحدث مع مديري حول هذا الموضوع ، لكن بعض طلابنا مروا بهذه المجتمعات ، وخاصة في السنة الخامسة ، يمكننا المشي وحدنا. لذلك لا أريدهم أن يبقوا بين سيارتين السائقين الخطيرة في الشارع.
[Stephanie Muccini Burke]: إذا كنت تستطيع تكوين رؤساء ، فقد شاركت في هذه العملية. أعتقد أنهم قابلوا قلوبنا بقلوب تود بليك وماكجون. يمكن تقليل العديد من الطرق الآن ، وسيتم نشرها عليها ، وسيكون هناك ضباط على الجانب الآخر. لذلك ، أعتقد أنه إذا كنت ، سومريل ، فإن العديد من الطرق ستقتصر على الحركة العامة ، لذلك ليس فقط حركة المرور. بعد ذلك ، عرفت المدرسة أننا غيرنا محطة حافلات كبيرة كوسيلة للنقل لمشاة جديد قمنا بتركيبه. وبالتالي ، يمكننا إرسال رسالة إلى المدرسة ، ولكن ، بالطبع ، يتم إبلاغ الشرطة بالكامل.
[Erin DiBenedetto]: يرسل الدكتور كاي إعلانات للعائلة بعناية. الكثير من الناس لا يسألون حقًا عن قرب جسر سومرفيل. لذلك بالنسبة لهذه العائلات هو مجرد ضمير جديد. شكرًا لك
[Stephanie Muccini Burke]: شكرًا لك هل هناك سؤال آخر؟ شكرًا جزيلاً لك إلى Mauiff ، سنبدأ قريبًا. شكرًا لك هل الشيء الوحيد هنا وحده؟ حسنًا ، كيف أوقفنا جدتي يجب أن يكون هناك أكثر من التحقيق في ميدفورد والغيوم ، طلبنا منا تقديم المادة 3 ، الموافقة على الموافقة في المدرسة الثانوية McGlin.
[Nick Tucci]: أهلاً بكم.
[Stephanie Muccini Burke]: صباح الخير.
[Nick Tucci]: تم التبرع بمدرسة McGill الثانوية بمبلغ 500 دولار من Medford و Rolds لدعم برامج Mustang Road ، التي في العام الماضي. سيتم استخدام التبرعات لشراء الجوائز لتشجيع الطلاب على المشاركة في التواصل والمنافسة مع موستانج. التالي هو وصف لهذه اللعبة. سيحدث هذا في ربيع عام 2019. في ميدفورد ، كلنا موستانج. مسار موستانج هو شكل من أشكال الفلسفة أو علم النفس لتوحيد جميع الطلاب والموظفين. خلال بروفة هذا على صفحة طويلة أو فيديو أو صوتية. يتنافس الطلاب في تبادل أفكارهم. سيتم استخدام الأموال لتعزيز المشاركة في المنافسة والمنافسة. نريد أن نعرض هذا لمجتمع مدرستنا لإظهار عدد أنظمة المدارس في هذا الشكل.
[Stephanie Muccini Burke]: جيد جدا السيد توكي. السيد Ventsano؟
[Nick Tucci]: فينيا ، أشكركم على الهندسة في ميدفورد والتحقيق في تبرعاتهم الجيدة. أريد أيضًا أن أشكر زوجتي. هونغ لاي تينيوك-تينيوك يساعدنا في إعطائنا.
[Stephanie Muccini Burke]: هذا جيد. بدعمها ، هناك حركة توافق على دون روديرو. موارت؟ يرجى الاتصال. نعم ، بالضبط سبعة في الحركة ، وليس حركة سلبية مرت. شكراً جزيلاً. شكرًا لك ماذا عن الرتبة الرابعة؟ هناك مقترحات من خلال الاتفاق على المنحة. السيد تيم ، المدرسة الرائدة.
[Kirsteen Patterson]: شكرًا لك Taiyu ليس هنا ، لذلك سأقدمه نيابة عنك. وهذا ينطبق على المنح الدراسية من قدامى المحاربين. هذا هو هدف توفير منحة دراسية بمبلغ 500 دولار لشركة أو سعر صرف تقني. يعتقد المعلم أن الأشخاص المحتملين هم طلاب المدارس الثانوية. لذلك ، تهدف هذه المنحة إلى فئة 2019. يأملون في الاستمرار في الحصول على منح دراسية لمواصلة 500 دولار في السنوات القادمة. لذلك ، فإن بيان المنح الدراسية لدونا بالومبو ضروري.
[Stephanie Muccini Burke]: واو ، عظيم جدا. تخرج بيرنيس ساور من العام الماضي. يمين. بارد جدا. هل تمت الموافقة على Wanda Light Benneel؟
[Unidentified]: يرجى الاتصال.
[Stephanie Muccini Burke]: نعم ، سبعة أرقام مشار إليها ، الأرقام السلبية هي صفر. لقد مرت الحركة. أوه ، تماما. شكرا على رسالتك. مجال المادة 5: يجب أن تتفق مع التنفيذ الأول لجامعة TFTS. دال.
[Paul D'Alleva]: ليلة سعيدة وعمدة بورك Eduard-Vincent ، المراجع الذي يوصى بتقديم المدرسة الثانوية بعد عام 2019 لمدرسة ثانوية في ميدفورد يوم الأربعاء 5 يونيو. في الأسرة واتصل بـ Gantra في جامعة TFTS.
[Stephanie Muccini Burke]: يتم دعم حركة Mennel حول الموافقة. فخار. يتم استدعاء لفة للتصويت. نعم ، 7 بالتأكيد ، 0 سلبي. لقد مرت الحركة. نعم. نعم.
[Paul D'Alleva]: نعم. يمين.
[Stephanie Muccini Burke]: تخطي أصابعك. هذا مجرد قناع. بالطبع لا. لكن. شكرًا لك شكرًا لك هل تريد قبول الجدول الزمني للعام الدراسي؟ يجب أن تتفق مع الجدول الزمني في العام الدراسي 19-20. وجود. كولدويل.
[Diane Caldwell]: صباح الخير. صباح الخير. يجب أن يكون لديك عام 2019-2020 في الحزمة الخاصة بك جدول. طلبت من جميع الحكام معرفة الخطأ الذي كان خطأ معي ، على أمل. لكنني سأرسلها أيضًا. إنه أمر غريب ، إذا حدث أي شيء في العام المقبل ، سأكون في يونيو عدة ، أعتقد أنه إذا قضينا 7 أيام في الثلج. ولكن هل ما زلت تتذكر لجنة 1 أبريل؟ نعم ، نحن نفعل. لا أتذكر هذا.
[Erin DiBenedetto]: وجود. Dibendetto. أولاً ، أريد استخدام الحركة للموافقة على التقويم. لكنني أريد أيضًا هذا التقويم والأيام الأخيرة في الفصل على الموقع ، لذلك أنت واثق جدًا في أيامنا الأخيرة. لأن العديد من الحقول لن تفتح في المستقبل القريب. وأنا لا أعرف ما الذي نحن مستعدون لإعادة إنشاء المعسكر الصيفي ، لكنه سيكون قادرًا على تقدير أن اليوم الأخير من مدرستنا يمكن أن يتحدث إلى أشخاص حول خدماتهم. نحتاج إلى هذا التواصل للآباء حتى لا يهتموا بأطفالنا في غرباء مثل هذا. بعد ذلك ، كلا من هذه الإجراءات.
[Stephanie Muccini Burke]: كل شيء على ما يرام. وجود. أطباق. أوه ، آسف. أعتقد أن السيد روديرو. روجيو. شكرا للعمدة.
[Michael Ruggiero]: أريد أيضًا أن أقترح أن نختار تذكرة يانصيب للمدرسة الثانوية في هذا التقويم ، إن أمكن.
[Diane Caldwell]: هل تتحدث العام المقبل؟ نعم ، صحيح. عندما نكتشف أنه سيكون.
[Stephanie Muccini Burke]: على عكس المدرسة الثانوية ، هذا هو العمر. نعم ، أنا أفهم. كل ما أريد قوله هو. حسنًا ، من أجل الحصول على حركة على الأرض بموافقة Bznadsko ، يحتاج إلى دعمه. هل يدعم الجميع؟ يمين. المعارضة كلها؟ لقد مرت الحركة. شكرًا لك العودة إلى قاعدة العمل العادية Beltetto. هل هناك ثانية على الأرض؟ هل يدعم الجميع؟ يمين. المعارضة كلها؟ لقد مرت الحركة. تقرير إلى محرران ، اللجنة الخاصة ، 5 فبراير 2019. السيد بينديتو.
[Erin DiBenedetto]: ការប្រជុំសហគមន៍ដំបូងរបស់យើង វាគឺ Diane Caldwell, ជំនួយការនាយក។ លោកខាតាមេដលីអូនាយកសេវាកម្មនិស្សិត។ Neil Osbon នាយកចម្រុះនិងរួមបញ្ចូលទាំងនៅ Medford City ផងដែរ។ Bernadette Riccidelli ប្រធានកម្មវិធីបង្រៀននិងបង្រៀន។ លោក Anthony Petrellis នាយកកម្មវិធីរដូវក្តៅ។ ព្រះវរបិតា alc Lurric, ឪពុក។ Toni Sayay នាយកសេវាកម្មសុខភាព។ Megan Fiduler-ownty អតីតនាយកសាលា Medford និងបន្ទាប់ពីផែនការរបស់សាលា។ ខេតឃ្វីន វិធីសាស្រ្តនៃការកម្សាន្តគឺអេមីលីឡាហ្សាហ្សារូជំនួយការរដ្ឋបាលសូមអរគុណចំពោះពិន្ទុរបស់អ្នក។ ក្រុមហ៊ុន CPAC Malanie Melanie McLogylin, សហប្រវត្សធិប្បាយរបស់ក្រុមហ៊ុន Della Grel, PHD សាកលវិទ្យាល័យ Beverly, PHE, PHD, Tanya Sullivan, Mary Edourard-Vinceent អ៊ីវ៉ាននៅសាកលវិទ្យាល័យឡេលលី, Lauren Carlin, etl នៅឯសាលារដ្ឋអនុស្សាវរីយ៍ Andrew ។ គណៈកម្មាធិការរបស់យើងមានវិធីសាស្រ្តពីរនៅឆ្នាំនេះ។ មួយគឺជាពេលវេលានៃសាលាហើយទីពីរគឺការយល់ដឹងអំពីពិការភាព។ នៅក្នុងសន្និសិទនេះយើងផ្តោតលើពេលវេលារៀបចំផែនការនិងសម្របសម្រួលសម្រាប់ផែនការវិស្សមកាលនៅរដូវក្តៅនិងរដូវក្តៅ។ យើងបានចាប់ផ្តើមពិពណ៌នាអំពីផែនការនិងផែនការនាពេលបច្ចុប្បន្ននិងក្រោយពេលចូលរៀនជំរុំរដូវក្តៅនិងកម្មវិធីកម្សាន្តទីក្រុង។ យើងពិភាក្សាអំពីបុគ្គលិកនិងហ្វឹកហាត់សម្រាប់និយោជិកទាំងអស់និងប្រភេទនៃការរៀបចំដែលមានសម្រាប់និស្សិតពិការភាព។ ផែនការនេះមុននិងក្រោយពេលចូលរៀនមានបញ្ជីរង់ចាំហើយបានស្នើសុំកិច្ចសហប្រតិបត្តិការជាមួយសាកលវិទ្យាល័យ Leslie ក្នុងការប៉ុនប៉ងបំពេញ មនុស្សខ្លះត្រូវការវាដូច្នេះយើងអាចផ្លាស់ប្តូរបញ្ជីនេះបាន។ គំនិតល្អគឺថានិស្សិត CCSR និងវិទ្យាល័យ Medford គឺជាអ្នកស្ម័គ្រចិត្តដែលអាចជួយកម្មវិធីបានញឹកញាប់ជាងនេះ។ គំនិតនៃជំរុំហិរញ្ញវត្ថុនៅរដូវក្តៅនិងឯកសារកម្មវិធីពីមុនត្រូវបានពិភាក្សាដូច្នេះយើងអាចបំពេញតម្រូវការនិងចំនួនកសិដ្ឋាន។ ពិភាក្សាផងដែរ។ តម្លៃ 3 ត្រូវបានផ្តល់ជូនសម្រាប់ការចុះឈ្មោះដំបូងការចុះឈ្មោះទៀងទាត់និងការចុះឈ្មោះយឺត។ សៀវភៅណែនាំអ្នកប្រើក្រុមត្រូវបានបង្កើតឡើងមួយសម្រាប់ក្រុមនិងមួយសម្រាប់គ្រួសារដូច្នេះអ្នករាល់គ្នាមានព័ត៌មានចាំបាច់ទាំងអស់។ វាច្បាស់ណាស់ថាតើវេទិការដូវក្តៅរបស់យើងដំណើរការយ៉ាងដូចម្តេច។ យើងមានអេមភីធីនៅក្នុងក្រុមដែលជាគិលានុបដ្ឋាយិកាចែកចាយសុខភាពប៉ុន្តែក្រុមនេះត្រូវបានបណ្តុះបណ្តាលយ៉ាងខ្លាំង។ យើងកំពុងធ្វើការបន្ថែមជម្រើសនេះ។ ជំរុំនេះនឹងមិនដែលធ្វើឱ្យនរណាម្នាក់ឡើយ។ ពួកគេធ្វើអ្វីគ្រប់យ៉ាងអាចបំពេញតាមតម្រូវការរបស់ពួកគេទាំងអស់។ ទោះបីឪពុកត្រូវការកំណត់ត្រាចុងក្រោយក៏ដោយក៏គ្មានកូនណាដែលត្រូវបានគេបដិសេធ។ និស្សិតពិការភាពអាចមានសិទ្ធិទទួលបានការថែទាំអេសអិលដោយមិនបាត់បង់ជំនាញសង្គមក្នុងរដូវក្តៅ។ និស្សិត IEP នេះបានចែករំលែកជាមួយនាយកដ្ឋានអប់រំពិសេសរបស់យើងនិងនាយកដ្ឋានគ្រប់គ្រងជំរុំនៅដើមខែមិថុនា។ ទីភ្នាក់ងារចុះបញ្ជីត្រូវបានផ្លាស់ប្តូរដើម្បីលើកទឹកចិត្តដល់ឪពុកម្តាយរបស់អ្នកចូលរួមទាំងអស់ក្នុងការផ្តល់ IEP និង 504 ដល់និស្សិតណាម្នាក់ទៅជំរុំ។ ដូច្នេះយើងអាចធ្វើបាន រៀបចំសម្រាប់តម្រូវការរបស់សិស្សម្នាក់ៗនិងសម្របខ្លួននៅពេលចាំបាច់។ វិធីកម្សាន្តនេះក៏មាននៅក្នុងសន្និសីទនិងមានប្រវត្តិយូរអង្វែងក្នុងការធ្វើការជាមួយនិស្សិតពិការផងដែរ។ ពួកគេចង់ចូលរួមក្នុងវគ្គបណ្តុះបណ្តាលណាមួយដែលបានផ្តល់ជូន។ នេះហាក់ដូចជាការប្រជុំដែលមានផលិតភាពណាស់។ ពួកគេបានចាត់វិធានការជាច្រើនដើម្បីកែលម្អកម្មវិធីទំនាក់ទំនងនិងការប្រាស្រ័យទាក់ទងរបស់យើងជាមួយគ្រួសាររបស់យើង។ នាទីនៅឯកិច្ចប្រជុំក៏មានភ្ជាប់នឹងកំណត់ចំណាំទាំងនេះដែរ។ សំណួរណាមួយសូមឱ្យយើងដឹង។
[Stephanie Muccini Burke]: مشاركة المجتمع.
[Marice Edouard-Vincent]: សួស្តីអ្នករាល់គ្នា។ រ៉ូបឺតខ្ញុំចង់ធ្វើបច្ចុប្បន្នភាព។ កាលពីថ្ងៃព្រហស្បតិ៍ទី 7 ខែមីនាសាលារ៉ូបឺតបានឆ្លងកាត់ព្រឹត្តិការណ៍ដែលមិនបានរំពឹងទុកទាក់ទងនឹងប៉ូលីស Medford និងសាលារៀនដែលត្រូវការឱ្យត្រូវបានការពារនៅលើឆាក។ នេះត្រូវបានរចនាឡើងដើម្បីធានាសុវត្ថិភាពសម្រាប់កុមារនិងមនុស្សពេញវ័យទាំងអស់បន្ទាប់ពីរៀន។ ខ្ញុំសូមថ្លែងអំណរគុណដល់ក្រុមក្រៅសាលានិងនាយកដ្ឋានរដ្ឋបាលសាលា។ ឪពុកម្តាយនិងនិស្សិតនៃប៉ូលីស Medford មានភាពធ្ងន់ធ្ងរចំពោះកិច្ចសហប្រតិបត្តិការរបស់ពួកគេ។ នៅពេលនោះខ្ញុំបានធ្វើសេចក្តីថ្លែងការណ៍មួយដែលក្រុមគ្រួសារទាំងអស់ត្រូវបានជូនដំណឹងហើយតាមពិតបានសាកល្បងបានតែបានសាកល្បងវាប៉ុន្តែមិនមែនគ្រួសារទាំងអស់សុទ្ធតែត្រូវបានទាក់ទងទេ។ នោះហើយជាមូលហេតុដែលខ្ញុំផ្តល់ព័ត៌មានមិនពិតដោយស្មោះត្រង់។ ខ្ញុំមានអារម្មណ៍ធូរស្បើយនៅពេលដែលប៉ូលីស Medford បានដោះស្រាយបញ្ហានេះធ្ងន់ធ្ងរ។ ខ្ញុំមិនមានព័ត៌មានបន្ថែមទៀតអំពីឧប្បត្តិហេតុនេះទេហើយនឹងស្នើសុំឱ្យគ្រួសាររបស់ខ្ញុំមានទំនាក់ទំនងជាមួយប៉ូលីស Medford សម្រាប់ព័ត៌មានបន្ថែមអំពីឧប្បត្តិហេតុនេះ។ ស្ថានភាពនេះគឺជាបទពិសោធន៍នៃការរៀនសូត្រសម្រាប់យើងទាំងអស់គ្នាហើយបានធ្វើការផ្លាស់ប្តូរសន្តិសុខផ្ទៃក្នុងជាបន្ទាន់ដើម្បីធានាបាននូវការប្រាស្រ័យទាក់ទងឆាប់រហ័សជាមួយគ្រួសារទាំងអស់របស់ពួកគេ។ លើសពីនេះទៀតយើងបានទៅសន្និសីទប្រវត្តិសាស្ត្រខ្មៅនៅថ្ងៃច័ន្ទដែលយើងវិទ្យាល័យ។ អាជីពបច្ចេកទេសបច្ចេកទេសវិទ្យាល័យ Medford របស់ Medford និងអាជីពបច្ចេកទេសបច្ចេកទេសវិទ្យាល័យ Medford អបអរសាទរខែនេះក្នុងប្រវត្តិសាស្ត្រខ្មៅ។ ខ្ញុំសូមថ្លែងអំណរគុណដល់នាយករងលោកវេជ្ជបណ្ឌិត Stacey Mulligan ដែលបានដឹកនាំកម្មវិធីនេះហើយបានប្រាប់ខ្ញុំថានិស្សិតបានទទួលយកគំនិតនេះហើយរត់ជាមួយគាត់។ ពួកគេបានរៀបចំព្រឹត្តិការណ៍ដ៏អស្ចារ្យនិងការកម្សាន្ត។ ខ្ញុំសូមថ្លែងអំណរគុណដល់និស្សិតទាំងអស់ដែលបានចូលរួមក្នុងកម្មវិធីនេះ។ អេសយ៉ូបអាប់សារគឺជាពិធីករជូស៊ីដែលបានលេងបទចំរៀងរបស់អាលីកានៅពេលលេងក្តារចុចសិស្សរបស់យើងឈ្មោះ Chiame Quar Bestins និងកសិករ Nadia 197 លោក West Medford និង Bozeal Edwins ។ ដោយមានការគាំទ្រពី Shane Colbert គាត់ក៏ស្រឡាញ់ព្រឹត្តិការណ៍នេះដែរ។ និស្សិតក៏ចូលរួមក្នុងកម្មវិធីម៉ូតផងដែរ។ ខ្ញុំក៏ចង់អរគុណដល់លោក Depreva ដែរ។ អ្នកដឹកនាំរឿងចម្រុះ Neil Oosternt បានអត្ថាធិប្បាយ។ ខ្ញុំក៏ចង់ថ្លែងអំណរគុណដល់វិទ្យាល័យ Mustang ដែលមានវិទ្យាល័យ Mustang និងនិស្សិតដែលផ្តល់នូវដំណើរការពហុវប្បធម៌ដ៏អស្ចារ្យ។ ដូច្នេះវាគឺជាព្រឹត្តិការណ៍ដ៏អស្ចារ្យមួយ។ ខ្ញុំក៏ចង់ឆ្លៀតយកឱកាសនេះដើម្បីអរគុណអ្នកដែរ ក្រុម PTO សំខាន់នៅក្នុងទីក្រុងទាំងមូលមានរាត្រីដ៏អស្ចារ្យជាមួយចោរ។ ពួកគេបាននិយាយថាពួកគេបានលក់សំបុត្រជាង 800 សម្រាប់ព្រឹត្តិការណ៍នេះ។ កន្លែងហាត់ប្រាណពេញហើយវាពិតជាសកម្មភាពគួរឱ្យចាប់អារម្មណ៍។ ខ្ញុំដឹងថាពួកគេបានខិតខំប្រមូលការចាក់សារថ្មីនេះដូច្នេះខ្ញុំសូមអបអរសាទរចំពោះពួកគេហើយសូមអរគុណ។ កាលពីសប្តាហ៍មុនថ្ងៃទី 14 ខែមីនាគឺជាថ្ងៃដ៏ល្អបំផុតហើយខ្ញុំមានឱកាសអបអរនៅវិទ្យាល័យ McGlynn ហើយថ្នាក់ទី 7 និង Patty Haas ផ្តល់ជូននិស្សិតនូវសកម្មភាពជាក់ស្តែងមួយចំនួន។ សមាជិកជាច្រើនត្រូវបានអញ្ជើញឱ្យចូលរួមការិយាល័យកណ្តាលដើម្បីមកដល់ នេះគឺជាសកម្មភាពរៀនសូត្រដ៏អស្ចារ្យហើយអាចមើលឃើញពីរបៀបដែលពិភពពិតបំផុតគឺ។ ដូច្នេះវាគឺជាពេលវេលាគួរឱ្យចាប់អារម្មណ៍សម្រាប់អ្វីគ្រប់យ៉ាងដែលទាក់ទង។ ធ្វើឱ្យទាន់សម័យអំពីទ្រីស្ថានលោក Tristan Howard ។ កាលពីថ្ងៃសុក្រសប្តាហ៍មុនទ្រីទ្រីបានទៅទីក្រុងញូវយ៉កដើម្បីចូលរួមក្នុងសមតុល្យជាតិតុល្យភាពថ្មី។ គាត់បានចូលរួមក្នុងផ្នែកអភិជនដែលកំពុងរីកចម្រើន។ ទ្រីស្ថានជាប់ចំណាត់ថ្នាក់លេខ 11 ក្នុងការប្រណាំង 55 ម។ បំពេញ -o ក្នុងរយៈពេល 6.57 វិនាទី។ ដូច្នេះនេះលឿនណាស់។ ជាអកុសលមានតែ 8 ល្អបំផុតគឺចុងក្រោយ។ ប៉ុន្តែយើងមានមោទនភាពចំពោះភាពជោគជ័យនេះ។ លើសពីនេះទៀតទ្រីយ៉ានបានបញ្ចប់ 9 ម៉ែត្រនៅ 200 ម៉ែត្រ។ បានបញ្ចប់ក្នុងរយៈពេល 22.3 វិនាទី។ ជាថ្មីម្តងទៀតមានតែក្បាលប្រាំបីប៉ុណ្ណោះដែលបានបន្ត។ ប៉ុន្តែយើងចង់អបអរសាទរ Tristan ។ វាជាបទពិសោធន៍រៀនសូត្រដ៏អស្ចារ្យសម្រាប់គាត់។ ដំណឹងល្អគឺថានេះគ្រាន់តែជាក្មេងជំទង់ដូច្នេះយើងនៅតែមានរយៈពេលមួយឆ្នាំដើម្បីបន្តមើលអ្វីដែលមានរបស់ដ៏អស្ចារ្យដែលនឹងធ្វើ។ កាលពីថ្ងៃសៅរ៍សប្តាហ៍មុនខ្ញុំមានឱកាសចូលរួមពិធីប្រគល់សញ្ញាបត្រនៅសាលាជប៉ុន។ ពួកគេបានរៀបចំនៅវិទ្យាល័យហើយចង់ថ្លែងអំណរគុណដល់ស្ថានកុងស៊ុលរបស់ជប៉ុន Michelle និង Isicava សម្រាប់ការអញ្ជើញរបស់អភិបាលក្រុង Burke ហើយខ្ញុំបានចូលរួមក្នុងពិធីនេះ។ មាននិស្សិតបញ្ចប់ការសិក្សាជាច្រើន។ សាលារៀនជប៉ុនប្រព្រឹត្តទៅនៅវិទ្យាល័យនិងអប់រំនិស្សិតប្រមាណ 800 នាក់។ ខ្ញុំទៅសាលាមត្តេយ្យវិទ្យាល័យជារៀងរាល់ឆ្នាំ។ វាក៏បានបង្រៀនភាសាជប៉ុនជាភាសាទីពីរផងដែរ។ ដូច្នេះពួកគេបាននៅវិទ្យាល័យ Medford ក្នុងរយៈពេល 45 ឆ្នាំកន្លងមកនេះ។ ដូច្នេះវាពិតជាការតភ្ជាប់គ្នា។ វាពិតជាល្អណាស់ក្នុងការចែករំលែកថ្ងៃពិសេសនេះជាមួយពួកគេ។ ចុងក្រោយសកម្មភាពមួយចំនួននៅក្បែរនោះ។ យើងមានការតាំងពិព័រណ៍ដំណើរផ្លាស់ប្តូរមួយដែលត្រៀមនឹងធ្វើឡើង។ នេះនឹងមកនៅថ្ងៃពុធនេះនៅហាងស្រា 489 របស់យើង (18 ទៅ 21H) ។ ការិយាល័យអប់រំពិសេសនៅសាលារដ្ឋ Medford និងសាលារដ្ឋ Winchester កំពុងប្រារព្ធការផ្លាស់ប្តូរប្រចាំឆ្នាំដែលត្រូវបានរចនាឡើងសម្រាប់មាសចំនួន 14 គ្រាប់ក៏ដូចជាមនុស្សពេញវ័យដែលមានពិការភាពក្នុងការគាំទ្រផែនការវិទ្យាល័យ។ ឪពុកម្តាយទីប្រឹក្សានិងនិស្សិតចូលរួមក្នុងព្រឹត្តិការណ៍នេះត្រូវបានលើកទឹកចិត្តឱ្យរៀនសូត្រសិក្សាអំពីសេវាកម្មសហគមន៍ដែលមានសម្រាប់ជនពិការ។ ពិព័រណ៍នេះនឹងរួមបញ្ចូលព័ត៌មានអំពីជំនាញជីវិតឯករាជ្យការបណ្តុះបណ្តាលវិជ្ជាជីវៈកម្មវិធីអប់រំអាដាប់ធ័រនិងឱកាសកម្សាន្តនិងការគាំទ្រលំនៅដ្ឋាន។ ដូច្នេះនេះគឺជាដំណើរការនៃការប្រែចិត្តជឿដូច្នេះរត់សំលេង។ វាក៏ជាការចេញផ្សាយលើកដំបូងរបស់យើងនៅថ្ងៃពុធទី 20 ខែមីនា។ ខ្ញុំដឹងថាវិទ្យាល័យ McGlin កំពុងរៀបចំសកម្មភាពជិះស្គីលើការជិះស្គីដោយឥតគិតថ្លៃនៅក្នុងការប្រកួតប្រជែងសិស្សវិទ្យាល័យ។ នៅវិទ្យាល័យ Medford, Priscilla Penturt នឹងផ្តល់អង្ករនិងសណ្តែក និស្សិតណាម្នាក់អាចចាប់អារម្មណ៍នឹង 12 ទៅ 1230 និងស៊ីអេហ្វអេ 3 ។ នេះគឺជាសប្តាហ៍ចុងក្រោយរបស់ខ្ញុំ។
[Paul Ruseau]: نعم شكرا. يمكننا تلقي التقارير التي يجب أن تقبل حدث الحدث وما هي المزايا وما هي إجراءاتنا وما الذي نحتاج إلى تحسينه؟
[Mea Quinn Mustone]: لدي القليل من الضوء. تحدث مع قسم الشرطة يوم الجمعة ، لأن والدا روبرت أخبروني عندما درست في المدرسة. عندما تحدثت معه يوم الجمعة ، قال إن هذا الرجل كان في السجن. حتى يومنا هذا توقفت. تابعه اليوم. ولم أقم بالتحديث. المعادن أعتقد أنه يمكنني الحصول على مراجعة نفسية لمدة 30 أو 60 يومًا. لحسن الحظ ، سيكون لدي بريد إلكتروني عندما أذهب إلى المنزل. لكن الشرطة على أعلى مستوى وتريد التأكد من أن الآباء يعرفون أنهم يغلقون انتباههم. شكرًا لك
[Stephanie Muccini Burke]: السيد روزا ، هل تريد طلب وثيقة سرية؟ نعم ، من فضلك.
[Paul Ruseau]: حكومة المدرسة وعند التفاعل مع الشرطة ، إذا كان علينا تحسين تحسين هذا البرنامج.
[Stephanie Muccini Burke]: لا أعتقد أنه لا توجد مشكلة بين الشرطة والمدرسة.
[Paul Ruseau]: أعتقد أن هذه مجرد إشعارات.
[Marice Edouard-Vincent]: نعم ، هناك العديد من المشاورات ، لكن ليس لدي هذه المعلومات. تذكر ، الجدة البطارية لديها معلومات أكثر من بلدي.
[Paul Ruseau]: نعم ، لا أعرف ما إذا كان تطبيقنا سيتعامل مع برنامجنا. ومع ذلك ، هذه ليست مجموعة غير معروفة.
[Stephanie Muccini Burke]: تحليل وخطط المناهج الدراسية بحلول عام 2018.
[Mea Quinn Mustone]: م. كارن.
[Marice Edouard-Vincent]: وجود. تقدم كانغ. هذه الخطب الثلاثة ليست لها. سيناقش Kan و Rocco Sieri والدكتور Shiza أدائنا في الخريف وحقيقة أننا نجعل هذه الاستراتيجية كمنطقة. أعتقد أن كل هذه التقارير مفيدة للغاية بالنسبة لك.
[Khan]: សូមអរគុណ អរុណសួស្តីអ្វីៗទាំងអស់។ ដូច្នេះខ្ញុំនឹងចាប់ផ្តើមជាមួយនឹងមាតិកានៅទំព័រទី 1 ។ មាត្រា 1 កម្មវិធីសាកល្បងនៃកម្រិត 3 ទៅ 8 MCA ។ ប្រភេទរចនានេះតារាងដែលអ្នកឃើញខាងក្រោមប្រភេទសំណួរចំនួនសរុបនៃពិន្ទុនិងកំរិត។ ការធ្វើតេស្តនេះត្រូវបានធ្វើឡើងលើកដំបូងនៅឆ្នាំ 2018 និស្សិតរបស់យើងដំបូងសំដៅទៅលើសំណួរខុសគ្នានេះ។ នៅពេលដែលយើងទៅទំព័រទី 2 អ្នកនឹងឃើញតុដែលនៅសល់។ បន្ទាប់ពីនោះអ្នកនឹងឃើញផ្នែក 1.B 1.B, វាគឺជា MCA ក្នុងកេរ្តិ៍ដំណែលថ្នាក់ទី 10 ហើយសិស្សទទួលយកវា។ នៅឆ្នាំ 2018 មានតែថ្នាក់ទី 10 ប៉ុណ្ណោះ។ ដូច្នេះទ្រង់ទ្រាយរបស់វានៅតែដដែល, បេតិកភណ្ឌ 1 ។ ឆ្នាំនេះក្នុងឆ្នាំ 2019 អ្នកនឹងធ្វើបែបបទថ្មីដែលអ្នកនឹងឃើញនៅទំព័រទី 3 ។ ដូច្នេះការរចនានៃទំព័រទី 3 នេះគឺសមរម្យសម្រាប់សិស្សថ្នាក់ទី 3-8 កាលពីឆ្នាំមុន។ ដូច្នេះយើងឃើញថាទាំង 3 ទៅ 8 ស៊េរីនិង 10 នឹងជាលើកទី 1 ក្នុងទ្រង់ទ្រាយថ្មីនៅឆ្នាំនេះ។ បើមិនដូច្នោះទេស៊េរីលេខ 3 ដល់ 8 បានយកវា។ ដូច្នេះនៅក្នុងគម្រោងទី 2 តារាងនេះក៏ត្រូវបានដាក់ក្នុងតារាងលទ្ធផលខែតុលារបស់ខ្ញុំផងដែរ។ ខ្ញុំគិតថាប្រសិនបើយើងទៅទំព័រទី 4 ខ្ញុំចង់អោយទំព័ររបស់ខ្ញុំសមនឹងអ្នក។ យើងបានឃើញកម្រិតសំខាន់របស់ MCA សម្រាប់មនុស្សជំនាន់ក្រោយឆ្នាំក្រោយឆ្នាំ 2018 បន្ទាប់មកបានឃើញកម្រិតមធ្យមនៃការសម្តែងសាលារៀនហើយបន្ទាប់មកបានឃើញ។ យើងបានឃើញការសម្តែងវិទ្យាល័យបន្ទាប់មកទទួលបានពិន្ទុខ្ពស់បំផុត។ តារាងមានចំណង់ចំណូលចិត្តពិសេសព្រោះវាបង្ហាញថានិស្សិតរកឃើញពិន្ទុ ផ្តល់ប្រាក់ 4,99 ដុល្លារលើស្មៅ។ សូមអរគុណ ដូច្នេះនៅពេលអ្នកឃើញកំណត់ត្រាដំបូងនៃកំណត់ចំណាំសូមមើលទិន្នន័យជ្រុងកាច់ជ្រុងនៅកណ្តាល។ បន្ទាប់មកនៅខាងឆ្វេងតើអ្នកឃើញប៉ុន្មាន គាត់ឆ្លើយតបទៅនឹងការរំពឹងទុកនៅខាងឆ្វេង។ នៅខាងស្តាំអ្នកនឹងឃើញនិស្សិតទាំងនេះកើនឡើងភ្លាមៗនឹងទទួលបានលទ្ធផលនេះ។ 490 ដល់ 499 ពិតជាជិតហើយ។ ពេលខ្លះប្រសិនបើវាជាចម្លើយរួមបញ្ចូលពួកគេគឺជាសំណួរមួយសំណួរពីរគឺសំណួរត្រឹមត្រូវពីរ។ យើងដឹងរឿងនេះហើយបន្ទាប់មកចូលទៅកាន់តារាងខាងក្រោមដែលជាផ្នែកមួយនៃស្តង់ដារបឋមសិក្សាលទ្ធផលជាតិ។ អ្នកឃើញនៅកម្រិតទីបីយើងភាគច្រើននៅផ្នែកវិជ្ជមានប៉ុន្តែនៅពេលយើងនិយាយជាមួយលេខ 4 និងឆ្នាំយើងឃើញភាពខុសគ្នាអវិជ្ជមាន។ ខ្ញុំនឹងត្រលប់មកវាវិញក្នុងរយៈពេលតែប៉ុន្មាននាទីប៉ុណ្ណោះ។ ខ្ញុំនឹងប្តូរទៅទំព័រ 6 ហើយយើងអាចមើលឃើញស៊េរី 6, 7, 7 និង 8 ក្នុងតុស្រដៀងគ្នា។ បន្ទាប់ពីនោះយើងក៏បានឃើញថ្នាក់ទី 10 ផងដែរ។ ខ្ញុំគ្រាន់តែក្រឡេកមើលការសិក្សាមួយចំនួនលើរឿងនៃការអនុវត្តផែនការគណិតវិទ្យា។ ហើយវាហាក់ដូចជាវាហាក់ដូចជាខ្ញុំពិតជាមានអ្វីកើតឡើងបែបវិទ្យាល័យដែលយើងឃើញនៅទីនេះមេរៀនដំបូងដែលចាប់ផ្តើមប្រើនៅកម្រិតសួនកុមារ។ ដូច្នេះសញ្ញាប័ត្រទីបួន -Year បានប្រើគណិតវិទ្យាគណិតវិទ្យាប្រចាំថ្ងៃក៏ដូចជាថ្នាក់ទី 5 ដែរ។ នេះគឺជាថ្នាក់ជាក់លាក់មួយជួរពីរ លោកមិនបានសង្កត់ធ្ងន់លើការរចនាវគ្គសិក្សានៅពេលនោះទេពីព្រោះកម្មវិធីនេះហួសសម័យហើយ។ លើសពីនេះទៀតនៅឆ្នាំទីបួនយើងបានរកឃើញថាពិន្ទុត្រូវបានចាត់ទុកថាអស្ចារ្យ។ នេះគឺជាគំនិតដ៏អស្ចារ្យមួយ។ យើងមើលឃើញភាពខុសគ្នាអវិជ្ជមាន។ នេះមិនមែនជារឿងគួរឱ្យភ្ញាក់ផ្អើលទេពីព្រោះក្នុងនាមជាគ្រូវិទ្យាល័យខ្ញុំឃើញនិស្សិតប្រយុទ្ធជាមួយប្រភាគនៅពេលកំពុងសិក្សាពិជគណិត 1 ។ បន្ទាប់ពីនោះអ្នកនឹងឃើញជំហានដែលយើងបានធ្វើប៉ុន្តែយើងកត់សំគាល់។ យើងក៏បានចង្អុលបង្ហាញថានៅថ្នាក់ទី 4 ក្នុងរយៈពេល 5 ឆ្នាំខ្ញុំបានសុំទោស។ បន្ទាប់ពីនោះយើងក៏បានឃើញលេខនិងសកម្មភាពដែលនិស្សិតបានជួបគ្នានៅតាមរោងចក្រ 10 ដែរ។ ជាការពិតណាស់សូមឱ្យបានទៅ 6 ដឺក្រេ, 7 និង 8 ។ យើងបន្តមើលភាពខុសគ្នាអវិជ្ជមានដ៏អស្ចារ្យ។ បន្ទាប់មកចូលទៅកាន់ថ្នាក់ទី 10 ដែលជាកន្លែងដែលយើងមើលឃើញភាពខុសគ្នាតូចបំផុតនៅក្នុងតំបន់និងចំណុចដែលអាចកើតមាន។ តើអ្វីជាអត្ថប្រយោជន៍ពិសេសរបស់យើងហើយតើអ្វីនឹងជួយយើងឱ្យមានអារម្មណ៍? អ្វីដែលកាន់តែប្រសើរអំពីពិន្ទុរបស់យើងនិស្សិតរបស់យើងតំបន់នេះមានន័យថាកំណើនភាគរយរបស់និស្សិតនៅតែស្ថិតក្នុងស្ថានភាពរដ្ឋនៅឡើយដែលមានភាគរយនៃកំណើនរបស់និស្សិត។ ដូច្នេះប្រសិនបើនិស្សិតប្រចាំតំបន់មកពីថ្នាក់ជាក់លាក់នៅតែមានអាយុ 40 ឆ្នាំនិង 60 ឆ្នាំនេះនេះត្រូវបានគេចាត់ទុកថាជាការរីកចម្រើនយ៉ាងល្អនៃឆ្នាំនេះ។ លើកលែងតែ 39.9 ដែលភាគច្រើនយើងខុសគ្នា។ 1 ហើយសិស្សភាគច្រើនមានការអភិវឌ្ឍនៅទីនោះ។ តាមពិតយើងបានឃើញវាពី 40 ទៅ 60 ឆ្នាំនៅថ្នាក់ទី 10 ។ ដូច្នេះវាបានកើនឡើងប្រហែលមួយឆ្នាំកន្លះ។ ទំព័របន្ទាប់មានអ្វីដែលយើងបានធ្វើ ការរៀបចំនៅឆ្នាំនេះនៅតែបន្តខិតខំ។ យើងមាន K នៅ 5 ។ យើងមានសកម្មភាពគ្រប់គ្រាន់។ អ្នករាល់គ្នានៅក្នុងបញ្ជី។ យើងក៏សម្របសម្រួលទិន្នន័យលើ 3 ទៅ 5 ដឺក្រេដែលទទួលបានពី MCA ផងដែរ។ បន្ទាប់ពីនោះយើងក៏ធ្វើការច្រើននៅតំបន់នោះដែរហើយធ្វើការនៅខាងក្រៅតំបន់នេះ កម្រិតនេះជាពិសេសកំរិតមូលដ្ឋាន។ យើងក៏អនុវត្តធាតុសកម្មភាពនៅវិទ្យាល័យនិងវិទ្យាល័យផងដែរ។ បន្ទាប់ពីនោះខ្ញុំបានចុះបញ្ជីជំហានសម្រាប់អនាគតព្រោះខ្ញុំរំពឹងថានាយកដ្ឋានគណិតវិទ្យានៅក្នុងតំបន់។
[Paul Ruseau]: شكراً جزيلاً. لا شئ. لقد أعطيتني العديد من الفرص للأسئلة ، لكنني لا أريد أن أكون هنا طوال الليل. لذلك ، عندما أرى تغييرًا بين 2017 إلى 2018 ، لا أعرف ما إذا كان الفرق مهمًا. ولا أعتقد أن موظفي الدولة يقدمون هذه المعلومات لأنني أواصل رؤيتها. لم يقلوا أي شيء ، إذا كان ذلك يعني. هذا كل شيء. هل لديك تفاصيل لمعرفة ما إذا كان هذا يتغير من 6 ٪ إلى 7 ٪؟ عندما نمت بنسبة 2 ٪ ، كان من السهل دفعه ، ثم انخفض عندما يتم تخفيضه بنسبة 2 ٪. لكن إلى جانب الأطفال المختلفين ، يمكنهم فهم ولا يفعلون شيئًا. يمين. أنا هنا أعاني من كل هذه المعلومات ، والمهم هو أن البلد لا يبدو أنه ينتبه إليها. ولكن هل لديك المزيد من التفاصيل لمساعدتك في فهم هذا؟
[Khan]: لذا ، إذا لم تكن خائفًا من إخباري عن عدد الصفحات وهذا الجدول ، فسيساعد هذا.
[Paul Ruseau]: أنا في الصفحة 4 الجدول الأول. يمين. وبالتالي ، من المستوى الثالث ، هذا أكثر من المتوقع ، ونصل إلى 6 ٪ إلى 8 ٪ ، وهو أمر جيد. زادت الدولة من 7 ٪ إلى 10 ٪.
[Khan]: ولديك.
[Paul Ruseau]: وإذا كنت لا تعرف ماذا عن الرياضيات ، فسوف أقول إننا لا ننمو بقدر ما يجب أن نفعل ذلك. هذا كل شيء. كم عدد الأطفال الذين فحصوا بالفعل ومختلفون.
[Khan]: لهذا السبب ، هناك العديد من العوامل. كما تعلمون ، نحن نقدم بنسبة 1 في المائة ، ولكن في الواقع ، عندما تستكشفه حقًا عندما تستكشفه حقًا ، ربما بعض العوامل. لذلك ربما يمكن أن يكون كما قلت ، تغيرت الديموغرافيا. يمكن أن يكون طالبًا محددًا في ذلك اليوم. ربما ينامون بشكل جيد. يمكنك أن تعرف أننا لا نستطيع تحديد نوع المشكلة المحددة ، لذلك يتم فقدان المشكلة. يمكن أن تكون مضخة.
[Paul Ruseau]: لذلك لا ينبغي لنا أن نثير. نسبة التمهيد لا تعني بالضرورة أننا نبدأ في القيام بعمل أفضل. مع انخفاض بنسبة عدة في المئة ، هذا لا يعني أننا نبدأ في القيام بشيء سيء. قاتل هذا مذكور في بعض الأماكن. سيكون هناك تقييم فهم من ربع. هذا كل شيء. أن هذه الدرجات لديها ما نفعله أقل ، أو كل ما نبدأ؟
[Khan]: لذلك ، بدأنا هذا العام. بدأنا في التقييم هذا العام. نخرجهم أسئلة. أفضل ما يمكننا القيام به هذا العام هو الخيال. نقوم بإزالته منها ، ولكن نضيف مجموعة من الخيارات ، ويمكن أن تكون العديد من الخيارات مناسبة لأسئلة MCA. لذلك ، جمعه المدرب حتى كان لدى الطلاب مزيج جيد.
[Paul Ruseau]: هل تستخدم هذه الاختبارات من قبل المعلمين لتقييم هذا المستوى؟
[Khan]: هل تحاول تكرار هذا؟
[Paul Ruseau]: هل سيستخدم هؤلاء المعلمون اختبارات مماثلة لتقييم قيودهم؟
[Khan]: بالطبع لا. يستخدم المعلمون الوحدات للتحقق. هذه روابط نعرف مكان الطلاب في فكرة محددة يمكن للمعلم المتابعة. في بعض الأحيان ، نجرب الطلاب في القضايا التي اقترحناها أن يكون الطالب الأصلي هو المكان الأصلي. كم كان المعلم وكم من الوقت يجب أن يستغرق المعلم؟ لهذه الفكرة المحددة. ماذا جاءوا؟ لذلك هناك العديد من الأسباب للمرجع. حيث يمكنه العثور على فصل دراسي. يمكنك العثور على بعض الطلاب. لكننا نستخدم هذا للعديد من الأشخاص مثل المدربين ، وفي الواقع أشعر بالبيانات وأحللها لمعرفة ما يحدث. بعد ذلك ، عاد المدرب وتحدث مع المعلم لم نر الكثير من الأداء في النقطة المرجعية.
[Paul Ruseau]: لذلك أعني شيئًا واحدًا يقلقني هو أننا نواصل قضاء الوقت ، وقضاء الوقت مع الأطفال ، وعدم تعليمهم. كل هذا اختبار آخر لقبول MCA المزدحم أو في الكلمة المقابلة وفي هذه الاختبارات. هذا كل شيء. ثم أريد ممارسة الرياضة سيتم نشر التقرير إلى اللجنة في 8 أبريل ، والذي يعتمد أيضًا على الاختبارات الحالية للطلاب الذين يقدمون تقييمًا للتقييم ، حتى لا تتضمن هذه الوحدات. آمل أن يتضمن هذا التقرير تواتر ووقت هذا الاختبار ، ويجب تقسيم الاختبار الفعلي بوضوح.
[Marice Edouard-Vincent]: كم من الوقت تستغرق؟ وبالتالي ، فإن الشيء الوحيد الذي يدوم هو أن بعض الطلاب يحتاجون إلى مزيد من الوقت ، ولكن قد تكون النية فترة من التدريس يمكن للطلاب الحصول عليها.
[Paul Ruseau]: نعم ، أنا لا أقصد الوقت الحقيقي ، فقط الوقت المتوقع. لقد طبعته ، لذلك لا تحتاج ... أوه ، جيد.
[Marice Edouard-Vincent]: شكرًا لك شكرًا لك شكرًا لك
[Erin DiBenedetto]: شكرًا لك لذلك هذه بيانات جيدة جدا. على الرغم من أن هذا متغير صغير ، كما تعلمون ، تم فحص فئات مختلفة من الفصول في أوقات مختلفة ، ولكن تقديم العديد من المدارس ، مثل الأفكار الرياضية ، لكننا أقوى. لذلك ، أريد أن أرى هذه البيانات. لكنني لا أعرف ما إذا كان هذا منقسمًا بين المجموعات الصغيرة ، لكن الطلاب يحتاجون إلى مزيد من الوقت ، ومزيد من الاهتمام وأكثر إثارة للاهتمام. لذلك ، أريد أن أعرف ما إذا كان لديك هذه البيانات مفيدة لك ، لذلك سنحدد ما يحتاجه الأطفال في المستقبل إذا كنت بحاجة إلى الكثير من الوقت. إذا كانوا بحاجة إلى مزيد من الممارسة ، فإذا كنت بحاجة إلى دعم إضافي في الامتحانات أو المجموعات أو أماكن العمل الأخرى ، فنحن نريد فقط التأكد من نجاح هؤلاء الطلاب أيضًا وتلقى كل الفرصة للنجاح. وبالتالي ، فإن الروابط الفرعية المستقبلية ستكون مفيدة عند اقتراح هذه المعلومات.
[Khan]: شكرًا لك
[Paulette Van der Kloot]: شكرا لتقريرك. في الصفحة 5 ، أدركت أنك علقت مرارًا وتكرارًا في 4 و 5 ، على ما يبدو ، هناك العديد من المعارك مع الملاحظات. يمين. قلت إنني عرفت أنه مدرس في المدرسة الثانوية. لذلك ، فإن أجزائها هي أنني أرى بعض عوامل العمل ، بما في ذلك النشاط الإصلاحي. لكنك تعلم ، يبدو أننا نعمل بشكل منتظم ، فقط تأكد من أن طلابنا يحصلون عليه حقًا. لذا ، كيف يمكن لهذا نقله إلى طبقة منتظمة من الرياضيات خارج دورة تحرير MCA؟
[Khan]: يمين. أعتقد أن المدرب فعل ذلك. هذه نماذج ، وكيفية تعليم دورة خاصة في الفصل. كما أنها تعمل مع المعلمين لتطوير خبراء من أجل تدريبهم على استخدام الدماغ لتوفير معلومات لجو أصغر أو استخدام إجراءات عملية مختلفة.
[Paulette Van der Kloot]: حسنًا ، شكرًا لك. انظر إلى الصفحة 10. في مستقبله ، رأيت أنه كتب أنه قدم برنامجًا بحثًا من شأنه أن يضيف أعلى مستوى من الخبرة الرياضية في المدرسة الثانوية. يمين. يبدو مهم جدا. أتساءل عما إذا كنت تعتقد أن المقطع سيحدث. لم نتحدث عن هذا ، لذلك لا أفكر في نصيحتك هذا العام أو عن نصيحتك؟
[Khan]: لذلك هذا سؤال جيد ، وشكرا على السؤال ما هو أفكر في المدرسة الثانوية. أعتقد أن هناك الكثير من البرامج ، وطرد المعلم لفترة من الوقت ، كما تعلمون. يوجد حاليًا العديد من البرامج عن بُعد على أساس البحث كما تعلمون ، يمكن للمعلم التوقف وتعليم الكتب الصعبة. في الواقع ، هذه البرامج اطلب من الطلاب معرفة ذلك. هناك معلمون لاستخلاص استنتاجات خلال الدورة ، لأن الطلاب جاءوا إلى هناك. ثم أرسلهم مرة أخرى إلى المجموعة ، ثم الجمع بينها ، ثم تلخيصها أكثر. لذلك هناك العديد من البرامج. سأجدها بالتأكيد أكثر جدية. أطلب من المعلمين أن يتراكم. بعضهم كان يقود سيارته قبل بضع سنوات. لذلك لدي بيانات جيدة. ذهبت إلى منطقة أخرى ورأيت كيف يدرس المعلمون الآخرون في هذا البرنامج. اسم التطبيق هو صورة رياضية للموارد المفتوحة. إذا كنت مهتمًا بمعرفة المزيد من المعلومات ، فأنا أدعوك إلى المحاولة. بعد ذلك ، هناك جمل ممتازة وتصميم واضح.
[Paulette Van der Kloot]: قاتل هل هذا ما فعلته معنا خلال ميزانيتك؟ يمين. قاتل يمين. يمين. قاتل لا يزال يتعين علينا تحقيق. قاتل هذا جيد. لكننا سنجده. يمين. لهذا السبب أريد التحدث عن ذلك. شكرًا لك يمين. قاتل أخيرًا ، أردت فقط أن أقول إنني ذهبت إلى السيارة يوم السبت ، وكان لدي رجال NP ، وكان لدي خطاب عن تيد. محادثات TED هي التدريب الرياضي. الجزء الخاص الذي أسمعه هو أهمية النضال. حسنًا ، لأن لدي الفرصة للعمل مع المخرج لممارسة القيادة الرياضية كمعيار الذي نبحث عنه ، ونرى ، وأفهمه. أعتقد أنه من الرائع الجلوس والاستماع إلى Teda للحديث عن كيفية تعليم الرياضيات. لذلك أردت فقط التحدث عن ذلك.
[Marice Edouard-Vincent]: شكرًا لك عندما نتحدث عن الكمية والملاحظة ، أريد فقط التعليق على الصفحة 5 ، أنت تعرف بشكل ملحوظ. يبدو أنه يتم التحكم فيه بين طلاب المدارس الثانوية ، لذلك يعتبر هذا وجود. "حتى السنة الثالثة ، كان الطلاب مفيدين لاستخدام هذا المسار المحدد من رياض الأطفال ، بدءًا من السنة الرابعة" ، قال كان. بعد ذلك ، أريد أن أعرف ما يفعله الطلاب هذا لأن لدينا هذه المعلومات ، ويمكننا أن نكون استراتيجيات ونوايا. حول المجلس على حسابنا. لذلك أعني أن هذا ما نعرفه ، ونهتم بقرارات الطلاب. شكرًا لك
[Michael Ruggiero]: شكرا لك ، العمدة بورك. لقد لاحظت هذا في الصفحة 5. يمين. وبالتالي ، فإن الحلقة الثالثة من السنة الرابعة لها انخفاض كبير. ماذا تعتقد؟ لماذا هو؟
[Khan]: هناك انخفاض كبير. هذا ما قاله المخرج أننا ننظر إلى الأشكال الهندسية. نرى كل الموضوعات المختلفة هنا. لكننا نعتقد أيضًا أن هؤلاء الطلاب يستخدمون الرياضيات يوميًا. وبالتالي ، فإن الخطة عفا عليها الزمن. لست متأكدًا من أنني أستخدم بعض الدورات التدريبية. ربما كان في عام 2006 ، أود أن أقترح في عام 2011. ولكن تم تقييم هؤلاء الطلاب في ماركوس في عام 2017 ، وليس في عام 2011. وبالتالي ، فإن الفرق من 2011 إلى 2017 ضخم. لذلك ، منذ هيكل عام 2011 ، قمنا بتدريس الأصدقاء ثلاث وأربع سنوات من الخطة. في عام 2017 ، كان هناك سنة واحدة فقط ، والآن نختبرها بحلول عام 2017. أعتقد أنه قد أضطر إلى فعل شيء حيال ذلك.
[Michael Ruggiero]: في الماضي ، عندما تم كسرنا ، تشعر أنه يمكننا رؤية ما ستفعله المدرسة؟ هل هو مخصص لك؟ نعم؟ ماذا يظهر بين المدارس المختلفة؟ هذا في التقرير الأول.
[Marice Edouard-Vincent]: لا ، لكن كلماتك انهارت؟ يمين. وجود. غادر Lazzaro الكتاب الأصلي وأبلغ في الخريف.
[Michael Ruggiero]: أوه ، آسف. أوه ، شخص جديد على الطاولة. يمين. أوه ، آسف. شكرًا لك لم أقبل المظروف.
[Paul Ruseau]: لدي شاشة. لقد نسيت أن أطرح هذا السؤال. في المرحلة المستقبلية في الصفحة 9 ، فوجئت برؤية مفهوم رياض الأطفال في الصف الخامس ، الذي حقق 70 دقيقة من التعليمات التي لم تنقطع. أعني أنه عندما درست في الكلية ، توقفنا في 70 دقيقة. هل يمكنك شرح هذا؟ لأنني أعتقد أن هذا يعني أنني أعتقد أن هذا يعني.
[Khan]: يمين. ًلا شكرا. مرة أخرى ، هذا سؤال جيد آخر. لذلك ، في السنة الأولى ، تعلمت الكثير من الرياضيات المختلفة ، وما عرفته في المدارس المختلفة كان أحيانًا مرتين في الرياضيات. لذلك ، نقول أننا نعطيهم لنقدم لنا 65 أو 60 دقيقة من طلابنا ولكن في بعض الأحيان يتم تقسيمها إلى 10 أو 15 دقيقة ، ثم نعلم أكثر مما نعود إليه ، ثم نرخي وتعليم الرياضيات مرة أخرى. في بعض الأحيان يمكن خلطه مع المقبلات مع الوجبات الخفيفة. في الدراسة ، نلاحظ حقًا أن الطلاب يختلفون تمامًا عن الرياضيات والرياضيات هناك طرق تعليمية مختلفة ، بدلاً من القول بأن الكتلة الرياضية يمكن قطعها ، ولكن لا يجب إزعاج جميع العمليات. لذلك ، عندما تفعل هذا ، وأحيانًا معلم آخر ، يتم إغلاق الوحدة. لذلك يحتاج إلى طريقة. لذلك ربما طريقة أخرى لرؤية هذا قم بعمل كتلة رياضية للحفاظ على تعليم الطلاب وتركيز الطلاب. قد تكون هذه هي أفضل فكرة. لذلك ، إذا كان بإمكاني الاستقالة ووضعها هناك ، فهذا يساويني. ولكن ربما لدي قبعة في المدرسة الثانوية مرة أخرى. أنا آسف.
[Michael Ruggiero]: شكراً جزيلاً.
[Khan]: شكرًا لك
[Michael Ruggiero]: نعم ، نعم ، حسب الضرورة -P -up. لذا أشكركم على إعطائنا اليوم. ولكن ربما سنرى تقريرًا تم إرساله إلى أعضاء روزو في المستقبل ، وهل هناك أي موضوعات؟ وبالتالي ، نرى أنه يمكننا الحصول على مزيد من القياسات مع المهنيين في كولوبوس. هذه عملية بالنسبة لي. قاتل مع العلم أن كل مدرسة مفيدة للغاية عند توفير بيانات المدرسة.
[Khan]: لذلك ، لموضوعك ، ماذا ... أوه ، لا ... بشكل عام ، أنت تتحدث عن نموذج مجال؟
[Michael Ruggiero]: القوى ، مثل الهندسة والكسور والكسور ، كل هذا يعني مخطط الطفل. من الجيد أن تعرف أن الانهيار في المدرسة. بالتأكيد. شكرًا لك عضو في Rusaau ، هل من الأفضل أن أضيفه إلى رياضتك؟ قم بتمرين آخر. حسنًا ، أنا أفعل ، إلا أننا نعتذر. أريد تقديم عريضة أننا سنكسر المدرسة بموضوع حقيقي.
[Stephanie Muccini Burke]: مشكلة.
[Michael Ruggiero]: لا. نتذكر هذا.
[Stephanie Muccini Burke]: ترك تقرير صادر عن اللجنة قبل الأوان قبل 8 أبريل ، حيث جميع الاختبارات ، بما في ذلك اختبار طلاب الدراسات العليا الأولية والمدرسة ، باستثناء مستوى التقييم المدرسي. سيتضمن هذا التقرير التردد المتوقع ووقت الاختبار وسيخصص اختبارات عملية. الزوجة لديها ثانية. أشرت إليها. هل يدعم الجميع؟ يمين. المعارضة كلها؟
[Marice Edouard-Vincent]: أنا قلق بشأن البرمجة ، وليس المعلومات ، ولكن على أساس كل ما تم إجراؤه في 8 أبريل ، وفكر هذه الفكرة بسرعة. أعلم أنك قلت إنه يجب ألا تضم تعليقات في القسم ، لكنني أريد أن أعطيك المزيد هذه القائمة أكثر دقة من القائمة بمزيد من التفصيل.
[Stephanie Muccini Burke]: هل يمكنك الحصول على مزيد من المرونة مع اليوم الرئيسي؟
[Marice Edouard-Vincent]: بالتأكيد. لأننا افتتحنا اجتماعين متتاليين على التوالي في أبريل ومعظم من المتاخمين للمقر ... متطلبات في ذلك الوقت في أقرب وقت ممكن؟
[Unidentified]: 6 I.
[Marice Edouard-Vincent]: يحاول.
[Stephanie Muccini Burke]: طيب 6 مايو. التغيير في 6 مايو. حسنًا ، هل لديك شعبية؟ يتم استخدام جميع الاعتراضات والحركات. في روجيرو ، هذه مدرسة تنتهك القواعد. يمين. بن دادي للمرة الثانية. هل يدعم الجميع؟ المعارضة كلها؟ لقد مرت الحركة. شكرا لك يا سيدة كتاب شكرًا لك أحسنت. شكرًا لك قاتل تقارير عن البرنامج "التحليلات العلمية العلمية وبرنامج المنهج". السيد سيري.
[Rocco Cieri]: Good evening, everyone. I hope everyone is doing well. I know you've been here for some hours. I'm going to try to string together some of the strands that are in the report rather than read right from it. So if you bear with me, I'll try to look up at my audience. look back down at the report, make sure I don't miss anything, and then open up the floor for questions that you have on the report. So we'll begin with test design just as Ms. Kahn had. There are two test designs currently. There's the legacy MCAS that all the students took this past year in 2018 at grades 5, 8, and 9 or 10. And then there is the next generation MCAS, which will be administered for the first time in grades five and eight this year. In grades nine and 10, we'll still be with the legacy MCAS. The other component of the next generation MCAS, which makes it a little bit different than the legacy, is that the fact that these are computer-based tests. So we have to keep that in mind that a grade 5 and a grade 8 test in a subject area will be for the first time. They've taken it on computers, but this is the first time that they have a computer-based test in a subject area. The second thing that we want to keep in mind is that the question types change at grades 5 and 8 on this test. And so there's a chart to explain the next generation MCAS exam and the types of questions that the students will face. They will have selected response, which is the term that they use for a multiple choice question. There are multiple select answers, that the students choose from among several answer options. It may have two answers that are correct, and the students have to choose both correct answers. There are technology enhanced questions where students may drag and drop answers onto a picture. There'll be hotspots that they'll have to click. And there'll also be drop-down menus where they'll have to click, drag, and select the answers. In addition to that, it goes to a traditional constructed response, which will be a hand-scored component of the test. And that particular part is similar to what was an open response item in the past. However, you'll notice that the points allocated for that particular type of question is different. It used to be four points. It's gone over to two or three points, depending on the type of question. The second thing that you'll notice on the chart, and I'm on page two just in case you're trying to keep up There are a set of common items for the grade 5 and grade 8 exam. The breakdown tells you exactly how many questions will be of the different types of questions and how many total raw points each student will have to accumulate. And then they also add in what they call matrix questions. And matrix questions are the questions that the testing will use but they won't report. to the student or to districts, but they use them to field test a particular type of question in a topic or also for equating purposes. I believe what that means is they're trying to make sure that there's some internal consistency among different versions of tests and how the test questions are being asked within a cohort of people that take an exam. The reporting categories will more or less remain the same for grades five and eight. It was a breakdown of 25% for each of the content areas in science, earth and space science, life science, physical science, and technology engineering. And this year, In addition to the content reporting categories, they also are reporting on the science and engineering practices. So some of these items will be double-coded when the reporting comes out, and the students will be given a content score and also how they do on their science practices. This is all new to us in the science world. So it's going to be kind of our first exploration in the data in the upcoming school year. And we'll have to see how it all sort of plays out in terms of understanding what that data will tell us. The second thing that I would like you to notice is that after the table on page 3, there's a little statement about the benchmarking. And the benchmarking won't happen until this summer for the first time. So grade 5 and grade 8 exams, the first time these exams will be benchmarked to the MCAS 2.0 like achievement standards that you're used to seeing, exceeding expectations, meeting expectations, partially meeting expectations and not meeting expectations, they will be benchmarked the first time this year. So there's a lot that's going to change very rapidly during this testing period and through the next year. And what that tells us is that our data analysis for this year probably will have to change for next year based on these new data points that we're going to have. So we have to kind of keep that in mind that we're trying to adapt to a new testing type and also make sure that we understand how there's some kind of consistency within the curriculum and within the testing world. So these are new changes and something we need to think about. I'm going to go down to the second section, the data analysis. I reported the achievement data summary table, and I simply summarized it based on this past year's data. And it's essentially a repeat of the report from October 2, but it just takes this year's data and gives you the grade level achievement and the state achievement. And one of the stories that we need to pull from that, and we noticed it back then, was that the grade five scores were significantly different at grade five from the state. And one of the things that we wanted to look at was what does that mean from the district standpoint. And so I looked at different types of standards and CUSP data, very much like Ms. Kahn had done, just to see if there were areas within the content that were a challenge for kids, a particular challenge, and also whether the CUSP data could glean some information from that particular report. You'll notice that that next table from grade five provides you with information on how the district and state did in comparison to one another on the, I guess you could call them the bottom five or the top five most difficult question types of the 2018 exam in grade five, and that's the report that you see. So you see the differential between the district and the state score. For example, at item number 14, that's a multiple choice item, the district scored 66%, the state scored a 76%, correct, and there's a difference of 10%. And then I reported which domain and cluster that ended up in. There were two areas, two domains that really showed some discrepancy, and that would be the life science and the earth science. And that's going to kind of inform the next part of the report, like what do we do with that information and how can we use it moving forward? You'll also notice one of the open responses on that particular test, item number 42, across the state was a very difficult question. Students achieved less than 50% on that, so a 1.84 out of 4.0 scale. We achieved 1.58 out of a 4.0 scale, and that was in Earth and Space, Earth Systems. So again, we're seeing a pattern of content that we want to pay attention to. In the CUSP data, I reported by school, and I included the proficient or above, the needs improvement that were high scores, 236 to 238, and then 230 to 236. Yes. Mr. Russo? On the CUSP scores, wouldn't it be 236 to 239, and also 230 to 235? I believe that they score in two-point increments. Oh, oh, oh. Yeah. Okay. And that's kind of unusual. Two-point increments. Yeah. Sorry. When we look at the needs improvement high-scaled scores, we're really talking about a one to three questions point swing, if a student would get one to three questions on that test or points, raw points from the exam to move them into the proficient range for these particular students. It may be slightly more, maybe four questions for that lower group, the 230 to 236, but for that high group, It's anywhere from one question or an extra point on an open response to two questions. And the reason I'm reporting it out is so that we can get a sense of how close students were to achieving a proficient or higher score. And you'll notice that the percentages of students, when we add it all together, puts us in a really different place. And that's kind of important because, again, this is a strand that we want to think about from an instructional standpoint. What is it that we can do to try to bolster a one or two question swing by students while they're taking the test? So I'll leave that. Again, I'm going to let it hang for a little bit, and then I'll pick it up a little later in the explanation. One of the things that we like to do is to get students familiar with tests, test format, the types of questions that they will face. But unfortunately, the Department of Elementary and Secondary Education increased the number of questions that they were releasing from 15 to 25 in December of this year, of last year, December of 2018. So the teachers have had very little time. And that was after a request. I was at a meeting where they were explaining that they were going to release more questions. And that was in early November, the very beginning of November. And it took until December to get those questions released to us. So they increased it to one test session. That's what that represents. Those 25 questions are a release of one test session. with the hope that this could be useful to students. However, if you think about how many questions that is, in practice it's very few to begin to think about a strategy around getting students ready. What it can do is allow us to do some kind of mock or practice of one session just to see how the computer works with those particular questions. But other than that, you're really not going to get depth of understanding of whether a student is showing a weakness or a struggle with a particular test type or content area. There's simply not enough questions. Moving forward, the FOSS program includes an online assessment tool for us. that is coded and we could use that, we could leverage that purchase in that program. to allow us to collect some additional data as students move through our curriculum from K to 5. So this can be used as a tool for us. At the lower elementary grades, I wouldn't recommend that process. They're a little young and far enough away from testing that we can find other ways to assess them that is not a computer screen or a paper test to be able to gather some data. There are lots of other alternatives that we can use. In addition, students will be doing a lot of notebooking, and that record of scientific knowledge will be there for them, and we can use that to kind of correlate data and see where students' struggles might be on a particular unit or topic. One of the great things that this body has done is adopted the FOSS program. It is a fantastic program. I congratulate you on choosing this program for our students. It's great. It includes everything, soup to nuts. There were over 35 pallets of equipment sent on December 20th to Medford High School and the McGlynn School, of which we unpacked and got to classrooms. So every classroom now, we're about 99.99% delivered with all of the content materials that we will be paying for in the next couple of years. It's there, and this is an extraordinary opportunity. One of the things that we have done in addition to having this program is that we provided training on March 12th for the teachers on how to use that first unit. And we thought, based on our data, let's go with earth science. That's the area of challenge. It's the best area to begin. It's an exciting topic for the kids. It's very hands-on. And the materials that the kids will use are absolutely developmentally appropriate. And the teachers are really excited to be able to go through and use this stuff. So it's a great benefit. The second thing that will come of this is next year, when we start school, we're going to start with earth science. So even though we're switching the order of things for this first year, last earth science and first earth science, this is a huge benefit. And the teachers having that familiarity with it this year And going into next year with the training and having the familiarity is going to make it that much quicker for them to comprehend what's going on and being more comfortable with the materials. We'll then move to physical science and then to life science in the spring. It has many, many living things that'll be in the classroom. And those are a bit difficult to keep alive and to keep in a classroom in the fall or in the winter just because, you know, the springtime is when all of these things are born. So we have to order in the spring and teach life science in the spring, but it's a great time to be doing that particular unit. So it's going to match up with so many exciting things for K to 5. At the 6th through 12th level, we are refining some of our curriculum topics. One of the things that I want to advise against is using the grade 5 data exclusively to move forward and look at the deficits, because the standards change when you go to grade 6 and grade 8. And they change to a degree that they're not necessarily connected in the same way that they are in a mathematics or an ELA curriculum. They change and they're new in some cases. There are strand maps available to make conceptual connections, but that's a really difficult thing for both a teacher and a student to follow what that sort of theoretical connection is between one content area and another. And so the grade 5 exam, while an important data point, doesn't really serve a forward-looking curriculum. We'd have to look ahead to that. And that's why we work on curriculum with grade 6 and grade 7 in particular at that grade level. As we said before, the MCAS exam is still giving us some limited information to be able to use. We'll work on that as more test questions are released. Excuse me. In grades 6 through 12, I'm on page 7, just if you're following along with me. Actually, I'll start at the top at the future steps. So I'll move to page 7, future steps. Grades K to 5, we have a challenge. It's hard to know what the early indicators on struggling is. because we wait until grade five to take that test. And so it's hard to know at grade three and grade four what content areas the students struggle in. And so we're going to try to leverage those FOSS materials. A second thing that we want to think about, which I think I mentioned before with the CUSP score, If students are one or two questions away, that's test-taking strategy. That's eliminating choices. It's narrowing down. It's highlighting. It's looking at what the question is asking and using all of those skills to make sure that you understand what that one question is trying to get in terms of an answer. And then there are writing, very simple writing things like restating what the question is asking your answer, providing the evidence that is found in the question to support an argument. These are really simple things that kids can do and that they're taught. They're taught by teachers. They're test-taking strategies. They're not necessarily content or curriculum-based decisions, they're done right in the classroom. And just bringing that to the surface as we instruct and we encourage kids will be a strong, hopefully a positive way of making sure that the students move from that needs improvement category of what will be partially meeting expectations to the meeting expectations. In the grade 6 through 12, middle school, again, we've talked a little bit about content and curriculum review, but we also want to think about perhaps investing in a new program at some point for middle school. And the teachers have expressed that interest. So this year, as the year kind of wraps up, we're going to have a committee that comes together to review what's available. I've given you the name of the one program that came back with the green light. It's called Amplify Science. The good thing is this is directly connected to the FOSS program. It's the same people that developed Amplify Science. And so we're looking at maybe refining some things. keeping a program that started in K-5 moving into grades 6 through 8 with some modifications. The challenge of an amplified science program is that it does require technology. So we've got to think about, do you go with a FOSS program that has dual type opportunities, or do you invest in technology and go with a program like an Amplify Science? Something that you'll think about down the road. It's distant away, but something that we want to keep on our radar as we move forward. Again, we're not going to tie ourselves to a program. We're going to investigate. the best of the best, bring them in, have them present their programs, and then make a recommendation to this body, and then decide whether we want to pilot this year or not. We can make a decision not to and wait it out, or we can go with a pilot. Usually when you tie yourself into a pilot, the expectation from the vendor side that I've learned this year is that you will purchase a program, one or another, and you will give them some guidance about your decision making. So it's important to provide them that information, which I did for McGraw-Hill last year and for FOSS this year. So those are sort of the big pieces that are in the report. I do give you a list of some of the out-of-district initiatives. I don't want to go through them all, but I do want to just acknowledge the partners. I think Tufts University, you can tell, the chemistry department, the engineering department. the Office of the President, have been very big supporters of what goes on in Medford, in particular in the Department of Science. And so we want to continue that and nurture that partnership because it's very, very beneficial from an instructional standpoint, from a student experience standpoint, and from all kinds of other opportunities that they have, that they've provided to us, specifically to Somerville and to the Chinatown community, where their three locations are found, their three campuses are found. The second thing that you'll notice is something that we have put together through an NSF-funded program. We're in year three of a project called Precipitating Change. This particular project is enormously innovative because it uses near real-time data. It teaches kids how to analyze weather events first, and then uses data, and tries to simulate on paper and using technology how a weather event is tracked. And if we've noticed the past few months of data, even maybe the past two weeks of some of the weather events that have occurred, we know that this is sort of a very rich area of finding information. And so arming our kids with the ability to understand how that data is collected, analyzed, and looked at from a broad scale is a really powerful thing. And this is going to be shared nationally once it's done with other school districts, and also it comes home to us as a completed project so we can continue to use it. It's really, really amazing what's going on. And the data that Millersville University is involved in the data analysis, they've noticed some off-the-chart data with what the kids are performing on tests that look at them. You know, we're a district, I feel like, that has made some really positive moves. I'm hoping to see some positive moves in the data. We know where our weaknesses are and where our strengths can be. And hopefully, we can move forward. I'm going to conclude my report there and leave it open for questions. Mr. Giro. Yeah, make sure you have them.
[Michael Ruggiero]: شكرا لتقريرك. أريد حقًا تلخيص العملية هنا. هل يمكننا التبديل إلى صفحتك الرابعة في تقريرك؟ بالتأكيد. لذلك فقط أحضرني إلى نهاية الصفحات 4. لذلك ، فإن عدد المجالات ومجموعات العلاقات هو الجانب الأكثر أهمية الذي نحتاج إلى العمل. هل هذا عادة ما ينتهي؟
[Rocco Cieri]: يمين. لذلك ، إذا كنا بحاجة إلى التفكير في الموضوع في الاختبار الذي نحاول اختياره ، فهذه مشكلة يصعب عليها الطلاب. واكتشف حوالي خمسة من القائمة. هؤلاء الناس يظهرون بعض نقاط الضعف في علم الأرض والعلوم والعلوم والعلوم.
[Michael Ruggiero]: ومع ذلك ، لا يوجد جدول كامل للإشارة إلى المادة 1 ، 3 ، 3 ، 5 ، 6 ، 8 ، 9 ، 10؟
[Rocco Cieri]: نستطيع ذلك ، لكن هذه هي الأماكن التي تتكشف فيها المنطقة. ثم نريد أن نتأكد من أنه إذا كانت هناك مشكلة في مجموعة معينة ، فإننا لا نعتقد أن هذه قاعدة لما حدث في هذه المشكلة المحددة.
[Michael Ruggiero]: خطأ بشكل صحيح. إنه يعمل بشكل جيد بالنسبة لي. أعني أن هذا ليس على عجل ، ولكن إذا استطعنا أن نصبح PDF وإنقاذ جميع المقالات والظروف في حالات مختلفة ، فأنا أشعر بالكامل ، ولا أتغلب عليه. شكرًا لك على تلخيص المدير العام ، وليس مشكلة صعبة يمثل مشكلة كبيرة ، فأنت تعلم المشكلة التي يمكننا مراعاتها. لكن في المنزل يسعدني أن أفكر في هذا المجال. أعني ، إذا استطعنا كسرها في المدرسة ، هل هي مشكلة في المدرسة أو المهام المثيرة للاهتمام؟ بالنسبة لي ، من أجل رؤية الحقول ، ربما يكون لدينا جو يمكننا استخدام شعبنا في مجتمعنا في عدة أشياء ، مثل SOAR الشمسية Biomazy.
[Stephanie Muccini Burke]: حسنًا ، كل شيء مبني. معلومات التعليم روسو؟
[Paul Ruseau]: يمين. عندما نجد أن أشياءنا لا تفهم المشكلة حقًا ، أليس كذلك؟
[Rocco Cieri]: يمكنك رؤية المشكلة. ooo لذلك ، في هذه الحالات الخاصة ، يمكنك رؤية هذا. لذا ، إذا ذهبت إلى MCA في السنة الخامسة ، يمكنك العثور على مشكلة.
[Unidentified]: قاتل هل يمكننا طرح هذا السؤال؟ بالتأكيد. واو ، عظيم جدا. شكرًا لك
[Erin DiBenedetto]: كل شيء على ما يرام. السيد بينديتو. شكرًا لك أود أن أشكر هذا التقرير. أنا متأكد من أنني راضٍ عن البرنامج العلمي الجديد. مشارك آخر سعيد جدا بهذا. لكنني لا أريد الإبلاغ عن هذا ، ولكن في قائمة المجموعات الصغيرة والمجموعات المستقبلية ، فقط تأكد من أن جميع مجموعاتنا الصغيرة تتوافق مع روابطنا. بعضها البعض. وقد نمت الحساب بشكل كبير. أعلم أنك تعرض جميع سجلات Spike ، وأنا أعلم أن البيانات مهمة ومتاحة لغرض البرنامج ، لكنني أريد أيضًا أن أعرف هذا نعم. لدينا سؤالان أو ثلاثة. لا أريد ، ليس أنت ، لأنني لا أعتقد أنك كذلك ، ولكن في السنوات الأخيرة ، يبدو الأمر كذلك. نريد اسم شخصيتنا حتى نتمكن من المضي قدمًا. لا أريد أن أحصل على أعلى حساب عندما نأتي. أرغب في استخدامه لإنشاء البيانات والتفكير ، لكنني أريد أيضًا أن أعرف أن هذا هو معناها ولدينا ضميرنا ، لذلك يجب أن نتخذ إجراءات محددة يتم تنفيذها.
[Paulette Van der Kloot]: وجود. غادروا كلوب. شكرا لتقريرك. أنا قلق قليلاً من أنني آمل ألا تجبرهم احتياجات المشاركين على إنشاء بيانات أخرى خلال ساعات وساعات. هل هذه مشكلة؟
[Rocco Cieri]: يمكننا حذف التقرير. لست متأكدًا من الوقت الذي سيستغرقه ، لكن يمكننا القيام بذلك.
[Paulette Van der Kloot]: قاتل لذلك ، أعتقد في بعض الأحيان أن هناك مشكلة في متطلبات البيانات الأخرى ، لكنهم يريدون أيضًا التأكد من أننا لا نربط خبرائنا للقيام بعملنا. لذلك أنا قلق قليلا. لكن الشيء الأكثر إثارة للاهتمام في التقرير هو أن هناك دورة وسيطة قمنا بتطبيقها للتو. لذلك آمل أن أسمع ذلك. هل هو ممكن؟ هل يمكنني التحقق من هذا العام المقبل؟ نصيحتك؟
[Rocco Cieri]: إذن ما علي فعله هو اختيار مجموعة. مثلنا مع هذا البرنامج الأساسي ، هذه مجموعة مفتوحة. نأمل أن يجتمع أعضاء جميع أنواع الناخبين معًا. سنرى مراجعة مراجعة تخطيط المراجعة لتصنيفها ، ثم توفير ما نعتبره إجراءًا رئيسيًا. أعتقد أنه سيكون قريبًا من الرأس. لا أستطيع أن أقول أن هذا أمر مؤكد ، ولكن هذا هو السبب في أن الضوء الأخضر لديه تقرير.
[Paulette Van der Kloot]: هل سيحدث هذا في أوائل سبتمبر؟
[Rocco Cieri]: لذلك ، إذا أحضرت هذا التقرير ، فيمكن إصداره في يونيو. في يونيو؟ يمين. هذا جيد. كما تعلمون ، إذا كان هذا هو الاتجاه الذي نريده ، فحاول حل الخطة الصيفية بأكملها.
[Paulette Van der Kloot]: أنا فقط مهتم. يمكننا تطوير دوافعنا. شكراً جزيلاً.
[Stephanie Muccini Burke]: هذا جيد. هل هناك حركة للحصول على هذا التقرير في المستند ومراقبة بعض نقاط البيانات؟ أنا متأكد من أن المخرج سوف يتصل بك. هل يدعم الجميع؟ يمين. المعارضة كلها؟ لقد مرت الحركة. شكرًا لك.
[Unidentified]: شكرًا لك
[Stephanie Muccini Burke]: المادة 9: تقارير الدورة وتحليل استراتيجيات الفن الإنجليزية 2018. الدكتور شيزا.
[Chiesa]: صباح الخير ، هذا كل شيء. سيخلق جهاز عرضي أيامًا لأن لدي شيء لأظهر لك. لذا انتظر قليلا لإعداده. كل شيء على ما يرام؟
[Stephanie Muccini Burke]: لا يهم. شكرًا لك ليس لدي مشكلة. شخص ما غير هذا التعليق ، يمكننا حمل الآخرين. يذهب. نحيف يدعم Bendid Van Delids. هل يتفق الناس مع هذا التعليق؟ المعارضة كلها؟ يتم توفير التعليق. سيتم تحديد حل جديد لكليات إدارة الأعمال في المدارس ، وأعربت لجنة ميدفورد عن شغفها الصادق لعائلة دوروثي بالادينو. وجود. Palladino هو حجم الأم المركزية لموتان -والأعضاء السابقين في كلية المدارس جون فالكو. وجود. Palladino هو عضو نشط في صديق في مكتبة Medford العامة ، ولدينا اثنان منهم للتوقف. قررنا أن لجنة مدرسة ميدفورد في ميدفورد تريد إظهار تعازينا المؤمنة لعائلة أنتوني. أصبح الموظفون موظفًا في مراسم الأمن في مدرسة ميدفورد الحكومية لأكثر من 30 عامًا. تقرر أيضًا أن لجنة ميدفورد كانت موضع تقدير من قبل عائلة فيليس ماكورما. وجود. حصل ماكورميك ، المعلم الثاني في مدرسة أوسجود في ميدفورد لعدة سنوات ، على المفتاح في المدينة بعد التقاعد. Osgood هي مدرستي المنزلية ، لذا فهو لشرف كبير بالنسبة لي لمعرفة كام ماك ماك ، وشقيقتها كارول هي مجرد معلمة رائعة. أنا دائما أجدها في المجتمع ، لذلك سوف نتذكرك. إذا استطعنا أن نقف جميعًا ونصمت. شكرًا لك هناك حركة في ذلك للعودة إلى أوامر العمل العادية الهواء مغلق به يقول بن ديس. هل يدعم الجميع؟ المعارضة كلها؟ وجود. ماذا. مرحبًا
[Chiesa]: First of all, I want to begin by thanking you for the opportunity to be here tonight. We have an opportunity in the fall to present you with the initial data. And I know that Ms. Kahn, Mr. Seery, and I are excited to be here tonight so we can showcase to you what we do after that initial meeting, which, as you've seen from both of them, is quite a lot. I'm going to begin tonight by providing you with some information about the ELA MCAS test design. And similar to mathematics, we are dealing with two different exams. one at the three through eight level, and one at the high school level. So, as you know, the elementary is involved in the next generation ELA MCAS. This is an extremely comprehensive assessment, and it's taking into account multiple layers of ELA skills. Writing, language, reading comprehension, and analytical skills. Students in grades three through five are assessed using the pre-K through five learning standards, and three content strands. So in front of you up there, you have four of the different, what they refer to as anchor standards, that encompass our entire English language arts state curriculum. Reading, writing, speaking and listening, and language. And of those four anchor standards, we are assessed at the MCAS on three out of the four. which is reading, writing, and language. And all three are present within all of the exams. The reading anchor standards, I'm sorry it's small, but I know you have this information in your report, but what I want to emphasize here is that the reading standards are much more than just decoding and fluency and the ability to decipher those words. In fact, the reading standards encompass key ideas and details, craft and structure, integration of knowledge, and ideas. And there's also a level of complexity. The writing anchor standards similarly... Is that writing or is that language? The writing anchor standards talk about much more than just the ability to write a paragraph. They are saying, does the student know the different text types and purposes? The student has to show the ability to produce and distribute writing. The student has to show the ability to research and build present knowledge. And the student also has to have a range of writing. In addition to that, we have the language standard. And the language standard is not just standard English conventions, which is what we normally think of when we hear language, but it's conventions of standard, but it's also knowledge of language, such as figurative language, and also vocabulary acquisition and use. And students in grades 6 through 12, although what you're looking at in front of you is elementary, students in grades 6 through 12 have the same anchor standards and the same domains there. You've seen the assessment as well. You have that. I provided that to you this weekend. So if any of you did some homework, you may have understood from that that this is much more than just the ability to read the passage and answer a few questions. In fact, it's quite difficult in nature. When taking the assessment, students have to read multiple passages and answer challenging multiple choice questions. This is going to give you an overview of the general sense of how a next-generation test is broken up. We have a variety of one-point questions. You can see there, there's 21 to 27 one-point questions. This is approximate, but it gives you a sense. There are also a number of two-point questions, so the student will get two points for answering those questions correctly. There are three essays that the students are graded on. However, often students will have to answer four essays over a two-course day, over a course of two days. And then it has the total points on the test. Reading, language, and writing is divided into different percentages. Generally, and again this is general, Generally, reading accounts for 50%, language 20%, and writing 30%, giving us that 100%. So we can see it's encompassing a variety of different standards, reading, writing, and language. One thing that we want to keep in mind is when we're thinking about reading comprehension, the test itself, when we switch to the next generation, had a renewed emphasis on looking at two, and sometimes at these upper levels, three passages when answering questions. Several questions that these students take are multi-tiered. So it could say, what is the main idea of this passage? And then that's part A. And then part B may be, what is the textual evidence that brought you to that response? And there's obviously, bullet three, a new emphasis on textual evidence. There are some examples of questions. It says, which statement best describes a major difference between the author's purposes in two different excerpts? So the child is looking at two excerpts, having to understand what the author's purpose is in both, and then being able to decipher what the major difference is between the two. I provide this example to show you that there are many steps in answering these questions, and that's another reason why I gave you a version of a few different grade levels. Similarly, there's a question that says, read the sentence from paragraph 13 of this passage. It gives you the sentence, and then it says, which sentence from the other passage, instead of detention, makes the same point? So again, a lot of comparing between different passages. And that's a shift for us at the elementary, middle, and high school level. It's a shift we've prepared for over the past couple of years because we had this exam last year, but it's something that we are looking at when we prepare for this exam. We have two-part questions, as I mentioned, what ideas presented in both passages, and then choose the set of details that best supported your answer. And then there is that new emphasis on textual evidence, which I already talked about. You received in your packets the paper version of the test, but our kids receive, except if you were a third grader last year, received the... take the... the test is administered, excuse me, obviously, on the computer. So if I'm taking the test as a fourth grader, I am seeing two different passages pop up. And I have my little pointer here. If you notice, sometimes we deal with some technological issues. So we see that sometimes a child would think that that stopped there, but they had to scroll down to see more. See what I'm saying there? So we have a technology component that we're working with as well that often will hinder someone. They'll say, oh, this is in front of me. But no, we have to get them used to the fact that, no, you need to scroll down to see the end of the story. When they are answering questions, students have the ability to toggle between the two passages. So this is tab one, and then this would be tab two. And they can go back and forth when they have different sets of questions. Again, taking into consideration that that is not always an easy thing for a fourth grader, an eight-year-old, to do. I've had my own eight-year-old practice He's back and forth, toggling back and forth. It can be challenging. So we deal with these technology issues as well when we think about the MCAS. I know it's late, so I won't go through all these questions. I do want to show you that we also, in addition to textual evidence questions and analytical questions, they also have something called technology enhanced questions, which are generally two points. A technology enhanced question is going to have the student answer a question about the reading passage, but now they're going to have to maybe drag and drop a response. Or here they're going to have to choose different pieces using the trackpad on the Chromebook or the mice on the desktop. When we look at writing, so those are the reading comprehension questions, the multiple choice questions. When we look at writing, We also have to keep in mind that we are dealing with writing now in response to the text. So all of the writing that is asked of the next generation test relates back to an excerpt and often excerpts that they will read. Writing types can include argumentative, informative or explanatory, and a narrative. And there is one rubric used for all writing types, which is, let me find it, I'm going to go out of order for a minute, the rubric. I know it's small, but the rubric grades you on idea development and standard English conventions. So two separate scores, one for idea development and one for standard English conventions. I share this with you because these are things that we look at with my staff, K through 12, three through 12, to figure out where are we falling down in the writing or where are we doing well. So it's split up. The essay questions can range. I have a few examples for you here. The second bullet says, based on drive-ins, the last great picture show, write an essay explaining why drive-in movie theaters appeal to families. Be sure to use information from the article to develop your essay. Another essay could ask the child to write an essay explaining the themes in Celeste's heart and principles and principles, and be sure to use how they are similar. and be sure to use information from both passages to develop your essay. So it's really giving the kids not just superficial knowledge of reading an essay and giving me the main idea, but digging deeper, getting into that analytical, not just what is the theme, but how is it similar and what can I do to get there. When I'm answering an essay online, if I'm asked to answer between two passages, I'll have this ability to toggle. and then I'll have my space to write. Some students, especially at the elementary and middle school, have to be reminded that they can go beyond this box. So that's another technology issue that may seem obvious to us, but certainly not to a child. So we work with them on that, in addition to, obviously, the writing ability. And this is an example of an informative explanatory essay. What we are seeing at the grades 3 through 8 has been a narrative essay where the child is asked to continue writing a story using dialogue or retelling a story in a different point of view. That's our narrative. Here it is again. And what we're seeing for our other type of essay is we're seeing that analytical piece where they're reading one or two essays, identifying perhaps the theme, the mood. You had the examples in your packages, so you can see different types of questions. And then they're writing about that, always using textual evidence to support. At the high school, this will be the first year we're using next generation tests, we're seeing them use editorials. But the state has made it very clear that any writing genre is up for grabs. So we have to plan accordingly. We can't just focus, you know, when we're preparing for that MCAS, we need to be aware that all the genres in our sequence need to be, the child needs to be exposed to them throughout the year, which they are. When they were graded, as you know, they're graded on exceeding expectations, meeting expectations, Progressing to expectations or not meeting expectations. The test includes common and matrix questions, as Mr. Seery talked about. Common questions are counting to the score, and matrix are not. But we don't know which is which, so we could have that kiddo at the end of that second day just complain old exhausted when they're writing that fourth essay over the course of two days. So we deal with the issues of stamina as well when we're preparing for a test such as this. At the last school committee meeting when we talked about the MCAS, Mr. Russo, you asked me why grade 3 said reading instead of English language arts. So I don't know if you recall that question, but on the school report card, it lists grade 4 English language arts, grade 5 English language arts. So when we're going to the school report card, we are seeing how our school performed in the English language arts. But grade 3 said reading. misnomer, which we talked about. But what I did is I took it upon myself to email the state and ask them, why are you listing this as reading when clearly there are many different anchor standards you are noting? They actually responded to me late tonight, or earlier today, and they have said, and I have a copy if anyone's interested, which maybe, can I pass it to you? What they said was that this wasn't a misnomer, that they thank Medford for calling this to their attention, and that they will be submitting a request to change grade three to read as English Language Arts and not reading, because as I said in my email to them, I was correct that it is much beyond just reading. And as you can read from this email, it says, reading is one of the three reporting categories in addition to language and writing. So I want to be very clear that we are looking at a multi-tiered exam. So tonight, when I go over the analysis, what I'm looking at is the overall analysis which you had provided to you in the fall, the cusp analysis, the anchor standard analysis, the domain and standard analysis, and the student growth percentile. These are just examples of some of the analyses that we do as a three through 12. And I say 12 because we do have 12th graders that are still sometimes working to achieve that competency determination. I've heard subgroups come up a few times tonight. That is something we look at, but I don't have it in this report provided tonight. But I do want the committee to know that that is something that we look at as a staff. So if I look at the grade level, the first page three of your document has how these are pieces of information that you were provided with at the fall report, how we did overall in comparison to the state. I know that one of the questions looked at statistically significance. You can recall that in grades three and four we were above the state. I'm not going to go over that with you all. I know it's late and you've had a long night. But some of the things I might call out to refer to What does this percentage mean is if we look at grade three, for example. Grade three in 2018, we're dealing with almost the same amount of kids in 2018 versus 2017. So we had 339 third graders in 2017. In 2018, we had 332. I share that with you because in 2018, we had 183 kiddos achieve exceeding and meeting expectations. And in 2017, we had 153. So I want to give you some numbers there to see that we really moved that dial about 30 kids into that meeting and exceeding expectations. Again, just giving you some numbers instead of just the percentages. Similarly, in grade four, we had 28 students in our district exceed expectations in fourth grade in 2018. And in 2017, we only had 17. For meeting expectations in 2018, you see it's 45% of our district met expectations, which equates to 149. And in 2017, we had only 34%, equating to 96. So we do have some jumps in number, and I don't know if that helps answer some of the concerns in terms of what is statistically significant. You've already seen data on pages 4 and 5, but I included it there just to remind you. A reminder that the high school took the legacy MCAS this year, which had really very little to do with referring to an excerpt when they were writing the long composition. The writing was more about pulling from their prior knowledge of novels or different excerpts. And now this year, the high school is moving to the same format that the elementary and middle school have been accustomed. So we are preparing for that. When I look at the CUS scores, which is on page 6, what I've done for you is I have provided you with the percentage of students in each grade level that met or exceeded expectations. I then looked at the CUSP, which was the range of 490 to 499, and looked at that percentage of students. And then that third column, which says meets expectations performance level with CUSP differential, will show you what it would have been had those CUSP kids achieved the 500 mark. So again, I know Rocco has mentioned this, this is not where we were, but you can see it would have made a significant difference. If our CUSP kiddos had met that 500 mark, we would have had 78% of our third graders meeting or exceeding expectations, which is quite significant. We would have had 68% of our fourth graders, 67 of the fifth, 64 of the sixth, 57 of the 7th graders, and for 8th grade, 62%. Further into this report, I'm going to provide you with additional information on the various initiatives that we do to support these students, including departmental-specific interventions and deficit analysis to try to move the needle and support them into getting into the meeting expectations range. Similar to some of the other reports, the ELA MCAS, as I showed you earlier, is broken into what we call the anchor standards. So one of the things we do as a department at the first stage of analysis is we look at how we performed in the three different anchor standards. And so that is provided for you grade by grade. I won't go over all of it, but the last column shows you how the district did in comparison to the state. So if we're looking at grade 3, we see that we have a good story there. We are plus 3 in language. We are on par for reading. And we are plus 2 for writing. Grade 4, we have some minor deficits in reading and writing. And you can go through the different grade levels to see how we stand. But they're minor. They're like 1 percentage point above, 1 percentage point below as you go through the different grade levels. And there's some variances in there as well. have it for every grade. But again, I know it's late. I know you've had a long night. I'm happy to answer any questions on this. One thing I want to mention is that as we go forward, this for us as a department is just stage one. What we then do is we dig deeper as much as we can. And we look at the domain and standard analysis. So that's when we're digging into the questions. And we look at what the type of question was, what exact standard it was and where the deficit lied. So then we try to go to the question if it's available by the state and see, you know, is this something that's going on with our curriculum? Are we not teaching figurative language early enough? Did the question, was the question just very wordy and confuse the students? What was the issue with the standard? And so what you see on the screen, is just a basic example of where we might begin as a group. So we may start pulling out, okay, this is our area of strength, this is our area of weakness, and then pulling into the standard and seeing, was it the question or was it the standard? Was it something in our journeys curriculum that we need to change the sequence of? Was it something at our middle school level that we need to move around or we need to add to? And these are where we make some decisions. And sometimes we say, you know what, it was just the question. If you look at some of these examples, you'll see the same standard could be a strength in one example, and it could be a weakness in another. So grade four, we have a strength of 1.01, but it's also a weakness. So again, sometimes it depended on the type of question. Something that's very important to me is the student growth percentile. And what you'll see here is looking at the mean SGP. So at each grade, the mean SGP was strong for Medford students in grades three through eight, taking the next generation ELA MCAS. In each grade, we were higher or equal to 48%. We have our fourth grade's mean SGP at 49%. 5th grade, 49, 6th grade, 48, 7th grade, 51, 8th grade, 61, and 10th grade, 58%. So we are growing as a district year by year. Any questions I can answer before I move to what we do next with this data? Okay, so what we do next, working with myself and my two lead teachers, Mr. Bowen Flynn and Ms. Sanford, one of whom is here tonight, we look at, we do a variety of different things. And instead of going through each piece, what I want you to think about this is themes. Our first step is data analysis. The data I'm sharing with you is really the first layer for them. Every teacher at the secondary, middle, and high school level have a data drive that I've established for them where they have the MCAS data, data from Study Island, other pieces of data to make data-informed decisions in their classroom. And what those drives may look like, for example, would be they would have the item analysis, so step-by-step of how each of their students, their former students did, So they can see where the curriculum areas are where we struggled and where we were strong. And then they also have their current students. So we build a macro in order for them to see how their students that are in front of them are doing. So they can work on deficits with the children. It's not an easy task, but I believe it's very important. So every single teacher has that there. At the elementary level, I personally go and meet with each grade level. and go through with them the different kids that are on the cusp, the areas where we saw strengths, the areas where we saw weaknesses, and how we can grow from there. And similarly at the high school level, although we're switching, moving courses, we're doing a similar amount of work. The second theme would be professional development. We look at where, once we've dug very deep, we look at where we need additional support. So at the elementary level, we may say, you know what? We need to look more at what our online platform for journeys has. And we've done some PD on that. Or we might say we need more support on our response to intervention. And we've brought in professional development for that as well. At the middle school, we recently just had somebody come in and do power writing strategies for us because we saw that we needed a little bit more support for writing. We also dig very deep with the analysis, and we've had different PDs led by myself and also led by the lead teachers on looking, how do we really analyze this data and take the next steps? And then at the high school, we've similarly had PD on writing, and we have one coming up this week on instructional strategies for poetry and student-led discussions, which is an MCAS, but again, We're not driven by that. It's a piece of what we do. We then also look at instructional shifts. So we may say, you know what, we need to do a little bit more analytical piece at the middle school. We need to move more to excerpts. Or certainly the high school is having some dramatic shifts as they move away from the long composition, and we looked at refining our writing sequences to support the students. and a variety of different pieces. And then we look at what materials we need. You may notice that at the elementary level, to support both our wind block and beyond, we have purchased learning A to Z for our first and second grade kiddos, allowing them to, those independent readers that want to do a little bit more can do that with that, and then the ones that are struggling, we can do a little bit more practice with them. We also look at schedule changes, which is very important. We've done quite a lot of work on our WIN group, which is at the elementary level. I run, not only have we fully implemented WIN in grade one and two, we have also, I am also running the WIN advisory committee, where we are looking at what are we going to need to focus more on? Do we need more on blending segmenting? Were our assessments on the blending, segmenting, decoding enough? And we have been able to carve out time in the elementary schedule to support those kiddos more effectively and efficiently. At the middle school level, we've looked at what our reading specialists, what students they serve, and we've made some changes as well. So we didn't always have the reading specialists targeting intervention groups at grade 6. We've done that now. We've seen a deficit in our sixth graders this year. Not a deficit, but we've seen some extra needs for intervention. And we have made some steps working with Mr. Tucci and Mr. Downs to allow for that schedule shift so the sixth grade readers can have a little bit more support if they need that. And similarly, at the high school level, I've worked with Mr. DeLeva quite a bit on how are we supporting the ELA literacy piece for those kids that need some additional support. We also have an MCAS challenge class for our 10th graders at the high school who have shown that they need a little more support. We do practice to reduce test anxiety and to try to overcome some of those technological issues that we are seeing come up. And we also have recently, with the support of central administration, implemented in ELA Enrichment Academy, which looks at the literacy needs of our kids in elementary grades 3, 4, and 5, middle school 6, 7, and 8, and really working to hone in on those students that need some additional support. The last piece, and again, I'm trying to summarize because I'm sure you're all very tired, is we do look at the technology piece as well. You know, do we need... something as simple as a mouse for those kids to take that test. We saw problems on our drag-and-drop questions. When we went to the question to say, why are we struggling here, we found out it was a drag-and-drop question. And we saw the question, the kids, it was not a difficult question. They should have performed a little bit better on that. And so we look at providing some additional supports. in those areas as well. Yes?
[Mea Quinn Mustone]: آسف شكرا. أنا مندهش من الطلاب -التكنولوجيا في المستوى الرابع. في المدارس الابتدائية ، هل يعمل المعلمون في أي من هذه الممارسات أو الممارسات العملية في الفصل؟
[Chiesa]: لذلك ، عملنا ، وعملت مع زوجتي. سرير تحديد الأجزاء ، على سبيل المثال ، لوحة المفاتيح هي صراع حقيقي للأطفال؟ وكيفية القيام بذلك في الطبقة الوسطى من المعلمين الدعم في الفصل. لذلك فعلنا قليلا. الاختبار الحالي متاح على الإنترنت لأنه يعطيه جدًا لدينا محو الأمية واحدة لأننا لا نريد قضاء الكثير من الوقت ، لكننا نعتقد أنه من المهم أن يروا ذلك. معرفة الاختبار الفعلي ثلاث مرات في السنة لرؤية هذه المناطق. أولاً ، يسير المعلم. ولا أعرف ما إذا كان لديك فرصة لرؤية ذلك ، ولكن هناك أجهزة مختلفة يتم الإشارة إليها حتى يتمكن المعلمون من الذهاب إلى الآخرين ربما هذا ليس حصة واضحة. لذلك نعم. ولكن هذا ما نقاتله ، خاصة في مؤتمر اللغة الإنجليزية القياسية. لماذا اتبعت تقييماتنا للاجتماع؟ هذا لأنهم لم يفعلوا ذلك لفترة من الوقت ، وقد تغيرت ، هل تعرف رسائل العنوان؟ أو لأنهم لا يعرفون كيفية استخدام نقرة واحدة؟ العمل في المدرسة الابتدائية مع العديد من المحادثات الجيدة مع هؤلاء المعلمين ، نرى القليل. ليس كل شيء ، ولكن بعضهم. لذلك ، كنت مهتمًا أيضًا بمحاولة التغلب على هذه العقبات ، وخاصة هذا العام ، يشارك طلابنا الثالثون في الإنترنت. أريد أن أعرف أن هذا سيؤثر أيضًا على التقييم العام. شكرًا لك أعتقد أنني قلت الكثير للقيام بذلك ، لكن لديك قائمة. السيد NGA لديه مشكلة.
[Stephanie Muccini Burke]: مستر NGA؟
[Paul Ruseau]: كما تعلمون ، أعني أن لدي العديد من أجهزة الكمبيوتر في المنزل ، وليس لدينا ماوس في المنزل لفترة طويلة.
[Chiesa]: الفئران أو الفئران التقنية الحقيقية؟ حسنًا ، لدي ماوس حقيقي.
[Paul Ruseau]: الملحقات لجهاز الكمبيوتر.
[Chiesa]: أنا أقبل هذا.
[Paul Ruseau]: كما تعلمون ، أحد الأشياء المثيرة للاهتمام التي يمكنك زيارتها على YouTube ، ومشاهدة مقطع فيديو للأشخاص الذين لم يستخدموا ماوسًا يحاول استخدام الفئران. إنها مثل محاولة قيادة السيارة ، فقط اشرح. يمين. بعد ذلك ، كما تعلمون ، أعتقد أنني قلق حقًا طالب ثالث -الذي يستخدم هذه التكنولوجيا ، لكنني أعني أن ابنتي لديها أول جهاز كمبيوتر ، وصبي مع أول جهاز كمبيوتر ، وليس لديهم فئران وجهاز كمبيوتر.
[Chiesa]: قاتل
[Paul Ruseau]: هذه عين مختلفة تمامًا ، وأعتقد أنني اشتكت.
[Chiesa]: لا ، صباح مضحك يوم السبت ، لدي 7 أولاد وصبي في 10 سنوات لديّ صبي لمدة 10 سنوات استخدم Chromebook ولمس Closs مثل الأولاد لمدة سبع سنوات. لذلك كان مريضًا وحاول لمس هذه الشاشة لتسكبها وصبها. حصلت على تمارين. لا يستطيع فعل هذا. لقد سلم. لم يسرع أبدًا. لذلك بالنسبة لي لم يتم الكشف عنها قليلاً. الغناء مثل طالب ثان من هيت هو السنة الثالثة. وبالتالي ، فإننا نعطي الماوس لأولئك الذين يشعرون بمزيد من الراحة. هذا دائما ساحة المعركة. ولكن خاصة بالنسبة لهم ، هذه اللوحة معقدة. لذلك ، نحن نحاول العمل مع ما لدينا. وفكر في Trifles ، ولكن عندما ترى سنواتك الثماني ، فهذه معركة ، فهي حقًا. شكرا لك ما يقال. نحن نبذل قصارى جهدنا. شكرًا لك
[Stephanie Muccini Burke]: البروفيسور روجي.
[Chiesa]: អ្វីដែលយើងធ្វើគឺប្រភេទគេហទំព័រ។ តើអ្នកធ្លាប់បាន heard អំពីប្រភេទគេហទំព័រទេ? នេះគឺជាវេទិកាអនឡាញ។ អ្នកបច្ចេកទេសជាច្រើនគួរតែនិយាយអំពីសំណួររបស់ពួកគេលោកស្រីថ្ម ពួកគេកំណត់រចនាសម្ព័ន្ធគណនីរបស់ពួកគេសម្រាប់កូន ៗ របស់ពួកគេហើយតាមដានពួកគេ។ នាយកខ្លះបានធ្វើដូចនេះដូចជាកប៉ាល់ទីតានិកឬក្បាលប្រាំ។ ប្រសិនបើកុមារមិនមែនជាឆ្នាំ TRPR ឈានមុខគេទេគាត់នឹងមិនធ្វើឱ្យកូនមានអារម្មណ៍មិនល្អទេប៉ុន្តែមានតែការលើកទឹកចិត្តច្រើនទៀតដើម្បីធ្វើការនៅផ្ទះ។ ខ្ញុំមិនដឹងថាអ្នកអាចសរសេរពាក្យប៉ុន្មានទេ។ ប្រសិនបើអ្នកនិយាយជាមួយប្រពន្ធរបស់អ្នកការស៊ើបអង្កេតភាគច្រើនត្រូវបានស៊ើបអង្កេត។ ឡាយគ្រីនឹងប្រាប់អ្នកថាពួកគេមិនគួរសរសេរនៅអាយុនេះទេ។ ពួកវាជាម្រាមដៃតូច។ ប៉ុន្តែជាថ្មីម្តងទៀតនេះគឺចេញពីការគ្រប់គ្រងរបស់យើង។ ខ្ញុំមានការព្រួយបារម្ភអំពីការសរសេរការប្រឆាំងនៅពេលនិយាយអំពីផលប៉ះពាល់នៃភាសាអង់គ្លេសលើការធ្វើតេស្តរបស់យើង។ ខ្ញុំបារម្ភអំពីការប្រជុំ។ ប៉ុន្តែជាការពិតនេះគ្រាន់តែជាផ្នែកមួយរបស់វាប៉ុណ្ណោះ។ ខ្ញុំគិតថាពួកគេជាមនុស្សដែលមានសមត្ថភាពឥឡូវនេះ។ ពួកគេពិតជាមានសិទ្ធិទទួលបានប៉ុន្តែរបាយការណ៍ថ្មីៗនេះ ខ្ញុំនិយាយអ្វីមួយអំពីការផ្លាស់ប្តូរវា។ ខ្ញុំមិនដឹងថាវេជ្ជបណ្ឌិតវ៉ាំងសង់មានព័ត៌មានបន្ថែមទេ។ ប៉ុន្តែខ្ញុំចាំបានថាការនិយាយអំពីវាប៉ុន្តែវាមិនបានកើតឡើងទេ។ បច្ចុប្បន្ននេះគាត់នៅតែមានសិទ្ធិទទួលបាន។ ត្រឹមត្រូវ។ បន្ទាប់ពីនោះពួកគេបានប្រើចំណងជើងនេះ។ ដូច្នេះពួកគេធ្វើតាមឋានៈដែលគ្រូរបស់យើងទាំងអស់ប្រើក្នុងថ្នាក់រៀន។ ជាមួយនឹងការអភិវឌ្ឍផ្សេងៗនៃគំនិតនិងលេខខុសគ្នា។ អ្នកនឹងឃើញថាអ្នកត្រូវតែទទួលបានភារកិច្ចផ្សេងៗគ្នាជាច្រើនដូចជា 5, 4, 3, 2, 1 ។ ល។ ស្រដៀងគ្នានេះដែរអ្នកអាចមើលឃើញអនុសញ្ញាស្តង់ដារនៃមហាសន្និបាតអង់គ្លេសស្តង់ដារដែលមានលក្ខណៈវិនិច្ឆ័យខុសគ្នាដើម្បីកំណត់លេខ។ រឿងមួយដែលយើងដឹងគឺដោយសារតែយើងបានអនុវត្តការអនុវត្តយ៉ាងជ្រាលជ្រៅក្នុងការវិភាគនេះ អេសអរអរ 3, 4, 5, 6, 7, 8 និង 10 យើងបានឃើញអក្សរកាត់សម្រាប់កំណត់ចំណាំមួយចំនួនឥឡូវនេះ។ ខ្ញុំចង់និយាយថាប្រសិនបើខ្ញុំឃើញអត្ថបទហាត់សមវា 1 ឬ 2 នឹងត្រូវបានកាត់ជាលើកដំបូងវាថ្មីនៅឆ្នាំនេះមិនមែនថ្មីទេប៉ុន្តែឆ្នាំនេះហាក់ដូចជាញឹកញាប់, ឌីស៊ី។ ចម្លងដោយផ្ទាល់ឬ OT ក្នុងប្រធានបទនេះ។ ប្រសិនបើអ្នកឃើញអក្សរកាត់របស់ OT នោះកុមារនឹងក្លាយជាសូន្យ។ ទោះបីជាពួកគេអាចអភិវឌ្ឍគំនិតរបស់ពួកគេនិងទទួលបានព័ត៌មានលម្អិតមួយចំនួនយោងទៅតាមចំណងជើងនេះពួកគេទទួលបានពិន្ទុសម្រាប់វា។ ដូច្នេះពួកគេកំពុងពិចារណាគម្លាតខ្លះបើប្រៀបធៀបនឹងចំណងជើងនេះ។ ប៉ុន្តែជាទូទៅនោះហើយជារបៀបសរសេរ។ គ្រូទាំងអស់ដឹងច្បាស់ណាស់។ ដូច្នេះយើងបាននិយាយយ៉ាងច្រើនអំពីប្រធានបទហើយប្រសិនបើអ្នកឃើញកូនក្មេងសូមរៀបចំដូច្នេះនៅពេលពួកគេទទួលបានកំណត់ត្រាពី MCA ពួកគេនឹងមិនទទួលបានមួយឬពីរទេ។ នេះគឺជាការផ្លាស់ប្តូរ។ ដូច្នេះយើងជីកឱ្យស៊ីជម្រៅដូច្នេះពួកគេអាចល្អឥតខ្ចោះ។ ដូចដែលយើងបានដឹងហើយថាយើងកំពុងធ្វើការសម្រេចចិត្តធ្វើយុទ្ធសាស្រ្តដែលបង្កើតឡើងដោយទិន្នន័យហើយយើងវង្វេងឈ្នះទាំងអស់។
[Erin DiBenedetto]: وجود. دوبيدو. أريد فقط أن أشكرك على عرض بيانات MCA بهذه الطريقة ولجنة هذه البيانات ونقلها إلى فصلنا وأطفالنا. يبدو أن هناك الكثير من المعلومات التي لن تذهب إلى أي مكان ، ولكن هذا عمل مهم حقًا ، حتى لو كنا بطيئة بالنسبة لنا. أعني أن البيانات التي يقدمها مهمة. مرة أخرى ، أريد أن أرى أخبارًا صغيرة ، ولا أريد أن أسمع نصيحة ، لأننا لا نمارس الروابط ، لذلك لا أريد أن أقول أنه إذا حققنا أفضل ، فسوف نحصل على 78 ٪. هذا ليس حبيبي.
[Chiesa]: أنا أتفق معك. أعتقد أن هذا مرتبك.
[Erin DiBenedetto]: نحن ما يقرب من 78 ، ولكن لا. لكننا لا نفعل ذلك. قاتل لذلك ، أود أن أعلن عما نفعله لتذكر الرقم الصحيح. هذا مجرد شخص. لا أعرف كيف سيشعر المشاركون الآخرون.
[Chiesa]: كما رأيت ، هذه الصفحات أكثر منا ، وتضعها أمامك. أعلم أنه قد فات الأوان بالفعل ، والآن لا أرغب في إدخالك ، لكننا نعمل في تغييرات حقيقية في تحليل البيانات. لاحقاً كما تعلمون ، هذه هي فقط البيانات التي نلاحظها عند اتخاذ قرار حكيم ، فنحن نغير دورة الطلاب ، وإذا كنا نريد أن نوضح للتأكد من أننا نؤكد مستوياتهم وطاقتهم. لذلك لن أقرأ كل هذا ، لأنني أعلم أنك متعب ، لكنهم أمامك.
[Stephanie Muccini Burke]: شكراً جزيلاً.
[Chiesa]: شكراً جزيلاً.
[Stephanie Muccini Burke]: حركة واحدة للحصول على هذا التقرير ووضعه على امرأة. فيلانويفا؟ الاثنين. من NGA. هل يدعم الجميع؟ يمين. المعارضة كلها؟ شكراً جزيلاً. شكرًا لك نحن نتفاوض حاليًا من القضايا القانونية. حركة وقفة. في الاجتماع التنفيذي. يجري الاجتماع. في الاجتماع التنفيذي. زوجة يدعم Bendetto Villanuyeva. يرجى الاتصال. يمين. نعم ، سبعة أرقام مشار إليها ، الأرقام السلبية هي صفر. سنحضر الاجتماع ، ونفي وفتح اجتماع للتنفيذ في غرفة أخرى لتأجيل الاجتماع. لا تدعنا نعود هنا.