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Shinsuke Nakamura Lifestyle, Net Worth, Salary,House,Cars, Awards, Education, Biography And Family - Duration: 4:00.
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A great education, with less debt - Duration: 1:47.
I came to the University of Southern Maine due to my financial status.
I had to take loans, which in my culture was considered forbidden.
I transferred to the University of Southern Maine, where I knew a lot of friends that
I went to high school with, so that made it a lot easier, even though I wasn't
living on campus. I still chose to stay at home and be close to my family.
I chose social behavioral science because of the negative impact on
mental issues and smaller culture. Social behavioral science helps me
understand what trauma is. By the end of the day, when I go home,
I feel like I can relate to whatever I learned in classes
and just take it out into the real world, and help out a friend or somebody.
While I was in high school, I started to volunteer at Tree Street.
Tree Street is a nonprofit youth organization right down in downtown Lewiston.
We normally serve about two to three hundred kids, probably, a day,
through academics, through just their personal lives,
and just guiding them in the right places and stuff.
I built a lot of close connections with these kids when I was a high school student.
As I got out of high school, I've known kids who, now that they've grown older,
I still mentor, and they still see me like somebody they can look up to.
One day I would like to join the United Nations, and
be as more of a helping hand, as they were when I first lived in Kenya.
That's what got me to mentor a lot
and just view people differently than anybody else would.
The University of Southern Maine gave me a big opportunity where I can continue my education.
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TME Education Training in DIT, Tanzania (March 2018) - Duration: 2:48.
Our national focus, that was introduced by our president honorable dr. John Pombe Magufuli
our focus on industrialization.
So through learning this practice on Arduino, taking the physical variables
from the environment
by the help of the sensors, we can control many things and do great projects that will comply
with our national focus on industrialization.
This means when the "Back" button is clicked, it tells the browser to go back
We have understood
what it contains and how it functions.
We understood that Arduino
can be programmed via the embedded microcontroller
to accept different types of inputs
and give different outputs.
So on this kit when you look on it, there is an Arduino board,
there is a displayer, there is a sensor, there is an LED,
and there are the switches. And the last one is the Bluetooth module.
If we want to see how the environment responds to the temperature, we program the code,
and we use the sensor to give the response the different LEDs
according to the requirement.
Light-dependent resistor, it may sense different light intensities,
and you can use these parameters for example.
Maybe if you want to switch, let's say, LED 1 when it's dark.
So you just have to program it through the software that when it's dark by this percent
LED 1 should be on, and when it's dark by this percent... so you can program the way you want.
TME Education turns theory into practice by conducting specialized training on electronics and programming.
Would you like to organize TME Education workshop for your students?
Contact us and tell us about your school or organization and let the youth get started with practical tasks.
And don't worry,
everyone, everyone will have a chance.
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Speech Recognition as AT for Writing: A Guide for K 12 Education - Duration: 51:49.
Well, thank you all this is Kelly, and thank you so much for joining our session
It is titled speech recognition as eighty-four writing a guide for k-12 education
And we are just so thrilled to spend the next hour sharing with you our tips and tools for considering teaching
assessing and implementing speech recognition with students
These are our learning objectives that we step forward here, so you can
Breathe through those really quick just so we can move forward
And before we get to introducing ourselves, which we are going to do in just a second
I want to clear up why we're calling it speech recognition
So some people call it speech to text. I hear that a lot some people call it voice recognition
The teacher I used to work with and system and always in calling it dragon speak even though that was actually
Really the old old name of the program
And then so speech recognition is the the word we stick with and the one I prefer
Because I feel like speech to text gets easily mixed up with text-to-speech people are inversing them all the time
And more than just recognizing a voice like a sound it's recognizing our speech
Awesome okay. Now. Who are we as I mentioned?
My name is Kelly key, and I my primary role is the assistive technology coordinator
And I work for Barrington School District in Barrington, Illinois. This is my 14th year in this current role
This is actually my first year full-time assistive technology in the past
I've been the one at the sub tech coordinator, and I've also been an administrator the past 13 years
so I was an assistant principal as well as a special services facilitator and the assistive technology coordinator and
Prior to that my background is a special education teacher, and I'm just so passionate about sharing what works in our districts with others
And I'm Dan Cochran I'm also an assistive technology specialist and coordinator for
My district which is only about
How far is it from yours Kelly about an hour drive south or 45 minutes something like that?
We had to go to a CAA to meet each other. That's our joke about getting together and doing this
We're putting together this guide in presentation
I've been the full-time IT specialist for ten years
And I'm part time before that one day way for five years while I was a special educator as a an elementary building
I'm also currently an adjunct faculty member at
University of Illinois in Chicago for our online aichi certificate program
And I'm also quite involved with resna
I was immediate past chair of the resident Professional Standards Board that governs the ATP and ATP
sms credentials
So onto the presentation the first thing we want to address is the question of why we think a guide is needed at all
speech recognition is
universally available
And students can use it whenever they want
they don't need to have an IEP or a 504 plan or even ask their teacher permission, so
Between the voice taping feature in Google Docs and the speech recognition, that's built into mobile devices microphones tablets
It's freely available to many students
If they have those devices so it's the ultimate in universal access we could just say well
Why not let just students discover it and use their use this tool on their own
Well and yes the reason for that is because you really don't want this to happen
When putting together one of our presentations I saw this and I couldn't pass up putting it in its
the gentleman using speech recognition
And he says hey come here check out my new speech recognition program and up on the screen type pay
severe chicken manure peach recognition grow him
so even though our technology really has come a long way and between that and
after you the key is really learning to teach students to use speech recognition so between the improved technology and
After seeing how to really teach students to use speech recognition and assess whether or not, it's working for them
Hopefully this will not happen to you or your students
Well in another reason we wrote the guide is that speech recognition is still assistive technology for some students
So just because any technology whether it's text-to-speech or word prediction or speech recognition is universal doesn't mean it's not also
Assistive technology legally it needs to be documented as a T
If it improves the functional capability of a person with a disability as you know from the definition
And speech recognition if it's effective would be a type of accommodation that you would AK document on an IEP
potentially an accommodation that can be used on high-stakes testing -
Currently we're part of the PARCC Coalition in Illinois
first state the high-stakes testing although
That's apparently changing next year so stay tuned but speech recognition is allowed at this point
it may also be allowed on your
State tests I'm not sure you'd have to check with your state to determine, but either way for high-stakes testing
Or as an everyday accommodation in the classroom
We think the team needs data to determine whether speech recognition really is effective for a student, and we're going to talk about that today
So I'm assuming you're familiar with the federal ID ei mandates for guiding 80 just want to point out here that legally 80 is not
Just a device but also a service, and that's also what we're focusing on today in this webinar
We're going to talk about how to fit speech recognition to the student in a sense how to train the student and the adults who
Support them whether we're talking about the professionals in the school
Where there are family members?
Okay, so
Now we have mentioned our guide
So this is something that you can have access to for free if you have not already
Accessed it you can type in this Bentley link in the top it is case sensitive
and
You can print out a copy of it as well
There's a little button on there that you can click on it and print the PDF. It is a live
Version so any changes we make are automatically updated, so it's definitely something to check every once in a while
But it's a great thing to have in front of you if you happen to have a copy
Keep it open while we go through this
But if you haven't had a chance to download it we highly recommend to do it after the session
All right, so we have screenshots all the way through here that come from that guide so you can kind of stay with us
So as you open the guide one of the first things we put in is this page called tool belt theory
And this is just a reminder that speech recognition would never be the only writing tool well almost never
I've always liked the metaphor of a tool belt and the blogger I
think he does other things too nowadays iris Sokol calls this his tool belt theory I
Have the link on the slide and on in the in the guy to to his blog
It's simply the idea that what we need to do is prepare students to have a range of tools the tool belts of tools
that they can pick and choose from
So this chart in the guide is meant to just illustrate
The tool belts have 80 features and other accommodations that might be needed for writing
And so just because we're focusing on speech recognition in today's webinar. It doesn't mean that it's the end-all be-all of 80 tools for writing
Kelly can you give any quick example of a combination of tools?
sure, so let's say a student has to do a quiz that is available on a Google Form and
You know the first question is multiple choice well
They may use a text-to-speech program to listen to the choices out loud the question and the choices out loud
So that's one tool in their tools out there using for that one assignment. Maybe the next question
Then is a fill in the blank, but a short answer, and the student has a difficult time spelling
But they don't necessarily need to speak
You know their short answer or the single answer so they can pull a co-writer or word any word prediction program
And they can use that as a tool to help support them
Then maybe the next question is more of something that's looking for a paragraph or more
That may be a point where you're going to then use your speech recognition
Another thing I teach students is I always want backup tools because a speech recognition isn't available
We've been creative with finding a good place for them to use it or even in the classroom with a really good microphone
But if it is in a situation, maybe they're taking a test and there's no alternative place to go
And they can't use it at the time. They always want a backup tool, so I have students you know
They're very well versed in word prediction as well as speech recognition
So just depending on the student obviously it would depend on what tools are in their tool belt
Okay, so our guide is divided up into four sections consider it try
It assess it and implement it and today. We're primarily going to focus on that blue section the Tri eight section
Also assess it what we've done is we've built in into our session
so you'll get a good taste for how to assess each one of the areas as we go through as well and
We will share information from the other sections, but primarily targeting to try and assess it
And a little bit of considerate
So I think you're probably all familiar with the fact that the AAT process and the k-12 setting begins with
consideration because of the legal the legal mandates who consider a chi in the development of all IEP s
But here we're talking about considering speech recognition now. You know the rule is not to consider a tool first, but in real life
It's pretty common with speech recognition
Everyone knows about it. They may have seen commercials on TV. Well. This is a few years ago selling dragon software around Christmas time
And you know I think it's becoming more known that it's in the Google Docs, so it's not uncommon for someone to say hey
What about speech recognition when a student's struggling with writing?
So the task is already driving the a to consideration process as I think it should the problem here is writing
What you may need to do at this point is steer the consideration toward an analysis of the task demands of writing
What writing tasks are expected of a student? What outcome level? What are the specific task demands of these assignments, or assessments?
So we want to know if speech recognition is a really good match
And we don't have time in today's webinar to break this down further
But if you look on page 17 of the guide in the assessment section
We've provided a list of speech
Specific task demands that are related to writing they include things like the fine motor demands of visual motor demands encoding proofreading
organizational demands etc
So those need to be considered first, and it's interesting when you start digging into that to figure out
What is really going on with a student sometimes that information is not available so it's kind of part of the assessment
The next step is to consider the students performance
on each of those task demands so you can identify the gap so again you want to know if
Speech recognition is the right feature to close the gap because sometimes it's not
And then finally you want to consider the context or the environment in which the task is done, so you'll recognize
These are elements of the set framework of course
so with speech recognition match the the environment
it's not a great fit for taking notes during a lecture and it may be hard to implement in a noisy or a
Very quiet classroom either extreme actually although both Kelley, and I have done some whole class implementation
But it's probably a better match if the student can work in a separate space or at the back of the classroom and a study
Carol or a resource room or just use it at home
So one question that pops up
Often when considering speech recognition as a match is what sort of performance profile is ideal
So in a nutshell the ideal profile is a student who has difficulty with the output demands of writing in other words the transcription demands
And some of the mechanical demands, but has good expressive language skills who can verbally express their thoughts and ideas
And it does help us. They have lots of ideas, right?
And dan and I and the guide we have outlined some helpful pre-existing skills that we've listed here
So certainly you know if the students has clear enunciation
Is has the ability to problem-solve and self monitor?
You know these are some of the things that certainly are helpful for them to have but
We always say that students can be taught many of these skills so don't
Don't not try it with a student. Just because they don't have these prerequisite skills
So Kelly how would you know if speech recognition would work for a student?
Well, Dan you know I always say you just don't know until you try it so on to our try a portion of the guide
as I mentioned you know when I first started with
teaching student speech recognition
I would have them fill out all these different
surveys and I'd interview the staff and
even as the parents spell out something and you know we just don't have time for that so I
Feel like any student is a candidate especially because it's universally available
So on to this section like I mentioned many of these options many are free
universally available for free
But the key was to our guide is regardless of what tool you're these are just examples of many that are out there
But regardless of the tool you're using it's really all about
Teaching the students to use that tool so this guide will cover
Regardless of what tool you're using it will work
You do want to mention. I want to mention one new extension
I learned about recently right cuz we all like actual or dissention things awesome that recently it leverages the Google's
Voice typing feature so you can use it in other apps it's called voice in voice typing. It's an extension
I think it's in beta form, but it seems to work fine
and it was recently a really nice fine for a student who wanted to use speech recognition to make flashcards and a special website and
Not inside the dock
And he I try to actually co-writer Universal with him, and it didn't he didn't like it
It was difficult for him to use so now he's using this other extension
But like Kelley said we're not going to focus on the tools so much
Yeah, the process the key is really again
We're probably meseta syrup, but the key is to teach the students that speech recognition process you can't assess whether or not
it's working for a student and put it on their IEP or 504 or the
accommodation if you truly don't teach them the process first so that's what we're gonna walk through no
And so just a couple things before you begin
The first thing I have on here is planned to work with a student individually versus whole group although dan
And I both have said we have done in a few situations where we've taught a whole class I've had a student that was
Completely resistant to trying it
But when I walked in and I said we're I'm just teaching it to the whole class
Then he was open to using it
And it was like a miracle like lightbulb went off for him was fantastic
So you know the guy is really designed to work one-to-one with a student
But absolutely you can do this with a small group or a whole class as well
The next one is to invite someone to attend the sessions
Anytime that I am teaching a student
I always try to make sure that there are somebody that can help follow through or works with a student regularly
that will join us and
Part of this is really
Not only just for the follow through, but also the comfort level for students because sometimes using speech recognition
Isn't that comfortable at first around a stranger?
So I always have somebody join us why there is an occupational therapist that students teacher case manager
And if they're not available a lot of times they'll even have the parent comes
Again a lot of the times the students are using this at home
And then decide what tool to try first. I you know we're very fortunate. We have a one-to-one
IPad in our district it's lower levels and one-to-one neckla cares about upper level, so I use the tools that I have readily available
that all the students have and then the next one is if you need to set up the
Technology go ahead and do that you know the student has a speech impairment and needs to use something like Dragon NaturallySpeaking
we have a lot of tips and the appendix of the guide on how to set up Dragon NaturallySpeaking and
use that as well and then understand the speech recognition process, so that's using this guide and
You will see through our eight sessions that the students we will teach them how to do that
All right the choice of which technology to try first is usually easy as Kelly was alluding you try the tool
That's most readily available so in my district
That's the Google Voice typing in a Chromebook since we have more Chromebooks in Kelly's district
It might be the built-in speech recognition on a MacBook or iPad since they're more of an apple district
But there are a few variables to consider when it comes to the hardware that delivers the speech recognition feature so we put this chart
As sort of a thing to think about I guess in the guide
There's pros and cons to using a smartphone or a tablet versus a laptop or a desktop
I'll let you read the details on this chart, so I'm page seven and the guide
Sometimes it comes down to personal preference though
I had a student who would only use speech recognition on his iPhone even though. It was available to him on desktops and laptops
and actually he's a junior in high school, and he's still just using it on his iPhone although, I'm
Trying to get him to move toward a Chromebook now
But because editing is harder on a small screen, so I usually start with a Chromebook in my district
So
Before you begin I do think it's important to understand the speech recognition writing process yourself
When we do live workshops on this topic which we've done several times the closing the gap in Atia
I usually as participants here to raise their hand if they have used speech recognition
so
most of the hands go up because almost everyone has sent a text message on their phone while driving I
Mean when they're in a rush of course you wouldn't text and drive
But then I asked how many people have used speech recognition to write a paper or even an email of some length
And most of the hands go down so if you don't have to use it chances
Are you don't I know that I would prefer to type a paper or a long email rather than use speech recognition
Because I'm able to type fairly quickly
But I'm also used to being able to think about my sentences as like as I composed them when you use speech recognition
the cognitive load
Shifts to the front end you have to think about what you want to write and mentally compose your sentence before you say it which?
is a different process and
You have to hold on to your sentence in memory while you turn on the mic
And then it works best if you can speak with clear enunciation in the natural speaking manner
Which means you have to remember your sentence the whole way through speaking it
So this is not hard for some people, but it can be a real challenge for others
I'm currently working with a sophomore in high school
Who's on the spectrum and it's very high-functioning, but it affects his expressive language
And I've basically been doing one-week sessions all year with him - it's work on just that part of it
So finally the way we teach that you turn off the mic
And then check the recognition of each sentence for accuracy and fix any errors before you move on
Someone more fluent could dictate several sentences in a row
But it does become sort of an editing nightmare if you let speech recognition
Transcribe too much text before you check the outcome because it's not a hundred percent perfect as we know
So taking all these steps into consideration. We've boiled them down to an easy four-step version
And I am all about visuals you know being a special education teacher
And so I what we did was we created this visual and this is both for the staff and for students. We made
poster-size that will put like in that classroom and then over on the right you'll see these little mini cards and what I've done with
these as we've cut them out, and we've put them on the students MacBook or
on their desk
And it's just a nice reminder about you know the four step process that we've taken that narrowed it down to four steps sink it
Say it check it fix it and it's a great reminder too as we go through and teach them the process and use it
I've also even on the back of the little mini cards
I've been made like a little editors checklist for speech recognition for the students to flip over so
The steps of the process are one thing underlying them is really the integration of a lot of different skills
And these are the tool demands of using speech recognition they include the expressive language
I was talking about with my sophomore in high school the generation of ideas the short term memory oral education
Some might some fine motor skills operate the mic
Decoding skills to review the accuracy editing and revising skills to fix the fix the errors and a general
computer operation skills of course to kind of deal with the device and whatever platform you're using
But we think a lot of these skills can be developed as we talked about before so what we're going to
Do next is really the heart of things we want to talk about
The teaching process we use to develop these skills
Because we believe you have to teach the skills to some degree before you can assess whether or not speech recognition
Is effective for a student?
So the approach that
We take to the teaching process is the common metaphor of a scaffold so to scaffold the teaming a teaching approach
And educators will know right away that this means slowly
Increasing the cognitive load by starting off with a lot of scaffolding or support and then slowly removing the scaffolding as you build
Independence which of course is the end goal?
Just so you know where we're going over the course of the next 25 slides or so
This is the outline of the scaffold the teaching approach, so we have in the guide. This is on page 9
we start with modeling as all good teaching does and
Kelly who does a lot of work in AC had to remind me of this and the importance of this step because I wasn't always
Doing it, but I do do it all the time now Kelly
Next we have the student get their feet wet with a single sentence that we provide so that's a lot of scaffolding
And then this moves quickly to having them compose several sentences on their own done simple paragraphs
then and number five we practice using
Academic vocabulary in a sentence they generate and from here you want to move as soon as you can to whatever grade level
Expectation it is for writing depending what the grade is usually something formal and more academic
The end goal is independent use on grade level writing assignments
In a minute we're going to go through each one of those steps with you, but first
I just wanted to mention this nice handy guide
This is in the appendix of our guide or handy sheet it's in the appendix of our guide
it's just a one sheet two-sided reference guide that shows each of the eight steps and a little bit of detail for each so I
Originally designed this just as a visual guide for myself just to remind myself that eight steps that we put together
But now that's all my staff has been trained
It's a nice
Hand out for them to just have with them in handy to remind them each of the steps when they're teaching the students of speech
recognition process
And we say even though you have this nice two-sided sheet with some of the details
We definitely highly recommend to go ahead and read through the full guide
Because we have so many more tips and specific information in the guide itself
I also want to mention before we move forward to step one
That the guide was it really is designed for anyone to pick up and use to teach with students
We are we really follow the building capacity models not the expert model, but a lot of these examples
You will see Dan and I in there, but again. It really is for you to show and teach
Anyone to teach the students to use speech recognition process
Okay so on to step one as Dan mentioned
It's modeling the speech recognition process and just like you would you know model an?
academic writing or model using an AAC device
We like to model what we're expecting from the student and so what I like to do is
Right from the start. I model the process
I model it think it say it check it fix it
And I also up model some of those operational skills like turning on the mic
speaking the punctuation and the command it's so amazing that if
After doing this stuff you realize a lot less teaching the students because they pick it up right from watching your model
I might start out with a student. I always model. I'm giving them tips as I'm modeling as well
Just kind of like when you when you're using dragon
And they're you're going through the tutorial and you're treating your voice and it teaches you about it
So that's basically what I do
I like how you embed embed those tips as you house your modeling that so now on to step two
After we model the whole process for the students
You know quickly we turn it over to them by starting with a single sentence that we provide this eliminates the test amount of
composition so that they can focus on the tool operation
So I came up with this fill in the blank sentence years ago, and it just seems to have stuck it works
Well because it allows the student to personalize the sentence and it's a medium length sentence that tests how well the student can hold
Memory as a whole sentence in memory
Remember, that's an important tool demand of speech recognition
I usually just ask the student for
Information like what color house will they live in and whether it's annoying or quiet street?
And then I tell them your sentence is you know I live in a blue house on a noisy street whichever variables they gave me
I usually ask the younger sentence to repeat the sentence to me before they turn on the mic to check their memory skills so that
were
You know just rehearsing the sentence a little bit, then I have them turn on the mic
Which I modeled for them before or in some cases. I've done this
I actually control the mic for noun so that the student can stay focused on holding a sentence in memory
It just depends on the students skills worked with a sixth grader
That was pretty strongly on the spectrum, and we just needed to keep him focused so I controlled the mic at first
You just have to decide in the moment how much scaffolding they need or don't and then after they dictate the sentence I asked them
To check the accuracy as you saw Kelly demonstrate in the videos either by reading. It carefully or by using text-to-speech to listen to it
So then why don't you just go ahead and you know while you're teaching
I'm why don't you just have them read out of a book?
Well, you know you could have them just read from a book as a practice sentence because that takes away the composition
But I have found that reading from a book totally changes the equation it makes the task demands that are
That are part of using speech recognition
Into the test demands of reading, and they aren't composing the sentence mentally anymore
But you're going to be running into possibly difficulties with them
Not speaking fluently or reading fluently especially if they have reading decoding difficulties
So what you want to see right away is their ability to hold a sentence in memory not?
Visually see it in the page. You know and be able to hold it there while they
Before they turn on the mic and then say the whole thing so that's why I don't have them read from a book
Okay the next one next part is what's still with number two is so let's say
They say that first sentence, and it comes up
You know it's supposed to be I live in a blue house on a quiet street and comes up
I live in a new mouth on a riot street, and I always teach students that never going to spell anything wrong
But it may have an incorrect
You know it may put the word wrong word so we look at that
And I tell the students not to change it right now
We're just going to UM you know hit enter and we're gonna try again. This is where I
Go ahead, and I coach the student if there was something during that first sentence that I saw
maybe they did incorrect like they set it too fast or
They didn't have enough breath support, so I would kind of talk to them as we go through
Maybe we weren't using a mic we might pop a mic in so I have them then try it again
I live in a blue house on a riot street. It's getting closer
again
It's kind of nice to when you have someone with you sometimes when I have the occasional therapist next to me
They'll be like oooh. Let's try and put you know a wedge, and they're back have them sit up a little bit more
to help them with their breath support
So just problem solving in between each sentence and then going ahead and trying it again
I live in a blue house, and I'm quiet Street third time's the charm
Now I actually have a video example of
Me doing this so I as I mentioned
I've trained quite a bit of our staff on this especially our occupational therapists are all very well-versed in
Teaching speech recognition, and this is an example during an Institute a few years ago where I was teaching so T's
how to use speech recognition so that's why I'm here with an adult and
This is demonstrating step 2
Okay, so the next thing we're going to do is I'm gonna actually have you now try it out and
Before we do I just want to find out what color is your house
gray gray
Live in a great house and these are Street really noisy, or is it kind of quiet
really quiet really quiet, so
Um let's put together the sentence
I live in a great house on a quiet street period can you say that out loud to me I?
live in a gray house on a very quiet street
period
Beautiful okay, I'm gonna turn the mic on do you feel comfortable saying that out loud to the computer, okay great?
Tell me when you're ready
Ready I?
Live in a gray house, okay? Let's just read it out loud
First option escape
Living a great house something very white
hmm, okay
I know let's think about a couple things that maybe we could do to change
Okay, let's read this one this time. I want you to put your finger under each one in say each word I
live in a grey house on a very quiet
Period let's see if we get a hundred percent this time you can do it or do it amazing look
How well it picked it up already? I?
Live in a grey house
let's read back that last sentence with the computer this time home all on your own I
Live in a great house on a very wide street
Okay
So let's talk about some data collection for this step
These are embedded in the assessment section in the guide
But we don't have time to cover that section in detail so I'm going to weave in the data collection tips after we talk about
each of the steps so
Obviously you can't collect data on the modeling step, so we're starting with the second step
Which is when the student starts using the tool what I'm doing observational. Ii during this step is assessing
The student's ability to remember the whole sentence if they need to chunk it into two parts. That's fine. I
Provide the scaffolding on the fly you know breaking it into two parts
But I'll take note of that holding that holding a sentence in memory is a skill that they need to work on
Second I'm observing their ability to change their enunciation based on the feedback that we provide as the sentence is repeated two or three times
you can see immediately that some students adjust to the tool demands and speak more clearly I
Was working with the student on the spectrum my son he was in sixth grade
And we had to tell him it's to talk in his
Sixth grade voice instead of a silly squeaky little kid voice if you like to do
He could do it and was
Reinforced when it made a difference in the recognition accuracy which was much better when he when he didn't use his squeaky voice
I was just working with a kid today on this high school kid and it wasn't that the his enunciation was really bad
but he saw the difference that it made when he repeated the sentence and did the you know without changing each one as we just
Showed you so finally. I'm watching to see if they remember to put the period in at the end of the sentence
This is a new skill, so I'm not expecting mastery yet
But it's interesting to see whether a student learns the skill quickly or needs constant reminders in terms of quantitative data
You could count the recognition accuracy of the sentences the goal is at least eighty percent accuracy
I would say lower than that and the students going to become too frustrated
Okay, so I'm just at number three
this is where we're gonna have the student write a three to four sentences on a personal topic and
Whenever I sit down and first work with a student especially if I'm meeting them for the first time I always do a little interview
With them I get to know them I asked them about their pet what they like to do at home
some of their
You know about their family personal interest so I gathered that information one to help build just a comfort level and then also
I've now I put content to write about this personal to them
so then I go ahead and I review the speech recognition process that think it's say it check it fix it and
Then we apply it to the speech recognition process and we write
sentence by sentence on a personal topic
So I'm going to show you an example of what that looks like just real quick
So this is an occupational therapist that I work with
Oftentimes as I mentioned. I have somebody with me that knows the students and that can follow through
but often if I especially if they've been taught how to use the speech recognition process I
Have them lead and I step back and I kind of coach them teach the editing process after each sentence
On the video she did say just to keep going
He was doing a great job
So I guess at that point she didn't necessarily have to stop him and check for accuracy in between
But we do recommend at this early on stage that we do teach the editing process after each sentence
So like I did in that one video where I was teaching the occupational therapist and step to
Having them visually check the sentence for record recognition accuracy one of the times
I had her girl with her finger under each one another time. I had her use of Texas each speech built into the map
Whatever the student prefers, but then you would go ahead sentence my sentence and make the changes as needed
And then we put in here using the keyboard it's so funny
How many times a student will try and turn on the speech recognition just for like that one word?
Correction or to say a comma when they could if they physically can do it with their hands
We tell them that could be faster to put a comma or period in with their hands
And then teaching that punctuation again that step one of modeling
It's amazing how the students pick up the punctuation so quickly when they see me modeling it
Often we don't even have to teach them, but if you noticed too in that video what they ot that
I just kind of like pushed my finger forward
That's my visual cue or visual reminder for putting a period I'll do the same thing with a comma sometimes
I'll even have a visual of the command that the students having a hard time, and I'll point to them as a reminder
and
Teach a limited number of voice commands at this time
Usually some of the ones that I'm teaching the student at this time and again that I modeled at the beginning
things like new line new paragraph some of those very basics
But they do kind of want to learn those and get off track. I just the high school
I was working with today got very interested when I when I when you asked whether there's commands and like yes
You couldn't google and see where you know, but I'm like we're not gonna focus on that right now
so
let's move on to the data collection for this third step what we're primarily doing is observing the students ability to generate ideas and
Form them into grammatically correct sentences we want to see if they can use a variety of vocab words
maybe not limiting themselves to the small words that they know how to spell as they might do when they're hand writing or typing if
That's the issue, but really using grade-level vocabulary
So you'll see in video in a little while a sixth grader who demonstrates us
We want to see - if the student can create longer
Sentences in response to coaching and you'll see the sixth grader that I work with in a video in a few minutes
Doing that doing responding very nicely actually when I asked her to extend the sentence
Finally we're watching to see if the student can develop the skill of dictating the punctuation or if they still need reminders and of course
We're still building that skill so it's not a deal breaker if they don't have those steps here
But we're heading towards the independent use as quickly as possible so we can
Mentally sort of take notes of that or write it down
For chronic quantitative data you could count recognition accuracy again
But now you also want to start measuring productivity using words per minute as seen in the de Coast writing protocol
You could also try applying a readability score to get a sense of how word and sentence lengths factors into the overall product
It's easy to get this score from online websites
And they're embedded in older word processors like ms. Microsoft where it was not older, but now that we're using Google Docs
I don't have that in it so you can go online to a website for that
Okay, and to step four which is write and edit one to two paragraphs from motivating pictures or personal topics so
again the idea here is to
Provide some extra practice while keeping that cognitive load low
Being in something that they're interested in
For our youngest students they may need a little more time at step four for older students this might not even be a step that
You need to provide
And so this is where also that interview comes in handy
So I'm going to show you an example a minute of a student
he just recently told me he went on a beach vacation and so we looked up images of the beach and
So I'll show you that in one moment, but really here. Just remember
This is where you're going to continue to coach
The think it say it check it fix it process you're gonna gradually figure coaching
Is where you're gonna start stepping back a little bit and again Dan is going to talk about the collecting data on
Independence and writing quality, so here's a video clip of one of my students
And he's writing about a picture that we googled that he chose
about the beach
Alright, so for data collection on this stuff, which is really sort of an extension of the last step
It's so so basically the same the same kind of data collection
The point of course is here to give them more practice
so we're continuing to observe the students ability to verbally create grammatically correct sentences and use speech recognition to transcribe them I
Would probably focus more on actually measuring the countable variables at this stage
at this point you could probably collect enough data to compare the writing quality and
quantity by using speech recognition with the students baseline writing output from before when they were either hand writing or
Typing if there's a significant difference you would probably already have enough data to recommend
implementation with progress monitoring a positive difference and recommend continued training so the student can become
Independent on grade level writing assignments in other words if you're in kind of a rush
This is a step where you can already have enough data to recommend implementation, but more training will need to go with that
In addition to just measuring the students writing product though an important factor to collect data on in any 80 assessment is this
Personal preferences so you ask the student what they think about using speech recognition whether they like it or not
And why they think it's useful or not the Likert scale from the de Coast protocols
It's in both the writing protocol and the protocol for accommodations in reading is a great tool for this if your student needs a visual
We have a little image of that on the slide other
Older students could simply be verbally asked to rate their preference on a scale of one to five
And a lot of times what I do for step four is I will actually
The topic that we'll choose to write about is
What do you think about speech recognition so far often if I'm you know a lot of times?
We're restrained by time so I have one class period to go over this with a student
Sometimes my first session will end it step four and I'll ask I'll end by asking them could you write a paragraph about
What you think about speech recognition, so here's an example of that just a real quick side note about the student
This is one of those students that the staff all along said the student has such a difficult time writing
He has so many great ideas
But he's definitely not a candidate for speech recognition because he has a diagnosis of cluttering
So he stutters his full sentences, so if you have a conversation with him
It is sometimes very difficult to understand him, and he does stutter his full sentences
But it's amazing when I use a speech recognition how clear it comes out, so you just don't know until you try
So let's move on to step five
This is one of my favorite ones to use especially when the student needs some extra practice
And you don't have much time
Or when you want to move the student beyond writing about simple topics to something a little more complex a little more grade level
So this step just uses the age-old activity of writing vocabulary sentences first find a list of academic vocabulary words
And it would be ideal if you could get a list from the classroom teacher of the words of the students been working on in
class
but I often just look up a grade-level list of vocab words from an online site on my iPad at
Moment I pick a word that the student knows make sure they know it and then say make a sentence with the word
you know
fabulous or
Fantastic or whatever the word is continue doing this with five or ten different words
Observing the syntax and the structure of the sentence is that the student creates and then coaching the students to create
lengthier in more complex sentences
The ability to create grade-level sentences is a good indicator that speech recognition will work as a tea that
brings the student up to grade level so
That's that's kind of what we're looking for in this step here
So I have a video of this as well of the sixth grader. I mentioned earlier
You'll see her create some easier sentences at first
But then really respond beautifully when I coach her to create longer sentences and when I give her more demanding words
You'll see and you can see in the picture here that I have the little thing could say a check it fix it
Reminder at the top of the screen
how to do the data collection for this obviously we're watching the students ability to create those sentences
and hopefully grammatically correct complex sentences and
stretching the sentences out what you could measure quantitative quantitative ly at this point would be the recognition accuracy and the readability I
Might take data on crack Ward sequences, which is a measurement technique used for curriculum based measurements of writing?
I probably would not count productivity though about words per minute because the writing activity is not
continuous
Alright, and on to number six, which is write multiple paragraphs after completing graphic organizer using keywords and phrases
So the purpose of this step is really now to integrate speech recognition into the whole writing process
and
At times I will really model this and step one as well so again
It's something they see right from the start other times it really depends on the student
And if they're using graphic to organize there's quite a bit in the class then of course I do
So in a student who really demonstrates good operational and functional skills in step three
May move right to this step
So what we do is we help the student identify the topic of interest and then we help them fill this out
They're prewriting organizer the key is to teach them to coach them through
Using key words versus full sentences here
And and then what we teach them to do was after they fill it out
We coached them to take those key words and turn them into full sentences, so just like Dan did in the last
And the last number five it's a really nice way to practice doing that
Okay, we don't have a video for this step because we're moving on to longer types of writing that would I'm not really video very
well
But I just want to talk about the data collection you would do at this point
You're obviously looking at their ability to generate ideas and organize those ideas into the graphic organizer
You know that's prewriting skills that really are sort of separate from using speech recognition
But you really want to emphasize can they do one to two keywords on the graphic organizer
Which which is a summary kind of skill and it can be difficult for students?
What you could count here would be their level of Independence?
How many of these steps are they doing on their own without you coaching so step back keep your mouth shut and let them do
It for a while and see what happens the recognition accuracy as it comes out
You could do a readability score on the overall product and now we might want to start introducing a writing rubric score because we're actually
Writing a more complex. You know multiple or a pretty
good single paragraph
great and on to number seven and this is where
We save the student semi independently completes of writing assignment using speech recognition
And we say semi independently because you know we want to see what the student can do independently
But we want someone there stand by to help troubleshoot with them and again
This is another great reason to have somebody with you while you're doing
The training because it's another great person that can help follow through and give the students support
so this is where we would use an academic assignment if the student is ready or
We can still give them a topic of choice if they're not
They would then complete the assignment at school or at home with just that standby support is needed
And I often do this as their homework in between sessions
So I'll say ok your homework is to complete this assignment and then
And then we get back
And then data collection on this did they complete the assignment or not especially if you were giving it sort of as homework
and then again recognition accuracy and again a writing rubric score on the product and
Then student preferences especially important if they were completing it not with you or with on their own or at home or something
How did it go did they like using it did it help them?
I usually ask them quite a few questions to dig into that part
All right
And I'm for the last one which is number eight where the student independently completes an academic writing assignment using speech recognition
And the purpose of this step is then to collect data i'm effective effectiveness of speech recognition
So some students may jump directly to the step from step number
Three i'm finding a lot of my older students like my high school students. They're ready just to jump right from three to eight
if you want observational data
You can watch the student without any coaching at all the teacher then would grade this assignment
just like they would any other classroom assignment using their writing rubric and
They collect data on effectiveness of it and implement and monitor effective use over time
So the data collection for this is the typical final outcome of the product which is a writing rubric so just a
sample writing rubric on the screen here
sometimes what I love to do if I can do it is ask the classroom teacher to score the
assignment
So that they are using the same rubric for the pre
Speech recognition product that they have been doing in class
and the post speech recognition writing sample that they just
Created and that helps the teacher to see the difference that it makes as well and give you a little more objective
View on what's happening
Alright, so those were all eight steps again. They're all summarized on a two-sided handout in the appendix
We've mentioned a couple times. You can skip to this step
You really will know the student best and you'll know whether or not you need to go through each of these eight steps and maybe
You need to spend more time on a certain step it all depends on the student
Whether you can you know what you're going to do as far as the time you will take for each step
And what we have done, are you know?
I'm really big into having again a visual for myself for staff and for the students
So it created the students guide to speech recognition and what it does on one side it summarizes
You know the four steps that we go over
It in here. I have a list of all different tips for
Speech using speech recognition that I go over before we even try it with the students
Which I'll show you on the next slide after that on the back of it
Though is the student speech recognition plan so what I do is I walk through what the students
Who did you work with today? If it was myself. You know we write down mrs.. Key, and how to get ahold of me
How did you access speech recognition they would then you know if it is in Google Docs? I want them to write down
Tools voice typing you know Google Docs tools voice typing how they accessed it, so they remember how to get go back there
Then we talked about what is the type of assignment you're going to use this for and?
If they don't have anything right now that they're going to use it for I give them tips on other things
They can use it for to practice then we talked about that tool about theory if if this isn't available
What are other tools in your tool about for different writing assignments? We talked about we're quiet places both at school at home and
I'm who to contact if they have questions
So it's just a nice little follow-up will either fill this out online and share it via Google Docs or write out a hard copy
And then these are some of those tools
Additional tips that we mentioned that that I go over
Some of the things that I go over with a student you saw that student mentioned
Don't look at the screen when you're composing a lot of times student so that hung up
I'm what's getting typed up on the screen
And it really distracts their writing process and holding those ideas in their head before they get them out
We also talked about don't chew gum
using that earbuds
Trying to speak in a lower pace and sometimes even a lower tone will help
Recognition a little bit so you can read those here, and that's also in the guide
So finally just remember that speech recognition in terms of speech recognition
Oral language is different from written language, so that's the whole point of teaching the process to the student
and then it's a good reminder for
The classroom teacher that speech recognition is not going to change the student's ability to write or to compose. It's just
Substituting for the transcription demands and the spelling demands so it's not cheating
Yeah, as we mentioned we have an entire section for implement in the guide
And we just have one slide here for our presentation, but just a reminder to build in that practice time
I tell students that they don't have anything to write about having a daily journal that you can write about it
Even if it's just one paragraph three sentences a day that you're gonna write about or some students really like to write plays or stories
Even just answering your emails or your text messages with your voice and remembering to put that punctuation into
That's often a great way to help
practice and then we talked about just making sure you're integrating it into the writing process and having those prewriting steps and
in accommodate their writing
There's a whole section. They'll check it out and feel free to share this with your colleagues. That's like I said earlier
This is our goal is capacity building so
You don't have to ask us permission you can make copies of guide and share it with other people
Yes, please do let us know if you have any questions. You can send us an email
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Education Matters: Fresno State School of Nursing - Duration: 5:40.
>> Stefani Booroojian: Fresno State has one of the top nursing programs in the country
providing students with the latest in technology. In tonight's Education
Matters, Juanita Stevenson joins us with how instructors are giving students the
opportunity to connect with the community and patients. Juanita.
>> Juanita Stevenson: The mobile health unit takes nursing students out into the community where
they are not only getting hands-on training with the diversity of patients.
They're learning something technology cannot teach - compassion.
>> Student 1: Hi Christine. I'm Amy.
>> Student 2: I'm Cynthia.
Juanita: Nursing students at Fresno State are benefiting from some of
the latest in technology to help them learn their skills.
[Simulation mannequin speaks: I don't feel like I can quite catch my breath either.]
Juanita: We are in the simulation lab where students work on state-of-the-art mannequins -
patients that are designed to simulate real symptoms, real health issues.
>> Shauna Miller: The simulation lab in nursing is an educational tool and because much of
what we're doing is high-risk we want to make sure that our students have the
opportunity to practice and practice before they actually start working on a patient.
Juanita: Nursing students, like 21-year-old Amy Baldwin, spend time in the sim lab
This semester, she also spends two days a week at a local hospital. Amy says
being able to make her mistakes in the lab and learn from them are invaluable experiences.
>> Amy Baldwin: When we're at the hospital we don't have the time to get our
mistakes or even ways we can improve broken down for us, whereas where we're
in here in the simulation lab and we have the patient that talks to us and
our instructors here with us we get the experience and the nerves out by feeling
like we're performing with a real patient.
Juanita: It is all excellent training for these nursing students, but both are in controlled settings,
either in the classroom or hospital. Fresno State professor Kathleen Rindahl has led the effort to get
students out into the community.
>> Kathleen Rindahl: When a patient is in the hospital they're in the nursing environment.
so the student nurse and the nurses have control over the patient.
When a student goes out into the community, the patient
has control over their environment, so the student has to adjust how they're
going to work with that patient to provide care for them.
Juanita: Since 2013 Rindahl has been running the mobile health unit - a clinic on wheels owned by the
Fresno County Office of Education. She uses it to go out into the community to serve patients and teach students.
>> Student 3: What are your normal blood pressures?
>> Patient: Uh, it could be anything. I did take my medicine today.
Juanita: Nursing students provide the medical care doing basic preventative exams like taking
blood pressure, screening for diabetes, high cholesterol,
conditions that have go unchecked can lead to serious health problems.
>> Abigail Igot: It's actually really eye-opening because it's a lot different from, you
know, in the hospital setting where you see patients all the time and they, some
of them are really into their health and they keep it up, whereas in the mobile
health we see patients that don't even know that they have like diabetes or high cholesterol.
Juanita: Sixty-five year old Nina Meyer says the benefits of having the mobile unit
out into the community are helping her better take care of herself.
>> Nina Meyers: One, it is easily accessible. Two, when you're low-income it's very difficult
to afford all the medical costs so this helps me out greatly.
Juanita: Rindahl says in some of the rural communities,
the mobile health unit may be the only way some residents receive
preventative care. Traveling to places like Orange Cove or Cantua Creek, students
see a different kind of patient.
>> Anna Bella Galindo: We actually get to see the struggle that
the patients are going through. Some don't have health insurance, some of them
don't speak English and they have a harder time communicating with doctors
when they're at a clinic and any classroom is just reading, but here we're
actually interacting with the patient and experiencing more of what they're going through.
Juanita: Students from different health disciplines now travel with the
mobile unit. Anna Bella Galindo is studying Dietetics, she can help with
nutrition, physical therapy students can check for muscle issues.
It teaches those in the medical professions the importance of working together.
Anna Bella: I have a better understanding of what they do and how we can all bring our
knowledge together to better help patients.
Juanita: Rindahl says it is important for nursing students to have
a better understanding of the community
they serve. The different cultural backgrounds of patients, she wants them
to know giving back to the community is important.
Kathleen: I just feel it's so important to give back to individuals. I mean everybody has a right to
feel healthy in my mind, and I don't know,
it just makes me feel good being able to help somebody have access to care.
Juanita: Dr. Rindahl says the number of times
she can take the mobile unit out in the community is totally dependent upon
funding she gets from grants and private donations.
Stefani: So important that hands-on experience is really invaluable.
Juanita: Right. Labor of love for her.
Stefanie: Yeah, it sure sounds like it. Juanita, thank you.
-------------------------------------------
Wayne County Public Schools Board of Education Meeting April 23, 2018 - Duration: 1:13:20.
I have a motion please to bring us out of closed session
>> second all in favor of coming out of
closed session please raise your right hand
any opposed?
Okay, Mr West.
>> I pledge allegience to the flag of the United States of
America and to the Republic for which it stands, one nation
under God, indivisible with liberty and justice for all.
>> I like to take this opportunity on behalf of our board to
welcome back a long lost friend for awhile,
Rick Pridgen we're happy to see him back and looking so well
[applause]
okay, we are going to begin with the
budget update.
>> Dunsmore: Would you like to approve the agenda first?
It's all right, I can do those updates, that's the
order we'll just go in order; Is that alright Miss Rachel?
Good evening everyone welcome
again; Mr Pridgen welcome back it's good to see you back
where you belong although on a different chair;
two updates for the board; Miss Burden and I we went down and
met with our board of county commissioners
partially on the some different initiatives around funding for
certified staff as well as our low performing schools;
We had a proposal similar to what we did it at
Goldsboro High School this year for staff retention as most of you
know we have a lot of flight from those schools, they get a job
they stay; principals train them and they transferred to other
schools; part of what we have done at Goldsboro on
the restart model was providing financial incentives making a
part of their contract with that they bring to stay there
for "X" number of years and that's back loaded with some
performance evaluations; attendance which was a huge
piece of what we found that being there, attending all the
staff development, turning in your lesson plans and going
through that structured
training on lesson plans and best teaching practices we've
given some information to the board of commissioners down
there; we went down and part of what the discussion was was
five of our highest poverty schools
which ranged from seventy nine point four percent up to ninety
two percent from that that seventy nine point four our next
closest or number six was down around sixty nine percent
so there's a huge disparity there so what we're
trying to do is look at how we can qualitative put some
incentives together but not only help us recruit certified
teachers but also maintain them there so we can get some continuity;
the good news based on that meeting and discussion they have
since come back; we've had some follow up conversations this
morning that they didn't want just the five lowest performing
based on a poverty percentage, they want to include all of our
schools that are in the low performing status; so we're
gonna go back and rework that and get that to them before
next week's meeting; we also put on that agenda
the certified stipend or supplement that would be
district wide and as we get into more into the
budget I know we have a workshop coming up on the
budget of what other recommendations and
different things; another big area of topic that
we talked about was the safety and security; and as most
of you know reading the newspapers, the
governor's initiating the General Assembly to release
a lot of money for safety and security so we have some
recommendations that will be coming to them with that and in any
other large capital improvement plans we would add to that;
So I will say Miss Burden if you want to chime in,
they seemed very amenable and serious about
helping us out with this initiative,
I know they're talking financially among themselves
so where that ranks and I can say in my three years now to be my
third budget cycle working with them, I'm very
encouraged and optimistic; I think they're really interested in
helping us that we can get something in place and
quantitatively report on each year the impact; I will say
this year what happened at Goldsboro High School we only had one
teacher leave, which is unheard of since
I've been here and the one teacher who's leaving her husband is a
fighter pilot; they're only here for two years, she doesn't have a choice; it was either
stay at Goldsboro and teach or go with her husband and I
understand her choice there; so we are seeing the impact of
that; we're really excited and I think we're going to see some
results so we'll be putting that back together and taking
it back to the commissioners and for our budget
meeting hopefully we'll have some good news around that area;
as most of you know last year we went with five inititaives
we weren't successful; As far as the
facilities update; several things first Meadowlane, I'm
gonna send out
some aerial pictures if you haven't been by there, the
roof is on the gym and cafetorium area, the two main
hall ways and several other areas getting very close
to drying in
the building and start being closed up and putting in
doors and windows and really get busy; they are
ahead of schedule; I would like
to offer board members we're trying to schedule
a visit down to Onslow County, they have a similar school
about six months in front of ours; they are starting the painting
and it's getting real close to being done;
If you'd like to go along
you're more than welcome.
I know several of the members
Mister Arnold and Mister Lambert meeting down at Southern Wayne
and we have new drawings that came in on that project down there
to get it in line with the budget and we're trying to get
a date and get that group back
together so we're hopefully have that finalized this week and we
can get moving; and lastly on the process
in the northern end with the addition of the classrooms
they're finishing up the septic
for the sewage run, the engineering piece of that;
Some of you had questions when we were up at
Fremont whether that sewage plant could handle the additional runs;
they have all the engineering studies
done and hopefully we're going to have
all the information ready to get rolling on that project also;
if anybody has any questions please
>>are there any questions for the superintendent?
>> Pridgen: I've got one; On the incentives for the low
performance schools that you mentioned
how well was that received
for coming up
with a plan?
>> They asked if
it was enough and wanted us to come back with a
broader range expanding it from five schools
to eleven schools to add six schools and broaden the
range; so I I think it was very
encouraging; you know the follow up and
you were at the meetings last year they asked for a lot and we got
nothing; Mr Honeycutt pulled me
aside today and said the conversation after Miss Pat
had left was very positive; they're
interested in this because it's something that we'll be able to
gauge the impact not only in the teacher
retention and the absenteeism and hopefully after a year to
start see those test scores be impacted also;
>> thank you any other questions
thank you very much
are there any additions or changes to the agenda?
>> Yes ma'am if I could please speaking with our legal counsel
today we have several things on consent agenda in regards to
policy and some work they asked we pull off from some
different things and items that of come up statewide that are going to impact us
and would like to send back to
the policy committee and our legal counsel has been
attending the policy meetings and better discuss those
but if I may items "I" "J"
"P". "Q".
"R"
"S". "T". "U"
"W". and "X" be moved for some additions and
amendments to the policy committee.
I will add the school board association does a lot of the policy
work; this is the time of year lot of updates and changes; the
majority of these we have been working on quite
diligently with our legal team and that's something that we
need to pull back and have more board member input and get
some local teeth in that for what we need
specifically here in Wayne County.
So I would ask those items just be pulled from the agenda and
returned to the policy committee.
{crosstalk]
[crosstalk]
[crosstalk]
[crosstalk]
>> Yes we did want to pull the general
personnel board report "B" and vote on that separately
so I need a motion >> Attorney: also the license renewal list
[crosstalk]
[crosstalk]
so first may I have a motion for pulling "B" and "C"
>> Henderson: Madam chair I moved that we pull items "B" and "C" for
consideration individually.
>>I second that.
>> Thank you we have a second to pull items "B" and "C" to be considered individually or
separately from the consent vote
any discussion?
>> Flowers: It's just a matter of procedure I was understanding some kind of way
that a board member could request something to be pulled
but it didn't require a vote but you're saying it does require a vote?
A motion, a second and a vote?
>> I was saying that what she asked what amendments are going to be on the consent
agenda or what was coming off of there
and my understanding is that those are items that you
guys do not wish to include any longer on the consent agenda.
>> Okay but we do not need a motion or vote we can just pull
that.
>> If someone says that they want to pull from the
consent agenda and then you can pull it because if it requires
discussion it cannot be on consent.
>> So those two items are pulled and now do I need a
motion for removing the other items as named; they can just do
that?
>> You can also pull the other items because you have
them on the consent agenda the difference will be that you
don't intend to take them up later on in the meeting.
>> Okay we will pull the following items "I" "J". "O".
"P". "Q".
"R". "S".
"T". "U".
"V". "W".
"X". from the consent agenda to be
taken back to the policy committee for review.
>> Madam chair I make a motion that we approve the
agenda as amended.
>> Second.
>> We have a second to approve the agenda as amended, any discussion?
All in favor indicate by raising your right hand.
Any opposed?
Thank you motion carries.
All right so at this time we need a motion to vote on
items yeah okay we need
the proclamation,
Better speech and hearing month.
>> Strickland: Don't we need to vote on "B" and "C"?
we don't do
that until we get to the consent agenda
so now we are at the proclamation
better speech and hearing month.
>> So let me follow up on what Miss Strickland saying is those things are
going to be voted on by the board, there's gonna be board
action on those things now that they are not on the
consent agenda so you'll need to amend the agenda to include
those items under board action.
So the policies that you removed you are not going to
vote on in any other format they're off
"B" and "C" that you removed would become "F".
and "G". under your board action or
wherever you want to have them in there.
>> Those are the two items that we'll be pulling to vote on
separately okay.
Yeah we took care of that right?
>> You need a motion to ask to
amend the board action agenda to include those items.
>> I thought Mister Flowers did that he said we voted on it.
>> He removed that from the consent agenda so we won't vote on the
policy items because you don't intend to add them anywhere
else, you don't intend to move them to any portion of the
agenda but when you pulled "B" and "C" you intend to add that
then the board action.
>> So I need a motion for that?
>> Yes ma'am.
>> Please I need a motion please; Mister Henderson.
>> Madam chair I would like to amend the agenda so that we could have
the general board report listed as 4F
and our license renewal list as four G.
>> Second?
>> Second
>> We have a motion and second
are we ready for the vote?
All in favor indicate by show raising your right hand.
Any opposed; motion carries; now I go back to proclamation better speech and hearing month.
[inaudible]
[crosstalk]
We are going to move on to the
approval of the minutes from the March twenty six two
thousand and eighteen meeting; >> I'd like to make a motion that we
approve the minutes.
>> Second.
>> Alright any discussion; okay the motion is to approve the minutes of March twenty
sixth two thousand and eighteen all in favor indicate by
raising your right hand, any opposed;
motion carries; now I need a motion for the
approval of closed session minutes for March twenty six
two thousand eighteen; >> I make a motion that we
approve the closed session minutes from March twenty six
two thousand eighteen
and to release;
I make a motion motion to approve and release
>> Second.
We have a first and second to approve the closed
session minutes and release them to be open;
all in favor indicate by raising your right hand;
any opposed; okay motion carries; now we have the Advance Ed
accreditation.
>> Tamara Ishee: good evening board members, the board curriculum
committee met on April thirteenth to discuss some
possible options for Advance-Ed accreditation after our
March two thousand nineteen accreditation review that we're
scheduled to have; that board committee
unanimously favored moving to high schools only accreditation
for the next cycle after March two thousand nineteen and
directed me to bring this high schools only option to the full
board tonight for action; in discussion with the
curriculum committee it was noted that cost per district
versus high schools only are comparable
that after March two thousand
nineteen if we move to high schools only
our high schools would go on a cycle within the five years so
they wouldn't all be reviewed at the same time;
the move would relieve middle and elementary principals of
some extra duties but at the same time high school
principals wouldn't really have any additional duties because
they're already preparing for review so that work with just
continue; all of the schools would
continue with their mandated school improvement activities
and NC Star and just a note of data information a little more
than half of all LEA's in North Carolina
currently use district accreditation so just slightly
less than half do school accreditation;
so I bring that to the board as directed by the curriculum
committee.
I believe someone on the board would have to make a motion to
>> I need a motion
>> I would like to make a motion that we approve the changing of
district level events that accreditation to high school
accreditation only beginning after March nineteenth which
would be at the end of the current cycle to begin the new
cycle.
We have a second; Is there any discussion?
>> Henderson: I am speaking against the motion
to
which opened in twenty nineteen and I'd like to ask
questions of Miss Ishee; can you tell us
how well we have been going through this accreditation
process with it being all the schools?
>> I believe this is our second five year cycle so this will be ten
years and district accreditation before that;
I believe the county did individual schools, they did all
the schools individually previous to that I don't know
the history before that they did that just high schools at
some point I think what it was SACS before it was Advance-ED
but we've been ten years in the all district.
>> Okay and comparitively have you
been able to make a distinction between
the high schools only versus the all the schools
as to which is actually better?
>> Peronal opinion >> And do
you have data to support it?
>> I'm gonna be honest
it's a very tough question for me to answer without injecting
my personal opinion about it; I don't think it makes any
difference for the high schools, the're as I said going to be
doing the same work that they would be doing anyway;
high schools already prepare for accreditation visit two of
them get it they don't know which two are going to be
visited so no difference for them;
you know I guess I have to go back benefits wise for the
elementary and middle to; is there some
large research based benefit for the elementary and middle
schools to be accredited verses the work that's required at the
elementary and middle level to be part of the review;
I think the work is more onerous thn there are any
particular academic benefits;
you're getting a lot of my opinion here;
I don't think the elementary and middle schools being part of
district accreditation is helping them improve become
better schools.
>> Did we just complete a survey with the Adanced-Ed
within the last couple of months; a climate and
culture survey?
>> I think so.
>> And do you have the number of responses that we had?
>> I don't actually.
>> I'd like to share this with the board;
of those surveys that were done there were one thousand eight
hundred and twenty eight parents that were surveyed
for six to twelve students there were four thousand two
hundred eight surveys conducted for the elementary schools that
was two thousand eight hundred eighty one surveys for support
staff it was four hundred and one and for teachers it was
nine hundred ninety six; that's a lot of data right there that
showed to me shows to me that we have a lot of interest in
from our parents from our students and from our teachers
in this Advanced-Ed accreitation and from the survey results
that I've seen it was a very positive survey so
looking at this and recognizing that one of the main concerns that
we have is issues of community involvement as well as parental
involvement; this shows me that we had a good source of that
coming through this process so and secondly I would say that
if we just go to just high schools there is no
continuity as to what our kids would be learning from the
onset at the lower grades that would help them towards the
high school as far as accreditation is concerned and
that would be one of the reasons that I would vote
against this.
>> Any other comments?
Are we waiting to vote; the motion is that we move from
a district evaluation of all schools
through Adnaced-Ed after the March two thousand
and nineteen evaluations session and moved to only high
schools accreditation.
All in favor indicate by show of your right hand.
Any opposed?
Motion carries thank you; Dr Dunsmore we will move back to our
proclamations better speech and hearing month.
>> Thank you madam chair I do believe we have some speech and
language and hearing impaired folks in the audience please
come up
I never had speech but many many hearings tests for
you raise the right hand to hear the tone
it's getting worse the older I guess so
thank you all for coming here and as we said earlier this is a
proclamation for the speech and language association nationally
and whereas the American speech language hearing association
nationally recognized as the month of May is better speech
and hearing month end whereas the American speech language
hearing association has chosen two thousand eighteen theme of
better speech and hearing month as communication for all and
whereas the profession of school based speech and
language pathologist, audiologist and teachers, the
hearing impaired represent a community of thousands of
professionals who dedicate their lives to helping
students in need and providing support in schools across our
district and whereas these professionals are highly
trained individuals who follow strict ethics policies and
maintain certification by demonstrating acting an ongoing
development and whereas these professionals are crucial to
each school's special education team and are invaluable to the
support resources for schools and classrooms stake holders as
well as parents and whereas these professionals have a
lasting impact on future generations by both providing
exemplary service to our schools and also catering to
the individuals of needs of Wayne County Public School
students across all levels of education; now therefore be it
resolved that Wayne County Board of Education recognizes
and hereby proclaims the month of May two thousand eighteen
as better speech and hearing month and calls upon all of
Wayne County Public Schools stakeholders to recognize the
achievements and contributions of these valued professionals
signed this date by Patricia Burden chairman of
the Board of Education and Michael Dunsmore,
Superintendent and if I might add assomebody who grew up
in the area of of special education and a mother who was
a special needs student nurse I know what you all do to
get certified and I know what it takes to keep those
certifications; thank you for staying with public schools
>> Flowers: madam chair I make a motion we approve the proclamation
>> second >> okay any discussion
>> I would just like to
say a special thank you, I'm hearing impaired have been
most all my life and I want to thank the folks
doing that; our children when I was in school I don't
think I was it was ever recognized and
and I think our schools do a much
better job of that in the past but as a student that didn't
hear well I oftentimes think about that
Charlie Brown cartoon where the teacher's
talking and the students just hearing "wa wa wa wa"
you remember that one?
I don't really think that's where the cartoons portraying but if you don't hear well
that's the way it is and and often times you know you sort
of as a student and the teacher maybe does't think
you're paying attention and just a lot of different things that
are difficult but I wanted to give you a special thank you
on a personal basis.
>> Thank you Mr Flowers.
>> I would like to say that I agree with Mr Flowers
wholeheartedly; my situation was fourth grade
before I realized that I needed glasses but when the teacher
wrote on the board I had pulled my chair up to the front she kept
asking me why; because I can't see I'm a Pridgen, I'm in
the back of the classroom; it was a teacher that made a
difference in getting me some help from the
school to convince my parents to take me to get a check up
my daughter's actually studying in the grad school now for
becoming a speech pathologist and I hope she'll choose the
educational route to go; it's amazing the amount of
people that have problems or lose their voice or have to be
retrained even after they've been talking
or singing all their life and I know what these
girls have goen through to get their accreditations and
what they're what they're doing because I hear a lot of phone
calls from my daughter
they go throug a lot
and they are much appreciated for what they do but sometimes
it becomes a thankless job and we appreciate you being here
we thank you for what you do for our children;
>> All in favor of approval of the proclamation for
better speech and hearing month
indicate by raising your right hand;
any opposed?
Okay all right now Mister Smith.
>> Wayne County Board of Education request to appear before the board.
The Wayne County Board of Education welcomes the opportunity to hear from the
public during its regularly scheduled meetings; if you wish
to appear before the board please review the following
procedures; appearance request forms are available to the
public at the receptionist desk in the lobby thirty minutes
prior to the meeting; anyone wishing to speak must place
your appearance request form along with any handouts in the
basket located at the receptionist's desk in the
lobby; the basket will be collected at Five PM and only those
who have an appearance request form in the basket will be
allowed to speak; public comments are scheduled to take
place at five thirty PM; presentations are limited to a
maximum of three minutes; the chairman shall call time on any
presentation which exceeds the three minute limit;
organizations or groups wishing to speak about a particular
topic may be asked to reduce the time of each individual or
to use a spokesperson to share comments on behalf of their
organization or group; substitute speakers will not be permitted and
speakers may not donate any portion of their time to
another speaker; no presentation shall include any complaint,
criticism or negative comment regarding the conduct or
performance of identified school personnel; no
presentation shall include information about a particular
student which is privileged and confidential under the state
and federal privacy laws.
Mister Keith Copeland would like to speak representing the community with
regard to concerns regarding low performing schools.
>> Copeland: good afternoon
My gandmothermother always told me if you don't have to say
anything, don't say anything
and it sounds like and I appreciate this board for doing
what you did, it sounds like you are really addressing; I
just wish I could have known before I made all those copies.
I'm very appreciative of the fact that you did persue that
something positive will happen so I don't have anything to say
except thank you Dr Dunsmore.
>> May I ask that you and any of your other supporters when this
comes before the commissioners join the impending
>> just let me know when I need to be there
>> Yes sir.
>> Thank you Mr Copeland
I need a motion to approve the
general personnel board report >> So moved
>> do I have a second; this report was pulled for the
further discussion do I have a second
>> Second >> We have a second,
any discussion >> yes
madam chair I would like to raise the issue with the
personnel board report based on some of our earlier concerns
relative to the low performing schools and the need or the
request by some of staff to move from those low performing
schools especially when they are certified veteran
teachers.
I am very concerned about what is happening in our low performing schools and at this point we
need to do something differently to kind of protect
those schools and one of the ways of doing that is to ensure
that we do get those veteran teachers to remain at that
those schools.
>> Any other comments or discussion?
>> Smith: I do have a comment; one of the
things that I think that Dr Dunsmore in
the meeting that you attended;
the purpose of that meeting is to address some of those issues
that would incentivize teachers remaining at these low
performing schools and attracting teachers to
some of these low performing schools so in that respect I do concur
and I do think there are efforts underway to address
those issues.
>> And I think one of those ways that not only is what we discussed with the county commissioners but also
we would have to look at board policy and
maybe consider making some changes; I think we have
to start with that as well as hopefully what the
commissioners may be able to do for us as a district;
any other comments or concerns?
>> Yes madam chair again I would I would reiterate that some of the ones that we are
looking at approving tonight are very veteran employees and I've
had discussions with some of the principals and they find it
extremely difficult to allow a veteran employee from one school in the
district to be transferring over to another
school in the district and it just creates
continues to create problems that way so
I do appreciate everything that Dr Dunsmore and the staff have
done to try to help curtail some of these problems here at
this point but at some point we need to do to make some
kind of stand to say okay until we determine what these
incentives or the stipends are we need to figure out what's
the best route to go about this so and that's one of the
reasons why I'm saying well let's just kind of put a hold on
some of these at this point until we can determine what that
incentive is and even at that some of these people that
have applied might agree to go back to that to those
schools; >> Would some type of
a moratorium on moving the
possibly what you had in mind?
>> That's what I'm kind of thinking about.
>> Well I know that this has not been approved by the board yet but we do have a policy that
allows the teachers to apply for transfera and even though
Mister Henderson I really am in total agreement with you that
we need to do something to address this situation; I don't
know if it is too late for the group that has come before us
because they did go through the process that we set down by
policy and I don't know if we could stop that process; I guess
I would address that to the attorney in the middle because
that's where they are now; That's where they are.
>> But also understand in our discussions we have
we understand that a teacher is employed by the county and not
by a school and therefore the
superintendent has a right to do whatever he thinks is
necessary to correct any issues that we
might have; >> Attorney: I have to look at your current
policy on that, I dont have that in front of me.
>> Alright well we have a motion on the floor.
>> Sorry and also those contracts just to make sure there wasn't anything in
there that that would give them the right to
to necessarily move.
>> Right now we have a motion on the floor to approve the
general personnel board report if there's no further
discussion, all in favor please show by ending by raising your
right hand; >> Now I have one question when we look at "C" in our
computers but when mine comes up when
I try to look at our license renewal list which is the next
one then I'm getting their report on
my computer and it's telling me that it cannot be brought up at
this time so
and that is that just the principals and assistant
principals that were included in that which is also in the
general personnel report?
>> Mine errored also >> actually mirrored in that
report from the general personnel is that correct?
The license and renewal list?
The point I'm trying to get it is my license renewal list is showing up in the personnel
okay and if it's showing up again in license renewal list and it is
the same thing then I'm not able to pull that up on my
computer; board docs is giving me an error message.
>> Mr Pridgen when I pull up the license renewal I
get an error but when I pulled up the general
personnel board report I only get the general personnel board
report.
>> You're not getting the principals and assistant principals?
I am; >> The license renewal was
just the teachers >> yeah the principles were found
in general personnel.
>> Thats what I'm saying;
I'm getting it there but I'm not getting it under the
license renewal list not getting anything under
the license renewal.
>> I am too.
>> So muy question is is is that part of the general personnel report?
>> No, it's four "G" now it was C.
>> I understand but on my computer
it's still "C"
I fI want to vote on something I want to know
whether I'm voting on something that's all inclusive
of the general personnel report or am I voting; there's
some issues under license renewal that if it's the same as
the principals then I'm not in agreement with it.
>> No it's not the same.
>> Is there anyway we can get a copy of what's in the license renewal list?
Gibe me just a minute Madam Chair.
>> okay I will.
>> Okay we did review this back in the closed session
>> and these are teachers remaining
>> I'm fine now Ms Strikcland has got me straight
>> We have a mnotion on the
floor; all in favor of the personnel
board report please show by raising your right hand;
Any opposed?
Motion carries; Now we are on 4G license renewal list.
>> I'd like to make a motion that we approve the license renewal list as presented.
>>I need a second.
>>Second.
Alright we have a second there any discussion?
All right we have a motion to approve the
license renewal list two thousand eighteen two thousand
nineteen, all in favor indicate by raising your right hand;
Any opposed?
Now we go to the consent vote I need a motion to approve items "D" "E" "F"
"G". "H".
"K". "L".
"M". "N"
"Y" "Z" "AA" through "DD"
>> What about "V"
>> And "V"
>> I make a motion that we approve the
items at you aforementioned >> Second
>> A consent agenda is a group of items passed with a single
motion and vote; these materials and or items are routine
business or have been thoroughly discussed in
committee meetings open to the public and attended by board
members; no debate is allowed on any item included on the
consent agenda; if a board member wants a separate
consideration of any item it may be removed by request.
>> We have a second
now if there is a discussion
>> I did want clarification on >> No discussion allowed
all right all in favor of approving the
consent calendar as read agenda as read
please show by raising your right hand.
Any opposed?
>> Could I just ask for clarification on the issue
that we do voted on?
Not not that I'm one of that we got to make motion and I think I just want some clarification
>> Is it a legal issue?
>> It deals with contracts and purchase orders.
>> If you need discussion on that then you need to have it removed from
the consent agenda; >> the consent agenda is already
been passed in a vote so I'll just talk with Me Hayes privately
>> That's not one that was pulled?
>> No ma'am
>> it doesn't matter because it's been voted on.
Yes it has; alright I want to know if the
students are here to be recognized; OK Mr Pridgen
>> Will the following students please come forward;
From Charles B Aycock High, Weston Hersey
from Southern Wayne High, Malia McKay and from Spring
Spring High, Coral Maxwell.
We would like to ask their families, principals, any staff of exceptional children department
please join them.
These three high school juniors will represent Wayne County
Public Schools in the two thousand eighteen Governor's
School of North Carolina session this summer; Governor's School is
the oldest statewide summer residential program for
academically and intellectually gifted high school students in
the nation; the program which is open to the rising seniors only
with exceptions made for rising juniors in the visual arts and
performing arts category; it's located in two campuses
Governor's School West established in nineteen sixty
three is located at Salem College in Winston-Salem and
Governor's School East was established in nineteen seventy
eight and has been carried on at Meredith
College in Raleigh; now the two thousand eighteen session will
run from June the seventeenth through July the twenty
fifth and these Wayne County Public School students will be
among six hundred academically and intellectually gifted
students to attend the Governor's School program.
Interestingly all three of these students will attend the Governor's
School East program in Raleigh in the area of English.
On behalf of the board of education we congratulate all
of you on this achievement; acceptance in the Governor's
School North Carolina's a high honor for students and we know
that this experience will be a wonderful opportunity to
further cultivate your talents and your abilities and with
that we have a certificate that we would like to to recognize
you with and it reads as follows; certificate of
recognition, Wayne County Board of Education recognizes Weston
Hersey for being selected to attend the two thousand
eighteen North Carolina Governor's School given this day
April twenty third two thousand eighteen by Patricia Burden,
Chairman of the Board of Education and by Doctor Dunsmore
secretary to the board if you will please Weston
come forward; Since you're the proxy does that mean you get to go
[laughter]
Coral Maxwell if you would come forward please;
thank you so much
Malia McKay, congratulations
Would you all please go through and shake hands
>> It is time for our board
members and Superintendent's comments.
I want to ask Miss Rachel if she has any
comments to make?
No ma'am just thank you for the
honor of working for the Wayne County Board and the people of Wayne County.
Mister West?
>> I don't have any comment.
>> Mr Flowers?
>> Thank you madam chair I have no comment.
>>Mister Henderson?
>> Yes madam chair first of all I would like
to commend the WISH
people for their twentieth anniversary that they
just celebrated last week; I was able along with several of our
board members to attend that event, it was very well attended
by the people in the community as well as the all the WISH
participants and I am a strong supporter of WISH because if it
had not been for WISH I don't know where my grandson would
have been; they will very instrumental and very helpful to
my family and they have become a part of my family so I am
extremely grateful for WISH and I also would like to
take on the vision that Dr Tayloe had mentioned that he
would like to see a WISH center all of our schools and so
that's a dream that I envision as well; I would also like to say
that I had an opportunity to meet with Mr Steve Parr the
executive director of the United Way; he has
approached me about his vision that would assist
children from zero to three three years of age in the
southern end of the county; I want to schedule a meeting
with Dr Dunsmore and Ms Burden to further elaborate on
what that vision is; I'm very excited about it and I
hope that this board if it ever comes to this board would also
jump on board with the with the vision that Mr Parr has;
also had an opportunity to attend instructional assistants
banquet that was held at Brodgen Middle School last
week; I really enjoyed that, enjoyed meeting with the
teachers and the teachers assistants and we had a very
good time and one of my counterparts over
there Ms Copeland we we really
enjoyed as if the one with Copeland, Ms Burden;
we had a wonderful time; also had an opportunity to
attend the national school boards conference
in the early part of this month; very enlightening, very
educational opportunity and I would encourage our board
members to consider attending these conferences because you
get a wealth knowledge that can be very beneficial to our
district, to our leadership team and to others in the county.
I am extremely pleased to hear of the the inroads that are
being made with our county commissioners relative to some
of the major concerns that we have and that we've continually
address; I'm looking forward to further discussions with the
county commissioners on trying to ensure that we can get some
security and safety measures for our schools get some type of
incentive pay for our teachers in our low performing schools
and also to continue to work with us on our
capital outlay projects; one that I'm really interested in
seeing is the Southern Wayne gym; I thank Dr Dunsmore for
going out to Southern Wayne and meeting with parents
and other members of the community
about the gym; and Dean Sauls and others that attended
as well I thought it was very beneficial and it was
a very lively discussion that we had and
there is a strong commitment in the southern end of
this county to see that that gym becomes a reality
for us; some other ideas that I
have been working with others on will be presented to the
board but later.
>> Mr Pridgen.
>> Thank you Ms Burden; I attend WISH one of the first things I've attended
since I've been back; the WISH celebration's
always been very special to me and dear to me
because of the differences they are making in children's lives; I
will say this to add to what Mister Henderson said it was
very well attended by all of the facets of the community
partnership that that provides WISH to our students;
we had people from the DPI Raleigh down here we also had
the WISH board as well as our WISH employees
participating; we had very good participation from the city
council and the county as well and Mount Olive town board
and it's good to see that all the players have come together
and Wayne Memorial Hospital does a great job of furnishing us
some inkind opportunities for that as well as grant monies
and it costs a lot of money just to keep one
WISH center open; it was interesting some of the statistics
that they were talking about and so we'd love to see it in all
the schools because we were fortunate to hear from parents
that have been had children at WISH parents that
gone to another school didn't have a WISH
center or they talk about the difference that it it made
the impact that it made on their child's life, we've had children
living today, walking today because of WISH and Dave
Tayloe actually explained that to us;
I'm very proud of the job that they do and Iwish we have one in
every single school in the county; that would be great
and but one thing they didn't mention was that one year we
did receive the National Civic Star Award
and the way the countrywide nationwide
given by SODEXHO through the principals and
assistant principals association so that was a that
was a great honor during that time period
it was not mentioned but we did we did receive that in
San Antonio is a matter of fact but all in all I'm so glad to
be back; I'm glad I made it through the surgeries that I had
when I left here only have ten days that I was
expecting to to be out and be back recuperation that ten days
turned into forty five days and several different surgeries
when I was only anticipating one
and forty five days on a liquid diet for a fat boy is really
tough, as a matter of fact I told my wife Sunday that
I got to have some chicken pastry;
it was good too; I really thank
everybody for the prayers especially the prayers
because even yesterday I opened up a card it was from a church
that I've never been to before and they had me on our prayer
list in their bulletin and everybody in the
church signed that card; I know for a fact that I have
people from four or five different states and two countries that
were praying for me and it was a tough go it was a
tough row to hoe but I've made it through that may good lord
willing I've been on heart medications
for over twenty years and I'm not taking a single one right now;
two, three excellent surgeons
that operated on me and now I can't say enough about the care
that I received and the vision that they had;
It's very disparaging when heart places
in the state tell you that there's no hope for you;
But in this case I got a third opinion and it was a feel like
the Lord led me to that.
Okay thank you for the flowers, the cards, the letters, the emails, the Facebook posts that
were sent over thousands I can't I can't even begin to
count it's just amazing to really but
I do not appreciate the bills that came in the meantime
but we'll get past that; thank you all for your prayers and
your support; I really appreciate it and I hope I'm back for a long while
>> Mrs Strickland.
>> Thank you madam chair; first actual to start that by offering my condolences to
the Kirk Keller family, Wayne Community College, I
actually did not realize until my brother came down for the
funeral yesterday that Kirk was my third cousin;
he and my brother were about the same age and so they
grew up knowing each other and he he was doing good
things at Wayne Community College and he is going to be
greatly missed; the second thing that I would
like to mention tonight is thank you Dr Dunsmore
for the work that you have done with Mr Honeycutt; I've noticed
there were some talks going on for a few
months because we have been speaking with some of the county
commissioners; I had expressed
to some of them individually the needs that we have in this
county to keep our teachers from running across the line;
I have also expressed a desire to try to add a little bit more
pay to some of our psychologists and psychiatrists
because it's it's hard to keep them
once they have their experience they go into private practice
and I had a principal recently tell me that you know he is
seeing more and more mental health issues than he has ever
seen in his career and so I am so excited that Doctor
Dunsmore has forged a strong relationship with the county
commissioners over the past two and a half years and that these
conversations can be held so we can continue to make
strides to help our teachers and to help our students; I'm
very excited about that but one of the things
that I have talked about for two and a half three years now
I guess three years now is community, community schools,
communities pulling together, communities doing for one
another, look out for each other; don't always wait for your
church to do it; don't always wait for someone else to do it
so I have something I like to read that happened at Rosewood
Elementary School and I was not a part of it, I saw it happening and
was just ecstatic; Kelly Harrison an instructional
assistant at Rosewood Elementary applied for a grant through Lowe's in
hopes of adding to the K-1 playground; she was awarded
a grant in the amount of five thousand dollars; she then spent
countless hours researching the best prices and equipment for
playground which resulted in six new swings, a twelve by
twenty four pergola for shade, two play houses, a sand table, two
basketball goals, many types of balls and frisbees; in
addition we had our fence expanded by Daniel's Fence to
give more space; Billy and Sherry Jones donated and delivered posts for
the pergola, Chris Neil of East Carolina hardscape
set and squared the posts in his free time and our WCPS
maintenance department put the remainder of the pergola together
also installing the border around the play area;
the school system paid for the mulch to be finished;
our business partner, Convenient Glass donated two children's
picnic tables and on Thursday night at eight fifteen at night
I got a request for four bags of concrete, so Friday morning I
drove to Lowe's and bought four bags of concrete to deliver so
the basketball goals could be setting over the weekend;
that's what community does for its children you see a need,
you identify a need and you set out a plan to
attack it and make it happen and I want to thank Ms Harris
and all these individuals and businesses who stepped up to
help this community and challenge the remaining schools
to do the same for their students and those are my
comments.
>> Smith: I wanted to start out by welcoming Mr Pridgen back
your presence was sorely missed, glad to see you back on
board; also EC department you guys are
doing big things, very proud of what you're doing
yes big things I'm very proud of what you're doing and
the recognition is certainly well due;
leadership team great job keep doing what
you're doing; I know sometimes you guys get
bombarded, overwhelmed but we appreciate
what you bring to the table, the hard work that you put in
because this you're the is the engine that drives this
train so thank you for what you do
and last but not least, I told y'all I had confidence in my
county commissioners;
>> Thank you I want to recognize Mrs
Copeland, this is been her last two months have been her months
because of all of the activities that we've had in
our arts program, our visual and performing arts program and
so we had our our district wide concert last week I believe yes
last week last Tuesday night and it was a very very
successful and it is really up lifting when you have people
come from out of town and they complement
the teachers, from the students
then they branch out to the parents to come back to the
students and then recognize teachers,
hospitality of our district and then all of the staff of the
performing arts and visual arts department and then they come
up to the leadership team, the superintendent and the board of
education because of our support for the arts and the
most thing that is rewarding to me is when they
talk about our students, how well prepared they are so that
means the teachers have done their jobs and then how well
they perform throughout that vigorous day of working
with the person that they are just meeting and then the next day
they have a performance and they did an outstanding job so
I want to say congratulations to you and I can't wait until
the jazz concert so let's let that top off the school year;
I had the opportunity to go to San Antonio and I want to tell
you this is one of the best national conferences that I
have been to, I was highly com are pleased with the sessions
that we went to and many of them focused on concerns that
we have right here in Wayne County and that is high poverty
level schools and also working with the board so as a
new chair that was very very important to me;
I want to thank all of our speech and hearing staff
for the work that they do because I know it's very very
important; sometimes they are the individuals that recognize
a concern that a student may have and it makes it easier for
the parents to accept this because they have information
that leads them to where they need to go out so I really
appreciate all that you do; now I say when I was reading my
packet what was special ed doing in this category
and then I realized that under the special ed
department they have what I refer to is the a AIG program
which is that talented program for our students and Miss
Amy Williams leads that program and
she is a special person to me because she works diligently
with the students so I want to congratulate you all for the
work that you're doing; I want to congratulate the students
once again and I would just like to see more coming from
each one of our high schools going to the governor's school
or doing something of that nature and I know that you
all encourage them to to do just that;
in terms of accreditation, Mister Henderson I don't think
this has to be a forever program but I do think
it's very important that we give our particularly our
elementary schools and middle schools an opportunity to work
diligently to move to having the status that's not
low performing; I personally will tell you in answer to your
question I've been, I've matriculated in both systems
and I feel that when they work with individual schools you get
the most valuable information so rather than have it come
district wide I think it is even better if you did all of your
schools individualized because then the information that you
receive focuses on your individual school and
addresses whatever accommodation applause that you
may receive and any areas of concern that they would have, so
I think that is the best one of the best ways to do it
from my opinion that is one of the best ways to do it; I think
right now we're focusing on high schools because we want to
give our middle schools and elementary schools an
opportunity to move from this low performing status; so it
doesn't have to be forever;
and I think that's my comments.
Doctor Dunsmore >> thank you madam chair I just want to again shout out to the students
are recognized getting into Governor's School; a huge huge
accomplishment and I know they'll do us proud.
To all our staff from the leadership team and that I recognize what you all
do above and beyond the call of duty and it is greatly appreciated.
I thank Mister Copeland for being in here but
early we do have the ear of the commissioners as Ms Burden said
there's a lot of talk out there and I know Mister Smith has
brought to the forefront also; poverty is an issue not just
here in Wayne County but across this country and then we know
that affects school because if students basic needs aren't being
met there's no way they're coming to school to learn and
that I'm really anxious to get even further along this route
with our commissioners because I think we're on the cusp
of being able to do some good things so I am
appreciative of that and truly all the support we can get from the
staff and the community and get out there and talk what we
need in the support is what we need to have moving forward
because it's important; I know at some point that's our legacy
and we need to do a better job with that so
again thank you.
Alright can I have a motion to adjourn so moves so I'll right in a discussion note
all in favor raise your right hand
any of those thank you
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Education Inequality: How We Systematically Fail Our Children - Duration: 3:56.
Our government hates us, if you haven't noticed. Educational inequality boils
down to the systemic oppression of the lower-class. Our society thrives off of a
classist system. Schools are primarily funded by local property taxes. The issue
with this is obvious, we are the only developed country in the world to fund
education this way, public education. Hold on because what I'm about to explain to you
makes absolutely no sense. Poor parents create poor child and after they're born
they go home to a poor neighborhood. This poor neighborhood has high vacancy rates
and low property taxes, which creates the low tax collection and this low tax
collection funds public schools. Doesn't make any sense. This low funding
correlates to unequal distribution of academic resources. Coming from a
primarily white area in Boston, when I thought academic resources I thought of
whiteboards, and iPads, and my really cool nike jerseys somatic lacrosse team. But what
I was forgetting were the most important pieces: a building
that can be inhabited by human beings, teachers, pencils,
textbooks, and a mode of transportation. Poorly funded schools create poorly educated
children, and this boils down to the teachers. The highest level schools with
the highest amount of funding are attracting these teachers. What really
needs to happen is the opposite. The quality goes down the lower you go with
the amount of property taxes collected. If knowledge is power set by our good
friend Sir Francis Bacon, what are we doing to these people? They're already
minorities, minority communities and lower areas. By stripping them of their
educational inequality, we're killing the American dream. The American dream, as
we all know, you work hard no matter where you start, you get an education,
you get a degree, you provide for your family. But what does this mean for these
people that we're not given equal education to? The start line is so much
farther behind. The shoes I'm standing in right now should be available to any
child, not just one in an upper-middle class area of Boston. So what is wrong
with the government? How is this possible? Nothing. Nothing is going on with the
government. 21 years ago, the Ohio public school system was found unconstitutional.
That's right, unconstitutional and there has been little to no movement. So we
must begin top-down. What's happening? Federally? Nothing. Absolutely nothing.
These politicians are depending on huge grants from suburban people. These
suburban people are okay with the school system because they're winning. Like
myself, I got a fantastic education and I was worrying about Nike jerseys. State-
wise there's a little more recognition of the issue, just because of the amount
of grants are much smaller. More than 3/4 of states have challenged the legality
of unequal funding and these suits have been upheld or are still pending in 31
states. What can you do about this? What can you do? It's hard. That was the
biggest issue for me. As a 19 year old girl, sitting in a classroom, what can I
do to change this? And all I could say is talk about it. Talk about it, talk to your
children and understand. And check yourself, because my shoes, my fantastic,
beautiful heels should be available to absolutely everybody.
-------------------------------------------
MS DHONI Lifestyle, Net Worth, Salary,House,Cars, Awards, Education, Biography And Family - Duration: 4:08.
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1.3 Cultural Heritage in Education as European teachers see it - Duration: 1:19.
Cultural heritage is fundamental. We are
European
we inherit a culture and we have to
preserve it for future generations, so
it is very important that children
understand that they are part of Europe, they are
part of European culture.
The work of teaching is in the
middle between the past and the future.
I think that valuing cultural heritage
is essential, especially nowadays,
since our school have students
with diverse origins
coming from different countries. It is something that...
and I am now speaking specifically of sciences,
sciences are very linear, strict
they lose the shapes, the curves, the things that other subjects have
so by adding these little droplets
of cultural heritage in your daily lessons
you can have your students connect more with your lessons
and that is a way of engaging them more
-------------------------------------------
Students at Southfield special education school excited for prom - Duration: 3:08.
For more infomation >> Students at Southfield special education school excited for prom - Duration: 3:08. -------------------------------------------
Compilation of Education Cartoons.Earth🌎 and Stars🌟 Science for Kids. Learning Videos for Children - Duration: 7:12.
Compilation of Education Cartoons.Earth🌎 and Stars🌟 Science for Kids. Learning Videos for Children
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Ismael Studies in Dublin, Ireland (Business and Marketing Education major) - Duration: 3:33.
My name is Ismael Hassan.
I'm a business and marketing education major and I studied abroad in Dublin, Ireland.
I interned there at Design Enterprise Skillnet, which was a consulting firm for design companies.
It was pretty cool to see how they do business because we worked in an environment with other
small companies—it was like a big office.
Seeing how a lot of them interact and communicate with each other and how they do business;
a lot of people own a small business on the side, so that was pretty interesting to see.
I was in business classes so the format was the same. The teacher has a presentation;
people talk and do group work and things like that.
Some of the differences, I'd say: 1. they only have class once a week so you have
to make sure you stay on top of your readings.
But they don't have assignments weekly; they only have big assignments at the end so it
kind of builds stress, for me at least.
I liked that I was able to do group work with other students.
We were at Dublin City University so we were able to interact with local students.
Just getting their interactions and how they feel about America and things like that was
pretty cool.
My favorite moment was probably going to the west of Ireland.
It had great scenery, it was outside the city.
We were able to see the Cliffs of Moher, the biggest seaside cliffs.
Just being out there in the open—the weather was nice.
It was sunny.
My biggest fear, I'd say, was getting homesick because you don't really know anyone there.
But once I got there, as soon as I got adjusted to the time and my daily schedule, it was
very easy to get into it.
You see so many new things and you kind of get distracted from the homesickness.
I was able to meet more people straight from Africa.
I was born in Africa and I came here when I was a young child, but I was able to meet
people that just came from there for school.
That was pretty interesting to learn more about African culture.
I was in a student group.
It was called the Africa Society.
Seeing how they interact as well was pretty nice.
My professor, he was our historian professor, so he talked about the history of Ireland
and how they went through colonization as well.
I knew about it but I didn't know it to the extent he informed us about.
We were tying it back to the struggles black people faced here and also colonization in Africa.
So we were able to tie that in and see all the similarities and differences and things
like that.
I learned that I'm very adaptable.
I went to multiple cities in Europe.
I went to ten.
I was able to easily adapt to the schedule.
Also, they have a more laid-back approach than America so it was easy to interact with people.
They definitely interact with tourists because they want to know where you're from.
Try to meet new people and try to go to as many places as you can on your budget.
Going to different cities helps a lot; it gives you a different spin.
In Minnesota, it's so big.
You can go to one city here and go to Chicago and it's similar but if you do that in Europe,
you go to Germany and France and it's two different places.
I think it's very easy to stay in your own shell.
I think being willing to meet people and willing to have fun and enjoy your experience.
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