WEBVTT

00:34:06.010 --> 00:34:08.079
GOOD AFTERNOON. I AM CALLING

00:34:08.146 --> 00:34:09.547
THIS INFORMATION HEARING OF THE

00:34:09.614 --> 00:34:11.649
ASSEMBLY EDUCATION COMMITTEE TO

00:34:11.716 --> 00:34:13.484
ORDER. I'D LIKE TO WELCOME

00:34:13.551 --> 00:34:14.585
COMMITTEE MEMBERS AND THE

00:34:14.652 --> 00:34:16.354
MEMBERS OF THE PUBLIC TO

00:34:16.421 --> 00:34:18.189
TODAY'S HEARING. WE'RE GATHERED

00:34:18.256 --> 00:34:19.924
TODAY HERE TO LEARN ABOUT THE

00:34:19.991 --> 00:34:22.527
STATE OF MATH EDUCATION IN

00:34:22.593 --> 00:34:24.395
CALIFORNIA FOR STUDENTS ACROSS

00:34:24.462 --> 00:34:27.165
THE TÊ K THROUGH 12 LANDSCAPE.

00:34:27.231 --> 00:34:28.633
WE'LL HEAR TESTIMONY ABOUT THE

00:34:28.699 --> 00:34:30.067
CURRENT STATE OF STUDENTS,

00:34:30.134 --> 00:34:31.803
ACADEMIC ACHIEVEMENTS IN MATH,

00:34:31.869 --> 00:34:33.304
RECENT CHALLENGES AND

00:34:33.371 --> 00:34:34.605
INVESTMENTS THE STATE HAS MADE

00:34:34.672 --> 00:34:36.874
IN MATH, EDUCATION, AND

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POTENTIAL STRATEGIES TO HELP

00:34:38.376 --> 00:34:40.144
IMPROVE MATH OUTCOMES IN THE

00:34:40.211 --> 00:34:42.613
FUTURE. AS A RESEARCH SCIENTIST,

00:34:42.680 --> 00:34:44.315
I KNOW HOW CRITICAL IT IS FOR

00:34:44.382 --> 00:34:45.917
OUR STUDENTS TO HAVE STRONG

00:34:45.983 --> 00:34:47.652
FOUNDATIONS IN MATH. AND WE'LL

00:34:47.718 --> 00:34:49.987
HEAR TODAY. MATHEMATICS CONTENT

00:34:50.054 --> 00:34:52.390
IS CUMULATIVE IN NATURE, WHICH

00:34:52.457 --> 00:34:53.791
MAKES STUDENTS FIRST

00:34:53.858 --> 00:34:55.560
EXPERIENCES WITH MATH ALL THE

00:34:55.626 --> 00:34:58.830
MORE IMPORTANT. I ALSO WANT TO

00:34:58.896 --> 00:35:00.631
ACKNOWLEDGE THAT IN OUR HEARING

00:35:00.698 --> 00:35:02.033
TODAY, WE WILL HEAR SOME

00:35:02.099 --> 00:35:04.035
SOBERING DATA ABOUT THE STATUS

00:35:04.101 --> 00:35:06.070
OF MATH ACHIEVEMENT AND THE

00:35:06.137 --> 00:35:07.405
FACTORS THAT HAVE GOTTEN US TO

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THIS PLACE. HOWEVER, WE'LL ALSO

00:35:09.373 --> 00:35:12.109
HEAR ABOUT THE STEPS AS A STATE

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WE CAN TAKE TO HELP ADDRESS

00:35:13.644 --> 00:35:15.379
THESE SHORTCOMINGS. AND I'M

00:35:15.446 --> 00:35:16.814
EXCITED TO ELEVATE THOSE IDEAS

00:35:16.881 --> 00:35:18.616
TODAY AND WORK TOWARDS A

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SOLUTION. I WANT TO EMPHASIZE

00:35:20.685 --> 00:35:22.220
THAT WE CAN ONLY EFFECTIVELY

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BUILD THOSE SOLUTIONS WHEN WE

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TAKE AN HONEST AND CANDID

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APPROACH TO IDENTIFYING ROOT

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CAUSES. WE RELY ON DATA. DATA

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DRIVEN SOLUTIONS FREE FROM BIAS,

00:35:32.096 --> 00:35:34.098
AND WE ENSURE SUSTAINABLE AND

00:35:34.165 --> 00:35:36.267
ACCESSIBLE RESOURCES FOR OUR

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PRACTITIONERS IN THE FIELD. WE

00:35:38.169 --> 00:35:40.238
NEED TO EMPLOY THESE SOLUTIONS

00:35:40.304 --> 00:35:41.339
COLLABORATIVELY WITH FEEDBACK

00:35:41.405 --> 00:35:43.841
FROM THE PRACTITIONERS,

00:35:43.908 --> 00:35:44.909
PRAGMATICALLY ENSURING THAT

00:35:44.976 --> 00:35:46.577
RESOURCES MEET THE EXPECTATIONS

00:35:46.644 --> 00:35:48.846
OF THE VISION AND EFFECTIVELY

00:35:48.913 --> 00:35:51.048
EMPLOYING ACCOUNTABILITY AND

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TRANSPARENCY PROCESSES ALONG

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THE WAY. WE ARE GRATEFUL TO OUR

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PANELISTS FOR TAKING THE TIME

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TO SHARE THEIR PERSPECTIVES AND

00:35:57.588 --> 00:35:59.290
RECOMMENDATIONS WITH US TODAY.

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THROUGHOUT THIS HEARING, WE

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WILL HEAR ABOUT THE VISION OF

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THE NEW FRAMEWORK, CURRICULUM,

00:36:03.327 --> 00:36:04.795
SELECTION PROCESSES AND PLANS

00:36:04.862 --> 00:36:07.298
TO PROVIDE MATH COACHES. ALL OF

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THIS IS CRITICAL. HOPEFULLY, WE

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WILL ALSO HEAR ABOUT DEVELOPING

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HOW WE CAN DEVELOP A BETTER

00:36:13.738 --> 00:36:15.840
UNDERSTANDING OF TIMELINES AND

00:36:15.907 --> 00:36:17.308
AVAILABILITY TO HELP US ALL

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MANAGE OUR EXPECTATIONS. WE

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REALLY HAVE NO TIME TO WASTE.

00:36:21.679 --> 00:36:23.514
OUR STUDENTS DON'T GET A SECOND

00:36:23.581 --> 00:36:25.583
SHOT AT SECOND GRADE, AND OUR

00:36:25.650 --> 00:36:26.817
COMMUNITIES ARE ASKING, WHAT

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WILL IT TAKE TO MAKE MEANINGFUL

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PROGRESS NOW, NOT FIVE YEARS

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FROM NOW? WITH THAT, AT THE END

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OF THE HEARING, WE WILL TAKE

00:36:34.759 --> 00:36:36.460
PUBLIC COMMENT IN PERSON, AND

00:36:36.527 --> 00:36:37.595
PUBLIC COMMENT WILL BE LIMITED

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TO ONE MINUTE PER PERSON. THANK

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YOU. WITH THAT OPENING

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STATEMENT, WE WILL NOW MOVE ON

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TO OUR FIRST PANEL. I'D LIKE TO

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INTRODUCE DOCTOR EVANS, HUGO

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RESEARCH FELLOW AT THE PUBLIC

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POLICY INSTITUTE OF CALIFORNIA.

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I HOPE I GOT THAT CLOSE. AND

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MELISSA VALENZUELA, DIRECTOR OF

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P16 RESEARCH AT ED TRUST WEST.

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DOCTOR, YOU MAY PROCEED WHEN

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READY. OH, BY THE WAY, WE WILL

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HAVE SLIDES THAT ARE BOTH

00:37:10.962 --> 00:37:12.430
PRESENTERS WILL HAVE SLIDES.

00:37:12.496 --> 00:37:14.231
OUR SCREEN IS QUITE SMALL

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THOUGH, SO THE SLIDES

00:37:16.434 --> 00:37:17.468
ACCOMPANYING THEIR

00:37:17.535 --> 00:37:19.670
PRESENTATIONS ARE AVAILABLE ON

00:37:19.737 --> 00:37:22.173
OUR ASSEMBLY WEBSITE. THE

00:37:22.239 --> 00:37:23.541
ASSEMBLY EDUCATION WEBSITE

00:37:23.608 --> 00:37:25.209
UNDER INFORMATIONAL HEARINGS.

00:37:25.276 --> 00:37:26.777
SO YOU CAN PULL THOSE UP

00:37:26.844 --> 00:37:27.545
YOURSELVES. SOME OF THE DATA

00:37:27.612 --> 00:37:28.980
POINTS ARE SMALL. YOU'LL

00:37:29.046 --> 00:37:30.715
PROBABLY BE HARD TO SEE FROM

00:37:30.781 --> 00:37:31.882
THE AUDIENCE IN THE ROOM. YOU

00:37:31.949 --> 00:37:33.250
MAY PROCEED WHEN READY. THANK

00:37:33.317 --> 00:37:36.887
YOU. GOOD AFTERNOON. MY NAME IS

00:37:36.954 --> 00:37:39.023
HUGO. I'M A RESEARCHER AT THE

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PUBLIC POLICY INSTITUTE OF

00:37:40.524 --> 00:37:41.892
CALIFORNIA, AN INDEPENDENT,

00:37:41.959 --> 00:37:43.694
NONPARTISAN, NONPROFIT RESEARCH

00:37:43.761 --> 00:37:44.829
INSTITUTE DEDICATED TO

00:37:44.895 --> 00:37:45.863
INFORMING AND IMPROVING PUBLIC

00:37:45.930 --> 00:37:47.865
POLICY IN CALIFORNIA. THANK YOU

00:37:47.932 --> 00:37:49.834
FOR INVITING ME TO TO PROVIDE

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TESTIMONY TODAY. JUST OVER A

00:37:52.069 --> 00:37:53.804
DECADE AGO, CALIFORNIA

00:37:53.871 --> 00:37:54.505
OVERHAULED THE STATE'S

00:37:54.572 --> 00:37:55.906
EDUCATION SYSTEM WITH A NEW

00:37:55.973 --> 00:37:57.074
FUNDING. YOU MAY NEED TO PULL

00:37:57.141 --> 00:38:00.277
THE MICROPHONE CLOSER TO YOU.

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YOU CAN MOVE IT. YOU CAN

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ACTUALLY PULL IT AND MOVE IT

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TOWARDS YOU IF YOU NEED TO. THE

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WHOLE THING. OH, THE WHOLE

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THING. YEAH. THERE YOU GO.

00:38:07.585 --> 00:38:09.453
THERE WE GO. OKAY. JUST OVER A

00:38:09.520 --> 00:38:10.354
DECADE AGO, CALIFORNIA

00:38:10.421 --> 00:38:11.422
OVERHAULED THE STATE'S

00:38:11.489 --> 00:38:12.757
EDUCATION SYSTEM WITH A NEW

00:38:12.823 --> 00:38:13.991
FUNDING FORMULA. STATE TESTS

00:38:14.058 --> 00:38:15.760
AND MORE FUNDING HAS NEARLY

00:38:15.826 --> 00:38:17.561
DOUBLED SINCE 2013. AND THE

00:38:17.628 --> 00:38:18.763
LOCAL CONTROL FUNDING FORMULA,

00:38:18.829 --> 00:38:20.798
OR LCFF, HAS ALLOCATED A LARGER

00:38:20.865 --> 00:38:22.233
SHARE OF THOSE REVENUES TO

00:38:22.299 --> 00:38:23.668
DISTRICTS WITH MORE HIGH NEED

00:38:23.734 --> 00:38:25.136
STUDENTS, SPECIFICALLY LOW

00:38:25.202 --> 00:38:26.604
INCOME STUDENTS, ENGLISH

00:38:26.671 --> 00:38:28.372
LEARNERS AND FOSTER YOUTH. THE

00:38:28.439 --> 00:38:29.807
STATE ALSO SAW STUDENT

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ACHIEVEMENT IMPROVE INITIALLY,

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BUT AS I'LL DISCUSS TODAY, THE

00:38:32.843 --> 00:38:34.912
STORY HAS BEEN COMPLICATED. THE

00:38:34.979 --> 00:38:36.247
SMARTER BALANCED ASSESSMENTS,

00:38:36.313 --> 00:38:37.848
OFTEN CALLED THE SBAC TESTS,

00:38:37.915 --> 00:38:39.183
ARE GIVEN TO STUDENTS IN GRADES

00:38:39.250 --> 00:38:40.651
THREE THROUGH EIGHT AND 11 ON

00:38:40.718 --> 00:38:42.420
ENGLISH LANGUAGE ARTS AND MATH.

00:38:42.486 --> 00:38:43.487
THE TESTS WERE FIRST

00:38:43.554 --> 00:38:44.955
ADMINISTERED IN THE SPRING OF

00:38:45.022 --> 00:38:46.657
2015, AND OVER THE FIRST YEARS

00:38:46.724 --> 00:38:48.159
OF THE NEW TESTS, STUDENT

00:38:48.225 --> 00:38:49.660
PROFICIENCY RATES STEADILY

00:38:49.727 --> 00:38:51.429
IMPROVED, WITH GAINS BOTH

00:38:51.495 --> 00:38:52.530
OVERALL AND FOR HIGH NEED

00:38:52.596 --> 00:38:53.931
STUDENTS. THE SHARES OF

00:38:53.998 --> 00:38:55.366
STUDENTS MEETING STATE

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STANDARDS ROSE EACH YEAR, GOING

00:38:57.234 --> 00:39:01.072
FROM 34% IN 2015 TO 40% IN 2019.

00:39:01.138 --> 00:39:02.373
THEN THE PANDEMIC INTERRUPTED

00:39:02.440 --> 00:39:04.809
THAT PROGRESS. THE STATE TESTS

00:39:04.875 --> 00:39:06.877
WERE CANCELED OUTRIGHT IN 2020

00:39:06.944 --> 00:39:09.013
AND ONLY ADMINISTERED TO 1 IN 4

00:39:09.080 --> 00:39:11.048
STUDENTS IN 2021. IT WASN'T

00:39:11.115 --> 00:39:12.983
UNTIL 2022 THAT WE COULD SEE

00:39:13.050 --> 00:39:14.118
HOW STUDENTS HAD FARED SINCE

00:39:14.185 --> 00:39:15.519
THE PANDEMIC, AND THE RESULTS

00:39:15.586 --> 00:39:17.855
WERE SOBERING. MATH PROFICIENCY

00:39:17.922 --> 00:39:18.756
RATES HAD FALLEN SEVEN

00:39:18.823 --> 00:39:20.558
PERCENTAGE POINTS, WITH JUST

00:39:20.624 --> 00:39:22.026
33% OF STUDENTS MEETING STATE

00:39:22.093 --> 00:39:23.761
STANDARDS. ERASING ALL OF THE

00:39:23.828 --> 00:39:25.162
PROGRESS MADE SINCE THE TESTS

00:39:25.229 --> 00:39:27.698
WERE INTRODUCED. SINCE THEN,

00:39:27.765 --> 00:39:29.200
CALIFORNIA HAS MADE PROGRESS,

00:39:29.266 --> 00:39:31.001
ALBEIT SLOWLY. PROFICIENCY

00:39:31.068 --> 00:39:33.137
RATES STILL INCREASED BY TWO

00:39:33.204 --> 00:39:35.005
PERCENTAGE POINTS IN 2023 AND

00:39:35.072 --> 00:39:36.741
ONE PERCENTAGE POINT EACH IN

00:39:36.807 --> 00:39:38.576
THE TWO YEARS AFTER THAT.

00:39:38.642 --> 00:39:39.643
SCORES ARE STILL BELOW WHERE

00:39:39.710 --> 00:39:41.078
THEY WERE JUST BEFORE THE

00:39:41.145 --> 00:39:42.713
PANDEMIC, AND BROADER CONCERNS

00:39:42.780 --> 00:39:44.081
WITH STUDENT PERFORMANCE REMAIN.

00:39:44.148 --> 00:39:45.750
LESS THAN HALF OF STUDENTS MEET

00:39:45.816 --> 00:39:46.817
STANDARDS, AND THERE ARE

00:39:46.884 --> 00:39:47.518
PERSISTENT ACHIEVEMENT GAPS

00:39:47.585 --> 00:39:49.687
ACROSS STUDENT GROUPS.

00:39:49.754 --> 00:39:50.788
CALIFORNIA HAS LONG TRAILED THE

00:39:50.855 --> 00:39:52.623
NATIONAL AVERAGE IN MATH. BUT

00:39:52.690 --> 00:39:53.924
OVER THE LAST TWO DECADES, THE

00:39:53.991 --> 00:39:55.659
STATE MADE SUBSTANTIAL PROGRESS.

00:39:55.726 --> 00:39:57.661
AND WHILE SCORES EVERYWHERE

00:39:57.728 --> 00:39:59.430
FELL DURING THE PANDEMIC,

00:39:59.497 --> 00:40:00.197
CALIFORNIA'S DECLINE WAS

00:40:00.264 --> 00:40:01.599
SMALLER THAN THE NATION OVERALL

00:40:01.665 --> 00:40:03.434
AND OTHER LARGE STATES. FURTHER

00:40:03.501 --> 00:40:05.903
NARROWING THE GAP. DESPITE THAT

00:40:05.970 --> 00:40:07.338
PROGRESS, MATH REMAINS A

00:40:07.404 --> 00:40:09.507
PARTICULAR CHALLENGE. STUDENTS

00:40:09.573 --> 00:40:10.941
OFTEN STRUGGLE MORE WITH MATH

00:40:11.008 --> 00:40:12.476
THAN ENGLISH, AND THE SUBJECT

00:40:12.543 --> 00:40:14.011
IS A GATEWAY TO HIGH DEMAND

00:40:14.078 --> 00:40:15.279
FIELDS LIKE SCIENCE AND

00:40:15.346 --> 00:40:16.680
ENGINEERING. ONE REASON MATH

00:40:16.747 --> 00:40:18.516
CAN BE PARTICULARLY CHALLENGING

00:40:18.582 --> 00:40:19.950
IS THAT ITS CONTENT IS

00:40:20.017 --> 00:40:22.119
CUMULATIVE. STUDENTS MOVE FROM

00:40:22.186 --> 00:40:23.220
ARITHMETIC INTO INCREASINGLY

00:40:23.287 --> 00:40:24.755
COMPLEX MATERIAL LIKE ALGEBRA

00:40:24.822 --> 00:40:26.791
AND GEOMETRY, WITH EACH STEP

00:40:26.857 --> 00:40:28.592
BUILDING ON WHAT CAME BEFORE. A

00:40:28.659 --> 00:40:29.693
STUDENT WHO STRUGGLES TO

00:40:29.760 --> 00:40:31.829
UNDERSTAND POLYGONS SHAPES, FOR

00:40:31.896 --> 00:40:32.897
EXAMPLE, DOESN'T LEAVE THAT

00:40:32.963 --> 00:40:35.099
DIFFICULTY BEHIND AS THEY MOVE

00:40:35.166 --> 00:40:36.867
FROM ONE YEAR TO THE NEXT. THE

00:40:36.934 --> 00:40:38.369
CHALLENGE IS COMPOUNDED WHEN

00:40:38.435 --> 00:40:39.870
IT'S TIME TO LEARN ABOUT ANGLES

00:40:39.937 --> 00:40:40.571
AND FURTHER STILL WHEN

00:40:40.638 --> 00:40:42.606
ADVANCING TO SINES AND COSINES.

00:40:42.673 --> 00:40:43.774
AND THIS IS EVIDENT IN THE

00:40:43.841 --> 00:40:45.876
PATTERN OF TEST SCORES AS WELL.

00:40:45.943 --> 00:40:46.977
PROFICIENCY RATES GENERALLY

00:40:47.044 --> 00:40:48.145
FALL AS STUDENTS MOVE THROUGH

00:40:48.212 --> 00:40:49.613
HIGHER GRADES. THIS HAS BEEN

00:40:49.680 --> 00:40:51.248
THE CASE IN NEARLY EVERY YEAR

00:40:51.315 --> 00:40:53.117
OF THE STATE TESTS AND ON THE

00:40:53.184 --> 00:40:55.586
NATIONAL EXAMS AS WELL. ANOTHER

00:40:55.653 --> 00:40:56.487
CONSISTENT DISPARITY EMERGES

00:40:56.554 --> 00:40:57.721
WHEN WE LOOK ACROSS THE

00:40:57.788 --> 00:40:59.223
DISTRIBUTION OF TEST SCORES.

00:40:59.290 --> 00:41:00.624
ALTHOUGH MATH PERFORMANCE

00:41:00.691 --> 00:41:02.126
IMPROVED GENERALLY BEFORE THE

00:41:02.193 --> 00:41:03.527
PANDEMIC, HIGH PERFORMING

00:41:03.594 --> 00:41:04.962
STUDENTS MADE LARGER GAINS THAN

00:41:05.029 --> 00:41:06.363
LOWER PERFORMING STUDENTS,

00:41:06.430 --> 00:41:08.199
WIDENING THE GAP BETWEEN THEM.

00:41:08.265 --> 00:41:09.967
THE PANDEMIC EXACERBATED THESE

00:41:10.034 --> 00:41:11.068
DIFFERENCES, WITH LOWER

00:41:11.135 --> 00:41:12.536
PERFORMING STUDENTS

00:41:12.603 --> 00:41:13.604
EXPERIENCING MORE SEVERE

00:41:13.671 --> 00:41:15.005
SETBACKS. THOSE SCORES HAVE

00:41:15.072 --> 00:41:16.473
RECOVERED SINCE THEN. THAT

00:41:16.540 --> 00:41:17.942
RECOVERY HAS BEEN SLOW AND

00:41:18.008 --> 00:41:19.076
UNEVEN, AND IN SOME OF THE

00:41:19.143 --> 00:41:20.477
HIGHER GRADES, GAINS AMONG

00:41:20.544 --> 00:41:21.612
LOWER PERFORMING STUDENTS HAVE

00:41:21.679 --> 00:41:23.314
BEEN SMALLER, WIDENING THOSE

00:41:23.380 --> 00:41:25.816
GAPS EVEN FURTHER. LOWER

00:41:25.883 --> 00:41:26.917
PERFORMING STUDENTS AREN'T

00:41:26.984 --> 00:41:28.018
NECESSARILY DISADVANTAGED

00:41:28.085 --> 00:41:29.453
STUDENTS, BUT WHEN WE LOOK AT

00:41:29.520 --> 00:41:30.654
OUTCOMES ACROSS STUDENT GROUPS,

00:41:30.721 --> 00:41:32.289
WE SEE MANY OF THE SAME

00:41:32.356 --> 00:41:33.991
DISPARITIES. ABOUT TWO THIRDS

00:41:34.058 --> 00:41:35.192
OF ASIAN STUDENTS ARE

00:41:35.259 --> 00:41:36.427
PROFICIENT IN MATH, AND ABOUT

00:41:36.493 --> 00:41:37.728
HALF OF WHITE STUDENTS ARE

00:41:37.795 --> 00:41:39.196
COMPARED WITH JUST 1 IN 4

00:41:39.263 --> 00:41:40.598
LATINO STUDENTS AND 1 IN 5

00:41:40.664 --> 00:41:42.433
BLACK STUDENTS. BOYS ALSO

00:41:42.499 --> 00:41:43.234
PERFORM SLIGHTLY BETTER THAN

00:41:43.300 --> 00:41:44.835
GIRLS IN MATH. THE REVERSE OF

00:41:44.902 --> 00:41:45.936
THE GENDER GAP WE SEE IN

00:41:46.003 --> 00:41:48.505
ENGLISH. WE SEE SIMILARLY LARGE

00:41:48.572 --> 00:41:50.708
DIFFERENCES BY INCOME. 26% OF

00:41:50.774 --> 00:41:52.142
LOW INCOME STUDENTS ARE

00:41:52.209 --> 00:41:53.310
PROFICIENT IN MATH, COMPARED

00:41:53.377 --> 00:41:55.012
WITH 58% OF STUDENTS FROM

00:41:55.079 --> 00:41:56.046
MODERATE TO HIGH INCOME

00:41:56.113 --> 00:41:57.514
FAMILIES. AND THOSE DIFFERENCES

00:41:57.581 --> 00:41:59.083
BY INCOME PERSIST WITHIN RACIAL

00:41:59.149 --> 00:42:01.151
AND ETHNIC GROUPS. LOW INCOME

00:42:01.218 --> 00:42:02.586
STUDENTS PROFICIENCY RATES ARE

00:42:02.653 --> 00:42:04.288
ABOUT 18 TO 28 PERCENTAGE

00:42:04.355 --> 00:42:06.156
POINTS LOWER, WITH LARGER GAPS

00:42:06.223 --> 00:42:09.059
AMONG WHITE AND ASIAN STUDENTS.

00:42:09.126 --> 00:42:10.127
CALIFORNIA HAS BEEN WORKING TO

00:42:10.194 --> 00:42:11.528
ADDRESS THESE DISPARITIES. THE

00:42:11.595 --> 00:42:13.464
LWCF ALLOCATES ABOUT $15

00:42:13.530 --> 00:42:14.431
BILLION TO INCREASING OR

00:42:14.498 --> 00:42:15.466
IMPROVING SERVICES FOR HIGH

00:42:15.532 --> 00:42:17.268
NEED STUDENTS. ROUGHLY 20% OF

00:42:17.334 --> 00:42:19.203
FUNDING UNDER THE FORMULA IN

00:42:19.270 --> 00:42:20.204
RESEARCH FROM BEFORE THE

00:42:20.271 --> 00:42:22.006
PANDEMIC FOUND THAT THE ADDED

00:42:22.072 --> 00:42:23.474
FUNDING BOOSTED ACHIEVEMENT FOR

00:42:23.540 --> 00:42:25.209
TARGETED STUDENTS. OF COURSE,

00:42:25.276 --> 00:42:26.644
TEST SCORES ARE ONLY ONE

00:42:26.710 --> 00:42:27.645
MEASURE OF HOW STUDENTS AND

00:42:27.711 --> 00:42:29.213
SCHOOLS ARE DOING. WE SEE

00:42:29.280 --> 00:42:30.281
SIMILAR DISPARITIES ON THE

00:42:30.347 --> 00:42:31.949
ENGLISH PORTION OF THE SBAC

00:42:32.016 --> 00:42:33.150
TEST AND ON THE CALIFORNIA

00:42:33.217 --> 00:42:34.952
SCIENCE TEST. AND EVEN BEYOND,

00:42:35.019 --> 00:42:35.953
TESTING INTO OTHER OUTCOMES

00:42:36.020 --> 00:42:37.454
LIKE GRADUATION RATES AND

00:42:37.521 --> 00:42:39.623
CHRONIC ABSENTEEISM, THE

00:42:39.690 --> 00:42:41.058
DISPARITY IN MATH, HOWEVER,

00:42:41.125 --> 00:42:42.893
HOWEVER, PRESENTS A PARTICULAR

00:42:42.960 --> 00:42:44.728
CHALLENGE BECAUSE GAPS CAN

00:42:44.795 --> 00:42:45.896
COMPOUND AS STUDENTS MOVE INTO

00:42:45.963 --> 00:42:47.298
MORE ADVANCED MATERIAL. AND

00:42:47.364 --> 00:42:48.632
MATH IS FOUNDATIONAL TO A

00:42:48.699 --> 00:42:50.067
GROWING RANGE OF HIGH DEMAND

00:42:50.134 --> 00:42:51.502
COLLEGE MAJORS AND CAREER

00:42:51.568 --> 00:42:52.970
PATHWAYS. AS CALIFORNIA'S

00:42:53.037 --> 00:42:54.171
ECONOMY CONTINUES TO CHANGE,

00:42:54.238 --> 00:42:55.539
WITH ADVANCED TECHNOLOGIES

00:42:55.606 --> 00:42:56.540
RESHAPING THE SKILLS REQUIRED

00:42:56.607 --> 00:42:58.375
TO DO MANY KINDS OF WORK,

00:42:58.442 --> 00:42:59.443
CLOSING THESE GAPS WILL BE

00:42:59.510 --> 00:43:00.511
INCREASINGLY IMPORTANT TO

00:43:00.577 --> 00:43:01.979
MAKING THESE OPPORTUNITIES

00:43:02.046 --> 00:43:03.414
AVAILABLE TO ALL OF THE STATE'S

00:43:03.480 --> 00:43:11.689
STUDENTS. THANK YOU. GOOD

00:43:11.755 --> 00:43:13.090
AFTERNOON, CHAIR PATEL AND

00:43:13.157 --> 00:43:14.191
MEMBERS OF THE ASSEMBLY

00:43:14.258 --> 00:43:16.393
EDUCATION COMMITTEE. MY NAME IS

00:43:16.460 --> 00:43:17.795
MELISSA VALENZUELA, AND I HAVE

00:43:17.861 --> 00:43:19.496
THE PRIVILEGE OF SERVING AS THE

00:43:19.563 --> 00:43:20.698
DIRECTOR OF P 16 RESEARCH AT

00:43:20.764 --> 00:43:22.433
ADDRESS WEST. IF YOU'RE NOT

00:43:22.499 --> 00:43:23.434
ALREADY FAMILIAR WITH US,

00:43:23.500 --> 00:43:24.668
ADDRESS WEST IS A RESEARCH AND

00:43:24.735 --> 00:43:26.403
ADVOCACY ORGANIZATION. WE'RE

00:43:26.470 --> 00:43:27.471
COMMITTED TO DISMANTLING THE

00:43:27.538 --> 00:43:29.340
RACIAL AND ECONOMIC BARRIERS

00:43:29.406 --> 00:43:30.407
EMBEDDED IN CALIFORNIA'S

00:43:30.474 --> 00:43:32.509
EDUCATION SYSTEM. I REALLY

00:43:32.576 --> 00:43:33.644
APPRECIATE THE OPPORTUNITY TO

00:43:33.711 --> 00:43:35.279
PROVIDE A DEEPER DIVE INTO SOME

00:43:35.346 --> 00:43:36.513
OF THE DATA THAT HAS GROUNDED

00:43:36.580 --> 00:43:38.949
US IN DOUBLE CLICKING A LITTLE

00:43:39.016 --> 00:43:40.050
BIT ON THE DISPARITIES OUR

00:43:40.117 --> 00:43:41.785
SYSTEMS PRODUCE AND PERPETUATE

00:43:41.852 --> 00:43:43.354
WHEN IT COMES TO MATH LEARNING,

00:43:43.420 --> 00:43:45.522
IN THE HOPES THAT THIS KIND OF

00:43:45.589 --> 00:43:46.590
INFORMATION CAN HELP US

00:43:46.657 --> 00:43:48.325
UNDERSTAND THE GAPS SO THAT WE

00:43:48.392 --> 00:43:49.326
CAN COLLABORATE EFFECTIVELY TO

00:43:49.393 --> 00:43:51.628
ERADICATE THEM. RIGHT OFF THE

00:43:51.695 --> 00:43:53.430
BAT, I WANT TO GROUND US IN

00:43:53.497 --> 00:43:54.898
PARENTAL BELIEFS AND STUDENTS

00:43:54.965 --> 00:43:56.600
OWN ASPIRATIONS. SINCE THIS IS

00:43:56.667 --> 00:43:58.869
DATA WE TOO INFREQUENTLY SEE,

00:43:58.936 --> 00:44:00.270
NATIONAL SURVEY DATA SHOW THAT

00:44:00.337 --> 00:44:02.106
ACROSS RACIAL GROUPS, PARENTS

00:44:02.172 --> 00:44:03.340
BELIEVE MATH IS VERY IMPORTANT

00:44:03.407 --> 00:44:04.241
IN PREPARING STUDENTS FOR THE

00:44:04.308 --> 00:44:06.777
REAL WORLD. 93% OF PARENTS

00:44:06.844 --> 00:44:07.778
AGREE THAT WHEN STUDENTS

00:44:07.845 --> 00:44:09.013
SUCCEED IN MATH CLASS, THEY'RE

00:44:09.079 --> 00:44:10.714
MORE LIKELY TO SUCCEED LATER IN

00:44:10.781 --> 00:44:13.617
LIFE. MOST STUDENTS ALSO AGREE.

00:44:13.684 --> 00:44:15.085
3 IN 5 HIGH SCHOOL STUDENTS

00:44:15.152 --> 00:44:16.120
BELIEVE IT'S IMPORTANT FOR ALL

00:44:16.186 --> 00:44:17.955
STUDENTS TO LEARN MATH, AND 7

00:44:18.022 --> 00:44:19.323
IN 10 HAVE AT SOME POINT

00:44:19.390 --> 00:44:20.824
CONSIDERED THEMSELVES A MATH

00:44:20.891 --> 00:44:22.593
PERSON, QUOTE UNQUOTE, ALTHOUGH

00:44:22.659 --> 00:44:23.494
UNFORTUNATELY, THAT IDENTITY IS

00:44:23.560 --> 00:44:24.862
TOO FREQUENTLY ERODED AS THEY

00:44:24.928 --> 00:44:27.297
MOVE THROUGH OUR SYSTEMS. SO

00:44:27.364 --> 00:44:28.365
KNOWING THAT THE MAJORITY OF

00:44:28.432 --> 00:44:29.800
PARENTS AND STUDENTS RECOGNIZE

00:44:29.867 --> 00:44:31.935
THE VALUE OF MATH EDUCATION.

00:44:32.002 --> 00:44:33.404
LET'S DIG INTO THE DATA ON

00:44:33.470 --> 00:44:35.205
OPPORTUNITIES AND OUTCOMES.

00:44:35.272 --> 00:44:37.007
WE'LL START WITH OUTCOMES AND

00:44:37.074 --> 00:44:41.311
WORK OUR WAY BACK FROM THERE.

00:44:41.378 --> 00:44:42.479
WHEN WE DISAGGREGATE TEST DATA

00:44:42.546 --> 00:44:44.181
BY STUDENT GROUP, WE SEE THAT

00:44:44.248 --> 00:44:45.616
AVERAGES CAN MASK DRAMATIC

00:44:45.682 --> 00:44:47.051
DIFFERENCES IN STUDENT OUTCOMES,

00:44:47.117 --> 00:44:48.852
IN STANDARDIZED TESTS, IN MATH.

00:44:48.919 --> 00:44:50.854
AND THESE GAPS HAVE PERSISTED

00:44:50.921 --> 00:44:55.726
OVER TIME. FOR EXAMPLE, ONLY

00:44:55.793 --> 00:44:56.794
20% OF BLACK STUDENTS WERE

00:44:56.860 --> 00:44:57.928
SUPPORTED TO MEET OR EXCEED

00:44:57.995 --> 00:44:59.096
GRADE LEVEL STANDARDS IN MATH

00:44:59.163 --> 00:45:01.799
IN 2025. THAT'S LESS THAN HALF

00:45:01.865 --> 00:45:02.933
THE SHARE OF WHITE STUDENTS,

00:45:03.000 --> 00:45:04.802
AND LESS THAN A THIRD THE SHARE

00:45:04.868 --> 00:45:05.869
OF ASIAN STUDENTS WHO WERE

00:45:05.936 --> 00:45:07.604
SUPPORTED TO DO SO. NATIVE

00:45:07.671 --> 00:45:10.841
AMERICAN STUDENTS END UP AT 23%

00:45:10.908 --> 00:45:12.643
TESTING PROFICIENT, AND LATINO

00:45:12.709 --> 00:45:14.078
STUDENTS, WHO MAKE UP MORE THAN

00:45:14.144 --> 00:45:16.647
HALF OF OUR TK 12 LEARNERS FARE

00:45:16.713 --> 00:45:18.515
ONLY SLIGHTLY BETTER, WITH 26%

00:45:18.582 --> 00:45:19.817
MEETING OR EXCEEDING MATH

00:45:19.883 --> 00:45:21.885
STANDARDS AND THE RATES AT

00:45:21.952 --> 00:45:23.020
WHICH STUDENTS WHO ARE ENGLISH

00:45:23.087 --> 00:45:24.488
LEARNERS AND STUDENTS WITH

00:45:24.555 --> 00:45:25.355
DISABILITIES ARE SUPPORTED TO

00:45:25.422 --> 00:45:26.790
REACH PROFICIENCY ARE EVEN

00:45:26.857 --> 00:45:28.392
LOWER. AS YOU CAN SEE ON THIS

00:45:28.459 --> 00:45:32.062
CHART. NOW, WHEN WE LOOK ACROSS

00:45:32.129 --> 00:45:34.631
GRADE LEVELS, AS I MENTIONED,

00:45:34.698 --> 00:45:37.134
WE DO SEE THIS DECLINE AS MATH

00:45:37.201 --> 00:45:38.168
LEARNING COMPOUNDS OVER TIME.

00:45:38.235 --> 00:45:39.570
AND STUDENTS WHO HAVE BEEN

00:45:39.636 --> 00:45:40.871
PROVIDED WITH SHAKY FOUNDATIONS

00:45:40.938 --> 00:45:42.172
ARE THE MOST LIKELY TO FALL

00:45:42.239 --> 00:45:43.674
BEHIND. AND IT'S THE HARDEST

00:45:43.740 --> 00:45:44.908
FOR THEM TO BE SUPPORTED TO

00:45:44.975 --> 00:45:46.777
CATCH UP. WHAT WE DID ON THIS

00:45:46.844 --> 00:45:47.945
SLIDE IS JUST BROKE THAT DOWN

00:45:48.011 --> 00:45:49.847
BY STUDENT GROUP AS WELL. SO WE

00:45:49.913 --> 00:45:51.515
MADE IT EVIDENT THAT SOME

00:45:51.582 --> 00:45:53.016
GROUPS ARE FACING SHARPER

00:45:53.083 --> 00:45:54.785
DECLINES THAN OTHER GROUPS. AND

00:45:54.852 --> 00:45:56.220
ONCE AGAIN, THIS DECLINE IS

00:45:56.286 --> 00:45:57.654
ESPECIALLY LARGE FOR LATINO

00:45:57.721 --> 00:45:59.056
STUDENTS, ENGLISH LEARNERS,

00:45:59.123 --> 00:46:00.591
STUDENTS FROM LOW INCOME

00:46:00.657 --> 00:46:01.925
HOUSEHOLDS AND STUDENTS WITH

00:46:01.992 --> 00:46:06.330
DISABILITIES. NOW, OUR OWN

00:46:06.396 --> 00:46:07.731
ACCOUNTABILITY SYSTEM REFLECT

00:46:07.798 --> 00:46:09.867
THESE MATH GAPS. THE CALIFORNIA

00:46:09.933 --> 00:46:11.068
SCHOOL DASHBOARD USES COLOR

00:46:11.135 --> 00:46:12.402
CODED PERFORMANCE LEVELS BASED

00:46:12.469 --> 00:46:13.837
ON BOTH CURRENT RESULTS AND

00:46:13.904 --> 00:46:16.340
YEAR TO YEAR PROGRESS. RED AND

00:46:16.406 --> 00:46:17.341
ORANGE LEVELS INDICATE THE

00:46:17.407 --> 00:46:18.942
GREATEST NEED FOR IMPROVEMENT

00:46:19.009 --> 00:46:20.344
AND TRIGGER DIFFERENTIATED

00:46:20.410 --> 00:46:21.778
ASSISTANCE FOR LEAS THROUGH THE

00:46:21.845 --> 00:46:24.281
STATE SYSTEM OF SUPPORT.

00:46:24.348 --> 00:46:25.716
INCIDENTALLY, NEW CASP DATA AND

00:46:25.782 --> 00:46:26.617
DASHBOARD DATA IS ACTUALLY

00:46:26.683 --> 00:46:28.352
COMING OUT THIS WEEK, SO WE

00:46:28.418 --> 00:46:29.520
WILL SEE IF THERE'S BEEN ANY

00:46:29.586 --> 00:46:31.355
MOVEMENT. BUT AS OF 2025, THREE

00:46:31.421 --> 00:46:32.523
AND FOUR DISTRICTS HAD AT LEAST

00:46:32.589 --> 00:46:35.425
ONE STUDENT GROUP. MOST OFTEN,

00:46:35.492 --> 00:46:36.860
AGAIN, STUDENTS WHO ARE LOW

00:46:36.927 --> 00:46:38.462
INCOME LATINO ENGLISH LEARNERS

00:46:38.529 --> 00:46:40.831
OR WHO HAVE DISABILITIES RATED

00:46:40.898 --> 00:46:43.033
RED OR ORANGE IN MATH. WE CAN

00:46:43.100 --> 00:46:45.169
THINK OF THIS STATISTIC AS A

00:46:45.235 --> 00:46:46.603
FLASHING WARNING LIGHT IN OUR

00:46:46.670 --> 00:46:48.405
SYSTEM. IT INDICATES THAT MOST

00:46:48.472 --> 00:46:49.740
DISTRICTS HAVE WORK TO DO TO

00:46:49.806 --> 00:46:50.908
ADDRESS WIDESPREAD AND

00:46:50.974 --> 00:46:55.279
PERSISTENT MATH OUTCOME GAPS.

00:46:55.345 --> 00:46:56.446
THE OUTCOME GAPS WE TALKED

00:46:56.513 --> 00:46:57.748
ABOUT SO FAR STEM FROM

00:46:57.814 --> 00:46:59.416
OPPORTUNITY GAPS, INCLUDING,

00:46:59.483 --> 00:47:01.018
BUT NOT LIMITED TO, DIFFERENCES

00:47:01.084 --> 00:47:02.419
IN ACCESS TO FULLY PREPARED

00:47:02.486 --> 00:47:04.655
TEACHERS. A ROBUST BODY OF

00:47:04.721 --> 00:47:05.656
RESEARCH SHOWS THAT STUDENTS

00:47:05.722 --> 00:47:06.890
EXPERIENCED THE LARGEST GAINS

00:47:06.957 --> 00:47:07.925
WHEN THEY'RE TAUGHT BY FULLY

00:47:07.991 --> 00:47:10.127
PREPARED TEACHERS. YET ANALYSIS

00:47:10.194 --> 00:47:11.328
OF STATEWIDE TEACHER ASSIGNMENT

00:47:11.395 --> 00:47:12.696
DATA SHOWS THAT BLACK STUDENTS,

00:47:12.763 --> 00:47:13.931
LOW INCOME STUDENTS, AND

00:47:13.997 --> 00:47:15.732
ENGLISH LEARNER STUDENTS HAVE

00:47:15.799 --> 00:47:17.568
LIMITED ACCESS TO THESE

00:47:17.634 --> 00:47:18.969
PROFESSIONALS. ACROSS

00:47:19.036 --> 00:47:21.205
CALIFORNIA, ONLY 77% OF MATH

00:47:21.271 --> 00:47:22.506
CLASSES ARE TAUGHT BY TEACHERS

00:47:22.573 --> 00:47:23.574
WHO ARE FULLY CREDENTIALED TO

00:47:23.640 --> 00:47:25.442
TEACH THE SUBJECTS, STUDENTS,

00:47:25.509 --> 00:47:26.643
AND GRADE LEVELS TO WHICH

00:47:26.710 --> 00:47:28.879
THEY'RE ASSIGNED. IN SCHOOLS

00:47:28.946 --> 00:47:29.880
WITH A HIGH CONCENTRATION OF

00:47:29.947 --> 00:47:32.015
LOW INCOME STUDENTS, ONLY 75%

00:47:32.082 --> 00:47:33.450
OF MATH CLASSES ARE TAUGHT BY

00:47:33.517 --> 00:47:35.219
FULLY PREPARED TEACHERS,

00:47:35.285 --> 00:47:37.187
COMPARED TO 85% IN SCHOOLS WITH

00:47:37.254 --> 00:47:38.422
A LOW CONCENTRATION OF LOW

00:47:38.488 --> 00:47:42.025
INCOME STUDENTS. FORTUNATELY,

00:47:42.092 --> 00:47:43.594
DATA DOESN'T JUST HELP US SHINE

00:47:43.660 --> 00:47:46.063
A LIGHT ON PROBLEMS AND GAPS,

00:47:46.129 --> 00:47:47.798
IT ALSO HELPS POINT US TOWARDS

00:47:47.864 --> 00:47:49.967
SOLUTIONS THAT WORK. HIGH

00:47:50.033 --> 00:47:51.034
QUALITY PROFESSIONAL LEARNING

00:47:51.101 --> 00:47:52.436
AND COACHING IS AMONG THE MOST

00:47:52.502 --> 00:47:53.904
EFFECTIVE WAYS TO STRENGTHEN

00:47:53.971 --> 00:47:55.339
INSTRUCTION AND IMPROVE STUDENT

00:47:55.405 --> 00:47:57.174
OUTCOMES. BUT RIGHT NOW,

00:47:57.241 --> 00:47:57.808
CALIFORNIA TEACHERS AREN'T

00:47:57.874 --> 00:47:59.476
GETTING ENOUGH OF IT. A SURVEY

00:47:59.543 --> 00:48:01.111
OF MORE THAN 200 MATH TEACHERS

00:48:01.178 --> 00:48:02.546
ACROSS THE STATE SHOWED THAT

00:48:02.613 --> 00:48:03.981
TEACHERS FEEL THEY RECEIVE

00:48:04.047 --> 00:48:05.182
UNEVEN AND INSUFFICIENT SUPPORT

00:48:05.249 --> 00:48:07.951
AT PRESENT, JUST LIKE THE

00:48:08.018 --> 00:48:09.519
PATTERN WE SAW WITH TEST SCORES.

00:48:09.586 --> 00:48:11.188
THIS GAP ALSO WIDENS AS

00:48:11.255 --> 00:48:11.922
STUDENTS MOVE THROUGH THEIR

00:48:11.989 --> 00:48:14.124
EDUCATIONAL TRAJECTORY. NEARLY

00:48:14.191 --> 00:48:15.125
TWO THIRDS OF ELEMENTARY

00:48:15.192 --> 00:48:15.926
TEACHERS FOUND THEIR

00:48:15.993 --> 00:48:17.094
PROFESSIONAL LEARNING USEFUL,

00:48:17.160 --> 00:48:19.429
BUT ONLY 42% OF MIDDLE AND HIGH

00:48:19.496 --> 00:48:21.265
SCHOOL TEACHERS SAID THE SAME.

00:48:21.331 --> 00:48:22.833
THAT BEING SAID, COACHING ONE

00:48:22.899 --> 00:48:24.501
OF OUR STRONGEST TOOLS

00:48:24.568 --> 00:48:25.936
CURRENTLY REACHES TOO FEW

00:48:26.003 --> 00:48:28.138
TEACHERS. ONLY 1 IN 4

00:48:28.205 --> 00:48:29.172
RESPONDENTS TO THIS SURVEY

00:48:29.239 --> 00:48:30.674
REPORTED RECEIVING HELPFUL

00:48:30.741 --> 00:48:32.075
INDIVIDUAL COACHING FROM THEIR

00:48:32.142 --> 00:48:33.477
DISTRICT. THAT LEAVES A HUGE

00:48:33.543 --> 00:48:36.046
OPPORTUNITY FOR GROWTH. GAPS IN

00:48:36.113 --> 00:48:37.381
PREPARATION ARE ALSO PART OF

00:48:37.447 --> 00:48:38.915
THE PROBLEM. AN ANALYSIS BY THE

00:48:38.982 --> 00:48:40.050
NATIONAL CENTER FOR TEACHER

00:48:40.117 --> 00:48:42.519
QUALITY FOUND THAT ONLY 6% OF

00:48:42.586 --> 00:48:43.987
ELEMENTARY PROGRAMS IN

00:48:44.054 --> 00:48:45.389
CALIFORNIA PROVIDE ADEQUATE

00:48:45.455 --> 00:48:47.224
TIME IN MATH, CONTENT AND

00:48:47.291 --> 00:48:48.992
PEDAGOGY, PLACING TREMENDOUS

00:48:49.059 --> 00:48:51.862
WEIGHT ON IN-SERVICE LEARNING.

00:48:51.928 --> 00:48:53.363
TAKEN TOGETHER, THESE DATA

00:48:53.430 --> 00:48:54.765
SUGGEST THE IMPORTANCE OF BOTH

00:48:54.831 --> 00:48:55.832
STRENGTHENING TEACHER

00:48:55.899 --> 00:48:57.067
PREPARATION EXPLICITLY FOCUSED

00:48:57.134 --> 00:48:59.469
ON MATH INSTRUCTION, AND

00:48:59.536 --> 00:49:00.904
INVESTING IN PROVEN STRATEGIES

00:49:00.971 --> 00:49:01.905
FOR SUPPORTING TEACHERS WHO ARE

00:49:01.972 --> 00:49:03.740
ALREADY IN THE CLASSROOM, LIKE

00:49:03.807 --> 00:49:06.276
EXPANDING ACCESS TO COACHES.

00:49:06.343 --> 00:49:07.411
THANK YOU SO MUCH FOR THE

00:49:07.477 --> 00:49:08.412
OPPORTUNITY TO SHARE OUR

00:49:08.478 --> 00:49:10.280
ANALYZES OF MATH OUTCOMES IN

00:49:10.347 --> 00:49:11.315
CALIFORNIA, PARTICULARLY

00:49:11.381 --> 00:49:12.049
HIGHLIGHTING WHERE THE

00:49:12.115 --> 00:49:13.583
OPPORTUNITY GAPS ARE. IT'S OUR

00:49:13.650 --> 00:49:14.951
HOPE THAT THIS INFORMATION,

00:49:15.018 --> 00:49:16.353
ALONGSIDE THE POLICY SOLUTIONS

00:49:16.420 --> 00:49:18.188
PROPOSED IN OUR MATH POLICY

00:49:18.255 --> 00:49:19.389
AGENDA, CAN HELP INFORM ACTION

00:49:19.456 --> 00:49:22.826
TO CLOSE THESE GAPS. THANK YOU

00:49:22.893 --> 00:49:24.561
VERY MUCH TO THE BOTH OF YOU

00:49:24.628 --> 00:49:25.662
FOR YOUR TESTIMONY TODAY. WE

00:49:25.729 --> 00:49:28.598
HAVE BEEN JOINED BY COLLEAGUE

00:49:28.665 --> 00:49:29.666
ASSEMBLYMEMBER BONTA. WOULD YOU

00:49:29.733 --> 00:49:30.967
LIKE TO MAKE AN OPENING

00:49:31.034 --> 00:49:32.035
STATEMENT? DO YOU HAVE ANY

00:49:32.102 --> 00:49:35.806
QUESTIONS? OKAY. SO FIRST

00:49:35.872 --> 00:49:37.941
QUESTION I HAVE, DOCTOR HUGO,

00:49:38.008 --> 00:49:39.376
YOUR COMMENTS ABOUT OUR

00:49:39.443 --> 00:49:41.311
RECOVERY FROM THE PANDEMIC, AS

00:49:41.378 --> 00:49:42.646
WELL AS THE WIDENING

00:49:42.713 --> 00:49:44.815
ACHIEVEMENT GAP FOR VERY

00:49:44.881 --> 00:49:45.982
SOBERING BUT CONSISTENT WITH

00:49:46.049 --> 00:49:46.917
WHAT WE'RE HEARING FROM THE

00:49:46.983 --> 00:49:48.685
GROUND. IT'S NICE TO SEE IT

00:49:48.752 --> 00:49:50.220
PRESENTED AS ACTUAL DATA

00:49:50.287 --> 00:49:51.655
INSTEAD OF JUST ANECDOTALLY. I

00:49:51.722 --> 00:49:53.790
AM CURIOUS IF THESE TRENDS ARE

00:49:53.857 --> 00:49:55.926
SPECIFIC TO CALIFORNIA OR DO WE

00:49:55.992 --> 00:49:58.128
SEE THEM NATIONWIDE? IS THERE

00:49:58.195 --> 00:49:59.563
SOMETHING PARTICULAR ABOUT THE

00:49:59.629 --> 00:50:02.599
TREND FOR CALIFORNIA? I THINK

00:50:02.666 --> 00:50:04.067
IT'S A LITTLE BIT OF BOTH.

00:50:04.134 --> 00:50:05.135
CALIFORNIA, OF COURSE, HAS ITS

00:50:05.202 --> 00:50:06.169
PARTICULAR EXPERIENCE, BUT IT'S

00:50:06.236 --> 00:50:08.205
IN A BROADER NATIONAL TREND. WE

00:50:08.271 --> 00:50:09.806
SAW THE EFFECTS OF THE PANDEMIC

00:50:09.873 --> 00:50:11.475
BEING VERY WIDESPREAD WITH

00:50:11.541 --> 00:50:12.576
SCHOOL CLOSURES, DISTANCE

00:50:12.642 --> 00:50:13.944
LEARNING, AND A HOST OF

00:50:14.010 --> 00:50:14.711
DISRUPTIONS EVEN BEYOND

00:50:14.778 --> 00:50:16.179
EDUCATION THAT REALLY

00:50:16.246 --> 00:50:17.114
TRANSFORMED THE EXPERIENCE FOR

00:50:17.180 --> 00:50:18.281
CALIFORNIA STUDENTS AND AROUND

00:50:18.348 --> 00:50:20.450
THE NATION. LOOKING AT THE

00:50:20.517 --> 00:50:21.551
NATIONAL SCORES FROM THE

00:50:21.618 --> 00:50:22.619
NATIONAL ASSESSMENT OF

00:50:22.686 --> 00:50:24.020
EDUCATIONAL PROGRESS, WHICH

00:50:24.087 --> 00:50:25.822
ALLOWS US TO COMPARE TRENDS

00:50:25.889 --> 00:50:28.358
OVER TIME ACROSS STATES, WE SEE

00:50:28.425 --> 00:50:29.826
WE SAW THE CALIFORNIA HAD LONG

00:50:29.893 --> 00:50:32.696
LAGGED THE NATION GOING BACK TO

00:50:32.763 --> 00:50:34.865
2003, NEAR THE BOTTOM THIRD OF

00:50:34.931 --> 00:50:36.333
STATES. OVER THE LAST FEW

00:50:36.400 --> 00:50:37.100
DECADES, THOUGH, THE STATE HAS

00:50:37.167 --> 00:50:38.468
MADE SUBSTANTIAL PROGRESS,

00:50:38.535 --> 00:50:39.536
CATCHING UP TO BOTH THE

00:50:39.603 --> 00:50:40.604
NATIONAL AVERAGE AND OTHER

00:50:40.670 --> 00:50:42.072
LARGE STATES LIKE NEW YORK,

00:50:42.139 --> 00:50:44.641
TEXAS AND FLORIDA. HOWEVER, AND

00:50:44.708 --> 00:50:45.776
THEN WITH THE PANDEMIC, WHEN

00:50:45.842 --> 00:50:48.545
THAT HIT, FORTUNATELY FOR

00:50:48.612 --> 00:50:49.146
CALIFORNIA, I GUESS YOU COULD

00:50:49.212 --> 00:50:51.415
SAY, YOU KNOW, DECLINES WERE

00:50:51.481 --> 00:50:52.416
EXPERIENCED ACROSS THE BOARD,

00:50:52.482 --> 00:50:53.650
BUT CALIFORNIA'S DECLINES WERE

00:50:53.717 --> 00:50:55.152
A BIT SMALLER, WHICH ALLOWED

00:50:55.218 --> 00:50:56.620
THE STATE TO CATCH UP EVEN

00:50:56.686 --> 00:50:57.888
FURTHER TO WHERE IT NOW IS AT

00:50:57.954 --> 00:50:59.689
ABOUT THE STATE, THE NATIONAL

00:50:59.756 --> 00:51:02.559
AVERAGE. THANK YOU FOR THAT.

00:51:02.626 --> 00:51:05.095
WHEN WE LOOK AT IN YOUR OPENING

00:51:05.162 --> 00:51:06.897
STATEMENTS, YOU REFLECTED ON

00:51:06.963 --> 00:51:08.398
LARGE GAINS IN FUNDING THROUGH

00:51:08.465 --> 00:51:10.567
THE LCFF, THE LOCAL CONTROL

00:51:10.634 --> 00:51:12.269
FUNDING FORMULA. AND YET WE'RE

00:51:12.335 --> 00:51:14.137
NOT SEEING AN ABILITY TO, YOU

00:51:14.204 --> 00:51:16.206
KNOW, SUBSTANTIALLY BRIDGE THAT

00:51:16.273 --> 00:51:18.008
GAP. WHAT DO YOU THINK IS

00:51:18.074 --> 00:51:19.543
CAUSING THAT? WHERE WHERE ARE

00:51:19.609 --> 00:51:21.611
OUR STICKY POINTS? YEAH,

00:51:21.678 --> 00:51:24.181
THERE'S A CHALLENGE. ONE,

00:51:24.247 --> 00:51:25.282
FUNDING HAS INCREASED

00:51:25.348 --> 00:51:26.283
SUBSTANTIALLY SINCE THE LOCAL

00:51:26.349 --> 00:51:27.417
CONTROL FUNDING FORMULA WAS

00:51:27.484 --> 00:51:29.219
PASSED IN 2013. THAT'S A

00:51:29.286 --> 00:51:31.321
COMBINATION OF RISING STATE

00:51:31.388 --> 00:51:32.856
REVENUES. WE HAD THE TAX

00:51:32.923 --> 00:51:35.392
EXTENSIONS FROM PROPOSITION 30

00:51:35.459 --> 00:51:36.560
IN 2012, AND THEN JUST THE

00:51:36.626 --> 00:51:38.228
GENERAL IMPROVEMENT FROM THE

00:51:38.295 --> 00:51:39.629
THE RECOVERY FROM THE GREAT

00:51:39.696 --> 00:51:40.764
RECESSION. SO THERE HAS BEEN AN

00:51:40.831 --> 00:51:42.132
INCREASE IN STATE SPENDING ON

00:51:42.199 --> 00:51:43.633
EDUCATION. BUT OF COURSE,

00:51:43.700 --> 00:51:45.068
EDUCATION IS A VERY EXPENSIVE

00:51:45.135 --> 00:51:46.803
PROPOSITION, RIGHT? WITH

00:51:46.870 --> 00:51:48.638
STAFFING COSTS AND ALL THAT IT

00:51:48.705 --> 00:51:49.739
TAKES TO EDUCATE THE STATE

00:51:49.806 --> 00:51:52.976
STUDENTS. SO WITHIN, YOU KNOW,

00:51:53.043 --> 00:51:54.144
RISING FUNDING RATES, THERE'S

00:51:54.211 --> 00:51:55.846
ALSO BEEN THESE PERSISTENT

00:51:55.912 --> 00:51:57.214
CHALLENGES. AND THEN WE DID SEE

00:51:57.280 --> 00:52:00.116
SOME EVIDENCE OF THE FUNDING

00:52:00.183 --> 00:52:01.918
ALLOCATIONS IN THE LCFF

00:52:01.985 --> 00:52:03.420
IMPROVING OUTCOMES, BOTH

00:52:03.487 --> 00:52:04.120
GENERALLY, BUT THEN

00:52:04.187 --> 00:52:04.821
SPECIFICALLY FOR THE HIGH NEED

00:52:04.888 --> 00:52:06.656
STUDENTS TARGETED THROUGH WITH

00:52:06.723 --> 00:52:07.724
ADDITIONAL FUNDING THROUGH THE

00:52:07.791 --> 00:52:08.792
SUPPLEMENTAL GRANTS AND THE

00:52:08.859 --> 00:52:10.961
CONCENTRATION GRANT. AND

00:52:11.027 --> 00:52:12.062
HOWEVER, AS IS THE STORY

00:52:12.128 --> 00:52:13.196
COLORING A LOT OF THIS, THE

00:52:13.263 --> 00:52:14.931
PANDEMIC REALLY PUT THE BRAKES

00:52:14.998 --> 00:52:16.233
ON A LOT OF THAT PROGRESS,

00:52:16.299 --> 00:52:18.201
RIGHT? WE HAD SEEN, LIKE I

00:52:18.268 --> 00:52:19.970
MENTIONED, YOU KNOW, GROWTH FOR

00:52:20.036 --> 00:52:21.037
STUDENTS IN PARTICULAR, YOU

00:52:21.104 --> 00:52:23.573
KNOW, FROM 2015 UP TO 2019 AND

00:52:23.640 --> 00:52:26.409
THEN REAL SPECIFIC SETBACKS FOR

00:52:26.476 --> 00:52:27.477
STUDENTS AFTER THE PANDEMIC,

00:52:27.544 --> 00:52:28.979
REALLY REVERSING A LOT OF THAT

00:52:29.045 --> 00:52:31.448
PROGRESS. SO WHAT THAT TELLS US

00:52:31.515 --> 00:52:33.817
IS THAT THERE IS SOME EVIDENCE

00:52:33.884 --> 00:52:35.418
THAT THE STATE'S APPROACH COULD

00:52:35.485 --> 00:52:37.420
WORK. THIS IDEA OF TARGETING

00:52:37.487 --> 00:52:39.022
FUNDING TO STUDENTS AND, YOU

00:52:39.089 --> 00:52:41.191
KNOW, OBLIGATING DISTRICTS TO

00:52:41.258 --> 00:52:42.459
INCREASE OR IMPROVE SERVICES

00:52:42.526 --> 00:52:43.593
FOR HIGH NEED STUDENTS IN ORDER

00:52:43.660 --> 00:52:46.630
TO IMPROVE THEIR OUTCOMES. AND

00:52:46.696 --> 00:52:47.631
UNFORTUNATELY, WITH THE SETBACK

00:52:47.697 --> 00:52:49.132
OF THE PANDEMIC, A LOT OF THAT

00:52:49.199 --> 00:52:51.268
WORK REMAINS. AND THAT'S TO SAY

00:52:51.334 --> 00:52:52.636
NOTHING OF THESE LONGSTANDING

00:52:52.702 --> 00:52:53.637
GAPS THAT WE'VE SEEN BETWEEN

00:52:53.703 --> 00:52:54.704
LOW INCOME STUDENTS, BETWEEN

00:52:54.771 --> 00:52:56.306
BLACK AND LATINO STUDENTS OVER

00:52:56.373 --> 00:52:59.209
TIME. DO YOU THINK IF IF THAT

00:52:59.276 --> 00:53:01.912
FUNDING FOR COACHING PROGRAMS

00:53:01.978 --> 00:53:04.180
OR TEACHER TRAINING WAS MORE

00:53:04.247 --> 00:53:05.315
SUSTAINABLE OR INCREASED, THAT

00:53:05.382 --> 00:53:09.986
THAT WOULD HELP BRIDGE THAT GAP?

00:53:10.053 --> 00:53:12.522
PERHAPS THAT IS A CHALLENGE

00:53:12.589 --> 00:53:13.890
WITH WITH FUNDING AND

00:53:13.957 --> 00:53:15.091
ESPECIALLY THE WAY CALIFORNIA'S

00:53:15.158 --> 00:53:16.726
FUNDING SYSTEM IS STRUCTURED,

00:53:16.793 --> 00:53:19.696
WE DO SEE SOME VOLATILITY WITH

00:53:19.763 --> 00:53:21.398
JUST THE WAY IN WHICH

00:53:21.464 --> 00:53:22.566
CALIFORNIA'S REVENUE PICTURE IS

00:53:22.632 --> 00:53:23.733
HEAVILY RELIANT ON THE INCOME

00:53:23.800 --> 00:53:25.702
TAX, FOR EXAMPLE, WHICH IS

00:53:25.769 --> 00:53:27.137
WHICH SWINGS MORE COMPARED TO

00:53:27.203 --> 00:53:28.238
SOMETHING MORE STABLE, LIKE THE

00:53:28.305 --> 00:53:29.406
PROPERTY TAX THAT IS USED MORE

00:53:29.472 --> 00:53:31.441
IN OTHER STATES. SO WE DO SEE

00:53:31.508 --> 00:53:32.943
SOME BASELINE VOLATILITY IN THE

00:53:33.009 --> 00:53:34.210
AMOUNT OF RESOURCES AVAILABLE

00:53:34.277 --> 00:53:35.845
FOR EDUCATION IN CALIFORNIA,

00:53:35.912 --> 00:53:37.948
ALTHOUGH THINGS LIKE

00:53:38.014 --> 00:53:40.850
PROPOSITION 98 AND THE SORT OF

00:53:40.917 --> 00:53:42.285
BASE FUNDING FOR EDUCATION DOES

00:53:42.352 --> 00:53:44.454
HELP WITH STABILITY THERE. AND

00:53:44.521 --> 00:53:46.056
THEN ON THE PART OF DISTRICTS,

00:53:46.122 --> 00:53:48.425
WHEN IT COMES TO FUNDING THE

00:53:48.491 --> 00:53:49.259
PROGRAMS THAT ARE MEANT TO

00:53:49.326 --> 00:53:50.594
IMPROVE SERVICES FOR STUDENTS.

00:53:50.660 --> 00:53:52.028
AND WE'VE SEEN SOME SUCCESSFUL

00:53:52.095 --> 00:53:53.096
PROGRAMS, THINGS LIKE TEACHER

00:53:53.163 --> 00:53:54.698
COACHING, SOME OF THE RESPONSES

00:53:54.764 --> 00:53:56.399
TO THE PANDEMIC WITH THE MASTER

00:53:56.466 --> 00:53:58.168
GRANTS, FOR EXAMPLE. THOSE HAVE

00:53:58.234 --> 00:54:00.670
BEEN HELPFUL. BUT THERE'S AN

00:54:00.737 --> 00:54:01.938
ADDED CHALLENGE WITH STABILITY.

00:54:02.005 --> 00:54:03.573
YOU KNOW, WE SAW THOSE COVID

00:54:03.640 --> 00:54:05.675
FUNDS EXPIRE AND DISTRICTS,

00:54:05.742 --> 00:54:07.110
HAVING IMPLEMENTED VERY

00:54:07.177 --> 00:54:08.511
SUCCESSFUL PROGRAMS, NOW HAD TO

00:54:08.578 --> 00:54:09.646
SCRAMBLE TO FIND OUT HOW TO

00:54:09.713 --> 00:54:11.514
SUSTAIN THEM. SO THERE IS,

00:54:11.581 --> 00:54:12.616
AGAIN, THIS EVIDENCE THAT

00:54:12.682 --> 00:54:14.684
THINGS CAN WORK, BUT FINDING A

00:54:14.751 --> 00:54:17.554
WAY TO DO IT SUSTAINABLY,

00:54:17.621 --> 00:54:18.655
CONSISTENTLY OVER TIME HAS BEEN

00:54:18.722 --> 00:54:21.157
A CHALLENGE IN AND OF ITSELF.

00:54:21.224 --> 00:54:24.427
THANK YOU FOR THAT, MISS

00:54:24.494 --> 00:54:26.529
VALENZUELA. YOU SAID STOOKEY.

00:54:26.596 --> 00:54:28.331
STOOKEY, YOUR DATA SUGGESTS

00:54:28.398 --> 00:54:29.633
THAT PART OF THE PROBLEM IS

00:54:29.699 --> 00:54:31.201
THAT STUDENTS DON'T ALWAYS HAVE

00:54:31.267 --> 00:54:33.370
ACCESS TO FULLY CREDENTIALED,

00:54:33.436 --> 00:54:35.905
PROPERLY PLACED TEACHERS. WHAT

00:54:35.972 --> 00:54:37.941
TYPES OF HELP IS USEFUL FOR

00:54:38.008 --> 00:54:39.009
STUDENTS IN THESE SITUATIONS

00:54:39.075 --> 00:54:40.610
WHEN THEY'RE IN A CLASSROOM?

00:54:40.677 --> 00:54:41.645
WHAT CAN FAMILIES DO? WHAT CAN

00:54:41.711 --> 00:54:43.546
A STUDENT DO WHEN THEY'RE NOT

00:54:43.613 --> 00:54:44.614
FEELING LIKE THEY'RE GETTING

00:54:44.681 --> 00:54:46.116
ADEQUATELY INSTRUCTED? YEAH,

00:54:46.182 --> 00:54:47.217
THAT'S A GREAT QUESTION. THANK

00:54:47.283 --> 00:54:48.652
YOU. THANK YOU FOR YOUR

00:54:48.718 --> 00:54:49.919
QUESTION, CHAIR PATEL. I THINK

00:54:49.986 --> 00:54:50.854
THERE'S A FEW THINGS THAT

00:54:50.920 --> 00:54:51.955
RESEARCH POINTS US TOWARDS THAT

00:54:52.022 --> 00:54:53.723
CAN BE HELPFUL TO MITIGATE THE

00:54:53.790 --> 00:54:54.891
FACT THAT WE DON'T HAVE AN

00:54:54.958 --> 00:54:56.459
EQUITABLE DISTRIBUTION OF FULLY

00:54:56.526 --> 00:54:57.827
QUALIFIED OR FULLY PREPARED

00:54:57.894 --> 00:54:59.262
TEACHERS. MANY OF THOSE

00:54:59.329 --> 00:55:00.030
TEACHERS ARE ACTUALLY EARLY

00:55:00.096 --> 00:55:00.897
CAREER, SO THEY'RE WORKING

00:55:00.964 --> 00:55:01.798
TOWARDS GETTING THEIR

00:55:01.865 --> 00:55:04.367
CREDENTIALS, WHICH KIND OF

00:55:04.434 --> 00:55:05.769
REINFORCES THE IMPORTANCE OF

00:55:05.835 --> 00:55:07.570
SOMETHING LIKE MATH COACHES TO

00:55:07.637 --> 00:55:08.805
PROVIDE, YOU KNOW, A LITTLE BIT

00:55:08.872 --> 00:55:10.740
MORE OF A LEG UP IN TERMS OF

00:55:10.807 --> 00:55:12.609
PEDAGOGY AND INSTRUCTIONAL

00:55:12.676 --> 00:55:14.411
PRACTICES THAT GO ALONGSIDE

00:55:14.477 --> 00:55:16.212
HIGH QUALITY INSTRUCTIONAL

00:55:16.279 --> 00:55:17.681
MATERIALS TO HELP IMPROVE

00:55:17.747 --> 00:55:19.949
STUDENT OUTCOMES. OTHER THINGS

00:55:20.016 --> 00:55:22.018
THAT WE HAVE SEEN IN THE

00:55:22.085 --> 00:55:23.253
RESEARCH HAVE AN OUTSIZED

00:55:23.319 --> 00:55:24.254
IMPACT ARE THINGS LIKE HIGH

00:55:24.320 --> 00:55:26.289
DOSAGE TUTORING. SO

00:55:26.356 --> 00:55:28.458
RELATIONSHIP TRUST BASED ONE ON

00:55:28.525 --> 00:55:31.327
ONE OR SMALL GROUP KIND OF

00:55:31.394 --> 00:55:32.762
INTERVENTIONS THAT ALLOW

00:55:32.829 --> 00:55:33.930
STUDENTS TO, TO BUILD ON THEIR

00:55:33.997 --> 00:55:34.964
SKILLS, TO BUILD THEIR

00:55:35.031 --> 00:55:37.434
CONFIDENCE IN MATH HAVE A HUGE

00:55:37.500 --> 00:55:39.636
EFFECT. THERE ARE ALSO

00:55:39.703 --> 00:55:40.737
INTERVENTIONS ON THINGS LIKE

00:55:40.804 --> 00:55:42.205
CHRONIC ABSENTEEISM THAT CAN

00:55:42.272 --> 00:55:43.840
REALLY HELP MOVE THE NEEDLE ON

00:55:43.907 --> 00:55:44.874
DOWNSTREAM THINGS LIKE BOTH

00:55:44.941 --> 00:55:46.176
MATH AND LITERACY LEARNING. SO

00:55:46.242 --> 00:55:47.343
I THINK THOSE ARE THOSE ARE

00:55:47.410 --> 00:55:49.279
SOME OF THE, THE KIND OF MAIN

00:55:49.345 --> 00:55:51.481
INPUTS THAT ARE HELPFUL IN A

00:55:51.548 --> 00:55:52.949
SITUATION WHERE AT EQUILIBRIUM,

00:55:53.016 --> 00:55:54.350
WE'RE DEALING WITH REALLY HIGH

00:55:54.417 --> 00:55:56.553
RATES OF TURNOVER, THAT KIND OF

00:55:56.619 --> 00:55:58.154
FEED, THAT LACK OF HIGHLY

00:55:58.221 --> 00:55:59.789
QUALIFIED TEACHERS IN THESE

00:55:59.856 --> 00:56:01.324
DISTRICTS. CERTAINLY MATH AS

00:56:01.391 --> 00:56:03.760
SUCH A FOUNDATIONAL COURSE OF

00:56:03.827 --> 00:56:04.627
STUDY WHERE YOU'RE BUILDING ONE

00:56:04.694 --> 00:56:06.396
DAY UPON THE OTHER, WHEN YOU

00:56:06.463 --> 00:56:07.497
HAVE CHRONIC ABSENTEEISM, THAT

00:56:07.564 --> 00:56:08.698
COULD REALLY BE DEBILITATING

00:56:08.765 --> 00:56:10.266
FOR STUDENTS ABILITY TO LEARN

00:56:10.333 --> 00:56:12.001
AND GRASP CONCEPTS AND THEN

00:56:12.068 --> 00:56:13.737
BUILD UPON THEM WEEK AFTER WEEK

00:56:13.803 --> 00:56:14.738
AFTER WEEK, ESPECIALLY WHEN

00:56:14.804 --> 00:56:15.972
THINGS MOVE PRETTY FAST. IN

00:56:16.039 --> 00:56:20.310
SOME MATH CLASSES, SPECIFICALLY

00:56:20.376 --> 00:56:22.312
TO GO OUT ON A LIMB A LITTLE

00:56:22.378 --> 00:56:25.715
BIT HERE, CERTAINLY COACHES AND

00:56:25.782 --> 00:56:27.150
MORE ONE ON ONE INTENSIVE

00:56:27.217 --> 00:56:28.852
TUTORING IS GREAT. WHAT DO YOU

00:56:28.918 --> 00:56:31.521
THINK THE ROLE OF AI IS IN THIS

00:56:31.588 --> 00:56:32.956
SPACE? OH, IT'S SUCH A SUCH AN

00:56:33.022 --> 00:56:34.557
OF THE MOMENT QUESTION, I

00:56:34.624 --> 00:56:35.825
APPRECIATE IT. I HAD TO GO

00:56:35.892 --> 00:56:37.327
THERE. YEAH, OF COURSE. AND

00:56:37.393 --> 00:56:38.361
THERE'S BEEN SOME REALLY

00:56:38.428 --> 00:56:39.028
INTERESTING RESEARCH COMING OUT

00:56:39.095 --> 00:56:40.630
JUST IN THE LAST COUPLE OF

00:56:40.697 --> 00:56:41.765
WEEKS THAT SUGGESTS SOME OF IT

00:56:41.831 --> 00:56:43.566
FROM STANFORD, WHICH I'D BE

00:56:43.633 --> 00:56:44.734
HAPPY TO SHARE AFTER THE FACT.

00:56:44.801 --> 00:56:46.669
BUT IT SHOWS TWO SIDES OF THE

00:56:46.736 --> 00:56:48.772
SAME COIN. SO ON THE ONE HAND,

00:56:48.838 --> 00:56:50.607
THERE'S POTENTIAL FOR DIGITAL

00:56:50.673 --> 00:56:52.575
TUTORING THAT HAS AI COMPONENTS

00:56:52.642 --> 00:56:54.144
TO HAVE A POSITIVE IMPACT FOR

00:56:54.210 --> 00:56:55.578
STUDENTS. THAT BEING SAID, IT

00:56:55.645 --> 00:56:58.148
SEEMS LIKE USAGE IS A REAL

00:56:58.214 --> 00:56:59.916
BARRIER. SO IN KIND OF

00:56:59.983 --> 00:57:00.784
RANDOMIZED CONTROLLED TRIALS

00:57:00.850 --> 00:57:02.552
WITH THESE PRODUCTS, OFTEN KIDS

00:57:02.619 --> 00:57:03.920
ARE NOT LOGGING ON OR USING

00:57:03.987 --> 00:57:05.088
THEM FOR THE AMOUNT OF TIME

00:57:05.155 --> 00:57:06.890
THAT IT WOULD BE NECESSARY TO

00:57:06.956 --> 00:57:09.092
MOVE THE NEEDLE. AND THEY TEND

00:57:09.159 --> 00:57:10.460
TO BE MOST USEFUL WHEN THEY'RE

00:57:10.527 --> 00:57:11.795
PAIRED WITH, YOU KNOW, A

00:57:11.861 --> 00:57:14.731
SUPPORT FROM A TEACHER OR TUTOR

00:57:14.798 --> 00:57:17.200
WHO IS KIND OF HELPING BE AN

00:57:17.267 --> 00:57:18.268
ACCOUNTABILITY BUDDY AND TO

00:57:18.334 --> 00:57:19.335
SCAFFOLD THE LEARNING THAT THE

00:57:19.402 --> 00:57:22.305
AI IS PROVIDING. AND THEN

00:57:22.372 --> 00:57:23.339
THERE'S ALSO BEEN RECENT

00:57:23.406 --> 00:57:24.407
EVIDENCE THAT SHOWS THAT SOME

00:57:24.474 --> 00:57:26.276
OF THE AI PRODUCTS EMBEDDED IN

00:57:26.342 --> 00:57:28.011
THINGS LIKE KHAN ACADEMY HAVE

00:57:28.077 --> 00:57:30.213
SHOWN NO CHANGE ON STUDENT

00:57:30.280 --> 00:57:31.614
OUTCOMES. SO I THINK IT DEPENDS

00:57:31.681 --> 00:57:33.383
BOTH ON THE PRODUCT AND HOW

00:57:33.449 --> 00:57:35.952
IT'S APPLIED. YEAH, I KNOW I'VE

00:57:36.019 --> 00:57:38.087
SEEN KIDS, YOU KNOW, IT'S THEIR

00:57:38.154 --> 00:57:39.556
BODY LANGUAGE OR THEIR FACIAL

00:57:39.622 --> 00:57:40.990
EXPRESSION THAT MIGHT HINT TO A

00:57:41.057 --> 00:57:44.360
TUTOR OR A TEACHER THAT THERE'S

00:57:44.427 --> 00:57:46.362
ACTUALLY CONFUSION GOING ON

00:57:46.429 --> 00:57:48.364
WHERE AN AI MAY NOT BE ABLE TO

00:57:48.431 --> 00:57:49.532
PICK UP THAT, THAT LEVEL OF

00:57:49.599 --> 00:57:52.468
CONFUSION. AND THEN

00:57:52.535 --> 00:57:53.369
SPECIFICALLY, LAST QUESTION,

00:57:53.436 --> 00:57:54.704
AND THEN I'LL, AND I'LL TURN IT

00:57:54.771 --> 00:57:59.309
OVER TO MY COLLEAGUE AROUND THE

00:57:59.375 --> 00:58:01.177
CONVERSATION OF THE, OF NOT

00:58:01.244 --> 00:58:03.680
FULLY CREDENTIALED EDUCATORS

00:58:03.746 --> 00:58:05.114
TENDING TO BE IN DISTRICTS THAT

00:58:05.181 --> 00:58:07.217
ARE LOWER INCOME OR RURAL,

00:58:07.283 --> 00:58:08.718
WHERE WE STRUGGLE FOR

00:58:08.785 --> 00:58:10.153
RECRUITMENT AND RETENTION OF

00:58:10.220 --> 00:58:11.588
TEACHERS. THOSE SCHOOL

00:58:11.654 --> 00:58:12.722
DISTRICTS TEND TO ALSO BE THE

00:58:12.789 --> 00:58:13.890
ONES THAT ARE GETTING MORE

00:58:13.957 --> 00:58:15.859
UNDER LCFF. WHAT ARE WE NOT

00:58:15.925 --> 00:58:17.660
GETTING RIGHT TO MAKE SURE THAT

00:58:17.727 --> 00:58:19.896
WE HAVE HIGHLY QUALIFIED

00:58:19.963 --> 00:58:20.964
EDUCATORS READY TO GO IN THE

00:58:21.030 --> 00:58:22.765
CLASSROOM? DOORS OPEN FOR THESE

00:58:22.832 --> 00:58:23.833
STUDENTS WHO, FRANKLY, NEED IT

00:58:23.900 --> 00:58:26.736
THE MOST? YEAH. WHAT CAN WE DO

00:58:26.803 --> 00:58:29.172
BETTER? SO I THINK THERE'S A

00:58:29.239 --> 00:58:30.273
THERE'S A COUPLE THINGS. I

00:58:30.340 --> 00:58:33.109
THINK COUPLING INCREASED

00:58:33.176 --> 00:58:34.577
FUNDING WITH AN UNDERSTANDING

00:58:34.644 --> 00:58:37.113
OF THE DIFFERENTIAL COSTS THAT

00:58:37.180 --> 00:58:38.214
COME WITH STUDENT NEEDS, I

00:58:38.281 --> 00:58:40.383
THINK IS REALLY CRITICAL. SO

00:58:40.450 --> 00:58:41.451
UNDERSTANDING, YOU KNOW, NOT

00:58:41.517 --> 00:58:42.518
JUST THAT THESE DISTRICTS ARE

00:58:42.585 --> 00:58:44.053
GETTING MORE, BUT WHAT WOULD

00:58:44.120 --> 00:58:45.154
ADEQUATE OR FULL FUNDING LOOK

00:58:45.221 --> 00:58:46.890
LIKE IN THESE DISTRICTS? WE MAY

00:58:46.956 --> 00:58:48.558
BE FUNDING THEM MORE PER PUPIL

00:58:48.625 --> 00:58:50.093
AND STILL FALLING FAR SHORT OF

00:58:50.159 --> 00:58:51.828
WHAT ESTIMATES WOULD SUGGEST WE

00:58:51.895 --> 00:58:53.062
SHOULD BE FUNDING, WHICH THEN

00:58:53.129 --> 00:58:54.397
LEAVES DISTRICTS TO KIND OF

00:58:54.464 --> 00:58:55.832
MAKE REALLY DIFFICULT CHOICES

00:58:55.899 --> 00:58:57.634
BETWEEN THINGS LIKE PAYING

00:58:57.700 --> 00:58:59.802
TEACHERS COMPETITIVE WAGES AND,

00:58:59.869 --> 00:59:01.604
YOU KNOW, FUNDING THESE

00:59:01.671 --> 00:59:03.406
ADDITIONAL PROGRAMS AND

00:59:03.473 --> 00:59:04.107
INTERVENTIONS THAT ARE ALSO

00:59:04.173 --> 00:59:06.075
REALLY HIGH IMPACT. SO I THINK

00:59:06.142 --> 00:59:07.377
THAT KIND OF HAVING TO MAKE

00:59:07.443 --> 00:59:09.112
THOSE TRADE OFFS IS PART OF THE

00:59:09.178 --> 00:59:10.980
ISSUE. I THINK IT'S ALSO

00:59:11.047 --> 00:59:13.116
INCREDIBLY IMPORTANT TO PAIR

00:59:13.182 --> 00:59:14.918
THAT TYPE OF FUNDING AND

00:59:14.984 --> 00:59:17.053
FINANCIAL SUPPORT WITH AN

00:59:17.120 --> 00:59:18.521
ACCOUNTABILITY SYSTEM THAT

00:59:18.588 --> 00:59:20.390
MEANINGFULLY BOTH SUPPORTS AND

00:59:20.456 --> 00:59:22.492
PUTS RESPONSIBILITY ON OUR

00:59:22.558 --> 00:59:23.493
SCHOOLS AND DISTRICTS FOR

00:59:23.559 --> 00:59:26.429
MOVING THE NEEDLE TIED TO GOALS

00:59:26.496 --> 00:59:27.897
THAT THEY SHARE. AND THAT CAN

00:59:27.964 --> 00:59:29.299
KIND OF STREAMLINE AND ALIGN

00:59:29.365 --> 00:59:31.501
THOSE EFFORTS. SO IT'S A

00:59:31.567 --> 00:59:32.936
COMPLEX QUESTION WITH

00:59:33.002 --> 00:59:34.737
MULTIFACETED, I THINK,

00:59:34.804 --> 00:59:36.539
SOLUTIONS TO ADDRESS IT.

00:59:36.606 --> 00:59:37.941
CERTAINLY WE'RE ONLY WE'RE ONLY

00:59:38.007 --> 00:59:39.409
GETTING STARTED HERE. SO,

00:59:39.475 --> 00:59:41.945
ASSEMBLYMEMBER BONTA, THANK YOU.

00:59:42.011 --> 00:59:43.746
I WANTED TO JUST DIVE IN A

00:59:43.813 --> 00:59:46.249
LITTLE BIT AROUND THE ISSUE OF

00:59:46.316 --> 00:59:50.219
BOTH HIGHLY CREDENTIALED AND

00:59:50.286 --> 00:59:51.254
PROFESSIONAL LEARNING

00:59:51.321 --> 00:59:52.388
OPPORTUNITIES WITHIN THE

00:59:52.455 --> 00:59:55.992
CONTEXT OF MATH AND REFERENCE A

00:59:56.059 --> 00:59:57.393
STUDY. YOU ALL PROBABLY ARE

00:59:57.460 --> 00:59:58.861
VERY FAMILIAR WITH THE MET

00:59:58.928 --> 01:00:02.799
PROJECT OF 2013, WHERE 3000

01:00:02.865 --> 01:00:05.301
TEACHERS WERE EVALUATED IN

01:00:05.368 --> 01:00:07.103
DIFFERENT SUBJECT MATTERS AND

01:00:07.170 --> 01:00:10.373
SUBJECT MATTER AREAS AND

01:00:10.440 --> 01:00:13.609
OBSERVED. AND WE HAVE TENS OF

01:00:13.676 --> 01:00:15.778
THOUSANDS OF HOURS OF TEACHER

01:00:15.845 --> 01:00:18.014
OBSERVATION VIDEO CAPTURED. ONE

01:00:18.081 --> 01:00:20.083
OF THE THINGS THAT MY

01:00:20.149 --> 01:00:21.184
UNDERSTANDING FROM THAT STUDY

01:00:21.250 --> 01:00:22.618
THAT CAME OUT PRETTY CLEARLY

01:00:22.685 --> 01:00:26.589
WAS THAT THE SUBJECT MATTER

01:00:26.656 --> 01:00:27.623
EXPERTISE OR NOT BASIC

01:00:27.690 --> 01:00:29.792
KNOWLEDGE OF, PARTICULARLY FOR

01:00:29.859 --> 01:00:34.497
MATH, WAS VERY. SIGNIFICANT, A

01:00:34.564 --> 01:00:35.698
SIGNIFICANT FACTOR IN WHETHER

01:00:35.765 --> 01:00:39.202
OR NOT THEY WOULD PERFORM

01:00:39.268 --> 01:00:40.236
BETTER IN TERMS OF THEIR

01:00:40.303 --> 01:00:44.273
TEACHER EFFECTIVENESS. DO YOU

01:00:44.340 --> 01:00:46.709
HAVE A SENSE OF WHETHER WE

01:00:46.776 --> 01:00:49.245
SHOULD BE LOOKING DIFFERENTLY

01:00:49.312 --> 01:00:51.014
AROUND THE IDEA OF PROFESSIONAL

01:00:51.080 --> 01:00:53.216
LEARNING AND CREDENTIALING,

01:00:53.282 --> 01:00:54.384
PARTICULARLY FOR MATH, GIVEN

01:00:54.450 --> 01:00:57.553
THE FACT THAT IT SEEMS THAT

01:00:57.620 --> 01:00:59.422
KNOWLEDGE, MATH KNOWLEDGE IS

01:00:59.489 --> 01:01:02.525
PRETTY CRITICAL, THAT MAY NOT

01:01:02.592 --> 01:01:03.993
HAPPEN THROUGH CREDENTIALING

01:01:04.060 --> 01:01:05.461
PROGRAMS AND MAY NOT HAPPEN

01:01:05.528 --> 01:01:08.064
THROUGH EXCLUSIVELY OR MAY NOT

01:01:08.131 --> 01:01:09.799
HAPPEN THROUGH KIND OF ONGOING

01:01:09.866 --> 01:01:12.368
PROFESSIONAL LEARNING. YEAH,

01:01:12.435 --> 01:01:13.469
YEAH, SURE. I'LL BE HAPPY TO

01:01:13.536 --> 01:01:15.271
JUMP IN. THANK YOU, ASSEMBLY

01:01:15.338 --> 01:01:16.973
MEMBER FOR THE QUESTION. SO I

01:01:17.040 --> 01:01:18.741
THINK THAT, AS YOU MENTIONED,

01:01:18.808 --> 01:01:19.809
THERE'S THERE'S A PROBLEM ON

01:01:19.876 --> 01:01:21.644
THE KIND OF PREPARATION SIDE

01:01:21.711 --> 01:01:23.146
WHERE WE WE NEED TO, I THINK,

01:01:23.212 --> 01:01:24.981
TAKE A SERIOUS LOOK AT THE

01:01:25.048 --> 01:01:26.649
AMOUNT OF TIME AND THE QUALITY

01:01:26.716 --> 01:01:28.384
OF INSTRUCTION AND PEDAGOGY AND

01:01:28.451 --> 01:01:29.819
BEST PRACTICES THAT CANDIDATES

01:01:29.886 --> 01:01:30.853
ARE GETTING WHEN THEY'RE IN

01:01:30.920 --> 01:01:32.288
THEIR TEACHER PREP PROGRAMS.

01:01:32.355 --> 01:01:33.956
BUT I THINK TO YOUR POINT, WHAT

01:01:34.023 --> 01:01:35.291
THIS ALSO SUGGESTS IS THAT

01:01:35.358 --> 01:01:37.026
TEACHERS WHO ARE ALREADY IN THE

01:01:37.093 --> 01:01:38.161
CLASSROOM AND ALREADY ALREADY

01:01:38.227 --> 01:01:39.729
WORKING WITH STUDENTS ARE AT A

01:01:39.796 --> 01:01:41.297
BIT OF A DISADVANTAGE BECAUSE

01:01:41.364 --> 01:01:42.565
THEY'VE BEEN ABLE TO GET THEIR

01:01:42.632 --> 01:01:44.133
CREDENTIAL WITHOUT NECESSARILY

01:01:44.200 --> 01:01:45.468
KIND OF STRENGTHENING THEIR OWN

01:01:45.535 --> 01:01:47.570
MATH SKILLS. AND THERE IS

01:01:47.637 --> 01:01:48.671
PRETTY SIGNIFICANT RESEARCH

01:01:48.738 --> 01:01:50.473
THAT SUGGESTS THAT THAT LEADS

01:01:50.540 --> 01:01:51.874
TO MATH ANXIETY ON THE PART OF

01:01:51.941 --> 01:01:53.409
TEACHERS AS WELL, WHO KNOW THAT,

01:01:53.476 --> 01:01:54.477
YOU KNOW, THEY WANT TO BE

01:01:54.544 --> 01:01:55.611
PROVIDING THE BEST POSSIBLE

01:01:55.678 --> 01:01:56.979
EDUCATION FOR THEIR STUDENTS,

01:01:57.046 --> 01:01:58.714
AND THEY MIGHT RECOGNIZE THOSE,

01:01:58.781 --> 01:02:00.149
THOSE GAPS IN THEIR OWN

01:02:00.216 --> 01:02:02.085
PREPARATION. I THINK COACHES

01:02:02.151 --> 01:02:03.386
AND HIGH QUALITY PROFESSIONAL

01:02:03.453 --> 01:02:05.254
LEARNING ARE TWO OF THE MOST

01:02:05.321 --> 01:02:07.390
EFFECTIVE INTERVENTIONS TO KIND

01:02:07.457 --> 01:02:09.926
OF GET AT THAT GAP. AND HIGH

01:02:09.992 --> 01:02:11.327
QUALITY COACHING CAN TAKE A

01:02:11.394 --> 01:02:14.263
NOVICE TEACHER TO KIND OF

01:02:14.330 --> 01:02:15.331
FUNCTIONING IN MANY WAYS, LIKE

01:02:15.398 --> 01:02:17.467
A VETERAN TEACHER, IF IT IS

01:02:17.533 --> 01:02:18.568
SUSTAINED AND IT'S PROVIDED BY

01:02:18.634 --> 01:02:20.303
A COACH WHO'S EMBEDDED IN THE

01:02:20.369 --> 01:02:21.671
SCHOOL, WHO HAS RELATIONSHIPS

01:02:21.737 --> 01:02:23.573
WITH THE ADMINISTRATIVE STAFF,

01:02:23.639 --> 01:02:25.741
AND WHO KIND OF WORKS FOR

01:02:25.808 --> 01:02:27.009
LONGER THAN A YEAR, IT'S A

01:02:27.076 --> 01:02:28.077
REALLY IMPORTANT PIECE OF THE

01:02:28.144 --> 01:02:30.746
PUZZLE, AND THAT HAS

01:02:30.813 --> 01:02:32.148
SIGNIFICANTLY SHOWN TO IMPROVE

01:02:32.215 --> 01:02:33.983
STUDENT OUTCOMES. MOST OF THE

01:02:34.050 --> 01:02:35.118
RESEARCH IS IN GRADES THREE,

01:02:35.184 --> 01:02:36.619
FOUR, AND FIVE, BUT THAT TYPE

01:02:36.686 --> 01:02:38.121
OF COACHING, I THINK, IS ONE OF

01:02:38.187 --> 01:02:40.056
THE KIND OF KEY LEVERS TO GET

01:02:40.123 --> 01:02:41.190
AT THE QUESTION THAT YOU'RE

01:02:41.257 --> 01:02:42.992
ASKING. AND I THINK RIGHT NOW

01:02:43.059 --> 01:02:45.595
WE HAVE POCKETS OF PROGRESS,

01:02:45.661 --> 01:02:46.429
BUT THE INVESTMENTS THAT THE

01:02:46.496 --> 01:02:47.997
STATE HAS MADE SO FAR AND

01:02:48.064 --> 01:02:49.098
THINGS LIKE COACHING AND HIGH

01:02:49.165 --> 01:02:50.199
QUALITY PROFESSIONAL LEARNING,

01:02:50.266 --> 01:02:51.267
DON'T ALLOW FOR THE COVERAGE

01:02:51.334 --> 01:02:53.503
THAT WE NEED TO REALLY GET AT

01:02:53.569 --> 01:02:55.004
THESE GAPS AT SCALE. I HOPE

01:02:55.071 --> 01:02:56.339
THAT BEGINS TO ANSWER YOUR

01:02:56.405 --> 01:02:58.841
QUESTION. YEAH, I THINK IT IN

01:02:58.908 --> 01:03:02.845
PART, I THINK THAT WE. ARE

01:03:02.912 --> 01:03:04.480
SHOULD BE CAREFUL NOT TO KIND

01:03:04.547 --> 01:03:06.082
OF CONFLATE OR CONFOUND THE

01:03:06.149 --> 01:03:09.619
IDEA OF COACHING, HELPING TO

01:03:09.685 --> 01:03:11.854
MAKE SURE THAT BASIC KIND OF

01:03:11.921 --> 01:03:13.656
SUBSTANTIVE KNOWLEDGE AROUND

01:03:13.723 --> 01:03:14.857
MATH SKILLS ARE BEING DEVELOPED.

01:03:14.924 --> 01:03:17.193
YOU KNOW, THOSE ARE, YOU KNOW,

01:03:17.260 --> 01:03:18.294
YOU'RE NOT NECESSARILY

01:03:18.361 --> 01:03:20.096
ADDRESSING THE UNDERLYING

01:03:20.163 --> 01:03:22.331
CHALLENGE IF. OH, NO. YEAH. SO

01:03:22.398 --> 01:03:23.366
COACHING. THANK YOU. YEAH, I

01:03:23.432 --> 01:03:25.601
THINK IT'S, IT'S KIND OF EACH

01:03:25.668 --> 01:03:26.569
IS NECESSARY, BUT NOT

01:03:26.636 --> 01:03:28.104
SUFFICIENT ON ITS OWN TO KIND

01:03:28.171 --> 01:03:29.572
OF SOLVE THE PROBLEM THAT WE

01:03:29.639 --> 01:03:30.806
HAVE. IT'S AN EXCELLENT POINT.

01:03:30.873 --> 01:03:32.642
ARE YOU AWARE OF ANY PROGRAMS

01:03:32.708 --> 01:03:34.443
THAT ARE MORE FOCUSED,

01:03:34.510 --> 01:03:36.679
PARTICULARLY IN MATH, AROUND

01:03:36.746 --> 01:03:39.182
THE MATH SKILL DEVELOPMENT

01:03:39.248 --> 01:03:40.249
PROGRAMS WITHIN CALIFORNIA

01:03:40.316 --> 01:03:41.617
EDUCATOR PREPARATION PROGRAMS?

01:03:41.684 --> 01:03:43.519
I'D HAVE TO GO BACK AND LOOK AT

01:03:43.586 --> 01:03:45.454
THE NCT C¯ REPORT, BUT I'D BE

01:03:45.521 --> 01:03:46.622
HAPPY TO FOLLOW UP WITH YOU

01:03:46.689 --> 01:03:48.191
AFTERWARDS. THE OTHER AREA

01:03:48.257 --> 01:03:49.325
THAT'S ALWAYS KIND OF

01:03:49.392 --> 01:03:50.660
INTERESTING TO ME IS EVERYBODY

01:03:50.726 --> 01:03:52.128
KNOWS, PARTICULARLY FOR

01:03:52.195 --> 01:03:53.563
LITERACY, NUMERACY, YOU KNOW,

01:03:53.629 --> 01:03:55.364
WE GO THROUGH A PERIOD OF TIME

01:03:55.431 --> 01:03:57.500
WHERE WE ARE READING TO LEARN

01:03:57.567 --> 01:03:59.168
AND THEN OR WHAT IS IT LEARNING

01:03:59.235 --> 01:04:01.070
TO READ? AND THEN AT SOME POINT,

01:04:01.137 --> 01:04:02.538
THIRD, FOURTH GRADE READ TO

01:04:02.605 --> 01:04:06.943
LEARN SO THAT WE AREN'T KIND OF,

01:04:07.009 --> 01:04:09.745
AGAIN, AGGREGATING THE KIND OF

01:04:09.812 --> 01:04:11.414
DISTINCTION AT DIFFERENT LEVELS,

01:04:11.480 --> 01:04:13.316
GIVEN THAT MATH CONCEPTS

01:04:13.382 --> 01:04:14.383
INCREASE EXPONENTIALLY AS YOU

01:04:14.450 --> 01:04:18.788
MOVE ON. SHOULD WE BE THINKING

01:04:18.854 --> 01:04:21.290
DIFFERENTLY ABOUT THE KIND OF

01:04:21.357 --> 01:04:23.059
DIFFERENTIATING COACHING,

01:04:23.125 --> 01:04:26.696
PROFESSIONAL LEARNING BASED ON

01:04:26.762 --> 01:04:30.633
GRADE LEVELS? YEAH, I WOULD SAY

01:04:30.700 --> 01:04:33.169
SO. JUST FOR THE, I THINK,

01:04:33.236 --> 01:04:36.038
STRAIGHTFORWARD FACT THAT THE

01:04:36.105 --> 01:04:37.840
CONTENT OF MATH AND SORT OF

01:04:37.907 --> 01:04:41.444
WHAT KINDS OF BROADER LOGICAL

01:04:41.510 --> 01:04:43.246
SKILLS, I SUPPOSE, CHANGE OVER

01:04:43.312 --> 01:04:44.347
TIME, RIGHT? YOU HAVE THIS

01:04:44.413 --> 01:04:45.781
PROGRESSION FROM SIMPLE

01:04:45.848 --> 01:04:47.183
ARITHMETIC TO MORE COMPLEX

01:04:47.250 --> 01:04:48.284
RELATIONSHIPS ALL THE WAY UP

01:04:48.351 --> 01:04:49.752
THROUGH ALGEBRA AND GEOMETRY.

01:04:49.819 --> 01:04:51.187
AND AS STUDENTS ARE MOVING

01:04:51.254 --> 01:04:53.723
THROUGH THAT CONCEPTUAL

01:04:53.789 --> 01:04:54.724
STRUCTURE, THEY NEED DIFFERENT

01:04:54.790 --> 01:04:55.725
KINDS OF SUPPORTS, ESPECIALLY

01:04:55.791 --> 01:04:58.060
AS YOU'RE TALKING ABOUT TRYING

01:04:58.127 --> 01:04:59.128
TO MAKE UP FOR GAPS, FOR

01:04:59.195 --> 01:05:00.196
EXAMPLE, FOR STUDENTS THAT

01:05:00.263 --> 01:05:01.664
DON'T HAVE AS STRONG A

01:05:01.731 --> 01:05:03.032
FOUNDATION. SO I DO THINK THAT

01:05:03.099 --> 01:05:05.568
AS YOU DESCRIBE THE KIND OF

01:05:05.635 --> 01:05:07.036
WHAT A STUDENT NEEDS IN TERMS

01:05:07.103 --> 01:05:09.138
OF THE EDUCATION THEY GET FROM

01:05:09.205 --> 01:05:10.306
THEIR TEACHER, THERE DOES NEED

01:05:10.373 --> 01:05:13.142
TO BE SOME CUSTOMIZATION AS YOU

01:05:13.209 --> 01:05:14.910
GO THROUGH THE DIFFERENT GRADES,

01:05:14.977 --> 01:05:16.679
AND YOU SEE THAT TOO, WITH THE

01:05:16.746 --> 01:05:18.247
BASIC STRUCTURE WHERE YOU, YOU

01:05:18.314 --> 01:05:19.415
KNOW, IN THE ELEMENTARY GRADES,

01:05:19.482 --> 01:05:21.550
A LOT OF TEACHING IS A FULL DAY.

01:05:21.617 --> 01:05:23.152
IT'S THE SAME TEACHER ALL DAY.

01:05:23.219 --> 01:05:24.220
AND THEN YOU START TO

01:05:24.287 --> 01:05:25.354
SPECIALIZE IN MIDDLE SCHOOL AND

01:05:25.421 --> 01:05:27.189
HIGH SCHOOL. AND I THINK THAT'S

01:05:27.256 --> 01:05:28.257
USEFUL BECAUSE AS YOU GET TO

01:05:28.324 --> 01:05:30.059
THOSE HIGHER CONCEPTS, IT IS

01:05:30.126 --> 01:05:31.227
MUCH MORE COMPLEX AND YOU NEED

01:05:31.294 --> 01:05:32.261
THAT SPECIALIZED TRAINING ON

01:05:32.328 --> 01:05:34.196
THE PART OF LIKE A MATH TEACHER

01:05:34.263 --> 01:05:35.331
AS OPPOSED TO JUST, YOU KNOW,

01:05:35.398 --> 01:05:37.066
YOUR THIRD GRADE TEACHER. BUT

01:05:37.133 --> 01:05:38.334
THEN I THINK THE IMPORTANT PART

01:05:38.401 --> 01:05:40.069
OR THE THING THAT THE IMPORTANT

01:05:40.136 --> 01:05:41.137
THING THAT THAT HIGHLIGHTS IS

01:05:41.203 --> 01:05:42.305
THAT, YOU KNOW, WE'VE TALKED

01:05:42.371 --> 01:05:43.939
ABOUT HOW MATH IS FOUNDATIONAL

01:05:44.006 --> 01:05:45.541
IN A WAY WHERE THE THINGS YOU

01:05:45.608 --> 01:05:47.376
LEARN IN SECOND, THIRD, FOURTH

01:05:47.443 --> 01:05:49.412
GRADE MATTER FOR HOW WELL YOU

01:05:49.478 --> 01:05:50.413
UNDERSTAND YOUR CONTENT IN

01:05:50.479 --> 01:05:51.414
SEVENTH, EIGHTH, AND EIGHTH

01:05:51.480 --> 01:05:53.182
GRADE IN HIGH SCHOOL. SO AS WE

01:05:53.249 --> 01:05:54.583
TALK ABOUT WHAT HAPPENS IN

01:05:54.650 --> 01:05:55.685
THOSE EARLY GRADES, AND, YOU

01:05:55.751 --> 01:05:57.520
KNOW, THIS IS THE KIND OF

01:05:57.586 --> 01:05:58.521
GENERAL PREPARATION THAT GOES

01:05:58.587 --> 01:05:59.522
INTO A MULTIPLE SUBJECT

01:05:59.588 --> 01:06:00.589
CREDENTIAL OR, YOU KNOW, THE

01:06:00.656 --> 01:06:01.624
TRAINING THAT SOMEONE WHO'S

01:06:01.691 --> 01:06:02.825
GOING TO TEACH THIRD GRADE GETS

01:06:02.892 --> 01:06:06.729
THERE DOES NEED TO BE. I THINK,

01:06:06.796 --> 01:06:08.597
THOUGHT PUT TOWARDS THOSE

01:06:08.664 --> 01:06:10.366
STUDENTS HAVING A ROBUST

01:06:10.433 --> 01:06:11.701
TRAINING IN MATH EDUCATION TO

01:06:11.767 --> 01:06:13.536
BE ABLE TO PROVIDE THAT TO ALL

01:06:13.602 --> 01:06:14.704
STUDENTS SO THAT THEY CAN HAVE

01:06:14.770 --> 01:06:15.871
THAT FOUNDATION THAT THEY'LL

01:06:15.938 --> 01:06:17.473
TAKE WITH THEM INTO THOSE

01:06:17.540 --> 01:06:18.541
HIGHER LEVEL COURSES, THAT THEY

01:06:18.607 --> 01:06:21.177
GO INTO HIGHER GRADES. AND THE

01:06:21.243 --> 01:06:22.244
PRESENTATION HERE, I THINK,

01:06:22.311 --> 01:06:23.713
DOESN'T NECESSARILY

01:06:23.779 --> 01:06:25.147
DIFFERENTIATE OR. GET INTO THE

01:06:25.214 --> 01:06:26.749
DEPTH OF KIND OF DIFFERENT, YOU

01:06:26.816 --> 01:06:29.118
KNOW, EARLY ELEMENTARY,

01:06:29.185 --> 01:06:30.553
ELEMENTARY, MIDDLE, HIGH SCHOOL

01:06:30.619 --> 01:06:33.189
IN TERMS THE KIND OF INEQUITY

01:06:33.255 --> 01:06:34.824
THAT IN TERMS OF LEARNING GAMES,

01:06:34.890 --> 01:06:37.693
GAMES THAT EXIST IS THAT

01:06:37.760 --> 01:06:38.694
INFORMATION THAT YOU HAVE

01:06:38.761 --> 01:06:39.895
AVAILABLE TO YOU. WELL, YEAH,

01:06:39.962 --> 01:06:41.697
ONE THING THAT WE LOOKED AT IN

01:06:41.764 --> 01:06:43.099
OUR, IN, IN PREPARATION FOR MY

01:06:43.165 --> 01:06:46.335
TESTIMONY TODAY WAS HOW THE

01:06:46.402 --> 01:06:47.803
VARIATION ACROSS BOTH THE

01:06:47.870 --> 01:06:49.105
DISTRIBUTION OF TEST SCORES AND

01:06:49.171 --> 01:06:50.373
THEN ALSO ACROSS GRADES, RIGHT?

01:06:50.439 --> 01:06:52.108
SO ONE THING THAT WE DO SEE,

01:06:52.174 --> 01:06:53.275
AND THIS RELATES TO THIS, YOU

01:06:53.342 --> 01:06:55.111
KNOW, THE WAY THAT MATH IS

01:06:55.177 --> 01:06:56.445
CUMULATIVE STUDENTS IN HIGHER

01:06:56.512 --> 01:06:57.880
GRADES. SO COMPARING EIGHTH AND

01:06:57.947 --> 01:06:59.048
11TH GRADERS TO THIRD AND

01:06:59.115 --> 01:07:00.549
FOURTH GRADERS, JUST IN GENERAL,

01:07:00.616 --> 01:07:02.118
THOSE PROFICIENCY RATES ON THE

01:07:02.184 --> 01:07:03.619
MATH TESTS ARE LOWER. AND

01:07:03.686 --> 01:07:04.720
THAT'S, YOU KNOW, THIS ADDED

01:07:04.787 --> 01:07:06.122
THIS KIND OF CUMULATIVE

01:07:06.188 --> 01:07:07.590
CUMULATIVE EFFECT WHERE

01:07:07.656 --> 01:07:09.392
STUDENTS THAT, YOU KNOW, IF YOU

01:07:09.458 --> 01:07:10.693
DON'T GET THAT, THAT FOUNDATION

01:07:10.760 --> 01:07:11.727
IN THE EARLY GRADES, IT

01:07:11.794 --> 01:07:12.995
COMPOUNDS AND YOU SEE THAT

01:07:13.062 --> 01:07:14.563
DISPERSION AS YOU GO INTO THE

01:07:14.630 --> 01:07:16.265
HIGHER GRADES. AND THEN ANOTHER

01:07:16.332 --> 01:07:17.433
THING, SORT OF WITHIN GRADES.

01:07:17.500 --> 01:07:18.734
AND THEN OF COURSE, OVER TIME

01:07:18.801 --> 01:07:20.302
IS LOOKING AT THE DISTRIBUTION

01:07:20.369 --> 01:07:21.437
OF TEST SCORES, RIGHT? SO WHEN

01:07:21.504 --> 01:07:23.939
YOU LOOK AT WHEN YOU COMPARE

01:07:24.006 --> 01:07:25.207
HIGH PERFORMING STUDENTS, FOR

01:07:25.274 --> 01:07:26.108
EXAMPLE, TO LOW PERFORMING

01:07:26.175 --> 01:07:27.143
STUDENTS. SO THIS IS LOOKING AT

01:07:27.209 --> 01:07:28.911
LIKE THE 10TH PERCENTILE VERSUS

01:07:28.978 --> 01:07:31.113
THE 90TH PERCENTILE OVER TIME.

01:07:31.180 --> 01:07:32.448
AND THIS IS, YOU KNOW, GOING

01:07:32.515 --> 01:07:33.516
BACK BEFORE THE PANDEMIC,

01:07:33.582 --> 01:07:35.351
BEFORE EVEN THE S BACK TEST. SO

01:07:35.418 --> 01:07:36.719
BACK TO 2010 OR SO ON THE

01:07:36.786 --> 01:07:38.254
PREVIOUS CALIFORNIA STATE

01:07:38.320 --> 01:07:40.356
STANDARDS TEST, THE CSTS, WE

01:07:40.423 --> 01:07:42.158
HAD SEEN THIS, YOU KNOW,

01:07:42.224 --> 01:07:43.592
CONCERNING TREND OF A GROWING

01:07:43.659 --> 01:07:45.728
SORT OF DISPERSION BETWEEN HIGH

01:07:45.795 --> 01:07:47.530
AND LOW PERFORMING STUDENTS

01:07:47.596 --> 01:07:49.331
WHERE, YOU KNOW, STUDENTS IN

01:07:49.398 --> 01:07:51.066
THE 10TH, 20TH, 30TH PERCENTILE,

01:07:51.133 --> 01:07:52.101
THESE ARE SORT OF LOWER THAN

01:07:52.168 --> 01:07:53.235
AVERAGE STUDENTS OR STUDENTS

01:07:53.302 --> 01:07:54.970
WITH SCORES THAT ARE LOWER THAN

01:07:55.037 --> 01:07:57.173
AVERAGE. THAT SORT OF COHORT OF

01:07:57.239 --> 01:07:58.340
STUDENTS WERE SEEING THEIR

01:07:58.407 --> 01:07:59.842
SCORES STAGNATING OR EVEN

01:07:59.909 --> 01:08:01.210
DECLINING OVER TIME, WHEREAS

01:08:01.277 --> 01:08:02.912
STUDENTS IN THE HIGHER PART OF

01:08:02.978 --> 01:08:04.180
THE DISTRIBUTION, THE 90TH

01:08:04.246 --> 01:08:05.214
PERCENTILE AND ABOVE, FOR

01:08:05.281 --> 01:08:06.315
EXAMPLE, HAD THEIR SCORES

01:08:06.382 --> 01:08:07.716
IMPROVING OVER TIME. RIGHT. SO

01:08:07.783 --> 01:08:09.185
THAT'S AN ADDED CONCERN, RIGHT?

01:08:09.251 --> 01:08:10.553
OF COURSE, WE OFTEN TALK ABOUT

01:08:10.619 --> 01:08:11.687
THE STATEWIDE AVERAGE AND

01:08:11.754 --> 01:08:12.621
PROFICIENCY RATES. AND YOU KNOW,

01:08:12.688 --> 01:08:13.923
THOSE CONCERNS ARE ARE THOSE

01:08:13.989 --> 01:08:15.658
TRENDS ARE CONCERNING AS WELL.

01:08:15.724 --> 01:08:17.793
BUT, YOU KNOW, WITHIN THE SORT

01:08:17.860 --> 01:08:18.894
OF BROAD POPULATION OF

01:08:18.961 --> 01:08:19.728
CALIFORNIA STUDENTS, THERE'S

01:08:19.795 --> 01:08:21.730
THIS CONCERNING TREND OF OF A

01:08:21.797 --> 01:08:23.032
SPREAD WHERE THE STUDENTS THAT

01:08:23.098 --> 01:08:24.733
ARE DOING WORSE THAN AVERAGE

01:08:24.800 --> 01:08:26.035
ARE FALLING FURTHER BEHIND OVER

01:08:26.101 --> 01:08:31.440
TIME. AND THEN DO YOU HAVE ANY

01:08:31.507 --> 01:08:34.310
ANALYSIS THAT LINKS EARLY

01:08:34.376 --> 01:08:37.246
LITERACY TO EARLY NUMERACY IN

01:08:37.313 --> 01:08:41.150
THAT THERE ARE PERHAPS HIGHER

01:08:41.217 --> 01:08:44.420
LEVELS OF NUMERACY AND MATH

01:08:44.487 --> 01:08:47.990
SKILLS WHEN THERE ARE SCHOOL

01:08:48.057 --> 01:08:49.425
DISTRICTS OR INDIVIDUAL

01:08:49.492 --> 01:08:53.162
STUDENTS THAT PERFORM BETTER IN

01:08:53.229 --> 01:08:57.766
EARLY LITERACY? I THINK YOU

01:08:57.833 --> 01:08:59.602
MADE THE POINT EARLIER ABOUT

01:08:59.668 --> 01:09:01.337
IT'S A LITTLE CLICHE, BUT I

01:09:01.403 --> 01:09:02.905
THINK IT'S TRUE. YOU KNOW THAT

01:09:02.972 --> 01:09:04.206
AS YOU'RE YOUNGER, YOU KNOW,

01:09:04.273 --> 01:09:05.908
FIRST YOU LEARN TO READ AND

01:09:05.975 --> 01:09:07.476
THEN YOU READ TO LEARN. AND WE

01:09:07.543 --> 01:09:10.713
DO SEE THAT CONNECTION BETWEEN

01:09:10.779 --> 01:09:12.181
YOUR SORT OF READING

01:09:12.248 --> 01:09:13.182
PERFORMANCE AND YOUR MATH

01:09:13.249 --> 01:09:14.283
PERFORMANCE EARLY ON. YOU KNOW,

01:09:14.350 --> 01:09:15.417
THERE ARE THERE'S A LINK THERE,

01:09:15.484 --> 01:09:17.186
RIGHT? YOU NEED TO UNDERSTAND,

01:09:17.253 --> 01:09:19.188
YOU NEED TO BE ABLE TO READ THE

01:09:19.255 --> 01:09:20.356
WORD PROBLEM TO GET IT RIGHT,

01:09:20.422 --> 01:09:22.525
FOR EXAMPLE. AND I THINK ONE

01:09:22.591 --> 01:09:24.026
THING THAT THIS ALSO POINTS OUT,

01:09:24.093 --> 01:09:25.828
ESPECIALLY AS WE'RE THINKING OF

01:09:25.895 --> 01:09:30.132
EARLY NUMERACY, IS HAVING THE

01:09:30.199 --> 01:09:32.368
SYSTEMS KIND OF BE AWARE OF

01:09:32.434 --> 01:09:34.003
THAT CONTEXT, RIGHT? IT'S NOT

01:09:34.069 --> 01:09:35.538
ENOUGH TO JUST HAVE THE WORD

01:09:35.604 --> 01:09:38.440
PROBLEM BE ABOUT POPCORN OR

01:09:38.507 --> 01:09:39.341
SOMETHING, RIGHT? THERE NEEDS

01:09:39.408 --> 01:09:43.812
TO BE ATTENTION TO. AND

01:09:43.879 --> 01:09:45.648
SOMETIMES THERE'S THE SORT OF

01:09:45.714 --> 01:09:47.116
CULTURAL AWARENESS OF THE

01:09:47.182 --> 01:09:48.517
CONTENT OF THE WORD PROBLEMS,

01:09:48.584 --> 01:09:50.286
WHERE WHAT IT TAKES TO

01:09:50.352 --> 01:09:51.287
UNDERSTAND THE QUESTION ISN'T

01:09:51.353 --> 01:09:52.454
JUST KNOWING HOW TO MOVE THE

01:09:52.521 --> 01:09:53.522
NUMBERS AROUND, IT'S KNOWING

01:09:53.589 --> 01:09:55.291
WHAT THIS THING IS ABOUT. AND

01:09:55.357 --> 01:09:56.458
YOU KNOW, WE SEE THIS WITH

01:09:56.525 --> 01:09:57.526
ENGLISH LEARNERS, FOR EXAMPLE,

01:09:57.593 --> 01:10:00.162
AND OTHER KINDS OF MATH TESTING

01:10:00.229 --> 01:10:02.565
FOR YOUNGER STUDENTS. THERE'S

01:10:02.631 --> 01:10:04.033
THE MATH OF IT, I SUPPOSE, BUT

01:10:04.099 --> 01:10:05.634
THEN ALSO HOW YOU PRESENT THE

01:10:05.701 --> 01:10:06.902
CONTENT AND THAT BEING MUCH

01:10:06.969 --> 01:10:08.137
MORE SENSITIVE TO THE VARIATION

01:10:08.203 --> 01:10:11.173
ACROSS STUDENTS IN TERMS OF

01:10:11.240 --> 01:10:12.308
WHAT KIND OF BACKGROUND THEY'RE

01:10:12.374 --> 01:10:16.645
BRINGING TO THAT EXPERIENCE.

01:10:16.712 --> 01:10:18.781
OKAY, THIS TIME I'D LIKE TO

01:10:18.847 --> 01:10:19.848
WELCOME ASSEMBLY MEMBER HOOVER,

01:10:19.915 --> 01:10:21.016
OUR VICE CHAIR OF OUR COMMITTEE.

01:10:21.083 --> 01:10:22.718
DO YOU HAVE ANY OPENING

01:10:22.785 --> 01:10:24.887
STATEMENTS OR QUESTIONS TO ASK?

01:10:24.954 --> 01:10:26.121
NO QUESTIONS AT THIS TIME, BUT

01:10:26.188 --> 01:10:27.389
I JUST APPRECIATE THE

01:10:27.456 --> 01:10:28.123
OPPORTUNITY TO HAVE THIS

01:10:28.190 --> 01:10:29.258
DISCUSSION. I THINK IT'S REALLY

01:10:29.325 --> 01:10:30.960
CRITICAL. AND THANK YOU BOTH

01:10:31.026 --> 01:10:33.529
FOR BEING HERE TO OPEN IT UP.

01:10:33.596 --> 01:10:35.130
THANK YOU. WELL THEN, OF COURSE,

01:10:35.197 --> 01:10:37.132
WE WILL HAVE MANY FOLLOW UP

01:10:37.199 --> 01:10:37.833
CONVERSATIONS AFTER THIS

01:10:37.900 --> 01:10:39.668
HEARING, I'M SURE, BUT AT THIS

01:10:39.735 --> 01:10:42.137
TIME, THAT CONCLUDES PANEL ONE.

01:10:42.204 --> 01:10:44.340
WE'VE NOW GOT A PRETTY GOOD

01:10:44.406 --> 01:10:45.441
UNDERSTANDING AT A HIGH LEVEL

01:10:45.507 --> 01:10:47.576
OF THE STATE OF AFFAIRS OF MATH.

01:10:47.643 --> 01:10:49.378
AND WE'LL NOW MOVE INTO PANEL

01:10:49.445 --> 01:10:50.946
TWO. THANK YOU, THANK YOU,

01:10:51.013 --> 01:10:54.750
THANK YOU. PANEL TWO WILL COVER

01:10:54.817 --> 01:10:56.518
RECENT CHALLENGES AND

01:10:56.585 --> 01:10:58.721
INVESTMENTS IN MATH EDUCATION

01:10:58.787 --> 01:11:01.190
WITH US TODAY TO DISCUSS THIS

01:11:01.256 --> 01:11:03.359
LANDSCAPE, WE HAVE LINDA

01:11:03.425 --> 01:11:05.561
DARLING-HAMMOND, FOUNDING

01:11:05.628 --> 01:11:07.363
PRESIDENT AND CURRENT CHIEF

01:11:07.429 --> 01:11:08.364
KNOWLEDGE OFFICER OF THE

01:11:08.430 --> 01:11:10.599
LEARNING POLICY INSTITUTE. WE

01:11:10.666 --> 01:11:12.034
ALSO HAVE HILDA WRIGHT,

01:11:12.101 --> 01:11:13.802
PRESIDENT OF THE CALIFORNIA

01:11:13.869 --> 01:11:16.405
MATHEMATICS COUNCIL. MISS

01:11:16.472 --> 01:11:17.406
DARLING-HAMMOND, YOU MAY

01:11:17.473 --> 01:11:18.974
PROCEED WHEN READY. ALL RIGHT.

01:11:19.041 --> 01:11:20.609
THANK YOU VERY MUCH. I'M SO

01:11:20.676 --> 01:11:22.444
HAPPY WE'RE TALKING ABOUT MATH.

01:11:22.511 --> 01:11:25.881
ALL RIGHT. YEAH. AND I'M GOING

01:11:25.948 --> 01:11:27.549
TO TALK ABOUT SORT OF THE ISSUE

01:11:27.616 --> 01:11:29.385
OF HOW WE BRING TOGETHER THE

01:11:29.451 --> 01:11:31.854
THINGS WE'VE DONE IN MATH TO A

01:11:31.920 --> 01:11:33.956
COHERENT POLICY AND SET OF

01:11:34.023 --> 01:11:34.957
PRACTICES THAT COULD REALLY

01:11:35.024 --> 01:11:36.525
MOVE THE NEEDLE. YOU'VE ALREADY

01:11:36.592 --> 01:11:38.293
HEARD ABOUT THE CHALLENGES IN

01:11:38.360 --> 01:11:40.663
MATH ACHIEVEMENT STATISTICS

01:11:40.729 --> 01:11:42.998
OVER RECENT YEARS. I WILL SAY

01:11:43.065 --> 01:11:45.167
THAT OVER THE LAST THREE YEARS,

01:11:45.234 --> 01:11:46.568
SINCE WE ADOPTED THE MATH

01:11:46.635 --> 01:11:47.703
FRAMEWORK, WE HAVE BEGUN TO

01:11:47.770 --> 01:11:50.172
TURN AROUND THE LOWS OF THE

01:11:50.239 --> 01:11:51.740
PANDEMIC. SO WE'VE HAD GAINS ON

01:11:51.807 --> 01:11:53.409
OUR STATE TEST THE LAST THREE

01:11:53.475 --> 01:11:55.210
YEARS. AND IN THE MOST RECENT

01:11:55.277 --> 01:11:58.113
NAEP TESTS, WE HAD A GAIN

01:11:58.180 --> 01:11:59.548
LARGER THAN THE AVERAGE

01:11:59.615 --> 01:12:01.350
NATIONAL GAIN ON FOURTH GRADE.

01:12:01.417 --> 01:12:02.785
SO WE'RE MAKING SOME HEADWAY,

01:12:02.851 --> 01:12:04.520
BUT WE HAVE A LONG WAY TO GO.

01:12:04.586 --> 01:12:06.388
YOU'VE ALREADY HEARD ABOUT THAT.

01:12:06.455 --> 01:12:08.290
AND CLEARLY THERE ARE MANY

01:12:08.357 --> 01:12:10.325
THINGS THAT FACTOR IN. I'M

01:12:10.392 --> 01:12:12.127
GOING TO TALK ABOUT THREE AREAS.

01:12:12.194 --> 01:12:16.065
THE FIRST OF THEM IS THE

01:12:16.131 --> 01:12:18.634
ABILITY TO GIVE EVERY STUDENT

01:12:18.701 --> 01:12:20.035
QUALIFIED AND WELL-PREPARED

01:12:20.102 --> 01:12:21.870
TEACHERS THE STAFFING ISSUES

01:12:21.937 --> 01:12:23.639
THAT WE HAVE IN CALIFORNIA.

01:12:23.706 --> 01:12:25.808
IT'S A STRONG RELATIONSHIP

01:12:25.874 --> 01:12:27.976
BETWEEN TEACHERS PREPARATION

01:12:28.043 --> 01:12:30.179
AND STUDENT ACHIEVEMENT. IN

01:12:30.245 --> 01:12:32.648
FACT, IN ONE CALIFORNIA STUDY,

01:12:32.715 --> 01:12:35.517
THE LARGEST IMPACT ON NEGATIVE

01:12:35.584 --> 01:12:36.552
IMPACT ON ACHIEVEMENT WAS

01:12:36.618 --> 01:12:38.787
HAVING A LARGE SHARE OF

01:12:38.854 --> 01:12:39.488
UNDER-QUALIFIED TEACHERS,

01:12:39.555 --> 01:12:41.290
TEACHERS WHO DON'T HAVE A FULL

01:12:41.356 --> 01:12:43.092
CREDENTIAL THAT CONSTITUTES

01:12:43.158 --> 01:12:46.328
ABOUT 40% OF NEW MATH

01:12:46.395 --> 01:12:48.130
AUTHORIZATIONS EACH YEAR. SO

01:12:48.197 --> 01:12:51.366
WE'RE NOT STAFFING OUR CLASS.

01:12:51.433 --> 01:12:53.535
THESE MEANS PEOPLE ARE HIRED.

01:12:53.602 --> 01:12:54.903
40% OF THE PEOPLE WHO WERE

01:12:54.970 --> 01:12:56.171
HIRED WITH AUTHORIZATIONS DID

01:12:56.238 --> 01:12:59.308
NOT HAVE EITHER ANY PREPARATION

01:12:59.375 --> 01:13:01.410
OR HAVE NOT COMPLETED THEIR

01:13:01.477 --> 01:13:03.612
PREPARATION. THIS IS ALSO

01:13:03.679 --> 01:13:04.680
INEQUITABLE. SO SOME OF THE

01:13:04.747 --> 01:13:06.515
INEQUALITIES ARE CLOSELY TIED

01:13:06.582 --> 01:13:07.950
TO THE INEQUITABLE DISTRIBUTION

01:13:08.016 --> 01:13:10.085
OF TEACHERS IN OUR HIGHEST NEED

01:13:10.152 --> 01:13:12.221
SCHOOLS. ABOUT 1 IN 4 MATH

01:13:12.287 --> 01:13:13.689
TEACHERS ARE UNDERPREPARED, SO

01:13:13.756 --> 01:13:16.925
THAT'S A VERY HIGH PROPORTION.

01:13:16.992 --> 01:13:18.927
IN ADDITION TO THE DISPARITIES

01:13:18.994 --> 01:13:22.631
IN KNOWLEDGE AND SKILL THAT ARE

01:13:22.698 --> 01:13:25.067
ASSOCIATED WITH THE CREDENTIAL,

01:13:25.134 --> 01:13:26.668
WE ALSO KNOW THAT ELEMENTARY

01:13:26.735 --> 01:13:28.437
TEACHERS ARE OFTEN VERY

01:13:28.504 --> 01:13:29.972
UNCOMFORTABLE WITH MATH, EVEN

01:13:30.038 --> 01:13:31.673
IF THEY'RE CERTIFIED AS AN

01:13:31.740 --> 01:13:33.876
ELEMENTARY TEACHER. AND WE HAVE

01:13:33.942 --> 01:13:36.378
STUDIES OF CANDIDATES IN

01:13:36.445 --> 01:13:38.514
CALIFORNIA COMPLETING MATH,

01:13:38.580 --> 01:13:39.281
COMPLETING THEIR MULTIPLE

01:13:39.348 --> 01:13:41.183
SUBJECT PROGRAMS, SHOWING THAT

01:13:41.250 --> 01:13:43.552
IN THE MATH AREA, INTERNS ARE

01:13:43.619 --> 01:13:46.421
MUCH FEEL MUCH LESS PREPARED

01:13:46.488 --> 01:13:48.557
THAN STUDENT TEACHERS OR

01:13:48.624 --> 01:13:50.092
RESIDENTS. RESIDENTS FEEL THE

01:13:50.159 --> 01:13:53.262
BEST PREPARED IN EVERY RESPECT,

01:13:53.328 --> 01:13:55.798
BOTH ELEMENTARY AND SECONDARY.

01:13:55.864 --> 01:13:57.933
THEY ENTER TEACHING AT HIGHER

01:13:58.000 --> 01:14:00.135
RATES. THEY TEACH HIGHER NEED

01:14:00.202 --> 01:14:01.303
STUDENTS. THEY STAY IN TEACHING

01:14:01.370 --> 01:14:02.604
AT HIGHER RATES, AND WE HAVE

01:14:02.671 --> 01:14:04.139
RECENT EVIDENCE THAT THEY ARE

01:14:04.206 --> 01:14:05.407
ALSO GETTING SIGNIFICANTLY

01:14:05.474 --> 01:14:07.342
HIGHER MATH ACHIEVEMENT GAINS

01:14:07.409 --> 01:14:09.411
FROM THEIR STUDENTS. SO WE CAN

01:14:09.478 --> 01:14:11.280
BEGIN TO SEE WHAT ARE THE

01:14:11.346 --> 01:14:12.915
COMPONENTS OF PREPARATION THAT

01:14:12.981 --> 01:14:15.250
MAY MAKE A DIFFERENCE. LP

01:14:15.317 --> 01:14:16.652
ACTUALLY HAS A STUDY RIGHT NOW

01:14:16.718 --> 01:14:18.854
OF SOME EXCELLENT MATHEMATICS

01:14:18.921 --> 01:14:20.622
TEACHER EDUCATION PROGRAMS IN

01:14:20.689 --> 01:14:22.491
CALIFORNIA, WHICH PRODUCE

01:14:22.558 --> 01:14:23.525
GRADUATES WHO FEEL WELL

01:14:23.592 --> 01:14:25.394
PREPARED FOR MATH, TEACHING,

01:14:25.460 --> 01:14:28.197
AND REPRESENTATIVE VON TÊ, I

01:14:28.263 --> 01:14:29.665
WILL FIND THE NAMES OF THOSE

01:14:29.731 --> 01:14:31.166
BECAUSE YOU ASKED ABOUT THAT

01:14:31.233 --> 01:14:32.901
EARLIER. I THINK THE FOUR

01:14:32.968 --> 01:14:34.670
PROGRAMS WERE STUDYING OUR CSU

01:14:34.736 --> 01:14:36.839
FULLERTON, SAN LUIS OBISPO, CAL

01:14:36.905 --> 01:14:39.441
POLY, UCLA, AND UC IRVINE, SO

01:14:39.508 --> 01:14:41.143
THEY INCLUDE ELEMENTARY AND

01:14:41.210 --> 01:14:42.611
SECONDARY. THE GOAL THERE IS TO

01:14:42.678 --> 01:14:44.012
FIGURE OUT WHAT ARE THEY DOING

01:14:44.079 --> 01:14:45.814
AND THEN HOW COULD WE TRANSLATE

01:14:45.881 --> 01:14:49.084
THAT INTO ACCREDITATION

01:14:49.151 --> 01:14:50.886
STANDARDS AND EXPECTATIONS FOR

01:14:50.953 --> 01:14:53.055
TEACHERS PREPARATION IN MATH,

01:14:53.121 --> 01:14:54.823
JUST AS WE'VE RECENTLY DONE IN

01:14:54.890 --> 01:14:56.992
LITERACY FOR PRE-SERVICE

01:14:57.059 --> 01:14:58.527
PROGRAMS. IN ADDITION, WE'RE

01:14:58.594 --> 01:15:00.929
LOOKING AT WHAT ARE THE FACTORS

01:15:00.996 --> 01:15:02.764
OF EFFECTIVE TEACHING IN

01:15:02.831 --> 01:15:05.000
CLASSROOMS. AND I WON'T SAY

01:15:05.067 --> 01:15:06.168
MUCH ABOUT THE DETAILS OF THAT

01:15:06.235 --> 01:15:07.970
AT THIS POINT, BUT THOSE ARE

01:15:08.036 --> 01:15:10.906
ALSO PRACTICES THAT NEED TO BE

01:15:10.973 --> 01:15:14.476
FOLDED IN TO COACHING AND

01:15:14.543 --> 01:15:15.944
PRE-SERVICE. FORTUNATELY, WE'VE

01:15:16.011 --> 01:15:17.779
MADE A DENT BOTH THROUGH THE

01:15:17.846 --> 01:15:19.281
TEACHER RESIDENCY PROGRAMS AND

01:15:19.348 --> 01:15:21.116
THE GOLDEN STATE TEACHER GRANTS.

01:15:21.183 --> 01:15:22.217
OVER THE LAST THREE YEARS,

01:15:22.284 --> 01:15:24.953
WE'VE HAD 30% MORE FULLY

01:15:25.020 --> 01:15:26.755
PREPARED TEACHERS THAN WE HAD

01:15:26.822 --> 01:15:28.590
HAD IN THE YEARS PREVIOUS. SO

01:15:28.657 --> 01:15:29.992
WE ARE MAKING PROGRESS. BUT

01:15:30.058 --> 01:15:32.561
THOSE ARE ONE TIME FUNDING, AND

01:15:32.628 --> 01:15:36.098
WE JUST SAW THAT IN THE LAST

01:15:36.164 --> 01:15:37.900
LEGISLATIVE CYCLE, THE GOLDEN

01:15:37.966 --> 01:15:39.701
STATE TEACHER GRANT IS NOW

01:15:39.768 --> 01:15:41.904
REDUCED TO ONLY PREPARING

01:15:41.970 --> 01:15:43.572
SPECIAL EDUCATION TEACHERS. IT

01:15:43.639 --> 01:15:45.841
COULD BE INCREASED AGAIN TO

01:15:45.908 --> 01:15:47.676
INCLUDE OTHERS, BUT WE REALLY

01:15:47.743 --> 01:15:49.211
NEED A WAY TO BRING PEOPLE INTO

01:15:49.278 --> 01:15:51.947
THE PROFESSION AND THE PEOPLE

01:15:52.014 --> 01:15:53.882
WHO ARE PREPARED STAY LONGER,

01:15:53.949 --> 01:15:56.285
SO IT REDUCES THE CHURN AND

01:15:56.351 --> 01:15:58.420
REDUCES THE DEMAND. THE SECOND

01:15:58.487 --> 01:15:59.554
AREA, OF COURSE, WE HAVE TO

01:15:59.621 --> 01:16:01.423
WORRY ABOUT IS THE QUALITY OF

01:16:01.490 --> 01:16:02.424
THE CURRICULUM AND THE

01:16:02.491 --> 01:16:03.492
INSTRUCTIONAL MATERIALS. WE DO

01:16:03.558 --> 01:16:04.927
HAVE A NEW CURRICULUM FRAMEWORK

01:16:04.993 --> 01:16:07.095
ADOPTED IN 2023, AND I BET MY

01:16:07.162 --> 01:16:08.530
COLLEAGUE IS GOING TO SPEAK TO

01:16:08.597 --> 01:16:10.098
THAT BECAUSE SHE'S ONE OF THE

01:16:10.165 --> 01:16:12.034
EXPERTS IN MATH. SO I WON'T SAY

01:16:12.100 --> 01:16:13.201
MUCH OTHER THAN THAT IT'S BEEN

01:16:13.268 --> 01:16:15.304
VERY WELL RECEIVED IN THE MATH

01:16:15.370 --> 01:16:19.308
COMMUNITY, AND IT INCLUDES WHAT

01:16:19.374 --> 01:16:21.109
WE LEARNED FROM STUDYING HIGH

01:16:21.176 --> 01:16:22.577
ACHIEVING COUNTRIES IN MATH

01:16:22.644 --> 01:16:24.012
THAT ARE EQUITABLE IN THEIR

01:16:24.079 --> 01:16:26.148
OUTCOMES. THOSE COUNTRIES DO

01:16:26.214 --> 01:16:27.582
THINGS DIFFERENTLY THAN THEY'RE

01:16:27.649 --> 01:16:29.051
GENERALLY DONE IN THE UNITED

01:16:29.117 --> 01:16:30.819
STATES. THAT INCLUDES THAT THEY

01:16:30.886 --> 01:16:32.955
TEACH FEWER CONCEPTS. EACH YEAR,

01:16:33.021 --> 01:16:35.857
MORE DEEPLY. THE STUDENTS

01:16:35.924 --> 01:16:36.959
COLLABORATIVELY PRODUCE AND

01:16:37.025 --> 01:16:38.593
DISCUSS MULTIPLE STRATEGIES,

01:16:38.660 --> 01:16:41.263
RATHER THAN JUST DOING A SET OF

01:16:41.330 --> 01:16:43.065
PRACTICE PROBLEMS USING AN

01:16:43.131 --> 01:16:45.634
ALGORITHM WITHOUT VERY DEEP

01:16:45.701 --> 01:16:46.668
UNDERSTANDING. ALL OF THE

01:16:46.735 --> 01:16:48.103
STUDENTS RECEIVED THE SAME RICH

01:16:48.170 --> 01:16:49.204
CURRICULUM THROUGH AT LEAST

01:16:49.271 --> 01:16:51.707
10TH GRADE. DATA USE AND DATA

01:16:51.773 --> 01:16:53.241
SCIENCE ARE INFUSED ACROSS ALL

01:16:53.308 --> 01:16:55.477
THE GRADES, AND MATH IS TAUGHT

01:16:55.544 --> 01:16:57.512
IN AN INTEGRATED FASHION,

01:16:57.579 --> 01:16:59.281
SHOWING THE CONNECTIONS BETWEEN

01:16:59.348 --> 01:17:01.216
CONCEPTS, CONCEPTS, AND METHODS

01:17:01.283 --> 01:17:02.517
LIKE ALGEBRA AND GEOMETRY,

01:17:02.584 --> 01:17:03.986
RATHER THAN TREATING THEM

01:17:04.052 --> 01:17:05.420
DISCONNECTED. SO WE HAVE A LOT

01:17:05.487 --> 01:17:07.422
OF WORK TO DO TO CHANGE WHAT IS

01:17:07.489 --> 01:17:09.725
THE USUAL US PRACTICE, YOU KNOW,

01:17:09.791 --> 01:17:11.126
INTO SOMETHING THAT IS MUCH

01:17:11.193 --> 01:17:13.295
MORE CONCEPTUAL AND COHERENT

01:17:13.362 --> 01:17:17.632
FOR STUDENTS. THAT'S UNDERWAY.

01:17:17.699 --> 01:17:20.869
WE HAVE INVESTED IN TRAINING

01:17:20.936 --> 01:17:23.005
COACHES TO HELP DISTRICTS. AND

01:17:23.071 --> 01:17:24.840
IN THE APPENDIX OF MY WRITTEN

01:17:24.906 --> 01:17:26.274
REMARKS, YOU'LL SEE ALL OF THE

01:17:26.341 --> 01:17:28.777
INVESTMENTS THAT WE'VE MADE.

01:17:28.844 --> 01:17:30.579
BUT IT TOOK THEM TWO YEARS TO

01:17:30.645 --> 01:17:33.115
APPROVE INSTRUCTIONAL MATERIALS.

01:17:33.181 --> 01:17:35.250
THERE'S A LIST OF 50 PLUS

01:17:35.317 --> 01:17:36.351
MATERIALS THAT DISTRICTS THAT

01:17:36.418 --> 01:17:38.487
HAVE TO REVIEW THEMSELVES TO

01:17:38.553 --> 01:17:40.322
MAKE THEIR ADOPTIONS. SO WE'RE

01:17:40.389 --> 01:17:43.892
JUST NOW BEGINNING TO GET THE

01:17:43.959 --> 01:17:45.360
INSTRUCTIONAL MATERIALS.

01:17:45.427 --> 01:17:47.896
ADOPTIONS TAKES A LONG TIME. WE

01:17:47.963 --> 01:17:49.297
APPRECIATE THE LEGISLATURE

01:17:49.364 --> 01:17:51.533
HAVING FUNDED A STUDY FOR US OF

01:17:51.600 --> 01:17:53.001
WHAT OTHER STATES DO THAT MIGHT

01:17:53.068 --> 01:17:56.171
ALLOW US TO REVISE THIS PROCESS

01:17:56.238 --> 01:17:58.273
SO THAT WE CAN GET AT, YOU KNOW,

01:17:58.340 --> 01:18:01.209
MAKE OUR APPROACHES MUCH MORE

01:18:01.276 --> 01:18:03.011
STREAMLINED AND HELPFUL TO THE

01:18:03.078 --> 01:18:05.514
FIELD. I WANT TO MENTION

01:18:05.580 --> 01:18:07.115
QUICKLY THAT THERE ARE BEYOND

01:18:07.182 --> 01:18:08.784
WHAT WE DID IN THE FRAMEWORK,

01:18:08.850 --> 01:18:10.552
WHICH GOES FROM TK TO EIGHTH

01:18:10.619 --> 01:18:11.987
GRADE, THERE ARE A NUMBER OF

01:18:12.054 --> 01:18:13.088
PROBLEMS WITH MIDDLE AND HIGH

01:18:13.155 --> 01:18:14.489
SCHOOL MATH THAT ARE NOT

01:18:14.556 --> 01:18:18.460
TOUCHED BY THE FRAMEWORK, AND I

01:18:18.527 --> 01:18:19.594
OUTLINED THOSE IN MY WRITTEN

01:18:19.661 --> 01:18:21.363
TESTIMONY ON PAGES SIX AND

01:18:21.430 --> 01:18:22.697
SEVEN. I WON'T GO THROUGH ALL

01:18:22.764 --> 01:18:24.800
OF IT, BUT AT THE ROOT OF IT IS

01:18:24.866 --> 01:18:26.701
THE FACT THAT IN THE US, AGAIN,

01:18:26.768 --> 01:18:28.170
UNLIKE OTHER HIGH ACHIEVING

01:18:28.236 --> 01:18:30.439
COUNTRIES, WE TYPICALLY HAVE

01:18:30.505 --> 01:18:32.174
ALGEBRA, GEOMETRY, ALGEBRA TWO,

01:18:32.240 --> 01:18:33.542
PRE-CALCULUS, CALCULUS. IT'S A

01:18:33.608 --> 01:18:36.478
FIVE COURSE SEQUENCE TO GET IT

01:18:36.545 --> 01:18:37.779
COMPLETED BY HIGH SCHOOL. BY

01:18:37.846 --> 01:18:39.581
THE END OF HIGH SCHOOL, YOU

01:18:39.648 --> 01:18:40.816
HAVE TO START IN EIGHTH GRADE.

01:18:40.882 --> 01:18:41.917
WE HAVEN'T REVISED THE MIDDLE

01:18:41.983 --> 01:18:44.086
SCHOOL CURRICULUM SUCH THAT IT

01:18:44.152 --> 01:18:46.188
GIVES A SEAMLESS APPROACH TO

01:18:46.254 --> 01:18:48.390
THAT EIGHTH GRADE ON RAMP, AND

01:18:48.457 --> 01:18:50.025
SO THERE'S CONTENT MISSING THAT

01:18:50.092 --> 01:18:53.762
TRIPS KIDS UP. AND WE ALSO

01:18:53.829 --> 01:18:55.130
HAVEN'T REALLY LOOKED AT THAT

01:18:55.197 --> 01:18:56.398
HIGH SCHOOL CURRICULUM. THERE

01:18:56.465 --> 01:18:58.800
IS A NEW REPORT I WANT TO BRING

01:18:58.867 --> 01:19:00.435
TO YOUR ATTENTION FROM THE

01:19:00.502 --> 01:19:01.336
CALIFORNIA MATHEMATICS

01:19:01.403 --> 01:19:03.138
ALIGNMENT PROJECT, WHICH IS A

01:19:03.205 --> 01:19:04.873
GROUP OF MATH EXPERTS FROM K-12

01:19:04.940 --> 01:19:07.109
AND HIGHER EDUCATION, WHICH IS

01:19:07.175 --> 01:19:09.945
PROPOSED A SYNTHESIZING AND

01:19:10.011 --> 01:19:11.446
ORGANIZING THE HIGH SCHOOL

01:19:11.513 --> 01:19:13.181
CURRICULUM IN WAYS THAT ALLOW

01:19:13.248 --> 01:19:15.383
PURSUIT OF STRONGER

01:19:15.450 --> 01:19:16.451
QUANTITATIVE REASONING, GREATER

01:19:16.518 --> 01:19:18.954
DEPTH AND SOPHISTICATION, AND

01:19:19.020 --> 01:19:21.156
MORE EFFICIENCY IN THE WAY THAT

01:19:21.223 --> 01:19:22.924
THE CONTENT IS PRESENTED. SO I

01:19:22.991 --> 01:19:24.659
THINK THAT'S ANOTHER AGENDA.

01:19:24.726 --> 01:19:26.128
FINALLY, THERE'S THE QUESTION

01:19:26.194 --> 01:19:29.397
OF HOW WE BUILD LOCAL CAPACITY.

01:19:29.464 --> 01:19:32.267
AND OBVIOUSLY, YOU KNOW, LOCALS

01:19:32.334 --> 01:19:34.436
NEED A STRONG CURRICULUM, HIGH

01:19:34.503 --> 01:19:35.871
QUALITY PROFESSIONAL

01:19:35.937 --> 01:19:36.938
DEVELOPMENT, TIME AND

01:19:37.005 --> 01:19:38.707
OPPORTUNITY FOR TEACHER

01:19:38.773 --> 01:19:40.208
COLLABORATION, ADDITIONAL

01:19:40.275 --> 01:19:41.276
OPPORTUNITIES FOR STUDENT

01:19:41.343 --> 01:19:43.111
LEARNING THROUGH SMALL GROUP

01:19:43.178 --> 01:19:45.981
AND ONE ON ONE TUTORING, SUMMER

01:19:46.047 --> 01:19:47.716
LEARNING AND SO ON. A FULL

01:19:47.782 --> 01:19:50.752
APPROACH TO THE MATH PROBLEM

01:19:50.819 --> 01:19:54.623
THAT WE'RE FACING. WE'VE GOTTEN

01:19:54.689 --> 01:19:56.057
PARTWAY THERE, AND I JUST WANT

01:19:56.124 --> 01:19:58.160
TO NOTE WHAT IS DONE AND UNDONE

01:19:58.226 --> 01:20:00.328
IN CALIFORNIA TO GET TO A

01:20:00.395 --> 01:20:02.130
HOLISTIC APPROACH. WE'VE

01:20:02.197 --> 01:20:03.498
ADOPTED THE NEW FRAMEWORK.

01:20:03.565 --> 01:20:05.000
WE'VE ADOPTED A LIST OF

01:20:05.066 --> 01:20:06.134
RECOMMENDED PROGRAMS. WE'VE

01:20:06.201 --> 01:20:08.637
CREATED A MATH NETWORK OF

01:20:08.703 --> 01:20:09.371
PROFESSIONAL DEVELOPMENT

01:20:09.437 --> 01:20:10.505
PROVIDERS WHO ARE OPERATING OUT

01:20:10.572 --> 01:20:14.409
OF CCE. WE'VE INVESTED ABOUT

01:20:14.476 --> 01:20:15.844
$100 MILLION OVER THE LAST SIX

01:20:15.911 --> 01:20:17.279
YEARS TO LAUNCH FREE TRAINING

01:20:17.345 --> 01:20:19.080
FOR MATH COACHES, AS WELL AS

01:20:19.147 --> 01:20:20.849
FOR ADMINISTRATORS AND TEACHERS

01:20:20.916 --> 01:20:24.119
THROUGH THE CALIFORNIA MATH,

01:20:24.186 --> 01:20:25.554
THE MATHEMATICS PROFESSIONAL

01:20:25.620 --> 01:20:27.422
LEARNING PARTNERSHIP, WHICH IS

01:20:27.489 --> 01:20:30.225
A CONSORTIUM OF MATH PROJECT

01:20:30.292 --> 01:20:34.162
AND COUNTY OFFICES. AND THIS IS

01:20:34.229 --> 01:20:36.698
A GOOD MOVE BECAUSE WHAT WE'RE

01:20:36.765 --> 01:20:39.968
FINDING IN REVIEWS OF THE

01:20:40.035 --> 01:20:41.736
COACHING LITERATURE IS THAT

01:20:41.803 --> 01:20:43.572
COACHING, BECAUSE COACHES ARE

01:20:43.638 --> 01:20:45.106
THERE, THEY'RE NOT GOING AWAY.

01:20:45.173 --> 01:20:46.775
THEY'RE ABLE TO THINK ABOUT THE

01:20:46.841 --> 01:20:48.009
PROGRAM AND WORK WITH THE

01:20:48.076 --> 01:20:49.678
TEACHERS DIRECTLY, RATHER THAN

01:20:49.744 --> 01:20:52.214
SIT AND GET PROFESSIONAL

01:20:52.280 --> 01:20:53.615
DEVELOPMENT CAN ACCELERATE

01:20:53.682 --> 01:20:55.450
STUDENT LEARNING BY 4 TO 6

01:20:55.517 --> 01:20:57.552
MONTHS ON AVERAGE. SO IT'S A

01:20:57.619 --> 01:20:58.987
USEFUL THING TO DO. BUT WE'RE

01:20:59.054 --> 01:21:00.088
NOT BUYING THE COACHES. WE'RE

01:21:00.155 --> 01:21:01.923
JUST BUYING THE TRAINING RIGHT

01:21:01.990 --> 01:21:04.059
NOW. AND THE MATH COMMUNITY IS

01:21:04.125 --> 01:21:05.193
WORKING HARD TO MAKE ALL OF

01:21:05.260 --> 01:21:08.763
THIS COHERE TOGETHER. AND TO MY

01:21:08.830 --> 01:21:10.398
RIGHT IS ONE OF THE PEOPLE

01:21:10.465 --> 01:21:12.367
WHO'S DOING MUCH OF THAT WORK.

01:21:12.434 --> 01:21:14.536
BUT WE NEED TO SOLVE THE

01:21:14.603 --> 01:21:16.037
TEACHER SHORTAGE THAT HAS TO BE

01:21:16.104 --> 01:21:18.073
ON THE LIST. WE HAVE TO ADDRESS

01:21:18.139 --> 01:21:19.541
TEACHER PREPARATION FOR

01:21:19.608 --> 01:21:21.409
TEACHING MATH. WE NEED TO

01:21:21.476 --> 01:21:22.744
ENSURE PROFESSIONAL DEVELOPMENT,

01:21:22.811 --> 01:21:24.112
ENOUGH PROFESSIONAL DEVELOPMENT

01:21:24.179 --> 01:21:25.680
AND COACHING TO REACH ALL

01:21:25.747 --> 01:21:27.749
TEACHERS. AND THEN WE NEED TO

01:21:27.816 --> 01:21:28.950
DEVELOP SUPPORTS FOR HIGH

01:21:29.017 --> 01:21:30.685
DOSAGE TUTORING AND OTHER

01:21:30.752 --> 01:21:32.454
INTERVENTIONS. SO I THINK THOSE

01:21:32.520 --> 01:21:34.689
ARE PART OF THE AGENDA I

01:21:34.756 --> 01:21:36.124
REVIEWED IN MY TESTIMONY, AND I

01:21:36.191 --> 01:21:40.028
WON'T DO IT NOW. THE ALABAMA

01:21:40.095 --> 01:21:41.863
MATHEMATICS SUPPORT ACT, WHICH

01:21:41.930 --> 01:21:44.733
IS VERY COHERENT AND ALSO

01:21:44.799 --> 01:21:46.534
INCLUDED THE HIRING OF MATH

01:21:46.601 --> 01:21:47.602
EXPERTS IN THE STATE DEPARTMENT

01:21:47.669 --> 01:21:50.138
OF EDUCATION TO COORDINATE AND

01:21:50.205 --> 01:21:51.940
COLLABORATE ALL OF THE EFFORTS

01:21:52.007 --> 01:21:53.508
THAT THEY WERE PUTTING IN PLACE,

01:21:53.575 --> 01:21:55.310
AS WELL AS IDENTIFYING A TIER

01:21:55.377 --> 01:21:57.345
OF SCHOOLS THAT WOULD GET

01:21:57.412 --> 01:21:59.881
INTENSIVE SUPPORTS OF ALL THE

01:21:59.948 --> 01:22:02.384
KINDS NEEDED THAT ALLOW US TO

01:22:02.450 --> 01:22:04.686
BOTH SEE IF WHAT CAN HAPPEN

01:22:04.753 --> 01:22:05.954
WHEN WE PUT IT ALL TOGETHER,

01:22:06.021 --> 01:22:07.822
AND THEN BUILD ON THAT FOR THE

01:22:07.889 --> 01:22:10.292
REST OF THE STATE'S WORK. AND

01:22:10.358 --> 01:22:11.760
I'LL LEAVE. I'LL LEAVE MY

01:22:11.826 --> 01:22:14.262
COMMENTS WITH THE HAPPY THOUGHT

01:22:14.329 --> 01:22:16.398
THAT I'M GLAD WE'RE POISED TO

01:22:16.464 --> 01:22:18.199
GET HIGH QUALITY MATH TEACHING

01:22:18.266 --> 01:22:20.368
FOR EVERY CALIFORNIA LEARNING

01:22:20.435 --> 01:22:24.339
AS WE GO FORWARD. YOU CAN'T

01:22:24.406 --> 01:22:25.440
BUILD THAT BRIGHTER FUTURE

01:22:25.507 --> 01:22:27.208
WITHOUT HIGH QUALITY MATH

01:22:27.275 --> 01:22:30.145
INSTRUCTION. MISS RIGHT, GOOD

01:22:30.211 --> 01:22:31.179
AFTERNOON AND THANK YOU, CHAIR

01:22:31.246 --> 01:22:32.647
AND MEMBERS, FOR INCLUDING THE

01:22:32.714 --> 01:22:33.715
MATHEMATICS COMMUNITY. IN

01:22:33.782 --> 01:22:35.917
TODAY'S HEARING, THE CALIFORNIA

01:22:35.984 --> 01:22:37.719
MATHEMATICS COUNCIL, OR CMC, IS

01:22:37.786 --> 01:22:39.454
A STATEWIDE ORGANIZATION

01:22:39.521 --> 01:22:41.256
SERVING EDUCATORS, LEADERS,

01:22:41.323 --> 01:22:42.324
STUDENTS, FAMILIES, AND

01:22:42.390 --> 01:22:44.159
COMMUNITIES WITH THOUSANDS OF

01:22:44.225 --> 01:22:45.593
MEMBERS. WE ARE COMMITTED TO

01:22:45.660 --> 01:22:46.861
IMPROVING MATHEMATICS LEARNING,

01:22:46.928 --> 01:22:47.962
BELIEVE IN THE BRILLIANCE OF

01:22:48.029 --> 01:22:49.564
EVERY MATH LEARNER, AND

01:22:49.631 --> 01:22:50.999
ADVOCATE FOR EQUITABLE ACCESS

01:22:51.066 --> 01:22:52.801
TO RIGOROUS, ENGAGING

01:22:52.867 --> 01:22:54.536
MATHEMATICS. TODAY, I WANT TO

01:22:54.602 --> 01:22:55.737
SHARE THE VISION AND THE SPIRIT

01:22:55.804 --> 01:22:57.806
OF THE 2023 MATHEMATICS

01:22:57.872 --> 01:22:59.274
FRAMEWORK, A FRAMEWORK THAT

01:22:59.341 --> 01:23:01.142
REALLY CENTERS STUDENTS. AND

01:23:01.209 --> 01:23:02.744
I'M GOING TO FOCUS SPECIFICALLY

01:23:02.811 --> 01:23:05.447
ON CHAPTERS ONE AND TWO. SO LET

01:23:05.513 --> 01:23:06.481
ME START WITH THE THREE

01:23:06.548 --> 01:23:07.849
DIMENSIONS OF SYSTEMIC CHANGE,

01:23:07.916 --> 01:23:09.351
WHICH ARE ASSET BASED

01:23:09.417 --> 01:23:10.752
APPROACHES, ACTIVE ENGAGEMENT

01:23:10.819 --> 01:23:12.253
AND CULTURE, AND PERSONAL

01:23:12.320 --> 01:23:15.090
RELEVANCE. SO HERE'S WHAT WE

01:23:15.156 --> 01:23:18.026
KNOW. STUDENTS DO NOT COME IN

01:23:18.093 --> 01:23:20.495
AS BLANK SLATES. THEY BRING

01:23:20.562 --> 01:23:22.297
LIVED EXPERIENCES AND FUNDS OF

01:23:22.364 --> 01:23:23.365
KNOWLEDGE, WONDERFUL

01:23:23.431 --> 01:23:24.799
EXPERIENCES AROUND MATHEMATICS

01:23:24.866 --> 01:23:26.468
FROM HOME, FROM BEING OUTDOORS

01:23:26.534 --> 01:23:28.803
AND EVEN FROM PLAY. THIS MEANS

01:23:28.870 --> 01:23:30.205
VALUING WHAT STUDENTS KNOW AND

01:23:30.271 --> 01:23:31.639
THE ASSETS THEY BRING, RATHER

01:23:31.706 --> 01:23:33.441
THAN FOCUSING ON WHAT THEY LACK.

01:23:33.508 --> 01:23:34.876
FOR MULTILINGUAL LEARNERS,

01:23:34.943 --> 01:23:36.678
ASSETS INCLUDES THEIR LANGUAGES,

01:23:36.745 --> 01:23:38.847
THEIR EXPERIENCES AND WAYS OF

01:23:38.913 --> 01:23:39.948
THINKING. THIS IS THE ASSET

01:23:40.014 --> 01:23:41.383
BASED APPROACH, WHICH IS OUR

01:23:41.449 --> 01:23:45.320
FIRST DIMENSION. THE SECOND ONE

01:23:45.387 --> 01:23:47.155
WE LEARN. WE KNOW TO LEARN MATH,

01:23:47.222 --> 01:23:48.957
STUDENTS NEED TO EXPERIENCE IT.

01:23:49.023 --> 01:23:50.358
THEY NEED TO EXPLORE, ASK

01:23:50.425 --> 01:23:52.527
QUESTIONS, AND BE CURIOUS. THE

01:23:52.594 --> 01:23:53.995
SECOND DIMENSION FOCUSES ON

01:23:54.062 --> 01:23:55.196
ACTIVELY ENGAGING STUDENTS

01:23:55.263 --> 01:23:56.865
THROUGH INVESTIGATION AND

01:23:56.931 --> 01:23:58.666
CONNECTION. MEANINGFUL

01:23:58.733 --> 01:23:59.734
INVESTIGATIONS HELP STUDENTS

01:23:59.801 --> 01:24:01.569
SEE THEMSELVES AS DOERS OF

01:24:01.636 --> 01:24:02.971
MATHEMATICS. SIMPLY REPEATING

01:24:03.037 --> 01:24:04.706
STEPS CAN MAKE MATH FEEL LIKE A

01:24:04.773 --> 01:24:06.574
SET OF RULES WITHOUT MEANINGFUL

01:24:06.641 --> 01:24:08.042
CONNECTIONS. THROUGH ACTIVE

01:24:08.109 --> 01:24:09.444
ENGAGEMENT, STUDENTS CAN

01:24:09.511 --> 01:24:10.211
INTERNALIZE WHAT THEY ARE

01:24:10.278 --> 01:24:12.347
LEARNING AND DEVELOP A DEEPER

01:24:12.414 --> 01:24:15.216
UNDERSTANDING. THE THIRD

01:24:15.283 --> 01:24:16.284
DIMENSION IS CULTURAL AND

01:24:16.351 --> 01:24:18.086
PERSONAL RELEVANCE. WE ALL HAVE

01:24:18.153 --> 01:24:19.821
CULTURE, HOME, COMMUNITY, AND

01:24:19.888 --> 01:24:21.890
EVEN SCHOOL CULTURE. STUDENTS

01:24:21.956 --> 01:24:23.124
NEED TO SEE THEMSELVES IN THE

01:24:23.191 --> 01:24:24.225
MATHEMATICS AND EXPERIENCE

01:24:24.292 --> 01:24:25.360
LEARNING THAT IS RELEVANT TO

01:24:25.427 --> 01:24:27.796
THEIR LIVES, WHAT MATTERS TO

01:24:27.862 --> 01:24:29.631
THEM, THEIR FAMILIES, AND THEIR

01:24:29.697 --> 01:24:31.199
COMMUNITIES. HOW CAN THOSE

01:24:31.266 --> 01:24:32.467
THINGS BECOME A PART OF THE

01:24:32.534 --> 01:24:33.968
FOUNDATION OF MATHEMATICAL

01:24:34.035 --> 01:24:36.037
LEARNING? SO YOU SEE THESE

01:24:36.104 --> 01:24:37.105
THREE DIMENSIONS. THEY HELP US

01:24:37.172 --> 01:24:38.606
THINK ABOUT THE CHANGES WE NEED

01:24:38.673 --> 01:24:41.676
ACROSS OUR SYSTEM. SO WHAT

01:24:41.743 --> 01:24:43.545
WOULD IT LOOK LIKE IF THE

01:24:43.611 --> 01:24:44.078
FRAMEWORK WAS IMPLEMENTED

01:24:44.145 --> 01:24:46.581
ACROSS CALIFORNIA CLASSROOMS?

01:24:46.648 --> 01:24:48.349
WELL, FIRST TEACHING AROUND BIG

01:24:48.416 --> 01:24:49.784
IDEAS, YOU WOULD SEE STUDENTS

01:24:49.851 --> 01:24:51.553
MAKING CONNECTIONS ACROSS GRADE

01:24:51.619 --> 01:24:53.021
LEVELS. THEY'RE EXPLORING

01:24:53.087 --> 01:24:54.856
QUANTITIES, RELATIONSHIPS, AND

01:24:54.923 --> 01:24:56.291
PATTERNS. MATH BECOMES A

01:24:56.357 --> 01:24:57.392
CONNECTED SET OF IDEAS THAT

01:24:57.459 --> 01:24:59.194
STUDENTS CONTINUE BUILDING ON,

01:24:59.260 --> 01:25:02.030
NOT ISOLATED SKILLS. SECOND,

01:25:02.096 --> 01:25:03.898
OPEN AND ENGAGING TASKS. IN

01:25:03.965 --> 01:25:05.266
THIS CLASSROOM, YOU WOULD SEE

01:25:05.333 --> 01:25:07.101
STUDENTS THINKING, PERSEVERING,

01:25:07.168 --> 01:25:08.503
EXPLORING, COLLABORATING, AND

01:25:08.570 --> 01:25:10.004
INVESTIGATING QUESTIONS LIKE IS

01:25:10.071 --> 01:25:12.574
THIS A BETTER DEAL? THEY DRAW

01:25:12.640 --> 01:25:13.942
ON THEIR EXPERIENCES, USE

01:25:14.008 --> 01:25:15.677
DIFFERENT REPRESENTATIONS, AND

01:25:15.743 --> 01:25:17.111
CHOOSE TOOLS TO MAKE SENSE OF

01:25:17.178 --> 01:25:18.947
THE PROBLEM. THERE'S LOTS OF

01:25:19.013 --> 01:25:20.748
TALKING, LOTS OF SHARING, AND

01:25:20.815 --> 01:25:22.917
LOTS OF MATHEMATICAL THINKING.

01:25:22.984 --> 01:25:24.886
THE THIRD TEACHING TOWARD

01:25:24.953 --> 01:25:26.521
SOCIAL JUSTICE, YOU WOULD SEE

01:25:26.588 --> 01:25:28.289
ALL STUDENTS POSITIONED AS

01:25:28.356 --> 01:25:30.425
MATHEMATICIANS, NOT JUST A FEW.

01:25:30.492 --> 01:25:31.593
YOU WOULD ALSO SEE STUDENTS

01:25:31.659 --> 01:25:32.961
USING MATHEMATICS TO UNDERSTAND

01:25:33.027 --> 01:25:34.496
THEIR WORLD. WHAT DO THE

01:25:34.562 --> 01:25:35.897
NUMBERS TELL US? WHAT DO THEY

01:25:35.964 --> 01:25:37.332
REVEAL? STUDENTS MIGHT NOTICE

01:25:37.398 --> 01:25:39.501
THERE'S ONLY ONE SWING FOR 60

01:25:39.567 --> 01:25:40.902
STUDENTS. THEY COULD

01:25:40.969 --> 01:25:41.903
INVESTIGATE, COLLECT DATA, AND

01:25:41.970 --> 01:25:43.071
WRITE LETTERS TO THE PRINCIPAL

01:25:43.137 --> 01:25:44.939
ASKING FOR MORE SWINGS. HERE

01:25:45.006 --> 01:25:46.274
THEY ARE USING MATHEMATICS TO

01:25:46.341 --> 01:25:47.775
EXAMINE ACCESS TO PLAY AND

01:25:47.842 --> 01:25:50.612
ADVOCATE FOR A FAIR OPPORTUNITY.

01:25:50.678 --> 01:25:51.713
FOURTH, INVITING STUDENT

01:25:51.779 --> 01:25:53.214
QUESTIONS AND CONJECTURES. YOU

01:25:53.281 --> 01:25:54.382
WOULD HEAR STUDENTS WONDERING

01:25:54.449 --> 01:25:56.050
AND MAKING PREDICTIONS SIMILAR

01:25:56.117 --> 01:25:58.553
TO A HYPOTHESIS IN SCIENCE. I

01:25:58.620 --> 01:25:59.621
WONDER IF ADDING TWO MORE

01:25:59.687 --> 01:26:00.622
SWINGS CAN MAKE A DIFFERENCE?

01:26:00.688 --> 01:26:02.657
OR DO WE NEED FIVE? STUDENTS

01:26:02.724 --> 01:26:04.325
HAVE ROOM TO ASK QUESTIONS,

01:26:04.392 --> 01:26:05.727
INVESTIGATE THEIR IDEAS, AND

01:26:05.793 --> 01:26:08.596
REVISE THEIR THINKING. FIFTH,

01:26:08.663 --> 01:26:10.331
REASONING AND JUSTIFICATION.

01:26:10.398 --> 01:26:11.900
YOU WOULD SEE STUDENTS CHECKING

01:26:11.966 --> 01:26:13.635
WHETHER ANSWERS MAKE SENSE AND

01:26:13.701 --> 01:26:15.103
HEAR THEM EXPLAINING WHY YOU

01:26:15.169 --> 01:26:16.871
MIGHT HEAR. THAT DOESN'T MAKE

01:26:16.938 --> 01:26:19.374
SENSE. WHAT IF WE TRIED THIS?

01:26:19.440 --> 01:26:20.508
STUDENTS MIGHT COMPARE

01:26:20.575 --> 01:26:21.576
APPROACHES AND CONSIDER ONE

01:26:21.643 --> 01:26:23.378
ANOTHER'S REASONING. SOMETIMES

01:26:23.444 --> 01:26:24.512
SOMETHING LOOKS LIKE AN ERROR

01:26:24.579 --> 01:26:26.614
TO US, BUT WHEN A STUDENT

01:26:26.681 --> 01:26:28.049
EXPLAINS, WE SEE THINKING WE

01:26:28.116 --> 01:26:29.651
HADN'T NOTICED. AND HONESTLY,

01:26:29.717 --> 01:26:30.985
THIS IS ONE OF MY FAVORITE

01:26:31.052 --> 01:26:32.754
THINGS TO WITNESS WHEN I VISIT

01:26:32.820 --> 01:26:34.889
CLASSROOMS. AND IT'S AMAZING

01:26:34.956 --> 01:26:37.792
BECAUSE I ALWAYS JUST THEIR

01:26:37.859 --> 01:26:39.193
BRILLIANT THINKERS AND

01:26:39.260 --> 01:26:40.061
BRILLIANT THINKING. IT'S

01:26:40.128 --> 01:26:42.063
SOMETHING WE DIDN'T EVEN SEE.

01:26:42.130 --> 01:26:43.898
SO THOSE ARE KNOWN AS THE FIVE

01:26:43.965 --> 01:26:46.067
COMPONENTS OF EQUITABLE,

01:26:46.134 --> 01:26:47.535
ENGAGING AND MATHEMATICS

01:26:47.602 --> 01:26:48.937
TEACHING. YOU CAN FIND BOTH THE

01:26:49.003 --> 01:26:50.805
THREE DIMENSIONS AND THE FIVE

01:26:50.872 --> 01:26:51.873
COMPONENTS IN CHAPTERS ONE AND

01:26:51.940 --> 01:26:53.741
TWO OF THE FRAMEWORK. SO THINK

01:26:53.808 --> 01:26:55.777
ABOUT YOUR EXPERIENCE IN

01:26:55.843 --> 01:26:56.611
MATHEMATICS. DOES THIS SOUND

01:26:56.678 --> 01:26:57.946
LIKE YOUR MATH CLASSROOM?

01:26:58.012 --> 01:26:59.280
BECAUSE IT DOESN'T SOUND LIKE

01:26:59.347 --> 01:27:01.215
MINE IN MY EXPERIENCE OR MY

01:27:01.282 --> 01:27:04.052
KIDS EXPERIENCE. SO REALLY,

01:27:04.118 --> 01:27:05.853
THIS IS A SHIFT IN MINDSET.

01:27:05.920 --> 01:27:07.088
IT'S ABOUT EMPOWERING STUDENTS

01:27:07.155 --> 01:27:08.756
TO THINK INDEPENDENTLY, TO SEE

01:27:08.823 --> 01:27:10.091
THEMSELVES AS MATHEMATICIANS

01:27:10.158 --> 01:27:11.926
AND TO PREPARE THEM FOR COLLEGE

01:27:11.993 --> 01:27:15.897
CAREER AND CIVIC LIFE. SO MANY

01:27:15.964 --> 01:27:16.998
EDUCATORS, PARENTS, AND

01:27:17.065 --> 01:27:19.534
COMMUNITY SUPPORT THE FRAMEWORK

01:27:19.601 --> 01:27:21.002
AND THEY FEEL INSPIRED. THEY

01:27:21.069 --> 01:27:23.471
FEEL MOTIVATED WHEN THEY LEARN

01:27:23.538 --> 01:27:25.440
ABOUT ITS VISION. BUT HERE'S

01:27:25.506 --> 01:27:27.809
WHAT WE ARE HEARING I NEED

01:27:27.875 --> 01:27:29.978
SUPPORT, I NEED TO SEE IT IN

01:27:30.044 --> 01:27:31.446
ACTION. I NEED A THINKING

01:27:31.512 --> 01:27:33.648
PARTNER. I WANT TO TRY IT, BUT

01:27:33.715 --> 01:27:35.617
I NEED FEEDBACK. HOW DO I KNOW

01:27:35.683 --> 01:27:36.851
IF I'M DOING THIS RIGHT? WHERE

01:27:36.918 --> 01:27:38.987
DO I FIND THOSE KIND OF TASKS?

01:27:39.053 --> 01:27:40.755
SO YOU SEE THAT INSPIRATION

01:27:40.822 --> 01:27:41.856
NEEDS TO BE MET WITH

01:27:41.923 --> 01:27:42.924
OPPORTUNITIES TO PRACTICE,

01:27:42.991 --> 01:27:45.493
REFLECT AND GROW. SO TO MAKE

01:27:45.560 --> 01:27:47.295
THIS VISION A REALITY, WE NEED,

01:27:47.362 --> 01:27:48.329
AND YOU'VE HEARD IT SEVERAL

01:27:48.396 --> 01:27:50.498
TIMES ALREADY, SUSTAINED

01:27:50.565 --> 01:27:51.566
INVESTMENT IN PROFESSIONAL

01:27:51.633 --> 01:27:54.469
LEARNING, MATHEMATICS, COACHING,

01:27:54.535 --> 01:27:56.237
TEACHER PREPARATION, AND HIGH

01:27:56.304 --> 01:27:57.872
QUALITY INSTRUCTIONAL MATERIALS.

01:27:57.939 --> 01:28:00.208
AND THAT'S JUST TO NAME A FEW.

01:28:00.274 --> 01:28:02.043
SO THIS IS HOW THE FRAMEWORKS

01:28:02.110 --> 01:28:03.478
PROMISE BECOMES STUDENTS EVERY

01:28:03.544 --> 01:28:06.114
DAY EXPERIENCE. WE RECOGNIZE

01:28:06.180 --> 01:28:07.382
THERE ARE DIFFERENT GRANTS AND

01:28:07.448 --> 01:28:09.217
INITIATIVES AROUND MATHEMATICS.

01:28:09.283 --> 01:28:12.120
AND WE THANK YOU TRULY,

01:28:12.186 --> 01:28:13.888
INCLUDING MPLP, WHICH LINDA

01:28:13.955 --> 01:28:15.023
MENTIONED, WHICH IS THE

01:28:15.089 --> 01:28:15.990
MATHEMATICS PROFESSIONAL

01:28:16.057 --> 01:28:17.125
LEARNING PARTNERSHIP WITH THE

01:28:17.191 --> 01:28:19.661
MATH PROJECT AND THE COUNTY

01:28:19.727 --> 01:28:21.896
OFFICES. AND THIS IS ABOUT

01:28:21.963 --> 01:28:23.598
BUILDING CAPACITY OF MATH

01:28:23.665 --> 01:28:25.466
LEADERS ACROSS CALIFORNIA. BUT

01:28:25.533 --> 01:28:27.969
AS LINDA MENTIONED, IT STILL

01:28:28.036 --> 01:28:29.404
DOESN'T GUARANTEE WE HAVE

01:28:29.470 --> 01:28:31.272
COACHES. AND THAT'S REALLY A

01:28:31.339 --> 01:28:32.774
MISSING PIECE. WE CAN TRAIN AS

01:28:32.840 --> 01:28:34.609
MANY LEADERS AS WE CAN ACROSS

01:28:34.676 --> 01:28:36.577
THE STATE, BUT WITHOUT COACHES,

01:28:36.644 --> 01:28:39.814
WHAT'S THE IMPACT? SO WE NEED

01:28:39.881 --> 01:28:40.948
SUSTAINED INVESTMENT IN

01:28:41.015 --> 01:28:42.316
MATHEMATICS COACHING SIMILAR TO

01:28:42.383 --> 01:28:44.952
LITERACY COACHES. FINALLY, CMC

01:28:45.019 --> 01:28:46.821
HAS COLLABORATED WITH EDITOR

01:28:46.888 --> 01:28:48.022
TRUST WEST AND CALIFORNIANS

01:28:48.089 --> 01:28:49.190
TOGETHER TO CREATE A MATH

01:28:49.257 --> 01:28:51.392
POLICY AGENDA. WE'RE EXCITED TO

01:28:51.459 --> 01:28:52.560
PUT THAT INTO YOUR HANDS AND

01:28:52.627 --> 01:28:54.328
ASK FOR YOUR SUPPORT IN MAKING

01:28:54.395 --> 01:28:55.663
THE FRAMEWORK'S VISION A

01:28:55.730 --> 01:28:58.533
REALITY ACROSS CALIFORNIA.

01:28:58.599 --> 01:29:00.068
THANK YOU FOR YOUR TIME. I'M

01:29:00.134 --> 01:29:01.102
HAPPY TO ANSWER QUESTIONS AND

01:29:01.169 --> 01:29:02.403
WOULD WELCOME OUR OPPORTUNITIES

01:29:02.470 --> 01:29:04.672
TO SHARE MORE, OR EVEN INVITE

01:29:04.739 --> 01:29:07.175
YOU TO SEE THIS WORK IN ACTION.

01:29:07.241 --> 01:29:10.778
THANK YOU. NOTHING LIKE A GOOD

01:29:10.845 --> 01:29:12.647
FIELD TRIP TO HELP SEE WHAT

01:29:12.714 --> 01:29:14.048
WHAT'S ACTUALLY GOING ON AT THE

01:29:14.115 --> 01:29:15.583
GROUND LEVEL. I USED TO LOVE

01:29:15.650 --> 01:29:17.185
DOING THAT AS A SCHOOL BOARD

01:29:17.251 --> 01:29:19.120
TRUSTEE AS WELL. I HAVE A FEW

01:29:19.187 --> 01:29:20.888
QUESTIONS FOR MISS

01:29:20.955 --> 01:29:23.057
DARLING-HAMMOND, BUT I WANT TO

01:29:23.124 --> 01:29:24.425
TURN IT TO MY COLLEAGUES TO SEE

01:29:24.492 --> 01:29:26.294
IF THEY WANT TO OPEN WITH ANY

01:29:26.360 --> 01:29:27.829
QUESTIONS FIRST, OR SHOULD I

01:29:27.895 --> 01:29:30.164
JUST JUMP IN? YEAH, YOU KNOW,

01:29:30.231 --> 01:29:32.767
I'M NOT SHY. THANK YOU FOR YOUR

01:29:32.834 --> 01:29:33.468
PRESENTATION TODAY,

01:29:33.534 --> 01:29:34.535
HIGHLIGHTING THE CHALLENGES

01:29:34.602 --> 01:29:37.071
THAT WE'RE FACING, AS WELL AS

01:29:37.138 --> 01:29:38.106
OUTLINING COMPREHENSIVE

01:29:38.172 --> 01:29:39.574
STRATEGIES TO HELP US MOVE

01:29:39.640 --> 01:29:42.076
FORWARD. I, I KNOW THAT

01:29:42.143 --> 01:29:44.245
IMPROVING MATH EDUCATION IS A

01:29:44.312 --> 01:29:45.880
IS A PASSION OF YOURS. IT'S

01:29:45.947 --> 01:29:47.014
ACTUALLY A PASSION OF MINE AS

01:29:47.081 --> 01:29:48.950
WELL AS A FORMER RESEARCH

01:29:49.016 --> 01:29:51.185
SCIENTIST. AND I APPRECIATE ALL

01:29:51.252 --> 01:29:52.420
THE WORK THAT YOU'VE DONE. AND

01:29:52.487 --> 01:29:54.322
I DO APPRECIATE THAT THE

01:29:54.388 --> 01:29:55.757
FRAMEWORK IS BEING WELL

01:29:55.823 --> 01:29:57.225
RECEIVED ACROSS DISTRICTS

01:29:57.291 --> 01:29:58.292
THROUGHOUT THE STATE OF

01:29:58.359 --> 01:30:00.461
CALIFORNIA, BOTH IN SCHOOLS AND

01:30:00.528 --> 01:30:01.896
IN COMMUNITIES AS WELL. SO I

01:30:01.963 --> 01:30:03.131
WANT TO HIGHLIGHT THAT BECAUSE

01:30:03.197 --> 01:30:04.665
THAT'S A THAT'S A REALLY GREAT

01:30:04.732 --> 01:30:07.268
THING. I DO WANT TO NOTE THAT

01:30:07.335 --> 01:30:09.070
WE WILL BE HEARING MORE

01:30:09.137 --> 01:30:10.538
THOUGHTS ON FUTURE DIRECTIONS

01:30:10.605 --> 01:30:12.340
FROM OUR THIRD PANEL AS WELL.

01:30:12.406 --> 01:30:13.775
SO I'LL HAVE QUESTIONS THERE AS

01:30:13.841 --> 01:30:18.546
WELL. I'M CURIOUS THAT WHETHER

01:30:18.613 --> 01:30:19.647
YOU THINK THAT OUR RECENT

01:30:19.714 --> 01:30:21.349
CHANGES IN THE GOVERNANCE THAT

01:30:21.415 --> 01:30:23.851
WE'VE DONE THROUGH AB 181 WILL

01:30:23.918 --> 01:30:26.020
HELP ADDRESS SOME OF THE

01:30:26.087 --> 01:30:27.655
PERSISTENT, STICKY CHALLENGES

01:30:27.722 --> 01:30:30.691
WE'VE BEEN FACING AROUND BEING

01:30:30.758 --> 01:30:32.527
FOCUSED ON MATH INSTRUCTION,

01:30:32.593 --> 01:30:34.662
WHETHER THAT'S THROUGH COACHES

01:30:34.729 --> 01:30:36.464
OR EFFORTS AROUND HIGH DOSE

01:30:36.531 --> 01:30:37.532
TUTORING OR WHATEVER. JUST THE

01:30:37.598 --> 01:30:39.333
VISION AND THE FOCUS ON THIS.

01:30:39.400 --> 01:30:40.802
WILL THIS GOVERNANCE

01:30:40.868 --> 01:30:42.570
RESTRUCTURING HELP US WITH THE

01:30:42.637 --> 01:30:45.840
COHERENCE? HELP US? IT COULD.

01:30:45.907 --> 01:30:47.241
AND, YOU KNOW, IT ALL DEPENDS

01:30:47.308 --> 01:30:49.811
ON THE IMPLEMENTATION, BUT THE

01:30:49.877 --> 01:30:51.245
INTENTION OF GETTING MORE

01:30:51.312 --> 01:30:52.380
COHERENCE, I THINK, IS THE IS

01:30:52.446 --> 01:30:54.782
THE GOAL OF THE GOVERNANCE

01:30:54.849 --> 01:30:55.917
CHANGE. AND I THINK WE WILL

01:30:55.983 --> 01:30:58.786
BEGIN TO SEE, YOU KNOW, BOTH

01:30:58.853 --> 01:31:01.455
THE MORE INTEGRATION BETWEEN

01:31:01.522 --> 01:31:02.757
WHAT THE STATE BOARD DOES, WHAT

01:31:02.824 --> 01:31:05.259
THE DEPARTMENT DOES, WHAT THE

01:31:05.326 --> 01:31:07.395
CCE DOES, OBVIOUSLY, IT DEPENDS

01:31:07.461 --> 01:31:08.863
ON HOW THE DEPARTMENT IS

01:31:08.930 --> 01:31:10.665
STRUCTURED AND RESTRUCTURED.

01:31:10.731 --> 01:31:12.466
BUT I WILL SAY THAT MANY STATES

01:31:12.533 --> 01:31:14.268
THAT HAVE BEEN MAKING STRONG

01:31:14.335 --> 01:31:16.070
GAINS, BOTH IN LITERACY AND IN

01:31:16.137 --> 01:31:18.906
MATH, HAVE DONE SO BY CREATING

01:31:18.973 --> 01:31:20.007
AN OFFICE. IF THEY DON'T

01:31:20.074 --> 01:31:21.075
ALREADY HAVE ONE IN THEIR

01:31:21.142 --> 01:31:23.644
DEPARTMENT OF EDUCATION TO

01:31:23.711 --> 01:31:25.413
ATTEND TO THAT CONTENT AREA

01:31:25.479 --> 01:31:27.949
WITH EXPERTISE. I NOTED THAT IN

01:31:28.015 --> 01:31:29.884
THE ALABAMA LAW, THEY'VE HAD

01:31:29.951 --> 01:31:32.653
THE LARGEST GAINS IN MATH ON

01:31:32.720 --> 01:31:35.890
NAEP. THEY SPECIFIED THAT

01:31:35.957 --> 01:31:37.725
EXPERTISE IN MATH EXPERTS WOULD

01:31:37.792 --> 01:31:39.493
BE IN AN OFFICE OF MATH

01:31:39.560 --> 01:31:41.295
IMPROVEMENT IN THEIR DEPARTMENT,

01:31:41.362 --> 01:31:43.431
AND THAT WAS A WAY TO ORGANIZE

01:31:43.497 --> 01:31:47.001
THE WORK AND THEN TO HELP THE

01:31:47.068 --> 01:31:48.836
LOCAL DISTRICTS HAVE A WAY TO

01:31:48.903 --> 01:31:51.005
GET GUIDANCE AND SUPPORT ON A

01:31:51.072 --> 01:31:52.773
REGULAR BASIS. SO I THINK THOSE

01:31:52.840 --> 01:31:54.375
KINDS OF THINGS OUGHT TO BE ON

01:31:54.442 --> 01:31:55.543
THE TABLE AS WE'RE THINKING

01:31:55.610 --> 01:31:57.845
ABOUT GOVERNANCE CHANGES IN OUR

01:31:57.912 --> 01:32:00.381
DEPARTMENT AS WE RECRUIT A NEW

01:32:00.448 --> 01:32:02.884
COMMISSIONER AND DEVELOP THE

01:32:02.950 --> 01:32:04.318
POSSIBILITIES. RIGHT NOW, THE

01:32:04.385 --> 01:32:05.353
DEPARTMENT IS NOT ORGANIZED

01:32:05.419 --> 01:32:06.821
AROUND CURRICULUM EXPERTISE.

01:32:06.888 --> 01:32:10.057
FOR EXAMPLE, IN VARIOUS AREAS.

01:32:10.124 --> 01:32:11.492
I CERTAINLY SEE A LOT OF

01:32:11.559 --> 01:32:13.294
POTENTIAL TO DO GOOD, GOOD WORK

01:32:13.361 --> 01:32:15.096
THROUGH THAT GOVERNANCE

01:32:15.162 --> 01:32:16.564
RESTRUCTURING. YOU MENTIONED

01:32:16.631 --> 01:32:17.965
SPECIFICALLY THAT LP HAS

01:32:18.032 --> 01:32:19.400
ONGOING WORK ON EFFECTIVE

01:32:19.467 --> 01:32:21.402
TEACHER PREPARATION PROGRAMS AS

01:32:21.469 --> 01:32:23.404
WELL AS EFFECTIVE MATH TEACHERS.

01:32:23.471 --> 01:32:25.606
WOULD YOU ARE YOU ABLE TO SHARE

01:32:25.673 --> 01:32:27.008
ANY EARLY FINDINGS FROM THAT

01:32:27.074 --> 01:32:29.176
WORK WITH US HERE TODAY,

01:32:29.243 --> 01:32:30.211
PARTICULARLY, ARE THERE ANY

01:32:30.278 --> 01:32:31.412
PRACTICES THAT HELP CLOSE SOME

01:32:31.479 --> 01:32:33.214
OF THOSE ACHIEVEMENT GAPS THAT

01:32:33.281 --> 01:32:34.916
WE HEARD ABOUT IN OUR FIRST

01:32:34.982 --> 01:32:37.385
PANEL? YEAH, WE DID TWO STUDIES

01:32:37.451 --> 01:32:40.321
THAT ARE CITED IN THE IN MY

01:32:40.388 --> 01:32:42.056
REFERENCE LIST THAT ARE

01:32:42.123 --> 01:32:43.557
COMPLETED ON EFFECTIVE

01:32:43.624 --> 01:32:44.625
PRACTICES. ONE LOOKED AT ALL

01:32:44.692 --> 01:32:46.761
THE RESEARCH AND IDENTIFIED

01:32:46.827 --> 01:32:48.229
WHAT THE RESEARCH SHOWS, YOU

01:32:48.296 --> 01:32:50.398
KNOW, REDUCES ACHIEVEMENT GAPS

01:32:50.464 --> 01:32:51.766
AND SUPPORTS ACHIEVEMENT. THE

01:32:51.832 --> 01:32:53.634
OTHER WAS LOOKING AT TEN

01:32:53.701 --> 01:32:55.403
CALIFORNIA TEACHERS WHO ARE

01:32:55.469 --> 01:32:56.537
EFFECTIVE AND THEN DOCUMENTING

01:32:56.604 --> 01:32:58.673
WHAT THEY DO. AND THAT'S REALLY

01:32:58.739 --> 01:33:01.175
JOYFUL READING. IF YOU WANT TO

01:33:01.242 --> 01:33:02.276
MIRROR WHAT YOU WERE JUST

01:33:02.343 --> 01:33:05.513
HEARING. BUT IN GENERAL TERMS,

01:33:05.579 --> 01:33:06.948
ONE KEY THING IS CREATING A

01:33:07.014 --> 01:33:07.949
CLASSROOM ENVIRONMENT, OF

01:33:08.015 --> 01:33:09.483
COURSE, WITH POSITIVE

01:33:09.550 --> 01:33:10.952
RELATIONSHIPS THAT PROMOTE

01:33:11.018 --> 01:33:12.053
ENGAGEMENT AND MOTIVATION AND

01:33:12.119 --> 01:33:15.923
SO ON. KIDS IN SURVEYS ABOUT

01:33:15.990 --> 01:33:17.425
MATH OFTEN SAY THEY'RE

01:33:17.491 --> 01:33:19.193
DISENGAGED IN MATH, SO IT'S

01:33:19.260 --> 01:33:20.995
BOTH FEELING SAFE IN THE

01:33:21.062 --> 01:33:22.096
CLASSROOM THAT, YOU KNOW, I CAN

01:33:22.163 --> 01:33:24.098
BE A MATH PERSON, I CAN LEARN

01:33:24.165 --> 01:33:26.067
THIS. AND THEN BEING ENGAGED

01:33:26.133 --> 01:33:28.402
AND THEN A SENSE OF BELONGING,

01:33:28.469 --> 01:33:29.971
NOT JUST A SOCIAL BELONGING,

01:33:30.037 --> 01:33:31.639
BUT ALSO MATH BELONGING,

01:33:31.706 --> 01:33:33.240
BECAUSE WE'VE HAD THIS SORT OF

01:33:33.307 --> 01:33:34.675
IDEA IN THE UNITED STATES THAT

01:33:34.742 --> 01:33:36.577
YOU HAVE THE MATH GENE, OR YOU

01:33:36.644 --> 01:33:37.745
DON'T HAVE THE MATH GENE, OR

01:33:37.812 --> 01:33:39.580
YOU'RE A MATH PERSON, OR YOU'RE

01:33:39.647 --> 01:33:40.781
NOT A MATH. AND YOU'LL HEAR

01:33:40.848 --> 01:33:42.583
PEOPLE SAY THIS ALL THE TIME,

01:33:42.650 --> 01:33:43.851
I'M NOT A MATH PERSON, YOU KNOW.

01:33:43.918 --> 01:33:45.586
AND SOMEWHERE ALONG THE WAY,

01:33:45.653 --> 01:33:46.687
THEY LEARNED THAT MATH WAS NOT

01:33:46.754 --> 01:33:48.556
FOR THEM. SO THE SENSE THAT,

01:33:48.622 --> 01:33:49.824
YES, I CAN BE A MATHEMATICIAN

01:33:49.890 --> 01:33:51.559
AND THE KIND OF DISCOURSE THAT

01:33:51.625 --> 01:33:52.693
YOU HEARD DESCRIBED THAT

01:33:52.760 --> 01:33:54.462
REINFORCES THAT. THE THIRD

01:33:54.528 --> 01:33:56.998
THING IS BEING SUPPORTED IN

01:33:57.064 --> 01:33:58.833
ADOPTING A GROWTH MINDSET AND

01:33:58.899 --> 01:34:01.302
THEIR PARTICULAR TACTICS TO DO

01:34:01.369 --> 01:34:04.205
THAT. WHICH MEANS, FOR EXAMPLE,

01:34:04.271 --> 01:34:05.740
REDOING YOUR WORK AND BEING

01:34:05.806 --> 01:34:08.876
ABLE TO RESUBMIT, RETAKING YOUR

01:34:08.943 --> 01:34:10.277
TESTS, YOU KNOW, GETTING

01:34:10.344 --> 01:34:11.445
ADDITIONAL INSTRUCTION AND

01:34:11.512 --> 01:34:13.514
SEEING THAT YOU CAN BECOME MORE

01:34:13.581 --> 01:34:14.548
COMPETENT, WORKING WITH YOUR

01:34:14.615 --> 01:34:16.183
GROUP, ETC. SO THERE ARE WAYS

01:34:16.250 --> 01:34:17.885
TO DO THAT. AND WHEN THOSE ARE

01:34:17.952 --> 01:34:19.687
IN PLACE, THE GROWTH MINDSET

01:34:19.754 --> 01:34:20.755
PRODUCES MUCH HIGHER

01:34:20.821 --> 01:34:22.523
ACHIEVEMENT LEVELS. AS CAROL

01:34:22.590 --> 01:34:25.026
DWECK'S WORK SHOWS. AND THEN

01:34:25.092 --> 01:34:27.294
FINALLY, ELEMENTS OF QUALITY

01:34:27.361 --> 01:34:28.662
INSTRUCTION. YOU JUST HEARD

01:34:28.729 --> 01:34:30.498
THOSE FROM MY COLLEAGUE, YOU

01:34:30.564 --> 01:34:32.133
KNOW, CONCEPTUAL UNDERSTANDING,

01:34:32.199 --> 01:34:33.701
THE RICH TASKS, GRAPPLING WITH

01:34:33.768 --> 01:34:35.903
THE CHALLENGING CONTENT IN

01:34:35.970 --> 01:34:37.338
COLLABORATION WITH OTHER

01:34:37.405 --> 01:34:39.106
STUDENTS, COMMUNICATION, MATH

01:34:39.173 --> 01:34:40.941
TALKS OF VARIOUS KINDS, AND

01:34:41.008 --> 01:34:43.811
THEN TIMELY INTERVENTIONS. AND

01:34:43.878 --> 01:34:45.613
WE CAN'T WAIT. WE CAN'T DO

01:34:45.679 --> 01:34:47.381
RINSE AND REPEAT, LIKE FAIL THE

01:34:47.448 --> 01:34:48.783
MATH COURSE AND THEN TAKE IT

01:34:48.849 --> 01:34:50.718
AGAIN IF WE REALLY WANT TO MAKE

01:34:50.785 --> 01:34:51.752
PROGRESS. I WAS RECENTLY

01:34:51.819 --> 01:34:53.054
TALKING TO THE SUPERINTENDENT

01:34:53.120 --> 01:34:54.889
IN COMPTON, AND MANY OF YOU

01:34:54.955 --> 01:34:56.390
KNOW THAT COMPTON WAS ONCE A

01:34:56.457 --> 01:34:58.159
STATE, WAS IN STATE

01:34:58.225 --> 01:34:59.994
RECEIVERSHIP. IT HAS

01:35:00.061 --> 01:35:02.163
SKYROCKETED IN RECENT YEARS,

01:35:02.229 --> 01:35:05.032
AND THEY'VE GOT VERY RIGOROUS

01:35:05.099 --> 01:35:06.100
APPROACHES TO WHAT THEY'RE

01:35:06.167 --> 01:35:07.568
DOING. THAT'S DRIVING

01:35:07.635 --> 01:35:09.370
ACHIEVEMENT FORWARD IN MATH AS

01:35:09.437 --> 01:35:11.305
WELL AS IN LITERACY. AMONG

01:35:11.372 --> 01:35:12.740
THOSE THINGS IS THAT EVERY WEEK

01:35:12.807 --> 01:35:14.809
THERE'S A LITTLE CHECK IN AT

01:35:14.875 --> 01:35:16.510
THE END OF THE WEEK TO SEE

01:35:16.577 --> 01:35:17.611
WHERE KIDS ARE ON THE CORE

01:35:17.678 --> 01:35:19.447
CONCEPTS. AND AS SOON AS A

01:35:19.513 --> 01:35:22.650
STUDENT DOESN'T HAVE 75 OR 80%

01:35:22.716 --> 01:35:25.186
MASTERY, THEY IMMEDIATELY GET

01:35:25.252 --> 01:35:26.987
TUTORING. THEY'VE WORKED IT OUT

01:35:27.054 --> 01:35:29.690
WITH DOMINGUEZ HILLS UNIVERSITY,

01:35:29.757 --> 01:35:31.292
AND THEY GET FOLKS WHO ARE

01:35:31.358 --> 01:35:32.793
TRAINING TO BECOME TEACHERS AND

01:35:32.860 --> 01:35:34.528
OTHERS WHO ARE TRAINED TO BE

01:35:34.595 --> 01:35:35.863
TUTORS, AND THEY IMMEDIATELY

01:35:35.930 --> 01:35:38.099
GET INTERVENTION AND TUTORING

01:35:38.165 --> 01:35:40.301
EVERY WEEK AS NEEDED, TO JUST

01:35:40.367 --> 01:35:43.237
BE ABLE TO MASTER THE CONTENT.

01:35:43.304 --> 01:35:45.406
SO IT'S JUST ONE EXAMPLE, BUT

01:35:45.473 --> 01:35:47.341
THERE ARE MANY OF THEM. AND IF

01:35:47.408 --> 01:35:48.542
WE PUT THOSE INGREDIENTS

01:35:48.609 --> 01:35:50.344
TOGETHER, YOU DO SEE REALLY

01:35:50.411 --> 01:35:52.012
SIGNIFICANT GAINS. THANK YOU

01:35:52.079 --> 01:35:53.681
FOR THAT. I CAN DEFINITELY

01:35:53.747 --> 01:35:54.715
IMAGINE THAT WORKING REALLY

01:35:54.782 --> 01:35:56.317
WELL. BEFORE YOU FALL FURTHER

01:35:56.383 --> 01:35:57.585
AND FURTHER BEHIND, WE CATCH

01:35:57.651 --> 01:35:59.019
YOU UP RIGHT AWAY. YEAH, THAT

01:35:59.086 --> 01:36:00.821
SEEMS TO BE A GOOD WAY TO TO

01:36:00.888 --> 01:36:01.989
KEEP THOSE ALTERNATIVE TO

01:36:02.056 --> 01:36:04.091
TRACKING, RIGHT? I MEAN, IT'S

01:36:04.158 --> 01:36:05.860
ACTUALLY SUPPORTING, YOU KNOW,

01:36:05.926 --> 01:36:07.428
PROGRESS FOR EVERYONE. I KNOW

01:36:07.495 --> 01:36:08.929
THERE'S A CALIFORNIA INITIATIVE

01:36:08.996 --> 01:36:11.599
RIGHT NOW ON SECONDARY REDESIGN

01:36:11.665 --> 01:36:13.434
IN THAT PROCESS OF LOOKING AT

01:36:13.501 --> 01:36:15.269
SECONDARY REDESIGN, HAS THERE

01:36:15.336 --> 01:36:17.037
BEEN ANY FOCUS OR ATTENTION

01:36:17.104 --> 01:36:18.105
SPECIFICALLY ON MATH

01:36:18.172 --> 01:36:19.573
INSTRUCTION AND WHAT WE CAN DO

01:36:19.640 --> 01:36:20.975
DIFFERENTLY AS WE LOOK AT

01:36:21.041 --> 01:36:23.878
SECONDARY REDESIGN? IT HASN'T

01:36:23.944 --> 01:36:27.114
BEEN LIKE A AN OFFICIAL OR

01:36:27.181 --> 01:36:30.384
FORMAL PART OF IT, BUT IT IS A

01:36:30.451 --> 01:36:31.986
PART OF THE DISCUSSIONS THAT GO

01:36:32.052 --> 01:36:33.587
ON IN SCHOOLS, PARTICULARLY AS

01:36:33.654 --> 01:36:35.422
THEY'RE CHANGING SCHEDULES AND

01:36:35.489 --> 01:36:36.724
TRYING TO FIGURE OUT HOW TO

01:36:36.790 --> 01:36:37.858
ORGANIZE MATH. AND ONE OF THE

01:36:37.925 --> 01:36:39.827
THINGS WE HEAR A LOT ABOUT FROM

01:36:39.894 --> 01:36:40.861
SUCCESSFULLY REDESIGNED SCHOOLS

01:36:40.928 --> 01:36:43.397
THAT HAVE MATH GAINS IS THAT,

01:36:43.464 --> 01:36:44.498
FOR ONE THING, YOU DON'T

01:36:44.565 --> 01:36:46.600
SHORTEN THE AMOUNT OF TIME FOR

01:36:46.667 --> 01:36:47.635
MATH. YOU KNOW, SOME PEOPLE

01:36:47.701 --> 01:36:49.770
ADOPT A BLOCK SCHEDULE AND SAY,

01:36:49.837 --> 01:36:52.306
LET'S JUST DO ONE SEMESTER FOR

01:36:52.373 --> 01:36:55.543
EACH CONTENT AREA AND THEN FLIP.

01:36:55.609 --> 01:36:56.577
TYPICALLY FOR ALGEBRA, A FULL

01:36:56.644 --> 01:36:58.646
YEAR IS REALLY MUCH MORE

01:36:58.712 --> 01:37:00.581
BENEFICIAL. MANY PLACES THAT

01:37:00.648 --> 01:37:02.650
ARE MAKING PROGRESS ARE DOING A

01:37:02.716 --> 01:37:05.886
BLOCK PLUS A LAB COURSE. I

01:37:05.953 --> 01:37:07.688
TALKED IN THE TESTIMONY ABOUT A

01:37:07.755 --> 01:37:09.456
STUDY OF A HIGH SCHOOL THAT DID

01:37:09.523 --> 01:37:11.959
A SPECTACULAR JOB OF EIGHTH

01:37:12.026 --> 01:37:15.296
GRADE ACCELERATION. THIS WAS

01:37:15.362 --> 01:37:16.664
ACTUALLY IN NEW YORK. THEY WERE

01:37:16.730 --> 01:37:18.432
TAKING MATH ONE, THE REGENTS

01:37:18.499 --> 01:37:19.867
MATH ONE IN EIGHTH GRADE

01:37:19.934 --> 01:37:21.835
INSTEAD OF NINTH. BUT WHAT THEY

01:37:21.902 --> 01:37:23.571
DID WAS REDESIGNED THE SIXTH

01:37:23.637 --> 01:37:24.772
AND SEVENTH GRADE CURRICULUM.

01:37:24.838 --> 01:37:26.574
SO IT LED TO THE EIGHTH GRADE

01:37:26.640 --> 01:37:27.575
CURRICULUM. ALL THE TEACHERS

01:37:27.641 --> 01:37:28.943
WORKED TOGETHER AND

01:37:29.009 --> 01:37:30.311
COLLABORATED. THEY HAD A FULL

01:37:30.377 --> 01:37:32.112
YEAR OF THE COURSE, PLUS A LAB

01:37:32.179 --> 01:37:33.547
COURSE EVERY OTHER DAY THAT

01:37:33.614 --> 01:37:35.749
ANYBODY COULD GO TO JUST TO GET

01:37:35.816 --> 01:37:37.251
THEIR QUESTIONS ANSWERED AND

01:37:37.318 --> 01:37:38.986
KEEP UP. AND AT THE END OF THAT

01:37:39.053 --> 01:37:40.754
YEAR, HAD 100% OF THE KIDS IN A

01:37:40.821 --> 01:37:42.990
VERY DIVERSE URBAN SCHOOL

01:37:43.057 --> 01:37:44.425
PASSING THE REGENTS, YOU KNOW,

01:37:44.491 --> 01:37:47.228
NINTH GRADE TEST. SO IT'S ALL

01:37:47.294 --> 01:37:49.463
OF THOSE PIECES THAT WE HAVE TO

01:37:49.530 --> 01:37:50.631
DO. AND AS WE THINK ABOUT

01:37:50.698 --> 01:37:52.433
SCHOOL REDESIGN, WE NEED TO BE

01:37:52.499 --> 01:37:53.534
THINKING ABOUT HOW DO WE USE

01:37:53.601 --> 01:37:55.536
OUR TIME AND HOW DO WE USE IT

01:37:55.603 --> 01:37:57.738
MOST EFFECTIVELY TO BE SURE

01:37:57.805 --> 01:37:58.906
THAT KIDS ARE GETTING ALL THAT

01:37:58.973 --> 01:38:00.674
THEY NEED? AND BECAUSE WE ARE

01:38:00.741 --> 01:38:03.077
SO FAR BEHIND IN MATH, WE ARE A

01:38:03.143 --> 01:38:04.945
LOW PERFORMING STATE AND A LOW

01:38:05.012 --> 01:38:07.481
PERFORMING COUNTRY IN MATH. AND

01:38:07.548 --> 01:38:09.216
WE'VE HAD THE PANDEMIC EFFECTS

01:38:09.283 --> 01:38:10.451
THAT YOU HEARD ABOUT. MANY,

01:38:10.517 --> 01:38:11.719
MANY KIDS ARE COMING INTO

01:38:11.785 --> 01:38:13.554
MIDDLE AND HIGH SCHOOL WITH

01:38:13.621 --> 01:38:15.356
GAPS IN THEIR KNOWLEDGE. AND WE

01:38:15.422 --> 01:38:16.824
HAVE TO ACKNOWLEDGE THAT AND

01:38:16.890 --> 01:38:18.959
THEN BUILD A MATH PROGRAM,

01:38:19.026 --> 01:38:20.728
WHICH CAN ALSO USE AFTER SCHOOL

01:38:20.794 --> 01:38:22.896
AND SUMMER TIME TO REALLY

01:38:22.963 --> 01:38:26.166
ENABLE THEM TO SOLIDLY

01:38:26.233 --> 01:38:28.035
UNDERSTAND AND ENJOY THE MATH

01:38:28.102 --> 01:38:30.104
THAT THEY'RE TAKING. AND YOU

01:38:30.170 --> 01:38:32.539
TALKED ABOUT TIME IN MATH. ARE

01:38:32.606 --> 01:38:33.674
THERE ANY CONVERSATIONS IN

01:38:33.741 --> 01:38:35.476
SECONDARY REDESIGN AROUND

01:38:35.542 --> 01:38:37.011
WHETHER WE SHOULD STICK TO THE

01:38:37.077 --> 01:38:39.079
THE SEMESTER BELL SCHEDULE, OR

01:38:39.146 --> 01:38:40.547
WHETHER WE WOULD LOOK AT

01:38:40.614 --> 01:38:42.716
SOMETHING LIKE A TRIMESTER OR

01:38:42.783 --> 01:38:44.852
QUARTER SYSTEM? OR ARE

01:38:44.918 --> 01:38:46.987
CONVERSATIONS AROUND THAT STILL

01:38:47.054 --> 01:38:49.123
ONGOING? YEAH, I THERE ARE ALL

01:38:49.189 --> 01:38:50.958
KINDS OF SYSTEMS OF SYSTEMS

01:38:51.025 --> 01:38:53.527
THAT PEOPLE INVENT, AND I THINK

01:38:53.594 --> 01:38:55.329
QUITE OFTEN THE REASON FOR THE

01:38:55.396 --> 01:38:57.798
INVENTION IS TO SQUEEZE IN MORE

01:38:57.865 --> 01:38:59.633
COURSES, MORE ELECTIVES, OR

01:38:59.700 --> 01:39:01.001
MORE OPPORTUNITIES FOR

01:39:01.068 --> 01:39:03.237
DIFFERENT COURSES, WHICH CAN BE

01:39:03.304 --> 01:39:05.339
ONE RATIONALE. BUT WE ALSO NEED

01:39:05.406 --> 01:39:08.275
FOR KIDS TO GET A DEEP

01:39:08.342 --> 01:39:10.010
UNDERSTANDING OF THE OF THE

01:39:10.077 --> 01:39:10.911
MATERIAL THAT THEY'RE TAKING.

01:39:10.978 --> 01:39:12.880
AND I THINK THAT'S ESPECIALLY

01:39:12.946 --> 01:39:13.981
IMPORTANT. THERE'S SOME COURSES

01:39:14.048 --> 01:39:16.183
THAT MIGHT BE JUST FINE IN A

01:39:16.250 --> 01:39:18.285
QUARTER OR A TRIMESTER OR

01:39:18.352 --> 01:39:20.187
SOMETHING, AND THERE ARE OTHERS

01:39:20.254 --> 01:39:22.623
THAT WILL DISADVANTAGE STUDENTS

01:39:22.690 --> 01:39:24.091
BECAUSE THE GOAL IS NOT JUST TO

01:39:24.158 --> 01:39:25.626
GET THROUGH IT QUICKLY. THE

01:39:25.693 --> 01:39:27.027
GOAL IS, AND ALL OF THE

01:39:27.094 --> 01:39:28.062
COLLEGES SAY THIS, YOU GET

01:39:28.128 --> 01:39:29.830
THESE STATEMENTS FROM THE

01:39:29.897 --> 01:39:31.999
UNIVERSITY SECTOR ABOUT

01:39:32.066 --> 01:39:33.534
UNDERSTANDING DEEPLY, AND THEN

01:39:33.600 --> 01:39:35.202
WE CAN BUILD ON IT. BUT IF YOU

01:39:35.269 --> 01:39:37.471
COME IN WITH A FLIMSY

01:39:37.538 --> 01:39:38.472
UNDERSTANDING, EVEN IF YOU'VE

01:39:38.539 --> 01:39:39.940
PASSED SOME CLASSES, BUT YOU

01:39:40.007 --> 01:39:41.775
SAY, I KNOW I DIDN'T REALLY

01:39:41.842 --> 01:39:42.943
UNDERSTAND THE THEORY OF LIMITS

01:39:43.010 --> 01:39:45.679
OR WHATEVER IT WAS, THAT'S A

01:39:45.746 --> 01:39:47.848
WEAK REED ON WHICH TO BUILD A

01:39:47.915 --> 01:39:49.983
STEM CAREER, FOR EXAMPLE.

01:39:50.050 --> 01:39:51.185
CERTAINLY. THAT'S RIGHT. I HAVE

01:39:51.251 --> 01:39:53.253
SOME QUESTIONS FOR YOU AS WELL.

01:39:53.320 --> 01:39:55.356
AS I WAS LOOKING THROUGH THE

01:39:55.422 --> 01:39:57.925
PREPARED DOCUMENTS, I'VE

01:39:57.991 --> 01:40:00.094
NOTICED THAT WE'VE SWITCHED TO

01:40:00.160 --> 01:40:02.329
HAVING SCHOOL AS TÊ K THROUGH

01:40:02.396 --> 01:40:04.031
12. THERE'S NOT MUCH MENTION OF

01:40:04.098 --> 01:40:05.466
T K. WE STARTED KINDERGARTEN

01:40:05.532 --> 01:40:07.668
WITH THE FRAMEWORK. ARE WE

01:40:07.735 --> 01:40:09.370
LEARNING A LOT OF MATH AS TK

01:40:09.436 --> 01:40:11.572
STUDENTS, AND SHOULD WE BRIDGE

01:40:11.638 --> 01:40:16.310
THAT THAT POLICY SPACE FOR TK?

01:40:16.377 --> 01:40:18.846
THANK YOU. SO I HAVE TO START

01:40:18.912 --> 01:40:20.547
BY SAYING IT'S LIKE, HOW DO WE

01:40:20.614 --> 01:40:22.883
DEFINE MATH? SURE. AND THAT IS

01:40:22.950 --> 01:40:24.818
A QUESTION THAT I THINK THAT WE

01:40:24.885 --> 01:40:26.720
ALL NEED TO THINK ABOUT BECAUSE

01:40:26.787 --> 01:40:28.555
AS MENTIONED SEVERAL TIMES NOW,

01:40:28.622 --> 01:40:30.023
THERE'S THIS UNDERSTANDING THAT

01:40:30.090 --> 01:40:31.692
LIKE, I MIGHT NOT BE A MATH

01:40:31.759 --> 01:40:33.927
PERSON OR THAT IN OUR SOCIETY,

01:40:33.994 --> 01:40:36.096
A LOT OF US DON'T HAVE ANXIETY

01:40:36.163 --> 01:40:37.898
AROUND MATHEMATICS. AND SO IT'S,

01:40:37.965 --> 01:40:39.366
IT'S EVEN REDEFINING WHAT DOES

01:40:39.433 --> 01:40:40.768
MATH MEAN AND WHAT DOES IT MEAN

01:40:40.834 --> 01:40:42.202
TO BE A MATHEMATICIAN? RIGHT?

01:40:42.269 --> 01:40:45.439
SO FROM INFANCY, WHERE

01:40:45.506 --> 01:40:47.241
MATHEMATICIANS. RIGHT. AND SO

01:40:47.307 --> 01:40:48.776
TK STUDENTS EXPERIENCED A LOT

01:40:48.842 --> 01:40:50.878
OF MATHEMATICS. IT'S JUST NOT

01:40:50.944 --> 01:40:53.447
IT'S JUST NOT A WORKSHEET. AND

01:40:53.514 --> 01:40:55.382
SO I WANT US TO THINK MORE

01:40:55.449 --> 01:40:57.351
BROADLY ABOUT MATH. AND SO ¢H

01:40:57.418 --> 01:41:00.921
TK, IT COMES IT SHOWS UP IN

01:41:00.988 --> 01:41:02.356
PLAY A LOT OF PLAY. THERE'S

01:41:02.423 --> 01:41:04.691
SOCIAL INTERACTION. THERE'S A

01:41:04.758 --> 01:41:08.495
LOT OF LANGUAGE BUILDING. SO

01:41:08.562 --> 01:41:10.330
THEY'RE THEY ARE ENGAGED WITH

01:41:10.397 --> 01:41:12.132
MATHEMATICS. THERE'S A LOT OF

01:41:12.199 --> 01:41:14.635
JUST OPPORTUNITY FOR THEM TO,

01:41:14.701 --> 01:41:16.437
TO DO IT IN A MORE AUTHENTIC

01:41:16.503 --> 01:41:20.040
WAY, I WOULD SAY SO. SO I WOULD

01:41:20.107 --> 01:41:22.209
LOVE, I THINK THERE IS SOME

01:41:22.276 --> 01:41:24.378
BRIDGING BETWEEN TK AND K,

01:41:24.445 --> 01:41:26.513
OBVIOUSLY, AND REALLY BUILDING

01:41:26.580 --> 01:41:28.315
THAT LIKE NUMBER SENSE, SPATIAL

01:41:28.382 --> 01:41:29.883
AWARENESS, SOME OF THOSE THINGS

01:41:29.950 --> 01:41:32.619
THAT ARE HAPPENING NATURALLY.

01:41:32.686 --> 01:41:34.822
SO, SO YES, I THINK THAT WE

01:41:34.888 --> 01:41:36.690
SHOULD TALK A LITTLE BIT MORE

01:41:36.757 --> 01:41:37.925
ABOUT TK, BUT I DON'T WANT US

01:41:37.991 --> 01:41:41.295
TO THINK THAT IT'S IN IN FAVOR

01:41:41.361 --> 01:41:44.198
OF SAYING, HEY, THEY NEED TO BE,

01:41:44.264 --> 01:41:46.333
YOU KNOW, WRITING EQUATIONS OR

01:41:46.400 --> 01:41:48.469
SOMETHING. SO OF COURSE, WE

01:41:48.535 --> 01:41:51.071
STATE BOARD HAT ON FOR A SECOND

01:41:51.138 --> 01:41:52.172
ON THE CURRICULUM QUESTION WHEN

01:41:52.239 --> 01:41:55.709
YOU'RE. YEAH, THE STATE BOARD

01:41:55.776 --> 01:41:58.212
IS AUTHORIZED TO ADOPT THE

01:41:58.278 --> 01:41:59.346
CURRICULUM FRAMEWORK FOR K

01:41:59.413 --> 01:42:01.114
THROUGH EIGHT, BUT NOT FOR TK.

01:42:01.181 --> 01:42:02.516
SO THAT'S ACTUALLY SEPARATE.

01:42:02.583 --> 01:42:03.917
HOWEVER, IN THE DEPARTMENT OF

01:42:03.984 --> 01:42:06.820
EDUCATION, THEY ARE SUPPORTING

01:42:06.887 --> 01:42:09.356
THE LEARNING ABOUT CURRICULUM

01:42:09.423 --> 01:42:11.492
OPTIONS FOR TK. AND SO THERE IS

01:42:11.558 --> 01:42:13.227
A LOT OF WORK THAT'S GOING ON,

01:42:13.293 --> 01:42:15.162
EVEN THOUGH IT'S NOT IN THE K

01:42:15.229 --> 01:42:16.930
THROUGH EIGHT FRAMEWORK. SO

01:42:16.997 --> 01:42:19.399
CERTAINLY AGE APPROPRIATE

01:42:19.466 --> 01:42:20.968
LEARNING THROUGH MUSIC. WE ALL

01:42:21.034 --> 01:42:22.503
KNOW THAT YOU LEARN MATH

01:42:22.569 --> 01:42:23.604
THROUGH MUSIC OR THROUGH ART.

01:42:23.670 --> 01:42:25.672
THERE ARE WAYS TO LEARN MATH

01:42:25.739 --> 01:42:27.107
MANY WAYS JUST PLAYING. EVEN

01:42:27.174 --> 01:42:28.642
WITH THE NUMBER OF APPLES YOU

01:42:28.709 --> 01:42:29.943
HAVE IN YOUR BASKET, RIGHT? AND

01:42:30.010 --> 01:42:31.678
IN THE PLAY KITCHEN. IT'S ALSO

01:42:31.745 --> 01:42:32.713
ENCOURAGING THE USE OF THE

01:42:32.779 --> 01:42:35.616
DEVELOPMENTAL RESULTS. DRP

01:42:35.682 --> 01:42:37.484
DEVELOPMENTAL PROFILE, WHICH

01:42:37.551 --> 01:42:38.919
INCLUDES A MATH STRAND. AND IT

01:42:38.986 --> 01:42:41.054
DOES BEGIN IN PRESCHOOL. SO THE

01:42:41.121 --> 01:42:43.190
VARIOUS THINGS YOU'D HOPE THAT

01:42:43.257 --> 01:42:44.558
THE PRESCHOOLERS ARE DOING TO

01:42:44.625 --> 01:42:46.159
BUILD THEIR KNOWLEDGE IS PART

01:42:46.226 --> 01:42:48.929
OF WHAT GETS ATTENDED TO IN THE

01:42:48.996 --> 01:42:51.431
SCHOOLS THAT USE THAT FRAMEWORK.

01:42:51.498 --> 01:42:53.600
YEAH. I'VE HEARD FROM MANY

01:42:53.667 --> 01:42:54.868
TEACHERS ABOUT HOW FRUSTRATING

01:42:54.935 --> 01:42:57.571
IT IS TO HAVE THESE SWINGS FROM

01:42:57.638 --> 01:42:58.639
NEW FRAMEWORK AND NEW

01:42:58.705 --> 01:43:00.807
CURRICULUM ADOPTION, BUT ALSO

01:43:00.874 --> 01:43:01.875
THAT SOMETIMES THEY DON'T GET

01:43:01.942 --> 01:43:03.310
THE LEVEL OF SUPPORT FROM THE

01:43:03.377 --> 01:43:04.878
STATE THAT THEY WOULD LIKE TO

01:43:04.945 --> 01:43:06.914
SEE. IN IMPLEMENTING GUIDANCE

01:43:06.980 --> 01:43:08.882
ON IMPLEMENTING HOW TO CHOOSE

01:43:08.949 --> 01:43:10.150
NEW INSTRUCTIONAL MATERIALS,

01:43:10.217 --> 01:43:11.151
FOR EXAMPLE, HAS BEEN A REALLY

01:43:11.218 --> 01:43:13.754
HOT TOPIC WHEN WE TALK ABOUT

01:43:13.820 --> 01:43:15.556
HIGH QUALITY INSTRUCTIONAL

01:43:15.622 --> 01:43:18.091
MATERIALS FROM A TEACHER'S

01:43:18.158 --> 01:43:19.526
PERSPECTIVE, WHAT DOES THAT

01:43:19.593 --> 01:43:21.028
MEAN? WHEN WE TALK ABOUT

01:43:21.094 --> 01:43:22.763
ADOPTING THAT CURRICULUM? WE

01:43:22.829 --> 01:43:23.931
ASK FOR TEACHERS. OFTEN THEY'RE

01:43:23.997 --> 01:43:25.666
BUSY TEACHERS ALREADY TEACHER

01:43:25.732 --> 01:43:27.434
LEADERS TO COME TOGETHER TO

01:43:27.501 --> 01:43:28.936
REVIEW WHAT, 50 SOMETHING

01:43:29.002 --> 01:43:31.438
DIFFERENT OPTIONS? HOW DO HOW

01:43:31.505 --> 01:43:33.574
DO WE HELP SUPPORT THEM THROUGH

01:43:33.640 --> 01:43:35.776
THAT PROCESS? YEAH, THAT'S A

01:43:35.842 --> 01:43:37.511
GREAT QUESTION BECAUSE IT'S

01:43:37.578 --> 01:43:39.346
HAPPENING ALL OVER CALIFORNIA

01:43:39.413 --> 01:43:40.781
BECAUSE WITH A NEW FRAMEWORK

01:43:40.847 --> 01:43:42.215
COMES NEW ADOPTION. IT COMES,

01:43:42.282 --> 01:43:43.684
THERE'S NEW TEXTBOOKS,

01:43:43.750 --> 01:43:45.085
CURRICULUM DEVELOPMENT

01:43:45.152 --> 01:43:46.453
DEVELOPERS ARE THERE FROM THE

01:43:46.520 --> 01:43:47.988
BEGINNING, LISTENING, TAKING

01:43:48.055 --> 01:43:49.856
ACTION IMMEDIATELY. AND WHAT WE,

01:43:49.923 --> 01:43:51.158
WHAT WE KNOW AND RECOGNIZE IS

01:43:51.224 --> 01:43:54.094
THAT THAT FIRST WAVE BACK IN

01:43:54.161 --> 01:43:59.132
2010, WHEN WE 2010, 2011, WE

01:43:59.199 --> 01:44:00.601
STILL HAVE TEXTBOOKS THAT ARE

01:44:00.667 --> 01:44:02.369
TEN YEARS OLD, AND WE HAVE A

01:44:02.436 --> 01:44:04.871
LOT OF PEOPLE SUPPLEMENTING AND

01:44:04.938 --> 01:44:06.640
USING OTHER RESOURCES, NOT EVEN

01:44:06.707 --> 01:44:08.241
USING THEIR TEXTBOOKS. AND SO

01:44:08.308 --> 01:44:10.310
THE CHALLENGE RIGHT NOW IS, YOU

01:44:10.377 --> 01:44:12.813
KNOW, WHICH, WHICH BOOKS CAN I

01:44:12.879 --> 01:44:14.948
TRUST? AND THEN WE'RE ALREADY

01:44:15.015 --> 01:44:16.750
HEARING OF THE ADOPTIONS THAT

01:44:16.817 --> 01:44:18.952
ARE TAKING PLACE AND TEACHERS

01:44:19.019 --> 01:44:20.754
LITERALLY SAYING, OH, I'M GOING

01:44:20.821 --> 01:44:22.656
BACK TO MY MATERIALS OVER HERE,

01:44:22.723 --> 01:44:24.358
OR I'M GOING BACK TO THESE

01:44:24.424 --> 01:44:26.126
THINGS. AND THOSE ARE REAL

01:44:26.193 --> 01:44:27.194
STATEMENTS. THESE ARE REAL

01:44:27.260 --> 01:44:28.295
TEACHERS. AND I THINK IT'S,

01:44:28.362 --> 01:44:31.198
IT'S MAYBE A COMFORT. AND SO

01:44:31.264 --> 01:44:33.367
WITH THE NEW MATERIALS, REALLY

01:44:33.433 --> 01:44:35.102
THINKING ABOUT HIGH QUALITY

01:44:35.168 --> 01:44:37.270
MATERIALS AND NOT JUST

01:44:37.337 --> 01:44:39.439
MATERIALS, RIGHT? I COULD, I

01:44:39.506 --> 01:44:41.608
COULD TALK ABOUT THIS FOR HOURS.

01:44:41.675 --> 01:44:43.810
SO LET ME JUST FOCUS ON

01:44:43.877 --> 01:44:45.579
MULTILINGUAL LEARNERS, RIGHT?

01:44:45.646 --> 01:44:46.680
SO IF YOU'RE THINKING ABOUT

01:44:46.747 --> 01:44:48.815
HIGH QUALITY MATERIALS, YOU'RE

01:44:48.882 --> 01:44:50.584
GOING TO SEE VERY SPECIFIC

01:44:50.651 --> 01:44:52.052
SUPPORTS FOR MULTILINGUAL

01:44:52.119 --> 01:44:53.120
LEARNERS. BUT YOU'RE ALSO GOING

01:44:53.186 --> 01:44:56.356
TO SEE IN THE MATERIALS THAT WE

01:44:56.423 --> 01:44:58.892
VALUE THE THINKING OF OUR

01:44:58.959 --> 01:45:00.360
MULTILINGUAL LEARNERS. WE DON'T

01:45:00.427 --> 01:45:01.795
JUST THINK ABOUT IT AS OH,

01:45:01.862 --> 01:45:02.896
DEFICIT THINKING. WE'RE

01:45:02.963 --> 01:45:05.399
THINKING, HOW DO WE, HOW DO WE

01:45:05.465 --> 01:45:06.800
FOLD IN ALL STUDENTS TO USE

01:45:06.867 --> 01:45:08.468
LANGUAGE TO EXPRESS THEMSELVES

01:45:08.535 --> 01:45:10.037
AND TO THINK ABOUT MATHEMATICS,

01:45:10.103 --> 01:45:11.872
RIGHT? YOU'RE GOING TO SEE

01:45:11.938 --> 01:45:13.273
DIFFERENT LANGUAGE ROUTINES

01:45:13.340 --> 01:45:14.841
EMBEDDED IN, IN THE TEXT.

01:45:14.908 --> 01:45:16.977
YOU'RE GOING TO SEE A LOT OF

01:45:17.044 --> 01:45:18.311
TIMES WE LOOK FOR LANGUAGE

01:45:18.378 --> 01:45:19.179
OBJECTIVES, BUT YOU'RE GOING TO

01:45:19.246 --> 01:45:21.682
SEE THOSE THROUGHOUT THE LESSON

01:45:21.748 --> 01:45:23.684
AND NOT JUST A ONE TIME THING.

01:45:23.750 --> 01:45:24.785
ASSESSMENTS ARE GOING TO

01:45:24.851 --> 01:45:27.320
INCLUDE LANGUAGE AND NOT JUST

01:45:27.387 --> 01:45:30.924
THE MATH. SO IT'S, IT'S, IT'S

01:45:30.991 --> 01:45:32.359
HARD BECAUSE YOU HAVE TO BUILD

01:45:32.426 --> 01:45:33.827
CAPACITY OF EDUCATORS AND

01:45:33.894 --> 01:45:35.228
TEACHERS AND COMMITTEES. AND

01:45:35.295 --> 01:45:36.563
PART OF THAT IS UNDERSTANDING

01:45:36.630 --> 01:45:38.532
THE FRAMEWORK I FEEL. AND SO WE

01:45:38.598 --> 01:45:40.333
CAN JUMP INTO AN ADOPTION

01:45:40.400 --> 01:45:41.435
COMMITTEE AND SAY, OKAY, IT'S

01:45:41.501 --> 01:45:42.636
TIME TO LOOK AT TEXTBOOKS. BUT

01:45:42.703 --> 01:45:44.304
WE HAVEN'T EVEN BUILT THEIR

01:45:44.371 --> 01:45:45.839
CAPACITY AROUND THE FRAMEWORK

01:45:45.906 --> 01:45:47.240
NUMBER ONE, BUT ALSO ABOUT WHAT

01:45:47.307 --> 01:45:49.342
IS CONSIDERED HIGH QUALITY AND

01:45:49.409 --> 01:45:50.711
WHAT IS IT THAT WE'RE LOOKING

01:45:50.777 --> 01:45:53.613
FOR? SO, AND EVERYTHING I

01:45:53.680 --> 01:45:55.482
STATED EARLIER IS A LOT OF WHAT

01:45:55.549 --> 01:45:57.584
YOU WANT TO LOOK FOR IN THE NEW

01:45:57.651 --> 01:45:59.019
CURRICULUM, BUT IT'S STILL A

01:45:59.086 --> 01:46:00.454
SHIFT. IT'S STILL A SHIFT. AND

01:46:00.520 --> 01:46:01.922
SO TEACHERS, THEY THEY'RE

01:46:01.988 --> 01:46:03.657
STARTING INSTEAD OF AN I DO, WE

01:46:03.724 --> 01:46:05.492
DO, YOU DO MODEL, WHICH

01:46:05.559 --> 01:46:07.661
TYPICALLY IS LIKE I MODEL, YOU

01:46:07.728 --> 01:46:09.763
WATCH ME, THEN WE PRACTICE

01:46:09.830 --> 01:46:10.931
TOGETHER AND THEN YOU DO ON

01:46:10.997 --> 01:46:11.965
YOUR OWN VERY TYPICAL

01:46:12.032 --> 01:46:13.100
TRADITIONAL CLASSROOM. NOW

01:46:13.166 --> 01:46:14.067
YOU'RE LOOKING AT TEXTBOOKS

01:46:14.134 --> 01:46:17.404
WHERE IT SAYS, OKAY, ASK KIDS.

01:46:17.471 --> 01:46:18.972
IT'S VERY OPEN, LIKE A LITTLE

01:46:19.039 --> 01:46:20.407
MORE OPEN, RIGHT? BUT WHAT

01:46:20.474 --> 01:46:21.575
YOU'RE DOING IS YOU'RE INVITING

01:46:21.641 --> 01:46:22.776
STUDENTS IN. YOU'RE INVITING

01:46:22.843 --> 01:46:23.910
THEM TO BRING THEMSELVES INTO

01:46:23.977 --> 01:46:25.479
THE MATH. AND THEN WE'RE GOING

01:46:25.545 --> 01:46:27.114
TO BUILD ON THAT KNOWLEDGE THAT

01:46:27.180 --> 01:46:28.915
THEY ALREADY HAVE. AND SO

01:46:28.982 --> 01:46:30.317
THAT'S, THAT'S A SHIFT IN HOW

01:46:30.383 --> 01:46:31.451
I'M TEACHING. I'VE ALWAYS

01:46:31.518 --> 01:46:33.553
TAUGHT WITH THE I DO MODEL, FOR

01:46:33.620 --> 01:46:34.621
EXAMPLE. I MEAN, I TAUGHT FOR

01:46:34.688 --> 01:46:37.624
NINE YEARS, BUT SO I THINK THAT

01:46:37.691 --> 01:46:39.659
THE SUPPORT WILL COME FROM

01:46:39.726 --> 01:46:41.895
OBVIOUSLY PROFESSIONAL LEARNING.

01:46:41.962 --> 01:46:43.797
AND WE KEEP SAYING THIS OVER

01:46:43.864 --> 01:46:45.432
AND OVER, BUT HAVING SUPPORT

01:46:45.499 --> 01:46:46.933
AND THAT IS GOING TO COME FROM

01:46:47.000 --> 01:46:49.002
A COACH. I SERVED AS A COACH

01:46:49.069 --> 01:46:51.538
FOR HONESTLY, OVER 15 YEARS.

01:46:51.605 --> 01:46:53.540
WOW. AND SO I KNOW WHAT MY ROLE

01:46:53.607 --> 01:46:55.542
WAS, AND I CAN'T SAY THAT I WAS

01:46:55.609 --> 01:46:56.977
PERFECT AND MADE EVERYONE, YOU

01:46:57.043 --> 01:46:58.311
KNOW, MAGIC HAPPEN EVERYWHERE,

01:46:58.378 --> 01:47:02.015
BUT IT SURE IT THE INTERACTIONS

01:47:02.082 --> 01:47:04.518
I HAD AND THE THINGS THAT WERE

01:47:04.584 --> 01:47:07.420
SAID TO ME AS FAR AS MY SUPPORT

01:47:07.487 --> 01:47:09.222
AND HOW PEOPLE WERE ABLE TO

01:47:09.289 --> 01:47:11.358
GROW AND HOW I WAS ABLE TO GROW,

01:47:11.424 --> 01:47:13.126
MAKES A DIFFERENCE IN HOW

01:47:13.193 --> 01:47:14.227
STUDENTS ARE GOING TO

01:47:14.294 --> 01:47:15.362
EXPERIENCE MATHEMATICS. AND SO

01:47:15.428 --> 01:47:17.497
I DO THINK IT'S SO CRITICAL

01:47:17.564 --> 01:47:19.633
THAT WHETHER IT'S ADOPTION OR

01:47:19.699 --> 01:47:21.802
INSTRUCTION OR MINDSET SHIFT,

01:47:21.868 --> 01:47:23.603
THAT WE NEED SUPPORT ALL, ALL

01:47:23.670 --> 01:47:25.839
ACROSS THE BOARD. SO YEAH, AND

01:47:25.906 --> 01:47:27.941
I CAN SAY THAT FROM SOME

01:47:28.008 --> 01:47:29.709
STUDIES THAT SHOW ON THE

01:47:29.776 --> 01:47:30.811
FOUNDATIONAL LEARNINGS OF

01:47:30.877 --> 01:47:31.912
MATHEMATICS, THERE'S STILL SOME

01:47:31.978 --> 01:47:33.346
NEED IN THE CURRICULUM. THE

01:47:33.413 --> 01:47:35.115
ADOPTED CURRICULUM DOES SHOW

01:47:35.182 --> 01:47:37.651
SOME NEED FOR MEMORIZING THE

01:47:37.717 --> 01:47:38.718
FACTS BECAUSE IT HELPS YOU

01:47:38.785 --> 01:47:40.520
ACCESS YOUR, YOUR MATH FASTER.

01:47:40.587 --> 01:47:43.423
AND HAVING SOME OF THAT IN YOUR

01:47:43.490 --> 01:47:45.225
YOUR LONG TERM MEMORY IS

01:47:45.292 --> 01:47:46.426
HELPFUL FOR STUDENTS AS THEY

01:47:46.493 --> 01:47:48.428
BUILD UPON MATH. AND SO I

01:47:48.495 --> 01:47:49.496
UNDERSTAND THAT THERE WILL BE

01:47:49.563 --> 01:47:51.665
THIS BIG PICTURE DREAMING BIG

01:47:51.731 --> 01:47:53.133
AND HAVING CONVERSATIONAL MATH,

01:47:53.200 --> 01:47:54.835
BUT SOME COMPONENTS OF IT ARE

01:47:54.901 --> 01:47:57.571
STILL DOING THE MATH. AND SOME

01:47:57.637 --> 01:47:59.639
OF THE BASIC FUNDAMENTALS OF

01:47:59.706 --> 01:48:01.174
MATH. AND SO THIS FRAMEWORK

01:48:01.241 --> 01:48:03.243
SEEMS TO BE TYING THOSE TWO

01:48:03.310 --> 01:48:05.078
THINGS TOGETHER A LOT BETTER SO

01:48:05.145 --> 01:48:06.513
THAT THE MATH THAT THEY'RE

01:48:06.580 --> 01:48:07.914
LEARNING CAN ACTUALLY BE

01:48:07.981 --> 01:48:09.683
APPLIED IN CONTEXT, WHICH MAKES

01:48:09.749 --> 01:48:11.484
IT MORE INTERESTING AND APPLIED

01:48:11.551 --> 01:48:12.986
TOWARDS BIGGER IDEAS. AND I

01:48:13.053 --> 01:48:14.654
THINK THAT'S GOING TO MAKE IT A

01:48:14.721 --> 01:48:16.823
LOT MORE RELATABLE, NOT ONLY TO

01:48:16.890 --> 01:48:17.991
THE STUDENTS RECEIVING IT, BUT

01:48:18.058 --> 01:48:19.459
TO THE EDUCATORS TEACHING IT.

01:48:19.526 --> 01:48:21.895
THE WORRY I HAVE IS THAT IN OUR

01:48:21.962 --> 01:48:24.064
SMALLER DISTRICTS, WHERE THERE

01:48:24.130 --> 01:48:25.899
ISN'T AS MUCH CAPACITY FOR

01:48:25.966 --> 01:48:27.200
ADMINISTRATORS TO BE SUPPORTIVE

01:48:27.267 --> 01:48:28.435
BECAUSE THEY'RE WEARING MANY

01:48:28.501 --> 01:48:30.237
HATS AT THE SAME TIME, WE'RE IN

01:48:30.303 --> 01:48:31.771
OUR RURAL COMMUNITIES WHERE

01:48:31.838 --> 01:48:33.106
IT'S MORE DIFFICULT TO FIND

01:48:33.173 --> 01:48:34.941
THOSE MATH COACHES. HOW ARE WE

01:48:35.008 --> 01:48:36.509
GOING TO HELP SUPPORT THEM?

01:48:36.576 --> 01:48:37.777
BECAUSE THAT'S LIKE 50% OF OUR

01:48:37.844 --> 01:48:39.713
SCHOOL DISTRICTS. AND AND IT'S

01:48:39.779 --> 01:48:41.348
A SUBSTANTIAL NUMBER OF OUR

01:48:41.414 --> 01:48:42.816
DISTRICTS THAT ARE SMALL AND

01:48:42.883 --> 01:48:44.751
RURAL AND STRUGGLE WITH FINDING

01:48:44.818 --> 01:48:46.686
THE CAPACITY TO IMPLEMENT THIS.

01:48:46.753 --> 01:48:47.821
SO I'M LOOKING FORWARD TO

01:48:47.888 --> 01:48:49.789
SEEING THAT. I THINK IT WAS $50

01:48:49.856 --> 01:48:51.057
MILLION IN OUR STATE BUDGET FOR

01:48:51.124 --> 01:48:52.759
MATH COACHES THIS YEAR. AND I

01:48:52.826 --> 01:48:53.927
THINK THAT'S GOING TO BE REALLY

01:48:53.994 --> 01:48:55.128
HELPFUL TO THOSE DISTRICTS THAT

01:48:55.195 --> 01:48:57.330
NEED THAT ASSISTANCE. YEAH. AND,

01:48:57.397 --> 01:48:58.999
AND MY FIRST THING COMES TO

01:48:59.065 --> 01:49:00.934
MIND IS LIKE, YOU KNOW, WE HAVE

01:49:01.001 --> 01:49:01.935
TECHNOLOGY AND THERE'S SOME

01:49:02.002 --> 01:49:03.003
OPPORTUNITIES FOR THERE TO BE

01:49:03.069 --> 01:49:04.371
SOME COMMUNITIES OF PRACTICE

01:49:04.437 --> 01:49:06.139
THROUGH, YOU KNOW, THROUGH THE

01:49:06.206 --> 01:49:07.641
USE OF ZOOM. AND BECAUSE I KNOW

01:49:07.707 --> 01:49:09.142
THERE'S LOTS OF RURAL AREAS,

01:49:09.209 --> 01:49:11.311
BUT WE ARE EVEN WITH THE MPLP

01:49:11.378 --> 01:49:13.413
GRANT, WHICH YOU'VE HEARD ABOUT

01:49:13.480 --> 01:49:15.181
LOOKING AT COMMUNITIES OF

01:49:15.248 --> 01:49:16.316
PRACTICE ACROSS DIFFERENT

01:49:16.383 --> 01:49:19.920
COUNTY LINES AND USING USING

01:49:19.986 --> 01:49:21.021
TECHNOLOGY LIKE ZOOM, FOR

01:49:21.087 --> 01:49:22.722
EXAMPLE, SO THAT WE CAN

01:49:22.789 --> 01:49:24.557
COLLABORATE AND SO THAT WE CAN

01:49:24.624 --> 01:49:26.026
KIND OF COACH EACH OTHER UP.

01:49:26.092 --> 01:49:28.461
AND SO THERE ARE, THERE ARE

01:49:28.528 --> 01:49:29.562
OPPORTUNITIES THAT I GUESS WE

01:49:29.629 --> 01:49:32.098
COULD BE REALLY MINDFUL, LIKE,

01:49:32.165 --> 01:49:33.633
HOW CAN WE MAKE THAT HAPPEN?

01:49:33.700 --> 01:49:34.801
BECAUSE I DO BELIEVE EVERYONE

01:49:34.868 --> 01:49:37.270
DESERVES THAT SUPPORT. AND THEN

01:49:37.337 --> 01:49:40.040
TO WHAT YOU MENTIONED ABOUT THE

01:49:40.106 --> 01:49:42.575
MATH, THAT IS ABSOLUTELY, WE

01:49:42.642 --> 01:49:43.910
WANT STUDENTS TO BE FLEXIBLE

01:49:43.977 --> 01:49:45.078
WITH NUMBERS. AND THAT IS, LIKE

01:49:45.145 --> 01:49:46.913
YOU SAID, IT'S KIND OF FOLDING

01:49:46.980 --> 01:49:49.382
THE FRAMEWORK WITH SOME OF OUR

01:49:49.449 --> 01:49:50.850
WHAT WE KNOW ABOUT MATHEMATICS.

01:49:50.917 --> 01:49:54.087
MATH IS STILL AT THE CENTER.

01:49:54.154 --> 01:49:56.556
YES. RIGHT. BUT IT'S HOW WE

01:49:56.623 --> 01:49:58.024
EXPERIENCE MATH AND HOW WE CAN

01:49:58.091 --> 01:50:00.193
TAKE MATH BEYOND THAT CLASSROOM,

01:50:00.260 --> 01:50:01.995
BEYOND THAT WORKSHEET AND

01:50:02.062 --> 01:50:04.130
ACTUALLY APPLY IT IN CAREER,

01:50:04.197 --> 01:50:07.400
COLLEGE AND CIVIC LIFE. AND SO,

01:50:07.467 --> 01:50:09.202
YEAH, WE WANT FOLKS TO ENJOY

01:50:09.269 --> 01:50:10.637
MATH AND TO SEE THE BEAUTY OF

01:50:10.704 --> 01:50:12.472
MATH. YEAH. AND I THINK THE

01:50:12.539 --> 01:50:13.606
FRAMEWORK CAN KIND OF DO THAT

01:50:13.673 --> 01:50:15.475
FOR US, REALLY CHANGE THAT. AND

01:50:15.542 --> 01:50:17.844
YOU ALSO MENTIONED HOW THE

01:50:17.911 --> 01:50:19.279
IMPORTANCE OF FAMILY ENGAGEMENT,

01:50:19.346 --> 01:50:20.780
THE ROYAL FAMILY ENGAGEMENT

01:50:20.847 --> 01:50:22.549
PLAYS IN A STUDENT'S INTEREST

01:50:22.615 --> 01:50:23.984
IN MATH OR CAPACITY TO LEARN

01:50:24.050 --> 01:50:25.518
MATH. CAN YOU EXPLAIN A LITTLE

01:50:25.585 --> 01:50:27.153
BIT MORE ABOUT WHAT YOU MEAN BY

01:50:27.220 --> 01:50:30.123
THAT? HOW MANY HOURS DO YOU

01:50:30.190 --> 01:50:32.292
HAVE? WELL, I MEAN, MY

01:50:32.359 --> 01:50:33.360
COLLEAGUES PROBABLY HAVE

01:50:33.426 --> 01:50:34.761
QUESTIONS TOO. BUT YOU KNOW,

01:50:34.828 --> 01:50:35.528
PEOPLE, IF YOU KNOW ME, YOU

01:50:35.595 --> 01:50:37.464
KNOW, I'M ALWAYS GOING TO BRING

01:50:37.530 --> 01:50:38.698
THIS UP. AND SINCE YOU'VE ASKED,

01:50:38.765 --> 01:50:40.567
LIKE MY PARENTS CAME FROM

01:50:40.633 --> 01:50:42.736
MEXICO, MY DAD WAS A FARM

01:50:42.802 --> 01:50:45.605
LABORER, STILL WORKING. HE'S 70

01:50:45.672 --> 01:50:47.407
SOMETHING, I THINK EIGHT. SO I

01:50:47.474 --> 01:50:49.142
GREW UP ON RANCHOS. I GREW UP

01:50:49.209 --> 01:50:51.011
AROUND ORANGES AND LEMONS.

01:50:51.077 --> 01:50:52.412
RIGHT. AND SO LIVING TREES,

01:50:52.479 --> 01:50:54.214
HUNDREDS AND ACRES OF THEM. I

01:50:54.280 --> 01:50:56.416
LEARNED SO MUCH MATH AT HOME.

01:50:56.483 --> 01:50:57.917
THAT'S MY GREATEST MATH HERO.

01:50:57.984 --> 01:50:59.519
THAT'S MY MATH TEACHER. HE ONLY

01:50:59.586 --> 01:51:01.021
HAD A SIXTH GRADE EDUCATION.

01:51:01.087 --> 01:51:03.189
YET THAT'S WHERE I LEARNED MY

01:51:03.256 --> 01:51:05.025
MATH. THAT'S WHERE I LEARNED MY

01:51:05.091 --> 01:51:08.261
LOVE FOR MATH. AND SO FAMILIES

01:51:08.328 --> 01:51:09.729
REALLY, AGAIN, DON'T GIVE

01:51:09.796 --> 01:51:10.497
THEMSELVES ENOUGH CREDIT FOR

01:51:10.563 --> 01:51:12.098
THE MATH THAT THEY USE EVERY

01:51:12.165 --> 01:51:14.467
DAY, REALLY INFLUENCE US AND

01:51:14.534 --> 01:51:18.338
SHAPE US INTO HOW WE HOW WE SEE

01:51:18.405 --> 01:51:19.606
EDUCATION, HOW WE SEE OURSELVES

01:51:19.672 --> 01:51:21.541
AND HOW WE, HOW WE SEE

01:51:21.608 --> 01:51:22.709
MATHEMATICS. AND SO I THINK WE

01:51:22.776 --> 01:51:24.444
NEED TO VALUE OUR FAMILIES,

01:51:24.511 --> 01:51:26.980
VALUE THEIR WORK VALUE WHAT

01:51:27.047 --> 01:51:28.415
THEY TEACH AT HOME, AND WHAT

01:51:28.481 --> 01:51:30.083
THE KIDS ARE LEARNING AT HOME

01:51:30.150 --> 01:51:31.384
FROM THEIR FAMILIES AND INCLUDE

01:51:31.451 --> 01:51:33.420
THEM AS EXPERTS IN THE

01:51:33.486 --> 01:51:34.587
CLASSROOM. I HEARD A TEACHER

01:51:34.654 --> 01:51:36.423
SAY, I'M GOING TO BRING IN THE

01:51:36.489 --> 01:51:37.824
PARENTS AND HAVE THEM. THEY CAN

01:51:37.891 --> 01:51:39.426
RECORD A VIDEO, THEY CAN COME

01:51:39.492 --> 01:51:40.493
IN AND THEY'RE GOING TO

01:51:40.560 --> 01:51:41.494
INTRODUCE FRACTIONS TO THE

01:51:41.561 --> 01:51:44.964
STUDENTS. WELL, YES, OF COURSE,

01:51:45.031 --> 01:51:46.800
BECAUSE THEY ARE EXPERTS. AND

01:51:46.866 --> 01:51:48.902
SO REALLY VALUING STUDENTS

01:51:48.968 --> 01:51:51.071
THINKING, VALUING JUST HOW THEY

01:51:51.137 --> 01:51:52.272
MAKE SENSE OF THE WORLD. AND

01:51:52.338 --> 01:51:54.074
THEN IF THEIR CHILDREN CAN SEE

01:51:54.140 --> 01:51:55.842
THAT, IT REALLY DOES BUILD A

01:51:55.909 --> 01:51:57.210
STRONGER MATH IDENTITY. I THINK

01:51:57.277 --> 01:51:59.712
SO, YES. FAMILY ENGAGEMENT.

01:51:59.779 --> 01:52:01.548
FAMILIES AT THE CENTER ARE

01:52:01.614 --> 01:52:03.349
CRITICAL AND IMPORTANT, AND I

01:52:03.416 --> 01:52:06.219
AM A TESTAMENT OF THAT. YEAH,

01:52:06.286 --> 01:52:07.687
YEAH. WE LEARNED A LOT ABOUT

01:52:07.754 --> 01:52:09.789
MATH AT HOME, TOO. IT'S IT'S

01:52:09.856 --> 01:52:12.025
INTERESTING HOW WE DON'T

01:52:12.092 --> 01:52:13.560
NECESSARILY FULLY REALIZE THAT

01:52:13.626 --> 01:52:15.195
THERE'S A LOT OF MATH GOING ON

01:52:15.261 --> 01:52:16.396
AT HOME WHEN THERE IS, IT'S

01:52:16.463 --> 01:52:18.798
EMBEDDED RIGHT TO MY COLLEAGUES.

01:52:18.865 --> 01:52:20.133
ANY COMMENTS OR QUESTIONS YOU

01:52:20.200 --> 01:52:25.672
WANT TO PUT IN? THANKS. I DID

01:52:25.738 --> 01:52:28.308
KIND OF JUST WANT TO, I DON'T

01:52:28.374 --> 01:52:30.243
KNOW, CROSSWALK A LITTLE BIT.

01:52:30.310 --> 01:52:32.145
THE CONCEPTS THAT WE'VE TALKED

01:52:32.212 --> 01:52:33.913
ABOUT HERE, BECAUSE ON THE ONE

01:52:33.980 --> 01:52:37.183
HAND, WE'VE ARTICULATED BOTH

01:52:37.250 --> 01:52:38.618
THIS FRAMEWORK THAT WE WANT TO

01:52:38.685 --> 01:52:40.820
BE ABLE TO KIND OF BE OUR

01:52:40.887 --> 01:52:43.323
TOUCHSTONE. AND THEN WE HAD

01:52:43.389 --> 01:52:45.091
MISS DARLING-HAMMOND TALK TO US

01:52:45.158 --> 01:52:46.126
ABOUT DOCTOR DARLING-HAMMOND,

01:52:46.192 --> 01:52:47.961
TALK TO US ABOUT WHAT WE KNOW

01:52:48.027 --> 01:52:49.028
OTHER COUNTRIES ARE ALREADY

01:52:49.095 --> 01:52:51.197
DOING IN TERMS OF HAVING MORE

01:52:51.264 --> 01:52:53.399
ADVANCED PROGRAMS OR PROGRESS

01:52:53.466 --> 01:52:56.569
IN, IN MATHEMATICS. AND THEN WE

01:52:56.636 --> 01:52:58.371
ALSO TALKED ABOUT THE FACT THAT

01:52:58.438 --> 01:53:00.940
WE HAVE HAD SOME STILL HAVE

01:53:01.007 --> 01:53:02.342
SOME PRETTY SIGNIFICANT GAPS.

01:53:02.408 --> 01:53:05.979
YOU MENTIONED THE, THE, THE

01:53:06.045 --> 01:53:07.780
LACK OF HAVING THE MIDDLE

01:53:07.847 --> 01:53:09.582
SCHOOL AND HIGH SCHOOL KIND OF

01:53:09.649 --> 01:53:13.119
CURRICULUM FULL, FULLY REVISED.

01:53:13.186 --> 01:53:15.989
THE TK NOT BEING AUTHORIZED TO

01:53:16.055 --> 01:53:18.224
BE A PART OF THE MATH

01:53:18.291 --> 01:53:21.427
CURRICULUM DEVELOPMENT BY THE

01:53:21.494 --> 01:53:26.132
STATE BOARD OF EDUCATION. WE'VE

01:53:26.199 --> 01:53:28.801
SPENT A LOT OF TIME IN LITERACY,

01:53:28.868 --> 01:53:31.137
FOR SURE, AND CERTAINLY IN IN

01:53:31.204 --> 01:53:32.906
MATH AS WELL, KIND OF

01:53:32.972 --> 01:53:35.175
UNDERSTANDING THE GAPS OF, OF

01:53:35.241 --> 01:53:38.011
WHAT WE ARE BUILDING OUT. AND,

01:53:38.077 --> 01:53:39.379
AND IT'S CERTAINLY THE CASE

01:53:39.445 --> 01:53:42.382
THAT MATHEMATICS WERE WE'RE

01:53:42.448 --> 01:53:43.750
STRUGGLING A LITTLE BIT. THE,

01:53:43.816 --> 01:53:46.719
THE DATA DOES BEAR THAT OUT AS

01:53:46.786 --> 01:53:47.987
A COUNTRY AND CERTAINLY WITHIN

01:53:48.054 --> 01:53:50.256
THE STATE OF CALIFORNIA. WHAT

01:53:50.323 --> 01:53:54.894
WOULD BE YOUR TOP 2 OR 3

01:53:54.961 --> 01:53:57.063
ACCELERATORS AS IT RELATES TO

01:53:57.130 --> 01:53:58.531
MAKING SURE THAT THERE'S A

01:53:58.598 --> 01:54:00.633
GREATER LEVEL OF ALIGNMENT

01:54:00.700 --> 01:54:03.970
AROUND CURRICULUM FOR, FOR US

01:54:04.037 --> 01:54:09.008
HERE IN CALIFORNIA. EITHER OF

01:54:09.075 --> 01:54:14.013
US. I'LL START WITH YOU. YEAH.

01:54:14.080 --> 01:54:16.115
I THINK THERE'S THE, THE, THE

01:54:16.182 --> 01:54:17.250
CURRICULUM ALIGNMENT QUESTION.

01:54:17.317 --> 01:54:18.518
I THINK THE POINT THAT YOU MADE

01:54:18.585 --> 01:54:21.554
IS THAT WE HAVE NEW CURRICULA

01:54:21.621 --> 01:54:23.356
THAT DO MEET THE STANDARDS. AND

01:54:23.423 --> 01:54:25.658
THEY AS YOU SAID, CHAIR PATEL,

01:54:25.725 --> 01:54:27.327
THEY ARE BOTH. AND THEY BOTH,

01:54:27.393 --> 01:54:29.095
YOU KNOW, OPEN UP THE SUBJECT

01:54:29.162 --> 01:54:30.563
AND MAKE SURE THAT THERE'S

01:54:30.630 --> 01:54:32.398
FLUENCY AND SO ON. BUT IT'S A

01:54:32.465 --> 01:54:35.235
BIG SHIFT. SO TO GET COHERENCE,

01:54:35.301 --> 01:54:36.836
I THINK WE NEED TO BE SURE THAT

01:54:36.903 --> 01:54:40.306
WE'VE GOT THE INTENSITY AND

01:54:40.373 --> 01:54:43.176
EXTENSIVE EXTENSIVENESS OF

01:54:43.243 --> 01:54:44.244
COACHING AND PROFESSIONAL

01:54:44.310 --> 01:54:45.678
DEVELOPMENT THAT REACHES

01:54:45.745 --> 01:54:46.713
EVERYONE. RIGHT NOW WE'RE

01:54:46.779 --> 01:54:48.915
REACHING SOME PLACES AND NOT

01:54:48.982 --> 01:54:51.150
OTHERS. AND THE IMPORTANCE OF

01:54:51.217 --> 01:54:52.652
THE COACHES THAT'S BEEN NOTED

01:54:52.719 --> 01:54:54.654
IS THAT THEY'RE THERE DAY BY

01:54:54.721 --> 01:54:56.055
DAY. EVERY YOU KNOW, THEY'RE

01:54:56.122 --> 01:54:58.358
NOT GOING AWAY. THEY'RE IN THE

01:54:58.424 --> 01:55:00.093
SCHOOL IN ALABAMA. I MENTIONED

01:55:00.159 --> 01:55:03.663
THAT, BILL, EVERY SCHOOL IS

01:55:03.730 --> 01:55:05.131
GETTING A MATH COACH. AND IF

01:55:05.198 --> 01:55:06.232
THEY HAVE MORE THAN 900

01:55:06.299 --> 01:55:07.767
STUDENTS, THEY GET TWO COACHES

01:55:07.834 --> 01:55:09.068
AND THEY'RE JUST DOING IT

01:55:09.135 --> 01:55:11.971
ACROSS THE BOARD. WE WOULD

01:55:12.038 --> 01:55:13.306
BENEFIT FROM SOMETHING THAT IS

01:55:13.373 --> 01:55:16.609
MUCH MORE INTENTIONAL AROUND

01:55:16.676 --> 01:55:18.811
THAT. WE MAY. WE'RE MUCH BIGGER,

01:55:18.878 --> 01:55:20.947
AND WE HAVE MANY MORE PLACES TO

01:55:21.014 --> 01:55:23.383
WORRY ABOUT, BUT WE MIGHT TAKE

01:55:23.449 --> 01:55:25.618
THE LOWEST PERFORMING SCHOOLS

01:55:25.685 --> 01:55:28.187
IN MATH AND REALLY ENSURE THAT

01:55:28.254 --> 01:55:30.256
THEY HAVE ALL OF THE THINGS

01:55:30.323 --> 01:55:31.758
THAT ARE NEEDED THE COACHES,

01:55:31.824 --> 01:55:34.294
THE INTERVENTIONS, THE HIGH

01:55:34.360 --> 01:55:36.429
STAKES TUTORING, ALL OF THAT.

01:55:36.496 --> 01:55:38.264
AND REALLY, I WOULD SAY NOT

01:55:38.331 --> 01:55:40.066
ONLY DO IT, BUT THEN STUDY IT

01:55:40.133 --> 01:55:41.934
AND THEN, YOU KNOW, SCALE MORE

01:55:42.001 --> 01:55:44.437
OF THE PRACTICES UP. THE OTHER

01:55:44.504 --> 01:55:46.506
THING IS THAT WE HAVE TO DEAL

01:55:46.572 --> 01:55:47.974
WITH THE SHORTAGES AND

01:55:48.041 --> 01:55:49.676
ELIMINATE THEM. AND WE'VE BEEN

01:55:49.742 --> 01:55:51.944
MAKING PROGRESS ON THAT. BUT

01:55:52.011 --> 01:55:53.346
AGAIN, IN THE HIGHEST NEED

01:55:53.413 --> 01:55:54.847
PLACES, WE HAVE SO MANY

01:55:54.914 --> 01:55:56.215
TEACHERS, AND EVEN WITH MATH

01:55:56.282 --> 01:55:57.350
COACHING, YOU'LL HEAR PEOPLE

01:55:57.417 --> 01:55:59.185
SAY, I CAN'T AFFORD TO TAKE MY

01:55:59.252 --> 01:56:00.586
ONE GOOD TEACHER OUT OF THE

01:56:00.653 --> 01:56:02.355
CLASSROOM AND MAKE THEM A COACH,

01:56:02.422 --> 01:56:04.123
BECAUSE WHERE AM I GOING TO GET

01:56:04.190 --> 01:56:05.625
ANOTHER ONE? SO THAT, YOU KNOW,

01:56:05.692 --> 01:56:07.160
GETTING THAT PIPELINE TO REALLY

01:56:07.226 --> 01:56:08.861
WORK? AND AS I SAY, IT'S BEEN

01:56:08.928 --> 01:56:10.296
VERY ENCOURAGING THE LAST FEW

01:56:10.363 --> 01:56:11.698
YEARS, WE'VE HAD A REAL

01:56:11.764 --> 01:56:14.233
INCREASE OF. AND MUCH OF THAT

01:56:14.300 --> 01:56:16.402
INCREASE IS RESIDENTS WHO GO TO

01:56:16.469 --> 01:56:18.571
THE HIGHER NEED COMMUNITIES IN

01:56:18.638 --> 01:56:21.140
GREATER NUMBERS. YOU KNOW, WE

01:56:21.207 --> 01:56:22.842
JUST NEED TO CONTINUE TO DO

01:56:22.909 --> 01:56:24.644
THAT AT SCALE. THAT WILL ALLOW

01:56:24.711 --> 01:56:27.180
US THEN TO, YOU KNOW, BE SURE

01:56:27.246 --> 01:56:28.281
THAT NOT ONLY ARE THERE

01:56:28.348 --> 01:56:29.749
QUALIFIED TEACHERS IN THE

01:56:29.816 --> 01:56:31.451
CLASSROOMS. THE LAST THING I'D

01:56:31.517 --> 01:56:32.652
SAY, AND I REALLY APPRECIATE

01:56:32.719 --> 01:56:34.754
YOUR QUESTION ABOUT PREPARATION,

01:56:34.821 --> 01:56:37.990
IT'S A LOW COST INVESTMENT TO

01:56:38.057 --> 01:56:40.493
FIX PREPARATION COMPARED TO

01:56:40.560 --> 01:56:43.062
WHAT IT COSTS TO TRY TO FIX THE

01:56:43.129 --> 01:56:45.164
PRACTICE OF TENS OF THOUSANDS

01:56:45.231 --> 01:56:46.999
OF TEACHERS LATER IN THE FIELD,

01:56:47.066 --> 01:56:49.135
YOU KNOW, FIXING THE

01:56:49.202 --> 01:56:50.236
PREPARATION PROGRAMS IN A

01:56:50.303 --> 01:56:52.372
COUPLE HUNDRED PLACES VERSUS

01:56:52.438 --> 01:56:54.907
10,000 SCHOOL DISTRICTS IS, YOU

01:56:54.974 --> 01:56:57.110
KNOW, A BARGAIN. AND WE DID IN

01:56:57.176 --> 01:56:58.544
LITERACY, SORT OF ARTICULATE,

01:56:58.611 --> 01:57:00.279
HERE'S WHAT YOU NEED TO BE ABLE

01:57:00.346 --> 01:57:01.781
TO DO HERE. THE PERFORMANCE

01:57:01.848 --> 01:57:03.216
EXPECTATIONS. ALL THE PROGRAMS

01:57:03.282 --> 01:57:05.451
UNDERWENT REREVIEW TO BE SURE

01:57:05.518 --> 01:57:07.153
THAT THEY HAD THE PIECES IN

01:57:07.220 --> 01:57:08.955
PLACE. SO I DO THINK THAT

01:57:09.021 --> 01:57:12.158
THAT'S A OFTEN IGNORED, BUT

01:57:12.225 --> 01:57:14.727
HIGH LEVERAGE WAY TO GET

01:57:14.794 --> 01:57:16.129
COHERENCE FROM THE BEGINNING,

01:57:16.195 --> 01:57:17.964
RATHER THAN HAVING TO RETRAIN

01:57:18.030 --> 01:57:18.965
PEOPLE ONCE THEY'RE IN THE

01:57:19.031 --> 01:57:22.935
FIELD. WHAT DO YOU THINK? WE

01:57:23.002 --> 01:57:27.673
THINK THAT WE ARE? HAVE WE

01:57:27.740 --> 01:57:29.442
STARTED WITH THE END IN MIND?

01:57:29.509 --> 01:57:31.511
HAVE WE STARTED WITH THE END IN

01:57:31.577 --> 01:57:34.514
MIND? DO DO WE HAVE A SENSE OF

01:57:34.580 --> 01:57:35.915
KIND OF DOING THE BACKWARDS

01:57:35.982 --> 01:57:39.318
MAPPING AROUND HOW OUR CHILDREN

01:57:39.385 --> 01:57:42.088
THEN GO TO GO ON TO USE MATH IN

01:57:42.155 --> 01:57:46.426
THE IN THE WORLD AND, AND THEN

01:57:46.492 --> 01:57:48.161
UNDERSTAND WHAT THEY NEED TO

01:57:48.227 --> 01:57:50.363
GRADUATE HIGH SCHOOL WITH AND

01:57:50.430 --> 01:57:52.265
THEN KIND OF BACKWARDS MAP WITH

01:57:52.331 --> 01:57:53.433
THAT. I'M JUST CURIOUS ABOUT

01:57:53.499 --> 01:57:56.102
THE FACT THAT WE ARE MISSING,

01:57:56.169 --> 01:57:57.937
MISSING THE REVISION AROUND THE

01:57:58.004 --> 01:57:59.705
MIDDLE SCHOOL AND HIGH SCHOOL

01:57:59.772 --> 01:58:02.575
PIECE, OUR, OUR SORT OF LEGAL

01:58:02.642 --> 01:58:05.111
FRAMEWORK IN CALIFORNIA FOR

01:58:05.178 --> 01:58:07.313
CURRICULUM IS K THROUGH EIGHT.

01:58:07.380 --> 01:58:09.782
SO WE ADOPTED EACH SUBJECT AREA,

01:58:09.849 --> 01:58:12.318
SORT OF A K THROUGH EIGHT

01:58:12.385 --> 01:58:14.454
CURRICULUM FRAMEWORK AND AND

01:58:14.520 --> 01:58:15.922
MATERIALS FOR K THROUGH EIGHT.

01:58:15.988 --> 01:58:18.791
SO THAT'S PART OF OUR, OUR

01:58:18.858 --> 01:58:20.626
APPROACH LEGISLATURA COULD

01:58:20.693 --> 01:58:22.762
THINK ABOUT HOW TO CHANGE THAT.

01:58:22.829 --> 01:58:24.497
SO WE DID NOT START WITH THE

01:58:24.564 --> 01:58:25.765
END IN MIND. WE THOUGHT STARTED

01:58:25.832 --> 01:58:27.567
WITH HOW ARE WE GOING TO GET

01:58:27.633 --> 01:58:28.768
THEM TO EIGHTH GRADE? I MEAN,

01:58:28.835 --> 01:58:30.603
THAT'S THE WAY THE, THE RULES

01:58:30.670 --> 01:58:32.505
ARE WRITTEN. SO I DO THINK THAT

01:58:32.572 --> 01:58:33.639
THAT IS A CHALLENGE. AND THE

01:58:33.706 --> 01:58:36.042
DIFFERENCE BETWEEN IN THE

01:58:36.108 --> 01:58:37.143
HIGHEST ACHIEVING COUNTRIES,

01:58:37.210 --> 01:58:40.012
WE'RE TALKING JAPAN, KOREA,

01:58:40.079 --> 01:58:42.548
ESTONIA, FINLAND, SINGAPORE,

01:58:42.615 --> 01:58:44.150
NONE OF THEM TEACH THE SEQUENCE

01:58:44.217 --> 01:58:45.952
THAT WE TEACH IN IN HIGH SCHOOL

01:58:46.018 --> 01:58:47.119
MATH, THEY ALL TEACH AN

01:58:47.186 --> 01:58:48.921
INTEGRATED MATH ONE, TWO AND

01:58:48.988 --> 01:58:51.724
THREE, AND THEN THEY GO

01:58:51.791 --> 01:58:52.658
STRAIGHT TO CALCULUS BECAUSE

01:58:52.725 --> 01:58:54.694
THEY'VE DESIGNED THOSE COURSES.

01:58:54.760 --> 01:58:55.761
SO THEY HAVEN'T MISSED THE

01:58:55.828 --> 01:58:58.297
THINGS THAT WE STICK INTO

01:58:58.364 --> 01:58:59.499
PRE-CALCULUS. AND THEN THEY GO

01:58:59.565 --> 01:59:01.901
ON TO HIGHER LEVEL MATH. SO I

01:59:01.968 --> 01:59:05.471
DO THINK THAT THIS CURRICULUM

01:59:05.538 --> 01:59:07.640
REVIEW THAT THE INTERSEGMENTAL

01:59:07.707 --> 01:59:10.510
MATH GROUP WANTS TO DO COULD BE

01:59:10.576 --> 01:59:12.678
VERY, VERY HELPFUL TO US

01:59:12.745 --> 01:59:14.480
BECAUSE IT'S VERY INEFFICIENT.

01:59:14.547 --> 01:59:16.716
YOU KNOW, SOME OF ALGEBRA TWO

01:59:16.782 --> 01:59:18.484
IS REPEATING SOME OF  EBRA

01:59:18.551 --> 01:59:20.753
ONE. AND, YOU KNOW, GEOMETRY

01:59:20.820 --> 01:59:22.788
AND ALGEBRA AREN'T TAUGHT IN

01:59:22.855 --> 01:59:24.924
RELATION TO EACH OTHER. SO IT'S

01:59:24.991 --> 01:59:26.425
HARDER TO UNDERSTAND HOW THOSE

01:59:26.492 --> 01:59:29.595
TWO RELATE, ETC. IT WOULD

01:59:29.662 --> 01:59:32.131
BENEFIT US TO REALLY AUTHORIZE

01:59:32.198 --> 01:59:34.634
THAT KIND OF A STUDY AND

01:59:34.700 --> 01:59:39.305
RECOMMENDATIONS. AND I JUST

01:59:39.372 --> 01:59:41.841
WANT TO ADD THE TEACHER PREP

01:59:41.908 --> 01:59:44.377
PROGRAMS. I MEAN, THEY REALLY

01:59:44.443 --> 01:59:47.280
ARE CRITICAL. AND I, I WAS ABLE

01:59:47.346 --> 01:59:49.815
TO TEACH SOME OF THOSE AND

01:59:49.882 --> 01:59:51.117
BRING IN THE FRAMEWORK. AND

01:59:51.183 --> 01:59:53.352
THAT WAS THE PAST FRAMEWORK.

01:59:53.419 --> 01:59:54.620
AND IT REALLY MADE A DIFFERENCE

01:59:54.687 --> 01:59:57.723
AND CHANGE A LOT OF, I MEAN,

01:59:57.790 --> 01:59:59.258
REALLY TRYING TO GET HELP WITH

01:59:59.325 --> 02:00:00.526
THAT ANXIETY. BUT I DO THINK

02:00:00.593 --> 02:00:03.462
THE TEACHER PREP PROGRAMS IS

02:00:03.529 --> 02:00:04.297
SOMETHING THAT WE REALLY NEED

02:00:04.363 --> 02:00:06.666
TO GIVE ATTENTION TO. I THINK

02:00:06.732 --> 02:00:08.334
YOU'LL SEE A BIG DIFFERENCE AND

02:00:08.401 --> 02:00:13.139
AN IMPACT IN A POSITIVE WAY. WE

02:00:13.205 --> 02:00:14.340
CERTAINLY NEED OUR TEACHERS TO

02:00:14.407 --> 02:00:15.675
FEEL LIKE THEY'RE READY TO

02:00:15.741 --> 02:00:16.976
ENTER THE CLASSROOM, TO TEACH

02:00:17.043 --> 02:00:18.544
HIGHER LEVEL MATH OR EVEN BASIC

02:00:18.611 --> 02:00:20.046
FOUNDATIONAL MATH, RIGHT?

02:00:20.112 --> 02:00:21.814
WHETHER IT'S MULTI SUBJECT OR

02:00:21.881 --> 02:00:23.583
SINGLE SUBJECT. YEAH. NOT JUST

02:00:23.649 --> 02:00:25.184
TO, YOU KNOW, NOT JUST TO TEACH

02:00:25.251 --> 02:00:26.819
IT, BUT TO ENJOY TEACHING IT.

02:00:26.886 --> 02:00:27.920
YEAH. BECAUSE, YOU KNOW, YOU

02:00:27.987 --> 02:00:30.189
HAVE TO KIND OF REENGAGE MATH

02:00:30.256 --> 02:00:33.693
IN A NEW WAY TO COME OUT AND BE

02:00:33.759 --> 02:00:34.794
ENTHUSIASTIC AS WELL AS

02:00:34.860 --> 02:00:37.296
COMPETENT IN TEACHING. YEAH,

02:00:37.363 --> 02:00:40.166
YEAH. ANY OTHER COMMENTS? WELL,

02:00:40.232 --> 02:00:42.001
WE HAVE WRAPPED UP OUR SECOND

02:00:42.068 --> 02:00:43.169
PANEL. THANK YOU VERY MUCH FOR

02:00:43.235 --> 02:00:44.870
BEING HERE AND PROVIDING YOUR

02:00:44.937 --> 02:00:46.272
INSIGHTFUL COMMENTS. OF COURSE,

02:00:46.339 --> 02:00:48.107
WE WILL CONTINUE TO KEEP THESE

02:00:48.174 --> 02:00:50.376
CONVERSATIONS GOING OFFLINE

02:00:50.443 --> 02:00:51.677
BEHIND THE SCENES SO MUCH.

02:00:51.744 --> 02:00:55.314
THANK YOU. WE WILL NOW SHIFT

02:00:55.381 --> 02:00:57.450
INTO PANEL THREE STRATEGIES FOR

02:00:57.516 --> 02:01:00.319
FUTURE IMPROVEMENT. WE HAVE IN

02:01:00.386 --> 02:01:02.154
PANEL THREE. DOCTOR ALEX

02:01:02.221 --> 02:01:03.222
GALLAGHER, DIRECTOR OF

02:01:03.289 --> 02:01:04.790
EDUCATION, POLICY AND OUTCOMES

02:01:04.857 --> 02:01:07.159
FROM THE POLICY ANALYSIS FOR

02:01:07.226 --> 02:01:09.295
CALIFORNIA EDUCATION. WE HAVE

02:01:09.362 --> 02:01:10.896
DOCTOR STEVEN KELLNER, DIRECTOR

02:01:10.963 --> 02:01:12.198
OF DISTRICT LEADERSHIP AND

02:01:12.264 --> 02:01:14.000
STATE POLICY, CALIFORNIA

02:01:14.066 --> 02:01:18.270
EDUCATION PARTNERS. AND WE HAVE

02:01:18.337 --> 02:01:20.873
ONLINE. ADRIAN FISHER,

02:01:20.940 --> 02:01:22.541
PRINCIPAL EDUCATION COMMISSION

02:01:22.608 --> 02:01:26.979
FOR THE STATES DOCTOR ALEX

02:01:27.046 --> 02:01:28.714
GALLAGHER ALSO HAS SOME

02:01:28.781 --> 02:01:30.916
POWERPOINT SLIDES WHICH ARE

02:01:30.983 --> 02:01:32.718
VISIBLE ON THE SCREEN HERE IN

02:01:32.785 --> 02:01:35.621
THE HEARING ROOM, AND THEY ARE

02:01:35.688 --> 02:01:37.390
AVAILABLE FOR VIEW ON THE

02:01:37.456 --> 02:01:38.524
ASSEMBLY EDUCATION WEBSITE

02:01:38.591 --> 02:01:40.960
UNDER INFORMATION HEARINGS. AND

02:01:41.027 --> 02:01:44.263
DOCTOR ALEX, YOU MAY NOW BEGIN.

02:01:44.330 --> 02:01:46.766
THANK YOU VERY MUCH, CHAIR AND

02:01:46.832 --> 02:01:48.200
MEMBERS OF THE ASSEMBLY

02:01:48.267 --> 02:01:49.368
EDUCATION COMMITTEE, THANK YOU

02:01:49.435 --> 02:01:51.437
FOR INVITING ME TO DISCUSS HOW

02:01:51.504 --> 02:01:53.005
CALIFORNIA CAN STRENGTHEN EARLY

02:01:53.072 --> 02:01:55.741
MATH EDUCATION. MY NAME IS ALEX

02:01:55.808 --> 02:01:57.009
GALLAGHER AND I'M THE DIRECTOR

02:01:57.076 --> 02:01:59.011
OF EDUCATION, POLICY AND

02:01:59.078 --> 02:02:00.813
OUTCOMES AT POLICY ANALYSIS FOR

02:02:00.880 --> 02:02:02.948
CALIFORNIA EDUCATION, OR PACE,

02:02:03.015 --> 02:02:04.383
AND A COAUTHOR OF THE RESEARCH

02:02:04.450 --> 02:02:07.286
I WILL DISCUSS TODAY. THE FIRST

02:02:07.353 --> 02:02:08.654
STEP TOWARD WHAT CHILDREN NEED

02:02:08.721 --> 02:02:10.656
IN MATHEMATICS TO HAVE CONTROL

02:02:10.723 --> 02:02:12.758
OVER THEIR LIFELONG DESTINY IS

02:02:12.825 --> 02:02:14.593
HIGH QUALITY INSTRUCTION THAT

02:02:14.660 --> 02:02:16.996
IS COHERENT YEAR TO YEAR AND

02:02:17.063 --> 02:02:18.431
ALIGNED WITH CALIFORNIA'S

02:02:18.497 --> 02:02:20.966
RIGOROUS STANDARDS. AS PART OF

02:02:21.033 --> 02:02:23.102
GETTING DOWN TO FACTS THREE, WE

02:02:23.169 --> 02:02:24.937
INTERVIEWED 94 SUPERINTENDENTS

02:02:25.004 --> 02:02:27.106
FROM A RANDOM SAMPLE OF

02:02:27.173 --> 02:02:28.574
DISTRICTS SELECTED TO REFLECT

02:02:28.641 --> 02:02:30.309
DIFFERENT REGIONS AND DISTRICT

02:02:30.376 --> 02:02:33.212
SIZES. WE ALSO INTERVIEWED 32

02:02:33.279 --> 02:02:35.014
STATE, COUNTY, AND OTHER

02:02:35.081 --> 02:02:37.149
EDUCATION LEADERS AND VISITED

02:02:37.216 --> 02:02:38.984
12 DISTRICTS TO INTERVIEW

02:02:39.051 --> 02:02:41.487
PRINCIPALS AND TEACHERS. TO OUR

02:02:41.554 --> 02:02:43.255
KNOWLEDGE, THIS IS THE SINGLE

02:02:43.322 --> 02:02:44.724
LARGEST REPRESENTATIVE SET OF

02:02:44.790 --> 02:02:46.859
DATA IN CALIFORNIA ABOUT WHAT

02:02:46.926 --> 02:02:48.360
DISTRICTS ARE DOING AND WHAT

02:02:48.427 --> 02:02:50.529
THEY NEED WITH RESPECT TO TK8

02:02:50.596 --> 02:02:53.733
MATH. ACROSS ALMOST 250

02:02:53.799 --> 02:02:55.201
INTERVIEWS, EVERYONE WE

02:02:55.267 --> 02:02:56.635
INTERVIEWED WAS WORKING HARD TO

02:02:56.702 --> 02:02:58.370
DO THEIR JOB TO THE BEST OF

02:02:58.437 --> 02:03:00.906
THEIR ABILITIES AND ALL FACE

02:03:00.973 --> 02:03:03.142
CHALLENGES. WHAT CLEARLY STOOD

02:03:03.209 --> 02:03:05.277
OUT FROM THESE DATA IS THAT

02:03:05.344 --> 02:03:06.712
CALIFORNIA'S EXPECTATIONS FOR

02:03:06.779 --> 02:03:08.848
MATHEMATICS INSTRUCTION

02:03:08.914 --> 02:03:09.949
SUBSTANTIALLY EXCEED THE

02:03:10.015 --> 02:03:12.818
SUPPORT DISTRICTS RECEIVE, AND

02:03:12.885 --> 02:03:14.253
THEREFORE THEIR CAPACITY TO

02:03:14.320 --> 02:03:17.123
MEET THEM. IMPROVING CHILDREN'S

02:03:17.189 --> 02:03:18.758
EXPERIENCES IN MATH REQUIRES

02:03:18.824 --> 02:03:21.794
THE STATE TO CLOSE THAT GAP. WE

02:03:21.861 --> 02:03:23.229
FOUND THAT DISTRICT LEADERS

02:03:23.295 --> 02:03:25.397
RECOGNIZED THE IMPORTANCE OF

02:03:25.464 --> 02:03:27.900
MATHEMATICS, BUT STRUGGLE TO

02:03:27.967 --> 02:03:33.672
GIVE IT SUSTAINED ATTENTION.

02:03:33.739 --> 02:03:35.841
AND I PUT UP A SLIDE OF THE

02:03:35.908 --> 02:03:37.009
DASHBOARD BECAUSE THAT IS ONE

02:03:37.076 --> 02:03:38.744
OF THE WAYS THAT WE SHOW

02:03:38.811 --> 02:03:40.179
DISTRICTS WHAT IS IMPORTANT.

02:03:40.246 --> 02:03:41.947
AND AS YOU CAN SEE, THERE ARE

02:03:42.014 --> 02:03:45.618
LOTS OF DIALS. WHEN ASKED AN

02:03:45.684 --> 02:03:47.353
OPEN ENDED QUESTION ABOUT THEIR

02:03:47.419 --> 02:03:49.155
DISTRICT'S TOP PRIORITIES,

02:03:49.221 --> 02:03:52.358
NEARLY TWO THIRDS DID NOT NAME

02:03:52.424 --> 02:03:54.560
MATH. LEADERS DESCRIBED

02:03:54.627 --> 02:03:56.362
COMPETING INITIATIVES AND

02:03:56.428 --> 02:03:57.496
REPORTING REQUIREMENTS THAT

02:03:57.563 --> 02:03:59.231
MADE IT DIFFICULT TO MAINTAIN A

02:03:59.298 --> 02:04:04.637
CLEAR INSTRUCTIONAL FOCUS.

02:04:04.703 --> 02:04:06.238
DISTRICT LEADERS ALSO REPORTED

02:04:06.305 --> 02:04:07.673
THAT MANY ELEMENTARY AND MIDDLE

02:04:07.740 --> 02:04:09.341
SCHOOL TEACHERS ENTERED

02:04:09.408 --> 02:04:10.810
CLASSROOMS WITHOUT THE CONTENT,

02:04:10.876 --> 02:04:11.977
KNOWLEDGE AND TEACHING SKILLS

02:04:12.044 --> 02:04:14.013
TO TEACH MATH IN WAYS ALIGNED

02:04:14.079 --> 02:04:15.447
WITH STATE STANDARDS. IN THE

02:04:15.514 --> 02:04:17.983
MATH FRAMEWORK ACROSS THE

02:04:18.050 --> 02:04:19.385
UNITED STATES, TEACHER

02:04:19.451 --> 02:04:21.220
PREPARATION PROGRAMS TYPICALLY

02:04:21.287 --> 02:04:22.655
INTEGRATE CONTENT KNOWLEDGE,

02:04:22.721 --> 02:04:24.790
TEACHING SKILLS, AND CLINICAL

02:04:24.857 --> 02:04:26.625
PRACTICE OVER A MULTIPLE YEAR

02:04:26.692 --> 02:04:28.694
PROGRAM. BUT GETTING DOWN TO

02:04:28.761 --> 02:04:30.963
FACTS STUDY FOUND THAT 55% OF

02:04:31.030 --> 02:04:32.498
NEW TEACHERS IN STATES OTHER

02:04:32.565 --> 02:04:34.533
THAN CALIFORNIA COME THROUGH

02:04:34.600 --> 02:04:38.103
MULTI YEAR PROGRAMS, ONLY 9% DO

02:04:38.170 --> 02:04:41.040
IN CALIFORNIA. ANOTHER RECENT

02:04:41.106 --> 02:04:43.175
STUDY FOUND SUBSTANDARD

02:04:43.242 --> 02:04:44.243
CREDENTIALS HAVE MORE THAN

02:04:44.310 --> 02:04:47.847
TRIPLED SINCE 2013. OUR

02:04:47.913 --> 02:04:49.648
PREDOMINANT POST-BACCALAUREATE

02:04:49.715 --> 02:04:50.749
PREPARATION MODEL IS MORE

02:04:50.816 --> 02:04:52.151
COSTLY FOR CANDIDATES THAN

02:04:52.218 --> 02:04:53.319
PREPARATION MODELS COMMON IN

02:04:53.385 --> 02:04:55.387
OTHER STATES. SOME CANDIDATES

02:04:55.454 --> 02:04:57.189
MAY BE FORGOING PREPARATION

02:04:57.256 --> 02:05:00.125
ENTIRELY BECAUSE OF THIS COST.

02:05:00.192 --> 02:05:01.927
ONCE HIRED, FEW TEACHERS FIND

02:05:01.994 --> 02:05:02.962
STRONG SUPPORT FOR BUILDING

02:05:03.028 --> 02:05:04.496
THEIR SKILL AND TEACHING. TC

02:05:04.563 --> 02:05:07.700
EIGHT MATHEMATICS. 1 IN 5

02:05:07.766 --> 02:05:10.169
DISTRICTS OFFERED NO TC EIGHT

02:05:10.236 --> 02:05:12.338
GRADE MATHEMATICS SPECIFIC

02:05:12.404 --> 02:05:13.439
PROFESSIONAL DEVELOPMENT

02:05:13.505 --> 02:05:15.908
LEARNING IN THE 2020 425 SCHOOL

02:05:15.975 --> 02:05:18.077
YEAR, AND EVEN WHEN IT WAS

02:05:18.143 --> 02:05:19.511
AVAILABLE, PARTICIPATION WAS

02:05:19.578 --> 02:05:22.047
ALMOST ALWAYS VOLUNTARY.

02:05:22.114 --> 02:05:23.482
EQUALLY PROBLEMATIC IS WHAT THE

02:05:23.549 --> 02:05:25.651
REMAINING 80% OF DISTRICTS

02:05:25.718 --> 02:05:27.119
OFFERED. PROFESSIONAL

02:05:27.186 --> 02:05:28.554
DEVELOPMENT IN MATHEMATICS WAS

02:05:28.621 --> 02:05:29.989
TYPICALLY DONE THROUGH AFTER

02:05:30.055 --> 02:05:31.390
SCHOOL WORKSHOPS THAT TEACHERS

02:05:31.457 --> 02:05:33.926
COULD OPT INTO. DECADES OF

02:05:33.993 --> 02:05:35.327
RESEARCH HAVE SHOWN THAT ONE

02:05:35.394 --> 02:05:37.496
SHOP WORKSHOPS ARE BOTH

02:05:37.563 --> 02:05:40.032
EXPENSIVE AND INEFFECTIVE. THE

02:05:40.099 --> 02:05:41.967
CURRENT SYSTEM PRODUCES UNEVEN

02:05:42.034 --> 02:05:43.669
AND INEQUITABLE STUDENT

02:05:43.736 --> 02:05:44.737
LEARNING, BECAUSE FEW DISTRICTS

02:05:44.803 --> 02:05:46.338
SUPPORT THEIR TEACHERS IN WAYS

02:05:46.405 --> 02:05:48.641
THAT RESEARCH SHOWS SUPPORTS

02:05:48.707 --> 02:05:51.944
INSTRUCTION. GUIDANCE FOR

02:05:52.011 --> 02:05:53.379
CURRICULUM ADOPTION IS ANOTHER

02:05:53.445 --> 02:05:55.514
GAP. LEADERS DESCRIBE THE

02:05:55.581 --> 02:05:56.515
DIFFICULTY OF TRANSLATING THE

02:05:56.582 --> 02:05:58.384
STATE'S MATHEMATICAL FRAMEWORK

02:05:58.450 --> 02:05:59.852
MATHEMATICS FRAMEWORK INTO

02:05:59.919 --> 02:06:01.320
CLASSROOM INSTRUCTION, AND

02:06:01.387 --> 02:06:02.721
CHOOSING AMONG A LONG LIST OF

02:06:02.788 --> 02:06:04.857
APPROVED MATERIALS. ALMOST 40

02:06:04.924 --> 02:06:06.792
APPROVED TITLES FOR K-8 MATH IN

02:06:06.859 --> 02:06:09.194
THE MOST RECENT STATE ADOPTION.

02:06:09.261 --> 02:06:10.996
OTHER STATES PROVIDE CLEAR

02:06:11.063 --> 02:06:12.598
EXAMPLES OF HOW A STATE AGENCY

02:06:12.665 --> 02:06:14.967
CAN TRANSPARENTLY SELECT A FEW

02:06:15.034 --> 02:06:17.136
TITLES BEST ALIGNED WITH THE

02:06:17.202 --> 02:06:18.203
STANDARDS, AND INCENTIVIZE

02:06:18.270 --> 02:06:19.638
THEIR ADOPTION BY FUNDING

02:06:19.705 --> 02:06:21.073
ALIGNED PROFESSIONAL

02:06:21.140 --> 02:06:22.308
DEVELOPMENT THAT HELPS TEACHERS

02:06:22.374 --> 02:06:25.778
USE THOSE MATERIALS WELL.

02:06:25.844 --> 02:06:28.647
LASTLY, NO STATE ENTITY IS

02:06:28.714 --> 02:06:29.715
ACCOUNTABLE FOR ENSURING

02:06:29.782 --> 02:06:31.183
DISTRICTS GET THE SUPPORT THEY

02:06:31.250 --> 02:06:32.618
NEED, AND WHAT HIGH QUALITY

02:06:32.685 --> 02:06:34.386
SUPPORT IS AVAILABLE TYPICALLY

02:06:34.453 --> 02:06:35.587
COMES THROUGH GRANTS AND FEE

02:06:35.654 --> 02:06:38.023
FOR SERVICE DISTRICTS PIECE

02:06:38.090 --> 02:06:39.425
TOGETHER SUPPORT FROM VARIOUS

02:06:39.491 --> 02:06:41.593
STATE ENTITIES, MATH

02:06:41.660 --> 02:06:43.762
INITIATIVES, NONPROFITS AND

02:06:43.829 --> 02:06:45.197
VENDORS. THE SUPPORTS THEY

02:06:45.264 --> 02:06:47.399
FOUND MOST HELPFUL WERE THOSE

02:06:47.466 --> 02:06:48.801
THAT PROVIDED SUSTAINED

02:06:48.867 --> 02:06:50.235
ENGAGEMENT FOR AN ENTIRE GRADE

02:06:50.302 --> 02:06:52.404
LEVEL OR SCHOOL, OFTEN

02:06:52.471 --> 02:06:53.806
INCLUDING INSTRUCTIONAL

02:06:53.872 --> 02:06:55.274
COACHING THAT PROVIDED FEEDBACK

02:06:55.341 --> 02:06:56.375
FOR TEACHERS AND SUPPORTED

02:06:56.442 --> 02:06:58.177
THEIR COLLABORATIVE LEARNING.

02:06:58.243 --> 02:06:59.578
AND YET, THIS WAS RARELY WHAT

02:06:59.645 --> 02:07:01.880
DISTRICTS RECEIVED. SO WHAT

02:07:01.947 --> 02:07:03.315
SHOULD THE LEGISLATURE DO WITH

02:07:03.382 --> 02:07:06.085
THESE FINDINGS? THE LEGISLATURE

02:07:06.151 --> 02:07:07.886
NEEDS TO LEAD THE CHARGE TO

02:07:07.953 --> 02:07:10.055
IMPROVE QUALITY, REDEFINING THE

02:07:10.122 --> 02:07:11.857
STATE ROLE IN LOCAL CONTROL AS

02:07:11.924 --> 02:07:13.659
ONE WHERE THE STATE SUPPORTS

02:07:13.726 --> 02:07:15.794
DISTRICTS ABILITY TO MAKE

02:07:15.861 --> 02:07:18.697
EFFECTIVE LOCAL DECISIONS. MIKE

02:07:18.764 --> 02:07:19.999
KIRST, THE CENTRAL ARCHITECT OF

02:07:20.065 --> 02:07:21.567
OUR CURRENT SYSTEM, HAS COME TO

02:07:21.633 --> 02:07:24.436
THE SAME CONCLUSION. FIRST,

02:07:24.503 --> 02:07:25.904
MAKE IMPROVING STUDENT OUTCOMES

02:07:25.971 --> 02:07:28.741
IN MATHEMATICS AN EXPLICIT,

02:07:28.807 --> 02:07:30.943
SUSTAINED STATE PRIORITY. ALIGN

02:07:31.010 --> 02:07:32.411
FUNDING AND SUPPORT WITH THAT

02:07:32.478 --> 02:07:34.179
PRIORITY, AND REDUCE REPORTING

02:07:34.246 --> 02:07:35.581
REQUIREMENTS THAT CONSUME TIME

02:07:35.647 --> 02:07:37.383
WITHOUT HELPING DISTRICTS

02:07:37.449 --> 02:07:39.151
IMPROVE. NEW INITIATIVES WILL

02:07:39.218 --> 02:07:41.020
HAVE LIMITED BENEFIT IF THEY

02:07:41.086 --> 02:07:43.155
SIMPLY ADD ANOTHER DEMAND TO AN

02:07:43.222 --> 02:07:46.759
ALREADY CROWDED AGENDA. SECOND,

02:07:46.825 --> 02:07:48.093
ESTABLISH CLEAR RESPONSIBILITY

02:07:48.160 --> 02:07:49.628
FOR ENSURING THAT EVERY

02:07:49.695 --> 02:07:51.430
DISTRICT RECEIVES HIGH QUALITY

02:07:51.497 --> 02:07:52.865
INSTRUCTIONAL SUPPORT ALIGNED

02:07:52.931 --> 02:07:54.466
WITH THEIR NEEDS AND TAILORED

02:07:54.533 --> 02:07:57.202
TO LOCAL CONTEXT, FUNDING

02:07:57.269 --> 02:07:58.670
SUPPORTS AND ACCOUNTABILITY FOR

02:07:58.737 --> 02:08:00.806
OUTCOMES MUST BE ALIGNED SO THE

02:08:00.873 --> 02:08:02.608
STATE, REGIONAL, ENTITY AND

02:08:02.674 --> 02:08:05.511
LOCAL DISTRICT ARE ALL HELD

02:08:05.577 --> 02:08:06.512
ACCOUNTABLE FOR MAKING THE

02:08:06.578 --> 02:08:08.714
SYSTEM WORK FOR KIDS. THIRD,

02:08:08.781 --> 02:08:10.516
IMPROVE THE STATE'S GUIDANCE ON

02:08:10.582 --> 02:08:12.317
INSTRUCTIONAL MATERIALS.

02:08:12.384 --> 02:08:14.119
SIMPLIFY LOCAL SELECTION

02:08:14.186 --> 02:08:15.254
PROCESSES BY IDENTIFYING A

02:08:15.320 --> 02:08:17.723
SMALL SET OF STRONGER OPTIONS,

02:08:17.790 --> 02:08:19.491
EXPLAINING THEIR STRENGTHS AND

02:08:19.558 --> 02:08:20.459
LIMITATIONS, AND PAIRING THEM

02:08:20.526 --> 02:08:22.728
WITH IMPLEMENTATION SUPPORT.

02:08:22.795 --> 02:08:24.596
CLEARER GUIDANCE CAN PRESERVE

02:08:24.663 --> 02:08:26.331
LOCAL CHOICE WHILE REDUCING THE

02:08:26.398 --> 02:08:27.466
WORK EACH DISTRICT MUST

02:08:27.533 --> 02:08:29.968
UNDERTAKE ON ITS OWN. FINALLY,

02:08:30.035 --> 02:08:31.403
AND YOU'VE NOW HEARD THIS

02:08:31.470 --> 02:08:32.871
ACROSS THE PANELS, STRENGTHEN

02:08:32.938 --> 02:08:35.407
TEACHER PREPARATION. EXPAND

02:08:35.474 --> 02:08:36.608
INTEGRATED FOUR YEAR PATHWAYS

02:08:36.675 --> 02:08:37.843
THAT COMBINE A BACHELOR'S

02:08:37.910 --> 02:08:39.878
DEGREE AND TEACHING CREDENTIAL,

02:08:39.945 --> 02:08:42.181
AND OFFER EXTENSIVE CLINICAL

02:08:42.247 --> 02:08:44.016
EXPERIENCE. FUND THEM SUCH THAT

02:08:44.083 --> 02:08:45.050
FUTURE TEACHERS ENTER THE

02:08:45.117 --> 02:08:46.518
TEACHING PROFESSION WITHOUT

02:08:46.585 --> 02:08:49.054
DEBT. EARLY MATHEMATICS

02:08:49.121 --> 02:08:50.089
IMPROVEMENT DEPENDS ON WHAT

02:08:50.155 --> 02:08:52.257
DISTRICTS CAN SUSTAIN ACROSS

02:08:52.324 --> 02:08:54.093
CLASSROOMS, AND OVER TIME,

02:08:54.159 --> 02:08:55.527
CALIFORNIA SHOULD EXPECT

02:08:55.594 --> 02:08:56.962
DISTRICTS TO IMPROVE STUDENT

02:08:57.029 --> 02:08:58.097
LEARNING, AND THE STATE SHOULD

02:08:58.163 --> 02:08:59.465
TAKE RESPONSIBILITY FOR

02:08:59.531 --> 02:09:00.299
ENSURING THAT DISTRICTS HAVE

02:09:00.365 --> 02:09:02.701
THE SUPPORT NEEDED TO DO SO.

02:09:02.768 --> 02:09:04.002
THANK YOU FOR THE OPPORTUNITY

02:09:04.069 --> 02:09:05.604
TO SHARE YOUR FINDINGS, OUR

02:09:05.671 --> 02:09:07.039
FINDINGS AND I WELCOME YOUR

02:09:07.106 --> 02:09:11.009
QUESTIONS. THANK YOU. THANK YOU,

02:09:11.076 --> 02:09:13.145
DOCTOR KELLER. THANK YOU FOR

02:09:13.212 --> 02:09:15.681
THE OPPORTUNITY TO ADDRESS YOU

02:09:15.747 --> 02:09:17.116
TODAY AND THE FUTURE OF THE

02:09:17.182 --> 02:09:18.383
EARLY MATHEMATICS INSTRUCTION

02:09:18.450 --> 02:09:20.352
IN CALIFORNIA. CHAIR PATEL,

02:09:20.419 --> 02:09:21.787
MEMBERS OF THE EDUCATION

02:09:21.854 --> 02:09:23.655
COMMITTEE. MY NAME IS STEPHEN

02:09:23.722 --> 02:09:25.424
KELLNER. I REPRESENT CALIFORNIA

02:09:25.491 --> 02:09:26.859
EDUCATION PARTNERS. I'M AN

02:09:26.925 --> 02:09:28.627
EXPERIENCED EDUCATOR, SCHOOL

02:09:28.694 --> 02:09:30.095
LEADER AND FORMER CALIFORNIA

02:09:30.162 --> 02:09:31.563
DISTRICT SUPERINTENDENT. AS

02:09:31.630 --> 02:09:33.699
YOU'VE ALREADY HEARD, THE MATH

02:09:33.765 --> 02:09:35.167
KIDS MASTER IN THEIR EARLIEST

02:09:35.234 --> 02:09:36.935
YEARS IS ONE OF THE STRONGEST

02:09:37.002 --> 02:09:37.669
PREDICTORS OF HOW THEY'LL

02:09:37.736 --> 02:09:39.438
ACHIEVE ACADEMICALLY, AND EVEN

02:09:39.505 --> 02:09:40.272
WHETHER THEY'LL GRADUATE FROM

02:09:40.339 --> 02:09:42.674
HIGH SCHOOL. AT MY ORGANIZATION,

02:09:42.741 --> 02:09:44.510
CALIFORNIA EDUCATION PARTNERS,

02:09:44.576 --> 02:09:45.711
WE WORKED HAND IN HAND WITH

02:09:45.777 --> 02:09:47.679
OVER 100 DISTRICTS ACROSS THE

02:09:47.746 --> 02:09:49.481
STATE TO BUILD INTERNAL

02:09:49.548 --> 02:09:51.016
CAPACITY AND STRENGTHEN

02:09:51.083 --> 02:09:53.118
SYSTEMIC OUTCOMES FOR STUDENTS.

02:09:53.185 --> 02:09:54.553
OUR PARTNERS TEND TO BE THE

02:09:54.620 --> 02:09:56.021
SMALL AND MEDIUM SIZED

02:09:56.088 --> 02:09:57.089
DISTRICTS THAT DON'T HAVE THE

02:09:57.156 --> 02:09:58.891
TEAM OR THE RESOURCES OF LARGE

02:09:58.957 --> 02:10:00.692
URBAN DISTRICTS. THEY OFTEN

02:10:00.759 --> 02:10:02.127
NEED CLARITY FROM THE STATE

02:10:02.194 --> 02:10:04.263
ABOUT GOALS FOR STUDENTS AND

02:10:04.329 --> 02:10:06.098
NEED SUPPORT TO ACHIEVE THOSE

02:10:06.165 --> 02:10:07.866
GOALS. SMALL AND MEDIUM SIZED

02:10:07.933 --> 02:10:09.334
DISTRICTS EDUCATE OVER HALF THE

02:10:09.401 --> 02:10:10.736
STUDENTS IN THE STATE, BUT ARE

02:10:10.802 --> 02:10:12.538
OFTEN OVERLOOKED IN POLICY

02:10:12.604 --> 02:10:15.107
MAKING. AS CALIFORNIA SEEKS TO

02:10:15.174 --> 02:10:16.175
STRENGTHEN STUDENT LEARNING IN

02:10:16.241 --> 02:10:18.310
MATH, OUR FOCUS MUST EXTEND

02:10:18.377 --> 02:10:20.112
BEYOND INDIVIDUAL TEACHER

02:10:20.179 --> 02:10:21.914
PRACTICE TO BUILD A COHERENT

02:10:21.980 --> 02:10:24.416
SYSTEMS IN EACH DISTRICT. TOO

02:10:24.483 --> 02:10:26.218
OFTEN, EARLY MATH INSTRUCTION

02:10:26.285 --> 02:10:27.986
REMAINS FRAGMENTED ACROSS

02:10:28.053 --> 02:10:29.488
TRANSITIONS BETWEEN EARLY

02:10:29.555 --> 02:10:30.556
LEARNING SETTINGS AND

02:10:30.622 --> 02:10:31.990
ELEMENTARY SCHOOLS, AS WELL AS

02:10:32.057 --> 02:10:34.159
FROM GRADE TO GRADE. WE HAVE

02:10:34.226 --> 02:10:35.594
SEEN THAT WHEN WE SUPPORT

02:10:35.661 --> 02:10:37.029
DISTRICTS TO BUILD COHERENT

02:10:37.095 --> 02:10:38.463
INSTRUCTION FROM GRADE TO GRADE,

02:10:38.530 --> 02:10:40.666
STUDENTS SUCCEED. THE FINDINGS

02:10:40.732 --> 02:10:41.833
FROM THE MOST RECENT GETTING

02:10:41.900 --> 02:10:43.368
DOWN TO FACTS, AS YOU JUST

02:10:43.435 --> 02:10:45.804
HEARD, REINFORCED THIS REALITY.

02:10:45.871 --> 02:10:46.972
THERE IS AN IMPORTANT ROLE FOR

02:10:47.039 --> 02:10:48.674
STATE LEADERS TO PLAY IN

02:10:48.740 --> 02:10:49.775
ENSURING THAT DISTRICTS HAVE

02:10:49.841 --> 02:10:51.610
CLEAR GOALS FOR STUDENT

02:10:51.677 --> 02:10:53.745
LEARNING AND THE CAPACITY AND

02:10:53.812 --> 02:10:55.147
SUSTAINED RESOURCES THEY NEED

02:10:55.214 --> 02:10:58.383
TO ACHIEVE THOSE GOALS. WHILE

02:10:58.450 --> 02:11:00.552
CALIFORNIA'S SYSTEM HAS AND

02:11:00.619 --> 02:11:02.354
SHOULD CONTINUE TO EMPHASIZE

02:11:02.421 --> 02:11:04.523
MEETING LOCAL NEEDS WITH LOCAL

02:11:04.590 --> 02:11:06.291
CONTROL, OPPORTUNITIES EXIST TO

02:11:06.358 --> 02:11:07.726
SOLVE PROBLEMS THAT ARE BETTER

02:11:07.793 --> 02:11:10.295
SOLVED AT THE STATE LEVEL.

02:11:10.362 --> 02:11:11.697
ACHIEVING LASTING PROGRESS IN

02:11:11.763 --> 02:11:13.865
EARLY MATH IS BOTH A GOVERNANCE

02:11:13.932 --> 02:11:16.401
AND AN IMPLEMENTATION CHALLENGE.

02:11:16.468 --> 02:11:18.570
MEANINGFUL ADVANCEMENT REQUIRES

02:11:18.637 --> 02:11:20.372
ACTIVE ALIGNMENT ACROSS THREE

02:11:20.439 --> 02:11:23.942
KEY PILLARS. FIRST, STATE

02:11:24.009 --> 02:11:25.777
ACTORS SETTING CLEAR GOALS,

02:11:25.844 --> 02:11:28.213
PROVIDING STABLE RESOURCES, AND

02:11:28.280 --> 02:11:29.748
ENABLING THE STRUCTURAL

02:11:29.815 --> 02:11:32.618
CONDITIONS FOR SUCCESS. SECOND,

02:11:32.684 --> 02:11:34.753
LOCAL BOARDS OF EDUCATION

02:11:34.820 --> 02:11:36.221
ESTABLISHING POLICIES THAT

02:11:36.288 --> 02:11:38.724
PRIORITIZE EARLY MATH. MAINTAIN

02:11:38.790 --> 02:11:39.891
ACCOUNTABILITY AND HOLD SPACE

02:11:39.958 --> 02:11:41.994
FOR SYSTEMIC IMPROVEMENT OVER

02:11:42.060 --> 02:11:44.863
SHORT TERM FIXES. AND FINALLY,

02:11:44.930 --> 02:11:46.298
DISTRICT SUPERINTENDENTS AND

02:11:46.365 --> 02:11:48.834
STAFF EXECUTING A FOCUSED,

02:11:48.900 --> 02:11:50.969
DEDICATED STRATEGY THAT CREATES

02:11:51.036 --> 02:11:52.771
COHERENCE BETWEEN GRADE LEVELS

02:11:52.838 --> 02:11:54.573
FROM TRANSITIONAL KINDERGARTEN

02:11:54.640 --> 02:11:57.442
THROUGH THIRD GRADE. WHEN STATE

02:11:57.509 --> 02:11:58.877
POLICY, LOCAL BOARD GOVERNANCE,

02:11:58.944 --> 02:12:00.345
AND ADMINISTRATIVE LEADERSHIP

02:12:00.412 --> 02:12:02.314
ARE ALIGNED. SCHOOL DISTRICTS

02:12:02.381 --> 02:12:03.882
CAN BUILD SUSTAINABLE

02:12:03.949 --> 02:12:05.117
INFRASTRUCTURE THAT THEY NEED

02:12:05.183 --> 02:12:06.785
TO ELEVATE EARLY MATH

02:12:06.852 --> 02:12:08.954
ACHIEVEMENT. CALIFORNIA HAS

02:12:09.021 --> 02:12:10.756
TAKEN BOLD POLICY STEPS IN

02:12:10.822 --> 02:12:13.025
RECENT YEARS. HOWEVER, MOST OF

02:12:13.091 --> 02:12:14.726
THE HARD WORK REMAINS TO MAKE

02:12:14.793 --> 02:12:16.862
THESE POLICIES A REALITY INSIDE

02:12:16.928 --> 02:12:19.031
EVERY SINGLE CLASSROOM. TOO

02:12:19.097 --> 02:12:20.532
OFTEN, STATE LEVEL ACTION HAS

02:12:20.599 --> 02:12:22.301
BEEN VIEWED AS A FINISH LINE

02:12:22.367 --> 02:12:23.702
WHEN IT'S ACTUALLY JUST THE

02:12:23.769 --> 02:12:26.271
BEGINNING OF A LONG RELAY RACE.

02:12:26.338 --> 02:12:28.073
SO FIRST SUPPORTING HIGH

02:12:28.140 --> 02:12:30.909
QUALITY TC. EXPANDING TC

02:12:30.976 --> 02:12:33.111
CREATES UNPRECEDENTED ACCESS,

02:12:33.178 --> 02:12:35.247
BUT EXPANDING ACCESS ALONE WILL

02:12:35.314 --> 02:12:37.382
NOT IMPROVE MATH OUTCOMES. THE

02:12:37.449 --> 02:12:39.217
POLICY MUST NOW FOCUS ON

02:12:39.284 --> 02:12:40.218
CURRICULUM ALIGNMENT, AS YOU'VE

02:12:40.285 --> 02:12:41.720
HEARD TODAY, AND

02:12:41.787 --> 02:12:42.688
DEVELOPMENTALLY APPROPRIATE

02:12:42.754 --> 02:12:45.324
HIGH QUALITY P3 MATH

02:12:45.390 --> 02:12:46.792
ARTICULATION SO THAT TC

02:12:46.858 --> 02:12:48.560
LEARNING SEAMLESSLY CONNECTS

02:12:48.627 --> 02:12:49.995
WITH KINDERGARTEN THROUGH THIRD

02:12:50.062 --> 02:12:52.597
GRADE. SECOND REFORM STATE

02:12:52.664 --> 02:12:54.232
BOARD APPROVAL OF MATHEMATICS

02:12:54.299 --> 02:12:55.901
FRAMEWORK AND CURRICULUM. AGAIN,

02:12:55.967 --> 02:12:57.569
THE SPEAKERS HAVE BEEN PRETTY

02:12:57.636 --> 02:12:59.004
CONSISTENT ON THIS. THE STATE

02:12:59.071 --> 02:13:00.839
NEEDS TO RECOMMEND FEWER HIGH

02:13:00.906 --> 02:13:02.974
QUALITY CURRICULA THIS YEAR. BY

02:13:03.041 --> 02:13:05.711
OUR COUNT, 63 POSSIBLE MATH

02:13:05.777 --> 02:13:07.312
CURRICULA WERE APPROVED. IT'S

02:13:07.379 --> 02:13:09.114
IMPOSSIBLE TO DESIGN FOLLOW UP

02:13:09.181 --> 02:13:10.182
SUPPORTS TO IMPLEMENT THIS

02:13:10.248 --> 02:13:12.184
NUMBER OF CURRICULA. MEANWHILE,

02:13:12.250 --> 02:13:13.518
AS YOU'VE ALSO HEARD, OTHER

02:13:13.585 --> 02:13:15.220
STATES PICK JUST A FEW

02:13:15.287 --> 02:13:16.655
CURRICULA AND BUILD SYSTEMS

02:13:16.722 --> 02:13:18.090
NEEDED TO SUPPORT AND IMPLEMENT

02:13:18.156 --> 02:13:20.959
THEM WELL. AND FINALLY, FOCUS

02:13:21.026 --> 02:13:23.095
ON LOCAL LEADERSHIP. ELEVATED

02:13:23.161 --> 02:13:24.930
STATE FOCUS ON EARLY LEARNING,

02:13:24.996 --> 02:13:26.031
WHETHER THROUGH OUR NEW

02:13:26.098 --> 02:13:27.833
EDUCATION COMMISSIONER,

02:13:27.899 --> 02:13:28.867
SPECIALIZED DIVISIONS OR

02:13:28.934 --> 02:13:31.436
TARGETED P3 INITIATIVES PROVIDE

02:13:31.503 --> 02:13:33.205
PROVIDES CRITICAL VISIBILITY.

02:13:33.271 --> 02:13:34.873
YET ADMINISTRATIVE APPOINTMENTS

02:13:34.940 --> 02:13:37.476
ARE ONLY AS IMPACTFUL AS THE

02:13:37.542 --> 02:13:38.243
IMPLEMENTATION SUPPORT

02:13:38.310 --> 02:13:39.678
DELIVERED DIRECTLY TO COUNTY

02:13:39.745 --> 02:13:41.480
OFFICES OF EDUCATION AND LOCAL

02:13:41.546 --> 02:13:43.982
SCHOOL DISTRICTS. IN SHORT,

02:13:44.049 --> 02:13:45.851
STATE MANDATES AND STRUCTURAL

02:13:45.917 --> 02:13:47.586
ADDITIONS CREATE THE TARGET.

02:13:47.652 --> 02:13:49.388
LOCAL SYSTEMIC CAPACITY

02:13:49.454 --> 02:13:51.757
PROVIDES THE RESULTS TO SECURE

02:13:51.823 --> 02:13:52.924
A STRONG MATHEMATICAL

02:13:52.991 --> 02:13:54.793
FOUNDATION FOR EVERY CHILD IN

02:13:54.860 --> 02:13:56.261
CALIFORNIA. STATE POLICY MUST

02:13:56.328 --> 02:13:57.696
CONTINUE TO INVEST IN BUILDING

02:13:57.763 --> 02:13:59.498
SYSTEM LEVEL CAPACITY AT THE

02:13:59.564 --> 02:14:01.633
LOCAL LEVEL. WE URGE THE

02:14:01.700 --> 02:14:02.734
COMMITTEE TO SUPPORT POLICIES

02:14:02.801 --> 02:14:05.604
THAT INCENTIVIZE P3 COHERENCE,

02:14:05.670 --> 02:14:07.406
FOSTER STRONGER GOVERNANCE

02:14:07.472 --> 02:14:08.173
ALIGNMENT, AND PROVIDE

02:14:08.240 --> 02:14:09.574
DISTRICTS WITH THE RESOURCES

02:14:09.641 --> 02:14:11.343
NEEDED TO TURN STATE LEVEL

02:14:11.410 --> 02:14:13.178
POLICY BASELINES INTO

02:14:13.245 --> 02:14:14.646
SUSTAINABLE CLASSROOM SUCCESSES

02:14:14.713 --> 02:14:16.548
FOR EVERY STUDENT. THANK YOU

02:14:16.615 --> 02:14:18.383
FOR YOUR TIME AND FOR YOUR

02:14:18.450 --> 02:14:21.486
LEADERSHIP. THANK YOU, DOCTOR

02:14:21.553 --> 02:14:23.622
KELLNER. WE'LL NOW GO TO OUR

02:14:23.688 --> 02:14:26.491
ONLINE PRESENTER, ADRIAN FISHER.

02:14:26.558 --> 02:14:43.208
CAN YOU HEAR US?

02:15:19.044 --> 02:15:19.744
TECHNOLOGY IS

02:15:19.811 --> 02:15:36.895
AMAZING. REALLY?

02:15:45.704 --> 02:15:46.004
TESTING.

02:15:46.071 --> 02:15:53.144
TESTING. TESTING. CAN YOU HEAR

02:15:53.211 --> 02:16:03.288
ME? YES, WE CAN HEAR YOU.

02:16:03.355 --> 02:16:04.723
PLEASE. PLEASE PROCEED WHEN

02:16:04.789 --> 02:16:14.099
READY. FROM OUR DISPLAY, IT

02:16:14.165 --> 02:16:15.534
SHOWS THAT YOU'RE STILL MUTED.

02:16:15.600 --> 02:16:20.972
CAN YOU HEAR ME? HI, CHAIR. I

02:16:21.039 --> 02:16:22.741
CAN HEAR YOU ON OUR END. WE

02:16:22.807 --> 02:16:24.643
JUST CAN'T HEAR THE PANELIST ON

02:16:24.709 --> 02:16:26.344
HER FROM HER END. OKAY, WELL,

02:16:26.411 --> 02:16:27.445
WHILE WE FIGURE OUT THE

02:16:27.512 --> 02:16:28.914
TECHNICAL DIFFICULTIES THAT ARE

02:16:28.980 --> 02:16:30.148
GOING ON BEHIND THE SCENES,

02:16:30.215 --> 02:16:31.283
MAYBE WE CAN GO TO SOME

02:16:31.349 --> 02:16:32.450
QUESTIONS FOR OUR PANELISTS IN

02:16:32.517 --> 02:16:34.286
THE ROOM RIGHT NOW. I HAVE A

02:16:34.352 --> 02:16:35.420
FEW QUESTIONS FOR YOU, DOCTOR

02:16:35.487 --> 02:16:37.188
GALLAGHER. A KEY FINDING THAT I

02:16:37.255 --> 02:16:38.423
TOOK FROM THE TESTIMONY THAT

02:16:38.490 --> 02:16:41.159
YOU PROVIDED IS AT THE HEART OF

02:16:41.226 --> 02:16:43.662
IMPROVING MATH ACHIEVEMENT IN

02:16:43.728 --> 02:16:44.829
CALIFORNIA IS SOME OF THE LACK

02:16:44.896 --> 02:16:47.265
OF COHERENCE WITHIN OUR SYSTEMS.

02:16:47.332 --> 02:16:48.266
WE DISCUSSED EARLIER WITH THE

02:16:48.333 --> 02:16:50.502
EARLIER PANEL, WITH THE CHANGES

02:16:50.569 --> 02:16:53.371
THAT AB 181 HOPES TO HAVE BRING

02:16:53.438 --> 02:16:56.241
FORWARD. DO WE THINK THAT THIS

02:16:56.308 --> 02:16:59.477
WILL IMPROVE SYSTEMS, AND WHAT

02:16:59.544 --> 02:17:00.545
PROCESSES OR GUARDRAILS WOULD

02:17:00.612 --> 02:17:01.746
YOU RECOMMEND TO MAKE SURE THAT

02:17:01.813 --> 02:17:03.782
WE GET THERE AS WE LOOK AT

02:17:03.848 --> 02:17:06.718
COHERENCE? THANK YOU. I THINK

02:17:06.785 --> 02:17:08.520
IT'S AN EXCELLENT QUESTION. IT

02:17:08.587 --> 02:17:11.356
IS CLEAR THAT AB 181 IS

02:17:11.423 --> 02:17:13.191
GROUNDBREAKING LEGISLATION, AND

02:17:13.258 --> 02:17:14.960
IT PUTS US IN A MUCH BETTER

02:17:15.026 --> 02:17:17.529
POSITION. BUT IT'S ALSO NOT THE

02:17:17.596 --> 02:17:19.731
END RESULT IN AND OF ITSELF.

02:17:19.798 --> 02:17:21.666
AND SO I THINK A FEW OF THE

02:17:21.733 --> 02:17:22.767
THINGS THAT WOULD BE REALLY

02:17:22.834 --> 02:17:25.036
IMPORTANT TO DO, YOU KNOW,

02:17:25.103 --> 02:17:27.205
INSTEAD OF HAVING SHORT TERM

02:17:27.272 --> 02:17:29.374
INITIATIVES, YOU KNOW, WE HEARD

02:17:29.441 --> 02:17:31.876
ACTUALLY ACROSS BOTH BOTH

02:17:31.943 --> 02:17:33.011
DOCTOR KELLNER AND MYSELF, WE

02:17:33.078 --> 02:17:34.446
TALKED ABOUT THE IMPORTANCE OF

02:17:34.512 --> 02:17:36.881
DISTRICT CAPACITY AND THE FACT

02:17:36.948 --> 02:17:40.185
THAT AS AS A KID, IF YOU HAVE

02:17:40.251 --> 02:17:42.320
ONE TEACHER WHO'S VERY ENGAGED

02:17:42.387 --> 02:17:43.755
IN MATH AND HAS GOTTEN

02:17:43.822 --> 02:17:46.291
FRAMEWORK TRAINED AND TEACHES

02:17:46.358 --> 02:17:47.559
IN ALL THE WAYS WE HEARD ABOUT

02:17:47.626 --> 02:17:49.894
IN THE PRECEDING PANEL AND THE

02:17:49.961 --> 02:17:51.997
NEXT YEAR, THE TEACHER HAS NOT

02:17:52.063 --> 02:17:54.032
DONE THAT AND IS NOT CONFIDENT

02:17:54.099 --> 02:17:56.001
IN MATH. THE LEARNING

02:17:56.067 --> 02:17:57.068
TRAJECTORY THAT WE WANT FOR

02:17:57.135 --> 02:17:59.638
KIDS, THAT SHOULD ULTIMATELY

02:17:59.704 --> 02:18:01.039
CULMINATE IN KIDS WHO ARE

02:18:01.106 --> 02:18:03.208
PREPARED TO DO ENTER WHATEVER

02:18:03.274 --> 02:18:04.242
CAREERS THEY WANT WITH

02:18:04.309 --> 02:18:05.277
CONFIDENCE IN THEIR KNOWLEDGE

02:18:05.343 --> 02:18:07.512
AND SKILLS. AND THAT DOESN'T

02:18:07.579 --> 02:18:09.981
HAPPEN. AND SO THE KEY NEEDS TO

02:18:10.048 --> 02:18:11.449
BE TO FOCUS REALLY ON, ON A

02:18:11.516 --> 02:18:14.386
LONG TERM PLAY FOR BUILDING

02:18:14.452 --> 02:18:17.589
CAPACITY. AND PART OF THAT IS

02:18:17.656 --> 02:18:19.057
PROBABLY THINKING WHEN YOU'RE

02:18:19.124 --> 02:18:20.725
WHEN YOU'RE FUNDING INITIATIVES,

02:18:20.792 --> 02:18:22.994
WE ANALYZE THE DIFFERENT

02:18:23.061 --> 02:18:24.462
INITIATIVES. AND WE FOUND THAT

02:18:24.529 --> 02:18:26.231
FEW OF THEM FOCUSED ON

02:18:26.297 --> 02:18:27.666
DISTRICTS. WE HAVE INITIATIVES

02:18:27.732 --> 02:18:29.100
THAT BUILD THE SKILLS OF

02:18:29.167 --> 02:18:30.535
INDIVIDUAL TEACHERS, AND THOSE

02:18:30.602 --> 02:18:31.836
CAN CREATE TEACHER LEADERS AND

02:18:31.903 --> 02:18:34.139
ARE NOT BAD. THERE ARE OTHERS

02:18:34.205 --> 02:18:36.007
THAT FOCUSED HEAVILY ON FAMILY

02:18:36.074 --> 02:18:37.175
ENGAGEMENT. AND AS WE HEARD IN

02:18:37.242 --> 02:18:38.810
THE PRECEDING PANEL, THAT IS

02:18:38.877 --> 02:18:40.011
IMPORTANT. SO WE'RE NOT SEEING

02:18:40.078 --> 02:18:42.414
THOSE INITIATIVES. NOTHING TO

02:18:42.480 --> 02:18:43.548
FAULT WITH THOSE INITIATIVES.

02:18:43.615 --> 02:18:45.684
BUT THERE'S A GAP. AND THE GAP

02:18:45.750 --> 02:18:47.085
IS THE FACT THAT VERY FEW OF

02:18:47.152 --> 02:18:49.287
THOSE INITIATIVE DOLLARS FOCUS

02:18:49.354 --> 02:18:51.256
ON BUILDING DISTRICT CAPACITIES

02:18:51.322 --> 02:18:52.857
AND THE ORGANIZATIONS,

02:18:52.924 --> 02:18:54.459
DISTRICTS AND SCHOOLS. THAT'S

02:18:54.526 --> 02:18:56.194
WHERE THERE'S THE POTENTIAL TO

02:18:56.261 --> 02:18:58.596
MAKE SURE KIDS HAVE A COHERENT

02:18:58.663 --> 02:19:00.065
EXPERIENCE YEAR AFTER YEAR. SO

02:19:00.131 --> 02:19:01.533
WE WANT TO ELEVATE THE

02:19:01.599 --> 02:19:02.634
IMPORTANCE OF THINKING IN A IN

02:19:02.701 --> 02:19:06.571
A SYSTEMIC WAY. WE ALSO NOTED

02:19:06.638 --> 02:19:08.373
THAT THERE IS NO ENTITY THAT IS

02:19:08.440 --> 02:19:09.808
RESPONSIBLE FOR SUPPORTING

02:19:09.874 --> 02:19:12.343
DISTRICTS TO IMPROVE IN MATH.

02:19:12.410 --> 02:19:14.079
AND ON THE ONE HAND, THERE ARE

02:19:14.145 --> 02:19:15.547
58 COUNTY OFFICES THAT ARE

02:19:15.613 --> 02:19:17.348
EITHER LOCALLY ELECTED OR

02:19:17.415 --> 02:19:19.184
APPOINTED. THEY ARE THE MAIN

02:19:19.250 --> 02:19:21.720
REGIONAL ENTITY. SOMEHOW WE

02:19:21.786 --> 02:19:23.421
NEED TO MAKE SURE THERE IS

02:19:23.488 --> 02:19:25.990
REGIONAL CAPACITY, AND IT'S

02:19:26.057 --> 02:19:27.826
PROBABLY UNREASONABLE TO EXPECT

02:19:27.892 --> 02:19:30.328
EVERY COUNTY OFFICE TO HAVE AN

02:19:30.395 --> 02:19:32.097
INCREDIBLE DEPTH IN EVERY

02:19:32.163 --> 02:19:34.299
SINGLE AREA. BUT THINKING ABOUT

02:19:34.365 --> 02:19:35.900
WHAT IT LOOKS LIKE TO MAKE SURE

02:19:35.967 --> 02:19:39.337
EVERY DISTRICT IS WITHIN REACH,

02:19:39.404 --> 02:19:41.806
EITHER VIRTUALLY OR BY GOING TO

02:19:41.873 --> 02:19:43.608
NEIGHBORING COUNTIES TO GET

02:19:43.675 --> 02:19:45.810
REALLY STRONG EXPERTISE WOULD

02:19:45.877 --> 02:19:49.414
BE KEY. I WILL DOUBLE UNDERLINE

02:19:49.481 --> 02:19:50.548
WHAT FOLKS SAID EARLIER ABOUT

02:19:50.615 --> 02:19:53.118
THE PROMISE OF COACHING. THERE

02:19:53.184 --> 02:19:54.786
HAVE BEEN SOME LITERACY

02:19:54.853 --> 02:19:56.187
COACHING GRANTS THAT THE

02:19:56.254 --> 02:19:57.288
LEGISLATURE HAS PASSED AND

02:19:57.355 --> 02:19:58.690
GOVERNOR HAS SIGNED THAT HAVE

02:19:58.757 --> 02:20:00.892
FOUND POSITIVE EFFECTS. BUT ONE

02:20:00.959 --> 02:20:03.795
PROVISION THAT WAS NOT IN OUR

02:20:03.862 --> 02:20:05.263
LEGISLATION, BUT WAS IN

02:20:05.330 --> 02:20:06.765
LEGISLATION OF OTHER STATES

02:20:06.831 --> 02:20:08.299
THAT HAVE MADE MORE PROGRESS

02:20:08.366 --> 02:20:10.268
THAN WE HAVE, IS REQUIRING

02:20:10.335 --> 02:20:12.403
THOSE COACHES TO BE TRAINED.

02:20:12.470 --> 02:20:13.872
AND I WILL NOTE, YOU KNOW, SOME

02:20:13.938 --> 02:20:15.406
OF THOSE OTHER STATES HIRED

02:20:15.473 --> 02:20:16.775
COACHES CENTRALLY THAT MIGHT

02:20:16.841 --> 02:20:18.910
NOT BE POSSIBLE AT OUR, YOU

02:20:18.977 --> 02:20:20.745
KNOW, GEOGRAPHIC SPREAD. BUT

02:20:20.812 --> 02:20:22.147
THE IDEA OF CENTRALIZED

02:20:22.213 --> 02:20:23.948
TRAINING COULD BE PARTICULARLY

02:20:24.015 --> 02:20:25.416
HELPFUL BECAUSE STUDIES HAVE

02:20:25.483 --> 02:20:27.051
FOUND THAT IN RURAL AREAS, THEY

02:20:27.118 --> 02:20:28.653
COULD NOT FIND TRAINED COACHES.

02:20:28.720 --> 02:20:30.288
AND SO THAT'S A PLACE THE STATE

02:20:30.355 --> 02:20:32.223
COULD REALLY STEP IN TO HELP

02:20:32.290 --> 02:20:36.194
FILL HELP FILL THOSE GAPS.

02:20:36.261 --> 02:20:37.328
LASTLY, DISTRICTS NEED TO HAVE

02:20:37.395 --> 02:20:38.630
A SAY IN WHO THEIR PROVIDERS

02:20:38.696 --> 02:20:40.365
ARE. WE TALK TO, YOU KNOW,

02:20:40.431 --> 02:20:43.334
RIGHT NOW, DIFFERENTIATED

02:20:43.401 --> 02:20:44.769
SUPPORT. A DISTRICT IS SUPPOSED

02:20:44.836 --> 02:20:46.538
TO GET SUPPORT FROM A COUNTY.

02:20:46.604 --> 02:20:47.972
THE WAY COUNTY OFFICES ARE

02:20:48.039 --> 02:20:49.474
FUNDED FOR THAT HAS CHANGED IN

02:20:49.541 --> 02:20:51.242
WAYS THAT SEEM PRETTY

02:20:51.309 --> 02:20:52.410
BENEFICIAL. BUT WE STILL TALK

02:20:52.477 --> 02:20:54.145
TO DISTRICTS THAT WERE

02:20:54.212 --> 02:20:55.914
FRUSTRATED BY THE FACT THAT

02:20:55.980 --> 02:20:57.382
THEIR COUNTY DID NOT HAVE

02:20:57.448 --> 02:20:58.783
EXPERTISE, BUT A COUNTY NEXT

02:20:58.850 --> 02:21:01.319
DOOR DID. AND SO THEY WERE

02:21:01.386 --> 02:21:02.720
TAKING THEIR, YOU KNOW,

02:21:02.787 --> 02:21:03.888
DISCRETIONARY DOLLARS AND

02:21:03.955 --> 02:21:05.223
WORKING WITH A NEIGHBORING

02:21:05.290 --> 02:21:07.425
COUNTY THAT HAD HAD MORE

02:21:07.492 --> 02:21:09.594
EXPERTISE IN MATH AND AND

02:21:09.661 --> 02:21:10.695
SOMETIMES WITH OUTSIDE

02:21:10.762 --> 02:21:11.796
PROVIDERS, IF THEY FELT, YOU

02:21:11.863 --> 02:21:12.864
KNOW, THEY LOOKED AT THEIR

02:21:12.931 --> 02:21:14.599
COUNTY OFFICE AND WE TALKED TO

02:21:14.666 --> 02:21:15.700
DISTRICTS THAT SAID OUR COUNTY

02:21:15.767 --> 02:21:17.168
OFFERED NO MATH PROFESSIONAL

02:21:17.235 --> 02:21:18.570
SUPPORTS THIS YEAR. SO THEY

02:21:18.636 --> 02:21:20.738
HAVE TO GO SOMEWHERE AND

02:21:20.805 --> 02:21:22.073
FIGURING OUT WHAT IT LOOKS LIKE

02:21:22.140 --> 02:21:23.241
TO GIVE DISTRICTS MORE CHOICE

02:21:23.308 --> 02:21:25.176
SO THEY CAN FIND PROVIDERS THAT

02:21:25.243 --> 02:21:27.579
MEET THEIR NEEDS, THAT CAN BE

02:21:27.645 --> 02:21:29.047
SHOULDER TO SHOULDER WITH THEIR

02:21:29.113 --> 02:21:30.815
TEACHERS OVER TIME, TO REALLY

02:21:30.882 --> 02:21:32.483
GIVE TEACHERS THE OPPORTUNITY

02:21:32.550 --> 02:21:34.419
TO PRACTICE, TO FORM THE

02:21:34.485 --> 02:21:35.520
RELATIONSHIPS THAT ENABLE

02:21:35.587 --> 02:21:36.921
VULNERABILITY AND TO IMPROVE

02:21:36.988 --> 02:21:39.190
OVER A LONG TERM. THOSE ARE A

02:21:39.257 --> 02:21:40.892
FEW OF THE THINGS THAT I THINK

02:21:40.959 --> 02:21:42.026
WOULD REALLY COULD COME WITH

02:21:42.093 --> 02:21:43.061
THIS MORE STREAMLINED

02:21:43.127 --> 02:21:44.495
GOVERNANCE AND WOULD BE REALLY

02:21:44.562 --> 02:21:46.297
IMPACTFUL. YEAH. AND I THINK

02:21:46.364 --> 02:21:47.732
LISTENING TO WHAT YOU'VE JUST

02:21:47.799 --> 02:21:49.534
SAID, I THINK THERE'S A LOT OF

02:21:49.601 --> 02:21:50.969
CONSISTENCY ALSO WITH THE

02:21:51.035 --> 02:21:55.340
CONCERNS AROUND, WE DON'T SEE

02:21:55.406 --> 02:21:57.175
LOCAL OR DISTRICTS HAVING MATH

02:21:57.242 --> 02:21:58.910
AS A LOCAL PRIORITY. IF YOUR

02:21:58.977 --> 02:22:01.412
LOCAL LEADERSHIP DOESN'T ISN'T

02:22:01.479 --> 02:22:03.214
WELL TRAINED IN MATHEMATICS

02:22:03.281 --> 02:22:04.749
INSTRUCTION, THEY MAY ALSO NOT

02:22:04.816 --> 02:22:07.018
SEE THAT AS A AS A PRIORITY.

02:22:07.085 --> 02:22:09.687
AND SO THAT LACK OF COHERENCE

02:22:09.754 --> 02:22:12.223
BETWEEN WHAT THE LOCAL DISTRICT

02:22:12.290 --> 02:22:14.092
LEADERSHIP THINKS AND

02:22:14.158 --> 02:22:16.928
PRIORITIZES TRANSLATES INTO

02:22:16.995 --> 02:22:17.996
MAYBE REDUCED RESOURCES

02:22:18.062 --> 02:22:19.430
AVAILABLE TO THAT CLASSROOM

02:22:19.497 --> 02:22:21.633
TEACHER RELEASE TIME, PRIORITY

02:22:21.699 --> 02:22:22.667
BUDGETING ON COACHING. ET

02:22:22.734 --> 02:22:24.502
CETERA. ET CETERA. AND IT CAN

02:22:24.569 --> 02:22:26.304
GO IN MANY LEVELS. SO I THINK

02:22:26.371 --> 02:22:27.438
THAT'S, THAT'S INTERESTING THAT

02:22:27.505 --> 02:22:29.173
THAT COHERENCE QUESTION IS NOT

02:22:29.240 --> 02:22:30.375
REALLY NECESSARILY ONLY FOCUSED

02:22:30.441 --> 02:22:32.710
ON STATE COHERENCE, BUT

02:22:32.777 --> 02:22:34.279
ACTUALLY INTERNAL TO A LOCAL

02:22:34.345 --> 02:22:35.280
SCHOOL DISTRICT AND THEN

02:22:35.346 --> 02:22:36.681
PASSING THROUGH THE COUNTY AS

02:22:36.748 --> 02:22:38.516
WELL. SO THANK YOU FOR THOSE

02:22:38.583 --> 02:22:41.819
INSIGHTS FOR SURE. YES.

02:22:41.886 --> 02:22:43.154
ASSEMBLY MEMBER BONTA, THANK

02:22:43.221 --> 02:22:45.690
YOU. I, I THINK THIS IS ONE OF

02:22:45.757 --> 02:22:47.825
THOSE INSTANCES WHERE IT'S

02:22:47.892 --> 02:22:50.695
UNFORTUNATE TO KIND OF BE OLD,

02:22:50.762 --> 02:22:55.433
LIKE. WELL, JUST I FEEL LIKE

02:22:55.500 --> 02:22:57.368
I'M IN A SERIOUS KIND OF DÉJA

02:22:57.435 --> 02:22:59.704
VU MOMENT. I THINK A LOT OF

02:22:59.771 --> 02:23:02.240
WHAT YOU HAVE TALKED ABOUT

02:23:02.307 --> 02:23:05.510
TODAY, I, WE WERE TALKING ABOUT

02:23:05.576 --> 02:23:07.612
25 YEARS AGO, I HAD TO THINK

02:23:07.679 --> 02:23:09.113
ABOUT THE AGE OF MY YOUNGEST

02:23:09.180 --> 02:23:10.148
CHILD WHEN WE WERE TALKING

02:23:10.214 --> 02:23:12.383
ABOUT DISTRICT LEVEL REFORM,

02:23:12.450 --> 02:23:13.785
MAKING SURE THAT WE WERE HAVING

02:23:13.851 --> 02:23:16.321
A PRIORITIZATION AROUND MATH,

02:23:16.387 --> 02:23:18.122
MATHEMATICS IN PARTICULAR,

02:23:18.189 --> 02:23:19.557
MAKING SURE THAT THERE WAS

02:23:19.624 --> 02:23:22.427
ALIGNMENT BETWEEN, YOU KNOW,

02:23:22.493 --> 02:23:23.695
SCHOOLS, DISTRICTS, COUNTIES IN

02:23:23.761 --> 02:23:27.832
THE STATE, STATE, THE STATE

02:23:27.899 --> 02:23:29.667
UTILIZING OUR COUNTY OFFICES OF

02:23:29.734 --> 02:23:31.069
EDUCATION OR AS REGIONAL

02:23:31.135 --> 02:23:32.136
CENTERS WITH PARTICULAR

02:23:32.203 --> 02:23:33.204
EXPERTISE, LIKE THESE ARE ALL

02:23:33.271 --> 02:23:34.439
THINGS THAT WE'VE LITERALLY

02:23:34.505 --> 02:23:39.344
BEEN TALKING ABOUT FOR 25 YEARS.

02:23:39.410 --> 02:23:42.547
AND I DON'T KNOW IF YOU ARE AS

02:23:42.613 --> 02:23:44.415
IMPATIENT AS I AM ABOUT THE

02:23:44.482 --> 02:23:46.918
FACT THAT WE'RE HAVING A 25

02:23:46.985 --> 02:23:50.455
YEAR OLD CONVERSATION. WHAT IN

02:23:50.521 --> 02:23:52.190
THE WORLD ARE WE GOING TO DO

02:23:52.256 --> 02:23:53.758
THAT'S GOING TO BE DIFFERENT IN

02:23:53.825 --> 02:23:55.927
THIS MOMENT IN TIME? SO THAT MY

02:23:55.994 --> 02:23:58.763
DAUGHTER, WHO IS NOW 27 AND

02:23:58.830 --> 02:24:00.098
LITERALLY SHE'S THE ONE I

02:24:00.164 --> 02:24:01.833
MARKED TIME BY AROUND HAVING

02:24:01.899 --> 02:24:03.835
THESE CONVERSATIONS SO THAT SHE

02:24:03.901 --> 02:24:06.371
ISN'T THE 50 YEAR OLD SITTING,

02:24:06.437 --> 02:24:09.207
HAVING THAT SAME CONVERSATION.

02:24:09.273 --> 02:24:11.709
YEAH, I DO THINK IT STARTS WITH

02:24:11.776 --> 02:24:13.144
GETTING CLEAR ABOUT WHAT THE

02:24:13.211 --> 02:24:15.346
MOST IMPORTANT GOALS ARE, AND

02:24:15.413 --> 02:24:17.148
ESPECIALLY IN ELEMENTARY SCHOOL.

02:24:17.215 --> 02:24:20.785
AND THAT'S A POLICY MAKER

02:24:20.852 --> 02:24:21.886
CONVERSATION. HOW ARE WE GOING

02:24:21.953 --> 02:24:24.288
TO SIGNAL WE'VE DONE A PRETTY

02:24:24.355 --> 02:24:26.491
GOOD JOB OF SIGNALING THAT

02:24:26.557 --> 02:24:28.326
LITERACY IS REALLY IMPORTANT.

02:24:28.393 --> 02:24:30.094
WHEN WE TALKED WITH

02:24:30.161 --> 02:24:31.195
SUPERINTENDENTS, THEY ALL

02:24:31.262 --> 02:24:32.630
UNDERSTOOD THAT WE HAVE TO DO

02:24:32.697 --> 02:24:35.133
WELL ON LITERACY, AND MATH WAS

02:24:35.199 --> 02:24:37.035
VERY FAR BEHIND THAT. SO PART

02:24:37.101 --> 02:24:39.437
OF THAT IS REALLY RAISING

02:24:39.504 --> 02:24:41.639
AWARENESS. I DON'T KNOW IF THE

02:24:41.706 --> 02:24:42.807
DASHBOARD IS THE RIGHT PLACE TO

02:24:42.874 --> 02:24:44.942
LOOK, IF THERE ARE OTHER PLACES

02:24:45.009 --> 02:24:47.045
TO LOOK, BUT REALLY THINKING

02:24:47.111 --> 02:24:48.846
ABOUT HOW DO WE GET CLEAR THAT

02:24:48.913 --> 02:24:50.982
THERE ARE VERY FEW THINGS THAT

02:24:51.049 --> 02:24:53.751
EVERY KID MUST HAVE BY THE TIME

02:24:53.818 --> 02:24:55.420
THEY LEAD ELEMENTARY SCHOOL. SO

02:24:55.486 --> 02:24:57.121
THEY CAN THEN GO INTO A

02:24:57.188 --> 02:24:59.257
HOPEFULLY REVISED MIDDLE SCHOOL

02:24:59.323 --> 02:25:01.059
PROGRAM AND THEN ENTER HIGH

02:25:01.125 --> 02:25:02.894
SCHOOL PREPARED TO TAKE ON

02:25:02.960 --> 02:25:04.262
WHATEVER THEY WOULD LIKE. SO I

02:25:04.328 --> 02:25:06.798
THINK STEP NUMBER ONE IS THAT

02:25:06.864 --> 02:25:08.299
PRIORITIZATION. STEP NUMBER TWO,

02:25:08.366 --> 02:25:09.934
I THINK YOU'VE HEARD A LOT

02:25:10.001 --> 02:25:11.502
TODAY IS ABOUT TEACHER

02:25:11.569 --> 02:25:15.073
PREPARATION, AND IT IS KEY TO

02:25:15.139 --> 02:25:17.275
GET REALLY MUCH, MUCH MORE

02:25:17.341 --> 02:25:19.077
CLINICAL PRACTICE FOR TEACHERS

02:25:19.143 --> 02:25:20.812
AS WELL AS THE CONTENT

02:25:20.878 --> 02:25:22.313
KNOWLEDGE, THE NUMBER OF PEOPLE

02:25:22.380 --> 02:25:24.449
WHO TALK TO US ABOUT MATH

02:25:24.515 --> 02:25:25.550
MINDSETS THAT THEIR TEACHERS

02:25:25.616 --> 02:25:29.187
DID NOT HAVE. AND I BELIEVE YOU,

02:25:29.253 --> 02:25:30.321
SPEAKER PATEL, MENTIONED THIS,

02:25:30.388 --> 02:25:33.091
THAT I'M NOT A MATH PERSON. WE

02:25:33.157 --> 02:25:35.426
CAN'T HAVE PRINCIPALS WHO THINK

02:25:35.493 --> 02:25:37.395
OF THEMSELVES AS NOT A MATH

02:25:37.462 --> 02:25:39.964
PERSON AND DO BETTER. AND I WAS

02:25:40.031 --> 02:25:41.732
TOLD THAT BY, YOU KNOW, THE

02:25:41.799 --> 02:25:43.401
MATH LEAD IN ONE OF THE LARGEST

02:25:43.468 --> 02:25:44.969
DISTRICTS IN IN THE STATE, THAT

02:25:45.036 --> 02:25:47.872
THAT WAS A COMMON ISSUE IN HER

02:25:47.939 --> 02:25:49.740
DISTRICT. AND LASTLY, REALLY

02:25:49.807 --> 02:25:51.075
THINKING ABOUT DISTRICT

02:25:51.142 --> 02:25:52.510
CAPACITY AND MAKING SURE THAT

02:25:52.577 --> 02:25:54.712
ALL DISTRICTS CAN GET TEACHERS

02:25:54.779 --> 02:25:56.614
THE SUPPORT THEY NEED. I DON'T

02:25:56.681 --> 02:25:57.849
WANT TO UNDERSELL THE

02:25:57.915 --> 02:25:59.383
IMPORTANCE OF TEACHER

02:25:59.450 --> 02:26:01.185
PREPARATION. IT IS KEY. WE ARE

02:26:01.252 --> 02:26:02.620
LEAVING TOO MUCH UP TO

02:26:02.687 --> 02:26:04.055
DISTRICTS, BUT I THINK IT'S

02:26:04.122 --> 02:26:05.156
ALSO REALLY IMPORTANT TO

02:26:05.223 --> 02:26:06.224
RECOGNIZE THAT WHAT WE WANT

02:26:06.290 --> 02:26:08.392
FROM TEACHERS CHANGE. RIGHT NOW,

02:26:08.459 --> 02:26:09.927
WE'RE ASKING TEACHERS TO KNOW

02:26:09.994 --> 02:26:11.963
HOW TO HANDLE AI IN THE

02:26:12.029 --> 02:26:14.599
CLASSROOM. FIVE YEARS AGO, THAT

02:26:14.665 --> 02:26:16.334
THERE WAS NO WAY TEACHER

02:26:16.400 --> 02:26:17.401
PREPARATION PROGRAMS COULD HAVE

02:26:17.468 --> 02:26:19.470
BUILT THOSE THINGS IN. AND SO I

02:26:19.537 --> 02:26:20.605
THINK WE NEED TO DO SOME

02:26:20.671 --> 02:26:22.039
THINKING ABOUT TEACHING AS A

02:26:22.106 --> 02:26:23.508
CAREER, AND THE FACT THAT

02:26:23.574 --> 02:26:24.909
TEACHERS NEED MORE TIME BUILT

02:26:24.976 --> 02:26:27.812
INTO THEIR SCHEDULES REGULARLY

02:26:27.879 --> 02:26:30.348
FOR LEARNING AND UNDERSTANDING

02:26:30.414 --> 02:26:32.150
THAT WHAT WE ASK OF TEACHERS

02:26:32.216 --> 02:26:33.684
ISN'T JUST TO KNOW THINGS. IT'S

02:26:33.751 --> 02:26:35.453
NOT LIKE YOU CAN WALK OUT OF A,

02:26:35.520 --> 02:26:37.288
YOU KNOW, A WORKSHOP WITH A FEW

02:26:37.355 --> 02:26:39.357
NEW FACTS AND BE READY TO GO.

02:26:39.423 --> 02:26:41.159
WHEN WE ASK THEM TO MAKE BIG

02:26:41.225 --> 02:26:42.460
SHIFTS, THEY NEED OPPORTUNITY

02:26:42.527 --> 02:26:44.729
TO PRACTICE, AND THEY NEED

02:26:44.795 --> 02:26:46.531
SUPPORT TO BE ABLE TO IMPROVE.

02:26:46.597 --> 02:26:47.999
AND SO REALLY THINKING ABOUT

02:26:48.065 --> 02:26:50.067
THOSE THREE THINGS, YOU KNOW,

02:26:50.134 --> 02:26:52.303
FEWER CLEAR GOALS, IMPROVED

02:26:52.370 --> 02:26:53.704
TEACHER PREPARATION AND

02:26:53.771 --> 02:26:55.506
BUILDING DISTRICT CAPACITY TO

02:26:55.573 --> 02:26:56.974
SUPPORT TEACHER LEARNING. I

02:26:57.041 --> 02:26:58.276
THINK THOSE THREE THINGS NEED

02:26:58.342 --> 02:27:00.478
TO COME TOGETHER SO THAT WE ARE

02:27:00.545 --> 02:27:02.013
NOT HAVING THIS CONVERSATION

02:27:02.079 --> 02:27:05.616
AGAIN NEXT YEAR, NEXT DECADE,

02:27:05.683 --> 02:27:09.887
ETC. AND WE DO HAVE OUR ONLINE

02:27:09.954 --> 02:27:11.389
PRESENTER. NOW. I HAVE ONE

02:27:11.455 --> 02:27:13.558
FINAL QUESTION FOR YOU THOUGH.

02:27:13.624 --> 02:27:14.926
THIS JUST TRIGGERED A THOUGHT.

02:27:14.992 --> 02:27:16.994
WE ALSO HAVE WE HAVE UNIFIED

02:27:17.061 --> 02:27:19.297
SCHOOL DISTRICTS. WE HAVE

02:27:19.363 --> 02:27:19.997
ELEMENTARY SCHOOL DISTRICTS,

02:27:20.064 --> 02:27:21.098
HIGH SCHOOL DISTRICTS,

02:27:21.165 --> 02:27:22.366
SECONDARY SCHOOL DISTRICTS.

02:27:22.433 --> 02:27:23.568
WHEN WE TALK ABOUT COHERENCE,

02:27:23.634 --> 02:27:24.735
YOU'RE TALKING GRADE LEVEL TO

02:27:24.802 --> 02:27:27.171
GRADE LEVEL. BUT DO WE SEE

02:27:27.238 --> 02:27:28.239
COHERENCE DISRUPTION WHEN WE

02:27:28.306 --> 02:27:30.208
TALK ABOUT TRANSITIONS BETWEEN

02:27:30.274 --> 02:27:31.976
AN ELEMENTARY DISTRICT AND A

02:27:32.043 --> 02:27:33.711
HIGH SCHOOL DISTRICT? AND ARE

02:27:33.778 --> 02:27:37.348
THERE WAYS TO IMPROVE THAT? DO

02:27:37.415 --> 02:27:39.317
YOU WANT TO TAKE THAT ONE ON? I

02:27:39.383 --> 02:27:41.252
HAPPEN TO KNOW DOCTOR KELLNER

02:27:41.319 --> 02:27:44.088
KNOWS SOMETHING ABOUT THIS. SO

02:27:44.155 --> 02:27:46.290
THANK YOU. SO IN MY PREVIOUS

02:27:46.357 --> 02:27:47.725
LIFE AS A SUPERINTENDENT WAS

02:27:47.792 --> 02:27:48.492
SUPERINTENDENT OF A HIGH SCHOOL

02:27:48.559 --> 02:27:50.294
DISTRICT. AND WE HAD WE HAD

02:27:50.361 --> 02:27:51.295
NINE ELEMENTARY DISTRICTS THAT

02:27:51.362 --> 02:27:52.763
SEND US KIDS. AND AS YOU MIGHT

02:27:52.830 --> 02:27:54.298
GUESS, IT WAS SEAMLESS. THERE

02:27:54.365 --> 02:27:57.034
WAS NEVER ANY ISSUE. WHAT I

02:27:57.101 --> 02:27:58.869
WOULD SAY THERE, THOUGH, IS, IS

02:27:58.936 --> 02:28:03.174
THERE ARE WAYS TO INTENTIONALLY

02:28:03.241 --> 02:28:04.942
BRIDGE THOSE GAPS. THERE ARE

02:28:05.009 --> 02:28:07.211
WAYS, JUST AS WE'RE SEEING NOW

02:28:07.278 --> 02:28:09.313
WITH OUR WITH OUR COLLEAGUES IN

02:28:09.380 --> 02:28:11.115
IN EARLY CHILDHOOD, WE HAVE WE

02:28:11.182 --> 02:28:12.216
HAVE KIDDOS COMING FROM THREE

02:28:12.283 --> 02:28:14.352
AND FOURS INTO OUR TECH SPACES.

02:28:14.418 --> 02:28:16.520
WE CAN DO A BETTER WORK WITH

02:28:16.587 --> 02:28:18.356
GOING FROM EIGHTH GRADE TO

02:28:18.422 --> 02:28:22.326
NINTH GRADE AND, AND THAT HAS

02:28:22.393 --> 02:28:24.695
TO DO WITH LEADERSHIP

02:28:24.762 --> 02:28:26.897
GOVERNANCE TEAMS AT BOTH THE

02:28:26.964 --> 02:28:28.399
ELEMENTARY AND HIGH SCHOOL

02:28:28.466 --> 02:28:30.901
DISTRICTS, SEEING THEMSELVES AS

02:28:30.968 --> 02:28:33.104
STEWARDS OF THE SAME KID.

02:28:33.170 --> 02:28:34.505
BECAUSE WHEN A, WHEN A STUDENT

02:28:34.572 --> 02:28:35.406
GRADUATES FROM EIGHTH GRADE AND

02:28:35.473 --> 02:28:37.108
WALKS ACROSS THE STAGE, THE

02:28:37.174 --> 02:28:38.476
ELEMENTARY DISTRICT ISN'T DONE

02:28:38.542 --> 02:28:41.112
RIGHT. AND SO I THINK THAT THAT

02:28:41.178 --> 02:28:42.446
SHIFT IN PERSPECTIVE WOULD GO A

02:28:42.513 --> 02:28:44.248
LONG WAY TO, TO SERVING THE

02:28:44.315 --> 02:28:46.384
KIDDOS IN OUR COMMUNITIES.

02:28:46.450 --> 02:28:47.518
THANK YOU FOR THAT. WE ARE

02:28:47.585 --> 02:28:49.520
GOING TO GO NOW TO OUR ONLINE

02:28:49.587 --> 02:28:50.588
PRESENTER, AND THEN WE'LL COME

02:28:50.655 --> 02:28:53.424
BACK FOR QUESTIONS. HOPEFULLY

02:28:53.491 --> 02:28:55.393
YOU CAN ALL HEAR ME NOW. YES.

02:28:55.459 --> 02:28:58.629
OKAY, GREAT. SORRY ABOUT THAT.

02:28:58.696 --> 02:29:00.431
A VIRTUAL PRESENTATION WOULDN'T

02:29:00.498 --> 02:29:02.633
BE COMPLETE WITHOUT A LESSON IN

02:29:02.700 --> 02:29:04.435
HUMILITY. SO THANK YOU TO THE

02:29:04.502 --> 02:29:06.203
AV TEAM FOR HELPING ME

02:29:06.270 --> 02:29:07.238
TROUBLESHOOT. AND GOOD

02:29:07.305 --> 02:29:08.706
AFTERNOON EVERYONE. THANK YOU,

02:29:08.773 --> 02:29:10.141
CHAIR PATEL AND MEMBERS OF THE

02:29:10.207 --> 02:29:11.609
COMMITTEE FOR INVITING ME TO

02:29:11.676 --> 02:29:13.377
SPEAK TODAY. MY NAME IS ADRIAN

02:29:13.444 --> 02:29:14.745
FISHER, AND I'M A PRINCIPAL ON

02:29:14.812 --> 02:29:16.614
THE POLICY TEAM AT EDUCATION

02:29:16.681 --> 02:29:18.149
COMMISSION OF THE STATES. AS

02:29:18.215 --> 02:29:19.717
WE'VE HEARD FROM SOME OF THE

02:29:19.784 --> 02:29:21.285
OTHER ESTEEMED PANELISTS TODAY,

02:29:21.352 --> 02:29:23.087
DUE TO THE STAGNANT NATIONAL

02:29:23.154 --> 02:29:24.955
ASSESSMENT, RESULTS IN MATH

02:29:25.022 --> 02:29:25.856
ACHIEVEMENT AND INCREASING

02:29:25.923 --> 02:29:27.091
NUMBER OF STATES ARE LOOKING

02:29:27.158 --> 02:29:28.893
FOR WAYS TO BETTER SUPPORT

02:29:28.959 --> 02:29:30.661
STUDENTS AND TEACHERS. SOME OF

02:29:30.728 --> 02:29:32.129
THOSE STATES HAVE ENACTED

02:29:32.196 --> 02:29:33.898
POLICIES AIMED AT IMPROVING

02:29:33.964 --> 02:29:35.333
FOUNDATIONAL MATH SKILLS,

02:29:35.399 --> 02:29:36.801
PARTICULARLY IN THE ELEMENTARY

02:29:36.867 --> 02:29:38.903
GRADES, AND WITH A FOCUS ON

02:29:38.969 --> 02:29:40.371
PROFESSIONAL LEARNING FOR

02:29:40.438 --> 02:29:42.173
EDUCATORS. ASSESSMENT AND

02:29:42.239 --> 02:29:43.607
INTERVENTION, HIGH QUALITY

02:29:43.674 --> 02:29:45.142
INSTRUCTIONAL MATERIALS AND

02:29:45.209 --> 02:29:46.911
OTHER SCHOOL SUPPORTS LIKE

02:29:46.977 --> 02:29:48.412
COACHING. MY TESTIMONY TODAY

02:29:48.479 --> 02:29:50.481
WILL FOCUS ON THE POLICIES

02:29:50.548 --> 02:29:51.716
ENACTED BY ALABAMA, WHICH I

02:29:51.782 --> 02:29:53.250
KNOW HAS BEEN ALLUDED TO BY

02:29:53.317 --> 02:29:54.919
OTHER PANELISTS, BUT I'LL COVER

02:29:54.985 --> 02:29:56.487
SOME OF THE KEY COMPONENTS OF

02:29:56.554 --> 02:29:58.155
THE ENACTING LEGISLATION, AS

02:29:58.222 --> 02:29:59.490
WELL AS SOME OF THE

02:29:59.557 --> 02:30:00.891
IMPLEMENTATION, REPORTING AND

02:30:00.958 --> 02:30:02.393
EVALUATION THAT HAS BEEN

02:30:02.460 --> 02:30:03.461
CONDUCTED. I DO WANT TO

02:30:03.527 --> 02:30:04.862
EMPHASIZE THAT THIS IS ALL

02:30:04.929 --> 02:30:06.664
SECONDARY ANALYSIS, SO IT

02:30:06.731 --> 02:30:08.265
REFLECTS ONLY WHAT'S IN STATUTE

02:30:08.332 --> 02:30:09.533
AND REPORTS THAT HAVE BEEN

02:30:09.600 --> 02:30:12.470
PUBLISHED BY THE STATE. BUT IN

02:30:12.536 --> 02:30:14.505
2022, ALABAMA BECAME ONE OF THE

02:30:14.572 --> 02:30:16.040
FIRST STATES TO ENACT A

02:30:16.107 --> 02:30:17.842
COMPREHENSIVE SUITE OF MATH

02:30:17.908 --> 02:30:19.276
POLICIES FOR ELEMENTARY GRADES.

02:30:19.343 --> 02:30:21.045
WITH THE PASSAGE OF THE ALABAMA

02:30:21.112 --> 02:30:23.247
NUMERACY ACT, THE ANA

02:30:23.314 --> 02:30:24.682
ESTABLISHED THE OFFICE OF

02:30:24.749 --> 02:30:25.883
MATHEMATICS IMPROVEMENT WITHIN

02:30:25.950 --> 02:30:27.585
THE STATE EDUCATION AGENCY, AS

02:30:27.651 --> 02:30:30.087
WELL AS TWO TASK FORCES TO HELP

02:30:30.154 --> 02:30:31.522
IMPLEMENT THE BILL, INCLUDING

02:30:31.589 --> 02:30:34.058
THE FOLLOWING KEY COMPONENTS IN

02:30:34.125 --> 02:30:35.493
TEACHER PREPARATION. THE

02:30:35.559 --> 02:30:36.961
POST-SECONDARY MATH TASK FORCE

02:30:37.027 --> 02:30:39.096
WAS CHARGED WITH PROVIDING

02:30:39.163 --> 02:30:40.498
RECOMMENDATIONS FOR REVISING,

02:30:40.564 --> 02:30:42.266
PREPARATION, COURSEWORK AND

02:30:42.333 --> 02:30:43.868
CERTIFICATION REQUIREMENTS, AND

02:30:43.934 --> 02:30:45.903
THAT GUIDANCE WAS PUBLISHED IN

02:30:45.970 --> 02:30:48.406
2024. THE ANA ALSO REQUIRES

02:30:48.472 --> 02:30:49.673
EDUCATOR PREPARATION PROGRAMS

02:30:49.740 --> 02:30:51.275
TO INCORPORATE COURSEWORK

02:30:51.342 --> 02:30:53.844
RELATED TO DYSCALCULIA IN

02:30:53.911 --> 02:30:55.312
PROFESSIONAL DEVELOPMENT. THE

02:30:55.379 --> 02:30:56.747
ELEMENTARY MATH TASK FORCE WAS

02:30:56.814 --> 02:30:58.549
CHARGED WITH DEVELOPING A

02:30:58.616 --> 02:30:59.550
CONTINUUM OF PROFESSIONAL

02:30:59.617 --> 02:31:01.018
LEARNING, FOCUSING ON

02:31:01.085 --> 02:31:02.119
FOUNDATIONAL MATHEMATICS

02:31:02.186 --> 02:31:03.921
CONTENT KNOWLEDGE. PROFESSIONAL

02:31:03.988 --> 02:31:05.723
DEVELOPMENT IS REQUIRED IN ALL

02:31:05.790 --> 02:31:06.824
ELEMENTARY SCHOOLS, DESIGNATED

02:31:06.891 --> 02:31:08.959
AS FULL SUPPORT OR LIMITED

02:31:09.026 --> 02:31:10.027
SUPPORT FOR ALL TEACHERS

02:31:10.094 --> 02:31:11.495
INVOLVED IN MATHEMATICS

02:31:11.562 --> 02:31:12.897
INSTRUCTION, AS WELL AS OTHER

02:31:12.963 --> 02:31:14.365
TEACHERS AND ROLE GROUPS, AS

02:31:14.432 --> 02:31:15.466
DETERMINED BY THE OFFICE.

02:31:15.533 --> 02:31:17.234
OFFICE OF MATHEMATICS

02:31:17.301 --> 02:31:18.636
IMPROVEMENT FOR CURRICULUM

02:31:18.702 --> 02:31:20.037
ASSESSMENT AND INTERVENTIONS.

02:31:20.104 --> 02:31:21.906
THE ELEMENTARY TASK FORCE ALSO

02:31:21.972 --> 02:31:23.407
VETTED AND APPROVED

02:31:23.474 --> 02:31:24.141
RECOMMENDATIONS FOR HIGH

02:31:24.208 --> 02:31:26.243
QUALITY INSTRUCTIONAL MATERIALS.

02:31:26.310 --> 02:31:28.078
ALL K-5 STUDENTS MUST BE

02:31:28.145 --> 02:31:29.447
ASSESSED USING AN ASSESSMENT

02:31:29.513 --> 02:31:30.614
SYSTEM, ALSO VETTED AND

02:31:30.681 --> 02:31:32.416
APPROVED BY THE TASK FORCE, AND

02:31:32.483 --> 02:31:33.484
ANY STUDENT IDENTIFIED AS

02:31:33.551 --> 02:31:35.252
HAVING A DEFICIENCY MUST

02:31:35.319 --> 02:31:36.887
RECEIVE IMMEDIATE INTERVENTION

02:31:36.954 --> 02:31:38.022
AS PART OF A MULTI-TIERED

02:31:38.088 --> 02:31:40.624
SYSTEM OF SUPPORT. SUMMER MATH

02:31:40.691 --> 02:31:41.892
PROGRAMS WERE ALSO ESTABLISHED

02:31:41.959 --> 02:31:43.861
FOR STUDENTS, NOT MEETING

02:31:43.928 --> 02:31:45.663
PROFICIENCY AND OTHER COACHING

02:31:45.729 --> 02:31:47.465
AND AND SCHOOL SUPPORTS. THE

02:31:47.531 --> 02:31:49.300
ANA DESIGNATES ONE MATHEMATICS

02:31:49.366 --> 02:31:51.402
COACH FOR EVERY PUBLIC K-5

02:31:51.469 --> 02:31:52.903
SCHOOL WITH A STUDENT

02:31:52.970 --> 02:31:55.039
POPULATION OF LESS THAN 802

02:31:55.105 --> 02:31:56.507
COACHES FOR A SCHOOL. FOR

02:31:56.574 --> 02:31:58.275
SCHOOLS WITH STUDENT POPULATION

02:31:58.342 --> 02:32:00.845
OF 800 OR MORE. SCHOOLS

02:32:00.911 --> 02:32:02.246
DESIGNATED AS FULL SUPPORT OR

02:32:02.313 --> 02:32:03.647
LIMITED SUPPORT BASED ON

02:32:03.714 --> 02:32:04.748
STUDENT MATH, ACHIEVEMENT

02:32:04.815 --> 02:32:06.183
SCORES ARE GIVEN PRIORITY FOR

02:32:06.250 --> 02:32:08.285
THOSE COACHES. THOSE COACHES

02:32:08.352 --> 02:32:09.787
DESIGN PROFESSIONAL DEVELOPMENT

02:32:09.854 --> 02:32:12.289
BASED ON SCHOOL DATA TO SUPPORT

02:32:12.356 --> 02:32:13.757
INSTRUCTION, ADMINISTERING

02:32:13.824 --> 02:32:14.859
ASSESSMENTS AND INTERPRETING

02:32:14.925 --> 02:32:16.494
STUDENT DATA, AND IMPLEMENTING

02:32:16.560 --> 02:32:18.095
A MULTI-TIERED SYSTEM OF

02:32:18.162 --> 02:32:21.732
SUPPORT. FUNDING FOR THE ANA IN

02:32:21.799 --> 02:32:24.268
2026 WAS APPROPRIATED AT 114

02:32:24.335 --> 02:32:25.369
MILLION. THAT FUNDING IS USED

02:32:25.436 --> 02:32:27.404
TO SUPPORT THE ACTIVITIES

02:32:27.471 --> 02:32:28.839
DESIGNATED IN STATUTE, AND

02:32:28.906 --> 02:32:29.974
DISTRICTS MAY HAVE SOME

02:32:30.040 --> 02:32:31.775
FLEXIBILITY IN DETERMINING ITS

02:32:31.842 --> 02:32:35.012
USE, SHIFTING TO REPORTING AND

02:32:35.079 --> 02:32:36.413
EVALUATION, THE ANA REQUIRES

02:32:36.480 --> 02:32:38.148
ANNUAL REPORTS FROM THE OFFICE

02:32:38.215 --> 02:32:40.050
OF MATHEMATICS IMPROVEMENT ON

02:32:40.117 --> 02:32:41.886
STUDENT PROGRESS, PROVIDING A

02:32:41.952 --> 02:32:43.621
SUMMARY ANALYSIS OF DATA

02:32:43.687 --> 02:32:45.456
REPORTED BY DISTRICTS IN TEN

02:32:45.523 --> 02:32:46.891
METRICS THAT ARE DEFINED IN

02:32:46.957 --> 02:32:48.292
STATUTE, AND THESE METRICS

02:32:48.359 --> 02:32:49.760
INCLUDE ASSESSMENT RESULTS AND

02:32:49.827 --> 02:32:51.562
STUDENT PROFICIENCY RATES BY

02:32:51.629 --> 02:32:53.364
GRADE, STUDENT GROWTH MEASURES,

02:32:53.430 --> 02:32:55.232
AND COACHING ENDORSEMENT

02:32:55.299 --> 02:32:57.001
ATTAINMENT. THE FIRST ANNUAL

02:32:57.067 --> 02:32:58.402
REPORT FOLLOWED SCHOOL YEAR

02:32:58.469 --> 02:33:00.604
2020 324, WHICH WAS THE SECOND

02:33:00.671 --> 02:33:02.840
YEAR OF ANA IMPLEMENTATION AND

02:33:02.907 --> 02:33:04.542
THE MOST RECENT REPORT FOLLOWED

02:33:04.608 --> 02:33:07.745
SCHOOL YEAR 2020 425. SOME OF

02:33:07.811 --> 02:33:09.179
THOSE TAKEAWAYS INCLUDE THAT

02:33:09.246 --> 02:33:10.481
SOME OF THE POLICY COMPONENTS

02:33:10.548 --> 02:33:12.816
ARE NOT YET FULLY IMPLEMENTED.

02:33:12.883 --> 02:33:14.618
METRICS COULD NOT BE REPORTED

02:33:14.685 --> 02:33:16.387
FOR COACHING OR STUDENT

02:33:16.453 --> 02:33:17.454
ASSESSMENT RELATED TO

02:33:17.521 --> 02:33:19.623
FRACTIONAL REASONING. BOTH

02:33:19.690 --> 02:33:20.925
REPORTS SHOWED SOME IMPROVEMENT

02:33:20.991 --> 02:33:22.893
IN GRADE LEVEL PROFICIENCY OVER

02:33:22.960 --> 02:33:26.096
TIME, WITH 17% OF FIFTH GRADE

02:33:26.163 --> 02:33:27.197
STUDENTS WHO HAD PREVIOUSLY

02:33:27.264 --> 02:33:28.732
SCORED BELOW PROFICIENT AT THE

02:33:28.799 --> 02:33:30.801
END OF THIRD GRADE, REACHING

02:33:30.868 --> 02:33:32.970
PROFICIENCY IN SCHOOL YEAR 2023,

02:33:33.037 --> 02:33:35.806
24 AND 15% OF THAT GROUP IN

02:33:35.873 --> 02:33:38.809
2020 425. REPORTING FOR SCHOOL

02:33:38.876 --> 02:33:41.211
YEAR 2020 425 SHOWED SMALL

02:33:41.278 --> 02:33:42.279
IMPROVEMENTS IN SUMMATIVE

02:33:42.346 --> 02:33:43.547
ASSESSMENT RESULTS FOR GRADES

02:33:43.614 --> 02:33:45.916
TWO THROUGH FIVE, AND IN BOTH

02:33:45.983 --> 02:33:47.351
ANNUAL REPORTS. IT WAS NOTED

02:33:47.418 --> 02:33:48.786
THAT SUMMER MATH PROGRAM

02:33:48.852 --> 02:33:50.220
ATTENDANCE WAS LOW WHEN

02:33:50.287 --> 02:33:52.389
COMPARING ELIGIBLE STUDENTS TO

02:33:52.456 --> 02:33:54.258
PARTICIPATION RATES. A FIVE

02:33:54.325 --> 02:33:56.360
YEAR EVALUATION BY AN EXTERNAL

02:33:56.427 --> 02:33:57.861
CONSULTANT IS ALSO REQUIRED BY

02:33:57.928 --> 02:34:00.331
THE ANA. THIS EVALUATION

02:34:00.397 --> 02:34:02.499
FOCUSES ON IMPLEMENTATION

02:34:02.566 --> 02:34:03.901
PROCESSES AND OUTCOME ANALYZES

02:34:03.968 --> 02:34:06.403
FOR THE COMPONENTS OF THE ANA.

02:34:06.470 --> 02:34:07.838
ANNUAL REPORTS AND QUARTERLY

02:34:07.905 --> 02:34:10.040
UPDATES ARE REQUIRED BY STATUTE.

02:34:10.107 --> 02:34:12.209
THE MOST RECENT ANNUAL REPORT

02:34:12.276 --> 02:34:13.644
OUTLINES PROGRESS DURING SCHOOL

02:34:13.711 --> 02:34:16.480
YEAR 2020 425, WHICH IS NOW THE

02:34:16.547 --> 02:34:18.282
THIRD YEAR OF IMPLEMENTATION

02:34:18.349 --> 02:34:20.084
AND TAKEAWAYS FROM THOSE ANNUAL

02:34:20.150 --> 02:34:21.919
REPORTS AND QUARTERLY UPDATES

02:34:21.986 --> 02:34:23.587
INCLUDE. THE MATH ACHIEVEMENT

02:34:23.654 --> 02:34:25.623
IN GRADES 3 TO 5 HAS IMPROVED

02:34:25.689 --> 02:34:28.025
SINCE ANA BEGAN IMPLEMENTATION,

02:34:28.092 --> 02:34:29.860
BUT GROWTH IN THOSE SCHOOLS

02:34:29.927 --> 02:34:30.894
DESIGNATED AS NEEDING HIGHER

02:34:30.961 --> 02:34:32.730
LEVELS OF SUPPORT HAS NOT

02:34:32.796 --> 02:34:33.797
EXCEEDED GROWTH IN SCHOOLS.

02:34:33.864 --> 02:34:36.300
WITHOUT A SUPPORT DESIGNATION.

02:34:36.367 --> 02:34:37.768
SCHOOLS WITH MATH COACHES DID

02:34:37.835 --> 02:34:39.203
NOT SHOW MEANINGFULLY GREATER

02:34:39.269 --> 02:34:40.971
MATH PROFICIENCY THAN SIMILAR

02:34:41.038 --> 02:34:42.806
SCHOOLS WITHOUT COACHES.

02:34:42.873 --> 02:34:44.575
HOWEVER, EVALUATORS DID NOTE

02:34:44.642 --> 02:34:45.843
THAT FURTHER RESEARCH IS NEEDED

02:34:45.909 --> 02:34:47.444
TO EXPLORE THAT RELATIONSHIP

02:34:47.511 --> 02:34:49.647
BETWEEN COACHING AND SCHOOL AND

02:34:49.713 --> 02:34:51.815
STUDENT PERFORMANCE. AND WHILE

02:34:51.882 --> 02:34:52.850
PRINCIPALS AND SCHOOLS WITH A

02:34:52.916 --> 02:34:54.485
SUPPORT DESIGNATION REPORTED

02:34:54.551 --> 02:34:56.487
THAT THE ANA HAD IMPROVED THEIR

02:34:56.553 --> 02:34:57.955
TEACHERS MATH KNOWLEDGE AND

02:34:58.022 --> 02:34:59.690
PEDAGOGICAL SKILLS, EVALUATORS

02:34:59.757 --> 02:35:01.692
DIDN'T FIND EVIDENCE OF CHANGES

02:35:01.759 --> 02:35:03.694
IN MATH CONTENT, KNOWLEDGE, OR

02:35:03.761 --> 02:35:05.462
PEDAGOGICAL SKILLS YEAR TO YEAR.

02:35:05.529 --> 02:35:06.930
AMONG THE PARTICIPATING

02:35:06.997 --> 02:35:09.099
TEACHERS, SOME OF THE TEACHER

02:35:09.166 --> 02:35:10.868
SURVEY RESULTS SHOWED BOTH

02:35:10.934 --> 02:35:12.336
POSITIVE AND NEGATIVE OUTCOMES

02:35:12.403 --> 02:35:14.238
FROM ANA IMPLEMENTATION, SOME

02:35:14.304 --> 02:35:15.906
OF THE POSITIVE ONES BEING

02:35:15.973 --> 02:35:17.374
STUDENT LEARNING OUTCOMES,

02:35:17.441 --> 02:35:18.976
INCREASED STUDENT ENGAGEMENT

02:35:19.043 --> 02:35:20.577
AND GREATER SELF-CONFIDENCE IN

02:35:20.644 --> 02:35:22.413
THEIR INSTRUCTIONAL PRACTICES,

02:35:22.479 --> 02:35:23.480
AND SOME OF THE NEGATIVE

02:35:23.547 --> 02:35:25.649
OUTCOMES INCLUDED INCREASED

02:35:25.716 --> 02:35:27.851
WORKLOAD, STRESS AND TIME

02:35:27.918 --> 02:35:29.253
CONSTRAINTS. RECOMMENDATIONS

02:35:29.319 --> 02:35:30.688
FROM THESE REPORTS INCLUDED

02:35:30.754 --> 02:35:32.122
IMPROVING CLARITY AROUND

02:35:32.189 --> 02:35:33.891
SUPPORT SERVICES ACROSS FULL

02:35:33.957 --> 02:35:35.125
SUPPORT AND LIMITED SUPPORT

02:35:35.192 --> 02:35:37.528
SCHOOL DESIGNATIONS, REQUIRING

02:35:37.594 --> 02:35:38.962
DISTRICTS TO PROVIDE MORE

02:35:39.029 --> 02:35:41.131
COMPLETE DATA FROM SCREENING

02:35:41.198 --> 02:35:42.599
ASSESSMENTS AND STRENGTHENING

02:35:42.666 --> 02:35:44.368
COACHING, DATA COLLECTION AND

02:35:44.435 --> 02:35:46.136
PROFICIENCY RUBRICS. AND THAT

02:35:46.203 --> 02:35:47.237
CONCLUDES MY TESTIMONY. THANK

02:35:47.304 --> 02:35:49.006
YOU SO MUCH FOR INVITING US TO

02:35:49.073 --> 02:35:52.943
SPEAK TODAY. THANK YOU SO MUCH

02:35:53.010 --> 02:35:54.144
FOR BEING WITH US, DOCTOR OR

02:35:54.211 --> 02:35:55.879
MRS. FISHER. APPRECIATE THE

02:35:55.946 --> 02:35:57.481
INSIGHTS ON WHAT OTHER STATES

02:35:57.548 --> 02:35:59.483
ARE DOING AND THE PROGRESS THAT

02:35:59.550 --> 02:36:01.318
THEY'RE ACHIEVING. AND WE LOOK

02:36:01.385 --> 02:36:02.419
FORWARD TO SEEING WHAT THAT

02:36:02.486 --> 02:36:04.154
FIVE YEAR REPORT LOOKS LIKE.

02:36:04.221 --> 02:36:07.357
THANK YOU. A QUESTION I HAVE

02:36:07.424 --> 02:36:08.592
FOR YOU BEFORE I COME BACK TO

02:36:08.659 --> 02:36:10.294
YOU, DOCTOR KELLNER. THE

02:36:10.360 --> 02:36:12.062
ALABAMA NUMERACY ACT HAS DONE A

02:36:12.129 --> 02:36:13.497
GREAT JOB OF IMPROVING

02:36:13.564 --> 02:36:14.998
MATHEMATICS SCORES ACROSS THE

02:36:15.065 --> 02:36:16.233
BOARD. BUT IN YOUR TESTIMONY,

02:36:16.300 --> 02:36:17.367
YOU MENTIONED THAT IT HASN'T

02:36:17.434 --> 02:36:18.502
YET BEEN ABLE TO SHRINK THAT

02:36:18.569 --> 02:36:20.337
GAP BETWEEN THE HIGHEST AND THE

02:36:20.404 --> 02:36:22.239
LOWEST PERFORMING SCHOOLS BASED

02:36:22.306 --> 02:36:23.707
ON EARLY IMPLEMENTATION DATA.

02:36:23.774 --> 02:36:25.609
DO YOU HAVE ANY THOUGHTS ON WHY

02:36:25.676 --> 02:36:30.080
THAT GAP IS STILL SO PERSISTENT?

02:36:30.147 --> 02:36:31.882
SO JUST TO BE CLEAR, THE

02:36:31.949 --> 02:36:33.250
COMPARISON THAT WAS MADE IN THE

02:36:33.317 --> 02:36:34.718
REPORTS IS NOT NECESSARILY

02:36:34.785 --> 02:36:36.553
BETWEEN HIGHEST AND LOWEST.

02:36:36.620 --> 02:36:37.988
JUST I, I UNDERSTAND WHY YOU

02:36:38.055 --> 02:36:39.089
PHRASED THE QUESTION THAT WAY,

02:36:39.156 --> 02:36:40.224
BECAUSE THE LIMITED AND FULL

02:36:40.290 --> 02:36:41.992
SUPPORT SCHOOLS ARE CLEARLY THE

02:36:42.059 --> 02:36:44.495
LOWEST PERFORMING. THE REPORT

02:36:44.561 --> 02:36:47.531
DOES TALK ABOUT THAT. THEY'RE

02:36:47.598 --> 02:36:48.799
WORKING ON SOME OF THEIR

02:36:48.866 --> 02:36:50.567
RUBRICS WHEN IT COMES TO

02:36:50.634 --> 02:36:53.137
COACHING, AND REALLY LOOKING

02:36:53.203 --> 02:36:54.571
CLOSELY AT HOW THEY'RE BEING

02:36:54.638 --> 02:36:56.707
TRAINED AND HOW THOSE SUPPORTS

02:36:56.774 --> 02:36:58.175
ARE BEING IMPLEMENTED AND

02:36:58.242 --> 02:36:59.243
ENSURING THAT THEY'RE BEING

02:36:59.309 --> 02:37:00.410
IMPLEMENTED WITH FIDELITY AND

02:37:00.477 --> 02:37:02.479
IN A WAY THAT THEY CAN MEASURE.

02:37:02.546 --> 02:37:04.281
SO I THINK THAT THAT WILL BE

02:37:04.348 --> 02:37:06.850
PART OF THE CONVERSATION.

02:37:06.917 --> 02:37:08.385
BEYOND THAT, I THINK PROBABLY

02:37:08.452 --> 02:37:10.354
THE BEST FOLKS TO TALK TO ARE

02:37:10.420 --> 02:37:11.588
THE ONES ON THE WITH BOOTS ON

02:37:11.655 --> 02:37:13.357
THE GROUND. I'M, I'M MOSTLY

02:37:13.423 --> 02:37:14.424
GOING OFF WHAT'S WHAT'S IN

02:37:14.491 --> 02:37:17.995
THESE REPORTS, BUT THEY DO TALK

02:37:18.061 --> 02:37:19.696
IN THESE REPORTS ABOUT A LOT OF

02:37:19.763 --> 02:37:22.266
THEIR LINES OF INQUIRY AND WHAT

02:37:22.332 --> 02:37:24.802
WE MIGHT SEE IN THE YEARS TO

02:37:24.868 --> 02:37:26.170
COME IN THESE EVALUATIONS, AS

02:37:26.236 --> 02:37:28.038
WELL AS THE QUARTERLY REPORTS,

02:37:28.105 --> 02:37:29.873
KIND OF OUTLINE HOW THEY'RE

02:37:29.940 --> 02:37:31.308
PROGRESSING WITH STRUCTURING

02:37:31.375 --> 02:37:33.477
THOSE EVALUATIONS IN A WAY THAT

02:37:33.544 --> 02:37:35.646
IS BEST FOR SEEING HOW THESE

02:37:35.712 --> 02:37:37.047
OUTCOMES WORK. THEY DID NOTE

02:37:37.114 --> 02:37:38.348
THAT ONE CHALLENGE THAT THEY

02:37:38.415 --> 02:37:39.917
ARE HAVING MOVING FORWARD IS

02:37:39.983 --> 02:37:42.186
THAT NOW THAT THEY'VE NOT QUITE

02:37:42.252 --> 02:37:43.287
FULLY, BUT THEY'RE VERY CLOSE

02:37:43.353 --> 02:37:45.322
TO FULL IMPLEMENTATION ON THE

02:37:45.389 --> 02:37:46.990
COACHING END OF THINGS IN THE

02:37:47.057 --> 02:37:48.125
SENSE THAT I THINK THEY ARE

02:37:48.192 --> 02:37:51.795
EXPECTING TO BE AT 100% OF FULL

02:37:51.862 --> 02:37:53.630
AND LIMITED SUPPORT SCHOOLS

02:37:53.697 --> 02:37:55.766
HAVING AT LEAST ONE, IF NOT TWO

02:37:55.833 --> 02:37:58.235
COACHES BY NEXT SCHOOL YEAR.

02:37:58.302 --> 02:37:59.469
AND SO THAT MAKES IT DIFFICULT

02:37:59.536 --> 02:38:01.138
FROM AN EVALUATION PERSPECTIVE,

02:38:01.205 --> 02:38:02.005
BECAUSE THEY WILL NO LONGER

02:38:02.072 --> 02:38:04.007
HAVE A COMPARISON GROUP TO

02:38:04.074 --> 02:38:06.176
COMPARE THOSE DESIGNATED

02:38:06.243 --> 02:38:08.478
SUPPORT SCHOOLS TO THAT DON'T

02:38:08.545 --> 02:38:10.581
HAVE A COACH. SO I THINK

02:38:10.647 --> 02:38:11.682
THEY'RE THINKING THROUGH HOW TO

02:38:11.748 --> 02:38:13.750
DO SOME OF THAT EVALUATION WORK

02:38:13.817 --> 02:38:15.686
MOVING FORWARD AS WELL. THANK

02:38:15.752 --> 02:38:16.987
YOU. YES. IF YOU CHANGE THE

02:38:17.054 --> 02:38:18.088
VARIABLES THROUGH THE

02:38:18.155 --> 02:38:19.156
EXPERIMENT, IT CONFOUNDS THE

02:38:19.223 --> 02:38:22.025
DATA. THAT IS ALSO PART OF MATH

02:38:22.092 --> 02:38:23.827
INSTRUCTION. SO THANK YOU FOR

02:38:23.894 --> 02:38:25.162
POINTING THAT OUT. IT DOES HELP

02:38:25.229 --> 02:38:28.165
US PUT A GOOD FOCUS POINT ON IT.

02:38:28.232 --> 02:38:29.566
GOING BACK TO YOU, DOCTOR

02:38:29.633 --> 02:38:31.735
KELLNER, YOU HAD MENTIONED

02:38:31.802 --> 02:38:33.904
SPECIFICALLY THAT THE LOCAL

02:38:33.971 --> 02:38:35.005
CAPACITY FOR DOING THIS

02:38:35.072 --> 02:38:36.139
INSTRUCTIONAL LEADERSHIP MIGHT

02:38:36.206 --> 02:38:37.875
BE LACKING IN SOME PLACES. CAN

02:38:37.941 --> 02:38:39.676
YOU TELL US HOW THE STATE CAN

02:38:39.743 --> 02:38:40.777
SUPPORT OUR LOCAL SCHOOL

02:38:40.844 --> 02:38:42.079
DISTRICTS AND THEIR LEADERSHIP

02:38:42.145 --> 02:38:43.814
SO THAT THEY CAN HAVE CAPACITY?

02:38:43.881 --> 02:38:45.082
I'M GOING TO ASK YOU TO BE

02:38:45.148 --> 02:38:47.017
BRIEF BECAUSE WE ARE RUNNING UP

02:38:47.084 --> 02:38:48.352
ON TIME. ABSOLUTELY. I THINK

02:38:48.418 --> 02:38:49.720
ONE THING THAT WAS REFERENCED

02:38:49.786 --> 02:38:51.555
IN A COUPLE OF THE OTHER

02:38:51.622 --> 02:38:54.224
RESPONSES WAS, WAS THE ABILITY

02:38:54.291 --> 02:38:56.593
FOR SCHOOL DISTRICTS TO SEEK

02:38:56.660 --> 02:38:58.495
THE SUPPORT IN THE AREAS THAT

02:38:58.562 --> 02:39:00.964
THEY MOST NEED, REGARDLESS OF

02:39:01.031 --> 02:39:02.733
THEIR GEOGRAPHY. SO THINK OF IT

02:39:02.799 --> 02:39:04.868
AS AS ACCOUNTABILITY WITH

02:39:04.935 --> 02:39:07.404
AUTONOMY. SO IF THEIR LOCAL

02:39:07.471 --> 02:39:09.539
COUNTY OFFICE DOES NOT HAVE THE

02:39:09.606 --> 02:39:11.708
ABILITY TO BUILD THEIR CAPACITY,

02:39:11.775 --> 02:39:12.776
CAN THEY TAKE THOSE

02:39:12.843 --> 02:39:13.877
DIFFERENTIATED ASSISTANCE

02:39:13.944 --> 02:39:15.312
DOLLARS AND GO TO THE NEXT

02:39:15.379 --> 02:39:16.914
COUNTY OFFICE THAT CAN PROVIDE

02:39:16.980 --> 02:39:17.814
IT? CURRENTLY, THEY'RE NOT

02:39:17.881 --> 02:39:19.216
ALLOWED TO DO THAT. AND SO IT

02:39:19.283 --> 02:39:21.151
DOES HAMSTRING THE ABILITY OF

02:39:21.218 --> 02:39:22.786
LOCAL DISTRICTS, EVEN IF THEY

02:39:22.853 --> 02:39:24.788
KNOW WHAT THEY NEED TO BUILD

02:39:24.855 --> 02:39:28.358
THAT CAPACITY LONG TERM. THANK

02:39:28.425 --> 02:39:29.826
YOU FOR THAT. APPRECIATE IT. IT

02:39:29.893 --> 02:39:31.328
GIVES US SOMETHING TO THINK

02:39:31.395 --> 02:39:33.330
ABOUT POLICY WISE. THAT

02:39:33.397 --> 02:39:34.731
CONCLUDES OUR THIRD PANEL.

02:39:34.798 --> 02:39:35.632
APPRECIATE YOU BEING WITH US

02:39:35.699 --> 02:39:37.301
HERE TODAY AND FOR YOUR

02:39:37.367 --> 02:39:38.735
THOUGHTFUL DISCUSSIONS. YOU

02:39:38.802 --> 02:39:40.103
KNOW THAT I'LL BE LOOKING AT

02:39:40.170 --> 02:39:42.039
THIS REPORT VERY IN DEPTH. PAGE

02:39:42.105 --> 02:39:44.308
NINE WAS PARTICULARLY IMPACTFUL

02:39:44.374 --> 02:39:45.575
FOR ME. IT'S THE VISUAL OF ALL

02:39:45.642 --> 02:39:47.044
THE DIFFERENT AGENCIES THAT

02:39:47.110 --> 02:39:48.512
WORK TOGETHER, INCLUDING OUR

02:39:48.578 --> 02:39:50.280
COUNTY OFFICES, TO DELIVER

02:39:50.347 --> 02:39:51.715
EDUCATION FOR OUR STUDENTS. IT

02:39:51.782 --> 02:39:54.551
IS A JUMBLED ORG CHART. THANK

02:39:54.618 --> 02:39:56.687
YOU. WE'LL NOW MOVE ON TO

02:39:56.753 --> 02:39:59.222
PUBLIC COMMENT. WE'LL WELCOME

02:39:59.289 --> 02:40:00.357
PUBLIC COMMENTERS. YOU MAY STEP

02:40:00.424 --> 02:40:02.225
UP TO THE MICROPHONE AND WE ASK

02:40:02.292 --> 02:40:04.294
THAT SPEAKERS SPEAK FOR ONLY

02:40:04.361 --> 02:40:05.529
ONE MINUTE. IDENTIFY YOURSELF

02:40:05.595 --> 02:40:15.806
PLEASE, AS YOU COME FORWARD.

02:40:15.872 --> 02:40:17.240
GOOD AFTERNOON. I'M RICARDO

02:40:17.307 --> 02:40:19.042
FROM EDVOICE. THANK YOU, DOCTOR

02:40:19.109 --> 02:40:20.844
PATEL AND THE OTHER MEMBERS WHO

02:40:20.911 --> 02:40:21.912
AREN'T HERE ANYMORE. BUT THANK

02:40:21.979 --> 02:40:24.114
YOU FOR TODAY'S HEARING. IT'S A

02:40:24.181 --> 02:40:25.882
VERY IMPORTANT TOPIC, AND

02:40:25.949 --> 02:40:27.084
THERE'S SO MUCH FROM TODAY THAT

02:40:27.150 --> 02:40:28.885
WE STRONGLY AGREE WITH, BUT WE

02:40:28.952 --> 02:40:30.087
JUST WANT TO DOUBLE DOWN ON THE

02:40:30.153 --> 02:40:32.022
NEED FOR ACTION IN THIS ARENA.

02:40:32.089 --> 02:40:33.457
WE ARE EXTREMELY FOCUSED ON

02:40:33.523 --> 02:40:34.658
MATH ACHIEVEMENT IN OUR STATE,

02:40:34.725 --> 02:40:36.326
AND WE BELIEVE THAT AS THE

02:40:36.393 --> 02:40:37.894
ECONOMIC AND TECHNOLOGY LEADER

02:40:37.961 --> 02:40:39.296
FOR NOT ONLY OUR NATION, BUT

02:40:39.363 --> 02:40:40.464
THE WORLD, WE NEED TO REALLY

02:40:40.530 --> 02:40:42.432
DOUBLE DOWN ON ADOPTING

02:40:42.499 --> 02:40:43.567
POLICIES, IMPLEMENTING POLICIES

02:40:43.633 --> 02:40:45.302
WELL, AND FOCUSING FOLKS ON

02:40:45.369 --> 02:40:47.371
IMPROVING MATH ACHIEVEMENT.

02:40:47.437 --> 02:40:52.509
THANK YOU. GOOD AFTERNOON,

02:40:52.576 --> 02:40:56.179
CHAIR PATEL. THREE QUICK POINTS.

02:40:56.246 --> 02:40:57.948
FIRST, PLEASE FEEL FREE TO TAP

02:40:58.015 --> 02:40:59.216
INTO THE EXPERTISE FROM THE

02:40:59.282 --> 02:41:01.952
CHARTER SECTOR. THERE'S A LOT

02:41:02.019 --> 02:41:03.720
OF SCHOOLS FROM THE CALIFORNIA

02:41:03.787 --> 02:41:04.821
CHARTER SECTOR THAT WE THINK

02:41:04.888 --> 02:41:06.556
HAVE DONE A GREAT JOB AS

02:41:06.623 --> 02:41:08.025
LABORATORIES OF INNOVATION THAT

02:41:08.091 --> 02:41:10.527
CAN CONTRIBUTE TO THIS.

02:41:10.594 --> 02:41:11.695
SECONDLY, I THINK WE NEED TO

02:41:11.762 --> 02:41:12.763
PAY ATTENTION TO WHAT OUR

02:41:12.829 --> 02:41:13.830
PUBLIC UNIVERSITIES IN

02:41:13.897 --> 02:41:15.665
CALIFORNIA ARE SAYING. WE KNOW

02:41:15.732 --> 02:41:17.734
FROM THE UCSD REPORT THERE'S A

02:41:17.801 --> 02:41:19.903
BIG MATH GAP, AND THE QUESTION

02:41:19.970 --> 02:41:21.671
IS, COULD WE CREATE A FEEDBACK

02:41:21.738 --> 02:41:23.140
LOOP THAT WORKS BETWEEN OUR

02:41:23.206 --> 02:41:25.609
HIGH SCHOOLS AND OUR AND OUR

02:41:25.675 --> 02:41:27.144
INSTITUTIONS OF HIGHER ED TO

02:41:27.210 --> 02:41:28.512
MAKE SURE THAT THERE'S A

02:41:28.578 --> 02:41:30.680
CONNECTION BETWEEN THE TWO? AND

02:41:30.747 --> 02:41:31.848
LASTLY, I THINK TO BUILD ON

02:41:31.915 --> 02:41:33.650
DOCTOR GALLAGHER'S COMMENT, IF

02:41:33.717 --> 02:41:35.752
WE WANT TO PRIORITIZE MATH, WE

02:41:35.819 --> 02:41:37.621
NEED TO CHOOSE. AND I THINK

02:41:37.687 --> 02:41:39.256
PART OF THAT CHOICE COULD BE,

02:41:39.322 --> 02:41:40.390
ARE THERE THINGS THAT WE CAN

02:41:40.457 --> 02:41:42.559
TAKE OUT OF THE EDUCATION CODE

02:41:42.626 --> 02:41:43.960
THAT ARE ACTIVITIES THAT WE

02:41:44.027 --> 02:41:46.530
SHOULDN'T BE DOING, SO THAT

02:41:46.596 --> 02:41:47.998
LOCAL DISTRICTS HAVE THE

02:41:48.065 --> 02:41:49.766
CAPACITY TO FOCUS ON MATH?

02:41:49.833 --> 02:41:51.034
THANK YOU BOTH FOR STEPPING

02:41:51.101 --> 02:41:52.169
AWAY. CAN YOU PLEASE IDENTIFY

02:41:52.235 --> 02:41:54.104
YOURSELF FOR THE RECORD?

02:41:54.171 --> 02:41:55.105
IDENTIFY YOURSELF FOR THE

02:41:55.172 --> 02:41:56.206
RECORD. SORRY. GREGORY MCGINITY

02:41:56.273 --> 02:41:57.307
WITH THE CALIFORNIA CHARTER

02:41:57.374 --> 02:41:59.843
SCHOOLS ASSOCIATION. THANK YOU,

02:41:59.910 --> 02:42:01.878
THANK YOU. AND AS WE DRAW TO A

02:42:01.945 --> 02:42:03.046
CLOSE OF OUR HEARING TODAY, I

02:42:03.113 --> 02:42:05.248
WANT TO LEAVE OUR LISTENERS

02:42:05.315 --> 02:42:06.349
WITH SOME FINAL THOUGHTS. FIRST

02:42:06.416 --> 02:42:07.784
OF ALL, THANK YOU TO OUR

02:42:07.851 --> 02:42:09.219
PANELISTS AND OUR PUBLIC

02:42:09.286 --> 02:42:10.687
COMMENTERS AND MY COLLEAGUES

02:42:10.754 --> 02:42:12.422
FOR BRINGING THEIR INSIGHTFUL

02:42:12.489 --> 02:42:13.490
COMMENTS AND THOUGHTS AND THEIR

02:42:13.557 --> 02:42:15.325
INPUT TO TODAY'S HEARING. WE'RE

02:42:15.392 --> 02:42:17.494
STARTING OFF THIS HEARING IN A

02:42:17.561 --> 02:42:18.829
WAY THAT WE'RE PREPARED FOR THE

02:42:18.895 --> 02:42:19.996
NEXT LEGISLATIVE CYCLE, WITH

02:42:20.063 --> 02:42:21.798
SOME GOOD INFORMATION TO MAKE

02:42:21.865 --> 02:42:23.934
SURE OUR POLICY IS TIMELY. I'D

02:42:24.000 --> 02:42:25.769
LIKE TO ALSO NOTE THAT WHILE

02:42:25.836 --> 02:42:28.271
LCFF SPENDING HAS SIGNIFICANTLY

02:42:28.338 --> 02:42:29.406
INCREASED OVER THE LAST DECADE,

02:42:29.473 --> 02:42:30.674
MATH PROFICIENCY OUTCOMES HAVE

02:42:30.740 --> 02:42:33.076
NOT. AND THAT IS THE REAL CORE

02:42:33.143 --> 02:42:35.378
OF OUR CHALLENGE. ARE WE

02:42:35.445 --> 02:42:37.214
BUDGETING OUR VALUES AND OUR

02:42:37.280 --> 02:42:39.349
PRIORITIES APPROPRIATELY? WE

02:42:39.416 --> 02:42:40.817
TAKE THESE REMARKS TODAY AS

02:42:40.884 --> 02:42:41.918
GUIDEPOSTS FOR US WORKING

02:42:41.985 --> 02:42:43.720
FORWARD TO BE STEWARDS OF A

02:42:43.787 --> 02:42:45.455
SYSTEM THAT MAKES MATH

02:42:45.522 --> 02:42:46.923
PROFICIENCY A REALITY FOR ALL

02:42:46.990 --> 02:42:48.658
CALIFORNIA STUDENTS. T

02:42:48.725 --> 02:42:49.860
GOAL, AND I THINK THAT'S THE

02:42:49.926 --> 02:42:51.628
GOAL OF ALL THE PANELISTS THAT

02:42:51.695 --> 02:42:52.863
WE'RE HERE TODAY TO PRESENT TO

02:42:52.929 --> 02:42:53.864
US. THANK YOU FOR YOUR

02:42:53.930 --> 02:42:54.931
ATTENTION FOR TODAY'S LONG

02:42:54.998 --> 02:42:55.966
HEARING, AND HOPEFULLY WE'LL

02:42:56.032 --> 02:42:57.701
SEE SOME GOOD THINGS COME OUT

02:42:57.767 --> 02:42:58.902
OF IT. HAVE A GOOD EVENING.

02:42:58.969 --> 02:43:15.986
THIS MEETING IS ADJOURNED.

02:43:17.587 --> 02:43:20.323
BECAUSE I FELT LIKE THERE WERE

02:43:20.390 --> 02:43:36.540
A LOT OF.