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there we go can you hear me now yes marvelous all right thank you all right so uh thank you for the new year technical difficulties uh i hope everyone had a good break the year is moving fast and furious and we're just going to get ahead go ahead and get started and make the time uh use our time well so as you know this is our implementation series and today we are talking about the initial identification uh i'm glad everyone actually found the web link because i've tried to make sure that all of them are posted and actually that way um so as you know we broke up identification into four parts uh the last time we just talked about those things in policy today we'll talk about initial identification and i've got a couple of guests that will be talking and sharing with us and then next time is kindergarten uh if you have questions or you have some concerns send those in and uh actually if you want to talk about your process in your district please let me know uh i am willing and open for anyone who likes to share to uh i think this is a good open platform for that to do and so we and then the final one on identification and assessment we'll be talking about your selection committee and those other kind of outliers that we have in this section of the student assessment and then we will get into then that will be into february and then we'll look at march but the web links for the zoom meetings up till february are posted so the next three are posted in the on the website for you to find in peruse so uh let's get started and so these are our next dates uh so the ones that are posted after today is 2 4 2 18 i will uh work on posting march uh and april in the next coming days and then actually probably wrap us up to the end of the month and then updating today's when that this recording is available and when the uh everything else is made accessible so those will be up pretty soon um and then we'll talk about looking at the next steps of the series and where we're going from there so once again getting into identification and assessment so we need to we're really looking at looking at those procedures that allow students to demonstrate or develop their diverse talents and abilities so what are you doing to identify what are your procedures they're using that you're using in your districts for identification and assessment how we're looking at that open that up so within student assessment as you know we you're looking at your identification process we're going to also talk about some of those informational sessions you should have uh occurred uh knowing that we changed our language from nomination to referral and then are you allowing for student exceptionalities and how are you doing that uh as we go forth and so you got questions uh we'll go from there uh these slides will be up and probably about the next by the end of the day after we're finished with that uh i always put them up after i made them accessible um so that you all can have a share of these and our first guest let me make sure i can pull them up and to add them on to our to talk about their assessment process is dallas isd [Music] if you will unmute yourselves and then if you want i will share your screen of course okay i think we're underneath it i'm gonna make you a co-host yes so if you want if you have anything to share on your screen if you want to share uh you can okay um well first i'm courtney baroodi i am with dallas isd as one of the gt coordinators and i'm katrina claude also one of gt coordinators for dallas isd um i'm going to share with you guys a identification summary that we use with our teachers i think monica how do i share my screen i met your co-host so if the bottom do you have a share button oh i see it okay okay i'm using multiple devices today [Music] okay so i believe i have it shared can you see it give me one minute save that all day so let's pause see if you can do it now since i paused my share okay but if not if you want to email it to me right click and then i can post it yeah let me do that for you all right so i guess we can start talking about it is that what you want um the first thing when katrina and i started about two years ago i think um was we saw where we needed to make changes to where we're allowing more areas for identification because previously our students were only identified in ability and achievement and creativity and with the new state plan um we saw that you know there were areas for improvement so now we've opened it up to students can be identified through achievement ability motivation or leadership creativity we also incorporate a parent checklist and then we have a work sample for those students that aren't in the district when they take star terra nova or in the state which is kind of rare but they do happen occasionally we start the process the nominations are definitely they're open for you know anyone who want to who wants to nominate a child for identification as well as we also have the automatic nominations and those are based on the state assessment scores after the nomination window ends we give the net three assessment and that is for this assessment is for ability as well as we have we do the grs which is the gifted writing skill and that's where the teacher can fill out the areas of leadership and motivation for the student we also um send a parent checklist so the parent will have input on the student as well you know after that process you know we have a gt trained selection committee to make the final decision on whether students will will not get into the program but it's based on the guidelines that we you know already said it's pretty cut and dry it's not a lot of wrong area air error or bias okay uh katrina can you repeat the areas you identify against as a question from the chat yes so we identify um or we look for achievement so we use the star terra nova for that piece um for the ability area we use the in that three previously we used the sages for we also do leadership or motivation and it's um the teachers will choose the highest score of the two and we use the grs that gifted rating scale that katrina was speaking about which is the online rating scale to identify those two areas and we also do and then we have our parent checklist to include the parents on their identification and i'm about to post this in the chat so you guys can see and i just emailed you our identification summary so you can see all the areas and we only require that students um achieve three areas out of all of those oh oh there it is so this is the form that our teachers complete um this is for first through fifth grade we have an additional one for kindergarten um but as you can see we have target scores that as a district we recommend and then um we also allow campuses to adjust depending on their campus needs and that is based on the margin of error within each assessment and i can send you our kindergarten one as well do you guys have any questions or [Music] need more clarity [Music] i got a question about the campus score okay well with this assessment there is a margin of error so um we obviously want to acknowledge that margin of error and when choosing the scores but we give campuses the flexibility you know because certain campuses may have a certain population or certain needs where they feel like they may adjust the score just a little bit in order for you know the campus to be successful based on the needs of the particular campus um we don't allow it to be just done you know in excess but we do know that we want to you know provide access for all campuses so we give them a little of that wiggle room while also all money and the margin of error because for certain tests you know the score may be a 90 but the marginal error may be 5 percent or 10 percent so we allow we open that up for campuses to look into that when they're making their decision but we only do it in certain areas as you can see um the area is on the identification summary where it's white um that's where you can adjust campuses but as far as the achievement area and the parent checklist and the alternative to alternate we don't allow for those types of adjustments [Music] yes we do accept both the parent and the grs as two qualifiers the grs is the payment yeah right here you see about the payment okay the grs is a normed rating scale which there's very few like recently norm rating skills out there so we do know that there is validity to the rating scale um but if students get two out of three qualifiers then what happens is they're not neces they're not in the program yet they qualify for what we call a second opportunity assessment and during this time they um they take the torrent so they're actually about to take the torrents next week and then if they qualify in the torrents then they would be placed into our program but those two out of three qualifiers don't or the parent in the chat the grs they still have to qualify an additional assessment before they can be into our program let me see the alternate assessment okay we have that for those students who who don't don't have score for whatever reason maybe they come from out of state maybe they didn't take the um the state assessment for whatever reason so we allow we have alternatives of those students just so we can get a better picture so they'll have the same amount of areas because if we you know if a student came without an achievement before that would take their their qualifying area we wanted to kind of supplement that area with an alternate uh with the alternatives they only take the ultimate assessment if they don't have an achievement score um yeah so students that that are in the district if they transfer from school to school they're automatically looking for services if they come from out of our district we ask that our teachers send us their test scores and then we meet as a committee to decide if that's the best place for the student to be or not if they're if it's comfortable how do you serve your students in each of these oh so honestly tpsp tpsb has the ability for our teachers to meet the needs of all of our students no matter if they qualify in motivation or leadership or creativity um it's such a great curriculum where our teachers can modify and adjust and differentiate how they need to and all of the you can pretty much choose a unit based on any you know area um because i as i'm looking right now i see leaders that we have leadership ability so yes that tpsp is a very good place to choose curriculum to meet those needs of the areas any more questions all right ladies thank you i am going to go back all right thank you thank you and you guys can email us if you have any other questions all right crazy so i want to say for dallas isd for sharing today we got another share in a few minutes um there we go let's play there we go all right i'm slowly rolling but as it rolls i want to say once again thank you for sharing and if you don't uh here are their email addresses if you have questions um can you see the slides because i'm really wondering right now this just feels weird to me because i can't see it on my laptop um but as we go forward we will share and if dallas is okay with sharing that document i will put that out there for you to look at also uh but as we move forward just remember talk about the communication because making sure your parents your community your staff know about the process at least the initial stage when your referral process is uh who to contact those are the key things at this point that you have to remember uh that they have issues with uh or be the first thing they'll call you on the carpet for is making sure that you are uh make sure everything is good all right going to the next one uh and then once again communication with families knowing what is your process on how are you providing if you do parent checklist those documentations how that's going out to your parents what's coming in from within the teachers who uh who at the campus receives the documents or things of that sort how is that working so when you look at that how does that fall fall into place and making sure everyone knows in the correct language i know in the state of texas that's a challenge uh for some of us especially with some of our you know we pretty much have english and spanish some of us have human knees but then you got the envy you got the burma you know the things out there does the smaller ones that you know we don't have too much of but we got so look knowing how you're going to communicate that out um the ongoing identification um think about how you do this it's not necessarily saying we're going to have ongoing uh identification year-round that's a local district decision but do you have procedures in place to say if your your uh nomination process is in october that a teacher after seeing a student all year long can still refer someone or to say this is someone you need to look at for next year so what are your think thoughts on that and how do you work that out so that that new teacher coming when they walk into that new class and you only got august september and then you're testing in october how they're seeing these students so looking at just not beyond that little small window how do we look at students uh in your ongoing identification and then opportunities for says we've been talking about this one so just know that they have to have at least once a year opportunity uh for assessment um you are the controller of your assessment opportunities but they have to be available to your students assistant language or they understand or with non-verbal under uh assessments and i think most of you are using some form or some piece of a non-verbal assessment uh to make sure that you are bringing in those students and that they have access to assessment and within that access when you start thinking of our special pops and you start thinking of our spare students making sure you're working with your vendors or knowing the parameters of what accommodations modifications you can make to a test if you can give extra time if you can put a color overlay over it or if you can't actually read it to someone what are your parameters to still make sure that your results are valid once that test is given and so uh one of the things that uh i'm working on this year is also if you've paid uh there's two different versions of it but we have a list of assessments out there and making sure that they are up to date uh so that's one of the goals for this year is to update that assessment list with a validity reliability and uh any other things that those publishers want to include on their documentation for those assessments so that is one thing that we will build we're building out and then finally if they have access uh or if they have been assessed excuse me and identified and then how do you serve so make sure that we're looking at their provider services so i think that's going to be the key question and the concern where if you're assessing in october whether they start identification if you're assessing in january or february when do they start a uh identification and making sure going back to talking about that uh communication so if a kid is assessed in january your results come out in march are you serving in april and may or is it for the following year so making it clear on when do your services start upon whatever period of testing that you're working with uh looking at that and making sure that is very clear to parents and then if you are providing services in the areas of leadership uh the arts creativity that you have those same criteria uh looking at those areas also as you move forward so that is that so someone asked the question do you recommend sending actual assessment results to parents or just placement decisions um actually you can for partners of the data we're getting into that uh actually you really can just look at sending out the placement decision um if you have to remember your results are really more uh for you and your determination in that placement but they really want to know why were they placed now when they come they'll have that appeal process in that question and when they come back in for that appeal that might that's where you can actually show that students results on that assessment on those assessments and it might be just the profile sheet that you share with us um and they can look at their actual tests but other than that i think you're very safe with just the placement decision but that is once again a very local decision uh as you go through so when you look at how do you get to that placement what it make sure you have those multiple sources and as they are that you allow for those exceptionalities once again and then look at uh making sure your selection committee has reviewed all of that information uh before they make a decision on placement and it's not just a sign of that yes this kid is moving into a program or into services and then once again for our uh grades 1 through 12. we're looking at qualitative and quantitative data and least are collected through three or more measures so at least three measures people uh that we're looking at when you're determining uh placement and our services so back again to our placement decision making sure and we'll talk about your selection committee a little bit more uh down the line but make sure that with that they are reviewing the data that they know what they're looking for they know what your program services is all about no matter if you're doing it at the district level or at the campus level they're making the best decision for a student and when they're making that placement and so that they need to be properly trained uh and it might be you might have to do a little taylor uh training for your district to talk about the program services that you're having and the assessments that you use compared to the administrative training or the nutrient needs that they've been taking as a teacher within their 30 hours so a couple of things to think about but your placement really needs to be very open and non-biased and not looking at all of the information not just pieces but all of the information so that they can make the best decision for a student uh i know some use a blind decision so all they know is these are the results and go from there but that is you as a local district also so we'll talk about that and so at this time and i'm hoping this will work uh i have a couple of friends from prairieland isd that are here with me marco uh i think i still messed it up and robin olsen and they will be talking about their program services all right who's first ladies i'll go first then robin tell you all the details okay all right uh can you hear me yes okay great all right so um i had this aha moment several years ago when i was new to this position that we were essentially you know identifying linebackers and saying go out there and play shortstop and our identification uh system did not match our program services and the program services are like many districts in the um in texas where it was primarily academics and so all these tests and creativity really didn't fit and so started looking at how to assess differently and uh i think dallas has used a universal screener i've heard that on some of the elf webinars too but the universal screener was my second aha moment when we actually looked at how many students were identified who were referred by parents and how many we found just from the advanced academics office and at that time 69.7 of all of our second grade students were identified from our universal screener not from parent or teacher referrals and it was interesting too that 100 of our free reduced lunch students came from the universal screener and um the departments off in the office rather than anybody and they were not even referred for assessment so um it kind of was an aha moment for me that you can't just rely on referrals and test only those students you've got to look for that very treasure and be very intentional about that so we use different universal screeners each year different assessments each year because there are some parents in our in our community who have uh gt study groups and they'll study for year and a half meet once or twice a week they're testing moms they download all the assessments so we do try to mix it up frequently because it's not fair to the kids who don't have that kind of parent or access so um with the universal screener robin and i will look at every student's scores and we take a particular care with our students who are in a targeted population free lunch reduced lunch hispanic or english learner special education and if any of those things are indicated we look and say is there any hint of any kind of ability here and if we find some suggested ability we have a closet full of assessments and we'll go back and give additional assessments we don't we don't just take a different score level we don't give people extra points we just go do more testing and we've we've found a lot of our our targeted populations by just giving them a different type of test than what was administered to the large group as a universal screener i think dallas isd mentioned that second opportunity and um anyone we don't restrict that at all anyone who looks like they have some indication and there's especially a targeted area that we're looking for will do additional assessment so um the other thing that helped with our our identification of our diverse populations was to look at data over time if you look at just what they're doing in second grade and their scores do they meet criteria yes or no they're either in or they're out and then the same student is referred in third grade or in fourth grade and it's like oh so close every year and when we stop looking at just this one year on a lateral level and then looking at what's the data over time is this student scoring high in this one area repeatedly and then we found some students there and particularly our english learners even especially those who are not in a bilingual program because their parents just didn't think they needed it they just put them in an english immersive experience and the verbal score would be low and then the next year be a little higher the next year will be higher but still far lower than what we'd expect and so when we looked at the other patterns over time we found some of those students um monica said something about training personnel we used bernie king gore's plan experiences in kindergarten through fourth grade for a number of years with some reasonable success when we train them every year and since the classroom teacher throughout the district in all k through 4 was the person on the front line giving those administering those assessments um we trained them and and when we and then they got to the point well we got this we don't need training anymore well uh robin did study just over the last two years and say hey this is not working for us at all and so there was when we didn't train every year and retrain on how to administer that planned experience and and encourage students to do their best then we saw it it didn't just drop off it just went through the through the cellar like there were no kids doing quality work on that planned experience and so um we're going back to that and and so whatever assessment is being given if that person has to be trained it's not just the identification committee it's any person who associated with the assessment and so that was another thing that i think we've noticed um also making sure you're bilingual dual language and special education teachers have an opportunity to learn about identification and assessment for gifted so it's not uncommon now for our bilingual teachers our dual language teachers and some of our special ed teachers say hey i i've had some uh lsps come say hey i tested this kid for this this learning difference but i think he's gifted too and to share that begin to share that data with us so um the fourth thing we're looking at is establishing local norms it's complicated if your campuses are not equitable in their performance academic performance and they go to a middle school situation where they're expected to all be performing at the same level so um looking at we're looking at that it's not perfected yet so when we figure that out i'll let you know we are also beginning to identify by single subject and finding more kids that way and robin's done a wonderful job of streamlining our process and putting that online and on that on online referral form there's a place that says you know ask the parents does your student need special testing accommodations and whether the student is special education or 504 or is in the process if the student has if the teacher or anyone in the school is aware that the student might have a special learning difference then you can provide accommodations i got that from our legal counsel and so if we have a student with real or perceived accommodations needed then we test one-on-one and with someone who's highly trained and how to do that and we do check with um our providers on what accommodations can be allowed and pretty much you can do just about anything if you've got a legitimate reason and documentation to support that but we have a form uh where the test the test administrator completes an active record writes down the time the behaviors of students the participation and and everything that the student is doing and the accommodations that were provided so that would if it does come to appeal we have the documentation to say yes the student was given 50 extra time uh the student was off task so we took a walk to frequent breaks and we can actually say that the accommodations were provided so that's helped a lot with um our second our appeal first and second uh appeal levels okay and then um the other other thing that we're doing is we're exploring new arenas for services um monica don't laugh we've had these conversations already we're looking not just a single subject but looking at leadership and our fine arts director is considering what would it take to provide a a gt program for vocal uh performance for vocal music and then we had a question from our cte department about welding so if we're going to identify um gt cte welding we need to just i anybody establish identification criteria and provide a service that is truly different for that talented welder so uh what we don't say no we say well let's talk about what that means and so as to further that conversation i'm not sure that's going forward so robin's got all the details in the process again she's been very uh very good at making things more efficient and we do have a closet full of assessments if we find a student that we think might be gifted and just not quite there we just go back into additional assessments and we have a minimum of four sometimes as much as 10 or 12 pieces of data before we make a decision okay rob that's all yours okay can you guys hear me perfect well my name is robin olsen i'm the k-4 specialist here in pearland isd as margo said we definitely are trying to start identifying in single subject areas but typically we identify in general intellectability i'm gonna go over just our process and how that looks so the first thing that we do is we have those parent meetings um that start in august we had two in august this year they're typically geared towards the elementary parents or parents that are new to the district and looking to identify the timeline is published to the parents it's emailed to the parents and then we also put out a poster letting parents know when the identification meetings like the parent awareness meeting is and then also how to identify how to put that referral into the skyward system and those are at all k through a campuses our referral process is a little more streamlined now we do everything through skyward we have an online form in skyward that the parents complete that form is open through september 30th of every school year usually starts right around the first day of school we take referrals from parents teachers campus staff etc the majority of our referrals are from parents and then if a teacher or someone from campus wants to refer then they have to contact me i contact the parent and have the parent fill that form out through our referral um that is through skyward one of the pages is the qualitative data which is that kingur observation inventory form so instead of having to send a separate form to the parents after referring it's part of the actual referral process the form that the parents fill out the kangaroo observation inventory is also the same form that the teachers fill out and then we take an average of those two to get that qualitative score also in through 2 we do do planned experiences still through the second grade level um after the second grade level we stopped doing it as margo said because we saw that there was a decline in the products that we were getting but we were thinking of maybe starting that again and starting to train the teachers again so they can start implementing those and get a little better quality of um of product all students regardless of referral in grades k through four the um teachers complete the object the kinder observation inventory on each student so we're getting all of those kangaroo observation inventories on kindergarten students plus those planned experiences so that's what we use when we're doing the um consideration for all kindergarten students we look at their planned experiences and their observation inventory plus if we have a student who's had a observation inventory completed by the teacher but has not been referred we can still use that to contact the parent say hey you might want to think about going ahead and completing the referral for the um for the student as far as assessment again we are looking at general intellect ability at the um k through second grade level we're looking for scores um in ability only and then third grade through 12th grade we're looking for ability and assessment scores our assessment piece we used to test on campus we don't have specialists on campus in every campus in pearland isd so it's just the people that work out of our office we have one elementary 258 to 912 and then we also have a coordinator who assists with all of us so we streamlined the process and now we do our testing on saturdays for kate for k4 f58 does theirs on campus still to this day and then 9 12 they typically do theirs here after school in the first semester so as i said we do our testing on saturdays here we start on the weekends starting in october with those third and fourth grade students we do have a gt academy so we try to do third and fourth grade first in order to get their results and just and decisions out first and start doing the appeal process before we start doing the little people um kindergarten and first grade we just started in january so we do those in january and february and again that's here on the weekends we typically have a morning session and afternoon session um how we get how we get proctors for that is we typically have teachers that volunteer and they earn flex days and then through those flex days they're able to take off during teacher work days that are designated by the district um by doing this in um on saturdays doing all of our testing and not pulling kids out of out of their classroom during the day they lose less instructional time and then they also um we can also move a lot more kids through so where it would have taken a couple months many weeks to test the hundreds of students in third and fourth grade we can now do in just a couple of saturdays which is really easier um the we we tested on january 11th and we i think we had about 150 to 160 students test in one day and those are all paper tests we do um we do those tests here at the esc and then we hand score and norm them so again third and fourth grade starts in the fall um and the way we communicate all of this with parents emails are sent to parents to schedule a testing day so they get to choose their testing day they get a sign of genius email and then they choose their testing day and time we have several parents who who do reschedule it's not enough to um to change the process but they do pick a date that in time that works for them um second grade we do do the cogat full battery as a screener so everyone in the district who's in second grade is considered and does take the full battery cog again as margot was saying we do review those scores when they come in they've started testing this month and that continues through february and then once all 11 schools are done we'll go ahead and review those results let's see so as far as identification we do do a committee of district personnel so we do three people in our office that um have have their um hours and everything and then we look at all information so not just their testing from this year we'll also look at anything that they have if they brought outside testing which a lot of parents do they do outside testing if they have any kind of data from previous schools or anything we look at everything and we have a huge spreadsheet and and try to look at everything and err on the side of the student more than anything if a student once we decide if a student makes it in um the letters are sent from our office to the parents um typically we start we start um serving the next school year but monica was here last week and visited with our district and that is something that we're gonna have to look at revising for um for the future and starting to serve as soon as we are identified our appeal process is is also a form that's online it's on our website parents fill out the form send the form to their current grade level specialist and then we schedule meeting which is with someone from our department and then also with the campus principal and typically the assistant principal or the counselor i'm in an effort to to try to identify those those students from low ses campuses we have been working with a push-in type model where we go in to the classrooms and just kind of visit visit do observation take anecdotal notes and see what's going on in those classes and who stands out um teachers from those campuses have also been providing us with a list of students that they see gt characteristics in that they may not have seen in the beginning of the year when they had to fill out that observation inventory but maybe that are sticking out to them now we've also discussed possibly doing an email to all 11 of our campuses in the future for elementary asking those administrators and teachers you know who stuck out to this school year who do you think has those gifted characteristics and just wasn't referred this year so we can contact the parent have them refer for next year or put them on our radar to do observations for next year i think that's about it i know margot talked about our different assessments that we use we typically use cogap but we have naglieri olsat slauson again a whole closet full of assessments and then we do the qualitative data which is the kanger observation inventory and the king war planned experiences that is awesome all right thank you ladies for walk away okay y'all got it covered so um thank you and we have a few questions in the chat but i think uh the rest of your staff answered those as you uh went through um but i and the reason why i ask for people to share uh because they are you are the working experts in this uh in the process and how you're using these assessments and so um please take the time to reach out to them i will also update the uh parallel slide with their email addresses so if you have questions you can reach out to them and then this will be available but as we go forth also think about your district demographics uh i just pulled a little snapshot from the enrollment trends which you can get off of the ta website of how do we look uh for ethnicity in 2019 within our special populations so looking at how um what does your numbers look like and remember we're looking at we're doing a great job on doing the assessment and identifying these students but then how are we still maintaining them in our services or our program services still meeting their needs because once you do these uh make these accommodations these modifications to get them in but your program is still the same i don't know what's going on wow okay live too long on there so this is the enrollment trends i'm not sure if it's sharing it but all right and so if you just want to look at the numbers of how do we look as a state so these are our ethnicity numbers in the state uh something i've been sharing recently and you know some good aha good wonderings uh to think about as you go forth what do our numbers look like and know some of you have been looking at uh the donald ford formula uh for equity and uh uh as you look into our program services and so this is just a brief snapshot of what we would look like and how we look as a state uh within comparing our gt numbers to the state and in what is actually happening and this is still our 2018-2019 numbers um and then when we get further into one of our sessions we'll talk about doing these data digs and going in and looking at how we're serving our student populations all right anyone have anything for uh they want to share about their program services i know it's like 159 but where it's always an open window or open questions i'd like to share something jennifer leo from rockwall thank you okay so for kindergarten identification we have been for the last six years okay would you like to share with kindergarten identification in our next session because that's the next one is kindergarten identification oh put me on that definitely okay so i'm not gonna talk now i'll see you next time all right gotcha you'll watch y'all get an email jennifer yay okay all right anyone else questions questions for the ladies while they're still on um or questions for me we got jennifer from rockwall gonna talk about her kindergarten process anyone else want to talk about the kindergarten process that's very set uh february the 4th is our next one at 9 00 am kindergarten it's a new year it's time to step out all right any questions i think uh there was one from the chat that i needed to uh we kind of talked about this last uh identification and process with furlough and probation so furlough is that temporary leave of absence for a student temporary your probation uh is is more of your process either to for continuation of services or exiting from services what is that student doing or not doing within your service programs if they're you know if they're not performing put them on probation work the system for them to be exited from your program services if um they have an emotion you know someone died family a crisis going on they need to leave from uh services that's your further um and i'm just you know i always throw it out there because you know my mindset and everyone does not agree with me on this one but a fellow is not for scheduling conflicts okay uh it is really for those you know those students who need just a leave of absence from services um and then so we're looking at you know how do you look at that compared to a frollo and what are you using your processes um so it's so as we finish out this year the question is uh discussing informational meetings that need to be had so your informational meetings if we have what was that for today or the future uh we could ask questions you can ask questions about that i think with the informational meetings and we can also talk about how do you communicate your program services is basically what are you telling your parents about program services about the testing process and what are your windows uh i think for when you're looking at the initial stages of for a referral process that's what they want to know once what's the timeline frame uh time frame what will services start if they are a place um and then what are you looking for and then highlighting what are your programs our services always show off the best that you got so that they can see what their child will be a part of but then being honest of it you know if we do have strict rigid you know depending on your process and your root your criteria there is a criteria of and you need to know it's just not for everyone and you will be progressed you will be monitoring that child's success at all points and looking for them to be involved uh anyone else want to add on what they talk uh include in their informational meetings or would y'all like to have another session on just that you know i'm open y'all let me know no other questions all right so that ends for today and as i said our next one is on february the 4th at 9 00 am and it will be over kindergarten kendra i'd like to speak this afternoon kindergarten assessment and identification so uh see you then everybody have a great day you