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♪♪
>> STUDENTS WHO DON'T READ
WELL STRUGGLE TO GRADUATE
FROM HIGH SCHOOL.
THEY FACE AN ONGOING
STRUGGLE TO LEARN AND EVEN
DIMINISHED SUCCESS OVER
THEIR LIFETIME.
GOOD EVENING,
I'M SCOTT HAWKINS.
WELCOME TO
EDUCATION INSIGHT.
I'M JOINED BY MY CO-HOST
TANISHA POLITE.
TANISHA.
>> HELLO SCOTT.
THIS IS AN IMPORTANT TOPIC.
GIVE US A CALL
AT 1-800-763-3881.
OR IF YOU YOU
IN THE COLUMBIA AREA,
YOU CAN CALL US AT 252-1134.
YOU CAN SEND US TWEETS,
#EDUINSIGHT.
OUR E-MAIL ADDRESS IS
EDUCATIONINSIGHT@SCETV.ORG.
THANK YOU.
>> THANK YOU TANISHA.
WE ARE APPRECIATIVE
OF YOUR INVOLVEMENT.
WE HAVE A LOT OF EXPERTS.
WE HAVE A LOT TO GET TO.
WE WANT TO START WITH
OUR FIRST PANEL,
REPRESENTATIVE ANDY PATRICK
OF HILTON HEAD,
MS. BARBARA HAREFIELD,
EDUCATION OVERSIGHT
AND CHARLESTON SCHOOLS,
AND DR. RAINY KNIGHT,
FORMER SUPERINTENDENT,
WORKING WITH THE EDUCATION
OVERSIGHT COMMITTEE.
LITERACY, APPARENTLY
THERE IS SOME URGENCY.
WE HAVE A NUMBER OF PEOPLE
TO TALK ABOUT IT.
WHAT'S THE SITUATION
WE FIND OURSELVES IN?
>> IF I CAN SAY,
IF I CAN START THAT
WOULD BE GREAT.
I THINK GENERALLY SPEAKING
THE STATE NEEDS A FRAMEWORK,
A VISION FOR HOW WE GET OUR
STUDENTS READING
ON GRADE LEVEL.
AND FAR TOO MANY OF OUR
STUDENTS THROUGHOUT
THE STATE, I THINK IN 2012
IT WAS 1 IN THREE
OR 1 IN 5 THIRD GRADERS
AND 1 IN 3
EIGHTH GRADERS
READING ON GRADE LEVEL.
SO THERE IS AN URGENCY
TO GET THOSE CHILDREN
ON TRACK.
>> HOW ARE WE COMPARING
TO OTHER STATES?
>> SOUTH CAROLINA RANKS
42nd, REGARDING
THE NATE SCORES.
AND THAT'S REALLY LOW.
AND NOT PROFICIENT ON NATE,
ALL THE DATA SHOWS WE HAVE
TO HAVE AN EMPHASIS
ON READING.
>> HERE IN SOUTH CAROLINA,
REPRESENTATIVE,
YOU'VE SPONSORED.
>> I INTRODUCED THE READ TO
SUCCEED BILL IN THE HOUSE.
THERE'S BEEN A COMPANION
LEGISLATION IN THE SENATE.
EACH IS WORKING ITS WAY
THROUGH THEIR INDIVIDUAL
BODIES.
>> YOU GRIN BECAUSE THE
WHEELS ARE SLOWER --
>> EXACTLY.
IT IS A PROCESS THAT HAS
TO BE APPRECIATED.
CURRENTLY THE READ TO
SUCCEED ACT PASSED FAVORABLY
OUT OF SUBCOMMITTEE,
MY SUBCOMMITTEE AND NOW SITS
IN THE FULL COMMITTEE.
WE'LL HOPEFULLY DO TWEAKING
TO IT AND COME BACK TO IT
THIS NEXT WEEK AND THEN IF
EVERYTHING GOES WELL GET IT
TO THE HOUSE FLOOR
FOR FURTHER DEBATE.
>> ALL RIGHT.
BUT MANY OF THE LEGISLATIVE
PROPOSALS AS WELL AS THE
EDUCATION PROPOSAL
FROM GOVERNOR HALEY,
REFERS TO DECADES LONG
COMMITMENT TO CHANGE.
ARE WE REFERENCING OFF OF
FLORIDA'S SUCCESS STORY?
>> YES, WE ARE MODELING
THE READ TO SUCCEED
LEGISLATION AFTER FLORIDA
AND ITS SUCCESS.
LITERACY HAS BEEN IMPORTANT
TO SOUTH CAROLINA
FOR A LONG TIME.
BUT WE HAVE HAD A MYRIAD
OF AVENUES TRYING
TO ADDRESS IT.
THE GENERAL ASSEMBLY HAS
APPROPRIATED COUNTLESS
DOLLARS ON PROGRAMS,
PERSONNEL, STRATEGIES,
RESOURCES,
BUT OUR SCORES ARE STILL
BASICALLY FLAT.
SO THIS IS REALLY THE FIRST
TIME THAT THE GENERAL
ASSEMBLY IS LEADING THE
STATE TO LOOK AT A STATEWIDE
INITIATIVE WITH SOME TEETH
BEHIND IT.
TO REALLY FOCUS THE STATE
AND GET US TO MOVING TOWARDS
LITERACY IMPROVEMENT.
>> IS THIS A PARTICULARLY
WEAK RUNG ON THE LADDER?
>> I THINK THAT IS ONE OF
THE MOST IMPORTANT PIECES.
THERE IS NOT A TEACHER OUT
THERE WHO DOES NOT WANT HIS
OR HER STUDENTS TO SUCCEED.
BUT THE FACT IS MOST
TEACHERS REALLY DON'T KNOW
HOW TO TEACH READING.
THE PRIMARY TEACHERS KNOW
HOW BUT EVEN TEACHERS IN
UPPER ELEMENTARY SCHOOL
DON'T REALLY KNOW
HOW TO TEACH READING.
ONCE STUDENTS GET TO MIDDLE
SCHOOL OR HIGH SCHOOL,
ESPECIALLY IF THEY'RE
CONTENT PEOPLE,
BIOLOGY TEACHER,
PHYSICS TEACHER,
ALGEBRA TEACHER,
EUROPEAN HISTORY TEACHER,
IF KIDS COME TO THEM
STRUGGLING TO READ,
THERE IS VERY LITTLE
FOR THEM TO DO,
BECAUSE THEY THEMSELVES
DON'T HAVE THE SKILLS
TO TEACH READING
TO THE STUDENTS.
>> IS THAT A PROBLEM IN THE
COLLEGE CURRICULUM?
>> YES, IT IS A WEAKNESS.
>> THE BEAUTY OF THIS BILL,
SCOTT IF I MAY,
FORCES THE SILOS
OF GOVERNMENT,
BREAK DOWN THOSE SILOS.
FOR THOSE IN EARLY EDUCATION
AND K-12 AND HIGHER ED,
BRING THOSE PIECES TOGETHER
SO THEY'RE WORKING TOGETHER.
IT WOULD SEEM LOGICAL THAT
THEY ALREADY WOULD
BUT THEY DON'T.
>> WHY DO YOU THINK THAT IS?
AGAIN DOES IT HARKEN BACK TO
THE PREPARATION --
>> THEY ARE SILOS.
>> WELL, BUT EVERYONE WOULD
AGREE AT THIS POINT THAT
LITERACY IS A PROBLEM.
WHY IS IT SO HARD TO GET
EVERYONE ON THE SAME PAGE?
>> I THINK THERE'S
INDIVIDUAL AGENDAS.
EVERYBODY WOULD -- YOU WOULD
THINK THAT EVERYBODY WOULD
WANT THE SAME THING,
LIKE YOU SAID,
IT'S JUST HOW YOU GET THERE.
AND THIS GIVES A VISION OR
FRAMEWORK AS I REFERENCED
EARLIER TO HELP DIRECT
PEOPLE TO GET THERE.
IT'S NOT SO PRESCRIPTIVE
THAT IT DOESN'T GIVE THE
FLEXIBILITY NECESSARY FOR
EACH ONE OF THOSE INDIVIDUAL
GROUPS THAT I TALKED ABOUT
EARLIER TO WORK WITHIN.
BUT THEY CERTAINLY NEED TO
HAVE SOME GUIDANCE.
>> ALL RIGHT.
DR. KNIGHT, IS IT
SOMETHING THAT,
WHEN PEOPLE TALK ABOUT THIS,
THEY SAY IT'S OBVIOUSLY
IMPORTANT TO EVERYONE.
WHAT HAPPENS WHEN YOU DO
FINALLY REACH OUT TO
NONLEGISLATIVE BODIES,
AND THE GENERAL PUBLIC,
WHAT KIND OF RESPONSE
DO YOU GET?
ARE PEOPLE AWARE OF THE
SEVERITY OF THE PROBLEM?
>> I'M NOT SURE THEY'RE
AWARE BUT IF IT IS POSITIVE
RESPONSE AS WE GO
AROUND THE STATE,
WE ALL UNDERSTAND THE
IMPORTANCE OF HAVING
CHILDREN READING ON GRADE
LEVEL BY THIRD GRADE.
AND IT AFFECTS ALL OF US
WHETHER IT BE FROM
A WORKFORCE PERSPECTIVE
OR ECONOMICALLY.
AND SO WE ALL HAVE A VESTED
INTEREST IN SOUTH CAROLINA.
AND FLORIDA,
YOU REFERENCED THEM.
THEY DO DID DO JUST THAT,
JUST THE READ TO SUCCEED
LEGISLATION IS MAKING ITS
WAY IN THE LEGISLATURE.
IN 2001 FLORIDA IMPLEMENTED
A JUST READ LEGISLATION AND
THEIR SCORES HAVE JUMPED
19 POINTS WHERE OURS
HAVE JUMPED FOUR.
I THINK A FOCUSED
COMPREHENSIVE ATTACK ON
READING, I SAY ATTACK,
EVERYBODY FOCUSED IN FROM
PRE-K THROUGH FIFTH GRADE
YOU WOULD SEE TREMENDOUS
IMPROVEMENTS IN OUR
CHILDREN'S READING SCORES.
>> ALL RIGHT,
A DOCUMENTARY HAS ALL BUT
BEEN FINISHED UP PRODUCED
FOR THE EDUCATION OVERSIGHT
COMMITTEE.
WE'RE GOING TO TAKE A LOOK
AT SOME OF THE VIDEO
OF THAT.
HELP ME SET THIS UP.
THIS IS BY THE SAME
PRODUCTION FOLKS WHO PUT
TOGETHER CORRIDOR OF SHAME.
WHAT IS THE PURPOSE OF THIS
DOCUMENTARY THAT I BELIEVE
IS GOING TO BE SHOWN FOR THE
FIRST TIME IN THE NEXT
COUPLE OF WEEKS TO OUR STATE
LEGISLATORS.
WHICH ONE OF YOU WOULD LIKE
TO TELL ME A LITTLE BIT
ABOUT IT?
>> I'LL JUMP IN.
I HAVEN'T SEEN IT BUT I'M
SURE IT WILL SHOWCASE THE
DIFFERENT AVENUES OF READING
INSTRUCTION THAT'S GOING ON
IN THE STATE NOW AND
HIGHLIGHT SOME OF THE REALLY
NEAT THINGS GOING ON AND
PRODUCTIVE QUALITY OF
INSTRUCTION, SCHOOL SETTINGS
THAT ARE MAKING A
DIFFERENCE FOR CHILDREN.
>> WE ARE GOING TO SEE THIS
IN A MOMENT.
I DO HAVE A CALL
FROM HEMINGWAY.
AVERIA, YOU ARE ON.
DID I PRONOUNCE
YOUR NAME CORRECTLY?
THANK YOU FOR CALLING
EDUCATION INSIGHT.
YOUR QUESTION.
>> I WAS SAYING OUR KIDS IN
MIDDLE SCHOOL AND HIGH
SCHOOL AND COLLEGE THEY'RE
LOSING THEIR ABILITY TO READ
AND NOT ON READING LEVEL,
WHY DON'T WE HAVE OVERSIGHTS
TO TEACH THEM TO READ AFTER
SCHOOL DURING THE SUMMER OR
HAVE SOMEBODY IN THE
POSITION SO WE CAN CATCH
THIS BEFORE THEY GET SO BAD?
>> I HEAR YOUR QUESTION.
I'M GOING TO PITCH BACK TO
OUR REPRESENTATIVE.
YOUR LEGISLATION WOULD FOCUS
ON THE BARN BEING OPEN
AFTER THE HORSE GETS OUT.
>> THE READ TO SUCCEED IS TO
IDENTIFY REALLY EARLY ON
WHEN THE CHILD IS COMING
INTO KINDERGARTEN THROUGH A
READINESS ASSESSMENT TO
DETERMINE WHERE THEIR
WEAKNESSES ARE SO THE
TEACHER THAT IS TAKING THEM
IN CAN SPECIFICALLY FOCUS ON
THOSE WEAKNESSES.
AND THEN THERE ARE MANY
INTERVENTIONS FROM THAT
POINT RIGHT THROUGH TO THE
THIRD GRADE.
THAT WOULD, IN THEORY,
GET THOSE CHILDREN READING
ON GRADE LEVEL BEFORE THEY
REACH THE THIRD GRADE SO
THAT WE DON'T HAVE
TO RETAIN THEM.
BUT OF COURSE THERE IS
THE RETENTION COMPONENT
IF IT'S NECESSARY.
>> WHY THIRD GRADE?
I HAVE HEARD YOU LEARN FROM
KINDERGARTEN TO THIRD,
AND FROM THIRD GRADE ON YOU
READ TO LEARN.
>> WE WERE BASICALLY
MODELING FLORIDA'S PLAN.
THERE ARE LITERACY EXPERTS
THAT BELIEVE THIRD GRADE
MAY BE TOO LATE.
SO WE ARE REALLY LOOKING
INTO THAT IN THE
LEGISLATION.
>> ALL RIGHT.
LET'S TAKE A LOOK AT THIS
DOCUMENTARY.
THIS IS AGAIN A DOCUMENTARY
PRODUCED FOR THE EDUCATION
OVERSIGHT COMMITTEE.
AND IT WILL BE SHOWN FOR THE
FIRST TIME TO LEGISLATORS IN
EARLY MARCH.
LET'S TAKE A LOOK.
♪♪
>> MANY STUDENTS IN SOUTH
CAROLINA REACH FIRST AND
SECOND GRADE WITH MINIMAL
LITERACY EXPERIENCES.
TEACHERS MUST HAVE A HIGH
DEGREE OF EXPERTISE IN ORDER
TO DIAGNOSE READING
DEFICIENCIES AS WELL AS
PROVIDE INTERVENTIONS
TO OUR STUDENTS.
THIS IS NO LONGER SIMPLY
AN ISSUE OF POVERTY
IN OUR SCHOOLS.
WHEN STUDENTS COME
TO OUR CLASSROOMS,
EACH AND EVERY DAY.
IT IS OUR PROFESSIONAL
RESPONSIBILITY TO PROVIDE
THESE STUDENTS WITH
INTERVENTIONS AND EDUCATION
SO THAT THEY WILL BECOME
LIFELONG READERS.
OUR TEACHERS MUST HAVE
CONTINUAL SUPPORT AND
RESOURCES IN THEIR
CLASSROOMS EACH DAY.
FAILURE IS NOT AN OPTION.
>> EVEN WITH ALL THE
RESOURCES WE HAVE AVAILABLE
TO US AT PONTIAC,
WE STILL NEED MORE QUALIFIED
INDIVIDUALS TO PROVIDE TO
THE LEARNERS IN OUR SCHOOL.
RESPONSE TO INTERVENTION
TEAM WE LOOK AT
THE ENTIRE CHILD,
WE HAVE A PSYCHOLOGIST,
A SPECIAL ED TEACHER,
WE LOOK AT THE CHILD'S
HOME LIFE, ATTITUDE
TOWARDS LEARNING, TO
DETERMINE THE INTERVENTION
BEST FOR THAT CHILD.
>> I TAUGHT FOR 23 YEARS
IN THE REGULAR CLASSROOM
BEFORE I HAD SPECIAL READING
TRAINING.
AND IT WAS
A YEAR-LONG TRAINING.
AND I LOOKED BACK ON THOSE
23 YEARS AND THOUGHT
I HAVE NOT MET THE
NEEDS OF THOSE CHILDREN.
BUT THIS READING PROGRAM
HELPS ME DO THAT.
THERE ARE SO MANY THAT DON'T
HAVE LITERACY SKILLS SO THEY
DON'T KNOW HOW TO TEACH A
CHILD HOW BOOKS WORK.
THAT'S WHY THEY NEED
SPECIALLY TRAINED TEACHERS
TO HELP THEM OVERCOME
THESE DEFICITS.
ERICA WAS ONE OF MY STUDENTS
IN FIRST GRADE.
SHE CAME TO ME IN JANUARY,
AND SHE WAS BEHIND
IN READING.
AND I TESTED HER.
AND WE MET EVERY DAY
FOR 30 MINUTES.
AND WE DID READING AND
WRITING EVERY DAY AND WE
MOVED UP THROUGH LEVELS AND
BY THE END OF FIRST GRADE
SHE WAS DOING SO WELL,
SHE WAS ON GRADE LEVEL.
THEN ON SECOND GRADE I
PICKED HER UP IN A GROUP.
AND TODAY ERICA IS DOING
SO WELL, SHE'S PASSED
ALL THE STATE MANDATED
TESTS IN LANGUAGE ARTS.
SO THIS PROGRAM IS
VERY SUCCESSFUL.
>> WHILE SOME OF OUR
STUDENTS ARE ENTERING
KINDERGARTEN HAVING PRIOR
EXPERIENCE WEST LITERACY,
WAY TOO MANY OF OUR STUDENTS
ARE STILL COMING INTO
KINDERGARTEN NOT PREPARED TO
LEARN TO READ AND WRITE.
THE TEACHERS THAT ARE
TEACHING OUR YOUNG CHILDREN
ARE OFTEN NOT PREPARED
AND OUR COLLEGES AND
UNIVERSITIES IN OUR STATE TO
MEET THE CHILDREN WHERE THEY
ARE WHEN THEY ENTER
KINDERGARTEN.
IF WE DON'T WORK HARDER TO
PREPARE OUR TEACHERS WITH
THE INFORMATION THAT THEY
NEED THEN WE'RE GOING
TO CREATE THOSE GAPS
FOR THOSE STUDENTS GOING
INTO TO THIRD,
FOURTH AND FIFTH GRADE.
WITH THOSE GAPS,
OUR CHILDREN LEAVING MIDDLE
SCHOOL WILL OFTEN DROP OUT
IN MIDDLE SCHOOL
AND HIGH SCHOOL.
>> A CHILD WHO ASK NOT READ
AT THE LEVEL OF HIS OR HER
PEERS IS ALREADY DAMAGED
SOCIALLY.
BECAUSE A CHILD WHO CANNOT
READ IS A CHILD
WHO CANNOT LEARN.
STUDIES SHOW THAT CHILDREN
WHO CANNOT READ PROFICIENTLY
BY THE END OF THIRD GRADE
ARE FOUR TIMES AS LIKELY NOT
TO GRADUATE HIGH SCHOOL
ON TIME.
SOUTH CAROLINA RANKS 42nd IN
THE COUNTRY WHEN IT COMES TO
OUR FOURTH GRADERS ABILITY
TO READ AT A BASIC LEVEL.
THOSE TWO STATISTICS
TOGETHER PAINT A DANGEROUS
PICTURE FOR SOUTH CAROLINA'S
FUTURE BUT WE CAN TURN
THE TIDE.
LED BY GOVERNOR JEB BUSH,
FLORIDA HAS MADE
A GREAT CHANGE.
AND WHEN I ASKED JEB HE TOLD
ME THE BEST THING THEY DID
WAS TEACH THOSE KIDS
TO READ.
WE ARE GOING TO FOLLOW
THAT MODEL.
EVERY ELEMENTARY SCHOOL
IN SOUTH CAROLINA WILL BE
OFFERED A READING COACH TO
MAKE SURE THAT NO CHILD
LEAVES THE THIRD GRADE
UNABLE TO READ.
[APPLAUSE]
>> ALL RIGHT.
A LOT OF FOOD FOR THOUGHT IN
SOME OF THAT VIDEO THERE.
WE'VE ADDED TO OUR PANEL
AS PROMISED.
JOINING ME NOW DR. DIANE
STEVENS, UNIVERSITY
OF SOUTH CAROLINA,
MS. RHONDA ALLEN,
READING SPECIALIST AND
INSTRUCTIONAL FACILITATOR,
THAT IS IN LEXINGTON 2'S
DISTRICT.
AND BONNIE WARD,
UNITED WAY OF THE MIDLANDS.
AND TANISHA HAS A FULL HOUSE
OVER ON THE SOCIAL MEDIA SET
PLUS A QUESTION DELIVERED TO
US ON EDUCATION INSIGHT
VIA TWITTER.
TANISHA.
>> THANK YOU, SCOTT.
ON THE PANELISTS
I HAVE DR. DANNY MERK.
VICE CHAIRMAN OF THE
EDUCATION OVERSIGHT
COMMITTEE AS WELL AS THE
PRINCIPAL AT DANIEL HIGH
SCHOOL IN PICKENS COUNTY.
AND NEXT, TOMMY PRESTON,
HE IS THE ATTORNEY AT
NEXSEN PRUITT LAW FIRM
AND FOUNDER OF THE
COCKY'S READING EXPRESS.
THANK YOU FOR
JOUING OUR PANEL.
>> GREAT TO BE HERE.
>> OUR TWITTER QUESTION AS
PROMISED IS FROM -- LETS SEE
IF I CAN GET IT UP HERE.
OKAY.
THE TWITTER QUESTION
THAT WE HAVE,
AND OUR TWITTER AGAIN
IS #EDUINSIGHT,
WHAT DOES A CLASSROOM
TEACHER OF YOUNG CHILDREN
NEED IN TERMS OF PREPARATION
TO HELP THEM HELP CHILDREN
WITH READING PROBLEMS?
>> ALL RIGHT.
WHO AMONG US WANTS
TO ANSWER THAT?
WE'VE GOT A BIG PANEL TODAY.
YOU SEEM READY.
>> WELL, ALSO THERE ARE
SEVERAL FACES LOOKING
IN MY DIRECTION.
>> ALL ACROSS THE ROOM.
>> THAT SORT OF SEEMS
TO DO IT.
ONE OF THE THINGS I DO IS
TEACH TEACHERS HOW TO HELP
CHILDREN LEARN TO READ.
I THINK THERE'S A GREAT DEAL
THAT THEY NEED TO KNOW.
THERE'S NOT CONSISTENCY
ACROSS THE STATE ABOUT
WHAT THOSE ESSENTIAL
COMPETENCIES ARE.
BECAUSE OF THE LAW,
WE WILL HAVE OPPORTUNITY
TO WORK TOGETHER.
INSTITUTIONS OF HIGHER ED,
K-12 FACULTY,
THE STATE DEPARTMENT,
TO COME TOGETHER AND DECIDE
WHAT ARE THOSE
ESSENTIAL COMPETENCIES
SO THAT WE ARE SURE THAT
ALL THE TEACHERS
OF YOUNG CHILDREN,
OF SLIGHTLY OLDER CHILDREN,
OF MIDDLE LEVEL,
OF HIGH SCHOOL,
THEY HAVE THE BACKGROUND
KNOWLEDGE THEY HAVE IN ORDER
TO HELP ALL CHILDREN
AS READERS.
>> I THINK THE INTENT OF
MANY OF THE SOLUTIONS
THAT WE HAVE HEARD ABOUT
AND WILL HEAR ABOUT,
IS TO INTERVENE EARLIER
WHEN CHILDREN STRUGGLE,
THE EARLIER THE BETTER.
CAN SOMEONE TELL ME A LITTLE
BIT ABOUT WHAT MIGHT BE
ACCOMPLISHED SO WE ARE
ADDRESSING THE LITERACY
NEEDS OF STUDENTS LONG
BEFORE THE THIRD GRADE?
>> YEAH, I CAN JUST
SPEAK TO THAT QUICKLY.
BASICALLY WE KNOW ADULT
INTERACTION WITH OUR
SMALLEST CHILDREN FROM
BIRTH, SMALL BABIES,
INFANTS AND TODDLERS,
HAVING THOSE EARLY
INTERACTIONS REALLY HELPED
THEM AND IS A FOUNDATION
FOR DEVELOPING LITERACY
SKILLS LATER ON.
THERE'S A HUGE GAP IN SPOKEN
COMMUNICATION BETWEEN A
LOW-INCOME HOUSEHOLD AND A
HOUSEHOLD WITH PROFESSIONALS
AS PARENTS.
>> THEY SAY IT TAKES
A VILLAGE.
>> IT DOES.
>> DOES THIS CRISIS KIND OF
ILLUSTRATE THAT FOR YOU?
>> OH, ABSOLUTELY.
WE FIND THAT THE CHILDREN
THAT WE FIND THAT STRUGGLE
MOST HAVE MISSED
A LOT OF THAT.
MISSED A LOT OF
COMMUNICATION WITH PARENTS,
THEY HAVE MISSED A LOT
OF BEING READ TO,
THEY HAVE MISSED A LOT OF
JUST HEARING THE LANGUAGE
THAT THEY NEED TO HEAR IN
ORDER TO BE ABLE TO BE
SUCCESSFUL READERS.
AND WHEN WE GET THEM IN
THOSE EARLY AGES IN THE K-4,
K-5 FIRST GRADE IT IS OUR
JOB TO BE VERY AWARE OF OUR
CHILDREN AND KNOW OUR
CHILDREN WELL ENOUGH TO KNOW
WHO IS STRUGGLING AND WHO
NEEDS MORE INTERVENTION SO
WE TRY TO GET THEM EARLY ON
TO GET THE INTERVENTION THEY
NEED TO KEEP GOING AND TO
FURTHER GRADE LEVELS.
>> OBVIOUSLY PARENTS HAVE
THEIR EXPECTATIONS OF WHAT
THEIR CHILD'S TEACHER IS
CAPABLE OF.
WHEN A YOUNG GRADUATE
COMES OUT OF SCHOOL
AND BEGINS A TEACHING CAREER
HOW DO THEY RESPOND TO THE
SUGGESTION THAT THEY HAVEN'T
HAD ENOUGH PREPARATION
FOR TEACHING CHILDREN
HOW TO READ?
>> THEY SORT OF PANIC WHEN
THEY REALIZE THAT THEY'RE
WELL PREPARED TO BE
BEGINNING TEACHERS BUT THEY
ARE NOT WELL PREPARED FOR
THE COMPLEXITY THAT OUR --
THAT EXISTS IN OUR
CLASSROOMS.
AND SO THERE ISN'T A WAY --
ACTUALLY I THOUGHT ABOUT
THIS QUESTION WHEN I WASN'T
ON SCREEN AND I COULDN'T
FIGURE OUT HOW TO WORD IT.
SO I'M NOT
ANY FURTHER AHEAD.
>> THAT'S ALL RIGHT.
>> BUT THEY'RE GENERALISTS,
THEY KNOW HOW TO HANDLE
A CLASSROOM,
THEY KNOW SOMETHING ABOUT
SOCIAL STUDIES AND SCIENCE
AND MATH AND P.E.
AND THEY HAVE TO IN THE
BEGINNING OF THEIR CAREERS
ORCHESTRATE THAT AND DO THAT
SMOOTHLY AND THEY WILL HELP
ABOUT 80% OF THE CLASSROOM,
PROGRESS AS READERS.
THEY NEED ADVANCED KNOWLEDGE
IN ORDER TO BE ABLE TO
INCREASE THEIR KNOWLEDGE
BASE AND BE ABLE TO HELP
THOSE STUDENTS WHO ARE
STRUGGLING AS READERS.
>> I THINK THAT THE
INSTRUCTIONAL COACHES THE
READING COACHES AND THINGS
HELP THEM TO SUPPLY WITH
INFORMATION AND WORK
INTO THE CLASSROOM.
MOST OF THEM ARE MORE THAN
GRATEFUL FOR THE HELP THEY
GET FROM TEACHERS BECAUSE
THEY DO PANIC WHEN THEY HAVE
CHILDREN WHO ARE NOT WHERE
EVERYONE ELSE IS.
SO GETTING THE COACHES
IN THERE TO GUIDE THEM
IS MOST IMPORTANT.
>> OKAY,
WE HAVE VIDEOTAPE AGAIN,
THIS IS PENNY DANIELSON
EXPLAINING SOME OF THE
RESOURCES THAT THE SOUTH
CAROLINA DEPARTMENT OF
EDUCATION OFFERS PARENTS
AND TEACHERS.
IT COVERS BOTH CONCERNED
PARTIES.
>> FOR TEACHERS WE HAVE
PROFESSIONAL DEVELOPMENT
LINKS.
WE ALWAYS POST
WHAT IS COMING UP.
THE PROFESSIONAL DEVELOPMENT
WE OFFER SORT OF A
MULTIFACETED APPROACH.
WE HAVE BEST PRACTICES
SESSIONS,
SO ON THE WEBSITE THEY WILL
BE ABLE TO FIND THE UPCOMING
BEST PRACTICES SESSIONS
TO BRING IN THE LATEST
RESEARCH, THE LATEST
STRATEGIES FOR TEACHERS
AND THOSE ARE GENERALLY A
SERIES A COUPLE OF TIMES
DURING THE SCHOOL YEAR.
THEN IN THE SUMMER
TEACHERS AND ADMINISTRATORS
WILL BE ABLE TO FIND
LISTINGS OF PROFESSIONAL
DEVELOPMENT, SUMMER
INSTITUTES THAT WE WILL BE
HOLDING REGIONALLY,
SO FOLKS DON'T HAVE
TO TRAVEL TOO FAR.
THE PARENTS, WE'RE HAVING
REQUESTS FOR INFORMATION,
THEY WANT TO KNOW WHAT TO DO
IN THE SUMMER FOR THEIR
STRUGGLING READERS TO KEEP
THEIR CHILDREN ON LEVEL.
SO WE ARE OFFERING A LIST OF
BOOKS FOR SUMMER READING,
SUGGESTIONS OF TYING IN OF
ENRICHMENT-TYPE ACTIVITIES
TO SUPPORT THE LITERACY AND
BUILDING THEIR BACKGROUND
KNOWLEDGE ON TOPICS.
SO WE WILL HAVE SOME OF THE
RESOURCES UP ON OUR WEBSITE
FOR PARENTS.
THERE IS A LOT OF INTEREST
IN THE SUMMER READING,
PREVENTION-LOSS PROGRAM THAT
WE HAVE BEEN WORKING ON
FOR A COUPLE OF SUMMERS.
AT THE END OF THE SCHOOL
YEAR WE'RE SUPPORTING
SCHOOLS WITH BOOKS
FOR BOOK FAIRS.
EIGHT OR NINE BOOKS PER
STUDENT TO READ OVER THE
SUMMER AND SCHOOLS ARE
SUPPORTING THAT WITH SENDING
HOME LOGS, INFORMATION,
FOR PARENTS ON MOTIVATING
STUDENTS TO READ,
SO THAT THEY CAN KEEP THAT
PRACTICE GOING IN READING
OVER THE SUMMER.
>> ALL RIGHT.
YOU'RE WATCHING A LIVE
BROADCAST FROM ETV CALLED
EDUCATION INSIGHT.
WE INVITE PEOPLE TO
PARTICIPATE VIA TWITTER
OR PHONE.
JERRY IN CONWAY.
WE HAVE A PANEL OF EXPERTS,
WHAT IS YOUR QUESTION,
WE'LL FIND ONE OF THEM
SUITABLE TO ANSWER IT.
>> OKAY,
MY QUESTION IS MY EDUCATION
IS FROM THE PRODUCT
OF THE '50s AND '60s.
MY CHILDREN WENT TO SCHOOL
DURING THE '70s AND '80s.
MY FRIENDS AND EVERYONE
I'VE WORKED WITH,
EVERYONE CAN READ AND WRITE,
THE SAME HOLDS TRUE
FOR MY CHILDREN.
MY QUESTION IS WHAT IS THE
DIFFERENCE FROM WHAT WE WERE
TAUGHT AND HOW WE WERE
TAUGHT BY THE TEACHERS THAT
WE HAD IN THOSE TIME FRAMES,
COMPARED TO THE TEACHERS
THAT ARE TEACHING TODAY,
WHEN SUPPOSEDLY, EDUCATION
IS MUCH BETTER TODAY?
I DON'T UNDERSTAND WHY THESE
TEACHERS HAVE TO HAVE SO
MUCH OF A SPECIAL TRAINING
NOW, WHEN THEY WERE ABLE
TO DO THE JOB YEARS AGO.
>> ALL RIGHT.
WHO IN THIS ROOM WANTS
TO TACKLE THAT?
THAT'S A BROAD-REACHING
QUESTION AND IT'S ONE
OF THOSE, THOSE WERE
THE GOOD OLD DAYS
KIND OF ISSUES.
WE KNOW IT'S MUCH MORE
COMPLICATED THAN THAT.
>> WELL, I'LL SPEAK TO IT.
THE CALLER AND HER FAMILY
AND HER ASSOCIATES ARE ALL
PEOPLE THAT WERE SUCCESSFUL
IN SCHOOL.
AND THOSE ARE THE PEOPLE SHE
KNOWS TODAY BUT THERE WERE
MANY PEOPLE ALONG THE WAY
THAT WERE UNSUCCESSFUL AND
DROPPED OUT OF SCHOOL
OR DISAPPEARED.
AND WE HAVE NOT TRACKED THEM
LIKE THEY DO,
YOU KNOW AS WE DO NOW.
WE NOW HAVE A FEDERAL
ACCOUNTABILITY.
STATE ACCOUNTABILITY,
AND MANDATED FOR KIDS
TO STAY IN SCHOOL.
SO THERE'S A MUCH BETTER
PICTURE OF WHAT'S HAPPENING
TO EVERYBODY THAN BACK IN
THE '50s AND '60s.
>> AND I WOULD AGREE.
THE EXPECTATIONS FOR SCHOOLS
AND TEACHERS TODAY
ARE MUCH GREATER.
WHEN I WAS IN SCHOOL
IN THE 1970s, WHEN PEOPLE
DROPPED OUT, THERE WAS
A PLACE TO DROP IN.
THERE IS NO LONGER A PLACE
TO DROP IN.
WE NEED PEOPLE WITH
HIGH SCHOOL DIPLOMAS.
IN ABOUT 2020 THERE WILL BE
IN SOUTH CAROLINA
1.5 MILLION CHILDREN
WITHOUT DIPLOMAS --
NATIONALLY, 1.5 MILLION
WITHOUT DIPLOMAS,
BUT THERE WILL BE 6 MILLION
CHILDREN THAT NEED JOBS AND
THERE'S JUST A GREAT DEAL
OF DISPARITY THERE.
AND WE HAVE TO REALLY PUSH
TO MAKE SURE ALL CHILDREN,
AND WHEN I MEAN ALL,
I MEAN EVERY CHILD THAT
WALKS THROUGH THAT DOOR,
AND EXCEPTIONAL EDUCATION
WAS NOT IN PLACE
AT THAT TIME.
OFTEN THAT CAN BE 10 TO 15%
OF YOUR CHILDREN.
AND THEY DESERVE EVERY BIT
OF WHAT WE'RE GOING TO GIVE
ALL OF OUR CHILDREN.
I THINK IT'S IMPORTANT THAT
WE ARE TALKING ABOUT EVERY
CHILD THAT WALKS
THROUGH THAT DOOR.
>> AND THE BUSINESS NEEDS
ARE MUCH DIFFERENT.
>> IN WHAT WAY?
>> IN '50s AND '60s WE WERE
STILL AN AGRARIAN SOCIETY.
WHAT BUSINESS REQUIRE
TODAY, THE WAY
TECHNOLOGY HAS MOVED ON,
THERE IS A DIFFERENT
EXPECTATION FROM THE PUBLIC
SCHOOL SYSTEM OF THE PRODUCT
THAT IS PRODUCED AND WHAT
BUSINESSES NEED.
AND THAT FOR THE FIRST TIME
WE ARE BEGINNING TO LOOK AT
THE BUSINESS COMMUNITY,
HIGHER ED,
AND THE K-12 EXPERIENCE TO
MAKE SURE IT'S A SEAMLESS
PATH TO GET TO WHERE WE NEED
OUR STUDENTS TO BE.
>> YOU HAD SOMETHING TO ADD.
>> MANY PEOPLE IN SOUTH
CAROLINA WILL ASK,
PARTICULARLY THOSE GROWING
UP IN AREAS WHERE THEY
RECEIVED A GREAT EDUCATION.
I WENT TO SCHOOL
IN PICKENS COUNTY.
GREAT HIGH SCHOOL,
THAT DR. MERCK
IS PRINCIPAL AT NOW.
IT WASN'T UNTIL I CAME
TO COLLEGE AND STARTED
COCKY'S READING EXPRESS AND
HAD AN OPPORTUNITY TO TRAVEL
AROUND SOUTH CAROLINA AND
SEEING THAT THERE ARE
SCHOOLS AND COMMUNITIES THAT
ARE VERY DIFFERENT FROM THE
ONES THAT I GREW UP IN.
I THINK PEOPLE
LOSE TRACK OF THAT
BECAUSE THEY HAVE
OPPORTUNITY TO READ,
OPPORTUNITY TO LEARN
IN SUCH DIFFERENT WAYS.
BUT ONE OF THE THINGS THAT
BLEW MY MIND WHEN I STARTED
GOING INTO SCHOOLS ACROSS
SOUTH CAROLINA THAT THERE
ARE LITERALLY CHILDREN IN
OUR STATE THAT HAVE NO BOOKS
IN THEIR HOME.
I GREW UP WITH BOOKS ALL
AROUND ME AND THE THOUGHT
THAT THERE ARE PEOPLE
IN SOUTH CAROLINA IN THE
21st CENTURY THAT LIVE
IN THOSE CONDITIONS
JUST BLEW ME AWAY.
SO I THINK THAT'S AN
INTERESTING QUESTION THAT
SHE BROUGHT UP BUT IT IS
ONE THAT REALLY LEADS
ALL OF US TODAY.
WE REALLY HAVE TO HAVE A
STATEWIDE WAY TO DEAL
WITH THESE PROBLEMS.
THERE ARE MANY COMMUNITIES
AROUND OUR STATE,
AND THE GOVERNOR ALLUDED
TO IT IN HER STATE
OF THE STATE ADDRESS,
THAT ARE LEFT BEHIND.
WE NEED
TO MAKE A DIFFERENCE THERE.
>> WE DO HAVE ANOTHER PHONE
CALL, TYREL.
WHAT IS YOUR QUESTION?
>> I HAVE TWO QUESTIONS,
FIRST I'D LIKE THE PANEL
TO ADDRESS THE ISSUE OF
NONCONSISTENTCY ACROSS THE
STATE OF SOUTH CAROLINA
IN THE AREA OF READING.
WHEN ARE YOU GOING TO SET
A STANDARD, GET CRITERIA
TO MAKE SURE
THAT ALL SCHOOLS HAVE
THE SAME CRITERIA,
AND I'M NOT UNDERSTANDING
WHY THERE IS
SUCH A DISPARITY THERE.
DOES THE GOVERNOR HAVE TO
GET INSIGHT ON THAT AND
MANDATE IT OR IS THAT
THROUGH SCHOOL BOARD?
AND THEN MY SECOND QUESTION
IS, THE LOTTERY WAS FORMED
TO OFFSET EDUCATION.
AND I'VE BEEN AROUND
QUITE A WHILE.
I'M 59, AND IT DOESN'T SEEM
TO ME THAT THE LOTTERY
IS EVEN BEING USED.
BECAUSE AS THE GENTLEMAN
JUST SAID, THE ATTORNEY,
THERE ARE CHILDREN THAT
STILL DON'T HAVE BOOKS.
BY NOW, THEY SHOULD
ALL HAVE LAPTOPS.
I'M NOT UNDERSTANDING,
AND I'D LIKE THE PANEL TO --
THE PANEL MEMBERS TO ADDRESS
THOSE TWO ISSUES.
>> THANK YOU VERY MUCH.
WE ARE GOING TO FIELD
BOTH OF THOSE.
REPRESENTATIVE PATRICK,
YOU WANTED TO FIELD
THOSE QUESTIONS?
>> I'LL FIELD THE FIRST ONE.
WE HAVE NEVER BEFORE HAD
A COMPREHENSIVE FRAMEWORK
WITHIN WHICH THE ENTIRE
STATE PERFORMS UNDER.
THAT'S THE ESSENCE OF THIS
READ TO SUCCEED ACT.
IT IS NOT SO PRESCRIPTIVE
THAT IT DOESN'T ALLOW SCHOOL
DISTRICTS TO DEVELOP THEIR
OWN PLANS BUT IT SORT OF
SETS THE STAGE FOR THEM
HAVING TO SET THEIR OWN
PLANS AND HAVE A VISION FOR
HOW WE GET THOSE CHILDREN
READING AT GRADE LEVEL.
WE'VE NEVER HAD THAT BEFORE
AND LACKING IN OTHER AREAS.
WE JUST CHOSE TO ADDRESS
READING FIRST.
>> LACK OF COMMONALITY
FROM SCHOOL DISTRICT
TO SCHOOL DISTRICT,
THAT'S NOT JUST HERE
IN SOUTH CAROLINA,
THAT'S A NATIONAL CHALLENGE,
ISN'T IT?
>> YES.
>> THE OTHER HALF OF THE
CALLER'S QUESTION WAS,
WHY DOESN'T EVERYBODY HAVE
A LAPTOP?
THE LOTTERY WAS SUPPOSED TO
BE THE PANACEA THAT SOLVED
ALL OF OUR ISSUES.
>> I THINK THE PRIMARY ISSUE
THERE IS THAT THERE IS
A VERY SIGNIFICANT ROLE
COMMUNITIES CAN PLAY
IN MAKING SURE THAT ALL
CHILDREN HAVE ACCESS
TO BOOKS.
WITH UNITED WAY WE HAVE
PARTNERED WITH DEPARTMENT OF
ED TO MAKE SURE THE KIDS
IN OUR TUTORING PROGRAM,
THEY FREELY CHOOSE BOOKS
THEY WANT FOR THE SUMMER,
WE KNOW THAT A CHILD HAVING
FIVE BOOKS FOR THE SUMMER
CAN PREVENT SUMMER SLIDE
AND KEEP US ON TRACK.
>> TANISHA HAS A
QUESTION VIA E-MAIL.
>> THE QUESTION IS WHAT
SHOULD FAMILIES BE DOING
NOW TO HELP THEIR CHILDREN
BECOME BETTER READERS?
>> COCKY'S READING EXPRESS,
THE WHOLE EMPHASIS BEHIND
THE PROGRAM IS GET FAMILIES
READING AND KIDS EXCITED
ABOUT READING.
ONE IS TO MAKE FAMILIES KNOW
THAT THEIR CHILDREN
SHOULDN'T JUST READ WHEN
THEY ARE AT SCHOOL.
IT SHOULD BE
A FAMILY-WIDE PROGRAM.
RIGHT NOW ONE OF THE THINGS
THAT WE DO WITH OUR CHILDREN
IN ANY SCHOOL THAT WE GO TO
IS TO HAVE THEM PROMISE US
THAT THEY'RE GOING
TO GO HOME AND READ
TO THEIR FAMILIES.
AND ENJOY THAT TIME
TOGETHER.
BUT FAMILIES NEED TO BE
INVOLVED IN THAT PROCESS,
AS WELL.
READING TO CHILDREN EVERY
NIGHT, HELPING THEM IMPROVE
THEIR READING SKILLS,
BUT ALSO PROBABLY MOST
IMPORTANT OF ALL IS HELPING
THEM RECOGNIZE THAT THE
READING IS SIGNIFICANT.
AND THAT IT SHOULD BE
AN IMPORTANT PART
OF THEIR LIVES.
>> I HAD A QUICK FOLLOW-UP
WITH THAT TO TAG ON
TO WHAT HE SAID.
YOU KNOW PART OF THIS ALSO
IS LOOKING AT WHAT FAMILIES
ARE CAPABLE OF DOING
AND WHERE CAREGIVERS ARE,
AND PARENTS,
AND OFTEN THEY HAVE LOW
LITERACY ISSUES THEMSELVES.
IT IS VERY IMPORTANT TO MEET
FAMILIES WHERE THEY ARE.
WE ARE FUNDING A PROGRAM IN
A LARGE HOUSING COMPLEX,
WHERE WE WORK WITH THE
PARENTS AND CAREGIVERS TO
JUST FEEL COMFORTABLE
AROUND BOOKS.
>> THROUGH UNITED WAY?
>> YES.
IF AN ADULT IS NOT
COMFORTABLE WITH A BOOK
BECAUSE OF THEIR OWN
EDUCATIONAL EXPERIENCES OR
THEIR OWN EDUCATIONAL LEVEL
YOU REALLY HAVE TO GO WHERE
THEY ARE ALSO,
AND REALLY REACH OUT TO THEM
TO HELP THEM UNDERSTAND THE
IMPORTANCE BUT SHOW THEM
WAYS HOW THEY CAN INTERACT
AROUND BOOKS EVEN IF THEY
CAN'T READ THEMSELVES.
>> I THINK ANY PARENT
WHO'S HELPED WITH MATH
AND THEN HIT A WALL
AT A CERTAIN AGE,
EVERY PARENT UNDERSTANDS
THAT THAT CAN APPLY TO
READING TOO.
WE WANT TO PLAY A PIECE OF
VIDEOTAPE FOR YOU.
THIS IS RUSSELL BOOKER,
SUPERINTENDENT OF
SPARTANBURG 6.
TAKE A LOOK.
>> THIS SCHOOL IS VERY
DIFFERENT FROM MANY OF OUR
SCHOOLS IN DISTRICT 7,
I THINK THE NAME ITSELF,
THE CLEVELAND ACADEMY OF
LEADERSHIP SPEAKS TO THAT.
OUR FOCUS IS ON LEADERSHIP
HERE AT THIS SCHOOL.
AND EVERYTHING THAT WE DO
HERE CENTERS AROUND THE
WHOLE CONCEPT.
OF COURSE WE HAVE
IMPLEMENTED A STEPHEN COVEY
MODEL THAT FOCUSES ON THE
ASPECTS OF LEADERSHIP.
WE HAVE A 205 DAY CALENDAR
FOR OUR STUDENTS.
OUR EXTENDED SCHOOL TIME
SETS US APART.
I THINK YOU'LL FIND THE
ROBUST PARTNERSHIPS THAT WE
HAVE ESTABLISHED IS
SOMETHING YOU WON'T FIND
ANYWHERE ELSE.
>> OUR COMMUNITY BOTH THE
PUBLIC AND PRIVATE SECTORS
CAME TOGETHER RECOGNIZED
THAT EDUCATION IS AN
ABSOLUTE IMPORTANT PART OF
SPARTANBURG AND WE BELIEVE
THE STATE OF SOUTH CAROLINA.
AN ENVIRONMENT
THAT INCLUDED THE SUPPORT
OF THE EDUCATORS.
WE HAD NO TROUBLE SELLING
THE IDEA OF A BROAD GROUP OF
INDIVIDUALS COMING TOGETHER
AND WORKING WITH DISTRICT 7
TO CREATE A PLACE WHERE
TEACHERS CAN TEACH AND
CHILDREN CAN LEARN.
♪♪
>> MY NAME IS LILLIAN
ATKINS AND I'M THE PRINCIPAL
OF THE LEXINGTON 4
EARLY CHILDHOOD CENTER.
ALL THE CHILDREN 3 YEARS OLD
THROUGH 5K KINDERGARTEN WHO
WANT TO GO TO SCHOOL,
THEY GO TO SCHOOL FULL DAY,
TUITION FREE.
ETV OUR PARTNERSHIP WITH
THEM HAS HELPED THE SCHOOL'S
PURPOSE WHICH IS TO PREPARE
A LEARN ENVIRONMENT THAT
NURTURES THE WHOLE CHILD
WHILE BUILDING A PARTNERSHIP
WITH THE FAMILIES
AND COMMUNITY.
>> OUR BIG GOAL TO MAKE SURE
THEY ARE READING ON GRADE
LEVEL BY GRADE 3.
THE REASON THAT IS SO
SIGNIFICANT IS GRADE 3 YOU
ARE LEARNING TO HOW TO READ,
TO READING TO LEARN.
WE MAKE GREAT GAINS
DURING THE YEAR.
ALL STUDENTS PROGRESS
AT THE SAME RATE,
REGARDLESS HOW THEY'RE
PERFORMING BUT SOMETIMES
DURING SUMMER WE HAVE SOME
STUDENTS THAT GO BACKWARDS
AND SOME AHEAD.
WE CREATE THAT LEARNING
GAP EVERY SUMMER
AND MITIGATE THAT BY GIVING
BOOKS TO THE STUDENTS.
>> I GOT PERCY JACKSON.
>> THERE'S A LOT OF
EXCITEMENT AROUND LEXINGTON
4 ABOUT THAT COMMUNITY
WORKING TOGETHER
WITH THE SCHOOLS, CHURCHES,
OTHER ORGANIZATIONS
THAT ARE INVOLVED,
HOPING TO REAP THE BENEFITS
OVER THE YEARS TO COME.
>> WHAT IS SO EXCITING IS TO
THINK THAT IF WE CAN FIND
SOME THINGS HERE IN OUR
COMMUNITY THAT WILL NOT ONLY
HELP THEM BUT CAN BE
REPLICATED IN OTHER PARTS
OF THE STATE
AND ACROSS THIS COUNTRY
AND AROUND THE WORLD,
IS VERY EXCITING TO THINK
THAT WE COULD BE
A SMALL PART OF THAT.
>> SO WE'RE GETTING VIEWS
FROM ALL AROUND THE STATE
IN TERMS OF EDUCATION.
AND WE HAVE A PHONE CALL.
A LOT OF YOU ARE
WATCHING THIS PROGRAM.
OBVIOUSLY IT'S LIVE AND
WE'RE SOLICITING
YOUR QUESTIONS
TO A PANEL OF EXPERTS.
WE HAVE WARREN FROM SENECA
ON THE PHONE.
WARREN THANK YOU FOR
WATCHING EDUCATION INSIGHT.
WHAT IS YOUR QUESTION
FOR THE THE PANEL?
>> I'M CALLING TO INQUIRE
ABOUT THE COCKY
READING EXPRESS,
IS THAT AVAILABLE ONLY
CERTAIN AREAS OR STATEWIDE
AND THROUGH SCHOOL SYSTEM?
>> MR. PRESTON
THAT'S YOUR BABY.
>> COCKY'S READING EXPRESS,
STATEWIDE PROGRAM NOW,
WE TRAVEL ALL ACROSS SOUTH
CAROLINA, IN FACT
13,000 MILES AT THIS POINT.
70,000 BOOKS TO CHILDREN
ACROSS SOUTH CAROLINA.
WE ACTUALLY SPENT TIME IN
OCONEE COUNTY AND SOMETIMES
PEOPLE THINK COCKY'S
READING EXPRESS IS
JUST FOR GAMECOCK FANS.
BUT WE ARE COMMITTED
TO THE ENTIRE STATE.
WE WELCOME FOLKS TO BRING
US INTO THEIR COMMUNITIES.
LIBRARIES AND GROUPS
THROUGHOUT SOUTH CAROLINA.
SO YOU CAN GO TO
COCKY'S READING EXPRESS.ORG
TO FIND OUT MORE INFORMATION
ABOUT WHAT WE DO.
>> WE MIGHT CHANGE THAT NAME
TO TIGERS READING EXPRESS.
>> IT'S TAKEN 40 MINUTES
INTO THE PROGRAM TO HEAR
FROM DR. DANNY MERCK.
HE'S, BY THE WAY,
VICE CHAIRMAN OF THE
EDUCATION OVERSIGHT.
>> I WOULD LIKE TO SAY WE
REVIEWED HIS TEST SCORES
BEFORE WE CAME ON TO
THE PROGRAM TODAY,
AND ONE OF HIS TEACHERS
SAID HE WAS PROFICIENT
IN ALL READING,
AS A GRADUATE IN 2003,
SO WE ARE VERY PROUD OF HIM
DESPITE THE FACT HE HAS
COCKY'S READING EXPRESS.
>> MAKING US FEEL
VERY OLD REALLY.
WE HAVE A QUESTION
ON TWITTER,
TANISHA HAS BEEN
ON TOP OF THAT.
>> YES, I HAVE.
YOU CAN TWEET YOUR QUESTIONS
TO #EDUINSIGHT.
WHAT DO YOU SEE AS THE ROLE
OF PUBLIC LIBRARIES
IN THE LITERACY EFFORT?
>> IT IS THE GREAT
OPPORTUNITY TO PARTNER
WITH PUBLIC SCHOOLS,
PRIVATELY SCHOOLS,
ALL CHILDREN IN PUBLIC
SCHOOLS, OUR DISTRICT
WORK FOR GETTING BOOKS
DURING THE SUMMER,
SUMMER READING PROGRAMS AND
THEY WOULD ACTUALLY PURCHASE
THE BOOKS AND HAVE THOSE
AVAILABLE THAT ALSO COME OUT
TO THE SCHOOLS.
WE PARTNER WITH THEM
WITH TRAINING.
YOUR PUBLIC LIBRARIES ARE
YOUR BEST FRIEND.
USE THEM, PARENTS, SCHOOLS,
COMMUNITY MEMBERS.
THEY WILL READILY OPEN
THEIR DOORS TO ASSIST
YOU WITH TEACHING
CHILDREN TO READ.
>> LET'S TAKE A STEP BACK,
AND WE'VE GOT ONE
REPRESENTATIVE HERE.
THIS IS AN ISSUE
THAT OBVIOUSLY,
IF YOU'RE IN POLITICS,
THERE'S ONLY ONE GOOD ANSWER
FOR DEALING WITH
THIS PROBLEM.
AND ONE SIDE TO BE ON.
HAVE ANY OF YOU FOUND THAT
MOVING FORWARD,
AND I AM LOOKING AT YOU,
REPRESENTATIVE PATRICK.
>> WHAT IS THE ONE ANSWER?
>> I THINK YOU KIND OF
ANSWERED IT EARLIER.
BUT DID YOU FIND THAT
AN ISSUE LIKE THIS IS
KIND OF BILATERAL?
>> I THINK YOU MEAN SHOULD
REPUBLICANS AND DEMOCRATS --
>> WE KNOW THEY WILL.
BUT WHAT ARE THE HURDLES IN
THEIR POLITICAL IDEOLOGY TO
BRING THEM ON TO THE SAME
PAGE THAT EVERYONE WOULD
AGREE NEEDS TO BE FIXED?
>> I DON'T KNOW IF IT IS
A IDEOLOGICAL DIVIDE.
THE BIGGEST QUESTION ONE
REPRESENTATIVE WOULD ASK IS
HOW DOES IT GET PAID FOR?
WHERE DOES THE MONEY
COME FROM?
AND THEN DOES IT CREATE
AN ADDITIONAL BURDEN
ON OUR TEACHERS?
THOSE HAVE BEEN SOME OF THE
CONCERNS AND HOW DO WE HOLD
SOME OF THESE PROGRAMS
ACCOUNTABLE TO MEASURE
THEIR EFFECTIVENESS?
THOSE ARE SOME CONCERNS I
HAVE HEARD FROM MEMBERS
AND IT HASN'T BEEN THAT
DIFFICULT TO ANSWER
THOSE CONCERNS AND/OR
INCORPORATE SOME SOLUTIONS
INTO THE LEGISLATION
TO ADDRESS THE CONCERNS.
>> YOU'RE NOT EXPECTING
PUSH BACK AS YOU INTRODUCE
YOUR LEGISLATION?
>> NO.
>> CALVIN IN NEWBERRY,
WHAT IS YOUR QUESTION?
>> MY QUESTION IS I'M
TUTORING MY GREAT NEPHEW,
WHEN I VISITED HIS TEACHER
FOR PARENT CONFERENCE SHE
WOULD LET ME SEE THE READING
BOOK HE HAS BUT HE IS NOT
ALLOWED TO BRING THE READING
BOOKS HOME FOR WITH HIM.
I HAVE TO GO OUT AND FIND
TEXTBOOKS FOR HIM TO READ
ONCE HE'S OUT OF SCHOOL.
I'M FORTUNATE TO BUY THESE
TEXTBOOKS BUT OTHERS CAN'T
AFFORD TO BRING HOME
TEXTBOOKS.
I CAN'T UNDERSTAND THAT,
IF HE'S GOING TO IMPROVE
HIS READING SKILLS,
WHY CAN'T HE BRING HOME
THOSE TEXT BOOKS,
SO I CAN WORK WITH HIM?
WHY CAN'T HE BRING THOSE
TEXTBOOKS HOME?
>> CALVIN WE COMMEND YOU FOR
THE TIME YOU'RE TAKING WITH
YOUR NEPHEW AND THAT IS
A GOOD QUESTION.
SOME OF THESE MATERIALS,
YOU KNOW SCHOOLS ARE LUCKY
TO HAVE WHAT THEY HAVE
IN SOME DISTRICTS,
NOTHING IS FREE AND THEY'RE
VERY PROTECTIVE OF THEIR
LEARNING MATERIALS.
WHAT'S THE ANSWER HERE?
>> WELL, THAT'S
A VERY GOOD QUESTION.
AND THE SIMPLE ANSWER IS WE
HAVE LIMITED RESOURCES AND
TEACHERS CAN'T JUST GIVE
EVERY TEXTBOOK TO A CHILD
TO BRING HOME BECAUSE
MANY DO NOT COME BACK.
AND THEN YOU LOSE TEXTBOOKS
AND IT REQUIRES MORE MONEY
TO BUY MORE.
AND SO I'M SURE THAT THE
TEACHER WOULD LOVE TO SEND
EVERY TEXTBOOK HOME.
AND WOULD LOVE FOR THE CHILD
TO HAVE TEXTBOOK AT HOME.
BUT UNFORTUNATELY,
WE DON'T HAVE AN UNLIMITED
SUPPLY AND SO THAT WOULD BE
MY ANSWER TO THAT.
ALTHOUGH WE WOULD LOVE FOR
EVERY CHILD TO BE ABLE TO
TAKE ANY TEXTBOOK HOME.
>> I ALSO WOULD SUGGEST TO
THE CALLER THAT HE'S DONE
THE RIGHT THING.
HE'S GONE TO THE SCHOOL,
HE'S TALKED TO THE TEACHERS.
I WOULD GO BACK AND
TELL THEM YOU NEED SOME
RESOURCES TO HELP YOUR CHILD
WITH READING.
I DON'T KNOW A SCHOOL
THAT WOULD NOT BEND OVER
BACKWARD TO HELP YOU
WITH RESOURCES.
YOU CAN GET A LIBRARY CARD
AND CHECK OUT BOOKS THERE
AS WELL.
THERE ARE SOME WEBSITES
YOU CAN GO TO,
READING ROCKETS IS ONE,
INTERNATIONAL READING
ASSOCIATION.
GOOGLE PARENTS HELPING
CHILDREN TO READ.
THERE ARE SOME RESOURCES
THAT YOU CAN GET FROM THE
WEBSITE, PRINT THEM OFF.
CONTINUE, DON'T EVER STOP.
>> I'D LIKE TO REEMPHASIZE
WHAT RAINY JUST SAID,
I THINK SCHOOLS ARE LOOKING
MORE AND MORE AS A PARENT
FOR PARENTS TO BECOME MORE
ENGAGED, AS A CAREGIVER,
SOMEONE WHO IS HELPING OUT
A FAMILY MEMBER OR STUDENT,
THAT ENGAGEMENT AND
REENGAGING AND PUSHING AND I
THINK EVENTUALLY THE SCHOOL
WILL WORK TO ACCOMMODATE
THE NEEDS OF THAT FAMILY.
>> YOU HAD SOMETHING.
>> I WAS JUST GOING TO SAY,
ESPECIALLY FOR OUR FOLKS
WHERE THEY HAVE A LACK
OF RESOURCES, AGAIN THAT IS
WHERE THE COMMUNITY COMES IN
TO PLAY A GREAT ROLE.
AND THERE ARE A LOT OF
PROGRAMS AND ORGANIZATIONS
AROUND THE STATE THAT HAVE
REALLY -- HAVE
A HUGE FOCUS ON CHILDREN
AND THEIR LEARNING.
UNITED WAY, OTHER SOURCES
WITHIN THE COMMUNITY,
FOLKS GETTING OUT OF THEIR
COMFORT ZONE TO GO
WHERE PEOPLE ARE.
ESPECIALLY FOR OUR FAMILIES
THAT ARE LOW INCOME OR HAVE
DIFFICULTY ACCESSING
RESOURCES,
IT IS VERY NECESSARY FOR US
TO FIGURE OUT HOW TO GET TO
THEM, WHERE THEY WORK,
WHERE THEY LIVE,
WHERE THEY CONGREGATE.
UNITED WAY,
IS A HUGE PARTNER TO REACH
OUT AND READ.
UNDER THAT PROGRAM,
FAMILIES THAT GO TO CLINICS
FOR WELL-VISITS WITH THEIR
CHILDREN THEIR DOCTOR GIVES
A PRESCRIPTION FOR READING.
AND AGAIN IT'S BEING MORE
CREATIVE AND BEING FLEXIBLE
IN FIGURING OUT THE BEST WAY
TO GET THOSE RESOURCES
OUT TO THE FOLKS
WHO NEED IT MOST.
>> YOU ARE WRITING A
PRESCRIPTION FOR READING.
>> YES, YES.
>> TANISHA I KNOW WE'VE GOT
FOLKS CONTACTING US ONLINE.
>> YES, I HAVE RECEIVED
AN E-MAIL,
YOU CAN E-MAIL US AT
EDUCATIONINSIGHT@SCETV.ORG.
WHAT ARE SOME
SELF-LEARNING STRATEGIES
FOR POSTELEMENTARY AND
HIGH SCHOOL INDIVIDUALS
TO INCREASE READING
COMPREHENSION?
ANYBODY LIKE TO TACKLE
THAT QUESTION?
YOU ARE FREE TO TO SO.
>> SURE.
[ Laughter ]
>> ONE OF THE THINGS THAT
I THINK THAT REALLY HELPS
OLDER STUDENTS IS TO HAVE
AN UNDERSTANDING OF HOW
THE READING PROCESS WORKS.
VERY OFTEN INDIVIDUALS CARRY
INTO MIDDLE SCHOOL AND
HIGH SCHOOL AND ADULTHOOD,
THE IDEA TO GET
EVERY SINGLE WORD RIGHT.
WHEN THAT HAPPENS,
INDIVIDUALS DO
FOCUS ON GETTING
EVERY SINGLE WORD RIGHT.
TO HELP YOURSELF AS
A READER, I SUGGEST YOU
FIND BOOKS THAT YOU ARE
VERY, VERY INTERESTED IN
AND FOCUS ON WHAT YOU'RE
LEARNING FROM THAT TEXT.
AND NOT WORRY
ABOUT MISSING WORDS.
THE MORE THAT YOU DO THAT,
THE EASIER THE READING
BECOMES AND YOU ALSO BEGIN
TO BUILD YOUR VOCABULARY,
BECAUSE THE WORDS AROUND
THE UNKNOWN WORD ARE
SO INTERESTING TO YOU
THAT YOU VERY OFTEN CAN
FIGURE OUT THE MEANING
OF THAT NEW WORD.
SO A GREAT DEAL OF IT IS
HAVING FUN AND READING
FOR PLEASURE.
AND I DON'T MEAN THAT THAT
NEEDS TO BE FICTION.
A NUMBER OF PEOPLE READ
NONFICTION FOR PLEASURE.
BUT READ BECAUSE
IT FEELS LIKE SOMETHING
THAT YOU WANT TO DO,
AND FOCUS ON THE MEANING
OF THE TEXT AND THE MORE
THAT YOU READ,
THE EASIER IT BECOMES
AND THE LARGER
YOUR VOCABULARY BECOMES
AND IT'S ABOUT THAT EASY.
>> AND IT'S VERY REWARDING
PROCESS FOR THE PERSON, TOO,
ISN'T IT?
>> AND I THINK ONE OF THE
THINGS -- QUESTIONS HAVE
COME UP ABOUT FAMILIES.
READING IS A PLEASURABLE
ACTIVITY.
AND YOUNG CHILDREN NEED
TO SEE THAT THAT'S
A PLEASURABLE ACTIVITY.
AND WE HAVE SOME ADULTS IN
OUR HOMES FOR WHOM READING
IS NOT PLEASURABLE.
SO ONE OF THE THINGS TO BE
DOING AT THE COMMUNITY LEVEL
IS HELPING ADULTS ENJOY
READING SO THAT THEN THE
CHILDREN SEE THE ADULTS
ENJOYING READING.
AND IT BECOMES THIS
WONDERFUL SNOWBALL EFFECT OF
A COMMUNITY FINDING TEXT
INTERESTING.
>> AND I WOULD SAY THAT'S
ANY SORT OF TEXT.
NOT NECESSARILY A PARENT
HAVING TO PULL OUT A LARGE
NOVEL AND READ IN FRONT
OF A CHILD.
IT CAN BE --
>> DON'T START WITH
WAR AND PEACE.
*** AND JANE OR WHATEVER
IS APPROPRIATE.
>> ENVIRONMENTAL PRINT
IS EVERYWHERE.
>> READING IT
AND READING IT OUTLOUD.
>> TANISHA, A LOT OF PEOPLE
ARE ENGAGED
IN THIS TOPIC TODAY.
>> THIS IS SUCH
AN IMPORTANT TOPIC.
THANK YOU ALL
FOR YOUR QUESTIONS.
VIA TWITTER: I WANT TO HELP
CHILDREN READ.
WHERE CAN I GO TO GET MORE
INFORMATION AND HELP?
>> I THINK, IN ADDITION TO
THE EDUCATION INSIGHT
WEB PAGE, AFTER THIS
ON ETV'S HOME PAGE,
WE'LL HAVE LINKS TO ALL OF
THE MATERIALS OUR PANELISTS
AND THE FOLKS WE'VE
INTERVIEWED HAVE PROVIDED
AND THAT WILL BE ONE PLACE
TO START.
BUT WHAT DO YOU THINK?
WITH THE UNITED WAY,
YOU'RE IN THE BUSINESS OF
REACHING OUT TO PEOPLE WHO
NEED YOU EVEN BEFORE THEY
KNOW THEY NEED YOU.
>> UNITED WAY HAS A PROGRAM,
INITIATIVE CALLED THE
MIDLANDS READ BEING
CONSORTIUM AND THROUGH A
VOLUNTEER MECHANISM WE HAVE
VOLUNTEERS WHO SIGN UP TO
READ TO ONE CHILD DURING
THE SCHOOL YEAR WEEKLY.
AND RIGHT NOW WE ARE SERVING
ABOUT 530 KIDS WITH
ABOUT 345 TUTORS.
>> AND THAT'S 500 KIDS THAT
YOU HAVE SOMEHOW SCREENED
TO DETERMINE THEY NEED
THIS ASSISTANCE.
>> WE ARE ALL ABOUT NEEDS
OF SCHOOLS.
WE ASK THEM WHICH OF YOUR
KIDS NEED HELP AND THAT'S UP
TO THE SCHOOL TO DETERMINE.
BECAUSE OUR ROLE IS TO
REALLY SUPPORT THE STUDENTS,
BY SUPPORTING THE TEACHERS
AND THE SCHOOL LEADERSHIP
TO DETERMINE WHICH KIDS
WE NEED TO WORK WITH.
>> AND GO THROUGH THE
PROCESS AND I'M THE ONE THAT
GETS THE CHILDREN THAT GETS
TO HAVE THIS PROCESS.
WE ASKED TEACHERS TO GIVE US
NAMES OF CHILDREN, NOT ONLY
OUR STRUGGLING READERS,
BUT SOMEONE NEEDS A MENTOR
TO READ WITH THEM THAT MAKES
READING FUN WITH THEM
BECAUSE AT HOME
IT'S NOT VERY MUCH FUN.
WE ALSO HAVE SOME THAT NO
ONE READS WITH THEM AT HOME
SO THIS IS AN OPPORTUNITY TO
HAVE SOMEONE READ WITH THEM.
AND THE THING ABOUT THE
TUTORS, THEY ARE TRAINED.
THERE MAY BE A WAY TO GET
TRAINED BY UNITED WAY,
THE MIDLANDS READING
CONSORTIUM,
THEY ARE TRAINED TO HELP
READ TO THEM, WITH THEM.
THEY DO WRITING ACTIVITIES
WITH THEM.
THEY DO ALL KINDS OF
LITERACY THINGS WITH THEM,
BUT THEY ARE TRAINED
BY THEM.
SINCE I'M THE READING
SPECIALIST IN SCHOOL,
I'M ALWAYS INVITING
PARENTS IN.
I WILL READ WITH YOUR CHILD,
I WILL SHOW YOU HOW TO WORK
WITH THAT CHILD AND I MODEL
FOR THEM A WAY TO HELP
THOSE CHILDREN,
IF THAT IS AN OPTION TOO,
TO GET SOMEONE TO HELP THEM
THAT WAY.
>> I'M A PARENT I'M WATCHING
THIS ITEM AND I'M DECIDING
THIS IS TIME TO TACKLE
SOME CONCERNS I HAVE
ABOUT MY CHILD'S
READING READINESS.
HOW MANY HOURS PER NIGHT,
I KNOW THIS IS A SUBJECTIVE
QUESTION, AND WE MAY HAVE
DIFFERENT ANSWERS.
PARENTS ARE BUSY,
A LOT GOING ON.
HOW MUCH DO WE RECOMMEND
READING EVERY NIGHT?
>> I'M HESITANT TO PUT
A TIME LIMIT ON IT.
I SAY JUST READ.
THE YOUNGER THE CHILD,
THE SHORTER THE TIME BUT
AS THEY GROW THEY CAN SPEND
MORE TIME.
THE MOST IMPORTANT THING IS,
IT DOESN'T NECESSARILY HAVE
SOMETHING THE CHILD
CAN READ.
IT CAN BE SOMETHING YOU READ
TO THE CHILD.
ENJOY READING AGAIN
AND HAVING THAT TIME.
BUT THE IMPORTANCE IS TO BE
READING AT NIGHT OR IN ANY
TIME THAT YOU CAN GET --
FIND TIME TO READ WITH THEM.
AND THEY ARE BUSY AND IT'S
HARD WHEN THEY LEAVE SCHOOL
THEY END UP GOING TO BALL
PRACTICE AND DANCE LESSONS
AND YOU BARELY HAVE TIME
HOME BUT IF YOU CAN READ
HOME OR IN THE CAR,
JUST READING IS IMPORTANT.
>> I WOULD SAY TAKE THE
CHILD'S CUE FOR THAT.
ONCE THEY LOOK LIKE
THEY'RE INTERESTED,
YOU SHOULD LET YOUR CHILD
GUIDE THAT TO SOME DEGREE,
ESPECIALLY VERY YOUNG ONES.
>> I KNOW THAT THIRD GRADE
HAS BEEN TARGETED FOR THIS,
BUT AT WHAT AGE WILL
THE TEACHER NOTICE FIRST?
>> WELL, EVEN WITH --
ANOTHER GREAT THING
ABOUT THE READ TO SUCCEED
LEGISLATION IS IT HAS
IDENTIFIED THE NEED
FOR EARLY READINESS,
FOR SCHOOL READINESS.
AND SCHOOL READINESS IS
MAKING SURE A CHILD HAS
THOSE SKILLS THAT THEY NEED
TO BE SUCCESSFUL IN SCHOOL
WHEN THEY START SCHOOL.
AND SO BY USING
A STATEWIDE ASSESSMENT,
IT HELPS WITH THE
CONSISTENCY OF US KNOWING IF
OUR KIDS ARE READY TO LEARN.
BUT IT GIVES TEACHERS AND
SCHOOLS AN OPPORTUNITY TO
REALLY LOOK AT THESE KIDS,
WHEN THEY COME IN THE DOOR.
A LOT OF THESE USE THEIR
OWN ASSESSMENT, BUT GETTING
THAT STATEWIDE ASSESSMENT,
AGAIN, WE WOULD GET
SOME CONSISTENCY
AROUND THE STATE.
>> I THINK IT'S IMPORTANT
THAT ASSESSMENTS
DON'T LOOK LIKE TESTS
ALL THE TIME.
ONE OF THE THINGS YOU NOTICE
ABOUT A VERY YOUNG CHILD,
DO THEY HOLD THE BOOK RIGHT
SIDE UP OR DO THEY HOLD THE
BOOK UPSIDE DOWN?
DO THEY KNOW THAT BOOKS
START ON THE LEFT
AND GO TO THE RIGHT?
DO THEY UNDERSTAND THAT
THERE'S A RELATIONSHIP
BETWEEN THE PICTURES
ON THE PAGE AND THE WORDS
ON THE PAGE?
ALL OF THOSE THINGS GET
LEARNED WITHOUT ANYONE
GIVING LESSONS.
THEY GET LEARNED BECAUSE THE
CHILD IS SITTING SIDE BY
SIDE WITH A READER AND
COMING TO UNDERSTAND THAT
THAT'S HOW TEXTS WORK.
>> WHAT CAN WE DO
MOVING FORWARD?
TANISHA, YES.
>> DR. MERCK HAD A COMMENT
HE WANTED TO ADD.
>> WE HAVE FOUR CHILDREN.
OUR YOUNGEST ARE IN SECOND
AND THIRD GRADE,
AND I THINK IT'S IMPORTANT
YOU ENJOY READING
AND THEY SEE THAT.
JUST DOING DEVOTIONALS AT
NIGHT AND WRITING SKILLS,
I HAVE THOSE BOOKS,
WHERE ELI AND EDDIE WRITE
THEIR NAME IN THE BOOK.
OLDER, INSTEAD OF WRITING
THEIR NAME IN THE BOOK,
YOU LET THEM
PRACTICE READING.
JUST THE TIME YOU SPEND WILL
HELP YOU BOND AS A FAMILY SO
YOU USE READING TO DO THAT.
>> ALL RIGHT.
WE ARE OUT OF TIME
ON THIS MONTH'S EDITION
OF EDUCATION INSIGHT.
TANISHA AND I WOULD LIKE
TO THANK OUR PANELISTS.
THEY CAME FROM A LONG WAY
AWAY, SOME OF THEM.
EVERYONE IS DEDICATED TO
THIS TOPIC AND WE REALLY
APPRECIATE YOUR INSIGHT.
WE WILL SEE YOU NEXT MONTH.
THANK YOU FOR JOINING US.
AND REMEMBER, A LOT
OF THE INFORMATION YOU
HEARD HERE WILL BE ON
ETV'S WEBSITE MOMENTARILY.