This is a meeting of the instructional subcommittee. De roll call please. >> Mr. Corey >> here. >> Miss Riley >> here. >> Miss >> here. >> Here. If everyone can join me in saluting the flag. >> I pledge allegiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Pursuant to the open meeting law, any person may make an audio or video recording of this public meeting or may transmit the meeting through any medium.
Attendees are therefore advised that such recordings or transmissions are being made whether perceived or unpersceived by those present and are deemed acknowledged and permissible. I'm going to assume we got no public comment there, De. Okay. All right.
Um, so if it's possible, I'd love to just take out of order and move um the dery first so that um >> Sure. Is that 3.1? >> Stevens. Yes. And um Miss Bako can present. >> You got it. All right, Dr. Stevens, it's
all yours. >> Good evening everyone. Thank you. So, we're here because each year we present the proposed program of studies during the December January time frame for the upcoming school year. >> Uh because the process occurs
approximately eight months prior to the year that it applies to. Um the months that follow often bring us additional needs or there are just different meaningful reasons to make adjustments. Uh so through kind of the ongoing planning collaboration that happens during everything that goes into master
scheduling in the spring um sometimes some things come up that we just want to bring to the table a little bit afterwards. So anyway we have five uh proposed changes we just wanted to bring forward. So the first is uh has to do
with her heritage language learners or HLL courses and the proposed change is to convert HLLL world language courses from fullyear to semesterbased courses and the rationale is because it would increase scheduling flexibility while
expanding access to world language coursework um and the mass seal of biiteracy. The second is CTE senior course sequencing um for co-op flexibility and the proposed change is to convert senior CTE courses to semesterbased credit to
support semester 2 co-op participation and the rationale would be that it expands access to cooperative education while maintaining um chapter 74 program continuity. The third is an ESL 3C pilot um in the proposed changes to pilot an
ESL 3C instructional pathway for selected um multilingual learners, particularly those who are long-term um L students. And the rationale being that it would increase access to rigorous coursework for them while still giving them the opportunity to strengthen
language development um and academic success. >> So I'm sorry, can you just define that a little more? So what tell me what you mean by pathway? So, it's not a course they would sign up for. It's continued support throughout. >> Right. So, right now, as you progress through your access levels, when you get to level three, there's been one
curriculum that we've delivered. What we're asking for is a pilot to say, okay, if you've been in level three before, we're actually going to give you something >> different. Differentiate. >> So, not every student that's at that level needs the same. >> Right. So, it's not another course. It's some different >> flexibility to say, does this child need this versus that?
>> That's exactly right. >> Okay. Sounds good. The fourth um has to do with PLTW uh a credit recovery pilot and the proposed change would be to pilot PLTW forensics and clinical care as science credit
recovery options. The rationale being um that it would provide a hands-on engaging pathway for science credit recovery while expanding um opportunities around STEM. >> So I guess I want to ask you already offer this. >> Yes, >> you already offer PLTW. Yes. So it's the
same course. >> It would be the same course but in this way it you could also take it if you had taken bio and failed. Now you can take PLTW and recover your bio credit that you failed. >> So why why do we have to call it recovery? Why can't a student just take
that course instead? >> In the program just you want to you want to outline in the program of study so students know they have the option so that it's really just because of that change. >> Yeah. So we're it's not so really there's no change just instead of relying on a guidance counselor to have to remember to say hey instead of taking
bio again you could take this instead you want to put it right in the program of studies for >> and we want you to know you know that this is a thing that >> this is an option. Could a student take this instead of bio? >> Could a student take PLTW? Yes. >> Instead of bio and it would count as their credit. >> Yes. But for MCCAST purposes we usually
try and do bio. Yeah. >> We switched it up. So we're doing bio in nth grade. We're going to do physics in 10th grade and chem. We try and get all three in the early years. But PLTW either plays a part of like a science elective or you can swap and take PLTW but in this case it would be now up for credit recovery also. >> Okay. >> So ideally they do that sequence but
this is an option. >> Okay. >> And then the fifth is algebra 1 support pilot and the proposed change is to pilot a double block of algebra 1 for selected grade nine students. The rationale being that it would provide
additional instructional support to strengthen foundational math skills and improve long-term success for prospective students. This is the only one I have an issue with. >> True. >> There's not a lot of research to support this. Creating a double block of something a student's already struggling in is only creating more opportunity for
a student to not be in a course that they can excel at and gain confidence. Just throwing that out there. Um, are we offering, for example, because you're targeting nth grade, are we offering a summer ramp up instead? So, you were identified as a student who we think may struggle in algebra 1. We'd like to
offer you this summer school in algebra that would help you get ready for algebra 1 versus a double block just really takes a big chunk of time in a student's schedule in a course that they already struggle in and now they can't take something where they might feel some success and build their confidence.
So, it's just and there's really not a lot out there to support this. I've had I've had this conversation many times, most of his math teachers, but we've had a lot of conversations around this. So, I just want to throw that out the conversation. >> No, it's a great point. We met with um Cheryl Patterson, the math director, math seel, the dean at the high school,
and this team really and we want to take a multi- sort of faceted approach to algebra. >> One of the things we did discuss was a summer we actually had that conversation in the meeting was and I think planning forward that is something we definitely want to think about for next year is how do we identify these kids and ramp them
up. I've used that approach with fifth graders coming in, let's say, to a middle school, right? So, that's definitely something we'll probably come back with and say, "Hey, we want to look at this." This was one of the pieces we also looked at for kids that we felt um we would have to really work with those teachers around what are they doing
because just more time in that class doesn't necessarily mean that it's going to more effectively mean >> research is effective. >> Right. Right. Um and then um the other piece we've really started just working back and saying what does this mean for >> eight seven and six right and so um we
have you know some acceleration opportunities and so we're really thinking about like studying what happens at that middle school level so this is sort of one piece of a >> a broader um piece around algebra and I think this really stemmed from the high school studying their data around kids
who are not where they need to be yet in algebra and what their long-term success looks like Right. Yeah. To to sort of >> since you got about six weeks left, can we think about this as a semester ramp up versus hogging up a double block for kids for the full year? Ju just just
think about it. Talk with your talk with your math folks about it. I just hate to see a kid be tied up for two blocks, not be able to take another option, another elective that might really be that spark that gives them confidence and wants makes them want to be in school and successful. Well, if you give them two
blocks of something they're not good at, which means they probably don't like it and now they're stuck in it for two blocks for a full year. I I just just going to throw that back at you for some thoughts. Go ahead. >> No, no, I'm I'm with you 100%. Uh I was thinking immediately
um I was woeful in high school in algebra and geometry. I just tuned out. It was just not something I was inherently interested in as a young student. I'm thinking about adolescence, uh, the clinical side, uh, tuning out,
also attention span, that kind of thing, and something they may not like. But I was looking at you at number four when you're talking about Project Lead the Way. >> Is there an alternative approach to maybe trying to ramp up their skills in algebra through a more hands-on approach
or or does it have to be classical algebra? I mean, I know that we're playing with something in the summer right now, right? There's a course that we found some success with um in our summer program that I think the kids are pretty excited about. I went to a um like an
expo last year actually. Um and I think we're continuing that course this year as well. That is something we started last year that we're starting to study and it's algebra, but it's all project based. Um and really I think it's actually co-taught with a science >> engineering >> with an engineering teacher. Um, so that is something we're exploring and kind of
studying like to that point is like >> they built roller coasters for >> Yeah, that's what they did. >> So be because it's visual and hands-on, I think for that student at risk of understanding classical algebra, I just
remember tuning out terribly in algebra and uh I did lousy in it all throughout my required high school days. That being said, what you just said makes inherent sense to me. something that they're building and that they can visualize and then apply it to the concepts of
understanding algebra. >> Yeah. Given that the high school's done that for now two years, that could be something we lean on next summer as a ramp up, right? Where we could think of a ramp up in an enrichment kind of way and say how how do we how do we create this for maybe incoming kids. Um but I I think the feedback, you know, is
wellreceived around, hey, we'll get this as a potential semesterized option. Uh I think this is just the approach from the high school is hey what we're doing right now >> you know needs to be sort of tweaked a bit so putting our heads together to say what are all the things including a summer >> I like I like all the I like all the
proposed changes here and I really want to praise you guys for scarring your program of studies and and just continually trying to refine it you know according to the times I really praise you for that you know just concerned about that that algebra item that's the
only thing I'm concerned It's the only the only one I have some hesitation on. The other stuff really sounds like advant an advantage for students. I just you know and as you said more of the same make it better. >> So just give that to you to think about. We have a couple of weeks before our
meeting. You have some time to think about it. But the other stuff looks great. >> I did one last piece just for context sake. I don't think the vision is that every student who demonstrates a high level of need in math would be put into you know I think I think of course I
think the vision is more >> we have to figure out ways to reach and to support and to >> that list you could reach more students if you made a semester >> our scores have been flat you guys are trying to tackle that syndrome of our flat scores over the years right
>> with an innovative approach >> small pilot maybe 50 to 75 five, maybe one grade level behind, no more, you know, like the bubble kids, if you will, like the kids that are just >> in need of some extra learning time if it was differentiated and really thoughtful. >> And maybe there's a project piece, you
know, so we can think about like what that >> what that could look like, but that's good feedback around, you know, that that this is really just an idea that came from the team that I was willing to >> Yep, we see the logic there for sure. I mean, and there's I mean, there's some time to collect some data because the other option I would say is if a student
>> wants the extra time and knows this is something they want to build, they'll go to summer. If they can't do summer, can you offer an extended day? We're going to do algebra, you know, for >> sure >> 45 minutes after school, three days a week or something. So, just some other options. I just hate to tie up a student
schedule for two blocks when Derpy offers. So, >> great stuff. Every kid can find something they want in that program of studies. So I hate to take any options away from them. That's all. >> My daughter would be devastated. She has to do math too. >> Devastated.
>> I would be upset. And will it be optional? So if you run this and you run a small pilot if parents say, "Oh, no. I don't want that second block." >> It's it's the idea isn't to force. >> Perfect. >> Yeah. >> Okay. >> Great. So that's just that item was just
a discussion and vote to refer the amendments. >> Y >> Oh yeah. >> Motion second. >> Yeah. >> Mr. Cory. >> Yes. >> Miss Riley. >> Yes. >> M. Stewart. >> Yes. >> With some thought to that M.
>> Thank you. >> Thanks guys. Appreciate it. Have a great good night, guys. >> All right. >> All right. Steph, do you want to join us? So, good to go with the first one. Go back to the top. Okay.
>> Um, so the first item is really around uh Alexia contract. And so, although this is a renewal, I'm really bringing it here because it would be a change in how we've been using it. And I think it's an important discussion, right, to just talk about why we're making these decisions. So, as you know, we're always
studying like what our usage looks like. Are we getting a return on, you know, some of our investments? And so, we're also been spending a lot of time looking at the amount of time kids are on screens. >> Um, I've spoken, I think briefly about this before. Um, we actually have a JLMC, a joint labor management committee
with FREA, and that's one of the topics we're discussing, and that's been a great conversation so far. um and teachers are really that are on that team um share the same concerns, right? And so um Steph can kind of just talk a little bit about how we're um recommending to differentiate the use of
Lexia Core 5, which would actually be a reduction in how often we're using it. Um which I think will be a positive thing for our kids. And this is really paired with some stuff later in in our agenda today because um we're exploring a pilot that's a bit more play-based in
kindergarten. Um and so you know we we can talk about that as well. Steph go ahead. >> Um so we are proposing differentiated use where we focus our energies our Lexia energies on grade 1 and two where you find the most um alignment between what's happening happening in Lexia core
5 and core curriculum um the phonics component specifically where our kids need additional um practice. um we found that in K and we actually heard it coming out of teachers this year um that they don't want the kids on the computer
the whole entire day. They feel like with the um demands of StMath and the demands of Lexia um it was just too much. They weren't having enough time to really dig into the core instructional programming. We also know that we need to increase the amount of oral language
that um that our kindergarteners, all students are um using daily. And so this opportunity to take them off the screen in kindergarten and instead having them um engage in like Brian had um alluded
to engage in the more playbased oral language activities where they're working on problem solving where they're working on critical skills where they're working on being social um with their um peers around academic type content. Yes. And so um so our first proposal is that
we remove Lexia from kindergarten to allow for those other things to happen. And then in grades three to five um we want to discontinue use um for a couple of different reasons. And the first one which we've talked about before as a committee is the departmentalization
that we have happening in most of our grades three, four, and five. Um students in grades three to five have between 60 and 90 minutes for core content. And to take a chunk of that for some students quite a lot of minutes um that they need flexia and take that take
that time away from core content doesn't make sense. Um and so we are suggesting that we discontinue using grades three to five. We talked, Brian and I talked about having this happening during the wind block, uh, which is our
intervention block time. Um, but reality is we have intervention providers and these we're talking about our most fragile students who need to be on Lexia the most. Um, and if we have the choice of putting them in front of qualified adult or putting them on a computer, we choose a qualified adult every day of
the week. Um >> the other thing I'll mention too is that um you'll see later we've really done a lot of work in F River around um science and in the humanities as well and so we're starting to pilot a little bit more with the investigating history open sedans
of the content even in 345 there's great rich problem solving projectbased thinking critical thinking that's involved there and so the time has to come from somewhere right and when we study our usage um we're not seeing that level of usage at 345 there's almost there's only so much time. And so to
Steph's point, we're still able to meet the needs of our most fragile learners by putting them with an adult who's trained in a research evidence-based intervention. Um, but really this this um would allow us to really hone in on that one and two um grades one and two and um make sure that we can monitor the
implementation at that level. >> So you provided us with that data at the last meeting. So and but all your efficacy was at K12, but you had K included the last time you shared. So now you've pulled K out. What will be the intervention for K? >> They'll still they will still have
intervention but again through the adult they were using Lexia core 5 during the core block of English. So not during intervention but that's what it's actually meant to be used for and that's what Lexia actually um suggests that it's done during core because it's
supposed to be an additional layer of core content. But reality is for many of our students it's not the case. there's a disconnect between what's happening in Lexia and what's happening in um in the core, right? >> And so we again they'll still they have
power professionals in every room. Those power professionals are trained, our teachers are trained, they have wind time just like every other grade level. Um and we would continue our path to having the kids serviced during their um intervention times in addition to being serviced in the core um during small
group instruction. But that differentiated instruction where you might be actually servicing a child offcore content would happen during when? >> Yeah. And believe me, I'm fine with that. I I'm just I'm just questioning because the previous data you shared concluded K and now you're saying what
you're not doing K. And so I'm just asking what we're going to do instead because you were getting growth. >> Yes. And we're really trying I think part of this is really driven too from the screen time piece and all the research we know about >> young young kids being on screens >> and also we are going to be speaking to
about a pilot that will be h we hope is happening in K and that really will kind of um >> Okay. >> Yeah. >> solidify why our why. >> Yeah. That's our third item. Yeah. Here. >> Okay. >> Yep. Sounds extremely refreshing to me that
as you guys are talking about a revision on Lexia, we're actually revisiting more classical style learning human. So it's it's it's more humanbased rather than screenbased. I think that's so important for the early growth and
development of a child in that stage of life. that early growth and development that they're really looking they're looking for somebody to guide them and to form relationships and that whole conceptual piece I think is incredibly
important. This is like really good news to me that you guys are drawing back on that. I know we had this discussion in our last instructional meeting and I hope wholeheartedly back it up. Thanks. So the difference, just so you know, is about >> 50,000.
>> I think it's Yeah, it might even be more because I think it's option two we could go with, right? The 73. >> I'd have to pull up the significant option. >> Yeah, I think option two worked. I have to look. Um, so it's almost half, you know, almost half >> and you are cutting more than half the
students. So that always when is Lexia when will it be used? How will it be used? So, it'll still be used in grades one and two um in our plan and we have seen some good data there in the lower grades. Um so, we're just adjusting and removing from K and then from uh three to five. So, we would
still utilize it in grades one and two >> and it would still be used during core instructional time um as a station where that's very that's a model that we use in our grade in the lower grades. So, it makes sense. Trying to do it in um the upper grades was problematic because they don't do stations like they do um
or centers like they do in the lower grades. And so >> you guys will continue to acrue data so that so you can make future decisions as to how effective or ineffective it is. >> Absolutely. >> Okay. >> It's a vote to refer.
>> Say it again. >> That's a vote to refer. >> Yeah. Motion. >> Second. >> Mr. Cory. >> Yeah. >> Mr. Riley. >> Yes. >> M. Stewart. >> Yes. So the second item um is around I ready ELA um really the uh assessment um
component as you may know we utilize I already math right now already um for assessment for diagnostic we've had we've built our own um assessments uh you know over the years um but we're really looking at some different options with with our platforms right and so
Steph can talk a little bit about um this piece as well >> so our karma benchmarking is previously released released to MCCAST. Um, and we administer them in grades three, four, and five three times a year. Um, and we've been doing that for
I can't even remember how long. It's probably been 15 15 years. >> Um, and what I hear in what I witness during data dives is that it's not concrete enough. um we're testing students on end ofear grade level um standards and the teachers don't know
what to do with that data because the response which makes >> because of the fact that they're endcast >> right so they say I hear and understand the reason why I hear well this is end of grade level of course they're not they're not showing proficiency it's
only November um and then not finding that the data is granular enough to actually act upon beyond saying well the kid doesn't know how to identify main ID and supporting details or whatever the case may be. Um, when you're using something when you're using I Ready, I
Ready gets more granular where it identifies the standard um but the nitty-gritty pieces of it. And so it will groups it will support teachers in receiving better data that can be acted upon. In addition, it gives teachers resources for how to differentiate the
core as well as what you might do to intervene. So this the two aspects of the um >> but I read is not your core. >> No >> no no this is we we would utilize and we wouldn't even be utilizing the my path component. >> This is literally kids right the student
experience right now is that they're taking an assessment on the computer. >> It's just that the assessment is we've had it for several years. I mean we revise it obviously u but it's those MCAST released items. we felt like this still they're taking the assessment on the computer but the data information we get from it we feel like in the pilot
because we've done a pilot yeah um we can act on that a little bit more effectively um and we've been using it in math so I do think for some teachers too the familiarity with the platform around like okay I know what these reports look like because I've seen this you know in the math world and even our our department heads and coaches and
those folks >> I should back up and say there are two different um assessment tracks in Ire Um the first one is I ready in form which is what they the new name for the diagnostic and so the diagnostic is administered three times a year and that
um that diagnostic will adjust for a uh students. Um so if a child starts in grade three and is doing really well it will bump up to grade four and bump up to grade five and give the kids more and more complex um tasks to work on and answer more complex questions. So if a
child is in grade three and I as the teacher pull a report on that child, I'm able to see, okay, I can really be pushing this student toward more of a grade five standard or if a ch child is um struggling when being assessed, it will drop down to try to find their
instructional level with that. That's a little scary, right? Because we have a grade three student and say he is showing that he's working on the grade two standard. That doesn't mean that I'm teaching just the grade two standard. I'm working on accelerating that child to get to the grade three. So I had
mentioned the um the tools that are given to teachers. The differentiation tool to me is the most impressive piece. And so that would give um the teacher tips not curriculum tips about how to what to do in the her own core
curricular materials um as to how to bring that child how to scaffold up for that child who happens to be at a different grade level. um standard at that point. The other component is the standards mastery which is what we're suggesting would take the place of those
benchmarks. So the standard mastery is you identify the standard um that you want to assess. And so I might say that I want to assess standards two and five >> and all my questions are going to be around standards two and five. And I
would identify those standards based on what have we actually taught in that unit. So if the unit has been around standards two and five, the assessment will be around two and five. So, the assessment is going to directly assess how kids did in relation to what I taught. Currently,
the benchmarks are a wide array of standards and it's hit or miss whether whether or not you're going to actually be assessing what you taught during that unit because it is a comprehensive end grade level assessment. >> So, Brian, have you been using your EOI
from I Ready Math as a as an MCCAST predictor? There's been yeah they've done some correlations. Um how >> close have you guys >> it's been it's been fairly close. I mean um one of the things that we because we also have math benchmarks. So one of the discussions we're having in math is do
we need both? Right. >> Right. >> Right. So it's like >> what's the alignment? What's >> and what's more what's a better predictor I guess right? Um I know in math the >> the piece we love around the I ready is the fact that >> you know you know where students are in that moment right and you can provide
some and so show growth over time it's really hard in math to show that growth >> in just the benchmarks because often times the the content changes as well right you might have geometry domain alge right so um but they have definitely run some correlations um and it seems like there's some alignment
there I know I already has done some work on that end at least with the mass assessment because we take the rycast which is the MCCAST. Yes. Um and we've been using I Ready in both for the last six years. It's a pretty close predictor. >> Um but the value of I Ready is
>> is in the usage of the data and the reports which is work. It is it is not just you know oh we got this report let me press the button. Teachers have to dig into that data and really utilize what it provides. So what would be great would be to see some data presentations
on what our BOI MOI BOI looked like. Yeah. >> Um >> and I can actually share with you I did it with principles uh on the math lens. Um actually at a principal meeting we did a middle of year and end of year and then we actually brought them in to sit with princ so principles and their department heads came um and unpacked
with I already some of that data. So we we I can actually share some of that stuff with you as well. Um, but that's been to your point, I think part of our need was like we get the benchmarks and I've asked this in my role to staff. I say, "Okay, so what what do I do?" Like with the current benchmark. Yeah. I say,
"So with the current benchmark, >> okay, the student was not meeting expectations. What are we doing with this information?" >> So then you're creating your own database. You're trying to m map match that longitudinal information. This kind of does it for you. That's the benefit of buying the program. And now we can transition our time into actually
saying, "Oh, this is where they're at. What can we do?" Right? How do we how do we intervene? What do I need to tweak in my instruction? Right? >> So, we did admin we did um our pilot was at the end of the year. So, we don't have data to say the growth that happened from one to the next. Right. Um
but the reason that we did it is because I wanted people to experience at least at the very least experience the diagnostic. Some schools chose to also um because I put it out there like hey who wants to experience the standards mastery um just because I think that the
usability piece of it from a teacher's perspective what's a student experience does play a part in this. >> Right now our assessments take about 120 minutes which is a bit excessive to not get data that we feel is like really actionable. Um and they say that
standards mastery which I chose to ad um administer um two two different standards that were aligned to our core um that it takes about 15 minutes per standard. So the assessments were slated to be 30 minutes but of course student
work students work at different cases and so at times I'm sure it took longer and sometimes it probably took less time. Um we did administer a survey. It was late in the game, so we didn't get a ton of responses. Um, and there were
like I want to say 90 some odd eight I'll say 90 just to not overest not to it's definitely 90% or more um said that they would prefer to administer I ready and they gave the rationale for why and
so I did include the responses um that I did get which was like wasn't much of anything um in uh some a document that Brian can share with the team the survey data. >> Oh yes. >> And so it there was some really
interesting facts. So I put in both the actual um responses from the teachers, the the paragraph ones um and then also an AI summary in case anybody wants to just read. >> So is your thought that you'll do the diagnostic three times a year, but the standards they can use as many times?
>> I was going so I was when we talked as a team, we talked about administering administering the standards mastery at the end of each unit. >> Okay. And so that we have a common um assessment that's happening um across our schools. Additionally,
>> a common form. Yeah. Sort of formative summitive. Yeah. >> Right. It to me I look at all of those as formative or it's early in the year. Yeah. >> Um and we do want to administer in grades 2 three or two through eight.
>> Um our second graders right now are taking the wonders assessment and there are many issues with that curriculum based measure. Um, and so we want to offer them something that's more standardsbased and not um, and is not I don't want to bash anyone,
but let's just say not the best assessment. >> So, Dr. Riley, you've you've experienced this in your district. Can you describe it's abstract to me, so it's a computer-based program. >> It it's it's an I mean, we use it for
our diagnostic assessment. We don't use it for unit assessments because we have a math program that does that. Um, we actually use I already math so it's aligned to what we're doing in our unit tests. Um, it's a good predictor and helps teachers identify where there are weaknesses, not just student weaknesses,
but where we have some instructional weaknesses and we need to beef up. So, it is a it is a good tool um to be used by teachers to make adjustments to instruction whether it's >> supported by AI. >> No. >> Okay. >> No, it's tied to standards. So, it will
literally read from a test. Tom took the math test. He struggled with these particular standards. And not just this, what's good about the I Ready is it's not just the standard. It'll say you struggled with measurement, but really foundationally what you struggled with was was with the understanding of how an
inch compares. It's very good at getting drilling down to exactly what skill that student needs support in. So, um, if a student demonstrates mastery in a concept, then that that reads out of the
assessment. >> Yeah. And it bumps them up. You know, that that's what um, Mrs. Kennedy was was sharing with us is if a student is performing above grade level, it'll keep pushing them. It'll keep pushing their thinking and trying to get them to understand the next concept. Even though it may not be a concept that the teacher
has shared with the with the class yet, they might be able to grasp that and continue to grow. So this this whole attitude around mastery general mastery of any kind of curriculum um seems to be coming to the forefront more at this
stage than it used to previously. Previously I sat on the board of the mastery school and saw some of the work the school that your sister worked at Dr. really and saw the work in in their approach and what they were trying to
achieve throughout the course of the year that a student would not move up until that student mastered the concepts of whatever steps they were on. And then I hear u former mayor Ed Lambert um on
um on the advertisement for his uh portfolio the capstone project and students I think at the high school level have to develop portfolios that show their mastery of certain concepts. So this whole attitude about mastery
seems to be am I right or wrong when I say that it's coming to the forefront because this is about mastery and we never really it was never in that you know in the old classical learning that term was never used you know even though you know I don't know am I right or
wrong I'm just curious >> yeah I mean you're certain uh I mean you know you're talking a little bit about the whole uh competency determination graduation requirements piece which is an ongoing conversation but we do know that there's certainly a a shift or an appetite for how are kids demonstrating
what they know, right? Through projects, through capstones, through different mediums instead of just saying, "Hey, it's going to be, you know, an one assessment that's going to say that I I know X, right? Um this particular piece and I already um what this helps us with is just getting data that we can use
more effectively to intervene with students. Right? I've asked Steph, you know, I've been in this role for two years and I've asked her many times, what's the purpose of the benchmark? You know, like literally what is the purpose? What do we do with that information? Right? And so we feel we're coming to you saying that we feel if we
>> have something like this similar to what we have in math, we can act on that in a different way um and actually use that >> there's a value at the district level. So it's not like yes it's great for teachers and teachers can intervene and support students but what it provides at the district level is a window into how
across the elementaryaries how we're doing where there are strengths because also if you can see that a school is really knocking it out of the park and they're doing some good things there may that may be a school that we want to highlight and maybe have other schools look at well what's happening in this school that's really you know
>> so exactly as an example what we did with principles the middle of the year was pull the middle of the year data >> around I already mathematics. We had them look at all their schools, each other's schools. They worked in groups together to talk about, hey, what is happening in fourth grade over there, right? They then set short-term goals
around let's let's target something for 6 to 8 weeks and have a conversation around and then they came back and we saw that growth, right? And so then we said, hey, let's bring I already in again and let's have them sit now with the principal and the lead because the principal is the one that's making those decisions every day in that building.
And so it's important that they know the impact of what needs to happen in PLC, what needs to happen with PDF, right? So this, you know, this really is for us is just, you know, an evolution of the current system that we have where we feel like we can get a lot more data. >> Great. Great.
>> How are we paying for it? >> How are we paying for it? Um, this would be >> money you just saved that. >> Yeah. So So this is 44. Yeah. This is 44,000. Yeah, >> we had a savings of 70 something,000 on the other. So, we're really just sort of
adjusting. And what's important to us is we are really taking a hard look in the last couple of years at all the different platforms and what are we really using? What makes sense? Why do we need this? Do we need it? You know, >> and you really need to narrow that. There's no reason to be doing
>> a thousand different things. Yeah. >> Okay. So, I'm sorry, >> Mr. Cory. Yes, >> Miss Ryan. Yes, Miss Jordan. Yes. >> So, this third item relates, I think, to that first one as well. Um, as you may
know, um, you know, in April, um, I had the opportunity to visit, you know, to travel and visit, um, uh, EL education schools. Um, we really learned a lot in that visit. Miss Kennedy went as well. uh we were able to see elementary and
middle schools um and really spent some time unpacking, you know, different types of curriculum and expeditionary learning sort of as an approach. Um and so what we're bringing here really is we'd like to explore, we've really been studying particularly in K. um what's happening. One of the things we liked
about um EL education units is that they intentionally start in K with a unit that's focused on play and cooperation and really around developing like those social skills for for students which we see is a huge need in kindergarten. Um and so Steph can talk, you know, just a
little bit more about um what we we'd like to explore. >> Yeah. So, um, when Brian and I got back, we had a conversation with the ELA department heads and coaches in the elementary level. Um, we shared with them what we had learned. Um, we took a
really good hard look at what was happening in some of the units. Um, what it offered our students, what it offered our teachers, um, and how it would maybe meet some of the needs that we have right now as a department. Um, and so
from there the they did a lot of digging in, a lot of questioning. We met with the um with the p uh Max who was the professional development person, I guess, a salesperson and he answered a bunch of questions that we had about the
program and how it met the needs of kids um or how it supported meeting the needs of kids for teachers. Um and then school schools had conversations with the leads had conversations with their principles and then they went to their teachers and had conversations with them around um a
pilot in whatever whatever school team decided that this would be a good fit for them and their students. And so um there were a couple of parameters. If a school wanted to try piloting, they had to have their whole team on board. um
otherwise it was going to be a mess when it came to PLC and really supporting teachers um in implementing two different things at the same time. And so um we have 23 classrooms that would really like to dig in and explore the kindergarten. Um there are five
classrooms who want to explore the first grade um materials. >> And we did I want to name two, we did apply um for the uh Prism uh grant. Uh we we haven't heard back on that yet. here until the end of >> Okay. So, we're we're because we are
starting to think about what our core we currently have wonders. We've had that for >> this is year six now. >> So, you know, we're starting to have some initial conversations. >> We just ended year six. >> Okay. So, we're starting to have some conversations around that. I think, you know, depending on what happens with the prism, um we would then more formally
start to explore like what could that potentially look like in K to 5. Um >> okay, guys, but we can't hop around from curriculum to curriculum to curriculum, >> right? >> So, Wonders is a green rated curriculum. meets all the research base. I would have never picked it for Fall River, so I'll start there. It doesn't it does not
reach the multicultural >> equivalent of what we would love to have for our students here. But I also hate to see such a huge investment in a program, >> right, >> which had to have cost quite a bit of money for the number of students we have. And now we're saying,
>> let's move on to L, >> which is another green rated curriculum. I I totally hear you. But we're also using ARC, which is another green rated curriculum. So I feel like you got to pick one. >> Yeah. >> And stick to it. >> Yeah. The ARC is just for for DLE right
now. Only for >> D, right? But it's another >> Yes. >> It's another green rated curriculum by Ed Reports. So like you're literally using three all rated the same. >> So I feel like you got to pick one and
stick with it. like it it it just feels like we're hopping around a little bit. You want to pilot this? I hear you. Let's see what the pilot looks like. You're not going to find it much different than ARC. L and arc are a lot. And I worry that you already invested some time in PD and ARC.
>> And now you're going to pilot L. Did you think about piloting ARC as your core? >> With L? Like could you split some of these folks? I just worry that we're going to have we're going to have some folks who are going to want to stick with Wonders. Then you're going to have some folks digging into L. We've got
some folks working in >> Yeah. So really our intention now is to explore the L. But if we got funded with the prism, we would go through the same process we used at the middle school adoption. The middle school adoption we did have a year where we had like I was at Talbot as the principal.
>> We were doing springboard I believe at the time right at C and then another school was doing amplify. We did a full year and study those results and met with teachers. So that is where we would move to if we felt like okay we got that funding and we really wanted to explore it then we might have that conversation
and say yeah you know what maybe it's you know maybe we need to study ARC you know at these schools. >> I just want to see you move to some consistency. I worry when I hear like this is the third program now like you know we really I I think it's important to provide consistency and and just to really think about when we choose
something does it meet the needs of all learners for us and and we have a varied group of learners And then I think it's fidelity and continued professional learning. So that that's why I just worry about like trying another one. Yep. So they're all
they're all rated highly by Everports. The same rating for all three of those programs. So I I just want you to be mindful of that because you're literally picking a third one now. And it just feels like >> that's too scattershot. So >> you want to pilot K. Let's see what it
looks like. But I think if you decide it's L, then I think you look at L broad-based for everything or or you look at ARC and you think about it broad-based for everything. >> I think Wonders has tried to adapt to reach some of those second language learners. I don't
>> personal opinion. I don't want to fight about Wonders. I don't think they quite hit the mark. >> I think both ARC and L do a little better job of supporting those students, but I just don't want to see us dabbling in all these different programs. Pick a program, stick with it, train, train,
train, and continue to support it. So, >> no, >> my only angst about dipping into L. Now, >> absolutely. No, I think I mean the feedback obviously makes sense for for my perspective, it was really going and being able to see it and then coming back and realizing that as we've had
conversations with teachers and leads, we feel like we're not meeting the needs of all students in kindergarten in particular right now, right? Um and you know some students have different learning profiles and so we certainly didn't want to say hey >> let's continue doing the same thing right so really this is an opportunity
for us to say let's learn from it and and and try to see what's there but it's not a formal sort of >> we're going to pick something new right now um but we do want to kind of study it a little bit more closely >> and teachers are aware that this is a pilot and we you know of course we're going to go into it like totally transparent
>> and I believe this would only be a unit >> no >> this is more than one unit Okay. Yeah. >> And so the other piece is that we wanted to just see what what it looked like in the upper grade. So um there is a team at a team of three teachers at FONSA um
who would love to dip in and start doing some work with the fifth grade because a fifth grade is a humanities approach and we wanted to see like what does this actually look like when you are a fifth from a fifth grader's perspective. Um, and then we wanted to see what it looks
like in grade one because grade one, Brian and I just went to um, a meeting the other day all about that first grade promise. And so right now we're not getting the results that we need. Um, and we want we just need to try something different. >> Go ahead. >> Just trying to understand it a little
bit more. >> Is this another is this another program? Computer-based program? >> No, not computer based. >> No, it's it's a reading curriculum. It's a reading curriculum and and it targets uh the English language learner, >> all students. Not not particularly targeted.
>> The EL is not doesn't mean English learners in this particular. Yes, that's a good >> not to be confus. It's the acronyms that you know there's so many different ones coming out >> this is a different um pedagogical approach than wonders what we'd
experience in wonders. So it comes from sort of a different philosophy around um teaching kids and as we referenced you know in K as an example there's an explicit focus and like the first unit of the year all around cooperation social skill development like that sort
of thing. Um and that's intentional right they're designed because they recognize that these kids are brand new to school and so how do we start the year in a way that the curriculum actually supports kids who are learning to develop social skills at that stage of the game. So, >> and so, and you're hoping to get a grant
to pay for this? >> I think that was my question. >> When I wrote the grant, well, when Brian and I wrote the grant for Prism, um we spoke specifically about the issues that we're finding with um Wonders. Uh one of which is the Well, there's two that
really stick out. Knowledge building. They say it's a knowledge building program, but if you look at the actual units, they're not really building knowledge across a unit. They build knowledge for a week using three texts and then that that knowledge is thrown to the side which is different than what
we have with reading street. Um and then um the other piece is the oral language. We know that we need to um be supporting our students in um acquiring complex language and wonders is not is we've had to do a lot of work with WEDA 2020 over
the past couple of years to include language instruction. Um, one of the questions that we asked L was specific around how is WEDA 2020 helped with the design of your program. And so part of this program is the unlock ELD set portion um, which really does dig into
explicit instruction in language function uh, features. >> When you talk pilot, are you talking a pilot at one school or broad-based across across? >> So we actually already spoke to leads um, and teachers. So it would be
specifically 23k classrooms, five grade 1's and three grade five classrooms. That would be the total scope of it. >> And would it be for the entire year? >> Yes. >> Yeah. >> Okay. >> Not all schools are participating um for different reasons. And so it's um there's I think there's four schools
that are not participating. >> Okay. >> So did you say yes to getting the grant or no? >> We don't know yet. >> We won't know I think until August. >> Will you still try to do it? So if you don't get come to you and ask yes >> I mean did you ask for some materials?
>> Uh I think we could do that and >> I suggest that this is a small pilot in comparison to what a contract with them could be. >> We've gone back and forth with them um and they have lowered the price by 25% and then we tried like other avenues
>> done. We're still working on it, but one avenue was we buy one of each >> of the materials we need and then we run our own copies which is legal and so we could do that. It would just be time. >> So we're looking at we're exploring all the >> okay >> possibilities too.
>> So when we did the quotes we did like what if we got one per grade, you know, per grade level or one per teacher or or one, you know, or one per school. And so this >> or even if you paid for K but they gave you one and it's small.
So, you like the idea, Dr. >> I I mean, like I said, I'd like some consistency. If if you decide it's L, then we can't I don't want to hear five years from now. Now, we're going to try this. Like, we we can't keep popping around. Um, and I am worried that we've
selected ARC for MLS's because it is a good, rich series. Again, rated just as highly as L. So, why aren't we piling that so we can have consistency for all >> students? And I think we did talk about that if we got the Prism that that could likely be an option. Um, another one
that's come up is CKLA only because it's Amplify at Middle School, but who knows, right? So, there are different >> So, we're really digging into like what are the knowledge building programs that allow for oral language development and those three pop as like the top three. >> Yeah. Yeah. So, this is not a done deal yet. You're waiting to hear about the grant, right?
>> Well, we're negotiating. >> Negotiating. >> We're hoping that it gets uh Well, we're hoping to find I don't think this cost is going to eat what's left of your of your 35,000 anyway because this is such a small pilot. >> We should still have funds in that
savings if you decide to move forward. >> Motion >> second. >> Yeah. >> Thank you, Steph. I think you >> Mr. Corey. >> Yes. >> M. >> Yes. >> Yes.
>> Open to the school that has art. >> Uh yeah. What is that? >> Is it a school that has ARC as its core? >> Well, we see it in DLA. >> Yes, we working hard on >> that's only a small number of projects, but I've seen it here a few times. See it as a
lot of different >> a lot of fiction which builds a lot of vocabulary science. Yeah. >> Foundational skills instruction that is um something that needs to really be >> Yeah. >> Yeah. I mean there we I did the science of reading through
um letters. >> Oh yeah. >> Y >> um and we talked about art throughout that entire program. So it definitely has those skills in it. So I I just like to see us pick one thing and stick to it. >> Sure. >> Thank you so much. >> Do you want to join us?
>> Yep. >> There you go. >> Thank you. >> Okay. So the next um item um is again this is really a a discussion. This is a continuation but we've really studied we have elevation
which does two different things right so elevation is a tool that sort of is like a data warehouse um for um data for um um English learners then there's another part of the tool that is sort of the professional learning component what we've noticed in in um Kelly um the MLO
director has sort of studied usage we surveyed staff we looked at the reports around the usage of it we really have not seen for quite some time much usage out of the elevation strategies component. And so we're really just proposing to reduce that piece of it, but keep the platform to capture all of
our data, which was a would be a fairly significant savings. I forget how much, but >> 48,000. >> 48,000. Yeah, I think. Yeah. So, um, so that's really what this is. We, you know, we we captured sort of in the narrative what the survey results were um, and what we've studied. But again, this is just us kind of taking a close
look at what are all the things we have out there? Are we using it? what are our structure structures for professional learning? Yeah, >> we have folks that are great at providing and facilitating PD and we know that we can um provide the PD that you know is needed through our coaches
and and the folks in those roles. So that's really what this is and I know it's the next item on the list, but tell me how the how you're how you're partnering this conversation. You've got the Lexia English language learner and and this so so looks like
there's not high usage in that one either. So we're actually the the proposal is to discontinue Lexi English which we'll talk about in a second. Um >> so what are they doing? So we don't see them using elevation elevations for the adults. So that's the first
Yeah. So that this is for an adult. These are learning modules for adults. >> It's this extra $48,000. But we have not seen we have structures for professional learning. And so similar to students, we're not saying hey go over there and do that module on your own. It's like no, you're in a PD. There's some following through, right?
So, we're just not seeing the return on that. We've looked at all the modules people have started. Many of them have been started, never completed, >> completed. They have like two sentence answers because they're checked by AI. They're not humans. It's not human interaction. So, it's really more >> so that's really an adult learning
platform where we say, "We've been paying for this for a few years and we're not using it and so why continue paying this $40?" >> So, what data are you collecting in it that you're keeping it for? The ele the other component is all about the compliance. So that's where our um kind
of l census that we're in Rhode Island is kept. That's where um it autogenerates. It's beautiful. You push a button and it prints out the fell forms for the parents. It prints out the fel. >> So it's data warehouse for a data warehouse that's actionable >> all around their EL like just for
English learners. So that piece is we use that piece all the time when we do our L meetings, all that sort of stuff. we're we're >> and it communicates to parents and translates into the home languages. >> Okay. >> So that piece >> you want to keep that piece. We want to get rid of the >> we're just looking. Exactly. We're just studying it. It's not it's not being
used. It doesn't necessarily even align with a lot of the you know we're doing a lot of work with um systemic functional linguistics right now. That's where our PD needs to be. And so that's um yeah >> that's an easy one. >> Yeah. Motion. >> Second. >> Yeah.
>> Mr. Cory. Yep. >> Mr. Riley. >> Yes. >> The story. >> Yeah. >> Okay. >> And then the second one um as um you know, we just briefly mentioned um we've also had Lexia English
>> um for English learners um and you know, as Kelly's gone through and really studied um you know, some of the data I can just share with you from the backup. Um for instance, at the high school we have 165 students using it. Um but the average is only 22 minutes per week. Um
and overall completion rates were 22%. Right? Um and so as you go through there's that that pattern and trend. So we've actually um study this we right now with the work we're doing and we've actually been making some really strong gains the last two years with the work we're doing with English learners
because we really have kids in content. We're doing systemic functional linguistics. Um and what we're actually would want to propose and it's not captured here but I can share this with you separately. There's a very um we've been playing with in a few with a few schools with moat um which is Kelly can
kind of talk about what it does. Um Lexi English is $125,000. We're not using it. We're recommending we discontinue it. The moat that we're looking at exploring is $14,000 or six something like that. >> That's if we It's conference. I tried to
get him down. I said, "Can you give us a discount if we said if we present this conference?" >> So, um, Kelly, I'd like Kelly to talk a little bit about, you know, anything else you want to add around Alexia English, but really what Mo, you know, the success you've seen around that and it's obviously much more cost effective
um, and connect it to our actual >> what kids are doing every day. >> And it's a concept that Stephanie also spoke to as well, and I'm sure sure you've seen it with the TNTP and the CCSO, coherence. >> Yeah. >> Right. So coherence is this idea that like right now most of our most struggling students they go to ELA
they're learning about you know dinosaurs. Then if they're an L they're pulled out and they're doing um the life cycle totally different topic different language function. And then if they have special needs they're on a different platform learning you know puppies. There's no coherence. So our kids who
are at most at risk have to carry like four different topics in their heads to learn the skills. So um there's a new push al that uh that the big curriculum providers first of all start aligning that ELD that's why elevations um not elevations expeditionary learning e now
has an EL component that's aligned to it California told them we're not buying your HQIM anymore if it's a subsparate thing right all right because we're all finding it's not really HQIM so along their those lines our team wants to replace Lexia which also was really
targeted toward EL1s and twosexia English. Most of our kids now are two something moving on. >> Good. >> Right. >> We want them to have the targeted speaking and listening but aligned to their curriculum and their and the functions. So the the language that they're learning. >> I'm not familiar with Mo. So does Moat
help? >> Mo is cool. Mo does a lot. I would say get a copy of it. Um it's easy to download. >> Yeah. >> Well, you just said something about listening. Listening it works on their listening skills. >> We can do active listening, but we can make the task. So if we're learning, if
we're arguing about um climate change in our language of explanations and arguing science, we can make a listening activity where the kids listen and it replicates what they have to do on their standardized test. And it also has a speaking component. And unlike other
speaking platforms that where the kids voice gets uploaded to the cloud, takes a few minutes, and goes somewhere else, and then the teacher can't find it, it lives right in the Google doc. So you can just click and see the kids right there. So right now in summer school um
um one of our MLL coordinators Allison Simple made some modes in alignment with our narrative writing. >> Awesome. >> And we want the teachers to play and so we told them if you guys could make modes about their field trips but position it as real life like oh you're
a podcaster and you went on whale watch. So making it our kids also live in a multimodal world right? They like Tik Toks, but schools very still computer one direction. >> So trying to kind of harness something that's relatively easy to use that we think >> yes will help with access but more will
give them more of a multimodal experience >> and can be connected to our actual curriculum rather than doing something. So regardless at this point I mean you're getting less than 20% usage and we're paying 125,00 practice if we weren't looking at it. So what was it was just kids off on a
computer doing nothing. So this is data that we also will track. We're tracking their writing using readal line rubrics and we'll be tracking their speaking because um we want them to have authentic conversations in class as part of meeting >> and we'll share some with you when they get some record, you know, we can share a few.
>> Yeah, but the access isn't authentic. They have to talk into a computer. So even most of us at this table, if I said I was going to record you and you had one try, you probably wouldn't do well. >> Yeah, it's the access is harder than the MCCAST. Yes, >> it's it's a harder test and we're asking
students who already have a second language who probably have more skills than some other students to demonstrate proficiency in a way that doesn't make sense. But we can't change the access. So, we got to make sure kids are ready for it and they can do it. But I love this idea. Sounds great. >> Okay.
>> Yes. This is obviously just a significant cost savings in terms of, you know, >> those are easy to bring to the school. Thank you. >> But it's just important for me to be transparent with that. You know, we're studying these things. we're not seeing it. Why continue doing it if we're not, you know, and we come back and reassess.
>> So, you don't need a motion for this. This was just >> This was just because we're not going to bring the Lexi English contract forward, but I just wanted to be transparent. And then the moat is so >> especially if we're going to bring the moat forward. We want to be like another add-on. Exactly. That's what I think.
It's a small the moat is like 14 or 19. But at least when you see it, you'll know and say, "Hey, I remember that." >> So, we're saving 100 grand. Yeah, no kidding. It's an easy conver and it sounds better >> which is great. >> Yeah, it's a little bit more work for us. >> I was going to say it sounds like teachers but
>> but I I believe in teachers also that it's important that >> Yeah, no problem with work. If the teachers are seeing progress, they'll gladly take on >> and they they like to you should see and I just got one today because they're going on a whale watch on Monday. So they have the kids predicting what's going to happen like they're doing it and sending it to us and this is summer
school. So yeah, >> the teachers are more technologically advanced than I am right now. >> Of course you do. >> Great. >> All right. >> Um okay, the next one is um really this
is really the purchase of uh OSE kits. Um you know I again this is sort of a renewal because we've been doing open sad. Um we have had some you know great implementation. And um we just hosted a visit with over 10 districts um you know maybe a month or two ago. I don't even
know what month it is now. Um >> I think they were from Rhode Island too. >> Yeah. All over. Yeah. And Massachusetts, Rhode Island. And that was awesome. >> We visited more than a year ago now, but we >> Yeah. So um so really this is just allows us to expand um down into the lower >> adding two more units. Is that what
you're doing? >> Yeah. So this would be two units. I think the expert I think here it's two units per grade total is what we're going to try to pull off because obviously there's a lot going on. Um I know a full grade level is probably four units. I think that's unrealistic right now at particularly K1 2. We're always
competing for time. Um so this would be able to get us to two units per grade in K5 >> and and another heavy lift for teachers. >> Yes. >> With open >> and they've already been doing it in in five in fifth grade in most schools. Um many schools are doing it across the board. I mean it's very good but it's
it's a lot of work. It's a lot of work to do the open science >> but it's good >> and it will help our right again going back to testing literacy access so much reading right engineering so much critical thinking is built into open sad now it's >> so really in some ways it's continuation
but again I wanted to you know it's you know >> so we're adding a couple more units >> it supports vertical alignment correct >> yes exactly so we're this is what we're using you know you go through middle school this is the the core curriculum through there and science is important
Um it's not it's not like a right like that you can learn so much through social studies through science through all these other areas. So it's like it can't be sort of this afterthought. It is the way we can teach language and the way >> and critical thinking. Yes. I mean there's a lotical thinking.
>> So are you saying that a child in fifth grade in in a science science curriculum in fifth grade is going to vertically align to the science program in sixth grade? >> Well the Yeah. So the the the idea is that the content will be different but the pedagogy and approach and this focus
on critical thinking and even the routines. So as an example one of the routines you know when I was at Talbot that I love is like kids will do a scientist circle where they will literally talk about a phenomenon right everything is phenomenon based they'll have a big circle where they're discussing like what do they think is happening
>> this coming Friday there's going to be a phenomenon in the sky too I mean maybe there's some there is one today >> no I know no that I'm not talking about the smile. I'm talking about there's going to be a moon crescent in Venus very very relatively close to each other
Friday night the 17th. >> I can see it. >> Yeah. Is that would that be like a typical subject that kids would start with that and then they all the nittygritty science? So they already
and then they get into the nitty >> and again it's a big >> it's already been >> I believe this is already >> even adding it's not going to cost more. I really brought this here because it's over the 20. >> But you already projected it when you did the >> Exactly. Now, Brian, going back into
ancient historical times. >> How far is this? >> When I was not When I was in fourth grade, >> when he was in fourth grade, >> when I was in fourth grade and fifth grade, uh there was never a real push on science back then. >> You know, it was mostly reading, SRTA programs,
>> that kind of stuff. But I don't recall having a heavy dose of science until uh 7th, 8th, you know, then high school. >> Yep. >> Shame on your teachers. >> And the kids love the science. Kids are naturally curious like why is the sky blue? Why this? What if? That's science,
right? >> Brian, do you budget this at your office level or we see it in the school budgets? I just want to go back. >> Mine, I believe. Yes. >> Just because I know some school committee members are going to ask, so I want to be able to look at what the budget looks like so I can pull it. Okay. Yep. >> The kids would rather do this than the
extra math. Oh, god. Yeah. So, nobody wants >> because this is kind of playful, too, right? >> Except for >> I'm worried about that. >> Love math, >> right? You didn't need double math. Did you? >> I love the math, too. I didn't need double math either. That's the difference. >> I know.
>> Okay. All right. >> Second. >> Oh, second. >> Mr. Cory, >> you got it. >> M. Riley. >> Yes. >> M. George. >> Yes. We haven't said no all night, Deborah. I know. >> Well, most of it's been money savings.
It's easy to say yes. >> The next three are $2 million. Just kidding. Am I excused? >> Yes. Thank you so much, Kelly. I appreciate the time. >> Take care. >> Good work. >> This is what Well, this is what you shared with me already. I just gave them copies of I'll give you one, too. >> Find out more about
>> Yeah, it's pretty cool. Sorry. It's fun. >> Are you enjoying the district? >> I am. It's exciting. >> Okay. So um >> this next item is around um really we'd love to provide the American Red Cross
CPR as part of the CTE health one curriculum. >> Definitely. >> Um so you know it's it's >> all the um Mr. Fitzgerald has sort of outlined he's met with um the director of CTE Miss Sylvia around how this could work. Um there would be a cost to it. I
don't know if I have it's it's you know >> it's minuscule. >> Yeah. because it's really just around the certification process. >> It's kind of like I want to say it's less than $40. >> Yeah, it's it's not it's not incredible. Um we have we may I know we have some trainers. Um and it may even include I
may come back and say, "Hey, I just want to you know there could be a small cost, but let's get another person certified as a trainer." Um but really we just think this is important. >> So let me ask you a question. >> It's not in the general health curriculum at the high school level. >> I don't think the certification is. I'm
not sure if the certification is Yeah, >> it's been too long for me to remember that. But in Rhode Island, it's in our 11th grade curriculum. So, all of our 11th graders get CPR certified. Yeah. Um, so that's why I was asking >> I don't think it is, but that's >> it. Sounds like it is. I'm sure >> I feel like Mr. Fitzgerald would have
been all over that if that was it. So, that's why I'm assuming it's not in there. >> Right. Right. >> And and I'm looking at this, Brian, and I'm saying right off the bat, if a kid saves another kid's life, that's increasing their empathic skills. you know, they develop a huge human sense of
>> a life skill. It's a great life skill. >> It's a great life skill. Human >> I'm now reading number four. The Dery Health One teachers are already instructor certified, which is great. So, I'll be right. >> So, the cost is the cost incurred by the student. >> I don't think. >> No,
>> no, no. We would pay for it. >> That would be our cost. >> That would Yeah, it would be us paying for them to be certified, right? But will you check the other things? >> Yes, I will. >> Thank you. >> I will for you. It's giving me a little angst. >> Motion. >> Oh, yeah. Absolutely. >> Second.
>> It's not a motion. >> Oh, it's just a discussion. >> Okay. >> Oh, it should have been invoked to probably, but maybe because the cost was >> Well, that's all right. We'll still support it when you put it on the regular. >> Yeah. Do you want a vote to refer? >> No, I think the cost was so low that it was not >> I bet it's already in in Mr.
Fitzgerald's budget. >> So, it's a given then, right? >> Yes, >> it's a given. It's going to be carried out. Good. Okay. >> Okay. Um, all right. Next one. Okay. So, building blocks. >> We already voted on this. >> We did. So, here was the issue. What I
>> started to think it's me. >> No, I didn't. >> No, we did. When I brought it forward, you didn't. >> Um, there was Well, there was an error. We brought forward only the curriculum purchase. There's like another 14,000 for PD. We did both. That's all it is.
So because it's a new um you know curriculum we're using in preschool which Miss Faras outlined last time but for some reason I don't know why in the backup it was only the curriculum amount but not did not include the professional development amount. >> So this is 30,000 was my my print. So
>> but it should be uh the total >> it's in the back. It's the last last page which is what um the new >> so it just put it at 50 because it was like 30 something plus 12 >> that's the total >> that's the total so just out of
transparency I want to bring it back to you because what we discussed last time to be transparent was just the 30 then I realized wait a minute the PD wasn't in the backup so I just wanted to come back and say the actual amount is 50,000 and that includes the professional that's all it is so
>> crossing your tees and dotting your eyes I'd rather it's a difference, right? You you may say, "Hey, wait a minute. We discussed this and the amount was 30 some grand." It's actually 50. So, I'd rather not if it goes to a warrant and you see a contract and you're like, "Wait a minute." >> Yeah, that's all. >> Yes, that was my only question for that.
>> You did. I'm sorry. I did not see that. I apologize. >> And then the last item. >> Wait, you need a vote? >> Yes, I do. >> Motion. >> Second, >> Mr. Corey. Uh
yes, >> Mr. Eile. >> Yes, M. >> Yes. Excellent. >> Okay. And then the final item is um >> responsive. >> Yeah. Responsive classroom, which I mean I'm a huge proponent um you know, as an elementary principal. This was
transformative in my school when I was at LNO. Um and really we have some folks, you know, over the last several years, um like other things, I think some training has sort of gone by the wayside. get new staff, >> get new staff. We really want to bring some cohorts back. One of our principles
is also a trainer. Um, so we're actually looking at what does that look like to maybe even tap into one of our school leaders and then eventually maybe do a train the trainer um approach because this is important to us, but really it's all around teacher language, morning meeting >> and adding to new teacher orientation. You have somebody who's already trained
and you can utilize that. >> Exactly. Yeah. So, we're gonna um run a couple of this would be one cohort sponsored by RC um but we have one of our principles and a couple of teachers that um we're also working with to maybe even add a second cohort um kind of homegrown.
>> Um but really this is you know >> I think instrumental just around like tier one social emotional learning um that sort of thing. >> So you've seen you've seen how beneficial this whole thing is. >> Yes. It's um what do you think about training all your principles so they can
support it in their building? >> Yeah. So we're actually asking principles VPs to go to the training. So that's what we're doing. Um >> because you need their support to make it really work. >> And honestly this was driven from as I've in my role I'm in schools quite a bit and principal saying Brian what
about RC again right because we've you know maybe we don't have some of those teachers whatever it might be and so um I'm like yes I mean that is so instrumental for us. So yeah, the principles will attend the we're asking VPs to attend, even Sachs, you know, any folks in those rules that are supporting teachers in some capacity. So there's
the shared understanding across the board, right? And I'd love for this to be a regular thing just to be transparent. I don't want this to just be but I'm anticipating let's have a cohort every summer because we're going to have new teachers. So I I >> even just it's um you know you go
through the whole school year and you know it and you're doing pieces of it then you have a refresher and you're like oh and I've got that component >> and there's a course two which is great. So like I may come back to you next year and say ideally I'd want to come back next year and say give me a give me another cohort of one and let's add a
course two for our teachers that um really are at that level. >> Can you give me an example of what a sax role might be in responsive classroom? >> Yeah. So how I utilize I'll go back on my experience as a principal my um sachs oftentimes would actually push into morning meeting co-f facilitate morning
meeting with the teachers as they were learning how to facilitate morning meeting there's distinct components there's a greeting every day a share an activity and a message and it's really important that we start the day in that way >> so so everybody's on the same >> yeah we literally have the kids in a circle you know and morning what mean is
just one component of our site right it's one little component that you could see but there's a lot of work on teacher your language, um, using, reminding, and reinforcing language with kids. And then when you get into course two, >> reinforcement, that kind of thing. >> Yep. And then when you get into course two, there's >> a lot about relationships. Good. How do
we empower kids to, you know, uh, build those relationships, be kind, um, grow their own self-esteem. It's it's really >> even academic choice was a great component. I remember doing some mini sessions with teachers just on, hey, how can we have kids have a innate need to have control over a situation? So, how
do we build in some academic choice that makes sense, right? >> I think it also teaches kids how to advocate for themselves, you know, like it's you kids need agency and this is a way to teach them how to advocate for themselves. >> I love that >> because otherwise what they do is have behaviors, right? If they don't
understand something or they don't know how something works or they're frustrated by something and they don't know how to deal with it, they'll act out. So, this kind of teaches them how you advocate for yourself. So it's really growing agency from the youngest ages. It's it's it's um
>> it's just a way of it's a different way of framing how you address proactively before students behavior. >> It's all about culture and climate. I really will say this like this is one of the most transformative things I think in a school when you really have all the adults speaking the same shared language
it really transforms them. >> And in the past those ideas have been buried. I'm talking about again in ancient history but I'm really happy with the development of um more conceptual seal learning that you know
we're becoming more responsive to that >> each and every this generationally now. So these young kids are picking up on advocacy. It's all about empathy. It's all about human relationships and and and socializing socializing responsibly
with one another. you know, because the device always leads a kid sometimes down a dark pathway and and we're constantly having to monitor that. I had some very difficult cases at the high school level when I was working and it was it made me
sad, you know, but I'm I'm really happy to hear that you guys are you're hitting it up and you have practical life experience around responsibility. >> Yeah. Many of our >> Yeah. Yeah. >> I did it when I was when I was worked for Brian. I did it in fourth grade and kids loved it. >> What did you say about it? They would
talk so they would talk about it the night before what they were going to talk about the next day, what they were going to bring in, how they were going to talk through it. >> They were all excited. And then even just your rituals and routines, how we walk in the halls, the expectations of all that stuff, how we greet each other, >> how they greet each other, eye contact, right? These are things that
>> are important that you're learning, right? In the late the late great Kathy Assad who taught English at Dery for many years. She was also the adviser to National Honor Society. Whenever anybody would enter her classroom or one of the
teachers or the counselors or the VPs or the adults, she would stop her learning and the children in her classroom would all stand up and greet the visitor >> and then sit down and then they would resume. So that to me is like that's
showing some class. >> That that's good stuff. So maybe I'll support it. >> Motion. >> Second, >> Mr. Corey. >> Okay, >> Miss Riley. >> Yes. M.
>> Yes. Have a motion to got it. Second. Mr. Corey. >> Yes. >> M. Riley. >> Yes. M. Yes. >> Thank you. >> Thank you.