Uh we're going to continue to build those connections with the high school. Ben and I have been working with those high school department chairs to really develop those those four-year plans at the high school level, which will then give us more guidance of where do we want our students to be by the end of 8th grade. Uh we need to start talking band and choir uh and Spanish teachers in this, right? We haven't really involved them as much because those aren't really like the the sixth grade semester rotations, but we need to start really identifying uh some plans for how we are identifying FTE for band teachers, for choir teachers. Uh what's the direction that we want to do with Spanish and world language, right? Because forever again, we we we've had Spanish, but if we're really looking at connecting to the high school, there are a lot of other foreign languages that are offered at the high school and at the junior high level, we're really only supporting one.
Um so so what could that look like? And then again, we need to really keep in mind that that fiscal responsibility and resources. You're welcome, Raphael, but we're worried about money. Um, but as we're as we're creating these electives, right, there is going to be a cost. Um, and and we need to we need to really figure out what are what are the skills, right? Really identify the skills that we need, which will then go to the content, which will then go to our our resources, right? But we're going to focus on those skills that our kids uh need and and want to have within our system. So that's really the the elective plan. I am throwing this in there on behalf of the the blue team, the high school team because it fits with electives. Uh they are m needing to make some changes for co course titles in psychology at the high school.
Uh we need to follow the practice of what we've done with other department chair uh or dual credit courses rather. Uh this is a result in a transition from dual credit psych being an evening class to now being an in-person class during the school day. This also helps resolve the issue of different courses appearing on a high school transcript and the confusion that is having as students are applying for college. Um, and so we need to update those transcripts with the accurate reflection of the level of coursework that they are taking. So we are looking at changing these course uh titles in powers school and we're putting that onto here as no one in the high school was able to make it tonight. So with all that, if you have a high school question, I'll do my best to answer that course title change. I'll probably look over at Dr.
Concaid for that. Uh but any elective questions, we are here for it. Um and excited to to keep moving forward. >> So first of all, does does this come up for a vote at any point in time? I I guess my >> In April. Okay. So, will there be and I hate I'm going to go back to trolling for dollars. Will there be more of a a I mean, I think it all sounds wonderful. Will there be some kind of cost outline as as far as what it'll cost to make this happen? >> We have all we need I I'll tell you this, right? We need right now we need four periods within our staffing plan to do it. Within the staffing plan that we've submitted, it's already included in all of that. It's it's it's kind of there for it. Um as >> Okay.
>> As we've been planning. >> Okay. I I >> as far as resources and consumables right now, we're going with we need no extra money than what we're currently spending. >> Okay. >> Thank you. Um, I'm just reiterating what I heard just to make sure. The um the uh requirements to teach these exploratory courses is simply that you have a teaching certificate like with the middle school endorsement. So, we're eliminating the the need for like a fax endorsement or something like that. Is that correct? >> Correct. So, again, looking forward the the people with the right credentials, we really want them in our in our more advanced classes even at the junior high level. Right. So as this rolls forward is those will do our seventh and eighth grade electives as we another future plan as we start really looking at that middle school model.
Right now we have a whole lot of teachers who are split between buildings >> and if we really want to be serious about that we've got to get people whole in a building and then really whole in a grade level. So part of this also is right if someone is only needed for a 083 Heather right that's five out of six classes it doesn't equal high school FTE numbers as well but if someone is really only needed for five periods in a in a in a building in a subject our current practices well now where is it need at another building and now this person's traveling right so again let's bring our our humanization in how do we make people whole at a building and give them their own sense of belonging their own community right Josh Josh traveled for a while I used to travel as an assistant principal like you can do it, but you don't really have a home.
>> Um, so yes, there are teachers, right, that that maybe will pick up a sixth grade home class, right? And and so what we need to really start doing moving forward is is identifying the process for that, right? I can't imagine that there aren't some teachers in our district that like would love to try this maybe, right? And maybe some that don't, but like how do we give them the options and then again and and help fix our FTE problems within our building? Yeah, >> to build on that just briefly, um, traveling teachers, not just giving that teacher a home, but ensuring that the students have a teacher every period of the day that is integrated into the building, that knows everything that's going on in the building, knows the knows the other teachers and knows the other students is really important for them also.
>> Yeah. Great. >> I have a question. But uh my question is um do the is the so third period they're having their electives. Does the class go to four different teachers during the year or does one teacher teach four different subjects? >> So um the plan is they would have that one assigned period and they'd rotate between four different teachers. So they would be able to every nine weeks change to a different teacher. So for us on our side of it with the admin side is making sure that we have again kind of that one period for those four teachers together um scheduled for them to be able to do that rotation. >> And if we're doing that, are we going to run into issues where if it's 112? Is that what you said? But then there's not enough kids in sixth grade to make another set of 112.
Are we going to be adjusting FTEES that way? >> So we have made some plans with scheduling like because we've already run into that a little bit looking at this year. Our numbers aren't exact for all of that. So we do have some of that where there might be, you know, a fifth rotation within that. So that way we can accommodate those extra numbers and have some of that flexibility because that is going to be a concern that comes up from year to year. It's not going to be something that will ever be pure. So, we do have a plan B in place for if we have those uneven numbers. We only need 30 extra spots. We don't need another whole 112. Uh how are we going to do that? So, we do already have a plan in place of how to address that. Like I said, with that kind of fifth rotation potentially thrown into it.
And are we keeping uh so like the music teachers are going to keep teaching music or are they going to be required to start learning how to teach home? >> So right now the plan is the way it has worked out is our content teachers are able to stay in their content area. However, just kind of going back to the certification question, these sixth grade electives are exploratory and it's only nine weeks at a time. They're not diving into the extreme detail that some of our uh semester long electives do. So, we are gearing this to the point where anyone can teach this. Whether you have a background in music, whether you have a background in tech or any of these areas, again, it opens us up to having not running into the certification issues for teachers that anyone can teach it. And again, we're keeping this to the point it is exploratory.
Giving them a brief introduction to this topic to allow them to understand it, understand some of the careers that go along with it to help inform some of those choices looking ahead to high school. >> Okay. >> So only exploratory is you're saying that's nine weeks, right? So is it like a bundle where a student they would have to bundle those classes together and kind Okay. I also feel very secure with our committee. We've created some really good scope and sequence plans so that a a teacher who has never experienced that content area before can pick that up, have the resources, have those common assessments. Um, and really it outlines the courses. I I have to tell you, we did an elective mashup where we said, what do we want our students to know? maybe we need to get away from floppy discs and um and you know all those pieces from the past and what do we really need our our students to know.
Um so when we did that and then we put together these scope and sequences I I feel very strongly like me not knowing the content myself. I've never taught those classes. I could pick those up and just the depth and that our committee has put into that work um and adding those pieces for a nineweek exploratory class. I feel very confident If I may, just real quick before my voice goes out again. Um, this is awesome. Thank you leaders. Um, because I have a son now that is in high school. I do recall having many conversations, matter of fact, with Mr. Francis. Like, what are we going to do with this child, right? Um, and I'll never forget he's like, "Brandy, he's not made for corporate." I said, "I get it. I don't want him to do corporate." So, I think it's awesome that you guys are laying down the foundation.
So, thank you. because even for my oldest son, it was after COVID. So, it was really that curiosity stage, like to your point, like what's next? How do I get there? So, thank you for continuing to move the needle. Definitely appreciate that. >> Um, I just want to say thanks for your work on this. As someone who taught one of those rotation classes, uh, I didn't like I really enjoyed getting the opportunity to see every single sixth grader, um, because that was not something I got to do as the band teacher generally. So um so yeah so thank you >> just a statement um kind of tying the need for committees um this is why we have committees you know I was at Trover um for a kind of a what do we call it where basically that this this topic is in what we ended up talking about mutual connections >> the school connections and um um a lot of excitement from the teachers over there.
And um but yeah, this is how we make change. We're trying to bring in all our, you know, teachers and our our admin and together things to help advance student achievement and um help them make better decisions. So appreciate it. So >> I have one quick. Yeah. No, it's on the psychology thing. So I wanted to save it to the end. So >> I don't know if Dr. Kade It's okay. >> Is >> it's a late night. >> I'm just trying to understand the the recommendation. We're changing the introduction. We're we're changing the psychology course that's listed as dual credit psychology to the title of introduction to psychology. >> Correct. So, historically we have offered psych 1, psych 2, APsych, and dual credit psych through azi. that was historically offered um through an online learning platform with some recent changes from Wabanzi. We are no longer able to offer that through the online learning platform.
So we had to bring it during the day instead of um at evening school or uh during the summer. So because of that we had to realign the title because it looked like psych psych one and psych one. So this was the recommendation from the high school to change the title to delineate between psych 1 and the dual credit psych 1. So we're still offering all four classes. We just have to clarify the title so that there is distinction on the transcript between psych 1 and dual credit psych one. >> But it's no longer online. Is that what you're saying? >> Correct. It is no longer online. Okay. My daughter is taking the online course and wow >> any other >> good okay >> okay >> thank you for all the work and uh that you've done >> thank you >> and for the presentation >> and for staying and hanging out with us so late >> you know what I was uh well two weeks ago we had a great you know we had clubs and everything come in but uh it forces that next agenda to get really thick so appreciate everybody for especially those in the audience.
Not especially those, but including those in the audience. All right. I think we're going to be moving and like a motion to move 10.4 hazardous bus routes reertification to 10.2. >> I make a motion to move 10.4 hazardous bus routes reertification to 10.2. >> I found out that Oh, second. Thank you, >> Miss Robinson. So, I am staying my vote just because I didn't have an opportunity to review the material um that we received today. >> Oh, okay. >> So, we're not actually voting for this right now. >> No, no, so that's why we're >> Yeah. So, she's got to get up at 4 in the morning. So, we're just >> Oh, she can stay. Transportation's doing fantastic things. What are you talking about? You don't get calls early in the morning. >> No, >> I poor lady. I >> Okay, >> Miss C. >> Hi, >> Mr.
Cerrone. >> Hi, >> Miss Wenmouth. >> Hi, >> Dr. Mario. >> I >> Dr. Pock. >> Oh, she left the room. >> Uh, >> Dr. Martin, >> I >> Okay, motion passes 6. Um, >> good evening. Thanks everyone. >> Good evening. >> Um, one eye open. I do have to get up at 4 am. So, thank you for moving this up. >> I don't. >> And you've you were up at 4 a.m. today. >> I was. >> So, you have the clicker. You want >> You got the clicker to move at 4. There you go. >> Is it working? Let's see. >> I'm like, it's making >> Okay. They both clap hands. Yeah. Okay. Go ahead. >> So each year we do um analysis of our safety hazardous locations um that is per the um isb law um and and regulations with that. So every year we determine what routes are hazardous um for students that are within that 1.5 miles um so that we can get reimbursement back for the state for those students.
Um, so you know, if they live more than a mile and a half, they're eligible for transportation. But if they live within that 1.5 miles, in order for us to get reimbursement, we have to classify them as hazardous or for other reasons like sped or um something of that nature. So we have to go through that process every year and we have to reertify. Um, so last year that went too fast. like this, right? But um it should have been another slide there, but that's okay. Last year, we went over um those hazardous findings. Um we did a study with uh Ericson Engineering and we went over those hazardous findings with actually was the previous board. So, I'm bringing this to make sure that everyone on the new board understands where we are and um for that reertification.
So if there's any questions, we can address those before appro um going for board approval. Um so those locations, I think it's on this next slide. I hear right. Okay, there we go. Um there's several areas in the uh Bernardic Wolf Crossing areas. You'll see them there. Um those first five was already approved last year. We will continue those five and reertify them this year with board's approval. And then there's one new area that's a new subdivision going in in the Dell web area. Um there's still a lot of construction there. So we're not sure how much is will be built up by the start of school year. So we're just going to classify that as hazardous so that those students will be eligible for busing um in that area. Um, Boulder Hill is an area that we um approved last year as well. Fox Chase is another area that we approved last year.
Homestead, Long Beach, as well as Murphy and Graham Park. So, there's no additions or changes to those areas. That's what we have to reertify every year. Um, OP, Asiggo East, Asiggo High School, all of those are what we approved last year. And then when you look at plank Churchill area, there's a crossing at Fifth and Bluegrass that is now a four-way intersection. Last year we did classify that as hazardous because that intersection was not there. And so this year, because of the safety study, that is no longer considered hazardous. So that will be removed from the report this year. Um, and then there's a a crossing right at the entrance of ELC, which is roll call building. We're going to continue to consider that hazardous because of the nature of the grade level and crossing and things of that nature. So, that's going to continue to stay hazardous.