001[music] >> All right, good afternoon. Uh call the meeting of the education and student service committee to uh to open. Um Mr. Letts, can we have a roll call, please? Yes. Mr. Brophy. Ms. Connor. Ms. Kratz. Here. Ms. Nyman. Mr. Brad Upthegrove. Mr. Roger Upthegrove. Here. Dr. Weir. Here. Dr. Wiley. Mr. Pennarello. Three present. All right. If we could all stand for a for the Pledge of Allegiance and a moment of silence. >> [clears throat] >> 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. >> [snorts] >> All right. >> [sighs and gasps] >> Item three, public comment period number one. I don't think there's anyone signed up for public comment period number
002one. Uh so, we'll move into the discussion and information of ELA curriculum review process for Act 135. Thank you. Um tonight's presentation is going to give you an update really where we are in some of our strategic plan work. Um also aligned to our MTSS Tier 1 goals that we had for this school year, aligned to the portrait of a graduate and an instructional model, and and including that update on our ELA curriculum review. So, the first slide is just kind of uh giving you an an image of what we'll be discussing tonight. Okay, onward help. Okay. So, um just again, updates from OTL. We're going to take a look at curriculum, instruction, and professional development, and our strategic plan goals, and just kind of give you an update on our progress towards that. An
003update on our ELA curriculum review, um and also taking a look at the future of our 26-27 school year, and what cycles will each subject area be within our curriculum work. And then also some planning for differentiated professional learning for our 26-27 school year. So, just kind of giving you those updates on where we are headed. So, in our goals for the and I'm not going to read through all of these individually, but these are the goals set from our strategic planning process just about a year ago. Um I have a couple areas that are bolded. Um it's tough to see from the screen there, but really that focus on a portrait of a graduate, um under our impactful goals, thinking about our instructional model, and learners and that learner-centered environment, and life-ready learning. So,
004those are all areas that we have really looked at addressing and and you know, boosting our conversations in all of our buildings around those areas. And our comprehensive goals, looking at the data-driven multi-tiered system of support. So, uh getting all of that system aligned and ready is a lot of work, and our focus this year really was on our tier one instruction, and making sure that our um we have common language around teacher clarity. Um our staff has done a phenomenal job of really um bringing that to life for our students. So, really having them be able to articulate what they're learning, why they are learning it, and how they know that they've learned that. So, that's been a lot of work throughout this school year. And also looking at um, our MTSS framework within
005the social emotional and behavior wellness, and thinking about some of the district initiatives, which I'll touch base in just a few minutes. And finally, just taking a look at our strategic goals, and really looking at that comprehensive differentiated professional learning plan. So, as we look at over the next four years now, and making sure that when we are planning for professional learning, it's aligned to what our teachers need, um, and looking at our data to help drive those decisions, as well as feedback from our professional staff. So, again, just looking at the um, the portrait of a graduate. So, as I'm think as we start talking about our ELA curriculum work, one of the activities that we did with our team is finish the sentence in our district high-quality K-12 ELA instruction ensures that all
006students {dot} {dot} {dot}. So, all of our staff, um, you know, provided their input on what does that look like, whether it's in a kindergarten classroom, or whether it's in a senior high 12th grade classroom, what are the things that are critical in our ELA instruction that all students should experience. We talked about aligning that to our portrait of a graduate, and also our instructional model. So, just highlighting the instructional model, which is really critical as we talk about the curriculum review process. So, as we look at a resource, we look at our instruction, we need to make sure that we're considering that learning environment, that the resources and tools and instruction that we are doing is aligned to being life-ready, so preparing our students for their futures, being responsive in our instructional practices, so
007that um, we are looking at constant monitoring of student progress, and making sure we are realigning and adjusting our instruction to make sure that we are meeting their needs, and making sure that our students are at the center of our learning. So, in our curriculum review conversations, bringing it back to that instructional model and the choices that we make, are they aligned to these components that we have identified as the BASD instructional model? So, with all of that conversation with our ELA teams, this is a word cloud of all of the words that our teachers said that would ensure high-quality K-12 instruction. So, we are still working. We worked on a draft form of our finishing our statement at our last professional learning day, and in June, we will be fine-tuning that a bit so
008that we have a statement as we're looking at making some of our curriculum revisions. But, as you notice, the words that are larger are words that were more frequent in the beliefs of our ELA teachers. So, thinking about aligned, explicit instruction, and K-12 came out in a lot of our conversations. And the importance of that is that those are common voices, common language that we have been talking about. We've had some really great conversations of our K-12 teachers looking at what does that progression of skills look like? How do we make sure that we are creating those those steps along our students' learning progression to make sure they have those foundational skills to build to this higher-order skills as they progress through our system. So, when we think about our curriculum review and our our
009activities that we did at our last professional learning day was a a really heavy work within our teachers. We did a lot of data analysis, um, digging deeper, and looking at assessment evidence. So, if you would remember back to the last time we had our student services, um, meeting, I shared the digging deeper assessments, um, survey questions that our teachers would respond to. Um, I did not print packets of this for everyone, um, cuz it was a lot of information, but this is just an example that I have of some of the survey responses. So, these questions were aligned to our current curriculum. So, as we look at our current curriculum resources, are they aligned to the standards? What are the pieces of information that we might be missing? There's anecdotal notes of what teachers
010feel that we need to be taking a look at. So, each grade level team had the opportunity to dive into their colleagues' responses to the digging deeper questionnaires, and, um, make some notice and wonders about what are the things that we're doing well? What are some things that we need to address? We also took some time to look at some data in our our system that we have, whether it's standardized data from PSSAs or our, um, growth data from PVAAS. We also took a look at our some of our local data with IXL data, and looked for trends and things that would give us some insight on as we look at our resources, what are some things that we want to be considering. This is just an example of the guiding questions that the teachers
011used to do that work. Uh, they were asked to do some of their own observations, and then work together as grade level teams to look at what are our trends that we're seeing? What are things that we definitely need to be considering? Um, you know, big pieces are the themes or trends that are emerging. What are areas of our instruction that we can say are consistent? And then where are areas that maybe we see some inconsistencies, and and what data is telling us those pieces. So, the teachers spent a lot of time on May 1st diving into this data, the anecdotal data from the digging deeper feedback from their colleagues, and also the the academic data on student performance. And these were the grade level discussions. Again, what are the themes emerging across all of
012the responses? And where were those consistencies and inconsistencies? After that data summary the teachers were tasked with asking, you know, what are the must-haves when they're looking at a resource, when we're considering the next steps? And that doesn't necessarily mean the physical resource, but is there more assessments that we need to track student progress? Is there things in our written curriculum that needs to be revised? Is there professional learning that we need to make sure that everyone is on the same page? So, the teachers spent time in their grade level teams really discussing and putting together a list of what are their their must- must-haves at this moment when we start to take a look at our ELA curriculum and the resources that we are going to take a closer look at in a few
013minutes. So, the next step for us on May 1st was the teachers got a chance to look at some samples from the the companies that are listed on the board. Those were resources that were recommended through the IU and through the Department of Ed's recommendation of resources. So, from K to 8, there are three resources. Each company has kind of a different level of grade bands that they offer. Benchmark and CKLA were both K to 6. Arts and Letters offered a K to 8 option. We also took a look at some secondary resources, and that was Carnegie, which is a 6 to 12 resource, Imagine Learning, and then CommonLit, which is a 6 to 12 resource. All of these companies also provided us with digital um platforms where teachers could take a look at what
014the digital resources would look like as well as some physical resources to um review and, you know, ask some questions. During this review time, the teachers also posed questions on a on a they've gathered more questions that they would want to to know from these companies so that we can make sure that we are making really informed decisions about our next steps in our curriculum review process. So, our next steps. Um we have two curriculum work days scheduled in June for our ELA team and this is the the team of teachers that have been looking at our ELA um resources and and curriculum throughout the school year. So, on June 8th, uh we are going to finalize the reflection. There was a lot of information to look at on May 1st and digest and then
015on top of that look at some sample resources. So, we need some more time to dig into that to make sure we're making informed um recommendations and choices. Um there we are also going to spend some time looking at the last round of local assessments. So, we are heading into a time where at our elementary schools, there's the final IXL assessment um and also looking at any fi- final CDT or Firefly assessments. We probably won't have any of our standardized assessments results yet um at that time, but just because kind of wrap up of looking at what was the the trends that we saw as far as our data goes academically. On June 9th, um we've invited vendors to actually come in and ask some so that our teachers can ask direct questions. So, I
016know some questions, as they looked at resources, were, for example, how does writing align to the reading piece of this resource and what does that look like? So, the vendors will be able to answer those specific questions. So, again, our teachers are making informed um informed decisions. Yes. So, as [clears throat] you're going through this process, right, and you're I think you said the 8th, yes. So, on well, June 8th. Yes. >> Um is this a time where you're the the teachers are going to make their final decision or Okay. Yes. Um so, June 9th is kind of that the morning of June 9th is when the vendors will be there to ask final questions. The afternoon the vendors are not going to be there. We're going to have conversations about making that decision. Um
017and the decision is really about what do we want to pilot um for the upcoming school year. So, there will be a handful of teachers that will pilot resources. Um and the purpose of that pilot is not to say we like this or we don't like this at the end of the pilot. The purpose is to say uh what is the implementation plan that we really need to develop over the course of the year so that our colleagues are ready for this. Um so, each of the vendors has a professional learning um component to their pilot programs. So, there would be support for the teachers throughout the year who are piloting to be able to answer questions and really vet the resource to make sure that we're um putting a solid implementation plan together so
018that we're in a line with that 27-28 adoption outlined by Act 135. Sure. And how many teachers in each building or each grade level per you know, do you have one in each building, two in each building that are piloting this? And and how is the documentation how when they're when they're piloting it, um are we checking in with them, are you checking in with them once a month, every other every other week? What's that process look like? Yeah, so in the pilot process, we um the ven- because there is a cost involved in that, we've looked to do two um two pilots per grade level. So, So, but that the goal is to spread that pilot over the district. So, uh that every elementary school would have someone piloting that resource. At the middle
019level, if we have two pilots of a resource, one would be at East and one would be at West so that there's voice across that. Certainly, um right now on the curriculum review team, we have one um we've invited one representative from each grade level at the elementary school. So, we have almost every grade level represented in the the process right now. Um Now, certainly if if there are more and I will say after our May 1st meeting, I got a lot of inquiry about piloting. A lot of people were excited to get their hands on the resource and be a part of that process. Um the the cost aligned to that, the vendors have given me estimates for two per grade level. Certainly, I could try and negotiate if we had more people in
020wanting to be involved. I wouldn't want to um, deny that, but we have to be considerate of the cost involved in that process. Um so, the plan is to have two per grade level where they would have time to collaborate throughout the year and have those conversations, um related to what's working, what's um what questions do they have. Um most of the companies have in-person and potential um virtual options for regular meetings for anyone in the pilot that we'd be able to build that into their their plan. Um and there will be a we will be working through like a rubric of of what are the expectations for the pilot throughout the year. Yep. Did you hear if we got like a cost factor on this? And the other question is, are these companies, are
021they local companies or are they nationwide? They are it's varied. Um most of them have representation across the country. Um so, they are they are larger companies. The one company um that we're looking at is um based out of Lancaster. But I do have the the different districts that are accessing the resources. The prices that they've provided to me are are are not solid yet. And the reason for that is I've asked for examples of for example K to 6, but 6th grade because they're at middle school might not go with the same program that the elementary school has. So um we are and then some gave me a one-year estimate, others gave me a six-year estimate. So I'm working with the vendors now to get a solids um estimates so that I can say
022I can compare apples to apples rather than just giving you an example of one cost. But yeah. Yep. Yep, we're gathering that information now and I certainly can provide that to you at a future meeting. Yep. Any other questions about where we are with ELA? Ms. Petro, the resources that we're piloting, are they all off of It's not a suggested list, but it's a vetted >> list, yeah. It's a It's a list that PDE has put out and you're not required as a school district to select from that list, but it is you know they've taken a look from their end and and as have vetted through those resources as well as well. So Yeah, so that's the where we started with the list. The OTL team started with that list of resources from that
023the state had provided and you know in consultation with the IU and some other districts we we looked at a different the three different examples at the elementary level and then same for the secondary level. So the curriculum cycle just as an update of where we are across the district now. So heading into 26-27 next year math will be starting this process that we're going through with ELA. So, they're going to have a really intense look at their curriculum, their resources. We're going to Not that we're not looking at data already, but we're really going to make take that critical eye at that and and look at are our resources and curriculum aligned to where we want our students to be. Um they'll be doing the similar activities that the ELA teams did. So, our
024our building administrators are looking at which teachers would want to represent math for next year and we'll start that process in the fall during our professional learning days and and potential other meetings throughout the school year. So, we'll be in a similar situation with conversations related to math next year. Uh I also want to point out that our personal finance um course is starting in the fall. So, that is um our first year for the personal the mandated personal finance course. So, that year really will be a lot of learning for that team that finalize of curriculum development and that implementation and then reflection on how that went as they look to move through the 26-27 school year. So, just as a refresher, short little blurbs about each year kind of what is happening. So,
025the other thing I wanted to just um point out at that cycle is So, we are in heading into year two for ELA. And then year three would be that implementation. So, when I'm asking the companies for a price, I really am asking them for a six-year price because that keeps us in that cycle. Um most of the the vendors that we are working with have student consumables, meaning like a workbook where students might be reading and writing in the workbook. They could highlight in the workbook. Um and that allows those those costs would be things that would be included yearly with that. So, we wouldn't be purchasing that um separately and that's one of the things we're looking at with the vendors to make sure that the consumable pieces are something that's included every
026year. So the students have that experience, but we would want that to continue for 6 years so that we're not ending a resource before we've gone through the process to vet and say we want to switch things before we've been through that whole process. So just wanted to point that out as when I am asking from number from numbers from our vendors I am going to ask them for estimates for a 6-year price so that we can make sure that that is that continuity of that resource and that instruction would remain intact for 6 years. So you just mentioned So you just mentioned that there are some resources that are consumable supplies like workbooks and So we're we're looking at curriculum that has consumable supplies, a handheld physical book, and digital component. Is that correct?
027>> That's correct. Awesome. Great. Yep. So and the other piece that we're vetting with the companies is some of them They all have some type of digital component. Some have an assessment component that is more rigorous than others. So as we look at each resource, that's another piece that we need to consider. So just like does a component of this resource then take away something that we are purchasing that we no longer need. So that's another challenge of the of the pilot team is that if there's an assessment component to this resource that we're using, do we not then need to purchase a separate assessment piece? So they all have different levels of that component within their digital platform and that's really a piece I'm going to ask the vendors to speak to on the
0289th so that the teachers know kind of what that informed decision is. And then that pilot team would really have to do a lot of comparison to data to say is this robust enough for us to replace one of our existing systems that we're using to collect student data on their achievement. So, they So, they collect the data and you also collect the same data? Yes. >> the same data? Yep. So, that platform we would have access to. So, that if if one of our resources has a a platform that um they're using assessments, so they're saying they're they're measuring student progress throughout the year, we would have access to that information to be able to make decisions about how we're supporting students in the classroom and modify our our instruction. >> I was just
029worried about it. Make sure the facts and the data are all the same. Yep. You got it. Yep. Yep. Thank you. You're welcome. I think one thing to be um cognizant of and and you bring up a good point, Dr. Weir, is um every as as you look at both elementary and secondary, we look at those resources often times are different, right? Sometimes, you know, a book may be a classroom set of books with an online component as, you know, you're up in your 11th grade levels versus more consumables at the elementary level or physical books that we deal with. So, it's a little bit The makeup is a a lot different from grade to grade. You know, when we're looking at this, it's not just an elementary. It's a K-12 ELA shift of of
030uh the science of reading. So, it's really the materials are going to probably look differently at at all levels, most especially at the secondary level, too. So. And and just to add to that, Dr. David Heiser, um one of the things that I've done with our IU, um they have specialized individuals at the IU for different subject areas, and I've already reserved um the ELA specialist for next year's professional learning days to really hone in on um specifically at the secondary level, where you're not talking as much about those foundational reading skills, but we know that when students are missing components of that foundation, it's harder for them to be successful in the secondary world. So, we're really looking to be provide a robust professional learning opportunity for our secondary teachers in particular to make
031sure that as we're doing this work, they have those foundational knowledge as well of that the science of reading and structured literacy. Right. Now, I'm thinking, you know, long-term with remediation and enrichment components, you know, to some of these uh supplements that we're we're getting with um these companies. We really got to look at that as well. But, I do appreciate the thought process of the the multiple components to these curriculums. It's not just a a one-off standalone item. Yeah, and and that's an interest That's an important piece. Um our intervention teams have not directly been on our curriculum review teams because we are looking at tier one. Um but, many of these companies are also offering tier two and sometimes tier three resources, resources for our ELL students. So, you know, those are some
032of the questions we're also asking of, you know, how does this resource provide supports for all students? And and then when we do need a level of support that's beyond that tier one, what's happening in the classroom, how does that align to the tier two? So, if I'm in a tier one classroom and then I need some extra support and I get pulled, but we're talking about something different, sometimes that can be confusing and then we're not seeing the growth that we want because students are having to shift gears on that support that's happening in the tier set two setting. So, we're really looking at how does What what resources really integrate in that tier one and tier two environment so that we can make sure we're supporting students as they progress and we can
033help them with that growth. Right, that that scaffolding, that support, the you know, the the the and mastery component particularly as they're getting older, you know, where where does one start and when when does one end? >> Yep. Yep. So, that kind of summarizes our curriculum cycle and where we're at. I do want to share with you some input that we we collect on it on May 1st as we plan for professional learning for next year. We did ask our teachers for some input. So, this this document is just kind of an example of some of the areas of interest. So, at the elementary level, the the bulletin number or the the listed items at the the top are common trends that came out of the open-ended answers. So, when we ask, "What are you
034looking for in professional learning for the upcoming school year?" These were the topics that people are looking for some more support. So, the office of teaching and learning along with the coaches are already starting to plan for next year and looking at how do we support our our teachers in their continued growth to support our students. The the charts at the bottom, and I know you can't read them from here. What teachers did was rated different types of learning experiences and based on how would they be best suited to learn in that environment. So, the first set of bar graphs is lesson planning, assignments, tasks, assessments aligned to learning intentions. So, that was the topic and then the blue represents a priority for professional learning. The red represents topics for collaboration or PLC days. The
035orange is a topic for differentiated supervision projects. Green represents not needed at this time. And there is a purple option, which isn't on that first column, but that would be an area where a teacher could say, "I would like some instructional coaching support in that topic area." So, in each of these categories, we were able to gather some feedback and then we can be very explicit and targeted around how we are planning based on what our staff needs, their their feelings of need at this time. So, um this this really was really valuable information. The other topics, I'll read for you just because you can't see them um with the way that the graphs printed out, but we're also looking at connecting relevance of learning to real-world scenarios for long-term transfer of learning was the
036second category. The third category was engagement opportunities for students to apply learning. The next category was assessment and feedback to support students for future learning using assessment results to guide future instruction. The next [snorts] category was differentiating tier one instruction to support all learners, meaning extension and remediation. So, how are we making sure we address that with all of our learners? The next one was cross-curricular opportunities to increase relevance in learning. And the final category, and this was just in the the elementary survey, was using IXL to enhance instruction. So, that is our assessment piece um that teachers have access to now in math and ELA. At the secondary level, um the same categories with the exception of the IXL, um you can see that both elementary and secondary buildings um noted high priority for
037lesson planning assignment task assessments aligned to learning intentions. Um and that really ties into our teacher clarity conversations that we had this year. So, you know, I'm excited to continue that work with our teams and um providing that support um during our professional learning days. The main topics, again listed at the top that the secondary teachers are looking um for some continued support and work, um collaboration and discussion. This year we did a lot of work from 6th to 12th grade in vertical alignment conversations, and it's been really valuable to see that progression of skills in all content areas. Um we've we've gotten a lot of really positive feedback on that and look to continue that work. And as we look at curriculum alignment and resources, continuing those conversation, um looking at administrative tax tasks
038and data review, really, you know, thinking about administrative tax and and tasks and data review, being able to review data well takes time. So during our professional learning days, making sure our staff know it's not just admiring the data, it's looking at that, what are the trends, and then how do we use that to help us modify our instruction to support students. So that's definitely an area that we'll continue to work. Um we've provided some flexibility and choice, so they gave some examples of things that they enjoyed and would like to continue to learn about and and based on their needs. And our specialized areas, um like for example, our counselors and nurses are looking for some more specific training along those fields, and I will work um with Dr. Horton to continue to support
039those areas, um as well as our special ed department. I'm looking at our specialized um programs to provide individualized support for them as well. So as we look at 26-27 school year and our professional learning planning, we are going to continue our tier one instructional practices with a focus on using data to differentiate. So really looking at that teacher clarity and then uh our student learning objectives, and are they clear? And if students are not meeting those, what are we doing to support them within that tier one environment? Um looking at our current tier two supports, so I'm really doing a deep analysis of our intervention and reading specialist support, >> [snorts] >> and starting to develop those learning action plans for especially our early literacy students, because that will be a part of our
040goals in 27-28 and meeting those Act 135 um expectations. We'll continue to analyze input and like I said, the hotel team is already starting to plan for professional learning days, professional learning learning community meetings. Those are held during the school day during like a planning time where we get groups of teachers together to learn together. And our differentiated supervision options tie into the evaluation cycle. So, every 3 years our teachers have a formal observation. Once they are level two certified, they have the option to do a differentiated supervision project. And we're really looking to provide options there specifically based on what our teachers learning needs are to help them continue to grow in their professional endeavors. The next piece which I tied back into our action plan or excuse me, our strategic planning goals is
041just I wanted to highlight where we are with our tier one behavior and LCL planning. So, this school year our elementary teams all were trained in PBIS training, so they're looking to develop their action plans related to that implementation. Our middle schools will be trained in that during the upcoming school year. And then our high school team will be trained in the 2027-28 school year. So, we're looking at that 3-year kind of roll out over the the different levels. Um during the 20 the the next two to four years, we need to make sure that we're developing small, actionable, and measurable steps to reach that full implementation by 2030. And what that will include is possibilities of looking at tier one SEL curriculum, which means what are what is every child getting? So, for example,
042at the elementary level part of their PBIS training has been developing lessons to teach all students what the building expectations are. So, is there consistent language and instruction on what respectful and appropriate behavior looks like at each elementary building. Looking at our data collection tools of how are we making sure that we're collecting data to make sure we're reading those reaching those targets that we've set for ourselves, and then exploring some possible research-based tier two and tier three interventions if we have students that are struggling in those behavior or SEL areas. And then developing criteria for how do we progress monitor and make sure we're seeing students be successful in that area of their learning as well. And then again with that goal of by 2030 we would be able to say we're ready to
043fully implement MTSS including behavior and the social emotional tiers. Any questions about that piece? So I'd like to invite you to we have I I tried to move through this quickly because I think taking a look at the resources is really an exciting opportunity. So I do have them spread out. I had some in here but we're moving them out into the hallway and they are assembled in my office where you can take a look at the different resources that our teachers have been looking at. For any board members who are not here tonight but would like to take a look at the resources, they can schedule a time with me to do that. I will have them set up in my office through May 21st. So if people want to take a look at
044it or you want to schedule a time to look a little bit closer, ask some questions, we can do that over the next week and a half. So at this time I'd like to invite board members to move to the hallway in my office and take a look at some of the resources. We can bring some of them back in here as well to take a look at. It's a lot so the resources that I did have in here were examples of at the elementary resources were first grade and then the secondary resources I had pulled in were sixth grade resources but you can look at the examples of the span. Can my assistant to me? Do you want to share it? adjourn the meeting? Let's recess. We can recess or we can close it
045and Well, whatever that's up to you. You don't have any public comment. >> Unless unless you want to come back and say something. So recess is the safest. We can recess again. Okay. Yeah, and then if you have any questions after you're looking at I can address that. Yeah. >> [laughter] >> Yeah, we can take a Let's take a 10-minute recess. Yeah. Okay. Russell. Great. All right, I think we're back. Um call this back to order. Um no public comment. Okay. Yep, so item five public comment period number two. There's no one signed up. Uh which brings us to adjournment. Do I have a motion to adjourn? I'll move. I second. All right. Ooh, um upcoming meeting dates, right? Uh the next There it is. Uh the next education and student services committee meeting will
046be on October the 13th uh at 6:00 p.m. So, we did have a motion to adjourn, so I will adjourn. >> [music]