001This meeting of the instructional subcommittee, Deb, can you do a roll call, please? >> Mr. Corey. >> Here. >> Ms. Riley. >> Here. >> Ms. Jordan. >> Here. >> Okay, could you join me in the salute to 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. Thank you. And 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 unperceived by those present and are deemed knowledge and permissible. I don't think we have any citizens in front of us any of
002you would like to speak before we start. No? Okay. All right, Mr. Raposo. >> Okay. Uh first item, what's listed first? >> Update the LE program, dual language means. >> Cindy and Kelly, do you mind just joining me here? Perfect. Thank you. So, um I'll start and then feel free to jump in. So, you'll see um in the backup, so as you know, we're moving our the waiver Vista program to Green. What we've done so far um is we've actually uh had a staff meeting. Um I know that some students, I believe, um were there as well from the program and teachers from the program to talk to the Green staff about um what it means and how exciting it is to um have a new program there in their building. Um we've actually scheduled
003out several recruitment sessions. Um as discussed uh during, I believe, the last school committee meeting or one of the previous school committee meetings, uh we're going to continue to grow the program. Um I'm sharing here some data around current enrollment because um that changes every day. We've been surveying families. Um some families are choosing to stay at Verrus if that's the neighborhood school and not move with the program, which is okay. Um, and so if you look in kindergarten right now, there are 38 students in grade one, 28, grade two, 31, grade three, 28, and grade four, 31. Okay, so that's basically where we're at currently. Um, we're making some decisions around recruitment and so we're actually starting with the foundational students that are already at Green. So our foundational numbers are pretty small. We
004will no longer run like an elementary foundational because our projected numbers are like in the single digits in each grade level. So really for a couple of reasons I think we're seeing less foundational students, but we're also I think getting better at moving kids into mainstream, right? And and making sure that they're at those levels with access. And so we're going to start with our current kids in foundational as a recruitment piece because they already go to Green, right? And so if they're Spanish speaking students, what an opportunity. In four and five, we're still trying to figure out what makes the most sense in terms of integration, okay? We have basically enough students in four and five definitely for one cohort. We might be like one over. Um, what we're trying to figure out is
005whether we're going to run one or two cohorts. We're able to run the two provided that we recruit. The challenge becomes and I want to make sure, you know, people are just aware that it's very hard to recruit monolingual students in a program that they haven't grown with, all right? So because this is a dual language program, the expectation would be that students have entered in K or one in the earlier grades and now are learning in Spanish and English. So it is a little bit challenging to say to a fifth grader who maybe only speaks English or only speaks Spanish, come into this dual language program. There may be some students who have a decent command, you know, of the language. So we're still keeping a close eye on that. We're able to Uh
006and Cindy can speak to this. We're able to um facilitate two cohorts at each grade level um if we need to. Just knowing though that the numbers could be exceptionally small in fourth and fifth. So, our option two would be to say we we have one fourth grade and one fifth grade cohort. Um we'd still be able to preserve that TNM teaching model because you could have a team of a fourth and a fifth grade teacher. >> Yeah. >> Um so, that's really where we're at in terms of the the decision making. You'll see in the um in the back up how many students we really need to recruit at each grade level in order to fill it up to where we want it to be. Cindy, I don't know if you want to add
007anything there. >> you did a great job. Okay. I think that's absolutely where we're at with fourth and fifth. So, I guess we can just you know wait a little longer and just kind of see if there's been any change. >> Yep. Kelly, anything else that you want to add that we may have missed? >> to add. We're um excited to be able to maintain the program knowing that we have to re- do more robust recruitment all year, every year so that we don't end up like this again in fourth and fifth grade. So, looking now to plan out the year so that we're um really doing good with the PR and getting people to join in if someone moves to kind of start looking to move people in like all the time. >> And
008some of the shifts >> all >> Yeah, some of the shifts we've made is we're going to actually have I'm looking at Kristen um some DLI staff at the already scheduled K recruitment events to basically say, "Hey, listen. This is an exciting opportunity." Um and then we have five other uh recruitment events scheduled uh in May and June right now. Um and they'll be either at Green or at other locations throughout the district. Just info sessions for families learn a little bit about the program. This is what it is. Um and we're going to actually I think utilize some of our current staff in the program who we feel like can sell it best because they live it every day. Um and so, that's really you know kind of where we're at right now. >>
009Do you do open houses all during the year? >> For DLI, I we've done uh we do parent cafes which we've done. >> throughout the year. >> But we have not done I don't think open houses during the year throughout. Yeah. >> But we should. >> Yeah, absolutely. Yeah. >> To I have in other districts. So there's and we also have a new coach who's a dual language coach. Silvia Lima. >> Yeah. So she's great. So she'll be a real asset to the program kind of always continuing all of the recruitment and the public, you know, relations kind of piece. But I do think that we should be doing open houses during the school day to invite families in to see what it's >> what it's like. Absolutely. >> I I would think something like
010that early on. I visited a number of communities while I was doing this in Brockton started you know, years ago, 20 years ago. And you look at Milton and they have waiting lists. >> Oh, absolutely. >> You know, so you want to create that kind of vibe that this is a really exciting opportunity for kids and not waiting till the end where registering but to recruit all year long. Silvia's excellent. >> Yes, I'm super excited to have her. She taught in our school years ago. >> That's so we were excited. We had we happen to have, you know, a position available actually at the Green due to a staff, you know, someone who left. And so we were able to recruit this individual who has that background in dual language. That's exciting to be able
011to support that program there as well. >> Okay. Tom? >> So could you uh what what are some of the concerns that the transition from various to Green are presenting and the way that uh superintendent or proposal, you know, just talk about the program. I want to see the program moving on. I I see it's a very beneficial program. Uh I know that there are some concerns in the transition. Can you speak to any of those? >> I think that the numbers of students of families who discontinued were were smaller than we anticipated which was good. One family had three students in the program. They had said they were going to discontinue and yesterday decided no, we do want to do this cuz at first they thought we want to save our neighborhood school, but
012then they now decided no, they do want their kids to be in the dual language program. Um I don't think there are any real concerns. I think it's more just ramping up, making sure that like when we met with Green staff, they were excited. They were really curious like what is this going to look like and is this going to be a separate program or will we will we be integrated? So it's not a concern as much as a goal to make sure that we really make sure that the staff feel like they're a team and that this isn't just a sub separate program that's housed in their building. Does that make sense? >> Yes. >> So it's more just strategic planning to make sure they're integrated and as we said doing more PR all
013year and the >> Yes. >> is is >> So this fourth and fifth grade recruitment, have you have we thought about maybe doing some targeted recruitment to MLL students? >> That's exactly what we're doing. Yes. So we're going to exactly phone calls, literal, yes. Yeah. We're doing exactly one-on-one phone calls to those families starting with the DLI. We're looking starting with the the foundational students and we're looking to recruit we'd like to recruit 10 Spanish-speaking students in fourth grade and 10 Spanish-speaking students in fifth grade. >> This one where the access scores just came out. So we write like a student who's really doing well, you know, getting threes and fours, fives, but not strong maybe in the writing. This would be a great class to be in because you have the opportunity to write
014in both languages. >> Absolutely. Yeah. >> Hopefully maybe we can get some of those >> Exactly. >> to be interested in the dual language program. >> Yes. So we have the capacity to run the two cohorts. We're really just in this recruitment place where we're saying okay, what what makes the most sense and I think to Kelly's point it's just an an all year building the excitement. We want to get to the place where we have a waitlist and people are saying >> It is exciting, you know, I I hear Spanish all the time. Are there other languages that that can come into, you know, the fray as well Are there varieties >> love to grow a Portuguese dual language program in the future. So, we need to get this going. >> staff to do
015that. >> And materials. >> I was just curious just to have that up there. Yeah. >> Materials for Portuguese. >> Yeah, more of a curiosity I >> So, I visited Portugal in 2018 with 10 superintendents and it was a grant from I think it was a state representative from Taunton. And they had a great program for when we brought teachers over, actually to come and teach. >> Amazing. >> Which is really Yeah, you visited Brockton, I'm going to guess. >> Yes. Yes. >> Okay. >> And And Sylvia had three programs there. >> Yes. >> History. I just visited again last year. >> And they had Haitian Creole, too. >> We do. And And those were again surveyed those were the languages there. So, obviously the Portuguese here is a natural fit. >> Right. Natural. >>
016And Sylvia did She adapted the ARC curriculum for They had a Portuguese strand in Central Falls and Pawtucket I mean in Pawtucket. So, she actually has done that work. So, she worked with ARC actually to be able to translate so that they would have materials for Portuguese. So, >> And they have developed I just brought a group last year from Barnstable doing a dual language program to Brockton and they were doing a sharing of the materials that they have developed in Brockton. >> So, they're they're the >> And we're part of a network through cuz we've had this membership component with MABE and so we've had some visits. I was able to visit Chelsea and see a program which was very cool. So, I think our next for us what we'll probably come back here
017with in a year or or at some point next year is really a proposal around middle school, right? So, our next conversation is going to be how do we grow this program? >> Exactly. >> And then once it goes through eighth grade, we have to think about what are the opportunities at the high school around higher level Spanish courses. And then I think there's at the same time there'll be a conversation around what other program, you know, Portuguese would be a great fit. And so, what does that kind of look like? So, >> So, for me it begs the question with with the the teacher exchange program that we have going on, is this maybe one of the programs that could benefit through the teacher exchange. >> Many of our teachers absolutely. So many of
018our teachers right now in this program are part of our international partnership in Colonia. >> Yeah. >> Um and the beauty of that partnership is that we've already had some initial conversations around what would it look like to have a Portuguese and we could expand to Brazil potentially or to Portugal, right? So there's other places we could start to look. Um so I definitely think we know that the staffing and the instructional materials will obviously be somewhat of a challenge. So we'll have to just work around those those barriers. >> The state makes you take at least a year and a half to plan. >> Yes. >> So it's something probably by the by next year at this time if we're really getting serious about it then we'd start the at least a year and
019a half planning. >> Yeah, our next immediate piece will be middle school. Absolutely. >> very good partner. That doesn't always happen but they were a good partner in the planning phases. >> That's what >> All right. So it sounds like we're on our way. We're we're committed. We're running it. Then we'll be tandem teaching regardless even if fourth and fifth grade are only one single class they will tandem teach together. So >> Yeah, we're hopeful we can get the two cohorts just based on the recruitment numbers. >> My only worry that I have is I don't want any children to not be in the program and right now we have 31 in fourth. >> Yes, we're we're we're going to operate we're not going to have anybody have to leave the program. We still have
020some families that are still calling and saying, you know what actually maybe I want to go to my neighborhood school, right? And so that's that's what we're monitoring day to day. So if they were a potential drop off let's say in a month and we were at 26 kids we may say, hey we tried to recruit we're at 26 does it make sense to have one versus, right? So that's that's the conversation. >> No one's being removed from That's That's So my worry is people being removed. My other worry is the tandem because then how about if you get enough of fourth grade but you don't get enough of fifth grade, how do you tandem with one? >> I think we would either have to do all or nothing. We would run the two cohorts
021in fourth and fifth. >> And then just a very small and the other. Yep. Then I have a question because this program is very it's an optional program in and out. I also understand that sometimes we have a lot of like behaviors and stuff in this program. Do we watch out for that to explain to these, you know, if we have too many behaviors, where are This is a lot to do the program at front itself, that some of the students can be taken out for behaviors. I know that sounds crazy, but >> Yeah, I would say I would say that it's not unlike So, it's a it's public school. It's like any other educational program. So, if you were in a regular second grade class, we would follow, you know, our code our code
022of conduct. We would work with the family, right? So, I think it Yeah, I I think it really depends, you know. I would say that it wouldn't necessarily be this thing where because a child might have We expect kids to struggle at times. That happens, right? They're kids. Um but I definitely think we can keep an eye on it. I think what's more important sometimes is whether this pedagogy around learning with the two languages is very unique and different. So, we have to really keep a close eye on whether that makes sense for the child, right? Um I know that there were there have been one or two children where um they really struggled with this piece of the two languages. And so, there were conversations around like does this make the most sense given
023>> It's almost like a mini manifestation. Like is it because of the dual language that they're having these behaviors? If it's not, then we have to figure out how to make them successful anyway. But if it's the dual language structure, then maybe it doesn't make sense. >> That makes sense. >> If I could just follow with a brief question to that point. Uh what's it like for the adjustment counselors if if something does spark up with these kids? Are they able to communicate adequately with with kids who may be, you know, deeply Spanish or deeply Portuguese? >> I think there's a bilingual school adjustment counselor, I believe. Um that service is the school. >> would be part of the program. >> Yeah, I believe that >> I think three. Liz said that she has three
024Spanish-speaking staff. So, one one person speaks Spanish, Portuguese, and agree. So, we we checked that to make sure. >> Yes. Good. >> And all of the teachers that are at the Versailles going to make >> Yes. >> the whole program is just a little >> The the program's moving, yes. >> Thank you. Thank you, ladies. >> Thank you. >> All right. >> I want to stick around. >> Next up >> Is that last? >> I don't know what number it is, but that's it. >> [laughter] >> All right, discussion and vote to refer on contract with Ridgecrest LLC to provide coaching for an Odell ELA pilot >> Steph, do you want to join us, too? >> at the high school level. >> So, I'll just frame this and then I'll let um Jess, Tonya, and
025Steph uh kind of jump in. So, last year uh we began to pilot Odell, which is an ELA resource at the high school level. So, prior to that, really uh a lot of the curriculum was homegrown. We started looking at um Odell as an option and um this team, you know, jumped on this pilot. They can speak specific to how many units they've piloted. Part of the pilot, I think part of the success with implementation um has been to provide that professional support and coaching along the way, right? as we have with any new program uh that we're trying out. And so, really what you have before you today is um you know, a request to be able to expand that pilot and make sure that we still um can expand that uh professional coaching
026at least through this next year um so that the team feels, you know, pretty well equipped um after that point. I don't know if you know, Tonya or Jess, you want to Yeah. >> Yeah, so um this year in grades 9 and 10, we piloted two Odell units. Um and we worked with Kate Brenner, who was the coach, um who has extensive knowledge in Odell. And so, I worked with her as the ELA Dean. And then she also worked with teachers, and we were able to do obs- um learning walks together, look for trends, next steps, plan what we should be doing for PD. Um, it was very useful for me as just a one person thinking to have a thought partner in that way. Um, and the teachers um, completed their own feedback and
027found her it very valuable um, and saw her as a great resource. Next year we're expanding to grades 11 and 12. They will add on they will add two units from Odell and grades 9 and 10 will also add on additional units. So we're expanding to double the number of teachers as well as adding in new units to for the teachers who piloted this year. >> If I could just add we're also doing that at Stone and our PA. They also piloted this year. They had less support than Derby did just because they have fewer teachers and they um, did pilot fewer uh, units. Next year though um, our plan is to go bigger there as well. And they would get the support of Ridgecrest. >> Yes. >> So is Odell a core >> Yes.
028>> HQIM. So as we shifted this year into the HQIM curriculum. >> Yes, it is. >> But it's common core not aligned to Massachusetts state standards. >> I think it is aligned to Mass. >> Right. Well, I don't I think most places will say like common core just to cover themselves across different states and still be marketable. >> I hear that but you know our standards are always more rigorous than common core so I'm just making sure that we're not missing >> So Tanya does a nice job with unpacking the standards with the teachers during PLC to make sure they know exactly what is expected of students so that they can >> And what's that feedback so far in terms of just the level of rigor of what kids were exposed to? >> it's definitely
029a higher level level of rigor um, which has been really I think exciting. Um, we're also seeing I was just looking at the grade nine argument benchmark because I was just kind of looking at the numbers. Um but the units where we have done Odell, we see uh a really positive um increase in scores um for the benchmarks. So, that's been really exciting. And especially the not meeting category has dramatically dropped um on the benchmarks. Um so, I definitely think that it's working. It is more rigorous. I think that is also a challenge um for teachers, which is one of the reasons why the coaching is so valuable. Um doing work around um the opportunity myth and understanding that when students are behind, it's important to keep pushing forward because those are students who actually
030need to be >> At grade level. >> Well, cuz they're the students who need it the most, right? Cuz that the otherwise the gap continues um to get wider. Um >> Do you want to speak to the student survey data, too? Cuz I feel like that really is powerful. >> Yeah, so for each of the units, we had the students um take a survey for their feedback, and then the teachers did that as well. And then the teachers did a survey for the coaching itself. Um >> We designed the questions using a portrait of a graduate from DESE so that we could really make sure we were getting what we needed in terms of um student perception. >> Yeah, it was really great to see the students feeling um like their own experiences had a
031place in the curriculum, student voice, um a feeling of feeling stronger in academic conversations, and more opportunities to collaborate, um more uh rigorous thinking. Um and so, they overwhelmingly enjoyed the units, um though they were a challenge. >> Mhm. >> Uh and that's what we want. >> Yeah. >> I think there was this aspect of relevance, like finding themselves in the curriculum. >> Yeah, absolutely. Um and that has been really exciting um even you know, we did had a unit on the ethics of public health and global food production Um and the kids really feel connected to what they're studying and see them self in it. Which is really I think really exciting. >> Absolutely. And some credit to Tanya and her team as well choosing the right unit. So her teachers had input. >>
032Yes. >> And there was some like nervousness that the curriculum would feel whitewashed in certain ways and it has not turned out to be that. So for example the home ownership we thought oh jeez like how are kids going to connect to this but they really do dig into um Do you want to speak to this just >> Yeah, so that's going to be a unit that we're piloting next year is the American dream of home ownership but really looking at what does it mean to be an American? How has that changed or how does it change depending on who you are? And what has this dream been of American home ownership and what are the things that are barriers for people? Um I think that the same thing is true with like the global
033food production with the kids have really it's really really fun to have listen to them have conversations about you know, what's a major challenge in our global food system and how are we going to tackle that challenge in a way that is sustainable? Um those are the conversations that they're having and as they're writing. >> So it begs the question first of all what's I I remember Tanya's work when I was working at Durfee and I I was just blown away by her classroom and the energy in her classroom. I also my daughter was a product one of the students in her classroom and my daughter was so lit up by the pedagogy going on in the classroom back then. So I trust in you implicitly. So give me give me how do you feel
034about Odell? Thumbs up thumbs down. >> I'm going to be honest I was nervous going into brand new curriculum um and it takes a little bit of time to really understand how it works and I feel like I'm in that place now having done a number of units and especially a number of units in the same genre, right? So like this is like the second argument unit and you start to really internalize the structure. Um I really like it. I think that we needed to do something different. >> Mhm. >> Um and I see success in what we're doing. >> And so uh given the global food production, what might be an example of like what you would see a student write about that? >> Yeah, so the students might be talking about for example
035that um you know, what they might be discussing the environment as a major challenge when it comes to the global food production. >> And so you're checking their grammar, their spelling, their ideas, their thoughts, all that? >> Yeah, and I think the biggest thing is we we're trying to push critical thinking and really establishing what are true what are true challenges and they're so multi-faceted. And where do they overlap each other? Um and what are solutions? Having those conversations together, um thinking about the other side, right? So if you say, "Well, I say we need to push organic farming for example because that is what's going to really help the environment." Someone on the other side who's for industrial farming cuz this is what I hear kids saying is, "Well, that's a lot of land.
036Do we have that land? Is that good for the environment? What happens when >> they're thinking they're going off. >> And so it's really thinking about in an argument >> And they illustrate their thoughts with with writing? >> Yeah, so we do a lot of academic conversations and they're a support to writing. So going hand in hand. >> So we're adding more units in addition to adding the other grade levels. >> Correct. >> Exactly. >> And then the coaching to support the professional coaching to support >> I think just to mention another writing piece and again I'm going to I'm going to Tanya. I I think I'm mentioning what the seniors are going to do when they first start next year around planning for a secondary post graduate. >> Yeah, so the seniors one of
037their first Odell units that they'll do next year is a how do I prepare for life after high school? It's a post secondary pathway where they are researching different careers and different pathways whether that might be vocational two-year college, four-year college, etc. Doing research on that pathway as well as jobs what the outlook will looks like as well as if I go to a two-year college, what does that mean? How do and doing research on what are some of the programs that we have now in for a community college that are then going to help me to go get directly into a four-year college. What are the benefits of a four-year for example? So they'll do that portfolio. They'll create their resume. They'll do their research paper, cover letter, annotated bibliography. And they'll do an
038a mock interview. Either for a college interview or for a career. >> Great. >> Why is that in 12th grade? >> Right? >> That starts that starts in 10th. >> [laughter] >> No, I just made a unit like that I thought it was more high school like 10th or 11th. Right? They're at my 12th grade they've already got choices probably already in them. >> Might change their mind. >> [laughter] >> Tanya, you're still letting them up then, huh? You're still letting these kids in. >> the teachers are I mean they're such a great group, right? Like it's a really great group of people. I I will say I think that I have worked really hard, but the coaching with Kate has really helped the teachers be able to lean in and feel supported which is
039critical so that they can be excited and the kids [clears throat] can be excited. >> Their confidence grows. >> They've worked very, very hard. >> Awesome. The last question on this is did you budget for >> Yes. This is Yeah, we >> Just needed to know that part. As long as you've budgeted for it, I mean, it sounds like the pilot's going well. It's a green It's a green rated curriculum. It is hitting the critical thinking, which is the hot the part you have we have to get at in keeping kids on grade level. So, great. Thank you. We'll refer it. >> Was there a motion to refer to the full committee? >> Second. >> There you have a first and a second. Roll call, Deb. >> Okay. >> Mr. Corey? >> Yes. >> Ms.
040Riley? >> Yes. >> Ms. Storer? >> Yes. >> Thank you, ladies. >> Thank you so much. >> Tanya, Jess, thank you so much. >> Thank you, Jess, Tanya. >> Thank you so much. >> It was so nice to see you. >> So nice to see you. Tell your principal >> Yes. >> All right. Three points there are three. Discussion and vote to refer M Class. >> Great. Um so, really this is um we still utilize for um fluency screening DIBELS um DIBELS 8. And so, M Class is really an opportunity to digitize um DIBELS 8. We still do it on pencil and paper and then we enter um we hand enter those scores. And so, M Class is really an opportunity for us to digitize that. Steph, if you want to briefly just >> Yeah.
041So, M Class gives us so much more than a digital platform. It's similar to what we were talking about um before this meeting around i-Ready where the teachers get groupings, they get what is the instructional focus um for these groups, what are the resources, how do what are the instructional routines. Um so, it really will take away a lot of the time that teachers are manually doing that because the program will do it for them. Um I I There's also the opportunity for teachers to override that focus cuz I personally didn't When I was looking at the demo account, I was like, "Mhm, I probably wouldn't have chosen that focus. I would never have a group that solely focused on phonemic awareness." as a phonics instruction. Um and so there is the opportunity to override.
042Um it sets goals for you. You enter your progress monitoring. It graphs it um on a timeline. >> this will be help super helpful for us. >> I've been using mclass for a long time. Well, good. I hope you like it then. >> [laughter] >> Well, I I think it has pros and cons. >> Sure. Just like anything. >> Yeah. Just to be honest with you, sometimes I'm like, I wish we were doing our pen and paper dibbles because you do miss that teacher professional judgement around what's happening when when you're doing it yourself one-on-one with a student. You learn so much about that student's reading and as you're progress monitoring, it's it helps internalize it. I feel like I feel like for some teachers it becomes very rote when you're doing it on mclass.
043So have you pilot like have you let people try it out? Just I I just would be curious on um some of our reading specialist perceptions around it because just exactly what you said. Yeah, it'll give it to you, but you also still have to do some discernment. >> Absolutely. And so >> is what you see regularly when you're doing the pen And don't get me wrong. I I know pen and paper takes a way longer so we're we're using up lots of instructional time um that could be utilized elsewhere, but I I do think there are quite a bit of pros and cons. I'd be curious on staff feedback around those pros and cons. >> not piloted, but we have looked at it pretty widely. Um I agree with you because I personally I'm
044a trainer for dibbles, but I still take a running record while I am dibbling a kid. Um and the reason is because you can learn so much by error patterns and all the other things that you get by watching a child while they're reading and listening and note taking and what are the errors and you know, what what positive behaviors do they have? And that's not going to be captured on a computer. And so, uh um when I spoke to the leads about mCLASS, I was very um like I cautioned them not to not to lose what we currently have in place in terms of making sure that when you finish scoring, that you're writing down those anecdotal notes so that we don't lose that because that is critical information. >> area. >> Yes. >>
045Can't lose the gray area. >> And we've been training our teachers um for so many years about how do you actually look at these anecdotal notes and use them to move forward? And so, I 100% agree with you that we um we can't lose the good practices that we have in place right now and just go, "The computer told me to XYZ." No, we're going to think about what the computer's saying as um related to like what we know about early literacy um and how we intervene with kids. >> Yeah, and I'm I'm just wondering, it says K-5. Do we dibble all the way? >> We dibble all the way. Oh, yes. Yeah. Yeah, all the way through. >> And in middle school? >> Yeah, we use mCLASS in middle school and then we dig
046deeper um when we need to. >> Mhm. Yes. >> And mCLASS when you need to or everyone needs it? >> We mCLASS everyone. >> We mCLASS all the middle school students and then we dig deeper when we >> This is a new practice. We just started this a couple years ago. >> I think my last year as a principal, yeah, we started. >> And most of the dibbles are We have a lot of retired teachers that come in and do the dibbles. >> We do. >> Sometimes. >> Oh, because it does take time. >> also push back on that to think if I were a >> I want to test my >> our kids. >> That's how I feel about math advantage, same thing, which is a clinical clinical interview where I'm >> So, I
047I guess I'm just um mCLASS is not cheap. >> Yes. >> And and it's another >> Yep. >> digital platform and so I I'm not against it. Like I said, I'm using it. So, it would be hypocritical of me to say don't buy it. I I guess I I want to be careful that we're always dipsticking to make sure we don't lose what things that we just discussed because that that personalized piece is what we need our teachers for. That's where they bring their skills to the table and so I just I always worry about and >> One one thing to think about maybe if I jump in so I don't disagree with you is that and that's really the reason we brought it here for the discussion. Um we put an array we put
048three options in there for quotes but one thing we could potentially consider and I can can talk to Steph is even identifying a grade level or two where we play with it and study it for a year or for two years right? So that's something I think the intention was to bring it here and have this initial discussion and then think about what it is that we'd want to bring forward because we even put in the air a one year a three year a six year quote and put a bunch of options in there really so that we could open this up and have this exact discussion. So >> The the reason I would be hesitant to take out the upper grades because it seemed like that was the one that was like hmm to
049you. Um is that those are the grade levels that they know the teachers are less comfortable with how do you intervene and so with it being in in there they're able to get resources that they might not typically have the knowledge of how to >> You're saying a fourth grade teacher versus someone in first grade yes yeah. >> Yeah and I I just I'm just I'm just I'm absorbing all of this because when I looked at you know you look at it on paper it's not the same as just listening to what your plan is. I I would caution you from doing the whole district and thinking about piloting and maybe not across the grade level but maybe a couple of schools so you get that that through line of what does it look like
050K to five or one year K to eights if you want if that you're thinking about you know doing it all the way through just to have the coaches or or some you know are you stepping like being in those schools and looking at so what's changing in instruction based on this use before, you know, we move over cuz I'll tell you what, once everyone goes to the digital platform >> You can't come on back. >> And nobody wants to go back to that pencil and paper. So, that's the other hesitancy is once you move to it it is much faster, but I do think you lose something in that transfer. So, I just a thought again, I'm one voice. If you feel strongly, know if one does it, we all do it, you know,
051I'm open to that conversation. I just if if you've got some different thoughts and you think about piloting in a few schools and just kind of doing a little study of it before you shift to the full district and I don't have to I don't know how much Have you used Have you had Well, you were high school person, but M classes I don't know. >> I have not really used it. No, we've used it of course. I'm very Right. I mean, that's my background. >> There are definitely some things that I'm like, "We got to slow roll that. Let's try it here and there and everywhere." Um Chef's not convinced you. I have to I have to think [laughter] on it. >> Yeah. Yeah. >> I want I'm I'm relying on your expertise. I
052mean, really it's a wealth of knowledge what you're providing. You know, the fact that you're already using the platform is way above my head. But, what I'm concerned about is in in the teacher orientation to this program are we going to eventually get rid of pen and paper or how I think the conversation between teacher and student is what I'm concerned about with platforms like this. It becomes like so uh black and white, but like I say, we have to maintain that gray area. I don't want to lose that gray area with all this digitizing going on. I'm old school. So, I'm still rooted in the old school method but at the same time, I like to see progress and I know we're progressing toward these areas. So, a little bit above my head and
053a little bit scary to me. >> So, students don't take the assessment online. Um you need the teacher. The teacher is administering the assessment and she's just recording the data on the computer. >> So, yeah, so the the digitally. >> Right. So, the pros and cons and I think, you know, we're open to sort of that's why we brought it here for discussion really is is it, you know, done at a few schools where we study it. I think the pros and cons cons which uh Steph referenced was this idea that the knowledge that it takes to be able to decide what that child needs as a next step, you really need to do sometimes side by side with a coach as well, right? So, I think that even though this can support us with,
054"Hey, here's a recommendation around student groupings." We still know that internally we need to have a mechanism where whether it's at PLC or during a coaching conversation, you have someone else who's an expert in that area that's saying, "Okay, let's look at that group." You know, why why is that child matched? So, I think, you know, there's still going to have to be that element to around even growing someone professionally and recognizing that teachers have a lot of things that they have to do right in the course of the day. And so, how do you know? >> I think it wouldn't take away our data meetings that we hold every time we have a benchmark. That's still is a integral part especially because we share children across um classrooms. And so, um it's somewhat like
055a walk to learn model where your intervention group may not actually be all of your kids that are in your classroom um typically. And so, it will require um coming together and really having good conversation. I do also think um platforms like that are educative, right? So, I might not know a lot about how to support students in how high frequency word um attainment, but I'm going to learn through using a routine and then I will use it with other kids who maybe didn't have that flagged for them because or maybe how I teach it typically with my whole group. >> What would be your recommendation, Ms. Childress? >> Um well, I don't know. I'm going to look at Stephanie and say, "What do you think about the idea of choosing some schools to do
056it rather than, you know, do a one do a three-year contract and pilot it and then take the data from those schools and have a look, you know, >> I have three comparison schools. I think that's a >> We have a one year too. >> I'm the price >> year you can't >> Really, it's hard to learn it's expensive. That's why >> It's very expensive. >> The other my other push on it is it is expensive. So, if you commit, you're committing a big chunk of money to this. Um, and not that DIBELS is free, but this is definitely more. Um, so my thought is if you look at it, you need three years to really look at how something is working and if it's having an impact on change of instruction. A one year
057you're not they're just barely learning how to use it in the first year. So, >> Right. >> I I would if we're going to pilot it, I would recommend a three-year, but I would look to Stephanie and Brian on how many schools you want to do and and have some, you know, kind of partner school not using it so you can look at is there a change in instruction or does instruction look the same even though now we're paying all this other money for Mclass, you know, I Again, I'm looking at your feedback. What you What do you both think about that idea? >> we can meet and we can think about what we would be doing. >> and think about where and when and I'm certainly open to that. I would agree. I was
058just going to add in that I think if we were going to go that route, I'd be hesitant with only a one year cuz I'm not sure what I can learn, but I think if we did a multi-year at a handful of schools, I think that's reasonable to study it and and look at the impact alongside schools that are still doing um, sort of the pencil paper. >> Kathy, what do you think? >> Uh, you know, I I agree. I think you're spending and expending a lot of money. I'm not sure where you have been with it previously. Um, >> Yeah. So, why don't Why don't you all figure out what where you want to pilot, get a quote for those pilot and if I can have a motion to refer the pilot to the
059full committee, we'll move that part of it forward so you can at least have a course. >> Has it been a pilot this year? >> No. >> Oh, all right. Okay. >> So, we're going >> I thought we had pilot. >> They piloted Odell, not this. >> We piloted Odell. >> Okay. Thank you. >> Yep. >> So moved. >> May I ask a question that's not really this issue, but related to early edge. So, where are we at with cursive writing in the U.S. >> [laughter] >> This is Mr. Corey's question. >> like new business, but I can answer that pretty quickly. Over the summer, I do make the be um cursive writing program packets for kids and send them out to school during the summer with a when MCAS is over, let's you know,
060let's have this push to let kids kind of um experience it. Yes. >> That's all I need to know. Thank you. >> [laughter] >> My daughter did it in sixth grade her entire sixth grade. She's in eighth grade now. >> And they still do it. >> I think we still have some teachers who who encourage it and utilize it in the classroom. >> I actually recently saw it, so I know it's happening. >> I need to I need to go relearn myself. >> [laughter] >> You know what? I I always sign my name in cursive and that's barely legible, so I try to stay away from it. >> They should have done it with you when you were in school. >> [laughter] >> And I went to Catholic school. So, not just stripes and rulers,
061there was lots of things. It's probably why I hate cursive writing, but Um yes, we have a first. >> Yes, second. >> Um yeah, you were the first. I'm second. Tap roll call, please. >> Can I just reiterate that motion, please? It was to pilot a one-year >> No, we're going we're going to do >> a multi-year pilot instead of buying it for the whole district. >> Okay. >> And then the team here will determine where they're going to pilot it and what that looks like and get a contract for us. >> That would be like two or three schools or something. >> Whatever they think is appropriate to be able to really tell. >> That's good. I like your assessment. >> The company will be able to advise you on what the pilot would
062look like in a district this large making decisions like that. >> Exactly. >> Okay. Mr. Corey? >> Yes. >> Ms. Riley? >> Yes. >> Ms. Dorr? >> Yes. >> All right. Thank you. >> Thank you. >> All right. So, I think we're sticking around for this one. >> [laughter] >> I just added this in. I can jump just give me 1 second. I'll jump right in here. So, basically what we've done is um we're really studying There was a question on the the mascot so I included the presentation schedule for the mascot. The um Lexia reports. Um what we're actually doing is with all of our platforms, we've been really studying um usage >> Mhm. >> and making decisions around where we think things are best suited based on usage. And in cases where we're
063we don't have great usage, we really want to peel back, right? And so that's what this request is today. It's actually not to increase the Lexia contract. It's really to amend what we've been doing for the past few years. Um for us specifically, um we're looking to remove it from 3 to 5. Um we have seen that because we're departmentalized, our usage is much lower in 3 to 5. Lexia is one of those programs that the more you do use it, you do tend to see, you know, you can see some gains with kids. Um but our usage is much better in the lower grades. Um we're also really being mindful about the amount of screen time kids are on. And I know that we're really committed and I'm meeting with the a te- um
064one of our joint labor management committee meetings we just had with the with the union and this conversation was actually around screen time um and really thinking about how to pull back um a bit more. And so, um this would be an opportunity for us to say, we've looked at the usage. We don't really sup- the usage does not support the continued use in 3 to 5, but we will keep in lower grades. And then we want to make a decision around K um where we're really seeing kids on computers for an extended amount of time as kindergarteners. And we actually would eliminate it from K as well. Um we have some other programs there. Um but we This is really us taking a close look at the amount of time our kids are on
065screens and what the usage looks like in these platforms. So you'll see that the quote that's included represents um a reduction in in uh in the cost um from last year to this year. >> So is the Is the option one this year is called like >> I'm looking here. >> There's an option one and an option [snorts] two on here. >> Um one option was to do a full school license at a couple of the different schools, and we would not take that option. >> Okay. >> Yeah. It would be the more cost-effective option. >> Okay. So you're reducing down to 1,900 licenses. >> Yes. >> And that's going to >> And so it'd be about 73,000. That would target kids in grades one and two. >> Okay. >> Um and that would be
066compared to that 73,000, I think, compared to last year we were at >> Is it 151,000? >> 151,000. So this is about breaking it in half. >> Um >> the cost. And really again, why continue paying for it when we're not seeing that usage? Um you know, we just don't [snorts] think it's a >> And so I I mean you can see it across schools, so also maybe encouraging the use where it's not happening, but you want it to happen in grades >> Exactly. Yes. And that's a monitoring. Yeah, we included all of the all of the data by school there if you want to take a look. >> This is not looking to be referred, just up for discussion. >> Um this would We would bring this in July. That's why I didn't do
067it as a refer, but I just wanted to, you know, you all to have the discussion around, "Hey, when I come in July, oh yeah, I remember we talked about scaling this back and and that sort of thing." >> Okay. >> Just have a question for you, Brent. I was I was I was glad that you mentioned about the other computer time for such young grades. Have there been any uh any kind of uh clinical optical studies about blue light and and and children because they're relying on computers so much and >> Yeah, I mean there's a lot of stuff I mean just this week there was another study that came out around screen time and so we're looking at all those I referenced earlier that I'm actually with the teachers we have some draft
068screen time guidance that we're creating for the Portland Public Schools that I'll likely bring back to another subcommittee in the future. We're getting teacher input on that right now and really what we would look to do is to set some guidance and limits at each grade. You know, it's not necessarily a policy but we want to say hey this is what all the research says and we need to be mindful of how much time because we know that students are spending time on screens outside of school as well and so if you look and say >> Wow. >> So it's compound it's a compound issue. >> Right. >> I'm sure I'm certain >> And particularly in the lower grades with social skill development that's really important. You're building language and so you know when you're
069just engaged with the screen we're losing opportunities to build language to solve problems to resolve conflict to learn how to take turns right all those right >> the human interaction part. I'm glad you mentioned it. I know that was very astute point to to bring up and it caught my attention immediately. I'd be curious to know more you know down the road but I never even thought about that. You know what I mean? It's very important point. Thank you Yield. >> And I know people are invested in this dinosaur. Lexi does get used quite often. I've seen Lexi in many places. >> Yeah. Just so everybody knows Lexi does get [laughter] used. >> I didn't share with you the >> the report. Yes. Lexi absolutely gets used. I've seen Lexi many times out and about.
070But I know it's a >> I was going to ask Ms. Kennedy to be here today in in Lexi but she declined. >> [laughter] >> I can't wait to meet Lexi. >> Oh I love her. >> Well >> She's backed up in in other room so anytime you're >> She has pull that right on. These are fully animated. >> Yes. >> So, I'm a pretty good Lexia. >> Lexia? >> Right? >> What's your impression of Lexia? >> I like Lexia. Yeah, I've done Lexia. I've used Lexia. >> I've done Lexia. I've got Lexia. >> I've got Lexia. >> You've done it? >> [laughter] >> No, she's saying that's what I said. >> Yes, I've used Lexia with the kids, yes. >> I'm here for Lexia, yeah. I like it. I I agree with the Lexia
071of the grades. That's what we were speaking about. I'm doing good. I'll keep my opinion to myself. >> Oh my goodness. >> I know some people don't >> [clears throat] >> like it, that I do know. >> I I I'm just going to speak to the dinosaur piece. That is a a reward for students when they hit their marks, when they make what their their goals Lexia comes to celebrate with them. So, just I don't want people to think we're just yapping about like what is this mascot? No, oh no, people don't >> It's fully an incentive for students. >> It's an incentive for students. >> a motivator. It's a motivator. >> And it's a promise. >> Absolutely. >> Okay. >> I don't know if we're going to have a Batman capsule. >> [laughter] >>
072The cat one. >> It is exciting. >> Oh, that was just a discussion? >> Yeah, that was just a discussion. >> Yes, okay. >> So, let's move to discussion or vote votes for for contracts to develop SFL units for ESL. instruction >> Kelly, do you want to join me for this? >> Thank you. Thank you, sir. >> Oh, I pre-approved a glass cuz I'll just point out I didn't make this a suggestion. >> I actually asked for it to be I did ask [laughter] for it to be seconded, yeah. >> It was an oops, we forgot to >> so quiet, Dan. >> I know that was a little awkward, right? >> Yes. Um okay, so um we so last year we actually started to bring uh we started this journey around creating um SFL units
073which which is systemic functional linguistics. So, we actually work with Dr. Maria Brisk out of BC, Boston College. Um, she's done a lot of research around this. And this really curriculum is for our uh students at ELD level three. Um, and so, um, all of these units, um, you know, I I think are designed by genre. Correct, Kelly? So, you can talk a little bit about that. And so, really what this request is is we were able to pilot a few units, but we want to basically create more units. Um, so that we have a fully fleshed out curriculum for our students at that level three. As you know now, based on our foundational numbers, that's a lot more students that are moving into level three than we've had in the past. It's a good
074problem to have because they're exiting foundational. And we want to make sure that they don't stay there. That tends to be the level where kids hang out the longest is that three because the language starts to get more complex, which means the instruction has to be a bit more refined at that level. And so, um, these units are really to target that. You'll see um requests here around middle school and um Durfee uh high school as well because we're using these um at the secondary level right now. And in elementary. >> If I could just ask as a back up when you present this to the full committee, let's see the ACCESS scores and bands for for these >> Absolutely. >> that we're talking about so that the folks can visualize like, "Here, most of
075our kids are at this level and that's why we're looking for this resource." Cuz if you bring me something that shows me all of the kids somewhere else, I'm going to be like, "I thought you wanted this cuz most of our kids are stuck at three." So, I would say always bring the data to support that, especially to the full committee because that goes out more broadly than just our sub. >> Kelly, anything to add um the information? >> Well, yes. So, in in Massachusetts as in in Rhode Island and across the nation, the push is for access to high-quality instruction materials for core content and for English learners. And in Massachusetts, we have next generation ESL. So, our >> [snorts] >> project started back in like 2012, ESL MCO MCU um unit development. So,
076these units will be aligned to Massachusetts next generation ESL and we're at 2020. And nothing on the market is aligned to them, as you know. Like like 3D is filling the blanks. You know, the the other curriculum that's on the market is not fully um high-quality. So, these will be high-quality, so the kids will have access to complex reading and then really aligned to WIDA 2020 through systemic functional linguistics in the teaching learning cycle. So, and then also we get to um kind of align the topics to the core content topics and make them more um place-based, right? So, right now a middle school unit is um how does litter um affect our waterways and the animals. So, they're doing a science explanation, so we >> some of the social media posts around state. Yeah,
077we partnered with Save the Bay. Yeah, that was amazing. >> near the water. >> Right. >> We need the kids need to understand like where they So, they started with maps and investigating all the waterways here and then um learning how to write science explanations in ESL and pulling from um the science and engineering practices and the language of the science and engineering practices. So, the units are all kind of really designed with with that in mind. What are the disciplinary practices and then what's kind of like high interest. >> And what's um you know, unique about that is that it's building this disciplinary literacy, right? In the language of science. And we know And we know that access is tested in that way as well, right? So, it's like the language of social studies,
078the language of mathematics. And so >> It's multimodal. So, they're using graphic charts and tree charts. So, it's Yep. >> It's a >> It's even I think this is even good for your fours and fives because what happens is I I think for some students who start to excel in in the in the other content areas, they want to exit MLL because they feel like they don't need it anymore. But, when you provide rigorous content, the goal is I mean, I was an MLL student and my mother's was like, "Nope. Don't need the services." because she wanted to push me into the rigorous courses. Um, and so we don't want to have kids exiting when they're not quite ready because they're starting to excel. Like you said, they already got some of those foundational skills.
079They're ready to excel in their other courses, but they're missing some of that, particularly science, you know, those those vocabulary words that don't translate as well as some of the other core content. So, I love the idea of providing more rigorous >> And they deserve it, right? >> All of our kids deserve that level of rigor in their >> No, it's great. I would just say add the data so the people get the whole picture. >> Sounds good. You can count on me for sure. >> I certainly support it and if my colleagues have any questions >> Yeah, I'm I'm just curious about No, I'm I'm going to support it for sure. Um, I'm just curious about the growth and development uh, especially in terms of vocabulary for what it is that like let's say
080it's a science thing like around Save the Bay. Uh, novice Now they're researching terms the the science of saving the bay and they're seeing all of these oceanographic terminologies. Are they picking up on stuff like that? >> They are. They learned about brackish water and all of the They literally they learned about all of the marine life that live here. So, from quahogs to oysters to estuaries, right? So, where the Taunton River dumps into the Mount Hope Bay. >> of those concepts and ideas and their vocabulary is expanding as a result of that. >> vocabulary, the linguistic complexity >> more we find rigorous, Brian tells about them, all of a sudden we start to see that we find learning easier. >> multi-disciplinary. They're connecting it to a real-world um, you know, learning. Our kids are
081out there actually doing stuff you know, which is fantastic. So. >> It's the academic vocabulary because that even you just used so many vocabulary words that would um, not have a connection for a student whose first language isn't English, but they're learning a vocabulary that's like academic in nature, not just what they hear at, you know, from from peers. So, I think it's great. >> Good. >> Thank you. >> That was a good idea. >> Yes. >> That was also on my list. I forgot to ask before. And it's in the budget? That's Well, the other one we're already giving money away. >> Yes, and and some of this I think we were going to talk about this with Ted. >> Oh, okay. Thank you very much. >> You can probably use some of that.
082>> Thank you. >> Yes, exactly. >> Thank you, Stephanie. >> Thank you. >> Any other questions, Shana? >> No. >> I have a motion to refer this to the full committee. >> Second. >> Dab? Mr. Corey? >> Yes. >> Ms. Riley? >> Yes. >> Ms. Stewart? >> Yes. >> Thank you. All right. >> I think you're up next. >> Yeah. >> So, that's it? >> Brooke? >> No. >> Should we do Building Blocks next so that Ms. Riley >> Yeah, why don't we have Ms. Riley >> do that. Yeah, go ahead. >> Since she's here, we can do Building Blocks right away. >> So, are we looking at Brooke? >> No, uh Building Blocks. >> Building Blocks. >> Yeah, we're going to skip to Building Blocks so we can let Brooke speak. >> Yeah, so
083really um I'll just frame it and then Christine can jump in. Um Building Blocks is um a preschool uh math curriculum. >> Mhm. >> And so really um just an opportunity. We really haven't had a resource there. Um we're also in addition to using, you know, um potentially using the Building Blocks if that's approved, um I'm working with Ms. Farias on um training teachers in Advantage um and really incorporating a lot of early numeracy games there. Um so, we're excited about just, you know, really ramping up the the mathematics piece in general, but I'll let you jump in and >> Okay. So, currently our curriculum is um World of Wonders, which is McGraw-Hill's preschool um version of the Wonders curriculum. So, it is a literacy-based but multi-disciplinary um curriculum. So, it incorporates this is the
084math, science, social studies, social-emotional learning all into one curriculum. We've had this curriculum now um for 4 or 5 years that we've kind of been in it and what we found over time is that the math isn't great. It mean it hits most of the things, but not really comprehensively in a way that we would really like it to. And so what we were looking for was a curriculum to bring in to strengthen the math piece of the work. Building Blocks is also a McGraw Hill program, so it does complement What we really liked about Building Blocks is it is a very hands-on play-based math curriculum. So it is primarily focused on the use of manipulatives. It is not pen and paper type things. Um and so very easy to bring into the natural structures
085we have in preschool already. And so bringing it into center-based learning um this one fits really nicely in that and aligns um with the work that we're already doing in preschool. So less of a lift. The teachers really like that it was a manipulative base when we looked at, you know, what is this? It's teachers manuals and tons of manipulatives. That's what it comes with. Um and so >> Conceptual learning, love it. >> Yep. >> What do you use for elementary math? >> We use I am right now and then we have teachers treated advantage through second grade. Um so we still do the clinical interview for every child um three times a year in in advantage and then we utilize the games and the number sets work from there. So we do a combination.
086Yeah. >> So what are we talking about four four-year-olds doing this? >> This will be the threes and fours. And so the way we structure um the learning particularly in those multi-age classrooms is we do a lot of early exposure for the threes and so they have an opportunity to explore the materials to start to engage with some of the concepts, but more play-based and more in um the way that they're ready to. >> Is the math a a tangible math like like like like uh you know, the old math or maybe building blocks, maybe two here, three here equals five. >> That's what it looks >> of thing. So, it's visual and tangible with bears, with different >> Yeah. It's all counting with materials and so they're able to move them around, help build
087that one-to-one correspondence where they're touching and moving the materials versus just seeing a visual representation of something. >> So, I'm just really curious as to the learning perspective of a three-year-old and a four-year-old. I I'm I'm so into pre-K as soon as necessary. The science says we need to be there. Well, what's it Just give me an idea of what it looks like. >> our littles, it's a lot of sorting, a lot of matching. And so, when we're talking about helping them understand the concept of one, we may have pictures of one and they're putting one on top of If we've got three circles, they'll put one on each circle seeing that alignment in the match between what they're counting. >> Um lots of shapes. >> Like remember the old bead counters, you know? You
088can move a bead, you know, three beads here. >> They have little ones that are little bears, little >> Yeah, we've got bears. We do use beads. We use a lot of stringing beads so that we're working on the fine motor piece, too. So, we'll do some counting beads with stringing them on. >> Good. And and they show excitement when they're playing in this >> Yeah. Anything that they can touch and manipulate and move around is it's the way our little ones learn. And you know, we've been talking a lot about even that as we roll into kindergarten, first grade, and second grade. That That play-based learning is really where kids do their hard work. >> Do certain children present with deficiencies? Are those deficiencies obvious maybe to a three-year-old or four-year-old? Can you see
089some deficiency early deficiencies? >> Yeah, so that's part of a the 3-year-old part of our program. It all of our 3-year-olds are students with disabilities. And so we're really trying to catch those students who may have delays earlier and bring them in and start working with them to start to develop those skills. >> Yeah. This is This is like a scaffolding thing that we never had until we instituted pre-K, you know? We never really paid attention to that. >> Tom, we probably did this when we were in kindergarten, but now they're doing it in preschool. >> Yeah. >> Preschool everything has Yeah. >> Well, the standards have changed. >> Yes, they have. Significantly. It You know, and I think to that point, we've sort of followed it probably a little too far in in Yes,
090the standards have changed, but to some degree, our pedagogy changed with it in a way it probably shouldn't have. And so now we're looking back to say, yes, this is the standard, but there's a play-based way, a more developmentally appropriate way for us to get kids back. >> Sounds good to me. >> Cost? >> No, yeah, none of these have a cost. >> Oh, this has a cost. >> Yeah, so the it's actually not super expensive. It's It's in like $35,000 I think for all 33 classrooms. >> I think it's 28. >> 28. >> Yeah, it's 28. Yeah. >> And then there's additional professional development we can choose to purchase or not. Um we have a pretty strong base of math expertise in the district that I don't know how deep we need to go
091into their professional development. >> Is this in the budget or your brain? >> This would have to come from budget. Yeah. >> Just asking. >> Yes. >> Keep saying yes to all these questions I'm doing a bunch of them. >> Mr. Almy is not here. >> [laughter] >> Just making sure we have that cost up cuz it's kind of cut off there. >> I will, yeah. I'll do the copy. >> All right, do I have a motion to refer? >> Motion will be lost. >> Second. >> Okay. >> Dap. >> Let me just say. Mr. Corey? >> Yep. >> Mr. Irving? >> Yes. >> Mr. Stewart? >> Yes. >> Okay. Thank you. >> You're welcome. >> Thank you for your question. >> You're welcome. All right, Mr. Now we're on the Grow Education Program. >>
092Okay. So, we're super excited about this. Um we started this conversation last year actually with Grow. Um they are partnered with the Marion Institute and so this is a farm to school program. Um and so we met with them. We're actually going to pilot um at three schools, Tansey, Watson, and Westall. And they were really excited to work with us. Um I >> Well, Watson? >> Tansey, Watson, Westall. >> Oh, I was going to >> Yeah. >> [laughter] >> Um and so at the three schools, um one of the things we did right from the beginning, we wanted to make this an authentic experience like from the beginning. And so they have someone who comes in and builds the beds. And I said, "Hey, wait a minute. We have a construction program." Like and they're
093like, "Well, we've never done it before." I said, "Will you try, right?" And so they actually um supported that. And so they taught our kids in our carpentry construction program how to build it. They went and built it. So if you drive by a Watson, you'll see the beds. Yeah, so you'll see the beds in the front. Um and so Yes. So this will be geared toward third grade. Um it's really designed to build like healthy habits for kids. They start to learn about uh cultivating crops. They then eventually will use them. So they'll create a salad, right? Um in some districts that have had this for years, this actually starts to provide fresh um produce to the cafeteria, right? So they can start to work with cafeteria staff. So we could potentially think about
094how to grow this, right? For lack of a better term, um down the road, but right now we're excited about third grade. We can integrate this into what they're learning in science and ELA and kind of make it multi-disciplinary. Um, and kids would learn how to farm their own their own vegetables and and, um, and take care of them. Um, and then we also would partner with, um, what, you know, as I met with them, what they've done is, um, we've partnered with local food banks and sometimes whatever is left that maybe we're not utilizing, um, we would actually teach kids about that process and be able to donate, um, some of the stuff that kids have grown. Which is cool. >> I love As an old man, I I still grow a garden every
095year. I I'm I'm getting ready I'm going to till my garden this weekend if it if I don't get rained out and start getting my plants. I look forward to that process each new year. Just connects me. I I live in the city, but it connects me to nature and it opens my mind up philosophically. Uh, it helps me to appreciate that now we can eat something that I grew myself. I really really love that process and to know, uh, we never had this when I was a young student in the public schools here. But to see that we would have this in the public schools now for these young children is is very enlightening. It's wonderful. It's wonderful to know. And and I'm glad that you backed up the construction program, the construction craft
096program. To have those kids do the hands-on >> Real projects, yeah, exactly. >> real projects that they could cuz, you know, I as you know, I work at Diamond part-time and I see what they're producing there, you know, and it's just really good to see the kids doing this hands-on stuff. It's so much uh, you just feel it more, you know? It it just you it What can I say? I'm in a loss for words right now, but it sounds really good to me, Brian. How do you How do you get in touch with these programs? Do Do they come across on on on a wire to you or >> Yeah, I think this one came across we had a couple of initial I think I had a virtual meeting then an in-person meeting and
097we started having some conversations and thought about really how could we potentially just start small as a little you know pilot opportunity and so we started looking at you know what potential sites and so you know that's where we are here now right to think about it. >> Talk to me again. When are we doing this? >> This would start in the fall but they >> When do you mean when during the day are we doing this? >> So this is during So this is during the day they So what happens is Marion will come in and support. We usually going to align this to science instruction for grade three students. >> Social studies you mean? Farming is social studies. >> Yeah. >> It's agriculture it's in there in third grade. That's in the social
098science curriculum. >> Yeah. >> don't want them missing core content. This is great. Don't get me wrong. Love it. But >> I think >> we can't squeeze out our core content. Like this fits into the third grade standards for social studies. It's social studies. It's farming agriculture how do we survive as a humans in this world. So I'm okay with them going outside for social studies and doing this but I would hate to see them missing core content time for something that's only at three schools and is valuable and good but I just want to be careful we never have enough minutes in the day and once you get kids outside it can't just be five minutes or 10 minutes because they need to learn what they're doing. Why are they doing it how they
099So if it's going to be a period I hope we would consider >> We certainly can. Yeah, I I only mentioned science because they've done this in Massachusetts and always been science aligned with like life cycles of a plant. That's what they've done. >> Yeah. >> Previously but I I think it could live in social studies as well 100%. Yes. Yes. >> Sorry. >> And we have control >> Yeah. And we have control over that. They're not so I think that's great feedback. I mean we can figure out where it lives. Our our hope is that >> Everybody live in both. I just >> That's what I think it's multi-disciplinary. Yes. >> They're not missing science class once a week cuz you do have to take care of the garden. You can't just go out
100once a month. >> And what they'll do is the classes will share that responsibility. So it might be that one class goes out or half a class and then next time it's a half a class. And so they when they've done it it's always been multi-disciplinary where it's like cross content in some ways. I know that we met with them and was actually my first question. I said, "Tell me what standards in Massachusetts, right?" Because I was like, "Is it this grade? Is it fourth? Is it like where exactly, right?" >> You're right. It's a life cycle of a plant, but it's also >> There's so much more. Exactly. >> Talking about those other standards and thinking about all of it. So I feel like that could fit nicely together. >> Exactly. >> Also like
101teacher buying is important. So not just the science teacher, but the social studies teacher and elementary >> And we want to get to that. Right. We want to get to that place where we have this multi like cross curricular opportunities like this. So that's where we know we can make learning stick for kids, but that's great feedback. I think we can we can figure out exactly where it lives. We haven't gotten to that um logistical piece. >> And is there even a cost for this? >> There is not right now. There was a I think the beds were going to be a certain level of cost, but because we're able to get our kids to do it, we saved a ton there. Um we've pursued they've supported us with pursuing grants. So this organization is
102very good at hey, let's find five grants for you. Let's find three grants for you. So they actually support us in writing some grants, which has been great. Um so if there is at some point, obviously I'd be back here saying, "Hey, this is important to us. Like can we support it?" Um but at this point no. >> Okay, so I'm just trying to get in and I I see the beds at Watts and they look great by the way. >> [snorts] >> Uh so now the kids are out there on a Monday, you know, and they're doing some work in the beds, right? What happens on Wednesday, Thursday, Friday? Who maintains the beds when the kids aren't out there working the beds? >> Yeah, so I think they what we would do is we
103would come up with they described is in some places they've had some sort of a rotation even with students. Um where it might be like a school like a Watson has two third grade classes. So we'd have to think about there might be times where it's like all the class 48 kids are out there, 50 kids, because there's more of an instruction around this thing. Other times when it's cultivating something, maybe it's 12 kids that are out there today and 12 kids that are out there tomorrow. So I think they come up with some sort of a rotation around that. Um so we'd work with them and see what that is exactly. >> opportunity to partner with Bristol Agricultural and have some of the students mentor our kids? Any any kind of opportunity? >> could
104be, yeah. I mean, we also have at Durfee the environmental, so we talked about that. Yeah, so we actually said because I I'm always trying to connect Yeah, so I'm always trying to connect to what we already have, which is why cuz building the beds I'm like Durfee can do that, right? And so this we started talking about our environmental program and how all those kids come in. >> know about the new one, but the old one had a had a greenhouse, and the kids were out there all the time. But then I think that was through the science curriculum, the greenhouse at Durfee. >> We had it I mean, they were they call themselves now, but We have we have a CTE pathway now that's environmental at Durfee. And so that pathway, again, I
105think what a great link. >> hands-on learning for them. >> Yeah, so I want to keep that in-house as much I'm not saying this Hey, Bristol Aggie's great, too. And we have our own, you know. >> I was unaware of our own division of agriculture. Oh, I'm much No, no, I'll stick with our own. I It's And if we can get some of the older kids mentoring the younger kids, younger kids young kids love to learn from the you know, the older appears. >> Yeah, absolutely. >> And you grow by being a mentor. >> Exactly. The vision of the graduate. >> Yeah, absolutely. >> Yeah, there's a lot of cross-age opportunities. >> These are all ideas that I like. >> Yeah, just some stuff to think about for us. Yeah. >> Yeah. >> Love it.
106That was a good meeting. It was It was only discussion. >> That's it. >> Oh, you're not giving me money? >> We don't need any money. >> But we It was exciting, so we wanted to >> Absolutely. >> talk about it. That's all. Yes. >> Great. Great. Great. >> Yeah, I love it. >> All right. Can we bring out the vegetables to the next school committee meeting? >> I need a motion for success. >> I I bought some organic carrots from Whole Foods yesterday. They're just tremendous. >> [laughter] >> I have a motion to adjourn. >> Before you adjourn, can I can I make a comment? >> You know, again, coming to sub-committee meetings, I know Brian, you worked to put things on the agenda. Just listening to the discussion, I can't thank you enough.
107I I don't know everybody that was here this evening. I'm still getting to meet people. But I really appreciate the professionalism, the collaboration that went on, you know, O'Dwyer has done tonight. And I just want to thank you for that. >> I appreciate that. >> Thank you. >> Motion. >> Second. >> Deb. Mr. Corey. >> You got it. >> Mr. Riley. >> Yes. >> Mr. Dwyer. >> Yes. >> All right. Thank you very much, Deb. >> Thank you.