001Would you please join us for the pledge of 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. [clears throat] >> No here. >> Frost >> here. >> Sao >> here. >> Cor >> here. Tire and AW >> here. >> Okay. Do we have any correspondents tonight? >> All right, Logan. >> Welcome back. >> All right. Yeah, back. >> Hopefully your all winter breaks went amazing. It seems like they were eventful and everything. >> Has a shirt he's wearing. >> I [laughter] know. That was a good way of saying it. Yes. >> Yeah. Seems like it went eventually. Um before we get started, um January is school board appreciation month. So before we get started, I'd
002like to welcome Charlotte Aurora from student council vice president to share a few words. >> Hi, my name is Charlotte Aurora and I'm honored to be here today with Stevenson Student Council to recognize and thank you during school board appreciation week. On behalf of the students in this district, thank you for putting time, effort, and dedication into our school and our community. Much of your work happens behind the scenes, but its impact is felt every day. Through your decisions, you help shape our classroom, support our teachers, and create opportunities for students to learn, grow, and succeed. You take on challenging responsibilities, often without recognition. And your commitment makes a real difference in our daily lives. As someone who helps plan events in student council, I get to see how much work goes on behind the
003scenes to make things happen at our school. A lot of times student don't real students don't realize that everything that we do traces back to you. Without your approval, guidance, and support, none of these events would be possible. So, thank you for giving the opportunity to create these amazing experiences and memories in our school. As a small token of our appreciation, we had we have something for you tonight. We had customized gifts made, but they're for unfortunately still in transit and Logan [snorts] is going to bring them to the next meeting. We also have handwritten notes from the students and student council. We hope this gift serves as a reminder of how much your work means to our students. >> Thank you so much. >> Thank you very much. >> Thank you. >> All right.
004So, I know this one's going to be a little bit different in the structure. Feel like I say that for every meeting. I feel like all these are a little different. Um, but this one the structure is going to be a little different because I know we ended last time it was the end of winter and then now is just the start of second semester. So in terms of events, not too much has happened in the time that I've seen, but obviously I promised to show you guys different student experiences here. So I'll just bring you through different students winter breaks. You know, obviously like I said, eventful winter breaks. So we're going to hear from a freshman to start us off. This is Hamshi Kashi Ram. Um, when I asked her about her winter
005break, she said she spent the first week in Wisconsin as a lakehouse. She went with her friends that she didn't see in six months because they're from Ohio, so out of state friend. She used to live out, moved here, but now she's able to see her old friends. This I thought was cool. She has uh old classmates and a teacher from seventh grade. They have a tradition where each year they go rock climbing. So, her seventh grade history teacher and some of their classmates go on a field trip and they go rock climbing each year. I thought that was really cool to keep that tradition alive. she's able to do that over here. Um, but yeah, when she spoke, she said, "It's good to reconnect with people I'm close with because I have trouble finding
006time with friends because school's so important. Everyone's busy during the weekdays. Needed rest is important." So, obviously, like we know, winter breaks huge for rest, but there's a bunch of other things they do for students. And we'll see a sophomore here, this is Sidu Sanchula. When I asked him about his winter break, he went to Puerto Rico. He went to a lot of beaches and architecture. He loved it there. He did something I thought was really cool. I've only seen videos of this on Instagram or if you're ever on that. Um can canoeing over a bioluminescent bay where if you put your hand in the water, it flowed blue. I don't know if you ever seen that before, but I thought that was an awesome experience. I mean, when he was spoken about it, he
007he loved doing that. Um he said it was good to get a lot of sleep after Puerto Rico Puerto Rico. Um and also he said how he studied for the ACT over the weekend or over winter break, excuse me. So obviously it's a great time to relax, but some students, you know, they they stick to it. stick to that schedule. Obviously wanting to get good scores on these standardized testing. So, we studied for the ACT. Moving on to our junior, she Lena, she's the one on the left there. I know it's kind of hard to see her in that uh with her Starbucks drink there, but this kind of plays into it where she spent a lot of time hanging out with friends. She said she went to the mall a lot, did a lot
008of shopping. Um, she also said she spent a lot of time watching Stranger Things season. I don't know if any of you are watching that, but that was a big thing. She mentioned how she binged watched that. She felt she had to catch up. Personally, I've never watched it myself, but you know, it's okay. Um, she learned how to cook Mexican cuisine. She said that her mom was um on to her about how she needs to learn to cook more. So, she started learning Mexican cuisine, which once again, uh, and I asked her about her friends because she said she hung out with her friends a lot at the mall. And so, I was a little curious how much of those friends she she sees during the weekdays. She said she sees around 40% of
009her friends throughout the school days. So, obviously, we have around 4,800 kids here. It's impossible to see your friends every single day. You don't have lunches. You don't have classes. It's hard to do that. And then when I asked her if I want a break, she said it allows me to meet up with my friends that I haven't seen in a while. It's that time to relax after finals after stressing about school. So once again, that great break to see friends you might not usually see. Finally, our last one, our senior, this is Jaden Rim. She went on a ski trip with her friends. And once again, she loved being able to hang out with her friends outside of school that she didn't usually see. Um, but she also talked about her family and she
010said, "It was good to catch up with my family. I feel very distracted with college apps in school." So obviously seniors, very busy. second semester. I talked about that time in that last meeting, how it's very fluctuating. Well, for seniors, not only was it finals, there's college apps. So, huge stress during that time period. And she realized how she does have a lot of time away from family because of all this. And she said how the ski trip was a good way to have a nice dinner with them and catch up. So, once again, winter break we generally associate with relaxing and all these things. And it is that. But students also love seeing their friends. They love going on these trips. And yeah, I just wanted to show you guys four different four different
011uh students that just had different experiences over winter break. I know usually I end with that, but we're starting with that. So last meeting I did not talk about sports. I talked about mainly activities. I said I would talk about sports later. So we're going to do that. Um starting off season of serve uh is ending. So we're moving into the season of spotlight. Season of serve is ending. There's a hockey fundraiser on the top left. This shows are kind of towards the end of that season of serve. Uh there was a hockey fundraiser where Stevenson hockey had a toiletry drive to benefit the Stevenson one family foundation. So donates you could either donate toiletries or household goods and then they would be obviously given to the one one family foundation and help out that
012season of serve kind of wrapping it up there. Uh one of the last events with that. Uh moving on to the right in that top right there. Boys basketball ball. The Patriots are 11 and three. They hosted Lake Force in a conference matchup and they debated them 5547. Uh they sadly lost to Warren this past Friday, but once again, basketball teams doing amazing. Um bottom left at the Allied Bowling. I'm going to talk about them a little bit more later, but they had their first game against recently. Um I'll kind of spotlight that one a little bit more as we go down. On the bottom right, the Patriots girls wrestling. They went to Dundy Crown this past week, and they placed eighth out of 29 teams. So, huge performance for them. Awesome for them to
013go out there and do what they love. Excuse me. Final three sports. Uh the one on the left back in late December, the Patriots competed in their own Let's Groove Tonight tournament. They finished first place 3A varsity division among 31 different teams. So that's a huge showing for them. We got first place out of 31 teams. Awesome. Uh moving to the right there, girls basketball. They're 5-1. They traveled to Lake Forest conference matchup and they once again also came up with a victory. So I know a lot of times the last one I talked about fine arts and how those fine arts performances, we get to see the different skills that people have. Well, that's the same with athletics. this it's just a performance for them just they do it a lot more through games
014and things so once again seeing that finally boys bowling I mean you can just see the talent of the individuals there I am not that flexible I wouldn't ever do it [laughter] that in fact I went bowling two days ago and I did not break a 100 so it was not a good time >> [laughter] >> um but our bowling team's amazing seven and nine and so just awesome to see the different students and how talented they are and the different sports that they do how much time and dedication they put towards it obviously as he goes throughout the year. Okay, here we're going to look forward. I'm going to kind of lay out the different semester, what we're looking like. Like I said, these are the last two seasons of Spotlight and Celebrate. Just
015some things that are going in them. The consortium choir, band, and orchestra concert. There's S Factor, that's our singing competition. So, that spotlights kind of singers at Stevenson. Uh World's Fair spotlighting different cultures and patria that is a new event I can if you guys have questions about I can talk about later. But we formally had Winterfest and that is being p replaced by Patriot Palooa which if you've ever heard of La Palooa, it is like a music festival vibe. So we're going to have professional bands. We're going to have student bands going to have student performers. It's really fun. I've had the great honor of trying leading that initiative to change that. So it's super exciting. If you have any questions, I'm more than happy to answer them. I'm going to talk about that
016more in February. Moving on to the seasonal celebrate. Obviously, a lot of those are senior oriented, like prom, senior sunrise, senior boat trip, and spring fling. Spring fling is not senior oriented, but makes sense because as our seniors are leaving, you want to celebrate the seniors, but that's kind of just looking forward. Obviously, those are the big events, not exactly all the small ones that go happen in between, but awesome to see how we lay out how the different seasons go. And I know I'd talk about this allied bowling. I told you I'd talk about the season of spotlight a little bit more, and this I feel is a perfect representation of that. So, this is Allied basketball. They get one game a season where they call it in the big gym. That's what they
017call it, which is where they go in the sports center. Usually, they're in the fieldhouse, but they get one game where they go into the sports center. Uh, there was pep band, cheerleaders, the football team got brought out as you can see how hype those stands look right now. It's just awesome. And it's a perfect example of students and students spotlighting people. Spotlighted the Allied basketball here. You have the pep band. You can see the cheerleaders there. Football team coming out to support. So, huge different things that I Gobble was at that, but sadly he's not here today to um talk further about things about that. But that's just a little tease of kind of what the season of spotlight looks looks like and what we're kind of moving into. So, um I know Charlotte
018mentioned this, but kind of just reing reiterating her words. Um it's been I've been so honored to be able to give these presentations to you guys to get you know you guys a little bit more. I know I might know a little bit more about the background than other students and just seeing these meetings are so enjoyable. I love making these presentations and standing here before you guys is is such a great honor. So, thank you guys for everything. Thank you. >> Thank you. >> Do we have any visitor statements? >> Hi, good evening. Shannon Nazal Hawthorne Woods. I spoke at last month's meeting regarding attendancebased privilege eligibility and I appreciate the board's request for administrative followup on that. Uh since that time I've submitted a written request for clarification to the superintendent and I
019just wanted to to mention I look forward to understanding that follow-up provided to the board. Thank you. >> Thank you. >> All right. So, uh, we have a rather short, um, agenda this evening, but we are starting off with an amazing presentation from our It is amazing, right? Just to be clear. >> Absolutely. >> Yeah. Yeah. Yeah. So, um, [clears throat] >> it's tough to follow Logan. >> I know it's but our Spanish one team, but I'll let uh I'll let Justin introduce his team. So, welcome. >> Thank you. >> Wonderful to see everyone. Happy New Year. Um, so I'll be very brief uh and I'll just give some context for Spanish one. So the majority of our students do have the opportunity to take Spanish in one of the six center schools that come
020here. Um, so this is a team where we put our very best teachers uh to support students who didn't have that opportunity to study language in the middle school. Um, and this is the springboard for those students to begin their language study here. And what we've seen is that in one year here they get to the level that students might take two or three years in our middle schools. Um so they do a phenomenal job. Um and we are always sure to put our very best teachers on this team. So we have Amanda Ford who started here with with me at Stevenson some 15 years ago. Um to her right is Mike Martinez who was one of our wrestling coaches and a phenomenal teacher as one right. >> 25 years. >> He helped 25 years.
021He helped support our FMP program for the last two years as well. He did a great job with that. And then to Mike is Ganados who started here many years ago >> and is a phenomenal teacher as well. A great team. So I'll leave it up to them to talk. [clears throat] >> Sorry, the computer's being a little temperamental. I know. Just give me one second. It says it's trying to cut. >> Let me try one more time. >> Send it to me, too. >> Okay. >> How's everybody doing today? [laughter] >> Great. How are you? Funny thing happened on the way to [laughter] >> Oh, are you going to share? >> I just came to the dentist. My son, my son chipped us to the wrestling practice, so I was able to get back
022over in time. Thankfully, >> you beat us. You beat us off. >> Yeah. >> Look, >> we can do it without. >> No, it's fine. >> We're all good. Just made it around. I apologize. Thank you. >> Snag that little >> Can I snag this? >> Thank you. All right. Some of this Justin already covered. Um, but again, Amanda Ford, good evening everybody. >> Yep. Mike Martinez, >> Brazelle. >> Okay. Um, so a little bit about what Spanish one, our course is all about. As Justin briefly mentioned, Spanish one is an entrylevel course designed for students who have no experience taking Spanish before. Um, for many years or for many, excuse me, for many, it serves as their first introduction to structured language learning. Um, the goal of this course is to not only foster
023a lifelong, um, interest and passion for the Spanish language, uh, but also cultivate an appreciation for the Spanish language communities, cultures around the world in addition to their own and the ones that make up our classroom communities. Um, Justin had mentioned this briefly as well, but all of our feeder middle schools do offer Spanish language programs. However, most of the students that come to Stevenson being placed in Spanish one have typically needed additional academic supports during those years. Hence why they did not take them in middle school. A little bit more about our student demographics. Uh 40% identify as Asian, African-American, or multicultural. 17% of our Spanish one students are flagged as multilingual learners. 14% of our Spanish one students have an individualized education plan and 14% have a 504 plan. So, just a little
024bit more about the specifics about our student clientele. Um, Christella is going to share a little story about a student of hers. >> I'm the storyteller. She is the storyteller. Um, I mean, data is wonderful, but I don't know that it captures who we are as a team, um, and what we do. So, I have a story that will hopefully shed some light on why I think we're an amazing team and why we do such good work at Stevenson. Um, so very recently, um, last semester in fact, I was at an IEP meeting for one of my students and, um, I was giving feedback along with another teacher and we both happened to be language-based courses. I told a story of the student. I said, "Oh my gosh, this student does such a great job
025participating in class. Um, they're like the first to jump in. They're helping their peers. When we're interacting with others, whether it's one-on-one or group work, they're just on all the time. They're meeting or exceeding expectations. Then there was another story told at that IEP meeting. Um the other story was this student didn't want to interact, was struggling to connect with his classmates, um was not participating with groups, was just very isolated. uh to the point where the student was um borderline failing of course I was like man who is like this is like two kids right two different kids um to summarize the parent turns to me and said like with that like sigh you know Mrs. What are you doing differently in your class that my kid feels so comfortable just doing and in
026another language mind you right not in their native language to interact with their peers and how is he doing all of these wonderful things in your class and I hope that by the time we're done you understand why our kids feel so comfortable uh engaging teaching in our classrooms. Um we work so hard to build um a feeling of belonging and community in our classrooms where our kids feel safe to take risks. They're going to make mistakes of course. My goodness, we're learning another language. Uh but they're not scared of making those mistakes and we are building uh we're building them up to grow and succeed. So I hope you uh understand when we're done who we are and how we do that. >> Okay. So, what principle are we showcasing? We're going to talk
027tonight about assessment. And to us, assessment culture really focuses on proficiency. It's not just an event, but we really are trying to build self-efficacy and most importantly, a growth mindset in our students. So, uh, in Spanish one, we view assessment as a process and not just a product. It's not just one event and you either did well or you did not so well. We see this as a process. And we really like to promote the concept of yet. Hey, I don't know this yet. I'm not there yet. Um, I haven't done what I wanted to do so far, but I'm going to be there. I'm not there just yet. Additionally, we like to involve a cycle of intentional preparation, uh, the performance, and then the reflection. And as a coach, I love this because this
028goes handinhand with what I'm doing, uh, with my athletes as well, right? We get ready, we prepare, uh, we do our performance, and then we we break down, hey, what went well and what do we still want to work on? All right. The idea is to promote a mindset of not just I got to get an A but more importantly a mindset of continual growth and the pursuit of excellence. >> Okay. >> So the two wellness pillars that go hand inand with the assessment process um are both connection and mindset. So the way in which we structure our assessments specifically within these two core standards, we have interpersonal communication which is that students are able to interact with someone else. This could be either through verbal communication, a conversation or written back and forth. Think
029text message exchange, email exchange, passing paper back and forth as well as presentational communication. And that's their ability to present by themselves. um like we are today spoken or through written message um is that we make the uh purpose of our assessments the content the students themselves. They are writing about themselves. They are speaking about themselves. They are conversing with one another about themsel about themselves more specifically their interests, their hobbies, their likes, their dislikes, um their preferences. And naturally they are they are sharing experiences and identifying commonalities and similarities um with one another. Um so this is what they look like literally. Let's [snorts] take a screenshot of our assessments. Um the one with the yellow that's part of our portfolio and we think might is going to go into it in a little
030bit. Um and then the other one is where they're going to be writing. So let's look at the first one. We have a little sample for you. Um, hope it works. Uh, this is from a student uh, who I believe is describing their school preferences and you're going to see one student but here the partner. Okay. So, let's try. >> There'll be a quiz at the end too. >> Please, if you know Spanish, [laughter] right, >> good interpretive uh, practicing. English me. Professor Professor There's no interest. >> Okay. >> You're like, "That's not nice. >> Maybe we should have chosen a more [laughter] >> mind. This is Spanish. Spanish one. I mean, bravo first semester." the Spanish one like October. So, we've been in class half of August. >> Yeah, this is >> Yeah, all
031unit two. >> And this this is one of my multiers. >> Okay. >> All right. So, so this is part of our greater speaking portfolio. And basically what it looks like is that students will record conversations like this throughout the course of a unit, maybe five or six times over similar topics. uh they're they're collecting these pieces of evidence and each time they record it. They they pause afterward. They'll listen to it oftentimes with a peer. They'll just they'll determine um how it went. This was pretty good. This was something I want to do better next time. And then it's a continual process where they collaborate. They offer feedback to each other. And at the end of the unit, they're going to choose their strongest sample and they submit that to be scored. Um this
032is part of that portfolio. And um this connects back to our our uh our pillars. First of all, in the connections pillar, um it is as you can see, these students are learning about each other. They are sharing their preferences. They're sharing their opinions very candidly. Uh they're sharing their opinions. Uh but the most important thing is that uh especially Spanish >> in in this day and age, uh it is so important for students to build empathy. And as our population continues to diversify and students are more likely to encounter someone who might sound or look differently themselves, it is so important that they build these bridges by making these connections, building these conversations. And the more that they do that, the more they build empathy. And that just creates just a safe space for
033these students to feel comfortable to Gella's story uh where they're going to feel comfortable sharing out about themselves because they're used to that. Additionally, uh we talked about the pillar of mindset and again that whole portfolio process is all about uh reflecting, growing, realizing, hey, this was good. Next time I'm going to do a better job in this area. And just continuing to have that process of uh reflection and a growth mindset, knowing that if I didn't do so well today, guess what? I have another chance tomorrow. I'm going to work on what I have to work on and I'm going to do a better job on that next time out. So those are those two specific connections to those mindsets of mindset and connection. Okay. >> Um so we're going to see a sample
034in just a minute. U but the writing assessment a lot of people don't understand how it could be interactive. Well, we make it interactive. Uh we have our students talk about themselves to their table. [clears throat] Kids get a little note sheet like that, like a grid. They take notes on what they understood, right? and they can write it in their target language in Spanish, whatever language they want. We don't care. Uh we collect those and then we give them back and then we ask them for a writing assessment to talk about what they learned. Um are you similar to a classmate? What did you learn about so and so's classes? And we integrate that as part of their final writing piece. So let's take a look at a sample. Uh this is another multilingual.
035He was very proud because he got a stick around. We got we still do very good. We still do stickers. [laughter] >> Um so well the uh concluding statement, you don't have to read it if you don't understand at this time, but the concluding statement is like, hey, I learned I'm similar to so and so because we also have and we provide a lot of the language on there as you can see. Uh so it's a safe sentence to write. It sounds super complex, but it's not and we practice a ton. What we love is that we're bringing back their peers and their conversations into this. Go ahead. >> Yeah. >> And again, building those connections. >> Yeah. Yeah. And the accountability piece of during the presentation component prior where they're individually presenting in Spanish
036about themselves, their table is listening, taking notes in English or their first language or in Spanish if they want. And then they get to use that sheet on the assessment. So what did they learn through the whole process? So ultimately um you know it's important to to know what the students have to say. So as a result of this assessment process and through a end of semester 1 student reflection that we administered to our students as well as some student voice survey data which we'll show in a second. Um it's clear that nearly all of our students uh feel that through this process, through the uh classroom community of comfortability and connection and rapport that we're building is truly um helping them grow a lot and build their both their confidence and their control and
037their ability to produce Spanish. Uh here we have um some of their comments which I don't necessarily uh think I need to read aloud um but some of their comments um just we can see that the intentionality behind what we're doing how we're creating our assessments the process of it and just the um the classroom community that we're fostering has a huge impact and overall receiving some really great positive feedback on behalf of our students. Okay. >> And just to connect us back to some of our student voice survey data, uh we're seeing growth in areas uh particularly around um their perception of how well people understand them um how much they feel like they belong and uh how much uh they feel respected. And again, we we firmly believe this goes back to creating
038an intentional culture where students are expected and encouraged to uh share out about each other and learn how to uh navigate those conversations from day one >> and highlighting the increase uh from fall 2024. >> We hope to see an increase in the spring. I mean, >> yeah, to be determined. So, thank you guys so much for inviting us to share our Spanish one story. questions. [laughter] >> That was good. >> There you go. >> Wow. So help me and and this is something I've talked to Eric about in the past. You know, I'm I'm one I'm the guy who went to school, high school, many years ago, many years before you started. >> Okay. Um, and the thing that I often have trouble understanding is when you have the peer evaluation, um, and and
039the teacher is no longer in the front of the room lecturing [clears throat] and teaching, what role the teacher plays in that assessment as well. And I noticed um, in one of your earlier slides, it was focusing on the peer assessment, how they get feedback from other students. Um, and I saw in the one where you had the written where I think the comments are probably are those provided by peers or are those your comments? >> Because what I'm bu what I'm trying to get to is understanding the role that you play versus the role yeah >> that the peers are playing in doing this assessment so I can because it's it's one thing for a student to sit there and say, "Oh yeah, I improved. >> Sure." >> Blah blah blah. Are they basing
040that on what other students are telling them? Are they basing that on what you're help? >> So I I think and it's a great question. I think the first and most important thing is helping students understand uh what success looks like. And so we spend a lot of time on the front end um helping them understand these are things we're looking for. This is what a we'll give sometimes exemplars ahead of time and say these are some of the things we're looking for. Uh we'll break down the rubric [clears throat] in terms of um like for example one of the rubric parts is interaction. How do you interact with your partner? Are you asking questions? Are you listening to what they say and actually responding logically to it? By taking time on the front end,
041we build that capacity so students grow in their ability to hear something and be able to say, okay, this was pretty good and here's why or this sounded like it was off and maybe I don't know why, but collaboratively we can work together to figure that out. So I think that's a big first step is making sure that for each assessment they are aware of the criteria and building that in. And actually one one thing that we've done too and Justin and I have have worked at this a lot um and as a team as well um is we have students um co-construct on their own. So before I hand them the rubric and say this is it I say okay uh let's talk about interaction. What what does a good conversation look like in
042interaction and I have the students kind of discuss that and then they share out their ideas so we can build off of that instead of me just handing it to them saying this is what success looks like. So I really we work a lot on the co-construction piece and also the ability for us to say at the end of that we are able to shape that and say these these are the things we're looking for these are things we're looking to avoid and then it helps with the peer feedback and ultimately we're still scoring that that last piece of evidence. We're still providing that professional judgment on that. And during that process, like when the when the when the groups are working and that we're listening to each other's conversations, we're walking around the room
043>> trying to avoid the cameras. We're ducking cuz I don't want to be in their video. >> But even when they're just listening to each other, yeah, when they're listening, we're we're kind of circulating around and students like, "Wait, is this is this right? Did he did he say this right?" And then we'll kind of negotiate that meeting at that. So, we're still there, but we really again as as we're evolving in our learning from, as you mentioned, we're evolving from the place where I just I am the the guardian of all the knowledge to the point where I'm facilitating and I'm trying to grow that so that they ultimately can say, "Hey, that was a great conversation. That one was okay." And be able to articulate why because I've done a good job of
044supporting them on the back on the front end in knowing what success looks like. >> I wish you can come. Please come to our classroom. >> I need to take a class. Open invitation. Open invitation. Right. >> Cuz there's [laughter] a cup of coffee. >> I have I think >> does that does that kind of >> invited to be invited? >> Does that does that kind of does that kind of >> see it? You can't because it's hard to explain all this. >> You're welcome to observe those classes. >> The thing is it's hard to explain. What What's the saying? You're not the sage on stage. You're the guide on the side. Did I get that right? >> Okay. >> The sage. the you're not the sage on stage, you're the guide on the side.
045We when when an assessment day is happening because you want to know what we're doing. The kids are so into like they're in it, they're locked in, they're talking to each other, they're recording, they don't know where we are. >> We're walking around monitoring, of course, >> but we are giving feedback like constantly. Oh my gosh, there's exit slips, there's practices, or we're doing all these things, but it doesn't sound like scary because it's so like part of our DNA and what we do every day >> that they're just like, "Oh, okay. So, I'm going to record today. No big deal." >> And the more that we the more that we the better job we do on the front end making sure they are aware of what, like I said, what a successful uh piece
046of evidence looks like, the easier it is to do these pure these peer interactions. Obviously, with Spanish one, it's it's can be challenging because you're you're starting from >> nothing. nothing. Yeah. But by building in these simple things. Okay. Did you hear them ask that question? We'll actually play there's times that we've played examples from other classes >> without, you know, without just listening to it and then, okay, did you hear what they said right there? Do you see that interaction? So pointing to that can really help them grow in their ability to understand what a successful conversation looks like and what may be. Well, it's interest I I really appreciate your responses and answers and it you also built in at least what I'm understanding is standardsbased grading which is how you're how that
047>> that all kind of fits together. >> Ultimately they have about five to six opportunities like that. So the peer feedback is just one component of multiple checkpoints and for them to check in how am I doing? Where did I do well? where can I still grow? And then ultimately at the end of the unit, we have um time for them to listen back, reflect again, and then ultimately submit the one that they feel most proud of and feel that is their best for a grade. >> And I will say just I've noticed as I've moved more towards this this model away from, you know, years ago when it was just I would just do all the scoring and pass it back and everybody get theirs back. now they actually are engaging in why they're
048getting the score and why what they need to work on as opposed to when I would just hand it back it would be oh I got an A oh you got a B that was just it was focusing on just the the grade as opposed to the learning and I think that's what really the big shift has been so >> so your your goal is to promote agency and confidence >> ownership that's the best way >> absolutely >> and then those purple marks on writing those are my marks this student went from not knowing how to write a sentence to look at all this that they produced mid semester. Uh, it is amazing. >> We stop all the time and just tell the kids just stop and listen to yourselves. They could say 5 seconds
049worth of Spanish in August and I'm cutting them off at like two minutes. >> That's just amazing. >> And and it's great when you can start to when the students can start to look at someone else's sample and go, "Hey, wait, this this I I understand this." Or, "Wait, this this wasn't right. It's supposed to be this, right?" And you just you see that learning happening again because they're involved in the process and not just a passive person there. So >> maybe you guys could take out your crystal ball for a moment. >> Yeah. There's so much work being done in AI with real time translation and all kinds of apps to support multi-ingual communications. Are you currently leveraging any of that technology or are you given some thought to what this might look like
050a year or two down the road and already students have access to some pretty powerful tools? What what are you guys thinking about all that? >> I literally the other day we were um our kids upload to their Google Drive. We [clears throat] used to have them transcribe. Guess what is now on a Google Drive? Automatically transcribes it. I was like yes. So that is Sorry, that's one less step for the kids to do. It's a little monotonous. So, of course, and Mike's probably going to tell you what. >> Yeah. No, so there's some really awesome things out there. I know Justin's done a great job in our staff developments of kind of walking us through this and and it truly I see at my son's school up in Wisconsin, uh there it's like it's
051something to be feared and it's just we don't even touch it and we stay away from it. It's just bad. We try to see it as what it is. It's a tool and tool can be good or bad, right? And so one thing that I've had a lot of success with um and that we've kind of talked about as a team and kind of piloting is um coming up with a prompt that says I'm a Spanish one student and I'm writing about my preferences for what I like to have to eat during the day and I'm going to upload some sentences for you and I'd like you to give me some feedback using the the actful uh novice mid uh presentational rubric which is our our um national government, you know, national body. The students
052upload their sentences to the AI with that prompt and AI will give them targeted feedback. Hey, watch out for this accent or you said um the sandwich eats me. You want to say I eat the sandwich. Things like that and they'll get all kinds of feedback like that. That's been really cool. Um and that has happened actually did my students showed me that. Um, the other really cool thing was, um, you can ask it to say, "Hey, I'm a Spanish one student and, uh, let's have a conversation and I'm gonna let's ask and answer some questions about our classes and, um, here's some vocab words I'm working on. Go." And the the AI will spit out, you know, what's your favorite class or what class gives you the most homework? And so, it's just it's
053been really neat to see, again, as we're just kind of dipping our toes into this. Uh but there's some really powerful and especially you know as one person in a class of you know 25 to 30 students it takes a while for me to be able to give specific targeted feedback daily. This way students can get that immediate feedback right away on small samples to get them ready for that. So there's there's a lot of really exciting things out there. So we've already tried some things out and it's been um the feedback I've gotten so far and as a team it's been really uh positive to students go oh that's okay. And we're seeing that on a daily basis as opposed to maybe you know the time that we have to just handrade you know
054every couple weeks. >> I think we we there's a platform where you kids could upload their recording this exact conversation they upload it and the AI gives them feedback >> can understand their video speech and give them feedback. So we do use it. >> Yeah. And obviously very you know still very like initial stages but yeah there's a lot >> it's not perfect. It's not planting our teacher brains >> because nothing replaces >> the human connection. >> Not yet. No, [laughter] >> but it's great to be able to to have them do that in class and immediately get that for there's 25 kids that just got feedback on a on a short essay. So, there's a lot of really great So, yeah, great question. There's a lot of really exciting things out there coming. Yeah,
055for sure. >> Yeah. >> I would just say um [clears throat] from the board's perspective, if you first of all, amazing. It was amazing. It lived up to the hype. Um so uh but [snorts and clears throat] what really makes it amazing is if you for the board and a couple of you remember this we started we shifted from 2006 to about 2016 all of our team presentations were about assessment practices and then from 2016 to today 2026 we've been integrating or to last year this idea of SEAL and what we started last year um with Lori and Tony's help is well how do we move past kind of the basic what is SEAL? You know, what are the five castle competencies to how do these how is this all integrated in a way that
056is really impactful? And I think this presentation just shows, you know, what an amazing job that our teachers and teams are doing of really integrating our social emotional learning efforts into the classroom in very meaningful impactful ways. And I think you know the story you told which I hope everybody sees now why Right. The differences. Right. So, I don't know if you're gonna close the loop on that. >> And it wasn't about me. It's about the team. It's what we do together. Right. >> Exactly. And and so for that parent to say, you know, what do you do differently? Well, clearly, you know, we're we're integ I would argue we're integrating really great sound assessment practices with a deep understanding of how to impact kids, you know, through that social emotional learning framework. So, I
057it was awesome, you guys. Thank you so much. >> I was going to answer that question that way. I was like, "What?" >> Yes. I want to throw something at you. >> Yeah. Go ahead. >> Um, >> could you go to the side where you had the uh stand the standards and the one that was a presentation communication? >> Oh, sure. >> Because I have to I have to tell you what I was thinking when I saw that. >> This one? >> Yeah. >> Okay. >> And when you were talking about presentation communication and I'm sitting here, the first thing I started thinking about was Logan. And what is it that I I'd love to have you tell us because he gets up here and it's amazing to listen to him and he's got that
058skill down seven ways of Sunday and that you're sitting there doing that your class and looking at him as an example of how it works. I'd love to have not not now [laughter] >> you >> I took AP. >> Are you saying you have to do it in Spanish? >> [laughter] >> You remember I'm sure you remember doing these, right, Logan? Not maybe not in AP, but like in 34X. Yeah, >> I remember. You know, obviously I do, but I remember transcribing it was never fun. And so AI doing it. That's genius. Magic school AI. I don't know if you use that. >> Yeah, we do. >> So instead of AI, like personally use it. Yeah, it's awesome. Helps a lot. >> Such a process a tiny bit. >> Now you're not waiting for your
059teacher to give you feedback. Now it's giving you feedback right away. And it and it's truly even if you don't choose to pursue a language, you know, past high school or college, it just the the skills of being able to we just see how many students struggle with just just having a conversation with somebody or getting up and talking to a group. Um so we really feel like these are these are like lifelong skills that they're they're developing. So it's been it's been really uh um I taught Spanish one my in 2001 when I first started here and I have not taught Spanish one for about 18 or 19 years. So, it's pretty cool to be back on this team this year and just see all the the the awesome stuff that they're that they're
060doing. So, it's been it's been a great great journey. >> Awesome. You guys, thank you so much. [laughter] >> Translate. >> All right. Yeah, we would need a translator. We don't want that. >> So, uh it's all downhill from here, team. Um, >> but it'll be quick downhill. [clears throat] >> So, it's a quick downhill. So, uh you'll see that we have a couple items in the personnel report which will be part of consent. Uh we do not need an exe executive session following the meeting. Um the business section uh has nothing for your approval. It's all for consent. Destruction of close session audio video recordings, release of executive session order recordings and the need for confidentiality for both those and minutes are included as well. Um that is something um that we do um
061just so you all are just a reminder each year um it's just routine so it just kind of rolls over from year to year. So that'll be part of consent as well. And then you'll see it was a busy month for Sean and Sam with foyer requests, but we got all of them completed. And that takes us to consent. >> Can I get a motion to approve the consent agenda? >> So move. >> Second. >> All in favor? >> Sorry. Is that a >> Yeah, um for >> I tire I roll. >> Hi. >> No. >> Hi. >> Frost. and Joseph not and s >> sorry I was jumping ahead to close. [laughter] >> We're almost there. We're almost there. >> Got a little ju >> just real quick. Uh you'll see a couple uh
062items there under superintendent'sformational report. Um thank you Jamie and R for pulling those together. It's always fun to see additional student stories beyond what Logan presents. Uh you'll also see uh board dates um and committee meetings for the spring and we'll make sure that we update that here in the next few weeks to make make sure everything's correct [snorts] for >> Yeah, we'll have to add a mini finance meeting that was missed. But um Sam will be working on those dates. >> We'll get those updated next week or two. >> And um that's it. That's all we got. >> All right. Can I get a motion to move? Second. All in favor? >> I I