001Do you guys have anything else? >> I think the only other comments I want to say is I just want to extend my my gratitude to Superintendent Bertram for prior prioritizing this work. Um we do a lot of talking about um what the future is going to look like for our graduates and um what skills they're going to need to have in whatever employment um economy there is going to exist in the future. And I don't know exactly what that's going to look like, but what I do know is that it's going to require resilience. It's going to require communication, and it's going to require self-awareness. And um it really takes a lot to prioritize this work, and we're actually doing it instead of just giving it lip service. And I'm really grateful for that.
002>> Well, thank you guys for all your time and effort and putting everybody together. Will you you might have said it, but the group I know you gave numbers, but I could you help me understand like the 42 is one number I heard and down to 11. Um what does that group look like? Is that 42 principles? Okay. I know we don't have that many but what does that group look like? >> Great great question. So we um had representatives from from K2 356 68 and 912. In each of those groups, we had multiple teachers, a school counselor, an administrator, a behavioral support interventionist, and when appropriate, a school psychologist, and a special education teacher. So, that representative group at each of those sort of grade bands because of the the fundamental difference in those
003developmental levels as well as the unique nature of the standards and how these standards kind of inter interweave with with other standards across the board. And so, And then that that was the group of 41. Um so there were there were administrators in there, counselors, teachers across the board. When we when we that smaller group, we ended up bringing back kind of a representative group of that larger group to begin to um analyze the work that we had done and then begin to word smith these standards and look at like because we had a ton of information and we had to whittle that down and begin to like As Johanna says, we had to slog through it and look at where where are we at? Did we did we get what we needed to get
004done? And that was a group of 11 or 12 folks. And that group was also a representative group where we had teachers in the room. We had administrators, counselors, behavioral support interventionists, special education teachers. So, we made sure that that we had a representation in in both of those working groups throughout the year. >> Thank you, Greg. Yeah, thanks Johanna and Patrick. Um, so I see uh communication this is is that standard number one? How many standards are there? >> So we broke up the profile of a graduate this task itself to even begin breaking it down into what we were going to call each construct um was a half day affair. Um and we ultimately chose to break down each category from the profile of a graduate into its component parts. So uh communication
005is a standard, collaboration is a standard. Um we did that for most categories. The one that um differentiates from that pattern somewhat is the social emotional competency. Um which we broke it down into three subcategories. So um there's five overarching profile of a graduate skills. Each of those are broken down into two except for one that's three. And whatever math that would be would be easy if I weren't public speaking. >> Yeah, public math. Mike Waterman says public math. Um and and then my other question is so you I I heard referenced how we're going to teach this. What what does that mean? Are we like to teachers or who are we teaching it to? >> So great question. We will be working with our teacher teams and leadership teams at each site next year
006to figure out how we're going to teach this and how we're going to assess it working with our students. And so what does this look like at the third through fifth grade level? Which standards are we prioritizing at third grade, fourth grade, and fifth grade? What does this look like at the ninth grade, 10th grade level? So for the student learning side of it, and we'll work with our teachers on where are we teaching it? What what resources are we using to teach that? how are we assessing it? But that's all student focused and so the students are obvious are the ones that will be learning um information. >> To add to that, um we we we in essence are elevating this from a profile of a graduate poster on a page to social and
007academic behavioral standards that will stand side by side with our math and ELA and history and science standards. Um and so we we'll be moving through the process of um that mission of