001Welcome to the January 9th instructional committee meeting, the first one of the year. And I'd like to introduce everyone to our new instructional committee um people. We have Alex Dwapo. >> DOE. I did it. I knew I just asked you too. Sorry about you. >> Yes. Barb Higgins, Sarah Saddowski, and myself, Brenda Hastings. So, that will be your instructional committees committee for the coming year. And um we're excited to see what is going to be presented to us this year. Um got a very full agenda today. So, we're going to start with um an education from Chris Demurs and Kim, Assistant Superintendent Kim Yarlot to teach us what we're going to be >> from way down here. >> Way way. You are way down there. >> Sorry. >> There. I'm on mic four. On mic
002seven. All right. Sorry first. >> All right, I'll get to a little introduction. So, um, what we wanted to do can I'm wondering if this Can you hear me? >> Is this Does it feel like it's working? >> I can hear you. >> I know, [laughter] Chris. Well, I'll just talk as though it's working. Um, what I wanted to do and share with uh the instructional committee is how it is that we collect student performance data. what are the sort of fields that we collect and how we use that data to inform our instruction. Oftentimes the board will hear about our our big data points, the I Ready testing, the SAS testing, the um the um SAT testing scores, sort of those big accountability universal data pieces that we provide presentations for. But what I
003wanted to show you a little bit about tonight was what are we doing behind the scenes with the testing day-to-day information that we get that's a little bit more formative based. Um, and we're collecting data on uh student attendance when students have interventions in different programs, how often they attend. We're um collecting data on sort of those small points along the way. And so years ago, there was something called Performance Plus with the state and it was a it was um a platform that was free to all school districts and it's where you could do all of this tracking. In 2022, I believe um that went away and schools were left sort of scrambling to find what they're going to use as a tool to collect as a web a platform basically to collect student
004performance data. having performance plus um being taken away. Um so we adopted a program called Educ Climber and that basically is our data platform and I wanted to have you see not only the platform but how we use it to determine student performance and to make changes instructional changes accordingly. So Chris Deors is our guru along with Tom Crumbrine. They are they can understand the platform behind the scenes. So they're very good at that. They're very good at getting the fields up and going. And then in particular in Tom's role, he's very good at using it in the multi-tered systems for supports with the tier 2 teams at each of the schools. So what he'll do is he'll pull up the educa with a group of team uh teachers and administrators and they'll make decisions
005about students together as a team. So he can't be here tonight but um Chris and I are going to be here questions. So, >> um, can you just remind us what year you guys started education? Yeah, we researched programs in 22 for the year and then landed on edgy climber in 23. >> Okay. >> We had used uh, thanks Kim. We had used performance plus for probably gosh, Brenda, this goes back to when you were teaching third grade. I would say at least 15 years before that. And it was bas it was provided by the state. It was basically a big giant warehouse for lots of data and it had other functions and other um purposes as well, but we we we really only used it as like a clearing house for data. Um when
006the state um canceled that contract, we had to find this u or had to find something. We found this. Um, we really have grown into our use of this tool um, in in ways that I exceed what we used to do with performance plus. Um, we are still growing and there are some uh, areas that we're still working on getting better at. Uh, but I'm going to give you just sort of a fly over of what's there, give you some ideas as to how we're using it um, for just a few minutes. So, I'm going to ask you to sort of imagine you're going to wear four hats for for this flyover. the four that you see on the screen. Um, starting with being a classroom teacher, how might a classroom teacher use this? Then
007we'll shift to an interventionist who's providing support to a student or to a small group of students. Um, then sort of zoom out to maybe a larger team that's looking as as Kim mentioned like an MTSS team um at say the high school for example um how that team might use this tool and then lastly how an administrator uh would use this as well. There are lots of other things that I'm not going to show you, but I just want to sort of give you a taste. It's like you're going to the buffet trying a few different things as to what um what can be done with this. Um I'm not expecting you to be experts at this after 12 minutes, but I just want you to get a sense of what's there. I also
008want you to know that you're not going to see anything in terms of kid data here. I mean, it is all real data, but no names attached because I'm in super secret spy mode right now. So that you don't see anything. You don't need to worry about seeing anything. you shouldn't see. Um, so starting with a classroom teacher, um, for example, we might begin, uh, by having a student, um, having a teacher just look up a student as if she wants to get to know this student um, prior to um, the start of the school year. And so, and I'm going to try to make this a little bit bigger. We call this, well, Tom calls this sort of the baseball card view. If you can imagine, a baseball card has a nice picture on
009the front, but then a lot of information on the back. And so, just to give you an idea of what some of the information that's really right at the hands of anybody who has access, which is pretty much everybody in the district, teachers, administrators, school counselors, nurses, everybody's got a hand in this. Um, they've got a lot of stuff right at their fingertips that they can um look into in terms of what's going on with this student. um starting with for example um what is attendance looking like for this student and so a lot of what you see on the screen is clickable um so we could look and seeing what's going on with this student uh what's happened with this student from say last year to this year in terms of his or her
010rate this is a really dramatic slide but keep in mind this is really going from 96% to 94% so it's a little more dramatic than it needs to be um but we could start to look and say all right what's the story of the students attendance over the course of this year and starting in August when we literally had like three days I would expect 100% would be okay. Uh but you can see that the story beyond that has started to shift and he's been sort of climbing out of um where the student bottomed out at 90% attendance rate all the way up to working toward December where the student showed up every day. Um so these are the kinds of things that anybody could monitor um in terms of what's going on with students.
011Uh we've got a lot of data in terms of um literacy scores that live here. We've got math scores that live here. And we also have the ability now that we've been living in this for a few years uh for well I'll say two plus years u we can shift back to 202425 and now I can see what did this student's data looked like last year. >> Um color tends to mean a lot. So we're looking for example right now all these tiles basically reflect what went on with this student last year in math. Every tile is a question. How did that student do on that particular question? we found that this was too much information for teachers to make sense of and so we have scaled that way back for example this year now
012I'm looking in sort of these broader categories of how are students doing on multiplication how are students doing on um division things that make a little bit more sense without having to look question by question so we continue to sort of evolve how we're using this tool to make it most useful for all of the users Barb >> so if I were a teacher and I had a interest in a student. Um, and I click on this. Now, do I have the chance to go question by question? Is that still accessible for me? >> Um, >> if I wanted to go and say, "All right, I'm going to have this kid in math. I want to know where it failed." >> Not here. Okay. >> Uh, but I could go to I Ready, uh, where
013a lot of that lives and do that there. >> So, it felt like here was like too much, too deep for that. >> Sort of the first look for everybody. >> Exactly. Right. start with like a 20,000 foot view. Yeah. And then we've got other tools that we can use to sort of drill in to that level. But we just didn't we were also thinking about for example spe special educators gave us some pretty specific feedback and said all right I can't make sense of all this information when I'm trying to find you know what to do for a student what what works best for that kiddo. Give us less is more in this case. And so >> as you go along with the student then you want more. >> Exactly. >> Right. >> Big
014bowl of stuff. >> Right now you can imagine the story moving forward. Uh we've got two years of data here. We're looking at current data here uh for this this particular year. As this student moves on to next year, that continues to build over time and so future teachers have more to look at in terms of performance. So that's sort of like one lens through this. And there's again this is there's a lot here that I'm sort of purposely ignoring just to kind of keep this tight, but we've got you know attendance, we've got academic data, we've got behavioral data hiding here as well. So, if the student has some incidents where um you know, he's not making necessarily the best choices, I say he, it could be a she, I don't really know who
015this is. Um then we can drill into that as well. Um and we also have the opportunity, and I'm going to shift, as I said, you're going to wear few hats. We're going to shift to that interventionist role. Um interventionists as well have a have a hand in this. And so for example with this particular student he or she um uh is getting some support um some social emotional and academic support specifically using a plan called Chico a check-in checkout um that some of you may know something about where basically a student checks in with an adult to start the day to end the day to sort of keep that student on track um and so that information lives in here as well. This was something that performance plus did as I mentioned earlier. This
016was a facet we never used. Um and this particular tool edge climber is really designed primarily for this kind of stuff. And this is really our growing area right now. Um we started using this tool to keep track of attendance in terms of interventions, who's showing up to get that extra math or to get that extra reading. um we're now growing out of not just doing that but also using this data to keep track of progress which is really like the the the money shot really what we need to do here. Um so for example with this student we can sort of keep track of how is this student doing um around this chico work they've set a goal this team for uh this student to be successful to sort of hit the marks in
017that check-in checkout that daily check-in with an adult is that student hitting the mark at least 63% of the time. Well, right now the student's at 71% and we can actually look and see what's the daily um looking like for that student and see where the peaks are and where the valleys are. And so every dot is a stu is a day for that student. You can see sort of most of the time he or she living above the goal line. Uh but you can also see those days where things didn't go as planned. Um, and then we've superimposed on top of that. Those red bars are times when somebody else had to get involved probably because of a discipline log or something like that. So again, we don't need to make sense of what
018this graph means, but just to give you a sense of the power of this tool. Um now thinking of both that classroom teacher and the interventionist and the team as we shift toward that sort of that next hat uh the team of people who are trying to support students like this. We're just trying to put everything into everyone's hands so that they can get at this make some good decisions about what the student needs and then work from there. Chris, >> is this just um this when you're speaking of interventionist, is this just not just is this for wellness or is this would this be reading groups? Would this be >> everything? Okay. >> Right. So, if there's >> tutors >> Yep. Exactly. We've got math uh tutors who are in here um meeting with
019groups, keeping track of how often they're meeting, reporting that information to families periodically around the time report, sorry, reports of progress come out so that families know, okay, so my student uh met 91% of the time with her interventionist. Um and we so we have a way of sort of tracking that information as well. And then still trying to grow in that area of like true progress monitoring. What's holding us back in that regard is having measures. We need to find more tools to measure math growth, like periodic weekly math growth. We have a lot of like homemade tools. Um, but we've got to start to move those into here so that we can start to build that story so that future teachers and future teams can sort of reflect on all right, where has
020this kid grown? Where is this kid still needs some work? And all of that, bless you, would be sort of encapsulated here in this warehouse. >> And you can imagine how this progress monitoring really helps when we're looking at students who might be underperforming. So they're underperforming in math. Are they showing up for the intervention? Number one, and is the intervention working number two. So if they're not showing progress, then we need to question those two things. So, I'm going to shift now to um teams that support uh for example an MTSS team um and also maybe sort of throw on the administrator hat along the way too and sort of zoom out to data that's not tied to a student. Uh but just to show you another u function of this tool um there
021is a piece called thresholds. Again, we're trying to get better at this, which basically um allow you to and I'll show you for example uh with um period attendance at the high school, for example, and again, you're not going to see anything you shouldn't see. Um but to give you a sense of how this works, um we have designed the system to keep track on a two-eek period because we're very interested especially for MTSS work in keeping track of sudden changes in behavior and those um measurable changes are often reflected in attendance um whether it's just not showing up at all or perhaps being tardy more. Um but then other things like of course academics but we don't often have academics aside from grades um which are collected fairly frequently. Um a lot of our
022big data or big tests and stuff are are are captured infrequently but we do have other data like nurse visits. Is the student going to the nurse more suddenly? Um and and and is that an avoidance issue? So we're tracking that information keeping that in here. um changes in attendance, as I mentioned, changes in discipline. So, if suddenly now um Kim is racking up three office referrals in a two-eek period, and that's out of the ordinary for her, we're trying to couple this information together to use this system to help us identify changes in behavior that might indicate, all right, something may be going on with this student and we need to intervene. So, for example, with period attendance, um we are basically putting together a picture of and and tagging kids as to how
023many periods they're missing in a two-eek window. So, for example, um if they've missed one to four periods in that two-eek window, well, they get a point. Getting a point still sort of falls in the green. We're not too too concerned about that. Um five to nine periods missed in two weeks. Now, we're in the yellow zone. Now, you've got a point for for this. you've now got two points. Um, if I've missed 10 to 14 periods, I'm now in the orange. And if I've missed more than 15 periods, I'm now in the red. So, we basically set these cut points and then we get the system to do the work for us to give us an idea of what does the picture look like. And so an administrator or an MTSS team can come
024to this and say okay um we've got a fair number of kids in two weeks who have missed 102 kids who have missed 15 or more periods. We can click on that wedge see who these students are. You you just see numbers but names would pop up and now we can sort of marry that data with other information that we have to say okay what's going on with these friends and what do we need to do to intervene. So we've got period attendance, we've got nurse visits, all of these sort of running on these two week windows. And then just to give you an example of how we sort of compile all that CHS um concrete high MTSS team, uh we've we've built this sort of risk level threshold here. And I'll just open this
025up for a minute to just nerd nerd out for a moment here. Um so now we try to combine this information and say okay I want to know who has missed um four or more periods sorry tardy four or more periods who has missed five or more periods. we've sort of given some thought as to these cut point numbers. Who's in in addition to that had three um incidents, discipline incidents in that two-eek period and five or more nurse visits and put all that together and say, "All right, do we have anybody that meets a lot of these these metrics?" Um, fortunately, we haven't anybody have anybody hit all four yet. Um, but what we can do is we can say, "All right, who's miss who's hitting at least some of these?" And so you
026can't see it, but there's one tiny little red wedge there over that two-eek period coming out right before vacation and coming out of it. We got one student who's hit three of those. And so we want to bring that information to the to the house teams and say, "Okay, any is this kiddo on your radar?" And do the same with kids who have perhaps hit two of these these kids in the yellow wedge. And so we're reporting back to the houses on a two-eek period every once every two weeks and saying, "All right, here are the kids on this. How does that jive with your story to sort of make sure that we're paying attention to the right friends?" Brenda, >> sounds terrifying as a student, but fascinating. Um, who who is the Wii that
027is checking this every two weeks and sending it back and who are they sending it back to? >> So, a lot of it's automated. So, so we we built this so that it runs automatically. Um, from these thresholds, principles, school counselors, anyone else on the team who should um gets an email that's triggered by the system on Monday morning. They wake up at 5 in the morning to an email saying, "Woo, here are some friends you should be paying attention to." >> And then um and then they combine that information with what the houses, for example, at the high school already have in play. The school counselors to sit and listen to them. they they they have their finger on the pulse of each of these students. And so when they look at these lists
028and say, "Okay, here are some friends that are checking some boxes here." 99% of the time they're like, "Yep, got it. Got it. Got it. Got it." Once in a while though, a friend that they wasn't on the radar emerges. And so that's what we're trying to pick up. And just it's another sort of measure to confirm that we're paying attention to the right friends and that no one's falling under the radar. And additionally, I just wanted to add that um the teams meet every other week, the MTSS teams, tier 2, tier one, and the behavior MTSS B. So, they're meeting regularly to to go over this data. And most of the times, like Chris said, yeah, we there's not very many surprises. >> So, my question was going to be what what event would
029trigger everyone looking at this, but no event has to trigger it. The data from checking into the nurse's office or being marked absent for your class or whatever is automatically in there and so that triggers the emails >> and when the school and the schools each has an MTSS team that meets on a regular basis so now they've got information fed to them. So along Brent's line of students must take this, you know, you always think big brother is watching me and I my immediate reaction is always negative. Like I don't want big brother watching me, but I really like big brother in this regard because it's it's nonjudgmental. It's just factual information on where you are when, right? >> And what when you combine all that together, >> right? I mean, going to the
030nurse a lot in two weeks doesn't necessarily mean that things are going wrong for you. It could just mean you're sick, you know? And then we also have students who, you know, are are medically fragile and have to go to the nurse a lot. So, by itself, that doesn't tell us anything, but add it to the mix. We're just trying to find collect as many measures as we can to just kind of keep tabs. Kind of reminds me when we were in school at Conquer High. You miss three classes, you get a note sent home. You miss six, you get another note. >> Miss Pass the class. >> Grant can tell you all about this. >> Grandmother living with us when those notes came home so that my parents didn't have her seeing them. But
031um >> can you bring one in for for us to see that? We would love to sort of dig into that. Brendon somewhere, I'm sure. >> Yeah. Well, Graham and his team, they have a they have a an attendance team that's looking specifically at this using this tool, using P school. So, they're zooming in on just that piece, doing that kind of work um to make sure that parents are kept in the loop or families are kept in the loop to make sure that everyone knows. >> Do you ever share this visual information with the students? um sometimes maybe not so much out of here. Um more of the stuff that's coming uh that's that's being shared with students might come out of say I ready for example. >> But I'm just thinking like when
032you had the thing the the the grass the red line. >> Oh for sure. >> Like that's such a visual Yes. Like look sweetie. You might say you're doing fine but look at this. >> Right. That particular situation. Absolutely. And I know for a fact because Tom told me the story that that that graph for example is being shared with him or her. There's nothing there's nothing descriptive words in there. >> And it's and it's their story. >> Here it is. So, tell me about this. What's going on with you? >> For sure, Sarah. >> Oh, Chris, I love this. And I think that, you know, not only does it support individual learners, but Barbara had a question along the same lines. How can we use cross tab data to give themes to our overall
033community? You know, when you said about getting the information in other people's hands, it's this data, correct? That's like presented at the high school orientation where it's like, hey guys, if you miss so many classes, like you're not getting good grades. late. >> So that's my inro to my last piece. Okay. And then because I'm I think I'm over time and the people behind me are I can feel the daggers that like wrap it up. Um so so if uh my last hat is I'll be principal gallow and if I want to sort of check in on what's going on in English 9, English 10, this tool can do that piece too. And so I just called I did the Julia Child had a couple in the oven already uh to show you um you
034know what it could look like. And so if Chris wants to sit down and sort of map out what's going on with um English 9 and 10 for the first I think this is actually just the first quarter. She can sort of quickly look and see all right so we've got and we can add numbers under this too but we can see that 43 of our students sort of are at that beginning level in English 9 and we can see how it plays out for the rest of that cohort of kids. I can see how many kids. I can click on the bar and see who the kids are. And to Sarah's point, if I want to sort of zoom out and say, "All right, what does this story look like for kids who um
035have an attendance issue who have missed >> are they in the red >> 80%." Well, you'll see. So, I'm going to I'm going to filter that for just those students, and you can see a very different story. Um, now it's not many kids thankfully. But remember what that looked like before the blue is gone and now thankfully it's only 10 students. U we wish it were less but it's still a very different story. So to Sarah's point, yeah, this is what we want to keep beating that drum with students like you got to show up. >> Well, and then instead of beating beating the drum about you're not trying hard enough, you're not having to do hey, what can we do to help you get here? >> Exactly. Now we're looking at what's causing the
036problem, not what we think is causing the problem. Oh, you must get extra help. >> And they get to see the value why I need to be in class. >> Right. >> For sure. >> And I have to say, Chris, you did a fabulous job with um Tom this summer at the administrative retreat. Every school got their data, looked at their attendance, set goals, also looked at academics, and set goals. So, the tool has really been helpful. And one of the reasons I um feel so compelled to to make sure that this is visible to you is sometimes we're bringing that big big big as I said before that big data. We're bringing the SAT scores, the SAS scores, but this is what we're doing behind the scenes regularly. >> Do you know if the
037schools are using data points? Um >> students that are doing >> I would hope so. I don't I can't tell you any stories at the moment. I mean I know a lot of >> celebration is going into growth >> again back to I Ready. We're trying to really get more and more students seeing that data for themselves. I was just in a third grade class today showing them what does growth look like when you sit down and take that diagnostic three times a year. What are we looking for? And so yeah, for sure we're doing things like that from out of here. I would hope so. I can't tell you a story right now. >> Alex, I'm sorry. >> Do the students themselves get to get access to this data? Probably the uh more more
038of the high school age students than uh than uh the elementary ones, but >> their grades that we didn't look at. Well, we did see one last graph about grades. That stuff all lives in power school and in schooly. They see that information. They see attendance in there as well. Um, a lot of the intervention data might be shared by the interventionist. In terms of that whole picture, looking through this, this is really designed primarily to be a tool for staff um with the ability to, you know, share elements of it, but it's not something we would give um students access to. Right. >> Right. Exactly. All of a sudden the data looks different. >> Well [laughter] jeez, >> it's much stronger now, isn't it? >> Um, that's all I have. Thank you for your
039time and attention today. I appreciate it. >> Thank you guys very much. We appreciate that. >> I think next we're going to be >> Next, we'll hear from CRTC for the new teacher program guide. >> Good. Um, do you mind handing up the [snorts] hand? >> Oh, good. Thank you. >> Hi, Val. >> Hi. How are you? >> Thanks for having me. My name is Val Cook and I am CRTC's um education behavioral science instructor, but um as of three years ago, we changed my job a little bit and added an instructional coach role. Um so Ann Fowler asked me to just come and just [clears throat] give you some information about what um we're doing to support the teachers in the CRTC. Um so career and technical education um teachers are really interesting because
040for the most part they come to these jobs after a fairly lengthy career in their industry. So they don't necessarily have an educational background. Um previously I spent seven years um as the coordinator and instructor for the New Hampshire um CTE boot camp. So what that was was um centers from around our state would send their new teachers to me in the summer and for a week I would try to cram in as much information as possible for how to teach. Um it was a daunting task. It's really tricky. So um I have that experience and and what I saw was the biggest issue for for people transitioning into this field from industry was that um it was hard to develop that identity of seeing themselves as a teacher. Right? So, um, they might come
041into this job thinking, well, I'm a mechanic and I'm going to teach. And so, the goal really is to shift that mindset to I am a teacher who is also a skilled mechanic. Um so three years ago when we um kind of created this CRTC instructional coaching position um we were thinking about the fact that um anytime a new program is introduced um when people retire um typically people stay teaching at the CRTC for a a large amount of time. Um we've got lots of retirements coming up in the next stretch of time. Um, so every time there's a shift like that, we've got new teachers who are who are coming from industry um who need some support um with learning all there is to learn about teaching. So, one of the things that um
042we thought we would [clears throat] love to share with you is just kind of what does that look like for me? um the coaches in our district all kind of have different roles and I think especially the CRTC instructional coaching position is very much um a jigsaw puzzle where it's a lot of pieces um putting together to hopefully support teachers in um supporting student learning. So I just if you want to look up there, one of the things that um we realized needed to happen was to have me as a coach involved in some of the district and school initiatives so that there would be co cohesion between what's happening in our district. So part of that um I joined the professional development committee for our district and that's been really helpful in terms of
043bridging um the needs of our staff because they can be very different um with what we can offer them for professional development. And then another piece we added was I'm able to attend the conquered high curriculum facilitator meetings. Um, again, it's really helping um, kind of me have a pulse on what are the current trends in education that we need to be thinking about um, and what can I do to help my teachers um, you know, have the skills to meet those trends and needs. And then another thing that's been extremely helpful to me is attending district and school coaching meetings. Um, we've been developing, you know, what is coaching in the conquered school district? What does it look like? how how do we coach effectively? Um, and it's definitely been a a process to
044kind of figure out what does it look like in our district, but plus at the CRTC. Um, I have found what's a little bit different in the CRTC coaching role is that the brand new teachers um are needing a little bit more guidance and suggestions where when I work with veteran teachers, it is much more facilitating a conversation and asking questions, getting them to think um about their teaching. Um so one of the um pieces as we move down the puzzle is that whole group is looking at what how can I support CRTC. So district initiatives like curriculum mapping um our staff needed some support with what that looks like um and how to get those maps written. Um, I'm helping lead a PLC um in the CRTC where we're really looking at our assessments
045and and having each other evaluate and question assessments and how that, you know, helps students um reach their goals. >> PLC. >> Oh, sorry. Professional learning community. >> Yes. So, for everyone else, >> I know. Sorry. >> The big brother, you know, he needs to know. >> Well, you know, and it's this teaching lingo, too, which I'm going to get to in a minute, which is why I wrote this. Um, so anything that we're doing as a district really is I'm trying to be the bridge and and help the whole group of CRTC. Um, and then I also offer some small group and individual support. So um, I've tried to create some job embedded PD um, for our staff. So for the last couple of years, I've been hosting a monthly book study where we're,
046you know, reading a professional book and then coming together and talking about some focus questions and doing some activities related to what we're reading about. So last year and this year we're really focusing on universal design for learning. How can we make sure we are removing barriers for students so that they can be successful? Um, so one of the things that um I I decided um this summer was that teaching and Barb [clears throat] you just illustrated it is full of so much vocabulary terminology. Um it is it's tough. Um and I come from teach I mean I'm a lifelong educator and teaching teachers is what I've always done. you know, we've got sometimes principles who come from different backgrounds and our mentors come from different backgrounds. So, I tried this summer and this is
047my, you know, first draft is to create a guide for new teachers. So, you all have a copy of this. Um, the goal is to help me as the coach focus my sessions for staff and for us to all use common language. So when Ann is evaluating our teachers, when I am working with them in the coach setting, um when the mentors are having their meetings with their mentees that we're using the same terminology so that it becomes less confusing. So this book just kind of contains that overview of teaching, right? And what is quality teaching? Um, some of this in I it is written for a new teacher who's not been in education. So when I was writing it this summer, really thinking about how to use visuals and language that will make sense
048to a new teacher. So, you know, when I start working with a a new a new CRTC instructor, we do just kind of globally go over this. And then the goal is as we're working together over the year um to, you know, if we're talking about assessment that we're going to go here and review what this says about assessment and then dive into the support they need or what that looks like in their classroom. Um I imagine that this booklet will be constantly updated and revamped, but it's a place to start so that we're all on the same page. Um because that was really missing and um >> it's one of those things that's hard to believe it didn't exist before. >> Yes. >> But now that it's here, we're barely grateful. >> Yeah. Do
049you have any I could go on about this forever, so I'm going to pause. Do you have any questions before I just came >> I have I have one about the coach, the new instructors, the new teachers. when during their day are they getting this um this opportunity to go over these things with you and to have these meetings? Is it is it in addition to their well it must be in addition to their teaching time but is it part of their day I guess is what I'm asking >> it is part of their day. So um I we were very lucky that we were able to adjust my schedule so that I have one period that I am not teaching that u my colleagues are teaching so that I can push into classrooms and
050do observations and um provide support any kind of support that they need and then we all CRTC teachers have a common planning time in the afternoon. So that is when we would meet. So, just for example, um you know, we have a new in auto instructor this year. So, when I go into his classroom, uh to do an observation, I'm just kind of typing a running record. He has access to it. Um I let him have his lunch so that he can have a little breather and then we would just get together and talk about how it went, what I noticed, what he noticed, questions that he had, and maybe some suggestions. Do the teachers I mean you're a colleague so it's not like you're over them so they're not oh no if I don't
051do a good job I'm in trouble. >> Um and then when you get people new to education you know I don't think there's another profession in the world where you get watched as much as you do as a teacher all day long 30 kids are staring at you so you're never not being watched. >> Um has have you must develop incredible relationships with these educators. it. The whole coaching model is built on trust. >> And so one of the shifts when I started this position was just reminding people that I'm not an evaluator and that >> while I do have coaching meetings with an we're not talking about specific teachers and how they're doing in their classroom. Um there there has to be that relationship of trust and respect. >> Shift too back to Brenda's
052comment about why didn't we do this before? I mean when we were at conquered high the vulk was a separate building and the people that went to those classes you know smoked in the smoking area and you know they were going to work on cars or whatever they were going to do it was loud and it didn't seem academic and so I can see when I came back to coach like eight years after I graduated or nine years there was already a shift in the kids that were taking classes through I don't think it was called CRTC yet but um it was like the late 80s early 90s but now we have some of our most diligent high performing students actively participating in those CRTC classes. So, I can see where the pressure on the
053teachers might feel immense sometimes because you have kids that can answer you back or question in ways that you're not going to get when you're under the hood of a car at a garage or in the kitchen at a restaurant. You know, the whole dynamic must be different. >> Well, the range of students that we have is just has has shifted and it's so different. So that's part of the reason why when I thought about you know the job embedded PD that I could do with small groups universal design for learning seemed to be the best place to start. It was conquered high was also reading one of the UDL now books. So it just seems like it's a collective you know agreement that we've all made to make sure that nobody is slipping through
054the cracks and that we are we are thinking about our teaching in a way that we're not saying oh well those students don't want to do their homework or they don't want to come to school. It's really what can I do as a teacher to remove any of those barriers to work with students to help them understand their learning. Um because we are the last stop before they're off to their careers or college experiences. So, you know, it's it's a it's a matter of helping them understand who they are as learners. And this the UDL focus really has has helped us, I think, as a department have those conversations about learning and about students. And I've got to admit, I'm a I'm embarrassed to say that I guess I didn't realize how um how much
055the instructors in this CRTC program are teaching. Um I guess I kind of and I I don't think I really thought about it much at all. Um we'll change that now, but I think I was thinking they come in, they teach their class, and they go, but that's not they're there for a full day. they are educators and if they weren't before they are now and um that I think that's a really important thing for all of our community to understand not you know and if if >> I may be the only board member that didn't understand that but um >> it's a mindset though I think of them as facilitators >> facilitate yes I guess that's what it was I thought of them more as facilitators than teachers and that's not the case and
056I think that's a really important distinction to make for these people as well >> and that's that mindset shift I think that we're all making Alex, >> what uh what sort of lensure or certification pathway do uh the CRTC teachers take? >> Um most of them are on alternative 4 certifications. Um so I'm also involved in you know supporting that journey too as much as I can in terms of um offering you know meetings and workshops and um you know job embedded PD the observations and conversations after are helping meet those there's competencies that they have to meet um both about teaching in general and then teaching CTE also is a whole other um process of learning, you know, how do we fulfill requirements of the Perkins grant? Um, so yeah, there are competencies and
057then, um, actually today I was at at one of the alternative form meetings and just kind of talking about the existing plan and how I can provide support within that plan. >> Yeah, >> that's a rigorous process too. I did all >> years ago and it was a lot of work >> and it's hard. I you know the new CT teachers they have to be patient with themselves because they are literally like building the plane while they're flying. They're learning to teach right on the job while they're teaching. Um so we've tried to give them that wraparound support where we have a strong mentor in place through the district. um myself as their coach and an you know as their supervisor and then we have some program coordinators who help with other areas of teaching
058like the workbased learning setting that all up that's a that's a whole job in itself and to learn how to you know one of the coordinators provides help and how do you communicate with um the sending school staff so [clears throat and cough] you know if you have a student with an IEP and you have some concerns how do you reach out to the case manager what does that look like um so yeah that wraparound support is what um >> because they're full-time students as well as full-time employees. >> You're you're very right. Um yeah, it's a huge job. So, I just wanted to, you know, just know this this is iterative. I mean, it's going to be updated as needed. Um and I just, you know, printed a separate copy of the kind of
059menu of choices. I think I would say I work with more new teachers than experienced teachers, but I'm there for all of them. Um, I do have some experienced teachers who will just pop in during my coaching hours with a rubric and an assessment and say, "Can we talk, you know, can you read through this? Ask me some questions about it." Um, but I would say [clears throat] the majority of my time is spent um with the newer teachers. Um, but the embedded PD like the book study, it's a variety. It's all the teachers um new and veteran. >> Thank you very much. It's um You're welcome. >> It's great to have and I'd like to see maybe all of our staff get something like this. All new staff >> at the beginning of the
060year. I mean, >> you don't have to. >> No, not for you to do. >> Yeah, >> we do that. >> Great idea. You do have something like that >> district position or something because we have mentoring. We have like a onboarding process, but to have the coach is a very different and mentoring and having that go-to person for the piece. You're going in the classroom observing instruction for the purpose of adding and fine-tuning, but not an evaluative piece that is huge. >> And if all of our mentors had these to give new teachers or something like this, you know, as you said, they do. Um, but it's just to have that book for for a new teacher to be able to go through and say, "Oh, that's a question I had. This is where
061I go to get it." or to hear, you know, if we're talking about PLC's and they're like, I don't really want to ask >> and I don't want to admit that I don't know what a PLC is, right? [laughter] >> They can do that on their own. >> The other piece too, I would imagine that usually when when districts are hiring teachers, the first thing you ask is, are you certified? And if you're not, and you've got three other applicants that are, oftentimes they'll get chosen just because logistically it's much easier to hire an already certified staff. But this is the opposite. It's people teaching a craft welding. So finding a welder is more important than what that state certification that welder has. So >> So your group of teachers would present a much different
062challenge than >> than your group of teachers because you're you're hiring people that maybe never thought they'd be teachers >> and now here you are. Here are your kids and oh by the way, good luck. Yeah. I know it's I mean in the when we I've been on the interview committees and we're really looking for people who are great at their craft but are who are willing to learn and be humble and ask those questions and not feel like they have to know all the answers um because they certainly don't Yes, we'll take care of you. Here's you know how you can become a really great teacher. [clears throat] The only other thing I just wanted to show you that um explain why I added it. Um, one of the things I'm using my time
063for is trying to create some professional development materials. So, I had gone to a workshop for NEASK. Um, and they took us through a protocol which is just a really structured way of discussing um, work and I decided because our universal design for learning is our focus, I took that and modeled it and created one for the CRTC staff for us to review each other's work. Um because there's this misconception that just because I don't know auto mechanical terminology or content that I'm you know that I don't have anything to offer the auto teacher for example or that the criminal justice teacher because she doesn't know cosmetology that we can't work together. But um I'm trying to find some more protocols and processes that allow us to look at each other's content and give each
064other feedback. So I I just I had put this together um and we tried it and it was really successful. It was a little you know it's a growing process to um you know really train staff to have those discussions about each other's work without feeling um self-conscious about not knowing the content because we definitely can give each other support and make suggestions about how we meet all learners. Well, and I think sometimes if you're not caught up in the details of the lesson, if I know nothing about auto mechanics, I'm not concerned with how the oil is being changed. I'm concerned, [laughter] >> right? >> How the students being taught to change the oil. So that and that's where >> the struggle might be. You know what I mean? So sometimes those eyes are
065better because I'm not hung up on the mechanics. >> You don't cut that way. >> I snip snip that sounds, you know? >> Yeah. You're not in the weeds of the content. >> Sometimes they're a better set of eyes, I think. >> Yeah. >> Thank you. This looks like really difficult, interesting, and important work. >> It is. Thank you. >> Thanks. >> Now, we welcome the high school team to come up and talk to us again about the 306s. Woohoo. >> We love the 306s. >> We heard that the fourth or fifth time was the charm. So, [laughter] >> we're ready. >> We appreciate >> I think they do. I think Kim said they have copies. >> Yeah. You want >> Do you have copies called option A and option B? >> They do have
066the copies. They not labeled option A, but the top I can help you so we can talk. >> Top one is A. >> Top one's A. Makes sense. under behind that's B. >> And thank you. And just to make sure, if the top one's A, then the overall elective credit for the class of 2030 would be six. Is that the one you're in? Yep. >> Perfect. Perfect. You want to start? >> I'll just do a quick intro. Um, so we took all of your feedback and went back to curriculum facilitators with the admin team and Kylen led us through uh the work once more to really talk about your feedback mostly focused on the math portion and to challenge the curriculum facilitators with how can we reach that benchmark of the four years of math.
067trying to maintain flexibility for students in terms of course selections and really trying to keep the pathways an open option for students in terms of course selections. Uh you'll as Kylen goes through this you'll hear that some of that has tightened up with plan B but we do want to fully explain both plans to you and the pros and cons and then hear your feedback as well. So, um, I'll start with B and go through the class of 2030 and beyond. There's a couple pieces we've gone back and forth with the graphic designers that we just moved and hoped that perhaps that would also help with clarification. So, some of the things are not necessarily [clears throat] totally different, but we moved them to places so that maybe it's a little bit clearer as well.
068With the class of 2030 in plan B, um you have arts stays at 0.5, English at four, financial literacy, you remember that is a new requirement. There's four courses that meet that.5. In plan [clears throat] B, we are expecting 3.5 in math and 0.5 in statistics data analysis. But we still maintain that having the courses as a menu to meet that statistics and data analysis is ideal. Science is at 3.5, social studies is at four, health and PE at two. And to help clarify 306 requirements, the last full credit there at the bottom are the ones that you are acquiring through standards throughout your curriculum and are awarded um one is awarded after completing 12 full credits and one is awarded after completing 18 full credits. So when you do all of that, it does
069drop down electives to 5.5. um it maintains the 25 total credits. Um and it's also expecting that you have 3.5 in math, an additional.5 in statistics and data. But when you look at the list, unless you're planning to take an AP course andor sociology, you're going to also be taking a math course for that additional.5. So in theory, most students are getting four full years of math and plan B. Um, of course, our intent as facilitators and as administrators was to try to keep this plan as flexible as possible. That one and our humble professional opinion does definitely creates another level of, you know, lack of flexibility in the math especially. Um, but this is the plan we created to try to respond to the concern about math. When we talked with facilitators and administrators
070the last week or so, I will share that we still do stand behind plan A um as what we would like to move forward with. However, we're also at a point now where next Wednesday on the 21st, we meet with 9th graders uh incoming 9th graders and we do need in good faith your support and a plan that you feel you can stand behind as a group. and we respect that and understand that as well. So our hope is that we will have an idea of which plan remember we do have to start moving forward next week with incoming 9th graders. >> Yeah. >> Did I miss anything? >> No. >> How about questions? Go ahead. >> All right. So, um, being the investigative, you know, secret investigator that I am, I made some phone
071calls to staff that I've taught with over the years and have good relationships with and tried to take off my schoolboard hat and just be Barb. Um, I also, um, know what it's like as a special educator to try to balance a special ed or a or a child in need type student um, with a list of requirements to graduate compared students that come in and sign up for classes and whatever. And then the third group, which is the students that want to take every hard class there is and a variety of classes. Then I thought back to my days with John Flower when I taught at Con High School who did all the scheduling and hours this man disappeared. Hours to make I remember when it was done by hand. That's how old I
072am. But there's nothing easy about high school scheduling. It's it's impossible to to make simple um because there is just too many variables. So when the schedule spits out, nine times out of 10, one student wants three classes and are all offered the same block the same semester every other year and now they can't take the classes. So the biggest feedback I got from everyone I spoke with um was that they what they liked about this they didn't like the four to three because >> when you say this, can you tell us which plan you're planning? What they like about plan A? you and Pam like some >> okay >> that the the number the math number I'm trying to be um the biggest feedback I got was yes it looks awful oh conquer high
073doesn't care about math they only need three credits in math to graduate now the real reality is they'll get a ton more math which you can see in plan B um but the the bigger reality is if we if we control our kids into one canal of classes which the 306es are forcing us to do then all those options that look so enticing in our beautiful course catalog become become more difficult to attain because you can't have that class until you make sure you you don't want to be a senior and not have your 306. So, the biggest concern with teachers with that with that AP courses would disappear. Um that that those wonderful English electives would disappear. Um you know, a lot a lot of classes that somehow didn't have these 306 requirements in
074them that are electives would no longer have kids sign up because well, I can't take that class. It won't serve me in the end even though I really want to take it. survey of film if it's called film film study whatever you know what I'm saying that it wasn't yes they felt bad about the number but their bigger concern was that by forcing a four a four and it comes out in math and I I don't that part is too much for me I didn't get into why why is this not a problem somewhere else but the the basic gist of it was that they hoped the board would not get hung up on them that you guys have worked really hard to put all this together that you're educators that you're not DOE people
075who think the 306es mean something. Sorry DOE people, but you know, I disagree. Um, so so my my wish is that as a board we just support what you think is best and and and and pay close attention to what's actually happening in our participation by students in math classes and just to follow the integrity of all those wonderful electives that make our course catalog so rich and vibrant that we don't end up stifling because we have this this thing we have to meet from the state. So that's sort of my general plan. What I like about what you've done is is you've you've reworked basically the same level of of you know classes and what you need to take in a way that fulfills a four four credits for math. But the fact that
076it takes a half an elective away, that might not seem much like much to us, but you know, if if if that elective that you want, you can't take because you have to take something else. I don't know that I guess that's where I went. I they both look okay to me, but I I I would like to just say you tell me what you want and I'm going to give you that's sort of how I feel about it. Alex. >> So my question is just on the differences here between A and B. Um with the I think you you had mentioned that the 306 requirements down at the bottom there. Uh those are just like embedded or acquired throughout the curriculum naturally for example like would that mean that you might get logic and
077rhetoric in your civics class or you might get financial literacy in math and such? And so that >> when before they they gave us a whole list of classes and which which 306s existed in which classes. So if you had that list in front of you, you could see that if this elective had a 306 requirement in it, but this one didn't, students would pick this one because it has a 306. So that course might eventually disappear because kids don't have the space to take it. Does that make sense? >> Right. And that was my that was that was kind of part two of my question there is like so then then plan B financial literacy would be outlined as a require as a course requirement that would then that would then impede the opportunity
078for an elective or an advanced course and I recall at uh the one of the previous meetings where uh where we uh discussed 306's uh it was uh the general consensus from some of the student population was that a lot of classes are having to that they want to take they have to take through Vlax just because their schedule is already so jam-packed. >> This was creative. >> Um I'm I'm a little concerned that you are looking for some direction from us and we don't have a full board meeting. Well, I guess we do have one Wednesday night, but I don't know how we could get you what you need from the full board by Wednesday. >> I think our hopes were that instructional committee would give a nod on the direction that we to
079the next full board meeting. >> Okay. >> And that the high school team would take what the nod is from the instructional committee and develop a tentative student registration guide to use to help guide us for course registration through January. >> Okay. Well, that I think we can misrepresent. >> I think that is totally accurate. >> Okay. I mean, as you can imagine, we the last thing we want to do is be disingenuine with the class of 23 and their caregivers in ensuring we know the direction they're on. >> And so um now that being said, most nth graders um have more requirements and fewer electives. So it's not necessarily all impacting them. However, one of the things we did with school counselors last week and also with facilitators is we started playing out the
080scenario. [clears throat] What will it look like for the class of 2030 in looking at what courses they might have taken with old requirements and what will we be recommending for them with new requirements? And to your point, what's interesting is on paper.5 feels small. Um, but there are dominoes here that are going to occur. And so for a ninth grader incoming, after you take out many of the requireds, English nine, geography and cultures, their science course, a full year of math that they take, all nth graders have a full year of math, ideally a world language. there are going to be some other requirements for them that they may want to fulfill in their ninth grade year so that they have more room in their junior and senior year given this new set of
081requirements. So we may advise a ninth grader given these requirements to [clears throat] fulfill their financial literacy as a nth grader. We might advise them to fulfill their New Hampshire social studies elective. The way that that then becomes a domino is we may not have as many sections of sustainability next year, which is a nth grade science elective. We may not have as many sections of intro to engineering because they're going to pack their freshman schedule with requirements, understandably so, so that they can think about CTE courses and AP courses their junior and senior year. So we're we're projecting in meetings what this looks like next year or you know just with our section numbers what it looks like two years from now and we're trying to do all that work and so while 0.5
082difference is not really a ton just recognize it could be sections of things in places that two years from now you might be saying to us where did earth and space science go so that's that's a piece of what we're trying to prepare you for too >> well that's the overriding message I got >> Yep. and and so it it is is it the biggest change? No, it's not. The statistics requirements are doing this for the big piece of it, not us, not you, you know. So I think as a board, whatever you're most comfortable with given the concerns, especially around math, we we can we'll make work. Um we just also were leerary too of creating so much rigidity that we then can't, you know, respond to it appropriately. So to be clear, plan
083A, we would be removing removing one credit from math, which would be then a 306 requirement of um statistics and data analysis and financial literacy. So we're even though it's not considered in the math, it's a not a it's not a separate math class, it's still a math requirement. >> Correct. So you still even in plan A, >> yes, >> there were three credits of math. They would still need the data and anal statistics requirement. If you look at the list, unless you're taking an AP course, you're going to be meeting that through a math requirement. So most students will have 3.5 years of math in plan A or option A. >> Okay. In option B, you're now saying all students will have 3.5 full of math and the statistics and data analysis. So most
084kids will have four full years of math. >> That's what you're saying. >> And the AP class that someone might take may not be a math class, but they're an AP student, and we are assuming that they've gotten the math skills that they need >> to do. >> Yeah. They'll be meeting a math competency. >> Math competency. crosswalk the 306 competencies for the statistic and data analysis and they've shown that we can meet this within our course with the data analysis or statistic statistics that we may do in AP economics or AP psychology or any of the menu courses. >> There used to be a class called bio that had an amazing statistics and analysis that whole um the little rats remember all the little >> Yeah, they were creepy but it was a lot
085of fun. Um, so yeah. So, so lowering the math requirement means a student could get that in their science class. They wouldn't have to take it as a math class separate from everything else. >> And the 306 requirements that have two credits attached to them um are all embedded in courses or are any of those standalone classes that students would have to take? >> Are you speaking to the digital literacy logic writed within existing? All four of those skills, >> I'm sorry. No. So, the digital literacy and the logic and rhetoric are the ones that are fully embedded within courses. After meeting a certain credit threshold, students would earn that.5. Um, the financial literacy, if you look at the bottom, those are another menu of courses that would meet that um 306 requirement of financial
086literacy. >> Okay. >> I just wanted to express appreciation for the hard work you've all done. I mean, I think this is a commendable job to try and distill this down in plain as plain language as possible. I think the legislaturator's put some outstanding demands on school districts. U I would not be able to support plan A at all. Stepping back the math requirements uh for kids who have experienced COVID doesn't feel like something any of the constituents I've spoken to or who have spoken to me about this seem open to. Um and I'm just here to represent the people and that seems to be the predominant view of the folks I've spoken with. Um I do regret I mean I think I'm probably in the minority though to feel out here. Um it seems
087like we've have some support for plan A. Is that right? >> Well see I just look at it from having lived the life and been a part of a high school and how overwhelming the whole scheduling process and the ripple effective offer in this class versus this is >> I know I mean I've taught in a high school too and I just I'm sympathetic. It's just that this is what the state legislatores required. We follow the law unfortunately and I think that plan B more so than plan A has the potential to communicate that to our communities that it is not Conquered High School making these decisions. This is the result of the New Hampshire legislature making these decisions for our school districts. >> I worry that if we do that, are we making a
088political comment at the expense of our teachers and our students? And I don't know. >> Yeah. Same same more. What do you Yeah. >> Well, like if if we're if we go plan B because we want people to understand that this isn't the schools districts necessarily, but we're following what the legislature has done and if you don't like it, we need to change the legislature. I don't want to handicap our students and our staff to make that point. I guess >> arguably that is the reality that we are in. [clears throat] I mean, when the House Education Committee proposed this, that's what they're saying. I mean, and I don't feel the need to like I think what it does is it has the potential to undermine public faith in public education even more so because
089I don't think your average constituent that we have understands that this is made at the state level. They will hold the district responsible and it will undercut faith in local education more so when they hear that for the second time in a row we're dropping the math requirements for the kids who are most squeezed. Something that jumps out at me on plan B. Um I noticed that there are there's more options there for the statistics and data analysis. For example, statistics of sports jumped out at me that that's a there's a certain population of students that comes to my mind with that that would probably be signing up for that in droves like those that want the health or the PE background and don't necessarily think math is one of their strong suits. second all
090classes such as that can be a way to really help meet close those gaps in math meet that meet that concern about not doing enough math and just almost it's essentially disguising it in a way and I see that that's offered through plan B and not plan A. >> What was the reasoning for that? >> That's still a plan. >> It is >> it they accidentally left off of the grid. They were in the program of studies. Um so good catch. That's a really good catch. They were originally part of the plan. they just accidentally got left off of the grid. Um, yeah, we weren't trying to move any courses that we hadn't originally presented on the slideshow, but we recognize that. >> So, all the courses original are still being offered. >> That's correct.
091That's correct. And nothing new has sort of been thrown in there to sneakily. We wouldn't do that either. >> No, >> but we agree about statistics of sports. [laughter] >> What's that? >> But we agree about the statistics of sports. Yeah. I think, you know, I I think that if if plan B can be supported by a majority of the board with an understanding that there are going to be cons to that plan, too. And I think that to be discussed with the full board to understand that while constituents and believe me I am I work with the math department and I am the one of the people who pushed for them to put algebra 1 and algebra 2 together and I am all for understanding how important math is. Um so so I too
092understand that and I too want to see that. Um, I just also know that there there are going to be constituents who in two to three years are saying my kid doesn't have room for blank and they really wanted to do blank. Now that's going to be perhaps a new challenge for them >> or a bigger challenge. So I think that it's a matter of and to that end we can say what we said is we valued math. That was really important for us. That's where we wanted to do this in spite of the 306s. So, this is what we decided to go with. And we may be coming to you, you know, and and sharing some of that information about where courses are shifting at the high school and and how does that feel,
093what does that look like, and what is it doing for students and ask them, you know, what it feels like it's doing. Um because they won't know until they're in it as well. You know, >> that's all why this this committee um is so important because it's directly impacting our students and that's why we're here, right? Um, so it's a very hard decision to make too. They will, right? >> You know, it's not I I to a point, >> you know, I you have a a much more global outlook on this than I do. I'm only looking at, you know, you know, Mr. Smith's math class and the 25 kids sitting in front of him. That's what I'm looking at. And I'm looking at putting a schedule together and having to go to an an
094English teacher and say, "We can't fit this elective in anymore, so it's no longer going to be offered." Like, I I look at the fallout that happen in the day-to-day lives of the people living with our decisions. Um Sarah Robinson, I point because that's where she sat. Um I'm a very visual when I go like this when I talk of old students, I point to where they sat and so Sarah um said, you know, we should there there were no educators really on the 306 committee that did all this craziness. We should leave it to the educators. And this is a this is a place where I feel like you all put hours and hours of work in. I would much rather defend option A. um to cranky people in the community who who then
095then have kids come to me and say I can't fit this in my schedule or this isn't working or that isn't working or classes are disappearing like we need both sides. >> What about taxpayers who say our kids need to go to school for reading and math and >> well and they still are like the >> but their requirements dropped. >> Yeah. >> I mean you rais you raised excellent points. I'm not trying to short change you. It's I mean I think point about children on IEPs is well taken and I recognize that. >> I have been really impressed with the district's ability to present, you know, differentiated instruction in math particularly and I think >> No, I can see that. I can see that too. I think sometimes the number doesn't tell the whole
096story. I guess that's where it is more for me. that I think most kids will take. So, so it doesn't count as a math class, but you know, if kids are taking, you know, statistics and sports or financial literacy, those are math classes. Even if they're not listed under a math requirement, I think kids will still get four years of math. It's just what we're calling it >> in this age of call things whatever you want. >> And I and I totally understand Sarah's point about the communication to the community around of like how what what it looks like and what we are offering to students. And you know, I'm just wondering too because really I think what the 2030 and beyond when you look at plan A, it says the three math and the
097statistic data analysis are below and that can be confusing to constituents who are looking at this. So what I'm wondering Sarah is if we were to put that statistic data analysis in that 0.5 around the math. Yes, it's still dropping to three three and a half essentially, but is that a better communication message to the community? You know, I'd be as long as that line that says mathematics 3.5 doesn't drop, like I'm happy with that. I think that would be satisfactory. >> Is that a compromise we could make? And >> so, can I ask for clarification just to make sure? Um, >> we've looked at these so many times. [laughter] >> You have no idea. I see it in my sleep right now. Um, so what I'm hearing is on option A or plan A,
098whatever it says on the top, >> we would do something similar that what we did on plan B where we would boldface statistics data analysis. So there would be a bold three and then there would be a bold 0.5 that is statistics and data analysis underneath it and we would do that in that column and we would also do it in the column for 28 and 29. >> Yes. >> As long as we can say with full faith we have not dropped the math standards >> for these kids. We can also move financial literacy up. We can also move financial literacy up above it like we did on the other one because that also could help with that communication. >> Yes, please. >> And then we'd be it back up at four, right? I mean,
099it's the same thing. We're just not instead of pulling out of a box, we're putting it back in a box. >> Well, the truth on the matter is most of the community is not watching these meetings, unfortunately. And this is what they're going to see, you know, and for them to see that the communication of that we are still offering >> the a rigorous math offering a rigorous math requirement, >> I think would >> it's not that doesn't change as far as I I just want to make sure that I'm clear and understanding moving that out of its box on its own in the bottom to back up under math doesn't change anything. >> Correct. And it actually maintains the electives for the class of 2030 at 6 is what it does. Now, I just
100want to I just want to throw it out there though. It is going to say 2027 is going to have four math credits and then 2829 is going to have >> 3.5 and.5 and then class of 20 is going to have 3.0 and.5. >> Yes. However, the the electives will go down still. >> No, they will stay the same. We shifted things. Okay. We're just moving where >> we're just moving where it is on the paper. We're not changing anything. >> Key thing is it's it still is 30 306es and to Sarah's concern is transparency on how we're meeting it within our graduation requirements which is the which setting those is the priv. >> Thank you. >> Okay. >> Y >> good job guys. >> So do you guys have you guys want >> would
101I would you let me >> what that is? Yeah. I would like to >> my I my scribbled piece of paper. I'm over that. >> I would like to make a motion that the instructional committee approve plan C. >> Yes. >> Yeah. There we go. >> Which would put um statistics and analysis for 0.5 under math >> and financial literacy also for 0.5 under math. Um yes that's it. >> Can I do the financial literacy like it is on plan B which is not under math. Can I do it that way? So it's absolutely so they can be bolded and absolutely a couple courses outside of math that will be so >> okay. >> So it's it's housed within math but it's not necessarily a math class. So if my planning constituents said well why
102is only 3.5 well here four but financial literacy is also um met in this this and this class. So it gives flexibility if the student like if somebody can't take AP bio to get >> they might be getting math in their science classes. >> Yes. Yes. >> Does that is that comfortable? >> So what I'll do is >> do you need time to think about it? >> No. And we don't have we >> you don't have time. No. [laughter] I know. I meant like I meant like five minutes to go talk. >> You don't want to rush anything. Don't get me wrong, but at the same time, I think we're at a place where we've come >> to an understanding of what we need to do and and so I'll work with the graphic designer
103over email. I'll make sure that for your Well, I'll even get it to you guys so you can disseminate it early to be able to look at it. >> And we do have a meeting with the full board on Wednesday that I would love to bring it to. >> Okay. >> All right. Let me get in touch with her first thing tomorrow morning and see if she can turn it around. >> See if we can get that for you. Everybody should >> unanimous recommendation I think. >> Yeah. >> So I have made a motion. Can I get a second? >> Second. >> A second by Sarah Saddowski. Any more discussion? >> Thank you. >> All those in favor? >> I. Anyone opposed? Anyone abstaining? Seeing none. It passes. >> Thank you. >> I'm not seeing
104anything else on the agenda this evening. I think we've we've done a lot of business here today. So, um I will call this meeting to Oh, could I have a motion to >> to adjurnn? Thank you. Second. >> All those in favor? I thank you for coming. This mo this meeting is adjourned.