001everybody too much last curriculum committee meeting of 2020 no I should say the 2022-2023 school year all right so as always we're going to start with an open public meeting and I have this sheet but I don't think that's full curriculum right and I see one of our closest friends in attendance so I'm assuming you're signed up first first up we have Jolene fish I'm sorry Jolene Fenner uh Jolene is a mic right there at a center if you don't mind hello hello speak into it yes okay do I just start you have questions just go ahead and start all right you give us give us your best all right uh so my name is Jolene I've been working with Diana Cole for about a year now um I know she's been trying to get
002healthy relationship skills course going and I'm here to advocate for that just because of everything that I've been through since I was 16. um I was 16 in 11th grade when I met my aunts I spent 20 years with him and it ended with uh kidnapping abuse and held at gunpoint and I feel like if I had the skills and the uh tools to learn how to love myself and stand up for myself I probably wouldn't have been in the situation I was in for 20 years a lot of emotional abuse verbal abuse and because I was never shown how to love myself or stand up for myself it was always taking care of the other person without taking care of myself I didn't know how to love myself more than caring about somebody else's
003feelings so I feel like if I had the tools to realize my worth and my value and not tolerate the things that I had been through I wouldn't be where I am now so I'm 37 now and that was the only relationship I've known or have ever had um I've had you know a couple dates and relationships that I'm still working through the trauma that I've been through um doubting myself worth doubting uh what I know I deserve um unable to be confident in expressing what I deserve and not putting up with what I don't know so if I had somebody at a younger age to help me with my confidence and self-love that I would be in healthier relationships and be in a healthier place than I am right now because at 37 years
004old I've been with one person so it's just I support this very much because I've struggled and I don't want anybody else to go through what I've been through so I'm sorry that's so emotional thank you thank you for sharing that's awesome it's a powerful Testament yeah and uh do you have anything to add yes say it yeah okay we will ask our committee to respond to you after Diane has a chance to speak but thank you thank you appreciate it tremendously um as you most of you know who I am Diana Nicole advocating for a healthy relationship skills course for 30 years um because of all the trauma kids are going through because they're not parented well and we just don't have the time you know there's no class room to learn those skills
005it takes a lot of time just like math and English so Jolene volunteered to come here and tell her story and say how important this is to have prevention so I'm hoping again as you know I will show up every month yeah like a lovely sunshine and uh hopefully that you'll really promote this in a huge way make it a priority thank you any committee colleagues have a response to anything we heard well I just want to say thank you for coming in and talking at us really hard to talk about that at all um let alone talk about it in front of a group of strangers in a public way um so I know that really reflects the passion that you feel about it and I really appreciate it you came in and did
006that and I don't know a lot about the topic yet but I look forward to having more conversations to learn more about about the class and and talking more about it thank you um um I do want to thank you that's very brave and important and appreciated um honestly I'm quite new to the curriculum curriculum committee and because of my parenting situation I haven't made as many meetings as I've hoped so I'm actually unclear on what courses we offer that might cover this in some capacity um because I do know how important it is um especially and actually in the work that I do we we talk about healthy relationships for people with disabilities to help understand them and what that means on many levels uh and so it's important and some of those skills
007apply to all so I'll be curious as well to learn more about what we're doing and maybe what we could expand on um and again thank you I have no comments I have been speaking through this matter for several years now and I have made all the comments that I have thank you Matt Pat has a lot of comments if you go back through the minutes that would be a quick way to get up to speed on our conversations probably better than starting from scratch actually because they go back several years uh Jolene want to add my um gratitude for you being brave enough to come and share what clearly is a traumatic story um I'll say quickly that anyone who attended any of our graduation ceremonies in the last couple of weeks it is
008so obvious that our language we communicate with children how we expect them to communicate with each other has changed dramatically I can't use myself with an example of this I was in elementary school in the Dark Ages but there were so many comments about love and connection and forgiveness and gratitude and being strong and thinking that you matter right and believing you are you belong belonging was a central thing that is because there is a bit of social emotional learning and healing embedded in every classroom not just a Singleton class in high school that would be an electric because the kind of things you alluded to many of us experience that you're not going to put any bar in the spot I was in my 40s before I recognized that trauma was something I had
009to pay attention to right it took a very long time to wrestle with some of the things I've experienced and I'm sure all the adults in this room can speak to that but the generations graduating now they can protect themselves emotionally for the most part of course there's always going to be levels to this we know the state is working on some legislation that we hope comes with money that will allow us not to have just a single class but multiple classes that Focus just on this topic as as early as Elementary School because it is important to teach young people how to defend themselves so your voice is heard I don't know if you have any young people in your life who have recently gone through this school experience but if you ask them
010some of the questions that you can form that you can uniquely form you will hear language said we didn't have access to so we take that very seriously we're very proud of that but that is not to say we're close to the end either they're they're as the young people say they are layers to this but thanks again for your time really appreciate it I'm assuming no one else has signed up all right moving on to approval of minutes have uh have folks had a chance to look look at the last seven minutes May 23rd I don't know if I was not here oh so I will abstain from approving minutes I'm good with them and as am I all right now we're going to get into the the bulk of this meeting which is
011going to be a look back and where we've gone this year and uh our fearless leaders Lily and Mary going to take us through that it's been a lot it's been so much that I asked for this because I obviously couldn't remember everything that we've seen every place we've been and the things we took away from receiving good evening hi everybody good to see you everybody who's watching at home or later I'm Lily Talcott and I get to serve as the deputy superintendent of schools here and with me is one amazingly brilliant and lovely colleague Mary Grover thank you Lily for that introduction I thought it was just me I didn't know what was going on um you may not know this about me but I am a well Trish is trying to get up
012our PowerPoint I'm a huge Saturday Night Live fan I think Aaron does know that about me um and so every time I get in front of a microphone I can't help myself but do the Will Ferrell hot mic we got a hot mic you know Lily what you all just did right there is very reference reminiscent of the sweaty ball skit uh delicious dish and now we're having fun yeah it goes It goes way back back in the day Trisha just let us know when you're ready back in the 90s when there were vhs's I would press record at 11 30 and go to sleep man those were the days wake up in the morning get to watch Saturday Night Live on a VHS tape pretty cool very fun yeah I could say I recorded
013several on beta Maps [Music] I think you win that's cool that's a way that's way cool yeah Cherry Jason I believe early Eddie Murphy I have yeah somewhere in storage yeah is it are there betamax players I'm sure you can find on the internet somewhere yeah I I would doubt it but uh let's say yes there's got to be a way you should play this um yeah so as this is going on I'd like to offer an update about today because [Music] um it has been amazing this week the amount of Educators attending professional development and it is a really really energizing space in the high school and we have so many people wanting to attend that we ran out of rooms that were air-conditioned so there was a lot of creative scheduling for spaces
014so as as Trisha is is pulling that uh pulling up the our slide deck for this evening I do want to thank Educators who have chosen to come this week and are you know I feel like I'm running on fumes a little bit they are not it is really energizing to sit with them in the spaces hear the essential questions they're coming up with so we have around uh 25 people attending anti-marginalization curriculum rating um around 70 Educators teachers and esps participating in therapeutic crisis interventions in schools and nurses front office staff lots of folks from all levels and places in the organization which is really cool that's fantastic yeah I share that um narrative from the kids who sat on the panel Thank you new Roots High School Lacs new Roots kids that was
015close to the top of their January the more adults they can be trained in therapeutic Crisis Intervention the better their lives would be as kids so I'm glad to hear that any other strands that we should be aware of other than curriculum writing and tcis this week those are this week we have to reschedule our restorative justice training unfortunately our facilitator got stuck in the Houston airport so we are rescheduling that and we can put that out to you also you're aware of that as well we are taking a Hiatus for July we are very very intentionally uh decided to take a break and not offer anything during July so that folks who are able to take that space can take that space obviously we have wonderful programming still around project innovation and previous summer
016school but in terms of professional learning we wanted to give folks some uh downtime last summer was pretty packed so no I get it uh how many people had signed up for the um the last one we talked about and the name just went forward Justice restorative justice right so we had we had about 20 Educators and then we have 15 students who would be paid through a grant that Mary secured through the park Foundation so we're Contracting with Ithaca youth Bureau in order to pay students who are 14 or older or utilizing a gift card system to um compensate those children who are in middle school but are not 14 yet so they've been participating in training all year with Dr Wynn and they run the transformational justice and education center out of UC
017Davis and myisha tiwin is the author of Justice on both sides and so this was the culmination and to really learn those Circle practices and engage in the work in a physical space all together with the kids and the adults who have been being trained simultaneously so we'll just find another time for that yeah that's very cool all right so we're gonna Jump Right In we're going to take a look back at this past year Mary and I are going to go back and forth and just uh sort of realign everyone with what we have done and pose some questions to help us think about where we want to focus next year so we can come in with some drafts and hit the ground running hopefully in August all right so pause us at any
018point and um yeah stop us jump in share your Reflections as well um if you'd like so back in August of last year we took a lot of time to look at our Evolution over time so what are some of the ways in which we framed our thinking around curriculum so we looked at the last five years and the models that we had designed we coupled that with learning forward looking at assessment models and a middle school focus and we ultimately came up with I'm gonna go here that we would focus on Middle School evaluation and strategic Partnerships while we're also examining learning forward icsd so everything that we did was in relationship to those big three in terms of learning forward icsd right so it was almost like taking different magnifying glasses or lenses
019right and shifting them out as we took a look at anti-racist curriculum for all through a middle school lens right um we planned and implemented some classroom visits so Pat I think spoke to maybe a couple of weeks maybe a couple of weeks ago a couple of meetings ago you talked about our visits to the Middle School mathematics classrooms and some of the work that our young people and our Educators were engaged in together we use a note catcher it's non-evaluative we ask teachers we send it to them when we ask them if we can even come and visit um and it's it's essentially aligned with our our goals around learning forward icsd and just kind of gives board members and any other administrators who are visiting just sort of uh some context in order
020to connect with and talk with folks so we then met with about 10 Middle School educators who are co-teaching mathematics to learn how this transition has been going with this huge blip of covid also taking place what supports um they have they have put in place what still needs to be shifted or tweaked in order to enhance the program as well and um honestly it was it was also just beyond inspiring these are folks that I've known for a number of years um and you know we were teachers together in the ITA and um the the ways in which they have cultivated Community within a totally inclusive mathematics classroom and the ways in which they are creating opportunities for such deep mathematical thinking and modeling it's kind of astounding it was really really fabulous so
021very exciting to see um and we also know there's plenty of room uh to grow as well and and things that folks you know want continued support around so we are engaging in more professional development with the folks over at Stanford so Joe bowler has been leading a number of workshops that are really focused on heterogeneous mathematics teaching um so everything from um High interest math tasks to low floor High feeling tasks to three act math tasks folks are continuing to get some support and professional learning and how to do that even better because it is it continues to be a shift I'll pause there if they're board members who want to talk at all about that visit or some of that Focus thanks I will say uh we were unsure rather not the pandemic
022had completely derailed heterogeneous math and I was happily surprised when it seemed like no not only were they back in the groove but they had taken whatever lessons they had gained from this virtual world and bought it into the real world again Aaron uh you may know this you may recall this Adam this is all new to you we basically bought the kiddos three more years to decide if they're Albert Einstein by Introducing Algebra skills at an earlier age in subtle ways that they don't even know that they're learning with the hope that when they reach eighth grade many more children will be naturally inclined to say yes to high level mathematics um I'm not going to go into history we've talked about that enough um but yeah this is a this is where all
023forward-thinking school districts are trying to do this is what our national academies of Sciences and Mathematics have said as a future so I'm excited about that um just an example what a dominant narrative is right because that's a scary word out there now and people confuse culturally responsive teaching with critical race Theory which continues to blow my goddamn mind but that's just me all right so there was a book that was circulating for third grade readers and I cannot remember the name of it but it was a book that was discussing indigenous populations and their interactions with settler colonialists you all may remember the name of it once I once I say the right keywords but the kids reported to us at the book itself had almost no information about indigenous people it was almost
024as if this country was founded as a blank slate and they asked the teacher made it to us eventually for more information who were these people how did they vanish why aren't they represented at Thanksgiving in marketing ads right why don't they why don't people see him on television so it was really fascinating to watch the teachers sort of have conversations with middle schoolers about the complexity of those interactions right we had at least six white Nations at least 1200 indigenous tribes right some interactions with spectacularly well some ended in disaster no sadness blameless but we know what the ultimate result was so that's an example of just uh ripping apart a dominant narrative and I'd like to think that we sparked that as a board by changing the designation of the day from Columbus
025State to indigenous people's day which gab teachers a rally annual property so I could expound on that but that's just one example in order to help make it clear for our colleagues what we mean by by dominant narratives that just need they should have shifted a century ago but we're getting around to it now thank you so we also did some debriefing I just wanted to include a couple of other pieces of information because as Eldridge mentioned we're we're working to ensure that more kids have more entry points to higher level mathematics right they have more time in order to learn all of the standards for mathematical practice all the concept standards right and um you know we've put in some additional supports in order to get more kids into algebra and help more kids
026stay so we are now co-teaching algebra as opposed to Simply Having one teacher which allows us to universally design algebra for all children right regardless of their IEP status right and it also allows for more support for students who may be ready for algebra but may struggle with a couple of additional Concepts Etc and so it gives that additional support um we also have a course and support in order to prepare students in seventh grade so we're not waiting until eighth grade and hoping that all kids are ready had targeted communication with kids and families we have some summer work that's occurring we have Ithaca math circles which is this fabulous organization that it was started by a group of young women of color from Cornell and they we have begun a small contract with
027their organization and they come into our schools on Tuesdays and Thursdays our middle schools and work with students and our Our Hope and they do and they do really Joyful Joyful mathematics a lot of them are on logic problems and really visualizing and modeling around algebra which is really I think really fun they make it super fun um and kids get to see themselves in in these young folks mostly female identifying mostly identify as females of color from Cornell um in in this after school experience um and then we also have high schoolers again this grant that Mary secured we can pay high school kids to tutor middle schoolers which is awesome so two days uh two to three days a week we have a group of high schoolers who go over to Boynton or
028go over to DeWitt and they do small group and one-on-one tutoring with kids in order to help them get ready for algebra and that takes place during during the school day actually happens at the end of the school day but we have thanks to the board and their fabulous transportation department busing all right don't forget all right what schools does that take place in uh Boynton and DeWitt okay both all right thanks yeah um moving on in the school year uh Katie and Margot and Casey who are all part of our Communications team they talked about our website and the ways in which we're working to tell the story of learning forward icsd through social media and through other forms of communication um I you know I I would say to um you know they
029talked a little bit about some of the metrics that they're using to help them understand how much our community is engaging in some of the learning forward Communications as well um obviously with an aim to really grow that all right so let's talk a little bit about literacy um this is a snapshot of the monthly flyer that goes out for literacy professional development opportunities that is updated based on the feedback that we're getting from Educators and it has been um it's been a journey and finding times that um folks are are able to access it right now this year there's been some Transit some transitions so you know prior to covid after offering after school paid time for teachers together was fairly well received and in this climate and this year the some of the
030job embedded experiences like having for example Rob and Rudy from really great reading come to our district three different days and push into classrooms to observe a teacher and then create a structure that they can debrief with Robin what she saw and some tips that she has or using their prep time to do a 15-minute online virtual consult with Robin and there's a menu that people can choose far from as far as how to use the assessment how to use a specific lesson in the really great reading curriculum for example and those were utilized more when I look at the the heat map the literacy consult for teams um is an example you know I wanted to include it on here because it's an example of one that wasn't well attended right so we're learning
031to educators are voting with their feet whereas the instructional coaching days were well received and look at that it's definitely raining [Music] I believe so um all right can I can I just stop there because sure again talk about that sound bites right those two things are massive they cover everything we're doing from the curriculum standpoint in the district learning forward and uh literacy so I'm going to stop and ask my colleagues if they have any questions and comments on any aspects of those two parts of our journey one the implement implementation training modules so I think as a result of of covid really great reading for example is a company that puts some of their online trading onto online modules that teachers access do it as they're able they pause after the first four
032modules work with the student and then it unlocks the latter half of the modules and they submit their certificate of completion and timesheet to Sharon Warren who manages making sure people are paid and that has been a successful model as well that asynchronous piece with a check-in with the student and providing evidence of how you applied what you learned through the modules hmm yeah um I'll just I'll just add that I have been immensely impressed by the literacy curriculum that we looked at at the elementary level um as much as I was by the math curriculum that we've looked at at the middle school level um given that I'm such an old-timer in the district that I had an elementary student 30 years ago in this District um I'm seeing tremendous rights everywhere um and
033I am sorry I won't be around to visit the high school next year but I'll find some way to keep busy we will make sure we invite you all right I'll just add uh learning for it is um if you haven't familiarized yourself with it as a whole component about what that means online on the website we are preparing now for the day when assessments take a significant shift in this state and as you just read if you read Sean's email about the regents um coming to grips with the fact that Regents probably need to be done away with in total at least a requirement for five regions to prove something that doesn't prove anything that you're ready for the next step and we've been putting pieces in place for what that replacement will be
034project-based learner um a deeper understanding of curriculum a deeper understanding of all people's positions in this country and around this globe in relation to curriculum oh there's a lot to say um evidence-based literacy programs we resisted buying things from a box forever right that that's the phrase we used to use right we're not buying anything we're goddamn boxes these kids read finally I think we've landed on something that is just proven the other way around it and it is proving itself successful in our kids and to see it in action is pretty extraordinary our teachers are doing it with fidelity the kids seem to be engaged and again just can't wait to um determine what assessments we're going to use to make this community satisfied that it's 150 million investment is moving in the right
035direction Beyond static assessments quantitative and qualitative we're still trying to perfect that dance so I want to I want to take a minute to really uh thank you Pat for all of your support on the curriculum committee as we um embark on responding to student need in a way that is um culturally responsive and not out of um out of a complete just reaction but really consider student need in your your questions all year long for a number of years to get us to where we are um so I do want to I do um Eldridge you gave the example of just how we talk about days on our school calendar and the impact that has for what we design and I would like to say in regards to literacy one example that's really I
036think um thanks to the support of this committee and your work as board members um we you've really encouraged creative thinking this summer we have a hybrid model of professional development and small group instruction for children around literacy where teachers can with a small group of students who've elected to to meet um twice a week for small group instruction and reading they are paired with a teacher who has used the strategies throughout the year and a teacher who is new to our district and hoping to use it the following year so they can see it used in action so it's professional development but it's also in service of children so I'm very thankful to our board in this committee for supporting that kind of creative Pilots that last year we piloted it in this year
037its increase will be doubling the number of students participating it's close to 60s children who are not attending project innovation and project innovation we have close to 400 at this time so thank you so we spent some time thinking about how we facilitate learning around anti-marginalization topics as well Mary and I both engaged in some exploration around the resources that we use in order to support Educators as they're going through the anti-marginalization curriculum writing Institute as folks are um beginning their journey of discussion in in Elementary classes or in secondary classes that goes beyond what Eldridge was talking about around goes beyond dominant narratives writer centering dominant narratives um ultimately we talked about creating something that was a much smaller and shorter mat which we've been working on internally right and working with principals on
038in order to support folks as as best we can or better right we know that some educators are really excited to do the work of anti-racist Education in their classrooms and they need some help and support in terms of like how do I do this how do I bridge this topic how do I set up my classroom so it's going to be a an environment where these discussions can take place where this learning can take place where folks can be vulnerable and also be safe maybe not comfortable but definitely safe right um and how do we handle it when things go don't go exactly as planned and how do we how can I keep going and keep learning in um in that space when it gets messy right um and so you know that was
039that was a really helpful conversation I think for for us because one of the things that we were hearing from board members during that conversation was this work is great and if you don't access the four day Institute you still need you still need more of an entry point as an educator and and so maybe common supports in order to help our predominantly white female 40-something year old educator Force right um so that was a really helpful I think impetus for us to create some more Universal supports for Ford for folks this one was this one was critical I mean we started this conversation because people have come to myself and other board members from both sides of the of the equation uh majority teachers minority teachers both say hey we tried this and you
040smacked this on the hand right and then I'm paraphrasing because the language wasn't that sweet but we got in trouble for doing this and uh we asked to see what the parameters were what are the rubrics how are we helping our teachers understand that there may be lines there may actually be boundaries but within those boundaries you can go crazy with coloring but there are boundaries um because kids are and we don't know what those boundaries are with children right and I made no I could dance circles around most of the people in this room probably everyone regarding a certain aspect of my ethnicity and my history that I would be just as much a fish out of water if you ask me to lead some real conversations about sexual orientation or identity orientation I
041would have to I would have to really do some soul searching and then get some professional development and then pray that there's some Grace in the room when I inevitably screw up so this was this was uh this was powerful it's good to know that this exists and that um maybe next year we can get more clarity on the following especially for new members who join curriculum there are multiple ways we decide to do performance performance professional development based on our resources based on the consultant based on what season a lot of times we choose exemplars we have them come through the learning and then we expect them to go see the field right other times we provide ongoing professional development so as many people possible can come and drink from that hydrant so to
042speak right the New York City kid right my identity but I'm not sure I'm not even sure which subject matter you know do we do we use which uh do we adapt with strategy for example in Sacramento restorative justice is that going to be a seating approach are we going to open that up for as many staff members as possible on a rolling basis to sign up for that you don't have to answer that now but those are the kind of questions I think would be helpful for this committee going forward to wrap our minds around yeah all right so I was we have to talk about this and I just want to add for the anti-marginalization a concrete example from today where U.S history teacher is writing a unit so the standard might be
043how to how did industrial how did industrialization impact uh a community so that would be a guiding question but what they're working on is an essential question that keeps us intrigued and curious throughout the whole unit of study so what is progress and so that's a question you can't really answer without further exploration and bringing in multiple perspectives and so that's one example that you know I would hope for us to have some time to explore that and the High School classrooms because what the high schools the high school teachers from Ithaca High School are in full attendance this week and so um I just wanted to to give that example all right so there was a question on some other exam a couple years ago that made it made its way to us and
044the question went something like um what industrial invention necessitated a considerably larger investment in slaves in the south and I saw that and my head wanted to explode but before my head exploded someone handed me a piece of paper where a beautiful child of ours had written the South never needed slaves right and I thought this is education and this is an identity one of those identity moments in time where any conscious adult could look at that and say to themselves if they're honest oh I never thought of it that way right and this was a ninth grade I think I'm pretty sure if I remember the ninth grader stop stop to say need slaves right indicates that we all need some retraining and we need some we need a different historical perspective now imagine
045previously all the years where that happened and nobody had the courage to address that teacher that question and some kids are sitting in the back room white black right tall short middle class lower class upper class second of themselves all this and a hit this is disgusting to say that somebody needed slaves but didn't have an outlet for it these are the kind of things that arrest the development of learning right that we've never even thought about as a community in this country before it's a relatively recent with Fidelity so thank you I want every kid to be able to look at a question like that and say what is SBS Humanity never needed slaves thank you for the fun topic of council picture sure in in four minutes all right so this is going
046to be where we shine really bright on our student board reps who when we're thinking about learning forward in the context of the curriculum and the supports that we want to provide Educators and students um part of our supports around mental health healthy relationships integrated social emotional learning and even the updating of Title IX policy sexual harassment and Title IX policy is represented in this slide so there's a lot to unpack here if we really um Span in the drop-in counseling that was an idea brought To Us by students and I quote I don't want to have to plan my Mental Health crisis um so where do I go how do I access poor in real time and the Educators our mental health Team at Ithaca High School rallied came up with dates times spaces
047this is the first draft an iteration of that when we think about integrated social emotional learning and refreshing and onboarding Educators who join our organization or want to take a deeper dive into a ruler there was a virtual conference 37 participants Carrie Burke did an amazing job facilitating follow-up conversations and sending newsletters that would highlight some of the strategies featured in the at the conference to be used in classrooms and so in the wake of some of the tragedies we have navigated as a community those you will see evidence of the impact of ruler and journal you know the structures you set up in the classroom to implement it from one-on-one conversation small group conversations to journaling and then active Minds has been very active and that's again a student group who's bringing keynote speakers
048and facilitating events since silence packing was one event that was facilitated this year by that group with continued conversation yeah if you want to I know that's great I think we're we're pretty close to out of time so um we're gonna make them wait okay I can't remember how many more I think this is it actually I think I ended on with the mic drop okay I think this was our last last curriculum committee meeting and Mary and Lisa really went through the micro credential um so that's in more recent memory and it is uh very very well attended um Jill thank you Jill trip for attending the portfolio presentations the identity portfolio folio presentations happened um in at the end of May in the beginning of June we had approximately 38 Educators offer their
049presentation on how their racial ethnic and cultural identity impacts the learning experiences that they engineer and create for students anti-marginalization curriculum writing this summer just this summer alone we will have uh roughly 60 Educators participating we've had about 40 Middle School staff completing it this year and a pilot to offer it during the school day yeah and then the last one the relationships with family that that is the Cayuga Heights staff came and presented as a height they are the building to date that has been participating in that strand two years running which is something to celebrate we look forward to other buildings expanding that work in that strand so I think with our our look back one of our questions is around focusing on in the ways in which we'd like to focus on
050literacy from a really broad lens right so still keeping learning forward certainly in the Forefront um but thinking about the ways in which English language arts and Mathematics literacy connects with all of those four elements and so our question is you know does that sound like an interesting and a worthwhile Way Forward for us as we're looking at and we focused on Middle School a bit we could either take a lens that's pre-k through 12. um or we could focus in on the high school we haven't spent a ton of time at Ithaca High School in Layman alternative Community School in the past um so that that could also also be useful um we do have some new board members and I don't know what the what the curriculum committee structure or makeup is going
051to be necessarily but we'd love to hear just some of your initial thinking as we begin to prepare the map for the year like we do each year all right they're gonna they're gonna beat us up if we don't wrap this up soon so okay I will say my expectation even as a member if I stay on and I'm Not Elected chair is that we go to the high school because we spend a lot of years elementary and middle school and frankly Elementary is cooking right the one thing I'm very curious about and I know I'm not alone is how do we restore the relationship between a teacher in high school and a student one set student feels that the teacher has been has oppressed them whether it's personally or institutionally right how do we
052get that child back in class right as soon as possible because the Alternatives may feel good and they may actually be supported right emotionally psychologically but we focusing a lot of our energy on what happens in classrooms here for the right reason and I don't have a clear answer on that and if I don't think I've heard the clear answer so again we're not going to address that now but that's something I'm very curious who fixes that relationship who restores that that unless my colleagues have something else pressing we're going to draw this last curriculum committee meeting of the 22-23 school year to an end before Sean hits me with his side with his iPhone which is expensive anything to go to the order folks before we wrap up Aaron no thank you thank you
053that's it's been fantastic for a great review of the great year Pat thank you for your service on curriculum it's been a pleasure we had cupcakes for your last time in anywhere someplace fancy around the world [Laughter]