001May 13th. This is a special meeting of the Darian Board of Education curriculum committee. We have one item on our agenda this morning. Um so elementary K5 literacy update. We are glad to have Amy and Jen here to give us a little and surely some updates. Um just a little bit note about our next meeting. We do not have a meeting in June. So it will be for the next school year. >> Hard to imagine. Thank you madam chair. So, good morning everybody. Um, we are really looking forward to sharing this update. It's hard to believe that Jen was just saying it's already the middle of May and it seems like we were just kind of engaging in this district self-study and thinking about potential resources and a pilot and looking at our district data
002and considering what might be the best approach for us as a school system. And now we're nearly completing the first year implementation of that new resource. So, we're going to give some highlights of that to today and we're also going to talk about um what we're looking forward to as far as next steps in the work and what our priorities continue to be. So, uh oh, it didn't work last night. It worked a minute ago. I just tried it. You all saw me do it. All right, let's try this. >> I I tried this. >> It did work. I saw it. I saw it work. >> She saw it. >> That might be easier. >> There you go. Thanks, Simon. >> Okay, now it appears to be working. Okay, great. >> Okay. So, we're Thank
003you for your patience with that. We're going to um just start again anchoring our work into the district vision of the graduate and also thinking about how everything we do, you know, literacy is the cornerstone of all of all learning really and how our work in this area is really supportive of our district vision and mission. And really what we've been focusing on as a school system is not just responding to what was required in the K3 right to read legislation, but thinking about how critical it is to build a coherent PK12 uh approach to literacy instruction. So, as you've seen this graphic before, and what this graphic really is communicating is that we want to be very strategic in our work and when we're thinking about our work, you know, in all areas, but
004particularly as we're discussing literacy today, we want to be thinking about PK-12 alignment beginning with our earliest learners in ELP. Um, I was in recently, so was Dr. Falcone in classrooms watching some play-based learning scenarios and really the children are already practicing writing and the restaurants they were building creating menus and so that's so exciting to see. We also want to make sure that our work in literacy is rooted in what we're doing to make shifts and building a really um strong framework for MTSS in the school system. So thinking about what is happening in the core tier one with instruction and then what will be required as far as shifts and how to um strengthen and reinforce what happens in tier 2 and tier three for our kiddos that require um some intervention or
005extensions as well. We've been very committed and um continue to be committed to ensuring that we have general education and special education practitioners at the table when we're engaging in the work whether that's writing curriculum whether it's talking about instruction and practice thinking about how we assess for learning or as well thinking about our professional learning plan some of which um Shirley and Scott spoke about last night. In this work we want to make sure that we're growing not only teacher but also leader capacity. We want to make sure that administrators have the capacity to um know what high-quality literacy instruction looks like so that we're learning alongside our teachers. The opportunity to implement a new resource has really given us a chance to look at what we value as high quality instructional literacy practices.
006So that's been um a real focus of our work this year. Um of course student learning outcomes. for a very high performing school district. But as we were talking about last night, we want to make sure that our children that are already high performing continue to do so and are stretched and that we look at those students that might be um at tier 2 or tier three requiring some boost in what's happening in the core yet really targeted responsive intervention um so that we can close gaps um for any that exists with some of our kids. We um something that I think I'm particularly proud of um over the past two years is the teacher voice in the work. It's critically important. Our teachers are the practitioners that are that are immediately with our kids
007that know what they need that are able to not just teach from a resource but really be responsive to the kids in front of them. And having their voice as practitioners and experts is incredibly valuable and necessary um in district work. The other piece is stakeholder confidence. We were, you know, wanting to make sure that we were responding to some feedback from not only teachers 612 about what was happening in the elementary school, but our families. And so it wasn't just the feedback from the state about writing and small group instruction, vocabulary, and grammar. We were also hearing, you know, from some stakeholders from their children's experience that there might be some gaps. So, we want to make sure that we're reinforcing that stakeholder conference. um you've seen this graphic and you'll continue to um
008I'm sorry that on my screen I can see it all the way across structure. I'm not sure why it's not there. Um but this is really I think something that I believe in very much. This advisory structure really demonstrates that that through this approach we have systemic leadership inclusive of Dr. Burn, myself, Shirley Klein, Scott and of course Dr. Falcom and some building administration and that the purpose of that group in leading the literacy work is that we're able to provide direction provide um recommendations to the board of education help determine how priorities are set and um resources are allocated. Simultaneously we have a larger PK-12 steering committee and that's because we want to again make sure that our work is not focused on just like two or three grade level bands. We want to
009make sure that we're thinking 30,000 feet up and 30,000 feet out. What's happening ELP all the way through 12 plus. And so um that group involves teachers um not only leaders but teachers from the different grade level bands. It also includes special educators and very importantly includes like speech language pathologists. We know how important oral language um development is to literacy. So those folks are involved in that work as well. And then on the right where it says 36 literacy core review team, that is kind of the micro group that's focusing on the really tight grade level band um priority work. And so we know that we've been focusing on K3 literacy the last several years as a response to the right to read legislation. And now while we're in year one implementation, we want
010to be looking ahead to see what is now required in grades three through six. engaging in a district study, looking at what practices are really working for us, looking at the curriculum, doing a gap analysis, also thinking about the experiences that our children will be bringing up from them in K3 and how that might um impact curriculum instruction, assessment, and professional learning needs in those next bands. And I've said before, you can imagine the reason why we're bringing grade three back is not because we're making shifts there, but we're continuing to strengthen practice. And we want that work to be so strongly connected to what happens in grades four and five. And then simultaneously sixth grade we want to make sure that we're not creating a drop off in grade five. And so we've talked
011about as the work continues that box on the right in its next iteration we'll say 59 because we want to make sure that we're you know smoothing out the transitions from those upper elementary grades into middle school and then um dipping into the high school. So that's a structure. It's a very we have actually the same framework that we're using for MTSS for the same purpose um for largecale systemic approach to literacy. Um I've mentioned several times I probably you couldn't count with all your fingers and toes how many times I say the word coherence. That work is critically important in our work from a district view. Um we've done some work this year and Dr. Dr. Falcone will speak a little bit more about this to create a PK-12 literacy vision making sure that
012regardless of the level we're all kind of growing in the same direction and towards the same intended outcomes. Uh the revision work with aligning our curriculum and that will happen as not only for elementary this summer but we've also committed to some work in grades six, seven and eight. Um that will be right around the corner this summer. So that will open the school year with the au the scope and sequence and stage one resources including resources and text for all of the units available for families on educ. Um part of the work last year and the year before when we were looking at K3 was that we developed a high quality um literacy framework for instructional practice. And so uh Dr. Dr. Falconee has spent a significant amount of time collaborating with teachers and
013leaders in extending that for four five as we know that the literacy development looks different in those upper grades. Um thinking about auditing our instructional practices as we implement a new resource. Um a significant amount of effort has gone into a very comprehensive assessment audit. So, we're looking forward to sharing that with the board um today and in the year ahead, making sure that the assessments cap thinking about MTSS, right? They capture all kids and then diagnostic assessments that dig deeper to make sure that we're able to provide those targeted interventions. Um and then again, of course, strengthening communication and transparency with our families. One of the things that we're looking forward to in the year ahead is being able to communicate more regularly and timely about children's progress as they move through um the
014school year. So, I'm going to pass over to Dr. Falconee right now who's going to talk more specifically about the work. >> All right. As you can tell, we have a a lot of wonderful things happening. I just >> Is your mic up? >> Oh, sure. >> Thank you. >> Good. Thank you. Um as you can tell, we have a lot of wonderful things happening. I just want to take a pause and just thank the teachers. I know it was teacher appreciation week last week, but the amazing lift and energy that they've brought to the learning this year um is is very exciting and to be commended. And I'm really excited when we look at kind of what we've accomplished this year and what our next steps are. just thinking of the long-term coherent kind
015of plan we have um and the excitement around having coaches now going to be in place to help sustain this work is just all very exciting. So um what you see for this year is really a start which will carry over and continue into the upcoming school years. But as you know um we continue to focus on our our teachers, right? We want to really build that teacher capacity and um we've been really focused on that through this high quality literacy instruction frameworks that we've been building. So all of our professional learning has really been driven from that framework. So you can see in K3 we've been really focused on the implementation for our new reading program. Um, we've had early release days where there there's been guided planning um and collaboration to kind of
016really think about not only using this as a full program, but thinking of it as an instructional tool. And they've been spending a lot of time looking at those priority standards, determining what has to be taught and through which resources and being really thoughtful and intentional as to what can go and what needs to stay. So there's been a lot of collaboration around that. Um we've been really trying to optimize our instructional time um and and linking that to the instructional framework. And we've we've also been um really focused on focus implementing the program with more integrity. I'm going to change that word um than fidelity, right? Because sometimes based on those priority standards or the students that are sitting in front of you, you have you have to use your teacher decision- making and
017and make sure that you know your whole group instruction is matching as well as your your small group instruction. And we've also been focused on what kind of assessment tools can help us inform the next um round of instruction. And what one of the things we did was we shifted in our in our programming to looking at what we call these week 2 assessments. And what that's been doing for us is helping teachers pull these standards reports because as you know this program is um builds it's uh a looping program. It's a spiraling program. So uh what it's doing is it's collecting information about how students are doing on certain standards along the way. So, it's really been able to help kind of refine instruction. In grades four, five, we worked um very systematically on
018building a shared understanding of what effective grammar and syntax instruction looked like authentically. Um we aligned our practices. We did a lot of work on what um preassessments looked like, how to focus your instruction in small groups and and then um how to carry that forward into the next round of teaching. um they also did this work through a strength mindset. So what is it that a student is doing well and how can we take the next um leap in learn in um instruction there. So one of the things we knew that we needed to do as we got past the midyear point was to gather some initial program um implementation feedback from our from our teachers. So up on the screen here you can see those are the different areas um that we wanted
019to look into right foundational skills the decodable text that came with the program how small group instruction going um what are the teachers thoughts around the student practice resources information on assessment and data and just overall implementation so that we could really figure out where we needed to focus our next level of professional learning for the upcoming school year. So based on that um survey and it was designed as a levels of use um uh uh data. So for example, teachers had to uh identify where they fell along and continuum so that we could really pinpoint what certain areas we needed additional training in. So the different areas of strength that arose was that teachers are really feeling like it provides our our learners with a strong foundation um skills and um phonics routines. Uh
020there's a lot more explicit vocabulary and grammar and writing instruction. They feel that the texts are highly engaging. They do feel like the resources are easy to use and it could go to a pro and a con. There's an abundant resources. Um, and that's one of the things we're uh we're we continue to navigate. Uh, and they do like the clear spiraling lesson design. It's as we've implemented along the year, it's become apparent. Um, I think at the beginning, people were a little nervous that we weren't teaching to mastery and and were finding it challenging to kind of stop instruction and move on. And then as the year has gone on, they become more comfortable with that. Areas of growth continue to be um writing instruction. there is not as much much breath. Um there's
021not as much volume as we've been used to. So that continues to be something that we're working on to um reinforce and enhance within the program. However, as you can see from one of the last um presentations we did the student writing, you can see a lot of growth in that area. Pacing has been a challenge. again goes back to the um amount of resources as we're getting to know this program and being able to make good choices about what can go and what has to stay. Um pacing's been a little bit off. So we're going to continue to refine that. Um the assessments, it comes with a lot of assessment. And so we've worked consistently across the year to determine, okay, what pieces of information do we really mean and what do we not
022have to give? So, we continue to make um adjustments based on um feedback from our from our teachers. Um resource navigation I mentioned depends because we're still working on deciding what resources could go, what how to focus in on the standards, the priority standards. We have work to do with small group instruction and making time for that and being intentional. And so we have a lot of plans going forward for next year um to focus in on that. Amy mentioned the core review team. Um this team has done an amazing amount of work. Uh we I've given you an update on the visions and the goals and I'll share a little um final version of it um in a second. We've um really looked at our current literacy practices in grades three six as we're
023preparing to move into um pilots uh for next year. We've developed a high quality literacy instruction framework for grades four five on May 19th. We'll have a full day core review team meeting where we will look at our instructional framework and really determine um based on two different programs we're having come to present which of the two we think would be good fits for us to pilot going into um the next school year. And then you can look to see kind of long-term um plans for next year and the following. All right. So, one of the things that we did as a preK12 group is we finalized our literacy learner outcomes. Actually, I think it was one of my first meetings with you guys. Um, we kind of brought a document to you guys and
024you provided us some feedback and then this resulted in a revised um document. Through lots of thinking and collecting of feedback from our teachers, we we created really six literacy learner outcomes that you can see here. One being purposeful communication, critical and curious literacy thinking, creative expression and innovation, independence and ownership in literacy learning, empathy and perspective through literacy, and valuing integrity in community engagement. And there is a link there if you'd like to see the the full one. But um you know we did a lot of thinking and really want to bring this to life alongside our vision of the graduate and all that we are doing in the course. The other as mentioned earlier is we focused on um the four five high quality literacy instructional framework. And I am going to just
025get some notes here because um we did some very intentional thinking about what we wanted to keep and build upon from our K3 literacy framework. But they're also because these are different learners, right? We're we're now switching from learning to read to reading to learn and explore everything, right? So, it's a huge shift for our upper upper grade um learners. And so, we wanted to keep clear instructional structures um with explicit in instruction such as mini lessons, modeling, um feedback. We wanted our kids to be independently reading and writing to build stamina. We wanted to maintain small groupoup instruction and MTSS supports for all learners. We wanted to keep all core literacy components um including um comprehension strategy, structured literacy as needed, genre based writing. But what we really wanted to do was to ensure
026that we added deeper comprehension expectations, critical thinking using evidence, a stronger focus on academic vocabulary and word knowledge, including morphology. We wanted more extended and purposeful writing connected to reading and authentic tasks. We wanted to h emphasize more on speaking, listening and communication. A greater emphasis on student agency through goal setting, reflection and ownership of their learning. And we wanted more in integration across the content areas. So um that's there for you um as a link if you wanted to explore more. But this work and this thinking of how we wanted to extend and move beyond the K3 is going to be really critical as we move into the next stage on May 19th to really study these potential pilot programs because that work will drive our ultimate decision- making. All right. So on the
02719th just a little deeper dive into what's happening on that day. We're going to start off the day and really thinking about what the science of reading looks like in our in our intermediate grades. So, how do we extend that learning and that frame of um research up into our upper upper grades? We're going to be looking at um two different resources, HMH into reading and the units of study. And then ultimately, we'll be um creating some pilot recommendations. You can see as a followup from the 19th, we'll have to finalize what these plans look like for the pilots. We'll have to determine professional learning and any supports and adjust obviously our curriculum scope and sequence and our assessment calendar based on the programs. >> All right. So I I mentioned earlier in my remarks
028the connection to MTSS and we have um a district leadership team and a steering committee uh that again represents staff across the system all departments all grade levels and one of the things that we're actually coming into the home stretch with is the completion of an MTSS district handbook that the next phase of that will be to complete the appendices before the end of the summer so that we have really clear um tools tools and resources that are used in the primary grades, upper elementary, middle, and high school that clarify um what happens for strong high quality instruction in tier one, entrance and exit criteria, um cut scores, benchmarks that really outlines the purpose and function of assessments, how we communicate with families throughout these processes. And when that is completed, one of the other
029things that we will look to do is to create kind of some companion family resources and companion tool for families to use. Um, as we talked about last night, um, during the presentation, really wanting to make sure that pre-referral and prior to any kind of need for specialized instruction that we're really strengthening the core and we're exhausting all efforts with appropriate targeted interventions. So again, this is about the whole child. Um when we think about literacy, everything that Dr. Falconee was just talking about with tier one is connected to that high quality instructional framework um that we're working on. And then again thinking about the assessments were that were um that we're really intentionally picking and designing to measure student progress and ultimately mastery toward the standards. So that's all a part of the work
030moving forward. And one of the things I mentioned last night was the concept of data literacy. And so a significant part of our professional learning in the year ahead will be supporting our teachers and our administrators and our MTSS teams of teachers and administrators and really using literacy to inform instructional planning. So that's part of that continued work. Great. All right. So just a little bit more on our assessment audit here. And um so basically we're trying to with um the mention of assessment literacy, right? is to get our teachers and our staff and our leaders really thinking about how to use assessment in a continuous improvement cycle. Right? Um if we're going to be having this assessment data, we want to make sure that it's valuable and that it's impactful and that it's going
031to drive targeted instruction forward. And so we've been looking at really creating a more balanced assessment framework and really teaching into that. um it's going to be a priority for us um next year and we're starting with this universal screener, right? And ours is AIDS web um plus and we did a huge review first to determine if that was the right tool for us. Ultimately, we landed on keeping and maintaining that as a tool, understanding that we need a lot of professional learning to optimize and make sure that we can use the tool in the way that it's intended. And so the universal screener will be given um so that's an entry point for all learners and that we understand where they are. There are growth measures that are identified. Um and there's a lot
032of other very important data that we're going to be able to really make use of. And then from there, we want to be able to look down and based on these results and we want to say, okay, um, if our students are on track, we're going to continue with tier tier one instruction. So, you can see how heavily tied in this assessment audit is to our MTSS work, right? It's a really critical tool to have to make sure that MTSS could be running um, the way it's intended. um we'll use this information to determine okay there may be students with risk um in that case do we have additional diagnostic assessments that need to be given we're trying to think okay if the universal screener says our students are prof per performing at a high
033level do we need to do all of these assessments on all students so we're trying to be a little more selective in making sure that we're getting the right information from the right learners um if they need to have um addition targeted instruction, they'll be moved into tier two, right? Um they might have um an intervention to support them. And then also as well as if they are at risk or or below the benchmarks, they would receive tier three supports. Um you can see in the purple area there really the foundation of all this work is our curriculum based and classroom level assessments because those measures many of them are in the moment that teachers are using to make those most important decisions. We do have some curriculum based measures. So for example um intervening
034has assessments that come with the program right and they are tied to those standards and that gives us information for for future instruction. there's longer performance tasks. Um, and you know, obviously self- assessment is woven in there, but we really want teachers to look at this as a whole and using the information as a part of a collaborative decision-making process. Um, this just is a little bigger deep into what families will be receiving um, next year. We are providing pretty intensive training for our teachers on Ames web plus and making sure they understand the data and then we're also going to be sharing um the family report. This is just a sample of what families will be getting and it'll just provide information um to be a little bit more transparent so that the families
035have this information. Next year is another part of our continued focus on MTSS using all this assessment work. Then the next um obvious step is to focus in on what small group instruction looks like. Right? So we're going to take all of that information and figure out through our PLC um process which we're going to work on refining along the way. um looking having teachers collect the data, analyze the data, plan for instruction and then implement and monitor um instruction and uh we have Jens Servalo that group that we've um contracted for that will be doing a lot of work with um K3 um due to the pilot 45 will have less time with her um but we will start um but obviously they're going to need time to um explore the program materials and
036be be more fasile um with those resources. >> We discussed last night our continued commitment to growing Orton Gillingham Academy. So um we did have I think it was 23 general education teachers that were initially um had the the training to have the certification of um classroom classroom teacher classroom educator. And as um Shirley mentioned last night, we have a growing cohort of teachers in the special education department. So, we have allocated funds um in the good news of the budget passing the other night in FY27 to continue this really important priority area work for our district. All right. And that brings us to um work that's going on into the next school year. So, we will continue to work on um developing um all of our curriculum in Edu Planet um and making sure
037that all of our resources are aligned in that way. We will continue to um work within the pre-K12 um literacy framework and continue to reflect on what's going on in K3, but also there'll be a heavy focus on um based on the decisions of the core review team in our grades four to five work. We will continue professional learning and I hope you've heard a thread of um data literacy and small groupoup instruction. Um and then of course the excitement around building the coaching program will be um significant and really um having the coaches hit the ground running and supporting these professional learning communities um right at the start to build relationships, get to know our data. Um and uh we're continuing the the great work with the NTSS framework. Um we have almost gotten
038a nice draft of the kind of core of our of our handbook and we'll be working um on the appendixes and always that thinking and considering about the student transitions as we go from different grade bands and of course communications but of families. I think that is it. >> All right. Thank you ladies. Um, I just want to recognize and both of you have already done this, but the work of the teachers in this over this past year and the years prior, it's been it's a huge lift and I appreciate and I think all of us can say we very much appreciate the collaboration and their willingness to, you know, to try something new because teaching can be isolating and and habit forming and to be able to change is is sometimes challenging. So, just
039kudos to all the K3 teachers for for their hard work. >> Um, couple quick questions. implementing the small group instruction next year. Will that require additional minutes in for literacy during the day or are you just going to rejigger how you >> So, um, great question. It's already part of our instructional framework which then, um, I think you've seen in the past kind of how they had that framework with the minutes on the side. Yeah. >> So, it's more refining implementation of the program to ensure that there's time for it. Um I don't know if you remember we um we actually going to have a resource with Jen Serval's group who's been you know researchbased and focused on small group instruction for many many years. um she has worked to create alignment documents that take
040our modules from HMH and help us determine what different areas of small group instruction can be that tie to another resource that we'll have available for. So it'll be all refinement and really making sure that program implementation allows for small group. It was really kind of serendipitous because right when the board approved um moving forward with funding for HMH into reading, I received an email from Jen Saravealo talking about her work in alignment to the standards, the HMH modules and small group instruction. So as as a really wellrespected researcher in that area and practitioner, it was exciting that she was kind of dialed into that same work and looking at the resource. I just wanted to be sure that I mean I love the focus on literacy but there's also there's math there's social studies
041there's science there's social emotional learning there's so much that has to happen in those few hours of the day so just I'm glad that we're being cognizant of that >> and there there's also the maximizing the waiting period >> for small group instruction >> we need some work there and we will be working >> uh I have other questions but go ahead >> yeah I just want to follow up on that um you know to that idea about the uh the focus on literary literacy and you know all the things that we're trying to get in there. At what point would we maybe consider if we needed to add additional minutes to the schedule? You know, perhaps a second um language arts block or like what what would that conversation look like and what would
042the data be that would prompt it? >> We have a what we I feel very lucky in our elementary schools. We have a very rich um schedule in regards to minutes. I think probably one of the other the greatest struggles we have is we have a lot of pull out that happens with um instrumentals and chorus. So, and although they pull on a rotating cycle, it it can be impactful. You can I can walk into a class sometimes and literally half the classes missing. Um >> dream core um subject instruction. >> Yeah. I'm Wow. >> Because when you think about it's not possible to fit all those lessons in, right? It's a um >> we we need to look at pull outs in general and and I know the elementary team has been working with
043Amy and Jen on that >> and thinking about ways and again it's also looking at the win period. Um there could be tweaks to how much time we have dedicated to win. Um, but I think next year as we go through year two of using the new resource and step into the pilot for fourth and fifth, if we do need to have conversations about modifications, I think that would be the time to do. >> So then the um looking at those pull outs, is that work that's going to be done this summer to adjust for the next? >> Well, they're working on the schedules for next year and they're looking at that issue. >> I think it's a little more of a systemic. I don't think it's so much right >> what the elementary school
044schedule can do. I think there's >> more systemic conversations that have to happen. >> And then the other piece that's really important is we don't want to lose sight of the opportunity to develop literacy skills in the other content areas throughout the day. So even mathematics, right? Mathematics requires especially when you're when you're thinking about deep concept learning in mathematics, it requires so many literacy skills. When we think about the social studies and science standards and and how we approach that instructionally, we want to be making sure that we're having children transfer what they're learning in the more focused literacy parts of their day to the other parts of their day too because where >> in elementary school it's it's quite easy for to do literacy within a social studies unit or within a science
045unit. So making sure that that's >> and and that's always top of mind is where um especially with um the new curricular being um uh knowledge building um there are many themes that are related to science and social studies and like as we go forward looking at science and social studies where can we find those um through lines >> how can you be efficient and >> absolutely absolutely >> um I have just a few things uh thanks for the great presentation um one was on some of The feedback from the program implementation, most of the areas for growth that I saw seemed more just like getting adapted to the program itself, the materials. The one that did stand out was the writing instruction which was obviously the first one and you touched on that a
046little bit. Can you just dig a little deeper into like some of the things you're doing? Are you augmenting that with other materials or like how because obviously writing instruction is critical. >> Uh just talk a little bit more about that please. >> Yes. So um again to go back to that it's there the feedback that we're getting from teachers is that there's a lot more um consistent grammar integration on by on the part of the students vocabulary but the length of the writing and maybe the frequency of longer writing pieces is not what um we've been used to in the past. Now, for grades K3, um especially in, you know, 2 three, we want that volume to to increase. And so, that's definitely one of our goals within the program, um to figure out
047next year as we move beyond year one implementation, how can we, you know, where it makes sense, increase that volume of writing and the stamina. Um it is going to be a very critical piece of what we're looking at for these um potential pilots for grades four, five, right? because because that is something that they're getting the core more of the core grammar and syntax and and everything into the writing that's taking away that direct instruction if you can imagine is taking away from some of the volume that's right. So it's like a a give and take as we're trying to build those foundational skills but it will 100% be something that we're very intentional and thoughtful about when we're looking into what program is going to be a better match for our four five
048students. So in terms of that pilot um will it be a similar number of classrooms doing the pilot that did the HMH pilot and how are you choosing those classrooms and >> great question we have spent quite a few weeks trying to figure out the best way of doing this. There's it's when you're looking at two resources which would be a true a true pilot right so you can compare it's challenging to do in a classroom setting and so we're um we're trying to figure that out. will determine that on the 19th, but I we've come down to the point that it would be unfair for the some teachers not to be involved. So, um and we want all five of our schools involved. So, we're going to have some iteration of um having teachers
049in every building experience each of the programs. Um, and I think that final decision will happen on the 19th. But we've actually um contracted with uh a consultant from Teachers College to help us organize um Columbia University. Really, I shouldn't say Teachers College, Columbia University. um Emily Butler Smith who's done so much work in curricular reviews and implementation and she's help helped us design a day where we're again going to start off with science of reading for our intermediate look at the two programs help us analyze using our framework the strengths and um weaknesses and then ultimately decide what this pilot is going to look like. >> Have you already chosen the two programs pilot? So obviously HMH we're going to look at right and then um the new units of study from Heinaman are
050the other resource for >> and the other piece about the design of the pilot is we know that the pilot isn't just a means to an end it's a really valuable professional learning experience for our colleagues. So, you know, again, especially because we're not just thinking about the tangible resource, we're really rooting the the um pilot and the the district study and looking at the standards, looking at like learning progressions, looking at our current curriculum, the instructional framework, our our practices for assessing learning and then aligning that to to continued professional learning needs. So, that's another important reason for when we design the pilot, thinking about um the breadth across the system. Uh, John, I want to be sure that you don't have any questions. I can't see you. So, if you have anything, >>
051nobody wants to see me. Um, but, uh, just just bad joke. Bad dad joke. Um, just quick question about the MTSS handbook. When is a draft going to be available for us to kind of take a peek at that? So, um that the draft we're going to finish um really like the meat on the bones for the grade levels of the level bands elementary, middle, and high is work that will be um that will be wrapped up throughout the summer. So, I would envision as we open the school year, there will be conversation around the MTS MTSS handbook, our systems and structures, procedures, and practices. And also, as I said, Mr. done. Um, in addition to what the board will see with regard to what our kind of internal documents and what we share at
052the board table, it'll be really important for us to create tools and resources for our families. Um, and I would imagine, I think I mentioned this last night, we'll want to also have a parent university so that we can be really clear with our families. I was recently um, meeting with a parent group at um, I believe it was Royal Elementary School who it was who requested more information for parent understanding about MTSS. So we'll look forward to sharing that as we open the new school year. And then we've also been talking about um the design of professional learning that will be consistent and calibrated across the seven schools. There needs to be district messaging so that we know that this is a systemic priority. It is not simply a school classroom or school-based priority.
053It's systemic priority. So we'll be designing that as well. We will comment on that to open the school year. >> Thanks. Other question? >> Yeah. So I actually I want to go back to what we were talking about a couple of topics um throughout. So you know to Greg's question about the writing um I am curious you know to to what you had said before too about how the other subjects align with this because um and I and how you when you're saying that there's not as much time for the writing. Are you talking specifically about creative writing? Are you talking about all writing? So I sorry if I misspoke. It's not the amount of time we have the instructional time. >> The program addresses writing differently than the instruction in our previous program did.
054So >> So sorry I I I I heard that you guys are providing a lot of explicit instruction on writing and grammar and that the teachers are happy with that that is stronger than maybe what we were doing in the past. Yes. So, but then you said that the something about the content that was not I >> it's more of the amount. So, they write less frequently like there's not as much writing involved in the organization of the program. So, for >> in in past years they would maybe have more volume. Right. >> Right. So, we're talking about student output. Right. >> Student output. Right. So now the quality in some cases has been stronger because they see evidence of the grammar instruction and spelling instruction and more explicit writing um craft maybe, right? But
055there's less volume. And so teachers, one of the ahas is that they want to see their students writing a little bit more volume and having a little bit bit more stamina, which currently they're feeling is not as strong. And I think that stamina piece is really important as you as you progress. >> Exactly. Exactly. >> And as is the quality, >> right? >> So coming back then, how does that fit into the other subjects? And um how are we looking holistically at a student's output at their daily tasks >> for writing, right? Are we looking just at creative writing? Are we looking at, you know, like in this science unit? >> Yep. So in just ELA, we obviously focus on opinion, information, and narrative writing, right? And those are the cornerstones of of any ELA
056uh writing program. So, but within that, our social studies um programming, which um in grades four or five, we'll have to give you guys an update soon. Um we have been looking at revising these units along the way, and through that revision, 100% we are doing information writing. Um actually, we were at a writing celebration. um >> non-fiction. >> Where were we? Henley. Henley. We were at Henley and they basically were integrating within um a writing piece multiple genres of writing and it was fabulous watching the students bring to life the authentic writing and a social studies um topic. So, wherever we can, of course, we're kind of double dipping and making sure that um they're writing across uh multiple content areas. that will continue to be um as important if not more important as
057we kind of go through the grades. >> And outside of the resource that same week, earlier in the week, we were um out at Ox Ridge Elementary School. I think I mentioned this earlier at the board table and we were watching the children as they were engaging in play-based learning scenarios and one of the classrooms the children were they had been to the nature center for a field trip. So they had done some research about what a nature center is and um the other another class was doing the zoo. They had all kind of their own areas of interest that they had researched. But the point of it is is that they were all the children were developing plans for their playbased learning scenario um activity work that they would be doing. So they were
058writing full play plans in kindergarten with complete sentences. So again, outside of the resource and to your really important point, Katie, there are there's a through line, you know, across the school day where we want to see literacy um skills develop and come to life. >> Agree. Go ahead. >> Yeah, I got just a couple more things. Um for the literacy learner outcomes, I see that there's a draft on here. Are you looking to iterate on that more? Are you looking for more feedback from the board or what's the process? >> If you guys would like us to come back, we could start off our school year with that. Yeah, happy to do that. Um you I'm trying to think um I think Greg it might have been you that had one uh like a
059>> I know we gave feedback sometimes it was >> yeah and so you know it was um alongside you know other teacher feedback and everything. So yeah, we could start off the school year with that >> and we as we implemented some of the feedback that actually right. >> Okay, great. >> So I sorry before we jump off that topic. So I saw on the screen um that you guys had like the draft but my packet that side of the screen is blank. >> Um does everyone see it? >> I can see it on my phone. >> I see it on my computer. >> Okay. So I'll just maybe follow up. I'll just follow up with Cass about Okay. Thank you. There were links on >> the links, >> but it seemed like I got
060to check on my computer, but it seemed like they were linking to the same thing, but it should be two different things, right? >> Yeah. So, maybe I see what you're saying. Um, the case is linked to >> We'll swap that out. >> It's an error. >> Okay. Okay. And then my the last thing is more just a discussion point um around one of my favorite topics, which is AI. um and sort of not as relevant necessarily for for the grade levels that we're talking about, but shockingly like grade six, my son's in sixth grade, like I'm already seeing I think as soon as the kids get access to one of these devices, >> they're on >> it immediately enters the equation. Unfortunately, >> you know, I I was home with my son a couple
061weeks ago and he was on the phone a phone call with his friends talking about a school assignment for math and they were, you know, going through the problems and working together, which is great because they're on the phone and not like texting each other, whatever. My son is on the phone, so there's no ability for them to do it besides on the phone. There's a group of them. What's that's good. What's not good is they got to a problem where they were stuck on it and they started talking about and they couldn't figure it out. And one kid goes, "Oh, the answer is 17." And he was like, "Well, how'd you get that?" He goes, "That's what AI told me." >> Yeah. >> And and and so like you know, my son was like,
062"All right, well, I got to go ask the teacher how you figure like how you get to it because the wouldn't explain it to him." So some of the kids were writing it down, but it it applies to math, but it also applies to reading and writing. Yeah. >> And just thinking ahead of like how are we getting ahead of that? You know, there's nothing mentioned obviously in your presentation about AI. Maybe the absence of it is a good thing. It's sort of topical. I mean, I even had I saw an article this morning, AI, the trouble with AI investment writing >> and it all it all talks about, you know, why the reliance in AI kills >> the benefits of writing for both the reader and the author. >> Well, one I'd say that
063we're we're doing a lot more paper and pencil >> writing and computation in school and we're going to see more shifts to that. Um, they don't have >> I think you're seeing that in universities even going back to the blue books and and >> I mean I I know it's going to sound bizarre but the the place where we see the lowest amount of tech use now is at the high school. You know, you do not see kids with Chromebooks out at the high school, >> right? >> Or laptops as I mean years a year or two ago you may have. I do know that the technology committee that is working on a five-year plan, they're late stages of that. They do address some of those pieces within that plan. So, >> as you were,
064you know, you're talking about like the amount of assessments, I'm thinking about like there's assessments and then there's like what's in the assessments and there's how you're actually giving the assessments and that's sort of what triggered it in my brain. But just making sure it's on the radar screen. You know, my antenna is up. I think we should we all all of ours should be up to making sure like there's ways to you can't you can't enforce stuff outside of the school system obviously but within the walls to ensure that the kids are actually learning it that you know we can do that collectively >> and one of the things that I'm been working with Tim and it'll be a multi-year kind of >> endeavor is um taking the different threads and themes that are
065in his programming but thinking about so particularly like data literacy Right. And using those themes and making targeted lessons that happen within some of the science and social studies units, especially in grades 3, four, and five where they don't have a um the scheduled kind of library block, and making sure that those key lessons, which can include some of what you're speaking to, are really integrated into our science and social studies lessons where they make sense. So, >> um I just want to follow up on Greg's point about um AI and I think that um just very broadly speaking, how we um think about that, how we communicate, how we work with students on that. I think it's really really important for us to make sure that we are really intentionally cultivating um a desire
066to learn for learning sake. Um because there's no question that AI is a shortcut, right? And there it's it's here probably to stay. We could debate the bubble the bubble another time. Um but there's a me there's a really big difference between someone who has you know gone through years and years of that writing struggle and understands the process right and maybe using um an LLM to like refine something versus someone who is using it and never developing those skills. So, I think it's just really critical that we think about that vision of the graduate and how we tie back because I saw that I know you put that I pulled it up because thank you for putting this in the slide, right? And I'm looking like well where does that fall in, right? And
067some of that, you know, is probably in independence, right? Like can you do the work independent of technology and tools? Like what's your curiosity? But also learning for learning's sake, right? And just like that self-improvement. So, I would love to see that be um a topic of conversation at this board um throughout. >> When I just um Katie went to grab I was exactly going to anchor to the vision of the graduate and really if you look at all of those tenants, you can't you cannot separate technology and artificial intelligence really from any of those because you know children's use of AI our use of AI certainly affects our communication. um when we think about creativity and you're thinking about the joy of learning or Greg what you're saying is like you know being able
068to communicate independent um kind of novel thoughts that are not just necessarily spit out from the computer. So all of those tenants are are really wrapped up into our work and really when you think about even the vision and the mission we want to make sure that we're putting children out into the world that have just not mastered standards. That's not enough. We need to send children out who are able to engage in inquiry, who are eager to problem solve, who are really looking forward to um accepting challenges and being able to collaborate. So all of that is is really integrated into the work. And I would say that there's also the, you know, we've talked about it in the budget process about the reliance on Chromebooks and laptops and just the committee talking with
069teachers about device usage has already reduced device usage across the levels in the system. Um, and I think that that's we have to be really thoughtful. We we can't get rid of devices. There are skills that kids need to have to be successful in life beyond our schools and we need to have technologically literate students and graduates but um the thoughtful use of technology so that it is supportive and not inhibiting the full development of those important skills in the vision of the graduate is critically important. So, I think you'll you'll see as we move forward with that plan some really good shifts >> and as we talk about writing specifically too um and that that process and that struggle I know it's come up several times at the curriculum committee but I we haven't
070gone into it yet but I would like for us to um you know as you are looking at the um where what what the desired output is for students and how we can increase that and then develop that stamina I'd love for us to tie that conversation perhaps next year also into um how we are using the cursive instruction, how we are teaching typing um again for that holistic view of what does writing look like and and what does this mean for I'm so glad you're here, Shirley. What does this mean for students who need some assisted technology, right? And how do we how do we use it to um to their benefit, right? Um, I had one other question back on a former topic, but if anybody else wants to go ahead. Um, so
071I just wanted to come back then to the pilots for next year and I wanted to ask about um how those two resources were chosen and if if that was already set in stone. Um, it makes sense that we would look at um, HMH into reading for consistency and that that's what we're using. I am curious why we're going back to units of study as a comparison. It >> it's not going back in those grade levels. It's what they're currently using. >> I know. I know. But um I feel like we we moved away from that um because of one the legislation and two the that we didn't feel that it was doing what we wanted. So, I'm curious why that's still in the mix as opposed to maybe looking um at something else, you
072know, perhaps like UFly or or a comparison of something that that we haven't done. Um so, we would be looking for a comprehensive program, right? And so something like UFly is just too narrow um for for our learners. So, >> primary >> Yeah. Um it's just like a small little piece. Um and so looking at the framework, we wanted to really consider programs that address the full instructional framework. Um there has been significant revisions to the current units of study. um specifically in the areas of reading. Um really responding to the legislation, even though we know that we don't have the legislation per se in um grades four or five, we still want that science of reading driving our thinking and and what the programming that we have for our learners. And so there has
073been significant revisions. Um, and then I think we've shared with you, um, prior to me arriving here, folks had been piloting the new writing com portion of the, um, units of study. And there were significant changes that had been made to really integrate the vocabulary and explicit writing instruction. And again, those are things that we want to hold on to from our current programming, right, in K3 and make sure that it continues into um, our upper grades. um that program does address some more of the volume, stamina, some of the things that we know after reflecting on our K3 program, things that we really want for our upper grades. And so we felt the value added was there enough to look at the updated version and look at HMH. We didn't want to throw in
074too many other variables um just because it wouldn't make sense with the um trajectory of our of our learning. >> It's my understanding the upper upper elementary units of study are quite different from the primary. So yeah. >> Yeah. >> Right. Any other questions? John, are you good? >> I'm all good. Yes. Thank you. >> Thank you everybody. We'll move on to public comment. We have no participants for public comment. Right. May I have a motion to adjourn? Drag. Second. Invite Katie. All adjournment. Thank you guys. Have a great day.