001We're live. >> I would like to call this special meeting of the board of education curriculum committee to order. >> The next special meeting of the board of education curriculum meeting is on Thursday, February 26 at 8:30 a.m. To start out with the committee elections, I would like to nominate Sarah Parent for chair of the chair as chair of the curriculum committee. Is there a second? I'll second. >> Greg is second. Um, are there any other nominations? Okay, there are no other nominations. All those in favor [clears throat] of electing Sarah Parent for the position of chair of the curriculum committee, please indicate by raising your hand. That is unanimous. Congratulations, Sarah. And now we will resume the meeting. Good morning and thank you everybody. Well, thank you for being here. Um, we are excited
002today to get a math update and a literacy update from our colleagues across the table. So, I'll turn it over to Dr. Bettigan. Thank you. >> Thank you. Good morning, everyone. Um, today we have, as um, Miss Parent indicated, two updates for you. We are right around the corner to begin course selection actually at the middle school. So, it's really timely that we're talking about our math courses today. And Mrs. Roier has some um good data for us, including the most probably important data, actual kids, and how they're performing in a classroom. Sometimes we learn the most by hearing what children say as they're processing their learning. And we'll be talking about our efforts to really make sure that all children that are in advanced courses in on mathematics in middle school have access to
003really rigorous experience because part of what we're doing is wanting to support the transition from 8th grade to 9th grade to make sure that it's not so steep. So she'll be talking about that and then we'll transition to literacy after that. I'll turn it over to you. >> Thank you. Good morning. I'm Ronnie Rodier. I have the honor of serving as the math chair for grades 6 through 12 for the district. I want to start by thanking Dr. Burn and Dr. Fedigan for the opportunity today and have the platform to just talk about math. So, thank you very much for that. Our focus today will be on the algebra experience at Middle Sex Middle School. Before we begin, I thought I'd throw it out and ask you to take a moment to reflect on your
004own math journey. Uh, when did you take algebra 1? Do you remember anything about that experience? maybe how it was taught, how you felt, what it represented academically. Do you have a memory that stands out for you? >> So, I will say that I had to text a few colleers from 8th grade and and say when did we take this class? Um, [laughter] and we think it was eighth grade, but no one could really remember. Um, so obviously I don't have a memory that stood out because it was not very um robust. So, >> thank you. Anyone else? I remember mine was definitely in eighth grade because um my mother was a teacher at the school and taught eighth grade algebra and I had to specifically request to switch out of her class [laughter] >>
005and I don't think she's forgiven me. >> I don't remember. [laughter] >> That's okay. >> I remember the crazy super high level math I took in college, but I can't remember when when exactly I took all one. >> I understand. Anybody else? Okay. Well, um, for me personally, when I reflect back and I think about algebra, I think about the fact that I had to repeat it. I tal taught it, um, I took it in 8th grade and then I repeated it again in ninth grade. And I think my foundation was so strong in algebra by the time I exited. I do believe that's the reason I was so successful in mathematics and why I studied it in college because I was able to retrieve so much of those foundational skills in algebra 1. For
006many of us, algebra was a gatekeeper. It's the point where math shifts. It's more abstract. It's more symbolic. It's faster paced. And historically, when and how students take took algebra actually mattered a lot. It kind of set their trajectory. Um, so this context is important because the way algebra functions today, especially at the middle school, has changed over time. Before we talk structures and pathways, I want to ground us in what math instruction actually looks like today in many of our classrooms. And as you watch the video, perhaps um just using a lens in terms of how if a memory does come back to you, how it may look different than our own experiences or what resonates with you. Okay, so Joe, that's that's great. What's the connection with the the positive two in the
007equation? A lot of people here >> So you chose the room and then synthetic. Good. Did anyone try anything else? [clears throat] >> So So sick. And to set up today's video, I'm going to show you athletes in a 400 meter race. Does anybody know how many? So, do you know how long around the track that is in terms of miles? You know, like if you run around the track, does anybody have a guess how fast? How fast would you run around? How fast? So we have like something all the way around. Did you notice why they staggered? Do you see all that? Right. So why they pull that person back, right? Do they all just go to usually but you wouldn't have it too add. at first we found we did add They can
008explain what they did in a way that other people in the world would understand. where usually it's about two or three of us in a group and so you get to collaborate with the other students and try and see the real world application of a lot of the math that we're using. For example, we've optimized the volume of dumpsters and optimized energy output from a hydroelectric plant. And it's just kind of seeing where this map really comes to in the world and being inspired by other students ideas which can push me further and expand my thinking on a subject that I think has been the most rewarding opportunity. >> I mean I really like it cuz it like it helps me focus more cuz if I'm sitting at a desk while I'm doing anything >>
009it doesn't help me concentrate. I always try to think about something else. >> Yeah. I like how she starts off with a question that like is that we don't have relearned. >> Yes, it's new >> and it helps us. >> Yeah. >> Well, thanks guys for LETTING ME KNOW. HIGH FIVE. >> All right. >> Any comments or observations? >> It was a really active classroom across all, you know, all those scenes. Every everyone was engaged and active, which is great. Anything else? >> Yeah, that's not what my math class looked like. Uh, it was very much like everyone sitting in their rows, the teacher explaining concepts and working problems. I don't really ever remember doing any group work in math. Um, and I certainly don't remember discussing the real world implications and of concepts and
010problem solving. >> Yeah. Um, I think that's my experience and memory too. Um, and certainly we have plenty of classes where students are sitting in rows listening to the teacher delivering instruction. This isn't happening 100% of the time in all classes, but um, math discourse is really, really important. And so what you saw in that video reflects our instructional practices, problem solving, problem based learning, student discourse, multiple entry points of you might have noticed how there was um one group that was attacking the problem by using a picture. There was another group that went right to the mathematics. Um and thinking tasks are in math are really designed today with um a low floor, high ceiling. So what that means in mathematics is a low floor in the video that you saw on that problem
011with the track would be really focused. Everyone should be able to focus on the perimeter at least of the straight part of the track. That's an entry point that all students can have. And for the students that are ready for more and was able to figure out the perimeter of the track pretty quickly, the high ceiling could be well, what's the general formula for any track that shape? And that's where X comes in. So when we're thinking about the math experience, especially in the eighth grade, um this matters because algebra in 8th grade is accelerated. And today it's not just about moving faster, it's about supporting deeper thinking at a faster pace. And that's really the pivot. [clears throat] Uh with that instructional lens in mind, when you look at the pathways that we have
012here, math is the only subject where um actually it looks like this in middle school uh where they're entering sixth grade and they have three pathways. Um, but they do have plenty of opportunities for acceleration, support, and flexibility along the way. The path is not linear. Um, for some students it is, and for some students it isn't. I do want to mention, especially with Shirley by my side, that um, importantly, we do also offer modified curriculum through the special education department at every grade level for any student that needs it, ensuring access and support for all learners. But I'd like us to focus on the eighth grade column where you see our algebra classes and ask you what percent of the eighth grade class do you think is in that accelerated pathway? >> You mean
013they're taking the geometry >> that are taking algebra in eighth grade and that blue bar, that middle bar, whether it's in one of those two classes, the total amount of students that are having an algebra experience in eighth grade, what percent? >> 60%. So the actually it teeters around 50%, it's been growing each year. This current year we have 54% in there. So that accelerated pathway prepares students for algebra in grade 8 if they stay on that pathway and ultimately for advanced coursework at the high school. So if you look at the pathway here, whether they're in acceler um algebra 8 or accelerated algebra, those are the two courses we offer today in that 8th grade, the majority of our students do take calculus and they end up taking calculus in the 12th grade, but
014we have students to be honest that do all sorts of things. They repeat, they um may double up in calculus and statistics. uh it the way they move throughout math really is about readiness and math does get harder as you go on with the with the levels in math. So, as we look um at the data together, there's something to notice about algebra across the DIR. Uh when we look at DUI districts, every other middle school offers one algebra experience in grade 8. Darien's the only district that is offering two. And at the core, this presentation is really just about strengthening the AC the algebra experience for all students and guaranteeing that experience is the same. So this work is really grounded in the principles of universal design for learning, designing instruction from the start.
015So students have multiple ways to access content, engage in the learning, and demonstrate their understanding. So beginning in the 2627 school year, we'll be offering one algebra course in 8th grade. Moving forward, sustaining excellence that's expected with the strongest foundation possible. And here's our rationale. First of all, students who are taking algebra in 8th grade, regardless of the name of the course, they are in an accelerated pathway. It is naturally accelerated. They are one year above grade level by definition. Second, um, algebra and the accelerated algebra actually cover the same units of study currently. The difference is really just the pace and the depth and some of the experiences that the students have in terms of expectations. Our data at the high school shows that students who level up later often struggle less about the
016mathematics and it's more about actually the habits. Um and the increase in the rigor and the pace is something that many of our high school students can struggle with. So by collapsing it, we can intentionally teach that all students are receiving those academic habits, study skills, the mathematical stamina, and the productive struggle that you saw when the students were up at the board in the video. Rather than separating students into different algebra c courses, we're just really focused again on all students having the strongest algebra program that we offer. And importantly, just so you know, we have lots of work and structures in place. Um, we have dedicated curriculum hours focused on differentiation. We have ongoing professional learning for teachers. We have clear and transparent placement criteria to move on to honors at the high
017school. We do have a waiver process. Students are not locked into a single path in math. Uh they can slow down if needed like I did. They can still accelerate later if they're ready. And families continue to have clear accessible information about math pathways on the website which I update regularly. And also the curriculum for all math courses are available to be seen on edge of planet. Thank you. So I guess my first question is how many students currently are separated into that algebra and then the advanced algebra. So the algebra 8 that we currently offer is our smallest enrollment. The number of students is 57 which represents about 17% of the eighth grade class. >> Okay. So and then the accelerated algebra is >> the accelerated algebra we have 120 students which is 57%
018of the class. Okay. So 37 parents, you know, reactions to this as things change. >> Yeah. >> So those that are, you know, needing a little more push and needing a little more challenge will get different differentiation in the classroom as well as those that, you know, maybe need a little more support. Is that the goal here? >> Yes. the go the absolutely the the the that low floor high ceiling example that I gave you would be an example of how we would differentiate in mathematics and that's a focus that we have had um in all of our classes 6 612 but at middle school it's really really important that all students because they develop at such a fast rate um where they start is in math is not where they end up right >>
019question Katie go ahead >> thank you Um, yeah, I want to talk about both of those things. Um, I think let's to let's stay on the placement. So, um, I appreciate your presentation and it it really makes sense to me and I, um, I can even say from like a personal adult perspective, you know, the foundation of algebra that you're talking about is so important. I mean, I recently took a statistics class in grad school, and you know, the the prerequisite and the prep for that was like, hey, if it's been a while since you've like practiced your algebra, here's, you know, and and it's amazing. Like, I took that class and I remembered all those things, but they also weren't things that I could have just like spouted off the top of my head,
020right? So, it really is foundational. So, I appreciate you talking about that and I appreciate us really being thoughtful about making sure that our students are very very solid in that as you're giving us the numbers though and just to make sure that I understand this if we currently have 57 and 17% of our students taking algebra >> 8 >> and we have more than double that taking the accelerated algebra and I'm assuming that they're being successful in that. Well, one of the things that um when you say are they being successful, do you mean that are we successful with what we currently have? Is that what you're asking? >> Yeah. In those classes, those kids are appropriately placed. They are they're getting the benchmarks. They're retaining the they're >> for the majority of students,
021they are appropriately placed. There are some that accelerate too quickly >> and they do need to repeat algebra. >> Okay. So, how how do we sort of say that we have that we're kind of taking away that class from those 120 students? >> We're not taking anything away. They it it's algebra one. Both classes are algebra one. What I I would I would argue that those students are going to be exposed to what really more the habits, the pace, they'll be differentiated. They will be supported in the same way they're being supported now, but they're just going to be exposed to a different pace and rigor that they will rise or identify some gaps that we need to support within that class. So what does that mean then for the teachers where there right now
022we have a natural differentiation where there's a f it's the same content but it's a faster pace. So those students are already grouped naturally and and conceivably they're all on that faster pace. So, h what will that mean for teachers now to have those 57 and those 120 mixed together? >> It's so um I've talked to the eighth grade teachers about it. They definitely um are ready to work on looking at the accelerated curriculum that we have in place and making sure that the differentiated opportunities are there for every single piece of content that we have. And right now, it's not every single piece of content. And that's the work that we need to do, but it's something that we've been working on all year. >> Okay. >> And then can you also um sorry
023um can you also please just talk about um what the change in their course placement from 8th to 9th looks like? >> Sure. So right now um the way that it works is the majority of students who are in that um algebra 8 course they either repeat algebra in the high school or they go on and take geometry at the 300 level. Mhm. >> The accelerated algebra students will either I have there are cases where they repeat algebra because they just wanted to stay in the accelerated track at middle school for whatever reason. Um I have students who uh majority of students well actually it's changing now that we just switched over to honors geometry but it's split. We have students who go into geometry 300. It just depends on the balance of their schedule.
024Um, but there's qualifications from accelerated algebra that they need to meet. Those aren't changing. It would be when we um have this one algebra course that would still be the same. They would still need the B+ um from this course at a minimum, a teacher recommendation, they need a SPEC score of four. They need a midterm score of B+ or higher. And they need their first semester grade to be a B+ or higher and their second semester grade to be a B+ or higher. All of that are the criteria to get into honors geometry. and that would stay the same. >> Um I was trying to think about like when you say faster pace like what are the can you give just give some examples of like what you mean by the like how is
025you're saying like it's both algebra one >> so the the overall curriculum is the same. >> Yes. So for the student who was in the lower level algebra versus the accelerator or whatever, how is like how is it how is that student like what's going to change? Is it going to be more stuff earlier and then like what happens at the end? Like are they done with the content? Like how does that work? I'm trying. >> So we're going to go into Yeah, that's fair. The um the accelerated algebra courses just go into if the opportunity arises depending on the students and their readiness in front of them. they go into further depth. Um to keep things simple, if you were to uh consider the track problem, it's possible that we just stop and our
026focus perhaps um for a regular algebra 8 would be just the the idea of figuring out the perimeter of curved sides. And that's fine. But in the accelerated course, we're really looking for any track and adding that X in or maybe giving them stronger numbers. But the idea is that all students are exposed to that problem and we're still supporting those students that their job is just to figure out the perimeter and that's okay where they are. The algebra experience, they really it's such a gatekeeper and they really really um their readiness changes throughout the year. You can have a student who um they're entering eighth grade mathematically where they are okay and we and then all of a sudden they thrive later. We do have movement right now between the two courses and that
027doesn't feel good. When a student is in accelerated algebra and they move down to algebra 1, it feels like they're moving down a level and it's not. It's still algebra. They shouldn't feel that way. Um it we really need to be able to support at the middle school one experience in algebra one. It's good data to see where are all these students falling and are we putting them in the proper place at the high school because the feedback we receive from students at the high schools especially when they're going from the from um middle school to high school is that if they go into honors courses and it could be because they're take the balance of their schedule but they are overwhelmed like they've never been exposed to it before. So you could have a
028student for example that their first honors experience is at the high school and they're like whoa I was had ace before I didn't know that this is what I needed to do. Students at middle school they just the way they develop and the way they grow is fast and it's like this. So I'm curious about the nomenclature. Why if you're having one algebra class why are you calling it advanced algebra instead of algebra? >> I don't care what we call it. [laughter] I really don't. The names have changed over time. We used to call it one 123, then we called it accelerated. Um, now we're I I'm saying advanced to let the to let families understand that if they are in algebra in 8th grade, you are accelerating your student. There are expectations here. We
029you don't have to accelerate. It's okay to stay on grade level. Um but um I want there's this balance of being completely transparent with the public. We want them to understand that being an algebra in 8th grade is an advanced way to go is an accelerated pathway. Um what we call it I'm indifferent to. I'm trying to be transparent and clear but also not confusing math the math pathways is it can be overwhelming for parents. >> Agreed. Um, and I understand that and I don't necessarily have an issue with the alge with the name of it. But I am curious if there are students that then go back to repeat algebra in freshman year. >> You know, that was what just we were saying like you're going from advanced algebra and then you're going to
030the high school and you're taking algebra. Does that does that matter? I don't know. >> I don't think so. Only because at the high school, listen, the courses the grades count and they're receiving credit for it for the first time. And at the high school, they tend to focus less on the name and um just the opposite, more on the level. At the high school, they're like, "Are you in the 300 or the 400 or the AP?" That's what it's less about the name. >> Um Tess, could I'm sorry, could you put this up? Um so I just want to talk about the courses a little bit more kind of. So um thank you. So what we're talking about is collapsing that middle green into algebra 8 >> advanced algebra. >> Advanced >> well sorry
031the name but yes a single algebra class. >> A single algebra class. Yes. >> Yes. So then and the geometry would remain. >> Yes. So this is an important distinction then is that it's not that that the algebra that the single algebra in 8th grade is the only option. There is still a a a faster pace there. >> Oh absolutely. And we don't have we don't have any if this is a good screen to show because we don't have any other levels anywhere else. It it it almost it just doesn't make sense. It's not appropriate. >> Yes. This is this is helping me quite a bit because I think I got a bit stuck on that >> that 120, right? But it's not that they've maxed out and are going down there still. So then
032>> students who are taking algebra 7 >> Mhm. >> like if they were to stay on the same track, their natural thing is then then take geometry in 8th grade. Yes, we do have students that um accelerate too quickly or they were ready in sixth grade and perhaps no longer can handle that pace. You know, math does get harder. So, algebra 7, there really should be arrows everywhere. So, sometimes the majority of students from algebra 7 absolutely go to algebra 8. We have had students who repeat it in 8th grade. Very few. >> They go from algebra 7 to algebra 8. >> They would just repeat it. They repeat the algebra. >> So, can you talk a little bit about that? like if a student was even in the even in the next year, right?
033Like how is algebra 7 going to be different from algebra 8? >> It's a good question, but I want to preface it with we're talking about a handful of students. >> Okay? >> Like it this is very very fair. >> So that's kind of an individualized like you would benefit from this. This is what they're comfortable with as opposed to a big cohort just doing the exact same thing for a year. >> Absolutely. Um and and algebra set that that low pre-alggebra and that algebra 7 geometry 8 are for students who are double accelerated. They're doing you there's in sixth grade they're doing three years of content in one year. >> Right. So that all remains this just about collapsing a subset within >> right. Okay. That's thank you. >> It is confusing. Thank you
034though. >> So so looking at the um there's like two pages later. So there's Algebra 7 and seventh grade. There will be alge algebra advanced algebra 8 in eighth grade and algebra in ninth grade. Are those all basically going to be the identical? >> Those all it's all algebra. >> So you're looking at the screen with the picture with a lot of arrows. >> Yeah. >> Okay. Got it. No, they they actually aren't the same because the students if we just go to algebra 7 um where it's the yellow in grade seven those that algebra the depth within the content area is is different because you are dealing with doubly accelerated kids. These are students if they were to stay on the pathway make it all the way to multivariable calculus. These this algebra foundation
035we go is in greater depth than the eighth grade algebra and the eighth grade algebra is in greater depth than the ninth grade algebra >> is the is the seventh grade algebra which I understand you're describing really more the students and the ability to take on that level of depth and I guess that's goes along >> the curriculum is goes into more depth >> that applies to them but there was you when there was uh I don't remember what it was called but the >> advanced algebra accelerated algebra Yeah. >> Is that not the same pace as what is being done in seventh grade? >> No. Um I wouldn't say that the the pace is a little bit faster in seventh grade. And when you when we talk about pace, I don't want the idea
036to be that in seventh grade you're taking 15 units and in eighth grade you're taking 10. It's all the same units across the board. For algebra, the pace is greater because the depth is greater. You're covering more content within that one unit because those students are double accelerated. They can handle it. >> So, so those three algebra courses are not the content the >> some of a lot of the content overlaps because they're the same. >> Tons of overlap, but just the the depth of coverage is different. >> That's exactly right. >> So, do you anticipate any changes because of this at the high school? doesn't seem that way, but >> I'm hopeful that students will be making the best choices for their high school schedule since all students now have been exposed. Math is
037the only place they're going to see a real honors class, an accelerated course. So perhaps when they're choosing their schedule at the high school, they'll be choosing it with balance in mind because they're like, "Wow, can we handle six accelerated, you know, or advanced courses in my high school schedule because they're all going to have this pace and rigor." So maybe it will impact that in a positive way. >> Um, one more question about pathways and Kathleen, I'm so sorry, but would you mind putting that one back? Thank you. So, I just want to talk about um the pathways and I so appreciate um Ronnie you talking about the growth of of middle school in general, right? These kids are coming from elementary, you know, they're they're 12 years old, 11, right? They're 11 and
038then they're like leaving at like 14, right? There's a huge difference here. So I want to talk about the adjustments from going to you know a single classroom model to a team model and I want to talk about you know just the the massive change in content here. So, how do we make sure that especially given, you know, even even looking at like that collapsed eighth grade um algebra, how do we h make sure that students are being identified um as ready to move on? um specifically as it relates to not skipping pre-alggebra um because if you were to go from, you know, let's say that you were in like math 6 and math 7 and then you went to move up, you know, you're missing an entire kind of content grade that that really
039prepares you for those algebra foundations. So what do we need to look at in order to make sure that that students are able to get that ability to have that flexibility in a pathway? >> Thank you for asking. So um and it really is a great question. Um so I think that I would like to say that we don't allow anyone to skip algebra because it's so foundational within the district. So know that. So algebra 1 needs to be taken with us whether it's in seventh, 8th or 9th grade, but we do allow movement in other places. So to your point, if they went from math 7 to algebra 8, um summer work is really required um that summer work is posted on my website and is checked to make sure that they do it.
040In addition to doing um and I probably should rephrase that as summer math practice, which is so much fun. >> In addition to that, um I offer two placement testing dates. One um in June and the other in August that is also posted on my website. Parents have the ability to fill out the form for their child and students um get tested and I give parents that feedback. Hey, here's here's what their readiness is showing that they know these skills or it looks like we might want to reconsider, you know, them jumping from math 7 to algebra 8 because it doesn't look like they're ready even though we thought they might be ready. >> Um, so there is testing in order for students and it in middle school it's a recommendation. So it's a moment
041in time. It's it's one data point. So on this test it doesn't look like they're ready. We try it. We watch. We see. There's a lot of testing in math within the first week of school. In every single one of those courses you see on the board, they all take a test the first week to make sure and ensure that they are in the right place. How do they compare with their peers? What is this data showing us? Where are their gaps? And then we watch and we look and we discuss and we move kids appropriately. >> I've had experience with that personally with both of my children. um that the identification I mean I feel like I was in constant contact with Mrs. Michael who was um you know she did a lot of
042work with one of my children over the summer and it was you know she was identified in like February or March and she was like this this kid's ready to move to a different level and I I do feel like the teachers really have a great sense of where students are whether they're they're too far or they're they're not challenged enough and >> yeah so I I had a similar experience both of both of my kids also in middle school started um on a different path and and grew which is amazing like that is what we want for kids, right? To be able to to grow and the confidence that comes with that. However, um for both of them, it was really self-driven. And I think one perhaps probably should have been pushed a little
043earlier. Um which I'm not faulting anyone for. I'm I'm just asking, you know, how do we we know that the parents will show up and they will sign their kids up for accelerated courses and they will sign waiverss. How do we make sure that our teachers are having that conversation not just at that first week to make sure that they're starting great in sixth grade where they need to be, but you know, as that progression happens in sixth grades and the kids have really matured and they've settled into it, how do we then, you know, be intentional about saying, you know, everyone's going to look back at their top performers in their class and and question if they should push up, you know, before we make those schedules for seventh grade. >> [clears throat] >>
044I like to think that the we do a very good job communicating and watching students. I mean, we meet weekly at the middle school talking about students and where they are and looking at data and looking at student work. Um, we do that every single week. I'm copied on all communication typically um that the teachers are if there's a concern in terms of placement. Um, so I think that communication I would like to think is happening, but certainly I would also like to just say that um they especially at the middle school level, it's totally okay as a parent, especially anyone watching this to reach out as well, you know, and and if if you're not hearing and getting lots of communication um from the teacher outside of just grades, you know, how that student's
045doing from the team, from their math class. I would say to be an advocate as well and consider reaching out because the the teachers, we want everyone to have a good experience at middle school and math. That's the goal. We want them learning math, but we also want them positive and confident about it. So, because math gets hard. So, we want to make sure that they're going in with the most amount of confidence as possible. And we really are looking at the whole child when they're in math class, especially in middle school. I I was just I'm so glad that you're talking about the whole child because your question is an excellent one and this is why the shift from SRBI to MTSS is so important because it's about looking at the whole child and
046every child and not you know with with RTI and SRBI previously it was more looking at children that required interventions because they were not yet at grade level. So your question is an excellent one. MTSS is having us look at every child and ensure that we have progress monitoring and benchmarking happening. And that's why, you know, Ronnie um and Kristen were both here when we were talking about MTSS earlier in the year. And I've often given the example of when children outgrow their shoes, right? And developmentally, that's a big deal cognitively for our adolescence in middle school. You know, you think they're here and then sometimes they grow spur overnight. It's the same thing with their academics. So, we want to make sure we're not losing time and we're giving them the just right fit
047and stretching them just a bit each time. >> Yeah, I appreciate you saying that and I think that um I think that the work that you're doing might prevent like a little bit of maybe what happened to one of my children as well in that um you know when there is um another component at play like let's say an executive functioning piece, right? Where kids aren't turning their homework in, they're doing it in their concepts. So maybe they're not at that top performer but they can handle it, right? And then I just wanted to say um you know to plug the work that Shirley's doing as well that for a child who might have you know more difficulty in a languagebased class right that a lot of times those kids have really high performance in
048math and that is a huge confidence right to if you're struggling a little bit with like your spelling and your vocabulary you know but you're you're able to really succeed in math I think that like those are the the things that are really great for kids as learners. So, thank you. >> It's also really important that we're looking at professional learning communities, those PLC's, because that provides the teachers with the concrete opportunity to be consistently looking at that data so we can move as soon as you know we see it that the child is at point of readiness. >> I want to be conscious that Mr. Don's on Zoom. John, do you have anything to add? >> Yeah. Um, just have in terms of optics, have we thought about this and how to communicate this
049more broadly in a succinct message? Right. So there's a lot of nuance to this presentation in the different levels, but at the end of the day, the takeaway could be rightfully or wrongly that the middle school is getting rid of an advanced math course, right? And that could potentially send a message that, you know, we're not aspiring for the academic equivalence, we're kind of taking something away. So how do we navigate that when this kind of gets implemented? >> I agree. That's an important piece of this. >> I think it's Yeah, I I agree with you. I think it's it's important. So, um I guess we're going to have to call it advanced algebra 8 and it will be for all. So, everyone is clear that it is an advanced pathway. We already have advanced
050math 6 so it's consistent across. So, I think that makes the most sense. Also, um just a little plug for myself, I am, um doing an 8th to 9th grade math, uh transition night, and that is January 21st at 7:00 p.m. And that will be online. Um obviously, this is not being implemented to next year, but I don't anticipate that the um this pres this math night will discontinue. So, this will be another opportunity next year to make sure that um all parents are invited. It will be recorded. It will be posted on the website where um we're really just focused on the 8th to 9th. So, it's a little less overwhelming because I know that you're looking 612 right now. In addition to that, um our all the eighth grade math teachers do uh
051a presentation about the 8th to 9th grade transition um and what their the options are and the criteria and what they're looking at. they speak to students. I do feel that that communication is pretty strong regarding placement, but um I will be 1,000% transparent and as active as I can be in my capacity to share that advanced algebra exists at Middle Sex and we have many students that find success in our accelerated pathway >> and we can >> Yeah, I think the I think the um angle's got to be right. fine-tuning our advanced algebra program, right? For because like a simple headline for this is going to be like we're cutting an an advanced course. So, it's kind of way to navigate around that. >> Well, and that geometry remains and being really intentional in
052our communication during course selection will be really important. >> And I think it's the current seventh grade parents that are going you're going to have to >> make this very clear. And I do think that the the visual with the colors makes a lot of sense that you're still your kids are still accelerating. It's really the seventh grade group. >> Yeah, >> I appreciate all the advice. Thank you. >> Also to the slide with the other districts that don't have this right because we're the standout. I think that's probably something of note to emphasize too. >> Thank you. >> Thanks Ronnie. >> Thanks. >> All right, we will move >> on to literacy. Okay. So, we as you know at this table talk about literacy a lot and at the very beginning of our work
053in PK3 literacy. Um you heard me say many times this is not just because of the right to read legislation that we believe in continuous improvement. We recognize there are things that we could and should be doing differently um things that we should be doing better in district. And it's not just about K3. It's really thinking about how do we create a systemic approach to literacy instruction in the district. And so one of the things um as Dr. Falhon came into the district I was saying with with both Dr. Falhon and Christen Colonies is we really need to be thinking about a continuum as children move through and they grow through the system as as literate readers and writers and communicators. How do we support their growth? And so we knew right from the beginning
054that we would be thinking again not just K3 but PK. We have a strong ELP program and our children come in with pre-iteracy skills. And certainly we don't want to now just ask the question what happens in fourth and fifth grade. We want to be thinking bigger picture than that. So one of the things that we want to just always remind everyone is about the vision and the mission of a school system. And really this is about not just teaching children how to read but how to think. And we want children to love to read and to be curious about the world around them and what they can learn through books and where books can take them to new and exciting places. So as we approach our continued work in district in the area of
055literacy, I want to talk about just these district strategic priorities and this is again so that we sustain the work. It's systemic and coherent across all schools and across all levels. So we'll be talking about throughout the year and years to come as we approach our work in literacy really looking closely at the curriculum ensuring that we have alignment ensuring that what we do with in the world of literacy is connecting to the other content areas because we know children also develop as readers in social studies and science. So thinking about that alignment PK-12 in um actual literacy and English is important but also across the content areas MTSS which we're talking a lot about is really about ensuring that our core instruction is really really strong that children are receiving highquality excellent instruction in
056every single classroom and that our interventions are aligned and that when children are working on goals the instructional strategies and resources are aligned so we can move them more quickly through the progressions. of their literacy development. As you know, um Shirley and I are always working really closely with general ed and special ed alignment. So that is inclusive of curriculum writing, ensuring that our educators in general education and special education both have resources. That's a wonderful commitment in this district. Um I have had the experience and I know colleagues in other places where there are general education curricular resources and then the special education teachers run down the hall to borrow. That is not the case here. there's extreme alignment. We're also making sure that there's alignment with the professional learning. So through all the
057professional learning this year with the new um instructional resource with HMH into reading and our high quality instructional literacy framework, our special educators have been in the room and at the table at the same time. We're also thinking about not just the capacity of our staff who's in the classroom teaching the children directly, but how do we grow our leaders capacity so that they can lead for high-quality instruction that is sometimes overlooked in some places. It needs to be a very strong commitment here. Um the idea of student learning outcomes, we talk a lot at the table about how we're going to measure what will be the metrics of our programming. And so we'll be looking at metrics to talk about the quality of the curriculum, the actual implementation of a resource and instructional strategies
058like we discussed on Tuesday night, and actually student performance outcomes. Something that's really been a focus of mine since I've been in district is the idea of teacher voice in the work. It's incredibly important to ensure that that is something that's alive and well and is actually observable in our work and stakeholder confidence. It's really important that families and our staff feel really good about the resources we're using, the strategies, and the outcomes we're having that kids are ready for their next steps. So, those are going to be the strategic priorities that really guide our work moving forward. At this point, I'm going to turn it over to Dr. Falconee and Kristen Colonies. They're going to give you an overview of kind of quick update where we are uh preK3 and then next steps and
059the structure we're setting up to ensure that the work is systemic. >> Fabulous. Thank you. Good morning everyone. Um so continuing the thread of we're truly focused on um building our teachers professional capital and you'll see that through line going throughout. Um there's been a focus on really looking and growing our understanding of our highquality literacy instructional framework and we've really been doing that through systematic professional learning. As you know, we've had full days. We've truly optimized our early release days. Um, and we've also had a series of professional learning experiences for our administrators so they can really be knowledgeable and fully support the implementation of our new programming. So when you look at K3, clearly we've been focused on program implementation of HMH. Um during our early release days, our teachers have really taken
060this time to look at really digging into the new units, understanding the standards that are prioritized within the the different units. Um because then that work really leads to okay, what's being assessed, where are our students falling? Um and it's a nice continuum of planning in intentionally and then looking at how our students are doing um through the use of analysis during our PLC's looking at all of the data. We've also with the new program and our instructional framework that you guys were introduced to um last year and um looking at actualities of how are our schedules and time supporting program implementation and that's something we'll continue to work on. Um one example is um independent reading, right? And so with the new program implementation, we're still seeking to make sure that there's enough time
061to have our students independently read. And so we're still going to be continuing to look at um time and uh program implementation. Also, um, again, one of the things you'll hear us talking about as we go forward is we have a lot of assessments that we were pre previously using and then we also have a new series of assessments that come with our new program. And so, one of the big things that you'll hear us continually talking about as we go throughout the year is really conducting an assessment audit so that we really are implementing the right assessments to give us the right information. And so we'll continue to talk about that as we as we proceed. Our fourth and fifth grade teachers also have been focused on high quality literacy instruction, but their work
062has been um really digging in through the lens of grammar and syntax instruction and digging into those standards and really growing that learning and understanding and also looking at how do we look at pre and post assessments and growth trajectories over time. um and in doing so really looking at um setting student goals from a strengthbased um mindset. And so that's really been the work. And then as you know um Kristen and I are collaborating um extensively on taking kind of what we've been doing in K3 with program implementation and our instructional framework and then we're going to be moving into what happens next and in four five. I'll turn it over to Kristen. Thank you. Good morning. Um, so we've got some next steps lined out for you here, but we've already jumped into
063them and we're really excited about building that coherent literacy system across the district. Our first step was to develop our teams through a three- tiered approach. Um, you'll hear from us over and over again this word coherence, and it really is something that is vital uh for us to have coherence across the district and across the building. involving the voices of our educators throughout that process is essential in um building the confidence of our literacy work. And so you'll see these three there we go um our three committees that work at different scales to ensure that alignment. Our district leadership team provides a systemic leadership. um developing our PK12 literacy vision, aligning curriculum and instruction expectations, setting priorities for those professional development and professional learning uh opportunities. And this team includes Dr. Fedigan, Dr. Falconee
064and myself, as well as Shirley Klene, um Scott McCarthy, elementary principles Natasha Tory and Paula Blakeley, and MMS principal uh Kamulus. The PK-12 literacy steering committee focuses on vertical coherence. This committee is representative of the literacy voices across the entire district, the so-called guardians of this work, if you if you will, um because it includes educators from elementary and secondary levels as well as administrators. This group can both reflect and provide feedback to our core review team, which I'll explain in a moment, and share the core review team's work back to their buildings. The 3 to6 literacy core review team takes the district's literacy vision and translates it into practice at the gradeband level. This group is responsible for defining and aligning our tier one practices, reviewing and piloting any curriculum resources, and providing recommendations
065to the district leadership team. Members include classroom teachers from grades 3 through six, interventionists, cess representatives, and building leadership. Both the steering committee and the core review team recently met um and have already provi have already proved value the value of the district-wide process. Um I have to say it was really remarkable to see high school teachers having conversations with elementary school principles. Um to see fourth grade teachers and third grade teachers collaborating with sixth grade teachers. um it's an atypical opportunity, but it's something that is so valuable to this work and their insights um from the discussions that they've had have already been powerful drivers in the work that we've done. So, uh we're really excited about those opportunities to bring these groups of educators together. Another major step in the development of our
066PK12 literacy vision um is looking at our vision itself. My apologies. Looking at our vision itself. So essentially we currently have two visions. We have one established for um K through five and one established for 6 through 12. We need one that unifies the entire district if that's what we're aiming for here. So um the leadership team merged these and you can see our initial draft here. We brought this to the steering committee for study and feedback and we've already made some revisions to what you see on the screen here. So I emphasize the word draft. Um the committee's feedback included attention to representing literacy practices across all disciplines, attention to different modes of communications to make sure all voices of students regardless of what those voices might look like in their communication be represented
067and attention to both the joy and utility of language. So like I said, there's already a revision to this draft that you see here and it will also continue to evolve as we do this work on our committees. When the course review team met this week, they began developing an instructional literacy framework for grades four through 5. This framework built on the K through three framework both in process and content. And our goal is to create a continuum of learning. Having staff from grades three through six on that committee really helps serve as a gateway at both ends of this work, making sure that we've got smooth transitions as the work is developed and implemented. Once we've established that framework, we'll begin an audit of our actual instructional practices, looking to see what our current
068practices do in relation to the vision and the framework we've established and identifying any areas where we might need to adjust and strengthen as needed. >> So to wrap up, I just Cass, do you mind going back to the um to slide five? Thank you so much. to to just kind of translate this also really simply that district literacy leadership team is constant and should always be in place. The PK-12 literacy steering committee which is directed and guided by the district leadership team is also always in place because we always want to be looking at the big picture 30,000 ft up and the long game. It's that group on the right, the 36 group that will change as our work develops. And so what's really important and I just want to pause here for a
069minute is that the reason why we're going back to three is we want to make sure that we're building upon the work and really connecting the work not because that'll strengthen the students experiences year over year. Right? If the teachers know what's going on year over year more closely. The other piece is branching into grade six. oftent times in schools we do K3 4 5 6 8 9 12 and we naturally unintentionally create gaps in instruction and learning. So you can imagine that as the work develops and evolves the next step will be we'll still have a literacy leadership team. We will always have a PK12 steering committee to look at that big picture view and to provide feedback. The next group is going to be 5'9 because we we want to make sure that
070we're bringing the entire elementary school up into the middle grades and then stretching into the high school. So, we believe that this model will be really supportive. And the only other thing I would mention about this is with the idea and the really exciting uh potential possibility of having instructional coaches. Instructional coaches will really support the work of bringing those grade level bands together and ensuring that there's a continuum not only grade level to grade level but level elementary, middle, and high. So that's really an exciting potential. So, as far as the continued work ahead, um, of course, you know, as we discussed on Tuesday night, there's curriculum work that's happening. It's really important that we have resource alignment. I know from my very beginning conversations with Dr. Burn, we're on the very same page
071with a resource as a resource. We need to make sure that that resource is aligned to curriculum that's written and working for our children in Derenne. So, making sure that there's alignment there is really important. Um the professional learning piece again is about strengthening tier one core instruction and really focusing on goal setting and small groupoup instruction because that's where the differentiation happens. MTSS we've been talking so much about that. Dr. Falconee has already indicated the work on the assessment audit. The only other thing I would mention there is we talked about Tuesday night about um looking into a new approved universal screener. That's really important because again that's about tier one and checking where all kids are and we want to use a tool that's going to help us point to next steps in
072instruction. We're we're focusing a lot more on transitions as we've discussed at the board table um and will continue to smooth those out. The data literacy piece will be an important part of our professional learning moving forward for um teachers and leaders and um communication with families about student progress all along and our progress as a as a system to improve um experiences for children as they move through. >> So, thank you for letting us talk about our exciting work. >> Thank you for that. I mean, I have to say I'm thrilled to see the long view being taken and I love that you two are working so closely together with Amy and this is what we should be doing, right? you should be the youngest to the oldest and how do they communicate and
073there shouldn't be barriers between the buildings and the levels and that that you're super smart to do the 36 and then the 59 eventually I think that will really really help you know because we hear we've heard for years and years and years that five to six transition and then the 8 to9 transition so if if that can minimize because of this thank you so I'll open this up to other [clears throat] >> one question and one thought um on the the three- tier literacy advisory diagram. How do you how do you think about the um instructional coaches? Are they part of this in the future or how do you think about that? >> They would be a part of that in the future. Um they would actually function to support both the PK-12 literacy
074steering committee looking at the systemic work and the really tight grade level band work where we have people who are most expert who are teaching those grades and certainly they'll be working so closely with Dr. Falcone. will be directly supervising their work. >> Great. Thank you. And then um on the philosophy draft, which I tried to read quickly, one thing that I was thinking about as I was reading it that I wasn't sure was completely captured in it here, like there's a lot of great thoughts and I think make very aligned with with um with the district and our goals. Um I do think that like having some reference point to like the capabilities or the skill set >> that we are targeting that's like a measurable objective for kids when they graduate like you
075know full mastery of the English language from a reading and writing perspective like there should be something in there about that like we need to have something that we're targeting um and I would think that that's part of our philosophy right like we want them to be able to >> there's some outcome some achievement factor yeah some command of what we're teaching them that for every single student that's we're we've got a goal in mind and we're targeting that so that >> you know everybody who's reading this as our philosophy knows this is what we're striving for. >> Yes, that's good. >> I mean that that's that last sentence of that second paragraph the targeted support when needed so that all learners evolve as literate individuals. >> Like I feel like that's the baseline right
076there. There's there's >> you want to be more than literate, right? >> Katie. >> Um yeah, Greg, thank you for bringing that up. I had notes on this too. Um, you know that there there are no metrics in this and I think that the district is has been doing a lot of work over the past couple years to move away from the touchy feely into the concrete. Um, so I I would like to see that reflected in here. Um, you know, one thing that stood out to me in um, connection with this is that, you know, we talk about students being able to learn and interpret the evaluative layers of meaning, right? And a lot of this is written from the perspective of reading other people's work. And there's not as much about the need
077for students to be able to produce their own work. And honestly, that's the goal, right? is for them um is for them to be able to contribute not to just be learning from other people but to be sharing their own knowledge. So I would love to see something in here about communicating effectively because you can have great ideas, you could have ideas that could change the world and if nobody else understands them, they're not going anywhere. Like so how do we make sure that our students can communicate in a way that others can understand them? you know, through grammar, through conventions, through spelling, through clarity. Um, so, um, I think this is a great start and I love that you put it as a draft as well because it should be iterative, right? We should
078be collaborating and and refining. Um, I did have another question about the advisory um thing. Um, Amy, I know you know this and probably all of you do. Um, I would love to see maybe a supplement, even if it's just to the board, about the numbers and names in here, just so that we can text. I I know you do. Um, but I I didn't have time to you mentioned a couple people. I didn't get it all. I would love to just for reference to kind of understand um how many people are working on this and how they're working um together. >> How often are these teams meeting? Is this a quarterly thing? Is it like how often? I mean, you guys are working together every day, but how how often are these meeting? So
079the leadership team is meeting about six or seven times over the course of the year and then um each of the other two are meeting four to five times. >> The steering committee meets >> and they're staggered >> staggered and they >> they're building off of each other. >> They meet much less frequently. Um that steering committee isn't doing like the nitty-gritty work. It's more about coherence, big picture and communication. So, those are those are intended to be very quick meetings um and really more of like a feedback loop. >> And to Katie's point, were people tapped to be on these committees or did you ask who would want to be part of it? A >> little bit of both. >> Okay. >> Can I go ahead? >> So, I was hoping for a question,
080but it's not a question. Okay. What is it? Just a response to that to the steering committee. Um and earlier when you spoke about the steering committee, I always look for the opportunity to go back to all children or students who are in general education and what are we doing? The design of the steering committee really does capture that. So I was hoping there'd be a question I'm going to outcome. So I'll give an answer without a question if that's okay. So um everyone spoke about differentiation and we really did begin the entire conversation about literacy when we looked through the understanding of looking for interreing when we went through the different um opportunities for choosing um a program to introduce when we went through OG that started in general education and then we did
081our first cohort of teachers this year. The other piece is I was thinking as um the presentation was going of of what does it really look like? So I want to go back to writing. Okay, that always comes up. And when I was thinking about that, um when um when we look at writing, I'll just give an example. When you look at writing, what we're looking at, not just grammar and syntax, and I love that you were focusing on that in grades in the upper four, five or or three, four, and five, and six, how do we really differentiate? So, I'm going to take the opportunity just for a quick example. So when they said looking at different um learners, so children with learning differences um to Katie's point earlier very often may have strengths
082in mathematics but not in literacy. Uh and what we look at is what can I do? So if I'm teaching writing um I'll start using technology. So a student could maybe use a graphic organizer and know what is the plot, what is the theme, who are the characters and can dictate a full robust story without having to write it because they may not have that skill yet of being able to do that. but not um but really moving into I can tell a really valuable story with voice with everything I need. I could dictate it. I can have it transcribe for me and then I can learn what it looks like and try to really model that and do that. And we are finally moving into that where all teachers have that skill of what
083to do within the class. You don't need to be in a special room. You don't need to be specially designed. You can start using those opportunities. So I think differentiation what it looks like in the classroom is really about finding opportunities for literacy whether it's in reading whether it's in writing whether it's in in the the aspects of writing not just um meaning but but syntax and grammar of being able to use their voice dictate it use an outline and start to learn writing skills by doing that by going to the first modality. So I think that's something that having the going back to a systematic leadership group having um people from SCSS department having everyone in the lower not lower but as they go into the kind of scaffolding down starting to really see
084how all students can become writers and readers. >> Thanks. >> Yeah. So um I just want to I think your points we jotted them down because they're I appreciate the feedback. Um this is a start and we really started with the why, right? So it really was that kind of like high level. The next step would be to come up with program goals which are going to get into more of the measurable outcomes that we want for our kids and they'll stem from this like why. So just um that next step I think will give you a little bit more of what you're >> thinking. So percolating in my mind is how what is your your time frame for you know you're collecting people's feedback now. Yep. When do you think we should expect to
085see potential changes in whether it's scope or sequence or whatever that might be >> in regard to this or >> just in general just in literacy >> so our next step would be um at the end of this year we would have developed the framework right for four four five then what we would do is we're going to be taking that framework analyzing Okay, where do we have gaps? Where do we for our next program evaluation? Right. So, what do we want for our fifth, fourth and fifth grade in regard to programming based on this framework? And then we would be recommending um pilots potentially for next year. And so at that time, depending, you know, there's only so many directions we would go at this time based on where we are in in K3,
086but we would then pilot next year, coming out of next year with a full, you know, implementation for our grades four to five all at the same time working with Kristen and figuring out, okay, that fourth um the fifth to sixth grade transition, what do we need to do? when we've actually got learning walks kind of set up so that we can look at she can come down to some fifth grade. I'm going to be going up to sixth grade and we'll be looking at all of this in practice in the classrooms. >> Okay, great. Thank you. Other questions? John, do you have any questions? >> Um, I just wanted to talk about >> I'm good. Thank you. Sorry, struggling with the mute button. >> I just wanted to talk about the um the last
087slide before the discussion, the continued work. Um, I think that there is so much Greek content going on in here and this is really, um, what I see as like a holistic look at this, um, which is so important. Um, from looking at obviously our curriculum and our resources, um, and our professional learning, but how does everything fit in together between our tiers of support and and those assessments and those screeners? I can't tell you how grateful I am that we're looking at that so seriously because those are those are going to be our early identifiers, right? Those are going to be our concrete measures where we're able to track students over time and we're able to see maybe someone didn't show up with a deficiency early on, but somewhere along the lines they had
088a gap. Um, and you know, tying that into the dashboard to be able to see it clearly. Um, and then communicating back with families. like these are all areas that I think that um the district needs to improve on and I'm so glad that you guys are identifying them specifically. Um our students are really really going to benefit from this. >> Yeah. And that is the work is putting all of those pieces together. We talk about uh I I say consistency and alignment all the time. >> The work of all of these groups is all about consistently and alignment. the curriculum, the instruction, the assessment, they all have to be aligned and working well together. >> Yeah. It's really, you know, an integration, right? That we're not doing any of these one things in silos
089that that they're um that we're looking for that intersectionality and then we're we're working with those students and those family. So, thank you for for pulling that together. >> Thank you for noticing that. And this work you should see really braided into the MTSS work. >> It should start to sound like this the same story. Yeah. >> Great. Well, thank you everybody. This was great. Um, I do not see anybody in public comment, so we'll call for a motion to adjourn. And K.