001Um, the next item on the agenda is to approve the minutes from the December 17th, 2025 meeting. And I have a motion to approve those minutes. >> Motion to approve the minutes. Second. All in favor? Hi. >> And Jill's online. Hi Jill. >> Hi guys. >> Um, is there any public comment? No public comment. Thank you. The next item on the agenda is the program of studies for Bristol public schools presented by Principal Higgins. Before uh the Bristol Eastern Administration share the program of studies, just a little context since this is the first time that you're seeing uh the program of studies as commissioners. Uh we present by board policy a review of the program of studies one year. Everything that's within our program of studies is already part of our curriculum documents. For the
002main part, what you're going to be seeing as our team presents their program, the program of studies this year or course descriptions, any prerequisites, the amount of credit that the courses bear, it's used as a tool to help our students select their courses. Bristol Eastern and Bristol Central administration take turns uh being responsible for presenting the student achievement committee. That's why you're hearing from Bristol at Eastern tonight. Next year you'll hear from Bristol Central. Be assured that we have the same program of studies for both schools or access to the same courses for the most part with some unique circumstances around uh courses that may require general certifications such as the GCE courses that we had talked about the last or last. For that, I'll turn it a little bit. >> Thank you, Mrs. Foron.
003So, uh, I'm here to do the kind of the broad strokes, uh, with the program studies, and then I'm going to turn the floor over to assistant principal Melanie Trano, who it gets into the, um, the nitty-gritty and finer details of the program of study. Um, I had the pleasure of doing the program of study for years in in a different format, and Mrs. Vetrono took lead on turning it into a much more website userfriendly digitized format a couple of years ago and is kind of the keeper of of this product at this point for really for both high schools. Um she's become the point person. On the main page, if you scroll down, you'll see the Bristol Public Schools vision of the graduate in both languages, English and Spanish, so that families can access
004the broad picture and the in the Bristol public schools um ideals that embody the vision of the graduate. Below that, you can click on many different links uh that bring you to different um things such as class schedules, college credit opportunities, um the grad requirements, which are very important and been revised continually year after year. And you can see the different tabs for not only Bristol Central, Bristol Eastern, and also Bristol Preparatory Academy. Um, the column on the left has drop-own menus. And again, if you click on the first one that says actual program of studies, it will bring you into the rather large document that embodies all of the courses that we offer. Yep. Melanie, do you want to say something? also accessible that way by department. Yep. >> No, that's right. I'll hand
005it over to you in a moment. Um, so by department, you have everything here. And what's nice about this is even under say take CTE, we used to kind of have CTE as one big large grouping of courses. Um, Melanie took the time to break it down into the different pathways and and subdivisions of CTE. Um you'll also see um all of the other departments, English, uh social studies, the core 4 as you will, but also um you know the fine arts and um special education courses that are offered as well. Um back on that lefth hand column, we don't have to go through every single feature of it. I'm going to give this to Melanie in one moment, but you can see a whole bunch of different resources uh this way too um that
006talk about additional opportunities such as mastery credit um which was going well was a requirement for about a minute time but it's still an offering that provides students an extra opportunity to earn credit toward graduation um and even driver's education which is not necessarily a course offered through our school. It's really an adult education uh course, but is still offered. And if anyone was taught how to drive by Mr. John Gerard, uh he's still doing that all these years later. So, um there's just a a whole plethora, if you will, of information there um that can be accessed that we don't necessarily have to delve into tonight, but I know Melanie wants to say some things about updates and some new opportunities coming our way in the upcoming school year. >> So, as Mr. Reagan
007said initially or up to three years ago the program of studies was probably about 140 page document that we had to load and it was just very unuser friendly. Um so to kind of hold or grab students attention we moved it into this um Google site where students can click and scroll and see different things. Um if you were to click on say um maybe social studies there on the right when it opens to that page we have um the descriptions of the courses we have them both in English and Spanish since it is a Google doc they can be open and translated into any language so that's the nice part of it um and you can see these documents have been kept now by CSI CIS um I know. I go, looks like we
008teach law and justice and I call it law and order. It's law and order to me. I can't I can't. So, so these documents have been reviewed by Laura and Leic and they're making those updates as courses are um added, curriculum is changed uh based on votes that are coming out of our committee work. Um so it shows the different pathways and what we want to do if you continue to scroll down what we want to start doing um is embedding more pictures and videos. So for a student especially with our elective oper offering to be able to say I took this course and this is what I learned or these are the skills that I garnered or this is how this helped me. So that again it just becomes a little bit more interactive
009for students. Um we really are trying to get students and parents to look at this. We just had our grade 8 open house last night and this was something we shared with parents because kids t sometimes just sign up for a course thinking oh intro to digital technology say oh I'm going to take that class cuz I like you know whatever they have in their mind but then they go to the class and it's not what was expected so we really try to get kids to really select the courses that they're interested in taking um because mainly because that's how the master schedule was built. So that's how we know how many sections we need. And if they don't really have an understanding and they want to switch right at the beginning of the year,
010it's like, well, I just want to take pottery now. Well, you know, pottery is not offered that course and there are no spots. So we really want kids to be really thoughtful as they're picking their classes. Um, again, as uh Miss Foron said, there's nothing new in this document. It's just really a compilation of all of the curriculum that is passed, policy that is passed and changed, um, such as the graduation requirements. Um, and that's kind of where we are with this. It is a living breathing document that can be updated as needed. Um we do have all of the Google Docs are in a folder that's shared among the team um so that they can go in and be edited and added as necessary. Again, I really think it has a lot of potential
011to become that much more interactive and user for students. So again, by policy, the student achievement committee and the full board has to approve the program of studies once per year. I think that was back in the day when we did have a printed booklet. We wanted to have that approval. Now that we're moving to more digitized resources for students and it could be updated as the board is approving new curriculum. That's what's been happening. There's not that single point in time. However, we want to make sure that we're following the policy and because this is the start of course selection, we think it's the appropriate time to bring it forward uh in front of student achievement and then ultimately to the full board in February. Right. So, since everything is like the revisions are
012approved as you go along and everything on here has either been approved or the revision will be approved. Um, I just wanted to like confirm that and I feel better about just approving this. So, um, you used to approve the document but now this is digitized. This the first year or it just been a couple year third. Okay. Okay. Okay. So, I um need a motion to approve the program of studies for Bristol Public Schools. >> So, moved. >> Second the motion. Any further discussion? >> I just wanted to say it looks great and I love the idea about making it more interactive. I think that's a way to just kind of increase the um engagement and the use of the document. I think it looks awesome. I think the translation piece too that you
013can translate in any language if you um need to do that to kind of get a better understanding like that. Um then all in favor >> say I >> I motion is approved. Um the next item on the agenda is um Carly Forton presenting college and career readiness data. See the high school administrators thought they were just here to talk about the program of studies, but I'm sure they have some things to contribute to the next presentation as well. Although you put in a lot of late nights and a lot of work certainly into that. You had your orientation last night. If you need to leave at any moment, you would understood that. >> Okay. So uh again at the beginning of the school year I shared a calendar presenting data to the student achievement
014committee. This is the next smallest uh subset of data that we have available to us. Post-secondary data comes out later uh than some of the other data sets that we've already presented. But this is the uh final kind of you'll see before I get to the next data presentation but the uh more detailed subset of data before we get to the overall accountability. There are a few ways of looking at postsecary uh education both in readiness preparation and then outcomes. So the first set of data that I'm sharing is post-secondary outcome data which looks at what happens for students once they leave our halls of our high schools. Uh it's an important data set for us to review but it is one that can be challenging to influence directly. And so let me just explain
015a little bit about what you're looking at here. Uh that blue line is representative well let me orient you to the axes first. So you'll see they pli the year of the the graduating class along the x axis there. Thanks Caitlyn for pointing that out. Uh and so our most recent set of data you'll see that blue dot in the class of 2024. That is the n the percent of students who are entering into college as after graduation. So we're at 60.5. I know that number is challenging to read from a distance. Then uh you'll see that brown line at the top. That's students who persist in college beyond their first year. So enrolled at the college level and the in their sophomore year. That's why you could see the data points increasing uh as
016we're moving to the left because we're looking for more complete set of data. Students are persisting through. The orange line, the line all the way at the bottom is the number of students who are graduating within four years upon their entrance in college. Seeing that um colleges also need to look at their persistence rate as students being able to persist through the four years there. And then finally that red color is the percent of students who are graduating within six years. This is the these graphs are specific to Bristol public school graduates. And then uh at the bottom there, you could see what the state averages are. Uh in terms of looking at our uh information, you could see that there's a pretty decent gap between our most recent college entrance rate at 60.5 and
017the entrance rate for schools across the state. It is an area that you're going to hear me speak about next when I talk about our accountabil accountability system. uh one that we need to further delve into to really see what those obstacles are for our students in entering college. One important note about this set of data, it does not and sometimes our school counselors this is important to them. Does not um include any students that might be entering military does not include any students that might be entering into private occupational schools uh like a tech school for example of going to school for welding or HVAC. th those students aren't represented in that 68% number. It doesn't also include any students who are transitioning into apprenticeships. So this is college. The um the other important
018kind of fact about our ability to work with this data is that it is given to us through the tracking of students by their IDs post graduation from us. So, we're always a bit delayed in being able to respond to this data because it's essentially the schools are reporting back to the state of Connecticut who then publishes this data to us. We don't have a mechanism built within the account accountability system and any of the tools that we use to be able to track what's happening for students once they graduate from Bristol. I had explored a program in the past to try to see if we could have a better handle on that to be able to track what's happening with students after their second year or why they're not persisting all the way through.
019Uh but there wasn't a program that existed that would allow us to do that. Most of the programs that are out there are for colleges tracking their own data, not necessarily reporting back to the their school. This is Bristol as a whole. So it includes students uh who might be in out of district placements. And when we go to the next slide, we have school specific data. So this is Bristol Central High School. They have a slightly higher college entrance rate this year at 65.1. You'll see that their data is really mirroring some of the prepandemic percentages as well. The next slide has Bristol Eastern. And what I think is notable here is that they've had a pretty steady climb over the years. We're not seeing the up and down pattern that we saw the
020prior two slides some steady steady improvement with some significant improvement uh in let's say the 2021 to the 2022 school year growing by four percentage points and right now uh growing from 62 last year to 69.3 this past year. So that's great that you're here to get that acknowledgement but I'm going to move on to uh two other indicators in our accountability system that are related to postsecary uh that being post-secondary preparation and post-secary readiness. uh in the next generation report which I'm going to go over next. Sometimes the state refers this refers to this as college and career readiness CCR indicators five and six. The state is uh making some moves to better recognize that some students might be going into some of the trades or post-secary occupational uh education. And so you'll see
021this shifting over in the upcoming years where we are going to be looking at uh certifications that students have earned in addition to college entrance. So starting with post-secary preparation that uh really is focused on the percent of students in grades 11 and 12 who are taking courses with us that bear college credit. So that would be through a dual enrollment course. You're hearing me talk about uh ECE classes that would explain that. It would also include students who are enrolled in an AP class. It also includes students who are taking two CTE courses. So you often hear Laura Lanza presenting CTE courses. They have clusters that work together as a pathway to careers. When students take two of those courses, pathways that counts towards their post-secary preparation or they have two workplace experiences. They're
022not necessarily courses, but you would see them in our data tracking as a course. They're out in internships. The next term is post-secary readiness. So, when students are in the course, then they're uh we're looking at whether they have met the standards to earn the college credit in those courses. So, again, that's now if I'm in an AP class, this is looking at whether I've earned a three or better. If it if I'm in a dual enrolled class, that means have I earned the credit by the uh university who were dy enrolled with by the standards that they've set. We also uh look at the percent of students who are meeting the benchmark for literacy and math on the SAT. That's another indicator. So all of that we're looking at students in grades in 11
023and 12 who've met that benchmark. That just gives you a sense of the terms that we're talking about. So there's college entrance that's post-secondary entrance postsecondary preparation taking a course postsecary readiness pass course this is labeled so highlights for this uh upcoming set of data is that we have more students than ever who are taking courses that prepare them for postsecary opportunities. you'll see that uh we're at the top of the game there and that's really due some due to a concentrated effort to increase course offerings and then also making sure that our students know what's available to them through things just like we just looked at the program of studies. We also have a greater greater percentage of students in Bristol who are enrolled in that the post-secondary readiness state by about 6%. So
024that's we're outping the state in that indicator. And then finally when we look at the specific ways in which students can qualify for that preparation that taking the courses we see that we've increased by 200% the number of students who are enrolled in dual enrollment courses. That is again a credit to some curriculum work that's happened over the past few years. Uh just last year had worked on some pathways in the humanities areas. oftentimes when we think about careers, we think in the STEM areas. Yet, we know we have students who might be really interested in law and justice and want to see uh themselves become a lawyer or a resource officer in the future. And so, he's built out some pathways with universities, helping students who might be more interested in. And so, we're
025seeing some of that increase as a result of that curriculum work. And again, the connection to schools and encouraging students to take to take those courses. So we'll look at the specific data. Now this first slide is the preparation. So students taking courses and this slide shows you the state on the left and Bristol as an entire district on the right. So you could see the 98% of our students are taking these courses. again dual enrollment AP um or CT two CTE classes, two workplace experience classes at a higher rate than what we see across the state. And then the next slide on the left we see Bristol Central at 99.1% of their students in who are in grades 11 and 12 who have engaged in these activities and 98% at Bristol Stern School. uh
026there's not that much more room to grow here, but I know they look at every single 11th and 12th grader uh and looking at how they best can support them on their college entrance journey on passing exams. This is an indicator that we have built a committee around this year to look at more closely if this one is an area where we have more room to improve. Uh so interestingly we saw that Bristol students take courses at a 6% more students in Bristol are taking courses than the state. However, 6% fewer students are passing them when we look at the state. So that's just an interesting way of looking at that data I suppose. However, this committee uh made up of our school counseling department chairs, our high school administration has been meeting on a
027monthly basis to really delve more deeply into what's happening here. Knowing that we have so many students that are in these courses, one of the things that we've found is that our recording of the data, how courses are tagged for the state, was not done correctly. And so, we're making that correction. I don't think that this data fully represents the percent of our students who are enrolled in dual enrollment courses because we have to make sure that our systems are aligned to the way that the state is then going to communicate with the colleges. So we've done some work so far on that this year to clean that up. Our next steps are really to delve more deeply in tracking some of the student the steps that are needed to achieve credit. So I will
028explain that by if I look at some of our courses for example we have many project lead the way courses that are partnered with the university that means that the students when they're taking the course at Bristol Eastern or Bristol central are have a teacher here in town who's also considered an adjunct for UNH they students have to submit a separate application to UNH to be able to even get the credit to begin with they have to pay any fees fees that are associated with that course or have their fee waiver applied and all of that is happening through communication directly from that college or university to the parent. We may not necessarily know that the parent hasn't responded to that because it's happening at the university side. So, we're finding that there are some
029gaps in that process depending on the number of the varying schools that we're working with. And right now we're working with Yukon, uh, Tungstus or the state community college system, University of New Haven, Southern Connecticut, and I think we might have one with Eastern. So, each one of those universities has a different process, and we're tightening of our tracking, working with students to make sure that they're working with their families on making sure all the steps are being completed. Uh, so I am saying all of that because we recognize that this is an area for growth. We would anticipate that we are seeing an improvement in this indicator for next year. You could look at the next slide. That's a Bristol Central, Bristol Eastern comparison or slightly higher because again as a district we're considering
030students that are in any public outplace facility or also in any private facility also are included in the overall district data. So these numbers are slightly higher but we know that we have more room. So the strengths have lots of students taking courses compared to other alliance district. Bristol has more students who are taking AP exams and earning a three or better. Uh so we have identified it's really this dual enrollment process that is the barrier for us. And we have this committee underway to really hone in on what those uh issues are for students. And right now both high schools are tracking student by student every 11th and 12th grader. The post-secary entrance is the other challenge that we also need to address. That was the first set of data about the number of
031students who are leaving our schools and then going on to college. Um Mrs. Martino, Dr. Martino now uh people personnel services works closely with our school counseling department and next year they're going to be transitioning their software that helps our students with the college application process including some of the pre-work as part of their student success portfolio when they enter high school and carrying through the school counseling department has made that decision to switch platforms because they think it'll be more user friendly for students and easier for our school counselors to track where students are in sess So there are actions there underway. Although our focus for this year is primarily on that postsecary readiness or the percent of students who are earning a credit while they're here that feels more in our control uh
032as a school district. Happy to answer any questions that you know about that chair. the chair. Um formed hardly um just in thinking about that gap between um uh students, you know, leaving us and going into uh college, how much of that do you think is uh um because it ends up being a burden financially, not enough financial aid, um people think they can do it and then kind of give up because it's too much money because I mean we all know and I know a lot of people face that and is there a way to to track that oh you you know you intended to go but you're not enrolled that's a great question uh and I do think that's a major factor for many of our students when we compare with Alliance districts
033though so other towns that are have a similar demographic to us we are still lower so I would like to see us really looking for what we might be able to do to influence that opportunity for our students one of the ways that for really trying to tackle that for our students here in Bristol Fogo schools is to build out these pathways so that they can get a certification and earn money in a career that would help them ultimately get their college education. So an example of that would be where we have a CNA program that we're building out that means that for students who might be interested in the medical field, they could earn their CNA. So, beginning to learn within that field, become certified within our schools with that CNA certification, hopefully get
034a job in that field, and that can contribute to some of their access to starting at Tempus and then moving that to our state schools. uh that is uh we're trying to intentionally design that approach across all of our pathways recognizing that as much as you can try to um get some scholarship money out there or look at um the FASA, we do have goals set around our FASA completion as well, but college is still very very expensive. So, we were looking for ways that we could help give students some of the skills, give them some um access to be able to work in the field while also then working towards their college education. >> And just to follow up, um how much do you think that language barriers also may have a problem in
035either going along with that financial situation or maybe in some other regard getting to that finishing point? Yeah, I don't have specific data on that, but I do know from experience that many of our students, one of the biggest barriers for students who um are have a native language other than English is completing the FASA to begin with. Many of our students once they're uh in high school are now really on their own and being able to complete the documentation. We do work with surrounding um services. Someone from Tungstus has come to the high schools to help our students complete the FASA, but there is a little bit of a reluctance on some of our students and sharing their personal identification information with colleges even though there are protections for students um who are seeking
036that opportunity but not might not have some of the documentation that other students do. >> Um so my question relates to the tracking. So you were saying that they track IDs. So colleges track the IDs and they send it to the state and then that's how we get the data. So when we have you were saying the military um students or apprenticeships or trade schools, they're not tracked. So is there a way or um are you thinking about ways to try to track those students so you can kind of see like this percentage is not even going to go so we don't we only are looking for another 10% or something like that. Uh so our high schools do track the percent of students that go into the military on their own. It just doesn't
037feed any of our state accountability system. So they are very well aware of the percent of students who are choosing military or choosing trade. Um I don't want to quiz them off the top of their head right now, but if you're interested in that data, they can get that to you. I think it's ranged from, again, this is my general experience, 5 to 7% military, a little bit higher, 11 to 14 for trade. When we're looking at dual enrollment, it's only for state instate schools. Uh, post-secary entrance extends beyond that. So, there's even some restrictions around or barriers that are tracking it. for example, if dual enrollment and we want a student to I'm trying to think of an example of a school uh let's say if they if we want to do dual enrollment
038and there's an opportunity with Trinity that's not one of the schools that's recognized by the state that's sharing that information for dual enrollment. So they wouldn't appear here. We don't have any with Trinity. I just was trying to think of a private Connecticut college that we could work with. Um, so it is again not fully representative of the picture that we have, but it is still worth kind of pursuing and making sure that each one of our students knows what they're going to be doing after they but also and since they are tracking those other students, you can see this data and be like, okay, we know that this amount is on and trade schools etc. So you feel better about those numbers. Then the next item on the agenda is the next generation accountability
039district performance index also presented by this is a lot of data so I'm just gonna say I'm sorry. I'm sorry. Okay. Um, so the way that we can think about this report, the next generation accountability system is like your physical report that you're going to get once a year. And all of the reports like the one that I just did is almost like your blood work, right? It's going to look at all the subset that then is reviewed at your physical about your overall general health. So again, this is similar to what our conversation was about the program of studies. Everything that's going to be represented in this next generation accountability report has already been reviewed in finer detail just like what I just did uh for college and career readiness at previous student achievement
040committee meetings. This is the overall kind of report card or physical of the district physical of the district. The Connecticut State Department of Education has this accountability system in so that they could track the progress and so could we of how our districts and schools are doing across multiple indicators. It helps us identify where we might need to put more resources or attention, energy, time so that we could make uh needed improvements. It helps helps us recognize some of the successes just like we were talking about with our college and career uh preparation students getting into courses and again it just helps everyone have the knowledge shared knowledge of how our district is doing as compared to other districts across the state. Uh one of the things that uh has shifted as we're looking at
041a broader picture of the next generation accountability back when I was a beginning administrator we would primarily only look at reading and math performance and you would be really judged as a district by your percent of students who were reading and math. Those are very important. Uh not saying that they're not but they're not the sole indicator of the health of a district. So this set of accountability indicators in is broadened so that we're now not just looking at that very narrow picture of a district success but we're including many other indicators and some of them uh as an example looking at the students who are on track to graduate in 9th grade can be a leading indicator for success for students who are graduating within four years. So it allows us to really look
042at outcome precursor data saying yes if we get this really strong then this other indicator is also quite strong. So in the next slide we see all of the different indicators as we're as I was just saying it goes beyond just academic achievement to include things like do students want to come to school chronic absenteeism do they have access to arts and do we need to make sure that they have opportunities there what is the physical health of the students in our district as we're looking at physical fitness and you heard from Sarah Hill last month so this in total is how the the state has decided we can really look at um the success of a district, health of a district. Everything up on the screen that you see that has an H means
043that they're also going to break that out between uh the general student population and high need population. High need represents any students who are qualifying for free and reduced lunch, students who qualify for special services, and students who are multilingual. And so we'll delve a little bit more deeply into the one of the reasons why it might be. So I know this data is typically presented out in November. You're hearing about it now after a few months because we wanted to review all of the subsets of data in greater detail before we could sum up the report. Now I know you can't see this. That's why I passed out a hard copy of this. That's what you should have in front of you. So I'll take a minute to explain how to read this table
044a a little bit more. So the first column index or rate you see for the most part it's percentages. That's the percent of students who are meeting the requirement for that. That's true for everything except any of the performance indexes. That's because that's a formula that's used to look at the average student performance across the district. It's not looking at a percentage of students. All of the others where you see a percent, it's that's the measure of that indicator is a percent of students. So for example, when we look at chronic absenteeism, that's 18% of our Bristol public stu school students are considered chronic or missing more than 10% of the school year. The target column is the the target that the state would like for all districts across the state. That's the same target
045for every school. So then we have points earned and mass points. Not everything in the index is weighted the same way. So this is like going to your um high school grade books when you were trying to calculate your grade. Uh there are some areas uh that are worth more points. So when we're looking at the max point column, we could see that growth is double the weight of achievement. We also see that there's a high waiting around the four-year graduation, six-year graduation, and post-secary entrance. You'll see that by the 100 points. So, when we look at the index rate in the target, we can calculate a percentage. So, if I'm looking at 63.2 and 75, uh it is uh it's 87 something about 87% of the points that have been earned. So when that's
046applied to 87% to 50, that's how you get the 42. It's more math than you probably need to know, but that's what those mean. The final column. So then you see the percentage of points earned by our Bristol students. And then you have the comparison column to the state percentage of points earned. So a few things to notice. I already talked about some of the indicators that are more heavily weighted, but I'd also like to just highlight where we are outperforming the state. And I'm proud to say that you see that in a lot of our high need categories. So, for example, when you look at the ELA performance index for high need students were higher than the state average there at 77% or BR points earned for Bristol, uh where 73.2% of the points
047were earned across the state. That's also true for the math high needs performance index. Science, we've made a concerted effort last year around science and we see that paying off and we see now that we have outperformed the state for both all students and high need students. Uh you also may recall I can't remember when we presented the loss data but our students for our ML students and the assessments that they take called the language acquisition assessment loss assessment. Uh we really focused in on literacy with our TE-OL instructors last year and we see again a more positive outcome from that outperforming the state both in literacy and in the oral assessment. I already mentioned just in the most recent presentation and our uh percent uh taking courses that we're at the max points that
048we could earn there and many of the other uh high school indicators. Again, it's great that high school administrators can be here to hear me saying kudos to their work. uh when we look at on track to high school and then the um graduation rates. In fact, our schools have had some of the higher highest graduation rates this past year than in many years before. Uh we're also outperforming the state in physical fitness and have earned the mass points for art outperforming the state as well where we see some of the biggest gaps. uh we're seeing the big one of the biggest gaps in ELA growth, literacy growth. Uh and I'll talk a little bit more about that, but I that shouldn't be new news because we're seeing that many of the students uh at
049the elementary level who had high growth in the past have dipped. Uh we're seeing that our middle school growth is strong. Uh growth doesn't count in the high school. They can't uh contribute to that indicator. So we're going to focus more intensely on our literacy growth among our elementary. The other area where there is a bigger gap between our performance in the state is in that college and career readiness indicator six the one that I was just talking about this the percent of students who are passing exams. And then finally the post-secary entrance we see that gap that I I was just read. So that's the overall district picture u just for the 2425 school year and if there's any moment where you want to interrupt to ask a question. >> So it's for the
050whole district. So >> is this like broken down by each school? So then you can you can address it here. >> It's more of an issue in this school than that school etc. Okay. >> We're going to get to that. Actually I have a slide about that. as a whole school the numbers just kind of seem like ah okay you know how do you get deeper into that so that makes sense um also in looking chair also in looking at the um growth figures for ELA and math um I'm just wondering what we're going to look at uh next year based on the fact that this being the year that we had to cut we'll just yeah >> I am deeply concerned about uh that impact we're doing right now especially um we're very happy
051that we all team in curriculum instructional services our elementary human elementary humanities and elementary STEM supervisors are sitting in that first row they have a lengthy list in front of them working on uh really working with our teams to look at specific student data and really narrowing down uh how we can influence better influence growth Um but resources are very tapped this year. You're correct. >> Yeah. And I think that's going to be very important going forward in the budget process to figure out how to not you know cut cut off her feet or I don't know what you know what I mean. I I don't know. I cut off her feet. >> We want to make sure we're moving forward and making progress and don't have something like that to blame on our lack
052of growth. >> Yeah. Yes. Yes. That we want to make sure that we're continuing to provide that level of support with the resources that we have. Uh I know that Superintendent White is taking she's quoting you now. Uh making a case for why we might need to explore additional supports for our students. Make sure we're engaged in that conversation heavily. >> Thank you. Appreciate that. >> All right. As we're moving to the next slide, I thought it would be helpful just to um look take a look at how we're trending over a period of time because it involves so many different indicators and we're looking at whole districts. You're it is it's going to look pretty flat. As we're looking at the specific indicators, what I was just showing in some of the previous reports,
053you could see where then we become as we drill down more able to adjust uh and really pinpoint where we need to improve. We're going to go to the next slide. So, this is the two-year comparison. So, looking as a district from last year to this year, again, this is still a full district picture. The key is over on the left. Anything with a green arrow is where we have we grew by more than 1%. Anything with a red arrow where we went down by more than 1%. Uh, between 1% positive, 1% negative on it. So, very close. that much movement to me is the bold arrow pointing to the right kind of stable and where we've earned the max points you'll see a star. So again this is really just showing similar kind of
054just reiterating some of the points that I've already made. Achievement is pretty steady. Uh it has been growing over periods of time. That's one of the things that actually our STEM supervisor has looked into as we're looking at achievement growing up. what's happening with our uh student growth particularly in math and we're seeing that we might not be accelerating students to the extent that we should be because our highest achieving students are losing a bit of ground. They're not making the growth that we would expect. So that is an area of focus. Sometimes when we think about the interventions that are needed, we're thinking about students who haven't mastered. However, the when we're talking about growth, we're looking at the whole range of students and we really need to be continuing to challenge our students
055uh especially those who are high achieving as we're looking. So, that kind of explains our math growth data there. uh in a in summary and some of the greater indicica the indicators that have shown the greatest strengths again are around some concentrated efforts at the high schools to really look at every student and more on a regular basis quarterly or monthly respond to the data that's in front of them. uh we see some of the biggest gains there in indicator seven and the on track to high school graduation and that is fantastic to see because that's certainly a precursor to students who are able to graduate in fourth. So when we go to the oh uh school slides one slide away I want to get to the achievement gaps. This is positive news. I pointed
056out as we were looking at the overall district kind of report card uh that our high needs population were outperforming a percent uh of the state. And I think that's a one of the indicators that's important. The state does recognize and wants us to be paying attention to achievement gaps. A definition of how they define an achievement gap is listed at the top. However, you'll be pleased to hear NC that we have no achievement gaps uh based on that state definition as a district. We do have one school that has an achievement gap in science at one of our K8 schools and we'll be taking a closer look at that. When student when schools have a gap that's not addressed, it could potentially lead to uh their status as an overall district and more uh
057supports might need to be given specifically to that school if they become identified as uh by the state as a school that's in need of improvement. So we have to get that science gap. Moving to the next slide. Uh we have um sometimes we are asked about how we compare to other alliance districts. You are newer to student achievement committee so you haven't heard me talk about Vernon but Vernon is usually the school you might have heard me talk about Vernon. It's usually the school district that I like to chase a bit. This year there was a new school that t that came to the top of the alliance chart. So of course I dug a bit more deeply into Norwok. It was a school that I hadn't seen outperforming Bristol in the past and
058so I dug a bit deeper. Uh they did have higher growth scores than we did. Uh we'll be looking at some of their curricular programming for what we could see that's available to us to see what might be in place there that we could learn from. I'm just going to say copy or learning from. Uh they did have a higher postsecary entrance. So given that that's doubly weighted, I think that was a factor of why we see them uh outperforming Bristol. And they had a better physical fitness rate uh by 10% than Bristol did. Bristol this year, if you remember from the last conversation that we had, had an impact on particip one of our scores was impacted by participation rate. Well, we're looking at that more closely this year, but that should impact where
059we stand next year. And then by school. So each school receives their same kind of report card that we were just looking at and we work with schools to understand so that they understand uh what that report means for them. So when I'm looking at these two columns 23 24 to 2425 that's their overall school performance index. It's their the summary of all of those components. And so you could see, as I mentioned, when we're looking at things like ELA and math growth, the performance index of our elementary schools is lower than it was in the prior year. While we're seeing higher performance among our middle or stable performance between our middle school, any of our secondary schools, middle school, 612 at Baines, our high schools. Um, so our efforts really do need to be
060concentrated at that. So strengths, we have rising achievement and growth in both literacy and math at the secondary level. We have on-track rates and graduation rates that are continuing to rise. Our enrollment and achievement are rising for college career readiness. Our science results are improving and we have no gaps as identified by the state department. where we have opportunities. We have to, as I've been saying, really looking at asset assetbased learning, seeing what our students have and building from there, focused on acceleration, particularly ching a level of challenge among all of our students at the elementary level to get at that growth. We have to address, continue to address our chronic absenteeism at the schools that have that the greatest percentages, which do fall into the secondary. uh eighth grade and up tend to be
061our highest chronically absent students. We have to really take a and monitor as we're going through this school year that participation rate for physical fitness. Those are our key priorities looking at this particular set of data. I'm going to answer any questions. So I know that this um overall district indicator talks about like the state comparison. Um so like it says 71.8 for like the full accountability. So that's there our goal or would the goal be like 100? >> Uh our goal is the max percentage of points that we can get for each one. >> Well for each one. So there isn't a whole one. Okay. Gotcha. Gotcha. Um, Carly, when they talk about participation rate, like I'm struggling to get a uh a picture of what that looks like because to me it seems
062like, you know, it's elementary school, everybody >> is in class, everybody participates. So, how does that get figured out for physical fitness in particular? Yeah, it's trickier. That's a high school participation rate. That's an issue. So I would say five years ago, maybe four years ago, particip we were required to assess every 10th grader on their physical fitness. The state recognized that different school districts were having students take PE at different years. And so that was causing an issue. And so they said, "Okay, you can assess student at any point in their high school year, but we're going to use the number of students you have in your sophomore year as your count for who your participation rate to figure out that percentage. So essentially, the number of students that are in 10th grade at
063any one of our high schools would become the denominator of that fraction. And we're aiming to get to 90%." Well, that number um can shift because you have students coming in and out of sophomore year. And so we have identified that we missed that 90% by a very small number. Three students, four students, four students. And that drops us when you don't meet that 90% participation. You only get 50% of the points that you've earned. So that dramatically impacted Bristol Central for four students. We have we're it's a student by student tracker again on that question. Okay. Um the next item on the agenda is the Latin 2 curriculum revision presented by Les Ward. Good evening everybody. How we doing? Hanging in there. It's a lot of numbers. Well, we're going from a whole lot
064of data to some Latin. Um we're we're looking at two we're looking at two world language curriculum revisions today. Um it's world language level uh two actually. Um this is continuing course revisions that we started. This is world. I think it's further down. It's in the same um so Latin 2 was last revised in 2006. We revised Latin one last year. So this is kind of continuing an access curriculum. Um really the main focus was to get depth into this template and to align the curriculum to support resources. So that we use the course process of releasing excited about so it's a chance for starting I can't. Um, so Latin 2 really continues the development of Latin language comprehension through more complex readings while further expanding students understanding of the diverse social and political landscapes
065of the Roman Empire. Um, there's a single story line that kind of goes through the Cambridge Latin course. So they're following the same set of characters in Latin one and Latin two as they travel to different places. So in Latin two it follow follows Quintis' journey from aftermath of the eruption of Pubius the villas of the Roman Brit to Roman Britain and then the city of uh Alexandria and through these settings the course explores the tensions of Romanization intricacies of provincial government the interaction of distinct culturalism systems that focus on culture and communication is a little especially communication piece is harder it's not a language anymore um but that's a core component of uh the five C's of world language education. But what you'll see a little bit in the world language uh in the
066Latin targets and understandings you may have already seen very culturally focused. Um and then the learning targets are really focused on communication which really in Latin speak. Um so the five units um of the course you can see there and just to give you one example of what that looks like down at the learning target level and then next slide. Um these are just the first two lessons that you follow. Um but what you can see the difference between the target and the success criteria which is a little bit of a technical discussion at this stage but the target is really about understanding the text. Again the focus is on communication in Latin way though that means did you understand. We want to make sure that students really focus on making the meaning with the
067language and communicating as much as they can not just learning about the language. Yeah, the grammar is there. It's kind of how you get to the understanding of what you're reading. But that's why it's kind of spilled out that way. And I just wanted to call that out for you now in this first course because that's going to be a really big component of the world language revision that you're looking at next. So this is like a a small preview of that. Um these Latin two revisions are really continuing what we started last year with Latin one. Happy to answer any questions that you might have, but really I'm I'm super grateful for Katie Red. She did uh the vast majority of these regimes on her own. Um and she did a really wonderful job
068and she's doing a lot of work to really rethink the Latin program to help students. >> Just one of my questions was about assessments. So, um I noticed that there's unit assessments with reading and understanding and comprehension and passages and then there's like a ton of that success criteria with the grammar that you were mentioning. But some of like the resource column is in Latin. So are those like mini assessments or formative assessments? >> What that really is was uh Katie moving through those updated resources that we were talking about and flagging like for that specific lesson what parts of those resources are going to be most helpful to those targets and success criteria. So it's almost like it's a little bit crioty from our perspective because it's it's notes to like what section of
069that um course or textbook does she want to use? if there's other things that she's supplementing. If there's another meeting that she wants to use, another resource that she has, she may even mention there. So that's really what she's doing the same. These are the resources that they are using to teach this lesson for students. >> The assessment development and revision generally happens after their curriculum has been approved and is going to be in the first kind of support for implementation. >> Yes. It's just some of the documents have more info on those than others. So, I just was like checking, but this does say like resources instead of resources and assessments. So, that makes sense. >> That's also a little bit indicative of the fact that she's working out from a core resource, right?
070So, she's really looking at that resource and trying to flag pace out what she wanted, what she's going to use, what departments. >> Seems like it would be helpful if I understood that. I'm just kidding. No, I think that was most connections. Um, no, I did appreciate the self reflection at the end, too. I thought that that was that'd be helpful for a student to see like their progression. So, I thought that was good. So, I need a motion to approve the Latin to curriculum revision. >> So moved. Second the motion. Any further discussion? All in favor say I. >> I. >> Okay. So motion is approved. >> I just want to point out that I think you met uh Katie Bick last month at the board of education meeting because this she has won
071a mini grant for the second year in a row. really is dedicated to supporting our students. >> Um then moving on to the level one world language curriculum revision also presented by Les Ward. >> So we've got a little bit more uh detailed of a walkthrough for this one because there are some some larger shifts that the world language department has really been talking a lot about for the last couple years that I I wanted to make sure I took you all through. Um and also because this is level one of world languages. So this is world level one of French and Spanish and Italian which as you documents you probably noticed. Um Spanish was last revised in 2011, French in 2012, Italian in 2015. So those are three separate curricular documents that we're now
072all three of those courses are working from the same board which is which is this clickial network today. Um, there's a lot of goals here, partly because we've been having these conversations for a while in the world language department. We're really going to dive deeply into the first two or three as we move through the curriculum today. The first is to lead with meaningful cultural comparisons and connections. There's five C's in uh kind of make up the core of world language instruction. Communication was one of them, but culture is another huge one. Communities and comparison, connections are others that we really want to make sure that we're helping students make. So, we don't want to lose a focus on communication at all. We want to keep it. We want to make sure that we're preparing
073students to communicate in really authentic contexts and meaningful situations, but also that we're really working with meaningful cultural comparison comparisons and connections as well, which is those first two bullets we're going to see a lot of as we move through the curriculum today. Um, we wanted to increase the alignment and the collaboration between the languages. So, that's the reason why we went through the three different curricular documents. So, one it's going to kind of shift the experience of level one, no matter which language you're taking. It also gives um Italian and French, there's less of those teachers, so it makes them a little bit less separate in terms of the department's work. Um they're obviously going to be needing to think about their own unique languages and the different cultural aspects of that along the
074way, but they're kind of part of the same conversation in a way that they haven't always been able to be in the past. We also want to get to picking them into the new template. um I will make sure that we are aligned to some newly released connected world language standards and that we wanted to make sure we're targeting levels of proficiency to prepare students for the skill of literacy. So we've expanded that testing um over the last five years and we're so that's kind of ongoing work but we want to make sure that we're preparing students to communicate and that they're meeting levels of proficiency from the beginning that's going to set them on a path towards proficiency when we take that assessment their careers well. So kind of an overview first. Um in
075the course students begin their journey towards proficiency in Spanish, French or Italian by learning the skills they need to communicate effectively in the target language while investigating the diverse cultural products, practices and perspectives. Each unit builds towards a performance assessment designed to provide students the opportunity to demonstrate their progress towards novice mid levels of proficiency by engaging in real world tasks. in that in the middle of that that um those diverse cultural products, practices and perspectives. What you'll see is each unit is really focused on a cultural product or practice that ties to perspectives. So that's kind of like that's how we've tried to that units. The units are there um those are not in some ways they're not terribly different. So the unit one in every level every language was also previously greeted as
076introductions. There was a unit that was before focused on school life, but you'll see this is a little bit more focused on a specific product at what that means as we move through. So this is one place where you can start to see that focus on culture really start to come through. Um in the old curriculum all all the units in Spanish had the same five essential question. I listed three of them there just space but every unit had those same three questions repeated. Um so what does it mean to communicate and how do I communicate my target language? What is culture and how do I learn more about other cultures? How can I use my foreign language to increase my understanding of other disciplines? So those are directly tied to those five C's. We
077still want students to learn about culture and understand how they learn about it. But we've tried to be much more specific about what cultural products or practices students may encounter in each unit. So again, those five questions didn't change no matter which unit you were in. So really, there were more like course level essential questions, which is still kind of true for us, but we tried to be much more specific about in this unit, what cultural, product, or practice are you looking at? So for example, the new essential question was how do the way I introduce myself reflect who I am? It's really looking at meetings and meetings and what does that mean culturally around the world or how do my school experiences compare to experiences of schools and other cultures and that's really looking
078at school schedules. So if we look at a schedule, what can that tell us about daily life? Tell us about values about um just the way that students experience school. So we hope that those questions are much more meaningful for students. are much more kind of engaging from the beginning and that we can have a extending conversation about and those questions are really directly also tied to enduring understandings. Again, these are a little bit abbreviated for this this just kind of showing you the difference. But in the old curriculum, uh, one of the essential quite enduring understandings was just that a knowledge understanding of other cultures is gained to examine the products, practices, and perspectives of those cultures. I think we still want students to understand that that's very broad. And in this unit now,
079we're trying to be much more specific. So in unit five for example we want student we want our students to understand that what people eat is deeply influenced by issue geography and cultural exchange that while food is often tied to a specific regional identity traditional cuisines are actually the result of lots of global influence migration such as the exchange of greens. So that's just a much more specific example really of that same enduring understanding of machine curriculum just articulated stuff in a more meaningful way. And that also means this is where you can start to see even though there's three languages represented here, each language now is going to have some differences in terms of exactly what cultural products, practices, and perspectives they're examining. So in Spanish class, they'll be looking at traditional dishes that
080and how they rely on ingredients that maybe weren't native to the region. So for example, the tomato used in Spanish pispach and in France you'll see in French class you'll see the same kind of understanding still the same umbrella but they're looking at how immigration colonial history means that dishes from North Africa just French. And then this is a big addition. Um we do kind of tend to develop assessments um in your tool of implementation. But for these courses, we're really thinking about working back from the performance assessments. That's the situations we want to put students in at the end of the unit. Really trying to work back as we thought about the learning targets. So these are right now kind of like our our best drafts. I anticipate that we're going to revise and
081tweak and update them as we get into them in the future. Um, but you can see how they tie to the cultural products and course methods again. But now the students are really being asked to use the long way. So we keep going with that same unit um that we were just looking at. They're now going to work with a partner to decide which of two restaurants to visit based on their restaurants menus and personal preferences. So we're going to look at two regional menus um two menus from French restaurants that represent different types of cuisine. Now they have to be ready to talk about they have to be able to recognize what's there ingredients are which ones they might like or dislike and to kind of go through the process of first understanding the
082menu talking about the class and presenting a favorite dish at all. So all three of those tasks are tied to the same uh cultural understandings. They're tied to the same communicative uh situation. Everything kind of works back and Then finally, this is now we're getting down to like the the um learning targets in a guide kind of daily instruction. And this is kind of similar to what I was saying a moment ago about Latin, right? So the old curriculum was really focused on uh Rail. That's kind of what it led with. Um so the old curriculum targets sound like what you see on the left. So I can use state likes dislikes. um that's kind of devoid of a context or a reason to use that, right? So, so what dislikes and when might have
083to do that and in the new curriculum again staying in that same unit, I think it was five, I can ask and answer questions about my own food preferences and and dietary tastes during a conversation. You can see that that conversation is directly tied the the IPA. That's how students are going to be assessed it. So now they need they have a reason to use this style a little bit more specifically to negotiate with the partner and decide on which restaurant to visit based on the menu based on. So that's kind of how those pieces fit together and each unit has uh learners like that students will learn about. There's a long list. I'm really hoping I didn't miss anybody because it's been uh there's a couple meetings that started kind of last spring actually
084and finished up this fall. Um but what you'll see there is representation from all three languages from both high schools and the middle schools. was um it was a large group but it was a really I think good thing for the department to be in the same room to have people kind of talking across languages and cross levels get clear on what exactly they were after just to make sure that it's as strong as the students are having uh we need experience class starting this agency so there's a lot of work there's a lot of collaboration um and everyone was really super willing to kind of open up their practice and be willing to rethink things as well, which that always happens when you kind of collaborate as a larger group um to kind of
085negotiate well what can we say what can Spanish learn what kind of friendship language does everyone was really great about those conversations. So really appreciate all the work that everyone did to help uh rethink level one. We're looking forward to continue level two. >> Um I just wanted to say that I took Italian long ago and it wasn't set up like this and I just appreciate um how engaging like the IPAs are. So with the invitation and the home and you just said the restaurant option um it just connects to everyday life and like gives that purpose um that I think would engage students like I think I would have been more engaged um and just that the structure of the the units. Um the other and like the ties to history culture I saw
086that throughout. So I just as a former social studies teacher I just like this is great. Um, I did have a question though about I saw like some of the align resources were like it said Italian folder or Spanish folder but as like a core resource it didn't really list up. So I just wanted to ask >> yeah so that was I said this has been a conversation that we've been having for a little bit for some time in the world language department and one of the one of the big decisions that uh we made a couple years ago um was whether or not to build outflow resource that that does really change things I mean ultimately the it was the Spanish teachers at the time that were really uh leading that conversation when they
087appreciated they didn't want to be tied to a textbook things changed pretty quickly right and a big part of uh world language education is really promoting the use of authentic materials as much as possible. So things that are written by native speakers for native speakers to be graduated can it's tricky sometimes especially when you're talking about level one but that also allows teachers uh the flexibility to adapt and change the materials that they're using when things change. I know that the textbooks that uh we have right now are quite dated. to, you know, have vocabulary lists for things like CD logs, things like that in there. And that that can get pretty dated pretty quickly. Um whereas if we're really focusing on resources like schedules or menus, maps, then we can adjust which schedules, which
088maps, those are just kind of representative um examples of the kind of adjustments that teachers really want be able to make um along the way. >> So those will be curated as you're >> that's kind of going to be a huge part. that's that next. Yeah. That that comes with that comes with its own set of challenges, right? Because that now that has to be curating themselves. >> Um >> but I think it'll be more fun. I just I think it's a great >> and I think a lot I think that is a challenge. Um but I think a lot of teachers are excited about that that possibility as well. So, >> and you might recognize Kathy Arjabald from also the mini grant reception and she talked about that her grant was really around >>
089seeking some um real world that's connected to the Yes. I thought that's why I thought you would be able to make that connection because she's >> looking at the platform that is going to provide her with a lot of realia that she could be using in her course and I picked up on it as I was listening to how she was sharing but she had said so that we could download it and have it for future years. So this one time Vinnie Grant is going to be able to >> I just want to add to you took the words out of my mouth before. I just thought this was like I was excited thinking I was you know going to high school picking out this class. Um it really looks highly engaging and uh like
090we always talk about as teachers, you know, creating authentic learning experiences and having those students engaged from the get-go. And I feel that by this this is just Latin one um >> well level one. Yes. So, I could just see, you know, kids taking this first course and then doing several more years of um, you know, >> it's definitely the hope. >> Yeah. I I just want to let you know that it's very much appreciated and kudos to Bristol Public Schools for making learning exciting. >> Okay. So, um, I need a motion to approve the level one world language curriculum revision. So moved. >> I'll second the motion. Um, any other discussion? Okay. All in favor say I. >> I. >> Okay. Motion of approved. And the last thing is the ECE individual um and
091family development curriculum revision. Laura here. Oh, okay. >> I'll be that for Laura. Laura has a family commitment tonight. Her son's in a concert uh choir concert, so she needed to be there for over. So, I'm presenting on her behalf the curriculum revision for Yukon ECE individual and family development course. The last time that this course was revised was back in 2004. Uh one thing that you'll see as we're presenting curriculum this year, one of our efforts particularly in the CTE uh area is to take some of the courses that where we were following a university provided syllabus such as this one and implementing that syllabus yeartoear to really go into our curriculum template uh thinking about some of the supports that are needed for the wide variety of students who are now enrolling in
092our courses. So this connects back to some of the data presented earlier. So the benefits of moving uh from just syllabus updates yeartoear to our curriculum template is that it allows us to really consider supports such as those uh with the universal design for learning or for students who are multilingual learners. this course. Uh when students successfully complete this course, they'll be able to earn three credits from Yukon in the uh human development HDFS human development and family sciences area. It is equivalent to the 1070 course at Yukon also titled individual and family development. As I said, uh the purpose of the revision was really sorry. Uh here we see the description of the course. We're looking at human development across lifespan as you could see in the units in your preview of the course
093and looking at how contextual factors and family processes shape uh one's life course. Within this course, students will evaluate the development uh within the family context, gaining insights uh to their own lives in addition to what their future um both personal and professional lives will be. you. Uh for grades 11 and 12, there are some prerequisites that are really determined by the university. Uh and so Yukon requires that students have two years of English language arts, one year of social studies, one year of science, or have instructor consent. That's why this course is available to students who are graded. As I mentioned already, uh, one of the reasons or goals that we had for the revision was so that we could use our, uh, curriculum template, which helps teachers really think through what kinds of
094supports could be considered for all of our learners who are in the course. In addition, we wanted to, uh, look at how we're continuing to make the course as engaging as possible. And so, you'll see that reflected in some of the opportunities for uh, media analysis in each of the units of instruction. And then finally, we have some authentic experiences built into each one of the units. And we wanted to again h especially because it's in the CTE department. Make the connection between your learning in the classroom, the uh attainment of college credit, and then your future career. The first unit in the course focuses on uh the development through lifespace across seven major developmental theories and learning about different concepts of psychosocial theory. Uh this has the first opportunity for a media analysis which
095is through the Netflix documentary the secret of boom zones to analyze culture and its effects on life expectancy. Watch that too. I think that's very good. Yes. Um there was one culture where there is no furniture and so the sitting on the floor and standing up in one of these blue zones of uh mobility as student as students as individuals are getting older just take all the chairs out of my house and strengthen my knees. Uh the next unit is as as we're progressing through life, you'll see that now that after the students had that perspective of their whole lifespan, uh some of the developmental theory around that, it's going to focus in on each one of those stages. So the first unit really begins in pregnancy. So the uh is going to focus on
096both the pregnant person and their relationships focusing on the human development from zero to two. And in this case, the more authentic experience is for a guest speaker to talk about uh labor and delivery. Since we have the connection with Bristol Hospital, they do come in and speak with our students. And the second media analysis is conducted using the babies documentary. That one fieldwork for unit three is designed for students to experience different stages of child development. So students use their knowledge of child development to design and implement age appropriate activities with groups of students. Luckily here in district we have a number of different uh age groups that our students can volunteer and work with. And so we do transport our students to different elementary schools across the district using Perkins grant funding since
097this is part of a CTE pathway. In unit four, as we're focusing on adolescence, students use the movie Inside Out to observe the dynamics of friend groups and its effects on adolescent development and they engage in a panel presentation at the middle school level so that they begin to promote healthy development in early adolescence. So you that's a perfect combination of the connection from media to translating that into an authentic experience speaking from their own point of view to middle school students using district. Unit five students explore the milestones of adulthood how those milestones are formed by culture and society and how things like a midlife crisis develop. Uh, in this case, they interview an adult and students learn about definitions of fulfillment and life satisfaction and hopefully uncover what it means to gain wisdom
098rather than regrets. Moving to the next unit. Uh, in the last unit, students learn about death and different cultural rituals surrounding death. They self-reflect on what they would like their life trajectory to be. So the final learning targets of the course are I can articulate my personal definition of legacy and identify the values or contributions I want to be remembered for. I can set goals for my future development applying the theories learned in class to my projected life path. And finally I can synthesize my understanding of the entire lifespan to create a vision board or narrative that outlines the life of generativity and integrity. Uh these learning targets allow students to not only synthesize their learning throughout the course but also set intentions and authentic purpose for their own. Finally, we have a teacher reflection
099on the course and how the community partnerships in particular have grown over the years and the positive impact they've had on their students. To read through teachers come Uh the quote there is from Allison Silva who is the uh teacher of this course and writer of this curriculum. So, as always, we'd like to give a special thank you to Ally Silva and her commitment to this course and her uh commitment to really reinvisioning it, making it as engaging and authentic as possible. First, I could attempt to answer any questions that you have. Though, Laura has a much deeper knowledge of each unit than I do. Uh, and so I could also get you any answers I could. Um, I took this class at Yukon and I don't remember any fieldwork, but um, even if we
100had any, it would have been minimal. And I think that this having like the elementary schools, the middle school, the senior center, all of that really kind of takes us to the next level for high school. Like, um, I appreciated that. Um, and the additional resources like the movies, like we didn't I don't remember connections like that being pulled in and it was I was at Yukon. So, um, anyway, I thought that all those additions really make this engaging. Um, I did have a question. I feel like this is related to the last. So, some of the learning target targets didn't have assessments, but you're saying those would be kind of more fully developed later, but I guess the question is the Yukon piece, like do they have like their own final that students have
101to pass? >> I may be able to answer that, but they do. But the reason why I don't know that off the top of my head, each course from UPEN, every time a course is approved, they have their own standards by which they will award credit. So it varies. It's not one standard across all of the courses. Just looking to see if Laura provided me with that information. I don't have it, but we can get that back to you. Student achievement. >> This is a side question just about these college like connections. um like students obtaining credits. You mentioned previously that the student might have to apply and like pay. So if does that happen with each class? If they're going to get credits, they have to pay. >> Yes, >> that figures. But um
102yeah, I just didn't really know that for sure. That makes sense. >> One of the things that we So there's a couple of things that do help make this uh more cost effective for our students. They can apply for a fee waiver based on their status uh here within district. So, not all of our students are going to have to play pay the full fee for these courses. And of course, it is much more cost effective to take it in high school than it is to take it in college. So, uh it's a deal. It's still a steal. You have to pay for it, but it's still a steal compared to what charge. Those are my questions. Would we be able to get these slides like all that? >> That's generally what we need to
103do with the when it so well when we after this meeting we'll send something. Okay. >> Okay. Um I need a motion to approve the ECE individual and family development curriculum revision. >> I'll make a motion to approve the EC individual and family development curriculum revision. >> Second. >> Any other discussion? Okay. If no, all in favor say I. I. >> I. >> Right. Motion approved. >> And that is the last agenda item. So I will adjourn this meeting. Thank you.