001United States of America to stand indivisible with liberty and justice for all. Thank you for your flexibility. >> Thank you for your flexibility. I know we're starting in a couple minutes. >> Um so I can move to um move her up in the agenda if I have to do a vote for that. Okay. So um I'll make a motion to move up in the agenda um the physical fitness data presented by Sarah Hail and Carly Borton. I'll second the motion. All in favor? at right into that. Great. >> All right. Good evening. Just so quick introduction. I'm Sarah H. It's nice to meet both of you. Officially, I am the supervisor of PE and health for the district. Um, and I am honored to present some Connecticut fitness uh physical assessment data for you. Um,
002this these are going to be the results from last year. So, the 2425 school year. Um, just to give you an idea of where they're coming from, the Connecticut FIN physical fitness assessment is Connecticut's annual assessment of phys of public school students physical well-being. Students in grade four, six, and eight are assessed annually. And then at the high school, students need to be reported once through their 9 through 12 years of high school. The goals of the assessment program are to inform schools, district, and the public about programs focusing on fitness and physical activity in our schools and evaluate their success. During the CPFA, the Connecticut f physical fitness assessment, they're evaluated using age and gender appropriate standards, and four components of fitness. Those components are aerobic endurance, which we use the pacer test for,
003ductility, which is a sit and reach test, upper body strength and endurance, which is the push-up test, everyone's favorite, um abdominal muscle strength and endurance, which is curl-ups. And those are the four assessments or that we use um to measure those components. the CPFA data um counts towards the individual schools uh school performance index. So those the results of each school CPFA um go to those assessments um under indicator 11 which is the health the physical and health um and wellness component of that SPI. Uh schools will get credit for participation. So the number of students that participate in all four assessments and the proficiency. So the number of the percentage of students that pass all four components of that physical fitness assessment. Some of our district highlights that we had last year, we had
004an increased percentage of students passing the curl-up test districtwide uh specifically in grades four and eight. We also had an increased p percentage of the students passing the push the push-up test districtwide. Also, specifically in grades four and eight. Both high schools and Southside school had an increase in the number of students passing all four components. Um when I was looking at the data, one of the big things that stuck out and why I wrote down the push-up test because that is historically the component that we struggle with. Uh so the fact that I we were able to get two grades uh increased their student percentage of them passing. um is a really is a good testimony to the teachers and the work that is being done. What I did here is I just gave
005you a a snippet of when you go on edit what we see as a district. So up here is the districtwide numbers. We had as a whole as a district we had 95.8% participation. The goal is always to get 100% per school. We want at least 90% of participation to count towards uh the school accountability or the school performance index. Um so that we have to get the most points you have to have 90% but of course we always aim for 100 to give us some flexibility with that 50.6% of all students reaching um all four components of uh ex exceeding or reaching the standard. Um, for Edsite, you could do it if you see the bars up top. Um, you could do it by school also. So, I just did the district-wide snapshot, but
006there is a way to look per school and per grade to kind of get an idea of where the students are. All four components are in the middle in that column. And then on the right hand side, it's per test. So, you could see each test um individual and how the students did. The next graph is just a representation of how our elementary school students did. In elementary school, they get tested in fourth grade. Um, so at Hubble, we had 55.6% of students passing all four uh components of a physical fitness test. IV had 27% we had 27.9, Southside at 48, which I highlighted in our district highlights because that is an increase from uh last year. and then Stafford at 30 30.9. The next one is the middle schools and the K8s. Chipins with
00759.4, Nems with 66.8 and this is as a school not divided by grade. Uh Green Hills is 31.3 and would West Bristol at 37.1. Green Hills in West Bristol is a little different um because we have an elementary component at Green Hills and an elementary school. So they do fourth, sixth, and eighth grade it gets reported. Um, but that is as a whole. So that's Crane Hills as a whole. >> And generally we see that our middle school and our high school students have a stronger performance on the physical fitness assessment. So that's not surprising to see. >> I was just going to say like does that explain that discrepancy between like men's and and greenhouse. >> Um, our high schools did phenomenal this year or last year. Uh, Bristol Central at 68.9 and Bristol
008Eastern at 78.6. six. Again, in my little introduction of the CPFA, in high school, they do have uh some flexibility on who they report and when they report them. So, each student in grade 9 through 12 has to be reported once. So, you do have that flexibility of when you report them and who you choose. Um right now, we're using the sophomore, still using the sophomore number um of students to get that participation rate. So even though the the students could be recorded once anywhere between 9th through 12th grade, we do use 10th grade students as that participation rate percentage. >> And I think right now, just for a historical context, uh in the past we've been requiring two credits of physical education. Uh and so students, as Sarah just mentioned, could take the assessment
009anytime between 9 through 12. I think one of the things that we need to have an eye on moving forward with the reduction of credits to the one required that was required by the state requires one credit of PE given some of the reductions that we had to consider last year. Uh we uh had to scale back to just what the state required. But we also need to be paying attention to our performance gear. the phys, as Sarah pointed out, our physical fitness uh rates are pretty high and they've been climbing for high school. And so Sarah and I are going to look together on what the impact will be as we see that students now don't have four years really to meet that requirement. They only have two in their freshman or sophomore year.
010And so I think might be something that we want to consider as we're heading into some decisions in the future about what we might be asking for. When I was uh preparing for this present presentation, I asked our teachers what they thought were some of the things that worked well. When we have a chance to meet as a department, we talk about the physical fitness test a lot because that's the thing, you know, the main part of our assessment that we concentrate on. So some of the things that the teachers pointed out in that we developed as a department uh students set individual result goals the CPF component centered warm-up. So in our classes the warm-up is cons centered on fitness and those components um to help boost percentage of students passing um allowing students
011to test individually or more small groups. you've noticed that that has helped a lot just to they have that individuality and they're able to they're not in front of everybody and doing the push-ups and nobody likes that. So, um we seem to that has really made a difference um just with comfort wise and making sure students were aware and prepared the day each assessment would be given. So, instead of just walking in and saying, "Hey, today's the push-up. I'm picking on the push-ups today." Oh, pacer is like a >> the nurses don't like pacer, but that we do pretty well on that one. But um so that just giving them an idea of when that assessment's coming. >> Yeah. >> Seemed to have helped. Also, >> my niece is in fourth grade at Mountain View
012and she was practicing push-ups for like ever. Hey, >> it tell her to spread the word. Um and then some of the things that we're going to focus on looking at this data and some of the things that we um thank you u that we kind of saw and noticed in our data dive is uh regularly reviewing class assessment results to identify trends, strengths and areas for improvement u and using this data to inform and adapt instructional strategies. Do students in a particular class need more work on you know aerobic capacity things like that. So making sure we tailor our lessons more to the component that they um are weakest in. Develop tailored fitness plans for students. So making goals with them, allowing them to see how they're doing and then striving to pass it
013or to improve. Uh incorporate the use of guided discovery teaching techniques. So a lot of stations and ch in choice student get students getting to choose what station they want to go to and what component do they think that they need the most work on. incorporating additional activities that align with the CPFA components. Collaborate with families to promote your niece. I love it. Physical activity outside of school. Um, and then support new teachers through collaborations, observation, and discussion on administrating administering the assessment. That's a a new thing that we added because we do have a few new teachers in those that teach those grade levels that we report to the state on. Um, so just making sure that they know how to administer it and we talk and we have a chance to watch each
014other and collaborate and make sure that we're all kind of administering it or administering it the same way. >> I think that's probably most notable when you look at maybe some of the discrepancies at the elementary level. We see that the highest performers is are in schools where the teachers have had the greatest seniority. So they have that experience, they know how to build up those skills. Um Sarah's done with her presentation, but I'll like to take this opportunity as a chance to share some of the other great work that I've seen the PE department do. I had the opportunity to observe one of their after school meetings. Um and it was great to see them sharing practice that was districtwide focus on discourse, how students are talking with one another, but building that into
015the PE class as well. So we had Sarah and set up the opportunity for teachers to model practice for one another. Are they engaged in that practice? Picking up some of the opportunities. It was a MU teacher actually who was sharing her practice with the other PE teachers across the district and that I think is an invaluable asset to really making sure that they can see some consistent results. Uh the other area of focus for the PE department over the past couple of years um really intensely last year and then more in this upcoming year is looking at adaptive PE. Barb coming from Hubble, you know, we have our B classes there and we've dedicated specific sections of physical education for students that might have been in a self-contained program in the past. And we're
016looking at different ways that we could better uh provide the adaptations for students to participate uh in their PE experience. >> I to the chair. >> Um yes. No, I just want to add to that being at Hubble. Um just noticing that um PE is like really not uh separate from everybody else. I mean it's integrated in everything we do. kindergarteners were doing push-ups and there were always like little challenges and shout outs in the hallway and little competitions going on and stuff. So, it's just it was part of really their everyday all day. And I'm sure that the buildings that um maybe have the most success are for those reasons that they're just, you know, it's all >> I'm really glad you said that too because I didn't mean to say even though we
017report in fourth grade, we really start exposing the kids, the students to the physical fitness components. Like you said, the kindergarters were doing it, but we do also have practice tests and stuff just so when they're coming in, it's fourth in fourth grade, they're not like, "Ah, what is this?" So, it's just like So, I thank you for pointing that out because I didn't mean to say that. >> Great. Thank you very much. >> Can I ask a question about what the zone percentage Sure. >> was like, I saw that, but I wasn't sure if that was part of the performance indicator or if you >> Sure. So, what they do is they look at age and then they um the state department of education decides which is a healthy uh zone and not um
018so I put them on my glasses. Hold on. Just like to give you an idea of boys ages eight um for the sit and reach they actually all of boys in fourth, sixth and eighth grade need to get to 8 in. So they just have a number and this this chart is up in every in every gymnasium in every health room. Uh so this students are aware what is required to pass. Um and then they just so we kind of go off of these there's fitness zones and then there's exceeding the fitness zone. So it's a standard by every grade level. So and gender. Um so that it's not advances and increases as students get older and stronger, more physically developed. Any other questions? >> Thank you so much. >> Thank you for allowing me
019to go first. I really appreciate it. >> Thanks, Sarah. Okay. So, next on the agenda, we have the um need to make a motion to approve the November 19th, 2025 meeting minutes. >> Motion to approve. >> I'll make a motion to Oops. I'll make a motion to approve the minutes. Any discussion? is um Oh, she is. >> Hi, Jen. >> Hi. Can you hear me? >> Um, so if no discussion, then all in favor to approve the meeting minutes November 19th, 2025. I >> I can you guys hear me? Okay. watching the microphone diamonds. >> Can you hear me? >> Okay. So, they are >> Is there any public comment? >> No public comment. >> Okay. Next on the agenda, we have the approval um of the 2026 meeting dates. So, I have a copy
020here. We did change the dates uh the time to 7 p.m. So we could connect with the school and family partnerships having that earlier so then we can consolidate. >> Um Jill's approved the meeting with I'll second the motion to approve or second the approval. >> Okay. So I made a motion to approve your second hand. Any other discussion? Okay. All in favor of the 2026 meeting dates for student achievement. >> I I >> I approve. Is talking. She said, but we can't hear her. So >> says she's muted. Can you guys hear me now? >> She unmuted herself. >> Can you hear me? I can hear Jill. >> Next on the agenda, we have >> Can you hear me? >> I can hear I can hear you, Melanie. But they don't hear either. >>
021Not just you. >> Thank you. >> Is it Lanza or Lanza? It's Lonzo, but you could be the next time you say Lonzo. >> All right. So, first we have AP Biology. Um I will also present ECE biology and they are connected to each other. So you'll see a little bit of overlap there. Um so the AP biology course um this course uses the Campbell Biology and Focus fourth edition. It's the newest edition of that biology textbook um that's been purchased for them. The prerequisites have been um kept the same as the 2021 um curriculum revision. So basically that is just focusing on a strong math and biology background for students. The standards alignment, this follows the College Board AP biology course and exam description which they call the CED. um they focus on six
022science practices and four big ideas. The science practices are overarching skills that students would take into other courses, other sciences, um things like doing research and making hypotheses and then the four big ideas are the content standards. Um this course builds off of students prior biology course and has a large lab component that's required by the college board. So you'll see the course description there. Um, they cultivate their understanding of biology through inquiry based investigations as they explore the following topics. Evolution, cellular processes, energy and communication, genetic information transfer, ecology, and interactions. The course requires 25% of the time spent in hands-on laboratory work with an emphasis on inquiry based investigations. Um, students are actually designing their own labs to test their own hypotheses in this course. Um and then students are required to take
023the advanced placement exam in May. So the goals of this revision um you might see some trends as I present curriculum. Um this was another curricula that was basically just the college board CED uploaded onto our site. So now we've really internalized and the teachers taken ownership over what the college board has published um and aligned them to our core resource of that textbook as well. Um, we've really taken the time to outline the universal design for learning for all students to be able to access the course and differentiate our learning targets for our multilingual learners. Um, and this time, these two days of curriculum revision um, allowed the collaboration amongst the ECE biology teacher and the AP biology teacher to ensure as much of a similar experience across both high schools as possible. Um
024so to get into the what the course entails um the teacher did tailor this to what she's seen in her experience that the students need and the pacing that um she's able to follow. So we all know that we want students to do well on the AP exam. And so um what she has found is for pacingwise the ecology unit which is considered the eighth unit by the college board um is very accessible to students to learn a little bit on their own ahead of time. So she um considers that the pre-work where students do some of that learning um ahead of time in the summer and then they follow up in class um with two to four um class periods with some laboratory experiences. Um, but over the summer they have access to Google
025Slides, guided notes, AP classroom, everything's on Google Classroom before for them before they leave for the summer. Um, there's daily videos, um, topic questions that they can answer back and forth with each other in Google Classroom over the summer. Um, and then the laboratory, um, experience is focused on three different pasta ecosystems and comparing their relative biodiversity using the Simpsons diversity index. Don't ask me more than that. That's just what she reported. Um, and then the other area that she felt like students really needed to bolster before diving into the AP um, curriculum is the experimental design and data analysis piece. Since students are designing their own labs to test their own hypotheses, this unit zero is added in to teach students how to think and work like scientists. Um, they learn how to ask
026testable questions, design valid experiments, represent their data clearly, and use the right statistical stu the right statistical tools to evaluate their evidence. So, after that little bit of pre-work, um, the students dive right into the AP um, curriculum. So, unit one is chemistry for life. The takeaway for students there is that all life is carbon based and the structure of key molecules is directly linked to their function. There's a lot of molecular work in this even though it's a biology curriculum. That's why the math foundation is um important. They do a lot with moles and calculating um the different molecules and atoms and um our cell system. Um unit two is when they delve in dive into that cell structure and function. The takeaway there is that cells are highly organized self-regulating units that provide
027the environment necessary for all life processes to occur. Unit three is cellular energetics. um looking at the energy in cells. So that a constant energy supply managed efficiently by enzymes is necessary for all biological functions. Unit four is cell communication and cell cycle looking at how cells are constantly communicating and regulating their growth to maintain a stable functional system. Unit five is about heredity. This is actually something that um is pervasive throughout our curriculum. I was just in a seventh grade class the other day and they were looking at genotypes and phenotypes. So, um, a lot of this does cycle and just build in complexity up until this course. So, the takeaway here is about meiosis and genetic inheritance are the core processes that ensure the diversity and survival of a species. In unit six,
028they look at gene expression and regulation. Um, that an organism's genotype is physically expressed as its phenotype through the regulated process of making proteins. Unit seven is natural selection looking at evolution being the change in the genetic makeup of a population over time which is driven by natural selection. So those are the units. Um I asked the teacher to give some feedback on some of the changes that were made and just reflect on the process overall of the two days writing curriculum and this is what she had to say. So, um, she wanted to make sure to keep in the Y R cells small lab because students have historically really enjoyed that. They simulate cells of different sizes with Avar cubes that are stained blue with an acidbased indicator and they see firsthand how when
029they're soaked in vinegar, the smaller cubes change color much f much faster than the large ones because of their surface area to volume ratio. They also enjoy the biotech labs that include DNA extraction, amplification, and genotyping via gel electrofphorosis as well as bacterial transformation um where they make glowing bacteria bacteria. And they use algae and pH indicator to observe relative rates of photosynthesis and cellular respiration and look at the optimum hatching salinity of Brian shrimp. Um everything's inquiry based and designed by the students. She also said um that this she really feels this is an outstanding introduction to college level life natural sciences because it provides a stronger contentbased foundation. So like I was saying it's really a culmination of a lot of different things students have explored in science over the years. Um and
030there's a lot of opportunities for students to practice the analytical and reasoning skills of being a scientist. So they have that statist statistical analysis in there um to determine actual significance, not just calculate and graph averages. They look at well well-controlled experiments, how to um depict, model and describe their data, interpret and draw conclusions um and really look at their experimental results um while also improving their foundational knowledge. Um so it's a really good critical reasoning skills type of class as well um as learning a lot of different um new material. And lastly, she talked about how last year she piloted a creative documentary project about an important biologist or biology related experiment breakthrough. Um, and she was able to now formalize that in the curriculum because it was really successful with her students. Um,
031they the students created engaging informative podcast videos, illustrated books, really took on however they wanted to show that they've made meaning of this um and share with each other. Um, and it was a wide array of topics. So, the teacher I've been I feel like this is like some sort of award. The teacher I've been talking about is Dylan McDow at Bristol Eastern High School. Um, so as I said, the previous curriculum was approved in 2021. Um, it was just the link to the college board course and exam description. Um, that was updated to take effect this fall. So, it was perfect timing to look at the curriculum and Zoe was able to redesign it with all that in mind. So, I thank her a lot for that work. And that's it. take any questions.
032>> So, you had mentioned that it overlaps a little bit with the ECE and so the AP um curriculum to me looked like more extensive and complex. So, I guess my question is if you can get the ECE like college credit for you, what's the difference of this? Like this seemed much more complex to me and more work. So, I was just wondering >> and this the prerex seemed the same. So, I was just like wondering. >> I think they both just have a little bit different of a twist. I think BE definitely focuses a lot on the labs because of that 25% lab requirement with um the AP. Um there's also just a little bit different content in the AP than the ECE. So, um we're we're definitely bound by what AP requires students
033to have for the AP exam and then also what would align to be in a Yukon course. So the Yukon actually we'll get into that but they put out their own syllabus that we have to follow. >> Um and so they talk a lot about what experience experiments can all students explore across both high schools versus what ones do we have to do that are different where does the con the um content overlap. Um, so there is a little bit of that, but there's I think a slightly different focus in each course, which makes them unique. >> And so with the AP, I'm sorry. Go ahead. Uh, I think part of the question that you're asking too is why are we choosing one or the other or offering one or the other? It's because for
034an ECE course specifically at Yukon, Yukon sets the standard by which our teachers need. And so I don't know where I feel, but I don't know. Laura's going to share what that specific requirement is, but as we're looking at both of our schools and the offerings that we have, often times they'll ask that individuals who are teaching the course have a masters in that content area. Most educators have masters in education. And so we're limited in think in being able to provide the course based on what the teacher's educational background is. And so I'm sure Laura's gonna get to that in ECE, but that's why you'll see we want to make sure that our students have a a college credit bearing opportunity in both of our schools, but Yukon would set the standard for what
035we can have our teachers teach. >> And the AP if they pass that exam, they could use that college credit in different colleges as opposed to maybe Yukon. >> Yeah. You would get the Yukon transcript and have to transfer. >> Yeah. Yeah. So there's pros and cons to both models and a lot of times it does it depends on what the teacher's background is and what they're able to teach but also just student interest. We found that sometimes in certain high in one high school versus the other students are more interested in AP or ECE. So we also try to get that feedback from students um and design our curriculum on that too. My I just have another question and kind of goes with both of the curriculums. So with the universal design, there are
036so many um great ideas for like engagement and for student choice to you know show their learning. Um but I guess my question is are there also templates or things started a little bit for teachers like hey you can have a kid make this comic you know and here's a rubric or is any of that like in the works or within the curriculum? >> Yep. So that will be during our implementation year next year. So, I'll meet with the teachers. We'll reflect on the curriculum, what's going well, um are these suggestions for UDL and kelp um really helping your students? Have you come up with anything that you'd want to share? And then we can actually link those core assured learning experiences right in the curriculum document. >> That's great. Okay. Thank you. >> Any
037other question? Oh, so that's me. >> Okay. So, um, is there a motion to approve moving the AP biology curriculum revision to the full board? >> I'll make a motion to move it forward to the full board. I will second that. Any other discussion? >> All in favor? I >> I >> Oh, I heard we're here. >> Oh, can you hear me? >> Oh, yay. >> I don't know why it's coming out of here. >> Yeah, I know. >> Okay. So, that is um a free move toward. So, next on the agenda, we also have Laura Alanza presenting the EC biology current. Okay. Um, so to get your question from earlier, I'll address this first. Um, so to teach ECE biology through Yukon, um, a teacher has to have a master's in biology or related
038science, three years teaching experience of high school biology, and all of their undergraduate and graduate degrees need to be science. uh bachelor's or science masters. They can't have a bachelor's of art or bachelor's of or master in art. Um they also have to interview with the biology coordinator at Yukon. Um and their transcripts have to show a deep breath and depth of science courses and lab courses with a GPA of a 3.0 in all graduate and undergraduate sciences. So it's a lot of things to check off the list. >> Yes. Um, so ECE biology, um, we kept the same prerequisites as the AP course. Those were the same as the 2021 revision as well. Um, with having a strong math and biology background, um, because Yukon really only provides us the scope and sequence. It's
039literally like a daybyday what chapters and what topics students should be covering. Um, there's no overarching big standards. um the teachers decided that they would use the AP standards for the ECE course to align to as well because it's a very good structure and it helps to keep things aligned to both uh across both high schools. Um so this teacher was allowed to make sense of the Yukon sample syllabus again in relationship to the same textbook that the um AP course is using. um look at that universal design for learning um the kelp standards collaborate with the other teacher um and then this course it does acquaint students with scientific thought observation and experimentation formal hypothesis testing but I think there's a little bit more focus on the content here with the the molecular and
040cell biology the animal anatomy and physiology um they do dissect preserved animals in this course and in the AP course that's not as much of the focus Um, so in unit one, the takeaway here with cell biology and biochemistry is that life is an ordered system where physical structure, chemical laws, and molecular communication drive all outcomes. Um, so they're really looking at the hierarchy here. Um, looking at the molecule and its structure and how that all builds up to um, the chemistry of life. In unit two, they're looking at genetics and molecular biology. So, you'll see a lot of the same vocabulary terms here as in the other curriculum. >> Yeah. Um, the takeaway here is that cellular efficiency relies on precise internal organization, strict control over material exchange and continuous self-regulation to maintain stability.
041So looking at the cells, the macromolecular structure, the micromolecular structure, the membranes, um, and how all that little internal organization really makes a difference in the in the body. Unit three, animal physiology and a homeostasis. Takeaway here is that energy is the currency of life and its flow from the organism to the entire globe is the key constraint on biological and ecological structures. So, a lot here with energy, thermodynamics, how energy and energy is transferred, um, and how to maintain a healthy and and stable population based on that. And then unit four is evolution. The takeaway here, evolution is a continuous process driven by selection acting on genetic variation, providing a scientific framework for understanding the unity and diversity of life. Um so a similar ending unit with evolution here. So four big units instead
042of seven smaller units um in the previous curriculum. The teacher highlights and reflection here um were about how this really does align to the Yukon courses um with rigor pacing assessment all intentionally aligned with university standards. um that really benefits students academically and it signals to colleges that the work they've done is authentic and meaningful. And she also highlighted that there's a real sense of pride when students complete this course that um they really feel like they've accomplished something in earning real college credit. Um she said that developing a writing curriculum for that course was a rewarding ex professional experience. um it required her to balance deep academic content with accessible instructional strategies, which really is the goal when we're taking these college courses and moving them down into our high schools. Um she also
043said that the college level content that students get to engage with, including molecular and cellular biology, genetics, and organism, organismal biology, um are all aligned with Yukon principles of biology 1. Um and the lab component which includes the dissection really brings the content to life and mirrors what students would experience on a university campus. Um she talked about bridging the gap between abstract concepts and real world context. So using investigative case studies and problem based learning activities. Um those have been incorporated a little bit more than in the previous curriculum. those methods compel students to move beyond surface level recall and engage in deeper concept conceptual exploration. Um she's really taken to more technology use as well. So we have something called FET Labs, Gizmos Labs and Near Pods. So if there's ever a time
044where we can't get our hands on the actual physical materials needed for a lab, the FET Labs and Gizmos are a great alternative to that. Um, and then she said that after this course she feels students are really significantly better prepared for any advanced college biology or really any university level research that they might be doing because of that exposure to experimental design and data interpretation. Um, and she also feels like there's a really strong connection to allied health pathways with this course as well um because of the focus on the um dissection of animals and the and the organisms there. So this teacher was Sandra Roar at Bristol Central High School. Um same comments here. They um had the curriculum done at the same time in 2021 and it was a link of um
045to the Yukon syllabus. And getting to your question of the implementation, there was also an implementation guide that was almost like a dayto-day for the teacher. Um so that will be updated next year during our implementation phase. So that's it. Take any questions. Um, >> one thing just more of a comment. One thing I noticed in both of the curriculums were the long list of like potential misconceptions. And I just think as a teacher, former teacher, I would appreciate that so much because sometimes you don't realize what the misconceptions are going to be until you're in it. And just to have that already like, okay, this might happen. What might I have like prepared? So I just appreciated that. Yeah, that definitely takes years to develop, right? So then if you're coming in new, having
046that already would be great. >> I don't have any other questions. They were sort of similar with the other. >> Okay. So, uh, need a motion to recommend the ECE biology curriculum revision to the full board. >> I'll make the motion to refer to the full board. >> I second. Any other discussion? Okay. All in favor? >> I. >> Yay. >> I'm just going to give her a little voice. Thank you. >> Okay. Motion approved. >> That is the last agenda item. So, I will move to adjourn this meeting. >> I think so. >> I'll second the All in favor? I I should have student achievement committee meeting.