05/13/2026 Curriculum Committee Meeting

001turn. >> Okay, it's 7:30 and we'll begin the curriculum committee meeting. Thank you for everyone that's here. I apologize for my voice. Um, first item would be public comment. If we have anyone here who would like to address the committee, just a reminder that those remarks need to be um addressed to the issues on the agenda or issues that would naturally come before the curriculum committee. So, uh, we don't take online comments in the committee meetings, but we do take them in person. Anyone here that? Okay, seeing none, then the first item on the agenda, item 3A is human growth and development advisory committee curriculum presentation. And I'll make just some general remarks and then I'll turn it over to Jenny. First of all, I want to publicly thank the committee for all the effort

002that you've put into this. Um, it was I think extremely well done. Um, I have highest praise for Jenny and Ashley for their the way they conducted that from the get-go. I thought they put a lot of time into thinking about how to structure it, how to conduct those meetings and were very efficient and effective in those. Um, unfortunately wasn't able to make all of the meetings, but I did make several and I saw productive work being done and collaborative work. um different opinions being offered but consensus being you know eventually accomplished. So uh so that thank you for that and today um just to give you a heads up this is the first that the that any of us have seen the work of the committee. We had it available to us last week.

003Uh beautifully done by the way very very well organized and easy to process through here. So another job well done on this. So we're not sure exactly where all these discussions will go as far as when this will go to the full board. All right. So with that um and by the way Sam O'Neal was our liaison from the board to the human growth and development committee and we definitely want do you want to say something before Jenny jumps in or you want Jenny to >> uh I I would just echo your thoughts. I think that the committee, the advisory committee did a great job working through all those different um discussion points and the their their agreements and disagreements. I think Jenny did a great job fielding those discussions, breaking things out into more

004productive uh small groups and things like that. So, I think that was a great job, but go right ahead, Jennifer. >> Thank you. I very much appreciate it. I'm going to uh continue the gratitude because we did have an amazing group of community members, parents, clergy, medical professionals, students um who were on our committee and some of them are here in the audience right now and uh our teachers as well who are here at the board table. I will say we often joke when you put 24 people in a room you're going to get 24 opinions and we certainly had that. Um and I am just incredibly impressed with how this group was able to come to consensus. There were certainly some uh discussions where it was clear that there were differing opinions but everyone

005was able to listen, understand, propose ways for us to move forward and I feel like we were able to do that in a very productive way. So I very much appreciate that. Um this group of people gave uh one Tuesday every single month except for in the month of March where we met twice. Um and I um am very proud to say that we met our goal which was from the very beginning to be here at uh curriculum committee on March or on May 13th. May 13th it's not March so it feels like it might be outside. So very much thank you. Thank you for that. Um just as a brief overview um and I know some of us have addressed this a little bit. We first we met as a large group um to

006establish norms and create our consensus process. Then we broke into small groups. Um we did survey the group to say what level are you most interested in reviewing? Um and so they reviewed the existing materials to discuss change. Then the changes were presented to the whole group. Um and then the group decided on the changes using that consensus process. I did link here um our current policy as well as our state statute. Um and that is uh was the guiding uh documents that we used for that. Um I do want to say that the group did brainstorm community committee norms and um we were uh very focused on ensuring that we were meeting those norms, communicate with respect and curiosity, honor time and stay focused. Um we were done every time at 6:30 which I'm

007uh impressed with patient for all. Um remain future focused and flexible. So the point was that we were looking forward and what we were going to recommend moving forward and really staying student centered and service driven. Um we did use this consensus process where essentially it was a one to five. Um if if you fully agreed you gave it a one. If you were somewhere on that continuum um and then if you couldn't accept what was being presented you uh vetoed it with a five. If you were vetoing it you had to have an a suggestion on how we could move forward. And if we had 80% of the people on one through four, we considered it consensus. I will say, and I don't have actual data on this, but toward the end, I do

008believe we got most people around a one or a two or a three um on the materials that we have presented. Um we are just going to briefly outline what different uh levels are teaching. Um, just as a reminder to the group, we have human growth and development instruction in fourth grade, fifth grade, sixth grade to our health class, and then ninth grade to our health class. And so we have three of our teachers here. Uh, Jessica Wingfeld was our elementary representative, Trisha Cyel was our high school representative, and Anie Molton was our middle school representative. Um, and we definitely appreciated the expertise that they brought to that. I will say that at the elementary level we had um more changes than we had at any other level. It was not material that had been

009reviewed. And I think we found that um our elementary teachers in fourth and fifth grade really wanted to ensure that we had uh though we were teaching the same concepts, the the materials were maybe not as aligned as we would have liked. So, um, Jessica and Ashley really took the feedback from the group and sort of rehashed our fourth and fifth grade lessons so that we had more modern and up-to-date materials. I do believe that in the former materials, we talked about things like the overhead projector and the VHS tape, which are obviously outdated. Fourth grade is broken down into four lessons. Our fourth grade teachers typically and fifth grade teachers typically teach this um either right before spring break or right before um the end of the school year. These have not yet been

010taught in our schools. Um but you can see the four lessons and how they're broken down. And then the fifth grade as well, four lessons and how those are broken down. Um we did also discuss alternate assignments. So if families are not opting in that we have outlined what the assignments are. Um at the elementary level topics are in nutrition and physical activity and those are also in the the board members materials. At the middle school level it's taught during sixth grade health class. Sixth grade health class is offered um to different students throughout the year. um it is considered a a skinny which means you have roughly 30 to 45 minutes on any given day to teach this. Um you can see that that is broken down into it looks like uh six lessons.

011Um and then um the alternative assignment was something else that the uh Anry and um Ashley worked on as well to ensure that we had something that parents did not opt in for uh students to take a look at. The high school curriculum is also taught in nth grade. Um it's not always just ninth graders taking it because students taking at different parts throughout the year. We also teach nth grade health over the summer. Um, and so those, uh, lessons will be coming up soon, and you can see how it's broken down. Um, also here we have a copy of each of the parent and guardian permission forms. Um, the way they're broken down is, and they're similar across the board, like I consent to do this, I consent to the following lessons, or I

012do not consent for participation. And then on the next page, it breaks down exactly as um we have in the PowerPoint about what's being taught. And obviously, if parents ever want to inspect the full set of materials, we would have those available both at the school and at the um at the EFC here. So, you can see that those forms follow um those forms follow very similarly um across the board. Obviously, that one is in Spanish, but we would have them all translated into Spanish as well. Um, and then the high school form as well. I do just want to briefly mention that there has been some discussion about what format that permission can take place in, if it truly is the signed form, or if we can think about doing things a little bit

013differently electronically. um just to ease that process. Um but we don't necessarily need to have that as a conversation today. Um once we came to consensus as a group, we did start talking about um we did a little survey at the end of every um at the end of every meeting. We did a little Google survey to just check in with folks on the committee how things were going, if there were any issues that we needed to address. On the last one, we did ask how often do you believe we should be reviewing this just for feedback. Um, and we all I maybe I joked that we shouldn't wait um as long as we did last time. The general consensus was probably 5 years um unless state law changes or there are some other major

014curriculum changes that we want to make. Um and so I did um update our curriculum review cycle um to just kind of indicate how that might fall in our process. So, um, just bumping that to like every five years. Some of the committee members were interested in joining again in five years. Um, others felt like they were appreciative of the opportunity to go through it this time, but didn't necessarily feel like they would be interested in doing that in the future. So, that is my brief overview. Um, and I guess I will open it up to the committee with any um, questions, comments, next steps. Thank you, Jenny. Just a question. Um, actually, is Dave Handyside? Did he join us by >> Oh, the floor. Um, >> um I Oh, wait. I see that's not

015everyone. >> Why don't you ask? >> Why don't I do not see him virtually? >> Text him. >> Dave, are you there? >> Dave site. No, >> I don't think so. Okay. >> All right. Thank you. >> So, I want to open this with just some preliminary remarks about what happens at this stage. Um, first first of all, this the way the state law is, human growth and development is not a required subject for any school district. It is up to every school district's board of education to determine first and first of all, would there be a human growth and development? Now, I don't know of a single district in the state that doesn't have it. Okay? Um, but it is voluntary. There's no compulsion. The the law has required subjects and the law has

016recommended subjects. The some of those have been uh the law came into effect in 2011 as it currently is came into effect in 2011 and it's been there have been a couple changes to it. Nothing incredibly major to it. Um the advisory committee is part of the law. How that committee is constituted is very clearly laid out in there. Percentages of representative groups and things like that. The one thing that is um most open in that composition is parent involvement. Um so that there there could be a lot more parents involved than other groups like the the clergy or the medical or school related personnel and those particular groups. So the the law also as it is right now is means that it intends that and actually doesn't just intend it says that it is

017an advisory committee. So that means that the committee puts together what you have done presents it to the board and then the board has the um opportunity and the responsibility to determine whether we will what kind of action we will take on it. So, um, that's the point where we are today is talking about the initial step on what do we what do we what kind of questions do we have for Jenny and and um Ashley and others that were involved? Um, are there things that we want to talk more in depth about? Are we prepared, you know, at the end, are we prepared to move this to Monday's full board meeting? So, that's that's the lay of the land right now. And and I say that because we have new board members. We have

018uh different people in the committee and human growth and development um surfaced in a big way in the policy side of things in the fall. So I want to make sure we're all on the same page and understanding where we are now. So with that um many u we've got Sam and Christina on the committee. Dan's a former member and but certainly it's any school board member that's here is welcome to weigh in on this. >> I looked through a lot of this before I came. I was actually very impressed. Um I I really I think you guys did fantastic. This is what I think a lot of the outlines for human growth should look like and I do feel like you gave it to the parents to try and get involved especially when it

019came to the relationship part any sexual relations that should be talked with with uh parents. So I was impressed. I I really didn't see much that I would change. >> Thank you Christina. Uh, I had a few notes. Like I said, overall I think that they did a great job. I think they really navigated some stuff well. Um, I do think that there are a couple of points that were discussed that never followed through. Um, just because it's a lot of people discussing a lot of different topics. I don't think it was anyone's fault in particular, but there are a couple of revisions that I would uh that I think might be um might be wise. Uh, it mostly centers around the middle school uh section. If you flip to between seven and eighth, there's

020a >> not 13. Yeah, we only have the even numbers on them. Page 13 of section seven, I guess. I mean, it's >> further along than that. Um, I'm trying to find what the actual name of the It's lesson three, page. >> Is it a definition section? it is the definition section. Um, so I I just when we're talking about 11 or 12 year olds, I feel like uh the language that's being included here might be a little might be a little much personally. I would probably say save that for the high school. >> Um, >> you're talking about the first part with sexual intercourse being divine mind. >> Yeah. Um, I just, uh, like I said, I don't know that that's I think that if we're talking to 11 and 12 year olds, we

021should probably be focusing almost entirely on on on abstinence. Uh, I think these are relevant topics, but perhaps at an older age if we are going to talk about those things. So, that is one thought that I have. Uh, I don't know if anyone and then on the next slide. >> Can I hold you there for just a second? Go ahead. while while he while we're on that page and it is between sections seven and eight. Okay, there's a couple of places where this comes up and um the the law is pretty clear on this section. What I'm going to say here that the concept of marriage is pretty clear in the state law and we use language like a committed relationship similar to marriage or like a marriage. Um quite honestly there is no

022relationship that is equal to or like marriage with the same benefits and positive contributions to the individuals and society in general. And so I I would I would like to see, you know, similar to and like um talked about, discussed. I'm throwing that out there, but that that is the intent of the law. >> So clarifying the language that's in orange >> and it shows up in a couple of different places, >> but I am sorry, but I was struggling to find where you were talking about. I shifting through all go. >> So if you go to if if you go to eight and then you flip back maybe >> and you flip back from eight, you'll eventually arrive at um a page that says definitions. >> It's about 10 pages back from the tab

023number where you guys are looking either from my online stuff. I wonder if you >> It's It's in there >> if it So you might have a different layout. You might have like broken into different pieces. >> It's a little bit easier to look for in the binder. I'm gonna move over by Christina so I can show Christina. >> Sure. There she >> um >> so okay I see what you're referring to. >> And there's a couple different places where that language is used in here. have to go back and find all of them. But >> okay, >> I'm not sure how this is set up in your computer system. >> It's what >> Google. So if you did a search, so what I'm looking at is when the definitions in the green like are

024you proposing that? >> Um he was bringing them up as a concern. >> So >> um per state policy >> under a it would be for unmarried students when talking about it. >> So Julane to Julian's point or to the >> So if you look under state law a whatever you gave us. >> I am looking at the actual statute. >> Yes. >> Looking at board policy >> for the betterment of the whole group too. Could you define please which portion that you are debating the explanation of a of a definition of because we have people online we have people in the room maybe don't know what oh you're speaking to >> yes it's actually it's uh it's it's listed under lesson four I apologize that you kind of got rolling pages um so under

025section seven in our binder I don't know how they have it laid out on the repeat. I don't know how they have it laid out online. Um, so lesson three goes into lesson four. Lesson four is called how can you protect your body from sexually transmitted infections. Um, and let me see how many slides. It's one, two, four. It's the fifth slide in on lesson four. called definitions. Um, and then it's got definitions of intercourse and then it has uh uh the uh the meaning or the the utility of of sex I suppose and then it talks about some other things on there and then the next slide has some similar language. So the two points of discussion or the two notes that are being made. The first one by me is that the um

026the language used for the intercourse definition um this to me seems uh perhaps a little bit mature for 11 year olds and 12 year olds. And the uh the point that Julane is making is that the bit in orange having a clarification of the language not to not not to remove the language about marriage but to clarify it and instead of saying similar to marriage or uh like marriage saying uh sex is meant to be an expression of love or to have a child. Um it is a positive aspect of an adult of an adult committed relationship. called >> called marriage is what you would argue. Um >> I think that I think that there I I would prefer that language. Okay. Um one of the things that the law says is under section 2M.

027Um section sub is provides instruction and parental responsibility in the socioeconomic benefits of marriage for adults and their children. That's a required topic. Um it doesn't talk about relationship similar to our like marriage. Talks about marriage specifically in there. So um so any other discussion uh committee members on this or board members? Well, in reference to the question about defining sexual intercourse, when we're discussing like how pregnancy occurs, we need to talk about how that is possible like defining that and then the other types of sex when we talk about STI will also that's also part of spreading those infections. So if we don't define what those other types of sex are, they're going to have good questions. If we say those types of infections are spread through anal vaginals, no oral sex, well, they're

028like, well, we didn't talk like what is that? >> I just Yeah, >> I believe we have to at least define it. And I mean, if it's necessary for us to in order to have that discussion, if it's necessary for the teachers to be talking to 11 or 12 year olds about anal sex or oral sex, I just I think that maybe that would be best to leave until high school. Personally, >> I I think that I think the question is age appropriateness here, which um the law talks about extensively about the the um topics and how they're handled as being age appropriate. And I know there are different opinions about what is age appropriate. So, we should probably all come at this with a different opinion about that. So, these are things we're going

029to have to wrestle with. Um, where I lean on this at this point, I would like for for the whole board and this committee um to have more time to digest. Uh, I don't know. Yeah, I want to do all of this. >> I think everybody's got busy schedules and you guys did a great job. And please, Jenny and Ashley, do not think that I'm saying you didn't do this fast enough because you did. Okay. But I I think given everything that if we could just have more time to kind of get into it more and make sure that we are >> Yes, please. Um, I don't want to push it off too far because whatever we're going to do, we'd like to, you know, implement in the fall. So, we don't want to drag

030our feet on it, but I think that we just need a little bit more time to digest the entirety of it. Human growth and development. Um, just to remind everybody though, I was on the board from 2000 to 2006, and the last time that the advisory committee met, I was still on the board way back then. And so it it's a lot has changed in the culture, a lot has changed in the law since then. So Sam, >> uh there is one thing and Jenny brought this up I think at the last meeting or maybe the previous one. Uh the elementary education is supposed to happen at the tail end of the school year. And I do think from having read through it, I went through this with the group and I just went through

031it again uh over the past week. I do think in my opinion that the elementary education is ready to go. So I would think maybe for expediency and to make sure that things can continue on if there's an option for us to move for the approval of the elementary section. I don't know if you would still want to see uh see that discussed further. Um, what I want to make sure is that that we have um, and it's unfortunate that Dave's not here, but uh, there are three of us that are on the committee, but make sure that we have agreement. And I didn't have any major problems with with the elementary section, you know, um, and in the in the way that it's presented, in the timing of its presentation. I think, you know,

032I didn't Christina, are you comfortable with your understanding? >> I trust you guys, but I do want to say one thing. Um like for example with my daughter um and one thing I would like all of us to look at is that even though we are so strong with our children, internet is a huge factor of what our children are learning and seeing whether we and I put tight controls on my daughter. Um her exposure was at her nana's house where her nana didn't really watch what she was looking at. Um, but you know, she was exposed to some sexual content that kind of freaked her out from sex, period. Um, I I as much as we want to shelter our children, our internet does not shelter our children, >> right? >> So, I do

033believe with sex ed, you know, um, education taught in the right way is key. And as much as you want to say it's young, they're exposed to it. They're so exposed to it. Very young. every time they go to play on one of their games, suddenly they got a link here, link here, link here, and then it's it's something that's dirty and nasty. And um I I'm just going to say for my opinion, I I 12 is young and I wish for our children were more innocent, but our society is not and our technology is not. >> Absolutely. >> Now the when we get into the upper grades, the internet is covered a lot. The question for you, Jenny. Um, I was just looking back through this. I don't recall that we talk about internet

034at the elementary level. >> I don't believe that that is in the materials at the elementary level. >> I'm not sure that would be a bad addition, you know, just to because they're on it all the time and sometimes things pop up that they aren't even ready for or expecting. >> Is internet safety lessons embedded in other places. However, it's not a like it it's not it's showing up and it's not in places that I feel like are cohesive or universal and keep teaching universal and >> I work at Lincoln STEM, right? So technology school is a key in part of a lot of what we do and students do need to be >> um brought up to speed on a universal level and I feel like that is just something that our whole district

035needs to have a curriculum for of which we don't. I mean it's another example of how things kind of got away I think you know >> time. >> Well it grow it grows faster than we can keep up with. Right. Right. Um, but I would offer that as something that I know your lessons are already probably packed because um, how many minutes do you devote to the lessons in fourth and fifth grade >> or human growth and development? Um, they are 30 to 45 places. >> So, you're packed. Um, but it wouldn't be I mean it wouldn't be a bad idea to consider adding some age appropriate materials in there. Um, many are you Uh as far as internet safety is concerned, >> yeah, I wouldn't be opposed to that at all. Um the logistics

036of adding it in for the elementary school if there's an intent to have this updated curriculum before >> well I don't know that it needs to be done for this particular spring, but I think that it should be done and put in there as a the next step so that it so that we are you know I'm not sure you shouldn't be talking to three-year-olds about it. They're more adept at this stuff than you know most of us. >> Um do we talk about the socioeconomic impact of pregnancy in high school being a single mom? We address that at all. Um yes, they more do it in the when we talk about contraceptions um and talk about the negatives of the p effectiveness rate and then how it could snowball into your a single parent.

037Um but I can't say specifically like this is what's going to happen and then they map it out but it's it's it's covered but not maybe like five 10 minutes of it. In middle school, they talk about like the cost of raising a child and look at that. I don't know if you >> we discuss like the like as like the emotional needs of a child, the time constraints of a child like you're still a kid yourself. We're not ready to take care of another human being. So, >> we do talk about it. >> Sure. I think that um your question kind of illustrates as Julian said earlier, it would probably be a good idea if the committee and other board members who are interested had more time to uh go through the material. It's

038obviously not super a super light amount of material. Um so I would agree with that. I would say like uh perhaps give people another another period of time and then we can talk about it at the next meeting. Um, like I said, I think the elementary I would still like to approve of the updated, maybe send that to the board for strategic discussion and possible action. Then David can talk about it and let us know if he sees anything big at the full board meeting on Monday. >> Uh, Christine, are you okay with moving the elementary? So, let's do that. Um with the committee um consensus, we can move the elementary to the full board meeting on Monday and hold middle school and high school for further discussion in >> Would you envision that at

039the curriculum committee in June? >> Yes, please. >> Okay. And I don't know the availability of our teachers break but >> a much deserved break by much deserved break. We can do our best to represent um the discussions that were had as well. So what I hear is we need the elementary for approval and strategic discussion well strategic discussion and possible action on Monday. And I will say this is a unique month in the fact that everything got bumped up a week, right? >> Um and so in an ideal world, you would have had more time to look over it, but um we had just finished up essentially last week. Um Ashley spent an entire day making binders. Um that is a bigger feat than one can imagine. And then um it is quick turnaround

040till Monday. So then I'll move uh back to Joe June uh bore uh June curriculum committee the middle school and high school discussion. >> And um you know kind of as a closure when Jenny put the email out about the binders being ready. She said if you can't get here I'll come to your I'll come deliver them. And I called her on Friday and said I need to get down there and get that. Well I'm going to be out and about. I'll just drop FI as good as your word. They've showed up on my porch and I was I thank you for that. >> Um I appreciate the the extra mile that you go to in many areas, Jenny and Ashley. And I've put together binders before. I recognize this as a ton of work.

041A ton of work just assembling it. >> And I will shout out Cheryl Hollits who did it for the committee at beginning at the beginning. Um she had uh yeah that was quite a project and my office looked like a copy room for a while as we were trying to organize and get everything in the right spot. So it is it is a task. >> Well and too often when you sit in these chairs as board members and we talk about these things it's it's easy to forget all that it means as it as a project progresses and there's a lot of labor intensive activity. There's a lot of thought that goes into these things and um you all and the committee and I thank you teachers for being part of those committees have done

042a a yman's effort and a job on this. >> Could I ask a question that might be helpful for June as a board to have an opportunity to look through it if you can like send me like feedback so that like we are like ready to roll to have those discussions. I felt bad when I was like paging through trying to figure out where you were referring to. So if you could like send that feedback and then maybe we can like tab it somehow so we are like on the same page as >> we'll figure out that it's five pages from the tab eight and >> tab eight I would very much appreciate that. >> So just just a reminder that the board has enormous flexibility on this. So we can ask for adjustments you

043know um it's it's not like throwing everything out or accepting everything. we can ask for these adjustments. That would be um a part of that. So um we want to make sure so we'll pause and make sure everybody gets an opportunity to get up to speed because ultimately this will be a full board decision. It will not be just four people. So So um any other comments on human growth and development on that aspect of the agenda for the curriculum committee today? >> Okay. I'm just going to add another thank you and huge appreciation to our group and it was also lovely. We had a couple of students on there as well and they did a lovely job >> um advocating for the voice of the kids in our district. >> Introduce yourself so we

044know you were who you were and on the board on the advisory committee. >> Um my name is Turner and I was on the high school. >> Thank you. Thank you. We're well were the other three of you on the committee as well. Thank you very much very much for that. And certainly elementary, middle school, and high school representatives, thank you for for doing that. >> So, okay. All right. >> With that, we'll let you get get back to your your classrooms. So, um and we'll move on to the curriculum course guide review for um middle school science and social studies. And I see we have the August group from the middle school here to make that presentation. So my aunt's here. I mean everybody's here today. >> All right. Um I will just start

045with some remarking. >> Well, let me let me make my remarks because I think this is important. Um for all of you that were involved in these course guides, I want you to I can't speak to the entire committee, but I want you to know from my perspective as a former teacher, former administrator, and that kind of perspective, I recognize what kind of work goes into this. This is not easy. I think ask us was was a huge help. Um I'm very glad for the timing of it, but that didn't answer everything. It didn't mean that you still didn't have to roll up your sleeves and dive in and figure out what you were going to put in there and how to best do it, apply it to standards and all the rest of that

046in addition to teaching your classes, doing the extra responsibilities that come with being part of a school system and and a very busy year. So um know that that is appreciated and um I just remind people that curriculum course guides are a picture of what is currently happening. Okay. It it is um that's what we ask for. It's an effort to be uh transparent in a in a very easily managed way. I hope um these are being put on our website which I deeply appreciate. I find them when I go there and um they're helpful and I think parents can find them. So that's the purpose is so that people in the public parents in particular know what is currently being taught. They are subject to revision. Okay. Um most classes are not static. They're

047dynamic. And um I will say too we are aware that when you do do a course guide you are not putting in every word you're saying in the classroom. You're not putting in those things that happen under what the thing I one of the things I love most about education is teachable moments. And so it's not these are not intended to be traps or gotchas. All right. They're they're intended to help people understand what's currently happening. All right. And so I'm done. Jenny explores yours. >> I appreciate that each time you introduce it that way. I think that's good for all of our our teachers to hear because I know that they have put a lot of time, effort, and energy in uh creating their course guides. Um we do have our middle team here.

048Um I think we can go ahead and start um start with social studies. Um we have Joel Becky who is our social studies lead at the um at the middle school, also teaches sixth grade social studies. We have Eddie Washidas who teaches seventh grade social studies and Joel Cameron who teaches eighth grade social studies. Um students are in the middle school involved in um social studies for one semester each year. They alternate one semester of social studies and one semester of science. And so it is a full block. I think it ranges from about 70 minutes to 80 minutes roughly. Um and so they have the students for half a year. That was a very intentional decision that the departments, socialism and science departments made because they felt like they could build better relationships when

049they saw their students every single day for a semester versus every other day. So sometimes you'll see districts who do social studies one day, science the next. Um but this department really made the uh effort to um see them every single day so that they could uh so that they could um build those relationships with students. Um, you'll note in I'm sorry, I'm trying to find the correct spot. You'll note that um the sixth grade curriculum course guide outlines the work that um Joel does with his group. Um Oh, that's science. That's not the right one. Sorry. I was gonna have you go. >> I would make the kids. >> There we go. Social studies, sixth grade. Thank you. I appreciate the chill. Um so they're in studying American studies in sixth grade. In seventh

050grade um they are studying world history and ancient civilizations. Um in eighth grade they are studying American and U world and US history as well. Um this crew um did attend the AVID uh summer institute last summer. Um, and And um I'm not arguing with your decision. Please don't. But I'm curious about what um because things obviously changed and what you the demands on you all and during the school may have been part of it. But what was the >> decision making process? >> I know almost I probably speak that the best. So it was largely done as a scheduling thing. So we didn't have much to do with the decision to cut our time. That was the administrative decision with scheduling and our teachers avail which we have them for that 30 40 minutes

051every day and then they go to science opposite that every day. >> Um or the other day thing. Um the skinny we came decision is there's no way like to to get through what you're trying to teach in that 30 minutes. you know, you're trying to give my case like here's some documents want to go through like there's not enough time in 30 minutes to make that happen and do that. Well, um, when we talk about the semester, a lot of became that relationship building thing like whether you do semester, but you do it every other day or like there's a lot of things like it'll start today, you want to pick up on that theme of the next day. Well, you put a day between that with sixth graders, seventh graders, eighth graders, they

052forgot, you know, so now it's now we got review and we just use half that class review and now we're trying to move forward and just we didn't like that process going through that. So that's where to the semester. >> I will always argue with everyone. I'd love to have every day for the whole year. >> I know. And I would also say thinking about FTE, right? Like we have six ELA teachers in the building and we have three social studies teachers in the building. And so when you think about that, right, like they would have 200 students that they are seeing if they were doing every other day as opposed to I'm seeing the hundred students right now and then I'm seeing my other hundred students um next semester to be able to break

053that up and truly Yeah. create meaningful relationships. >> Yeah. Okay. I figured it was it was a very had to be a very practical reason uh for doing that. And I know enough about some of the changes that have happened within our schools to know that your time has you know it's it's restructured. Let's just put it that way. So >> and that was part of the administrative decision was there would need big teacher cuts and that was way too >> you know remove some you know remove some trickle down effect and go down to smaller you know still have and that was when there was definitely like ELA and >> um math become like the core like you know that's because that's what they're tested on that's you know where you get feedback from

054>> and so that became a big part of also with social science and science being how do you support what they're doing in ELA >> sure >> sort of math that's where the ELA you know support what you can to support that. So, >> thank you. >> And getting uh student feedback uh in a timely manner when we have 200 students uh every day would be a little trickier. >> It would be as well. >> Absolutely. Okay. Thank you. >> And I should introduce Brian Brownberger. I was going to introduce him when we went to the science. He is the uh science lead at the middle school and is also one of our STEM Academy teachers. >> Great. Thank you. Appreciate all of you being here. Questions from the committee on on these guides? Well,

055I'm I'm the one I'm looking at right now and um I I chuckled when I saw it. I'm looking I think this is the sixth grade social studies and I'm really thrilled to see it. Um under assignment information, I think it's on the last page. You have map reading. Thank you. Thank you. Um it's a lost art and I think teaching those things. Um it's a real quick story, but I was I was in my former capacity. I hired a bunch of young people and which I love doing. And one day we were sitting around gabbing and this 20some looked at me and said, "What did you do before GPS?" I'm like, "We had a map or we stopped at a gas station and we asked directions. Hello, we got around. We traveled." You know,

056um but map reading is still very very important. So, uh thank you for for including those things. I I think it's a valuable component. Um I think your your course guides are well done. I don't have any major issues with them at all. Um, I appreciate the detail and the attention to it and thank you for doing that. And if I understand this right, all of this is teacher teacher done both in the science and social studies. >> Uh, social studies only. Okay. Thank you. >> Okay. >> Committee Dan. Well, I I just want to say I think uh the social studies department at the middle school is one of our strongest departments in the district and it's because of these three men. I the kids there's so much history they could be taught. Uh

057they come in at least I know this is for the avid kids. They come in with questions that really apply to what's being talked about but it's not in that day's lesson plan. and these guys can answer their questions because of their knowledge and history. So, it's in a good hands. >> Yeah, I think that's interesting because you get a a good glimpse when you're doing your AVID tutoring because part of that AVID tutoring is that they bring uh work from any one of the the classes that they're in that they have uh questions about that they just need some clarification to work through. And it's not that the avatutor needs to answer those questions, but they just need to facilitate that. And so our avattors do get a nice opportunity to see a real

058cross-section of the the different materials being used at the middle and high school as well. So >> a plug for shameless plug for >> always aid tutoring. I know the person who can get you going. >> I know a girl. >> Well, anywhere we can integrate those things that are positives in the district and um it's a great thing to do. Uh one question for you. These are um these are very full on the social studies side, right? Do you actually get through all of this in a year for the each grade? >> Yeah. When I share definitely >> I'd say for the majority of the of the content there, there are factors that might slow up some of our progress based on time frames or students or etc. But yes, for the most part,

059>> snow days, right? And then to piggy off said and Dan said that the evid focus is very much project based learning, right? So some kids can excel on your student assessments, right? Whereas the kids gives the kids ability to shine with being artistic or being able to put together a poem. So a lot of the stuff we do with learning AVID, right, highlights maybe some kids who might have not been able to showcase their talents and give a different avenue to show that they've learned something or to express themselves. So >> thank you. And um this group really has done a nice job with that. I know Joel you have been camera you've been involved with the adwords since sort of the inception in the district appreciate that >> well I was looking at

060the world the the uh seventh grade which is world history so we all know this good pedigogy is knowing what you don't teach as well as what you do teach and being able to pick out what because world history could take up way more than one semester of a of a grade level. Um, but and when I went through it, I thought, you know, it shows thought and and understanding and get the big concepts in there and help them get some of the the historical perspective that they need to make sense out of current things. So, um, thank you for doing that. I And that's why I asked the question, is it get done in a year? Um, I taught world history at the college level and I'm not sure I got as far as

061I should have, but um, it's it's not easy because you have to choose what you're not going to teach as well as what you're going to teach. So, um, thank you for putting it in there and it looks looks good to me. So, >> yeah, I think it looks great as well for the record. >> So, that was the material that I had read before in the last week. So, yeah, that's what I was complimenting. I thought you guys did great. >> So, any any further discussion uh from board members with with the social studies part and then we'll shift over here to science. Sound like a plan. >> Okay. So, I'll move the social studies to the May board. >> Please uh consensus on the committee. Move the move social studies to >> the

062full board on Monday. So, thank you gentlemen. Thank you for your work and for showing up today. We appreciate it. >> Appreciate you guys. >> Thank you. And then uh Ryan Granberger is like I said previously our science lead at the middle school and is also one of our STEM Academy teachers. What you'll notice um is two different sets of curriculum course guides in our agenda. One set is for sixth, seventh and eighth grade science. Um those courses use the amplify curriculum. Uh we have gone through a process I believe about a year and a half ago. So this is the second year of implementation of amplify science. Um and so those teachers um use that those materials those materials are really intended to um provide a sort of hands-on examples and simulations on the

063scientific topics. Uh one in they always have like an engineering what do they call it >> engineering an engineering internship. Um, and like one example that I have seen in the classroom has to do with like the students are engineers and they're to create uh nutrition bars to be used after like a a natural disaster. And they have to look at things like cost and like like like how what ingredients go in. So like nutritional value. And so then they can like experiment with different um inputs to see like what they would develop themselves if they were engineers. Um, and that is just one example of sort of that really trying to engage kids in the process and not just, you know, an oldfashioned like listen to a lecture, but really engage them with that.

064Um, we also have what we know as the STEM Academy. The STEM Academy enrolls students and you'll note that it says like STEM Academy year A, year B, year C. And that's because they are cross age group. So, sixth, seventh, and eth. So they will students who are in the STEM academy will engage in each one of those years, but it just depends on what year they enter like where they're at in the curriculum. The STEM Academy does also integrate some pieces of the amplify science curriculum and in particular the engineering internships and it fits really well with that. And the students who are in the STEM academy also engage with their social studies um standards during their time in the STEM academy as well. And so in the STEM Academy, they see the students

065every day throughout the entire year because they are using that science stud. So with that, um, any questions about those curriculum course guides? >> Well, Brian, I have a question just partly because of ignorance here. Okay. But talk to me a little bit about talk to us a little bit about why amplified science is the choice that's driving our RMS science program. That portion of our RMS science program. >> I don't I'm not familiar with it. No, I don't. >> Sure. Uh, roughly two years ago, uh, we embarked on a process that basically had us narrow down a whole bunch of different programs to, I believe it was two, uh, that were green lit by Edports. Uh, one of those was Amplified. >> Um, and I don't recall why. We didn't really dig too deeply

066into the other one. it was open sad and they didn't have all of the Spanish resources that Amplify provides. So Amplify literally you can toggle to Spanish and everything is in Spanish. It's read aloud in Spanish. The handouts are in Spanish. The assessments are in Spanish whereas open sad the other one that we had narrowed it down to did not have that level of support for our ML students. Okay. >> And are you pleased with if I understand it right this is second year or third year of implementation? Yeah, we did the curriculum review three years ago. So, we are in year two of full implementation, which actually feels like year four for them because they are semesterized. So, they are like this is their fourth at bat with that curriculum. You >> pleased with

067how it's going? >> Uh yeah, so far uh I feel like our team is is pretty confident in it. Um uh the resource is pretty well, you know, covers all the the different standards that we would want it to. um really does a nice job uh getting at the skills and practices that uh the you know state standards you know want us to. So yeah, we're we're definitely pleased. >> Okay. >> I think student engagement is high too. When I go into the classrooms and they're working on some of those different engine internships or some of the other activities there, the students are very engaged in the work. And I think that was one of the things that when we were going through the curriculum review process that um was remarked upon u by folks

068who were invisiting the classroom >> well when I read through them I was I was prepared to be engaged. I'll tell you that. Um, I thought some of the projects were um, but full disclosure, I'd spent one semester in college as a physics major. And when I, yeah, but when I realized I wasn't going to be able to see people, I was going to be in a white coat in a lab somewhere for most of my life. I decided it probably wasn't for me. But I love science. And part of what I loved about it was the hands-on aspect of it and the discovery part of it. And the projects that are out there are are really really engaging. And um I would hope that really do provide that learning opportunity. Um I do believe

069we have to be strong in the facts. There are certain level there's a certain level of understanding about facts that we have to have in order to make those things work and um I'm hopeful that as you get as they students engage in those projects that that comes together. So what does testing look like in that kind of program? uh in Amplify Science. Uh there's >> I should call it assessment. Excuse me. >> Sure. Sure. Uh there's a preassessment that students take as part of uh basically lesson number one in a unit. Uh which is there's generally anywhere from 25 to 30 multiple choice questions. Um there's also a selection of short answer questions that you can uh decide to assign or not assign based on wherever you know you see best fit the >>

070the program at the time. >> Um there is after like I would say chapter three of four uh or actually let me take that back. It's somewhere around like midway through chapter two uh of the there's three total chapters in a in a unit. Uh you get what's called a critical juncture uh assessment where uh you get uh an opportunity to ask students um a variety of different you know multiple choice questions about content that they've been exposed to at that certain point. Uh and then what's really I think one of the cooler parts of this program is that following a critical juncture there is like a differentiated mini lesson. Uh where based on how well you score and the supports that you currently need or extensions that you need at that time. Uh there's

071a lesson that kind of goes three different pathways for kids uh to either get them that support or extension. >> And the program does that. The program sorts them. So, it's like, hey, these students need this extension piece. Here is what that looks like based off of how they're answering and what that looks like. These students need support with getting this concept before they could move on to the end of unit assessment. And so, it is a tailored mini lesson to the specific like group that like identified skill that they need more support with. >> So, that sets it up for you as a teacher >> to to facilitate that with the students in those particular groups. >> Right. >> Yeah. And then there's your end of unit assessment as well. >> Okay. >> Um

072I could have asked this of the the other three guys that were here, but uh you're old enough and have been in the district long enough to know what we used to have. >> Sure. >> What has fallen through the gaps? What do you wish we could have retained from the previous setup >> from uh the previous resources? >> Yeah. Uh well, full disclosure, when I got here 20 years ago, um there was a refrigerator box of uh worksheets and that's what I had for resources at the time. >> Oh, so you replaced that guy. >> Oh, that that that system. Sure. Um so we've come a long way um so to speak. >> And I would say our science teachers are fairly new because we had retirees, right? like we had people retire and

073like here is my binder of what I have always taught and that's hard right like that that looks different when you have two people coming in and trying to make sense of what that looks like and how that feels and so they were asking for us to be able to look into a resource and that's how amplify came about. >> Yeah. Okay. Thanks. >> So, so if I understand this right amplified is not for instance it's not technologyheavy. It's more of a handson or or or is it totally dependent on technology screen time for the students and all of that? >> It can be both. It can be both. So, we have the physical consumables because after doing lots of research, it's cheaper to buy the little workbooks from them than it is to run

074through the copier. We've talked about that before. Um, >> but they could do it fully on paper. they could do it fully digitally, but our teachers are doing a hybrid of those things um specifically to be able to meet the accommodations and the scaffold students need, right? Because there are embedded pieces within Amplify that couldn't be done on paper. Like kids can literally hit a microphone button and have it read completely out loud to them for students who need that auditory processing that way. Um that can't be done when you're just like taking it on paper and pencil. There are simulations built into Amplify, which is what drew our science teachers to it. Like just really cool things like in the example that Jenny was talking about with the nutrition bars, right? Kids are physically

075manipulating on their screens like the different um the different ingredients that are going in there and watching my price is going up, my price is going down, my taste is going up, my taste is going down. And they are watching in real time the decisions that they are making with that iterative like testing process. and what the results are then as a result of that. And that's not something that can be replicated on paper, right? And so our folks have truly hybridized those pieces at the recommendation of Amplify in order to best meet student needs. So it's not fully screen time all the time because that's not always best. Um and it's not fully paper because again that's not always best. >> Absolutely. I love it when when Leanne goes into instructional coach mode. >>

076Yeah. >> Just it's just it's it's fun to watch. I've been along for all the rides. >> Well, you know what you're talking you know what you're doing as far as what's going on in that school, how you got to those programs, what those programs are doing, and um that's a valuable asset, Leanne. >> So, Dan, >> um this summer sometime we're going to be talking about uh all the new rave of going back to pen and paper and leaving screens. How's that going to fit in with your curriculum if we decide to do something like that? >> I think for speaking science specifically here, you would be taking some opportunities away from them if you went that route. And I speak specifically to the embedded simulations, the stuff that like we physically can't recreate

077for students on paper, right? like they are testing solar panels at different points and being able to like move solar panel positionings on their screen to be able to see how is light hitting them and what is the output, right? That's one of the projects that they have to engage with with Amplify that we just can't recreate that on paper. And so I I can understand and appreciate where that that thought is coming from. But I think the concept of that hybrid, right, like knowing like one of the Avid principles, right, is like understanding what am I like teaching first, technology second. That idea of what is the instructional goal that I'm trying to meet and does technology support that or could technology be set aside? Right? That's one of the AVID principles that we

078think about when we go into lesson design and wickerizing lessons as you or aidizing as Jenny talked about. But that that idea, right, of like what is the goal with the technology and not using technology for technologies sake? And so if you were to say, hey, we're like moving away from that, we're setting those to the side, students would miss out on some of those more handson experiences. And that feels weird, right? to say like hands-on with a Chromebook, but like they can't physically be placing solar panels or physically be manipulating the ingredients within an energy bar and seeing immediate feedback from what that output looks like in the same way. >> That's good at all. >> Yeah, that's a great question. >> And I think the word is right. It's hybrid >> and and

079um best interest of our students, I know, will be at the heart of all these decisions from at every level. And um I would I would venture to say that hybrid will be a word that comes up very frequently. So typically not a a strong believer in throwing the baby out with the bath water, you know. Um you take the good and you look to minimize the bad. So because I definitely um understand what you're talking I think everybody does. There are things that can be done on the computer that simply cannot well they could be replicated without a computer but over time >> you know you'd have to go out and physically move those panels and then you know get your measurements and all the rest of that I mean it wouldn't happen in

080a science course you know it'd be a graduate study or something that somebody's done over a long time so um okay so we so more questions on amplified that part of it or the STEM part of of the um program here. I I do find it interesting that we combined and and I'm looking right now at what am I looking at? Um your C Riverside STEM Academy. Um it it's a weird combination for somebody like me to look at it and I'm looking at science and all of a sudden I'm looking at social studies with within that same thing. Um, so my only concern about that, but and I think it's answered because I know what we talked about here with the social studies guys. I don't want social studies to get the short shrift,

081>> right? So if they're in the STEM program, what's so maybe you guys know, maybe you know because you've been you and you might know, Dan, but help me walk me through a STEM students day. >> Yeah. So, a student who um gets admitted to the STEM program, they are in STEM one hour of the day every day, just like math or ELA. Um whereas a student who is not in STEM, right, would be in their science class at the time that STEM is. And then at semester, our STEM students stay in STEM, whereas a student who's not in STEM would switch over to social studies. And so that's why you'll see the integration of the science and social studies standards interwoven over the course of the year within that program because they have to

082hit both sets of standards >> and they're different teachers. >> The two teachers together are creating that curriculum. Yep. Um but they are hitting both that broad range of both of those sets of standards for that student. So they just stay in that class for the full year whereas you see our other students flop at semester. >> How many students in RMS are part of the STEM program? It can take up to 36 per grade level. >> So 36 at six, seventh, and >> do you guys know how they qualify for that? >> No, excuse me. No, >> I do just outline how you get in. >> Yeah, so they put in an application and then it is a lottery system to be able to fulfill those 36 to be able to create like a

083fair chance to be able to get in. All remaining students are put on a wait list. And so if they're shifting or moving or whatever, um students then will be given a seat. They get contacted, hey, a seat has opened up in the STEM program. Are you interested in um switching out? And so then they would pull out of their traditional science or social studies courses and enter STEM at that point. >> But but they also qualify to be in there. It's not just random. They applied like they literally check a box like I'm interested in joining the STEM Academy and then they would >> they had to write like a essay or >> No, they just say I'm interested in they go into the lottery and then correct. >> Okay. But I I know

084you've heard me say this a couple times, but um at working with Abbott and then go into whatever you call that day at the end of the year, >> it was so impressive to see these kids confidence in talking to strangers, adults. And it was just amazing. And like that uh girl you had speak last night, that's a scary place. >> She was 12 like and so she said, "Oh crap, I really want to be there. I was not planning to be there in person last night, but it was like she wanted to be there and I was like, >> "Okay, I guess I'm changing my plans. I'll be there because she just wanted to be able to walk up with her." That's why >> 12 and nervous and it's okay. >> She did a

085good job. It was It was a tough spot to be in. >> Yes. >> I think you invited board to come to that end of the year >> have it thing. >> We are in the process of finalizing all of those details. if you know anybody who can get us pulled pork really cheap because right now we're at like a quote of $1,400. It's like that's not happening. Like that's just not happening. Um so know that I think we're leading right now to Tuesday, May 26th. So I I believe that that will end up being our final date. That's the Tuesday right after Memorial Day. >> Um with 7th grade being from 5 to 6, dinner 6 to 6:30, 6:30 to 7:30 being 8:30. Okay, sounds great. So, >> back to the science here. Questions

086for um Brian on the STEM aspect or the actual amplified science. >> I want to make sure to point out in there also like there you'll see the smart lab course guide. That's an elective class that's part of our science offerings. Um like it is an elective class for students to take. I just don't want you to like look at that later and be like, "Wait a minute, we never talked about Smart Lab." Um, that came as a result of a Benson family grant um that all of this entire Smart Lab was a grant donated to us. Um, and it gives kids the opportunity to be able to engage in some really cool projects and some really cool stuff. They do that as part of the rotation in sixth grade and then they can choose

087that as an elective for seventh or eighth grade. And so I just I would feel bad if you we didn't recognize that was also part of what was offered here um as part of that process. >> Did do we have a number of students that are taking that? >> So right now um there are two sections of that offered for seventh and eighth grade. Am I saying that correctly? >> Correct. >> So sixth grade, every sixth grader takes it as part of like we call it the wheel, right? Like we want to be able to give them access to every career pathway. So they are part of every elective offering within our building and then from there students self- select like if that is the pathway that they want for themselves that's where it turns

088into a true elective offering as seventh or eighth graders. And so there are two currently two sections of smart lab offered as a seven eight combined like it doesn't matter you can be in seventh you can be in eighth but there are two sections that >> there were two sections for a semester as well. Okay. So, I was over in the river at Riverside earlier in the year >> and well, actually it was the um open house thing and a teacher snagged me and said, "You got to come look at my classroom." >> We walked down the stairs and she said, "I just had this room remodeled." I think she's teaching. That's where Smart Lab is taught, isn't it? Down there where they have all the 3D printers and all of that. Mhm. So, who

089who teaches this course? >> That's part So, Brian has taught >> and Alexandra got >> that's who that's who grabbed me was Alexandra. And um that was a fun time because what I saw was a teacher who number one was very proud of what had been done in her classroom and thankful for the maintenance group that had and whoever Kevin and his group that went in and did that and it was a very nice job >> and who was also excited about what she was teaching >> and the opportunities as well. >> Yeah. Well, kudos to you because that that's um you remind me about how wonderful the teaching profession can be. Um so, uh more questions. Any other questions on these these course guides? Okay. With the with the consensus of the committee, we'll

090move the RMS science um course guides, curriculum course guides to the full with our recommendation for the full committee, our full board on Monday the 18th. Yeah, you guys did a great job with that. >> Thank you, Brian. Appreciate it. >> That brings us to our last agenda item uh for our actual agenda items, and that's the the initial discussion. I want to make that clear, the initial discussion of wit and wisdom. and Leanne's going to Jenny may want to make some um introductory comments upon it, but >> I will probably toss it pretty quickly over to Leanne, but um this came as a discussion after our curriculum course guide discussion at ELA at RMS. Um and the board had asked us for a quick review of how the decision or what the process was

091and how the decision was made to move forward with great wisdom. I appreciate Leanne. went back into the archives, pulled out and linked into this um document the different uh steps that were taken back it looks like in 2021 2022. Um and so I'll just turn it over to Leanne and she just wants to kind of briefly review and then we can have a conversation about next steps. >> Yeah. So know that this whole process, all of this like predates board docs, so you won't find this in any board docs, which is why when she says you have to dust off the archives, it's like going through my Google Drive folders to be able to find all of the old stuff. Um so it also predates any of the recorded meetings like because at that

092time meetings weren't recorded and so coming to ed services coming to the board um all of this stuff went through there and so the handouts that you will see hyperl in there I'll just kind of go top to bottom so the way that we started off was a research proposal was drafted after the elementary school K uh five went through a curricular adoption process um and the middle school was like wait a minute Leanne as the instructional coach at the time like that's something that we would like to pursue is that same concept of a curriculum review to be able to say is there a resource right they they are famous for saying give us a recipe right like we need the recipe to follow because at that point right like teaching can be really

093really tiring when you're creating it yourself and so they were asking for that so a research proposal was drafted um and brought before ed services on March 15th and 21. Um, and so you will see that research study proposal. Um, you'll see lots of different color like at the time it was brought before ED services. It was not all colorcoded and highlighted and all of that. Like this was a working document over the course of time. So I told Jenny I said I'm not going to mess with it because this is what it ended up but this is not like the official what it looked like when it came. um only because it was like okay we are making notes we are highlighting we are doing things at like as we were truly working through

094the process. Um so we worked with CISA 2 um to be able to oh so backing up so we drafted this research proposal um brought that to ED services in March um and then that went before the board for approval for us to be able to engage in the work right so this was just a proposal to say here's what we're hoping to be able to do are you in support of us moving forward with engaging in the curriculum revision process because prior to that um that chart that you would seen Jenny bring up um related to human growth and development with the actual cycle that didn't exist like that wasn't a thing that we had done before and so teachers were like hey it's been I've been working here for 20 years and we've

095never had a review cycle we've never gone through this and so um this was kind of drafted um as a result of like people starting to engage in this process and at that time we had esser dollars and so all of the request was coming out of esser dollars is not out of like the actual school budget itself. Um so we brought it before ED services. Ed services said yep like you can bring it to the board. Um we brought it to the board on April 26 of 2021. Um and that was met with approval to say yep you can move forward with engaging in an actual like process to look at curriculums. And so we worked with CISA 2. Um, Mary Joe Ziggler was the rep from CISA 2 who came in to be

096able to guide that work because we all recognize, right, we're content experts, but we are not experts on the process by which a curriculum gets adopted and how to like do the hard work of like digging into truly vetted sources. And so we worked with CISA 2 um to be able to work through that entire process. So what was important to us as Watertown, we had representatives from the elementary school, representatives from the high school. We had a board representative at the time sitting in that like on that like we called ourselves a committee, right? That like the ELA curriculum like proposal committee, but like it wasn't an official committee um by definition. Um but making sure that we had representation from different folks to be able to say, "Okay, if we're going to engage

097in this and look at things, we want to make sure we have lots of voices at the table." Um so we looked um at ED reports. Ed reports vets curriculums for us and it was important to us that we were only examining green lit curriculums. And so if it was not green lit on Ed reports, meaning like it met all of their rigorous criteria, it was not an option for us. like we weren't willing to pursue it. We looked at what um comparable school districts in the area were using. We looked at what the state was using and like we started kind of at the state. We looked at comparables in the area and then looked at the through the ed reports lens of okay if they're saying they're using this are those fully vetted

098are they like are they appropriate? Um, and then we went through the process of actually going and seeing those curriculums in action places to be able to see, okay, are they having gains? Um, wanting to be able to work our way through like getting physical copies of stuff. Um, so curriculum companies are really willing to give you lots of things if they think you're going to spend money. So, we didn't we didn't have to pay for any of those materials, but those came to us um for us to be able to start reviewing. Um and so it was at the time of our second so like looking at that timeline there um we would have brought forward the ed uh services research proposal on September 14th like an update for them of what work had

099been done to that point to be able to make sure that they were okay with the direction that we were going. Are we on the right track for how we're thinking about pursuing curriculums? Um, and at that time, ED services said, "Yep, stay the course. This isn't a formal board resolution at this point because we're just like giving you an update." Um, but making sure that you saw like here is here's what we're working through and what we're thinking about as it relates to curriculum. Um, we continued then additional site visits. Um, fun fact, like, um, just personal story here. On the morning of the site visit that we were going on, um, I stood up and my water broke in the LGI, which was really fun for me to have to explain to the

100crew they were going to be like getting in a van. Um, and I was going to have a baby. And so I Yes. Um, so I delivered and then two days later was on a call with the curriculum company with the crew. they were all here like hearing from the company and I am there like with a newborn um from my hospital room um trying to engage in this study. So just know that's dedication to the cause and we appreciated it immensely. Um so once we had gone through all of that um we came to ED services after really truly looking at lots of different resources um and at that time we were looking at all three of our unique environments um that needed ELA resources. We no longer have three unique environments all using

101different resources. So at the time of our adoption, we were looking at what is going to support dual language at RMS, what is going to support STEM because STEM had sections of ELA at that time and what is going to support the general like students that not in either of those specialty programs. Um and so Whiten Wisdom was decided as like this can meet the vast majority of all needs um to be able to be successful. And so we brought that before edge services on March 8th um to be able to say hey like this is what we are thinking about um here's why we're thinking it and took them through and so you will see in that presentation um at that time then I was challenged with this is a really great presentation make

102it one slide I have never worked so hard on a single slide in my entire life and you will see that listed there from March 21st um it technically I was like it was Dave Shrader. I was like, Dave, it's two slides because I had to have a title slide. I had to have the date on there. So, it's two slides. I but here is the official slide that went before the board um for official approval in terms of here's the process that we went through. We got feedback from staff and from students to be able to say here's why we're moving forward. Um and then very detailed cost um outline of what does it cost to implement on the front end? what does it cost to then implement year after year on like the

103highest it would possibly be, right? Like if you needed every bell and whistle, what is that going to cost? Um and then a professional development plan um roll out to make it very clear that I think in the past things were adopted as resources to be used or not used within a classroom. And that was not how we were going into wooden wisdom. We made it very very clear this is your curriculum. everything else is taking a backseat. Like this is this is what we do now. Like if we are engaging in this and the money is being spent, this isn't just a resource to use or not use. We are teaching this to Fidelity. And in order to do that, we needed some like a plan for Yeah, that's okay. So, I would say

104that was four and a half years ago, right? Like we we talk about our implementation being four and a half years and we use that language because we piloted, right? Like we had our staff members go through um what they call module zero. It's just a week-long kind of like boot camp kind of experience of all of the different instructional strategies that Whiten Wisdom uses. And we did that 68, the exact same experience for all kids, for all teachers, so that we would have a common set of experiences to be able to talk about. And then we piloted module one and we did that intentionally module one like in the second half of our year because if we moved forward with adoption that would be the first thing then that they were teaching in the

105fall and they would be really familiar with it and it would give them the ability to be able to like okay I've got my feet under me. It doesn't feel like such a heavy lift teaching something brand new. Um and so staff have gotten a lot of professional development like from Whiten Wisdom themselves. We have had coaching come in um to be able to lay eyes on what's happening to be able to refine to tweak to challenge like hey if kids are taking this much time they shouldn't be. So how can we help students engage in productive struggle to be able to like push them you know have them exhibit more grit um with things. And so we have worked through a lot of that as a result of our ongoing professional development with Whitenism.

106Um that coaching ended at the la end of last year. We had one more coaching day approved this year. Um specifically connected to our um students with disabilities. like we wanted them to come in and lay eyes on some of our um environments where staff members are like I just I feel like this needs refinement here and we want experts coming in to be able to talk to us about you are seeing our kids right like your your curriculum aside you're seeing our kids now coach us on this group of human beings that you just witnessed how do we help kids access your curriculum using our kids um and So that happened earlier this year which was super beneficial for our staff like that was outside of our curricular adoption that was an additional um

107experience that we were able to give to them to be able to say okay like that ongoing support um and refining practice was helpful and >> here we are. So, so when um we knew we were going to have these discussions on wit and wisdom and I talked with Jenny and um we determined that hearing about the process was very very important >> to understand what all you went through. It's obviously it took you a year. >> Well, it took you um eight months or so to get to the to the resolution and to do that. So um I have a question about something you said at the very end here Leanne where the teacher or where the uh pair professional expert came in and was working with our students >> the curriculum expert. Okay.

108So, so after you've done the implementation of this just in a general, I'm talking generally here. What have what have been the students issues in general with it or and I I shouldn't say issues, but where have there been points of of struggle? >> Um, Whit and Wisdom is really rigorous um for staff and students alike, right? like our staff talk about it being aggressive teaching um because they're moving around. They're helping groups facilitate their own learning. Like they are actively like as goofy as it sounds like they're sweating while they're working because it's like okay you needed this, you needed this. We're here and here and that's exactly what we would want to see, right? Like instead of like they're not standing in the front and talking at kids anymore. They are helping kids

109kind of engage with text in a different way. And so that takes a different style of learning and it takes a shift for students. Um, Whitmism is also really writing intensive. And so the writing stamina for kids is something we're continuing to work on. Um, and if you asked kids right now, like looking back over those slides, like we pulled kids, right? Like, hey, what's working? What things do you not like? They're like, the writing's really hard. It's like good, right? Like I mean, like truthfully, it should be hard. It should be it should be at state standard level um grade level expected writing. And that was a shift like speaking very frankly like when we adopted Wit and Wisdom we recognized hey like there were things that were being expected of students that was

110like wow this is the level we need to hold them to because this is the state standard level. And I think that there were times where it was like can students it's like no students will and here is how we're going to get them to that level. And so that feels uncomfortable at times for students and then we figure out like here are the scaffolds here are the things that we're going to put in place for you um when you recognize what that looks like. And so there was um professional development on recognizing productive struggle versus just struggle in general and helping staff be able to say like Julane here is struggling because she doesn't understand versus Julane here is struggling because the work is hard and she doesn't want to engage. And helping staff

111members identify the difference there to know when to step in with which support um has been really helpful. Okay. Um, >> uh, another board member had concerns. I think you addressed these before about meshing HMH with Witten Wisdom. Um, and I guess a a followup to your answer would be, would you choose Witten Wisdom again over Yeah, >> I say that without hesitation because our staff love it. Like it is one of those things where one of the key factors in the adoption of Whitten Wisdom was how beautifully it married with AVID like the idea like the we questioned it's like you've got AVID staffers on your curriculum writing team like you have to like with the number of AVID strategies that are embedded as just like expectations right the fact that kids are engaging

112in Socratic seminars two to four times per module right that's per quarter in their classes. And so a sixth grader before they have left um sixth grade have done a minimum of eight Socratic seminars over the course of the year, right? Um they are engaging in higher level writing skills where they are grappling with what does that look like but being given structures with how to do that and those structures then are developed sixth and then this is what it looks like for a seventh grader and this is what it looks like for an eighth grader. They're aligned to standards, but that is clearly defined for staff to know how to hold kids accountable to a seventh grade level of writing versus a sixth grade level of writing. And being able to articulate that to

113the kids, right? Like when I'm telling a kid, yep, we know that you did a two-seek paragraph in sixth grade. We are going to use a twoseek paragraph model in seventh grade, but this is what it looks like to write as a seventh grader. Here is how that's different. And helping kids understand how that's scaffolded along helps them buy in more, right? Helps them engage more because it's like, oh, it's not just another two seat paragraph. It's like, this is the next level of skill that I'm being held to. Um, and then those pieces, right, get brought into our social studies classes. Like our social studies crew was like, "Okay, Lean, tell me what writing structures they're using in ELA." Because we're going to just do that, right? When they're writing essays for us, they're

114not just saying, "Okay, you're going to write me an essay." It's you're going to write me a two seek essay. That's just the structure, right? Topic, sentence, evidence, evidence. You write like that's the structure. Um, but the kids then understand what that language is and know how to apply it to be able to create higher level writing in their social studies environments. Then too, in their elective classes, when they're writing paragraphs, they're using the same language. And that transfer of skill is really powerful to be able to help kids grow. after year one of implementation of everybody trying that we saw 40% growth in our writing scores like on the forward assessment on that TDA writing pro like no joke right like that was a big deal and that's a testament to when we are

115all bought in and really trying like being very clear about what expectations look like for kids um when that happens success comes from that and kids feel successful like they end up saying well this feels really easy right because you understand what's expected of you and you understand the structure. It doesn't have to feel so hard and it's not scary when Mr. Bolner expects this and Miss Grath expects this like there's a dissonance there. Nope. Expectations are the same for higher level writing. How do we get you there? >> One followup. M >> one of my dreams is to revive the volunteer program >> you know bringing in you know retired doctors >> who love to write >> and coming alongside the teachers and uh maybe taking some of the burden off of grading writing

116>> because the thing about if you give a writing assignment on Friday you're going to start a new unit on Monday and you can't you know So, I know we we're asking for volunteers for AVID, >> but would it work out in uh Wooden Wisdom that we could get somebody to come in and just make comments? It would be grading. >> We currently have a parent who comes in every Tuesday and Thursday from 12:00 to 3. Like, she just happens to have time in her schedule and asks to be part of our ELA classes. So, she is in sixth grade. She's in one room on Tuesdays and the other room on Thursdays to be able to do exactly what you're talking about, right? be able to pull a small like she's in the room. Hey,

117this small group where this is the skill we're going to work on in the back as a parent volunteer like yep we would welcome anybody. >> Well, how can we rec recruit more of her? I mean more of them. >> Yeah, >> the truth I that is a great question and one I am happy to be able to partner with anybody who wants to be able to help with that. Might that might that individual know people like her that would be interested in doing some of that? >> Very possibly. >> Christina has to leave for >> Yeah. No. Um so Christina before you before you leave um our point was to have this initial discussion but this is the beginning not the end of looking at witten wisdom. >> Oh yes please. >> So we

118will be making a next step um a recommendation. >> Yeah. I'm sorry. I don't want to cut you off, but before you leave, um my initial concerns were that some of the modules might tend to persuade students toward a particular point of view. Um not necessarily the teachers, not necessarily anyone working at the school, but that's what I saw in some of the modules I found online. So, the next step I would like to see is maybe the uh making some of this material available to the board for the board to review. Um so, we can kind of look through that and see what we find. What what what does that look like for you? >> Uh so it would be I would like to be able to look at the >> I agree with

119that because I don't know much about this so I'd like more information. >> Thank you Christie. >> I'm taking my lovely summer read. >> Have a nice day. >> Um so uh I know that the student um I don't know if it was a handbook. I remember what the technical term was but it was the student guide um that went along with grade seven is what I looked at originally. Um it was for the language and p and power segment. Um, so I would to be able to look at those uh just kind of across the board uh as well as the uh materials that are provided to the teachers, the the teaching guides and those you would call them. Uh um I would like to see all of them because I think that although

120I do think your overview here is good and I appreciate you giving us a full background on this and you did work very hard on it, uh it's sometimes hard to tell what the details are and the you know, as I say, the devil's in the details. So, um, the ones that I'm particularly interested in are identity in the Middle Ages. Um, I already looked at language and power, but that's something I would be talking about again. And then teens as change agents are all uh modules that I think are of particular importance to me. But I would like to see kind of I would like to look in depth at the flow from one module to the next from sixth grade all the way to the end of seventh grade. >> So, >> or

121I mean all the way to the end of eighth grade. I apologize. So, identity in the middle ages, grade seven module one. Yeah. Um, the power of the power of language, grade seven module three, and then grade 8 module 4 teams as change agents. >> Yes. But if you have those materials and I could like come into the school and just like look at them, obviously that way you don't have to be transporting like a stack of books, you know, that big. >> Yeah. And that's I that's the piece that I was getting at is hey let's schedule time to be able to sit down only because we don't have physical like they're just expensive and so we don't have a ton of physical copies laying around to be able to like I will pull

122them. I'm happy to have anybody review anything but even getting digital access is expensive when you're not buying licenses like they throw that teacher copy in. Um, but yes, happy to be able to sit down and >> so do you feel like the best way for folks to get access to that would be to like set up a time with you and you could pull the materials that they would look at. Is that >> would that be the best way? >> That might be the easiest. >> Okay. >> Um to to respect your time, I I would say that if we can, we should go if we can as a group. Um because I think that I I don't think it should just be one person who looks at this material. If we're going to

123actually bring it and talk about it >> or we schedule for a day and I can I can haul everything here like it but it will be me pulling for some of the units like I just think about the physical copies because they were all in my old office. It's like some of them it's like as teacher turnover has happened I will have to literally go to Shelley give me your teacher manual so I can bring it in here. Um, I'm happy to be able to do that and then we could just lay them all out. Um, we just would have a day to be able to make that happen. >> That would work for me. Another option, although I think it would be maybe inconvenient for the staff, but it might be better. It

124might be inconvenient for administrative staff, would be if you made it available on a weekend. I mean, I'm definitely available on a weekend and that way we don't have to take it away from the teachers and inconvenience them. So, >> they're they would be okay. Like, I'm that I'm not worried about. It's just a matter of like I would just have to be able to grab stuff. So, we just have to know. >> Sure. Um, so we can uh we could we could set up a time. We could uh schedule something by email. Um, see if there's if there's a day that we could that we would be available to come in at one point or another. >> So, if we're going to do that, so do we want to do that before the next

125curriculum? I think probably >> and if we don't get it done before the next curriculum committee, we should withhold further discussion until this task is accomplished. at at some point. I I would like also to have some of the and I know we're getting towards the end of the school year and teachers are not going to be available, but I'd really like to hear just talk to some of the teachers who are daily dealing with the program. >> And so we might be able to do that in June as well. >> And I will remind you Le is not here in Zoom, but we will certainly um facilitate >> taking my girls to Disney at that date. They've never been. I am excited. So, yes, I am. >> So, you're not zooming in from >>

126I am not. And I know that that I talked about dedication to the cause before um with me zooming from a >> hospital room, but yes. Um yeah, unfortunately I am not available, but I am happy to be able to arrange a time before then. And I don't like staff would gladly be able to come and talk on whatever day you're reviewing if you had specific questions. I don't know if it has to be an official meeting, but um >> probably would have to be if we're going to if we're going to join as a committee, we have to be posted and all that good stuff. >> So, but I think that would be the next action step, Jenny. Yep. >> Um >> all right. >> Any other discussion of Wisdom at this point that

127we want to man? Thank you for coming in and do you just like have all those modules modules memorized? >> That's my job. >> Goodness. >> Right. I mean like that's the all the curricular adoptions like if I don't know it like I can't support it. So it's important. >> Yeah. No, I think you have one of the best jobs in the I mean I know it doesn't trying to do that plus be a uh co-principal challenging. So >> agreed. >> Okay. And that brings us to the action items on our agenda. >> Yep. >> So ready? Let's see if I got them all. Um, so we'll bring the elementary human growth and development for approval at the May board meeting or for discussion and potential action. Um, RMS social studies and science curriculum course

128guides as a resolution um for the May board meeting. Point of clarification, I can put elementary human growth and development on as a strategic discussion. Should I also have a um a resolution ready to go for that too? Okay. And then um we will work with Leanne and the middle school crew to pull the witten wisdom materials for board review and if we can facilitate some teachers to join to kind of talk about their experience with it at a date hopefully before the end of the school year. >> Yeah. >> Maybe not teachers right I think that's what Julian had said. >> Not teachers right away >> because of like it would have to be a official meeting. Is that what you said? Or would you get them there? >> Yeah. >> If the board

129is there it has to be >> Yeah. It doesn't matter whether the teachers there or not. It's how many of us gather. Yeah. So, >> so we'll work through the details on that. >> Okay. Any other action steps that I don't recall those match with what I remember future agenda items? Um, obviously the rest of human growth and development. >> I am working with some uh teachers to present their uh curriculum course guides in June. We kind of postponed a couple off of this meeting because we knew it would be >> um a longer meeting. Um, so we have, I believe, art. Um, oh my gosh, now I'm not going to remember because >> K12 art, K12 PE >> potentially PE. Um, there was Oh, CT 912 CT >> um were the ones that I

130was looking at for June. >> No, and again, um, these are moving more quickly than we thought they would. U, we hoped they would, but we weren't sure. So, yeah. Great. the dedication of our teachers and admin and giving them the time to get done. So, >> thank you. >> Um, any other agenda items people want to add to that? Okay. Well, and then I would say that we are adjourned for this particular meeting at 9:12. And thank you to everyone for being here and we got the job done today. >> Thank you. and stop recording