001Oh, online. >> All right. >> Um, but I don't see anyone else. >> Okay. So, Jenny starting the recording of this meeting. [clears throat] Is there anyone here in person for public comment? Does not look like it. So, um, we'll begin with agenda item 3A, curriculum cycle review. And I just want to give a couple preparatory remarks on this. Jenny and I met a couple of times and I've abused her over time, abused her time because educator to educator. I just love that interaction, especially when we talk about curriculum. And she showed me this um guide that she's developing so that we do an a review of curriculum on a regular basis. So Jenny, take it away. I I think this is really helpful. >> Yeah, absolutely. So, um, this is something that I would
002like us to be reviewing at minimum annually, but this is sort of the working document. You'll notice [snorts] I have draft everywhere and working document on here. Um, just this is my working document to know where we're at with each one of our sets of materials. Um, we did work through ed services with this I believe last year and we may have talked about it the year before. I'm not positive. Um, but you'll note that just a few things that I want to say is that generally speaking, I was looking at like our core areas, meaning ELA, math, social studies, and science. Um, when I put this together, um, this was in the midst of sort of our ESSER fund purchases. Um, we had not necessarily been on like a seven-year or any year curriculum
003review cycle. Um and we were um given those dollars for ESSER that we felt like fit really well with curriculum purchases. Our curriculum purchases can be large um and not completely inexpensive. And so we were using our Esther dollars for that. So, I wanted to go back and sort of document where we had been in the past um with curriculum purchases and then forecast it forward and eventually get to the point as you can [snorts] see aligning it so that we're not doing like an elementary adoption, a middle school adoption, a high school adoption at different times, but that we're looking at it as a K12 system. So you'll see that I have forecasted forward that we would start looking at K12 ELA and 2728. I also want to be really clear that as we
004work through the process, I don't it doesn't imply that every time we review our curriculum, we're purchasing a different curriculum. It just means that we're taking a look at where the standards are for the state. We're taking a look at um what materials we're currently using and are they fitting the needs of our students. Um because if you think about it, we just went through the process for elementary literacy for ACT 20 and um we don't want to like switch gears too quickly if we feel like that's working. So I don't want it to be implied that every time a curriculum goes through the cycle that we're purchasing brand new materials or going with a new company. Um the other piece is that the budgeting piece becomes very important in this because it is expensive
005to purchase uh new materials. It can be expensive to purchase materials and so before any purchase would happen obviously we'd be working with business department to say are there funds available for that type of purchase and also we would be going through a process where the board would be approving those purchases as well. Um and so those are sort of the beginning comments. You'll note that there's some green on here. anytime I make changes since the last time I brought it to you, I just want to update that in green. Um, one piece that I want to point out and really give amazing kudos to Chris Malloy for is that she has developed a process where she is collecting data each year. Um, sort of with the idea of like a baseline set of data
006for the year before we would implement new curriculum and then following it out so that we can really compare >> [snorts] >> what what effects are we seeing within the curriculum? Um, and she'll even break it down by like standard and it's based off of like forward and ACT. So that it's based off the the large state test. Um, and she is doing that for us each year and has um tables and charts set up for us to do that. So I just wanted to document that on here as well. Um, if we scroll to this current school year, 2526, um, and it's hard because the count the table headers are on the top, you'll see that I did add secondary world language into a year one um, self-study and review. Um I the Spanish
007department in particular is looking at their current materials and determining whether or not um an update is necessary. They're working very closely with Ashley Pyrick um and identifying some different districts um to take a look at um potentially doing some site visits yet this year. then next year spending a little bit more time on that and hopefully by the end of next school year that they will be getting [clears throat] a proposal if they would like to make a change. Um it is specific to the Spanish department. Um the German department did [clears throat and cough] adopt new materials I think three or four years ago um when I talked to Kim about that. So she was not feeling like she needed to go through that process at this point. Um, you'll note that I
008also added the idea of the curriculum course guide work in each one of these areas. Um, on here, if I scroll back up to the top, you'll note that a green area that I said year three would be when we would do an updated curriculum course guide in that particular area. Right now, we're biting off a lot because we're doing curriculum course guides in every area. What I envision is that we would put the curriculum course guide work right on this seven-year cycle. So that in theory, the board would only be looking at updated curriculum course guides as we work through the seven-year curriculum cycle and not looking at all of them at once. Just time-wise, it makes a lot of sense to do it that way. Um, and it makes sense in this process.
009Like if I think about we were in year two last year with the ELA adoption at the elementary level. Once we've adopted the materials, then we can update the curriculum course guides. Um and the board would have approved the ELA materials in year two and then in year three bringing just those updated curriculum course guides for the board to take a look at as well. Um, if I scroll down a little further, you can see that um, elementary science and social studies has been one that we've put on the back burner a little bit just simply because of the math and media adoptions at the elementary level. So, we would be potentially looking at that um, next school year just that year one piece where we're analyzing where we're at, not necessarily expecting a decision
010on any adoption should we be making one. that would come the following year. And then you can see we start getting into a cycle where we have it as a K12 setup. Um I did want to just give you some updates um where we're at. ELA, you can see as you will know we're in our first year of implementation of HMH and Abala Middle School is continuing your implementation of Whiten Wisdom. Um I have been working with Leanne. We are looking and planning for some additional coaching support from Great Minds, which is the company, um, for some support in those ELA classrooms. And then the high school is continuing their implementation after their standards review of 22 and 23 um, and working on their curriculum course guides. Math, you can see we're in year two
011of Bridges. Um, [clears throat and cough] middle schools in year three of Illustrative Math and high schools in year two of implementation of Open Up. And then as you know made some revisions to that advanced algebra course sequence that was approved back I believe in November at Ed services science as we talked about we're maintaining the status quo we're using mystery science um at three of our buildings and project lead the way at Lincoln STEM um middle school is in year two of implementation with amplify science um and they are they are getting coaching directly from that amplify um company and the high school and you got an update from Brian Gerkkey they're just working on that standards implementation and course sequencing and then the high school I'm sorry social studies middle school is maintaining
012status quo and is very topic based middle school and high school um they're doing avid work at the middle school avidizing their social studies curriculum and the high school is focusing on the curriculum course guide work this year um I feel like I'm talking a lot does anybody have any questions for me. Okay. Then like I said, looking ahead to 2627, obviously refining our elementary curriculum, elementary literacy curriculum implementation, that continued review of the curriculum course guides in all areas. As I mentioned before, world language curriculum review would begin year two where we could potentially expect a proposal for an adoption [clears throat] specifically in Spanish and then year one of elementary social studies and science. the ELA materials that we adopt um are considered knowledge building curriculum and have many social science and science
013topics embedded in them. So I would envision that we'll take a look at what those topics are, how that might fit with the K12 continuum and the K12 standards to start informing that year two if we're looking at adopting um a different set of materials. >> So any comments? [snorts] Well, this is uh kind of what we were talking about last night. >> Yes. And uh when when we're looking at cuts that may have to be made, are we going to look at the curriculum and say this isn't one of the core courses? Um and we might cut that and move the teacher to, you know, let's say philosophy, you know, as opposed to American history, you know, keeping that we explored that at all. So, I think that we would be looking at any
014updates to like any graduation requirements. Um, and obviously our uh first priority for funding would be uh funding anything that would be necessary for a graduation requirement. Um, at the high school level and even at the middle school level, anytime they are making staffing decisions that's often enrollment driven. So, um, [clears throat] along in combination with the, um, the class size, uh, policy, like if we have a course that isn't meeting the class size policy, that may be a course that we would not offer in the future. Um, so I think every year those conversations are happening. Um, and obviously would continue with any changes with budget with with our budgeting. >> Don't forget, >> I guess what I'm saying is, pardon me, don't forget that was close session. >> Yeah. I I guess I'm
015just u from our perspective as committee I'm I'm looking at um you know kids make choices sometimes because it may be an easier course for them to you know what I mean that we may make the decision saying you need to take this course and [clears throat] this course would be an option and so I'm just >> a great example is the work that they did in the math department um that third year of math. Um we had some options that were maybe not [snorts] as rigorous and um the department worked really hard to make the algebra 2 or advanced algebra is what we call it here in Watertown um course um so that kids can access that course and not take what they refer to as elementary algebra. So, I think that is like
016a perfect example of us wanting to make [snorts] sure that all of our courses are rigorous for students. The science department at the high school, too, did the same thing. They looked at their course sequence and said, "We want to make sure that we have rigorous offerings and that there's um opportunities for kids to be really working at standard um so that we know when they graduate from high school, they've had those opportunities to be working at standard and not sort of below the standard." So, I do think that's a great example of the work our high school teachers have done to ensure that we're offering rigorous courses and um supporting students in pursuing those rigorous courses too. >> But I think that's a good a good question. >> So, I have a question on
017these where you've mentioned that for instance social studies [clears throat] elementary it's topicbased and middle and high school is avid work. >> So, good question. What I mean by that at the middle school is that the middle school social studies teachers are taking a look at their standards and their curriculum. They did not like adopt like a like a like like a company's curriculum. And so they're looking at their own curriculum and they're inserting AVID strategies within that curriculum to make sure that that curriculum is engaging for them. So that is what I mean by the app work at the middle school. So those middle school teachers are spending the year um working on increasing the engagement in the topics that they're covering there. >> I I'm assuming then that we'll see when they give
018us their course the curriculum guides because I as I recall all of them also showed which standards which state standards were being met by Right. >> Yeah. And the work we have um done, they did a really nice job last year with the 612 social studies department analyzing where they were at with the standards too. Um and so that is included as a piece of the curriculum course guide um to indicate the standards that are being used in the courses. So topic based basically means meeting the standards with certain topics rather than using a textbook necessarily. Right. >> Well like so if I talk about elementary in particular I'll be very honest and say and Julian and I had this conversation too. There is between when you look at our implementation times for math and
019for ELA that is a majority of the day for an elementary student. Um, in fourth grade, I know they're very much focused on um, [clears throat and cough] Wisconsin state history and there is a textbook that goes along with that as well. >> Um, and so when I say in third grade, they they focus on community. I know like you know when I was a principal they always they trip to the octagon house to do a tour and like looking at like our local community as well. Uh and so that is what I mean about is topic based and really truly when you look at the day for an elementary teacher there is not a ton of time for social studies and science between our math and ELA implementation. >> Yeah that's that's pretty typical
020and what you just said is I've watched a lot of those. I was just curious about you know if it was high school I was thinking more secondary than elementary. >> Yes. and topics. Um, where are they choosing their topics? >> Yeah. >> So, good question. At the high school level, and one topic that we talked about as a future agenda item is reviewing sort of the graduation requirements at the high school level as well as the full course selection guide to give us a better sense of what they're studying at that level. Um, there's very specific uh graduation requirements for social studies. And so I don't want to speak to it without referencing what those are, but like there's a graduation requirement for civics. There's a require there's three credits that are required in
021social studies. And we can certainly um put that on a topic and we had talked about doing that as a future agenda item, too. Just taking a look at the curriculum or the course selection guide from the high school as well as the graduation requirements so that we get a better sense of um what's being offered at the high school. >> That would be good to do. >> Yeah. Okay. I'll put that down officially as a future agenda item. >> I I do think that's significant. Um and because I don't know for sure what courses are that we offer, you know, traditionally what you ensure at a minimum at the high school level is uh American history, world history of some sort, government, civics, you know, at least those courses. And um [clears throat] when
022we go to the topic based approach um I can see not not covering you know those bigger subjects like American history and world history in any kind of a cohesive way. So I do think it's important and at least from my from my viewpoint that we know you know what when we talk topic based what does that mean >> and I really mean that at the elementary level not at the middle and high school level and I will reiterate the 612 team last year did a review of the Wisconsin state standards and where we're meeting those with the current course uh courses offered at the middle school and high school as well. So they did a real uh deep dive over the U professional development days during the last school year to kind of see
023where are we hitting each of the standards um and where where might we have some gaps that we need to address as well. So I know one social studies require or one requirement for graduation is not necessarily have to be out of the social studies department is like financial literacy for instance >> That's required by the state now. Yep. And it has been a requirement in the district for a while. >> Is is sociology in that social studies area? >> It would be in the social studies area. >> That's what I thought. So >> yeah, >> there is a sociology course. I'm assuming >> there is. I don't believe that's one of the graduation requirements, but it's an elective. >> That's what I was wondering. >> I'm I [clears throat] I will double check that
024for you. >> Not good that it isn't or isn't, but I just remember it not being part of the requirement. >> Yeah. Okay. So Jenny, as you look at this kind of thing, have state standards then um superseded a a true scope and sequence. >> Um tell me more what you mean by that. >> Well, a scope a scope and sequence is this is the breadth of the knowledge we want them to to know at any in a grade level in a an elementary setting, a junior, you know, middle school, a high school, and this is how we're going to get there. So we sequentially we developed that [clears throat] um because what we as a district I'm not saying we shouldn't meet state standards. Um just to give you guys an example though I
025was looking at some state standards in health. They haven't updated those things since 2011. Now, [laughter] that may be a good thing that they haven't updated them, but um and they had a draft out there for 2024, but I don't know, you know, um I I think that what we what we have is potential for state standards to be the driving force. And I get that we have to meet them forward is tied to them. You know, I I understand that. Um, and I think if I hear you right, we're always trying to to not just meet them, but exceed them. So, but it it's sounding to me for those of you these three guys here, all educators, a scope and sequence was >> Yeah. >> used to be bedrock. >> Yeah. I would say
026because of the length of time that the three of us have been around [laughter] and no offense there, uh, scope and sequence was the thing. Then standards really came in the 2000 area. Yeah. >> As being really important. >> And um then you had common core which really emphasized that >> which I don't know how many of your standards are common core. Uh usually out start out with English and math but uh are are all common core? >> No, they're they're all Wisconsin state standards and some of them were adopted from common core but we use the Wisconsin state standards and then NGSS and science. Yeah, there was Wisconsin state standards did not initially adopt the comic core. Then they did it in English first, then in math. I didn't know if they go any
027further than that. >> Well, there was such a brewhaha >> and the state has their own like review cycle for standards as well. Um and [clears throat] so >> 15 years [laughter] >> and so they take a look at where the standards are as well and then they bring together community of educators and then they give guidance to the districts as well. >> Yeah. The next generation science for example was the common core standard for science. So yeah I I we used to do the standards all the time in classes I taught. So we looked at them every year, every semester and uh so yeah, Wisconsin has their own and uh common core is in there but I'm not sure how much but whatever the case it is standardsbased now where it used to be
028really technical glad almost. >> Yeah. >> Which you really didn't want. So I would argue it was as an individual district um we want to we want to keep moving everything towards [clears throat] excellence and the standards to me are a baseline. >> Yes, >> they're just a baseline. you know, uh we want to make sure that we provide opportunities for our young people to go beyond and that and that we're um offering those opportunities that may or may not be state standard driven. I I better stop there. >> No, I I think it also that goes to the fact that okay, we've talked about cuts that may have to be made. When I first heard about those uh course cut type things, I thought that's not really where I want to want to go
029right away because you're undercutting exactly what you're talking about. And I like the idea of what you're doing to what that Dan mentioned about making sure they get certain courses because I know that's true. They avoid chemistry. >> Oh, >> they avoid some other courses like that. And uh so uh I think it's a good thing that we focus and not assume that we're going to cut some things that need to be there and uh just because of finances and I think I think that's the last place you really want to cut if you're going to cut something. That's my opinion. Well, I appreciate the work on this. And you know, the other thing I think Virginia and I have talked about, it doesn't mean that we [clears throat] can't delve into something that needs
030to be delved into if it pops up. For instance, I'm just going to use Bridges as an example. I know we're in year two of it, but I'm assuming that every building principal, our instructional coaches, and all of those folks are paying very close attention to how that program's going. and um whether it's truly doing what we want it to do. Um I I I know we put a lot of money into that. I know we put a lot of money into the um HM Hotton Mifflin. Is it H&MH? >> H&M reading. >> Yeah. And and for the reading for the elementary schools, but it they all bear monitoring so that we know they're actually working. Um because sometimes you may not get the life out of it if it's not working for our students.
031And that this doesn't mean that we are we are bound to this if we need to depart from it. >> That's why I have draft and working document written all [laughter] over it because and and things can change. State standards if they were to change and we need to revisit something. Um it is not carved in stone. Um it is to me it's sort of like a guide a guiding document for our work allows us to reflect on what do we need to do differently um and where might we need to update or change and then like a perfect example is act 20 coming into play really did change where we were at with that for elementary literacy. So >> and one just one last comment so that you get an example about elementary social
032studies. Elementary social studies is handled within existing material, especially in the reading program, >> right? >> Okay. So, um I was in a second grade classroom not too long ago and when I picked up the book and looked through it, I saw these things and then I looked at the day schedule that the teacher had on the on the whiteboard and social studies was missing. And you know I I asked about it and she said well it's it's part of so there's a sense in which we are relying on in this case HM to pick it up and and weave it in there. So I and I didn't have time I don't have time to go through and make sure that you know everything's done. So this hence the curriculum guides are really important for
033us to know how social something like social studies is there Lincoln's an aberration on the science because it's project lead the way but um but that that was just very enlightening to me to know God we don't teach that as a separate subject at all. >> Yeah that's that can be misleading for people on the outside >> you think you're not doing something. Well, that's what's my assumption, too. >> Yeah. And I was in the third grade class last semester, as I mentioned a couple times, and what they did that was science. They and the reading the the reading was actually a lot of things were science-based they were doing. >> Integrated. >> They bridges. I think I told Jen about that when we talked and they found great success with that. Um but their
034demographics, they had two uh private universities near there that were very high and so they had a lot of professional people. They had a lot of people that really valued education. So they're using the material and it's working and uh they're getting good results with the the bridges. um because I asked about that when I was there and uh so you think okay there are demographics that make a difference in things we have a lot of language language people here but I I think using that is worth using but I think what Julain said is very true and we've talked about this [snorts] let's check it out sure [clears throat] it's doing what it's supposed to do >> at our where we are here in Watertown >> and I want to say this too while
035I'm while I'm talking [clears throat] Jen Thank you so much and and Chris for doing something like this. Curriculum guides are really important. In the past, curriculum guides were done, put in the box, and put in the draft drawer and you never saw them again for a while. You didn't look at them. What you're doing to keep reviewing these things is crucial to the academics of the school. >> It's really good. >> And kudos to Chris for the data review. Jenny and I talked about it. She showed me some of the things that she was doing and it has potential for really being helpful. My only thing was, you know, everything's based on the forward test and so you don't get it's a different kind of assessment, you know, on that, but it's what we
036got right now. So, >> and that's what we're going to be looking at. >> Some other alternatives. >> Yeah. We're have a time to meet with Jason and Chris. >> Yeah. >> And not that the forward is is terrible or anything, but let's let's it's a snapshot. Any of those any of those tests are a snapshot. >> Yeah. So, you know, what are you going to do with those? What what things can we also put in there uh assessment wise that are going to be better assessing where we are? >> Yeah. >> Just a snapshot like that, but >> I'm not against standardized tests. I think they're important. >> I I'm still a real fan of the teachers doing assessments. [laughter] >> Well, that's part of >> that certainly happen what I'm going to talk
037about. [laughter] >> That's part of what I'm talking about. >> Yeah. And that is certainly happening. And I think when we're looking at the trends that Chris puts forth, I think it's that we're looking like at a larger level, what are the trends that we're seeing based on those assessments. And as I spoke with Julian about, what Chris does that I think is really nice is she compares us to the state average. And so if things change with the state, then we're really comparing where we're at compared to the state average so that it's less of a moving target than perhaps when you know cut scores are adjusted and whatnot [clears throat] as well. So I think that is a really helpful piece too. Um and I just appreciate her insight to that too. Any
038other discussion on the um curriculum review cycle? Okay. >> Thank you everybody. So, we'll we'll move on to the human growth and development advisory committee update, which is item 3B. Before I turn over to Jenny, um the first meeting for the human growth and development advisory committee was January 6th. We met out at MATC. Um Sam is joining us virtually and he'll he'll talk too. He is our official liaison. But I had asked that we make sure that we're basically that we may be seen but were not part of the committee. But uh Jenny and Ashley did a stellar stellar job of setting up that meeting, conducting that meeting. Um we had talked about length of time and the the focus for that first meeting and kudos to you and Ashley Jenny. It was very
039wellrun. Uh you you were very efficient and effective. you got done what we I think we needed to in that first meeting and I hope you had time to think about some of this. The next meeting is coming up I think February 8th. >> Um uh Tuesday, February 3rd. >> February 3rd. So um I was there. Um Craig joined us. Um yeah. So So we were all There were and only two committee members were absent. >> Yep. and I knew ahead of time that they weren't going to be there. So, many group people, >> a couple people dropped in. One guy dropped in who was just an observer from the community. I I honestly anticipated more, but um main thing I want to say here is I think we're off to a good start and
040um just can't say enough good about how Ashley and uh Jenny Jenny commissioned Ashley to do take some of that off her appropriately and help her set it up. But uh the two of them just did a ma a really truly a masterful job of conducting that. So thank you Jenny for doing that. I think you set the pace and the expectations that for future meetings. So that uh one thing I deeply appreciated is you made it very clear that the board has final say that this is truly an ad hoc advisory committee. So, >> so you have a a report there from Jenny which actually functions kind of like minutes. We're going to subsume them as a part of our committee curriculum committee minutes. So, >> perfect. Yeah. Thank you. I very much appreciate
041uh the feedback. Um it was an amaz kudos to Madison College. That room is a perfect room for us to move in. We can't have it for every single one of our meetings because they are booked with other things. But it was a perfect space and they were wonderful hosts. They made sure we had everything that we needed to get going. Um the the team was very um we basically spent this as sort of introducing ourselves and setting expectations and talking through norms and a consensus process. Um we also spent time reviewing both the policy for the school board as well as the um administrative guideline from the school board about the work that we would be doing. Um and that was a nice discussion. Um, we going back to our previous conversation, um, Ashley
042and I are trying to advise it as much as possible, meaning using engagement strategies and ways to get folks participating so we're not just hearing um, the same voices that we're have an opportunity to hear many voices and we're really being mindful of that as we're planning. Um, at the end we did use a feedback form um, to help us plan for future meetings. Um, our next meeting as was mentioned is Tuesday, February 3rd. At that meeting, we're going to review the group norms that we finalized and then we're going to break into levels, elementary, middle, and high school so that we can really start diving into the curriculum. Um, we created a rubric based off the schoolboard policy. Um, basically where do we find that in the curriculum? Um, and then notes so that
043we can maybe make some suggestions and revisions as well. Um, we did end one minute late, 6:31. um but really trying to stick to that timeline. Um we may need additional meetings between now and our anticipated bringing it to the board. Um and we can talk through that at that time. Obviously the different levels have a different level of how indepth into the topic that we're getting and the high school obviously is far more in depth than the fourth grade curriculum. Um so I do anticipate that we may need some additional time for those small groups to go through that. Um overall everyone was very appreciative about the opportunity to be there um and got good um good feedback from our first meeting. >> Jenny, would you remind people of currently where we teach in
044a formal way HD and >> so at the elementary level we're teaching in fourth and fifth grade at the middle school level in sixth grade health. And at the high school and ninth grade health >> and in fourth and fifth it's only if I understand it right spring. >> Yes. We have not taught it yet this school year. at the elementary level. Um, we did do a little bit of a historical look back um on the community advisory committee. I don't think it was necessarily hold that in the past. I think the last time that there was a community advisory committee pulling together was uh in 2005. I'm happy to report that we do actually have a couple of members who are there um on our committee as well this time which is nice to
045have a little bit of um a little bit of a look back and historical perspective as well. Um I did want to emphasize to the group that really at this point we're looking forward right we're not um going into the past and uh questioning or wondering what was happening there but the real point of this group is to help the district to move forward in this area and to bring um our recommendation to the board. I believe I oh gosh I should know this off the top of my head either I think it's in May. Um I think the board resolution said that we would have something by June. So my target date is that we will be bringing the updated or recommendation in the May board meeting. >> Thank you. Uh Sam, are you
046there and ready to give us your take on that on the meeting? >> Yeah, absolutely. Um yeah, I agreed with everything uh you said, Julene, I thought it went really smoothly. I think it was uh I think it was a great time and Jenny and uh Ashley handled the whole meeting very very well. um it's a lot of people to uh to you know host in a in a sort of like discussion capacity. So I think I'm interested to see how that goes moving forward. We'll obviously have to be mindful of time but I was very impressed by the timekeeping during that meeting on Jenny's part. So congratulations there. Uh they had a big timer that was up on the screen and I think that really helped people stay on track with uh with their
047thoughts and getting their thoughts out. um because it was a preliminary meeting. Obviously, we didn't get very much into the nuts and bolts of the curriculum, but I think eventually, you know, we're we're going to get there and uh it'll be a great discussion. Um and I like what you said about, you know, it's an ad hoc committee as well. It's important that we're getting a good variety of uh a good variety of options from people in the community during these meetings. So, I'm looking forward to seeing uh seeing how that pans out. >> Yeah, the timer was really interesting. was really you have to this room is very well suited for these meetings very well and so they have them on these big TV screens this big timer but what they don't tell you
048is there is a really annoying buzzer that happens [laughter] everybody's like whoa >> yeah you can't ignore that buzzer >> Jen's using her teaching skills that >> I was joking that I might have to flicker the lights to get people's attention that's a that's another area but really truly I do Ashley has been uh I know she's online too, but has been a key part of those planning meetings. She and I have met already to start planning for next month um and just getting our materials ready to go. Um I plan on sending an email out to the committee [clears throat] ahead of time to get them um sort of primed and ready to go for our next meeting as well. So yeah, th this is um I was on the board the last time
049there and years 20 years ago when we had the last advisory committee. So um this is really important first of all just to bring us into compliance. Um you know the the law doesn't have teeth. So the only way districts get put in this situation if somebody blows the whistle and said oh you know we need an advisory committee if we're going to have H&D. So um the the one thing I want to say is I think that the way Jenny and Ashley are running this there is a lot of interaction um both with the whole group but also with the small group and that was my concern about having 24 people in that is that we do really have opportunity for everybody to participate and the meetings don't get hijacked by not not intentionally
050hijacked but you know just taken over by people who, you know, might feel so passionate, they just keep occupying time and space. And so I think [clears throat] that the way you're running it and you're providing all the opportunity for everybody to have talk, but within a structure that keeps things moving and and very purposely. By the way, I thought one thing that was very helpful in this meeting was um Jenny and Ashley gave everybody a copy of um our current policy and had they had time to read it. Then they had time to talk about it at their tables and then they had an opportunity to ask questions. And some of the questions were um what you might think would come up and I thought Jenny handled them very well. They were there were
051some questions that were about the policy, but if the the group was reminded that we're responsible for policy, their their job is to work within the policy that they've been given. And so, but they had an opportunity to to to discuss that and it wasn't shut down. It was just explained. So, go ahead. [snorts] >> Jenny, could you explain the um gradient of agreement? Where is it? Yeah, the the consensus process. Yeah. Um so >> we're we are going to use a process um when we need to come to agreement that um you essentially kind of vote on a scale of like one to five. Like five is like I fully agree with this. I'm excited to move forward and then as you go down you're less excited about it with a one being essentially
052like I [clears throat] can't move forward with this. Right? And the idea is that as a group, if 80% of people are beyond a one, then we're going to move forward with it. If you vote with a one, you have to come up with like propose what you would change about it. Um, and then we would go through that process. I think it's like three times is what we wrote in there. And if we can't come to consensus as a group then within that process what I would do is come back to the curriculum committee and ask for guidance to go bring back to the advisory committee because um as emphasized in the policy um at the end of the day the board is the the group that would approve that set of curriculum. So
053it would be important for us to have um guidance from the curriculum committee as well. Um, I did joke there's 24 people in the room and anytime you're going to get 24 people in the room, you're going to get 24 opinions about something. Um, and so I don't expect that we're all going to be in agreement at the whole time, but I think it's important that we have a process so that we can come to some sort of resolution so that we can continue to work forward. >> Would you say that you were able to I mean you can see these various tables talk. How do you get access to what they're saying? >> I don't um Sam wandered around. >> Yeah. >> And and listened into some of the conversations. I purposefully purposely kept
054myself removed from it. Um here this is my my thinking about this. Okay. This is the opportunity for members of the community in largely because the the state law has such strict percentages of representation from the various groups. So um it's meant to be largely the community. I I think it's important that we know what they bring forward without our intervention at all. At at this point our time is once they give us something. So I just [clears throat] sat back and listened, watched the people interact. um at the end um you know they came up with some ideas and big post-it notes you know on the room and stuff so you know paid attention to that but um Sam did you notice any conversations that were noteworthy that um struck you >> uh yeah
055so I mean I can uh provide general themes um that's like you said I was uh walking among the tables and I I think that as the kind of uh gobetween or the the representative or whatever you want to call it for the it's worthwhile to get a little bit more of a of a closer look at how the process is going. And so the main activity that they engaged in was developing a set of uh norms for the group, which I think is great. That's always a a great place to start. Um and suppose I I suppose uh what I would say is that um for where they were starting uh there was a lot of discussion about making sure that people weren't being shut down. Uh that was the main theme that I
056heard over and over again. Um, and I think that's great because at the end of the day really, you know, if there's a if there's an imbalance in that group, you want to make sure that uh the group isn't just rolling over what a couple of people would like to talk about or bring forward. You want to make sure that everyone has that opportunity to bring forward their idea. So, I think it's a very positive sign that that's the mindset that people are entering uh these meetings with. >> Thanks, Sam. >> Yeah, I I sense good collegiality. I mean we know there's a mix and ideological mix in the group but um yeah so I by the way I thought the consensus approach was really for this kind of setting very appropriate because you you
057may not get you know given a topic you could get some fives and ones on a on a top a single topic and um so you got this continuum that and something that guides you otherwise it can just become a free-for-all. all where and we don't get to a to a point where they there's any agreement. So I thought I thought when you explained that that that was a really good way to >> in especially 24 people. [laughter] >> So and and I am hopeful. It is a great group within the community. I've known some of these folks for a lot of long time and some people that I have never met before. [snorts] Um they all spoke very passionately about why they wanted to be there. was very um student focused, which I'm very
058appreciative of. Um and I feel like it's [clears throat] it's going to be a good group of committed committed people. Um and like I said, we're not going to all agree the entire time. I know that that's never going to happen with a group of 24 people. It's not going to happen with a group of two people. Um that we're going to agree at all times. So, I do I'm hopeful for the group. Um, I felt a sense of optimism when we left and um, I think the feedback said we're ready to go. Let's get let's get into the curriculum and start providing feedback and guidance and um, we're ready to do that as well. >> Great. >> Well, thank you. And and I do believe that one of the reasons that people left with
059that attitude, Jenny, is that they felt like they came and accomplished something and that was a setup for next meetings and because everybody knows how committee committees can go [clears throat] and you sometimes leave them and you think that's just a glorious waste of my time, you know, but but they know now what the next step is. And so that to me is really important as we move forward. any anything else on the human growth and development advisory committee? Dan, >> I I guess just to take that point further, you felt it was worthwhile your time to be an observer there as a board member. >> Well, I did think [clears throat] it was worth my time. I also had other reasons for there. I wanted to be a support for Jenny and and Ashley.
060Um, and I didn't care if she she mentioned me because I was chairing this committee and this falls under that commit this committee. Um, but I don't need to be mentioned. I just want to be um there as much as I can to watch the interaction since this is the first time we've done it in 20 years and u things have changed and see how it goes. So um nobody paid any attention to me and I didn't want any attention. I just sat back and listened. So but I felt it was valuable. >> I guess I would like to know of the input from those groups that the state mandates we have you know like >> um >> well we will Yeah. >> Yep. Yeah. And when we broke um we put a preliminary group
061together for elementary, middle, and high school. I was trying to like balance those groups that we had someone with a medical background at each level. Um we've [clears throat] got a ton of parents which I love. We have two students which I also love. Um it was like of course that's going to be my favorite part, right? Um so I'm just so glad that they're there joining us as well. Um and so we just we wanted to try to balance those groups a little bit so that we have representation but we really have a very strong u parent presence which um is kind of what allowed us with the ratios to be able to take the group to 24. Um we have our three we have three teachers um one elementary, one middle, one high
062school teacher. Um and then yeah, so kind of divying them up so that they can speak to what has been taught in the past and um giving the advice for moving forward. >> And at least one of those teachers has taught health and >> they all teach health. Oh, >> they all Well, it's hard. The the middle and high school teachers teach health. The elementary teachers teach everything. So [laughter] she definitely teaches it as well. Yeah, I I think too as this goes along that um what what might happen with especially with Sam being there is he might pick up nuggets from some of the groups that you're talking about where the voice is on for instance the medical side or the cler the clergy or >> or but I also think that um >>
063they're going to because they're going to be divided in those three groups now we're talking about only like eight right in each group so then I think it's more manageable to figure out what I think what you're talking about. But did you have something Dave? >> Okay. >> No. >> Okay. >> Sounds good. >> Okay. Anything else on human growth and development? >> So before we get to action items, just want to make kind of a blanket. Um Jenny and I have talked about, you know, future meetings for curriculum committee and things like that. I have been um loathed to pack this, but we're always open for suggestions from committee and all the board members for things for curriculum. The reason I've kind of held things steady, we're asking them to do curriculum guides. We're
064gearing up for student growth and development. We have a referendum overall and there's just a lot on everybody's plate right now. and I didn't want to start bringing in things that we could hold off for a while um that just didn't need immediate attention while especially while we're trying to focus on these curriculum guides. So, but if the committee has other ideas that you want to bring forward, we can certainly discuss those as long as I think we it's appropriate that we kind of respect what's currently going on with the with the teachers and staff and admin. Well, since we have a relationship with um Ed services, >> we do >> you know [laughter] sort of a you know collegial anyway uh we're going to be talking about volunteers getting volunteers and I think this
065group of 24 would be a great place to start if they're willing to volunteer their time here that we keep those names and when I go to these I'm going to be recruited you know, so um keep that in mind that these are people that want to be there. >> So, >> yeah, you're talking about volunteering in various capacities, right? In ed services, >> right? >> Yeah. I think I'm the only one. No, I don't think Lori's on ed services either. So, but for the most part, you got crossover right now. So, >> good. So, um action items. I don't have any specific action items other than uh future agenda items. I don't know if anyone else had any action items particularly [clears throat] from >> No, because I think your action Oh, by the
066way, we don't have curriculum guides now, but we anticipate those in March. >> So, next part of my uh future agenda items. I uh I have on right now review of curriculum course guides. Um, as I had mentioned, added services and I believe last time that curriculum committee to yesterday was a professional development day for the high school. Um, I took a lap um yesterday morning to check in with departments to see how they were doing with curriculum course guides um to see if anyone but because the high school has an earlier uh staff development day than the middle school necessarily does, I just kind of check in with departments to say is there going to be anyone who feels like they might be ready to bring us their guides in February. Um, I will
067say the math department felt like they would be comfortable bringing the high school math department would be comfortable bringing theirs in February. And so I certainly can move that forward in February. Everyone felt I I just need to reiterate, I don't know that I can send enough thank you and appreciation to Dave Lockstein and the tech department with ask us to a department. They all said, "Wow, that ask us really helped us with our curriculum course guides." and he has been meeting diligently with teachers um to get them ready to do the work yesterday. Um and like I said to a department I heard this has been a whole lot easier because of that. So again I just want to make sure that he gets the appropriate amount of kudos for that because that has
068been a huge lift and that has been a huge uh appreciation from our teachers and from me as well. Um so we may potentially be able to bring at least high school math. I will check in with the middle school and see if we can do 612 math together um for February. Um the there's two more staff development days um across the district in February and then in March so that hoping that in March we can really hit the ground running with those curriculum course guides. Um I know we had talked in the past about I'll always have a standing update for the human growth and development advisory committee um as we're working through that review of the curriculum course guides. Um, we had talked Julian about potentially reviewing that high school course guide and
069looking at high school graduation credits just as sort of an overview >> and LA. Yep. I had that written down to the LA system. Um, I would tell board members that the um curriculum or the high school course guide is on the website. I can forward to you that. It's just a nice uh way to take a look at what courses we're offering right now at the high school level and what the graduation requirements are. It's a hefty book. Um, I will say purple puts a ton of time in to make that thing perfect every year before it's published. And, um, so it's a nice place to just start. Um, I can certainly send that out to the committee too before our, um, next meeting so you get a chance to review that and kind
070of see where some of those pieces fall. [clears throat] Okay. >> And I was smiling when she talked about math being ready. I often said, I don't know why I didn't be wasn't a math teacher. It was so much different from teaching English and history about it. the way the way it works. [laughter] >> I have a question about future meetings. Are we going to meet on Tuesdays traditionally? >> Good question. Wednesdays. We moved it to Tuesday this month because of the board uh the con convention. >> So, our next meeting would be Wednesday, February 18th by my calendar. Um and we'll be meeting on Wednesdays moving forward because Tuesdays we typically meet with the um principal at 9. Um, so if we need a little extra time that we'll be able to have that
071on Wednesday. >> Good clarification. >> Yeah. Thank you for pointing that out. >> Anything else for the good of the order? >> Well, then seeing none, will entertain a vot. I second the motion. >> Second. All in favor? We all say 8:26. >> So we close it at 8:26. >> Perfect. Thank you. >> Thank you, Jenny. Thank everybody that's