001Thankfully, >> I just came from Ben's >> I just came from Ben Peterson. >> Oh, yeah. Bob was there. The Russian coach. >> Hopefully everyone. >> Yeah, I had him before. >> Bob Logan. Yeah. Good guy. >> Okay. >> N's grandson is in the junior high and he's wrestling, but they've been through this through the community. So they're I think they reconnected on a different level. >> Did you see that one? It asked me to have someone join and some of the other ones don't ask me to have someone. I don't understand the difference. >> You ready, Jenny? >> I'm ready. >> Okay. It's 7:30 and we'll call the curriculum committee meeting to order here. Uh everybody's present. Dave Handyside, Lori Hoffman's joining us virtually this morning. And um so we got Dave, Dan Boltner,
002and myself. Don't see anyone here for public comments. So unless Jenny, there's someone online that's weighing in. >> And we don't actually take online comments. >> That's true. So we are moving forward. >> So we'll go to agenda items uh 3A, the purpose of the curriculum committee. Jenny and I have met and talked on the phone and as we put together this agenda and we thought it was good that we just remind ourselves the purpose of the the um committee. I I will just reiterate that um the board of education has not just review responsibilities but has ultimate decision making regarding curriculum. we approve or or or reject curriculum. So, and that's essentially what we've got here. Jenny, you want to add anything to this? >> No. All I did is I took the um
003policy from the second read. I I met with Lynn. Um it's not uploaded yet into board docs through because of a glitch with board docs, but I just kind of wanted to draw attention to the difference between ed services and curriculum committee. Um, and I think this is along the lines of what we talked about is what we'd be taking a look at those um, standards, the curriculum course guides, our curriculum review cycle and whatnot through this committee. So, um, one of the things that you know does need to be done on a regular basis is systematic review of curriculum. So, with changes proposed and so forth. So any questions or uh discussion relative to the addition of the curriculum committee being added to um the policy manual and actually this isn't bylaws. So under
004the committee's portion of that everybody good with that? Okay then we'll move on to agenda item 3B selection of regular meeting time. So, um, we put the meeting here today because we wanted to make sure we got it in before the board meeting on the 15th, this coming Monday. When Jenny and I met, we talked about the um where possibilities for it. And what we wanted to be really sensitive to was the administrative calendar and schedule and the meetings that they have on a regular basis and also the meetings that we have that are already in place and meeting on a regular basis. So um one one two things we have to decide day and time. All right. I I elected just on a unilateral move for the first one to keep it in the
005morning because I think it does give our administration and our um you know anybody else that we might need to call in opportunity to be here. So we landed on 7:30 on the sec third Wednesday of the month. Um, Tuesdays aren't great because we do have a administrative cabinet meeting on Tuesday mornings typically. Um, and we aimed for the third Wednesday because the second Wednesday is ED services. So, I know there's some overlap between the two committees. Um, and just giving us time to my goal is to wrap everything up with ED services with as far as minutes and whatnot um before the third week so that those two things remain separate. So, uh, committee members. So, first of all, we got the day, which would be the third Wednesday. Um, anybody have an issue
006with the day in general before we go to the specific time? >> Laura, you got anything? >> Um, the day in general is fine for me. >> Okay, let's move on to the time of the meeting. 7:30 in the morning versus 5:30 in the afternoon. >> Discussion about that. >> I think it's important that we do accommodate >> our staff and administration and stuff so they can get back doing their thing and >> and we can make the adjustment. >> Okay. Lori, is 7:30 in the morning okay with you? >> I can live with that. Yeah, I I think the composition of the committee right now can accommodate that very well. So, I have no problem with that. So, uh we're all in agreement. Third Wednesday, 7:30 in the morning. So, Jenny can rely on
007that and we can get our notices out and all that kind of thing and agendas and everything prepared for that. All right. So then we move on to agenda item 3C, which is a review of the curriculum course guide timeline. Jenny, I just let you take care of that. >> Sure, absolutely. I'm just going to share my screen. I think it's nice um when people can see what we have projected. So give me a second. Um I think uh as we discussed previously, the big piece of the work for um the curriculum committee at least from the get-go is to review the curriculum course guides. Um I edited um I had shared a similar draft of this during um ed services I believe in September. This is what the timeline that I shared with the
008staff on staff development day as to when and how we're going to create the curriculum course guides. Um, as you can see in EDS servers in October, we reviewed the um, craven course guide approval process and then we reviewed the process of course proposals. Course proposals is something else that I believe would come here to the curriculum committee instead of ed services in the future. Um, then in November ed services we reviewed the math course elementary math course guides and then the high school course proposals. And then in December at Ed Services, we reviewed the elementary and ELA course guides. Um I had originally planned this gap to give teachers time during staff development days to complete the curriculum course guides. And so that's where you see that gap there. Um and then starting in
009March, starting to look through um and I just randomly picked who was going when here. Um so there's no rhyme or reason as to why I picked the order that I picked. But then we will start getting into those secondary curriculum course guides um in March. Um I know and we'll talk about this with future agenda items. We talked about potentially in January reviewing um in the past during ed services I had a seven-year curriculum course cycle. Um and I went back historically to see where we were curriculum adoption cycle. And so I thought in January we could take a look at that here um as well. Um, but I just wanted the board to be aware that this is what was communicated to staff. Um, and this is a I put at the very
010top ambitious timeline. Um, it will depend really truly on um, how much time we need to get through those. Like I don't believe that we need to stick right to this. I believe that I want our teachers prepared to come before the board. Um, and I believe that we have an urgency to get through it, but I don't want the board to feel rushed going through those pieces. And so, if we need more time or we need to bump something, that is okay, too. >> So, um, Ed services handled LA last week the elementary ELA course guides, >> correct? >> And just I think everybody was here except for Lori. So, just to make sure you know, Lori, what the ed services decided to do was to go ahead and put those out for approval
011for the full board on the 15th, this coming Monday's meeting. And um we did talk at at length about some of the some of the things in there, but agreed that it was um they were ready for that. So, um, any discussion about the proposed timeline, the order of things? >> Just what CTE? What is that? >> Um, why is it suddenly blinking? >> Thank you. I'm like, that is just right out of my brain the second you asked me that. Thanks, Jason. >> Thanks. >> Well, and I I think Jenny, in looking at this timeline, and you and I had had talked about it, too. a lot of the heavy lifting was in that elementary math and elementary ELA. >> And so, um, social studies, uh, well, I I learned, interestingly, that we don't
012have a formal curriculum for social studies at the elementary level. >> Correct. So, so we just need the science one for a core from the elementary. But I would think that the secondary courses would be more in number but not as long. >> Absolutely. And I think that's what we shared Ashley when she uh created the elementary ones. The largest chunk of the day at the elementary school is spent between math and literacy. And so those are very in-depth, very long. um when we expect to get the secondary ones, I'd be surprised that they're as long as the elementary ones just because it's like a portion of the day. Some of them are one semester classes. Um the other piece is that I've encouraged our secondary staff to start with the courses they're teaching now.
013Um, part of our process, and you noticed this when we went through the high school course proposals and changes to the course book, is that we're trying to pull out courses that have not run or um there's just not student interest anymore or are outdated for some reason or another. I told folks, let's not worry about those right now because if we think that at some point we might be removing them, it's that's a different conversation than doing the curriculum course guides for that. Um, and so I would anticipate there are far more courses at the secondary level, but they will not be as long as the ones at the elementary level have been. >> So, so for instance, on the uh in the May item, the secondary CTE that Dan was just talking about,
014does that include like all the courses that Mr. Pickleman teaches who teaches this host of >> Yes. And that is part of the challenge. >> Okay. Um because CTE like if you look at like one of our CTE teachers day, they may teach four different courses throughout the day and they may teach different courses through the different trimesters. And so they could be teaching 10 courses during the year compared to like our ELA teachers at the high school. They're teaching ELA 9 or honors ELA 9. There's not quite as many courses in some of the other departments as well. And so we'll have to be mindful of that. Again, I'm going to just give a huge shout out to the teach department because I think that we're hoping that we can leverage Ask Gus um
015for some of those pieces so that they're not starting from scratch on that. Um and so that's in the plan and um they have been helpful in creating a process for us to do that as well. No, I I'm I agree with you. I'm very hopeful about ask us and I I think I mean I I speak at this point only for me but this is an ambitious schedule and you know as a board we had talked about how long this process would take but we also recognize that um teachers are busy and you know this is a great I think this is a great goal personally to to be done by September >> but um we want to be sensitive to the other things that are happening as well. >> And I do think
016in the following year there'll be like cleanup, if you will, like maybe we didn't get to all the courses in the CTE department and so like some of those courses will come later. Um I don't I definitely want our teachers focusing on the courses that we're teaching now. Um but certainly I do anticipate that we'll go beyond that. Um and like I said sort of like picking up the pieces with it as well. So when would the next preview come down the road that's what my question >> the next set of I'm anticipating March that we would do that we have >> no I mean for this when would >> oh how does the process work on schedule yeah schedule for review >> thank you and in my mind what we will do once we
017get through this is that then we'll revert back to like our seven-year curriculum course cycle where if we're looking at ELA then through the course of the year that we're looking at ELA. If we make any changes with curriculum, then we'd be updating the curriculum course guide for that. So, it's not like every single year we're going through every single course like we are right now. In my mind, you're going through 17th of the courses and rotating that over seven years. Obviously, that is also marked draft and so uh open to feedback on that as well too. You know, there are things that come up in state law like act 20 for instance, like we had to move out of where we were at. So that's not like written in stone or anything. Like to
018me that's like a working document where like we notice we have concerns about fill in the blank and we want to bump that up a little bit. We're not stuck to that. We feel really great and our scores are really great on our ELA. We don't need to invest a lot more time and money in something new for instance. So that might go a little longer. It just I think it'll just depend. But I would see us then moving this into our seven-year curriculum. uh cycle process and um so that we're not doing all of them every single year. >> Absolutely. That's what I was I asked same question. That's what I was hoping you were going to say. >> Perfect. >> So question on the seven-year idea >> is how did you arrive at
019that number? It's a good question. I I'm not sold on that necessarily. I just started mapping out. I think what we we don't want to do it too often because it's a lot of money. Uh it's kind of a balancing act really. Um >> no I know it's a lot of money. >> Yeah, >> it's really money driven. I mean like you have a budget, right, for new materials, everything else and you don't want to go too long because the curriculum gets stagnant. You don't want to go too little because you'll be redoing materials and having people in professional development all the time. So that's kind of an industry standard and that's what we try to b balance our budget with seven years. >> Okay. Thank you. I knew it wasn't just like plugged out
020of air or >> and when we review it like I put historically where we were at with it because we used a lot of our esser dollars. We moved a a lot into the same time frame and so it's not like exactly every seven years because it just wouldn't work out that way. We did a lot in like two or three years and so some are a little bit longer, some are a little bit shorter. It just kind of depends. we were not on a grade K12 cycle and I'd like us to get back to like K12 instead of like elementary secondary. Um and so that will be reflected in that January one and then if you have feedback after January about that we can take a look at that too. >> Well the reason
021I ask is I think we all know that that the the rate at which things are changing in the knowledge base in in every area >> is faster than seven years. So, but I'm sure that what we're doing is keeping our eye on that and as you said, state law like act 20 pops up and you know the civics requirement pops up in social studies and some of those things happen. So, okay. >> Any further discussion on the um course guide? Is there is there one particular I think I've caught this in your conversation. Is there kind of one particular area that you know is going to be heavier, take more time than another? You said secondary will be quicker probably. >> Oh, for the curriculum course guides. >> Yes. >> Um I truly think
022it will just depend on the questions from the board how quickly we want to move through them or how quickly we get through them. Um I don't know because honestly this is kind of the first time we're working on this with this board and so I don't know how long some of them will take. Um, but I just want to make sure that we get any questions answered for folks. Um, and go through the process in a way that supports what's happening in our classrooms and the board has a good understanding of what's happening as well. I just want to reiterate that that I think this is a reflection of where the board is on this that we see these course guides as being available to parents on the website in a very >> obvious
023way and to to community in general. So that if they want more information beyond what they might get through a parent communication, because we in no way see this as trumping or doing away with parental the notices that parents are or that teachers are sending home to parents, especially at the elementary level, but that this is um a pretty comprehensive overview of what is taking place in a fifth grade English language arts class or a you know 12th grade algebra class or not 12th grade ninth grade algebra class or something like that. Hopefully nobody's taking algebra nth grade but um so so that we don't see these as being buried and not being used. We see them as as available. >> Yeah. >> So many times they do get buried. >> Yeah. >> I don't
024I don't think that's fair to the people who've done it. I don't think it's how we're we see I think I think again I'm speaking mostly on my interpretation of this but I see this as part of transparency >> to make sure that people understand what we're doing in the classrooms and it helps it helps the the faculty member the teacher themselves to stay up on things or to know what's going on. you know, they have to review this periodically, but they get them out for parents or they have it keeps also the parents more out of the classroom looking at textbooks which they don't necessarily look at well or you know they don't have to come for that. >> Yeah. And just so you are aware um kudos to Cheryl who's on the uh
025call right now. She's redone our CNI web page. Um, and you'll note because the elementary math ones have already been approved by the board because she's already got them up and out. So, um, when we get more course guides, uh, the organization will kind of work through the organizational piece on them. But I know we felt a strong, uh, desire to get those out when they were approved, and that's if anyone is interested in taking a look at them, that's where they are. So, um, they're on the CNI curriculum and instruction page on our district website, too. >> Okay. And so, I believe that that that's the appropriate place for them. I'm hopeful there'll be something on that front page at some point that says, "Hey, excuse me." >> I would always want people to
026click on the curriculum instruction page if we're being honest. Um, >> well, most parents aren't going to we throw around terms like curriculum instruction, >> right, >> very readily and understand what we're talking about. >> Maybe a button that says what >> Yeah. Just says, you know, >> it's hard because I think we have a lot of buttons out there and so I think we're trying to uh figure out which buttons do we need and which buttons do we not need. Yeah, that's >> um so >> you guys can argue through that. >> Y I'll put ours right here. >> Keeping websites fresh ridiculously hard, especially homepages. >> Yeah. >> All right. Thank you. >> Anything else? The only thing I would say is that I would hope that someone every year just does a
027quick overview of their area and says, "Okay, yep, this is still good. we're th this year we're or oh, you know, we might want to just make sure we tweak, you know, whatever portion of it we need to if something comes up that we find that especially with the new this being the first year for HMH, this being the second year for Bridges, um that they might find that there's some and I'm not talking about in from my perspective, but an intensive amount of time just at at some point just an overview and say, "Yep, everything's It makes sense. Yeah. >> Y absolutely. In fact, I would hope as a teacher you'd look at that say, you know, I could tweak this better. Yeah. >> Or this should be done more than this. You know,
028prioritize. >> And does that I'm assuming that happens with pacing guides, right? >> So, we have like internal pieces too. I think the way the policy is written is that any major change to a curriculum course guide comes through the board. Um, but we have like internal teaching documents. um that were using pacing guides in particular teachers manuals and whatnot as well. Um and I know like I would say at the elementary level um perhaps the perhaps the curriculum course guide wouldn't be like the first go-to for the teacher at the secondary level and when you have teach turnover and you have like one teacher who's teaching the course like that I think could become a very valuable resource for the new teacher coming in as well too. But any major changes we would bring
029through the board. Sure. Um >> and so that >> No, I was thinking more of those things that Oh, you know, we just need to >> Yeah, they you have pacing things for that. >> Y that's good. >> Yeah. >> And and pacing guides are a available. That's kind of what gets communicated to parents on a regular basis, doesn't it? Where this week we're going to do this and >> Yep. And we tend to use send newsletters out um like, hey, we're starting the next module. We're starting the next unit. Um here's what we're going to cover. more in a like uh like a written format for families to see. >> See, Craig is his name. >> Yeah. Thank you, >> Craig. >> Welcome. Yeah, I had a quick question about um like if perhaps
030maybe the policy committee would be looking at data from time to time to evaluate the need perhaps of uh moving forward with a different re uh um curriculum selection or review process when it is somewhat out of cycle. >> Well, I think I I certainly think we'd be open to that. What kind of data would you be thinking of, Craig? >> Well, like for instance, when we get uh when we get our I don't know um forward data back or if there's the if they're using some sort of uh standardized like star or or um what are some of the other ones out there? We all seem to know them. Uh I don't know. >> They're all acronyms, that's for sure. >> Yeah. Yeah, if if we get some data back that seems to indicate,
031well, okay, uh we may have to look at bridges a little bit more closely because it's not quite hitting the mark, then um I I would like the uh curriculum committee to be able to um be able to make that determination uh more autonomously instead of just having like ED services refer it to the um curriculum committee, so to speak. >> Yeah, I think that's a really great point. And um on the seven-year curriculum review, I definitely like data um pieces throughout the seven years that we're taking a look at. I mean, huge credit to Chris Mallaloy. Uh she and I sat um I don't even remember when um and I just kind of talked about like, hey, can you help me like keep track of this data? And of course, she's created this fabulous
032spreadsheet in each of the different areas. and she goes back like before the curriculum adoption, where were we at, like when was it implemented, and then you can look at uh growth over time as well. Um, and I know she updates that when we get that data back and in. And so I definitely agree with you, Craig, that that is going to be an important piece that we're taking a look at. Are we meeting the mark or not? Um, and so again, kudos to Chris Mallaloy because I know she her brain works in fabulous ways and helped me organize. Um, and then she really is just going in every single time we get assessment results back particularly from the forward so we can kind of look like before the implementation like during during where are
033we at and um how is that going? >> That's that's great. That's true. That was a good question >> because that needs to be done almost somewhat continually certain benchmarks >> and then when we have something that really is we've seen good progress we need to let people know about it because we know about it. >> I see Lori has her hand as well. >> Hi. Um I'd just like to support what Craig said. I think that's really needed. >> Yeah. I I I totally agree and that is one of the reasons that to me we need a curriculum committee is so that we can be um we can be flexible. We can be on top of these things more than being a part of the ED services um because and and it and it
034does need to be data driven but we do need to keep an eye on that. And I mean it would be wonderful to think that we we land on something and it just works beautifully, but it doesn't always happen that way. So we need to to make sure that we have that we're we actually do stay on top of it. So the data that Chris has gotten would be incredibly helpful. >> And that's that's where I think I'm giving you kudos on this because that's where I've come in, excuse me, realizing this is important and then seeing that you think it's important too. And I think that's what's going to show success because we need to tweak things as we go. >> Yeah, absolutely. >> That's great. >> And I think Chris shared a great
035example of particularly down to the bridges math about, you know, she had gathered that data, pulled together her leadership team. There were teachers on that leadership team who had ideas about maybe what we need to look about look at and think about differently with that. Um they shared those ideas with Ashley and myself and now we're sort of thinking about some changes that we can make to be able to support that. Um, and I really truly give kudos to Chris on that. Um, she's pretty amazing resource for us. >> And and u I assume since teachers are not robots, there's flexibility built in or assume within the uh curriculum that they can do something different than the teacher next door and still stay, you know what I mean? I think I think the focus on
036standards is an important piece like are we are we meeting standards um and like that is the similarity. Um I appreciate your point with that is like of some flexibility between that. I think you've shared in the past that like perhaps when you were teaching you were teaching ELA 9 I think and like perhaps the person next door was using different novels but you were focused on the same standards right >> um along those lines. Um I think I think some flexibility and like we talk about like you know the teachers like pedigogy in the classroom is important um and giving them the flexibility to do that in combination with the controversial issues um policy as well >> and Jenny one thing we I think we talked about in ad services and I don't think
037you were a part of that conversation. Um, we were we were aiming at trying to get veteran teachers to have some time to work with young teachers and and I wonder if we've been able to do any of that yet. You know what I mean? >> Yep. And we do have a really strong mentorship program uh that's run through the HR department for teachers in their first year in the district as well. And I think that's been a really strong piece. Pam Suski has headed that up. Um, and she's been a real asset for that to kind of bring people together. Um, I also think like within departments or within grade levels, there's quite a bit of that like bringing a new teacher on board and uh I think that's a huge piece of the
038teacher teaching profession. So, >> yeah. >> See, Lor's better. >> Lori, >> hi. Um, I wonder if there's a a space in there for helping with curriculum such as uh uh bridges. I was in a third grade bridges class last week and um I noticed that they had removed uh the uh resource for the teacher in in this year. And um that was that was very unhelpful. They needed to put that back and I'm not sure what space would be appropriate to address that. >> Great question, Lori. Um that actually has been a conversation with our administrative team. Uh Mr. Bull did lead to that conversation. Um and I think it was about six weeks ago or so. Um we have uh we were using ISL for fourth and fifth grade. Um but then there
039was uh some voice from our classroom teachers that they were interested in bringing that back at the younger grades. So Mr. Bill Bull led a process with our principles at the elementary level and um we did bring that back at this point for I believe kindergarten through third grade. Yes. Um with math. So that was a a conversation that was had at the administrative level. Um and that has been a change that was made about 6 weeks ago. I would say maybe four to six weeks ago. Um so thank you for bringing that up. So that process did happen um sort of internally and administratively as well. >> And following up on um I think it was Dave's comment about using the teachers that are you know really becoming master teachers in certain subject areas.
040I was in a second grade math Bridges class the other day. First of all, I was amazed at how long it was. Um, and those, you know, there was a lot of variety in what they were doing, but that thing was from it was almost, it was from 9:30 to 11. >> That's why that curriculum course guide was 17. >> Yeah. No kidding. That's a night that block class. >> Yeah. Yeah. >> And the teacher the teacher I was with was one of them that had piloted it. And one of the things I asked, I said, "Does you do you get to share I thought you did a great job with what you did, but do you get to share with the other teachers, you know, across the district what you're doing and how you're
041handling these things within the curriculum itself and um to some degree she was affirmative >> um but because I think when you get somebody that has especially those that were part of that pilot on a new program, even if they aren't new to the district, but if it's the first year on the on the program or even the second year on the program like we are, that it's um it's helpful to to see some of the to hear from some of these teachers who have mastered a little bit more than others. >> I think time is of the essence with those pieces. Go ahead. I'm sorry. >> I'm assuming that you have the teachers have team meetings among those who teach the same things or the same children. Yep. Same topics. >> And those happen
042typically every single Wednesday within buildings. The challenge becomes um sometimes it's harder to find uh that we call them PLC's within the buildings just because of like the way the grade levels are set up within that. Um, but certainly the idea of like district-wide grade level meetings is something that our elementary principles um have talked about in the past and I think in the past we've probably held them a little bit more often. It just becomes like timing of it all. It becomes hard to time it and there's a lot of competing interests for their time as well. So I think that's that becomes a >> you'll hear that more than once. Time becomes a challenge. >> Yeah. Yeah, >> it's nice if they if they could share share what they're doing and what the
043outcomes are, kind of have a think tank, so to speak. >> Absolutely. Exactly. >> And Lori has her hand up. >> So, any other discussion on the draft outline for the course guides? >> Okay, I think we think we got a plan there. So, we'll move on to um item 3D on our agenda, which is the human growth and development advisory committee selection. Um Jenny, I'm going to make a statement here on on this, but um and then we can just throw this open. But so just to remind everybody that um state law requires well, first of all, in Wisconsin, human growth and development has always been voluntary. No school district has to have a human growth and development program. is strictly up to the board to decide whether that program exists and what it
044is. Um, state law has a a number of requirements. If a school district opts to have a human growth and development um program, curriculum, then there are certain required subjects and there are certain recommended subjects or topics. The one thing that they certainly do is they require the the law requires that there is an advisory committee and that advisory committee is comprised if you read the the language of the law there's restrictions on percentages or fractions of representation from the different like clergy medical school related parents. parents are the only category in that that have unlimited representation on a committee. There is no restriction in state law on the sides of the committee. We have not limited that in our policy either as we've so um we we've the state law also does not require
045a set number of years on review for a HDND. Previously it did but that was eradicate that was removed in the most current law. So um we put in I believe it was a four-year review. >> It was three or four >> three or four years on ours. >> So at the end of the day the advisory committee um is intended to reflect the community. It's intended to be representative of the community giving them an opportunity to say to the board this is what we would like to see. So at the but the law makes it clear that at the end of that process, the board of education has full authority to accept or reject whatever is offered or send it back for you know a change or a recommend or whatever. Um that is
046under our purview. Okay. So what this advisory committee is doing is saying to to us through a process that will be led by by Jenny and her team. Okay. Um I think you and Ashley are both talking about facilitating that. >> Um is they will be garnering from them and getting what however this committee ends up being composed comprised um their best suggestion for what HG&D looks like here in in our school district. So, um, we sent out a a information that said, "Okay, the floor is now open for people to indicate whether they're interested in being on this committee or not." >> We had 23 people. >> Yep. >> Who um showed an interest. They filled out a form. Yeah, >> the sheet that we have here before us is does not have all
047the information that you have on your your sheet that came through the agenda because that sheet has a lot of information about their background, their experiences, why they would like to be on there and and a little more telling information. Um, we're going to have to make some decisions about this and I'm I'm just going to leap in here. Okay, so So one recommendation that has been put forward is we accept all 23 and that is possible given the categories that are in the state law because so many of them could fall into the parent group even though they might could be in a special group if we some of them. Um it is it is possible to do that. If we don't accept all 23 then we have to as a board call out
048a group that that we that we specifically put together out of those 23. Okay. So um that is a task before us. I have Jenny and I spent some little time discussing this and but this is our discussion today. We we need to talk about this and um so if I if I understand this right Lori correct me if I'm wrong but you will abstain from discussing this portion of the agenda. Is that correct? >> Correct. >> Okay. So, she will need to be. So, gentlemen, it'll be us discussing this. So, um, Jenny, what do you want to add? >> Um, the only thing I'll add is what the sheet in front of you has a list of the folks who filled out the application. Um, and then I just indicated where they would fall
049from their application in those different categories. I then just copied and paste from the policy, which is the law, like what the membership needed to be. And then the next page, the last page, I just um started to play with some of the numbers. Like if we wanted a group of 12, what would we need at least in each one of those different C categories? Um so you can see um how that would all shake out. Um I will mention that I did um add a slot for an elementary teacher in. We have a our secondary um teachers did fill out an application. Um I just thought it would be important to have that perspective as well. Um Ashley and I are meeting with our elementary teachers I believe tomorrow. Um uh time flies when
050you're having fun. Um and we'll you know solicit a volunteer from that group as well. >> Especially in December class. >> Oh yeah, absolutely. So >> everyone loves meetings in December. >> So I'd like to chime in because I was the I was the person who made the recommendation except all 23. And and the reason I made that recommendation is I know how Jenny um is setting this up with a lot of smaller group work and um working through those groups to then bring stuff to a fuller discussion of a full group. Um but but not only because of that. This year especially in in the last couple of years that I've been here, we've been working really really hard at community engagement and transparency. And I just think it it's disingenuous to say, "Oh,
051you want to help, but we're not going to let you." Um, especially when we have such a small group, 23, if it were 150. Absolutely. Right. I mean, but I I think we can accommodate all 23. I think it makes sense to do that especially a way that Jenny's going to uh structure the group meetings and it gives us the most possible feedback and most possible participation and leads to the most transparency we can have. So that's why I made that suggestion and I really do hope that you endorse that and and just invite the whole list. I mean, it would be different if we had, like I said, 50 or 100 or 150, then we would have to make some choices, but I think with 23, we're safe to to be able to move
052forward. >> Just as a reminder, it's been a number of years since there has been a human growth and development advisory committee. And so, a part of this is to make sure we're complying with the law. Okay. So, um, Dan, >> yeah, I I agree with your point, Jared. I think 23 is a large number, you know, that it could be do a couple dominating people that, you know, control the discussion, but I do appreciate it. We had 23 people who are interested in being on this. I mean, I think that's a good number. And but I do agree we've got a mixture here and that should make for a lively discussion. So, um, I can't disagree with that point. is always a lively discussion with his human growth and development. You won't get away
053from it. Even if you have five like-minded people, you will still have a lively discussion. >> But but you also made a throwaway line when we were early in the process when you said you've been involved with this many times and it always turns out there's no changes. >> Well, not I mean here's the thing. The the reason that is is because if you do a good job and and you um do it on a timely basis, your community sees what you offer and they're okay with it. They they see like there's there's nothing out of hand one way or another. There's a community group that comes every couple years. Now, I will tell you there's probably some real good chance of uh lively discussion and maybe some changes because we haven't done that. But
054once we get on a pathway where every three years we're doing it, you will find out, you know, 6 12 years from now, there's not going to be a lot of changes. It's going to be a couple of meetings, people are going to say, "Hey, we know what you're doing there." Uh, you know, this is our third, fourth time through it. Because some of the committee members will come back every three years or try to anyway. And and they'll be like, "Yeah, it was good three years ago. It's still good now. And we haven't heard any commotion from parents or anybody else." Right. And so so I I don't want to say that having the process is not good, but con reconfirming that process every three years is good. Um because it tells you you're
055still on the same track. But don't expect a lot of changes once once you're into that 6 12 you know 18 year pro 15 18 you know you're just going to see people are going to say unless there's huge changes right in the world of human growth and development which we haven't seen for a long time but uh you know still know how babies are made right they're still the same I mean there are some you know nuances to you know in vitro fertilization and stuff like that that have happened in the course of uh you know me being an adult right that uh come into the classroom more at the high school level than anything um because questions like that happen because they see stuff on TV but other than that I mean taking
056care of your body and understanding your body changes in fourth grade has not changed >> um it just hasn't okay um perception is important in this and especially when this is one of the major reasons why people are choosing, you know, other venues for their kids to be taught and and state law and whatever talks about age appropriate and I think that's one area we really have to look at because former students have talked to me about choices for their children and that's usually what they bring up. So, you know, I'm hoping the committee helps us with that in making that decision. So >> well one thing that I've expressed to Jenny was that I think one of the things first things that has to happen is we in including the committee will need to
057know what is happening. Um I needed when I one of the first questions I answer where is it being taught? So, we have three grade levels where ostensibly it's being taught. And I say ostensively because I do believe that one thing that's probably going to have to happen is I think there's things that are being taught that would fall under HD and D that are right now in other classes, particularly once you get up into secondary and junior high up. So, um, because the law is pretty clear. I mean, there there there is a law that requires certain bi certain things related to biology to be taught outside of HGND, but there is a host of things that falls into that would fall into HG&D that I think probably will have to be looked at
058and the course guides might be very very helpful in determining that and to make sure we stay in con conformity. So the so the committee is is going to be charged with understanding what we're doing and then saying okay we like what we're doing here but you know and and coming up with whether they want to keep it. Would they make the recommendation that it stays in those three grades or whether they say no it should be these grade levels and and they're they're free to make the recommendation. So, we're going to have, you know, again, to reiterate, we have final decision- making authority on >> they meaning they they meaning this they >> they meaning this this group. >> Yeah. >> Um when Jenny and I talked about I thought Dan, you know, 23
059is a large committee. It it's a and I I don't doubt for a second, Jenny, that you could handle it. And um I I think that one personally I think this committee has to have a distinct start date and a distinct end date and that whatever they get done by that end date is what they present to us. I think within those meetings there needs to be a distinct start time and a distinct end time and that um at each one of those meetings so that this is a more controlled discussion. Um, I said to Jenny, I I think you know, even at points there may have to be because there's so many of them and there's a limited amount of time that you don't get to speak x number of times on the same
060thing or you we limit the time that you get to speak. Um, which happens all the time. You go to, you know, to a public hearing in the state capital, I you're limited. you get three minutes, you know, and okay, so you live with that, but we're going to have to control that process. And so as you put that together, you know, and like Jared said, the components that you're going to be bringing up and how you do that, I I said to Jenny, too, it's not going to work. I don't think it works in this room. I I I think that just from a venue for that meeting to have everybody at a table where they can write and you know >> I I would picture it more like at the library at the
061high school or something like that would be a nice >> you know um you know or even the community room at the public library or wherever else we can find a a large space with tables that you can group right and and do groupings with. Even Markwart um where we had our our our Burks briefing um last time was a good space. Um >> the committee is not going to be the only ones there. >> This is going to be a very well attended by onlookers from the community that are interested, legitimately interested. >> And you'll have to have an audience space, right? and and the playset. I know because I've done this before and you know, you know, I I hear what you're saying, Dan, about 23, but yeah, I've done it with 25
062people before. Um, that's what we captured. >> It can be done. Um, and it's it's how you break up the conversations. Remember, this is a work group. It's an advisory group. Right. Right. >> They're going to come together. They're going to do a lot of talking. They're going to say, "Here's here's the best findings that we have for you." But it's still your job as the uh board, right, to decide. Yes, we're going to follow this uh advice or no, we're going to lead this way. You're also going to have to do your own research and make decisions as to what you want because in the end, you own what we teach, right? I mean, that's your job. It's not the advisor's job to do that. It's not this committee's job to do that. It's
063your job to do that. So really in the end they're going to have a lot of robust conversation and they're going to come up with ideas for what uh should be taught at each level and you're going to have to fine-tune combat and decide yes or no or we're going to tweak this um and that's your this committee's job to then bring to the board and the board's job to um you know uh fulfill. So you know um also don't worry about if there's that many people who we lose control. You don't lose control. I mean, you still have that control, the ultimate, you know, um, people that stamp on it and say, "This is what we're doing." So, I just think it's really good to have a robust group of people having, uh, good
064conversation and then coming in and distilling that into, well, here's the conversation we have. Now, what do you want to do, boy? Right. And I I recognize that these people, we got some good people here in their fields who will uh you know give us advice and I appreciate that. Um I to Jo's comment uh I don't want um I don't want anybody you know not being able to speak because you know another member takes that time. I think we need to have equal access that everyone like you would in Congress, you know, that type thing, uh, be able to speak. But yeah, at the end of the day, we have that decision to make. So, >> yeah, you can design that with like if you were to take uh, you know, let's say a
065group of 24, bite them into six groups. How many do you have per group, Dan? Right. >> Four, right? And and then and then you say >> it's not bad. >> Each of you, right? uh the the person who's the letter A in your group, this is your thing, B, this is your thing, C D. Just like you do a classroom, right? You can have a classroom conversation with 25 kids, >> right? Or each of them have ample time to talk and and talk about their area, come together, that group of four then comes together with a couple of other groups of four, right? Makes groups of eights. Three, three groups of eights is 24, right? And then and then you bring it all together to the end. So, it can easily be done where
066everybody has a voice. Um, and that's why I said if you start getting into more than 25, yeah, it gets difficult. Um, but we don't have that. >> I I guess I've been a part of those groups and you know, everybody's nodding as we're doing that. And then the alpha, the group who's going to present it to, uh, you know, the larger board colors it in the way they want it to be, you know, rather than this person said this, that doesn't get recognized. I have more trust in Jenny than to allow that to happen. >> Okay. >> She's been an educator for years. She knows when uh conversations get overtaken. >> Okay. Well, don't screw it up here. Um I do joke and we're when Ashley and I are talking about it, we're talking
067about advertising it like right all the great all the things we've learned through our AVID training like implementing that in this process. I did put in the board uh like a draft timeline of meeting topics. Um Ashley and I have sat together. I will be honest with you and tell you she's already started preparing uh p like the pres PowerPoint presentation. We are talking through like a consensus process like how we're going to move forward. Um and I think keeping front of mind to the committee again what is the law, what is our policy and at the end of the day it's the board that approves um accepts or rejects the the curriculum as well. Um I did say 5 to 6:30 um with that end time so that um the kind people who have
068volunteered aren't um you know sitting over at the library till it closes u every night. Um and then we did we did just do five meetings um with the final presentation in May to the school board. Um obviously if we need to add time or meetings, but just trying to keep it really focused like first meeting we're setting up our like we're setting up our meeting norms and our consensus process and we're getting to know each other. And the second meeting we're reviewing what's actually happening in our classrooms. And the third meeting if anyone has ideas about outside curriculum that we want to review, we can review those. And then we're starting to start moving in the direction of where they would like to go um with the information that they've gathered. Um and really
069asking if there's any data pieces or any information that they want. And then Ashley and I I would envision would be doing some work between meetings to be prepared for the next meeting. So if there's information or if there are changes or things like that, then we would kind of do that behind the scenes so that the meetings can be really focused on the topic of the day. >> Yeah, she's got that document in there. Um it's uh one of the attachments on our agenda that W USDHD timeline of meetings and topics and um thank you for doing that. I think it looks it looks like it would accomplish what we need >> and and keeps it manageable and um with a date certain >> so so that it it's these things can just go
070on. >> My other Yep. I'm sorry. My other thought would be That is the first week of the month and then my intent would be to bring back an update at curriculum meeting which we've decided to leave the third meeting of the month so that we can review hey this is what we met about this is what the topics of conversation are here's our next steps and direction to go um we also talked about it being a working meeting and so um obviously it'll be posted to the public um at this point like the idea of public input would come at a committee meeting not at the working meeting so if someone had input it they could come to the curriculum meeting or to the schoolboard meeting to provide that. Um, and then we also
071talked about the idea of like the Google meet and because it is a working meeting and because I envision we'll be doing a lot of small group, I'm not sure that um, the owl will be able to capture all of that and that will make it difficult. Um, and so obviously open to the public, but I don't necessarily envision us using um, technology for people to um, come from virtual like we have uh, right now. Um but certainly because I think it would be challenging to capture the conversations because we would be doing a lot of small group work but the public would obviously be welcome to come because we would be posting that. >> We don't often do that. I mean especially when we have like our curriculum work groups and and other things.
072This is just another curriculum work group. We don't have we don't videotape our you know when we're looking at new reading materials, math materials, whatever else. And that's that's exactly what this is. So, I don't think there's going to be an expectation of our public that we're going to be videotaping that. I we don't we don't videotape those usually because of that reason. >> There might be an expectation and a perception that that would happen, but I think it's the explanation you've given is certainly right on target. Um and and as you but let's reiterate it that they can attend as people who are listening, they are not participants. The only participants in that conversation are the people who are on the committee and the facilitators. The board would not no board member would be
073a formal member of the committee, but we could always attend the meetings. But but we're there too in that same capacity as you know the one thing I'm kind of like a caution out there. Um I don't know how you we can all speculate how this is going to work. I I hope that they don't come to you all and ask for so much information that it becomes unwieldy for you. So if it begins to do that, please let us know so that because we want we that's not the point here. We want a product, but it shouldn't be a killer for for you all. >> Yeah. >> Because I they might look, you know, for that data and and and that's not wrong. They're going to need a certain amount of data and information.
074But >> yeah, absolutely. >> It gets out of hand, we should we should >> or if we have to make revisions to the timeline or optimistically we get through it faster like that would be something that I would be planning on updating through the curriculum committee process as well. Well, let's let's back this up to the number of the committee, the composition of the committee. So, um, literally the the 23 is the sky's the limit number um on on this. We're not going to ask for more people to to engage. So, we can do 23 or we can do something less. Jenny has on the a document attached to our agenda and also on the handout here the on the last page what the composition to make sure we stay legal um on this what
075that composition would look like for um given the the people who have applied to be part of it. So we need to make a recommendation so that on the 15th this coming Monday we can take full board action on this. So >> my comment about what Jared said I think is what you said is really important. I read through as many as I could of the responses on the survey and the comments that took a long time. But certain things came out over and over again. One of the things that kept coming out was lack of transparency. Even though we try real hard for transparency, it seems like the more you try to be transparent, the more they say you're not. But that point that you made, I think is a very good point for
076the 23, you know, because they can easily say, well, I wanted to be on that, but and then they start talking on the outside and we weren't transparent. That's what you're getting at. And I think that's that's legitimate thought. I I'm not afraid of the 23. Again, I I'm sure Ten can handle that as well, although you've got a lot going on in a busy winter. >> So, that's that's my comment. >> Okay. >> We got a lot going on. That's right. >> Committee. >> And I do want to point out it is 24 with an addition of an elementary too. So, I just wanted to >> Oh, that changes things. >> Oh, wow. No way. >> Actually, it makes it a more even do the math then. What do you think, Jim? >> Uh,
077I I agree with what's been said and uh this is the representative of the community as far as I can tell and I was wondering if we had enough students. We do, right? >> Yeah, we have two students and by my math, you just have to have there's a limit to the max, but like except for parents, but you have to have at least one on each one of those categories. So, um, yeah, as long as we have someone representing every category, um, we are okay with that. >> You have two clergy on there, >> correct? Yep. I saw that >> and and and these people want to be on it. I think that's important. So, I'm okay with the 24. >> I I I think the intent of the law in this area was
078to give the local district as much flexibility as possible. um a number but within the certain restrictions on representation in the individual groups. So, um I think for the first human growth and and development advisory committee that this district has had for a long time that just accepting the those who are volunteering um is a is a great idea and we we see how it goes. And if next time, you know, it looks different on the composition in three years when we do a review, then we go at it differently. So we we we work um with these who have stepped up >> with with the caveat there'll be a cut after the first meeting >> like triumphs >> triyouts trialost the team after >> we trust any public watching us that was truly a
079Um explain that. >> So, so um so first decision is we will work with the full 24 and um looking forward to see who that elementary teacher is that joins that. And I know that's one more thing we ask them to raise their hands for >> and that's outside of the normal working hours to get that but we do think they're ethical. Um, so are we, sorry about that. Are we good with the um proposal that Jenny has made on it looks like it's five meetings, starts in January, runs through early May, a presentation is made to us for the curriculum committee on the third week with hopefully the idea that we would then move into full board action on it still in May. >> Yep. That would be absolutely my goal. >> Okay. I
080think the venue is very important. >> You know, we should talk about that because, >> you know, if it's in a high school auditorium >> and I'll provide the snack basket. >> Jared's bringing snacks. >> Well, I mean, you I mean, when you're doing early, you guys know you do evening meetings all the time, right? >> There's just time where you get snackish and like I should have brought it out last night. >> Here last night. >> What? >> I know. That's why I said I should have brought it last night because I I started getting snackish in between, you know, the two meetings and I was like, oh, you know, I should have brought the basket. But, um, we need to treat. >> So, question on this. Um, do we believe that a neutral
081site for this is better than a district specific site like the media center at the high school versus something like you were saying at Markwart or um I forget the other place but I I I do think you need to have them number one I think they have to be able to write easily. So that means it can't be a theater setting like that with they're just writing on their you know laps or whatever. Um, but you also have to have room to do your small groups. >> So, you're going to need some flexibility with configuration. So, I don't know what >> and actually something, you know, some comfort, right? Like >> Yeah. Yeah. You can't just expect them to sit on >> to that like >> Yeah. Good lighting. Really good lighting. >> So,
082so really not this room. >> Really not this room. >> Chairs we worry are going to break on us. Well, so what about this? We um leave it to the admin team to scope out opportunities that you all think would work. >> Let us know. We can, you know, even on that. Um >> as long as it meets the criteria that we just laid out, you know, >> I will not offer the cafeteria. Sure. >> No. >> Any elementary cafeteria with bench chairs. >> I know. But I do I do want to come back to the question of whether or not we think it is better to have a neutral site versus a school specific site. >> I don't know how important that is, but neutral sounds like a good idea. >> I mean there
083are a number of places that we we can do that. I named two of them already like the library Mark senior center has a a nice large room. Collective has a couple of nicesized rooms that are comfortable. you know, I mean, there there's there's plenty of uh places that aren't necessarily the school um that we could utilize. And and and >> I think we should look at a neutral community. The the library strikes me as >> because well, one thing, you're a required member on the board at the library. >> Yes. Um, so we have there's an automatic tie that the that the law requires for the public library and the school district. So, um, it's a a beautiful building. It's a common that that's a large room at one. >> And the last time
084I was in there for a meeting, the one Dana Davis did for the kids, remember Dave? >> And it seemed to me they had all kinds of tables and chairs available and all of that. It's fairly private, right? >> Yeah. >> Well, yeah. It's actually a beautiful room. >> There. >> We can't close the doors because it'll be an open meeting. But I mean, >> but there would be adequate space to put chairs for people to come and sit and listen. So, >> we can determine after the first meeting if we need a different venue. >> Yeah. I think I think what we're saying is we would make the recommendation to the full board that the library be the place pending that you if you guys find something that works better. >> We can we
085can start checking availability. >> Yeah, it's going to be availability is that room gets rented out quick >> especially with the number of meetings Jenny's planning on having true >> the first meeting will come really quickly after winter break. Um I just want everyone to be aware of that. So January 6th is where I've initially put that. I did um I do believe on the application talk about the first um I don't know what day of the week that is honestly the first Tuesday of every month. Um so hopefully folks um pencil it in on their calendar if they fill out the application. Um but I will probably send a communication out after the 15th so that people can get it on their calendars. I would make a recommendation that the full board appoint someone
086to be the representative from the board to these meetings. Kind of like what we did Jason with eCampus and endeavor. We have no authority you know and no specific role other than being there and you know >> a leaison is on let's do that. Um that would be my recommendation that on Monday we talk about add that to the agenda. Is that we're still in we're still putting that agenda together. I saw through email. So >> I want to know um again what because in in in in that kind of uh meeting when you're talking about endeavor ecampus right the liaison still interacts with the group. I I don't think this one should be >> this one is you know if my understanding of the log is correct that liaison would be there but only
087interact with the facilitators after the meeting to talk about how that meeting went whatever right and and make sure that it's still staying on track but they wouldn't be interacting with the group is that right Julian >> right and the reason I say that we should do this is that because we're not recording it I think it would be appropriate especially for our first run through on this in a number of years. We had someone who we knew would be at those meetings. >> Sure. >> Now, and and that may, you know, maybe maybe it can be somebody different, but I think continuity on that would be helpful >> if at all possible that it was a job. No, you're right. >> Julian, I think you're making yourself a job. >> You did not see
088my hand raised. >> I know, but you're the one who knows the most about the immigrant. I'm just saying. Well, I'm I'm fine. >> The obvious choice from the board standpoint. >> Yeah. Once you declare that you have some knowledge base. Um, >> so we can talk about that though on on Monday because that would need to be a full board discussion. >> Make sense? >> I think that makes sense. Yep. >> So, so we have determined we will run with 23 on the committee. We're in agreement with the time frame that Jenny and Ashley have put out there and um we got a venue in mind at least for the first meeting that >> hopefully it's available. I'll work on that. I'll work on Max today to see what I can >> wherever wherever
089works out but but basically we think neutral >> and I don't know you know I mean it is a school related issue so it's not like it's just that it removes every it puts everybody on even playing field including the representatives from the school district >> so >> yes >> so okay so what else do we need to >> that's I think it for that topic um unless there's Anything else anyone wants to add? >> Anybody else got anything else on that? Okay. Well, um, hearing no further discussion on item three or 3D, the human growth and development advisory committee selection, we're on to item four on our agenda, which is action items. Jenny? >> Yep. And I think the one action item that I have um is that resolution for the committee and then
090the discussion about the liaison at the school board meeting. >> I think also um checking out venues for >> Yeah, venues. Thank you. >> I suppose I suppose you could do a rotation, you know. Let's go to five different places. >> People get lost then. >> No, I'm just kidding. >> I'm at the library. >> I'm just kidding. It's like a progressive thing. Oh, >> it's like a progressive dinner. >> Yeah, that's what I was thinking. You know, >> depending how these discussions grow, our audience might grow as well >> because it might be fun to be at these meetings. >> Well, I think you're going to see huge community interest, >> especially since it's not recorded. And I think we're exactly right. There's not a mechanism to do that and there the people who
091are interested will show up. So, >> that's what we want, >> right? Okay. Anything else on action items? You good, Jenny? on that. >> I think that's what I have for that one. >> Okay. Then we're on item 5A, which is future agenda items. Um, we have course guides that will be coming up. >> Yeah. >> And the seven-year curriculum cycle I feel like would be a great topic. >> Um, and then I was just going to say a standing item at least as we work through this is the human growth and development um, >> Updates as a standing item. Anything else? Future agenda, >> whatever else Gain you want to steal from committee. >> I I will I will u I will put this topic um uh and coach it in uh like the
092language of future programmatic discussions. if if we're going to have to make uh clear decisions on budget and what we might need to do differently, we may want to have somewhere in February, March some discussion points about programmatic and program discussions. Um some of that will come through a staffing plan through HR but also somewhere has to have some discussion about you know when we take a look at uh courses right we have a a class size policy right and that class size policy um starts to determine things like um when they're um under enrolled classes who does the approval at what level principal, superintendent, board, right? Um and a discussion of sometimes classes run on the every other year. Are we going to continue to do uh classes on the every other year because
093we don't get enough enrollment in one year? >> You know, all those kinds of things will be discussion points that we'll have to start thinking about for where we're going in the future, whether we act on those or not. It's good to have a plan, >> right? I'm not saying it's it's something that is eminent and that we're going to have to act on, but we are going to have some plans. >> We would anticipate the administrative team bringing those >> Yeah, absolutely. >> particular ideas issues to us. >> Correct. >> So, typically before each meeting, I would set up a time to meet with you and say, "Hey, here's what we're looking at. Is there anything else you want to add?" Um, >> what more can we steal from Ed services? >> Exactly. He's
094giving me a hard time about that. >> So, no. Absolutely. Perfect. >> All right. >> So, um, anything else on that? Next meeting date. >> Oh, I didn't even look at what that would potentially be. >> Okay. So, that would be >> third Wednesday, >> the third Wednesday of January at 7:30 in the morning. >> So, January 21st. >> January 21st. >> Okay. So, Rebecca, January puts us back on a regular schedule for board meetings. Yeah, these compressed schedules in these holiday months. Oh my word. >> I know, right? >> Yeah. >> That's the state education convention >> according to my calendar. >> Yes, it's Tuesday morning, right? >> It's Wednesday morning. Wednesday morning. >> That's right. Wednesday morning. >> Is it start It doesn't start in the morning on Wednesday, does it? Doesn't it
095start in the afternoon of Wednesday? >> Uh I believe there are some things that Wednesday morning. Are are you planning on being there first thing in the morning Wednesday, Lori? >> I'm not sure. It It looks like I I'll have to figure out that schedule. >> I'm going to that. I'm signed up to go. Um but I wasn't planning to go until Wednesday night or Thursday morning. >> So there there are breakout sessions starting at 8 a.m. that day. >> On Wednesday? >> Yes. >> Okay. Uh Tuesday, there's some pre-conference workshops uh on the 20th uh from 1:30 to 5:00 and then there's the pre-delegate assembly discussion from 7 to 8 in the evening. Um and then right away 8:00 in the morning breakout sessions happen on Wednesday, January 21st. >> Do we want to
096do two mornings in a row that month of January? The 13th would be at services and then the 14th would be >> I'm not on that committee. These guys are on that committee. They got to show it to me. We could move it to Tuesday the 20th, couldn't we? I mean, for this >> Yeah. I mean, >> does that work? >> But it's available. We We're doing backtoback meetings anyway, so it almost doesn't matter. Well, >> we set the meeting date and we get >> What if we did the ne I know that we're we're aiming to make sure you guys can get to your cabinet meeting. What if we do the same thing in January, >> the 20th, >> do it that Tuesday and then we get back into from going forward into the
097third Wednesday at 7:30. That >> and we'll aim to make sure we get you done and moved into your next meeting. >> Perfect. Yep. No, that's perfect. >> Okay. So, that'll be um January 20th. >> Yep. January 20th. And then I'll work with Lynn. I know she always puts out a really nice calendar that has all the committee meetings and dates on there. Um, and we'll just abstract the 20th and hopefully we don't run into any more of those. Uh, but good catch, Lori. Um, we don't run into any more of those little issues. But I'll work with Lyn to set that up, too. That the what Lori's brought up about the um WSV conference has come up now twice in meetings that we're scheduling over on top of that. And several of your advent
098team is going, right? >> Are going to that. >> Actually, just two of us. >> Just two. Okay. >> I know. I'm going. Lory's going. I think Tammy's going. >> Yep. And then Sarah moving and I >> Okay. >> It probably would have been Sarah. Sarah and I, but >> at least. >> Okay. Um, anything else for the good of the order related to the agenda? All right. With that, I think we will declare the first meeting of the curriculum committee done. Adjourned at 8:48. >> 8:48. Thank you so much. >> Thank you everybody. Appreciate it. >> Thank you.