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And to the republic for which it stands, one nation under God, indivisible, with liberty and justice grow.

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The board met in closed session and no action was taken. Dr. Hunt, we have any agenda adjustments this evening? No adjustments. Thank you. Miss Verius, can you please call roll?

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For Trustee Michael Melioni. President. For Trustee Max Roman. For Trustee Susie Strubel. Here. Vice President Richie Mediger. Here.

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President Lindsey Thomason?

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Here.

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I will note that our two student

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board members are not with us this evening because they are ill.

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Okay, first up.

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Dr. Marx looks like you're ready.

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All right, good evening.

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So I'm going to start.

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Good evening.

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My name is Ali Kota, and I am the chair of the calendar committee.

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This committee includes representatives from our elementary, middle, and high schools as well as from CSEA.

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We are tasked once every two years with developing at least four viable versions of our calendars.

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In compliance with the contract, one of these calendars must mirror our current schedule plus at least three others.

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As you know, but the public may not, the school calendar must include 180 student days and 185 staff days.

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Additionally, according to the contract, options must help prevent the loss of average daily attendance,

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abide by federal holidays, and have two semesters of approximately equal instructional time at the secondary level.

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Additionally, for the last 10 years, the district has been committed to closing fall semester before winter break and overwhelming priority for all of our interest groups.

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The feeling has been that holding finals before winter break increases student retention of material for their culminating assignments, provides a homework-free December break to reduce stress, and allows for approximately two additional weeks of instructions before standardized tests such as cast and

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the high stakes AP exams, and it aligns with the majority of our surrounding districts.

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Given these parameters, building possible calendars is oddly both a straight forward

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and a complex undertaking at exactly the same time.

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We are very limited in our options, but also each decision to shift a day here and another

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there impacts the puzzle that is the rest of the calendar.

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As in years passed, the committee and district leadership collaborated to gather input from school staff and families by serving them in the spring and then reconvene this fall to complete our work.

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Additionally, we invited four administrators to join our conversation to get their input during the process.

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The greatest challenge that we faced was to find enough days in the fall to create balance semesters without having to start the school year the first week of August.

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Ultimately, the committee drafted and seriously weighed nine different versions of calendars

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that met the required parameters and balanced the express desires and priorities of our

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district's various interest groups.

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We advanced four of those calendars that we felt most closely aligned with the interests

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of all stakeholders.

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Negotiators for the district then advocated to replace two of the four versions we had recommended,

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APT agreed, and the packet went to APT membership for a vote.

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Members were instructed to vote for the calendar that they believed would best support student success.

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The contract dictates that if no one calendar had received over 80% of the vote,

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there would be a runoff between the top two.

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But in this case, the calendar based on our current model passed the required threshold,

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receiving more than two times as many votes as the next highest calendar.

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It's extremely rare to get a decisive outcome in the first round of voting.

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Typically, we must do a runoff in a second round, yet this time the first place contender received 80 out of 158 votes as compared to 35, 24, 19, and 19 for the other three respectively, a clear message about which calendar option the majority of PMOT teachers believe will serve our students.

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So today, we will present or somebody is presenting the winner of that vote.

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Now, I do understand that the calendar is slated to be discussed tonight at 11.01 p.m.

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While I will need to head home before then, I will rejoin the meeting online as soon as I am able so

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that I can listen to community comments and the Board's discussion and I will be happy to answer

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any questions if they arise at that time.

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It's been a few years since I joined calendar committee.

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I just joined them late in the process because there was a lot of concern.

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And I forgotten just how complicated the puzzle is.

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I went in thinking, oh great, I can fix this.

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And no, just shifting the calendar by even one day can topple all the rest of the dominoes.

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It's incredibly difficult to do.

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As you work with actual calendar, certain realities become clear.

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Each year has its own contours, as required holidays, fall on different days of the week,

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and in 2026, we have a leap year, and that puts different pressures on where you can stop

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and start each semester.

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If we don't have a full week off at Thanksgiving in February, many, many families take that time off anyway,

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and we suffer tremendous losses in ADA.

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High school finals require four days in the same week to keep them equitable and fair,

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and we need three evenings that week to hold graduation ceremonies for PMS, MHS, and PHS.

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And as much as I wish it were possible, it's just not possible to start school in the third week of August,

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and have high school students academically ready to take high stakes fall semester finals before winter break.

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The committee this year met more times and developed more calendars than ever before.

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The committee invited board members to join them to try working with all the moving parts and

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and see for yourselves how challenging the Puzzle really is, and that offers stands if you'd like to see it firsthand.

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For the first time ever, we took the committees chosen calendars to negotiations and spent the better part of two bargaining sessions examining every possible detail and option making further changes and compromises.

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And some of the calendars that teachers most strongly preferred were dropped altogether from consideration.

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We're aware that the calendar that ultimately won the vote does not deliver everything the school board was hoping for.

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But I hope you can understand that when teachers vote on the calendar,

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their absolute top priority is meeting the educational needs of students.

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Teachers don't want to come back any earlier in August than we have to.

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We want a long summer break just like everybody else.

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Most of us don't like starting school on a Monday.

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That is a brutal first week if we can reasonably avoid it.

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And frankly, it's much easier on teachers to have fall semester finals after winter break.

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When the semester ends before the break, grades are due just a few days after we're back, so we have to spend much of the holiday grading.

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But year after year, we've voted against our personal interests and for the calendars that serve our students the best.

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Traditionally, the strongest emphasis in the decision is the needs of high school students.

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Since they juggle the heaviest workload, face the most academic pressure, and semester grades to them can feel like life and death matters

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since they count decisively for college admissions, even for our seniors that fall semester grade can be incredibly important.

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Here are some of the reasons teachers have shared with me for choosing the winning calendar.

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AP classes need all the lead time they can get to have students ready for the national exams which occur in early May.

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Elementary special teachers actually prefer starting with a full week so they can maintain equal time with all students.

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Having a non-school day in October is essential.

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Not only do we not want to be the only district in the Bay Area that doesn't observe indigenous peoples day, we need the break urgently.

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The timing isn't random, it's the halfway point of the semester.

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Everyone, teachers and students is exhausted.

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Elementary teachers are preparing report cards for parent conferences.

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High school teachers are grading heaps of papers and projects for quarter grades and

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have as many as 40 letters of recommendation to write for students college applications.

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Letters that take more than an hour each to write.

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High school seniors are racing to write a slew of very high-

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aye, stakes, personal essays for college applications, with the November 1st deadline looming, and that

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is when most of our students have something to turn in. Other schools, both public and private,

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take this day off for those very reasons. Head Royce actually has a full senior week

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off that week, so seniors can finish their applications. And it's not just the seniors on the Friday

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before the October day off, I asked my freshmen and sophomores how they'd feel if we didn't have

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that day on the calendar next year. And to a student, they looked at me with expressions

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of horror that I can only imagine if they would give me if I had suggested enforced cannibalism or something.

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They said they were desperate for a chance to catch up on their work as well.

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All of those issues matter but the single most important issue that had a majority of teachers choosing the calendar they did is the need to balance semesters at secondary.

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In the past we've usually gone no further than an 88-92 split in terms of days per semester.

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For the past two years, we pushed that to a new limit, 87 to 93, and it's been right.

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Semester classes like Civics and Econ struggled to get through the required state standards,

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and have had to cut lessons on the election process even in election years.

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I've had to cut an essay out of each of my English classes, because with six fewer semester

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days, there just hasn't been time to get students prepared to write that one.

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As it is, teachers are cutting parts of units, and students have less opportunity

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to master the material before formal assessments that determine those critical fall semester

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grades.

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Pushing that even further to an 86.94 split, a full eight days in balance between

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semesters would just be too much.

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That's why if you just look at the results of the voting at high schools, the chosen

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calendar, which keeps the 87.93 split, it's kind of in the middle, it beat the second

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place calendar, which would have extended the imbalance by two additional days, by a vote

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of 34 to 6, that was an extremely decisive outcome.

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This was not a decision teachers arrived at casually.

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I hope at this point the board can recognize how much work and

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thought went into this process and this decision and move to approve these calendars.

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Thank you.

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Ms. Peterson, or anyone else from the CSEA?

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One online, Rosalina?

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No?

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Okay.

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And we'll go ahead and move to PEF.

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Heather, I see you, welcome.

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Thank you.

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First just a note, Lawn Signs have started going out.

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They are delivered by volunteers so it may be a week or two before you see your Lawn Signs so don't panic.

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We are also in the market for additional volunteers to help us deliver an extraordinary number of Lawn Signs this year.

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update on the giving campaign, we hit $3 million so far, which we're

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ahead of the game,

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but since we're going to $5 million, we really need to keep moving forward.

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So on November 5th, the Piedmont Education Foundation held a celebration to honor the people

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who have contributed to PEF success for the past 50 years.

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Recording in progress.

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Thank you.

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Here are some fun facts.

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12 people signed the Article of Incorporation for PEF on June 30, 1975, including then Superintendent

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William H. Knight, C. Lee Emerson, who became the first President of the PEF Board at the

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first meeting of the Board of Directors on February 11, 1976 at his home, and Helen Brack,

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who served as the second President of PEF and who spoke at Wednesday's event.

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PEF's actual birthday is December 10th, 1975, when those articles of incorporation were endorsed and filed by the California Secretary of State.

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Piedmont Mayor, Betsy Smegel Anderson, read out a proclamation last week naming December 10th, 2025, as Piedmont Education Foundation Day.

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Some members of that very first board, including Helen Brack, were also a part of the very first

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school parcel tax steering committee.

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Cameron Wolf, Jr., who co-chaired our 50th anniversary along with the PEF Board Member

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Rich Thompson was one of the forces behind the passage, particularly the legal aspects of

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the passage of that very first parcel tax along with Ann Chandler, Steffi Morris,

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and

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Because we have digital versions of the forms 990, we know that from 2000 to 2025,

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PEF granted over $55 million to PUSD or over $66 million in today's dollars in context.

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That's a full years budget for PUSD.

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And if anyone has a pile of PEF forms 990 in their garages between 1976 and

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1999, we would love to take them off your hands so we can add up those first 25 years.

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PEF's current board chair, Bridget Schneider, at the event, acknowledged Lee and Ruby.

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Aren't Hector Ward, Winner, and many other things, and it's the newest honorary member of the board of PEF.

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She started PEF's Endowment Fund in 1989 and has spent the last 36 years making sure that it kept growing.

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The Endowment funds 10% of the PEF grant each year.

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This year's grant was over 4 million, and like I said, we want to be able to grant $5 million next year, and as Bridget Schreiber reminded everyone, it is never too late to donate or to donate again as we embark on the next 50 years.

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Thank you all so much, so listen to my fun facts, and you can visit Piedmont Education, sorry, PiedmontEdFoundation.org for more information. Thank you.

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I am thrilled to hear that for each the $3 million mark, and I have a little bit about

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the 50th anniversary in my remarks momentarily as well.

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If there is anyone in the room who would like to speak to items not on tonight's agenda,

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we'll have that a moment for that, imminently.

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As a friendly reminder, this is time only for items not on tonight's agenda.

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Dr. Marks touched on the calendar, which we will discuss later this evening.

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Please hold it in comments regarding the calendar until it is time to discuss that agenda item.

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Ms. Various will be administering the comments this evening, and given we have had a number of

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comments in recent meetings, she will give an overview of the public comment process.

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Good evening everyone.

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I'd like to provide a brief overview of tonight's public comment period.

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If you wish to address the board, please make sure to fill out a speaker card which can be found in the corridor.

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And then you can submit them to me if you are participating via Zoom in which to make a public comment please raise your virtual hand when it is your time to speak.

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The board president will allow for two minutes and 30 seconds per speaker while you are speaking you will be giving a 30 second warning.

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Please complete your comment promptly at the end of your sentence when your time has elapsed. Thank you.

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I also want to highlight that legally due to the Brown Act, the Board can not discuss

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items that are not agendized for this meeting. We recognize that it may be frustrating when

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you attend a meeting to comment on an item that is not on the agenda and the Board does

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not engage in discussion at more than a surface level. We assure you this is not because we don't

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want to share information or discuss items with you, but because we are browned out by the

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Brown Act, not too.

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I have three comment cards to or for agendized

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items, one from Ellison has two items on it geometry in the middle school world language.

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Allison, I will ask that you hold the middle school world language comment until that item is up.

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Is Allison here?

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Okay, so if you want to come speak on geometry now?

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Is that elementary?

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Yeah, elementary.

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Okay, sorry, okay got it, sorry.

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Okay, great, well then we will wait on both those items.

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Are there any other items, or anyone else who wants to speak on an item not on tonight's agenda?

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And I will close public comment on items not on tonight's agenda and move on to Dr.

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Huh?

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All right, great.

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Thank you.

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Just a note about calendars.

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Tonight is a first reading.

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There's no approval for tonight's agenda item.

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I know we'll be talking about it later.

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two years ago it was also a first reading and then in the December meeting an approval item so just as a

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point of clarification for you on that.

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I'd like to thank Amy Morehead for her performance along with our students for their very enthusiastic performance of cats.

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It was enthusiastic and joyful as always and so thank you to

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Amy Morehead and our students. I'd also like to thank our district team for the health benefits here.

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that we had last week, Kim Brandlett, Jackie Castile, Julie Kim, Ruth Aloha-Doyeon, our

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district team, really put together a great health benefits plan. Again, there are zero cost

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options for our employees and their families, which is just unprecedented in this time of health

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care crisis. So thank you to our team for that. I got my COVID and flu shot at the health benefits

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And then finally, this is our only meeting in November, so I just want to wish everyone a happy thanksgiving.

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I hope you all have a great wonderful week off and our next work meeting is in December.

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So here we are already into the holidays with that.

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I'll turn it over.

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Thank you.

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I was also able to attend the PEF 50th Anniversary Celebration last week, which was a wonderful deep dive into the founding and history of PEF, some of which Heather's touched on this evening.

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The group that founded P.E.F. was also instrumental in passing the first parcel tax in Piedmont.

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And it was funny, but very true when a friend leaned over to me and whispered at some point

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during the evening.

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This is the only room in the country where people will hardly cheer when you discuss the

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success of passing taxes.

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As a friendly reminder, as Heather mentioned, giving campaign is ongoing and P.E.F. is aiming

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planning for 100% support, so please consider giving if you haven't already.

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We also continue work on the Measure G Parcel Tax Renewal Campaign.

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We are building a committee and the survey is live.

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The survey is conducted by a third-party survey or the same one we have used for past parcel tax campaigns.

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They conduct the survey on a sample of Piedmont residents and we have no input into who is surveyed.

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So not all residents will receive the survey, but we've started hearing from people who have.

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So please, if you do get it, complete it.

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That's really important information for us as we put a tax on the ballot.

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Finally, I just want to highlight a conversation that we had yesterday.

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Anyone paying attention to local news is likely aware that Oakland Unified is facing yet another huge budget shortfall and drastic budget cuts.

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And I just wanted to highlight that Oakland receives more than twice as much as Piedmont from the state of California per student.

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A U.S.D. receives $27,343, and PMOt receives $13,577.

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We supplement these very limited state funds with community contributions via the giving campaign,

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parcel taxes and other donations.

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These community contributions total $9,031 per people.

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That's our total budget per people is approximately $22,600 each year.

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I highlight this because as we discuss both the giving campaign and parcel taxes,

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I want to reiterate how crucially these funding sources are.

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State funding is structured in a way that is supposed to be equitable, but results in districts like CIDMont, which are not basic aid, but are expected to raise significant funds locally having a huge gap between our expenses per people and the amount of the state allocates.

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You will note that even when combining state funding and community funding, we still believe less receive less per people than OUSD does.

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This is why it is critical for every family, both residents and ITTs, students from preschool through 12th grade and beyond to give to PEF and an amount that is meaningful to their family and for PMOB voters to support the parcel tax doing so is the only way we are able to continue offering the high quality education that our community expects and will hand it over.

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I,

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I'm going to keep my comments very, very brief because this is going to be a long

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meeting.

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We have many interesting topics to talk about.

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But I wanted to read something also that I've been thinking about a lot recently.

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Lindsay got me into reading the podcast that Azora Klein does.

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I read the article because that's just the way I like to consume information.

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I think that she listens to it, but there were a couple of things that I just wanted

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to read, which I think have really resonated, especially with how much community engagement

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we've had in the last couple of, well, since I guess I've been listening to board meetings.

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Okay, so here we go, sorry, because I took screenshots, so just give me one second.

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He quotes someone and says, politics involves genuine relationships with people who are genuinely other people,

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not tasks set for our redemption or objects for our philanthropy, and then the comments that he makes is, I love that.

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I think the path to a better politics, perhaps even a political majority, lives within it.

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The endless fantasy in politics is persuasion without representation.

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You elect us to represent you, and where we disagree, we will explain to you why you are wrong.

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The result of that politics tends to be neither persuasion nor representation.

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People know when you are not listening to them, and they know how to respond.

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They stop listening to you.

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They vote for people who they feel do listen to them.

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I'm not a pessimist on the possibility of persuasion, but I believe it is a rare,

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but I believe it is rare outside a context of mutual respect.

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And I'm going to skip over a little bit, which is more politics.

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But really, because I wanted to talk about people exchanging ideas and this is a funny and unique way to be able to exchange ideas, one person sitting in front of a speaker and the other also sitting in front of a speaker. The last, the last thing I wanted to read is changing the culture is harder than changing a policy moderating on this or that issue is more straightforward than finding ways to radiate respect and interest in people who disagree with you and people you've come to feel far away from. It's the building of genuine relationship

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in politics, not the taking of positions that's the hard part, but it's also beautiful.

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It's a privilege to do that work, not a concession.

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We are quicker to admit complexity and extend generosity when we see others as part of our

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community.

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Working to widen that circle of empathy, to widen our circle of belonging is both morally and

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politically good.

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That's all.

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Thank you for that huge fan of Ezra Klein too.

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That's a really good one, if anyone think that was last week's.

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I think so.

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It's a great one.

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I'll try to keep my comments short too, there's so much that's been happening, I wanted to give some updates.

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First, I want to make a call out, shout out to folks playing, kids playing sports to parents, to take to the coaches fund.

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That all those stipends go to, those funds go to stipends to pay all of our coaches.

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You see the email that comes out every week from Tyler.

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We are at I think 90% for girls, water polo, 92% for boys, water polo, very impressive, water polo folks, 91% for volleyball.

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All the other sports are quite a bit lower, so just encouragement to donate there as well.

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We had community college night last week, which was absolutely fantastic, thanks to the folks at the high school who put that on.

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Really super informative, I know Stephanie Manila Claire is going to be sending out the slides from that presentation as well.

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We heard from College of Marin and Diablo Valley College, absolutely fantastic.

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I encourage everybody to check out the newsletter and read some of that information.

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It was very exciting to hear, maybe even more grateful that we're living in California in the Bay Area where we are, which shuts amazing community colleges around us.

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Let's see, Michael and I went to Finini Mentors down at the middle school, you might talk, sorry you did too.

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I was just thinking, Michael, your chop liver, we, Michael and I were in the same class.

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I apologize for that down in the middle school, which is why I was thinking of that.

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So Michael may speak to that, but really appreciated that the high school students who spoke and kind of led the class in discussion

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and were great but man those those those seventh graders really were fantastic and we really had a good

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a very lively conversation afterwards and appreciated that.

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Lastly, I just wanted to shout out again as comes every year to Kim Taylor and to all the students

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who hosted and participated in the consent assembly two weeks ago. This was the 15th year that we had

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that consent assembly. I attended the one that they host every year just for the open public.

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really appreciate that they do that and just have to say, it's just remarkable and I think how my

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life might have been different and if so many of my friends had we had something like that in high

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school. So just a thanks to everybody who participated in that.

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I will also try to be brief since

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a long one. Rushi, I do feel like I have to mention and I'm surprised we never talked about this,

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that I actually worked on that transcription feature on Apple podcast so I'm glad you enjoyed so much.

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I went to the P.E.F. 50th anniversary party, it was great, it reminded me of a bunch of

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things when I was a kid. Heather, please keep those old directories forever because I went

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through and found myself in like a bunch of them and that was very fun.

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And if anyone gets an email from True North Research, that's our poll, so please open it and

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fill it out. And then I just want to echo Lindsay's words about donating to the Giving

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Campaign. It is the most important that we do that. It is what keeps Piedmont schools

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as good as they are and allows them to keep getting better.

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I want to remind everyone

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that participation is the goal at a number that makes sense for you and your family. It's

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not a pure number thing and it would be better to give something whatever you can than

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nothing. And that is it for me.

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Since we have a packed agenda, I'm going to keep, I'm going to pass on my report tonight.

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Yeah, we're going to we're going to bring up RL dollar which assistance superintendent of educational services and Stephanie Griffin director of technology we generally have given this

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this presentation every year with a focus on CASP assessment results.

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And this year we have brought in the presentation to include other metrics, including an achievement plan.

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And so the team, including our administrators, have been working hard and are here this evening to present.

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So I'll bring up your presentation.

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All right, thank you Dr. Hahn, good evening members of the board.

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As mentioned this evening's presentation will detail comprehensive results along with analysis of student academic achievement during the 2024-25 school year.

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Next slide, please.

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Last year, last year we designed an academic achievement plan on cast data.

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We did so collaboratively with site leaders.

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We focused on supporting our most struggling students in English language arts and mathematics.

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And in particular, we noticed an achievement gap among our students.

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Particularly, we wanted to support our African-American students.

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So last year, we took actions and strategies that were taken included some of the following.

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Tutoring at the site level, developing a team approach among counselors, teachers, and

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and other staff to provide multi-tiered systems of support and designing focal student lessons to connect with and engage students based on the assets that they're bringing to class.

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In developing the Academic Achievement Plan 2.0 version this year, we intentionally cast a wider net.

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That included some of the end of the year data of course, but it also included benchmark data throughout the year such as dibbles and literacy and bridges in math.

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The academic achievement plan 2.0 version can be found attached to the board item here this evening.

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And a detailed site-specific actions that will be taken by administrators aligned with their respective sipses.

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Next slide please.

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And so momentarily, I'm going to turn it over to Stephanie Griffin.

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Am I in the way?

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Director of Instructional Technology.

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Thank you, Jen.

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She's going to provide some high level achievements that deserve to be celebrated, especially at the secondary level.

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That will be the start, will provide highlights, will outline trends specific with student groups, will detail school patterns, and we're going to compare benchmark data.

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After Stephanie draws some conclusions, I'll share district next steps, particularly as it applies to elementary math, which is an area of need for us moving forward.

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All right, we're

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going to start with some high level achievements beyond CASP.

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The first I want to point out is AP outcomes and participation.

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So we have an LCAP goal around APs to increase the number of students who are taking AP exams,

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advanced placement, and also the passage rate.

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So last spring, we had almost 900 exams taken with a passage rate of 89%, which is higher

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than the year before.

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So this is far exceeding our LCAP goal, already in only the second year of our LCAP.

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So congrats to all those students.

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The other thing I want to kind of share out is a measurement we don't talk a lot about,

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and that is college and career readiness.

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So the California State Dashboard has a college and career readiness indicator.

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It's released with the California dashboard, which actually the new one will be released tomorrow.

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So log in to your web browsers tomorrow and check that out.

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But this is last year's College and Career Readiness Indicator with Piedmont unified one of the top schools in the state for preparing our students with their measure to be College and Career ready.

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Most of our students earn this qualification of prepared by completing their A through G and neither passing the CASP on ELA and Math or completing some AP exams.

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If you look at the school districts, these high-level school districts that are above us on this list, you'll see they also have a FUG plus participation, but they have a couple of other measures that they use to get even those higher results.

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One of those is some of these school districts have their students had the ability to take a college level class in high school.

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We've already been working towards that and currently this year, some of our high school students can take a college level course, community college level,

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cure course, while they attend, keep on higher millennium high school.

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So hopefully that is an area we can earn even more and higher preparedness levels on the CCI.

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The other measure that we might see some growth in, that we have an opportunity to expand in our college and

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this is a seal of biliteracy.

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I know that's one that's interested to many of the school board members.

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Some of these school districts up here have much higher levels of seal of biliteracy at the high school level.

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And one of the reasons is that seal of biliteracy when you look at how to earn it as a student,

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you have to demonstrate oral fluency using an objective measure.

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used to be that if you took the classes and you passed, we could earn the seal of

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I literacy, but in the last two or two years they've changed that you have to take an objective test.

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The only objective test that we have available to us is the APs that cost 100 plus per student to take.

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Some of these other school districts are using another measurement that the school district is providing in the school year that we can do much cheaper.

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So that is something our world language partners and department is really interested in looking at and we have on our radar for the LCAP2 to increase yellow by literacy, but it might have some implications here for our improvement too.

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The last one I kind of want to point out which is a newest sort of measure too is perfect scores on the CASP.

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This last year is the first year reported on this, but we have even more students making a perfect score in the CASP we did last year.

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So you have 33 students with a purpose score in ELA, 48 in math, and 11 in science.

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And I have to point out there are less in science because there's less students taking that test.

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And also, it's a harder test.

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It covers multiple years of science standards, not just one that you might get in the ELA in math.

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So more students than last year getting purpose scores.

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Eight students got a purpose score in both ELA and math.

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and knew this year, one student got the trifecta, a perfect score in math, English, and science.

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That's a fifth grade student from Havens, who's now at Pima Middle School.

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So congrats on that, and get a lottery ticket, right?

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Okay, so let's dig in a little bit more on this cast.

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This is a spring 2025 result.

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We have results over the last couple of years, and you can see we've been pretty consistent.

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So 85% of the students who took this test, so last year's 3rd to 8th graders and 11th graders.

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85% of them meet or exceeded state standards in ELA, 82% in math, a small increase in the year before.

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It's 72% like I mentioned, harder test in science.

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When you look at how we did versus other unified school districts,

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districts, you can see third in state and most places in fourth and

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science from last year.

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I also want to point out that in this we're comparing year-rear results.

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It's not cohort, we're not following the kids.

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The kids who took the test in 2025, over half of them did not take that test in 2022.

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This is a different, a really different bunch of kids.

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but this high level and consistent level of performances speaks to that caliber of teaching and learning that's going on in our schools.

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So congrats to everybody on that.

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Some just outstanding achievements just around CASP.

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I want to point out that when you look at school level results,

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B-telemitter school, fifth highest school in the state for math.

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I mean, that is really high, thin levels of oxygen at that level.

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Here they are with some math and science schools across the state, some really high level performance.

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In fact, if you look at all of our schools, beaches in the top 1%, obviously for the state.

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But so is Wildwood, PMS and PHS are in the top 2% of all schools in our state.

411
00:43:54,820 --> 00:43:58,940
and Havens is on top 3% of all schools on our state for math.

412
00:43:59,440 --> 00:44:07,260
Well, when you look at just 11th grade, we'll see PHS students, when we just do it by grade, in the top 10 for the state.

413
00:44:08,640 --> 00:44:17,880
And then if you start pivoting to look at student group outcomes, we have very high performance from our students and disabilities when you compare this across the state.

414
00:44:17,880 --> 00:44:24,300
Number one, an ELA across the state compared with other school districts, students with disabilities.

415
00:44:25,540 --> 00:44:28,640
I'm going to go a little bit more into the student group data.

416
00:44:31,440 --> 00:44:37,100
I've also included on here the state of California average, so you can kind of see that for reference.

417
00:44:37,680 --> 00:44:41,040
So the state has a focus on equity by student group.

418
00:44:41,220 --> 00:44:44,700
This manifests in the California School Dashboard, which I mentioned earlier.

419
00:44:45,760 --> 00:44:58,280
When you look at that California School dashboard, you're looking at district, school, and student group data, not only status, how they did this past year, but that change over time like we're representing here.

420
00:45:00,270 --> 00:45:29,710
It's very important that the state realizes this, that when you look at just district or just school level result, it might be masking some of the experiences and educational outcomes of different student groups. So we always analyze student group data to look for opportunities to improve student outcomes. You can see on here, like I mentioned before, the students and disabilities declined a small percentage compared to last year in ELA and also rose a percentage.

421
00:45:29,710 --> 00:45:35,710
and math. This is probably the lowest outcome of our student groups but it's still number one across the state.

422
00:45:36,930 --> 00:45:44,270
We saw some growth in many of the student groups, the largest growth in our students with a black African-American identity.

423
00:45:45,450 --> 00:45:51,070
Now this growth may be indicating some of the work we did last year with our focus.

424
00:45:52,890 --> 00:45:58,050
Prioritizing the group that had the lowest outcomes in previous years had the largest academic gaps.

425
00:45:58,050 --> 00:46:00,670
That was the black African American students.

426
00:46:01,470 --> 00:46:07,030
So we prioritize interventions after school tutoring, test taking support.

427
00:46:07,170 --> 00:46:09,950
Making sure everyone had good test taking skills and

428
00:46:09,950 --> 00:46:11,670
other strategies to improve outcomes.

429
00:46:12,250 --> 00:46:13,950
And I think it made a difference.

430
00:46:15,240 --> 00:46:21,270
We also provide some professional development and evidence based instruction practices to support this focus last year too.

431
00:46:21,850 --> 00:46:24,470
And many of these structures are still in place.

432
00:46:24,470 --> 00:46:30,070
These students may already still be getting tutoring and the other sports they need.

433
00:46:32,500 --> 00:46:37,400
All right, after we've looked at this student group data, let's take a look at our school outcomes.

434
00:46:38,200 --> 00:46:41,820
So here I have some scroll outcomes including just a tri-school average.

435
00:46:42,280 --> 00:46:47,120
Just a reminder that at the elementary level, that's third through fifth graders who took this test.

436
00:46:47,480 --> 00:46:50,100
Last year, the fifth graders are now six graders.

437
00:46:50,800 --> 00:46:54,060
At our middle school, six, some of the eighth graders took this.

438
00:46:54,060 --> 00:46:57,340
and at our high school level, only one grade takes it,

439
00:46:57,680 --> 00:46:58,780
so that the 11th graders.

440
00:46:59,320 --> 00:47:01,900
So what we ended up having, especially in millennium,

441
00:47:01,960 --> 00:47:03,580
is a very volatile number.

442
00:47:04,440 --> 00:47:07,380
Last year, 14 students took this test.

443
00:47:07,720 --> 00:47:09,480
So you can imagine, from year to year,

444
00:47:09,640 --> 00:47:10,960
when you have that small of a number,

445
00:47:11,400 --> 00:47:14,200
one or two students can really shift the outcomes here.

446
00:47:15,540 --> 00:47:18,880
You'll see that at the secondary level,

447
00:47:19,040 --> 00:47:22,060
we had more kind of growth areas,

448
00:47:22,060 --> 00:47:28,300
especially in math, with Piedmont High, hello, 96% of the students at Piedmont High,

449
00:47:28,440 --> 00:47:33,900
meeting or seating state standards in the ELA, with a growth there, and 81%

450
00:47:33,900 --> 00:47:40,940
meet and exceeding state standards in math, really, really amazing results. At Piedmont

451
00:47:40,940 --> 00:47:46,360
Middle, we see a consistent 84% meet and exceed state standards, and a little

452
00:47:46,360 --> 00:47:48,540
growth on the mass side, there too.

453
00:47:51,350 --> 00:47:55,230
What we did see is more declines at the elementary

454
00:47:55,230 --> 00:48:02,290
level. And we've seen consistent differences between the schools at the elementary

455
00:48:02,290 --> 00:48:09,110
level too, and the board has notices in the past years also. We also have, in many of these

456
00:48:09,110 --> 00:48:15,770
schools, a decline over three years. So it's not just one thing changed, it seems to be

457
00:48:15,770 --> 00:48:20,590
a pattern or a trend, so we wanted to take a different, a deeper look at this.

458
00:48:21,390 --> 00:48:27,310
So at our leadership retreat with principals in August actually started in July this year,

459
00:48:28,210 --> 00:48:34,010
we began to engage in some system thinking protocols as we looked at these CAS results

460
00:48:34,010 --> 00:48:36,750
to understand what might be producing these outcomes.

461
00:48:37,410 --> 00:48:42,250
We looked at school data, we looked at gray level data, we looked at student group data

462
00:48:42,250 --> 00:48:43,610
over three years.

463
00:48:43,610 --> 00:48:54,270
We wanted to understand what contributed to the high outcomes and make sure we can replicate that across our schools and we're consistency and again our students are high performing.

464
00:48:55,330 --> 00:49:02,570
But we believe there is something to learn that there are ways we can improve these outcomes and consistencies across the schools.

465
00:49:02,870 --> 00:49:07,970
It's not like something is different in the water at one school than the other. We all get the same water from East Bay mud.

466
00:49:07,970 --> 00:49:15,710
So, we began to dig a little deeper, looking at our academic outcomes at our local level

467
00:49:15,710 --> 00:49:19,510
and our local assessments at the elementary level where we were seeing this pattern.

468
00:49:22,030 --> 00:49:24,250
The first one we looked at is dibbles.

469
00:49:24,390 --> 00:49:27,290
This is the measure we use for ELA, English English Arts.

470
00:49:27,910 --> 00:49:32,330
The dibbles stands for Dynamic Indicators of Basic Early Literacy Skills.

471
00:49:32,990 --> 00:49:38,810
We love our acronyms, but it's a series of very short fluency assessments that can be

472
00:49:38,810 --> 00:49:41,770
We use from kindergarten to eighth, we use it kindergarten to fifth now.

473
00:49:42,570 --> 00:49:50,770
And most of these little subtests are one-minute fluency matter measures that are administered one-on-one by the teacher and scored as the kids go along.

474
00:49:55,210 --> 00:49:59,990
We wanted to compare, and we're going to compare this with CASP, which is a very different beast.

475
00:50:01,030 --> 00:50:06,030
But we wanted to understand why are we getting these CASP outcums, we're going to look at our local measures.

476
00:50:06,610 --> 00:50:12,890
The CASP includes not only reading skills, writing skills, research skills, listening

477
00:50:12,890 --> 00:50:17,410
and speaking a lot of different things, and it's also a much larger test.

478
00:50:18,190 --> 00:50:21,930
It's not just a one time little see how we're doing a dipstick test.

479
00:50:22,350 --> 00:50:24,870
This takes two to four hours to give.

480
00:50:25,510 --> 00:50:29,710
It's adaptive, meaning it will adjust depending on how you answer.

481
00:50:29,950 --> 00:50:32,970
If you answer one thing correctly, it will get a little harder.

482
00:50:33,190 --> 00:50:35,830
If you answer something not correctly, it'll get a little easier.

483
00:50:35,830 --> 00:50:43,650
here. The dibbles is not adaptive that way. It's also given on a computer, so there

484
00:50:43,650 --> 00:50:50,590
are barriers to taking it with that. But it can also provide assessment, accessibility

485
00:50:50,590 --> 00:50:57,630
options that we don't really have on the dibbles at this point. Okay, so when we are looking

486
00:50:57,630 --> 00:51:03,610
at, I've just pulled up here two years of dibbles results for the schools. One would think

487
00:51:03,610 --> 00:51:09,110
that havens would have the strongest readers in the elementary school districts.

488
00:51:10,250 --> 00:51:16,270
But when we look at the CASP results, we don't see that same skill set reflected in the CASP.

489
00:51:19,140 --> 00:51:23,700
We do see like at B2 was one of the last year,

490
00:51:23,700 --> 00:51:30,400
89% of students were at grade level for dibbles, 87% on the CASP, pretty close call.

491
00:51:30,400 --> 00:51:36,800
But when we look at havens, 96% of students per dibbles were at grade level,

492
00:51:37,040 --> 00:51:40,980
but only 76% were at grade level or better on the cast.

493
00:51:42,680 --> 00:51:47,400
Now, this was a little surprising, and so the team decided to dive deeper.

494
00:51:47,800 --> 00:51:51,500
This is K5, but of course the cast is 35 only.

495
00:51:51,940 --> 00:51:57,980
So we looked at this results by 35 to try to compare a little bit more oranges to oranges.

496
00:51:57,980 --> 00:52:03,480
Now, these are not oranges, they're really sorts of different measures, but there might

497
00:52:03,480 --> 00:52:07,620
be some correlation to them, and of course we're using this internally, so how do we

498
00:52:07,620 --> 00:52:11,220
use it to make sure we're meeting the state standards?

499
00:52:12,600 --> 00:52:17,480
Again, on this, if you were looking at just 3rd to 5th graders at Havens, you would think

500
00:52:17,480 --> 00:52:23,920
that 94% of them would be at grade level or better, but on the cast, it's just not showing

501
00:52:23,920 --> 00:52:24,220
up.

502
00:52:24,220 --> 00:52:32,260
At beach, 87% of the students, according to dibbles, were at grade level, and 87% were on

503
00:52:32,260 --> 00:52:32,660
Casp.

504
00:52:34,420 --> 00:52:39,700
And at Wildwood, the Wildwood teachers thought 84% of their third through fifth graders

505
00:52:39,700 --> 00:52:43,760
were reading at grade level, and 86 were on the Casp.

506
00:52:45,860 --> 00:52:48,840
This differential persisted at Havens.

507
00:52:49,760 --> 00:52:55,660
Now the dibbles is not necessarily aligned to our state standards, but its administration

508
00:52:55,660 --> 00:52:58,040
seems inconsistent across the sides.

509
00:52:59,320 --> 00:53:03,920
And then this analysis suggests that the level of rigor and the grading, the individual

510
00:53:03,920 --> 00:53:08,520
one on one grading, may not be the same at all three sides.

511
00:53:11,360 --> 00:53:13,180
So after that, we dug into math.

512
00:53:14,740 --> 00:53:18,940
And so, at the math level, I just want to tell you a little bit up about the bridges,

513
00:53:19,520 --> 00:53:20,980
math assessment.

514
00:53:21,520 --> 00:53:26,380
We do unit assessments, just like everyone does, a math unit assessment, but the benchmark

515
00:53:26,380 --> 00:53:28,860
assessments cover multiple chapters.

516
00:53:30,320 --> 00:53:36,420
In this case, I pulled bridges benchmark two as it's middle of the year to later in the year.

517
00:53:36,660 --> 00:53:39,080
It's not a unit test, but it's multiple unit.

518
00:53:39,080 --> 00:53:41,220
that it is paper-based.

519
00:53:41,740 --> 00:53:43,320
The students are asked to show their work,

520
00:53:43,500 --> 00:53:45,260
they're drawing, they're circling, they're shading,

521
00:53:45,800 --> 00:53:46,880
doing all of this sort of thing,

522
00:53:48,020 --> 00:53:51,300
and it's graded by our teachers according to a rubric.

523
00:53:51,720 --> 00:53:55,320
Now this assessment was implemented 10 years ago,

524
00:53:55,900 --> 00:53:58,820
and many of our teachers were trained on it 10 years ago.

525
00:54:00,400 --> 00:54:03,420
When we look at these results, we'll see, again,

526
00:54:03,580 --> 00:54:06,660
Beach has a lowest score and you would end up with,

527
00:54:06,660 --> 00:54:12,800
But lead us to believe that the beach students aren't as good a math as the other schools.

528
00:54:15,580 --> 00:54:19,600
And again, we know that beach is one of the top schools in the state for math.

529
00:54:20,600 --> 00:54:22,760
This is grades one through five.

530
00:54:23,980 --> 00:54:27,380
So we will be looking at this for three for five at the same.

531
00:54:31,360 --> 00:54:32,980
Here we are three through five.

532
00:54:33,680 --> 00:54:39,660
We see in this case, the third through fifth graders at beach, almost 98% of them were

533
00:54:39,660 --> 00:54:42,940
seen to be a grade level expectation based on this benchmark.

534
00:54:43,680 --> 00:54:45,880
The cast, they showed up 93%.

535
00:54:45,880 --> 00:54:49,340
So they were a little over on this measure for the cast.

536
00:54:50,480 --> 00:54:54,660
And at Haven's, almost 93% of them were at grade level

537
00:54:54,660 --> 00:54:57,900
expectations on the bridges, but only 80% of them

538
00:54:57,900 --> 00:54:59,760
were able to deliver on the cast.

539
00:55:01,320 --> 00:55:02,700
It does bring up question.

540
00:55:02,920 --> 00:55:04,680
Is bridges a good predictor?

541
00:55:04,840 --> 00:55:05,740
Maybe, maybe not.

542
00:55:08,140 --> 00:55:13,380
And so what brings up questions for us of what we can do.

543
00:55:15,160 --> 00:55:23,340
Some ahas, I do not believe that the grading of our internal benchmarks and assessments

544
00:55:23,660 --> 00:55:26,080
is the same between our three schools.

545
00:55:29,600 --> 00:55:34,020
And I also wonder about our internal benchmarks being the best predictors.

546
00:55:34,020 --> 00:55:39,860
These are some of questions for us to understand if our students are really at grade level and

547
00:55:39,860 --> 00:55:41,640
meeting our grade level expectations.

548
00:55:43,080 --> 00:55:48,120
When I get to the takeaways here, staff believe that the systemic differences in

549
00:55:48,120 --> 00:55:54,480
cast outcomes may be related to multiple years of differences in this assessment grading

550
00:55:54,480 --> 00:55:56,900
rigor and in the training preparation.

551
00:55:57,960 --> 00:56:02,240
Bridges, like I said, Bridges will implement it 10 years ago and dibbles, so relatively

552
00:56:02,240 --> 00:56:10,980
new assessment. We added it mid-year in 2022-23. We did, and I was at this training, we did a

553
00:56:10,980 --> 00:56:17,660
webinar on a December afternoon evening that went until, I don't know, four or five, and it was

554
00:56:17,660 --> 00:56:24,500
very long to learn how to give the divils. There's some questions about our preparation, and I'm using

555
00:56:24,500 --> 00:56:31,220
these internal measures and whether we're accurately and consistently applying them. Now, our

556
00:56:31,220 --> 00:56:38,940
Our intervention that goes on at our schools, intervention measures, they lean heavily on these internal measures.

557
00:56:40,640 --> 00:56:47,360
Which kids need intervention is really dependent on how the kids are doing on our internal measures, the dibbles and our bridges.

558
00:56:49,180 --> 00:57:00,520
So the differences in rigor application at these primary level, it may result in some students getting early interventions at some schools.

559
00:57:01,680 --> 00:57:04,860
building those skills and maybe not getting any other schools.

560
00:57:05,680 --> 00:57:09,920
I suggest that we look at the assessment practices and bridges and

561
00:57:09,920 --> 00:57:15,300
endibles to norm them, to calibrate them, to share student work across our schools.

562
00:57:15,460 --> 00:57:20,440
So we can make sure we're all using consistently high levels of rigor to assess for grade level.

563
00:57:21,120 --> 00:57:22,800
Now there may be other takeaways.

564
00:57:23,380 --> 00:57:25,320
I included the ones we thought were most fruitful.

565
00:57:25,760 --> 00:57:28,600
We've had a lot of questions from our principals.

566
00:57:28,600 --> 00:57:35,760
When we did these deep dives in the cask in the fall, we've had questions from the school

567
00:57:35,760 --> 00:57:42,900
board, driving our thinking, looking at IDTs or special ed, these sort of things.

568
00:57:43,200 --> 00:57:48,560
We spent a good deal of time, two years ago, looking at IDT results on cask.

569
00:57:49,500 --> 00:57:57,520
It was not, there was no differences two years ago in 2223, but looking at it now, there are

570
00:57:57,520 --> 00:58:01,760
There are some inconsistencies between IDTs and students, but

571
00:58:02,640 --> 00:58:09,920
at Havens, the IDTs were testing better in the LA than the resident students and the same at math.

572
00:58:10,320 --> 00:58:15,120
So I don't think it's explaining what's going on at say our elementary levels.

573
00:58:16,900 --> 00:58:19,260
Voss will take a look at a couple other directions.

574
00:58:19,280 --> 00:58:23,480
This is the one we felt was most fruitful to providing better outcomes for our students.

575
00:58:25,700 --> 00:58:31,760
So I'm going to hand it back over to Mr. Dolwich, who's going to talk about what we plan

576
00:58:31,760 --> 00:58:34,840
to do, where we think we can go with some of this.

577
00:58:35,240 --> 00:58:36,160
I'll get on the slide.

578
00:58:36,280 --> 00:58:36,560
Okay.

579
00:58:36,900 --> 00:58:37,800
You want to go to the next slide?

580
00:58:38,040 --> 00:58:38,180
Yeah.

581
00:58:38,520 --> 00:58:38,800
All right.

582
00:58:38,900 --> 00:58:39,240
Thank you.

583
00:58:40,060 --> 00:58:44,580
So as Stephanie mentioned, one of our next steps is to focus on professional development,

584
00:58:46,140 --> 00:58:50,340
including CCTs that allow colleagues from all three sites to norm and recalibrate

585
00:58:50,340 --> 00:58:51,880
with internal assessments.

586
00:58:52,580 --> 00:59:01,500
Previously, we prioritized literacy implementation and based on the developments with the data we think it's prudent to be able to prioritize math.

587
00:59:02,380 --> 00:59:08,380
Will utilize rubrics, will evaluate student work, Stephanie also mentioned the dibbles training.

588
00:59:08,660 --> 00:59:17,100
We expanded dibbles implementation to grades four and five, so really most of our staff is in need of a refresher.

589
00:59:17,100 --> 00:59:26,000
So we're looking to include training to norm on dibbles, implementation, review data patterns and trends to inform instructional next steps.

590
00:59:26,680 --> 00:59:35,360
Those are some of the tangible next steps, but certainly, if you go to the next slide, there's more to it.

591
00:59:35,480 --> 00:59:40,380
We're all wondering why there's a trend declining in the wrong direction for elementary math.

592
00:59:40,380 --> 00:59:49,700
So I'm going to speak to some of the more concrete plans that we intend to take and some of them are embedded in the attached achievement plan.

593
00:59:50,140 --> 00:59:59,460
But first, in closing, I just want to lift up the big picture that we continue in Piedmont to perform as one of the highest unified districts in the state.

594
01:00:00,000 --> 01:00:29,980
We should take pride in, we have incredible students and incredible staff. If we look just at the college and career indicator, Stephanie mentions, we're one of the strongest districts in the state. And then finally, just looking at certain student groups, students with disabilities, our 11th grade students, certain student groups are performing at the highest levels compared to peers. If we return to the elementary steps, just some things to note. So we mentioned the norm in recalibration.

595
01:00:29,980 --> 01:00:34,680
what's under our control with professional development? That's one. I know, for instance,

596
01:00:35,540 --> 01:00:41,640
havens is bringing math data to staff meetings. And so, Mr. Reed will speak about some of the

597
01:00:41,640 --> 01:00:48,100
creative next steps. Also, partnering with the elementary principles, looking at exploring

598
01:00:48,100 --> 01:00:53,900
an agnostic math assessment. Stephanie did a good job, but there isn't an apples-to-apples

599
01:00:53,900 --> 01:00:59,780
correlation between dibbles and casp or bridges and casp. And so, we're looking at something

600
01:00:59,780 --> 01:01:06,380
that's adaptive, that's more accurately correlated with CASP, and looking ultimately

601
01:01:06,380 --> 01:01:09,960
to identify something that could replace a benchmark.

602
01:01:10,300 --> 01:01:14,540
So that would be something like a star from Renaissance or fast bridge.

603
01:01:15,040 --> 01:01:21,500
It's a better predictor, and it gives teachers more comprehensive results to address gaps.

604
01:01:22,220 --> 01:01:27,080
One thing that we worked on this summer is developing a scope and sequence for literacy

605
01:01:27,080 --> 01:01:27,740
implementation.

606
01:01:28,660 --> 01:01:57,300
We've had conversations with math specialists, but as of yet, we're really looking to bridges to be able to provide tangible foundational documents, a scope, a scope and sequence, a pacing guide so that we can support and make sure the requisite number of instructional minutes are accounted for with math, and then like anything principles, I think I would contend one of their most important roles is as instructional leaders, so how to be visible, be in the classroom,

607
01:01:57,300 --> 01:02:06,240
support staff with what they need and ensure through observation feedback that we're having fluid conversations with teachers about the efficacy of the curriculum.

608
01:02:07,120 --> 01:02:16,000
And so those are some tangible next steps that we plan to take for elementary and you can find a few more ideas in the achievement plan.

609
01:02:16,600 --> 01:02:22,120
But that concludes our presentation and we're happy to answer any related questions to this content.

610
01:02:22,120 --> 01:02:23,160
So thank

611
01:02:25,460 --> 01:02:31,520
you both for the presentation and also for responding to our many, many questions

612
01:02:31,520 --> 01:02:33,300
in advance to the presentation.

613
01:02:35,680 --> 01:02:41,260
We all have significant concerns about the data, particularly the elementary data.

614
01:02:41,920 --> 01:02:47,940
And the Havens data is not only concerning but frustrating because I think there have been

615
01:02:47,940 --> 01:02:50,060
people who have been calling it out for a couple years now.

616
01:02:51,040 --> 01:03:01,080
And I think that there's equity issues when we look at our three campuses, and I also think that we are not setting our students up to reach their full potential when we look at that data.

617
01:03:01,980 --> 01:03:11,320
And when we dig further into the data and look at things like the spread data pavements, it is, beyond concerning, it is incredibly, incredibly frustrating.

618
01:03:11,320 --> 01:03:32,900
and I will say I am thrilled that we have a new leader in place who I think on literacy is incredibly knowledgeable and we have a new literacy curriculum which is promising and it looks like it sounds like we are working on a plan for math beginning to form a plan for math.

619
01:03:35,280 --> 01:03:42,080
So my first question is have we looked to determine if the differences in for our elementary

620
01:03:42,080 --> 01:03:44,940
students, if those persist up through middle or high school?

621
01:03:45,220 --> 01:03:50,160
So since we have so many of our students from kindergarten through 12th grade, do we know

622
01:03:50,160 --> 01:03:56,540
if we look at students who have lower test scores if they're making those up and particularly

623
01:03:56,540 --> 01:04:00,140
if they're coming from one school versus the others, beaches consistently at higher scores

624
01:04:00,140 --> 01:04:07,880
but that differential just continues to widen, so do we know if those scores are improving if they're making it up in the middle and high or not?

625
01:04:10,340 --> 01:04:20,300
One thing we provided to each of the schools when we get into the student level data is multiple years of cash results so that we can track over multiple years.

626
01:04:20,460 --> 01:04:28,560
It's especially also hard when you get to the 11th grade and you don't have the year before you have to go back three years to get a cash result.

627
01:04:28,560 --> 01:04:34,620
So we provide multiple years and then provide a way to kind of sort, you can see where the kids are going over time.

628
01:04:35,180 --> 01:04:47,280
The other thing that the level of a three or four or two or one does not share is how close they are to meeting perhaps state standard.

629
01:04:47,600 --> 01:04:56,880
So another measure that we include with our principles and on that spreadsheet is the distance from standard, which is a different number for different grades.

630
01:04:56,880 --> 01:05:01,720
but how far below or above that meeting the standard mark are students.

631
01:05:02,620 --> 01:05:07,860
And so we use that and I think the middle school is even identified kind of a,

632
01:05:07,960 --> 01:05:13,940
how do we take the kids that are on the bubble that are just above or just below and make sure those kids are solid to move forward.

633
01:05:14,320 --> 01:05:16,740
Understood, my question, maybe I didn't, it wasn't clear.

634
01:05:16,820 --> 01:05:17,460
Now you did, yeah.

635
01:05:17,660 --> 01:05:22,660
If we have like a, if we're looking at Haven students, are they ending in the same place as students from each?

636
01:05:22,660 --> 01:05:29,740
If I can take a Haven student from kindergarten all the way through, are we looking and seeing if those differences are being made up later?

637
01:05:30,140 --> 01:05:33,420
Or if they are behind for the rest of their time in Piedmont? Have we done that analysis?

638
01:05:33,580 --> 01:05:35,700
Yeah, and following them vertically through the middle school?

639
01:05:35,740 --> 01:05:35,960
Correct.

640
01:05:36,260 --> 01:05:37,580
Yeah. Through the middle and high school.

641
01:05:37,880 --> 01:05:43,940
Since we have data on students, we have so many students who go all the way through, we're able to track them from the beginning to the end.

642
01:05:44,060 --> 01:05:46,880
And do we know if these differences are persisting or not?

643
01:05:47,300 --> 01:05:50,720
I don't think we know off the top of our head, but we can certainly, I think.

644
01:05:50,720 --> 01:06:01,880
I think that would be really beneficial information for us to have, just to take a sample of students and look at, you know, if they are, if those differences persist or not.

645
01:06:02,120 --> 01:06:05,580
A longitudinal model. Precisely. You talked about it. Yeah. I think that would be great.

646
01:06:06,580 --> 01:06:18,380
And then second question is, have we looked at how academic and classroom minutes are used across sites and grades, so how each site and teacher using their classroom time to account for these test score differences?

647
01:06:18,380 --> 01:06:20,380
Yeah, so that's currently in process.

648
01:06:21,120 --> 01:06:26,020
So this is the first year that all elementary principles have received schedules from all

649
01:06:26,320 --> 01:06:26,880
the staff.

650
01:06:27,460 --> 01:06:31,700
And so we're looking at them at the minutes currently and we'll be making recommendation

651
01:06:31,700 --> 01:06:33,440
or guidelines for each grade level.

652
01:06:34,800 --> 01:06:36,380
And so yeah, that's in process.

653
01:06:38,440 --> 01:06:39,860
I'll hold the rest of my questions.

654
01:06:41,160 --> 01:06:41,680
Rishi.

655
01:06:42,680 --> 01:06:46,680
I am going to just say two things and then hold the rest of my questions until later.

656
01:06:48,100 --> 01:06:55,680
I really want to commend the district on the improvement that we saw for the focus area on African-American students for 24 to 25.

657
01:06:56,220 --> 01:07:01,240
It's really incredible that we saw up to an 18% improvement in math and a 6% improvement in the LA.

658
01:07:01,600 --> 01:07:07,220
And it's just to me a testament of what we can accomplish as a small district,

659
01:07:07,700 --> 01:07:11,920
how we can focus our attention in our resources and like really drive towards change.

660
01:07:11,920 --> 01:07:18,940
It's astonishing the result, and I know that it took a lot of people, and so I really

661
01:07:19,570 --> 01:07:24,600
want to express my thanks and my gratitude for that.

662
01:07:27,740 --> 01:07:34,980
The second thing that I will say is also a comment, I'm pretty distressed by the 19% reduction

663
01:07:34,980 --> 01:07:47,940
in ELA at Millennium, and also while I appreciate that beach is still ranked higher in the

664
01:07:47,940 --> 01:07:54,060
elementary schools, the fact that there was a 6% reduction in ELA in one year, I think

665
01:07:54,060 --> 01:08:00,960
it's a canaryanical mine, I think that's not good, and I'm really glad to see that there

666
01:08:00,960 --> 01:08:11,540
is a plan in the elementary schools, particularly the drop in the difference at Havens is like my

667
01:08:11,540 --> 01:08:16,260
colleagues will, I'm sure, ask many questions about this, but I just wanted to also point out

668
01:08:16,260 --> 01:08:22,900
that the 6% reduction in one year in the LA of Beach and a 6% reduction in math at Wildwood

669
01:08:22,900 --> 01:08:25,740
is, that's crazy.

670
01:08:30,770 --> 01:08:33,570
Let me say if there's a question or a comment, I get a question.

671
01:08:33,910 --> 01:08:38,210
So, stepping back kind of from all this and just the context for all of this.

672
01:08:39,710 --> 01:08:44,690
For public and any parents who are also logging in who might not understand how all these pieces work together.

673
01:08:44,950 --> 01:08:47,990
So, LCAP is our overall set of district goals, right?

674
01:08:48,130 --> 01:08:49,650
To me, that's kind of a reporting tool.

675
01:08:49,830 --> 01:08:51,890
We have goals and we have some actions lined up to that.

676
01:08:53,270 --> 01:08:54,810
SPSSA is our site plans.

677
01:08:55,490 --> 01:08:58,550
Those are what each site is going to do to achieve those LCAP goals, right?

678
01:08:58,550 --> 01:09:04,910
Right, right, that State mandated this academic achievement plan that is pulled out of the SPSA's and

679
01:09:04,910 --> 01:09:08,690
we are going to manage that separately as a separate kind of management tool.

680
01:09:08,850 --> 01:09:13,510
Is this something that we're going to hear about again and we can keep asking for updates on?

681
01:09:13,790 --> 01:09:16,050
We can certainly report back.

682
01:09:16,370 --> 01:09:21,110
To your point, you're right, every district has an LCAP, it's a three-year plan.

683
01:09:21,550 --> 01:09:26,630
And typically, SIPSA's are aligned with that, carrying out actions and

684
01:09:26,630 --> 01:09:32,170
services, the achievement plan is our responsiveness as an internal measure.

685
01:09:32,570 --> 01:09:37,770
So we could, as you'll see, there are four columns and the last one in terms of follow-up.

686
01:09:38,090 --> 01:09:39,550
We can certainly report back with measures.

687
01:09:40,370 --> 01:09:40,650
That's great.

688
01:09:40,830 --> 01:09:44,550
And it is pulling some of the items from our SIPSA, but also being responsive.

689
01:09:45,350 --> 01:09:47,250
The SIPSAs were written and approved last year.

690
01:09:47,830 --> 01:09:50,110
They didn't have the data that we have today.

691
01:09:50,810 --> 01:09:54,410
And so we can also be responsive right now and not have to wait another year.

692
01:09:54,410 --> 01:10:00,830
That's the difference, one of the differences between a reporting tool and a management tool that I've been trying to struggle to try to find in this district.

693
01:10:01,010 --> 01:10:05,450
And this is a super, super important management tool, so I'm very excited that we have it put together.

694
01:10:05,670 --> 01:10:09,470
Thank you very much, and we'll certainly be asking for more on this, I think, going forward.

695
01:10:12,650 --> 01:10:19,230
I guess another question that I would ask, as the district we're committed to ensuring all of our kids,

696
01:10:19,230 --> 01:10:26,370
And all means all can achieve to their, to their best ability and challenge themselves and push forward.

697
01:10:26,870 --> 01:10:31,430
And I'm interested in the fact that we don't break out our sped students.

698
01:10:31,630 --> 01:10:35,490
We have a lot of diversity in our sped students, and I'm very curious to find out.

699
01:10:36,470 --> 01:10:40,650
Those are, I recognize they are high scores compared to the California state, and

700
01:10:40,650 --> 01:10:42,170
I'm very proud of that, and that is fantastic.

701
01:10:42,450 --> 01:10:45,790
We have a good program, but thinking about our students and

702
01:10:45,790 --> 01:10:51,290
the different specific learning disabilities that they have and how that shows up in scores

703
01:10:51,290 --> 01:10:55,150
and differences over time I think is another important thing to dig into just as we're digging

704
01:10:55,150 --> 01:10:58,910
into demographic data and I was curious that that was something at all possible.

705
01:11:00,090 --> 01:11:06,930
I spent some time this earlier this month with Jean Fagan talking about that very question.

706
01:11:07,950 --> 01:11:16,130
Our students are categorized, we're recording their disabilities in a couple of different buckets.

707
01:11:16,510 --> 01:11:18,730
One of them is other health impairment.

708
01:11:19,090 --> 01:11:23,230
One is specific learning disability and other might be autism.

709
01:11:23,710 --> 01:11:25,530
There are a couple of these that continue on.

710
01:11:26,090 --> 01:11:29,950
One of our two biggest buckets is specific learning disability.

711
01:11:30,110 --> 01:11:35,970
This includes dyslexia, includes other processing orders too, and then other health impairment.

712
01:11:35,970 --> 01:11:41,710
So those two groups are some of our biggest number of students with disabilities fall in those two categories.

713
01:11:42,170 --> 01:11:47,950
So Jean and I spent a little bit of time looking at the outcomes for those two groups.

714
01:11:48,290 --> 01:11:51,810
And those two groups had pretty equivalent outcomes and

715
01:11:51,810 --> 01:11:57,530
number of students in those groups that did not meet state standards on cash were pretty similar.

716
01:11:57,710 --> 01:12:03,470
We didn't see students with specific learning disabilities at a higher rate proportionally.

717
01:12:04,470 --> 01:12:11,570
in not meeting standards on state tests like the CASP as we did on other health impairments.

718
01:12:12,130 --> 01:12:17,690
Now there's, once you get into even the specific disability within, this SLD,

719
01:12:18,510 --> 01:12:22,590
then you're getting really detailed and just having to look that up on the IEP,

720
01:12:22,970 --> 01:12:27,970
but we didn't see a huge outweigh in between those categories.

721
01:12:28,430 --> 01:12:32,250
Yeah, understood. I guess, you know, back to the question of looking at longitudinal data as well,

722
01:12:32,250 --> 01:12:42,430
I think it would be very interesting from a programmatic perspective, as we think about how we support our kids who have more milder moderate learning disabilities, how are they achieving over time?

723
01:12:42,970 --> 01:12:49,950
And I think this would be great if it's a coding issue or something like that, I can imagine it'd be great to maybe we could dig into that a little bit more at some point.

724
01:12:50,270 --> 01:12:50,950
Yeah, thanks, Stephanie.

725
01:12:55,300 --> 01:12:56,220
Yeah, I'm more later.

726
01:12:56,540 --> 01:13:02,880
Okay, so after all of us requesting all this data, I'm going to ask you the opposite question, which I'm sure is not a surprise.

727
01:13:03,780 --> 01:13:32,760
Given the sort of small sample size of our schools, we just, you know, don't have a ton of students, compared to other districts, is your sense, I guess this is more for Mr. Dolowicz, is your sense that our test scores are representative of the knowledge of our students, and that there is a discrepancy site to site in the way that the test scores, that the data shows, or that the discrepancy in actual knowledge is over-represented

728
01:13:38,580 --> 01:13:44,100
I'm just asking for your opinion, frankly, since there's an over-representation.

729
01:13:44,960 --> 01:13:50,980
If the deltas between the different school sites, particularly in elementary,

730
01:13:51,780 --> 01:13:56,940
are accurately represented by the test score discrepancies that we see, or if your

731
01:13:56,940 --> 01:14:01,400
feeling is that it's over-represented and actually they're closer in ability than the test

732
01:14:01,400 --> 01:14:02,140
scores would indicate.

733
01:14:05,400 --> 01:14:13,520
That's an interesting question, maybe I'll try to tackle it from a, you know, a different perspective.

734
01:14:14,280 --> 01:14:23,760
Do I think that it's accurate and reflective of how our students performing during, in that week at that time?

735
01:14:24,300 --> 01:14:30,300
Yes, do I think, I think it's revealing in the sense that specific sites,

736
01:14:30,300 --> 01:14:36,840
There are certainly areas for improvement, and I would identify climate and culture and

737
01:14:36,840 --> 01:14:39,740
MCSS processes as one of those.

738
01:14:40,320 --> 01:14:49,380
I think it, I wouldn't characterize it as over-represented based on the unevenness

739
01:14:49,380 --> 01:14:54,460
between the three schools, I would think that that is probably an app depiction.

740
01:14:54,460 --> 01:14:59,640
Okay. Let me ask you a, let me use my second question to ask you a hypothetical similar question.

741
01:15:00,080 --> 01:15:26,120
If we tested every school, let's just keep it to elementary for now. If we tested the three elementary schools every two weeks on the same, uh, with the same exact tests, I know that that's not possible. I'm not advocating that we do that. I'm just saying in this hypothetical. If we did stick these tests into every school every two weeks, do you think that the deltas between the schools would remain roughly similar or not? Like how bouncy do you think this day is?

742
01:15:26,120 --> 01:15:33,280
Yeah, that's a, I think there would be some fluctuation, but I think you, on the aggregate, you did see the same results.

743
01:15:34,300 --> 01:15:36,520
Okay, so you think it's directly accurate?

744
01:15:36,860 --> 01:15:36,980
Yeah.

745
01:15:37,240 --> 01:15:38,000
Okay, thank you.

746
01:15:40,570 --> 01:15:47,670
All right, well thank you, I mean, the first thing I want to do is applaud that the achievement plan number one was a success.

747
01:15:48,390 --> 01:15:49,710
You had goals and you met them.

748
01:15:50,690 --> 01:15:57,670
I'm looking at this achievement plan, and I guess a little background just on why elementary is concerning because it's,

749
01:15:57,670 --> 01:16:04,430
It sets the stage for what's to come as far as, you know, a good elementary preparation carries into middle and high.

750
01:16:04,710 --> 01:16:11,090
So elementary is a particular attention and it's not just math, you mentioned the math score is falling.

751
01:16:11,210 --> 01:16:17,230
But there's also in ELA some drops and more concerning a wider discrepancy between sites.

752
01:16:17,890 --> 01:16:26,530
So I guess my one thing, it's good to see this data, I'm also I think I need to review the leadership retreat data more.

753
01:16:26,530 --> 01:16:31,210
I think some of it was shared with us and I need to look at that but I think the thing

754
01:16:31,210 --> 01:16:36,830
I would urge is to really dig deeper into the data we have to tell the story from the

755
01:16:36,830 --> 01:16:37,150
data.

756
01:16:37,490 --> 01:16:43,430
So that's going to be kind of my, you know, request of how this goes forward, a little

757
01:16:43,430 --> 01:16:48,530
bit more diagnosing on some of that and then just one thing I wanted to question on what

758
01:16:48,530 --> 01:16:55,390
I heard about dibbles and I think I heard, you know, dibbles is measuring reading at grade

759
01:16:55,390 --> 01:17:12,350
But that's not really what it measures, so then the question is, is it in the administration of the test which I think is what I heard in the presentation versus just differences in what's being tested and what the purposes of the test are, and I'm glad you're going to be looking at another agnostic test.

760
01:17:13,490 --> 01:17:15,350
Yeah, so thoughts on that or?

761
01:17:15,350 --> 01:17:26,050
Yeah, thoughts are, you know, in the administration, but also in the evaluation, right, that's where we're bringing the student work, and we're able to calibrate with Beach, Wildwood, and Haven's teachers all at the same table.

762
01:17:26,770 --> 01:17:28,210
I think that's usually important.

763
01:17:28,290 --> 01:17:36,750
The other thing, just the first point that you raised, I'm not eternally optimistic, but in this case, I'm very optimistic that we can turn around elementary scores.

764
01:17:37,090 --> 01:17:41,850
Why? Because the trend across the state and across the country is just what you described.

765
01:17:41,850 --> 01:17:47,530
Typically, middle school and high school decline and elementary are the highest, right?

766
01:17:47,710 --> 01:17:54,090
And they tend to increase, and we're experiencing the opposite phenomenon here.

767
01:17:54,670 --> 01:17:58,690
We have Piedmont Middle and Piedmont High growing, which is atypical.

768
01:17:59,470 --> 01:18:03,290
And we have elementary with the last three years trending in the wrong direction.

769
01:18:03,650 --> 01:18:07,930
So I think they're very purposeful,

770
01:18:07,930 --> 01:18:28,650
actions that can be taken, including demystifying the test and climate and culture initiatives that prepare students to have a peak performance and understand what they're walking into and put their best, so they're very tangible things that we steps that we can take.

771
01:18:29,210 --> 01:18:36,310
And I think Mr. Reed will speak to some of those from experience and so I'm excited to turn this around this spring.

772
01:18:36,310 --> 01:18:37,150
Well, great.

773
01:18:37,770 --> 01:18:43,310
And then do I have one more because I just also mentioned that in terms of the agnostic

774
01:18:43,310 --> 01:18:48,170
assessment, I think it's good to have that the precision of a different instrument,

775
01:18:48,390 --> 01:18:52,010
but I would caution us not to over-test, not to do over-assessment.

776
01:18:52,530 --> 01:18:55,250
I'm sure, you know, you're aware of that, but-

777
01:18:55,250 --> 01:19:00,590
Yeah, 100 percent agree, and I think the vision would be that ultimately we replace

778
01:19:01,570 --> 01:19:06,070
bridges with the assessment, so it's in lieu of rather than it being an add-on.

779
01:19:27,840 --> 01:19:37,020
I have questions around the ELA and why we're using the dibbles to predict scoring on

780
01:19:37,020 --> 01:19:37,480
the cast.

781
01:19:38,060 --> 01:19:43,400
Forgive me if I'm wrong, but when I've seen the dibbles in action, it's very short.

782
01:19:43,860 --> 01:19:45,840
It doesn't necessarily focus on comprehension.

783
01:19:45,840 --> 01:19:49,000
It's more about how many words can you read correctly in a minute?

784
01:19:49,780 --> 01:20:04,340
And I would encourage the district to look at maybe other forms of assessment to see predictions of how they're going to score in the cast because I don't know that there's, I think we're seeing that there isn't necessarily a high correlation.

785
01:20:06,080 --> 01:20:09,040
Thank you. Could you grab a card and complete it? Thank you.

786
01:20:09,040 --> 01:20:13,420
Thank you. Anyone else in the room who would like to speak on this item?

787
01:20:16,980 --> 01:20:17,520
Any hands raised

788
01:20:17,520 --> 01:20:18,680
online? Thank you.

789
01:20:22,640 --> 01:20:23,820
Welcome, Laura. You're out.

790
01:20:30,340 --> 01:20:31,120
Laura, you're there.

791
01:20:34,030 --> 01:20:35,670
Sorry, my microphone

792
01:20:35,670 --> 01:20:41,590
was off. Can you hear me now? Yep. Okay. Hi. Thanks for this presentation. It's really interesting

793
01:20:41,590 --> 01:20:46,530
and encouraging in some ways and discouraging in others. Like the last speaker, I just wanted

794
01:20:46,530 --> 01:20:53,190
is talk about or speak to the doubles and that concerning discrepancy between the havens

795
01:20:53,190 --> 01:21:00,230
ELA scores and the double score like 15 point differential is really concerning and I say

796
01:21:00,230 --> 01:21:05,430
that as a parent who as a parent of a former haven student who has dyslexia and wasn't diagnosed

797
01:21:05,430 --> 01:21:11,310
with dyslexia until fourth grade and that was only when we saw an external private assessment

798
01:21:11,310 --> 01:21:17,050
because we've been told up until then that he was reading a grade level and the private

799
01:21:17,050 --> 01:21:21,330
neuropsych confirmed that he did have dyslexia and then we began a series of extensive interventions

800
01:21:21,330 --> 01:21:27,110
which have helped him tremendously both at Havens and outside of Havens. So I guess I'm just worried

801
01:21:27,110 --> 01:21:36,010
about these kids who the Dibbles test his missing at Havens and especially you know with dyslexia,

802
01:21:36,110 --> 01:21:40,770
the sooner the better for intervention. So I just want to make sure that like

803
01:21:41,310 --> 01:22:01,650
I know you guys are taking it seriously, but not to wait and to think about are there other assessment tools, or what can we be doing to catch those kids who are being misrepresented in terms of how they're squaring on the dibbles versus what they're actually showing on the LA and make sure that we're not they're not falling in the cracks and so that we can help them as soon as possible.

804
01:22:01,650 --> 01:22:10,630
Thanks. Thank you, Laura. I was enthusiastically nodding along with your comment, and I will share more later.

805
01:22:11,450 --> 01:22:14,490
Ms. Lina. Okay. Jen Kessler.

806
01:22:16,290 --> 01:22:16,890
You're up.

807
01:22:23,460 --> 01:22:24,640
Jen, are you there?

808
01:22:31,180 --> 01:22:31,420
Okay.

809
01:22:32,420 --> 01:22:38,060
Oh, it looks like she's here. Jen, did you lower your hand because you don't want to speak?

810
01:22:38,060 --> 01:22:38,220
speak.

811
01:22:44,920 --> 01:22:50,140
Okay, can you hear me? Yes, we can hear you. Oh, okay, triple. Hi, folks.

812
01:22:51,680 --> 01:22:58,900
This is Jen Kassler. I teach for three that wildwood. So I have three things to say. I

813
01:22:58,900 --> 01:23:11,860
only have two in a bit minutes. The first thing is going from the improvement plan. I 100%

814
01:23:11,860 --> 01:23:17,320
agree in calibrating the way we look at assessments. That has been a long

815
01:23:17,320 --> 01:23:23,800
standing practice in, I will at least at Wildwood, I can speak to Wildwood. And it is

816
01:23:23,800 --> 01:23:28,800
something that we did district-wide about eight years ago pre-COVID we would

817
01:23:28,800 --> 01:23:33,800
gather and calibrate the data on our student work and I think it's a really

818
01:23:33,800 --> 01:23:38,220
valuable practice. As is lesson study, which is what I think you're referring to when

819
01:23:38,220 --> 01:23:47,060
you're talking about observation and feedback. And that is like peer observation and feedback and

820
01:23:47,060 --> 01:23:52,760
it's really, really valuable. I also agree with having some kind of an agnostic math assessment

821
01:23:53,740 --> 01:24:00,660
to kind of back up because I think it will be way, way, way more significant than comparing bridges

822
01:24:04,600 --> 01:24:08,200
So I just have a couple of things to point out.

823
01:24:09,160 --> 01:24:12,500
One of them is at least in 4-5.

824
01:24:12,700 --> 01:24:17,240
The dibbles is not, it is administered on the computer.

825
01:24:17,840 --> 01:24:21,280
So it's what the first speaker,

826
01:24:23,320 --> 01:24:25,040
a fluency measure.

827
01:24:25,320 --> 01:24:28,800
And then there's a sort of a comprehension measure.

828
01:24:28,800 --> 01:24:36,460
but it is all objective. There's no subjectivity. I think it's a little more nuanced in the

829
01:24:36,460 --> 01:24:42,300
earlier grades, but for 4-5, which is what you're comparing because we're comparing cascores,

830
01:24:42,740 --> 01:24:47,680
it is not subjective. It is objective data, numbers, like a number.

831
01:24:48,140 --> 01:24:56,380
You have 30 seconds left. Okay, so the second thing is I think two things we have to bear in mind

832
01:24:56,380 --> 01:25:01,560
And our ranking in the state has remained the same in math.

833
01:25:02,300 --> 01:25:07,540
So yes, all of these numbers are worth looking at, but bear in mind we're still the same

834
01:25:07,540 --> 01:25:10,500
rank compared across California.

835
01:25:10,880 --> 01:25:20,860
Second thing is percentages can be deceiving, for example, that 10% drop in a wildwood math

836
01:25:20,860 --> 01:25:21,660
scores.

837
01:25:24,500 --> 01:25:26,700
Just let me finish my sentence, I'm so sorry.

838
01:25:26,700 --> 01:25:31,500
We're talking about 11 kids, and I fully support all means all.

839
01:25:31,680 --> 01:25:38,620
We need to look at everybody, but also looking at percentages alone in such a small sample

840
01:25:38,620 --> 01:25:39,060
size.

841
01:25:39,440 --> 01:25:41,900
We need to be aware of how many kids that is.

842
01:25:42,260 --> 01:25:42,700
Okay, sorry.

843
01:25:43,340 --> 01:25:43,900
Too long.

844
01:25:44,180 --> 01:25:44,320
Thanks, Jen.

845
01:25:45,920 --> 01:25:46,400
Huh?

846
01:25:47,620 --> 01:25:50,880
Oh yeah, if you have additional comments, please feel free to email us.

847
01:25:52,960 --> 01:25:53,320
Thanks, Jen.

848
01:25:54,880 --> 01:25:56,460
I see a couple more hands raised.

849
01:25:56,460 --> 01:26:02,060
so I will let you promote them. Next up, we have Sarah, can you may I be with you already?

850
01:26:02,680 --> 01:26:03,180
Hi Sarah.

851
01:26:05,490 --> 01:26:11,470
Oh hi everyone. Thank you for sharing all this information. I'm a parent with two kids

852
01:26:11,470 --> 01:26:17,630
at Wildwood and one child at Havens and anecdotally I just wanted to touch on the question that came up

853
01:26:17,630 --> 01:26:23,750
about the culture of intervention between the schools and if that plays a role here, I'm not sure

854
01:26:23,750 --> 01:26:32,590
more, exactly how you all look at that objectively, but from an experience perspective, our two kids

855
01:26:32,590 --> 01:26:38,730
at Wildwood perform at least at Benchmark, one by the above Benchmark, and the interventionists

856
01:26:38,730 --> 01:26:44,870
are consistently jumping in before we even know how the kids are doing and either pushing

857
01:26:44,870 --> 01:26:51,030
them above grade level or making sure that they stay at Benchmark or above whereas our experience

858
01:26:51,030 --> 01:26:54,430
that Havins has been, that child has a clear diagnosis

859
01:26:54,430 --> 01:26:57,490
from neuropsych and a lot of reasons to need extra support.

860
01:26:58,190 --> 01:27:02,970
And we found that it's like a huge intimidating process

861
01:27:02,970 --> 01:27:06,650
to even ask for someone to look at providing that.

862
01:27:07,130 --> 01:27:10,110
So we found it to just from a parent perspective,

863
01:27:10,350 --> 01:27:14,530
be a very different threshold for intervention.

864
01:27:18,140 --> 01:27:18,760
That's all.

865
01:27:19,720 --> 01:27:20,240
Thank you, Sarah.

866
01:27:20,240 --> 01:27:22,920
really appreciate you sharing your experience.

867
01:27:27,740 --> 01:27:28,720
Yeah, SD.

868
01:27:29,040 --> 01:27:31,060
Yeah, SD, you're up.

869
01:27:35,260 --> 01:27:36,080
SD, are you there?

870
01:27:36,540 --> 01:27:36,940
I'm going to use that.

871
01:27:37,080 --> 01:27:37,360
Oh, yes.

872
01:27:37,740 --> 01:27:37,840
Hi.

873
01:27:38,040 --> 01:27:38,540
Yes, sorry.

874
01:27:38,680 --> 01:27:39,380
Something weird happened.

875
01:27:40,100 --> 01:27:40,580
Yes.

876
01:27:40,840 --> 01:27:41,480
Okay, so thank you.

877
01:27:42,300 --> 01:27:43,860
I really enjoyed this presentation.

878
01:27:44,160 --> 01:27:47,080
I feel like a few years ago, I was really

879
01:27:50,950 --> 01:27:53,990
wanting to see this kind of interest in using data

880
01:27:53,990 --> 01:28:00,650
to understand what is happening, and so I just was like so thrilled to see this kind

881
01:28:00,650 --> 01:28:05,650
of interest in really diving to the data and trying to use different data points to explain

882
01:28:06,170 --> 01:28:11,490
why there might be differences. So I just really applaud that and I'm excited to hear more

883
01:28:11,490 --> 01:28:16,230
analyses like this. You know, Sarah's calm just now. I was going to say to make it similar. I think

884
01:28:16,230 --> 01:28:20,470
there are differences when we talk about calibration for these assessments. There are differences

885
01:28:20,470 --> 01:28:26,870
maybe across the schools because at beach I similarly find that the reading interventionist

886
01:28:26,870 --> 01:28:34,610
is very proactive with even just small weaknesses on dibbles and so how you sort of like how you

887
01:28:34,610 --> 01:28:41,790
norm the performance across students makes a big difference and and I think that in our schools

888
01:28:41,790 --> 01:28:48,870
we should have like pretty aggressive you know intervention even when the scores are like

889
01:28:48,870 --> 01:28:55,290
just a little weak I think that makes a big difference and that was that I think it's really great

890
01:28:55,290 --> 01:29:01,010
that we're focusing on groups that are having bigger gaps because I can just imagine,

891
01:29:01,270 --> 01:29:07,550
you know, if I were in a family that had faced a lot of historical disadvantage and I couldn't

892
01:29:07,550 --> 01:29:12,350
maybe access tutors and maybe like there wasn't like a lot of higher education my family,

893
01:29:12,650 --> 01:29:20,870
it's just, you know, it's hard to succeed sometimes in, you know, in school environments and so when

894
01:29:20,870 --> 01:29:23,630
And we really put resources for helping those students.

895
01:29:24,130 --> 01:29:27,390
That means that we are really providing excellent education.

896
01:29:28,510 --> 01:29:35,050
And, you know, and the education is not being kind of supported by affluent families

897
01:29:35,050 --> 01:29:39,010
that are paying for extra services outside of school and so on.

898
01:29:39,410 --> 01:29:46,090
So I think like this focus on 30 seconds left to having lower scores is like a huge part

899
01:29:46,090 --> 01:29:47,490
of having a grade school system.

900
01:29:47,510 --> 01:29:49,090
So I really thank you for doing that.

901
01:29:49,090 --> 01:29:55,870
Thank you. Thank you, SD. Any other hands?

902
01:29:56,870 --> 01:29:59,790
Okay, then I'm going to go ahead and close public comments.

903
01:30:00,180 --> 01:30:01,420
On this item.

904
01:30:03,660 --> 01:30:18,760
Let's start with you, Michael. Do you have any other questions or comments? Well, yeah, let me see. Let me, I guess, I might want to dig a little deeper in what I was saying about the detail of the data that we find.

905
01:30:20,780 --> 01:30:30,020
So one example I can think of, I did some digging just looking at the state cast info and tracking cohorts, because I know one of the,

906
01:30:30,020 --> 01:30:34,400
But one of the explanations is the students aren't ready to take these tests, they're not prepared.

907
01:30:34,920 --> 01:30:40,100
But there were definitely some cohorts I found where they tested really well two years in a row,

908
01:30:40,280 --> 01:30:44,900
third and fourth grade, and then when they hit fifth grade, their scores dropped almost 20%.

909
01:30:44,900 --> 01:30:46,080
I think it was in one case.

910
01:30:46,920 --> 01:30:51,600
So these sorts of things, I think we have the data and by looking at it, we can pinpoint better

911
01:30:52,400 --> 01:30:56,620
what in addition to what we're thinking of doing, it needs to be done.

912
01:30:56,620 --> 01:30:59,860
And there was another one, let me just see in my notes,

913
01:31:03,840 --> 01:31:08,160
something related to special ad

914
01:31:08,160 --> 01:31:11,700
performance, and oh, I know what it was.

915
01:31:11,880 --> 01:31:16,200
So we've talked about intervention, and I would be really curious to see when we look

916
01:31:16,200 --> 01:31:21,180
at the scores that have dropped, are there any of them who went from fell from above meeting

917
01:31:21,180 --> 01:31:24,980
to below meeting, who actually hadn't been identified for intervention?

918
01:31:24,980 --> 01:31:29,880
And that's something I think, you know, we could, we could find in these kinds of analyses

919
01:31:29,880 --> 01:31:32,380
is what I'm, you know, recommending and urging.

920
01:31:35,880 --> 01:31:37,100
No further questions or comments?

921
01:31:37,320 --> 01:31:37,380
Okay.

922
01:31:44,740 --> 01:31:49,580
I appreciate that on English, we're starting to think about a kind of a basket of assessments,

923
01:31:50,760 --> 01:31:52,860
as one of the speakers pointed out as well.

924
01:31:53,000 --> 01:31:55,120
Each one of those tests does test different things.

925
01:31:55,520 --> 01:31:59,540
I'd like to better understand what the relationship with them should be,

926
01:31:59,700 --> 01:32:01,600
what we should be expecting for each of those.

927
01:32:01,600 --> 01:32:05,220
And I'm hoping that we could find something similar like this for math.

928
01:32:05,560 --> 01:32:08,360
There's nothing that I know that we have that's like a dibbles for math.

929
01:32:08,580 --> 01:32:13,180
That can identify kids with dyscalculio who have trouble with basic math fundamentals.

930
01:32:13,600 --> 01:32:19,300
If there's something out there on the market that's tested and true, it'd be great to get that into the district and tested.

931
01:32:19,720 --> 01:32:22,560
So kids, we find those kids or identify those kids earlier.

932
01:32:25,140 --> 01:32:28,900
We listed a lot of hypotheses here on slide 13.

933
01:32:28,900 --> 01:32:53,920
some of the key takeaways of what could be impacting the scores, I think they're all valid hypotheses and I'm curious how in this plan we're actually going to kind of test them in the sense of let's go fix those things, let's go norm better on our assessment practices and preparation but also how are we going to test that that actually has been accomplished and we are normed before we go much further on this, right?

934
01:32:53,920 --> 01:32:59,320
So, that kind of continuous learning loop, a little shorter loop on that would be really useful, I think.

935
01:33:03,550 --> 01:33:11,730
Also, we talked about actually as a board goal, if you guys remember at our workshop, about having a report on assessments.

936
01:33:12,450 --> 01:33:16,030
And I'm wondering if I'd like to dig into this more.

937
01:33:16,490 --> 01:33:20,630
I would really like to better understand, you know, starting from the questions we should be asking,

938
01:33:20,630 --> 01:33:26,670
of what does academic achievement look like in our students and across our different student populations like our kids with

939
01:33:26,670 --> 01:33:33,770
the last specific learning disabilities, from that understand what data we should be looking at, data that we have from

940
01:33:33,770 --> 01:33:39,530
assessments we use today, maybe assessments that we might want to consider, kind of taking that kind of comprehensive approach.

941
01:33:39,990 --> 01:33:45,350
I don't know if that would be a useful thing to consider, maybe as a special board workshop or something.

942
01:33:45,350 --> 01:33:50,170
I just think it would be who of us as a board to dig into this and understand this more

943
01:33:50,170 --> 01:33:54,410
and understand the action plan around this, because like I said earlier, this is a very

944
01:33:54,410 --> 01:34:00,570
key management tool. I think for us as a board to pay attention to. So I'd just suggest

945
01:34:00,570 --> 01:34:02,850
that if that's at all possibility, throw that in there.

946
01:34:04,350 --> 01:34:05,010
Thanks, easy.

947
01:34:06,090 --> 01:34:10,590
Yeah, I think that makes a lot of sense. I also appreciate Susie one of the things he said

948
01:34:10,590 --> 01:34:15,910
about which hypotheses to test out and how to know which ones we're going to go after

949
01:34:15,910 --> 01:34:20,270
because for a while, one of the hypotheses that we had, I think it was two years ago,

950
01:34:20,530 --> 01:34:25,050
although it could be wrong, was around attendance and whether it was last year, well,

951
01:34:26,670 --> 01:34:30,850
definitely feels like it was a long time ago. Last year's hypothesis was around attendance.

952
01:34:31,170 --> 01:34:38,610
I think we made a sustained effort to try and improve attendance and still have these results.

953
01:34:38,610 --> 01:34:43,470
So I'm excited to see what the plan going forward is going to look like.

954
01:34:46,360 --> 01:34:49,160
Just a few things, I want to echo Susie.

955
01:34:49,520 --> 01:35:02,500
I think it would be really meaningful to understand which particular students within those categories who's having trouble on these tests.

956
01:35:02,500 --> 01:35:10,020
So I know what we require some manual disaggregation because of the way that those, you know, students

957
01:35:10,020 --> 01:35:13,720
are diagnosed, they're, you know, groups of students that have very different learning

958
01:35:13,720 --> 01:35:15,820
differences that are all dumped into a single bucket.

959
01:35:16,420 --> 01:35:21,680
But I remember a couple years ago we had the same conversation about disaggregating other

960
01:35:21,680 --> 01:35:28,860
demographic data, particularly, you know, black, Asian, Latino, et cetera, students and

961
01:35:28,860 --> 01:35:32,800
And like the manual nature of that, and we were able to get there after a few rounds.

962
01:35:32,800 --> 01:35:40,240
And I think that similarly doing something with this data would be beneficial to understand if,

963
01:35:40,280 --> 01:35:48,780
for example, our dyslexic students are having trouble with the reading portion of our students with the calculator struggling with the math, or if it's something completely different.

964
01:35:49,420 --> 01:35:58,840
But looking at those test scores, particularly when we disaggregate, which the public doesn't have some information.

965
01:35:58,840 --> 01:36:02,520
that the board does, by school, there are some extreme differences.

966
01:36:02,840 --> 01:36:04,280
So I think understanding and

967
01:36:04,920 --> 01:36:06,640
desegregating that data would be beneficial.

968
01:36:07,940 --> 01:36:09,300
I'm also curious.

969
01:36:09,680 --> 01:36:14,540
Laura's comment got me thinking about whether grades at tri-schools are different.

970
01:36:14,880 --> 01:36:19,740
And I know that would be harder to look into, but are the grades actually reflective of where students at?

971
01:36:19,840 --> 01:36:23,240
And I ask that less because I care about elementary students grades.

972
01:36:23,660 --> 01:36:25,140
I know they don't matter for a whole lot.

973
01:36:25,540 --> 01:36:28,120
Beyond signaling mechanism to families.

974
01:36:28,120 --> 01:36:33,520
where students might be struggling, and there's been a movement in elementary school,

975
01:36:33,580 --> 01:36:36,620
you know, towards fewer comments, so those numbers really carry a lot of weight.

976
01:36:36,820 --> 01:36:41,320
And I know that with my student who absolutely positively could not read in kindergarten.

977
01:36:41,940 --> 01:36:45,680
And when he had a bunch of threes, I had to raise some real questions.

978
01:36:46,300 --> 01:36:50,620
And so I think that as a signaling mechanism, report cards are super important.

979
01:36:50,640 --> 01:36:57,700
So I would be curious if we look at grades, if those correspond with these other metrics that we are considering.

980
01:36:59,900 --> 01:37:04,460
because it is one of the few ways that parents have to know if their student is struggling.

981
01:37:05,720 --> 01:37:14,120
And then I would just like to ask, I think that Rushi's point about, you know, beach scores declining, I think digging in and understanding why that's the case.

982
01:37:14,740 --> 01:37:19,960
If it's, you know, a handful of students who have declined significantly, if it's in across the board decline, like digging down.

983
01:37:20,520 --> 01:37:26,440
But then, you know, beyond that, I think given that beach has consistently had high scores,

984
01:37:26,440 --> 01:37:28,880
is really looking at their practices and modeling them.

985
01:37:29,100 --> 01:37:34,140
I think we're in a position where we have this one school

986
01:37:34,140 --> 01:37:37,840
who has been a shining example for years consistently

987
01:37:37,840 --> 01:37:40,440
and we don't have to look outside the district

988
01:37:41,460 --> 01:37:46,300
to figure out what it takes to dramatically increase our scores.

989
01:37:47,440 --> 01:37:50,420
And that's a really, really fortunate position to be in.

990
01:37:50,560 --> 01:37:54,820
And so I would encourage us to look at what's happening at beach

991
01:37:54,820 --> 01:37:58,040
and Mala at Tric School.

992
01:38:00,560 --> 01:38:01,480
And with that,

993
01:38:02,580 --> 01:38:04,160
Susie, I'm just kind of asking,

994
01:38:04,380 --> 01:38:06,180
what will be the follow-up from this?

995
01:38:07,400 --> 01:38:08,980
It's really a lot of questions.

996
01:38:09,240 --> 01:38:09,940
We have a lot of questions.

997
01:38:10,040 --> 01:38:10,620
A lot of follow-up.

998
01:38:10,800 --> 01:38:12,360
What do you think, or Dr. Haunard,

999
01:38:12,660 --> 01:38:14,300
or Lindsay, what do you think is appropriate or?

1000
01:38:15,700 --> 01:38:17,100
Should, do you think of workshop,

1001
01:38:17,360 --> 01:38:19,140
what I guess this is a good question for the board?

1002
01:38:19,500 --> 01:38:22,340
Should we, I will not be president next year.

1003
01:38:23,900 --> 01:38:25,460
I don't want to put you on the spot either.

1004
01:38:25,460 --> 01:38:28,460
I recognize it's a timing thing, but I think there's a lot more here.

1005
01:38:28,620 --> 01:38:31,860
Should we maybe we circle back on this?

1006
01:38:32,680 --> 01:38:36,520
Yeah, I think if the very least it feels like we want to get more information from you

1007
01:38:36,520 --> 01:38:40,980
probably want to discuss it before the year is up.

1008
01:38:41,800 --> 01:38:42,660
Yeah, for sure.

1009
01:38:42,880 --> 01:38:48,260
So should we maybe in the spring have an update, receive an update on this?

1010
01:38:48,680 --> 01:38:52,880
Yeah, I was going to say it also sounds like there's plans in motion from the educators at

1011
01:38:52,880 --> 01:38:54,420
the various sites as well.

1012
01:38:54,420 --> 01:39:00,460
So I'd love to hear an update on how that's going, and then maybe we can, that's just a suggestion.

1013
01:39:00,640 --> 01:39:03,080
But then maybe we can formulate a follow-up plan based on that.

1014
01:39:03,320 --> 01:39:05,560
I think we all agree that we need some sort of follow-up.

1015
01:39:05,700 --> 01:39:10,980
I think what, both on the plans and then, you know, I think it's going to be hard to get real data.

1016
01:39:11,960 --> 01:39:19,260
I think Susie's correct that we had discussed possibly a board workshop on academic rigor.

1017
01:39:19,760 --> 01:39:20,840
We talked about assessments.

1018
01:39:20,840 --> 01:39:39,640
I think a lot of these are very similar conversations, and so a spring probably a workshop, but we can discuss that offline and perhaps you could send us any follow-up questions that you have based on tonight's presentation, and then we can synthesize that and circle back with recommendations for how to follow up if that's okay.

1019
01:39:40,320 --> 01:39:41,140
That sounds great.

1020
01:39:41,140 --> 01:39:41,740
All right.

1021
01:39:41,860 --> 01:39:42,340
Thank you.

1022
01:39:42,580 --> 01:39:43,200
That sounds great.

1023
01:39:44,820 --> 01:39:45,080
Okay.

1024
01:39:45,620 --> 01:39:46,300
Moving on.

1025
01:39:47,620 --> 01:39:48,560
Oh, Michael.

1026
01:39:48,760 --> 01:39:48,960
I'm sorry.

1027
01:39:49,140 --> 01:39:53,680
This is one more brief thing I wanted to compare to the last year's achievement plan where

1028
01:39:53,680 --> 01:39:58,300
we saw a reversal or a short-term change that we wanted to get ahead of.

1029
01:39:58,700 --> 01:40:02,840
I think this time we're looking at a trend, so I really urge us to do more longitudinal

1030
01:40:02,840 --> 01:40:08,260
time series, look back over several years, and see what those trends are, and understand

1031
01:40:08,260 --> 01:40:08,600
those.

1032
01:40:08,600 --> 01:40:12,020
So, and I'm sure we'll be discussing that further.

1033
01:40:12,440 --> 01:40:12,820
Thank you.

1034
01:40:13,100 --> 01:40:13,940
Thank you, Michael.

1035
01:40:16,120 --> 01:40:19,120
So, moving on to the second presentation this evening.

1036
01:40:19,320 --> 01:40:25,160
It is my pleasure to welcome Suzanne Reed for the Haven State of the School presentation.

1037
01:40:26,200 --> 01:40:26,520
Right.

1038
01:40:26,740 --> 01:40:28,560
We'll bring up Principal Reed.

1039
01:40:28,860 --> 01:40:30,420
I'll bring up your presentation again.

1040
01:40:30,640 --> 01:40:34,300
This is in our series of State of School presentations where each school,

1041
01:40:34,300 --> 01:40:40,980
school, school's principal presents on academic achievement, on social and

1042
01:40:40,980 --> 01:40:49,420
national learning, building culture, operational items, and with that I'll turn it over to Susanne Reed.

1043
01:40:57,470 --> 01:40:58,530
All right, good evening.

1044
01:40:59,190 --> 01:41:01,690
Lots of really amazing information shared.

1045
01:41:01,830 --> 01:41:06,670
I hope to share some more amazing and insightful information about the state of Haven.

1046
01:41:06,930 --> 01:41:10,090
School with you guys this evening, thank you for inviting me to do this.

1047
01:41:11,250 --> 01:41:19,990
I've learned so much during this process, and I'm excited to continue this learning in pursuit of excellent academic and social emotional outcomes for Haven students.

1048
01:41:23,070 --> 01:41:38,710
We will be going through kind of the following areas to focus on looking at student achievement, looking at student wellness, looking at culture and climate, and then really focusing on upcoming initiatives in support of student outcomes.

1049
01:41:42,150 --> 01:41:48,470
So, I want to begin by saying how thrilled I am to be the principal of Havens Elementary School.

1050
01:41:51,410 --> 01:42:00,910
It's been so much fun, because elementary school should be fun, to work with committed educators, committed community members,

1051
01:42:01,410 --> 01:42:05,570
getting to know families, getting to know parents, getting to know the students in really deep ways.

1052
01:42:05,570 --> 01:42:11,690
And really doing the hard play work that students do because learning is their work.

1053
01:42:17,890 --> 01:42:19,830
Go ahead, you can move on to the next one.

1054
01:42:21,230 --> 01:42:25,950
Everything that we do, I feel like is grounded in our graduate profile.

1055
01:42:27,130 --> 01:42:32,250
Our kids are like planted like little seeds when they're in TK and kindergarten, and they grow up,

1056
01:42:32,310 --> 01:42:34,630
they get to spend about six or seven years with us.

1057
01:42:34,630 --> 01:42:39,470
This is the longest stretch of school they have until they are working on their PhDs

1058
01:42:39,970 --> 01:42:43,470
in many, many years from now and so we get to spend a lot of time with them.

1059
01:42:43,770 --> 01:42:48,570
And it's also a time for families to spend a lot of time in one space at Haven's Elementary School.

1060
01:42:48,710 --> 01:42:51,490
And if you have more than one kid, it could be 10 years.

1061
01:42:51,730 --> 01:42:52,590
It could be 12 years.

1062
01:42:52,850 --> 01:42:56,490
So the relationships that we build now are essential.

1063
01:42:56,930 --> 01:43:03,550
The time they spend learning now is essential for their growth into the graduates of Piedmont High School and Piedmont Unified School District.

1064
01:43:03,550 --> 01:43:10,550
it. I also want to share that we are rooted in culture and climate. I firmly believe

1065
01:43:10,550 --> 01:43:16,290
that everything starts with culture and climate. I love this quote, climate is how you

1066
01:43:16,290 --> 01:43:18,010
feel. Culture is what you do.

1067
01:43:21,230 --> 01:43:25,710
This year we have started by norming on our shared values.

1068
01:43:26,370 --> 01:43:32,030
That includes making sure that we understand all the expectations around campus at Havens.

1069
01:43:32,550 --> 01:43:36,910
We have three core values, we are caring, we are courageous, and we have integrity.

1070
01:43:37,830 --> 01:43:41,070
Some of the norming that we've done is, how do we lunch together?

1071
01:43:41,250 --> 01:43:42,350
What do we do together at lunch?

1072
01:43:42,650 --> 01:43:44,410
What are the expectations for that time?

1073
01:43:45,090 --> 01:43:46,330
What are our bathroom expectations?

1074
01:43:47,290 --> 01:43:49,370
What are our expectations that we assess?

1075
01:43:49,530 --> 01:43:52,230
And these are things that we are building and growing across the year.

1076
01:43:52,550 --> 01:44:01,650
These become lessons in the classrooms that teachers teach explicitly, and that we re-teach so that every adult is speaking to students with the same voice, with the same language.

1077
01:44:02,730 --> 01:44:05,050
Then we move on to celebrating our successes.

1078
01:44:05,570 --> 01:44:08,650
Something we've implemented this year are Haven's Values Awards.

1079
01:44:08,970 --> 01:44:10,250
They're these really great certificates.

1080
01:44:10,810 --> 01:44:15,190
Put into the hands of every adult on campus to catch kids doing amazing things,

1081
01:44:15,270 --> 01:44:20,530
either as an entire classroom or an individual can earn one for their classroom.

1082
01:44:20,710 --> 01:44:23,170
And once they earn 10, they get a free recess with me.

1083
01:44:23,870 --> 01:44:27,990
And so kids are collecting them, teachers are posting them on the walls and

1084
01:44:27,990 --> 01:44:29,870
you're seeing them in the hallways as you walk by.

1085
01:44:29,870 --> 01:44:35,010
right, listing our values and listing the specific reason why students earned that certificate

1086
01:44:35,010 --> 01:44:35,950
as a class.

1087
01:44:37,250 --> 01:44:39,210
We want to encourage leadership.

1088
01:44:39,970 --> 01:44:45,270
We have our green team at school, which is some very industrious sports and fifth graders

1089
01:44:45,270 --> 01:44:50,510
making sure our younger kids understand the importance of being green and composting and

1090
01:44:50,510 --> 01:44:52,650
knowing the difference between compost and landfill.

1091
01:44:53,470 --> 01:44:56,470
And they're supporting our younger students out at recess.

1092
01:44:56,470 --> 01:44:59,930
us. We have a group of fifth grade girls.

1093
01:45:00,000 --> 01:45:29,940
Members who wanted to be cheerleaders at our campus. And so they took it upon themselves to create a little cheerleading squad and they were able to come and participate and perform at our Halloween assembly. And they were very excited about this. We have grade level assemblies where grade levels take on the same with the assembly. And you can see pictured here are fourth graders using the mosaic social emotional social justice curriculum to lead the assembly about making

1094
01:45:29,940 --> 01:45:31,500
making good choices and being good friends.

1095
01:45:32,360 --> 01:45:36,060
And lastly, we want to spend a lot of time being in community with each other.

1096
01:45:36,680 --> 01:45:38,500
We have our Hello Havens event.

1097
01:45:39,340 --> 01:45:43,660
We have this year through the Havens Parents Club.

1098
01:45:44,300 --> 01:45:48,720
A parent has volunteered to create an activity table for

1099
01:45:48,720 --> 01:45:50,500
every week of the school year.

1100
01:45:51,020 --> 01:45:55,460
So Tuesdays at lunch at Haven, students have a different activity that they can participate in.

1101
01:45:55,460 --> 01:46:13,580
You can see here on the video that students were voting for fat bear week that was earlier in the year which bear would last, I think it's which bear would last the longest or not hibernate, it's a it's a big thing somewhere but the kids got really excited and then they made little bears.

1102
01:46:15,620 --> 01:46:26,820
We also do something called principal read aloud, and I get to explain to students what a pun is, and I get to go into classrooms and read to students, which I really enjoy based on things across the year.

1103
01:46:32,560 --> 01:46:35,320
In terms of achievement,

1104
01:46:38,080 --> 01:46:45,260
we have a continuum of support for literacy, starting with our core program, fish tank.

1105
01:46:45,260 --> 01:46:50,920
That is really one of our biggest focuses this year is the implementation of the fish tank curriculum.

1106
01:46:52,040 --> 01:46:53,500
This is a knowledge-based curriculum.

1107
01:46:53,540 --> 01:46:59,140
This is very different than what P1 Unified was previously using.

1108
01:47:00,180 --> 01:47:02,180
And when things are new, they take time.

1109
01:47:03,120 --> 01:47:07,580
And so our teachers have been taking time to implement the different units with fish tank.

1110
01:47:08,000 --> 01:47:13,700
They grow vertically in terms of depth of knowledge and understanding about both nonfiction and

1111
01:47:13,700 --> 01:47:21,280
topics, and students are doing a lot of reading at grade level, and if they're not able to

1112
01:47:21,280 --> 01:47:26,580
access teachers are offering to read aloud, audiobooks, all different ways to make sure

1113
01:47:26,580 --> 01:47:29,800
that students are getting that grade level content, which is really important.

1114
01:47:31,360 --> 01:47:33,560
And then writing about their reading.

1115
01:47:34,420 --> 01:47:39,140
Writing is the highest form of showing that you understand something, that you can manipulate

1116
01:47:39,140 --> 01:47:43,820
that you can understand text and you can think deeply about it.

1117
01:47:44,320 --> 01:47:50,700
And so the writing that students are doing about their reading about a specific text is crucial to their comprehension.

1118
01:47:50,940 --> 01:47:56,260
Comprehension is an outcome of what you know and the fish tank is leading our students down that path.

1119
01:47:57,040 --> 01:48:04,180
Part of our continuum of support for students is by using our dibbles measure for foundational literacy skills.

1120
01:48:04,180 --> 01:48:09,080
If a student isn't making progress, we want to make sure that we get supports in place right away.

1121
01:48:10,220 --> 01:48:14,400
And so with our two Reading Resource Interventionists, we're looking at data and

1122
01:48:14,400 --> 01:48:18,180
then trying to decide how to best serve those kids.

1123
01:48:18,600 --> 01:48:22,940
Looking at the Dibble's measures, not just the overall composite is Dibble's measure, but

1124
01:48:22,940 --> 01:48:27,240
the different subtests to make sure that if a student has a weakness and

1125
01:48:27,240 --> 01:48:32,120
phonological awareness, we're grouping those students together to work on that specific skill.

1126
01:48:32,900 --> 01:48:44,360
One thing that is new that my reading resource teachers both came to me today to talk about was really trying to mind that gap of our older students.

1127
01:48:44,920 --> 01:48:52,980
There was a lot of talk earlier about dibbles and casts but how their oranges to apples and I would agree their apples to oranges.

1128
01:48:52,980 --> 01:49:02,160
But we want to figure out for those students who have those foundational skills what those barriers are to reading, right?

1129
01:49:02,300 --> 01:49:03,940
What are those barriers to CASP?

1130
01:49:04,560 --> 01:49:07,880
And so the reading resource teachers are looking at, thank you Stephanie.

1131
01:49:08,260 --> 01:49:19,660
Thank you Stephanie for the data, the data of students who were working on who did not meet expectations on CASP for fourth and fifth grade because that's the data that we have.

1132
01:49:20,500 --> 01:49:28,340
and trying to figure out what supports can be put in place so they can show what they know on those tests, because they have the foundational skills.

1133
01:49:28,640 --> 01:49:36,340
Our double scores are saying that they do, but when it gets to this particular summative test, they're not showing us what they know, or there is,

1134
01:49:38,220 --> 01:49:41,320
there's something unknown right there, and so we're trying to figure out what those things are.

1135
01:49:41,440 --> 01:49:45,680
So I'm excited for this little pilot that the reading resource teachers are excited to do as well.

1136
01:49:46,600 --> 01:49:55,880
In terms of math, we have new this year concept quest as to provide extension for math and then we have our bridges math program.

1137
01:49:56,220 --> 01:50:05,940
And that's really two programs, you have the bridges, Common Core based program and then you also have the number corner which is to build fluency practice.

1138
01:50:06,600 --> 01:50:12,620
My understanding was that they didn't feel like there was enough fluency practice in bridges and so they brought in the number corner.

1139
01:50:12,620 --> 01:50:18,880
So, we're really navigating three programs in math and pictured here we have Miss Morton

1140
01:50:18,880 --> 01:50:23,440
working with a small group, making sure they're getting what they need using the manipulatives.

1141
01:50:24,680 --> 01:50:29,820
Now, the last piece of what I consider outstanding academics, because I've spent many,

1142
01:50:29,820 --> 01:50:38,400
many years listening to young musicians. And it's always beautiful, but I want you to listen

1143
01:50:38,400 --> 01:50:42,680
and Ms. Chonero-Velley's, and we're able to hear it.

1144
01:50:42,780 --> 01:50:46,000
Ms. Chonero-Velley's fifth grade strings,

1145
01:50:46,880 --> 01:50:48,500
because they're absolutely phenomenal,

1146
01:50:48,900 --> 01:50:54,700
and it just goes to show how powerful a strong teacher can be

1147
01:50:54,700 --> 01:50:56,040
when working with a student.

1148
01:50:56,520 --> 01:50:57,640
Is that link working?

1149
01:51:56,120 --> 01:51:56,660
One minute.

1150
01:51:56,960 --> 01:51:57,880
I guess that's easy.

1151
01:52:01,580 --> 01:52:02,840
And there are only a few months in.

1152
01:52:09,140 --> 01:52:09,360
All right.

1153
01:52:14,650 --> 01:52:16,290
And we're on slide six.

1154
01:52:17,250 --> 01:52:17,990
Okay.

1155
01:52:29,660 --> 01:52:30,460
All right.

1156
01:52:31,000 --> 01:52:31,200
Okay.

1157
01:52:31,560 --> 01:52:37,720
And so we've had lots of conversation about the declining academic performance at Havens.

1158
01:52:38,240 --> 01:52:45,360
And yes, over the last three years there has been a decline in our overall ELA performance

1159
01:52:45,670 --> 01:52:52,500
and our overall mass performance by 10% in ELA and then by 8% in mass.

1160
01:52:53,340 --> 01:53:00,100
This is definitely an area of concern, I don't think it's reflective of what students know.

1161
01:53:00,820 --> 01:53:05,140
I think there might be some other underlying causes and

1162
01:53:05,140 --> 01:53:09,880
things that are keeping our students from showing what they know.

1163
01:53:10,740 --> 01:53:17,760
And I do have some ideas of different things that we can do to interrupt this trend.

1164
01:53:19,260 --> 01:53:25,580
When I saw this data, it may be really get interested about kind of the cohort, because

1165
01:53:25,580 --> 01:53:27,900
this isn't showing us the same kids.

1166
01:53:28,540 --> 01:53:34,120
So I wanted to look at, okay, so there is this general decline, but what if we took a

1167
01:53:34,120 --> 01:53:34,920
look at the same kids?

1168
01:53:35,020 --> 01:53:40,200
And the only same kids that we really have are current fifth graders last year or current

1169
01:53:40,200 --> 01:53:43,180
fifth graders, last year's fourth graders who had two years of data.

1170
01:53:43,180 --> 01:53:49,340
And so I looked at their third grade year for math and

1171
01:53:49,340 --> 01:53:52,260
their fourth grade year for math, and that was overall 81%.

1172
01:53:52,920 --> 01:53:55,740
So there was no change over time in performance.

1173
01:53:56,860 --> 01:54:02,300
I expect that students who are making general progress

1174
01:54:03,000 --> 01:54:05,580
should be making 3% gains per year.

1175
01:54:06,060 --> 01:54:09,060
And if you're below kind of like 80%, you should be making,

1176
01:54:09,360 --> 01:54:11,260
we should be working toward accelerated progress,

1177
01:54:11,260 --> 01:54:12,760
which is about 5% per year.

1178
01:54:13,320 --> 01:54:16,740
Those are rough estimates, give or take a percentage point here or there.

1179
01:54:17,200 --> 01:54:24,840
So, no change over time in mass for this cohort, but we did see gain over here for ELA.

1180
01:54:25,600 --> 01:54:34,240
But with our score starting at 69 and moving to 72, we would need to put in plans that would show accelerated growth here to get at least 5% a year.

1181
01:54:34,800 --> 01:54:37,380
And here we would like to see growth every single year.

1182
01:54:37,380 --> 01:54:45,080
They're right on the cuss, but I think that I would expect growth every single year if we're really focusing on the things that we need to focus on.

1183
01:54:48,540 --> 01:54:52,580
So yes, accelerated data, accelerated growth is needed.

1184
01:54:53,380 --> 01:55:05,620
The next slide talks about our local data, and so we have our literacy, our beginning of the year, divils, measure, and we have shown growth over the years.

1185
01:55:05,620 --> 01:55:09,820
8% growth over the years, I think this number here is wrong on this one.

1186
01:55:10,780 --> 01:55:14,440
Yes, I think that number here on the 2023 is incorrect.

1187
01:55:14,920 --> 01:55:19,560
But our baseline data for this year is 84.65%.

1188
01:55:19,560 --> 01:55:27,020
For our math data, I wanted to pull data from both the bridges curriculum and

1189
01:55:27,020 --> 01:55:31,060
the number corner curriculum which is represented by the benchmark assessment data.

1190
01:55:31,060 --> 01:55:35,960
more of the things that are in that assessment are a part of the number corner program.

1191
01:55:36,540 --> 01:55:40,540
And yes, we are seeing a decline over the years.

1192
01:55:40,720 --> 01:55:47,260
This is not cohort data as well either, but the decline is so significant that I don't

1193
01:55:47,260 --> 01:55:51,020
think we need to look at cohort data to know that we have an issue and that we need to focus

1194
01:55:51,020 --> 01:55:52,340
on what's happening with math.

1195
01:55:53,620 --> 01:56:00,940
I want to speak to some of the data that I was able to collect from our data systems here.

1196
01:56:00,940 --> 01:56:09,780
And I've put asterisks here for a benchmark assessment data for 2024 and our bridges unit to assessment data

1197
01:56:09,780 --> 01:56:13,280
because they want complete data sets in illuminate.

1198
01:56:13,320 --> 01:56:18,860
For whatever reason, not all of the data for that grade level had been collected in those two years.

1199
01:56:20,340 --> 01:56:26,940
I think that speaks to kind of the level of accountability and

1200
01:56:26,940 --> 01:56:32,020
And the level of just making sure that we're getting everything done that had been going

1201
01:56:32,020 --> 01:56:33,040
on in math.

1202
01:56:33,540 --> 01:56:38,000
And so I think that's a big place to start just to make sure, hey, we're all on the

1203
01:56:38,000 --> 01:56:41,920
same page, we're all doing the things that we need to be doing, and we're all moving

1204
01:56:41,920 --> 01:56:45,600
together to make sure that kids are getting what things.

1205
01:56:48,060 --> 01:56:54,460
So in looking at all of our academic performance areas, these are some of my really big takeaways

1206
01:56:54,460 --> 01:57:06,920
and next steps for Havens in terms of literacy continued dedicated PD time for fish tank collaboration and implementation and that's already planned through our district CCT times.

1207
01:57:07,300 --> 01:57:23,620
Thank you Ariel for that. I appreciate that. And in that time really looking at student work, really looking at the writing of students, really making sure that students are writing and pushing themselves further and figuring out how to extend it because when we do get to that cast.

1208
01:57:24,160 --> 01:57:29,220
And to the big state test, they are on their own.

1209
01:57:29,460 --> 01:57:33,380
So we want to make sure they have every tool in possible so that when they're sitting

1210
01:57:33,380 --> 01:57:37,660
in that computer, that they know what to do and there's no secrets with that test, and

1211
01:57:37,660 --> 01:57:40,140
they're really able to engage and show what they know.

1212
01:57:41,340 --> 01:57:46,200
The next thing we're implementing is a dedicated monthly mass data inquiry and planning using

1213
01:57:46,200 --> 01:57:47,660
the British unit assessments.

1214
01:57:47,660 --> 01:58:03,040
From the conversations I've had with teachers and just kind of digging into the math world of bridges, it's not a program I'm super familiar with, but I'm learning is that the benchmark assessment is less.

1215
01:58:04,420 --> 01:58:10,980
I wouldn't say less used but less kind of paid attention to then the unit assessments right the unit assessments.

1216
01:58:10,980 --> 01:58:19,000
They give a pre-test, they teach it, and then there's a post-test, and then the kind of the benchmarks is to kind of see what they retain, you know?

1217
01:58:19,320 --> 01:58:30,600
And so using the unit assessments as kind of, you know, formative test for teachers to look at data, make up plan around data.

1218
01:58:31,080 --> 01:58:36,760
I think is the natural next step to focusing on improving math scores.

1219
01:58:36,760 --> 01:58:43,020
I believe that what we pay attention to improves, and I think we just need to pay more attention

1220
01:58:43,020 --> 01:58:45,300
to these areas in really specific ways.

1221
01:58:46,900 --> 01:58:50,920
I spoke already about our reading resource teachers and kind of taking on looking at

1222
01:58:50,920 --> 01:58:55,980
that cast data to kind of mind the gap of, you know, being able to read, but then being

1223
01:58:55,980 --> 01:59:03,880
able to show their understanding of reading through writing and through that assessment.

1224
01:59:04,780 --> 01:59:06,280
And I love being in classrooms.

1225
01:59:06,600 --> 01:59:10,420
I'm going to continue my instructional walkthroughs and providing feedback to teachers.

1226
01:59:10,920 --> 01:59:15,660
I try to get into classrooms every single day and leave notes about what I see and

1227
01:59:15,660 --> 01:59:18,360
what I think and all the great things that are happening as well, too.

1228
01:59:20,400 --> 01:59:22,200
All right, so student wellness.

1229
01:59:24,140 --> 01:59:27,820
So we have two types of student wellness data that we're going to look at.

1230
01:59:27,820 --> 01:59:33,260
This first one is the California Healthy Kids Survey and it's given in spring to our fifth grade students.

1231
01:59:33,880 --> 01:59:37,140
Our chick's data is overall really strong.

1232
01:59:37,320 --> 01:59:45,100
One area that I thought was interesting that I got curious about is, you know, carrying adult set school.

1233
01:59:45,220 --> 01:59:48,100
That's kind of our lowest measure here at 79%.

1234
01:59:48,100 --> 01:59:56,960
And some of the questions they ask on this one is, do the teachers and other grown-up set school care about you?

1235
01:59:56,960 --> 01:59:59,900
Listen to when you have something to say, make an effort to get.

1236
02:00:01,040 --> 02:00:29,980
So that makes me feel like maybe we have a little bit more work to do to show what for students to make sure that they know that we see them. And some of those things feed into some of the things we're starting, making sure that every student knows the lunch supervisors and knows the name of the lunch supervisors because they spend a lot of time in the day with the students at recess engaging with students on the yard, you know, going into classroom, letting kids know that we see them and engaging with them.

1237
02:00:29,980 --> 02:00:32,800
with them, you know, as the little humans that they are.

1238
02:00:34,100 --> 02:00:42,940
Our next set of wellness data is our panorama data, also very strong, both our wellness

1239
02:00:42,940 --> 02:00:54,900
data as well above national norms, but we did an area that I thought was lower and interesting

1240
02:00:54,900 --> 02:01:04,300
This area of emotional regulation, and this is in response to when you're having challenging feelings,

1241
02:01:04,960 --> 02:01:08,440
are you able to regulate yourself, right?

1242
02:01:08,780 --> 02:01:10,300
Are you able to calm yourself down?

1243
02:01:10,420 --> 02:01:13,960
Are you able to kind of handle what's happening with you?

1244
02:01:14,580 --> 02:01:21,980
And so that data point makes me think we need to really figure out how we get those tools into students' hands.

1245
02:01:21,980 --> 02:01:35,440
into that we're working with our counselor and our psychologist to push into kind of like classrooms grade level teams to really do that social emotional work to give students those tools, right?

1246
02:01:40,120 --> 02:01:53,640
Different partnerships that we have, we have a lot going on, all of our classes are going on lots of different field trips or bringing folks in to provide presentations to the students.

1247
02:01:53,640 --> 02:02:02,860
and see Oakland Ballet just came in October, and that was a tri-school event where all the third graders came up to Havens and watched the performance of their Ballet.

1248
02:02:04,460 --> 02:02:09,060
We have lots of different programs happening, Family PE Week.

1249
02:02:09,220 --> 02:02:12,000
We only have one adult injury that day, he's fine.

1250
02:02:12,840 --> 02:02:19,000
Our green team, of course, we work with schoolmates, our fifth grade is going to do the walk through the American Revolution.

1251
02:02:19,360 --> 02:02:21,800
I can't wait to see what costumes pop up on that one.

1252
02:02:21,800 --> 02:02:25,860
and our monthly school assemblies, which have been really, really popular with our students.

1253
02:02:26,620 --> 02:02:31,820
We have lots of parent volunteers donating for our volunteering to come at lunch.

1254
02:02:31,940 --> 02:02:34,700
We have our weekly activity table that I spoke about before.

1255
02:02:36,060 --> 02:02:44,460
I am so thankful for our Haven's Parents Club and our dad's club and for PEF, and all the support they give Havens, and all the support they've given me.

1256
02:02:45,100 --> 02:02:49,880
And other partnerships we're working with the Mosaic project with our fourth and fifth grade classrooms.

1257
02:02:49,880 --> 02:02:52,720
and those are social emotional, social justice,

1258
02:02:52,960 --> 02:02:58,760
self-advocacy, lessons for students, affinity mentors has been amazing too.

1259
02:02:58,980 --> 02:03:04,120
I was just on the call with a parent today looking for an affinity mentor for her daughter.

1260
02:03:05,620 --> 02:03:10,960
And so, we have a lot going on and it's a great place to be.

1261
02:03:12,480 --> 02:03:18,640
I want to finish with going back to the notion of the graduate profile and

1262
02:03:18,640 --> 02:03:23,660
what we're growing and in terms of initiatives I felt it was best to kind of

1263
02:03:23,660 --> 02:03:27,720
see those in those things that we want our students to be when they grow up.

1264
02:03:28,540 --> 02:03:32,440
And I've said a lot of these things already but I think they're all really important

1265
02:03:32,440 --> 02:03:35,520
around just the different things we're working on right now.

1266
02:03:36,580 --> 02:03:39,520
With a focus on scholarship and critical thinking,

1267
02:03:40,620 --> 02:03:45,340
figuring out how we get kids to show what they know.

1268
02:03:46,360 --> 02:03:49,140
I think Haven's kids are amazing kids.

1269
02:03:49,260 --> 02:03:53,540
I think they can do anything that any other kid in California can do.

1270
02:03:53,940 --> 02:04:00,120
I think we just have to open that door for them and figure out how we need to be as adults for

1271
02:04:00,120 --> 02:04:05,420
them to show up and show us how amazing they are on this particular benchmark and test.

1272
02:04:05,560 --> 02:04:06,160
They're already amazing.

1273
02:04:07,160 --> 02:04:12,480
Self-regulation, RTR1 cell lessons, figuring out a nice menu of database,

1274
02:04:12,480 --> 02:04:16,620
based social-emotional learning lessons and supports that we can provide students,

1275
02:04:17,200 --> 02:04:21,020
the mosaic lessons, as I said, for commuting in climate.

1276
02:04:21,440 --> 02:04:28,460
We are in the throes of figuring out a playground redesign because our, I believe our playground is from the 90s.

1277
02:04:29,040 --> 02:04:37,860
The structure, and so, and I do love the 90s, but the structure, we're ready for something new and the kids will be really excited about it.

1278
02:04:37,860 --> 02:04:46,580
We have our climate focus, our values awards, our values awards, and we'll be implementing more and more PBIS,

1279
02:04:46,840 --> 02:04:50,980
positive behavior and supports strategies throughout the year.

1280
02:04:51,640 --> 02:04:57,080
Our Havens DIB has a belonging year-long initiative.

1281
02:04:57,700 --> 02:05:00,560
They took videos of me, they've been sent out.

1282
02:05:01,100 --> 02:05:06,120
I can't watch them, I don't know what I said, but I'm sure it was wonderful things.

1283
02:05:06,120 --> 02:05:11,320
And we continue to collaborate and build communication skills.

1284
02:05:12,090 --> 02:05:16,440
We started a culture and climate team with our staff and we're looking at all kinds of things.

1285
02:05:17,220 --> 02:05:25,480
Ways to bring kids together, ways to bring the staff together, thinking about ways to kind of maximize our teaching time at Haydons as well too.

1286
02:05:27,260 --> 02:05:33,860
And one of the things that I'm really excited about and proud of is just bringing together lunch supervisors.

1287
02:05:33,860 --> 02:05:43,420
We spend so much time at our schools feeding our kids, and any group that works with kids needs time to meet and collaborate.

1288
02:05:43,860 --> 02:05:55,220
And so we have, by monthly meetings, which is the supervisors to figure out problems of practice, to talk with each other, to let me know what's going on so we can have nice roundabout communication.

1289
02:05:55,820 --> 02:06:02,520
And I've seen the difference between lunch at Havens when I first got there and lunch at Havens in the last few weeks as well.

1290
02:06:02,520 --> 02:06:06,020
Well, that is all I have.

1291
02:06:06,200 --> 02:06:07,660
Do you have any questions for me?

1292
02:06:09,040 --> 02:06:10,680
I'm sure we have lots of questions.

1293
02:06:12,080 --> 02:06:16,420
Thank you, Principal Reed, for the very robust, informative presentation.

1294
02:06:17,300 --> 02:06:20,520
Really enjoyed hearing more about what's happening at Havens.

1295
02:06:21,340 --> 02:06:25,040
That's one of those people you mentioned that will have children there for decades.

1296
02:06:26,600 --> 02:06:28,680
It's always good to hear more about what's happening.

1297
02:06:30,560 --> 02:06:33,800
It's also really good to see the strong social emotional data.

1298
02:06:34,440 --> 02:06:40,260
I know that's been a focus and appreciate seeing the results of the fruits of that labor.

1299
02:06:41,360 --> 02:06:45,100
And I, you know, I really hope that we can get there with our academics as well.

1300
02:06:45,560 --> 02:06:49,800
I feel, I firmly believe that students are more confident and happy at school when they feel

1301
02:06:49,800 --> 02:06:53,000
that they are performing at their absolute best.

1302
02:06:53,980 --> 02:06:56,540
And so, I'm able to reach their full potential.

1303
02:06:56,540 --> 02:06:59,440
So, I look forward to that as well.

1304
02:07:02,920 --> 02:07:05,920
I have a bunch more, but I'm going to focus on one question.

1305
02:07:07,700 --> 02:07:10,520
And you mentioned that you weren't super familiar with bridges.

1306
02:07:10,960 --> 02:07:17,560
I've heard some concerns from parents of kids who have difficulty accessing bridges,

1307
02:07:17,860 --> 02:07:21,440
given the significant amount of words.

1308
02:07:21,440 --> 02:07:35,540
It's very language-based as opposed to numbers-based, and kids who might not be reading at grade level, or who have other challenges reading, have a really hard time accessing that material.

1309
02:07:36,000 --> 02:07:44,220
And I've experienced that with my kids as well, they get to middle school math and all of a sudden they're like, this is numbers, this makes sense to me because it's numbers as opposed to words.

1310
02:07:44,220 --> 02:07:50,280
So, I actually wonder, if you think that some of that might be what's showing up in the data,

1311
02:07:51,760 --> 02:07:58,940
is that kids are unable, like they have to translate the words into numbers to do the math?

1312
02:07:59,720 --> 02:08:05,160
I think that's possible when we, we shifted over to Common Core and Common Core became very,

1313
02:08:05,540 --> 02:08:11,240
Common Core curriculums have been very language heavy as compared to when we were still just using

1314
02:08:11,240 --> 02:08:17,240
content standards, it was a big shift to, you know, we have to be problem solving, right?

1315
02:08:18,000 --> 02:08:21,100
And if we're problem solving then there has to be a problem and there has to be words

1316
02:08:21,100 --> 02:08:23,940
and there has to be all these pieces to it.

1317
02:08:24,820 --> 02:08:31,700
It has gotten trickier for kids whose strength was numbers and maybe reading wasn't a piece

1318
02:08:31,700 --> 02:08:32,060
of it.

1319
02:08:32,620 --> 02:08:37,660
I think some of those things can be combated in a couple of ways.

1320
02:08:37,660 --> 02:08:46,020
I think we keep, especially in the younger grades, because they're all emergent readers in those younger grades too, and it is text heavy.

1321
02:08:46,860 --> 02:08:57,920
I think continuing that core foundational reading skills work to make sure that they're not only decoding, but

1322
02:08:57,920 --> 02:09:02,960
they're also comprehending, so we have the Scarborough's rope of both things happening at the same time.

1323
02:09:04,140 --> 02:09:09,060
I think, you know, reading practice in math, like, oh, we're going to just do math reading.

1324
02:09:09,300 --> 02:09:12,280
Could be another thing that could support this as well too.

1325
02:09:12,980 --> 02:09:16,940
And I think some of it comes down to how you structure your math lesson.

1326
02:09:18,340 --> 02:09:29,160
The new California math framework talks a lot about the kind of three parts of a lesson that I don't think necessarily bridges has in the same way.

1327
02:09:29,160 --> 02:09:42,620
And in that kind of three-part lesson, there's time for a lot of kind of like discussion and meaning making, and then there's that kind of independent work, and then there's kind of that reflective piece.

1328
02:09:43,020 --> 02:09:48,060
And in that independent work time can be an opportunity to re-teach, right?

1329
02:09:49,680 --> 02:09:54,100
So, I think a piece of this could be how are we structuring our lessons?

1330
02:09:54,860 --> 02:10:01,220
As I said, I don't know bridges that well and I don't know how kind of like in step you have to be with exactly what it is.

1331
02:10:01,740 --> 02:10:07,160
But in any kind of lesson that you have, there needs to be time and space for

1332
02:10:07,620 --> 02:10:08,980
re-teaching and extension.

1333
02:10:09,820 --> 02:10:11,800
And where is that and what does it look like?

1334
02:10:12,000 --> 02:10:17,960
And for math, especially when it's so text heavy, time for meaning making around the vocabulary

1335
02:10:21,760 --> 02:10:30,480
I have more but I will follow my own rule and pass to whoever wants to ask questions next.

1336
02:10:31,500 --> 02:10:37,440
I just want to, I just have a comment which is what you've already done so far and how

1337
02:10:37,440 --> 02:10:42,080
you've made havens yours and shaped very strong foundation.

1338
02:10:42,080 --> 02:10:45,180
I appreciate you showing the, what are those scores?

1339
02:10:45,460 --> 02:10:52,680
Well, the student wellness from the California Healthy Good Survey and the SCL results.

1340
02:10:52,920 --> 02:10:56,420
Like, I feel like you're taking a really strong foundation and making it your own and

1341
02:10:56,420 --> 02:11:00,960
infusing it with so much energy towards new traditions for havens, which is just really,

1342
02:11:01,040 --> 02:11:02,200
it's really lovely to see.

1343
02:11:02,840 --> 02:11:06,560
I also have to say Mr. Vellies' string class is amazing.

1344
02:11:07,220 --> 02:11:08,320
Like, they're so good.

1345
02:11:08,320 --> 02:11:13,220
It's like, I don't even, three months into the school year, that's like bananas, they're so good.

1346
02:11:13,400 --> 02:11:17,600
And that's just one of them, that's just the one I happen to record that day.

1347
02:11:17,700 --> 02:11:19,160
They are so good, yeah.

1348
02:11:19,260 --> 02:11:20,180
It's really awesome, really impressive.

1349
02:11:20,460 --> 02:11:25,600
Yeah, I'm just got fantastic presentation, thank you so much.

1350
02:11:25,680 --> 02:11:31,940
It was really great to hear all the thought they put into how to address some of the problems that we're seeing in the achievement data.

1351
02:11:32,160 --> 02:11:34,880
So you went deep on that, and I really appreciate that, thank you.

1352
02:11:36,900 --> 02:11:38,340
That's it, yeah, thank you.

1353
02:11:40,580 --> 02:11:45,440
I'm going to echo the words of thanks from everybody, and it's exciting to hear some of

1354
02:11:45,440 --> 02:11:46,600
the many things that you've been doing.

1355
02:11:47,480 --> 02:11:54,180
My only real question is, I'm curious how you work with the other tri-school principals

1356
02:11:54,540 --> 02:12:00,920
and staff and administration to sort of further some of the many goals that I think we all

1357
02:12:00,920 --> 02:12:02,680
share for Havens Elementary.

1358
02:12:02,680 --> 02:12:25,100
Yeah, so you have to know that the notion of this tri-schools was one of the things that I was so interested in coming to Piedmont for like this idea that we are working toward a like experience for all students across our district was really just like, I want to be a part of something like that that we're a team in those ways.

1359
02:12:25,100 --> 02:12:39,900
And so we meet weekly with just the three of us, both Amy and Ann and myself, and then we also meet again on Wednesdays with kind of the larger admin team to talk about different things.

1360
02:12:40,700 --> 02:12:42,600
We have lots to talk about.

1361
02:12:42,600 --> 02:12:48,720
But I have so much appreciation for ANVALVA for just kind of, you know, giving that historical

1362
02:12:48,720 --> 02:12:53,300
context around things and, you know, offering her suggestions about different things.

1363
02:12:53,920 --> 02:12:57,420
I've known Amy Fry for a lot of years and so there's a lot of kind of like comfort

1364
02:12:57,420 --> 02:12:57,980
in that.

1365
02:12:58,500 --> 02:13:04,860
So our really strong team, I think that this year with just both of Amy and myself being

1366
02:13:04,860 --> 02:13:08,520
new to Piedmont, we're kind of like, okay, so what's next?

1367
02:13:08,720 --> 02:13:09,320
So what's next?

1368
02:13:09,320 --> 02:13:18,040
And so I think it will take us a minute to kind of get more of our footing around like okay, so what are the things that we're going to norm on and what are the things that we need?

1369
02:13:19,240 --> 02:13:27,920
We are having separate sepsas this year and separate school site councils this year, but we're still planning together like all the different things that we need to do.

1370
02:13:28,120 --> 02:13:37,120
So we're in contact with each other a lot just to figure out okay what's coming up next and then what are the conversations we need to have with our staff?

1371
02:13:37,120 --> 02:13:41,840
what is your staff saying about this, what does they think about this, how can we bring them all together?

1372
02:13:43,020 --> 02:13:46,420
So it's a good collaboration and it's still growing.

1373
02:13:50,530 --> 02:13:57,430
I have a couple of questions on the academic, so first fish tank, I know that the reading level,

1374
02:13:57,810 --> 02:14:04,490
the knowledge and the comprehension is more of a stretch than the prior and just any thoughts

1375
02:14:04,490 --> 02:14:09,330
because that's new, how that's going, because we're going to be seeing that at our results next year.

1376
02:14:09,330 --> 02:14:11,810
That would be my first question.

1377
02:14:12,230 --> 02:14:14,070
And then my second one is about the benchmark.

1378
02:14:14,610 --> 02:14:15,850
And you mentioned number corner.

1379
02:14:16,370 --> 02:14:20,830
So does the benchmark number one have more kind of pure number task on it?

1380
02:14:20,970 --> 02:14:24,790
Or is it also, or I wasn't quite sure I don't know what those benchmarks contain.

1381
02:14:25,450 --> 02:14:27,270
So yeah, okay, so let me do fish tank first.

1382
02:14:28,550 --> 02:14:31,510
So I think the implementation is going pretty well.

1383
02:14:31,790 --> 02:14:36,770
I think that anytime you're doing something new,

1384
02:14:36,770 --> 02:14:44,050
you're kind of just trying it out, you're jumping in, you're not sure, you know what I mean,

1385
02:14:44,110 --> 02:14:48,850
all of those things, but I think there's a lot of excitement with the different texts

1386
02:14:48,850 --> 02:14:56,730
that students are reading, and like kind of the larger themes that are happening across

1387
02:14:56,730 --> 02:14:57,830
the different grade levels.

1388
02:14:57,830 --> 02:14:59,970
I've gotten to, you know, pop into love.

1389
02:15:00,000 --> 02:15:29,180
First grade and second grade. Fifth grade, we just finished up like a tri-school collaboration day because the unit three got moved up and so they needed time to do that intellectual prep for it. To make sure that they were ready to teach it and figure out like, okay, what are the key vocabulary words? What are the target tasks? What are the essential questions that we're going to use that are going to move kids forward based on the kids that we have in their needs right now? So I'm really hopeful about it.

1390
02:15:29,180 --> 02:15:35,380
As we can continue our district CCTs with it, the more we can bring in student work and

1391
02:15:35,380 --> 02:15:40,860
kind of calibrate and norm like what should a fifth grader be doing with this writing?

1392
02:15:40,980 --> 02:15:42,280
What should a second grader be doing?

1393
02:15:42,820 --> 02:15:50,460
I think we'll have better information about the impact of the program through that collaboration.

1394
02:15:51,140 --> 02:15:57,600
And in terms of the assessment, so the unit assessments, it just assesses that unit.

1395
02:15:57,600 --> 02:16:02,380
And so the benchmarks, my understanding is that they are focused more on the tasks of

1396
02:16:02,380 --> 02:16:12,100
number corner, so more on fluency tasks, plus different pieces of the units kind of not

1397
02:16:12,100 --> 02:16:17,660
shoved, but kind of squished together to give a broader kind of sense of how the student

1398
02:16:17,660 --> 02:16:20,680
is doing across the year with multiple standards.

1399
02:16:20,920 --> 02:16:21,620
So more cumulative?

1400
02:16:21,960 --> 02:16:22,040
Yeah.

1401
02:16:22,280 --> 02:16:22,920
That's the word.

1402
02:16:23,060 --> 02:16:23,540
More cumulative.

1403
02:16:23,820 --> 02:16:24,160
Thank you.

1404
02:16:24,400 --> 02:16:25,520
Thank you.

1405
02:16:25,520 --> 02:16:26,140
I

1406
02:16:29,950 --> 02:16:32,150
am going to go ahead and open it up for public comment.

1407
02:16:32,570 --> 02:16:34,230
I do not have any cards.

1408
02:16:36,270 --> 02:16:38,950
Oh, I want to say thank you public comment on the item.

1409
02:16:39,550 --> 02:16:45,330
Okay, please step up to the podium and then when you are done if you could grab a card and complete it.

1410
02:16:45,570 --> 02:16:45,990
Thank you.

1411
02:16:48,980 --> 02:16:58,640
My name is Nico French and while I was listening to that I've never designed an education system so this might not have much merit to it.

1412
02:16:58,640 --> 02:17:03,880
But I was wondering why the three elementary schools all work to accomplish the same thing

1413
02:17:04,400 --> 02:17:11,680
Because if I'm a parent coming into Piedmont and I see that beach is the school that's generally getting the highest

1414
02:17:11,680 --> 02:17:13,060
Grays on the cast

1415
02:17:13,700 --> 02:17:20,720
Why would I even think about enrolling my kid in the wildwood or Havens when I could enroll them into beach and it made me think about

1416
02:17:20,720 --> 02:17:23,880
MHS and PHS and the approach that they have I

1417
02:17:25,020 --> 02:17:26,920
think that having a

1418
02:17:26,920 --> 02:17:31,360
The second option with a higher faculty to student ratio could be really helpful,

1419
02:17:31,380 --> 02:17:35,260
especially for these younger kids, where the things that they're learning are so

1420
02:17:35,260 --> 02:17:39,640
fundamental to everything else they're going to be learning through the rest of the K through 12 years.

1421
02:17:40,360 --> 02:17:45,620
So I feel like it could be beneficial for one or maybe two other schools,

1422
02:17:46,080 --> 02:17:51,120
two of the three elementary schools to be either accelerated or

1423
02:17:51,120 --> 02:17:55,340
more paced for students to be able to have a learning experience.

1424
02:17:56,160 --> 02:18:01,680
that's more digestible for them, and they can learn at the pace that's more fitting for them.

1425
02:18:01,840 --> 02:18:06,200
Just like how it is at PHS and MHS, if you are struggling a little bit, you need a bit more help.

1426
02:18:06,980 --> 02:18:09,400
You can go to MHS and get more help.

1427
02:18:09,920 --> 02:18:14,640
But if you're ready to take harder classes, you're ready to do whatever, you can go to PHS.

1428
02:18:15,720 --> 02:18:19,900
And I think that would just be a really helpful option for elementary students.

1429
02:18:20,880 --> 02:18:22,760
Thank you, appreciate your comment,

1430
02:18:24,790 --> 02:18:27,990
step up, and then if you could also complete a card after that, that'd be great.

1431
02:18:28,230 --> 02:18:28,530
Thank you.

1432
02:18:30,880 --> 02:18:44,680
My name is Donovan and I would just thought that it was kind of upsetting to see about the statistics on the amount of students that believe their teachers care about them.

1433
02:18:44,820 --> 02:18:49,380
I saw that in 2024, it was about 71% of students.

1434
02:18:49,380 --> 02:19:19,360
and I wasn't able to see what the percentage was in 2025 but it still kind of upset me because I believe that if we have more students that believe their teachers care about them they're especially early on it can lead to a lot of openness from the students and problem solvings and not only that but students will, students will feel more like they belong within, within their community.

1435
02:19:19,360 --> 02:19:24,300
community, which is something that Pima is pretty like revolved around.

1436
02:19:25,460 --> 02:19:31,460
And personally, for me, I've had a lot of better experiences when I believe my teacher cares for what I have to say.

1437
02:19:33,430 --> 02:19:33,910
Thank you.

1438
02:19:38,390 --> 02:19:50,590
My name is Ali, and I just wanted to kind of add on to what Nico is saying, because I really agree with the idea that with a higher teacher-to-student ratio, it would really increase, I think some of these scores maybe.

1439
02:19:50,590 --> 02:19:55,650
I have a lot of friends who are at MHS and they really thrive with those environments.

1440
02:19:56,770 --> 02:20:00,730
And I went to Haven's when I was a kid and I loved my experience there.

1441
02:20:01,110 --> 02:20:05,170
And I remember playing that exact orchestra song when I was in the orchestra there.

1442
02:20:05,990 --> 02:20:08,430
And so it was kind of a flashback for me.

1443
02:20:08,910 --> 02:20:13,270
But I'm just excited and hopeful for the future of Haven's as well.

1444
02:20:14,050 --> 02:20:14,790
Thank you.

1445
02:20:20,960 --> 02:20:24,780
My name is Michael Martin, I am a student of PMOHA.

1446
02:20:25,420 --> 02:20:32,640
My question really concerns for the difference between millennium and PMOHA for African Americans,

1447
02:20:33,440 --> 02:20:35,380
for the test percentages.

1448
02:20:36,020 --> 02:20:42,980
It was around 70 something percent for the PMOHA African American students, and around 60 something

1449
02:20:42,980 --> 02:20:44,940
for the millennium students.

1450
02:20:45,600 --> 02:20:54,600
My question is, what is the bridge between these scores and as a PMOI student, why are there more African American students at millennium than PMOI?

1451
02:20:55,000 --> 02:20:57,040
What causes this separation?

1452
02:20:58,810 --> 02:20:59,330
Thank you.

1453
02:21:03,330 --> 02:21:05,950
Any other questions or comments?

1454
02:21:12,270 --> 02:21:14,970
We can go back around. Yeah, we'll go back around.

1455
02:21:17,310 --> 02:21:20,930
Any other questions or comments from anyone in the room?

1456
02:21:22,760 --> 02:21:25,560
Can you please complete a card before you go?

1457
02:21:26,440 --> 02:21:27,900
Okay, great, thank you.

1458
02:21:28,300 --> 02:21:29,180
I have a comment.

1459
02:21:29,700 --> 02:21:30,380
Oh, Dr. Hon.

1460
02:21:30,760 --> 02:21:36,780
Yeah, I would just really like to commend Suzanne Reed has done a phenomenal job since she

1461
02:21:36,780 --> 02:21:41,640
started with us and have had a chance to really connect with her and see her hit the ground

1462
02:21:41,640 --> 02:21:44,660
running and collaborate with all of our administrators.

1463
02:21:45,340 --> 02:21:50,780
And so just very excited and feel deeply that we have the right administrator for the right

1464
02:21:50,780 --> 02:21:57,440
school and really excited about what's to come. Thank you, Dr. Han. I don't see any hands raised

1465
02:21:57,440 --> 02:22:02,020
online so I'm going to go ahead and close public comment and I just want to echo what you said.

1466
02:22:02,720 --> 02:22:07,100
In the conversations I've had with you principal read, I think every single time I've had some

1467
02:22:07,100 --> 02:22:13,680
epiphany about literacy, get you talking about literacy and it's absolutely incredible and I

1468
02:22:14,200 --> 02:22:19,420
look forward to hearing more because I think you have incredible knowledge and passion.

1469
02:22:20,940 --> 02:22:26,680
So I look forward to hearing more, and I also just wanted to give a shout out to the green team because I think it's a really cool program

1470
02:22:26,680 --> 02:22:32,720
and I've seen those kids in action at Havens and they're so engaged and it gives them a leadership opportunity.

1471
02:22:34,420 --> 02:22:42,000
I have to prevent them from meeting the lunches occasionally, but they're adorable fourth and fifth graders, so I think that's a really cool program and

1472
02:22:43,180 --> 02:22:44,840
I look forward to hearing more about it.

1473
02:22:45,500 --> 02:22:48,000
Any other board questions or comments before we move on?

1474
02:22:49,740 --> 02:22:55,200
Thank you so much for coming and for staying with us this evening and answering our

1475
02:22:55,200 --> 02:22:55,860
many questions.

1476
02:22:56,340 --> 02:23:00,520
I will pause to allow anyone who wishes to exit to leave the room.

1477
02:23:18,560 --> 02:23:26,480
I am going to move on to the information and discussion portion of the evening.

1478
02:23:26,480 --> 02:23:29,120
We have six items.

1479
02:23:31,520 --> 02:23:36,360
The first is to approve elementary and middle school world language programs.

1480
02:23:37,440 --> 02:23:42,340
This is a conversation we started over a year ago, closer to 18 months ago.

1481
02:23:43,060 --> 02:23:46,960
We've had multiple meetings and conversations about how we can introduce these changes in

1482
02:23:46,960 --> 02:23:52,940
a way that is additive and meaningful and I'm excited to hear more about this proposal

1483
02:23:52,940 --> 02:23:54,080
and share it with the community.

1484
02:23:55,080 --> 02:24:07,580
Great, I think we have Principal Karen Ship and Arielle Dolowich who are here to present this evening and I will bring up your presentation as you guys come up.

1485
02:24:21,470 --> 02:24:26,870
All right, good evening again, thank you, we can move to the next slide.

1486
02:24:27,170 --> 02:24:32,350
So for this presentation this evening, Ms. Ship and I have two stated outcomes.

1487
02:24:32,350 --> 02:24:38,230
comes, one to outline the PMS design team process and formally recommend a foundation

1488
02:24:38,230 --> 02:24:41,930
scores for Spanish, French, and Mandarin at the sixth grade level.

1489
02:24:42,510 --> 02:24:46,630
Second to detail steps that were taken at the elementary level, and as a district,

1490
02:24:46,850 --> 02:24:52,750
formally recommend Latin to be implemented at fifth grade for the 25-26 school year.

1491
02:24:53,970 --> 02:24:55,090
Next slide, please.

1492
02:24:55,690 --> 02:25:01,550
As President Thomason alluded to, this process began approximately 18 months ago.

1493
02:25:01,550 --> 02:25:20,490
So there was a state of the district wondering in January of 2025 that led to a board workshop on February 7th of 2025 where the board provided direction to explore adding world languages to increase student exposure as early as fifth grade, continuing through each of the secondary grades.

1494
02:25:21,330 --> 02:25:28,150
At that point, we began developments and ultimately formed two design teams, an elementary

1495
02:25:28,150 --> 02:25:34,010
world-language design team and a middle school world-language design team, both of whom

1496
02:25:34,010 --> 02:25:40,010
met together for the first time on June 9th at the beginning of the summer, 2025, each

1497
02:25:40,010 --> 02:25:41,450
team met again in August.

1498
02:25:43,190 --> 02:25:49,090
And from then, the middle school team continued to meet, develop two proposals, wade pros and

1499
02:25:49,090 --> 02:25:54,750
and Kahn's received staff input, and Ms. Ship will make a formal recommendation shortly.

1500
02:25:55,830 --> 02:25:59,790
It does deserve to be acknowledged that the middle school is tackling an entirely

1501
02:25:59,790 --> 02:26:04,710
different master schedule challenge than that at the fifth grade level, so I will wait,

1502
02:26:04,910 --> 02:26:08,850
and I'll provide additional information related to elementary once the PMS portion

1503
02:26:08,850 --> 02:26:11,010
of this presentation has concluded.

1504
02:26:11,390 --> 02:26:16,310
And so with that, I'm going to turn it over to Ms. Ship to detail the steps that PMS took.

1505
02:26:16,310 --> 02:26:17,270
Thank

1506
02:26:24,340 --> 02:26:26,140
you, Assistant Superintendent Dolowicz.

1507
02:26:27,240 --> 02:26:32,860
This chart illustrates the world language progressions and multiple entry points available to

1508
02:26:32,860 --> 02:26:35,500
Piedmont students from middle school through high school.

1509
02:26:35,960 --> 02:26:40,240
It represents how students can begin their language study at different grade levels and

1510
02:26:40,240 --> 02:26:45,480
still advance through the full sequence of courses that culminate in advance placement AP study.

1511
02:26:46,120 --> 02:26:51,000
At Piedmont middle school, the first entry point begins in seventh grade with level one.

1512
02:26:51,000 --> 02:26:53,280
This path began this year.

1513
02:26:54,020 --> 02:26:57,740
Students who start at this point can advance to level two in eighth grade,

1514
02:26:58,080 --> 02:27:03,420
level three and ninth, level four in tenth and reach AP World Language in 11th grade.

1515
02:27:03,980 --> 02:27:08,280
This provides an accelerated pathway for students who are ready to begin earlier

1516
02:27:08,520 --> 02:27:12,060
and who wish to reach the most advanced coursework by junior year.

1517
02:27:12,640 --> 02:27:17,860
The chart also shows additional entry points for students who begin at typical times and pace.

1518
02:27:17,860 --> 02:27:23,760
Students who start an eighth grade enter at level 1 and can still progress to AP by 12th grade.

1519
02:27:24,460 --> 02:27:29,260
Students who begin in 9th or 10th can also follow a complete and

1520
02:27:29,260 --> 02:27:40,840
sequential program through level 3 or level 4 by graduation ensuring equitable access to strong language development regardless of their starting point, which meets high school graduation requirements and

1521
02:27:40,840 --> 02:27:42,980
use the requirements and recommendations.

1522
02:27:43,780 --> 02:27:53,040
In short, this visual reflects a flexible and inclusive pathway on lining the district's goals of expanding their early access while maintaining multiple entry points for all learners.

1523
02:27:53,580 --> 02:28:04,200
It also highlights the importance of coordination between a high school and the middle school programs to ensure smooth placement, continuity, and readiness at each transition.

1524
02:28:05,100 --> 02:28:06,060
Next slide.

1525
02:28:09,210 --> 02:28:15,650
PMS was asked to create an entry-level option for access to six graders that would align with our current pathways.

1526
02:28:16,270 --> 02:28:23,270
The goal is to provide early exposure to language learning, mirroring research that shows younger learners acquire pronunciation,

1527
02:28:23,710 --> 02:28:27,090
listening, comprehension, and cultural awareness more naturally.

1528
02:28:27,890 --> 02:28:34,090
Introducing a language in six grade also supports our strategic goal of investing in outstanding academics.

1529
02:28:34,090 --> 02:28:35,290
The

1530
02:28:38,620 --> 02:28:42,060
proposal for you tonight is a semester-long foundation class.

1531
02:28:42,500 --> 02:28:46,560
This new course is an exciting step for our world-language pathways.

1532
02:28:46,960 --> 02:28:54,280
It's called World-Language Foundation and will be offered as a one semester class for six, seventh, and eighth graders.

1533
02:28:54,960 --> 02:29:03,140
The course gives students an introductory experience in Spanish, French, or Chinese with a focus on both language and culture.

1534
02:29:03,140 --> 02:29:09,540
is designed for beginners, students who are curious, but may not be ready for a full level

1535
02:29:09,540 --> 02:29:11,360
one high school-paced course.

1536
02:29:12,360 --> 02:29:17,500
Students will explore basic communication skills and cultural traditions while also getting

1537
02:29:17,500 --> 02:29:21,060
early exposure to elements of high school level one curriculum.

1538
02:29:21,640 --> 02:29:26,780
This helps build competence and sets them up for a smoother transition into a more rigorous

1539
02:29:26,780 --> 02:29:29,260
high school level one course later.

1540
02:29:33,560 --> 02:29:45,640
This chart outlines our proposal to add World Language Foundations course beginning in 2627 while keeping the existing elective wheel structure at Kiedmont Middle School.

1541
02:29:46,540 --> 02:29:53,960
Under this proposal, the foundation course would become a one semester class matched to the elective wheel in sixth grade.

1542
02:29:53,960 --> 02:29:59,720
Students would take world-language foundations for one semester and have each and

1543
02:30:00,000 --> 02:30:06,140
And have electives during the opposite semester. The chart shows houses path with a line through

1544
02:30:06,140 --> 02:30:11,600
middle and high school for students who start in different grades. By 7th grade, students

1545
02:30:11,600 --> 02:30:17,040
could move into high school level 1 taught at a high school pace. Students continuing

1546
02:30:17,040 --> 02:30:22,820
into 8th grade could advance to level 2 and then proceed to level 3 at high school. For

1547
02:30:22,820 --> 02:30:28,380
students who begin the sequence later, such as 7th or 8th grade, the pathway still allows them

1548
02:30:28,380 --> 02:30:30,280
to reach level three by graduation.

1549
02:30:30,980 --> 02:30:33,560
This model maintains flexibility and access.

1550
02:30:34,180 --> 02:30:36,360
The foundation course is also a standalone.

1551
02:30:37,220 --> 02:30:38,700
Maybe you want to try Chinese,

1552
02:30:38,960 --> 02:30:40,580
but you're not sure if you will continue.

1553
02:30:41,140 --> 02:30:43,340
A student could take a foundation class

1554
02:30:43,340 --> 02:30:46,320
and then switch to level one the following year.

1555
02:30:47,680 --> 02:30:48,220
Next slide.

1556
02:30:53,220 --> 02:30:55,120
As with any program expansion,

1557
02:30:55,400 --> 02:30:57,540
there are a few important implementation challenges

1558
02:30:57,540 --> 02:30:59,560
we'll need to consider if we move forward

1559
02:30:59,560 --> 02:31:01,540
with a world-language foundation course.

1560
02:31:01,540 --> 02:31:06,580
First, in sixth grade, some of our existing elective wheel options may be impacted.

1561
02:31:07,060 --> 02:31:11,980
If student interest in the New World Language Foundation courses high, we may need to

1562
02:31:11,980 --> 02:31:17,460
shift the sixth grade wheel from sixth course of the year to four in the year to accommodate the new classes.

1563
02:31:18,820 --> 02:31:24,860
Because the foundation class, Spanish, French, and Chinese would all need to be offered during the same period,

1564
02:31:25,060 --> 02:31:28,580
this creates a scheduling constraint around the rooms and staffing.

1565
02:31:28,580 --> 02:31:35,640
That means all three language sections and the sixth grade elective wheel would have to align in one common period.

1566
02:31:36,140 --> 02:31:41,620
This alignment also increases the shared teacher constraint between PMS and the high schools.

1567
02:31:42,140 --> 02:31:50,820
Since several of our world-language teachers teach across both campuses, coordinating and scheduling would require careful planning and collaboration.

1568
02:31:51,680 --> 02:32:03,120
Lastly, as we rebalance sections and student enrollment, some seventh and eighth grade elected options could also reduce enrollment or potentially be eliminated to make space for the new offering.

1569
02:32:03,820 --> 02:32:09,860
While these are real challenges, they're not insurmountable, they simply require intentional planning, creative scheduling,

1570
02:32:10,260 --> 02:32:17,420
continue collaboration with our staff and district partners to ensure the new course strengths rather than disrupts the overall program.

1571
02:32:17,420 --> 02:32:19,080
Next slide.

1572
02:32:21,690 --> 02:32:27,090
While there are certainly challenges to work through, there are also clear benefits and opportunities with this model.

1573
02:32:27,610 --> 02:32:31,770
First and foremost, the proposal preserves the spirit of the sixth grade elective will,

1574
02:32:32,290 --> 02:32:36,210
allowing students to continue exploring a variety of claxes and interest.

1575
02:32:36,890 --> 02:32:44,210
Even with the addition of world language foundation, sixth graders still experience multiple electives throughout the year.

1576
02:32:45,150 --> 02:32:57,450
This approach also ensures that intervention and supports currently taking place during the elective will can continue without disruption, maintaining academic support for students who need it the most.

1577
02:32:58,330 --> 02:33:07,890
Students would have the opportunity to try it out a world language through one semester foundation class before committing to a full year long course.

1578
02:33:10,010 --> 02:33:20,710
Later in grades, that means they can explore Spanish, French, or Chinese, discover their interest, and build confidence before taking on the high school paste of level one.

1579
02:33:21,530 --> 02:33:27,330
This course also serves as an intentional preparation, giving students early exposure to vocabulary,

1580
02:33:27,870 --> 02:33:32,810
structuring cultures that sets them up for success in their high school level language courses.

1581
02:33:34,290 --> 02:33:49,170
And finally, because world-language foundations would be offered or open to 6-7-8th graders it creates flexibility and equity offering an entry point for any student at any grade level who wants to begin or learning a language.

1582
02:33:50,050 --> 02:33:50,930
Next slide.

1583
02:33:53,130 --> 02:33:59,570
One of the biggest strengths of this model is that it allows for multiple on ramps and off ramps in the world-language pathways.

1584
02:33:59,570 --> 02:34:10,230
Students can begin, pause, or continue at different stages without losing momentum which is especially important in middle school when interest and readiness levels vary.

1585
02:34:10,950 --> 02:34:24,810
For example, heritage speakers, students who already have exposure to a language at home could take a foundation class in that language to strengthen literacy or explore a new language entirely.

1586
02:34:24,810 --> 02:34:29,710
Afterwards, they could take a placement test and begin a high school level courses early

1587
02:34:29,710 --> 02:34:30,490
a seventh grade.

1588
02:34:31,350 --> 02:34:35,990
Students in seventh grade would also have the opportunity to take a one semester of

1589
02:34:35,990 --> 02:34:41,490
music and one semester of world language foundation, giving them a chance to participate

1590
02:34:41,490 --> 02:34:45,050
in both programs rather than having to choose between the two.

1591
02:34:46,130 --> 02:34:51,410
For students with IEPs or those needing more gradual piecing, the structure provides meaningful

1592
02:34:51,410 --> 02:35:00,050
They could start with a foundation class or move directly into a level one in eighth grade depending on the readiness and the support needs.

1593
02:35:00,970 --> 02:35:06,950
And finally, this flexible model benefits students transferring into PMS from outside the district.

1594
02:35:07,370 --> 02:35:15,370
With multiple entry points, they can join our path seamlessly and have the same language opportunities as continuing PUSD students.

1595
02:35:16,070 --> 02:35:21,990
Overall, this model keeps the strengths of our current system intact while opening new opportunities for

1596
02:35:21,990 --> 02:35:25,130
exploration, readiness, and long-term language success.

1597
02:35:27,130 --> 02:35:32,450
All right, and thank you, and next is Assistant Supreme, Tendon Gowwich.

1598
02:35:33,010 --> 02:35:34,190
All right, thank you.

1599
02:35:35,550 --> 02:35:36,570
Thank you, Ms. Ship.

1600
02:35:37,550 --> 02:35:42,310
All right, so as mentioned, you're welcome to move to the next slide.

1601
02:35:42,310 --> 02:35:50,730
The district convened an elementary world-language design team comprised of a fifth grade teacher from each site as well as a librarian specialist.

1602
02:35:51,250 --> 02:36:05,670
There is a review of design thinking processes, discussion of what other schools offer, and analysis of curriculum, as well as a candid conversation around pros and cons and discussion around instructional minutes.

1603
02:36:05,670 --> 02:36:08,570
We also discussed various models.

1604
02:36:09,130 --> 02:36:18,490
One of the models that we are considering implementing was the rotational model where students would have the exposure to all three languages that Piedmont offers, French, Mandarin and Spanish.

1605
02:36:19,270 --> 02:36:25,190
One of the challenges with this is that fifth grade students select their sixth grade schedules in January.

1606
02:36:25,770 --> 02:36:32,390
And so in order to be exposed to each of the three languages, it would be six weeks, six weeks and six weeks before January.

1607
02:36:32,390 --> 02:36:38,930
And then leading them to, again, have six weeks of a rotational model for all three.

1608
02:36:39,230 --> 02:36:42,570
That inconsistency didn't make a lot of sense to us.

1609
02:36:44,250 --> 02:36:48,570
Separately, we looked at prioritizing one language rather than all three.

1610
02:36:48,850 --> 02:36:53,070
For example, offering Spanish for our fifth grade students.

1611
02:36:53,530 --> 02:36:57,890
But upon further investigation, a number of our students take Spanish,

1612
02:36:58,190 --> 02:37:00,650
whether it's with an extracurricular activity or

1613
02:37:00,650 --> 02:37:03,410
the Piedmont language school, so they're entering at different levels.

1614
02:37:05,390 --> 02:37:10,150
And candidly, as district leadership, we want to support and grow all three languages.

1615
02:37:10,670 --> 02:37:14,230
So it seemed unfair to prioritize one language over the other two.

1616
02:37:15,050 --> 02:37:23,130
So ultimately, just to be clear, the recommendation is coming from the district, rather than the design team.

1617
02:37:23,130 --> 02:37:33,370
And the recommendation is Latin at 5th grade for the 2025-26 school year.

1618
02:37:34,930 --> 02:37:39,930
So, discussing Latin, just take a moment to digest that.

1619
02:37:40,250 --> 02:37:50,390
I'd like to go into some of the components and tenets that we believe separate Latin from the two other models that I just mentioned.

1620
02:37:51,630 --> 02:37:58,750
So, one, Latin provides a uniform starting point, whereas if you offer Spanish and

1621
02:37:58,750 --> 02:38:01,930
students are coming in at different levels, all students are beginning their language

1622
02:38:01,930 --> 02:38:03,990
study at the same introductory level.

1623
02:38:05,570 --> 02:38:10,030
Also, in terms of the different categories of skills that they're learning, Latin

1624
02:38:10,030 --> 02:38:14,450
enhances vocabulary growth, thus helping students build stronger literacy and language

1625
02:38:14,450 --> 02:38:18,890
skills, as students better understand complex structures and improve comprehension.

1626
02:38:18,890 --> 02:38:25,030
Latin fosters academic confidence, and through literature, historical events, and

1627
02:38:25,030 --> 02:38:28,590
learning about ancient civilization, Latin can promote cultural awareness.

1628
02:38:29,830 --> 02:38:30,670
Next slide, please.

1629
02:38:31,790 --> 02:38:33,990
So we have reviewed a number of curricula.

1630
02:38:34,250 --> 02:38:36,110
One that stands out is Elementa.

1631
02:38:36,510 --> 02:38:41,830
It's offered at schools that implement Latin at the elementary level.

1632
02:38:42,290 --> 02:38:48,390
And one of the reasons it's intriguing is because it emphasizes story-based learning with interactive activities.

1633
02:38:50,050 --> 02:39:06,190
Next slide, please, but perhaps the most exciting and appealing element of Latin is that it directly correlates with our literacy curriculum and our supplemental adopted curriculum spellography at the fifth grade level.

1634
02:39:07,290 --> 02:39:14,210
This is, there's an explicit connection with vocabulary growth and word study, those are English language art standards at the fifth grade level.

1635
02:39:15,070 --> 02:39:19,630
There's literary integration through connected text, which I'll detail in a moment.

1636
02:39:20,130 --> 02:39:24,130
And then there's interactive activities that are age-appropriate and highly engaging,

1637
02:39:25,070 --> 02:39:31,990
thinking, chanting, thinking, coral response, different ways that teachers can get students involved,

1638
02:39:32,430 --> 02:39:36,810
and have them have joy and fun when they're exploring that vocabulary.

1639
02:39:38,930 --> 02:39:45,370
So the next two slides, fifth grade, as Ms. Reed mentioned, we just had a fifth day release

1640
02:39:45,370 --> 02:39:46,850
day of all the fifth grade teachers.

1641
02:39:47,150 --> 02:39:50,550
We're actually going to do another release day for fourth grade upcoming.

1642
02:39:50,910 --> 02:39:52,330
It is the first year of implementation.

1643
02:39:53,090 --> 02:40:02,050
So they have chosen to change and we fully support some of the units based on feedback and challenges.

1644
02:40:02,050 --> 02:40:06,270
So, on this slide, they're currently teaching, protecting the Earth.

1645
02:40:07,350 --> 02:40:13,370
Next year, for the first unit, they'll teach shaping dreams, a single shard, which is the fourth one down.

1646
02:40:14,070 --> 02:40:16,910
And later this year, they're going to teach exploring Mars.

1647
02:40:17,370 --> 02:40:21,710
So, we won't be teaching the other two units, but just focusing our attention on protecting the Earth.

1648
02:40:21,850 --> 02:40:26,850
You can see an explicit connection with an instructional focus, with the environmental issues.

1649
02:40:28,110 --> 02:40:33,590
Personally, I don't have any experience taking Latin, but I'm going to try my vocabulary in the third column

1650
02:40:34,290 --> 02:40:35,870
connected to protecting the earth.

1651
02:40:36,310 --> 02:40:38,630
Marae, sea, aqua, water,

1652
02:40:39,430 --> 02:40:43,250
natura, nature, and so there's a connection with Latin roots

1653
02:40:43,870 --> 02:40:51,330
with the science vocabulary, and that integration is pretty obvious for our students.

1654
02:40:51,730 --> 02:40:55,430
If you go to the next slide, you'll see a connection with word study.

1655
02:40:55,430 --> 02:41:01,770
So, word study, again, we have from phonics to reading at the foundational level for K-3.

1656
02:41:02,610 --> 02:41:04,210
Spellography is for four-five.

1657
02:41:04,390 --> 02:41:10,350
So, these are fifth grade word study, folk-eye areas, and you can see, with spellography,

1658
02:41:10,510 --> 02:41:16,310
there's a connection with vowel patterns, again, with those terms, aqua, example words, aquatic.

1659
02:41:16,930 --> 02:41:21,410
And then that explicitly connects with protecting the Earth's plastic impollution,

1660
02:41:21,950 --> 02:41:23,850
and you can see different reading standards there.

1661
02:41:23,850 --> 02:41:39,810
So that's one of the benefits is there could potentially be collaboration with a Latin teacher and the classroom teacher or reinforcement vice versa from what the fifth grade teachers teaching and then the Latin teachers coming in and teaching.

1662
02:41:40,870 --> 02:41:47,510
If we go to that next slide, so pending board approval, we really want to get ahead of this.

1663
02:41:47,510 --> 02:41:52,830
And so obviously identification of curriculum, but hiring as soon as possible,

1664
02:41:53,090 --> 02:41:57,910
success of a program like this, just like we heard with Shana Revelli, with music in the fifth grade,

1665
02:41:58,130 --> 02:41:59,610
it's contingent on the teacher.

1666
02:42:00,270 --> 02:42:07,690
And then the Latin pilot would begin in the fall of 2026, and evaluation would occur periodically,

1667
02:42:08,750 --> 02:42:10,770
both in the winter and in the spring.

1668
02:42:11,090 --> 02:42:13,910
There's really three measures we're going to use to evaluate it.

1669
02:42:13,910 --> 02:42:15,470
If you go to the next slide.

1670
02:42:17,850 --> 02:42:23,690
So one, obviously formative assessments with vocabulary checks throughout different

1671
02:42:23,690 --> 02:42:30,030
trimesters, and then we can compare benchmark data that we discussed here and specifically

1672
02:42:30,030 --> 02:42:32,550
vocabulary with ELA data reviews.

1673
02:42:33,250 --> 02:42:39,450
And of course, we would be responsive to surveys both from the students, but also from

1674
02:42:39,450 --> 02:42:41,750
our staff and the parent community.

1675
02:42:41,750 --> 02:42:52,930
So, just remaining cognizant of time, that is the recommendation from the district for Latin at the 5th grade level.

1676
02:42:54,290 --> 02:43:02,310
I'm just going to add that there's a fairly lengthy analysis attached to the board agenda item.

1677
02:43:02,530 --> 02:43:11,090
So, this presentation is kind of a brief overview, but there's a much more detailed proposal that includes assessment,

1678
02:43:11,090 --> 02:43:16,830
what students will learn, the fact that it is also going to be spoken, there's some

1679
02:43:16,830 --> 02:43:21,030
myths information out there that this is only going to be written, this in fact will

1680
02:43:21,570 --> 02:43:28,270
include a lot of oral and iterative activities. And most importantly, there's myths information

1681
02:43:28,270 --> 02:43:33,470
out there that we're going to take minutes away from English language arts or other subject

1682
02:43:33,470 --> 02:43:39,730
areas. We've done a deep dive into the fifth grade schedules. I think the integration between

1683
02:43:39,730 --> 02:43:43,330
I mean, the possibilities between English language arts with

1684
02:43:43,330 --> 02:43:48,650
spellography and fish tank as well as the Latin curriculum are evident to us.

1685
02:43:48,730 --> 02:43:54,310
And somehow that became misconstrued into we're taking away from English language arts.

1686
02:43:54,350 --> 02:43:55,810
That is just not true.

1687
02:43:56,370 --> 02:44:01,930
So we wanted to clear that up and we invite you to really look at the very thick and

1688
02:44:01,930 --> 02:44:07,490
detailed proposal that includes much more information about how the program will be implemented.

1689
02:44:08,230 --> 02:44:08,510
Thank you.

1690
02:44:08,510 --> 02:44:14,550
Thank you, Principal Ship, Mr. Dolowitch, Dr. Hahn.

1691
02:44:15,670 --> 02:44:19,230
I'm thrilled about both of these proposals.

1692
02:44:19,910 --> 02:44:25,330
We were able to bring back language in seventh grade this year, a full year, which I think

1693
02:44:25,330 --> 02:44:27,070
has been a real win for our students.

1694
02:44:28,170 --> 02:44:31,230
And really appreciate the proposal to bring it down to sixth grade.

1695
02:44:31,430 --> 02:44:37,290
I think it's a really elegant solution, and it allows students to experience a language

1696
02:44:37,290 --> 02:44:38,890
that they may not have wanted to.

1697
02:44:38,890 --> 02:44:45,530
or may not have experience with, or might want to try, but aren't sure they want to take, so I think it's great.

1698
02:44:45,790 --> 02:44:54,930
And actually, when we talked to our tri-school principals about some of this, or, I'm sorry, parent club presidents, not our principals, I'm missing words.

1699
02:44:55,510 --> 02:44:59,570
They had said that they thought it would be really interesting for kids to try a language.

1700
02:45:00,000 --> 02:45:26,500
I think that that's something that they have heard that fifth graders are interested in and so this feels like a really great opportunity to do that. And then I am thrilled with the Latin proposal. As I mentioned earlier, we've been talking about this for, you know, timeout foreign language for a long time and how it could make sense in fifth grade. And I really believe that this proposal achieves our original objective and then so many ways are in so much more.

1701
02:45:28,920 --> 02:45:33,320
I have had ample opportunity to ask questions about this, so I'm not going to take up time

1702
02:45:33,320 --> 02:45:34,060
to do that tonight.

1703
02:45:34,200 --> 02:45:37,400
But I do just want to point out how beneficial I think this is going to be for a really

1704
02:45:37,400 --> 02:45:38,420
broad range of learners.

1705
02:45:39,900 --> 02:45:45,860
I see the applicability for our neurodivisodants, especially our dyslexic students, and our neurotypical

1706
02:45:45,860 --> 02:45:49,600
students, including accelerated learners, and I think it's one of those programs that really

1707
02:45:49,600 --> 02:45:54,520
can be on the gamut because no student has a foundation in that and this program is going

1708
02:45:54,520 --> 02:45:56,480
to be a great equalizer as you mentioned.

1709
02:45:57,080 --> 02:45:59,820
It integrates foreign language, L.A. history in a really

1710
02:45:59,820 --> 02:46:00,640
incredible way.

1711
02:46:01,240 --> 02:46:03,200
And we've heard from community members have pointed out

1712
02:46:03,200 --> 02:46:05,900
that it had pointed out benefits that we hadn't even

1713
02:46:05,900 --> 02:46:06,260
considered.

1714
02:46:06,640 --> 02:46:10,080
So I'm really, really excited about both these proposals.

1715
02:46:11,140 --> 02:46:13,040
Appreciate you bringing them to us this evening.

1716
02:46:14,340 --> 02:46:14,620
Rishi?

1717
02:46:15,880 --> 02:46:19,180
I have also, I should have mentioned during my board remarks

1718
02:46:19,180 --> 02:46:22,340
that I attended the World Language presentation.

1719
02:46:22,340 --> 02:46:25,200
And so I've had an opportunity to ask a lot of questions.

1720
02:46:26,980 --> 02:46:29,760
I'm so overjoyed by both of these proposals.

1721
02:46:30,720 --> 02:46:35,560
Karen, I think like the idea of offering dabbling.

1722
02:46:35,980 --> 02:46:37,640
It's like exactly what middle school is about.

1723
02:46:37,860 --> 02:46:39,220
It's like an in-depth dabbling.

1724
02:46:39,440 --> 02:46:42,160
And I hope that it is really joyful,

1725
02:46:42,160 --> 02:46:44,700
because it is really an incredible opportunity

1726
02:46:44,700 --> 02:46:46,200
for our kiddos to be able to experience.

1727
02:46:47,580 --> 02:46:54,680
And Latin, I think that I might be the reason why there is misinformation about ELA because

1728
02:46:54,680 --> 02:47:03,140
I definitely conflated just given how much overlap there is and how much of an opportunity

1729
02:47:03,140 --> 02:47:07,520
for synchronizing across the two different subjects, I'm pretty sure that I'm the reason for

1730
02:47:07,520 --> 02:47:08,080
the misinformation.

1731
02:47:08,340 --> 02:47:11,560
And so I'm sorry about that to everyone out there.

1732
02:47:11,560 --> 02:47:18,140
where we wouldn't, as a board, we wouldn't take away minutes from ELA, even for something

1733
02:47:18,140 --> 02:47:20,260
as important as a foreign language.

1734
02:47:21,280 --> 02:47:24,840
And the, I agree with everything that Lizzie said, the only other thing I want to add is that

1735
02:47:25,660 --> 02:47:32,200
one of the things that I really appreciate is about Latin is how foundational it is for

1736
02:47:32,200 --> 02:47:32,460
English.

1737
02:47:32,460 --> 02:47:40,600
and I think this dot said 60 or 80% of, it was in the board background.

1738
02:47:43,280 --> 02:47:45,560
Yeah, have a lot in origin and from English.

1739
02:47:48,180 --> 02:47:53,700
Yeah, which is, it's like such a good gift that we are going to be able to give these kids

1740
02:47:53,700 --> 02:47:58,220
to be able to help them be more prepared, so I'm very excited.

1741
02:48:01,710 --> 02:48:02,870
Yeah, thank you.

1742
02:48:03,230 --> 02:48:05,850
Huge thank you to the PMS World Language Design team.

1743
02:48:06,270 --> 02:48:07,150
I think you knocked out a park.

1744
02:48:07,150 --> 02:48:08,470
This is super exciting.

1745
02:48:08,810 --> 02:48:11,210
And I heard from a lot of parents who are very, very excited

1746
02:48:11,210 --> 02:48:14,630
to have this and hoping that we vote yes on this.

1747
02:48:14,830 --> 02:48:15,970
So it can move forward next year.

1748
02:48:17,270 --> 02:48:18,650
It's just a couple of questions on that.

1749
02:48:19,010 --> 02:48:20,950
The sixth grade, taking that as elective wheels,

1750
02:48:21,110 --> 02:48:23,890
not a prerequisite, right, to go into language one.

1751
02:48:24,910 --> 02:48:26,170
Just wanted to clarify that.

1752
02:48:26,270 --> 02:48:26,890
Yeah, correct.

1753
02:48:27,150 --> 02:48:29,110
Yeah, that was hard to get all the details in there,

1754
02:48:29,170 --> 02:48:31,490
but exactly you do not have to take the foundation

1755
02:48:31,490 --> 02:48:34,070
in class in order to enter level one, great,

1756
02:48:34,290 --> 02:48:35,670
the total adoption point makes sense.

1757
02:48:36,330 --> 02:48:38,230
And we received two different letters.

1758
02:48:38,510 --> 02:48:40,390
I think they're both last spring from APT

1759
02:48:40,390 --> 02:48:42,450
in which they mentioned the need for

1760
02:48:42,890 --> 02:48:45,130
a better development of vertical articulation

1761
02:48:45,130 --> 02:48:46,450
of our world language courses.

1762
02:48:47,090 --> 02:48:49,270
Now that we are expanding down to sixth grade

1763
02:48:49,270 --> 02:48:51,290
and on it, just wondering if you may not have the answer

1764
02:48:51,290 --> 02:48:52,550
but if that is something that we could

1765
02:48:53,150 --> 02:48:55,450
have reported back to us as a board at some point

1766
02:48:55,450 --> 02:48:57,010
because I'd be interested to know that

1767
02:48:57,010 --> 02:48:59,030
and it would be good to know.

1768
02:49:00,710 --> 02:49:02,690
I'll probably have some other questions, but I'll wait.

1769
02:49:04,930 --> 02:49:08,970
Hey guys, I echo everyone's enthusiasm for this.

1770
02:49:09,030 --> 02:49:12,590
I think one of the things that I've heard the most when I ran for school board and

1771
02:49:12,590 --> 02:49:18,930
have been on the school board is that a lot of parents have been very eager to have language

1772
02:49:18,930 --> 02:49:24,410
added back at lower grade levels, and so I'm excited that we're doing that.

1773
02:49:24,410 --> 02:49:30,290
I recognize now the wisdom of spacing it out over two years.

1774
02:49:30,850 --> 02:49:36,050
So I think this is a really elegant solution scheduled wise and offering wise, so thank you for that.

1775
02:49:38,710 --> 02:49:43,070
And I have one question which is, I should probably know this, but

1776
02:49:43,070 --> 02:49:49,230
does a pilot program for Latin and fifth grade mean all fifth graders next year assuming this is approved?

1777
02:49:49,750 --> 02:49:54,070
Will get Latin or does it mean we're going to try it on a smaller cohort first?

1778
02:49:54,990 --> 02:49:56,570
All students will receive it.

1779
02:49:56,730 --> 02:50:01,430
Right, it just means that we're going to evaluate it as a correct, it's first year, we want to make sure that.

1780
02:50:01,930 --> 02:50:02,510
Okay, thank you.

1781
02:50:04,750 --> 02:50:08,730
Yeah, I have a couple questions, one about the middle school, and one about the elementary.

1782
02:50:10,090 --> 02:50:13,430
So on the middle school, they're mentioned of a placement test.

1783
02:50:13,610 --> 02:50:18,550
That's for students who want to go into like second year, is that, am I understanding that correctly or?

1784
02:50:18,630 --> 02:50:19,230
Yeah, correct.

1785
02:50:19,490 --> 02:50:24,890
So if somebody might take the foundation class, but already know that they have that heritage speaker background.

1786
02:50:24,890 --> 02:50:35,810
and this is just reconfirming for them that they know it, and so they want to take the placement tests in their middle, their sixth grade year to get into level two as a seventh grader or, you know, and then keep

1787
02:50:35,810 --> 02:50:47,650
jucturing that up, you know, they could take in seventh grade, they could take an eighth grade, we don't block them depending on their grade level, the ideas to make sure we're assessing them and placing them based on where they belong.

1788
02:50:48,130 --> 02:50:58,390
And then the possibility of moving to quarters with the wheel, that was a little, I'm not totally sure what that would look like, but I can find that out later, so that's not.

1789
02:50:59,270 --> 02:51:07,570
And then the other one I had for the elementary is finding the person questions about that.

1790
02:51:07,570 --> 02:51:15,230
Yeah, so pending Board approval, this is a public announcement that we would be looking for a Latin teacher.

1791
02:51:16,850 --> 02:51:21,950
But certainly trying to recruit intentionally through colleagues,

1792
02:51:24,550 --> 02:51:29,950
through teachers that may be at other schools that have experience.

1793
02:51:30,550 --> 02:51:34,890
But doing so, I think the priority is earlier is better so

1794
02:51:34,890 --> 02:51:37,570
so that we can have someone that we feel confident with in place.

1795
02:51:38,110 --> 02:51:52,970
I'll just add that I've reached out to several other Bay Area schools that offer elementary Latin and have had responses from all three of them to collaborate to connect potentially even to go visit and dare I say poach.

1796
02:51:56,510 --> 02:51:58,430
Well, that's great to hear that. Thank you.

1797
02:51:58,430 --> 02:51:58,790
Yeah.

1798
02:52:01,930 --> 02:52:07,130
Thank you. I'm going to go ahead and open it up for public comments. Do we have

1799
02:52:07,130 --> 02:52:10,610
anyone? I don't have any cards. Well, I do have cards, but I think they're from the

1800
02:52:10,610 --> 02:52:13,650
students who all departed.

1801
02:52:15,670 --> 02:52:18,790
Yeah. Oh, do you guys go ahead and bring some cards on them.

1802
02:52:37,900 --> 02:52:41,200
Thank you. Okay. First up, Sarah.

1803
02:52:44,800 --> 02:52:48,840
Oh, this is your earlier one. Okay. Got it. Sorry. I didn't

1804
02:52:48,840 --> 02:52:50,420
the look at the topic. Betty,

1805
02:52:56,580 --> 02:52:59,080
yeah, you can, so you'll each have two and a half minutes,

1806
02:52:59,320 --> 02:53:03,500
so I'll call you, and when your two and a half minutes is up, we'll call Sarah, and she

1807
02:53:03,500 --> 02:53:04,240
can have two and a half minutes.

1808
02:53:04,340 --> 02:53:05,120
Thank you.

1809
02:53:06,720 --> 02:53:07,960
All right, well, good evening.

1810
02:53:09,560 --> 02:53:14,760
Board members and Superintendent Hahn and Betty Rojas and President of Pied P. Monkers

1811
02:53:14,760 --> 02:53:20,100
for Inclusive Education. I'm joined tonight by Sarah Hauser, who's also a board member.

1812
02:53:20,100 --> 02:53:29,740
As an organization centered on inclusion and equity, we care deeply about ensuring that all students have the resources and support they need to thrive academically, socially, and emotionally.

1813
02:53:30,600 --> 02:53:38,460
The Pivore recently shared a letter with the community and the board regarding the provost at Aladdin, and we'd like to each read a portion of that letter.

1814
02:53:40,140 --> 02:53:49,140
So while we appreciate the intent behind introducing world language instruction in elementary school, we have concerns about taking time away from several foundational parts of the school day.

1815
02:53:49,140 --> 02:53:51,480
that directly support student growth and well-being.

1816
02:53:52,000 --> 02:53:56,780
Including home room where students build essential community connections in a sense of the line.

1817
02:53:57,220 --> 02:54:02,040
For students who receive special education services and spend portions of their day outside of general education,

1818
02:54:02,660 --> 02:54:07,160
home room provides important opportunities to build relationships and social connection with peers.

1819
02:54:07,880 --> 02:54:13,060
Also social emotional learning, which of course, both academic achievement and emotional well-being.

1820
02:54:13,060 --> 02:54:31,460
Castles medal analysis of over 200 SEL programs found that students who participated showed significant improvements in social and emotional skills, attitudes, behaviors, and academic performance, reflecting an 11% point gain in achievement and transition time, which is particularly vital for neurodivergent and disabled students.

1821
02:54:32,080 --> 02:54:41,280
We're glad to hear that ELA is not an area that would be significantly reduced that we had previously misunderstood as well.

1822
02:54:41,280 --> 02:54:46,060
So, rather than further dividing students limited instructional time across additional subjects,

1823
02:54:46,440 --> 02:54:50,220
we believe it is more beneficial to strengthen existing core and support areas.

1824
02:54:50,880 --> 02:54:52,700
That have a proven impact on student outcomes.

1825
02:54:53,240 --> 02:54:55,860
These are experience that are essential in school days by nature.

1826
02:54:56,380 --> 02:55:01,360
Students cannot easily access structure social emotional learning, classroom community building,

1827
02:55:01,560 --> 02:55:03,500
or transition times outside the school day.

1828
02:55:03,960 --> 02:55:08,820
In contrast, world language exposure is more readily available through extracurricular opportunities.

1829
02:55:08,820 --> 02:55:10,000
allowing interest in-

1830
02:55:10,000 --> 02:55:13,340
30 seconds left to pursue it without reducing critical classroom time.

1831
02:55:13,720 --> 02:55:16,880
We advocate for introducing more language options beginning in middle school,

1832
02:55:17,320 --> 02:55:21,140
when students can engage more deeply and meaningfully in language study and choose a language

1833
02:55:21,140 --> 02:55:25,760
option that best fits their interests without sacrificing critical elementary supports.

1834
02:55:26,240 --> 02:55:26,900
Thank you.

1835
02:55:29,120 --> 02:55:29,940
I'm Sarah Hauser.

1836
02:55:34,960 --> 02:55:36,300
Hi, I'm Sarah Hauser.

1837
02:55:36,940 --> 02:55:40,880
Furthermore, PIE believes the general education curriculum should serve the widest

1838
02:55:40,880 --> 02:55:46,020
range of students' abilities and learning needs, Latin, as a complex, non-vernacular

1839
02:55:46,020 --> 02:55:48,880
language, presents unique challenges in this regard.

1840
02:55:49,520 --> 02:55:54,660
Because Latin is no longer a living spoken language, it uses authentic communication,

1841
02:55:56,140 --> 02:56:00,460
it's use in authentic communication is inherently constrained.

1842
02:56:00,880 --> 02:56:06,360
As a result, instruction often emphasizes grammar, vocabulary, and

1843
02:56:06,360 --> 02:56:09,680
the revisits over a true interpersonal communication.

1844
02:56:10,120 --> 02:56:12,400
With the proposed curriculum, Elementa,

1845
02:56:12,920 --> 02:56:17,820
while the proposed curriculum Elementa includes some opportunities for

1846
02:56:17,820 --> 02:56:21,640
students to speak in Latin, the curriculum's website, primarily markets itself,

1847
02:56:21,880 --> 02:56:29,440
as an opportunity to incorporate into literary literacy instruction, and

1848
02:56:29,440 --> 02:56:32,320
is flexible as a supplement to current English classes.

1849
02:56:32,320 --> 02:56:38,340
In practice, this means Latin instruction primarily reinforces English vocabulary and

1850
02:56:38,340 --> 02:56:47,900
provides historical context, skills that could be more efficiently integrated into existing literacy and social studies instruction.

1851
02:56:48,580 --> 02:56:56,800
In contrast, a spoken world language naturally supports multiple learning modalities that promote inclusion and engagement for all students.

1852
02:56:56,800 --> 02:57:14,460
many students, especially those who learn best through conversations, social engagement and auditory processing benefit more from studying a living language that allows for genuine dialogue, cultural exploration, and functional use both inside and outside the classroom.

1853
02:57:14,940 --> 02:57:22,820
For these reasons, PIE recommends prioritizing a spoken world language when world language instruction is introduced,

1854
02:57:22,820 --> 02:57:29,600
used ensuring that all students can engage meaningfully and inclusively through multiple learning modalities.

1855
02:57:29,960 --> 02:57:37,440
Given that 80% of the parents indicated a preference for Spanish in Piedmont's language survey, we believe that-

1856
02:57:37,440 --> 02:57:40,400
30 seconds left should be the initial focus.

1857
02:57:40,680 --> 02:57:46,960
It not only aligns with parent priorities, but also offers broad practical applications within our community and beyond.

1858
02:57:46,960 --> 02:57:52,300
While we understand that the world language department may have programmatic and enrollment considerations,

1859
02:57:52,640 --> 02:57:59,700
we believe the guiding question should remain to support what best supports the students learning inclusion and long-term engagement.

1860
02:58:00,960 --> 02:58:10,340
Before making a final decision, we respectfully ask the district to delay the November 12th vote to allow more time for

1861
02:58:10,340 --> 02:58:11,660
community input.

1862
02:58:11,660 --> 02:58:15,810
But thank you both for speaking this evening.

1863
02:58:16,210 --> 02:58:19,330
We appreciate your comments.

1864
02:58:20,630 --> 02:58:25,350
I don't have any other cards, anyone else in the room wish to speak?

1865
02:58:27,340 --> 02:58:27,670
No?

1866
02:58:28,410 --> 02:58:30,910
I see at least one hand raised online.

1867
02:58:36,310 --> 02:58:41,670
Laura, we're going to promote you to a panelist so you can speak.

1868
02:58:41,670 --> 02:58:50,400
Hi everyone, it's Laura again. Thank you for the detailed presentation and thank you

1869
02:58:50,400 --> 02:58:55,540
to Pi for showing up. I'm the parent of a neurodivergent kiddo as well and I think

1870
02:58:55,540 --> 02:58:59,880
it's really important to make sure we're listening to the point of view they're representing.

1871
02:59:00,640 --> 02:59:05,660
I've come at it from a slightly different place and I guess I want to step back and just

1872
02:59:05,660 --> 02:59:10,520
thank the district for making these changes happen in a more general way a couple years ago.

1873
02:59:10,520 --> 02:59:14,880
So I think it was when they had to introduce the health class as part of those state requirements

1874
02:59:14,880 --> 02:59:21,020
and this foreign language in seventh grade evaporator because to accommodate that, many

1875
02:59:21,020 --> 02:59:27,900
of us parents were despairing and thinking we were moving in the wrong direction and I really

1876
02:59:27,900 --> 02:59:31,620
didn't think there was hope that we would see foreign language back in seventh certainly

1877
02:59:31,620 --> 02:59:34,700
not in sixth and definitely not in the elementary schools.

1878
02:59:35,540 --> 02:59:39,840
So thank you guys for making this a priority and making it happen as quickly as you have

1879
02:59:39,840 --> 02:59:47,660
but in a very thoughtful way. As far as Latin goes, I think one thing that I, well two things,

1880
02:59:47,800 --> 02:59:51,700
I think it's important to know this is for 60 minutes a week, it's not like we're doing Latin

1881
02:59:51,700 --> 02:59:57,360
every day, that's 12 minutes a day, I know that's not how it's going to work out, but it's a small piece

1882
02:59:57,360 --> 02:59:59,900
So the pile, though, I know every instructional minute.

1883
03:00:02,540 --> 03:00:08,040
I think somebody alluded to, but there's kind of an equity piece to this. It's always frustrated

1884
03:00:08,040 --> 03:00:13,500
me that kids and people who can afford to go to the language school and pay for those classes

1885
03:00:13,500 --> 03:00:17,900
have access to foreign language at a much earlier age when their brains are best suited for it.

1886
03:00:18,660 --> 03:00:24,360
And kids who can't don't have that option. And so I think we are moving in the direction of more equity

1887
03:00:24,360 --> 03:00:27,520
by lowering the level of foreign language access

1888
03:00:27,520 --> 03:00:28,360
in our public schools.

1889
03:00:29,100 --> 03:00:30,300
And I think Latin is a great way

1890
03:00:30,300 --> 03:00:32,560
to sort of really level the playing field

1891
03:00:32,560 --> 03:00:34,080
as noted in the presentation,

1892
03:00:34,360 --> 03:00:36,180
because I'm pretty sure other than

1893
03:00:36,180 --> 03:00:37,320
Perti Jackson novels,

1894
03:00:37,620 --> 03:00:39,320
no kid is coming in with Latin background.

1895
03:00:39,720 --> 03:00:41,980
And I think that'll be a really special experience for them.

1896
03:00:42,100 --> 03:00:43,480
So I really support this,

1897
03:00:43,580 --> 03:00:45,940
and I think the board and the administration.

1898
03:00:45,980 --> 03:00:46,980
30 seconds left.

1899
03:00:47,180 --> 03:00:49,440
I think foreign language in our district.

1900
03:00:49,740 --> 03:00:50,000
Thanks.

1901
03:00:51,520 --> 03:00:52,400
Thank you, Laura.

1902
03:00:52,400 --> 03:00:57,240
Laura, do we have anyone else who wishes to speak on this item?

1903
03:00:59,580 --> 03:00:59,660
No?

1904
03:01:00,020 --> 03:01:00,200
Okay.

1905
03:01:00,640 --> 03:01:02,640
I'm going to go ahead and close public comment then.

1906
03:01:04,200 --> 03:01:06,480
Any other board questions or comments?

1907
03:01:09,380 --> 03:01:09,740
Suzy?

1908
03:01:10,940 --> 03:01:12,800
Yeah, I have a few, thank you.

1909
03:01:13,960 --> 03:01:17,520
I guess first I wanted to clear up what might be a misperception, it might have been in some

1910
03:01:17,520 --> 03:01:22,500
of the content that was published, but that although this is how I'm seeing it, although

1911
03:01:22,500 --> 03:01:28,860
So this came in to Latin, speak about Latin specifically, those came into the discussion through our opening up and thinking about world language.

1912
03:01:29,240 --> 03:01:38,360
This really is more of an ELA supplement, not an introduction of a new language that we specifically expect that we'll expand into fourth grade or up into sixth grade.

1913
03:01:39,240 --> 03:01:48,440
If we were to do that expansion and think of it as an actual, we're going to introduce a new language expanded to fourth and sixth, that would be a bit of a different process than this.

1914
03:01:48,440 --> 03:01:54,940
or not necessarily, in fact the proposal indicates that we might in fact expand down into

1915
03:01:54,940 --> 03:02:00,400
fourth and into sixth. I don't think we're there yet. And I think as we noted this evening,

1916
03:02:00,780 --> 03:02:05,640
we're looking at potentially 60 minutes a week. So this is very introductory at this point.

1917
03:02:06,240 --> 03:02:11,660
And we've really tried to highlight the integration opportunities. But we do look at it as a

1918
03:02:11,660 --> 03:02:17,400
world language. And so therefore we see it in that way, including in its potential to

1919
03:02:17,400 --> 03:02:22,700
to dip it down into the lower grades potentially and to expand it into the upper grades potentially.

1920
03:02:22,960 --> 03:02:28,200
I think we want to evaluate how it goes next year before we make any decisions around expansion.

1921
03:02:28,860 --> 03:02:33,940
Okay, any expansion would have ample opportunity for more parent and put though, as these things do.

1922
03:02:34,240 --> 03:02:35,680
Absolutely, right, cut to thanks.

1923
03:02:37,040 --> 03:02:40,500
Pi, thank you very much for coming and presenting, I'm very much appreciated.

1924
03:02:40,760 --> 03:02:46,140
And I think we all share the exact same concerns about taking away general education minutes for

1925
03:02:46,140 --> 03:02:51,000
for our students who don't spend all their time in general education and I do trust that

1926
03:02:51,000 --> 03:02:55,240
administration is going to work this through appropriately and support all of our kids.

1927
03:02:55,580 --> 03:02:57,180
I do know all means all.

1928
03:02:58,620 --> 03:03:06,480
The concern about also reducing SCL minutes and I remember our earlier messages in the spring

1929
03:03:06,480 --> 03:03:10,720
we heard back from the fifth grade teachers they noted that SCL is not actually a separate

1930
03:03:10,720 --> 03:03:15,500
set of curriculum or rather minutes that they stop the English language lesson and then

1931
03:03:15,500 --> 03:03:17,720
and do an SEL and then move on, it's actually embedded

1932
03:03:17,720 --> 03:03:19,820
and interwoven through everything that they do.

1933
03:03:20,420 --> 03:03:23,060
So I expect this new Latin teacher should we vote

1934
03:03:23,060 --> 03:03:25,500
and go ahead with this, we'll do the same, right?

1935
03:03:25,760 --> 03:03:27,560
And bring the same SEL curriculum

1936
03:03:27,560 --> 03:03:29,580
into the teaching classroom, right?

1937
03:03:30,000 --> 03:03:33,340
Yeah, I think it might be also just to add to that,

1938
03:03:33,420 --> 03:03:35,480
this isn't in conflict with what you said.

1939
03:03:36,060 --> 03:03:39,760
It really varies by teacher at the fifth grade level

1940
03:03:39,760 --> 03:03:42,260
and that's what we have really come to understand

1941
03:03:42,260 --> 03:03:47,280
And that each teacher at each school is doing things differently.

1942
03:03:48,040 --> 03:03:54,120
And so we're confident we can embed Latin into the program without compromising our other programs.

1943
03:03:54,660 --> 03:04:00,120
And we recognize that it might look slightly different according to each teacher's program.

1944
03:04:00,460 --> 03:04:06,560
This is part of why you heard this evening that we really want to look at the instructional minutes for each of our subject areas.

1945
03:04:06,560 --> 03:04:13,140
is because we're finding that discrepancy might also be connected to other issues related to achievement, for example.

1946
03:04:13,320 --> 03:04:14,720
So we're looking at everything.

1947
03:04:15,080 --> 03:04:20,660
Awesome. Following up right on that, we've spoken a few meetings about trying to understand what our

1948
03:04:20,660 --> 03:04:25,600
SEL curriculum actually is and program management of that and norming across sites.

1949
03:04:26,280 --> 03:04:30,460
Is that something that we'll be doing then as part of this looking at instructional minutes or what might

1950
03:04:30,460 --> 03:04:31,680
our next steps on that be?

1951
03:04:31,680 --> 03:04:39,560
I worry sometimes that we have adopted what is its second step, I think it is, and that we've kind of done a set and

1952
03:04:39,560 --> 03:04:41,060
forget it, and maybe not.

1953
03:04:41,380 --> 03:04:43,820
I don't think everyone is using that at this point.

1954
03:04:43,900 --> 03:04:45,140
I think it really does vary.

1955
03:04:45,360 --> 03:04:50,660
I think we brought in Mosaic, which has increasing consistency, but it's new for us.

1956
03:04:51,020 --> 03:04:58,500
So there's just a lot of variety, and in fact, I've heard some of our teacher's elementary teacher share that we need a new SCL curriculum.

1957
03:04:58,500 --> 03:05:02,060
them so to your point, I think there's a lot of room for improvement in that space.

1958
03:05:02,460 --> 03:05:02,780
That's great.

1959
03:05:02,960 --> 03:05:04,360
So I'd love to see some follow up on that.

1960
03:05:04,600 --> 03:05:05,600
We follow my chop.

1961
03:05:05,740 --> 03:05:06,020
That's great.

1962
03:05:06,100 --> 03:05:09,360
And I know Suzanne Reed spoke to that too, and Havens looks like she's digging into that.

1963
03:05:10,640 --> 03:05:10,880
Thank you.

1964
03:05:10,960 --> 03:05:16,820
And then I guess my last comment is there's a lot to get done on this, finding a fantastic

1965
03:05:16,820 --> 03:05:17,400
teacher.

1966
03:05:18,520 --> 03:05:20,540
If we were to vote, yes, on this, I don't know where it's going to go.

1967
03:05:21,700 --> 03:05:24,880
A lot is writing on the execution of this program.

1968
03:05:26,580 --> 03:05:31,320
And I am just, I'd love to better understand a little bit more level of detail how we're

1969
03:05:31,320 --> 03:05:32,760
actually going to evaluate success.

1970
03:05:33,580 --> 03:05:38,560
You know, 30 minutes and two 30 minute sessions is not a lot to get a lot done in the first

1971
03:05:38,560 --> 03:05:38,820
year.

1972
03:05:38,980 --> 03:05:42,680
I'm wondering if this might end up being a one or two, maybe actually kind of a two year pilot

1973
03:05:42,680 --> 03:05:46,520
until we're actually going to get enough data that will help us understand, is this really

1974
03:05:46,520 --> 03:05:51,800
helping kids achieve and improve their literacy and reading comprehension as we think, hope

1975
03:05:51,800 --> 03:05:52,420
we hope it might.

1976
03:05:53,720 --> 03:05:57,200
So, I'd like to better understand kind of how we'll measure the success, you know,

1977
03:05:57,320 --> 03:05:59,900
for the benefits that we've discussed. That's one bit of it.

1978
03:06:01,080 --> 03:06:05,300
The other thing is, I'd like to better understand how we will specifically support kids who

1979
03:06:05,300 --> 03:06:08,200
struggle with reading or writing and have other specific learning disabilities.

1980
03:06:08,640 --> 03:06:13,460
So, this may be something where when we look to the higher, can we ensure that they've got

1981
03:06:13,460 --> 03:06:16,700
proven experience of working with kids with learning disabilities?

1982
03:06:16,900 --> 03:06:19,260
Maybe that's actually kind of a forte, perhaps.

1983
03:06:19,800 --> 03:06:49,240
I've, you've got other ways to, you know, understand how experienced these teachers are, can they come up with a sample lesson plan and how they would support differentiation or whatnot, but I just want to make sure that that's front and center to, because I think from my perspective, having a kid who's also neurodivergent and dyslexic, this could be enormous help, and actually when I've taken him to tutoring outside of the district here, this is what the reading tutor has focused on is actually the basic Latin, so it's not a surprise.

1984
03:06:49,240 --> 03:06:55,140
to me at all, so. But it needs to be done well. So, yeah, thanks.

1985
03:06:56,760 --> 03:07:01,040
I had just one other thing I wanted to add, which is as the parent also of a kid with

1986
03:07:01,040 --> 03:07:06,520
a learning difference. One of the issues that we've occasionally had is, I want to thank

1987
03:07:06,520 --> 03:07:12,180
Pi for their perspective. It has certainly heard as a parent of a kid with a learning

1988
03:07:12,180 --> 03:07:18,360
difference. One of the issues that we've run into is that there are limited pull out opportunities

1989
03:07:18,360 --> 03:07:30,120
She's in elementary school, and there have been a couple of times where she's missed things that she needed to not have missed because of the, and it's not always fault, just is what it is.

1990
03:07:30,220 --> 03:07:40,640
But I do think that it's also possible that the Latin time could dovetail nicely with some of the special pull-out time.

1991
03:07:40,640 --> 03:07:45,540
And so I just want to sort of advocate for that as an additive thing that this could be,

1992
03:07:45,680 --> 03:07:49,320
and not something that's taking away from other time.

1993
03:07:50,320 --> 03:07:51,080
And now that is all.

1994
03:07:54,120 --> 03:07:56,400
I had one quick thing to build on what Susie said.

1995
03:07:57,200 --> 03:08:04,260
I think the beauty of this is that it is a foreign language in the sense that it is completely unknown to virtually everyone.

1996
03:08:04,940 --> 03:08:09,980
And so it will engage that part of the brain that we are so eager to engage as we,

1997
03:08:09,980 --> 03:08:39,900
We have discussed teaching foreign language in our elementary school or to our fifth graders and it has the ELA benefits and I think that's the beauty of Latin is that it engages that part of the brain that we know the younger you engage it the better it is or the more successful kids are with learning additional languages and it will benefit ELA and I think that's one of the amazing benefits.

1998
03:08:39,900 --> 03:08:45,080
I really appreciate that, the emphasis on how it engages the brain in language, learning

1999
03:08:45,080 --> 03:08:50,240
foreign language makes, that helps me really situate it within foreign language as versus

2000
03:08:50,240 --> 03:08:52,260
in ELA, so I can see how it's both, thanks.

2001
03:08:54,440 --> 03:09:01,880
If we don't have any additional questions or comments, this is an approval item, is there

2002
03:09:01,880 --> 03:09:02,260
a motion?

2003
03:09:03,080 --> 03:09:04,440
I move to approve,

2004
03:09:06,500 --> 03:09:10,420
no, just getting elementary and middle school world language programs.

2005
03:09:10,420 --> 03:09:11,560
items. Is there a second?

2006
03:09:13,420 --> 03:09:13,820
A second.

2007
03:09:14,400 --> 03:09:17,480
As moved by Rushi seconded by Max, all in favour?

2008
03:09:18,040 --> 03:09:18,300
All right.

2009
03:09:19,100 --> 03:09:21,680
Motion carries, sorry, it's a hard question.

2010
03:09:22,360 --> 03:09:23,800
Motion carries five, though.

2011
03:09:26,580 --> 03:09:29,440
Thank you for coming and presenting and committing.

2012
03:09:30,920 --> 03:09:35,560
We really appreciate all of the engagement around this and look forward to moving forward.

2013
03:09:36,920 --> 03:09:41,320
The second review in action item this evening is the approval of the World History

2014
03:09:41,320 --> 03:09:41,660
Course.

2015
03:09:42,660 --> 03:09:45,380
Okay. You all have been so patient.

2016
03:09:45,940 --> 03:09:46,940
You are rock stars.

2017
03:09:46,940 --> 03:09:48,460
Let's get you up here.

2018
03:09:49,280 --> 03:09:52,400
The History Department is of thank goodness.

2019
03:09:53,140 --> 03:09:58,360
I want to just thank the History Department, Melanie McColley, Haley Adams for their

2020
03:09:58,360 --> 03:10:03,720
collaboration on Apparent Night, which I think was a great success, along with

2021
03:10:03,720 --> 03:10:07,460
collaborating on these course descriptions. There are three course descriptions

2022
03:10:07,460 --> 03:10:12,620
attached, the regular college prep world history course for 10th grade.

2023
03:10:13,220 --> 03:10:19,680
There is a proposed honors world history course which we are recommending.

2024
03:10:19,880 --> 03:10:22,320
I have indicated that I support and recommend this course.

2025
03:10:22,740 --> 03:10:26,560
And then there is also for your consideration AP world history.

2026
03:10:26,740 --> 03:10:29,700
So we've attached that as well because there was strong interest in that.

2027
03:10:30,660 --> 03:10:46,300
All three courses were discussed and presented at the parent night and then we're here this evening to formalize that presentation and to hopefully get your approval on the honors world history course this evening.

2028
03:10:46,520 --> 03:10:47,200
Hopefully got that right.

2029
03:10:47,400 --> 03:10:50,880
Okay, while I bring up your presentation, please do go ahead and start.

2030
03:10:50,880 --> 03:10:51,560
Thank you.

2031
03:10:51,640 --> 03:10:51,780
Right.

2032
03:10:52,000 --> 03:10:52,820
Thank you, Dr. Hahn.

2033
03:10:54,400 --> 03:10:55,220
Good evening.

2034
03:10:56,440 --> 03:11:03,180
Happy to be joined by members of the social studies department, Ms. McCauley, Ms. Adams.

2035
03:11:03,480 --> 03:11:08,140
And I know there are some other members that may be available for the question and answer

2036
03:11:09,380 --> 03:11:10,660
following this presentation.

2037
03:11:12,160 --> 03:11:14,580
So this, indeed, has been a partnership.

2038
03:11:14,580 --> 03:11:22,220
As we know, we effectively press pause after a previous board member, subsequently Dr.

2039
03:11:22,440 --> 03:11:28,520
Hahn and I have partnered with members, and then held that community meeting after a

2040
03:11:28,520 --> 03:11:34,980
Peabont High Parent Club, I believe October 27th, which a couple of board members attended.

2041
03:11:36,040 --> 03:11:36,840
Next slide, please.

2042
03:11:37,760 --> 03:11:42,980
So for this brief presentation, we will share information with the board regarding the differences

2043
03:11:42,980 --> 03:11:48,780
between the following courses, Modern World History, which, to be clear, is already approved and

2044
03:11:48,780 --> 03:11:54,360
sophomore's take, Honors World History and AP World History Modern.

2045
03:11:55,020 --> 03:11:59,820
And then ultimately, teachers will be formally recommending Honors World History for

2046
03:11:59,820 --> 03:12:04,640
PUSD Board approval for the 26th, 27th school year.

2047
03:12:05,740 --> 03:12:10,680
All right, so this is a course comparison of the three courses.

2048
03:12:10,680 --> 03:12:15,900
Again, College Prep Modern World History, already in effect and approved.

2049
03:12:16,560 --> 03:12:21,280
In essence, eight units, it begins 1750 of the common era to the present.

2050
03:12:21,740 --> 03:12:24,020
And you can see the names of the units there.

2051
03:12:24,540 --> 03:12:31,400
AP World Modern covers the longest time period, 1200 of the common era to the present.

2052
03:12:31,660 --> 03:12:36,080
Nine units, one difference if you juxtapose the three courses.

2053
03:12:36,080 --> 03:12:43,500
You can see an approximation of what the AP exam assesses for two consecutive units.

2054
03:12:43,860 --> 03:12:48,520
This is an approximation, because if you go on the website, you'll see it'll say 15 to 20 percent.

2055
03:12:48,900 --> 03:12:52,620
Or for instance, unit three, unit four, approximately 25 to 30 percent.

2056
03:12:53,520 --> 03:13:01,440
And then finally, modern world history honors, 1500 of the common area to the present, a total of nine units.

2057
03:13:01,440 --> 03:13:13,400
So we will break down some of the course content for each, and then lift up skills development as it relates to honors, to honors world history.

2058
03:13:14,540 --> 03:13:15,860
Wait, was there anything else?

2059
03:13:16,080 --> 03:13:18,680
Yeah, can you go back just a couple of additional points?

2060
03:13:19,160 --> 03:13:29,840
I just, yes, we know that the AP exam is an approximation, but the point that I wanted to make is that the AP class starts 550 years earlier,

2061
03:13:29,840 --> 03:13:32,620
than either of the modern world classes.

2062
03:13:33,440 --> 03:13:38,080
And about 50% of the exam is on the years before 1750.

2063
03:13:38,720 --> 03:13:41,420
So I struggle with that as a professional

2064
03:13:41,420 --> 03:13:42,900
about that being a modern class,

2065
03:13:43,100 --> 03:13:45,540
because if half the class is before 1750,

2066
03:13:45,760 --> 03:13:47,700
that is a struggle for me to define it as modern.

2067
03:13:48,120 --> 03:13:49,980
But anyway, so that was the one thing I wanted to point out.

2068
03:13:50,420 --> 03:13:55,320
But you will notice that the modern world history course

2069
03:13:55,320 --> 03:13:57,220
and the college prep rule history course,

2070
03:13:57,360 --> 03:13:59,300
the content is very similar.

2071
03:13:59,300 --> 03:14:02,840
and the honors piece would, well, Hayley will speak more to this, but it'll go deeper

2072
03:14:02,840 --> 03:14:11,180
and it'll be more challenging and thus the honors. So, you can go ahead and switch. So, I'm

2073
03:14:11,180 --> 03:14:15,160
not going to read because I slide to you because I know that's really boring, so you can

2074
03:14:15,160 --> 03:14:19,120
take a look at it, but I'm just going to give you a little brief summary of the course,

2075
03:14:19,260 --> 03:14:24,480
the College Pratt Modern World History course. So, the current course is rigorous and relevant.

2076
03:14:24,480 --> 03:14:30,700
It inspires sophomores to make connections between past events and the modern world.

2077
03:14:30,700 --> 03:14:32,120
We definitely get more modern.

2078
03:14:32,800 --> 03:14:37,980
The base of knowledge is supplemented by lessons on, but not limited to media literacy,

2079
03:14:38,440 --> 03:14:44,660
human behavior, cognitive bias, current geopolitical patterns, conflicts, and way more.

2080
03:14:45,060 --> 03:14:46,020
I'm not going to go into all of them.

2081
03:14:46,440 --> 03:14:52,120
It's scaffolded for students to build really critical historical thinking skills, writing

2082
03:14:52,120 --> 03:14:56,220
and inquiry skills, and all of these prepare them for their future high school classes.

2083
03:14:56,860 --> 03:14:59,960
And I would say beyond, because once you've

2084
03:15:00,000 --> 03:15:29,260
I learned how to write critically. You can carry that into any profession. What I love the most about this college prep course is that all the student voices are in it. It's not there's no tracking. There's no segregating. They're all in there and they're blended with a variety of perspectives. They all the students are challenged every day. And then as we dive deeply into hard history, because it does cover a lot of hard history. They also then walk away with even more paths of inquiry and really find a passion for history.

2085
03:15:29,260 --> 03:15:33,580
and just become lifelong learners, so that's that.

2086
03:15:34,560 --> 03:15:36,720
Okay, I will read some of the bullet points.

2087
03:15:38,140 --> 03:15:41,540
This is equivalent to an introductory college course in modern world history.

2088
03:15:41,900 --> 03:15:48,140
It deserves to note that the social studies department is recommending that there's a prerequisite of

2089
03:15:48,140 --> 03:15:51,900
role of cultures and an A and English one, two for ninth grade.

2090
03:15:52,720 --> 03:15:57,520
That's to be discussed, the college board doesn't require a prerequisite.

2091
03:15:57,520 --> 03:16:00,700
So there's some conversation to be had in this regard.

2092
03:16:01,060 --> 03:16:10,460
The course of study, as it's attached, doesn't have the prerequisite attached since that came relatively recently.

2093
03:16:12,360 --> 03:16:19,400
If whoever teaches AP history, they can choose to organize the course content differently based on their own expertise.

2094
03:16:20,040 --> 03:16:26,240
As we all know, if you earn a four or five in AP exam, you're also earning college credit.

2095
03:16:26,240 --> 03:16:32,220
And just like the honest course, each would receive a GPA bump.

2096
03:16:32,240 --> 03:16:33,660
They are weighted courses.

2097
03:16:34,280 --> 03:16:36,480
We already went through some of those course details.

2098
03:16:37,020 --> 03:16:40,480
It is the longest of the three in terms of the time frame.

2099
03:16:41,420 --> 03:16:45,560
And because it needs to prepare students for the college board,

2100
03:16:45,880 --> 03:16:52,180
typically around May 7th, a month earlier, they have to ensure that all content is covered.

2101
03:16:52,180 --> 03:16:59,140
So some of the depth can't, you can't go into, as you would, an honors course

2102
03:16:59,140 --> 03:17:00,140
that's one distinction.

2103
03:17:00,840 --> 03:17:06,420
And I mention this, again, it's one month less in terms of preparation in the school

2104
03:17:06,420 --> 03:17:10,240
year because that AP exam happens relatively early in May.

2105
03:17:11,220 --> 03:17:15,680
Without further ado, I'm going to turn over to Ms. Adams to take a thought.

2106
03:17:17,690 --> 03:17:22,250
That makes me laugh though because this feels like it's been RL show since he just keeps

2107
03:17:22,250 --> 03:17:28,370
coming up so you did an amazing job and I want to just appreciate that and usually

2108
03:17:28,370 --> 03:17:33,230
this is about the time with my freshman that we put on a just dance which is about three

2109
03:17:33,230 --> 03:17:39,610
minutes and we choreograph it together because we're feeling very tired right now and the

2110
03:17:39,610 --> 03:17:46,710
energy's a little low so I'm going to try to pick us up a little bit how I would in my

2111
03:17:46,710 --> 03:17:55,110
your children. So, yes, the honours class, I will try to go on the slides and a little

2112
03:17:55,110 --> 03:17:59,830
off the slides to entertain you a little bit, but I did want to say that this was not something

2113
03:17:59,830 --> 03:18:07,170
that originally the department led and thought was on our agenda this year, but I do want

2114
03:18:07,170 --> 03:18:14,410
to say that it has been a pleasure of mine to try to curate a class for you that kind of fit

2115
03:18:14,410 --> 03:18:19,430
the parameters of what the board is looking for, for what our school already has, especially

2116
03:18:19,430 --> 03:18:25,810
talking to other teachers to make this an interdisciplinary class, especially talking to some of our

2117
03:18:25,810 --> 03:18:32,070
AP lit teachers. What do you want to see? Students kind of accumulate in this class for their knowledge.

2118
03:18:33,750 --> 03:18:39,170
I want to point out, yes, okay fine Melanie, we did go back a little bit in the time period for

2119
03:18:39,170 --> 03:18:43,670
the honors, but that is mainly because of those interdisciplinary skills and

2120
03:18:43,670 --> 03:18:48,270
topics that we want our students to have in their junior year, in their senior year,

2121
03:18:48,370 --> 03:18:51,790
with other AP courses predominantly talking about the Renaissance,

2122
03:18:53,310 --> 03:18:57,810
Reformation, Protestant Reformation, and a little bit about the late middle ages.

2123
03:18:58,290 --> 03:19:00,310
This is a nine unit course.

2124
03:19:01,250 --> 03:19:04,610
It starts a little bit faster in the first semester.

2125
03:19:04,610 --> 03:19:14,210
We're looking to have units 1 through 5 be the primary focus of the fall semester within a later slowdown for the last four units.

2126
03:19:14,730 --> 03:19:30,750
The reason being for that is partly because it starts us off with a timeline a little bit in second semester, which is like all of the terrible things that have happened in first semester in their inquiry leads them to World War I.

2127
03:19:30,750 --> 03:19:37,790
That was the war to end all wars ironically as you may know it and of course right after we talked about World War II.

2128
03:19:38,250 --> 03:19:44,010
But that slowdown is very intentional because in the sophomore curriculum especially because they read all quiet in the Western Front,

2129
03:19:44,290 --> 03:19:47,130
which is a book that the English classes do read.

2130
03:19:47,310 --> 03:19:55,290
It's the book, we actually give them for annotations that we could align that book with the units in that second semester

2131
03:19:55,290 --> 03:19:58,530
so that we're not competing against what they're learning in English.

2132
03:19:58,670 --> 03:20:03,070
We're actually supplementing what they're learning, and this would also give us more time

2133
03:20:03,070 --> 03:20:10,590
to talk about the more modern sense of the modern world history class, especially looking at years

2134
03:20:10,590 --> 03:20:17,870
from 1936 to today. That's kind of how we would like to split the class. It will be fast pace.

2135
03:20:18,230 --> 03:20:25,230
It will have similar thematic units in the content from the regular class, but that's simply

2136
03:20:25,230 --> 03:20:29,030
because history is history, so the days and topics will align.

2137
03:20:29,590 --> 03:20:31,390
We also think that that's super important

2138
03:20:31,390 --> 03:20:33,990
for having some universal experiences

2139
03:20:33,990 --> 03:20:35,190
between our students.

2140
03:20:37,690 --> 03:20:38,950
What about this slide?

2141
03:20:39,410 --> 03:20:42,590
We have a slide about skills coming up

2142
03:20:42,590 --> 03:20:44,650
and also about some of the supplemental materials.

2143
03:20:45,490 --> 03:20:48,170
So I feel good going on to the next slide.

2144
03:20:49,010 --> 03:20:49,530
Thanks, Jen.

2145
03:20:51,110 --> 03:20:54,870
So like I said, content is easier to sum up

2146
03:20:54,870 --> 03:21:01,250
because we can go through the topics I did in the course overview, in the course proposal,

2147
03:21:01,450 --> 03:21:06,890
put a bunch of sample topics in which the students would be engaged in throughout the year.

2148
03:21:07,590 --> 03:21:13,450
We're not married to each one, but this was something that I kind of whipped up in the last four

2149
03:21:13,450 --> 03:21:19,030
weeks of things that I think that our honor students would be interested in doing deeper dives and

2150
03:21:19,030 --> 03:21:22,510
and it's something that, again, it match up with our other course.

2151
03:21:23,070 --> 03:21:28,010
But I'm more so and I'm excited to talk about the skills of this class,

2152
03:21:28,290 --> 03:21:31,690
and kind of what I think that this honors course can really land for our students.

2153
03:21:33,310 --> 03:21:35,550
Even though the kids don't care about this part,

2154
03:21:35,710 --> 03:21:37,610
this is where the adults come in and the professionals.

2155
03:21:38,630 --> 03:21:43,810
Essentially, I would like to see a flipped classroom model for this class.

2156
03:21:44,210 --> 03:21:46,970
Primarily, kids would then have ad puzzles,

2157
03:21:46,970 --> 03:21:49,230
or they would have their textbook readings,

2158
03:21:49,230 --> 03:21:53,370
they would have the primary work outside of class.

2159
03:21:53,690 --> 03:21:55,910
This is the model we also do for a pushed class,

2160
03:21:56,110 --> 03:21:58,470
so it is something that we can gear them up for

2161
03:21:58,810 --> 03:21:59,790
that next semester.

2162
03:22:00,210 --> 03:22:02,310
But that will alleviate class time for us

2163
03:22:02,310 --> 03:22:05,150
to then allow that primary source look

2164
03:22:05,150 --> 03:22:10,910
to ingrain in the differences between what a secondary source

2165
03:22:10,910 --> 03:22:13,730
is from a historical perspective to the primary source

2166
03:22:13,730 --> 03:22:20,830
and also allow for enriched discussion and then another part of it would be teaching an entirely

2167
03:22:20,830 --> 03:22:27,650
new skill that PMON High School has not yet fully engaged in which is teaching historical writing.

2168
03:22:28,730 --> 03:22:34,710
Historiography is one of those very fancy words that you do learn in college and everybody

2169
03:22:34,710 --> 03:22:39,990
takes that course when you're getting a history degree but essentially historical writing is looking

2170
03:22:39,990 --> 03:22:45,670
at the examination of how history has been written and having our students engage in that

2171
03:22:45,670 --> 03:22:52,010
historical writing themselves. So taking their inquiry, whether that be in military, political,

2172
03:22:52,330 --> 03:22:58,070
social realms, I even put in the course looking at literary movements, environmental, sociological,

2173
03:22:58,470 --> 03:23:02,790
and having the students actually walk away in the chosen topic. What's also in the course,

2174
03:23:02,890 --> 03:23:08,790
description and course overview would be a book that we would use. It's, we would use it as a

2175
03:23:08,790 --> 03:23:12,950
classroom reader, but it's titled a short guide to writing about history.

2176
03:23:13,650 --> 03:23:16,910
And the really cool thing about this book as I've been doing research is it's not just

2177
03:23:16,910 --> 03:23:22,850
about essay writing, it's also about how to take fantastic notes, how to draft, how to

2178
03:23:22,850 --> 03:23:27,790
look at what the primary source that you've been given and how to actually engage in it.

2179
03:23:28,130 --> 03:23:34,930
It's a pretty renowned book, it's like it is pretty much the universal book that most people

2180
03:23:34,930 --> 03:23:40,170
engage in whether that's in secondary or in like a history 101 class as well in college.

2181
03:23:40,870 --> 03:23:45,550
So emphasis in this case is that I really would like students we as a department really

2182
03:23:45,550 --> 03:23:48,550
like students to walk away having a technical writing in this way.

2183
03:23:49,010 --> 03:23:54,910
The other introduction to that skill for historical graphical writing is actually teaching also

2184
03:23:54,910 --> 03:23:56,890
Chicago style citations.

2185
03:23:57,370 --> 03:24:03,190
Right now all of our students teach our taught MLA and while MLA is fantastic in an English

2186
03:24:03,190 --> 03:24:03,690
classroom.

2187
03:24:03,690 --> 03:24:08,470
It actually is limited in a history classroom because it does not lend itself greatly to end notes.

2188
03:24:09,730 --> 03:24:16,190
What is an end note to a historian? It's everything. It's all of the rich citation that you have. It's a lot of the background.

2189
03:24:17,230 --> 03:24:22,410
This is a skill that students will need to have if they want to become historians.

2190
03:24:22,770 --> 03:24:29,290
And I really do believe that we've done a fantastic job at PMON High School teaching the technicalities of our STEM classes.

2191
03:24:29,290 --> 03:24:34,150
but we are lacking in that technical writing for our humanity students.

2192
03:24:34,870 --> 03:24:40,350
So this would be something that yes, the English Department will be slightly mad at me about because kids will,

2193
03:24:40,530 --> 03:24:46,350
and beginning start to kind of maybe get them a little confused.

2194
03:24:46,350 --> 03:24:52,250
But in the end, we do want kids to walk away with having that strong writing foundation.

2195
03:24:52,250 --> 03:24:57,230
And this is a really great way to teach this specific skill development so that they're not just writing

2196
03:24:58,630 --> 03:25:03,510
I'm thinking that writing in history is like the AP writing that we talked about a little

2197
03:25:03,510 --> 03:25:05,650
bit on Paranite and I'm happy to talk about more later.

2198
03:25:06,510 --> 03:25:11,270
And then so sorry, last and at least introducing a new way of discussion.

2199
03:25:11,730 --> 03:25:14,110
So you may be familiar with the Hercness model.

2200
03:25:14,770 --> 03:25:21,330
I'm not sure it is actually an old model it was created in 1930, but it comes out of a private

2201
03:25:21,330 --> 03:25:24,070
at school of extra in New Hampshire.

2202
03:25:24,770 --> 03:25:27,390
And it's a really cool model of discussion

2203
03:25:27,910 --> 03:25:30,990
because it puts the onerous and the work on the children.

2204
03:25:31,830 --> 03:25:35,150
It also lends itself to disagreement quite a bit

2205
03:25:35,150 --> 03:25:38,690
and kids walk away not so much with absolutism

2206
03:25:38,690 --> 03:25:40,270
but walk away more with inquiry.

2207
03:25:41,370 --> 03:25:44,870
It is similar to a secratic method in its style and look

2208
03:25:44,870 --> 03:25:46,410
but instead of it being teacher led,

2209
03:25:46,590 --> 03:25:48,290
it's actually student led where kids come

2210
03:25:48,290 --> 03:25:55,590
with pre-written questions, and they themselves become the expert of that topic.

2211
03:25:55,930 --> 03:25:59,970
We, I said this a lot at the parent night, but my hope for this class is that all of the

2212
03:25:59,970 --> 03:26:03,110
history nerds and history buffs kind of take this class.

2213
03:26:03,510 --> 03:26:08,730
I have been teaching here for six years, and there are some of our students that we have

2214
03:26:08,730 --> 03:26:13,090
walked out of our classes, and we have said they should actually be teaching that unit

2215
03:26:13,090 --> 03:26:19,130
because they absolutely geek out in so many ways, history is so hard because there's so many

2216
03:26:19,130 --> 03:26:25,070
different patterns and paths that you can take that this type of discussion and inquiry can actually

2217
03:26:25,070 --> 03:26:31,290
lend itself to allow students to go where they themselves want to go instead of a teacher telling

2218
03:26:31,290 --> 03:26:36,390
them exactly where they should go. You don't come in so much with an agenda. You come in more with

2219
03:26:36,390 --> 03:26:43,070
inquiry and that kind of top-down model that the children and maybe perhaps some of you are used to

2220
03:26:43,070 --> 03:26:45,730
in a history class of teacher standing and lecturing,

2221
03:26:46,090 --> 03:26:48,850
it gets dissipated with this type of model.

2222
03:26:50,890 --> 03:26:53,470
And yeah, so in the last slide, one more slide.

2223
03:26:53,770 --> 03:26:55,930
I'm sorry, it's late, I'm sorry.

2224
03:26:56,290 --> 03:26:57,930
But we're going, we got this.

2225
03:26:58,110 --> 03:27:00,950
Okay, so we wanted to kind of last and at least

2226
03:27:00,950 --> 03:27:03,550
give some just overall benefits to this.

2227
03:27:03,730 --> 03:27:09,950
And I think when we are looking and talking about

2228
03:27:09,950 --> 03:27:39,790
But where we want our students to be beyond this classroom, having the ability for our students to really engage in the other classes that they're taking, whether that be in their science classes or their English classes, we're hoping that this modern world history honors course will have them walking away feeling more inclined to perhaps, I don't know, major.

2229
03:27:39,790 --> 03:27:44,870
in history, which would be a really fantastic thing for us to see historians, especially

2230
03:27:44,870 --> 03:27:49,430
history majors, do go on to become lawyers and they become doctors.

2231
03:27:49,750 --> 03:27:54,870
And they literally actually are anything in the entire world because history as a form of inquiry

2232
03:27:54,870 --> 03:28:02,070
and discussion and skill sets is widely used in all these realms. My dad is a history major or was

2233
03:28:02,070 --> 03:28:06,950
a history major and my dad is coach basketball for 52 years. And he would say that that actually

2234
03:28:06,950 --> 03:28:09,990
really, really lends itself in many ways the skills that he had.

2235
03:28:10,830 --> 03:28:15,970
And as we said earlier, without the AP courses, additional instructional time is just one

2236
03:28:15,970 --> 03:28:19,830
of those things for our sophomores, especially, that we really want to make sure that we're

2237
03:28:19,830 --> 03:28:26,710
fostering their ability to grow as a cohort and with the amazing teachers that we have our

2238
03:28:26,710 --> 03:28:30,910
ability to react and kind of supplement the needs as necessary.

2239
03:28:30,910 --> 03:28:32,570
So we're not teaching to this test.

2240
03:28:32,570 --> 03:28:34,050
we have that extra month.

2241
03:28:34,670 --> 03:28:37,390
In that extra month, I've proposed a few things,

2242
03:28:37,610 --> 03:28:39,170
you know, model UN simulations.

2243
03:28:40,230 --> 03:28:41,830
That's where they should be writing a

2244
03:28:41,830 --> 03:28:44,550
historical paper on their chosen topic.

2245
03:28:44,790 --> 03:28:47,110
That links up to what they did freshman year

2246
03:28:47,110 --> 03:28:48,090
with their eye search.

2247
03:28:48,370 --> 03:28:50,450
It takes them beyond to perhaps what they might

2248
03:28:50,450 --> 03:28:52,790
want to do in AP seminar or AP research.

2249
03:28:53,370 --> 03:28:56,230
Like those are those kind of building and stepping stones

2250
03:28:56,230 --> 03:28:59,530
that I'm really hoping that this class will ultimately

2251
03:28:59,530 --> 03:29:06,310
We kind of meld and mesh itself into for this curriculum that we already have, and

2252
03:29:06,990 --> 03:29:10,390
history is really great, and this content is really great, and this department is really

2253
03:29:10,390 --> 03:29:12,950
great, and that's, I think, my presentation.

2254
03:29:14,570 --> 03:29:16,650
So, let's go to comments and questions.

2255
03:29:19,070 --> 03:29:22,470
So, we also wanted to include Ginny, Son, and Hillary Freeman.

2256
03:29:23,170 --> 03:29:28,530
The four of us have taught the College Prep World History course for however long after the

2257
03:29:28,530 --> 03:29:28,630
class.

2258
03:29:28,630 --> 03:29:30,650
So we can feel any of your questions that you have.

2259
03:29:32,070 --> 03:29:33,810
I just want to kick it off by saying

2260
03:29:33,810 --> 03:29:36,310
you have incredible energy for this hour.

2261
03:29:37,290 --> 03:29:37,710
Thank you.

2262
03:29:37,990 --> 03:29:39,770
Even without just dancing, so impressed.

2263
03:29:42,390 --> 03:29:44,390
I just wanted to make a couple comments,

2264
03:29:44,690 --> 03:29:46,250
and then I'll come back for questions.

2265
03:29:46,950 --> 03:29:49,310
I really appreciate the alignment with the other courses.

2266
03:29:49,750 --> 03:29:52,590
I think that that approach makes a whole lot of sense

2267
03:29:53,410 --> 03:29:59,930
and really makes it, makes sense for students and fascinated by the heart.

2268
03:30:00,000 --> 03:30:29,260
Public mismodel of discussion, particularly how it allows for students to disagree, which I think is a really important thing for students to learn to do to disagree and have conversations about topics they might not agree on, or might not see eye on or have different perspectives. And I'm curious if any other classes at PHS use that model. That's a great question. So actually, Mr. Mayor, can I? Joe Mayor, can I?

2269
03:30:30,180 --> 03:30:34,100
This was one of our focus of my evaluation this year.

2270
03:30:34,380 --> 03:30:37,340
And so we were actually looking at if the Harkness model has been used.

2271
03:30:37,780 --> 03:30:39,380
And there's variations of it being used.

2272
03:30:39,500 --> 03:30:42,340
But widely at our school, we'd use the Socratic method.

2273
03:30:43,000 --> 03:30:48,840
That's mostly because the Harkness method is not taught in teaching school, actually.

2274
03:30:49,420 --> 03:30:53,020
Which is one of those things where I think it really should be.

2275
03:30:53,280 --> 03:30:57,460
So this is something that you see often in,

2276
03:30:58,260 --> 03:31:03,700
Like a history 101 course, especially like in our liberal arts private school, like I went to a little

2277
03:31:03,700 --> 03:31:11,100
arts private school in college and it was the model that I was taught at Butler University and

2278
03:31:11,100 --> 03:31:17,740
bringing that slowly but surely into the classroom. I've done it with my juniors a little bit when we do

2279
03:31:21,340 --> 03:31:34,480
It's not, and that is actually one of the kind of, I don't know, leads that Mr. American I have been talking and engaging in to see if we could get a group of teachers together and see what that would be like.

2280
03:31:34,740 --> 03:31:36,700
It lends itself in all disciplines.

2281
03:31:37,380 --> 03:31:44,320
Actually, there's a really big push for it to be in math right now. That's where the, yeah, I hear myself.

2282
03:31:45,720 --> 03:31:50,600
That's actually one of the things that you will see often in, like, Ed Topia right now.

2283
03:31:50,720 --> 03:31:55,800
So if you Google Harkness, you will see it, like, math class, math class, math class.

2284
03:31:55,900 --> 03:31:58,040
This is how math should be taught and led.

2285
03:31:58,460 --> 03:32:03,020
So it's cool to bring it a little bit back into the humanities, too, because we don't do

2286
03:32:03,020 --> 03:32:03,700
that at the school.

2287
03:32:04,780 --> 03:32:05,140
Great.

2288
03:32:05,360 --> 03:32:05,660
Thank you.

2289
03:32:05,780 --> 03:32:09,000
And I just also just want to say I really appreciate the focus on technical writing.

2290
03:32:09,000 --> 03:32:16,580
I think that it's a cool skill, particularly for more humanities, my dead students to learn.

2291
03:32:17,580 --> 03:32:22,060
President Thomason, this is just a reminder that we have to make a motion to extend the meeting.

2292
03:32:22,440 --> 03:32:23,180
Thank you.

2293
03:32:23,820 --> 03:32:25,700
Do I have a motion to extend the meeting?

2294
03:32:26,140 --> 03:32:32,660
I'm going to propose that we extend by what's the max, just so we're by 90 minutes.

2295
03:32:32,860 --> 03:32:35,120
I don't think we'll meet it, but I'm fine.

2296
03:32:36,340 --> 03:32:41,040
I move to sit in the meeting, but I can't.

2297
03:32:41,980 --> 03:32:42,280
You second.

2298
03:32:44,520 --> 03:32:45,440
I second.

2299
03:32:46,820 --> 03:32:47,660
I have some ocean beverage.

2300
03:32:47,940 --> 03:32:49,540
She's second advice is the all in favor.

2301
03:32:51,900 --> 03:32:52,360
Hi.

2302
03:32:53,180 --> 03:32:53,380
Hi.

2303
03:32:53,720 --> 03:32:53,940
Hi.

2304
03:32:56,900 --> 03:32:58,220
Is it a mentor?

2305
03:32:58,660 --> 03:32:59,060
Yes.

2306
03:32:59,280 --> 03:32:59,640
It is your turn.

2307
03:32:59,700 --> 03:32:59,820
Okay.

2308
03:33:00,120 --> 03:33:00,200
Cool.

2309
03:33:00,940 --> 03:33:01,760
I'm afraid it's by zero.

2310
03:33:03,200 --> 03:33:07,500
I have several questions I'm going to use our model.

2311
03:33:09,560 --> 03:33:13,960
My comment is that I love end notes, and I'm so excited about the Chicago style.

2312
03:33:15,100 --> 03:33:17,900
I also really love the tie-in with all quiet on the western front.

2313
03:33:18,120 --> 03:33:19,480
I think that's really wonderful.

2314
03:33:21,720 --> 03:33:28,040
The question that I wanted to ask you, this is really important for me, particularly given

2315
03:33:28,040 --> 03:33:30,680
And the, actually, sorry, I have one more comment

2316
03:33:30,680 --> 03:33:32,500
that I won't be able to say anything is fine.

2317
03:33:32,940 --> 03:33:33,520
I think it's worth it.

2318
03:33:34,720 --> 03:33:37,100
I've mentioned before I have a niece who went to Exeter

2319
03:33:37,100 --> 03:33:42,660
and the Harkness model watching her evolution

2320
03:33:42,660 --> 03:33:45,360
as a result of being educated in that model

2321
03:33:45,360 --> 03:33:48,100
was truly like a beautiful thing to watch.

2322
03:33:48,280 --> 03:33:50,240
And I'm really, really excited that our students

2323
03:33:50,240 --> 03:33:51,900
will have a chance to be able to use that,

2324
03:33:52,080 --> 03:33:53,920
to be able to have thoughtful discussions

2325
03:33:53,920 --> 03:33:55,300
and engage with each other.

2326
03:33:56,520 --> 03:33:57,620
I'm not really excited about that.

2327
03:33:57,620 --> 03:33:59,860
I had no idea that, so that's really cool.

2328
03:34:00,040 --> 03:34:00,780
I had no idea about that.

2329
03:34:04,420 --> 03:34:05,240
Yeah, thank you.

2330
03:34:05,520 --> 03:34:08,300
You spoke to me, made my heart saying in Lindsay's too,

2331
03:34:08,400 --> 03:34:10,600
and I think Roochee's and perhaps everybody's just hearing

2332
03:34:10,600 --> 03:34:12,780
more about the academic writing, how that might fit in.

2333
03:34:13,100 --> 03:34:15,820
I would love the ICERGE, how this fits into APLIT,

2334
03:34:15,900 --> 03:34:17,820
and what we're trying to build in our student's ability,

2335
03:34:18,000 --> 03:34:20,180
the research and evidence and writing styles.

2336
03:34:20,440 --> 03:34:22,640
So thank you for, and I appreciate that you're

2337
03:34:23,040 --> 03:34:24,840
paralleling that a little bit to all the amazing

2338
03:34:24,840 --> 03:34:26,820
basic skills that we teach our STEM kids

2339
03:34:26,820 --> 03:34:27,260
Yeah.

2340
03:34:27,560 --> 03:34:34,160
And trying to be more transparent and purposeful in how we build that for our humanities kids

2341
03:34:34,160 --> 03:34:34,420
too.

2342
03:34:34,560 --> 03:34:35,180
So, thank you.

2343
03:34:35,380 --> 03:34:36,700
I love that very much.

2344
03:34:37,620 --> 03:34:38,560
I love the hardness as well.

2345
03:34:40,020 --> 03:34:46,040
I guess just the one comment I have is that I still, I worry a little bit how much this

2346
03:34:46,040 --> 03:34:50,620
is a survey course versus where kids really need to learn just the fundamentals of world

2347
03:34:50,620 --> 03:34:54,640
history versus bringing in something that's more

2348
03:34:54,640 --> 03:34:57,000
meta-cognitive and a little bit more sophisticated

2349
03:34:57,680 --> 03:35:01,540
that to me the history or historiographical view

2350
03:35:01,540 --> 03:35:04,760
of things feels to me like it should not be the focus

2351
03:35:04,760 --> 03:35:05,880
but more a supplement.

2352
03:35:06,480 --> 03:35:08,760
So I'm curious if maybe you can kind of, is there like a,

2353
03:35:09,900 --> 03:35:14,020
there's a 75, 25% approach to that or kind of how that will be?

2354
03:35:14,120 --> 03:35:17,360
That's just, my hope for this would be that a kid could

2355
03:35:17,360 --> 03:35:23,420
could take this class and take the AP test and pass, you know, with, of course,

2356
03:35:23,600 --> 03:35:25,560
going to have to do some extra work and all that as they all do.

2357
03:35:25,680 --> 03:35:27,880
But that would be an important takeaway for me.

2358
03:35:28,280 --> 03:35:28,360
Yeah.

2359
03:35:28,840 --> 03:35:36,480
I do think that that is easily like presented from this class because we have had kids

2360
03:35:36,480 --> 03:35:41,840
successfully take the AP course just taking our college prep, modern world history.

2361
03:35:41,840 --> 03:35:51,040
I think in terms of percentage-wise and what we're looking for in the raw content, they'll

2362
03:35:51,040 --> 03:35:58,540
be doing in the honors, everything content-wise that the, our college prep will be doing

2363
03:35:58,540 --> 03:36:02,540
and then a little bit more based on those topics.

2364
03:36:02,840 --> 03:36:08,540
So the raw history, I mean, I guess we could say the content, the bulk of the class is about

2365
03:36:08,540 --> 03:36:16,420
content and these deeper dives about these actual, like these topics. For each unit, right,

2366
03:36:16,680 --> 03:36:22,440
I kind of looked at what we have currently, what I've taught before, and added like four to five

2367
03:36:22,440 --> 03:36:30,780
other topics to kind of blend into that unit. So things that maybe take them geographically out of one

2368
03:36:30,780 --> 03:36:38,520
region or to go a little bit deeper on a person or a thing. So in terms of, like, I want to separate a little bit

2369
03:36:38,520 --> 03:36:44,020
the historiography side of it is really just about writing and it's more about how they want to

2370
03:36:44,020 --> 03:36:51,900
or will produce that high order thinking. But of course there's still going to do regular essays,

2371
03:36:53,700 --> 03:37:00,760
you know, responses to the content, check-ins about that. So it really is a contact course.

2372
03:37:01,020 --> 03:37:07,300
The reason why I think I kind of wrote the course description in the realm of historiography is

2373
03:37:07,300 --> 03:37:11,260
because I want it to be such an important tenant of the class for the technical writing,

2374
03:37:11,420 --> 03:37:18,880
for the disciplinary side of that because I do think that when it comes to what is a rigorous

2375
03:37:18,880 --> 03:37:24,520
honors course, content is content, but it is the skills that we're looking at.

2376
03:37:25,500 --> 03:37:31,700
Because we also don't have an honors course within the history department right now,

2377
03:37:31,700 --> 03:37:44,360
This is kind of our way to see what that looks like and execute it have, I mean, I want to say a pilot because we're always thinking pilot, but that is essentially what either course would have to do.

2378
03:37:44,480 --> 03:37:54,420
They do have to be piloted because none of us have taught AP world, it would take time, but this will also take time too.

2379
03:37:54,420 --> 03:37:58,460
And I think that that's actually a good thing because we have the ability to

2380
03:37:58,460 --> 03:38:01,740
illicit feedback and contort to this class.

2381
03:38:02,040 --> 03:38:06,140
But in terms of content, all the same stuff that they're doing,

2382
03:38:06,480 --> 03:38:15,900
let's throw out a number, we're going to say 75% of that content exploration.

2383
03:38:16,260 --> 03:38:23,260
And then probably majority is actually the primary source of kind of

2384
03:38:23,260 --> 03:38:53,140
fight of that last little percentage and then about 10% to the writing, because the thing about the book that we're going to use and kind of the way that the class works is where we do DBQs in the modern world history right now, those little check-ins for writing would start their historical bit of writing, so it would kind of build upon what they're learning in English, but take it into that technicality and that way too that the students are actually also bringing in the secondary

2385
03:38:53,140 --> 03:39:00,040
resources because that's a really key part about historical writing and our GBQs, we often see an

2386
03:39:00,040 --> 03:39:05,320
over-align for our students to use primary sources and they're kind of afraid to use a critique or

2387
03:39:05,320 --> 03:39:12,620
they're afraid to use, you know, like a New York Times article, even sometimes to blend into their

2388
03:39:12,620 --> 03:39:18,580
writing, but that's really what we want to see is their ability to take multiple sources and engage

2389
03:39:18,580 --> 03:39:24,960
in it because that's what it is. So yeah, numbers. I'm not a number scale, so I might

2390
03:39:24,960 --> 03:39:29,300
have just gone 110% on that, but I'm not sure.

2391
03:39:32,100 --> 03:39:37,940
Okay, I have a lot of things. I'm going to try and run through them. I will only do two

2392
03:39:37,940 --> 03:39:44,600
now. We'll come back around. Can you talk a little bit about the sources you're going to

2393
03:39:44,600 --> 03:39:50,780
into the classroom. In the class description, I just saw essentially two textbooks, two,

2394
03:39:51,100 --> 03:39:54,760
I believe, documentaries and three other books. I assume you're going to bring more in,

2395
03:39:55,060 --> 03:39:59,560
so can you talk about what those are? Yeah, so the the Northern anthology of World Literature

2396
03:39:59,560 --> 03:40:05,520
is where all the primary sources are actually housed themselves, so they're quite large.

2397
03:40:06,400 --> 03:40:13,260
So in that case, I didn't necessarily want to write every single primary source that would be used

2398
03:40:13,260 --> 03:40:15,900
because then every single person going forward

2399
03:40:15,900 --> 03:40:17,500
have to use those exact ones

2400
03:40:17,500 --> 03:40:19,820
and things might change and things might go.

2401
03:40:21,700 --> 03:40:24,980
But in terms of the sources of these materials,

2402
03:40:25,220 --> 03:40:26,880
why I specifically chose these materials

2403
03:40:26,880 --> 03:40:31,960
was because access and essentially like.

2404
03:40:31,980 --> 03:40:33,180
To clarify my question a little bit more,

2405
03:40:33,500 --> 03:40:35,720
are there going to be materials that are not the materials

2406
03:40:35,720 --> 03:40:38,200
that you listed in the document that we read?

2407
03:40:38,680 --> 03:40:41,400
I mean, potentially, there are always the ability

2408
03:40:41,400 --> 03:40:51,120
to add in like articles or chapters or other secondary sources for a teacher to want to do,

2409
03:40:51,360 --> 03:40:56,760
but I didn't want to put that in because I might not teach this course,

2410
03:40:56,880 --> 03:40:59,180
somebody else might teach this course and they want to go a different route.

2411
03:40:59,220 --> 03:41:03,980
I wasn't able to go to the presentation you made to parents because of the Brown Act,

2412
03:41:04,360 --> 03:41:09,480
but I did see the handout that you gave and one of the books that was featured pretty heavily

2413
03:41:09,480 --> 03:41:14,820
that I didn't see in the materials that we saw was Orientalism by Edward Said and just the chapter.

2414
03:41:15,060 --> 03:41:22,420
Yeah, so I read that book in college and there is a lot and this I will get to my concern about

2415
03:41:22,420 --> 03:41:30,920
the larger class. There is a lot of implied expected knowledge of many things in order to process

2416
03:41:30,920 --> 03:41:37,100
that book successfully. I mean it's based on like Foucault there's and not stuff that 15-year-old

2417
03:41:37,100 --> 03:41:42,220
10th graders are going to know, and I would almost classify that book.

2418
03:41:42,400 --> 03:41:45,360
I'm not, this is my concern with the class larger.

2419
03:41:45,540 --> 03:41:52,240
Separate from that book is that this feels to me like what you're describing is a literary criticism class and not a history survey class.

2420
03:41:52,620 --> 03:42:02,620
And so I'm struggling to connect the dot between what that is and what we did in college, many of us who were liberal arts majors.

2421
03:42:02,620 --> 03:42:08,740
And having those kids be able to then go take the AP test if they want.

2422
03:42:09,140 --> 03:42:09,960
Yeah, absolutely.

2423
03:42:11,140 --> 03:42:15,820
Yeah, so, thank you, that's a wonderful thing.

2424
03:42:15,960 --> 03:42:20,860
Yeah, so one of the things that ends up happening in a lot of our history classes in any

2425
03:42:20,860 --> 03:42:26,560
humanities course is the ability to bring in diverse perspectives.

2426
03:42:27,240 --> 03:42:31,100
It's not that, and this is kind of one of the things.

2427
03:42:31,100 --> 03:42:36,880
I can see how it could come across as a literary analysis, which is why the course description

2428
03:42:36,880 --> 03:42:41,260
itself was tweaked, and we kind of played around with that, so that it has the ability

2429
03:42:41,260 --> 03:42:46,360
for a different theory or a different article to be presented in.

2430
03:42:47,080 --> 03:42:53,500
And I think one of the cool things about all history classes is that, yes, kids will learn

2431
03:42:53,500 --> 03:42:54,000
the content.

2432
03:42:54,440 --> 03:42:55,340
They will learn the content.

2433
03:42:55,480 --> 03:42:56,440
They will learn the history.

2434
03:42:56,440 --> 03:43:02,940
they will walk away with all of the same content that the college prep course will have, too.

2435
03:43:03,360 --> 03:43:08,840
And so I am pretty certain that they will feel that they are able to take an AP course.

2436
03:43:09,080 --> 03:43:17,160
The potential for discussion and for kids to have that in a secratic seminar or for them to have a

2437
03:43:18,220 --> 03:43:25,980
kind of breakdown of what the a theory like Said's first chapter would look like is kind of what

2438
03:43:25,980 --> 03:43:28,160
What happens like within the classroom is supplement.

2439
03:43:28,660 --> 03:43:34,620
We do that also in our APUSH classes where kids take all of the content mostly outside

2440
03:43:34,620 --> 03:43:35,560
of the classroom, right?

2441
03:43:35,740 --> 03:43:40,580
They do all their textbook notes, they do all of their ed puzzles, they do it outside of

2442
03:43:40,580 --> 03:43:40,880
the course.

2443
03:43:41,720 --> 03:43:45,780
And then inside the course, we bring in things for them to essentially critique.

2444
03:43:46,160 --> 03:43:52,480
And sometimes, yes, it's definitely a critique on a narrative or a focus or a thing.

2445
03:43:52,480 --> 03:44:07,880
But what essentially, for, let's just use, I would say, in that way there is the ability for students because of what they foundationally started to learn in like seventh, eighth grade and actually enrolled cultures.

2446
03:44:08,180 --> 03:44:17,040
It does lend itself because essentially the, the statement to that is, what if we, what if we looked at it on this side, what if we looked at this specific map?

2447
03:44:17,040 --> 03:44:20,120
That's one of the things, actually, in my modern world history class that we do on the

2448
03:44:20,120 --> 03:44:24,360
first day, is I show them a map that's just the Pacific Ocean in the center.

2449
03:44:25,960 --> 03:44:28,020
And that's an error, I mean, that's, yeah.

2450
03:44:28,100 --> 03:44:32,940
My concern is that if you're, just to take Edward Said again as the example, Edward Said is very

2451
03:44:32,940 --> 03:44:41,240
clearly saying that a specific framing of literature in the world is bad, and it's bad for

2452
03:44:41,240 --> 03:44:41,720
these reasons.

2453
03:44:42,140 --> 03:44:47,020
And if the kids have no idea what it is that he is talking about, essentially what

2454
03:44:47,020 --> 03:44:50,400
what you're doing is giving them a thing that says, this is bad, and then, with the

2455
03:44:50,400 --> 03:44:55,620
hardness model, saying, talk about why this is bad, and my concern there also is that

2456
03:44:55,620 --> 03:44:59,940
you are not as much showing kids how to think, but a little bit.

2457
03:45:00,000 --> 03:45:29,660
I've been telling them what to think, and that concerns me a lot about this class. I also feel, and then I will stop talking for now, that I've been pushing into some classrooms this year. I'm, you know, this is my first year on the school board, and this is going to make me sound like I'm a million years old, but there is a lot, a lot of kids talking about how they feel about whatever the subject is.

2458
03:45:29,660 --> 03:45:32,380
And at a certain point, especially in an honors class,

2459
03:45:33,100 --> 03:45:35,640
like things happened at a time and they led to other things

2460
03:45:35,640 --> 03:45:37,680
and you have to learn those things.

2461
03:45:37,980 --> 03:45:42,400
It can't just be about how you feel about a thing

2462
03:45:42,400 --> 03:45:43,860
that you're just learning about right now.

2463
03:45:44,200 --> 03:45:47,080
And so I am particularly concerned

2464
03:45:47,080 --> 03:45:52,660
that this class will sort of devolve into feelings

2465
03:45:52,660 --> 03:45:54,040
and in groups and out groups.

2466
03:45:55,400 --> 03:46:06,880
So I think to kind of add, sorry, to add, it is a balanced class with objectionable facts, right?

2467
03:46:07,320 --> 03:46:20,480
And we are, yeah, I'm sorry, objective, we objective facts, yeah, we are building like we are still using the California content state standards, right?

2468
03:46:20,480 --> 03:46:26,840
we have our textbook that is going to be the basis for the facts, and that is where we're all

2469
03:46:26,840 --> 03:46:33,320
starting from, right, with the flip classroom model, the factual learning, again, will ideally be

2470
03:46:33,320 --> 03:46:42,740
at home, and then in class is where we give them a multitude of sources, lots of different primary

2471
03:46:42,740 --> 03:46:48,340
sources, right, from different perspectives of the people at the time, and with that content

2472
03:46:48,340 --> 03:46:54,200
knowledge from the flip classroom, they can dive deep into these different primary sources,

2473
03:46:54,620 --> 03:47:01,300
secondary sources as well, to further their understanding of history and to be able to

2474
03:47:01,300 --> 03:47:05,080
build their own interpretations and inquiries.

2475
03:47:06,300 --> 03:47:09,420
Okay, I have more questions, but I want to honor the process here.

2476
03:47:09,660 --> 03:47:14,680
The history is always the base, like that's everything is the history piece of it, so I want to

2477
03:47:14,680 --> 03:47:18,100
put your mind at ease that's always the base for our classes.

2478
03:47:21,000 --> 03:47:26,440
I guess my question, I was at the presentation the other night and the question is,

2479
03:47:26,720 --> 03:47:30,960
what are the primary sources, and I thought when I saw the attachment there would be in there,

2480
03:47:31,020 --> 03:47:32,320
but I did not find them.

2481
03:47:32,600 --> 03:47:34,260
So that would be my question.

2482
03:47:35,280 --> 03:47:36,920
Can you say more about the primary sources?

2483
03:47:36,980 --> 03:47:42,200
So when you asked that question, I was like laughing because I was like, yeah, percentage,

2484
03:47:42,440 --> 03:47:43,300
what is that?

2485
03:47:43,300 --> 03:47:50,340
But again, that was one of those things where, like, when we're doing prep for our DBQs,

2486
03:47:50,380 --> 03:47:55,280
for example, and we're pulling primary sources, like, we might use a different source set

2487
03:47:55,280 --> 03:48:02,200
at any point throughout the year, because some things are recently found, there's different

2488
03:48:02,200 --> 03:48:03,900
archives that kind of pop up.

2489
03:48:04,340 --> 03:48:08,960
We also do that to combat plagiarism, so that our DBQs look differently.

2490
03:48:08,960 --> 03:48:20,820
So that was the intention behind not putting like every single specific primary source because like if if we listed every single primary source that we use in our sophomore curriculum, it would.

2491
03:48:21,400 --> 03:48:28,520
Well, I'm not asking for an exhaustive list. I'm asking for examples. Couldn't you show me 10 so I know what kind of primary sources you're talking about.

2492
03:48:28,520 --> 03:48:29,820
I apologize for that. Yeah.

2493
03:48:29,820 --> 03:48:34,480
We can build that out from sources that we, sorry.

2494
03:48:34,760 --> 03:48:42,020
And we can build out examples from sources that we currently use in the college prep.

2495
03:48:42,300 --> 03:48:46,140
And then it would, we would be adding for the honors as well.

2496
03:48:46,780 --> 03:48:50,860
There is a textbook, it's called the Western tradition, it has two volumes.

2497
03:48:51,480 --> 03:48:56,420
And it has a variety, it's kind of like a Norton anthology for literature.

2498
03:48:56,820 --> 03:48:59,180
But it is for social studies classes.

2499
03:48:59,180 --> 03:49:03,480
And you will have your classic pieces in there.

2500
03:49:03,700 --> 03:49:06,720
You will have if this were, you know,

2501
03:49:06,780 --> 03:49:09,480
you're going to have portions of the Communist Manifesto.

2502
03:49:09,640 --> 03:49:11,660
You're going to have portions of Adam Smith's reading.

2503
03:49:11,840 --> 03:49:14,540
And again, you know, yes, that's a little bit more economic theory,

2504
03:49:14,660 --> 03:49:16,700
but it comes when we talk about industrialization.

2505
03:49:17,120 --> 03:49:23,560
It's going to have excerpts from factory life and what it was like.

2506
03:49:23,560 --> 03:49:27,040
It's going to have perspectives on imperialism

2507
03:49:27,040 --> 03:49:33,640
and what it was like from the perspectives of those enduring imperialism and the benefits

2508
03:49:33,640 --> 03:49:39,660
and the drawbacks for that and also the perspective of those that, you know, from why this

2509
03:49:39,660 --> 03:49:44,440
what drove imperialism, et cetera, linking those units together. And so there are a lot of those

2510
03:49:44,440 --> 03:49:50,480
types of textbooks and I know that we will pull from those sources and I think what's happening

2511
03:49:50,480 --> 03:49:57,260
right now is that when we say a textbook, you know, the world has changed as well and so we

2512
03:49:57,260 --> 03:50:04,320
tend to go straight to the internet but these are the sources that we have that are these common

2513
03:50:04,320 --> 03:50:12,220
pieces that we always pull from for these and those that we use in the existing class, I would,

2514
03:50:17,740 --> 03:50:24,080
And I hear that there's a concern that there's an agenda, I think, behind.

2515
03:50:24,420 --> 03:50:25,180
And I-

2516
03:50:25,180 --> 03:50:26,240
That's not really it at all.

2517
03:50:26,480 --> 03:50:29,580
It's really just I'm asking you to define what you mean by a primary source.

2518
03:50:30,180 --> 03:50:31,740
I am not sure we're concerned about that.

2519
03:50:31,920 --> 03:50:42,140
Okay, all right, yeah, and I want to assuage you that our biggest goal here is to

2520
03:50:42,140 --> 03:50:50,640
To teach the class as it is, it is that high school level class that the state has the curriculum for.

2521
03:50:51,940 --> 03:50:59,520
In the past we have deemphasized a little bit of those early renaissance and reformation times.

2522
03:50:59,820 --> 03:51:10,620
We are now hearing that those are things that need to be emphasized a little bit more given the breadth of what they cover in the literature spaces and so we're going to those places as well.

2523
03:51:10,620 --> 03:51:39,200
But there is also this idea that students really are going to be looking at a lot of these very like we're going to look at the French Revolution and we're going to look at the same sources when we talk about Robespierre and what happened and just as you would in a U.S. class where you might have a look at the observations.

2524
03:51:39,200 --> 03:51:45,500
You know, of all those other standard things that you remember, that's what we do, too, so.

2525
03:51:46,640 --> 03:51:58,720
But to kind of make them maybe sharpen their skills a little bit, maybe there's going to be these things from left field and such to make them stop and say,

2526
03:51:58,720 --> 03:52:09,800
I, oh, hey, I never thought of it that way, and so, and is this a challenge of a narrative or not, and to really talk through that as well.

2527
03:52:11,080 --> 03:52:22,500
So, I mean, I think I don't want to, like, put words into anyone's mouth, but we are talking the same class, but on a higher level.

2528
03:52:22,500 --> 03:52:29,750
I can certainly pull out a lot of primary sources from the Norton that I've looked at, but

2529
03:52:29,750 --> 03:52:33,270
like the Declaration of Independence, Declaration of Human rights.

2530
03:52:33,490 --> 03:52:38,490
The man is in that, actually prints the Prince Machiavelli is in that as well.

2531
03:52:38,830 --> 03:52:46,690
There's a bunch of letters from during the opium wars between essentially tradesmen on why

2532
03:52:46,690 --> 03:52:51,610
they were pushing opium into trying at that time to make those trade deals.

2533
03:52:51,610 --> 03:53:21,530
One of the other ones that I was looking at, there's also interpretation of, we do the Ethiopian enlightenment as one of the supplements in modern world history, and Hattata is actually in that that's one of Zaria Cove's writings that it's actually a hundred years earlier than John Locke's writings, we think John Locke actually plagiarized him to be honest, but, so like Hattata's in that, and so it's, it's actually just

2534
03:53:21,530 --> 03:53:48,170
It's a really wonderful, so I chose AD and E simply because they worked with the time periods that the C and B don't work with the time periods that we're working with, and there is a bunch of foundational American documents in it as well, because we do a bunch of comparison about the American documents, so I just didn't, I just didn't, I just didn't, that's what I was getting at, so I appreciate that, and that would be happy to, yeah, no, that answers my question, thank you.

2535
03:53:48,170 --> 03:53:48,290
really?

2536
03:53:50,340 --> 03:53:56,320
Great. I'm going to go ahead and open it up for public comment. Is there anyone

2537
03:53:56,320 --> 03:53:58,280
in the room who was just to speak on the item?

2538
03:54:01,040 --> 03:54:02,360
I have any cards. I don't see any.

2539
03:54:05,560 --> 03:54:06,520
I do see

2540
03:54:06,520 --> 03:54:15,760
we have two hands raised. Can you go ahead and promote the first person to speaker?

2541
03:54:22,090 --> 03:54:23,310
I go you may unmute.

2542
03:54:24,650 --> 03:54:24,810
Hello.

2543
03:54:25,930 --> 03:54:26,710
Hi, Hiko.

2544
03:54:27,390 --> 03:54:28,830
No, I can't use working.

2545
03:54:29,810 --> 03:54:30,470
It's very, very good.

2546
03:54:30,470 --> 03:54:31,450
We can wear you, Hiko.

2547
03:54:32,890 --> 03:54:33,410
You're up.

2548
03:54:41,590 --> 03:54:41,990
Hiko.

2549
03:54:45,440 --> 03:54:48,920
Okay, Hiko, we're going to go to the next person and come back to you.

2550
03:54:49,160 --> 03:54:52,280
So please stay online and raise your hand again and we'll come back to you.

2551
03:54:52,420 --> 03:54:52,880
We're unmute.

2552
03:54:54,670 --> 03:54:56,330
Greg, you may unmute when you're ready.

2553
03:54:56,910 --> 03:54:57,890
Hello, can you hear me?

2554
03:54:58,390 --> 03:54:58,790
Hi, Grant.

2555
03:54:59,030 --> 03:54:59,570
We can hear you.

2556
03:54:59,990 --> 03:55:00,250
Hello.

2557
03:55:00,250 --> 03:55:10,690
So I've been top in most of these teachers here in Pima and I go to college for the stuff

2558
03:55:10,690 --> 03:55:12,790
and I've looked at all the history classes there.

2559
03:55:13,330 --> 03:55:16,810
I would love to see these classes being taught in Pima.

2560
03:55:18,390 --> 03:55:23,290
Being able to deep dive into these history classes and learning multiple sources and

2561
03:55:23,290 --> 03:55:27,810
being taught different perspectives on how to talk to each other is so important to learn

2562
03:55:27,810 --> 03:55:30,010
in high school and applies so much in college.

2563
03:55:30,850 --> 03:55:34,470
And stuff like that, like deep diving into that content

2564
03:55:34,470 --> 03:55:37,650
and forming your own opinion about the works of history

2565
03:55:37,650 --> 03:55:42,310
that we're given helps us so much to find who we are as students

2566
03:55:42,810 --> 03:55:45,870
and form our own opinions about how history was.

2567
03:55:47,150 --> 03:55:50,970
And also Chicago style citation to the big one, obviously,

2568
03:55:51,050 --> 03:55:53,870
in history classes in college, they really do apply.

2569
03:55:53,870 --> 03:55:58,110
but I just absolutely love to see this in Pima.

2570
03:55:58,270 --> 03:55:59,410
That's all I have to say.

2571
03:56:00,610 --> 03:56:01,510
Thank you, Grant.

2572
03:56:02,050 --> 03:56:02,310
Of course.

2573
03:56:04,290 --> 03:56:06,750
Next person, is it Sophia?

2574
03:56:07,530 --> 03:56:08,610
I think I have a little strategy.

2575
03:56:08,950 --> 03:56:09,350
OK, great.

2576
03:56:09,590 --> 03:56:09,910
Hi, Ko.

2577
03:56:13,260 --> 03:56:14,560
Hi, Ko, can you unmute please?

2578
03:56:16,300 --> 03:56:18,020
Hopefully my audio is working out.

2579
03:56:18,260 --> 03:56:19,100
We can hear you, Hi, Ko.

2580
03:56:20,280 --> 03:56:21,740
OK, thank you.

2581
03:56:22,240 --> 03:56:23,440
Sorry, I couldn't make it tonight.

2582
03:56:23,440 --> 03:56:26,260
I had a couple of tests I just studied for.

2583
03:56:26,780 --> 03:56:28,320
I kind of wanted to segue off grant.

2584
03:56:28,760 --> 03:56:29,580
I really like grant.

2585
03:56:29,680 --> 03:56:34,060
I had grant in my freshman year at an studies class.

2586
03:56:34,280 --> 03:56:35,860
And I was one of my favorite classes.

2587
03:56:37,940 --> 03:56:39,880
I'm sure these teachers are awesome.

2588
03:56:40,200 --> 03:56:41,820
I've had every single one of these teachers

2589
03:56:41,820 --> 03:56:45,080
in some form over the past three years.

2590
03:56:45,900 --> 03:56:47,860
So I can definitely vouch for what they're saying.

2591
03:56:48,560 --> 03:56:52,700
I think that honors modern world history,

2592
03:56:52,700 --> 03:56:59,520
again, is like a really excellent choice for class over AP. I think it kind of, I mean,

2593
03:56:59,860 --> 03:57:05,060
everyone went over it. I think it messes much better with the other curriculum and classes

2594
03:57:05,060 --> 03:57:10,240
sophomore year which, you know, already has jumped from freshman year. When it comes to

2595
03:57:10,240 --> 03:57:14,500
rigor, and it's definitely a good segue. I feel like a lot of things that's gotten brought up is

2596
03:57:14,500 --> 03:57:20,980
is kind of like what I'm seeing in APUSH this year. I think it's definitely a good buildup that I

2597
03:57:20,980 --> 03:57:23,920
I think is a good idea, but isn't as stressful

2598
03:57:23,920 --> 03:57:25,820
or time-consuming as something up to you.

2599
03:57:26,560 --> 03:57:27,100
Thank you.

2600
03:57:28,120 --> 03:57:29,000
Thank you, Haiko.

2601
03:57:31,060 --> 03:57:32,200
One more hand raised.

2602
03:57:32,820 --> 03:57:34,020
Yeah, next we have Sofina.

2603
03:57:38,630 --> 03:57:40,490
And Sofina, you may have me when you're ready.

2604
03:57:44,560 --> 03:57:44,960
Sofina.

2605
03:57:50,740 --> 03:57:51,140
Sofina.

2606
03:57:53,170 --> 03:57:54,170
Hello, can you hear me?

2607
03:57:54,450 --> 03:57:55,430
Yes, we can hear you.

2608
03:57:55,610 --> 03:57:56,070
Hi, Sofina.

2609
03:57:57,490 --> 03:57:58,370
Okay, awesome. Hello.

2610
03:57:58,710 --> 03:58:02,150
So I'll keep it brief, but I just wanted to say

2611
03:58:02,150 --> 03:58:05,030
that as a current college student and as a humanities major,

2612
03:58:05,190 --> 03:58:06,810
who is currently taking history courses,

2613
03:58:07,390 --> 03:58:09,750
the preparation that would be offered in this honors

2614
03:58:09,750 --> 03:58:11,930
modern world history course would be something

2615
03:58:11,930 --> 03:58:13,810
about absolutely really helping me out right now.

2616
03:58:14,470 --> 03:58:16,870
That just seems like a really valuable skill set

2617
03:58:16,870 --> 03:58:19,210
with like not only the Chicago style,

2618
03:58:19,210 --> 03:58:21,250
writing academic papers generally for the humanities,

2619
03:58:21,490 --> 03:58:22,930
like I'm currently learning how to do that

2620
03:58:22,930 --> 03:58:24,750
and that just is intensely valuable.

2621
03:58:25,950 --> 03:58:30,010
And also to touch on sentiments around discussion

2622
03:58:30,010 --> 03:58:32,650
and the discussion aspect of the course.

2623
03:58:33,270 --> 03:58:37,090
I think it seems odd to call into question

2624
03:58:37,610 --> 03:58:39,610
like the strengthening of our own critical thinking

2625
03:58:39,610 --> 03:58:40,290
through discussion.

2626
03:58:41,170 --> 03:58:44,070
Our interpretation of history as we are learning about it

2627
03:58:44,070 --> 03:58:46,110
is still relevant to the formation of history

2628
03:58:46,110 --> 03:58:48,510
for talking about sociological processes.

2629
03:58:49,190 --> 03:58:51,310
And I just think that overall this is a course

2630
03:58:51,310 --> 03:58:53,010
that is going to be incredibly beneficial.

2631
03:58:53,530 --> 03:58:54,690
So yeah, that's my two cents.

2632
03:58:54,950 --> 03:58:55,130
Thank you.

2633
03:58:56,430 --> 03:58:57,330
Thank you, Sophia.

2634
03:58:57,330 --> 03:59:04,690
being a, I don't see any additional hands raised. Okay, then go ahead and close public comment.

2635
03:59:05,570 --> 03:59:07,970
Do we have any additional board questions or comments?

2636
03:59:10,350 --> 03:59:10,690
You're up.

2637
03:59:11,630 --> 03:59:19,330
Okay, one, two specific questions that are related. Do you plan to teach 1948 Israel-Palestine

2638
03:59:19,330 --> 03:59:21,310
and 1949 India-Pakistan?

2639
03:59:24,900 --> 03:59:31,160
That is a great question. Thank you for that. Yes, that is a topic that should be talked

2640
03:59:31,160 --> 03:59:38,960
about in history classes. One of the prerequisites or recommendations that we said was to have

2641
03:59:38,960 --> 03:59:45,920
world cultures in which the topic is talked about and shown. So yes, that is something that

2642
03:59:45,920 --> 03:59:53,180
currently in the modern world history curriculum, we just kind of allude to, but we don't actually

2643
03:59:53,180 --> 03:59:57,720
talk about. And so yes, that would be a topic that should be in the honors course.

2644
03:59:57,720 --> 03:59:59,860
And, um...

2645
04:00:00,400 --> 04:00:15,190
How do you plan to police the discussion and the line between where anti-zionism can lead into anti-semitism?

2646
04:00:17,190 --> 04:00:31,230
Well, like any other discussion that we have in the classroom that is fully charged and has a lot of emotions based off of how people feel, we will have the same conversations that we have already. We will listen to both sides.

2647
04:00:31,230 --> 04:00:37,010
We will present curriculum based off of primary sources, secondary sources.

2648
04:00:38,590 --> 04:00:45,990
This is not something that yet I have the day to day on, but essentially it would probably

2649
04:00:45,990 --> 04:00:49,150
base off of the information that is taught in real cultures.

2650
04:00:49,510 --> 04:00:50,770
Do you want to talk to that in a little bit?

2651
04:00:50,870 --> 04:00:56,910
This is not the first time that we deal with controversial subjects, we are history teachers.

2652
04:00:56,910 --> 04:01:10,810
So, I know that in the last number of years this has been a heavily charged topic, but understand that we deal in highly sensitive material on a regular basis.

2653
04:01:11,390 --> 04:01:20,470
And so, every time we approach a topic that we know people have strong feelings for, we say this is a topic that people have strong feelings for.

2654
04:01:20,470 --> 04:01:26,550
This is a place where we want you to be able to ask questions, we want you to be able to be informed.

2655
04:01:26,790 --> 04:01:34,490
We also want you to learn to state your opinions in a way that you are respectful to your classmates.

2656
04:01:35,230 --> 04:01:46,970
And in such a way that you feel sympathy for both sides because we know in history that nobody is 100% correct and 100% in the wrong.

2657
04:01:46,970 --> 04:01:53,510
And so we deal in the gray all the time and that's one of the things that we want to teach.

2658
04:01:53,610 --> 04:02:00,230
We don't want students to feel like they can't go to a class and not talk about hard things.

2659
04:02:00,230 --> 04:02:04,850
Because if they're not going to talk about it with each other in a place where we are

2660
04:02:04,850 --> 04:02:09,030
giving them those messages, then we are doing them a disservice.

2661
04:02:09,690 --> 04:02:16,670
And we're asking for a society that has tick-tock wars in that way that we see is causing

2662
04:02:16,670 --> 04:02:25,270
so much damage to our society today. So we all, this is what we do. So we teach the facts,

2663
04:02:25,470 --> 04:02:30,530
we teach what happened, we teach, this is how one group feels about this, this is how another

2664
04:02:30,530 --> 04:02:38,610
group feels about this. We teach that, you know, these things are not, you know, equated, we teach the,

2665
04:02:38,830 --> 04:02:45,510
what Zionism actually means. And I'm using that as an example just of, I know that this is something

2666
04:02:45,510 --> 04:02:55,650
and I go on to depth on, but in all things, we know the issues at stake, and we know how to prep students for those difficult conversations in class.

2667
04:02:56,390 --> 04:03:02,270
So I hear you, and two and a half years ago I think I would have vociferously agreed with you.

2668
04:03:02,870 --> 04:03:11,070
My concern is that without seeing the sources that are going to be used, I don't know if it will be equitably presented.

2669
04:03:12,050 --> 04:03:17,290
and essentially you're saying trust us, and if there's one thing that the world has shown

2670
04:03:17,290 --> 04:03:23,370
me as I walked around Lingmarit with my kids where the graffiti went from fuck the war to

2671
04:03:23,370 --> 04:03:29,550
fuck Israel to fuck Jews, that I am willing to take a flyer on this one to be perfectly

2672
04:03:29,550 --> 04:03:35,090
honest with you, especially not without seeing the sources, and unfortunately especially a lot

2673
04:03:35,090 --> 04:03:51,710
A lot of the most vociferous anti-Zionist, anti-Semitic organizations today cite Edward Saeed as sort of their inspiring forefather of thinking.

2674
04:03:52,410 --> 04:03:58,340
And so the combination of all those facts is extremely troubling to me.

2675
04:03:59,120 --> 04:04:03,940
And I don't really have a question, I just am extremely concerned about that.

2676
04:04:03,940 --> 04:04:12,820
But, you know, there is a law that was passed, AB 715, that the Teachers Union was seriously

2677
04:04:12,820 --> 04:04:17,600
against, that is supposed to combat anti-semitism in schools.

2678
04:04:19,120 --> 04:04:28,780
And, you know, unfortunately, the last couple of years have just really deadened my faith in

2679
04:04:31,160 --> 04:04:31,540
this.

2680
04:04:31,540 --> 04:04:39,180
And so I don't know that I can vote for a curriculum where the sources are like Edward Said

2681
04:04:39,180 --> 04:04:40,220
had just trust us.

2682
04:04:41,020 --> 04:04:41,860
I'm sorry.

2683
04:04:42,680 --> 04:04:43,700
It's not Edward Said.

2684
04:04:44,340 --> 04:04:45,060
It's not.

2685
04:04:45,740 --> 04:04:46,300
It's actually not.

2686
04:04:46,580 --> 04:04:48,000
I just want to say one thing.

2687
04:04:48,280 --> 04:04:48,380
Yeah.

2688
04:04:49,040 --> 04:04:50,540
So I also teach English.

2689
04:04:51,020 --> 04:04:52,740
I teach mouse with my freshman.

2690
04:04:53,160 --> 04:04:57,080
We do an enriched curriculum for our Holocaust studies.

2691
04:04:57,080 --> 04:05:02,900
That's one of the reasons why actually we want to have the ability to control our curriculum

2692
04:05:02,900 --> 04:05:08,940
because in the AP world class, we don't have enough time to really vet that topic.

2693
04:05:09,240 --> 04:05:14,980
There's only nine classes that are given in the pacing guide for World War I and World War II combined.

2694
04:05:16,340 --> 04:05:21,080
When I teach my novel history, I spend six weeks alone just on World War II.

2695
04:05:21,280 --> 04:05:25,680
I do two weeks alone on the steps of the Holocaust Final Solution.

2696
04:05:25,680 --> 04:05:29,820
I grew up in Chicago, I went to a predominantly Jewish high school.

2697
04:05:30,840 --> 04:05:35,760
My family has also had ethnic studies for a very long time.

2698
04:05:35,960 --> 04:05:37,800
There was a vet about ethnic studies.

2699
04:05:38,200 --> 04:05:43,520
We were found that we are not aligned with the California state ethnic studies curriculum.

2700
04:05:44,180 --> 04:05:51,120
We are teachers who are absolutely opposed to all forms of cruelty, especially anti-semitism.

2701
04:05:51,120 --> 04:06:15,000
We talk about this almost daily, to be honest, in our SCL classes, I just want to push back on this for a second because as somebody who's in both departments, I see intrinsically the value of what we teach and how we are trying to have these conversations and also allowing multiple perspectives.

2702
04:06:15,000 --> 04:06:28,880
Yes, Edward Said is a Palestinian, but what he's writing about in that first chapter isn't the citation that they use for that, and that's just something that's so important.

2703
04:06:29,060 --> 04:06:30,180
The book is really interesting, by the way.

2704
04:06:30,280 --> 04:06:31,520
I'm not saying people shouldn't read the book.

2705
04:06:31,640 --> 04:06:31,940
Absolutely.

2706
04:06:31,940 --> 04:06:37,060
We also teach like Polo Ferry with our juniors, right?

2707
04:06:37,200 --> 04:06:38,440
We do that in APUSH too.

2708
04:06:38,680 --> 04:06:44,740
We try desperately to allow kids to walk away being exposed to the really important,

2709
04:06:45,460 --> 04:06:48,500
I would say theoretical works that they will eventually incline.

2710
04:06:48,940 --> 04:06:51,580
Now, my master's thesis is actually on FUCO.

2711
04:06:51,880 --> 04:06:55,020
I'm not teaching the children FUCO, I could if I wanted to.

2712
04:06:55,260 --> 04:06:59,040
They won't like it, they won't enjoy it, none of them take French so

2713
04:06:59,040 --> 04:07:03,820
So they don't even know the words, I get it, but I just want to be that person where

2714
04:07:03,820 --> 04:07:08,440
I hear you, 100%, I absolutely hear you.

2715
04:07:08,480 --> 04:07:12,940
And then my follow-on concern to that, and I appreciate what you're saying, and I hear

2716
04:07:12,940 --> 04:07:20,700
you too, is that even if it's presented in the way that you're talking about, there is

2717
04:07:20,700 --> 04:07:25,000
very clearly in the world now, especially with young people and in-group and an out-group,

2718
04:07:25,000 --> 04:07:40,980
and the in-group is not, and I'm worried that that dynamic in the model that you're talking about for how the class is going to be conducted is going to lead to bullying of Jewish kids in the class.

2719
04:07:42,160 --> 04:07:52,180
And even if it doesn't happen in the class, the conversation in the class, I'm very worried, will lead to bullying of Jewish kids outside of the class.

2720
04:07:52,180 --> 04:07:56,920
And I don't know what you can even really do to stop it.

2721
04:07:57,160 --> 04:08:03,620
I'm actually not looking for insurance from you because none of us can control kids' behavior outside of the classroom.

2722
04:08:04,120 --> 04:08:11,460
But this is a, like your enthusiasm and all of your enthusiasm for the subject matter is like, I love it.

2723
04:08:11,740 --> 04:08:18,280
I want to vote yes on this class and I'm really enthusiastic about history as you can probably tell.

2724
04:08:20,520 --> 04:08:25,160
But I'm really struggling with this piece of it, and yeah.

2725
04:08:31,800 --> 04:08:33,900
Vice President Richie, can you please turn on your mic?

2726
04:08:34,720 --> 04:08:34,740
Yeah.

2727
04:08:35,080 --> 04:08:43,900
Even the fact that we're able to have this type of conversation with this kind of candor is like, for me, it's really reassuring.

2728
04:08:44,100 --> 04:08:51,600
And I think being able to express ourselves and things that we might be worried about is like, thank you for expressing those things.

2729
04:08:51,600 --> 04:08:58,560
I don't know what that worry is like, that's specific worry, but a thing that I

2730
04:08:58,560 --> 04:09:04,260
would ask you, like for us to talk about, not necessarily, like although you obviously

2731
04:09:04,260 --> 04:09:07,160
are welcome to weigh in on it, is like it

2732
04:09:09,500 --> 04:09:10,340
feels like,

2733
04:09:13,000 --> 04:09:14,740
I don't know, there aren't

2734
04:09:14,740 --> 04:09:23,080
very many sure assurances in life, right? But I really think that having a place where

2735
04:09:23,080 --> 04:09:29,380
you can talk about these things and being very, very clear, like I'm not sure if I'm trying

2736
04:09:29,380 --> 04:09:33,880
to create a way for you to be assured about the way that the conversation happens in

2737
04:09:33,880 --> 04:09:41,240
the class but like I really I think that being able to talk to each other and have a dialogue

2738
04:09:41,240 --> 04:09:47,080
about things and have the chance to be able to change each other's minds about something is

2739
04:09:47,080 --> 04:09:51,980
something that could happen in that orientation and maybe it's something like we talk at the

2740
04:09:51,980 --> 04:09:56,200
and like, sorry, you don't have to accept this suggestion.

2741
04:09:56,520 --> 04:09:58,380
But like, one thing that we could do is,

2742
04:09:58,440 --> 04:09:59,460
we could start out the classroom,

2743
04:10:00,480 --> 04:10:01,520
start out the year by saying,

2744
04:10:01,740 --> 04:10:02,840
this is a really different model.

2745
04:10:03,380 --> 04:10:04,740
This is not something that you were used to.

2746
04:10:05,280 --> 04:10:08,220
This is like, I don't know, Chattanham's rules.

2747
04:10:08,560 --> 04:10:10,360
Like, we're not gonna repeat any of this stuff

2748
04:10:10,360 --> 04:10:12,320
that is outside of the classroom.

2749
04:10:12,860 --> 04:10:13,980
This is a safe space.

2750
04:10:14,520 --> 04:10:15,480
You can treat it like a circle.

2751
04:10:16,100 --> 04:10:17,940
If you violate the terms of this,

2752
04:10:18,720 --> 04:10:21,100
then you will be subject to the discipline

2753
04:10:21,100 --> 04:10:25,240
that already exists in multiple board policies in this way, we take this very, very seriously.

2754
04:10:25,840 --> 04:10:32,760
We are treating you as not adults, but like sophomores that are taking an honest path

2755
04:10:32,760 --> 04:10:39,800
that is covering a lot of subject matter that is really challenging and it's, and I'm

2756
04:10:39,800 --> 04:10:43,920
not sure who said this, it may have been a person online, I'm sorry if you're not remembering

2757
04:10:43,920 --> 04:10:47,960
or if it was one of you also sorry for not remembering, someone said something along

2758
04:10:47,960 --> 04:10:53,040
lines of like, and especially if like second semester is from 1936 onwards, it's like

2759
04:10:53,040 --> 04:10:58,920
we are literally living it right now. It's very, very close. On this subject, I like

2760
04:11:00,580 --> 04:11:06,200
on the subject of the partition in India, on the subject of what's happening in Ukraine, like

2761
04:11:06,200 --> 04:11:10,740
what's happening in Sudan, what's happening all around the world in so many different hot spots,

2762
04:11:11,120 --> 04:11:15,440
it's going to be, it's going to be someone is going to feel something and I think that that is

2763
04:11:15,440 --> 04:11:18,000
Is it probably a per-fush or that or some other per-fush?

2764
04:11:18,120 --> 04:11:19,140
I agree with you, Ruchi.

2765
04:11:19,420 --> 04:11:28,740
The difference is that, like, the vast majority of bias incidents and crimes right now in this country are anti-smetic.

2766
04:11:29,580 --> 04:11:38,180
And they are not, and so if I feel like I'm helping to contribute to that in a small way, then I have failed.

2767
04:11:38,180 --> 04:11:47,920
And so, I am extremely leery of the combination of the source material and the new model for those reasons.

2768
04:11:50,680 --> 04:12:00,580
And on October 6, 2023, I would have 1 million percent agreed with you, but the laws happened between them, they're in here.

2769
04:12:04,400 --> 04:12:07,600
So you're one of your specific, I definitely don't need a microphone.

2770
04:12:08,360 --> 04:12:08,840
No, you do?

2771
04:12:09,200 --> 04:12:10,240
Oh, sorry, online people.

2772
04:12:10,880 --> 04:12:11,740
Okay, it's the law.

2773
04:12:13,080 --> 04:12:18,900
To specifically address your question of drawing the line between anti-Zionism and anti-Semitism,

2774
04:12:19,260 --> 04:12:23,300
because I don't think we address that question, and I'll just explain more I draw the line,

2775
04:12:23,600 --> 04:12:31,960
is that I as an American, I don't hate Americans, but I can criticize the policies of my country.

2776
04:12:32,720 --> 04:12:36,740
without hating Americans, without wanting my country to end.

2777
04:12:37,440 --> 04:12:38,820
And I think that's where you draw the line.

2778
04:12:39,000 --> 04:12:43,340
You can criticize policies of the Israeli government

2779
04:12:43,340 --> 04:12:45,000
that doesn't mean you're an anti-Semite.

2780
04:12:45,500 --> 04:12:48,160
So I think that I just wanted to kind of address that.

2781
04:12:48,220 --> 04:12:53,220
That there is a line where you can hold power to account

2782
04:12:53,220 --> 04:12:56,800
on their decisions and their behavior and not hate the people

2783
04:12:56,800 --> 04:13:00,060
because they are associated or affiliated with those people.

2784
04:13:00,060 --> 04:13:07,840
And so, just like coming back and if I may not be saying it perfect, it's way past my bedtime, I might not be saying this perfectly.

2785
04:13:08,820 --> 04:13:11,360
It's also someone who has Jewish ancestry.

2786
04:13:13,220 --> 04:13:20,160
I think, just trying to bring back to being American, I criticize the policies of my government all the time.

2787
04:13:20,560 --> 04:13:24,560
It doesn't mean that I want the end of the United States or hate all Americans.

2788
04:13:24,560 --> 04:13:28,780
So I think that that's pretty clear, like that, we talk about this as a department all the time.

2789
04:13:29,540 --> 04:13:35,640
It's very, this is on our mind, all of the time, and how do all of the kids in the classroom feel safe?

2790
04:13:36,080 --> 04:13:48,660
How do they all feel cared for, how do they all feel like they're being listened to, and they can express something that they might not be able to even say outside of the classroom.

2791
04:13:48,660 --> 04:13:51,880
So I just, I want to assure you that we know where that line is.

2792
04:13:52,160 --> 04:13:57,740
It's incredibly hard to articulate, because even when you articulate the lines, you're pissing somebody off.

2793
04:13:59,180 --> 04:14:07,700
And, but we, this is something we caretake constantly deeply with everything we've got.

2794
04:14:08,040 --> 04:14:11,500
I appreciate that, and then I will stop elaborating this point.

2795
04:14:11,700 --> 04:14:16,860
But, you know, unfortunately, I would argue that your colleagues at OUSD have

2796
04:14:17,840 --> 04:14:21,480
I have failed that test of where that line is a lot of times.

2797
04:14:22,040 --> 04:14:24,840
And so I am extremely nervous about it.

2798
04:14:25,100 --> 04:14:27,900
I just am, and so, you know.

2799
04:14:28,680 --> 04:14:32,760
I also don't, again, I don't want a history class to be talking about kids' feelings.

2800
04:14:33,100 --> 04:14:34,200
I want them to learn history.

2801
04:14:34,860 --> 04:14:37,820
So, and now I will, I've taken up enough time.

2802
04:14:38,060 --> 04:14:38,600
I just-

2803
04:14:38,600 --> 04:14:43,720
Well, if I could just say that, you know, these topics come up now in the college prep class.

2804
04:14:44,040 --> 04:14:45,400
And we have these discussions.

2805
04:14:45,820 --> 04:14:52,780
And it's fact-based, and it's a space for the kids to say what they want to say in a kind way.

2806
04:14:53,060 --> 04:14:56,500
And we really stress that a lot, and we want them to feel like they can express it.

2807
04:14:56,580 --> 04:14:58,000
I mean, that's a big part of growing up.

2808
04:14:58,000 --> 04:14:59,740
And that's actually why we are.

2809
04:15:00,000 --> 04:15:29,860
Advocating for this class because the way that an honors class would be set up is it gives a little more flexibility to, wow, this kid is really affected by this topic. We can go a little bit deeper. Whereas if you have an AP course that's geared only towards the test, it's what did we say an inch deep and am I a wide? And you don't have the flexibility to actually open up those conversations with the kids when they are interested in something or change the curriculum when the conflict in Ukraine starts, right?

2810
04:15:29,860 --> 04:15:34,140
we came back from February break when it started and how to lesson.

2811
04:15:34,400 --> 04:15:38,800
Here's the facts, here's the history between Ukraine and Russia and address it right then.

2812
04:15:39,380 --> 04:15:48,080
So that's why this class, this honors class, I think, what we think is the better option

2813
04:15:48,080 --> 04:15:51,180
because it does allow for those kind of discussions.

2814
04:15:51,960 --> 04:15:54,980
And there is a lot of factual knowledge that goes on in our classes.

2815
04:15:55,360 --> 04:15:56,200
It's not all feelings.

2816
04:15:59,420 --> 04:16:02,880
I'm the rest of our department, by the way, we're all in the same department.

2817
04:16:03,420 --> 04:16:04,840
I do not teach world history.

2818
04:16:05,040 --> 04:16:09,640
I have a number of years ago, but not for some time, but I teach the college rep US history

2819
04:16:09,640 --> 04:16:09,920
class.

2820
04:16:10,360 --> 04:16:13,640
And what they're saying is very much true the next year as well.

2821
04:16:13,820 --> 04:16:15,840
We deal with hard history all the time.

2822
04:16:16,240 --> 04:16:20,520
And we struggle with what to put in front of kids and how much to put in front of kids.

2823
04:16:22,160 --> 04:16:26,940
But there's one place that I'm thinking about in terms of what I try to do with my students

2824
04:16:26,940 --> 04:16:31,020
and I think my colleagues would agree is that I think our students' feelings and beliefs

2825
04:16:31,020 --> 04:16:35,000
are important but we can't allow them to only have emotional reactions.

2826
04:16:35,640 --> 04:16:41,520
Like I think that it's really important that my students talk about what they think and how they

2827
04:16:41,520 --> 04:16:46,760
feel. We're teaching argumentation all the time but we're doing it in a way that forces

2828
04:16:46,760 --> 04:16:52,640
concession that requires them to look at the gray and I want them to have an opinion but I want

2829
04:16:52,640 --> 04:16:55,860
their opinion to be based on an analysis of facts.

2830
04:16:56,400 --> 04:16:59,140
So I don't think those things are mutually exclusive.

2831
04:16:59,760 --> 04:17:04,060
And I think that often students come in and they sometimes when they haven't really done the real work,

2832
04:17:04,160 --> 04:17:05,640
they just want to talk about those feelings.

2833
04:17:06,100 --> 04:17:11,480
But what we're saying to them is, you need to have your feelings, but they need to be informed opinions.

2834
04:17:12,060 --> 04:17:15,440
And you can think whatever you want to think, your opinion is your own, but

2835
04:17:15,440 --> 04:17:20,120
you need to convince me that you have looked at the evidence that you understand what it means and

2836
04:17:20,120 --> 04:17:24,300
You have a reason for what you believe in a way that's thoughtful and respectful of other

2837
04:17:24,300 --> 04:17:26,360
opinions and even acknowledges the other side.

2838
04:17:26,980 --> 04:17:32,320
And so like in US history, we constantly say, like, when you form a claim, you have to

2839
04:17:32,320 --> 04:17:37,540
say, make a concession, although this is a little bit true, this is mostly true, and this is

2840
04:17:37,540 --> 04:17:40,360
why I feel that way, without using the first person.

2841
04:17:40,660 --> 04:17:45,680
And that's the skill that's at the center of how we're teaching argumentation in our history

2842
04:17:45,680 --> 04:17:46,120
classes.

2843
04:17:46,380 --> 04:17:48,040
And it builds over years.

2844
04:17:48,040 --> 04:17:54,240
So while I don't teach 10th grade anymore, in 11th grade, we go farther, and then in 12th grade, even farther.

2845
04:17:54,420 --> 04:17:59,740
And there are very specific historical thinking skills that we take very seriously, that we've scaffolded,

2846
04:17:59,740 --> 04:18:01,340
making there's six of them in total.

2847
04:18:01,400 --> 04:18:06,080
We've made two the primary focus of 10th grade, then 11th grade, then 12th grade, and

2848
04:18:06,080 --> 04:18:10,540
that we really work hard to have a tight sort of reign on that.

2849
04:18:10,700 --> 04:18:15,040
And so while an honors one in world history class might go a little farther and a little deeper,

2850
04:18:15,040 --> 04:18:44,860
where this is a very cohesive and very professional department that talks all the time and is constantly learning all the time and it's hard to answer questions about sources because we're constantly bringing in new things and saying is this better is this different and we do a lot of work of like taking two things that are diametrically opposed and using close reading strategies to say okay well what is true and how do you know and what is the bias and why do you think that and why might they be saying this and what is not being said that's the work

2851
04:18:44,860 --> 04:18:46,140
work of a social studies class.

2852
04:18:47,020 --> 04:18:49,060
So anyway, I just wanted to add that to the conversation.

2853
04:18:49,520 --> 04:18:49,960
Thank you.

2854
04:18:50,120 --> 04:18:52,060
You have made me feel better to some degree.

2855
04:18:52,340 --> 04:18:53,260
I have two asks.

2856
04:18:53,500 --> 04:18:55,940
The first is, I would love to just be aware

2857
04:18:55,940 --> 04:18:58,840
as the class progresses, if assuming it is approved,

2858
04:18:59,340 --> 04:19:00,460
of what those sources are.

2859
04:19:01,020 --> 04:19:05,560
And two, I have been, the district has been working

2860
04:19:06,460 --> 04:19:10,120
with some groups to do some joint anti-semitism

2861
04:19:10,120 --> 04:19:12,020
and anti-Islamophobia training.

2862
04:19:12,020 --> 04:19:16,980
And I would I would hope that all of you would I will be a continuing development thing

2863
04:19:16,980 --> 04:19:19,340
I think and I would hope that all of you will do that

2864
04:19:20,120 --> 04:19:25,080
Yes, sorry. Yeah, I just apply so we have that scheduled January 6th

2865
04:19:25,080 --> 04:19:29,000
Okay, I have I and G with Islamic network and

2866
04:19:29,780 --> 04:19:33,640
JCRC yeah, yeah, so that's that to go are you guys all gonna do that?

2867
04:19:33,880 --> 04:19:35,240
Yeah, is everyone gonna do it?

2868
04:19:36,100 --> 04:19:39,600
So the the professional development it's a workshop option model

2869
04:19:39,600 --> 04:19:43,780
So they can do that, but there are other choices at that same time, so not everyone.

2870
04:19:44,040 --> 04:19:47,080
I would like to encourage all of you guys to take that workshop option model.

2871
04:19:47,360 --> 04:19:47,900
Did I get it right?

2872
04:19:48,680 --> 04:19:48,820
Okay.

2873
04:19:53,510 --> 04:19:54,570
Any other questions?

2874
04:19:55,650 --> 04:19:55,950
Sorry.

2875
04:19:56,370 --> 04:19:56,390
Sorry.

2876
04:19:56,390 --> 04:19:57,650
I actually have a question.

2877
04:19:58,190 --> 04:19:58,350
Okay.

2878
04:19:58,350 --> 04:19:58,950
I'll keep it fast.

2879
04:20:00,050 --> 04:20:04,650
I'm going to reduce the number of questions that I had, but I was wondering what's the average.

2880
04:20:05,410 --> 04:20:07,130
I actually have two questions that I'm going to ask you.

2881
04:20:07,510 --> 04:20:07,810
They're fast.

2882
04:20:09,070 --> 04:20:13,310
What's the average amount of reading you expect in a week in the slipped model for this class

2883
04:20:13,310 --> 04:20:22,210
relative to the other class and then will there be a final paper in the honors class and my fingers are crossed that there is a final paper in the honors class.

2884
04:20:22,710 --> 04:20:25,430
There is a final paper in the honors class.

2885
04:20:26,190 --> 04:20:30,350
What would you say the reading is for current like current AP?

2886
04:20:30,910 --> 04:20:36,450
No, current like for the Monroe College perhaps like for a week.

2887
04:20:36,450 --> 04:20:51,710
I mean, it's not a foot monologue, it's not like currently with my class, I would maybe

2888
04:20:51,710 --> 04:20:57,930
estimate 30 to 60 minutes of homework a week, give or take.

2889
04:20:58,450 --> 04:21:00,810
So like 30 to 60 pages is the current?

2890
04:21:01,130 --> 04:21:01,590
No, sorry.

2891
04:21:01,790 --> 04:21:02,190
A minute.

2892
04:21:02,190 --> 04:21:04,750
So, honors is going to be needed.

2893
04:21:04,750 --> 04:21:10,010
So, from modern world currently, as we kind of do it,

2894
04:21:10,290 --> 04:21:14,570
reading really depends on the unit outside of the course.

2895
04:21:15,730 --> 04:21:18,930
I'm trying to think in a typical week.

2896
04:21:19,270 --> 04:21:22,310
It's like packets and stuff like packets and stuff I'm kind of thinking about that.

2897
04:21:23,430 --> 04:21:26,710
So, if we get to use the textbook,

2898
04:21:26,850 --> 04:21:29,470
which we're hoping to use the same textbook reason being,

2899
04:21:29,470 --> 04:21:36,410
we just adopted it very recently, and it does have all of the topics that we have in that

2900
04:21:36,410 --> 04:21:43,670
start from the 1500. It has a little bit more to, but it's like a survey very, very, very quick.

2901
04:21:44,250 --> 04:21:50,010
So essentially, it could be that when we're talking about block periods specifically,

2902
04:21:50,450 --> 04:21:54,390
they would probably only read from the textbook once a week, right? So it would be like that once

2903
04:21:54,390 --> 04:22:00,570
a week model, usually like a Monday, read that foundational text, then on Tuesday, let's

2904
04:22:00,570 --> 04:22:06,630
say it's a period three, right? So a Monday, that textbook reading, then that block period,

2905
04:22:06,810 --> 04:22:12,670
then they would have some extra reading. So maybe that would be what we're going to do in class,

2906
04:22:12,890 --> 04:22:17,910
right? So they get that extra little section, and then they can come prepared with those questions.

2907
04:22:18,410 --> 04:22:20,570
It could be that it's supplementing like an ed puzzle.

2908
04:22:24,020 --> 04:22:29,900
Oh, so it's like recording ourselves, recording ourselves like in a lecture, so sorry.

2909
04:22:30,660 --> 04:22:33,280
It's hard to know what, yeah, sorry.

2910
04:22:34,280 --> 04:22:37,220
So you know, you record your lecture or something, right?

2911
04:22:37,360 --> 04:22:39,820
So that might be them taking the notes part of it.

2912
04:22:40,020 --> 04:22:44,060
So the reading actually though, the bulk of the reading will probably happen in the class

2913
04:22:44,060 --> 04:22:47,540
itself, so that we're actually engaged in the primary source work together.

2914
04:22:48,440 --> 04:22:54,580
Having kids go home to read a primary source, having kids go home and read certain secondary

2915
04:22:54,580 --> 04:22:59,440
sources, like a theory, is actually dangerous, it is sometimes dangerous.

2916
04:22:59,720 --> 04:23:03,240
Not because they are going to walk away with this encyclopedic knowledge, but actually

2917
04:23:03,240 --> 04:23:08,800
they just don't do the reading, they don't do the reading, they kind of do the reading,

2918
04:23:08,980 --> 04:23:13,740
but they don't fully engage in that reading, so that's why the flipped model is that the

2919
04:23:13,740 --> 04:23:18,680
actual history part of it, not just reading from the textbook and the facts, and here's

2920
04:23:18,680 --> 04:23:22,500
this timeline, and here's this person's name, and here's what they did, do that outside

2921
04:23:22,500 --> 04:23:22,800
of class.

2922
04:23:23,360 --> 04:23:24,300
Do that outside of class.

2923
04:23:24,600 --> 04:23:25,240
That's boring.

2924
04:23:25,700 --> 04:23:27,900
That's not what an honors history class should be about.

2925
04:23:27,960 --> 04:23:30,440
We're not going to read from the textbook and slide the class as ridiculous.

2926
04:23:30,920 --> 04:23:35,140
No, instead, when we open up our Northern anthology, when we are looking at that primary

2927
04:23:35,140 --> 04:23:38,180
source, when we're looking at that secondary source, that theory, whatever, that's what we're

2928
04:23:38,180 --> 04:23:41,020
doing in the class to lead a discussion to supplement.

2929
04:23:41,820 --> 04:23:45,480
Because reading from the textbook, it ain't it, right?

2930
04:23:45,700 --> 04:23:49,060
That's not the thing, do that outside of class.

2931
04:23:49,660 --> 04:23:51,800
But that's how we foster those relationships.

2932
04:23:52,160 --> 04:23:56,980
Like, ethnic studies for three years, it's like every primary source that we're read in the class.

2933
04:23:57,600 --> 04:23:58,900
I'm not taking that out with them.

2934
04:23:59,240 --> 04:24:00,260
They're not doing it.

2935
04:24:00,520 --> 04:24:01,700
We want them to read it.

2936
04:24:01,700 --> 04:24:03,140
I think that's our model of meetings.

2937
04:24:03,540 --> 04:24:03,980
They want that.

2938
04:24:04,360 --> 04:24:05,600
Oh, I apologize.

2939
04:24:06,960 --> 04:24:07,640
I don't know.

2940
04:24:07,840 --> 04:24:08,780
No apology is serious.

2941
04:24:08,780 --> 04:24:20,520
I know, I'm also sorry because I think I asked a question that was too long, I'm so, I'm thinking about how much it was a great, it was a great because it supplemented, it went back to certain things, it was good, I want to validate you.

2942
04:24:21,880 --> 04:24:34,840
And just to book in that with the college prep is we would perhaps be doing more of the reading in class together, they would read it individually, they do the textbook reading, right, they do small discussions with a pair, then we do a wider discussion.

2943
04:24:34,840 --> 04:24:51,820
So, and that's really to ensure that they're getting that actual knowledge, if a kid is going to be taking an honors class, the expectation is that they would have that reading level that's a little bit higher, and that they would be able to synthesize that information on their own, and then it would go deeper in class.

2944
04:24:52,280 --> 04:24:53,100
Does that help? I hope.

2945
04:24:57,400 --> 04:25:05,800
This has been phenomenal. I've learned a lot about our history curriculum. You've clearly put a ton of work into it in a relatively short amount of time.

2946
04:25:06,780 --> 04:25:17,820
I know this was not the plan for this year. And we really appreciate you pivoting and bringing us this course description or this course.

2947
04:25:17,820 --> 04:25:25,140
course, the description of the course. And with that, I'm going to call for a vote.

2948
04:25:25,700 --> 04:25:30,940
I would like to make a motion before the vote. If I killed, I would like to motion that

2949
04:25:30,940 --> 04:25:40,060
we make the vote on a one-year basis for this class with a evaluation at the end of the

2950
04:25:40,060 --> 04:25:46,100
year after which it's taught, and then we can approve it subsequently for the rest of

2951
04:25:46,100 --> 04:25:47,120
time after that.

2952
04:25:48,040 --> 04:25:49,680
Is anybody wanting to discuss that motion?

2953
04:25:50,900 --> 04:25:51,860
We need a second first.

2954
04:25:52,460 --> 04:25:53,880
Oh, we second it and then discuss it.

2955
04:25:54,240 --> 04:25:55,780
Okay. Is there a second for that motion?

2956
04:25:57,040 --> 04:25:57,840
I second that motion.

2957
04:25:58,300 --> 04:25:58,480
Okay.

2958
04:25:58,720 --> 04:26:00,160
Would anybody like to discuss the motion?

2959
04:26:01,000 --> 04:26:03,120
It's kind of what we would do anyways, though, right?

2960
04:26:03,320 --> 04:26:03,820
Let's come back.

2961
04:26:04,000 --> 04:26:05,180
Yeah, you're putting fine points on it.

2962
04:26:05,180 --> 04:26:09,540
We'll make me feel better to require the re-examination.

2963
04:26:11,020 --> 04:26:12,620
And so, you know.

2964
04:26:12,620 --> 04:26:17,440
I guess my question is, are we going to do that in a board meeting, and are we going to do that for every other course we approve?

2965
04:26:19,020 --> 04:26:20,220
Well, that's up to you, Lindsay.

2966
04:26:22,610 --> 04:26:23,350
Not me long.

2967
04:26:23,990 --> 04:26:25,190
A few more weeks.

2968
04:26:25,850 --> 04:26:43,730
I mean, probably not, but because this one, you know, my argument would be that because this deals with such a sensitive issue right now, and it is also a variety of new things in terms of it's a new model of teaching, it's actually multiple new models of teaching all at the same time that it is not out of bounds.

2969
04:26:43,730 --> 04:26:47,710
to want to evaluate how that's going and try and tease apart the different signals before we

2970
04:26:47,710 --> 04:26:48,570
approve it for all time.

2971
04:26:52,340 --> 04:26:55,940
And I don't think it needs to come back before a board meeting. I think this is something that

2972
04:26:55,940 --> 04:26:59,040
could be done in a report. Do you think well enough? I-

2973
04:26:59,040 --> 04:27:07,640
Yeah, my main is to sort of legislatively require a review of the class after the first year of

2974
04:27:07,640 --> 04:27:14,500
it being taught. Is my main intent here? We could do a report and then if there were questions

2975
04:27:14,500 --> 04:27:20,560
an interest from the Board's schedule of presentation? That's satisfy the Board?

2976
04:27:21,900 --> 04:27:26,180
That seems totally reasonable to me. That's actually, although it's not written down as

2977
04:27:26,180 --> 04:27:29,100
protocol, that's why I assumed that we would do with kind of every first class.

2978
04:27:29,280 --> 04:27:34,280
So you're saying essentially the review, but not a subsequent vote to approve the class

2979
04:27:34,280 --> 04:27:35,120
beyond the first year?

2980
04:27:37,320 --> 04:27:38,840
Yeah, good point.

2981
04:27:40,680 --> 04:27:47,520
I'm modeling this after what we did with the AI policy, where we approved it on a one-year basis because we know it's going to have to change.

2982
04:27:48,240 --> 04:27:51,100
This is approved on a one-year basis pending a review.

2983
04:27:51,740 --> 04:27:57,080
Yeah, the AI policy, we said we'd come back just because we know it's an evolving policy.

2984
04:27:57,220 --> 04:28:00,100
I think maybe you're thinking cell phone, which that one does.

2985
04:28:00,240 --> 04:28:01,200
Well, it sounds like an evolving class.

2986
04:28:01,200 --> 04:28:01,780
This one does.

2987
04:28:02,020 --> 04:28:03,020
That has to come back.

2988
04:28:03,240 --> 04:28:03,380
Yeah.

2989
04:28:04,320 --> 04:28:08,440
Yes, if you improved as a one-year course, it would need to come back.

2990
04:28:08,620 --> 04:28:09,340
You're correct about that.

2991
04:28:09,780 --> 04:28:10,680
So that is my motion.

2992
04:28:15,600 --> 04:28:16,680
You are exactly the same thing.

2993
04:28:17,800 --> 04:28:23,620
I think my hesitation is that I don't want to get into a situation where we're

2994
04:28:23,620 --> 04:28:28,400
approving every new class for one year because I think that creates a very, very slippery slope.

2995
04:28:28,660 --> 04:28:29,280
I agree with that.

2996
04:28:29,860 --> 04:28:31,060
This would be an exceptional case.

2997
04:28:32,500 --> 04:28:34,560
And you know, you guys might not agree and that's fine.

2998
04:28:34,760 --> 04:28:35,300
That's what we're doing here.

2999
04:28:38,980 --> 04:28:48,480
I think that there's just a little piece about course selection, that's a piece that won't really work.

3000
04:28:48,480 --> 04:28:53,340
This doesn't, this is not relevant, like they're going to prove it potentially for a year.

3001
04:28:53,560 --> 04:28:53,980
So I know-

3002
04:28:53,980 --> 04:28:54,000
No, I know-

3003
04:28:54,000 --> 04:28:57,340
The first selection would still be fine for that year, but when can-

3004
04:28:57,340 --> 04:29:00,320
That it would come back before the course selection of the following year.

3005
04:29:00,320 --> 04:29:00,920
The following year.

3006
04:29:00,920 --> 04:29:07,840
Yeah, we would make sure it comes back before course election of any given year.

3007
04:29:08,620 --> 04:29:10,880
Okay, so can I, okay, because I'm not a math teacher.

3008
04:29:11,200 --> 04:29:20,140
So this course will be taught for a year, and then you would decide that the kids will be with mid-year.

3009
04:29:20,180 --> 04:29:21,060
We'd have to do it mid-year.

3010
04:29:21,440 --> 04:29:23,360
So you'd evaluate the course on a semester?

3011
04:29:24,260 --> 04:29:25,440
I think we'd probably have to, yeah.

3012
04:29:30,480 --> 04:29:32,800
So wait, so okay, so I know it's right.

3013
04:29:33,160 --> 04:29:34,340
This is why we do it in public.

3014
04:29:34,560 --> 04:29:36,260
I didn't pre-meet about this.

3015
04:29:36,380 --> 04:29:37,080
This is just off.

3016
04:29:37,560 --> 04:29:37,920
Yeah.

3017
04:29:38,020 --> 04:29:38,320
Yeah.

3018
04:29:38,840 --> 04:29:39,200
Okay.

3019
04:29:39,200 --> 04:29:39,600
You're right.

3020
04:29:39,880 --> 04:29:41,080
It's a fair point.

3021
04:29:41,440 --> 04:29:41,940
All right.

3022
04:29:42,220 --> 04:29:42,900
So that's fine.

3023
04:29:43,080 --> 04:29:43,880
Why don't I change it?

3024
04:29:44,060 --> 04:29:45,600
We can just approve it or not approve it.

3025
04:29:45,700 --> 04:29:46,520
Thank you for your input.

3026
04:29:46,560 --> 04:29:47,360
I appreciate it.

3027
04:29:47,680 --> 04:29:52,120
I also would like to express my appreciation for the general spirit of collaboration from your department.

3028
04:29:52,360 --> 04:29:52,800
So thank you.

3029
04:29:53,320 --> 04:29:59,920
I would just like to ask for a formal review and board presentation, after the first year of a-

3030
04:30:00,000 --> 04:30:06,520
Essentially, what went well, what didn't go well of this class? So I would like to amend by motion. Are you okay with

3031
04:30:06,520 --> 04:30:11,960
gender suggestion that you have a report, and if you need a follow-up presentation, you have a report in them.

3032
04:30:15,520 --> 04:30:21,080
But a written report, please. Thank you. That you'll read outside of the report.

3033
04:30:21,080 --> 04:30:21,900
Yes.

3034
04:30:21,900 --> 04:30:22,060
Yes.

3035
04:30:22,240 --> 04:30:22,880
Yeah.

3036
04:30:23,900 --> 04:30:25,180
Primary source.

3037
04:30:25,520 --> 04:30:25,600
Yeah.

3038
04:30:27,340 --> 04:30:27,980
Okay.

3039
04:30:27,980 --> 04:30:28,520
Okay.

3040
04:30:28,860 --> 04:30:29,860
So back to the motion.

3041
04:30:30,280 --> 04:30:34,880
Is there a motion to approve honors modern world history?

3042
04:30:37,160 --> 04:30:37,640
Yes.

3043
04:30:38,700 --> 04:30:39,020
Hi.

3044
04:30:39,680 --> 04:30:41,980
I move to approve the world history course.

3045
04:30:42,660 --> 04:30:42,980
Modern.

3046
04:30:43,480 --> 04:30:43,700
Modern.

3047
04:30:44,040 --> 04:30:45,500
That's the name of the modern honors.

3048
04:30:45,660 --> 04:30:46,240
Sorry.

3049
04:30:46,520 --> 04:30:46,740
Honors.

3050
04:30:47,360 --> 04:30:48,600
Modern world history.

3051
04:30:48,880 --> 04:30:49,660
Modern world history.

3052
04:30:49,900 --> 04:30:49,980
Honors.

3053
04:30:50,300 --> 04:30:50,880
Thank you.

3054
04:30:50,880 --> 04:30:51,180
Thank you.

3055
04:30:51,180 --> 04:30:52,080
I second that.

3056
04:30:52,560 --> 04:30:53,000
Thank you.

3057
04:30:53,440 --> 04:30:54,260
As motion by Bruce.

3058
04:30:54,320 --> 04:30:55,560
Seconded by Susie.

3059
04:30:55,640 --> 04:30:56,180
All in favor.

3060
04:30:56,580 --> 04:30:56,960
All right.

3061
04:30:57,400 --> 04:30:58,360
Motion carries.

3062
04:30:58,600 --> 04:30:59,160
Five zero.

3063
04:31:02,200 --> 04:31:02,800
Okay.

3064
04:31:03,080 --> 04:31:04,040
Thank you guys.

3065
04:31:04,180 --> 04:31:05,420
Thank you so much.

3066
04:31:05,820 --> 04:31:05,920
Thank you.

3067
04:31:10,550 --> 04:31:15,150
We have 34 minutes and four items plus consent.

3068
04:31:15,450 --> 04:31:16,250
So let's go.

3069
04:31:17,190 --> 04:31:18,130
Thank you.

3070
04:31:18,330 --> 04:31:20,150
I really appreciate you saying so late.

3071
04:31:21,170 --> 04:31:23,270
Third review and action item this evening.

3072
04:31:23,270 --> 04:31:28,090
is to approve the par's supplementary retirement plan.

3073
04:31:28,710 --> 04:31:31,030
Resolution 10, 2025, 26.

3074
04:31:31,730 --> 04:31:35,970
Can I just share with you what my husband texted at 9.44 tonight?

3075
04:31:36,230 --> 04:31:36,370
Yes.

3076
04:31:37,010 --> 04:31:38,290
We don't have a lot of time, Ruth.

3077
04:31:38,490 --> 04:31:39,850
He said, Nunk Dornium.

3078
04:31:40,170 --> 04:31:40,530
Dornium.

3079
04:31:41,830 --> 04:31:43,490
I love your husband.

3080
04:31:43,830 --> 04:31:44,310
That's so great.

3081
04:31:44,830 --> 04:31:46,410
Which means now I shall sleep.

3082
04:31:47,750 --> 04:31:48,450
That's so good.

3083
04:31:49,230 --> 04:31:50,150
All right, Ruth, you're up.

3084
04:31:50,330 --> 04:31:51,850
Let's go through this presentation quickly.

3085
04:31:53,310 --> 04:32:01,930
We're here to ask for a board approval to offer a supplemental retirement plan to certificate it and classify non-management employees.

3086
04:32:02,490 --> 04:32:07,870
So if you go to the next slide, we have been working with public agency retirement services,

3087
04:32:08,150 --> 04:32:16,790
parts to do an analysis of a SERP, and what you'll be doing tonight is our contract to work with them.

3088
04:32:16,790 --> 04:32:20,710
And so just to be offering the plan, but

3089
04:32:20,710 --> 04:32:25,230
the sort of jumping to the last page, we don't have to go there.

3090
04:32:25,350 --> 04:32:34,990
But you won't have to actually be taking action on it until we know who is going to participate and do another analysis to see if we can actually get any savings.

3091
04:32:35,570 --> 04:32:38,630
So Paris has been around for since 84.

3092
04:32:39,350 --> 04:32:43,610
They work with many school districts who at the state and other agencies as well.

3093
04:32:44,330 --> 04:33:13,590
If we go to the next page, the way the objective really is to get savings, and the way I'm thinking of it is we know that people retire every year, we get about two to five retirees every year in each between classified and certificated, so we're actually by doing this sort of a program, we're capturing the savings and sharing it with those retirees, because the way you capture savings is somebody at the high end of the salary scale.

3094
04:33:13,590 --> 04:33:18,530
that schedule retires, they are replaced by somebody just starting out.

3095
04:33:18,690 --> 04:33:22,290
And so that difference in the pay is what our savings would be.

3096
04:33:22,830 --> 04:33:26,130
We took a look at this a few years ago and we just didn't have savings.

3097
04:33:26,430 --> 04:33:32,310
But this time around we are seeing it and we'd like to again share savings with those who will be retiring.

3098
04:33:33,210 --> 04:33:38,630
The process is that the board approves of the plan.

3099
04:33:38,630 --> 04:33:41,750
We open a 60-day window, which starts basically tomorrow.

3100
04:33:42,310 --> 04:33:46,930
Paris sends out to all of the eligible employees, they'll send something out.

3101
04:33:48,330 --> 04:33:55,390
Then everybody, those people have 60 days to review, and then we'll come back to the board in January,

3102
04:33:55,630 --> 04:34:00,490
and in January, with all of the commitments, and Paris will have done another review to figure out,

3103
04:34:00,610 --> 04:34:03,670
are we going to get any savings for the people who have actually committed or not?

3104
04:34:03,870 --> 04:34:08,210
And then based on that, the board would make their final decision.

3105
04:34:08,210 --> 04:34:25,370
So, that final decision comes early February and whoever has made that commitment would then be committed to it, and if the board decides not to do it, then those would be rescinded and they can decide independently if they want to retain a retired or resign.

3106
04:34:26,650 --> 04:34:44,090
So the proposed plan would be 100% of a potential, I'm going to call them retirees because that's how it's structured, but whoever participates doesn't necessarily have to retire into stirs or purse, they're just resigning from our district.

3107
04:34:44,510 --> 04:34:55,350
So we would take the 100% of their final pay annual and that would then be the district would then be making that commitment to pay that over the next year.

3108
04:34:55,350 --> 04:35:03,890
Next five years into an annuity, sorry, a 403 plan, and then depending on what that employee has chosen,

3109
04:35:04,090 --> 04:35:06,650
they get paid an annuity over time.

3110
04:35:06,990 --> 04:35:10,510
So we'll be making the payments over five years, but if you go to the next slide,

3111
04:35:11,850 --> 04:35:18,650
employees get to different options, they can choose to get it at least five years,

3112
04:35:19,570 --> 04:35:24,570
but it could go for their lifetime, and it becomes a monthly payment, a monthly annuity

3113
04:35:24,570 --> 04:35:25,990
that an employee will get.

3114
04:35:26,650 --> 04:35:32,710
On the next slide, there's about six, there's actually 67 eligible employees.

3115
04:35:33,370 --> 04:35:34,150
It's an adjustment.

3116
04:35:34,450 --> 04:35:39,930
We found another person that would qualify, but it's, so, those would be the employees

3117
04:35:39,930 --> 04:35:43,070
that would get the letter tomorrow, will be mailed out to them tomorrow.

3118
04:35:43,930 --> 04:35:49,010
And you can see ranges between, let me just say, there's quite a few that are not

3119
04:35:49,010 --> 04:35:53,470
what we would consider retirement age, so the point of this is not necessarily

3120
04:35:53,470 --> 04:35:56,410
that everybody's, you know, that's about to retire.

3121
04:35:56,730 --> 04:36:01,210
The point of this is to encourage people who are close to retirement to take a second look

3122
04:36:01,210 --> 04:36:05,610
with this supplemental program.

3123
04:36:06,570 --> 04:36:13,510
So this is, I think, the most interesting and compelling slide in here.

3124
04:36:14,010 --> 04:36:19,730
This is an average, a certificate employee and also an average classified employee of those

3125
04:36:20,850 --> 04:36:22,070
the ones that are eligible.

3126
04:36:22,070 --> 04:36:32,170
So an average certificate might be, would be 59.67 years old, their average salary would be 116,000.

3127
04:36:32,550 --> 04:36:40,390
The reason that's actually lower than our high on our salary scale is because it's also looking at people who are less than full time.

3128
04:36:41,150 --> 04:36:46,150
So that's a 0.8 FTE, their salary is going to be look less.

3129
04:36:47,970 --> 04:36:53,110
So that would be their average salary, and then if they were to choose the option one,

3130
04:36:53,270 --> 04:36:58,830
they would get $585 every month for the rest of their life, and then from there, there are several other options.

3131
04:36:59,450 --> 04:37:05,750
The highest one would be option five where they get $2,000 every month for the next five years.

3132
04:37:06,510 --> 04:37:14,150
So this is what are hopefully those 66, 67 employees will be looking at between now in January 15th to decide,

3133
04:37:14,150 --> 04:37:19,650
Is this something they want to do, does this make sense, how does it fit with their plans?

3134
04:37:20,290 --> 04:37:29,670
If you go to the next slide, we're looking at, according to the Paris estimate,

3135
04:37:29,870 --> 04:37:36,550
they're expecting our retirements would go from that 2 to 5 for group to a total of 20.

3136
04:37:36,990 --> 04:37:40,910
So if we were usually get between 5 and 10 retirees a year,

3137
04:37:40,910 --> 04:37:50,770
there's going to double it. It's a big loss or change from our perspective, but that's what this plan alluded to.

3138
04:37:52,790 --> 04:38:00,630
Next slide. So based on currently what parts looked at, there, that list of 66,

3139
04:38:00,630 --> 04:38:12,750
They came up with this level of savings, which it's over five years because we're making the payments over five years.

3140
04:38:13,050 --> 04:38:18,930
And they also taken to consideration that new employee that you hired at the lower end of salary schedule,

3141
04:38:19,130 --> 04:38:25,850
they're going to grow on their seniority over five years so your savings will diminish.

3142
04:38:25,850 --> 04:38:35,530
So assuming that every person who leaves is replaced, we are looking at $77,000.

3143
04:38:35,930 --> 04:38:38,010
This is just based on their analysis.

3144
04:38:38,650 --> 04:38:46,350
If one of those certificated positions was not replaced, there would be even more savings.

3145
04:38:46,930 --> 04:38:52,690
So that's not our plan right now, our goal is, there's no plan to reduce, but

3146
04:38:52,690 --> 04:38:54,890
that's just how the numbers work out.

3147
04:38:54,890 --> 04:39:00,950
But this is the analysis that they're going to have to do again in January once we know exactly who has signed up.

3148
04:39:01,390 --> 04:39:04,870
And it will be completely different numbers, they may be better, they may be worse.

3149
04:39:05,030 --> 04:39:08,510
And then it will be back to the board to figure out, is that what you like to do.

3150
04:39:10,190 --> 04:39:13,050
And I think this is the schedule.

3151
04:39:13,730 --> 04:39:18,090
Again, I mentioned this already, the enrollment window opens.

3152
04:39:18,430 --> 04:39:22,790
And then it closes and then the board gets the analysis and makes the decision.

3153
04:39:22,790 --> 04:39:27,130
And if you decide to go with it, ultimately, we'll be back to the Board in February.

3154
04:39:27,690 --> 04:39:34,450
And then those commitments would become, people would have to then act on it.

3155
04:39:36,550 --> 04:39:41,390
And then benefit start is early is all this first, so that's it.

3156
04:39:41,510 --> 04:39:51,230
This was prepared by Rachel at Paris, but I told her that we'd be on late and she didn't have to attend.

3157
04:39:51,230 --> 04:39:58,310
We're, we know you've already reviewed this material and you know, we're just sort of on an urgent time crunch one.

3158
04:39:58,310 --> 04:40:04,850
Just really important point to emphasize, we will not be offering this retirement incentive for at least another five years.

3159
04:40:05,430 --> 04:40:13,710
So as Ruth shared, we have to pay it off over the next five years, which means we will not offer it within the next five years.

3160
04:40:14,230 --> 04:40:19,130
So that's an important point for anyone considering this offer to take it.

3161
04:40:23,730 --> 04:40:26,670
Do we have any, sorry, yes that's it.

3162
04:40:27,130 --> 04:40:29,530
Do we have any board questions or comments?

3163
04:40:30,190 --> 04:40:30,270
No.

3164
04:40:30,490 --> 04:40:30,690
Okay.

3165
04:40:30,910 --> 04:40:33,010
I'm going to go ahead and open it up for public comment.

3166
04:40:34,230 --> 04:40:37,350
Do we have anyone who wishes to speak on this item?

3167
04:40:40,570 --> 04:40:42,670
Going once, going twice, closing public comment.

3168
04:40:45,610 --> 04:40:47,950
With that, I'm going to ask for a motion.

3169
04:40:48,530 --> 04:40:53,510
Can I move to approve the par supplementary retirement?

3170
04:40:53,510 --> 04:41:00,070
I'm sorry it's actually a resolution that's fine you just have to roll call but she could make a motion and

3171
04:41:01,510 --> 04:41:08,170
Then yeah, I'm gonna call roll. I approve for a supplementary retirement plan resolution 10 20 25 20 second

3172
04:41:09,590 --> 04:41:10,710
Thank you

3173
04:41:11,470 --> 04:41:12,030
Hi

3174
04:41:16,750 --> 04:41:21,330
Thank you for reminding me of the procedure it is late and I'm tired

3175
04:41:21,330 --> 04:41:34,470
Okay, fourth review and action item this evening is to approve the tentative agreement between the Association of Piedmont Teachers and Piedmont Unified School District and approve Public Disclosure of Collective Bargaining Agreement per AB 1200.

3176
04:41:35,310 --> 04:41:47,390
Yeah, very quickly, we made this offer to all of our employee groups to provide a zero cost employee only option for our current Kaiser plan options as we know healthcare costs have gone up.

3177
04:41:47,390 --> 04:41:54,790
Last year we made this offer, we had two of our groups take advantage of it, our administrative group and CSCA.

3178
04:41:55,690 --> 04:41:57,590
APT did not take advantage of it.

3179
04:41:57,690 --> 04:42:01,070
This year, all groups have agreed to take advantage of it.

3180
04:42:01,510 --> 04:42:06,210
This is our last agreement with APT agreeing to take advantage of this offer.

3181
04:42:06,590 --> 04:42:11,230
So with that, we request approval of this agreement.

3182
04:42:11,730 --> 04:42:14,130
Thank you, I really appreciate you bringing this to us and

3183
04:42:14,130 --> 04:42:18,310
I'm thrilled APT is opted to take advantage of this benefit that our other bargaining groups

3184
04:42:18,310 --> 04:42:19,630
had already opted into.

3185
04:42:20,790 --> 04:42:22,770
Any board questions or comments?

3186
04:42:24,310 --> 04:42:24,530
No.

3187
04:42:25,090 --> 04:42:27,070
I'm going to go ahead and open it up for public comment.

3188
04:42:27,930 --> 04:42:29,030
Any public comment?

3189
04:42:30,490 --> 04:42:32,030
I will close public comment.

3190
04:42:33,750 --> 04:42:38,710
This is yet another approval item, so we will need a board vote to have a motion to move

3191
04:42:38,710 --> 04:42:42,330
the tentative agreement between the Association of Piedmont Teachers and Piedmont, USD.

3192
04:42:42,590 --> 04:42:42,730
Yes.

3193
04:42:42,730 --> 04:42:42,870
Yes.

3194
04:42:45,520 --> 04:42:45,940
Second.

3195
04:42:46,600 --> 04:42:49,520
As motion by Richie Seconded by Max All in favor.

3196
04:42:49,980 --> 04:42:50,140
Aye.

3197
04:42:50,720 --> 04:42:51,720
Motion carries 5-0.

3198
04:42:52,740 --> 04:42:53,880
We're making good time.

3199
04:42:54,280 --> 04:42:59,460
The fifth review and action item this evening is to approve resolution 09 2025-26 Signature

3200
04:42:59,460 --> 04:43:01,000
card board members.

3201
04:43:01,720 --> 04:43:08,440
This is an annual compliance item required by the county for board signature cards on file.

3202
04:43:08,660 --> 04:43:10,640
We do need a roll call vote for this.

3203
04:43:10,740 --> 04:43:10,980
I move.

3204
04:43:11,120 --> 04:43:12,220
We approve the signature cards.

3205
04:43:15,680 --> 04:43:17,460
Let me go to Susie this time.

3206
04:43:18,340 --> 04:43:19,180
I was motion by Max.

3207
04:43:19,420 --> 04:43:20,340
I can invite Susie.

3208
04:43:20,560 --> 04:43:20,980
Oh, in favor.

3209
04:43:21,300 --> 04:43:21,660
No, no.

3210
04:43:21,660 --> 04:43:22,520
Oh, sorry.

3211
04:43:24,500 --> 04:43:25,460
Michael Bailey-Oni.

3212
04:43:25,620 --> 04:43:25,880
Hi.

3213
04:43:26,240 --> 04:43:26,740
Max Roman.

3214
04:43:27,060 --> 04:43:27,860
Susie Strubel.

3215
04:43:28,040 --> 04:43:28,200
Hi.

3216
04:43:28,380 --> 04:43:28,940
Richie Metaker.

3217
04:43:29,120 --> 04:43:30,000
I'm Lindsay Thomas.

3218
04:43:30,160 --> 04:43:30,380
Hi.

3219
04:43:30,620 --> 04:43:30,920
Thank you.

3220
04:43:31,640 --> 04:43:32,880
Resolution passes 5-0.

3221
04:43:33,780 --> 04:43:40,160
The final review and action item this evening is the first reading of the 2025 or 2026-27 and

3222
04:43:40,160 --> 04:43:43,340
in 2027-28 instructional calendars.

3223
04:43:43,780 --> 04:43:46,500
Okay, Mr. Dollar, which I'm wondering if you could come up

3224
04:43:46,500 --> 04:43:48,100
actually in person on this item.

3225
04:43:48,180 --> 04:43:50,020
I think you have the most experience in the room

3226
04:43:50,020 --> 04:43:52,900
regarding the instructional calendars

3227
04:43:52,900 --> 04:43:54,200
and so maybe you could share a bit

3228
04:43:54,200 --> 04:43:56,940
just about kind of the process you engaged in

3229
04:43:56,940 --> 04:43:58,200
and then I'll take it over from there.

3230
04:43:58,800 --> 04:43:59,720
Sure, very quickly.

3231
04:44:00,100 --> 04:44:02,440
Okay, there's contract language

3232
04:44:02,440 --> 04:44:07,280
and the calendar committee met administrators participated

3233
04:44:07,280 --> 04:44:07,960
in it.

3234
04:44:07,960 --> 04:44:15,140
I think it was reviewed earlier that ultimately, four calendars move forward for APT and CSCA vote.

3235
04:44:16,520 --> 04:44:20,900
One of which stipulates in the contract that it's the current calendar.

3236
04:44:21,500 --> 04:44:26,440
There are three additional and it's typically a two year.

3237
04:44:27,380 --> 04:44:32,500
The last thing to say is in order to get ahead of it, we would like to start this process.

3238
04:44:33,940 --> 04:44:40,300
next year so that we can get additional years and be ahead of it and get that out to the community.

3239
04:44:40,940 --> 04:44:45,240
And Mr. Dolowicz, there had been a parent survey, is that correct?

3240
04:44:45,940 --> 04:44:47,200
Yes, there was.

3241
04:44:47,880 --> 04:44:51,400
With whom did you share that parent survey, the results?

3242
04:44:52,340 --> 04:44:57,900
We discussed it at the calendar committee and I shared it with our executive cabinet and with the board.

3243
04:44:57,900 --> 04:44:59,800
So the calendar committee.

3244
04:45:00,000 --> 04:45:29,720
We received those survey results. Yeah, so we, during one of our meetings, we projected those results and we also, two different meetings. We also projected staff from last year. Okay, great. So everyone received the parent survey results. Okay. Thank you. Okay. And then it came to negotiations. It was sort of transitioned from the calendar committee. It then made its way to negotiations.

3245
04:45:29,720 --> 04:45:33,880
It made its way back to APT for them to conduct their vote.

3246
04:45:34,280 --> 04:45:36,120
They needed over a 50% vote.

3247
04:45:36,280 --> 04:45:38,280
They received over a 50% vote.

3248
04:45:38,860 --> 04:45:49,100
And the calendars that are before you, which is a two year set of calendars is proposed as the approval item.

3249
04:45:49,560 --> 04:45:53,040
This is just a first reading, so this is a discussion item.

3250
04:45:53,300 --> 04:45:57,180
And then if you have any direction, we can take that back.

3251
04:45:57,980 --> 04:45:58,440
Thank you.

3252
04:45:58,440 --> 04:45:59,180
Thank you.

3253
04:46:03,620 --> 04:46:06,280
Do we have any questions or comments on this item?

3254
04:46:06,760 --> 04:46:07,380
I have a question.

3255
04:46:07,940 --> 04:46:08,120
Rishi.

3256
04:46:10,180 --> 04:46:10,740
Okay.

3257
04:46:11,040 --> 04:46:19,200
So, I want to thank, it took some notes, I want to thank Ali for talking about the complexities

3258
04:46:19,200 --> 04:46:26,900
of how Ali is still here, hi, I was expecting you to not be here anymore, for talking about

3259
04:46:26,900 --> 04:46:32,420
the complexities of the calendar and only says while in your opening remarks for APT,

3260
04:46:33,060 --> 04:46:36,860
I'm really, really appreciative of the work that the entire calendar committee did to be

3261
04:46:36,860 --> 04:46:42,660
able to get us nine different options than which we're narrowed down to four that folks

3262
04:46:42,660 --> 04:46:54,010
voted on. Having said that, I'm not thrilled with this calendar for the simple reason that

3263
04:46:54,010 --> 04:46:59,650
the feedback from the survey strongly indicated that folks wanted to start later.

3264
04:47:01,290 --> 04:47:06,550
And on a personal note, and I know that you mentioned this as well, starting on a Monday

3265
04:47:07,170 --> 04:47:11,570
is really, really hard when you've had the entire summer and then you come back.

3266
04:47:12,290 --> 04:47:19,550
Their brains are working really over in overdrive and it's just a very tough first week.

3267
04:47:19,550 --> 04:47:31,070
So, I have a idea because it is November 12th and we need a calendar and like people have written to us saying, what is the calendar?

3268
04:47:32,150 --> 04:47:40,250
Which is to propose approving the calendar for next year?

3269
04:47:40,250 --> 04:47:42,630
from the year 2026-27?

3270
04:47:42,850 --> 04:47:53,290
Yeah, and separating it from the 27-28 in the hopes that we could be able to have more time,

3271
04:47:53,570 --> 04:47:58,550
for the calendar committee to have more time to be able to come up with something different, so that's my vote.

3272
04:47:58,870 --> 04:48:00,730
I'm going to echo your concerns about the Monday start.

3273
04:48:00,870 --> 04:48:06,030
That's something we've heard quite extensively from the community is concerns about that Monday start.

3274
04:48:06,030 --> 04:48:22,650
Not only because for secondary students, it requires they'd be back on Friday to pick up schedules and get ready for schools, so it actually shortens vacation and family time by four days, three or four days, not just one would be if it started or two if it started.

3275
04:48:25,350 --> 04:48:32,590
It would be a violation of contract to simply do one year at a time, contracts as it's

3276
04:48:32,590 --> 04:48:41,070
a two-year cycle, so I'm not sure how we would do something like that, we'll

3277
04:48:43,340 --> 04:48:43,760
take a look

3278
04:48:43,760 --> 04:48:44,100
at that.

3279
04:48:45,340 --> 04:48:50,840
And then the other thing is the implication of the comments is that we haven't taken time

3280
04:48:50,840 --> 04:48:53,700
and the calendar committee has been working on this

3281
04:48:53,700 --> 04:48:56,960
since last March and we started surveying last March

3282
04:48:56,960 --> 04:48:58,980
and have spent hours and hours and hours.

3283
04:48:59,220 --> 04:49:01,200
It's not a function of time, it's my point.

3284
04:49:01,880 --> 04:49:05,060
It's a function of, every choice that is made,

3285
04:49:05,740 --> 04:49:07,440
you gain is an opportunity cost.

3286
04:49:07,720 --> 04:49:09,620
What you gain, you lose something else.

3287
04:49:09,880 --> 04:49:13,820
And so ultimately what it came down to, I think that

3288
04:49:13,820 --> 04:49:18,660
for most of the teachers that I spoke to is that the trade

3289
04:49:18,660 --> 04:49:20,320
off of having to start on the Monday,

3290
04:49:20,320 --> 04:49:21,400
which nobody really wants.

3291
04:49:21,520 --> 04:49:22,120
Somebody wants that.

3292
04:49:22,240 --> 04:49:28,520
It would be that we would further truncate fall semester in such a way that it's so impacted

3293
04:49:28,520 --> 04:49:34,440
for kids that we're having to put major major content and we're having to really rush

3294
04:49:34,440 --> 04:49:39,480
their assessments when we really need to have process time, particularly in the fall of

3295
04:49:39,480 --> 04:49:44,240
the lay the groundwork for the year, that really the other thing that seemed to be a little

3296
04:49:44,240 --> 04:49:48,080
bit of a misconception and it was something like we had a big onboarding process with new

3297
04:49:48,080 --> 04:49:53,600
people on the committee is that fall and spring semester in a way operates separately.

3298
04:49:54,400 --> 04:49:59,540
So like a lot of people suggest, well if we just take this away at fall then we can start

3299
04:49:59,540 --> 04:50:03,780
earlier but it doesn't quite work like that because we have to get enough days in fall.

3300
04:50:04,320 --> 04:50:09,220
And fall is really challenging spring we have a lot more flexibility if that makes sense.

3301
04:50:09,220 --> 04:50:16,280
And so, we are concerned that it's not a function of time.

3302
04:50:16,520 --> 04:50:21,260
It's about educational reasoning, about how to teach yourself, about right enough.

3303
04:50:21,960 --> 04:50:22,740
Oh, I'm sorry.

3304
04:50:23,840 --> 04:50:29,560
Yeah, that is really about the educational rationale of what we're trying to accomplish with our students,

3305
04:50:30,060 --> 04:50:31,540
and really valuing that time.

3306
04:50:32,740 --> 04:50:35,640
And we did talk about this a great, great life.

3307
04:50:35,640 --> 04:50:46,480
I think we looked at that survey, it was only I think about 400 responses, it wasn't clear, some of the responses asked is such and such a thing important to you.

3308
04:50:46,960 --> 04:50:52,360
It wasn't through that people were opposed to some of the things.

3309
04:50:53,360 --> 04:51:04,080
And what we kept coming back to was a school calendar is about education, it's about pedagogical concerns, obviously trying to schedule family vacations is important.

3310
04:51:04,080 --> 04:51:10,680
But it just can't be the main driver of what we do and we just we tried everything we

3311
04:51:10,680 --> 04:51:16,620
could to start on a Tuesday and you know it's a one day difference that's what we're

3312
04:51:16,620 --> 04:51:22,760
talking about and we just couldn't the the educational cost were just too much and that

3313
04:51:22,760 --> 04:51:26,780
was why people made the decision they did when they voted.

3314
04:51:27,280 --> 04:51:30,820
And we also looked at all sorts of other options like we could have shortened Thanksgiving

3315
04:51:30,820 --> 04:51:35,740
given week, right? But then that was an ADA constraint. And we have tried that in the past.

3316
04:51:36,060 --> 04:51:41,180
And many families take their kids out. And it was an enormous loss of ADA. So we said,

3317
04:51:41,280 --> 04:51:44,700
well, we can't make that. And then there was talk about whether or not we would shorten

3318
04:51:44,700 --> 04:51:50,360
winter break and have people go into part of that week for school. But then that would take

3319
04:51:50,360 --> 04:51:55,340
finals week over a weekend, which was an equity piece for if you have your final on a Thursday

3320
04:51:55,340 --> 04:51:59,840
or not till the next Tuesday. And again, families really want to protect that time going

3321
04:51:59,840 --> 04:52:00,500
into holiday.

3322
04:52:00,600 --> 04:52:01,420
30 seconds left.

3323
04:52:01,640 --> 04:52:03,160
It was another ADA issue.

3324
04:52:03,900 --> 04:52:11,020
So we looked at all of those options and it just went, we were really, really stuck because it

3325
04:52:11,020 --> 04:52:12,800
wasn't a lack of interest or time.

3326
04:52:13,080 --> 04:52:14,540
I mean, not just even me personally.

3327
04:52:14,680 --> 04:52:18,420
I probably spent 40, 50 hours making calendars.

3328
04:52:18,480 --> 04:52:20,940
We drafted more calendars than we ever have before.

3329
04:52:21,280 --> 04:52:23,140
And that was really the issue.

3330
04:52:23,380 --> 04:52:28,060
The issue was the give and take of trying to find the time to cover what we need to cover.

3331
04:52:28,060 --> 04:52:37,540
Yeah, and the rock and the hard place thing really is, if you want to have finals before winter break, it's just impossible to start much later.

3332
04:52:37,660 --> 04:52:44,980
You're trying to compress a semester into not enough time, so it's that you've got to choose one, I think, ultimately.

3333
04:52:45,360 --> 04:52:55,240
I need to open it up for public comment and we only have 12 minutes left, so I'm going to go ahead and open it up for public comment, or we've just had public comment, but I'm going to see if there's anyone else who wishes to speak.

3334
04:52:55,240 --> 04:52:59,500
Is there anyone who wishes to speak, going once, going twice?

3335
04:52:59,700 --> 04:52:59,880
I'll speak.

3336
04:53:00,320 --> 04:53:01,080
Okay, are you all?

3337
04:53:01,460 --> 04:53:05,680
I mean, with all due respect, and I don't want to get into open negotiations here,

3338
04:53:05,840 --> 04:53:11,860
but I do think there's a level of subjectivity, and there are other, there are additional

3339
04:53:11,860 --> 04:53:12,520
variations.

3340
04:53:13,180 --> 04:53:21,360
My understanding and correct me if I'm wrong is the counter that's put forth, there's a day

3341
04:53:21,360 --> 04:53:28,160
a day with the Memorial Day weekend in the second semester that doesn't reflect how

3342
04:53:28,680 --> 04:53:31,220
we currently have the calendar constructed.

3343
04:53:32,500 --> 04:53:37,000
And so it really isn't reflective of the current calendar, but for instance, if that was

3344
04:53:37,000 --> 04:53:41,240
removed, hypothetically, could we add a day in the first semester?

3345
04:53:41,620 --> 04:53:49,420
And there are other variations to say that this is the best calendar for students,

3346
04:53:49,420 --> 04:54:02,020
With all due respect, we heard loud and clear from the parents 455 survey results that starting on a Monday was a disservice to TK and kindergarten students.

3347
04:54:02,300 --> 04:54:10,120
They have to go to school and they have to do the walkthrough on a Friday and a start on a Monday, which is not ideal because they forget about the new surroundings.

3348
04:54:11,240 --> 04:54:17,900
It's difficult on staff and students alike and there is a consistent theme, at least from the parent community, to start later.

3349
04:54:19,120 --> 04:54:31,980
Whether that means removing one of the non-student days in the first or second semester, and finding a creative way to do that, because I hear you, but the other piece of it is, 8793 is subjective.

3350
04:54:32,780 --> 04:54:39,940
There are a number of districts, Oculonis and Palo Alto that do an 84, 8694 split, excuse me.

3351
04:54:40,140 --> 04:54:43,840
And so, there's no contract language that says it has to be 8793.

3352
04:54:44,580 --> 04:54:56,500
I completely recognize ending finals before the winter break, that makes sense for students, but just want to throw those points out there.

3353
04:54:56,820 --> 04:54:58,580
Thank you. I really appreciate that point.

3354
04:54:59,460 --> 04:55:09,000
I'm going to ask that, since this is a first reading, that you can investigate the idea of approving one year, whether that's feasible or not, given the context language.

3355
04:55:09,000 --> 04:55:13,640
It is. I just looked at it. The contract language says that you have to present it, and I'm

3356
04:55:13,640 --> 04:55:17,440
not going to get into a negotiation here, but I've reviewed the contract language. If you

3357
04:55:17,440 --> 04:55:22,100
wish to give direction for one year of the contract, you're within your appropriate to do that.

3358
04:55:24,360 --> 04:55:24,840
Okay.

3359
04:55:28,390 --> 04:55:30,510
Really quick. Sure. Go ahead.

3360
04:55:33,560 --> 04:55:40,620
I'm just slightly confused on our process here, because we went to negotiation for this calendar for

3361
04:55:40,620 --> 04:55:45,440
the first time and my understanding was that we got four calendars that we agreed would

3362
04:55:45,440 --> 04:55:47,560
be voted on, and then they were voted on.

3363
04:55:48,280 --> 04:55:54,380
And now we're saying that those calendars aren't acceptable, the one that was voted on

3364
04:55:54,380 --> 04:55:55,020
wasn't acceptable.

3365
04:55:55,280 --> 04:56:00,780
So, I guess, you know, again, when I talk about process and procedure, I don't understand

3366
04:56:00,780 --> 04:56:05,820
how we follow certain process and procedure, and then it can just be completely set aside.

3367
04:56:05,820 --> 04:56:09,580
I think, Tiffany, it might be helpful to actually discuss this in negotiations.

3368
04:56:10,420 --> 04:56:15,520
So we're happy to respond to your questions in negotiations about process and procedures.

3369
04:56:16,140 --> 04:56:16,240
Okay.

3370
04:56:20,000 --> 04:56:24,440
Julie, we don't have a motion, we need to give direction because it's a first reading.

3371
04:56:29,080 --> 04:56:30,080
It's up, good idea.

3372
04:56:30,500 --> 04:56:30,600
Yeah.

3373
04:56:30,840 --> 04:56:31,060
Thanks.

3374
04:56:31,560 --> 04:56:32,060
We're considering it.

3375
04:56:32,280 --> 04:56:32,460
Okay.

3376
04:56:32,820 --> 04:56:32,940
Okay.

3377
04:56:33,300 --> 04:56:33,420
Okay.

3378
04:56:33,740 --> 04:56:34,540
Thank you.

3379
04:56:37,860 --> 04:56:39,980
We are going to move on to the consent calendar.

3380
04:56:42,180 --> 04:56:50,180
I was not here last time. I'm sorry. We received a total of, sorry, can't do math really

3381
04:56:50,180 --> 04:56:56,820
quickly, 15 emails from like up until the last meeting and then 60 emails from the last

3382
04:56:56,820 --> 04:57:00,120
meeting until now. Thank you.

3383
04:57:01,860 --> 04:57:06,040
Consent calendar. Finally, we have the consent calendar. There are two donations reports this

3384
04:57:06,040 --> 04:57:10,760
One is the standard donations report, the other one is a big one as we received the PEF.

3385
04:57:11,160 --> 04:57:15,940
Big check, I am going to very quickly read through that.

3386
04:57:24,150 --> 04:57:33,850
First one, $3,554,203 for a PMA education foundation, amazing, thank you, PEF.

3387
04:57:33,850 --> 04:58:03,470
P-E-F, our P-E-F instrumental music grant, 21,000 P-E-F elementary field trip funds, 15,833 P-E-F, or a donation from boys' water polo for a bus to practice, 5,981, P-E-F matching grant for a general donation, $1,114.

3388
04:58:03,470 --> 04:58:13,170
$1,800, donation from HPC for a table, $6,060, a donation from BPO for facility rentals for

3389
04:58:13,170 --> 04:58:22,030
each review of $5,000, PHS boosters clubs, badminton rackets, and a normate control unit, $1,889,

3390
04:58:22,030 --> 04:58:26,490
$1,500, Piedmont baseball and softball foundation, $1,500.

3391
04:58:27,250 --> 04:58:30,890
Wildwood school dads club inclusion room surprise, $523.

3392
04:58:31,990 --> 04:58:39,450
And a donation from the new TET, I apologize if I pronounced that incorrectly.

3393
04:58:40,190 --> 04:58:45,930
The Hun family for the Binks scoreboard fundraiser, $500.

3394
04:58:45,930 --> 04:58:57,390
For a total of $3,613,606 dollars, which is absolutely incredible.

3395
04:58:57,730 --> 04:59:00,510
Thank you, to all our very generous donors.

3396
04:59:01,130 --> 04:59:06,890
And there's the second donation report for the generosity of community member Will Mughat

3397
04:59:07,710 --> 04:59:15,030
for a piece of artwork that he donated, people who purchased it at a cost of $150.

3398
04:59:15,030 --> 04:59:20,130
50 dollars, there are more received a print of his creative print of Piedmont or

3399
04:59:20,130 --> 04:59:25,570
his drawing of Piedmont, this fundraising effort raised $4,150,

3400
04:59:26,870 --> 04:59:30,470
which will fund the half of the cost of replacing S. Ramis kiln.

3401
04:59:30,610 --> 04:59:33,130
The list of donors is provided in the board background.

3402
04:59:33,130 --> 04:59:34,650
Everyone is welcome to read it.

3403
04:59:35,670 --> 04:59:40,750
Thank you to Will and to those who purchased his artwork.

3404
04:59:43,130 --> 04:59:47,730
As the consent calendar, we will have no board discussion, however, members of the public

3405
04:59:47,730 --> 04:59:50,350
may wish to comment before it's open for public comment.

3406
04:59:52,290 --> 04:59:56,490
Closing public comments, is there a motion on the consent calendar?

3407
04:59:57,890 --> 04:59:59,910
I move that we approve the consent.

3408
05:00:00,000 --> 05:00:15,760
Childhood. I second it. Motion by Michael, seconded by Susie Allen favor. Aye. Motion carries 5-0, future board meeting on December 10th, annual reorg, beach data of the school, and an interim budget presentation. And we are five minutes early.