1 00:00:01,840 --> 00:00:29,980 Hello, my name is Lauren Thomas. I'm the Director of Curriculum Instruction and Assessment. This is our video for our curriculum and student services forum. I will be joined shortly by Danika Daviman, who is our supervisor of student services. And we are just here to provide you with an update as far as curriculum and student services initiatives throughout the district that we have completed since the start of this school year. 2 00:00:29,980 --> 00:00:33,160 So, first we will head into curriculum. 3 00:00:33,840 --> 00:00:40,460 So, a couple of things and most of this will be directly related to the K-5 curriculum 4 00:00:40,460 --> 00:00:48,060 because there were a great many changes as far as the K-5 state-wide standards and as 5 00:00:48,060 --> 00:00:51,260 far as resources that we've adopted in our district. 6 00:00:51,680 --> 00:00:57,500 So, this will highlight mainly K-5, although in the next couple slides as well as the Student 7 00:00:57,500 --> 00:01:02,320 services section, we will highlight some new programs and implementations we have made 8 00:01:02,320 --> 00:01:07,240 at the middle school and the high school. So overall, basically what's new in curriculum. 9 00:01:07,860 --> 00:01:11,980 The New Jersey State Learning Standards, which I have linked on this slide for you, 10 00:01:12,540 --> 00:01:18,060 that will take you to the Department of Ed website where you can view all of the standards 11 00:01:18,600 --> 00:01:26,920 K through 12 at any content area. So typically, standards are updated every five years. So in 12 00:01:26,920 --> 00:01:33,320 In 2020, we saw updates in social studies, science, comprehensive health and PE, visual 13 00:01:33,320 --> 00:01:35,440 and performing arts, and the world's languages. 14 00:01:36,040 --> 00:01:41,920 Most recently, in 2023, we saw updates in the areas of ELA and math. 15 00:01:42,180 --> 00:01:50,000 And again, mainly geared towards primary levels, elementary levels, as it needed to enhance 16 00:01:50,000 --> 00:01:52,720 the foundational skills in both of those areas. 17 00:01:52,720 --> 00:01:57,120 but I'm going to highlight just some major changes in both of those content areas for you. 18 00:01:57,880 --> 00:02:03,820 So let's start with ELA. In ELA, the standards enhance the foundational skills, 19 00:02:04,180 --> 00:02:10,200 and that included reading and writing. So they prioritize foundational reading and writing skills, 20 00:02:10,380 --> 00:02:16,320 which focus on decoding and encoding words, analyzing word parts, recognizing words, 21 00:02:17,060 --> 00:02:22,260 awareness of segments and sounds, and how they link to letters. So this will help students develop 22 00:02:22,260 --> 00:02:25,600 of reading accuracy and fluency and comprehension. 23 00:02:26,240 --> 00:02:31,780 They also ensured that the developmental complexity was found 24 00:02:31,780 --> 00:02:33,080 in repeated standards. 25 00:02:33,740 --> 00:02:36,780 So it's modifying redundant standards and just making sure 26 00:02:36,780 --> 00:02:40,060 that with each grade level, they build upon one another 27 00:02:40,060 --> 00:02:43,060 and they do get more rigorous and complex over time. 28 00:02:44,000 --> 00:02:47,940 They also delineated between literature and informational 29 00:02:47,940 --> 00:02:51,820 to ensure students acquire the knowledge and skills 30 00:02:51,820 --> 00:02:55,940 related to each text type and their own text features and structures. 31 00:02:56,600 --> 00:03:02,200 So for example, in literature, we want students to be able to identify story elements within 32 00:03:02,200 --> 00:03:02,600 text. 33 00:03:02,960 --> 00:03:08,300 So it's identifying characters, the character development, the plot, the setting, the theme, 34 00:03:08,440 --> 00:03:12,620 and how all of those elements work together to enhance the story. 35 00:03:13,020 --> 00:03:19,980 Versus in informational text, we want to structure it so students can acquire specific information 36 00:03:19,980 --> 00:03:23,860 and about something and learn to use the illustrations, 37 00:03:24,200 --> 00:03:28,080 to use the graphs, to use the tables found within the text 38 00:03:29,080 --> 00:03:30,720 so that they can interpret the data. 39 00:03:33,520 --> 00:03:38,420 In the math standards, the major changes that were made 40 00:03:39,120 --> 00:03:43,280 were they did separate out measurement and data literacy 41 00:03:43,800 --> 00:03:46,480 before it was combined into one standard. 42 00:03:47,140 --> 00:03:48,660 So why did they do that? 43 00:03:48,820 --> 00:03:51,120 And it's basically so that teachers can now 44 00:03:51,120 --> 00:03:56,240 to vote specific tasks to the measurement process and the units, and they can devote 45 00:03:56,240 --> 00:04:02,140 other tasks to analyzing statistical data and begin to understand the implications at 46 00:04:02,140 --> 00:04:08,480 an early age. And this helps so that if they learn these foundational skills at an early 47 00:04:08,480 --> 00:04:13,720 age, then this will make it a little more seamless and easier for students when they get some 48 00:04:13,720 --> 00:04:19,180 middle school and high school for the statistics and probability standards that they will be 49 00:04:19,180 --> 00:04:25,980 exposed to in those courses. It also introduces monetary concepts earlier so 50 00:04:25,980 --> 00:04:30,960 mainly you will see the new standards addressing money are found in kindergarten 51 00:04:30,960 --> 00:04:36,140 and at the first grade level so the standards place an emphasis on gaining a 52 00:04:36,140 --> 00:04:41,840 thorough understanding of the comparative values of coins and bills so it's also 53 00:04:41,840 --> 00:04:47,580 teaching them basic economics and again as we can build those foundational skills 54 00:04:47,580 --> 00:04:53,580 earlier, the greater that they will be able to acquire those skills later on down the road. 55 00:04:55,040 --> 00:05:01,220 Lastly, it also includes foundational work with radicals in middle school. So for example, 56 00:05:01,240 --> 00:05:07,160 square roots, if you remember that from taking math classes when you were younger. So that's now 57 00:05:07,160 --> 00:05:13,020 found in middle school. And again, it's just exposing students at an earlier age so that they can 58 00:05:13,020 --> 00:05:19,140 understand and develop a deeper understanding of it as they go on to complex algebraic problems 59 00:05:19,140 --> 00:05:20,000 when they hit high school. 60 00:05:22,730 --> 00:05:27,270 So what does that mean for Kenalan? So within Kenalan we have some new 61 00:05:27,270 --> 00:05:34,710 resources and we are creating assessments and utilizing data in a way that is a little different 62 00:05:34,710 --> 00:05:41,490 from before. So with the updated standards we found that we've really needed some new resources 63 00:05:41,490 --> 00:05:44,490 is to fall in line with the new standards. 64 00:05:44,930 --> 00:05:49,870 So the new standards, as I mentioned, have a strong emphasis on the foundational skills 65 00:05:49,870 --> 00:05:57,030 and a strong emphasis on the phonics, phonological awareness, and we needed to acquire some resources 66 00:05:57,030 --> 00:06:04,950 to support that. So HMH into reading is what we purchased for our K5 ELA resources, 67 00:06:05,590 --> 00:06:10,690 and I'm sure you've heard of that by now, and maybe you've seen some work samples come home already, 68 00:06:10,690 --> 00:06:12,890 and you've got to meet with your teachers 69 00:06:12,890 --> 00:06:14,250 at back to school night, hopefully. 70 00:06:15,130 --> 00:06:18,130 And the new resources do fall in line 71 00:06:18,130 --> 00:06:21,170 with the whole notion of the science of reading, 72 00:06:21,170 --> 00:06:24,170 which, again, is teaching those foundational skills 73 00:06:24,610 --> 00:06:27,130 so that students can comprehend what they're reading. 74 00:06:27,590 --> 00:06:31,750 In previous notions and techniques of teaching the L.A., 75 00:06:31,750 --> 00:06:34,410 many times students would read, 76 00:06:34,710 --> 00:06:36,250 and while they were reading a story, 77 00:06:36,370 --> 00:06:39,270 if they came across a word that they were unsure of, 78 00:06:39,270 --> 00:06:47,770 they were, which are great skills to use, they should use context clues and sometimes pictures to try to figure out the meaning of the word, which is a great skill. 79 00:06:48,150 --> 00:06:59,650 However, in some previous resources and teachings, that was the focus and it didn't stop the student and actually have them apply the skills to decode words. 80 00:07:00,110 --> 00:07:03,110 Now we're really diving into the decoding of words. 81 00:07:03,110 --> 00:07:09,090 and, again, understanding those segments, the syllables, how blends come together to create 82 00:07:09,090 --> 00:07:13,810 a word, and then through that understand them, the meaning of the word, and understand 83 00:07:13,810 --> 00:07:14,290 the vocabulary. 84 00:07:14,850 --> 00:07:19,810 So, this link on this slide, what is the science of reading is just an article just for 85 00:07:19,810 --> 00:07:23,830 you to read on your own if you're interested in learning more about the science of reading. 86 00:07:24,650 --> 00:07:28,790 But into reading are the resources that we have purchased for the K-5. 87 00:07:28,790 --> 00:07:33,610 teachers have been given training on the new resources and all of its 88 00:07:33,610 --> 00:07:37,970 capabilities and we continue to do so. So this is something that all throughout 89 00:07:37,970 --> 00:07:42,130 the school year we will continue to meet with the teachers and provide all the 90 00:07:42,130 --> 00:07:46,070 necessary training so that we're using the resources to the best of their 91 00:07:46,070 --> 00:07:54,690 capabilities. In math we moved recently to the IXL takeoff curriculum. So I'm sure 92 00:07:54,690 --> 00:08:00,990 For many of you are already familiar with IXL as we purchased that the previous school 93 00:08:00,990 --> 00:08:06,070 year, so we do utilize IXL now for diagnostic assessments throughout the district. 94 00:08:06,750 --> 00:08:11,110 And it does place students on an individualized personal learning plan. 95 00:08:11,530 --> 00:08:16,530 So it basically assesses what skills they're really good at and successful with and they can 96 00:08:16,530 --> 00:08:17,350 be challenged in. 97 00:08:17,810 --> 00:08:21,070 And it also tells us what skills students need more help with. 98 00:08:21,070 --> 00:08:26,150 And it can put them on a plan so that they can continue to work on those skills that 99 00:08:26,150 --> 00:08:27,330 they need to progress in. 100 00:08:27,890 --> 00:08:34,990 So I Excel also offers resources in order to teach our curriculum that matches very well 101 00:08:34,990 --> 00:08:35,730 with our standards. 102 00:08:36,310 --> 00:08:39,350 So we have implemented that new resource as well this year. 103 00:08:39,970 --> 00:08:45,070 In the past, if you remember, if you had students at the elementary level, they were using 104 00:08:45,070 --> 00:08:53,130 every day math which was more of a spiral-based resource. In IXL we are focusing, it does 105 00:08:53,130 --> 00:08:58,150 tend to focus, although it does spiral, it does tend to focus on specific skills and objectives 106 00:08:58,830 --> 00:09:05,850 within each lesson. So that way there's more practice and there's more standards-based progression 107 00:09:05,850 --> 00:09:12,050 and that students are more successful at achieving those standards prior to moving on to more challenging 108 00:09:12,050 --> 00:09:19,530 one. So within I Excel, what I would like to show you really quick is a quiz 109 00:09:19,530 --> 00:09:24,230 analysis for teachers. So I'm just going to go out of this screen and over here 110 00:09:24,230 --> 00:09:30,870 for a second. So this is obviously it's blank, but what I want to point out is I 111 00:09:31,630 --> 00:09:34,930 didn't want to have, I didn't want to show you an analysis of something that has 112 00:09:34,930 --> 00:09:38,130 already been completed because that would have been providing student information. 113 00:09:38,130 --> 00:09:44,150 However, this is a sample of the information that teachers are going to receive after 114 00:09:44,150 --> 00:09:48,570 they give their students an end-of-unit test or any of the quizzes. 115 00:09:49,410 --> 00:09:53,390 So this itemizes the assessment for the teachers. 116 00:09:53,770 --> 00:09:56,570 So these are the questions, numbers 1 through 14. 117 00:09:56,570 --> 00:09:59,710 This is an example of a grade 5 unit 1 assessment. 118 00:10:00,230 --> 00:10:04,270 So question 1, it shows us the question if we hover over it. 119 00:10:04,350 --> 00:10:07,430 So the teacher can go back and see what question 1 was. 120 00:10:07,430 --> 00:10:12,210 And then on the right side, they can scroll over the objective and it tells them exactly 121 00:10:12,210 --> 00:10:14,690 what standard that question is assessing. 122 00:10:15,410 --> 00:10:20,550 So this is a little different in terms of our assessment because in the past or when 123 00:10:20,550 --> 00:10:25,950 you remember when you were taking assessments in school, you would get, you know, a grade 124 00:10:25,950 --> 00:10:31,050 at the top of your assessment, you would get a 90%, you get a 75% whatever it was. 125 00:10:31,430 --> 00:10:34,790 And that's your overall score, but really what does that mean? 126 00:10:34,790 --> 00:10:41,730 So we are more interested in not the overall score, so please if you hear a student saying 127 00:10:42,570 --> 00:10:49,230 because through I Excel it does, it does note it to an overall score, please don't pay attention to that. 128 00:10:49,650 --> 00:10:55,210 We're not interested in the overall percentage because that's not how we're grading students at the K5 level, 129 00:10:55,250 --> 00:10:59,430 which I'll explain in a minute when I get to the report card analysis. 130 00:10:59,430 --> 00:11:06,530 So what I mean by this is is that we are more interested in if students are meeting the 131 00:11:06,530 --> 00:11:11,790 grade level expectations or if they require more assistance with those grade level standards. 132 00:11:12,310 --> 00:11:19,350 So we can easily see in this quiz, we can go down and we can look at all of the standards 133 00:11:19,350 --> 00:11:22,490 that are being assessed in this assessment. 134 00:11:22,950 --> 00:11:28,330 So for this particular one, there's about three different standards that are being assessed 135 00:11:28,330 --> 00:11:36,450 within Unit 1. So now a teacher, this is great information for a teacher, because a teacher can easily see which students 136 00:11:37,810 --> 00:11:44,430 answered these certain questions correctly and have a good mastery of those standards already and they can see who requires 137 00:11:44,430 --> 00:11:53,870 more assistance. So in the middle here you see the student results I said was blank. This would be filled in, the bar would be colored in, so it would be green, 138 00:11:54,530 --> 00:12:03,570 to show how many students got that question correct, and then it would be read on one portion to show which students got that question incorrectly. 139 00:12:04,030 --> 00:12:12,530 So obviously more great data for teachers to show if the majority of their students or all of their students got question 14 and correct. 140 00:12:12,830 --> 00:12:20,850 Now that gives the teacher information to know that's something that they have to go back and review with their students before moving forward to anything more challenging. 141 00:12:20,850 --> 00:12:21,850 So 142 00:12:26,460 --> 00:12:31,760 I just wanted to highlight that the data that the teachers are now receiving and what 143 00:12:31,760 --> 00:12:33,680 does that mean for you as the parent? 144 00:12:33,960 --> 00:12:40,260 So I've also linked here some examples of what you're going to start to see coming home. 145 00:12:40,660 --> 00:12:44,960 So for math, this is an example of a parent report. 146 00:12:45,140 --> 00:12:47,400 So you want to know how is your child doing? 147 00:12:47,580 --> 00:12:52,760 Again, that 80% at the top of the page doesn't really tell us much, but this will. 148 00:12:52,760 --> 00:12:56,920 This is going to tell you what skills and standards your student is already 149 00:12:56,920 --> 00:13:01,980 meeting and what standards they need to work on. So this is an example of a 150 00:13:01,980 --> 00:13:08,400 grade two end-of-unit math test. So you can see at the top here we've listed 151 00:13:08,400 --> 00:13:13,840 these were the major unit objectives that were found in that assessment. They 152 00:13:13,840 --> 00:13:17,960 have to add within 20, they have to subtract within 20, and then they're going to 153 00:13:17,960 --> 00:13:22,740 solve one and two step addition and subtraction word problems within 20. Now 154 00:13:22,740 --> 00:13:27,080 Now there are some minor unit objectives too, which you can see over here on the right side. 155 00:13:27,740 --> 00:13:33,240 After they take the assessment, the teacher, again, you could see it's itemized. 156 00:13:33,780 --> 00:13:39,220 So all of the questions are here, question number one, wanted the students to represent 157 00:13:39,220 --> 00:13:43,360 addition and subtraction within 20 on a number line, and there's the standard number right 158 00:13:43,360 --> 00:13:43,600 there. 159 00:13:44,060 --> 00:13:49,720 And the teacher will check off whether your child met that in the assessment, or if they 160 00:13:49,720 --> 00:13:53,460 didn't then they'll leave it blank because that's something that they're going to continue working on. 161 00:13:54,080 --> 00:14:01,960 So you should expect to see this cover sheet after every major unit assessment in math as well as 162 00:14:01,960 --> 00:14:08,280 an ELA which I will show you an example of next. So you will go down and you will see all of the 163 00:14:08,280 --> 00:14:14,520 objectives that are being assessed in each question checking off whether your child has met that 164 00:14:14,520 --> 00:14:22,900 and then at the bottom we correlate it to a rubric and these numbers 1, 2, and 3 are similar 165 00:14:22,900 --> 00:14:28,100 to what you're going to see on the report card. Report cards students will be assessed 166 00:14:28,100 --> 00:14:34,820 as a 1, 2, or 3. So here we just give you a breakdown of the overall assessment. So you 167 00:14:34,820 --> 00:14:43,220 can see 2 MB6, the first standard here, the teacher would go back and look to see 2 MB6 168 00:14:43,220 --> 00:14:48,680 what was assessed in the assessment they took, and then they would rate that student as 169 00:14:48,680 --> 00:14:54,500 a 1, a 2, or a 3. A 3 would be that they're meeting standards, a 2, they're approaching 170 00:14:54,500 --> 00:14:59,980 standards, they're getting there, and sometimes they need the help of the teacher, and a 1 is 171 00:15:00,000 --> 00:15:05,940 They really need some port and they need some review and reiteration of that. So after getting 172 00:15:05,940 --> 00:15:11,980 miscover sheet after every unit assessment, you really should have a good idea of the 173 00:15:11,980 --> 00:15:16,880 grade level standards that your student is progressing towards or that they're already 174 00:15:16,880 --> 00:15:22,340 meeting. So by the time report card time comes along, you should really have a good understanding 175 00:15:22,340 --> 00:15:28,940 of where your student is falling. So I'll just go back and I'll show you the ELA example. 176 00:15:28,940 --> 00:15:30,020 So, 177 00:15:32,400 --> 00:15:37,820 again, very similar. It's just a standard cover sheet. This would be after their first 178 00:15:37,820 --> 00:15:45,700 module assessment. This is a grade 4 example. And in the unit, we've placed the standards 179 00:15:45,700 --> 00:15:52,020 up at the top. So, there's always reading standards, foundational skills. This is mixed 180 00:15:52,020 --> 00:15:58,720 with writing too. These are all the things that we cover in ELA. So, it explains here each 181 00:15:58,720 --> 00:16:05,080 question, the standard, and what the student was expected to do, and again, a simple check-off 182 00:16:05,080 --> 00:16:12,670 whether they have met that or not, and then followed by the rubric at the end for each standard. 183 00:16:13,390 --> 00:16:20,190 So we do try to give the parents as much information as possible, and it gives you, and it gives us 184 00:16:20,190 --> 00:16:26,290 a little more insight as to which direction we need to go with our whole class. It shows us which 185 00:16:26,290 --> 00:16:30,790 direction we need to go for students who need to be challenged and who need to be enriched. 186 00:16:31,370 --> 00:16:37,110 And it shows us a direction, it gives us a direction of students who need that targeted instruction 187 00:16:37,110 --> 00:16:43,490 for support. So for students who are progressing or who are not there yet, we know that we need to 188 00:16:43,490 --> 00:16:48,270 provide some extra support for those students so that they can meet those expectations and work 189 00:16:48,270 --> 00:16:54,530 independently on those standards. So hopefully you appreciate all this information that will be 190 00:16:54,530 --> 00:16:59,190 coming home, we will certainly not bombard you as we will not bombard the 191 00:16:59,190 --> 00:17:02,570 students with testing either in school. We don't feel that that's beneficial. 192 00:17:03,170 --> 00:17:11,130 But when a summative test is taken in school, then we will absolutely share 193 00:17:11,130 --> 00:17:16,410 that information with you. And also, too, it'll help you know what to work on with 194 00:17:16,410 --> 00:17:20,510 your child at home. If you know that maybe they're struggling with a certain 195 00:17:20,510 --> 00:17:26,070 mathematical skill or basic computation or just basic number sense, then you know those 196 00:17:26,070 --> 00:17:27,710 are things you can reiterate at home. 197 00:17:29,130 --> 00:17:35,770 And again, I wanted to just mention, I mentioned earlier the K5 report card and you see the 198 00:17:35,770 --> 00:17:36,370 numbers here. 199 00:17:36,470 --> 00:17:39,270 It's a one, two, or three, which I went over in the rubric. 200 00:17:39,270 --> 00:17:44,010 If you see a three, that means they're on grade level, they're meeting grade level expectations 201 00:17:44,010 --> 00:17:49,690 to their approaching it and one, they do require some more support and some more assistance. 202 00:17:50,330 --> 00:17:54,130 We will not have a four on the report cards any longer. 203 00:17:54,790 --> 00:17:58,770 We will have an ES. So an ES is exceeding standards. 204 00:17:59,450 --> 00:18:06,030 So for those students who are consistently scoring pretty high on their assessments 205 00:18:06,030 --> 00:18:11,270 and all of the data that we're collecting in class, students who are able to go above and beyond. 206 00:18:11,270 --> 00:18:18,590 So, with a certain standard, if they are not only able to do what is asked or recall 207 00:18:18,590 --> 00:18:25,030 specific information, but they are able to use some critical thinking now to either 208 00:18:25,030 --> 00:18:31,130 explain what they're doing, they're able to make connections, they are able to solve 209 00:18:31,130 --> 00:18:37,490 puzzles, and they're able to apply that skill or standard in various settings above and 210 00:18:37,490 --> 00:18:43,450 beyond, then that would be an ES, meaning exceeding standards. And those are the students 211 00:18:43,450 --> 00:18:49,070 that obviously we will be providing enrichment opportunities for and challenging opportunities 212 00:18:49,070 --> 00:18:53,370 within the classroom so that they can continue to expand upon those skills. 213 00:18:58,680 --> 00:19:04,180 Now as far as middle school and high school, so what is new in middle school and high school at PRM, 214 00:19:04,360 --> 00:19:10,060 we are developing transition opportunities for eighth graders. We feel this is a very important 215 00:19:10,060 --> 00:19:15,800 piece to our eighth grade group going up to the high school. And it started this week 216 00:19:15,800 --> 00:19:21,700 with Spirit Week actually and allowing eighth graders to visit the high school and include 217 00:19:21,700 --> 00:19:25,660 them in on different opportunities so that they could see what it's like in the high school 218 00:19:25,660 --> 00:19:32,040 spirit week is a fabulous week in the high school. Everybody loves it. Kids love it. That's 219 00:19:32,040 --> 00:19:36,220 what they say. They look forward to the most every year in high school. So it's great that 220 00:19:36,220 --> 00:19:41,880 we were able to expose our eighth graders for portions of spirit week. We also implemented 221 00:19:41,880 --> 00:19:46,520 this year. If you have a PRM student, they are involved in a cult period every day. 222 00:19:47,100 --> 00:19:53,960 And a cult period was designed to back up against lunch. And it's basically a period where students 223 00:19:54,610 --> 00:19:58,700 can do something that's interesting to them or they can get what they need. 224 00:19:59,220 --> 00:20:03,320 So for some students, like I mentioned before, as we're tracking this data, 225 00:20:03,320 --> 00:20:06,880 that we're collecting all throughout every great level. 226 00:20:07,060 --> 00:20:09,800 We're finding if students require additional support 227 00:20:09,800 --> 00:20:11,240 in a certain academic area, 228 00:20:11,600 --> 00:20:14,240 then they may be placed in a guided study class. 229 00:20:14,500 --> 00:20:16,720 So that does take place during the cold period. 230 00:20:17,280 --> 00:20:19,640 There are enrichment opportunities as well. 231 00:20:20,300 --> 00:20:23,340 For those of you in world languages, 232 00:20:23,720 --> 00:20:26,160 and for students who would like to progress on 233 00:20:26,160 --> 00:20:29,440 to the second level of that world language, 234 00:20:29,460 --> 00:20:31,260 when they go into high school, 235 00:20:31,260 --> 00:20:38,680 They're able to take that enrichment class now during a cult period so that they can go to level two of that world language in high school. 236 00:20:39,420 --> 00:20:44,480 The cult period we are looking into and in fact today 237 00:20:44,480 --> 00:20:49,120 I believe the students at PRM participated in a short survey for us because 238 00:20:49,120 --> 00:20:55,880 We created this period. We created some of the classes that go along with this cult period 239 00:20:55,880 --> 00:21:00,280 but now we want to know what's the student's perspective on it. 240 00:21:00,740 --> 00:21:02,920 So we would like to know do the students like it? 241 00:21:03,160 --> 00:21:04,960 Are they enjoying doing what they're doing? 242 00:21:05,440 --> 00:21:06,880 Would they like to see a change? 243 00:21:07,540 --> 00:21:10,360 Some students have mentioned that they would like to see 244 00:21:10,360 --> 00:21:11,940 if possible a study hall. 245 00:21:12,540 --> 00:21:14,360 So we are looking into that. 246 00:21:14,560 --> 00:21:16,060 So again, as I mentioned today, 247 00:21:16,420 --> 00:21:18,600 was the day they did participate in the survey. 248 00:21:19,020 --> 00:21:21,360 So we are looking forward to seeing those results 249 00:21:21,860 --> 00:21:24,340 and seeing if any adjustments need to be made 250 00:21:24,340 --> 00:21:29,020 to the Colt period because, again, we want it to be most beneficial for all students, 251 00:21:29,420 --> 00:21:34,020 but we also want to make sure we include those courses that they enjoy taking 252 00:21:34,020 --> 00:21:36,280 and make sure we continue on with those as well. 253 00:21:37,020 --> 00:21:43,660 At KHS, the new things that we've implemented this year are a CPA level class, 254 00:21:43,880 --> 00:21:49,140 so that is a college prep advanced level, so many content areas have a CPA level now. 255 00:21:49,140 --> 00:22:03,160 And I've mentioned this before in other forums and at meetings that edition was made because prior to this there was a college prep class and then there were higher accelerated class honors and AP. 256 00:22:03,840 --> 00:22:14,380 And we felt that we still required another level to have some kids who just want to meet in the middle, you know, maybe they weren't ready for the honors or AP level. 257 00:22:14,380 --> 00:22:21,020 and this advanced class gives them that acceleration that they require and it's 258 00:22:21,020 --> 00:22:25,440 a great still awaited class and we're finding success and a lot of those classes 259 00:22:25,440 --> 00:22:31,340 already. We also have some new elective offerings. Writing 105 is a dual 260 00:22:31,340 --> 00:22:35,980 enrollment class. We have partnered up with Syracuse University. So that's a great 261 00:22:35,980 --> 00:22:41,880 writing class for seniors. We've had a great turnout so far and it did exist here 262 00:22:41,880 --> 00:22:44,100 a couple years ago, we were very happy to bring it back. 263 00:22:44,660 --> 00:22:46,840 We also have some other elective offerings, 264 00:22:46,860 --> 00:22:49,200 such as Hollywood Science, film as literature, 265 00:22:49,660 --> 00:22:50,420 and mind and body. 266 00:22:51,020 --> 00:22:54,180 Some of those elective courses are available 267 00:22:54,180 --> 00:22:56,480 for our students in special education, 268 00:22:56,920 --> 00:22:59,040 as we really wanted to give them 269 00:22:59,040 --> 00:23:02,000 a wider range of opportunities in the high school, 270 00:23:02,140 --> 00:23:05,540 because some of our electives do require 271 00:23:05,540 --> 00:23:08,220 some higher order skills, 272 00:23:08,740 --> 00:23:10,500 so we felt that we really needed 273 00:23:10,500 --> 00:23:16,700 to offer more for more students so that they can enjoy electives as well and be successful 274 00:23:16,700 --> 00:23:22,080 in a lot of these areas as well that maybe they have felt that they weren't as successful 275 00:23:22,080 --> 00:23:26,720 in some of the others. So it's just it's just broadening what we already have which is great. 276 00:23:27,500 --> 00:23:34,420 Another addition for our high school is if you have students at that level and you've heard of 277 00:23:34,420 --> 00:23:40,460 NJGPA. This is an assessment that right now all 11th graders have to take for 278 00:23:40,460 --> 00:23:48,680 graduation and they do need to pass in ELA and math in order to be designated as 279 00:23:48,680 --> 00:23:56,080 graduation ready. If they do not make the cut score in math or ELA on the NJGPA, 280 00:23:56,600 --> 00:24:02,720 then there are retake opportunities, there's portfolio opportunities, but we've 281 00:24:02,720 --> 00:24:08,820 also included an additional pathway option just as another support for students so we have added 282 00:24:08,820 --> 00:24:15,340 the acuplacer this school year we purchased that test so we have that on hand just in case the 283 00:24:15,340 --> 00:24:21,900 student is not successful on the NGGPA we are able to deliver the acuplacer placement for them with 284 00:24:21,900 --> 00:24:28,280 is just another pathway option that assesses them in math and ELA but maybe not as challenging as the 285 00:24:28,280 --> 00:24:34,960 and JGPA was, and that is still an acceptable use for the graduation pathway for students. 286 00:24:35,500 --> 00:24:40,140 So those are some of the things that we have recently added within all of the schools. 287 00:24:40,780 --> 00:24:48,080 I will let the video go now to Mrs. David Men, who is going to pick up on the Student Services 288 00:24:48,080 --> 00:24:55,000 Initiatives, but as far as the curriculum office or anything that was mentioned in my portion 289 00:24:55,000 --> 00:25:02,420 of the video. If there are any questions, please feel free to email me at ThomasL at kennelon.org. 290 00:25:02,940 --> 00:25:08,460 You can reach out to me at the board office. I'm always happy to chat, but feel free to reach out 291 00:25:08,460 --> 00:25:09,840 with any questions that you may have. 292 00:25:12,800 --> 00:25:15,160 Hello, everyone. My name is Danika Davidman, 293 00:25:15,360 --> 00:25:20,300 supervisor of student services, and I'd like to thank you for taking the time to watch this video. 294 00:25:20,740 --> 00:25:26,380 As the crisp fall weather sets in, it's the perfect time to reflect on all the exciting developments 295 00:25:26,380 --> 00:25:32,140 that have been happening in the Special Services Department and in Kinellon so far this September 296 00:25:32,140 --> 00:25:39,460 and October. This fall, KHS is hosting an eighth grade shadow day during Spirit Week. Our eighth 297 00:25:39,460 --> 00:25:45,060 graders will get a taste of high school life, which is part of a broader effort to enhance the PRM 298 00:25:45,060 --> 00:25:51,460 to high school connection. Looking ahead, we're planning to launch a freshman academy in the 2526 299 00:25:51,460 --> 00:25:56,440 school year to ease the transition to high school. Plus, we're developing an eighth grade week 300 00:25:56,440 --> 00:26:03,700 to showcase the high school's offerings from courses to extracurriculars. Looking at our programs 301 00:26:03,700 --> 00:26:10,340 that we've continued to design for growth and sustainability at Keele School, we've introduced 302 00:26:10,340 --> 00:26:17,020 our four new programs, including a co-taught class for kindergarten, first and second grade, and a 303 00:26:17,020 --> 00:26:18,940 a multi-sensory teacher who uses 304 00:26:18,940 --> 00:26:21,460 Orton Gillingham based methods for early interventions. 305 00:26:22,080 --> 00:26:25,140 Meanwhile, at Cisco, we are closely assessing 306 00:26:25,140 --> 00:26:26,440 preschool students to address 307 00:26:26,440 --> 00:26:27,860 their developmental needs early. 308 00:26:28,480 --> 00:26:30,340 Our preschoolers have also been busy 309 00:26:30,340 --> 00:26:31,580 with the creative curriculum, 310 00:26:32,080 --> 00:26:34,700 balancing indoor and outdoor learning with activities 311 00:26:34,940 --> 00:26:37,900 like collecting acorns and leaves for classroom projects. 312 00:26:39,960 --> 00:26:43,360 Our student services across the schools deserve a closer look. 313 00:26:43,580 --> 00:26:45,880 Some highlights include at Stony Brook, 314 00:26:45,880 --> 00:26:53,720 Our, we've expanded access to our Wilson Certified Teacher and have continued to infuse our 315 00:26:53,720 --> 00:26:59,640 special education instruction into our general education classes. Our special education teachers 316 00:26:59,640 --> 00:27:06,000 have been trained in our new curriculum including interreading and IXL, which ensures that 317 00:27:06,000 --> 00:27:12,180 modifications for students with IEPs will occur. At the middle and high school levels, students 318 00:27:12,180 --> 00:27:16,220 showing progress now benefit from the consult model, allowing for more 319 00:27:16,220 --> 00:27:23,390 independence from our in-class support. And in the area of supporting student 320 00:27:23,390 --> 00:27:27,370 achievement through professional development, we've offered some 321 00:27:27,370 --> 00:27:32,030 comprehensive professional development across the district. Our child study team 322 00:27:32,030 --> 00:27:36,850 members received training on topics like supporting teacher aids in IEPs and 323 00:27:36,850 --> 00:27:41,970 maximizing student independence. Our counselors were trained on addressing 324 00:27:41,970 --> 00:27:48,150 anxiety, school avoidance, and using tools like the Columbia Suicide Severity Rating 325 00:27:48,150 --> 00:27:54,530 Scale. Teachers were provided the opportunity to learn strategies for differentiated instruction 326 00:27:54,530 --> 00:28:00,470 and working with paraprofessionals. All of these efforts continue to support our shared goal 327 00:28:00,470 --> 00:28:07,430 of improving student achievement. Towards that end, we continue to make efforts in the area of 328 00:28:07,430 --> 00:28:12,870 database decision making. Our power professionals have been trained to collect data on important 329 00:28:12,870 --> 00:28:18,010 learner behaviors, like task completion and following directions. This data informs 330 00:28:18,010 --> 00:28:23,510 IEP goals and guides our program planning. Additionally, our real-time platform is helping 331 00:28:23,510 --> 00:28:28,910 us analyze student performance data more efficiently, leading to informed decisions about program supports 332 00:28:28,910 --> 00:28:34,790 and referrals. In closing, I just want to say that we are proud of all the work happening 333 00:28:34,790 --> 00:28:39,410 across the district this fall and optimistic about the positive impacts the 334 00:28:39,410 --> 00:28:43,410 initiatives will have on our students. Together we're continuing to evolve and 335 00:28:43,410 --> 00:28:46,630 strengthen a supportive environment for all learners.