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From YouTube: Bethel Park School District Live School Board Curriculum Committee Meeting: August 9, 2022 (5 PM)
Description
August 9, 2022
A
D
E
A
A
G
We
also
are
going
to
hear
from
the
ims
principal
on
the
schedule,
change
committee
that
had
been
meeting
throughout
the
spring
and
some
of
their
recommendations.
One
of
the
big
recommendations
that
they're
going
to
try
and
pilot
this
year
and
we're
also
going
to
hear
about
a
program
invention
land
and
what
role
we
think
that'll
play
in
next
year
in
a
pilot
year
and
moving
beyond
that.
How
we'd
like
to
see
it
play
out
in
the
future.
G
All
of
this
again,
it's
important
to
emphasize
this
kind
of
falls
back
down
to
the
anchor
for
us
has
been
the
strategic
plan
and
specifically
the
bucket
of
curriculum
and
instruction
goals.
That
was
the
biggest
bucket
in
the
plan
and
there's
a
lot
we're
going
to
try
and
achieve
over
five
years
tonight,
you're
going
to
hear
about
three
baby
steps,
if
you
will
on
that
into
that
bucket.
So
let's
start
with
math
programming.
H
All
right,
I
want
to
thank
the
board
again
for
the
support
in
hiring
the
nam's
position
for
an
intervention
specialist
in
the
sixth
grade.
It's
been
a
long
time
coming
and
a
need
for
more
instructional
time
there
for
students
who
need
additional
time.
So
I
want
to
thank
you
for
taking
that
action
in
the
spring.
I
appreciate
that
effort
for
our
students
and
the
sixth
grade
teachers
are
are
grateful
as
well
to
have
that
time.
H
Also
in
looking
at
the
academy
of
math
in
ims,
we
thought
that
this
this
program
also
could
fill
a
need
there
for
those
students
and
so
we'll
be
piloting
it
in
grades
six
through
eight.
This
year
you
scroll-
this
is
a
tier
two.
Will
you
go
down
one
more,
a
tier
two
instruction,
and
what
that
means
is.
H
This
is
for
students
who
did
not
respond
to
the
core,
so
students
have
a
period
of
math
class
40
to
50
minutes
depending
on
the
building,
and
this
is
an
extra
40
to
50
minutes
of
math,
where
it
is
remediating
skills
that
they
did
not
gain
mastery
from
from
that
teaching
in
the
core
instruction.
So
we're
going
to
be
using
a
skill
based
approach
to
target
these
skills,
and
we've
talked
about
in
the
past
about
how
we
address
unfinished
learning.
It's.
H
We
don't
just
start
the
year
and
review
the
grade
before
to
try
to
catch
everybody
up.
We
address
those
skills
as
they
come
up
in
the
scope
and
sequence
of
the
current
school
year.
So
this
they
will
be
working
on
those
gaps
that
are
just
in
time
and
they
will
correlate
with
what
is
happening
in
that
core
instruction.
These
will
be
small
groups
and
even
within
the
small
groups,
it
could
be
four
to
ten
students
within
a
group.
H
H
The
maneuvering
the
middle
program
breaks
things
into
three
different
skill
levels
and
those
can
be
flexible.
So
in
one
unit
you
may
be
at
a
level
one
in
a
skill,
but
in
the
next
particular
unit
you
might
be
a
three,
so
it
changes
based
on
the
student's
need
in
that
particular
unit
and
maneuvering
in
the
middle
calls
them
clusters.
I,
from
a
curriculum
perspective,
use
the
word
unit,
but
we'll
use
the
words
unit
and
cluster
simultaneously.
When
discussing
this
program,
and
what's
nice
is
this:
they
have
built-in
progress
monitoring
tools.
H
I
will
say
this
program
was
built
by
teachers
and
it
makes
sense.
I
spent
the
day
today
with
our
interventionists
jennifer
mcdonough
at
nams,
jeff
lewis,
at
ims,
and
we
had
a
fantastic
worked
together
for
a
couple
hours
today
and
we
were
all
just
nodding.
Our
heads
like
this.
This
makes
sense.
This
is
well
organized
well
done.
It
integrates
with
schoology
everything
that
is
a
google
product
like
a
google
form
or
a
google
doc.
We
can
make
copies
and
customize.
So
we're
really
pleased
with
the
program
as
we
dive
in.
F
H
H
Yes,
so
at
nams
the
students
at
names
were
identified
based
on
how
they
performed
on
the
pssa.
We
did
have
some
students
who
opted
out
of
the
pssa
last
year,
so
we
also
had
map
scores.
We
had
two
pieces
that
we
could
look
at
there
and
course
grades.
Sometimes
it
comes
down
to
when
you're
looking
at
a
student
who's
on
that
cusp
in
in
in
that
building
it
they
will
be
on
a
six
day
rotation,
so
they
will
have
if
they
have
reading
and
math
intervention.
H
They'll
have
three
days
of
reading
and
then
three
days
of
math
three
days
of
reading
three
days
of
math.
If
they
only
have
math
they'll
have
three
days
a
foreign
language,
three
days
of
math
three
days,
a
foreign
language
and
it
goes
into
six
day
rotation.
Will
you
move
down
to
the
ims?
Slide.
Ims
works
just
a
little
bit.
Oh!
Thank
you
very
much.
Are
you?
Are
you
vanna?
Oh
it's
doug,
thanks
doug,
so
in
ims
it's
just
a
little
different.
The
students
were
identified
using
the
pssa
scores.
H
We
looked
at
below
basic
students,
but
also
some
basic
students
who
are
on
the
low
end
of
that
scoring.
They
will
have
it
every
other
day.
So,
in
addition
to
their
regular
math
class,
they
will
have
the
period
of
the
academy
of
math
every
other
day.
They
still
have
the
flexibility
to
take
things
like
foreign
language,
band,
orchestra
and
chorus.
So
nams
is
operating
on
a
six
day.
Rotation
ims
is
offering
on
an
even
odd
day,
rotation.
I
J
It
happened
this
year
for
the
purposes
of
the
remediation
program
and
the
enrichment
programs
that
she'll
be
talking
about
in
a
little
bit,
so
every
student
will
have
that
period
of
their
day
and
it's
really
that's
the
only
period
that's
operating
on
the
six
day
rotation,
so
the
kids
every
day
at
school
when
they
walk
in
on
the
announcements
it'll
be.
This
will
be
day
one
two,
three
four
five
six
and
I
did
it
for
scheduling
purposes,
to
make
it
even
throughout
the
year
so
they're
going
to
have
three
days.
J
Miss
figueroa
talked
a
little
bit
about
it,
but
basically
there's
four
different
groups.
They
can
be
in.
So
if
they
are
proficient
in
both
subject
areas,
they
will
be
in
three
days
of
the
enrichment
invention,
land
and
three
days
of
foreign
language,
which
gives
them
a
half
a
year,
foreign
language
and
a
half
year
invention
land.
If
they
are
deficient
in
one
area,
they
will
get
that
area
of
remediation
plus
the
foreign
language
class.
J
And
then,
if
they're
deficient
in
both
areas,
they'll
have
all
six
days
will
be
filled
with
three
days
of
remediation
in
each
area.
It
is
a
little
bit
different
scheduling,
wise
honestly.
It's
it's
been
complicated,
I'm
making
it
work
figuring
it
all
out,
but
it
is
a
little
bit
different
than
what
we've
done
in
the
past.
It
doesn't
really
impact
anything
as
far
as
the
building-wide
schedule
goes.
It's
literally
just
for
that
period.
For
those
kids.
J
I
Brand
new,
so
if
you've
never,
if
you've
already
had
a
kid
at
nams,
this
is
a
new
sixth
grade
schedule
compared
to
what
it
was
before.
That's
what
I
want
parents
to
understand.
I
noticed
it
immediately.
I
want
parents
to
understand
this,
that
this
is
all
new.
This
the
board
is
just
finding
out
about
this
at
this
meeting.
Also.
J
Yeah,
when
we
I
mean
when
we
talked
about
the
proposal,
this
was
included
within
it
to
do
the
rotation
and
everything,
but
I
mean
when
I
send
out,
I
send
out
examples
of
sched
anybody.
Who's
been
at
nams
before.
Obviously
anybody
new
to
nams.
This
is
just
going
to
be
what
it
is
anybody
who's
been
there
before
knows
the
scheduling
documents
and
everything
that
I
send
out
and
that
will
be
examples
of
what
a
schedule
will
look
like
everything
will
be
included.
I
J
Don't
it's
only
one
period
of
a
student's
day
is
going
to
be
that
six
day
rotation,
it's
not
like
the
unified
arts,
isn't
impacted
by
that
they're
still
nine
week
rotations
only
that
period,
and
it's
literally
just
for
scheduling
purposes
instead
of
doing
days
of
the
week
where
it
would
be
uneven.
You'd
have
three
days
of
remediation
and
one
and
two
days
of
the
other.
J
I
thought
it
made
more
sense
to
keep
it
across
the
board
and
that
way
we
can
also
maintain
the
the
half
year
of
foreign
language
for
all
the
students,
so
they're
able
to
get
all
four
languages
in
they're
getting
four
and
a
half
weeks
of
each
language
and
for
the
invention
land
program.
It
also
works.
E
J
It's
based
on
a
semester
the
program
that
we're
running,
so
it
will
allow
us
to
for
the
students
that
are
in
that
program
to
get
the
full
experience
of
that
program
too,
by
dividing
it
basically
they're
getting
a
half
a
year
of
whatever
they're
getting
of
the
four
programs,
whether
it
be
the
two
remediations,
the
invention,
land
or
the
foreign
language.
Everything
is
based
on
a
half
a
year.
We've
just
divided
it
in
three
day
sections:
two,
because
you
can
get
more
done
every
other
day
to
me
it
might
work
great
at
ims.
J
I
just
I
like
the
idea
of
having
the
three
days
in
a
row
where
you
can
get
in
some
continuity
and
things
like
that
right
now.
So,
and
it's
honestly
looking
I
mean
the
change
is
going
to
happen
when
sixth
grade
moves
up,
so
it
wasn't
that
far-fetched
to
kind
of
start
to
look
at
it
that
way
and
start
to
plan
for
the
future
as
well.
H
Will
you
advance
the
slide
doug?
You
can
go
to
nine,
so
just
a
brief
overview
for
how
the
program
works.
It
is
very
much
dependent
on
a
routine
for
students
and
student
students,
understanding
that
routine,
because
when
the
teacher
is
working
with
the
small
group,
they
need
to
be
uninterrupted.
The
students
have
to
know
the
routine
to
be
able
to
function
while
they're
working
on
that
work
independently.
H
So
it
starts-
and
we've
talked
about
number
sense
before
when
I
talk
about
math.
That
is
so
important
that
the
kids
have
the
opportunity
to
talk
about
numbers.
Talk
about
how
they've
solved
problems
hear
other
ways
that
students
are
solving
problems
and
justify
their
reasoning,
so
every
period
will
start
with
five
to
ten
minutes.
What's
nice
is
that
the
program
comes
with
a
number
sense
notebook,
so
it
tell
it.
They
know
the
number
sense.
The
number
talk
is
aligned
with
what
the
students
are
going
to
be
working
on
in
class.
H
It
has
prompts
for
the
teacher
to
know
how
to
prompt
the
students
thinking
how
to
prompt
their
questioning
and
push
them
towards
justifying
the
answer.
So
that's
what
students
do
right
when
they
walk
in
the
door?
Will
you
need
this
next
slide?
For
me,
please,
the
the
formative
assessment
piece
is
huge.
H
So,
at
the
beginning
of
each
cluster
unit
same
same
concept,
they
take
a
pre-assessment,
and
you
know
by
the
students
work
on
that
assessment,
whether
they're
going
to
be
a
one,
a
level
one,
two
or
three
in
that
particular
skill
and
in
that
sub
skill
within
the
cluster.
So
then
they
know
as
they
move
through
each
of
those
skills
which
level
of
activities
the
students
are
going
to
be
working
on
when
they're
at
the
small
group
and
when
they're
working
independently
and
then
at
the
end
of
each
assessment.
H
Did
the
pre-assessment
student
was
a
level
one?
Did
the
post
assessment
hoping
to
see
that
student
rise
to
a
level
two
or
a
level?
Three
and
what's
nice?
Is
those
progress
monitoring
sheets
came
prepared
for
us
with
all
of
the
units?
All
of
the
sub
skills?
All
we
have
to
do
is
enter
in
our
students,
names
and
the
principals,
and
I
will
be
able
to
keep
a
pulse
on
the
monitoring
of
the
effectiveness
of
these
courses.
C
H
H
We
did
some
training
in
the
spring
on
math
workshop,
so
the
students
have
access
to
different
games,
they
can
play,
we
do
have
access
to
exact
path,
and
so,
if
a
student
is
excelling
in
that
area,
when
they
took
the
map
growth
assessment
they're
going
to
get
a
path
that
is
unique
to
them.
So
they
could
utilize
that
at
that
point,
but
it
is
possible
that
a
student,
although
they've,
been
flagged
for
this
course
and
have
needs,
that's
not
to
say
they
don't
have
strengths
as
well.
H
F
H
Any
and
if
any
parent
who
is
enrolled
in
the
course
would
ever
like
to
see
the
digital
activities,
it's
not
like
exact
path
where
it's
computer
adaptive
there
are
for
each
cluster
and
each
skill.
They
are
digital
activities,
but
they
are
interactive,
slides,
so
students
may
be
dragging
and
dropping
things.
Students
may
be
typing
into
the
slides.
It's
not
the
same
as
a
computer
adaptive
program
where
you're
getting
tutorials
and
things
like
that
you're,
actually
manipulating
numbers
and
using
the
concepts
and
what's
nice
is
the
digital
activities
are,
are
tiered
as
well.
So.
H
Yes,
you're
interacting
with
the
technology,
but
it's
nice.
The
colors
are
gold,
green
and
blue.
So
if
you're,
the
all
the
activities
that
you're
doing
at
the
small
group
that
are
blue
are
for
the
level
one
group
all
of
the
slides
have
a
blue
column
along
them.
So
they
know
you
know
you
know
what
color
you're
in
for
that
particular
skill
and
it's
going
to
change
so
it
doesn't
mean
because
you've
come
to
this
instruction
that
you
know
you're
in
the
same
group
all
year.
H
What's
nice
about
the
the
number
talks,
the
way
that
that
book
is
set
up
when
the
teacher
starts
to
see
some
common
errors,
when
the
students
are
talking
about
the
problems,
they
can
really
make
a
note
of
some
of
the
misconceptions
that
they're,
seeing
some
error
analysis
that
the
students
are
having
collectively
and
use
those
things
to
guide
those
conversations
about
numbers
so
that
that
number
talk
is
going
to
be
really
really
important
for
engaging
the
students
in
explaining
their
thinking
and
pushing
their
thinking.
Next
slide
doug
some
keys
to
success.
H
Some
things
that
we
really
have
to
have
in
place
to
make
sure
that
this
program
is
successful,
advanced
preparation
of
materials
is
going
to
be
critical.
I
want
to
thank
stacey
klosek,
our
administrative
assistant.
She
has
been
wonderful
in
helping
prepare
the
materials
the
teachers
will
receive
their
materials
ready
to
go
as
far
as
all
the
colored
card
stock
copying,
all
of
their
all
of
the
materials
that
they
need.
Everything
that
is
digital
is
well
organized
for
them.
H
H
That
student
is
not
in
that
point,
they
need
to
be
if
they
haven't
seen
the
material.
It's
not
review,
it's
brand
new
material,
so
this
pairs
nicely
with
the
curriculum
mapping
initiative.
So
sixth,
seventh
and
eighth
grade
really
need
to
in
our
first
mapping
a
couple
mapping
sessions,
articulate
that
scope
and
sequence
and
communicate
with
the
interventionists
the
order
that
the
skills
are
moving
in
so
that
they
know
and
they're
going
to
be
moving
in
from
cluster
to
cluster
in
and
out.
F
Then
you
also
have
a
you:
have
a
backup
plan
if,
let's
say
students
in
intervention
for
some
reason,
it's
just
not
working
you're,
using
your
growth
tool
to
see
if
they're
actually
growing,
showing
growth
right
to
see
if
they're
actually
doing
better
and
if
they're
not,
then
what's
the
next
move,
if,
if
intervention
for
some
reason,
I
don't
know
what
the
reason
would
be
something's,
just
not
clicking
something's,
not
working.
What
would
we
do
next.
H
In
a
in
a
multi-tiered
system
of
support,
the
next
step
would
be
tier
three.
We
do
not
have
a
tier
three
instruction
instructor,
but
if
we're
starting
to
see
a
child,
who
is
not
the
court
instruction
they're,
not
getting
it
tier
two,
not
getting
it,
we
really
need
to
look
at
having
a
conversation
with
whether
it
be
a
learning
support.
Teacher
or
mr
dr
minch
miss
dr
shu.
You
know
is
this
this
particular
concept,
or
is
this
an
issue
that
is
larger
than
that?
H
Because
tier
three
is
very
very
explicit:
we
should
not
have
more
than
three
to
five
percent
of
our
students
who
really
need
tier
three
instruction
so
that
that
instruction
can
happen,
but
they
have
in
the
tier
two
instruction,
but
they
for
them
to
be
able
to
move
through.
They
need
to
really
be
focusing
on
the
core
instruction.
H
So
it's
really
a
collaborative
conversation
at
that
point
with
what
is
the
homeroom
teacher
seeing
as
well,
you
know
what
are
do
we
have
this
student
in
the
right
place
at
the
right
time
and
it
can
happen
just
like
the
student
who
comes
and
already
knows
everything
there
are
going
to
be
those
outlying
performances
that
we're
going
to
have
to
have
individual
conversations
about.
Thank.
H
I
H
J
So
each
of
the
three
core
math
teachers
will
work
with
some
of
their
own
kids
again
in
the
extra
period,
and
then
the
teacher
who
bit
into
the
position
for
the
math
is
math
certified
actually
and
she's
been
in
working.
Today,
she
was
in
the
building,
they've
been
getting
things
together,
working
together
to
get
all
this
going,
so
they
are
math
people
mass
certified
ready
to
go
excited.
J
I
I've
I've
honestly,
not
seen
this
much
summer
buzz
around
a
program
or
anything
in
a
while,
since
I've
been
here
really
so
I
think
having
them
seeing
them
all
in
the
building.
I've
seen
every
one
of
them
all
four
teachers
that
will
be
doing
the
math
remediation
were
in
my
building
in
the
last
two
three
weeks
doing
things
around
this
program
working
with
mandy
getting
everything
set
up,
so
they
are
math
certified
and
they're
all
excited
to
to
get
the
support
that
honestly
they've
been
asking
for
too.
E
H
H
So
any
teacher
teaching
a
seventh
or
eighth
grade
math
course,
science
course,
social
studies
course
they
have
to
be
certified
in
that
particular
content
area.
But
the
sixth
grade
interventionist
that
we
placed
in
this
position
who
will
likely
be
moving
to
ims
when
we
make
that
move.
She
is
a
certified
math
teacher.
She
is
not
just
an
elementary
k-6
certified
teacher.
She
does
have
that
content.
F
I
just
wanted
to
mention
one
thing,
so
the
teachers
that
are
coming
in
they
don't
have
to
come
in
during
this
time
correct
they
are
coming
in
on
their
own.
Will
I
just
want
to
give
a
shout
out
to
them.
Thank
you
so
much
for
doing
everything
that
you're
doing
that's
time,
away
from
your
family
and
time
from
other
things
in
your
life
and
you're
coming
in
here
and
you're.
F
G
So
the
the
board
will
get
we'll
get
you
a
progress
report,
as
things
are
moving
through
the
year
by
the
end
of
the
year,
give
you
a
full
update
on
it
and
if
it,
it
will
also
work
its
way
through
curriculum
council
as
well,
so
that
perhaps
by
the
end
of
the
year,
we
can
have
a
program.
Adoption
related
to
that.
I
think
we
heard
about
the
sixth
period
day
and
students
who
don't
need
the
remediation,
because
they
were
proficient.
H
The
invention,
land
education
course,
if
you
will
skip
to
oh
wait,
you're
fine,
I
can
kind
of
give
a
background.
I
don't
know
if
anyone
is
familiar
with
invention
land
as
a
company.
They
are
out
at
ridc
park.
They've
been
there
for
a
very
long
time,
but
essentially
they
are
an
invention
factory.
They
people
bring
their
ideas
for
to
make
an
invention.
They
bring
that
invention
all
the
way
through
the
design
process,
help
people
bring
that
product
to
market.
H
H
But
at
this
point
that
will
be,
we
are
prepared
with
all
of
those
materials
for
the
students
to
invent
with
low
tech
making
materials.
This
course
also
brings
a
lot
of
career
exploration
opportunities
in
as
they're
working
through
the
design
process
and
I'll
walk
you
through
that
of
all
the
different
careers
that
exist
in
fabrication,
whether
that
be
designing
digital
designing,
creating
things
whether
it's
computer
science,
if
you're
learning
to
code
there
are
a
lot
of
opportunities
that
come
up
for
the
kids
to
see
career
opportunities,
and
it's
it's
just
a
really
nice
side.
H
Piece
of
this
course
that
for
students
to
see
themselves
in
maybe
a
career
that
they
had
never
been
exposed
to
before,
you
can't
be
what
you
can't
see.
So
I
really
love
that
the
students
get
to
see
different
career
opportunities
here,
in
addition
to
the
grade
six
teachers
who
will
be
teaching
this,
we
are
going
to
train,
it
will
be
two
days
of
training.
We
are
also
going
to
in
train
the
tech
ed
instructors
in
grades.
Five
through
eight,
there
are
more
materials
in
this
platform
than
this
sixth
grade
enrichment
course
could
ever
use.
H
So
we
really
for
longevity
of
the
potential
for
this
program.
We
want
those
tech,
ed
instructors,
to
see
what
else
is
in
here
that
we
can
use
in
our
programs
to
give
us
keep
moving
towards
the
21st
century
in
those
courses
as
well.
So
the
focus
this
year
will
be
in
that
grade
six
course,
but
the
opportunities
are
there.
We
have
a
school-wide
license
that
includes
sixth
grade
seventh
grade
and
eighth
grade.
It's
an
ims
license
that
they
have
granted
to
us.
H
As
of
knowing
that
that's
our
future
configuration,
so
we
will
be
training.
Other
teachers
next
slide,
please
the
nine
step
method
of
inventing
I'll
briefly
walk
you
through
it.
You
can
go
to
the
next
slide,
doug.
So
the
first
three
steps
the
students
begin
the
class
by
thinking
about
maybe
problems.
They
have
so
maybe
a
problem
that
their
someone
in
their
family
has
something
that
they
feel
like
needs
a
solution
and
they
look
at
what
they
could
possibly
invent
to
to
solve
that
problem.
They
also
learn
about
copywriting
your
idea.
H
So
that's
really
stage.
One
is
what
is
what
is
the
problem
that
I
want
to
solve?
How
do
I
protect
my
idea?
The
next
step
is,
then
they
research
their
idea,
and
sometimes
this
is
interesting
for
kids
when
they
find
the
product
already
exists.
So
if
the
product
already
exists,
do
I
have
a
way
to
make
it
different?
Do
I
have
a
way
to
make
it
better?
But
if,
at
that
point
you
can't
do
either
of
those
things
you're
going
to
go
back
to
the
drawing
board
that
that
solution
already
exists.
H
So
it
starts
that
thinking
cycle
of
iteration,
where
it
you
may
not
have
the
right
answer.
The
first
time
you
try,
so
they
do
some
research
on
that
then,
when
they
find
their
idea,
and
they
know
that
it
is
not
exactly
out
there
as
they
want
to
do
it.
They
start
brainstorming
on
how
they
want
to
solve
that
problem
and
what
that
could
look
like
you
move
forward
for
me,
doug
and
steps
four
and
through
six
are
really
the
really
really
hands-on
piece
of
this,
where
they're
making
their
design.
H
So
they
start
with
sketching
they're
just
br.
You
don't
have
to
be
an
amazing
artist
to
sketch,
but
it
is
important
that
you
start
to
sketch
those
things
out
and
you
get
your
ideas
visual
out
in
front
of
you
and
that
you
are
sharing
with
someone.
This
course
is
best
done
in
groups
in
small
groups.
They
really
encourage
that
students,
collaborate-
that
is
a
great
skill
for
the
workforce,
so
after
they've
decided
on
their
design,
they've
sketched
it
out.
They
start
to
build
it.
H
What
I've
seen
that
has
been
wonderful,
as
this
course
went
on,
was
that
this
is
where
we
really
started
to
see
a
real
world
use
for
the
tools
we
had
when
we
first
were
introduced
to
this
course.
In
my
current,
in
my
former
experience,
we
had
laser
engravers
and
3d
printers
and
they
weren't
necessarily
being
used
for
curricular
application.
Kids
were
making
key
chains
and
fun
little
things,
but
when
we
got
to
this
step,
five
kids
could
really
start
to
create
what
they
may
need
to
make
their
invention.
H
So
the
expectation
for
the
sixth
grade
this
year
is
low
tech,
but
it
has
a
lot
of
possibility
along
the
way
that
we
can
start
really
creating
the
tools
and
creating
the
items
that
we
need
to
make
these
inventions
six
step.
Six.
Is
your
drafting
you're,
really
fine
tuning
that
prototype
and
getting
it
to
where
it
works,
and
you
are
satisfied
that
it
solves
the
problem
that
you
are
attempting
to
solve.
H
The
last
step
is:
is
a
lot
of
fun
for
the
kids,
it's
the
storytelling,
believe
it
or
not.
You,
maybe
you
do
know
this,
but
package
design
is
a
huge
career
if
you've
ever
seen
like
your
child,
gets
an
lol
doll
or
the
bark
box
or
things
you're.
Getting
a
lot
of
thought
goes
into
package
design
and
why
things
are
designed
that
way.
So
it's
important
and
the
students
spend
time
designing
a
package
that
appeals
to
the
customer.
H
They
have
to
be
able
to
communicate
your
idea
if
you
have
a
good
idea
and
you
can't
sell
it,
that's
a
problem,
so
the
students
really
work
hard
to
prepare
a
pitch
so
that
they
can
share
their
idea
and
try
to
sell
it,
and
that
is
putting
it
all
together.
Is
that
final
piece
is
the
pitch,
so
imagine
the
shark
tank.
When
you
come
with
your
idea
and
you're
trying
to
sell
it,
you
can
actually
skip
two
slides
for
me
doug
and
go
to
nine.
H
This
was
really
my
favorite
part
of
the
course
when
we
did
it,
and
that
is
when
the
students
do
the
pitch.
So
our
students
can
compete
in
a
regional
contest
at
invention
land.
So
we
will
select
up
to
three
groups
of
students
that
can
go
out
and
pitch
in
that
contest
there
so
to
decide
who
moves
on
to
regionals.
H
We
will
have
a
local
contest
within
the
district,
so
that
would
be
in
april
we
will
get
together
some
community
members,
some
people
that
work
with
us
and
if
board
members
wanted
to
participate
and
we
like
to
help
the
kids
prepare
for
their
pitch
at
the
end
of
the
year.
So
we
give
them
feedback
on
things.
They
can
do
better.
H
There
are,
though,
that
is
our
plan
for
the
sixth
grade
course
for
the
enrichment
course,
but
the
reason
that
we
want
to
train
tech
ed
is
because
there's
a
lot
of
long-term
options
and
something
that
you'll
hear.
Often
in
steam,
education
is
low
floor
high
ceiling,
it
means
our
point
of
entrance
is
really
easy
to
accomplish
hot
glue.
Cardboard,
no
problem.
We
can
launch
that,
but
there
this
can
go
grow
astronomically
into
much
more
high-tech
things
and
a
much
more
cross-curricular
experience.
H
So
these
are
three
of
the
modules
that
are
also
included
that
we
could
use
in
other
classes
and
I'd
really
like
to
up
for
us
to
explore
this
year.
The
321
production
resources
walks
students
through
doing
a
complete
infomercial,
so
it
teaches
them
how
to
do
storyboarding
media
production
post-production.
H
H
So
that's
3d,
printing,
laser
cutting
vinyl
cutting
coding,
electronics
and
stop-motion
animation
and
ms
sutton
and
I
have
been
really
in
awe
of
the
makerspace
design
for
ims
and
the
plans
for
that
new
space
and
there's
also
some
potential
for
it
to
move
into
the
business
departments.
I
judged
the
con
the
regional
contest
this
year
because
I
was,
I
didn't,
have
any
schools
in
it.
H
I
won't
be
able
to
judge
anymore,
but
what
one
school
had
did
was
they
were
working
with
their
business
department
and
the
kids
designed
websites
to
advertise
their
products,
so
you
brought
in
a
whole
other
level
of
skills
for
website
design,
marketing
campaigns.
There
were
students
who
were
actually
selling
the
the
students
who
had
made
a
whole
innovative
design
of
a
scrunchie
that
doesn't
break
your
hair.
They
were
selling
them
in
their
school
off
of
their
website.
H
F
So,
by
running
these
by
running
math
intervention
invention
land
now
over
the
next
year,
or
so
we
will
be
kind
of
future
proofing
ourselves
right.
Maybe
you
can
kind
of
explain
how
this
like
just
all
comes
together
so
because
you
know
we're
looking
at
nams
we're
looking
at
ims
kind
of
separately.
I
I
think
if
you
can
just
quickly
explain
what
we're
doing
like
for
that
time
period
where
sixth
grade
comes
over,
we
have
you
know
the
elementary
center
will
be
there
and
we're
future
proofing.
If
you
can
just.
H
Yeah,
absolutely
so
the
way
that
the
departments
are
set
up.
We
do
have
middle
school
departments,
so
we
have
a
middle
school.
Well,
technology
education
is
k
through
12.,
so
those
tech,
ed
teachers,
when
we
have
department
time
they
are
always
working
together.
So
right
now,
when
we
have
department
time
the
sixth,
seventh
and
eighth
grade
tech,
ed
teachers
will
be
able
to
have
time
to
not
only
train
together
on
this
course,
but
also
have
time
to
talk
about
what
are
you
trying?
H
What
are
you
using
so
that
department
time
is
very
critical
same
thing
with
the
middle
school,
there
is
a
middle
school
math
department,
so
those
the
teachers
that
will
be
teaching
the
intervention
at
ims.
Although
one
is
at
nams
right
now,
they
are
already
collaborating
together,
knowing
that
the
future
of
the
program
is
six
through
eight
and
so
that
department
time
is
critical
for
us
to
allow
those
teachers.
You
know
common
planning.
G
H
G
We
at
the
introduction
of
tonight's
curriculum
committee
meeting.
I
talked
about
the
connection
to
the
strategic
plan
and
in
the
course
of
your
presentations
I
heard
problem
solving.
I
heard
a
little
bit
about
communication
requirements.
So
could
you
highlight
for
us
21st
century
skills
that
you
think
would
come
from
the
invention,
land
curriculum.
H
Absolutely
so
the
the
interesting
thing
about
the
in
the
invention,
land
course
is
that
the
teacher
is
a
facilitator.
The
teacher
is
not
coming
in
every
day,
there's
great
materials
to
guide
them
through
the
lesson,
but
once
the
students
have
chosen
their
design
you're
facilitating
all
of
these
different
projects
within
the
classroom,
everybody's
doing
something
else,
you
really
have
to
manage
your
learning.
The
tools
are
there
to
guide
you
and
scaffold
you,
but
you
have
to
be
able
to
regulate
yourself
as
you
move
through
those
levels
of
the
design
process.
Self-Management
is.
H
Self-Regulation
is
definitely
something
those
executive
functioning
skills
that
kids
need
in
the
workforce,
they're
going
to
fail
being
fully
honest
when
they
meaning
when
they
design
something.
There's
there's
a
very
strong
chance
that
the
first
time
they
design
it
it's
going
to
fail,
and
that
can
be
very
frustrating
experience.
They
have
to
go
back.
Why
didn't
it
work?
What
can
I
do
to
make
it
better?
H
You
know,
and
even
when
you
get
feedback
from
someone
and
you
you
know
it's
easy
to
love
your
own
work
and
your
own
ideas,
but
when
you
have
to
share
that
idea
and
communicate
to
someone
else
and
put
yourself
out
there
in
that
vulnerable
place,
you
then
have
to
learn
how
to
understand
what
constructive
criticism
is
and
how
to
take
that
and
use
it
to
improve
your
design
and
improve
your
work.
So
it's
oozing
of
creativity.
H
The
whole
thing
is
just
naturally
oozing
in
creativity,
you're,
self-managing,
you're,
self-regulating
you're,
collaborating
with
others,
you're
learning
that
failure
is
an
opportunity
to
learn
you're
accepting
feedback.
It
really
is
in
my
20
years
of
education,
one
of
the
most
incredible
experiences
that
I
have
seen.
Students
go
through
and
they
thrive.
They
they
want
to
be
in
the
course
we've
even
seen
it
have
impact
on
attendance
that
they
want
to
be
there.
They
want
to
get
that
project
done.
They
want
to
make
it
better.
H
When
we
ran
the
course
at
high
school
kids
wanted
to
take
the
course
twice.
I
have
a
different
idea.
I
can
be
better
this
time,
but
it
really
brings
out
some
intrinsic
motivation
because
a
lot
of
times
you
know
we're
a
public
edu
public
institution.
We
have
to
teach
the
standards,
they
tell
us
what
to
teach.
J
Just
to
add,
I
mean
one
of
the
couple
requests
that
I've
got
is
the
math
remediation
has
been
around
since
for
the
seven
and
a
half
years.
I've
been
here,
but
the
other
piece
is
a
lot
of
people
want
enrichment
and
kids
don't
get
enough
of
it
in
a
sense,
and
I
think
this
provides
that
opportunity,
because,
honestly,
what
she
just
described
is
very
much
like
our
gifted
program.
To
be
honest,
what
mr
yost
does
in
my
building
with
the
gifted
program
and
he'll,
be
one
of
the
teachers
working
with
invention
land
as
well.
J
It
really
provides
these
kids
an
opportunity
to
excel
in
different
areas,
and
I
think
that's
the
piece
that
I
like
the
most
about
it.
The
administrators
a
few
about
a
few
years
back,
got
to
go
on
a
tour
of
invention
land
and
we
got
to
walk
around
and
take
it
all
in
and
everything,
and
it
was
very
interesting
to
me
at
the
time
and
then
when
mandy
brought
her
experience
here
and
said
hey.
J
This
is
something
I
I
jumped
at
the
opportunity
because,
like
I
said,
I
get
a
lot
of
parents
wanting
their
kids
to
be
pushed
in
different
directions,
and
I
think
this
can
challenge
the
kids
and
really
I
want
the
kids
to
fail.
I
want
them
to
go
through
that
process,
because
that's
that's
a
lot
of
kids
struggle
with
that
now
and
and
really
put
them
in
positions
where
they
have
to
do
all
this
public
speaking
and
all
these
different
aspects
of
education
that
are
going
to
come
with
this,
you
have
math
you
have
reading.
J
You
have
science,
social
studies,
everything
and
all
those
other
skills
that
are
beyond
the
classroom
that
I
think
that
we
lose
a
lot
of
in
our
are
striving
to
be
the
best
in
a
lot
of
areas.
Sometimes
we
lose
those.
So
I
think
this
this
program
is
going
to
offer
that
to
a
lot
of
kids
and
a
lot
of
kids
are
getting
an
opportunity
to
participate
in
it.
So
I
really
do
think
it
meets
a
lot
of
needs
and
provides
an
opportunity
for
enrichment
for
a
lot
of
students.
H
And
my
hope
is
that
it
becomes
something
that
is
not
just
an
enrichment
course
that
it
is
something
that
is
infused
through
our
tech,
ed
programs,
cross-curricular
opportunities
for
steem.
These
are
skills
that
are
not
necessarily
just
for
students
who
need
enrichment.
These
all
of
the
students
are
going
to
need
these
skills
for
the
workforce,
so
this
met
a
need
for
us
as
far
as
an
enrichment
course
goes,
but
by
including
others
in
the
training.
We
hope
that
this
allows
an
equitable
access
to
innovation,
as
we've
moved
on
into
years
to
come,.
G
F
H
These
are
the
kind
of
things
that
we're
considering
in
the
building
of
the
new
space.
This
is
creativity
and
critical
thinking
and
innovation.
It
it
five-year-olds,
are
curious
and
they're
not
afraid
to
fail,
so
you
want
to
get
them
while
they're
young,
and
so
we're
really
taking
these
things
into
consideration
as
we're
designing
the
elementary
not
only
building,
but
also
the
programming.
G
I
heard
mrs
figlioli
invite
members
of
the
board
if
you
want
to
be
on
the
shark
tank
panel,
we'll
we'll
let
you
know
when
that's
happening.
The
last
piece
of
tonight's
agenda
is
another
presentation
from
the
middle
school.
Mrs
sutton
is
here
to
talk
about
the
findings
from
her
scheduling
committee.
She
had
teachers
working
throughout
the
spring
to
consider
alternatives
to
the
current
schedule
at
ims
here,
she's
going
to
share
for
the
first
time
publicly
in
this
year's
bell
schedule
at
ims.
G
D
Okay,
so
in
the
spring
we
had
a
scheduling
committee
that
met
through
a
group
of
teachers
through
the
federation
and
looked
at
the
schedule
that
they
had
used
in
the
past.
They
examined
also
other
schedules
from
other
middle
schools
all
over
to
look
at
some
options
for
encouraging
more
enrichment
and
remediation
across
the
board.
So
we
we
have
special
classes
built
in
for
enrichment
and
remediation,
but
we
were
looking
for
a
way
to
offer
it
to
all
students.
D
D
Now
they
will
report
to
first
period
and
there
was
a
lot
of
conversations
over
the
best
place
to
fit
it
time.
There's
pros
and
cons
to
just
about
whether
you
put
a
first
thing
in
the
middle
in
the
end
and
they
they
landed
on
doing
it
after
second
period.
So
in
order
to
implement
independence
time,
we
went
from
42
minute
periods
to
41
minute
periods.
So
in
this
pilot
year,
independence
time
will
be
18
minutes.
So
what
will
happen?
D
Is
students
will
be
scheduled
in
independence,
time
classroom
and
they
will
have
the
ability
to
sign
out
to
different
areas,
so
it
might
be
something
like
they
were
in
science
class
and
they
the
the
period
ended.
They
didn't
understand
a
concept.
They
would
go
up
to
the
teacher
and
say:
am
I
able
to
come
down
tomorrow
during
it
time,
or
maybe
the
teacher
says
to
them.
You
know
I
see,
maybe
you
were
struggling
with
this
assignment.
D
If
you
could
come
down
and
see
me
during
it
time
they
put
them
on
a
spreadsheet,
and
during
that
it
time
students
are
able
to
go
to
whichever
area
that
they
need.
Some
extra
help
some
extra
time
if
they
are
all
caught
up
with
anything,
we
talked
about
possibly
bringing
intramurals
back.
That
was
something
that
was
lost
during
covid
and
it's
something
that
was
an
exciting
part
of
the
middle
school
experience.
D
The
goal,
like
I
said,
was
to
provide
a
more
structured
environment
for
enrichment
and
remediation
for
all
students,
and
it
is
academically
driven,
but
it's
also
in
a
secondary
fashion
to
meet
the
needs
for
any
clubs
or
activities
that
they
have
done
in
the
past
during
homeroom.
It
just
changed
the
schedule
around
slightly.
F
So
maybe
we
could
highlight
this
so
a
regular
ads,
correct
me
if
I'm
wrong,
so
a
regular
ed
student
has
a
little
bit
more
of
an
opportunity
now
to
go
to
a
teacher
if
they
are
struggling
because
our
special
education
students
they
they
get
intervention
time
or
they
get
time
with
their
special
education
teacher.
Am
I
correct
on
that?
So
so,
finally,
let's
just
say
you
know
that
that
typical,
regular
ed
kid
that
doesn't
get
maybe
extra
supports.
D
They
work
they
work
with
kids,
wherever
they
can
fit
it
into
the
day,
but
this
provides
an
opportunity
that
they
could
go
up
during
it.
Time
and
teachers
would
be
able
to
reach
out
to
students
or
students
would
be
able
to
reach
out
to
their
teachers
and
ask
for
additional
help.
So
we
think
it's
going
to
be
a
really
positive
experience.
D
The
scheduling
committee.
We
will
start
one
up
again
at
the
beginning
of
the
year
to
revisit
this
pilot
and
also
continuing
it
on
into
next
year
to
look
at
integrating
sixth
grade
into
the
building
as
well.
So
this
is
just
the
first
time
that
a
scheduling
committee
is
meeting,
but
it's
not
going
to
be
the
last,
because
we
have
a
lot
of
changes
coming
in
the
future
as
well.
F
A
Three
times
that's
on
them
just
again,
I
think
we
understand
the
flexibility
in
that
time
for
the
student
to
choose
what's
best
for
them
at
that
time.
Perfect.
Thank
you
for
anything,
but
there
will
be
some
recreational
component
or
enrichment
component
that
again
the
kid
can
pick
up
on
academics
if
they
choose.
G
So
wrap
that
one
up
the
same
way,
I
wrapped
up
the
other
two.
Is
that
we'll
be
able
to
report
back
to
the
board
at
the
end
of
the
year
on
progress,
which
then
gives
me
an
opportunity
to
say
to
the
administrators
here?
First,
thank
you
for
putting
these
presentations
together
more
than
that
getting
us
to
be
able
to
share
this
with
the
board
these
baby
steps,
as
I
describe
them
closer
to
achieving
our
full,
the
fullness
of
the
strategic
plan.
G
I'll
ask,
though,
because
we
haven't
had
this
conversation
yet
either-
is
that
you
think
about
after
tonight
how
you'll
measure
these
program
success
and
I.t
time
and
the
math
intervention
and
the
invention
land
and
we're
not
just
looking
for
necessarily
as
a
achievement
impact
on
achievement.
While
that's
interesting
and
important,
we
also
want
to
know
the
impact
on
the
students
experience.
I
G
That
is
a
really
important
part
of
our
strategic
planning
goal
that
students
are
feeling
connected,
respected
and
valued
in
the
school.
So
how
can
we
measure
that,
by
virtue
of
the
participants
in
the
invention,
land
course
or
the
you
know
how
I
t
time
to
help
kids
feel
you
know
more
independent
in
their
independence
and
choosing
what
to
do
at
that
time?
Okay,
so
think
about
measurements,
so
that
you'll
be
able
to
talk
about
the
changes.
Okay,.
A
And
benchmarks
through,
and
then
you
kind
of
mention
it
that
you
know
we'd
be
looking
each
grading
period
so
forth.
But
again
I
imagine
somewhere
down,
as
we
get
more
in
the
media
that
we'll
also
be
looking
to
see
with
our
our
community.
Our
families,
as
the
parents
side,
would
be
their
thoughts
of
it
too.
C
Yeah
agreed,
I
think
this
all
sounds
fantastic.
I'm
really
excited
for
invention
land,
I'm
pretty
jealous
that
I
didn't
have
that
in
sixth
grade,
because
I
definitely
would
have
loved
it
and
did
get
something
similar
till
college.
Actually,
so
I
think
that's
a
good
indication
that
my
chemical
engineering
program
has
something
that
sounds
rather
similar
to
what
we're
offering
in
sixth
grade,
and
I
think
the
the
18
minute
independence
time
will
be
fantastic
too.
C
I
mean
I
can
think
of
how
many
times
I
wish
that
my
schedule
just
coincided
with
my
different
teachers
and
that's
often
a
big
hurdle
that
students
have
to
jump
through
just
getting
the
time
with
the
teacher
available.
So
I
think
that'll
be
really
beneficial.
I
appreciate
all
your
time
that
you
put
into
this.