►
Description
May 24, 2022 - 5:00 PM
A
B
D
A
D
C
C
C
C
With
that,
I
guess
they
were
perceiving
that
schools
could
go
a
lot
of
different
directions
when
you
talk
about
the
future
of
learning,
and
so
this
was
a
very
productive
and
interesting,
healthy
discussion
with
the
administrators
to
generate
this.
This
list
of
descriptors
these
terms-
and
this
is
what
we
presented
to
them
and
I
wanted
the
board
to
see
this
is
probably
the
first
little
baby
step
in
what
will
be
a
very
long,
very
careful,
thoughtful
process
of
designing
and
remaking
education
in
bethel
park,
including
designing
a
new
elementary
center.
C
C
It's
it's
going
to
we've
kind
of
raised
their
game
a
bit.
We've
increased
the
expectations
about
what
we
need
from
these
folks
to
help
be
the
leaders
of
their
department,
which
will
then
help
us
move
the
needle,
so
to
speak
in
our
curriculum,
so
items
three
and
four
on
that
list:
reference
the
facilitators
and
some
of
their
primary
responsibilities.
C
C
Allow
me
to
explain:
we
are
going
to
bring
together
our
facilitators,
administrators
and
other
representatives
from
the
district
to
serve
on
a
curriculum
council,
and
that
council
will
be
the
group
by
which
all
curriculum
changes
we're
going
to
call
them
program.
Change
proposals
will
be
filtered
and
we'll
come
through
the
council
for
a
good
discussion,
an
analysis,
an
evaluation
and
a
recommendation.
C
It
is
my
hope,
expectation.
I
think
that
we
would
have
a
representative
from
the
board
sitting
on
curriculum
council
so
that
when
these
motions
come
before
the
board,
that
representative
from
the
curriculum
from
the
board
can
speak
to
the
the
the
ideas,
the
goals,
the
objectives
of
those
proposals
that
are
coming
forward.
C
Let
me
take
you
back
briefly
to
the
previous
project
process.
It
would
be
that
the
administration
saw
a
need,
so
we
would
post
for
a
curriculum
review
committee.
Teachers
would
sign
up
to
do
that.
Work
spend
the
better
part
of
a
year
in
analysis
and
evaluating
writing
up
a
complete
report
of
their
findings.
C
So
the
difference
now
will
be
that
the
curriculum
council
will
have
that
first
whack
at
decision
making
and
and
feedback
that
group
will
will
provide
all
that
first
level
reaction
and
comment
and
feedback
to
the
to
the
authors,
to
the
committees
to
the
to
the
department
and
then,
by
the
time
it
gets
to
the
board
at
the
end
of
the
process.
You
can
know
it's
been
thoroughly
vetted
thoroughly
reviewed,
discussed
and
if
we
can
have
a
board
representative
there,
then
that
person
could
represent
back
to
the
board
that
this.
C
A
Would
it
make
sense-
or
maybe
this
is
the
what
having
somebody
from
the
board
on
the
committee
would
help
us
do,
but
does
it
make
sense
to
have
milestones
along
the
way,
even
of
that
first
year,
to
maybe
have
some
check-ins
to
say,
hey
we're
heading
in
the
right
direction.
Just
so
we
don't
get
too
far
down
the
path
and
then
run
into
you
know,
especially
on
some
of
the
you
know,
sensitive
issues
we've
been
dealing
with
lately.
You
know,
rather
than
invest
a
whole
year
a
time
and
then
find
out.
C
So
that's
a
great
concept
level
right
down
next
level.
I
appreciate
the
question
because
it
gives
me
a
chance
to
comment
on
the
timing
of
this
process.
As
you
heard
me
say
a
year
to
study,
come
back
and
present
their
findings
and
another
year
to
write
so
before
we
actually
make
change
it's
easily.
Two
years
out
from
the
start
of
that
committee
work,
we
envision
the
curriculum
council
meet
four
times
a
year.
C
Okay
and
proposals
can
come
at
any
point
during
those
four
four
sessions,
so
you
could
bring
one
forward
and
at
an
august
meeting
give
you
feedback.
You
come
back
again
in
the
december
meeting,
give
you
the
blessing
to
move
forward.
It
comes
to
the
board
for
funding
and
approval,
or
it
goes
back
for
more
revision.
So
it's
a
much
more.
I
think
timely
and
expeditious
process
right.
Okay
and
it
you
know
you
don't
have
to
make
it
if
you're
not
ready.
You
don't
have
to
be.
C
At
the
december
meeting,
you
can
defer
until
you're
ready
to
bring
your
ideas
forward,
yeah,
okay,
okay,
so
in
that
number
five
one
other
thing
to
point
out
is
that
program.
Change
proposal
process-
and
I
describe
it
here
for
you
with
a
list
of
10
things
that
would
be
included
in
a
proposal,
some
very
specific
expectations
of
what
they're
going
to
bring
forward
about
their
proposals.
What
will
change
what
else?
This
will
impact
costs
professional
development
that
would
be
necessary
want
the
complete
picture
of
this
change
as
it
comes
through
the
curriculum
counsel
process.
C
C
I
had
the
opportunity
to
talk
about
these
things
with
the
elementary
teachers
and
emphasize
some
important
points
that
often
get
forgotten,
and
particularly
when
you
don't
do
a
lot
of
curriculum
work
for
years.
You
lose
track
of
the
fact
that
one
of
the
primary
responsibilities
of
a
board
is
to
approve
and
adopt
the
curriculum
and
that
teachers
don't
really
have
what
they
think
of
as
academic
freedom
or
discretion.
C
To
put
things
in
at
at
will-
and
this
is
an
important
change
that
we
want
to
hold
and
hold
to
so
we
don't
have
teachers
just
doing
what
they
needed
to
do
out
of
necessity.
Over
the
years,
it's
going
to
be
a
more
robust
and
careful
process
again
and
emphasize
that
it
does
fall
back
on
the
board's
responsibility
to
approve
these
changes.
C
We,
as
mentioned
we're
thinking
about
what
they'll
be
happening
four
times
a
year,
one
leading
into
the
school
year,
one
around
december
and
then
springtime
and
and
end
of
the
school
year
would
be
roughly
the
sequence,
probably
for
the
admin
side
of
it.
It'd
be
an
all-day
thing,
but
for
the
teacher
side
of
it
would
do
elementary
program
change
proposals
first
and
then
send
those
folks
back
to
their
classrooms
or
bring
the
middle
school
folks
in
and
then
follow
with
the
high
school
folks.
C
C
D
A
C
Yeah,
that's,
I
think
we're
really
excited
about
that.
We're
really
close.
I
expect
our
plan
is
to
roll
out
the
teachers
on
june
6th
so
that
we
saw
the
the
sort
of
the
skeleton
framework
of
the
system
a
couple
weeks
ago
and
then
now
we're
uploading.
The
teachers
uploading
the
courses
getting
the
titles
in
there
and
so
forth
by
june
6.
A
C
It
could
okay,
it
could
so
it
it's.
Everybody
will
have
a
three-stage
component
to
their
curriculum
map.
The
first
stage
is
is
clarifying
what
is
to
be
taught
what
are
the
goals,
and
we
have
a
couple
of
fields
in
that
section
of
it
for
teachers
to
really
think
deeply
about.
Why
they're
doing
that
content?
What
are
the
essential
questions?
C
C
C
What
the
system
enables
us
to
do
is
to
then
take
it
to
the
next
level
and
have
teachers
also.
It
include
lesson
plans
drawn
from
the
map
from
stage
three
and
put
together
daily
lesson
plans
that
is
100
possible
for
teachers.
Our
expectation
through
this
initial
process
is
to
get
all
the
course
curriculum
in
there,
so
that
the
the
analytics
can
be
used
appropriately
and
effectively
right.
C
Yeah,
I
think
our
expectation
would
be.
We
really
haven't
confirmed
this,
but
our
expectation
is
what
I
talked
about
in
stage.
One
would
be
on
the
on
a
public
portal,
so
you're
taking
up
any
any
course.
You
can
log
in
and
see
what
are
the
essential
questions?
What
are
the
big
ideas?
What
are
the
list
of
knowledge
and
skills
you're
going
to
have
to
have?
We
won't
put
the
assessments
or
the
learning
progressions
on
the
web,
but
the
stage
one
will
be.
F
C
Yes,
correct
for
the
rest
of
the
board.
Udl
refers
to
universal
design
for
learning.
If,
if
it
sounds
familiar,
it's
because
it's
in
our
strategic
plan,
we
had
a
goal
established
by
the
curriculum
committee
that
we
would
train
our
teachers
on
this,
which
we'll
call
it
a
sort
of
a
foundational
ground
level,
format
of
intervening
to
support
all
students,
accessibility
to
the
curriculum
and
finding
ways
to
connect
content
to
students.
C
And
so
we
we've
already
started
that
work
with
some
training.
Thanks
to
our
curriculum
coordinators
tonight,
they
they
could
tell
you
a
lot
about
the
training
and
where
we
are
with
that
rollout,
but
we
also
included
a
whole
cell.
I
can't
think
of
a
better
word,
but
a
whole
section
in
atlas:
the
mapping
system,
where
teachers
can
identify
those
elements
of
the
universe,
without
universality
of
the
curriculum
that
they've
included
in
their
in
their
content.
C
C
Hear
that's
okay.
She
was
just
saying
that
udl
and
ubd
are
two
acronyms
that
really
are
going
to
intersect
over
the
next
years,
because
we're
going
to
use
them
pretty
free
and
fluidly
ubd
is
the
framework
we're
following
for
our
curriculum
map
and
udl.
Is
that
universality
of
the
design
that
it's
accessible
for
everybody.
C
C
C
G
C
It
could
be
an
issue
because
if
something
new
is
introduced
one
month
with
feedback
given
to
the
to
the
department
and
the
next
time
you
come
back,
there's
a
revision
and
it's
a
different
representative
from
the
board.
There
could
be
a
catch-up
period,
but
I
don't
want
to
just
trying
to
be
inclusive
here.
C
We
did
we'd
have
to
get
the
clearance
because
we
negotiated
the
size
and
the
scope
of
the
committee
during
the
negotiation
process
for
the
cba,
and
we
said
that
we
would
have
a
board
representative
participate
and
I
was
I
wasn't
thinking.
We'd
have
this
many
volunteers.
I
guess
I
should
have
otherwise.
I
understood.
C
A
C
A
Up
to
you,
though,
I
think
that
I'm
not
sure
what
you're
envisioning
the
role
of
the
board,
but
I
think
it's
more
of
kind
of
to
just
kind
of
inspect
the
process.
You
know,
I
imagine
it's
going
to
be
other
people
in
the
room
who
are
more
the
experts
on
the
content.
You
know,
but
I
think
we'd
be
there
more
from
just
inspecting
the
process.
C
Involved
so,
let's
I'll
use
as
a
recent
example,
we
had
a
program
change
proposal
in
its
old
format,
which
was
the
social
studies
department
evaluation.
Quite
lengthy
lots
of
courses
were
being
reviewed
and
board,
had
lots
of
concerns
and
questions
that,
ultimately,
it
was
at
the
end
of
their
work
before
you
got
a
chance
to
see
it
and
ask
your
questions
like
any
changes
or
revisions.
They're
done
they.
C
That
committee
did
their
work,
they
wrote
it,
they
submitted
it
and
I'm
pretending
to
wash
my
hands
if
I
wasn't
holding
a
microphone,
so
I
I
would
more
than
just
being
a
passive
observer.
I
think
you
would
want
to
be
able
to
say
wait
this.
I
got
a
concern
about
this
elective
that
you're
being
that
you're
proposing
knowing
what
I
know
about
our
community
and
the
values,
etc.
C
Right,
yeah,
okay,
so
yes,
I
I
would
I'd
say
more
than
I
mean
we
don't
want
you
to
to
feel
like
you
have
the
the
ultimate
pressure
of
the
singular
decision,
where
there's
going
to
be
a
a
group
consensus
at
that
level,
but
I
also
don't
want
things
to
come
out
of
council.
That
would
get
defeated
at
the
board
level
because
nobody
from
the
board
spoke
up.
D
C
All
right:
well,
we
can
think
about
that.
We
don't
have
any
motions
tonight
to
nominate
it's
just
a
point
of
consideration,
introduction
for
the
board
and
you
can
think
that
through
and
make
a
decision
sometime
before
the
end
of
the
summer.
So
we
can
have
the
right
person
on
board
for
the
start
of
curriculum
council.
I.
D
C
Well,
I
think,
when
I
emphasize
at
this
point
that
they
absolutely
need
to
be
representing
the
full
board's
position
on
issues
and
opportunities
and
ideas.
So
to
mrs
genesec's
point,
I
think
there
is
that
that
we
want
to
make
sure
that
there
is
representation
in
that
position,
but
on
the
other
hand,
I
don't
want
the
board
to
feel
like
they
need
to
be
in
control
at
that
point,
because
what
I
want
to
I
want
to
emphasize
is
that
we
want
to.
A
First
refusal
to
stop
any
proposal
based
on
what
I
heard
you
know,
I
think
the
the
person
representing
the
board
should
be
really
maybe
throwing
out
questions
that
different
board
members
of
the
community
would
be
asking.
I
mean,
I
think
we
kind
of
know
how
have
at
least
the
sense
of
how
what
each
nine
of
us
care
about,
and
so
we
should
be
asking.
You
know
what
you
know,
what
questions
will
buffy
have
what
questions
would
gail
have
what
questions
would
vince
have
or
dan
have,
or
you
know
that's
what
that
board.
A
H
A
I
Yeah,
can
you
hear
me,
I
said
it's
insulting
as
an
educator
to
be
writing
curriculum
and
have
someone
who
who
does
not
have
a
background
in
education,
criticize
what
you're
doing
I'm
not
trying
to
be
a
jerk
or
maybe
I
am.
I
don't
really
care
at
this
point,
but
whoever's
going
to
go
and
I
would
love
it
if
it
were
vince
because
you're
a
teacher
and
I'm
not
trying
to
be
a
jerk.
But
again
when
people
go
in
it,
it's
just
to
be
an
educator.
It's
a
it's
a
it's
an
actual
skill.
I
I
mean
it's
an
actual
trade
and
then
you
have
people
coming
in
like
the
people
sitting
in
these
chairs
saying.
Well,
we
don't
shut
up,
because
you
don't
do
what
we
do.
So
that's
my
two
cents.
Whoever
goes
in.
I
hope
that
you
don't
want
to
tell
the
the
experts
what
to
do
and
that
it
is
just
a
matter
of
bringing
back
information.
I
D
Well,
I
I
I
mean
I
appreciate
that.
Thank
you
very
much
I've.
I
could
say
that
at
least
with
my
experience,
I've
used
atlas
already
mount
lebanon
has
used
atlas.
It's
probably
been
over,
oh
well
over
a
decade
since
when
they
have
implemented
atlas,
so
we've
we've
mapped
and
we've
done
that
and
plus
we've
we've
gone
through
the
ubd
process
as
well.
So
I'm
familiar
with
that
too,
and
we
also
have
a
curriculum
council.
So
I'm
familiar
with
that
process
too.
D
H
I
mean,
I
think,
you're
the
natural
person
vince
and
then
you
know
we
move
if
there's
a
miss.
We
still
have
two
teachers
that
sit
on
this
board,
and
I
mean
I've
done
curriculum
for
years
in
higher
education
to
meet
accreditation
standards.
So
I
know
how
that
works,
but
I
think
the
three
that
are
sitting
k
through
12
education
should
be
the
backup.
C
D
C
C
C
We
based
this
on
several
different
foundations.
The
first,
of
course,
is
what
we
applied
for
the
last
time
we
were
approved
that
was
2019
and
also
with
conversation
with
the
federation
about
how
these
days
are
best
used
and
how
the
all
the
staff
are
best
used
on
days
like
this
and
finally,
what
we
would
need
them
for
and
how
we
could
facilitate
those
emergency
circumstances.
C
It's
important
that
the
board
understands
that
fed
days
are
not
what
you
know
of
nowadays
as
remote
days,
that
was,
by
virtue
of
the
kovid,
that
the
state
department
of
education
gave
schools
the
flexibility
to
award
seat
time
or
seat
hours
to
students
who
were
still
working
from
home,
who
were
in
the
in
their
homes
or
wherever,
to
complete
their
academics
and
to
conduct
their
studies
that
with
fit
days.
On
the
other
hand,
they
have
a
different
set
of
expectations
they
for
something
to
qualify
as
a
fit
day.
C
It
counts
as
a
school
day
and
the
students
don't
have
to
report,
but
other
functions
of
the
school
have
to
be
available.
You
have
to
have
nursing
services
available
for
students
should
they
need
it
during
a
school
day
or
a
fed
day
same
with
food
service,
and
so
the
plan
we're
putting
forward
tonight.
Looking
for
your
approval
is
to
submit
this
plan.
That
says
if
we
have
an
emergency
and
they'll
use
up
an
extreme
cold
day,
where
it's
too
cold
for
students
to
be
out
in
the
bus
stop
waiting
for
their
transportation.
C
C
A
C
No
because
the
the
situation
that
you
don't
have
100
clarity
on
who's
got
their
devices
and
so
forth.
So
we
would
make
it
asynchronous
and
we'd
have
the
expectation
that
that
teachers,
by
the
end
of
their
home
room,
but
everything
in
schoology,
ready
for
deployment
and
then
be
at
the
available
throughout
the
rest
of
their
day.
C
G
C
And
I
think
the
model
we've
seen
successfully
in
other
places
that
we
kind
of
used
just
this
past
week
with
mr
velani
at
the
high
school,
was
that
the
students
who
were
coming
in
for
testing
would
be
working
in
school,
taking
their
tests
and
then
having
their
regular
classes
after
and
the
students
who
didn't
have
to
take
keystones
or
ap
tests
and
so
forth
could
work
asynchronously
from
home.
So
that
would
be
another
example
of
when
this
could
could
be
successful.
Okay,.
G
C
F
C
C
C
J
C
One
you
know:
we've
used
them
ourselves,
but,
prior
to
this,
when
it
was
when
the
program
first
came
out,
you
had
a
lot
of
districts
not
completely
following
the
rules
and
using
fed
days
for
snow
days
yeah.
So
everybody
was
asynchronous.
There
was
no
nursing
or
food
service
available,
so
technically
they're,
not
following
the
guidelines
or
the
rules
of
of
fid
yeah.
So
our
application
100
stays
within
those
guard
rails.
Okay,.
A
I
C
A
A
D
C
C
If
you
pardon
the
expression
on
how
we'd
like
to
see
one
of
those
positions
staffed
moving
forward,
I'm
going
to
ask
mrs
figlielly
to
talk
on
a
little
bit
more
global
level
kind
of
a
30
000
foot
view
with
regard
to
math
math
instruction,
the
future
of
math
in
bethel
park,
because
that
puts,
I
think
her
presentation
will
put
in
context
where
we're
going
with
one
little
sliver
of
that
program.
So,
okay,
I
can
here
I'll
give
you
the
clicker.
J
I
love
this
quote.
We
can
learn
a
lot
from
our
past,
certainly,
historically
speaking,
I
I
wanted
to
show
this
graphic,
because
it's
important
to
understand,
I
think
two
things
not
in
the
essence
of
making
an
excuse,
but
an
explanation
and
an
understanding
of
changes
that
happened
in
a
curriculum
from
a
curriculum
perspective.
So
in
2014-15
was
when
the
state
transitioned
to
these
pa
core
standards
in
both
ela
and
mathematics.
J
It
was
a
very,
very
difficult
transition.
The
the
rigor
that
was
expected
of
teachers
and
students
was
a
lot
so
statewide.
You
saw
a
huge
dip
in
the
performance
on
particularly
the
math
assessments,
so
that
was
not
unique
to
bethel
park
at
that
time,
but
it
is
significant
when
you
look
at
the
graph,
it's
a
very
large
dip.
J
You
know
we
saw
some
ups
and
downs
in
between
the
years
between
now
and
then
we
also
see
another
dip
last
year
when
we
had
the
assessments
in
2021
during
covid,
and-
and
I
want
you
to
know
that
during
that
year
last
year
we
had
about
250.
Students
opt
out
of
the
test,
so
that's
not
a
complete
data
set.
J
So
what
the
scores
that
we're
looking
at
last
year
represent
an
incomplete
data
set
of
students
and
also
not
not
the
same
amount
of
instructional
days
in
person
that
you'd
have
in
a
normal
school
year,
so
we
did
expect
a
dip,
but
compared
to
other
districts
it
was
lower
than
other
districts.
So
we
are,
you
know
that
is
an
area
of
concern
for
us.
J
So
how
do
we
get
here?
Looking
back
to
2014
in
conversations
with
facilitators
the
department
facilitators?
There
really
wasn't
a
lot
of
training,
then
to
prepare
the
teachers
for
the
common
core
standards,
and
that's
that's
the
reality
that
that
we
didn't
necessarily
have
the
training
and
the
tools
that
we
needed
at
that
time
with
so
many
elementary
buildings.
You
d
we've
discussed
a
variety
of
curricular
inconsistency
across
some
of
the
buildings.
J
Where
are
we
now
right
now
we're
looking
at
and
we
may
have
some
teachers
piloting
this
next
year?
That
is
not
for
certain
but
we're
looking
at
departmentalizing
upper
elementary
students.
That
is
not
something
that's
advantageous
to
administrators.
It's
something
we're
willing
to
consider
if
the
upper
elementary
teachers
want
to
become
more
of
a
content
expert
in
specific
areas.
So
we're
open
to
that.
If
the
teachers
are
open
to
that,
to
exploring
that,
we've
worked
really
hard
this
year
on
building
an
assessment,
literacy
and
a
data
culture.
J
I
won't
spend
much
time
with
this,
but
things
that
I'm
sharing
with
the
prince
with
the
principals
with
the
teachers
making
sure
that
we
understand
what
research
is
supporting
the
national
council
of
teacher
of
mathematics
a
year
after
a
pa
corps
came
out.
They
tried
to
make
sense
of
the
struggles
that
were
teachers
were
having
and
they
put
out
a
book
called
principles
to
action,
which
includes
eight
effective
teaching
practices
for
students,
and
I
spent
some
time
with
the
teachers
last
week.
J
Looking
at
some
recent
research
that
came
out
about
preparing
for
the
success
in
algebra
that
looks
all
the
way
down
into
kindergarten,
mathematics
classes
as
educators,
you
probably
all,
are
familiar
with
the
what
works:
clearinghouse
and
the
pde
evidence
resource
center,
so
that
we
can
look
at
resources
and
strategies
that
we're
using
to
ensure
that
they
are
research
based
right
now
focused
professional
development.
I
met
with
the
first
through
eighth
grade
math
teachers
last
week
and
we
covered
fostering
mathematical
mindsets.
We
looked
at
those
eight
effective
teaching
practices.
J
J
That
is
a
model
of
instruction
where
you
reserve
some
time
at
the
beginning,
for
a
number
talk,
it's
very
beneficial
for
students
to
hear
other
students
explaining
their
thinking
hearing
various
ways
to
solve
problems
moving
into
either
direct
instruction
or
a
task
where
students
discover
content,
rather
than
just
it
being
delivered,
and
then
moving
into
some
small
group
work
and
making
sure
that
students
are
getting
what
they
need.
That
is
not
just
something
that
occurs
in
the
special
education
classroom.
J
With
a
reading
specialist,
the
the
general
education
teachers
need
to
leave
time
in
the
class
block
to
make
sure
we're
meeting
the
students
needs,
and
that
was
we
really.
I
I
centered
my
workshop
for
the
teachers
around
that
model
and
really
tried
to
simulate
that
experience
for
them.
So
we
did
do
some
learning
centers
I
made
them
do
number
talks.
We
had
a
lot
of
fun.
The
teachers
were
really
receptive
and
really
great
to
work
with.
I
was
really
really
pleased
with
how
the
workshops
went.
J
J
That
is
really
where
I
think
map
growth
that
I
wish
I
would
have
had
as
a
teacher
and
as
we're
doing
this
this,
this
curriculum
work
is
going
to
be
embedded
professional
learning
with
all
of
us
coming
together
and
working
together.
Elementary
is
going
to
look
a
little
bit
different.
You
have
you
know,
13
to
14
teachers
who
teach
second
grade
math,
so
there's
a
lot
to
learn
from
the
val
from
the
room
and
the
expertise
in
the
room.
So
I'm
really
looking
forward
to
that.
C
We
already
mentioned
this
evening
that
mtss
multi-tiered
systems
of
support
through
the
udl
and
looking
on
the
alphabet
soup
tonight,
but
I'd
like
to
take
you
on
a
different
side
journey
for
a
moment
and
the
next
handout
in
your
folder
is
titled.
What
works
in
education
and
we're
going
to
have
a
30-second
statistics
course
on
effect
sizes.
C
This
australian
researcher
published
extensively
on
this
meta-analysis
work
and
you'll,
see
in
this
document
a
list
of
all
of
the
programs
and
strategies
that
were
studied
through
his
analysis
and
next
to
the
title,
in
parentheses,
is
an
effect
size
with
mark
d
equals
and
your
effect
size
would
be
anywhere
from
negative
two
to
positive
two
and
anything
above
a
one
is
considered
an
excellent
effect.
It
has
a
very
positive
effect
on
achievement.
C
In
fact,
at
the
top,
you
have
a
little
bit
of
a
user's
guide
on
what
to
look
for,
but
if
you
get
anything
above
a
one
you're,
essentially
looking
at
more
than
a
year's
worth
of
growth
for
a
student
that
would
be
using
that
strategy
appropriately
and
effectively
or
a
teacher
anything
above
effect,
size
of
one
could
be
actually
moving
from
an
a
c
grade
up
to
an
a
grade.
That
kind
of
progress,
so
very
short
story
is
to
say
that
strong
effect
sizes
are
what
works
in
education.
C
C
We
started
mississippi
goalie,
saying
mrs
figliel
is
saying
to
you:
it's
it's
not
just
that
one
thing:
it's
a
it's
a
multi
approach
to
math
achievement.
We
understand
the
concerns,
particularly
that
the
board
has
articulated
relative
to
math
achievement
and
we're
working
on
a
lot
of
different
fronts,
a
lot
of
different
battles
here
from
professional
development,
to
program
solutions
to
staffing.
C
But
our
our
focus
really
is
on
what
is
it
we
want
to
do
it
at
neo
in
the
sixth
grade,
at
the
top
of
that
you're
going
to
see
what
is
currently
happening
for
students
right
now.
We
know
that
all
students
in
sixth
grade
at
neil
get
80
minutes
a
day
of
ela
english,
language,
arts,
that's
writing
and
reading
and
and
grammar
and
vocabulary
and
so
forth,
and
they
get
40
minutes.
That's
a
full
class
period
of
mathematics
instruction.
C
If
a
student
is
proficient
in
math
and
reading,
they
also
get
40
minutes
of
a
world
language
exploratory
class
for
the
year,
if
you're
not
proficient
in
english
language
arts.
However,
you
get
pulled
for
intervention
time
with
a
support,
teacher
and
you're,
given
an
intervention
programming
to
to
remediate
your
needs
where
you
struggle
with
reading,
we
do
not
have
that
for
math,
so
this
proposal
finds
a
way
to
get
us
that
intervention
opportunity
for
students
who
struggle
in
math.
C
C
C
The
research
is
clear:
you
gotta
have
given
core
instruction
plus
and
intervention,
because
just
counting
on
the
core
isn't
doing
it
for
these
students,
they
need
more
intervention
and
more
help,
and
that's
the
proposal
we're
making
for
you
so
you'll
see
the
four
boxes
on
this
graphic.
Explain
if
you're
proficient
what
you're
going
to
get
if
you're
proficient
in
one
but
not
the
other,
what
you'll
get
and
if
you're
proficient
in
neither
what
you'll
get.
C
So,
in
a
in
the
simplest
form,
that's
that's
essentially.
What
we're
going
to
try
to
accomplish
a
key
couple
of
key
facts
is
to
know
intervention
is
to
know
that
it's
not
a
prescribed
program.
It
depends
on
what
the
student
needs,
so
we
want
to.
We
want
to
make
sure
we
have
the
resources
for
teachers
to
target
those
needs.
C
We
wouldn't
necessarily
write
a
course
curriculum
for
an
intervention
program.
You
want
to
make
sure
you
have
a
plethora
of
resources
to
intervene
wherever
the
student's
needs
or
deficiencies
are
at
the
bottom
of
the
graphic,
then
you're
going
to
see
specific
things
that
we're
going
to
need
from
the
board.
In
order
for
this
to
occur.
C
C
We
also
would
need
your
approval
to
post
for
some
summertime
curriculum
writing
work.
We
are
not
yet
in
the
new
contract.
We
are
not
yet
in
that
new
program
change
proposal
model,
and
so
we
in
order
to
get
started
with
these
changes,
we
would
need
to
post
to
get
some
teachers
starting
the
work
of
writing
the
new
world
language
90-day
course.
C
I
think
that
gives
the
teeth
that
the
principals
need
to
stand
up
to
the
resistance
that
kids,
particularly
middle
school
kids,
are
going
to
say.
Oh
I'd,
much
rather
have
the
other
class.
Yes,
you,
everybody
would
much
rather
have
a
steam
intervention
enrichment
course,
but
it's
if
you're
not
proficient
in
math,
if
you're
not
proficient
in
reading,
we've
got
to
get
our
priorities
straight.
So
a
fourth
item
on
the
suggested
list
would
be
to
support
us
with
a
policy
and
then
on
the
back
of
this
same
graphic.
You'll
see
the.
A
D
I
have
a
question
yes
after
looking
at
you
know
all
of
the
data
that
you
have
there
pssa
scores
maps
scores
course
grades.
Once
you
go
through
and
filter.
All
of
that
then
you're
you
may.
What
does
the
intervention
time
look
like
for
grouping
of
kids?
So
if
you
have
kids
that
say
that
and
their
pssa
scores,
I
don't
know
to
say
that
they're
doing
poorly
with
fractions.
But
then
you
have
another
group,
that's
doing
poorly
with.
I
don't
know
decimals
or
something
like
that
yeah.
D
J
So
when,
let's
say
it's
something
related
to
geometry
or
fractions
you're
not
going
to,
if,
if
you
don't
teach
fractions
until
the
second
semester,
you're
not
going
to
start
the
year
spending
a
month
reviewing
everything
from
the
year
before
you're
going
to
go
real
time
with
your
curriculum.
So
when
you're
approaching
that
fractions
unit
you're
looking
at
intervention
can
be
re-teaching,
but
it
also
can
be
pre-teaching.
J
So
you
have
your
map
growth
data,
that's
helping
you
in
that
year
know
which
kids
don't
know.
Map
growth
goes
down
to
the
standard.
So
if
a
teacher
is
going
into
a
unit
and
they
can
look
at
their
map
growth
data
and
be
able
to
determine
which
standards
is
there
a
gap
in
so
you
as
you're
going
through
units?
That's
when
you
fill
the
gap,
so
the
intervention
will
be
in
line
with
similar
in
line
to
what
how
the
skills
are
progressing
through
that
core
instruction.
So
essentially
it's
core
plus
more.
J
If
you
didn't
understand
it
all
last
year
and
you
didn't
get
it
in
the
core.
That
means
you
need
it
taught
in
a
different
way,
so
the
intervention
would
be
addressing
that
skill
gap
in
real
time
as
it's
in
the
curriculum
but
being
taught
in
a
small
group.
More
hands-on.
You
know
it's,
but
it
would
not
necessarily
just
be
a
review
of
all
the
gaps
that
we
found
on
the
summative
assessment
at
the
end
of
the
year
at
the
beginning
of
the
prior
year,.
D
And-
and
it
will
be
also
it'll-
be
mostly
like
teacher-led
instruction
right
and
and
one
more
thing,
and
I
I
don't-
I
don't
want
to
talk
negative
on
like
khan
academy
or
study
island
or
any
of
that
those
are
tools,
they're,
legit
tools
that
can
be
used.
I
I
was
just
really
concerned
a
couple
meetings
ago
that
that
was
the
only
thing
that
was
being
done.
That
was
the
only
thing
that
was
being
done.
J
J
I
need
math
help
in
sixth
grade,
and
so
when
this
opportunity
came
up
for
us
to
be
able
to
give
them
that
time.
I
think
that
the
teachers
are
feeling
relieved
too,
because
they
need
more
time.
So,
yes,
it
will
be.
There
are
different
resources
that
they're
looking
at,
but
that
summer
work
would
allow
us
to
to
purchase
materials.
J
That
would
allow
the
teacher
to
teach
for
conceptual
understanding.
You're
going
to
hear
me
say
that
a
lot
in
mathematics
conceptual
understanding,
it's
not
just
the
algorithm
where
you
write
the
problem
on
the
board.
I
do
it
you
copy
what
I
did
you
get
it
it's
so
much
deeper
than
that.
The
pssa
is
deep
and
the
kids
really
need
to
get
to
a
deeper
level
of
understanding.
D
C
And
so
we
could
look
at
the
mount
lebanons,
but
they
have
thousands
of
more
kids
than
we
do,
and
so
it's
we
have
to
and
let's
be
very
thoughtful
about
whether
how
much
of
what
they're
doing
is
applicable
to
our
setting.
So
we
went
out
and
looked
at
benchmark
schools
during
the
strategic
planning
process
found
schools
with
the
same
enrollments
same
number
of
free
and
reduced
lunch,
kids
same
number
of
special
ed
kids.
They
essentially
could
be
us
but
they're
in
a
different
zip
code.
C
That's
benchmark
schools
and
our
neighbors
are
are
not
necessarily
benchmarks,
but
they
they're
getting
some
stuff
done.
Let's
agree
like
they're
getting
great
results
with
their
plans
and
programs.
So
it's
worth
looking
and
that's
what
that
second
graphic
that
chart
multi-colored
chart
shows
you
is
what
these
neighboring
districts
are
doing
for
intervention
help
with
mathematics
and
it's
three
distinct
models.
C
C
C
I
keep
saying
intervention
steam
enrichment
program,
so
what
I'm
asking
then
from
the
board
tonight
is,
is
the
approval
to
open
that
math
position,
which
means
you
got
to
close
the
one
at
ims
and
also
give
us
the
authority
to
post
for
some
curriculum
writers.
This
will
be
the
last
time
you
ever
have
to
do
that
with
the
process
that
we're
going
to
start
july
1.
C
C
H
H
G
Question
as
to
getting
rid
of
the
ims
position
over
the
last
few
years,
we've
had
pretty
good
performance
at
ims
in
math
at
least
you
know
compared
to
the
state
average.
Is
there
any
concern
that
that
may
suffer
a
little
bit
as
a
result,
or
are
you
confident
that
what
we
currently
have
in
place
is
sufficient
for
our
students?
There.
C
I
C
F
F
F
F
Yes,
yes,
yes,
so
many
families
are
looking
for
help
understanding
the
assignment
so
that
they
can
then
help
their
child
at
home.
That
would
be
awesome
and
the
other
item
was
considering
our
ability
and
willingness
to
advance
students,
even
in
elementary
who
have
exceeded
the
instruction
they're
getting
in
math.
F
I've
seen
a
lot
of
a
lot
of
students
who
really
are
ready
for
multiplication
before
their
classes
and,
unfortunately,
by
the
time
they
get
to
seventh,
where
that
starts
to
differentiate
a
lot
of
them.
Just
don't
they're
not
excited
anymore
they're,
not
you
know
what
I
mean
and
I'd
like
to
see
us
beef
up,
that
in
enrichment
and
or
acceleration
at
an
elementary
level
to
keep
that
excitement
going.
C
H
H
We've
got
fourth
graders
getting
on
buses
with
fifth
and
sixth
graders,
which
is
not
an
issue
but
they're
getting
up
an
hour
or
more
before
they
would
have
to
get
up
and
then
they're
switching
buses
to
go
back
to
elementary
school.
You
know
mrs
figuellia
and
dr
walsh.
If
we
could
focus
that
more
on
the
elementary
level
and
getting
these
teachers
the
ability
to
do
the
enrichment
at
the
school,
the
child
goes
to
would
be
much
better
and
the
child
still
gets
all
the
sleep
they
need
and
those
kinds
of
things.
F
H
F
J
Sorry,
just
to
reassure
your
fears
briefly,
there,
the
math
workshop
model
when
the
students
go
into
learning,
centers
they're.
I
hope
to
provide
the
teachers
with
materials,
so
students
can
have
activities
and
lessons
that
are
enriching
to
them
and
the
exact
path,
software
that
that
we
have
when
students
receive
a
high
risk
score
on
the
map
growth
it
pushes
them
into
advanced
skills
in
math
and
reading.
So
there
are
some
things
in
place
that
we're
starting
to
do
to
make
sure
that's
happening
within
the
classroom.
F
That's
good.
I
do
just
want
to
point
out
that
acceleration
is
a
different
process
from
enrichment
and
some
kids
need
both
and
some
kids
need
one
and
some
need
the
other.
I
still
want
to
lose
sight
of
the
ability
for
a
student
to
single
subject
accelerate.
If
that
is
what
the
team
determines
is
is
best
for
them.
I
can't
go
away
because
we
offer
the
enrichment.
D
So
I'd
like
to
jump
in-
and
I
want
to
thank
dr
walsh,
mandy
figliola,
beth
wells,
kenny,
patterson
and
raquel
sutton.
They
worked
really
hard.
As
a
team,
I
got
a
chance
to
meet
with
them
for
about
two
hours.
They
put
a
lot
of
time
and
a
lot
of
effort
into
this.
I
really
really
appreciate
it
it
after
being
on
the
board
for
a
couple
of
years
now
dealing
with
covid
and
dealing
with
all
the
other
issues.
D
This
is
so
refreshing
to
kind
of
get
to
a
point
where
we're
moving
the
needle
and
I
think
we're
moving
it
fast.
This
is
good
we're
going
to
see
change,
I'm
very
excited
about
it.
I
like
the
structure
of
this.
I,
like
that,
it's
all
it's
data
driven.
I
like
that
mrs
figliola
kind
of
explained
what
that
child
is
experiencing
within
that
intervention
time.
So
I
really
appreciate
all
of
the
effort
all
of
the
work
we're
heading
in
a
really
good
direction
and
I'm
I
would
like
to
recommend
one
and
two.