►
Description
May 9, 2023
B
C
C
C
Long
hours
and
hard
work
go
into
designing,
challenging
lessons
guiding
students
providing
feedback
to
students
engaging
with
parents
and
families
collaborating
with
colleagues
reflecting
on
your
instruction,
staying
abreast
of
research
and
changes
in
content
pedagogy
and
leading
in
our
schools.
Teaching
is
the
profession
that
launches
every
career.
Thank
you
for
sharing
with
your
with
your
students,
your
passion
for
World
languages,
music,
literature,
Math,
Science,
Theater,
history
and
Myriad
other
subjects.
C
C
You
do
whatever
it
takes
to
be
champions
of
our
students
and
prepare
them
for
the
incredible
opportunities
and
achievements
that
you
know
lie
ahead
of
them
if
we
can
provide
them
with
so
that
so
that
we
can
provide
them
with
a
best-in-class
education.
So,
on
behalf
of
the
board
of
school
directors,
the
administration
of
the
Bethel
Park
School,
District,
I
honor,
our
teachers
and
I.
Thank
you
for
your
excellent
service
to
our
community.
C
Thank
you.
So
we
want
to
move
first
through
a
series
of
presentations
on
some
important
curriculum,
related
topics
and
then
we'll
get
into
some
of
the
action
items
that
are
on
the
agenda
for
tonight.
We'll
work
through
each
item
individually
and
in
support
of
the
motions
and
or
to
speak
to
each
item
as
needed
are
some
of
our
department.
Facilitators
in
attendance
tonight
be
aware:
we've
we
have.
C
C
Sorry
to
say:
there's
no
big
reveal
tonight,
it's
it's
mostly
just
the
questions
that
are
driving
this
work
and
this
discussion
and
how
we're
going
about
doing
it.
So,
let's
start
with
that
that
you're
going
to
see
in
this
presentation
a
lot
of
the
questions
that
we
need
to
have
answered
as
we
approach
2026
and
the
the
face
of
or
the
shape
of
Bethel
Park
is
remade
in
through
the
infrastructure.
C
Assume
then,
that
if
it's
not
in
tonight's
presentation,
we're
we're
probably
going
to
keep
the
status
quo,
if
it's
a
you
know
a
math
program,
for
instance,
if
we're
not
talking
about
it
tonight,
it's
probably
going
to
be
the
same
when
or
some
variation
of
it'll
be
the
same
when
we
get
to
2026.,
okay,
so
we're
gonna.
My
colleagues
are
going
to
sort
of
share
the
the
the
floor
tonight
as
we
work
through
each
of
these
pieces,
but
I
didn't
encouraged
to
the
the
board
to
interject
with
questions.
C
D
I,
just
briefly
wanted
to
describe
some
of
the
methodologies
that
we've
been
using.
Mr
sleazak
isn't
here
this
evening,
but
something
that
he
he
brings
to
the
table
as
a
strength
in
his
leadership
is
being
well
versed
in
design
thinking.
He
encouraged
Miss,
Wells
and
I
to
be
certified
in
Luma
Institute,
and
so
this
human
design
thinking
has
really
been
something
that's
driving
us
design.
Thinking
is
used
across
many
disciplines
and
organizations.
It
offers
a
thoughtful
and
structured
approach
to
problem
solving
that
emphasizes
creativity,
empathy
and
collaboration.
D
Our
work
has
been
deeply
rooted
in
human-centered
design,
with
the
students
at
the
center
of
our
decision,
making,
ultimately
we're
moving
through
an
iterative
cycle
of
Divergent
to
convergent
thinking.
We
have
collaborated
with
a
variety
of
vested
Partners
to
discover
and
Define
the
problems
that
we
Face.
We
continue
to
research
test
and
refine
these
problems
until
we
have
developed
and
delivered
solutions
to
all
of
the
guiding
questions
that
we
will
explore
today.
D
We'd
like
to
introduce
some
of
the
people
that
have
been
working
with
us
on
this
project,
it
is
truly
a
collaborative
effort.
We
want
to
acknowledge
the
administrative
team
that
includes
the
central
office
administrators
student,
Support,
Services,
the
K-5
principals
and
also
Mr
Patterson.
We've
been
working
diligently
behind
the
scenes
to
move
this
project
forward.
Draw
Collective
has
been
an
invaluable
resource
to
the
physical
and
programmatic
design
of
the
new
elementary
school.
They
challenge
us
to
think
outside
the
box
by
exploring
Innovative
and
Sustainable
Solutions
to
our
problems.
D
Design
thinking
has
enabled
us
to
view
the
problems
from
the
perspectives
of
students,
teachers
and
other
stakeholders
by
gaining
a
deep
understanding
of
their
needs
and
experiences.
We
can
develop
more
responsive
Solutions
teachers
have
offered
their
perspective
and
surveys,
department,
meetings,
brainstorming
sessions,
withdrawal
and,
what's
on
your
radar
meetings
with
administrators.
D
Museum
of
pleasure,
the
Children's
Museum
of
Pittsburgh
has
been
an
incredible
asset
to
our
design
team.
They
are
Best
in
Class
when
it
comes
to
designing
immersive
learning
experiences,
empowering
creativity
and
fostering
student
agency,
their
maker
spaces
and
interactive
exhibits
have
inspired
the
design
of
many
of
our
spaces.
They
facilitated
design
charettes
with
both
the
teachers
and
students.
They
will
host
professional
development
for
our
administrators
and
Department
facilitators
this
summer.
Additionally,
they
are
supporting
the
design
of
our
Outdoor
Learning
Courtyard
and
the
development
of
the
K-5
stream
programming.
D
When
students
are
engaged
as
co-designers,
it
not
only
increases
their
engagement
but
also
promotes
shared
ownership
in
the
spaces.
In
addition
to
the
design
charettes
with
the
Children's
Museum
one
fourth
grade
class
from
each
of
the
five
elementary
schools
participated
in
a
playground
focus
group.
We
with
each
class.
We
explored
the
following
questions:
what
are
your
favorite
things
to
do
or
things
that
bring
you
Joy
on
the
playground?
What
keeps
you
from
playing,
relaxing
or
socializing
on
the
playground?
What
do
you
need
to
enjoy
your
time
during
recess
students
rapidly
ideated?
As
you
can
see?
D
D
Parents
and
community
members
have
offered
perspective
through
surveys,
town
halls
and
board
meetings,
Additionally
the
municipality
in
Bethel
Park
police
serve
as
vested
Partners
in
this
project.
We
would
also
like
to
sincerely
thank
the
school
board
for
your
countless
hours
of
service
in
this
project.
E
F
F
We've
been
Guided
by
quite
a
few
philosophical
principles
that
you'll
see
on
the
next
two
slides
as
we
try
to
make
all
these
decisions
that
are
really
really
big
decisions
for
the
future
of
Bethel
Park
as
it
relates
to
K-5
education,
and
you
can
see
the
first
three
there.
One
is
skill,
based
with
our
focus
on
critical
thinking
and
problem,
solving
creativity,
communication
and
collaboration.
F
These
are
skills
that
we
want
to
develop
in
our
students,
not
only
now,
but
especially
when
we
move
to
the
new
center,
also
the
second
one's
really
important
to
me,
and
that
is
the
the
ability
to
for
students
to
really
learn
to
deal
with
struggle
and
overcome
struggle
and
experience.
Success
through
struggle.
It's
it's
very
important
not
only
to
to
succeed
in
our
society
today
with
that
mindset,
but
but
also
in
in
the
K-5
realm,
when
sometimes
things
come
so
easy
to
to
all
kids.
You
know
we
want
to
make.
F
Also,
you
know
one
of
the
things
that
we're
also
proud
of
with
our
with
the
five
elementary
schools
now
or
the
the
relationships
that
exist
within
those
schools
between
and
among
students,
the
the
teachers,
the
teachers
and
the
parents.
It's
really
a
strength
that
we
have
in
Bethel
Park
right
now,
and
that's
something
that
we
have
kept
in
mind
as
we
design
this
new
center
that
we
want
to
maintain
once
we
move
there
and
find
ways
to
build
opportunities
for
those
relationships
to
Foster
there
and
then.
F
Lastly,
cross-cultural
understandings
within
our
community
gives
students
opportunities
to
experience
those
within
the
K-5
setting
so
that
they
can
thrive
in
environments
outside
of
Bethel
Park.
Once
they
eventually
move
on
I
know.
Most
of
you
at
the
border
are
aware
of
these
things,
but
for
the
for
those
in
the
audience,
some
of
the
design
features
that
are
important
to
keep
in
mind.
F
F
Dr
Walt
Dr,
Walsh
sort
of
kicked
off
this.
This
planning
process
in
the
summer,
with
a
team
building,
slash
brainstorming
session
with
all
the
administrators
last
summer
on.
You
know
how
we
view
21st
Century
Learning
and
what
we
think
that
looks
like
and-
and
these
were
the
the
results
of
that
session
that
have
also
been
guiding
principles
for
us
as
we
as
we
move
through
this
process.
F
Most
of
us
that
do
this
work
believe
that's
the
single
most
important
factor
to
the
work
that
we
do
even
to
educational
success.
So
that's!
That's
really
important
to
us
to
you
know,
have
a
building
where
we
have
the
ability
to
Foster
that
and
then
customized
Pathways
for
students
all
to
achieve
and
experience
success.
All
students
we
one
of
the
inspirational
tokens
I,
guess
that
we've
been
working
from
in
the
design
and
development
process,
has
been
national
parks
and
monuments.
One
of
Bethel
Park
strengths.
F
You
know
here
is
that
we're
a
suburban
community,
but
we
have
so
many
so
much
nature
around
us
and
so
many
opportunities
for
for
people
to
experience
nature
and
it's
fortunate
that
our
kids
get
to
grow
up
in
those
settings.
So
we
really
kind
of
wanted
to
use
that
as
inspiration
as
the
school
was
designed.
F
So
you
know
in
the
current
you'll
see
when,
when
you
next
meet
with
the
Architects,
but
a
lot
of
nature
inspired
design,
Pathways
and
things
like
that
for
students
to
sort
of
get
delay
of
the
land
and
understand
which
way
is
which,
in
the
building
using
natural
resources
to
make
that
easier
for
them
there.
It
is
three
years
from
now.
E
F
F
Once
we
move
there,
we're
still
waiting
that
you
know
this
has
been
a
process
where
there's
a
lot
of
other
factors
that
are
going
to
impact
that
schedule
and
you'll
hear
a
little
bit
later
on
tonight.
But
we
have
a
committee
meeting
about
departmentalization
and
that's
the
reason
why
we
we're
not
really
ready
to
give
put
forth
a
final
effort
yet
because,
depending
on
how
the
decision
of
that
committee
goes,
that
will
ultimately
impact
the
schedule
and
what
it
looks
like
if
we
have
certain
grade
levels
that
are
departmentalized
and
others
that
are
not.
F
You
know
that
just
will
give
us
the
flexibility
to
to
really
manage
a
a
sixth
grade
school
by
working
from
that
module-based
scheduling
perspective,
special
area
classes
I
referenced
that
a
little
bit
earlier,
but
but
designing
those
in
a
way
that
are
suitable
for
all
children
to
learn
at
their
appropriate
level.
So
you
know
the
existence
of
that
library
center.
On
the
first
floor
for
the
kn1
students,
along
with
the
phys
Ed
space
for
them
as
well,
things
like
that
that
I
think
can
really
intensify
the
programming
that
we
do
in
those
spaces.
F
F
And
there
it
is
Segway,
you
can
see
our
current
plan
for
for
pickup
and
drop
off
there.
The
purple
arrows
shows
what
we're
thinking
for
the
drop-off
situation
in
the
morning.
That's
parent
drop-off,
the
buses.
You
can
see
identified
with
the
the
bus
drop-off
pickup
in
the
bottom
right
hand,
corner
where
they'll
line
up
with
the
blue
line.
There
we're
thinking
we
can
get
about
half
the
buses
staged
into
those
spots
at
one
time.
F
The
rest
of
the
buses
will
be
queued
along
that,
where
you
see
the
blue
dot
in
line
and
then
once
the
first
half
leaves
second
half
will
pull
in
and
drop
off.
Parent
drop-off
is
shown
there
with
the
purple
line,
we're
currently
planning
to
operate
that
the
way
most
of
the
schools
have
transitioned
to
do.
F
Hopefully,
using
something
I'm
familiar
with,
which
is
the
number
system
that
we
use
at
Lincoln
right
now,
but
in
order
to
ensure
student
security
when
they're
picked
up,
while
the
parents
can
remain
in
the
car
to
get
them
through
the
line
and
then
the
buses
will
operate
the
same
way,
half
will
pull
into
those
slots.
The
other
half
will
be
staged
waiting
for
the
first
half
to
leave.
We
do
think
it's
really
important
to
have
a
dismissal
period
built
into
the
schedule
and
a
lot
of
the
res.
C
That
also
speaks
to
the
ability
to
have
like
four
home
rooms,
four
classes
together
in
sort
of
a
small
pod,
a
family,
or
what
do
you
call
them?
Neighborhoods
I
think
was
the
name
we
were
giving
it.
So
it
speaks
to
a
that.
Design
feature
speaks
to
a
couple
of
different
points
in
that
12
point
philosophy:
okay,
now
we're
trying
to
accomplish
the
steam
spaces
would
be
another
good
example
that
they're
you
know
intentionally
designed.
A
D
Yeah,
as
far
as
the
stream
programming
is
concerned,
we're
really
looking
to
see
how
we
can
design
not
only
learning
experiences
but
also
spaces
that
engage
and
Inspire
the
students
to
explore,
discover
and
solve
real
world
problems
and
a
lot
of
thoughtful
work
went
into
the
design
of
these
spaces.
I
spent
some
time
in
the
children's
museum
just
walking
through
the
spaces,
observing
the
children
taking
time
with
the
teaching
artists
to
ask
them
what
they
wish
they
had
in
their
space.
D
Fortunate
to
have
had
experiences
in
former
positions
in
in
regards
to
Makerspace
design,
so
downstairs
is
the
first
stream
Lab
and
we're
really
looking
at
a
space
that
has
a
lot
of
recyclables
and
things
that
children
can
hack
and
repurpose
and
and
really
learn
about
the
materials
that
are
available
to
them.
Also
some
high-tech
materials
for
them
to
explore.
D
But
as
we
move
up
to
the
middle
floor
stream
Lab,
it's
really
going
to
have
a
Fab
Lab
feel
to
it
a
lot
of
tools
for
digital
fabrication,
a
lot
of
opportunities
for
Robotics
and
coding,
there's
also
the
stream
Lab
in
the
media
center.
That
will
be
focused
on
things.
Like
Robotics
and
coding,
and
we
have
we're
putting
in
like
a
recording
studio
so
that
students
can
experiment
with
podcasting,
and
we
really
want
to
make
sure
that
K-5
that
we're,
including
opportunities
for
computer
science
and
digital
citizenship,
and
also
data
literacy.
D
I'm
just
kind
of
building
off
what
Mr
Johnson
was
saying
about
personalizing
the
experience.
How
can
we
use
the
elements
of
architectural
design
to
make
the
building
feel
warm
and
welcoming
and
I
want
to
say
that
both
draw
and
Children's
Museum
have
been
incredibly
beneficial
in
helping
us
personalize
these
environments
and
utilizing
elements
of
nature
to
help
it
feel
warm
and
welcoming
we're
going
to
have
small
cozy
spaces
within
large,
open
areas
such
as
the
hallways
and
the
corridors.
D
These
can
be
used
for
collaborative
work,
small
group
instruction
for
the
teachers
or
even
independent
activities
like
tinkering
for
the
students.
The
children's
museum
is
assisting
in
the
design
of
of
putting
interactive
experiences
throughout
the
entire
building.
We
aspire
to
offer
an
integrated
and
immersive
experience
that
extends
far
beyond
the
walls
of
the
classrooms.
Draw
has
integrated
natural
elements,
as
you
can
see
there.
That
was
one
of
the
slides
they
had
shared
with
us
in
early
design.
D
How
can
we
Foster
a
sense
of
connectedness
and
belonging?
We
acknowledge
the
necessity
to
maintain
the
positive
School
culture
and
feelings
of
connectedness
and
belonging
that
the
families
have
come
to
expect
from
us
in
our
neighborhood
schools.
Adherence
to
a
Universal
Design
for
Learning
allows
us
to
plan
for
inclusivity,
equity
and
learner
variability,
we'll
continue
to
offer
school-wide
projects
and
celebrations.
We
also
aspire
to
expand
opportunities
for
family
engagement
and
Community
Partnerships.
H
Thank
you
interventions,
mtss
programming.
How
can
we
ensure
that
our
mtss
model
effectively
addresses
the
diverse
needs
of
all
of
our
students
and
promotes
an
equitable
outcome
for
all
again,
we
are
partnering
with
patan
for
some
in-services
and
trainings
and
we
are
working
one-on-one
with
the
AIU.
We
have
a
tax
consultant
that
comes
out
and
meets
with
us
and
helps
us
in
making
some
of
these
decisions.
Dr
Minch
myself
and
Dr
Shu
work
with
them
and
we
are
involving
some
of
our
teacher
leaders
in
these
conversations
as
we
move
forward.
H
This
question
highlights
the
importance
of
creating
a
model
that
is
responsive
to
the
needs
of
the
students,
including
those
who
may
require
extra
support
interventions
and
enrichment.
It
emphasizes
the
need
to
ensure
that
the
mtss
model
is
implemented
in
a
way
that
promotes
Equity
so
that
all
students
have
equal
opportunity
to
succeed.
H
The
program
has
to
have
ongoing
monitoring
and
evaluation
to
make
sure
that
the
model
is
effective
and
Equitable
for
all,
and
so
there
will
be
Staffing
scheduling,
evidence-based
practices
that
we
look
at.
That
will
require
some
professional
development
time
data
analysis
and,
of
course,
the
need
to
be
flexible
because
children
do
change
over
time
and
depending
upon
what
the
task
is
that
we
are
looking
at
at
that
time.
So
the
mtss
model
is
not
just
about
academics.
H
This
is
about
social,
emotional,
health,
behavioral
and
other
aspects
to
ensure
that
we
educate
the
whole
child,
not
just
the
academics
all-day
kindergarten.
How
can
we
create
a
developmentally
appropriate,
appropriate
curriculum
that
Focus
Fosters
I
apologize,
social,
emotional,
cognitive
and
physical
growth
for
Young
Learners
over
the
course
of
a
full
school
day?
H
All
day,
kindergarten
should
be
tailored
to
the
needs
and
abilities
of
our
Young
Learners.
The
curriculum
needs
to
be
engaging
and
age
appropriate,
and
it
needs
to
provide
time
for
play.
Kindergarten
is
a
critical
time
for
children
to
develop
their
social
emotional
skills,
such
as
self-regulation,
empathy
and
communication.
We
have
to
be
ensure
we
incorporate
activities
that
Foster
these
things
all-day
kindergarten
should
provide
opportunities
for
students
to
develop
their
critical
thinking.
Skills,
build
some
foundational
knowledge
and
engage
in
problem.
Solving
young
children
need
ample
opportunities
for
physical
activity
throughout
the
day.
H
C
I'm
sure
it's
me
so
one
of
the
things
that
we
realized
quickly
was
that
we
would
have
to
get
some
changes
to
the
collective
bargaining
agreement
because
of
some
of
the
constraints
that
are
existing
in
a
five
building
model
versus
moving
everything
to
a
a
one
building
model
and
so
on.
The
screen.
There
you'll
see
a
list
of
some
of
the
topics
that
we've
had
to
address
and
we'll
have
to
make
formal
change
in
the
upcoming
successor
agreement
to
the
collective
bargaining
agreement
with
our
Federation
one
of
the
other
topics
that
we've
realized.
C
That
is
going
to
be
important
to
start
thinking
about
and
planning
for,
is
transitions
moving,
sixth
graders
into
IMS
to
make
it
the
more
traditional
middle
school.
And
how
will
we
facilitate
that
and
then
this,
similarly
bringing
all
the
children
together
from
five
neighborhood
schools
to
the
Elementary
Center
and
how
we
want
to
make
sure
we
do
that
with
with
intention
and
care
and
concern
and
that
that's
sort
of
that's
sort
of
a
conversation.
That's
happening
ongoing
with
different
folks
and
particular
involved
in
that
would
be
some
of
our
parent
groups.
C
Speaking
of
our
parent
groups,
we've
also
had
conversation
with
our
ptos.
We've
met
regularly
with
them
and
they've
had
a
gajillion
questions
about
the
Transitions
and
what's
happening
and
how
things
will
work.
They
also
are
eager
to
know
how
their
favorite
events
at
each
school
will
be
maintained
or
modified,
and
so
we've
we've
started
sort
of
they've
splintered
off
and
formed
a
sort
of
an
ad
hoc
Planning
Group
that
will
help
merge
the
buildings.
Merge
the
ptos
develop
a
new
structure
for
the
building.
C
C
We'll
have
proposals
to
to
share
with
the
board
moving
forward
so
that,
as
we
see
retirements,
we
know
what
our
ultimate
direction
will
be
and
who
we
have
to
who
has
to
be
replaced
and
where
and
so
forth,
and
that
also
leads
us
to
the
bigger
question
about
teachers
and
Paras
and
cafeteria
staff
and
school
police
and
campus
managers
and
custodians
and
secretaries
they're
all
very
curious
to
know
who's
going.
What
will
everybody
be
doing
when
they
get
there
and
where
will
everybody
be?
C
It's
also
important
to
point
out,
though,
that
this
does
give
the
district
an
opportunity
to
streamline
and
to
experience
some
substantial
savings
with
that
consolidation.
I
think
our
long-term
goal
is
to
do
this
through
attrition.
So
that's
various
members
of
these
departments
retire
their
their
Replacements
if
they're
replaced
would
be
matching
into
ultimately
a
master
plan
on
how
these
buildings
are
going
to
be
staffed
in
2026.
C
The
Witches
then
brings
us
to
the
last
timeline
is
just
an
affirmation
of
our
slide
here
that
which
lays
out
the
time
we've
been
through
Allied
18
months
worth
of
work
so
far
on
the
project
and
the
needs
for
the
the
plans
to
be
approved
by
the
board
and
to
get
out
to
bid
and
construction
to
start
by
fall
of
2023,
where
we're
on
that
timeline.
I'm
optimistic
that
we're
going
to
have
favorable
leading
climate
in
the
fall
of
23.
C
about
a
30-month
construction
window,
which
brings
us
to
the
mid-summer
of
2026
when
the
building
can
be
occupied,
start
moving,
things
in
and
starting
those
orientations
and
classroom
visits
and
all
those
transition
points
along
the
way
is
putting
meat
on
the
bone.
You
saw
the
skeletons
here
in
this
presentation
and
we
have
that
time
now
afforded
to
us
to
start
putting
those
details.
C
H
That's
your
tier
two,
where
those
students
get
a
little
more
in
addition
to
that
tier
one.
Everyone
gets
that
tier
one
instruction
and
then
once
you
get
to
the
Intensive
level,
this
is
mathematically.
They
say
around
three
to
five
percent
of
your
population.
That
may
need
a
more
intensive
extra
time,
sometimes
a
whole
team
of
folks
working
with
them
in
order
to
be
successful
at
certain
aspects-
and
this
is
not
necessarily
for
everything
that
a
student
does.
H
A
I
had
one
other
question
different
topic
against
that,
as
we're
going
through
the
strategic
planning
process.
One
of
the
things
that
was
identified
is
that
there
was
some.
You
know,
inconsistencies
in
curriculum,
how
it's
being
delivered
across
buildings
and
classrooms
is
there?
Can
we
work
in
a
plan
to
try
to
drive
that
consistent
curriculum
before
we
get
into
the
building?
Otherwise
it
might
be
quite
a
disruption.
You
know
going
from
June
to
August
to
all
of
a
sudden
make
sure
that
we
have
consistent
class.
You
know
curriculums
across
the
hallway.
C
C
For
sure
it
is
actually
I
think
that
folks,
that
are
sitting
behind
here
would
tell
you
that
they
were
pretty
loud
and
emphatic
that
they
don't
want
to
wait
until
2026
to
make
some
curriculum
decisions
that
they'd
rather
that
year,
just
being
the
move
and
the
the
new
parking
space,
but
leading
up
to
it,
making
some
commitments
to
Reading,
Program
series
and
training
for
that.
Okay,
one
of
the
items
on
tonight's
agenda
speaks
to
implementing
something
with
Fidelity
and
so
yeah
that
work
has
started
and
it
works
moving
forward
and
I.
C
Think
the
message
is
pretty
clear:
I
would
think
I'm
Quick
Glance
back
and
see
some
nodding
heads
that
that's
the
ultimate
goal
is
to
bring
that
consistent
program,
selection
and
Fidelity
to
the
delivery
of
that
program
through
not
just
because
we're
going
to
move
to
a
new
building,
but
because
it's
part
of
the
Strategic
plan-
and
we
want
to
be-
we
want
to
offer
that
that
program
equitably
across
the
district.
Sure,
okay,.
C
C
In
order
to
facilitate
yeah
in
order
to
facilitate
special
areas
and
to
make
sure
those
teachers
need
to
be
where
they
need
to
be
we're
going
to
have
to
have
some
kind
of
structured
schedule
so
that
at
a
certain
point
in
the
day
a
teacher
knows
my
kids
go
to
specials
or
it's
lunchtime
or
recess
or
whatever
the
case
may
be.
So
yes,
what
we're
we
were
thinking
in
smaller
chunks
on
a
mod.
N
F
Okay,
special
special
errors,
yeah
yeah,
absolutely
we
know
where
the
kids
are
when
they're
supposed
to
be
there,
but
I
think
with
Dr
Walsh
is
referring
to
is
now
at
the
elementary
levels.
You
know
like
the
principal
typically
makes
the
special
areas
schedule
the
intervention
schedule
when,
when
the
reading
Specialists
will
be
available
for
various
grade
levels,
things
like
that
and
then
the
teachers
have
the
opportunity
within
that
schedule
to
build
their
schedule,
and
those
folks
sitting
behind
us
to
teach
at
elementary
will
tell
you.
F
F
You
know
I,
think
that
the
flexibility
that
Dr
Walsh
was
referring
to
is
sort
of
lacking
we're
constrained
in
a
lot
of
different
ways
by
the
by
the
nature
or
the
structures
that
we
work
in.
So
you
know
this
new
building
I
think
will
afford
US
the
flexibility.
For
you
know,
Ela
and
Matt
in
the
sessions
that
we
assigned
for
those
time
periods
to
be
appropriately
scheduled
and
equitably
scheduled,
so
that
not
only
teachers
but
also
students,
so
it
works
best
for
them.
O
C
C
We
think
preliminarily
that
it
would
give
us
some
flexibility,
but
with
Mr
zyler's
pending
retirement,
he
stopped
playing
in
the
sandbox
and
leaving
it
for
his
successor,
so
he's
so
we're
gonna,
probably
gonna
have
to
hold
on
any
more
conversation
until
we
get
that
that
model
cleared
up
I'm,
not
looking
behind
my
head
at
Mark,
who
has
no
idea
what
I'm
talking
about
yet,
but
speaking
of
successors.
So.
O
C
Well,
I
appreciate
that
that's
your
takeaway
I
was
concerned
that
there
really
wasn't,
because
there's
not
like
a
bell
schedule
to
pass
out
or
a
you
know
a
Master's
Teacher
schedule
anything
like
that,
where
not
anywhere
close
to
that
we've
had
a
ton
of
conversation
about
it.
We've
got
some
samples,
we've
thrown
some
ideas
out
for
opinions,
but
it's
it's
really.
We
want
to
take
advantage
of
the
time
we
have
to
to
make
good
decisions.
No.
G
I
have
a
question
what
this
goes
back,
maybe
over
a
year
ago,
I
remember
having
conversations
with
some
elementary
teachers
about
time
allocated
for
science
and
social
studies,
how
we
were
kind
of
lacking.
There
is
now
when
you're
going
through
and
I
remember.
I
was
one
of
the
first
or
second
slides,
where
you're
looking
at
allocated
amount
of
time.
Is
that
going
to
be
addressed,
changed
or
have
you
guys
started?
The
brainstorm
is:
is
that
a
direction
that
we're
going
to
be
moving
into?
F
F
You
know
I
think
that
part
of
the
issue
is
there's
only
about
45
minutes
in
every
building
schedule
allotted
for
science
and
social
studies,
that's
just
all
the
time
that
we
have
once
you
schedule,
Ela
and
Mathematics,
and
interventions
and
specials
and
lunch
and
recess.
So
over
the
years
teachers
have
been
alive
at
that
time
and
been
allowed
to
sort
of
work
with
that
how
they
want
to
work
with
it
to
teach
both
science
and
social
studies.
F
The
problem
with
that
nothing
to
Fair
serious
on
anybody's
part
is
when
you
have
five
different
buildings
and
all
these
different
grades
within
all
these
different
buildings.
People
are
going
to
have
different
opinions
on
when
to
do
what,
when
and
sometimes
that
leads
to
certain
subjects
being
shortchanged
and
maybe
other
subjects
getting
more
attention
than
they
might
need.
F
Is
we
move
down
that
path,
whether
it's
a
four
weeks
of
science,
then
four
weeks
of
social
studies,
nine
weeks
of
science,
nine
weeks
of
social
studies,
you
know
Etc,
but
both
of
those
programs.
Science
is
a
new
program,
that's
in
place
and
students
are
and
teachers
are
getting
familiar
with
it.
But
social
studies
is
a
is
a
curriculum.
That's
in
a
pretty
significant
state
of
flux
right
now,
and
that
group
is
currently
going
to
you
know,
be
working
on
that
curriculum.
F
P
P
I'm
a
big
I
pushed
that
because
of
the
the
technology
that
our
kids
are
experiencing
on
a
day-to-day
basis
and
how
to
be
responsible
citizens.
So
when
I
I
saw
that
I
was
so
thrilled,
I'm,
so
thrilled
with
the
entire
framework,
but
particularly
that
stood
out
to
me
and
I
I
really
commend
you
for
putting
that
in
there
I
think
it's
very,
very
needed.
So
thank
you.
C
Good
okay,
so
thank
you.
We
have
a
couple
more
presentations.
I
wanted
to
introduce
to
the
board
the
Next
Generation
science
standards,
which
have
been
recently
adopted
by
the
state
and
are
expected
to
be
included
in
Assessments
in
the
in
a
couple
of
years:
20
20
26.,
thank
you,
but
they're,
just
so
different
and
we'll
ask
a
lot
of
our
students
and
teachers
in
that
transition.
We'd
like
for
you
to
sort
of
see
that
and
get
a
feel
for
how
that
transition.
D
Succinct
I
know
we
have
a
lot
of
topics
to
cover
today,
but
I
I
do
think
it's
important,
especially
following
your
question:
Mr
scalza,
the
the
days
of
it
being
an
extra
science
being
an
extra
or
even
social
studies
as
citizenship.
It
is
an
important
literacy
and
I
I.
Think
I
want
to
thank
the
state
for
finally
making
the
move
to
to
make
it
a
priority.
D
Educators
love
acronyms
so
I
present
to
you,
the
PA
steals.
These
are
the
integrated
standards
for
science,
technology,
engineering,
environmental
literacy
and
sustainability,
and
why
the
shift
on
Pennsylvania
is
for
some
reason,
always
one
step
behind
when
it
comes
to
updating
standards.
So
the
last
time
that
had
happened
was
2002.
D
nationally.
The
Next
Generation
science
standards
were
adopted
in
2013..
Here
we
are
2023
and
Pa
is
just
now
adopting
them.
So
in
good
PA
fashion,
we
have
adopted
the
Next
Generation
science
standards
with
a
few
twists
that
make
Pas
unique
to
them,
and
really
these
are
meant
to
guide
specifically
the
study
of
natural
in
the
human
made
world
I
apologize
that
is
not
K5.
It
is
K
to
12.
D
So
we
often
reference
here
in
Bethel
Park,
often
when
I'm
attaining
trainings
outside
of
the
district.
These
skills
are
really
what
need
to
be
driving
schools,
in
addition
to
the
academic
standards,
there's
a
set
of
foundational
beliefs
that
PA
is
working
off
of
it.
One
every
student
is
capable
of
science,
engineering,
technological,
environmental
literacy.
This
is
again
all
explored
through
an
integrative
and
active
learning
process,
design
thinking,
which
is
iteration
and
reflection
or
critical
component
of
the
learning
process,
and
success
depends
on
the
Partnerships
between
Educators
students,
families,
post-secondary
institutions
and
providers.
D
Literacy
is
is
a
term
that
I
think.
Traditionally
we
think
of
reading
and
and
really
it's
a
much
broader
term
that
describes
the
knowledge
that
students
need
to
be
functioning
in
society
and
it's
more
than
just
knowing
things
it's
applying
things,
and
this
is
really
something
that
the
state
has
done
well
in
training.
I
will
say:
I
want
to
complement
the
Allegheny
Intermediate
Unit.
They
have
absolutely
put
out
a
ton
of
trainings
for
us
for
administrators
for
teachers
they're
going
to
continue
to
do
that.
D
D
So
a
phenomenon
is
an
observable
event
that
occurs
in
the
universe
and
that
we
use
our
science
knowledge
to
explain
or
predict
them
and
the
way
these
standards
are
written.
You're
really
supposed
to
begin
the
units
with
some
sort
of
phenomenon.
So
just
the
science
or
scientists
are
developing
explanations
for
phenomena
and
Engineering
Engineers
are
working
for
Solutions.
We
want
a
phenomenon,
a
great
guiding
intriguing
question:
to
drive
that
student
learning
unpacking
the
standards.
D
Looking
at
disciplinary
core
ideas,
practices
in
science
and
engineering
and
in
these
cross-cutting
Concepts
and
we're
looking
for
students
these
performance
expectations,
we
want
students
to
be
able
to
do
something
to
know
that
they've
mastered
these
standards,
so
those
core
ideas
we're
all
very
used
to
hearing
about
physical
science,
life,
science
and
Earth
and
space
science,
but
these
new
standards
do
really
put
a
focus
as
well
on
environment
and
ecology,
Technology
and
Engineering
the
science
and
engineering
practices.
These
are
the
things
that
scientists
and
Engineers
do.
D
These
are
the
things
the
students
should
be
doing.
They
shouldn't
just
be
passively
reading
about
things.
They
should
be
doing
these
things.
These
are
very
high
levels.
When
you
talk
about
Webb's
depth
of
knowledge,
they're,
not
just
regurgitating
facts
and
dates,
they
are
doing
the
work
of
scientists
and
Engineers.
These
cross-cutting
concepts
are:
are
things
that
repeat
themselves
in
science
when
you're,
observing
things
in
nature
or
observing
things
in
a
science
lab?
D
This
is
just
an
anatomy
of
the
standard,
so
you
can
see
at
the
top
it's
that
performance
expectation.
That
is
a
big
shift.
That
is
not
a
traditional
summative
assessment
I.
We
have
not
seen
any
examples
of
the
new
science
pssa
or
biology
Keystone,
but
I
expect
it
to
be
significantly
different,
and
so
our
students
need
to
be
able
to
perform
their
understandings
and
demonstrate
what
they
know.
D
So
you
can
see
there
that
they're
wrapping
in
those
3D
Dimensions
with
the
practices,
the
core
ideas
and
the
cross-cutting
concepts,
but
they've
also
integrated
those
PA
Career,
ready
skills
and
pulled
in
the
ELA
standards,
the
math
standards
and
iste
standards,
which
are
very
similar
to
like
a
computer
science
type
standard,
but
they've
really
wrapped
a
lot
into
these
standards,
and
it's
not
something
that
can
just
be
an
afterthought
K-12.
It
needs
to
be
something
that
we
are
seriously
committed
to
and
making
sure
that
the
instructional
time
is
there
with
the
in
the
resources.
D
Are
there
for
K
to
five?
The
teachers
are
happy
with
the
Smithsonian
some
adjustments
needing
to
be
made
at
the
high
school
level.
Looking
at
new
materials,
they've
been
visiting
other
schools
talking
with
other
schools.
The
middle
school
is
looking
at
their
alignment,
they're
going
to
keep
their
focus
on
one
particular
core,
but
they
will
all
have
to
add
in
units
that
include
the
ecology,
the
Environmental
Studies,
the
Technology
and
Engineering,
and
that
seems
to
be
the
pattern
of
most
middle
schools
around
us.
D
As
far
as
what
we'll
do
for
implementation,
the
things
with
the
Stars
we're
I'm,
really
proud
of
this
District
they're,
already
started
this
started
three
years
ago
with
the
science
committee
adopting
the
Smithsonian
so
we're
in
the
process.
Now
of
introducing
the
introducing
the
teachers
to
the
PA
steel
standards
this
year,
we
spent
time
starting
to
look
at
what
are
we
responsible
for
and
doing
some
Gap
analysis
of?
What's
missing
in
in
our
curriculum?
And
what
do
we
need
to
have
resources
for
have
training
for
Mr
Scalzo?
D
This
speaks
to
your
concern
and
something
that
the
elementary
science
department
is
specifically
working
on
and
looking
at
a
consistent
schedule,
pacing
and
Grading
practices.
Those
things
are
all
interconnected
and
making
sure
that
it's
an
instructional
priority
and,
in
speaking
with
Miss
Esposito
this
morning.
That
was
something
that
they
were
looking
at,
giving
us
a
sample
of
what
they'd
like
to
see
implemented
in
the
schools
of
a
schedule
of
how
it
can
work
to
balance
the
science
and
the
social
studies.
It
is
a
big
shift.
The
teacher
is
facilitating.
D
They
are
not
just
dispensing
knowledge,
so
we
want
to
make
sure
that
we
continue
to
offer
professional
development
so
that
they
have
the
training
and
the
resources
that
they
need
to
teach
in
this
way,
we're
going
to
start
looking
at
stage
two
and
three
specifically
stage
two
next
year,
looking
at
our
assessments,
it's
going
to
have
to
look
different.
We
want
to
make
sure
that
our
students
are
performing
and
showing
what
they
know
and
then
spring
2026
is
when
we
expect
to
see
that
we
will
be
assessing
our
students
on
these
standards.
D
I've
heard
some
rumors
that
we
may
see
a
mock
assessment
in
2025
to
do
some
field
test,
questions
and
things
like
that,
but
we're
anxiously
awaiting
seeing
you
know
what
this
is
going
to
look
like
for
our
students
and
I,
really
I
have
to
give
a
huge
shout
out
to
Patty
Esposito
Jennifer
Evans
and
Lee
christophing
christophano.
Our
department
facilitators
have
been
absolutely
fantastic,
they've
taken
on
trainings,
outside
of
the
district
and
they're
excited
and
and
ready
to
go
so
very,
very
grateful
to
have
their
support.
A
Yeah,
just
one
question
on
the
the
you
had
a
list
of
about
eight
or
so
different
characteristics
of
you
know:
science
and
engineering,
kind
of
the
problem-solving
methodology
and
everything
those
a
lot
of
times.
Those
seem
to
be
those
I
think
are
very
experiential.
You
know
that
you,
don't
you
don't
learn
those
by
hearing
and
reading.
You
have
to
experience
them.
Do.
How
will
that
impact
our
curriculum
and
I?
Guess
you
know,
are
we
looking
at
more
Labs
or
you
know
things
like
that?
I.
D
Think
we're
well
equipped
with
space
with
learning
spaces
the
teachers
you
know
we're
running
the
elementary
teachers
are
using
the
Smithsonian
right
now
they
have
the
materials
that
they
need.
Not
hearing
big
concerns
about
the
space,
but
as
far
as
middle
school
and
high
school
goes,
there
will
need
to
be
some
shifts
in
as
when
you
talk
about
active
the
materials
that
are
needed,
and
so
you
know,
I
I
have
budgeted
an
amount
for
things
that
materials
we
may
need.
I
know
Mr,
christophano
and
Miss.
D
Evans
have
budgeted
just
in
case
there
are
supplies,
but
you're
exactly
right.
There
are
things
that
are
experiential
and
have
to
be
done,
and
so
it
doesn't
necessarily
have
to
happen
in
a
lab
setting
all
the
time,
but
there
does
need
to
be
space
for
collaboration
space
to
get
a
little
messy,
but
I
I
do
think
that
our
spaces
are
equipped
for
it.
It's
just
a
matter
of
making
sure
that
we
have
the
curricular
resources
and
materials
for
those
types
of
learning
experiences.
Okay,.
C
Okay,
the
next
topic-
another
set
of
presentations-
actually
some
mini
presentations
on
some
of
the
pilots
that
occurred
this
year,
specifically
the
board
about
a
year
ago,
entertained
an
approval
to
Pilot,
The,
Invention
land
curriculum
at
the
middle
schools
and
math
and
intervention
time
at
the
middle
schools,
and
we
also
piloted
well.
We
did
more
than
pilot.
We
actually
ran
a
Year's
worth
of
time
in
this
in
the
teams
room
at
the
high
school.
So
we
want
to
give
you
updates
on
all
three
of
those
items,
we'll
start
with
the
invention,
land.
D
It's
me
again:
mine
are
back
to
back,
I,
actually
had
them
in
the
opposite
order.
I
just
wanted
to
give
you
a
brief
update
on
both
of
these
programs.
They
were
both
run
at
Neil,
Armstrong,
Middle,
School
and
Independence
Middle
School.
The
first
one
was
this
math
Intervention
Program
that
we
were
using
as
a
tier
2
program.
It's
called
maneuvering.
The
middle
I
really
want
to
thank
Jennifer,
McDonough,
Shelley,
Lo,
big
sorry,
Nicole
obig,
Shelly
Gardner.
D
D
D
So
it
was
interesting
to
get
perspective
from
both
sides
of
that
they
reported
that
the
program
had
a
consistent
and
effective
routine,
and
that
was
really
helpful
for
the
students
that
there
were
many
opportunities
for
mathematical
discourse
and
sense
making
that
they
offered
a
variety
of
resources
at
different
levels.
It
Incorporated
things
like
manipulatives,
digital
activities.
There
were
task
cards
for
the
students
to
use,
all
of
which
were
application
based
and
Hands-On.
D
The
communication
and
the
collaboration
was
really
critical
in
talking
making
sure
that
they
were
communicating
with
the
core
teachers
as
far
as
what
skills
they
should
be
addressing
within
the
program.
There
are
a
lot
of
skill
deficits,
I
think
that
that's
something
that
we're
very
aware
of,
and
so
when
they
would
do
the
pre-assessments
and
find
that
all
of
the
students
were
starting
on
level
one
in
those
task
cards.
D
They
were
finding
that
they
had
to
offer
kind
of
like
a
mini
lesson
or
a
remedial
lesson
to
make
sure
that
the
students
had
that
understanding
of
the
content
and
the
at
times
there
didn't
seem
to
be
exposure
to
the
content.
So
there
were
some
again
one
program.
Never
fills
all
of
your
needs,
so
this
was
something
that
all
of
the
teachers
felt
like
in
certain
skills
that
they
had
to
do
a
mini
lesson
to
make
sure
that
the
children
had
an
understanding
of
the
topic
before
they
were
moving
into
those
application
activities
moving
forward.
D
They
were
at
nams.
They
were
following
a
it's
a
six
day
rotation,
so
they
would
be
three
days
on
three
days
off.
The
teachers
really
want
next
year
to
move
to
an
even
odd
rotation
and
Mr
Patterson
had
no
problem
doing
that
they
want
to
continue
to
allow
for
flexible
student
grouping.
We
want
kids
to
be
able
to
come
in
and
out.
You
know,
sometimes,
when
you're
looking
at
a
test
score,
whether
it
be
map
or
pssa,
some
student
might
not
come
on
the
radar
or
quite
the
opposite.
D
D
Mr
Patterson
is
looking
in
his
schedule
of
how
can
we
provide
additional
time
not
just
for
tier
two
intervention
but
to
for
these
kids
that
just
need
to
see
that
skill
of
the
day
differently
some
additional
time,
so
knowing
that
sixth
grade
is
eventually
going
to
IMS?
We've
had
a
lot
of
conversation
with
Miss,
Sutton
and
Mr
Patterson
about
how
we
can
blend
those
models.
Q
D
Got
a
lot
of
positive
feedback
from
the
teachers
in
the
regular
math
classes,
especially
at
nams,
noticing
a
better
attitude
about
math
just
that
they
were
getting.
You
know:
they're,
building
confidence,
they're
they're,
applying
skills,
but
I
will
say
that
we
were
not
able
to
move.
We
had
to
make
decisions
about
pacing
of
whether
or
not
we
were
going
to
go
to
Mastery
or
just
try
to
touch
on
skills,
and
so
we
really
wanted
to
build
confidence
in
mathematical,
thinkers
and
start
really
filling
those
gaps.
D
Q
D
The
board
I
think
that
we
we
do.
Ultimately,
you
want
to
see
about
80
percent
of
your
kids
getting
what
getting
to
Proficiency
in
core
instruction
and
our
numbers
are
not
there.
So
we
definitely
want
to
make
sure
that
tier
one
is
solid
so
that
we
have
less
students
that
need
that
those
remedial
type
experiences,
but
we
know
we
have
gaps
to
fill
I
hope
that
it
isn't
something
that
we're
always
facing.
D
A
D
A
Reason
I
ask
is
that
you
know
math,
let's
say
let's
say:
students
going
into
fifth
grade
and
there
may
be
at
60
percent
of
where
they
should
be
in
terms
of
Competency.
Getting
them
to
65
or
70
percent
doesn't
really
help
them
at
all,
because
math
builds
and
builds
and
builds
and
builds.
And
if
you
don't,
if
you
don't
achieve
competency
at
one
level,
to
go
into
the
next
level,
you're
going
to
struggle
all
the
way
through,
it's
just
going
to
be
a
compounding
effect.
A
D
We're
starting
to
see
that
already
we
trained
the
the
teachers
in
a
math
workshop
model
last
year.
You
know
a
lot
reading
is
a
very
well
well-equipped
topic.
There's
all
sorts
of
different
materials
and
scheduling
options
for
reading,
but
I
I
feel
like
math
is
just
it's
not
the
same:
they
don't
their
teachers,
don't
have
as
much
of
that
type
of
resource
or
knowledge
to
support
them.
It's
a
conversation.
D
We
have
a
lot,
and
so
we've
talked
about
the
math
workshop
model
and
that's
the
same
thing
that
you
would
do
in
a
reading
class,
where
you
have
small
group
instruction
you're
leaving
time
at
the
end
of
the
period
so
that
you
can
pull
small
groups
and
intervene.
Our
math
Elementary
Department
chairs.
Here
it's
something
that
Miss
Crawley
has
been
working
with
the
elementary
teachers
on
you
know.
We
want
to
keep
beating
the
drum
on
the
math
Workshop.
It's
not
we're
not
going
to
fill
holes
standing
in
front
of
the
class
blasting
out
content.
D
We've
got
to
make
time
to
use
the
data
that
we're
collecting
to
intervene
and
provide
intervention
and
Miss
Crawley
will
be
talking
to
you
about
two
tools
that
their
Department
piloted.
That
we'll
be
adding.
That
I
think
will
really
help
a
solid
foundation
so
that
this
problem
isn't
recurring
every
year.
O
D
Work
we,
the
K
to
five
teachers,
were
able
to
map
all
of
their
stage,
one
curriculum,
so
they
are
all
aware
of
their
of
their
standards.
What
order
they
should
be
teaching
them
in
the
middle
and
high
school
facilitator,
Miss,
Shirley
and
Marianne
Pfeiffer
they
work
together.
We
have
the
entire
math
department
in
a
room
to
align
the
five
through
12
curriculum,
so
a
lot
of
forward
progress
and
making
sure
we
know
what
we
teach
when
we
teach
it.
So
a
lot
of
great
work
very
quickly:
The
Invention
land,
education,
courseware.
D
This
was
piloted
both
at
names
and
IMS,
Stephen,
Yost,
Madeline,
tiska
and
Jeff
Lytle
taught
it
as
an
enrichment
course,
a
steam
enrichment
course
and
Dylan
August
we
trained
some.
We
were
able
to
train
eight
people,
so
he
was
one
of
the
people
that
that
was
trained
and
he
wanted
to
incorporate
pieces
of
this
program
into
his
21st
Century
Learning
class.
So
it
it
was
nice
to
see
the
different
ways
that
the
course
was
facilitated
between
the
two
buildings.
We
had
great
feedback.
D
The
course
was
engaging
students
were
empowered
by
the
ownership
of
developing
their
product.
It's
it's
well
balanced.
It
has
technological
skills
and
Hands-On
skills.
Students
get
an
authentic
experience
of
presenting
for
an
audience.
I
got
to
watch
the
student
pitches
and
we
had
some
Community
Partners
come
in
and
judge
the
kids
were
fantastic,
we're
sending
four
teams
to
compete
at
regionals
on
May
17th.
It
definitely
promotes
an
entrepreneur,
Royal
spirit
and
exposes
them
to
various
careers
and
I.
Think
it's
a
lot
of
the
kids
had
said
when
I
was
asking
them
at
their
presentations.
D
Did
you
like
the
course,
and
they
said
yeah
you
know
I
haven't,
had
it
really
anything
like
it,
so
they
enjoyed
it
things
to
consider
moving
forward.
They
all
offered
it
as
a
year
course.
First
year
we
were
piloting
and
they
all
definitely
felt
like
it
could
be
condensed
to
either
a
quarterly
rotation
or
a
semester
elective
so
we're
in
the
process
of
working
with
Miss,
Sutton
and
Mr
Patterson
about
how
that
looks
next
year.
Some
of
the
content
was
challenging
for
the
students
in
sixth
grade.
D
So
the
sixth
grade
teachers
did
a
great
job
of
Scaffolding
in
the
project
so,
rather
than
just
starting
out
of
the
gate.
With
an
invention,
they
had
them
design
a
toy
or
a
game
to
go
through
that
process
and
then
moved
forward
with
the
invention.
So
I
thought
that
was
a
great
variation
on
the
course.
We
did
need
to
purchase
additional
supplies
for
the
design
challenges.
The
facilitators
appreciate
small
class
sizes,
because
every
kid
is
working
in
pairs
or
on
on
an
individual
project.
So
they
do
get
a
lot
of
attention
and
feedback.
D
Q
Q
That
would
be
more
than
willing
to
assist
in
this
program,
and
obviously
you
know,
we've
got
all
our
clearances
and
all
that
stuff,
so
it's
very
rewarding
process
as
an
individual,
but
also
I,
think
that
the
feedback
with
you
know
someone
who's
kind
of
a
subject.
Matter
expert
in
some
of
this
stuff
also
brings
a
lot
of
the
burden
off
of
the
teacher.
C
Okay,
I
think
your
mic
cut
out.
There
Mr
goes
back
I'm,
not
sure
I
heard
you
completely.
So
the
third
pilot.
It's
not
really
a
pilot,
but
I
wanted
you
to
hear
after
year,
one
of
the
team's
room
and
how
that
went.
There
was
a
staffing
commitment
that
you
made
as
a
board
and
Ms
Cusick
is
here
to
present
to
you
some
outcomes
from
this
year's
high
school
teams
room
program,
and
if
you
want
to
grab
that
mic
and
make
it
a
turn.
J
J
If
I
had
to
choose
a
word
to
describe
this
year
in
the
team's
room,
I
would
say
it's
evolving.
We
spent
the
entire
year
constantly
shifting
evolving
and
trying
to
just
better
our
program.
I
will
tell
you
that
we
hit
the
ground
running.
That's
for
sure,
so,
I'd
like
to
share
with
you
some
things
we
did
on
each
of
my
slides
I
have
something
from
the
team's
room.
This
is
just
a
quote.
There
are
probably
about
20
quotes
that
line
the
walls
all
the
way
around.
So
that's
what
this
one
is.
J
And
it's
funny:
Mrs
Wells
mentioned
the
mtss
system
of
support,
and
that's
where
this
all
started
was
this
slide.
I
was
shown
this
a
long
time
ago,
and
once
again
it
was
explained
that
you
know
we
have
kids
with
IEPs.
We
have
kids
with
service
agreements
and
we
have
a
good
80
of
our
kids
that
don't
have
any
special
services,
but
still
can
have
a
mental
health
issue
walking
through
our
building.
So
our
goal
was
any
child
anytime,
that's
what
we
did.
Anyone
that
had
a
need
walked
through
the
building.
J
This
year
we
saw
everything
from
I,
had
a
fight
with
my
friend
to
suicidal
ideation,
to
homelessness,
to
grief
and
loss
to
oh
geez,
I'm
anxiety,
depression,
we've
had
it
all,
so
we
have
service
every
tier
of
this
year.
The
three
pillars
I
left
on
there
kind
of
is
a
little
challenge
for
you,
I
think,
because
we
have
service
the
mental
health
issues
the
kids
came
in
with
we
have
affected
the
academics,
the
behavioral
and
the
social
emotional.
So
I
am
basically
challenging
you
through
the
rest
of
my
slides,
to
see.
J
This
is
an
amazing
slide,
one
of
my
favorites,
so
I've
kept
data
all
year
on
how
many
walk-ins
we
had
each
month
in
the
team's
room
and
I
say
walk-ins,
because
we
have
some
kids
that
come
in
more
than
once
a
day.
So
this
is
a
student,
it's
walking
through
the
door,
and
these
are
our
numbers
from
August
through
April
we've
had
a
total
of
3648
kids
walk
through
with
some
sort
of
a
need.
J
J
What
you
see
on
this
slide,
we
did
have
our
issues
with
the
kids.
You
know
coming
in
and
saying
there
was
a
need,
sometimes
when
there
wasn't,
and
we
had
to
find
some
ways
around
that
so
our
two
ways
we
found
one
was
very
simple.
When
they
come
through
the
door,
we
would
say
please
put
your
phone
in
the
basket
and
they
felt
better.
We
could
cure
them
very
easily.
They'd
be
I'm,
good
and
they'd
leave
so
that
one
worked
very
well
and
Mr
yakubowski
and
Mrs
Polaski
didn't
have
to
do
much.
J
The
other
one
we
came
up
with
on.
A
very
serious
note
was
this:
when
the
kids
come
into
teams.
I
know
you
can't
really
see
that
too
closely,
but
we
have
a
coding
system
now
with
cards
and
the
kids
come
in
and
they
pick
up
a
one,
two,
three
or
four,
depending
on
their
need.
One
says:
I
can
come
back
if
needed,
can
I
set
an
appointment.
Two
was
I,
need
a
quiet
space
and
would
utilize
some
strategies
offered
in
the
room
that
could
be
at
the
destination
rooms
where
they
can
sit
quietly.
J
It
could
be
using
the
fidgets
sitting
in
the
back
working
on
a
jigsaw
puzzle.
Three
I
need
some
quiet
time,
but
eventually
I
need
to
talk
and
four
was
as
soon
as
possible.
We
found
that
one
to
be
the
most
important
one,
because
if
someone
came
up
holding
a
four
things
stopped
and
that
was
addressed
very
quickly,
so
that
also
had
the
kids
reflect
when
they
came
in
too,
like
wait,
a
minute
I
really
wanted
to
come
in
and
sit
in
the
back.
J
I
didn't
really
have
a
need:
I'm
not
going
to
put
a
number
one
down
on
anything
so
once
again
that
helped
us
weed
out
the
ones
that
were
supposed
to
be
there
and
the
ones
that
weren't.
You
may
ask,
too
that
this
was
interesting.
Sometimes
the
kids
would
come
in
with
a
four
and
really
they
had
a
a
minor
fight
with
a
friend
that
could
be
fixed
in
a
couple
minutes
and
then
be
like.
J
Can
I
change
my
number,
so
we
would
go
in
for
them
and
change
it
eventually,
but
I
think
on
this
Slide.
The
numbers
really
speak
for
themselves.
We
do
have
a
lot
that
we've
offered
in
the
room-
we,
oh,
my
goodness,
for
instance,
the
jigsaw
puzzles.
We
have
an
area
with
just
jigsaw,
puzzles
and
I
thought.
Well
this.
This
is
interesting.
The
kids
might
enjoy
this
and
I
noticed
the
social
workers
going
over
and
gravitating
and
just
working
on,
puzzles
and
I'm
thinking
more.
What
are
they
up
to
here?
J
Next
thing,
I
know
kids
gravitated
over
and
because
they
started
talking
while
they
were
doing
puzzles,
we
found
out
some
very
important
abusive
situations
we
wouldn't
have
known
just
because
they
were
standing
there
working
with
puzzle
pieces
together.
So
we
have
a
lot
of
things
built
into
the
team's
room.
We're
really
the
social
workers
are
joining
them
in
a
lot
of
activities.
J
We
did
get
a
lot
of
Grants
this
year,
I'm
proud
to
say
that
I
didn't
have
to
come
and
ask
for
money.
We
had
the
Community
Foundation
and
the
Education
Foundation,
probably
I,
think
it
was
about
two
thousand
five
hundred
dollars
and
we
have
decorated
our
team's
room
and
I
really
appreciated
their
faith
in
us
and
the
fact
that
they
saw
this
as
worthy
of
their
time
and
efforts,
so
I
have
kept
in
touch
with
them.
But
I
am
grateful.
J
I
also
presented
at
The
Rotary,
the
BP
USC
rotary
this
morning,
and
they
have
already
asked
me
to
put
in
a
grant
next
January
when
they're
open.
So
we
have
utilized
that
for
all
of
the
supplies
you
can
see
in
there
the
waterfall
a
little
bit
to
the
left
there
and
we
have
curtains
we
bought.
We
have
pillows
and
books
and
rugs
it's
very
comfortable,
I.
J
J
The
kids
knew
about
it,
so
we
did
make
a
video
that
Mr
cromie
put
on
Facebook
quite
often
and
an
article
in
in
the
almanac,
which
is
where
the
road,
why
the
rotary
called
me
so
getting
our
name
out
there
and
what
we
were
doing
was
pretty
important
to
me
as
well.
That
was
one
of
my
goals
I
wanted
to
accomplish,
so
we
I
think
we
have
achieved
that
this
is.
J
This
word
became
really
important
this
year,
Blossom,
it's
a
big
sign
that
we
put
up
in
the
team's
room,
an
individual
who
Embraces
their
flaws
and
know
they
are
awesome
regardless.
So
flossum
is
a
big
word
because
at
just
about
everything
we
ordered
with
that
grant
money
came
in
a
little
bit
different
than
it
should
have,
and
it
was
awesome
and
we
still
used
it.
But
if
you
ask
the
kids,
they
know
that
word
really
well
now
and
I
think
it's
an
important
one.
J
The
positive
notes
are
up
there,
because
this
is
such
I
love.
When
things
happen
organically,
in
there,
we
have
the
kids
sign
in
there's
Post-its
there
for
them
to
put
their
name
on
their
phones
and
put
it
in
the
basket
and
all
of
a
sudden,
the
Post-its
were
being
used
all
over
the
table.
With
notes
you
got,
this
have
a
good
day,
try
again
tomorrow.
So
what
we
did
instead
is
we
moved
that
up
to
our
whiteboard
and
the
kids
just
gravitated
towards
it
and
put
notes
up
for
each
other
with
positive
things
on
it?
J
J
J
The
Student,
Assistance,
Program
and
I
also
sat
in
on
all
the
service
agreements
and
the
attendance
meetings
as
well,
and
this
really
allowed
me
to
bring
information
about
kids
back
to
the
team's
room
and
it
allowed
me
to
tank
information
from
the
team's
room
back
to
the
meetings.
So
I
think
this
was
really
an
integral
piece
that
he
had
us
do.
J
We
also
met
with
the
prince
Mr
villani
and
the
assistant
principal's
document
once
a
week
at
the
beginning,
and
then
we
sort
of
weaned
off
in
January
and
met
a
little
bit
less,
but
I
do
think
that
all
the
meetings,
one
other
thing
I
learned
this
year,
was
to
include
the
nursing
on
these
meetings.
One
of
the
things
we
learned
in
our
school
psychology
program
is
ruat
the
medical
and
we
found
out.
J
J
That's
where
Telehealth
takes
place
and
a
lot
of
times
they
will
say,
can
I
just
go
sit
in
one
of
the
destination
rooms
for
a
while
and
when
they
come
out,
they'll
either
say
they're
ready
to
go
or
they
want
to
talk
so
I
wanted
to
make
sure
that
we
were
offering
them
some
groups
as
well,
so
Mrs
franzek
had
thought
it
would
be
a
good
idea
to
survey
the
kids
on
a
Google
form.
What
would
you
like
to
have
sessions
on
So
based
on
those
requests?
J
This
is
what
our
year
looked
like.
Managing
stressors
came
up
as
number
one
for
the
kids,
so
many
that
we
had
to
do
two
rotations
of
it
and
how
we
did
it
was.
It
was
for
six
weeks,
but
we
rotated
the
time
it
was
offered
so
that
the
kids
weren't
missing
the
same
class
all
the
time.
So
we
did
two
rotations
of
that.
We
did
one
on
building
self-image.
J
It's
also
going
to
have
a
lot
of
resources
as
far
as
phone
numbers
for
services
they
might
need-
and
we
have
had
quite
a
few
kids
this
year
with
homelessness
and
food
insecurity.
So
it's
also
going
to
have
places
in
it
where
they
can
access
those
resources
if
they
need
it.
Mr
villani
would
like
us
to
put
that
on
the
website
soon
as
well.
So
that's
being
worked
on
right
now.
J
This
is
some
other
initiatives
where
we've
undertaken
this
year.
We
did
help
with
the
grief
awareness
week
with
Bess.
We
did
I
actually
gave
the
best
test
to
the
kids
and
we
did
talk
to
the
kids
based
on.
If
the
scores
showed
they
had
a
need.
Rhythm.
We
also
piloted
in
there
as
well
with
our
groups.
The
kids
did
get
in
Rhythm
first
and
see
how
well
they
did
on
that.
J
We
also
had
one
student
come
to
me.
One
of
our
autistic
students
and
said
I
I've,
been
wanting
for
years
to
talk
to
the
faculty.
I
want
to
share
with
them
what
my
vision
is
for,
how
they
can
help
kids
with
autism.
So
we
put
together
a
video
presentation
and
we
had
someone
come
from
the
autism
Caring
center
hand
out
bracelets
to
The
Faculty,
with
her
name
and
the
date
of
the
presentation,
and
she
got
her
opportunity
to
talk
to
the
faculty.
J
The
next
one
was
super
important
and
that's
we
participated
in
the
lead
days.
As
you
know,
we
offer
a
lot
of
different
activities
during
lead,
but
I
did
start
to
hear
a
little
bit
of
I.
Don't
want
to
go
in
that
room,
no,
that
room's
for
certain
people
and
it
I
really
wanted
to
nip
that
when
I
could
so
we,
the
social
workers
and
I,
made
lead
activities
that
were
strictly
for
fun.
We
did
Pictionary.
J
J
J
We've
got
some
students
connected
to
tutors
up
in
the
academic
Hub.
We
have
used
some
National
Honor
Society
students
to
pair
up
with
some
of
our
kids.
That
could
use
a
good
role
model.
We
did
do
some
student
mediations
with
peers
and
one
with
teachers
and
a
student
and,
as
I
said,
we
used
our
data
to
help
with
student
placement
decisions
as
well.
J
That's
what
the
kids
see
on
the
way
out
the
door,
that's
what
we
have
written
on
the
door.
This
is
looking
forward
for
next
year.
We
want
to
continue
developing
our
destination
rooms.
A
little
bit
more
I
have
talked
to
the
art
teacher
and
we're
going
to
have
murals
put
in
there.
She
wants
to
do
it
with
a
paint
by
number
concept
so
that
our
students
in
there
can
paint
if
they
want,
when
they're
in
the
room.
J
We
want
to
continue
increasing
the
communication
with
the
counselors
and
the
teachers
continue
to
assess
the
best
best
method
to
account
for
student
presence,
because
they
still
try
to
get
biased
every
once
in
a
while.
We
want
to
provide
interventions
based
on
the
past.
That's
going
to
be
given
in
October
and
I
have
had
some
teachers.
Ask
me
from
the
Middle
School
how
we're
doing
this
program
and
I
know.
One
of
our
goals
was
to
bring
this
down
to
that
level.
J
So
I'm
hoping
if
that's
the
case,
that
I
can
help
start
one
of
those
up
there
too,
and
that's
it
I
still.
Thank
you
for
this
opportunity.
I
love
the
year
and
I
was
reading
an
article
yesterday
in
the
mental
health
for
adolescents
and
it's
adoring,
adolescence
49.5
of
adolescents
will
have
mental
health
issues
at
one
time
or
another.
So
I
really
feel
proud
that
we're
addressing
that
and
helping
them.
A
J
A
J
So
that's
one
there.
Throughout
the
day,
yeah
we
have.
We
have
a
couple
kids
that
have
really
come
out
of
their
shell,
starting
to
talk
to
other
kids.
We
had
a
couple
lunch
groups
form
organically,
which
I
may
have
told
you
last
time.
I
was
here
and
there
be.
We
actually
see
them
now
sitting
in
the
lunchroom
together,
so
yeah.
We
have
seen
some
really
nice
ways
that
it's
made
an
impact
on.
N
J
N
J
You
I
will
say:
there's
there's
a
quote
up
on
my
in
my
office,
I
spent
half
my
time
down
in
the
team's
room
in
half
upstairs
in
my
office
with
these
meetings,
and
it
says
that
if
you
spend
80
percent
of
your
time
building
relationships
with
the
kids
when
something
comes
up
the
other
20.
You
have
that
Foundation
to
go
back
to
and
I
think
because
of
that
I've
even
had
been
able
to
help
the
principals.
J
N
J
When
a
student
needs
to
use
it
basically
to
do
that,
you
told
I
need
to
go
to
team's
room,
they
say,
okay
and
they
are
supposed
to
put
in
a
hall
pass,
and
the
student
comes
down
to
us
if,
if
that
gets
out
of
order,
we
put
in
the
hall
pass
and
they'll
come
in,
show
us
their
number
and
their
need,
and
we
go
from
there.
So
it's
individualized
at
that
point
and
yeah
there
has
been
a
little
bit
of
difficulty.
J
Trying
to
get.
You
know,
there's
a
teacher
buying
with
any
program,
but
we
don't
have
e-haul
pass
is
not
exactly
the
friendliest
to
use
and
Mr.
Villani
has
already
told
me
that
there's
something
in
the
process
next
year.
He
thinks
it's
going
to
work
much
better,
so
that
the
teachers
and
us
can
get
this
in
line
a
little
bit
better,
but
we
are
trying
to
communicate
with
them.
Sometimes
we'll
just
call
up
sometimes
we'll
email,
but
it
can
be
difficult
because
there's
also
sometimes
kids
come
in.
J
They
haven't,
let
their
teacher
know
they're
down
there
or,
like
I,
said
the
random
kid
that
tells
their
teacher
I'm
going
to
teams
and
they
don't
show
up.
But
luckily
we
have
that
information
they
sign
in
we're
like
they
didn't
sign
in
they
weren't
here
so
yeah,
there's
that's
been
a
little
glitchy
and
it's
been
something.
We've
worked
on
all
of
them
that
we're
still
working
on,
but.
Q
J
J
Okay,
correct
because
there's
actually
a
lot
of
times,
teachers
will
call
and
say:
are
they
okay
or
is
there
anything
I
need
to
know?
We
had
one
teacher
like
I
said
I
said:
do
you
want
to
come
down
and
we'll
talk
together
with
the
student
they're
sure,
so
no
they've
actually
been
very
good
with
it.
That
way,
and.
Q
Then
my
last
question
is:
do
you
have
any
breakdown
in
terms
of
you
know
the
gender
split
of
students
showing
up
because
I
know
it's
very
common
for
men
to
not
necessarily
want
to
talk
about
their
feelings?
Despite
you
know,
increased
rates
of
depression
and
suicidal
ideation,
so
I
was
curious.
If
you've
seen
you
know,
maybe
those
numbers
look
a
lot
better
than
they
often
do.
J
It's
so
funny.
I
was
asked
that
same
question
at
The
Rotary
this
morning,
yeah
and
I
will
tell
you.
I
went
back
and
I
talked
to
my
social
workers.
I
said
here's
the
answer.
I
gave:
what
do
you
think
and
they
thought
it
was
pretty
accurate.
It's
definitely
right.
Now
it's
more
females
in
the
room
than
males,
but
I
asked
them.
I
said
this
is
what
I
said.
You
agree.
The
males
that
come
in
come
in
consistently.
J
They
use
the
room.
I
have
a
couple
that
come
in.
They
don't
want
to
talk
to
anybody.
They
want
to
go
back
and
sit,
that's
what
they
want
to
do
for
their
lunch.
So
we
do
have.
That
will
be
the
difference.
The
girls
are
kind
of
in
and
out
more
girls,
but
in
and
out
where
the
boys
come
in
with
a
consistency
and
actually
the
ones
that
come
in
do
want
to
talk
the
few
that
I've
seen
that
don't
want
to
talk
end
up
talking
it.
J
You
know
our
social
workers
are
good
at
getting
that
job
done.
Sometimes
it
starts
upstairs
if,
if
I'm
in
a
service
agreement
meeting
and
we're
talking-
and
they
say,
I
have
a
look
on
my
face
and
they're
like
I
can
tell
Miss.
Kids
is
chomping
at
the
bed.
I'll
say
you
know
what
why
don't
you?
Let
me
walk
you
down
to
the
team's
room.
Let
me
just
show
to
you
give
you
a
tour.
So
sometimes
they
enter
that
way
and
they're
like
I'll
go
but
I'm
really
not
interested
next
I
know
they're
coming
in.
C
A
C
A
O
C
Some
of
them
are
for
adoptions
of
books
that
would
be
purchased
over
the
summer
and
implemented
for
next
fall.
Some
of
them
are
for
curriculum
revision
work.
That
would
happen
through
the
summer
to
start
a
revised
version
of
a
course
in
the
fall
and
some
are
for
or
for
a
longer
work
over
the
course
of
next
semester
and
into
the
following
year
for
for
permanent
adoption,
and
so
it's
probably
a
case-by-case
item
you'll.
We
can
tease
out
what
what
exactly
is
happening.
If
you,
if
you
want
to
go
that
way,.
A
C
So
much
yeah!
You
did
make
a
good
point,
though,
that
I
wanted
to
make
sure
I
emphasized
for
the
board
and
for
community.
That
would
be
seeing
the
video
the
meeting
tonight
in
the
back,
we'll
we'll
have
the
textbooks
that
are
being
proposed
for
the
board
on
public
display
for
30
days.
And
so,
if
you
had
wanted
to
see
the
book
peruse,
it
you'd
be
able
to
come
in
and
spend
some
time
looking
through
the
information
that's
being
being
proposed.
C
G
C
L
S
L
L
C
So
this
actually
corresponds
to
one
that
the
board
approved
in
the
fall,
which
was
a
complete
rewrite
of
the
World
Language
curriculum
all
the
way
back
through
the
introductory
courses.
However,
the
uniqueness
of
it
was
to
start
at
the
highest
level
of
the
AP
courses
and
start
the
revision
working
backwards.
So
the
first
one
on
the
Block
here
tonight
is
revising
the
AP
courses
and
with
new
textbooks.
So
those
are
the
books.
I
was
joking
about
earlier
that
are
here
for
your
for
your
perusal
and
approval.
C
T
T
So
to
break
it
down
the
cheapest
way
to
go
about.
This
was
a
six-year
proposal,
anything
less
than
that
then
you're
looking
at
increased
cost.
So
when
all
is
said
and
done,
we
were
looking
at
seven
dollars,
a
student
for
a
consumable
textbook
and
twenty
dollars
a
student
per
year
for
a
digital
piece
which
gives
you
the
unsightly
number
of
under
just
under
118
thousand
dollars,
but
again
more
easy
to
digest,
seeing
it
per
year.
So
roughly
27
dollars.
U
Program,
I'm,
Jackie,
McPherson
I,
teach
seventh
grade
at
IMs.
We
were
here
I
think
seven
years
ago
trying
to
get
the
purchase
of
what
we
had
piloted
eight
years
ago.
It
was
called
Collections
and
it
was
through
the
same
publication.
So
this
is
just
their
enhanced
version.
Collections
is
no
more
so
we
piloted
it
this
year.
It
does
Ensure
consistent
curriculum.
My
colleagues,
we
were
all
able
to
get
on
the
same
page
way
more
easier
than
in
years
past
we
were
able
to
collaborate.
U
It
challenges,
students
to
read
the
rigorous
texts,
there's
thematic
structure,
so
there's
essential
questions
that
really
takes
them.
Beyond,
just
reading
a
story.
So,
instead
of
reading
a
story
about
a
character
who
was
forced
to
be
brave,
they
were
questioning.
How
do
my
actions
define
me
and
it
would
span
throughout
the
entire
unit,
so
it
wasn't
just
an
isolated
question
move
on
so
it
exposed
them
to
various
perspectives.
Various
viewpoints,
Incorporated
Science
History.
K
Er
I
actually
teach
both
7th
grade
and
eighth
grade
reading,
and
so
of
course,
our
digital
piece
is
an
important
one,
but
we
want
to
get
the
consumable
piece
into
the
hands
of
the
students,
which
is
a
consumable
textbook.
We
like
the
idea
of
that,
because,
whereas
the
traditional
hardbound
textbooks
that
would
be
used
year
after
year,
although
good
these
one,
these
consumable
textbooks,
allow
the
students
every
single
day
to
be
interacting
with
the
text.
Analyzing
interpreting,
identifying
issues
and
problems
making
comments
to
it.
K
C
M
Yeah
and
a
nice
thing
too,
with
a
consumable,
is
that
we're
able
to
allow
the
students
practice
for
those
standardized
testing.
You
know
there
to
write
their
annotations
and
to
really
pick
apart
the
story
and
be
able
to
then
go
back
and
revisit
those
notes
in
order
to
make
decisions
on
open-ended
questions
on
multiple
choice.
Questions
so
that
consumable
piece
is,
is
a
really
a
true
help
for
us.
Otherwise,
those
stories
that
you
see
throughout
the
slideshow
will
then
have
to
be
printed
and
printing
costs
really
are
astronomical
as
well.
M
So
you
know
it's
kind
of
you're
between
a
rock
and
a
hard
place
with
the
purchase
of
that
consumable,
regardless
the
students
are
going
to
need
that
paper
and
pencil
opportunity
in
order
to
then
you
know,
move
forward
in
their
test
taking
skills.
The
digital
piece,
I'll,
keep
short.
What
my
colleagues
and
I
really
found
helpful
with
this
is
this:
was
a
nice
home
base
for
the
teachers
for
our
research
versus
it
has
a
component
that
we
use
for
our
students.
The
students
visit
this
students
who
are
away
on
educational
trips,
who
are
homesick?
M
Maybe
they
have
their
consumables
at
school.
This
is
a
nice
backup
for
them
to
visit
and
use
these
materials
as
they
would
in
the
classroom
with
their.
You
know,
their
books
in
hand.
It
also
gives
us
opportunity
to
visit
different
components,
like
short
videos,
to
introduce
Concepts
devices,
literary
devices
and
skills
that
we
talk
about
in
the
classroom
and
close,
read
notes
it
models,
conversations
that
students
have
about
really
picking
apart
the
story
and
closely
analyzing
it,
the
stream
to
start
videos
are
nice
for
our
thematic
units.
M
Jackie
had
mentioned,
go
going
into
our
space
and
exploration
unit.
That
was
probably
one
of
the
ones
that
we
dove
into
the
most
and
some
of
our
seventh
grade.
Students
in
just
a
few
weeks
are
going
to
visit
our
new
moonshot
Museum
downtown
down
in
the
North
Shore,
so
they're
all
excited.
We
were
able
to
infiltrate
that
into
the
unit
which
it's
nice
as
a
pairing
with
our
field
trip
this
year.
So
it's
opened
a
lot
of
new
opportunities
for
us
in
in
seventh
grade.
With
with
this
new
hmh.
N
This
only
piloted
in
seventh
grade
because
it
says
six
through
eight,
so
who
piloted
and
do
you
have
some
feedback
from
them?
Too?
Sorry
guys,
I,
know
all
of
you
from
years
ago,
but
I
just
I
I
want
some
feedback
on
sixth
grade
and
eighth
grade
because
six,
okay,
you
had
said
that
but
sixth
grade
because
at
one
point
in
time
they're
going
from
wonders
to
this.
So
how
does.
T
We
did
pilot
in
six
through
eight,
but
I
brought
the
the
seventh
grade
teachers
because
they
were
Hands-On
from
start
to
end
solely
the
pilot.
Other
levels
had
varying
levels
of
how
how
far
they
got
with
the
pilot.
Just
from
experience
and
In
fairness,
these
three
did
the
pilot
or
I'm
sorry,
the
program
that
we
were
using
prior
Collections
and
so
collections
ended,
and
we
were
forced
to
go
to
this
program.
So
they
were
the
most
familiar.
G
Where,
where
does
this
match
up
to
with
our
our
competitors,
meaning
like
this
program
when
you
look
at
Peters
Township,
Sinclair,
Mount
Lebanon,
if
it's
South,
Fayette
Fox,
Chapel,
North,
Allegheny
I,
don't
know?
If,
if
you
know,
if
there's
some
research
I'm
sure
you've
done
research
on
on
that
kind
of?
Where
will
this
give
us
an
advantage
and
Propel
us
like
forward
and
ahead
I.
U
Could
I
can
speak
from
a
personal
aspect?
I
I
live
in
South,
Fayette
and
I
know
my
son
utilizes
this
program.
There
was
a
component
of
this
program
called
waggle,
which
you
don't
hear
every
day
and
my
my
son
said
it
at
home.
When
I
said
waggle,
wait,
do
you
and
I
looked
at
his
resources
and
and
they
they
utilize
it
so
I
know
that
it's
used
in
at
least
one
neighboring
District.
M
Just
having
call
friends
and
colleagues
in
other
districts
and
comparing
we
did
a
lot
of
research
leading
up
to
kind
of
the
renewal
of
collections,
we've
used
collections,
we
were
comfortable
with
it.
We
felt
the
students
really
responded
well
to
it,
and
we
kind
of
left
that
last
we
we
had
meetings
and
presentations
with
other
textbook
companies.
Some
you
know
were
were
very
exciting
and
then
we
teamed
up
with
the
certain
districts
and
talked
with
them
about.
Well,
you
have
this.
You
have
adopted
this
program.
M
What
do
you
feel
about
it
and
they
gave
us
the
pros
and
cons,
and
really
this
program
seems
to
outweigh
all
of
the
the
ones
that
we
were
able
to
take.
A
look
at
so
I
know
North
Allegheny
they
they
were
using
kind
of
our
backup
and-
and
we
just
didn't
get
the
feedback
that
we
had
hoped
for
that.
The
stories
in
this
textbook
seem
to
really
relate
to
the
students
and
that
textbook
series
it
was
all
excerpts.
You
never
got
the
full
story.
M
M
O
You
hello,
everybody
and
thank
you
all
my
IMS
team
I
wanted
to
ask
you
about
the
digital
portion
of
that.
Does
it
have
enough
interplay
with
the
consumable
that
it's
going
to
help
on
that
udl
level
like?
Can
you
adjust
the
readability
of
the
text
for
students?
Have
them
do
text
to
speech
for
the
students
who
need
to
use
a
computer
to
do
their
writing?
Do
all
those
pieces
play
well
together
to
support
that
yeah.
M
M
We
we
record
ourselves
reading,
so
it
certainly
has
the
audio
piece
as
far
as
udl
it
offers
at
the
end
of
each
scene,
that
offers
different
options
for
teachers
to
incorporate
into
our
lesson,
plans
different
projects
and
strategies,
different
ways
we
can
go
with
talking
about
the
concepts
covered
in
the
story,
the
vocabulary
we
have
tutorials
a
lot
of
tutorials,
which
offer
remediation,
or,
in
some
cases,
enrichment
for
students
to
then
pursue.
If
we
feel
like
okay,
they've
comprehended
this
scale,
we
want
to
bump
them
up
and
kind
of
pursue
a
more
difficult
level.
M
It
allows
for
that,
and
it
gives
us
a
lot
of
resources
outside
of
the
textbook
itself.
You
know
different
websites
that
the
students
can
explore,
and
you
know
just
practice
their
reading
in
general,
which
sometimes
it's
nice
just
to
have
that,
after
assessment
or
after
a
certain
units
of
study,
it
gives
them.
You
know
additional
material
to
then
explore
and,
and
with
this
collections
or
this
textbook,
the
collections
of
stories,
they
often
are
really
interested
in
learning
more
about
what
it
is
that
they
read.
You
know
there's
a
lot
of
different
Topics
in
this.
M
O
That's
good
and
I
love.
The
consumable
has
that
Hands-On
aspect,
because
there's,
if
you
again,
when
you're
participating
and
learning
that
makes
a
difference,
and
it
seems
like
it's
also
setting
you
up
to
help
those
students
who
need
Executive
functioning
support,
who
need
to
highlight
the
parts
of
the
question
to
make
sure
they're
answering
all
the
answers
and
you
know
making
the
marks
and
the
notations
and
really
chunking
and
and
helping
them
to
learn
what
they
need
to
be
successful.
So,
thank
you.
It
looks
really
great.
D
I
think,
really
more
so
than
rewriting
it's
articulating
the
the
course
and
capturing
it.
They've
been
teaching
the
course
for
eight
to
almost
10
years
now
it
was
built
out
of
collaboration
with
the
data
fluency
project
out
of
Carnegie
Mellon
University
and
Emily.
Smaller
and
Lee
christophano
have
been
Pioneers
in
this
course
for
a
long
time,
really
we're
Front
Runners
in
in
data
literacy,
so
essentially
they've
been
teaching
this
course,
and
there
are
six
modules
of
the
course,
but
the
curriculum
has
never
been
captured.
D
So
the
goal
is
to
write
the
curriculum
using
the
atlas
software,
and
then
we
can
begin
to
look
at
as
far
as
preserving
the
legacy
of
that
course,
and
also
as
data
literacy
becomes
more
and
more
front
and
center.
This
is
so
important
for
our
kids.
You
know,
even
when
you
look
at
College
acceptances,
they're
looking
at
a
holistic,
math
experience,
and
so
this
course
lives
in
the
business,
computer
and
and
consumer
science
category,
but
it
really
touches
on
math
science.
D
It
really
does
a
lot
with
data
analytics
in
our
with
all
the
data
that
is
being
collected
on
us
on
a
daily
basis.
I
think
it's
so
important
that
the
kids
have
this
understanding,
so
we're
going
to
capture
that
course
and
perhaps
Infuse
some
new
activities
and
experiences,
but
it
is
developed
as
far
as
but
it's
never
been
articulated
or
written.
So
it
will
be
in
the
understanding
by
Design
format
that.
G
D
It's
just
a
regular
science
elective
course,
as
it
stands
right
now
as
a
half
a
semester,
but
in
researching
they
did
a
lot
of
research
on
what
our
peers
were
doing,
and
it
is
consistently
offered
as
an
honors
level
course
and
as
a
full
year
course,
so
it
will
be
still
offered.
You
can
take
both
pieces,
but
together
you
can
earn
that
full
credit
Full
Experience,
especially
if
you're
someone
who's
looking
at
a
career
in
medicine.
This
is
something
I
think
that
really
needed
offered
to
our
students.
L
Q
C
O
R
Sorry,
thank
you.
The
reflex
program
was
only
available
at
a
building
level
price,
so
we
didn't
really
need
to
make
a
decision
as
to
you
know
what
grades
will
automatically
have
that
available
for
everyone
and
the
math
seeds?
There
was
a
very
small
discount
if
we
committed
I
think
to
a
three-year
program,
but
I
think
we
felt
it
was
best
just
to
go
with
one
for
both
of
them.
Q
B
A
Thank
you.
Okay,
any
public
comments
on
these
on
these
curriculum
items
that
we
just
got
done
covering
anything
else.
Okay,
what
I'd
recommend
is
if
we
can
just
take
a
short
recess,
we're
not
going
to
adjourn
so
we're
not
going
to
do
roll
call
or
anything
like
that.
We
come
back,
but
let's
take
a
short
recess
and
then
we'll
come
back
and
address
in
and
start
with.
Our
committee
and
business
meeting
agenda
items.