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From YouTube: HCC: Principal's Coffee - January 4, 2023
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A
Hi
everybody
a
smaller
group,
but
you
know
this
is
I,
think
more
than
last
time,
and
then
maybe
next
time
will
be
more
than
this
time.
I
know
that
also
we
filmed
this
and
we
share
it
on
through
our
the
website
to
do
an
email.
So
hopefully,
this
information
that
we're
going
to
provide
today
will
get
out
to
everyone
that
needs
to
know
about
it.
So
I'm
Kim
lap
on
the
principal
over
here
at
AC,
Curtis
nice,
to
see
everyone
this
morning.
A
What
a
what
a
nice
day
out,
we
today
are
going
to
be
talking
about
mathematics,
placement
and
science
placement
before
we
do
that
I
just
want
to,
and
I
want
to
thank
Mrs,
Pellegrino
and
Mrs
k
for
being
here.
We
also
have
Dr,
lamia
and
Dr.
Kaltineck
are
here
so
that
we
can
all
discuss
the
math
placement,
the
science
placement
and
also
give
you
some
updates.
A
And
I
wanted
to
just
update
you
on
a
couple
things.
First
are
the
trips
Washington
DC
is
well
underway
in
terms
of
student
involvement
and
planning.
For
example,
in
November
we
sent
out
information
to
all
8th
grade
parents
that
there
were
permission
slips
that
we
needed
filled
out
and
that
we
have
most
of
them
back
and
the
first
deposit
was
actually
also
asked
for
and
most
we've
gotten
those
back
as
well,
so
Washington
the
planning,
that's
we're
in
full
cycle.
There's
a
parent
meeting
tonight
it's
going
to
be
a
zoom
meeting.
A
B
A
D
A
This
year
we
wanted
to
re-engage
students
after
the
pandemic,
with
some
Community
build
and
self-reflection
and
think
about
something
that's
important
to
them
in
terms
of
a
learning
skill
or
a
disposition
such
as
a
lot
of
the
students.
When
we
ask
their
goal
would
say
well,
I
want
Ace.
Well,
yes,
we
all
want
to
Ace.
How
will
you
what
what's
actionable?
What
is
that
learning
behavior?
That
would
help
you
to
achieve
what
you
want
to
achieve.
Is
it
being
persistent?
Is
it
to
advocate
for
yourself?
A
E
A
It's
an
informal
video
that
all
the
students
created
and
they
were
supposed
to
place
in
a
folder
that
was
a
Communications
folder,
that
we
have
shared
access
in
November
with
you
so
that
you
would
have
it
in
that
way.
The
trick
is
in
Middle
School.
Our
students
can
email
outside
of
the
school
for
safety
reasons,
so
we
couldn't
have
them
just
email
home
and
say:
hey
mom
or
dad,
or
my
big
brother
said,
whoever
it
is.
A
Here's
my
goal
in
the
video
because
we
are
permitted
to
do
that,
you
can
do
high
school,
can't
do
it
middle
school.
So
we
figured
out
that
teachers
could
share
the
folder
with
a
parent
and
then,
when
we
put
the
video
in
the
folder,
you
could
access
it.
So
it
helped
us
get
around
that
safety
measure.
A
So
it's
good
to
hear
that
it's
not
good
to
hear,
but
it's
good
to
know
that
some
of
those
videos-
videos
weren't
there
we'll
take
a
better
look
at
it.
But
we
wanted
you
to
engage
with
your
child
and
hear
from
them
what
they're
doing
and
there
it's
casual
a
lot
of
them
did
it
out
in
the
hallway.
We
give
them
some
time
during
X5
and
they
made
the
video
there's
background
noise
at
times.
B
So
it's
a
good
undertaking,
you
know,
having
having
kids
take
ownership
of
their
own
learning
and
having
all
of
us
take
responsibility
for
our
own
learning
has
has
sparked
in
them.
If
you
listen,
if
you
listen
to
to
them
in
their
XBox,
has
sparked
a
little
bit
of
you
know.
I'm
not
alone
in
this
I
can
do
this
and
where
do
I
go
from
here
or
how
do
I
do
this
so
they're
all
like
great
talking
points
with
with
your
children.
A
A
The
idea
is
that
we're
going
to
move
it
into
January
actually
next
week,
we're
going
to
have
a
speaker
come
and
that
speaker,
his
focus
is
Dave
Sanderson
and
his
moments
matter
is
his
focus
and
then
it's
like
a
journey
of
100
days
to
community
build.
So
instead
of
doing
it
in
May,
and
then
we
have
June
and
the
kids
go
off
in
the
summer.
A
A
We're
so
grateful
for
both
Mrs
Muir
and
Mrs
ednito's
leadership
and
we're
excited
about
how
we
modified
a
few
of
the
things
and
then
hashtag
kindness.
That's
our
traditional
week
where
we
celebrate
what
we
try
to
do
all
year,
which
is
being
kind
and
respectful
to
one
another
that
will
take
place
the
week
before
February
break
guidance
will
be
leading
that
and
we'll
be
communicating
those
events
to
you
as
well,
but
want
to
keep
you
updated
that
that
all
will
be
taken.
A
F
F
E
F
F
So
when
students
come
in
in
sixth
grade
anyone
here
came
to
sixth
grade
parents
night
when
you
were
a
child
who's
in
sixth
grade
all
right.
So
that's
something
that
we
offer
at
the
end
of
September
for
anyone
listening
every
year
and
it's
really
successful.
It
gives
parents
an
opportunity
to
understand
and
to
see
what
this
new
mathematics
is
because
for
so
many
parents
to
say
hey.
This
doesn't
look
like
the
math
that
I
learned
when
I
was
younger,
and
so
what's
the
thinking
behind
all
the
changes
in
our
Approach
at
HCC.
F
F
The
idea
of
that
first
pathway
is
really
to
have
students
culminate
in
AP,
Calculus
BC.
So,
as
I
mentioned,
that's
the
course
I
teach
at
the
high
school,
and
that
is
two
semesters
of
college
calculus
within
one
year.
It
is
a
fast-moving
class.
It
is
rigorous.
I
will
tell
you
that
if
you
look
at
that
blue
pathway
of
those
last
two
blue
boxes,
where
it
says
pre-calc,
Slash,
calc
a
and
then
BC-
that's
really
a
two-year
commitment
so
that
BC
curriculum.
F
Some
of
that
is
infused,
which
is
why
you
see
the
calculus
in
in
the
name
for
11th
grade.
So
some
of
that
is
actually
brought
down
to
11th
grade.
So
it's
quite
a
rigorous
two
years
for
students,
the
students
that
majority
of
students
will
go
on
to
pre-algebrazene
creators,
again
continuing
with
tiered
assignments
and
opportunities
for
challenge
and
then
from
there
we
have
students
that
go
on
to
Algebra
1,
with
an
opportunity
during
ninth
grade
for
another
advancement
that
advancement
just
just
a
highlight.
Hopefully
this
works
see:
okay,
so
pathway.
F
F
So
the
other
thing
I
just
want
to
highlight
is
pathway
two
at
the
end
of
ninth
grade
when
students
would
go
into
our
three
and
two
curriculum
does
and
in
either
ends
in
calculus,
a
b,
which
is
one
semester
of
college
calculus
or
a
non-ap
calculus,
which
typically
covers
anywhere
between
two-thirds
and
three-fourths
of
that
AP
Calculus
AV
per
k.
So,
even
if
the
student
is
not
accelerated
during
the
first
pathway,
they
are
still
eligible
to
take
calculus
and
an
AP
Calculus
theorem.
F
F
New
students
culminate
having
done
trigonometry
and
advanced
mathematics,
which
they
consider
compactors
to
be
the
second
pathway,
those
first
two
classes,
trig
algebra,
which
I'll
talk
in
the
next
slide
about
and
then
going
on
to
calculus,
and
then
the
blue
pathway,
the
best
way
I
can
describe
it
is
it's
like
a
broken
clock
where
time
moves
a
little
quicker
than
a
normal
clock.
So
you
will
see
the
algebra
1A
not
only
has
more
depth,
but
it
has
more
breath.
F
G
Lisa,
yes,
I'm,
sorry
I,
just
I!
Remember
you
saying
something
a
couple
of
years
ago
when
we
first
implemented
this.
Yes,
that
is
so
early
to
even
think
about
this
when
you're
dealing
with
middle
schoolers,
yes,
but
that
in
terms
of
colleges,
you're
thinking
of
like
I,
think
you
said
pre-med
or
like
an
engineering
program
like
the
programs
won't
even
consider
kids,
who
aren't
that
pathway.
One.
F
F
If
you
didn't
take
BC
you
weren't
going
to
get
into
certain
schools
and
then
the
following
year
those
schools
accepted
only
students
happened
to
me
that
weren't
NBC,
which
was
interesting
so
I,
will
tell
you
that
unless
you're
studying
engineering
at
one
or
two
of
the
most
selective
engineering
schools
in
the
country,
that's
the
only
time
personally
that
I've
experienced
it
having
a
meaningful
impact.
We
have
students
in
AV,
absolutely
that
have
gone
on
to
very
high
level
engineering
schools.
F
F
So
if
you
are
in
pathway
two,
the
name
of
the
course
that
first
year
is
trig,
algebra
2.,
it
does
contain
geometry.
The
reason
that
we
named
it
trig
Algebra
2,
is
because
Dr
call
Snicker
and
I
in
doing
this.
New
acceleration
did
a
whole
slew
of
focus
groups
with
students,
parents
and
what
came
out
of
that
was
a
worry
that
if
students
were
in
that
blue
pathway
and
elected
to
move
down,
they
were
nervous
that
their
transcript
was
going
to
see
geometry
twice.
F
F
This
feeds
here
this
feeds
here
and
here
and
then
this
feeds
here.
So
what
we've
done
as
a
department
is
taken
a
look
at
what
are
the
most
important
topics
that
students
will
need
to
know
and
we
deem
importance
by
those
pieces
on
top
what
they
need
to
know
for
the
SAT
and
ACT,
and
that
has
been
actually
an
evolving
process
right,
because
a
couple
of
things
happened
in
recent
years
with
standardized
tests,
I'm
sure,
we've
all
seen
schools
going
test
optional
and
also
the
elimination
of
the
content
tests.
F
In
addition,
what
we
will
look
at
are
New
York,
State,
Standards
and
also
national
standards,
both
for
the
common
core
and
now
with
the
switch
to
next-gen
at
the
high
school,
and
that
is
what
it
forms
our
three
and
two.
So
the
next
two
years,
three
I'll
say
it's
three
years
of
curriculum,
but
it's
not
that
that
curriculum
is
taken
and
just
gone
quicker.
The
curriculum
has
been
streamlined
and
we've
gone
literally
line
by
line
through
each
topic
and
said:
is
this
needed?
Is
it
helpful?
Is
it
needed
for
science?
F
Is
it
needed
for
calculus
and
some
of
that
much
like
you
know,
I'm
short
English
teachers,
Dr
lamia
is
a
former
English
chair,
I'm
sure
could
say
you
have
books
that
you
love
and
those
don't
always
you
know
make
it
into
that
particular
grade
level
and
same
thing
happens
in
math.
You
know,
people
don't
see
our
creative
side
all
the
time,
but
you
know
we
have
our
passion
topics
and
you
know
sometimes
they
may
get
in
and
sometimes
they
don't
and
so
in
the
curriculum.
F
What
we
are
looking
for
are
performance
not
just
on
classroom
tests
but
also
on
extensions
and
I.
Do
want
to
highlight
something
about
the
extension
questions
that
are
offered,
so
they
are
offered
in
a
more
formal
sense.
Like
I
said
in
seventh
grade,
they
are
also
offered
informally
in
six.
You
just
won't
see
them
as
part
of
the
portal.
F
They
are
also
offered
in
eighth
grade,
and
so
what
we
will
do
is
use
those
extension
questions
at
the
start
of
eighth
grade
as
a
course
correction
right
to
see.
Was
there
anyone
that
maybe
had
something
going
on
in
seventh
grade
and
we
weren't
quite
sure,
but
now
we
really
see
them
blossoming
at
the
start
of
eighth
grade
they're,
knocking
it
out
of
the
park
on
these
extension
questions
and
we'll
make
adjustments
as
needed.
F
We
are
also
looking
for
those
student
skills
and
I
will
tell
you,
as
the
chair
and
having
seen
students
that
stay
with
the
eight
Pathways
throughout
the
entire
time
in
high
school.
Those
really
are
your
essential
ones,
because
there
is
so
much
Independent
Learning
that
occurs
in
a
pathway
in
terms
of
being
able
to
meet
connections
and
math.
We
talk
about
scaffolding.
If
anyone
has
ever
heard
that
term.
That
means
kind
of
the
supports
that
are
put
in
place
to
let
the
material
be
accessible
to
you,
the
higher
level.
F
E
F
Are
we
seeing
in
all
levels,
sixth
grade
seventh
grade,
pre-algebra,
algebra,
1A,
the
nice
thing
and
to
the
point
before
about
being
early
for
acceleration?
You
know
I'm
in
a
district
where
the
first
acceleration
happens
in
fourth
grade.
You
can
yes,
fourth
grade
and
that's
quite
early
right
to
have
that
decision
be
made.
F
What
we're
doing
is
allowing
students
to
have
as
much
maturity
happen
in
school
as
possible
before
we
make
a
decision
about
their
pathway,
but
also
like
I
said,
have
course
Corrections,
so
that
if
something
occurs
and
we
say
hey,
actually,
the
student
is
ready
for
more
challenge.
We
have
the
flexibility
in
that
system
to
do
that.
F
Do
they
help
before
they
go
to
study,
for
that,
for
that
test,
we're
seeing
students
pushing
themselves
to
try
new
challenges
and
then
because
of
this,
we're
also
offered
able
to
offer
students
things
that
are
Beyond
grade
level,
whether
you're
going
into
algebra,
1A
or
pre-algebra,
and
still
trying
those
extension
questions
all
right.
So
we've
had
a
couple
of
questions
so
far,
I'm
just
going
to
pause
before
I
turn
it
over
to
Dad.
Okay
to
see
if
anyone
else
has
a
question.
Yes,
what's.
F
The
pathway
to
criteria
quite
similar
to
the
first
in
that
we
are
looking
for
that.
You
know
grade
in
the
course
to
be
a
90
figure
better,
and
then
we
also
similarly
offer
version
one
and
version
two
assessment,
so
the
version
two
will
be
between
80
to
85
percent,
similar
to
the
version
one,
except
that
last
15
percent.
Is
that
extension
built
in
you.
F
Historically,
when
we
only
offered
one
pathway,
that
was
between
50
and
55,
that
got
accelerated
and
then
the
data
that
we
had
to
support.
Actually
the
change
in
acceleration
was
20
of
the
students
that
were
accelerated
by
the
time
they
finished
high
school
were
earning
csds
and
sometimes,
unfortunately,
Acts
now.
G
F
From
us
or
hey,
so
we
this
is
know
them
in
seventh
grade.
The
teachers
are
conferencing
them.
They
have
kind
of
more
of
a
formal
conference
in
the
January
time
frame
with
teachers,
and
then
they
will
hear
about
it
again
formally
in
ninth
grade
with
the
algebra
one
teachers
I
can
tell
you
the
algebra
one
teachers.
Even
yesterday
they
were
all
gathered
in
the
bath
office.
They
are
there
I
can't
even
describe
to
you
the
amount
of
planning
that
goes
into
that
course.
F
If
you've
walked
in
there
on
any
given
day,
you
will
see
between
three
and
five
different
levels
of
problems
for
students
to
work
on
I
mean
it's
that
nuanced
diet.
I
cannot
express
enough
how
much
hard
work
and
dedication
goes
in
there
and
they
are
constantly
tweaking
and
revising
and
talking
with
kids
and
saying
hey,
why
don't
you
try
this?
You
know
challenge
or
why?
Don't
you
try
this
on
the
next
test.
Have
students
also.
A
Go
in
their
seventh
grade
year
at
the
end
of
first
quarter,
both
seventh
grade
math
teachers
introduced
this
these
options
and
talk
to
them
about
this
work,
and
then
they
continue
to
have
those
conversations
in
the
conferences,
but
there
is
a
time
when
they
stop
and
they
say:
okay,
it's
quarter,
two
I
need
to
I
want
to
make
you
all
aware
of
Summer's
process
that
was
going
to
be
taking
place.
What
do
the
extensions
are
how
this
could
help
you?
A
This
is
fun
balance.
We
have
seventh
graders
and
we
want
to
it's
important
that
they're
invested
because
they're
going
to
be
doing
so
much
heavy
lifting
and
then
their
algebra
one
a
class
and
eighth
grade.
But
it's
also
that
they're,
seventh
graders
and
the
parents
need
to
be
aware
and
informed.
So
throughout
the
year
the
teachers
will
be
talking
with
the
students.
Parents
are
encouraged
to
reach
out
if
they
have
questions,
whether
their
child
is
doing
those
extension
activities.
A
A
What
do
you
think
about
a
proper
placement
for
next
year
at
in
June,
letters
are
sent
out,
it's
quite
extensive
and
then
students
are
encouraged
again.
Parents
are
notified
and
they're
asked
that
their
child
reach
out
to
their
teacher
to
say,
Hey.
You
know
wondering
what
what
how
I
did?
Why
didn't
if
I
did
get
in
grade,
if
I
didn't
get
in
what
was
it.
F
E
A
They
are
better
informed
and
then
there
will
be
a
times
that
we
give
summer
time
to
see
if
students
who
are
really
interested
and
have
that
drive
would
like
to
try
some
of
the
summer
activities
or
the
assignments.
And
then
we
still
re-evaluate
quietly
in
eighth
grade
and
I,
say
quietly.
What
I
mean
is
if
that
this
algebra
1A
is,
is
really
a
ruling
course
for
8th
graders,
where
they're
already
being
asked
to
do
so
much
in
their
social
studies,
English
and
their
science.
A
A
lot
of
in
earth
science,
that
we
also
want
to
make
sure
that
they
have
that
interest
and
they're
the
ones
invested,
because
it's
going
to
be
their
time
and
sacrifice
to
really
get
into
work
in
that
algebra
lung,
if
they're,
if
they're
in
it.
So
it
is
a
fun
balance
as
when
they're
in
Middle
School
hope
that
they
initiate.
But
we
also
know
that
they
need
to
be
provided
with
structure
and
encouragement
and
guidance
in
their
decisions
as
well.
Yeah.
J
F
A
It
shows
up
at
the
end
of
a
task
where
they
say,
there's
an
extension
activity
that
you
can
do
and
some
students
do
it
I'm,
sorry,
maybe
substitutions,
do
it
and
some
students
don't
and
that
in
itself
is
an
important
factor
and
it's
not
the
end
on
whether
you
get
in
or
not.
But
when
a
student
initiates
that
that
extension
activity,
we
know
that
they're
interested
and
we
see
their
desire
to
engage
in
that
math,
so
that
helps
us
to
give
them
guidance
as
well,
but
those
are
provided
throughout
the
year.
A
It
comes
in
different
forms.
Again
our
teachers
are
really
spending
a
lot
of
time
conferencing
with
our
students
about
their
math,
our
Math
teachers.
So
I
would
also
encourage
ask
your
son
or
daughter
to
speak
with
their
teacher
about
how
they're
doing
where
their
skills
lie
in
terms
of
what
they
should
be
working
on.
What
they're
being
successful
in
those
conversations
are
really
healthy
for
the
teacher
and
student
to
have
as
well,
but
they
exist
in
all
different
activities
and
assessments
within
the
curriculum.
D
F
They're
not
used
for
evaluation
purposes.
Where
are
they
so?
The
the
sixth
grade
folks
have
like
their
problems
of
the
week
and
then
they'll
also
put
in
so,
for
example,
I
was
in
a
sixth
grade
class
before
the
break,
where
there
was
like
a
challenge
version
of
a
problem
that
was
in
class,
so
it
happens
a
little
bit
more
subtly
than
you
would
see
in
seventh
or
8th
grade.
It's
not
like
a
I'm
gonna.
F
You
know
here's
an
extension
problem,
I'm
handing
it
out,
but
just
based
on
Readiness
in
the
classroom
of
what
they're,
seeing
because
it
is
such
a
broad
population
that
is
coming
from
so
many
different
experiences
in
elementary
school.
It
really
is
adapted
in
the
moment,
so
you'll
see
Mr
smlinski,
Mr
lippman.
F
A
D
D
At
the
point,
too,
you
know
I'm
sure
this
is
going
to
change
in
the
7th
grade.
But
right
now,
if
I
went
on
the
portal
other
than
you
know,
the
first
quarter
parade
or
whatever
I
have
no
idea.
I
mean
I,
know
how
my
kids
are
doing
because
they
tell
me
you
know
this
is
what
I
got
on
the
test
or
whatever.
K
G
A
C
My
other
question
was
I
understand,
obviously,
that
the
benchmarks
are
to
make
sure
that
you
know
the
students
can
handle
the
rigorous
curriculum,
but
is
there
any
discretion
like,
for
example,
they've
successfully
completed
80
of
the
enrichment
so
like?
If
you
six
that
you
know
you
try
all
of
them,
but
maybe
you
successfully
completed
like
75
of
them,
but
you
have
like
an
average
of
like
a
96.
You
know
that's
their
way.
F
Over
I
would
I
would
say
it
is
not
black
and
white,
but
it
is
black
white
with
a
lot
of
gray
in
amount.
So
what
the
the
benchmarks
and
all
of
that
information
does
is.
It
allows
us
to
kind
of
see
the
students
across
the
Spectrum
and
it's
not
like
a
we're
going
to
cut
the
mark
here,
you're
in
or
you're
out,
it's
similar,
probably
if
I
had
to
guess
how
colleges
couldn't
you
know.
A
A
I,
I
think
that
plays
in
because,
if
you're
someone
who
I
know
myself
in
middle
school,
if
I
did
really
well,
my
confidence
was
great,
but
when
I
started
doing
poorly
in
some
of
my
grades,
that
would
really
affect
how
I
felt
as
a
learner.
So
that's
one
of
those
nuances
that
the
teachers
get
to
know
the
students
well
enough
and
as
and
if
they're,
within
those
benchmarks,
and
they
seem
comfortable
with
adversity
or
with
making
mistakes
or
taking,
then
that's
that
plays
into
how
the
placement
takes
place
as
well.
J
I
J
F
F
I
Last
two
questions:
just
one
suggestion
like
based
on
what
I'm
hearing
and
knowing
my
son
I
also
feel
it
will
be
good
that
the
teachers
also
emphasize
this
extensions
and
these
extra
problems
in
class
and
that
they
are
important
because
one
there
is
one
side
of
us
enforcing,
but
then
there's
also
if
they
hear
it
from
the
teacher.
They
probably.
L
F
So
I
think
the
key
kind
of
Milestones
right
I
would
say
if
you
are
very
passionate
that
that
a
pathway
you
feel
like
is,
is
the
right
pathway
for
your
child.
Do
not
hesitate
to
reach
out.
You
can
reach
out
to
me
over
the
summer.
If
you
don't
feel
comfortable
reaching
out
to
the
teacher
and
a
lot
of
times
parents,
you
know
maybe
feel
a
little
bit
awkward
about
reaching
out
to
the
teacher,
especially
start
of
the
year,
feel
free
to
reach
out
to
me
and
I'll
kind
of
message.
F
A
I'd
say
in
seventh
grade:
you
know
after
second
quarter.
You
know
that
this
is
going
to
be
introduced
to
your
child.
Ask
them
questions
or
have.
Are
you
engaging
in
this
work?
Have
you
done
extensions?
Have
you
talked
with
your
teacher?
How
do
you
feel
like
you're
doing?
Are
you
doing,
challenge
are
doing
the
most
challenging
work?
Are
you
on
level?
A
Are
you
finding
it
difficult
and
then,
from
there
I
would
also
say:
I'm
learning,
with
my
own
child
to
develop
like
to
modify
and
be
flexible
and
there's
some
fluidity
in
terms
of
I
have
to
listen
to
what
my
child
is
telling
me
and
then
push
appropriately
and
and
also
realize
when
there's
a
when
you
hit
when
there's
a
point
of
frustration
or
is
it
me
or
is
it
them
so
I
think
it's
communicating
in
seventh
grade
with
a
child?
What
are
they
doing?
A
F
A
So
we
will,
let's,
during
the
parent
communication
that
goes
in
on
Fridays.
There
will
be
times
when
we
include
seventh
graders
have
now
been
introduced
to
the
extensions
after
second
quarter
keep
an
eye.
It
isn't
a
separate
email,
it's
within
our
Communications,
because
what
we
put
in
those
Fridays
Communications
are
pretty
vital.
We've
tried
to
kind
of
pull
out
anything,
that's
repetitive
or
unnecessary,
so
that
would
be
ways
that
we
communicate
with
you
and
then
you're
going
to
get
that
letter
in
June.
A
That
indicates
placement
and
then
again
ask
if
there's
a
question
about
placement.
Have
your
child
speak
like
with
your
guidance,
have
your
child
and
could
be
with
the
guidance
counselor
reach
out
to
the
teacher,
and
then
that
still
isn't
where
you
feel
comfortable,
then
reach
out
yourself
or
reach
out
to
one
of
us.
A
So
we
can
and
I
know
that
in
eighth
grade
the
Journey's,
not
over,
but
in
eighth
grade
you're
at
this
point
where,
if
you
aren't
in
that
track
to
begin
with
only
because
the
placement
process
has
shown
us
that
it
would
be
a
successful
placement
for
your
child,
then
if
there
are
changes-
and
there
have
been
it
has
to
be-
that
we
really
believe
that
this
is
going
to
be
your
child's
comfortable
with
the
risk
taking
the
the
management
of
the
level
of
the
stress
and
the
greatness.
That
this
course
provides.
A
L
H
A
A
G
A
K
And
it's
so
funny
that
you
said
that-
and
this
maybe
could
be
a
segue
towards
science-
is
that
as
this
whole
thing
was
unfolding
and
Dr
Lami
asked
her
question.
The
first
thing
that
popped
into
my
mind
was
test
the
process
and
so
I'm
glad
that
you
said
that
it's
interesting
that
you
felt
the
same
way
and
I
think
it's
important
to
understand
that,
even
though
we
have
a
process,
we
also
have
a
a
belief
and
a
commitment
to
continuous
Improvement.
K
So
when
we
get
feedback
from
families
about
our
process,
we
always
take
that
into
consideration,
reflect
reflect
and
refine.
It
so
I
think
that's
a
critical
part
of
these
types
of
meetings
and
then,
in
addition
to
that,
our
process
is
one
that
is
deliberate
and
it
may
not
feel
that
way
all
the
time,
because
there's
so
much
ambiguity
when
it
comes
to
children
and
learning
and
Readiness
and
and
placement
that
the
process
isn't
always
fluid
and
isn't
always
clear.
K
But
it
is
a
process
and
it
is
done
in
a
very
deliberate
way,
based
on
the
way
that
we
study
things
and
plan
things.
We've
done
a
lot
of
research
on
Readiness,
and
what
does
that
mean?
And
what
does
that
look
like,
and
that
is
one
of
the
most
critical
things
about
this
process-
is
helping
families
in
a
partnership
between
the
parents,
the
teachers,
administrators,
the
chairs,
the
assistant,
principals,
principals
and
guidance.
Counselors
really
determine
what
that
Readiness
is
and
there's
different
variables
that
we
consider
and
in
science.
K
One
of
the
main
things
we
try
to
use
and
work
with
students
on
is
modeling
and
I
use
the
mental
model
of
it
being
like
exercise
or
training
for
some
sort
of
a
marathon
there's
either
the
marathon,
the
half
marathon,
a
5k,
a
walkathon
and
everybody
based
on
their
Readiness
is
going
to
be
ready
for
those
types
of
things
at
different
points.
And
if
you
have
your
mind
on
a
5K
and
you're,
not
there
yet
then
there's
things
we
can
do
to
get
us
there.
But
it's
not
like
a
taste
test
and
I.
K
Think
some
people
confuse
the
two
mental
models
of
placement
in
those
different
types
of
scenarios
and
I
failed.
My
oldest
son,
because
I
wanted
him
I
work
in
Byron,
Hills
I,
see
the
great
programs
and
I
wanted
him
to
be
in
an
accelerated
science
class.
He
wasn't
ready.
His
teachers
were
telling
me
about
his
parents,
but
I
thought
I
knew
better
because
I
saw
everybody
do
so
well
in
that
trajectory
and
it
wasn't
a
good
situation.
I'll
leave
it
at
that.
So
I
think
the
Readiness
part
is
really
really
important.
H
K
Want
to
rush
through
I
think
we
really
hit
a
lot
of
the
same
types
of
very
things
that
we
would
if
we
were
going
through
the
science
part,
so
in
the
science
pathways
well,
I
I'm
going
to
go
through
them
in
sixth
grade
the
difference
between
math
and
science
is
interesting
because
since
when
the
students
enter
preschool,
you
know
everything
is
Ela
and
math
and
science
is
sort
of
hit
at
different
times.
It's
like
a
topic
that
they
weave
these.
K
You
know
sort
of
phenomenon
into
and
in
sixth
grade
for
the
first
time,
students
actually
have
their
first
science
class
experience
where
there's
a
lot
of
different
skills
that
come
along
with
that
and
you
all
have
experienced
sixth
grade,
but
that's
the
time
where
they
first
learn
how
to
use.
You
know
science
as
a
reading
in
a
subject-specific
text
and
in
addition
to
that
they
use
mathematical
applications
in
a
science
class
and
the
key
there
is
applications.
K
So
when
Miss
Pellegrino
came,
she
introduced
into
our
Science
Program
place-based
learning
and
that's
what
we've
been
doing
in
science
for
a
long
time,
it's
called
Labs
or-
or
you
know,
Hands-On
experiences
where
you
actually
take
this
skills
and
the
knowledge
that
you
learn
and
you
are
applying
it.
So
it
makes
sense
and
The
Next
Gen
Science
standards
for
ELA,
math,
and
now
science
are
sort
of
interconnected
where
they're
trying
to
you
know
have
common
themes.
So
it
all
makes
sense
that
the
way
that
students
vet
information,
for
example,
using
claims
based
evidence-based
reasoning.
K
So
that's
what's
happening
in
sixth
grade.
So
our
sixth
grade
curriculum
is
like
a
physical
science
program.
Seventh
grade
is
life
science
and
that's
where
there's
a
fork
in
the
road.
After
that,
based
on
Readiness
and
in
the
seventh
grade,
we
use
the
students
math
average.
We
use
their
sign
their
science
average,
but
we
also
look
at
different
behaviors
based
on.
K
That
shows
that
they
have
a
Readiness
for
earth
science
and
that
information
is
shared
in
the
summertime
and
they
would
follow
this
trajectory
where
afterwards,
they
would
take
Earth
signs
in
eighth
grade
and
they
would
take
bio
in
ninth
grade
at
the
end
of
ninth
grade
notice.
This
a
is
basically
accelerated,
meaning
they're,
taking
this
course
a
year
earlier
than
their
grade
level
cohorts.
It
also
means
Advanced
where
we
go
deeper
and
wider
in
the
curriculum
where
that
used
to
be
helpful
when
the
the
sat2
was
offered,
but
that's
no
longer
offered.
K
So
these
students
actually
get
a
a
more
Rich
experience,
so
that
prepares
them
for
courses
if
they
want
to.
You
know
go
deeper
into
some
of
our
APS,
but
this
trajectory,
if
you
notice
at
the
end
of
chemistry,
which
should
be
in
10th
Grade,
we
say
science,
elective
and
science
elective,
because
we
consider
our
APS
as
an
elective
students
can
elect
to
take
them
and
I'll
show
you
what
that
means
in
a
moment.
K
So
otherwise
students
can
go
on
this
trajectory
right
here
and
just
like
in
math,
there
are
Segways
oops,
where
students
are
not
tracked,
they're,
not
sort
of
stuck
in
this.
This
track
after
ninth
grade,
if
they're
in
earth
science,
they
can
right
around
this
time
have
conversations
with
their
teachers
and
vice
versa.
If
they're
showing
a
Readiness
where
they're
excelling
in
their
earth
science
class,
they
can
then
go
and
apply
to
take
bio,
a
which
would
be
an
accelerated.
K
It
wouldn't
be
accelerated
at
that
point
because
they're
not
taking
it
a
year
earlier,
but
it
would
be
Advanced
and
then
they
could
go
this
trajectory
leaving
their
senior
year
to
take
a
science.
Elective
I
must
also
point
out
that
all
students,
regardless
of
whether
they
take
this
this
or
this
pathway
at
the
end
of
ninth
grade,
but
it
starts
at
this
time
through
our
meetings
with
guidance
and
and
our
meetings
in
the
auditorium
about
making
choices
for
their
schedule
for
next
year.
K
They
cannot
to
take
our
authentic
science
research
program
where
I'm
sure
is
living
in
armock,
you've
heard
multitudes
about
our
successful
program
and
it's
a
three-year
program
where
students
get
mentors
in
the
field
and
they
do
actual
authentic
science
research
and
they
present
papers
and
enter
a
variety
of
competitions,
and
our
students
are
always
extremely
successful
in
that.
But
that
program,
in
addition
to
their
science,
core
classes,
is
really
a
very
rich
experience
that
one
should
consider
as
advanced
or
accelerated.
K
They
call
it
Earth
and
space
science,
our
biological
sciences
and
our
physical
sciences,
which
would
be
chemistry
and
physics,
so
students
in
Byram
Hills
typically
take
all
four
of
the
cores
at
some
point
and
then
after
they
take
the
course
or
once
they
take
the
first
three
of
the
cores,
there's
a
fork
in
the
road
where
they
have
a
lot
of
different
options
and
choices,
and
these
choices
are
are
electives
and
note,
as
I
said
before,
that
our
AP
programs
are
considered
electives.
So
we
offer
APS
and
bio
chem.
K
G
K
K
So
another
elective
kind
of
program,
within
a
program
that
we
have
is
our
science,
technology
and
Society
program
and
within
that
program,
there's
eight
modules
that
are
semester-long
modules.
That
can
be.
You
know,
taken
at
any
time,
in
addition
to
or
in
lieu
of
a
science
class
and
there's
a
lot
of
Versatility
there,
because
they
are
semester-long
courses
and
the
ones
that
are
in
the
lighter
font.
We
offer
an
addition
in
alternating
years
so
that
we
have
flexibility
within
our
programming
with
Staffing.
So
this
year
we
are
not
offering
money.
K
K
This
is
shared
with
parents
in
a
packet
that
goes
home
and
the
teachers
evaluate
the
students
using
Behavior
points
in
the
following
behaviors.
These
behaviors
are
sort
of
the
real
critical
behaviors
that
we
think
are
important
for
students
to
demonstrate
the
Readiness
and
experience
success
in
their
accelerated
trajectory
and
when
I
say
success.
K
In
my
experience,
people
don't
like
C's,
so
so
you
know,
I
mean
there
are
some
students
that
you
know
if
they
were
to
go
into
a
course
and
get
a
seat.
You
know
they
would
be
okay
with
it,
but
it's
not
the
norm.
So
when
we
say
Readiness,
we
want
to
see
students
that
are
going
to
be
in
the
class
engaged
in
it
and
feel
good
about
their
experience
and
and
show
learning
indicators
of
success.
You
know
what
we
what
we
talk
about
in
science
as
I
talked
about
the
three
circles.
K
There's
the
content,
there's
the
science
and
engineering
practices,
which
is
how
do
science
and
Engineers
do
things?
What
are
the
behaviors
and
the
skills
that
they
need
to
do
those
things
and
it
formerly,
it
might
have
been
called
the
scientific
method.
But
now
we've
come
so
far
that
we
know
that
that's
not
really
the
process
that
is,
that
is
followed
in
science
and
engineering.
It's
a
much
more
deliberate
process.
That
includes
a
lot
of
other
things
like
in
in
engineering.
You
know,
what's
the
problem
and
how
do
we
solve
it
in
science?
K
What's
the
question
and
what
do
we
have
to
do
to
get
the
answers,
so
that
is
the
the
other
Circle
so
content
process
and
then
the
third
circle
is
the
cross-cutting
concepts
and
those
would
be
the
things
that
you
hear
and
you
learn
about
in
every
science
class,
like
you
know,
patterns
and
and
systems,
and
things
that
are
just
constant
in
all
the
science
classes.
So
in
science
we
really
don't
sort
of
just
look
at
one
pathway.
It's
this
interconnected
Nexus
in
the
center
of
those
three
circles.
K
I
think
I
just
highlighted
this,
because
I
was
sharing
this
with
Miss
Pellegrino
to
show
that
there
is
an
interconnectedness,
and
these
are
the
science
and
engineering
practices
that
third
dimension,
that
one
Circle.
That
I
was
telling
you
about,
and
you
know
it
just
talks
about
the
different
skills
that
we
use
engaging
in
argument
from
evidence.
You
know
that's
something
that
we
want
to
make
sure
that
people
do
in
science.
That's
really
kind
of
the
fundamental
when
you
hear
trust
the
science
you
know
it's
like.
K
Do
we
approach
things
in
a
way
where
we're
vetting
the
information,
and
what
does
that
mean?
And
what
does
that
look
like?
And
how
do
you
vet
information?
How
do
you
eliminate
bias?
How
do
you
you
know,
make
sure
that
you
corroborate
your
sources
and
that
your
sources
are
scientific
and
and
well
vetted
so
This,
Is,
How,
We,
Do
It,
that's
the
process
and
again
kind
of
reiterating
and
then
summarizing
it
all.
K
If
you
go
to
our
curriculum
and
instruction
site
and
you
go
to
academic
departments,
there's
guidance
on
the
right
hand,
side,
and
then
you
could
go
to
the
course
descriptions
with
all
the
prerequisites,
and
this
is
all
available
on
our
website.
In
addition,
we're
being
videoed
here,
lucky
us
and
Ms
lappel
will
be
sharing
this
video
and
putting
it
in
a
place
where
everybody
can
locate
it
in
the
event
that
you
want
to
go
back.
A
A
In
addition,
there's
the
question
of
well:
how
do
we
know
if
my
child
is
going
to
be
engaging
in
in
science,
Dave
or
earth
science
in
eighth
grade,
and
the
answer
is
that
there
is
also
a
process
where
we
consider
multiple
data
points
which
again
there's
a
lot
of
gray
in
the
there's,
the
black
and
white,
which
is
did
they
meet?
What
we
think
would
show
us
that
they
can
manage
and
feel
successful
in
those
classes
through
grades
and
scores,
but
there's
also
are
there.
A
Behaviors
are
those
learning
dispositions
that
they
have
shown
that
they
can
do
they
give
us
confidence
that
they
will
find
success
doing
those
same
behaviors
in
our
sons,
the
the
percentages
are
a
little
different
when
we
used
to
just
have
accelerated
math
and
accelerated
science,
they
were
pretty
much
on
par
in
terms
of
whether
it's
40
percent
of
the
students
45
are
accelerated.
Now
that
we've
Blended
a
little
bit
more
in
our
math,
our
science
has.
A
We
have
provided
many
students
with
an
opportunity
for
earth
science
again,
it's
so
important
to
say:
if
your
child
shows
propensity,
they
can
do
those
things
that
they're
gonna
they
they
can
take
on
an
earth
science
course.
We
are
going
to
encourage
them
to
do
that,
there's
no
there's
no
gatekeeping.
It
is
just
whether,
based
on
all
that
we've
taken
about
your
son
or
daughter,
will
they
feel
the
success
that
you
want
them
to
experience
as
a
middle
school
student,
and
then
we
engage
and
talk
about
it.
A
If
you
have
questions-
and
we
can
show
you
data,
we
can
go
over
the
behaviors,
we
can
share
those
things
that
either
we
felt
allowed
them
to
be
successful
or
have
that
we
worried
might
be
an
obstacle
and
then
set
goals
with
them.
So
we
do
that
in
the
summer
we
talk
to
them
and
read
so
just
we
want
to
take
great
care
of
your
science.
Teachers
also
get
to
know
your
son
and
daughter
well
in
order
to
make
those
kind
of
recommendations.
K
A
A
With
those
type
methods
and
Science
Olympiad
that's
become
much
more
robust,
we
have
math
counts,
so
we've
listened.
We've
heard
that
there
you
would
we'd
like
more
opportunities,
so
we
provide
them
as
well
and
if
they
need
support,
we
provide
that
support
as
well,
sometimes
during
the
school
days,
sometimes
after
school,
depending
on
again
what
you
send
the
building
needs.
K
And
another
example
of
why
the
chairs
are
always
willing
to
work
with
families.
Is
that
environmentals?
It's
kind
of
unique
that
our
position
is
different
than
in
many
districts
where
there's
coordinators,
but
we
have
the
opportunity
in
our
roles
because
we
are
supported
by
the
community
and
the
district
office
to
have
time
that's
dedicated,
to
provide
more
of
a
personalized
experience
for
parents.
So
please
don't
hesitate
to
reach
out
to
us
and
ask
questions.
K
I
just
met
with
a
family
where
their
student
was
in
science
research
and
they
wanted
to
take
APS
that
they
couldn't
fit
in
their
schedule
for
a
variety
of
reasons.
So
we
were
able
to
talk
about
open
source,
free
courses
that
are
available
online,
that
they
can
take.
There's
a
whole
there's
a
whole
array
of
opportunities
that
we
can
work
through
with
families
if
they
give
us
that
chance
to
kind
of
sit
down
and
and
support.