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From YouTube: HCC: Principal's Coffee - April 26, 2023
Description
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A
Welcome
to
our
principal's
coffee
at
agency,
created
in
thanks
for
being
here
today,
we're
hoping
to
do
two
things
today.
One
is
to
share
the
budget,
the
proposed
budget
with
you,
and
we
also
have
it's
being
filmed
so
that
we
can
share
this
out
later.
So
we
have
two
audiences,
so
we're
gonna
share
the
proposed
budget,
and
that
will
be
with
Dr,
lamya
and
Mr
Siebert,
and
also
we
are
going
to
be
going
over
Humanities
and
how
that
looks.
A
What
that
looks
like
at
the
high
school
and
how
the
middle
school
and
high
school
connect.
How
are
curriculums
work
together?
It's
outstanding
the
work
that
our
chairs
have
done
in
leading
this
and
I'm
very
excited
to
that
they'll
share
sort
of
quite
proud,
so
we're
going
to
have
district
office
go
first
thanks.
B
Kim
and
hi
everyone.
Thank
you
so
much
for
coming.
We
will
be
brief.
I
have
spoken
to
so
many
parents
Kim,
though
that
have
talked
about
actually
tapping
into
these
meetings
virtually
online
after
they're
recorded
and
they're.
B
We
will
explain
what
does
the
budget
include?
So
we
have
all
programs
and
services
that
support
Student
Success,
even
though
we're
a
district
of
about
2
300
students.
We
are
proud
of
the
programs
that
we've
been
able
to
create
and
continue
with
a
lot
of
these
programs,
at
least
at
the
6th
through
12th
grade
level,
are
happening
in
part
because
of
our
chair.
People,
who
are
here
today,
you'll,
learn
a
little
bit
about
their
programs.
B
We
have
exceptional
programs
at
the
high
school
in
science,
research
and
Global
Scholars,
both
of
them
a
three-year
program.
We
have
a
two-year
program
called
startup
and
Entrepreneurship
program
that
just
started
this
year
and
that
has
taken
off
with
flight
and
what
our
budget
is
able
to
support
is
that
we
are
able
to
look
at
kids
and
say
what
do
kids
need
in
this
world
today
to
help
propel
them
forward?
What
are
the
skills
they
need?
B
What
are
the
opportunities
that
we
can
afford
them
so
that
they
are
equipped
to
go
out
into
the
world
and
do
the
thing
they're
actually
passionate
about
to
I
I?
Don't
know
how
many
people
feel
fulfilled
in
their
job
right.
I
talk
to
many
friends
who
say
yeah
like
I
wish.
I
were
doing
something
else,
I'm
thoroughly
fulfilled
to
my
job,
and
we
want
your
kids
to
feel
fulfilled
in
whatever
Endeavor
they
have,
and
that
comes
from
giving
them
that
opportunity
now.
So
we
have
federally
federal
and
state
mandated
programs.
B
All
of
our
athletic
programs
remain.
We've
also
added
programs.
Rob
castagna,
the
director
of
Athletics,
saw
a
desire
for
girls
to
play
flag
football.
We
have
a
whole
flag
football
team.
We
have
some
special
education
classes
that
now
have
Au
Sports
last
year
they
did
and
the
year
before
they
did
basketball,
and
now
we
have
bowling
right.
So
we
are
continually
adding
volleyball
modified
Sports,
intramural
sports
during
the
school
day.
This
is
what
kids
are
asking
for
and
we're
able
to
deliver
it.
Extracurricular
programs
remain
so
many
at
the
middle
school
in
the
high
school.
B
It's
hard
to
find
a
student
at
the
high
school
who
goes
home
right
after
school
on
a
regular
basis
right,
and
we
want
that.
We
want
kids
to
be
in
the
schools
and
engaged
and
all
of
our
transportation
services
remain.
This
is
important.
We
own
our
own
transportation
Fleet,
unlike
a
lot
of
other
districts.
This
is
helpful
to
us
because
we
can
schedule
all
of
the
extracurricular
activities.
We
can
schedule
all
of
the
trips
that
are
happening
within
school.
We
can
look
at
our
own
demographics
and
say
as
a
district.
B
We
would
like
the
buses
to
operate
in
this
manner
and
not
be
subject
to
an
outside
bus
company.
That's
going
to
regulate
that
our
kids
are
going
to
have
a
one
hour
or
less
ride
to
school
every
day
right.
So
these
are
some
of
the
benefits
that
come
out
of
that
budget,
and
this
is
the
time
where
I
usually
take
over
for
Kelly
Kelly
go.
C
C
The
budget
is
broken
down
into
three
components:
program:
Capital,
administrative,
our
largest
components,
program;
it's
a
salary,
the
benefits
equipment,
supplies
of
everybody;
essentially,
who
has
interactions
with
students,
teachers,
your
teacher
age
or
psychologists,
including
your
bus
drivers
as
well?
That's
73
percent.
The
next
largest
category
is
capital
of
15.
That's
your.
C
The
upkeep
of
your
buildings
and
your
facilities,
your
utility
costs
your
debt
service,
all
that
all
that
stuff
to
upkeep
and
maintain
your
buildings,
this
capital
is
15
and
finally,
administrative
anybody
with
supervision
over
students
and
staff.
Your
principals,
your
APS,
your
directors,
chair
persons,.
D
B
They're
pretty
typical,
yep
and
I
would
like
to
say
that
for
a
capital,
for
example,
we
have
2.5
million
dollars.
That's
in
that
15
million
dollar
number.
That
is
a
bond
that
we
have
been
repaying
for
like
27
years
right.
So
what
happens
is
most
districts
that
you
will
go
to?
They
will
defer
maintenance
costs
and
then
they
will
take
out
a
large
bond
to
cover
things
like
air
conditioning
or
redoing
roofs
or
boilers
right
all
of
those
very
expensive
items.
B
We
have
not
taken
out
a
bond
in
27
years,
because
we've
been
putting
that
money
into
Capital
to
take
care
of
things
as
they
are
happening.
We
have
an
in-house
electrician,
an
in-house
plumber,
an
in-house
Carpenter.
So
a
lot
of
the
work
that
you
see
that
gets
done
here
gets
done
by
our
employees,
which,
if
you've
tried
to
hire
anybody
out
to
do
anything
in
your
home.
You
recognize
like
the
inflation,
and
you
know
the
high
cost
of
doing
that.
B
The
other
thing
is:
we've
been
able
to
put
air
conditioning
in
all
of
our
schools
by
having
money
in
the
Capital
without
going
out
for
another
bond.
That
extends
out
for
another
30
years.
We've
done
roof
repair.
We
have
a
500
000,
pipe
that
we
are
installing
in
the
road
to
get
to
replace
a
pipe
underground
to
go
to
Coleman
Hill
next,
this
coming
summer
right,
so
that
is
all
coming
out
of
that
capital
reserve
and
we're
not
deferring
all
of
this
maintenance,
which
is
why
our
facilities
look
good.
B
A
I
just
completed
their
AC
and
it
was
it
was
it
was
hot
in
the
summer
and
it
was
something
we
weren't
sure
if
we
were
going
to
be
able
to
do,
but
it's
a
space,
that's
really
used
and
it's
sometimes
used
by
camps,
and
so
everyone
benefits
from
this,
and
so
we
know
how
they
see
in
the
library.
Thank
you.
A
B
C
Right
so
here's
a
breakdown
of
the
expenses,
salary
and
benefits,
almost
80
of
our
budget,
similar
to
other
districts
between
70
and
80,
as
Jen
spoke
about
our
contractual
Services
14
a
lot
smaller
than
a
lot
of
other
districts,
because
we
do
own
our
own
buses
and
we
do
have
a
plumber
and
an
electrician
in-house.
So
we
don't
have
to
send
out
for
those
services,
but
that
contractual
service
is
basically
anything
we
can't
do
in-house
most
seasons
is
an
example.
C
B
C
Debt
Services
General
speaking
about
2.6
percent.
We
still
have
three
more
years
of
payments
and
then
that
debt
service
will
be
paid
off.
We've
got
signal
to
your
mortgage,
you
pay
it
off
and
then
you
have
no
more.
No
more
debt
we're
getting
there
soon,
2.5
percent
of
supplies
and
equipment.
Finally,
maintenance
projects
at
1.7:
that's
what
Jen
was
speaking
about
in
the
budget.
We
maintain
our
buildings,
whether
we
place
a
section
of
a
roof
and
the
water
pipe
next
year
or
the
sidewalks
or
a
boiler
it's
in
the
budget
every
year.
C
C
C
Is
two
percent?
We
have
two
pilots.
C
And
he
was
here:
Augusta,
Engelbert
and
IBM
pilot.
That's
two
percent
and.
E
Then
one
percent
is.
B
The
88,
so
if
you
look
at
the
difference
between
Byram
Hills
and
some
other
schools
in
Westchester,
88
of
our
taxes
come
from
our
taxpayers,
you're
not
going
to
find
that
in
every
single
District
it'll
be
similar
in
similar
districts,
but
across
the
county.
It's
a
little
bit
different.
So
what
happens?
Is
we
don't
get
this
state
aid?
We
don't
get
the
foundation
Aid
that
a
lot
of
other
schools
have.
We
had
some
schools
there's
something
called
Foundation
Aid.
B
B
C
C
C
Two
to
additional
Aid
We're
receiving
it's
a
change
in
the
formula
for
transportation.
We
have
our
own
transportation.
We
get
reimbursed
for
that
from
the
state
that
ratios
change
a
little
bit
due
to
our
increase
enrollment,
so
we're
getting
more
back
for
what
we're
paying
and
then
finally
fund
balance
an
increase
of
16
and
then
pay
I
think
I,
skipped
pilots.
Pilots
went
down
about
seven
percent
Engelbert
and
a
new
IBM
pilot
there's
a
reduction
in
that
pilot
payment
going
forward.
So
that's
how
we
get
Dollar
Wise
to
that
total
budget
2.87
and.
C
D
That
increases
two
point:
six.
C
One
percent
for
town
of
North,
Castle,
Newcastle
and
Bedford
about
84
properties
together
about
40
and
44.
2.82,
and
then
an
8.3
percent
and.
B
You
may
have
a
Bedford
yeah
yeah.
You
may
have
a
Bedford
address,
but
you're
actually
paying
taxes
to
the
town
of
North
Castle,
so
that
Bedford,
as
he
said,
is
only
about
40
homes.
So
when
you
say
well,
I
live
in
Bedford.
Does
that
mean
I
have
an
increase?
You
may
have
the
2.61
as
opposed
to
the
8.34,
depending
upon
who
you
pay
your
taxes
to
right
and.
C
So
just
will
historical
information
about
the
percentage
increase
on
a
year
to
your
basis
can
really
shift
year
to
year,
based
on
your
assessed
value.
Okay,
if
you
take
a
look
back
at
Bedford
in
1516,
an
increase
of
12.18
in
their
tax
rate,
so
if
the
Bedford
being
only
40s
44
properties,
if.
C
Value
or
something
below
assessed
value,
it
can
really
shift
your
total
assessed
value
and
your
share
of
the
taxes
that
Beyond
a
year-to-year
basis.
You
can
really
spedford's
a
great
example
where
it
goes
up.
It
went
down
up
down
down
to
really
see
that
shift.
This
year
is
a
little
different
town
of
North
Castle's
assessed
value
has
increased,
whereas
Mount
Pleasant
has,
throughout
the
years
Mount
Pleasant
has
been
pretty
level
in
assessed
value
okay,
whereas
North
Castle
has
been
decreasing.
C
So
you
see
that
kind
of
shift
in
the
levy
goes
from
North
Castle
to
Mount
Pleasant,
and
these
in
these
three
years.
Here
you
can
really
see
that,
because
the
assessed
value
of
North
Castle,
decreased,
Mount
Pleasant
is
pretty
pretty
consistent
and
little
increase.
You
see
they've
taken
more
of
a
share
of
the
tax
level,
whereas
Norwood
Castle
hasn't
okay.
This
year's
a
little
different
North
Castle
had
extreme
increase
in
assessed
value,
whereas
Mount
Pleasant
again
has
been
pretty
consistent
and
lower.
C
So
that
shift
really
came
this
year
went
from
Mount
Pleasant
to
North
Castle
in
terms
of
the
share
of
that
tax
level,
that
increase
of
1.6
million
dollars
in
the
tax
levy.
The
majority
of
that
goes
shifted
to
North
Castle,
whereas
in
the
last
three
or
four
years
it's
been
more
turns
Mount
Pleasant,
better
got
it
yeah.
Is
that
good?
Okay,
it's
very
good,
and
even
in
years
when
we
had
a
zero
budget,
this
usually
when
Jen
speak,
you
know
translates
to
English
for
me.
C
Well,
even
years
when
we
had
a
zero
budget,
which
was
this
year,
a
tax
level
of
one
percent,
but
a
zero
budget,
you
can
see
that
changes
in
assessed
value
really
increased.
The
share
of
the
total
increases.
B
B
Just
picked
a
random
number
and
we
said
you
can
go
up
or
down
and
when
we
looked
at
that,
even
when
we
had
the
zero
percent
budget
to
budget
increase
in
Mount
Pleasant,
we
still
had
an
increase
in
taxes,
and
so
it's
like
how
do
you
have
a
zero
percent
budget
to
budget
increase
and
an
increase
in
taxes,
because
the
assessed
value
shifted?
It
was
higher
in
Mount
Pleasant,
so
Mount
Pleasant
was
taking
a
larger
portion
of
that
tax
base
right.
So
even
during
those
times
I
mean
it
was
frustrating
to
us.
B
So
I
was
actually
like
really
happy
to
see
Mount
Pleasant
at
a
minus
3.78
for
once
just
a
little
bit
of
a
reprieve
in
in
the
constant
increase
in
their
taxes.
But
even
still
you
know,
we
I
looked
at
at
that
time
that
we
had
the
zero
percent
budget
to
budget
increase.
I
said
well.
B
So
you
know
we're
we're
that
deep
into
the
taxes
and
watching
the
impact
on
on
what
you're
paying
is
all
we
really
want
to
say
we're
geeking
out
on
that?
Yes,
we're
making
sure
so
this
is.
This
is
something
that
we've
been
really
proud
of
for
years
and
years.
If
you
take
a
look
at
this,
these
are
dollars
below
the
maximum.
So
almost
every
single
district
will
go
out
to
their
tax
levy
limit.
B
That
means
if
they
are
allowed
to
grow
their
budget
by
2.8
percent
or
4.6
percent,
they
will
grow
their
budget
by
that
amount
because
they're
afraid,
if
I
give
up
money
and
if
I
leave
money
on
the
table
for
the
school
district,
if
I
leave
it
out
there
with
the
taxpayers,
we
may
not
recoup
it.
What
happens
if
we
have
increases
in
enrollment
or
we
have.
B
So
they're
looking
at
building
their
nest,
eggs
so
that
for
those
days
and
and
sometimes
those
districts
are
not
even
building
their
nest,
eggs
they're
just
paying
out
their
expenses
right
because
it's
very
difficult
for
us.
We
looked
at
what
we
needed
to
spend
so
you'll
notice
that
we
spent
sometimes
just
fifteen
thousand
dollars
below
the
tax
levy
limit
at
other
times,
1.3
million
below
the
tax
levy
limit,
which
meant
that
we
did
not
go
out
to
the
taxpayers
that
year
for
the
1.3
million.
B
B
When
you
have
additional
sections,
I
mean
our
elementary
schools
right
now,
where
we
typically
would
have
seven
or
eight
sections
we're
now
having
10
sections
of
kindergarten,
kids
coming
in,
for
example,
so
the
Staffing
and
everything
else
that
we're
needing
to
do
that
increases
our
budget
and
our
enrollment
as
I
said,
is
Shifting
2023-24
you'll
see
we're
expecting
about
2349
students.
The
enrollment
is
only
pretty
much
going
up,
but
I
would
say
by
the
time
you
get
here.
These
kids
haven't
been
born.
B
Yet
so
it's
really
hard
to
say
whether
they're,
how
they're
going
to
be
impacting
us.
We
also
know
that
we
have
some
construction
going
on
right
now,
potentially
at
airport
campus
over
near
the
airport,
they
are
going
to
be
building
some
Town
Homes
there.
We
have
Eagle
Ridge,
which
is
IBM
property
supposed
to
have
some
Town
Homes
there
as
well
Mariani,
even
though
you
see
them
digging
that
all
up
there's.
B
Actually,
there
have
been
plans,
and
now
there
are
no
approved
quite
plans
yet
so,
even
though
they
had
something
approved
in
the
past,
it's
kind
of
like
starting
over
over
there
I,
don't
know
why
they
cleared
that
property,
but
everybody
thinks
like
something
they're
expecting
something
but
I
don't
think
anything's
happening
yet
and
and
just
other
little
building
around
the
area
as
well
and
by
the
way
we
are
still
about
five
to
six
hundred
dollars,
five
to
six
hundred
students
less
than
at
our
maximum,
so
we
do
have
a
little
bit
of
room
to
other.
B
So
what
do
we
hope
for
this
was
my
predecessor's
statement.
Every
student
will
have
the
opportunities
afforded
our
graduating
seniors.
We
hope
they
have
more
opportunities,
our
programs
and
services,
and
mostly
our
students,
our
Benchmark
for
success
and
I,
encourage
you
to
go
to
the
website
for
two
things:
to
look
at
curriculum
departments
and
also
to
look
at
a
special
recognition
document
which
really
outlines
all
the
things
that
have
been
happening
in
the
district.
It's
pretty
special,
it's
from
our
Deputy
superintendent,
that
is,
it
I,
encourage
you
please
to
go
out
to
vote.
B
The
PTSA
is
going
to
do
curbside
babysitting,
so
anybody
who
wants
to
pull
up
thank
you
to
the
PTSA
for
supporting
that
know
that
we
have
about
11,
000
voters
and
on
a
year
where
we
do
not
have
a
contested
contested
election
for
board
members.
We
sometimes
get
about
400
people
coming
out,
so
anybody
who
can
come
out
to
express
their
opinion
matters
to
us.
It
matters
a
lot
and
we
have
two
board
seats
that
are
open
this
year
and
our
two
incumbents
Lara
stangle
who's.
B
The
current
president
of
the
board
and
Lori
canner,
the
Vice
President,
are
both
running
for
their
seats
again.
So
please
do
take
the
time
to
come
out
and
vote
thanks.
So
much
for
listening.
A
We
are
really
lucky
to
have
such
invested
leaders
I
know
that
we
all
feel
that
way.
So,
thank
you.
I
can't
believe
all
that
you
know
about.
A
A
So,
just
before
we
shift
over
to
hear
about
the
humanities
programs,
I
want
to
remind
everyone
that
we
have
an
eighth
grade,
Washington
Trip,
coming
up.
It
is
May
10th,
11th
and
12th.
It
is
really
close.
Our
kids,
our
students,
are
really
excited
our
teachers
and
faculty,
and
parents
are
really
excited.
We've
done
this
trip
for
now
how
many
years
50.
Angelo
used
to
run
it.
I
A
I
A
And
so
after
a
three-year
Hiatus
it
but
it'll
be
four
years
since
the
last
time
we
went
we'll
be
going
and
returning
to
Washington
Boston
is
in
June,
June,
1st
and
2nd
yep
we'll
be
going
to
Boston
again.
Thank
you
to
parents
and
thank
you
to
faculty
for
the
chaperoning
the
support.
There's
a
spaghetti
dinner
coming
up
this
Friday.
A
It
is
a
fundraiser
for
those
trips,
so
students
have
been
selling
they
sold
tickets
and
I
think
we
can
even
sell
them
curbside
it's
a
grab
and
go
or
grab
and
stay
so
that
we
found
that
it's
actually
helpful
to
some
families
if
they
can
take
their
dinners
and
we're
doing
that.
Also
for
the
pancake
breakfast,
which
isn't
a
pancake
breakfast
anymore.
It's
just
a
breakfast
with
a
lot
of
good
food.
So
just
so
everyone
knows,
we've
shifted
slightly.
How
we
do
it,
you
can
stay.
A
A
This
year,
Mr
Smith
Dwayne
Smith
and
then
Mrs
Stahl,
Melissa
Stahl,
who
have
worked
together
and
I
really
say
this
they're
brilliant
in
what
they've
done.
They
have
brought
programs
here.
What
Jenna
said
because
of
need
and
for
opportunity
for
our
students
and
when
our
students
dream
big.
They
can
dream
big
with
the
support
of
these
programs
that
we
have
fostered
and
developed
with
their
Vision.
So
in
the
something
microphone.
Okay,.
K
K
Things
that
we
keep
in
mind
is
this
mission
statement.
That
HCC
has
is
an
essential
question,
which
is
highlighted
by
things
like
Active
Learning
risk,
taking
helping
students,
Embrace
rigor
and
then
also
helping
students
maintain
a
healthy
and
balanced
mindset.
Those
are
things
that
are
at
the
back
burner.
I
would
think
of
everything
that
we're
doing
when
we
plan
one
of
the
things
that
I
want
to
highlight,
for
you
is
that
you
know
we
work
together.
An
incredibly
I
I.
Think
just
a
lot
at
this
point,
we're
working
together
all
the
time,
I.
K
Think,
since
what
2015
the
three
of
us
really
started,
fostering
a
relationship
together
where
we
think
about
our
departments,
not
as
silos
but
as
part
of
a
a
group
that
that
really
does
have
the
ability
to
transform
the
education
for
students,
and
it
came
at
a
time
when
really
lot
of
Educators
students.
Parents
were
only
talking
about
stem
we're
only
talking
about
what's
happening
in
things
like
Robotics
and
the
science
classrooms
and
Mathematics,
and
the
humanities
felt
like
it
was
something
that
needed
a
little
bit
of
a
Kickstart,
so
I
hope
from
today's
presentation.
K
Some
of
what
you'll
get
is
a
sense
of
how
we've
tried
to
kick
start.
What
we
do
in
our
programs.
One
of
the
things
that
we
think
about
is
really
the
relevancy
of
our
work
and
for
some
people
they
think
about
what
the
experience
was
in
a
classroom
20
30
years
ago
and
expect
that
it's
going
to
be
exactly
the
same
and
I'll
tell
you
from
the
English
language
arts
standpoint.
Things
have
changed
tremendously.
K
The
classroom
experience
involves
a
lot
of
activities
that
go
beyond
just
reading
and
writing,
but
talk
about
speaking
and
listening
talk
about
the
use
of
computer
skills
and
gaining
21st
century
literacy.
These
are
all
things
that
we've
started
to
in.
You
know
inform
students
about
to
inform
families
about,
and
it
really
informs
our
work.
L
L
On
social
studies,
for
a
moment
you
know,
as
Dwayne
said,
sort
of
back
in
the
day,
school
was
maybe
a
lot
of
memorizing
and
then
telling
you
what
I
memorized
and
we've
really
transformed
our
thinking
over
the
past
number
of
years
to
really
about
thinking.
How
are
we
thinking
about
what
we're
learning,
and
so
in
social
studies,
we've
developed
common
language
from
grades
6
to
12
that
identifies
historical
thinking
skills,
so
the
students
begin
as
sixth
graders
working
through
these
skills
building
on
them
all
the
way
through
12th
grade.
L
So
it's
a
nice
sort
of
continuous
message,
and
it's
really
things
like
looking
at
evidence
and
thinking
critically.
Where
did
this
come
from?
Who
wrote
it?
What
was
their
point
of
view?
What
was
their
intended
audience
and
asking
questions?
Because
in
the
real
world
we
know
we're
continually
interacting
with
information,
but
we
have
to
ask
questions.
We
can't
just
sort
of
accept
we,
but
we
also
want
to
weigh
different
perspectives
and
so
that's
sort
of
a
driving
force.
We're
also
asking
questions
like
why
do
things
happen?
L
A
turning
point
versus
a
trend
and
all
of
these
sort
of
skills
help
us
understand
the
past,
but
they
really
help
us
understand
the
present
just
as
much
and
then
let's,
how
can
we
make
it
an
intelligent
argument
based
on
using
those
skills
and
really
explaining
kind
of
what
we
know
and
what
we
understand,
and
so
the
students
will
see
this
language
all
the
way
through
and
really
start
to
master
those
skills
and
think
of
social
studies
as
really
something
that
builds
those
skills.
It's
not
just
knowing
a
bunch
of
stuff.
L
We
need
to
do
a
little
bit
better
than
that.
Now
now,
just
here's
a
fun
example:
we've
been
integrating
the
middle
school
and
high
school
a
lot
and
one
of
the
things
that
we've
done
is
in
seventh
grade.
The
kids
learn
all
about
how
the
Constitution
was
written,
how
the
government
works,
and
we
also
have
a
class
in
12th
grade,
which
is
AP
U.S
government,
and
so
the
teachers
got
together
and
they
said.
L
Wouldn't
it
be
great
if
we
got
these
kids
together
in
a
way
for
some
mentorship
and
sort
of
mutual
learning,
and
so
that
developed
into
what
we
call
sort
of
Congress
in
session
and
the
seventh
graders
learn
how
to
write
a
bill
and
what
goes
into
the
bill.
Making
process
and
the
seniors
come
over
and
Coach
them
and
help
them
all
the
way
through,
and
it
goes
all
the
way
through
the
process
until
they
actually
vote
and
find
out
what
happens
so
I'll
share
a
little
bit.
L
M
Seventh
graders
are
told
that
they
are
going
to
be
members
of
the
House
of
Representatives
and
they're
tasked
with
creating
a
piece
of
legislation
that
will
affect
change
and
they're
working
with
those
High
School
mentors
to
do
a
lot
of
the
research
and
writing
of
the
bills.
And
we
do
a
live
session
in
the
auditorium
with
the
high
school
students
and
they're
able
to
vote
on
a
bill
right
then,
and
there
and
hear
the
results
in
real
time.
I.
N
P
F
P
L
Little
bit
of
a
taste
what's
fun
is
so
now
we're
in
about
the
fourth
year
of
doing
this,
so
those
kids
are
on
the
verge
of
becoming
seniors
now
themselves,
so
they'll
get
to
sort
of
give
back.
So
that's
been
really
fun.
So
we're
looking
for
ways
to
sort
of
connect,
the
experiences
and
kind
of
build
the
community
and
then
the
last
thing
I'll
mention
has
been
a
big
Focus.
L
What
we've
worked
on
this
year,
which
is
Civic
readiness,
the
New
York
state,
has
come
up
with
something
they're,
calling
the
Civic
Readiness
diplomacy
and
we're
going
to
apply
to
participate
in
that
as
a
district
and
students
who
demonstrate
their
civic
Readiness
can
earn
an
extra
sort
of
recognition
or
seal,
but
what's
exciting
about
it,
is
it's
really
a
6
to
12
initiative?
L
So,
even
though
it's
a
seal,
you
get
when
you
graduate,
we
have
sixth
graders
who
are
working
on
promoting
the
sustainable
development
goals
and
learning
about
how
to
take
action.
Civically
we
have
the
seventh
graders
learning
all
about
Congress.
We
have
the
eighth
graders
who
are
learning
about
the
muckrakers
during
the
late
1800s
and
then
applying
that
to
sort
of
modern
day
and
it
sort
of
goes
throughout.
But
it's
really
about
those
Real
World
skills.
R
R
With
our
language
program,
because
the
state
had
an
updated
standard
since
1996.
so
back
in
2015,
when
we
referenced
that
before
I
started,
looking
for
things
for
our
department
to
get
a
bigger
to
develop,
that
desire
to
engage
for
our
students
and
get
past
that
grammatical
concept,
and
we
embraced
this
concept
of
global
competency,
which
recognizing
perspectives-
and
you
can
see
the
thread
going
to
Jen's
Department
you'll,
see
it
in
Dwayne's
Department
communicating
ideas.
How
do
you
do
that
in
an
articulate
way,
whether
you're
doing
in
a
formal
setting
or
among
friends?
R
How
do
you
investigate
the
world
and
look
what's
out
there
and
when
you
think
about
all
of
the
languages,
the
French,
Italian
or
Spanish,
that
we
teach
in
all
the
countries
that
are
involved
or
the
areas
that
are
involved?
How
do
you
investigate
those
areas
and
then,
ultimately,
how
you
take
action
on
that?
What
do
you
do
and
Jen
mentioned
the
unsdgs
and
how
do
those
unsdgs
and
how
do
we
make
our
world
a
better
place?
How
does
that
play
in
in
World
languages?
R
So
I
started
looking
at
that
in
2015
and
you'll
hear
about
global
competency.
Again,
when
we
speak
about
the
global
Scholars
Program,
but
what
it
before
the
state
started
their
new
standards,
we
were
working
on
this
and
then
the
state
came
out
with
standards
like
guess
what
match
this
Global
competency.
So
we
are
all
gelling
together
perfectly
now
the
State
introduced
these
three
modes
of
presentational,
interpersonal
and
interpretive
modes,
and
basically,
what
it
is
is
it
takes
foreign
language,
a
World,
Language
away
from
that
complete
the
conjugated
verb
put
in
the
right,
definite
article.
R
What's
the
you
know
the
proper
ending
for
this,
and
how
do
you
actually
use
that
language?
Because
I
think
everyone
I
talk
to
that's
my
age,
says
I
can't
say
anything
that
I
studied
language
for
six
years
and
that's
true.
So
we
they've
introduced
these
proficiency
levels
of
where
students
should
be
whether
they're
in
year,
one
year,
two
all
the
way
up
until
year.
R
Six
and
they
start
with
the
novice
and
the
middle
school
students
should
be
leaving
eighth
grade
about
novice
High,
some
of
them
dipping
their
toe
into
intermediate
low,
okay
and
then
at
the
high
school.
They
progress
through
by
the
time
they
leave
12th
grade.
They
should
be
Advanced
low,
okay,
some
of
them.
Maybe
you
know
it's
a
bell
curve,
some
of
them
the
goal
is
to
be
Advanced
low.
You
might
have
a
couple
of
that
are
a
little
bit
below
and
you
can
see
what
they
can
do
with
the
different
levels
so
novice.
R
When
they're
here
in
the
middle
school,
they
should
be
able
to
leave
French,
Italian
or
Spanish
class
parroting,
something
so
lists
of
words.
They
can
identify
a
chair,
a
table,
a
camera.
Can
they
repeat
a
whole
sentence
that
they
had
studied
and
memorized?
Okay,
again,
some
students
are
better
and
they
can
do
a
little
bit
more
manipulate
language
a
little
bit
more.
Some
students
are
still
struggling
to
create
whole
sentences,
and
then
you
can
see
how
they
go
through.
R
So
when
you
ask
your
eighth
grader
when
you're
on
vacation
order
in
in
French,
when
you're
in
Parish,
when
you're
in
Paris,
they
may
not
be
able
to
do
that
because
they
haven't
developed
those
skills
when
they
get
into
the
middle
school,
they
can
develop
their
own
sentence
structure
their
question
formation.
R
Presenting
to
you
in
a
formal
setting,
okay
I
can
be
speaking
or
I
could
be
writing
if
I
had
to
write
an
essay
like
they
might
have
to
do
a
DBQ
in
social
studies
or
a
comparative
essay
in
in
English.
Can
they
do
that
in
the
language?
R
Interpersonal
is
if
I
were
to
have
a
side
conversation
with
Dwayne
right
now,
and
he
said
something
to
me
and
I
had
to
respond
to
it,
that's
an
interpersonal
conversation
and
then
the
interpretive
mode,
which
is
you
get
an
input,
whether
it's
a
video,
an
audio
or
a
written
input?
And
how
do
you
respond
to
that?
R
So
that's
how
we're
training
all
these
students
and
we're
actually
building
our
curriculum
now,
since
the
state
came
out
with
new
standards
to
align
to
all
of
this,
what
does
that
look
like
now-
and
this
is
what's
exciting
here-
are
presentational
writing
you
know.
One
of
the
things
that
we
really
want
to
promote
here
at
HCC
is
student
choice,
so
they
have
to
do
these
Concepts
called
one
pager
where
they
have
to
write
about
themselves
and
what's
important
to
them
and
what
are
their
passions?
R
R
This
was
just
a
little
bit
close
up
of
what
you
can
see
that
we're
actually
exceeding
the
the
novice
forward
goals
for
what
the
actual,
what
the
state
wants
us
to
do,
because
they're
writing
full
sentences
and
they're
writing
full
paragraphs,
so
just
close
up
a
little
bit
and
then,
when
you
get
to
the
the
high
school
one
of
the
things
that
we
have
is
that
we've
got
high
school
students
just
like
Jen
had
seniors
coming
down
to
talk
to
to
work
with
the
middle
schoolers,
we
have
10th
graders,
writing
to
middle
schoolers
and
they're
writing
back
and
forth,
so
they
do
their
emails,
they're
able
to
write
back
and
forth
to
each
other,
but
then
also
we
have
one
teacher
who
has
partnered
with
the
school
in
Barcelona
and
she
takes
those
same
8th,
graders
and
10th
graders,
who
practice
writing
back
and
forth
to
each
other,
and
then
she
says
now
you're
going
to
write
to
people
in
Spain,
and
so
here
you
can
see
the
emails
that
are
actually
to
Spain.
R
This
is
a
very
sophisticated
email.
Okay,
this
is
a
different
level.
It's
a
10th
grade
email,
but
you
can
see
that
we
stepped
them
up
and
we
scaffold
all
the
learning
for
them
again.
Then
they
actually
get
to
speak
to
their
sister
School
in
Barcelona,
so
they
start
8th
and
10th.
Graders
start
speaking
to
each
other.
Here,
Byram
Hills
and
Byram
Hill
student.
R
They
practice
that
they
get
used
to
the
spontaneous
speech
and
then
we
take
them
out
and
we
have
them
introduced
to
people
who
actually
speak
Spanish
in
in
Spain
and
they
partner
that.
R
Lastly,
we
talked
about
the
unsdgs.
If
you
haven't
seen
the
graphics,
there
are
17
of
them
to
save
the
world
by
2030,
and
this
is
high
school
work,
but
it's
interpretive
reading
and
writing.
And
what
is
that
unsdg?
What
are
the
goals
of
them?
And
how
can
you
develop
a
plan
or
take
action
in
a
target
language
to
save
something?
So
here
we've
got
the
environment
issues
that
the
French
classes
do
at
the
high
school
and
they're
promoting
taking
action
on
saving
the
environment
and
they're
doing
all
of
this
in
the
target
language.
R
K
I
mentioned
before
that,
the
the
landscape
in
the
classroom
has
changed
you're,
going
to
hear
a
lot
of
similarities
with
what
Dr,
Laden
and
mystologists
mentioned.
We
have
four
different
categories
that
the
state
says
in
the
English
language
arts
that
we
have
to
help
students,
Master,
Reading,
Writing
speaking
and
listening,
and
then
language
use,
but.
K
We're
bringing
in
are
a
lot
of
those
global
competencies
that
have
become
part
of
the
thread
that
ties
us
all
together.
I
want
to
share
with
you
something
that
is
sort
of
a
Hallmark
of
our
students
here
at
HCC
right
now.
This
is
the
third
year
that
we
have
been
part
of
a
program
called
written
out
loud
and
thanks
to
the
bhef,
they
were
instrumental
in
bringing
this
to
us.
We
were
able
to
bring
in
an
outside
program
that
really
teaches
writing
in
a
different
way
than
any
of
us
had
experienced.
K
It's
based
on
the
kind
of
movie
pitches
that
a
writer
would
give
when
one
goes
to
Hollywood,
where
all
of
the
ideas
are
orally
presented.
None
of
the
ideas
are
written
down
on
paper
at
any
point
at
the
beginning
of
the
process.
It
really
is
reminiscent
of
a
lot
of
the
brainstorming
that
we
want
students
to
be
doing,
but
it
does
take
a
lot
of
the
pressure
off
of
students
where
they
don't
feel
the
need
to
have
to
put
those
words
down
on
the
paper
or
on.
E
K
K
That
was
one
of
the
things
that
the
bhef
worked
with
us
on
and
really
wanted
us
to
to
do
with
this
program,
and
we
thought,
let's
pilot
it
for
a
year
which
we
did
in
the
first
year,
and
this
was
during
the
pandemic,
so
students
were
doing
all
this
work
on
computer
screens
and
eventually,
let's
try
to
get
it
into
our
program,
and
the
end
result
is
that
the
students
work
in
Cooperative
teams
to
actually
write
original
stories
that
get
published.
So
each
student
then
gets
a
book
that
is
theirs.
K
D
H
Out
loud
is
a
a
new
kind
of
writing
program.
We
call
it
a
storytelling
program
because
we
really
focus
on
the
underlying
art
and
craft
of
out
loud
storytelling
that
lies
not
just
beneath
writing
movies
and
screenplays,
but
really
almost
any
kind
of
narrative
art,
so
musicals
videos
that
kids
see
on
YouTube
video
games.
S
T
S
They
came
in
and
they
introduced
the
skin
jump
to
the
students
and
that
was
kind
of
a
New
Concept.
To
me,
too,
the
idea
of
where
is
the
character's
most
vulnerable
moment
and
that's
where
we
as
readers
or
as
viewers,
can
attach
ourselves
to
that
character.
Right
then
they
walked
us
through
the
ordinary
world
and
how,
in
most
stories,
characters
start
in
this
Ordinary
World
and
then
there's
a
call
to
Adventure.
And
now
we
read
one
of
our
short
stories
and
we
ask
the
kids
to
identify
those
storytelling
elements
in
those
stories.
S
K
I'm
going
to
stop
there
for
a
second,
you
heard
Miss
Fuller
just
mentioned
a
couple
of
the
terms
that
are
used
in
the
program.
The
skin,
Jump
The
Call,
to
Adventure,
what's
exciting
to
me
is
that
the
students
working
in
this
program
are
also
starting
to
see
those
same
terms
in
what
they're
reading
and
the
way
we
fuse.
K
But
the
other
part
of
this
is
really
the
social
emotional
piece
of
this
students
working
together
in
collaborative
teams.
There
are
so
many
elements
of
this
that
I
feel
have
benefit
and
when
the
students
have
come
up
to
the
high
school
now
having
done
this
program,
it's
great
for
me.
I
teach
ninth
grade
this
year
to
be
able
to
talk
to
the
students
about
the
creativity
that
they
were
exploring
with
written
out
loud
and
to
be
able.
D
K
K
In
the
sixth
grade
I
know
the
students
are
introduced
to
the
17
sustainable
development
goals
and
they
work
with
that
throughout
the
year,
but
they
also
do
this
in
ninth
grade
where
they
are
given
the
opportunity
to
give
a
public
speech
about
a
global
issue.
So
they
have
to
pick
one
of
those
sustainable
development
goals.
Drill
down
do
some
initial
Research
into
an
issue
that
they
feel
is
important
and
then
deliver
a
speech
that
will,
you
know
ultimately
be
one
that
they
come
up
without
notes.
K
Some
of
them
may
have
some
note
cards
or
slideshows
behind
them
images
behind
them,
but
what
we're
really
working
on
is
helping
students
build
that
capacity
for
communication,
just
like
they're
doing
in
the
world
language
Department
the
I'm
gonna
skip
here
for
a
second
the
next
part
about
this
is
really
what
we
developed
together,
and
this
is
something
that
we're
all
very
proud
of.
This
is
a
program
that
started
with
an
idea
started
with
a
kind
of
a
moonshot
idea
that
the
three
of
us
had.
K
We
went
up
to
the
think
tank
at
Harvard,
which
was
on
global
competency
and
came
back
and
said
you
know.
K
Wouldn't
it
be
great
if
we
had
some
form
of
a
program
for
students
who
are
interested
in
Humanities
that
United
what
we
do,
and
so
our
idea
was
to
take
and
I
know
you
saw
this
slide
before,
but
to
take
these
Global
competency
quadrants
that
are
part
of
the
Asia
society's
model
and
fuse
it
with
something
that
we
also
know
our
students
need,
which
are
the
mindsets
and
dispositions
to
help
them
be
successful
when
they
leave
us
at
the
end
of
high
school,
and
we
initially
had
I
think
what
about
12
to
15
different
mindsets
and
dispositions
that
we
were
hoping
students
to
you
know
would
really
capture
the
learning
and
hoping
that
they
would
Master,
but
over
the
years,
we've
kind
of
whittled
this
down
into
what
we
feel
are
the
most
important
ones,
and
those
are
the
comfort
with
ambiguity
so
oftentimes
we
are
giving
students
opportunities
to
experience,
ambiguity
in
ways
that
are
going
to
help
them
grow.
K
Empathy
is
probably
I
think
something
we
use
all
the
time.
I
say
this
in
the
English
language,
arts
and
I
know
it's
true
in
social
studies
and
World
languages
as
well.
I
read
books
because
I
want
to
empathize
with
others.
I
want
to
experience
the
world
that
is
outside
of
my
own
lens
and
I,
sometimes
read
books,
because
I
want
to
corroborate
what
I
actually
know
and
look
in
and
look
within.
But
empathy
is
such
a
big
part
of
what
we
do,
whether
it's
in
speaking
conversation
writing.
This
is
something
that
we
want.
K
Students
to
have
a
capacity
for
the
desire
to
engage
I
mean
that
goes
well
beyond
just
motivation.
Engagement
is
something
that
goes
back
to
something
I
heard.
Missoul
say,
which
is
that
students
are
more
engaged
when
they
have
choice
and
voice.
So
going
back
to
her
disdain
for
Ball
Sports,
or
something
like
that.
K
We
know
that
when
we
give
students
Choice
an
agency
that
they
run
with
that
and
that
they
have
a
better
experience
in
our
classrooms,
and
so
the
global
Scholars
Program
is
really
about
diving
into
student
Choice,
giving
them
opportunities
to
explore
their
interests
and
learn
new
things.
And
then,
of
course,
we
know
that
not
every
program
and
not
every
project
that
students
work
on
is
going
to
be
the
ultimate
success.
K
We
want
students
to
have
skills
so
that
when
they
run
into
roadblocks
they
know
how
to
handle
it.
When
they
run
into
problems,
they
know
how
to
get
around
them
and
they
can
be
resilient
and.
E
K
D
L
Look
first
here
just
to
give
you
some
context.
Well,
this
is
on
the
left.
In
the
second
year
of
the
program,
students
get
to
choose
an
issue
that
they
care
deeply
about
and
they
some
choose
to
work
individually,
some
choose
to
work
in
groups
and
they
develop
their
own
plan
to
address
it.
So
this
was
Sydney
black
who
is
just
about
to
graduate-
and
this
was
her
change
maker
project.
U
31.9
million
tons-
that
is,
the
amount
of
mismanaged
plastic
that
ended
up
in
Ocean
and
land
ecosystems
in
a
single
year.
2010..
This
waste
directly
affects
the
wildlife
and
animals
that
live
in
it,
leading
to
their
death
or
injury.
Local
park
leaders
and
organizers
made
it
clear
to
me
in
empathy
interviews
that
this
wastefulness
is
caused
by
a
lack
of
awareness
and
a
lack
of
Education
right
now.
In
order
to
solve
this
lack,
a
key
solution
is
Park
cleanups
oftentimes.
U
These
only
engage
the
most
devoted
environmentalists,
so
all
citizens
of
Westchester
New
York,
need
to
be
inspired
to
minimize
their
plastic.
Waste
is
individual
action
is
a
key
component
in
motivating
people
to
be
less
wasteful
and
take
care
of
the
environment.
I'm
Sydney-
and
this
is
my
solution.
Plasticsgo
will
be
an
app
similar
to
Pokemon,
go
or
I
nature.
It
will
identify
a
plastic
bottle
using
image
recognition
technology
in
order
to
continually
engage
users.
There
will
be
an
incentive
once
they
collect
10
bottles
they
reach
c-star
at
50.
They
will
reach
clownfish
Etc.
U
It
will
also
incorporate
education
through
a
quick
fun
fact
of
the
day.
This
non-overwhelming
presentation
of
information
will
make
it
easier
for
users
to
remember
to
reach
local
citizens.
My
target
audience
I
will
work
with
local
parks
such
as
St
George's
park
or
Westchester
Parks,
Foundation
parks
to
add
for
ties
through
posters
at
their
parks
and
develop
social
media.
U
To
make
sure
these
techniques
are
working,
I
will
keep
track
of
success
of
my
app
through
the
number
of
users,
as
well
as
overall
weight
of
plastic
picked
up
by
users
due
to
the
expenses
of
creating
and
publishing
app
I
will
need
funds
to
create
it
for
the
image
recognition
technology
behind
the
app
I
will
be
modifying
open
source
code,
so
no
funding
is
needed
for
that
and
Apple
Store
license
will
cost
99
per
year.
Finally,
for
operating
I
need
three
hundred
dollars.
This
will
be
used
for
Logos
and
Graphics.
U
K
U
K
Our
students
in
year
two
do
something
similar,
we
partnered
a
couple
of
years
ago
with
the
change
maker
project
and
so
they're,
with
students
from
around
the
world
giving
pitches
just
like
this
to
secure
funding
the
students
then
get
that
funding.
Take
that
funding
and
put
it
into
action.
Sydney
was
one
of
the
students
who
you
know
did
something
that
I
know
we
had
talked
about
when
we
first
sort
of
dreamed
up.
This
program
is:
wouldn't
it
be
cool
to
see
students
fusing
some
21st
century
technology
into
a
project
where
they're
trying
to
do
something.
K
That's
beneficial
for
the
environment
in
this
case,
and
she
really
took
it
to
heart.
I
mean
she
was
learning
how
to
code
and
how
to
manipulate
that
code,
and
that
was
something
that
she
did
on
her
own.
You
know
talk
about
the
desire
to
engage.
This
is
exactly
the
kind
of
work
we
want,
students
to
be
involved
in
and
something
that
I
know
is
going
to
set
her
up
for
Success.
Now
this
second,
you
want
to
set
the
stage
for
the
second
one
yeah.
K
R
So
in
year,
three
of
global
Scholars,
when
the
students
are
seniors,
we
actually
were
working
with
them
to
develop
their
leadership
skills
as
our
new
mission
to
create
citizens
and
leaders
of
the
21st
century.
So
we
take
the
single
student
who
worked
individually
as
in
the
change
maker,
and
we
put
them
onto
teams
for
the
global
social
leaders,
which
is
another
International
competition
that
they
work
with
to
create
more
change,
and
this
year's
Sydney
with
that
resilience
piece
had
to
Pivot
and
there's
actually
a
pivot
Award
with
the
global
social
leaders
is.
R
How
do
you
take
your
sustainability
issue?
And
what
do
you
do
with
it
when
you
have
to
find
two
other
people
to
work
with,
so
her
and
two
other
classmates
decided
to
still
work
with
sustainability
and
what
they've
done
is
they
were
working
on
getting
sustainable,
menstrual
products
in
the
schools
here
and
they
wanted
to
educate
people
on
using
sustainable
menstrual
products,
and
that
wasn't
going
so
well
for
them
they
got
a
lot
of
pushback
just
because
of
scheduling
and
things
like
that
and
affordability
of
these
products.
R
But
they
made
some
small
advances,
but
then
they
also
partnered
with
the
Armonk
and
sustainability
initiative,
and
then
they
were
doing
videos
that
were
going
on
broadcasted
on
cable
TV.
They
were
doing
they
just
recently
did
an
assembly
for
Coleman
Hill,
the
K2,
the
entire
K2
school,
on
how
to
actually
recycle
and
at
lunch
time
and
how
to
put
all
of
their
Recycling
and
the
landfill
items
and
the
proper
thing
receptacles,
and
so
they
really
did
a
lot
with
it,
and
now
they
tomorrow
they
are
going
to
submit
to
the
global
social
leaders.
R
Another
International
competition,
where
we
are
the
only
American
School
participating
in
it
and
they've
met
with
them
all
along.
So
it's
kind
of
exciting
for
them.
It's.
A
Also
exciting
I
think
for
all
of
us
to
hear
that,
for
a
very
long
time,
we've
had
the
science
research,
which
has
been
a
like,
really
just
so
important
to
our
kids.
But
now
we
see
you,
as
you
guys
mentioned,
that
we've
now
shifted
and
provided
another
opportunity
for
our
kids
through
Humanities
and
to
know
that
I
didn't
know
that
they
were
enrolled
in
these
competitions
that
you've
found,
which
it's
just
such
a
robust
program
at
school.
Will
we
be
hearing
if
there's
any
yeah.
R
L
And
then
move
just
quickly
on
the
other
one
sure,
so
here's
an
example
of
a
team
that
worked
together
and
it's
great
because
it
really
Incorporated
some
World
Language
too.
If
you
remember
back
in
2020,
they
were
all
knocking
on
our
door
to
answer
the
census,
and
so
what
we
had
discovered
is
like
whether
or
not
you
and
take
the
census
really
has
a
big
impact
on
your
community.
L
The
kids
did
a
ton
of
research
and
they
found
out
that
there
are
certain
targeted
communities
where
people
are
afraid
to
answer
the
census,
and
this
particular
group
discovered
that
particularly
Latino
residents
of
nearby
Mount
Kisco
were
very
hesitant,
so
they
partnered
with
the
school
in
Mount
Kisco
the
high
school
Fox
Lane
there
with
those
students
and
with
community
members,
including
the
mayor,
and
they
developed
a
PSA
in
Spanish
to
encourage
those
people
to
take
the
census.
So
here's
just
a
little
clip
of
that.
L
W
E
K
Just
going
to
stop
there
for
a
minute,
I
mean
one
of
the
things
I
want
to
highlight
is
that
this
whole
project
came
out
of
something
that
we
were
working
on
with
our
students,
where
we
teach
them
about
the
design
thinking
process,
and
this
was
done
during
the
pandemic.
So
the
students
had
to
organize
the
various
speakers
that
were
going
to
be
part.
E
K
Skills
that
we
know
are
being
used
in
the
workforce,
and
so
it's
really
wonderful
that
we
have
10th
11th
and
12th
graders
that
are
using
them
now
getting
really
versatile
with
how
it's
the
process
actually
can
help
them
do
a
better
product
and
put
together
a
better
final
presentation
for
whether
it's
a
pitch
or
in
the
case
of
the
students
who
just
did
the
project
we
were
talking
about.
You
know
something
that
was
going
to
be
played
in
a
community
where
it
was
desperately
needed.
So.
K
A
Was
hoping
that
when
we
presented
this,
you
would
be
able
to
see
me
Ken
loud
and
clear
how
it
begins
in
sixth
grade
with
the
work
that's
done
in
in
the
languages
where
the
children
are
first
exposed
to
different
languages
and
asked
to
make
a
selection
in
in
social
studies
where
we
see
our
students
really
become
Global
Citizens
become
aware
of
the
sustainable
goals
and
the
student
goals,
how
they're
engaged
in
all
their
writing
and
then
it
within
all
their
experiences
at
the
middle
school.
A
This
is
fostered
and
nurtured
and
then
that's
where
they
go
to
the
high
school,
which
has
a
strong
connection.
It's
a
secondary,
612
connection
that
allows
our
students
to
explore
and
really
pursue
what
they
believe,
whether
it's
science
or
English
or
social
studies,
they're
all
the
opportunities.
Now
with
the
on
the
startup
program.
A
It's
it
it
just.
We
have
allowed
our
kids
to
pursue
their
dreams
and
their
interests
in
the
most
rich
robustly.
So
are
there
any
questions
you
just
have
I
know
it's
a
small
group
I
wish.
K
As
a
ninth
grader
they're,
introduced
to
some
of
the
programs
that
they
can
sign
up
for
and
just
like
I
think
science
research
also
starts
in
10th
Grade.
They
have
the
option
to
sign
up
for
it
now.
The
difference
with
our
program
is
that
we
designed
it
purposely
so
that
there's
multiple
entry
points,
a
student
could
come
in
as
a
10th
grader
and
take
that
first
year
of
global
Scholars
and
get
an
introduction
to
Global
competency,
the
issues
that
are
going
to
be
something
that
they
might
study
in
the
program.
K
But
they
might
decide
you
know
in
11th
grade
I
really
would
rather
do
startup.
You
know
that's
something
that
that's
more
my
speed
and
so
I
want
to
shift
over
to
Startup,
and
maybe
after
a
year
of
startup,
they
say
you
know
what
I
want
to
go
back
to
Global
Scholars,
we'll
bring
them
back
in
for
that
second
year
as
seniors,
and
so
we
have
a
number
of
students
who
might
not
be
in
the
same
grade
as
their
counterparts
but
are
taking
Global
Scholars
and
that's
something
that's
great.
J
A
A
A
Oh,
the
geography
is
May
4th
it's
going
to
be
taking
place,
so
we've
brought
the
Geography
Bee
back,
it's
a
locally
run
fee,
but
bill
will
have
that
contest
taking
place
on
the
fourth
on
the
fifth
written
out
loud
will
be
celebrated
in
the
eighth
grade,
so
the
Spring's
a
lot
of
fun.
The.
A
Coming
up
yep
and
then
we
have
like
just
what's
taking
place
within
with
our
kids
they're,
having
a
really
good
time,
with
all
the
opportunities
that
are
they're
involved
with
now
as
well.
So
it's
a
good
place
to
be
in
this
Creek.