Good afternoon, everyone.
I'd like to call today's Curriculum Council meeting to order,
and we will just begin with Roll Call.
We'll start with our council members in the room
and we'll just go around and say
your name and your role, and then we'll move on to our people
who are with us virtually, and then we'll get into the agenda.
So I'm Dr. Shuman.
I'm assistant to the superintendent for Curriculum and instruction.
Stacy Winslow, Superintendent.
Kathy Secours School Board.
Donna Cronin School Board.
Bob Bennett School. Board.
Tracy Landry, Director of Professional Learning and Innovation.
Eric Fountain, Middle.
School Principal
Okay. Thank you, everybody.
And now let's move on to our virtual attendees.
When I say your name, just introduce yourself
and share your role with the group.
Laura Alexander.
Hi. Laura Alexander Third grade Teacher.
Oh, Mrs.
Funk.
Jenna Funk Elementary Principal.
Chelsea Gavin.
Anna Gavel.
Hi. Anna Covell, Assistant Principal, fourth.
And fifth grades.
Hannah Goma.
Christine Hicks.
Christine Hicks Fifth grade teacher.
Jessica and Jerry
Greg Knowles.
Eric Knowles.
Middle School. Spanish
Lindsey Coach.
High.
Lindsey Cox Citizen Advisor.
Darlene Lerer.
Gail Laura.
Parent and Citizen Advisor.
Son Mullins.
Son Mullins Such as an advisor.
Lindsey Schmidt.
Hi, I'm Larry Wade,
here for Lindsey.
And Heidi Stein,
Lisa Sweetman Miller,
Sherry Taylor, Stuckey.
Cherie Stuckey
High School, English Department Chair.
Lisa Wang
and Jordan Negley.
Jordan, the Citizen Advisor.
Okay, thank you, everybody.
So initially we'll start with just noting
that our summary notes are posted there
for review from our last meeting.
We do not have any information or items or items for discussion,
but we do have several items under new business that involves
some new materials for courses at the high school and some revisions of
courses
just with the way things are aligned at the middle school.
So we'll be talking about those here in just a moment.
I will say that in anticipation for our main meeting,
I am planning to present some information
around the new Act 158 Pathways to Graduation
Requirements at the high school that will be implemented next year.
So Mrs.
Schmidt and I are going to
develop a short presentation just to familiarize
everybody around what that's going to look like.
It's something that we've been working on for quite a while,
but it is actually going to become a requirement starting next year.
So we'll be presenting on that as an informational item
in our next meeting and also talking a little bit about
Eureka math pilot that we're hoping to do next year at the elementary school.
So there will be some more informational things on next week's agenda
as well as potentially some more book approvals and things of that nature
as we look towards next year.
But as far as this meeting goes, we have
several items under new business
to the first one is
textbook recommendation
and adoption robo inland, Okay, which is a Spanish textbook.
I don't even actually know exactly what that title means, but I'm hoping that Mrs.
Claus is with us tonight to speak to that.
That's in the night.
Thank you, Mr.
Noles.
I don't see Barb on our list, so
maybe we will come back to that.
Actually, both of the first two items are hers, both for high school Spanish.
So let's move on.
I know we have Ms..
West here to speak to us about a new textbook
recommendation for English at the high school.
So Kim will switch it over to you and
we're going to try to put the camera on so everyone can see right.
Hi, everyone.
I'm Kim West. It's nice to see you.
I teach pop culture, so when culture goes pop, it's an examination
through research and writing for college prep level seniors.
Ideally, our focus is on current and trending popular culture,
and we have students looking at these current
and popular trends as they not only are taking an active role in these trends,
but they shape things for the future to come.
Currently, we have two novels that are adopted,
but we'd like to add a third is it is a college prep class
and most of them will go on to take
a literature class in college and this will help to prepare them for that.
So the book that we've been looking at is Little Fires Everywhere by suggesting
it was a Reese Witherspoon book Club book 2019,
I believe it won dozens of awards, best book awards.
It was adapted for
an award winning series on Hulu's a limited series
with Reese Witherspoon actually acting in it as well.
At the core of the novel, it centers around teenagers.
And I think it's super important that teenagers read about other teenagers
excuse me.
Often we see them reading about books, about kids that are younger than
them, are older than them.
But I think seeing kids that are going
through similar things, especially at senior level, where it's
college prep, that weight of pressure
from not only external factors like family and society,
but also those internal pressures like relationships and our understandings
of those relationships with other people
are really important as they're in their formative years.
So this novel kind of sort of circulates around that.
And it takes place in a in a suburb in Ohio.
And this an exotic family comes in and it's very mysterious.
So it's kind of like a slow burn.
I wouldn't call it a thriller because it's not like a thriller
psychologically that we see. But there are a lot of
secrets that are
unearthed and a lot of family drama that unfolds.
And it is a mystery in that sense.
And I think that that's a pretty popular category of genre books
that people are into in this in this time at least I know I am.
It's my entire reading list when I'm not at school.
So to give them we have historical fiction.
We have science fiction, and now this is more of a realistic fiction novel.
And so it will explore some of those
major themes, such as, you know, family values, family identity,
that pursuit of the future, that weight of those secrets.
And then also just there are some more complex themes
such as like the secrets of society
that we're kind of learning about as you come of age,
and then also the weight and pressures of motherhood
that I think that nobody really talks about, especially at that age.
Yeah, So we are planning to use it to
explore written and oral communication
like we do with our other two novels, writing, literary analysis and
yeah, pretty much just similar.
We're reading those themes and those skills that we cover in a lot of our other
English classes, but with the different text as a vehicle
for an author whose voice is not often heard because like
giving them that teenage representation, Lessing is also an Asian-American author.
So we'd like to also add an Asian-American author to our curriculum,
as that is a voice that is not often represented at the high school
level in English language arts classes.
Thank you, Kim.
Does anybody have any questions for Kim or any discussion around this text?
I just I just want to say thank you for bringing this book forward.
It sounds great.
I haven't read it, but I've heard good things about it
and I heard good things about the series as well.
Thank you.
Hi, This is Girl in Law,
So thank you for bringing this
book as a proposal.
Reese Witherspoon and
Kerry Washington did a great job
in that series.
That's a variable on Hulu.
My question is, what is the age group for for this book?
Because
I know that this series had a lot of sex in it. So.
And is four recommended by parents for 15 plus.
So what's the grade level for this book?
The grade level is for college prep seniors in high school.
I think that the show dramatizes more of those sexual elements
that the book doesn't really go into detail on.
But I understand the
concern for the sexual elements in the TV show,
but it is for high school seniors. And
in that class would not
be available to younger students
who might have
taken the courses.
That might be prerequisites for that class.
What the prerequisite would be a junior level English class
that they would take as juniors in high school.
So they would need to be a senior in high school to be enrolled in the course.
Okay, perfect.
Well, I think it's a wonderful idea.
It's a great book.
I'm so glad you enjoyed it,
Mrs. Kinder, that it was the first book I listened to over Quarantine,
and I devoured it.
I our in hours and I really enjoyed it.
And Mr.
Diverse and I both teaches class at the senior level,
and we feel really passionate about bringing a diverse voices to the classroom
that tell stories not only of, you know, these experiences of,
you know, pain that we all go through growing pains, but also of joy
as some of the narrative does focus on joy.
And we read so often about sadness at the high school level.
Yes, I think kudos.
Thank you.
Hello, Jamie Mullins.
Go ahead, son.
Hello.
First, thank you for bringing this new book.
I think it's a it's a I've heard great things about it and it's actually on
my list of books to read and I just haven't gotten to it yet.
So maybe this will motivate me to kind of move this up on my list
to to read before the school starts.
Is this book replacing
another book in that curriculum next year?
No, not at this point.
Popular culture was a class that we introduced in 2020 for the first time.
So we're still,
you know, bringing in New materials to make the course more complete.
It's NCAA approved, so it needs both literature
and writing to be approved
for college athletes to transition, to play a sport at a college level.
So we're trying to bring in more text.
I'm staring right into this microphone like it's the camera.
I'm so sorry.
We're bringing in more text that will allow athletes to
prep for college in that way, but also other students
to prep for college level courses.
So we're trying to incorporate more literature.
Okay.
Thank you.
Any further discussion
around little fires everywhere?
It's not.
Could I get a motion to move the text
to the first read phase of the process?
So moved on a second.
Cathy Decker.
All in favor?
I mean, I think
any opposed?
Okay, so the motion carries,
and then little fires everywhere will stay on the agenda
and be there under old business
for a follow up vote next time. So.
Thank you, Mr. West.
And I'm just looking I don't see Mrs.
Closer signed on right at this point.
So we will continue moving on with the next items on our agenda.
And I know Mr.
Valentine is here to present three
of course, the revisions from the middle school that are all kind of related.
So I'm thinking
probably the best way to do this is to just let him explain to the committee
the whole process behind these changes,
and then we'll take the changes one at a time and consider them
for a vote.
So Mr. Allanson.
Thank you so much. Dr. Shuman.
I am.
It's actually for revisions,
so it's important that I start
with the whole concept of a middle school model so that folks
that are new to understanding our process
get what we do at the middle school.
Our focus as a K to
12 system is really heavily focused early on in helping kids learn
how to read because our system is designed to allow kids to read in order to learn.
So that's why in early elementary school, the focus on literacy
is there in the middle school, the focus changes a bit
because we're going to be moving students from very dependent learning.
They're dependent on a teacher in a classroom to more independent
learning where they're going to be taking lots of different classes, experience
lots of different teachers and get to taste lots of different things.
And in order to do this, we have to build certain students skills
that we would love to be able to say that every student comes to us
with wonderful executive functioning skills and personal organization
and study skills.
But the reality is all of us at that age struggle.
Some of us as adults still struggle with these skills.
So it's very important that as part of what we're doing
in the transition to the secondary world, that we're helping to teach kids
about executive functioning and to teach kids about social skills,
because it's also at the secondary level, when kids start paying more attention
to what their friends are telling them as opposed to what their family
has been telling them.
And so they are beginning to question
lots of different things and really develop as individuals.
And we want them ideally to be able to take something
that they didn't know about.
So they're exposed to something to develop an interest in it,
potentially recognize this, that that interest has resulted in a talent,
potentially take that talent to a passion
and potentially take that passion into the real world.
And to do something with that passion to contribute to society.
And this is our hope with our education model
as part of this process in a middle school, it becomes
incredibly important to have what we refer to as this advisor program,
because at the elementary level, a student typically has one teacher that follows
them the whole day
is secondary.
It's a little bit different.
So the transition to middle school involves
a team of teachers owning a student, so to speak.
The idea being that there is a group
of teachers responsible to help a student and that the student
still feels like they're a part of something,
if not a classroom, then a grade level or an instructional team.
And so these things are very important in the development of young people.
So we are able to do many of these social
skills types of lessons in a advisory program.
So for a number of years we've been using our advisory program is character strong
and it has been very successful for our students.
Now as things have changed over the past
few years, we recognize that we're starting
to see some academic needs that need intervention.
And these academic needs are not necessarily
indicating that the student is going to have a lifetime of academic
problems, just simply means that there are time periods where a student
might not secure knowledge that we had intended them to secure
and they're not able through the process
within a regular classroom to have that gap be remediated.
And so when a teacher isn't able to remediate within a classroom,
then we talk about something called intervention.
Now, in order for this to function
well, we have to be looking at real data,
Understand the evidence of student learning and determining
as we're moving
through topics in particularly literacy and mathematics.
Certainly areas that students
have not been able to be successful in
and attempt to intervene
to offer some kinds of support to fill that gap.
And that happens during a time period
that we designate within our school day.
Now we have worked for several years to craft
the schedule that allows us to put in an intervention period
within the Bell schedule without conflicting
with opportunities for students to participate in music ensembles,
because we think those are very important experiences as well.
So we were able to create a schedule
that allows us to put in two intervention periods per cycle,
per grade level, which is very exciting.
Now in order to do that, we recognized that we needed
to move the advisory program that was taking place during some of that
time somewhere else, because that advisory program is still very valuable
and the social skills lessons that we're teaching, the executive
functioning lessons that we're teaching kids still have a ton of merit and value.
What we recognized was that in many of the classes, Encore
in particular, some of those topics are already being addressed.
And so connecting that character Strong social skills program
with those specific classes allows us to ensure
that those social skills are being continuing to be taught.
But we're using our time a little bit more efficiently.
The other thing that happened over the past couple of years is we had moved
probably seven or eight years ago at the middle school to a 1 to 1 iPad initiative.
And during that time we were recognizing that students were coming into the middle
school, particularly from elementary school,
and they didn't have a lot of exposure to using and iPad device for educational
purposes as an instructional tool, as an educational tool.
So what we did as part of our schedule
was we made sure that the students
coming in to the sixth grade were having their digital literacy
class meet two days a cycle for the entire school year.
And that was critically important because there was a lot of time
that needed to be invested in helping students to understand
how to use this iPad technology responsibly,
but for educational instructional purposes.
Well, then we got COVID.
We had COVID pandemic experience.
And so what happened?
A benefit of it was all kids learned how to use this technology
because they were forced to, particularly at a younger age.
So as we looked at what we were teaching in that digital literacy
class to prepare kids to utilize this as a structural technology,
we were realizing that the kids already
had secured those skills at a younger age.
We were headed there and quite frankly, the COVID pandemic
rather really just accelerated the process.
So what we also recognized
was that we had an opportunity because when students are transitioning
to middle school, we want to be able to give them that support.
We want to be able to offer them the social skills, support.
And six or seven years ago, we actually created a class called the Koko Class,
and it was designed to help kids transition socially to middle school.
And the format was that students would take this
within their encore rotation for a marking period
during their sixth grade year, which was great.
It the focus or that the focus of the class
itself really allows the student to think about why it is that
that they feel a certain way about things, how they can
regulate their emotions,
how they can interact in more productive ways with their peers.
And we hopefully help to build empathy skills
in addition to other valuable skills that we feel
are critically important for young people to learn.
So what we recognized is
with certain changes in our schedule,
we have the opportunity to be able
to switch the time period and the amount of time
that sixth graders are having
their Koko class and their digital literacy class.
So in essence, we have the ability to run a digital literacy class
for one marking period because we don't need the kids
to be in a class two days a cycle for the entire year to discuss
how to utilize iPad technology.
We need some time, but we don't need as much time.
But we would benefit from more time
for students to discuss how to transition
socially to middle school, how to develop student skills,
and we could incorporate the character
strong program that was social skills as part of our advisory program
with the Koko class, because they married very well
and we would enable every single sixth grade student
to experience that support of the Koko class from the first cycle
of entering into the sixth grade for the entire year of sixth grade.
So we're able to effectively move the sixth grade
component of advisory into Koko by doing this.
Now, moving on to seventh and eighth grade, we still want to continue
to offer the advisory program in seventh and eighth grade.
What we realized was
as part of what is done for the curriculum
in the seventh and eighth grade Family and Consumer Sciences class,
there is a lot of work around developing responsibility organization.
There's quite a bit of work going on in FCS
that isn't what we would have traditionally or excuse me,
traditionally thought of when we were young and in home class.
It's really not about cooking and sewing anymore.
It really is about building consumer skills,
building responsibility, understanding time management.
And those are all skills that we teach as part of the character strong program.
So we're able to incorporate within
FCS the elements of the advisory program for the seventh and eighth grade
that we feel are most valuable.
In addition to that, we recognize that part of our responsibility
and our requirement for the state is that we are abiding by our three,
three nine regulations which are basically determining
and helping to determine career readiness for young people.
Now, FCS was doing a lot of that work.
However, in order to do
the advisory work, it was necessary to then take those elements of the three,
three nine work and put them into another class.
Low and behold, we've already talked about digital literacy
and if we know what we're doing with digital literacy, six
Digital literacy, seven Digital literacy eight all had the ability
to take on these components of that career
readiness and skills training and development
as part of a logical part of the class itself.
And so it connects very well.
So I realize this is a long explanation, but all of these pieces are connected
and it's why we actually wrote specifically
a request to alter
the courses
in 4/6 grade cocoa for seventh grade in eighth grade FCS
and also for eighth grade digital literacy because we weren't trying
to do any thing new from the perspective of bringing new curriculum.
We're already doing all these things.
We just wanted to rearrange in what classes
these things were going to be offered so that we're able to make the time
to create a quality intervention program
so that we can meet the academic intervention
needs of students as well as the social skills and development needs of students,
because that's what we do in middle school.
So again, long explanation, I do recognize I do this every day
and for a lot of other folks, they don't really understand all of these terms.
So I'm happy to answer any questions that you may have.
This is Cathy Sikorski for
your eighth grade digital literacy course, where you do the career readiness.
Would it be possible for you to also introduce the Dauphin County Career
technical School to those students? During that class, we.
Introduced Dauphin County career in Tech in the sixth grade.
Oh, okay.
So the counselors do a very nice job of introducing
the technical school opportunity very early on
because the tech school actually offers summer programs
that we want kids to take advantage of if they have an interest
in one of those areas.
Yeah, that's great.
Well, eighth grade is when they apply and we have a very low enrollment
at the tech school as far as one of the seven Sandy districts.
So it would just be great if we could get more students over there.
Absolutely. Such fabulous programs.
It's an amazing program and one of the things that I did six
or seven years ago when I became the principal here is I actually and Dr.
Cronan was a part of that conversation.
We made a decision that it was important that all eighth grade students
take part in that field trip to visit the technical school,
because we understood that while not all of the students
would want to take that path, we wanted them to understand what was available.
Because if you don't expose kids to things they don't know about it.
So I do appreciate that level of support is something that has been very much
in the back of our mind in helping folks in the community to understand
that even things like the technical school has truly evolved over time.
It is not the tech school that was presented to us
when we were in middle school looking at going into high school.
It is a wonderful program, great opportunities
and we want our students to be the best.
And quite frankly, I love it.
I don't know if you remember Dr.
Grimm, who used to be the executive director of technical school.
She's one of my close friends.
When Derry Township showed up with their entire eighth grade class,
they went out and took pictures of our busses
because they wanted to demonstrate if the highest performing school district
that we serve sees value in bringing all of their eighth grade students.
Why aren't you?
Now we're running into the problem where it's hard to get our slot
in because all of the other schools are starting to do the same thing.
But we're very proud of that offering and that opportunity and that school.
So thank you for mentioning it. Thank you.
This is Donna Cronan.
I have a quick question because I want to make sure I understand globally.
So these.
This secret cocoa, cocoa class.
Digital literacy, symphony family, consumer science and digital literacy,
the revision has to do with.
Are they.
Combat?
Is it kind of combining with the advisory? Yes.
So is it just going to be there's not going to be those and advisory?
That's correct. They got it. Then.
I know it's a lot.
As I'm writing. In my circles. Okay.
All right.
But I want to make sure to be clear that this is nothing new that we're adding.
There are all things we have been doing.
We're just organizing it differently to to more efficiently use.
The time that we do have an.
Advisory will be added to those individual curriculum.
Exactly.
Thank you.
Hi, this is Eric Schmidt
over here.
Yeah, it's God talking,
so I love that.
I think what you're doing makes a lot of sense, you know,
changing it up with where the needs are.
I have a concern.
Not with what you're talking about, but from a lot of people, you know,
because of the pandemic, the kids have lost a lot
academically.
You know.
The older kids, the middle school kids just learning, they forget have a study.
They forget they've forgotten a lot of this.
So with what you're talking about, you talked about the academic part.
How are you kind. Of
how do I what's my question?
How are you able to really focus in on
some of this individual learning loss?
Absolutely.
That's primarily we're looking at
any gaps in learning as it relates to tested subjects.
So we know that we assess students in literacy and mathematics.
So that will be the focus of that intervention time.
And so what we're able to do is by working with creative scheduling,
which I love to do,
most of the teachers at the middle school
will tell you all kinds of stories about the things we've tried.
But the reality is
everything has always been based on trying to do better for our students.
And so what we recognize is
there are opportunities if we creatively schedule.
So what part of what we're doing is we're actually putting all three grade levels
on the same bell schedule next year, which is the first time
in probably 15 or 20 years that that's happened at the middle school.
And that's incredibly important because it allows us
to utilize our staff more efficiently.
And so what will happen is, as part of the intervention process,
we need the teachers that are teaching literacy
and mathematics to be freed up, to work with those small groups of kids.
The way we free them up is we have on core teachers
available to excuse me, to cover the study halls
for those teachers so that those literacy and mathematics
teachers could work with the small groups to do the intervention
and the students that they would have normally been supervising in a study hall
will still be supervised appropriately by an adult in the building,
which allows those teachers that are offering
the intervention to just focus on the intervention.
So much of that academic,
much of this is all being driven by the ability to address
any learning loss, any gaps in learning, because we know, as I've shared,
the number one thing we do in elementary education is teach literacy.
Obviously, we continue with it the whole time they're in school.
Then as they move into middle school, the focus becomes around mathematics
because we need them to take algebra because there is a huge correlation
between taking algebra and your readiness for college
so that we really are
very committed to the science behind what is going on with kids,
develop mentally, what kinds of things we need to do to
really set kids up so that they're ready to learn
and what kind of interventions need to be in place at a tiered level
so that kids are receiving the support when they need it
and they're not receiving support if they already know it.
So I hope that it know.
It does, it does. I, I just was.
You know, and I'm thinking about my own kids
when they were like in middle school and even older.
Sometimes they don't want to ask for help.
So, you know,
I hope they're that that is having those.
They won't get a choice.
And this is and I hate to say it like this, but it is what it is.
I said there will be no fun alternative to intervention.
It's either going to be silence, sustained reading, study hall,
or you're doing intervention.
We're not going to have kids sitting, experiencing intervention,
watching through the window
the rest of their grade level outside, playing on a beautiful day.
That's just not fair. Okay, good. Thank you.
Hi, this is Lindsay Cook.
I had a quick question just regarding the logistics.
I know you had mentioned that there would be
two of the intervention periods per cycle,
per grade level, and then students not identified as needing intervention.
Would having a study hall or sustained silent reading,
how fluid will those groups be?
So how often will the data be looked at to see
what the particular
or content that's being studied at those interventions is?
And how fluid will those groups be?
Students who can be in and out of those intervention groups.
So it's extremely fluid.
The data will be looked at every other day as part of the work that teachers
participating in their professional learning communities do
so that they can determine what students would need
intervention based on not having secured skills.
And it's important to also understand that we're talking about intervention.
We're not talking exclusively about traditionally underperforming students.
It's entirely possible that the geometry classes being
taught at the eighth grade level may have students
that are struggling to secure a particular skill
and one of the eighth grade math teachers during an intervention period
would pull those kids together to help to intervene and secure that skill.
Even though these are kids that are traditionally very high performing,
everybody struggles at some point academically with some concept.
The idea truly behind intervene is to help every student.
It is not yet another death sentence for underperforming students
to miss out on other opportunities.
It truly is designed to look at real data, determine
lesson by lesson, concept by concept.
What is it that we want children to be able to do?
And answering the question of what do we do when they didn't learn it?
Any further discussion or questions?
I have one more clarifying question.
This is Don Cronin.
Just because when I report this at the board, I don't want to get it wrong.
Oh, yeah. So and I just don't remember.
It was things have changed a lot through since we've been in middle school.
So the classes, Coco class, digital literacy, family concerns,
consumer science, etc.
they do. They meet daily.
Some of them.
So the way
Coco will,
if approved, meet two days per cycle
the entire year for all sixth grade students.
Digital literacy classes, if approved in sixth grade,
will meet for one marking period a four days of the six day cycle.
Like other encore classes, folks in the seventh grade and also in
the eighth grade meets one marking period of four days out of the six day cycle.
Over the course of the school year.
And then the digital literacy for eighth grade is the.
Same thing one marking period,
four days per cycle per, six day cycle over the course that mark.
Okay.
And then but the advisory is added is at the same time period.
The advisory is the advisory concepts from Calc
Character Strong are incorporated into that class during the day.
At the intervention time.
Intervention time is happening year round for every grade level.
It's going to be a different day of the cycle.
So let's say eighth grade would be on days one and day three.
The last period of the day,
seventh grade will be on days two and day five
last period of the day, because all students in the school
next year will also have flex the last period of the day.
Okay, so they have last period.
So so in terms of scheduling the the courses like Coco, Coco
and Digital and finally, consumer science
is a different time in the period than when the interventions are.
That's correct.
Okay. All right. I just want to make sure I had three.
I could
talk about this for hours because I love this is this is what you all pay me to do.
I thoroughly enjoy.
Captioning nightmare. Yes.
You don't have to worry about that.
We're constantly trying to answer the question.
How do we do this better for students?
That's our job.
And we recognize it
as things change and student needs evolve, we just have to evolve with them.
And just as it was important ten years ago to incorporate
the technology in teaching kids how to use it, they know how to use it.
Now it's important to look at what their needs are today.
Right now, more typing classes because they learn that first grade.
You're absolutely right.
All right. Thank you.
Thank you.
Any further discussion or questions for Mr.
Valentine?
Okay.
And I'm thinking we should probably take these course revisions one at a time
to go through the process or should we do them all at once?
I'm good with all.
Of them at once.
Unless anyone wants to pull any specific ones.
If they all don't go through,
then probably none of them will happen because they're all tied together. So.
So rather than doing four for votes, could we just get a motion
to move the middle school course?
Revisions for Cocoa Digital Literacy
Fix to the first read step in the process.
So I'll move to Cathy Decker
Second, Erica Schmidt.
All in favor.
I think.
Any opposed
okay so I do I see that we do have Mrs.
Clouser with us now so I'd like to circle back to items
A and B and give her a chance to talk a little bit about the two Spanish novels
that we have listed for approval. So,
Barb, if you're ready, I'll turn it over to you.
Okay. Thank you.
And I apologize.
I have all kinds of link problems.
The two books that we have recommended from the Spanish department.
First one, in a nutshell, is
to accompany our level three curriculum.
Part.
It takes place in Costa Rica.
Part of what our curriculum is at that level has the component with Costa Rica
and the environment, and that's all tied in with this to help with reading fluency.
The second one just in L.A., we go with our Level four curriculum.
It ties in with the global citizenship unit that we do in that particular unit
or in that particular level ties in really nicely.
It supports a lot of the language structures
that we're teaching the students at that time and again,
helps them practice their reading fluency.
This is not a current.
Sorry I missed.
The first one was you said was at level three
that talked about the environment in Costa Rica, correct?
Level three. And then the second one is level four.
Thank you.
Is anybody have any questions
for Barb about either of those texts
novels to be used in upper level Spanish
classes?
Not as saying, yeah, we read that one.
I'm going to do my best
to pronounce the title correctly.
If that's the case, if there's no further discussion,
could I get a motion to move Robert inland?
Okay. To the next step
in the approval process to first read.
So moved on to Cronin second Kathy sticker.
All in favor.
I I any opposed
OC hearing then we will move that on to the next step in the process.
And then the final item would be
can I get a motion to move
a source to Noble sustainably?
Thank you.
My sister would be disappointed. She was a Spanish teacher
at any rate.
Could we move that one on to the next step in the process
to the first read level for consideration?
So moved Cathy sticker.
All in favor.
I. I any opposed
OC hearing none.
We will move those two on and all of those items
will remain on the agenda for next time under old business
where we will reconsider them for the second time.
We don't have any old business currently.
So which brings us to public comment.
Do we have any public comment?
We have no one here and I don't see anyone online.
So then that brings us to item number eight.
Our next is May 9th.
It's hard to believe it's May 9th.
Wow. Four to May.
So if there's nothing else
for the good of the order, could I get a motion for adjournment?
So move Donna Cronin second Cathy sicker.
And we don't have to vote on that one.
So I guess we're done.
Thank you, everybody, for coming out on such a beautiful evening.
Hopefully you can spend some time outside and enjoy the night.