CALLING TO ORDER -- WOW. CALLING TO ORDER THE MARCH 15,
[1. Opening Items/Roll Call]
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2020 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION.ALL BOARD MEMBERS ARE PRESENT.
AND PARTICIPATING. AND WE ARE HERE TONIGHT.
[1. Update on Elementary Math Adoption]
SO I AM LIVE. TONIGHT WE HAVE A STUDY SESSION FOCUSED ON OUR ELEMENTARY MATH ADOPTION.
WE GO TO PREVIEW THIS WITH DR. JEN RHODES.
DR. JEN ROSE. SHE HAS A PRESENTATION TO WALK US THROUGH THE PROCESS AND WHERE THEY ARE IN THE PHASE OF MATH ADOPTION. DR. ROSE ALSO HAS A SHORT UPDATE ON HIGH SCHOOL ELA ADOPTION AND THAT'S AT THE END OF HER PRESENTATION. LET'S GO AHEAD AND DO THE MATH PORTION AND HAVE A DISCUSSION AROUND THAT AND THEN WE CAN CONCLUDE WITH ELA. DR. ROSE?
IT IS EXCITING TO BE ABLE TO PRESENT TO YOU TONIGHT.
I JUST WANTED TO LET YOU KNOW THAT CON CURRENTLY WE HAVE TEACHERS AND ADMINISTRATORS HERE HERE TO UPDATE THE PILOT AND HAVE ACCESS TO OUR FIRST SET OF MATERIALS.
WE HAVE LOTS OF STUFF GOING ON MATH RELATED TONIGHT.
GOALS OF TONIGHT ARE TO GIVE YOU AN OVER VIEW OF CURRICULAR MATERIALS AND THE IMPLICATIONS OF THE PAST PRACTICES.
WE WILL TELL YOU WHO IS ON OUR MATH ADOPTION COMMITTEE AND SHARE WITH YOU THE WORK WE DID LAST YEAR AS WE WENT THROUGH THE PROCESS. THE NEXT STEPS AS WE THINK ABOUT IMPLEMENTATION FOR K-5 MATH CURRICULUM.
THE STATUS OF OUR ADOPTED RESOURCES, WE ARE COMING INTO THE K5 MATH ADOPTION EARLY. THE PROCESS FOR CURRICULAR RESOURCES HAS BEEN TO RENEW RESOURCES ABOUT EVERY 10 TO 12 YEARS. PART OF THAT HAS BEEN A SYSTEM CONSTRAINT TO SAY IT COMES UP FOR RENEW -- RENEWAL.
IT HAS BECOME PROBLEMATIC. PREVIOUS ADOPTIONS UNTIL THE PAST FIVE OR SIX YEARS FOCUSED ON THE PHYSICAL TEXT.
WHEN WE BOUGHT MATH MATERIALS WE BROUGHT MATH BOOKS AND TEXTBOOKS SO PEOPLE HAD A HARD COPY PAPER.
THAT WAS DIFFERENT THAN PURCHASING THE DIGITAL LICENSES. WE ADOPTED OUR LAST MATH CURRICULUM ENVISION 2011 WHICH WE UH LOPTED IN 2011.
ADOPTED IN 2011. THIS RAN OUT ABOUT THREE YEARS AGO. WE HAD THIS ISSUED IN SEVERAL AREAS WHERE THERE IS A DISCONNECT BETWEEN THE LENGTH OF THE ADOPTION CYCLE AND ACCESS TO DIGITAL RESOURCES.
AS IT IS MORE AND MORE DIGITAL IT IS MORE ACCESSED -- ACCESSIBLE MATERIALS. ANYTHING THAT USED FLASH THIS YEAR BECAME UNUSABLE IN DECEMBER DESPITE THE FACT WE HAD CONTRACTS WITH CURRICULUM COMPANIES FOR ACCESS FOR TWO MORE YEARS. FOR SOME PLACES WE ARE ACTUALLY USING PDF'S INSTEAD OF ACCESS TO THE CURRICULUM.
WITH ENVISION, WE ADOPTED IT IN 2011 AND IN 2018 THAT WAS OUR LAST YEAR -- SORRY, WE HAD SIX YEARS OF DIGITAL LICENSES. IN 2017 WE STARTED TO HAVE TO PAY TO ACCESS FOR DIGITAL RESOURCES.
IN 2018 PEARSON WHICH WAS THE PUBLISHER SAID WE ARE NOT I PROKING ACCESS ANYMORE TO ENVISION 2011, AND YOU DON'T HAVE A CONTRACT WITH US. WE HAVE THE ABILITY TO DO THAT. WE ENDED UP NEEDING TO PAY A SIGNIFICANT AMOUNT OF MONEY TO MOVE TO ENVISION 20 DWELL -- 2012. WE USED ENVISION 2012 ONE YEAR AND THEN ACCESS TO DIGITAL AND PAPER COPY EXPIRED AS WELL.
WE WENT FROM 2011 EDITION TO 2012 EDITION AND THEN LAST YEAR IN THE PANDEMIC WE GOT ACCESS TO THE 2020 EDITION.
WE HAVE BEEN TRYING TO MAKE THINGS WORK THE PAST COUPLE YEARS AND GET TEACHERS ACCESS TO THE CURRICULUM.
THE MATERIALS FROM 20 HELP -- 2011 AND 2012 ARE PRE COMMON CORE. IT WAS TRYING TO MAKE IT WORK THE LAST FEW YEARS. IN THE FALL OF 2019 WE PULLED TOGETHER A CURRICULUM REVIEW COMMITTEE WITH TEACHERS FROM EVERY SCHOOL. OUR PURPOSE WAS TO LOOK AT -- OUR PURPOSE WAS TO LOOK AT -- EVALUATE THE K5 MATH CURRICULUM AND RECOMMEND NEXT STEPS.
THE COMMITTEE FIRST ENGAGED IN SIGNIFICANT PROFESSIONAL
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LEARNING TO UNDERSTAND WHAT SHOULD K5 MATH CURRICULUM LOOK LIKE IN 2019-2020. WE STARTED BY FOLLOWING THE PROCESSES WE DO FOR AN ADOPTION COMMITTEE WHICH IS DEEPLY DIVING INTO STANDARDS AND LOOKING AT EFFECTIVE PRACTICES AND BRINGING AN EQUITY LENS TO THINGS.IN ABOUT THEBE -- FEBRUARY OF 2020, JUST OVER A YEAR AGO, THE CURRICULUM REVIEW COMMITTEE MADE A STRONG RECOMMENDATION THAT IT BECOME A CURRICULUM ADOPTION COMMITTEE AND LOOK AT RESOURCES.
PART OF THAT WAS LOOKING AT THE EXPIRATION OF THE ADMISSION 2012 RESOURCES AND THINKING HOW MUCH THE COST WOULD BE TO HAVE ANY NEW CURRICULUM.
WE WANTED IT TO BE THE BEST CURRICULUM AND HAVE A LONG-TERM PLAN FOR THE K5 MATH.
WE DETERMINED WE NEEDED TO MOVE TO NEW CURRICULUM.
AND WE MOVED IT TO THE CURRICULUM ADOPTION PROCESS.
IN THE CURRICULUM ADOPTION PROCESS THE FIRST CHUNK OF LEARNING IS NOT REALLY ABOUT WHAT ARE THE NEW MATERIALS OUT THERE. THE FIRST CHUNK IS LOOKING AT WHAT IS -- WHAT DOES EFFECTIVE INSTRUCTION LOOK LIKE? WE LOOKED AT STUDENT ACHIEVEMENT DAY -- DATA.
WE TRACKED THE DATA OUT TO HOW OUR STUDENTS DO OVER TIME.
WE LOOK AT HOW THEY DO IN MIDDLE SCHOOL AND IN HIGH SCHOOL TO LOOK AT THE OUTCOMES KNOWING THAT K-5 MATH IS A CONTINUE -- K-12 MATH IS A CONTINUE -- CONTINUUM.
IN THE SPRING OF THE FIRST YEAR WE START TO LOOK AT HOW WE WILL EVALUATE THE CURRICULUM.
LOOKING AT THE LEARNING WE HAVE DONE, WHAT ARE THE THINGS TBHEED TO LOOK AT -- THINGS WE NEED TO LOOK AT WHEN EVALUATING CURRICULUM. HOW DO WE PICK THE BEST THINGS TO EVALUATED -- TO EVALUATE? AND THEN WE REVIEW THE INSTRUCTIONAL MATERIALS. WE CONTINUE OUR LEARNING AND WE DO A DEEPER DIVE INTO INCLUSIVE PRACTICES AND THINKING ABOUT EQUITY. SO AS WE ARE STARTING TO DIG INTO MATERIALS WE ARE ABLE TO APPLY OUR LEARNING AND BE REALLY CLEAR ABOUT WHAT EFFECTIVE INSTRUCTION LOOKS LIKE. IN THE WINTER AND THIS YEAR INTO SPRING WE PILOT INSTRUCTION MATERIALS AND MAKE A DECISION AND A RECOMMENDATION TO THE SCHOOL BOARD TO ADOPT INSTRUCTIONAL MATERIALS.
WE HAVE BEEN RIGHT ON TRACK WITH THAT WITH A REALLY LARGE COMMITTEE. WE HAVE 52 PEOPLE ON THE COMMITTEE AND WE HAVE ANOTHER 26 TEACHERS HELPING PILOT.
THE COMMITTEE IS COMPOSED OF TEACHERS FROM EVERY BUILDING AND ADMINISTRATORS. WE HAVE 9 ADMINISTRATOR THAT'S HAVE ENGAGED. SPECIALISTS FROM MULTIPLE DEPARTMENTS AND THE COMMUNITY MEMBERS.
WE STARTED WITH FOUR COMMUNITY MEMBERS ON THE COMMITTEE WHICH IS PRETTY NORMAL FOR AN ADOPTION COMMITTEE. AND DUE TO THE PANDEMIC WE HAVE HAD -- THROUGH LAST YEAR WE HAD LESS PARTICIPATION.
WE HAVE ONE FULL TIME COMMUNITY MEMBER ON THE COMMITTEE, BUT MULTIPLE WAYS TO GET INPUT AND FEEDBACK.
FOR THE FIRST YEAR, LIKE I SAID, WE REALLY DOVE INTO THE RESEARCH AND THE LEARNING. WHAT'S BEEN REALLY GREAT ABOUT THE RESEARCH AND THE LEARNING IS THAT THE NATIONAL COUNCIL FOR TEACHERS OF MATH -- MATH -- MATH -- MATHEMATICS ARE ALIGNED WITH THE INSTRUCTIONAL PRACTICES.
THE FIRST RESOURCE ON THERE IS REALLY LITERALLY THAT.
IT IS TAKING THE IDEALS AND THE PRINCIPALS AND THE GOALS WE HAVE FOR ALL STUDENTS AND THINKING HOW DOES THAT TRANSLATE INTO A CLASSROOM? WHAT ARE THE SPECIFIC PRACTICES? WHAT ARE THE TYPES OF MATERIALS AND HOW DO STUDENTS SEE THEMSELVES IN THE MATERIALS? THAT WAS A GREAT BOOK STUDY WE DID. WE DID THAT IN COLLABORATION WITH LESLIE NIELSEN AND ARLENE CRUMB FROM OSPI AND PUGET SOUND ASD. THEY CAME TO WORK WITH US FOR A FULL DAY OF LEARNING TO SEE LEARNING IS IN MATHEMATICAL INSTRUCTION. WE ALSO DID ANOTHER BOOK STUDY ON TAKING ACTION AND THAT WAS A WONDERFUL ONE AND AN EXCITING ONE WAS THE LAST ONE THERE, HOW DO LEARN MATH FOR TEACHERS WAS A 30-HOUR ON LOIN COURSE FROM JO BOALER OUT OF STANFORD. IT WAS THE DESIRE FOR MATH LEARNING AND NEW MATERIALS AND IT IS REALLY, REALLY STRONG.
THE COMMITTEE HAS BEEN WONDERFUL TO WORK WITH BECAUSE THEY ARE SO PASSIONATE AND EXCITED ABOUT THINKING AND LEARNING NEW INSTRUCTION FOR KIDS.
I WANTED TO PULL OUT A SPECIFIC THINGS FROM PINS -- PRINCIPALS TO ACTION. THESE ARE DIRECTLY OUT OF THE GOALS THAT THEY HAVE IN THEIR WRITING THAT BECAME PART OF OUR INTEREST. ONE OF THE THINGS WE DO IN AN ADOPTION COMMITTEE IS AN INTEREST-BASED BARGAINING PROCEDURE WHERE WE SHARE INTERESTS AND THEN WE RE-- WE REFINE THEM TO WHAT ARE THE DOMINANT INTERESTS OF THE COMMITTEE? THEY ALIGN TO THE PRINCIPALS IN ACTION. THINKING OF MUCH HIGHER LEVELS OF MATHEMATICS. AND SPECIFICALLY ADDRESSING UNPRODUCTIVE AND PRODUCTIVE BELIEFS AND KEY OBSTACLES.
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AND THEN WAYS FOR TEACHERS TO BE ABLE TO MOVE ON THAT.NOT THINGS THAT ARE IN A VACUUM, BUT TO REALLY THINK ABOUT HOW THESE PRINCIPALS CAN ACTUALLY BECOME THE DAILY MATH EXPERIENCES OF STUDENTS. WE ALSO WORKED FOR THE EQUITY DEPARTMENT OVER LAST YEAR AND THIS YEAR WITH SEVERAL EQUITY RUBE -- RUBERICKS LOOKING AT CURRICULUM MATERIALS.
AND WE GOT AN EARLY LOOK LAST YEAR WHEN OSPI RELEASED A FINAL DOCUMENT THIS PAST FEBRUARY.
THAT IS A GREAT TOOL. THIS IS A TON OF TEXT SO I WILL READ IT TO YOU. I PULLED OUT THE DIFFERENT CATEGORIES ON OSPI'S TOOL. AND ONE OF THE INDICATORS.
EACH OF THE CATEGORIES HAVE INDICATORS THAT LOOKS IN THE CURRICULUM. THAT'S A TOOL THAT WE ARE ADAPTING AND USING AS WE ARE PILOTING TO EVALUATE THE CURRICULUM TO REALLY MAKE SURE WE ARE LOOKING AT ALL DIFFERENT ASPECTS OF THE CURRICULUM.
IT IS NOT JUST ARE THERE MATH FACTS IN THERE? ARE THERE MATH STANDARDS REPRESENTED? DEEPLY HOW DOES THE MATH LEARNING HELP EACH AND EVERY STUDENT SEE THEMSELVES AS A MATH LEARNER AND ACHIEVE AT HIGH LEVELS. WITH ALL OF THAT LEARNING WE WERE -- WE HAVE FIVE STRICT RUBERICS THAT WE USE.
AS WE BEGIN TO EVALUATE THE CURRICULUM WE ARE APPLYING LEARNING AND LOOKING SPECIFICALLY FOR WHAT ARE THE EFFECTIVE CURRICULUMS. THE CORE STANDARDS -- THE COMMON CORE STATE STANDARDS. WE REVISED THOSE WITH A LENS OF BEING SPECIFIC ABOUT THE STANDARDS AND EQUITY AND EQUITABLE AT THRAW BEAUTS AND ELEMENTS -- ATTRIBUTES AND ELEMENTS. WE ALSO LOOKED AT CORE SHIFTS IN MATHEMATICAL INSTRUCTION. IN COMMON CORE STATE STANDARDS, ONE OF THE MOST IMPORTANT THINGS AND I WILL SHOW YOU A SLIDE IN THE -- IN A MOMENT ARE THE MATHEMATICAL PRACTICES. PRINCIPALS TO ACTION TALKS ABOUT THIS AS WELL. INSTEAD OF TRYING TO COVER MANY, MANY MATH FACTS OR LOTS OF SPECIFIC SMALLER DETAILS, EFFECTIVE INSTRUCTION FOCUSES ON THE TRANSFER OF LEARNING AND THE CO -- COHERENCE OVER TIME.
HOW CAN YOU APPLY IT TO DIFFERENT SETS OF NUMBERS AS OPPOSED TO MULTIPLE SETS OF NUMBERS.
WHEN WE ARE EVALUATING IT IS NOT JUST BIGGER NUMBERS OR MORE NUMBERS, BUT BUT -- BUT THE COMPLEXITY SHOULD ALLOW STUDENTS TO ACCESS AND ACHIEVE HIGH LEVELS OF COMPLEXION -- COMPLEXITY THINKING. THAT'S COHERENCE.
3 I LEARNED THIS AND 4 I LEARNED THAT.
BUT IT IS MORE I AM A MATH -- MATH -- MATHEMATICAL LEARNER AND IT MAKES SENSE TO ME. I AM EXCITED ABOUT MATH AND I WANT TO PURSUE IT IN A WAY THAT CHALLENGES ME IN TERMS OF MY THINKING AND NOT IN TERMS OF THE SIZE OF THE NUMBERS, BUT IN TERMS OF THE COMPLEXITY.
IT MADE ME THINK OF SOME WORK I DID A COUPLE YEARS AGO WHEN WE BRRRR LOOKING AT SIGH -- WHEN WE WHY LOOKING AT SCIENCE. I SPOKE WITH DEPARTMENT CHAIRS IN CHEMISTRY. A LONG STORY FOR ANOTHER DAY.
I ASKED WHAT THE ATTRIBUTES WERE FOR SUCCESSFUL STUDENTS IN COLLEGE. ALL OF THEM TOLD ME, AND I TALKED WITH 10 DIFFERENT PEOPLE.
ALL SAID ALMOST EXACTLY THE SAME THING.
THEY COULD HAVE BEEN IN THE SAME ROOM.
STUDENTS NEED TO BE ABLE TO THINK AT COMPLEX LEVELS AND MULTI-STEP THINKING. MANY CAN DO X PLUS Y EQUALS Z. WHEN YOU SAY X PLUS Y EQUALS Z AND THEN IT FEEDS INTO THIS OVER HERE THEY GET LOST.
YOU SAY WHY IS THAT IMPORTANT? AND THEY ARE REALLY LOST. THAT'S WHAT MAKES FOR A SUCCESSFUL LEARNER IN COLLEGE AND ELSEWHERE.
THINKING ABOUT THE COMPLEXITY AND THE COHERENCE AND UNDERSTANDING THE PURPOSE. BACK TO MATH.
OUR FIVE RUBERICS, EFFECTIVE PRACTICE, ASSESSMENT, DIGITAL RESOURCES AND ORGANIZATIONAL DESIGN.
AND THEN WE ARE ADDING IN THE SPECIFIC OF THE OSPI RUBERIC.
SO THINKING ABOUT HAVE -- JO BOLER'S WORK AND ALL OF THE THINGS THAT WERE IMPORTANT TO STUDENTS GETTING THE TYPE OF EDUCATION. WE BASE IT ON COMMON CORE AND THIS IS A DENSE SLIDE TO SAY WHEN WE ARE BUILDING THE RUB -- RUBRICK WE CAN MAKE SURE WE ARE STANDARD FOCUSED.
SOME OF THESE GO ACROSS DIFFERENT RUBRICS, BUT THIS IS WHAT WE FOUND THEM ON. THIS WAS ABOUT THE TIME WE HAVE GOT TO THIS WORK ALMOST A YEAR AGO AND THEN THE PANDEMIC HIT. THIS COMMITTEE IS A PHO NOM
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WILL THAT GROUP OF EDUCATORS. WE ALL CLOSED DOWN AND EVERY LAST ONE SAID WE NEED TO KEEP THIS WORK GOING.WE MET -- WE JUST SWITCHED TO A VIRTUAL FORMAT AND KEPT THE SAME ADOPTION PROCESS GOING THROUGHOUT THE SPRING.
WE MET EVERY FEW WEEKS IN THE SPRING.
WHEN WE CAME BACK IN THE FALL WE HAVE MET EVERY TWO WEEKS WITHOUT FAIL FOR ONE AND A HALF TO TWO HOURS TO MAKE SURE WE CONTINUE THE WORK AND THE LEARNING.
WE HAD SUBGROUPS WORKING ALONG THE WAY AS WELL WHICH IS SOMETHING WE WOULD DO IN A TYPICAL ADOPTION TO PROBLEM SOLVE AND THINK ABOUT OTHER DIFFERENT THINGS WE WANTED TO DO AND MAKE SURE WE ARE THINKING ABOUT ALL OF THE DETAILS. THIS YEAR IS A VISUAL OF OUR OVERALL CALENDAR. WE WILL PILOT THE OTHER ONE AND WE WILL MAKE A RECOMMENDATION IN LATE.
WE ARE ABLE TO MAKE IT WORK FOR THE TEACHERS AND THINK ABOUT HOW TO SUPPORT STUDENT LEARNING.
THERE ARE HUNDREDS OF MATERIALS FOR K5 MATH.
SO WE USED A COUPLE OF PARAMETERS WE WANTED TO SEE SOMETHING THAT REFLECTED THE EQUITABLE PRACTICES.
THEY ARE LOOKING AT SPECIFIC ADDRESSES AND WE WANTED TO BE CLEAR THAT THE KAW RICK -- CURRICULUM WAS FOR ALL STUDENTS. IT COULD DIFFERENTIATE FOR ALL STUDENTS AND IT NEEDED DIGITAL RESOURCES.
THAT'S SOMETHING WE RECOGNIZED.
THAT'S SOMETHING THAT IS ABSOLUTELY ESSENTIAL.
WE WANTED IT TO BE DIGITAL RESOURCES AND WE WANTED IT TO BE DYNAMIC. WE ADOPTED ENVISION 2011 AND THEN THERE WAS AN ENVISION 2012.
WE WANTED THE CURRICULUM TO BE REFLECTIVE OF CURRENT RESEARCH AND CURRENT STUDENT NEEDS.
THERE IS A LOT OF GREAT WORK GOING ON.
OSPI TALKS ABOUT WHAT MOST DISTRICTS ARE USING FOR THE CORE CURRICULUM. WE DO A DEEP DIVE WHICH IS A DOUBLE CHECK FOR US. WHAT HAVE YOU HEARD? WHAT HAVE YOU SEEN AND WHAT ARE THE DIFFERENT THINGS OUT THERE. AND WITH ALL OF THAT WE CAME UP WITH 12 CURRICULA WE WANTED TO LOOK AT.
WITH THOSE WE DID -- THAT WAS OUR FIRST SWIPE AT WHAT WE WANTED TO LOOK AT. THE ONE ON THE BOTTOM, EUREKA, WAS NOT GOING TO BE AVAILABLE.
THERE ARE OTHER RESOURCES OUT THERE AND POTENTIALLY AT SOME POINT IT COULD SAVE US MONEY, BUT MOST DISTRICT THAT'S HAVE ADOPTED OER SAY IT DID NOT SAVE MONEY BECAUSE YOU PUT SO MUCH TIME INTO IT. THESENED UP -- THIS ENDED UP BEING A CURRICULUM THAT WE DID A DEEP DIVE INTO.
STANDARD ALIGNMENT WOULD TAKE THE VALUES AND EVALUATE THEM JUST IN STANDARDS AND ORGANIZATION WOULD DO IT JUST ON ORGANIZATION. SO ALL OF THE CURRICULA WAS EVALUATED BY EACH RUBRICK GROUP.
WE WANTED TO EVALUATE BY SAYING DID YOU READ THIS ONE? IT WAS GREAT. WE WANTED TO KEEP IT A CLEAN VALUE -- EVALUATE FOR SOMETHING YOU COULD DEVELOP EXPERTISE ON. WE CAPTURED THE SCORES IN ONE NOTE. AND THEN AT THIS POINT AS WE GET INTO THAT DEPP EVALUATION, THIS IS WHEN WE ACTUALLY DID THAT DEEPER DIVE INTO. THE DIRECTORS HAVE REALLY HELPED US INTO THINKING. WE HAD EVERYBODY ON THE COMMITTEE ENTER THEIR RUBRIC SCORES AND THIS IS HOW IT FELL OUT. WHAT WAS AFFIRMING WAS WE WERE
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LOOKING AT A LOT OF GREAT THINGS.THESE WERE NOT TERRIBLE. >> THE HIGHER THE NUMBER THE
BETTER. >> THE HIGHER THE NUMBER THE BETTER, YES. THE HIGHER THE NUMBER THE BETTER. ANYWAY -- AND IT WAS OUT OF FOUR. THE HIGHER THE NUMBER THE BETTER. WE KNEW GOING INTO THIS LIKE WITH ANY CURRICULUM ADOPTION, YOU ARE NEVER GOING TO FIND ONE THING THAT IS PERFECT. YOU ARE NEVER GOING TO FIND ONE THING THAT DOESN'T NEED ADDITIONAL THOUGHT AND SUPPLEMENT. THERE IS ALWAYS GOING TO BE SOMETHING TO THINK ABOUT WITH THAT.
EACH COMMITTEE EVALUATED THE CURRICULUM.
THEY SHARED THEIR RECOMMENDATIONS AND THOUGHTS.
THEY DID THAT WITH ALL OF THE CURRICULA.
AND THEY DID THAT TO ELIMINATE THE CURRICULA.
AND IT WAS ACTUALLY -- IT IS AFFIRMING THAT IT WAS NOT THAT DIFFICULT TO BE ABLE TO GO FROM 12 CURRICULUM DOWN TO TWO. AND BY THE TIME WE GOT TO THE LAST TWO, THERE WAS 100% CONSENSUS FOR THE TOP TWO CHOICES. A LOVE FOR MATHEMATICS IS A NEW CURRICULUM. IT IS SUPPORTED BY LEARN ZILLION. AND THEN READY MATH PUBLISHINGED BY CURRICULUM -- PUBLISHED BY CURRICULUM ASSOCIATES WAS ALSO PUBLISHED.
IT WAS PULLING IN THAT THIRD WAY OF THINKING OF CRITICAL THINKING AND EXTENSION. THAT IS WHAT MADE THE DECISION TO PILOT THESE TWO EASY. THESE ARE THE ONES WE SAID THE LANGUAGE AND THE RESOURCES REALLY ALIGN WITH OUR BELIEFS FOR STUDENTS. READY MATH IS PRESENTING TO THE GROUP OF 70 FOLKS. HERE IS THE WORK THAT WE WILL BE PLANNING FOR THE REST OF THE YEAR, ENGAGING IN FOR THE REST OF THE YEAR. PILOT TEACHERS, ADOPTION MEMBERS AND ADDITIONAL TEACHERS THAT ARE GRADE-LEVEL TEACHERS. WE HAD MULTIPLE TEACHERS SAY THEY WERE DOING GREAT PLANNING WITH THEIR WANTED TO INCLUDE THR TEAMS IN THE PILOT. WE SAID, GREAT.
THE MORE THE MERRIER. THAT'S WONDERFUL FEEDBACK FOR SOMEONE TO HAVE A GROUP OF TEACHERS WHO HAVE NOT BEEN ENGAGED AND GIVE US FEEDBACK, THAT'S GREAT FEEDBACK FOR US.
ALL PILOT TEACHERS ARE PILOTING BOTH PROGRAMS. IF PEOPLE PILOT ONE OR THE OTHER THEY FALL IN LOVE WITH THE ONE THEY PILOTED. WE WILL GET ADDITIONAL FEEDBACK FROM STUDENTS AND WILL SERVE THEM DIGITALLY AND WE HAVE SOME PROCESSES FOR KINDERGARTEN STUDENTS TO GIVE FEEDBACK AS WELL. IF IT IS DIGITAL WE USE DIFFERENT EMOJIS OR SMILEY FACES OR HAVE THE TEACHER ASK FOR FEEDBACK. ONE OF THE THINGS THAT WE WILL BE CONTINUING TO THINK ABOUT IS THAT AS YOU WELL KNOW THERE ARE MANY SHIFTING PIECES IN ALL LEVELS OF OUR EDUCATION SUCCESS STEM AND REALLY IN K5.
WHAT WE HAVE SET UP WITH THE PILOT TEACHERS IS THEY WILL PILOT WITH FIDELITY. THEY WILL NOT PILOT HAS THEY HAVE DONE IN THE PAST. IT WILL LIKELY NOT LOOK LIKE THIRD GRADE TEACHER PILOTING WITH 24 KIDS IN THE SAME WAY BECAUSE PART OF HER CLASS MAY HAVE GONE TO BE REMOTE AND PART MAY BE IN PERSON NOW OR THEY ARE NEW STUDENTS FOR THE TEACHERS. WHAT READY MATH HAS DONE AND WHAT IT WILL DO IS PROVIDE THE SAME LESSON THAT ENVISION WOULD, THE SAME LEARNING. THE STUDENTS ARE LEARNING SOMETHING WILDLY DIFFERENT, THEY ARE LEARNING BY SOMETHING SET UP IN ENVISION AND THEY ARE USING DIFFERENT MATERIALS. WE ARE WORKING TO PILOT WITH AS MUCH FIDELITY AS WE CAN KNOWING WE HAVE TO BE MORE FLEXIBLE AND SUPPORT TEACHER LEARNING AND WE KNOW THAT WE HAVE TWO REALLY GOOD PRODUCTS.
READY MATH IS A PHENOMENAL PRODUCT AND THE MOST POPULAR -- NOT THAT THAT ALWAYS GOES INTO QUALITY, BUT THE MOST POPULAR PROGRAM IN THE STATE OF WASHINGTON.
I WILL LOS STREE -- ILLUSTRATIVE IS A THINK TANK OF MATH TEACHERS THAT AT SOME POINT WILL BE E -- ORB ER.
OER. IT IS THE MOST POPULAR MATH PROGRAM IN THE STATE OF WASHINGTON.
THEY ARE BOTH INCREDIBLY HIGHLY RATED ON MULTIPLE LEVELS AND JUST HAVE HAD -- WE HAD A GREAT EXPERIENCE WITH BOTH OF THEM. WE KNOW WE ARE CHOOSING BETWEEN TWO GREAT PRODUCTS AND WE NEED TO BE FLEXIBLE WITH HOW WE GET BACK THAT INFORMATION.
REQUEST -- WITH TEACHERS PILOTING WE THINK WE WILL GET GOOD INFORMATION. WE WILL HAVE ALL STUDENT GROUPS PILOTING. GENERAL EDUCATION STUDENTS AND QUEST PROGRAMS. WE HAVE QUEST PROGRAMS AND SPECIAL EDUCATION TEACHERS IN OUR ADOPTION GROUP AS WELL.
SO OUR COMMUNITY ENGAGE MINT PLAN WE -- ENGAGEMENT PLAN WE HAVE BEEN PUTTING UPDATES ON OUR WEBSITE AND WILL HAVE A
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CONNECTIONS ARTICLE WITH DIGITAL ACCESS TO THE MATERIALS AND A SURVEY LINK. PARENTS IN THE PILOT ARE GETTING IN DEPTH INFORMATION ABOUT IT.THEY WILL GET A LETTER AS WE START TO PILOT THAT WILL TELL THEM WHAT IT IS AND HOW THE STUDENT IS ENGAGING AND GIVE US FEEDBACK ON THAT AS WELL. WE ARE REALLY EXCITED ABOUT THAT. THE FORMAT OF LEARNING WE ARE IN RIGHT NOW PARENTS CAN DO A DEEP DIVE AND GIVE US SOME GOOD INPUT ON THAT. WE WILL HAVE MATERIALS PHYSICALLY DISPLAYED HERE AND THEN A PARENT AND COMMUNITY INFORMATION NIGHT THAT WILL BE VIRTUAL FOR PARENTS TO ENGAGE. AND WE WILL BE ABLE TO GIVE THEM THE CONTEXT AND UNDERSTANDING OF THE CURRICULUM REVIEW AND GIVE THEM SOME CHOICES AND THEIR INPUT WILL BE IN THE FINAL DECISION MAKING PROCESS.
SO OUR NEXT STEPS ARE LIKE I SAID THE TEACHERS ARE GOING TO PILE UP MULTIPLE SETTINGS AND WE WILL GET INPUT AND WE WILL TAKE THIS INFORMATION BACK AS A COMMITTEE AND MAKE A FINAL RECOMMENDATION TO YOU. IT WILL BE A SIGNIFICANT LIFT FOR NEXT YEAR. LIKE I SAID, TEACHERS HAVE BEEN SO THRILLED THAT NEW MATH CURRICULUM IS COMING.
IT HAS BEEN SOMETHING THAT HAS BEEN A NEED FOR AWHILE.
THEY'VE DONE A GREAT JOB WITH THE MATERIALS THEY HAVE HAD.
THEIR PROFESSIONAL LEARNING AND THE RECOGNITION OF FOCUS ON EQUITABLE PRACTICES, IT IS TIME FOR A REFRESHER ACROSS THE SYSTEM. SO THAT IS K-5 MATH IN AN
EXTENDED NUTSHELL. >> WE WILL JUST DO A ROUND
ROBIN OF QUESTIONS. >> ARE YOU OPEN FOR
>> DOES ANYONE ELSE WANT TO ASK A QUESTION? SOME MAY NOT KNOW HOW AND WHY I WOUND UP IN THIS ROLE, BUT 14 YEARS AGO WHEN MY FIRST GRADER CAME HOME AND TOLD ME HE WAS NOT GOOD AT MATH, THAT WAS THE FIRST DAY OF MY CAMPAIGN FOR SCHOOL BOARD BECAUSE HIS SEGMENT OF THE COMMUNITY WAS NOT BEING SERVED BY INVESTIGATIONS.
IT HAD BEEN IMPLEMENTED AND IT WAS GREAT FOR KIDS WHO STRUGGLED UNDER A MORE TRADITIONAL CURRICULUM.
IT WAS TERRIBLE FOR SOMEONE WHERE IF YOU ASKED HIM TO DRAW SIX BUGS EACH HAD TO HAVE THE SIX LEGS ET CETERA.
I GET NERVOUS WHEN WE TALK ABOUT THIS.
I I KNOW WE CAN USE A NEW K-5 CURRICULUM, BUT THE BUZZ WORDS I AM HEARING ARE OLD BUZZ WORDS.
DR. BOLER IS AN ENTHUSIASTIC TEACHER, BUT FROM ONE END OF THE SPECTRUM. AND IF SHE IS OUR PARADIGM, IT MAKES ME NERVOUS. WHAT I AM REALLY INTERESTED IN HERE IS NOT TELLING YOU WHAT, BUT -- ASKING YOU A QUESTION WHERE NEXT TIME THIS COMES TO US I WOULD VERY MUCH LIKE YOU TO HAVE AN ANSWER READY FOR ME.
AND THAT IS IN TERMS OF EQUITY HOW DOES THIS SERVE OUR ASPERGER'S AND AUTISM SPECTRUM COMMUNITY? IN A NUTSHELL MY PROBLEM WITH THE ORIGINAL INVESTIGATIONS WAS THAT IT WAS WORDS -- SHOW YOUR REASONING IN WORDS, NUMBERS AND PICTURES. THE CONJUNCTION MATTERS TREMENDOUSLY. OR EVERY KID MIGHT GRASP IT IN THE ROOM AND ASKING KIDS TO PROVE THEIR THINKING -- KIDS GOT TO THE POINT THEY SAY 2 PLUS 2 IS FOUR AND YOU ASK THEM WHY AND THEY SAY BECAUSE 2 PLUS 2 IS FOUR.
IT IS A FRUSTRATING EXPERIENCE.
I CAN'T -- WHAT I HAVE SEEN TONIGHT, I AM GLAD YOU ARE EVALUATING STUFF, AND I'M CAUTIOUSLY OPTIMISTIC, BUT I AM ALSO ON EDGE DUE TO OTHER THINGS.
I AM NOT GOING TO DIVE INTO THIS DEEPLY.
I JUST NEED TO KNOW MORE ABOUT WHAT YOU ARE DOING TO MAKE SURE THAT OUR LITTLE ENGINEERS WHO AREN'T GOOD AT DESCRIBING THEIR THINKING IN WORDS CAN SUCCEED IN THIS CURRICULUM USING NUMBERS. THAT'S THE END OF MY STATEMENT. IT IS NOT REALLY A QUESTION.
>> JEEP -- JEN, DID YOU SAY FAMILIES WILL HAVE ACCESS ONLINE TO THE RESOURCES AS WELL?
>> YES. >> SO WE CAN PROVIDE THAT TO THE BOARD AS WELL AHEAD OF TIME IF YOU ARE INTERESTED?
>> ABSOLUTELY. WITH THOSE ONLINE RESOURCES -- SORRY. WITH MASKS ON IT IS ACTUALLY VERY HARD TO HEAR CONSISTENTLY SO I WILL TRY TO SPEAK INTO THE MIC AS MUCH AS POSSIBLE. WITH THE ONLINE KEYS AND GIVING PARENTS THE OPPORTUNITY CAN WE PROVIDE EXAMPLE LESSONS BEING TAUGHT SO THEY CAN ACTUALLY SEE HOW IT IS DONE SINCE WE HAVE REMOTE CAPACITY TO DO IT? IT SEEMS LIKE A GOOD OPPORTUNITY.
>> I CAN DEFINITELY EXPLORE THAT FOR SURE.
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A COUPLE OF QUESTIONS. THANK YOU FOR ALL OF THIS WORK, A TWO-YEAR PROCESS AND OBVIOUSLY IT IS NOT EASY.SOUNDS LIKE YOU HAVE A GOOD TEAM AND VERY INVOLVED MEMBERS OF THE TEAM. DID YOU SAY WE STARTED WITH FOUR COMMUNITY MEMBERS OR WE ARE STILL AT --
>> WE STARTED WITH FOUR. WE DID OUT REACH THROUGH TEACHERS AND PRINCIPALS TO SEE -- IT IS DIFFICULT TO ADD PEOPLE IN THE MIDDLE IF YOU HAVE DONE THE LEARNING.
WE STARTED WITH FOUR AND THEY WERE ATTENDING THROUGH LAST YEAR AND THEN INTO THIS YEAR WE HAD SOME OF THEM STEP OFF.
>> SO WE ADDED MORE? >> WE HAVE NOT ADDED MORE.
>> DO WE PLAN TO ADD MORE? >> WE PLAN TO BE ABLE TO GIVE LOTS OF PARENTS ACCESS AND GET THEIR INPUT THROUGH INFORMATION NIGHT AND SENDING CONNECTIONS OUT THROUGH
PILOTS. >> I GUESS THAT WOULD CONCERN ME A LITTLE BIT NOT HAVING PARENTS OR COMMUNITY MEMBERS
MORE DEEPLY INVOLVED. >> IT IS ALWAYS A GOAL TO HAVE PARENTS INVOLVED AND COMMUNITY MEMBERS.
IT WAS DIFFICULT FOR PARENTS TO COMMIT TO IT.
>> I HOPE THERE IS OPEN MINDS TO ADDING PARENTS AND
COMMUNITY MEMBERS. >> WE HAVE IN OUR SOCIAL STUDIES ADOPTION, WE HAVE 10. SO IT IS WONDERFUL TO HAVE THAT MANY PARENTS AND COMMUNITY MEMBERS ON A GROUP
YOU MENTION IT IS BEING PILOTED, THAT THE TWO CURRICULUM IS BEING PILOTED. BETWEEN ALL ELEMENTARY SCHOOLS? ARE THEY PILOTING ONE OR THE
OTHER? >> THERE IS ONE TEACHER PILOTING AT EVERY ELEMENTARY SCHOOL AND ONE HAS THREE OR FOUR. THEY WILL PILOT BOTH CURRICULUM. THEY ARE STARTING READY MATH.
DEPENDING ON GRADE LEVELS IT IS STAGGERED WITH THE RETURN TO HYBRID LEARNING. THEY WILL PILOT THE READY MATH AND THEN STAGGER TRANSITION TO ILLUSTRIA.
EVERY PERSON WILL HAVE ONE PILOT AND THEN DO BOTH TO DO A
COMPARISON. >> WHO WILL HAVE ACCESS TO THE ONLINE RESOURCES TO SEE WHAT KIND OF A CURRICULUM IT IS AND WHAT KIND OF PROBLEMS? WHEN YOU SAY IT IS ONLINE, IS IT ONLY ACCESSIBLE BY CERTAIN GRADE LEVELS?
>> IT WILL BE AN OPEN -- ANYONE WHO IS PILOTING CAN LOOK AT ALL OF THE IN DEPTH CURRICULUM PIECES.
I AM WORKING TO GET THE MOST DEPTH POSSIBLE TO SEE LESSONS AND UNITS AND TYPES OF QUESTIONS SO THEY CAN HAVE A REALLY DEEP LOOK AT THE CURRICULUM.
>> IT WOULD BE GREAT IF WE HAD AGO SKEES -- ACCESS TO THAT ONLINE SOURCE SO WE CAN LOOK AT IT AS WELL.
>> ABSOLUTELY. I THINK THAT'S ALL OF THE QUESTIONS -- OH, I DID HAVE A QUESTION ABOUT WHEN WE ARE LOOKING AT THE RAPIDLY CHANGING PACE OF OUR WORLD AND TECHNOLOGY AND REALIZE WILLING -- REALIZING THAT SUBSCRIPTIONS RUN OUT AND YOU STOP GETTING SUPPORT DO YOU FEEL OR DOES THE TEAM FEEL IT IS NOT JUST THIS CONCERN OF CONTINUED SUPPORT, BUT THAT THE CURRICULUM IS CHANGING ALSO RAPIDLY, AND WE NEED TO STAY ON TOP OF WHAT'S OUT THERE AND HOW THINGS ARE BEING DONE?
>> I THINK THAT'S ESSENTIAL. I THINK THAT'S THE FORMAT WE ARE LOOKING AT BOTH IN TERMS OF HOW MY DEPARTMENT AND OTHER DEPARTMENTS WORK AND HOW WE INTERACT WITH EACH OTHER AND THE RESOURCES THEMSELVES. WITH AMPLIFY ELA, WE ADOPTED IT FOR IMPLEMENTATION THIS YEAR, BUT WE HAD ACCESS TO IT LAST YEAR FOR PILOTING. THE FIRST WEEK IN MAY OF SOMETHING THAT WAS -- WE HAD MADE THE DECISION THAT WE ARE GOING TO ADOPT IT. BUT THE FIRST -- I THINK IT WAS THE SECOND AND THIRD WEEK IN MAY, THE FRONT PACES -- THE FRONT FACING PAGES WERE BLACK AUTHORS.
AND THEN AS THINGS CHANGE IN THE WORLD THEY WILL CHANGE THE RESOURCES SO THAT THE TEACHERS HAVE ACCESS TO CONSISTENT RESOURCES, BUT THEY CAN ALSO HAVE THINGS TOPICAL AND RELEVANT TO BE BROUGHT TO THE TOP OF MIND.
THE OTHER THING IN THINKING IS OUR DEPARTMENT WORKS WITH PROFESSIONAL LEARNING AND INTERVENTION AND LOTS OF DEPARTMENTS TO HAVE ON GOING PROFESSIONAL LEARNING THAT'S RELATED TO EFFECTIVE TEACHING PRACTICES AND EFFECTIVE CURRICULAR RESOURCES. WITH T-5 SCIENCE OR ANY CURRICULA AREA WHERE THERE IS AN ADVISORY THAT OUR TEACHERS ARE REPRESENTATIVE AND HELP US THINK ABOUT WHAT REFRESHING DOES THE RESOURCES NEED AND HOW DO THEY ADJUST THAT SO THAT WE ARE THINKING BOTH DYNAMICALLY ABOUT THE RESOURCE AND OUR NETWORK LOOKING AT HOW TO MAKE SURE IT MEETS OUR STUDENTS' NEEDS MOST EFFECTIVELY.
>> THANK YOU. >> FOR THE PILOT THAT IS GOING ON RIGHT NOW, ARE WE PILOTING IN A COMBINATION OF IN-PERSON
[00:35:04]
>> IN EQUAL MEASURE? >> THINGS CHANGE SO FAST WE ARE PILOTING WHATEVER THE TEACHER HONOR ADOPTION COMMITTEE, WHATEVER FORMAT THEY ARE IN IS WHAT THEY ARE
PILOTING IT IN. >> WE ARE EVALUATING IT BOTH FOR EFFICACY TO BE TAUGHT ONLINE AND IN PERSON.
>> YES. >> THE IDEA IS THIS WILL BE
IMPLEMENTED NEXT FALL? >> UH-HUH.
>> OKAY. >> I WAS JUST GOING TO ADD WITH K-1 IN PERSON THEY ARE THE ONLY ONES PILOTING AND THEN AS WE ROLL INTO 2 AND 3 ON THURSDAY AND THEN A WEEK
AND A HALF LATER 4 AND 5. >> DO I HAVE IT RIGHT THAT WE
ARE PILOTING -- >> TRANSITIONING TO THE NEW
SETTING REMOTE OR IN PERSON. >> BOTH CURRICULUM COMPANIES HAVE SAID IF YOU ARE PILOTING REMOTELY HERE ARE THINGS TO PILOT ON IF YOU ARE BLENDED AND THEY ARE STAYING AHEAD OF THE CURVE TO MAKE GOOD DECISIONS WITH THAT.
>> IT IS PAINFUL TO SAY THESE WORDS ALLOWED, BUT WHEN WE THINK ABOUT NEXT FALL THERE IS A REASONABLE CHANCE THAT WE WILL HAVE A SIGNIFICANT NUMBER OF STUDENTS WHO ARE STILL LEARNING REMOTELY. THIS IS NOT A QUESTION, BUT A COMMENT. I ASSUME THE COMMITTEE IS THINKING ABOUT WHAT THAT LOOKS LIKE FOR THE FALL AND IMPLEMENTING A NEW PROGRAM AND MAKING SURE THAT WE ARE DOING IT IN A WAY WHERE STUDENTS WHO DO NEED TO REMAIN REMOTE -- THEY WON'T BE FURTHER IMPACTED.
>> YEAH. WE'VE BEEN THINKING ABOUT THAT A LOT ACROSS THE WHOLE SYSTEM.
THINKING ABOUT HOW DOES THE WORK AND THE LEARNING WE HAVE DONE THIS YEAR WHERE IT IS REALLY -- IT HAS REALLY STRETCHED ALL OF US IN TERMS OF OUR INSTRUCTIONAL SKILLS AND HOW WE THINK ABOUT STUDENTS AND THERE HAS BEEN SOME THINGS THAT ARE REALLY POWERFUL MIND SHIFTS OF THINGS. IN ELEMENTARY THERE IS A LOT OF STUDENT INDEPENDENCE AND THINKING ABOUT SUPPORTING STUDENTS AS LEARNERS. QUUN -- ONE OF THE THINGS WE PLAN FOR IS WORK THAT IS WHAT TEACHERS AND STUDENTS NEED RIGHT NOW, BUT IT HAS TO BE CONNECTED TO THE LONGER TERM WORK NEXT YEAR. THE GUIDELINES ARE ON CENTRAL STANDARDS IN CORE AREAS. WE THINK WE DID THAT WORK FOR THIS YEAR AND NEXT YEAR WE SCR -- WE HAVE TO THINK ABOUT HOW DO WE KEEP THAT FOCUS CRYSTAL CLEAR AND HELP ALL STUDENTS ACCESS IT TO MORE DEPTH? AS MUCH AS WE ARE RESPONDING TO THIS TODAY AND THAT TOMORROW IT IS PART OF THE LONGER TERM IMPACT ON
I GAVE YOU A DOWER SHORT-TERM WAY TO THINK ABOUT IT AND I'M GLAD YOU SHIFTED IT TO AN UP-TERM WAY TO IT.
YOU COULDN'T SEE IT, BUT I WAS SMILING.
FOR ONE OF THE PROGRAMS, I THINK IT WAS THE ILLUSTRATIVE
MATH? >> AND OER, I WROTE DOWN OPEN EDUCATION RESOURCE AND IT WAS SORT OF A -- IT WAS OPEN SOFTWARE AND THE SAME IDEA. OPEN SOURCE, I GUESS.
>> I AM LESS FAMILIAR WITH OPEN CODE SOFTWARE, BUT WITH OPEN EDUCATIONAL RESOURCES SOME ARE JUST KIND OF SOME LESSONS PEOPLE PUT UP AND SOME ARE THOUGHTFUL PROGRAMS. ILLUSTRATIVE MATHEMATICS IS REALLY A LOT OF DEEP MATHEMATICAL THINKERS WHO CAME TOGETHER WITH FUNDING FROM MAJOR NONPROFITS. ONE OF THE ISSUES WITH EQUITY NATIONWIDE IS THAT IF YOU DON'T HAVE SIGNIFICANT AMOUNTS OF MONEY AS A DISTRICT YOU MAY NOT HAVE ACCESS TO QUALITY CURRICULUM. AND THAT'S ONE OF THE MAJOR MOVES IN NATIONAL EDUCATION IS THINKING HOW DOES EVERY KAW RICK -- CURRICULUM, EVERY DISTRICT AND SCHOOL HAVE ACCESS TO STANDARDS-BASED CURRICULUM.
ILLUSTRATIVE MATHEMATICS IS ONE OF THE PREMIERE MATHEMATICS BEING TAUGHT. MIDDLE SCHOOL AND HIGH SCHOOL IT IS SO WELL THOUGHT OF AND BEING WIDELY ADOPTED IN LOTS OF PLACES. THE ISSUE WITH OER -- ANOTHER GREAT PROGRAM IS THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT HAS A REALLY GOOD K-5 MATH PROGRAM.
I TALKED WITH HIGH LINE WHO ADOPTED IT LAST YEAR AND TALKED WITH SAN FRANCISCO. THE COST OF ADOPTING AN OER, K-5 MATH IS THE SAME IF NOT MORE WHEN YOU GET THE THING PERFECTLY DONE. THERE IS MASSIVE AMOUNTS OF CONSUMABLES. YOU CAN CREATE YOUR OWN
[00:40:02]
ASSESSMENTS AND MAKE SURE THE LINKS WORK.IT IS AN EXTRA POINT IN THINKING THERE IS A SIGNIFICANT DESIRE AND RESOURCES STARTING TO ALIGN WITH HAVING EXCELLENT HIGH QUALITY MATERIALS FOR A NOMINAL FEE. IF YOU CAN ACCESS THINGS THERE
IS A QUALITY FOR THE OER. >> YOU IDENTIFIED SOME POTENTIAL DOWNSIDES TO THOSE TYPES OF PROGRAMS. WHAT DO WE KNOW ABOUT WHEN THIS PROGRAM WILL SHIFT TO THAT AND HOW IS THAT FEEDING INTO THE EVALUATION?
>> IT WON'T FEED INTO THE EVALUATIONS.
IT IS BASED ON THE QUALITY OF THE CURRICULUM.
DOWN THE WAY IF IT IS OER YOU CAN LOOK AT HOW TO SAVE MONEY AND THINK ABOUT HOW WE MIGHT BE MORE FLEXIBLE IN TERMS OF THINKING OF CURRICULUM. K-5 WE DON'T WANT TO CHANGE IT OUT VERY OFTEN. WE WANT TO CHANGE IT OUT EVERY 10 TO 12 YEARS. WE ARE LOOKING TO SHORTEN THE CYCLE OF ADOPTION. IT IS NOT FEASIBLE IN THE 21ST CENTURY TO HAVE 12-YEAR-OLD SOCIAL STUDIES TEXTBOOKS AND THINK IT IS RELEVANT TO STUDENTS.
WE ARE WORKING TO CHANGE THAT IN THE CONSTRAINTS A BIG SCHOOL SYSTEM HAS. BUT THINKING ABOUT HOW WE MIGHT BE ABLE TO BE MORE FLEXIBLE AND BE ABLE TO HAVE -- LIKE IN A SOCIAL STUDIES CLASSROOM HAVE BUNDLES OF RESOURCES THAT WE CHANGE AS TIME GOES ON.
AS THERE GETS TO BE MORE HIGH-QUALITY RESOURCES.
FOR ILLUSTRATIVE MATHEMATICS IT WILL BE TWO OR THREE YEARS BEFORE IT IS AVAILABLE FOR FREE.
AND THEN WE WILL SEE CAN WE SHIFT OVER TO SOMETHING LESS
MR. CARLSON, BACK TO YOU. >> I FINALLY CAME UP WITH SOME QUESTIONS. THE FIRST IS ARE THE PEOPLE WHO ARE BETA TESTING WITH THINGS, WHAT LEVEL OF PROFESSIONAL DEVELOPMENT ARE THEY RECEIVING AND ARE THESE TEACHERS WHO ARE ALREADY ON COMMITTEE SOME.
>> YES. MOST OF THE TEACHERS -- 35 OF THE PEOPLE PILOTING HAVE BEEN ON THE COMMITTEE SINCE FALL OF 2019. THEY WERE WITH US WITH THE BOOK STUDY PRINCIPALS TO ACTION.
THEY HAVE BEEN WITH US DEVELOPING THE RUBRICKS AND
DEVELOPING THE RUBRICS. >> I AM MORE WORELIES ABOUT THE TEACHERS WHO HAVEN'T BEEN THERE.
>> WHAT HELPS IT BE A STRONG PILOT IS WHEN WE HAVE TEACHERS WHO ARE NOT ENGAGED IN THAT LEVEL OF LEARNING, WE ARE NOT GOING TO BE ABLE TO CREATE PROFESSIONAL LEARNING FOR EVERY TEACHER IN THE DISTRICT.
>> HAVING TEACHERS JUMP IN TO HELP EVALUATE HELPS PLAN IMPLEMENTATION. THE ADOPTION COMMITTEE -- THE PILOT TEACHERS NOT PART OF THE ADOPTION COMMITTEE WELL GIVE US INPUT, BUT NOT VOTING ON THE FINAL DECISION.
THOSE INVOLVED WILL VOTE ON THE DECISION.
THE TEACHER S WHO ARE NEW TO IT WILL GIVE US GREAT INFORMATION ON IMPLEMENTATION.
WHAT KINDS OF PROFESSIONAL LEARNING TEACHERS FEED AND WHAT SUPPORTS THE COLLABORATION? THE PREP THEY ARE GETTING RIGHT NOW, THEY ARE IN A TWO-HOUR MEETING TRAINING WITH READY MATH.
THAT'S EVERYONE'S INITIAL -- WELL THE NEW PILOT TEACHERS THAT'S THEIR INITIAL ACCESS. THE PILOT TEACHERS ON THE UH -- ADOPTION COMMITTEE HAVE SPENT MANY HOURS WITH THE RUBERIC IN THE DECISION MAKING PROCESS.
IT GIVES US A LOT OF INFORMATION WITH MULTIPLE
PEOPLE. >> THE REASON I ASK IS THE INVESTIGATIONS CHALLENGE I THINK WAS SOMETHING WHERE IF YOU REALLY HAD BEEN THROUGH A LOT OF TRAINING ON IT, IT COULD WORK. IT FELL ON ITS FACE AND I AM NOT SURE HOW MUCH PD WE CAN DO.
I AM INTERESTED IN HEARING ABOUT THE RESPONSE FROM TEACHERS WHO AREN'T PART OF THE STUDY.
>> BOTH OF THE CURRICULUM WE ARE LOOKING AT HAVE EXTENSIVE PD BUILT INTO THE CONTRACT AND THE CURRICULUM ITSELF.
AND THAT POINT STEERED US AWAY FROM SAN FRANCISCO.
IT IS A GREAT PROGRAM, BUT SAN FRANCISCO UNIFIED SPENT A DECADE TRAINING ON MATH. HIGHLAND DID THE SAME THING.
THEY HAD SEVEN YEARS OF PCC'S DEDICATED ABOUT TALKING ABOUT MATH. IT WAS SOMETHING THAT TOOK A LOT ON THE TEACHER'S PART TO GET TO BETH -- TO BEST LEARNING AND THAT'S TO THE WHERE WE ARE.
MAYBE AT SOME POINT. >> THANK YOU.
>> JEN, CAN YOU REMIND US OF THE TIMELINES OF THE PILOT AND WHEN IT WILL CONCLUDE AND WHEN THE BOARD MAY SEE THIS AGAIN?
I DON'T THINK I HAVE THE SPECIFIC DATES IN HERE.
[00:45:02]
THE PILOT WILL CONCLUDE -- LET'S SEE.THE PILOT WILL CONCLUDE I THINK APRIL 29TH IS THE LAST DAY. THE PILOT WE WILL GATHER THE INFORMATION. WE HAVE MULTIPLE MEETINGS STACKED UP SO WE CAN MAKE SURE WE CAN MAKE A RECOMMENDATION TO YOU AS QUICKLY AS POSSIBLE.
WE THOUGHT WE COULD GET AHEAD OF THE CURVE AND GET AN EVALUATION FROM BOTH SIDES. IT WAS FUNNY BECAUSE WE WERE TRYING TO GET SOME PEOPLE TO EVALUATE AN AP STATISTICS-TYPE BOOK AND COULDN'T GET ANY TAKERS.
I SAID K-5 MATH AND EVERYBODY WANTED TO REVIEW.
>> SO SINCE YOU BROUGHT IT UP I WILL ASK THE QUESTION.
CAN YOU REMIND THE BOARD AS TO WHAT THE DIFFERENCE BETWEEN THE CURRICULUM ADOPTION PROCESS IS AND WHAT IT EVALUATES AND WHAT IMC, THE INSTRUCTIONAL MATERIALS COMMITTEE, EVALUATES FOR RESOURCES?
>> THE ADOPTION COMMITTEE DOES WHAT I DESCRIBED AS THE REALLY DEEP REVIEW AND ANALYSIS TO GET TO A POINT WHERE THEY WILL RECOMMEND RESOURCES. THEY EVALUATE FOR STANDARD AND THEY EVALUATE WITH AN EQUITY LENS AND FOR IMPLEMENTATION.
ALL OF THOSE PIECES. THE INSTRUCTIONAL MATERIALS COMMITTEE EVALUATES THE CURRICULUM FOR GRADE AND AGE LEVEL APPROPRIATENESS AND ANY OTHER ISSUES OF BIAS FOR THE MULTIPLE STAKEHOLDER EYES ON MATERIALS THAT NEEDS TO BE THOUGHT ABOUT BEFORE WE IMPLEMENT WITH OUR STUDENTS.
THEY ARE LOOKING AT -- IT IS SUCH A DIVERSE COMMITTEE.
WE HAVE PARENTS AND STUDENTS AND IT IS LOOKING AT IT FROM THE LENS OF SOMEONE WHO IS NOT DEEPLY STEEPED IN IT.
IT IS FOR AGE APPROPRIATENESS AND BIAS.
>> THANK YOU. I SERVED ON THE IMC FOR THREE YEARS. LOOKS LIKE THERE IS MORE
QUESTIONS. >> I JUST WANTED TO FOLLOW-UP WITH DIRECTOR CARLSON'S PIECE ABOUT THE CURRICULUM AND THE FOCUS. I ACTUALLY AGREE STRONGLY THAT THE CHALLENGE OF INVESTIGATIONS WAS A LENGTH-BASED CURRICULUM SO IT MADE IT HARD FOR STUDENTS WITH DYSLEXIA OR ANYBODY WITH READING CHALLENGES.
THEY COULD HAVE SUCCEEDED IN MATH IF IT WAS PRESENTED IN A DIFFERENT FASHION. MY DAUGHTER WAS A PERFECT EXAMPLE OF THAT. SHE COULDN'T READ THE STORY PROBLEMS SO COULDN'T DO THEM. SHE BELIEVED SHE WASN'T GOOD IN MATH. EDGE -- I THINK THERE IS A NEED TO THINK ABOUT HOW IT IMPACTS ACROSS THE BOARD FOR THE NUMERICAL STUDENTS WHO ARE STRONG IN THAT AREA.
HOW DO WE ENSURE IT MEETS THEIR NEEDS AS WELL AS THE
NEEDS OF OTHERS? >> WE MADE THE FINAL DECISIONS GOING INTO THESE TWO PILOTS RELATIVELY EASY IS WE WENT TO THE TOP THREE -- THE LAST THREE ON THE TABLE.
WE ELIMINATED THE OTHER CURRICULUM FOR SOME OF THE THINGS YOU ARE TALKING ABOUT. WE WENT TO THE LAST THREE AND ASKED THE REPS, CAN YOU SHOW US SPECIFICALLY WHAT IS THE FOUNDATION OF YOUR KAW -- CURRICULUM.
DO YOU HAVE SUPPORT AND EXCLUSIVE TEE FOR EVERY STUDENT? THE ANSWERS WE GOT BACK WERE WONDERFUL. THE THIRD WE DIDN'T CHOOSE FRAMED IT AS HERE ARE SOME RESOURCES FOR STRUGGLING STUDENTS. THE TWO WE ENDED UP WITH HERE ARE MULTIPLE WAYS STUDENTS MAY NEED ADDITIONAL WAYS OF ACCESS CAN ACCESS THESE RESOURCES AND HERE IS MOLT ELWAY -- AND HERE IS MULTIPLE WAYS THEY SHOWED US WORKSHEETS WITH HIGHER NUMBERS. OR LOTS OF WORDS.
THESE TWO THAT WE LOOKED AT WERE VERY MUCH ABOUT DEEP COGNITIVE CHALLENGED. I HEAR THAT YOU WOULD LIKE TO SEE MORE EXAMPLES AND I WOULD BE HAPPY TO PROVIDE THAT.
THAT'S HOW WE GOT TO 1 HZ% CONSENSUS -- 100% CONSENSUS IS FOCUSING ON THOSE AS -- THOSE ASPECTS OF THE CURRICULUM.
I HAVE ONE LAST SLIDE FOR YOU JUST IN -- IT IS ABOUT ENGLISH LANGUAGE ARTS. WAY BACK IN ANOTHER YEAR I WAS IN FRONT OF YOU AWHILE AND TALKING ABOUT THE ADOPTION OF 6 THROUGH 8 ENGLISH LANGUAGE ARTS PVMENT WHAT WE ARE WORKING ON AT SECONDARY IS NOT SEPARATING MIDDLE SCHOOL FROM HIGH SCHOOL. PARTLY BECAUSE WE NEED NEW RESOURCES AND IT WORKS TO COMBINE THEM AND IT MAKES SENSE TO HAVE ALL SECONDARY TEACHERS BE CONNECTED ACROSS THE LEVEL SO THERE IS NOT A DISCONNECT BETWEEN THE
[00:50:02]
RESOURCES AND THE LEARNING. WE STARTED A 6-12 ADOPTION.MIDDLE SCHOOL -- ABOUT THIS POINT MIDDLE SCHOOL FULLY PILOTED THEIR FIRST CURRICULUM AND MOSTLY PILOTED THE SECOND CURRICULUM. THEY WERE ABLE TO FINISH UP IN REMOTE LEARNING. MADE A RECOMMENDATION TO ELA. HIGH SCHOOL TEACHERS WERE NOT ABLE TO GET AS FAR INTO THE PILOT.
AROUND THIS TIME LAST YEAR, THE BEGINNING OF APRIL, I DECIDED TO PAUSE THE PILOT BECAUSE THEY COULDN'T GET TO FIDELITY WITH PILOTING. WE PAUSED THE PILOT AND RESUMED IT IN LATE FALL AND CONCLUDED THE PILOT WITH THE SAME ADOPTION FEATURES. IT IS FOR 9 THROUGH 12 ENGLISH LANGUAGE ARTS. IT IS SOMETHING THAT WILL COME IN FRONT OF YOU OVER THE NEXT FEW WEEKS.
>> GREAT. >> DID WE HAVE GOOD REPRESENTATION FROM THE COMMUNITY ON THAT?
>> WE DID. BECAUSE WE WERE ABLE TO GET -- IT WAS PRE-PANDEMIC AND WE HAD SEVERAL PARENTS ON THE COMMITTEE. THREE WHO MOSTLY STAYED ON THROUGH THE WHOLE PROCESS. SOME MERGED WHEN THE RUBRICK -- RUBRIC CAME ON. AND WE HAD LITERALLY HUNDREDS OF STUDENT SURVEYS ON THAT AND PARENT SURVEYS BECAUSE WE CAN ACCESS HUNDREDS OF KIDS AND THEY GOT GREAT FEEDBACK.
WE ADD PARENT NIGHT LAST FEBRUARY AND WE WERE ABLE TO DO MORE OUT REACH IN MORE TYPICAL WAYS.
THANKS. >> I HAVE ONE GLOBAL QUESTION. I THINK I OVERHEARD BEFORE THE MEETING YOU TALKING TO THE -- TO DIRECTOR BLIESNER ABOUT HAVING MEETINGS OVER ZOOM. HOW DID THAT WORK OVER THE PROCESS? IS THAT SOMETHING YOU THINK FUTURE ADOPTIONS WILL CONTINUE TO MEET REMOTELY.
TO ME, THINKING ABOUT OUR OWN EXPERIENCE OF MEETING WITH DIFFERENT GROUPS IN THE COMMUNITY, IT IS SO MUCH EASIER TO COME TO PEOPLE WHEN EVERYONE CAN STAY IN THEIR
HOMES AND DO IT. >> JUST CURIOUS ON YOUR
THOUGHTS. >> I WAS SHARING THAT I THINK IT HAS CHANGED SOMEWAYS WE THINK ABOUT DOING OUR WORK THAT WE ARE NOT GOING TO BE ABLE TO GO BACK.
THERE IS TOO MUCH WE ARE ABLE TO DO WHEN YOU THINK ABOUT A REMOTE SETTING. IF WE WERE NOT IN A REMOTE SETTING WE COULDN'T HAVE OUR K5 MEETING AND THEN WE WOULD HAVE 70 PEOPLE IN HERE. I CAN REMEMBER BEING IN HEELS AND MOVING STACK AROUND AND PEOPLE ARE LATE BECAUSE THEY ARE IN TRAFFIC. ONE OF THE BENEFITS OF REMOTE LEARNING IS WE CAN BE HIGHLY FUNCTIONAL IN OUR SETTING OF ADULT LEARNING AND BE MORE ENGAGING BECAUSE PEOPLE ARE NOT WORRIED ABOUT RACING HOME.
THEY ARE HOME OR THEY ARE IN THEIR CLASSROOM AND WE ARE NOT SPENDING THE TIME ON THE ROAD.
WE ARE THINKING AND WORKING IS COLLABORATING.
THE TEAMS HAVE BEEN GREAT IN CONNECTING WITH EACH OTHER AND POSITIVE WITH ONE ANOTHER. IF THEY WERE IN PERSON THEY WOULD SIT WITH PEOPLE THEY KNOW.
WHEN WE ARE DOING REMOTE LEARNING THEY ARE CONNECTING WITH PEOPLE ACROSS THE DISTRICT WHO THEY NEVER THOUGHT THEY WOULD CONNECT WITH.
IT HAS BEEN REALLY POSITIVE. >> THAT'S GREAT.
ANY OTHER QUESTIONS OR COMMENTS?
>> I HAVE A QUICK QUESTION AROUND HIGH SCHOOL ELA ADOPTION. IS THAT GOING TO CHANGE HOW THE ELA TEACHERS PLAN AND DELIVER INSTRUCTION MORE CONSISTENTLY ACROSS A 9TH GRADE ELA CLASS OR CLASSES.
IS THAT THE INTENT AND CAN YOU TALK ABOUT THAT PART OF THE
ADOPTION PROCESS AS WELL? >> THE INTENT IS TO HAVE KOIB -- CORE INSTRUCTIONAL EXPERIENCES.
CORE ASSESSMENTS AND STRATEGIES AND ALL OF THOSE PIECES. IN DIFFERENT CONTENT AREAS IT IS PLAYED OUT IN DIFFERENT WAYS.
THE GOAL IS TO CLARIFY THE SOURCES AND THE EXPERIENCES THAT ARE THE RESULT OF ALL THAT LEARNING.
IT IS NOT JUST AS A FORM -- IT IS NOT JUST OUT OF MY HEAD AND MY EXPERIENCES, BUT A GROUP SAYING THIS IS WHAT STUDENTS SHOULD EXPERIENCE. WE TRY TO WALK A BALANCE AND WE DID THIS WITH AMPLIFY. WE IDENTIFIED A HUNDRED
[00:55:04]
LESSONS AND AMPLIFY HELPED WITH THAT.IF STUDENTS DID THESE HUNDRED LESSONS THEY EXPERIENCED ALL OF THE STANDARDS. THAT'S A GREAT CORE.
THINKING ABOUT HIGH SCHOOL ELA WE WANT TO ESTABLISH THAT CORE AND BE ABLE TO PROVIDE SOME FLEXIBILITY SO THAT TEACHERS COULD -- LIKE AT EASTLAKE, THEY LOOP THEIR ELA WITH THE SOCIAL STUDIES. WE DON'T WANT TO TELL THEM THAT'S IMPOSSIBLE TO DO THAT PROGRAM.
BUT WE DO AS A SYSTEM WANT TO SAY HERE IS WHAT WE VALUE ABOUT THE CORE EXPERIENCES AND WE HAVE DECIDED THAT AS A SYSTEM WHAT IS BEST FOR STUDENTS TO LEARN AND EXPERIENCE. IT IS ATTENTION.
AND THAT'S PART OF THE WORK THAT HAPPENED THIS YEAR AND WE WANT TO USE FOR NEXT YEAR. ALL OF THE CORE CONTENT LEARNING, ALL OF THE FOCUS PCC'S HAVE HAD ON THE ALIGNED EXPERIENCES, THAT'S A CORE ELEMENT OF EFFECTIVE LEARNING AND EFFECTIVE EDUCATION. WE MAY NOT HAVE DONE IT UNLESS RE -- UNLESS WE HAD TO. WE KEEP TALKING ABOUT THE RESPONSE TO THE PANDEMIC IS NOT A SINGLE YEAR THING.
WE ARE NOT JUST PLANNING TO JUNE AND PLANNING TO GET STARTED IN SEPTEMBER. IT IS FOR YEARS OF WHAT SHOULD STUDENTS REALLY LEARN AND EXPERIENCE AND HOW DO WE MAKE THIS A GROWTH OPPORTUNITY THAT WE ARE ABLE TO DETERMINE WHAT THE ESSENTIAL LEARNING IS. I LOOK AT HOW EXCITED KIDS ARE TO COME BACK. KIDS USED TO SAY I AM SO EXCITED THAT IT IS A SNOW DAY AND I CAN LEAVE SCHOOL.
NOW THEY WANT TO COME TO SCHOOL AND WE WANT THEM TO CONTINUE TO BE EXCITED ABOUT. I THINK THERE IS A LOT IN EVERY ADOPTION. THAT'S WHY IT TAKES SO LONG.
WHAT IS THE LEARNING THAT GOES ON AROUND IT SO WHEN WE ADOPT THE NEW RESOURCES LIKE K-5 SCIENCE IT IS NOT I HAD OLD THINGS AND NOW I HAVE NEW THINGS.
I AM CHANGING THE WAY KIDS THINK ABOUT SCIENCE.
THAT'S THE GOAL. >> AND I WILL CONCLUDE MY QUESTIONS WITH THIS. WHEN I THINK OF THE RACE AND EQUITY WORK, ENGLISH LANGUAGE ARTS AND SOCIAL STUDIES IS THE HEART OF THAT. CAN YOU TALK ABOUT HOW THE MY PERSPECTIVES CURRICULUM HELPS TAKE STEPS TOWARD HELPING TO CREATE RAIL SHALL -- RACIALLY-LE CHILDREN.
>> MY SPUR -- PERSPECTIVES WILL HELP WITH CORE LEARNING.
ONE OF THE THINGS WE WILL HAVE T.O. DO WITH IT AND THIS IS -- WE WILL HAVE T.O. DO WITH IT AND WE WIPT -- WE WENT THROUGH THE SAME PROCESS AS ELA MATH. WE ENDED WITH THE TWO THAT WE THOUGHT WERE BETH AND WE PILOTED -- WERE BEST AND WE PILOTED THEM. IT IS NOT PERFECT.
AND IT WILL TAKE SIGNIFICANT WORK TO MAKE SURE IT HITS ALL OF THE THINGS WE WANT AS A CURRICULUM.
I WAS THINKING OF THIS IN TERMS OF I MET A YEAR AND A HALF AGO THE MANAGER ON THE WESTERN HALF OF THE UNITED STATES FOR MCGRAW-HILL. I SAID CURRICULUM OPTIONS ARE NOT GREAT. THEY ARE NOT -- DYNAMIC AND NOT RESPONSIVE. THEY DON'T HAVE THE EQUITY FOCUS WE WANT. HE SAID YOU'RE RIGHT.
CURRICULUM COMPANIES CREATE WHAT PEOPLE BILL BUY AND PEOPLE BUY WHAT THEY ARE FAMILIAR WITH.
WE WE BEHIND THE PACE OF CHANGE BECAUSE WE WANTED CURRICULUM. AND IT WAS MCGRAW-HILL.
BUT IT IS GOING TO NEED WORK. THE TOOL FROM OSPI, I MET WITH AN ADVISORY COMMITTEE AND THE SCREENING FOR BIAS CONTENT.
THE WAY THE DISTRICTS ARE USING THE TOOL IS TO TAKE THE ADOPTED KAW -- CURRICULUM AND THEN FILL IN THE NEEDS.
OUR HIGH SCHOOL ENGLISH LANGUAGE ARTS ADVISORY THEY WILL IDENTIFY ANY NEEDS FOR THEM.
IT IS ONE -- MY PERSPECTIVE IS THE HIGHEST RATED CURRICULUM ON ED REPORTS, BUT IT NEEDS WORK FOR US TO SAY THIS IS SOMETHING -- I THINK THE WORK IS EXCITING.
IT NEEDS TO SAY THAT IT IS SOMETHING ALL STUDENTS AND TEACHERS NEED, BUT I THINK IT IS EXCITING AND IMPORTANT.
>> A FOLLOW-UP, WILL STUDENTS BE INVOLVED IN HELPING TO DO SOME OF THE THAT REVIEW OF THE CURRICULUM AND LOOKING AT THAT
WE HAVE STUDENTS ON THE SOCIAL STUDIES ADOPTION AS WELL.
WE ARE DOING WORLD LANGUAGE CURRICULUM AS WELL.
[01:00:07]
>> THAT IS THE ONLY ITEM ON OUR AGENDA FOR THE STUDY SESSION TONIGHT. IT IS 6:08 AND WE HAVE OUR BOARD MEETING STARTING AT 7:00.
PEOPLE CAN FINISH WHATEVER IT WAS THEY WERE DOING BEFORE WE
* This transcript was compiled from uncorrected Closed Captioning.