Board of Education Instruction Work Group 10/7/19


We were supposed to get a update on a
sprint and a search we’re gonna wait for lawyer that’s running a little bit late
to come in so we started with our public appearance so we have Eliot and Eliot
you have three minutes and as soon as you ready I’m asserting that push it’s
ready hi my name is Eliot Nardi I am a parent in the Madison metropolitan
school district I have one son at Glenn Stevens Elementary currently he’s in
first grade as part of the DBE program I’ll have another son starting at
Stevens next year I’m here today to kind of voice my family’s concerns with the
DBE verse DLI program and we have been figuring out the best way to do that and
I guess just coming to the board meeting and letting the board know basically for
those unfamiliar dual language immersion is the the majority bilingual education
program of MMSD it’s in most of the schools where DBE is in only two
Elementary’s currently Stevens and Hawthorne and so in contrasting the two
programs basically we are unsure why Stephen still has a DBE or why the
district is not moving to a full DLI program when kind of the research behind
the program shows that DLI has better academic outcomes for students as a
participant versus DBE my wife can speak a lot more to that and I’m sure she’ll
come from meetings later she’s a past teacher with MMSD my focus is kind of
more on the social-emotional learning side of it schools are there to teach
our students academically of course but it’s also a place where a lot of
students are going to get their social emotional learning and interact with
their peers throughout the community and that’s a big part of kind of their
experiences in school and basically a lot of our concerns are coming over the
levels of segregation between the DBE programs and the other students in the
schools versus with DLI it’s a 50/50 model so 58 50% native speakers 50%
non-native speakers in the program and there’s a
intermixing between the different communities within the school whereas
dve is a hundred percent native speakers and that is true throughout it so my son
has started in dve he will have the same classmates all the way through fifth
grade at Stevens so he won’t be switching with other classes and with
other students he’ll be with the same student in the same classroom until they
graduate or if various students leave the district or change schools but other
than that there’s no change in who he’s interacting with and now Stevens has
done a great job in what they can to kind of alleviate that segregation and
that other ring but they’re hamstrung by the program itself whereas DBE or dl
i’ve excuse me they can switch the students around and mix them with other
classmates DVD they they aren’t able to do that they’ve adopted a neighborhood
model where they’ll go to their there are things like Jim and art with other
students but they’re still going back to that same homeroom with the same
students and so you can see that other ring and that segregation and it’s
pretty stark when you watch and walk into the school and you see the students
that are part of DBE versus the general students in the school and that’s so
that’s where a lot of our concern is coming from and where we want to switch
it thank you so like to entertain a motion to approve
the meet the minutes meetings from March 4th 2019 second motion carries
the minutes been approved and next is the defense Lerner presentation oh I’m
sorry yeah keep the one step yeah all those in favor yeah I I posed Thank You
Kate opposed motion carries moving to the presentation and I will
start by saying a preparation to this presentation is some of the questions
we’ve had around late intersection of English learners advanced learning so I
had asked Lisa to you know have our packages comprehensive as possible and
as she was putting the slide back together also thinking of all our
questions and questions from the community that have come up you know
should try to bring that forward for both background information but she kind
of talked a little bit about like how she’s planning to present today yeah
thanks Anandi is that okay barb with the microphone you you say that every time
and I’m I’ve been doing this for seven years so okay we’re good my friend so
thank you for giving us this opportunity to talk with you a little bit tonight
about advanced learning and really a spotlight on secondary advanced
coursework we actually made an intentional decision tonight to really
privilege this time with you to focus around
content that we’ve never discussed with the board before that being secondary
advanced coursework Advanced Placement and our efforts with equal opportunity
schools and then also the work that we’re doing around honors and earned
honors and we’re looking forward to having that conversation with you for
the first time since we’ve actually really started that in our secondary
schools and in the high school in particular full transparency the
original deck for this meeting was 60 slides long it was right the secondary
coursework was a chunk the honors it was a chunk and then the plan overview
itself made it pretty unwieldy so we talked with each other and talked with
my colleague Anandi in the work and decided to begin and spotlight on the
secondary and honors and earned honors piece and we will get to the plan
overview at the tail end of the presentation Anandi did make a really
great recommendation when we spoke last week we did spend to instructional
workgroups last year one around the office of civil rights a
document that we have in place and also we did do a full advanced learning plan
overview last year so based on Ananda’s recommendation we linked both the
presentation from last year and the OCR document in the appendix so that people
could could refer to that but we are happy to be here to have what we think
is a conversation that supports our commitment to black excellence to really
addressing disproportionality at the secondary level and you’ll see that we
took a very beginning step in integrating the equity tool into the
presentation today we just dabbled in this it is not perfect
there will be more guidance coming out but we did want to surface that today
and we learned some things based on the questions in the equity tool that we’ll
be sharing with you a little bit so at the table here we have Ethan Nutter
strum our executive director of curriculum and instruction because if
there’s anything that we do want to forward as a theme today it’s that the
workaround Advanced Learning does not just rest
with the advanced learning department right the workaround supporting advanced
learning recognizing the brilliance in all of our students is a responsibility
of all of us so Ethan is here LeeAnn born our interim director of Advanced
Learning is here and Cindy green our executive director of secondary programs
in pathways is also here to speak tonight so I am going to turn it over
after that brief opening highlighted for the really looking for the first time
here about the advanced coursework through an advanced learning lens and we
applied the equity tool to our diners and really worked through the tool quite
a bit to see how it would apply retrospectively as if we had it from the
beginning and really trying to go through all those criteria see how the
decisions have been made in the past and how going forward where we’re at and
then at the tail end again looking at the advanced learner plan really
highlighting how we’re uplifting black excellence and talents and skills that
our our students have and how we’re better identifying and serving hi
everyone I am super excited to be here tonight and talk about advanced
coursework specifically at the secondary level and provide some information that
I don’t think we’ve ever talked about before so I’m looking forward to the
conversation we kind of as Ethan said have three chunks so we’ll stop at very
specific areas to allow for time for questions so we’ll stop after the
advanced coursework will stop again after earned honors and then we’ll stop
the final time as we go through the advanced learning plan so that we do
have times if there’s anything clarifying or any questions that are
needed just in the future it took me a long
time to read all of the attachments that we got this morning is there a way we
could get the amendments slightly sooner because I couldn’t get them open ahead
of time so it took me like while we get okay so I thought it was important that
we start with our definition of advanced coursework I think we’ve talked about
advanced learning and we’ve talked about a variety of advanced courses at the
high school level but I don’t know if we’ve calibrated on how we define
advanced coursework at the high school level and so for us advanced coursework
includes honors both earned honors and standalone our level 3 CTE and arts
courses that can lead to industry certifications and all courses that
allow for early college credit one of those being Advanced Placement and we’ve
spent a little bit of time over the last few years really focusing on advanced
coursework some better than others and some of the ways kids can earn advanced
courses and we also did this through the OCR resolution that I think you are all
very familiar with so this idea of early college credit being one of the ways
students can access and take advanced courses this is kind of the tail end and
so we thought we’d work backwards by talking about what students have access
to in ninth through twelfth grade that lead to early college credit so we have
a variety of ways that students can actually earn credit while in high
school and on the left you will see the different ways that we have
opportunities for student to earn college credit our start college now
which is through our UW and Edgewood system dual credit opportunities which
happen within our high school settings our early college credit program excuse
me that is our UW System and Edgewood start college and au is the technical
colleges gateway to college which is a program for our students where they take
courses over at Madison College you’re familiar with our early college
STEM Academy middle college and advanced place
so all of these are ways that our students have an opportunity to actually
earn college credit while in high school and we wanted to talk a little bit about
the benefits of early college credit why would we approve promoting early college
opportunities while students are in high school and I think first and foremost is
we know the cost of college for our students and Families and if we are able
to think about ways to provide students opportunities to earn college credit
while in high school for no cost to our families we want to do that we also know
that it provides opportunities for students to develop those skills that
they are going to need post-secondary to be successful we also know that the
research tells us students leaving high school with any college credit have that
much more of an opportunity to persist in post-secondary so these are just some
of the reasons why we find it super beneficial for our students have access
to early college credit opportunities while in high school this next slide I
want to orient you to is baseline data really for us even though you will see
three years worth of data this is the first time that we’ve ever
presented looked at or dug into early college credit data as a comprehensive
approach what you’ll see is that overall we have increased the number of students
that have accessed early college credit over the last few years not major gains
but you’ll see a little bit of an increase what you will see is the blue
is students that actually earned that college credit and in the orange you’ll
see students that took courses that were eligible for college credit but did not
earn that college credit and two ways a student would not earn college credit
would either if they did not get a C or higher in that course or if it was an AP
course they did not earn a 3 or higher on the exam so there’s a few ways in
which a student might not actually earn the credit though they may take the
course this next slide breaks it down by race over the last
three years and again first time we’ve looked at this data
what I want to point out is yes we’ve made some incremental gains over the
three years in terms of the number of students by rates that are accessing but
what you will see is there are still very significant persistent gaps and
disproportionate number of white students accessing our early college
credit versus our students of color so a lot of work for us to do in this area
but for once having the data and really thinking about what our strategy is
going to be moving forward knowing the benefits for our students is something
that we will talk a little further about as we get into it and also talk a little
further of how we see earned honors playing into this lastly you will see
the data broken down by the way students can access if you remember I explain the
different way students can access early college credit you’ll notice that the
majority of our students are accessing it through dual credit and for us dual
credit is the courses that are offered on our high school campuses usually
taught by our high school teachers that meet the certification or the
qualification of a post-secondary institution that is the easiest way for
our students to access early college credit but I would say that that still
is an area for growth we have limited options currently at our high school
campuses in terms of the dual credit opportunities especially those that earn
transferable college credits the other areas you’ll notice are somewhat small
in numbers a few are contained based on number of seats available but
opportunities to grow I would say is our early college credit program through the
UW System and our start college now through the Madison College the
Technical College legislation both of those I think currently are limited and
who knows about those opportunities and who are taking advantage of those
opportunities so information for us to really think about in terms of how that
information is shared widely and who is taking advantage of and who is accessing
those opportunities off campus while growing our dual credit
on campus I’m gonna turn it over to Leanne and she’s gonna talk about
another early college credit type which many are familiar with which is our
Advanced Placement Thank You Cindy so ap is actually our largest type of early
college credit we have over 2400 students enrolled or
as of last year we did and it continues to grow as we continue to work to offer
this opportunity across our schools or starting our fourth year right now of
partnership with equal opportunities schools our equity partner in we’re
starting our fourth year with Memorial High School our third year across the
rest of our comprehensive high schools and equal opportunity schools has really
supported our district in our goal of increasing representation and success of
our historically marginalized populations to include students of color
and students from low-income households in our AP coursework so as we dig into
that just to clarify the initial focus has been on AP because it’s nationally
accredited and so we have the advantage of being able to compare across
districts and to see what strategies have been leveraged nationwide through
the equal opportunities to schools portfolio but they’re not affiliated
with AP or the College Board or anything like that so they’re able to stay
neutral in their support of us so through those few last few years we’ve
seen some gain in our AP enrollment by race we’ve seen similar to the rest of
early college credit incremental gains across racial categories for AP and a
slight increase near 5% in the proportional representation of students
of color we hope to see continued growth in that as we apply these strategies
further across the high schools but one of the most powerful tools that we have
through equal opportunity schools is the survey data that they share with us
they really are through both fall and spring student experience survey is able
to taped a picture for us an a narrative
for us of what students are actually going through as they enroll in AP and
as they go through the AP course experience and so we just have a couple
of student perspectives to share with you the first was a student who’s asked
based on your experience in AP how likely are you to recommend AP courses
to others in schools and they shared I would recommend AP so that students
challenge themselves because as a minority in this school some teachers do
not push students as far making them believe they can’t do it instead of
bringing the bar down for students the students need to be lifted up to meet
the bar and so this quote really calls out for
us both that we have continued work to do with supporting teachers in
maintaining that rigor and those high expectations for students but also that
we have work to do with students and staff in recognizing that there is
inherent brilliance and excellence already in our students that they are
bringing to the table and that it’s our teachers work to draw that excellence
out as part of their advanced coursework experience another student was asked you
feel you were successful in your AP classes why are why not and they shared
my teacher guided me and led me through all that I have to do and helped to
prepare me to be the best that I can be in this class by understanding the
curriculum and going further than that just to help me get a good grade and to
understand what I had to do to be a successful student and so this really
speaks to the the core of what a OS is all about which is really building up
that sense of belonging while maintaining rigor and getting beyond
just the summative measures of success of what is your end grade in the course
and what you did on the AP exam – are you actually prepared to go into a
successful post-secondary experience and do you have those skills and knowledge
do you’re confident that you’ll be successful whatever you choose to do
post graduation so what we’ve learned through this is
really that it’s important for us as educators to move away from
gatekeeping based on prerequisites and that we need to ensure that we’re
believing in the brilliance and the hard-working nature of the students that
we serve on these surveys students say over and over again I am a hard worker
I want that challenge and so our students are asking for that additional
challenge and their secondary coursework and it’s our our role to provide them
with that as well as with the supports they may need to be successful in it so
we’ll pause there for questions for a moment any questions that you may have
around advanced coursework as a broader pool I didn’t see who was first Nikki class
um just her – do we have the data on how many student sorry forgot to make do
with the data on how many students with disabilities took advanced coursework and my other question is have we done
anything on dual exceptionality students who have were both gifted in one area
and disabled in another I think that would be interesting if there’s any data
on that thank you all so much for being here with us this evening you put into
this I get to work with some of you really closely and so I am really aware
of how hard you all work and how much you put into this and how intentional
you are about inclusion of students of color that being said I think one of the
hard things about having it be secondary and not emphasizing elementary and
middle is that it’s hard to tell what kind of indicator that is for whether or
not a student will be in AP or will be in Advanced Learner’s courses as a high
school student and so if you all don’t mind flushing out that narrative um what
does it look like in terms of who’s represented at the elementary school
level and do students who are identified as advanced learners in elementary
school continue to be identified as advanced learners throughout their
education the other thing I think and I really appreciate an honor that you did
so much crap around this because you really it was tremendously useful to me
to have just kind of the attachments there so that we don’t get into the
weeds but when we’re talking about dual language immersion we are often
emphasizing for students who are non-native English speakers their
ability to acquire English and not necessarily retain their first language
and so how is how is that allowing students to be placed in advanced
learners how are we how are we making sure that
if a student is an advanced learner in the area of literacy but in the language
Chinese that they’re still being recognized as an advanced learner and
then I have a um so we’re starting very small with this because we recognize
that exact same issue but we’re looking at in collaboration with om GE adding an
advanced learning literacy Spanish domain to what we’re identifying this
year and we’re going to be trying that out at two of our schools where we have
spanish-speaking advanced learning specialists that can actually offer
comprehensive support to students who may be identified in that area so we’re
hoping we can learn a fair amount about what that looks like and what that
identification process can be and then hopefully expand to other languages I would say in addition to that when we’ve
kind of been studying districts across the nation that have really done a great
job of emphasizing early college credit and also the different ways that they
identify advanced coursework the seal of biliteracy
and also the giuk the global education achievement certificate both that honor
a student’s first language and and promotion of that throughout their high
school experience are other ways that fold into their definitions of advanced
coursework so I think that’s something that we as a system really want to begin
to pay attention to look at some baseline data and see who’s taking
advantage of that and how we can grow that is as well so that it continues
while students are in high school I would also add that the work that we did
over the past two years around scheduling and Cindy the work that you
did explicitly with middle schools right we sort of we revamped those middle
school schedules so that students actually had access to multiple years of
world language in the past we have seen students of color many of those students
are ending up in intervention classes ELL students ending up in intervention
classes maybe because of either second language learning or because of the need
for bolstering of what people perceive as basic skills and what we did
when Cindy led and actually even did was we restructured those middle school
middle school schedules and clarified for principals how to create a schedule
so that all students have access to arts and world language because we know if
you don’t reach a certain proficiency in world language you’re never able to get
to advanced coursework right like you’re never able to get to AP Spanish or a
higher language class if you only did intervention classes in middle school so
we recognize the importance of back mapping that and then providing really
good counseling to families around enrollment as early as sixth grade
coming in I’m sorry can we go back to my first question in terms of trends around
elementary school identification and how that indicates whether or not a student
what we identified because I imagine as disproportionate as ii areas and i’m far
more familiar with your secondary data that I am your elementary school that
are our elementary school data that our elementary school data is actually
disproportionate to a greater extent than that and so I’m like without having
that in front of us I’m like how did how are those things related and I’m like
Andrew I’m like I don’t know if that’s something you are more familiar with but
I hope that that is something you all can speak to one piece I can speak to is
that with the transition to educator as well as the update of our identification
processes and criteria there’s probably going to be a pretty significant shift
in whether or not that does have the same effects over time so we can look at
that historical data but it’s not necessarily going to inform very clearly
what the data currently is going to come out to as those students matriculate
into high school so that’s just something to keep in mind if we were to
pull that that it wouldn’t necessarily be a direct transfer from what we see
now in elementary identification right so if you’re
looking at the current high school students you would be going back to see
like six years ago when they were in elementary school right and that was
with what area will be SM yeah so we can certainly look at that I think we have
some pretty clear hypotheses about what that data might very well show us and
hopefully it will be different looking data as we go forward with the new so I
think what’s helpful in in terms of the hopefully it’ll be different looking
data and then even if we go back and we say that data is something we’re not
proud of and we don’t feel good about it gives um it gives us a space to say we
have progressed versus bringing us data that maybe looks like it’s slightly
better than we would have expected but doesn’t show kind of our growth in
capacity and so I just asked that that be something we’d be aware of yeah
that’s really thank you Chris so I come in here oh okay sorry I should have
given you the floor first no no I’m trying to follow along with the live
stream isn’t isn’t working so but just maybe to jump in on all these points I
think I am also going to hold most of my comments to the to the elementary
portion here I have a little bit of concerns around the same kind of lack of
trajectory or understanding in particular as you start to draw
conclusions around our honors and their impact on EPA when we get there I think
we can speak to kind of the point in time data versus the horizon of data but
that might be my bigger question is just do you guys have a sense of what is
normal for a portion of a high school class to be taking AP like how many good
percentage of kids nationwide take a piece are we lower higher same national
portfolio looks like I know that in terms of our proportionality we’re
pretty much on with equal opportunity schools
proportional representations but it really varies pretty widely some school
districts have have all ap course all AP courses across their senior year of high
school and many offered throughout their nine through 12 and some have none so it
really it’s a pretty broad spectrum but I don’t know what the feel overall
average is our students are taking AP so we have I don’t know the percent off the
top of my head but two thousand four hundred and fifty two students were
enrolled in 1819 in AP coursework look at how that relates to percentage I mean I think look I think it’s
probably around 20% just roughly you guys can find the total number of high
school kids but I believe that ap has been growing very significantly
nationwide and so I guess I’d be curious where we stand in comparison to kind of
the nationwide norms of what portion of kids are taking 18 because 20 percent
feels a little low and like I think we all aspire to have as many kids have
access to that type of coursework as possible so you know let’s not let’s not
hold ourselves to a bar of increasing from where we’ve been but rather kind of
exceed and Excel to where we could be so that would be just a request to follow
up in terms of where we’re at compared to national norms in terms of AP access
so we’ll have more information about AP in the upcoming slides that will also be
helpful Kate I’m looking at some slides quite a bit ahead here that might give
us further information about AP so we’ll keep notes of what further requests are
and then but there’s a fair amount of AP follow up in the appendix yeah so there
are pieces there that speak to some of your questions that might be helpful
thank you Chris I think I also want to thank you for this like amazing amount
of information you provided on advanced coursework it’s a great starting point
for some good and important conversations um AP is absolutely
critical it is the way that our kids can earn college credit without having to
get accepted into a program that might have limited enrollment so um my first
question about ap is how are we defining success we talk about success a lot in
this presentation but there’s no clear definition are we looking at successes
enrollment in classes completion of classes GPA score on the AP test
enrollment in a subsequent AP class feeling like kids below
however is it a whole package of those things it’s hard to track our success if
we don’t have a definition so I would say it’s absolutely a whole package of
those things and all the data points that you named are pieces that we are
tracking through the apos partnership and they give us a pretty comprehensive
data suite of what are all the different ways that students experience success in
these courses and how does that look so we for example recognize that we’ve had
some success in enrollment and we’ve had some growth in our our students 3 or
higher right but our course grades have been fairly stagnant so that’s not
necessarily a bad thing but looking at are there things that we can do to boost
success in course grades and what’s happening with our grading practices
students sense of belonging continues to grow over the course of the year from
fall to spring and also over the course of multiple years we’re seeing growth in
students sense of belonging so we’re looking at all of those pieces and
trying to think a little more holistically about the student
experience rather than just tracking one data point as a success measure it’s
really helpful and as we move forward with the expanding equal-opportunity
schools it would be really helpful to actually get reporting that shows each
of these data points gives us some baseline data and shows change all the
time we can be sure that what we’re seeing is truly a success
um I also just had a question about the just like you know the weeds of the data
but the baseline data that was presented in the slide deck and then the numbers
of students enrolled it need to program that were presented on a couple of sides
just after that they don’t match at all there’s like a 333 student difference
there’s more students showing that this enrolled in these programs that are
showing up in the baseline data not just a couple of it over 300 and I would just
like to know who’s miss and what that’s about if you can’t into
that now that’s fine but that would be really helpful there’s gonna clarify
your dashing about so it’s go back to the slides
it’s decide yes shows I think 2987 kids total enrolled and then if you go
forward not that one but the next two slides and you add them all up it’s
thirty three twenty if they do twenty eighteen nineteen and you compare it to
2018-19 for the baseline so the numbers aren’t matching and I’m just kind of
wondering if some kids drop down classes and they got counted in one place and
not another bar what happens and I just so Chris want to clarify one thing dual
credit opportunities that are on our college campuses are not students having
to access or enter into a program it is very similar to AP so another way that
students can earn college credit I just wanted to clarify that from useful I’m
assuming we’re gonna get more into some of the stuff that’s in the appendices as
we go on so I want us those questions right now so I’m glad you said that
there is there are quite a few data slides in the appendix around AP and AOS
and I also just wanted to make a comment that write the number of students
enrolled in Advanced Placement is also somewhat dependent on how a high school
structures their schedule and opportunities and right enrollment in
other courses so right so students who have multiple electives to take like at
some point when you when you make lots and lots of Singleton’s and standalone
courses kids get to have a lot of different choices and that somewhat can
have an effect on who’s enrolled in Advanced Placement many schools that you
know we’ve been familiar with over the years and other districts sort of have a
suite of standard advanced placement courses for students to opt into and
enroll in and they have fewer elective courses or even honors or earned honors
on the side so sometimes a question about sort of what is that sweet spot
for enrolling also depends on the great the
conditions around it and the other options that we are helping students
either to enroll in or counsel them into so I know Cindy and the teams have been
really thoughtful about working with schools and Ethan around the sort of
course proposal process and what courses do we feel like have great great value
for kids and will lead them to post-secondary success because we don’t
believe a piece the only answer right we have lots of other really great courses
too so we’ll do some more thinking about that but I just wanted to offer that
that ap is certainly what we want you know our students to be enrolling and it
taking but there are other pieces of the high school experience but we know are
also important to students as well and I just I had a few questions about the
appendices but should I just hold on to those likes are we gonna go
yes and then Gloria they haven’t talked and then Ali and I have a comment and
we’ll move on so I know I’m you know a lot of the work maybe you covered this before I walked
in sorry and if you did if you can if you can just
just talk about earned honors and really focus on what the strategy is around
equity and then also you talk about how this is connected since lack excellence
it’s gonna come next it’s gonna come back we’re on it Orion huh yeah so I
just want to capture some of what you were saying we said I want to make sure
I understand what you were saying because I think this again for me is a
little bit of a conflict or difference between secondary and elementary right
so if you are an advanced learner in the area of mathematics and you’re in second
grade then we can intervene and make sure that
you’re you’re kind of doing math at the caliber that is best for you if that’s
if you are excelling in English in high school but you’re not interested in
English you can create a schedule that doesn’t emphasize that area or that puts
you in a class that maybe you think is less challenging or less work right so
is there a difference between kids who are identified as advanced and kids who
are taking advanced coursework right so you’re identified as advanced and then
you say well I don’t really want to push myself that hard in that area this year
I think I’m gonna take the regular English or the regular math or you know
algebra two and I could be taking calculus but I don’t feel like it like
art is that part of what we’re seeing at the secondary level yeah so I’ll answer
that and anyone else can chime in I would say yes I think that is part of
it and I think that that has been somewhat of our kind of district
approach or district strategy that we had kind of a stronger k-8 model that
students were and that the belief was and then students go to high school and
you have this array of options and student voice and choice as a piece of
that and with those options you can so choose to to go this route and go deep
study and continue to advance and take advantage of the early college credit
program and max out in math and go over to the UW or
you can kind of dip and dabble into a variety of other things I think what we
are considering and what we’re learning and what will continue especially with
this year with with some more emphasis at the high school level is thinking
about maybe both of those like how are we continuing to consider how we serve
students that have advanced learning needs at the high school level maybe in
a different way while also still providing advanced coursework for all
students and thinking about where students have questions but I don’t
think that has been outside of advanced coursework I honestly don’t think that
has been our approach at high school it has been somewhat of
choose-your-own-adventure and getting kind of at to what Gloria was saying if
you have a student who’s isolated based in race ethnicity so on and goes into an
Advanced Learner’s class and decides I’d actually rather be in a course where
there’s a greater number of students who look like me yep or share my identity
how how are we seeing that reflected and so I guess anything that captures who’s
identified versus who takes the class who stays in the class who succeeds in
the class feels relevant mm-hmm and we and we haven’t done that the correlation
to students that are still identified as advanced learners at least to my
knowledge and then what what courses are they taking in high school and who’s
kind of advancing through coursework so that was something obviously I’m not
suggesting that the only reason would be a student’s their students were just
like actually I’ve always been good at math and I don’t enjoy it right like
therefore I’m gonna emphasize music or something else but I think it’s
important to be able to have some level of analysis around that mm-hmm
so thank you for clarifying the last point and I have just a couple points
and thank you all for hanging in there and I hope that this was a good intro
and I will just continue to just move along and then folks can just dot down
questions but it may be this my point is not a point it’s not a question is more
a point but in both slides that disseminated by race the AAP enrollment
and the early college credit and you both mentioned like gains and I’m
assuming that you were speaking to people of color or students of color
accessing the coursework but when you look at this proportionality it’s to the
same or wider and so I did not consider them as gains when you’re having weight
is proportionality in other words if you have fifty more black students but a
hundred more white students accessing the same thing it was it wasn’t a gang
was actually a loss because now you further your gap between white and black
students which could potentially enhance what you was just talking about so I
should have started with this I first I was like really surprised that this is
the first type who actually the segregating this because I have work I
have heard the word segregation throw out a lot in this board and to me that
is a clear sign of segregation when you see the discrepancy on a bar graph and
the fact that no one has like raised or not I should say no one does I know a
lot of people have raised that but that we haven’t discussed in this board and
length and haven’t supported you all to actually like this is the thing that we
need to be doing and this you know we need to be looking at this not just
looking in the data but understand how we actually address disproportionality
and I don’t think we’re gonna find that within those walls we really needed to
like be creative and how we’re gonna do that address that and then my other
point is around do we see you know and this is the this is one of the questions
around addressing disproportionality do we see particulars coursework or schools
that have had greater success around addressing particular disproportionality
and is this something that we can learn from those either teachers
of course type of coursework delivery modes or schools that could be scaled or
lessons learned just to share so I get speak to that a little bit I think that
the continuation of digging into that will be important for us but one thing
where we’ve seen where our avid teachers are also ap teachers we seem to see
greater success and we seem to see more students of color in those courses as a
system not this past summer this summer before we held one of our avid strand
trainings which is the culturally relevant strand and and had all of our
AP teachers attend that strand to continue to build avid strategies kind
of school-wide so I would say that is a place when an avid teacher is also an AP
teacher we’ve found great success I would say there’s also courses where
we’ve seen greater success and greater success for all students an AP seminar
which is a course that is usually taken at the tenth grade level and is also
equivalent for an English credit we’ve seen that as a course that seems to have
a lot of flexibility in the course where students can they choose kind of what
they want to focus on and they go from seminar to research so they kind of do
their own deep study into an area of interest so I would say that course as
well as an AP psychology is another course that seems to be something that
is pretty popular and where students are finding great success I think part of
that I’m gonna talk about into these next slides around earned honors and our
equity tool what we’ve recognized and where we’re still kind of dismantling
some barriers that I think will as we continue to dismantle I think that will
grow in terms of the AP courses but I do think that there’s some things that we
have identified over the last few years that potentially in in some form might
be some gatekeepers for students to access more courses that they might find
success in that’s how I could talk about thank you
so much I’m not surprised like the real life application are the most relevant
but the other thing that came up as you’re speaking
Cyndi’s was you know we of course we’re trying to focus on you know what has
worked well for students of color I also wanted to state that like at some point
we just need to make it unacceptable that we’re gonna have a hundred percent
white suno classroom a Madison that should be unacceptable and based on
those numbers I must I mean that there is a lot of class this is happening and
we needed to like it or fight where is that and and I dress up now one other
piece of that I wanted to add Ananda about what your point before was around
what’s proving successful is just that we’re seeing a lot of promise in the
schools that are really incorporating a lot of student voice into this work and
so that’s another strategy that we’re working to really leverage is how do we
incorporate what students are saying that they want and need and how do we
make sure that we’re we’re talking to young people as we’re going forward in
this work the last thing I will say about that that I think is something
that we’re also working through and trying to change the narrative on is
that advanced placement courses are also seen very much as white classes and kind
of promoting whiteness and so this idea of thinking about who’s teaching those
courses the professional learning that’s needed the the kind of culturally
responsive work that’s coming into the classroom I think is really important so
I think that that is something that we’re also working through in terms of
where students might not even want to take courses and or where there’s still
work for us to do so I think that is just a piece of it that we are working
through as well and understanding why it’s an important to take that course
because you have the opportunity to earn college credit save yourself some money
as you go on to post-secondary but we’re I think still in early stages of really
building that under so are we okay for me to continue on
good okay um so in addition to kind of talking about advanced coursework at the
early college credit side of it we also identify advanced coursework as honors
courses and what we attempted to do was take this opportunity to use our new
equity tool to the best of our ability I will be completely transparent it is
very imperfect right now but we thought it was important to use our own tool to
see how we are doing in terms of earned honors as an equity strategy and an
equity approach in our high schools and I think it’s also important to take a
step back and kind of share why we even came up with earned honors as an
opportunity for our students so four or five years ago as we were digging into
our data simultaneously an OCR was happening kind of on the sides we
noticed that we had many honors classes that were segregated I think to what
you’re still seeing in some of the data mostly white and white and Asian
students in honors classes a great disproportionality in terms of who was
taking advantage of and who had access to honors courses we noticed there was a
lot of prerequisite language that occurred in our course catalogs and
occurred and what students had access to in middle school determined who could
take honors courses in our high school and so as we were kind of dismantling
some of those barriers and prerequisites we wanted to simultaneously think about
another way to provide honors options for our students that were in a
classroom where they had like peers that they were in a classroom where they felt
a sense of belonging and in a space where we could truly uplift and and show
the talent and the beauty and everything that our students were bringing to the
table in an that they didn’t have to opt-in to in an
environment where they had opportunity to show their talents through what we
believe is earned honors so we created this idea of how can we think about
honors in a much more inclusive way while dismantling that simultaneously we
were at the same time just starting our pathways implementation and with
pathways part of our pathways model is the purity to a small learning community
and we know within a small learning community in order to actually keep that
purity you have to have a set of courses that all of your students have access to
and when we were thinking about standalone honors as an option we knew
that that was important to some people but we wanted our students to be able to
stay pure into their small learning community and have access to an Honors
opportunity well we also learned as it seemed that the honors options was a
stepping stone of what I would call as a launch pad into kids then taking
advanced courses whether that was like self-perceived or what a whether that
was part of the work of the coursework we thought it was important to think
about how honors in options was a way to kind of set the stage or a
stepping-stone for our students to build their efficacy their agency have access
to rigorous coursework to then go on to take advanced courses so that’s kind of
how we got to this idea of earned honors over the last few years was through
trying to really work on the disproportionate data and remove all
barriers for our students and simultaneously think about in a smaller
subset a trial through our pathways where we were trying to hold on to the
purity of the small learning community as we go through the next set of slides
you’ll see that we took each chunk of the equity tool in terms of the question
and try to think through how we’re answering that question around earned
honors again imperfect but it’s our first attempt so when we think about earned honors
that I just said we believe it’s as a scaffold or like a launchpad to other
advanced courses we believe that earned honors is an opportunity to ensure all
of our students have access to rigorous coursework and to mixed ability
classroom environments we believe that earned honors is to ensure that all of
our students have the opportunity to earn honors credit which for us was not
true in the past based on how our system was set up we believe that earned honors
is also an opportunity to increase the number of our students of color that are
accessing and earning honors credit and we believe that earned honors is a first
step to really pushing towards that post-secondary success that we know
students leaving high school with any college credit are that much more likely
to persist and we believe that the honors option is that first step towards
that so what is the proposal and the desired outcome as we think about our
equity tool this is our theory of change we haven’t changed this over the last
few years when we first kind of built our definition of earned honors and we
believe that if we can increase the access to honors for all of our students
and simultaneously building agency and efficacy in our students we believe that
we’ll have more students accessing and being successful in advanced coursework
leading more students and hopefully and specifically our theory of changes our
students of color and that they’ll be then graduating college career and
community ready that’s how our theory of change there’s kind of two types of
honors I know you are all familiar with this but I thought it was important that
I kind of walked through this even slide and then even contrived in the biggest
difference between stand alone honors and earned honors is that stand alone
honors require students to opt in and we know there’s a lot of research around
this idea of students at the adolescent age around opting in versus opting out
now cognitive factors that we studied for
years through the University of Chicago and this idea of students having to make
the choice of opting in is something that we see standalone honors as and
something that I don’t actually believe is something students need to always
make the decision for earned honors allows any student the opportunity
through their performance in that course to earn the honors without having to
predetermine their choice in that course right an opportunity to uplift all of
our students talents an opportunity for our students to showcase their abilities
not to have to predetermine that in advance both our rigorous
coursework both have the opportunity for students to transcript honors credit one
through an opt in one through a demonstration of abilities our current
practice in terms of how we think about earned honors is we have a set of
criteria that happens in the general course that students are taking so for
example in an English course students have to do two of the following in order
to earn the honors credit they have to have a 90 percent or a 3.2 on a rubric
because we’re also moving towards a standard based grading and rubrics and
our a lot of our courses on a combined set of performance assessment so a
multitude of performance assessments that happen throughout the semester
students have to have a 90% or above on the combined set of performance
assessment and earn a C or higher for this semester and a C for us is really
important because that C is also that the grade that a student has to get in
the early college credits in order to earn that college credit right and so a
C for us was important with combined of the performance assessments an Anna
would you like me to pause Nikki has a question that is just a definition and
performance assessments is that assignments or is that TAS own
that’s a great question Nikki so so so performance assessments are not a test
per se we define assessments as a way students are demonstrating their mastery
of a set of standards and skills that can look a variety of ways and students
have a variety of ways to demonstrate that but it’s really students
demonstrating their knowledge and skills through a performance task that task
might be a traditional test or that task may be something different here is a
definition of a performance assessment and there’s a further description of
performance assessment in the appendix as well so what does the data telling us
so you have a handout that provides an overview and a set of data and then we
have some slides that we’ll go into a little more detail I’ll orient you to
the handout the handout shows three different data points we show students
earning honors overall then we have in green students earning honors through
stand alone credit only we have the teal color if you will where it shows
students earned both stand alone and earn meaning one course they might have
taken as a stand alone and in another course they might have earned it through
the earned honors approach and then we have a darker blue that shows students
that earned it only through earned honors what you’ll notice overall is
over the last few years we show the year prior to the implementation of earned
honors and then the two years with earned honors overall you see that we’ve
increased the number of students accessing and earning honors credit
I don’t think that is a surprise we’ve added another option for students so in
hopefully you would see an increase in that right what I want to kind of focus
more on is where we’ve seen more increase and in which areas we’ve seen
more increase so here you have a slide and it shows you the breakdown for last
school year 1819 of students that earned honors through the standalone option
versus students that earned honors through the earned option so we’ve got
earned option on the left and standalone option on the right sorry don’t know my
right and left well and what you will see is that we have it I’m gonna put my
glasses on so I can read it better for you is that our Asian black or
african-american and Hispanic Latino make up a greater percent of students
earning the earned honors credit than students earning the standalone honors
credit there’s a six percentage point difference in the percent of Hispanic
Latino students earning honors credit through earned honors compared to those
through the stand alone honors so what we see is some more students of color
with the exception of our multiracial group earning honors through earned
honors credit versus stand alone do you have a view of this before I
guess like some historic you before pathways and maybe even before earned
honors just to understand what the the pie chart would have looked like yes
yeah so it’s okay we do in the in the handout that shows the year prior to
earned honors in 1617 but we can do if you if a pie chart would be helpful we
can do that as well for what it looks like prior to earned honors higher to
pathway what that’s what earned honors started
earn honors didn’t start till 1718 Yeah right we’ve only been doing earned
honors for two years so you saying Kate that you want the data without earned
die without earned honors basically you know I was just trying to understand the
trend and I think it’s because I don’t have that handout that I can’t the title
is trans in the rate of students earning honors credit and it shows like a big
bar graph so we look at later thank you I appreciate someone can send to Keith
so what we see in this Kate I could tell you real quick just for black students
in 2016-17 when we only had standalone honors we had 16 percent of our black
students that were earning honors credit in 2018 19 25 percent of our black
students were earning honors credit and it was through stand alone both or
earned honors only and that chart will show you what our data looked like prior
to earned honors we see is with the exception of the left max community all
the other groups the multiracial group the special students with IPS English
learners and that qualify for free just lunch their bar for earn honors have all
increased in honors class right but both earned and stand alone owners have all
increased out yet that is really helpful yes my question was that the heavier
time seeing the special reading the pie chart
not to eat yes so we have it in two formats the pie chart so this is for
English language learners just for 1819 but in it is also in a
different format depending on visually what makes sense to you you have the
data available this way as well so for English language learners what you will
notice is that through earned honors twenty-five percent of our English
language learners earned honors through our earned honors approach while only
eighteen percent earned through stand alone and I’ve got Andrew here as an
expert in case I might not be able to answer while we’re looking at data is
there data on the demographics of instructors of course we I don’t have
that on hand but we could easily get that for you I think you’ll see that off
the top of my head I could tell you there’s very few teachers of color
because it’s very few teachers of color across our high school in general on the
curriculum for AP and honors where are we on implementing more of let the
principles of excellence into the coursework I would say that that is a
work in progress and we talk about our next steps I think that is where we are
thinking about the culturally responsive and where there’s flexibility especially
in AP courses AP courses were we’re bound to some components of the College
Board and there is some flexibility but as I mentioned before I feel like that
is where one earned honors has an opportunity for our students to
demonstrate their talents and their abilities without having to opt into a
course and second is where I think avid strand training that we’ve started
to do with our teachers around the culturally relevant strand has been
really important and something that we would need to continue so I want to hone
in on sabians question around demographics of educators and very
specifically throughout a student’s education and I think segregating for
race is is relevant I also think gender is relevant and so there are two areas
throughout my own education in which I was the most likely to have male
teachers and that is math and science and are we seeing disproportionality not
only of white students who are identified as advanced learners in those
areas but also white male students and does that parallel with the likelihood
that their teacher would be white male so a white male and so if there is any
parallel within those demographics it would be really helpful to flush that
out and speak to it specifically thank you for that I don’t have to answer
offhand but it’s something we can definitely look into I think that’s
actually a really good point – yeah especially as we’re trying to grow
business I think sometimes when you’re talking about the we’re both talking
about the problem as the nouvlesse or the different manifestations of the
problem and you all as agents of change trying to solve and address it so
hopefully we’re giving you all tools to enhance that but I think one of the more
important things is what we can do to help you all make sure that diverse
students have access to advanced learners yeah I appreciate that okay
there’s a comment and then we should just wrap up for the next thing Kate go
ahead my comments not on demographics it’s kind of unearned honors overall is
eight times Kate is it possible if I can just run through the rest of these data
slides and then I’ll pause and you can ask your question okay thank you
so income status as again for students that are of low income thirty-four
percent of our students earned honors through the earned honors
opportunity whereas only 25% for standalone honors and I think this is
our last we have two more data slide sorry our students with disabilities
through earned honors we had six percent whereas stand alone we only had three
percent the last data slide that I will talk through real quick is around what
we also wanted to do is our theory of change as you remember is earned honors
is the first opportunity and that we believe that’s a launchpad into advanced
coursework one type of advanced coursework as you know is Advanced
Placement that students have access to and tenth grade though there’s there’s
limited options in tenth grade we wanted to see who was taking advantage of AP
courses in 10th grade after having a year of ninth grade where they earned
honors either standalone or through the earned honors approach and so this data
slide shows you our 10th grade students who earned honors either way in 9th
grade and then took an AP course in 10th grade and what we see is that we have
higher AP course participation rates for our students that earned an honors
credit in ninth grade than those that did not so it gets to Chris’s point around how
are we measuring success and so then the next step is did students earn a 3 or
higher on the exam did students get a C in the course and did students also find
a sense of belonging so those types of things are the next step so I will pause
here before we talk about the community engagement because I think Kate has a
question thank you and thank you I mean you guys created an opportunity for some
of us to visit some of the earned honors and standalone honors courses last year
which was really helpful as well to kind of see this in action
so I have a couple of comments and I guess kind of challenges for us as a
group I think and honors could be a real unlock for
our high school students and provide greater access both for kids of color
but also just from a scheduling perspective for everybody to play with
honors and different domains I I also think that we have a lot of work to do
to get it right and that if we want to use this as a tool to provide more paths
through the high school experience and more challenging paths that we as a
group need to decide to invest in some of the curt schilling building that
hasn’t happened and it really shows right now and so let me maybe say a
little bit more about that right now I mean you kind of indeed started off with
the the biggest difference between stand alone honors and earned honors is the
kids opt in to stand alone which is true I would argue the other biggest
difference is the curriculum the the curriculum right now hasn’t been changed
for all daughter’s courses so they are not currently matched to the standalone
honors curriculum so the implication of that is and I love the quote actually
that you pulled from a student earlier in this in this presentation which says
instead of bringing the bar down for students the students need to be lifted
up to meet the bar we are currently bringing the bar down
for students via earned honors and we don’t have to we need it’s real work to
alter and standardize the curricula so the kids are actually taking in honors
curriculum in an honors course but we can do it we just have to decide to
spend the time and energy assuming probably a couple of bodies to
build that up over the first couple of years so I just wanted to not and I want
us all be a little bit honest with ourselves or where we’re out from a Curt
Ulan perspective because right now what’s
happening is if you take a regular English class and get an A you get an
honors and that’s not doing anyone right – because I think there was a
fundamental misunderstanding and I would hate to see this characterized in this
way and I obviously you all can can speak to this to a far greater extent
than I can but my understanding is is that we modify curriculum to meet the
capabilities of the students so give giving a teacher greater flexibility to
say hey I have a kid who has an expansive understanding in this area hey
I have a kid who has a natural aptitude for this hey I have a kid who is you
know pushing in this unit beyond other students and therefore I am going to
modify it their curriculum is very specific to the capacity of that
individual student that’s my understanding of how earned honors is
functioning in the classroom versus kind of a general if you’re doing well in
this area you’re you’re being lifted into honors
but actually if you’re exceptional in this area for a variety of diverse
reasons that we are customizing your relationship to this area to that and I
think of that probably to be the most specific in the areas of the arts in
which you wouldn’t just be comparing soand so its ability to get the
assignment in on time to another student’s ability to do the same thing
you know what does it look like for a student to be gifted in the area of
dance and go to our schools I think it’s part of what earned honors addresses
right because then that student can customize their fayed experience to
reflect that specific talent or capability so I think that I’m like Kate
I think your understanding is very different than my understanding and I’m
hoping you all can kind of give us a more sincere perspective so maybe let me
let me wrap up and then the guys can respond to to your comment early and
look like I think every should go see the symbols it’s probably
the best way to understand kind of where that and the potential of where we could
be my last comment is just that that there is a way that we mechanism that
we’ve used to be a half way to push people in their own Bonners due to
scheduling constraints which I actually think could be fine if we are navigating
the curriculum in a in a way that is similar but but some of the numbers at
least of students that have taken earned honors over the last two years have been
I’ve been pushed into it not of their own desires and so we just again as a
group like there’s only so many teachers to go around schedules are incredibly
difficult to navigate there are choices to be made about where those where the
scheduling strands go that that I would like us to be very clear about before we
kind of take things off the table the original intent of earned honors was to
actually replace the end alone on versus two years ago
I think we’ve backed off of that a little bit but I just don’t want to mean
that for for maybe some of the folks that haven’t had this conversation I
want to hear from them sto quick thing and when one question are we still going
under the assumption that eventually earned honors will replaced it will
replace standing so why don’t we just hear from you all yeah yeah so first I
want to clarify um Kate in terms of students being pushed into earned honors
because stand alone honors even within the pathways has always been an option
for students and we have students that have been able to access standalone
honors so I so that I you just want to clarify that we haven’t pushed students
into it students and families make decisions about their schedules and
they’ve had an option for both standalone and earned and we left both
of those options open for students within the pathways we have earned
honors that we’ll talk more about that actually is existing outside of the
pathway as well in schools where teachers wanted to take that on but it
still doesn’t do it replacing stand alone on our stand alone honors is there
Nicky to answer your question um I don’t know that we know the answer to that yet
I think that this is two years into an approach and I think that we are
continuing to learn and I think that students and families will be the ones
that make those decisions and I think that that is where we will go I think as
schools had seen this as a really great opportunity and access for our students
they have taken it on but it hasn’t been where a stand alone has not been an
option in terms of the curriculum piece I I think that this is a place where one
I would be the first person to say that we do not have things perfect yet two
years in we are continuing to refine as we go even continuously to getting
feedback from our teachers and from our students around what we’re learning
about our approach but our stand alone honors courses don’t have a standardized
curriculum either they think it looks different depending on what teacher you
might go to and depending on what course you go to so I don’t think curriculum is
the answer to it and how we have thought about earned honors is through the work
of Karen Hass who is an expert in the field who really thinks about cognitive
demand and cognitive rigor and that’s how we’ve approached thinking about our
performance assessments and how students demonstrate their knowledge and skills
through a cognitive rigor matrix if you will and where students are showing not
only their depth of knowledge but their cognitive demand that they’re putting
into a particular task so that’s what I would say about that but I would say
that we have work to do in the area of continuing to improve and our teachers
and us as a team are on on that and we’ll talk about that in next steps so I
wanna give a personal narrative and Celia and press when when Brianna was a
ninth-grade she was in pathways she had an English class the the English
teacher after a couple weeks after reviewing some of our half ace
approached her it’s a in Astrid GI you familiar with earned honors is there
something to do interested and then she’s like I don’t know anything about
like I don’t know much about it what does that mean and then he explained
that you have to do additional coursework there’s different things
there’s have different timelines different than the rest of the class
she wasn’t confident about it she’s like can I try and would I be reprimanded if
I don’t do well he’s like no you know you know if you wanted to see how that
works out for a couple weeks and then you make a decision it was all student
driven I mean like like I of course I asked told her like yeah this is
something that I definitely encourage but it was a conversation between
students and teachers and at any point she felt forced to take one class or one
option other than that she was really successful in that class and felt fall
follow the path that Cindy showed us early that she ended up taking AP
classes as a tenth grader so I just wanted to give I mean there’s like a lot
of things that we hear sometimes but I wanna and I’m not saying that other
people experience the same things but I’m just saying there’s also this
narrative person on there that I wanted to add so I wanna touch something on the
kid some kids and teachers pushing students and the students perspective
which with the quote was because as a minority in the school some teachers do
not push students as far making them believe they can’t do it which affects
voice and it’s see you within four students so what are
like some accountability mechanisms make sure that that doesn’t happen accountability for teachers yeah yeah I
would say that the accountability right now is working with our schools our
coaches our principals and our teachers in terms of what we would call our
communication structures and our feedback structures between teachers and
students how teachers are sharing the information with students how teachers
are having one-on-one conversations with students about that I think what we
learned in our first year of implementation is that there was a big
gap in communication with students themselves in terms of knowing that this
was an option and also our families knowing that so I would say that’s
something that we’ve worked really hard on and I think that we still have work
to go but I think that’s something that we’ve tightened up that puts a more
heightened level of accountability on the teacher to ensure that she’s having
or he is having those conversations with the students and that the family is is
getting their that information I don’t know if you want to add anything on that
yeah I would just add the in AP course work and access to AP coursework were
really targeting our outreach strategies and each school is developing a targeted
outreach plan around how they’re talking to students and working with students on
choosing AP courses or encouraging them toward AP courses and so as we continue
into our fourth year here with AP EOS starting to leverage some of those
specific strategies that we’ve targeted at AP to advanced coursework more
broadly is something we’re definitely taking a strong approach on and
specifically with accountability around conversations students through the
student survey in the fall say who they’re trusted it don’t in the building
is and then we track whether those trusted adults have had the opportunity
to have a conversation directly with that student around their goals and
around their selection for the following year there’s
one additional thing I would add which has been a big work of ours that still a
work in progress is our professional learning and our conversations with our
counselors because I think that we learned throughout all of this work that
counselors sometimes were great advocates of of ensuring kids were
getting the right courses and other times for potential gatekeepers for that
and so that is another area that we’ve been really intentional about working
through with our counselors and not only in terms of understanding the data but
how they’re having conversations with students about their options so um I
just have a thought or a question about honing in on our goals for our
objectives two of them you guys articulated pretty clearly one being to
ensure that we’re providing access for all kids but especially underrepresented
groups of children for honors classes it’s really good goal and a second that
you talked about is that we have it provides a stepping stone to additional
advanced coursework I feel like we are lacking a specific goal around course
content and rigor and academics that we need to hone in on and define so we can
measure our progress toward that goal as well um I’ve spent a lot of time talking
to parents about honors you know either earned honors their stand alone honors
and I think it’s fine to have both options and most option the more options
we can provide our kids the better but they’re not the same thing you know well
from what I’ve heard from packing appearances there’s inconsistencies in
how earned honors is being implemented in different classrooms some teachers
are great at differentiation some teachers are not um I know
at Memorial Algebra one earned honors and Algebra one stand alone are
completely different classes and that’s not a bad thing necessarily some kids
may not be ready for algebra one stand alone but actually be propelled at that
point by the end of the year to earn honors and it’s good to have the
adoptions there but I really feel that we need to ensure that we’re giving all
kids the chance to accept the most rigorous coursework they can do and
really look at eliminating disproportionality across all over
honors offerings and not just using earned honors to say look we’re doing
great we’re eliminating disproportionality when our stand alone
honors classes are still segregated so having some goals around rigor and
getting more clear about where that stepping-stone goal takes kids I think
might help us get there Thanks thank you okay
I’m gonna continue through our slides so the next piece of our equity tool is
really thinking about how our community has been engaged and I would say this is
an area of a work in progress and we’re an area through the equity tool we’ve
recognized that we have more work to do so appreciate the tool for kind of
pointing that out to us here’s kind of three of the stakeholder groups that
we’ve paid attention to when we think about engaging our community our
students our staff and our families what I would say is that we as we are
continuing to work on refining our practices and maybe even honing in on
refining our goals we need to do a better job of engaging our broader
community around earned honors feedback from our families and our community
members so that’s an area of growth for us that we’re gonna continue to focus on
what are the potential benefits and burdens I think this is probably one of
the most important pieces to pay attention to the equity tool from the
student perspective how is a student especially our students of color
benefiting from this approach or who is being burdened and I would say that this
is a place that we did not want to make assumptions here that this is a place
that as we’re continuing to make sense of this tool and as we’re continuing to
learn about earned honors this is where we are going to put our energy but where
we don’t have good data yet to share the benefits and burdens we can make some
assumptions about what we’ve heard anecdotally through our students and
through our surveys well we didn’t think that that was sufficient and so we
wanted to really use this year to gather that information I think in to Chris’s
point what I’m here here is this perception that if they’re
taking earned honors they’re just getting an 8 and of course that it was
already there yeah we have a lot of myth-busting to do I think and lots of
opportunity to build knowledge yep and I think you’ll see in this equity tool
those are the two areas where we haven’t done a great job yet so work for us to
do yeah and Sydney I would just add I mean I think it’s not just myth-busting
right like I I think we have real work to do on building our curricula and I
think for work to do on building honors could let you both stand alone and earn
great and that that it’s an area that we haven’t invested in historically and
that there’s tremendous benefit from us investing in the foundation of
curriculum for yeah I appreciate that Kate thanks so our implementation plan
so current state this is where earned honors exists across our system as I
mentioned it does exist within our pathways courses so in our English 1 & 2
our US history in our world history 9th and 10th grade and science and 9th and
10th grade additionally we have schools that have gone above and beyond pathways
where they’ve seen this as a great opportunity to expand earned honors all
of our algebra 1 courses at Memorial haven’t earned honors option all of our
9th grade biology courses at West and all of our ninth grade core courses at
East now have an earned honors opportunity so more for us to learn from
as we continue this is where we’ve learned most of this I’ve mentioned
before but I’ll just reiterate and I think Kate and Chris you both mentioned
this our curricular opportunities to continue to grow and to improve that
area we have some technical aspects which I know seem kind of like really
but technical issues really trip people up so we want to make sure that we work
through all those kinks of the technical issues and then continuing our
professional learning in our course of like teams and across our schools really
with a focus on rigor in relevance our next steps are just our
schools having the ability to expand based on their student needs and their
readiness and really considering this idea of an evaluation to do to really
help us see where we have opportunities for growth that we haven’t been able to
identify or recognize internally and I think that the piece to remember with
this someone sent an email about this today is in no way a long way we are
thinking about a future evaluation in 20 23 24 we’ve learned from some other
school districts about sort of the size of the cohort you want to study in an
evaluation but that certainly doesn’t mean we’d wait until 2023 to make
improvements make adjustments or certainly work with teachers and support
them along we’ve been doing that every year we’re only two years in but each
year we’ve been adjusting and refining along the way so I’m gonna pause here sorry I’m just gonna pause here this is
kind of the end of the earned honors piece before we go into our last part of
our presentation so I’ll pause if there’s questions we will talk about now
and we’ll also talk about it with the k-8 piece yes I was just gonna ask what
would it take from a resource perspective if we really wanted to
infuse some kind of curricular support for teachers here I don’t know if I have
an answer for you talking about materials are you talking about from
time when you’re talking about professional development or all of the
above you tell me what’s what you know what I would guess but you tell
me yeah I mean I think that’s kind of what we’ve been doing along the way I
don’t know that we have focused on materials per se we’ve
focused more on our instructional approach and our kind of cognitive
demand that we’re asking students and our professional learning I think one
thing that we always bump up against is time and the time to have our teachers
away from the classroom to to continue their own professional learning to
strengthen but we use the summer time this past summer to do a lot of that
work with the CNI team and with content areas but I think we need to continue to
do that I think we need to continue to have the kind of flexibility to work
with our teachers and a little trial and error and let them continue to refine
and try I guess I’d be curious if we wanted to really accelerate that
progress here what you know in a resource not constrained world which
isn’t the world we live in but I would be curious your approach of what you
would do if you really want to do accelerate the kind of rigor and
curricular support for for earned honors like what would that actually looks like
Anand audience right now but I think it would be interesting going into next
year to understand so I do want to push back on that sentiment Kate because I
think the idea that just making something cost more just the paint
spending more money on something makes it effective is no your I mean I’m using
this model in large part based on work that I’ve intended and they took several
years of preparation with it from a curricular perspective which we we
wanted to jump in and kind of learn as we went which I think was the right
decision actually but we also haven’t had the opportunity particularly with
time for our teachers to build that and because there’s so much variability in
our high school curriculums it’s very difficult to have a standards kind of
based approach particularly in being English and math
science right I mean it’s not been science you’re probably good examples
where there’s there’s kind of two persons right so it’s just a question on
if we wanted to allow our teachers that time and support them with materials
what that would look like maybe there’s nothing more we could do
Thank You Kate we’ve got I’m gonna stack so we’re gonna get Ally Chris and Steve
you know Chris and save Ian and then you can respond together and we’re gonna
move on so I just had a quick question and I appreciate that schools will have
the autonomy to expand based on their individual needs student interest um
would schools have the autonomy to eliminate regular honours and then save
Ian I’m with Gloria and that excellence if I
remember correctly I didn’t read a novel authored by a black novelist and told my
senior year of high school and I’d taken two in Honors English and then AP my
senior year Anais was the only black kid in the classroom explaining why
Invisible Man was such a powerful read so I feel like that’s really important
in terms of engaging our black students 2013 do you want to respond to or do you
have any comments about both questions either questions so I would say that we
never set out in the beginning right with this intent to completely eliminate
one and move the other one in sort of full sweep over any set period of time
we do know that there are some schools who are ready to phase in more earned
honors right now because they have perhaps had success with it families and
students are asking for it so as families and students sort of vote with
their feet right they enroll in the course that they want to be a part of
and I know someone said this to me a couple of years ago you never
underestimate that power of a child sitting next to someone that looks like
them in an honors course that can push them and challenge them in that honors
course as well so if a school is ready to move farther in the
direction of earned honors as they phase-out stand alone we would encourage
them to do that collect data we would work with that school to make sure the
opportunities and the curriculum in the assessment are rigorous I completely
agree with Kate around the rigor we have work to do but I do think if a school is
ready to start to increase the phasing of earned honors we want to allow them
to do that based on what their students and families need and then around the
black excellent alignment curriculum is something we’re going to look at so you
see that also not just a nice go public with our k5 loaded option really looking
for all the materials we have and seeing what do we have that’s culturally
relevant highly rigorous standards based and really taking a look at what we’ve
been using what we need to replace or a job so just adapt k12 across that and is
it aligned with act 31 sort of oh the only other thing I would say around
black excellence that I think has been our focus is our students and ensuring
that the adults are seeing their talents their brilliance as they’re coming in
and this earned honors is an opportunity that they that we haven’t had in the
past that there have been gatekeepers and some barriers and so we want to make
sure that every opportunity in every classroom students are able to showcase
that and I would say that we are also working with our staff around their own
implicit bias and what is coming to the table from them that potentially is not
allowing our students to be able to have that I think the idea of the curriculum
is is key but in addition to that we need to make sure we’re recognizing the
brilliance and and having them earn honors through this approach I think is
a way to do that I think Gloria we go ahead of me okay sorry I didn’t want to
cut you up my question is this before school does get rid of earned rid of
stand alone instead of earn is there a way the board has has a voice in that or
is that solely a school decision so I don’t I don’t know if I have an
exact answer for you on that Nikki but Cora schools make decisions on a regular
basis about what courses they offer and the courses that students have access to
based on student selection so every year our schools have to make decisions about
what courses are going to run and what courses are offered based on the number
of students that are accessing or wanting to access a particular course so
it’s a cycle that our schools have it’s an ongoing kind of data process that our
schools use and I would assume our schools they’ll continue to use that
based on what students are are choosing to elect into in terms of courses and
then do they do an instructional design they allocate their FTE
based on the courses that the students are interested in and make shifts that
way may I just ask one it’s just really quick and that is I understand that and
that makes a lot of sense my question is it’s just when it’s completely
eliminating it is what I’m saying that’s where I go yeah I would say Nikki we’ll
keep the board updated on the curricular decisions really oh yeah that’s up to
the schools that I agree it’s just the complete eradication that I wanted to
know if the board would know ahead of time I appreciate that all right so for our Advanced Learning
portion we wanted to do overview of the five main plan areas and there’s quite a
bit of things in the appendix as well so first these are our highlights and like
that so really looking at our student strengths and talents we’ve looked at
our screening processes so I don’t know questions around local one so our local
norms we adopted with the new plan in 2017 but we’d been using local norms
before that before we have been here also so the way that local norms play
out is that it’s basically the top 10% of students in the district when we’re
looking at math or other assessments 10% building and 20% underrepresented
populations but that’s not at a building level that’s at a district level and the
reason for that is if you tried to do that a building level and you have maybe
two Hmong students or for a Teaneck student so it doesn’t necessarily make
sense so you look at the district as a whole so we developed those when we did
the new plan in 2017 with OCR working with them to make sure what we were
doing was aligned to the office rights resolution and getting their approval
when we do that and that’s also how we’ve seen some of our are better
increases towards better representation in our especially in our core course
subject content areas which was seen a couple little slides to our other
significant highlights are really around pieces that the Advanced Learning
Advisory Committee has supported and helped with exceeding expectations or
meeting expectations on our office for civil rights reporting and monitoring
throughout the last several years and strategically expanding our staffing
model with your support last last spring to now incorporate several teacher
leaders and our new coordinator position and then also looking at our ongoing
monitoring through our Advanced Learning school level implementation plans for
the al slips and getting a sort of baseline data set both in a quantitative
and more of a qualitative look at what’s going on at this will level to get a
better sense of what the emerging trends are so the first big area of the al plan
that we’ll talk about here is identification we already spoke a little
bit to some of the successes but we wanted to in line with black excellence
highlights a few data points we have shifted from 267 students who are black
or african-american being identified several years ago to now eight
eighty-three students across domains and we’ll talk a little bit more about how
that breaks down by domain in a second and our disproportionality ratio overall
has really taken a nice jump toward proportional representation which would
be one and then we know that we need to continue looking like we spoke about
earlier Ali at how are we identifying students who are advanced across their
linguistic skills and not just English and so we’re we’re moving forward on
that and as science and social studies go through their curricular adoption
processes we’ll also be looking at how are we identifying students in science
and social studies so you may notice on the datasheet that there’s very limited
identification and most of those students were identified quite some time
ago in science and social studies so we want to look back at those processes and
think about how are we acknowledging those particular areas of strength and
so as we look at identification by domain and break that down a little bit
we want to really call out that there’s been some concern raised at different
points around are we just identifying our students of color and in particular
are black and african-american students in domains that are maybe more
subjective like leadership and creativity and what we see in the data
is that we are not we are identifying the strengths that our students of color
and in particular our black and african-american students are bringing
in all domains and the highest numbers and percentages that we see for that
particular demographic group is in literacy math and leadership so as we
move into the development of tiered supports we’ve really been focused on
tiers one and three to this point knowing that building up a robust core
and differentiation in the core classroom is our highest leverage point
for supporting advanced learners across their experiences in school and so
really leaning into how are we co-teaching how are we coaching
classroom teachers how are we supporting across the school throughout the school
day and to that point we worked with the
math and literacy departments last year to build out some tier 1 extensions and
we’ll be completing that through the course of this year we also worked
really hard on our acceleration protocols and processes to get a more
clear system for how are we approaching both full great acceleration and subject
acceleration for students and now this year the main work will be leaning into
tier 2 supports and how are we what are we doing for those students who may be
differentiation isn’t quite enough to give them the level of challenge that
they need but also a full acceleration into the next grade level of coursework
might be a little bit too far of a stretch so what’s that sort of middle
ground that we’re meeting for students and you may remember in the past we’ve
had sort of a laundry list of tier 2 supports across domains and we’re really
working to call that down to some high leverage well-vetted strategies that we
can make sure that we’re developing or supporting our advanced learning staff
in their professional development around some really high-quality resources and
making sure that we have a little more coherence in our strategy for how we’re
implementing that across schools so that’s the the main body of work for
this year our advanced learning specialist speaking of them have really
grown a lot as you’ll see in the slip data that’s in the appendix and they’ve
started to really get a sense of how this balance of co-teaching and Co
planning and coaching works in relationship to the direct support of
students although that’s definitely still a work in progress and something
that is hard to fit in a point-five position I know the board recognizes
that which is why we implemented this teacher leader work at both the element
two elementary schools and two middle schools and so we are utilizing time and
effort reporting with those teacher leaders at both of both of those levels
to give us a really clear breakdown of what they’re doing day by day and they
get weekly feedback from the al Department around any supports that they
might need and how that’s all and we’ll be looking this later this
year with the research and data use department using the scaling tool and
also the equity tool to evaluate whether that is an approach we want to move
forward with and what the effectiveness of that is in supporting our students
across our schools then as we look at the communication and collaboration
section we’ve had some really great successes around our ad campaign last
year and starting to ship a narrative around what advanced learning is and who
advance learning is meant to serve and then also want to highlight that our
youth voice and vision cross-functional team is moving into its second year and
we have students from across our high schools and several of our middle
schools coming together with central office staff to inform the practices
that we’re using to leverage student voice across our district and so that’s
just been very exciting work over the course of the last couple of years and
then our big focus next is going to be moving into additional parent outreach
for Advanced Learning Advisory Committee with a great community involvement for a
very limited number of parent advocates or supports at that at that space and so
we want to make sure that we’re doing some more thoughtful recruiting for that
and the last advisory committee meeting they shared with us a great strategy
that we’re going to be trying out of potentially having like an Al 101 Night
at the site so that as the first part of the meeting and then allowing those who
are interested to stay for the AL advisory committee meeting afterwards
which will hopefully give families some some onboarding into what al is and how
that looks at the district level and then if they choose they can be part of
the committee so we’re think about that and then in the
monitoring and accountability space I already spoke to a fair amount of this
and I think we’ll keep it brief here but we know that vehicle opportunity schools
work has moved forward and we continue to stick to our monitoring around that
in collaboration with the Advisory Committee and secondary programs and
pathways the school level improvement plans that have given us as I said a
great window into what’s happening at the schools and we’re continuing to
refine those so that we get a stronger picture and are more aligned with the
narrative that is coming forward in the new SIPP something yeah so I just wanted
to call our attention back out there were a couple of attachments to the
materials for this meeting tonight around the k5 materials adoption and I
just wanted to call out again that theme that right high quality instruction
curriculum and instruction and materials for advanced learning does not just live
in the advanced learning department we attach those to this the meeting agenda
and for the materials so that we are demonstrating our commitment actually to
selecting high-quality rigorous standards aligned materials we have
materials now in the elementary schools that are standards referenced they are
not necessarily standards aligned and I think what will happen and we have been
seeing I was at a literacy symposium last week the level of rigor that we
will see in higher quality materials right we want high quality materials
that all students can access the level of rigor will be higher and we will have
to support teachers in teaching that and as an equity all of our students deserve
access to high-quality rigorous materials and when we embark on this
process of k5 materials selection we are also looking at what materials can be
used for students with advanced learning needs students that have special
education needs students that are second language learners I’m right I was just
actually talking to a school district last year that adopted a set of high
quality materials and there are independent raters that are rating the
materials around teacher usability rigor format in terms of like high quality
content that’s historically accurate we actually have lots of great resources to
pick from no one curricular material is going to
be perfect I just want to say that but we know k5 that we first and foremost
that we need materials that are aligned to the standards second we know that our
elementary materials have to have a component of explicit structure dynamics
foundational skills we know that all students need to have access to that and
when we are looking at this we’re also looking at materials that can be served
to accelerate students and support them with scaffolds up and also scaffolds if
they’re struggling I also want to talk a little bit about Carolinas in the
audience she’s been working on our comprehensive assessment system and it’s
been working very closely with some schools around formative assessment
right we don’t know necessarily on a regular basis how kids are doing if we
don’t have those short brief formative assessments that give us a quick
snapshot of how kids learn if all we’re doing is relying on the map test
beginning of the year and end of the year that doesn’t give teachers the
inputs and the information that they know and it doesn’t give students the
immediate feedback so we knew when we were embarking on the comprehensive
assessment system development that we needed a set of standards aligned high
quality formatives as well as high quality curriculum so it’s curriculum
it’s instruction and knowing how to scaffold and it’s assessment I just want
to be really sure to just really talk about the expansiveness of the work and
how we’ve really been trying to work as a team to get around this together
because no amount of advanced learning specialists we have 23 right now no
amount of advanced learning space is going to do everything to for all
kids who are advanced the question came up you know do we think 23 is the right
number I don’t know the answer to that I will say I don’t think a half-time
person at every building is right it is the same it is not certainly equitable
we’re gonna learn from the new staffing model that we have moving forward but
this is really a shared ownership in terms of high quality service delivery
high quality materials high quality assessment and we just we attach those
pieces of information to demonstrate our commitment to that that is not just a
set of core materials that is also materials that really can be expanded to
meet the needs of lots of what’s the the diverse makeup of the a of the Advisory
Committee is that is it diverse somewhat not as much as we would hope which is
part of the intentional recruitment of parents and Families we have
representatives from United Way I mean at our community representation
is more diverse than our parent representation okay okay
and then um so back to the black excellence I guess I just want to make
sure it’s up that the work that we’re doing right is aligned and there’s a
close partnership between the what’s happening with black excellence and
advance learning right I mean I know black excellence is sort of you know
spread across different things but I just really want to that there’s an
intentional partnership there with the worker-owned black excellence was there
a particular because we talked about curriculum we talked about recruitment
and retention all of it was you’re right because we have we have parents who are
part of the black excellence group right so really I mean we have a community
group right that’s part of the black excellence sort of leading the effort in
and the conversations around advanced learning happening there I guess what
I’m looking for is really the opportunity for for them to lead this
work as well right to here what would they would like and and understanding
what the difference between earn honors and advanced learning yeah I think it’s
really important that we make an opportunity in space for parents to have
them quick to this plan and to the look that that goes forward right now I think
Nichelle maybe can talk to this a little bit but we’re just formulating the work
of that group and certainly they need to be you know a part of this this work as
well so did you have anything else to add to that in the show yes so regarding the the black
excellence coalition remember this is an invitation out to parents of black
children in the district which means you may have white parents who are parenting
black children and/or black parents or some other mix thereof and we just had
our first meeting which was more a look back at our data from last year and kind
of grounding everybody certainly Advanced Learning think talking with
parents around their desires and interests around kind of these advanced
opportunities is certainly a topic just as the curriculum
there are lots there are lots of kind of topics that the the group has expressed
interest in and I’m gonna say this and I hope it doesn’t sound rude I also want
to make sure that when we talk about creating a space that is around
coalition building it honors the fact that parents actually get too cold
define what they want to do and and where they may want to spend some energy
and when I’m trying to balance right now because I am a district staff person I
do help leave that group is that it’s starting to feel like the black
excellence coalition will now just be the feedback group for the people the
black folks are the people who have a close affiliation with blackness to now
beyond the updated list of the referendum the this that that and so i
if that’s where we’re gonna go then I need to be clear with this group like
you’re a feedback group you represent a community of color you are people of
color people want and are interested in your feedback legitimately so but if
that’s what this group is gonna be it so it’s cool then I just need to move
differently with some other parents oh well where they get to have some say
because I just want to honor that so I like where you’re going in terms of
right now we haven’t had a direct opportunity yet to kind of sit at the
table together and we need to do that I guess might yeah I mean I think thanks
Nichelle for for saying that I mean I think it’s it is much more than just the
feedback right it is getting their voice on the process and having them be part
of it right as we move forward I mean all throughout evaluation right what’s
working for our african-american students what I mean and really having
them be part of the whole process rather than I mean I think it helps when you we
are we have the educators right but also in doing this in partnership with
parents even if it is parents specifically with black kids who are in
earn honors or advanced learning right right it doesn’t have to be black
excellent it doesn’t have to be the coalition but in general black
excellence right that’s what that’s where we want to go right so yeah so
just really direct follow-up to what Gloria’s saying has has the black
excellence coalition as it’s currently operated identified Advanced Learner’s
as an area of emphasis for the group as of right now not yet at the moment okay
that’s fine yeah I mean like I I think that’s what you’re saying is like these
folks are saying this is where we want to spend our time and this hasn’t been
that and I don’t want to take anything away from the fact that folks are
probably rightfully identity identity buying their areas of greater urgency
that folks want to emphasize so yeah I mean I think I think part of the
challenge right now honestly is there are so many issues so many
issues in the district and now we’re also in the search for a new
superintendent we have a potential referendum like there’s literally there
are so many things that you could put in front of parents and then you want to
contextualize but not overly persuade or lean people in any particular direction
and leave enough space for people to bring their own like lived experiences
and the issues they’re having so I think the issue is if I was meeting with the
group every week I know advanced learning would come up I
mean it came up and just our meeting a week ago right we had we had a black mom
and dad in the room who have a kid who’s gifted who doesn’t feel challenged
enough who’s been identified right that was just one example I know that I’d
have to be meeting with folks like weekly or every other week to try to get
enough context built and then say where do we want to push it so I think we’re
where I’m trying to still balance is what’s the right frequency how do you
build a clear way because it’s like there’s parents that are new almost
every time we meet and yeah like do I help propose the four or five limited
topics for the year and say this is where we’re gonna dive in and here’s why
or this is my recommendation to you or do I let that more emerge from the group
so I this is not an opposition to getting more parents in on learning
that’s that to me is a no-brainer I think I’m still trying to calibrate how
to how to get the yeah get parent voice in it without completely taking over the
coalition I was gonna say I think you know this is new work for all of us and
we have to really figure out the best strategies and the best ways to actually
bring people in and give them space to tell us what they need to tell us but
also help them see the kinds of things that we are we’re
King toward and how how can we become those partners together so it’s a
combination of giving space and and honoring what they are bringing to us
and also I think that there is some of this work I don’t think all of inclusion
of black students is on black excellence and so I want to say that if you go back
a few slides to 8% of african-americans being enrolled in Advanced Learner’s 223
percent that’s your work and I think that’s work you all should be very proud
of and we and I actually deeply appreciate your leadership in being
really passionate and having a tremendous amount of conviction in our
ability to recognize students of color as advanced in all areas and so I think
that’s a relevant thing to highlight and to be proud of and shows that we’re
moving in in a significant way but I think the the question around materials
or rigor and curriculum those those questions to me kind of hit a series of
sore spots in terms of are we sort of always looking for this new great
curriculum how long do we expect a curriculum or a curricular approach to
last and are there approaches that that you know our proven as more sustainable
more useful are easier to differentiate and I think about methodology and
approach and I think of you know how how Waldorf does differentiated education I
also think getting at some of and this is not just you know some of this is in
response to what you were just saying Lisa in terms of the materials we’re
looking for some of this is a response to what I’m hearing other board members
say around should the board have it just have you know make the ultimate decision
and I and I hear board members using words like regular honors versus you
know inclusive honors or integrated honors that that carry a lot of
tax honestly right are we going to continue to have honors that primarily
serves white affluent students if we have less of that the board wants to say
and I think that one of the things that we would you know kind of run parallel
to that is well if you’re talking about special education and let’s say you have
a piece of an equipment in a school that’s for a specific kid who needs that
you wouldn’t say well if we’re gonna take that piece of equipment out and
give it to another school when that kid is done using it the board’s gonna vote
right like we would distribute those resources appropriately to meet the
needs of the students and I think we should have that same approach to
Advanced Learner’s that that we trust our our schools and our principals and
our teachers to provide accommodations that are specific to the students but I
think getting back to that materials question I I don’t want us to be in kind
of this pattern of chasing or dying honestly in a very serious way I don’t
want to see us in this pattern of buying materials every other year and saying
that is some kind of somehow gonna provide the rigor we need because I’m
like that’s not if you look at methodology and approach that isn’t a
necessity to providing equity within advanced learners or within special
education or within differentiated educational opportunities can I respond
to that really quickly because you’re sparking something in me in me I was
listening to someone last week and this idea of instead of viewing
differentiation is always having a new book or a different book or a harder
book differentiation is also about helping teachers it’s it’s more about
helping teachers to provide the right scaffolds and supports for students
right it’s it’s do we want teachers to have tools that they can draw from
absolutely but our most important investment in our in our schools are
children of course first but our teachers and supporting them to have the
power to scaffold effectively teachers have an
edible amount of power walking into a classroom they can scaffold up or they
can scaffold down and if we can support teachers with one part tools and
resources but more heavily investing in this notion of really helping children
to see themselves and their lived experiences as assets and historically
accurate content that’s inclusive and culturally responsive if we can invest
in teachers to support that kind of work where they can pick and choose some
tools that maybe are on a menu of options like that’s the money move right
that’s the that’s where you want to invest in teachers that have that
ability to know the level you want kids to be at and then the great power that
they have to scaffold up or down on a daily basis absence absolutely and for
me when you think about this it’s the difference between saying hey we’re
gonna make sure that there’s always a book that’s written by a black woman
right and saying we’re gonna go to the public library once a semester and we’re
gonna make sure no matter what a student’s identity is that they can
navigate the aspects of their identity that are relevant right because if you
always have a black woman author then maybe you don’t always have a Hmong
woman author and how how how far are we gonna go in buying books ads before we
realize like the students are gonna have to come in and tell us who they are and
then make those decisions for themselves and so I don’t I think we have to we
have to weigh that and I think what you’re saying is a very balanced way to
a first I so thank you for speaking so just to say we’ve been sitting for a
minute here and I appreciate all the work that you all doing and I also
appreciate a lot this conversation about the transactional way in which we often
tend to operate in our work and the opportunity for more transformative work
which is that’s what I’m hearing from many of you and from the work that is
being elevated I want to point it out that the young students in the picture
that has the name artista with the glasses his name is Diego diego denial diego spirit did not like
that i was shocked and and i’ve known the family for the last ten years and he
is a brilliant young man or young student and since I’ve known him he’s
been talking about becoming like the first Latino president of the US he just
entered sixth grade he he’s extremely blurry learn in a many areas he’s a
native Spanish speaker speaks Spanish extremely well in English extremely well
he just started sixth grades enough in our schools and it was put on Spanish
one class right and so we can spend a lot of time and talking about the
transaction the books the thing yeah but the energy needs to be spent on how
do we make sure that Diego becomes an acts like the first Latino president
and that means looking at a system and the ways in which we’re doing that right
so like we really need that’s the energy I just wanted to like it was straight
that for you all so I know Chris and save you and Chris and then we’re gonna
move to the wrap up I have a few questions and I’ll try to keep them
brief my first one was on the theme of differentiation which we’ve been talking
about and I noticed in the meeting materials that we did a pilot on
clustering grouping and differentiation and we determined that it wasn’t a
success and we weren’t going to move forward with it I just wanted to get
some more information about why it didn’t succeed and what we were gonna be
trying instead of that yeah so clustering in our al plan and we
described it in there pretty well so just the biggest clustering brings up a
lot of feelings for people especially they haven’t gone through what it means
in these contexts he said you have groups at different levels within the
same classroom so you’re narrowing the range but you have kids above level at
level below level so the pilot was actually around school-wide cluster
clustering so at different schools were ready in different ways so we did in
some specific grade levels like 1st and 4th of the building we had none that
actually did it right off the gate at a whole school we found that when we were
doing the clustering you also had to take into account were we doing it by
literacy when we’re doing it by math we’re looking at special ed needs first
we’re looking at scheduling looking at VL needs first so with all of those
different pieces it was it was a lot to take in for any given school so we saw
pockets of success with it we worked at certain grade levels where
kids have more flexibility to move across classrooms or up and down but we
weren’t ready to do it school-wide so the idea being that our advanced
learning specialists still are part of the scheduling and class placement
conversations in that process of scheduling in middle school too so
helping to put clusters into classrooms but we work on a pursuit doing it
school-wide at the moment but still continue to do it as its outlined in the
class that’s helpful Thanks my second one is one of the most powerful slides
which was in the appendix for me the one on race and income and looking at the
intersectionality of the two because that slide pretty clearly shows us that
one of the biggest determinants of being identified as an advanced learner is
income which we know is very much tied to race um and if you look at the
overall numbers like if the trajectory were going on right now pretty soon like
half of our kids who are not low-income are going to be identified as advanced
learners and maybe a quarter of our kids who are considered low income will be
identified at Advanced Learner’s and that’s hugely problematic to me and to
me and I I would actually like to get your your perspectives on what this says
I see two possible reasons for this the first one being that we are relying
heavily on standardized tests to identify kids and we know that there’s a
really strong association between income and scores on standard
tests and maybe we need to look at other ways of ensuring that we’re identifying
kids who may not be doing well on standardized tests but may be very very
bright um a second reason might just be straight up opportunity gaps we know
that kids who have money get opportunities for academic enrichment or
arts enrichment outside of school and kids who don’t have money don’t get that
and I firmly believe it’s our role as a public school system to provide all kids
with the same opportunity to end up in similar places in their lives and so
that’s where you get into the the curricular and content piece of this you
know what are we offering particularly at the k-8 level to close those
opportunity gaps both during school in summer school after school to ensure
that we’re creating a level playing field for kids just regardless of their
race and their income level I think we need to grapple with that more as a
district and figure out our place in closing those opportunity to gaps to
make sure that income isn’t a barrier to advanced opportunity and I think you
know that gets me to the slide where we talked about the tiered supports and the
system the structures that we have in place in k-8 at this point and how many
schools are not on track at this point and to me those two are tied together if
we’re not on track to actually support advance and instruction in our k-8
schools we’re not going to be closing an opportunity gaps so looking at that
whole big picture I hope we can come back and continue this conversation
about advanced learning in the context of closing gaps particularly for
low-income students and keeping that intersectionality and
yeah I absolutely agree I think the other the other piece I would highlight
in terms of reasons other than the two significant pieces that you mentioned is
that we approach our identification system with a really intentional I
torque race and so as we move into the next iteration of the plan and as we go
through that plan of valuation process I think it’s gonna be really important
that we look at that intersectionality more closely and think about who is
still who are we still not catching who are we still not supporting the weights
that we need to be supporting all of our students so I really appreciate that
point you just absolutely agree and then my last piece is just a really quick
question or point about future agendas and that is appreciated having all the
reading materials included here but it was agenda it as an advance learning
discussion item I would actually like to see a reading conversation on the agenda
fairly soon you just didn’t talk about really okay so no one have anything to
add to what Chris said Katie has a comment okay go ahead Kate yeah thanks
thanks and on that I I think my hope for this discussion was that we could move
kind of past the identification discussion and into what does support
look like so and you just said kind of catching right students and supporting
them and and I think we’ve made huge strides and in the catching part over
the last couple of years and there’s certainly more to do and I don’t want
the the support discussion to get confused with a books and curriculum
discussion although I think that is a part of it our teachers are busy they
have especially in the K through five world they have a variety of needs in in
a single room that they are meeting and catering to and differentiating for and
so I think look like the next time we have this discussion my hope is that we
can spend more time on what the experience of a kid is who’s identified
the experience right now is could could be improved I think and I I
think that we need to start measuring ourselves based on what that experience
is like not just based on who’s been identified being identified isn’t
winning here being identified is it’s the start line and so I would love to
the next time we have this discussion be able to look at some of the information
around are we are we educating our advanced learners and having their
growth not what we would expect it to map where that’s possible via
standardized tests great where it’s not let’s find another way to do it
so we need to make sure we’re actually delivering instruction in the
differentiated way the challenges are advanced learners in their respective
domains we have no way to know that right now so I know that the board will get
another opportunity well yes so we have yeah because evolution agreement and the
updated presentation but the last one in the whole the next I reused to every
website I know one of the times we came together we were worried that the
external evaluation wasn’t going to happen soon enough for advanced learning
just wanted to let you guys know to foreshadow that we actually have to
begin the RFP process was made so we will have another opportunity to get a
really good RFP and then design sort of the questions that we want to ask the
data who want to take a look at for the next formal externally evolution so we
are you know to stay on cycle with that five-year plan that you all approved we
actually have to start that you mate so there’s that so I want you to know that
there’s going to be or another routine of sort of us talking with you about all
of that and a place for you to be a father and then also just wanted to
follow up the advanced learning director hiring timeline we will be repulsing
that director of advanced learning again in
the spring and are working with HR to design a process where voices are heard
from families and staff and unity and we’re working with Deirdre and
the team around that to get really specific and transparent that process
will be for the next time so I just wanted to wrap those two up in there and
let you know you’ll have a couple other opportunities as the external evaluation
unfolds to maybe do things differently we learned last time and get some more
voices at the table oh I’m sorry we are moving along we are we are just a few
days behind we are solidifying the survey that we
want to send out so bwp sent us a survey with you know mr. questions we felt that
it really did 14-2 district didn’t really so we we changed some of it and
we sent it back vwp is going to have a final version of the survey to us on
Wednesday so we hope to have that on the end of the week or the beginning of
next week so we’ll have a survey online it’ll be on that website that was given
out and people can start taking it we have taken all the organizations that we
listed together as a group and we have identified time slots for the different
organizations to meet with vwp on the 29th and 30th I believe they will be
here they will be hosting the the community gave me sessions at the hotel
across the street and so the Doubletree the one with cookies and parking so I
mean they’re gonna cover a full two full days of just community engagement with
its different organizations so once we finalize that calendar we’ll send it out
to the board you guys will also see the survey before we actually put it online
and you know if you guys one of you know big changes or add something but I’ve set out as soon as we get the
survey back from them I’ll send it out to you all so you take a look at it and
then we’ll send out the calendar of the community engagement sessions just
really quick I I’ve had like some kind of health stuff going on in the last few
weeks and so I’m not sure if I missed their communication with board members
about interviews for each of us but have they interviewed board members
individually yes they were supposed to UM you guys were supposed to or like
that’s the answer I just wanted to make sure that I was like not the one person
no no who didn’t do it what I’ll do is I’ll send an email to all of you with
their contact information and then you contact them individually I would start doing they were gonna
reach out to us yes okay think think thank you both
I initiate that for me I just I either way either we’ll get you guys scheduled
I think it can be able to phone it can be they may have some time slots water
here but yeah any other questions that’s rumor thank you so much yeah yeah
yeah okay metered a motion to adjourn second by Gloria

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