12.18.25 FRSC Instructional Subcommittee

Hello everyone. Uh today is Thursday uh December 18th, 2025. Um it is the instructional subcommittee. Uh roll call. Deb please.

Mr. Das here.

Miss Laravey here. Miss Pereira.

Miss Pereira will be here in two minutes. Uh open meeting law. Uh salut flag please.

I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.

Thank you.

On to open meeting law. Pursuant to the open meeting law, any person may make an audio video recording of this public meeting or may transmit the meeting through any medium. Attendees are therefore advised that such recordings or transmissions are being made whether perceived or unpersceived by those present and are deemed acknowledged and permissible.

Um since this is input debt, do we have any tonight? No, we do not. Thank you.

Uh first discussion portion 31 discussion and vote to refer new high school curriculum for the construction craft laborers program. I Yeah. So, so just to um frame this first, this was um on actually as a donation and then at the school committee meeting um when the discussion came up around the donation, it was referred back to subcommittee. Um and so so you know really it's just sort of the

acknowledgement of the donation, but I think this is an opportunity for us to learn a little bit more about what the curriculum is. So Miss Sylvia will walk us through that.

Um so the the story behind the curriculum is that um we work with the laborers union lyuna and they have their own curriculum which aligns with our frameworks and their curriculum at the time um was for their learners not necessarily for high school learners and so our our um construction team led by Mr. Medeiros redesigned their curriculum and kind of made it for our high school kids. And so

we worked with a firm as we went on that was going to create high school curriculum for our CCL program, not necessarily for us, but for all CCL programs. And so um this company began the work to create a curriculum. Um we were asked by Lyuna to host many many schools from all over the world, all over the country to come in and see our CCL program because it was flagship

program and um in turn it was it was alluded to that we would get this curriculum for free. Um we met with the company that designed the the curriculum and we gave them feedback. We were kind of a test round for them for some things. We sat in on Zoom meetings, Mr.

Maduras and myself and the curriculum was completed and we didn't hear anything about getting our free curriculum and so we asked about it and they didn't say much about it and they asked if we would host another high school from I think it was California at the time we did. They came in and then while the Liona was there I said hey uh what about our curriculum and so they said oh we're working on it. We're

working on it. Well we're working on it.

I got a bill for uh or an invoice, not a bill, a quote for almost $10,000 for 10 books. I'm like, well, then we really are not gonna it's not cost effective for us to have this curriculum and you were going to give it to us. So, um, time went by, probably about another eight months, and I heard back from Lyuna after we had a little bit more quietness with our with with regard to

our end. And they had gifted us the entire curriculum, which is for uh, grades 10, 11, 12. And it is for every piece of curriculum. And I brought a a a workbook if anybody has like to see it, but um it's for all our programming and it's already delivered and it's free free of charge to us just as a gift.

Thank you. Um so is this already being implemented?

Not yet.

So we're waiting for this committee.

Could you um first discuss so this would be implemented going into next year. So what what's happening in the labor program now without this?

We're currently using the um curriculum that was put into place by Mr. Medeiros of of the Lyuna curriculum that was used by their learners at this time. That's what we're still using. Not a book has been cracked.

And um he's the individual who basically oversee this theuna.

Yes. He was instrumental in getting um he was instrumental in the partnership, but in your role now, Miss Sylvia oversees all the Yeah, I I oversee him, but but he he's the he's the one that made the connection and has the partnership with Lyona.

Um and do you foresee him you overseeing this in the next year?

I don't know. Yes. Yes. I guess I I guess my question is um and I'm looking at the background. He has um he basically oversees like the not the dayto-day like I see I know you see he's a teacher, right? He no I'm aware of who he is but that um but that's really he would be but he's not here today.

No, it sounds like any teacher in the program would use this.

Any teacher can use not just him. Yes, he was the one that took the the learners um the adult learners curriculum and he was the one that morphed it so we could use it before this curriculum was even ex even existed. Now that this curriculum exists, we have been gifted it.

So it does we're not going to use that.

So it would be used by all kids in the program by all in the program.

We're not going to use that morphed curriculum. All teachers would have access to this.

Okay. Um, my I guess my concern is and I brought this up to the superintendent and what I'm about to bring up is I don't know if this has been addressed or not.

We don't really hear much from superintendent on this, but if we're going to have curriculum, if we're going to have like hardware, helmets, and things like that, I don't know if you're aware of this.

What is it? Um, it's pictures that were sent to the school committee.

This curriculum has nothing to do with that.

Yeah, that's that's a student behavior kind of concept.

This isn't about equipment or anything.

This is about books.

It's always about politics. Yeah. You didn't know.

I can I can give you a book.

We don't need less out of line than you are, Miss For I'll say whatever I want. A point of information for the people listening that has been taken care of, rectified, and handled by the superintendent immediately.

You're putting it out like it hasn't, Miss Pereira. I think you know might know.

You're putting out like it hasn't. Can we keep this in order?

Focus on the curriculum.

Stop. You have the floor that was addressed talking about the curriculum.

This was the item that was at the last meeting where I asked about there were hard. I don't believe it was the meeting. I don't believe you were there.

Miss Sylvia, it has nothing to do with equipment. So um job site safety um just construction tools, materials, procedures were not that's learning how to use those.

Learning how to use those.

So this is just a curriculum. I know the superintendent I I believe this question was raised. The superintendent at the time um emphasized that this is just the curriculum kids are using. It's not going toward the purchase.

If you like the book, I brought one.

You you could send it. Again, I have nothing to do with you, Miss Sylvia, but I have my personal concerns, deep personal concerns about some of the personnel that will be overseeing this program. And some of the concerns that I've heard are um concerning. So, that's my only concern with that there. I'm glad the Colin, this has nothing to do with anybody overseeing the program. It could

be three new teachers, for all I know, that come in in September that could take this curriculum and enact it. or it could be the three teachers that we currently have and enact it or 10 years from now it could be the brand new teachers could take this curriculum and enact it that I'm really worried about the content and not really who's nobody oversees it but me. So if I if I can

jump in. This is sort of the equivalent of you know in science we use open sed or in ELA we use Amplify at the middle school level. We're just looking to have this resource. The benefit is we don't have to purchase it. So it's been donated. Um but really the te whoever the teacher is this is just going to provide an opportunity for us to have a common curriculum for the students

regardless of who's teaching it. Right.

So I don't know that there's a level as I said you know Miss Sylvia's role she oversees the programming um but this really is just like we would have a re a resource in science or a resource in mathematics a resource in English this would be the common curriculum resource for the construction it is much more difficult in CTE to get a can to find canned uh curriculum for cosmetology or for

some of our programming. So it comes from a lot of our teachers who are in the industry who now have to kind of build it around what they know and what they can do. So based on the frameworks and so this is just a really unique opportunity that we have that we have the ability to purchase curriculum that will be for all teachers no matter who's teaching it.

No, I understand that. I guess um my last question specifically on the curriculum is I apologize if I missed this when you were explaining is so I know like this this is a company they work with many different states. Do we have data that shows like um imp not improvement but you see um better student outcome in other well it's brand new curriculum so I don't think they have the longevity of

data as of yet but I will say um from for the ground groundwork for which it was born it was created in the field correct yeah for which it was born I think that even our adaptation of the curriculum that Luna puts out.

We have a pretty successful program since we are the only program in the state of Massachusetts was certified by the Department of Labor.

Right.

So I think we have a good track record in that regard with what we were using and this is just to be better.

Sure.

And um for the So I know it's going to cover OSHA and like federal guidelines um chapter one for state. Is there anything regards to like state like state? I know there's different regulations for state. Oh, they're going to talk about OSHA 30.

They're going to talk about OSHA 10.

They're going to talk about frameworks.

They're going to talk about scaffolding.

They're going to I mean, it's it's all exactly coming out of our framework.

Safety is the first standard in every single CTE framework is safety. That is the first chapter addressed in this curriculum is safety. And safety should be addressed every year. Not just first, but it's the first thing that we address every year.

Okay. Um, I'll vote to refer this to the full committee. And again, I still have and I hope this this message can be passed to the superintendent. I still have my concerns about specific individuals, nothing against you, Miss Sylvia, that are overseeing this program. Very stark concerns.

Colin, nobody oversees the program. But me, implements the program, teaches the program, teaches the program definitely, but they don't over I don't want it to be confused that we have like a department head that oversees the department. We have a program lead that may oversee outside work but not the curriculum and not the class. That's me.

Understood. Thank you, Mr. Per.

I just want to say I think this is great that they've developed this curriculum to gear toward the the age population that we're working with so you don't have to move things around, have it make sense. And I think it's fantastic that it's free. Thank you for advocating for it and pushing forward and and doing everything you did. If anybody heard the Sorry, we wrote it. I already knew it

cuz you wrote it down here, but it's a lot. It's a lot of work.

It was a lot of work and you did a lot of work and I think it's going to really benefit our kids and so thank you. I appreciate it. Motion to refer.

Second.

De Ro um yes.

M.

Yes.

Mr.

Yes.

Thank you. Uh thank you.

Uh update international teacher partnership.

If you want to slide over, you can. It's up to you. Um, so yeah, I'll just do some framing. So, I've asked uh Dr.

Sergio Payas to join us today. Um, and really this is just an opportunity. As you may recall, you all supported us with expanding this um international teacher partnership. So, I do think it's helpful when this the committee has invested, you know, made such an investment for us to come back and just provide an update and talk about, you know, all the benefits that we're receiving, how things are going. This is

really just an opportunity and I'm pleased that Dr. PZ was here. He actually was meeting with our international teachers earlier because he meets with them monthly to provide support um as part of our you know our partnership, our agreement. Um and so I thought it was helpful just to have him here to talk a little bit of an update and so that you all are aware of how that money has been invested and and

what we've been doing with it. So this is really just to to hear from him.

Welcome Dr. P.

Thank you. Thank you for having me. I appreciate it. Thank you. So, I'm sorry.

I apologize for being a couple minutes late. I was running from that meeting.

Very exciting meeting with teachers that decided to move from their countries, Colombia, the country, and they decided to come here and help us with our kids in Massachusetts. And so, it's it's a very exciting initiative. It's aligned with the Department of Education.

Department of Education has a program for uh teachers from Portugal, Spain, and with my company, Global Education Solutions with teachers who are equally qualified to come to the US. So, let me read some before I I I said this, um I I enjoy being here. I I been part of these meetings for many many years. I have 30 years of experience. I'm a former superintendent, assistant superintendent

in Worcester. So, I've been around urban education. My work is in urban settings and my goal is to make sure that kids everywhere are able to learn. So having these teachers is very important. So let me read something about and I believe you have the notes. Research consistently shows that effective teachers have a significant impact on a students learning and academic performance. They can engage students,

inspire a love of learning and help them achieve their potential. Students who do not receive quality instruction may face long-term educational setbacks affecting the readiness for higher education and workforce. This can perpetuate cycles of underachievement and limit their opportunities. So this is cannot be more true than in urban settings in the state of Massachusetts, Worster, Holio,

Fitchburg, many urban district. we have the gateway cities in in the state of Massachusetts that are craving to have the superstars that are in front of our kids. So this initiative is is an an an amazing opportunity that we have in which I interview personally teachers from I happen to be from Colombia so I have great connections with the Colombian government and educational institutions. So the screening is the

district tells me I need a third grade teacher or a sixth grade teacher a high school teacher. My job is to find the best teacher for that position and like saying we have an opening posting position and it's not a matching. So the matching is key because that person will be doing exactly the same thing they were doing teaching English in Colombia.

Usually private schools, usually international balorian schools, very high level schools. So I interview these candidates. They have to interview with me via Zoom. They have an interview in English and if the interview is good enough, I send it to principles.

Principles then screen the candidate and they have their regular hiring process interviewing the candidate and then asking any questions they they want. The candidate when it's vetted by me has all the credentials highlighted by the department of education. They have to be an accredited university. They have to have a license. They have to have experience. And we have all of them

coming in with a level C1 or C2 which is the highest level of English proficiency. usually native like proficiencies which is very important.

Um so they also embark in a J1 visa process is not a working visa is a cultural exchange visa that is endorsed by the department of state in in United States and they have to go through a rigorous process with that office to then be qualified go to an interview in the embassy eventually with a job offer from the school system. We go through the embassy in every location in this

case in Bogotaa Colombia. They pass the interview. Now they have the social media review that is a little extensive this year. But for the most part, nine teachers that we have, all of them have been doing a great job in that process.

We only screen the highly qualified teachers. So what is the future for this? um is to nurture these programs and and really when you think about the struggle for substitute teachers. So when we have we don't have qualified teachers in front of our kids in this opportunity they will be ready to teach on day one and they have very successful from day one teaching the the content

the curriculum that they have. My job is to provide also guidance and support for flying transportation how to get the social security how to get the license.

I hold their hand. Nothing the district has to do. I actually love doing that.

I've been doing that with many immigrants that come to our country and I say, "Welcome to America. This is your new home as a superintendent or as a director or as a principal. I've been doing that forever." So now having these teachers who are going to be the solution for some of our challenges, it's very fulfilling. And now to see them in action and we were in the meeting a few minutes ago. It's amazing

to see these people eager to help us.

They going for vacations, Christmas, going home with to be with their families and and they sacrifice a little bit but they have an amazing opportunity also to be here with us. So in the future I see um research is very important to me and I think we need to research the success. I want to see for river as the flagship of this initiative in the state. I don't think any other

organization is doing what we doing in partnership. We have the dual language at veras. We have the middle school foreign language. We have the ESL programs. We have a lot of interventions that when you start start analyzing data, it does show a significant growth.

Everyone is going to do the same thing.

Just three weeks ago, I presented at the superintendent association, school committee associations at the Cape and everybody's eager to to start doing business with us. Of course, I'm very loyal and and happy to be working with you. But um but I'm excited about what is happening. You can talk to any principal about these Colombian teachers. They are doing an amazing job.

I'm very proud of their work. I'm trying to highlight them back in Colombia as as making their contributions to society as well. And in five years hopefully they go back and they help me restructure the Colombian educational system as well. So it's a it's a allaround plan that we have and I'm very excited to be part of that and thank you for the support. I mean it's been great support from the

school district. You have to see it. You have to have the vision to be doing something like this. So I appreciate that you have that that vision to be able to make it happen.

I appreciate that. Appreciate your hard work. I mean, just from the the conversations we've been having with the administration, we know a lot goes into the success of of this program and and these people coming into our district and our country, right? Uh to make us better. I I'm very proud of this and everything that we're doing to support, you know, our English uh learners and our ESL and our our dual.

We actually Yeah, we actually have now some teachers. We have one teacher uh coming uh that'll be doing math, right?

Middle school mathematics. So, we have some folks that are specializing in content. Um and um you know, I've had the opportunity to visit many of their classrooms. We have a small group at Fonsica, right? And actually today when I was there earlier, you know, one of the teachers um was really just remarking on all their achievement lately and and proud to be part of, you know, that work in some way. So, um

can you remind me what the J1 visa is?

Is it automatic 5-year visa or up to 5 years?

You have to renew. It's it's a one-year okay permit. It's a cultural exchange.

We spoke about it.

It's cultural exchange part. It's not a work visa. It's a cultural exchange, but it has to have a working component to be able to have the person perform.

Okay.

So is the person needs to go back to their country. So it's the reason we do a year like in any human resources procedure, we just guarantee a person the first year. They have to be evaluated and things work out great. You give another year, another year, so up to five years.

So they could go back two years to their country and then come back for another five.

Okay.

And we have some folks who have renewed, you know, who are past three years even now. Yeah.

Mr. Dar, thank you. Um I support the program going to vote um to advance it and to vote and I'm going to vote for it. Um, I know Miss Opane isn't here today, but I'd like to see some data on um special education to see if um I don't know if we can get data on those specific classrooms if we're seeing like growth.

Yeah, we we haven't really placed um we'll have some students who are in inclusive settings, but we have not placed many of these teachers have been placed either in um foundational ESL programs to target the needs in that population. um in some cases they could be teaching math but also with English learners. So really this has been a strategy where we're trying to leverage the fact that someone

has this asset of being bilingual. Um I do know that in some of the classes they'll have students who are um students with disabilities you know educated inclusive settings. So we can certainly do that and that's really what Dr. Pas is referring to is that now that we have we're a few years in he's really excited and pushing us to think about how to do some sort of case study or

research on the work in Fall River to highlight um you know some of the gains that that we're seeing. So I see two areas of research. One that is very easy which is language development access is coming up next month. If we had three years of pre and post you can analyze a significant group of 18 20 teachers maybe 25 teachers. If you show any significance on 10 points 15 points that

would be very easy ancast also because you are learning content and language at the same time.

Okay. Um, in terms of I don't know if um, and I don't want to put the cart before the horse here. If we are to know there's some talk about potentially housing some in and potentially some more teachers and complexes. Is this something that we would work through through global education? We'd have to have a new contract if we were to expand this in the future. I mean, yeah, really. So, I know that's a a

separate thing there. the the support um Dr. Pas provides is just helping folks secure housing. Um so right now that's a huge difference. I can't emphasize enough that the support he provides ongoing is not something we get. For instance, we have a desi partnership with teachers from Spain. They just help us find the teacher. After that it's on the district, right? That's a huge challenge, right? So his support is

really just to find let's say help you find an apartment. It's not necessarily that he is making any money off of the apartment right?

No, that's not what I was getting at. I was just saying, are we going to receive the help? And if we and stop me if I'm speaking too early on too soon, but if we were to have an expanded program with housing in the future, would we be going through globally?

Yeah, I'd have to I I don't know to be honest. I wouldn't be able to answer that right now, but I know that I will say in my perspective, the support that we receive for the rate compared to other partnerships we have um really, you know, it's it's a worthwhile investment.

You know what I'm getting? Yes. I just one one aspect that is important to understand and my my company is supporting the teachers. If you think about someone getting a rent for $2,000 first, last and security for a Colombian citizen as successful as they might be, they know going to be $6,000 in the bank. So my company support that process of lending the money are allowing them

to come. I know they have a contract. So we just pace that out over a few months.

If you're thinking about housing in the future, that would be amazing because that's the biggest expense. Yeah.

And I give them advice about cars and how they can maneuver the system to to save the more money. I mean, I'm trying to help them to save the most money. So, the social emotional part, the professional part, if I get a teacher that is well adjusted and is comfortable, he be successful. If I have someone struggling in a bad neighborhood or in a place that is not comfortable.

So, for me that social emotional pro the mentoring that you have provided is amazing. So I think that matching of the overall support by the school administration, by the mentor from the ESL department or whatever you have, you're going to make the holistic approach happen and that magic of learning with the consequences.

That makes sense. We we um I I was jumping the gun a little bit. But um no, yeah, I fully support this and and thank you for coming and the work that you do with this. Thank you.

Thank you, Mr. B. Um, I am excited that we're that the district is really working toward doing as much as we can to support international teachers and looking forward to what the plans they have in the future. But the only question I really had was I see here um explore the option of bringing in qualified school nurses. Are we having trouble getting school nurses? Does anyone know?

I I think this came up as a question when Dr. PZ was presenting. So he presented at uh to superintendent in reference to the work in Fall River um at you know sort of at the state level and I believe that was a question that came from another district um right so no it's absolutely not something that we're doing with you specifically the state however is is is needing a lot of nurses

is obviously a totally different thing because the standards that we follow with the certification programs at the state level I'm working with nurses Right.

This is not for you. No, maybe I overstated my my That's okay. Well, just said explore the option. So, I just wasn't sure if we were having some difficulty hiring nurses. I wasn't aware of because that seems to be we've haven't seem to have an issue with that.

Um, and then then my next concern would be legally what does that mean with licensing and everything else?

We're only focused on teachers.

Absolutely. You guys will take care of that.

I I would send it revised without just mentioning it. All right. And we don't have to vote on anything. That was awesome. Thank you for coming.

Thank you so much. We appreciate your time with us.

Happy holidays whenever you celebrate.

Thank you for the time.

Appreciate it. Good to see you. Thank you.

Or if you don't celebrate, just happy new year.

All right. 33 on to vote to refer to high school program of studies.

Come up or who will like to be at the table?

Dr. J.

J.

Okay.

So, I'm gonna Yeah, I'm gonna have the Derby team.

Thank you for uh for having us and for giving us the opportunity to present regarding the 2627 program of studies. Everybody, I believe, has the both the program of studies and the executive summary of the program of studies. Um we're going to kind of review the executive summary that highlights the key themes, if you will, of the of the changes. Uh so before we run through kind of three

organizing principal themes of the uh program of studies that are in the executive summary uh I really just wanted to give some context to our thinking and and just different ways that we are working on evolving aspiring to evolve that kind of thing. Um and the first thing well it might seem obvious I just want to name in watching everybody kind of navigate the work that goes into

vetting the program of studies is that there's a real intentionality around making school meaningful for all kids.

And that really is a guiding kind of force, if you will, uh that these principles stem from. How do we continue to keep up with society, to keep up with our community, the needs of the demographic that we serve? Um and it and along those lines, I really want to give a shout out to both the academic leads at Dery and uh district partners because I think when you take it to heart in the

way that um this crew does, it's just inspiring to see when you really think through it's an involved document. Um it would be very easy to take parts of it lightly and just assume they roll it from one year into the next, but there's just a lot of heart and um intentionality that goes into vetting it and making sure that it's evolving with the times and keeping up with the uh

needs of our population. So kudos to all who have spent time over the last weeks and months for that matter to make it come together.

Um then the other piece is just that there is this priority that it's that we all share that just involves recognizing that dur the the diversity in our school and in our community really is a gift.

um that the unique stories and the unique trajectories that each of our kids and families uh experience, it contributes to making them who they are and that we have a very fundamental responsibility to respond to that and to make meaning out of that and to make sure that the experiences that we provide at school um work for them and that they're able to capitalize on it.

Um and that's for a number of reasons.

Obviously, the primary reasons being so that when they're done with high school and they move into the greater global world, not only can they compete with everybody out there, but they know how to um find purpose and make meaning out of their experience as human beings. And so that really is at the core of um you know the work that goes into vetting the program of studies. And so you'll see

that kind of line of thinking if you will I think in the three uh principles.

So the first is um strengthening real world readiness, financial literacy, civic learning and skills for a changing world. Uh this is really about real world connection and being thoughtful about making real world connections between um you know their learning and the big places out there that they get to navigate when they're done. Uh instilling 21st century skills that will be applicable post graduation. Um really

this bullet point if you will is about um our focus here is personal finance.

It's artificial intelligence or AI and it's about making sure that we really help students you know unveil that ability to plan for the future if it doesn't happen organically on their journey. So um you'll see a handful of bullet points here about personal finance. The first is adding an AP business and personal finance course. Uh it's the first year that the college board is kind of

touting this and our intention is to use it as an accessible AP course that will be really engaging for kids and um interesting as well. Uh the College Board is also looking to offer industry recognized credentials for students who score a three or higher on that test. Uh and while this is, you know, an experience that could benefit many kids, one of the highlights here is that we foresee it being very appealing to

potential firsttime APers. You know, there's that's very quick question. The artificial intelligence, that's you said that's an AP course only.

No, it's an elective, but I just meant under this bullet, you'll hear us kind of talk about those topics. So, we'll make this sure. Sure. Um, so while this will likely appeal to many students, we definitely see kind of some hope and promise in this idea that maybe students who are not always intrigued or compelled to pursue the advanced course or AP world, um, this is one that could be particularly relevant and uh,

relatable and engaging for.

So you do foresee this being a lower level, not just AP financial literacy component for Yes. So AP will be one option. Um then in the next bullet you'll see there will be a math elective as well that will be financial literacy. Um so that wouldn't be AP, it would be an elective. One of the benefits to that is that would be 18 weeks or a semester versus a fullyear course. And so that gives students kind

of various options to access this type of a content and fit other courses of interest to them. So, you know, if you think about just the different um the different pathways and the different trajectories, the different priorities that kids have, um this is a way to embed it for um just all different scenarios.

Then we are renaming senior history to senior civic life and financial literacy to focus on real world skills and knowledge um that is needed for postsecary life. Uh that's something we're looking to do really. Um it's just we just want to draw attention to uh just what's happening in that course and make sure that we accurately describe the content um that is in there. So just

another place that financial literacy um be embedded.

Another thing we're seeking to do here is expand student enrollment in our vision of the graduate course that we're piloting this year. Uh this is really pilot with juniors and seniors. Um the course is designed for students who at this stage in their journey are not as connected as what we would hope for. So you think students who are not in CTE, they're not in advanced courses, they're

not in early college, they're not in, you know, heavy in the arts, it's just kind of that um glaring profile that hasn't made the meaning through the kind of organic navigating of school. Um, and trying to be really intentional about getting them in an environment where they can learn about themselves, their stories. Um, figuring out kind of how that influences who we are, who we

become. Um, and then connecting that to interest or things that kind of spark our insides, our hearts, our minds, and relating that to maybe where you might like to go after this. Um, and helping them kind of make a future plan according to that.

And then the last piece here is this um, PLTW AI course that um is really just another opportunity to build student skills in the high demand area. Uh we know it's more and more relevant at this point no matter what field you're going into to uh have an opportunity to be informed in this way. It's just something we see of benefit to our students.

Will they be allowed to use chat GBTC to write their papers?

That's a great question. We absolutely All right. No, you're good. So, our our second uh our second kind of theme here is more choices, more mastery, expanding transformative learning experiences, and adding more multiredit course options at Dery. Really, this uh this point is just about kind of taking best practices that we've seen and continuing them to embed them in um to Dery. We've had the

benefit of seeing evolve uh evolve which is set in Dery uh kind of just see a profile of student who has benefited from that setting and TLE's if you will are uh you know are kind of the foundation of everything that they do there. The basic premise of TLE's is that it's really project- based learning, mastery based uh mastery based experience for them and really they um you know they the way they navigate

academia is to apply learning to real world scenarios and it just m makes them learning really authentic for them.

we've seen some big gains on the behalf of students who in this traditional academic setting, if you will, um were not necessarily able to make those connections and then transition to this style and have thrived, you know, to say they've thrived would be an understatement. So, what year are we in involve involve?

That's a good question. Uh this is the five.

I was five. It was brand new when I came.

Yeah. 2019, right?

Maybe six. I was just I mean I was wondering when I was I feel like it was brand new when I came on like pretty brand new and I've only been here for four years so maybe six years precoid I think pre-COVID okay I came right after co so yeah like maybe five six years all right carry on so u and then the last piece here is just that as we you know we're dipping into

this competency determination world and beginning to make sense of that and as we continue to reflect on uh productive ways to assess uess mastery as kids learn. It's just important that we explore possibilities outside of the traditional testing uh realm if you will and so where you know the culmination of these TLE's is hands-on project based experience make meaning Exactly.

So that is that and then the the third focus here is building clear coherent um a clear coherent science course sequence for every student. uh this would be uh significant change in the core curriculum sequence in science. Uh so right now um or what this would do would be create a trajectory where most sophomores would be taking physics. So in the past students who were not in upper level science took two years of

bio. Um, so right now, you know, that's that's been the case where we're looking to transition is to a situation where just about all students would have a bio, physics, chemistry um, sequence, if you will. That's something that many to most colleges are looking for at this point.

They want the diversity in the science experience. It's of value um to them.

And then the other element is that uh all three years of science would be Ed with um HQIM and when they're doing two years of bio open sad only has one. So um it just limited the ability to do that where this sequence would make it so that all see all three years would be supported um HQ. So um really in a nutshell I mean I won't read read through all those details under

that bullet but in a nutshell these themes kind of capture the major components or the major um themes of the changes that we are seeking to make and then other adjustments can be found in the document at large. So I don't know if there are specific questions but they're certainly invited.

I have a few questions my colleague.

Okay.

Um so just my just my feedback and I went through pretty much the entire program of studies. Um so I guess I'll start with financial literacy.

Um I think on the AP level I think um like with the addition of the course and just looking at the courses in general when it comes to like business creating a business entrepreneurship business finance um I think that's something that should be it looks great on the AP level. I think that's something that should be taught at the CP level and not even just as an elective. Something we should

because if you're not in the CTE program, you're not in diamond, you're here, that those are some I think some core traits that we should be teaching our kids going forward. And the same with artificial intelligence and using technology. I think that's something we should approach early, take on early in teaching um our students, not even just as an elective, but as a core trait so they're prepared for the future. So

yeah, I think if I can just jump in, I think um you know, we agree that the financial literacy um is something that you know all kids really need, right?

And so I think that this is a step in that direction. I'm really excited about the AP business and personal finance because the entrepreneurship component is there. I want to emphasize again that th that particular AP course um has a threshold in which it's very accessible for kids, right? And so that's not the there's that's not one of the courses that has all these prerequisites like

some other AP courses, right? So I think there's a there's a wide threshold there for kids accessibility and I agree with you. I think it's just a matter of us growing this out, you know, over the next few years, right? So I think this is a strong step in that direction where we're seeing financial literary literacy access expanded for kids in 10 through 12. Um you know the even the senior

history you know as I am new in this role really learning that a lot of the core coursework in there probably half the course is related to financial literacy right and so I think just really being intentional about making sure the name actually represents what kids are exposed to. So I I definitely agree. I think those are important components and I think this is a strong step, you know, in that direction um to

really commit these things um in a much more systematic way to give give kids access.

Can I speak to that too? Um so we really felt strongly because um there's been a lot of questions about financial literacy and the importance of it. Um but it's been in our senior history course for nine years. Um and it's embedded in that with the civics component. So we wanted to highlight the fact that this is a require course for all students um that are it's in history you said

right they're they're senior year so we uh it's a three history is a three-year requirement we split um the third year into two uh semester junior year and a semester senior year where they do senior history and financial literacy um and I think besides if you're on an AP track which now there's options with the elective and the AP course all students will have received financial literacy um

for about I nine weeks of almost half of the of the course they're exposed to and they work with modules um around the foundational elements of financial literacy uh connected to the the frameworks that are in actually the social studies standards.

Okay. Um so on Thank you for that. So next um line of questions is more actually if um because I actually shared this on Kirkin with a few parents just to get some feedback. Um and the question that really got around um and maybe it's just a name popping out but um could you explain a little bit about the fake news class?

Sure. So that is uh that's one of the TLE uh modules. That's something that um we've been looking at u as a district and and um growing in our school u looking at the success that they've all had. So that was one of the offerings um based on media literacy and cred credible sources um things like that. So we have a teacher that's going to be trained um at Babson uh college in

January um around the the course itself.

So it's it's not what we've developed, it's the TLE that's offered and they're going to impact that um class.

I guess the the feedback that I received on that specific course, I guess there's some fears that there might be political there could be political bias towards one side or the other. I guess like how we're making sure we're teaching this from a content neutral neutral standpoint.

Yeah. And I can share with you after this meeting um there's actually overviews on the Springpoint website for these courses. And so this particular course um is really about um teaching students how to um ensure that their views are their own and not created for them, right? So how do they do research in a way that's effective? That sort of thing. So I know the title of the course

um you know may cause someone to say, "Hey, what's that about?" But I figured that would be it, but it was brought to me. So I figured that and I'm happy to um just send this as a link and you can send it out so that folks can see it. Um, could you explain the inside Fall River um with with that program or courses?

I can try and speak to that. That would be a new TLA. So, the one point of clarification, the dystopian lit, slam poetry, and fake news, those already exist at Derby just in Evolve. So, what the executive summaries showcases that we'll be bringing them over to the other side. These here are the new ones, and the course descriptions are in your physical copy as well. And I I I have

them here and I I went through it, but just um what was the page for the inside?

I did have a question 87 English elective.

Yeah. Journalism. How can journalism be used to understand and cover and uplift voices in our community?

Right. Okay. Now I remember. I saw that and I guess I was a little bit confused as to like the description didn't really match like the title of the and we focused specifically on Fall River or I mean I guess I think that what I'm reading is that the final project is that students actually create write an article about their community. So I think that's the Fall River connection. The course is

really about journalism but what each of these courses has a project. So it looks like students have to actually write an article about um something that they've researched in their community.

Okay.

Um two more um subjects I wanted to cover. First is special education. when I went through the um curriculum, I guess my question was around um how when were we pulling out students to obviously I think obviously the goal should be to get as much kids as we can to inclusive classrooms. I'd like to see the data on whether that's happening or not, whether they're going separate percentages,

right? From students that are going from separate into subsparate and into inclusion just to see where we have data on that around uh students basically that would be capturing their service grid um the percentage of time that they're spending and so that's something that I can get through a through miss chain.

Okay, perfect. um on CTE and I'm expanding CT and I brought this up to the superintendent and I think I brought up the music before. I would like to see as my again my personal opinion, my position is we should if we're going to expand programs, we have Bristol Aggie, we should um look into expanding into some sort of agricultural programs.

because obviously we have a city that's half rural where there could be I mean a plethora of things that we can do and work with um or different organizations out in in that neck of the woods. So, I think that's something if it's not obviously can't be this year, but something for us to look into and if it's a pilot um and not to um really expand on what I

was talking about at first, but just to briefly respond because it's in the curriculum, I know my colleague mentioned it was political. I don't really see anything really political about this.

It's actually quite concerning. some of the some of the um items that I was looking at here that I didn't really receive a response from the superintendent on. I think the bot the bottom line is what are you asking about Mr. Dice?

I'm asking about curriculum in in what matter? What's what's that picture of?

Oh, would you like to see I can explain the pictures.

You've seen the picture.

You've seen the picture.

What's the question about the curriculum called curriculum? Please make sure we have to work and do I'd like to if if if I may if we have policies in place to make sure this doesn't happen policy question. This is an instructional subcommittee meeting. You're trying to bring up things to make some point to make a show for the Why are you all screaming?

Because there's nothing because I'm totally exhausted. It's like I'm talking to my child.

A month a month and a half behind the scenes. This is not being for that.

Right now we are if we have a if we have a curriculum where we have hard hats.

I don't want to see pictures. Nobody wants to see that.

I don't want to see pictures of people holding a gun to themselves. That's ridiculous. That's all I'm trying. NOBODY THINKS THAT'S COOL. WE ALL THINK IT'S RIDICULOUS AND IT was taken care of. What's also ridiculous IS YOU BRINGING IT UP THREE TIMES IN A MEETING and it's Well, then maybe you should ask the right people.

Maybe you should ask the right.

That's it. Well, I you might get more answers than I do because 500 emails a day committ second roll please.

Yes, m yes.

And it wasn't the superintendent who told me to ask around.

All right. Next is discussion vote to refer updated physical education. Mr.

Welcome to the office. A good old Thanks, guys. Appreciate it.

Thank you.

Thank you.

Thank you. Thank you.

They have all that.

They should have it, Dan.

Yeah, we got it.

They should have everything.

Nope, I got it.

They should have.

I got you back.

All right, Mr. Pitz.

All right, so we looked last year, Drew, myself, um, Barbara Meyer, um, looked at the current fizzed waiver which was implemented by the previous director in August of 2020.

Um, that was at a time I'm unsure if it was coming back from COVID and and um, they were looking to align, but that was under the 99 framework. Mhm.

We have a new framework in 2023.

Um so again we had meetings with um Brew Barber myself Braden uh Kristen Garvin, Kelly Bullia, and um another one of the guidance counselors um just to to update it to get some things that aren't relevant to physical education um off the old or the current waiver um and move forward with um the newer waiver. So students who come in and have a PE class as a freshman year, which um we're pretty good with this year.

Is that a full year?

No, it's one term.

It's one term.

Yeah, it's one term. It makes up like four and a half uh% of their schedule.

Um then guidance counselors would look to see if a student was an MIAA sport or unified sport.

Um they could get one waiver within that next couple of years. um if they played three sports, they could apply for a second waiver um within that time. Um but just trying to keep it updated and aligned to the framework um so that students are having the benefits of it. Um there's a couple articles I could share with you um in this talking about the benefits of physical education. Um also last year we drafted

uh you know the kind of pathway for we got okay um Drew myself.

No um no it was no I think it was more about the pathways of different options of how students can fulfill PE whether it's in the summer during the school day. Yeah.

So, we have Derpy after dark.

Um, we have the summer program as well.

Um, that we did. We also did it with health.

Uh, we aligned our egenuity program in case we didn't have a health teacher in a summer. That way kids weren't punished for us not providing a health teacher um to work summer school um to gain those credits. Um, and just looking at the importance of, you know, physical education. We brought in we have lifeguarded but we brought in the ref repreps class. Um there's a lot of different pathways we've redone the way

we do fizz at the high school uh where students can self- select every two weeks. Um it's really boost our engagement up.

Um so I'd like to move forward with this.

What if everybody picks one the same thing? That's not an option.

So like how do you go about that? We have students that let's say if you picked basketball and 50 kids pick it.

We have four courts. We'll just split them by the teachers.

Same thing with walking. If we had a walking class, fitness class is big.

Um you know what I mean? Whatever the class is, we divide it amongst the teachers in there.

So that way you're not coming in. One of the things when I came into the role, um, meeting with some of the counselors, they would say the kids were intimidated by, you know, competitive team sports or a kid walking walking for fitness, they're like, I don't want to walk. I want to ABC.

So, we dropped that. We called it physical education and um, we allow them to choose their pathway. That way they can so much better.

Mr. you have on the front current waiver right so the physical education waiver uh it has the four at the bottom um where it says waiver agreement signatures sports or school programs early education how like in lie of I don't know how that like how did that get in there that was uh Michelle shock that was prior to me that must have I must have missed that way back when I I see

you have On the other thing too, you had listed that marching band didn't count.

Correct.

Marching bands are movement. It's movement minutes, right?

Right.

No, but why is it listed here? Then I'm confused.

And not that's on the current one.

Oh, okay. Sorry. This is the proposal.

I am sorry. I was looking at the wrong one. Okay. Okay. Gotcha. All right.

This is the proposal right here. This one.

This is This is the new one. And this is the old one. The new one.

This is the new one.

You want another copy of this one?

The one that has a little red on it.

It's got red on it. if you have it here.

Yeah, just the one that says please request it. Right.

So, we looked at an MIAA sport that would replicate participate in sports too.

Um that would replicate that, right?

As as a fizzed thing, but it's also at the same time may not be equitable for all students.

For example, if you want to be the point guard, but realistically you're not going to be, you know, you could access, you know, the offensive movements in a basketball class. you might want to um you know what I mean explore different avenues right in one of the articles I have he says um from Dr. Uh John Ray has a book called Spark and it's all about like movement and and and

you know how it um improves academics essentially right um so we want to benefit from that from the school day if they're playing in a sport after hours there's really no benefit to the school day yes you are getting healthy yes you could be a lifelong learner of that but it's not um movement during the day it's not the movement during the day that's going to spark you right as silly

as it sounds as old PE adage that says when your bum gets numb, your brain gets dumb.

Mr. Dice, thank you. Um, so I have a few concerns with this one. So specifically, first I you you support Mr. Peter, you support this this new one. I I like it. I I would not I would prefer all students have it.

there'd be no waiver. But, you know, that might overload our schedule. Um, that's me personally. Um, I think that this is our next best option for that.

Um, I don't think a student should go through four years of high school and not have a physical education class.

And I I fully agree with you with that.

Um I know my question is first there's I know there's laws and I know it was quoted in the backup we received around there there must be specific specifically physical education taught at the schools. So did we consult Destie before we put this together at all?

Yeah. So desi they have some flexibility in that they didn't assign minutes um when they did like to math science you like your four major ones.

Okay. Um so you know with that being said it's not going to say like you got to have 45 hours of physical education every year. It says that it's a required class that you need to teach.

And that's captured here because students would have to complete a term Yeah. One time, right? Um because I know the importance of physical education when it's taught, you're doing one just running, playing sport. Sometimes in some districts, I'm not sure about here, you know, you do tests, you get taught like actual like what astrophysical education is and how it affects you and that's very important

that we should be teaching that. So that's why when I see like a waiver, I know it's like I get the premise behind it somewhat. Well, do you want to talk a little bit about the the need for the waiver? What brought us here in terms of the fact that students are playing sports?

Yeah, the big piece was that students weren't getting PE. Not all students were getting it, right? So, like I said, some kids were going through high school and never taking a PE class. Typically, our athletes are some of our best physical education students, right? The game ends for you one day. No matter what age you are, we we want them to be able to explore different areas.

We put in a new class this year. We have a partnership with Infinite Fitness. Uh we're teaching the kids in our fitness concepts class about dieting, eating, um sustaining a healthy lifestyle, macros, micros, the whole thing. Uh then they're getting into the weight room. They're doing some lifts. Our fitness center is probably our one of most popular classes to be honest with you. Um you know,

we're constantly close to the 30 mark on that. Um, and then we have other courses. And with the self- selection process, uh, we run it every two weeks.

We let the kids pick during attendance time. They go to their attendance teacher, um, check in. They would say, hey, next week activity, this is what I want. But in the course of that first week, if they decided like, hey, I really like chuke ball. It reminds me of team handball that we ran through in um, the middle school. I want to get into that. they would talk to the teacher and

just say, "Hey, can you switch me from, you know, um the the wellness center into challenge?"

So, um do you know how this came about? Was this for per student request or this come from like how did this originate?

This this change?

So, the original waiver was before me. I was at CUS Middle School when that had happened.

I meant this proposal.

This current one. So, last year on the last two years, we've kind of looked at it. my first year in the role. Um the big lift was kind of rebranding fizzed.

Um and that was my major goal um to the process that we have now of student self- selection. My second big lift that year was aligning the middle school health curriculum. So last year when this come out we I had missed the window of um the program of studies and that's why we're here today. So in the fall or in the spring a meeting with um assistant superintendent reposo he had

tasked Drew and I to do some leg work look around.

So this started from the administration.

This started with me.

This was already a process.

This was already it.

This was already here right. I know this I'm talking about this the the change started the administration tked you to look into this.

I no he approached us.

Okay.

I brought that to Brian and you know then he tked me if you're going to do this have some leg work on it. He put Drew and I um in charge to kind of go back and forth. We had several meetings with all stakeholders in it um in the within the the guidance to athletics um departments.

Okay. Um did it was there any um stakeholders from the administration or like the city?

No.

No. Okay.

How you I don't have anything.

Kudos.

I think the changes are good. Yeah.

One question though. How does the grading work with the twoe intervals?

So, they're graded this year based on um effort and sportsmanship. All right.

We're rewriting the rubric next year um to look into more standardsbased grading with that. Um, but like I said, the the rebranding and getting that in the engagement was our biggest um our biggest liver.

So, just to clarify, which I think I know the answer to this, but if I participate in three sports, does it matter, but I don't want to fill out the waiver. I still want to particip That's fine, too. We're not Okay. And this doesn't impact um any health classes because those are separate healthy.

Yep. So, that's it. That's all I got.

Motion to refer. Second Deborah.

Thank you, Mr. Fitz.

Mr. D.

Yes.

Yes.

For reference, Mr.

Here. Yes.

I'll entertain a motion to adjourn.

Motion.

Second.

Mr.

Yes.

Yes.

Carrera.

Yes.

Thank you everybody.