[Paulette Van der Kloot]: Mwen panse ke li te voye yon imèl bay ekip la. Ok Wi, mwen jis pa t 'wè li. Pou rezon sa a, mwen pa te wè telefòn mwen.
[Jenny Graham]: Paulette, mwen jis voye yon mesaj bay Pòl yo wè si li disponib.
[Paulette Van der Kloot]: Dwa, paske mwen ta ka patikilyèman enterese nan sa a. Mèsi Jenny. Wi. Se konsa, kite a pran yon gade isit la. Men, tout lòt moun yo ki bezwen yo dwe isit la yo isit la. Fason sa a mwen ka kòmanse li Scripts regilye nou an. Sonje byen, Mèkredi, 28 avril Soti nan kat a 530, yo pral yon reyinyon soukomiteur kou ap fèt, epi nou kenbe kou a nan Zoom patisipasyon aleka. Dapre boulanje Gouvènè a sou 12 mas, 2020, objektif la nan reyinyon an te revize syans la ak kou boza nan Medford Lekòl Piblik, ki sispann sèten dispozisyon nan Lwa sou Reyinyon Piblik. Chapit 30A Seksyon 18 nan 15 Mas 1820 limite limit la strik sou kantite moun ki reyinyon nan reyinyon komite lekòl Medford, ki pral pèmèt patisipasyon an jeneral nan piblik la ak klas la voye nan kouri pou patisipasyon aleka. Medford, Medford, Medford, ki sitiye nan Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford, Medford,,,. Medford. Sit wèb www.medfordmass.org. Nan reyinyon sa a, manm piblik ki vle tande oswa gade reyinyon an ka fè sa pou evalye dire reyinyon an ki enkli nan dokiman sa a. Èd pa pèmèt nan moun ki gen manm piblik, men yo pral fè tout sa ki posib asire ke piblik la se dwa Aksè reyinyon an tan reyèl nan mwayen teknik. Si nou fè pi byen nou yo ak nou pa ka fè sa, nou pral pibliye odyo oswa transkripsyon anrejistreman videyo oswa lòt dosye pwogram konplè sou Medford oswa Medford sit entènèt medya kominote pi vit ke posib apre reyinyon an. Reyinyon yo ka wè nan 16 èdtan atravè Medford Kominote Media sou Comcast Chèn 22 ak Verizon Chèn 43. Sèvi ak Zoom, nimewo reyinyon an se 988-447-42816. Nimewo telefòn mobil lan se 1-929-205-0699. Jodi a ajanda nou an se ke nou pral kòmanse ak revizyon an. Oke, jodi a nou ap diskite sou kou syans ak kou atizay amann. Se konsa, mwen pa konnen, petèt li nan direktè lekòl la, ou vle kòmanse?
[Marice Edouard-Vincent]: Wi. Se konsa, premye, nou pral kòmanse ak Direktè nou an nan Syans, Mesye Rocco Sieri Entwodwi sa k ap pase nan K Syans K A 12 nan tout rejyon an epi swiv li, Dr Ricadeli ap fè nan Fine Arts. Mwen se konsa kontan wè ke nou menm tou nou te gen kèk anplwaye atizay gwo nan konferans nou an jodi a. Se konsa, di ou mèsi pou rantre nan tou de. Mwen pral mande Mesye Seary kòmanse diskou ou ak monitè tan an pou nou ka fè chak prezantasyon an menm tan an. Mèsi.
[Rocco Cieri]: Thank you, Superintendent, and good evening to everybody. Mr. Seary, And I am the director of science for our schools. And today I just want to conduct a review of where we are in the science curriculum at this point. It kind of predates the pandemic, but also goes through the pandemic and hopefully beyond the pandemic as we go through this information. And hopefully it's informative and gives you a sense of where we're going to be. I'm going to attempt to screen share my presentation, the slide deck. I think I have the power to do that, but if I have any particular problems. Oh, it looks like it shares, so I should be okay. Let's see. Right. Should be sharing a screen. Good. pop up a presentation, which I'm hoping everyone can see. Okay, great. Okay, so now just, okay, great. So the outline of this presentation is to go very briefly and quickly through how the state organizes the frameworks and then how our district curriculum and district programs are selected. We'll look specifically at our elementary and secondary grades and in some detail about how these different components take place and how they sort of dovetail with one another. I will review what we do for equity in science and then talk a little bit about the future goals and our next steps as we move forward into the upcoming school year. So without holding any additional pieces, the mass curriculum frameworks are based on the next generation science standards, which were devised by a group called Achieve Inc. And these standards were, I believe, developed in the, I would say, 2013. However, the mass framework was, it approved in 2016. That then became part of our district approved science curriculum. And then we work to adopt science programs from that particular document. So that's sort of the flow in which all the different district programs get selected. We have to sort of abide by the frameworks at the state level. and then incorporate those components into our district curriculum. So really quickly, a couple of things that you might want to know about the curriculum frameworks in Massachusetts for Science is that the content will vary by grade. However, the science and engineering technology practices stay the same for each grade band. I will show you a little bit about what those are and how they stay sort of consistent. They are based, as I said, on the Next Generation Science Standards Initiative that was put together by a consortium of states several years ago. And then Massachusetts made their own version of it, and that was adopted in April of 2016. They're not tied to any particular science program. They're sort of there as a document support what we do in the classroom and hopefully as outcomes for our students across the state. A couple of things that changed from the previous framework to this framework is that there was a clear integration of science and engineering practices that the standards were written in grade by grade, K-8, rather than by grade bands. You may recall in old standards, if you were looking at the documents, that they were written in grade bands K-2, 3-5, 6-8, and then 9-12. That has changed. They go grade by grade. So K has its specific standards. Grade 1 has its specific standards, and all the way up through grade 8. At the high school level, they offer specific grade, sorry, specific subjects, and they give you the standards for each subject. Another thing that changed is that there is the application of science to engineering context. So it's more around the design-based thinking. So once a student goes through some science content and what we'd like to see as the outcome is that they apply the science content to an engineering context. And that it runs through the entire curriculum framework. for all grade levels and all subject areas. The fourth difference that is unique to Massachusetts is that technology engineering is a discipline equivalent to the traditional sciences. So we have four disciplines, whereas across the, in the NGSS, you won't find that distinction. They don't have technology engineering as a separate discipline. Just to give you a sense of what that looks like, the four disciplines are earth and space science, physical science, life science, and technology engineering. And the highlight is really just to bring your attention to the fact that technology engineering is specific to Massachusetts. It's not found in the NGSS as a separate unit. It's very unique to our state. Just to give you an example of what technology engineering might look like, we've recently revived and rehabbed an area of the high school. This is the engineering lab, CTE program at the MHS, MVTHS complex. It sort of is front-facing. There's a garage door that you might notice to the right of our building if you were looking at it. That's where the engineering lab is located. These are some of the tools that are found in that lab. As you can see, they are completely updated. And, you know, this is a pretty unique program at the high school level that we have right in-house. This is what they really mean when we talk about technology engineering. It's a very hands-on kind of place. And we certainly are meeting the expectations of the state in that particular area, both by combining it for the vocational technical school and the students that pursue CTE, but also for the kids K to eight that will eventually want to choose something like this. So these are the kinds of things that they, envision in the framework. So the science and engineering technology practices that I had spoken about, these are weaved throughout the document, K to 12 essentially. You can see that these practices involve some basic things that you do in science, asking questions, or in engineering, you're defining a problem. You're developing and using models, you're planning and carrying out investigations, you're analyzing and interpreting data using math and computational thinking, constructing explanations for science and designing solutions for engineering. engaging in argument from evidence and obtaining and evaluating and communicating information. These are really critical skills that we believe, you know, have an integral part in our curriculum program. And so when we look at what we seek to offer to students, we really have to be very mindful of including these particular practices as we work through with our youngsters. I just wanna, you know, share with you what the MCAS science and technology engineering standards do. We administer the MCAS at grades five, eight, and the high school. At grade five, it's an integrated exam for all the science domains, earth, life, physical, and technology engineering. At grade eight, it's the same. It's an integrated exam for all the science domains, earth, life, physical, and tech engineering. At the high school level, the exams become more high stakes for the students because the exam counts towards their competency determination for high school. It is subject specific. In years past, we've offered introductory physics and biology as an exam. We have moved to offering biology as the ninth grade course. And so all students at Medford High School and the vocational kids that choose the vocational CTE track start with biology in grade nine that began this year. So the students that are in ninth grade will take the biology MCAS in the spring. And that is for their competency determination for a high school diploma. I just wanna make sure that we understand why that exists and how these exams play a part in the curriculum and what choices we're making moving forward. There are other reasons why biology was placed as the first year course that I'll describe a little bit later on. If you'd like to access our courses, course syllabi, these have been all updated for our high school. They're subject-specific, biology, chemistry, and physics. Physics is still offered as an elective at the upper level. You've seen our engineering, tech engineering lab as a CTE program at the high school at the CTE side. There are other options as well. such as environmental science, anatomy and physiology, exploring forensics, and the AP courses. In particular, I want to highlight the AP Physics C class, which is a calculus-based physics class. It's a fairly rigorous class and it's worth two semesters of college credit. So it's an eight credit If you were to, you know, receive a qualifying score from university, you'd be getting two semesters worth of physics credit from that class. That's a really unusual. a course to offer at the high school level. When I talk to other directors in the state, usually they will offer just one part of the Physics C, which is the mechanics. They believe that's all they can get done in the year with a high school student. We actually offer the mechanics side and the E&M, which are two exams. So the students who take AP Physics C are really getting literally two college courses from participation. Not only that, but students who enjoy physics are getting a real boost and end up doing quite well as they move forward from our programs into either engineering courses or physics majors or science majors because of the course sequence that we offer there. And as I said, the other elective courses are equivalently robust. Anatomy and physiology is a wonderful option. The students that are in the CTE nursing assistant program participate in the anatomy and physiology as a full-time course. Students who are interested in environmental science, If they're interested in taking the AP exam, the environmental science honors course prepares them for that. We just don't have the AP designation for that course. We find that sometimes students, sometimes so many courses with the cost, you know, it comes with a large cost, a large price tag. It's a small number of students who want to take the exam to prove their proficiency. So we don't have the designation for that course. It's something we've thought about for a few years. But at this point, we're still sticking with environmental science honors as our curriculum elective. It's something that we can put through committee as a as a community to think about whether we want to put in environmental science as an AP course. Right now, there isn't strong demand for it. It's a very low demand. But for the other APs, we've got strong demand and students do enroll in it. And CP, sorry, Physics I and CP Physics Honors is an 11th and 12th grade class offered to students. It's a more, I don't want to call it traditional because it isn't taught in the way some of us might remember physics being taught. It's extremely hands-on. We've got all of the latest tools to be able to teach that effectively. We use all Vernier probes and use all kinds of hands-on activities for these courses. It is taught algebraically rather than with calculus. So that's the difference between the Physics I-CP, Physics I-Honors, and AP Physics C. In addition, we've considered AP Physics I and II, which is a different course than the one we offer. It's a lower level algebra trig-based physics. And we have some, interesting perspectives on that particular course. We think our course, as it stands, is almost better, just given the type of content we can go through in Physics I. The demands and the types of topics that are covered in the AP algebra-based course don't really don't necessarily help all students be successful at the upper level once you're looking at college level sciences. So we're sort of looking at it, but often our course seems to be better. It's a little wider and we can do more with it than narrowing our focus on test prep for AP in physics one. So I just wanted to give you an overview of those courses. Access to this particular presentation allows you to click the hot button link and get to the description, the course description, so that you can see what kinds of topics we cover in each one. Currently, I'll just look at the initiatives pre-pandemic and through pandemic, and then talk a little bit about where we're going. At the K-8 level, we've revamped all the curriculum resources. They're all new. As you know, K-5, we've adopted FOSS. That was a couple of years ago. We're coming into the third year of implementation this year, and the final payment for that for that particular program last year during the pandemic. We adopted STEM scopes that has had good success. I think it's a great program. The teachers seem to be responding well to it as well as the students. It allows for a lot of resources. Some of them are being changed into different formats for the teachers given the reality that we have right now. So we've had to sort of digitize the entire program. and make sure that students have access to it when they're learning remotely. It's been not perfectly seamless, but as seamless as one would hope. We can integrate it into our Google Classroom, but it also has its own platform. It has hands-on components, which we purchased, and to the extent possible, when we are in school, we're trying to implement that, as you know, You know, the pandemic has really sort of restricted our ability to offer hands-on given the restrictions on everything. So we're trying to do our best in that area. But K-8, everything is new up to this point. So I really want to thank the committee on being able to support that financially and move forward and get the professional development for both programs in place. And as I said, although it has been largely digital for STEM scopes, The outlook for that as we move into more in-person is great. We have all the materials we need for it, so it should be pretty robust and hands-on more than it is at the moment. At the high school level, as I had mentioned, we revised the course sequence. And I'll tell you a little bit about why we wanted to do that. At grade nine, we currently offer biology. at grade 10 chemistry and then electives. We really wanted to align the requirements for the CTE and students who choose CTE and students who are in a traditional high school track. They were sort of misaligned because students who went to the CTE programs would have to take chemistry their senior year. And when we do that, it's a different course. And we really needed to have students meet the requirements as sort of in our school policy, that they have biology and chemistry completed by the time they graduate, at least biology and chemistry, and then a third year of elective science. In order to do that, we've placed biology first, which I think makes a lot of sense and seems to have given a great advantage and has allowed the students to be able, at least this year and into the future, the opportunity to still take the MCAS in biology. They will take chemistry in grade 10, and the faculty is working really hard at making sure that the The chemistry we offer at grade 10 is appropriate to grade 10 students of very, you know, of a wide and diverse learning. you know, group, and so that it's a really big tent. And then that all of our students, regardless of what track they've decided to take, will have access to our electives moving forward. And some of these already exist, but some we may want to, you know, revise and find some new electives. Computer science, for example, does count as a STEM elective. The student has to choose computer science as their elective, and then it goes through the Councilor-administrator review to make sure that, you know, it's the appropriate computer science course to make that choice, but it does count as, it could count as your third year of science. The biotechnology CTE program at grade 11 or 12 can count as a STE or science technology engineering elective via student selection and Councilor and administrative review. And the same is true for engineering. So this opens up a huge number of possibilities for our students because now we are recognizing the work that's being done at the CTE programs as robust and rigorous and also allowing students to take additional science courses as they move through our course sequence, which is ultimately what we want. We really want to emphasize as much as possible the course taking in science and the course taking of elective sciences. All that this means ultimately is that all the high school and CTE science core sequences are now aligned with this current grade nine class. We still have to work out the sophomores and the juniors so that their core sequences will align moving forward. But I think we are in a good place moving forward that we can do this with everything that we have in place. So those are some of our initiatives. I kind of already mentioned that FOSS is We're in the second year slash year three of adoption. As I said, the cost was about $285,000. We had to purchase additional kits this year for a couple of classrooms just to make sure that everybody had an individual set in each classroom that we were offering. And as we move forward, we will still need to purchase some living organisms and consumables. We are still okay. I think not this year's budget cycle, but next year's will be one in which we need to start considering whether we need a sort of an injection of money to purchase more consumables. The yearly expenses for living organisms will occur starting next year, not this year, because we still have that. We have coupons for the living things. And there's also some things we've done creatively around living things that may make sense for elementary school students that really emphasizes conservation and ecological sort of responsibility, ethical responsibility in our local environment. So we may be able to do some cost savings there. We will continue, we did start learning walks K to five, however, those were paused, we started in January, those were paused because of the pandemic. And we are still looking at trying to find some benchmarks and interim assessments. moving forward. I don't think that's unique to science. I think that's unique to all the disciplines, the academic disciplines. We need to start considering how to move so that we can find some clear data on where students are. So that's to be determined, but something that we are keenly aware we need to work on. For STEM scopes, the current total cost of the program was about $60,000 to get the consumables for this year, which obviously were not used. So we're not completely used. So we have little to replace for next year. We have a lot of things available for the upcoming year. Some consumable and living organisms will need to be replaced each year over multiple years. So these are the ongoing costs. Once you adopt, it's $60,000 the first year, and then the ongoing costs. Right now, we project it'll be about $8,000 a year for consumables and about $10,000 a year for the online subscription for content. The 10,000 a year is the equivalent of a textbook subscription. I've never asked about bundling it for multiple years, but it's something that might be something we want to consider. Professional development was begun this year. It's ongoing. We had two full sessions, one at the beginning of the school year, one in the middle of the year, to go over how to use STEM scopes, all of the tools it has. I've been able to personally use it myself and found it pretty intuitive. There are lots of components that I feel are very beneficial for both the enrichment side and the scaffolding side, which has been very useful to teachers. And teachers have been able to integrate it into other Google Suite tools to be able to make things much more user-friendly for the students. One other thing that we've done that we noticed is The program now integrates into the Google Waffle, where you would click in and go direct to a program. So rather than going through Clever, you can actually just click the link and it will directly have students go into their own personal portal. It's been really helpful for STEM scopes. And as I said, we did start learning walks for grades six through eight as well, and they went on pause and we will resume in September. once school is in session again. At the high school is where the bulk of our attention will be in the coming years. Our current program for biology has a copyright of 2001, which was probably when the last set of frameworks were approved and rolled out. We need to consider, strongly consider adopting a new program. It's my recommendation that the Pearson Biology Program, you see the cost there, is a good program. It's the book we've used in the previous. It's called the Miller and Levine Biology. This one happens to be, I believe it has a honeycomb cover on it. It's the most recent edition of the book. It is a national version textbook. It comes with a six-year digital license and textbooks for every student. That's the cost for textbooks for every student and the six-year digital license. I don't know what the process is for the school committee to recommend adoption, but I certainly would advocate in this meeting that you do so. take this and do that as soon as possible. I think it would be really important to put that in place. I know we had placed funding available last year as earmarked for this. However, the Vendor was generous enough to give us a free year this year, because we weren't able to pilot last year due to the pandemic, we were set to pilot in the spring, and we were unable to, so they let us pilot for this entire year and we're pretty satisfied with what that. program has offered us, we think it will satisfy the needs and make sure that the kids have a robust program. In addition to that, they've offered to give us a smaller, slimmer book called Biology the Core. It's really written for for undergraduates that go to community colleges, but the quality of the text, it is free of jargon and very thin and easy to read where the picture and the content matches. They are just going to give that to us for free, the books themselves. They've already started sending those, and they really can be beneficial to our EL and special education populations. So those are already there. for our students they sort of match up in terms of they will everybody will get the the biology Pearson biology program but these unique texts for special populations are really very supportive to our students with with learning needs of any kind whether it's language based or or other based so I'm sort of sticking on this program because I think I want you to hear me. I know that I'm making it clear that we really need to make a decision here. Chemistry is pretty old, a copyright of 1997, which predates even the frameworks. A review is underway for a new program there. We're looking at SAVAS is experience chemistry program. We've been lucky enough to pick up that as well under the umbrella of SAVAS or Pearson. But they've also provided us with hard copies of the book. It's a soft cover book. It's not a hard cover book. So they have a consumable book, which is new for chemistry. It seems like many vendors are stepping away from a chemistry textbook in the traditional sense. And if they're going to offer a textbook, it's going to be the soft cover version so that students can write in it. I will say that the students that have them and the teachers that have seen them get somewhat excited about it because having something in your hand that you can write in given the preponderance of online instruction we've had has actually been a little bit of a relief for the kids. So it's something different. They have some really unique units, things on climate change, where they connect chemistry to climate change, material science to chemistry. It's very unique and different. It is a significant shift away from what we're used to in chemistry. But I think given that we're moving to tech chemistry at a 10th grade for everyone and the topics that they're covering that are so important to sort of like science citizenship, it would be a really wonderful thing to look at. We're gonna continue to pilot. We're gonna continue to pilot next year as well with this, because we really wanna see that this particular program, chemistry is kind of a difficult subject for anyone who, has any mathematical weaknesses or learning weaknesses. So we don't wanna really make a huge mistake on looking at programs that might miss something. So we're vetting it pretty carefully.
[Marice Edouard-Vincent]: Yon lòt pwogram se: Siri, mwen jis vle di nou gen senk minit nan avètisman yo kite tan poze kesyon. Mèsi.
[Rocco Cieri]: Mèsi. Se konsa, mwen pral rapid. Kòm ou ka wè, kou AP yo pral mande pou liv nouvo. Ou ka wè tou priyorite, anatomi, ak fizyoloji. Kisa mwen te jwe la. Ann peye pou li. Lè sa a, nan kèk pwen, nou vle fè nouvo sijè si ou vle. Lè nou louvri moute kesyon si ou vle, nou reyèlman vle panse sou sa nou chwazi yo epi yo dwe kreyatif. Nou pral mete kanpe komite a ane pwochèn yo kòmanse analize nouvo opsyon kourikoulòm, ki gen ladan pa sèlman sa a se yon komite gwo kominote a, men yo pral Se poutèt sa pral etabli. Trè bon, mwen jis vle di ke nou yo konplètman respekte pa règleman yo dwa sivil yo. Nou pale sou prejije san konesans nan plan nou yo ak pratik chak ane, espesyalman ki pi resan an. Nou eseye asire w ke pwofesè a tande opinyon diferan. Nou pran angajman pou ansèyman ak aprantisaj modèl san sipozisyon, tout enkli ladan li. Nou menm tou nou ankouraje modèl ansèyman jwenti nan pwogram yo. Epi, nou ap konsidere asire devlopman pwofesyonèl nou yo ak aliyen ak plan pou Tuft Inivèsite ak lòt kou yo bay plis byen lè salklas la se pa ase. Kòm ou ka wè, nou gen kèk travay fè. Mwen jis vle asire w ke nou kontinye mete aksan sou ansèyman pratik ak aprann pandan y ap travay, ak entegre teknoloji, epi nou avanse pou pi devan. Se konsa, mwen vle sispann la pou ke ou ka poze kesyon epi reponn yo kote sa posib. Mwen konnen mwen te lwen pou yon tan long e mwen eskize. Toujou, si ou ban m 'etaj la, malerezman pafwa mwen di anpil.
[Paulette Van der Kloot]: Mèsi. Oh. Mèsi anpil. 嗯 ， 也许我们现在可以停止 共 享屏幕。
[Rocco Cieri]: sètènman. Ann wè si mwen ka rezoud pwoblèm sa a.
[Paulette Van der Kloot]: An menm tan an, mwen pral mande manm yo komite yo netwaye. Nou pa pran wòl sa a. Se konsa, si mwen te kapab rele èd, Jenny Graham. isit la. Mia pa ka vini, se konsa pa gen. Pòl Russo te chita nan rezidans li. Mèsi. Ok Wi, Pòl, ale pi devan.
[Paul Ruseau]: Mèsi. Kòm yon moun ki gen yon tit òdinatè, lè mwen panse a syans òdinatè kòm yon kou, mwen santi mwen tankou li ta ofri yon kou yo rele syans, e mwen konnen nou pa ofri kou syans. Se konsa, mwen kalite, mwen vle di, kirye, ki sa syans òdinatè vle di? Sa a se yon moun Ki jan li santi l tankou yo ofri yon kou matematik ak rele li yon kou matematik. Kisa nou vle di?
[Rocco Cieri]: Se poutèt sa, kou prive yo bay. Mwen ka revize lòd nan kou nou ofri, ki yo ofri. Yo kite depatman matematik la, kote kou yo ye, men yo pral kalifye pou yo chwazi si elèv la vle di matematik oswa syans kòm kredi. Se konsa mwen santi mwen.
[Paul Ruseau]: Padon, Rocco. Se konsa, sa a se pa sa ki kou a yo rele Syans enfòmatik. Gen yon seri kou. Padon, mwen konnen ou trè byen. Mwen te panse ou te di ke te gen yon kou yo rele Syans enfòmatik. Sa a se konfizyon m '. Ok, mèsi.
[Jenny Graham]: Li gen kèk pwoblèm. Ale sou, Jenny. Mesye Seery, mwen sonje lè K senk chwa kou ki te fèt. Nan moman sa a, li te obsève ke yon pati nan kou jeni kou a se pa pi gwo avantaj nan FOSS, epi nou dwe konplete kou a nan kèk fason oswa fason fè ou tankou sa yo kalite koleksyon debaz yo. Èske nou fè sa oswa nou toujou bezwen fè sa?
[Rocco Cieri]: Sepandan, nou toujou bezwen fè sa, sepandan, twou a li menm ap travay sou kou ki konsistan avèk inite a reyalize li. Se konsa, kounye a, mwen panse ke li la sou pandemi an, pa nenpòt lòt bagay, men ak eksperyans nan elèv yo, Li pral rive nan fen defi a jeni ki akonpaye yo te aprann yo. Se sa nou vle. Nan kèk ka, li te la. Se konsa, tankou konpòs, li nan youn nan moun ki vle di soti nan estrikti a Inite pou nòt apwopriye. Se konsa, li pa yon bagay nou gen rebati, men kèk inite pa travay trè entèdi san patwon yo paske yo konnen li nan yon feblès. Mwen pral gade tounen nan sa yo te kreye, men mwen panse ke pandemi an ak kreye yon seri apwopriye nan kou aprantisaj dijital yo te pi gwo priyorite yo epi yo gen yo tonbe Jeni pou yon moman. Mwen panse ke yo pral ranmase l 'nan sezon lete an.
[Jenny Graham]: Epi, Medford ranpli anile nan egzistans, epi nou kwè nou pral ranpli sa a anile nan pwochen ane lekòl la, oswa konbyen ane apre nou apwoche sa a anile?
[Rocco Cieri]: Mwen panse ke nou ta ka wè yo pral ane pwochèn, epi nou ta ka plis nan li ane kap vini an Nou bezwen yon bezwen pi fò pou kapab ranpli anile a. Se konsa, si sa vle di achte lòt konpozan pou pwogram nan FOSS yo bay, nou pral jwenn yon bagay tèt nou paske nou pa gen anyen, ki se yon bagay nou dwe konsidere. Sa a se pa pwochen ane lekòl la, men dezyèm ane a, ki gen rapò ak li, nou pral gen yo rezoud pwoblèm sa a.
[Jenny Graham]: Mwen dakò ke pandan ke nou te panse sou katalòg la kou ki te kòmanse diskisyon anpil, mwen panse ke li enpòtan yo ka resevwa gen yon bezwen pou EF23, se konsa kòm yon komite nou ka planifye yo ke yo bezwen aktivman bezwen ak aktyèlman pa jwenn plas nou nan lekòl segondè, se konsa syans bezwen literalman ranplase tout bagay. Sa a ta dwe antre nan li, sèlman nan anyè a, pou nou ka planifye kòmsadwa. Lè sa a, ou tou mansyone FOS, nou yo trè kreyatif. Èske nou kreyatif pou konsève pou lajan oswa paske li se pi bon lide nan kreyatif pou kou a?
[Rocco Cieri]: Se konsa, mwen dwe sonje epi sonje background nan nan kòmantè sa a. Mwen vle sonje.
[Jenny Graham]: Ou ap pale Oh, kèk consommables.
[Rocco Cieri]: Wi. Non, li pa gen anyen fè ak resous finansye nou yo. Plis enfòmasyon sou ekonomize yon bèt paske depi òganis yo te itilize nan salklas, nou bezwen debarase m de yo nan kèk fason. Epi ou reyèlman pa ka kòmanse yo nan anviwònman an, se pa tout nan yo. Lè sa a, nou dwe jwenn yon fason kreyatif asire Bay moun yon mank de enpresyon ekolojik. Mwen wè. Èske sa fè sans? Wi. Se konsa, gen anpil fason yo fè sa, ou konnen, gade nan anviwònman lokal la epi pou yo jwenn eksperyans nou yo, men yo ka tou afekte anviwònman an. Èske ou gen manman Gypsy? Wi, ki kalite bagay.
[Marice Edouard-Vincent]: Mwen vle remèsye Mesye Seary pou entwodiksyon li nan syans. Apre sa, mwen te kontwole tan an nan ranje fèmen. Ti jenn ti kabrit mwen an kite. Se konsa, mwen jis vle avèti ou ke nou se mwatye nan. Apre sa, mwen pa konnen si gen yon lòt kesyon ki dire lontan, men pou kapab bay diskou nan pwochen ak plis kesyon, mwen jis vle
[Paulette Van der Kloot]: Aktyèlman, li te gen yon sèl pwoblèm, Morris. Pafè. Mwen ka imèl kèk nan sa ki annapre yo -up -ups, men mwen sezi ou te di demann lan pou anviwònman AP ki ba. Èske li fini regilyèman pou timoun yo? Ki jan ou fè konnen ki sa ki ba?
[Rocco Cieri]: Se poutèt sa, nou souvan kominike avèk enstriktè ak konseye konseye yo chèche konnen si gen nenpòt ki bezwen. Pwofesè ki nan klas la epi yo ap bay konsèy sou kou nan lavni pou elèv yo ap mande tou. Nou pa gen yon apwòch fòmèl, men enfòmèlman pa gen okenn nesesite pou anviwònman AP.
[Paulette Van der Kloot]: Wi, mwen jis vle yon elèv konnen, ki jan yo pral elèv la konnen potansyèl li yo?
[Rocco Cieri]: Lè sa a, kèk elèv ta mande nou sa nou ofri, Madam. Vador se youn nan pwofesè yo. Si yo chwazi fè sa, li pral prepare elèv yo pou egzamen AP a. Nou pa panse ke li nan yon kou AP nan tout. Men, elèv yo ka toujou jwenn kredibilite. Si nou vle swiv nan direksyon sa, nou ka sètènman konsidere ak avanse li. Petèt nou ka ale nan komite a Kou elektif pou ane pwochèn.
[Paulette Van der Kloot]: Baze sou tan an, mwen ta di li se evidan ke se pa sèlman yo se liv nan nevyèm klas byoloji, gen yon anpil nan demann, men mwen kontan konnen ke gen yon sipleman ki bon pou popilasyon patikilye nou an, men tou nan tout zòn nan. Se konsa, mwen panse, sof si gen lòt Pòl ijan oswa Jenny Nou dwe kontinye avanse. Jenny?
[Jenny Graham]: Mwen gen kèk lòt kesyon, men mwen pral voye ak imèl li. Ok
[Paul Ruseau]: Mèsi. Paulette, mwen dwe montre moute konplètman nan 5 è, kidonk, tanpri padonnen m 'pou disparèt.
[Paulette Van der Kloot]: Ok Pòl, mèsi pou ale nan. Ok Doktè Ricardley, mèsi. Mèsi, Rocco.
[Bernadette Ricciardelli]: Tout se byen. Mwen pral pataje ekran mwen an. Trè byen, mwen pa janm pataje ekran mwen sou òdinatè sa a, se konsa mwen pa te pèmèt yo fè sa. Kite m 'eseye yon lòt bagay.
[Marice Edouard-Vincent]: Si ou vle m 'fè sa, mwen ka pataje li pou ou.
[Bernadette Ricciardelli]: Sa a gwo. Wi, mwen pa panse mwen te janm pataje li anvan sa a Mac. Mwen pa t 'reyalize mwen ta mande m' vire sou preferans sistèm. Mèsi Morris.
[Marice Edouard-Vincent]: UPS. Arete prizon. Kite l 'sou tèt. Padon.
[Bernadette Ricciardelli]: Ok trè bon. Bon apremidi, li toujou aprè midi, tout moun gen 4.50. Se poutèt sa, mwen isit la apremidi a prezante yon BECA de plan rechèch la atizay. Join m 'apremidi a kòm pwofesè a mizik prensipal la. Se konsa, isit la se Haley Rallo, pwopriyetè prensipal la nan atizay la, Suzanne, vitès la. Se konsa, mwen trè rekonesan pou sipò yo pou diskou sa a isit la. Ale nan glise nan pwochen an. Ok, se konsa prezantasyon an divize an senk sijè prensipal la. Se konsa, kite a pran yon gade nan foto yo nouvo kou atizay. Yo te adopte nan 2019 e se pou sa nouvo. Ann pran yon gade nan mizik prensipal la, eskiz, pi gwo, entèmedyè ak segondè pwogram mizik. Lè sa a, gen pwosedi prensipal yo, entèmedyè ak segondè. Nou pral byento wè kèk devlopman pwofesyonèl ofri yo ke yo te jwenn ane a nan Fine Arts. Lè sa a, nou pa pral sèlman pran 2021 ane sa a kòm yon egzanp, men nou pral fini li nan adisyon a sa nou fè pita nan ane sa. Pwochen glise, mèsi. Trè bon, se konsa Fine Arts, mwen dwe di Pwogram Atizay Rechèch Art te adopte nan 2019. Akòz pandemi sezon prentan ki sot pase a, gen yon reta nan fòmèlman ap travay pou enkòpore li nan kourikoulòm rejyon nou an. Se konsa, travay sa a te kòmanse ane sa a. Travay sa a dirije pa pwofesè prensipal nou yo ak pwofesè yo nan depatman nou an, se konsa mwen remèsye yo pou travay yo nan jaden sa a. Nouvo estrikti atistik la konsantre sou kat tèm yo. Se konsa, nou obsève kou mizik ak kou atizay, epi nou wè eleman yo nan kreyasyon, prezantasyon, repons ak koneksyon. Se poutèt sa, estrikti sa a se yon amelyorasyon nan estrikti anvan an, sètadi estrikti a nan 1999. Se poutèt sa, nan sa a nouvo, se enpòtans ki genyen nan kreye travay orijinal yo mete sou enpòtans ki genyen nan kreye yo. Peye plis atansyon a repons lan nan travay la nan lòt elèv yo ak travay la nan pwofesè yo ak konprann metòd yo nan kreye kontèks la nan travay atistik. Si gen yon aliyman konsistan estriktirèl ak yon seri konsistan nan òganizasyon pratik atizay. Sa yo se modèl anbisye ki mete aksan sou enpòtans ki genyen nan boza, ki se yon pati nan edikasyon an kouvri, prepare elèv yo pou karyè yo ak angajman sivik. Lè sa a, ou pral jwenn ke bal nan dezyèm se yon fason yo aprann ak devlopman sosyalman emosyonèl. Se poutèt sa, sa a se pa sèlman vre nan pwogram rechèch la nan fondasyon an atizay. Nou wè sa nan lòt anplwaye, pati nan aprantisaj ak kominikasyon sosyalman emosyonèl ak lòt elèv yo, entwodiksyon, repons se vre yon pati enpòtan nan edikasyon atizay elèv nou yo. Gen yon apwòch konpetans kiltirèl ki sètènman satisfè bezwen yo nan tout elèv yo. Se konsa, jan mwen mansyone, rejyon nou an ap revize boza ak kou mizik, se konsa yo separe paske yo se sijè endepandan nan atizay bèl. Travay la nan dedye revize kou se menmen. Sa vle di modèl dekonprime, ki se reyèlman jis yon mo elegant ki ka defèt modèl sa yo pou yo ke yo dekonstrwi nan yon fòma deklarasyon trè klè. Lè sa a, soti nan la, kreye kesyon debaz la, ki se youn nan ki ekip la ap travay sou kounye a. Tou de ekip yo ap travay kounye a. Lè sa a, apre pwoblèm debaz la, dekonpwesyon fèt. Lè sa a, ou antre nan ak kreye aktivite ak kou. epi chèche idantifikasyon materyèl ki sipòte yo. Se konsa, mwen panse ke travay sa a ka kontinye sou sis pwochen mwa yo. Se konsa, nou kòmanse nan mwa desanm. Ou konnen, mwen panse sou otòn, nan mitan an oswa nan fen otòn, ki pral fè. Se konsa, sa nou ap montre aswè a se ke li nan yon konbinezon de estanda fin vye granmoun, ak kèk nan pratik yo rekòmande nan estanda yo nouvo nou te pote. Sepandan, entwodiksyon ofisyèl la nan nouvo kou a ap fèt pita nan sezon otòn la. Pwochen glise. Trè bon, sa a se pati nan mizik nan kou a atizay. Pwochen glise. Trè bon, se konsa nou gen twa elèv lekòl primè isit la, ki se sa ou ap atann lè ou se nan yon etap nan yon klas nan mizik òdinè. Ou wè elèv yo, mwen panse ke yo gade kè kontan, yo ap deplase yo, yo sanble yo dwe chante. Li se yon imaj jeneral, yo pa elèv nou yo, men elèv sa yo pran angajman nan sa ki klas mizik anjeneral patisipe nan. Mwen pral di ou ke paske nan komen, nou dwe retire wòl nan elèv yo nan salklas la. Konsènan mizik, elèv yo reyèlman pa ka chante. Pou enkyetid sekirite, mwen vle di, yo kenbe mask, men nou bezwen fè atansyon lè li rive kondwi lè a. Se konsa, gen kèk òrèy kònen / sonnen. Konsènan fè egzèsis, fè egzèsis limite paske elèv yo pa ka fè egzèsis. Èske nou pèdi Morris?
[Marice Edouard-Vincent]: Si ou pa pèdi m 'ak mwen ap eseye fè yon ekran pataje, Lè sa a, pa enkyete.
[Bernadette Ricciardelli]: Ok, non, regrèt. Mwen pa konnen poukisa mwen pa ka pataje ekran an.
[Marice Edouard-Vincent]: Mwen jis pran retrèt ou.
[Bernadette Ricciardelli]: Gracias. Así que voy a hablar sobre esta parte. Entonces vemos la imagen de los estudiantes, ya sabes, felices. Una de las cosas que nosotros, trajimos al distrito y comenzamos una revisión de esto en el verano fue un programa que iba a hacer una instrucción remota con los estudiantes este otoño y en el invierno. y primavera, fructífera y factible por lo que nos enfrentamos. Así que recuerde, los niños estaban en casa, luego eran híbridos, así que tenías la mitad de los niños, la mitad de los niños en casa, y ahora están todos adentro. Necesitábamos tener en cuenta que no podían cantar, su movimiento tenía que ser limitado. Así que observamos un programa que uno de nuestros maestros más nuevos había usado en un distrito diferente, en un estado diferente. Así que trajimos música Quaver después de visitar algunos de ellos. Y creo que este programa realmente ayudó a nuestros estudiantes, ayudó a nuestros maestros a participar en la música de una manera segura y entretenida. Realmente me gusta la música quaver. Pasé mucho tiempo en las aulas de música, en realidad durante seis meses, entre octubre y abril. Estuve allí monitoreando la clase junto con El en línea enseña al maestro, nuestro maestro que estaba proyectando desde su casa. Y pensé que era realmente un programa realmente agradable esta gran música, es, es, ya sabes, culturalmente atento. Es un programa agradable y divertido. Y verá al final de esta presentación, la recomendación es que continuamos con este programa, a pesar de que la esperanza es que vamos a estar en la escuela a tiempo completo el próximo año. Creo que hay muchas cosas geniales que podemos continuar con este programa. He identificado algunos de los principales temas en cada uno de los grados. Vas a ver que hay muchos puntos en común. Nuevamente, el canto, el actuación, la coreografía, los instrumentos de percusión, las actividades de movimiento, todas son realmente importantes para una educación musical a nivel primario. Si podemos ir a la siguiente diapositiva. Si puede ir a la siguiente diapositiva, lo que he identificado es una de las exposición al instrumento que los estudiantes tienen en el nivel primario. Entonces podemos ver los grados K a cinco, están experimentando con instrumentos de percusión. Están golpeando, están usando el xilófono, están usando instrumentos en los que hay movimiento, principalmente con las manos. Cuando llegamos al tercer grado, tienen la grabadora. En realidad, se dedicaron a la actividad de la grabadora, a pesar de que había problemas de seguridad con el aire. Así que estaba en el aula cuando los estudiantes en casa estaban jugando en la grabadora. Y la expectativa en el aula con los niños que no estaban en casa es que en realidad estaban tocando el instrumento y no soplando en él. Eso es lo más destacado del tercer grado. Creo que los estudiantes realmente apreciaron que pudieron continuar eso y no perder esa experiencia. Con respecto a las cuerdas, eso ocurre en los grados cuatro y cinco, y luego tienen la oportunidad de hacer una banda en el quinto grado. Nuestra capacidad de participar en mucho trabajo de instrumentos este año ha sido muy limitada. Hubo pautas del Departamento de Educación con respecto al intercambio de instrumentos, la limpieza de instrumentos. Entonces, incluso si no fueran instrumentos en los que soportas, todavía había preocupaciones sobre el manejo. Entonces, de nuevo, en el futuro, nuestra intención es ir con lo que hemos hecho en el pasado y quizás mejorar eso. Pero este año fue una anomalía y fue así en interés de la seguridad, la salud y la seguridad. Siguiente diapositiva. Temas en la música general de la escuela secundaria. Entonces, de nuevo, estás viendo algunos de los mismos temas, el canto, la interpretación de instrumentos, juegos competitivos para desarrollar habilidades rítmicas. Estudian melodía, patrones de ritmo, usan baquetas. Grado siete, nuevamente, ves algunas de las mismas cosas. Tenemos la introducción de la guitarra en el grado séptimo y ocho. Lo cual es realmente algo emocionante. Incluso antes de Covid, recuerdo haber ido a las clases de música de la escuela secundaria y antes de supervisar el departamento y estar en el nivel de Obviamente no fue dominio, sino el nivel que pudieron tocar la guitarra con la instrucción que tenían. Verás un poco más tarde que estamos recomendando la compra de más guitarras y ukeleles, y eso es específico de la música de la escuela secundaria. Los tenemos, pero pensamos, no es que pensemos, necesitamos más instrumentos para que sea una experiencia más fructífera y completa para todos los estudiantes en lugar de tener que compartir. Bien, podemos seguir adelante. Muy bien, por lo que solo identificar lo que está disponible para los estudiantes de secundaria con respecto a los instrumentos, la banda, el coro y la orquesta están abiertos y disponibles para los estudiantes de los grados seis, siete y ocho. Cuando llegamos a la escuela secundaria, tenemos varias oportunidades para los estudiantes. Entonces, los estudiantes en el programa de acceso participan en la clase de música adaptativa. Nuestro profesor de música es altamente hábil y tiene licencia en educación especial. Entonces, no solo tiene el conocimiento del contenido, sino que tiene las habilidades, las grandes habilidades para trabajar con los estudiantes que necesitan la música adaptativa y la atención especial. Tenemos opción, una opción de banda, opción de coro, guitarra uno y dos. Pudimos comprar algunas guitarras este año para nuestros estudiantes que estaban remotos en el nivel de la escuela secundaria. Y recuerdo vívidamente al maestro parado en la esquina esperando que los padres y los estudiantes vengan a recoger sus guitarras en septiembre. Así que creo que eso fue un Fue una gran cosa que pudimos optar, que pudimos ofrecer a los estudiantes. Los niños realmente esperan tocar instrumentos, y en este caso, la guitarra. Con la clase de tecnología musical, la percusión, la orquesta y las opciones de teatro abiertas a los estudiantes. Entonces, de nuevo, puedes ver que están abiertos a todas las calificaciones. Este año tuvimos que retroceder un poco. No un poco, tuvimos que retirar mucho debido a las preocupaciones de seguridad en torno al intercambio de instrumentos y el viento, el soplado en instrumentos. Bien, podemos pasar a nuestra próxima diapositiva. Muy bien, entonces tenemos nuestro plan de estudios de arte. De nuevo, nuestro plan de estudios de arte es parte de eso, el nuevo marco artístico. Entonces, ya sabes, estamos recordando que gran parte del arte está creando, está presentando, está respondiendo y se está conectando. Tiene ese componente social emocional que es tan importante para aprender y funcionar como a, Como adulto eventualmente, y simplemente convertirse en un buen ciudadano, alguien que puede comunicarse. Entonces, en nuestro plan de estudios de arte primario K-5, en realidad, si puedes volver un poco, Probablemente no necesito repasar todo esto, pero puedes ver que hay una variedad de materiales que usan. Usan crayones, usan pintura, usan lápices de colores, hacen obras de arte tridimensionales y tridimensionales, crean diferentes tipos de paisajes, retratos. Aprenden sobre artistas, por lo que aprenden sobre la historia del arte. Aprenden a hablar sobre su arte, eso es realmente importante. Aprenden el uso adecuado de los suministros y herramientas, y desarrollan criterios, lenguaje y comportamiento para la discusión de clase informal. Aprenden a ser buenos ciudadanos en el aula, y aprenden a cuidar y a limpiar sus suministros en la sala de arte. Entonces, al igual que la música, el intercambio de materiales fue, fue una preocupación de seguridad este año. Para los materiales que se compartieron, hubo un protocolo de limpieza. Entonces, nuestros maestros, tanto en arte como en música, entre secciones, había una inmensa cantidad de limpieza que debía tener lugar. Y hablaré por mí mismo. Entre las clases de música, cada vez, esas sillas en las que los estudiantes estaban sentados necesitaban ser limpiados. Y eso llevó tiempo. Entonces hubo tres minutos entre clase. Y creo que, para el arte, fue aún más involucrado que para la música general en términos de limpieza. Bien, siguiente diapositiva. Con respecto a la escuela secundaria, y nuevamente, Suzanne Fee es una maestra de arte de la escuela intermedia. Ella está aquí, así que cuando llega el momento de las preguntas, podría responder algunas de las preguntas más específicas. En los tres grados, los principios del diseño y los elementos de las culturas de arte y arte y la teoría del color son realmente, disculpe, lo siento. Los principios de diseño y elementos del arte están integrados en cada uno de los niveles de grado. Por lo tanto, la teoría del color es importante en el sexto grado, el desarrollo de habilidades básicas de dibujo en el séptimo grado, y el papel del juego de las artes visuales en nuestras vidas y carreras es un foco del plan de estudios de grado ocho. Entonces, de nuevo, tenemos los marcos de 1999, tuvimos nuestro plan de estudios existente con los nuevos marcos que estamos en el proceso de incrustación, No anticipamos cambios importantes, pero más ajustes a lo que estamos haciendo. Nuevamente, centrado en crear, presentar, responder y conectarse. Siguiente diapositiva. En el nivel secundario, tenemos varios cursos. Tenemos arte e ideas, que en realidad es un curso interdisciplinario que se enseña con uno de nuestros maestros de estudios sociales. Así que hay mucha filosofía que acompaña a esa historia y filosofía del arte. Tenemos AP Studio Art, Art Apreciación y práctica, arte integral 1 a 4, dibujo, diseño, cerámica y escultura. Por lo tanto, es una buena selección de opciones de arte en el nivel de la escuela secundaria, nuevamente, incluida la clase de arte de estudio AP. Siguiente diapositiva. Así que segeing hacia el desarrollo profesional. Entonces, lo que pudimos lograr este año implica la música Quaver. Entonces, no solo adoptamos este programa que ayudó a nuestros estudiantes a aprender y sentir que estaban realmente enredados en la música y los videos que tenían esto. Muy agradable baile y música. Pero el programa también nos proporcionó algún desarrollo profesional. Así que tuvimos el representante del trabajo de Quaver con nuestros maestros en un par de ocasiones. Y si podemos continuar con este programa, esa PD continuará también. También utilizamos el programa Art of Education. Así que no puse esto en la parte del arte de la presentación, pero también trajimos este año un programa de arte en línea para ayudar a apoyar a nuestros maestros y a nuestros estudiantes en el aula. De modo que incluyó un componente curricular que usaron y también incluyó un componente PD. Y creo que realmente les gustó este programa. Lo disfruté cuando me senté durante la sesión. Creo que es PD de alta calidad. La solicitud provino de una maestra que lo había experimentado a través de una oportunidad de desarrollo profesional que tenía, y tenía colegas, por lo que lo recomendó encarecidamente. Y creo que ha sido realmente útil, no solo en el aula, sino también para que los maestros continúen con su propio aprendizaje. La revisión del plan de estudios musical y la revisión del plan de estudios de arte son aquellos comités que participan en la revisión de los nuevos marcos. Entonces, cada vez que adopta un nuevo plan de estudios, es importante que la PD venga con él. Por lo tanto, no hay mejor manera de que las personas aprendan sobre un plan de estudios que por ellos involucrados en la creación de él. Desempacar los estándares, crear esas preguntas esenciales y crear las actividades. Entonces, una vez que se adopte formalmente el nuevo plan de estudios, tendremos que continuar con la EP, pero estoy muy feliz de decir que la mayoría de los maestros en el departamento se han involucrado en estos comités de revisión del plan de estudios. Así que creo que estamos un paso por delante. Y luego, por último, un curso que no está abierto únicamente a los maestros de artes, sino que es un curso de artes. Es una enseñanza culturalmente receptiva a través de las artes a través de la Universidad de Lesley. Muchos de nuestros maestros de bellas artes se dedican a ese curso, es una, ya que el título indica que es un curso culturalmente receptivo, por lo que se trata de ser, ya sabes, ya sabes, ya sabes, ya sabes, ya sabes Consciente de la equidad, y tiene un buen componente antirracista, pero se centra en las artes. Este es un curso que, como probablemente sepa, cada año necesitamos ofrecer un curso único de crédito para toda nuestra facultad para que puedan ganar, si lo desean, un incremento hacia el salario, para aumentar su salario. Este es ese curso. Es solo este año, se centró en las artes. Y creo que la última clase es en realidad mañana. Hubo una serie de clases. Y nuevamente, fue a través de la Universidad de Lesley. Realmente estamos tratando de solidificar esa asociación con Lesley. Y este fue uno de los dos cursos a través de Lesley que ofrecemos este año. El otro curso no tiene nada que ver con el arte. Es un curso de El. Y está bien, entonces con respecto a nuestras necesidades y en lo que estamos pensando, ¿verdad? Así que estamos pensando en 2021, estamos pensando en la caída. Así que estamos pensando en el arte que crean nuestros estudiantes. Debe exhibirse, debe resaltarse, debe celebrarse, ¿verdad? Entonces, cuando volvemos a esos hilos en los marcos, nuevamente, creando, presentando, respondiendo, conectando, poder mostrar este arte permite que los niños hagan eso, permite que se muestren sus obras de arte. Otros niños pueden verlo, se puede responder. Entonces Esos casos serían para todas las escuelas. El costo colectivo es de aproximadamente $ 10,000. El segundo elemento, el arte de la educación, que es lo que le acabo de describir, ese es el programa que adoptamos para el aprendizaje en línea y también para el desarrollo profesional de nuestros maestros de arte. Que colectivamente es de 7,000. En realidad, es un poco menos de 7,000 este año. Creo que fueron 6,800, pero la estimación aproximada es de 7,000 para ese programa. El programa Quaver, que le describí que usamos para el aprendizaje en línea y también tiene un componente PD con el que me gustaría continuar es también de 7,000. Y luego, con respecto a un reemplazo de inventario de instrumentos, hemos identificado algunas áreas que creemos que serían realmente útiles. Cuando hablé sobre la escuela secundaria, hablé sobre ukeleles y guitarras. Necesitamos aumentar el suministro. Entonces, hace un par de años, el director en ese momento compró algunos, nos gustaría, para agregar más para que los maestros puedan hacer una clase completa de instrucción de ukelele en lugar de que la mitad de la clase lo haga. Um, tan colectivamente, ese tribunal que ese costo sería de aproximadamente siete mil dólares para los ukeleles y los sistemas de sonido de las guitarras para todas las escuelas son aproximadamente seis mil dólares, por lo que eso sería para todas nuestras escuelas en el distrito, por lo que en este momento hay un par de sistemas de sonido y hay que compartir eso está ocurriendo. Si hay una necesidad en una escuela, como entiendo, el Sr. Zigney correría a una escuela y luego la llevaría a otra escuela. Nos gustaría ver que todas las escuelas tengan las mismas opciones y no las alojen en una escuela y luego tengan que pedir prestado. Hemos identificado la necesidad de amplificadores y micrófonos a un costo de 2,000 y bases para 1,000. De acuerdo, eso está en pocas palabras, traté de mantenerlo corto y relativamente amplio, pero en este punto, si tiene comentarios o preguntas, ciertamente responderé. Y si no puedo responderles, nuestros dos maestros principales, estoy seguro de que podremos ayudarlo.
[Paulette Van der Kloot]: Se konsa, kite m 'kòmanse ak Bernadette, anjeneral nan montre mizik, nou kòmanse ak elèv klas senkyèm lè l sèvi avèk violon la. Èske ou ka di nou sa nou dwe kòmanse yon timoun ki gen yon violon? Mwen vle di, mwen pa kapab, tou Enstriman inisyal la pou 6yèm ane? Ki enpak sa a pral genyen sou plan lavni nou an ak plan bann?
[Bernadette Ricciardelli]: Se poutèt sa, nou bezwen refè. Nou te pale de li, ki jan nou bezwen rive la. Nou gen yon plan. Kreye yon prezantasyon. Nou bezwen kominike ak elèv yo gide yo. Paske nou pa ka bay li san danje akòz pwoblèm sekirite Akòz pataje pwoblèm, mwen ta di, akòz pwoblèm sante, yon pwogram instrumentation vaste.
[Paulette Van der Kloot]: Se konsa, klas senkyèm kòmanse violon?
[SPEAKER_03]: Hayley, mwen pa panse yo te fè. Bonjou, Berzula. Bonjou. Li nan gwo wè l ', Hayley. Li la tou trè kontan wè l '. Mwen vle li yo dwe sou montre a, men ... Se konsa, mwen. Nou pa t 'fòme yon seri katriyèm oswa gwoup senkyèm ane sa a. Fason orè a ap travay sèlman pou adapte ak jou aleka nou yo sou mèkredi. Anpil paran k ap travay nan kay, anpil frè ak sè k ap travay nan kay adistans. Bati elèv yo pou yo kontinye avanse se pa yon bon atmosfè. Nan ti bout tan, gen yon anpil nan fristrasyon. Lè sa a, nou pral pèdi de elèv yo. Se konsa, nou pa pral reyèlman gen yon bann sizyèm-klas oswa yon anpil nan antre dantèl ane sa a Chèn katriyèm oswa senkyèm ane a, men depatman pwofesè enstriman an te reyini ansanm epi n ap fè yon seri de videyo ke nou pral fè kèk kominikasyon nan mwa me ak jen pou rebati pwogram sa yo ak restore elèv yo. Se konsa, wi.
[Paulette Van der Kloot]: Se konsa, nan lòt mo, nou espere ke nou ka bay kèk opòtinite pou ou yo dwe vle yo dwe ak timoun ou yo nan klas 4 ak 5.
[Bernadette Ricciardelli]: Wi. Wi, mwen pa panse mwen bezwen konsilte sit entènèt depatman edikasyon an, men yo mete devan kèk restriksyon. Se konsa, sof si gen restriksyon, entansyon nou an se ogmante epi ogmante pwogram nan, eseye refè pèt nou yo, men sa pral yon anpil nan travay.
[Paulette Van der Kloot]: Dwa, paske kounye a ou pral gen de ane nan sekans inisyal la. Wi. Apre sa, mwen konnen nou toujou mete kèk enstriman mizik sou yon bò oswa violon kèk elèv la ki pa kapab peye. Mwen panse ke, tankou komite a tout antye, li adrese kèk bezwen transpò nan tout vil la, ak plan pou lokasyon an vin yon pwoblèm. Apre sa, mwen pa vle ou jwenn tout repons yo kounye a. Natirèlman, mwen konnen Mesye Zigny itilize fè pi byen l 'nan tan lontan an Bay zouti pou elèv ki vle kontinye men yo pa nesesèman peye. Men, mwen panse ke ou vle ou gade nan kesyon sa a, ou konnen, nou ka bay elèv yo ak enstriman sa yo pou nou pa pèdi elèv ki ka vin mizisyen talan, jis paske yo pa kapab peye li. Anplis de sa, gen yon sèl pwochen kesyon. Èske Ed Quaver a ou mansyone yon seri de kou? Oswa, mwen konekte sou entènèt pandan y ap pale - jis mande ki sa nou ap itilize.
[Bernadette Ricciardelli]: Sa a se yon seri de kou. Gen resous. Gen PD. Genyen apeprè 10,000 lekòl nan peyi a ki ap itilize li. Sa a se yon pwogram trè popilè. Menm gen kapasite a jwenn elèv yo enskri nan yon kont sèl, ki nou pa te fè ane sa a. Nou ka itilize anpil opsyon nan pwogram sa a.
[Paulette Van der Kloot]: Se konsa, ou panse K-8 a se $ 7,000? Se konsa, sa a se yon pwogram K-8
[Bernadette Ricciardelli]: Opinyon pwofesyonèl nan depatman an mizik se ke li se pi bon adapte a K a senk. Gen kèk aktivite ki jèn, ou konnen, petèt nan kèk zòn nan kalite lekòl la, uit, men nou panse k senk se pi apwopriye. Pri a ane sa a se $ 6,720. Pou nou tout k a uit. K-5. Nou itilize li pou K-5 la.
[Bernadette Ricciardelli]: Wi, si nou di K-8, li ta plis lajan paske yo pral lekòl. Se konsa, nou te ale nan kat lekòl primè.
[Paulette Van der Kloot]: Ok Jenny, ou gen kèk pwoblèm?
[Jenny Graham]: Wi. Mwen te imajine li. Èske nou mande elèv yo si yo prefere jwe ak senk chante ki sot pase yo? Èske nou konnen ki jan elèv yo santi yo sou sa a? Mwen reyèlman vle konnen si yo renmen li.
[Bernadette Ricciardelli]: Se konsa, nou pa t 'fè sa, mwen pral di ou m' yo Obsèvasyon mwen yo se dataset anekdotik mwen, apre yo fin patisipe nan klas la lekòl primè mizik, avril, soti nan mwa oktòb rive avril, eskize, se ke timoun yo reyèlman jwi mizik. Yo renmen kou yo. Li plezi ak eksitan. Sa a se pa syantifik, sa a se pa yon etid. Men, mwen panse, ou konnen, obsèvasyon se, Sa a se yon pwen done, sa a se baz done mwen. Natirèlman, tou depann de rechèch la, mwen ka kominike epi eseye fè yon etid trè senp, tou depann de nivo laj sa a.
[Paulette Van der Kloot]: Men, sa a se yon sipleman, dwa?
[Bernadette Ricciardelli]: Sa a se pa yon sipleman, wi.
[Paulette Van der Kloot]: Oke, Lè sa a, pwofesè a pral sèvi ak li de tan zan tan, se pa tout leson yo.
[Bernadette Ricciardelli]: Wi, nou te itilize yon anpil ane sa a gras a enstriksyon aleka. Sa a pwen an. Lè sa a, nan mwa Jiyè oswa jen, lè mwen jwenn li se Lè li sipèvize depatman an ak konvoke yon seri de reyinyon nan ete a, lide a se ke nou bezwen kèk kalite resous ak pwofesè mizik reyèlman vle yo dwe. Yo vle moun yo wè travay yo. Springs sot pase yo pa gen okenn chwa akòz pwogramasyon. Se konsa, mwen panse ke yo santi yo tankou nou vle moun yo wè travay nou yo ak bezwen zouti. Nou Lè sa a, gade zouti a. Lè sa a, tou, te gen yon pwofesè, yon jèn pwofesè nan depatman an, ki te itilize pwogram nan ak te panse li te yon bon pwogram.
[Paulette Van der Kloot]: Oke, nou pral gen gade nan li plis.
[Jenny Graham]: Wi, rezon, Bernadette, rezon ki fè mwen te mande te paske lè mwen te panse Mwen te resevwa kòmantè sou mizik nan kay la, e mwen te resevwa kèk plent ane sa a nan dènye ane yo. Mwen vrèman onèt. Se konsa, ak ke yo te di, mwen jis pa konnen si li nan jis paske nan pandemi an, tankou si li pa k ap flote nan konvèsasyon nou an, oswa si elèv yo prefere li. Epi, ou konnen, se konsa mwen panse Baze sou eksperyans pèsonèl mwen, nou gen opòtinite pou yo patisipe ak atire plis elèv yo patisipe nan mizik lekòl primè. Lè nou pale sou tiyo a ap grandi nan Gwoup Mizik lekòl segondè ak Gwoup Mizik lekòl segondè, mwen panse ke gen yon anpil nan opòtinite yo asire w ke lekòl elemantè reyèlman renmen li paske li ta dwe yon kesyon de sa yo renmen ak atann. Se konsa, omwen nan eksperyans mwen, mwen pa panse ke nou te asiyen yon anpil nan opòtinite pou nou. Apre sa, mwen panse ke de lòt pwoblèm yo mwen gen alantou plan an lokasyon, tankou nou gen menm enstriman règleman yo lokasyon kòm pousantaj itilizatè espò? Se konsa, si mwen te kapab gen manje midi pou gratis epi redwi manje midi, mwen ta jwenn lokasyon enstriman gratis? Oswa, si ou se nan yon manje midi gratis, mwen pral resevwa yon lwaye enstriman gratis? Oswa jis yon Atlas?
[Bernadette Ricciardelli]: Mwen panse sa. Men, depi nou pa lwe enstriman ane sa a, mwen pa konnen. Haley, dwa? Mwen panse. Mwen panse ke se ka a.
[SPEAKER_03]: Se konsa, otreman, pa gen anyen. Li travay pou nou gen katriyèm ane yo nan violon, lekòl la gen yo, epi nou ka lwe katriyèm ane yo pou $ 25, ki pèmèt klas katriyèm eseye enstriman sa yo, epi si yon moun se nan yon manje midi gratis ak redwi yo ka ranpli yon ane, nou ka bay moute sou violon ak violon yo sèvi ak violon yo. Epi retounen apre katriyèm ane. Pou senkyèm ane, nou ofri plizyè opsyon pou lokasyon kòd. Pou gwoup la senkyèm ane, nou pa fè sa, tout bagay se sak pa mizik franse David la. Sa a se konpayi an nou ofri. Nou pa gen okenn koneksyon reyèl avè l '. Anplis de k ap resevwa lyen yo, yo ka tou konekte sou entènèt, bay kat kredi, ak rezoud ak konpayi an. Se konsa, non Pa gen okenn pwogram la. Nou gade pou e yo te eseye bati yon bagay nan zouti sot pase yo achte nou an. Malerezman, enstriman Pleasant yo pi chè pase enstriman chèn yo. Sepandan, nou gen yon anpil nan donasyon. Se konsa, anpil moun ta di tankou netwaye galata a, ou konnen, o pitit gason m 'te jwe ak klarinèt ak nou toujou genyen li. Èske ou ka aksepte li? Se konsa, nou aksepte anpil donasyon ak fiks yo. E nou gen anpil nimewo; Se konsa, si yon elèv reyèlman enterese, mwen pral pale ak pwofesè a, si yo pa ka peye, nou fè sa, byen lwen tèlman nou te gen anpil siksè nan konekte yo ak enstriman mizik yo pou ke omwen yo ka patisipe nan ane a, epi si yo vle fè plis nou ka anjeneral fè posib, men li pa reyèlman yon plan fòmèl.
[Bernadette Ricciardelli]: Ok, mwen kontan konnen, mwen jis panse sou gitar nou yo, se konsa gitar lekòl segondè nou te achte ane sa a, Nou lwe yo, mwen panse ke li te $ 25. Apre sa, mwen panse ke ka gen youn oswa de elèv ki pa ka peye, se konsa nou kite l 'ale. Nou jis kite ale.
[Jenny Graham]: Wi, trè bon. Aktyèlman, mwen te wè yon anpil nan konvèsasyon yo kouri dèyè ant manm konsèy lekòl la nan tout eta a, epi yo te konnen, egalite ant boza ak lòt pwogram elèv yo, Aktivite ki pa nan pwogram akademik lan, tankou tras ak jaden, kidonk sa pi enpòtan pou mwen. Epi, yon sèl nèg, ou konnen, mwen jis vle asire w ke mwen konprann ki jan moman sa a nan plan aktyèl nou an ap panse, ou konnen ki jan li adapte objektif jeneral nou an nan ekite ak aksè ak tout sa.
[Paulette Van der Kloot]: Eksperyans pèsonèl mwen se Li te fè, epi si yon moun te konnen elèv la epi kenbe atansyon Mesye Zigney a, li te fè sa. Se poutèt sa, li se pi enfòmèl pase fòmèl. Mwen pa panse ke timoun yo te koupe, men yo pa janm te ofisyèlman. Ok, li nan 529. Jenny, ou gen plis kesyon pou poze nan 30 segonn? Non, se dènye kesyon mwen an. Ekselan. Èske ou vle fè sa? Mèsi tout moun.
[Jenny Graham]: Mouvman poz.
[Paulette Van der Kloot]: Mèsi paske ou te isit la. Mwen pral rele. Jenny? Wi. Mwen pral kite, wi. Mèsi anpil. Anba kab la. Jenny ak direktè a, si Susie toujou ap pase, sèlman si ou ka rete pou yon dezyèm fwa. sètènman. Ok, pou nou ka pale sou pwochen reyinyon an.
[Marice Edouard-Vincent]: Mèsi tout moun. Mèsi.
[Paulette Van der Kloot]: Èske Suzy toujou isit la? Wi, mwen isit la. Oh, sa a gwo.
[Paulette Van der Kloot]: Se konsa, Jenny, isit la, omwen de.
[Marice Edouard-Vincent]: Èske nou ka mande Dr Cushing yo sispann anrejistreman? sètènman. Mèsi.