[00:00:01]
I'D LIKE TO CALL THIS MONDAY, OCTOBER 11, 2021 WORK SESSION TO ORDER ON THE MIDDLE SCHOOL[1. Call to Order]
SEXUAL HEALTH ADOPTION.[2. Work Session]
AND I KNOW IT'S IN THE PROGRAM LATER, BUT I WANT TO SAY THANK YOU TO THE COMMITTEE AND TEACHING AND LEARNING TO RESPOND TO THE REQUEST BY THE COMMUNITY TO DO ADDITIONAL WORK AND LOOK AT ANOTHER CURRICULUM AND COMPARE IT TO THE ONES THAT THE COMMITTEE WORK DID BEFORE THE BOARD APPRECIATES GOING THE EXTRA MILE BASED ON THAT.SO WITH THAT, I'LL TURN IT OVER TO TEACHING AND LEARNING.
DAVE AND ALLISON LOOKS LIKE THEY'RE READY TO STEP UP.
GOOD EVENING. MY NAME IS ALLISON TUCHARDT AND I HAVE WITH ME, DAVE CRESAP.
WE ARE THE CO-DIRECTORS OF CURRICULUM INSTRUCTION AND ASSESSMENT, AND I WOULD LIKE TO INTRODUCE FRANCIS PORTILLO.
SHE IS HERE AS OUR CONSULTANT WHO HAS PARTICIPATED AS NOT A COMMUNITY MEMBER, BUT AS AN IMPARTIAL CONSULTANT FOR OUR PROCESS.
AND THEN WE ALSO HAVE SOME OF OUR COMMITTEE MEMBERS HERE TODAY.
SO IF YOU ARE A COMMITTEE MEMBER, WOULD YOU BE WILLING TO STAND AND SAY, HI? OK, HERE WE GO.
WE SENT YOU A COPY OF THE POWERPOINT LAST WEEK, BUT WE'VE MADE A COUPLE OF CHANGES, MOSTLY IN THE ORDER OF THINGS.
BUT WE WANTED TO GIVE YOU THE MOST RECENT VERSION.
SO YOU HAVE A PAPER COPY OF THE PRESENTATION IN FRONT OF YOU THAT YOU CAN WORK FROM.
AND OUR GOAL IS TO COMPLETE THIS POWERPOINT PRESENTATION BY 5:35 TODAY IN ORDER TO ALLOW FOR SOME TIME FOR QUESTIONS AND DISCUSSION AT THE END.
SO, ALL RIGHT, SO OUR AGENDA TODAY IS TO GIVE YOU A RECOMMENDATION FROM THE COMMITTEE TO REVIEW OUR PROCESS TO REVIEW FEEDBACK FROM THE COMMITTEE, TO THINK OUR COMMITTEE AND TO PRESENT ADDITIONAL INFORMATION TODAY.
OK. I CAN SEE THAT I'M GOING TO HAVE TO GET A LITTLE CREATIVE WITH MY SPACE HERE.
AND THEN OUR CORE BELIEF STATEMENT IS THE SAME AS IT HAS BEEN SINCE THE 2018 WORK.
PROVIDE RIGOROUS, INCLUSIVE, AGE APPROPRIATE AND MEDICALLY AND SCIENTIFICALLY ACCURATE INSPECTION TO ENSURE THAT ALL STUDENTS ARE PREPARED TO LIVE, HEALTHY, PRODUCTIVE AND SUCCESSFUL LIVES IN A GLOBAL SOCIETY.
AND THEN THE CENTRAL QUESTION WAS TAKEN FROM PHASE ONE AND BLENDED INTO PHASE TWO THAT REMAINED THE SAME FOR US THROUGHOUT.
SO WHAT CURRICULUM CAN WE RECOMMEND FOR THE MIDDLE SCHOOL SEXUAL HEALTH CURRICULUM THAT IS VIABLE AND CONSISTENT WITH OUR CORE BELIEF STATEMENT TO OUR SCHOOL BOARD ON JANUARY 28TH, 2021? OK, SO WE'RE GOING TO JUMP RIGHT IN AND TALK ABOUT OUR COMMITTEE RESULTS, SO HEALTH SMART IS THE HIGHEST RATED CURRICULUM THAT WE LOOKED AT, SO WE DID REVIEW THE ADDITIONAL PROGRAM, CHECK THE FACTS AND WE ARE GOING TO WALK THROUGH WITH YOU TODAY HOW WE GOT TO THE CONCLUSION OF HEALTH SMART STILL BEING THE MOST HIGHLY RATED SLIDE AND ON OUR NEXT SLIDES. SO YOU SAW THIS GRAPHIC WHEN WE CAME TO YOU WITH A RECOMMENDATION FOR HEALTH SMART. WE WENT THROUGH THE SAME PROCESS AND YOU CAN SEE THAT THE VISUAL HERE SHOWS THAT USING THE OSPI CURRICULUM DESIGN RUBRIC, THIS IS THE OBJECTIVE QUANTITATIVE PORTION OF THE COMMITTEE EVALUATION PROCESS AND THAT THERE WERE NINE COLORS WHICH SHOW THE NINE SUBSECTIONS OF THE DESIGN RUBRIC AND THAT CHECK THE FACTS SCORED LOWER THAN ALL THE OTHER PROGRAMS. SO THIS IS DUE IN PART TO A SMALLER COMMITTEE.
WE HAD 15 OF THE 20 ORIGINAL MEMBERS PARTICIPATE IN THE CHECK THE FACTS.
BUT DAVE AND I DID GO THROUGH A PROCESS WHERE WE PUT ON A SCALE FACTOR.
YOU DON'T SEE THAT ON THIS SLIDE, BUT WE TRIED TO APPLY A SCALE FACTOR AND CHECK THE FACTS STILL WOULD HAVE SCORED THE LOWEST OVERALL ON THE OSPI DESIGN RUBRIC.
SO ON THIS SLIDE, YOU CAN SEE THE REVIEW TOOLS THAT WE USED.
SO THE FIRST ONE IN THE UPPER LEFT IS THE OSPI DESIGN RUBRIC THAT IS PROVIDED BY THE STATE. AND WE ASKED EVERYBODY TO USE THIS DOCUMENT TO FILL OUT ON CHECK THE FACTS JUST LIKE WE HAD DONE WITH ALL THE OTHER PROGRAMS. AND THEN ON THE RIGHT HAND SIDE IS THE COMMENTS TOOL.
AND THAT WAS OUR BATTLE GROUND SCHOOL DISTRICT DEVELOPED TOOL FOR COLLECTING MORE SUBJECTIVE FEEDBACK.
AND THEN AT THE BOTTOM, IT'S REALLY HARD TO SEE THAT LITTLE PIECE RIGHT THERE, BUT THAT
[00:05:04]
IS THE STANDARDS ALIGNMENT TOOL THAT WE WERE REQUIRED TO USE BECAUSE THIS PROGRAM HAD NOT BEEN REVIEWED BY THE STATE OF WASHINGTON AS PART OF THEIR DESIGN, AS PART OF THEIR REVIEW PROCESS. SO BECAUSE THEY HAVEN'T DONE A REVIEW OF CHECK THE FACTS, THEN WE HAD AN ADDITIONAL PIECE THAT WE HAD TO INCLUDE AND THAT WAS THAT STANDARDS ALIGNMENT COMPONENT.AND IT'S I THINK IT'S WORTH NOTING THAT.
SO THE BAR GRAPH THAT HAS THE OBJECTIVE NUMBERS ON IT, IF THE RESULT OF THIS TOOL FROM USED MORE AS A BEGINNING STEP TO MAKE SURE THAT IT WAS ALIGNED TO THE STANDARDS BEFORE WE WENT THROUGH THE ENTIRE PROCESS.
BUT JUST TO REITERATE, IT'S THE UPPER LEFT TOOL THAT CONTRIBUTES TO THE SCORES YOU KNOW THAT YOU SEE IN THE BAR GRAPHS.
OK, SO A LITTLE BIT ABOUT THE PHASE TWO PROCESS, SO WE SENT OUT NOTIFICATION TO ALL THE COMMITTEE MEMBERS AND EVERYBODY HAD OPPORTUNITY FOR INPUT.
IF PEOPLE COULD NOT ATTEND THE MEETINGS BECAUSE WE KNEW IT WAS MID-AUGUST, PEOPLE HADN'T REALLY PLANNED FOR THAT AND STUFF THAT THEY COULD COME TO THE MEETINGS.
WE RECORDED THE MEETINGS AND THEY COULD WATCH THE RECORDINGS AND PROVIDE COMMENTS.
AS ALISON, I THINK SAID, THERE WERE 15 OF THE ORIGINAL 20 MEMBERS THAT PARTICIPATED.
ALISON AND I ALSO DID SCORING, SO THEY'RE ACTUALLY 17 SCORING EVALUATIONS.
AND AS FAR AS THE ACTUAL PHASE DUE PROCESS, IT WAS THREE MEETINGS.
ON AUGUST 10TH, THE ENTIRE MEETING WAS DEVOTED TO A REVIEW OF A PRESENTATION BY CHECK THE FACTS AND THEN AUGUST 17TH, THERE WAS WHAT WE CALL ADDITIONAL QUESTIONS FOR BOTH CHECKED THE FACTS AND HEALTH SMART.
AND THEN THE THIRD MEETING ON AUGUST 24TH WAS DEVOTED TO JUST A COMPLETE PROCESS TO DETERMINE THE POSITIVES AND THE CONCERNS AND STUFF FOR ACTUALLY BOTH PROGRAMS. BUT JUST TO, YOU KNOW, KIND OF A DECISION MAKING PROCESS AT THAT POINT FOR THE THIRD MEETING. AND THEN, YEAH, IN THE FINAL MEETING DISCUSSION, WE HAD COMMENTS THAT WERE GENERATED IN BREAKOUT ROOMS BECAUSE WE WANTED SMALLER GROUPS SO PEOPLE COULD HAVE TIME TO SHARE.
WE DID A SIDE BY SIDE COMPARISON WITH TWO GROUPS AND THEN WE REPORTED BACK IN A FULL GROUP FASHION. SO THAT WAS KIND OF OUR THE LAST MEETING WAS VERY DISCUSSION ORIENTED, PEOPLE SHARING IDEAS AND STUFF.
OK, SO YOU'RE GOING TO SEE A SERIES OF SLIDES THAT SHOW COMMENTS FROM OUR LAST MEETING WHERE WE DISCUSSED HEALTH SMART AND CHECK THE FACTS IN BREAKOUT ROOMS AND THEN AS A LARGER GROUP, WE'RE NOT GOING TO READ ALL OF THESE TO YOU.
WE SENT THEM TO YOU AHEAD OF TIME SO THAT YOU WOULD HAVE THE OPPORTUNITY TO LOOK AT THESE AND KIND OF, I GUESS, COMPREHEND EVERYTHING THAT IS THERE.
BUT THESE COMMENTS DO ILLUSTRATE THE STRENGTHS AND CONCERNS OF THE PROGRAM, BUT ALSO INDICATE THE COMPLEX NATURE OF THIS WORK IN THAT A PLUS THAT IS ADDED TO THE END OF A CHART. ONE OF THE LITTLE STICKY NOTES FROM ONE EVALUATOR MAY HAVE BEEN A CONCERN FROM ANOTHER EVALUATOR, SO YOU CAN SEE IF THERE'S A STICKY NOTE AND THERE'S A PLUS AT THE END OF THAT. THAT MEANS THAT SOMEBODY ELSE IN THAT GROUP AGREED WITH THAT.
IF THERE WAS A MINUS AT THE END OF IT, IT MEANS THAT SOMEBODY DISAGREED WITH THAT.
AND THEN WE WANT ALSO TO NOTE THAT THE STICKY NOTES AUTOMATICALLY SIZE THE FONT THAT IS ON THAT BASED ON HOW MUCH TEXT IS ON THERE.
SO IT'S NOT THAT ONE THING IS MORE IMPORTANT THAN ANOTHER, BUT THAT IT AUTO POPULATES THAT WAY. AND THEIR SPELLING AND GRAMMATICAL ERRORS HAVE BEEN CORRECTED, BUT OTHERWISE EVERYTHING IS VERBATIM FROM THE COMMITTEE MEMBERS.
SO JUST BASED ON WHAT YOU SEE ON THIS FIRST PAGE RIGHT HERE, YOU COULD SAY THAT FIFTH GRADE CURRICULUM THIS IS ALL ABOUT HEALTH SMART, BUT THAT THE FIFTH GRADE CURRICULUM THE COMMITTEE MEMBERS FELT WAS ALREADY READY TO GO, THAT THERE WAS A COMMENT ABOUT THE COMPANY BEING RESPONSIVE TO FEEDBACK.
THE CURRICULUM IS ALREADY ESTABLISHED.
THE IDEAS OF BEING SCIENTIFIC ARE CHALLENGED.
THERE'S NOT ENOUGH INFORMATION ON HUMAN TRAFFICKING.
SO SOME OF THE COMMENTS THAT WERE CONSIDERED A PLUS BY ONE MEMBER WERE CONSIDERED A CONCERN BY ANOTHER MEMBER.
[00:10:01]
SO THIS STICKY NOTE SHOWS YOU A LITTLE BIT MORE ABOUT THAT.SO IN THIS ONE, IT TALKS SPECIFICALLY ABOUT BEING INCLUSIVE, BEING MORE LIBERAL AND REFLECTING OUR COMMUNITY.
AND THAT WAS CONSIDERED A PLUS.
AND THEN FROM THE VERY SAME GROUP, IT WAS CONSIDERED A CONCERN THAT IT IS A VERY LIBERAL CURRICULUM WHICH DOES NOT REFLECT THE COMMUNITY.
SO YOU CAN SEE THAT THERE WERE MULTIPLE PERSPECTIVES ABOUT THE SAME CURRICULUM.
ANOTHER SLIDE THAT OR STICKY NOTES THAT HAD THAT SAME INFORMATION WAS THAT IT WAS INCLUSIVE OF GENDER, BEING GENDER EXPANSIVE.
AND THEN ON THE STICKY NOTE AS A CONCERN, IT WAS IMPLIED THAT IT WAS OFFENSIVE BY USING THE TERMS BODY WITH THE PENIS, BODY WITH A VAGINA INSTEAD OF MALE FEMALE.
SO AGAIN, TWO DIFFERENT PERSPECTIVES REPRESENTED FOR THE EXACT SAME CURRICULUM.
SO HERE ARE SOME COMMENTS FROM GROUP TWO IN THE BREAKOUTS, AND THIS IS STILL ABOUT HEALTH SMART. SOME OF THE PLUSES IT'S THIS ROBUST PROGRAM COMMITTEE MEMBERS LIKE THE INTERACTIVE NATURE OF THE WAY IT WAS DESIGNED.
IT HAS ALL COMPONENTS OF HEALTH, NOT JUST SEXUAL HEALTH, BUT AGAIN, THERE WERE LIKE IF YOU LOOK AT THE PLUSES AND THE CONCERNS AND GO AHEAD AND GO TO THE NEXT SLIDE.
SO AGAIN, IT'S KIND OF SHOWING THE THE COMPLEXITY.
SO ON ONE SIDE, SCIENTIFICALLY AND MEDICALLY ACCURATE WHEN CHECKING THE REFERENCES, THE CURRICULUM MATCH THE THE LITERATURE ON THE ON THE FLIP SIDE FROM THE SAME GROUP.
IT'S NOT SCIENTIFICALLY AND MEDICALLY ACCURATE.
SPECIFICALLY, CURRICULUM SAYS SEX ASSIGNED AT BIRTH.
THIS IS NOT SCIENTIFICALLY OR MEDICALLY ACCURATE.
THERE WAS ALSO AN ISSUE ON THE WITHDRAWAL METHOD AND WHETHER IT WAS ACCURATE OR NOT.
SO AGAIN, THE PERSPECTIVE OF COMMITTEE MEMBERS ON THE SAME ISSUE CAN BE VERY DIFFERENT.
AND HERE, I THINK IT'S THE SAME THING, SO ON ONE HAND, IT'S AN INTERACTIVE CURRICULUM, IT'S NOT LECTURE OR READING HEAVY.
THAT'S IMPORTANT FOR MIDDLE SCHOOL LEVEL.
ON THE FLIP SIDE OF THAT, DUE TO THE LARGELY CONVERSATIONAL ASPECT OF LESSONS, IT WILL BE HARD FOR PARENTS TO UNDERSTAND WHAT IT'S ACTUALLY BEING TAUGHT IN THE CLASSROOM.
SO AGAIN, WE HAVE THESE SORT OF DIFFERING VIEWS ON THE SAME TOPIC, DEPENDING ON WHERE PEOPLE ARE COMING FROM.
SO NOW IF WE MOVE TO THE CHECK THE FACTS PROGRAM, AGAIN, WE HAD THE PLUSES AND CONCERNS AND SOME OF THE THINGS THAT WERE MENTIONED WAS THAT CHECK THE FACTS WOULD REDUCE THE NUMBER OF OPT OUTS THAT IT WOULD BE EASIER TO CREATE A SCOPE AND SEQUENCE.
WITH THAT, IT WAS BROUGHT BY OUR COMMUNITY THAT IT INCLUDES MORE INFORMATION ABOUT POST-ABORTION ISSUES AND COVERAGE OF SOCIAL MEDIA.
BUT THEN THERE WAS ALSO SOME OF THE CONCERNS HAD TO DO WITH MISINFORMATION AND INACCURACIES, OR NOT BEING ENGAGING, LINKS TO THE LEARNING PLATFORM SUCH AS GOOGLE, NOT DEVELOPED ENOUGH, NOT SKILLS BASED ENOUGH, OR WOULD NEED TO PURCHASE ADDITIONAL HEALTH CONTENT, NOT JUST SEXUAL HEALTH.
BUT THEN WE WOULD ALSO NEED TO LOOK AT HEALTH LATER.
AND THEN THIS NEXT PAGE AGAIN, CHECK THE FACTS, THERE WERE COMMENTS ABOUT IT PROMOTING RESPECT ABOUT THE GRAPHICS BEING INADEQUATE AND THEN PREGNANCY PREVENTION OPTIONS WAS ONE OF THOSE THINGS THAT WE PULLED OUT IS COMING UP FROM BOTH PERSPECTIVES.
SO ONE SIDE SAID THERE WAS GOOD CONVERSATION ON PREGNANCY PREVENTION.
THERE WERE MANY OPTIONS AND THEN THE OPPOSING VIEWPOINT OF JUST DISAGREEING WITH THAT STATEMENT. SO IT JUST AGAIN DEPENDS ON THE PERSPECTIVE OF THE COMMITTEE MEMBER AS TO WHETHER OR NOT IT LANDED ON A PLUS SIDE OR A CONCERNED SIDE.
SO THIS SLIDE IS A LITTLE BIT KIND OF THE SECOND PART OF THE PROCESS WHERE WE PUT THE TWO PROGRAMS SIDE BY SIDE AND JUST LOOKED AT THE PLUSES AND SAID, AND I KIND OF ASK THE QUESTION, ARE THERE AREAS WHERE WHERE THE THE PLUS GOES WITH BOTH OF THEM? SO YOU CAN IT'S KIND OF A VENN DIAGRAM HERE WHERE YOU KNOW, YOU CAN SEE PLUSES OVER HERE FOR HEALTH, SMART PLUSES OVER HERE FOR CHECK THE FACTS IN THIS SLIDE HERE.
THIS IS WITH GROUP ONE, THEY FELT THAT BOTH WERE ACTUALLY IT WAS A PLUS FOR BOTH OF THEM AS FAR AS THE PARENTAL INVOLVEMENT AND ENGAGEMENT WITH FAMILIES.
SAME THING, YOU'VE GOT PLUSES FOR HEALTH SMART ON THIS SIDE.
PLUSES FOR CHECK THE FACTS ON THE RIGHT HAND SIDE HERE.
[00:15:04]
YOU KNOW, BOTH HAVE CONSUMABLE WORKBOOKS.BOTH SEEM TO BE EASILY ADAPTED TO ONLINE AND HYBRID.
SO IT'S MORE ABOUT THIS THE TEACHING ASPECTS OF IT.
NEXT SLIDE. SO AGAIN, NOTING SOME OF THE COMPLEXITIES.
SO IN THIS THING ABOUT THE STRONG PARENT CONNECTIONS, WE ACTUALLY HAD PEOPLE IN ALL THREE CATEGORIES THOSE THAT THOUGHT IT WAS TRUE FOR BOTH.
SOME PEOPLE THOUGHT IT WAS TRUE FOR ONE.
SOME PEOPLE THOUGHT IT WAS TRUE FOR ANOTHER.
SO. OK, SO THE NEXT SECTION THAT WE'RE GOING TO GO INTO IS ABOUT THE GENERAL COMMENT, SO WE PROVIDED YOU COPIES OF THE GENERAL COMMENTS TO READ INDEPENDENTLY.
SO WE'RE NOT GOING TO GO THROUGH ALL OF THOSE TODAY, THERE WERE HUNDREDS OF THEM IN TOTAL, SO THAT WOULD BE QUITE LENGTHY.
BUT WE DECIDED TO PULL SOME OF THOSE OUT AND JUST EMPHASIZE THEM ON SOME OF OUR SLIDES.
AND SO WE HAVE A COLOR CODING PROCESS.
SO THE THINGS THAT YOU WILL SEE IN A MINUTE THAT ARE YELLOW ARE THINGS THAT ARE HAVE ALREADY BEEN REPRESENTED BY THE PLUSES AND CONCERNS THAT WE'VE TALKED ABOUT.
IF THEY ARE IN ORANGE, THERE WAS SOME SORT OF ADDITIONAL COMMENT OR PART OF A COMMENT THAT REALLY HADN'T BEEN REPRESENTED BEFORE.
AND SO WE'RE JUST KIND OF BRINGING THOSE TO YOUR ATTENTION AS WE GO THROUGH THIS TODAY.
THIS IS A REPRESENTATIVE SAMPLING OF THE ISSUES DISCUSSED BY THE COMMITTEE.
AND SO WE'RE GOING TO GO THROUGH THESE RELATIVELY QUICKLY, BUT JUST WANTED TO HIGHLIGHT AND I DO THINK I WOULD LIKE TO REITERATE AS BEST WE COULD.
WE TRIED TO, YOU KNOW, WE DON'T HAVE, YOU ACTUALLY HAVE A COPY OF ALL THE COMMENTS IF YOU WANT TO, IF YOU WANT TO GO INTO THAT MUCH DETAIL, BUT WE REALLY DO FEEL LIKE THESE ARE AS BEST WE CAN. A REPRESENTATIVE VIEW OF ALL THE ISSUES AND AS YOU CAN SEE, THERE ARE GOING TO HIGHLIGHT SOME DIFFERENCES OF OPINION AS WE GO THROUGH THERE.
SO I THINK ON THIS FIRST SLIDE, THE THING THAT I WANTED TO TALK A LITTLE BIT ABOUT WAS THAT THIS IS SPECIFICALLY ABOUT CHECK THE FACTS AND CHECK THE FACTS COMES TO US WITH A MORE CONSERVATIVE FEEL.
YET THERE ARE STILL THINGS IN IT THAT ARE STILL PROBLEMATIC FOR SOME OF OUR COMMUNITY.
FOR EXAMPLE, TALKING ABOUT RESOURCES FOR STUDENTS AND THE INFORMATION THAT IS INCLUDED BASED ON STATE LAWS, ONE OF OUR COMMITTEE MEMBERS FELT THAT THAT WAS TOO MUCH INFORMATION FOR OUR STUDENTS TO HAVE.
SO EVEN THOUGH THIS CURRICULUM WAS BROUGHT FROM MAYBE A MORE CONSERVATIVE PERSPECTIVE, THERE ARE STILL THINGS THAT THE COMMUNITY HAS ISSUE WITH.
ONE OF THE OTHER THINGS HAD TO DO WITH THE PREZI FORMAT ITSELF.
THEY FELT THAT THE FORMAT OF PREZI WAS OK, WHICH CHECK THE FACTS.
DOES A LOT OF STUDENT PRESENTATIONS WITH PREZI, AND IF YOU GO THROUGH THOSE REALLY FAST, YOU WILL GET DIZZY. BUT THE RATE IN WHICH THEY ARE BEING GIVEN IN THE CLASS WOULD BE FINE. BUT SOME COMMITTEE MEMBERS FELT THAT IT WAS STILL A LITTLE BIT BLAND AND NOT AS ENGAGING. SO A COUPLE OF THINGS TO HIGHLIGHT HERE, ONE OF THE THINGS THAT CHECK THE FACTS THAT COMMITTEE MEMBERS DID FEEL IS THAT IT HAD MORE INFORMATION ON HUMAN TRAFFICKING, PORNOGRAPHY, SOME OF THOSE SORTS OF THINGS.
YOU KNOW, BUT YOU CONTRAST THAT THAT WITH, YOU KNOW, A PRETTY PASSIONATE COMMENT HERE THAT, YOU KNOW, 14 PAGES IN A SPIRAL NOTEBOOK WITH MISINFORMATION STUFF.
SO AGAIN, THERE'S QUITE A BIT OF DEBATE ON OR, YOU KNOW, LIKE DIFFERENT PERSPECTIVES THERE. AND THIS ONE, AGAIN, WE'RE STILL IN CHECK THE FACTS.
THE COMMITTEE FELT IN GENERAL THAT CHECK THE FACTS COVERED MORE TOPICS THAN HEALTH SMART DID. THIS COMMENT SHOWS THAT NOT EVERYONE FELT THAT CHECK THE FACTS COVERED EVERYTHING THAT NEEDED TO BE INCLUDED IN A MIDDLE SCHOOL HEALTH CURRICULUM.
SO EVEN THOUGH IT FELT LIKE IT COVERED MORE THERE, THERE WERE STILL AT LEAST A COMMITTEE MEMBER WHO FELT THAT IT DIDN'T COVER EVERYTHING THAT A CURRICULUM SHOULD COVER.
IN THIS ONE PARTICULAR QUOTE, IN THE BOTTOM LEFT HAND CORNER, YOU CAN SEE THAT THE WORD RIGOROUS IS HIGHLIGHTED IN ORANGE.
AND THAT'S BECAUSE THAT COMMENT WAS COVERED FOR THE MOST PART IN ALL OF THE PREVIOUS THINGS, BUT THE WORD RIGOROUS HAD NEVER REALLY COME UP BEFORE.
SO WE HIGHLIGHTED THAT BECAUSE IT WAS SOMETHING THAT WAS A LITTLE BIT DIFFERENT.
IT SAYS IT IS NOT RIGOROUS OR INCLUSIVE, SO THAT WAS A PERSPECTIVE THAT WE HADN'T NECESSARILY COVERED BEFORE.
SO THIS IS THESE ARE COMMENTS ON HEALTH SMART.
AND AGAIN, A LOT OF THE STUFF ABOUT THE INTERACTIVE NATURE, YOU KNOW, HERE IT TALKS ABOUT, YOU KNOW, LOTS OF ACTIVITIES.
THIS IS A POSITIVE SIDE ROLE PLAYING SORRY.
[00:20:19]
AND STUFF, YOU KNOW HERE, LESS RELATABLE AND NOT AS ENGAGING, REPETITIVE, BLAND GRAPHICS.CLIP ART AND ICONS, NOT REAL PEOPLE.
HIV IS NOT NOT COVERED IN DEPTH.
SO AGAIN, SORT OF CONTRASTING VIEWS.
AND THEN AGAIN, WITH HEALTH SMART, IT WAS FELT THAT IT'S MORE SKILLS BASED.
BUT SOME DISAGREE WITH THE DEPTH OF THE SKILL, SUCH AS NEEDING TO KNOW ALL THE STEPS FOR CONDOM USE. WHAT IS IT? IS IT NECESSARY THAT ALL OF THOSE STEPS HAVE TO BE COVERED? SO THERE WAS SOME DISAGREEMENT OVER HOW IN DEPTH THOSE SKILLS NEED TO BE COVERED.
AND THEN I THINK WE'VE ALREADY TALKED ABOUT THE FIFTH GRADE CONTENT BEING INCLUDED IN HEALTH SMART, BUT THAT WAS SOMETHING THAT WAS BROUGHT UP MULTIPLE TIMES.
SO THIS SLIDE ILLUSTRATES COMMENTS FROM THE COMMITTEE THAT SEEM TO SORT OF RISE ABOVE TO A CERTAIN EXTENT, YOU KNOW, THINGS ABOUT THIS SPECIFIC CURRICULUM.
SO ONE COMMENT TO NOTE HERE IT SAYS, YOU KNOW, THE RUBRIC USED BY THE COMMITTEE MAY NOT BE ALIGNED WITH THE COMMUNITY VALUES.
AND SO THERE'S THAT SENTIMENT THAT THE RUBRIC ITSELF COMES TO US FROM OSPI.
THEY ALSO NOTED THAT, YOU KNOW, FROM THE STATE THAT THEY HAVE CONTINUED TO ALLOW THE OPT OUT FEATURE IN THE NEW LAW.
SO THAT WAS KIND OF A BALANCING POINT THERE.
YOU KNOW, HERE IN THIS COMMENT, THE DISTRICT WANTS TO DO WHAT IS BEST FOR KIDS, AND THAT DECISION MAY NOT BE AS STRAIGHTFORWARD AS IT MAY APPEAR.
THE BIGGER PICTURE NEEDS TO BE TAKEN INTO CONSIDERATION.
AND LET'S SEE AND THEN THIS COMMENT UP HERE.
THAT SAID, IT MAY BE WORTH LOOKING BACK AT ONE OF THE OTHER CURRICULA THAT WOULD BE LESS POLITICALLY CHARGED. SO THERE WAS A SENSE, I THINK, FROM THE COMMITTEE THAT THERE WAS SORT OF A BIGGER PICTURE THERE.
RECOGNIZE JUST HOW COMPLEX THIS DECISION IS.
OK, SO THE COMMITTEE OBSERVATIONS FOR HEALTH SMART, WE'VE GONE THROUGH MANY OF THESE STRENGTHS ALREADY, I JUST WANT TO POINT OUT THE BOTTOM BULLET POINT THAT TALKS A LITTLE BIT ABOUT FEWER CONCERNS ABOUT SCIENTIFIC AND MEDICAL ACCURACY.
I'M NOT SURE THAT THAT HAS BEEN ADDRESSED, BUT THAT WAS ONE OF THE OVERALL THINGS THAT CAME OUT WAS THAT THE GROUP FELT THAT THERE WERE FEWER CONCERNS.
I'M NOT GOING TO SAY THAT THERE WEREN'T CONCERNS, BUT THERE WERE FEWER CONCERNS ABOUT THE SCIENTIFIC AND MEDICAL ACCURACY IN THE HEALTH SMART PROGRAM.
THE CONCERN SIDE OF THINGS, THOUGH, HAD TO DO AGAIN WITH THE NUMBER OF OPT OUTS.
THE GROUP FELT THAT THERE WOULD BE MORE OPT OUTS WITH HEALTH SMART.
BUT THAT IS ALSO MISSING CONTENT, SPECIFICALLY WORKING ON THE SOCIAL MEDIA, THE HUMAN TRAFFICKING AND THE GROOMING CONCEPTS.
AND DAVE ALSO TALKED ABOUT SEXTING AND PORNOGRAPHY, THINGS LIKE THAT.
AND THEN SPECIFICALLY, THE VOCABULARY USED WITHIN HEALTH SMART BODY WITH A PENIS AND BODY WITH A VAGINA IS MORE CONTROVERSIAL FOR OUR COMMUNITY.
SO THIS IS A SIMILAR SITE FOR CHECK THE FACTS.
IT'S GOT THE THE THE STRENGTHS THAT ARE THAT ARE LISTED OVER HERE.
YOU KNOW, YOU KIND OF BROWSE THROUGH THOSE THE CONCERNS LIKE IT HAD WEAKER SCORES IN ALMOST EVERY PART OF THE OBJECTIVE PART OF THE REVIEW PROCESS.
THE CURRICULUM, WHILE IT'S BEEN ADAPTED FOR THE STATE OF WASHINGTON, IS TECHNICALLY NOT FINISHED YET, SO WE WOULD HAVE TO CONSIDER THAT TIMELINE.
THERE WAS A FEEL BY SOME THAT ITS LANGUAGE WAS BIASED AND LESS INCLUSIVE.
SOME PEOPLE THOUGHT THAT, YOU KNOW, IT TENDS TO BE A LITTLE BIT MORE OF A READING STYLE APPROACH AND THAT THAT MIGHT BE LESS ENGAGING.
YOU KNOW, BOTH SIDES SEEM TO HAVE THE CONCERNS OVER WHAT REALLY IS SCIENTIFICALLY AND MEDICALLY ACCURATE. AND THEN THERE WAS A CONCERN THAT MAYBE ITS TEACHER RESOURCES WERE NOT AS EXTENSIVE AS IT COULD BE.
THE NEXT SLIDE HAS TO DO WITH THE TWO PROGRAMS KIND OF SIDE BY SIDE.
BUT CONSIDERING THE AREAS OF DISAGREEMENT.
SO THE USE OF GENDER, LANGUAGE, MALE, FEMALE AND BODY WITH THE PENIS, BODY WITH THE VAGINA, MEMBERS HAD DIFFERING PREFERENCES ON HOW TO GO ABOUT THE USE OF THE LANGUAGE.
MEDICAL AND SCIENTIFIC ACCURACY? THERE WERE CONFLICTING PREFERENCES WITH THAT AS WELL.
CHECK THE FACTS DISCUSSION ON PREGNANCY PREVENTION.
OTHERS FELT IT WAS NOT ACCURATE.
[00:25:02]
GRAPHICS? MEMBERS HAD DIFFERENT PREFERENCES ON THE GRAPHICS.SO BOTH PROGRAMS, I WOULD SAY THERE WERE PEOPLE WHO FELT THAT THERE WERE ISSUES WITH THE GRAPHICS ON BOTH SIDES.
WITH THAT, THE PROGRAM CONTENT ABOUT SOCIAL MEDIA SEXTING MOST FELT THAT CHECK THE FACTS WAS STRONGER, BUT SOME PEOPLE DISAGREED.
AT HOME CONNECTION AND ACTIVITIES, SOME BELIEVE CHECK THE FACTS.
HOME CONNECTION AND ACTIVITIES WERE NOT AS STRONG AS HEALTH SMART.
AND THEN THE PRESENTATION FORMAT, SOME PREFERRED THE CHECK THE FACTS PREZI AND TEXT HEAVY DELIVERY, AND SOME PREFERRED THE DIGITAL FORMAT OF HEALTH SMART.
SO AGAIN, IT HAD TO DO WITH PERSPECTIVE OF THE COMMITTEE MEMBER AND THAT THERE WERE PEOPLE FROM BOTH PERSPECTIVES ON THESE TOPICS.
SO THIS SLIDE IS SORT OF A SUMMARY, A KIND OF A COMPILING TOGETHER BY ALISON AND THE, YOU KNOW, WE RECOGNIZE THAT ANY PROGRAM THAT WE SELECT IS WE'RE GOING TO NEED TO SUPPLEMENT IT AND STUFF LIKE THAT.
SO WE ASK THE QUESTION WHAT WOULD BE NEEDED WITH HEALTH SMART? SO BYSTANDER TRAINING, SEXTING AND PORN A LITTLE BIT MORE ON WASHINGTON LAWS, IN PARTICULAR TRAFFICKING AND FETAL DEVELOPMENT.
WITH CHECK THE FACTS IT WOULD HAVE NEEDED MORE WORK ON 5TH GRADE TO SEPARATE IT OUT.
THERE ARE SOME CONCERNS ABOUT THE LANGUAGE THAT WE'VE TALKED WITH THE AUTHOR OF.
YOU KNOW, WOULD YOU BE ABLE TO CHANGE SOME OF THAT STUFF? AND THEN THE GRAPHICS AND CHECK THE FACTS IS QUITE IT NEEDS.
IT NEEDS SOME WORK THERE SO THAT SOME PARTICULAR THINGS THAT WOULD NEED TO BE SUPPLEMENTED WITH BOTH PROGRAMS. OK, SO, AT THIS TIME, WE REALLY WANT TO ACKNOWLEDGE THE WORK OF THE COMMITTEE.
I MEAN, THIS COMMITTEE REALLY WAS DEDICATED.
IT WAS NOT A CASE OF PEOPLE JUST, YOU KNOW, NOT READING THINGS AND COMING IN AND JUST STATING THEIR IDEAS. THERE WAS JUST LOTS OF WORK DONE, AND WE JUST WANT TO ACKNOWLEDGE THAT THEY LISTENED PRETTY DIVERSE VIEWPOINTS.
BUT PEOPLE LISTENED TO THE OTHER SIDE AND ACKNOWLEDGED THAT.
THEY EDUCATED THEMSELVES ABOUT EACH CURRICULUM.
AND BASICALLY, THEY BECAME SORT OF THE SPECIALIST ABOUT THE PROGRAM.
SO WE JUST WANT TO SAY THANK YOU, ACKNOWLEDGE THEIR WORK.
WE'RE GOING TO HAND THE MIC TO FRANCIS.
THANK YOU. SO AT THIS POINT, WE BELIEVE THAT OUR COMMITTEE HAS DONE THE TASK AND I T'S MY TASK, I DON'T KNOW IF IT'S A PLEASURE OR SADNESS, TO OFFICIALLY BE DISBANDING THIS COMMITTEE. YOU ASKED US TO DO A CENTRAL QUESTION, WE HAVE DELIVERED.
WE HAVE DONE IT ABOVE AND BEYOND, AS IS STATED HERE.
I WOULD TELL YOU WHAT I HEAR FROM OTHER ORGANIZATIONS, SCHOOLS, FACILITATORS.
YOU HAVE ASKED SOMEBODY TO COME IN AND MANAGE THIS AS YOU GO THROUGH THIS.
MANY SCHOOLS WOULD JUST GIVE ANYTHING TO BE ABLE TO DO WHAT YOU HAVE DONE HERE.
SO I AM HONORED AND PROUD TO HAVE BEEN PART OF THIS AND YOU WILL SEE ME AGAIN.
THE COMMITTEE, THOUGH, HOWEVER, IS OFFICIALLY FINISHED.
I WOULD LIKE TO SAY FIRST TO DENNY AND TO SHELLY.
THANK YOU FOR HAVING THIS INSIGHT THAT THIS NEEDED TO HAPPEN AND YOU NEEDED TO TAKE YOUR TIME AND DO IT WELL.
AND WHATEVER HAPPENS, THE COMMITTEE DID A GOOD JOB.
AND SO COMMITTEE MEMBERS, THANK YOU.
THANK YOU FOR CARING ABOUT KIDS.
THANK YOU FOR CARING ABOUT BATTLE GROUND.
THANK YOU FOR CARING ABOUT THE FUTURE.
THANK YOU FOR CARING ABOUT EVERYONE IN YOUR COMMUNITY, COMMUNITY, WHETHER YOU AGREED WITH THEM OR NOT. THANK YOU FOR SAYING I THINK I NEED A PHONE CALL.
I'M NOT SURE I KNOW WHAT I'M DOING.
THANK YOU FOR BEING THERE AND DECIDING TO DO THIS AND WHATEVER HAPPENS, I WANT TO SAY IT TO YOU. YOU DID YOUR JOB.
YOU DID WHAT YOU WERE ASKED TO DO.
YOU'VE COME UP WITH EVERYTHING.
I WILL TELL YOU THAT AT THE LAST MEETING, I SAID, I WANT EVERYONE TO BE ABLE TO SAY THEY FELT HEARD AND THEY WERE ABLE TO SAY WHAT THEY MEANT.
EVERYBODY HAD THAT OPPORTUNITY.
AND I KEEP THINKING, KEEP TALKING BECAUSE YOU HAD ONE MORE THING TO SAY, OF COURSE.
PORTILLO CONSULTING INTERNATIONAL, MY FIRM, HAS A LITTLE GIFT FOR ALL OF YOU AND A GIFT FOR THE BOARD, AND I WILL GIVE YOU THOSE AT THE END OF THIS SESSION.
THANK YOU AGAIN. THANK YOU, FRANCIS.
I, TOO, WOULD LIKE TO, OH GOOD GRIEF!
[00:30:01]
I WILL NEVER GET A MIC THAT WORKS RIGHT, I'M CONVINCED.I, TOO, WANT TO SAY THANK YOU.
I HAVE BEEN A LITTLE LATE TO THIS PARTY, BUT I CAN TELL YOU IN TALKING WITH DAVE AND ALISON AND FRANCIS, MOST RECENTLY, I AM SO INCREDIBLY IMPRESSED WITH THE AMOUNT OF TIME THAT AN ENERGY THAT WAS PUT INTO THIS.
NOTHING. I HAVEN'T SEEN ANYTHING LIKE IT WITH ANY OTHER CURRICULUM ADOPTION, AND I JUST WANT TO SAY A SPECIAL THANK YOU TO THIS COMMITTEE AND ALL OF THEIR HARD WORK.
OK, SO THAT BASICALLY, I THINK CONCLUDES THAT THE REPORT FROM THE COMMITTEE, SO BUT ALSO, WE HAVE PLAYED LIKE OUR ROLE.
PART OF THIS IS TO PROVIDE AS MUCH GUIDANCE AS WE CAN THINK THROUGH ALL THE ISSUES AND STUFF WE'VE IDENTIFIED WHAT WE'RE CALLING ADDITIONAL FACTORS, SIX OF THEM THAT WE THINK ARE IMPORTANT FOR YOU GUYS AS AS ULTIMATE DECISION MAKERS TO HAVE INFORMATION ABOUT.
SO THE FIRST ONE IS THAT IT WAS LIKE BECAUSE OF SORT OF THE POLARIZING NATURE OF THE TOPIC. THERE WERE SOME MEMBERS THAT ACTUALLY ASKED IF WE COULD MAYBE EVEN RECONSIDER GOODHART-WILCOX AS A MIDDLE OF THE ROAD OPTION.
SO THAT'S ONE FACTOR THAT WE WANT TO POINT OUT.
ANOTHER THING HAS TO DO WITH THE SCOPE AND SEQUENCE, AND WE FEEL THAT PART OF THE REASON THAT THIS WAS A STRUGGLE WAS WE DO NOT HAVE A SCOPE AND SEQUENCE DEVELOPED THAT IDENTIFIES WHAT EXACTLY IS TAUGHT IN FIFTH GRADE, IN SIXTH GRADE, IN SEVENTH GRADE, IN EIGHTH GRADE, AND THAT IT'S HARD TO EXPRESS TO COMMUNITY WHEN YOU'RE TALKING ABOUT SOMETHING THAT YOU CAN'T SEE EXACTLY.
THIS LESSON IS GOING TO GO ON THIS DAY THAT IT MAKES IT HARD TO REALLY CONCEPTUALIZE WHAT THIS LOOKS LIKE FOR MY CHILD.
AND SO THIS IS SOMETHING THAT IS APPROXIMATELY FOUR TO SIX DAYS A YEAR PER MIDDLE SCHOOL GRADE LEVEL, BUT IS SOMETHING THAT WE'VE STRUGGLED WITH WORKING WITH THE COMMUNITY TO HELP IDENTIFY WHAT THEY WOULD SEE AT EACH GRADE LEVEL BECAUSE WE DO NOT HAVE A SCOPE AND SEQUENCE WRITTEN AT THIS TIME.
THIRD BULLET POINTS OUT THAT LIKE WHEN WE BEGAN THIS, WE WERE UNDER THE IMPRESSION WITH THE LUNGS LIKE THAT THAT OUR TIMELINE WAS TO HAVE IT READY TO BE IMPLEMENTED THIS YEAR.
IN CONVERSATIONS WITH OSPI, WE'VE COME TO REALIZE THAT THE TIMELINE IS NOT QUITE AS URGENT AS WE THOUGHT.
THEY WOULD MUCH RATHER THAT WE GET IT RIGHT, SO TO SPEAK, OR HAVE AS MUCH AGREEMENT AS POSSIBLE, RATHER THAN TO BE FLEXED OR TO BE RUSHED.
AND SO THAT'S SOMETHING ELSE WE WANTED TO POINT OUT TO YOU THAT, YOU KNOW, IT NEEDS TO BE DONE THIS YEAR, BUT IT'S NOT QUITE AS TIGHT ON THE TIMELINE AS WE ORIGINALLY HAD THOUGHT.
THE NEXT FACTORS ALL HAVE TO DO WITH HIGH SCHOOL.
SO THE HIGH SCHOOL CURRICULUM IS NOT COHERENT WITH MIDDLE SCHOOL CURRICULUM THAT WE HAVE IN FRONT OF US. SO SEVERAL YEARS AGO, WE CHOSE A CURRICULUM FOR THE HIGH SCHOOL AND WE CHOSE FLASH, WHICH IS A WASHINGTON DEVELOPED SEX ED CURRICULUM.
AND THEN WE SUPPLEMENTED IT WITH SOME PIECES FROM POSITIVE PREVENTION PLUS, IT IS PIECEMEAL. THERE ARE THINGS THAT ARE MOSTLY WITH THE TEACHER MATERIALS, BUT THERE ARE SECTIONS OF IT THAT ARE CROSSED OUT, AND THIS LINE HAS BEEN REWRITTEN WITH HANDWRITTEN NOTES. AND THE PUBLISHERS WILL NOT ALLOW US TO POST TO THAT OR TO PUBLISH IT ANYWHERE.
IT IS NOT THEIR OFFICIAL VERSION AND THEREFORE WE CANNOT USE IT PUBLICLY.
WE CAN USE IT WITH OUR STUDENTS, BUT WE CAN'T POST IT.
AND WITH THE NEW LAW THAT CAME INTO PLAY, THE HIGH SCHOOL CURRICULUM OR ALL CURRICULUM, SEX ED CURRICULUM, HAS TO BE ABLE TO BE POSTED ONLINE FOR PARENTS TO REVIEW.
AND THAT IS NOT SOMETHING THAT THE PUBLISHER WILL EVER ALLOW US TO DO.
AND SO WE ARE GOING TO NEED TO TAKE A LOOK AT THAT AND BE ABLE TO HAVE A HIGH SCHOOL CURRICULUM THAT IS THAT MEETS THE LAW AND IS MORE COHERENT AND CONSISTENT THAN WHAT WE'VE HAD BEFORE, I GUESS.
SO, THERE ARE ALSO SOME COMPONENTS OF IT THAT ARE MISSING.
SO THE BYSTANDER COMPONENT, THE AFFIRMATIVE CONSENT COMPONENT, IT DOESN'T ALL FLOW TOGETHER. WE DON'T HAVE A MIDDLE SCHOOL CURRICULUM THAT HAS A SCOPE AND SEQUENCE THAT FOLLOWS INTO A HIGH SCHOOL CURRICULUM, THEREFORE HAVING A NICE FLOW.
SO THOSE ARE, I THINK I PROBABLY PUT BOTH BULLET POINTS TOGETHER.
YOU'VE DONE THE FIRST IN THE THIRD.
I THINK THE MIDDLE ONE IS THAT, WE'VE ALSO HAVE KIND OF THIS ADDITIONAL REQUIREMENT THAT WE TEACH CSE AT TWO DIFFERENT TIMES IN HIGH SCHOOL.
[00:35:03]
SO THE ONE TIME IS IN A HEALTH CLASS AND THAT'S ALREADY IN PLACE.WE HAVE NOT DETERMINED WHERE THAT SECOND, IT'S PROBABLY A SMALLER IT WOULDN'T BE QUITE AS COMPREHENSIVE AS IN THE HEALTH CLASS, BUT WE HAVEN'T DETERMINED WHERE THAT WOULD GO.
IT'S A REAL CHALLENGE TO FIGURE OUT WHERE THAT WOULD GO SO THAT ALL STUDENTS GET IT, BUT IT'S NOT A WHOLE BUNCH OF DIFFERENT ELECTIVE COURSES.
SO, KIND OF PUTTING ALL OF THIS TOGETHER BASED ON THE DATA COLLECTION AND THE COMMENTS, HEALTH SMART IS THE HIGHEST RATED CURRICULUM.
SO THIS ANSWERS THE CENTRAL QUESTION THAT WE HAD AND DAVID TALKED ABOUT IN THERE AND WE'VE PRESENTED BEFORE.
BUT THERE ARE ALSO OPPOSING VIEWPOINTS THAT WERE EXPRESSED BY THE COMMITTEE AND THERE ARE ADDITIONAL FACTORS TO CONSIDER.
SO WHAT QUESTIONS? WE WOULD LIKE TO OPEN THIS UP TO QUESTIONS FROM YOU AND WHATEVER.
AND THEN I GUESS WHAT WE'RE ALSO ASKING IS TO SEEK SOME KIND OF, AT LEAST, WALK OUT OF HERE IN SOME KIND OF DIRECTION.
I'M WONDERING IF ONE OF THE QUESTIONS THAT YOU'RE ASKING IS GUIDANCE ABOUT WHAT COMES FOR SCOPE AND SEQUENCE OR ADOPTION OF A CURRICULUM, BECAUSE IT SEEMS TO ME THAT THAT WOULD HAVE TO INFORM, LIKE YOU SAID, INFORM THE REVIEW OF A CURRICULUM KNOWING, FOR INSTANCE, HOW MANY DAYS AND WHAT IS IS REQUIRED TO BE TAUGHT ACROSS THE GRADE LEVELS.
YES, IT FEELS A LITTLE BIT LIKE THE CHICKEN AND THE EGG.
YOU NEED TO HAVE A CURRICULUM TO KNOW THE KINDS OF THINGS THAT YOU'RE GOING TO BE TEACHING, BUT YOU NEED TO HAVE A SCOPE AND SEQUENCE TO KNOW WHAT YOU'RE LOOKING FOR IN A CURRICULUM. SO EITHER WAY, WE HAVE NOT DONE ANY SCOPE AND SEQUENCE WORK TO THIS POINT TO REALLY IDENTIFY THAT THIS IS WHAT WOULD HAPPEN IN A FIFTH GRADE CLASS AND THIS IS WHAT WOULD HAPPEN IN A SIXTH GRADE CLASS AND SO ON.
I THINK WE PASSED THAT A LITTLE BIT BEFORE ABOUT THE SCOPE AND SEQUENCE.
CAN YOU SHARE AGAIN THE TIMELINE, LIKE, WHAT THAT PROCESS LOOKS LIKE BECAUSE I BELIEVE IT'S PRETTY DETAILED, IF MEMORY SERVES.
YEAH. SO WE WOULD NEED TO PUT TOGETHER A GROUP, MOSTLY TEACHERS, BUT WE ARE OPEN TO SUGGESTIONS IF THERE NEEDS TO BE OTHER PEOPLE INVOLVED IN THAT TO LOOK AT WHAT THE STATE GUIDANCE, AND IT'S GUIDANCE, IT'S NOT REQUIREMENTS, BUT WHAT THE STATE GUIDANCE SAYS AND DETERMINE WHAT WE WANT IN EACH GRADE LEVEL FOR BATTLE GROUND.
SO I THINK THERE'S SORT OF TWO LEVELS.
THE FIRST LEVEL IS TO IDENTIFY WHAT IS TAUGHT IN EACH GRADE LEVEL AND ESPECIALLY FIFTH GRADE IS CRUCIAL. I THINK IT'S IMPORTANT THAT WE GET STRONG COMMUNITY INPUT ON THAT PIECE. ONCE THAT'S IDENTIFIED, YOU KNOW, THEN YOU'RE BASICALLY, YOU KNOW, INTO THE QUESTIONS OF SCOPE AND SEQUENCE OF THE LESSONS OR THE TOPICS FOR THAT PARTICULAR GRADE, WHICH WOULD BE, I THINK, MORE OF THE TEACHER'S ROLE TO REALLY, YOU KNOW, TO CLARIFY WHAT THAT WOULD BE. ARE THE HEALTH STANDARDS BY GRADE LEVEL OR ARE THEY IN GRADE BANDS? SO THE HEALTH STANDARDS, THERE ARE EIGHT HEALTH STANDARDS AND THEY GO ACROSS ALL GRADE LEVELS. OK. AND THEN THERE ARE OUTCOMES WITHIN EACH OF.
AND THEN THERE'S OUTCOMES WITHIN THAT.
AND SO THE OUTCOMES ARE GUIDANCE, NOT REQUIREMENTS.
BUT THEN WE HAVE TO LOOK AT THE STATE LAW AND SEE WHICH PIECES ARE REQUIRED AND WHICH PIECES ARE GUIDANCE, AND THEY ARE WRITTEN GRADE LEVEL SPECIFIC.
THE TOPICS TEND TO SPAN MULTIPLE GRADE LEVELS, BUT THEN THEY'LL HAVE LIKE A LITTLE BIT, YOU KNOW, WHEN YOU GO FROM ONE GRADE LEVEL TO THE NEXT IT, IT'LL BE A LITTLE BIT DEEPER IN IN ITS COVERAGE OF THINGS.
YEAH, THAT'S WHAT I THOUGHT. YEAH.
BUT GENERALLY SPEAKING, THE TOPICS FOR MIDDLE SCHOOL RUN THE FULL RANGE OF 6-8 ANYWAY.
GOOD. SO THE SCOPE AND SEQUENCE, WOULDN'T IT BE FAIRLY COST AND TIME PROHIBITIVE TO DO THAT BEFORE YOU HAVE A CURRICULUM, CONSIDERING YOU MAY HAVE TO DO THAT FOR SEVERAL CURRICULA IF THE ONE YOU DID IT FOR WASN'T ADOPTED? YES. I MEAN, I SAY THAT TENTATIVELY BECAUSE IT'S LIKE, I SAID, IS THAT CHICKEN AND EGG, I MEAN, THERE'S SO THAT FIRST LEVEL, YOU KNOW, THAT FIRST LEVEL PREZI OF WHAT GETS TAUGHT
[00:40:05]
WHERE I THINK THAT CAN ACTUALLY BE DONE ALMOST CURRICULUM INDEPENDENT.THE SPECIFIC LESSONS THAT YOU'RE GOING TO START ARRANGING.
YEAH, YOU REALLY NEED TO HAVE YOUR CURRICULUM AT THAT POINT.
A BIGGER QUESTION, TOO, IS, YOU KNOW, REALLY LIKE IN TERMS OF THE SCOPE AND SEQUENCE, IS IT A SCOPE AND SEQUENCE TO REALLY BE DONE RIGHT? IT SHOULD BE FROM FIVE TO 12, NOT JUST FIVE TO EIGHT.
AND THAT'S WHAT I GUESS DOING.
ONE OF THE BIGGEST THINGS IN THE ADDITIONAL CONCERNS IS KIND OF THE COHERENCE OF WHAT WE DO FROM A 5-12 PERSPECTIVE.
DOES DOES HEALTH SMART PROVIDE A HIGH SCHOOL CURRICULUM? THEY DO HAVE A HIGH SCHOOL CURRICULUM.
WE HAVE NOT LOOKED AT IT, BUT YES, THEY DO HAVE IT.
CAN I ASK YOU A QUESTION, MAYBE TO OFFER THE BOARD SOME CLARIFICATION? HOW DOES THE SCOPE AND SEQUENCE FOR LIKE THIS COMPREHENSIVE SEX EDUCATION COMPARE TO A SCOPE AND SEQUENCE FOR MATHEMATICS, FOR INSTANCE? IS THAT JUST AS THE CURRICULUM IS DESIGNED IN SUCH A WAY THAT IT JUST COMES WITH THE SCOPE AND SEQUENCE FOR A MATH CURRICULUM, WHEREAS THIS IS REALLY UP TO US TO PUT TOGETHER? YEAH.
SO I MEAN, IF YOU THINK ABOUT SOMETHING LIKE MATH WHERE WHERE THE SEQUENCE OF TOPICS REALLY MATTERS OF DOING CERTAIN THINGS BEFORE OTHER TOPICS, AND WHEN YOU CONSIDER THAT, YOU KNOW, A MATH CURRICULUM IS THE COVER BASICALLY ONE HUNDRED AND EIGHTY DAYS INSTRUCTION EVERY DAY.
MOST TIMES WE FEEL LIKE WE'RE NOT GOING TO COVER EVERYTHING.
YOU CONTRAST THAT WITH, YOU KNOW, LIKE THIS IS ON AVERAGE PROBABLY FOUR TO SIX DAYS PER YEAR. OK, SO IT'S NOT LIKE THE SCOPE AND SEQUENCE HAS TO BE DONE IN SUCH A WAY THAT WE CAN KEEP PACE.
BECAUSE THAT'S NOT WHAT WE'RE REALLY BE AN ISSUE.
IT'S MORE A MATTER OF JUST IDENTIFYING WHAT IS TAUGHT WHEN.
AND TO BE HONEST, I MEAN, ONE OF THE MAIN DIFFERENCES BETWEEN, SAY, TEACHING MATH OR ELA OR SOMETHING VERSUS TEACHING, YOU KNOW, SEX ED IS THAT THERE'S A LOT MORE PRESSURE ON THE TEACHERS TO MAKE SURE THAT THEY ARE NOT DOING SOMETHING.
THEY REALIZE THAT SORT OF THE MICROSCOPE, IF SOMETHING GOES HOME, THAT, OH, YOU KNOW, MY TEACHER SAID THIS, IT'S A VERY DIFFERENT.
SO GIVING THE TEACHER SOME REALLY GOOD DIRECTION ON WHAT WE TEACH AND WHEN WE TEACH IT.
AND IT'S, YOU KNOW, SO THAT'S I GUESS, SOME OF THE DIFFERENCES WITH.
AND I WOULD LIKE TO ADD THAT WHEN WE PURCHASE A MATH CURRICULUM, WE PURCHASE IT FOR GRADE FIVE, GRADE SIX, GRADE SEVEN, GRADE EIGHT.
WHEN WE PURCHASE A SEX ED CURRICULUM, THERE IS SOMETIMES, DEPENDING ON THE PROGRAM THAT YOU'RE LOOKING AT, THERE IS SOMETIMES A FIFTH GRADE COMPONENT AND THEN THERE'S A MIDDLE SCHOOL COMPONENT AND A HIGH SCHOOL COMPONENT, SO THEY DON'T HAVE IT DELINEATED.
NOW SOME OF THE PROGRAMS HAVE, THE PUBLISHERS, HAVE KIND OF WRITTEN OUT A SCOPE AND SEQUENCE AND SAID THIS WOULD BE APPROPRIATE FOR SIXTH GRADE AND THIS WOULD BE APPROPRIATE FOR SEVENTH AND THIS WOULD BE APPROPRIATE FOR EIGHTH.
BUT IT DOESN'T. IT'S NOT SOLD THAT WAY.
SO IT'S DIFFERENT FROM A MATH CURRICULUM IN THAT WAY AS WELL.
THANK YOU. HOW WOULD THE, FOR ANY OF THE SUPPLEMENTAL THINGS THAT ARE MISSING, RIGHT, DO WE NEED TO ADD HOW WOULD THAT WORK? SO THE PROGRAMS THAT HAVE BEEN REVIEWED BY OSPI, THEY KNOW WHERE THERE ARE GAPS AND SO WE CAN CONTACT THEM FOR GUIDANCE TO SAY, CAN YOU HELP US WITH THIS? SO WE CAN WORK WITH OUR TEACHERS TO DESIGN A SPECIFIC LESSON.
WE CAN FIND A SPECIFIC SUPPLEMENTAL RESOURCE.
SO IT JUST DEPENDS ON WHAT IS MISSING AS TO HOW TO GO ABOUT FILLING THOSE HOLES.
WE WOULD NEED TO IDENTIFY WHAT THOSE ARE GOING TO BE SO THAT THEY ARE PRESENTED AT THE TIME AS A WHOLE, I WOULD THINK.
BUT WE HAVE TO FIRST IDENTIFY WHAT THE ISSUES ARE AND THEN LOOK FOR SUPPLEMENTAL RESOURCES. OSPI MAY HAVE IDENTIFIED SOME THAT WE CAN USE THE SUPPLEMENTAL RESOURCES, BUT WE MAY HAVE TO FIND SOME OF THOSE ON OUR OWN.
SO DOES THAT GO BACK TO THE, WELL, MAYBE NOT THIS COMMITTEE, DOES IT GO BACK TO A COMMITTEE? IS IT WITHIN JUST THE REALM OF TEACHING AND LEARNING? IS IT, COME BEFORE THE BOARD? WHO DETERMINES THAT THOSE ARE APPROPRIATE TO BE TAUGHT AT THIS AGE LEVEL OR ANY TO ANY GROUP, RIGHT? LIKE, I THINK THIS BRINGS ENOUGH CONTROVERSY OVERALL, BUT THEN WHO SAYS IT, YOU KNOW, THE
[00:45:01]
SUPPLEMENTAL STUFF HAS BEEN REVIEWED? RIGHT. I GUESS THAT'S WHAT I'M REALLY ASKING.I'M SORRY. THE BOARD PROCEDURE SAYS THAT YOU WILL ADOPT A CORE CURRICULUM AND THAT SUPPLEMENTAL MATERIALS CAN BE CAN BE INTEGRATED WITHOUT GOING THROUGH A BOARD PROCESS.
BUT YOU COULD ALWAYS TELL US WE WANT TO SEE THE WHOLE THING.
SO I GUESS IT'S SORT OF A BOARD DECISION AT THAT POINT, BUT THE CORE CURRICULUM IS ADOPTED BY YOU AND THEN SUPPLEMENTAL MATERIALS DON'T TYPICALLY HAVE TO UNDERGO AN ADOPTION PROCESS.
I MEAN, IN ALL THE OTHER SUBJECT AREAS, ONCE THE CORE CURRICULUM IS ADOPTED, SUPPLEMENTATION, TYPICALLY WOULD NOT COME BACK TO THE BOARD FOR APPROVAL.
GRANTED, YOU KNOW, THIS PROCESS IS A LITTLE, YOU KNOW, THIS TOPIC IS A LITTLE DIFFERENT.
I'M RELUCTANT TO GET IN A POSITION WHERE WE HAVE TO COME BACK, YOU KNOW, IT'D BE NICE TO MAKE A DECISION, SORT OF MOVE ON TO BE COMING BACK.
I GUESS YOU CAN SEE PLUSES AND MINUSES ON THAT ONE EITHER WAY.
I'M NOT ASKING FOR TO CHANGE THE PROCESS.
I JUST KIND OF WANTED TO KNOW HOW IT WORKED, BECAUSE IF WE HAVE, THERE ARE SO MANY PASSIONATE VIEWS ON THIS TOPIC THAT IF I HAD A CHILD WHO CAME HOME AND TOLD ME ABOUT SOMETHING THAT WASN'T IN THE CURRICULUM ITSELF, ONLY TO FIND OUT IT WAS SUPPLEMENTAL AND I DIDN'T KNOW THAT'S WHAT WAS BEING PUT IN THERE, I MIGHT BE UPSET.
SO I GUESS I WAS JUST REALLY LOOKING FOR THE PROCESS.
RIGHT. THE OTHER THING TO REMEMBER WITH SEXUAL HEALTH IS THAT PARENTS HAVE THE ABILITY TO REVIEW THE ENTIRE CURRICULUM FOR 30 DAYS PRIOR TO IT BEING TAUGHT.
SO WHATEVER IS GOING TO BE TAUGHT HAS BEEN DETERMINED.
AND THEN PARENTS HAVE THE ABILITY TO LOOK AT IT FOR 30 FULL DAYS AND THEN DETERMINE IF THEIR CHILD IS GOING TO PARTICIPATE OR BE OPTED OUT.
AND ALLISON, CAN YOU CLARIFY AT THAT POINT WHEN A PARENT IS LOOKING AT THE CURRICULUM PRIOR TO ITS IMPLEMENTATION, THAT 30 DAY REVIEW PERIOD? MY ASSUMPTION AT THAT POINT IS THAT THE SCOPE AND SEQUENCE THEN HAS ALREADY BEEN SET UP AND THAT THE MATERIAL THAT THE PARENT IS REVIEWING IS THE ACTUAL LESSON PLANS THAT ARE GOING TO BE DELIVERED.
IS THAT CORRECT? THAT IS CORRECT.
AND SO ANYTHING THAT WOULD BE IDENTIFIED AS A SUPPLEMENT WOULD BE DETERMINED BEFORE THAT SO THAT PARENTS CAN, THERE WOULD BE NO SURPRISES ON WHAT'S GOING TO BE TAUGHT FROM THE PARENT PERSPECTIVE BEFORE THEY MAKE THE DECISION OR WHETHER THEY OPT OUT OR NOT.
AND WE'VE BEEN VERY CLEAR WITH OUR TEACHERS THAT IN THE REALM OF SEXUAL HEALTH, YOU STICK TO WHAT IS HERE.
YOU DO NOT SUPPLEMENT ANYTHING ON YOUR OWN.
THIS IS WHAT YOU'RE GOING TO USE.
OKAY, SO THE SUPPLEMENT, THE DECISION TO, WHEREAS IN SOME CURRICULUMS, IF TEACHER WANTED TO, IF A TEACHER WAS TEACHING A UNIT ON MAMMALS AND THEY WANTED TO ADD AN ARTICLE ON GIRAFFES OR SOMETHING LIKE THAT, THEY WOULD HAVE THE DISCRETION TO DO THAT, THE INDIVIDUAL TEACHER.
BUT IN A IN A CURRICULUM LIKE THIS, WHICH IS SENSITIVE AND HAS TO BE GO THROUGH THIS REVIEW PROCESS BY PARENTS, THEY WOULD NOT NECESSARILY HAVE THAT SAME DISCRETION.
THE SUPPLEMENTAL MATERIALS WOULD BE DETERMINED THROUGH A PROCESS AND THEN THEY WOULD BE HELD TO THAT PROCESS? CORRECT. OK, THANK YOU.
AND SO THOSE SUPPLEMENTAL MATERIALS, DO THEY ALSO FALL UNDER THAT CATEGORY OF THEY HAVE TO BE ABLE TO BE POSTED ONLINE? OK. YES.
BUT I APPRECIATE THAT OSPI HAS GIVEN US SOME MORE LEEWAY.
I HAVE SOME CONCERN ABOUT OUR HEALTH EDUCATORS THIS YEAR DURING THIS TRANSITION PHASE AND HOW THEY'RE BEING SUPPORTED TO USE WHAT WE'VE GOT RIGHT NOW AND THAT IT SEEMS, USING THAT PHRASE, YOU KNOW, GET IT RIGHT, THAT WE NEED KIND OF A GET IT RIGHT PLAN. AND IT SOUNDS LIKE THE SCOPE AND SEQUENCE IS A KEY COMPONENT OF THAT AS WELL.
BE NICE TO HAVE KIND OF A TIMELINE WITH THAT AS WELL.
PEOPLE SEEM TO WANT TO SHOW UP WHEN IT'S ON THE AGENDA, SO.
GIVE THEM THAT, AND THEN IT'D BE, IT SOUNDS LIKE WE NEED A MORE COMPREHENSIVE HEALTH CURRICULUM AND WE NEED TO TAKE CARE OF THIS PIECE FOR THE STATE LAW, BUT WE NEED TO LOOK AT THE LARGER HEALTH CURRICULUM AS WELL.
AM I CORRECT IN THAT? THE MOST SIGNIFICANT, PERSONALLY, I THINK THE MOST SIGNIFICANT OF THE ADDITIONAL FACTORS IS REALLY THE HIGH SCHOOL PIECE, BECAUSE IF WE ADOPT NOW MIDDLE
[00:50:06]
SCHOOL AND THEN WE COME RIGHT BACK TO YOU AND SAY, NOW WE HAVE TO CONSIDER HIGH SCHOOL.AND YOU KNOW, AND HAVING DONE THAT FOR MIDDLE SCHOOL AT THIS LATE DATE AND TRYING TO GET THAT COHERENT AND CONSISTENT, THAT'S ONE OF THE LIKE, I GUESS, A STRUGGLE.
I THINK THAT'S A VERY REAL ISSUE THAT, YOU KNOW, WENDY MET WITH A 5-12 VIEW, YOU KNOW, WOULD HAVE SOME ADVANTAGES.
DO YOU HAVE ANY THOUGHTS OR IDEAS ON HOW WE CAN HONOR THE WORK OF THE COMMITTEE WITH HEALTH SMART AS A RECOMMENDATION FOR MIDDLE SCHOOL AND SOMEHOW INCORPORATE, I GUESS, INCORPORATE A HIGH SCHOOL, YOU KNOW, WHAT WE'RE GOING TO DO WITH THE HIGH SCHOOL? SO, YEAH, WE'VE TALKED A LITTLE BIT ABOUT THAT.
WE THINK THAT IF WE MOVE FORWARD THAT HEALTH SMART WOULD COME TO THAT PROCESS IN THE FIRST POSITION FROM THE MIDDLE SCHOOL COMMITTEE.
BUT THAT, YOU KNOW, THAT COMMITTEE WOULD ACTUALLY STILL BE ABLE TO CONSIDER OTHER OPTIONS AS WELL. THE GOODHEART-WILCOX IS CURRENTLY USED IN OUR HIGH SCHOOL GENERAL HEALTH CURRICULUM, SO THERE ARE SOME ADVANTAGES THERE.
ALL THREE OF THE CURRICULUMS THAT ARE, YOU KNOW, THAT CHECK THE FACTS, HEALTH SMART AND.
GOODHEART-WILCOX. ALL HAVE HIGH SCHOOL COMPONENTS TO GO WITH THEM.
SO. I MEAN, JUST BASED ON THE RUBRIC, IT SEEMS LIKE CHECK THE FACTS REALLY ISN'T EVEN IN THE SAME ORDER OF MAGNITUDE AS ANY OF THE OTHER CURRICULUMS. I MEAN, ARE THERE ANY BOARD MEMBERS THAT ARE ACTUALLY CONSIDERING? WELL, I ACTUALLY WOULD LIKE TO MAKE A COMMENT ABOUT THAT, YEAH.
AND I HONOR THE WORK OF THE COMMITTEE AND CERTAINLY ALISON AND DAVE AND I'VE HAD A DISCUSSION WITH YOU AND BROUGHT THIS TO YOUR ATTENTION, BUT I'VE NEVER HAD AN OPPORTUNITY TO MAKE A PUBLIC COMMENT ABOUT IT.
SO IN LOOKING AT THOSE TWO CURRICULUMS AND THIS IS SOMETHING THAT PROBABLY GOES DEEPER THAN WHAT MOST COMMITTEES ARE GOING TO LOOK AT, ONE OF THE THINGS I WAS LOOKING AT IS THE INSTRUCTIONAL STRATEGIES THAT ARE USED.
SO HAVING A GREAT DEAL OF EXPERIENCE WITH WORKING WITH STUDENTS WHO ARE MARGINALIZED, EITHER BY POVERTY OR LANGUAGE, SECOND LANGUAGE LEARNERS OR OTHER RISK FACTORS.
IN HAVING WORKED WITH AN ORGANIZATION THAT'S A NONPROFIT THAT HAS WORKED WITH MILLIONS OF KIDS AND HAS A RECORD GOING BACK 40 YEARS OF SUCCESS IN GETTING THESE KIDS READY FOR HIGH SCHOOL AND BEYOND.
THERE ARE CERTAIN SCAFFOLDING STRATEGIES, OK, THERE ARE CERTAIN SCAFFOLDING STRATEGIES YOU USED WITH THOSE STUDENTS TO GIVE THEM THE COMFORT LEVEL THAT THEY NEED TO HAVE THESE KINDS OF CONVERSATIONS, ESPECIALLY WITH SUBJECTS THAT ARE SENSITIVE AND HARD TO TALK ABOUT. WHAT I SAW IN CHECK THE FACTS WERE THOSE STRATEGIES, AND I DON'T THINK THAT MOST PEOPLE WOULD RECOGNIZE THAT.
BUT THERE ARE, BECAUSE WE THINK OF COMING TO A DISCUSSION AS AN ADULT AND FEELING COMFORTABLE WITH HAVING THAT DISCUSSION, BUT WITH KIDS, THERE'S SOME VERY SPECIFIC WAYS THAT YOU PREPARE THEM FOR THOSE DISCUSSIONS.
CHECK THE FACTS HAD ALL OF THOSE STRATEGIES.
AND IT MAY NOT BE OBVIOUS IF YOU HAVEN'T DONE A LOT OF WORK WITH INSTRUCTIONAL STRATEGIES. SO WHEN I SAW THAT, I SAW IT AS A WAY OF BEING MORE INCLUSIVE OF HAVING EQUITY IN THE CLASSROOM BECAUSE WHATEVER STUDENTS, SAY A STUDENT IS TRAUMATIZED, COMES TO THIS SUBJECT WITH SOME PREVIOUS TRAUMA, THEY WOULD NEED A LOT OF SCAFFOLDING TO GET READY FOR THAT CONVERSATION.
THE WAY THAT THAT CHECK THE FACTS WAS BUILT, IT WAS OBVIOUS TO ME THAT SOMEBODY KNEW WHAT THOSE STRATEGIES WERE.
AND AGAIN, THAT WOULDN'T BE OBVIOUS, NECESSARILY.
SO ONE OF THE THINGS THAT I FEEL LIKE WE NEED TO LOOK AT WHEN WE'RE TALKING ABOUT EQUITY AND INCLUSION IS NOT JUST LANGUAGE.
OK. THE JUST OK, I THINK WE NEED TO LOOK
[00:55:02]
AT NOT JUST, TO LOOK AT THE ACTUAL STRATEGIES THAT ARE USED TO HELP KIDS FEEL READY FOR THOSE CONVERSATIONS.ANYWAY, THAT'S JUST A COMMENT I WANT TO MAKE ABOUT CHECK THE FACTS, BECAUSE I THINK THAT'S SOMETHING THAT HASN'T COME UP IN ANY OF OUR DISCUSSION IS WHAT ARE THE ACTUAL INSTRUCTIONAL STRATEGIES THAT WE'RE USING? THOSE CAN BE POWERFUL NO MATTER WHAT THE CURRICULUM IS, WHETHER IT'S MATH OR SCIENCE OR THIS OR SEXUAL HEALTH, THESE STRATEGIES THAT YOU'RE GOING TO USE TO GET KIDS ENGAGED WITH ONE ANOTHER. TO ME, THOSE ARE VERY, VERY IMPORTANT AND I FELT LIKE CHECK THE FACTS GAVE TEACHERS THOSE STRATEGIES.
SO IF I COULD JUST TAKE ISSUE WITH THAT A LITTLE BIT? THANK YOU. PLEASE.
SO I'M LOOKING AT THE NINE COMPONENTS OF THE RUBRIC AND INSTRUCTIONAL STRATEGIES AS PART OF THEM AND CHECK THE FACTS SCORED THE LOWEST OUT OF ALL FIVE.
AND ADDITIONALLY, SCAFFOLDING STRATEGIES ARE GREAT, IF YOU'RE DEALING WITH MATERIAL THAT MEETS THE REQUIREMENTS OF THE STATE, SO YOU CAN BUILD A GREAT LADDER TO NOWHERE.
OK, I KNOW WE'RE RUNNING CLOSE ON TIME.
WE PROBABLY WILL TAKE A BREAK IN BETWEEN, EVEN IF WE HAVE TO START THE REGULAR BOARD MEETING JUST A LITTLE LATE.
WHAT WHAT KIND OF TIMEFRAME DO YOU FEEL LIKE YOU NEED TO PULL TOGETHER A "GET IT RIGHT" PLAN? SO WE WOULD NEED TO PUT OUT TO THE COMMUNITY THAT WE WOULD NEED A COMMITTEE AND THEN WE WILL NEED TO WORK WITH PUBLISHERS TO MAKE SURE THAT WE HAVE MATERIALS AVAILABLE TO REVIEW.
AND WE THINK THAT WE WOULD BE ABLE TO HAVE SOMETHING FOR SPRING.
WE DEFINITELY NEED TO MAKE A DECISION THIS SCHOOL YEAR SO THAT WE CAN TRAIN STAFF AND HAVE SOMETHING IN PLACE FOR FALL.
RIGHT. SO, MARK, LET ME CLARIFY WHAT YOU'RE ASKING.
ARE YOU ASKING THEM TO CONSIDER THE COHERENT, THE HIGH SCHOOL CURRICULUM AND HOW IT FITS ? WELL. AND LEAVE HEALTH SMART AS IN THAT NUMBER ONE PLACE FOR RIGHT NOW AND THEN DO SOME WORK AROUND HOW THE HIGH SCHOOL MIGHT FIT IN.
AND IS THE BOARD INTERESTED IN SEEING SOME MORE DETAILED ORIENTED WORK AROUND SCOPE AND SEQUENCE? I THINK THAT'S WHAT I HEARD MOST FROM THE BOARD IS THAT, ALTHOUGH IT'D BE NICE TO SAY THAT MOST COMPREHENSIVE CURRICULUMS COULD BE ADAPTED TO A SCOPE AND SEQUENCE ONCE YOU SET THEM, IT SEEMS LIKE THE SCOPE AND SEQUENCE COULD BE SET LARGELY BASED ON THE STANDARDS.
IF WE COULD. AND I THINK, YOU KNOW, WE TALKED ABOUT THAT FIRST PHASE OF IDENTIFYING WHAT GOES IN WHAT GRADE LEVELS.
DO YOU THINK THAT COULD BE AN INTEGRAL PART OF THAT COMMITTEE WORK? YEAH. OBVIOUSLY, WE WOULDN'T DO THE FINE TUNING OF THE SCOPE AND SEQUENCE UNTIL.
UNTIL YOU ADOPTED THE CURRICULUM, YEAH.
PERHAPS, WHAT I WOULD PROPOSE THEN, IS I WOULD PROPOSE THAT IN PUTTING TOGETHER A ROADMAP.
NOT THAT THE COMPLETED WORK, I MEAN, IT'S OBVIOUS FOR DAVE AND ALLISON THAT THE COMPLETED WORK WOULD TAKE SOME TIME INTO THE SPRING, BUT PERHAPS A MONTH FOR THEM TO PUT TOGETHER A PLAN AND THEN COME BACK AND MAYBE PRESENT THAT PLAN TO THE BOARD FOR DISCUSSION AND MAYBE JUST A THUMBS UP THAT WE ARE HEADED IN THE RIGHT DIRECTION.
WHAT HAS BEEN FRUSTRATING FOR US AND SOME OF IT IS OUR OWN DOING, I AGREE, YOU KNOW, THIS IS NEW TO US.
I THINK THE COMPLEXITY AROUND COMPREHENSIVE SEXUAL HEALTH HAS BEEN A DIFFICULT PROCESS, BUT I JUST DON'T WANT TO.
I DON'T WANT DAVE AND ALLISON OR COMMITTEE MEMBERS TO WALK BLINDLY INTO THE PROCESS.
I'D LIKE TO MAKE SURE THAT WE GET THIS PROCESS DOWN, THAT WE ARE ALL, INCLUDING THE COMMUNITY WHO GETS TO HEAR IT, ON BOARD WITH WHAT THE NEXT STEPS ARE GOING TO LOOK LIKE, SO THAT WHEN TIME COMES, WHETHER THAT BE IN MARCH OR APRIL OR MAY, THAT WE ARE MAKING A FINAL DECISION FOR THE SAKE OF OUR STUDENTS.
I WANT IT TO BE, WE THINK IT'S CLEAR THAT WE DO NEED TO BRING THIS TO A CONCLUSION.
WE'VE BEEN WORKING ON THIS FOR THREE YEARS AND SO BY SPRING, WE, YOU KNOW, WE NEED TO AND WE'RE NOT GOING TO HAVE THE PERFECT CURRICULUM.
IT'S GOING TO HAVE TO BE SOMETHING THAT CAN FIND SOME MIDDLE GROUND, MAYBE.
[01:00:03]
AND AND YOU KNOW THAT WE CAN MOVE FORWARD WITH, BUT WE WANT TO HAVE WE WANT TO, YOU KNOW, THERE'S A CERTAIN ASPECT WHEN IT KEEPS GOING ON AND ON THAT IT BECOMES, YOU KNOW, JUST DIVISIVE AND STUFF. WE NEED TO MOVE FORWARD.OK, I KNOW WE'RE TIME IS AN ISSUE.
SO DAVE AND ALLISON, I JUST WANT TO THANK YOU PERSONALLY FOR THE EFFORT, THE WORK, THE HEART, THE SOLD, THE PASSION, THE JUST THE EVERYTHING.
FRANCIS, THANK YOU FOR, YOU KNOW, YOU'VE HELPED US A NUMBER OF TIMES AND I'M SURE YOU'LL BE HELPING US INTO THE FUTURE.
AND THE I JUST WANT TO ECHO SHELLY'S THOUGHTS TO THE COMMITTEE.
I JUST WANT TO SAY TO ALL OF YOU, THANK YOU VERY MUCH, I AM EXTREMELY GRATEFUL.
BATTLE GROUND SCHOOL DISTRICT IS LUCKY THAT WE HAVE PARENTS AND COMMUNITY MEMBERS WHO ARE PASSIONATE AND WILLING TO STEP INTO THE MIX.
SAME INFORMATION AS EVERYBODY ELSE.
IF YOU'RE STICKING AROUND, I KNOW WE DO HAVE SOME CITIZENS COMMENTS AND THE CITIZENS ARE MULTIPLE PEOPLE IN THE CITIZENS COMMENTS, COMMENTING ON THIS ISSUE.
WE'LL REQUEST THAT YOU BE RESPECTFUL TO OUR SPEAKERS, JUST LIKE WE WILL BE AS A BOARD.
ALL RIGHT, BOARD, FIVE MINUTES ENOUGH TO TAKE CARE OF PERSONAL NEEDS AND BE BACK AND PICK UP? OK, I GOT 6:01 NOW, LET'S SHOOT FOR 6:06.
* This transcript was compiled from uncorrected Closed Captioning.