A CER in sixth grade, seventh grade, eighth grade, ninth grade, tenth grade so we're using common language all the way through. CER is used in science and used in literacy. We want to be able to collaborate interdepartmentally or interdisciplinary with this sort of language because really when you think about showing your learning CER is a major way to get to that particular learning so the last goal when we think about that is the impact if we go back the impact that this is going to have on eight, nine and ten. Eight, nine and ten is our world history three year sequence where they do early history and then kind of ninth grade is 1877 and then tenth grade is kind of mostly 20th century 1877 to the present. I love and I'm proud of our integrated approach. In the 90s when we did this we were one of the only districts that I could find that truly taught U. S. and world history combined and going back to this engaged global citizen. When you look at this we're not 100% sure. I'm just being honest on what impact that's going to have. We had a lot of discussions coming to you and we're not sure what it's going to look like until these kids matriculate their way through the system so it looks like on paper they're going to have less U.S. history so we're going to have to build up U.S. history and narrative around that.

I'm just being honest on what impact that's going to have. We had a lot of discussions coming to you and we're not sure what it's going to look like until these kids matriculate their way through the system so it looks like on paper they're going to have less U.S. history so we're going to have to build up U.S. history and narrative around that. It looks like because I'm in the classroom every day geography and civics is going to be way farther than before so in some ninth grade units on the American Revolution maybe we can compact some things or shorten some things and write assessments. As Milena said we don't have a lot of state assessments or mandates or things like that to make sure we're evaluating at each one of those steps what the kids know, where are the deficits and how do we make those changes. To do it at this point I think would be a little premature because we're trying to see once a kid comes through this new sequence what is it they've had? Not every fourth or fifth grader will that's what this goes through and spirals as we work our way through. So those are our four long range goals. I talked about a little bit of this already. How is this going to make us better? Learning for justice provides a deeper more critical approach. The word critical can be controversial.

Learning for justice provides a deeper more critical approach. The word critical can be controversial. We're asking kids to assess the role of Native Americans, black Americans, aspects of history that maybe have not necessarily been in the history of our history that we want to expose kids to and get them to think about. Again removing the overlap is the initial catalyst when we started doing this. Sixth grade geography, human context for the world. Seventh grade I talked about civics. It's not, Mark is a seventh grade teacher. It's not a traditional American government high school class pushed down to seventh grade. It's very much around civic identity and diversity. It's a very big project where they have to choose something to get involved in their community. Keep going all the way through. I think the literacy integration will help us with common language. There is no reason that literacy skills can't be used in similar assignments and such. The inquiry cycle I mentioned before the four parts, my diagram that got pulled out of the slides there. Pushing for curiosity. Good, good, good. This is my Canva production right here. I'm very proud of that. You can teach old people new tricks. Frank's in the audience. I've been around so long. I had Frank's youngest kid both in class as a sophomore and on the soccer team. Frank's youngest for his Eagle Scout project built, helped me. We went in on spring break and did a bookshelf together.

Frank's youngest for his Eagle Scout project built, helped me. We went in on spring break and did a bookshelf together. His son said you have a lot of books and you need to read them. Thinking about the inquiry cycle. Again common language, argumentative writing, claim evidence reasoning and the last one up there says systemic measurements, right? So how do we write assessments where we'll get a really good sense beginning, middle and end of eighth grade so that then we're able to make those curricular adjustments. I'm not here to make future predictions but I think what we'll end up seeing is the shift of some time periods, some units, those sorts of things around a little bit to make sure that we have the final product that we want going into 11th and 12th grade and keeping a lot of the APs and those things there. So closer alignment along the elementary building continues to be a challenge, right? Getting nine teachers on the same page and having the same resources and have field trips and things like that. Collaborating with the community to be able to come together.

Getting nine teachers on the same page and having the same resources and have field trips and things like that. Collaborating with the community to be able to come together. High school teachers in this eighth through 10th grade kind of assessment have also acknowledged that more students are coming in more than ever into the high school with significant reading needs and so as teachers instruct in nonfiction and assign writing and continue to have rigor there we need more training around reading and those things and we don't get a lot of reading training itself and kind education is underway. Hopefully if you have kids in those grades you hear good things. I hear good things from the teachers and the kids in the buildings that I'm in and monitor that and monitor what we need to be able to change. Thank you. What questions do you have for us? Thank you. Who would like to start? Go ahead Leo. I sent you a couple of questions by e-mail and you gave me an answer and even though this topic is super near and dear to my heart and I would love to talk about it more. Maybe we don't need to do it in this open meeting but I do think that there's a nexus between history and civics that American history presents. I do think there's room for continued development on that and that's an area of a lot of interest for me. Yeah.