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.

I do think there's room for continued development on that and that's an area of a lot of interest for me. Yeah. I have to say that reading your 19-ish page report was like so fun so thank you. I've never read one before. And I mean it. So great. So I just want to start by saying that I am incredibly impressed by the work that you did, the extensive professional development that you all underwent as collaborations with other school districts and as you spoke about Stanford and all these other places locally and nationally is you are the reason Clayton is Clayton. Thank you. I love the collaboration that you talk about between literacy and social studies and the elementary and middle schools. I love that you spoke about media literacy, something we need so much. I really appreciate your very clear plans for future work and the curricular changes and not rushing into it after making these K-7 changes so I want to just start by saying how incredible. You, I also asked a lot of questions and I'm guessing was a very long website. It limited me to this website, the educating for American democracy. And there's one, it was a very long website and I did the wrong thing. I read the whole website rather than lateral reading. Don't trust your sources. But I just wanted to like read one line, one of their bullet points that I just felt like would ground all of us to both love and critique this country.