So I'll just say seven words you said that were really important because we also and again I'm not speaking on behalf of like speaking or not on behalf of but just articulating what I've heard from constituents is there's been a criticism of it seems like there's less reading and writing in the curriculum especially in the elementary and middle school and you said emphasis on increasing the volume of reading and writing so those seven words are very important and I want to make sure that I repeated them so that it's heard because I know that Nisha you've also heard that. Probably everybody at this table has heard that at some point and I think we heard a lot of noise about that particularly around the issue of are you getting rid of certain books that were beloved that I read and my father read and my grandfather read and are those now gone and so some of that's been kind of tied down but we still get pretty frequently like I don't see enough reading and writing so increasing the volume of reading and writing. Yes. That's great. I think the courses that you mentioned like AMP that are new are so exciting to me and I think actually there are like Kim mentioned there's so many other possibilities with that class that I think is really cool and I also think like the musical theater in the school day will be great.

That's great. I think the courses that you mentioned like AMP that are new are so exciting to me and I think actually there are like Kim mentioned there's so many other possibilities with that class that I think is really cool and I also think like the musical theater in the school day will be great. I know a lot of kids including my own daughter who had that been in the school day would have been really exciting but couldn't do it when they got to the high school because they played sports or whatever after school so I think anyway I think all of those changes the additions or bringing classes back are all really exciting so thank you for that. Any other comments or questions? Yep. So I'm going to go and piggyback on what Meade brought up and instead of just talking about screens in relation to what Luke's going to come up and talk about how much when you're doing your curriculum adjustments and corrections and all of these things do you talk about screen usage, how often it is but also the intentionality of it, et cetera? Right. So I would say historically we have not spent a lot of time talking about that when we've been doing the curriculum writing.

Right. So I would say historically we have not spent a lot of time talking about that when we've been doing the curriculum writing. I think what you're going to see in our next presentation is a forward thinking approach to how do we do a little bit of an audit of sort of where we are with that while also refreshing like I don't want to steal our thunder but a little bit of like refreshing our philosophy around technology within the system so I think it's going to come through that study and then that will apply to the other disciplines as we once we get that sort of landed. Yeah. I guess I'm just trying to help us see that we should also be looking at this while we talk about curriculum, right? They go hand in hand and if we do one without the other we're kind of chasing our own tail. I would agree. I think also Luke and I did some work this summer with the Ed Techs at the elementary level in particular to think about the connection between technology and empowered learning and so in particular instead of talking about technology for technology's sake talking about empowered learning and what are the tools which some can be screens but they don't all have to be screens. Exactly. You've said that before.

Exactly. You've said that before. That can help empower learning and actually on the 29th we ran Luke and I with the Ed Techs ran professional learning for the Key Stage 1 teachers specifically around that so it had a focus on empowered learning but there was a component of it that had technology use and it was more about the quick use of technology within a classroom as opposed to these long drawn out projects that have to be polished. There's ways to and Meade referenced it in her comment but there's ways to address the use of purposeful integration of technology into teaching and learning and that's what we're trying to tie that in with the idea of empowered learning. That's great. Thank you. Nina. All right. These all sound so amazing. I'm just thinking a little bit about what this will look like at the high school especially with the AMPED program. I'm just wondering would this be something available to all grade levels or could you only be enrolled in the class if you're currently taking algebra or is it just a prerequisite? So it is an algebra class so if you're ready to take college prep algebra 1 you could either take a traditional prep algebra 1 course or take the AMPED course which is college prep algebra 1 with this business component.

I'm just wondering would this be something available to all grade levels or could you only be enrolled in the class if you're currently taking algebra or is it just a prerequisite? So it is an algebra class so if you're ready to take college prep algebra 1 you could either take a traditional prep algebra 1 course or take the AMPED course which is college prep algebra 1 with this business component. Next year our plan is to put geometry and construction into the program of studies which would be a similar thing of like a combined CTE geometry course so it would be a geometry credit plus a CTE credit. So it would like count as your algebra or geometry credit? Absolutely. Thank you so much. It is. It is. It's two periods. Yeah. So they're meeting every day. So the way that we schedule it is so they can meet every day so they're meeting on an A day and a B day. It's like fourth and eighth hours so they're meeting every day and the teachers are dividing up what that looks like as far as the algebra component and as far as the business component but the goal is that all of it focuses on the algebra 1 standards. The students would take the algebra 1 EOC at the end of the course so that also will give us a good read of the algebra learning within that course by having that sort of formalized measure in place. I have one other question.