YouTube Transcript:
High School Graduation Requirements Task Force Meeting December 18, 2025

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The document details a public engagement meeting discussing proposed changes to high school graduation requirements, focusing on core course adjustments, particularly in mathematics and science, and introducing new requirements in financial literacy and career preparation.

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the meeting for us.

Thank you so much. Um

we are tonight joined by our

superintendent Dr. Mitchell um and uh

her colleague from AIE uh Miriam Ozil.

I said that correctly. Um who are going

to speak with us in just a a few

minutes. Uh we're going to focus tonight

on um the chang proposed changes to the

core course requirements.

Uh I am going to give the the briefest

of uh overviews of of the proposed

changes. Um and then uh since we saw you

last we have held uh three um public

engagement uh events. Um

we are still compiling that information.

uh two of those events were in person,

so we had uh that that feedback was

physical and so we're still organizing

and um uh collecting that feedback. So

we will report that back out to you uh

more fully uh in the January meeting. Um

and uh

I can say one of the things that we got

a lot of feedback on uh was uh the

changes to the math requirements and

that uh prompted uh a lot of questions

uh and that's one of the things that we

are asking um our partners at Aussie to

speak to um tonight so that we make sure

that we are understanding uh the

proposal fully

um And we also heard some feedback on

science uh and and some other of the

core course requirements. Uh tonight

we're going to try to uh gather your

So again, brief overview from me. Aie

will give more context uh particularly

around um the math requirements. Um and

then we're going to turn to discussion

of the proposed changes. Uh this group

has shown uh very able to uh consider

deeply the how things will be um

implemented and so we want to continue

to collect uh your input and feedback on

those issues as well as the top level

So very quickly to go through um just as

a reminder the proposed changes uh the

total number of credits is is staying

the same at 24.

uh a proposed change to mathematics,

still four credits, um but a change to

allowing algebra 2 or an equivalent

integrated math course. And we'll hear

more about that.

Um in science, uh proposed change from

four credits to three uh with biology

being required as well as two lab sciences.

sciences.

uh in physical education and health. A

clarification on the breakdown of the

1.5 required credits uh to

uh specify that it would be one credit

of physical education and half a credit

for health education.

Uh there are two two proposed additional

course requirements both half credit

courses uh financial literacy and career

preparation. Um and then you can see at

the bottom uh of the the list um the

areas that the proposal uh m maintains

at the current levels uh English, social

studies, world languages, art, music uh

We did want to offer some context um

because of questions that have come up

uh in the past.

um to compare us to our uh nearby uh

states Maryland and Virginia. Here you

can see um how the DC proposed

requirements um compare to those states.

Uh while you look at um

yeah, while you look at this chart, I'm

going to address some of the things in

the chat. Um

yes, we we will be gathering input um

suggestions to to cons consider not only

your response to what has been proposed

but what other things you might want to

see um uh to Kathy's question about um

considering other um sciences. Uh yes,

we will be uh collecting questions. Um

no, this is this will not be the only

meeting where we consider these changes.

Uh we we are just taking this meeting to

focus deeper uh on this topic. Uh like

we did with um

with the practical studies diploma at

the last meeting. Uh we are we are going

to return to all of these issues. Uh

we're just at this point trying to um

get as much clarity as possible um on

the proposal before we turn to uh a more

um constructive uh creation of of what

we want to see. Um to Elainey uh we will

answer as many questions as as we are

able. Um we do want to make sure we

reserve time for our discussion but yes

Um we can go to the next slide.

Um and now we're going to turn it over

to um to our friends at AIE. Uh Dr.

Jones was unable to make it tonight. Uh

so Dr. Mitchell is uh filling in and um

she has been involved in this work uh

through its entire um life cycle. So uh

we're fortunate to have her with us

tonight. and we will turn it over to you.

you.

>> Thank you so much uh um member Henderson

uh and thank you all for joining

tonight. I am looking forward to sharing

uh any information that I can about the

graduation requirements proposal that

AIE put forward. Um really interested in

hearing um your uh suggestions, your

ideas, what you want to see. Um I um

looking forward to the discussion. Um we

are hoping um to indeed have a

discussion about the proposed changes

and to focus in on those areas that you

are most interested in. Um and we want

to answer any questions that you might

have. I am so delighted to be joined um

to tonight by my colleague from teaching

and learning, Marian Ozil. and um she's

going to start off I think just talking

quickly about mathematics. Marian.

>> Hi, good evening everyone. Um my name is

Miriam Oziel. Can you see the slides?

And as a slideshow, I'm sorry. I'm not

used to sharing on Zoom. I'm used to

sharing on Teams. Um and I'm having some

technical difficulties.

Miriam, we can see the slideshow.

>> I'm sorry.

>> We can see it.

>> We can see it. >> Wonderful.

Um, okay. Um,

sorry, I'm still having some issues on

my end. I'm glad you can see it. Um, but

Do you still see the slideshow? I'm

>> Yes, the agenda page and objectives is

now being shown.

Okay, I'm sorry about that. Thank you

everybody. Um, we are going to jump

right into I'm going to start talking

about math um and the uh proposed

changes and um and then uh Dr. Mitchell

Okay. So, um the current proposal for

math states that four credits would

still be required. Um and the proposal

also provides an option for an

integrated math course um which would be

instead of algebra 2 which is currently

one of the required courses. Um

integrated math weaves together concepts

from more than one area of math while

narrowing the focus on the most

important content. And an integrated

option would allow students to lay a

solid foundation and continue to pursue

future coursework in math. Um, and

really integrated math is intended to

expand future access to students and not

limit it. Um, so that's just a brief

>> Can you advance the slide?

>> Yes. Thank you again. I'm sorry about my

and um we also wanted to share that um

simultaneously as this graduation

requirements um reimagining high school

graduation requirements work has been

taking place um we also also published a

um the DC math task force report in

October and so we wanted to share the

language around the math task force um

recommend around the ma math task force

recommendation around integrated math

and So with along with this proposal,

the task force recommends that AIE would

explore the pros and cons for adopting

an integrated math pathway um for DC

high school students. And the

subrecommendation is the task force

recommends that AIE engage a group of

local and national experts to explore a

potential integrated math pathway and

other related coursework including a

review of other state examples and state

standards. And so you can see on the

right hand side kind of what those

phases would look like.

Unfortunately, I can't see the

advancement of the slides. Miam.

>> Oh, no. >> Yeah.

>> Yeah.

>> I'm so sorry.

>> It's okay.

>> Hey, Miriam, did you want to um email us

the slides and then maybe we can advance

them for you and share the screen?

>> That might be a little bit better. Yes.

I'm so sorry about this.

>> No, it's okay. We We all have the

different platforms and

>> All right. Okay. Let me do that right now.

now.

>> I just wanted to take something off your plate.

plate.

>> Thank you. Who should I send it to?

>> Haley just put her email in the chat.

>> Okay. I guess.

>> Thank you.

I am just awaiting those. I am watching

my email and we'll get them up as soon

No worries. Thanks, Haley. Uh, and

apologies uh to everyone. I I was late.

I'm trying to be in two places at once.

I'm crashing in someone's office and so

uh we're all doing our best and it's a

lot of meetings and it's the last week

>> Yes, indeed. There's a lot going on.

I'm still waiting for that email to show up.

up.

>> Coming through. Just a moment. Sorry.

Oh goodness. While

>> while we're waiting, I I know one of the

questions um that was raised at the um

uh first engagement session that we had

uh and it was raised by one of our task

force members uh Evette Selby who's

here. Um oh, and she's she's putting it

in in the chat. Um part of part of the

um difficulty um some of us have had understanding

understanding

uh is um

understanding integrated math as being a

uh a sequence um and I'm just going to

read you maybe you can see in the chat

uh as well but can you share more

details about what you mean by

integrated math in place of algebra 2

versus typical in integrated math

programs that include math 1, math 2,

math 3 where those incorporate algebra 1

and two, geometry, statistics, data

analysis, etc. I read the task force

recommendations but have not found

integrated math coursework that takes

the place of algebra 2. So just having

difficulty seeing an equivalent of

algebra 2 and an integrated uh course

rather than that sequence of multiple

integrated math courses.

>> Yeah, it's a great question. I can take

that one.

I can tell you that when we were

developing this um we uh knew that

algebra 2 uh is uh the highest math that

we require in the graduation

requirements in the past. We wanted to

take a look at that and open up the

possibilities for students. Um, since

then we've been diving into integrated

math and I think a math pathway is

probably a better way of talking about

what we were attempting to achieve in

this particular um recommendation. Uh,

and that's why we've asked uh the task

force that is being developed to think

about whether or not we should move

ahead with a math um with a integrated

math pathway. So that is a a great uh

change that we are more than willing to

make um acknowledging that the normal

path is a complete pathway and not just

Um, all right. So, as I said, uh, the

proposal um would be to maintain the

four credits um as well as explore and

Dr. Mitchell was just elaborating a

little bit um on the possibility of

integrated math um being an option in

place of algebra 2 or um this idea of a

pathway which could be could look a

little bit different and you can go to

Um and yes and as Dr. Mitchell just

shared um we brought this um proposal to

the task force and the task force the

mass task force um recommended that AIE

um engage a group of

um excuse me um that AIE explore the

pros and cons for adopting an integrated

math pathway for DC high school

students. Um and that work will involve

um engaging a group of local and

national experts to explore a potential

integrated math pathway and related

coursework. Um and um based on the

outcomes of this panel, AIE would

develop a scope and sequence. If um if

DC decides to pursue an integrated math

pathway, AIE would develop a scope and

sequence for this work um and

potentially integrated math standards

depending again dependent on the outcome

And you can go to the next slide. Thank you.

Okay. Um so we just wanted to share um

some of the timeline and or the timeline

and some of the activities related to

this integrated math work. So this fall

AI has been laying the groundwork to

convene an integrated math advisory

panel. Um we've also joined the

launchers initiative which is through

the um data center at the University of

Texas Austin um as a member state and so

part of that work involves um

collaborating with other states learning

from other states and also receiving

support to um do this math pathways

work. Um and we've also begun

collaboration with the Mid-Atlantic

Comprehensive Center um to support in

this work. we have reached out so this

fall um and most recently have been

reaching out to other states to better

understand the landscape um as uh we

referenced earlier uh Maryland is going

to be implementing integrated math

courses um and so there they've they're

implementing an integrated algebra 1 and

integrated algebra 2 which would

incorporate elements of geometry into

both courses um and in other places

integrated math incorporates elements of

statistics or data science science. So,

um that's some of the work we've been

doing right now is um laying the

groundwork for this integrated math

panel, integrated math advisory panel or

the IMAP. Um this winter beginning in

January, we will convene the IMAP which

will be composed of LEA leaders,

educators, higher education

representatives, um and national

experts. And this panel will um continue

to review the integrated math landscape

on the national level. Um identify

potential options for math pathways and

then recommend whether AIE should pursue

an integrated math pathway to meet high

school graduation requirements. Um and

then based on the outcomes of the IMAP,

a potential next step would be to

develop a plan for standards and implementation.

implementation. Before

we before certainly before we move on to

science, I um would just like to say a

little bit more about um why we made

this recommendation. Uh integrated math

is just a new way of teaching uh

standards. Uh integrated math uh is

usually aligned to the common core

standards. Uh it is uh an an approach to

math that um would enable students to as

as indic as we said really integrate um

not only geome uh algebra but also

geometry um some statistics. Uh it

enables students to see the real world

application of mathematics. Uh and um

given that uh integrated math pathways

are usually aligned with the common core

uh the the content of what students are

receiving is not different. It's just

packaged in a way that really does turn

more kids on to math than turn them off.

And it enables them to see themselves

moving forward in math education. Um, I

know that some of you have questions

about whether or not students could take

higher level math afterwards. And

the experiences of states that have been

doing this for a while is that is the

answer is yes. Uh, uh, individuals are

indeed able to to do that. Um many

colleges recognize the integrated math

pathway as um the equivalent of the

standard algebra 1, geometry algebra 2,

but not all of them. And so that is a

real question that we're going to

grapple with and continue to understand

as um the task force moves forward. So

Miriam, if you'd like to say more,

>> Um I think that's exactly right. I

think, you know, we really do want to

increase opportunities for students and

um and I think you summarized it very

Um All right. And we can move to the

next slide. >> Okay.

Oh wait. >> So

>> So

we've also made a recommendation around

science and that is to move science

credits from four credits to three

credits. Uh and also to move the number

of required lab um science courses from

three to four. Uh we um also indicated

that biology would be a required course.

Um we indicated that because biology is

um what we test at uh at the high school

level in in our science for science. Um

we uh wanted to make this we made this

recommendation um based on a few things.

Uh one when we looked at what colleges

actually require we found that um many

colleges do not require four years of

science. um and those that require three

years, biology is the science that is

most identified. Um in addition to that,

uh we know that science is important. We

don't we don't um we don't want to take

away from that at all. Um but we also

know that folks have different interests

and um if a student is um interested in

pursuing science, if a student wants to

go to a highly select university um then

four years of science uh is a good idea,

but everybody might not need that. And

so as we grapple with our high school

graduation requirements, we wanted to be

um responsive to the needs of all

students and that is um those are some

of the reasons why we thought um that we

might be able to reduce the science

requirements and as you saw in the slide

um that we opened with um most other

states don't have I think was it 34

states um that have three credits uh

required in science. Uh so so those are

some of the reasons why we made this recommendation.

I think we're ready to move on to the

In terms of financial literacy,

we did a great deal of stakeholder

engagement and this notion that all

students really need a strong foundation

in financial literacy and the um great

accolades that we heard about this

financial literacy standards uh were

amongst the the shest uh information

that we received as a result of the

stakeholder engagement. Um therefore uh

using the standards that we have that we

have um we recommended uh that all

students be required to take a semester

of financial literacy. Uh it is um just

the the overwhelming response that came

from the field that really drove this uh

in terms of um you know where the course

is going to come from and how and and

who's going to teach it. Um uh we know

that there are many um courses available

right now uh that focus on financial

literacy. So we would do the work to

compare our uh financial literacy

standards to uh various curricula that

exist and curate a list of um of

curricula that could be used. Uh AIE

could also um pull together a group of

uh DC instructors to do um some work on

a financial literacy course. And in

terms of who might teach it, um, folks

that have states that have financial

literacy use a CTE teacher, a business

teacher. Uh, sometimes a math teacher

does the work, sometimes it's another

adult in the building. Um, so there

could be a a large range of adults um,

who could teach the course. Um, DISby is

upstairs and they they have um they have

financial literacy work um going on and

they could make recommendations as well.

So that is our thinking at this point on

financial literacy. Um but I am totally

again open to hearing your comments and concerns.

I suspect we can move to the next one.

Is it the social studies, the career

preparation course? Yes. Yes. Yes. So,

um we heard over and over again that

students don't always see connections

between what they're learning in school

and what they aspire to do when they

finish um when they finish their

education. Uh we also know that career

and technical education um is very very

popular in in our schools. Uh and so the

the idea behind this course is to make

sure that our students have a broad

range of careers to choose from and also

have some foundational skills so that

whatever career they choose they're

ready. Uh the graduate profile that was

a part of this work identifies several

characteristics that uh our community

would like to see in in in um students

that graduate from our public school

system. One of those was uh digital

media and technology literacy. And as um

technology just increases in importance

in our society um we think of course

that would ensure a strong foundation

um you know what does it mean to be a

digital citizen? What is AI? Um what are

the pros and cons? How what is um uh you

know digital literacy? All of that could

be a part of this course. And again,

this would be something that is pulled

together largely led by our career and

technical education team um but also

through a group of uh DC educators

working together. That is the idea for

this to uh give students an opportunity

to learn about various professions and

also get some really important skills

that they'll use as they um pursue

And that pretty much lines up all of the

uh recommendations. I think we have a

list here uh in terms of the graduation

plan. We uh think that high schools

should touch base with students around

uh their college career and life goals

at least three times uh instead of one.

Um the capstone project is again

designed to support the graduate profile

by incorporating as many of those

characteristics as possible and giving

students the opportunity to do a deep

dive into a particular area of interest

and then sharing it with their

communities. Uh the endorsement options

um which are not included in the current

graduation requirements would simply

give students um an acknowledgement of

work that they've done in a particular

area be it career in technical education

or a language or advanced AP um dual

enrollment and AP work um just designed

to um acknowledge the work that students

have done. And then there is a

recommendation around community service

hours. Uh again we got lots of feedback

uh indicating that one 100 hours may be

too much. Uh so we lowered it to 60. And

then also um we heard um from teachers,

parents, students that um that students

uh should be compensated in some way. uh

that if a student is compensated, that

shouldn't count against this notion of

being engaged in the community in a way

>> And those are the graduation requirements.

>> Thank you so much, Dr. Mitchell. Um we

are going to use uh the um Zoom

whiteboard feature to uh collect

additional feedback. Um and we will uh

as we do that we will lift up um the

questions um that come and we're going

to go um area by area. So, we're going

to start with math. Uh then go to

science um and then

uh I think the um financial literacy and

um career prep and then also have a a

space to collect uh feedback on all the

all the other courses, the one the ones

where the credits are not changing. But

uh we want to be open to uh input about

that. And I know um Elaine uh I know you

have a question around social studies.

So we will get to that. Um thank you um

Miriam for uh for answering a few of the

questions already in the chat. Um but

Haley, if you could um

activate the whiteboard.

Um and if anyone has a question that

they put in the chat that that hasn't

been answered already, um please uh put

it in the whiteboard. And um

as we populate that with your feedback,

we will pull out the um the questions

and ask uh Dr. for Mitchell too. >> Mhm.

>> Mhm.

>> I am about to activate the whiteboard

and I will give you a brief overview of

how to use it. If you came to our

virtual feedback session, you will

already have seen something similar, but

I um I think you can see this slide

right now that's just comparing to

Maryland and Virginia. Just wanted to

offer that for the specific math

requirements and call out the testimony

from Lindsay Brightful in Maryland that

I put in the Dropbox that outlines the

work that Maryland is doing on heading

towards integrated math and um math

pathways. So, if you have not read that,

I would recommend it because it gives an

idea of a state that's working towards

that already and is already deeper in

So this is basically our virtual

virtual

version of chart paper and sticky notes.

And anyone who is a panelist should be

able to edit. So if you if you drop off

I will I will make sure you're promoted

back to panelist. I will make this bigger.

bigger.

But right now we're only going to be in

this top row mathematics.

And you'll see we we have four questions

we want you to consider right now. Um

so under each one thinking about the

pros and benefits of switching to this

this proposed mathematics model. What

are the cons concerns potential

consequences? What additional

information do you need to make an

informed decision? So those may be

questions. Okay. Somebody moved

Okay.

Um and then this last one, what other

options do we have? So if there's Okay,

someone is making that bigger. Um, if

you could not do that, you can make

things bigger if you zoom in here. Um,

and then what other options do we have?

So, this is your idea for alternatives.

Um, option of staying the same, option

of moving to something completely

different. To write on one of these, you

double click on the sticky note and it

will allow you to type like that.

If you run out of sticky notes under a

certain question, you come over here.

You can grab one from here. They will be

yellow when you add them. That's fine.

Um don't worry about the color. Um also

over here you have um like emoji

reactions or um stamps. So you can put

like a plus one or a heart on one that

you agree with. So we're going to take

about 20 um about 20 minutes right now

for you all to start typing these in.

And as we see kind of the trends emerge

um we will we will kind of call out

those questions. So again just double

click on the sticky note. Please try not

And um Representative Thompson is very

good at helping people with the

whiteboard especially if they're on

I don't know how to fix that. We haven't

Tanya, if you if you're not even able to

see it. If you put questions in the ch

if you put your questions in the chat,

we can move them over to the board. But

I don't know if you try from a different device.

>> Yeah, Tanya, I can cut and paste your um your

your

>> We can drop in the chat if needed. Okay.

>> Yeah, just just drop it in. Like I know

some people on the phone. Uh so,

>> thank you.

>> Just say that. Just put add and drop

your comment in and I'll cut and paste it.

it.

And also the person messing up the

whiteboard was me uh in that moment. So

uh don't don't worry, it was it was me.

I won't do it again.

>> That's okay. I just I was like I'm not

sure how I fix it when I'm presenting it

right now. So I

just wanted to make sure we would still

be able to use it.

>> It's okay. Control Z. It works just in case.

case. >> Perfect.

>> Perfect.

So, as people are typing in, I want to

um circle back to some of the things

that were in the chat that I I don't

think have been answered yet. And uh one

of those questions was um about uh

taking math courses in 8th grade. Um, so

if there was an integrated math sequence,

sequence,

um, would students be able to take the

the first of those, the math one and

eighth grade?

>> Um, that is a great question and um, so

currently students who are ready for

algebra 1 can take algebra 1 in 8th

grade um,

uh, if the LEA offers it. Um I know in

and this is really something I think

that once we um convene the integrated

math advisory panel something that um

they would will grapple with. Um we know

in Maryland um students are able to

begin integrated math um at in the grade

in the grade that they would begin

algebra 1. So it could be 8th grade for

some. Um and this will be something that

the panel will be discussing. um we

don't have um a uh definitive answer

until we um determine what if this is a

pathway that we'll pursue and then and

then what it will look like.

But certainly an important question to consider.

>> Thank you. I'm I'm trying to pull out the

the

>> Okay. I'll let you go back here. I'm sorry.

sorry.

>> No worries. Something bad happened to

the whiteboard. It wasn't me this time, though.

though.

>> Okay. I think it's I think it's

relatively fixed. I know it takes a minute.

minute.

>> So, uh this question is for me uh in all

transparency. Uh I'm just thinking about

the alignment of this work. So, the the

work of thinking through a possible

adoption or or or shift to integrated

math. Um,

how can how does that intersect with the

adoption of the graduation requirements?

Is there enough flexibility in

the requirements uh to

make that change later on? uh is that

what is built in by saying algebra 2 or

So I can try that one. Um and first let

me say I deeply appreciate all of these

questions. The questions that you are

asking are um are what we will use uh to

think about whether or not we move in

this direction. I think that this is a

incredibly exciting time in mathematics

education. Uh we don't want to be left

behind. Uh and um the opportunity to

even think about this to have you all to

to to discuss it and think about it and

figure out where we want our kids to be

many years down the road is um it's a

great opportunity. And so thank you for

the questions. We're going to try to

answer them tonight what we can. Um,

we'll get the task force on those

questions. Um, and we're hoping that

there can be uh a convergence point

where the task force brings forth its

recommendation. Um, and if they decide

that yes, this is something we should

pursue, you'll have that information um,

prior to us bringing you a final

document for the state board to vote on.

>> But we know that if if that doesn't work

out, then there there's always the

option to come back. But we like to try

not to to keep opening up the graduation

requirements too soon.

>> Sure. Um I think uh a lot of the concern

um about uh not having algebra 2 is is

about and I think you uh mentioned this

how um higher education or um jobs

programs are receiving it. um

given that the integrated math

is equivalent or contains the the

I'm trying to understand like is there a

way to signal if a student has completed

the integrated math course they have

done the equivalent of algebra 2? If if

that is correct and and I think my

understanding is that it is

>> it is and many colleges and universities

have already recognized that um students

are absolutely able to take higher

mathematics courses after finishing um

after finishing a mathemat uh integrated

math sequence. Um people generally

recognize that if you take an integrated

math level three course um then you are

have mastered um the standards in

courses like algebra and geometry and

>> Um I would just also add that we are um

as we do this work, we're partnering um

with UDC and other um institutions of

higher education to ensure that um

whatever we uh put forth will um meet

requirements by colleges and universities.

This also seems like a great initiative

for the new um capital math

collaborative to engage with um if this

is approved in terms of course

development and connection with

mathematicians and all that. >> Yeah.

>> Yeah.

Yes. Absolutely. And I'm so excited that

we're working with the Dana Center um

which has just been at the forefront of

mathematics education um nationally. So

that's also very good.

>> Yeah. It's awesome. Yeah. And I would

like to um point folks who want to know

more about this. Uh we did share in the

advanced reading the testimony from uh

the person from the state of Maryland.

Um but uh the state board did have a a

panel on math uh a couple of months ago

which included someone from the Dana

Center and from the National Center on

Teaching of Mathematics um for some more

discussion of this if if people are interested.

interested.

I can send out all of those panel

testimonies. It was Dr. Katie Arrington

from the Dana Center and I did include

one of the Dana Centers launch years and

um reports in the Dropbox that I already

shared with you, but I'll send out all

of those math testimonies so you can see

that one as well. I'm we focused on

Maryland because that's a neighboring

state that is already deep into this

work, but I'll share all of those with you.

I don't know if you want to go ahead and

take some of these

this these questions that people say

they would need this information.

>> Yeah, I have completely lost the

whiteboard. So, >> okay,

>> okay,

>> I think I found it. Uh,

so yes,

>> it went very smoothly at our at our

public feedback virtual session last

week. So, we're we're continuing to

pilot it.

>> Yeah, I it was a me problem. I I found

it. Um, one of the need to know

questions is I need to know when

students have to make the decision and I

think that's between like if there's

different pathways, if there's an

integrated pathway and the traditional

um when would they make that decision?

Will this potentially exclude some

students from applying to specialty high

schools? This is the same concern that

colleges don't yet understand. or is is

this the same concern about colleges not

>> So I would think that if students are

going to pursue an integrated track um

they need at least three years. So that

would be at the latest in the 10th

grade. So they could do 10th, 11th and

12th. Um, for students that are advanced

who uh can begin integrated math at an

earlier point, I think it would depend

on the school uh and what the school is

offering, but I think the latest point

that a student most likely could choose

to go this route would be um in the 10th

grade. Um, and in terms of um colleges,

I mean, I know that they use the SAT

scores. I know that uh that as I

indicated earlier often uh an integrated

uh pathway is aligned with common core

standards. Um, I remember talking with

somebody from Maryland from the Maryland

State Department of Education. Um, and

he said that he um had that that they

spent like maybe a couple of years um

trying to align the standards with the

course and that it was just a difficult

endeavor because there are so many

standards. Um but now they've moved to

towards integrating uh into the standard

courses which means they've got an

integrated pathway but they're calling

it algebra 1, algebra uh and algebra 2.

So there different ways of um just

approaching the idea that um uh an

integrated approach might be a a better

approach for students.

>> May May I ask a question? Oh, sorry. Go

ahead, Claire.

>> Um, just curious if a student wants to

take to actually take geometry in

algebra 1, can they take an integrated

course in lie of algebra 2 or they have

to be in the whole sequence?

>> I'm sorry, can you ask your question again?

again?

>> Like, can they can a student substitute

an integrated course in lie of algebra

2, let's say, but take like can they get

through geometry and algebra 1 and then

move to an integrated course or are they

starting the whole pathway as an

integrated sequence?

I think that um originally we were

thinking that they could do the algebra

1 geometry and then take an integrated

algebra um integrated uh level three

course. Um but I think the advice that

we've gotten is to think about a pathway

rather than a standalone algebra uh

three uh level three course. >> Thanks.

>> Thanks.

>> I want to read a few of the other

questions. Uh, what will Aussie do to

ensure students across the city will

have access to accelerated math

opportunities in middle school since

there are W three schools offering

algebra 1 and geometry at the middle

school level? Um, and I guess

implication being that that's not the

case across the city.

>> Yeah. Um, I think the last I looked

there were 13 middle schools offering

algebra 1 across the city. Certainly um

that number could be increased. AIE

doesn't have like uh authority to

dictate what uh school what courses

school schools offer. Um but we

certainly um could and would encourage

uh as many schools as possible to

address the needs of students. And if

students are ready uh to to move forward

in math um then schools should do that.

And uh in the city where we have uh so

many different schools and so much

choice uh that that might be one of the

things that parents consider as they are

Um question,

question,

what is UDC saying about these proposals?

proposals? Uh

and it's uh the

person who posted this is asking for

what UDC said.

Well, I don't

>> Yeah, I know that UDC um has a an open

door policy uh through the um community

college. Uh students can enter uh as

long as they I believe have like a C

average. Um the

uh flagship uh has additional

requirements. Um, and I don't know that

they've weighed in on those additional

requirements. UDC will be a member of

the task force that is um, going to

grapple with whether or not we move in

this direction.

>> Um, and I have some additional

information because we actually just met

with some partners at UDC today. Um, and

as Dr. Mitchell said they will be part

of the um of the IMAP and they also will

be part of our um state team for the um

launchers initiative and um they have so

again we're we're beginning the

conversations with them. Um they shared

that they're really excited about um

partnering about having these

conversations between the K12 space and

the higher education space um in

particular to just really understand um

you know how to ensure that our students

are best prepared for um college level

math and um and create opportunities for

them. Um, but again, we've just um we're

we've had the initial conversations and

our um and everybody is excited to

continue this work together. So, we'll

hopefully have more information to share

>> All right, I'm going to pose a couple

more of math questions. Um, what does

professional development look like if we

I suspect it would be um pretty

intensive. Uh we know that this is a

different way of thinking about

mathematics education and so a good deal

of professional development would be

necessary and required. Um we've done

big things before in professional uh

development and we are confident that if

we decide to move in this direction we

could um provide the necessary

professional development to our work to

>> Um can you speak to some of the other

math courses that students would take

after finishing the integrated math

sequence um in addition to statistics or

pre-calculus or calculus? What are some

of the other options? Um

I think that we have a whole range of

dual enrollment possibilities that

students could take uh from uh 13

different universities um within the

area. Uh in addition to that uh there

are AP course offerings that are

available to students and then it would

be up to the various uh leas um about

the different courses that they could

take. you've named several statistics,

um, uh, you know, advanced geometry

courses, uh, computer science courses,

All right. Um, does AIE have an

obligation to ensure a pathway is

available even if a child's school

doesn't offer the accelerated math at

the at their child's middle school?

I would say um I don't know that we are

legally required to ensure that because

again we don't have the authority to

dictate what courses are available um uh

you know so I don't I don't know I this

something that we'd have to to to study

but I don't think that we have we would

have that obligation but I am more than

happy to think more about that and uh

>> Um another question can you speak to the

cape scores and how you understand the

poor performance? Um

and I'm

I'm reading that as as math performance.

Um and maybe h how how is that that

related to uh this consideration of uh

integrated math and so on?

>> Sure. We know that our students are um

we saw some improvement in the math

scores but we recognize that our

students aren't where we would like to

see them uh in terms of mathematics

education. Uh we think that um given

where we are in mathematics, it might be

time to think about um how do we change

what we're doing so that we'll get a

different result. The mathematics task

force has made recommendations around uh

curriculum uh that are important.

They've made recommendations around the

need for professional development, the

need to change the mindset around

mathematics. And I think that this

proposal to move to integrated

mathematics is a continuation of that

type of thinking. That is that we need

to do something different to um engender

uh better instruction uh to ensure that

we're using the right curricula in

mathematics and ultimately to get kids

excited about math in a way that would

encourage them to continue and to pursue

higher mathematics. And I think that to

the degree that integrated math enables

um students to see uh the practical

application of math in in in in everyday

life. I think that that is a better

approach, an approach that would um not

so much depend on um the it's an

approach that would just give people a

more concrete way to think about

mathematics and I think that that might

drive scores higher and enable us to um

produce the types of scores on the state

exam that we all want to see.

Um, thank you. Uh, I'm going to ask one

or two more questions on math before we

move uh onto science. Uh, and this one I

think is related to what you were just

saying. Uh, and the question is how to

incorporate math into the several

technical CTE programs from an applied perspective.

>> Yeah. Um I would say that uh the

incorporation of math into CTE programs

of study uh has probably already

happened and consequently we have taken

a look at um our CTE courses and um some

of the other courses that are required

for high school graduation including

math and where there is the opportunity

to meet at least 80% of the standards in

a given course. We've encouraged schools

to substitute um and enable a student to

apply that career and technical

education course to their high school

requirements. So um we are very much in

favor of that type of integration and

looking to see where indeed students are

meeting standards um of a course that is

required and uh granting that credit. um

when the students take a career in

>> All right, I'm gonna ask one more on

math before we go to science. Uh and

that is are we considering metriculation

agreements with regional partners uh

like NOVA, Prince George's community

college in addition to UDC?

>> It's a great question. um was just uh

talking about the makeup of the task

force that's going to consider this and

wanting to be inclusive of additional

colleges and universities in the region. Uh and even thinking about um perhaps uh

Uh and even thinking about um perhaps uh perhaps the consortium of universities

perhaps the consortium of universities uh using that as a representative body

uh using that as a representative body for all of the others. Um, but certainly

for all of the others. Um, but certainly wanting to be in in contact with and

wanting to be in in contact with and talking to our local institutions at

talking to our local institutions at large.

large. >> All right. Thank you. I I think I've

>> All right. Thank you. I I think I've gotten most of the questions for the

gotten most of the questions for the additional information we need to make

additional information we need to make an informed decision. And we we led with

an informed decision. And we we led with math because um this has been an area

math because um this has been an area where we've had a a lot of questions for

where we've had a a lot of questions for understanding even before kind of um you

understanding even before kind of um you know making a a a judgment either way.

know making a a a judgment either way. Um

Um so

so uh we'll move now to science. Um we did

uh we'll move now to science. Um we did get a lot of um

get a lot of um feedback on science uh at one of our um

feedback on science uh at one of our um outreach um events.

outreach um events. And um Haley is sharing now the um

And um Haley is sharing now the um slide comparing uh DC to our neighboring

slide comparing uh DC to our neighboring states

states um for context.

You want to take a minute to look over that?

that? >> Yeah, I'll give you a moment and then

>> Yeah, I'll give you a moment and then we'll go back to the whiteboard.

I also in the Dropbox there was a link to education commission of the states um

to education commission of the states um where they do comparisons of all of the

where they do comparisons of all of the states. I linked to their comparisons of

states. I linked to their comparisons of the graduation requirements and um you

the graduation requirements and um you will note that very few states require

will note that very few states require four credits of science. DC right now is

four credits of science. DC right now is one of the few that does. Um so just

one of the few that does. Um so just noting that trend in the back of your

noting that trend in the back of your mind. Three credits is really what the

mind. Three credits is really what the majority of states um require.

And I am going to go ahead back to the whiteboard. It

go ahead back to the whiteboard. It sounds like while I'm doing that Kathy

sounds like while I'm doing that Kathy has asked if you can describe this

has asked if you can describe this feedback we got on science.

feedback we got on science. >> Um yes. So the the general tenor was um

>> Um yes. So the the general tenor was um mo most feedback was uh against um

mo most feedback was uh against um lowering reducing the credit um number

lowering reducing the credit um number of credits required um kind of from a

of credits required um kind of from a just a general perspective of not not

just a general perspective of not not going backwards on a standard. Um

going backwards on a standard. Um and then there was also some discussion

and then there was also some discussion of

of uh which which you've addressed already

uh which which you've addressed already of like why biology um and some some

of like why biology um and some some comments about um considering other

comments about um considering other other sciences that are uh

other sciences that are uh seem seem equally uh important uh to

seem seem equally uh important uh to biology like chemistry.

biology like chemistry. We also got a couple comments around um

We also got a couple comments around um and this probably bridges the math and

and this probably bridges the math and the science uh around burgeoning uh

the science uh around burgeoning uh careers uh and some of the CTE work um

careers uh and some of the CTE work um and how um

and how um changes reduction in credit might not

changes reduction in credit might not actually put kids on uh career paths um

actually put kids on uh career paths um that overlap especially the ones that um

that overlap especially the ones that um would require um

would require um like bachelor's, masters

like bachelor's, masters um other advanced degrees.

>> I can share. >> Sorry. Oh, I was just going to just

>> Sorry. Oh, I was just going to just going to share that um in in the uh

going to share that um in in the uh stakeholder engagement that we did um

stakeholder engagement that we did um many folks felt that um science is very

many folks felt that um science is very important uh and that people definitely

important uh and that people definitely need a foundation in science. Uh but

need a foundation in science. Uh but um four years of science um felt like it

um four years of science um felt like it was um very much geared towards folks

was um very much geared towards folks that are interested in STEM. And one of

that are interested in STEM. And one of the um one of the tensions in creating

the um one of the tensions in creating uh high school graduation requirements

uh high school graduation requirements is that they have to be for everyone. Um

is that they have to be for everyone. Um and some people many people are not

and some people many people are not going to go into STEM. And so, um, for

going to go into STEM. And so, um, for students who are not interested in going

students who are not interested in going into a STEM career, though it might be

into a STEM career, though it might be very lucrative and exciting, um, for

very lucrative and exciting, um, for some, um, everybody's not going to be a

some, um, everybody's not going to be a STEM person. And so, um, people felt

STEM person. And so, um, people felt that we might not need four units of of,

that we might not need four units of of, uh, science and, um, that was a

uh, science and, um, that was a sentiment that was pretty, uh, prevalent

sentiment that was pretty, uh, prevalent as well.

Uh so one of the questions that uh has come and and kind of been plus one uh is

come and and kind of been plus one uh is about the relationship between uh

about the relationship between uh requirements and then course offerings.

requirements and then course offerings. So um

So um a question about science based on equity

a question about science based on equity and access. If only two lab sciences are

and access. If only two lab sciences are required, will schools still offer

required, will schools still offer chemistry and physics even if they are

chemistry and physics even if they are struggling with specialized teacher uh

struggling with specialized teacher uh retention? I think it says.

So I'm I'm reading that as the specific to science, but also h how does

specific to science, but also h how does what's required

what's required affect what's offered?

Yeah. Um that might be uh you know something that's definitely

you know something that's definitely worthy of thinking about. Uh when we did

worthy of thinking about. Uh when we did re did uh outreach to school

re did uh outreach to school administrators uh that notion did not

administrators uh that notion did not come up about uh not have not offering

come up about uh not have not offering certain courses. I think uh a

certain courses. I think uh a comprehensive high school um would want

comprehensive high school um would want to have a physics course and a and a

to have a physics course and a and a biology course and a chemistry course.

biology course and a chemistry course. Um uh but again um it's it's it's just

Um uh but again um it's it's it's just not something that came up in terms of

not something that came up in terms of schools like retracting what they are

schools like retracting what they are offering uh based on these requirements.

I took physics and chose to go into education.

>> I think Ebony Rose would be on the moon if uh

if uh for that.

for that. Is there a way to gauge what other

Is there a way to gauge what other courses students would likely choose in

courses students would likely choose in lie of a fourth science requirement?

Gee whiz, I don't I don't know that there is a way to do that except

there is a way to do that except um just the popularity of uh courses

um just the popularity of uh courses that are um

that are um CTE or of interest. There are kids that

CTE or of interest. There are kids that jumped on the opportunity to take

jumped on the opportunity to take courses like uh graphic design and um uh

courses like uh graphic design and um uh videography

videography uh other courses that really spur their

uh other courses that really spur their creativity and imagination uh in ways

creativity and imagination uh in ways that perhaps a physics class would not.

>> Um yeah, and I'll call out the um point that Clara made in the chat. Uh if we

that Clara made in the chat. Uh if we don't change anything, we can't create

don't change anything, we can't create more flexibility for students to try

more flexibility for students to try other courses and credit bearing

other courses and credit bearing experiences that might be equally or

experiences that might be equally or more valuable.

Um another

another question, chemistry or physics should be

question, chemistry or physics should be one of the required lab sciences. Not

one of the required lab sciences. Not sure why this is not the case.

because then you have pe people who um think that other types of science are

think that other types of science are equally important like um I don't know

equally important like um I don't know environmental science or

environmental science or >> physical science.

>> physical science. >> Yes,

>> Yes, >> because I wrote that and there's a

>> because I wrote that and there's a reason why I wrote that comment. Um, and

reason why I wrote that comment. Um, and not just because I am a STEM

not just because I am a STEM professional, but when you think about

professional, but when you think about chemistry and you compare that to

chemistry and you compare that to environmental science, environmental

environmental science, environmental science embodies and I am an

science embodies and I am an environmental engineer. We have 30

environmental engineer. We have 30 almost 30 years experience in this

almost 30 years experience in this environmental space. It embodies both

environmental space. It embodies both chemistry as well as life sciences.

chemistry as well as life sciences. Biology is a life science. Chemistry and

Biology is a life science. Chemistry and physics are physical science. And then

physics are physical science. And then you also have the earth science realm

you also have the earth science realm which is a combination of the two. And

which is a combination of the two. And when they do the NATE testing

when they do the NATE testing um the three areas they focus on are of

um the three areas they focus on are of course um life science, physical science

course um life science, physical science and earth science. And I just think that

and earth science. And I just think that when you think about the application of

when you think about the application of science and you think about what

science and you think about what chemistry actually is, everybody is a

chemistry actually is, everybody is a chemist, right? When you think about

chemist, right? When you think about physics and it's about movement. So, I

physics and it's about movement. So, I can understand when you say that not

can understand when you say that not everybody's going to be a go into a STEM

everybody's going to be a go into a STEM a STEM degree and have that, but

a STEM degree and have that, but everybody should fundamentally have

everybody should fundamentally have certain things and knowledge that

certain things and knowledge that they're prepared to to go out in the

they're prepared to to go out in the workforce. And with so many of the CTE

workforce. And with so many of the CTE programs being based in the health

programs being based in the health sciences as well as the technical realm,

sciences as well as the technical realm, you are going to have to take those

you are going to have to take those classes in college. and those classes. I

classes in college. and those classes. I mean, even if you don't get a bachelor's

mean, even if you don't get a bachelor's degree, even for an associates degree,

degree, even for an associates degree, and if you don't have those classes or

and if you don't have those classes or they're not teaching those classes in

they're not teaching those classes in high school, then what happens is

high school, then what happens is you're, you know, you're already going

you're, you know, you're already going to be behind and you're going to have to

to be behind and you're going to have to make that up somehow. And I I I guess

make that up somehow. And I I I guess that's what I'm saying is I understand

that's what I'm saying is I understand not everybody wants to be a scientist,

not everybody wants to be a scientist, but why are we kind of straying away and

but why are we kind of straying away and just picking biology but then nothing

just picking biology but then nothing else?

else? >> So two two two responses. One um biology

>> So two two two responses. One um biology because it is uh one of the areas that

because it is uh one of the areas that is uh a part of our science exam and why

is uh a part of our science exam and why is why is that the case? I don't I don't

is why is that the case? I don't I don't know the answer to that but I am curious

know the answer to that but I am curious about your recommendation. What would

about your recommendation. What would you what would you recommend? Um would

you what would you recommend? Um would you recommend three or four and would

you recommend three or four and would you recommend certain lab sciences that

you recommend certain lab sciences that we be more specific about the lab

we be more specific about the lab sciences?

sciences? >> Yeah. So my I'm I'm okay with taking

>> Yeah. So my I'm I'm okay with taking three credits of science. Like I totally

three credits of science. Like I totally understand that for folks who aren't

understand that for folks who aren't going to go in that field. And I do know

going to go in that field. And I do know if you are going into the technical

if you are going into the technical field they'll always tell you to take

field they'll always tell you to take four. I mean this just take four you

four. I mean this just take four you take but you usually will take chemistry

take but you usually will take chemistry and physics or chemistry well yeah you

and physics or chemistry well yeah you it's usually biology chemistry

it's usually biology chemistry physics or if you're going into the more

physics or if you're going into the more medical side it might be physiology or

medical side it might be physiology or anatomy or something like that and then

anatomy or something like that and then maybe even more like an AP to get you

maybe even more like an AP to get you ready for college. So I understand that

ready for college. So I understand that pathway

pathway >> and I and I'm so I'm okay with un three

>> and I and I'm so I'm okay with un three credits like that's not my thing. It's

credits like that's not my thing. It's more so the requirement to only be two

more so the requirement to only be two lab sciences. I feel like we should

lab sciences. I feel like we should probably do three and it one of them

probably do three and it one of them should be chemistry.

should be chemistry. >> Okay,

>> Okay, >> that's kind of how I feel. I I um and it

>> that's kind of how I feel. I I um and it really is foundationally. I'm just going

really is foundationally. I'm just going to tell you if you don't have AP

to tell you if you don't have AP chemistry when you finish high school

chemistry when you finish high school and you go into a they use chemistry as

and you go into a they use chemistry as the main weed out course to weed people

the main weed out course to weed people out who are premed weed people out who

out who are premed weed people out who are any science major and so at least

are any science major and so at least having one chemistry at least just one

having one chemistry at least just one in high school at the minimum

in high school at the minimum >> and I also know how hard it is to retain

>> and I also know how hard it is to retain the teachers. So that was my other

the teachers. So that was my other question about the equity because you do

question about the equity because you do have to have so you know so it's a

have to have so you know so it's a touchy thing but I do think I would hate

touchy thing but I do think I would hate to leave out students

to leave out students because oh well it's not a requirement

because oh well it's not a requirement so we don't have to offer that you can

so we don't have to offer that you can take this other lab science instead that

take this other lab science instead that like environmental science which is

like environmental science which is really not going to help them in college

really not going to help them in college chemistry

chemistry >> if they take college chemistry.

>> if they take college chemistry. if they take college chemistry in

if they take college chemistry in college, it's it's a weed out course. It

college, it's it's a weed out course. It just everybody knows it.

just everybody knows it. >> Right. Right. Right. So So are you

>> Right. Right. Right. So So are you saying three lab sciences even for

saying three lab sciences even for people who are not interested in a STEM

people who are not interested in a STEM career?

career? >> Yes, I think Maryland does it and it

>> Yes, I think Maryland does it and it looks like Virginia does it.

looks like Virginia does it. >> So okay,

>> So okay, >> I'm good saying three credits of

>> I'm good saying three credits of science, not four. I guess.

science, not four. I guess. >> Okay.

>> Okay. >> I I hear you.

>> I I hear you. >> So, we are we are trying to um let

>> So, we are we are trying to um let people engage in multiple ways. Um but

people engage in multiple ways. Um but we are prioritizing the uh questions

we are prioritizing the uh questions that are on the whiteboard. Uh when when

that are on the whiteboard. Uh when when we have a when we get caught up on that,

we have a when we get caught up on that, we turn to the chat. Um and uh some

we turn to the chat. Um and uh some people have raised their hands. Uh uh

people have raised their hands. Uh uh Elani, if you would like to um voice

Elani, if you would like to um voice your question, uh you can do that now.

>> Hi, can you hear me? >> Yes.

>> Yes. >> Yes.

>> Yes. >> Um it wasn't as much of a question.

>> Um it wasn't as much of a question. Someone asked about what courses those

Someone asked about what courses those kids like kids would take and I

kids like kids would take and I appreciated Miss Mitchell's response and

appreciated Miss Mitchell's response and um I don't know how many people like

um I don't know how many people like work in a high school on the call but it

work in a high school on the call but it is very difficult for some high school

is very difficult for some high school students to get all of these required

students to get all of these required courses in right now bec the ones

courses in right now bec the ones because of all the great offerings that

because of all the great offerings that DCPS schools have like or um I don't

DCPS schools have like or um I don't know about the nonDCPS schools but like

know about the nonDCPS schools but like NAFMI for example or CT programs and AP

NAFMI for example or CT programs and AP courses that don't get credits. And so I

courses that don't get credits. And so I don't think it's ever a concern about

don't think it's ever a concern about what classes a kid a student will take

what classes a kid a student will take because there's a plethora of classes.

because there's a plethora of classes. The problem is the opposite right now

The problem is the opposite right now with scheduling. It is very challenging

with scheduling. It is very challenging to schedule students because a lot of

to schedule students because a lot of those courses are only CLCP credits or

those courses are only CLCP credits or elective credits and they still need in

elective credits and they still need in addition

addition the other requirements. So, I do

the other requirements. So, I do appreciate

appreciate the flexibility and um

the flexibility and um >> the comments because just from hearing

>> the comments because just from hearing from counselors and students and NAF

from counselors and students and NAF leads in the past, it's it's just

leads in the past, it's it's just >> at multiple high schools, it's been a

>> at multiple high schools, it's been a challenge. So, that was it.

challenge. So, that was it. >> Great, great, great. Yeah, thank you for

>> Great, great, great. Yeah, thank you for that. The whole goal is to make this

that. The whole goal is to make this better, to make the system better, to

better, to make the system better, to make it better for students. um and uh

make it better for students. um and uh to to to make it better for schools as

to to to make it better for schools as well because engaged students make means

well because engaged students make means better schools.

better schools. >> Uh Kathy, we'll take your question and

>> Uh Kathy, we'll take your question and then we're going to move on to the

then we're going to move on to the financial literacy and career prep.

financial literacy and career prep. >> Um it's it's it's kind of a question,

>> Um it's it's it's kind of a question, but I guess I don't want us to think

but I guess I don't want us to think only about careers. I feel we are

only about careers. I feel we are actually not a very literate society in

actually not a very literate society in science. I'm not recommending that we

science. I'm not recommending that we take four, but I know if you don't have

take four, but I know if you don't have some knowledge of chemistry, some

some knowledge of chemistry, some knowledge of what physics is, some

knowledge of what physics is, some knowledge of biology, and some knowledge

knowledge of biology, and some knowledge of earth science, you are kind of lost

of earth science, you are kind of lost as a parent and as a person trying to

as a parent and as a person trying to vote and make decisions and look at

vote and make decisions and look at what's going on in our world. So, it's

what's going on in our world. So, it's something entirely different that I'm

something entirely different that I'm asking us to think about. we can move on

asking us to think about. we can move on from this right now, but we have to I

from this right now, but we have to I mean, I looked at the science scores.

mean, I looked at the science scores. We're like 1% in a lot of schools. So,

We're like 1% in a lot of schools. So, we don't we don't have that foundation.

we don't we don't have that foundation. I don't have the answer to how we get it

I don't have the answer to how we get it to our kids right now, but it might be

to our kids right now, but it might be that we design a course that is, you

that we design a course that is, you know, you got four parts to it, you

know, you got four parts to it, you know, four different grading periods.

know, four different grading periods. You introduce, it's a medley. I I

You introduce, it's a medley. I I actually think everybody needs a

actually think everybody needs a background in each of these areas and

background in each of these areas and then they can have maybe that gets

then they can have maybe that gets wherever that gets done. It should be

wherever that gets done. It should be required and then you have some idea of

required and then you have some idea of what you thought you you know there's a

what you thought you you know there's a lot of kids that went into cooking that

lot of kids that went into cooking that thought they were just going to be

thought they were just going to be cooking the whole time. They had no idea

cooking the whole time. They had no idea it had anything to do with chemistry. So

it had anything to do with chemistry. So anyway, that's what I wanted to say. I

anyway, that's what I wanted to say. I don't want to take up too much time, but

don't want to take up too much time, but I think we have to move beyond. It's not

I think we have to move beyond. It's not just about what career you go into in

just about what career you go into in any of these areas. We're we're looking

any of these areas. We're we're looking at having a full adult life um as an

at having a full adult life um as an educated person.

educated person. >> It sounds like you're advocating for an

>> It sounds like you're advocating for an integrated science course.

integrated science course. >> Yes.

>> Yes. >> Well, I am I am advocating for one

>> Well, I am I am advocating for one course that would give people that

course that would give people that option. Um uh and maybe it you know, I

option. Um uh and maybe it you know, I mean, I think we have to think more

mean, I think we have to think more about all of this, but I don't think we

about all of this, but I don't think we can. It's just one idea out there about

can. It's just one idea out there about how do we get past this?

how do we get past this? >> Yeah,

>> Yeah, >> I'm not I'm not wedded to it because I

>> I'm not I'm not wedded to it because I hadn't thought about it until I listened

hadn't thought about it until I listened to everybody.

to everybody. >> Thank you for that.

>> Thank you for that. >> All right, we're going to shift now to

>> All right, we're going to shift now to uh discussing the financial literacy and

uh discussing the financial literacy and career preparation

career preparation uh proposals.

uh proposals. Um, you can see on the screen, 21 states

Um, you can see on the screen, 21 states require financial literacy, but not

require financial literacy, but not always as a standalone credit and three

always as a standalone credit and three states require a career preparation

states require a career preparation course.

So, one of the questions is around uh when students would likely be taking

when students would likely be taking these courses,

these courses, financial literacy and career prep, like

financial literacy and career prep, like when in their career.

when in their career. >> Um we liked uh ninth grade. Uh we think

>> Um we liked uh ninth grade. Uh we think that that is a pivotal point in students

that that is a pivotal point in students academic career. Uh it would give

academic career. Uh it would give students the opportunity to think um

students the opportunity to think um more broadly about their high school

more broadly about their high school experience for the for the uh career

experience for the for the uh career readiness course and um for the

readiness course and um for the financial literacy course would just be

financial literacy course would just be very interested. Folks are kids are um

very interested. Folks are kids are um are interested in in money and and how

are interested in in money and and how to uh spend it throughout their lives.

to uh spend it throughout their lives. But we thought nth grade might be a good

But we thought nth grade might be a good good spot for it.

>> Right. Thank you. Another question is how can we make sure course curriculum

how can we make sure course curriculum is modern aware of new developments like

is modern aware of new developments like AI, economy, political changes that

AI, economy, political changes that affect

affect uh specifically career prep.

Um so that is really uh at the heart of this course is like trying to capture

this course is like trying to capture what is happening right now um

what is happening right now um particularly in in technology and

particularly in in technology and ensuring that our kids are sufficiently

ensuring that our kids are sufficiently equipped uh so that they can then use

equipped uh so that they can then use that information as it is um infused

that information as it is um infused throughout the courses that they will

throughout the courses that they will take uh in ninth grade and then in 10th

take uh in ninth grade and then in 10th 11th and 12th grade as as well. Um, so

11th and 12th grade as as well. Um, so it is designed it, you know, our thought

it is designed it, you know, our thought was, you know, this is the foundation.

was, you know, this is the foundation. Um, but they could then use the

Um, but they could then use the information across their entire high

information across their entire high school experience. Um, in terms of

school experience. Um, in terms of keeping it up todate, um, that would

keeping it up todate, um, that would have to be something that happens at the

have to be something that happens at the local education level as they are, um,

local education level as they are, um, sort of revamping courses um, uh, as

sort of revamping courses um, uh, as they go.

for the um career prep. Uh I'm worried about the content of this course. How do

about the content of this course. How do you grade it? Why isn't it part of

you grade it? Why isn't it part of counseling?

>> Yes. Um the content of the course uh is probably not as well defined as it could

probably not as well defined as it could be. It would be something that we would

be. It would be something that we would have to develop. And again, I I thought

have to develop. And again, I I thought uh using the the student profile, the

uh using the the student profile, the graduate profile that we developed with

graduate profile that we developed with a ton of uh stakeholder engagement and

a ton of uh stakeholder engagement and input that that could um be the at the

input that that could um be the at the core uh but also giving kids information

core uh but also giving kids information about uh various uh careers. Um

about uh various uh careers. Um yeah, I'm sorry, I lost track of the

yeah, I'm sorry, I lost track of the question. What was the question?

question. What was the question? um what I guess like what what is the

um what I guess like what what is the relationship uh to it with um

relationship uh to it with um counseling? And I don't know if that

counseling? And I don't know if that meant specifically like the um

meant specifically like the um post-secary check-ins or something.

post-secary check-ins or something. >> Um well, certainly we want to get

>> Um well, certainly we want to get students thinking about their future,

students thinking about their future, seeing themselves moving forward in a

seeing themselves moving forward in a particular direction, a particular

particular direction, a particular pathway. Uh and so I would imagine that

pathway. Uh and so I would imagine that the instructor for this course might be

the instructor for this course might be a person in the school that is also

a person in the school that is also working with students on their uh

working with students on their uh post-secondary planning as well.

post-secondary planning as well. >> Um a question that came up in the

>> Um a question that came up in the engagement uh was about who who would

engagement uh was about who who would teach this course and how would we

teach this course and how would we ensure that they were um like well

ensure that they were um like well qualified and situated to do so. H I

qualified and situated to do so. H I have envisioned a CTE teacher teaching

have envisioned a CTE teacher teaching the course

>> someone asked about standards. I think it has come up um you know we have

it has come up um you know we have standards for financial literacy but

standards for financial literacy but what would the standards for this course

what would the standards for this course be?

be? they would have to be developed and I

they would have to be developed and I would ask our um career and technical

would ask our um career and technical education team to lead the development

education team to lead the development of the course with uh with a a task

of the course with uh with a a task force or stakeholders from um various

force or stakeholders from um various areas. Uh but uh I think that we we

areas. Uh but uh I think that we we definitely could and probably should

definitely could and probably should develop some standards for the course.

Uh there's another comment uh says it still doesn't sound like a course. It

still doesn't sound like a course. It sounds like getting information. Could

sounds like getting information. Could we have internships qualify for this?

we have internships qualify for this? Mhm.

Mhm. >> Uh it is an interesting idea because I

>> Uh it is an interesting idea because I think that internships are um exactly

think that internships are um exactly along the lines of what we would like to

along the lines of what we would like to see in our schools. Um, I suspect that

see in our schools. Um, I suspect that um this course might be ripe for some

um this course might be ripe for some type of uh competency based um uh some

type of uh competency based um uh some type of competency based maybe evalu uh

type of competency based maybe evalu uh evaluation or assessment. Um it is it is

evaluation or assessment. Um it is it is again um something that is not uh

again um something that is not uh clearly defined so that it would be what

clearly defined so that it would be what we what what we it could turn out to be

we what what we it could turn out to be what we want it to be. So while I don't

what we want it to be. So while I don't know if an internship would cover all of

know if an internship would cover all of the bases um it could be that an

the bases um it could be that an internship could be a part of the

internship could be a part of the course.

>> Uh do any LEAs offer career prep now? I think there are some charters I I

I think there are some charters I I think there are some charter schools

think there are some charter schools that have a course like this that

that have a course like this that introduce students um to multiple

introduce students um to multiple aspects of career education. Um but I

aspects of career education. Um but I don't know the names of those standard

don't know the names of those standard of the of this those charters. I can

of the of this those charters. I can look into that and see if I can't get

look into that and see if I can't get get it back to the state board.

get it back to the state board. >> Uh yeah, I read that as it was being

>> Uh yeah, I read that as it was being typed in the next part was are there any

typed in the next part was are there any allstars? So um if if there are eleas

allstars? So um if if there are eleas that uh you would point to

um another question since this is aligned to the grad grad profile is this

aligned to the grad grad profile is this also connected to the capstone?

I did not um we did not envision it being connected to the capstone

being connected to the capstone experience. Um

experience. Um especially because uh we thought the

especially because uh we thought the capstone experience would be something

capstone experience would be something that happened uh later on in a student's

that happened uh later on in a student's high school career. Uh but maybe the

high school career. Uh but maybe the course could be moved to later on as

course could be moved to later on as well. It's not not the way that that we

well. It's not not the way that that we envisioned our proposal. Um but what the

envisioned our proposal. Um but what the state board comes back with is up to

state board comes back with is up to you.

you. Yeah, there there were some other

Yeah, there there were some other related comments um to that effect. If

related comments um to that effect. If not taught near junior senior level,

not taught near junior senior level, then hard for students to retain as they

then hard for students to retain as they graduate.

graduate. >> Um

>> uh for a career prep course, grappling with personalized counseling versus

with personalized counseling versus general career prep. Also, how to ensure

general career prep. Also, how to ensure employer input and engagement?

employer input and engagement? Well, our CTE team has um

Well, our CTE team has um boards of employers that they work with

boards of employers that they work with um pretty regularly. So, I'm sure that

um pretty regularly. So, I'm sure that that input that they would get that

that input that they would get that input uh in order to develop the course

input uh in order to develop the course or at least the standards.

Um there was another comment suggesting that um it sounds like this should

that um it sounds like this should happen in middle school.

happen in middle school. Um

>> yeah, we certainly thought that um introducing this on the earlier side of

introducing this on the earlier side of high school would enable students to uh

high school would enable students to uh select courses that are setting them up

select courses that are setting them up for a pathway that they might pursue

for a pathway that they might pursue post high school. Um so, you know, we've

post high school. Um so, you know, we've got a lot of different ideas here. One

got a lot of different ideas here. One idea is to introduce it earlier on, even

idea is to introduce it earlier on, even before 9th grade, and others are saying

before 9th grade, and others are saying to move it to later in the high school

to move it to later in the high school experience.

experience. >> Uh there's another comment that says

>> Uh there's another comment that says some schools are using this to support

some schools are using this to support students in applying to college.

I think we may be exhausting the questions on this. Um,

exhausting the questions on this. Um, Ebony Rose did also u mention that we

Ebony Rose did also u mention that we did get a lot of questions about who

did get a lot of questions about who would teach the capstone and what it

would teach the capstone and what it covers. Um,

>> sure. There are many different ways that schools could implement the capstone. It

schools could implement the capstone. It could be embedded in a course. It could

could be embedded in a course. It could be embedded in uh uh an English course

be embedded in uh uh an English course or it could be um a standalone option

or it could be um a standalone option that happens some schools have uh groups

that happens some schools have uh groups of students in what we used to call it

of students in what we used to call it home room. I think they call it

home room. I think they call it something different but it it could

something different but it it could happen um outside of the regular course

happen um outside of the regular course structure. Um, and I would imagine that

structure. Um, and I would imagine that the topic would dictate which teacher

the topic would dictate which teacher who would um, sort of guide the student

who would um, sort of guide the student through the process. Um, many schools do

through the process. Um, many schools do capstones already and there are many

capstones already and there are many different ways that they can be

different ways that they can be implemented.

>> Uh, Kathy asked, "Is it the school or the students responsibility to do a

the students responsibility to do a capstone?" It is the students

capstone?" It is the students responsibility to do the cap. It would

responsibility to do the cap. It would be the student's responsibility to do

be the student's responsibility to do the capstone but under the guidance of

the capstone but under the guidance of uh of of the school because the student

uh of of the school because the student has to the capstone has to be evaluated

has to the capstone has to be evaluated and um one of the key components of the

and um one of the key components of the capstone is that the student shares the

capstone is that the student shares the capstone with the community.

capstone with the community. I I'll just have to say what concerns me

I I'll just have to say what concerns me is this isn't assigned to anyone. It's

is this isn't assigned to anyone. It's not it's not staffed.

not it's not staffed. Um and so a student could fail to

Um and so a student could fail to graduate because they couldn't connect

graduate because they couldn't connect with an adult to do this. So I I I think

with an adult to do this. So I I I think this one is I'd love to see it part of

this one is I'd love to see it part of an endorsement and part of an ability,

an endorsement and part of an ability, but I feel very worried

but I feel very worried >> that we're putting a responsibility on

>> that we're putting a responsibility on the student that they can't there may

the student that they can't there may not be the resources in the school for

not be the resources in the school for them to get it and get it right.

them to get it and get it right. >> Yeah. Yeah. And I can add some of the

>> Yeah. Yeah. And I can add some of the feedback we got in the engagement

feedback we got in the engagement sessions was um s suggesting make not

sessions was um s suggesting make not having it be required for every student

having it be required for every student um in part uh out of concern for the

um in part uh out of concern for the amount of work that it takes for staff

amount of work that it takes for staff and faculty to um to support a student

and faculty to um to support a student uh through it. Um so just just to add

uh through it. Um so just just to add that that's something else we've been

that that's something else we've been hearing.

hearing. Yeah, I can appreciate both of those

Yeah, I can appreciate both of those comments.

comments. >> Um, all right. So, we are now going to

>> Um, all right. So, we are now going to discuss the um the remaining course

discuss the um the remaining course requirements um that the proposal does

requirements um that the proposal does not um change, but we also want you know

not um change, but we also want you know feedback on on those as well. So, uh

feedback on on those as well. So, uh we're going to open the

we're going to open the whiteboard back up.

whiteboard back up. We'll get that open.

And again remember especially here there is that that fourth question about what

is that that fourth question about what what are other options. I know some of

what are other options. I know some of you have suggested more flexibility in

you have suggested more flexibility in different subjects. So this is where you

different subjects. So this is where you can suggest those things.

>> Um and while people are writing and before there are any other questions

before there are any other questions I'll throw in mine. Uh, one of the

I'll throw in mine. Uh, one of the things uh that I've been thinking about

things uh that I've been thinking about throughout um is the the flexibility

throughout um is the the flexibility question and um you know some people

question and um you know some people have said

have said uh well

uh well students have

students have um I think it was uh Mr. Starns who put

um I think it was uh Mr. Starns who put it as at bats that students have 32 at

it as at bats that students have 32 at bats. Um,

bats. Um, so there's all already a lot of

so there's all already a lot of flexibility opening. Uh, I know that

flexibility opening. Uh, I know that that's not true um at every school. Not

that's not true um at every school. Not not every school is set up so that

not every school is set up so that students end up with the possibility of

students end up with the possibility of 32 credits. Um, and then also hearing um

32 credits. Um, and then also hearing um from Elani, you know, about the

from Elani, you know, about the even now that there's difficulty

even now that there's difficulty scheduling all the things. Um,

scheduling all the things. Um, I I'm just still kind of kind of puzzled

I I'm just still kind of kind of puzzled with um

with um the relationship between the required 24

the relationship between the required 24 and the and what what's happening with

and the and what what's happening with those other eight credit hours for those

those other eight credit hours for those that have it? Um and and what options

that have it? Um and and what options are they pursuing and what what do they

are they pursuing and what what do they have?

have? Well, I think um in DCPS when students

Well, I think um in DCPS when students um meet the 24 graduation requirements

um meet the 24 graduation requirements early, their senior year looks

early, their senior year looks different. Um some students are only

different. Um some students are only taking a certain number of courses. Uh

taking a certain number of courses. Uh other students are doing dual

other students are doing dual enrollment. They're doing the a the

enrollment. They're doing the a the advanced technical center. They are

advanced technical center. They are doing internships. And we um we'd love

doing internships. And we um we'd love to see that and want to encourage more

to see that and want to encourage more of that.

Maybe a student could do an internship every year instead of only at the end of

every year instead of only at the end of their high school experience.

um for art and music would be curious to know how many courses are hands-on

know how many courses are hands-on versus bookbased

versus bookbased and would think that distinction is more

and would think that distinction is more important than art or music.

important than art or music. Um I'm not sure I understand that

Um I'm not sure I understand that question fully. If the person who posed

question fully. If the person who posed that wants to

that wants to come on the mic and

come on the mic and elaborate.

>> Hi, sorry that was me. Um, just thinking about the distinction between something

about the distinction between something like an art history course um versus

like an art history course um versus like a photography course. Um,

>> yeah, >> I'm afraid I don't I don't have those

>> I'm afraid I don't I don't have those statistics, so I can't answer that

statistics, so I can't answer that question. Um, but I certainly believe

question. Um, but I certainly believe that both are um are great courses,

that both are um are great courses, great options for students to have, but

great options for students to have, but I can't answer your question. I'm sorry.

I can't answer your question. I'm sorry. >> That's okay. Totally. I think my point

>> That's okay. Totally. I think my point is that if you're requiring both,

is that if you're requiring both, perhaps there's a greater focus on

perhaps there's a greater focus on making sure that one is, you know,

making sure that one is, you know, hands-on experiential learning versus

hands-on experiential learning versus not just both art history and music

not just both art history and music history, for instance.

history, for instance. >> Um, diversifying it that way.

>> Um, diversifying it that way. Oh my goodness, I've seen some marvelous

Oh my goodness, I've seen some marvelous um uh music courses um that are

um uh music courses um that are definitely sort of hands-on. Um and so

definitely sort of hands-on. Um and so yeah, I would support um support that.

yeah, I would support um support that. Absolutely.

All right, I'm not seeing too many other questions yet. Um, but one thing that

questions yet. Um, but one thing that has come up to my mind um through this

has come up to my mind um through this discussion

discussion >> Oh, sorry, Elani. You go ahead.

>> Oh, sorry, Elani. You go ahead. >> I'm so sorry. I w I wasn't a panelist

>> I'm so sorry. I w I wasn't a panelist when I got kicked out, so I'm just

when I got kicked out, so I'm just getting access to the whiteboard, but it

getting access to the whiteboard, but it looks a little weird on my end

looks a little weird on my end >> and the chat. Um,

could I ask now about um the flexibility in social studies or kind of explain a

in social studies or kind of explain a little bit more about where some of

little bit more about where some of those credits get filled up in if you

those credits get filled up in if you had like a a NAF program?

had like a a NAF program? >> Is that okay?

>> Is that okay? >> So, for example, there's this NAF

>> So, for example, there's this NAF program that's great. It's called global

program that's great. It's called global service and diplomacy. And when students

service and diplomacy. And when students take those classes, they take amazing

take those classes, they take amazing courses like principles of government,

courses like principles of government, foreign service and diplomacy, national

foreign service and diplomacy, national security, model UN, those are all

security, model UN, those are all electives.

electives. And so students who choose certain NAFMI

And so students who choose certain NAFMI end up with a ton of extra elective

end up with a ton of extra elective credits that aren't serving. I mean, you

credits that aren't serving. I mean, you need a few CLCP credits for graduation,

need a few CLCP credits for graduation, but the rest are just extra.

but the rest are just extra. So, they end up with

So, they end up with less space in their schedule. So, we had

less space in their schedule. So, we had students who wanted to both do the AP

students who wanted to both do the AP Capstone program, which is a great

Capstone program, which is a great program, and NAF at Roosevelt. And

program, and NAF at Roosevelt. And unfortunately, they had to make a

unfortunately, they had to make a decision. And I had so many amazing

decision. And I had so many amazing seminar students who passed AP seminar

seminar students who passed AP seminar who ended up not being able to take AP

who ended up not being able to take AP research because it did not fit in their

research because it did not fit in their schedule. They had to choose between the

schedule. They had to choose between the APs and NAF and they've worked three

APs and NAF and they've worked three years on NAF, you know. So it's like

years on NAF, you know. So it's like well but the AP capstone is something

well but the AP capstone is something else they're working towards. So that's

else they're working towards. So that's just one example, but it it happens in

just one example, but it it happens in culinary arts. It happens um at Koolage.

culinary arts. It happens um at Koolage. I heard they struggle to build out a

I heard they struggle to build out a band program because of all the other

band program because of all the other electives and courses that are required.

electives and courses that are required. So like it's and um one of the

So like it's and um one of the counselors was explaining that in

counselors was explaining that in Maryland it's called just like fine arts

Maryland it's called just like fine arts or arts their credits and so that it's

or arts their credits and so that it's easier to build out your band or your AP

easier to build out your band or your AP art or these other pathways. But these

art or these other pathways. But these are real issues at high schools where

are real issues at high schools where kids are put in difficult positions when

kids are put in difficult positions when they get to junior year and they want to

they get to junior year and they want to take a ton of APs and they've worked

take a ton of APs and they've worked hard towards these CT pathways and then

hard towards these CT pathways and then they're stuck and schools are stuck and

they're stuck and schools are stuck and you have kids crying. It's just it's

you have kids crying. It's just it's really tough. And so that's why I'm all

really tough. And so that's why I'm all for flexibility. I think there are a ton

for flexibility. I think there are a ton of courses that students are taking that

of courses that students are taking that teachers are teaching with the XQ

teachers are teaching with the XQ project. If you look at even Koolage's

project. If you look at even Koolage's XQ project based on UN sustainability,

XQ project based on UN sustainability, right? There are like a ton of relevant

right? There are like a ton of relevant courses that could probably count

courses that could probably count towards a social studies requirement,

towards a social studies requirement, but they're they're not getting any

but they're they're not getting any social studies credits. And they're

social studies credits. And they're taking foreign service and diplomacy,

taking foreign service and diplomacy, and that gets the exact same credit. And

and that gets the exact same credit. And AP Seminar gets the same credit as

AP Seminar gets the same credit as guitar. So one year I had a mass exodus

guitar. So one year I had a mass exodus of students when they found out AP

of students when they found out AP seminar, which is a ton of work, was the

seminar, which is a ton of work, was the same credit as a guitar class

same credit as a guitar class >> and they were like, "Miss, I can't. I

>> and they were like, "Miss, I can't. I have too much going on in life, you

have too much going on in life, you know." So I don't think we're also

know." So I don't think we're also awarding students the credits they

awarding students the credits they deserve

deserve >> to take these AP courses when we're

>> to take these AP courses when we're saying, "Oh, it's an elective

saying, "Oh, it's an elective >> course." and not even an elective course

>> course." and not even an elective course under

under um a core requirement. So that's just

um a core requirement. So that's just that's just an example of looking at

that's just an example of looking at like a NAF Academy like global service

like a NAF Academy like global service and diplomacy or these XQ projects that

and diplomacy or these XQ projects that are really focused and I'm not as well

are really focused and I'm not as well verssed around engineering or the other

verssed around engineering or the other NAFmies across but I know I've heard um

NAFmies across but I know I've heard um from our counselors when I met with

from our counselors when I met with counselors to get feedback that this is

counselors to get feedback that this is an issue citywide when it comes to

an issue citywide when it comes to scheduling.

scheduling. >> Great. Well, I a couple of things. Um,

>> Great. Well, I a couple of things. Um, one the last time we did um the

one the last time we did um the comparison of uh courses um to required

comparison of uh courses um to required course standards was maybe four years

course standards was maybe four years ago. Um so it may be time for us to do

ago. Um so it may be time for us to do that again looking at some of the

that again looking at some of the courses that you've identified to see um

courses that you've identified to see um if there is any overlap with required

if there is any overlap with required courses uh such that we could count

courses uh such that we could count those courses. Um so that's one thing.

those courses. Um so that's one thing. Another uh response uh has to do with

Another uh response uh has to do with the endorsement options that we are

the endorsement options that we are proposing. While it doesn't address the

proposing. While it doesn't address the scheduling issue that you've identified,

scheduling issue that you've identified, it does um provide the student with some

it does um provide the student with some acknowledgement of the um structured

acknowledgement of the um structured coursework the student has taken in a

coursework the student has taken in a particular pathway um with an

particular pathway um with an endorsement on his or her diploma. So um

endorsement on his or her diploma. So um so there there is that. But I I want to

so there there is that. But I I want to keep grappling with this notion um that

keep grappling with this notion um that kids are taking courses that are um

kids are taking courses that are um clearly um uh hefty and weighty and um

clearly um uh hefty and weighty and um are addressing standards in in some

are addressing standards in in some ways. Um how we can get kids credit for

ways. Um how we can get kids credit for that.

>> Thank you. I guess one way would be if there's flexibility in social settings

there's flexibility in social settings the way there is in science. So if

the way there is in science. So if science has flexibility and it says, you

science has flexibility and it says, you know, you just need these four maybe now

know, you just need these four maybe now three credits. Biology is the only one

three credits. Biology is the only one required.

required. >> I'm wondering why social studies can't

>> I'm wondering why social studies can't mimic something similar where you're not

mimic something similar where you're not reducing the credits at all. They still

reducing the credits at all. They still have to have four credits, but it

have to have four credits, but it provides flexibility.

provides flexibility. Um even the area studies, African

Um even the area studies, African studies, Asian studies, all of those

studies, Asian studies, all of those >> are not under social studies. I mean

>> are not under social studies. I mean they're under social studies but they're

they're under social studies but they're not a credit towards graduation.

not a credit towards graduation. >> Yeah. Yeah. I think um is Ben with us.

>> Yeah. Yeah. I think um is Ben with us. Ben is a social studies teacher. There

Ben is a social studies teacher. There are um there there is a a a a very

are um there there is a a a a very strong contingency constituency um that

strong contingency constituency um that um worked very diff very hard on the

um worked very diff very hard on the social studies standards and feel that

social studies standards and feel that those standards um as they exist in the

those standards um as they exist in the courses that are outlined are um just

courses that are outlined are um just critical information for our students.

critical information for our students. Um and so you know these are the types

Um and so you know these are the types of conflicts that we have when we think

of conflicts that we have when we think about graduation requirements um for all

about graduation requirements um for all and we certainly heard a lot from that

and we certainly heard a lot from that constituency as we did our stakeholder

constituency as we did our stakeholder engagement which is why we um we didn't

engagement which is why we um we didn't recommend that type of flexibility for

recommend that type of flexibility for social studies

social studies but I am an eternal optimist and so um

but I am an eternal optimist and so um let's let's keep talking and thinking

let's let's keep talking and thinking about this to see uh where or if we can

about this to see uh where or if we can find some flexibility.

find some flexibility. >> But yeah, I'm sorry. I just want to make

>> But yeah, I'm sorry. I just want to make sure I understand right. It sounds like

sure I understand right. It sounds like um and tell me if this is completely

um and tell me if this is completely wrong.

wrong. >> Um the courses that we're talking about

>> Um the courses that we're talking about now um are rigorous

now um are rigorous um and because we haven't yet um done

um and because we haven't yet um done the course comparison to the standards,

the course comparison to the standards, it is possible that some of them uh

it is possible that some of them uh could count uh toward our current

could count uh toward our current standards. And if they did, that

standards. And if they did, that actually might offer additional

actually might offer additional flexibility because they would count to

flexibility because they would count to requirements and not take up elective

requirements and not take up elective space. Is that correct?

space. Is that correct? >> That is correct. If that is if that is

>> That is correct. If that is if that is the case. Yes.

the case. Yes. >> If if if they were to align with the

>> If if if they were to align with the standards.

standards. >> Um and so Okay. And so I that cuz I'm

>> Um and so Okay. And so I that cuz I'm I'm I appreciate that because one of the

I'm I appreciate that because one of the things that we've heard from folks and

things that we've heard from folks and uh I personally have been wrestling with

uh I personally have been wrestling with is the uh challenge between uh the

is the uh challenge between uh the flexibility um and not reducing the

flexibility um and not reducing the standards uh for rigor um because we we

standards uh for rigor um because we we do have some of the highest standards

do have some of the highest standards for graduation high school graduation in

for graduation high school graduation in the country and I think that's a good

the country and I think that's a good thing. Um but we also want to make sure

thing. Um but we also want to make sure um students are having an experience uh

um students are having an experience uh that counts like literally counts so

that counts like literally counts so they can graduate um and uh make sure

they can graduate um and uh make sure the courses that we offer are uh

the courses that we offer are uh interesting, engaging um and relevant.

interesting, engaging um and relevant. >> Exactly.

Elenia, I'm curious um if how you respond to the idea of the endorsements

respond to the idea of the endorsements being um

being um an incentive for students to choose

an incentive for students to choose those more rigorous courses.

Do you mean the endorsements like if you're choosing AP those endorsements on

you're choosing AP those endorsements on your certificate?

your certificate? >> Yeah, the proposed Aussie's proposed

>> Yeah, the proposed Aussie's proposed endorsements to say

endorsements to say >> you've taken advanced studies um so

>> you've taken advanced studies um so you'll get a

you'll get a >> a certificate or sorry an endorsement.

>> a certificate or sorry an endorsement. Yeah, I mean those are those are all

Yeah, I mean those are those are all great and I'm just this is after I

great and I'm just this is after I thought it was just a one school issue

thought it was just a one school issue when I was at my previous school and now

when I was at my previous school and now after moving to a different school and

after moving to a different school and seeing how many like we can't even fill

seeing how many like we can't even fill our AP African-American history class,

our AP African-American history class, right? So like I think it's great, but I

right? So like I think it's great, but I also think we're going to if we're

also think we're going to if we're talking about marginalized groups and

talking about marginalized groups and equity, we're losing a lot of people who

equity, we're losing a lot of people who don't want to take AP courses anymore.

don't want to take AP courses anymore. um for a variety of reasons and um

um for a variety of reasons and um if they're not going to be counting for

if they're not going to be counting for graduation credits, I think it's going

graduation credits, I think it's going to continue to be difficult to fill the

to continue to be difficult to fill the classrooms.

classrooms. >> Yep. Well, um I will say uh that we are

>> Yep. Well, um I will say uh that we are we I I am interested in the notion that

we I I am interested in the notion that AP courses don't count toward graduation

AP courses don't count toward graduation requirements. And so that is something

requirements. And so that is something that we're going to look into. And then

that we're going to look into. And then um I um understand uh from Elizabeth

um I um understand uh from Elizabeth Ross who led the social studies

Ross who led the social studies development of the standards um who who

development of the standards um who who believes that uh we should do the test

believes that uh we should do the test for alignment um to determine whether or

for alignment um to determine whether or not some courses could indeed be counted

not some courses could indeed be counted uh for graduation based on alignment

uh for graduation based on alignment with the social studies standards.

>> Right. Thank you. I don't see any other um questions coming up in the other

um questions coming up in the other courses uh

courses uh >> portion. So um I think we can move

>> portion. So um I think we can move towards wrapping up. Uh, I I wanted to

towards wrapping up. Uh, I I wanted to say um a lot of the discussion tonight

say um a lot of the discussion tonight makes me think of the um course catalog

makes me think of the um course catalog and that being available and um

and that being available and um just thinking about how important it is

just thinking about how important it is for students and families to know kind

for students and families to know kind of what's available where um as they're

of what's available where um as they're making decisions about um their their

making decisions about um their their high schools. Um,

high schools. Um, >> yeah.

>> yeah. >> And so I like I know that you just

>> And so I like I know that you just launched the having that available. Um,

launched the having that available. Um, and I'm wondering if there's um

and I'm wondering if there's um work going on, which I imagine is

work going on, which I imagine is difficult and possibly expensive, uh, to

difficult and possibly expensive, uh, to make to make it a little more um, user

make to make it a little more um, user friendly uh, and more kind of um,

friendly uh, and more kind of um, attached to a school profile in some

attached to a school profile in some way. Um, and I know I know there are

way. Um, and I know I know there are multiple places where schools have

multiple places where schools have profiles like my school DC is one place.

profiles like my school DC is one place. Um,

Um, >> the DCPS all have their own, the the

>> the DCPS all have their own, the the charter schools all have their own. But

charter schools all have their own. But if there is a way to make um, and I know

if there is a way to make um, and I know schools have the option to say like we

schools have the option to say like we offer XYZ.

offer XYZ. Um, but I I'm just wondering if there's

Um, but I I'm just wondering if there's a way to make that a little more easy, a

a way to make that a little more easy, a little easier for people to see here's

little easier for people to see here's what's available at this school.

what's available at this school. >> Yeah, I I certainly would love to do

>> Yeah, I I certainly would love to do that. We are in um kind of a financial

that. We are in um kind of a financial crunch right now, so I can't make any

crunch right now, so I can't make any promises, but I um have taken in the the

promises, but I um have taken in the the uh recommendation

uh recommendation um and would love to do that. I'd just

um and would love to do that. I'd just like to say one, thank you so much for

like to say one, thank you so much for this engagement. Uh we've got an

this engagement. Uh we've got an incredible opportunity right now to

incredible opportunity right now to shape what our graduation requirements

shape what our graduation requirements look like. Your comments and questions

look like. Your comments and questions have all been thoughtful and

have all been thoughtful and challenging. Um and and I so much

challenging. Um and and I so much appreciate the engagement and I think

appreciate the engagement and I think together we can really come up with a

together we can really come up with a strong set of graduation requirements

strong set of graduation requirements and that's the goal. So please um please

and that's the goal. So please um please know that and know that um at AIE we are

know that and know that um at AIE we are willing partners.

willing partners. >> Yeah. Thank you Dr. Mitchell. Um and uh

>> Yeah. Thank you Dr. Mitchell. Um and uh thank you Miriam. Uh both tonight and at

thank you Miriam. Uh both tonight and at our last meeting um when we had uh extra

our last meeting um when we had uh extra engagement from Aussie around the

engagement from Aussie around the practical studies diploma has been

practical studies diploma has been incredibly helpful um to to let us

incredibly helpful um to to let us engage it um on on its terms. Uh and so

engage it um on on its terms. Uh and so it's been really valuable to us. I hope

it's been really valuable to us. I hope I hope it's valuable to you as well. Um

I hope it's valuable to you as well. Um >> absolutely.

>> absolutely. >> We are really appreciative.

>> We are really appreciative. >> Sure. We are too. Partners forever.

>> Um so we do want to say our next meeting is

so we do want to say our next meeting is currently scheduled for January 15th,

currently scheduled for January 15th, but we may need to reschedu that. Um,

and you can always contact us. Please share the survey. I think Elany wants to

share the survey. I think Elany wants to close us out with one last question.

close us out with one last question. >> Um, on page four in the document, it

>> Um, on page four in the document, it speaks about truency as part of the

speaks about truency as part of the vision for revisions. And I was

vision for revisions. And I was wondering if we could look at or if I

wondering if we could look at or if I could better understand where the 30

could better understand where the 30 days of unexcused absences came from.

days of unexcused absences came from. For

For um

um passing classes with credits, it is like

passing classes with credits, it is like a huge issue. Um especially with.5

a huge issue. Um especially with.5 credits, for some reason, it's not a

credits, for some reason, it's not a percentage of the class. So even if you

percentage of the class. So even if you have half the time with students, it's

have half the time with students, it's still 30 days.

still 30 days. So even though you're only seeing each

So even though you're only seeing each other for a term, for example, for these

other for a term, for example, for these DC history, USGV classes, um, and

DC history, USGV classes, um, and students know that, so they cut those

students know that, so they cut those classes more. And so, um, most

classes more. And so, um, most districts, if we're comparing to

districts, if we're comparing to Maryland or Virginia, it's 10%

Maryland or Virginia, it's 10% for passing. So that would be 18 days.

for passing. So that would be 18 days. 30 is very very um lenient and like

30 is very very um lenient and like doesn't show having high expectations or

doesn't show having high expectations or um holding students accountable. And

um holding students accountable. And then also I was wondering about tardies.

then also I was wondering about tardies. Our classes are about 80 minutes now and

Our classes are about 80 minutes now and so students can come in after 75 minutes

so students can come in after 75 minutes and still get their day, right? And

and still get their day, right? And tardies don't count for unexcused

tardies don't count for unexcused absence. Whereas in Maryland, for

absence. Whereas in Maryland, for example, and I think DCPS back in the

example, and I think DCPS back in the day used to do the three unexcused

day used to do the three unexcused tardies equals one unexcused absence.

tardies equals one unexcused absence. But now it's nothing. So you can have

But now it's nothing. So you can have students come in in the last two, three

students come in in the last two, three minutes of class. They still get their

minutes of class. They still get their attendance.

attendance. um

um and ask for a packet of work and walk

and ask for a packet of work and walk out cuz the bell rings. So I I do think

out cuz the bell rings. So I I do think if we are reooking at graduation

if we are reooking at graduation requirements, it would be nice to like

requirements, it would be nice to like better understand where the 30 days

better understand where the 30 days >> comes from. wides, not a percentage

>> comes from. wides, not a percentage first off, and then if we could match

first off, and then if we could match what they're doing nationwide and do

what they're doing nationwide and do maybe 10% or

maybe 10% or >> and also look at tardies as accumulating

>> and also look at tardies as accumulating to an absence. Was any of that spoken

to an absence. Was any of that spoken about in the past when speaking about

about in the past when speaking about truency?

truency? >> Uh, I've not heard these these issues

>> Uh, I've not heard these these issues raised. Um and so I will as we uh have

raised. Um and so I will as we uh have conversations particularly around

conversations particularly around attendance uh and I believe this is

attendance uh and I believe this is where our our policies are um we can

where our our policies are um we can certainly take these things into

certainly take these things into consideration. The these are um not

consideration. The these are um not things that I've heard before.

>> Thank you. >> Thank you.

>> Thank you. >> Yeah, thank you for raising that. Um we

>> Yeah, thank you for raising that. Um we are going to close our meeting. Uh and

are going to close our meeting. Uh and I'll just say one more time, thanks to

I'll just say one more time, thanks to Aussie for coming and for your

Aussie for coming and for your willingness to answer all the questions

willingness to answer all the questions that we that we have brought. It is

that we that we have brought. It is truly helpful um for us in this process.

truly helpful um for us in this process. Um uh so thank you again.

Um uh so thank you again. >> More than welcome. Thank you all.

>> Good night everyone. Happy holidays. >> Night

>> Night >> holidays.

>> holidays. >> Good night. Happy holidays.

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YouTube Transcript:High School Graduation Requirements Task Force Meeting December 18, 2025