the things are going around go happening at belmont high school i was on my fourth page so i'll spare you the details and i'll do some overview if anyone would like me to expand a little bit more than happy to do so so the first thing that i want to talk a little bit about is a district initiative that's going on and many of you may have heard of the social motional learning that's going on as a district initiative but here at the high school  well first of all let me explain what social motion learning is because there are many definitions out there but i want to make sure that we're talking the same language of what we're doing here in belmont but basically the social motional learning youngest ending in managing of people's emotions and we're not just talking about students who are also talking about the it dulls here in the building taking care of people's best interest so as we go through the training teachers have been trained get everyone done in the next year or so but social motional learning really builds on the lasting relationships the foundation to everything that students learn if they don't have good relationships with adults in the building and with each other then they're not learning and so we're really focusing on building to get to know one another build that strong relationship so that then we can move the next level of learning and making sure that kids feel safe i'd also deals with empathy for others having empathy showing it and how to show it all skills students may not have coming in the door of belmont high school why do social awareness self management and we also want to focus on the responsibility in decision making which we all know that their brains aren't fully developed until their mid twenty's and but we want to show them the responsibility in decision making and teach them and  so that's social motional learning so let me give you some real quick examples of what you might see at belmont high school we're still practicing as adults so we don't have it down but we're working on it you'll see a lot of ice breakers in the classroom where teachers will start the class off with an ice breaker so kids can get to know each other one of the icebreakers that the adults of use and i know some of the teachers i use is in a parallel universe being who you are with your physique and you know who you are you can't be a famous artist if you're not a famous artist in this world and a parallel universe what three careers do you think you would have and this is really interesting for the adults because we always are picking something that is outside of what we're doing so the kids get a really good kick out of it and they get to know each other and their interests so that's just one example of how to get to know each other way so it's being replicated at the central office leadership council and in the classroom and there's many other exercises to get to know each other but that's just one that we've use that other teachers are using as well we had a training the leadership council that had a two day training in august and what social motional learning is and practicing and feeling comfortable with it and that was a an awkward start truthfully but then it's started to evolve and we started to get to know each other and it was much more enjoyable and by the time we ended the two days we really had an understanding of what social moral learning was and were bringing it into our department meetings in our faculty meetings as well and then from there we had teachers being trained teachers that wanted to see this movement at belmont high school now for the past few years you refer over and over obama we want to personalize the school bring up school spirit we want to make sure that it's not as stressful of it as an environment and teachers of insane this be years and this was an opportunity for them to get trained on how is a lot of so they spent two days as well over and on in august and then they led a track with the professional development day in september and they led the entire faculty through a series of exercises so all the faculty have been trained and social motional learning we're not experts who are still learning the team is still together the teachers that were trained over the summer and they are planning exercises through the year do they're going to be doing a faculty meeting possibly the half day in march they've asked but i've got several people asking for that time but we're going to continue with that and this isn't i made sure that i communicated to the faculty and staff that this isn't a one year hit and run type of initiative this is a belief that belmont has embraced and that belmont high school has embraced and we are going to be doing this going forward  each year and we're going to be getting stronger at this and it's just going to be part of the fabric of the school and teachers were relieved to hear that it's going to be something that's going to be long lasting and that we're going to live  so social motional learning at belmont high school and in the district is alive and well and we're growing we're getting stronger and we're getting better at it and i look forward to were eventually going to  another thing that we're focusing on here at the high school is students skills one thing we do very well at the high school is academically and we prepare kids for college or career and our scores show that  rankings show that but i want to just to take a look at a different side not just academics and we're not going to dismiss that we're going to go in another direction and we're looking at student skills what skills students need in order to be successful when they leave belmont high school no matter what they do so what we did last year is we worked on this gills and there are many skills but we had to really narrow it down to four or five so what we did last year is we worked on skills we thought that were foreign for our kids to lead belmont high school with so the faculty and staff identified for specific skills that we wanted to focus on and those skills are a collaboration they are a creativity critical thinking in communication the creativity one was really interesting and also in sync with businesses in the part of the year defining those four skills and then from there in this year we are working on how to measure those skills so i can say that it has been challenging how to measure going to be a really interesting faculty meeting and we'll do the same thing with collaboration and communication and critical thinking i want to make sure that it's coming up through the teachers as not something that we photocopied out  research will use best research to help guide our thinking i wanted to be organic from the teachers so that they're living and breathing these documents so we have defined for skills we have for skills we've defined for skills and now we're on the verge of measuring the force bills and we'll be practicing that this year probably next year and then eventually where i would like to land it is that we'll be reporting out on the four skills to all students and their families on where they fall on a rubric and that's the ultimate goal so it's a multi year commitments and we're in year two of it so probably the next year or two will start to see the results of that and that's been very challenging because we have been very focused academically and we've done a great job with that and i commend the teachers for a but on the other side of the brain is are we measuring how do we know we're successful in developing these skills and we don't i think we do a great job with many skills but we do we've taken a deliberate deliberate effort to identify to measure and to report out so this is a big challenge for belmont high school and the teachers are really been fantastic with it so we have bought three committees going here at the high school we have the s c l social motional learning we have the four seasons what we're calling these skills we have a committee for them and then the other one that we have is for a new schedule belmont high school for the last several years we've worked with the same schedule and when i say several go i think this is my tenth or eleventh year and we've always had the same schedule and well before that this schedule existed it's time to start looking at whether or not this schedule meets the needs of our students today in our population and what works best for students to be creative and allow them flexibility in the schedule so we're talking about really how do we customize the schedule to today's students so that the committee has the task of coming up with three schedules one is going to be a seven block schedule second will be a monster casual which we currently have but how can that be modified  so whatever it may be and then the third one is simply just what i told them basically is to just go ahead and be creative and take a look at what's out there and don't be limited by either a contract and on the southern block schedule namaz guzzles fall within the current be a contract and i wanted something really unique and something different so we've got three different teams within that committee exploring three different schedules and they're hard at work at calling schools and asking what works best and when it comes to it will be visiting the schools and see in interviewing teachers and kids and get their input so the timeline for that is is relaxed in them then what i mean by relaxes i don't want anything to be rushed and quickly recommended to me so this year is an exploratory year i want two thousand and fifteen sixteen to be an exploratory year where they go out and they have the time to look around to look at the best schedules and then at the end of this year i'd like three recommendations and then at the beginning of next year looking that the reschedules with the p t o school advisory committee students parents community school committee and then by january february of two thousand and  seventeen hopefully committing to a schedule and then from there getting ready for assistant principal to create the master schedule which was is usually in february late february so that's the timeline that we're on for a schedule at belmont high school and that's being thoughtful taking our time and doing our research and making sure that we're set up for success rather than rushing to smile on schedule so those are the three committees that are operating right now and they're meeting probably every other week and reporting to the faculty the other thing that's going on about my high school that i wanted to really highlight is  mike actually pinpointed them find a little bit and that's the mclean hospital partnership that we formed i brought some extra flyers for everyone at the end of the night feel free to grab one but for the past two years  a school psychologist and i have been kind of scratching our heads about resources in town and how the resources in town can get back to belmont high school and we've approached other businesses and they have given back to belmont high school the resource of having mclean hospital down the road is a huge opportunity that we're not taking advantage of so we started conversations about two years ago about how can mclean hospital  back to belmont high school and it took two years because many people were volves and approval needed to happen and so were falling at the point of results so what you see here in this flyer are three programs that mclean hospital would be putting on at at the high school and one is already happened and it was an outstanding presentation one that's already happened was october fourteenth  col the college transition what to expect and that's more about the social motion while being a mom guardian and student and what minds in order to get ready for the big day drop off and what you can start doing now to prepare them with responsibilities and there's going to be a second part to that and that's going to be january twenty seventh the college transition embracing challenges you don't need to see part one in order to see understand part two but that will be the second session for that and then the third session is going to be on april twenty seventh stress in teens how can we help and once again these are all complementary to belmont high school from mclean hospital and two years of discussion of how they can get back has paid off in this way we're actually talking about a couple of other ways but nothing that we've committed i think we're taking baby steps and these a fantastic baby steps for us and i'm looking forward to where we jump off from here again going back to the community that has resources to get back to belmont high school and what they can do for us and we're going to them we're not waiting for people to come to us and by knocking on their door as a result of these three presentations so we're really excited about those and i do have to give die  has been generous to help get the initiative kicked off by funding it each year and we're extremely excited about where that has taken the school the culture has shifted dramatically teachers are engaged in professional and development and they're just they're basically in collaborating at any second of the day that they can on new apps how did you do a soccer tip how did you do pole everywhere dot com how did you do and we believe in the foundation believes that the success of this program lies with the professional development of all the teachers and if the teachers are trained properly it will be successful with kids the i pad is just a device that's all it is and it's a wonderful device but it's only successful as the leader of that classroom is trained in order to spread that knowledge out to students and so they have dedicated funds not just to the i pad but for professional development which is pretty much booked up for the year and so thankful to the foundation for not only just supplying a device and but seen the bigger vision and the and the investment that it takes in order to get this device off the ground and in the hands of each child working rather than just surfing and so they' been outstanding with after school safety is always at the top of my list it will be every year no always be part of my school improvement plan so far with school safety we practice a brand new a lockdown procedure which its teachers the options of being locked down rather than the old version which was pre columbine is to identify a room a spot in a room and crouch down and be quiet and that we were practicing that for years and up until this year we've changed our lockdown procedures to give teachers options if they know something is going on down by the field house in your classes  cafeteria why would you be crushing down in a room when you have an opportunity to leave the building so what do we do training in october would teachers it was very successful well received we had the help of eight different school resource officers coming into belmont high school to help train the teachers with this scenario and it was a huge success each teacher said finally finally something that we can do during a crisis rather than sit and wait and like i said our lockdown procedure was pre columbine and we need to modernize and we have the next step is to make sure that we train the students on options on what to do and we're brainstorming how to do that in small groups in claus's so we haven't quite figured that out yet but that's our next step also as far as security and you'll be noticing it next few weeks everything is not finalized but there will be one entrance to belmont high school that entrance will be the main doors the atrium doors across from the flagpole but a fifteen all doors will be  and the only way that someone can enter the building will be those main doors currently we have those doors open and the doors we call it the ramp bench warrants which is near the tennis courts in the parking lot that will be locked as well people may leave but the entrance is all on only going to be one location and the reason why you haven't seen it happen yet is because a lot of the handicap buttons that you press outside the  door or inside the school and opens the door dramatically needed to be replaced we've finished that and now we're just waiting for the proper signage because we don't want people to be stumped outside with no signage and wondering what's going on so we're waiting for the signage to command and then we'll roll it out to the faculty the staff make sure we inform all the students the parents and then we will actually set a date for that but to help increase we're locking that door and the one door that we can't lock because of our overcrowding is the door over here to my left that leads out to the mons door unfortunately has got to remain open because we have three classes out there and next year we're probably going to have two more because we growing so fast so unfortunately that door will be open so again school safety will be at the top of the list each year and those are a couple steps that we're working on this year shortly this week by the end of this week i will have a report to the new england association of schools and colleges a december one report is due because of our status that we are on warning for a curriculum in communities resources for learning we're required to submit special progress reports on how we're job how we're moving in the right direction that report is about two thirds written and done and ready to submit by december first and this is one of many special reports that we need to file based on our report four years ago so that will be submitted and then the one that a lot of people are wondering about is  selected in the fall time usually just some bruises my experience so back in april when the reports are that i should say the application was due superintendent gerry boyle in charge of school looks like today and especially reflecting twenty first century learning so i revamped report was submitted in april this is probably our thirteenth  selected for that so i can answer more questions on that so if people are wondering about process and one thing that's come up in new or renovated so i would be happy to answer that and then the last one i want to end on a really happy know is our pep rally is coming up on the twenty fifth that's something that we're all looking forward to years ago our pap brolly was poorly attended because it wasn't a lo three years ago when i got with jim davis we revamped it and made it much more active with faculty purchase a painting in tug of war the bicycle races and the kids so it's a lot more school spirit and one thing that we initiated that i brought on is pride in your class so each student will receive it t sure as like they have for the last three years according to their class though i'm told they have  specific class colors so they're ordered and cording to the colors i believe this is soft bar and then if not i'll be told tomorrow what it is by i believe these are the soft mortars and on the back it says home of the rogers and class of two thousand and eighteen just eighteen is what they wanted so the students had him put on the t shirt so during the pepperell you will see a sea of black red of blue and avoids and they'll be sitting with their collars and competing against each others and teachers who teach only seniors will also good t shirts anyone can get a t shirt to wear that day i have found that a t shirt goes a long way with a lot of school pride and it is not a one time where they wear it all year round so the kids comma scrambling to the cafeteria on monday or tuesday and they're all fitting and they're all modifying according to the plate cutting off sleeves so it's a lot of fun it's a great morning so those are a few things says going on a belmont high school be happy to answer any questions or expand upon anything that i've mentioned sure the process i can tell you all what we did last year in order to find to dedicate those spots were f t e as should be is the first thing we need to do is core sign ups we have to make sure that we see what the the the kids are selecting because you want to support them what they want to be and and and have no inequities socor sign up to start in february they run through march they usually end or all march beginning of april and then we'll have some real hard numbers so at that point if i mean given additional f t e ease and this is how we did it last year it will take a look at those numbers the directors will preside to i have so many a sections of thirty i need an extra section of whatever and we're all sitting around the table sharing our needs and then from there it's decided on where those f t's go and they go to the highest need around the table and tours in the spirit of our mission statement as well you just simply can't throw something wild out there everything goes back to the school mission statement to make sure we're supporting it and that's how the process was done last is the new normal is that for every class we're trying not to be the expertise of sherry turner my assistant principal the scheduling was amazing she spends most of the summer juggling kids around to get the best balance and to making sure that classes are heavy with special ed students classes are not heavy with l l students or a five zero for students and making sure that the evenly distributed she's making sure that if one's classes thirty three and another one is at twenty five she will take three out of their important to help balance that's the the art of scheduling in july and august  and so what you see is a very careful balancing act and the product of it is this year's classes elf interesting we're evolving with the four skills or i should say the four c's first step was to define what we want to measure and we came up with those four and then come up with a definition for them through the faculty and they did that so we're in the phase right now developing the rubric for them and how teachers use them they could be in addition to a rubric that they currently use in the class it could be exclusive without any of the rubric teachers are experimenting right now i can give you an example of one of my social studies teachers is strictly teaching the skills taken time out of his lesson to teach the skills and then get feedback from the students on it dentist i projects or assignments that you currently do that already have these skills and bedded in them that you could use them and teachers found numerous projects in assignments already part of our curriculum that they're already practicing that already embedded it's a matter of just finding them and measuring them so it's not really writing a curriculum rewriting assignments a lot of it's embedded in what we're doing we just don't measure and yeah you're so my name is liz baker this is my first year in belmont and i'm really excited to be here i learned a lot in these first three months excited said meeting gets know the p among the other organizations that exists i am the director for science health and technology i work primarily with the fifth or twelfth grade teachers but then in terms of things like new standards and other district wide things i work with just the francis who's the k through four curriculum coordinator for math and science as well so i also teach one patiently waiting leaves if you could come over one of the bright spots in the science department that i've discovered is the science team the science team with miss williams and dr shorter has been competing they've had two hundred thirteen so far and they are currently first in their division so well  done the competitions however require buses buses have gotten very expensive so we're finnigan ways that they can go to the remaining competitions in fact we hosted one to cut out a bus which went very well but they're going to talk a little bit about what the science team is how fantastic they are and why we need help with buses oh i'm sure they would love that hi everyone thank you for having  ninety members on our mailing list and about thirty or forty members that regularly attend practices and meets with us we compete monthly in the west suburban science league among twenty other twenty years ago other schools  around us and those meets last from october to february and culminate in the state science olympiad in march and each meet is comprised of four events that could range from a test on physics to  all the events are all for prison teams and we get to meet a lot of people from all grades that are as interested in science as we are and it really fosters a lot of problem solving skills and creativity in korea curiosity so we know about the events in advance so we after every need is over the officers get together and create a tryout for the next meet and we give it to the kids and they take it and then we assign them to eight or ten person teams for each event and then we meet weekly in miss williams a school was williams's room after school on thursdays to do practice questions create study guides and for the build of ns we have to construct things in advance that will be tested during the meet so we have a great group of kids this year they've been working really hard and they even meet outside of school to do extra preparation for the meets and result of this we've been doing really well this year as it is because i had we're actually ranked first in our league ahead of schools like new in south near north lexington and even act in boxborough which has been winning the state meet and representing massachusetts at nationals for the last six years so i'm really excited about that however we might not be able to finish out the season unless we raise some additional funds because we are running into budget issues and our expenses include things like buses to and from needs as well as materials for the construction of ends and we've been in contact with some local businesses like flatbread restaurant in somerville which has graciously offered to host a fundraiser for us in january and we will also be holding a raffle and some big cells in addition to that but we would really appreciate any support that to offer for us so we're really excited about the upcoming season and hopefully we'll be able to overcome this o and finish the season as strong as we started it and again thank you for having us here tonight and thank you for your support there is some dedicated money in my budget for it but it hasn't grown my understanding as i heard but it is that it hasn't grown as buses have gotten more expensive or robotic arms have been added and things like that so we have some money but it doesn't cover what they need for the year know but this is becoming this is a recurring theme every year it's sort of the scramble to make sure that they can compete and so i'd like to find a more permanent solution thanks so i have been doing research as again i get acclimated and find out what we have and what we need and these are some of this science activities that are available to your students i there on the back of your hand out as well you know advertise  students see what they want to get involved in a couple other exciting things that have recently happened in the department is that we actually just had some students who were published on an online scientific journal some of  students actually were published and the journals trying to get high school students published in a very peer reviewed scientific way so that they go through the process at this early stage going and see how how sort of repetitive the process is of getting published in science and how tedious it can be and how time consuming it is and how there such a lag between when you actually did your research and when you get published and so they were actually able to persevered through the entire process and they were just published they were doing a study that had to do with global warming and  just just found that out so that's very exciting and believe the link is on your hand up so my understanding in talking to was that it was other students as well as university students believe is another type of trivia thing miss williams is very good at trivia competitions do you know anything else about  be so it's nice too it's nice for me to you know trying to see what's out there in the school there's a really nice range of of the teachers in the apartment that are involved so it's not just all one teacher we have several teachers who sponsor clubs and get things going so the one thing i really want to talk about today and i'm very mindful of times i'll cut out a couple things is just to give you an overview of the new science standards because when i was asked what's going on the science department well this is what's going on the science permit and this is going to be going on the science program for the next three to five years we transition to the new standards actually a really exciting time in science education so i'm going to use the word n t s that if you're changed leave with the standard which stands for next generation science standards those are sort of the national standards that were put out massachusetts is adopting their version of them massachusetts as we all know likes to put their stamp on things and you know  them a little bit and so they've taken many of the aspects from and just asked which is good because now i have a lot of resources that are actually national but they put their own stamp on it so i'm going to skip this this was a video clip but i will just summarize it for you are four things i'd like to answer for you in my brief confusion why are we having new standards in science what's different about them where is massachusetts in the process we're actually in a very critical moment right now and what is the plan for belmont transition to the standards so the standards are written now and again that little symbols from and be assessed any time you see that the new standards are actually foreman's expectations so the way they're written it's something that the student should be able to do by the time they've finished all the lessons related to that performance expectation so they combine science and engineering practices which are a really big part of this you can see that in blue cross coming concepts which are the themes in science that cut across all disciplines and the core ideas and typically when you think standards now it was just the core ideas like photosynthesis or one of the products of photosynthesis and now it's a little more complex just important to know when you see them this is not this is how you teach it or this is a lesson plan it's just what should the students should be able to do with the end so let's just look at one example speaking for us and this and the students paper  so the new standard for it that means high school life science one dash five which is the n g s us code which is helpful because massachusetts is using the same nomenclature so that we can access the n g s as resources contrast to what the standard had been previously but the blue use a model that's one of the eight science and engineering practices that is now linked to a content idea which is photosynthesis and then each one has a clarification statement and a state assessment boundary that's just to clarify give some examples and then for the assessment boundary if this is the test that your students can take in and cast it helps a teacher know what is and is not going to be  so the practices in my mind are the most exciting part of this whole thing they're eight of them and if you take a look at that list they really are i mean i see some overlap mr richards with the four c's these are really sort of twenty first century skills that are useful in science but as you'll see two on your handout they really do overlap with the english common core and the mass common core these are the practices this is how we do engineering and how we do science another way to think about the practices is to sort of group them together so you have your investigating practices your sense making practices and your critiquing practices so this is by dr keith mcneil it b c who's someone that i consult with and will be bringing in to help our department that's her sort of delineation which i found helpful so matheny away those new standards they've been around for a few years now they're old school hopefully  people and the science ones really layer nicely on top of what's happening in terms of the overlap between math and science the overlap between science and delay which is one of my personal favorites i really enjoy  writing in science and reading in science and then where all three of them linked the cross cutting concept this is also exciting to me i tend to believe that  interdisciplinary learning that has real world connections is always more meaningful than talking about one topic here and one topic here and one topic here so the cross cutting concepts are a way to try to get rid of the silos of like i only teach chemistry and chemistry has nothing to do with biology which has nothing to do with physics this is a way to sort of interweave and see the connections between the disciplines and there are seven of those as you can see through the really big ideas that we've them we've the sciences together and then the last thing i want to save it for last because in some ways is the most boring these are disciplined core ideas this is what used to be the standards in of themselves so if you look at the bottom this was the old photosynthesis standard and this is on the two thousand and one two thousand and six document the other reason we're getting new standards is because it's been a while and as we all know so much has changed in science technology and engineering we need the curriculum to reflect that so there's no there's no cost cutting concept in there there's no practices in there it's just a fact what are the reactance products and purposes of photosynthesis and respiration the way i think of it is that this is now richer and therefore more challenging for both students and teachers and one thing that they have done was to display it quietly as if they've made a lot of learning progressions so you can see like how does the concept over time from k all the way through twelve and those are on the website two on the website that i've put on your hand out in case that's in the you're curious about so massachusetts right now it has actually in the window public comment on their version of the standard and so on the handout that you received at the top section there is a link you can go to and view the standards and submit public comments until friday so we as a science department actually took one of our department meetings and reviewed the standards and submitted some comments already but it's open to all public so i encourage you to take a look and have your voices heard dick foster at the state has been at the last two congresses i've attended last month and he reassured me that he really wants the feedback and that they're reading every piece so encouraging to do that so the plan for belmont my plan i'm actually really excited about this i like big long term projects kind of get me excited and we have such amazing teachers here that i think this is going to be a really great three to five years of professional development for our teachers they're so collaborative already and they're so professional and so great expert in their content that they're totally going to rise to the challenge of how do we make this more about doing science than talking about science so the plan is to take some time i'm going to try to leverage all of the p d time i can to have collaboration so that they have time to talk and research and find things and tweak units and come up with projects so that we start to build into our curriculum these experiences that have the students doing the explaining and the trying to figure it out as opposed to teachers delivering information and lists of content facts so the main shift which is also on your hand out if you're going to leave  anything to be that we're trying to shift instruction from learning facts to exploring phenomena and being able to explain it in korea is not something you do like only on fridays but it's interwoven into how we learn science and we are shifting from isolated activities to this coherent story line which will help us have deeper content knowledge that we can then apply to the other science courses that we  take how do we just in the classroom you have a lot of discussion and discourse you need to defend your explanation with evidence you need to write and you need to have a very rich conversation base and we need to incorporate math  yes all right i apologize because again i'm from boston public so i'm like oh i think this is fantastic i would say in terms of labs what i think about labs and d s s i'm thinking more about the fact that the lab should happen before the explanation that's really the main chip for me and or maybe it might even be that instead of a lab where i give you the directions you're posed a question or a challenge or you need to design a way to find the answer so again it's not about throwing everything out or rewriting the entire curriculum it's more about how do we have the students doing more of the sense making as opposed to just receiving information and going to a lab where they already know what's going to happen that's a great point so my like long term huge vision would be that we can build in some of these more interdisciplinary projects where we might actually  like teacher swapping legs for a week we might have a physics teacher in your biology class because this project really has some physics connections and we need to sort of tease those out but again that's like tell you about your p that's my wish list for after we've sort of rounded out and developed our curriculum in line with the standard and i think that that's a problem i i think that the middle school actually has a lot of great resources because they teach a little bit of everything at each grade and they can really model in a lot of ways what that looks like i think the biggest problem we have is how do we get the time for everyone to collaborate because right now all the chemistry teachers need to collaborate with the chemistry teachers so that they're on the same page and they're sharing ideas we need a little bit more time to be able to have that formal space for the teachers and different content area is to collaborate  yes so that's also on that was so if you go there but they basically so the n t f s has the three dimensions they've in some ways not totally removed but the emphasize the cross cutting concept piece of it they've used it a little bit in the middle school as like the title for each grade level class but that's one thing that they sort of taken away and then they physically the way the standard look they've changed in the end d s s they're all these boxes and it's like this table with this box over here in this other thing over here they're not very easy to read and massachusetts really wanted you to be able to look at the standard as a standalone item without having to refer other places so that's why they added the clarification semen and the assessment boundary all the one package so that was another piece of it as one presentation they also changed they wanted to make sure because they're not changing when assessments happen for that something you'll probably want to know about it's still going to be one science and cast test and the test won't change for about three years so if you have a sophomore or higher not to work but they're so that only be tested once and in high school science and they can to be tested in different courses and the way the n d s s was written it assumed that you had taken all the courses so there are a couple little things that just had to do with our assessment and sort of making them a little more discre so i was at the conference for the masses so she's of science teachers and dr arthur eyes and craft from us boston muslim the queen keynote speakers and i am he basically said massachusetts might have taken it out but that doesn't mean it's not a good idea and i really agree with that and i i think it's one of the nice ways to have that interview disinflationary piece so even though it's not explicitly in the standard i don't see why you don't talk about that  piece or actually a nice model for us because the a p s have basically gone through very similar shifts in the last three years and so they've moved away from sort of this  of facts to more process oriented and more deeper learning about less things and so i actually plan on using our a p teachers as sort of guides for us to talk about like how has this affected your teaching and what have you changed what do you feel different that they're actually like a little  the bus is there are it's not a one time boss and they're competing six different times straight so the six different trips and that's why this is a dilemma for the race the other we have a lot of teams they compete at things but it's like a one off competition or things and this is just repetitive and it's literally now it's up to greet her bus so that's how the dollars that are fast so they have ninety members that practice you say and so once you find out what the events are for that competition you pick the strongest students in those events and then they sort of train and then you settle students so it's about forty people forty students that go i know 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