Superintendent's
Advisory
Council
on
Instruction
(SACI):
Thursday
February
10,
2022,
7
p.m.
DRAFT.
Presentations
will
be
available
on
the
SACI
website.
Welcome-Mrs.
Vanessa
Olson,
Chair,
SACI.
Approved
by
a
vote
of
acclamation
for
Ann
Dean
from
Saunders
Middle
School
to
serve
as
Middle
School
Vice
Chair.
Minutes
from
January
are
approved
as
written.
The
March
meeting
will
be
developing
the
SACI
annual
report,
finalizing
the
report
in
April,
and
Best
Practices
Conference
in
May.
English
Language
Arts-Elizabeth
Davis,
Supervisor,
English
Language
Arts;
Sarah
Crain,
Admin
Coordinator,
English
Language
Arts.
PWCS
K-12
ELA
curriculum
based
on
the
state
SOL
standards.
4
strands:
communication
and
multi-modal
literacy,
reading,
writing,
and
research.
PWCS
vision
for
literacy:
voice,
choice,
and
volume.
Seek
to
celebrate
authentic
voice
in
student
writing.
Choice
includes
text
to
read,
and
topics
to
write
about.
For
the
first
time,
PWCS
has
adopted
common
resources
across
the
county:
HMH
and
myPerspectives.
Having
the
county
procure
and
provide
the
materials
provides
equity.
The
foundational
early
literacy
skills
include
phonemic
awareness,
phonics,
high
frequency
words,
and
vocabulary.
For
each
feature
supporting
SOL
requirements,
there
are
a
full
week
of
lessons
and
resources
provided
for
teachers.
Decodable
texts
are
very
regulated,
helping
illustrate
the
lessons
for
the
week.
There
is
choice
in
the
reading
to
help
increase
student
engagement.
While
the
SOL
does
not
cover
phonics
after
3rd
grade,
4th
and
5th
grade
teachers
have
access
to
the
phonics
features,
which
is
especially
important
given
the
current
unfinished
learning
issues.
The
online
resources
offer
not
only
on
grade
level
resources,
but
additional
support
for
students
not
yet
performing
on
grade
level,
and
the
ability
for
teachers
to
access
more
advanced
resources
for
those
performing
above
grade
level.
Comprehensive
literacy
includes
a
wholistic
approach.
In
middle
and
high
school,
the
first
few
modules
are
intended
to
establish
routines
in
the
first
weeks
of
school.
These
build
the
habits
of
independent
reading,
daily
writing,
and
evaluating
texts.
The
SOLs
are
based
on
skills,
not
particular
texts,
so
the
more
practice
students
have,
the
better
they
become.
The
most
challenging
thing
for
students
writing
isn't
the
grammar,
it's
getting
words
on
the
page
to
begin
with.
Vocabulary
and
word
analysis
can
help
students
skim
a
reading
for
key
information.
Reading
for
comprehension
includes
processing
and
determining
their
reactions
to
the
reading.
The
opportunity
to
discuss
items
helps
increase
their
communication
skills-one
of
the
critical
threads.
Yes,
there
were
a
lot
of
assessments
in
the
early
part
of
the
year,
especially
in
Elementary.
This
was
particularly
critical
for
the
Unfinished
Learning
Plan.
One
of
the
main
ES
assessment
is
PALS
(which
is
required
by
the
state).
There
are
additional
assessments
when
the
teacher
needs
to
dig
deeper
to
understand
the
student
needs.
Middle
school
extended
language
arts
condenses
the
curriculum,
and
allows
additional
time
for
extended,
enrich,
and
accelerate
their
learning.
Learning
grammar
is
incorporated
starting
in
Kindergarten
and
reaching
through
12th.
History
&
Social
Science-Jeff
Girvan,
Supervisor,
History
&
Social
Science.
PWCS
strands
include
US
and
World
History,
Civics
and
Government,
Economics,
and
Geography.
In
PWCS,
looking
to
perceive
past
events
and
issues
as
they
might
have
been
experienced
by
people
of
the
time,
with
historical
empathy,
rather
than
present-mindedness.
We
focus
on
reading
critically,
to
discern
differences
between
evidence.
We
seek
to
interrogate
texts
and
artifacts,
posing
questions
about
the
past
that
foster
informed
discussion,
reasoned
debate,
and
evidence-based
interpretation.
Students
need
to
understand
that
as
we
uncover
more
evidence,
our
view
and
understanding
of
the
past
can
change.
The
PWCS
curriculum
helps
students
develop
necessary
skills,
not
just
memorize
facts.
Kindergarten
covers
community
and
basic
concepts,
1st
on
Virginia
History,
2nd
US
History,
3rd
world
history,
4th
Virginia
History,
5th
North
American
Geography,
6th
and
7th
US
History,
8th
Civics
and
Economics.
In
high
school
the
core
courses
are
world
history,
US
history,
and
government.
Available
electives
include
economics,
geography,
law,
psychology,
sociology,
African-American
History,
etc.
The
Council
was
presented
examples
of
images
students
might
be
presented
and
asked
to
evaluate.
Engaging
the
students
in
the
lessons,
not
just
lecturing
to
them,
helps
them
understand
the
content
better.
Arts-
Dr.
Ed
Stephenson,
Supervisor,
Fine
&
Performing
Arts;
Jasmine
Hawkins,
Administrative
Coordinator,
Arts.
Dr.
Stephenson
has
been
in
this
role
for
7
years,
and
was
a
MS
principal
previously,
HS
assistant
principal
before
that,
and
MS
and
HS
music
teacher
prior
to
that.
His
father
was
a
cellist
in
the
National
Orchestra
for
40
years,
but
Dr.
Stephenson's
professional
music
career
was
brief.
Ms.
Hawkins
has
also
been
in
this
role
for
7
years,
and
has
ES
and
MS
teaching
experience.
She
has
primarily
a
visual
arts
background,
with
dabbling
in
theatre
and
dance.
Study
in
the
arts
is
unsurpassed
in
its
ability
to
help
create
excellent
human
beings.
Studies
have
shown
that
intense
study
of
the
arts
while
young,
even
for
only
a
couple
of
years,
is
associated
with
a
much
higher
level
of
success
in
life.
Drawing
helps
enhance
creativity,
strengthen
focus
and
strategic
thinking,
improves
holistic
health,
develops
communication
skills
(visual
language),
helps
improve
hand-eye
coordination,
improves
mood,
reduces
stress,
reduces
daydreaming,
improves
memory,
releases
endorphins
and
serotonin,
helps
build
new
connections
and
pathways
between
the
right
and
left
brain,
and
enables
us
to
actively
use
both
sides
of
our
brain.
It
is
easier
to
make
a
straight
line
if
you
are
dragging
the
instrument
towards
you.
For
drawing
exercises,
give
yourself
permission
and
freedom
to
experiment.
Focus
on
process
(not
perfection
or
product).
Practice
making
intuitive
decisions.
And
yes,
doodling
helps
many
people
focus
and
listen
better,
reducing
wandering
thoughts.
The
elementary
level
program
focuses
on
learning
the
language
of
art,
developing
studio
skills
to
create
expressive
artworks,
exploring
through
play,
visually
communicating
ideas,
learning
how
to
solve
visual
problems,
and
exploring
two-
and
three-dimensional
spaces.
Middle
school
includes
assessing
and
critiquing
artwork,
developing
technical
skills
and
creative
thinking,
building
content
knowledge,
and
building
a
portfolio
to
show
growth
over
time.
In
high
school,
students
develop
more
skill
with
various
media,
but
also
greater
fluency
in
visual,
oral,
and
written
communication.
There
are
a
lot
of
visual
arts
options.
For
the
music
program,
at
the
elementary
the
program
is
broad.
They
focus
on
the
development
of
music
reading,
literacy,
listening,
movement,
body
percussion,
instruments,
and
singing
skills.
Students
perform
in
multiple
public
concerts
throughout
their
elementary
years.
Middle
school
level
is
more
performance-based:
choir,
band,
or
orchestra.
This
builds
in
that
a
couple
of
years
of
more
intense
study
of
music
for
most
students
that
helps
with
later
success.
In
high
school,
there
are
a
wide
variety
of
courses,
including
honors
classes,
and
specialty
programs
available.
Theatre
and
Dance
are
also
available
in
middle
(theatre)
and
high
schools
(dance
and
theatre).
Productions
bring
together
multiple
skill
sets
to
cooperate
(such
as
sets,
costumes,
etc.).
Our
curriculum
is
only
as
good
as
the
people
delivering
it.
There
are
professional
learning
opportunities
to
help
our
teachers.
For
many
high
school
courses,
there
is
a
sequence
recommended,
usually
starting
with
Art
1,
to
give
a
good
foundation
of
art
basics
(though
some
counseling
departments
may
be
willing
to
work
with
you).
Art
1
helps
develop
a
baseline,
but
also
helps
expose
students
to
areas
they
may
not
be
familiar
with
that
can
help
them
find
their
niche.
Budget-Ken
Bassett,
Director
of
Student
Learning.
While
the
cancelation
of
the
December
meeting
left
us
without
a
meeting
covering
the
budget
process,
information
on
the
Superintendent's
proposed
budget
is
available
online.
Dr.
McDade
recently
presented
the
proposed
budget,
and
that
presentation
is
available
online.
We
encourage
you
to
engage
in
the
process
and
communicate
with
your
elected
officials,
and
with
your
Principal's
Advisory
Council.
It
is
important
to
be
informed
on
this
process.
For
information,
go
to
the
PWCS
Home
page
>
Departments
>
Budget,
then
click
on
Budget
Updates
(or
just
click
here:
PWCS
Budget
Updates).
There
is
a
lot
of
information
on
the
process
and
where
we
are
in
the
process.
The
page
includes
a
link
to
the
Capital
Improvement
Plan
(school
updates
and
renovations).
Closing-Mrs.
Vanessa
Olson,
Chair,
SACI.
This
is
a
critical
time
in
your
Principal's
Advisory
Councils,
often
including
budget
information
and
draft
budget
development.
The
next
meeting
we
will
be
developing
the
topics
for
the
annual
report.
We
will
need
volunteers
to
help
with
the
report
development
and
writing
after
that
meeting,
with
review
and
approval
in
April.
The
development
team
will
probably
mostly
meet
virtually
again
this
year,
and
even
if
you
cannot
make
the
virtual
meetings,
there
will
be
email
exchange
and
review.
Adjourned
9:02
p.m.
Next
Meeting
will
be
March
10,
2022.