[1. CALL MEETING TO ORDER]
          [00:00:08]
          GOING TO BE HEARD ON THE STREAM. WE HAVE TO SPEAK INTO TO THE MICROPHONES. THERE'S A HANDHELD MICROPHONE ON EACH ON THESE TWO SIDES, AND ON THESE TWO SIDES, THERE'S A CONDENSER THERE THAT YOU CAN PRESS THE BUTTON TO SPEAK IN SO UM, SO IF YOU'RE GOING TO SPEAK, PLEASE SPEAK INTO A MICROPHONE SO THAT FOLKS WATCHING ONLINE CAN CAN HEAR. I APOLOGIZE FOR NOT DOING THAT 
          [3. WORK/STUDY DISCUSSION ITEMS]
BEFORE. OKAY WE WILL MOVE TO AGENDA ITEM THREE, WHICH ARE WORK. STUDY DISCUSSION ITEMS. THREE A IS PRESENTATION REGARDING LITERACY. IN CARROLLTON. FARMERS BRANCH EYES D. WE'LL TURN IT OVER TO YOU, DR WEST. YOU MY COLLEAGUES AND I ARE VERY EXCITED AND YOU COULD TELL BY THE LOUD VOICE THERE. WE ARE VERY EXCITED TO PRESENT ABOUT LITERACY AND C F B. I S D. 
          SO THANK YOU AND DOCTOR BLACK TRUSTEES, MR MERSCH. WE DO HAVE COPIES FOR YOU BECAUSE SOME OF THE FIRST ONES THAT I'M GONNA GOING TO TALK ABOUT, INCLUDING SOME DATA, AND BECAUSE THESE AREN'T EXCEL CHARTS THAT YOU CAN MOVE AROUND, YOU MIGHT WANT TO RIDE ON IT, POSSIBLY THE REASON THAT WE WANTED TO START WITH DATA IS BECAUSE WE ARE GOING TO GET INTO SPECIFICS ABOUT OUR LITERACY PROGRAM AND THE WORK THAT WE DO, BUT WE ALSO WANTED YOU TO KNOW THAT WE'RE ALWAYS PAYING ATTENTION BECAUSE WE WANT TO SEE WHAT OTHER PEOPLE ARE DOING TO AND SEE IF AS WE LOOK AT SCORES, SEE IF THERE ARE ANY OUTLIERS, AND THAT GIVES US AN IDEA IF WE WANT TO GO TAKE A LOOK AT SOMEONE ELSE OR LEARNED FROM SOMEONE ELSE OR IT GIVES US AN IDEA KIND OF HOW WE FIT INTO INTO THE PACK. SO ON THE FIRST PAGE THIS THAT IT SAYS AT THE TOP COMPARISON OF 20 TO 20 AT STAR PERFORMANCE IN GRADE THREE READING WANTED YOU TO KNOW THAT THIS IS JUST ONE EXAMPLE OF SOME DATA THAT WE MIGHT LOOK AT, AS WE THINK ABOUT OUR READING PROGRAM. THESE ARE JUST SOME DISTRICTS AROUND US. THESE ARE SOME DISTRICTS THAT WE LOOK, TAKE A LOOK AT AND SO YOU SEE THE LIST THAT THEIR DISTRICTS AROUND US OR YOU SEE AMARILLO ON THERE, AND I JUST ALWAYS LIKE TO LOOK THERE BECAUSE I KNOW ABOUT THE PROGRAM, AND I KNOW FOLKS THAT ARE THERE. SO ON THIS PAGE , IF YOU TAKE A LOOK AT THE LARGE DISTRICT IN THE ENROLLMENT IF YOU LOOK IN THE ENROLLMENT COLUMN, YOU'LL SEE THAT IT GOES FROM A LARGE DISTRICT, WHICH IS FRISCO AT 65 6 17 TO A SMALL THAT'S GRAPEVINE, COLLEYVILLE. WITH 13,000 STUDENTS. THEN IF YOU LOOK IN THE ECONOMICALLY DISADVANTAGED COLUMN. YOU'LL SEE THAT FRISCO IS 13% ECONOMICALLY DISADVANTAGED. AND GRAPEVINE COLLEYVILLE IS 23% ECONOMICALLY DISADVANTAGED. YOU'LL ALSO NOTICE THAT THOSE TWO DISTRICTS THAT ARE THAT ARE AROUND US WITH THE LOW NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS IN COMPARISON TO US THAT THEY ARE AT THE MEATS ARE ABOVE WITH 72% OR GREAT FIGHT COLLEYVILLE 68% AT THE MEATS OF OR ABOVE. YOU'LL ALSO NOTICE THAT AS YOU JUST TAKE A LOOK AT THIS CHART THAT IRVING IS AROUND US, ALSO 60 OR WITH A POPULATION OF 3 32,039. ECONOMICALLY DISADVANTAGED 86% OF THEIR STUDENTS AND WHEN AT FOR THE THIRD GRADE STAR READING , THEY CAME IN AT 33% THAT MEETS HER ABOVE. THIS IS JUST ONE OF THOSE LOOKS OF WHAT WHAT ARE SOME PLACES AROUND US AND POSSIBLY WHAT? WHAT ARE WHAT DOES THEIR DATA SHOW IF YOU TAKE A LOOK AT THE NEXT, UM THE NEXT ONE IS IT'S THE LINE. GRAPH AND, UM, THIS IS BUT THE COLORS AS YOU CAN ARE KIND OF HARD TO TELL BECAUSE THEY'RE PRETTY MUCH TRACKING AND PRETTY CLOSE, BUT YOU CAN SEE THAT WE WOULD BE LOOKING TO SEE AS ANYBODY KNOCKING IT OUT OF THE PARK OR WHAT ARE THE TRENDS OVER OVER TIME AND WHAT'S INTERESTING TO ME IN THIS ONE IS THAT IT LOOKS LIKE EVERYBODY HAS TRENDING ALMOST THE SAME. WHERE ACROSS FROM 2017 TAKE A LOOK AT THE NEXT PAGE. THAT IS, UH, THIS IS A LARGE TO MIDSIZE DISTRICT LOOK. SO WHEN YOU LOOK AT THE ENROLLMENT, YOU SEE THAT WE HAVE LARGE TO MIDSIZE DISTRICTS THAT ARE INCLUDED, AND THIS ADDS OF ANYMORE LOOKS, YOU SEE THAT THE LARGEST IS IN THE ENROLLMENT. IS AUSTIN. I S D AND THE SMALLEST IN THIS GROUPING IS C F B. I S D. YOU WILL ALSO NOTICE THAT FOR AUSTIN THAT THEY HAVE THE SMALLEST, ECONOMICALLY DISADVANTAGED POPULATION OF 51% AND THE LARGEST ECHO DISC POPULATION IS IRVING WITH 86. 
          THIS UM, ON THE ON THE MEATS ARE ABOVE ONE OF THE THINGS THAT THIS SHOWS YOU AS YOU CAN SEE, IT'S MORE OF A COMPACTED PERFORMANCE LOOK. 50 YOU IF YOU START FROM THE TOP WITH AMARILLA 
          [00:05:07]
54% ARLINGTON 42% ALL OF THOSE ARE ARE ARE IN IN A RANGE THAT'S PRETTY COMPACTED. THE BEST BEING AUSTIN WITH A 56% OF THEIR THIRD GRADE STUDENTS. PERFORMING AT, UM. AT 56% FOR AUSTIN, AND THEN THE LEAST WITH IRVING. SO NEXT PAGE AGAIN JUST TO LOOK OVER AND WHAT THE LINES LOOK LIKE. IT'S INTERESTING TO ME THAT AGAIN. LINE GRAPH TRENDING PRETTY PRETTY FLAT FROM 2017 TO 2019. 
          OF COURSE, WE KNOW WHAT HAPPENED IN 2020 WITH WITH NO NO TESTING , BUT THEN WHEN WE CAME BACK IN 2021 WITH THE SCORES LOWER, AND THEN AS AS FOLKS HAVE RISEN I REALLY I LIKE TO LOOK AT THIS ONE TO NOTICE THAT CFB THAT THE BLACK LINE THAT'S THERE WE ARE. I MEAN, NOT ONLY DID WE TREND UP , BUT WE TRENDED HIRED THAN WE HAD IN IN YEAR OVER YEAR FROM 2017. AND YOU CAN SEE THAT IN THAT ONE WERE, UM, LIKE, I THINK, FOURTH FROM THE TOP WITH THE COLORS. SO IF YOU LOOK AT THE NEXT PAGE, THIS ONE COMPACTS IT EVEN A LITTLE BIT MORE. THIS ONE IS MORE LOOKING AT OKAY, WHO'S CLOSEST TO US IN ENROLLMENT? LET'S TAKE JUST TAKE A LOOK AT THAT. AND IN THE ENROLLMENT COLUMN. YOU SEE THAT THE LARGEST IS SPRING BRANCH WITH 33,000 TO THE SMALLEST WAS JUST CFB WITH 24 8 88. ECO DISC ECHO DISC, LARGE LARGEST IS GRAND PRAIRIE WAS 74. IN THAT COLUMN, AND THE SMALLEST IN THE ECHO DISK IS 49% DIDN'T NOTICE THAT IN THE MEETS IN A BAR OR ABOVE COLUMN THAT THE HIGHEST IS SPRING BRANCH EYES D WITH 55. BUT THE AND THE LOWEST IS GRANDPARENTS PRAIRIE WITH 48. IT'S INTERESTING TO NOTE THAT WITH THIS ENROLLMENT LOOK AND COMPACTED. LOOK THAT AGAIN. THERE'S NOT ANYONE THAT NECESSARILY STICKS OUT AS A HUGE OUTLIER. AND THIS ONE AGAIN GIVES ALMOST THE SAME PICTURE THAT THAT WE LOOKED AT BEFORE WITH, UH WITH EACH OF THOSE SCHOOLS. OVER SINCE TWENTIES OR EACH OF THOSE DISTRICTS SINCE 2017 TO 2022 MOVING PRETTY STEADILY ALONG WITH THE DECREASE OF IN THE 2021. BUT THE INCREASE IN THE 2022 THE REASON AGAIN THAT WE SHOWED YOU. THIS IS JUST BECAUSE THIS IS THIS IS LIKE ONE SMALL SNIPPET. YOU ALL MEET WITH WITH ME OR HAVE YOU MET WITH ME FOR THE LAST COUPLE OF YEARS IN THE SUMMER AS WE LOOK AND DIVE DEEPER INTO NOT ONLY HOW WE DID ON OUR SCORES, BUT ALSO HOW WE LOOK AT THE STATE AND WE LOOK AT OTHER THEIR KINDS OF DATA. IT'S JUST REALLY IMPORTANT TO US THAT FOR ANYTHING, NOT JUST FOR LITERACY, THAT WE'RE GOING TO SPEAK OF TONIGHT THAT WE'RE ALWAYS LOOKING AT DATA NOT ONLY FOR OUR OWN DATA, WHICH THEY WILL SHOW THAT OR TALK ABOUT THAT TONIGHT, TOO, BUT THAT WE ALSO LOOK AT DATA TO SEE WHO CAN WE LEARN FROM WHAT ARE THEIR OUTLIERS? IS THERE ANYWHERE THAT WE SHOULD VISIT? OR SHOULD WE LOOK? UM LOOK INTO SOME OTHER PROGRAM RESOURCE. WHATEVER IT IS, WE ALWAYS LIKE TO LEARN AND CAN COLLABORATE WITH OTHERS. THE NEXT PAGE IS I WASN'T KEEPING KEEPING GOING. IS IT THE FIVE THAT DRIVE? OKAY YES, THE NEXT ONE IS OUR HOUSE, BILL. THREE GOALS AND WHAT? WHAT I WANTED TO REMIND ALL OF US ABOUT ON THIS ONE IS THAT YOU ALL GRACIOUSLY WORKED WITH US LAST YEAR TO RE TO TAKE A LOOK AT OUR HOUSE. 
          BILL THREE AND RESET THOSE HOUSE BILL. THREE GOALS, BUT I JUST WANTED TO POINT OUT AGAIN ON THE EARLY LITERACY FOR READING THAT OUR ORIGINAL TARGET THAT WE STARTED OFF WHEN WE STARTED THE HOUSE BILL. THREE BOARD GOALS WAS 50% WE REVISED THE TARGET TO 39. WE WERE VERY PROUD THAT THE TEACHERS, EVERYONE AT THE CAMPUS STUDENTS WORK SO DILIGENTLY AND WE CAME IN AT 48% WHICH WAS ALMOST TO THE ORIGINAL. A NUMBER THAT WE HAD HAD BEFORE. I HEARD THAT WE HAD SET BEFORE. NEXT NEXT ONE IS FIVE THAT DRIVE. THE REASON I INCLUDED THIS SLIDE IS BECAUSE THE WORK OF PROFESSIONAL LEARNING COMMUNITIES. THE WORK THAT OUR TEACHERS DO THE FOCUS ON DATA THE FOCUS ON OUR STUDENTS NAME A NEED. I BELIEVE IS REALLY MAKING A STRONG AND WE BELIEVE THAT IT'S MAKING US STRONG. NEXT PAGE IS THE JUST AN EXAMPLE. IT'S ALWAYS IMPORTANT. ALSO IN WE KNOW THAT YOU ALL 
          [00:10:07]
LOOK AT OUR OUR CAMPUS IMPROVEMENT PLANS IN OUR DISTRICT IMPROVEMENT PLAN, AND THIS PAGE IS JUST A REMINDER OF THAT. WE DO HAVE A GOAL IN HERE ABOUT LITERACY AND IT IS GOAL FOR YOU SEE, AND YOU CAN SEE IT'S BY MAY OF 2023 42% OF THIRD GRADE STUDENTS WILL REACH THE MEATS ARE MASTERS LEVEL IN READING, AS REPORTED ON STAR. THAT IS THE RESET NUMBER THAT WE HAVE. SO I WOULD EXPECT AS HARD AS EVERYONE'S WORKING THAT WE'RE GOING TO COME, UM, ABOVE THAT. 
          AND ALL OF THOSE BULLET POINTS SPEAK TO THE IMPORTANT WORK OF OUR INSTRUCTIONAL COACHES AND OUR PROFESSIONAL LEARNING COMMUNITY WORK THAT TEACHERS AND OUR PRINCIPLES DO IT. OUR CAMPUSES. WE, UH WE. VALUE THE WORK THAT OUR CAMPUS STAFF AND THAT THEY DO IN ORDER TO SUPPORT THE STUDENTS. SO NOW I'M GOING TO TURN THE MICROPHONE OVER TO TRACY SMITH. THANK YOU, DR WEST . THE PICTURES ON THIS PAGE I LOVE AND ALTHOUGH THEY ARE NOT STUDENTS IN CFB, IT IS VERY REPRESENTATIVE OF THE FACES THAT YOU'LL SEE AS YOU WALK INTO LITERACY CLASSROOMS IN THE DISTRICT. OUR GOAL IN CFB IS TWOFOLD WHEN IT COMES TO LITERACY AND LANGUAGE ARTS ONE IS TO HAVE ALL STUDENTS READING ON LEVEL EACH YEAR AS THEY MOVE THROUGHOUT OUR SYSTEM AND SECONDLY, TO HAVE A LOVE OF LEARNING. I KNOW THAT I WENT TO, UM DEEDEE I TRAINING WAS SITTING AROUND A TABLE WITH PEOPLE FROM SIX OTHER DISTRICTS AND I ENDED UP ASKING THEM BECAUSE I KNOW ALWAYS WITH READING. IT'S DO YOU LIKE YOUR READING PROGRAMS? YOU'RE NOT LIKE YOU'RE READING PROGRAM, SO I WENT AROUND TO EACH OF THE SIX OTHER DISTRICTS AND SAID, WHAT'S YOUR READING PROGRAM, AND THEY WOULD TELL ME EACH ONE OF THE SIX HAD A DIFFERENT READING PROGRAM, THEN WENT AROUND THE SECOND TIME. AND DO YOU LIKE YOUR READING PROGRAM ? NO DO YOU LIKE YOURS? NO. DO YOU LIKE YOURS? AND I FOUND THAT VERY INTERESTING. EVERY ONE OF THEM SAID NO. THEY'RE NOT HAPPY WITH THEIR READING PROGRAM. AND AS WE STARTED TO TALK ABOUT THE WHY BEHIND IT. IT'S IN MY MIND. 
          PEOPLE DON'T SAY I DON'T KNOW HOW TO READ IN MATH. YOU'LL VERY QUICKLY HERE. PEOPLE SAY I'M NOT GOOD AT MATH. BUT WITH READING YOU LEARNED HOW TO READ. YOU CAN'T REALLY SAY WHAT UNLOCKED THAT FOR YOU AS YOU WERE LEARNING TO READ, BUT ALL OF A SUDDEN YOU COULD I HAVE NO CLUE HOW I COULD READ EXCEPT MY SISTER COULD AND ANYTHING SHE WAS ABLE TO DO BY GOSH, BY GOLLY, I WAS GOING TO BE ABLE TO DO TO SO IT JUST CAME TO ME. BUT I COULDN'T TELL YOU ALL OF THE THINGS THAT HAPPENED ALONG THE WAY TO HELP ME GET THERE. SO WE ARE CONSISTENTLY WORKING WITH OUR TEACHERS WHO WHO KNOW HOW TO TEACH READING BUT CAN ALWAYS GET BETTER. SO IT REALLY ISN'T SO MUCH ABOUT THE CURRICULUM. IT'S SUPPORTS, BUT WE HAVE TO HAVE HIGH QUALITY TEACHERS THAT HELP US TO GET THAT MASTERY. SO WITH THAT WE HAVE OUR CURRICULUM. WHETHER WE LIKE IT OR NOT. IT'S ALWAYS INVOLVED EVOLVING SO WE CAN GET IT BETTER, AND WE USE RESEARCH AND BEST PRACTICES TO HELP US TO GET THERE. SO BEFORE WE MOVE ANY FURTHER FORWARD, WE'RE GOING TO TAKE A LOOK BACKWARD BECAUSE YOU HAVE TO TAKE THAT BACKWARDS. LOOK TO UNDERSTAND WHERE WE ARE. SO THIS SLIDE THAT WE HAVE HERE IN FRONT OF YOU TELLS YOU THAT WE STARTED IN 2018. WE KNEW IN 2018. AS WE KNOW NOW WE CAN ALWAYS DO BETTER UNTIL WE GET 100% WE CAN ALWAYS DO BETTER WITH PROVIDING INSTRUCTION FOR OUR STUDENTS. SO BACK IN 2018. WE KNEW THAT WHEN OUR SIXTH GRADERS GOT TO SEVENTH GRADE EXCUSE ME. OUR FIFTH GRADERS GOT TO 6TH, 7TH AND 8TH GRADE, ESPECIALLY IF THEY WERE IN A DUAL LANGUAGE PROGRAM. THEY WERE STRUGGLING BECAUSE ALL OF A SUDDEN THEY WERE INTRODUCED INTO ENGLISH IN OUR IN OUR ENGLISH LANGUAGE ARTS CLASSROOMS. SO IN 2018, WE STARTED TO DUAL LANGUAGE TASK FORCE TO REALLY TAKE A LOOK AT. HOW DO WE LESSEN THAT SHOCK THAT THOSE BILINGUAL STUDENTS HAD WHEN THEY MOVED FROM THE ELEMENTARY SCHOOL TO THE MIDDLE SCHOOL? WITH THAT. WE ALSO KNEW THAT WE HAVE ALWAYS HAD IN OUR CURRICULUM, A PHONICS PROGRAM. WE CALLED IT WORD WORK OR WORD STUDY AS WE WENT ALONG, BUT WE KNEW THAT IT STILL WASN'T GETTING STUDENTS EXACTLY THE WHERE WE WANTED THEM TO GO. SO IN 2018, THE BOARD HELPED US TO PURCHASE SOME NEW PHONICS CURRICULUM, SO WE KNEW THE IMPORTANCE OF PHONICS WAY BACK THEN AND BEGAN IMPLEMENTING IT IN OUR PROGRAM. IN ADDITION, WE ALSO PUT TOGETHER AN EARLY LITERACY TASK FORCE AND WITH THAT PUT TOGETHER A FIVE YEAR PLAN, SO I KNOW YOU CAN'T READ IT. IT'S TOO SMALL, BUT IT'S JUST AN EXAMPLE OF WE TOOK THE FRAMEWORK THAT THE STATE HAD PROVIDED WITH E S. F EFFECTIVE SCHOOLS FRAMEWORK, AND THAT IS HOW WE DEVELOPED OUR PLAN AND IN OUR PLAN. WE KNEW THAT WE NEEDED 
          [00:15:02]
ADDITIONAL LITERACY COACHES. WE KNEW THAT WE NEEDED SOME TRAINING FOR OUR COACHES IN ORDER TO PROVIDE THE BEST IN CLASS SUPPORT FOR OUR TEACHERS. WE KNEW THAT PROFESSIONAL LEARNING COMMUNITIES AND MTS S WERE THE WAY TO GO BACK IN 2018 , AND WE KNEW THAT WE NEEDED A COORDINATOR OF EARLY LEARNING BECAUSE PRE K IS JUST AS IMPORTANT AS ANYTHING ELSE SO ALL THOSE PLANS WENT IN PLACE IN 2018 BEFORE HOUSE BUILT. THREE CAME OUT IN 2019. SO WHEN WE GOT THE HOUSE BILL THREE WERE LIKE, YES, THIS IS EXACTLY THE DIRECTION THAT WE'RE GOING AND EXACTLY FITS IN WITH WHERE THE STATE IS GOING, SO THEY ASKED US TO PUT INTO PLACE HOUSE BILL THREE BOARD GOALS, WHICH WAS NOT A PROBLEM FOR US TO DO BECAUSE WE WERE ALREADY THINKING THAT WAY. AND HOW ARE WE GOING TO MOVE FORWARD? THEY TALKED ABOUT EVERY DISTRICT HAS TO HAVE A SPECIFIC VAN. X CURRICULUM CHECK . DID THAT IN 2018. THE TEACHER INCENTIVE ALLOTMENT WAS NEW, AND WHILE THERE ARE BURYING PERSPECTIVES ON WHETHER IT'S THE BEST THING OR NOT FOR TEACHER INCENTIVE ALLOTMENT, IT DOES HELP THE ACCOUNTABILITY OF TEACHERS AND STUDENT GROWTH THROUGH TEACHER INCENTIVE. ALLOTMENT IS A HUGE PIECE. SO WITH TEACHERS KNOWING THAT EVERY WE'RE LOOKING AT STUDENT GROWTH EACH AND EVERY DAY THAT HELPED US TO REALLY HAVE SOME MORE CRUCIAL CONVERSATIONS WHEN NEEDED WITH SOME TEACHERS WHO WEREN'T MOVING STUDENTS FORWARD AS QUICKLY AS WE WOULD HAVE LIKED, AND THEN FINALLY, HOUSE BILL THREE ALSO ASKED US TO PUT INTO PLACE READING ACADEMIES. SO AGAIN, I'M GOING TO GO BACKWARDS FOR JUST A MINUTE. AND DR BLACK AND MISS HATFIELD, YOU'RE GOING TO REMEMBER THIS QUOTE THAT YOU SEE ON THE SCREEN, EVERY TEACHER, A TEACHER OF READING THAT WAS BACK IN 6 4006 CFB STARTED SAYING READING IS SO IMPORTANT FOR ALL OF OUR STUDENTS THAT IT DOESN'T MATTER MATTER WHETHER YOU ARE AN ENGLISH LANGUAGE ARTS TEACHER, WHETHER YOUR MATH SCIENCE SOCIAL STUDIES C T E. IT DOESN'T MATTER. WE HAVE TO HAVE THOSE TEACHERS, TEACHING LANGUAGE ARTS AND EFFECTIVE TEACHING STRATEGIES. AND SO WITH THAT THE READING ACADEMIES CAME UP AND WE WERE ONE OF TWO DISTRICTS IN THE STATE WHO PUT FORTH A PROPOSAL TO BECOME AN AUTHORIZED PROVIDER FOR THE READING ACADEMIES. WHAT THAT MEANT IS THAT INSTEAD OF HIRING OTHER PEOPLE TO COME IN AND PROVIDE TRAINING FOR OUR TEACHERS, WE TOOK THE HOUSE BILL THREE READING ACADEMY MATERIALS. WE GOT OUR TEACHERS NOT TO TEACHERS ARE INSTRUCTIONAL COACHES. THEY HAD TO PASS THE TEST. WE HAD SUSAN, I'M THINKING ABOUT 16 RIGHT OFF THE BAT OUT OF OUR 24 THAT IMMEDIATELY PASSED THE TEST WITHOUT ANY ADDITIONAL RE MEDIATION BY THE STATE. AND WE BECAME OUR OWN READING ACADEMY PROVIDER TEACHING OUR TEACHERS SIDE BY SIDE HOW TO MOVE THE WORK OF THE READING ACADEMIES FORWARD AND WE'LL TALK ABOUT THE SCIENCE OF TEACHING READING AND JUST A MINUTE, BUT WITH THOSE READING ACADEMIES THAT YOU SEE ON THE SCREEN, THOSE PEOPLE THAT WE TRAINED EVERY SINGLE ADMINISTRATOR AT A CAMPUS PRINCIPLE IN A SENSE STINT PRINCIPAL WENT THROUGH THOSE ACADEMIES EVERY KINDERGARTEN THROUGH SECOND GRADE TEACHER, MATH AND LANGUAGE ARTS AND SCIENCE AND SOCIAL STUDIES. ONLY PUT THE TWO UP THERE BECAUSE IF YOUR LANGUAGE ARTS YOU'RE PRETTY MUCH SCIENCE, SOCIAL STUDIES AND IF YOUR MATH ARE PRETTY MUCH SCIENCE, BUT EVERY TEACHER IN ELEMENTARY SCHOOL AND CAME THROUGH TO RECEIVE THE TRAINING FOR READING ACADEMIES, EVERY SPECIAL EDUCATION TEACHER, EVERY DYSLEXIA INTERVENTIONIST. EVERY INSTRUCTIONAL COACH, THE DIRECTOR OF LANGUAGE ARTS AND THE ASSISTANT SUPERINTENDENT ALL WENT THROUGH THOSE ACADEMIES SO THAT WE WERE LEARNING TOGETHER. UM AND SO OUR COHORT LEADERS WERE REALLY EFFECTIVE IN GETTING THAT GOING SO MUCH SO THAT IN YEAR ONE YOU CAN SEE ON THAT SLIDE AS WELL. SORRY SUSAN, IF I WENT FORWARD TOO FAST IN YEAR ONE, WE HAD 89% OF OUR TEACHERS PASS, AND THAT'S THE COVID YEAR . WE HAD 89% OF OUR TEACHERS PASS. THE NEXT YEAR WE WERE UP TO 95% SORRY. I TURNED MY PAGE 95% IN YEAR TWO. AND WE'RE ON TRACK AND YOUR THREE TO HAVE 98% OF OUR TEACHERS TRAINED IN READING ACADEMIES AND THE SCIENCE OF TEACHING RATING, AND WE ARE EXTREMELY PROUD OF BEING ABLE TO DO THAT. THROUGH READING ACADEMY. WE WERE INTRODUCED TO SCARBOROUGH'S READING WROTE. 
          WHEN YOU LOOK AT THE INFORMATION THAT'S ON THAT READING ROPE. THE INFORMATION IS NOT NEW IN ANY WAY, SHAPE OR FORM. SO WHEN YOU LOOK AT I'M GOING TO START AT THE TOP, THE BOTTOM THE WORD RECOGNITION PIECES PHONOLOGICAL AWARENESS, DECODING SITE RECOGNITION. THOSE ARE THINGS THAT WE HAVE ALWAYS TAUGHT IN CFB, BUT THINGS THAT WE COULD ALWAYS GET BETTER AT AGAIN UNTIL WE HAVE 100% OF OUR STUDENTS READING ON LEVEL WE CAN ALWAYS GET BETTER, BUT THEY HAVE ALWAYS BEEN A COMPONENT OF OUR LITERACY PROGRAM. AS WELL AS THE LANGUAGE COMPREHENSION STRANDS THAT ARE 
          [00:20:03]
AT THE TOP. THE WAY THAT THE READING ROPE IS PUT TOGETHER THAT EACH ONE OF THOSE SKILLS IS EXTREMELY IMPORTANT. AND YOU CAN'T HAVE AN EFFECTIVE SKILLED READER WITHOUT HAVING EVERY PIECE OF THAT READING ROPED TOGETHER, BUT IT'S WHEN STUDENTS LEARN TO ENTER TWINE. ALL OF THOSE THAT'S WHERE READING COMES AND YOU CAN JUST START BY THE TIME YOU GET IN 3RD 3RD GRADE AND ABOVE. INSTEAD OF LEARNING TO READ YOUR READING TO LEARN, AND THAT IS OUR GOAL IS BY THIRD GRADE TO HAVE STUDENTS BE ABLE TO GET INTO ANY BOOK OF THEIR CHOICE. BE ABLE TO TAKE THAT AND TO END TO READ. TODAY. WE ARE NOT GOING TO BE SHARING WITH YOU ANYTHING ABOUT OUR DYSLEXIA PROGRAM OR ANYTHING ABOUT OUR SPECIAL EDUCATION PROGRAMS WERE STICKING JUST WITH GENERAL EDUCATION PROGRAMS TODAY BECAUSE YOU'RE GOING TO GET TO HEAR SOME OF THE OTHER INFORMATION AT OUR MARCH MEETING, SO PLEASE KNOW THAT I'M NOT IGNORING STUDENTS WHO DON'T LEARN TO READ IN THE TRADITIONAL WAY. IT'S JUST NOT THE FOCUS FOR TONIGHT. HMM. SORRY ABOUT THAT. UM SO. WE WERE ROCKING AND ROLLING, MOVING ALONG AND THEN LIFE HAPPENED. WHICH LIFE ALWAYS HAPPENS. COVID HAPPENED, AND WITH COVID. WE HAD A DECREASE IN THE HIGHLY QUALIFIED STAFF. THEY WEREN'T ABLE TO HAVE THE SAME. STUDENT TEACHING EXPERIENCES THAT ARE OTHER STUDENT TEACHERS HAVE BEEN ABLE TO HAVE TRYING TO LEARN HOW TO BE A TEACHER ONLINE IS NOT AT ALL THE SAME THING AS BEING IN A CLASSROOM, WORKING NEXT TO A HIGHLY QUALIFIED TEACHER INTERACTING WITH STUDENTS WHO ARE ENGAGED WITH YOU INSTEAD OF TURNING YOU OFF, PERHAPS ON A COMPUTER SCREEN SO THAT THAT HURT US AND A DECREASE IN SUBSTITUTES HAS ALSO BEEN A PROBLEM THAT HAS AFFECTED HOW WE TEACH READING AND HOW WE PREPARE OUR TEACHERS TO TEACH READING. WHEN YOU DON'T HAVE A SUBSTITUTE IN A CLASSROOM, YOU CAN'T PULL A TEACHER FOR TRAINING. AND SO WITH THAT CFB HAS HISTORICALLY BEEN NOTED FOR ITS PROFESSIONAL DEVELOPMENT, AND UNFORTUNATELY WE HAVE TO SAY IN THE PAST COUPLE OF YEARS TO KEEP TEACHERS IN FRONT OF OUR STUDENTS. WE'VE HAD TO SAY WE'RE GOING TO PROVIDE PROFESSIONAL DEVELOPMENT AFTER SCHOOL ONLINE, BUT NOT REALLY THE EFFECTIVE PULLOUT COME. LET'S WORK NEXT TO EACH OTHER. LET'S TRY ON A SKILL GET FEEDBACK THAT WE USED TO DO IN THE PAST. WE ALSO DURING THAT PERIOD OF TIME HAD A CHANGE IN LEADERSHIP. AND WITH THAT, THERE'S ALWAYS THAT THAT GIVE AND TAKE IN THAT POOL, AND THAT'S AT THE CAMPUS LEVEL AND THE DISTRICT LEVEL WE ALWAYS WANT TO SAY AS WE DO INTERVIEWS THAT WE WANT 90% OF WHAT CFB IS DOING, AND THEN THE OTHER 10% BRING IN NEW BUT IF YOU HAVE TOO MUCH CHANGE ALL AT ONE TIME, IT CAN AND DID AFFECT US AS WE WERE MOVING FORWARD AS WELL. AND THEN FINALLY, THE POLITICAL CLIMATE OF THE WORLD ALSO AFFECTED WHAT WE ARE DOING. AND WITH THAT, I MEAN THE READING WARS, THE READING WARS AND THE MATH WARS THAT ARE HAPPENING ACROSS THE NATION, NOT JUST IN TEXAS, NOT JUST IN CFB AND I CHOSE THE PICTURES THAT I CHOSE FOR THIS PARTICULAR SLIDE BECAUSE THESE WARS ARE HURTING OUR KIDS. IT IS, UM THE YIN AND THE YANG AND I'M GOING TO TAKE MATH FOR BEFORE I GO INTO THE LITERACY EXAMPLE. BUT THE MATH WAR HAS TO DO WITH DO YOU TEACH PROCEDURALLY OR DO YOU TEACH CONCEPTUALLY BASED MATHEMATICS AND ON ONE HAND, EVERYBODY ON THIS SIDE THINKS THEY'RE TOTALLY RIGHT. AND ON THE OTHER HAND, PEOPLE ON THIS SIDE THINK THEY'RE TOTALLY RIGHT AS WELL. BUT THE WHAT HAS TO HAPPEN IS YOU HAVE TO HAVE A BALANCE BETWEEN THE TWO. IF YOU DON'T EVER TEACH THE COMPUTATION IN THE ALGORITHMS THAN THAN STUDENTS SUFFER IN THE LONG RUN, BUT IF YOU DON'T TEACH THE CONCEPTS BEHIND IT, THEY ALSO STRUGGLED. THE SAME IS TRUE WITH THE READING WARS. SO YOU SAW THE , UM THE READING ROPE THAT HAPPENED EARLIER, AND YOU SAW THE TWO STRANDS. THERE'S THE PHONOLOGICAL STRAND. AND THEN THERE IS THE COMPREHENSION STRAND IF YOU HAVE PHONICS WITHOUT COMPREHENSION. YOU DON'T HAVE A GOOD READER. IF YOU HAVE TOO MUCH COMPREHENSION AND KNOW PHONICS. YOU DON'T HAVE A READER AT ALL. SO YOU HAVE TO HAVE A BALANCE IN WHAT YOU'RE DOING, AND WE CAN'T PUT OUR CHILDREN OR OUR TEACHERS. IN THE MIDDLE OF THAT READING WAR OR THAT MATH WAR AND THERE ARE TIMES WHEN I FEEL LIKE OUR STUDENTS ARE AT THE CENTER OF THAT, BECAUSE WE HAVE PEOPLE THAT ARE QUESTIONING THE PROGRAMS THAT WE'RE USING, OR THE CURRICULUMS THAT WE'RE USING, AND QUESTIONING ISN'T A BAD THING UNLESS THEY JUST SAY I'M NOT GOING TO DO IT ANYMORE. AND WE HAVE TO BE REALLY CAREFUL THAT WE DON'T BECAUSE THEN WE DON'T AS A DISTRICT DON'T KNOW WHAT'S WORKING FOR US AND WHAT DOES NOT. SO WHAT WE'RE REALLY LOOKING AT IS FINDING A WAY THAT THAT WE IMPROVE OUR CURRICULUM ON A DAILY WEEKLY MONTHLY YEARLY BASIS TO HAVE THE BEST PROGRAM THAT WE CAN FOR OUR STUDENTS. 
          [00:25:05]
ONE OF THE THINGS THAT WE'VE DONE TO TRY TO UNITE AND GET PEOPLE TO ONCE AGAIN, PULL IN THE SAME DIRECTION AND HAVE THAT COMMON VISION IS CFB HAS DEVELOPED, LEADING AND LEARNING CORE TENANTS. THERE IS A DOCUMENT THAT YOU ALL HAVE SEEN BEFORE THAT THIS TAKES JUST A FEW OF THOSE BULLET POINTS SO YOU CAN SEE THE THREE OF THEM RIGHT NOW. AND I WANT YOU TO TAKE A LOOK. READ THROUGH THOSE THREE AND I'LL BE QUIET. AND I WANT YOU TO THINK WHICH ONE OF THESE IS MOST IMPORTANT TO ME. 
          TURN AND TALK WITH YOUR NEIGHBOR FOR JUST A SECOND ABOUT WHICH ONE YOU CHOSE AND WHY YOU CHOSE IT. HAVING CHILDREN WHEN THEY DON'T HAVE. TEACHERS HAVE TO PLAY IN THAT. YOU DID, AND THAT'S THE CHILDREN OF THAT. PULL THE OTHER SIDE. 
          THANK YOU IF YOU'D FINISH UP YOUR THOUGHT. I HEARD. I THINK EVERY ONE OF THE THREE BEING CHOSEN BY SOMEONE IN THE GROUP AND I LOVE THAT BECAUSE THEY ARE ALSO VERY IMPORTANT. THE ONE IF I HAD TO CHOOSE, I WOULD HAVE CHOSEN THE SECOND ONE BECAUSE IT IS SO IMPORTANT THAT OUR STUDENTS DEVELOP AGENCY AS LEARNERS IN THE CLASSROOM. AND WHEN I THINK OF AGENCY, I THINK ABOUT VOICE AND CHOICE. THAT WE HAVE TO PROVIDE TO MOTIVATE STUDENTS THAT CHOICE OF WHAT THEY READ THE CHOICE OF HOW THEY EXPRESS THEIR THEIR THEIR LEARNING. AND THEN ALSO, UM UM, TO DEVELOP THEIR VOICES SPEAKING IS SO VERY IMPORTANT, ESPECIALLY WITH OUR EMERGENT BILINGUAL STUDENTS. AND SO NOW WE'RE GOING TO TURN FROM KIND OF THAT BIG PICTURE THINKING. WE'RE GOING TO CONTINUE WITH WHAT DOES LITERACY LOOK LIKE IN CFB FROM PRE K ALL THE WAY TO 12TH GRADE, AND ERICA HOBART IS GOING TO HELP US WITH THAT PIECE. AND THEN FINALLY, WE'LL END TONIGHT WITH SUSAN KELLY TELLING US, PARTICULARLY WITH THOSE BEGINNING READERS. WHAT ARE WE DOING IN K TO REALLY MAKE SURE THAT THEY ARE READING ON LEVEL? MISS SUPER THANK YOU. IT'S GOOD TO SEE YOU GUYS TONIGHT, UM, IN EXPANDING ON R, CFB LEADING AND LEARNING FRAMEWORK AND BASED ON OUR CORE TENANTS, WE HAVE ALWAYS HAD A LITERACY PLAN AND CFB, REALLY A TEACHER FACING DOCUMENT WITH WHAT'S COME UP, AND I THINK I HEARD YOU MENTIONED, YOU KNOW THE HOME LEARNING AND HOW MUCH THAT CHANGED PEOPLE'S INPUT. WE WERE LIKE, WE NEED A PARENT FACING LITERACY FRAMEWORK AS WELL. SO EVERYONE KNOWS EXACTLY WHAT THAT LOOKS LIKE. SO WE'RE IN THE MIDST OF CREATING THAT AND PULLING THE BEST OF WHAT WE HAVE TOGETHER. UM, AND THIS WILL INCLUDE ALL THE KEY RESEARCH FOR WHY THE INSTRUCTIONAL DECISIONS ARE MADE THE RESEARCH BASED FOUNDATIONAL BELIEFS WHICH I'LL SHOW YOU IN JUST A MINUTE, UM, REALLY REVIEWING OUR STATE STANDARDS, HOW WHAT WE DO TIES INTO WHAT WE ARE OBLIGATED TO DO FROM THE STATE WITH OUR TEXT. UM AND SHARE HOW THEY'RE EMBEDDED IN OUR CURRICULUM DOCUMENTS ON THE SCREEN. YOU SEE, UM WE HAVE OBVIOUSLY HAVE LESSON PLANS AND CURRICULUM FOR TEACHERS, BUT MAKING PARENT FACING DOCUMENTS OVERVIEW, SO THEY'LL KNOW EXACTLY THIS IS WHAT MY KIDS GOING INTO, UM THE FOR FOCUSING ON TONIGHT WE'RE GOING TO LOOK 
          [00:30:05]
AT THE FOUNDATIONAL BELIEFS THE CORE INSTRUCTIONAL STRATEGIES THAT HAVE THE HIGHEST YIELD FOR STUDENT GAINS AND THEN OUR READING INSTRUCTION BELIEFS AS WELL. WE ARE GOING TO HAVE A CFB LITERACY COMMITTEE MADE UP OF TEACHERS FROM ALL GRADE LEVELS. UM I KIND OF PILOTED THIS WITH ONE OF OUR SIXTH GRADE TEACHER GROUPS TO SHOW THIS IS WHAT WE'RE WORKING ON NOW. SO AT THE BEGINNING OF THAT, AND HOPEFULLY BY THE SUMMER, JUNE IS KIND OF OUR WANT TO BE COMPLETE WITH THIS DOCUMENT DATES. SO, UM ON THE NEXT ARE FOUNDATIONAL BELIEFS, JUST LIKE YOU DID A MINUTE AGO. LOOK OVER THESE BULLETS AND WHICH ONES REALLY SPEAK TO YOU? WHICH ONES AFFIRM YOUR BELIEFS ON BECOMING A LITERATE INDIVIDUAL, OUR CONTRIBUTORS IN SOCIETY OF WHAT WE WANT OUR CHILDREN TO BECOME AND THINK ABOUT. IS THERE ANYTHING THAT SURPRISES YOU IF YOU WILL TAKE YOUR SAME PARTNERS YOU HAD LAST TIME AND LOOK OVER THOSE AND DISCUSS FOR A MINUTE. 
          SALLY YOU CAN GO BACK TO YOUR FRIENDS. 
          SOMEWHERE. 
          OKAY, LET'S GO AHEAD AND COME BACK TOGETHER. WE FORGOT TO HAVE CASSANDRA HAVE A PARTNER. 
          SOMEONE SHOULD HAVE BEEN TALKING WITH HER. WHERE YOU GET YOU GUYS INCLUDED HER. THANK YOU. WHAT STOOD OUT WHAT AFFIRMED YOUR BELIEFS OR WHICH DO YOU THINK IS THE MOST POWERFUL? MAKE YOU USE YOUR MIX, TOO. 
          RIGHT THERE. THE STANDARDS LOOKED GREAT UNTIL YOU KNOW THE STUDENTS HERE. AND HOW DO YOU SCAFFOLD THAT FOR THEM BY KNOWING THEM. I LOVE HOW YOU COULD PUT THAT WITH NAME AND ME. 
          THAT'S EXACTLY MINE'S A LITTLE BIT DIFFERENT. MINE'S ELIMINATING THE OUTCOME. GAPS BASED ON RACE, GENDER SHIP, GOAT ABILITY, SOCIO ECONOMIC STATUS AND LANGUAGES SPOKEN AT HOME BECAUSE IF YOU DON'T DO THAT, THEN YOU CAN'T NECESSARILY DO THE REST OF THEM. AND I THINK THAT TIES BACK WITH DR WEST WAS SHOWING WHEN YOU LOOK AT THE DATA ACROSS THE STATE WITH DIFFERENT DISTRICTS WITH THE DIFFERENT SOCIOECONOMIC, THE DIFFERENT AMOUNT OF EMERGING BILINGUALS. WE SEE THAT IN THE SCORES, AND IT'S OUR JOB TO DO AWAY WITH THOSE OUTCOME. GAPS THAT ARE BASED ON ANY OF THAT. WELL, IT'S NOT HAPPENING. IT'S LIKE. LIKE A TREE FALLING IN THE FOREST. NOBODY THERE TO IS. IT DOESN'T MAKE A SOUND IF NO LEARNING IS HAPPENING IF IT THE GAP IS NOT ERASING THAN ARE WE REALLY DOING? WHAT WE NEED TO DO TODAY FOR OUR KIDS, RIGHT? BUT IF WE DO ALL THESE THINGS, WE SHOULD SEE THAT FINAL BULLET, RIGHT? WE SHOULD. YES, WE SHOULD. UM ANY OTHER COMMENTS ON THAT? ONCE AGAIN. THESE ARE ALL BASED ON THE RESEARCH IN THE LITERACY FRAMEWORK DOCUMENT. IT WILL HAVE THAT, UM, WE USE A LOT WITH BLEVINS FOR ON FOUNDATIONAL SKILLS ON HOW TO PULL THAT IN RICHARD ALLENTOWN, YOU'LL HEAR SOME OF THESE NAMES OF 
          [00:35:02]
VOCABULARY AND FLUENCY. UM THE SCIENCE OF READING RESEARCH HAS LOTS OF AUTHORS BEHIND IT, AND ALL OF THOSE WILL BE LABELED IN THERE FOR US. HEY TO DIG INTO THE FIRST OF THE LITERACY FRAMEWORK ON THE CORE INSTRUCTIONAL PRACTICES. UM ON THIS SLIDE. IT HAS THE FIVE MAIN INSTRUCTIONAL PRACTICES OF DIRECT INSTRUCTION AND A LOT OF TIMES WE THINK THAT LIKE WHEN WE WERE IN SCHOOL WITH A TEACHER STOOD IN THE FRONT AND GAVE IT THAT CAN ALSO BE SMALL GROUP DIRECT INSTRUCTION. UM AND WHAT? YOU REALLY LOOK AT HOW THEY EXPLAINED TO STUDENTS DEMONSTRATED. AND PRACTICE FOCUSING ON THAT STUDENT ENGAGEMENT PIECE. HAVING TEACHERS. THIS GOES BACK TO THE NAME AND NEED THE FLEXIBLE GROUPING. HOW YOU'RE GROUPING THAT MATTERS. WHAT IS IT YOU'RE WORKING ON? IS IT AN INTEREST GROUP? OR IS IT MORE OF A THIS IS THE LEVEL WE ARE AND WHAT WE STILL NEED TO WORK ON IDENTIFYING THEME OR MAIN IDEA. 
          UM FEEDBACK AND CONFERRING. WE KNOW HOW IMPORTANT THAT IS FOR STUDENTS TO GET THAT IMMEDIATE FEEDBACK TO BE ABLE TO MAKE CHANGES AND GET TO THAT. ELIMINATING THE GAPS. UM THE STUDENT DISCOURSE THE ACCOUNTABLE TALK. THE TURN AND TALK. WE KNOW ONE OF MY FAVORITE QUOTES, IS READING AND WRITING FLOAT ON A SEA OF TALK. THEY DO NOT GET BETTER AT THOSE USUALLY UNLESS THEY CAN SHARE THOSE IDEAS WITH EACH OTHER. IT HELPS ME THINK ABOUT HOW MUCH YOU TALK THROUGH YOUR OWN IDEAS, AND WE NEED TO HAVE THOSE OPPORTUNITIES IN CLASS. UM I THINK COVID DID AWAY WITH SOME OF THAT. OUR TEACHERS WERE REALLY WORKING ON THAT AND HAVING GROUPS AND THEN ALL OF A SUDDEN WE'RE ON THE SCREEN, AND IT'S BUILDING THAT DISCOURSE. BACKUP. KNOWING TELL PASSES COMING. UM HAS SO MUCH ABOUT SPEAKING AND LISTENING AND REALLY GETTING ARE EMERGING BILINGUALS ABOVE THAT, UH, TO ADVANCED HIGH IS THE TALKING ASPECT. HMM UM, THE WORKSHOP MODEL. WE'RE FOCUSING ON THAT A LITTLE BIT. MATH DOES MATH WORKSHOP. ENGLISH DOES READING AND WRITING WORKSHOP AND THERE ARE THREE MAIN COMPONENTS TO IT. IT HAS A MINI LESSON. THE WORK TIME AND A REFLECTION AND THAT'S HOW IT'S ORGANIZED THAT MANY LESSONS CAN BE. ALL KINDS OF IT CAN BE A SHARED READ ALOUD. IT CAN BE THE DIRECT INSTRUCTION, BUT WE NEED TO SEE THOSE KIDS WORKING TO BE ABLE TO GIVE THAT FEEDBACK TO THEM. WE ARE GOING TO SHARE SOME STUDENTS AND ACTION FROM I THINK IT WAS TWO WEEKS AGO. UM AND JUST TO SEE A LITTLE BIT OF A MINI LESSON THAT'S FOCUSED ON COMPREHENSION . IT'S 1/6 GRADE CLASS. AND I. LAST TWO MONTHS AND SEE IF YOU CAN FIGURE IT OUT BECAUSE YOU'RE RIGHT. THIS IS THIS IS A SONIC THIS IS A LOVE POEM. NOW, THIS MIGHT NOT BE ROMANTIC AND 2023. BUT WHAT YEAR DID WE SAY HE LIVED HUNDREDS? OKAY SO ROMANCE MIGHT HAVE BEEN A LITTLE DIFFERENT. KENNEDY ALL RIGHT. THIS IS GONNA SOUND FUNNY, BUT I FEEL LIKE WHAT HE'S SAYING IS LOVE ME BEFORE YOU DIE. OKAY SIXTH GRADERS ARE AWESOME WHEN YOU'RE TEACHING. ONE OF THE STANDARDS IS THE POETRY STRUCTURES AND WHAT THEY'RE RESPONSIBLE FOR, SO THEY'RE DOING ONE TOGETHER AND THEN THE NEXT PART OF THE LESSON. THEY'LL END UP GOING AND WORKING ON ANOTHER POINT OF THEIR OWN AND GOING THROUGH WHAT THEY'VE DONE. 
          SO THE NEXT ONE IS THE END OF THIS MANY LESSON WHEN THE KIDS ARE REALLY SHARING THEIR IDEAS OF WHAT THEY'VE NOTICED IN THE FORMAT AND STRUCTURE. TIME IS LIKE THE ULTIMATE ALRIGHT. SIX. 
          TAKE US IN THEIR QUARRY. I LIKE THIS SO I THINK RIGHT BECAUSE UM . SHE SAID THAT SHE IMAGINED LIKE IF THE FIRST PART, IT'S ABOUT TIME AND SO SHE IMAGINED LIKE THE FOURTH LINE BEING ABOUT LIKE SOMEONE'S HAIR TURNING WHITE THAT THAT SHOWS THAT THEY'RE ALL SO. SO UM, I THINK THAT LIKE THE FIRST PART, IT'S ABOUT TIME AND HOW IT JUST KEEPS ON GOING. AND THEN AND THEN THEY MENTIONED ALL FOUR SEASONS SO OVER THE YEARS AND THEN IN THE VERY END LIKE LIKE SOCCER, SAID ALL THINGS LEAD TO DEATH. YES, I WANT TO ADD TALKING ABOUT HOW LIKE THREE TIMES ALWAYS THE BEGINNING, AND THERE'S ALWAYS AN END. HOW LIKE EVEN THOUGH LIKE THIS SEASON PAST AND LIKE, UM, THINGS ARE BUT THINGS WILL ALSO START GROWING AGAIN WOULD JUST CONTINUE ON AND ON AND ON. 
          COMING OVER. THE LAST ONE IS BASICALLY SAYING LIVE WHILE WE'RE YOUNG. JUST TO LIKE FEEL LIKE SUM IT UP LIKE EVERY END ALWAYS HAS A NEW AND MAYBE BETTER BEGINNING FORWARD. SONNET SO THERE HAS TO BE LIKE SOMETHING RELATED TO LIKE. ROMANCE TO THE KIDS. I THINK IT WAS THEY BE LIKE, EVEN THOUGH I HAVE STILL LOVE YOU. SO SEEING THEM HAVING THAT DISCUSSION AND 
          [00:40:13]
HOW IMPORTANT THAT IS. IS THERE FIGURING OUT OKAY? WHAT HAVE WE TALKED ABOUT? WE DIDN'T SEE HER DIRECT INSTRUCTION PART. BUT WHAT HAVE WE TALKED ABOUT? AND YOU SAW THEM PULLING IN THE STUDENT DISCOURSE LIKE I AGREE WITH HER. I'M GOING TO ADD THIS AND HOW IMPORTANT THAT IS FOR OUR STUDENTS, AND THEN THEY'RE MAKING INFERENCES. THEY'RE PUTTING THINGS FIGURATIVELY AND WHAT IT SAYS LITERALLY AND WHAT IT REALLY MEANS AND HOW IMPORTANT THAT DISCUSSION IS. 
          NOW GETTING INTO THE READING INSTRUCTION. WE'RE GONNA SAVE THE BEST FOR LAST ON THE FOUNDATIONAL SKILLS. UM BUT WE KNOW, AS TRACY MENTIONED EARLIER , WE HAVE THE READING TO LEARN AND LEARNING TO READ THOSE FOUNDATIONAL SKILLS. FOCUS ON THAT LEARNING TO READ ASPECT. SO FOR RIGHT NOW, I'M GOING TO FOCUS ON THE OTHER FIVE. UM ONCE AGAIN RESEARCH BASED PRACTICES THAT GET US WHERE THEY HAVE THAT VOICE AND CHOICE. SOMETIMES WE NEED THE DIRECT INSTRUCTION WITH THE BOOK. UM I WANTED TO GO OVER THOSE JUST A LITTLE BIT. UM ALL OF OUR GRADES HIGH SCHOOL NOT AS MUCH AS PRE K THROUGH EIGHTH HAVE INTERACTIVE READ ALOUD. WE NEED TO HEAR THE SPOKEN WORD. 
          WHAT IT SOUNDS LIKE IT HELPS WITH THE FLUENCY. I KNOW, EVEN IN SECONDARY. THEY NEED TO HEAR THOSE WORDS AND WHAT'S GOING ON WITH IT, SO THAT CAN OFTEN BE A PART OF THAT MANY LESSON IN A CLASSROOM. UM THEN WE HAVE CLOSE READING, AND THAT'S REALLY WHEN THEY DIG INTO A TEXT NEARLY WHAT THEY WERE DOING WITH THAT SONNET. IT COULD BE A CHAPTER IN A BOOK OR A PARAGRAPH. AND WHAT DOES IT REALLY SAYING? WHEN YOU'RE DIGGING INTO ANALYSIS AND SYNTHESIZING INFORMATION, REALLY , TO GET THAT DEEPER UNDERSTANDING AND COMPREHENSION , THEN WE HAVE WHOLE CLASS READINGS SOMETIMES, LIKE TODAY, WE HAD A BEAUTIFUL GROUP WITH A FIELD AND POKE STUDENTS WHO HAD READ HARBOR ME. AND THEY WENT AND WE DID A BOOK DISCUSSION WITH THE TWO CAMPUSES TOGETHER FOR THEM TO DISCUSS ON THAT. UM THE OTHER CAMPUSES CHOSE TO DO IT IN A BOOK CLUB FASHION LIKE SOME KIDS WANTED TO DO HARBOR ME AND KEPT ON THAT THEME THEY WERE DOING IN THEIR SIXTH GRADE CLASS, AND THEN WE HAVE THE INDEPENDENT RATING. WE ALL LOVE TO READ THE BOOKS THAT MAY OR MAY NOT ALWAYS HAVE GREAT EDUCATIONAL VALUE, BUT REALLY EMPHASIZING THAT FOR STUDENTS THAT IS ALWAYS A WONDERFUL THING TO HAVE ON HAND. HAVE THOSE BOOKS WITH YOU WHEREVER YOU GO, UM, ALONG WITH WHAT YOU'RE READING IN YOUR CLASS, SO I WANTED TO GO OVER A FEW OF THOSE DIFFERENT READING INSTRUCTIONAL TYPES. AND THEN I WANT TO SHOW YOU SOME OF OUR KIDS. UM IN DOING ALL OF THESE AND DOING THEM WELL, WHEN YOU GO BACK TO THOSE FOUNDATIONAL BELIEFS, WHAT WE REALLY WANT IS TO BUILD CONFIDENCE IN KIDS AND MAKE KIDS BELIEVE IN THEMSELVES. THAT MAKES AN EMPOWERED LEARNER. THIS WE ALWAYS HAVE SELF ASSESSMENTS . AFTER ANY, UH, SUMMIT TIVE ASSESSMENT. A LOT OF TIMES WE'LL DO IT ON THE FORMATIVE AS WELL AS WHAT WERE YOUR LEARNING GOALS IN THE CLASS? HOW DID YOU SELF REFLECT ON IT? AND THIS LITTLE GIRL HAD FINISHED THIS BOOK AND SAID, I'M AND IT WAS A UNIT ON CHARACTER STUDY. HOW DO YOU MAKE DECISIONS BASED ON THAT? AND SHE SAID, I'M NOTICING THAT I'M THINKING A LOT DIFFERENTLY THAN I WAS BEFORE. BEFORE I THOUGHT SHE WAS MOSTLY KIND. HOWEVER I NOW THINK THAT Y'ALL IS MORE SELF CENTERED. I THINK I'M THINKING DIFFERENTLY NOW BECAUSE I'M EXAMINING THE CHARACTER TRAITS DIFFERENTLY. I'VE ALWAYS STRUGGLED WITH CHARACTER TRAITS, AND NOW I HAVE IMPROVED. WE CAN GET KIDS TO THINK LIKE THAT, AND MEDICAL AGITATED ABOUT WHAT THEY'RE DOING IN THEIR OWN PROCESSES, THEY BECOME STRONGER AND STRONGER. AND THEN WHO CAN'T HANDLE A LITTLE GROUP OF BOOKSHELVES? THEY GOT TO BRING THEIR BOOKS THAT THEY READ THAT SEMESTER ON THEIR OWN, AND BECAUSE THEY LOT OF THEM WOULD SET GOALS. SOME OF THEM ARE LIKE , I DON'T KNOW IF I'M GONNA READ MORE THAN ONE BOOK THIS SEMESTER OUTSIDE OF WHAT'S IN CLASS, AND SO WE TOOK PICTURES OF THEM WITH THEIR BOOKSHELVES, AND THEY WERE SO PROUD OF HOW MANY BOOKS THEY HAD READ. UM AND WE JUST WANT TO SET THOSE GOALS. WE WANT TO CELEBRATE THEIR PROGRESS BECAUSE WE KNOW THAT SUCCESS CAN BE MEASURED IN MANY WAYS, AND THEY DESERVE THAT CELEBRATION. UM IF YOU YOU KNOW, SOME OF YOU HAVE TAUGHT, IT ALWAYS SEEMS LIKE IF ANYTHING GETS LEFT OUT. IT'S THE CELEBRATION AT THE END BECAUSE WE ALWAYS FEEL LIKE WE'RE IN SUCH A HURRY TO GET EVERYTHING ELSE IN AND WE HAVE TO REMEMBER HOW IMPORTANT THAT CELEBRATION EVEN IF IT'S LITTLE AND TAKING A PICTURE OF WHAT IT IS FOR THOSE KIDS TO SUBMIT THAT LEARNING SO AND WITH THAT WE'RE GOING TO GO BACK TO THE REALLY BEGINNING TO K THROUGH TWO AND THE ALIGNMENT OF READING LANGUAGE ARTS AND C F P TO THE SCIENCE OF READING. GOOD EVENING. UM SO I'M GOING TO TALK WITH YOU A LITTLE BIT ABOUT SHIFTS THAT WE'VE MADE IN PRACTICE SINCE WE HAVE, UM, SINCE WE TOOK READING ACADEMIES , AND SINCE THE SCIENCE OF READING, UM HAS INFORMED US ABOUT CHANGES, WE NEED TO MAKE AN INSTRUCTION TO ENSURE THAT ALL STUDENTS LEARN HOW TO READ PROFICIENTLY. WE'RE TRYING TO BUILD A BETTER THIRD GRADER. IT CAME INTO SO I TALKED WITH YOU ABOUT SOME OF THOSE SOME OF THOSE SHIFTS AND, UM, IF YOU'LL JUST TAKE A LOOK BRINGING UP SCARBOROUGH'S READING ROPE ONE MORE TIME. I'M GONNA TALK ABOUT A TERM THAT IS, UM, REALLY 
          [00:45:04]
CONTROVERSIAL RIGHT NOW OUT IN THE BLOGOSPHERE, AND THAT'S BALANCED READING. WE DON'T WE DON'T USE THAT TERM, UM IN REFERENCE TO OUR PROGRAM ANY LONGER, BUT I LIKE THE TERM BALANCE AND I WANT YOU TO KNOW HOW I THINK ABOUT IT WHEN I THINK ABOUT BALANCED READING, I THINK ABOUT A PROGRAM THAT OFFERS ALL OF THE STRANDS OF THE SCARBOROUGH'S READING ROPE. AND I'M GOING TO READ OR WRITE WHAT TRACY SAID. IF WE'RE HIGHLY FOCUSED ON THE LANGUAGE, COMPREHENSION SKILLS, AND WE IGNORE WORD RECOGNITION SKILLS WERE OUT OF BALANCE. AND IF WE LEAN TOO HEAVILY IN THE WORD RECOGNITION SKILLS AND IGNORE LANGUAGE, COMPREHENSION SKILLS, READ A BALANCE, SO I THINK ABOUT BALANCED READING THAT WAY. UM SCARBOROUGH'S READING ROPE IS REALLY NARROWLY NOT NARROWLY FOCUSED ON READING INSTRUCTION, AND I THINK ABOUT A COMPREHENSION, COMPREHENSIVE LITERACY PROGRAM, UM, IS HAVING NOT ONLY READING INSTRUCTION, BUT WRITING INSTRUCTION. UM HANDWRITING FITS IN THERE. UM ENCODING AND SPELLING FITS INTO A REALLY GOOD, ROBUST LITERACY PROGRAM. SO THOSE PIECES AREN'T HERE IN SCARPA'S READING ROPE AGAIN. THIS IS REALLY, UM DIRECTED TOWARDS READING INSTRUCTION AND ALL THE ALL THE PIECES THAT WE NEED TO HAVE IN PLACE. UM FOR ALL STUDENTS, BUT ESPECIALLY OUR LITTLE ONES. UM THE NEXT PAGE. I JUST WANT TO TALK A LITTLE BIT ABOUT THE SIMPLE VIEW OF READING THE SCIENCE OF READING. REALLY UM, RELIES HEAVILY ON THIS SIMPLE VIEW OF READING. AND ESSENTIALLY WHAT THIS IS SAYING. IS THAT THE WORD READING SKILLS OF PHONOLOGICAL AWARENESS, DECODING IN SIGHT RECOGNITION OF FAMILIAR WORDS. UM MULTIPLIED BY LANGUAGE COMPREHENSION. THOSE SKILLS EQUALS SKILLED READING, AND THE MULTIPLICATION SIGN IS USED DELIBERATELY THERE. BECAUSE IF WORD READING IS ZERO, OR KIDS ARE STRUGGLING WITH WORD READING ZERO TONS, ANYTHING IS ZERO. SO AGAIN, YOU HAVE TO HAVE ALL OF THESE PIECES TO BE A SKILLED READER. UM. THE NEXT PAGE LISTS FIVE PRACTICES THAT I JUST WANT TO SHARE WITH YOU THEIR SHIFTS IN OUR PRACTICE IN CFB. UM SO I WANT TO SHARE WITH YOU WHAT WE'VE DONE AND SO I'LL GO THROUGH THESE ONE AT A TIME. THE FIRST THING THAT WE DID WAS. THE NEXT SLIDE. UM THE FIRST SHIFT THAT WE MADE OR ONE OF THE BIG ONES WAS TO PROVIDE MORE ROBUST AND INTENTIONAL, FUNNY MICK AWARENESS INSTRUCTION. AWARENESS IS A SUBCATEGORY OF PHONOLOGICAL AWARENESS AND PHONOLOGICAL AWARENESS IS THE ABILITY TO HEAR DISCREET WORDS IN THE IN THE SPEECH STREAM, THE ABILITY TO HEAR SYLLABLES IN A SINGLE WORD . UM AND PHONETIC AWARENESS IS THE ABILITY TO HEAR INDIVIDUAL PHONEMES OR SOUNDS AND WORDS. TO BE ABLE TO BLEND THEM TO SEGMENT THEM TO MANIPULATE THEM. AND WHAT WE KNOW ABOUT UM, PHONETIC AWARENESS IS THAT THERE'S A REALLY HIGH CORRELATION BETWEEN A STUDENT'S LEVEL OF PHONETIC AWARENESS WELCOME. YEAH AND THEIR ABILITY TO READ, SO IT'S A REALLY, REALLY, REALLY IMPORTANT SKILL, PARTICULARLY THE ABILITY TO BLEND AND SEGMENTS SOUNDS. SO PHONOLOGICAL AWARENESS IS ALL ABOUT HEARING DISCREET SOUNDS IN THE SPEECH STREAM, WHETHER THEY'RE BIG OR WHETHER THEY'RE SMALL, AND I THINK WE HAD SOME OF THAT IN OUR CURRICULUM PRIOR TO OUR LEARNING FROM READING ACADEMIES, BUT I DON'T THINK IT WAS SYSTEMATIC ENOUGH. UM AND SO WE PURCHASED CURRICULUM AND, UM , SO REALLY, REALLY PROUD OF THAT THAT HAGERTY IS THE CURRICULUM THAT WE USE. IT'S AVAILABLE IN ENGLISH AND SPANISH, AND I SEE TEACHERS. UM USING THESE LESSONS REALLY WELL. 
          UM THE OTHER THING THAT WE DID, BECAUSE WHAT WE KNOW IS WHAT GETS ASSESSED GETS TAUGHT IS PUT SOME REALLY NICE ASSESSMENTS IN PLACE, SO WE HAVE A STANDARDIZED STANDARDS BASED REPORT CARD IN KINDERGARTEN AND FIRST GRADE. WE'RE WORKING TOWARDS SECOND GRADE, AND WE ASKED TEACHERS TO GIVE COMMON ASSESSMENTS. UM THAT THAT, UM LET US KNOW WHERE KIDS ARE ON A CONTINUUM OF FUNNY MICK AWARENESS. THERE ARE EXAMPLES ON THE NEXT PAGE OF THOSE ASSESSMENTS ON THE LEFT. YOU SEE, UM THIS IS THIS IS OUR REPORT CARD HUB. SO WHAT YOU'RE LOOKING AT IS A TEACHER FACING TOOL. AND UM, HERE WE'RE WORKING ON THE STANDARD OF BLENDING SPOKEN SOUNDS TOGETHER TO SAY SIMPLE WORDS. SO UM, THAT'S THE STANDARD. YOU CAN SEE THE TECH THERE AND THEN THE ASSESSMENT. 
          THERE'S A LINK THERE FOR TEACHERS AND THEN BELOW THAT, YOU SEE REPORT CARD SCORING SO TEACHER WOULD KNOW IF THE KIDDO GETS THREE OUT OF SIX. ARE THEY MEETING THE STANDARD? DO THEY HAVE TO GET SIX OUT OF SIX TO MEET THE STANDARDS? SO THAT'S AN EXAMPLE OF A REPORT CARD. UM 
          [00:50:02]
ASSESSMENT. AND THEN YOU SEE THE ACTUAL ASSESSMENT ON THE RIGHT HAND SIDE AND YOU NOTICE THAT THIS ASSESSMENT ASKS KIDS TO BLEND UM LARGE, UM, LIKE LARGE PARTS OF WORDS. ALL THE WAY DOWN TO FOR PHONEME WORDS. THE LARGER THE PART, THE EASIER IT IS, SO WE HAVE WE HAVE KIDDOS THAT CAN BLEND, UM TO PHONE NAME WORDS LIKE ACT AND NO AND STRUGGLE WITH FOUR PHONE NAME WORDS. SO THAT SKILLS REALLY, REALLY SUPER IMPORTANT. UM I HAVE A LITTLE VIDEO CLIP OF PHONOLOGICAL AWARENESS BEING TAUGHT IN KINDERGARTEN. THIS IS IN A BILINGUAL CLASSROOM. UH AND. 
          TELLY. COBOS IS THE TEACHER. AND THESE KIDDOS ARE, UM, BLENDING SYLLABLES OPEN AND CLOSED SYLLABLES IN SPANISH. SAMPLE. IN IT LEAN THAT DR. OKAY. I BOOM. I GROSS. DON. OH SON. ALRIGHT SO, UM, SHE'LL DO IT THE OTHER WAY AROUND TWO. SHE WILL GIVE THE KIDS A WORD, AND THEN THEY'LL HAVE TO SEGMENT IT AND THE GESTURES ARE REALLY HELPFUL FOR KIDDOS, TOO. UM, SO THAT'S AN EXAMPLE OF ONE OF THE HAGERTY HAGERTY LESSONS. ALRIGHT ANOTHER SHIFT THAT WE MADE WAS TO PRIORITIZE PHONICS INSTRUCTION AND YOU HEARD TRACY SAY IN CFB. HISTORICALLY WE'VE ALWAYS HAD PHONICS CURRICULUM. AH THE CURRICULUM THAT WE USED WAS, I THINK, UM TO OPEN ENDED AND NOT SYSTEMATIC ENOUGH FOR TEACHERS AND STUDENTS, AND SO WHEN WE HAD THE OPPORTUNITY TO PURCHASE ANOTHER PROGRAM WE DID AND YOU SEE THE PROGRAM THAT WE PURCHASED THERE. WE ALSO PURCHASED, UM, FOR THIRD GRADE TEACHERS. THE SECOND GRADE PHONICS CURRICULUM. BECAUSE KIDS HAD SO MANY GAPS AND SO REALLY, UM, SOMETIMES THIRD GRADE TEACHERS NEED THE FIRST GRADE PHONICS CURRICULUM AND I'M CURRENTLY LOOKING TO SEE IF THERE ISN'T SOMETHING REALLY, UM MORE TARGETED FOR OUR 3RD, 4TH AND 5TH GRADE KIDS THAT HAVE THOSE GAPS. UM AND SO WE'RE TAKING A LOOK AT THAT TIRED. A PHONETIC A IS OUR SPANISH. PHONICS PROGRAM, AND IT IS AVAILABLE AT KINDERGARTEN AND FIRST GRADE BECAUSE, THEORETICALLY, BY THE END OF FIRST GRADE SPANISH IS SUCH A TRANSPARENT LANGUAGE. AND UM, KID HAS A REALLY THROUGH WITH PHONICS CONCEPTS. SO UM, THAT'S WHAT WE HAVE AVAILABLE FOR BILINGUAL STUDENTS. UM AGAIN, WE PUT INTO PLACE PHONICS ASSESSMENTS. I THINK THAT'S ONE THING THAT I'M REALLY PROUD OF. 
          BECAUSE AGAIN, WHAT GETS ASSESSED GETS TAUGHT, BUT IT OFFERS TEACHERS AWAY AND PRINCIPLES AWAY AND ME A WAY OF TRACKING THE DATA ACROSS TIME. YOU KNOW, HOW MANY ARE IS OUR PROGRAM WORKING? CAN KIDS UM DECODE CONSONANT VOWEL CONSONANT WORDS. HOW ARE THEY DOING WITH WORDS THAT HAVE THAT TRICKY SILENT E ON THE END, SO THOSE REALLY FINE GRAINED ASSESSMENTS . HELP PINPOINT WHERE ON THAT PHONICS CURRICULUM OR CONTINUUM WE NEED TO HONE IN ON FOR KIDDOS SO REALLY PROUD OF THOSE ASSESSMENTS AND AGAIN, WE HAVE THEM AS A REPORT CARD ASSESSMENTS. UM AND THEN WE HAVE WE HAVE OTHER ONES THAT TEACHERS CAN USE AS WELL. UM THE NEXT PAGE SHOWS A SECOND GRADE PHONICS ASSESSMENT. OR DECODING ASSESSMENT THAT WE HAVE PUT IN PLACE WHEN THIS ONE'S AROUND MULTISYLLABIC WORDS SO AROUND SECOND GRADE AND GOING INTO THIRD GRADE KIDS ARE READING BOOKS THAT REQUIRE THEM TO BE ABLE TO SOUND OUT MULTISYLLABIC WORDS. WE WANT TO TAKE A LOOK AT. HOW ARE THEY DOING WITH THAT? SO WHAT YOU'RE LOOKING AT HERE IS A DISTRICT COMMON FORMATIVE ASSESSMENT, AND THE FIRST ONE WAS GIVEN SOMETIME AROUND THE FIRST OF OCTOBER. AND YOU SEE WHAT WE'RE MEASURING HERE OR HOW OUR KIDS READING COMPOUND WORDS. HOW ARE THEY READING WORDS THAT HAVE CLOSED SYLLABLES AND OPEN SYLLABLES AND SYLLABLES WITH VAL CONSONANTS, E ETCETERA. SO ALL OF THOSE SYLLABLE TYPES WE'RE CHECKING TO SEE HOW OUR KIDS DOING WITH WITH THOSE IN TERMS OF THEIR DECODING SKILLS. AND YOU CAN SEE, UM, THE PERCENTAGE THAT MEETS THE STANDARD THERE AND ON THE GREEN BAND. AND THEN DCF. A NUMBER TWO WAS GIVEN AROUND DECEMBER. AND YOU CAN SEE THAT. UM COMPOUND WORD READING, UM, WENT FROM 62% MET JUST 72% MET. THAT CLOSED SYLLABLE READING WENT FROM 42% TO 61. THAT'S REALLY GOOD. UM OPEN SYLLABLE READING WENT FROM 16% TO 31% SO WE HAVE ANOTHER DCF A. THAT'S GOING TO CONTINUE TO MEASURE ALL OF THESE THINGS COMING UP IN MARCH. SO THAT'S THAT'S A WAY THAT WE KEEP TRACK OF THE THAT REAL FINE GRAIN STUFF. SO WE KNOW HOW TO PINPOINT. UM SPECIFICALLY WHAT 
          [00:55:05]
KIDDOS NEED TO WORK ON. WE HAVE THIS IN SPANISH AS WELL, NOT THE SAME CONCEPTS. UM OBVIOUSLY, ALTHOUGH THERE ARE OPEN AND CLOSED SYLLABLES IN SPANISH, BUT UM, AN ASSESSMENT THAT MEASURES THOSE THOSE KINDS OF MULTI SYLLABIC WORD, UM, CONSTRUCTS THAT KIDS NEED TO KNOW AND BE ABLE TO MANAGE AND THE NEXT PAGE AGAIN HAS AN EXAMPLE OF OUR FOUNDATION SKILLS OR PHONICS. 
          UM, ASSESSMENTS ON OUR STANDARDS BASED REPORT CARD AND THEN AN ACTUAL ASSESSMENT SO YOU CAN SEE WHAT THAT LOOKS LIKE. JUST FOR YOUR INFORMATION, THE ASSESSMENT THAT YOU SEE ON THE RIGHT HAND SIDE OF THAT PAGE. YOU SEE LOW FREQUENCY WORDS THERE, SO WE WANT KIDS TO BE ABLE TO DECODE LOW FREQUENCY WORDS NOT RELY ON ON MEANING TO DECODE THOSE BUT TO BE ABLE TO ACTUALLY DECODE THEM. AND THEN THE NONSENSE WORDS REALLY ARE THE PROOF OF THE. THE CHILD'S UNDERSTANDING OF THE CONCEPT. SO, UM THAT'S WHY THAT ASSESSMENT LOOKS LIKE THAT. AND THEN YOU SEE HOW MANY THEY HAVE TO GET RIGHT ON THE BOTTOM THERE. THE THIRD THING THAT WE DID. WITH REVISED LESSONS, UM, TO ALIGN WITH THE SCIENCE OF READING, SO OUR DISTRICT HAS BEEN HISTORICALLY DISTRICT THAT USES MSV AND GUIDED READING, AND, UM SO WHEN THE SCIENCE OF READING INFORMED US THAT YOU KNOW WE DON'T WANT KIDS SOUNDING OUT WORDS. UM BY USING THE PICTURE WHEN KIDS GET STUCK WHEN THEY'RE LEARNING HOW TO DECODE, AND WHEN THEY GET STUCK ON THE WORD. WE WANT THEIR FIRST LINE OF DEFENSE TO BE, UM, STANDING OUT. AND SO WITH OUR LITTLEST ONES, WE CALL IT SLIDER POWER, AND SO WE ASKED THEM TO SLIDE THEIR FINGER UNDER THE WORD AND SAY THE SOUNDS. 
          HISTORICALLY AND I'M A FORMER READING RECOVERY TEACHER IN THIS DISTRICT. WE WOULD SAY TO KIDS LOOK AT THE PICTURE, CHECK THE PICTURE AND CHECK THE FIRST LETTER. AND WHAT WE KNOW NOW IS WE DID A LOT OF CHILDREN A DISSERVICE BY PROMPTING THEM IN THAT WAY. WE TOLD AN AWFULLY LOT OF KIDS HAD TO READ IN THIS DISTRICT. OVER THE YEARS. WE HAVE BUT WE DID A DISSERVICE FOR THOSE KIDS THAT DIDN'T KNOW VERY WELL HOW TO SOUND OUT AND DECODE WORDS, AND NOW WE KNOW BETTER. 
          SO THE SHIFT IN THAT PRACTICES HARD FOR TEACHERS. WE'VE BEEN WORKING A LOT ON THAT. BUT WHAT YOU SEE ON THIS CHART OR ON THIS SLIDE HERE IS, UM, AN ANCHOR CHART AND THE ANCHOR CHART REPRESENTS LESSONS THAT A TEACHER HAS TAUGHT. SO THIS ANCHOR CHART IS FOR FIRST GRADE, IT SAYS. WE CAN READ ANY WORD AND IT'S KIND OF A SUMMARY OF THOSE THINGS THAT YOU CAN DO WHEN YOU GET STUCK ON A WORD. UM AND THE FIRST THING IS SLIDE THROUGH THE SOUNDS. AND THEN CHECK OUT THE ENDINGS TO SEE IF THERE'S A ROOT WORD. NOTICE DIAGRAM AFS. WATCH OUT FOR VOWELS. ARE THEY SHORT? ARE THEY LONG, ETCETERA? AND THEN THE CHECK IT SIDE. WE ALWAYS WANT KIDS TO CHECK TO MAKE SURE IT MAKES SENSE. WE AS PROFICIENT READERS DO THAT IF YOU STOP AND HAVE TO WORK PRETTY HARD ON ON A WORD. YOU DON'T KNOW YOU DO IT. YOU GO BACK AND YOU RE READ IT AND PUT IT IN CONTEXT TO MAKE SURE THAT YOU'RE RIGHT AND WE WANT. WE WANT READERS TO DO THAT AS WELL. UM SO WE REVISED LOTS OF LESSONS THAT ARE IN OUR FORMER THAT ARE IN OUR CURRICULUM. UM, AND WE'RE TEACHING TEACHERS THAT UM, THERE ARE OTHER WAYS TO TEACH SMALL GROUPS OTHER THAN GUIDED READING, WHICH IS A PRACTICE THAT WE'VE HAD IN OUR DISTRICT FOR A LONG TIME. UM SO THE NEXT SHIFT I WANT TO TALK ABOUT IS USING DECODED TEXT AND, UM SO DECODE HERBAL TEXT OFFERS AN OPPORTUNITY. DO YOU KNOW WHAT? I FORGOT MY DECO DOUBLE TEXT. I HAD A WHOLE BIG BATCH OF THEM TO SHARE WITH YOU. SEE IF THEY'RE IN MY MAGIC BAG HERE. I'M SO SORRY. NO, I DON'T HAVE ANY. UM SO DECODED TEXT OR BOOKS THAT ARE WRITTEN THAT FEATURE OF PHONICS PATTERN. UM THAT KIDS HAVE BEEN TAUGHT SO EARLY, DECODE HERBAL TEXT WOULD FEATURE WORDS THAT HAVE, UM A CONSTANT VAL CONSONANT PATTERN. UM AND SO THE OLD DECODE HERBAL TEXT THIS WILL SOUND FAMILIAR TO YOU SOUNDED LIKE THIS CAT. THE FAT MATT SAT ON THE RAT HAT. NOT VERY COMPREHENSIBLE. UM AND SO WHEN WE WERE FIRST TRYING TO STOCK OUR BOOK ROOMS WITH DECODED TEXT THERE, THERE WEREN'T GREAT ONES OUT THERE. PUBLISHING COMPANIES HAVE GOTTEN REAL SMART. NOW THEY'RE BETTER ONES OUT THERE THAT HAVE ACTUAL STORIES SO YOU CAN NOT ONLY WORK ON THE DECODING, BUT YOU CAN WORK ON COMPREHENSION AT THE SAME TIME BECAUSE WE CAN'T IGNORE COMPREHENSION. SO WE'RE WORKING REALLY HARD TO GET D CUDDLE TEXT OUT ON CAMPUSES. UM THERE AREN'T ENOUGH OF THEM, BUT WE WANT WE WANT TEACHERS TO USE THOSE, UM, DECODE HERBAL TEXT. 
          UM AND LET ME JUST TALK ABOUT NUMBER FIVE. IN OUR DISTRICT WE HAVE HISTORICALLY USED LEVELED TEXT AND LEVEL TEXT WERE LEVELED BOOKS THAT WENT FROM LEVEL A TWO LEVEL Z IN FIRST GRADE. WE WANT 
          [01:00:05]
KIDS IN THE PAST, WE WOULD HAVE WANTED KIDS TO READ SAFE FROM LEVEL D TWO LEVEL J. SO IF YOU GOT IF YOU HIT LEVEL J IN FIRST GRADE, YOU WERE DOING PRETTY GOOD JOB. NOW WE KNOW THAT SOME KIDS HAVE GOTTEN TO LEVEL J AND ARE STILL NOT VERY GOOD DECODERS BECAUSE THEY'RE RELYING REALLY HEAVILY ON COMPREHENSION AND MEANING. AND SO WE WANT TO MAKE SURE THAT KIDS AND THAT WILL CATCH UP WITH THEM ONCE ONCE THEY GET INTO 2ND AND 3RD GRADE READING THAT JUST CATCHES UP WITH YOU. UM THERE AREN'T TOO MANY PICTURES. THE TEXT GETS MORE COMPLEX, SO WE'RE TEACHING TEACHERS NOW TO REALLY THINK ABOUT LEVEL A AND LEVEL B BOOKS. I HOPE THIS ISN'T TOO FINE GRAINED. BUT THOSE LITTLE BOOKS ARE REALLY FOR TEACHING. VERY YOUNG CHILDREN HAD A MATCH 1 TO 1. SO EVERY WORD THAT YOU SAY YOU POINT TO A WORD ON THE PAGE, AND WHEN THERE'S TWO LINES OF TEXT, THERE'S A RETURN SWEEP. IT GOES LIKE THAT, AND SO THAT'S EARLY EARLY TEACHING FOR HOW TO BOOKS WORK ANYWAY. ONCE CHILDREN KNOW THAT THEN WE WANT THE MOVING INTO DECODED TEXT AND AT THE SAME TIME WE'RE TEACHING PHONICS LESSONS, SO WE'LL BE TEACHING PHONICS LESSONS AROUND . UM THAT'LL SOUND SHORT VOWEL SOUNDS AND HOW TO PUT A CONSTANT NOVELL AND CONSTANT TOGETHER HAD A BLEND THAT AND THEN PROVIDE DECODED TEXT FOR PRACTICE. UM SO IT'S YOU KNOW, TEACH THE CONCEPT AND THEN PROVIDE PRACTICE. KIDDOS NEED TO PRACTICE WRITING THOSE WORDS AS WELL. SO ENCODING AND SPELLING IS AS IMPORTANT AS DECODING. SO WE WANT TO PRACTICE THAT SO WE'RE REALLY WORKING HARD. UM ESPECIALLY WITH OUR KINDER AND FIRST GRADE TEACHERS TO HELP THEM UNDERSTAND WHERE DECODED TEXT AND WE'RE LEVEL TEXT, UM, FIT TOGETHER SO HEAVY DOSE OF DECOTA BALS AS KIDS ARE LEARNING HOW TO READ AND THEN FINALLY, UM, JUST REMEMBERING THAT READING COMPREHENSION BEGINS AT THE VERY BEGINNING. IT BEGINS IN PRE K. AND I THINK WE'VE SAID THIS MORE THAN ONCE TONIGHT, BUT, UM WE NEED TO MAKE SURE THAT KIDS ARE EXPOSED TO STORY AND HOW STORIES GO, UM, THAT THEY'RE EXPOSED TO COMPLEX SENTENCE STRUCTURE, UM, THAT THEY HAVE OPPORTUNITIES TO TALK ABOUT BOOKS AND MAKE INFERENCES ABOUT BOOKS AND WITH OUR LITTLE'S THAT HAPPENS DURING READ ALOUD, AND SO WE'RE TEACHING TEACHERS CONTINUALLY TEACHING TEACHERS HOW TO ASK SMART QUESTIONS. YOU READ A COUPLE OF PAGES OF A BOOK, AND THEN YOU ASK KIDS TO TURN AND TALK ABOUT WHAT THEY'VE LEARNED OR WHAT THEY THINK ABOUT THE CHARACTER OR HOW THE CHARACTER MIGHT BE FEELING THAT SORT OF THING. UM BUT WE DON'T WE DON'T WANNA LET COMPREHENSION GO. 
          THAT'S THAT'S REALLY CRITICALLY IMPORTANT. AND THEN FINALLY, WE HAVE A LITTLE VIDEO CLIP. OF UM , THIS IS MATT PRUITT. UH OUR PRINCIPAL AT MCKAMEY AND HE HE'S GONNA SHARE SOME INFORMATION ABOUT TRAINING THAT HIS TEACHERS , UM, HAVE HAVE BEEN PARTICIPATING IN. GOOD EVENING, MR MARSH AND MEMBERS OF THE SCHOOL BOARD. MY NAME IS MATT PRUITT. I HAVE THE PRIVILEGE OF SERVING AS THE CROWD PRINCIPLE OF MCKAMEY ELEMENTARY SCHOOL. I JUST WANT TO SHARE WITH YOU ALL A LITTLE BIT ABOUT OUR HISTORY AS A PROJECT SCHOOL WITH THE TEACHERS, COLLEGE READING AND WRITING PROJECT. IT WAS THE SUMMER OF MY FIRST YEAR AS A PRINCIPAL IN 2018 ARE BILINGUAL LITERACY COACH STEPHANIE HOW, AND I APPLIED TO ATTEND THE SUMMER READING INSTITUTE AT TEACHERS COLLEGE IN NEW YORK. WE ATTENDED THE WEEK LONG TRAINING AND LEARNED SO MUCH MORE ABOUT WAYS TO SUPPORT LITERACY INSTRUCTION ON OUR CAMPUS. DURING OUR WEEKEND TRAINING, WE MADE SOME CONNECTIONS WITH A FEW MEMBERS OF THE PROJECT AND LEARNED ABOUT PROFESSIONAL DEVELOPMENT OFFERINGS. I WAS HESITANT AND NERVOUS AT FIRST, BECAUSE AS YOU KNOW, CHANGE IS HARD, BUT WE KNOW SOMETIMES CHANGE IS NECESSARY. BUT I KNEW ALSO THAT MY STAFF DESERVES THE BEST PROFESSIONAL DEVELOPMENT AND MY STUDENTS DESERVE THE BEST INSTRUCTION. I APPLIED TO BECOME A PROJECT SCHOOL. OUR SCHOOL WAS CHOSEN LATER IN THE SUMMER, AND THE REST IS HISTORY. OUR WORK IN THE PRIMARY GRADES STARTED WITH THE FOCUS ON PERFECTING THE MANY LESSONS AND SMALL GROUP STRUCTURES ACROSS THE READER'S WORKSHOP. AS A SCHOOL. SOMETIMES WE HAVE TO SLOW DOWN TO SPEED UP . WE KNEW THAT, ACCORDING TO SCARBOROUGH'S READING WROTE, THERE ARE MANY STRANDS WOVEN INTO SKILLED READING. FOR INSTANCE, IN KINDERGARTEN, WE REFLECTED ON THE IMPORTANCE OF EMERGENT LITERACY, KEEPING TEACHERS MANY LESSONS. MANY FINANCE INSTRUCTION ECONOMIC AWARENESS. WE ALSO FOCUSED ON KEEPING THE BALANCE AND BALANCED LITERACY. WE WANTED READING TO BE JOYFUL AND KEEP READING AND LEARNING FUN. OUR TEAM WAS ALL IN BECAUSE YOU KNOW WHAT? THE TEACHER MATTERS. ONE OF THE PROFESSIONAL DEVELOPMENT SESSIONS I ATTENDED, REMINDED ME THAT THE MOST POWERFUL PEOPLE OR THE PEOPLE WHO ARE ON FIRE ABOUT ARE LEARNING OUR TEACHERS WERE ON FIRE ABOUT THEIR LEARNING, AND IT TRANSLATED INTO INSTRUCTION, IMPROVED PRACTICES AND STUDENT ACHIEVEMENT. ONE OF MY KINDERGARTEN TEACHERS, AMANDA PERRY REFLECTED ON THE PROFESSIONAL DEVELOPMENT THAT WAS OFFERED AFTER THE FIRST YEAR AT THE PROJECT SCHOOL. SHE SAID 
          [01:05:05]
. MY YEAR WAS VERY HEAVY AND PROFESSIONAL DEVELOPMENT AND LANGUAGE ARTS. I SPENT MUCH OF MY FREE TIME READING TO PLAN LESSONS OR JUST IMPROVE MY KNOWLEDGE OF READING WORKSHOP. I AM SO GLAD THAT I HAD THE OPPORTUNITY TO BE IN KINDERGARTEN AND BE LIKE KINDERGARTEN LAP SITE TEACHER FOR OUR WORK. WITH OUR STAFF DEVELOPER. SHE MODELED WHOLE GROUP AND SMALL GROUP LESSONS WITH MY STUDENTS. I WAS ABLE TO TAKE ALL OF THE THINGS WE LEARNED AND IMPLEMENT THEM IN MY INSTRUCTION. IT HAS BY FAR BEEN THE MOST BENEFICIAL AND AMAZING TRAINING HAVE HAD MY ENTIRE TEACHING CAREER. MY STUDENTS HAVE MADE SO MUCH PROGRESS IN READING THIS YEAR. THEY AMAZE ME . EVERY DAY. I TOOK SOME OF THE THINGS I LEARNED ABOUT SMALL GROUP INSTRUCTION AND TRIED TO APPLY IT IN MATH WORKSHOP. I LOOK FORWARD TO CONTINUE THIS WORK. I WOULD BE REMISS TO SAY THAT COVID HAS SLOWED DOWN SOME OF OUR PROGRESS, BUT WE LEARNED VALUABLE LESSONS DURING COVID. WE WERE REMINDED OF SOME PRACTICES THAT WE SHOULD CONTINUE AND PRACTICES THAT WE NEEDED TO ABANDON. AND ONE OF A DIFFERENT PROFESSIONAL DEVELOPMENT SESSION I ATTENDED. ONE OF THE PRESENTERS SPOKE ABOUT COLLECTING SOME DATA. SHE TOLD US TO COLLECT SOME DATA ABOUT SOME THINGS THAT WE DON'T WANT TO SEE. AT TIMES. IT'S NOT PRETTY TO LOOK AT THE NOT SO GOOD STUFF, BUT WE HAVE TO LOOK AT IT ANYWAY. BECAUSE OUR GOAL IS ALWAYS TO OUTGROW OURSELVES AND GET BETTER AT WHAT WE DO. IT JUST MAKES US ALL BETTER. AND THE PRIMARY GRADES. WE ALSO FOCUSED HEAVILY ON SMALL GROUP INSTRUCTION AND DIFFERENT TYPES OF SMALL GROUP STRUCTURES. WE LEARNED ABOUT SMALL GROUPS HERE READING SMALL GROUP STRATEGY GROUPS, SMALL GROUPS, BOOKMAKING REFINING DOTTED READINGS, SMALL GROUP PARTNER READING AND DIFFERENT OTHER TYPES OF PHONICS AND FANATICAL WINNERS. SMALL GROUPS. ONE WAY THAT WE KNOW ARE PROFESSIONAL DEVELOPMENT HAS BEEN EFFECTIVE IS THAT WE ARE ABLE TO SEE WHAT TEACHERS LEARN AND PROFESSIONAL DEVELOPMENT IN THEIR CLASSROOM DURING OBSERVATIONS AND WALK THROUGHS. 
          ANOTHER WAY THAT WE KNEW THAT OUR PROFESSIONAL DEVELOPMENT WAS EFFECTIVE BECAUSE AT THE END OF OUR FIRST YEAR AS A PROJECT SCHOOL 84% OF OUR KINDERGARTEN STUDENTS WERE READING AT OR ABOVE GRADE LEVEL. THE NEXT YEAR, COVID HAPPENED. AND SO I WILL SAY THIS AND I WILL SAY THIS AGAIN, THE TEACHER MATTERS . I AM SO PROUD OF OUR TEACHERS WERE STEPPING OUT OF THEIR COMFORT ZONES ZONES, LEARNING NEW METHODS OF INSTRUCTION AND TEACHING AND NOT BEING AFRAID TO DO SO. EVEN IF IT WASN'T PERFECT THE FIRST TIME WE STRIVE FOR PROGRESS OVER PERFECTION, SO THANK YOU FOR ALLOWING ME TO SPEAK WITH YOU TODAY WE WELCOME YOU TO VISIT MCKAMEY ANYTIME. 
          AND SEE THIS WORKING ACTION. THANK YOU HAVE A GOOD DAY. AND I GUESS REALLY, FINALLY, UM, WE HAD THREE BOARD MEMBERS WHO WENT TO BLAIR ELEMENTARY SCHOOL AND WALKED CLASSROOMS AND LOOKED AT INSTRUCTION. AND SO I'D LIKE TO GIVE YOU ALL A CHANCE TO SHARE. UM YOU REFLECTIONS ABOUT WHAT YOU SAW. ASK QUESTIONS. UM, YOU ASK QUESTIONS THEN, BUT YOU CAN ASK THEM NOW AS WELL. YEAH. AND SOMETIME REMEMBERING YOUR WIFE BECAUSE WHEN YOU GET WITH KIDS AND TEACHERS, IT JUST GROUNDED BACK INTO THE DAY TO DAY AWESOMENESS OF BEING IN SCHOOL. I THINK I NOTICED THAT OUR TEACHERS ARE WORKING EXTREMELY HARD WORD AND THEY CARE ABOUT THEIR KIDS AND THE RELATIONSHIPS THEY HAVE IN THEIR CLASSROOMS ARE EVIDENT AND THE WAY THAT THEY MANAGE THEIR CLASSROOMS ARE JUST PHENOMENAL. UM AND I WAS I LEARNED SOMETHING NEW ABOUT OUR BILINGUAL INSTRUCTION THAT I DIDN'T KNOW ABOUT HOW THEY LEARNED THAT THEIR NATIVE LANGUAGE FOR SO LONG BECAUSE MY KNOWLEDGE FOR MY KIDS IS STILL LANGUAGE AND SO THAT I LEARNED A LOT ABOUT THAT, AND YOU GUYS NEED FOR A LOT OF QUESTIONS ABOUT THAT WHICH WAS REALLY HELPFUL FOR ME. I THINK THE ONE THING THAT I LEFT AND YOU TALKED ABOUT IT TODAY WAS ABOUT THE DECODE HERBAL TEXT AND HAVING EQUITABLE ACCESS ACROSS THE ENTIRE DISTRICT. AND UM, JUST WONDERING IF THAT'S A CHALLENGE . WHAT ARE THE PLANS TO FILL THAT GAP? BECAUSE YOU GUYS HAVE SPOKEN TO IT TONIGHT? HOW CRITICALLY IMPORTANT IT IS. IT'S AN EXPECTATION FROM HOUSE BILL THREE. UM AND SO THAT'S ONE OF MY QUESTIONS. UM AND THAT'S AND I SAW EVIDENCE OF THAT IN THE CLASSROOMS THAT THERE WERE PAPER BOOKS THAT DIDN'T EVEN LOOK LIKE BOOKS THAT WERE DECODED TEXT. UM AND KUDOS TO THE TEACHERS FOR PROVIDING ANYTHING THEY HAVE. WHICH IS EXACTLY WHAT WE WANT, BECAUSE WE WANT THAT THAT IN THERE, AND THAT'S ONE OF MY QUESTIONS THAT I DID TOGETHER FROM THE OBSERVATION. JUST TODAY I SUBMITTED THE NAME OF ANOTHER PUBLISHER TO BE A VENDOR. UM I THINK CREDIBLE TEXT, UM THERE AS 
          [01:10:04]
I MENTIONED EARLIER. THERE'S GOOD ONES AND NOT SO GOOD ONES. AND SO I'M REALLY PICKY ABOUT THE CREDIBLE TAX THAT I WILL THAT I RECOMMEND. I THINK THEY HAVE TO BE COMPREHENSIBLE. AND I THINK THAT THE THIS THE DECODE HERBAL SKILL THE DECODING SKILLS HAVE TO BUILD ON ONE ANOTHER. 
          SOMETIMES THE PUBLISHER WILL PRODUCE DECODE HERBAL TEXT AND SAY, YOU KNOW THIS BOOK WE'RE WORKING ON BLENDS. WHICH IS ALL FINE AND GOOD. BUT THEN THERE WILL BE WORDS IN THE TEXT THAT HAVE PHONICS PATTERNS THAT KIDS HAVEN'T BEEN TAUGHT YET. SO THAT TRAJECTORY UM HAS TO HAS TO BE REALLY CAREFULLY MONITORED. SO LOOKING AT THAT. UM WE HAVE A DEARTH OF DECOTA BOLS FOR OUR BILINGUAL STUDENTS. THERE'S A PUBLISHER THAT THAT PRODUCES THE BEST ONES. BY FAR THEY'LL CATCH UP BECAUSE THEY'LL FIGURE OUT A WAY TO MAKE MONEY. UM SO THERE ARE A FEW PUBLISHERS OUT THERE. 
          FLYLEAF IS ANOTHER ONE THAT I THINK, UM, PRODUCES PRETTY GOOD . UM DECODER, BALS. SO, UM PRINCIPLES ARE SPENDING SOME OF THEIR BUDGET MONEY. I KNOW AND DECODED TEXT. I'VE ■GOT A BUDGET MEETING COMING UP PRETTY SOON. SO, UM, I'LL PROBABLY MAKE SOME RECOMMENDATIONS AS WELL. UM MY OBSERVATION WAS THAT, UM SOME AMAZING TEACHING HAPPENING, SOME GREAT LEARNINGS AND VERY FOCUSED LEARNING HAPPENING. UM THE EXPECTATIONS WERE CLEAR THE BEHAVIOR EXPECTATIONS WERE CLEAR PROCEDURES WERE CLEAR, WHICH IS MADE FOR A BEAUTIFUL CLASSROOM AND JUST THAT WAY ALL OF THEM FLOWED. IT WAS JUST YOU MAY HAVE TAKEN US TO THE BEST OF THE BEST, BUT IT WAS CLEAR THAT THEY WERE THE BEST THE BEST. UM THEN WE SHOULD TALK TO BRIAN ABOUT HAVING ALL CLASSES WITH ONLY 10 KIDS BECAUSE THOSE WERE SUPER FOCUSED, AND THOSE KIDS WERE LEARNING AND ABSORBING AND THE TEACHER COULD BE RIGHT THERE WITH THEM. UM SO MAYBE THE LEGISLATURE NEEDS TO TALK ABOUT 10 KIDS PER CLASS. WOULD BE HIGHLY EFFECTIVE LEARNING. UM. AND THE QUESTION I POSED TO YOU ALL THEN AS IF ALL OF THIS IS HAPPENING WITH FIDELITY. HOW ARE WE STILL MISSING 50% OF OUR KIDS? HAROLD WE STILL HAVING 50% OF OUR KIDS, NOT MEETING EXPECTATIONS. BECAUSE OF WHAT I SAW BLAIR THAT DAY. IT'S HAPPENING ALL CLASSROOMS ALL THE TIME. I JUST CAN'T IMAGINE THAT WE CAN'T BRING ALL THE CHILDREN IN TO AT LEAST MEETING EXPECTATIONS. UM SO THAT WAS MY QUESTION TO YOU ALL THEN, AND THAT WAS THAT'S LIKE A HUGE, HUGE QUESTION WITH A LOTS OF ANSWERS, BUT IT'S THE 50% THAT I WORRY ABOUT, BECAUSE WE JUST NEED THEM TO MEET EXPECTATIONS. 
          WANT ME TO TALK. TALK TO THIS. YOU WANT TO SPEAK TO IT? I THINK THERE'S A COUPLE OF THINGS, UM FIRST OF ALL, WE HAVE AN AWFULLY LOT OF NEW TEACHERS. UM WE'VE HAD A LOT OF TEACHERS QUIT, AND SO WE HAVE NO TEACHERS THAT JUST AREN'T AS SKILLED UM AND WE HAVEN'T HAD THE OPPORTUNITY TO TRAIN THEM. SO THAT'S THAT'S REALLY, REALLY TRICKY. SO IT FEELS LIKE GROUNDHOG DAY. IT'S JUST LIKE, OH, MY GOODNESS. YOU KNOW, ONCE AGAIN WE'RE WE'RE DOING WHAT WE CALL IMPLEMENTATION TRAINING INSTEAD OF THAT REALLY FINE TUNED TRAINING, UM, TO GET A TEACHER SUPER SKILLED. I THINK IT'S REALLY HARD TO TEACH. SORRY ERICA. I THINK IT'S REALLY HARD TO TEACH LITTLE CHILDREN HOW TO READ. IT IS ROCKET SCIENCE. IT'S YOU KNOW, YOU GOTTA KNOW YOUR STUFF. UM SO I THINK THERE'S SOME INEQUITY THERE. BLAIR WHERE WE WENT. THOSE TEACHERS HAVE BEEN THERE FOR A WHILE. I THINK WE SAW A COUPLE OF NEW TEACHERS, BUT THAT STAFF, YOU KNOW, DOESN'T ROLL OVER VERY, VERY MUCH, SO I THINK I THINK THAT'S AND INEQUITY ACROSS THE DISTRICT. UM I DON'T KNOW THAT THE PROGRAM THAT WE HAVE PUT IN PLACE IS ALWAYS DELIVERED WITH FIDELITY SO I CAN'T MAKE PROGRAM PROGRAMMATIC CHANGES IF I DON'T KNOW WHO'S DOING WHAT WHERE, UM . THAT'S TRICKY FOR ME. SO IF OUR PHONICS PROGRAM ISN'T WORKING, I MEAN, IF SOME, IF YOU'RE NOT IF YOU'RE NOT TEACHING IT WITH FIDELITY YOU KNOW, I DON'T KNOW. I DON'T KNOW WHAT CHANGES TO MAKE. AT MY LEVEL, SO I THINK THOSE ARE THOSE ARE TWO REASONS. UM PROBABLY TRACY, YOU WANT TO ADD ANYTHING. HE NOTICED I CAME BACK OVER HERE. ANOTHER PIECE IS OUR READING CURRICULUM IS HARD. AND . A READING CURRICULUM THAT IS EASY WOULD BE BACK TO WHERE I WAS WHEN I WAS IN SCHOOL WHERE YOU READ A STORY AND YOU WENT TO WORK BOOK AND YOU ANSWERED THE WORKBOOK QUESTIONS THAT'S EASY. WORKSHOP METHOD TAKES TRAINING TAKES PLANNING ON THE TEACHER'S PART, AND THEY ARE TOTALLY WILLING TO DO THAT. WE JUST NEED TO BE ABLE TO GUIDE THEM EVEN MORE, AND WITH THE TURNOVER THAT SUSAN WAS TALKING ABOUT, UM, WITH THE LOSS OF THOSE PEOPLE WHO HAD BEEN WITH US WHO REALLY HELPED TO COACH ON A GRADE LEVEL TEAM. IT HAS MADE IT EVEN MORE DIFFICULT SO WE COULD GO BACK TO SOMETHING THAT IS MUCH EASIER FOR TEACHERS TO TEACH. BUT IF 
          [01:15:01]
YOU GO BACK TO WHERE WE STARTED WITH MY TALK TODAY, WE HAVE TWO GOALS FOR OUR READING PROGRAM. 
          THE FIRST IS TO HAVE EVERYBODY READING ON LEVEL. THE SECOND ONE IS TO HAVE STUDENTS LOVE READING AND WANT TO CONTINUE TO DO IT THROUGHOUT THEIR LIFE AS ERICA WAS SHOWING YOU IF WE GO BACK TO SOMETHING THAT IS VERY WORKBOOK DRIVEN, ETCETERA. YOU YOU MIGHT GET THE FIRST BUT YOU'RE NOT GOING TO GET THE SECOND, SO IT'S IMPORTANT TO US TO HAVE BOTH. AND WE ARE COMMITTED TO BEING A WORKSHOP DISTRICT THAT DOES WHAT IT TAKES TO GET KIDS TO MEET BOTH OF THOSE GOALS FOR LITERACY. ANOTHER THING IS AND ONE OF THE REASONS WHY WE STARTED WITH SOME OF THE DATA IS ALSO YOU KNOW, WE'RE ALWAYS LOOKING TO SEE IS ANYONE DOES ANYONE? IS ANYONE FIGURED THIS OUT TO MOVE FASTER TO DO BETTER ? AND AS YOU CAN SEE, WE'RE JUST RIGHT RIGHT THERE IN THE PACK WHEN WE'RE TALKING ABOUT IT FOR THIS DATA, A ONE DAY TEST. UM, LOOK I THINK THE STRENGTH OF HAVING DATA AS A PILLAR FOR US IN C F B, I S D. IS THAT INTENTION ABOUT THAT? THAT THAT KNOWING ABOUT HOW A STUDENT READS OR HOW THEY LEARN TO READ IS NOT ABOUT WHEN WE GET TO THE END, AND WE TAKE A TEST. IT'S A ONE DAY KIND OF TEST. SO THAT SO IN IN YOU MENTIONED THIS AND I JUST WANTED TO HIGHLIGHT THIS AGAIN. THAT. THAT AS WE'RE THAT WE'RE, UM WE'RE REALLY GETTING BETTER AT DOING SHORT KINDS OF QUICK CHECKS AND ASSESSMENTS. AND THEN WHEN YOU KNOW KIDS BY NAME AND NEED MOVING STUDENTS INTO THE RIGHT GROUPS, AND YOU'RE NOT. YOU'RE NOT THERE FOREVER. YOU KNOW, WHEN WE WHEN I WAS IN IN SCHOOL, I WAS GOING TO SAY WE BUT I'M NOT GOING TO PUT YOU ALL WHEN I WAS IN SCHOOL. YOU KNOW, YOU HAD THE EAGLE GROUP AND YOU HAD THE OTHER GROUP, YOU KNOW? AND YOU KNEW WHICH GROUP YOU WERE IN FOR READING INSTRUCTION. ACTION THAT'S NOT WHAT WE DO ANYMORE. WE WANT TO MAKE SURE THAT WE MOVE WE MOVE STUDENTS BY NAME AND NEED. WHAT DO YOU NEED AND THAT WE CAN ACT ON IT FAST. AND SO THAT THAT IS THAT IS THE THAT IS OUR TRAJECTORY FOR NOT NOT NOT LEAVING ANYBODY BEHIND. WE'VE GOT TO DO BETTER. WE ABSOLUTELY KNOW THAT. AND ALSO ONLY HAD ONE LAST PIECE IS THAT WHEN WE STARTED WE STARTED WITH 2018 AND WHAT? WHAT WE KNEW WE NEEDED TO DO BACK IN 2018. UNFORTUNATELY WITH COVID AND THE THINGS THAT HIT US WE HAVEN'T BEEN ABLE TO DO THOSE THINGS, NOR HAVE WE REALLY HAD A CHANCE TO SEE ALL OF THOSE CHANGES. THERE'S FIVE THINGS THAT MISS KELLY HAS SAID. WE HAVE MADE CHANGES TO REALLY ADDRESS THE NEEDS THAT WE'VE SEEN AND THE LEARNING THAT WE'VE HAD, ALONG WITH THE SCIENCE OF TEACHING READING AND SCARBOROUGH'S READING ROPES. SO ALL OF THAT I FEEL LIKE IT'S KIND OF LIKE THIS FIRECRACKER. THAT'S RATING TO EXPLODE, AND WE JUST ARE WAITING FOR THAT WITH OUR STUDENTS. WE SEE WE SAW ON THE DATA JUST IN ONE YEAR. WE DIDN'T EXPECT TO COME CLOSE TO MEETING OUR GOAL AND WE EXCEEDED IT IN ONE YEAR AND AGAIN, IT'S BECAUSE OF THAT FOCUSED INSTRUCTION, THE FOCUSED WORK THAT OUR TEACHERS ARE DOING WITH OUR KIDS. AND WE BELIEVE THAT THAT WILL HAPPEN. UM IT IS OUR HOPE, BUT IT IS ALSO OUR STRATEGY. EVERYBODY ELSE WANTED. 
          SO YEAH, I WAS IN A DIFFERENT SESSION THAN KIM AND CASSANDRA. BUT, UM WHAT I SAW, AND WE DID SEVERAL DIFFERENT CLASSROOMS, AND ONE OF THE VIDEOS IS FROM ONE WITH MINE, AND I DON'T THINK WHAT COMES THROUGH IN THE VIDEO IS HOW EXCITED THE KIDS WERE. LIKE THE ANIMATION AND WHAT THEY WERE DOING AND CLAPPING AND RAISING YOUR HAND DURING THE SYMBOLS. AND SO THAT WAS REALLY EXCITING TO SEE. BUT THERE ARE EXAMPLES OF ALL OF THESE. I GUESS THE STRATEGIES AND TECHNIQUES FROM THE DIRECTED INSTRUCTION. BUT AGAIN, I SAW EXCITEMENT AND EVERY CLASSROOM, YOU KNOW, IN ALL OF THE STUDENTS, WHICH I JUST HOPE CARRIES THROUGH. MEETING YOU KNOW, LATER ON LIKE YOU SAID. UM BUT THEN IN, UM IN THE COLLABORATION, THEY WERE I WOULD . RELATED TO WHEN I WAS IN SCHOOL DIAGRAMMING A SENTENCE. I DON'T KNOW IF YOU STILL DO THAT IN SCHOOL IDEA, BUT THEY WERE DOING IT TO A POEM. AND SO THEY WERE CHANGING, AND THE TEACHER WAS ASKING THE QUESTIONS AND THE KIDS AND SOME OF THE THOUGHTS OF THE RESPONSES. GLOOMY ANYWAY, BUT THE WAY THEY WERE THINKING ABOUT THE POEM AND HOW THE TEACHER WAS DIRECTING HER QUESTIONS TO ELICIT A RESPONSE. I'M THINKING SO ALL OF THOSE AH! AND I THINK SOME OF MY SIMILAR 
          [01:20:02]
QUESTIONS WAS THERE THAT MORNING. WHICH WAS ANSWERED BY DR RAMOS IN THE TEAM. WAS WHAT CHANGES, YOU KNOW? DO WE TWEAK DO YARDS WEEK AS YOU GO ON AS YOU START TO SEE. TRENDS IN THE DATA. DOWN TO THE STUDENT BY NEEDS STUDENTS I NEED BECAUSE THAT'S WHERE YOU IDENTIFY WHERE IS AN ISSUE. WHAT DO WE NEED TO FIX. WHAT DO WE NEED TO TAKE IN? UM, YOU KNOW, HE EXPLAINED THAT THE YORKS IT WAS JUST REALLY EXCITING. TO SEE BECAUSE I DON'T REMEMBER HOW I LEARNED TO READ AND I'M NOT COULD NOT BE A TEACHER AND I'M NOT A TEACHER, AND HE WAS EXCITED TO SEE HOW IT HAPPENS. SO IT WAS GREAT. THANK YOU ALL FOR SHARING YOUR TIME WITH US. IT WAS WONDERFUL TO HAVE YOU AND TEACH YOU ABOUT IT, BUT WE'RE GOING TO END OUR PRESENTATION TONIGHT WITH JUST TAKING YOU BACK TO THOSE THREE QUARTER TENANTS THAT WE SHARED EARLIER THAT YOU HAD A CHANCE TO TALK ABOUT. THROUGH WHAT YOU HAVE SEEN TODAY. I HOPE YOU CAN TELL THAT WE ARE WORKING ON RELEVANT, EQUITABLE LEARNING EXPERIENCES THAT ENGAGE STUDENTS AND BECOMING SELF DIRECTED LEARNERS. AND CRITICALLY THINK OR CRITICAL THINKERS AND LEARNERS AS WE MOVE FORWARD, SO WE THANK YOU FOR YOUR TIME TODAY. AND OF COURSE, ANY QUESTIONS THAT YOU MIGHT HAVE. 
          WE WOULD LOVE TO TAKE THOSE ON. I JUST WANTED TO THANK YOU. THANK DR WEST. MISS SMITH, MISS OBER, MISS KELLY. UM I REALLY ENJOYED LISTENING TO YOU GUYS TALK ABOUT THESE AREAS. THAT YOU HAVE SUCH EXPERTISE AND PASSION , EXPERTISE IN AND PASSION FOR UM AND I LEARNED A LOT TONIGHT. 
          AND I JUST WANT TO THANK YOU FOR TAKING THE TIME TO PUT THIS PRESENTATION TOGETHER. FOR INVITING THE BOARD IN TO SEE SOME OF THIS IN ACTION AND THE VIDEOS, AND THE ENTIRE THING WAS WAS, UM WAS INFORMATIVE AND ENJOYABLE. SO WITH THAT, CAROLINE. I WAS JUST GONNA ASK. 
          IS BLAIR A PILOT PROGRAM OR IS THAT AVAILABLE AND. AVAILABLE AT ALL. AS WE WERE LOOKING AT WHICH CAMPUS TO TAKE YOU ALL TO. WE WERE LOOKING FOR ONE THAT MIRRORED OUR DEMOGRAPHICS BECAUSE IF WE CAN HAVE OUR EMERGENT BILINGUAL STUDENTS FOLK WORKING AT HIGH LEVELS, THEN IT CAN WORK ANYWHERE. AND SO THAT WAS WHY WE CHOSE BLAIR BECAUSE THE LITTLE TRIPLE ALL THE WAY UP TO HIGHER GRADUATION RATES. ABSOLUTELY. ABSOLUTELY. RIGHT? YEAH. I WANT TO THANK YOU ALL FOR THE PRESENTATION. MY GOD. I AM. I HAVE A COUPLE OF QUESTIONS , BUT I FIRST WANT TO JUST MAKE A COMMENT THAT I REALLY APPRECIATE YOUR HONESTY ABOUT ONCE WE KNEW WE COULD DO BETTER THAT WE DID BETTER BECAUSE AND I WILL FULLY ADMIT THAT I THINK IT WAS CASSANDRA AND I THAT ASKED THAT THIS BE PUT AS IT WORK STUDY BECAUSE I HAVE GONE DOWN THE RABBIT HOLE OF THE BLOGS AND I'VE LISTENED TO ALL THE PODCASTS THAT ARE OUT THERE AND THERE'S AN ELEPHANT IN THE ROOM. 
          AND SO I APPRECIATE THE HONESTY AND THAT WHEN WE FOUND OUT WE KNEW WE WEREN'T DOING WHAT WAS BEST FOR KIDS. WE MADE A CHANGE TO DO WHAT WAS BEST FOR KIDS, BECAUSE THAT'S WHY WE'RE ALL HERE AND THAT'S EDUCATION. I MEAN, WE CHANGE AS WE LEARN BETTER, SO I DEFINITELY APPRECIATE THAT. WE RECOGNIZED THAT. WE LEARNED THAT THE SCIENCE OF READING WAS THE MORE UM WHAT WAS BEST FOR KIDS, AND THEN THAT'S WHAT WE NEEDED TO GO TO. UM A COUPLE OF QUESTIONS ABOUT SCIENCE OF READING. SO WHEN DID WE MAKE THAT SHIFT? WHAT YEAR? HE STARTED OUR SHIFTS WITH READING ACADEMIES. OKAY SO ONCE AND I DID PASS THE READING ACADEMIES AS WELL. COULD HAVE BEEN A COHORT LEADER. UM YOU KNOW ONCE ONCE I LEARNED ABOUT THAT INFORMATION THAT I KNEW THAT WE HAD TO MAKE CHANGES IN CURRICULUM CHANGES IN PRACTICE CHANGES IN PEDAGOGY, SO IT STARTED 28. 2019 SOMETHING LIKE THAT RIGHT? AND THEN COVID HIT. SO NOW I CAN'T TRAIN PEOPLE. YOU KNOW, SO IT JUST FEELS A LITTLE BIT DELAYED, BUT I THINK I THINK WE'RE CATCHING UP SO OKAY, OKAY . AND THEN I WANT TO BUILD OFF OF KIM'S COMMENT ABOUT FIDELITY BECAUSE THAT WAS ALREADY SOMETHING I WAS THINKING ABOUT WAS SO WE TALKED ABOUT LIKE I KNOW AT MCKAMEY. WE'RE TALKING ABOUT TEACHERS COLLEGE, SO I JUST HAVE TO ASK IS TEACHERS COLLEGE TEACHING SCIENCE OF READING? IS THAT WHAT THEY'RE LEARNING? ARE THEY LEARNING THE OTHER METHOD, WHICH IS NOW COUNTERPRODUCTIVE TO THE ROUTE? WE'RE TRYING TO GO. AND IS THAT CREATING THIS IMBALANCE? WHICH 
          [01:25:02]
MEANS WE'RE NOT TEACHING WITH FIDELITY, RIGHT? SO WE CHANGED THE LESSONS THAT WEREN'T IN ALIGNMENT WITH SCIENCE OF READING FROM THE TEACHER'S COLLEGE CURRICULUM THAT WE USE. 
          AND THEY HAVE NOW REVISED THE CURRICULUM AND IT'S REALLY ALIGNED WITH SCIENCE OF READING WAY MORE, UM, FOCUSED ON HELPING KIDS UNDERSTAND YOU KNOW HOW TO USE THEIR PHONICS TO DECODE WORDS. UM SO IN THE PAST, THERE'S BEEN A PHONICS PROGRAM. AND A READING PROGRAM. SO THINK ABOUT THAT READING WROTE OR PHONICS PROGRAM DEALT WITH THE WORD SOLVING IN THE READING ROPE IN OUR READING PROGRAM DEALT WITH THE COMPREHENSION SKILLS. AND SO NOW THOSE TWO WE HAVE TO CONTINUE TO TEACH THAT PHONICS PROGRAM ALONGSIDE THE READING PROGRAM. BUT THE READING PROGRAM ALSO WRAPS IN THE WORD. THE WORD STUDY, UM, COMPONENT SO, UM. I WOULD SAY WE GOT IN THERE AND FIXED WHAT NEEDED TO BE FIXED. UM I THINK THE UNITS OF STUDY DO A BEAUTIFUL JOB OF THE COMPREHENSION SKILLS. THE OLD UNITS, UM AND AGAIN. YOU KNOW WE HAD WE HAVE TO TEACH THOSE PHONICS UNITS ALONGSIDE THE READING UNITS. I WOULD SAY THE NEW READING ANSWER HIGHLY ALIGNED, BUT WE DID OUR OWN FIXING. AND WE DO THAT FIXING IN THE SUMMER AND ACTUALLY ALL YOUR ALL YEAR LONG AND THEN WE GOT TO ROLL IT OUT TO TEACHERS. SO WE HAVE TO SAY YOU KNOW? WATCHING A TEACHER TEACH THE OTHER DAY, AND SHE'S STILL SAYING, YOU KNOW. USING MEANING STRUCTURE AND VISUAL CUES, AND WE JUST DON'T WANT TO DO THAT ANYMORE. LIKE YOU SAY WE KNOW BETTER. WE KNOW BETTER, AND I'M A FORMER READING RECOVERY TEACHER. SO THAT'S HARD FOR ME, YOU KNOW? UM, BUT BUT WE HAVE TO DO WHAT'S RIGHT FOR KIDS. IT'S NOT ABOUT ME, SO YEAH , I FULLY APPRECIATE THAT. 
          BECAUSE I MEAN, I GET IT AND THIS IS A TOTAL SHIFT IN MINDSET FOR A LOT OF THESE TEACHERS, BUT WE HAVE TO DO WITH FIDELITY. WHAT WE KNOW NOW IS BEST FOR KIDS, SO I APPRECIATE THAT. 
          THAT'S THE EFFORTS THAT THE DISTRICT'S TAKING THAT WE NEED TO ALL BE ON THE SAME. ON THE SAME HORSE? RIGHT PLAN FOR PROFESSIONAL DEVELOPMENT. I DON'T KNOW IF IT'S GONNA BE THIS SUMMER IF THERE'S THE LEARNING ACADEMIES WHERE WE'RE GOING TO DO FOR STAFFS THAT WE CAN ADDRESS THIS NEED THAT THEY'RE EXPRESSING THAT THEY HAVE ABOUT HOW TO HOW TO TEACH THIS METHOD. 
          WE OFFER, UM ALL YEAR WE'VE OFFERED AFTER SCHOOL TRAINING. IT'S JUST NOT OBLIGATORY. SO WE GET THERE'S KINDERGARTEN TRAINING TWO WEEKS AGO, AND SO I ATTENDED. I'VE GOT A KINDERGARTEN TEAM THAT DOES A BEAUTIFUL JOB OF ALL GRADE LEVEL TEAMS, BUT A BEAUTIFUL JOB OF AFTER SCHOOL TRAINING. WE JUST CAN'T GET EVERYBODY THERE. AND THEN YOU KNOW THE LITERACY COACHES KNOW ALL ABOUT THE SCIENCE OF READING, AND THEY'RE IN THOSE CLASSROOMS A LOT TEACHING ALONGSIDE THOSE TEACHERS, TOO. SO IT'S KIND OF LIKE MOVING THE TITANIC. I MEAN, IT'S A LITTLE BIT SLOW, AND WE JUST HAVE TO, YOU KNOW, KEEP AT IT, AND I THINK INFORMING OUR PRINCIPLES AS WELL HELPING YOU KNOW THEM. SO I DID A PRESENTATION WITH ALL THE PRINCIPLES VERY MUCH. WELL, NOT EXACTLY LIKE THE ONE THAT WE DID TONIGHT. IT WAS MORE FINE GRAINED THAN THAT. BUT LIKE, WHAT SHOULD YOU BE SEEING AND LISTENING FOR IN YOUR CLASSROOMS? SO IT'S HELPING PRINCIPLES AS WELL SO THAT THEY CAN HELP THEIR TEACHERS. UM WE'VE GOT SUMMER TRAINING. WE'VE GOT OPTIMIZING OUTCOMES. UM WE'VE GOT WHAT ELSE IS GOING ON? THE DAYS THAT YOU LET US HAVE. YEAH. THOSE DAYS SO. I APPRECIATE THAT. THANK YOU. I JUST I KNOW THAT IF WE CAN ALL RALLY AROUND THE CONCEPT THAT WE KNOW IT'S BEST FOR KIDS. WE'RE GOING TO SEE RESULTS. YEAH I MEAN, I HAVE NO DOUBT SO IT'S EXCITING TO HEAR THAT WE'VE IDENTIFIED THE NEED AND WE KNOW HOW WE NEED TO GET THERE. SO THANK YOU ALL FOR THE PRESENTATION. YOU'RE WELCOME. NO I COMPLETELY AGREE WITH SALLY. I THINK THAT, UM, COMING INTO TONIGHT. I HAD SOME WONDERING AND QUESTIONS AND WHAT WHAT YOU GUYS HAVE SHARED TONIGHT AND EXPRESSED IS OUR DESIRE TO HAVE EVERYONE FOLLOWED US WITH FIDELITY BECAUSE IT'S RIGHT FOR KIDS, AND IT TAKES A LOT TO MAKE A SHIFT AND CHANGE SOMETHING. AND SO I REALLY APPRECIATE THAT YOU GUYS HAVE TAKEN THIS WHOLE HEARTEDLY AND REALLY RECOGNIZING THAT WHEN WE KNOW BETTER, WE HAVE TO DO BETTER BECAUSE THAT'S WHAT KIDS NEED. UM. DO YOU THINK WE ARE EXPLICITLY MAKING THIS KNOWN THAT THE CHANGES HAVE TO HAPPEN? YES. THE ACADEMIES. I THINK BOTH IN THE READING ACADEMIES AND IN EVERY TRAINING THAT WE DO, PARTICULARLY WITH OUR K TWO TEACHERS. UM. AND IN THE WORK THAT COACHES DO OUT ON CAMPUSES AGAIN. IT'S HABITS. IT'S HARD TO IT'S HARD TO BREAK HABITS. UM WHEN I WORK WITH KIDDOS, TOO. I MEAN, I FIND MYSELF, UM, FALLING BACK ON 
          [01:30:03]
LANGUAGE THAT THAT I USED AS A READING RECOVERY TEACHER. SO UM , IT'S HAVING SOMEONE SIT SIDE BY SIDE WITH YOU AND YOU KNOW, OR I MEAN, YOU YOU, YOU KNOW, COACHING LOOKS LIKE SO, UM, GIVING TEACHERS FEEDBACK ABOUT HOW THEY NEED TO CHANGE THEIR LANGUAGE WITH KIDS. UM WE'VE CHANGED THE LESSONS. SO NOW IT'S YOU KNOW, JUST JUST KEEPING AT IT. I WOULD ADD ALSO THAT IT'S VERY DIFFICULT BECAUSE WE HAVE A LOT OF MISCOMMUNICATION OUT THERE, AND THAT WAS ONE OF THE REASONS THAT WE INCLUDED THE READING WARS IN THE MOUTH WAR SLIDE IS THAT PEOPLE HAVE HEARD ONE SIDE OR ANOTHER. AND PEOPLE DON'T ALWAYS BELIEVE THAT WHEN YOU LEARN BETTER YOU DO BETTER. 
          AND SO THERE IS THAT, UM THE TEACHERS COLLEGE DOESN'T BELIEVE IN THE SCIENCE OF TEACHING READING, AND THAT ISN'T THE CASE AT ALL. AND IN FACT, IF YOU LOOK AT WHAT LUCY CAULKINS HAS PUT OUT THERE, SHE HAS NOT VERBALLY BUT THROUGH WRITING SAID I NOW KNOW BETTER MYSELF, AND SO WE HAVE MADE CHANGES. AND THAT'S WHY THEY'RE NEW UNITS OF STUDY ARE MUCH MORE EXPLICIT. SO WE JUST HAVE TO HAVE PEOPLE. OPEN. TO WE'RE WE KNOW BETTER. WE'RE DOING BETTER. THESE THINGS ARE DIFFERENT, AND INSTEAD OF JUST SAYING WE'RE NOT GOING TO DO ANYTHING THAT YOU'VE ASKED US TO DO, AND WE'RE GOING TO GO TO TEACHERS, PAY TEACHERS OR SOME OTHER THING THAT DOESN'T MOVE OUR KIDS FORWARD. SO WE ARE WE WANT TO BE HONEST WITH YOU. WE'RE FIGHTING AN UPHILL BATTLE. 
          AND SOME OF THAT BUT IT'S A BATTLE THAT WE'RE TAKING ON. AND WE'RE COMING WITH THINGS LIKE WHAT WE'RE DOING WITH YOU ALL. WE WANTED TO BE A PART OF THIS. THIS WORK STUDY WE WANTED TO SHARE WITH YOU. WE WANTED TO TELL OUR STORY SO THAT WE CAN. WE'RE TELLING OUR PRINCIPLES THE STORY WE'RE TELLING OUR TEACHERS THE STORY, GIVE IT A CHANCE AND YOU'LL SEE GREAT GAINS WITH THE NEW UNITS OF STUDY THAT WE HAVE ALREADY STARTED IMPLEMENTING, JUST WITH SOME SOME TRIALS. THE TEACHERS ARE COMING BACK, SAYING IT'S BEAUTIFUL. THIS IS WHAT WE NEED. IT'S EXPLICIT. IT CAN HELP US TO TEACH OUR KIDS SO IT'S VERY EXCITING AND WE JUST NEED TO CONTINUE THAT THAT POSITIVE AND HELPING THEM TO SEE THAT WAS THE PAST. THIS IS THE FUTURE. WE'RE ALL LEARNING AND GROWING TOGETHER. AND UM AND IT'S PART OF THAT IS WE'VE BEEN VERY INTENTIONAL IN OUR LEADERSHIP MEETINGS TO MAKE SURE THAT WE FOCUSED ON INSTRUCTIONAL KINDS OF THINGS WITH OUR PRINCIPLES, AND THAT'S WHAT HELPS MAKE IT VERY EXPLICIT THAT HERE'S HERE'S THE WHAT WE'RE TEACHING AND TRAINING AND WORKING WITH ALL OF OUR COACHES ON AND PRINCIPLES, AND THAT'S WHY THE LEADING AND LEARNING FRAMEWORK THAT YOU ALL HAVE SEEN THAT WE ARE STRENGTHENING THAT AS WELL SO THAT WE CAN REALLY CODIFY AND SAY THIS IS THIS IS THIS IS WHAT WE DO. AND DATA SPEAKS, AND THAT'S THAT'S ANOTHER BEAUTY OF WHAT WE'VE BEEN DOING ALSO IS THE DISTRICT COMMON FORMATIVE ASSESSMENTS AND THAT THAT FINE GRAIN INFORMATION THAT YOU THAT SUSAN TALKED ABOUT AND ERICA DOES IT AS WELL. WE DID THIS IN SEPARATE SECONDARY TO IS THAT WE LOOK AT DATA. OFTEN AND WHEN AND PRINCIPLES AND DO WANT TO LEARN MORE ABOUT HOW WE CAN DO BECAUSE JUST LIKE I SAID, WE AT THE DISTRICT LEVEL WILL LOOK AT OTHER PLACES TO SEE. ARE THEY DOING SOMETHING? WE WANT TO LEARN FROM THEM, BUT OUR CAMPUS PRINCIPLES ARE LOOKING AT EACH OTHER'S DATA AND REALIZING, UM, AND IN LEARNING ABOUT HEY, WHAT ARE YOU WORKING ON? AND WHAT ARE YOU DOING? THAT'S THAT'S WHAT THAT'S WHERE IT REALLY BEGINS TO SPEAK IS WHEN IT WORKS, AND THAT'S AND THAT'S ANOTHER REASON THAT THAT WE TOOK YOU TO BLAIR IS BECAUSE WE'RE REALLY SEEING LOTS OF THINGS IN THEIR DATA THAT THAT ARE WORKING. YOU CAN KIND OF MASK WHEN YOU HAVE 55 CAMPUSES OR 36 CAMPUSES OR WHATEVER YOU CAN USE. THE DATA GETS ALL MIXED IN, BUT WHEN YOU AT THE DISTRICT LEVEL OR KEEPING UP WITH INDIVIDUAL NOT ONLY NAME IN NEED OF STUDENTS, BUT AT THE CAMPUS LEVEL WITH THE DATA IS THAT THAT SPEAKS VOLUMES AND IT MAKES IT MAKES OUR WORK EXPLICIT. AND I WENT ONE SHOUT OUT TO THESE FINE FOLKS THAT ARE RIGHT HERE, BECAUSE, UM THE THINGS THAT EVEN I'VE LEARNED AS I'VE COME TO SEE FBI SD THE TALK MOVES THAT MANY THINGS THAT HAVE HAPPENED OVER TIME. THEY'VE REALLY HONED IN AND PERFECTED AND THAT'S WHAT I'M EXCITED TO SEE ALSO THAT THE NEWER PEOPLE THAT CAME IN AND THEN DURING COVID AND HAVEN'T BEEN TRAINED. THERE'S A THERE'S A THERE'S A LONG HISTORY OF A LOT OF THERE ARE A LOT OF GREAT THINGS THAT WE REALLY HAVEN'T EVEN BEEN ABLE TO GET PEOPLE UP TO SPEED ON SOME OF THE THINGS THAT HAVE HAPPENED IN CFB BEFORE THAT WERE VERY A SOLID AND, UM AND POSITIVELY IMPACTED STUDENT OUTCOMES. 
          [01:35:11]
ANY OTHER COMMENTS OR QUESTIONS. THE PEOPLE ON THE INTERNET. THE LIVESTREAM. WELL THANK YOU SO MUCH FOR THE PRESENTATION. THANK YOU. IT'S BEEN A REALLY FASCINATING DISCUSSION. IT'S YOU KNOW, IT'S CHANGE IS HARD AND THIS BIG BIG CHANGE. I MEAN, WE WE'VE BEEN DOING IT THE SAME WAY FOR MANY, MANY, MANY, MANY, MANY YEARS, AND THIS IS CHALLENGING PEOPLE TO THINK ABOUT. TO GO BACK AND CHANGE SOME LONG HELD ASSUMPTIONS. AND THAT'S NEVER EASY, YOU KNOW? SO, UM THANK YOU FOR THE PRESENTATION. OKAY, UM. DO WE NEED A QUICK BREAK OR DO WE WANT TO MOVE? OKAY I'M SEEING NODS AND HEADS NODDING FOR BREAK . SO LET'S LET'S DO IT. LET'S TAKE 10 AND WE'LL COME BACK AND WE'LL ADDRESS AGENDA ITEM THREE B OR GOVERNMENT SO WE WILL START WITH QUESTION NUMBER ONE, WHICH IS WHAT IS THE SIGNIFICANCE OF HAVING A GOVERNANCE MINDSET AND WE'LL JUST GO AROUND THE ROOM AND LET EVERYBODY SHARE I HANDED DOWN THE TARIFF. UM. WHAT IS THE SIGNIFICANCE AND I THINK THE SIGNIFICANCE IS PROVIDING OR WORKING AS A TEAM TO COLLECTIVELY PROVIDE THE BROAD OVERALL GUIDANCE AND DIRECTION. UM, DISTRICT. QUESTION. WELL, I PUT DOWN. UM, JUST THREE. PURPOSEFUL ACTION EXCELLENCE AND SYSTEM. THANK YOU. SO I WROTE, UM, THAT THAT'S WHERE THE WORK IS DONE, WHICH IS WHAT I HAD MENTIONED BEFORE THAT I FEEL LIKE THE SIGNIFICANCE OF THE MINDSET IS BECAUSE THAT'S WHERE THE MAGIC HAPPENS. I THINK I LIKE THE METAPHOR THEY USED ABOUT, UM LAWYERS LEARNING TO THINK LIKE LAWYERS AND LAW SCHOOL. AND THEN LEARNING, YOU KNOW ABOUT THE GRANULAR DETAILS IN PRACTICE. UM AND SO I THINK IT'S LEARNING TO THINK LIKE A BOARD MEMBER, RIGHT LEARNING LEARNING TO HAVE THE SECRET SAUCE. RIGHT? UM. I PUT A COUPLE OF THINGS BUT WORKING TOGETHER BECAUSE EVERYTHING IS CONNECTED IN THE LONG TERM. SO WE CAN GET EACH ACTION PRODUCES DESIRED RESULTS AND UNINTENDED CONSEQUENCES. THAT WAS MY MIND SET ON GOVERNANCE. AND I JUST RATHER DEVELOPED TRUSTEES ARE WORKING TOGETHER TOWARDS THE SAME GOAL, WHICH IS KIDS THAT MORE WILL GET ACCOMPLISHED THE MOVEMENT OF POSITIVE DIRECTION. WITH BALANCE. 
          OH, AND YOU'LL HAVE THAT, OKAY? UM, OKAY, SO THE NEXT ONE WAS TO SELECT ONE OF THE CHARACTERISTICS OF HAVING A GOVERNANCE MINDSET. THAT IS THE MOST MEANINGFUL FOR YOU. AND WHY IS THAT SO CRITICAL? SO THOSE WERE LISTED ON PAGE 31. AND THERE WAS SEVEN OF THEM. I. AND THINKING THAT SIR I PICKED BUILDING AND MAINTAINING A STRONG GOVERNANCE INFRASTRUCTURE BECAUSE I FELT LIKE IF THAT COULD BE IF THAT'S IN PLACE THAN THOSE OTHER THINGS. SHOULD MORE EASILY FALL INTO PLACE. I THINK THAT OUR FOCUS SHOULD ALWAYS BE ON THE CHILDREN. BUT IF WE HAVE THE RIGHT STRUCTURE IN PLACE FOR STRONG GOVERNANCE THAN OUR FOCUS WILL ALWAYS BE ON THE CHILDREN, SO TO ME, THAT WAS KIND OF THE BUILDING BLOCK OF THE REST OF IT. I PUT DOWN PURPOSEFUL ACTION BECAUSE WHY ARE WE HERE? THE KIDS. UM I SAID, HOLDING THE ORGANIZATION ACCOUNTABLE TO THE COMMUNITY. UM IT SERVES BECAUSE WE HAVE TO DO THE JOB OF EDUCATING THE KIDS. THAT'S WHAT THE COMMUNITY EXPECTS. AND THEN ALSO, IF YOU'RE WATCHING THE ACCOUNTABILITY AND MEASURING THAT IT DRIVES GUIDANCE. IN DIRECTION CHANGE IF NEEDED. I ALSO SAID ABOUT TERRORISM, WITHHOLDING THE ORGANIZATION ACCOUNTABLE TO THE COMMUNITY IT SERVES. BECAUSE. OUR 
          [01:40:05]
ACCOUNTABILITY COMES FROM THE KIDS AND WE'RE SERVING OUR COMMUNITY, BUT WE'RE ALSO ACCOUNTABLE TO ENSURING THAT OUR STUDENTS ARE MEETING THE GOALS THAT ARE SET FORTH AND THAT IS ONE OF THE MAJOR THINGS WERE ELECTED TO DO IS ENSURE THAT OUR COMMUNITY AS A WHOLE HAS CONFIDENCE IN OUR SCHOOL SYSTEM. BASED ON THE STRATEGIC PLANS. THAT WE HELP ADOPT. I USED WELL, I THINK FOCUS ON THE CHILDREN, OBVIOUSLY. BUT THEN I SAID THIS THE SHIFT IN FOCUS OF MOVING FROM I TO WE UM, SUCH AN IMPORTANT ATTITUDE AND MINDSET AS WE MAKE DECISIONS ON THE BOARD. JUST LIKE IT IS NEW, ACTUALLY GET MARRIED. MOVING FROM THAT I TO A WE, UM IT'S JUST A DIFFERENT WAY OF THINKING. MINE WAS ALWAYS KEEPING THE BOARD'S FOCUSED ON THE CHILDREN BECAUSE AT THE END OF THE DAY THEIR RESULTS ARE WHAT MATTERS. IT HELPS OUR COMMUNITY. IF THEY DO WELL, THEN OUR COMMUNITY WILL WILL DO WELL. WHAT. IT'S HARD NOT TO SAY KEEPING KEEPING THE BOARD'S FOCUS ON CHILDREN. BUT SINCE TO HAVE TWO OR MORE OF YOU ALREADY SAID THAT I WOULD SAY CONNECTED TO THAT IS KEEPING FOCUSED ON THE LONG LONG TERM GOALS OF THE ORGANIZATION. WHICH ALL INVOLVED KEEPING YOUR EYE ON THE ON THE CHILDREN, RIGHT? AND THE NEEDS OF THE CHILDREN. SO, UM. OKAY. SO THEN THE LAST ONE WAS WHAT CAN TRUSTEES DUE TO DEEPEN THEIR OWN? AND THE BOARDS GOVERNMENT MINDSET. SORRY I HAD TO PAUSE THERE THAT THREW ME FOR A LOOP. 
          WHAT CAN TRUSTEES DUE TO DEEPEN THEIR OWN AND THE BOARDS GOVERNANCE MINDSET? UM, SO ONE IDEA THAT I HAD HAD THAT I WAS ALREADY THINKING ABOUT. IT'S ACTUALLY KIND OF ROLES PERFECTLY INTO OUR WORK STUDY TONIGHT IS THAT TASK B OFFERS THE EX G BOARD GOVERNANCE. UM WHICH IS KIND OF SIMILAR TO WHAT WE DID LAST SUMMER THROUGH, UM. TR ACCESSORY. CRS S SORRY, C. R S S , UM, BUT THIS WOULD BE JUST ANOTHER STEP IN AND BOARD AND BUILDING. I'VE GOVERNANCE AND TEAM BUILDING AND JUST THE CONSIDERATION OF MAYBE DOING THAT. MAYBE THIS SUMMER OR FALL, UM, TO CONTINUE TO DO THE WORK OF BUILDING JUST A GOOD TEAM OF EIGHT. BUT THAT WAS SOMETHING THAT THAT BUBBLED UP FOR ME WHEN I WAS THINKING ABOUT HOW DO WE TAKE THIS AND REALLY GO TO THE NEXT STEP. UM YEAH, I THINK, UM , I DIDN'T. I DIDN'T DRILL DOWN SPECIFICALLY AS YOU DID, TOO. A PARTICULAR PROGRAM OF STUDY, BUT JUST CONTINUING TO STUDY. UM FOCUSING ON THINGS LIKE THIS BOOK STUDY STAYING IN DIALOGUE. UM AND I THINK THERE, YOU KNOW, UM THEY TALK ABOUT DEEP LEARNING IN HERE, AND I THINK THAT'S REALLY THE KEY TO MAKE SURE THAT WE ARE. WE ARE CONTINUING TO MOVE OURSELVES FORWARD AND INCREASE OUR UNDERSTANDING ABOUT WHAT THE ROLE OF THE BOARD MEMBER IS. AND, UM YOU KNOW WHAT THE BEST WAYS FOR FOUR TEAMS TO FUNCTION TOGETHER ARE AND SO. WE WE'VE GOT TO STAY IN DIALOGUE. WE'VE GOT TO KEEP STUDYING, AND I THINK WE ALWAYS HAVE TO. I REALLY I THINK ONE OF THE BIG THINGS OUT OF HERE IS THIS THE SYSTEMS THINKING PEACE AND LOVE THE AGAIN I LOVE THE REALLY VISUAL METAPHORS OF THE HELICOPTER AND THE FIRE LINE. I MEAN, I THINK THAT THEN THAT HELPS REALLY CLEARLY ILLUSTRATE WHY IT'S SO PROBLEMATIC FOR THE PLANNERS TO GET OUT OF THE HELICOPTER AND GO DOWN THERE AND START INTERFERING WITH THE FIREFIGHTERS. SO, UM, JUST KEEPING KEEPING UP THE WORK AND THE COMMUNICATION. I THINK SOMETIMES JUST READING THIS CHAPTER BEFORE A HARD CONVERSATION WOULD BE VERY HELPFUL. I MEAN, WE'VE ALL BEEN THERE. WHERE SOMETIMES WE FOCUS OUR INTENTION OR SOMETHING DIFFERENT AND REMINDING OURSELVES THAT THIS IS WHAT WE'RE HERE FOR IS GREAT. I JUST WROTE, UM MORE TRAINING, STUDYING DOING YOUR HOMEWORK. UM WORK STUDIES BUILT AND TEAM BUILDING ACTIVITIES. WHEN THAT CAME TO MIND, RIGHT AMOUNT RIGHT AWAY WAS THAT COLOR IS ONE. 
          EVERYBODY'S AHEAD. THE PERSONALITIES OF COLOR. TWO COLORS. THANK YOU AND HOW OUR COLORS KIND OF DICTATOR. THEY ARE WHO WE ARE AND HOW THAT USING THE STRENGTHS. TOGETHER TO FUNCTION BETTER AS A TEAM. WOULD BE HELPFUL, BUT THAT WAS JUST THE TRUE COLORS THAT JUST CAME UP WITH THAT ONE. I'VE DONE THAT ONE. BUT I'M SURE YOU WERE LESSER CASSANDRA OR SOMEBODY COULD FACILITATE THAT PRETTY EASILY. SO. I LIKE YOUR IDEA OF THE X G TRADING. AND I PUT IT 
          [01:45:12]
WAS KIND OF MORE GRANULAR OF LIKE REMINDING EACH OTHER. WHEN MAYBE WE'RE NOT FOCUSED ON THE RIGHT THINGS AND BEING ABLE AND WILLING TO ACCEPT FEEDBACK. AND I THINK HAPPENS WHEN WE HAVE MORE OPPORTUNITIES TO WORK TOGETHER AND SETTINGS LIKE THIS. NOT JUST BEHIND THE DIETS ON A MONTHLY MEETING BECAUSE I THINK WE'VE WE'VE ALL SHOWN THAT WHEN WE'RE ABLE TO HAVE DIALOGUE AND HAVE MORE CONVERSATION AND HAVE THAT DEEP LEARNING AND ENGAGEMENT WITH EACH OTHER THAN IT HELPS STRENGTHEN OUR RELATIONSHIPS, WHICH ALSO SUPPORTS THE TEAM OF EIGHT AND IT WON'T STRENGTHEN THE TEAM OF EIGHT EVEN MORE. UM AND I ALSO DIALED IN ON DEEP LEARNING LIKE LISTED AND PAGE. 42. ABOUT MIDWAY DOWN. THERE'S LIKE THREE PARAGRAPHS THERE. THAT REALLY STOOD OUT TO ME. AND IT WAS ABOUT UM, KIND OF TRYING TO FIND THE BALANCE OF HOW MUCH HOW MUCH ACCESS TO QUALITY DATA. DOES THE BOARD NEED BUT THEN THE ISSUE IS ALSO DEEP LEARNING AND HAVING POLISHED POWER POINT PRESENTATIONS VS ENGAGING WITH THE BOARD IS CRITICALLY IMPORTANT. AND THAT IF YOU WANT AN ENTITY LIKE THE BOARD TO FEEL LIKE THEY'RE AN OWNER OF A COURSE OF ACTION, A PRODUCT OR A DECISION, THEN THEY HAVE TO BE INVOLVED. IN IT, AND I THINK TONIGHT WAS A PRIME EXAMPLE OF THAT. WE GOT TO REALLY UNDERSTAND READING CURRICULUM FROM A DIFFERENT LENS. AND SO GOING FORWARD. IT CAN IMPACT THE DECISIONS WE MAKE BECAUSE THERE WAS SOME DEEP LEARNING THAT HAPPENED TONIGHT. I PUT DOWN BCE'S SYSTEM THINKERS. UM I SAID, KIND OF ON THE DEEP LEARNING IDEA, BUT, UM, KNOW AND UNDERSTAND THE DETAILS, BUT DO NOT DIRECT OR, UM DECIDE THE DETAILS. SO WAS THERE ANYTHING ELSE ON THIS CHAPTER THAT Y'ALL WANT TO TALK ABOUT? OR THE DOUBLED UP THAT YOU THINK WAS JUST REALLY IMPACTFUL. I KNOW. 
          WES MENTIONED THE HELICOPTER MOMENT. I'M GOING TO READ THAT ONE OUT LOUD JUST BECAUSE I THINK THAT ONE IS SUCH A GOOD VISUAL. UM WHEN YOU WERE SAYING RE CHAPTER TWO UM ABOUT BEFORE WE GO TO A TOUGH DECISION, ELIANA. I WAS THINKING THIS HELICOPTER EXAMPLES. ANOTHER ONE. THAT WOULD BE A GOOD ONE. JUST TO HAVE KIND OF LIKE ON A CARD THAT YOU COULD PULL OUT AND REMIND YOURSELF LIKE, DO NOT JUMP OUT OF THE HELICOPTER. SO IT SAYS. THE PROBLEM IS THAT WHEN PUTTING OUT FIRES OR OTHERWISE OPERATING IN THE TRENCHES, THEIR PERSPECTIVE IS WHAT IS RIGHT IN FRONT OF YOUR EYES. THE NEED IS TO PUT OUT THE FIRE AS QUICKLY AS POSSIBLE. 
          THAT IS NOT THE JOB OF GOVERNANCE THAT IS THE JOB OF THE EXPERTS HIRED SPECIFICALLY TO HANDLE THE PROBLEM. THE LAST THING THEY NEED US. THEY NEED ON THE FIRE LINE. FIGHTING FIRES IS SYSTEMS PEOPLE NOTE TO SUPERINTENDENTS IF YOU PUT A FIRE HOSE IN THE HANDS OF A TRUSTEE, THEY WILL GET OUT OF THE HELICOPTER AND FIGHT THE FIRE. AND SO I THINK THIS IS REALLY GOOD FOR US TO REMEMBER, ESPECIALLY KNOWING THAT WE'RE GOING INTO NEW LEADERSHIP SOON AS WE ARE NOT TO JUMP OUT OF THE HELICOPTER AND ASKED FOR A FIRE HOSE. IT'S JUST NOT OUR ROLE, AND WE DON'T WANT TO DO THAT. BECAUSE THAT BLURS THE LINES FOR EVERYBODY. SO I THINK THE VISUAL IS GOING TO HELP ME THAT I REMIND MYSELF I CATCH MYSELF IF I'M HOLDING THE FIREHOUSE, BUT THAT'S NOT WHAT I'M SUPPOSED TO BE DOING. I'M SUPPOSED TO BE UP IN THE HELICOPTER. OVERSEEING ALL OF IT. I THINK WHAT'S PARTICULARLY INTERESTING, BUT YOU KNOW IT. WE ALL HAVE. IF YOU RUN WITH THAT METAPHOR WE MAY BE IN THE HELICOPTER AND OUR EXPERTISE, MAYBE GOVERNANCE AND OUR JOB, MAYBE GOVERNANCE, BUT WE PROBABLY ALL HAVE HOUSES OR PROPERTY OR AND SO THE URGE, IS THERE. THE MOTIVATION IS THERE TO JUMP OUT AND RUN DOWN. AND GET INVOLVED, UM AT THE GROUND LEVEL. UM AND IT'S WELL INTENDED . YOU KNOW, WHEN I THINK WHEN PEOPLE DO THAT. AND UNDERSTANDABLE, BUT IT'S WHAT'S HARD SOMETIMES, SISTER REMEMBER , YOU KNOW, WE'RE NOT THE ONES WHO ARE SUPPOSED TO BE DOING THAT. WE NEED TO STAY UP HERE AND LET THE EXPERTS DO THEIR JOBS. UM YOU KNOW, WITHOUT UNNECESSARY DISTRACTIONS. SO I JUST I REALLY DO LOVE THAT BECAUSE I THINK I HADN'T HEARD ANOTHER METAPHOR THAT EXPLAINS THAT THAT THAT, UM GOVERNANCE, ADMINISTRATIVE DIVIDING LINE QUITE AS IS, UM MEMORABLY. I THINK WHAT I'D LIKE TO ASK IS 
          [01:50:02]
THE NEWER BOARD MEMBERS. IF YOU WOULD HAVE READ THIS BOOK AND ITS ENTIRETY EARLY ON IN YOUR ROLE AS A SCHOOL BOARD MEMBER, DO YOU THINK IT WOULD HAVE PROVIDED CLARITY? DID YOU KNOW ENOUGH AT THAT POINT TO EVEN UNDERSTAND WHAT IT WAS SAYING? IS THAT TOO SOON OR DO YOU HAVE TO DO IT FOR A LITTLE WHILE AND THEN GO BACK AND READ IT IN ORDER TO FULLY UNDERSTAND WHAT IT'S TRYING TO TEACH US. YES. OKAY? EVEN. THERE WILL ACTUALLY , UM, I THINK IF THERE HAD BEEN A SNIPPET OF INFORMATION LIKE THAT TO UNDERSTAND WHAT YOU ARE. RUNNING FOR IF YOU WILL GOING FOR THE ELECTION. TO UNDERSTAND WHAT IT IS. UM I CAN SPEAK FOR MYSELF AND I KNOW ELIANA BECAUSE WE WERE IN THE SAME ELECTION PROCESSES. WE CAN SAY ALL THE THINGS DURING THE ELECTION ROSES, BUT WE DON'T REALLY KNOW WHAT WE'RE TALKING ABOUT, BECAUSE WE HAVE NEVER DONE THIS AND WE DIDN'T REALLY KNOW WHAT BEING IN THE SCHOOL BOARD. THE DIFFERENT PERSPECTIVES. SO TO SAY, SO TO SPEAK. UM AND BEING HIGHLY INVOLVED IN P T. A YOU ARE ONE OF THE ONES WITH THE HOUSE FIGHTING THAT FIRE LIKE THAT'S WHAT YOU DO. YOU GET IN THERE AND YOU DO IT. YOU DO THE THINGS THAT NEED TO GET DONE TO HELP. PEOPLE HAVE BEEN HIRED TO DO THAT JOB. UM, BUT YOU'RE IN IT. YOU'RE IN IT. AND THIS IS DIFFERENT. IT'S JUST A VERY DIFFERENT PERSPECTIVE. OF TRYING TO SUPPORT THE DISTRICT SO YEAH , WE'RE HOVERING AND NOT THE P TAPE MOMS ARE IN THERE. PUSHING UP YOUR SLEEVES AND GETTING IN THERE AND GETTING THE HOUSES. I MEAN, BECAUSE THAT'S WHAT YOU DO. SO IT'S JUST A DIFFERENT PERSPECTIVE. BUT YES TO ANSWER YOUR QUESTION. AND THEN A LITTLE BIT OF BOTH, AND THE OTHER PART IS YOU NEED TO GET ON HERE AND DO THE THINGS AND THEN GO BACK AND READ THIS. OKAY, NOW IT ALL MAKES SENSE. BECAUSE YOU NOW DOING ALL THE THINGS SO YEAH. 
          INCORPORATE THAT WITH A VIDEO. YOU KNOW, WE HIGHLY RECOMMEND YOU READ THE GOVERNANCE CODE. 
          FOR ME. I AM IN THE HELICOPTER. 24 HOURS A DAY. BUT I'M A RESCUE SWIMMER. SO I DO JUMP OUT AND HELP AND IT'S NOT TO WEAR A HAT BECAUSE I NEVER EVER WEAR HAT UNLESS I HAVE TO. AND I COULD PROBABLY SAY IN THE LAST THREE YEARS I'VE WORN MY HAT ONCE, SO I AM AVOID THE RESCUE SWIMMER, AND IT'S IMPORTANT TO ME TO OFFER THAT SUPPORT. BUT I GET ALL THIS AND IT'S VERY INFORMATIVE AND HELPFUL. CASSANDRA, DO YOU HAVE ANYTHING YOU WANT TO ADD? IF I'M READING THE BOOK, I HAVE READ IT. WHEN WE FIRST GOT IT. I DON'T REMEMBER WHEN THAT WAS, BUT THAT WAS ENDEARING MY FIRST YEAR. I READ THE WHOLE THING. FRIENDS BACK. AND THIS IS MY SECOND TIME READING IT AND IF YOU SAW THE NOTES IN MY BOOK AND THE QUESTIONS I HAD THE FIRST TIME NOW THE SECOND TIME READING IT AT ALL MAKES A LOT MORE SENSE. SO I WOULD. I GUESS I'M KIND OF LIKE KIM, LIKE I WOULD SAY IT NEEDS TO BE READ MULTIPLE LIKE YOU NEED TO HAVE DIFFERENT LENSES LIKE YOU READ IT THE FIRST TIME YOU MAYBE TAKE SOME NUGGETS FROM IT. BUT WHEN YOU READ IT THE SECOND TIME AFTER THEM TWO YEARS IN NOW. MY MIND, MY MIND IS MORE ATTUNED. 
          STARTING TO RECOGNIZE WHEN I MIGHT TRY TO, LIKE, GET GET FIROZ. YEAH, NO, AND I THINK THAT'S SO HELPFUL, AND I THINK THAT IT'S GOOD FEEDBACK FOR US, BECAUSE AS WE ONBOARD NEW MEMBERS WHEN WE HAND THEM THIS BOOK, I THINK THAT'S A GOOD CONVERSATION TO HAVE IS HEY, READ THIS NOW, BUT KNOW THAT YOU'RE READING IT FROM THE LENS OF A NEW PERSON. SOME OF IT MAY MAKE NO SENSE. SOME OF IT MAY MAKE A LITTLE BIT OF SENSE, BUT READING A YEAR FROM NOW, AND IT IS GOING TO BE A TOTALLY DIFFERENT BOOK TO YOU AND THEN MAYBE READ IT A COUPLE YEARS FROM THEN BECAUSE I THINK IF I WOULD HAVE READ IT EVERY YEAR EVERY OTHER YEAR, I THINK I WOULD HAVE AND LEARNED DIFFERENT THINGS EACH TIME BECAUSE YOU'RE JUST IN A DIFFERENT PLACE IS A BOARD MEMBER AS AS YOU LEARN AND GROW. THE OTHER THING. I THINK IT'S ALSO UM, THE DISCUSSION AND LIKE HEARING EVERYBODY ELSE, SAY THINGS. IT TRIGGERS THINGS, SO IT MAKES ME ALSO THINK ABOUT NEW BOARD MEMBER MENTORSHIP. AND MAYBE THAT'S A PART OF NEW BOARD MEMBER MENTORSHIP, I THINK IN THE IN OUR BORDER OPERATING PROCEDURES. THE CHECKLIST IS REALLY FOCUSED ON THE FIRST SIX MONTHS. BUT WHAT ABOUT THE SECOND SIX MONTHS? AND MAYBE THAT MENTORSHIP RELATIONSHIP COULD INCLUDE DOING A PAIRED BOOK STUDY IF IT CAN'T BE THE WHOLE BOARD. I THINK THAT'S A GREAT IDEA. YEAH. WHAT DID Y'ALL THINK ABOUT THE POSSIBILITY OF DOING X G. BOARD GOVERNANCE. NO SO IT'S SIMILAR TO SEE RSS, BUT IT'S THROUGH TASK B AND THEY WOULD COME TO US. UM I THINK MONTHLY IS HOW WE COULD SET IT UP. AND DOES THAT SOUND RIGHT? OKAY SO WE COULD ASK THEM TO COME. IT WOULD BE LIKE MONTHLY BOARD WORKS STUDIES, AND I THINK THERE'S FIVE OR SIX TOTAL THAT WE WOULD DO TO GRADUATE FROM THEIR PROGRAM. YEAH. I DON'T KNOW. THANKS. UM DO WE KNOW IF 
          [01:55:05]
IT'S AN EFFECTIVE PROGRAM? I MEAN, LIKE, HAVE SOMEBODY DONE IT BEFORE? I'VE HEARD GOOD FEEDBACK FROM PEOPLE I'VE TALKED TO AT, LIKE, TACIT AS B OR S. L I. CASSANDRA DO YOU KNOW ANYBODY IN LEADERSHIP CAPACITY THAT'S DONE IT. OKAY? OKAY SO MAYBE THAT'S SOMETHING WE CAN CIRCLE BACK. UM I GUESS AFTER THE ELECTION AND THEN AS AS WE ALSO ONBOARD A NEW SUPERINTENDENT, BECAUSE WE HAVE A COUPLE OF DIFFERENT CHANGES COMING, AND THEN WE CAN DECIDE. YEAH I'M NOT AGAINST IT. I WAS JUST WONDERING IF YOU'D HEARD ANYTHING AND I DON'T THINK WE SHOULD SIGN UP FOR SOMETHING THAT'S NOT GOING TO BE EFFECTIVE. WE'RE ALL BUSY PEOPLE. YEAH YEAH. I JUST WANNA USE OUR TIME WISELY. THAT'S ALL I'M SAYING. TOTALLY AGREE, TOTALLY AGREE. UM OKAY. WELL WE HAVE TO CONTINUE THE BOOK STUDY BECAUSE IT'S GOT MORE CHAPTERS. Y'ALL WE'RE NOT DONE YET. SO NEXT TIME WE NEED TO DO CHAPTERS THREE AND FOUR. CHAPTER THREE IS SUPERINTENDENT GOVERNANCE MINDSET AND THEN FOUR IS WELCOMING NEW TRUSTEES. DO WE HAVE ONE BOARD MEMBER THAT LIKE TO TAKE ON BOTH, OR DO WE WANT TO SPLIT THOSE UP? I WONDER IF, SINCE CASSANDRA HAS BEEN A LOT OF TIME THINKING ABOUT ONBOARDING AND INDUCTION AND ORIENTATION. IF THAT CHAPTER FOUR WOULD BE SOMETHING SHE'D LIKE TO LOOK AT IT. I WOULD BE HAPPY TO DO CHAPTER THREE. 
          SUPERINTENDENTS, GOVERNANCE MINDSET. YOU HAVE ALREADY DONE ONE. THAT'S TRUE. CAN KIM'S INTERESTED IN CHAPTER FOUR? OKAY? SO I'M NOT POSITIVE WHEN WE'RE DOING THAT, BUT WE WILL LOOK INTO THAT. AND BRIAN CAN HELP US GET THAT INCLUDED AN IMPORTANT MEMO. I'M SURE IT'LL BE WHATEVER OUR NEXT WORK STUDY IS. UM, BUT I DON'T KNOW THAT THE TOP OF MY HEAD APRIL. OKAY AND WE CAN TALK OFFLINE ABOUT ABOUT THAT, OKAY? DOES ANYBODY ELSE HAVE ANYTHING ABOUT THE BOOK STUDY TONIGHT? OKAY, I WILL HAND IT BACK OVER TO US. THANK YOU VERY MUCH FOR LEADING US THROUGH THAT. I'M GLAD WE'RE ABLE TO GET BACK TO THAT. IT FEELS LIKE UM IT'S BEEN A LONG TIME SINCE WE TOUCHED ON THAT AND I KNOW IT'S BEEN A IT'S BEEN A HECTIC FALL FOR US WITH SOME UNEXPECTED TWISTS AND TURNS AND IT SLOWED US DOWN, BUT I'M I'M GLAD WE'RE GONNA GET BACK INTO TO PURSUING THIS BOOK. OKAY UM, THAT BRINGS US TO AGENDA ITEM NUMBER FOUR, WHICH IS OUR FINAL AGENDA ITEM. WE ARE FINISHED AND WE WILL
* This transcript was compiled from uncorrected Closed Captioning.