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OKAY. WE'LL GO AHEAD AND GET THIS SPECIAL

[1. Call to Order]

[00:00:10]

MEETING FOR MONDAY, MARCH 27TH, 2023 STARTED.

BOARD WE ARE THRILLED TO BE AT A PLACE WHERE WE CAN PRESENT TO YOU A RECOMMENDATION ON AN ELA ADOPTION.

[2. Work Session]

AS YOU KNOW, ALISON, DAVE, AMY AND MANY, MANY, MANY OF OUR TEACHERS HAVE BEEN WORKING TOGETHER DILIGENTLY OVER THIS YEAR TO PILOT AND TO PRESENT CURRICULUMS FOR YOUR CONSIDERATION.

AND SO WE'RE GOING TO LET DAVE AND ALLISON, ALLISON JUMP INTO IT SO THAT WE CAN HAVE MAXIMIZE THE TIME THAT YOU HAVE IN FRONT OF THE CURRICULUM.

ALL RIGHT. THANK YOU.

BOARD. I'M HAPPY TO BE HERE THIS AFTERNOON AND GLAD THAT WE CAN SHOW YOU WHAT OUR COMMITTEE HAS RECOMMENDED TO YOU.

SO WE HAVE A PRESENTATION.

IT IS GOING TO BE THREE PARTS.

SO THE FIRST PART TODAY IS THE FORMAL PRESENTATION.

AND WE'RE GOING TO KIND OF WHIZ THROUGH SOME INFORMATION BUT GIVE YOU ENOUGH BACKGROUND SO THAT YOU KNOW WHAT YOU'RE LOOKING AT.

WE WILL GIVE YOU SOME TIME TO EXPLORE AND THEN WE'LL HAVE A LITTLE BIT OF TIME AT THE END FOR QUESTIONS AND ANSWERS.

SO THE FIRST THING WE WANTED TO TALK A LITTLE BIT ABOUT IS THE SCIENCE OF READING.

IT MIGHT BE A TERM THAT YOU'VE HEARD, BUT IF YOU HAVEN'T, NO WORRIES.

THERE ARE A LOT OF PEOPLE THAT HAVEN'T HEARD IT, BUT IT IS A TERM THAT IS MAKING ITS WAY MORE AND MORE INTO MAINSTREAM CONVERSATION.

THERE IS AN ACTUAL SCIENCE AROUND THE TEACHING OF READING, AND SOMETIMES WE HEAR PEOPLE SAY THINGS LIKE TEACHING READING ISN'T ROCKET SCIENCE.

AND YOU'RE RIGHT, IT'S NOT ROCKET SCIENCE.

IT IS READING SCIENCE.

AND THERE IS A LOT OF SCIENCE IN LEARNING HOW TO TEACH READING.

AND SO WE WANTED TO JUST LET YOU KNOW THAT THIS IS WORK THAT HAS BEEN AROUND FOR PROBABLY 50 YEARS OR MORE, BUT IT HASN'T REALLY MADE ITS WAY INTO THE EDUCATION DISCUSSION PROBABLY UNTIL ABOUT FIVE YEARS AGO.

AND IT IS RESEARCH THAT IS CONDUCTED AROUND THE WORLD AND THEN HAS BEEN PUT TOGETHER AND OUR ADOPTION COMMITTEE HAS USED THIS INFORMATION TO HELP US MAKE A DETERMINATION ABOUT WHAT WE ARE PUTTING IN FRONT OF YOU.

SO THERE ARE TWO THEORETICAL MODELS THAT ARE PART OF THE SCIENCE OF READING, AND WE'RE GOING TO TALK A LITTLE BIT ABOUT HOW THESE THEORETICAL MODELS ARE ALIGNED TO THE SCIENCE OF READING. SO THE FIRST ONE IS CALLED THE SIMPLE VIEW OF READING, AND YOU CAN SEE THAT THERE'S A MATHEMATICAL PROBLEM THERE INVOLVED IN THE TEACHING OF READING.

SO IT SAYS WORD RECOGNITION TIMES LANGUAGE COMPREHENSION EQUALS READING COMPREHENSION.

AND SO ALL OF THOSE COMPONENTS ARE REALLY IMPORTANT AND THEY HAVE BEEN VALIDATED BY OVER 150 SCIENTIFIC STUDIES.

SO WHAT THIS MEANS IS IF YOU HAVE IF YOU THINK OF WORD RECOGNITION AS ONE TIMES LANGUAGE COMPREHENSION, ONE YOU GET READING COMPREHENSION, WHICH IS ONE, IF YOU THINK OF IT LIKE A ZERO FOR WORD RECOGNITION, SAY A STUDENT DOES NOT HAVE WORD RECOGNITION TIMES, LANGUAGE COMPREHENSION.

THE PRODUCT OF THAT IS ZERO AND YOU CAN SWITCH THAT AROUND.

SO IF A STUDENT IS ABLE TO DO WORD RECOGNITION, BUT THEY DO NOT HAVE LANGUAGE COMPREHENSION, THAT OUTCOME IS A ZERO.

AND YOU CAN THINK OF THAT IN PORTIONS AS WELL.

SO LET'S SAY A STUDENT HAS PARTIAL WORD RECOGNITION AND FULL LANGUAGE COMPREHENSION.

YOU'RE STILL NOT GOING TO END UP WITH ONE AS YOUR PRODUCT.

SO YOU NEED ALL OF THOSE COMPONENTS IN FULL IN ORDER FOR A STUDENT TO BE THE BEST READER THAT THEY CAN BE.

THE SECOND IS SCARBOROUGH'S ROPE.

SO THIS IS THE OTHER THEORETICAL MODEL.

YOU CAN SEE AT THE TOP THERE.

IT TALKS ABOUT LANGUAGE COMPREHENSION, AND AT THE BOTTOM IT TALKS ABOUT WORD RECOGNITION.

SO THOSE ARE THE SAME THINGS THAT YOU JUST SAW ON THE PREVIOUS SLIDE THAT YOU PUT THOSE SUB CATEGORIES IN THERE.

SO IF WE START AT THE BOTTOM, WORD RECOGNITION HAS THE COMPONENTS OF PHONOLOGICAL AWARENESS AND DECODING AND SIGHT RECOGNITION.

YOU CAN SEE HOW THEY'RE KIND OF BRAIDED INTO THEIR OWN LITTLE ROPE AT THE TOP.

THAT IS THE BOTTOM.

THAT'S THE PART THAT PEOPLE TYPICALLY THINK OF WHEN YOU HEAR PHONICS.

ALL OF THOSE THINGS ARE GOING TOGETHER TO BE THE FOUNDATIONAL SKILLS THAT A STUDENT NEEDS IN ORDER TO SUCCESSFULLY DECODE THE TEXT.

THEN AT THE TOP PART OF THE SLIDE, YOU SEE LANGUAGE COMPREHENSION.

SO THAT IS BACKGROUND KNOWLEDGE, VOCABULARY, LANGUAGE STRUCTURES, VERBAL REASONING AND LITERACY, KNOWLEDGE AND ALL OF THOSE THINGS ARE KIND OF THE COMPREHENSION SIDE OF THINGS.

YOU CAN SEE THAT THEY HAVE THEIR OWN STRAND THAT IS TWISTED TOGETHER AND THEN YOU HAVE THE TWISTED WITH THE BRAIDED PUT TOGETHER INTO A SINGLE ROPE.

THAT MAKES IT REALLY STRONG, AND THAT'S SHOWING THAT THE STUDENTS ARE ABLE TO BE REALLY SUCCESSFUL BECAUSE THEY HAVE ALL OF THE COMPONENTS FOR LEARNING HOW TO READ.

OKAY. SO WE WANTED TO TALK A LITTLE BIT ABOUT THE K-5 CURRICULUM.

SO THE COMMITTEE.

OUR GOAL WAS TO FIND RESOURCES THAT WERE ASSIGNED ALIGNED WITH THE SCIENCE OF READING THAT WILL SUPPORT BOTH SIDES OF THAT ROPE THAT YOU JUST SAW.

[00:05:03]

IT IS WIT AND WISDOM, WHICH IS WHAT YOU SEE KIND OF ON THE FRONT HALF HERE.

AND WE'LL DIG INTO THAT IN JUST A SECOND AS TO WHAT IS ACTUALLY THERE.

BUT IT IS CONSIDERED TO BE A KNOWLEDGE BUILDING CURRICULUM.

AND WHAT THAT MEANS IS THAT IT'S WORKING REALLY HARD TO DEVELOP THE VOCABULARY THAT STUDENTS NEED IN ORDER TO BE SUCCESSFUL.

THE LARGER A STUDENT'S VOCABULARY, THE MORE SUCCESSFUL THEY WILL BE WITH READING.

AND SO WE WANTED A PROGRAM THAT WAS GOING TO SUPPORT THAT KNOWLEDGE SIDE OF THINGS AND THEIR COMPREHENSION AS WELL AS A PROGRAM THAT HAD REALLY STRONG FOUNDATIONAL SKILLS.

SO AMY, WOULD YOU GO BACK A SLIDE JUST SO WE CAN LOOK AGAIN AT THE SCARBOROUGH'S ROPE? SO STUDENTS ARE USING ALL OF THIS AS THEY ARE READING ALL THE TIME.

EVERYBODY WHO'S A READER IS USING ALL OF THIS ALL THE TIME.

IT'S JUST THAT YOU GET SO GOOD AT IT THAT IT JUST BECOMES AUTOMATIC WITH A WORD RECOGNITION COMPONENT, WITH THE PHONICS PIECES.

WE SEE IN OUR K12 PROGRAMS, WE HAVE PUT TOGETHER WHAT THE COMPANY HAS PUT TOGETHER A PRODUCT THAT WORKS REALLY HARD ON THAT FOUNDATIONAL SKILL COMPONENT IN THE EARLY GRADE LEVELS.

IT CONTINUES INTO THE UPPER GRADE LEVELS, BUT YOU SEE MORE OF IT IN THE PRIMARY LEVELS BECAUSE YOU NEED THAT IN ORDER FOR THEM TO BE ABLE TO DECODE THE WORDS.

OKAY. ALL RIGHT.

SO AMY IS GOING TO WALK US THROUGH THE WIT AND WISDOM PROGRAM SO THAT YOU CAN LEARN WHAT THE DIFFERENT COMPONENTS OF THE PROGRAM ARE.

HI. HELLO? YES. OKAY.

ALL RIGHT. SO EACH GRADE LEVEL HAS FOUR WIT AND WISDOM MODULES OR TOPICS.

WIT AND WISDOM MODULES ATTEND TO THE LANGUAGE STRANDS OF SCARBOROUGH'S ROPE.

SO THE UPPER PART OF THE ROPE.

SO IT'S HERE WHERE STUDENTS WILL LEARN CONTENT, VOCABULARY, LANGUAGE STRUCTURES, LITERACY KNOWLEDGE AND VERBAL REASONING SKILLS.

MODULES CONSIST OF ANYWHERE BETWEEN 30 TO 37 LESSONS, AND FOR EACH MODULE, STUDENTS WILL ENGAGE WITH MULTIPLE TEXTS AND WRITE IN BOTH WORKBOOKS AND JOURNALS. THE COMPANY THAT PUBLISHES WIT AND WISDOM GREAT MINDS, HAS PARTNERED WITH WILSON LANGUAGE, THE CREATOR OF FUNDATIONS AND FUNDATIONS IS AN EXPLICIT, SYSTEMATIC MULTISENSORY CURRICULUM FOR TEACHING THE FOUNDATIONAL SKILLS COMMONLY KNOWN AS PHONICS.

MANY OF THE ROUTINES AND FUNDATIONS ARE FAMILIAR TO BATTLE GROUND TEACHERS WHO'VE USED HI LINE OVER THE PAST FEW YEARS.

HI LINE BEING A SUPPLEMENTAL OPEN EDUCATIONAL RESOURCE, YOU CAN SEE THERE ARE MANY RESOURCES AS PART OF FUNDATIONS, SO STUDENTS WILL HAVE ACCESS TO MAGNETIC LETTERS, WHITEBOARDS, POSTERS, WORKBOOKS AND PASSAGES TO PRACTICE FLUENT READING.

AND THERE ARE ALSO FAMILY RESOURCES THAT TEACHERS CAN SEND HOME TO LET PARENTS KNOW WHAT THEY'RE WORKING ON IN SCHOOL AND HOW THEY CAN HELP AT HOME.

AND WITHIN FUNDATIONS.

HANDWRITING IS EXPLICITLY TAUGHT IN THE EARLY GRADES AND CURSIVE IS TAUGHT IN THIRD GRADE.

SO SOMEDAY CHILDREN WILL BE ABLE TO READ THEIR GRANDPARENTS LETTERS ONCE AGAIN.

SO JUST A FEW YEARS AGO, GREAT MINDS AND FUNDATIONS WORKED TOGETHER TO CREATE GEODES, THESE BEAUTIFUL MATERIALS YOU SEE HERE.

SO THESE DECODABLE TEXTS ALIGN WITH THE SCOPE AND SEQUENCE OF FUNDATIONS AND THE CONTENT OF WIT AND WISDOM.

AND THEY'RE JUST BEAUTIFUL, BEAUTIFUL, ENGAGING TEXTS THAT WILL ENABLE STUDENTS TO PRACTICE THE PHONICS SKILLS THEY'RE LEARNING IN FUNDATIONS.

AND LINK TO THAT CONTENT IS WIT AND WISDOM.

SO THIS SHOWS YOU AT A GLANCE WHAT'S AVAILABLE.

SO THE WIT AND WISDOM LESSONS OF COURSE ARE K-5.

BUT NOTICE THAT THE GEODES AND FUNDATIONS ARE FOR THE YOUNGER GRADES BECAUSE THAT'S WHERE WE FOCUS ON FUNDATIONAL SKILLS.

IN THIRD GRADE, YOU'RE GOING TO SEE A LITTLE ORANGE X.

THAT'S BECAUSE DURING THE FIRST YEAR OF THE ADOPTION, SHE'S RAISING HER HAND.

WE FORGOT TO UPDATE THIS ONE.

IT DOESN'T HAVE THE ORANGE X, SO SHE'S GOING TO WALK OVER AND SHOW YOU THAT ORANGE X IS IMAGINE THIS IS ORANGE.

SO DURING THE FIRST YEAR OF THE ADOPTION, THIRD GRADE TEACHERS WILL NOT BE TEACHING FUNDATIONS BECAUSE, WILSON SAYS, WE HAVE TO HAVE EVERYBODY GO THROUGH UNIT TWO AND SECOND GRADE BEFORE THEY CAN SEE THAT THIRD GRADE CONTENT.

OKAY. SO THESE ARE THE TOPICS THAT ARE GOING TO BE TAUGHT IN KINDERGARTEN THROUGH SECOND GRADE.

I'M NOT GOING TO READ THOSE TO YOU, BUT YOU CAN JUST SEE KINDERGARTEN FIRST AND SECOND.

AND THEN WHEN YOU'RE LOOKING AT THE TABLES HERE, WE HAVE KINDERGARTEN ON THIS SIDE, FIRST GRADE, SECOND GRADE OVER HERE.

AND THEN AMY IS GOING TO FLIP TO THE NEXT ONE.

UM, THEN WE HAVE THIRD THROUGH FIFTH GRADE, AND THOSE ARE ALL ON THE TABLE BACK OVER ON THE SIDE OVER HERE.

SO THIRD GRADE ALSO HAS ONE OF THESE KITS.

THAT IS THE FOUNDATIONAL SKILLS.

IT'S ON THE FLOOR DOWN THERE.

BUT THEN WE ALSO HAVE FOURTH AND FIFTH GRADE INFORMATION.

WHEN YOU'RE LOOKING AT THESE, YOU WILL SEE THAT THERE IS A LOT OF SCIENCE AND SOCIAL STUDIES AND ART THAT IS EMBEDDED WITHIN THIS.

THIS THESE PROGRAMS HAVE ALL OF THOSE THINGS READING, WRITING, SPEAKING, LISTENING, ALL EMBEDDED TOGETHER INTO ONE PROGRAM RATHER THAN THEM BEING SEPARATE, WITH THE EXCEPTION

[00:10:07]

OF THE FOUNDATIONAL SKILLS THAT IS KIND OF TAUGHT SEPARATELY.

BUT THE REST OF IT IS INTEGRATED AND TAUGHT TOGETHER.

THEY ARE ALIGNED TO OUR STANDARDS AND THEY DO ALL OF THIS IS LAYING THE FOUNDATION FOR THE NEXT LEVEL SO THAT THERE ARE TOPICS THAT YOU MIGHT SEE THAT YOU THINK, WELL, THAT'S TYPICALLY BEEN A FOURTH GRADE TOPIC.

WHY IS THAT SOMETHING THAT'S BEING MENTIONED IN SECOND GRADE IS BECAUSE THEY'RE SCAFFOLDING, THAT THEY'RE LAYING THE GROUNDWORK, HELPING BUILD THAT VOCABULARY.

SO BY THE TIME THE STUDENTS GET TO THAT GRADE LEVEL, THEY ARE ABLE TO THOROUGHLY UNDERSTAND THE TOPICS THAT ARE BEING TAUGHT.

SO SO AS YOU EXPLORE TODAY, YOU'RE GOING TO SEE A LOT OF TRADE BOOKS.

AND IN THE SLIDE DECK, THIS CORTEX LIBRARY WILL ACTUALLY LINK YOU TO THOSE.

AND I ALSO INCLUDED IT IN AN EMAIL SENT TO YOU AT 4:00 TODAY, SO YOU'LL KNOW EXACTLY WHAT TRADE BOOKS ARE INCLUDED WITH THE CURRICULUM.

OKAY. SO THEN WE ALSO WANT TO ORIENT YOU TO THE SIXTH GRADE THROUGH EIGHTH GRADE CURRICULUM.

IT'S ON THE TABLE, POSTED ON THE TABLE BACK HERE ON THIS SIDE.

IT IS TIME.

IT HAS BEEN 23 YEARS SINCE WE HAD A CURRICULUM ADOPTION FOR THE MIDDLE SCHOOL.

AND THE CURRICULUM IS A LITTLE BIT DIFFERENT PHILOSOPHY THAN THE PREVIOUS THING THAT WE'VE HAD IN THAT THEY'RE NOT READING A TON OF FULL LENGTH TEXTS.

WHAT THEY'RE DOING IS USING A LOT OF EXCERPTS FROM TEXTS SO THAT THEY ARE EXPOSED TO QUITE A VARIETY OF MATERIALS AS THEY GO THROUGH THEIR GRADE LEVELS.

THEY ARE ALSO ALIGNED TO THE STATE STANDARDS.

IT IS A FULLY ONLINE CURRICULUM, SO THAT'S WHY THERE'S NOT MUCH ON THE TABLE BACK THERE.

YOU SEE THAT THERE'S THREE SIMPLE BOOKS COMPARED TO THESE TABLES AND TABLES OF THINGS.

THAT IS BECAUSE IT IS FULLY ONLINE.

THERE IS THE ABILITY, HOWEVER, FOR US TO PRINT MATERIALS FOR TEACHERS SO WE CAN DOWNLOAD ANYTHING AND MAKE IT A PRINTED COPY.

IF A TEACHER WOULD LIKE A PRINTED COPY AS WELL AS THE TEACHER IS ABLE TO PRINT THINGS FOR THE STUDENTS IF THEY WOULD LIKE.

AND ONE OF OUR PILOT TEACHERS, THEY ACTUALLY OPENED IT UP SO THAT IT WAS BY STUDENT CHOICE.

IF THE STUDENT PREFERRED TO HAVE IT ELECTRONICALLY, THEY WORKED ON IT THROUGH THEIR CHROMEBOOK.

IF THEY PREFERRED TO HAVE IT PAPER, THE TEACHER PRINTED IT AND WAS ABLE TO MEET BOTH LEARNING STYLES FOR STUDENTS.

SO THEY WERE ABLE TO CHOOSE WHAT THEY WHAT WAS BEST FOR THEM.

SO ALLISON MENTIONED THAT THIS PROGRAM IS ONLINE.

HOWEVER, THE PUBLISHERS CREATED PDFS FOR US.

AND AS YOU EXPLORE TODAY OVER HERE ON THE RIGHT SIDE OF THE ROOM, YOU'LL BE ABLE TO FLIP THROUGH BOOKS AND SEE THE ACTUAL LESSONS.

SO EACH COMMON LIT MODULE, EXCUSE ME, AT EACH GRADE LEVEL, THERE ARE SIX DIFFERENT UNITS OR MODULES AND HERE ARE THE TOPICS FOR YOU.

AND SHORTLY ALLISON WILL BE WALKING YOU THROUGH THE PACKET WHERE THERE'S A LITTLE BIT MORE DETAIL ABOUT ALL OF THESE DIFFERENT UNITS.

SO HERE'S OUR SEVENTH GRADE.

NOTICE AT EACH GRADE LEVEL, UNIT THREE IS ALWAYS A NOVEL STUDY.

OKAY. SO WE WANTED TO TALK A LITTLE BIT ABOUT EQUITY OF INSTRUCTION.

AND IT IS OUR GOAL THAT OUR STUDENTS HAVE IN ALL CLASSROOMS OF A GRADE LEVEL HAVE THE SAME BASE INFORMATION.

WE SHOULDN'T BE PROVIDING SOME STUDENTS INFORMATION AND LEAVING OTHER KIDS OUT.

SO THIS PROVIDES THAT BASE FOUNDATION FOR STUDENTS THAT EVERYBODY IS GETTING THE SAME THING.

YOU WILL NOTICE AGAIN THAT THE LAST OPTIONS THAT WE HAD FOR SIX EIGHT WAS IN 2000 AND THEN K FIVE WAS IN 2008.

SO IT'S TIME FOR US TO MAKE SURE THAT OUR MATERIALS ARE STANDARDS ALIGNED.

WHEN WE HAVE THE NEW CURRICULUM, IT'S GOING TO HELP OUR TEACHERS MOVE TO THE LATEST INSTRUCTIONAL PRACTICES.

IT WILL ALLOW OUR STUDENTS TO HAVE AN EQUITABLE EDUCATION.

LIKE I JUST MENTIONED, YOU MIGHT HAVE HEARD THE TERM GUARANTEED AND VIABLE CURRICULUM.

SO THAT'S BASICALLY WHAT THAT'S TALKING ABOUT.

ALL STUDENTS HAVE A MINIMUM RESOURCE TOGETHER.

IT WILL ENSURE THAT ALL STUDENTS HAVE ACCESS TO THE SAME ESSENTIAL STANDARDS THAT HAVE BEEN IDENTIFIED BY THE TEACHERS IN OUR DISTRICT.

AND WE HAVE COHERENCE ACROSS GRADE LEVELS AND BETWEEN GRADE LEVELS.

SO WE WILL PROVIDE OPPORTUNITIES FOR OUR STAFF BEFORE THEY START THE SCHOOL YEAR NEXT YEAR.

SO THEY'LL HAVE THE OPPORTUNITY TO HAVE PROFESSIONAL DEVELOPMENT.

WE KNOW THAT OUR TEACHERS ARE CAPABLE OF MAKING THE SHIFT AND WE KNOW THAT OUR STUDENTS ARE CAPABLE OF LEARNING THIS CONTENT.

AND OUR PILOT WAS REALLY SUCCESSFUL.

WE HAD STUDENTS THAT WERE LEARNING AT MUCH DIFFERENT LEVELS THAN THEY WERE WITHOUT THESE PROGRAMS. SO I WANT TO TALK REALLY QUICKLY ABOUT WHAT YOU HAVE IN THE BLUE FOLDER THAT IS IN FRONT OF YOU, AND THEN WE'RE GOING TO LET YOU LOOSE TO DO SOME

[00:15:03]

EXPLORING. SO YOU HAVE A BLUE PACKET.

THE FIRST PAGE OF THAT PACKET LOOKS LIKE THIS.

SO THIS IS TALKING ABOUT WIT AND WISDOM SPECIFICALLY.

SO WE'RE GOING TO SPEND THE FIRST PORTION OF THIS TALKING ABOUT WIT AND WISDOM.

YOU WILL SEE THAT THAT HAS GRADES K THROUGH EIGHT LISTED ON IT.

OUR COMMITTEE FOR MIDDLE SCHOOL DECIDED NOT TO GO THIS DIRECTION, BUT IT HAS ALL THE WAY THROUGH EIGHTH GRADE LISTED ON HERE.

SO THE TOPICS THAT ARE LISTED IN THE MODULES ARE SUPPOSED TO BE FOR K THROUGH FIVE.

SO JUST WANTED TO ORIENT YOU TO WHAT WAS THERE.

THE WHITE PAGE AFTER THAT HAS A STAPLE IN THE CORNER.

THIS ONE IS TALKING ABOUT THE STANDARDS SO YOU CAN SEE WHICH STANDARDS ARE BEING ADDRESSED IN EACH OF THE MODULES USING THAT.

AND AGAIN, I WANT TO WANT YOU TO THINK THROUGH THE READING, WRITING, SPEAKING AND LISTENING.

ONE OF THE THINGS THAT STOOD OUT TO ME THE MOST ABOUT THIS PROGRAM IS THE ABILITY FOR STUDENTS TO ACTUALLY DO THE LISTENING AND SPEAKING COMPONENTS OF THE STANDARDS THAT ARE TYPICALLY WASHED OVER IN CLASSROOMS NOW. THEY ARE VERY INTENTIONAL WITHIN THESE PROGRAMS ABOUT KIDS TALKING TO EACH OTHER AND LEARNING HOW TO HAVE A CONVERSATION.

THEY'RE TEACHING THEM HOW TO BE STUDENTS.

IN KINDERGARTEN, IT STARTS WITH WHAT DOES IT MEAN TO LISTEN TO SOMEBODY ELSE TALKING? AND IT SEEMS LIKE THAT WOULD BE SOMETHING THAT WOULD JUST BE LIKE THAT SHOULD JUST HAPPEN.

BUT IN THE EDUCATIONAL SETTING, IN THE CLASSROOM, KIDS DON'T KNOW HOW TO HAVE EDUCATIONAL CONVERSATIONS WITH EACH OTHER.

AND IT'S REALLY IMPORTANT THAT THEY DO BECAUSE WHEN THEY GO OUT TO A JOB LATER ON, THEY NEED TO BE ABLE TO HAVE A CONVERSATION ABOUT WHAT IT IS THAT THEY ARE FOCUSED ON.

SO THIS PROGRAM REALLY SETS THEM UP FOR SUCCESS.

WITH THAT, THE NEXT PAGE IS THE PINK ONE, SO THE PINK PAGE IS A MODULE SYNOPSIS AND IT JUST TELLS YOU A LITTLE BIT ABOUT WHAT IS HAPPENING IN EACH OF THE MODULES AT EACH OF THE GRADE LEVELS.

SO IT'S KIND OF A CHEAT SHEET IF YOU WANT TO BE LOOKING AT THIS AND YOU'RE NOT IN FRONT OF A COMPUTER LOOKING AT THINGS OR WE DON'T HAVE ACCESS TO THIS, YOU STILL HAVE KIND OF WHAT IT'S ABOUT.

THE PURPLE PAGES ARE TERMINOLOGY.

SO YOU MIGHT SEE THINGS IN THE TEACHERS MANUAL THAT TALK ABOUT THE CRAFT QUESTION OR THE DEEP DIVE.

THIS DOCUMENT IS KIND OF YOUR CHEAT SHEET.

IT'S YOUR GLOSSARY OF TERMS THAT'S GOING TO HELP YOU BE ABLE TO KNOW WHAT THAT IS.

IF YOU DON'T REMEMBER AND YOU'RE LIKE, WHERE IN THE TEACHER'S MANUAL DID IT? TALK ABOUT THAT. YOU CAN JUST COME BACK TO THIS PURPLE SHEET AND YOU'LL HAVE THAT INFORMATION IN FRONT OF YOU.

NEXT IS THE GREEN PAGE.

SO THE GREEN PAGE IS TALKING ABOUT DIFFERENTIATION OF INSTRUCTION.

SO AS GREAT AS IT WOULD BE TO HAVE A FIRST GRADE TEACHER BE ABLE TO JUST TEACH FIRST GRADE CONTENT OR A FIFTH GRADE TEACHER TO JUST TEACH FIFTH GRADE CONTENT, WE KNOW THAT WE HAVE STUDENTS WHO ARE READY TO EXCEL PAST THAT.

WE KNOW THAT WE HAVE STUDENTS WHO ARE NOT READY FOR THAT.

WITHIN THE TEACHERS GUIDE, IT GIVES YOU INFORMATION ON HOW TO SCAFFOLD THAT UP OR HOW TO SCAFFOLD THAT DOWN.

AND SO THIS IS TALKING A LITTLE BIT ABOUT WHAT THAT MEANS FOR STUDENTS WHO ARE MULTILINGUAL LEARNERS, WHO ARE SPECIAL ED STUDENTS, MAYBE A DYSLEXIC STUDENT.

SO ALL OF THOSE THINGS ARE DIFFERENTIATED WITHIN THE LESSON.

SO THEN IF YOU'LL GO TO THE YELLOW PAGE, YOU CAN SEE THAT THIS ONE IS TALKING ABOUT THE LESSON DESIGN.

SO WITHIN THE LESSON DESIGN, YOU CAN SEE THAT THERE IS A WELCOME, A LAUNCH, A LEARN, A LAND AND A RAMP.

SO IT TALKS A LITTLE BIT ABOUT WHAT EACH OF THOSE IS DOWN BELOW AND GIVES YOU HOW MANY MINUTES THE COMPANY ADVISES ARE INCLUDED TO DO THAT WORK. THIS IS GOING TO HELP US TO DETERMINE HOW MANY MINUTES WE SET IN OUR SCHEDULE.

WE KNOW THAT WE MAY NEED TO ADJUST OUR SCHEDULES BASED ON THIS PROGRAM RATHER THAN WHAT WE'VE BEEN DOING IN THE PAST.

SO WE WILL PUT TOGETHER A COMMITTEE THAT INCLUDES TEACHERS AS WELL AS ADMINISTRATORS AND DISTRICT OFFICE PEOPLE TO LOOK AT THE SCHEDULE FOR NEXT YEAR.

THIS WILL GIVE US A LITTLE BIT OF A BASIS FROM TALKING WITH OTHER SCHOOL DISTRICTS THAT ARE USING THIS, WE KNOW THAT THIS IS PROBABLY A LITTLE RAPID FOR YEAR ONE BECAUSE THE FIRST TIME YOU DO SOMETHING IS ALWAYS THE HARDEST.

IT TAKES LONGER. SO WE WILL WORK WITH OUR TEACHERS TO FIGURE OUT WHAT THAT WILL LOOK LIKE FOR YEAR ONE.

FOR US, WE MIGHT NEED TO SWITCH THE TIMES OR EXTEND THE TIMES A LITTLE BIT.

OKAY. SO I'M GOING TO TAKE A LITTLE BREAK FROM YOUR PACKET RIGHT NOW AND I'M GOING TO GO TO ONE OF THESE BUCKETS.

YOU SEE THAT THERE'S SOME BUCKETS HERE IN THE FRONT.

THESE ARE OUR GRAB AND GO BUCKETS AS YOU HAVE TIME TO LOOK AT THINGS.

TODAY, WE HAVE PUT TOGETHER LIKE A TEACHER'S MANUAL WITH THE ACTUAL BOOKS THAT GO WITH IT.

SO AND THE STUDENT WORKBOOKS, THE TRADE BOOKS, EVERYTHING TOGETHER IN ONE BUCKET.

SO YOU'LL SEE THE I'LL START WITH THE TEACHER'S MANUAL.

SO THIS IS WHAT THE TEACHER'S MANUAL LOOKS LIKE.

[00:20:02]

SO YOU'RE LOOKING FOR THE SPIRAL BOUND.

WE PUT SOME STICKY NOTES AT THE TOP OF THAT THAT TALKS ABOUT THE SUMMARY.

I'M GOING TO TELL YOU THE SAME THING THAT WE'RE GOING TO TELL THE TEACHERS WHEN WE GO TO TRAINING WITH THIS IS THAT THIS IS REALLY IMPORTANT TO READ, READ THE FRONT MATTER.

IT REALLY HELPS YOU KIND OF GET SETTLED WITH THE WHOLE PROGRAM, HELPS YOU UNDERSTAND EVERYTHING THAT'S THERE.

SO THIS PIECE IS SUPER IMPORTANT.

READ THROUGH THAT AND THEN WE HAVE LESSON ONE STICKY NOTED, AND LESSON ONE IS GOING TO WALK YOU THROUGH HOW MANY MINUTES SHOULD BE SPENT ON EACH PORTION OF THE LESSON, AS WELL AS WHAT STANDARDS ARE ADDRESSED, WHAT THE LEARNING GOALS ARE.

WE WOULD RECOMMEND THAT YOU READ THROUGH ALL OF LESSON ONE AND THEN IN THE BUCKET WITH THAT THERE IS THE WORKBOOK THAT ACCOMPANIES IT.

SO IT WILL TALK IN HERE ABOUT THINGS LIKE HANDOUT 15 A.

SO WHEN IT SAYS 15 A YOU'RE GOING TO THE WORKBOOK, THIS IS THE PAGE THAT THE STUDENT WOULD BE USING.

THERE ARE ALSO BOOKS IN THE BUCKET, AND SO A KINDERGARTNER WOULD BE THE TEACHER WOULD BE READING POSSIBLY THESE TEXTS.

WELL, NOT POSSIBLY. THESE ARE THE TEXTS THAT THEY WILL BE READING.

AND SO WE PUT THE BOOKS IN HERE SO THAT YOU CAN READ THROUGH AND SEE WHERE IT REFERS TO THE BOOK IN THE TEACHER'S EDITION.

AND YOU CAN LOOK AT WHAT IT IS THAT THE BOOK IS TEACHING.

THEN THERE IS ALSO THE BOX THAT LOOKS LIKE THIS, AND AMY TALKED ABOUT THE DECODING TOOLS.

SO THESE ARE THE DECODING GOALS.

AND THAT MEANS THAT THESE ARE SKILLS THAT THE STUDENTS HAVE BEEN TAUGHT AND THEN ARE ABLE TO READ BASED ON WHAT THEY HAVE LEARNED.

THEY ARE THE BRIDGE BETWEEN THE PHONICS WORK AND THE KNOWLEDGE WORK THAT IS BEING DONE.

SO JUST A LITTLE BIT TO ORIENT YOU WITH THE KINDERGARTEN, YOU'RE GOING TO BE LIKE, THERE'S NO WAY A KINDERGARTNER CAN READ THIS.

THAT'S TRUE.

THERE IS A KEY AT THE TOP THAT SAYS THIS IS WHAT'S BEING READ BY THE ADULT.

AND THEN AS YOU GO THROUGH, IT ADDS A LITTLE TRIANGLE.

AND THE TRIANGLE IS THE THING THAT THE STUDENT IS ABLE TO DO.

SO IT WILL BUILD.

AND THEN BY THE END OF THE YEAR, IF YOU WANT TO DIG INTO THOSE, WE CAN DECONSTRUCT THE PYRAMID.

IT'S JUST PRETTY FOR THE BEGINNING.

BUT YOU FEEL FREE TO DIG IN AND GET INTO THEM AS MUCH AS YOU WANT, BUT YOU'LL BE ABLE TO LOOK AT WHAT A KINDERGARTNER SHOULD BE ABLE TO DO INDEPENDENTLY BY THE END OF THE YEAR.

AND THEN THERE IS ALSO THE TEACHER'S MANUAL THAT GOES, WHOOPS, SORRY.

THERE'S ALSO THE TEACHER'S MANUAL THAT GOES WITH THESE GEODES DECODABLE BOOKS IN THE BUCKET.

SO THIS IS KIND OF THE GRAB AND GO GET STARTED QUICK GUIDE SO NOW I WILL TAKE YOU BACK INTO YOUR PACKET.

THERE IS A BLUE PAGE, SO THE BLUE PAGE IS SPECIFIC TO FOURTH GRADE.

SO THERE ARE SOME TEXTS ON THE TABLE OVER THERE FOR FOURTH GRADE THAT PEOPLE ARE LIKE, THERE'S A STUDENT.

WHAT IS THE NAME OF THE BOOK? THE SOS GUIDE.

THAT'S LIKE TWO INCHES THICK.

LIKE THEY'RE NOT GOING TO BE READING THAT WHOLE THING.

SO IT'S REALLY WE PUT THIS PAGE IN HERE SO THAT YOU WOULD KNOW WHICH PORTIONS OF THE TEXT ARE INTENDED TO BE USED WITH THE STUDENTS, WHAT THE TEACHER IS DOING, AND IT'LL TELL YOU WHERE TO GO, WHAT TO LOOK FOR, WHAT TO READ.

NOT EVERY TEXT IS INTENDED TO BE READ WITH ALL THE WAY THROUGH OR YEAH, IT'S NOT INTENDED TO BE READ ALL THE WAY THROUGH.

IS THERE ANYTHING YOU WANT TO ADD TO THAT? I DON'T KNOW IF I KNOW.

OKAY. OKAY.

SO WE JUST WANTED YOU TO KNOW WITH THE FOURTH GRADE MATERIALS WHAT THOSE TEXTS WERE.

ALL RIGHT, SO THE NEXT IN YOUR PACKET, YOU WILL SEE THE COMMON LIT 360.

YEAR AT A GLANCE, IT STARTS WITH SIXTH GRADE.

YOU WILL NOTICE THAT IT SAYS IN THE TOP CORNER, TOP LEFT CORNER, IT SAYS EDITION TWO.

THEY ARE UPDATING SOME OF THEIR THINGS RIGHT NOW AND THEY WILL BE READY FOR US.

SO WE WILL HAVE VERSION 2.0 WHEN WE PURCHASE.

SO EACH OF THESE GOES THROUGH SIXTH GRADE YEAR AT A GLANCE.

AND LIKE AMY HAD SAID, UNIT THREE IS A NOVEL STUDY IN EACH GRADE LEVEL.

SO THERE ARE SIXTH GRADE.

THERE'S SEVENTH GRADE AND EIGHTH GRADE.

AND THEN WE ALSO INCLUDED THE SCOPE AND SEQUENCE IN YOUR PACKET AT THE VERY END FOR THE SIXTH GRADE.

SO EIGHTH GRADE SO THAT YOU CAN SEE WHAT THE NEW UNITS ARE IN THE 2.0 VERSION THAT WE WILL BE PURCHASING.

AS WELL AS WHAT ARE THE ESSENTIAL QUESTIONS? WHAT ARE THE TEXTS THAT THEY PLAN ON USING THE FOCUS SKILLS, THE CULMINATING TASKS IN WHICH STANDARDS ARE ADDRESSED.

SO I KNOW THAT THAT'S A LOT OF INFORMATION.

WE DO WANT TO GIVE YOU AS MUCH TIME AS POSSIBLE TO DIG INTO THE MATERIALS.

AND SO FOR THE NEXT I THINK WE HAVE ABOUT 50 MINUTES FOR YOU TO DIG INTO THESE.

[00:25:01]

WE DO HAVE COMMITTEE MEMBERS HERE TODAY.

SO AMY, MYSELF, AND THEN WE HAVE LORI SIBLEY IN THE BACK, SECOND GRADE TEACHER AT DAYBREAK PRIMARY, AND AMBER BASHAW, WHO IS A MULTILINGUAL TEACHER AT MAPLE GROVE.

AND THEN WE MIGHT HAVE A COUPLE OTHER PEOPLE ON THE WAY, BUT THIS WAS KIND OF EARLY FOR THEM GETTING OUT OF SCHOOL.

SO WE MAY HAVE A COUPLE OTHER PEOPLE, BUT IF YOU HAVE QUESTIONS, PLEASE FEEL FREE TO ASK THEM.

WE'RE HERE TO ANSWER AND TO INTERACT WITH YOU.

WE WILL SAVE ABOUT 15 MINUTES AT THE VERY END TO ANSWER WHOLE GROUP QUESTIONS AND THEN TALK ABOUT NEXT STEPS.

DID YOU HAVE A QUESTION? IS THERE A WAY TO ACCESS THIS VIRTUALLY? THIS SOFTWARE? YES. SO AMY SENT YOU AN EMAIL JUST A FEW MINUTES AGO.

IT CAME OUT AT 4:00 TODAY.

AND IT SHOULD HAVE ACCESS TO EVERYTHING THAT IS HERE ELECTRONICALLY.

JUST FELT LIKE IT WOULD BE A GOOD OPPORTUNITY FOR YOU TO SEE THESE.

YOU KNOW, I'LL BE COMPLETELY HONEST, I THOUGHT THOSE WERE GIRL SCOUT COOKIES.

AND THEN I SAW THEY WERE BOOKS.

THEY'RE JUST AS GOOD AS GIRL SCOUT COOKIES.

OKAY, SO YOU HAVE UNTIL 4 OR 5:15, AND THEN WE'LL COME BACK TOGETHER AND ANSWER QUESTIONS.

OKAY, SO.

SO THESE ARE THE GRAB AND GO BUCKETS IF YOU WANT TO HAVE THINGS THAT ARE ALREADY STICKY, NOTED AND OTHERWISE, WHEREVER YOU WANT TO GO, WHATEVER YOU WANT TO DO.

WE'RE

[01:02:46]

GOING TO PULL BACK TOGETHER A LITTLE BIT EARLY.

[01:02:49]

IT LOOKS LIKE EVERYBODY'S DONE SO THAT WE HAVE A LITTLE MORE TIME FOR THE Q AND A, OKAY.

[01:02:54]

SO I HAVE A FEW THINGS THAT I WANT TO SHOW YOU.

[01:02:57]

ONE, WE WERE TALKING WITH MARY A LITTLE BIT EARLIER, AND WE HAVE LORI SIBLEY HERE, WHO'S ONE OF OUR PILOT TEACHERS FROM SECOND GRADE.

[01:03:05]

AND WE WANTED TO SHOW YOU THAT THIS IS WHAT IT LOOKED LIKE FOR ONE OF HER STUDENTS WHO IS REALLY STRUGGLING IN SECOND GRADE IN SEPTEMBER.

[01:03:13]

AND I BELIEVE HER TERMINOLOGY WAS THAT IT WAS KIND OF A KICKING AND SCREAMING, KIND OF LIKE BRILLIANT CHILD, BUT REALLY STRUGGLED TO GET THINGS DOWN ON PAPER, DID NOT

[01:03:23]

HAVE THE SKILLS.

AND THEN WE DID THE PILOT WITH THIS PROGRAM AND THINGS STARTED TO CHANGE FOR THAT STUDENT.

AND SO THIS IS WHAT IT LOOKS LIKE AT THE BEGINNING OF FEBRUARY.

BASED ON THAT.

SO WE WANTED TO SHOW YOU LIKE PHYSICALLY THIS IS THE KIND OF DIFFERENCE THAT THIS PROGRAM CAN MAKE FOR OUR STUDENTS.

SO THE OTHER THING THAT I WANTED TO I'M GOING TO PASS THESE AROUND REALLY QUICKLY, BUT THIS IS IN THESE FOUNDATIONS KITS.

THERE'S ALSO A FLUENCY COMPONENT WHERE A STUDENT PRACTICES READING AND SOUNDING, MAKING THEIR READING SOUND SMOOTH, LIKE TALKING.

SO ON ONE SIDE, THIS IS WHAT A FIRST GRADER SHOULD BE ABLE TO DO BY THE END OF THE FIRST GRADE YEAR.

AND THEN ON THE BACK SIDE, YOU'LL NOTICE THAT IT HAS THESE SCOOPS UNDERNEATH OF IT.

SO IT'S HELPING THEM WITH THE PHRASING COMPONENT OF THAT.

AND SO IF THEY NEED SOME HELP WITH HOW THAT SHOULD SOUND, THERE'S A VISUAL FOR THE STUDENTS.

AND THEN THIS IS WHAT IT LOOKS LIKE AT THE END OF SECOND GRADE.

SO I WANTED TO PASS THOSE AROUND SO YOU COULD GET A PEEK AT WHAT THOSE LOOK LIKE, AS WELL AS SEE THE KITS THAT COME WITH THIS FOR STUDENTS.

THERE ARE WHITEBOARDS THAT THE STUDENTS WOULD DO WRITING.

THERE'S TWO SIZED LINES.

THERE'S THE REALLY WIDE ONES AND THEN THE NARROWER ONES.

YOU'LL SEE THAT THERE IS A SKY, A PLAIN GRASS AND A WORM.

AND THOSE ARE TO HELP WITH THE HANDWRITING COMPONENTS, KNOWING WHERE THE LINES START AND STOP.

BUT THEN THIS IS ONE OF THE THINGS THAT ALL OF THE TEACHERS WHO ARE PILOTING THOUGHT WAS ABSOLUTELY THE BEST THING SINCE SLICED BREAD.

AND IT'S A MAGNETIC BOARD THAT HAS ALL THE DIFFERENT LETTERS AND SOUNDS THAT THEY WOULD BE WORKING WITH AS THEY GO THROUGH THE KIT FOR EACH OF THESE LESSONS.

[01:05:03]

SO THESE ARE PRETTY COOL RESOURCES THAT I JUST WANTED YOU TO HAVE HANDS ON.

OKAY. SO THEN I WANTED TO TALK ABOUT THE NEXT STEPS.

SO WE HAVE A PARENT COMMUNITY REVIEW.

SO IT STARTS AS OF TODAY AND WE HAVE BEEN PUBLICIZING THAT THROUGH PTOS AND PTAS AND SCHOOLS SINCE THE BEGINNING OF MARCH.

BUT A COMMUNICATIONS BLAST WENT OUT LAST WEEK WITH TEXT MESSAGE AND EVERYTHING, LETTING PARENTS KNOW ABOUT A WEBINAR THAT WE'RE GOING TO DO TOMORROW NIGHT THAT IS GIVING THIS INFORMATION THAT WE HAVE HERE, BUT A LITTLE BIT MORE DETAIL ABOUT SCIENCE OF READING AND THEN DIGGING INTO THE COMPONENTS.

BUT IT'S AN ELECTRONIC VERSION, RIGHT, BECAUSE IT'S A WEBINAR.

AND THEN ON WEDNESDAY NIGHT AT CHIEF UMTUCH, WE WILL HAVE THESE MATERIALS SET UP IN THE LIBRARY FOR PARENTS TO COME IN AND SEE IF THEY CAN GET HANDS ON AS WELL.

WE WILL THEN DO THE FIRST READING TO YOU ON APRIL 24TH AND THE SECOND READING ON MAY 8TH.

SO AND THESE MATERIALS ARE ALSO AVAILABLE.

PARENTS CAN'T MAKE EITHER OF THOSE.

THEY ARE AVAILABLE DISTRICT OFFICE.

YES, THEY CAN COME TO DISTRICT OFFICE SO THEY CAN MAKE AN APPOINTMENT WITH PAULA DELANO OR THEY CAN GO ONLINE.

AND WE HAVE ON OUR WEBSITE THE ACCESS FOR ONLINE AS WELL.

WHEN DO YOU TAKE THIS PROCESS TO THE..

IMC? IMC? SO WE WILL.

YEAH, I DON'T EVEN NEED TO ANSWER.

IMC IS. SO WE WILL SEND THE IMC MATERIALS ON APRIL 12TH AND THEN WE'LL HAVE OUR MEETING ON APRIL 19TH.

I BELIEVE IT IS SO APRIL 19TH.

THANK YOU. AND THEN WE'LL BE HERE ON THE 24TH.

AND THEN THAT LEADS US TO QUESTIONS.

SO WHAT QUESTIONS DO YOU HAVE? AND I HAD A PEN SOMEWHERE, BUT I SEEM TO HAVE LOST IT.

WHAT QUESTIONS DO YOU HAVE? ONE OF THE QUESTIONS WAS, I KNOW THAT IN YOUR IN THESE MATERIALS THERE'S THAT ABILITY TO DIFFERENTIATE FOR STUDENTS WHO NEED MORE CHALLENGE AND FOR STUDENTS WHO MAYBE NEED MORE HELP.

BUT IN THE FOUNDATIONAL SKILLS IN THOSE LANGUAGE SKILLS FOR READING WE HAVE SO MANY NEW STUDENTS WHO ARE ENGLISH LEARNERS.

AND SO TALK A LITTLE BIT ABOUT HOW WE CAN SUPPORT THEM ON UP INTO THE UPPER GRADES TOO.

OKAY. SO SINCE WE PILOTED THIS PROGRAM, THEY HAVE THEY'VE ADDED A MULTILINGUAL COMPONENT THAT WE THAT WILL COME WITH THE PURCHASE.

SO THAT'S ONE THING SPECIFIC TO THE MULTILINGUAL, MULTILINGUAL STUDENTS.

SO THAT'LL COME FOR TEACHERS TO HELP AT EVERY GRADE LEVEL.

THEN THE FOUNDATIONAL SKILLS COMPONENT, WE ARE WORKING WITH THE TITLE LAB DEPARTMENT AND SPECIAL EDUCATION ON TO IDENTIFY WHAT THE NEEDS ARE.

THERE IS A PROGRAM THAT IS CALLED JUST WORDS, THAT IS BY THE SAME COMPANY WILSON LANGUAGE.

THAT IS A ONE YEAR PROGRAM THAT IS 45 MINUTES A DAY.

AND SO THAT WOULD BE A POSSIBILITY FOR STUDENTS IF WE CAN WORK WITH THE MIDDLE SCHOOL SCHEDULES TO FIGURE OUT WHERE THAT COMPONENT WOULD GO.

BUT IT MIGHT BE SOMETHING THAT WOULD BE HANDLED THROUGH A SPECIAL EDUCATION, OR IT MIGHT BE THAT WE HAVE TO MODIFY SCHEDULES OR SOMETHING, BUT WE'RE LOOKING TO SEE IF WE CAN ADDRESS THAT COMPONENT, ADD THAT COMPONENT AS A SUPPLEMENTAL PIECE FOR FOR STUDENTS WHO NEED IT.

THERE IS ALSO A COMPONENT THROUGH WILSON THAT IS CALLED TIER THREE.

AND SO THE TIER THREE IS A PROGRAM THAT IS SPECIFICALLY INTENDED FOR SPECIAL EDUCATION, THAT TAKES THE SKILLS THAT ARE IN THESE PROGRAMS AND SLOWS IT DOWN SO THAT IT IS JUST RIGHT FOR THE KIDS THAT ARE IN NEED OF THIS AT A DIFFERENT PACE.

BUT WHAT THAT ALLOWS US TO DO IS USE THE SAME VOCABULARY AMONGST ALL OF OUR PROGRAMS SO STUDENTS AREN'T LEARNING ONE THING OVER HERE AND ONE THING OVER HERE.

IT'S A CONTINUATION OF THE SAME LANGUAGE.

IT'S JUST AT A SPEED THAT WOULD MAKE IT APPROPRIATE FOR THEIR NEEDS.

YES. HOW DOES THIS PROGRAM PROVIDE, IF ANY, FLEXIBILITY COMPARED TO IT SHOULD BE DONE IN A PARTICULAR SEQUENCE THIS YEAR VERSUS UNIT? OH, THANK YOU FOR ASKING THAT QUESTION.

SO THIS IS A SEQUENTIAL PROGRAM.

BOTH OF THESE ARE SEQUENTIAL PROGRAMS. THEY BUILD UPON EACH OTHER.

SO THE SEQUENCE THAT THEY ARE WRITTEN IS THE SEQUENCE THAT THEY NEED TO BE DELIVERED IN ORDER FOR THE STUDENTS TO MAXIMIZE THE LEARNING.

[01:10:01]

SO YOU CAN'T REALLY PICK AND CHOOSE.

IT'S IMPORTANT THAT YOU FOLLOW THE ORDER THAT IT IS PROVIDED.

SO I'M WONDERING, IS THIS GOING TO REQUIRE SOME CHANGE IN SCHEDULE? SO, FOR INSTANCE, THIS LOOKS VERY INTENSIVE.

AND DO WE HAVE THE ENOUGH TIME BUILT INTO OUR DAY WITHOUT PUSHING THE MATH RIGHT ASIDE BECAUSE WE CAN'T DO THAT MATH, IS THAT TOO? YES. SO WE KNOW THAT THAT THERE'S A LOT HERE.

AND THE PILOT TEACHERS ESPECIALLY WOULD PROBABLY SAY THIS IS A LOT, BUT WE CAN WORK WITH THE COMPANY.

THEY HAVE PEOPLE THAT WILL HELP US TO LOOK AT OUR SCHEDULE AND SAY, IF YOU HAVE THIS MUCH TIME, THIS IS WHAT YOU HAVE TO DO AND THEN THIS IS WHERE YOU CAN CUT CORNERS A LITTLE BIT.

WE ALSO HAVE A COMMITTEE OF PEOPLE THAT WILL PUT TOGETHER THAT WILL INCLUDE TEACHERS, BUILDING ADMINISTRATORS AND DISTRICT OFFICE ADMINISTRATORS TO MAKE SURE WE CAN LOOK AT OUR DAY AND FIGURE OUT WHAT THE SCHEDULE NEEDS TO BE IN ORDER TO FIT IN ALL THE COMPONENTS.

SO FOR THOSE PILOT TEACHERS, LIKE I NOTICED THAT OBVIOUSLY ALL THE LESSONS WERE LIKE 90 MINUTES APIECE.

HAVE YOU NOTICED THAT LIKE SCHEDULING ISSUE THERE OR THAT TIME CONSTRAINT? SO WHAT THE PILOT TEACHERS AND ESPECIALLY AT THE KINDERGARTEN LEVEL CAME BACK AND SAID WAS PUTTING ALL 90 MINUTES TOGETHER IN ONE BLOCK IS TOO MUCH.

WE NEED TO TAKE A BREAK.

AND SO THAT'S PART OF WHAT WE HAVE TO WORK ON WITH OUR SCHEDULING IS WHERE DO WE PUT THE FOUNDATIONAL SKILLS, SEPARATE THAT FROM SOMETHING ELSE AND WITH SOMETHING ELSE, AND THEN PUT THE KNOWLEDGE BUILDING COMPONENT IN A LITTLE BIT LATER OR VICE VERSA, SO THAT WE CAN BECAUSE IT'S JUST SO MUCH FOR STUDENTS.

BUT WE HAVE 90 MINUTES ALREADY BUILT INTO OUR DAY FOR LITERACY.

IT'S JUST A MATTER OF HOW DO WE SEPARATE THAT AND MAKE IT WORK.

THE OTHER THING THAT'S REALLY IMPORTANT TO KNOW IS THAT AND I THINK I MENTIONED THIS A LITTLE BIT EARLIER THE FIRST YEAR, WE PROBABLY WON'T GET THROUGH AS MUCH AS WE ARE GOING TO GET THROUGH IN SUBSEQUENT YEARS.

YOU HAVE TO UNDERSTAND WHAT THE ROUTINES ARE, HOW THIS WORKS, DO THE PREP WORK THAT GOES WITH IT.

SO WE'VE TALKED WITH OTHER SCHOOL DISTRICTS THAT HAVE ONLY MADE IT THROUGH THREE MODULES THE FIRST YEAR INSTEAD OF FOUR MODULES THE FIRST YEAR.

THERE ARE SOME ISSUES WITH THAT BECAUSE ON SMARTER BALANCED, THE STUDENT DOESN'T KNOW IF THEY'RE GOING TO BE TESTED ON INFORMATIVE WRITING, ARGUMENTATIVE WRITING, NARRATIVE WRITING.

AND SO THE I BELIEVE IT'S THE OPINION WRITING IS IN MODULE FOUR IN EACH ONE OF THESE.

SO WE WOULD WANT TO MAKE SURE THAT WE WORK WITH THE COMPANY TO IDENTIFY HOW WE WOULD WORK THAT KIND OF WRITING INTO MODULES ONE THROUGH THREE IF WE THOUGHT WE WOULD ONLY GET THROUGH MODULES ONE THROUGH THREE THIS YEAR.

SO THERE ARE SOME THINGS TO CONSIDER WITH THAT AS WELL.

I KNOW. OVER PAST PRETTY SIGNIFICANT AMOUNT OF TIME, TEACHERS HAVE INVESTED A LOT OF WORK AND ENERGY IN THE GLAD, GUIDED LANGUAGE ACQUISITION DEVELOPMENT.

DID I GET THAT RIGHT? I AM THE WRONG PERSON TO ASK.

IT SOUNDS RIGHT TO ME, BUT IT'S OKAY.

IS THIS IS THIS A START OVER FOR THAT OR IS IT COMPLIMENTARY TO THAT? ARE YOU ABLE TO ANSWER THAT QUESTION? SO GLAD STRATEGIES WOULD THIS BE STARTING OVER WITH THE WORK THAT YOU'VE ALREADY DONE WITH GLAD OR HOW DOES IT FOLD IN? SO I HAVE I WAS NOT TRAINED, BUT I AM FAMILIAR WITH THE METHODS USED IN THE.

AND FROM MY UNDERSTANDING OF WHAT GLAD IS AND KNOWING OTHER TEACHERS THAT HAVE USED IT AND THEN COMING AND SEEING MY LESSONS, A LOT OF THE COMPONENTS THAT GLAD HAS YOU WORK ON ARE COMPONENTS THAT ARE COMING UP IN THESE LESSONS.

SO THAT'S WHAT I WAS WONDERING.

EXACTLY. SO IT'S NOT NECESSARILY REFERRED TO AS LIKE, HERE'S A GLAD STRATEGY, BUT ESPECIALLY WITH ME, I WAS ONLY WORKING WITH STUDENTS WHEN I WAS PILOTING THIS AND I NEEDED TO DO VERY LITTLE SCAFFOLDING FOR THEM TO BE ABLE TO ACCESS THE CONTENT.

SO MANY CHARTS, YOU KNOW, MAKE AND BUILD AND THE COMPANY WILL.

JUST MAKE IT SO. SO TEACHERS DON'T HAVE TO MAYBE GO OVER AND START FROM SCRATCH AND REDO IT.

OKAY, GREAT. THAT'S WHAT I WAS TRYING TO GET AT.

I THINK IF YOU'RE GLAD TRAINED, ALL OF THIS IS GOING TO MAKE A WHOLE LOT OF SENSE TO YOU.

AND THE MATERIALS ARE THERE. YOU DON'T HAVE TO CREATE THEM YOURSELF.

THAT'S WHAT IT SEEMED LIKE TO ME, BUT I JUST WANTED TO DOUBLE CHECK.

YEAH. ALL RIGHT.

MR WATRIN. YEAH.

THERE'S MORE COMPONENTS.

COMPONENTS OF GLAD.

I'LL JUST READ THEM OUT LOUD.

YEAH. BUILDING BACKGROUND KNOWLEDGE.

I KNOW THAT. I'M ALSO SPOKE ABOUT MAKING COMPLEX CONCEPTS UNDERSTANDABLE TO STUDENTS.

THAT CERTAINLY IS SOMETHING THAT SHOWS UP HERE IS THE PRACTICE OF KEY VOCABULARY AND LANGUAGE CERTAINLY IS SOMETHING THAT WE'VE

[01:15:09]

SEEN IN THESE MATERIALS.

AND LASTLY, FOR READING AND WRITING, PROVIDING STUDENTS OPPORTUNITY TO HAVE INSTRUCTION MODELED, SHARED, BE COLLABORATIVE, GUIDED AND INDEPENDENT THROUGHOUT THAT PROCESS.

SO ESSENTIALLY THAT'S WHAT GLAD IS TRYING TO PROMOTE.

I UNDERSTAND. SCAFFOLDING, CORRECT.

THAT'S WHERE YOU ARE DECIDING WHETHER OR NOT THE STUDENT NEEDS TO BE ADVANCED HIGHER OR LOWER, DEPENDING ON THEIR ABILITIES.

IS THAT CORRECT? YES.

SO SCAFFOLDING IS PROVIDING THE CONTENT KNOWLEDGE, ENOUGH BACKGROUND INFORMATION TO ALLOW THEM TO BE SUCCESSFUL WITH WHAT YOU PUT IN FRONT OF THEM NEXT. OKAY. OKAY.

SO MAYBE THAT WAS THE WRONG TERM DIFFERENTIATION.

YEAH, BECAUSE WHAT I'M TRYING TO DO IS TO DETERMINE HOW THAT'S BEING DECIDED IS THAT STRICTLY TEACHER OR TEACHER PARENT OR SOME OTHER COMBINATION TO DECIDE WHETHER OR NOT THE STUDENTS ARE IS WORKING LIKE TEST RESULTS.

WHAT ARE WE USING AS A GUIDELINE TO DETERMINE WHETHER OR NOT THAT STUDENT NEEDS TO BE PLACED ABOVE OR BELOW? THANK YOU. SO EVERYBODY WILL RECEIVE THE CONTENT THAT IS INTENDED FOR THEIR GRADE LEVEL.

BUT THEN A TEACHER MAY SAY, I CAN TELL THAT THIS STUDENT IS SUCCESSFUL WITH THIS CONCEPT AND READY FOR MORE INFORMATION.

AND SO BASED ON THE KINDS OF THINGS THAT ARE IN THE TEACHER'S MANUAL, THEY CAN THEN SAY, HERE'S AN EXTENSION OF THAT THAT IS GOING TO NOT TAKE THEM OFF TOPIC OR TAKE THEM A WHOLE DIFFERENT DIRECTION, BUT WILL ALLOW THOSE STUDENTS TO GO DEEPER WITH THE CONTENT KNOWLEDGE THAT IS BEING PROVIDED TO THE REST OF THE CLASSROOM.

SO A LOT OF THAT HAPPENS AS A FORMATIVE ASSESSMENT IN THE MOMENT BY MOMENT LESSONS AS THINGS HAPPEN AND UNFOLD THROUGHOUT THE CLASSROOM DAY, THEY'LL THEY'LL BE ABLE TO SAY, OKAY, THIS GROUP OF KIDS IS READY FOR THIS KIND OF THING.

BUT THERE COULD BE IN SOME CASES THAT YOU HAVE HAD AN IEP WITH A PARENT AND YOU KNOW THAT THEY ARE NEEDING CERTAIN SUPPORTS.

AND SO YOU'RE PLANNING FOR THAT AT THE SAME TIME.

DOES THAT MAKE SENSE? YEAH, IT DOES. JUST AS A TACK ON TO THAT, DOES THE STUDENTS THAT ARE GETTING PLACED IN THE HIGHER LEVEL OR THE MORE ADVANCED MATERIAL, ARE THEY IS IT BY DO THEY HAVE THE CHOICE TO BE AT THAT POINT? OR IF THEY SAY, NO, I DON'T WANT TO DO THAT, I WANT TO STAY WITH THE REST OF THE CLASS OR SO YOU HAVE.

IT'S NOT GOING TO TAKE THEM OUT OF THE OUT OF THE GROUP AND MAKE THEM LOOK LIKE THEY'RE OVER HERE DOING SOMETHING COMPLETELY DIFFERENT.

THE TEACHER IS GOING TO SAY THEY'D BE ABLE TO LOOK AT THIS WHERE IT TALKS ABOUT CERTAIN SCAFFOLDS AND THE TEACHER'S PROBABLY GOING TO SAY, OKAY, HOW ABOUT YOU TRY THIS? BECAUSE YOU'VE ALREADY SHOWN ME THAT YOU'RE CAPABLE OF DOING THIS.

SO IT'S PROBABLY JUST GOING TO EXTEND WHAT THE STUDENT IS DOING AT THEIR DESK FOR THE DAY.

OKAY. I THINK THE OTHER THING THAT IS IMPORTANT TO KNOW ABOUT THIS CURRICULUM, JUST LIKE THE OTHER CURRICULUM THAT OUR STAFF USE, IS THAT PART OF THE PROFESSIONAL LEARNING COMMUNITIES PROCESSES ALLOWS FOR TEACHERS TO HAVE THOSE DISCUSSIONS TOGETHER WHEN THEY'VE BEEN DOING FORMATIVE AND COMMON COMMON ASSESSMENTS.

THEY'RE NOW ABLE TO TALK.

THEY HAVE TIME SET ASIDE TO BE ABLE TO TALK ABOUT THAT DATA AND THEN TO BE ABLE TO USE THAT TO SAY, HEY, I TRIED THIS AS AN EXTENSION OR I TRIED THIS FOR A STRUGGLING LEARNERS. WHAT DID YOU TRY? BECAUSE TOGETHER THEY'RE THEY'RE BEING MORE COLLABORATIVE IN THAT WAY.

SO IT MAKES IT SO NOT EVERY TEACHER HAS TO HAVE ALL THE IDEAS WE GET TO SHARE WITH EACH OTHER OUR GREATEST STRENGTHS.

AND I THINK THAT'S THE OTHER THING, THAT THIS WILL HELP THOSE CONVERSATIONS EVEN MORE BECAUSE A LOT OF IT'S BUILT INTO THE CURRICULUM.

IT DOESN'T HAVE TO COME PRIMARILY FROM THE KNOWLEDGE OF OUR OF OUR TEACHING STAFF.

SO NOW WE CAN EVEN HAVE MORE IDEAS THAN WE HAD IN THE PAST.

I WAS CURIOUS AND I APOLOGIZE IF YOU SAID IT EARLIER FOR THE SIXTH THROUGH EIGHTH GRADE, SOME OF THE THE NOVELS, WILL THEY BE ONLINE? I KNOW THE MATERIALS.

SO THERE'S AN ENTIRE ONLINE LIBRARY THAT COMES WITH THE PURCHASE.

BUT THEN THE NOVEL THAT IS PART OF UNIT THREE WE WILL PURCHASE FOR THE STUDENT HAVE IN HAND.

SO THERE'S AN ADDITIONAL EXPENSE FOR US TO GET THE NOVEL FOR THE STUDENTS, WE WOULD ESSENTIALLY BE PURCHASING 850 COPIES OF ONE NOVEL FOR EACH GRADE LEVEL, BUT THEN THEY WILL HAVE THAT IN THEIR HANDS, IN ADDITION TO ACCESS TO A TON OF THINGS THAT ARE ONLINE.

WILL IT BE AVAILABLE FOR REVIEW? LIKE WE SHOULD BE AVAILABLE?

[01:20:02]

THE LIBRARY IS PART OF THE REVIEW.

YEAH. THE ENTIRE TEXT.

SO YOU WOULD LIKE A COPY OF THE FULL NOVEL IS WHAT I WOULD.

BUT IF A PARENT DID, I WOULD LIKE THEM TO HAVE ACCESS TO IT.

OKAY. YES, WE WILL MAKE A NOTE ABOUT THAT AND THEN GET A COPY OF EACH OF THE NOVELS TOO.

IT WOULD BE IMPORTANT FOR THEM TO BE ABLE TO HAVE ACCESS TO IF THEY WANTED IT.

THANK YOU. OKAY.

AND I'M THINKING THOSE NOVELS FROM THESE UNITS ARE ONES YOU ALREADY HAVE ON HAND ANYWAY.

I MEAN, IT'D BE NICE. I THINK THOSE ARE PRETTY, PRETTY, PRETTY COMMON.

YEAH, I WOULD THINK WEDNESDAY NIGHT, IF THERE WERE A FEW COPIES OR WEDNESDAY EVENING, WE CAN PROBABLY PULL FROM OUR LIBRARIES CURRENTLY.

IT'D BE GREAT TO HAVE THOSE THERE.

THANK YOU. YES.

SO I NOTICED IN THE 6 TO 8 PROGRAM THERE'S SPOTS FOR EMBEDDED QUESTIONS IN THE IN THE TEXT THAT THE STUDENT THEN CAN RESPOND TO.

YES. DOES THE SYSTEM KEEP THAT FOR THE STUDENT? DOES THE TEACHER HAVE ACCESS TO IT? SO IT IS INTEGRATED WITH GOOGLE CLASSROOM.

SO IT WOULD RUN THE SAME AS AS ANYTHING WITH GOOGLE CLASSROOM? YES. SO THE STUDENT WOULD HAVE THEY CAN'T REALLY CLAIM THEY LOST IT.

IT'S EITHER THERE. IT'S NOT CORRECT.

IT'S IN GOOGLE CLASSROOM. AND THE AND THE TEACHER.

YES. WOULD HAVE ACCESS TO IT BECAUSE SO THEY COULD SEE WHETHER IT WAS DONE.

AND. YES. AND THERE'S THE ABILITY TO RETURN SOMETHING TO A STUDENT IF THEY NEED ANOTHER GO AT IT.

YEAH. YES. YEAH.

I WAS HOPING THAT. YEAH.

YEAH. THAT HAS ACTUALLY RAISED A WHOLE NOTHER SET OF QUESTIONS ACTUALLY, FROM OUR MIDDLE SCHOOLS.

YOU KNOW, WE'VE HAD SOME QUESTION AROUND STANDARDS BASED GRADING AND, AND HOW MANY TIMES SHOULD A STUDENT BE ABLE TO WORK ON AN ASSIGNMENT? DO THEY HAVE FREE REIN TO MAKE CORRECTIONS ON THINGS FOR THE WHOLE YEAR BUT DO THAT AT THE VERY END OF THE SEMESTER? YOU KNOW, THERE ARE A LOT OF THINGS THAT IT'S GOING TO PUSH THE CONVERSATION WITH SOME OF THOSE TOPICS BECAUSE A TEACHER ISN'T GOING TO HAVE THE ABILITY TO GRADE EVERYBODY'S PAPERS FROM THE WHOLE SEMESTER AT THE LAST MINUTE BECAUSE YOU DECIDED TO REDO IT.

SO IT'S GOING TO KIND OF MAKE US HAVE SOME OF THOSE CONVERSATIONS SOONER THAN LATER.

THOSE ARE GOOD CONVERSATIONS TO HAVE BEEN THERE.

ALL RIGHT. WELL, THANK YOU FOR YOUR TIME THIS EVENING.

AND WE WILL SEE YOU IN APRIL.

THANK YOU. THANK YOU.

THANK YOU. THANK YOU LAURIE AND AMBER FOR BEING HERE.

YEAH. AND THAT, I BELIEVE, CONCLUDES OUR SPECIAL MEETING FOR THE EVENING.

AND WE ARE ADJOURNED AT 5:23.

THANK YOU. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.