►
Description
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B
Okay,
let's
go
go
ahead
and
get
this
started.
I
know
that
trustee
Turner
is
on
her
way.
The
rest
of
the
trustees
are
here
and
cab
cabinet
is
here
so
good
evening.
Everyone,
the
date,
is
Tuesday
November,
1st
2022..
This
is
a
special
special
board
meet
need
meeting.
It's
a
government
governance
work
workshop
of
the
lanto
l,
l
element,
Elementary
School
District.
A
A
B
Okay,
go
going
on
to
1.004
Pledge
of
Allegiance
Allegiance.
Please
stand.
B
C
B
B
So
most
motion
pass
passes.
Four:
zero,
zero,
okay
move.
Moving
on
to
pub
public
test.
Testimony
do
do
we
have
representative
from
a
adta.
E
F
Thank
you
very
much
nice
to
see
you
all
here
tonight
good
evening.
Paul
I
want
to
begin
by
thanking
Mr
Krause
for
coming
to
Morgan
K's
Fall
Festival.
Last
week
he
dressed
as
a
cowboy
and
came
and
joined
us,
and
he
took
a
pie
in
the
face
I
heard,
and
we
just
really
really
appreciate
he
comes
to
our
sites.
He
spends
time
engaging
members
in
conversation.
He
spends
time
with
us.
He
doesn't
just
blow
in
and
blow
out.
He
takes
a
minute
and
listens
and
asks
questions
and
responds.
F
We
would
ask
each
of
you
to
take
the
time
to
see
our
schools
too.
It's
nice
to
see
you
at
the
assemblies,
but
it
would
be
great
to
see
you
in
our
classrooms.
Take
a
minute
talk
to
the
kids.
Ask
about
our
bulletin
boards
find
out
what
what
the
kids
think
about.
F
What's
going
on
in
class,
you'll
you'll
learn
a
lot
by
just
coming
and
spending
10
15
minutes
instead
of
going
in
and
out
too
quickly,
we'd
love
to
have
you.
We
welcome
you,
the
more
the
better
honestly
I'll
tell
you
personally.
If
I
see
you
once
a
year,
I
get
nervous.
If
I
see
you
every
couple
of
months,
I
know
you're
going
to
see
it
all
you're
going
to
see
the
good
they're
going
to
see
the
bad.
You
can
see
everything
in
between.
F
F
For
example,
today
Mason
Linda
Middle
School
teachers
needed
to
debrief
they
needed
to
process
they
needed
to
vent
air
concerns
about
what
the
happenings
of
the
last
couple
weeks
and
he
dropped
everything
to
go
meet
with
him
and
give
them
a
chance
to
are
there
concerns
and
process
what
we've
been
going
through?
F
We
appreciate
his
brand
of
Hands-On
caring
leadership,
good
news
to
report
that
I
think
we
have
633
new
students
in
attendance
in
our
district,
so
we're
growing
we're
working
on
the
attendance
problem
today.
At
morning,
Kincaid
Mrs
Cooper
held
a
raffle
drawing
for
for
a
random,
perfect
attendance
students
from
the
month
of
October
and
I
lost
track
of
how
many
names
she
called
out,
but
they
had
a
little
gift
from
our
PTA
for
every
one
of
them
and
the
kids
get
excited
about
that.
F
We
need
to
do
something
to
prod
the
parents
and
students
to
want
to
come
back
to
school.
Unfortunately,
I
think
we
sent
a
message
that
year
that
we
that
we
left
school
we
sent
the
message
that
it's
not
that
important
to
come
to
school.
You
can
do
it
from
home
and
they
can't
they
can't
do
it
from
home.
It's
okay
to
have
your
Chromebooks,
it's
okay!
To
have
your
programs!
F
They've
got
to
be
in
the
seats
and
we
need
to
reverse
that
message
that
we
put
out
there
so
there's
that
we
may
need
to
make
some
billboard
ads
some
radio
ads.
We
need
to
let
people
know
the
importance
of
attendance.
We
need
to
really
ramp
that
up,
and
especially
our
district.
We
we,
we
really
need
our
students
to
come
to
school.
I
have
a
very
severe
deficit
of
learning
of
skills
in
my
classroom.
F
I
know
many
of
us
are
facing
the
same
issues
in
our
classes
and
there's
no
helping
them
if
they
can't
come
to
school,
if
they
don't
show
up,
I
can't
possibly
do
my
interventions,
like
all
the
things
I
learn
all
the
things.
I
know
how
to
do
all
the
in-services.
We
have
all
the
PD
day
days.
We
have.
None
of
that
will
help
me
reach
that
child,
if
they're
home
and
not
in
my
classroom.
F
So
we
need
to
really
make
an
active
campaign
to
get
them
back
in
class.
F
I
wanted
to
say
thank
you
I'm,
so
grateful
for
the
support
and
teamwork
of
CSEA
nutrition
services
and
our
secretaries,
as
we
all
know,
run
the
schools.
The
Proctors
know
the
kids
they're
helpful
on
the
playgrounds,
they're,
really
really
wonderful,
wonderful
assets
to
our
schools,
our
paraprofessionals.
Are
we
couldn't
do
it
without
them?
We're
very
very
grateful
for
them:
the
custodians
transportation
and
our
unsung
heroes,
I.T,
actually
I,
think
they're,
pretty
not
much
sung
Heroes,
because
we
tell
them
every
time
we
get
a
chance
that
they
are
really
Our
Heroes.
We
really
appreciate
I.T.
F
Without
them,
a
lot
of
our
programs
would
fall
flat.
Also,
so
I
wanted
to
say
thank
you
to
CSEA
at
this
time
what
else
I'm
looking
at
my
notes
here.
So
if
you
visit
our
campuses,
you'll
see
that
we
have
campuses
that
are
pristine,
immaculate
beautiful
in
spite
of
the
Desert
Wind,
and
you
might
also
see
campuses
that
are
on
the
other
end
of
that
Spectrum.
You
really
just
need
to
know
the
schools
you
lead.
F
So
it's
important
that
you
know
the
schools
you
lead
inside
and
out,
and
we
would
just
love
to
see
you
there
more
often
on
another
aspect,
I'd
like
to
mention
that
Mr
Krause
shared
with
me
that
he
has
a
Target
solution,
training
that
he
can
offer
our
teachers
on
active,
shooter,
training
and
I've
heard
from
many
many
members.
We
are
eager
for
that
training.
F
Honestly,
if
you
do
the
math
it's
about
one
in
seven
million,
that
a
child
will
have
will
die
of
a
school
shooting,
but
you
don't
want
to
be
that
one
school
the
schools
are
in
the
news
all
the
time
it's
going
to
be
somewhere,
so
we
need
to
have
that
not
be
our
schools
and
we've
we're
in
the
news
we're
on
KFI
for
the
things
that
happened
last
couple
weeks.
We
need
to
reverse
that
with
proper
training,
proper
preparation
and
proper
education
for
the
students.
F
It's
been.
It's
been
kind
of
a
scary
couple
of
weeks
for
all
of
us
and
I'm
very,
very
pleased
to
say
that
Mr
Krause
said
he
would
offer
us
some
active
shooter
training
on
the
target
Solutions.
So
we're
talking
about
that
and
hopefully
there
will
be
a
live
event,
a
workshop
on
a
Saturday
that
we
can
go
to
to
get
some
actual
training.
I
know
some.
Some
of
our
teachers
have
done
that
type
of
thing
exactly
and
they
said
it's
been
extremely
helpful.
They
feel
prepared.
F
They
feel
like
they
know
what
they
would
do,
even
though
you
know
when
that
kind
of
thing
happens,
it's
going
to
blow
everything
out
of
the
water,
but
it's
just
like
our
fire,
drills
and
our
earthquake
drills.
You
practice,
you
practice
you
practice
and
then,
when
your
brain
goes
numb
because
you're
so
scared
your
your
instinct
takes
over
and
you
you
practice,
you
perform
what
you
practiced
so
I'm.
F
Sorry,
if
I'm
gonna
feel
a
little
around
the
off
the
all
over
the
board
today
and
my
notes
are
rather
scattered,
but
if
there's
anything
else,
you
ever
have
a
question
for
please
reach
out
to
me.
My
email
is
open.
My
doors,
open,
I,
welcome
questions.
I
wish
welcome
comments,
and
thank
you
very
much
for
for
hearing
me
this
evening.
Thank
you.
B
Okay,
thank
you
do
do
we
have
a
red
representative
from
CSEA.
A
President,
we
do
not
have
anyone
in
the
audience.
Okay,.
G
E
All
right
well
good
evening,
Madam
president
members
of
the
board
this
evening
we
are
excited
to
host
our
first
workshop
on
our
history
and
social
science
adoption
process,
and
so
we
this
evening
we
have
in
store
for
you
a
couple
Publishers
that
will
be
sharing
their
materials
but
I'd
like
to
invite
Dr
dwyzen
up
to
the
podium
so
that
she
can
go
over
a
slide
presentation
for
us
before
we
get
started
and
again
this
is
an
open
Workshop.
We
appreciate
any
comments
or
questions
throughout
the
process.
E
So
don't
you
don't
have
to
wait
till
the
end
if
at
any
point
in
time
any
of
the
material
that
is
gone
over
or
Dr
dwyzen's
material
on
her
slideshow
by
all
means?
Please
stop
us
and
we'll
be
more
than
happy
to
answer
any
questions
for
you
and
with
that
I'd
like
to
welcome
Dr.
It.
I
You
yeah
thank
you
Mr
Cross
good
evening,
Board
of
Trustees
I
would
like
to
First
say
thank
you
for
the
opportunity
to
share
with
you
this
evening.
We
are.
This
is
the
beginning
phase
of
the
adoption
process
for
history,
social
science
and
I
would
like
to
just
say
thank
you
and
commend
the
board
for
being
active
in
this
process,
because
it's
very
important
I
want
to
also
start
out
by
saying
this
is
the
beginning
of
a
long
process.
I
It
takes
months
in
order
for
this
to
go
all
the
way
to
fruition
so
again
we're
at
the
beginning
stages.
This
is
the
introduction
and
we
are,
we
are
excited
to
present,
and
we
have
a
few
of
our
Publishers
here
this
evening.
So
I'm
just
going
to
walk
us
through
go
ahead
and
go
to
the
first
slide
before
I
before
I.
Go
I
just
want
to
give
a
special
thank
you
to
our
academic
Services
team
over
here.
I
There's
a
lot
of
behind
the
scenes
that
happens
in
a
text
book
adoption
and
our
teachers
that
are
volunteering
to
be
a
part
of
the
adoption
process
and
pilot
materials.
Look
at
materials
dive
deep
into
materials.
This
is
truly
a
collaborative
and
group
effort,
so
I
just
want
to
publicly
say
thank
you
to
all
of
them.
I
So
this
evening
we
have
a
few
things
on
the
agenda:
we're
going
to
talk
about
our
current
reality.
You
have
some
resources
in
front
of
you
in
the
binder
and
we're
going
to
kind
of
go
through
those
we're
going
to
talk
about
the
framework
for
history,
social
science.
We're
going
to
talk
about
criteria
for
evaluating
like
how
do
these
Publishers
even
get
to
be
here,
we're
going
to
talk
about
our
timelines
and
we're
going
to
talk.
I
The
Publishers
are
going
to
have
opportunity
to
share
what
they
have
opportunities
for
presentations
and
that's
it
so
we're
going
to
go
ahead
and
go
to
the
next
slide.
So
in
the
binder
in
front
of
you,
you'll
see
our
board
policy
on
textbook
selection.
Adoption
process
you're
going
to
see
the
history,
social
science
content
standards,
you're
going
to
see
our
timelines
for
adoption.
So
what
are
we
projecting
when
we
get
to
bring
it
in
front
of
you
for
recommendation?
How
long
will
that
take
you'll
also
have
a
page
for
notes.
You
have
sticky
notes
there.
I
If
you
have
questions,
you
want
to
jot
down
write
down
and
we
have
a
printout
of
the
presentation.
You
have
in
front
of
you
and
I
would
have
loved
to
give
you
the
whole
framework,
but
it's
856
pages.
So
we
have
the
link
for
that
and
we
at
the
close
of
this,
we're
also
going
to
make
sure
you
have
links
to
both
publisher
items,
the
framework
anything
we're
talking
about.
We
are
going
to
send
to
you
digitally
at
the
end,
and
if
you
would
like
a
framework,
we
can
get
that
for
you
all
right.
I
I
I
have
one
order
already
we're
gonna
get
that
for
you
all
right.
So
the
first
slide
that
we
have
in
front
of
you
is
a
board
policy,
six,
one,
four
two
and
what
I?
What
I
pinpointed
about
this
one
is
this
one
specifically
talks
about
history
and
social
science.
So
I
wanted
to
highlight
this
as
the
main
within
our
board
policy.
I
What
was
important
about
history,
social
science,
when
the
board
policy
was
adopted
to
make
sure
that
our
our
students
have
knowledge,
cultural
understanding,
including
historical
ethical,
cultural,
Geographic,
economic
and
socio-political
literacy,
understanding
Civic
values.
So
this
is
just
the
board
policy.
What
we
have
within
our
own
District
of
how
we
are
viewing
history,
social
science
next
slide.
I
So
this
is
our
state
of
California
and
so
the
first
slide
I'm
going
to
show
you
three
different
data
sets.
So
this
is
just
a
preview
because
on
in
the
November
15th
meeting,
we
have
a
more
in-depth
data
review
that
specifically
speaks
to
our
district,
but
I
just
wanted
to
give
you
a
couple
of
snapshots,
because
this
will
help
frame
where
we're
going.
So,
first
of
all,
we
have.
This
is
the
state
of
California
grades
three
through
eight
and
eleven
take
the
cast
test.
I
The
second
one
you'll
see
mathematics
which
we're
not
digging
quite
into
right
now,
but
just
to
give
you
an
idea,
we're
at
33.38
in
the
state
of
California
at
Mead
or
exceeds
next
slide.
This
is
our
County.
So
it's
important
to
look
at
state
county
and
our
own,
so
our
county
has
39.89
of
students
meet
or
exceeded
in
ela,
and
then
we're
at
24.49
meet
or
exceeded
with
math
next
slide,
and
this
is
our
district.
I
So
we
don't
have
grade
11
because
we're
only
in
elementary
school
district,
but
I
wanted
you
to
be
able
to
compare
all
three
data
sets,
because
what
I
see
here
is
an
opportunity
for
growth.
This
is
an
opportunity
of
where
we
are
and
where
we're
going
to
go
because
I
believe
our
students
are
going
to
just
fly
through
the
moon
and
we're
going
to
excel
so
on
Ela.
I
You
have
22
point:
we
have
22.95
of
our
students
at
meet
or
exceeding
for
ELA,
and
we
have
11.69
in
math
so
again,
I'm
going
to
dive
into
these
deeper
and
what
we're
doing
and
how
we're
doing
it
to
address
these
and
support
our
students,
but
I
wanted
you
to
have
that
frame
just
so
that
you
can
see
those
so
our
current
reality.
Our
current
reality
is
that
the
last
adoption
in
history,
social
science,
was
in
2006.,
so
we
are
still
using
that
adoption
right
now.
I
That's
with
Scott
forsman,
who
I
don't
even
think
they're,
oh
okay
and
then
McDougall
litel.
So
these
are
the
books
that
we
currently
have
so,
but
the
current
reality
of
this
is
that
textbooks
those
textbooks
because
we've
adopted
them
they're
becoming
increasingly
difficult
to
find
so
I
have
Wendy
over
here
who
can
attest
to
that?
We
we
look
on
eBay,
we
look
on
like
we
have
to
these.
Are
our
board
adopted
materials
and
when
Williams
case
comes
in
the
county
comes
in
annually?
I
The
current
books
are
not
aligned
to
our
common
core
standards
or
the
current
history
framework,
so
that
means
I'm
going
to
kind
of
go
down
a
few
and
then
I'll
talk
a
little
bit,
there's
no
digital
version
of
the
current
textbooks.
So
we
send
Chromebooks
home
with
students.
They
have
access
to
textbooks
at
home
and
at
school
there's
no
digital
version
for
what
they
have
right.
Now,
textbooks
were
aren't
the
adopted
ones.
I
They're
not
written
at
the
current
reading
level,
so
we
use
a
lexile
as
a
measurement
for
reading,
so
the
books
that
we
have
now
are
not
even
at
the
correct
level
students
are
tested
in
reading
and
social
studies
indirectly.
So
what
I
mean
by
that
is
on
the
state
tests?
They
will
get
passengers
that
are
expository
texts.
I
Those
are
what
we
call
science
and
social
studies
type
passages,
and
so
we
need
our
kids
to
have
access
to
those,
so
they
can
think
critically
so
that
they
can
understand
to
be
able
to
respond
to
those
so
starting
in
third
grade.
It's
a
lot
of
narrative.
You
might
get
a
story,
but
as
you
go
up,
you're
increasingly
going
to
see
more
and
more
history
or
science
passages
and
they
have
to
analyze
those.
I
Additionally,
the
Supple
we've
been
using
a
supplemental
version
every
year,
and
so
it's
not
the
full
version.
Our
teachers
have
been
accessing
it
digitally.
So
that
means
our
kids.
Don't
even
have
the
books
in
front
of
them
that
matches
that
supplemental
and
that's
cost
us
every
year
when
we're
trying
to
put
so
about
over
three
years.
It's
almost
300
000
that
we've
put
out
on
supplemental
materials
and
then
the
needs
for
our
students
are
not
addressed
all
of
their
needs.
I
So
when
we
talk
about
differentiation
I'm
talking
about
our
English
Learners,
our
special
education
students,
our
gifted
students,
even
our
TK
and
K
students,
their
special
needs
that
they
have
and
then
currently
the
TK
has
no
additional
social
studies
materials.
So
our
TK
teachers,
they
asked
me
and
they
say,
Miss
toys
on.
We
need
other
things
because
they
have
one
item
in
it
like
everything
is
TK,
as
you
teach
it
Blended
model,
but
they're
like
we
just
we
need
more
so
across
the
board.
I
That's
our
current
state
of
where
we're
at
with
our
books
next
slide.
So
this
is
just
a
quick
Williams
case.
We
all
know
about.
We
see
those
reports
come
every
so
often,
but
basically
we
say
that
we
have
sufficient
materials
and
that
they're
aligned
to
the
state
standards
So.
Currently,
the
book
that
we
have
on
the
county,
we
meet
Williams
because
it
is
a
waiver
type
of
a
thing
because
many
have
not
quite
adopted
yet
next
slide.
I
So
how
do
we
get
here?
So
in
order
for
us
to
even
consider
a
publisher
there's
a
process
that
they
go
through
at
the
state
level,
so
at
the
state
level,
there's
a
rigorous
process
and
it
goes
through
their
state
board
of
education,
but
basically
they
end
up
on
this
list
and
I'm
going
to
go
at
how
they
get
there
in
a
minute.
But
all
of
these
Publishers
that
you
see
listed
in
your
presentation,
they're
on
the
state
approved
list,
so
there's
not
a
whole
lot
of
them,
but
there's
enough
of
them
and
so
districts.
I
I
We
wanted
a
program
that
also
had
a
Spanish
component
for
our
dual
immersion
and
additionally,
we
wanted
our
teachers
and
students
to
be
able
to
have
digital
and
print
access,
so
that
left
us
with
two
Publishers.
So
you
see
McGraw-Hill
kind
of
reported
to
McGraw
Hill,
who
you
will
hear
from
this
evening
and
Pearson
who
is
now
Samus?
Okay,
so
they
champ
went
their
name
change
next
slide,
so
the
criteria
for
evaluating
instructional
materials.
I
First
of
all,
it
has
to
be
aligned
with
the
standards
and
within
that
alignment
of
the
standards
it
has
to
meet
something
that's
called
The,
Fair
Act
and
the
Fair
Act
is
where
you
want
to
make
sure
that
you
have
representation
of
everyone
within
so
people.
So
kids
and
everybody
sees
themselves
within
the
materials
that
you
have
there's
program
organization,
and
you
actually
have
this
broken
down
within
your
folder
of
what
each
of
these
are
but
there's
program
organization.
They
look
at
assessment
within
the
program.
I
I
Next
slide,
so
this
is
just
a
quick
overview.
These
are
what
the
main
topic
or
theme
is
for
students
each
year,
each
grade
level.
So
you
can
see
that
in
front
of
you,
it
takes
a
a
wide
variety
on
what
that
looks
like
for
each
grade
level.
Next
slide.
I
And
then
just
a
little
about
our
process
and
we
are
excited
because
teacher
and
parent
involvement
is
important
in
this
process,
so
for
those
of
our
parents
who
are
and
teachers
who
are
tuning
in
whether
in
the
audience
or
at
home,
you
are
very
much
a
part
of
this
process
and
we
welcome
you
within
this
process
for
your
voice.
There
are
many
opportunities
for
you
to
share
your
voice
as
a
teacher
and
as
a
parent
next
slide.
So
this
is
just
a
quick
review.
You
should
have
this
kind
of
a
little
larger.
I
I
So
we
start
today
so
today
the
board
having
this
presentation
for
you.
So
you
understand
what
we're
doing
and
how
we're
moving
forward
we're
going
to
have
the
team
get
savvis
training.
That's
the
first
publisher
that
they're
going
to
Pilot
so
they're
going
to
get
training
from
savvis.
Then
they
have
from
11
28
to
1
6.
They
pilot
it.
You
never
want
to
adopt
a
book
without
piloting
it.
I
I
Okay,
then
they
move
on
to
pilate
McGraw-Hill.
Then
they
come
back
together.
What
did
we
think
about
McGraw-Hill
and
I
want
to
highlight
that
student
voices
are
represented
in
this
process,
so
students
will
have
an
opportunity
to
say
hey,
I
really
liked
this
or
I
wish
they
had
more
of
this,
because
kids
can
be
brutally
honest.
I
We
want
their
feedback
additionally,
so
they
come
back
in
in
February,
then
from
that
this
is
going
to
be
a
long
time
span
because
we
need
it
to
be
so
from
11
28,
all
the
way
to
2
7
we're
going
to
have
different
opportunities
for
the
public
to
come
in
and
view
the
textbooks.
So
this
we
have
several
School
sites
that
will
have
full
sets
to
make
it
easier.
We
don't
want
everybody
to
have
to
come
here.
I
So
we
have
multiple
opportunities
through
the
day
morning
evening
which
parents
can
come
and
view
materials,
then,
on
the
seventh,
all
of
the
teachers
who
were
piloting
come
and
they
put
all
their
findings
together
and
they're,
going
to
create
we're
going
to
have
a
presentation
to
the
board
in
March
and
give
that
recommendation
to
you,
based
on
everybody's
feedback
and
I,
want
to
highlight
also
that,
as
the
board,
you
are
always
welcome
to
attend
any
of
our
meetings
that
we
have
to
learn
about
this
process.
I
The
idea
is
that
we
get
all
materials
by
the
end
of
June
so
that
we
are
ready
to
roll
when
the
new
school
year
starts
next
slide.
This
is
just
a
kind
of
brief
overview
of
the
professional
development,
so
you
never
want
to
have
books
and
not
support
teachers
with
the
implementation.
So
there's
three
different
types
of
professional
development:
there's
how
to
use
the
materials
because
sometimes
maneuvering
those
can
be
tricky.
I
There
is
a
training
on
the
standards
that
you
need
to
have
that
accompanies
it
and
then
also,
how
do
we
do
this
work
in
the
classroom?
How
do
we
have
instructional
strategies
in
the
classroom
as
it
relates?
So
you
see
that
this
is
a
long
process
in
and
of
itself,
because
we
want
to
make
sure
that
we
do
it
their
own
job
next
slide.
I
So
this
is
so
far
the
makeup
of
our
adoption
team,
so
I'm,
proud
to
say
that
it
is
built.
The
way
it
should
be,
which
is
that
the
teachers
are
the
driver
of
this
work.
All
of
our
14
Schools
are
represented.
If
you
go
to
the
next
slide,
you'll
see
all
teachers
you'll
see
all
grade
levels,
I
think
we
had
one
exception
somewhere
we
have
special
education
represented,
we
have
TK
represented,
we
have
an
admin
voice,
but
this
really,
we
also
have
dual
immersion
represented.
I
So
I
told
you
a
little
bit
about
our
Publishers,
so
both
of
the
Publishers
you
hear
have
a
TK
through
eight
curriculum.
Both
have
a
Spanish
component
for
dual
immersion.
I
Both
have
digital
and
hard
copy
book
both
are
on
the
approved
list,
both
will
be
piloted,
and
then
we
asked
them
to
come
this
evening
and
present
to
you.
What
is
my
program
about?
What
does
it
have?
So
you
also
have
a
note
page
in
there.
You
can
take
notes
on
there.
You
have
Post-it
notes.
We
ask
that
the
Publishers
only
present
what
the
teachers
are
receiving.
I
We
we
ask
that
they
address
differentiated
needs.
So
how
are
you
going
to
address
the
needs
for
our
English
Learners,
our
special
education?
Maybe
students
who
are
who
are
have
challenge
abilities.
We
want
to
make
sure
the
gifted
are
represented.
What
are
the
different
components
of
the
program
that
are
being
purchased
and
then
board?
We
do
have
materials
for
you
and
we'll
make
arrangements
through
Miss
levay
to
make
sure
that
you
get
those
materials
that
you're
needing
so
so.
That
concludes.
J
President,
thank
you
for
that
presentation.
Dr
dewaison,
oh
I'm,
living
at
the
timeline,
and
my
question
is:
if
ordering
the
material
by
April
15
2023,
will
the
textbooks
be
available
at
the
beginning
of
school?
It
seem
like
there's
not
enough
time
and
we've
had
problems
in
the
past.
Getting
our
books
on
time
before
school
starts.
I
J
I
So
we're
seeing
that
that
probably
would
be
a
really
good
question
for
our
Publishers
when
they
come
up
and
that's
why
yeah,
but
typically
when
we
did
the
science,
we
did
the
science
in
March.
We
did
get
majority,
we
had
to
order
extra
materials,
but
we
got
the
majority
before
school
started.
J
H
B
Okay
and
any
other
trustees.
B
No
questions
I
do
have
a
question.
First
thing:
the
Ted
test
scores
are
those
the
current
test
scores
now.
Yes,.
I
B
I
know
when
schools
get
new
curriculum,
you
know
they
get
that
first
training
and
it's
like
trying
to
drink
water
from
a
five
fire
hose.
It's
like
so
much
information,
but
when
you're
actually
in
the
classroom,
trying
to
create
your
lesson
plans,
will
there
be
an
opportunity
for
additional
trainings
or
specific
trainings,
so
that
teachers
can
you
utilize,
the
programs
better
I.
I
Thank
you
for
asking
that
question.
So
the
publisher,
the
timeline
for
professional
development.
There
was
a
second
one,
so
it
is
Our
intention
that
that
train
meaning
actually
take
over
the
year
and
sometimes
goes
into
year,
two,
because
you
also
have
to
like
you
said
it's
a
crazy
time
of
year.
You
also
have
to
be
able
to
receive
that
information
at
that
time.
So
that's
why
we
have
three
different
types
of
professional
development
so
that
we
can
dive
deeper
for
our
teachers,
but
it
is
a
part
of
a
robust
plan.
All.
L
Ready
so
Miss
Turner
one
of
the
questions
that
you
had
about
the
materials
and
that
sort
of
thing
it's
always
best
to
get
the
POS
in
as
early
as
possible
so
that
you
have
the
materials.
However,
we
work
really
closely
with
Wendy
to
make
sure
that
you
have
them
for
the
start
of
school
and
we
have
somebody
on
our
team
that
works
directly
with
her
to
help
track
everything
and
if
there's
anything,
missing
and
stuff
like
that
to
get
back
to
her.
L
So
we've
done
that
this
year
for
your
tk8
science
adoption
and
we
would
do
the
absolute
same
thing
for
history,
social
studies.
So
it
is
important
that
they
have
the
materials
for
the
start
of
school
and
then.
L
Thank
you.
Your
question
about
professional
development.
We've
had
meetings
with
your
extended
leadership
team
here
in
the
district
for
curriculum,
and
we
have
went
through
a
comprehensive
professional
development
plan
over
the
first
few
years.
Should
you
adopt
so
that
your
teachers
have
that
continued
training
to
go
on,
so
we
have
been
a
discussion
about
that.
We've
had
several
meetings,
so
thank
you
for
bringing
that
up.
That's
important.
J
L
You
you're
welcome,
and
so
I
do
want
to
introduce
to
you
tonight.
Joy
cotton,
Joy
cotton
is
one
of
our
Specialists
here
at
sabbis
and
she's,
going
to
be
sharing
some
of
the
components
that
the
teachers
would
receive
and
the
students
would
receive
for
the
pilot,
as
well
as
the
components
for
the
program
and
here
to
answer
any
questions
that
you
have
as
well.
N
Community
members,
parents
and,
of
course,
teachers.
We
are
absolutely
thrilled
to
be
participating
in
your
textbook
adoption.
So
one
of
the
places
that
I
wanted
to
start
is
by
mentioning
that
my
world
interactive,
Mi
Mundo
in
Mi,
Mundo
interactivo
in
espanol,
was
built
from
the
ground
up
and
not
something
that
we
repurposed
and
then
relabeled.
We
think
that's
important
for
your
community
to
know
because
you
are
already
using
Scott
forsman.
That
is
not
the
exact
same
thing
as
my
world
interactive,
but
we
do
own
that
now
Sunset
title.
N
The
idea
behind
my
world,
interactive,
being
inspired
by
California
Educators
built
in
part
by
and
with
California
teachers
is
that
is
also
focusing
on
the
unique
California
learner.
So
one
of
the
things
that
your
teachers
will
be
using
with
your
students
intentionally
across
all
of
the
grade
levels,
is
the
student
Interactive.
N
Now
this
student
interactive
will
look
familiar
to
some
of
your
teachers
because
it
does
have
that
familiar
consumable
design,
but
it
is
reimagined
and
repurposed
to
actually
be
a
scaffold
for
your
students.
So
when
we
think
about
social
studies
beyond
the
projects,
if
you're
just
flipping
through
the
resources,
we
cannot
Escape
how
closely
tied
social
studies
is
to
literacy.
N
That
is
how
the
students
get
the
content.
They've
got
to
read
it.
Maybe
they'll
use
audio
support.
Maybe
teachers
will
Pepper
lessons
with
interactives,
but
at
some
point,
literacy
does
come
into
play
so
with
the
intentional
design.
What
your
teachers
will
appreciate
is
streamline
resources.
Now
the
entire
lesson
can
be
ran
from
the
one
student
interactive
before
they
would
have
to
toggle
between
different
resources,
which
they
told
us
was
not
effective
in
delivering
social
studies
instruction.
Also,
as
they
are
using
these
resources,
it's
colorful,
it's
engaging.
N
We
want
our
students
as
they're
grappling
with
this
complex
text
to
be
able
to
mark
it
up,
underline
Circle
highlight,
as
teachers
are
spending
time
teaching
in
their
Ela
block
close
reading
skills
developing
those
skills
we
want
them
to
be
able
to
transfer
over
with
this
main
resource.
So
no
more
copying
pulling
out
transparency.
Just
to
let
you
know,
I
know
how
far
back
that
program
dates.
Everything,
including
the
activities
and
projects,
are
included
in
the
one
student
interactive.
N
This
is
a
blended
program,
so
everything
we
have
in
print
is
also
available
digitally
something
else
about
the
intentionality
of
this
program.
Thinking
about
the
nuances
between
grade
levels.
This
is
something
that
teachers
will
appreciate
in
that
thinking
about
TK
instruction.
We
include
a
tabletop
version
of
the
student
interactive.
A
lot
of
the
instruction
is
play
based
at
that
grade
level.
N
Thinking
about
kindergarten,
first
grade
second
grade,
these
Pages
rip,
Right
Out
of
This
Book
again
instruction
at
those
grade
levels
are
happening
in
a
different
way
than
how
we
imagine
an
older
up
and
upper
elementary
student
or
even
a
middle
grader.
So
that
might
be
happening
on
the
rug.
You
might
be
calling
those
students
to
the
rug.
You
can
rip
those
pages
out
and
and
offer
that
streamlined
experience
also
developmentally
appropriate
for
the
Middle
grades.
Something
is
happening
to
the
content
coming
a
little
bit
more
complex,
so
you
can
just
visually
see
all
right.
N
That's
the
shift
at
sixth
grade,
so
we
do
still
have
an
interactive
engaging
pathway.
This
is
the
student
text
of
course
available
online,
and
then
we
want
that
idea
to
transfer
over
to
our
middle
schoolers
as
well.
We
want
them
to
have
that
field.
Notebook
filled
with
reading
scaffolds,
graphic
organizers
places
for
them
to
practice
vocabulary,
so
they
can
acquire
that
academic
and
discipline,
specific
vocabulary,
easy
to
use
and
ready
to
go,
but
not
necessarily
just
a
book
of
worksheets.
N
So
that's
one
of
the
things
that
we
want
the
teachers
to
notice
right
away
and
that
will
work
with
them.
So
this
is
actually
a
scaffold
for
your
middle
schoolers.
It's
not
an
additional
thing
for
your
students
to
tear
out
and
turn
in
it
is
the
reading
scalp
scaffold
to
make
it
accessible
for
all
Learners,
all
right,
I'm,
going
to
travel
back
to
my
device
to
show
off
a
few
of
the
digital
courseware
pieces.
N
They
are
some
of
the
differentiators
and
another
way
that
we
can
meet
the
unique
needs
of
all
Learners,
whether
that
be
because
they're
at
different
grade
levels.
Just
like
we
want
instructional
materials
that
are
developmentally
appropriate
in
print.
We
are
offering
developmentally
appropriate
digital
materials
as
well,
so
you'll
see
those
shifts.
O
O
N
And
students
are
also
able
to
access
their
lessons
from
the
student
e-text.
Okay,
one
thing
that
students
our
teachers
will
tell
you
is
that
they
are
spending
time
planning
engaging
lessons.
We
want
to
save
your
teachers
time.
We
have
a
partnership
with
NBC
learn
which
allows
us
to
offer
curated
resources
that
match
the
stamina
of
your
students,
so
very
accessible
short,
maybe
one
to
two
minutes
in
length,
but
they've
got
all
of
the
bells
and
whistles
and,
most
importantly,
they're,
acting
as
a
literacy
scaffold
in
design
in
Disguise.
N
This
is
going
to
build
background,
build
that
vocabulary
that
we
want
our
students
to
have
as
they
investigate
different
topics
in
history.
So
now
what
I
want
to
do
is
move
you
forward
to
a
lesson
and
just
show
that
parallel
experience
notice,
appropriate
chunking
and
print
and
in
black
and
white,
without
a
student
having
to
collapse
that
digital
text
I
can
pull
up
either
version
print
or
digital
of
my
student
interactive
and
receive
that
vocabulary
practice
and
support.
N
A
lot
of
our
students
might
look
at
this
text
and
struggle,
but
we
include
literacy,
supports
love,
love,
love,
all
the
curated
images.
This
is
an
example,
as
you're
flipping
through
all
of
our
courses,
not
just
of
diversity,
how
we're
representing
it
but,
of
course,
very
important
for
history,
social
studies
embedded
primary
sources,
so
the
curated
sources
that
we
use
to
tell
that
well-toed
story
in
history.
Going
back
to
our
students
who
we
service.
We
want
them
to
be
able
to
access
that
text.
N
We
have
audio
support,
it
is
being
read
to
your
students
or
maybe
even
whole
class
in
a
natural
voice,
reading
reader.
So
when
that
professional
reader
does,
of
course,
help
with
reading
comprehension,
we
also
have
different
accented
readers.
Another
feature
that
we
know
the
students
will
appreciate
as
they're
grappling
with
this
complex
text.
Is
that
ability
to
highlight
Circle
and
underline
whether
they're
in
print
or
digital?
N
They
can
also
annotate
ask
questions
to
the
teacher
type
directly
into
the
text,
and
this
is
going
to
be
saved
automatically
for
the
kiddos,
so
this
also
pulls
in
flexibility
for
teachers
you're
going
to
have
some
teachers
who
are
working
with
older
kids
and
they're
ready
to
really
engage
their
students
with
this
resource.
We
also
have
resources
that
are
better
fit
for
tkk1
or
most
of
the
resources
are
teacher-led.
I
want
to
show
one
more
resource
before
I
walk
away,
because
you
won't
see
this
throughout
the
pile
lit.
This
is
the
type
of
reading
support.
N
All
students
need
notice.
Now,
when
I
highlight
the
text
without
collapsing,
the
text
or
visiting
any
other
area
I
can
translate
the
entire
text
right
now.
I've
selected
the
language
Spanish,
but
students
and
families
and
Folks
at
home
have
that
option
to
toggle
between
over
90
languages.
What
we
want
to
do
is
offer
a
reading
support,
but
also
open
up
that
support
to
projects.
Kids
are
working
on
at
home,
they're
reading
at
home,
doing
projects
and
work
at
home.
Now
families
can
support
their
kids
with
that
learning.
N
About
other
resources
that
we
include
with
my
world
interactive,
this
conversation
really
is
about
universal
access.
As
we
introduce
the
program,
all
teachers
and
students
need
is
the
one
resource,
so
you
have
engaging
activities
without
having
to
walk
away
from
the
core
resource.
This
helps
with
planning
that
your
teachers
are
not
digging
around
with
additional
materials,
but
we
know
that
you
are
going
to
have
students
in
your
classroom
that
you
have
kids
at
home
that
need
something
different,
so
we
do
offer
ancillary
resources
to
help
meet
the
needs
of
all
Learners.
N
We
know
that
you've
invested
in
an
English
language
arts
program
we
correlate
to
that
reading
program
so
that
your
teachers
May
begin
to
use
my
world
interactive
and
a
crosswalk
that
we've
developed
and
share
those
instructional
minutes.
If
you're
working
on
sequencing,
an
Ela
find
the
chapter
that
focuses
on
sequencing
and
share
a
little
bit
of
those
instructional
minutes
to
help
engage
your
learners,
teach
high
quality
standards
based
lesson
and
make
social
studies
instruction
actually
doable.
N
One
of
the
things
we
listen
to
with
our
teachers
is
that
they
don't
always
have
a
full
20
to
30
minutes
to
teach
a
lesson.
They
need
resources
that
will
allow
them
to
engage
with
students
if
they
have
five
minutes
if
they
have
10
minutes.
If
it's
a
short
week,
if
it's
a
month
full
of
holidays,
one
thing
you'll
notice
is
that
we
do
have
in
our
inquiry
projects
a
flexible
pathway
that
we're
offering
not
just
an
inquiry
project,
but
this
is
a
standards-based
project,
so
it
could
replace
the
text.
N
If
you
have
students
who
need
something
different,
that
project-based
approach
to
instruction,
we
offer
that
flexibility
here
again
teacher
Choice
teachers
can
focus
it
on
student
outcome.
If
you
want
to
have
additional
writing
activities
for
your
students,
you
might
choose
that
Quest.
If
you
want
them
to
have
additional
opportunities
to
practice
language,
you
can
choose
that
type
of
text.
N
When
we
think
of
social
studies,
we
don't
always
want
to
think
of
dates
on
a
timeline
or
facts
that
our
students
are
memorizing.
We
do
want
it
to
be
a
Hands-On
Minds
on
experience,
What
If,
instead
of
pulling
out
their
textbook.
Their
lesson
was
springboarding
from
an
activity
mat.
What,
if
talking
about
those
students
who
do
have
special
needs
and
the
modification
is
they
need
to
walk
around
their
classroom,
what
if
they
were
able
to
take
part
of
their
textbook
in
the
hallway
with
them,
bend
it
flexibly
and
have
a
tangible
resource?
N
This
is
available
digital
and
in
print
and
we're
also
proud
to
offer
offline
access.
We
also
have,
in
the
project,
learning
additional
opportunities
to
engage
students
that
again
meet
the
flexibility
that
teachers
need
oftentimes.
When
we
think
of
social
studies,
we
do
think
of
those
projects.
I
can
tell
you
again.
Teachers
are
spending
a
lot
of
time
on
Teachers
Pay,
Teachers
planning
on
multiple
visits
to
a
project,
there's
a
lot
that
goes
on
to
facilitating
a
project
for
the
teacher
in
the
classroom.
N
One
thing
we
want
you
to
know
about
my
world
interactive
is
that
we
include
all
of
the
resources.
A
teacher
could
want
to
make
it
easy
to
facilitate.
We
don't
want
them
using
that
website.
Teachers
Pay
Teachers,
unless
they
want
to,
we
don't
want
them
dragging
materials,
Home
spending
additional
hours
on
planning
unless
they
have
to.
N
We
want
them,
leaving
the
building
before
seven
all
right,
I
mean
you
can
tell
that's
my
colleague
I'm
a
former
teacher
all
right,
so
these
types
of
projects
are
aligned
to
the
standards
and
they're
ready
to
go
they're
available
in
print
and
digital,
and
they
also
offer
a
different
modality.
We
talked
about
all
of
the
literacy
involved
in
the
traditional
textbook.
This
offers
a
pathway
including
skits
readers,
theaters
kids,
as
well
as
additional
additional
map
activities
and
coloring
pages.
N
We
also
have
literacy
based
Pathways,
to
assist
your
kiddos
in
not
only
engaging
in
history,
social
studies,
content
but
accessing
the
content.
What
if
we
use
all
of
our
scaffolds-
and
we
still
have
students
who
need
help
accessing
that
content
here
again,
you're
going
to
see
differentiation
between
the
grade
levels
take
place
in
second
grade,
has
a
wonderful
read-aloud
series
that
they'll
be
able
to
sample
during
pilot,
and
we
hope
Beyond
these
come
to
us
from
an
author
from
the
framework.
N
Not
only
do
they
tell
part
of
that
comprehensive
story
with
developing
citizenship,
focusing
on
character
building.
These
are
a
really
nice
social,
emotional
learning
piece.
They
are
a
reading
loud
at
those
great
levels.
At
that
emergent
grade
level,
a
lot
of
reading
is
done
by
the
teacher
to
model
language.
So
a
lot
of
read-alouds
are
a
positive
thing.
They'll
like
having
extra
read
alouds,
but
this
is
also
a
fun
art
activity,
developing
historical
empathy.
N
So
it
comes
with
a
template
kit
where
they
get
to
color
glasses
and
listen
to
a
typical
School
of
the
art
scenario,
and
then,
when
they
hear
the
story
again,
they
pull
out
the
templates
in
color.
The
glass
is
a
different
color.
Listen
to
that
story
and
begin
to
develop
different
perspectives.
How
do
my
friends
feel
about
how
might
another
person
and
feel
about
that
situation?
So
we
love
and
your
teachers
will
love
that
read
aloud.
N
You'll
see
leveled
readers.
We
had
them
with
the
old
program
here.
Let
me
introduce
you
to
the
new
and
improved
leveled
readers
when
your
students
need
an
additional
scaffold
and
if
your
teachers
don't
have
that
full
30
minutes.
Our
leveled
readers
at
the
TK
through
fifth
grade
level,
are
aligned
to
chapter
content.
So.
N
Can
pull
these
into
a
small
group
instruction
or
use
them
in
a
way
that
a
teacher
would
like
to
flexibly
use
this
resource?
They
do
come
in
Spanish,
they
are
available
online
and
we
offer
a
differentiated
resource
for
students
that
are
at
grade
level,
accelerated
Learners,
as
well
as
our
Learners
that
are
striving
for
grade
level.
The
unique
way
that
we
level
resources,
honors
our
students
and
approaches,
learning
from
a
non-deficit
model.
N
So
we're
not
going
to
level
just
by
changing
the
Lexile
we're
going
to
develop
the
leveled
reader
so
that
the
teacher
can
use
one
lesson.
Plan
use
the
same
vocabulary,
teach
the
same
content
and
have
the
three
different
reading
levels
and
then,
of
course,
as
with
all
features
of
my
world
interactive,
a
very
nice
teacher
scaffold
is
included.
Now.
I
did
use
specific
language
for
the
leveled
readers
I
mentioned
TK
through
five,
because
that's
the
most
appropriate
grade
span
for
this
type
of
reading
for
the
Middle
grades.
N
You
don't
really
have
that
back
of
the
table,
small
group
kidney
support.
We
also
talked
about
the
content
becoming
more
complex
at
Middle
grades.
What
we
are
offering
for
the
Middle
grades
is
every
lesson
is
leveled,
so
we're
moving
away
from
every
chapter
being
leveled
and
we
are
intensifying
that
scaffold
for
our
students
and
offering
every
lesson
to
be
leveled.
We're
also
offering
our
level
lessons
into
different
different
languages,
English
and
Spanish.
N
So
what
we
have,
as
there
are
piloting
materials
in
their
teacher's
Edition,
is
that
scaffold
that
does
speak
to
ways
that
you
can
amplify
modify
your
lesson
as
a
teacher
without
having
to
pull
in
an
additional
resource,
and
not
only
will
you
see
support
pieces
for
your
students
with
special
needs.
You
will
see
support
pieces
again
for
Accelerated
Learners,
as
well
as
students
who
might
need
a
little
bit
of
extra
support
reaching
grade
level.
N
The
entire
program
as
introduced
is
completely
aligned
to
grade
level
standards.
The
framework,
as
well
as
grade
level
ELD
standards,
so
you'll,
also
find
in
those
differentiation,
supports
ways
to
incorporate
English
language
development,
language
activities,
so
robust
planning
for
that
support
allows
us
to
offer,
with
my
world
interactive
our
teachers
to
have
a
box
of
cupcakes
a
variety
of
cupcakes.
N
We
want
our
teachers
to
have
easy
to
use
resources
that
understands
the
natural
Rhythm
of
the
classroom
and
that
they
need
a
flexible
resource
that
matches
changing
instructional
minutes,
but
also
students
that
have
different
needs.
So
we
want
teachers
to
have
their
cupcake
with
a
really
nice
resource
that
has
everything
but
also
ancillary
resources
that
they
never
have
to
use.
They
can
sit
on
the
Shelf,
but
if
you
have
a
student
who's
allergic
to
Sugar,
you
can
pull
out
our
recipe
for
carrot,
cake
all
right.
N
You
may
have
some
students
where
this
cupcake
is
delicious,
but
it's
just
not
right.
For
that.
One
student:
they
have
a
gluten
allergy,
don't
worry!
We
have
a
special
recipe
for
that
as
well,
and
it
could
be
right
that
this
is
fun.
This
is
engaging,
but
it's
a
special
holiday.
We
have
a
special
type
of
cupcake
for
that
as
well,
so
we
have
those
easy
to
use
ancillary
pieces.
We
know
you're
going
to
see
flexible
Pathways.
Remember
with
my
world
interactive.
N
These
Pathways
for
flexibility
are
student
centered
based
on
student
outcome,
not
just
how
many
minutes
I
have
to
teach
and
again
thinking
about
your
District
very,
very
grateful
to
be
a
part
of
this
review
process
process.
We
do
integrate
with
the
platforms
that
you
have
already
invested
in,
so
if
it's
seesaw,
clever
or
Google
Classroom,
we
do
have
that
integration
available.
All
right,
I
want
to
say.
Thank
you
very
much,
we'll
pause
here
for
questions.
Thank
you.
J
N
We
don't
have
a
copy
of
the
presentation,
but
we
do
have
developed
a
virtual
resource
folder
for
the
district.
It
has
all
of
the
images
all
of
the
information
I
shared.
It's
just
a
proprietary
reason
why
we
can't
share
the
exact
slide
Source,
but
we
have
worked
out
a
way
to
share
with
Vanessa
following
up
something
that
we
curated
for
the
board.
It
will
show
every
component
and
tell
every
story
about
short
on
time:
literacy,
development,
everything
that
we
talked
about
can.
N
N
O
K
O
C
Sorry,
okay,
so
my
question
is
okay,
so
if
I
understand
this
right,
each
child
in
each
classroom
gets
all
this
stuff
that
you
showed
us
tonight
or
just
parts
of
it
like
I.
Remember
when
I
was
a
kid.
My
history
books
were
always
like
this.
So
will
a
child
get
issued
one
of
these
or
it's
just
in
the
classroom
for
them
to
use
in
the
classroom
because
they're
so
heavy?
And
is
this
my
understanding?
N
Have
some
differences
across
the
grade
level,
but
if
you
will
be
my
model,
what
you
have,
in
your
hand,
is
you're
touching.
Those
are
both
the
same
resource
but
they're
meant
for
different
students.
So
the
consumable
fact
flexible
piece
is
the
student
Edition.
Every
student
would
get
one
of
those
that
is
the
core
resource,
the
main
resource.
That
is
what
teachers
would
use
essentially
every
day
TK
through
five,
when
the
content
becomes
a
little
bit
more
complex
when
it's
not
part
of
their
self-contained
classroom,
but
a
period
that
they
go
to
a
course.
C
D
N
C
Was
updated
stuff
that
of
course
have
happened
since
we've
gotten
older,
so
it's
all
in
here
right
from
way
back
then
to
now
and
again,
this
is
for
the
older
kids
that
can
comprehend
it
and
again,
these
little
workbooks
are
for
the
little
ones
that
can
take
stuff
out
and
learn
at
their
own
pace.
Beautiful.
N
That
was
our
idea.
Remember,
streamline
approach.
We
know
you're
using
what
I
like
to
call
the
Yellow
carts,
where
you
had
a
ton
of
resources
that
you
needed
to
use
for
the
main
lesson.
The
second
part
of
your
question,
those
activity
mats,
the
leveled
readers.
Those
are
teacher
resources
that
can
live
on
the
bookshelf.
You
pull
those
in
when
you
have
the
student
needs,
a
teacher
will
know.
I
have
a
student
that
needs
this
resource,
but
it
isn't
something
that's
distributed
for
students.
We
wanted
that
streamlined
experience.
Did
we
have
another
question
from
Christine.
B
No,
do
we
have
any
other
quiet
questions.
I've
got
a
couple:
okay,
okay,.
K
First
off
the
video
content
that
is
allowed
online,
will
we
have
access
to
reviewing
that
as
well?
Yes,.
N
Of
course,
so
during
the
pilot
process,
what
we
curated,
especially
for
the
board,
you
have
full
access,
we
like
to
call
it
a
Sandbox,
so
you
can
play
around
I
want
to
challenge
you
all
I,
don't
want
to
say
you
can't
break
anything,
but
we
want
you
to
be
able
to
look
at
it
on
a
student's
end.
Look
at
resources
that
a
teacher
has
projected
click
on
it
play
on
it.
Yes,
no
restrictions
and.
K
N
N
We
do
take
it
very
seriously
as
Savage
with
student
data,
so
we
know
that
districts
like
to
work
with
each
other
and
we
do
have
Carolyn
that
helps
facilitate
that,
but
it
isn't
something
that
we
publicly
post
a
District's
progress,
a
district
scores
or
students
actual
scores
or
any
data,
but
it
is
something
that
we
can
behind
the
scenes
admin
to
admin
set
up.
Yes,.
K
Perfect
perfect
on
first
review:
I
I
didn't
do
any
hard
digging
or
anything,
but
when
I
googled
this
curriculum,
it
comes
out
to
having
about
two
stars.
Do
you
have
any
comment
on
that.
N
I
wish
they
would
have
had
a
training
for
Miss
cotton
I
believe
that
this
is
a
really
high
quality
program
and
I
believe
for
any
Learning
Community,
there's
not
going
to
be
a
perfect
or
the
one
perfect
curriculum,
but
I
would
love
to
have
an
opportunity
to
speak
with
that
person
and
show
them.
Maybe
you
didn't
see
the
tiny
cupcakes
or
carrot
cake
recipe.
D
E
E
G
A
H
M
B
All
right,
I
I,
think
our
eight
men,
men,
it's
have
come
and
passed.
It
always
seems
to
go
by
so
fast
if
let's
go
ahead
and
get
ready
for
the
next
part.
B
As
we
wait,
I
just
want
to
say
to
see
CNS.
If
you
can,
they
made
some
really
good
snacks.
I
think
tell
them
think.
Thank
you.
Please.
The
ceviche
was
perfect.
B
M
Well,
thank
you
for
having
us
here
today.
My
name
is
Deborah
Shepard
I'm,
a
curriculum
specialist
with
McGraw-Hill.
My
official
name
is
Deborah
I
couldn't
say
my
R's
as
a
child,
so
I
was
Deborah,
so
I
actually
go
by
Deb.
Now
so
call
me
Deb
or
Deborah,
but
I'm
really
excited
to
be
here
to
introduce
you
kind
of
that
big
picture
of
California
Impact.
M
M
I
guess
it
just
wants
me
to
stand
still,
so
here
we
go
is
the
what's
gonna.
This
is
part
of
impact
and
impact,
though
so
with
impact
and
impact.
There's
a
teacher
edition
and
I'm
really
going
to
talk
actually
TK
through
eighth
grade
we're
actually
a
curriculum
of
TK
through
12th
grade.
We
decided
to
invest
in
high
school
impact
as
well.
So
this
is
a
California
program
written
to
our
framework.
So
every
teacher
gets
a
teacher
edition.
M
There
is
a
student
Edition.
We
used
to
lovingly
call
that
a
textbook,
but
now
we
can
call
it
like
an
encyclopedia
or
a
Wikipedia,
since
we
can
do
it
digitally
as
well.
In
sixth
or
eighth
grade
we
actually
called
a
student
Edition,
but
in
K5
we
have.
We
call
it
a
research
companion,
because
in
social
studies,
that's
what
we're
actually
teaching
our
students
that
concept
of
how
do
you,
research
for
information?
M
So
we
called
a
research
companion
because
one
of
our
K-5
students
to
get
the
the
concept
of
what
it
means
to
research
for
learning.
Then
there
is
a
consumable.
The
consumable
is
called
an
inquiry
Journal
the
inquiry.
Journal
is
a
piece
that
is
actually
throughout
all
the
grade
levels
and
it's
that
consumable
that
students
can
consume
by
writing
in
it
for
any
teachers
that
want
to
use
it
digitally,
it
does
come
in
both
a
fillable
PDF,
some
teachers
like
it
in
that
regard
or
as
an
e-book.
M
So
it's
whatever
way
the
classroom
teachers
would
like
to
use
it.
Impact
was
designed
to
be
able
to
be
taught
in
print,
taught
digitally
I
worked
throughout
the
state
of
California,
with
a
lot
of
impact
teachers
actually
TK
through
12th
grade
and
I'm
noticing
a
lot
of
hybrid.
We
have
some
of
the
younger
students
whose
fine
motor
skills
have
been
a
little
bit
less
than
ideal,
certainly
with
the
pandemic.
So
those
primary
teachers
are
really
liking.
M
Students
holding
a
pencil
and
being
able
to
draw
and
doing
that
kind
of
Intertech
interactivity
to
develop
those
important
fine
motor
skills,
so,
like
I,
said
print
digital
or
anywhere
in
between
between
something
I.
Do
want
to
point
out
that
we
thought
was
important
with
impact
and
Impacto
was
an
app,
and
the
reason
why
this
is
important
is
a
student
does
not
need
to
have
Wi-Fi
to
access
an
ebook.
We
know
not.
Every
child
leaves
here
in
a
in
a
Wi-Fi,
dependent
household
and
we're
thinking
about
Equity.
M
Some,
some
students
might
have
some
kind
of
devices,
maybe
a
phone
from
a
parent
whatever
it
might
be,
but
not
the
Wi-Fi
itself.
So
students
can
have
the
books
read
aloud.
They
can
highlight.
Do
all
that
interactivity
without
depending
on
Wi-Fi
and
then
when
they
sync
back
to
the
Wi-Fi
world,
all
of
those
nodes
they
took
will
be
part
of
their
platform.
So
it's
able
to
sync
up.
We
just
want
to
think
about
that
equity
and
that
digital
divide
that
we're
facing
here
in
our
in
our
state.
M
The
other
thing
I
just
want
to
point
out
digitally
is
right.
Now
your
teachers
in
the
Elementary
School
are
using
that
wonders
and
maravillas,
and
you
have
what
we
call
an
integration,
which
means
that
the
students
and
the
teachers
go
to
one
spot
to
get
their
curriculum
impact,
and
impactful
is
part
of
that,
so
the
teachers,
parents
alike,
could
go
to
one
place
and
get
both
the
reading
and
the
social
studies
resources.
So
once
again,
the
ease
of
use
for
accessibility
for
both
teachers
and
students
and
parents
to
be
able
to
access
it.
M
Okay,
I'd
like
to
talk
about
Impacto
for
a
moment,
I'm
a
former
dual
teacher,
so
our
teaching
dual
in
the
early
90s
and
the
importance
of
non-google
translation
goes
a
very
long
way
for
our
students
that
are
part
of
that
dual
world.
M
I'm,
a
direct
transplant
translation
will
bump
up
most
often
the
readability,
so
we
wanted
to
make
sure
it
was
authentically
written
so
that
that
readability,
if
it's
a
third
grade
book,
is
third
grade
both
in
English
and
Spanish.
So
those
little
things
that
can
make
a
difference
and
we
do
offer
the
ability
to
Google
translate
any
of
our
books
or
ebooks
into
any
other
language,
but
because
of
the
California
program
in
Spanish
being
being
the
language
that
a
lot
of
our
English
Learners
speak
as
their
first
language.
M
Right
we
do
have
TK
TK,
both
in
English
and
Spanish
and
TK
is
all
about
teaching
our
little
students
how
to
work
together
how
to
get
along.
How
do
you
play
nicely
all
those
things
that
we
want
our
four-year-olds
to
develop?
We
do
that
through
the
world
of
social
studies
you're
here,
because
you're
looking
at
new
curriculum
and
one
of
the
main
reasons
is
because
our
framework
has
changed
in
California.
M
So
with
that
in
mind,
as
we
look
at
impact
for
Impacto,
the
content,
primary
sources
was
a
big
change,
so
something
that
we
wanted
to
really
invest
in
with
impact
and
Impacto
and
also
connections
to
today,
if
I'm
a
12
year
old
sitting
in
ancient
sieve,
why
do
I
care?
What
does
it
have
to
do
with
me
as
a
12
year
old
here?
So
we
really
want
to
make
sure
that
we
that
we
connect
for
the
students,
okay,
also
literacy.
M
M
M
How
can
you
influence
your
classroom
in
that
positive
way,
so
we
want
to
develop
our
students
as
thoughtful
citizens
and,
last
but
not
least,
is
that
inquiry
and
that's
why
our
consumable
not
by
accident,
is
called
the
inquiry
Journal,
because
inquiry
is
one
of
our
shifts.
So
let
me
discuss
a
little
bit
about
how
these
two
resources
are
put
together
for
you.
So
once
again
the
inquiry
Journal
there
is
something
called
the
C3
framework
and
the
C3
framework
actually
is
referenced
in
our
California
framework
about
how
do
you
teach
inquiry
to
students?
M
How
do
you
get
them
to
ask
questions?
How
do
you
get
them
to
get
answers?
How
do
you
get
them
to
share
their
learnings,
so
we
use
that
C3
framework
and
that
inquiry
Arc
as
kind
of
the
beacon
to
decide
design
that
inquiry
Journal
itself,
so
we
always
want
to
engage
our
students,
so
we
start
off.
Always
with
an
essential
question,
this
is
fourth
grade.
How
did
California
struggle
and
work
together
during
the
difficulties
of
the
20th
century?
M
We
also
want
students
to
think
about
what
do
you
want
to
learn
about
this
you're?
Not
it's
not
about
being
a
passive
passenger
in
the
world
of
social
studies,
it's
about
being
active
and
being
participatory.
In
those
discussions
we
do
have
projects
our
projects.
One
thing
I
do
want
to
point
out
about
the
projects:
they're
called
inquiry
projects
and
there's
a
lot
of
different
modalities
from
drawing
to
writing
to
speeches
to
group
projects.
M
Have
any
of
you
been
to
the
the
Huntington
Library
by
chance
just
out
of
curiosity,
so
we
have
a
couple
authors
that
are
historians
there
and
they
had
one
job
sure
rate
our
primary
sources
make
sure
it's
accessible
for
whatever
age.
It
is
make
sure,
there's
some
great
discussions
you
can
have
about
it.
So
we're
looking
at
pictures
and
we're
talking
what
are
people
in
this
picture
protesting,
and
why
do
you
think
they're
protesting
it?
Let's
have
that
discussion?
M
Okay,
we
also
close
to
literacy,
teach
our
students
close
reading,
but
it's
really
not
just
about
close
reading
it's
about.
How
do
you
analyze
a
source
you
get
a
five-year-old
and
as
a
source
what's
the
source?
What
so
we
want
to
make
sure
we
do
it
with
pictures
in
kindergarten?
How
do
you
get
information
because,
quite
frankly,
by
sixth
grade,
there
is
an
assumption.
M
M
Let
me
go
back
to
this.
Let's
inspect,
and
this
is
the
consumable
everyone
right
so
we're
inspecting
we're,
underlining
we're
finding
evidence
about
people
that
work
for
change
and
then
I
love
this
one.
Let's
make
a
connection.
What
do
you
think
these
quotes
mean?
Why
are
they
important
to
become
active
citizens?
How
will
that
help
with
citizenship?
M
Okay,
the
same
as
it
goes,
the
same
in
middle
school
I
just
want
to
show
a
couple
different
examples.
This
is
sixth
grade
where
we're
asking
students.
Why
does
conflict
develop,
we're
looking
at
Sparta
and
Athens
a
lot
of
conflict,
but
why
did
it
develop?
Let's
learn
why
it
developed.
Let's
talk
about
it.
Let's
do
something
that
a
lot
of
Middle
School
teachers
do
which
are
called
document-based
questions.
M
M
M
The
student
Edition
itself
started
teaching
in
the
90s
and
I
got
a
textbook
and
I
took
it
out,
21
years
old
and
my
students
groaned
it's
not
what
you
want
when
it
comes
to
social
studies,
you
want
it
to
be
inviting
you
make
it
inviting
with
a
mixture
of
pictures,
visual
literacy,
enough
text
on
a
page,
but
not
too
much
text
and
places
to
stop
and
check,
and
let
students
talk
about
their
learning
working
for
change
through
education.
Let's
stop
and
check
that.
M
O
M
M
It's
part
of
the
hard
part
of
teaching,
but
part
of
the
joy
of
it,
reaching
all
those
learners
and
seeing
them
shine.
So
we
want
to
make
sure
that
teachers
have
those
assets
to
be
able
to
teach
and
and
all
of
their
students
for
Els.
We
have
things
like
collaboration,
graphic
novels.
They
love
those
scaffolds
and
I,
say
English
learners,
but
think
about
English,
only
students
that
need
some
extra
support
with
language
that
can
support
students
that
need
support
with
that
language
that
we
want
to
give
to
our
students
because
of
the
California
program.
M
We
know
that
language
and
social
studies
is
essential,
so
we
actually
created
an
entire
resource.
That
is
focus
is
how
do
you
work
on
the
language
of
the
student
books?
How
do
you
unpack
the
texts?
How
do
you
give
sentence
starters
to
begin
discussions
and
writing?
This
is
a
100,
the
language
of
social
studies,
with
it's
its
own
language
right.
It's
that
academic
language
that
we
really
want
to
support.
M
The
students
now,
like
I,
said
as
a
former
duel
and
I
did
do
a
little
tear
when
I
first
saw
this,
we
had
the
same
resource
for
our
Spanish
target
language
first
time,
I've
ever
seen,
that
is
Argentina
90s,
where
there's
actually
support
with
language
support
for
Spanish
being
the
target
language
English
to
target
language
or
Spanish.
So
once
again
that
equity
for
our
students,
okay,
extra
support,
all
of
our
videos,
have
closed
captioning
little
thing
that
can
go
a
long
way.
M
M
You
can
drop
the
readability,
the
student
Edition
when
I
say
you
I
mean
the
teacher,
we're
not
going
to
leave
it
to
a
13
year
old
to
pick
the
level
that
a
13
year
old
wants
to
read,
because
you'll
have
some
students
that
don't
need
it
that
they'll
pick
it
anyway.
M
So
we
really
want
the
teacher
to
be
able
to
say:
does
it
need
to
be
a
drop
trading
level?
Primary
sources
will
stay
the
same.
We
don't
we
don't
touch
primary
sources,
because
if
you
do
they're
not
primary,
so
we
want
to
make
sure
those
stay
the
same.
Okay,
we
have
an
Adaptive
learning
smart
book,
which
is
the
student
Edition
with
built-in
questions,
and
it
adapts
to
how
students
are
answering
the
questions
it
is.
It
is
specific
adaptive
to
each
and
every
student,
okay,
our
gifted
students
have
just
as
many
needs
with
the
challenging.
M
So
we
want
to
make
sure
we
ask
you
support
students
that
need
that
extra
support
that
access
that
we
need
to
challenge
our
students
that
are
gifted.
So
when
you
think
about
this,
we
have
multiple
projects,
we
have
activities.
All
of
these
are
open-ended,
so
one
student
can
take
it
to
this
level.
Another
student
can
take
it
to
that
level.
They
want
to
provide
teachers,
parents
that
ability
to
see
their
students
or
Childs
really
strive
to
show
all
that
they
they
have
learned
and
what
they
know
about
the
topics.
M
Okay,
with
that
in
mind,
I
just
wanted
to
show.
We
do
have
something
called
a
snap
into
wonders
and
maravillas,
so
your
K-5
teachers,
Ela
or
Spanish
language
arts,
often
is
the
driver.
So
what
we've
done
is
we
said
what
unit
in
wonders
would
connect
to
what
chapter
and
impact,
because
Tandem
and
dovetelling
is
really
important
in
that
Elementary
classroom
to
make
those
minutes
build
on
each
other?
Okay,
so
we're
giving
teachers
the
tools
to
connect
by
the
ELA
standards
and
by
themes.
M
Okay,
the
other
thing
I
wanted
to
show
you
just
one
last
thing:
I
wanted
to
show
you
the
e-book.
This
is
seventh
grade:
Imperial
China.
This
is
an
interactive
book
where
students
can
highlight
underline,
take
notes.
This
is
what
they
can
do.
Offline
remember
in
that
app
same
functionality,
that
they
can
do
a
neat
thing.
I'm
going
to
wrap
up
with
this
map,
Reading,
you
think
it's
a
skill,
that's
getting
stronger
or
a
bit
weaker
in
our
world.
M
When
I
talk
about
Thomas
guide
people,
ask
me
who's.
Thomas
I
said:
if
you
know
Thomas,
you
had
to
know
how
to
read.
Xy
grids
you
had
to
be
able
to
go
to
an
index.
You
had
a
reference
where
that
was
on
A5
I've
kept
lungs.
It's
a
relic,
I
have
I,
have
a
I,
have
Santa
Clara
County
in
my
car
to
this
day,
but
we
want
to
teach
students
about
time
and
place.
M
We
want
them
to
understand
where
they're
about
to
study,
so
here's
Imperial
China
they're
about
to
head
to
this
part
of
the
world,
so
they're
going
to
walk
into
the
place
and
we
have
interactive
maps
for
that.
So
here's
the
place
you
can
take
students
can
take
off
layers
to
see
what
the
sections
were.
They
can
make
it
a
bit
larger
or
smaller.
M
And
I'm
just
going
to
end
with
the
personal
favorite,
this
ruler
is
basically
the
legend
that
you
probably
had
at
one
time
learning
social
studies
where
this
was
a
hundred,
kilometers
or
100
miles,
and
you
had
to
map
out
point
A
to
point
B
inch
by
inch
right.
That's
just
our
reality
is
what
we've
had
well
now
we
have
this
ruler
with
a
click
and
a
double
click.
M
It
lets
you
know
distance
and
relations,
so
geographical
thinking
is
so
important
for
our
students
and
so
we're
going
to
do
that
as
well
as
step
into
chronological
thinking.
So
students
learn
in
Impact
when
we
start
teaching
chronological
history,
which
is
fourth
grade.
That's
the
first
year
in
our
standards.
That's
chronological
history.
They
learn
that.
Yes,
there
are
things
going
on
in
Imperial
China,
but
there
are
other
things
happening
in
the
rest
of
the
world
at
that
same
time,
so
that
part
to
whole
that
helps
students
see
things
globally.
M
Okay,
everything
with
impact
and
Impacto
for
the
teachers
is
in
the
mind
of
how
much
time
do
I
have
to
teach
I
want
to
make
sure
every
minute
counts.
M
I
want
to
make
sure
I
develop
my
students
as
thinkers
that
they're
able
to
communicate
what
they've
learned
about
important
social
studies
topics
and
really
influence
our
students
to
realize
they
have
such
ability
to
make
differences
in
families
in
classrooms
and
really
Beyond.
So
the
idea
is
that
students
will
make
an
impact.
B
H
C
I
hurt
my
back
today
and
it's
like
oh
sorry
about
that,
anyway.
Okay,
so
here's
my
question:
go
ahead,
I
think
it's
wonderful,
that
we
have
everything
in
Spanish
and
English
for
the
English
language
learners,
but
also
I
am
curious.
Our
whole
point
is
trying
to
get
the
kids
to
learn
English.
So
if
we
give
them
the
Spanish
books,
won't
it
kind
of
handicap
them
or
do
they
like
graduate
out
of
the
book
or
is
the
book
Spanish
and
English
I
mean
how
does
it
work
so
Holly?
That's.
I
So
we
have
our
that's
our
dual
immersion
program,
so
each
grade
level
there's
a
certain
part
of
the
day
in
Spanish
in
a
certain
part
of
the
day
in
English,
so
that
as
they
go
through
the
ideas
that
they
are
bilingual,
fully
able
to
read
and
write
in
Spanish,
fully
able
to
read
and
write.
So
if
they're
in
the
dual
immersion,
they
would
get
both
copies
if
they're
in
regular
General
Ed,
they
get
the
English
version.
Oh.
M
C
Their
parents
really
want
to
learn
what
the
kids
are.
Learning.
K
C
Know
because
not
all
of
them
are
you
know,
citizens
and
don't
know
our
culture.
Can
they
go
online
and
maybe
work
you
know,
do
homework
with
the
kid
or
when
the
kids
at
school
can
they
go
online
and
like
read
stuff
in
Spanish
to
help
them
understand
their
child's
learning
or
homework?
Is
it
designed
kind
of
like
that
or.
M
No,
so
it
depends
on
what
grade
level
so
K
through
five
is
designed
for
that
dual
language,
where
that
parent
would
have
both
languages
anyway,
starting
in
Middle
School.
There
is
Spanish
support
built
into
the
platform,
so
sixth,
through
12th
grade,
there's
what
we
call
a
blade,
a
category
right
that
will
have
that
Spanish
support
our
school
to
home
letters
come
in.
M
Both
languages
actually
comes
in
multiple
languages,
not
everyone's
going
to
be
like
my
Maria,
when
I
taught
her
in
fifth
grade
she,
if
we
were
doing
an
English
week,
she
put
everything
in
Spanish
for
her
mom
to
quiz,
her
and
study
with
her,
not
everyone's
going
to
be
a
Maria
in
this
world.
So
it
just
really
depends
on
on
how
it's
utilized
parents
will
have
access
to
their
child's
account
through
their
integration.
That's.
C
Right
and
then
thank
you
again
for
not
having
to
have
Wi-Fi,
because
we
do
live
in
a
community
that
I'm
telling
you
I
know
a
lot
of
people
who
cannot
afford
Wi-Fi.
You
know
and
that's
a
big
plus
to
know
that
they
can
do
that.
My
last
question
is,
you
said
it
comes
in
different
languages.
I
know,
Mandarin
is
huge
down.
The
hill
I
I
have
heard
it's
going
to
start
moving
on
up
here.
So,
let's
just
say,
we
had
a
couple
kids
in
our
district
that
were
Mandarin
any
other
language.
M
M
C
Okay,
so
getting
back
to
that
other
question,
let's
say:
there's
a
mother
and
a
child
they're
working
on
a
homework
project
and
the
parents
don't
speak
English,
but
the
child
does.
Can
the
parent
or
the
child
click
on
Spanish?
So
Mom
can
read
in
Spanish
what
the
child
is
Reading
in
English
and
they'd
be
able
to
help.
M
J
Holly,
yes,
awesome
presentation
and
I'm
I'm
happy
that
you
addressed
the
digital
divide,
because
that's
it
issue
that,
like
trustee
Yak
has
mentioned
a
lot
of
our
families
do
not
have
Wi-Fi
and
we
live
in
areas
that
the
Wi-Fi
is
really
shaking
and
I,
like
that.
You
mentioned
that
all
of
your
curriculum
is
brand
new.
What,
when
did
you.
M
So
our
framework
came
out
I
believe
it
was
20.
2017
was
our
framework,
so
impact
was
created.
I
should
know
this.
I
did
the
state
presentation
so
I
should
know
this.
I
did
the
state
presentation,
I,
think
in
2018,
2017
or
18..
We
had
to
wait
for
the
framework
first,
because
our
standards
in
California
didn't
really
change.
We,
but
it
was
our
framework,
is
guiding
our
teachers
with
our
ultimate
goals
that
we
want
our
students
to
have
from
social
studies.
So
impact
is
brand
new.
M
M
M
M
O
K
Trustees,
I
just
have
a
couple
first
off
same
as
we
as
trustees
will
have
the
access
to
the
print,
the
digital
and
the
app
correct,
correct
per
review.
Okay
and
then
also
last
note,
when
you
say
K
through
five
Foundation
yeah,
you
know
now
learning
how
how
new
your
program
is-
and
you
had
mentioned
earlier
in
your
speech
that
you
were
a
teacher.
Would
you
have
the
confidence
in
stealing
this
in
a
classroom
of
your
students,
100.
H
M
So
Stephanie
I
taught
both
fifth
and
sixth
grade
so
I've
I've
seen
the
difference
between
a
middle
school
expectation,
an
elementary
and
social
studies,
and
it's
pretty
large
so
that
Foundation
of
how
to
analyze
sources
that
happen
in
that
K5
world
built
builds
a
kind
of
like
an
anchor
for
the
students
when
they
get
to
middle
school
and
they
get
a
source.
They
can
go
back
to
oh,
how
did
I
analyze
it.
It
gives
them
that
routine
to
fall
back
on
as
they're
given
sources
to
analyze.
M
J
M
I
All
right,
so
that
does
conclude
our
publisher
presentation,
so
bored
I
just
want
to
say
thank
you
and
at
this
time
before
we
completely
close,
we
want
to
make
sure
that
we
have
on
record
which
materials
you
are
wanting
for
review,
whether
that's
all
grade
levels,
certain
grade
levels
and
both
of
those
will
be
arranged
to
be
delivered
for
your
review.
Okay,
so
I
believe
this
Levee.
Are
you
going
to
take.
B
Trustees,
I,
don't
know
Miss
the
love
of
a
just
call,
a
name,
I,
guess
and
ask
them
sure.
A
I'll
start
from
the
list,
trustee
Webster
could
I
get
all
materials.
D
You
Miss
levay,
can
I
say
tkm
six.
Yes,.
I
Again,
that
concludes
I
want
to.
Thank
you
again,
just
another
big,
thank
you
to
our
academic
Services
team.
We
have
Wendy
blonde
Mr,
Baird,
Vanessa,
Laurie
and
Carol.
Thank
you
for
all
the
facilitation
the
behind
the
scenes
and
to
our
teachers
about
to
embark
on
this
pilot.
This
is
very
important
work
for
our
district
and
Board
of
Trustees
I
just
want
to
thank
you
all
for
coming
tonight
and
helping
us
to
kick
this
off
correctly.
So
thank
you.
B
Thank
you,
I
I
do
want
to
thank
our
our
pilot
team
for
take
taking
this
on
and
go
going
into
on.
Chart
chartered
Terror
territory
and
I'm
excited
sorry
to
hear
what
what
you
think
of
the
programs,
because
it
ultimately
you
know,
you're
gonna,
head
this
for
our
disc
District,
so
I
think
thank
you
for
that.
J
Well,
president
Ben's,
yes,
I,
do
have
a
question
Dr
dewaizan
you
mentioned
that
we
will
include
students
in
and
evaluating
the
material
as
well.
Will
they
be
a
part
of
the
selection
criteria
or
how
would
that
work.
H
I
I
The
parents
will
be
engaged,
we
have
multiple
opportunities,
thank
you
for
having
that
up
from
11
28,
all
the
way
until
2
7,
we're
gonna
have
different
stakeholder
opportunities
where
pair
parents
can
come
in
it'll
be
set
up.
Kind
of
like
our
room
over
here
in
the
back
parents
can
come
in
peruse,
will
have
an
academic,
Services
team
member
always
present
to
answer
any
questions
that
the
parents
may
have
as
well.
So
we
will
have
multiple
opportunities
for
parents,
also,
not
just
here
at
the
district
office.
I
I
More
of
using
our
parent
Square,
now
so
parent
squares,
our
main,
so
we're
going
to
use
paired
Square
we're
going
to
use
Peach
jar.
We're
also
going
to
talk
about
it,
our
stakeholder
engagement
meetings,
our
DAC,
our
lcap.
So
if,
if
by
the
end
of
this
year,
a
parent
doesn't
know
we're
going
through
an
adoption,
we
we
should
know
we'd
be
in
trouble
for
that.
So
multiple
opportunities.
B
Okay,
thank
you.
So
now
we
will
go
on
to
five
new
business
business.
5.01
approved
board
res
resolution.
B
22.23.11
11
make
making
five
findings
as
required
by
ab361
to
permit
the
co-coved
919
emerge.
Emergency
re
remains
in
place
or
until
January
2023.
When
the
new
Brown
act
requirement,
changes
can
I
get
a
motion
to
approve
because
and
can
I
get
a
sec.
Second.
J
J
I
have
a
question:
it
says:
teleconference,
while
the
covid-19
emergency
remain
in
place
or
until
January
23.
So
are
we
saying
that?
What
actually
are
we
voting
for
here
or
which
one
we're.
B
E
That's
correct,
Madam,
president
on
November
15th,
we
will
have
an
update
to
the
board
on
the
new
requirements,
we're
just
waiting
on
legal
to
give
us
a
memo
on
the
changes
that
were
voted
in
and
signed
by
the
governor
related
to
this,
and
so
again
on
November
15th
we'll
have
an
update
to
the
board
on
what
will
change
in
January,
okay.
J
J
So
we're
approving
that
we,
the
motion,
is
to
approve
for
another
30
days,
correct:
okay,.
B
A
D
B
Okay,
go
going
on
to
six
Paul
policy,
introductions
updates
and
read
readings.
6.01
academic
serve
Services,
adopt
and
approve
the
first
reading
of
the
odd
Adela
lonto
Elementary
School
Board
school
did
District
board
Paul
policy,
BP
5131.8
mobile,
come
communication.
Du
divide,
vices
can
I,
get
a
motion
to
approve
and
can
I
get
a
sec.
Second
whoops.
H
J
On
this
particular
policy,
you
know
I
I'm
in
agreement
that
devices
should
only
be
used
in
certain
case
in
an
emergency
situation.
J
I
haven't
had
the
chance
to.
You
know
really
just
dissect
this,
but
you
know
with
everything
that's
going
on
in
our
schools.
You
know
parent
field,
parents
feel
comfortable
with
their
children.
Children
having
a
mobile
device
in
case
of
an
emergency
I
would
not
like
to
hold
all
kids
hostage.
You
know
for
a
couple
kids
using
their
devices
in
a
way
that
they
should
not
be
used.
J
So
I
will
be
looking
at
this
and
probably
making
some
recommendations
to
change
it
or
for
the
board
to
vote
on
changing
it.
I
I
feel
that
holding
saying
all
kids
cannot
have
a
mobile
device
at
school.
It's
not
conducive
to
what
we
want
to
do.
Only
those
children
that
violate
the
law
or
the
policy
should
be
held
accountable,
so
I'll
be
looking
at
this
again.
B
Okay,
trustees.
C
I
I
agree
honestly:
I
have
not
had
time
to
go
over
the
full
policy.
Thank
goodness
this
is
our
first
reading,
but
I
know
we
need
something
something
so
to
get
this
going
and
be
able
to
have
a
time
to
look
over
it
and
correct
things
or
change
things,
that's
beautiful,
because
then
we
can
keep
moving
forward
at
the
next
meeting
and
hopefully
come
to
a
conclusion.
C
I
do
believe
we
need
to
do
something.
I
won't
get
all
into
it
right
now,
but
yeah
kids
are
in
school
to
learn
you
know,
and
if
they're
distracted
you
can't
learn
and
I
do
believe.
Every
child
is
allowed
to
have
a
phone
and
to
have
it
on
them
or
within
their
reach
for
emergencies,
but
as
far
as
looking
at
it
texting
doing
things
during
class
time,
I
have
a
little
bit
of
a
problem
with
that.
So
I
will
be
looking
at
this.
C
Also
and
again,
you
know
if
we
need
to
make
changes.
That's
great,
but
I
agree
with
Miss
Turner.
We
can.
We
can't
take
away
their
freedom
or
their
rights,
so
I'm
in
agreement
with
that,
but
something
does
need
to
be
done.
It
really
does
so
and
it's
unfortunate
that
the
the
public
got
a
lot
of
miscommunication
because
of
the
cell
phones
and
things
that
were
going
on
and
I
mean
that's
just
how
trouble
starts.
You
know
people
going
right
away
online,
Facebook
social
media,
making
things
worse
than
what
they
are
saying.
C
Things
are
worse
than
what
they
are,
that's,
how
things
get
out
of
control
and
that
can't
be
happening.
We
we
need
to
have
control,
we
need
to
let
everybody
know
that
we
are
on
it.
We
know
what
we're
doing
we're
handling
things
and
it
just
gets
crazy,
absolutely
crazy
and
yeah.
Something
needs
to
be
done
so
I'm
glad
we're
doing
this
and
thank
you
staff
for
putting
this
together,
because
we
we
do
need
to
address
our
concerns.
So
thank
you.
H
B
Okay,
I
do
do
agree.
We
do
need
to
look
at
this
and
dissect
this,
because,
unfortunately,
you
know
the
phones
were
used
to
disrupt
school,
to
scare
kids
and
parent
parents,
antique
teachers,
you
know
I
mean
Columbia,
had
like
three
lockdowns
in
a
week
they
had
to
Evac
Evacuate
the
school,
and
you
know
it
is
hard
to
to
you
know
all
of
a
sudden
go
across
but
unfortunate.
B
B
We
need
to
look
at
and
then
what
will
happen
if
you
break
these
rules,
also
I
think
this
search
and
Siege
seizure
thing.
We
need
to
be
really
clear
on
that.
I
mean
I.
Think
we
really
need
to
look
at
that
and
because
this
is
going
to
be
big
and
we're
going
to
get
a
lot
of
pushback.
But
again
the
cell
phones
are
really
disrupting
the
learning.
That's
go
going
on
go
ahead.
E
Thank
you,
madam
president,
and
members
of
the
board
for
your
comments
this
evening.
We
realized
that
we
did
not
have
any
policy
related
to
our
cell
phones,
and
so
we
wanted
to
bring
before
the
board
a
draft
of
potentially
language.
That
would
really
give
us
the
ability,
if,
if
needed,
for
instance,
if
a
student
is
using
an
authorized
manner,
for
instance
to
be
able
to
confiscate
the
phone
as
an
example,
because
currently
again
we
did
not
have
anything
in
place.
E
That
would
allow
us
to
do
that,
and
so,
as
the
board
goes
through
this
and
and
reads
through
it
and
perhaps
at
a
future
board
meeting,
we
welcome
any
feedback
in
any
edits
that
the
board
may
feel
they'd
like
to
make
on
this.
E
But
again,
president
bence
I
agree
with
you
now
we
recently
had
many
instances
of
phones
being
abused
and
did
cause
unnecessary
Panic
amongst
our
staff,
our
students
and
our
families,
and
we
want
to
make
sure
the
students
are
there
to
learn
and
that
our
staff
are
able
to
teach
them
in
the
manner
that
they
deserve
to
be
taught
in
and
so
again,
I
appreciate
the
board's
consideration
as
they
go
through
this
policy.
Thank
you.
B
Okay,
so
the
this
is
the
the
first
read,
so
it
can't
be
changed.
It
can
be
a
judge
just
it
and
it
and
it
can
be
add
added
on
so
and
yeah
hey.
So
let's
go
ahead,
do
do
we
have
and
any
other
questions
or
this
discussion
discussion
on
the
the
side
item.