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From YouTube: May 2nd AESD Special Board of Governance Workshop
Description
The agenda for this Board meeting can be viewed at the address below:
http://go.boarddocs.com/ca/aesdca/Board.nsf/goto?open&id=CR7UY97B0739
Please copy and paste the complete URL into your browser.
A
D
A
Any
person
who
wishes
to
address
the
governing
board
on
closed
session
agenda
items
must
complete
the
and
submit
an
aesd
speaker
request,
form
five
minutes
before
the
meeting
is
called
to
order.
Public
comments
will
only
be
taken
on
agenda
items
during
the
discussion
of
those
items.
The
board
values
public
comments
and
although
the
Board
of
Trustees
cannot
take
action
or
discuss
items
not
on
the
agenda,
the
Board
of
Trustees
listen
carefully
and
appreciate
input
from
the
public.
A
Additionally,
a
public
speaker
can
be
cut
off
for
exceeding
the
allotted
time
or
for
willfully,
causing
an
actual
disruption
to
the
meeting
before
cutting
a
person
off
or
removing
someone.
The
board
will
give
at
least
one
clear
warning
if
you
were
cut
off
or
worn
last
time.
Please
consider
this.
Your
warning.
Individual
speakers
are
allowed
three
minutes
to
address
the
board.
On
each
closed
session
agenda
item
the
board
limits
the
total
time
for
public
input
on
each
item
to
20
minutes
with
board
consent.
The
president
may
increase
or
decrease
the
time
allowed
for
public
presentations.
A
D
D
I
hope
to
hear
soon
that
our
Administration
will
also
get
a
fair
compensation
package,
I'm
happy
to
see
that
our
human
resources
has
seemed
clear
to
offer
two
terrific
incentive
packages,
one
for
retirees
and
one
for
new
hires,
Carol
Coburn
and
her
team
are
putting
together
a
fabulous
program
for
summer
school,
but
so
far
has
been
somewhat
difficult
for
families
to
enroll.
D
Many
of
us
attended
the
active
shooter
training
on
Saturday.
While
it
was
very
sobering.
It
was
also
very
empowering
as
terrible
as
that
situation
would
be.
I
came
out,
feeling
more
competent
and
hopeful
than
I
was
going
in.
I
can
see
good
things
in
the
future
of
aesd
We,
Are,
Better,
Stronger
United
and
we're
all
rowing
in
the
same
direction.
D
F
Madam
president,
is
there
anyone
in
the
audience
from
csca
in
person,
Mr
Sinatra?
Do
you
see
anyone
online
raising
their
hand
for
CSEA
I
did
not
all
right.
Thank
you,
Noel
Madam
President.
We
do
not
this
evening.
A
A
A
A
Trustee
Le
French
present
section
seven
closed
session
report.
We
had
nothing
to
report
out
on
Section
8,
public
testimony
or
Open
Session
only.
F
Madam
president
I
believe
they
spoke
earlier
as
anyone
else
from
adta.
That
would
like
to
speak
for
Open
Session
this
evening.
No
Madam
president,
not
for
adta.
F
F
Thank
you,
madam
president,
members
of
the
board
and
members
of
the
community
that
are
here
with
us
this
evening,
I
want
to
thank
all
of
you
this
evening.
I
see
a
lot
of
principals
out
there,
a
lot
of
teachers
and
classified
staff
that
are
joining
us
this
evening,
as
we
present
Dr
dwyzen
and
her
team
are
going
to
present
on
the
McGraw-Hill
impact
history,
social
science
curriculum
for
TK
through
8th
grade,
and
so
with
that,
because
she
has
a
great
presentation,
I'm
going
to
turn
over
to
Dr
dwyzan
and
her
team.
H
All
right
good
evening
board
president
love,
French,
Board
of
Trustees
executive
cabinet
and
our
wonderful
administrators
staff,
teachers
and
parents
in
the
audience
and
on
Zoom
I
would
like
to
present
a
just
give
you
a
short
rundown
of
how
it's
going
to
work
this
evening.
So
before
you
we're
going
to
do
a
quick
presentation
on
the
work
that
we've
been
doing
and
busy
with
academic
Services
I,
we
do
have
several
of
our
team
members
who
are
here
in
the
back.
Who
will
be
helping
me
when
facilitate
this
portion.
H
So
we
have
Carol
Coburn,
our
director
of
academic
instruction,
I'm
in
the
back
she's,
going
to
be
helping
us
and
also
Vanessa
Friedman,
our
coordinator
for
curriculum
and
instruction.
So
this
evening,
I'm
going
to
give
a
short
presentation,
then
we're
going
to
move
to
reviewing
materials
where
our
audience,
members
and
also
on
Zoom,
will
have
the
opportunity
to
give
feedback
anything
that
they
feel.
H
So
at
the
end
of
the
presentation,
there
are
two
QR
codes
for
our
audience:
members
at
home
and
so
they'll
be
able
to
scan
in
review
all
the
materials
that
you
see
actually
will
have
here
in
person.
You
will
be
able
to
view
it
at
home
and
you
will
also
be
able
to
give
your
feedback
so
that
we
hear
that
feedback
as
well.
I
would
like
to
invite
our
board
members
to
join
any
of
the
groups.
We
have
three
grade
level
groups
that
will
be
facilitated
so
right
up
front.
H
We
have
K2,
we
have
a
six
through
eight
Middle
School
right
here
in
the
back,
and
then
we
have
three
through
five
elementary.
So
there
are
three
you
may
choose
to
circle
around
hear
a
little
bit
from
everybody.
You
may
pick
one
grade
level
that
you
want
and
then
at
the
end
we
want
to
have
share
outs
from
each
group
and
then
as
well.
At
the
very
end,
I
will
take
guidance
next
steps
and
direction
from
our
board.
Okay.
So
that's
just
a
quick
overview
of
this
evening.
H
Okay,
so
the
agenda
this
evening
we're
going
to
do
a
background.
I
want
to
go
over
the
history,
social
standards-
don't
worry
not
all
of
them,
one
by
one
framework
and
the
Fair
Act
we're
going
to
talk
about
comprehensive
instructional
guides,
which
we
are
really
excited
to
bring
to
you
this
evening.
We
are
going
to
have
time
for
discussion,
collaboration
and
feedback,
and
then
our
board
I
want
to
hear
from
you
as
far
as
next
steps
of
where
we're
going
from
here.
H
H
H
This
process
the
whole
process
I
just
really
want
to
thank
our
Board
of
Trustees,
our
superintendent
Mr
Krause
executive
cabinet,
our
academic
Services
team,
our
teachers.
We
had
teachers
pilot
these
two
programs
and
how
we
ended
up
here.
Mary
windy,
our
warehouse
fiscal
I,
didn't
want
to
leave
anybody
out
our
sites
that
helped
us
to
do
public
viewing
for
parents
and
staff
there's
so
many
so
I
just
want
to.
Thank
you
because
being
here
tonight
is
a
result
of
All
of
Us
coming
together.
So
thank
you.
H
So,
just
a
quick
brief
snapshot
of
our
timeline
and
you'll
see
that
we
tried
our
very
best
to
remain
on
schedule.
We
started
this
process
in
November
actually
before
that,
but
formerly
in
November,
and
we
are
at
the
end
in
that
last
Circle,
which
is
yellow.
We
are
in
the
process
of
ordering
textbooks.
Some
have
arrived
they're
on
the
pallets.
Some
have
arrived
at
the
school
sites,
not
dispersed
yet
because
we
are
doing
this
process,
but
purchasing
once
they
hit
go
it's
kind
of
a
process
they
get
going.
H
This
next
timeline
that
I'm,
showing
you
is
our
timeline
for
professional
development
and
you'll,
see
that
this
is
marked
for
23.24,
because
once
you
get
new
materials,
you
want
to
make
sure
that
you
have
the
opportunity
to
learn
about
it,
make
sure
you
see
what
it
offers,
and
so
this
is
our
proposed
timeline
for
next
school
year.
H
So
what
I
want
to
talk
about
this
evening
very
quickly
is
instructional
mapping
and
we're
calling
it
instructional
mapping
because
many
times
there's
a
misconception
that
we
focus
and
we
teach
the
book.
We
focus
and
we
teach
the
standards
and
so
what
how
it
works
is
we
start
off
with
our
standards,
which
were
in
1998,
where,
when
the
last
history,
social
science
standards
were
developed
and
basically
the
standards
are
what
students
need
to
know.
H
What
is
it
that
the
standard
is
asking
for
the
students
who
have
Mastery
of
after
that,
you
would
move
into
they
developed
what
is
called
the
framework,
which
is
a
guide
for
teachers
in
teaching
the
standards,
and
so
basically
that
standard
and
the
guide
and
the
resource
is
what
is
called
when
you
do
instructional
mapping.
So
we
call
the
textbook
in
this
case
a
resource.
It
is
one
resource
to
teach
the
standard.
H
So
again,
just
a
breakdown
of
a
standard,
the
framework
and
the
resources
that
you
have
resources.
Besides
the
textbook,
we
have
primary
sources,
we
have
videos,
we
have
websites,
we
have
movies,
we
have
guest
speakers
that
may
come
in.
We
have
study
trips,
we
approve
many
study
trips
and
many
of
those
study.
Trips
complement
the
standards
in
which
the
teachers
are
teaching,
so
I
do
want
to
talk
about
a
little
bit
about
the
fair
act,
because
when
it
comes
to
history,
social
science,
this
is
the
point
where
many
are
you
know.
H
Oh
they're
teaching
this
or
teaching
that
so
I
want
to
call
this
out
specifically
and
the
Fair
Act
was
developed
in
2011
and
it
stands
for
fair,
accurate,
inclusive
and
respective
education.
H
So,
basically,
what
it's
stating
is
that
they
want
to
make
sure
that
there
is
representation
of
cultures
that
there's
representations
of
both
men
and
women
that
are
prominent
throughout.
You
have
people,
persons
with
disabilities
and
also
they're
in
there
in
the
Fair
Act
is
making
sure
that
there's
representation
from
the
LBGTQ
plus
Community
the
misconception
is
that
a
lot
of
times
they
are
teaching
you
to
be
that,
but
what
it
is
is
really
the
Fair
Act
talks
about
representation
of
those
groups.
H
H
So
McGraw-Hill
does
a
very
good
job
of
pointing
out.
Where
are
those
components?
This
is
where
parents,
teachers
everybody
wants
to
know.
Where
are
those
components,
and
what
is
it
and
what
are
they
seeing
and
so
McGraw-Hill
does
a
great
job
in
our
audience,
where
you're
actually
going
to
see
these
components
in
just
a
moment.
We
have
these
available
for
you
when
we
get
to
our
group
work,
but
there's
a
K-5
guide
and
there's
a
six
through
eight
guide
and
they
specifically
point
out
in
these
areas.
H
Where
is
it
and
what
chapter?
What
page
those
items
are
in
which
helps
us
when
we're
planning
so
there's
a
K5
there's
a
six
through
eight
and
then
I
want
to
go
back,
because
it's
really
important
that
we
know
and
we
focus
on
what
is
the
standard
actually
seeing
that
we
teach
so
standards-based
instruction.
It
emphasizes
the
skills
and
the
competencies
through
the
specific
learning
objective.
It
allows
teachers
to
be
more
flexible
in
the
lesson
planning
through
adding.
H
H
Maybe
we
need
to
add
more
resources
to
help
teach
that
standard,
but
really
the
focus,
and
the
idea
is
that
we
stay
wrapped
around
the
idea
of
making
sure
that
students
have
Mastery
of
the
standard
so
I
want
to
draw
back
to
we
had
our
adoption
team
talked
about
the
strengths
and
weaknesses
of
the
book,
and
this
is
where
a
little
bit
of
my
personal
bias
is
going
to
come
in,
but
I'm
sure
many
of
you
in
the
audience
would
agree.
There's
no
such
thing
as
a
perfect
textbook.
H
It
does
not
exist
at
all.
I've
never
found
it,
and
if
you
do,
let
me
know,
but
there
are
going
to
be
strengths
and
weaknesses
to
every
single
program,
and
it's
really
up
to
us
to
complement,
to
add
to
build
to
because
again
going
back.
We
want
to
make
sure
that
our
students
have
Mastery
of
the
standard
that
they
will
be
required
to
know
by
the
end
of
the
year,
so
that
was
the
student
feedback.
H
H
The
essential
questions
that
students
need
to
learn
and
begin
to
ask
for
themselves.
Why
am
I
learning
this
How?
Will
I
know
that
I've
learned
it,
so
we
want
to
make
sure
that
students
also
are
aware
of
their
own
learning.
They
need
to
know
why
am
I
being
asked
to
learn
what
this
standard
says
so
now,
I
want
to
move
into.
What
will
is
new
and
I
want
to
say
that
we
started
this
process
with
our
history,
social
science,
but
we
are.
H
So
when
we
get
to
work,
you
will
have
these
in
front
of
you,
but
basically
the
comprehensive
instructional
guide
and
these
will
be
available
digital
so
that
any
updates
to
it
or
additions
it's
instant,
but
you
will
have
that
title
page
there
and
then
in
the
beginning
that
first
cover
sheet,
it
talks
a
brief
overview
of
what
is
being
asked
for,
in
this
case
our
first
graders.
So
our
first
graders
they're
focusing
on
look
right
here:
A
Child's
Place
in
time
and
space,
and
so
that's
the
focus.
H
H
But
what
piece
for
me
as
a
first
grade
teacher,
do
can
help
me
with
the
framework
with
teaching
the
standard
words.
So
these
are
clickable
links
that
teachers
will
have
access
to
you,
the
next
page
after
that
will
be
a
comprehensive
visual
guide.
So
we
do
what's
called
backwards,
mapping
so
for
first
grade
there
are
a
total
of
six
main
standards
that
need
to
be
taught
through
the
whole
year.
H
Additionally,
the
next
page
gives
you
an
idea
of
what
this
comprehensive
instructional
guide
is
going
to
be
I,
say
going
because
it
is
not
fully
built.
However,
this
is
an
idea,
so
in
tier
one
instruction
you'll
see
at
the
very
top,
it
says
anchor
standard
1.1.
That
is
the
first
standard
that
will
be
covered.
H
Also,
what
is
the
McGraw-Hill
connection?
Remember?
Mcgraw-Hill
is
a
resource,
but
we're
focused
on
the
standard.
So,
additionally,
we
have
vocabulary
vocabulary.
Development
is
essential
to
our
students
in
helping
them
grow
in
conversation
in
critical
thinking,
so
we've
called
out
those
specific
pieces
of
vocabulary
that
are
essential
to
help
the
students
Master
this
standard.
Additionally,
there
are
what
we
will
be
adding
are
the
following:
we
have
additional
resources.
This
is
where
our
teachers
help
us
out
what
other
books
might
I
use.
What
other
articles?
Maybe
there's
some
primary
sources,
some
videos,
maybe
some
study
trips.
H
We
can
take
to
support
this
standard
success
criteria.
How
do
I
know
for
our
students
that
they're
mastering
this
standard,
so
that
is
listed
there
and
then
at
the
bottom.
We
want
to
make
sure
that
we
have
differentiation
called
out
for
all
of
our
students,
so
you're
going
to
see
where
we're
going
to
build
in
for
English
Learners.
Our
special
education
and
support
students,
as
well
as
extension,
opportunities
for
students
who
need
it,
and
then
we
want
to
build
in
enrichment,
the
opportunity
for
social,
emotional
learning,
art,
music
and
movement
and
technology.
H
So
we're
really
proud
of
these
comprehensive,
comprehensive
curriculum
guides
and
what
they're
going
to
be-
and
we
were
very,
very
particular
to
make
sure
that
we
can't
build
this
from
a
district
level.
It's
going
to
take
all
of
us
to
come
together,
but
it
will
make
our
lessons
that
much
more
impactful
so
that
we
reach
Mastery
of
the
standard,
so
additional
ideas
that
we
have
thought
about,
or
even
a
few
actually
teachers
or
Educators
that
have
talked
to
us
about.
H
Maybe
we
can
have
parent
letters
for
new
units,
so
we
have
this
unit
we're
teaching,
and
this
is
what's
coming
up
what
in
the
next
few
weeks,
maybe
some
parents
don't
feel
comfortable
with
a
certain
topic,
so
we
can
have
opt-out
forms
for
them
for
a
particular.
I
H
Also,
just
we
just
want
to
add
as
many
resources
for
the
teachers
to
help
them
in
their
lesson.
So
these
are
additional
ideas
that
we
have
so
at
this
time
is
where
we're
going
to
dive
in,
so
our
teams
are
going
to
actually
pass
out
materials
and
at
this
time,
I
want
you
to
look
through
the
folders
We
have
them
by
grade.
So
if
you're
at
a
particular
grade
level,
you
will
be
able
to
look
through
multiple
folders,
so
I
believe
we
have
plenty.
H
You
can
even
skip
around
to
different
grade
levels
if
you
are
in
elementary
educator
and
you
want
to
know
a
little
bit
about
K2
and
what
have
you,
but
in
the
folders
that
you
get
in
board
members,
you
have
all
grade
levels
in
your
binder,
but
you
will
be
able
to
see
the
standards
in
the
framework.
Those
are
printed
out
for
you,
so
you
don't
have
to
click
them.
You
will
have
the
form
where
it
specifically
talks
about
the
Fair,
Act
components.
Remember
those
are
the
I.
H
I
will
use
the
term
most
curious
about
as
a
as
a
parent
or
an
educator,
so
those
Fair
app
components
are
called
out
and
then
specifically,
we
have
forms
for
you
today.
We
want
you
to
be
able
to
describe
what
are
your
concerns?
What
do
we
want
to
share
out
loud
at
the
end
and
then
at
the
end,
I
am
looking.
Our
team
is
waiting
to
take
direction
from
our
board
for
next
steps
and
additional
information
that
will
be
needed.
H
So
at
this
time,
I
also
want
to
invite
those
of
you
who
are
on
Zoom.
You
have
two
QR
codes
there.
The
first
QR
code
allows
you
to
access
the
same
materials
that
are
are
people
have
here
in
the
boardroom
and
the
second
one
specifically
allows
you
to
leave
feedback
as
you're
looking
through
those
components,
and
so
our
team
will
be
here
to
talk,
address
this
situation
and
we
are
just
going
to
actually
start
diving
in,
but
before
we
do,
I
just
want
to
see
if
there
are
any
questions
at
this
point.
H
Okay,
okay
I
will
be
around
our
team
is
around
for
any
questions,
so
board
members
you're
free
to
join
in
with
our
our
team,
so
we'll
be
around.
If
you
have
questions.
H
Thank
you
so
we're
going
to
go
about
15
more
minutes.
We
will
stop
at
7
45,
so
I
do
just
want
to
give
a
warning.
If
you
wanted
to
get
to
other
grade
levels,
you
you
are
welcome
to
do
so
or
if
you're
still
writing
feedback,
so
7
45.
We
will
stop.
H
H
I
do
want
to
thank
everyone
for
the
time,
both
online
and
in
person
for
looking
through
the
materials
and
providing
feedback
at
this
time.
I
am
going
to
actually
step
away
and
I'm
going
to
let
Miss,
Friedman
and
Miss
Coburn
come
out
and
read
the
comments
that
were
shared
this
evening
and
then
at
that
time
we
will
hear
from
our
board
members
for
guidance
in
next
steps.
So
thank
you
all
for
this
evening.
J
All
right,
thank
you,
so
much
I'm
just
going
to
share
a
few
of
the
different
comments
and
it's
just
been
a
really
great
opportunity.
So
thank
you
so
much
for
coming
out
and
going
through
our
materials
with
us
and
giving
us
feedback.
We
really
appreciate
it
so
this
comment
it
says
in
regards
to
the
Fair
Act
material.
It
was
nice
to
see
what
the
possible
concerns
could
be.
J
J
J
I
now
have
a
better
understanding
to
why
a
teacher
May
skip
a
few
chapters
or
spend
less
or
more
time
on
a
topic.
The
instructional
mapping
seems
to
have
sufficient
flexibility
to
allow
a
teacher
to
meet
the
standards
using
creative
resources.
J
C
All
right
good
evening,
this
one
says
that
I
really
loved
how
everything
is
so
simply
organized
and
clear
to
understand,
even
as
a
parent
with
the
standards,
the
Frameworks
and
the
instructional
guides
and
resources
will
definitely
facilitate.
My
child's
teacher
teaching
I
really
loved
the
idea
about
the
parent
letters
to
inform
us
of
what
our
children
are
learning.
C
Yeah,
the
instructional
mapping
tier
instruction
begins
with
state
standards
and
follows
with
the
framework
which
consists
of
the
grade
level.
Mastery.
C
C
Having
the
Fair
Act
information
available
is
a
great
resources
to
give
to
parents
and
teachers,
so
people
probably
are
informed
of
what
their
children
and
students
are
going
to
be
taught
on.
Then
additional
feedback
I
liked
the
tie
into
our
wonders
program.
It
connects
very
well
and
seems
to
be
incorporate
together.
All
of
the
components
in
the
program
will
be
wonderful
resources
for
us
to
use.
H
H
I
just
want
to
really
give
a
a
thank
you
to
our
academic
Services
team
for
the
work
that
they
put
in
to
make
this
evening
possible
and
all
of
our
community
and
our
staff
for
coming
together
for
this
evening.
At
this
time,
I
would
like
to
turn
it
over
to
our
board.
President.
A
Thank
you,
Dr
dwyzan,
at
this
time,
I'd
like
to
open
it
up
for
a
discussion
from
the
board
members,
starting
with.
A
I
E
Evening,
everyone,
when
the
board
was
approached
with
the
curriculum
adoption.
This
is
a
part
of
our
jobs.
At
you
know,
one
of
our
most
important
jobs
is
to
select
a
curriculum
that,
in
our
district,
can
use
to
educate,
give
our
children
the
highest
possible
learning
opportunity.
So
I
took
that
I.
Take
that
job
literally
serious,
because
what
we
teach
our
kids
are
very
important
and
looking
at
this
adoption,
I
spent
a
lot
of
time.
E
Looking
at
this
adoption
took
a
lot
of
notes
spent
days
I
mean
weeks
when
we
first
got
it
I
looked
at
it.
Put
it
down,
picked
it
up
again,
but
this
Workshop
I
spent
the
last
couple
days.
I'll
say
last
three
days
all
day,
even
today
got
up
this
morning
until
three
o'clock
and
completed
my
notes
and
reading
of
the
textbooks
and
I
have
to
say
that
the
material
in
this
in
like
Dr
dewaison
mentioned
nothing,
is
perfect.
E
There's
no
perfect
book,
but
looking
at
the
curriculum
over
the
years,
even
when
I
went
to
school,
there's
nothing
compared
to
this
and
the
information
in
these
books.
Yes,
there's
you
know
some
of
it,
you
know
they
didn't.
They
touched
on
it,
but
didn't
go
in
depth
with
it
and
that's
when
the
supplemental
material
is
important.
E
I
really
liked.
Third
to
fourth
grade
and
that's
when
I
said
with
the
the
section
in
third
and
fourth
grade
and
Mrs
I
keep
forgetting
your
name.
E
E
Pretty
much
so
I
was
really
impressed
with
that
when
I
was
in
or
in
fourth
grade
I,
remember
the
third
grade
I,
don't
that's
the
only
great
that
I
remember
in
Middle
School
in
in
elementary
is
third
grade,
and
even
though
I
had
a
great
teacher
that
taught
and
we
retained
it
in
our
permanent
memory
banks
there's
things
that
I
remember
in
third
grade.
That
is
still
there,
but
we
didn't
get
this.
E
B
Well,
as
a
fifth
grade
teach
teacher
I
am
so
jealous
because
I
really
like
this
book,
I
like
the
prime
primary
Mary,
Source
sources,
I
just
had
the
fifth
fifth
grade
and
the
eighth
grade
and
the
way
it
use
uses
the
I
think
thinking
maps
which
you're
all
red
red
you
using
it.
It's
aligned
with
with
one
wonders
with
what
you're
using
it's
called
colorful.
B
I
looked
out
at
the
eighth
grade
and
the
one
thing
that
got
got
me:
the
wow
was
the
breakdown
of
the
const
Constitution.
It
breaks
it
down
by
Art
article
and
you
know,
gives
in
plain
words
what
it
means
you
know,
as
an
adult.
I'd
have
no
idea.
What's
in
there,
so
I'm
gonna
be
extra,
read
reading
that
so
I
can
and
understand.
You
know
that
that
doc
document
I
enjoyed
the
purse
perspect
perspectives.
You
know
it
gives
much
more
from
the
whim
women
and
because
that's
always
been
my
thing.
B
G
Good
evening,
and
thank
you
all
for
being
here
with
us
tonight,
I
do
want
to
start
by
saying
thank
you
to
academic
services
for
bringing
this
curriculum
in
front
of
us.
I
am
thankful
to
see
that
we
are
bringing
a
curriculum
that
our
students
do
deserve.
I
do
want
to
make
a
comment
on
future
practices
during
curriculum.
G
Adoption
I
was
under
the
impression
that
our
books,
our
products,
wouldn't
be
purchased
until
after
today's
meeting,
where
we
discussed
together
and
I
unfortunately
found
books
in
libraries
last
Friday,
with
no
notification
to
the
board
that
we
were
making
this
purchase.
So
I
would
like
to
move
forward
having
better
curriculum
adoption
processes
for
the
board
to
be
more
included
and
less
left
out.
A
You,
okay,
so
for
me,
I,
don't
remember
what
the
word
was
called,
but
I
learned
it
and
it
was
kind
of
like
a
cheat
sheet
where
you
have
the
standards
and
then
you
have
what
you're
teaching
and
you
could
actually
like
shorten
it,
because
it
told
you
which
ones
that
you
could
use
instead
of
doing
it
for
a
whole.
Help
me
out
here
my
table
of
friends.
A
So
the
impact
Fast
Track
would
allow
you
to
be
able
to
teach
teach
a
lesson
but
tell
you
which
lessons
will
complete
the
without
having
to
go
through
the
whole
thing,
so
that
fast
track
I
enjoyed
that,
because
I
felt
like
that
would
on
some
chapters
that
the
teachers
are
going
through
when
you're
trying
to
teach
a
lesson
not
to
have
to
cover
the
whole
thing,
but
to
actually
have
a
little
tracking
system
to
be
able
to
help
you
out.
I
thought
that
was
great.
A
The
next
thing
is
that
I
was
I
was
very
happy
to
see
that
we
did
not
have
TK
in
here
today
and
to
learn
that
TK
would
have
their
own
curriculum.
So
that
was
very
exciting,
because
I
was
waiting
and
then
I
heard.
Kindergarten
and
I
was
like
oh
great.
We
did
not
put
TK
in
with
kindergarten.
That's
all
I
have
to
say.
Oh
I
also
want
to
say
one
other
thing
too.
I
know
that
it
was
a
lot
of
work
put
into
this
when
you're
getting
another.
A
A
new
curriculum
and
I
know
that
the
board
asked
for
us
to
have
this
Workshop.
We
wanted
to
have
a
workshop
and
you
guys
had
already
pilot
the
program.
I
know
that
it
takes
a
lot
of
work
to
Pilot.
The
program
then
come
here.
Then
we
have
questions
and
then
have
everything
set
up,
because
this
book
right
here
took
a
whole
lot
of
work
and
killed
a
lot
of
trees
too.
A
I,
also
like
the
fact
that
the
book
is
online,
so
you
kill
less
trees
and
the
Virtual
Field
Trips
I
learned
during
kovic,
even
for
a
three
and
four-year-old
to
be
able
to
be
on
zoom
and
take
a
virtual
field
trip
to
the
zoo
they
were
so
excited
so
to
be
able
to
be
inside
your
classroom
and
take
a
virtual
field
trip
where
you
want
to
go.
I.
Think
that
that's
wonderful!
Thank
you.
A
B
Will
oh
there
we
go
I
pick
pick
my
own
stick
here
we
go,
I
was
I,
don't
have
much
to
say,
but
I
did
get
to
go
to
the
active,
shoe
shoot
or
training
and
I'm
glad
I
did
it
was
more
inform
formative.
B
My
work
does:
does
it
each
year
and
did
this
one
I
found
it
in
in
engage
gauging
I
learned
learned
more
on
top
top
of
what
what
I've
known
and
I
hope
the
next
time
we
have
have
it
more
staff
come?
It
is
empowering.
B
Those
who
who
who
were
there
had
great
eye
ideas
on
how
to
build
it
on
how
to
make
the
school
safe,
safer
and
we're
hope
hopeing
to
have
you
know,
site-specific
training,
because
each
School
site,
you
are
different.
You
have
diff
different,
build
buildings,
quads,
Camp,
campuses
and
and
I
think
it'd
be
good
for
all
staff.
You
know,
through
throughout
the
these
School
sites,
and
here
at
the
disc,
just
district
office
get
some
trained
training
just
to
make
make
you
more
aware
so
that
we
are
safe,
safer
so
and
I.
E
I'll
go
next
again
to
academic
Services.
Thank
you
for
your
hard
work
and
putting
this
together
and
you
know,
I
agree
with
president
La
French.
A
lot
of
work
went
into
this,
but
I
think
it's
important
because
our
kids
deserve.
You
know
the
best
that
we
can
get
and
you've
done
it
an
outstanding
job,
presenting
this
curriculum.
So
when
it
came
to
us
for
approval,
you
know
we
asked
for
this
Workshop,
so
we
can
go
through
it.
E
We
wanted
to
include
our
families,
our
parents
and
our
teachers,
and
even
though
the
teachers
piloted
the
program,
the
books
I'm
really
excited
about
tonight's
turnout.
E
I
too
went
to
active
shooter
training
on
Saturday
at
Mesa,
Linda
and
I
have
to
say
that
it
was
really
empowering
and
I
attended
with
Dr
dwison
and
some
some
of
the
principals
and
teachers
in
the
audience
today
and
it
it
made
you
aware
of
your
surroundings.
You
know
you
have
to
think
on
your
feet
and
when
we
broke
out
into
different
groups,
it
was
three
groups
that
we
broke
out
into.
It
was
a
the
office
group,
the
classroom
group
and
was
it
the
outside
group,
the
outside
group,
and
then
we
rotated
each.
E
E
You
get
fire
insurance
car
insurance,
so
we
have
to
ensure
our
district
can
ensure
our
teachers,
ensure
our
front
office
staff
and
ensure
that
our
people
are
safe
and
they
know
what
to
do
entire
in
case
of
an
emergency,
and
we
had
to
think
on
our
feet
and
I
have
to
tell
you
that
it
was
empowering
and
we
need
to
have
that
training
on
a
regular
basis
basis,
and
you
know
teachers
need
to
teach
it
in
their
classrooms,
so
the
kids
will
know
what
to
do.
When
that
happens.
E
God
forbid
it
ever
happened
in
our
district,
but
the
way
the
world
is
today,
you
cannot
predict
it
and
I
just
want
us
ready.
So
we
can
walk,
be
walk
out
of
here.
Everyone
can
go
home
to
their
families
at
night
and
I
have
to
say
that
we
did
exercises
in
in
the
classroom
and
how
many
of
you
were
in
the
how
many
of
you
were
in
the
classroom
with
me.
That
was
in
any
doctor.
E
Well,
our
instructor.
He
wanted
us
to
be
prepared
and
lock
down
our
class
and
in
a
record
in
so
many
seconds
it
started
out
with
20
seconds.
We
went
down
to
15
seconds
12
seconds
11
seconds
nine
seconds.
Did
we
go,
live
I
got
a
I'm
bragging
here,
I'm
bragging,
okay,
but
anyway,
I
I,
wasn't
the
first
and
I
wasn't
in
the
middle
I.
Think
I
was
like
third
from
the
end,
but.
E
I
did
mine
and
eight
point
something
seconds.
The
instructor
called
me
eight
seconds.
I
was
happy
about
that
because
we
had
to
I
and
I
was
so
happy
because
what
we
had
to
do
is
you
had
to
act
like
a
teacher
and
then
when
he
made
the
call
he
said
you
know
we
have
to
get
the
kids
to
the
to
the
safe
side
of
the
room.
E
E
So
it's
just
practice
practice
and
I
think
that
our
children
need
to
be
involved
in
that
and
let
them
know
it's
your
job
to
be
safe
and
when
we
were
in
the
office
you
know
we
talked
amongst
ourselves.
Do
we
have
a
weapon?
Is
everyone
safe?
You
know
watch,
can
we
get
away
because
the
the
concept
was
to
to
run
high
or
fight?
E
It's
in
the
office.
It
took
quite
a
long
time
for
us
to
upload
our
camera
system
and
the
camera
should
be
on,
and
that's
I
believe
that
the
camera
should
be
on
all
the
time.
As
long
as
school
is
in
session,
the
camera
should
be
on.
We
shouldn't
have
to
wait
until
a
threat
to
turn
the
cameras
on
that
took
15,
20
minutes
to
get
those
cameras
on
so
Mr
Krause
I'm,
asking
in
board
I'm
asking
that
you
know
we
can
get
that
direction
to
make.
E
And
and
every
office
staff
should
know
how
to
work
the
PA
system
and
turn
those
cameras
on
or
know
how
to
read
them
and
adjust
them
and
and
what
they
did
during
our
active
training
was
when
we
were
in
hiding.
They
kept
us
informed
just
as
to
where
the
shooter
was
heading
toward
the
the
200th
section
and
let
the
shooter
hear
it.
I
E
It
should
be
tested
often
because
it
was
one
time
we
didn't
hear
it
in
the
office
and
one
room
we
didn't
hear
it.
We
didn't
hear
the
direction
so
we
want
to,
and
it's
just
practice
I'm,
not
blaming
anyone.
It's
just
something
that
we're
going
through.
This
is
the
first.
For
me,
this
is
my
first
active
shooter,
training
and
I
just
want
us
to.
We
have
it
on
point.
If
anything
happened,
you
know
we're
ready
and
that's
how
we
have
to
be
I
want
all
of
our
kids
to
go
home
to
their
parents.
E
I
want
our
teachers
and
staff
to
go
home
to
their
families,
and
you
know
if
something
like
that
ever
happens,
but
I
just
want
us
to
be
prepared
and
thank
you
Mr
Krause,
for
jumping
on
it
I.
It
was
just
a
few
meetings
ago.
I
think
it
was
after
the
last
shooting
and
what
was
it?
The
last
shooting
I
think
it
was
just
a
couple
a
month.
E
It
wasn't
Texas,
it
was
the
one
that
they
jumped
on
it
real
fast,
but
anyway,
I.
Thank
you,
for
you
know
immediately
responding
to
that
and
offering
this
active
student
training
because
we
need
it
and
ongoing.
Just
like
we
do
fire
drills
day,
and
time
is
something
that
we
have
to
be
prepared
for.
So
thank
you
again
for
everyone
that
came
out
I
think
we
had
over
250
people
and
Mesa
Linda.