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From YouTube: School Board Work Session 02/21/23
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A
Along
with
Dr
Jared
Bryant,
our
superintendent
and
Amanda
Foster,
our
executive
assistant,
so
with
that,
we
will
look
at
board
requests
for
information,
we're
not
showing
any
in
the
queue.
Although
I
have
collected
a
few
from
board
member
questions
and
I
can
which
I
will
send
to
you
Amanda,
you
won't
have
you
might
not
have
them
yet,
but
rfis
and
or
for
future
discussion.
A
We
have
several
questions
on
attendance
and
poverty
and
as
well
as
Ela
growth
and
poverty.
We
have
a
request
for
an
update
at
some
point
on
Middle
School
sports
eligibility.
A
And
that's
all
I
have
on
my
list.
Does
any
other
board
member
have
requests
for
information?
Remember
donway,
I,
understand.
B
A
B
C
A
Okay,
thank
goodness,
remember
Donnelly.
Thank
you.
Thank
you.
Welcome
Mr
Holloman.
You
have
a
request.
D
Yes,
at
the
Goodwood
Board
of
Supervisors
meeting
last
night,
they
asked
if
it
was
possible
to
consider
Girdwood
as
sort
of
a
separate
attendance
Zone
during
inclement
weather
or
during
remote
learning
days,
in
that
the
weather
in
Girdwood
can
be
quite
different
than
the
rest
of
Anchorage
as
a
whole.
D
Most
of
the
staff
in
the
school
lives
in
gerdwood,
and
they
they
did
realize
that
on
actual
days
where
they're,
not
instructional,
that
complicates
things
as
some
people
work
and
some
people
don't,
but
on
days
that
are
remote
learning
if
it
might
be
possible
for
them
to
still
use
the
school
building
and
I
realize
that's
not
a
simple,
yes
or
no
answer
so
I'll.
Throw
that
in
the
queue
for
later.
C
A
Okay,
thank
you
and
thank
you
Dr
Brian.
Thank
you,
member
Holloman,
any
others
not
seeing
any.
We
will
move
to
Item
B
I'm,
sorry
C,
which
is
the
discussion
of
our
Ela
curriculum
project,
Dr
Bryant,.
C
Thank
you,
madam
president,
good
afternoon
board
and
ASD
Community.
Recently,
the
administration
shared
that
it
now
recommends
adopting
a
new
k-3
Ela
curriculum.
This
is
partly
influenced
by
the
state's
Ela
Grant
initiative,
which
could
provide
a
3.8
million
dollar
Grant
to
ASD
to
select
a
curriculum
from
a
list
of
four
options
that
have
been
vetted
by
the
state.
This
is
part
of
the
larger
State
strategic
plan
related
to
the
Alaska
reads:
Act.
C
While
the
state's
initiative
is
a
really
positive
thing
for
school
districts,
it
also
means
that
this
is
happening
very
quickly
and
we're
asking
the
board
take
action
on
the
administration's
recommendation
next
month.
So
for
that
reason
we
want
to
brief
you
on
this
topic
and
answer
questions
you
might
have.
I
do
want
to
note
an
important
disclaimer
as
I
shared
last
week,
we
were
unable
to
share
the
name
of
the
selected
curriculum.
C
Quite
yet,
due
to
the
implications
to
procurement
negotiations,
we
had
hoped
we'd
be
able
to
share
that
information
today,
but
we'll
need
a
little
bit
more
time
and
we'll
share
that
in
advance
of
any
board
action.
We
appreciate
your
and
the
community's
patience.
So
with
that
said,
I
will
pass
it
off
to
my
colleagues.
E
Thank
you,
Dr
Bryant
and
school
board
members
So
today
we're
going
to
go
through
kind
of
what
we've
done
and
where
we're
heading
around
the
ELA
curriculum
adoption.
Of
course,
this
all
comes
and
started
with.
Alaska
reads:
act
that
you
all
were
had
your
presentation
of
during
the
Border
treat
a
few
weeks
ago,
and
that's
mainly
to
support
all
students
to
read
at
grade
level
by
the
end
of
third
grade
and
it's
the
top
priority
of
the
Alaska
educational
challenge.
So
we're
going
to
go
through
each
of
these
steps
here
in
the
next
slide.
F
Recording
in
progress,
so
this
is
this-
demonstrates
the
Alaska
strategic
reading
plan
and
the
Alaska
reads:
Act
is
embedded
in
this
plan.
G
F
Okay,
so
the
screener
tool
is,
will
be
the
m-class
amplify,
and
that
is
the
screener
tool
that
the
state
will
require
us
to
use
and
I
think
you're
already
aware.
But
if
you're
not
we're
piloting
that
screener
tool
right
now
at
six
different
schools
in
that
screener
tool,
we
will
be
asked
to
screen
our
students
three
times
a
year
and
identify
students
that
need
support
through
the
mtss
plan
and.
E
F
F
And
then
they
will
ask
us
to
complete
an
individual
reading
plan
for
every
student.
That's
not
at
40
or
above
so
they
will
consider
those
at-risk
students
and
will
be
asked
to
complete
an
individual
reading
plan.
Within
our
current
mtss
framework.
We
have
what
we
call
a
tiff,
which
is
a
targeted
intervention
form
for
students.
F
What
we're
going
to
do
is
take
our
current
Tiff
model
and
and
then
insert
the
requirements
within
their
individual
student
plan
in
our
current
tip
model,
and
then
they
are
have
been
discussing
the
progression
on
progression
for
students
that
aren't
meeting
the
40
percentile
and
that
can
happen
at
any
grade
level.
F
But
definitely
there
has
to
be
a
specific
plan
for
students
by
the
third
grade,
if
they're
not
reading
at
the
40
or
above
level,
they're
also
talking
about
requiring
a
district
reading
teacher
at
every
School
site
and
we're
still
getting
the
the
particulars
about
that
and
then
they're
going
to
require
a
teaching
endorsement
for
any
K
through
third
grade
teacher
and
any
administrator
of
a
case
of
a
school
that
has
K
through
third
grade
in
it
for
reading
and
then
also
embedded
in.
F
That
plan
is
that
we
utilize
evidence-based
curriculum
aligned
to
the
science
of
reading,
which
leads
us
to
The
Next
Step.
But
before
we
go
to
the
next
part,
I
do
want
to
say
this
is
all
part
of
of
what's
in
their
plan.
That
has
not
been
voted
on
yet
so
this
is
still
has
to
go
to
the
stupid
school
state
board,
but
we're
still
monitoring
it
and
preparing
ourselves
for
what's
to
come.
E
So
if
we
move
to
the
next
slide,
so
the
state
invited
all
districts
across
the
state
to
participate
in
a
grant
process
to
choose
a
Statewide
curriculum.
15
districts
were
accepted
into
the
Grant
and
Anchorage
was
one
of
those
15.
there's
some
requirements
that
the
grant
outlined
one
is.
We
have
to
choose
from
the
deed,
approved
curriculum.
E
We
have
to
use
that
m-class
screener.
We
have
to
purchase
the
materials
this
spring
in
order
to
implement
for
all
K3
next
school
year,
and
we
are
looking
at
a
K3
adoption.
It
most
school
districts
are
doing
K-5.
We
asked
for
a
K3
because
a
K5
it
at
the
speed
is
really
probably
not
going
to
be
able
to
happen,
but
we
do
believe
that
K3
is
very
well
within
our
means.
E
Our
grant
award
was
three
mil
3.8
million
dollars,
and
that
was
from
a
set
amount
per
kid
across
the
state
and
ours
our
amount
was
3.8
million.
So
we
went
through
a
committee
process
deep
vetted
the
curricula
based
on
rigorous
curriculum.
They
actually
got
it
down
to
seven
different
curriculum,
and
then
they
put
up
a
actual
committee
to
take
that
seven
down
to
four
and
we're
we
participated
as
one
of
the
15
districts.
E
We
had
a
leadership
team
that
we
developed
that
included
teachers,
principals,
curriculum
experts
and
District
administrators-
that
leadership
team.
We
had
10
people
on
that
leadership
team,
five
of
which
were
the
official
members
in
the
for
the
decision-making,
but
all
10
had
a
part
in
What
We
recommended
as
a
district,
so
that
that
group
narrowed.
E
E
So
this
this
committee
actually
spent
a
long
time
throughout
the
week
and
I
know
many
of
you
came
in
and
looked
at
the
process
and
looked
at
some
of
the
curriculum
that
we
were
looking
at,
but
they
spent
an
entire
week
and
the
room
was
just
robust
with
conversation
and
working
through
and
looking
through
and
really
working
on,
the
rubrics
through
the
rubrics
I
I
thought.
It
was
just
amazing
to
hear
all
that
chatter
about
teachers
being
excited
about
curriculum.
It
was
pretty
cool.
F
So
the
state
recommended
a
rubric
that
we
utilize,
but
we
made
we
went
deeper
into
the
rubric
that
we
were
going
to
use
and
the
tools
We
examined
to
create
this
Rubik
rubric
is
listed
there.
The
imet
reading
League
Ed
reports,
what
the
state
gave
us
and
then
also
the
Colorado
Department
of
Education.
And
finally,
we
looked
at
the
notes
from
our
previous
implementation
and
made
sure
that
we
utilized
parts
of
the
rubric
that
were
meaningful
to
the
last
implementation
or.
F
True
and
so
there
were
14
components
in
the
rubric
and
then
we
waited
double
the
four
here,
so
the
foundational
skills
part
comprehension,
fluency
and
timing
and
pacing.
So
we
look
at
the
timing
and
pacing
for
its
usability.
How
how
usable
and
easy
would
it
be
for
a
teacher
to
take
on
a
new
curriculum
and
begin
in
using
it
for
instruction
on
the
next
slide?
F
You'll
see
that
this
is
a
part
of
what
our
rubric
looked
like,
and
so
the
committee
members
looked
at
what
are
the
red
flags
in
this
curriculum
and
what
are
the
key
considerations,
and
so
they
they
went
through
each
14
components
and
identified
those
red
flags
and
key
considerations.
F
F
E
And
when
we,
after
they
did
the
rubrics,
our
a
e
Department
took
all
of
the
rubrics
and
entered
them
into
into
the
into
a
spreadsheet
and
figured
out
what
one
of
the
four
was
kind
of
the
chosen
one
who
had
the
highest
score
rating.
E
We
also
looked
at
each
of
them
to
see
where
they
all
laid
out
earlier.
In
a
slide,
we
talked
about
the
actual
different
found,
the
weighted
components
before
we
weighted
components.
We
looked
at
the
results
after
we
waited
the
components
we
looked
at
the
results
and
the
results
didn't
change.
It
actually
created
a
bigger
divide
from
the
one
that
we
actually
selected
to
the
second
place
curriculum,
so
so
that
kind
of
helped
kind
of
amplify
that
we
were
on
the
right
Mark
with
with
those
weighted
components.
E
So
our
next
steps
so
right
now
we're
in
the
middle
of
procurement
our
day
Whiting
and
is
over
really
working
and
getting
with
the
publisher
trying
to
get
down
to
an
actual
agreement.
So
the
negotiations
are
going
right
now.
E
We
definitely
are
wanting
to
give
you
the
name
of
that,
but
we
just
need
to
wait
till
that
procurement
piece
is
done
so
today
we
have
a
non-board
action
and
non-action
item
for
you
to
look
at
we're,
anticipating
getting
the
name
of
that
curriculum
and
the
cost
estimates
or
the
costing
of
that
into
the
memo
before
our
next
meeting.
E
Hopefully
next
week
is
what
we're
hoping
for
so
that
you
could
have
action
on
the
7th
of
March
kind
of
looking
at
what
are
PD
components,
because
we
definitely
that's
one
of
the
biggest
things
that
we
heard
about
the
last
time
there
was
a
was
it
adoption
we're
looking
at
having
some
kind
of
trainings
during
asdsa
in
May,
we
are
looking
at
bringing
in
the
K3
teachers
a
couple
days
earlier
in
August,
so
they
can
have
a
couple
days
of
just
intense
professional
development
around
the
curriculum
and
then
we're
also
exploring
plcs
at
the
district-wide
level
as
on
for
ongoing
professional
development
throughout
the
next
year,
so
that
one
we're
still
looking
at
and
working
on
it.
E
Hopefully
we'll
get
that
information
to
you
soon.
So
with
that,
that's
what
we
have
we'd
entertain,
any
questions
that
you
would
have
about
this
curriculum
process
and
next
steps.
J
Thank
you
for
the
update,
I
I
wanted
to
share
I,
guess
a
comment
and
then
a
question.
First
of
all,
I
think
that
I
had
spent
some
time
looking
at
the
rubric.
I
think
that
the
questions
that
we're
asking
are
significantly
improved
from
the
questions
that
were
asked
during
the
prior
adoption.
I
mean
we
have
six
seven
years
of
experience
and
a
whole
new
set
of
priorities
and
I
think
that
they're
deeply
aligned
with
the
state's
intent
and
the
Alaska
reads
act.
J
I
was
happy
to
share
a
copy
of
the
rubric
with
some
of
the
legislators
I
met
with,
and
that
was
received
well
to
know
that
we're
asking
better
questions
because
I
had
just
gone
to
look
at
the
materials
and
that
with
me
one
of
the
questions
I
have,
though,
if
this
is
an
adoption
for
all
K
through
three,
how
are
our
students
at
all
at
the
alternative
and
optional
and
Charter
programs
are?
Are
they
included
in
that
adoption
or
they
excluded,
or
is
that
remaining
to
be
determined?
F
Was
invited
to
join
in
the
review,
and
some
of
the
programs
opted
out
of
going
through
with
the
adoption,
and
some
did
so
for
sure.
Two
charters
opted
in
a
and
ccs
and
rocoshola
and
I'm
trying
to
think
of
which
optional
programs
opted
in.
They
were
on
the
second.
They
were
there,
looking
through
the
curriculum
as
well
and
making
decisions
on
whether
or
not
they
wanted
to
join
in
with
the
Grant,
and
so
what
we
told
them
was
is
that
they
opted
in.
F
They
had
to
follow
the
grant
requirements
because
we're
being
given
a
grant,
it's
not
they're
not
able
to
take
a
portion
of
the
curriculum
and
use
it,
because
the
grant
tells
us
we
have
to
have
full
implementation.
J
So
I
guess
I
have
a
follow-up.
Thank
you
for
that
detail.
I
will
be
I
would
be
interested
in
knowing
like
a
thumbs
up
thumbs
down
from
all
of
our
various
okay
programs
of
choice.
Sure,
because
we're
hearing
the
word
accountability,
a
lot
right
and
I
think
if
there
are
programs
that
continue
to
use
curricular
materials
that
involve
or
rely
on
queuing,
for
example,
how
are
you
supposed
to
be
accountable
for
growth
when
some
of
those
approaches
are
what.
F
F
Yet,
but
we
know
they
will,
and
so
we
we
recommended
that
they
start
following
along
with
all
the
webinars
to
get
that
information,
because
I
I
would
I
mean
I
can't
really
speak
to
what
the
state's
going
to
do,
but
we
do
believe
they're
going
to
ask
for
their
teachers
to
have
that
reading
endorsement
as
well
and
for
the
principles
to
also
have
the
endorsement,
and
so
we
suggested
that
they
start
communicating
with
them
and
and
they
said
they
had
been
tracking
it.
So.
F
What's
going
to
be
a
three
credit
course,
and
so
they've
already
contracted
with
digital
literacy,
so
that'll
be
one
approved
course
they're
talking
about
letters,
but
we're
also
talking
to
them
about
the
reading
academies
that
a
lot
of
our
K
through
three
three
teachers
went
through.
They
didn't
realize
that
our
teachers
had
gone
through
those
for
those
of
you
that
don't
know
what
the
reading
academies
were.
That's
who,
when
we
contracted
with
astronaut
Consulting
our
teachers,
went
through
Reading
academies,
which
was
training
on
the
science
of
reading
and
using
those
queuing
systems.
A
Other
questions
remember
Jacobs,.
K
Yeah,
thank
you,
madam
president.
I
appreciate
the
The
Briefing.
Thank
you
folks.
So
we
have
a
non-action
item
tonight
regarding
this
curriculum
change
that
doesn't
specify
which
vendor
will
be
working
with.
What's
the
downside
of
allowing
two
full
meetings
with
the
vendor
to
be
identified
with
us
voting
on
this
as
an
action
item
on
our
March
20th
meeting,
what
would
we
lose.
E
If
we
have
to
go
to
there,
we
may
not
get
materials
so
that
teachers
can
have
them
in
their
hands
over
the
summer
and
we'd
really
like
to
get
those
into
their
hands
so
that
they
can
actually,
because
there
are
many
of
our
teachers
that
are
so
dedicated
they're
going
to
go
through
it
and
learn
it
on
their
own
and
whatnot.
But
we
we
we're
kind
of
getting
in
line
right
when
we
when
we
develop
and
we
get
a
negotiation
done.
E
These
curriculates
Publishers
are
having
this
talk
all
over
the
country
and
so
we're
looking
at
getting
in
line
for
our
spot
for
the
materials
and
then,
of
course,
here
it
takes
a
lot
longer
to
get
them
up
here
and
we
are
of
course,
the
biggest
District.
So
it
takes
a
long
time
to
actually
once
they
get
to
the
to
the
warehouse
to
break
them
up,
put
them
into
trucks
and
get
them
actually
out
to
the
different
schools.
E
It's
it's
a
it's
a
pretty
big,
pretty
big
lift
for
our
for
our
procurement
office
in
the
in
the
warehouse
so
granted
it's
two
weeks,
but
it's
kind
of
a
pretty
integral
two
weeks.
So
that's
why
we're
trying
to
get
this
out
as
soon
as
we
can.
K
K
The
other
question
I
had,
if
I
might
Madam
president,
is
in
regards
to
I
guess
what
will
we
know
about
what
other
districts
that
the
other
14
that
are
choosing
to
pursue
new
curriculum
through
this
pilot,
which
curriculum
they're
choosing?
That
might
be
an
interesting
data
point
to
know.
I
guess
is
that
something
we'll
know
prior
to
our
first
meeting
in
March.
K
F
You
I
think
we
will
I
think
we'll
know
I
think
the
I
don't
think
the
other
districts
went
through
such
a
robust
process
as
we
did
they.
They
used
their
original
committee
members
to
choose
the
curriculum,
but
I
don't
know
that
the
state
has
publicized
what
curriculum
they
chose
yet.
H
You
first
of
all
I
like
the
process
you
used,
I'll
start
off
with
that
very
comprehensive
and
inclusive
of
a
lot
of
people.
H
I've
always
had
this
kind
of
opposite
look
at
things
and
say:
okay,
what's
going
to
go
wrong
and
what
I
mean
you
can't
have
that
many
people
together
and
reach
100
agreement
or
somebody
raising
questions
any
concerns
with
this
that
you
know
what's
the
other
side
of
this
coin
at
all,
that
makes
it
more
difficult
to
implement
or
provide
training
or
services
or
anything
else
that
we
should
be
aware
of
just
and
nothing's
perfect.
F
Well,
I
can
say
on
a
positive
note:
I
we
sat
in
the
room
with
the
committee
members
as
they
vetted
through
all
the
different
curriculum
I
think
using
the
rubric
is
what
makes
it
more
positive
it.
It
makes
it
more
objective
and
it
wasn't
of
a
vote
right.
We
didn't
say
well.
We
like
this
curriculum,
because
it's
so
much
more
pretty
so
I
think
making
it
objective.
Helped.
The
committee,
such
a
large
committee,
really
come
to
a
good
consensus.
E
F
E
So
we're
trying
to
make
sure
that
we
are
really
working
to
make
sure
this
is
a
positive.
We've
had
I
think
every
almost
four
days,
probably
about
four
days
a
week.
There
are
meetings
around
this
particular
curriculum,
adoption
and
and
and
then
there's
also
all
the
webinars
that
our
team
is
going
to
be
involved
with,
as
well
with
the
state.
H
H
They
felt
like
they
didn't
get
hurt
or
they
weren't
participating
in
it,
and
that's
one
of
the
reasons
why
I
like
the
opposite
mistaken,
because
the
two
things
we
learned
with
everyday
math
when
they
did
an
audit
of
that
and
that
was
not
being
successful
and
the
public
was
opposed
to
it
is
one
you
need
to
get
buy-in
first
and
two:
you
have
to
invest
in
the
training
to
help
teachers
be
successful
and
I.
H
F
L
I
wanted
to
go
back
to
the
teaching
endorsement.
Some
of
the
questions
that
were
asked
is
there
a
plan
in
place
for
the
training
that
teachers
will
receive
or
need
to
receive
for
to
receive
their
endorsement,
and
also
one
of
additional
question
I'll
throw
out
there
is
for
long-term
Subs.
Will
they
also
need
to
have
that
endorsement,
or
will
they
be
exempt?
That's.
F
A
good
question,
and-
and
we
were
recently
asked
about
the
long-term
Subs,
but
we
don't
have
an
answer
for
that.
Yet
I
do
know
that
the
state
will
give
us
two
years
for
all
our
teachers
to
be
trained
and
we
think
because
they
haven't
really
described
it
fully.
We
think
it's
going
to
look
a
little
bit
like
the
Alaska
studies
class,
that
all
teachers
are
required
to
take
to
be
certified
in
the
state
of
Alaska
it'll,
be
a
three
credit
course
and
we
believe
it's
going
to
look
similar
to
that.
A
D
F
That's
a
tricky
question:
Mr
Holloman
I
think
that
we're
going
to
have
to
have
some
latitude
right
as
we're
training
teachers
on
how
to
use
the
curriculum,
but
the
requirement
will
be
is
that
they
are
using
the
curriculum
the
latitude
would
come
in
on
on
them
learning
the
curriculum
as
they
go
along,
but
we
do
know
that
some
teachers
don't
use
our
cengage
curriculum
at
this
time,
but
they
will
be
required
to
utilize.
The
curriculum
chosen.
A
D
I
mean
I
I
absolutely
expect
everyone
to
use
the
curriculum.
The
the
question
is:
will
there
be
a
map
that
Maps
out
every
minute
of
the
day
like
there
has
been
in
the
past,
as
opposed
to
a
curriculum
that
say,
consumes
about
half
a
day,
but
room
for
teachers
to
choose
a
range
of
activities
or
things
it
would
follow.
The
curriculum
I
mean
I,
wouldn't
expect
them
to
go
out
and
pull
something
from
what
field,
but
a
number
of
people
felt
very
compelled
to
not
deviate
from
a
very
specific
script
for
the
entire
day.
D
F
Think,
when
you're
referring
to
the
script
you're,
referring
to
the
practice,
sets
that
are
utilized
in
the
classroom
and
the
whole,
the
the
everything
that
the
state
is
talking
about
is
using
is
teaching
those
foundational
skills.
So
those
foundational
skills
are
still
going
to
be
key
in
this
curriculum
for
Kinder,
first
and
second
graders
and
and
our
third
graders,
and
so
the
curriculum
they
vetted
through
was
to
make
sure
those
foundational
skills
were
embedded.
F
The
difference
between
what
we're
looking
at
now
and
what
we
used
in
the
past
was
that
they
didn't
have
those
they
had
foundational
skills
embedded,
but
they
weren't
real.
They
weren't
real
strong.
So
that's
why
we
layered.
On
top
of
it,
we
layered
those
priority
plans
and
the
practice
that's
on
top
of
it,
so
that
the
kids
were
getting
those
foundational
skills.
F
This
the
curriculum,
we're
looking
at,
has
those
foundational
skills
embedded
in
them.
Actually,
all
seven
of
them
had.
That
was
one
of
the
requirements
that
the
state
had.
F
Then
they
come
and
some
of
them
have
their
own
queuing
systems
or
different
ways
of
teaching
it.
But
all
the
curriculum
has
those
signs
of
reading
foundational
skills
embedded
in
them
and
I
think
when
you're
talking
about
when
teachers
felt
like
they
couldn't
deviate
from
that
they're
kind
of
not
going
to
be
able
to
now
either
they
even
in
the
letters
training.
It's
very
clear
and
specific.
F
It's
direct
instruction.
They
have.
They
have
to
be
taught
these
foundational
skills
to
learn
how
to
read.
I
D
D
I
I
think
we're
not
quite
connecting
on
the
question
I
I
do
understand.
There
are
specific
skills,
specific
activities.
Everyone
will
be
asked
to
do.
The
question
is:
will
those
specific
things
fill
the
day,
which
is
what
has
happened
in
the
past
versus
allowing
certainly
time
where
people
are
on
a
very
specific
set
of
instructions,
direct
instructions
but
other
times
where
teachers
may
have
a
fair
degree
of
latitude
about
how
they
teach
those
instructional
items
or
or
is
I'm.
D
It
would
be
the
number
of
minutes
that
are
very
specific
about
the
activities
and
the
words
and
the
gestures
and
okay
activities
does
that
fill
the
date.
F
Each
curriculum
we
looked
at
it
was
about
two
hours
a
day
of
curriculum
and
that's
pretty
much
what
we
have
now
in
our
schedule.
It's
90
minutes
of
reading
and
30
minutes
of
language
arts
and
this
correct
and
all
the
curriculum
we
looked
at
is
similar
and
we
asked
every
publisher
how
many
minutes
does
it
take
to
teach
a
lesson
per
day
and
they
said
it
takes
about
two
hours.
L
L
I
wanted
to
address
the
paraprofessionals.
What
are
what
is
the
plan
for
making
sure
that
they
have
the
training
when
they're
working
with
students
as
well
in
classroom.
F
As
so,
we're
still
developing
our
professional
development
plan,
but
our
our
goal
is
to
include
paraprofessionals
because
they
support
us
in
teaching
the
win
groups
or
small
groups.
So
our
goal
is
to
include
them
in
all
the
professional
development.
I.
Don't
think
we're
going
to
be
able
to
bring
them
in
at
the
beginning
of
the
year,
but
we'll
have
to
find
some
time
throughout
the
year
to
bring
them
in.
A
I'm,
looking
at
the
reading
plan
buckets
all
the
buckets.
What
will
the
early
literacy
piece
look
like
for
us.
F
L
A
J
Thanks
one
of
the
things
that
I
I
am
quite
enthusiastic
about
is
the
m-class
amplify,
screener
and
I.
Think
I've
been
delighted
about
it
since
I
attended
a
webinar
on
it
a
few
months
ago.
J
One
of
the
things
that
seems
to
do
quite
well
is
provide
information
to
parents
and
families
in
a
way
that,
as
a
parent
I
I
haven't
ever
received,
I
can
get
you
know
a
range
of
numbers
for
my
child,
but
the
parent
letter
home
says
what
these
are.
The
skills
that
your
child
needs
to
work
on
here
are
some
ways
that
you
can
practice
those
skills
at
home
when
you
shared
that
will
be
that
we're
piloting
right
now
and
that
in
the
spring
the
m-class
will
be
used
for
the
spring
screener.
F
J
Okay,
I
would
be
excited
to
receive
that,
and
just
one.
E
Of
the
reasons
why
we
decided
to
do
this
all
this
year,
so
that
they
don't
our
teachers,
don't
have
two
brand
new
things
in
the
in
the
fall,
the
curriculum
and
the
screener.
So
they
can
get
experience
with
a
screener
this
spring
moving
into
the
poll,
and
then
we
can
also
look
at
our
spring
results
compared
to
our
fall
results
and
actually
have
good
data
in
the
poll.
F
But
also
with
their
mtss
plan
they're
requiring
the
three
screeners
correct
and
they're,
giving
us
deadline
dates,
and
then
we
have
to
identify
those
under
40
percentile
students
and
we
have
to
notify
parents
within
15
days.
So
this
will
give
us
good
practice,
we'll
have
to
complete
an
individual
student
plan
and
notify
parents
within
15
days
of
where
their
students
fall.
So
this
will
be
good
practice
for
us
and
get
prepared
for
next
year.
K
Yeah,
thank
you,
madam
president.
I
think
remember.
Wilson
and
I
were
having
a
conversation
a
couple
weeks
ago
about
how
our
adoption
of
this
new
curriculum
might
intersect
with
the
potential
changes
to
Bell
schedules.
We
we
may
be
evaluating
at
some
point
is:
is
there
something
we're
mapping
out
to
ensure
that
we're
providing
each
of
our
teachers
and
support
staff
appropriate
time
for
continuing
education,
because
it
is
a
we're
hearing?
It's
a
challenge
at
some
of
our
campuses.
K
G
Well,
this
is
Eric
Vista
senior
director
for
elementary
Ed.
One
of
the
things
we
are
recognizing
is
the
need
for
sustained
and
ongoing
professional
development
with
our
teachers,
and
so
we
are
exploring
on
the
last
Slide.
The
district-wide
PLC
model,
our
friends
and
secondary,
have
been
doing
a
model
that
has
been
successful
and
at
elementary
school
we're
looking
at
opportunities
how
we
can
build
collaboration
and
teaming
time
for
our
Elementary
staff
out
of
that
recognition,
for
many
reasons
due
to
sub
shortages,
limited
time
and
resources.
A
G
A
E
So
this
is
how
much
we
get
from
the
state
depends
on
what
our
negotiation
is
right
when
we
come
back
we'll
have
that
number
for
you
for
the
second
reading,
of
course,
there's
some
other
costs
that
are
involved,
that
we
will
be
looking
at
PD
costs
over
the
next
couple
years.
Looking
at
but
I,
don't
know
how
many
of
them
or
how
much
we're
going
to
be
looking
at
yet
we're
still
developing
all
that
stuff.
Okay,
but
we're
guessing
we'll
need
a
little
more,
but
we
don't.
A
E
C
No,
that
concludes
our
presentation.
Thank
you
for
the
great
questions.
We
know
that
this
is
a
very
accelerated
timeline
and
we
hope
to
have
the
final
piece
of
information
which
is
which
curriculum
is
it
by
the
next
time
we
meet.
J
Lessons
not
a
question:
it's
not
a
comment.
I
spent,
it
was
a
recommendation
for
other
board
members
and
community
members.
I
highly
recommend
a
six-part
podcast
series
called
sold
a
story.
It's
produced
by
American
public
media
and
I
spent
some
time
with
it
over
the
past
week
or
so
really
helps
us
under
help.
Me
understand
better
how
we
got.
A
And
with
that
we're
at
the
end
of
our
work
session,
unless
they're,
we
do
have
a
few
minutes
for
comments.
If
no
more
comments,
then
I'll
accept
a
motion
to
adjourn.