►
From YouTube: ASD School Board Work Session 05-17-22
Description
00:00:09 Call to Order, Roll Call
00:01:10 Board Requests For Information (RFI) are items or questions for which Board members have asked fo...
00:01:34 Reading Proficiency
01:04:19 Adjournment to Executive Session for the Purpose of Uncontested Student Hearings, Legal Update, N...
A
A
A
All
righty
so
we're
gonna
proceed
with
items
on
our
agenda.
We
only
have
two
items
actually,
and
one
of
them
is
our
board
request
for
information.
There
aren't
any
requests
that
we
have
not
filled.
I
would
just
like
to
remind
our
board
members.
If
you
have
requests,
please
email
them
to
katie
so
that
she
can
get
your
language
directly
and
we
can
put
that
on
the
list
for
our
next
meeting,
and
so
that
brings
us
to
item
c
on
our
agenda
and
that
is
reading
proficiency.
B
Thank
you,
madam
president,
and
I
want
to
share
my
appreciation
to
the
board
again
for,
and
let
me
turn
on
my
monitor
here
for
allowing
us
to
to
give
this
at
a
later
date.
The
actual
assessment
window
ended
on
friday
and
they
captured
the
data
plugged
it
in
yesterday
we
had
the
review
of
it
today
and,
and
you
have
presented
so
moving
forward
next
board
meeting
as
well
in
june.
B
I'm
certainly
welcome
to
any
questions
that
we
we
might
have,
because
I
know
that
generally
it's
it's
given
two
weeks
to
kind
of
sit
on.
Look
at
so
I'll
take
my
time
through
the
actual
report,
and
then
I
know
the
discussion
will
be
lively
today,
but
then,
as
things
come
to
your
thoughts,
please
share
those
because
we
want
to
get
them
answered.
So
this
is
our
second
outcome.
Monitoring
for
reading
that
we've
done
in
the
district,
we
presented
data
on
student
learning
prior
to
this
time,.
B
You
know
that's
just
too
much,
that's
so
much,
but
understanding
as
educators
that
we
do
know
that
the
mother
of
all
comprehension
is
reading,
no
matter
what
subject
you're
going
to
learn,
it
is
reading
that
is
core
to
that,
and
so
for
us
for
our
children
to
continue
learning
it
was
a
deliberate
move.
It
doesn't
mean
that
math
is
less
important
because
remember,
math
didn't
have
such
a
lofty
goal.
It
just
means
how
much
importance
we're
putting
on
beginning
literacy.
B
So
the
interim
goal
to
look
at
that.
If
we
want
by
third
grade
students,
comprehension
and
and
this
year
they
took
the
star
ak
star.
So
we
will
update
that
once
we
we
get
that
written
for
next
year.
We
we
didn't
change
the
board
goal.
Remember
the
assessment
changed
so
we'll
get
that
updated,
but
our
students,
this
spring,
took
the
ak
star
now
understanding
for
a
student
to
be
proficient
by.
B
So
if
we
want
them
to
know
their
sounds
and
their
letter
naming,
we
assess
them
with
sounds
and
letter
naming
that's
how
curriculum-based
measures
were
found
founded.
So
our
goal
was
to
increase
from
37.5
to
that
80,
because
again,
these
are
discrete
independent
skills.
That
kids
learn
like
letter
naming
letters
sounds
letter
blending.
Those
are
the
types
of
building
blocks
that
we
need
and
if
we
think
about
those,
we
want
a
bar
that
kids
can
reach,
that
they
either
can
do
it
or
not.
B
B
If
we
expect
kids
month
after
month
to
be
in
school,
we
expect
them
to
learn
month
to
month.
Now,
if
you
take
a
look,
we're
below
target
in
kindergarten
and
then
in
our
far
fall
winter
and
spring,
but
you
can
see
how
we
have
moved
students,
the
n
of
the
students
is
listed
under
that,
but
even
the
movement
demonstrates
that
we
have
growth
to
do
basically
by
second
grade
the
end
of
second
grade.
We
are
in
the
same
spot.
We
were
last
year.
B
So
how
do
we
do
in
each
individual
grade
level?
And
this
is
important
because
we
have
had
a
major
world
pandemic
and
a
major
disruption
of
being
out
of
school?
The
last
two
years
we
didn't
close
our
doors
this
year
we
did
have
some
disruption
in
attendance
of
both
educators
and
students,
but
this
was
the
work
that
we
wanted
to
focus
on
when
we
were
in
school.
D
B
And
you
can
see
that
in
every
category
we
did
not
meet
from
fall
to
spring
the
end
goal,
so
these
two
are
demonstrating.
These
two
scores
are
from
this
year
in
the
fall.
What
we
wanted
students
to
know
was
at
a
lower
level
than
when
we
finished
so
the
the
growth
in
their
learning
or
the
expectations
for
our
students,
which
are
the
standards
increase
over
time
from
fall
to
spring.
Basically,
we're
saying,
if
you
spend
a
year
with
us,
we
should
have
a
year
of
growth
and
we're
finding
that
we
are
not
necessarily
growing
students.
B
B
B
The
reading
proficiency
next
steps-
those
are
the
same.
It's
the
same
guideline
completed
in
progress.
Next
steps,
this
you've
seen
again,
it
is
basically
the
goals.
What
are
students
expected
to
do?
What
are
the
adults
in
the
system
expected
to
do,
and
what
do
we
do
about
it?
We
learn
we
do
we
review,
we
learn,
do
review
and
we
are
majorly
in
a
spot
to
really
have
critical
conversations.
B
C
B
A
couple
of
board
members
attended
a
reading
symposium
five
years
ago.
Asd
was
ahead
of
the
curve
and
adopted
evidence-based
reading
curriculum
and
we've
fought
it
ever
since
there
isn't
really
out
there
any
more
evidence
that
a
balanced
literacy
approach
is
the
way
to
teach
reading.
There
is
evidence
and
brain
research
that
all
children
learn
to
read
the
same
way.
It
is
about
the
visual
cortex
of
the
brain,
the
auditory
cortex
of
the
brain,
the
part
of
the
brain
that
puts
those
pieces
together
and,
in
fact,.
B
They
have
brain
scans
that
demonstrate
the
difference
in
kids,
understanding
and
reading
literacy.
They
can
see
it
in
the
white
matter
of
their
brain.
If
we
fail
to
make
connections
with
neurons
between
the
parts
of
the
brain
when
they're
young,
it
is
shown
when
they're
older.
So
the
idea
of
my
kids
learn
differently,
because
they
did
this
all
kids
learn
by
making
those
same
things,
whether
it's
english,
yupik,
spanish,
all
languages
learn
the
same
way
of
how
to
read,
interestingly
enough
great
research,
so
those
wars
are
over
that
we've
experienced
the
last
three
years.
Yes,.
B
B
Okay,
that's
what
I
was
trying
to
do,
yeah
and
and
honestly
at
that
time,
the
research
about
balanced
literacy,
not
being
evidenced
what
I
mean
there
were
books
about
minds,
balanced
literacy
by
the
people
who
made
balance
literacy,
but
from
yale
university
to
vanderbilt,
to
colombia,
they've
all
all
taken
those
off
the
shelf
and
said
oops.
This
is
actually
incorrect
brains
and
that's
why
dyslexia
is
now
being
I
don't
know,
honored
or
or
are
identified
more
because
it
actually
is
the
auditory
part
of
it.
B
Kids
aren't
hearing
it
the
same
way,
so
it's
it's
just
fascinating.
I
nerd
out
on
it,
but
we
are
ready.
That's
the
thing.
I
don't
have
a
bad
outlook,
because
we
are
absolutely
ready
with
everything
on
this
train
to
move
forward,
so
curriculum
implementation.
We
can
conducted
implementation
snapshots
and
I
want
to
let
you
know
that
when
we
first
did
them
prior
to
the
pandemic,
the
fall
prior
to
the
pandemic,
which
was
19
after
the
earthquake
we
had
about
35.
B
B
Leadership
is
everywhere
in
our
buildings,
from
leadership
in
wing
groups.
Leadership
with
a
coach
leadership
with
a
grade
level
teacher
who
happens
to
be
a
fantastic
reading
teacher
who
understands
this.
The
leadership
structures
is
just
to
make
those
connections
in
schools
because
teaching
phonics
and
phonemic
awareness,
and
not
just
look
around
the
page
in
comprehension,
it's
harder.
It
is
hard
work
if
you
were
not
developed
in
university
to
teach
this
way.
B
So
I'm
not
saying
this
is
easy,
I'm
just
saying
we
know
what
to
do
now
and
we
need
to
put
all
the
resources
we
have
to
our
teachers,
because
this
is
a
monumental
task
for
them,
so
build
proficiency
in
k2
daily
phonics.
Lessons
coach,
fundamental
skills.
Hegerty
is
actually
a
well-loved
program
by
pre-k
all
the
way
up
and
to
build
proficiency
for
kids
and
then
actually
some
of
our
own
look
at
our
schools
with
our
exceptional
data
guy,
dr
akes.
B
We
are
really
looking
at
that
wind
time
how
we're
using
it
appropriately
professional
learning
data
discussions
so
that
it
doesn't
seem
like
data
is
something
that
we
do
or
that
we
cry
about.
We
do
anything,
we
go.
Oh
man,
that's
not
right.
Let's
what
what
can
we
do
to
get
to
the
next
thing?
And
then
we
look.
Oh
look
at
this
school
and
this
classroom.
What
can
we
learn
from
them?
B
B
I'll
get
myself
in
the
21st
century
so
reading
proficiency.
These
are
our
two
interim
goals
where
that
we
want
to
get
that
we've
set
for
the
future
we're
at
spring
now
and
they
still
look
like
big
goals.
But
again,
these
are
the
growth
goals
for
the
kids
who
are
behind,
and
the
growth
that
you
want
is
when,
in
these
assessments,
there's
like
I'll
just
to
give
an
example.
If
I
want
a
kid
to
do
so,
many
letter
sounds
or
cvc
words,
consonant
vowel
consonant
breaking
those
sounds
down.
B
I
want
them
to
do.
The
normal
growth
might
be
12
increase.
If
I
want
to
make
catch-up
growth
I
have
to,
I
have
to
teach
to
where
the
child
who's
behind
gets.
We
want
it
one
and
a
half
times
so
then
I
want
it
at
18
words,
that's
what
we
mean
by
ketchup
quotes
when
we
say
one
and
a
half
times
we
throw
that
around.
That's
what
we
mean,
but
again
this
isn't
like
we're
not
asking
a
lot.
These
are
things
letter
sounds
folks.
Letter
sounds
at
kindergarten.
B
That
should
not
be
a
huge
ask.
That
is
our
job
and
again
the
percentage
of
grade
two
students
below
the
48
percentile
grade.
Two
is
a
little
bit
trickier
that
that
c
b
m
r,
the
r
stands
for
reading
and
it's
again
the
curriculum-based
measure.
So
guess
what
kids
have
to
do?
If
it's
part
of
the
curriculum,
they
have
to
read,
actually
a
sentence,
and
so
it
gets
harder
at
the
end
of
first
grade
yes
and
again
prior
to
the
standards
changing
back
in
an
2011,
the
cbm
was
probably
it
was.
B
I
think
mark
did
a
study.
It
was
about
18
months.
They
took
18
months
and
lowered
it
because
alaska's
standards
were
not
rigorous
enough.
So
when
we
rewrote
our
standards,
we
went
from
a
d
in
standards
to
an
a
alaska,
has
a
standards
just
so
you
know
that
if
we
teach
to
our
standards,
our
kids
will
do
well
in
competing
in
the
world,
so
fall
to
spring
reading
growth
by
grade
level,
and
that
is
of
the
students
who
needed
to
make
ketchup
growth.
B
That's
that's
17
and
then
students
that
fell
below
the
benchmark
that
made
high
growth
that
made
the
one
and
a
half
times
so
out
of
the
1700
and
there's
a
little
cursor
on
there.
I
can't
read
that
remember:
190
or
only
11
changed
their
learning
trajectory
and
in
order
for
us
to
get
the
growth,
we
need
more
students
to
change
the
trajectory
and
again
this
isn't
content
learning
in
all
subjects.
B
Okay,
when
they
hear
letter
sounds
the
teacher
or
the
assessor.
There's
no
time
on
this,
the
teacher
will
say
cat
and
the
kids
have
to
identify
the
sounds
in
cat,
the
k
and
if
they
can
do
that,
we
know
that
they
have
their
letter
sounds
if
they
can't
break
up
cvc
words
they're
gonna
struggle
later
on.
B
None
of
these,
in
both
the
demographics
or
the
student
groups,
did
we
see
as
having
any
outliers
they're
all
equally
about
the
same
percentage
of
moving
out
of
the
far
below
or
making
one
and
a
half
times
growth,
and
this
is
the
group
of
interest
again.
The
board
has
asked
different
times
about.
Could
we
look
at
others
we're
just
keeping
it
the
same
ones
that
we
have
to
report
federally.
B
And
you
know
the
deputy
superintendent
is
in
charge
of
the
instructional
piece.
So
here's
the
statement,
data
don't
actually
answer
questions
they
actually
pose
us
to
ask
more
questions
and
new
different
questions
and
root
causes
are
often
multiple
layers
deep.
It
becomes
the
opportunity
to
investigate
the.
Why
and
we've
started
using
this.
B
B
If
anyone
wants
to
improve
where
they
are
today
till
tomorrow,
we
ask
ourselves
at
our
level
about
our
own
data.
It
isn't
for
me
to
tell
anyone.
This
is
your
ciaia.
Those
are
discoverable
by
your
own
data.
We
have
the
expertise
to
support,
but
until
the
data
are
owned
and
the
student
learning
of
all
our
schools
are
owned
directly
by
our
schools
and
classrooms,
our
understanding
of
how
to
change
it
won't
be
there
and
again.
I
just
want
to
share,
because
this
was
really
important.
B
I
know
remember
jacobs,
brought
this
up
last
time
to
really
clarify
that
the
goal
post
is
moving.
If
I
were
to
assess
our
kids
on
what
we
assessed
them
in
the
fall,
they'd
be
great,
but
guess
what
there's
a
year
of
learning
that
should
have
happened
in
between
two
it
every
year
for
kids
is
going
to
get
harder
and
more
rigorous.
B
Schools
are
designed
to
help
kids
learn
complex
things,
that's
our
jobs,
so
this
gives
you
a
little
idea,
so
I'm
going
to
walk
you
through
it,
because
I
wanted
to
drill
down
to
you
of
the
types
of
things
that
kids
do
in
schools
and
what
are
kids
or
teachers.
Rather
now
we
didn't
sharing
at
the
district
level
at
this
detail
per
school.
Would
I
be?
B
B
These
were
where
our
students
learning
levels
were
so
in
the
winter,
and
it
gives
you
the
count,
because
an
n
is
always
important
to
know.
So
when
we
refer
to
n,
that's
just
the
number.
So
in
the
winter
for
letter
sounds
at
kindergarten
literally,
what
does
the
sound
there's?
44
sounds
in
our
thing.
I,
if
you
go
to
spalding,
they
say
they're
72,
because
the
ough
has
about
eight
of
it
in
itself,
but
there's
44
major
sounds
only
26
letters.
So
do
you
see?
B
C
B
No,
I
would
say
that
there
are
some
non-spalding
schools
that
are
doing
exceptionally
well
as
well
yeah,
so
it
just
depends
if
we're
teaching,
phonics
and
phonemic
awareness.
Well,
it's
not
about
spalding.
It's
about
learning
letter
sounds
learning
letter
segmentation,
so
this
isn't
about
spalding.
It's
about
student
learning.
B
Do
teachers
who
know
spalding
know
have
more
tools.
Yes!
Is
that
operationally
something
that
could
be
implemented
district-wide
when
it's
all
about
when
we
have
a
turnover
of
teachers?
The
way
we
do?
No,
it's
not
operationally
so,
and
people
who
struggle
doing
it
leave
schools
that
do
spalding.
I
mean
you
can't
keep
up
with
that.
D
E
E
B
I
mean
our
teachers
do,
learn
it,
but
spalding
takes
that
help
at
home
and
if
all
parents
had
time
to
do
what
you
did.
Maybe
kids
would
be
different,
but
not
everybody
has
the
availability,
some
of
our
parents,
don't
even
speak
english
to
know
the
english
sounds.
They
actually
have
a
different
power.
They
can
speak
spanish,
better,
you
know
so
I'm
not
against
spaulding.
I
was
a
spalding
principal.
I
was
a
spalding
parent
too.
B
B
B
B
Oh,
that's
in
that
yellow
area,
which
means
yep
they're,
not
where
they
need
to
be,
but
they're,
not
high
risk
or
far
below,
and
the
goal,
if
you
can
think
about
it,
is
that
you
want
to
increase
the
green
and
decrease
the
red,
don't
focus
on
the
yellow
because
you
don't
know
in
the
yellow
whether
they
move
down
or
up.
Okay-
and
I
joke
it's
like
purgatory-
you
just
stay
there
forever
so,
but
that
might
not
be
a
good
joke.
So
what
we
want
to
do
is
don't
think
about
the
yellow.
B
B
B
Okay,
and
so
that's
how
you
read
this
chart
of
the
620
kids
that
were
super
high
risk
that
we
know
or
862
that
are
high
risks
that
we
know
rut
row.
These
kids
really
need
letter
sounds
we
were
able
to
move
269
of
them
to
some
risk
and
73
are
now
we're
not
worried
about
them,
because
they're
on
target,
but
520
are
still
there
at
the
end
of
the
year,
and
these
kids
are
going
to
first
grade
without
letter
sounds
like
this
is
critical.
This
is
really
serious.
B
Stuff
word,
segmenting
is
what
I
said
like
when
they
say
map
or
cat.
The
kids
have
to
hear
each
sound
and
break
it
up
and
that's
letter
segmenting,
and
it's
literally
consonant
vowel
consonant
it's
not
on
a
monopia.
It
is
cat
hat
map.
Just
so
they
can
pull
those
out
and
you
see
the
same
thing
you
can
read
it
the
same
way
we
kept
1052
in
that
area,
but
we
moved
others
some
at
so
some
risk
were
989.
B
B
And
then
nonsense,
words
is
it's
some
people
don't
like
this,
because
they
think
it
teaches
kids
to
no
not
know
words,
but
what
it
is
to
tr,
like
some
kids,
just
memorize
things
and
they're
nonsense.
Words
because
they
are
just
sounds
put
together
in
a
cvc
pattern,
but
they
don't
have
any
meaning
to
them,
and
so
we
have
a
lot
of
word
callers,
that
kids
have
memorized
words,
and
so
they
can
just
say
them.
B
But
when
you
do
nonsense,
words,
you
you
find
kids
that
are
just
memorizers
because
they
don't
know
the
independent
sounds
of
the
letters
to
make
those
words
so
11
57
891
stayed.
We
lost
249
plus
again
lost
17.,
so
this
is
just
for
you
to
review
and
to
kind
of
see
how
it
worked,
but
it
becomes
more
critical
as
kids
get
older.
I'm
going.
B
Here
is
now
in
first
grade
very
similar,
who
are
the
kids
in
word
segmenting
now.
Do
you
see
in
first
grade
they're?
Not
even
assessing
letter
sounds
because
letter
sounds
are
supposed
to
be
a
hundred
percent
of
kids
yeah,
it's
a
it's
a
it's
a
like
here's.
The
line
can
they
do
their
letter.
Sounds
most
kids
come
to
school,
saying
their
letters
because
they
know
the
abc
song,
but
putting
sounds
with
them
is
tricky,
especially
if
they're
not
hearing
those
sounds
at
their
home.
B
B
So,
as
you
read
through
this,
that's
the
reason
why
you
don't
focus
on
the
yellow,
because
you
don't
know
where
you're,
where
they're
going
nonsense,
words
again
very
important
to
find
who
the
word
caller's.
Memorizers
are
and
898
stayed
at
a
low
risk,
but
24
those
kids
that
were
low
risk
in
the
winter
now
are
high
risk
for
us
and
then
the
cbmr
again.
That
is
end
of
first
grade.
B
B
You
will
see
on
this
chart
and
you'll
see
it
again.
We
went
ahead
and
assessed
the
third
graders
like
we
did
second
graders
just
because
of
the
disruptions
with
covid
and
you'll,
see
in
that
high
risk
category,
both
in
second,
if
we
can
go
back
and
in
third
once
they
hit
that
high
risk
with
cb,
mrs
in
reading,
where
they
actually
have
to
read
a
sentence,
we're
not
moving
them,
because
it's
so
hard
and
guess
what
these
kids
leave
third
grade
go
into.
B
Fourth
grade
and
everything
about
fourth
grade
and
up
is
about
reading
to
learn
they
learn
by
reading,
and
so,
if
they
don't
read,
we're
struggling
and
I've
beat
this
drum
for
a
long
time
in
over
10
years,
and
it's
so
important.
So
I'm
thanking
this
board
for
having
the
courage
to
have
such
a
lofty
goal,
because
it
is
so
important.
So
I
thank
you
for
that.
We
will
get
there.
We
know
what
to
do,
but
we
have
to
understand
that
these.
B
B
About
data
and
and
attendance-
and
we
have
struggled
with
attendance
this
year-
adults,
students,
I'm
the
first
one
to
say
to
the
board,
like:
oh
my
gosh,
we're
just
trying
to
keep
our
doors
open.
I've
said
that
many
times
I
spent
seven
weeks
every
friday
in
a
school
I
was
teaching
your
superintendent
was
teaching
a
class
to
keep
the
doors
open
people
that
were
a
reading
coach
to
work
on
this.
They
were
covering
a
classroom.
B
So
while
the
curriculum
and
what
to
do
was
there,
we
weren't
all
aligned
this
year
in
moving
forward
and
that's
what
I
know
that
having
everything
aligned
and
moving
forward
is
going
to
help
us.
But
even
with
these
data
attendance
daily
rate,
it's
by
percentage,
100
is
100.
Look
at
where
the
cluster
is.
B
B
We
go
to
well,
it's
got
to
be
about
ses
and
what
kids
come
with,
and
maybe
how
we're
spending
money
on
children-
and
this
is
the
next-
and
this
is
what
member
lessons
and
our
board
president
went
to
a
very
similar
intro,
and-
and
thank
you
for
allowing
me
to
do
my
fellowship-
I
got
injured.
I
had
like
a
couple
of
days
of
edunomics
at
my
fellowship
at
yale,
and
this
is
just
a
brief
introduction
of
how
we're
working
with
all
of
us
to
really
have
our
eyes
wide
open
as
we
move
forward.
B
B
Okay,
so
the
mean
increase
is
at
zero.
That
is,
the
district-wide
increase
is
at
that
that
line
right
there,
so
those
that
made
it
above
and
increased
more
than
other
schools
are
above
that
zero
on
the
left
hand
and
schools
that
were
below
the
mean
increase
are
below
the
line.
The
colored
circles
are
by
socioeconomic
status.
B
If
you
think
green
of
money,
that
will
help
you
and
the
size
of
the
circle
is
well
actually
the
size
of
the
circle
about
the
same,
but
they
will
have
those
being
the
student
counts.
But
if
you
look
on
the
bottom,
that's
all
money.
So
that's
grant
money,
title
money,
all
money,
that's
going
into
that
school.
What
we
did
is
the
simple
statistics:
jim
and
his
team-
took
how
much
money
goes
to
this
school?
B
B
Those
are
the
types
of
discussions
we're
getting
into
because
if
it's
important
for
us
to
have
readers
by
third
grade,
how
we're
implementing
our
programs
must
matter
to
us
and
what
we're
doing
every
day
of
every
minute
must
matter-
and
this
is
just
another
way
to
look
at
it
because
I
started
with
the
data,
will
just
ask
you
more
data
will
will
come
up
with
well,
maybe
it's
because
of
attendance.
Maybe
it's
because
of
we're
not
spending
enough
money.
Maybe
it's
because
of
this,
and
we
have
data
to
answer
those.
B
B
B
B
But
before
long
there
was
a
steady
stream
of
babies
floating
down
the
river
soon
the
whole
village
was
involved
in
the
many
tasks
of
the
rescue
work,
pulling
these
poor
children
out
of
the
stream,
ensuring
that
they
were
properly
fed
and
clothed
in
house
and
integrating
him
into
the
life
of
the
village.
While
not
all
the
babies
were
saved
now
very
numerous
some
could
be
saved,
but
not
all
the
villagers
felt
they
were
doing
well
to
save
as
many
as
they
did.
But
before
long
the
village
became
exhausted.
B
Don't
you
see
quite
some
if
we
find
out
how
they're
getting
in
the
river,
we
can
stop
the
problem
and
no
babies
would
drown
by
going
upstream.
We
can
eliminate
the
cause
of
the
problem,
but
it's
too
easy
said
the
village
elders
it
might
fail,
it's
not
for
us
to
change
the
system
and
besides,
how
will
we
occupy
ourselves?
If
we
no
longer
did
this
asd
has
the
resources
our
teachers
are
phenomenal.
B
A
F
F
F
B
I
mean,
if
you
take
anything,
banned
playing
basketball.
They
are
all
discreet
skills
that
build
into
fluid
skills
that
build
into
like
this
beautiful
game
or
whatever.
So
it
is
a
right
investment
for
me,
it's
as
big
as
we
could
get
it,
because
we
don't
have
the
cap
human
capital
to
do
more
and
the
the
payoff
will
be
when
the
kids,
who
make
up
that
growth
a
little
bit
in
the
summer
of
discrete
skills
when
they
go
back
into
school.
If
those
are
continued
to
be
supported,
then
they'll
get
it.
B
So
that's
a
great
question
and
I
and
I
think
it's
well
worth
it-
for
the
capital
human
capital
we
have
of
our
educators,
but
the
the
key
to
success
is
going
to
be
the
continuation
of
building
capacity
and-
and
I
just
want
to
stress
so
much-
it's
not
easy.
Just
because
we
all
know
how
to
read
doesn't
mean
we
can
all
teach
reading
it.
It
really
is
hard
for
educators,
especially
to
teach
the
toughest
kids,
because
you're
trying
to
figure
out
what
part
aren't
they
getting?
Is
it
the
discrete
sound?
Is
it
the
cvc?
B
B
Where
is
the
the
the
disconnect
and
then
what
we
do
in
wind
time
is
say
this
win
for
this
six
weeks
is
going
to
be
on
this
particular
deliberate
skill
so
that
they
can
catch
up
and
get
the
skill
we're
making
some
investments
in
some
at-home
things
like
you
know,
mr
donnelly.
He
is
right
when
kids
practice
at
home
too
and
the
whole
family's
talking
about
it.
B
Things
happen
and
there's
a
program
now
that
can
track
kids
at
home
and
we
can
then
offer
you
know,
incentives
and
it's
actually
kids
work
with
the
avatar
that
they
like,
and
so
it's
kind
of
engaging
it's
pretty
interesting
and
it
has
some
very
powerful
outcomes
for
engagement
of
kids
to
actually
do
it.
10
15
minutes
a
day.
That's
all
it
takes
at
home,
so
they
can
this
year
just
a
delight.
B
I
received
a
couple
of
emails
after
dr
akes
went
on
the
roadshow
and
was
invited
in
by
principals,
and
then
they
used
him
to
share
this.
I
mean
we
don't
he
can't
be
multiplied
to.
However
many
classrooms
we
have
but
we're
starting
the
excitement
and
at
lake
otis
is
actually
where
they
started
it.
And
then
all
these
things
came
in
for
teachers
asking
him.
B
Can
you
show
me
this
and
then
he
would
show
them
something
and
then
have
a
conversation
with
them,
and
I
was
able
to
be
cc'd
on
some
of
these
from
the
teachers
and
they
were
so
excited
about
the
learning
and
about
seeing
it
a
different
way
and
the
successes.
So
I
mean
that's
the
power
of
discussion
of
it
at
the
school
level
and
that
that
is
that
doesn't
make
it
a
top-down
thing
that
makes
it
a
bottom-up
that
we
understand
what
our
kids
are.
G
Yeah.
Thank
you,
madam
president,
dr
bishop,
at
the
school
level,
are
we
collecting
data,
as
well
as
their
logging?
That's
going
on
as
to
students.
Progress
in
between
assessments,
if
I
understand
right
with
the
the
data,
we're
looking
at
for
risk
is
based
off
of
the
assessments
themselves,
but
is
there
other
data
we're
collecting
in
between
those
assessments.
B
I
think
it's
probably
the
high
risk,
only
yeah,
the
high-risk
kids,
so
every
two
weeks,
because
it's
that
theory
of
action
that
I'm
going
to
do
something
I'm
going
to
get
the
data
I'm
going
to
see
if
it
worked.
If
it
didn't
work,
I'm
going
to
figure
out
something
else
and
again
it's
some
kids.
It
is
about
hearing
of
it.
Some
kids
just
need
to
learn
the
letters
because
they
know
a
different
language,
and
so
the
sounds
in
english
are
different.
I
mean
there's
a
million
different
reasons.
G
Thank
you
very
much,
dr
bishop.
Do
we
have
any
sense
as
to
what
level
of
fidelity
we
have
with
collecting
that
data
right
now
for
the
students
and
or
is
it
a
case
of
we've
mentioned
reading
coaches
being
pulled
in
different
directions
this
year,
as
some
of
the
same
challenges
hit
with
progress,
monitoring.
B
That's
a
great
question
and-
and
I
would
probably
liken
it
to
about
the
45
of
of
of
full
implementation-
that
we're
seeing
yeah,
probably
less
than
50
yeah
and-
and
I
don't
want
to
make
excuses-
I
mean
it
was
tough
this
year
and
we
were
covering
classes.
We
were
moving
around,
but
but
this
is
our
work
and
so
again,
good
leadership
doesn't
lament
on
the
past.
We
say
we
know
what
we
need
to
do
and
we're
moving
forward.
B
At
a
district,
this
large
just
so
you
know
it
is
difficult,
I'm
not
going
to
say
this
is
an
easy
task
just
to
ask,
and
I
mean
we
can
liken
it
to
what
happens
in
the
boardroom,
that
we
have
rules
and
codes
of
conduct.
And
you
know
not.
Everybody
chooses
to
do
something
on
a
certain
day
or
not
so
whatever
happens
here,
whatever
happens
with
me,
it
is,
it
is
not
just
classrooms,
it
is
our
ability
to
mean
what
we
say
and
do
what
we
say.
B
But
if
you
go
back
to
the
implementation,
two
key
things
that
really
are
needed
to
this
point
are
there:
you
go
implementation,
snapshots
fall
and
winter,
and
we're
going
to
report
those
back
we're
going
to
develop
the
leadership
structures
for
integrity
checks
and
providing
feedback,
and
that
is
what
I
think
mr
jacobs
touched
on
in
between
the
big
things.
What
are
we
doing
in
between
to
get
back
on
and
those
are
those
building
level
teacher
to
teacher
accountability,
to
say,
hey
because
really
we're
all
in
this
together.
B
Not
this
is
my
classroom.
I
shut
my
door
and
I
can
do
what
I
want,
because
I'm
an
independent
contractor
actually
we're
all
connected,
because
all
of
these
kids
need
to
move
through
our
school
system.
So
the
curriculum
implementation
is
a
major
part
of
it
and
building
capacity
around
that
and
truly,
I
think,
all
the
coaches
to
car
member
jacob's
point
were
teaching
all
year,
so
not
involved
in
that,
but
that's
more
than
just
the
coaches.
That
could
be
your
lead
third
grade
teacher.
That
could
be
your
lead
kindergarten.
B
G
C
B
A
G
F
Remember
lessons:
maybe
I'm
I'm
looking
at
the
implementation
stages
chart
and
I'm
reflecting
on
a
question
I
received
recently
from
an
educator,
was
a
remark
really
who
shared
that
they
didn't
think
that
there
were
very
many
opportunities
for
skill
development
in
professional
development
days.
There's
a
lot
of
like
curricular
content.
F
Is
how
you
teach
the
new
you
know
whatever?
I
guess
is
that
a
fair
statement
I
mean:
are
there
opportunities
for
educators
to
really
master
new
skills?
So
you
know
if
an
educator
received
his
or
her
degree
in
a
whole
language.
You
know
a
decade
or
two
ago
or
five
years
ago.
Whenever
and
now
they
want
to
have
better
word
segmentation
skills.
B
You
know
like
pulling
pieces
of
comprehension
their
skills
based
on
that,
and
we
had
done
that
and
I
could
let
folks
come
up
that
was
disrupted
and
really
what
I,
what
you
know,
the
feedback
that
I
got
back
was
you're
trying
to
teach
us.
This
is
literally
what
a
principal
said.
My
staff
thinks
that
you
are
teaching
us
title
skills
I
said
well,
what
do
you
mean
by
title
skills?
Well,
this
is
the
stuff
title.
Schools
do,
and
I
said
no.
This
is
actually
really
solid.
B
Science
of
reading
stuff,
like
spalding
or
you
know,
we
have
several
schools
that
do
very
descript
was
like
that's
for
title
kids,
but
I'm
like
well.
Actually,
no,
it's
like
like
it's
used
anywhere.
You
use
this
kids
generally
do
well,
so
we
do
during
the
pandemic.
I
would
say:
I'm
not
sure
how
many
took
a
and
b,
but
it's
still
available,
so
we
can
regain
that
yeah
yeah,
but
we
have
they
designed
courses
to
actually
for
credit
and
badging
for
teachers
to
gain
those
skills.
B
B
B
When,
when
things
get
tough,
we
like
stasis,
we
like
to
go
back
to
where
this
it's
comfortable,
what
we
know,
because
the
idea
that
I've
been
teaching
like
literally
I
mean
32
years-
I've
been
in
this
and
then
to
say:
well,
actually
what
you
learned
and
what
you
did
isn't
getting
the
changes
I
mean
it
hurts
because
people
get
into
this
job,
they
love
children.
They
want
children
to
succeed.
So
I
always
try
to
say
we
finally
identified
the
right
work.
It
wasn't
that
people
weren't
working
hard.
B
It
wasn't
that
we
weren't
doing
really
good
things.
It's
just
that
for
the
learner
that
we
have
today.
The
right
work
is
this:
so
let's
get
this
right,
work
done
and
really
our
curriculum
is
not
designed
to
be
implemented.
Four
out
of
five
days.
You
know
four
out
of
five
days.
If
we
stay
on
this,
you
know
it's
not
daily
things,
but
if
four
out
of
five
days
you
continue
to
move
on
through
your
you
know,
reading
you
know
trajectory
and
one
day
out
of
five
you
could
do
whatever
you
wanted.