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From YouTube: BOE Workshop April 24th Early Literacy
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B
Good
evening
and
welcome
to
this
Workshop
of
the
Board
of
Education
tonight,
the
Board
of
Education
will
hear
updates
from
superintendent
of
schools,
Dr
Mark
Bedell
and
his
staff
on
the
school
systems.
Work
as
it
relates
to
early
literacy.
Tonight's
Workshop
is
open
to
the
public,
but
no
public
questions
or
testimony
will
be
taken.
B
This
Workshop
is
being
broadcast,
live
on
acps
TV,
which
can
be
found
on
channel
96
on
Comcast
and
astound,
and
channel
36
on
Verizon
High
Definition
broadcast
can
be
seen
on
channel
996
on
Comcast
channel
496
on
us
down
and
channel
1961
on
Verizon.
The
workshop
can
also
be
viewed
Live
on
acps
YouTube
channel.
C
I'm
all
over
the
place
right
now,
all
right,
so
thank
you,
Madam
president,
and
to
the
individuals
who
are
here
today
in
person
or
either
viewing
this
virtually.
Thank
you
for
attending
this
Workshop
tonight.
We
have
an
opportunity
tonight
to
engage
in
the
conversation
around
early
literacy
and
taking
a
look
at
our
data.
C
As
you
all
know,
literacy
is
the
Cornerstone
of
of
learning
for
our
students
and
if
we
can
really
help
our
kids
have
the
ability
to
be
able
to
read
at
a
high
level
by
the
time
they
enter
the
third
grade.
It
really
changes
to
the
trajectory
in
their
ability
to
be
able
to
access
content
far
and
above
and
beyond,
just
literacy
in
itself.
You
also,
in
addition
to
getting
an
overview
of
what
the
school
district's
doing
in
this
space.
C
Looking
at
being
able
to
hear
about
some
of
our
data
also
I
want
everybody
to
understand,
like
this.
District
is
committed
to
moving
forward
with
becoming
a
science
for
reading
school
district
and
we'll
talk
a
little
bit
about
that
as
they
close
out
their
slide
decks
as
we
continue
to
move
the
school
district
forward.
C
So
with
that
being
said,
we
have
three
of
our
staff
members,
led
by
our
assistant
superintendent,
of
curriculum
instruction,
Michelle
Batten
I
will
allow
the
three
of
you
to
introduce
yourselves
for
the
record
and
let's
get
into
it,
hey.
D
C
D
Let's
start
I'll,
let
my
two
amazing
coordinators
and
academics
introduce
themselves.
F
D
So
as
we
begin,
our
presentation
we'd
like
to
note
alignment
to
our
district
and
state
goals.
First,
starting
with
the
Strategic
plan,
which
does
have
state
that
we
will
increase
the
percentage
of
students
who
read
or
on
or
above
grade
level
by
the
end
of
second
grade.
Our
superintendent's
goal.
Number
two
is
to
ensure
intentional
focus
on
instructional
programming,
as
well
as
blueprint
for
Maryland's
future,
both
in
policy
area,
one
early
childhood
education
policy,
Area,
3,
College
and
Career,
and
then
our
ready
to
read
Act.
F
F
F
F
F
F
In
the
middle
of
the
year,
the
student
scored
a
353.
So
again,
while
the
student
made
gains
because
the
goal
increases,
it
looks
as
though
on
the
graph
that
the
student
decreased.
So
as
we
look
at
GMOs
throughout
the
evening,
it's
important
to
notice
that,
while
the
student
might
not
move
levels
within
the
graph,
they
might
be
making
improvements
in
the
actual
assessment.
F
All
right,
you're,
looking
at
a
visual
of
Dr
Hollis
Scarborough's
reading
rope,
this
looks
familiar
I,
think
to
many
of
you
who
participated
in
the
board
Workshop
in
the
summer
of
2021,
when
we
went
over
the
science
of
reading,
so
you'll
notice
that
there
are
different
strands.
This
is
very.
This
is
a
commonly
referenced.
F
When
discussing
the
science
of
reading
the
Scarborough's
reading
wrote
this
this
reading
rope
helps
us
understand
what
is
required
of
a
skilled
reader,
so
you
can
see
skilled
reading
on
the
right
hand
side
here,
and
then
you
can
see
lots
of
strands
in
the
reading
rope.
The
strands
in
the
red
represent
our
language
comprehension,
skills.
Those
are
things
like
background
knowledge,
things
that
we
understand
prior
to
entering
a
text
vocabulary.
Do
we
understand
what
the
words
in
the
text
mean?
You
can
arguably
assess
these
skills
without
having
a
child.
Read
a
text.
E
The
KRA
is
really
assessing
how
our
students
enter
into
our
kindergarten
program
in
that
fall,
so
it
really
documents,
kindergarten
Readiness,
it's
important
that
our
schools
and
as
a
district,
we
know
a
child's
kit
level
of
kindergarten
Readiness,
because
students
that
enter
kindergarten
without
the
social,
emotional,
cognitive
or
physical
skills
needed
to
access
the
curriculum
need
intervention
at
the
start
of
kindergarten.
In
order
to
be
successful
throughout
their
academic
career.
E
When
thinking
about
the
KRA
and
how
it
aligns
to
the
science
of
reading,
the
KRA
really
provides
our
schools
and
our
teachers
with
Readiness
information
on
all
of
the
skills
in
the
reading
rope,
both
in
language,
comprehension
and
in
word,
recognition.
However,
because
the
KRA
identifies
these
skills
and
assesses
them
in
isolation.
It
does
not
provide
us
with
a
picture
of
the
student
as
a
skilled
reader,
so
it
really
just
looks
at
those
skills
in
language,
comprehension
and
in
word
recognition,
but
because
a
child
is
not
actively
engaging
with
text
independently.
E
E
E
It
is
a
screener
that
measures
Readiness
in
four
domains
which
are
literacy,
mathematics,
social,
emotional
and
physical
development.
When
thinking
about
how
this
KRA
is
scored,
it
gives
us
three
levels
of
kindergarten
readiness.
The
first
level
indicated
by
the
Red
Bar
on
your
screen
is
emerging.
Readiness
students
who
enter
kindergarten
at
the
emergent
emerging
Readiness
level
are
one
or
year,
one
or
more
years
below
entering
kindergarten
expectations.
E
Students
at
the
approaching
Readiness
level
indicated
by
the
yellow
bar
enter
kindergarten
about
a
half
a
year
below
expectations.
And,
finally,
our
students
who
enter
at
the
demonstrating
Readiness
level
indicated
by
the
green
bar
on
the
screen
are
entering
kindergarten
ready
to
engage
with
kindergarten
level
curriculum.
E
This
stacked
bar
graph
shows
the
Readiness
level
of
kindergarten
students
in
aacps.
This
fall
fall
of
2020..
As
you
can
see,
43
percent
of
our
students
in
kindergarten.
This
fall
were
fully
ready,
demonstrating
Readiness
for
kindergarten
curriculum
34
of
our
students
were
at
that
approaching
Readiness
level
or
about
six
months
below
expectations.
And
finally,
we
had
22
percent
of
our
students
at
that
emerging
Readiness
level,
which
was
about
one
or
more
years
below
entering
kindergarten
expectations.
E
So
when
we
took
a
closer
look
at
our
kre
data,
we
took
a
look
at
our
students
who
enter
kindergarten.
As
indicated
at
the
low
socioeconomic
status.
Thinking
about
our
pre-kindergarten
programs,
our
pre-kindergarten
programs
in
aacps
primarily
serve
students
that
qualify
for
the
program
as
income
eligible,
as
indicated
by
the
federal
poverty
level
index.
E
One
thing
to
note
with
this
data
is
last
year
we
had
both
full
and
half
day
pre-kindergarten
programs
in
aacps
this
year.
We
have
converted
all
of
our
pre-kindergarten
programs
to
full
day,
so
we
expect
to
see
a
greater
increase
in
these
levels
as
well
on
next
year's
administration
of
the
KRA,
and
we
are
hopeful
for
these
reasons
that
Dr
bedell's
request
for
our
pre-kindergarten
programs
in
next
year's
budgets
are
fully
funded
at
the
county
level.
E
Foreign,
this
line
graph
shows
carry
results
over
time.
As
indicated
earlier,
the
KRA
started
in
the
2017-2018
school
year
with
a
census.
Administration,
however,
for
1819
and
1920
state
law
changed
so
those
years
we
only
saw
a
random
sampling
of
students,
given
the
KRA,
those
students
were
identified
by
the
Maryland
State
Department
of
Education,
and
it
was
about
five
to
six
students
per
kindergarten
classroom
that
were
given
the
KRA
in
those
years
and
that
could
account
for
the
slight
drop
in
student
results
in
2020
2021.
E
E
State
shows
the
KRA
scores
of
fully
demonstrating
Readiness
for
students
throughout
the
state
of
Maryland.
The
KRA
is
the
only
literacy
assessment,
with
comparative
State
scores
and
again
you
can
see
Anne
Arundel
county
is
there
with
43
percent,
which
is
slightly
above
the
state
average
of
40
I'm.
Sorry
Anne
Arundel
county
is
at
43,
which
is
slightly
above
the
state
average
of
42
percent.
E
Yeah,
so
we
have
some
key
findings
from
our
KRA
Administration.
Overall
43
of
our
students
demonstrated
writing
this
for
kindergarten.
This
school
year,
which
was
again
slightly
higher
than
the
state
average
of
42
percent
student
Readiness
on
the
KRA,
has
fluctuated
over
the
past
few
years,
and
the
aacps
pre-kindergarten
program
reduces
the
likelihood
of
students
at
the
emerging
Readiness
level
when
entering
kindergarten,
foreign.
F
We're
going
to
review
is
the
dynamic
indicators
of
basic
early
literacy
skills,
commonly
referred
to
as
Dibbles
Dibbles
is
administered
to
all
kindergarten
students
three
times
per
year,
and
it
once
students
are
demonstrating
Proficiency
in
the
skills
assessed
on
Dibbles.
We
no
longer
continue
the
assessment,
so
it's
administered
to
first
and
second
graders
on
a
need,
be
B
basis
and
our
literacy
teachers
are
the
ones
who
administer
this
assessment.
F
When
we're
looking
back
at
Dr,
Hollis
scarbo's
reading
rope,
you'll
notice
that
the
word
recognition
strand
of
the
reading
rope
is
highlighted,
so
Dibbles
does
not
give
us
information
on
language,
comprehension
or
overall
skilled
reading
proficiency.
It
really
focuses
on
just
those
word
recognition,
skills,
phonological
awareness,
decoding
and
site
recognition
gives
us
fantastic
information
that
teachers
use
to
inform
their
instruction
in
each
of
those
three
strands
of
the
reading.
Rope.
F
Some
context
in
history
about
devils,
Dibbles
has
been
a
state
requirement
or
I
should
say.
The
screening
has
been
a
state
requirement
since
the
2021
school
year.
It
was
as
part
of
the
ready
to
read
act,
though
each
district
had
autonomy
over
which
screener
to
use.
We
just
had
to
meet
a
set
of
criteria
and
Anne
Arundel
adopted
Dibbles.
F
F
F
F
F
The
next
graph
shows
our
middle
of
the
Year
results
over
time,
so
we
went
with
middle
of
the
year.
We
do
have
end-of-year
results
for
historical,
but
for
comparison's
sake,
we
wanted
to
stick
to
something
comparable,
so
you'll
see
in
2021
about
16
percent
of
our
students
were
proficient
that
jumped
to
35
in
2122
and
this
year
we're
at
49
so
we're
pleased
to
see
an
increase
in
proficiency,
as
time
goes
on.
F
We
do
be
mindful,
though
this
is
kindergarten,
so
these
are.
This
is
not
a
cohort
of
students.
These
are
different
students
measured
each
year.
So
we're
really
not
looking
at
growth
here
on
this
from
student
to
student,
but
we're
measuring
different
kindergarten
groups
of
students
throughout
the
years.
F
Okay
and
this
graph
shows
our
kindergarten
first
and
second
grade
data
from
what
we
have
so
far
this
year.
So
you'll
see
there
is
a
fall
a
beginning
of
the
year
graph,
as
well
as
a
winter
or
middle
of
the
Year
graph
for
each
grade
level.
If
you
look
at
the
kindergarten
grade
level,
only
you'll
see
that
our
levels
of
proficiency
increase
from
fall
to
winter
and
now
I'm,
going
to
direct
your
attention
to
first
and
second
grade
and
you'll
notice,
a
new
color
that
we
haven't
discussed
yet
that
color
is
purple.
F
So,
as
I
mentioned
earlier,
we
only
assess
students
and
for
in
first
and
second
grade
who
have
not
demonstrated
Proficiency
in
the
skills
assessed
on
Dibbles.
The
purple
in
this
graph
represents
those
students,
so
it
it
represents
the
students
who,
at
one
point
it
might
have
been
kindergarten.
It
may
have
been
first
or
it
may
have
been
second
grade.
They
demonstrated
proficiency
and
we're
no
longer
assessing
them.
F
F
As
a
reminder,
students
may
have
increased
their
score,
but
not
moved
to
a
different
performance
band.
So
as
we
referenced
earlier,
they
may
have
stayed
in
the
red,
but
made
made
gains
and
as
Miss
Batten
referred
to
earlier,
schools
are
analyzing
that
data
for
every
student
in
their
building
I
also
just
wanted
to
draw
your
attention
to
that
second
grade
group,
so
you'll
notice,
where
that
is
the
group
of
students
that
was
virtual
in
their
kindergarten
year
of
learning.
F
F
From
the
beginning
of
the
year
to
the
middle
of
the
Year
testing,
we've
also
seen
an
increase
in
the
percentage
of
core
and
core
Plus
from
39
to
48,
in
our
kindergarten
students
and
in
grades.
One
and
two
there
are
more
students
identified
as
core
core
Plus
at
the
middle
of
the
year
than
there
were
at
the
beginning
of
the
year.
F
F
F
F
In
terms
of
the
scoring
we're
going
to
talk
about
two
things.
So
after
a
teacher
administers
the
FMP
Bas,
they
use
a
formula
to
get
a
letter,
and
you
can
see
the
chart
here
on
the
screen.
I'm
going
to
draw
your
attention
to
that.
First
grade
band,
that's
the
the
one
in
blue
and
the
blue
and
yellow
are
just
to
help
our
eyes
decipher
between
the
grade
levels.
So,
as
you
can
see
in
first
grade,
if
you
look
in
the
beginning
of
the
chart,
September
the
expectation
is
a
Level
D.
F
So
Below
is
red,
approaching,
yellow
on
grade
level.
Expectation
is
green
and
above
is
blue,
so
that
will
help
us
Orient
you
with
the
graphs
that
we're
about
to
look
at
on
is
the
actual
letter
within
that
time
frame.
So
if
we're
looking
at
end
of
your
first
grade
on
will
be
represented,
if
the
student
is
a
level
J,
any
approaching
is
one
letter
below
that.
So
if
the
student
it
lands
on
letter,
I,
that's
converted
to
the
approaching
or
yellow
and
Below
will
be
anything
below
I
above
will
be
anything
above
letter.
J.
F
F
F
F
F
Some
key
findings
related
to
the
foundation
panel
Benchmark
assessment
system
in
grades
K
through
2
46
percent
of
students
met
or
exceeded
the
instructional
level
of
expectations
after
spring
testing
last
year
for
several
Steers.
For
several
years
we
had
about
75
percent
of
our
students
in
K-2
meeting
or
exceeding
those
spring
level
expectations.
F
D
First,
acps
assessments
aligned
to
the
science
of
reading
as
you've
heard
throughout
this
presentation.
We
have
the
KRA
that
gives
us
Baseline
data
about
students
Readiness
in
the
area
of
reading
again
Associated
to
the
reading
rope
Dibbles
provides
us
information
on
word,
recognition
strand
of
the
reading
row
and
the
f
p.
Benchmark
assessment
system
provides
information
on
language,
comprehension,
strand
of
the
reading
rope,
as
well
as
overall
skilled
reading
or
a
student's
ability
to
apply
word
recognition
and
language
comprehension
skills
simultaneously.
D
We
were
all
seen.
Kra
and
Dibbles
have
very
similar
percentages
of
students
demonstrating
Readiness
on
KRA
and
at
core
and
core
Plus
on
the
beginning
of
the
year
Dibble.
So
that's
that
first
Administration
with
Kerry
at
43.2
percent
and
our
Dibbles
39.8
percent
as
proficiency
increases
the
number
of
students
who
require
dibble's
testing
in
first
and
second
grade
decrease
in
each
Administration
and
for
GMO
type
assessments.
D
D
We
do
have
constraints
with
our
contractual
time
to
professionally
develop
teachers,
and
so
we
are
continuing
to
leverage
outside
of
the
day
professional
development.
And
while
we
compensate
our
teachers
to
attend
the
professional
development
sessions,
we
are
competing
for
time.
Their
family
schedules,
personal
commitments,
graduate
programs,
other
things
that
they're
involved
in
so
future
planning
and
timeline.
D
The
Maryland
leads
Grant.
We
have
resubmitted
the
Maryland
leads
grant
for
the
science
of
reading
and
are
awaiting
a
response
from
msde
plans
are
still
underway
to
develop
professionally,
develop
all
of
our
k-3
teachers,
including
special
Educators
resource
staff
and
administrators
in
the
science
of
reading
over
the
next
two
years.
D
I
would
like
to
note
that
all
literacy
teachers,
early
intervention
teachers,
instructional
support
teachers
and
cohorts
of
k-3
teachers
and
special
special
Educators
across
the
district
have
already
participated
in
attending
letters
training.
Also,
our
early
intervention
teachers
are
in
the
process
of
receiving
their
Orton
Gillingham
certification.
B
Thank
you
very
much,
Miss
Batten.
Thank
you
all.
So
we
will
go
around
as
as
our
usual
of
each
member
can
do
two
questions
per
round
and
if
we
have
additional
we'll
do
another
round
and
I
believe
tonight
we
begin
with
you
Ms
shawheim,.
G
Firstly,
thank
you
so
much.
This
is
a
really
thoughtfully
done.
Presentation
and
I
appreciate
the
the
level
of
detail
provided
to
all
of
us
and
I.
Just
thank
you
for
your
time
in
preparing
it.
I
do
have
a
couple
questions
I'm,
just
trying
to
get
my
head
wrapped
around
the
use
of
f,
p
and
Dibbles
simultaneously.
Is
it
because,
let
me
see
if
I
heard
correctly?
Is
it
because
one
focuses
on
comprehension
and
skill
reading
overall
and
the
other
one
focuses
on
phonics
and
and
decoding
is
that?
G
F
The
state
requires
us
to
use
a
screener
and,
and
Dibbles
is
the
screener
that
we've
adopted
here
in
aacps.
At
this
time
they
don't
require
an
additional
assessment,
as
you
could
see
they
are
are
we
would
be
lacking
information
about
language,
comprehension
and
overall
skilled
reading
proficiency,
if
we
didn't
have
the
f
p
bis
assessment?
F
G
As
a
follow-on
to
that,
they
Dibbles
as
the
primary
and
FNP
is
the
backup
for
our
local
knowledge
of
the
overall
reading
comprehension
and
skilled
rating.
Yes,.
F
G
Right
great
and
my
only
other
question
at
this
point
is
and
I
miss
the
the
name
of
it
and
I
apologize
for
that
on
the
the.
When
you
were
talking
about
the
commitment
to
professional
development
and
the
science
of
reading,
you
mentioned
the
certification.
What
was
the
name
of
that?
Orton.
G
Where
do
I
have
excellent
I
I?
Thank
you
again
for
this.
This
is
this
is
wonderful
and
and
I
like
I,
like
seeing
the
data
The
Good,
the
The,
Bad
and
The
the
ugly,
and
you
know
where
we
are
and
where
we
want
to
go
so
yeah.
Thank
you.
So
much
I
don't
have
any
other
questions
at
the
moment.
Thank.
B
You
thank
you.
Miss
shawheim,
Mr,
silkworth,.
H
Thank
you,
I
I
would
clearly
like
to
thank
all
of
you
for
the
presentation
I
taught
for
49
years,
but
I
cannot
tell
you
that
I
am
a
reading
expert,
but
I
can
tell
you
that
I'm
concerned
about
student
outcomes
and
when
it
comes
to
student
outcomes,
that's
something
that
we
as
a
board
need
to
be
focused
on
much
much
more
than
we
have
been,
and
so
I
may
just
have
comments,
not
necessarily
questions.
H
Maybe
one
or
two
I
looked
at
the
map
at
the
counties
and
I
see
the
state
average
is
42.
and
we're
at
43.
I
hope
there
are
people
that
are
not
saying:
hey.
We've
done
such
a
great
job,
because
I
don't
know
that
we
have
I
I,
do
look
at
Worchester
County,
it's
73
the
highest
in
this
state
and
they're
off
on
the
Eastern
Shore,
and
it
makes
me
wonder
what
are
they
doing
to
have
achieved
so
much
more
than
all
of
the
other
counties
in
this
state?
A
H
Don't
think
we
should
be
proud
of
that,
because
I
don't
think
that
really
does
our
students
the
best
again
I'm
and
I
I,
made
a
comment
here
on
my
note
that
this
student
data
really
concerns
me.
H
D
We
could
add
regarding
the
73
that
I
think
it's
all.
Schools
have
a
full
day,
pre-kindergarten
program,
so.
E
H
But
again,
I
guess
in
in
a
I
I
look
at
the
Double
results
and
I
see
that
what
48
of
our
kids
were
in
the
green
or
the
blue,
but
then
I
go
back
and
I
see
that
we
have
51
or
more
percent
of
our
kids
that
are
not
even
close,
and
so
it
makes
me
wonder
what
is
impacting.
Our
kids
and
I
have
some
ideas
about
that.
H
It's
clear
in
my
mind
that
socio-economic
conditions
are
going
to
impact
our
kids,
but
what
else
is
impacting
our
kids
and
I
guess
from
a
general
standpoint,
I
there's
a
great
amount
of
data
here
and
I
know
this
gentleman
over
here
is
a
data
guy,
so
I
know
for
sure
that
he's
going
to
be
diving
into
this
data
as
we're
all
going
to
be
doing
and
I
trust
him
to
dive
into
the
data.
But
I
guess.
My
question
is
I
I!
Think
back
in
my
last
few
years
of
teaching
and
I.
H
Think
of
one
particular
student,
who
was
a
discipline
problem
and
I,
had
a
conversation
with
him
separate
from
other
kids,
and
he
said
to
me
Miss
silkworth.
Why
are
you
even
talking
to
me?
Why
do
you
care
and
I
said
because
I
understand
that
you're
important
to
me
as
a
student
and
what
we
determined
from
that
conversation?
Is
this
young
man
was
a
ninth
grader.
H
He
said
Mr,
so
forth,
I
can't
read,
and
it
makes
me
wonder
how
many
of
our
students
would
tell
a
teacher
Mentor
today
that
very
same
thing.
So
having
said
that
again,
I
don't
have
any
other
real
questions,
but
again
I
I
appreciate
everything
that
you've
done
to
provide
us
with
this
information.
H
D
E
The
Joint
Commission
on
the
opportunity,
Gap
we
meet
monthly
I,
am
one
of
Dr
bedell's
representatives
and
I
serve
as
the
co-chair
The
Joint
Commission
is
working
actively
with
our
Community
Partners
to
increase
kindergarten
Readiness
for
our
students.
They
are
advocating
for
increased
funding
at
the
district
and
state
level
for
pre-kindergarten
programs,
as
well
as
supporting
families
and
private
child
care
providers,
child
care
centers
with
increasing
student
Readiness
in
providing
them
with
the
information
that
they
need
in
order
to
help
their
child
be
ready
when
they
enter
kindergarten.
H
Thank
you.
Thank
you.
Can
I
just
make
one
comment,
so
thank
you
so
much
for
that.
What
we
know
and
what
I
know
is,
if
our
focus
on
achieving
much
much
greater
student
outcomes
at
the
Pre-K
level
and
grades
one
and
two
if
we
get
that
under
control
and
if
we
fix
that
it's
going
to
fix
everything
else.
I
Yes,
thank
you
so,
as
as
you
mentioned,
it
is
actually
Worcester
and
they're,
very
particular
about
that.
I
So
I,
actually
I
do
have
some
friends
in
some
of
these
other
counties
on
on
the
local
Boards
out
there
I
have
some
friends
in
Worcester,
Garrett,
Washington
and
I
would
be
happy
to
reach
out
to
a
couple
of
those
folks
and
maybe
connect
with
some
of
them
and
see
if
they
have
any
best
practices
for
us.
I
would
be
happy
to
do
that
and
maybe,
if
you're
interested
I
can
connect
to
as
well
I
had
a
couple
of
questions.
I
The
first
question
is:
when
the
slide
on
page
five,
we
had
the
Scarborough
rope.
Again,
it
doesn't
say
what
the
the
sort
of
time
frames
for
each
of
these
skills
in
each
of
these
within
the
classroom
are
so
obviously
a
lot
of
us
on
this
board
are
very
phonetically
focused.
So
what
is
the
the
sort
of
the
breakdown
in
the
classroom
of?
How
much
do
we
teach
phonics?
How
much
do
we
teach
other
avenues
of
balanced
literacy.
F
So,
currently,
we
have
30
minutes
for
every
student
in
grades
K
through
two
that
is
solely
dedicated
towards
that
word,
recognition
piece
in
grades:
three
we
have.
We
also
have
another
45
minutes
of
instruction:
that's
used
to
differentiate
the
instructions,
so
students
who
need
additional
time
focused
on
the
word
recognition
strand
of
the
reading
rope
that
time
is
dedicated
to
that
for
those
students
and
for
other
students
who
are
demonstrating
areas
of
need
in
the
language,
comprehension
strand.
F
We
focus
on
that
for
those
students,
there
are
other
parts
in
the
day
where
that
focus
on
the
language,
comprehension
or
that
skilled
reading
piece,
where
students
are
reading
text
and
comprehending
the
text
applying
both
of
those
sets
of
skills
at
the
same
time.
So
we
have
about
two
hours
dedicated
to
literacy
in
K
through
two
30
minutes
is
completely
dedicated
to
word:
recognition
for
all
students.
We
have
that
45
minutes,
that's
dedicated
towards
that
differentiated
piece,
so
students
who
really
demonstrate
areas
of
need
in
word
recognition
are
getting
focused
instruction.
There.
F
Students
who
are
demonstrating
areas
of
need
in
language
comprehension
are
getting
focused
instruction
in
that
area
and
then
there
other
parts
like
interactive,
read
aloud.
I
know
Miss
Frank.
You
were
part
of
the
workshop
where
we
talked
about
all
the
different
components.
Interactive
read
aloud
is
where
the
teacher
reads
to
the
students
in
a
whole
class
setting
and
ask
questions
related
to
the
skills
associated
with
the
language,
comprehension,
strand.
I
Specifically
for
the
phonetic
piece
of
it,
so
that's
the
the
word.
Recognition
encompasses
several
different
pieces,
so
how
much
of
that
30
minutes
goes
to
phonetic
awareness
or
or
teaching
fanatical
skills.
F
Are
you
the
the
entire
block,
the
entire
30
minutes
and
a
scope
in
sequence
is
developed
based
on
Research,
so
we
use
programs
that
are
research
based
and
evidence-based,
where,
depending
on
the
time
of
year,
it
really
focuses
perhaps
more
heavily
on
phonological
awareness,
which
is
really.
Can
you
hear
the
sounds
before
you
can
identify
them
or
use
them?
They've
got
to
be
able
to
recognize
them.
F
So
those
are
things
like
rhyming
in
the
beginning
of
kindergarten,
we'll
see
instruction
really
focused
on
that,
and
then
it
might
move
more
towards
decoding
in
first
and
second
grade,
as
well
as
in
our
inner
focused
on
that
site.
Recognition
part
as
well,
so
that
30
minute
block
it
really
depends
where
students
are
on
the
Continuum
from
K
through
3,
as
well
as
throughout
the
school
year,
but.
I
E
E
In
moving
towards
being
able
to
be
an
independent
reader,
we
have
an
additional
30
minutes
a
day
in
our
full
day,
Pre-K
devoted
to
that
and
then
additional
small
group
instructional
time
as
needed
by
students,
observational
assessment,
okay
and
has
that
increased
that
has
increased
when
we've
moved
to
full
day,
as
well
as
with
our
new
Adoption
of
our
pre-kindergarten
curriculum
for
this
school
year.
Okay,
yeah.
E
I
Call
that
a
follow-up
to
the
first,
the
other
question
I
have
I
I
may
have
had
had
the
same
question.
Last
time
we
had
a
presentation
as
well.
I
know
that
we
don't
have
a
a
really
comprehensive
history
of
the
long-term
numbers
for
the
pre-readiness
I.
Believe
you
said
that
we
started
I
think
it
was
like
2018
for
the
the
Kerry.
E
I
Yeah,
okay,
was
it
17?
Okay?
Are
we
continuing
to
look
at
long
term,
those
kids
that
started
and
that
we
tested
in
2017?
Are
we
looking
at
them
to
say?
Are
they
actually
staying
at
a
higher
level
compared
to
the
folks?
I
J
E
J
So
I
couldn't
help,
but
notice
that
are
most.
Our
emerging
numbers
are
pretty
much
the
same.
Regardless
of
whether
or
not
they
went
through
our
Pre-K
system
or
not,
have
we
been
able
to
drill
down
and
identify
those
commonalities
among
those
students
so
that
we
are
better
prepared?
Perhaps
so.
E
Yes,
when
we
looked
took
a
closer
look
at
those
students,
there
was
two
factors
that
came
into
consideration:
a
they
might
not
have
had
a
full
year
of
pre-K.
So
this
includes
a
student.
They
would
be
counted
as
part
of
our
Pre-K
population
say
if
they
enrolled
in
March,
so
it
would
be
just
three
months
of
school.
The
other
common
factor
is
the
students
that
were
still
scoring
at
the
emerging
Readiness
level
had
20
days
or
more
absenteeism
in
the
pre-k
program,
or
they
were
consistently
tardy.
J
D
I'll
do
I'll
begin
with
that
Trish
and
her
team
are
unpacking
that
literacy
domain
for
the
KR
Administration
to
see
where
we
need
to
make
some
curriculum
changes,
and
so
one
was
last
year
or
for
this
school
year
having
a
new
program
to
hopefully
identify
those
specific
areas
that
we
need
to
drill
down
on
with
our
students.
So
curriculum
changes
were
made.
That's
one
also
with
training.
C
C
A
C
I
J
E
J
Does
make
sense,
okay
and
then
so
to
a
okay?
No,
that
make
that
made
sense
and
then
I
would
be
curious,
just
as
a
side
note
not
for
an
answer
today,
because
or
if
you
did,
that
would
be
like
total
Rockstar
stuff,
but
I
would
suggest,
maybe
that
we
I'd
like
to
see
how
many,
in
those
in
that
emerging,
based
on
like
a
map
back
over
to
our
identified
Community
Schools,
to
see
how
many
we're
going
to
be
able
to
capture
that
are
coming
in
in
that
category.
Does
that
make
sense?
J
You
know
that
that
we
are,
in
other
words,
I'd,
be
curious
to
see
how
many
of
the
community
schools
that
the
state
has
identified
in
its
criteria
are
lining
up
with
the
students
who
are
coming
in
in
the
red.
Does
that
make
sense
yeah
just
in
the
as
more
data
becomes
available
and
then
my
other
question
was
on
slide
32.
Let
me
get
over
to
it
myself
here.
J
J
I
as
it
relates
to
barriers
on
professional
learning
and
planning
time,
I
would
like
to
see
where
we,
because
I
know
that
the
state
keeps
adding
complexities
and
new
systems
of
how
the
teachers
operate.
J
Obviously
has
changed
over
time
when
we
were
in
the
78
number
in
that
much
higher
number
profile
on
FMP
I
would
be
curious
to
see
how
much
training
time
our
professional
staff
was
receiving,
as
well
as
how
much
planning
time
they
were
also
getting
so
that
we
know
specifically
where
and
how
to
Target
our
resources
to
help
remove
the
barriers.
Is
that
something
we
could
look
into.
C
Oh
I
have
so
many
thoughts
on
this
question.
Do
you
all
want
to
go
before
I
respond.
C
Oh
because
I
I
mean
you,
you
raise
a
question
that
is,
there
are
so
many
factors
at
play
that
can
potentially
throw
us
off
on
where
we
were
from
four
years
ago
or
pre-covet,
and
one
of
them
just
around
this
piece
of
of
teachers
being
able
to
have
time.
You
know
we've
been
talking
about
the
lack
of
time
where
we
have
all
of
these
vacancies.
That
is
also
I,
think
really
taken
away
from
planning
time,
because
if
people
are
being
paid
to
cover
classes,
that
makes
it
a
lot
harder.
C
I
think
that
you
also
run
into
this
scenario
of
understaffed
schools
now
having
student
teacher
ratio
far
more
than
where
it
needs
to
be,
so
that
then
makes
it
sometimes
even
harder
to
then
become
much
more
intentional
on
how
you
respond
to
individual
students
and
and
how
they
perform.
But
from
a
PD
standpoint
you
know,
I,
that's
something
that
I
would
we'd
have
to
look.
C
I
have
to
look
into
I,
don't
know
what
the
difference
is
if
they
were
getting
more
time
then
versus
where
they
are
now,
but
I
also
know
that
it
tends
to
make
it
even
more
difficult
to
have
people
out
of
our
schools
when
we
need
people
for
coverage
and
and
and
I
think
you
have
the
attendance
rates
of
teachers
increasing
from
a
stress
factor
where
you
you
know
it's
it's
it's
so
much
that
I
think
compounds
when
you
don't
have
a
full
complement
of
a
staff
that
ultimately
then
impacts
this
kind
of
data,
and
so
that
would
be
my
response
to
some
of
it
outside
of
not
really
knowing
having
knowledge
of.
C
J
Well,
on
the
class
size
reduction,
that's
always
been
one
of
my
biggest
things
to
Champion
since
well
before
I
I
sat
on
any
of
these
seats
up
here
and
so
and
that's
what
I'm
getting
at
that
I
want
to
be
careful
and
purposeful
that
we
are
not
in
implementing
something
to
fix
that
which
is
temporary
or
transient.
I.
Think
Transit
would
probably
be
the
better
word
for
it
when
we
should
be
building
in
to
that.
J
Here's
where
the
norm
should
be,
and
that's
why
I
think
looking
at
that
number
would
be
significant,
because
understanding
what
that
is
also
I
think
will
help
us
evaluate
the
impacts
and
implications
when
we
go
to
instruct
a
new
bright
space
type
of
system
or
we
go
to
to
a
different
approach
or
the
frequency
of
of
changing
of
things.
Additional
administration
of
testing,
all
those
things
I
think
would
play
a
role.
J
I
would
be
curious
just
to
see
that
before
directly
addressing
some
of
that
because,
as
you're
going
out
you're
absolutely
right-
it
is
it's
very
woven
in
but
I
do
think
that
that
would
be
a
good.
Somehow.
We
were
at
a
good
sweet
spot
there,
where
the
teachers
either
already
had
a
strong
comprehension
of
the
curriculum,
because
a
lot
of
changes
have
occurred.
Frequently
you
know
in
recent
years,
and
so
that
would
be
the
other
thing
for
us
to
be
looking
at.
J
Is
you
know
how
familiar
are
our
teachers
and
with
new
teachers
and
all
the
hiring
we
have
to
do?
I
got
to
presume
some
onboarding
time
and
some
other
integration
would
play
a
role
in
that
as
well
to
get
us
back
to
that
sweeter
spot,
because
Mr
silkworth
is
correct,
I,
I,
I'm
struggling
to
find
anything
more.
J
What
I
do
know
is
that
we
are
on
the
path
to
getting
it
reconciled
and
that's
the
important
hopeful
part
of
these
numbers,
but
I
may
I
do
have
one
or
two
more,
but
I
don't
want
to
take
up
the
whole
if,
if
time
permits,
I
had
just
some
follow-up,
more
Curiosities.
B
So
while
we're
on
the
subject
of
coverage,
we
have
A
literacy,
Specialists
reading
teachers
in
class
in
school
buildings,
given
the
the
vacancies
that
we
have
this
year.
Obviously
PD
is
important.
B
Are
those
folks
stepping
in
and
pulling
groups
of
kids
to
to
help
because
I
know
we
we're
thin
on
the
ground
and
we're
recovering
from
the
pandemic?
So,
yes,
we.
D
F
B
Well,
but
if
you
have,
for
example,
an
experienced
teacher
right
who,
who
knows
what
they're
doing
but
has
a
large
class,
has
a
lot
of
kids
in
need,
we're
we're
pulling
from
those
literacy
folks
to
come
in
and
take
you
know,
take
that
that
other
group
or
or
another
group
to
help
Okay,
I
I,
do
think
and
I'm
sure
you're
looking
at
this
I
would
like
to
see
at
some
point
this
data
really
disaggregated
among
subgroups,
because
you
know
clearly,
even
when
we
were
at
78,
that
number
varied
tremendously,
depending
on
where
you
were,
and
as
with
all
data.
B
In
my
limited
experience,
Dr
Patel's,
the
data
expert,
not
me
my
my
degrees
are
in
theoretical
things,
so
I'm
the
last
person
you
should
talk
to
about
data,
but
anyway
it.
My
sense
is
the
value
of
it
is
to
to
be
precise,
with
it
as
precise
as
you
can
be,
so
you
can
Target
exactly
where
the
problems
are,
which
I
would
presume
also
includes
Staffing
decisions,
resource
decisions
for
each.
B
B
B
It's
my
understanding
that,
where
that
really
comes
in
is
is
curricular
and
and
the
kind
of
training,
and
certainly
letters
is
a
core
part
of
that
I.
Believe
that's
the
system
that
came
out
of
the
Mississippi
project
and
do
we
have
any
data
at
this
point,
as
that
really
can
show
us
sort
of
how
teachers
who
have
had
that
training
or
doing
relative
to
teachers
who
haven't
or
will
we
be
trying.
F
Don't
have
that
data
yet,
but
I
think
that's
a
great
idea
and
we
certainly
can
get
that
many
of
our
teachers.
It's
a
90
hour
course
in
total,
so
many
of
our
teachers
are
about
halfway
through
that
course,
and
the
first
half
of
the
course
the
first
45
hours
focuses
on
the
word
recognition
strand.
F
The
second
half
focuses
on
the
language,
comprehension,
Strand
and
so
that
comprehensive
the
the
course
in
its
entirety,
I
think,
is
really
important
before
we
start
looking
at
how
it's
translating
to
practices,
because
teachers
can
just
apply
part
of
the
word
part
of
the
word
recognition
strategies
are
part
of
the
strands,
but
not
the
other
part,
and
that
might
influence
the
data
too.
So
that's
a
great
idea.
B
Over
there
step,
I
ask
this
with,
dare
I,
say,
malice
of
forethought,
because,
as
one
of
the
people
who
advocates
for
this
budget
every
year,
part
of
my
job
is
to
be
able
to
show
the
difference
right,
not
just
well.
We
know
it's
good
to
have
people
trained
in
this
way,
but
if
we
can
really
show
when,
when
this
teacher
or
these
teachers
get
this
training,
we
see
X,
which
I'm
hoping
is
what
we
will
see.
But
you
know
that's
a
whole
different
ball
game.
B
It
is
incumbent
on
us
to
be
able
to
demonstrate
you
know
in
the
in
the
greatest
possible
detail
and
starkist
terms
what
we
get
if
we
fund
these
things
and
what
we
lose.
If
we
don't.
So
that's
just
a
plea,
as
somebody
who
you
know,
beats
up
funders
on
a
regular
basis,
so.
G
G
To
say,
with
my
mic
on
what
you
just
said,
was
spot
on,
and,
and
thank
you
for
that,
I
don't
have
any
further
questions
oh
out,
but
I
also
agree
with
your
disaggregated
data
requests
for
sure,
because
we
know
within
that
we're
going
to
see
huge
gaps
between
various
groups
as
we
do
with
everything
else,
and
how
do
we?
How
do
we
target
those
kids
to
to
decrease
those
gaps
is
very
important.
Thank
you.
H
So
I
would
like
to
totally
agree
with
Miss
shalheim
and
Dr.
Toba
I
clearly
would
like
to
see
disaggregated
data
not
having
been
a
data.
Guy
I
have
the
most
respect
for
the
data
guy
and
so
but
I'm
gonna
throw
something
else
out
there
and
I
I'm
not
quite
sure
how
relevant
it
might
be.
But
I'm
a
product
of
this
school
system
I
went
to
Park
Elementary
Brooklyn,
Park,
Elementary,
Brooklyn,
Park,
Junior,
Senior,
High,
School
and
I.
Think
I
have
an
excellent
command
of
the
English
language.
H
H
I
didn't
come
from
a
rich
family,
I
mean
we
were.
There
were
six
kids,
two
parents,
father
worked
two
or
three
jobs.
Mother
stayed
at
home
took
care
of
us.
H
It
was
really
now
my
reading
background
was
but
my
English
the
background
it
was
is
in
grade
seven
through
nine,
there
were
three
teachers
who
happened
to
have
a
great
impact
on
me,
and
so
many
of
my
my
friends
and
they
actually
one
in
particular,
taught
us
about
the
parts
of
the
language,
the
English
language.
So
you
know,
if
you're
going
to
have
somebody
fix
your
motor.
H
H
Without
you,
blindfolded
I
mean
you
should
be
able
to
do
that,
and
one
of
the
strategies
that
was
used.
That
really
helped
me
was
something
that
I've
heard.
Some
of
my
colleagues
speak
very
negatively
about
and
that's
this
monster
of
diagramming
sentences.
H
Well,
guess
what
we
were
in
a
Montessori
School
back
in
the
fall
and
as
we
were
walking
around
you
know
they
have
lots
and
lots
of
manipulatives,
which
I
did
too
when
I
was
teaching
I
had
a
lot
of
buttons.
I
had
a
lot
of
things,
but
I
looked
at
one
set
of
manipulates
and
asked
them
what
that
was
for,
and
the
student
said.
Oh
those
manipulatists
are
there
to
help
us
understand
the
concept
of
diagramming
sentences,
hello.
H
That
was
wonderful
me
to
see
that,
because
the
challenge
that
we
had,
we
were
not
in
the
hallway.
As
a
seventh
grader,
we
were
running
to
our
class
because
the
teacher
had
written
this
sentence.
It
was
almost
a
mile
long
and
we
wanted
to
be
the
first
one
to
be
able
to
diagram
it
and
then
explain
the
function
and
guess
what
we
didn't
get
candy.
We
didn't
get
anything.
We
got
the
satisfaction
of
doing
it,
so
I
I
I'm
only
putting.
C
H
Out
there
just
to
say
that
here's
one
guy
that
graduated
from
Anne
Arundel
County
and
that
particular
strategy
did
work
now
for
what
it
might
mean
to
this
I.
Don't
know,
but
I
just
wanted
make.
H
Final
thing-
and
that
is-
and
this
may
be
anecdotal,
but
for
49
years
I
can't
tell
you
how
many
of
my
students
would
come
to
me
and
they
would
say
to
me
Mr
softworth.
You
know
we
learn
more
about
our
English
language
in
our
wcl
classes
and
I
always
found
that
to
be
a
compliment
on
one
hand,
but
then,
as
I
think
about
it.
Now
it
makes
me
wonder
they
should
be
learning
more
about
their
English
and
their
English
classes.
I
I
second,
everything
that
Mr
silkworth
just
said
I
also
was
a
Anne
Arundel,
County
Public,
School
student
I
I,
don't
see
sentence
diagramming,
like
I
used
to
I
I,
agree
that
the
more
we
try
to
reinvent
the
wheel,
the
more
we
lose
the
locomotive
aspect
of
it.
I
So
I
appreciate
your
comments
greatly
and
I
absolutely
agree
with
them.
I
did
actually
have
one
more
question:
the
the
KRA
testing.
You
said
in
the
the
21
school
year
we
didn't
or
was
it
the
22-21
school
year?
We
did
not
test
The
Kindergartners
because
it
was
a
face-to-face
test.
Did
you
retest
the
emerging
first
graders
when
they
came
back
to
see
where
they
were
after
the
year
virtual.
D
We
would
have,
we
would
have
assessed
them
through
our
other
progress
monitoring
tools,
but
not
the
KRA.
That's
an
only
kindergarten
Administration.
D
E
I
J
Thanks
I
do
have
a
couple,
quick
ones
and
again,
not
necessarily
for
today,
but
slide
25
I
would
be
curious
to
see
on
the
progress
monitoring.
I
think
it
may
help
us
in
the
what
type
of
programs
we
need
for
summer
and
who
we
need
for
summer
to
better
understand
the
percentage
of
students
who
dropped,
who
may
be
in
June
at
kindergarten
were
at
level
d.
J
Maybe
didn't
quite
carry
over
the
D
to
the
fall,
because
that
that's
something
that
I've
consistently
heard
for
decades
that
one
of
our
challenges
is
retaining
and
retention,
and
at
this
stage
it
would
be
more
core
than
it
would
be.
You
know
build
upon
so
I'm
wondering
do
we
track
that
data,
and
is
that
something
that.
J
Yeah
because
it
seems
to
me
like
that
would
be
a
good
point
because
we're
already
it's
already
identified
data,
it's
just
a
matter
of,
and
it's
already
assigned
to
the
student.
So
it
would
just
be
a
matter
of
determining
that
so
that
we
can
start
to
get
a
better
story
surrounding
the
students
who
are
not
carrying
over
between
the
years.
So
if
we
looked
at
it
kindergarten,
the
first
when
we
we
could,
you
know,
then
that
that
student
may
be
one
of
those
kids
who
we
give
a
special
invitation
to
for
summer
programs.
J
But
to
that
effort.
I
am
curious.
Just
like
if
I
take
a
walk
down
memory
lane
Mr
silkworth
did
I
got
my
kindergarten
Readiness
test
well
before
I
sat
in
a
kindergarten
seat
and
that
we
were
only
half
day
and
nursery
school
was
maybe
but
not
really
in
our
area.
So
and
if
it
was,
it
was
not
curricular
based.
J
It
was
different,
so
I'm
wondering
if
we
know
if,
if
30
of
my
kids
are
coming
in
not
ready
and
I
knew
that
who
they
were
before
we
started
the
school
year.
Then
I
have
a
missing
like
a
whole
summer,
where
we
could
have
helped
them
be
more
comparable
to
their
peers
and
also
determine
so
that
when
they
do
enter
into
our
classroom,
do
they
need
someone
already
there,
because
if
we
start
that
in
the
fall
and
then
when
do
we
get
the
data
back,
we've
already
missed.
J
D
Hope,
I'm
answering
your
question
correctly.
So
forgive
me
if
I'm
off
base,
one
thing
we
have
started
doing
is
for
these
Rising
five-year-olds
that
that
haven't
been
in
our
Pre-K
programs
we're
offering
an
early
launch
at
our
elementary
schools.
While
it's
only
an
eight
day
session,
we
are
opening
those
seats
to
bring
them
into
the
school
setting
prior
to
the
school
year,
starting
I
know
with
work
on
jaycog,
looking
at
other
things
that
we
can
do
in
our
communities
for
students
who
are
not
participating
in
pre-k.
D
If
they're
in
our
Pre-K
programs,
we
know
who
they
are,
so
we
do
intentionally
invite
them
into
the
summer
programming
component
as
well,
so
that
you
know
transitions
them
into
kindergarten.
It's
not
always
knowing
where
those
students
are.
But
you
made
a
point
earlier
about
our
community
schools
and
how
we
continue
to
provide
those
wraparound
services
so
really
understanding
our
family's
needs.
Then
we're
going
to
be
able
to
do
even
more
Outreach.
J
Okay,
yeah
because
I,
it
seems
to
me
like
that
old
system
of
tests,
the
kid
before
they
show
up,
because
a
Readiness
is
indicating.
Are
you
ready
to
sit
in
the
seat
to
me
and
I
had
not
to
dwell
on
semantics,
but
there
there
would
be
something
to
be
said
about
having
everything
all
ready
to
roll
now.
I
I
know
that
we
don't
do
the
separation.
You
know
like
a
whole
class
that
is
maybe
sitting
in
that
re.
You
know
tested
in
that
red.
J
However,
I
do
know
that
the
students
that
do
come
in
would
get
would
have
it
right
from
the
gate
out
and
maybe
be
better
prepared.
So.
E
The
state
sets
the
window
for
the
kindergarten
Readiness
assessment.
Of
course
we
cannot
give
it
at
the
end
of
the
pre-kindergarten
year.
We
cannot
give
it
until
they
are
legally
a
kindergarten
student
under
the
definition
we
cannot
even
upload.
We
cannot
give
the
assessment
until
the
student
is
in
the
KRA
system.
E
E
D
E
J
When
they're
enrolling
that
okay
I
don't
think
I
have
anymore,
questions
surrounding
the
oh
I
did
have
one
follow-up.
J
Since
we
are
sounds
like
we
can't
really
test
them
until
they're
already
in
kindergarten,
if
they're
ready
for
kindergarten,
why
would
we
not
identify
those
who
have
word
recognition,
skills
in
the
in
the
blue
rope
at
that
early
on,
because
wouldn't
that
be
an
indicator
of
the
potential
of
possibly
an
early
entry
of
gifted
talented
or
like
that,
I'm
just
curious?
Why
they
don't
I
mean
that's
not
an
us
thing,
but
more
of
just
an
understanding
what
we
can
get
out
of
that
and
what
we
cannot
so.
E
J
Picks
up
that
that
essential
data,
okay,
yeah
now
I,
was
just
wondering
for
all
the
things
that
the
state
is
just
to
Omit
a
strength.
It
makes
sense,
but
that's
more
of
a
state
thing,
but,
okay,
any
more
questions.
Thank.
B
You
guys
thank
you.
Miss
corkito,
yeah
I
have
a
couple
more
questions,
so
if
we
want
to
go
head-to-head
on
diagramming,
I
used
to
teach
I
used
to
teach,
ancient,
Greek
and
I
had
students
who
began
to
understand
their
own
language
and
in
college
for
the
first
time
yeah
so
but
the
point
being
I
I'm
I'm
on
the
what
you're
hearing
a
few
of
us
I.
Think
in
my
case,
maybe
it's
just
because
I'm
old,
but
I
I
do
think
there.
To
me.
B
Education
in
general
reading,
in
particular,
is
largely
about
Freedom
right.
It's
about
the
ability
to
literally
decode
your
world
and
to
Mr
silkworth's
analogy
this
idea
that
if
you
don't
know
the
components
you
can't
make
it
the
work
for
yourself
right
and
you're,
in
which
case
you're
kind
of
tethering
people
when
it's
just
sort
of
a
morass.
B
It's
the
equivalent
to
me
of
learning
a
a
musical
instrument
by
ear,
rather
than
learning
how
to
read
music
and
I
just
say
that
as
a
general
statement,
because
I
just
think,
we
need
to
think
carefully
about
what
we're
offering
our
children
in
terms
of
their
ability
to
to
set
themselves
up
for
what
the
end
result
of
education
is
in
my
view,
which
is
the
ability
to
lead
a
fulfilling
productive
life
and
make
determinations
for
yourself.
B
That
being
said,
Mr
silkworth
also
alluded
to
the
fact
that
some
of
us
visited
a
Montessori
school
and
it's
no
secret.
I
was
involved
with
Montessori
and
Dr.
Bedell
is
familiar
with
Montessori
as
well
and
I'm
curious
about
something
else,
which
is
the
relationship
between
writing
and
reading.
In
Montessori,
one
of
the
famous
sort
of
statements,
Maria
Montessori,
always
said,
which
I'm
sure
you're
familiar
with,
is
that
writing
comes
before
reading
right
that
there's
a
tactile
relationship
with
letters
and
words
that
children
that
forms
a
kind
of
ground
on
which
children
begin.
B
It's
part
of
that
background
knowledge,
but
it's
it's.
It's
a
critically
tactile
part
of
background
knowledge
and
the
reason
I
raise
that
is
I
want
to
ask
about
within
the
reading
programs
that
we
have
how
computers
are
used,
because,
obviously,
computers
are
valuable
things
I'm
not
trying
to
do
away
with
them.
B
I
am
concerned
based
on
various
pieces
of
research,
that
I've
read
about
the
difference
between
reading
and
comprehension
on
a
screen
versus
reading
and
comprehension
when
you're
holding
a
book
and
the
ability
to
dissect
what
you're
reading
right
to
begin
to
sort
of
work
through
the
components
at
the
University
level.
I'll
just
give
you
an
example,
so
I
have
taught
a
lot
of
long,
complex,
philosophical.
B
Authors
and
there's
there's
fairly
good
research,
that
keeping
hold
of
a
long
complex
argument
requires
the
ability
to
sort
of
look
at
the
book
and
know
where
certain
things
are
so
if
I
teach
Alexis
de
tocqueville's
Democracy
in
America,
which
is
you
know,
two
big
thick
books.
The
idea
that
somebody
can
sort
of
note
where
something
is
helps
their
understanding,
whereas
the
downloaded
version
does
not
do
the
same.
B
It's
just
endless
text
right
and
I've
been
concerned
just
for
the
record
at
the
higher
ed
level
that
it's
becoming
increasingly
the
case
that
downloads
are
free
books
you
buy
or
not,
so
the
students
who
get
only
the
downloads
tend
to
be
the
students
with
the
least
number
of
resources
and
that's
a
barrier
right
to
their
understanding.
That's
just
an
aside,
but
I
am
curious
as
to
especially
given
that
we're
talking
about
very
young
children
here.
B
D
So
I'll
start
the
computer
programs
that
we're
using
right
now
is
with
iready.
So
that's
considered
a
supplemental
component,
and
so
it
really
is,
it
is
computer
adaptive,
so
it
grows.
It
builds
with
the
student
skill
level,
so
that
is
not
yet
used
for
direct
instruction.
Direct
instruction
is
with
the
classroom
teacher
with
that
book
in
hand
and
the
instructional
strategies
in
place
so
I'll.
Let
these
two
continue
to
elaborate
a
little
bit
more,
but
really
it
is
about
having
books
in
the
hands
of
our
students
in.
E
Our
three
and
four-year-old
and
kindergarten
programs
we
do
not
have
e-text
for
our
students
to
engage
in.
They
only
engage
with
the
physical
copies
of
the
book,
and
we
also
in
our
four-year-old
pre-kindergarten
program,
place
an
emphasis
on
connecting
the
the
letter
or
the
graphene
to
the
sound.
So
we
are
working
with
our
teachers
to
know
a
letter
really
isn't
known
and
still
a
student
can
write
it
as
well
just
bring
up
to
something
you.
E
B
Okay,
all
right!
Well,
thank
you!
That's
all
I
have
thank
you
all
very
much.
This
was
hugely
hugely
helpful,
I
think
to
all
of
us
and
I
know,
a
lot
of
work
went
into
it.
We
greatly
appreciate
it.
I
would
simply
say
Dr
Bedell,
as
we
often
do.
Obviously,
the
focus
of
this
is
now.
C
Right,
not
a
problem
at
all
and
the
data
broken
down
or
we
were
smiling
when
you
brought
that
up.
We
had
that
discussion,
so
we
will.
We
will
make
sure
that
we
get
the
data
dissected
and
broken
down
by
student
groups
for
you
all
too,
and
hopefully
that's
the
goal
to
update
you
all
in
the
future
on
the
transitioning
process
that
we
will
be
undertaking.