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A
A
Meeting
last
night
of
the
year
of
the
literacy
study
group,
so
I
just
want
to
review
the
purpose
of
it.
So
we
recognize
that
literacy
is
important
and
it's
been
in
the
media
a
lot
over
the
past
year
or
so
so
we
wanted
to
approach
it
in
the
Byron
Hills
Way,
which
is
to
go
slow
and
methodical
and
deepen
our
own
understanding
and
learning
before
we
make
any
major
decisions
about
our
literacy
curriculum
and
it's
all
part
of
my
regular
review
process.
A
We'd
started
looking
at
our
K5
literacy
curriculum
in
2018
and
then
of
course,
we
got
interrupted
in
2020.,
so
we
were
picking
that
work
up
naturally,
but
then
we
decided
to
put
the
study
group
together
last
year
when
we
were
learning
of
all
the
media
frenzy
around
literacy,
and
we
wanted
to
just
say,
let's
study,
what's
going
out
there,
so
we're
not
just
being
informed
by
media
representations
of
literacy.
So
so
it's
all
in
the
spirit
of
continuous
Improvement
and
improving
our
literacy
program
for
all
students.
A
So
we
worked
with
two
expert
researchers
in
literacy
they're,
both
researchers
and
practitioners,
who
were
amazing
and
really
had
deep,
deep
knowledge
about
literacy.
We
had
five
evening
meetings
as
a
committee.
The
committee
was
comprised
of
teachers,
administrators
and
parents
and
our
two
board
members,
Melissa
and
Lara
joined
us,
and
then
we
hosted
four
additional
public
meetings
because
we
limited
the
number
of
people
who
could
attend
study
groups
to
make
it
manageable,
I'm
still,
like
I,
think
30
some
members
of
our
study
group.
A
We
wanted
to
have
some
public
meetings,
so
we
had
four
additional
public
meetings
throughout
the
year
and
I
have
all
of
our
resources.
Every
slide
presentation
from
our
study
group
and
all
of
the
articles
that
were
shared
with
us
that
we
reviewed
are
on
our
website
the
district
website,
and
you
can
scan
that
QR
code
to
take
you
directly
to
the
website.
All
that
information
is
up
there
in
this
amazing
resources
on
the
research
behind
reading.
So.
A
That's
a
pretty
extensive
process
that
involves
an
eight-month
process
of
every
week
having
to
implement
or
Gillingham
lessons
and
videotaping
yourself
and
submitting
those
to
your
Mentor
who
reviews
them
and
gives
you
feedback.
But
we
have
a
lot
of
teachers
who
are
interested
in
doing
that
because
they
really
energized
by
what
they're,
learning
and
I'm
in
the
process
of
developing
a
three
to
five
year.
Literacy
plan
that
will
have
specific
goals
related
to
student
outcomes
and
literacy.
A
Based
on
our
learning,
so
that
will
be
a
process
of
working
with
the
K5
principles
and
our
special
education
director
assistant
director
of
special
services
and
then
also
engaging
our
faculty
all
of
our
faculty
in
this
discussion
around
the
planning
of
those
goals,
so
that
we're
starting
to
involve
everybody
and
all
of
our
teachers
involved.
In
that
this
is
just
some
of
the
topics
we
covered.
A
A
So
some
of
our
next
steps
as
a
district,
I've
sort
of
putting
a
statement
there
about
how
we'll
review
our
literacy
curriculum
instruction
and
assessment
practices
and
look
at
our
work
as
we
continually
revise
our
program
specifically
I,
will
be
putting
together
our
takeaways
from
the
study
group.
A
We
did
a
session
last
night
when
it
asked
people
to
contribute
what
they
learned
so
I'll
be
sharing
that
with
you
soon
at
a
future
board
meeting
and
then
we'll
be
taking
that
information,
as
we
have
conversations
with
all
of
our
K-5
teachers
about
what
we
learned
so
that
we
can
then
pick
up
from
that
point.
With
our
conversations
some
of
the
areas
we're
looking
at
focusing
on
that
have
come
up
through
our
literacy
study.
A
This
is
not
fleshed
out
in
terms
of
goals
document
yet,
but
it's
some
of
the
areas
we're
looking
about
looking
at
is
just
looking
at
that
alignment
in
our
curriculum
within
grade
levels
and
across
grade
levels,
vertical
alignment
of
our
scope
and
sequence
looking
and
evaluating
our
use
of
research-based
strategies
conducting
an
assessment
of
it,
which
means
what
are
all
the
assessments
we're
using
to
assess
students?
Reading
and
making
sure
that
it's
very
streamlined
and
we're
looking
at
research-based
strategies
that
are
assessments
that
align
with
the
intervention
strategies
we
have
in
place.
A
Looking
to
make
sure
we
have
high
quality
text
in
the
classroom,
examining
the
role
of
content,
knowledge
or
background
knowledge,
which
the
Research
indicates,
is
really
important
to
students.
Reading
success
and
comprehension
as
they
get
older
and
making
sure
we're
aligned
in
our
general
education
curriculum
with
a
special
education
program
as
well
and
looking.
A
That's
we
used
to
call
it
response:
intervention
RTI,
it's
now
a
multi-tiered
system
of
supports
and
that
we
have
a
very
clear
process.
That's
objective,
that
triggers
when
a
student
needs
interventions
and
then,
of
course,
looking
at
our
the
continuity
of
the
K5
curriculum
with
the
612
curriculum
and
I'm
thankful
to
Dwayne
Smith,
who
was
part
of
the
literacy
study
as
well.
So
we'll
have
that
conversation
with
him.
What
he
learned
from
this
that
he
can
then
take
to
a
612,
Department
work
and
again
I
want
to
thank
Lara,
Melissa
and
all
the
parents.
A
C
A
A
C
D
B
A
A
lot
of
time
in
education
that
changes,
but
there
are
what
we're
going
to
do
in
our
goals,
is
look
at
very
discreet
outcomes
and
some
things
are
really
high
leverage.
For
example,
in
learning,
we've
talked
a
lot
about
the
types
of
textbooks
that
should
be
in
classrooms.
There's
things
called
decodable
texts,
there's
things
called
level
books
grade
level
books,
there's
a
lot
of
different
language
around
textbooks,
and
when
we
did
a
quick
analysis,
we
learned
about.
A
Let's
go
back
to
my
reading
specialist
and
say
what
type
of
books
do
we
have
in
our
classrooms
and
learning
that
we
need
more
of
certain
types
of
books
in
our
classrooms
that
we
don't
have.
That's
something
we're
working
on
right
now.
So
by
next
year
we
will
have
more
of
the
types
of
textbooks
that
are
research
based
and
that
will
help
teachers
be
able
to
meet
kids
needs.
A
They
could
be
things
like
decodable
text,
which
means
you're
learning
a
particular
word
pattern
at
phonics,
so
you're
going
to
read
some
books
to
get
some
repeated
exposure,
but
then
also
making
sure
you
have
texts
that
are
at
grade
level
or
above
grade
level.
So
teachers
have
quick
access
to
an
array
of
high
interest
books
for
kids
that
can
meet
them
at
the
various
stages
of
their
learning.
That
they're
at
that's,
something
that
will
occur
immediately.
There'll
be
some
other
things,
probably
in
place
by
next
year,
for
example
in
our
mtss
plan.
A
What
was
pointed
out
to
us
by
one
of
our
researchers
is
it's
a
little
bit
vague
in
terms
of
the
decision-making
process
for
how
we
put
kids
into
level
tier
two
or
tier
three
intervention?
She
says
you
need
to
be
much
more
objective
with
clear
cut
scores
on
your
screeners,
and
that
was
just
an
aha
now.
My
our
mtss
plan
is
due
for
revision,
and
it's
been
on
my
list
since
the
pandemics
are
reviewed.
So
it's
now
right
on
my
desk,
literally
with
notes
from
our
researcher
on
the
things
to
change.
A
He
actually
printed
it
out
and
gave
me
a
copy
with
all
her
notes.
So
she
assessed
me.
It
was
a
real
performance
assessment,
and
one
thing
is:
is
with
cut
scores,
so
we
do
have
the
a
universal
screener
that
we've
been
using
since
the
pandemic,
which
is
iready
that
you're
familiar
with
I
presented.
A
And
we
aren't
using
their
cut
scores
right
now,
so
I
just
wrote
to
iready
and
said:
can
I
meet
with
you
and
a
statistician
so
that
we
can
look
at
your
norming
and
look
at
how
we
can
Norm
it
to
our
students,
because
it's
on
National
norms
and
I
want
to
just
make
sure
that
it's
rigorous
enough
for
viruses
Norms.
So
that's
an
example
of
something
that
could
change
by
next
year.
Other
things
are
going
to
take
more
time.
You
know
when
we're
looking
at.
A
We're
looking
at
a
scope,
that's
happening
yes
and
there's
strategies
they're,
putting
into
place
right
away.
Kim
Sapone,
our
assistant
director
of
special
services,
is
so
excited
that
she
walks
by
classrooms
all
the
time
and
sees
teachers
utilizing
what
they've
learned
just
from
this
fall
when
they
trained
in
Oregon
but
she's,
putting
together
a
scope
and
sequence
for
the
special
classes,
so
that
we're
all
being
consistent
and
there's
alignment
from
year
to
year
with
with
students.
That's
something
that's
may
take
a
couple
years
to
get
there,
but
it's
in
the
works
already.
A
So
this
wasn't
like
we
did
the
five
sessions
now
we're
just
going
to
sit
back
and
think
about
it.
For
a
while,
we've
been
learning
at
every
session
and
I
immediately
go
and
start
talking
to
people
starting
things
are
starting
to
pull
up
in
terms
of
our
priorities.
We
just
have
to
map
out
like
a
plan
for
those
priorities.
A
E
A
Yeah,
so
that's
something
that
will
be
improving
right
now,
there's
been
just
a
lot
of
interest
around
that
we're
going
to
be
focusing
on
literacy
at
all
aspects,
K5
for
the
next
few
years,
I'm
excited
about
there'll
be
some
challenges.
There's
definitely
going
to
be
because
one
thing
that
was.
A
For
me,
when
you
read
the
press
in
the
media
about
what's
happening
with
literacy
and
you
think
about
the
changes
over
time
in
the
last
three
decades,
philosophically
you
know
going
from
phonics
to
whole
language
and
to
balance
literacy
we'll
get
into
the
details
of
that.
But
if
you,
if
you've
been
reading
about
it,
you
sort
of
have
a
general
sense
of
those
different
shifts
that
spans
several
decades
and
we
have
teachers
who
span
three
decades.
So
they're
coming
out
of
teacher
training
with
possibly
three.
A
You
know
fairly
different
mindsets
or
points
of
view
or
background
training
on
literacy
and
then
a
lot
of
nuance
in
between
right
so
that
to
to
sort
of
unpack
people's
training
from
decades
ago.
It
takes
time
and
then
reconciling
that
with
well
I've
been
using
this
and
I've
seen
kids
be
successful.
So
how
do
we
have
those
conversations
in
ways
that
honor
teachers
experience
with
kids
and
yet
also
just
sort
of
recognizes?
There
is
a
body
of
research
that
we
want
to
look
at
and
compare
and
start
making
some
adjustments.
D
C
Board
yeah
and
lunged
head
first
and
said
we
are
going
to
take
this
by
the
horns
and
and
I
have
to
commend
you
for
that
and
the
way
you
do
everything
you
do.
Arguably
we
had
two
of
the
best
experts
in
the
field
who
came.
It
was
your
idea.
You
know
our
massive
texting
because
you
reminded
me
right
and
and.
C
C
We
need
to
bring
in
experts,
we
need
to
share
ideas
with
our
teachers,
our
administrators
people
in
the
community.
We
need
to
figure
out
how
these
professionals
can
then
come
into
our
buildings
and
help
us,
which
will
be
later
parts
of
this
plan
of
looking
at
assessments.
We
have
and
sort
of
Consulting
with
us
about
that,
but
you
everything
that
you
did
the
way
you
included
people
in
the
community
included
teachers,
administrators
board,
members
on
that
and
found
exactly
the
right
people
and
then
turned
it
around
down
to
another
Five-Year
Plan
of
well.
C
E
C
E
We're
at
the
beginning
we're
at
the
beginning,
I
feel,
like
a
lot
of
you
know,
I
think
people
when
they
hear
that
we're
slowing
things
down
and
researching
and
doing
studies.
They
think
that
sort
of
everything's
come
to
a
stop
and
we're
just
talking
and
learning.
But
that's
not
what's
been
going
on,
there's
stuff
that
is
being
implemented
and
has
been
implemented
all
year.
Long,
that's
happening,
there's
stuff
happening.
We
haven't
just
sat.
C
On
top
a
lot,
it's
been
happening:
yeah
yeah,
for
example,
I
mean
since
this
whole
thing
began
and
all
of
our
discussions
about
literacy
and
looking
at
the
kindergarten,
kids
Tim
helped
to
support
kindergarten
with
a
consultant
who's
out
of
BOCES
who's.
A
reading
specialist
who's
brought
egrety
to
another.
A
Development,
which
takes
about
five
or
ten
minutes
of
class
that
supports
our
phonics
program.
What
we've
learned
in
kindergarten,
what
teachers
were
really
noticing
with
kids
is
coming
out
of
the
pandemic.
These
kids
didn't
have
quite
the
oral
language
development
that
kids
in
the
past
have
had,
which
makes
sense,
because
sitting
at
home
and
not
in
a
record
as
much
so.
D
A
A
real
strong
connection
between
oral
language
and
then
students
ability
to
start
learning,
phonics
and
reading
and
decoding
so
we're
bringing
in
this
program,
which
is
about
a
five
or
ten
minute
dose
a
day
that
complements
the
phonics
program.
So
we're
evaluating
that
it
was
like
a
quick
sort
of
pilot
for
a
month
or
two.
We.
A
That's
the
resource
behind
multi-sensory
approach
and
that's
when
we
did
our
site-based
team
and
we
had
two
teachers
come
and
talk
about
the
foundations
program.
We'd
do
things
like
they
called
skywriting,
where
you
have
kids,
make
the
letters
with
their
hands,
and
part
of
that
is
again
helping
the
orthographic
mapping,
which
is
connecting
three
parts
of
the
brain
so
that
it
connects
Up,
For
Students
and
into
their
memory
really
interesting
stuff
with
science.
A
And
what
we
learned
last
night
around
dyslexia
was
really
phenomenal,
eye-opening
to
us
yeah
and
that
will
probably
take
us
a
little
bit
of
time
to
unpack
because
it's
not
so
clear
how
to
assess
it
and
what
to
do.
What
we've
learned
from
the
research
there's
not
a
test
for
dyslexia
and
it
tends
to
come
out
and
be
noticed
later,
because
kids
can
mask
it
and
that's
another
thing.
E
A
A
really
rich
conversation
around
that
with
one
of
our
researchers
who
knew
so
much
about
it
and.
A
So
that's
something
we
are
going
to
spend
some
time
having
to
think
about
our
approach
to
that.
So
we
can
catch
some
of
these
things
early,
because
we
think
that
it
could
be
the
cause
of
some
kids
who
struggle
later
in
the
middle
school
or
upper
grades,
where
maybe
it
could
be
that
we're
not
catching
dyslexic
students.
It's
easy
to
mask
it's
easy
to
cover
up,
because
there
isn't
a
test
for
it
and
kids
who
have
strong
oral
language
proficiency
can
disguise
and
then
sometimes
it
comes
out.
Behaviorally.
E
C
A
Yeah,
so
it
comes
out
when
con
when
it
starts
becoming
more
content.
Heavy
learning
and
kids
have
to
rely
on
reading
a
science
book
or
reading
a
social
studies
text
and
that's
when
you
start
seeing
kids
like
it
was
always
really
bright
and
now
they're
struggling.
Why
is
that?
That's
not
the
indicator,
there's
a
lot
of
different
red
flags,
but
sometimes
it
could
be
one
of
those
readings
as
a
kid
as
a
reading
issue,
it.
E
Think,
that's
not
necessarily
the
way
every
District
would
have
gone,
and
this
has
been
in
the
news
lately
and
there
was
a
lot
of
questions
and
concerns
and
people
wanting
DMP
parents
were
asking
and
you
welcome
them
in
and
said.
Let's
be
partner,
be
part
of
this
conversation
and
I
think
that
was
unfortunately,
it.
C
D
As
always,
we
always
end
up
having
this
conversation
with
you
Tim
that
that,
no
matter
what
the
topic,
what
the
discussion
is
you're,
it's
always
the
same
thing
that
you're
we're.
Always
you
know
teaching
to
the
child,
we're
always
researching
we're,
always
doing
a
deep
dive,
and
it's
you
navigating
that
constantly.
You
know
that's
the
constant
thing
here,
so
we
we
can't.
Thank
you
enough.
E
E
C
A
Now
I
have
Kim
Sapone
talking
with
Colleen
O'connor,
our
612
assistant
director
of
special
services,
to
talk
about
if
there
might
be
opportunities
for
Middle
School
teachers
that
we
might
want
to
start
training
all
of
our
Middle
School
teachers.
A
A
Happening
so
thanks
to
our
community
for
being
supportive
thanks
for
the
respectful
dialogue,
it's
great
we're
doing
some
great
things.
Thank.