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A
So
now
we're
up
to
special
port
number
two.
Is
that
we're
going
to
okay?
Thank
you
to
Tim
for
the
literacy
study,
update.
B
Okay,
thank
you
so
I've
spoken
several
times
this
year
about
our
work
on
the
literacy
study,
group
and
I
want
to
thank
Alyssa,
Jacobs
and
Larry
stangle,
who
were
board
members
on
that
study,
as
well
as
our
parent
community
and
our
teachers
who
all
participated.
If
we
had
five
sessions
throughout
the
year
and
all
this
information
is
on
our
website,
I'll
provide
you
with
a
QR
code,
so
those
watching
at
home
can
access
all
of
the
information.
So
I
want
to
provide
with
you
this
evening.
B
And
those
viewing
and
our
board
members
can
access
this
information,
but
I
do
want
to
just
make
a
few
highlights
and
talk
to
you
about
what
we're
doing
now
on
that.
That
study
has
finished
and
the
work
that
we're
doing
with
our
faculty
going
forward,
as
we
continue
to
study
and
learn
from
what
we
know
about
how
kids
learn
to
read
and
write
and
what
we're
doing
together.
A
B
A
few
things
to
point
out
was
the
purpose
of
our
group
in
the
spirit
of
continuous
Improvement,
we're
always
look
at
various
curricular
areas
and
think
about
and
reflect
upon
our
current
curriculum
and
think
about
any
areas
we
need
to
improve
upon.
So
that
is
part
of
our
natural
cycle.
Given
that
there
was
a
lot
of
people
writing
about
literacy
over
the
past
couple
years,
we
thought
it
was
good
to
just
bring
a
study
group
together
to
sort
of
slow
our
process
down
a
little
bit
and
think
about
well.
B
What
does
all
this
mean
that
we're
reading
about
in
the
media
and
let's
make
sense
of
it
with
some
experts
and
with
our
amazing
faculty
and
parent
Community
together?
So
that
was
the
purpose
of
the
study.
We
had
two
expert
researchers
facilitate
the
meetings
we
had
five
evening
meetings.
It
included
a
variety
of
people
from
our
district
and
our
parent
Community.
We
also
had
some
additional
public
meetings,
so
other
parents
could
join
in.
On
the
conversation
and
again,
there
was
a
QR
code
that
you
can
follow
at
home.
B
B
So
for
one
is
we
trained
all
of
our
special
education
teachers
in
kindergarten
through
fifth
grade
and
what
is
called
the
fort
mcgillingham
approach,
which
is
a
multi-sensory
approach
to
teaching
students
how
to
read
they
learn
strategies
and
our
special
education
teachers
have
been
implementing
these
strategies
immediately
of
things,
that's
very
applicable
in
the
immediate
in
our
classrooms,
in
every
meeting
I
go
to
with
teachers.
They
talk
about
and
tell
me
how
valuable
that
experience
was
for
them.
B
We
also
have
trained
any
new
teacher
and
any
other
teacher
who
has
switched
grade
levels
recently
in
fundations
foundations
is
our
phonics
program,
that
is
where
students
learn
to
decode
and
encode
to
learn
the
basics
and
foundations
of
reading.
We
also
are
offering
a
variety
of
literacy
workshops
that
are
on
our
website
for
the
summer
and
into
next
year,
and
we
are
in
the
process
now
of
developing
a
three
to
five
year:
literacy
plan,
in
collaboration
with
our
classroom
teachers
and
engaging
all
of
our
faculty
in
that
discussion.
B
So
I
started
to
take
these
slides
and
go
around
to
every
Elementary
classroom
with
a
group
of
teachers
and
talk
about
with
the
teachers
what
our
takeaways
were
and
to
hear
what
they
see
as
our
immediate
needs,
so
that
we
can
start
developing
this
plan
with
our
teachers.
Our
teachers
have
incredible
knowledge
about
how
kids
respond
to
our
curriculum.
Our
current
curriculum
they've
spent
many
years
studying
to
Gather
in
writing
curriculum
since
the.
B
You
know
that
we
adopted
the
Wonders
literacy
curriculum
and
we're
now
reflecting
upon.
How
well
is
that
working?
Does
it
align
with
what
we
think
are
best
practices
for
kids
and
with
the
research
and
we'll
start
to
explore
those
questions,
as
we
start
to
do
this
work
with
our
teachers,
but
we
have
to
involve
our
classroom
teachers
at
the
very
ground
level
because
they're,
the
ones
who
work
day
to
day
with
our
children,
so
we're
starting
those
conversations.
B
So
we
organized
our
takeaways
into
six
themes.
I
have
a
lot
of
slides
that
follow,
but
I'm
not
going
to
go
through
the
details
of
every
slide,
but
we'll
make
a
few
highlights.
B
So
one
of
our
themes
was
that
teaching
reading
is
complex
and
I'll
talk
about
why
in
a
moment,
we
know
that
curriculum
instruction
benefits
students,
but
differentiation
is
extremely
important,
and
by
that
we
mean
we
have
to
meet
the
kids
where
they
aren't
developmentally
and
then
get
them
to
the
great
level
standards
and
learning
to
read
and
give
them
the
skills
that
they
need
to
read
and
write.
We
have
to
make
sure
our
curriculum
and
assessments
are
aligned
to
the
standards.
B
And
then
we
also
realize
we
have
a
lot
of
questions
still
and
one
point
to
make
about
that
is
we
had
two
researchers
who
are
amazing
researchers
in
their
field
highly
respected,
and
they
often
would
have
some
slight
disagreements
on
interpretation
of
research
in
terms
of
practice
and
I've,
been
listening
to
a
lot
of
podcasts
and
I'll.
Hear
researchers
argue
about
other
researchers,
criticizing
them
and
hear
these
debates
going
on
in
Academia
in
terms
of
the
application
of
the
research.
B
So
even
though
I
know,
I
read
this
research
and
these
researchers
are
reading
it
interpretation
and
research
is,
it
makes
all
the
difference,
so
we
always
have
a
lot
to
learn.
There's
always
a
lot
of
questions
and
we
may
interpret
the
knowledge
base
and
the
research
about
reading
and
writing
differently,
and
we
just
have
to
make
sure
we
as
a
community
and
as
a
faculty
and
parents
have
the
same
interpretations
and
we
explain
our
reasoning,
so
that
was
an
interesting
just
take
away
an
acknowledgment.
B
So
just
a
couple
of
points
I
want
to
make
as
I
go
through.
A
few
of
these
slides
in
terms
of
reading
is
complex.
One
thing
that
really
stood
out
to
us
is
that
our
brains
are
not
hardwired
to
learn
to
read
that
we
actually
have
to
reform
the
neural
pathway
of
the
brain.
And
that's
why
you
hear
when
you
hear
people
talking
about
reading
you'll,
hear
them
say
you
need
a.
You
need
a
systematic
approach
and
an
explicit
approach
to
reading,
and
that's
where
that
phonics
piece
comes
in.
B
But
you
have
to
be
explicit
and
you
have
to
have
a
scope
and
sequence
and
be
very
deliberate
about
it,
because
what
you're
doing
is
reforming
the
neural
Pathways
so
that
students
go
from
oral
language
to
the
written
word,
and
that
has
to
be
very
explicitly
taught,
and
that
was
just
interesting
to
get
into
that
brain
science
a
little
bit,
there's
something
that
a
researcher
and
psychologist
named
Hollis,
Scarborough
sort
of
put
together
what
she
saw
as
the
main
pieces
of
writing,
and
it's
known
as
the
Scarborough's
reading
rope.
B
These
had
these
elements
broken
up
into
two
categories:
language,
comprehension
and
word
recognition
and
with
in
each
of
those
categories,
are
some
elements
or
the
aspects
of
reading.
We
talk
about
these
as
the
pillars
of
reading
and
that
these
pillars
are
extremely
important
and
have
to
be
explicitly
taught
everything
from
background
knowledge
vocabulary
to
the
coding
and
site
recognition.
Those
all
are
explicit
and
they
are
not
that
one
comes
before
the
other.
They
all
need
to
happen
simultaneously
with
an
emphasis
on
different
areas
of
those
depending
on
the
developmental
stage
of
the
Steels.
B
So
even
though
students
might
still
be
learning
to
decode,
you
can
still
work
on
vocabulary
and
background
knowledge
and
language
structure
at
the
same
time,
but
with
Young
Learners
you're
not
going
to
spend
as
much
time
there,
but
it's
still
important
to
be
explicit
in
those
things.
So
this
has
been
a
good
framework
for
us.
That's
guiding
us
a
little
bit.
B
Several
years
later,
a
researcher
took
that
concept
and
came
up
with
a
writing
rope.
This
is
relatively
new
and
we're
looking
at
this
as
a
possible
way
to
help
frame
our
writing
approach
with
kids
breaks
it
down
into
key
components
and
areas
of
what
kids
need
to
be
successful
writers.
So
these
two
structures
are
really
helpful
to
us
in
terms
of
organizing
the
scope
and
sequence
of
our
work
as
we
go
from
kindergarten
through
fifth
grade
and
Beyond.
B
So
it's
helping
us
just
look
at
these
various
strands
to
make
sure
developmentally
we're
consistent
as
we
go
through
the
grade
levels
and
that's
been
important
to
us
as
we
continue
to
study
how
students
learn
to
read.
We
talked
a
bit
about
dyslexia.
We
spent
a
half
a
session
on
that
and
recognize
that
we
have
a
lot
to
learn
about
dyslexia,
so
our
teachers
are
interested
in
this.
It's
been
something
there's
still
a
lot
of
mystery
around.
B
A
lot
of
us
have
misconceptions
of
what
dyslexia
is,
so
we
have
acknowledged
that
this
is
an
area
we
want
to
do
some
professional
learning
around
so
that
we
can
deepen
our
knowledge
to
make
sure
that
we're
meeting
kids
needs
when
there
may
be
red
flags
for
dyslexia.
It
was
sort
of
highlighted
to
us
it's
sort
of
an
aha
moment
for
me.
B
Is
that
there's
not
a
single
test
for
diagnosing
dyslexia,
so
it's
complicated
and
kids
could
struggle
in
their
learning
to
read
for
various
reasons
and
whether
it's
a
learning,
disability
or
not,
is
something
that
you
might
not
know
later.
D
The
interesting
thing
with
dyslexia-
and
we
can't
diagnose
dyslexia
great,
but
there
are
some
institutions
that
say
it's
appropriate
to
say:
students
are
dyslexic
if
they're
having
reading
problems
right.
So
this
is
it's
like
good
for
people
to
make
that
distinction.
When
you're
hearing
that
right
and
I
there
are
statistics
that
X
percentage
of
kids
of
individuals
are
dyslexic
right,
but
does
that
dyslexia
mean
that
they
are
having
a
reading
problem
or
not
right?
Some
people
are
willing
to
give
the
term
dyslexia
to
mean
something
that
is
not
diagnosed
dyslexia
right.
B
D
It's
doing
that
is
showing
a
little
more
fluidity
to
say.
We
want
to
address
kids
with
reading
problems
in
a
certain
way
and
we'll
give
it
this
umbrella
of
Dyslexia
right
I
mean
whatever
the
reasons
are
doing
that,
but
I
I
think
that
that's
it
and
I
know
that
there
are
a
lot
of
states
that
mandate,
dyslexia,
screeners,.
D
B
D
C
D
If
we
gave
a
screener
like
that,
we
would
not
be
able
to
label
a
child
this
right
relaxing,
but
we
would
at
least
be
able
to
see
what
the
difficulties
are
that
they're
having
so
you
know,
I
think
people
have
to
throw
out
caution
of
labeling
or
not
labeling.
It's
just
identify
what
the
learning
needs
are,
so
that
you
can
meet
them.
B
A
B
You
know
it
could
be
on
the
path
to
that
and
I
wouldn't
be
surprised
if
we
do
make
considerable
progress,
given
the
advancements
of
research
with
our
brain
scanning
and
what
we're
able
to
do
to
actually
look
at
the
brain
as
kids
are
reading
and
writing
and
see
where
there's
problem
areas.
So
hopefully
lots.
C
Of
advancement
in
that
area,
and
maybe
not
in
very
early
grades,
but
certainly
in
elementary
school
as
you
progress,
you're
spending
a
lot
of
time
on
other
subject
areas,
whether
that's
math
or
social
studies
or
science,
but
there's
still
a
lot
of
reading
involved.
Are
there
ways
in
which
some
of
these
you
know
these
approaches
kind
of
get
fed
into
those?
Or
is
it
the
tough
yeah.
B
Let
me
go
to
my
next
slide,
so
that's
a
perfect
Segway.
What
we've
talked
a
lot
about
was
the
importance
of
disciplinary
knowledge
in
reading
and
that
having
content,
Rich
curriculum
and
integrating
it
with
learning
to
read
and
write
at
the
same
time
is
beneficial
to
students.
So,
for
example,
what
I
note
there
at
the
beginning,
there's
been
a
classic
research
study
in
the
80s
that
has
been
replicated
many
times
that
takes
two
groups
of
kids,
kids,
that
struggle
with
reading
and
kids,
who
are
strong
readers,
and
then
they
gave
them
a
passage
on
baseball.
B
It
was
a
passage
around
baseball.
The
kids
had
to.
It
was
basically
a
comprehension
test,
because
I
had
to
retell
the
story
using
physical
object
and
they
separated
each
group
into
two
groups.
Kids,
who
knew
something
about
baseball
and
kids,
who
knew
nothing
about
baseball
and
what
turned
out
is
the
kids
who
were
poor
readers
according
to
the
screening
outperformed,
the
strong
readers,
the
kids
who
had
knowledge
of
baseball.
B
So
what
that
is
demonstrating
is
that
your
content
and
background
knowledge
makes
you
outperform
your
reading
level
and
you
actually
outperform
strong
readers
who
don't
have
the
content
or
background
knowledge,
which
has
led
a
lot
of
research
in
the
area
of
doing
a
lot
of
integration
of
content
into
reading
curriculum.
So.
B
Currently,
using,
for
example,
is
wonders
and
that
integrates
science
and
social
studies
into
reading,
so
there's
a
lot
of
content
knowledge,
because
what
happens
is
you're,
increasing
vocabulary
and
continent
algebra
vocabulary,
you're
working
on
the
comprehension
of
that
content.
So
we
know
that
background
knowledge
helps
Elevate
students
ability
to
read
so,
for
example,
if
you
have
a
high
interest
in
a
particular
subject,
you
can
give
kids
more
challenging
books
that
are
Beyond
grade
level
or
beyond
their
even
reading
level
and
they're
able
to
their
comprehension
is
still
manageable
in
those
types
of
texts.
B
B
Us
to
looking
at
more
interdisciplinary
and
more
intercurricular
with
reading
with
the
content
and
it's
more
efficient
in
schools
as
well,
so
we've
been
having
some
conversations
around
those
those
issues
as
well.
So
back
to
that
question,
here's
just
some
more
information
about
tax.
We
know
that
we,
the
the
materials
the
classroom
materials
we
have
for
students,
is
really
important.
We
know
we
need
some
common
texts
for
kids
to
read
together
as
a
class,
but
you
also
want
differentiated
texts.
B
Want
to
revise
our
multi-tiered
systems
of
support.
This
should
be
mtss
plan,
so
we
now
we
need
to
review
that
plan,
make
it
more
detailed,
which
is
leading
us
to
to
an
assessment
audit,
which
means
looking
at
all
the
assessments
we
give
at
the
elementary
level.
B
But
it's
math
assessments,
reading
assessments,
curricular
base,
standardized
tests
and
making
sure
what
are
we
doing
and
what's
its
purpose
and
are
we
being
efficient
in
the
types
of
Assessments
that
we're
offering
students
so
I'm,
going
to
put
together
a
team
of
teachers
this
summer
to
begin
looking
at
our
ntss
plan
and
revising
that
and
then
starting
an
assessment
audit
next
year?
So
we
could
really
streamline
our
assessments.
B
I'll
just
go
through
a
few
more
things
again
more
about
the
resources
we
have
and
I'm
going
to
the
slide
on
parent
knowledge.
Again,
we
know
that
our
parents
want
to
be
involved.
They
want
information
about
what
we're
doing
so
we're
starting
to
have
conversations
about
doing
some
parent
nights
around
reading
I
know
I
facilitated
some
of
those
nights
around
math
many
years
ago.
We
did.
B
Nights
I
think
we'll
have
some
reading
nights
where
we
can
talk
to
parents
about
how
to
help
and
support
your
child
at
home
and
how
that
aligns
with
the
current
work
that
we're
doing
in
the
classroom
and
there's
still
a
lot
of
questions,
and
these
are
some
of
the
questions
that
came
up
just
now
in
our
discussion.
How
do
we
maintain
that
continuity,
one
of
us
differentiate?
How
do
we
support
our
students
who
are
struggling?
B
So
these
are
the
questions
that
we
are
grappling
together
with
our
classroom
teachers
and
starting
to
look
at
our
curriculum
and
sort
of
go
through
it
and
review
it,
refine
it
where
necessary,
revise
or
necessary,
replace
if
we
have
to
and
do
some
new
curriculum
writing
with
our
classroom
teachers
that
covers
some
of
it.
Some
of
the
next
steps
talking
to
you
talking
to
classroom
teachers
and
continuing
to
find
ways
to
engage
with
our
parent
Community
with
this
work
as
well.
B
So
these
are
some
of
the
areas
I
mentioned
this
evening,
an
assessment
audit,
an
audit
looking
at
the
types
of
texts
we're
looking
looking
at
integrating
content
knowledge
into
our
literacy
curriculum.
These
are
some
of
the
areas
we've
been
talking
about
at
the
grade
level
meetings,
as
well
as
many
others,
as
we
start
to
develop
our
plan
to
go
forward
and
how
to
get
all
that
work
done.
We
have
various
structures,
so
I
look
at
the
way
that
we
have
structures
within
the
school
year
to
do
that.
B
A
D
Superintendent
in
another
place
not
here
would
have
taken
on
this
topic
right
and
would
have
probably
just
selected
a
reading
text.
A
D
Everybody
to
use
and
hired
outside
Consultants
to
turn
key
yeah
whatever
it
is.
You
studied
it
yourself.
You
met
with
parents,
you
got
really
great
feedback.
You
had
an
open
mind
to
meeting
with
people
who
had
opinions
about
it.
You
researched
everyone,
you
could
have
possibly
researched,
I
mean
I.
He
texted
me
a
picture
of
a
podcast.
Well
Gina
did
the
three
of
us
really
crazy.
This.
D
O'clock,
this
podcast
and
timid
to
listen
to
also
right.
So
you
know
listening
to
listening
to
whatever
you
can
finding
out
whatever
you
can
finding
the
researchers
getting
the
professionals
to
come
in
including
teachers,
parents,
administrators
in
on
that
and
now
not
going
to
the
teachers
and
saying
so,
I've
done
this
study,
and
this
is
what
we
shall
do
right,
but
going
to
teachers
and
saying
so.
D
The
study
gives
us
a
Direction,
but
you,
as
educators
are
going
to
guide
this
ship
right
and
and
having
that
confidence
in
your
knowledge
base
to
be
able
to
say
that
that
should
happen
and
that's
the
way
things
should
be
is
pretty
incredible.
So
I
don't
know
that
we
would
find
the
Tim
Coulton
Ecker
of
any
other
District
doing
the
work
that
you
did
on
this
and
liking
it
ready.
That's
the
case.