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From YouTube: Board of Education Meeting - December 6, 2022
Description
1. Call To Order 00:00
2. Proposed Executive Session Upon Board Approval 00:00
3. Pledge of Allegiance 1:07
4. Comments from the Public 1:44
5. Revision and Adoption of Agenda 1:53
6-8. Consent Agenda (Personnel, Special Services, Business) 2:12
9. Special Report #1: Recognitions 2:44
10. Special Report #2: Curriculum Conversation - Literacy Study K-5 26:56
11. Unfinished Business 1:37:00
12. New Business 1:46:41
13. Staff Reports 1:46:46
14. Board Reports 1:49:44
15. Communications to the Board 1:52:16
16. Approval of Board Minutes 1:52:25
17. Adjournment 1:52:40
AGENDA: https://go.boarddocs.com/ny/bhcsd/Board.nsf/vpublic?open
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A
Oh
six:
oh
six:
we're
going
to
discuss
a
2.1
contract
matter,
2.2,
I'm,
sorry,
2.1,
contract
matter,
individual
employee,
2.2,
contract
matter,
individual
employee,
2.3,
legal
matter,
District,
2.4,
District
matter,
succession
planning
and
2.5
Board
of
Education
matter.
Succession
planning!
Thank
you!
So
much
we'll
see
you
in
a
minute
too.
We
need
a
motion
so
moved
in
a
second,
so
all
those
in
favor.
Thank
you.
Sorry
we'll
see
you
in
a
bit
welcome
everybody
to
the
Board
of
Education
meeting
for
Tuesday
December
6th
2022..
A
A
A
A
Second,
all
those
in
favor
thank
you
and
can
I
have
a
motion
for
tonight's
consent:
agenda
items,
6.1
con
consent,
agenda,
special
services,
7.1
consent,
agenda,
8.1
and
9
Special,
Report
recognitions.
Oh
no!
That's
that's!
Weird!
That's
a
good
product
for
tonight!
Just
for
the
consent
agenda.
Six
seven
and
eight
I
got
it
very
exciting.
Can
I
have
a
motion
to
approvement
a
second?
Thank
you
all
those
in
favor.
Thank
you,
okay.
That
brings
us
to
our
special
report
this
evening
of
all
the
recognitions
that
we
are
going
to
celebrate.
A
So,
let's
see
first
we're
going
to
go
for
the
well
a
very
special
and
important
night
for
our
district,
very
happy
to
for
our
district,
our
community,
one
that
the
board
and
the
administration
looks
forward
to
every
year.
We
are
very
excited
and
privileged
to
welcome
our
distinguished
list
of
laude
inductees,
our
National
Merit
semi-finalists,
and
our
National
Merit
commended
students
for
the
2022-2023
year,
as
well
as
our
faculty
laude,
inductee
Mr,
so
we're
very
excited
for
them.
A
C
A
D
D
I
I
know
raise
your
hand
if
you
have
homework
to
get
to
tonight
and
you're
coming
here
and
excited
to
be
here.
But
you
know
what's
a
looming
ahead
when
you
get
home
so
I
want
to
be
conscious
of
our
students,
our
our
Scholars
and
our
scholar,
athletes
who
have
work
to
do
tonight
and
if
you
don't
have
work
to
do
tonight,
good
for
you,
so
laude
I'd
like
to
start
with
those
students.
D
For
first
we
had
17
Byron,
Hills,
High,
School
seniors,
who
were
honored
for
academic
achievement
and
were
inducted
into
the
laude
Society
this
year.
Tonight,
the
board
and
I
really
get
to
celebrate
these
top
to
ask
the
scholars
and
inductees
who
reflect
outstanding
achievement
and
attainment
of
scholarship
founded
in
1906
just
a
little
before
I.
C
D
Born
the
laude
Society
honors,
the
academic
achievements
in
secondary
schools,
and
we
are
one
of
only
about
two
dozen
public
high
schools
who
have
colliding
chapters
according
to
their
organization.
The
vast
majority
of
the
382
chapters
are
in
private
schools
in
the
U.S
and
several
other
countries
as
well
as
well.
E
D
D
Is
also
about
honoring
what
you
want
and
what
you,
what
you
even
and
what
you
want
to
study
and
what
you
want
to
move
toward
and
learn
and
make
a
part
of
your
life.
So
it's
not
just
about
checking
boxes,
because
those
who
check
boxes
don't
get
this
kind
of
achievement.
This
achievement
comes
from
being
passionate
about
what
you
do
and
liking
what
you
do
and
when
I
see
our
inductees
I
see
Scholars,
who
are
truly
interested
in
their
fields.
I.
D
That
each
one
of
you
will
go
on
to
your
careers
in
your
lifetime
and
will
be
able
to
choose
careers
because
you
like
them
not
just
go
into
careers
because
you
feel
like
those
are
the
only
options
that
are
available
to
you
and
that's
kind
of
a
special
thing
to
be
able
to
do
I
know
so
many
adults
I'm
not
included
in
and
don't
like
their
jobs
right.
They
don't
like
what
they
went
to
school
for
and
what
they're
spending
their
days.
D
Doing
and
I
feel
like
today's
students
and
students
in
Byron,
Hills
and
the
opportunities
you
have
you're
doing
what
you
love,
and
that
is
something
I
couldn't
be
more
proud
of
for
your
parents
who
have
offered
you
that
opportunity
and
bringing
you
here
and
allowing
you
to
soar
to
your
Highest
Potential
in
the
things
that
you
care
about.
So
while
I
commend
you
tonight
for
being
in
the
top
10
of
your
class.
My
wish
for
you
is
that
you
get
to
continue
to
pursue
what
you
like,
because
then
you
will
be
like
me.
D
D
We
also
had
Jeff
Shaw
a
teacher
as
our
keynote
speaker,
and
she
gave
an
inspiring
message
to
create
opportunities
and
enlist
the
people
in
your
life
and
the
laude
induction
was
also
run
by
who
actually
started
that
Organization
for
Byron
Hills
and,
although
she's
retired,
she
continues
to
run
that
Organization
for
us,
because
it's
so
meaningful
for
this
district
and
for
all
of
our
students.
So
thank
you
to
Sandy
apt
tonight.
We
also
have
our
National
Merit
commended
students
representing
the
top
four
percent
of
students.
E
D
E
D
That
would
be
a
really
beautiful
I
want
to
congratulate
all
of
you
on
these
achievements
and
tell
you
how
proud
We
Are
of
you
as
a
school
district.
You
have
students
who
are
in
the
years
behind
you
who
are
watching
you.
This
is
where
they
you,
they
say
lead
by
example,
and
you
are
leading
them
and
they
look
to
you
in
everything
that
you
have
done
to
get
them
to
where
they
want
to
be.
So,
thank
you
for
being
an
inspiration
to
them
as
well.
D
So
I
hope
these
achievements
represent
to
all
of
you
that
your
parents
and
the
faculty
Staffing
Administration
have
done
everything
with
the
board
of
education
at
the
home.
To
give
you
opportunities,
nobody
made
you
who
you
are
today,
but
you,
but
all
of
the
people
around
you
gave
you
the
opportunity
to
be
that
person
and
I'm
so
glad
you
were
able
to
do
that
for
yourselves,
your
school,
your
family
and.
D
F
D
G
D
G
G
G
G
D
A
A
A
A
D
Just
a
few
words
from
me,
I
never
knew
anything
about
tennis
until
I
met.
All
of
you
and
I
have
to
say
that
I
still
don't
know
a
lot,
but
I
know
so
much
more.
That
I
ever
did
before
and
I
know
the
feeling
of
a
parent's
Pride.
Even
though
you're,
not
my
children,
technically
of
when
I
saw
you
achieve
these
milestones.
So
all
of
the
accolades
you
know
coming
to
the
district
office
to
have
a
superintendent
lunch
waiting
and
your
bus
is
getting
escorted
off
of
the
highway.
D
E
D
D
What
is
it
we'll
be
back
and
sure
enough?
You
were
back
for
the
second
year
in
a
row
and
to
do
this
two
years
in
a
row
with
not
all
of
the
same
students
that
you
had
the
year
before
is
also
pretty
amazing.
So
to
see
you
on
a
float
going
through
your
town.
Knowing
everybody
in
this
town
in
this
school
district
is
so.
D
That
sign
that
when
you're,
you
know
in
your
50s,
you
can
drive
back
with
your
families
into
armock.
If
you're
not
already
living
here
and
I,
have
my
great
grand
students
you
can
drive
by
that
sign
and
say:
I
was
a
part
of
that.
I
was
a
part
of
that
history
of
fire
Mills.
So
thank
you
so
much
for
letting
us
celebrate
you
because
I
know
there
were
a
lot
of
celebrations
to
be
had
your
parents
being
that
day,
watching
you
March
through
the
town
or
go
on
that
float.
D
That
float
for
you
with
some
members
of
the
JV
team.
Thank
you
to
Abby
Woodworth
for
getting
that
organized
for
us
that
she
always
does
and
Brett
Alcantara
for
helping
out
so
much
at
all
of
those
events.
I
think
that
you
all
have
seen
him
everywhere
and
he's
been
orchestrating
every
step
that
you
all
make
so
Rob
castagna,
very
proud,
director
of
physical
education
and
Athletics,
who
was
there
for
the
entire
ride
with
you?
Also,
we
are
humbled
by
you
by
your
accomplishments
and
I
always
talk
about
doing
the
thing
you
love.
D
J
E
J
J
F
D
H
A
E
G
G
G
Literacy
study
this
year
and
I'll
talk
a
little
bit
about
that
rationale
in
a
moment,
but
I
do
want
to
thank
all
of
the
members
of
the
literacy
study.
We
have
an
amazing
group
of
teachers,
administrators
and
parents
who
have
joined
that
study.
We
also
have
two
board
members
who
are
part
of
that
and
I
do
want
to
thank
Lara,
stangle
and
Melissa
Jacobs
for
serving
on
the
literacy
study.
This
year
we
have
had
two
meetings
to
date
with
the
literacy
study.
G
We
have
three
more
scheduled
throughout
the
year
and
we
also
have
some
public
meetings
as
well.
We
have
our
principals
coffee
on
November
29th,
that's
available
on
our
website
for
viewing
for
our
parents,
and
we
also
employed
two
amazing
Consultants,
one
of
whom
is
with
us
tonight:
K
Stahl,
Dr,
Catherine
Stahl.
So.
G
I'll
have
K
introduce
herself
and
you
will
see
why
we
hired
her
she's,
an
amazing
educator,
formerly
a
teacher
and
a
researcher,
and
her
knowledge
is
incredible
and
we're
honored
to
have
her
with
us
to
guide
us
through
some
really
deep
learning,
as
well
as
Dr
Molly
Ness,
who
is
trying
to
log
in.
She
is
at
a
conference
this
evening
and
out
of
town
and
she's
having
trouble
getting
on
the.
G
C
C
G
In
the
district,
our
our
all
of
our
students
achieving
the
way
we
want
them
to,
and
it's
not
what
type
of
curricular
or
instructional
changes
should
we
make.
We
also
want
to
make
sure
that
we
are
keeping
up
with
the
current
research
and
literature
in
all
of
the
academic
fields
that
led
us
to
decide
when
the
pandemic
hit.
We
still
worked
on
our
literacy
curriculum.
We
still
employed
it
the
best
we
could
during
the
pandemic-
and
we
did
an
amazing
job
at
that
and
I
want
to
thank
our
teachers
for
that
as
well.
G
But
we
are
looking
back
up
on.
Literacy.
Literacy
has
been
in
the
press
a
lot
in
the
last
six
months
to
a
year,
so
what
we
like
to
do
in
Byram
Hills,
is
slow
down
and
take
our
time
and
study
deeply
and
make
decisions
that
are
very
deliberate
and
that
make
decisions
that
meet
the
needs
of
our
students
and
that
align
with
the
best
practices.
So,
when
we're
thinking
about
curriculum,
there
are
three
very
simple
principles
we
take.
The
first
is
we
want
our
curriculum
to
be
coherent
and
well
articulated.
G
E
G
That
students
have
to
build
upon
prior
knowledge
and
prior
common
language
to
learn
the
best
that
they
can.
That
way,
we're
really
being
very
deliberate
about
our
curriculum.
Second,
is
we
want
to
make
sure
we're
aligned
to
National
and
state
standards?
The
reason
for
that
is,
we
want
to
make
sure
we're
hitting,
on
the
most
important
knowledge
that
the
standards
committees
feel
is
essential
for
our
students
learning
and
finally,
we
want
to
make
sure
that
our
curriculum
is
grounded
in
best
practices
increase.
G
C
E
G
So
that's
my
introduction,
we'll
get
into
the
details
of
that
Peggy
and
Dave
and
I
have
been
talking
about
literacy
over
the
last
couple
days
and
we
really
geek
out
when
we
get
to
this
okay,
we'll
appreciate
that
I
want
the
board
to
feel
free
to
jump
in
I
want
to
any
questions
you
have
about
literacy.
We
could
go
on
for
hours
talking
about
when
we
talk.
We
think
we
think
wow.
We
could
just
do
so.
Please
please
me
and
I
want
this
to
be
a
conversation.
We
have
our
principles.
D
With
that
in
mind,
I
appreciate
the
clarifying
statements
that
you
make
because
since
this
whole
science
of
reading
and
articles
in
the
New
York
Times
about
certain
models
and
debunking
certain
models
and
saying
they
don't
work,
it
almost
seems
like
there's
a
three-along
fire
happening
in
the
world
of
reading.
Right
now.
So.
D
Well,
what
is
everyone
going
to
do
and
that's
that's
not
the
case
like
the
case
is
in
Byram
Hills.
We
want
to
look
at
what
we
do.
We
want
to
take
this
opportunity
when
this
research
is
in
abundance
and
look
at
the
research
and
then
look
back
at
what
we're
doing
as
a
district
and
say,
are
we
either
validated
in
what
we're
doing
do
we
want
to
tweak
what
we're
doing?
Is
there
something
new
we
want
to
learn
and
that
is
being
a
part
of
a
learning
environment.
D
It's
not
running
and
rushing
to
a
fire.
We
don't
have
a
fire.
We
have
kids
who
are
scoring
in
the
top
10
percent
in
New
York
state
on
their
Ela
exams.
Right
I
mean
that
just
recently
came
out.
Our
kids
do
very
well
on
their
Regents
exams.
It's
not
that
we
are
looking
at
this
as
a
colossal
problem,
but
we
understand
that
this
is
something
that
you
always
need
to
study
and
this
isn't
a
study.
That's
going
to
happen
now
and
then
end.
D
It's
going
to
be
just
like
math,
with
investigations,
the
studying
and
the
rest
studying,
and
they
changing
Pathways
in
math.
You
know
we're
we're
constantly
needing
to
evolve
that
you
can't
just
take
on
a
philosophy
or
a
program
when
it
comes
to
anything
in
education
and
run
with
it
for
20..
So
that
is
the
bulk
of
the
work
that
you're
doing
and
and
I
commend.
You
and
I
commend
our
elementary
principles
for
bringing
this
to
the
Forefront.
E
E
D
Misconception
out
there
because
I
did
have
a
Joy,
really
love
came
up
to
and
said.
Well,
what
are
you
going
to
do
about
the
literacy
problem?
It
was
like.
What
do
you
mean?
Well,
you
know,
there's
there's
a
literacy
study
because
of
the
problem.
Well,
what
is
the
problem?
Is
there
a
problem?
So
this
is
you
know
it
just.
G
G
And
revising
refine
and
we'll
go
through
the
details
and
I've
shared
this
with
the
board
in
the
past,
and
we
constantly
go
through
these
phases
with
all
of
our
curricular
initiatives
on
a
regular
basis.
So
every
year
I
update
a
chart
where
we're
looking
at
our
different
curricular
programs
and
they
fall
under
these
various
phases.
There's
no
timeline
of
this
a
study
could
last
six
months,
or
it
could
last
two
years,
I
once
studied
elementary
math
programs
for
two
years
before
we
made
a
decision.
G
K
Sure
I
paid
late
to
Academia
I
had
taught
in
elementary
and
middle
schools
for
27
years,
then
I
got
my
doctorate
in
2003
at
the
University
of
Georgia
I.
We
were
living
in
Athens,
my
husband
and
I,
so
the
news
recruited
by
the
University
of
Illinois,
so
I
went
there
and
that's
where
I
really
started.
I
had
taught
some
in
at
Clemson
some
Elementary
methods
classes
at
Clemson
and
then
we
moved
Illinois.
K
I
also
taught
the
occasional
undergraduate
course,
but
primarily
that
that
literacy,
space
of
course,
and
I
founded
and
directed
A
Reading
Clinic
for
the
students
who
had
reading
difficulties
in
our
community
and
also
for
10
years
I
also
worked
on
the
state
RTI
mtss
Consortium,
the
first
five
years.
That
first
generation
of
the
program
was
with
14
Pilot,
Elementary
schools
and
the
second
fight
were
years
were
with
the
14
demonstration
middle
schools,
so
that
that
was
a
very
interesting
process
and
we
did
it
quite
differently.
K
G
Thank
you
and
Kay
has
written
lots
of
Articles
and
some
books
which
I
have
had
the
pleasure
of
reading
and
some
of
those
when
I
met
Kay,
probably
last
May
or
June,
when
I
first
reached
out
to
you
after
reading
a
few
articles,
so
very
prolific
writer
as
well,
and
there's
a
lot
of
good
information
that
she's
been
sharing
with
us.
So
thank
you
for
that.
So.
K
Sure,
overall
literacy
means
just
any
kind
of
knowledge
in
a
specific
area,
but
for
our
purposes
we
typically
are
talking
about
the
what
we
used
to
consider
say
the
English
language
arts,
which
includes
Reading
Writing
speaking
listening,
and
it
doesn't
matter
today.
We
also
include
whether
things
are
print
sources
or
whether
things
are
electronic
sources,
so
that
has
really
opened.
Another
area
that
we
need
to
be
considerate
of
is
how
our
children
and
our
you
know,
older
students
are
functioning
within
the
new
technologies.
G
Right
we've
been
integrating
some
of
those
skills
into
our
it's
been
discussion.
We've
been
having
internally,
particularly
at
the
secondary
level,
and
our
English
chairperson,
Mr
Smith,
has
been
working
on
that
as
well,
and
a
lot
of
what's
been
written
about
in
The.
Press
recently
has
been
talking
about
the
science
of
reading.
G
K
Sure
I
think
in
in
the
past.
Historically,
we
have
done
some
literacy
research,
but
many
many
of
us
have
worked
in
silos,
so
you
have
a
body
of
psychology,
research
that
knows
some
aspects
of
reading
instruction
and
literacy
instruction,
and
then
you
have
neurology,
which
also
knows
how
the
brain
works
and
they
have
another
body
of
research.
K
They
also,
you
know.
Each
of
us
have
our
own
journal,
our
own
handbooks
of
expertise,
and
so
what
the
science
of
reading
does
is
really
it's
stating
that
we
need
to.
We
need
to
what
we're
teaching
reading
and
talking
about
how
to
teach
reading
and
how
children
learn
reading
and
what
those
influences
are
and
what
works.
We
need
to
look
at
all
of
those
areas
of
research,
not
just
any
single
one,
and
this
is
not
just
a
trend
that
is
not.
K
K
Where
we're
beginning
to
look
at
that
at
some
different
research
and
look
at
things
in
a
different
way
in
a
field,
we
want
to
make
sure
that
we
don't
just
pick
cut,
pick
and
choose
the
particular
pieces
that
we
like,
or
we
don't
want
to
just
pick
and
choose
the
particular
aspects
that
might
be
easiest
to
implement
and
easiest
to
measure.
We
want
to
make
sure
that
we
are
really
taking
a
careful
look
and
incorporating
all
of
these
areas,
and
that's
really
what
the
science
of
reading
is.
K
Is
that
we're
really
being
inclusive
of
all
the
information
and
all
the
research
that
is
coming
out
in
each
of
those
areas
and
we
have
new
research
coming
out
in
these
journals
every
single
month.
So
there
is
a
lot
of
information
that
we
can
incorporate
to
make
our
reading
instruction.
Most
effectively.
G
K
K
G
K
When
I
talk
about
phonics
I
am
talking
about
letter,
sound
correspondences
and
primarily
both
for
phonics
these
letter,
the
basic
letter,
sound
correspondence
to
R4
single
letter
or
letter
clusters
to
sounds
it's
also
for
the
most
common
law.
Single
syllable
patterns,
like
those
short
vowel
patterns
that
have
a
vowel
and
a
consonant
or
long
vowel
patterns
and
single
syllable,
long
patterns
that
have
a
vowel
consonant
and
a
silent
e
or
a
two
vowel
or
most
those
single
syllable
patterns,
tend
to
fall
into
what
we
consider
phonics.
K
When
we
get
into
multi-syllabic
words,
it
gets
a
little
more
complicated.
This
is
also
what
happens
is
most
of
your
commercial
programs,
and
this
is
one
thing
that,
in
your
study,
I
think
you
want
to
really
take
a
look
at,
and
you
know,
I
love
what
you
said
about
having
a
coherent
well-articulated
program
K
through
12.
and
I.
K
Think
when
we
think
of
phonics
and
most
commercial
phonics
programs
you're
going
to
find
phonics
programs
that
come
out
that
are
geared
to
pay
in
cage
through
two
all
right
or
pre-k
through
two,
and
they
will
deal
with
primarily
those
single
syllable
patterns.
They
might
talk
a
little
bit
about
chunking
and
where
to
use
syllabicate
a
word,
but
I
think
what
schools
typically
do
is
any
kind
of
word
study.
K
Aside
from
that
general
knowledge
about
how
to
syllabicate
a
word
or
divide
it
into
syllables,
there's
not
really
much
work
being
done
in
a
lot
of
elementary
schools
in
grades,
three
through
four
and
five
on
the
nuances
of
their
syllable
junctures,
except
this
new
piece.
Also,
what
tends
to
be
missing
that
you
won't
want
to
look
at
is
how
you
teach
and
then
we
move
into
from
patterns
to
morphology,
and
that
means
prefixes,
suffixes
and
Greek
and
Latin
roots,
so
the
parts
of
words
that
also
contribute
to
vocabulary,
development
and
meaning
development.
K
Because,
then,
you
have
kids
from
words
like
words
that
end
in
those
unaccented
syllables
that
they
all
sound
in,
like
Captain
curtain
button,
they
all
had
the
same
outstanding
sound
at
the
end,
but
they
all
have
a
very
different,
a
different
spelling,
and
so
not
those
things
are
not
taught
the
other
thing
in
terms
of
the
vocabulary
and
rig
and
Latin
derivatives.
It
seems
like
what
I've
seen
most
frequently
in
the
schools
I've
worked
with.
K
Is
teachers
like
teach
those
common
ones,
maybe
they're
on
a
list
for
the
New
York
state
they're,
going
to
be
on
the
test
this
year
or
they're
part
of
a
reading
program?
Do
you
have,
but
then,
when
we
get
into
the
Greek
and
Latin
derivatives,
it's
very
randomly
done
and
what
we
end
up.
Having
done
is
this
teachers
pick
which
ones
they
want
to
teach
right
that
are
relevant
to
their
topic
and
we
have
kids
learning
the
same
ones
year
after
year
and
several
of
them
are
never
taught.
G
G
Right,
we
do
a
lot.
I
know
we
use
I'm
going
to
ask
you
some
direct
questions.
We
use
a
a
phonics
program
called
fundations
in
through
third
grade,
so
you've
talked
about
explicit
and
systematic.
We
hear
that
when
we
hear
Phonics
that
it
should
be
systematic
and
explicit,
can
you
explain
what
those
two
terms
mean
and
then
do
you
believe
in
your
professional
opinion,
foundations
is
a
a
good
program
for
us
to
use
kindergarten
through.
K
Third
grade
excellent:
that's
going
to
be
the
last
question!
First,
absolutely,
and
if
you
already
most
of
the
phonics
programs,
especially
something
you
know
with
the
structure,
and
it
also
that
has
all
these
parts
and
it
has
a
reputation.
You
know
it's
as
good
as
it's
as
good
as
any
phonics
program
and
better
than
several.
But
you
know,
the
main
thing
is
that
so
I
would
continue,
especially
since
you
already
have
some
Machinery
in
place
since
you
already
have
some
teachers
using
it,
then
you
want
to
continue.
K
You
don't
want
to
change
gears.
You
know
for
something
that's
just
the
same
and
have
to
start
over
again.
So
I
would
stick
with
the
foundations
and
then,
in
terms
of
explicit
and
systematic,
the
systematic
means
that
you
know
there
is
a
scope
and
sequence
all
right.
It's
you
know.
We
start
with
it's
a
developmental
sequence.
It's
that
you
know
we
start
with
hearing
sounds
and
words
and
distinguishing
the
sounds,
and
then
we
learn
the
consonant
sounds
of
how
to
form
the
letters
and
we
learn.
K
You
know
about
the
thousands
with
those
single
syllables
and
with
short
vowels,
and
then
we
go
to
consonants
blank.
So
there's
a
scope
and
sequence
of
progression
that
is
based
on
research
about
how
reading
develops
okay,
it's
not
haphazard.
It's
not
we're
going
to
do
this.
You
know
some
reading
programs,
I
won't
mention
any
names.
We
all
know
what
they
are.
Some
reading
programs
have
done
it
for
life.
Oh
well,
when
I
I
see
a
child
spelling
a
word,
then
I'm
going
to
put
those
words
and
make
that
on
their
spelling
list.
K
We
don't
want
to
do
that.
We
want
to
have
a
systematic
program
to
make
sure
everything
is
covered
and
direct
means
that
you're
explicitly
teaching
it
means
you
are
actually
explicitly
teaching
in
a
very
direct
way,
not
a
veiled
way,
not
a
guessing
game
like
that.
You
are
teaching
kids.
How
to
hear
the
sounds,
what
the
sound
sound
like
and
also
as
a
universal
educational
practice.
You
want
to
teach
them
how
to
feel
it
in
their
mouths.
K
So
it
has
universality
in
Incorporated
in
this,
then
you
also
want
to
teach
them
how
to
read
the
words
that
have
those
patterns
and
what
those
how
to
how
this
patterns
are
red.
You
want
to
teach
them
how
to
write
when
they're
talking
about
long
baths,
the
spelling
should
be
done
at
the
same
time.
You
don't
want
a
separate
spelling
program
from
the
phonics
program.
It
should
all
be
done
together
because
it's
a
reciprocal
process.
It
builds
on
each
other
and
again
in
terms
of
universal
practices.
K
We
want
to
make
sure
that
children
have
multiple
Pathways
for
learning
this
information,
that's
how
the
most
effective
learning
takes
place
if
we're
doing
it
and
then
even
in
terms
of
not
only
spelling
the
words
but
forming
the
letters
correctly,
you
know
in
manuscript
and
so
and
then
the
last
two
steps
that
are
often
forgotten
and
often
poor
teachers
don't
have
enough
time
and
often
our
career,
and
this
is
something
that,
as
a
as
a
curricular
problem,
I
won't
say
a
problem.
It's
a
curricular
challenge
is
that
they
don't
fill
in.
K
K
And
so,
therefore,
you
want
to
make
sure
that
there
is
built
into
your
program,
which
you
may
have
to
build.
It
in
is
automaticity
practice,
whether
it's
drills,
whether
it's
timed
games,
other
ways
to
incorporate
automaticity
and
the
other
thing.
The
fifth
thing
that
must
be
included
in
explicit
systematic
instructions
is
transfer,
because
we
don't
want
the
kids
to
just
learn
the
10
words
on
the
list.
We
want
them
to
transfer
this
when
they're
doing
their
writing
a
workshop.
K
Not
so
much
with
a
short
vowel,
but
more
when
you
get
to
the
long
vows,
because
there
is
no
rule
for
spelling
those
long
vows,
it
might
be
a
I
or
a
silent
E.
We
don't
know
it
relies
on
visual
memory.
It
relies
on
them
seeing
those
words.
So
therefore,
when
we
get
to
Long
Island
when
we
get
to
our
control
valve
and
when
we
get
to
those
unaccented
syllables-
and
here
we
go
with
our
third
and
fourth
graders-
that
we
have
to
have
transfer
opportunities
with
lots
of
gains
and
distributed
practice.
K
I
always
say
that
if
we
have
a
lesson
one
week
for
that
those
four
categories
of
words,
we
need
to
have
four
weeks
of
follow-up
distributed
practice,
whether
it's
in
a
station,
wherever
you
put
it
but
sometime
in
like
some
kind
of
Center
or
stations,
it
needs
to
be
followed
up
with.
Otherwise
they
will
only
learn
the
10
words.
You
taught.
G
Thank
you.
This
is
what
happens
when
I
talk
to
Kay.
She
talked
she
mentioned,
so
many
things
that
I
then
want
to
dive
deeper
into
I'm,
going
to
go
to
Peggy
and
Tay
for
a
moment
to
follow
up
on
that
point.
Okay
started
talking
about
the
instructional
pedagogy
in
the
classroom
with
how
we
follow
up
in
the
small
group
instructions,
so
I'm
wondering
if
Peggy
and
Dave
you
can
each
walk
us
through
an
example
of
what
a
classroom
classroom
might
look
like.
G
You
know,
Kay's
talking
about
the
phonics
piece
and
then
we'll
get
to
the
bigger
sort
of
umbrella
of
literacy
in
general,
but
it
so
it
a
sample
classroom
what
might
be
instructional
instruction.
Look
like
in
case
talking
about
I'm
hearing
her
talk
about
responsiveness
to
students.
We
can't
just
do
a
week
of
instruction
and
phonics
and
move
on
to
the
next
thing
and
not
be
doing
anything
responsive
to
the
transfer
automaticity
for
students.
So
how
does
that
all
work
in
a
classroom?
What
might
a
literacy
block
look
like
so.
L
Thank
you,
Kate
I'm,
going
to
talk
primary
and
okay,
a
lot
of
what
you
said,
I
see
in
our
classrooms.
Let
me
just
to
share
with
you
how
we
break
out
a
literacy
log.
We
have
our
direct
explicit
instruction,
whether
it's
in
a
skills
group
or
a
guided
reading
group,
depending
on
the
needs
of
the
Learners
in
front
of
us,
if,
if
they're,
non-readers
they're
in
a
skills
group,
if
they're
readers
they're
in
a
guided
reading
group
or
in
a
skills
group
depending
on
the
need,
we
have
centers
that
happen.
L
While
our
teacher
teachers
are
in
a
guided
reading
or
skills
group
and
those
centers
really
are
an
application
of
learning
in
terms
of
what
happened
in
the
direct
instruction
of
the
skills
group
or
the
guided
reading
group.
So
there's
a
lot
of
application
of
learning
in
the
different
literacy
centers
throughout
the
room.
Those
centers
are
designed
for
children
to
do
them
independently
and
practice
what
was
just
directly
taught
to
them.
Those
centers
can
live
for
up
to
five
days
10
days
15
days.
L
L
Where
We
Are
in
the
transfer
of
knowledge
to
see
if
our
children
can
not
only
can
they
apply
what
was
taught
to
them,
but
now
they're
transferring
what
was
taught
to
them
in
other
disciplines
if
they
are
able
to
apply
that
in
a
response
to
literature,
you
know
through
something
that
we're
learning
in
social
studies
or
science
or
math
in
those
centers.
So
we
have
a
lot
of
integrated
curriculum
in
our.
C
I
just
want
to
add
one
thing
to
that
with
some
of
that
station
work
that
Peggy
and
Kay
are
talking
about.
What's
really
amazing,
when
the
teacher
is
with
a
small
group
working
on
guided
instruction,
other
children
may
be
working
with
a
different
level
of
instruction
based
on
what
they're
doing
independently
so
there's
the
instruction
that's
happening
and
what
can
they
handle
independently,
and
this
is
all
happening
then
some
kids
over
here
are
working
on
cursive
within
fundations,
because
foundations
is
much
more
than
fines.
So
all
these
distant.
L
Really
talking
about
when
we
get
into
the
time
within
the
literacy
block,
where
we're
really
focused
on
Center
work
or
group
work,
but
there's
also
a
time
that
what
happens
in
the
literacy
block
before
that,
we
will
do
whole
group
instruction
either
and
depending
on
the
need
of
that
day's
lesson.
Whether
it's
a
read
aloud
read.
Alouds
are
often
done
with
content.
That
is
either
above
grade
level
or
below
grade
level
depending
on
the
purpose,
and
we
also
do
our
phonics
instruction.
L
Whole
class
and
I
agree
with
Kay
the
way
foundations
is
set
up.
Not
only
does
it
support
all
children
learning
the
basic
structures
of
of
how
our
language
develops,
but
for
our
Advanced
Learners,
it
also
gives
them
the
tools
that
they
need
to
start
to
really
understand
Linguistics
and
it,
and
it
really
is
the
Segway
into
that
intermediate
level
of
Elementary
learning,
where
you're
learning
about
prefixes
suffixes,
prepositions
grammar
all
of
that
kind
of
stuff,
but
really
feeds
right
through
our
foundations.
G
B
B
Maybe
at
the
middle
school
level
you
could
have
kids
that
are
struggling,
maybe
behind
level,
and
so
is
the
research
Universal
in
terms
of
saying
that
all
kids,
regardless
of
the
style
of
learning
and
the
level
that
they're
at
you,
need
to
learn
with
this
methodology.
Or
is
there
tremendous
Nuance?
You
know,
depending
on
the
level
of
of
the
reading
and
the
style
of
learning,.
K
No
is
through
assessment.
We
want
to
know
where
our
children
are
all
right
and
that
we
want
to
provide
opportunities
in
class
where,
for
some
of
those
skills
that
are
learned
in
a
linear
way
like
on
it,
we
want
to
make
sure
that
we
can
address
those
needs
explicitly
like
if
they're.
If
they
still
don't,
know
short
vowels,
we
want
to
teach
them
the
short
vowels.
We
don't
want
to
go
zoom
on
in
our
foundation
second
grade
program
because
they're
in
second
grade.
K
We
want
to
make
sure
that
those
children
are
if
we
make
accommodation
for
them
in
something
like
comprehension
and
in
our
general
reading,
like
Peggy
was
talking
about
with
like
the
read
aloud
and
then
how
we
integrate
that
with
content,
we
want
to
have
something
called.
We
still
want
to
have
that.
It's
very
important
to
have
that
communal
experience
and
then
what
you
can
do
is
provide
some
differentiation.
K
You
don't
have
to
necessarily
you
can
have
the
same
goals
for
the
child
and
they're
participating
in
the
same
content,
but
the
way
you're
getting
there
and
the
accommodation
that
you
provide
may
be
somewhat
different
for
each
child,
and
you
can
do
that
in
several
ways.
You
can
do
that
by
giving
them
different
materials
you
can
give
you
know
you
can
do
that
by
giving
them
a
different,
a
different
way
to
express
themselves.
You
can
do
that
by
giving
them
a
menu
of
choices.
K
To
provide
that
knowledge
you
can,
you
can
make
difficult
checks
accessible
through
audio
books
and
audio
materials.
So
you
know,
especially
if
your
goal
is
comprehension,
so
there
are
many
ways
that
you
can
still
employ
the
research.
You
know
for
say,
comprehension,
but
have
it
be
implemented
in
ways
that
accommodate
the
individual's
needs?
Does
that
make
sense.
G
You
know
I
want
to
come
back
to
comprehension.
So
sometimes
when
we
read
about
phonics,
you
hear
phonics
first,
that
you've
got
to
just
focus
on
Phonics
only
or
phonics.
First
does
comprehension
come
later
or
can
do
you
start
integrating
comprehension
and
fluency
and
vocabulary
while
you're
also,
while
kids
are
still
beginning
to
learn
how
to
read
sort
of
our
emerging
readers?
K
I
would
say:
comprehension
comes
first
because
I
mean
children
need
the
oral
language
and
the
vocabulary,
and
maybe
the
world
experiences
so
now
that,
of
course,
I'm
a
comprehension
now.
So
obviously
the
comprehension
comes
first
and
the
other
thing
is
because
phonics
is
so
linear.
If
you
do
a
darn
good
job
of
being
explicit
with
phonics,
everybody
can
learn
it.
It's
it's
a
constraint
skill,
so
it
may
take
kids
a
bit
one
kid
a
bit
longer
to
learn
it
than
others.
K
K
It
may
be
as
much
as
45
all
right
and
and
that
for
first
graders
is
when
there's
going
to
be
the
most
phonics
instructions.
But
you've
got
to
do
that.
Comprehension,
instruction
from
Preschool
On
Up,
you
you.
You
know
through
Reading
aloud
through
having
kids
retell
stories
through
videos.
The
videos
are
a
wonderful
way
because
it
doesn't
have
it's
a
decoding.
It's
not
interfering
it
and
you
can
really
get
to
the
heart
of
the
comprehension.
K
G
L
L
Or
more
abstract
thinkers.
The
way
we
have
set
up
our
curriculum
in
my
time
here
in
Byron
Hills
is
really
everything
is
anchored
through
our
language
development
and
we
are
developing
comprehension
from
the
moment.
They
enter
kindergarten
as
they
arrive
in
the
building
to
when
they
dismiss
in
the
building.
L
To
start
to
understand
how
our
abstract
thinkers
are
solving
and
our
abstract
thinkers
to
start
to
make
connections
to
linear
thinking
or
concrete
thinking,
so
that
they
develop
that
flexibility
in
thinking
at
the
age
of
five.
So
I
see
our
math
curriculum
as
one
great
example
of
developing
our
language
from
the
youngest
ages.
In
our
district.
E
G
You
so
I
want
to
talk
about.
I
want
to
have
Peggy
and
Dave
walk
us
through
our
curriculum
sort
of
our
programs
that
we
use
in
the
interventions
we
use
and
then
I
want
to
talk
about
FK
sort
of
respond
to
what
we're
doing
and
also
be
looking
at
our
interventions
and
how
we
help
students
who
might
be
struggling
along
the
way,
and
so
I
want
to
talk
about
that
for
a
moment.
So
I'm
going
to
just
show
something.
G
This
is
a
chart
of
our
initiatives
and
focus
right
now.
So,
first,
looking
at
our
Core
Curriculum,
we
talk
a
lot
about
foundations.
Already
is
our
phonics
program,
which
we
learn
includes
a
lot
more
than
just
phonics,
but
is
our
key,
explicit
and
systematic
program
we're
using
wonders
right
now
which
we
did
adopt
during
the
pandemic?
Let
me
just
give
a
little
background
on
our
literacy
curriculum.
G
We
developed
our
literary
curriculum
with
our
teachers,
probably
about
20
years
ago
around
that
ballpark
around
2000,
and
so
we
had
developed
a
local
literacy
curriculum
with
our
with
our
faculty
and
then
in
2011.
When
the
new
standards
came
out.
We
look
at
that
again
and
revised
our
program
to
meet
the
new
standards.
We've
learned
a
lot
about
aligning
curriculum,
curriculum
standards
and
now
we're
looking
at
it
again,
and
it
was
during
the
pandemic
that
we
realized.
G
We
didn't
have
electronic
tools
because
it
was
all
done
in
person,
and
so
we
didn't
know
what
the
year
2020
2021
was
going
to
be
like.
So
over
that
summer,
we
adopted
wonders
because
it
had
a
strong
digital
component
that
could
be
electronic
if
we
had
to
go
virtual
and
for
our
students
who
were
at
home
during
that
time
and
during
you
know,
when
kids
had
to
be
quarantined,
we
had
materials
for
them,
but.
E
G
C
C
C
You
know
a
textbook,
there's
the
student
workbook
as
Tim
mentioned,
the
online
resources
I
was
in
a
class
the
other
day
there
was
stations
going
on,
there's
a
few
Advanced
kids.
They
were
doing
wonders
games
because
they
need
to
work
on
grammar
kids.
Could
comprehend
I
asked
the
teacher?
Well,
what
do
you
do
if
they
were
actually
doing
grammar
games
based
within
wonders,
but
it
was
actually
about
something
that
related
to
history.
So
we
talk
about
transfer.
It
was
related
to
social
studies,
so
those
two
interdisciplinary
things
were
related,
which
was
really
good
like.
C
Of
Wonders
is
Wonder
Works
I.
Think
one
thing
we
continuously
looked
at
with
curriculum
is
if
a
child
is
receiving
some
kind
of
special
education
services.
How
does
that
curriculum
relate
to
our
general
education
curriculum
and
what
happens
if
a
child
has
to
go
between
the
two?
Maybe
the
child's
doing
really
well
is
going
to
exit
special
education.
How
do
they
then
now
enter
a
general
education
class
where
maybe
they
were
speaking
a
different
language,
so
to
speak?
C
So
WonderWorks
is
directly
aligned
with
wonders,
so
we
can
now
have
kids
that
could
go
to
mathematics
for
special
education
and
go
to
language,
arts
and
general
education.
So
we
gave
a
little
more
flexibility
really
meeting
the
need
based
on
where
they're
at
and
the
data
they
were
choosing
foundations.
We
spoke
a
lot
about
so
I
won't
talk
anymore.
About
that.
Do
you
want.
Do
you
want
to
talk
about
interventions
Facebook.
L
So,
just
following
up
from
Dave
foundations
when
we
start
to
when
our
data
suggests
that
a
child
might
need
some
kind
of
support,
we
like
to
really
support
children
so
that
we
don't
have
to
put
children
into
classifications
that
they
don't
need
to
be
in.
So
we
have
a
very
robust
local
option
program,
which
is
part
of
our
ntss
plan.
If
a
child,
if
the
data
suggested
that
a
child
needs
an
intervention
in
Reading,
we
start
with
a
double
dose
of
Foundations
in
kindergarten
and
first
grade.
L
We
have
found
over
the
since
2008
that
using
that
double
dose,
it's
actually
what
the
child
needs
developmentally.
They
just
need
a
little
more
time
to
get
a
pre-teach
or
re-teach
or
a
different
approach
to
that
foundations.
Lesson
as
our
children
progress
and
they
go
into
second
grade.
If
they're
in
a
tier,
two
Support
Program,
which
looks
like
90
minutes
a
week
in
a
small
group
pull
out
two
times
45
3
times
30
or,
however,
it
works
on
the
child's
schedule.
L
If
the
foundation's
program's
not
working,
then
we
move
into
another
curriculum
at
that
intervention
level.
We
move
into
paf
the
reason
it's
it's
purposefully
done
when
children
are
not
responding,
we
give
that
a
certain
amount
of
time
and
and
then
we
recognize
that
we
might
need
a
different
approach,
because
for
that
child
that
guilt
learner,
it's
not
working,
so
we
go
into
paf
and
then
the
child
will
stay
in
the
paf
program.
And
now
let
me
just
talk
about
programs.
L
If
we're
in
a
tier
two
and
the
child
is
making
progress,
they
go
back
into
the
classroom
as
a
tier
one
out,
and
they
go
back
and
they're
not
going
to
be
need
to
any
more
services.
If.
The
child
is
not
making
progress
in
that
tier
two.
We
move
them
into
a
tier
three
and
we
do
that
for
about
six
to
12
weeks,
depending
on
the
need
for
the
child.
That
time
in
tier
three
is
one
on
one:
it's
an
extra
30
minutes.
It
allows
us
to
really
decide.
L
L
L
Not
so,
and
of
course,
we
would
be
testing
any
child
for
you're
talking
if
they
were
to
need
an
IEP
potential.
We
would
test
them
even
before
they
come
into
kindergarten.
If
that
is
what
the
evidence
is
showing
us
either
from
preschool
or
kindergarten
or
you
know
parent
request,
we
are
collecting
data
and
we
are
doing
progress,
monitoring
on
Children
First
in
the
classroom,
setting
constantly
from
the
very
first
day
of
school,
we
begin
with
screenings
for
literacy
and
we're
we're
doing
formative
assessments.
L
All
the
time
to
understand
are
our
children
meeting
the
benchmarks
that
they
need
to
meet
in
September,
October
November.
If
a
child
goes
into
tier
two,
we
are
progress
monitoring
and
we
are
doing
formative
Assessments
in
that
tier
two
intervention
to
see
that
they
are
making
progress
in
the
targeted
goals
for
that
intervention.
L
So
our
children
are
constantly
being
assessed.
They
don't
feel
like
they're
being
assessed,
we're
not
saying
you're
taking
a
test,
but
it's
it's
just
part
of
our
system
that
children
are
getting
local
assessments
done
on
the
lessons
that
they're,
given
whether
they're
in
a
tier,
two
or
tier
three
or
in
the
classroom.
L
If
the
Chad's
not
making
progress,
then
that's
a
good
question.
So
if
a
child
is
failing
to
respond
in
the
tears,
then
that's
a
conversation
that
we
bring
to
a
team,
and
we
talk
about
that.
You
know
it's.
It's
been
four
weeks
of
this
day
that
the
child's
not
making
any
progress
we
want
to
move
forward
with
a
conversation
to
a
CSC
referral
and
that's
apparent.
The
parent
is
part
of
that
team.
At
that
time,.
G
E
C
C
You
know
a
student
needs
more
support,
so
the
tiers-
it's
really
it's
funny,
10
12
15
years
ago,
was
kind
of
like
three
tiers.
Now
it's
turned
into
four
tiers
tier
one
is
really
in
the
classroom
right.
What
are
the
teachers
doing,
Based
on
data
and
standards
to
meet
the
needs
of
the
kids
and
how
do
we
differentiate
based
on
what
different
kids
need
in
the
classroom?
That's
good
to
your
winter
mentions.
How
are
we
progress?
Monitoring
as
Peggy
mentioned
the
progress,
a
child's
making?
That's
really
tier
tier
two,
a
couple
different
models.
C
C
So
now
the
child
is
not
being
pulled
from
an
academic
period
where
we're
pulling
from
another
period
of
the
day
where
the
child
is
now
meeting
with
that
reading
teacher
and
working
on
something
very
specific
again
meeting
the
needs
of
whatever
the
data
is
showing
us
coding
and
maybe
we're
doing
paf
on
the
child,
whatever
it
may
be,
tier
three
can
also
be
one-to-one
instruction
again
we're
looking
at
how
much
time
we
always
set
a
time
period.
So
hey
this
child
is
going
to
really
get
this
explosive
instruction
into
coding.
C
For
four
to
six
weeks,
we're
gonna
come
back
to
team.
Discuss
that
data
see
what
the
growth
we
want
to
see,
what
the
progress
was
and
if
there's
not
a
progress,
that's
really
what
we're
looking
for.
Then
we
just
continue
to
move
up
in
tears.
Tier
four
is
really
a
conversation
at
that
point.
Does
this
child
have
some
kind
of
a
disability
where
we
need
specially
designed
construction
by
a
special
education
teacher
to
meet
the
needs
of
this
child.
G
G
So,
okay,
you
heard
us
speak
about
our
sort
of
Core
Curriculum
and
then
Peggy
talked
about
some
of
the
intervention
tools
we
have
preventing
academic
failure
or
paf.
We
also
use
just
words
in
fourth
and
fifth
grade
well,
some
reading
system
and
fourth
and
fifth
grade.
If
we
need
to
provide
tier
two
or
tier
three
interventions.
G
As
you
hear
those
things,
could
you
talk
about
we're
using
we're
pulling
from
these
different
programs?
I
guess.
My
big
question
is
a
simple
question:
is
that
okay,
or
is
there
one
way
we
should
be
doing
we're
using
these
different
programs
to
meet
different
needs
at
different
times
for
kids
and
then
responding
accordingly,
yeah
I
know
you're.
You
have
a
lot
of
knowledge
about
a
responsive,
Interventional
approaches.
F
K
As
both
Peggy
and
Dean
pointed
out
that,
if
you're
working
with
one
thing
and
it's
not
working
for
a
child,
you've
got
to
go
to
something
else,
and
so
I
mean
I.
Think
you
want
to
have
multiple
Tools
in
your
toolbox
and
I.
Think
that
you
know
it
seems
like
it's
very
systematized,
so
I
mean
I.
Think
that's
very
good.
Everybody
knows
what's
what
I
guess,
the
only
thing
I
was
still
Uncle
I
was
unclear
on
is,
is
how
is
it
that
what
is
the
process
for
getting
a
student
into
tier
two.
G
F
G
E
G
G
C
Have
very
specific
groups
of
professionals
that
meet
in
the
building
to
discuss
student
data.
So
if
a
teacher
is
not,
you
know,
has
a
child,
that's
not
progressing,
they
come
to
team
and
we
have
a
conversation
Based
on
data
who
sits
on
that
team,
the
principal
the
assistant
principal
and,
and
then
it
really
becomes.
What
is
the
need
right?
We
can
go
anywhere
from
it's.
A
student
wellness
need
to
It's.
A
literacy
need
to
a
math
need.
If
it's
a
literacy
need
our
reading
specialist
would
be
there.
C
A
special
education
teacher
sits
on
there.
Usually
our
speech
pathologist
sits
on
there.
Maybe
otpt
you
sit
on
there.
So
we
have
all
these
professionals
that
will
come
and
sit,
and
we
look
at
the
student
data.
The
teacher
will
present
the
kind
of
where
they're
at
in
the
school
year
with
the
child's
progress
and
we
make
a
decision
and
we
and
we
really
have
it's
a
it's
a
group
conversation
about.
Well,
you
know,
have
you
tried
this
in
the
classroom
right?
C
Sometimes
we
leave
team
and
it's
still
a
tier
one
intervention,
because
now
the
teacher
has
kind
of
a
new
idea.
They
want
to
try
for
four
weeks
or
well.
You
know
this
kid
he's
done
some
historical
data.
This
was
also
an
issue
last
year
right
and
we
tried
a
b
and
c.
It
still
seems
to
be
an
issue.
It
really
announced
it
needs
to
be
a
pull
out
so
and
and
I
think
that
one
of
the
most
important
things
is
those
timelines
are
always
set.
C
K
Question,
okay,
yeah
and
I
think
it's
I
think
it's
really
terrific
that
I'm
hearing
lots
of
fluidity
in
your
movement
between
the
tears,
which
I
think
is
really
important-
I
mean
we
don't
want
kids
and
what
happens
in
many
schools
is
once
a
child
is
in
tier
two
or
two
or
three
they're
stuck
there.
So.
E
B
Okay,
just
one
one
other
question:
just
about
the
research:
we
know
that
devices
iPhones
iPads
computers,
there's
a
linkage
between
usage
and
potential.
You
know
potential
mental
health
issues
in
some.
You
know
kids,
especially
teams
right
with
reading.
Is
there
any
impact
that
researchers
have
found
from
just
kids
using
devices
like,
for
example?
G
Oh
that's
interesting,
thank
you
and
I'll
guess
a
related
note
Scott.
This
came
up
at
our
last
literacy
study
meeting,
which
was
interesting
about
so
I
was
handwriting
and
a
similar
and
specifically
cursive
and
writing.
So,
okay,
what's
your
thought
and
what's
the
research
saying
about
you,
know,
I
I
write
a
lot
less
by
hand
now
and
type,
and
that's
been
good
for
me
in
terms
of
my
writing,
but
as
Young
Learners.
Is
that
handwriting
still
important
and
then
what's
the
role
of
cursive?
Is
there
any
writing
research
on
on
cursive.
K
I
think
the
time
is
well
invested
in
spending
time
with
teaching
kids
manuscript
letters,
how
to
form
the
letters
properly,
which
ones
are
large,
which
ones
are
small
and
drawing
their
attention
to
that
which
ones
have
common
Strokes.
So
that's
there's
a
lot
of
value
in
spending
your
time.
That
way
now
I'm
not
sure
exactly
what
the
research
is
with
the
cursive
writing
but
like.
K
According
to
my
my
perception
is
that
by
the
time
kids
get
to
third
grade,
we
really
there's
only
so
many
hours
in
the
day,
and
so
perhaps,
if
you're
going
to
teach
cursive
handwriting,
we
don't
want
it
to
be
like
it
was
back
when
I
grew
up.
You
know
where
you
had
to
make
the
letters
just
to
be
exactly
the
right
way
and
you've
spent
hours.
K
You
know
and
15
minutes
every
day
practicing
it
I,
don't
really
think
with
as
much
as
kids
have
to
learn
today
and
the
the
schedules
as
tight
as
they
are
I,
don't
think
we
want
to
invest.
This
is
just
me,
I,
don't
know
what
the
research
is.
I,
don't
I,
don't
think
it's
worth
taking
a
lot
of
academic
time
to
teach
that
manuscript
to
such
a
precise
manner
that
it
used
to
be
taught
say
30
years
ago,
because
I
think
that
you
know
the
comprehension,
the
use
of
Technology.
K
All
of
the
things
that
you
all
mentioned
today,
but
that's
pressures
on
our
time
and
I.
Don't
think
that
the
payoff,
especially
with
our
use
of
computers,
because
so
many
kids
are
going
to
be
using
about
the
only
thing
I
would
use
a
is
my
signature,
I
mean,
and
anybody
can
just
connect
those
letters,
so
I
mean,
but
we
want
kids
to
be
able
to
use
technology.
K
G
G
A
You
know
it
is
the
Byram
way
that
we,
that
we
do
these
deep
Dives
and
we
we
have
a
conversation
and
we
listen
to
the
community
and
we
enlist
experts
when
we
need
them
and
and
really
I,
have
to
thank
Tim,
because
he
always
does
this.
You
know
thoughtful
and
methodical
research
and
pro
you
know
we
we
enlist
stakeholders
and
to
come
in
and
just
have
a
conversation
and
learn
and
it's
a
privilege
really
Kay
I've
been
at
the
literacy
conversation
and
I'm,
so
happy
I
have
enjoyed
it
so
much.
A
It's
been
incredible
and
you
know
I
just
I
we're
so
blessed
environment.
That's
that's
our
way
and
we
look
at
things.
We
always
want
to
learn
more.
We
always
want
to
incorporate
new
research
and
technology,
and
it
comes
to
that
so
I
just
you
know.
Thank
you
so
much
for
your
time
and
you
know
and
you're
you're
just
thoughtful
presentations
always
and
your
knowledge
and
thank
you
Tim.
Thank
you,
Peggy
and
Dave
for
coming
tonight
in
genuine.
I
H
You
hear
me
yeah,
so
thank
you
so
much
Kay
and
I
think
the
literacy
work
that
you've
all
been
doing
has
been
so
incredibly
important
and
so
happy
to
be
a
part
of
it.
I'm
just
wondering
I
guess
this
is
really
for
everybody,
what
we
are
doing
now
and
what
we
can
continue
to
do
to
support
our
teachers
in
sort
of
taking
all
of
this
deep
dive
and
I
know.
A
lot
of
them
are
doing
this
already,
probably
all
of
them,
but
we're
learning
so
much
and
there's
so
much
new
research.
E
G
G
G
With
our
teachers
and
start
planning,
next
year's
work,
so
I'll
work
with
Peggy
and
Dave
on
what
our
next
steps
are
with
our
faculty,
which
could
include,
we
may
bring
Molly
and
K
back
into
work
with
us.
I
am
really
impressed
with
their
knowledge.
They've
been
helping
us
so
much.
I
would
love
all
of
our
teachers
to
have
the
opportunity
to
sit
down
and
do
some
of
this
work
together
and
really
look
closely
at
the
different
elements
of
our
curriculum
and
guide
us
a
little
bit.
What
is
working,
what
should
we
be
rethinking?
G
Is
there
anything
new
that
we
might
want
to
be
thinking
about,
so
we
will
start
planning
that
summer
work
and
then
that
will
guide
our
work
into
next
year,
also
immediately
we're
actually
bringing
Kay
and
starting
next
actually
into
a
couple
weeks
case
meeting
with
me
with
me:
Dave
and
Kip
cipone,
our
assistant
director
of
special
services,
start
really
looking
at
our
assessment
system.
So,
as
we
talked
about
those
tier
levels
of
support,
we
want
to
make
sure
we
want
to
reflect
on
all
the
assess
doing
we
have
local
assessments
align
the
Wonders.
G
We
have
teacher
written
assessments
and
observations.
We
have
I
ready.
We
have
Iris
that
we
do.
We
have
a
bunch
of
assessments
are
some
of
them
redundant.
Should
we
be
rethinking
some
of
the
assessments
that
we're
going
to
bring
Kay
in
to
study
that
for
the
rest
of
this
year,
because
that's
something
immediate
the
meeting
and
that
came
out
in
our
literacy
study
as
one
of
the
first
things
we
should
do,
is
have
really
good
diagnostic
assessments.
So
we
can
see
if
kids
are
making
progress
and,
if
not,
do.
G
D
So
we
rely
heavily
on
our
K-5
teachers
to
look
at
this
research
and
to
based
upon
the
practices
and
I
mean
for
it
could
be
two
years
it
could
be
35
years
and
have
the
data
of
years
of
experience
of
kids
behind
them
and
they
need
to
be
making
the
decisions
with
our
Administration
about
what
direction
if
any,
the
district
is
going
to
go
to
go.
So
you
know
it
takes
a
lot
for
our
teachers
to
recognize
that
you
know
this
is
not
a
district
that
is
seeing
a
flaw
in
what
they
are
doing.
D
We
are
not
going
into
their
systems
and
their
processes
like
forensic.
You
know,
literacy
Specialists,
to
tell
them
what
they
are
they're
doing
right
or
doing
wrong
or
to
keep
doing.
We
need
their
professionalism.
Now
more
than
ever
and
I
just
want
to
express
to
the
teachers
how
much
I
appreciate
that
professionalism,
because
without
it
and
without
the
day-to-day
knowledge
of
kids
and
how
all
of
this
is
applicable,
none
of
the
research
matters
right.
So
so.
G
D
H
E
I
G
K
G
J
So,
just
in
in
terms
of
the
second
read
I
just
wanted
to
bring
to
everyone's
attention
that
thank
you
Scott
for
drawing
our
attention
to
it.
But
we
did
now
include
what
was
inadvertently
omitted
in
our
recognition
for
the
special
harassment
zero
one.
One
zero
are
to
include
the
New
York
State
human
rights
law.
Okay,
what
substance
substantial
provides
of
sexual
harassment
so
that
particular
language
was
carried
over
from
the
policy
to
the
regulations.
J
J
This
policy
outlines
the
requirement
for
volunteers
when
spending
any
time
in
our
district.
Those
volunteers
could
include
teachers,
interns,
observers,
of
course,
parents
and
they're.
It
really
just
articulates
the
requirements
in
terms
of
completing
of
an
application
to
fingerprint
requirement
in
order
to
ensure
a
positive
background
check,
of
course,
that
does
not
protector
are
required
to
send
a
second
abide
on
identification
to
verify
who
they
are.
J
Why
we're
bringing
this
policy
forward
is
because
we
also
wanted
to
include,
in
addition
to
the
requirements
that
are
currently
in
the
policy,
to
add
in
the
fact
that
our
volunteers
will
now
be
asked
to
review
our
employee
compliance
training,
video
that
all
our
employees
are
responsible
for
reviewing
every
year
and
that
all
of
those
policies
related
to
sexual
harassment,
bloodborne
pathogens
and
now
also
to
to
policy.
So
that
is
the
only
revision
to
that
particular
policy.
But
we
thought
it
was
important
training
for
all
our
volunteers
as
well.
G
And
then
I'll
talk
about
policy
1120
and
the
regulation
and
exhibit
in
that
school
district
record.
So
we
were
looking
at
this
policy
and
brought
it
Forward,
because
we've
had
some
recent
foil
requests,
that
included
large
volumes
of
information,
and
so
Jen
looked
at
this
policy
because
there
could
be
opportunities.
If
there's
lots
of
copying.
That
needs
to
be
done,
that
the
district
could
charge
for
that,
and
we
wanted
to
see
if.
D
C
G
It's
called
public
officers
law,
which
is
a
regulation
around
foil
requests,
and
we
just
changed
all
that
information
we
deleted
into
any
additional
copy
preparation
fees
or
any
additional
costs
will
be
applied
as
permitted
by
the
public
officer's
law.
I
was
just
referencing
the
law
instead
of
having
all
this
detail
about
in.
G
G
A
foil
request,
and
then,
after
with
from
that
five
days,
we
have
another
20
business
days
to
acknowledge
when
we
can
get
that
information
clarification,
whether
that
20
days
was
from
the
date
of
the
original
request
or
from
the
acknowledgment
by
the
by
this,
from
the
acknowledgment
by
the
District
of
the
request
and
just
a
small
change
under
the
appeals,
submission
process.
So.
G
G
G
and
then
I
have
regular
meetings
of
the
Board
of
Education
and
notice
the
meetings.
So
we
with
an
update
regarding
The
public's
attendance
at
meetings,
which
is
not
required
under
extraordinary
circumstances.
You
still
have
to
post
that
the
meetings
happening
and
have
a
place
for
the
public
to
attend,
but
that
you
post
where
the
location
is
it
happened
by
attend.
G
So
we
clarified
that
in
the
city
of
notice
I
mean,
and
then
we
also
recognize
that
we
had
a
policy
on
regular
meetings
that
seemed
confusing.
So
we
integrated
that
into
the
notice
recommending
to
regular
meetings
and
just
keeping
notice
of
meetings
which
have
the
same
information
in
there.
So
the
new
policy
integrates
that
information
from
policy,
2310
questions
and.
G
Then,
finally,
minutes
of
the
Board
of
Education,
we
looked
at
this
policy
and
made
some
updates
and
clarifications
mainly
but
again
putting
in
the
same
line
about
extraordinary
circumstances
so
that
carried
over
to
this
policy.
So
that's
why
we
looked
at
it,
but
then
we
also
just
clarified
about
the
timeline
of
hosting
our
minutes
on
the
website
and,
if
they're
drafts
saying
that
it's
a
draft,
however
you're
supposed
to
update
your
have
a
draft
board
minutes
Within,
but
as
if
like
a
day
or
something
isn't
it
within
one
week
of
an
executive
session.
G
G
Yes,
we
did,
we
did
what
I
mentioned
and
I.
You
might
have
missed
I
I
sort
of
do
it
in
order,
but
yes,
we're
deleting
the
regular
meetings
policy
2310
and
the
information
from
that
policy
is
integrated
into
234
notice
of
meetings.
We
found
that
it
was
similar
stuff
in
the
two
policies
and
the
policy
2310
is
not
a
required
policy,
so
we
thought,
let's
have
it
in
more
policies.
G
A
A
D
Student
highlights
all
right
comment,
though,
and
Wampus
this
is
so
great.
I
walked
into
Doug
Mayer's
class.
One
day
they
were
working
on
preparing
to
go
to
Coleman
Hill
to
go
to
their
little
second
grade.
Reading
Buddies,
it's
really
a
good
way
for
our
second
graders
to
learn
a
little
bit
about
Wampus,
to
look
to
kids,
who
are
a
few
years
ahead
to
watch
the
children
who
are
a
few
years
ahead
and
embrace
reading
I
mean
what
good
role
modeling
and
they'll
do
it
again.
D
C
E
D
D
Who
all
thinks
them
so
I
just
want
to
congratulate
Harley
Varsity
Fields
hockey.
She
was
awarded
bobcat
in
the
season
for
the
fall
of
2022.
One
of
two
athletes
to
receive
this
nomination
and
the
next
one
is
George
gillaj
varsity
football
also
being
awarded
and
I
encourage
you
to
go
to
the
website
and
watch
those
videos.
Thank
you
so
much
to
Brian,
Nelson
bobcatv.org.org.
A
A
B
Right
I
was
just
just
because
they
very
briefly,
we
had
a
West
Point
event
last
night
and
one
of
the
interesting
things
that
came
out
of
it
was
an
update
on.
You
know
what
they
all
do.
State
and
I
think
the
moral
of
it
is
just
to
be.
We
advocacy
and
Christ's
tag
is
huge.
Yeah,
it's
very
complex
and
yeah,
and
we're
gonna
need
to
start
a
star
take.
So
there
are
State
resources,
but
I,
don't
think
I,
don't
think
they're
enough.
H
D
B
I
D
Grateful
to
happen
so
it's
wonderful,
it
was
so
nice
too,
to
you
know,
be
at
Wampus
and
to
see
the
parents
who
were
volunteering
to
come
in
to
help
the
kids
work
on
Recycling
and
that
Pride
that
these
kids
have
at
Wampus
in
being
able
to
distinguish
where
things
go.
One
of
the
mothers
turned
to
me
and
said
I
think
actually
the
kids
know
better
than
I.
Do
sometimes
people
ask
me
a
question
and
then
one
of
the
kids
answers.