[00:00:01]
          >> WE DO COMMENCE TODAY IS TUESDAY OCTOBER THE 19. 
          [1. Opening Items]
          >> COURT SESSION [INAUDIBLE] WELCOME BACK [INAUDIBLE]. [LAUGHTER] 
          >> THE OTHER TWO BOARD MEMBERS HAVE COMMITMENTS TODAY, WE WILL MOVE ON. 
          I HAVE A MOTION TO CALL THE MEETING TO ORDER AT 6:03? I SALUTE THAT WE CALL THE WORK SESSION TO ORDER. 
          >> I'LL SECOND. 
          >> ALL IN FAVOR? 
          >> AYE. 
          >> WHOEVER MAKES THE MOTION AND EVERYONE'S GOING TO HAVE THIS [OVERLAPPING] PLEDGE OF ALLEGIANCE PLEASE? OF ALLEGIANCE] 
          >> THANK YOU. [NOISE] HAVE YOU HAD A CHANCE TO LOOK AT THE AGENDA? 
          >> YES. 
          >> APPARENTLY, WE'RE GOING TO HAVE FUN TONIGHT. 
          >> FOR THE VIEWER. 
          [2.01 Multi Tiered Systems of Support (MTSS)]
          >> YES MA'AM. 
          >> I'M EXCITED. 
          >> DO I HAVE A MOTION TO APPROVE THE AGENDA? 
          >> I WILL MAKE A MOTION TO APPROVE THE AGENDA. 
          >> SECOND? 
          >> ALL IN FAVOR? 
          >> AYE. [OVERLAPPING] 
          >> WE'RE GOING TO MOVE INTO MTSS, MULTI-TIERED SYSTEMS OF SUPPORT. 
          IS THIS WHERE WE GET TO USE IT? 
          >> NOT YET. 
          >> NO BUT KEEP YOUR SUSPENSE FOR THAT ONE. 
          [OVERLAPPING] [LAUGHTER]. 
          >>THANK YOU, MS. DIGIACOMO. 
          WOULD YOU HAVE TONIGHT OUR FIRST PRESENTATION, AS WELL, MULTI-TIERED SYSTEMS OF SUPPORT, FOLLOWED BY A PRESENTATION ON OUR [INAUDIBLE] READING EFFORTS, AND MOVING FORWARD WITH A NEW READING CURRICULUM. 
          WHAT THAT EFFORT WILL LOOK LIKE MOVING FORWARD. 
          FOR OUR FIRST PRESENTATION ON MTSS, WE HAVE MS. LINDSAY MCCORMICK, MS. ELIZABETH ANTHONY, DIRECTOR OF STUDENT SERVICES AND SPECIAL PROGRAMS TO PRESENT ON MTSS AND OUR EFFORTS THERE, SO THANK YOU. MS. ANTHONY? 
          >> THANK YOU. GOOD EVENING, EVERYONE. 
          MULTI-TIERED SYSTEMS OF SUPPORT. 
          WHAT WE'RE GOING TO DO TONIGHT IS WE'RE GOING TO DEVELOP AN UNDERSTANDING OF THE ESSENTIAL COMPONENTS OF MTSS. 
          THEN WE'RE GOING TO EXPAND OUR KNOWLEDGE ON WHAT THE MULTILEVEL PREVENTION SYSTEM IS. 
          NOW IN ORDER TO START THIS PRESENTATION, WHAT WE WANT TO DO IS START WITH A FOUNDATION. 
          WE WANT TO GIVE A REAL-WORLD REPRESENTATION OF WHAT MTSS LOOKS LIKE. 
          THEN TAKE IT TO THE LEVEL OF BY DEFINITION, AND THEN LOOK AT THE COMPONENTS. 
          THEN WE'RE GOING TO SHARE WITH YOU EXACTLY WHAT WE'RE DOING SPECIFICALLY IN CAROLINE COUNTY. 
          THANK YOU. GO AHEAD. 
          GO BACK TO THE VIDEO. 
          >> THE VIDEO? 
          >> YEAH. 
          [MUSIC] 
          >> MTSS, ONE SYSTEM OF SUPPORT FOR ALL STUDENTS. 
          WHAT IS UNIVERSAL SUPPORT? WHEN A SCHOOL USES A MULTI-TIERED SYSTEM OF SUPPORT OR MTSS, ALL STUDENTS ACHIEVE BETTER ACADEMIC AND BEHAVIORAL OUTCOMES. 
          MTSS SUFFICIENTLY MATCHES MEASURED STUDENT NEEDS WITH EVIDENCE-BASED PRACTICES. 
          FOR TEACHING AND LEARNING. 
          SCHOOLS RETHINK HOW TO USE THEIR SPACE, PERSONNEL, MATERIALS, AND SCHEDULES SO THAT ALL STUDENTS CAN LEARN TOGETHER WITHIN THE CORE CURRICULUM AND WITH HIGH-QUALITY INSTRUCTION. 
          ALL STUDENTS PARTICIPATE IN UNIVERSAL INSTRUCTION. 
          WHILE A SMALL PORTION OF STUDENTS RECEIVE ADDITIONAL SUPPORT, AND A FEW STUDENTS RECEIVE INTENSIFIED SUPPORT. 
          STUDENTS MOVE FLUIDLY BETWEEN THESE THREE TIERS. 
          FOR EXAMPLE, A STUDENT MAY RECEIVE ADDITIONAL MATH SUPPORT FOR JUST A FEW WEEKS TO MASTER A DIFFICULT CONCEPT, AND RECEIVE INTENSIFIED ENGLISH LANGUAGE SUPPORT FOR THE WHOLE YEAR. 
          UNIVERSAL SUPPORT RELIES ON A CORE CURRICULUM ALIGNED WITH ACADEMIC STANDARDS AND USES THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING, OR UDL. 
          UDL HELPS TEACHERS PROVIDE INSTRUCTION IN DIVERSE WAYS. 
          UDL ALLOWS STUDENTS MULTIPLE MEANS OF SHOWING WHAT THEY KNOW AND CAN DO. 
          UDL MOTIVATES STUDENTS TO TACKLE DIFFICULT SUBJECTS AND SKILLS IN A VARIETY OF WAYS. 
          UDL HELPS EACH AND EVERY STUDENT EXPERIENCE FULL MEMBERSHIP IN THE CLASSROOM AND SCHOOL. 
          UNIVERSAL SUPPORT INTEGRATES THE ACADEMIC CURRICULUM WITH A SCHOOL-WIDE BEHAVIORAL AND SOCIAL EMOTIONAL SUPPORT SYSTEM. 
          THIS INTEGRATED SYSTEM IS PROACTIVE IN TEACHING SOCIAL BEHAVIORS THAT EMPHASIZE POSITIVE GOALS AND EXPECTATIONS. 
          ALL STUDENTS CAN SUCCESSFULLY MANAGE THEIR BEHAVIOR WHILE LEARNING. 
          [00:05:01]
UNIVERSAL SUPPORT APPLIES DIFFERENTIATED INSTRUCTION, WHICH MATCHES MEASURED STUDENT NEEDS WITH EVIDENCE-BASED PRACTICES. 
          DIFFERENTIATED INSTRUCTION IS PROVIDED THROUGH CO-TEACHING, COLLABORATION, AND PEER LEARNING. 
          SCHOOL AND GRADE LEVEL TEAMS PLAN, IMPLEMENT, AND CONTINUALLY EVALUATE CURRICULUM, SCHEDULES, PERSONNEL, AND RESOURCES OF UNIVERSAL SUPPORT TO MEANINGFULLY ENGAGE EACH AND EVERY STUDENT WITHOUT SEGREGATING THEM FROM THEIR CLASSMATES AND FRIENDS. 
          WHILE SOME STUDENTS WILL STILL NEED ADDITIONAL AND INTENSIFYING SUPPORT, UNIVERSAL SUPPORT CAN MEET MANY OF THEIR NEEDS. 
          EVERY ADULT IN THE SCHOOL IS INVOLVED IN PROVIDING UNIVERSAL SUPPORT, INCLUDING GENERAL AND SPECIAL EDUCATORS, ADMINISTRATORS, STAFF, FAMILY, AND COMMUNITY MEMBERS. 
          UNIVERSAL SUPPORT IS DESIGNED FOR ALL STUDENTS, INCLUDING THOSE WHO STRUGGLED TO LEARN, AND THOSE WHO EXCEL, THOSE WHO ARE LEARNING A NEW LANGUAGE, AND THOSE WHO ARE AFFECTED BY OTHER CIRCUMSTANCES OUTSIDE THE CLASSROOM. 
          LEARN MORE ABOUT MTSS AND SWIFT AT WWW.SWIFTSCHOOLS.ORG. 
          [MUSIC] 
          >> THAT VIDEO, THAT SHORT VIDEO GIVES YOU A FOUNDATION OF WHAT SCHOOLS LOOK LIKE, HOW WE ARE LOOKING AT ALL STUDENTS NEEDS. 
          NOW, BRINGING IT DOWN TO MULTI-TIERED SYSTEM SUPPORT. 
          BY DEFINITION, IT IS A PROACTIVE AND PREVENTATIVE FRAMEWORK THAT INTEGRATES THE DATA AND OUR INSTRUCTION TO MAXIMIZE STUDENT ACHIEVEMENT AND SUPPORTS OUR STUDENTS SOCIAL, EMOTIONAL, AND BEHAVIORAL NEEDS FROM A STRENGTH BASED PERSPECTIVE. 
          NOW WHAT YOU HAVE TO UNDERSTAND IS MTSS IS NOT A BRAND NEW CONCEPT. 
          IT'S BEEN AROUND FOR A LONG TIME. 
          IT HAD A DIFFERENT NAME AND IT WAS A DIFFERENT TWIST TO IT. 
          IT ACTUALLY STARTED FROM WHAT WE CALL RESPONSE TO INTERVENTION, RTI. 
          IT STARTED IN SPECIAL EDUCATION. 
          WHAT HAD HAPPENED WAS FEDERAL LAW HAD CHANGED MANY YEARS AGO TO INCLUDE RTI AS A POSSIBLE WAY TO QUALIFY STUDENTS FOR SPECIAL EDUCATION. 
          WHAT THEY SAID IN RTI, WAS THAT STUDENTS SHOULD BE IDENTIFIED BY ASSESSMENTS. 
          BUT WHEN WE PUT INTERVENTIONS IN PLACE, WE NEED TO MONITOR THEIR PROGRESS. 
          IF THEY CANNOT PERFORM AT A LEVEL THAT IS DEMONSTRATING PROGRESS, THEN WE NEED TO TRY A DIFFERENT INTERVENTION. 
          BUT IF WE HAVE A CHILD THAT IS RESISTING THE INTERVENTIONS THAT WERE HAVE THAT WE'VE PUT IN PLACE, THEN THERE IS THE POSSIBILITY THAT WE COULD HAVE A DISABLING CONDITION THAT IS CAUSING THE PROBLEMS THAT THEY'RE HAVING WITHIN THE CLASSROOM. 
          THAT'S ACTUALLY HOW MTSS WAS BORN. 
          BECAUSE IT STARTED INSIDE OF SPECIAL EDUCATION AND THEN IT WENT BROAD. 
          NEXT SLIDE, RACHEL. 
          IT WENT TO A FRAMEWORK WHERE WE COULD LOOK AT BEING PROACTIVE FOR ALL STUDENTS. 
          THIS OFFERS A FRAMEWORK FOR EDUCATORS TO ENGAGE IN THAT DATABASE DECISION-MAKING RELATED TO THE PROGRAM IMPROVEMENT, ALONG WITH HIGH-QUALITY INSTRUCTION AND INTERVENTION, AND ALSO THE SOCIAL, EMOTIONAL LEARNING, AND POSITIVE BEHAVIORAL SUPPORTS NECESSARY TO ENSURE POSITIVE OUTCOMES. 
          THE BOTTOM LINE IS POSITIVE OUTCOMES FOR OUR STUDENTS. 
          NOW THE TWIST THAT CAME WITH MTSS FROM THE HISTORICAL POINT OF VIEW IS THE SOCIAL, EMOTIONAL LEARNING. 
          THE RTI WAS ADDRESSING ACADEMICS. 
          THEN WHEN WE MOVE TO THIS MULTI TIERED SYSTEM OF SUPPORT, WE BROUGHT IN SOCIAL, EMOTIONAL, AND BEHAVIOR. 
          BECAUSE WE KNOW THAT IF STUDENTS ARE HAVING DIFFICULTIES WITH SOCIAL, EMOTIONAL CONDITIONS THAT ARE PRESENT OR THERE ARE BEHAVIORAL SITUATIONS, THEN THEY ARE GOING TO RESIST LEARNING. 
          THEY'RE NOT READY TO LEARN. THEY HAVE TO HAVE THAT FEELING OF COMPETENCE, SELF-AWARENESS, IN ORDER TO BE ABLE TO ENGAGE IN READING AND MATH. 
          THE FRAMEWORK ITSELF IS COMPRISED OF FOUR CENTRAL COMPONENTS. 
          WE HAVE SCREENING, WHICH WE'VE ALL HEARD OF SCREENING AND WE'VE PROBABLY HEARD THE WORD SCREENER. 
          PROGRESS MONITORING, A MULTI-LEVEL PREVENTION SYSTEM AND DATABASE DECISIONS. 
          NOW, STARTING WITH THE UNIVERSAL SCREENING. 
          THIS USES A SYSTEMATIC PROCESS FOR IDENTIFYING STUDENTS WHO MAY BE AT RISK FOR POOR LEARNING OUTCOMES. 
          BUT REALLY WHAT A SCREENER DOES IS IT SETS A BASELINE. 
          [00:10:01]
YOU START WITH YOUR SCREENER TO FIND OUT WHERE YOUR CHILDREN ARE. 
          YOU DON'T WAIT UNTIL YOU NOTICE IN THE CLASSROOM THAT THEY AREN'T MAKING PROGRESS.YOU WANT TO KNOW FROM THE BEGINNING OF A SCHOOL YEAR WHERE YOUR CHILDREN ARE. 
          THAT'S WHAT THE WHOLE PURPOSE IS TO START WITH THE SCREENER. 
          WE'RE VERY LUCKY BECAUSE WE DO HAVE A SCREENER THAT WE ADMINISTER THREE TIMES A YEAR, AND OUR SCREENER, WHICH I'M SURE YOU'VE HEARD BEFORE, IS I-READY. 
          WE USE THIS FOR READING IN MATH. 
          NOW, WE ALSO HAVE THE SCREENER THAT I SHARED WITH YOU AT A PRIOR BOARD MEETING CALLED BASE, AND WE ARE WORKING THROUGH THAT RIGHT NOW. 
          THAT IS OUR SOCIAL-EMOTIONAL LEARNING. 
          WE ARE ACTUALLY DOING TRAINING MONDAY OF NEXT WEEK, WHICH WILL BE FOR ELEMENTARY GUIDANCE COUNSELORS AND SECONDARY GUIDANCE COUNSELORS. 
          THEN WE'LL BE MOVING FORWARD FROM THERE. 
          THEN WE HAVE PROGRESS MONITORING. 
          YOU HAVE TO MONITOR THE STUDENTS' PROGRESS THROUGHOUT THE SCHOOL YEAR. 
          WE USE VALID AND RELIABLE TOOLS TO DO THIS. 
          WE WANT TO ASSESS FOR PERFORMANCE. 
          WE ALSO WANT TO QUANTIFY IMPROVEMENT OR RESPONSIVENESS TO INTERVENTION AND INSTRUCTION.THIS GOES BACK TO IF I TEACH IT THIS WAY AND THE STUDENT DOESN'T GET IT, WHAT AM I GOING TO DO AS MY BACKUP? THAT'S THE SIMPLEST WAY TO PUT IT. WHAT'S MY BACKUP? YOU SHOULD HAVE A MULTITUDE OF TOOLS, WHICH ARE CALLED INSTRUCTIONAL STRATEGIES, THAT SHOULD BE ABLE TO BE UTILIZED WHEN A STUDENT DOESN'T LEARN SOMETHING ONE WAY. 
          THEN WE WANT TO EVALUATE THE EFFECTIVENESS OF OUR INSTRUCTION, INTERVENTIONS AND SUPPORTS. 
          THIS GOES ALONG WITH THE WORD FIDELITY. 
          WHEN WE IMPLEMENT DIFFERENT TOOLS, RESOURCES, INTERVENTIONS, WE WANT TO MAKE SURE THAT WE HAVE TOOLS THAT CHECK THAT WE ARE IMPLEMENTING THESE WITH FIDELITY. 
          WE'RE ALL A MASTER AT WHAT WE DO. 
          A LOT OF US HAVE BEEN IN THIS GAME A LONG TIME. 
          WHEN YOU ARE USING AN INTERVENTION, A PROGRAM THAT IS VERY SCRIPTED, THERE'S A PURPOSE FOR THAT SCRIPTING. 
          IT IS TO MAKE SURE THAT WHEN WE DO IMPLEMENT THE PROGRAM, THE WAY THAT WE'RE BEING TOLD TO IMPLEMENT IT, WE SHOULD BE GETTING THE OUTCOME. 
          THE BEST EXAMPLE I CAN THINK OF AND THIS IS A SILLY EXAMPLE, BUT IT GOES BACK TO MANY MOONS AGO WITH ANOTHER READING SUPERVISOR THAT USED TO BE HERE. 
          WHEN YOU'RE DIAGNOSED WITH A PROBLEM, THERE'S A PRESCRIPTION. 
          IF THE PRESCRIPTION DOESN'T WORK, YOU DON'T KEEP TAKING IT, THE DOCTOR USUALLY PRESCRIBES YOU SOMETHING ELSE. 
          IT'S THE SAME THING. 
          BUT IF YOU DON'T TAKE IT THE WAY THAT IT'S INTENDED TO BE TAKEN, THEN YOU CAN'T PROVE THAT IT DIDN'T WORK. 
          THAT'S THE SIMPLEST WHEN IT COMES TO FIDELITY. 
          THEN WE HAVE OUR MULTILEVEL PREVENTION SYSTEM. 
          NOW, THE MULTI-LEVEL PREVENTION SYSTEM INCLUDES A CONTINUUM OF TIERS 1, 2, AND 3 OF INTEGRATED ACADEMIC, SOCIAL-EMOTIONAL, AND BEHAVIORAL, INSTRUCTIONAL AND INTERVENTION SUPPORTS THAT ARE OBVIOUSLY EVIDENCE-BASED BECAUSE I CAN'T IMAGINE THAT WE WOULD USE ANYTHING IN 2021 THAT ISN'T EVIDENCE-BASED AND CULTURALLY AND LINGUISTICALLY RESPONSIVE. 
          NOW, SOMETHING THAT I DO WANT TO EMPHASIZE HERE IS THAT WHEN WE'RE LOOKING AT TIER ONE, WHICH I'M GOING TO GO THROUGH AND WE'RE GOING TO LOOK AT WHAT THIS LOOKS LIKE IN CAROLINE COUNTY. 
          TIER 1, WHICH IS OUR CURRICULUMS. IT'S WHAT WE DO WITH ALL STUDENTS. 
          THIS TRULY IS OUR UNIVERSAL PREVENTION SYSTEM. 
          BECAUSE THE STRONGER OUR TIER 1 IS, THE LESS WE HAVE TO IMPLEMENT THE NEXT TWO TIERS. 
          THIS IS JUST A VISUAL EXAMPLE OF WHAT WE'RE TALKING ABOUT WHEN WE TALK ABOUT TIERS IN A TYPICAL YEAR. 
          LET'S GO BACK TO A TYPICAL YEAR. 
          80-90 PERCENT OF OUR STUDENTS ARE GOING TO RESPOND TO OUR TIER 1, OUR CURRICULUMS. OUR DIFFERENTIATED STRATEGIES, OUR SUPPORTS THAT WE PUT IN PLACE FOR ALL STUDENTS. 
          THEN WE HAVE ABOUT 5-10 PERCENT OF OUR STUDENTS THAT ACTUALLY, IF YOU WANT TO LOOK AT IT THROUGH A VISUAL, FALL THROUGH A SIP, AND THEY NEED ADDITIONAL SUPPORT AND THEY NEED TO BE MONITORED CLOSELY. 
          THEN YOU HAVE 1-5 PERCENT. 
          THESE ARE OUR CHILDREN THAT REQUIRE EXTREMELY INTENSIVE INTERVENTIONS. 
          THIS IS TYPICALLY WHERE YOU'RE GOING TO FIND YOUR MOST SCRIPTED INTERVENTIONS AND YOU'RE GOING TO BE MONITORING THOSE KIDS WEEKLY,TO BIWEEKLY. 
          >> WOULD YOU SAY THAT TO A SPECIAL EDUCATION CHILDREN? 
          [00:15:02]
          >> NO, AND THAT'S A GREAT QUESTION, DONNA, BECAUSE THAT IS SUCH A MISUNDERSTANDING. 
          CHILDREN THAT RECEIVE TIER 3 COULD BE SPECIAL EDUCATION STUDENTS, BUT THEY ALSO RECEIVE THEIR IEP THAT GIVES THEM THE SPECIALLY DESIGNED INSTRUCTION. 
          BUT TIER 3 CAN ALSO BE ANY OTHER STUDENT THAT REQUIRES THAT LEVEL OF SUPPORT. 
          >> IT CAN BE THE MATHS STUDENT THAT IS HAVING TROUBLE DIVIDING FRACTIONS AND IS IN THE LEVEL FOR A PERIOD OF TIME, MOVING FORWARD TO TIER LEVEL 3. 
          >> RIGHT. THAT WAS A GOOD EXAMPLE DONNA. 
          YOU COULD HAVE A STUDENT THAT IS BEING PULLED OUT TO IT LIKE YOU SAW WITH THE ADDITIONAL MATH THAT SAY IT WASN'T SUCCESSFUL. 
          THEN AT THAT POINT, WE MIGHT WANT TO MOVE HIM INTO SOMETHING THAT'S MORE INTENSIVE, THAT MAYBE IS FIVE DAYS A WEEK, 20-30 MINUTES A DAY,AND ALSO THEY ARE MONITORING HIS PROGRESS CLOSELY TO MAKE SURE THERE IS PROGRESS BEING MADE BECAUSE IF WE HAVE HIM IN ONE,TWO, THREE DIFFERENT MATH INTERVENTIONS AND THE CHILD IS NOT MAKING PROGRESS, THAT IS TRULY A GOOD REFERRAL TO SPECIAL EDUCATION,AND WHERE SPECIAL EDUCATION TEAM SHOULD LOOK AT THAT STUDENT. 
          >> [INAUDIBLE] TO MY MIND. LET'S SAY I WAS GOOD IN ENGLISH LIKE WHEN YOU START GETTING INTO PHYSICS [INAUDIBLE] FOR SOMETHING LIKE THAT, I'D BE IN TIER 1 FOR ENGLISH BUT TIER POSSIBLY 3,4 PHYSICS. 
          >> THAT ACTUALLY ANOTHER GOOD QUESTION. 
          READING IN MATH IMPACT ALL AREAS OF CONTENT. 
          >> RIGHT. 
          >> YOU'RE HAVING DIFFICULTY IN PHYSICS. 
          IS IT RELATED TO YOUR INABILITY TO READ OR COMPREHEND TEXT? OR IS IT YOUR INABILITY TO A CONCEPT IN MATH? 
          >> IT WOULD BE MATHS. 
          >> IF IT'S MATH, THEN WE HAVE TO DELVE DEEPER INTO WHERE THE MATH PROBLEM IS BECAUSE THEN YOU MIGHT NEED ADDITIONAL ASSISTANCE WITH MATH. 
          BUT IF YOU'RE HAVING PROBLEMS THAT YOU'RE NOT DOING WELL IN PHYSICS BECAUSE YOU'RE NOT PASSING THE TEST CONTENTS CONFUSING, THAT'S WHERE YOU NEED TUTORING. 
          YOU NEED SOME ADDITIONAL SUPPORT OR DIFFERENTIATION WITH THE CLASSROOM TEACHER BECAUSE YOU'RE NOT GOING TO HAVE AN INTENSIVE INTERVENTION FOR PHYSICS. 
          THERE'S NOT GOING TO BE AN INTENSIVE INTERVENTION TEACHER FOR PHYSICS, BUT THEY WOULD BE FOR READING OR MATH. 
          >> [INAUDIBLE] THEN THAT MAKES SENSE NOW. 
          YOU SAID 20-30 MINUTES A DAY, CORRECT? 
          >> YES. 
          >> WHERE WE GETTING THAT THIRD OF 20-30 MINUTES A DAY. 
          >> IN ELEMENTARY, THEY HAVE CARVED OUT TIME INSIDE OF THE READING, LANGUAGE ARTS, AND THE MATH BLOCKS. 
          THEN IN SECONDARY, WE HAVE. 
          AN IOS LOCK, NOT AN IOS LOCK. 
          >> FOCUS IN MIDDLE-SCHOOL BLOCK. 
          >> FOCUS IN MIDDLE-SCHOOL BLOCK FOR INTERVENTIONS. 
          THEN AT THE HIGH-SCHOOL LEVEL, WE HAVE THE READING INTERVENTIONS THAT THE STUDENTS CAN ACTUALLY SIGN UP FOR AS A COURSE. 
          THEN THE MATH INTERVENTIONS TAKES PLACE INSIDE OF THE ALGEBRA ONE. 
          >> YOU SAID THEY CAN SIGN UP. 
          >> THEY ARE RECOMMENDED TO SIGN UP. 
          >> CAN YOU FORCE THEM TO SIGN UP?. 
          >> THAT'S A GOOD QUESTION. 
          >> THEY ARE ELECTED CREDITS. 
          STUDENTS DO EARN CREDIT OR TAKING THAT INTERVENTION, OF COURSE. 
          THAT AND WE HAVE HAD SITUATIONS, CAN WE FORCE THEM TO? I WOULD SAY, WHEN YOU PUT THE DATA IN FRONT OF THE PARENT AND EXPLAIN THE NEED AND THE IMPACT THE DATA IS HAVING ON THAT CHILD IN ALL OF THE OTHER COURSES. 
          I DON'T THINK WE'VE EVER HAD A PARENT SAY, ''I REFUSE.'' IT GOES BACK TO HAVING THE DATA FROM THE SCREENERS, FROM THE TIER TO MONITORING IN ORDER TO PAINT THAT PICTURE. 
          >> WHEN I SAY MAKE THEM. I'M REALLY DON'T MEAN IT IN THE BAD WAY. 
          >> ABSOLUTELY NO. [OVERLAPPING] IF WE'VE DEEMED THAT THEY NEED IT? 
          >> LIKE IF SOMEBODY TOLD ME, MAYOR, YOU ARE NOT TOO BRAVE, I'D BE THE FIRST ONE TO GO OFF AND WANT TO HELP, WHICH OBVIOUSLY I NEVER REALLY HAD. 
          THEORETICALLY WHEN A STUDENT REACHES 12TH GRADE, SHOULD THEY STILL NEED TIER ONE? 
          >> EVERYBODY NEEDS [OVERLAPPING] 
          [00:20:01]
          >> TIER ONE, YES. 
          >> [OVERLAPPING] TIER THREE SORRY. 
          >> POSSIBLE. WE COULD HAVE SOMEBODY. 
          >> IT SHOULD BE A LOT LESS CHANCE. 
          >> IT SHOULD GO DOWN. 
          >> IF THE SYSTEMS ARE ALIGNED AND MOVING IN THE DIRECTION WE'RE WORKING TOWARDS BY GETTING IT ALIGNED K TO 12. 
          WE SHOULD BE IDENTIFYING KIDS EARLIER. 
          THE EARLIER WE CAN IDENTIFY AND INTERVENE INTENSIVELY, THE QUICKER YOU CLOSE THAT GAP. 
          THEORETICALLY, YES, THERE STILL COULD BE A FEW KIDS. 
          BUT THEORETICALLY, WE REALLY SHOULD SEE THAT NARROWING OF THAT GAP AND REALLY MINIMIZING IT OVER TIME DEFINITELY. 
          >> ESPECIALLY IF THE EVIDENCE-BASED PROGRAMS ARE BEING DONE WITH FIDELITY, LIKE WHAT HE WAS SAYING, WE HAVE CHOSEN AN EVIDENCE-BASED PROGRAM THAT DONE WITH FIDELITY. 
          TRULY HAVE THE EVIDENCE THAT SHOWS THAT A STUDENT SHOULD BECOME SUCCESSFUL. 
          >> THIS WILL IMMEDIATELY DECAY THROUGH 12 OR EVENTUALLY BE PATIENT CONTROLLED THROUGH 12. 
          >> I'M GOING TO LET TWIG CONTINUE, BUT THIS IS NOT NEW. 
          THIS IS SOMETHING THAT [OVERLAPPING]. 
          >> THIS IS WHAT ONE OF MY QUESTIONS DOWN HERE WAS, THESE THINGS THAT MEAN I GAVE TEACHERS DOING SO I'LL LET YOU FINISH, THAT'S ONE OF THE BIG THINGS IS LIKE HELLO. 
          AS A TEACHER, IF YOU DON'T KNOW HOW TO VEER OFF WHEN A STUDENT CAN'T GET IT AND COME UP WITH A PLAN B, C, D, E, THEN PERHAPS YOU'RE IN THE WRONG PROFESSION. 
          >> DONNA, YOU RAISE A REALLY GOOD POINT. 
          AS THEY SAID, THIS IS NOT AN EMAIL ADDRESS WILL TOUCH ON THIS PARTLY IN SOME OF THE PRESENTATION. 
          ONE OF THE THINGS THAT WE'RE REALLY TRYING TO DO, AND WE'VE TALKED ABOUT IT A LITTLE BIT EARLIER. I THINK. 
          CAROLINE COUNTY PUBLIC SCHOOLS HAS A LOT OF OPTIONS ON A MENU THAT'S NOT AS CONNECTED AS IT COULD BE. 
          WE'VE HAD PROGRAMS HERE WE'VE HAD CURRICULUM WORK HERE, WE'VE HAD THINGS HERE. 
          WHAT WE'RE TRYING TO DO AND WORKING HAS STREAMLINE IS TO PUT IT IN A SEAMLESS SYSTEM, EVERYBODY AT THE TABLE KNOWS WHAT OPTIONS ARE AVAILABLE FOR EVERY KID. 
          IT ISN'T ANYTHING NEW. WHAT WE'RE TRYING TO DO WAS REALIGN, REFOCUS AND MAKE SURE THAT EVERY SCHOOL, EVERY KID, EVERY FAMILY KNOWS THE RESOURCES THAT ARE AVAILABLE, EVERY TEACHER KNOWS WHAT INTERVENTIONS ARE AVAILABLE. 
          WE'RE TRYING TO MAKE SURE, APART AND DOING THAT, YOU ALSO START TO IDENTIFY WHERE ANY GAPS COULD EXIST IN YOUR INTERVENTION PROCESSES AND THEN TO TARGET TO FILL THOSE ANY HOLES AND INTERVENTIONS. 
          WE'RE TRYING TO PUT THAT SYSTEM IN PLACE AGAIN, NOT TO OVERUSE FIDELITY, BUT ALSO TO DO IT WITH FIDELITY ACROSS ALL OF OUR CONTENT AREAS AND ACROSS ALL OF OUR SCHOOLS. 
          BECAUSE THAT'S HOW WE ARE GOING TO MOVE FORWARD AND CLOSE OUR ACHIEVEMENT GAPS. 
          I KNOW KATIE WILL TALK ABOUT THEIR MISSILES. 
          WE'LL TALK A LITTLE ABOUT SOME OF THE DATA IN HER PRESENTATION FOR OUR EARLY READINGS SCREENERS. 
          BUT WE WON'T CLOSE THE GAPS AS QUICKLY AS WE SHOWED IF WE DON'T COME UP IN SYSTEMATIZE A LOT OF THE OPTIONS WE HAVE FOR OUR KIDS AND BE STRATEGIC ABOUT MOVING FORWARD. 
          >> SYSTEMS AND PROCESS. 
          >> YEAH. 
          >> MAKING SURE THAT THE PROCESSES ARE IN PLACE AND AWARE OF OUR STAKEHOLDERS ARE AWARE OF OUR PROCESS AS WELL. 
          >> BUT DONNA AND I HAVE TO COMPLIMENT YOU ON YOUR COMMENT BECAUSE I APPRECIATE THAT MORE THAN ANYTHING HERE TONIGHT. 
          [LAUGHTER] I'M TELLING YOU THE FACT THAT YOU DO NEED TO KNOW WHEN TO PIVOT. 
          AS A TEACHER, WHEN YOU ARE WORKING WITH STUDENTS AND YOU KNOW THAT YOU'VE GOT 50 PERCENT, 40 PERCENT, 30 PERCENT OF YOUR CLASS NOT GETTING THE INSTRUCTION, YOU'VE GOT TO STOP AND STEP BACK AND DO SOMETHING DIFFERENT. 
          [OVERLAPPING]. 
          >> BLANK FACES LOOKING AT YOU. 
          THE PROBLEM IS YOU NOT THEM AND THERE ARE MANY TIMES I JUST STOP AND THE KIDS ARE LIKE THIS IS NOT WORKING AND YOU'RE LIKE YEAH AND I WOULD SIT THERE THERE JUST LIKE GIVE ME A MINUTE. 
          THEY WOULD BE LIKE CRACK ENOUGH WITH YOUR ADMITTING THIS. 
          MY SON WOULD ADMIT TO ME. 
          >> RIGHT, AND IT HAPPENS. 
          I MEAN, WE'VE ALL BEEN THERE. 
          I CAN'T IMAGINE THAT THERE ISN'T A TEACHER OUT THERE THAT HASN'T GOTTEN PARTWAY THROUGH A LESSON AND SAY, WE'RE NOT READY FOR THIS. 
          WE NEED TO TAKE A STEP BACK AND WHAT WE'VE DONE HERE AND YOU CAN GO AHEAD, RACHEL, TO THE NEXT SLIDE. 
          WHAT WE'VE DONE IS EXACTLY WHAT DR. SIMONS JUST SHARED, IS WE SEE THAT, BUT WE WANT TO KNOW THAT OUR TEACHERS HAVE THE RESOURCES THAT THEY NEED. 
          IF THEY DO HAVE TO PIVOT. 
          IF YOU WANT TO CLICK ON THE FIRST LINK. 
          >> WHILE YOU ARE LOOKING RACHEL, THERE'S ONE REMINDER. 
          WE GOT A NOTICE SOMEBODY WHO IS KIND ENOUGH ON THE LIVE STREAM WILL JUST SAY, WELL, WHEN WE'RE GOLFING AND I GOT A MINDFUL AS WELL [INAUDIBLE] 
          [00:25:04]
          >> CAN YOU BLOW THAT UP JUST A LITTLE BIT MORE FOR US VISUALLY CHALLENGED PEOPLE. 
          [LAUGHTER] WHAT WE'VE DONE IS WE'VE CREATED A MULTI-LEVEL PREVENTION SYSTEM WITHIN OUR MTSS FRAMEWORK, AND IF YOU CAN EVEN SEE FROM THE TOP, WE HAVE THE ELA, WE HAVE THE MATH, THE SOCIAL EMOTIONAL BEHAVIOR. 
          THEN WE HAVE DOWN TO THE LEFT SIDE: TIER ONE, CORE INSTRUCTION, ELEMENTARY, MIDDLE AND HIGH AND WE DIVIDED THEM UP BY ELEMENTARY, MIDDLE AND HIGH BECAUSE THEY'RE ARE DIFFERENT RESOURCES. 
          SOME ARE OUR RESOURCES OVERLAP, BUT THERE'S DEFINITELY DIFFERENT RESOURCES IN OUR SECONDARY VERSUS OUR ELEMENTARY. 
          WHAT YOU CAN SEE HERE IS THAT WE HAVE OUTLINED OUR ASSESSMENTS THAT ARE AVAILABLE FOR OUR ELEMENTARY. 
          THEN WE MOVE INTO THE UDL PRINCIPLES. 
          NOW, IF YOU NOTICE THAT'S IN RED AND THERE ARE A FEW OTHER THINGS THAT ARE IN RED AND THE REASON THEY ARE IN RED IS BECAUSE THEY'RE ALERTING US THAT WE NEED TO BE DOING MORE PROFESSIONAL DEVELOPMENT ALONG WITH CONTINUING TO BUILD THAT AREA. 
          RACHEL COME BACK DOWN JUST A LITTLE BIT DOWN, OTHER WAY. THERE YOU GO. 
          BUT YOU CAN SEE THERE ARE CURRICULUMS UNDERNEATH OUR UDL PRINCIPLES. 
          THE RESOURCES THAT WE CAN USE IN TIER ONE FOR ELEMENTARY, MIDDLE, AND HIGH AND THEN WHEN YOU MOVE ACROSS TO SOCIAL, EMOTIONAL AND BEHAVIOR, YOU CAN SEE WHAT RESOURCES WE HAVE: THROUGH OUR GUIDANCE COUNSELORS, THROUGH OUR SCHOOL PSYCHOLOGISTS AND THROUGH OUR SOCIAL WORKERS AND ANY OTHER MENTAL HEALTH SUPPORTS THAT WE HAVE IN THE BUILDING. 
          THEN IF YOU MOVE UP TO TIER TWO, THIS IS WHERE YOU GET INTO SUPPLEMENTAL INSTRUCTION. 
          THIS IS WHERE YOU HAVE A CHILD THAT YOU HAVE DONE DIFFERENTIATION. 
          YOU HAVE CHANGED UP YOUR TIER ONE INSTRUCTION AND THEY'RE STILL STRUGGLING IN A SPECIFIC AREA. 
          THIS IS WHERE WE'RE GOING TO WORK WITH THEM IN THAT SPECIFIC AREA FOR A SHORT PERIOD OF TIME TO SEE IF WE CAN GET THEM OUT OF THAT AND BACK INTO TIER TWO. 
          >> IS THIS WHERE CO-TEACHING MAY START OR IS THERE CO-TEACHING PRIOR TO THIS? 
          >> CO-TEACHING IS PRIOR TO THIS THAT'S TIER ONE. 
          >> BUT OKAY. GOOD. 
          >> WHAT KIND AS FAR AS COACHING I MEAN HERE [INAUDIBLE] . 
          THESE CO-TEACHERS IN THE PAST ARE THE ONLY CO-TEACHERS I HAVE WITH SPECIAL EDUCATION CO-TEACHERS. 
          RIGHT. ARE THEY STILL GOING TO BE SPECIAL EDUCATION CO-TEACHERS OR ARE THEY JUST GOING TO BE GENERALIZED? 
          >> RIGHT NOW OUR CO-TEACHERS, THAT WE HAVE, ARE SPECIAL EDUCATION TEACHERS AND EL TEACHERS. 
          NOW WE HAVE EXPANDED OUR NUMBER OF EL TEACHERS, AND DONE SINCE YOU WERE WITH US [OVERLAPPING] THERE'S SEVERAL MORE. 
          >> WHICH IS GOOD. 
          >> THAT'S DEFINITELY WHERE YOU'RE GOING TO SEE THAT CO-TEACHING. 
          >> NOT ALL STUDENTS WILL GET THE CO-TEACHING [OVERLAPPING] EXPERIENCE? 
          >> POSSIBLY NOT. IT'LL BE MORE THAN THE INCLUSIVE SETTINGS. 
          >> YOU WOULD ASSUME IF YOU THINK A STUDENT NEEDS THIS EXTRA SUPPORT, YOU WOULD PUT THEM IN A CO-TAUGHT CLASS? 
          >> WE HAVE DONE THAT BEFORE. 
          >> THANKS. [BACKGROUND]. 
          >> BUT I THINK THE ONE THING THAT JUMPS OUT MORE THAN ANYTHING, AND IN THIS WAS WHAT WAS VERY OVERWHELMING AND ALARMING AT THE SAME TIME, IS HOW MANY RESOURCES WE REALLY DO HAVE IN THIS COUNTY. 
          WE'VE TALKED ABOUT THIS BEFORE IN PAST BOARD MEETINGS, THAT WE HAVE A LOT RIGHT HERE. 
          WE JUST NEED TO USE IT AND USE IT APPROPRIATELY. 
          THEN YOU MOVE INTO TIER THREE AND THESE, YOU CAN SEE, THESE ARE DEFINITELY ESPECIALLY IN THE AREA OF READING ARE MORE SCRIPTED TYPE PROGRAMS THAT DO HAVE TO BE NOT THAT NOTHING DOESN'T HAVE TO BE IMPLEMENTED WITH FIDELITY, BUT THESE DO HAVE TO BE IMPLEMENTED AS THEY ARE PRESCRIBED, BASICALLY ON THEIR LABEL, IN THEIR DIRECTIONS. 
          [BACKGROUND] THEN YOU CAN SEE THE ADDITIONAL SUPPORT ALL THE WAY ACROSS. 
          >> WHAT IS OG IN THE MIDDLE? [OVERLAPPING] IS THAT OG OR CG? 
          >> IT'S OG, IT'S ORTON-GILLINGHAM, WHICH IS A VERY EXPLICIT, SYSTEMATIC WAY OF TEACHING, READING. 
          IT'S BASED ON THE PREMISE OF LANGUAGE ESSENTIALS FOR TEACHING, READING AND SPELLING WHERE YOU ARE TEACHING SPECIFIC LETTERS IN THE BEGINNING AND YOU MOVE THROUGH A PROCESS OF TEACHING LETTERS AND TEACHING STRUCTURE OF WORDS. 
          [00:30:05]
IT'S, [OVERLAPPING] IT'S ACTUALLY VERY FASCINATING. 
          >> WHAT DOES THAT MEAN AGAIN? 
          >> ORTON-GILLINGHAM IS THE NAME. 
          >> OKAY. 
          >> IF YOU GOOGLE THAT DONNA, YOU'RE GOING TO FIND A BAZILLION THINGS, YOU ARE. 
          IT'S BEEN AROUND FOREVER. 
          >> WHAT'S THE PLUS? 
          >> ORTON-GILLINGHAM PLUS IS THE COMPANY THAT WE WORK WITH. 
          THAT IS THERE THAT WHAT THEY DO IS THEY TAKE THE ORTON-GILLINGHAM METHODOLOGY AND THEY HAVE APPLIED IT TO THEIR INTERVENTION AND THEN THEY MARKET ITSELF. 
          THEN THE OTHER THING THAT'S SOMETHING THAT I REALLY WANT TO POINT OUT IS YOU'RE GOING TO SEE THAT ONCE YOU GET INTO THE TIER THREE LIKE I SAID EARLIER, YOUR MONITORING IS INTENSIVE. 
          THAT MEANS THAT IT SHOULD BE WEEKLY. 
          >> IS THEIR WAY OF KNOWING THAT IT'S BEING WITH THEM? 
          >> IT SHOULD. WELL, WE ACTUALLY HAVE THAT'S, I'M GLAD YOU ASKED THAT. 
          WE DO HAVE THE LUXURY OF HAVING A PERSON, THAT IS OUR MTSS SPECIALIST AND SHE WORKS WITH THE READING INTERVENTIONS AND SHE HAS SPREADSHEETS THAT HAVE ALL THE STUDENTS AND THE PROGRESS THAT THEY'RE MAKING THROUGH. 
          SHE CHECKS THIS WEEKLY ANYWAY. 
          THAT'S, WE DO HAVE A PERSON THAT'S ABLE TO DO THAT AND I WOULD BE VERY SURPRISED IF MELISSA MULLIGAN ISN'T CHECKING ON THIS ALL THE TIME [LAUGHTER] FOR MATH. 
          >> AS WELL AS THE MAP. 
          >> YEAH. [BACKGROUND] BUT THIS IS OUR MULTI-LEVEL PREVENTION SYSTEM AND IN THE TAKEAWAY WITH FROM THIS THAT I REALLY AM GOING TO EMPHASIZE AGAIN, IS LOOK AT ALL THESE RESOURCES RIGHT HERE IN CAROLINE COUNTY. 
          WE NEED TO UTILIZE OUR RESOURCES. 
          WE HAVE ACTUALLY ALIGNED OUR SST PROCESS, WHICH IS OUR STUDENTS SUPPORT TEAM PROCESS, WHERE WE IDENTIFY STUDENTS THAT ARE GOING TO REQUIRE AN ADDITIONAL TIER TWO OR TIER THREE INTERVENTIONS. 
          WE'VE ALIGNED IT ALL TO THIS. 
          RECENTLY, WE HAVE TRAINED OUR MATH RESOURCE TEACHERS, OUR READING RESOURCE TEACHERS, OUR GUIDANCE COUNSELORS, OUR ADMINISTRATORS AND WE HAVE TRAINED FIVE SCHOOLS AT THIS POINT IN STAFF MEETINGS, SO WE HAVE FIVE MORE TO GO. 
          NOW THE SECOND FRAMEWORK THAT I PUT UP HERE, I PUT UP HERE ON PURPOSE. 
          IF YOU WANT TO CLICK ON THAT UNIVERSAL DESIGN FOR LEARNING AND EVEN TO SLIDE UP, RACHEL THERE YOU GO. 
          THIS IS ACTUALLY A FRAMEWORK FOR THINKING ABOUT HOW YOU ARE GOING TO ENGAGE YOUR STUDENTS IN INSTRUCTION. 
          THAT'S WHAT THIS COMES DOWN TO. 
          IT HAS ACTUALLY THREE PRINCIPLES, ONE IN ENGAGEMENT, ONE IN REPRESENTATION AND ONE IN ACTION AND EXPRESSION. 
          DURING THE VIDEO, I KNEW THERE WAS ONE TIME WHERE THEY SAID THEY WANTED TO GET CHILDREN OPPORTUNITIES TO EXPRESS THEMSELVES DIFFERENTLY. 
          IN TURN, THAT ONE CHILD THAT DOESN'T DO REALLY WELL WITH WRITING A SUMMARY MIGHT BE ABLE TO STAND UP AND TELL YOU THAT SUMMARY OR MIGHT BE ABLE TO DRAW A PICTURE THAT SUMMARIZES THE TEXT. 
          DEPENDING ON THE DIFFERENT LEVELS OF THE STUDENTS. 
          WE WANT TO MAKE SURE THAT OUR STUDENTS HAVE THOSE OPPORTUNITIES AND THAT WE DON'T DO A ONE-SIZE-FITS-ALL. 
          THE ONE THING THAT HAS CHANGED AND I KNOW MORE OF THIS, THIS PIECE IS BRAND NEW, PROBABLY BRAND NEW FOR YOU. 
          BUT THESE TWO LADIES HAVE SEEN UNIVERSAL DESIGN FOR LEARNING. 
          BUT IT HAS CHANGED SINCE YOU WERE HERE AND WHAT HAPPENED WAS, IT USED TO START OUT WITH REPRESENTATION, ACTION AND EXPRESSION AND ENGAGEMENT. 
          AFTER THEY DID SEVERAL STUDIES AND THIS WAS THE CASTE GROUP, THEY FOUND THAT ENGAGEMENT NEEDED COME FIRST BECAUSE THE CHANCES OF BEING ABLE TO REPRESENT AND INSTRUCT OUR CHILDREN AND THEN HAVE OUR CHILDREN BE ABLE TO DEMONSTRATE WHAT THEY'RE LEARNING. 
          ALL HAD TO HAPPEN AFTER THEY WERE ENGAGED. PRETTY EXCITING. 
          BUT THIS, THIS IS A FRAMEWORK JUST TO GET PEOPLE THINKING ABOUT HOW I'M GOING TO CREATE MY LESSONS AND HOW I'M GOING TO ENSURE THAT I'LL TAP INTO EVERY CHILD THAT'S IN THAT ROOM. 
          [BACKGROUND] 
          >> THAT MAKES SENSE BECAUSE IT HAS THE WHY. 
          WE'RE TALKING ABOUT WHY WE'RE LEARNING THIS [INAUDIBLE]. 
          >> THOSE ARE THE TWO FRAMEWORKS. 
          NOW OUR LAST COMPONENT 
          [00:35:02]
ON MULTI-TIERED SYSTEMS OF SUPPORT IS DATA ANALYSIS AND DECISION-MAKING. 
          THIS SHOULD OCCUR AT ALL LEVELS OF IMPLEMENTATION FROM INDIVIDUAL STUDENTS TO THE DISTRICT LEVEL. 
          WHEN WE LOOK AT DATA, OF COURSE, WE LOOK AT EACH INDIVIDUAL TO PROBLEM-SOLVE FOR EACH INDIVIDUAL. 
          BUT YOU ALSO HAVE TO LOOK AT SUBGROUPS, YOU HAVE TO LOOK AT GRADE LEVELS, YOU HAVE TO LOOK AT SCHOOLS, AND YOU HAVE TO LOOK AT DISTRICT LEVEL BECAUSE YOU HAVE TO FIND THE TRENDS, THE PATTERNS OF THINGS THAT ARE GOING ON. 
          YOU'RE GOING TO USE THIS DATA TO MAKE DECISIONS ABOUT YOUR INSTRUCTION. 
          I THINK THAT WE KNOW THAT IF WE HAVE AND I'LL GIVE YOU A VERY GOOD EXAMPLE BECAUSE IT'S GOING TO LEAD INTO KT, IS IF YOU ARE USING A READING PROGRAM, AND YOU'VE BEEN USING THE PROGRAM THREE TO FIVE YEARS, AND YOU MIGHT HAVE SEEN A LITTLE BIT OF AN INCLINE IN THE BEGINNING, AND THEN ALL OF A SUDDEN YOU SEE SOMETHING FLAT AND THEN YOU SEE A DECLINE. 
          IT'S TIME TO OPEN YOUR EYES AND SAY WAIT A MINUTE, SOMETHING IS WRONG HERE. 
          BECAUSE TRULY YOU SHOULD BE SEEING THAT WE ALL PLATEAU AT TIMES, BUT YOU SHOULD ALWAYS STILL SEEING AN ENDPOINT. 
          THEN YOU WANT TO ALSO USE YOUR DATA FOR THE PURPOSE OF THE STUDENT MOVING IN THROUGH THE MULTI-LEVEL PREVENTION SYSTEM, AND THEN OF COURSE, IT'S GOING TO TELL YOU WHETHER YOU NEED TO INTENSIFY YOUR INSTRUCTION AND YOUR SUPPORTS FOR THAT STUDENT. 
          GO AHEAD AND SKIP THIS, THIS WAS FROM THE OTHER ONE. 
          SKIP THE NEXT SLIDE. THIS ISN'T PART OF THOSE, THERE YOU AGO. 
          THAT WAS FOR THE SST TRAINING [LAUGHTER]. 
          THEY WERE SUPPOSED TO BE HIDDEN. 
          THE NEXT STEPS WHERE WE ARE RIGHT NOW WITH MTSS IS I SHARE IT WITH YOU ALL THE TRAINING THAT'S TAKEN PLACE. 
          WE HAVE FIVE MORE SCHOOLS THAT WE'RE GOING TO BE GOING OUT TO, AND CONTINUING THE TRAINING ON MTSS. 
          WE HAVE TRAINED OUR SST TEAMS SO THAT THEY ARE AWARE OF ALL THE SUPPORTS THAT ARE AVAILABLE. 
          IF WE HAVE TEACHERS THAT FIND THE SUPPORT THAT THEY DO, THEY READ ABOUT IT, THEY UNDERSTAND IT, BUT MAYBE IT'S A NEW TEACHER AND THEY'VE NEVER USED SOMETHING LIKE THIS BEFORE, WE HAVE THE RESOURCES TO BE ABLE TO WORK WITH THAT TEACHER AND GET THEM UP TO SPEED SO THAT THEY CAN IMPLEMENT THAT RESOURCE. 
          A LOT OF THAT WILL BE GOING ON, AND THAT'LL BE HAPPENING PROBABLY THROUGH THE SST TEAM AS WE IDENTIFY CHILDREN. 
          CONSCIOUS DISCIPLINE, WHICH WE'VE TOLD YOU ALL ABOUT THAT WE ARE WORKING ON WITH OUR LITTLE GUYS. 
          WE FOUND OUT THROUGH CONSCIOUS DISCIPLINE IN THE COMPANY, IS THAT THEY OFFER HELP OR SUPPORT WITH MTSS. 
          WHAT WE'RE GOING TO DO IS WE'RE GOING TO HAVE THEM TAKE A LOOK AT EVERYTHING WE'RE DOING, AND GIVE US FEEDBACK AND SAY, "HEY, I HAVE SUGGESTIONS FOR YOU. 
          YOU MIGHT WANT TO DO THIS, THIS AND THIS, AND THIS IS GOING TO HELP IMPROVE STUDENT PERFORMANCE". 
          OR THEY COULD SAY, "YOU KNOW WHAT, YOU NEED TO GET RID OF THIS PIECE. THAT'S NOT HELPING YOU". 
          BUT WE NEED SOMEONE ELSE TO TAKE A LOOK AT THIS. 
          WE DON'T NEED ANYBODY TO GO INSIDE OF OUR CLASSROOMS, WE DON'T NEED ANYBODY TO BE SENDING SURVEYS OUT TO ANYBODY. 
          WE JUST NEED THEM TO LOOK AT WHAT WE'RE DOING SO WE KNOW WHETHER WE ARE ON THE RIGHT TRACK, OR WE NEED ADDITIONAL SUPPORT OURSELVES. 
          CONTINUE, LIKE I SAID, SCHOOL TEAM TRAINING. 
          THE SST TRAINING HAS TAKEN PLACE, AND WE'RE ALSO GOING TO BE CREATING A FIDELITY RUBRIC SO THAT WE KNOW THAT WE ARE IMPLEMENTING OUR MTSS SYSTEM IN EACH OF OUR SCHOOLS WITH FIDELITY [NOISE]. 
          THEN WE WILL BE DOING FIDELITY CHECKS FOR SCHOOL TEAMS AND DISTRICT LEADERSHIP. 
          >> DO YOU HAVE ANY IDEA WHAT DATA FIDELITY CHECKS MIGHT LOOK LIKE? I THINK THAT IS THE BIG CLICK AND IMPORTANT. 
          WHAT MIGHT THAT LOOK LIKE WITH THE TEAM AND THE DISTRICT LEADERSHIP? 
          >> THE ONE THING THAT I ENVISION IS IT'S GOING TO HAVE A BIG FOCUS ON SST AND HOW WE ARE PROBLEM-SOLVING IN SST, AND USING THE SUPPORTS AND PROVIDING GUIDANCE TO OUR TEACHERS ON WHAT TO DO WITH DIFFERENT STUDENTS. 
          BECAUSE IT'S GOT TO BE FRUSTRATING. 
          I'M STRUGGLING WITH HIS CHILD, I'VE TAUGHT THEM THIS WAY, I'VE DONE THIS, AND I'VE DONE THIS, I GO TO THE SSTT AND THEY TELL ME SOMETHING THAT I THINK I'VE ALREADY DONE. 
          I'M NOT SURE, BUT I THINK I HAVE, COME BACK IN TWO WEEKS AND WE'LL LOOK AT THE DATA. 
          THAT, WE DON'T WANT TO BE DOING. 
          WE WANT TO ACTUALLY BE PUTTING THINGS IN PLACE THAT ARE FOR A PERIOD OF TIME, THAT ARE VERY SOLID, DATA-DRIVEN, EVIDENCE-BASED SO THAT WHEN THE DATA COMES BACK, IT REALLY DOES GIVE A STRONG FEEDBACK ON WHAT THE NEXT STEPS ARE FOR THE STUDENT, SO THAT SST IS DEFINITELY GOING TO HAVE A LENS ON IT. 
          [00:40:03]
THEN ALSO MAKING SURE, AND I KNOW LINDSAY KNOWS THIS TOO WITH SCREENING THAT WE ARE IMPLEMENTING OUR SCREENER WITH FIDELITY. 
          THAT THE RULES OF ENGAGEMENT ARE THE SAME AT EVERY BUILDING SO THAT WE'RE COMING OUT WITH ACCURATE DATA, AND THEN MAKING SURE THAT OUR STAFF DOES HAVE THE PROGRESS MONITORING TOOLS THAT THEY NEED. 
          I PROBABLY JUST CREATED HALF OF THE RUBRIC IN MY HEAD [LAUGHTER]. 
          BUT THANK YOU FOR ASKING. 
          >> I HAVE A QUESTION THAT IS NOT RELATED TO THIS BUT SOMETHING SOMETIME AGO. 
          EARLIER, YOU MENTIONED THAT THERE'S TRAINING ON MONDAY FOR THE BASE? 
          >> YES. 
          >> THAT'S WITH COUNSELORS AND SOMEONE ELSE WILL SAY 
          >> IT'S WITH THE ELEMENTARY AND SECONDARY COUNSELORS. 
          >> WHAT TIME IS THAT? 
          >> THAT WILL BE AT, 9:00 -11:00 AND 1:00 -3:00. WOULD YOU LIKE TO JOIN US? 
          >> POSSIBLY 1:00 - 3:00. 
          >> I'LL SEND YOU AN INVITE. 
          >> OKAY. 
          >> THAT'S VIRTUAL. 
          >> YES. IT'S VIRTUAL 
          >> IT IS VIRTUAL. 
          >> THEN YOU CAN SEND BOTH INVITES, I'M NOT SURE WHICH ONE I PROBABLY WOULDN'T HAVE. SURE, THANK YOU. 
          >> THIS MONDAY COMING UP [INAUDIBLE]? 
          >> THE 25TH, YES. 
          >> [INAUDIBLE]. 
          >> YES. ABSOLUTELY. 
          >> I WOULD ASSUME IT'S IMPORTANT TO KEEP US CONSISTENT THROUGHOUT ALL SCHOOLS, AND HOW DIFFICULT IS THAT GOING TO BE? 
          >> THAT CAN BE CHALLENGING, IT DEFINITELY CAN. 
          BUT THE MORE THAT YOUR TRAINING IS CONSISTENT, AND THEN YOU'RE FOLLOWING UP, AND YOU'RE CHECKING IN, THE MTSS FRAMEWORK, IN A COUPLE OF YEARS WILL BE OFF AND RUNNING AS LONG AS WE DO THE HARD WORK NOW. 
          THAT IS GOING TO BE A LOT MORE CHECKING IN, CHECKING IN ON OUR SST TEAMS, TAKING A LOOK AT OUR SPREADSHEETS ON OUR STUDENTS THAT HAVE BEEN MOVING TO TIER 2 AND TIER 3 AND WHAT THEY'LL PROGRESS LOOKS LIKE, AND THEN OF COURSE, THE OBSERVATIONS IN THE TIER 1, AND THAT WE'RE IMPLEMENTING THE CURRICULUMS WITH FIDELITY AND THAT THE TEACHERS ARE UTILIZING SUPPORTS WHEN KIDS ARE STRUGGLING [NOISE] [BACKGROUND]. 
          >> WE'RE ALREADY USING THEM, SO THIS IS MORE OF AN UPDATE. 
          >> YES, I THINK THAT WHAT HAS HAPPENED IN THE PAST IS THERE'S BEEN A LOT OF REFERRING TO MTSS. 
          BUT THIS YEAR WE HAD THE OPPORTUNITY TO ACTUALLY REALLY DIG IN AND GO FORTH WITH MORE SOLID TRAINING. 
          LAST YEAR AND THE YEAR BEFORE, WERE PROBABLY MORE OVERVIEWS AND UTILIZING THE LANGUAGE. 
          THIS YEAR WE'RE ACTUALLY GIVEN THE RESOURCES AND WE'RE SHOWING HOW TO USE THE RESOURCES. 
          >> WE HIRE A COMPANY FOR THIS. 
          >> WE HAVEN'T HIRED ANYBODY YET. 
          [OVERLAPPING] 
          >> THE ONLY THING THAT [BACKGROUND] WE'VE MENTIONED IS WORKING WITH CONSCIOUS DISCIPLINE TO COME IN AND EVALUATE HOW WHAT WE'RE DOING. 
          >> RIGHT. 
          >> THEN MAKE RECOMMENDATIONS AS TO HOW WE GO FROM THERE. 
          BUT THIS IS INTERNAL. 
          >> NO, THIS ISN'T WHAT WE WERE TRYING TO DO THIS YEAR AGAIN. 
          IT'S NOT JUST ADVISING IT, WE'RE TRYING TO CREATE A CLEAR VERSION OF WHAT THE POINT IS, THAT THE YEAR IS OVER. 
          IT'S NOT A YEAR THAT WE'VE HAD A LOT OF NEW STUFF, HAD A LOT OF CHANGE. 
          A LOT OF SHIFTS. 
          ALMOST NOTHING IS CONSTANT OUTSIDE OF THE FOUR WALLS. 
          WHAT WE WERE TRYING TO BE CONSTANT ABOUT, WHAT WE BOTH STAND ON, AND WHAT SHOULD WE CLEAR ABOUT AS A SYSTEM OF WHAT'S IMPORTANT AND TRY TO PROVIDE THAT CLEAR MENU THAT'S AVAILABLE FOR THE MOMENT. 
          WE ARE TRYING TO TAKE EVERYTHING OF EVEN MORE IMPORTANCE INTERNALLY [NOISE] AND MOVE IT FORWARD WITHOUT CREATING A LOT OF NEW LANGUAGE TO LEARN, NEW PROCEDURES TO LEARN, BUT STRENGTHENING WHAT IT IS THAT WE WERE WORKING ON FOR THE LAST COUPLE OF YEARS. 
          >> I HAVE TO SAY IT SOMETIMES, THAT CONTINUITY CAN MAKE A POSITIVE DIFFERENCE AND FOR TEACHERS, IT'S ALMOST RELIEF THAT WE ARE BUILDING ON WHAT WE HAVE, INSTEAD OF STARTING WITH SOMETHING BRAND NEW AGAIN, THAT WILL CHANGE IN ANOTHER YEAR. 
          >> ALL RIGHT. 
          >> I DON'T KNOW BECAUSE I HAVEN'T TALKED TO ANY, BUT I WOULD THINK THAT THIS WOULD BE SOMETHING THAT FEW PEOPLE WOULD APPRECIATE. 
          >> I THINK THE OTHER THING IT DOES, IS IT FORMALIZES AND PUTS INTO PLACE THAT THE DIVISIONS ARE TRULY 
          [00:45:05]
INTERTWINED IN EVERYTHING THAT WE DO AND THAT WITHIN TIER ONE IT'S NOT JUST GENERAL EDUCATION, IT'S GENERAL EDUCATION STUDENTS, SPECIAL EDUCATION STUDENTS. 
          IT'S ELL STUDENTS. 
          IN TIER TWO IT'S THE SAME. 
          I THINK IT JUST, AS I SAID, FORMALIZES AND BRINGS THE DIVISIONS TOGETHER IN A FORMAT THAT'S UNDERSTANDABLE. 
          >> IN THINKING ABOUT WHAT MRS. [INAUDIBLE] JUST SAID. SHE HAS A GOOD POINT. 
          I'M SEEING YOUR PLAN IS FOR THIS TO BE LONG-TERM BECAUSE QUITE OFTEN YOU'RE PRESENTING SOMETHING AND IT'S GONE. 
          THIS IS TAKING WHAT WE HAVE AND PUTTING IT ALL TOGETHER? 
          >> YES. [OVERLAPPING] 
          >> YEAH. WE HAVE AN OPPORTUNITY, MRS. GIACOMO, AND WE'RE TRYING TO TAKE ADVANTAGE OF THAT OPPORTUNITY, OF SOMETHING WE'VE ALL BEEN WORKING TO BUILD IN OUR SILOS PREVIOUSLY TO BRING IT TOGETHER FOR THE FUTURE OF THIS COUNTY FOR MANY YEARS. 
          I AGREE WITH TWIG'S CONCEPT OR MRS. ANTHONY'S CONCEPTS SHE MENTIONED EARLIER, THERE'S NOTHING MORE FRUSTRATING FOR A TEACHER TO HAVE A KID SITTING IN FRONT OF YOU. 
          YOU'VE TRIED EVERY TOOL IN YOUR TOOLBOX AND YOU DON'T HAVE ANY OTHER OPTIONS THAT YOU CAN THINK OF AND KNOW YOU STILL HAVE THAT KID AND YOU MAY HAVE GONE THROUGH ALL YOUR TOOLS BY THE END OF THE SECOND WEEK AND GO ON. 
          I'VE STILL GOT A FEW SECS, IF YOU'RE HIGH-SCHOOL, YOU GOT A SEMESTER, IF YOU'RE MIDDLE OR ELEMENTARY, YOU GOT THE WHOLE YEAR AND YOU'RE GOING, "I DON'T KNOW WHAT ELSE TO DO." WE NEED A SYSTEM IN PLACE. 
          WE'VE HAD COMPONENTS OF THE SYSTEM IN PLACE. 
          WE NEED A SYSTEM IN PLACE WITH ALL OF THE COMPONENTS THAT EVERY TEACHER IS AWARE OF, EXCUSE ME, AND THAT ALL OF OUR SCHOOLS CAN ACCESS TO BE ABLE TO CLOSE THAT GAP. 
          FOR THE TEACHER, FOR THE KID. 
          WE'VE GOT TO MOVE OUR KIDS AHEAD AND AGAIN, WE'LL TALK LATER A LITTLE BIT IN MRS. ALICE FISHER'S PRESENTATION. 
          BUT DATA WISE, NOT JUST LOOKING AT OUR DATA BASED OFF OF THIS YEAR, THE BEGINNING OF THE YEAR DIAGNOSTIC WE USED. 
          BUT IF YOU LOOK BACK AT OUR HISTORICAL DATA, IT'S NOT TO SAY THAT ANYBODY HASN'T WORKED HARD IN CAROLINE COUNTY. 
          WE HAVE A LOT OF PEOPLE WHO'VE WORKED VERY HARD. 
          BUT IF WE HOLD OUR DATA UP REALLY AT PROGRESS WE'VE MADE, OVER THE LAST SEVERAL YEARS, WE'VE BEEN FLAT OR IT'S REGRESSED. 
          NOW THERE HAVE BEEN TIMES WHERE THE TEST HAVE CHANGED AND THOSE THINGS AND I GET THAT. I DO. 
          BUT IT WOULD BE GREAT TO SEE CAROLINE COUNTY MOVE AS A SYSTEM AHEAD OF THE STATE AVERAGE AND NOT BEING HAPPY WITH HITTING THE STATE AVERAGE. 
          THERE'S 24 SYSTEMS. IF WE HIT STATE AVERAGE, IT MEANS WE'RE AT 12 OR 13 DOWN TO 24. 
          WITH THE RIGHT SYSTEM IN PLACE, THE RIGHT CONNECTION OF SUPPORTS, WE CAN START MOVING OUR KIDS AHEAD. 
          AGAIN, HAVING THE RIGHT SUPPORTS IN PLACE, WE ALSO CAN START GIVING OURSELVES AN OPPORTUNITY TO REALLY DIG IN ON SUBGROUPS THAT HAVE HISTORICALLY BEEN BEHIND TEN, 20, OR 30 PERCENTAGE POINTS OVER THE LAST FIVE-TEN YEARS, THAT WE'VE NOT BEEN ABLE TO MOVE EITHER. 
          AGAIN, WE DON'T HAVE THE RIGHT SYSTEMS IN PLACE PULLING ALL OF THESE PIECES TOGETHER. 
          WE'LL NEVER GET IT BY SHEER HOPE AND WE'LL NEVER GET IT WITH A DISCONNECTED SYSTEMS. WE'RE REALLY HOPING TO PROVIDE THAT CLEAR APPROACH THAT WILL ALLOW [NOISE] US TO MOVE FORWARD [NOISE] IN THOSE DIRECTIONS. 
          >> I THINK YOU MADE A GOOD POINT. 
          WE HAVE A LOT OF SYSTEMS IN PLACE AND WE NEED TO MAKE SURE THAT WE'RE UTILIZING THE SYSTEMS. IT'S GOOD TO SEE THE CONTINUITY FROM ELEMENTARY THROUGH HIGH SCHOOL. 
          BECAUSE OF THESE MOVES, KIDS SOMETIMES IN THE MIDDLE GRADES AND HIGH SCHOOL AGE LEVEL. 
          THE FACT THAT YOU'RE DOING THIS WITH ALL TEN SCHOOLS, 11 MAYBE, I DON'T KNOW COUNTING [INAUDIBLE]. 
          HOPEFULLY, THAT IS GOING TO MAKE A POSITIVE DIFFERENCE. 
          >> A SMALL SEMANTIC PIECE MRS. WAYMAN. 
          YOU SAID IT, WE HAVE A LOT OF SYSTEMS IN PLACE, PLURAL. WE NEED ONE SYSTEM. 
          WE NEED ONE SYSTEM WITH COMPONENTS THAT WE KNOW HOW TO ACCESS AND EVERYBODY'S CLEAR ON HOW TO ACCESS. 
          WE GOT A LOT OF SYSTEMS, BUT THEY HAVE BEEN CONFUSING OVER THE YEARS. 
          HOW DO WE MAKE IT A LITTLE BIT MORE SEAMLESS AND [OVERLAPPING] STREAMLINED? YES, IT DOES. WE'RE HOPING THAT THAT'S IT'S WHAT [OVERLAPPING]. 
          >> TIME WELL SPENT. 
          >> THEN I LIKE THE FACT THAT IT'S ACROSS THE COUNTY. 
          A PERSON SHOULDN'T SAY THIS SCHOOL IS BETTER THAN THAT SCHOOL WITHIN THE COUNTY. 
          IT SHOULD HAVE BE EQUAL. 
          [00:50:05]
I THINK THE ANSWER IS NO, BUT I WANT TO DOUBLE-CHECK. 
          THIS IS NOT A SCRIPTED PROGRAM PER SE ABOUT CURRICULUM. 
          THIS HAS NOTHING TO DO WITH CURRICULUM. 
          JUST FOR THE CAMERA, THEY'RE SHAKING THEIR HEADS, NO. 
          >> [OVERLAPPING] NO. 
          >> CORRECT. 
          >> [LAUGHTER] I DON'T KNOW WHERE THE CAMERA IS. 
          >> NO, MA'AM. IF YOU LOOK BACK AT THE GRAPHIC ORIGINALLY WE PULLED UP, BUT THAT BOTTOM STRIP OF THE 80-90 PERCENT, THE ONLY THING THAT WE'RE BEING SCRIPTED ABOUT IN THIS IS THAT WE NEED TO HAVE A CURRICULUM THAT REACHES 89, 90 PERCENT OF OUR KIDS. 
          THAT'S OUR GOAL WITH OUR CORE CURRICULUM. 
          >> RIGHT. 
          >> THEN WE GET MORE SCRIPTED AS YOU MOVE UP BASED ON THE PROGRAM YOU'RE USING. 
          AS YOU GET INTO THE MORE INTENSIVE INTERVENTIONS, THEY ARE VERY SCRIPTED AND DESIGNED TO BE BECAUSE THEY ARE BASED OFF, OF SIGNIFICANT RESEARCH FOR WHAT THE EXPECTED, DEPENDING ON WHAT THE KID'S AREA OF CONCERN IS FOR READING OR MATHEMATICS. 
          BUT IT IS NOT A SCRIPTED CURRICULUM. 
          THERE IS A PROCESS WE WANT YOU TO FOLLOW WHEN KIDS AREN'T DOING WELL. 
          BUT THERE IS NOT A SCRIPTING. 
          >> I JUST WANTED TO MAKE SURE OF THAT. 
          >> GREAT QUESTION. 
          >> OKAY, THANK YOU. 
          >> [INAUDIBLE] ANY QUESTION? 
          >> NOTHING. 
          [2.02 K-5th Reading Curriculum]
          >> I'M GOOD. 
          >> ALL RIGHTY. THANK YOU VERY MUCH. 
          >> THANK YOU ALL. 
          [OVERLAPPING] [LAUGHTER] [OVERLAPPING][OVERLAPPING] JUST MOVE RIGHT ON. 
          >> [OVERLAPPING] IF WE CAN MOVE ON TO THE NEXT PRESENTATION. YES. 
          >> YES. NOW IS A GREAT SEQUENCE, SO I'M GOING TO DO TODAY. 
          FIRST I WAS UPSET [OVERLAPPING]. SORRY. [OVERLAPPING] 
          >> I WAS GOING TO INTRODUCE YOU. 
          [OVERLAPPING] [LAUGHTER] JUST WANT TO INTRODUCE KATY ALEX FISCHER, SUPERVISOR OF TITLE ONE MEDIA SPECIALISTS, AS WELL AS WHAT SHE'S GOING TO BE PRESENTING TONIGHT IS ELEMENTARY ENGLISH READING ON LANGUAGE ART. 
          >> YES, AND I'M HAPPY TO BE A SECOND. 
          AT FIRST, I WAS NOT HAPPY TO BE A SECOND, BUT NOW I AM BECAUSE THAT'S A GREAT SEGUE TO WHAT I'M GOING TO TALK ABOUT TONIGHT. 
          TONIGHT I'M GOING TO COME TO YOU WITH ELEMENTARY ELA THE CAROLINE WAY. 
          WE HAVE HAD A CURRICULUM IN CAROLINE, THIS IS THE BEGINNING OF YEAR FOUR AND IT'S COME FROM A PLACE OF BALANCED LITERACY. 
          OVER THE LAST COUPLE OF YEARS, WE'VE LEARNED FROM THIS STATE THAT THERE IS NOW THE SCIENCE OF READING, IT'S NOTHING THAT'S NEW, BUT IT'S GAINED STEAM OVER THE LAST 3-4 YEARS, ABOUT AS LONG AS I'VE BEEN AT THE DISTRICT OFFICE. 
          TODAY I'M GOING TO TALK TO YOU ABOUT WHAT THE SCIENCE OF READING IS AND HOW WE ARE GOING TO MOVE FORWARD IN CAROLINE WITH BRINGING IT TO CAROLINE COUNTY AND REFINING WHAT WE'VE ALREADY STARTED HERE. 
          FIRST, THE SCIENCE OF READING INVOLVES DECADES OF BRAIN RESEARCH, THOUSANDS OF STUDIES, AND MILLIONS OF DOLLARS IN RESEARCH ACROSS ALL LANGUAGES. 
          IT INVOLVES BOTH PSYCHOLOGICAL DEVELOPMENT, NEUROSCIENCE, DEVELOPMENTAL LINGUISTICS, AND EDUCATIONAL RESEARCH. 
          SOMETHING THAT I DON'T THINK ANY OF US EVER THOUGHT, MAYBE 20, 30, 40 YEARS AGO, IS THAT SCIENCE WOULD COME INTO PLAY WHEN IT COMES TO READING. 
          WE THINK OF SCIENCE AND MATH BEING ONE THING IS DONE IS THAT EARLIER AND THEN READING BEING THE OTHER END OF THE SPECTRUM, BUT WHAT WE KNOW NOW IS THAT IT TAKES SCIENCE TO BUILD A READING BRAIN. 
          SO WHAT IT IS, IS A STRUCTURED LITERACY BLOCK, AND AS I SAID EARLIER, WE'RE COMING FROM A BALANCED LITERACY BLOCK AND I'LL EXPLAIN A LITTLE BIT MORE ABOUT WHAT THE DIFFERENCES ARE BETWEEN THE TWO. 
          BUT FIRST, A STRUCTURED LITERACY BLOCK IS HEAVILY RELIANT ON EXPLICIT AND SYSTEMATIC PHONICS AND PHONEMIC AWARENESS INSTRUCTION. 
          BALANCED LITERACY COMES FROM THE PERSPECTIVE THAT CHILDREN WILL LEARN IT BY BEING IMMERSED IN IT, OR THAT YOU TEACH PHONICS THROUGH TEXT, OR YOU TEACH PHONICS WHEN A CHILD MAKES A MISTAKE. 
          STRUCTURED LITERACY DOES NOT BELIEVE THAT AND WE KNOW SCIENCE NOW DOESN'T BACK THAT, BUT WHAT WE KNOW NOW IS THEY NEED SYSTEMATIC INSTRUCTION IN BOTH COMPONENTS. 
          THEY NEEDED REPEATED READINGS OF DECODABLE AND FLUENT TEXT, PASSAGES, AND ACTUAL BOOKS. 
          THEY NEED ONGOING ASSESSMENT AND PROGRESS MONITORING AND FOUNDATIONAL READING SKILLS. 
          THEY NEED IN-THE-MOMENT CORRECTION AND TEACHING IN ORDER TO BUILD THOSE SYNAPSES AND CONNECTIONS IN THE BRAIN. 
          HOW DO WE BUILD A READING BRAIN? FIRST, I HAVE A VIDEO CLIP TO WATCH, BUT SOMETHING THAT SHOULD BE NOTED IS THAT READING IS A VERY NEW INVENTION WHEN IT COMES TO MANKIND, OUR BRAINS WERE NOT WIRED TO READ. 
          THE BARBARIANS WERE WIRED FOR LANGUAGE ACQUISITION, BUT NOT FOR THE ACT OF READING. 
          IT'S SOMETHING THAT WE HAVE TO EXPLICITLY AND 
          [00:55:01]
SYSTEMATICALLY TEACH IN ORDER TO BUILD THOSE CONNECTIONS. 
          I HAVE A CLIP THAT EXPLAINS IT FAR BETTER THAN I EVER COULD. 
          [MUSIC] 
          >> [MUSIC] WHAT DO WE KNOW ABOUT THE COMPLEX PROCESS OF LEARNING TO READ? SURPRISINGLY A LOT. 
          SCIENTIFIC RESEARCH COLLECTED OVER THE PAST FOUR DECADES, REVEALS WHAT HAPPENS IN THE BRAIN AND WHAT MUST HAPPEN IN THE CLASSROOM TO ENABLE SKILLFUL READING. 
          MOST CHILDREN LEARN TO WALK AND TALK NATURALLY WITHOUT A LOT OF SUPPORT FROM ADULTS, BUT READING IS DIFFERENT. 
          READING IS NOT HARDWIRED IN THE BRAIN, AND THE NEURAL PATHWAYS INVOLVED MUST BE DEVELOPED THROUGH SUCCESSFUL INSTRUCTIONAL EXPERIENCES. 
          LET'S LOOK AT THE READING BRAIN. 
          THE PARTS OF THE BRAIN THAT ALLOW US TO PROCESS SOUNDS AND RECOGNIZE VISUAL IMAGES ARE ALREADY IN PLACE AT BIRTH IN THE LEFT HEMISPHERE. 
          HOWEVER, THE PHONOLOGICAL ASSEMBLY REGION IS NOT INTACT AT BIRTH. 
          THIS IS THE PART OF THE BRAIN THAT ALLOWS US TO CONNECT SPEECH SOUNDS WITH VISUAL IMAGES SUCH AS LETTERS AND ENABLES READING. 
          IT MUST BE BUILT TO EXPLICIT SYSTEMATIC PHONICS INSTRUCTION AND PRACTICE WITH DECODING. 
          [INAUDIBLE] 
          >> BUT THAT'S WHAT WE'RE WORKING TO MOVE INTO IN CAROLINE, IS THAT THE STRUCTURED LITERACY APPROACH THAT ALIGNS WITH THE SCIENCE IN BUILDING READING BRAINS. 
          NOW I WILL SAY THAT WHAT WE HAVE HAD IN CAROLINE IS A STRONG CORE PHONICS PROGRAM. 
          WE'VE HAD WILSON FOUNDATIONS FOR OVER A DECADE. 
          IT IS SUCCESSFUL HOWEVER, WE WERE MISSING THE OTHER COMPONENTS, THE PHONEMIC AWARENESS AND THE PRACTICE OF DECODING, TO FURTHER WITH THE STUDENTS WHILE LEARNING. 
          THAT'S THE DIFFERENCE IN WHAT WE'RE GOING TO KEEP WILSON FOUNDATIONS BECAUSE IT IS ALIGNED WITH THE SCIENCE OF READING. 
          BUT WE'RE GOING TO INCORPORATE THOSE OTHER COMPONENTS TO CREATE THAT FULL PICTURE AND TO BUILD THAT READING BRAIN. 
          [NOISE] THIS IS SCARBOROUGH'S READING ROPE, AND THAT'S WHERE WE'LL HAVE SOME FUN WITH. 
          THE ELEMENTARY TEACHER IN ME COULD NOT RESIST THE OPPORTUNITY FOR KINESTHETIC LEARNING AND SOME FUN PROJECTS WITH LOTS OF COLORS. 
          THIS IS WHAT REALLY DEMONSTRATES WHAT IT TAKES TO BE A SKILLED READER. 
          THE SHADES OF RED OR ORANGE ARE LANGUAGE COMPREHENSION, AND THOSE ARE THE SYNAPSE THAT ARE EASIER TO CREATE BECAUSE OUR BRAINS ARE WIRED FOR THEM. 
          BUT THAT BOTTOM PORTION, THOSE BLUES AND GREENS, THE WORD RECOGNITION, THAT'S WHAT HAS TO BE VERY EXPLICITLY TAUGHT. 
          WE CAN'T LEAVE IT TO CHANCE, AND WE CAN'T JUST HOPE KIDS PICK IT UP BY SEEING BOOKS WITH LOTS OF WORDS. 
          THOSE ARE THE TWO PARTS THAT WE'LL CREATE WITH OUR READING ROPE. 
          FIRST, IF YOU GRAB YOUR BLUES AND PURPLES. 
          I TRIED THE COLORS THEN BECAUSE, I'M WEIRD THAT WAY. 
          IF YOU TAKE YOUR BLUE, THAT'S YOUR BACKGROUND KNOWLEDGE. 
          THIS HAS TO BE EXPLICITLY TAUGHT, ESPECIALLY WITH STUDENTS OF OUR POPULATION. 
          WHEN YOU HAVE STUDENTS FROM A LOW SOCIOECONOMIC BACKGROUND, OFTEN NOT ALWAYS, THEY COME LACKING EXPERIENCES AND THEY COME LACKING THAT BACKGROUND KNOWLEDGE, SO WE'LL HAVE TO BUILD THAT. 
          IF YOU ADD THAT IN WITH VOCABULARY, THAT ALSO COMES FROM EXPOSURE AND CONTEXT AND TEXTS, THAT ALSO COMES FROM EXPLICIT INSTRUCTION. 
          LANGUAGE STRUCTURE, THAT SYNTAX AND SEMANTICS, THIS IS ESPECIALLY LACKING IN OUR STUDENTS WHO ARE LEARNING THE ENGLISH LANGUAGE, SO WE'LL HAVE TO CONTINUE TO BUILD ON THAT. 
          VERBAL REASONING, WHICH AGAIN IS INFERENCE AND METAPHOR, WE DO TEACH THIS NOW WHOEVER WE NEED TO STRENGTHEN IT WITH TEXTS AT HONOR ABOVE GRADE LEVEL. 
          THEN LITERACY KNOWLEDGE, THOSE ARE CONCEPTS OF DIFFERENT PRINT CONCEPTS AND GENRES. 
          THIS IS WHERE WE NEED TO BRING IN RICH, DIVERSE TEXT. 
          I'M NOT GOING TO ASK YOU TO BREAK THEM, BUT IF YOU JUST TWIST THEM TOGETHER, YOU CREATE THAT LANGUAGE COMPREHENSION PART OF SCARBOROUGH'S READING ROPE. 
          THEN ONCE YOU'VE DONE THAT, YOU CAN JUST PLACE THAT TO THE SIDE AND PICK UP YOUR GREENS AND YELLOWS. 
          >> HOW COME YOU PROBABLY DON'T HAVE AN ANSWER ON YOUR NOTE, HOW COME SOME STUDENTS [INAUDIBLE] TO LEARN TO READ THAN OTHERS? 
          >> A LOT OF IT HAS TO DO WITH EARLY EXPERIENCES, WHICH WE KNOW THE STATE IS INVESTING HEAVILY IN THOSE EARLY CHILDHOOD EXPERIENCES. 
          THAT HONESTLY DONNA IS THE KEY. 
          IT'S OUR STUDENTS [OVERLAPPING] WHO HAVE LANGUAGE, RICH ENVIRONMENT IN THOSE QUALITY EARLY CHILDHOOD EXPERIENCES. 
          >> BASICALLY YOU'RE SAYING IS PARENTS TO THEIR CHILDREN? 
          >> ABSOLUTELY, [OVERLAPPING] THAT MAKES A HUGE DIFFERENCE. 
          >> EXPERIENCES FOR GOING TO THE ZOO. 
          NOT JUST GOING SHOPPING, PICKING UP FOOD, AND [OVERLAPPING] HAVING A CONVERSATION. 
          >> YES. 
          >> WHILE [OVERLAPPING] YOU CAN GO TO THE ZOO AND YOU CAN VIEW ANIMALS. 
          [01:00:04]
BUT IF YOU'RE TALKING ABOUT LOOK AT THE LONG NECK ON THE GIRAFFE, SPOTS. 
          YOU'RE BUILDING THAT VERBAL LANGUAGE. 
          >> WE DON'T THINK OF THOSE BEING EARLY READING EXPERIENCES, BUT THEY ARE. 
          BECAUSE THAT'S THE LANGUAGE ACQUISITION THAT THE STUDENTS ALREADY GOING TO COME TO SCHOOL STRONG WITH, WHICH MAKES IT EASIER TO LEARN OR TO READ. 
          BUT IF THEY'RE LACKING THOSE IN EARLY LANGUAGE EXPERIENCES, IT MAKES LEARNING TO READ THAT MUCH MORE DIFFICULT. 
          >> BASICALLY BE INVOLVED WITH THE CHILD. 
          >> YES, AND IT'S THINGS THAT WE TAKE FOR GRANTED, BECAUSE SOME OF US THINK, OF COURSE, I TALK TO MY CHILD. 
          BUT IT'S REALLY EXPANDING ON THEIR VOCABULARY AND HAVING THOSE FULL CONVERSATIONS, AS LINDSEY SAID, ABOUT WHAT THEY'RE SEEING AND WE JUST REALLY TAKE IT FOR GRANTED. 
          PARENTS, WE'RE ALSO BUSY. 
          PARENTS ARE WORKING AND WE DON'T HAVE THE STAY AT HOME PARENTS AS MUCH AS WE USED TO. 
          IT'S ENSURING THAT WHEREVER A CHILD IS, THEY'RE HAVING THOSE QUALITY EARLY EXPERIENCES, EVEN IF IT'S NOT WITH A PARENT OR A GUARDIAN. 
          [OVERLAPPING]. 
          >> I THOUGHT NOT MORE THAN TALKING TO THEM. 
          THAT DISCUSSION. 
          [OVERLAPPING] 
          >> IT'S WITH THEM. 
          IT MEANS THE EXPOSURE, THE TEXTS. 
          >> THAT'S A BIG COMPONENT BEHIND THE LIBRARY, CAROLINE LIBRARIES BEING BEHIND DOLLY PARTON IMAGINATION LIBRARY. 
          IT'S TRYING TO PUT THOSE AGE-APPROPRIATE BOOKS IN THE HOMES OF ALL CHILDREN FROM BIRTH TO AGE FIVE. 
          TO GIVE THOSE OPPORTUNITIES. 
          IT'S GREAT TO GIVE THE BOOKS, WHICH IS GREAT, IT BUILDS ONE STEP. 
          BUT BUILDING THAT CONNECTION ALSO FOR THE PARENTS TO READ TO AND HAVE DISCUSSIONS AROUND THE TEXT. 
          IS WHERE YOU CREATE THAT LANGUAGE-RICH-ENVIRONMENT THAT REALLY DOES HELP. 
          >> YEAH, AND IT'S WHY IN MY PREVIOUS WORK, YOU'RE STRIVING READERS GRANT. 
          WE BROUGHT THE RAISING A READER TO OUR THREES AND FOURS BECAUSE IT ACTUALLY GIVES PARENTS A GUIDE ALONG WITH THE TEXT. 
          WHAT KINDS OF QUESTIONS TO ASK? HOW TO ENGAGE IN IT WITH A TEXT WITH YOUR CHILD, FOR IT TO BE THE MOST MEANINGFUL? 
          >> WHEN YOU HAVE A CHILD THAT HAS LANGUAGE DEPRIVATION. 
          IT CAN BE SO BAD THAT IT CAN CAUSE A LANGUAGE DISABILITY. 
          WE HAVE CHILDREN THAT COME IN FIVE, SIX, AND SEVEN YEARS OLD, THAT HAVE NOT HAD THESE EXPERIENCES. 
          THIS EXPOSURE, OR EXPOSURE TO JUST ENGAGE IN CONVERSATIONS SO THAT THERE'S A MODELING OF SYNTAX WHEN YOU'RE SPEAKING. 
          IT'S VERY SAD, BECAUSE IT IS VERY DIFFICULT WHEN YOU'VE HAD SUCH A LACK OF LANGUAGE EXPERIENCES. 
          WHEN YOU ARE READING TO A CHILD AND THEY HAVE NO IDEA WHAT SOME OF THE CONCEPTS ARE OR THE VOCABULARY IN THE BOOK. 
          [OVERLAPPING]. 
          >> THEY HAVE TO BUILD REAL-WORLD EXPERIENCES. 
          EVEN THOUGH OUR BRAINS ARE WIRED FOR LANGUAGE, THERE'S SO MUCH GROWTH AND DEVELOPMENT THAT HAPPENS THOSE FIRST YEARS OF LIFE. 
          THAT IF THOSE PARTS OF YOUR BRAIN ARE NOT UTILIZED, THEY DON'T DEVELOP. 
          AS MS. ANTHONY SAID THAT'S WHY SOME OF OUR STUDENTS STAY BEHIND IN LANGUAGE. 
          IT'S BECAUSE THEY'VE HAD, LET'S SAY FOUR OR FIVE YEARS OF THAT PART OF THEIR BRAIN NOT BEING DEVELOPED. 
          IT'S THERE. BUT IT'S NOT JUST DEVELOPED. 
          >> IT'S ALREADY DEVELOPED. 
          >> NO, I'M GOING TO MAKE IT SOUND MUCH SENSE. 
          COMING FROM POLAND AND VALUE PEOPLE THEY CALL. 
          I'M NOT TRYING TO BE IGNORANT ABOUT IT, BUT BOTH. 
          THEY TALK AND THEY TALK WITH THEIR HANDBOOKS. 
          THE CONCEPT OF NOT HAVING THAT IS VERY SAD. 
          I GUESS I JUST NEVER REALLY THOUGHT ABOUT IT LIKE THAT, BECAUSE OF WHAT THEY WERE TAUGHT. 
          >> IT'S THE EXPERIENCES TOO, IT'S JUST ENGAGING WITH YOUR CHILD THROUGH EVERYDAY EXPERIENCES. 
          IT DOESN'T TAKE A LOT OF MONEY. 
          IT JUST TAKES TIME. 
          IT TAKES DIFFERENT EXPERIENCES, EVEN JUST IN YOUR SURROUNDING COUNTY. 
          IT DOESN'T MEAN YOU HAVE TO FLY YOUR CHILD TO THE ENDS OF THE EARTH. 
          IT'S JUST HAVING HIS EVERYDAY CONVERSATIONS AND EXPERIENCES WITH THEM WILL DEVELOP THAT LANGUAGE. 
          >> RIGHT NOW, I'M WORKING [INAUDIBLE] TECHNOLOGY PROVIDED THAT [BACKGROUND] IS TAKING OUR CHILD. 
          TRULY GONE ARE THE DAYS OF THE CHILD LOOKING OUT THE CAR WINDOW AND SPOTTING. 
          I SPY SOMETHING GREEN [LAUGHTER] OUT OF MY CHILDHOOD AS WE'RE DRIVING DOWN THE ROAD. 
          BUT THOSE DAYS ARE GONE BECAUSE CHILDREN ARE ON DEVICES AND IT'S THE WORLD WE GOT IN. 
          BECAUSE OF THAT, WE HAVE TO BE MORE CONSCIENTIOUS OF MAKING THOSE EXPERIENCES WORK. 
          >> I WOULD VENTURE TO SAY, 
          [01:05:03]
EVEN IF THEY'RE LISTENING TO SOMETHING ON THE DEVICES, IT'S STILL NOT THE SAME? 
          >> IT'S NOT THE SAME. 
          >> [OVERLAPPING] DISCUSSION. 
          >> IT'S NOT THE SAME. 
          >> THEN THE OTHER PORTION OF OUR ROPE IS THE GREENS AND YELLOWS, AND THAT'S WORD RECOGNITION. 
          THESE ARE THE SYNAPSES. 
          SYNAPSES IN THE BRAIN THAT ARE MORE DIFFICULT TO CREATE BECAUSE OUR BRAIN IS NOT WIRED FOR THEM. 
          THESE HAVE TO BE EXPLICITLY TAUGHT THROUGH INSTRUCTION. 
          THAT'S PHONEMIC AWARENESS. 
          PHONEMIC AWARENESS IS SOMETHING YOU CAN DO IN THE DARK. 
          IT MEANS THAT THERE'S NOTHING TO LOOK AT. 
          IT ONLY INVOLVES THE IDENTIFICATION AND MANIPULATION OF UNITS OF SOUND. 
          IT DOESN'T INVOLVE LETTERS, IT DOESN'T INVOLVE PICTURES. 
          IT'S CLEARLY ONLY SOUND. 
          SIGHT RECOGNITION. 
          I'M GOING TO JUST HOP DOWN TO THE BOTTOM BECAUSE THAT IS SOMETHING THAT YOU NEED VISUALIZATION FOR. 
          THAT'S THE IDENTIFICATION OF WORDS AND ALSO OUR LETTERS AND GRAPHEMES. 
          THEN DECODING IS WHEN YOU USE THAT SIGHT RECOGNITION IN ORDER TO DECODE TEXT. 
          THE TWISTING OF ALL THREE OF THOSE GIVES US A STRONG STRAND IN WORD RECOGNITION. 
          THEN IN ORDER TO HAVE A SKILLED READER, YOU HAVE TO HAVE STRONG STRANDS IN BOTH OF THESE ROPES AND YOU HAVE TO TWIST THEM TOGETHER FIGURATIVELY, BUT LITERALLY FOR TONIGHT. 
          IN TURN, YOU HAVE A SKILLED READER. 
          NOW IF YOU HAVE ANY OF THESE STRANDS THAT ARE WEAK OR COMPLETELY MISSING. 
          WE'RE GOING TO HAVE AN UNSKILLED READER OR MAYBE NOT A READER AT ALL. 
          OUR GOAL HERE IN CAROLINE IS TO MAKE SURE THAT WE HAVE A CORE CURRICULUM THAT IS ADDRESSING ALL PORTIONS OF THIS ROPE. 
          WE ARE CREATING SKILLED READERS WHO ARE INCREASINGLY STRATEGIC AND AUTOMATIC AND THE ABILITY TO DECODE AND READ. 
          ANY TEXT THAT IS PUT IN FRONT OF THEM. 
          YOU CAN CLICK ON THAT. 
          THIS IS JUST A REITERATION OF THAT. 
          >> [INAUDIBLE] 
          >> ANOTHER HELPFUL THEORETICAL MODEL FOR THE READING PROCESS IS SCARBOROUGH'S READING ROPE, WHICH EXPANDS UPON THE SIMPLE VIEW OF READING. 
          SCARBOROUGH'S READING ROPE, PROVIDES A MEANINGFUL VISUAL REPRESENTATION OF THE PROCESS BY WHICH DECODING. 
          OR WORD RECOGNITION AND LANGUAGE COMPREHENSION SUB-SKILLS ARE COMBINED, DURING SKILLFUL READING. 
          THE DECODING SUB-SKILLS ARE EACH ASSIGNED A STRAND IN THE ROPE. 
          PHONOLOGICAL AWARENESS, DECODING, AND SPELLING, AND SIGHT RECOGNITION. 
          UNDER LANGUAGE COMPREHENSION, WE NEED TO BUILD THESE READING SUB-SKILLS. 
          BACKGROUND KNOWLEDGE, VOCABULARY KNOWLEDGE, LANGUAGE STRUCTURES, VERBAL REASONING, AND LITERACY KNOWLEDGE. 
          THINK OF THESE SUB-SKILLS AS STRANDS IN THE READING ROPE, THAT BECOMES STRONGER THE MORE TIGHTLY THE STRANDS ARE WOVEN TOGETHER. 
          AS THE LANGUAGE COMPREHENSION SUB-SKILLS GROW AND GET STRONGER, THE READER BECOMES INCREASINGLY STRATEGIC IN THEIR READING. 
          AT THE SAME TIME, AS THE READER STRENGTHENS THEIR DECODING SUB-SKILLS, THEY'RE BECOMING MORE AUTOMATIC IN THEIR READING. 
          WITH INCREASINGLY STRATEGIC AND INCREASINGLY AUTOMATIC READING, SKILLED READING OCCURS AND THE READER CAN COMPREHEND TEXT. 
          SKILLED READING APPEARS TO BE EFFORTLESS, BUT A SKILLED READER HAS FORTIFIED THE SUB-SKILLS OF THE READING ROPE. 
          IN ORDER TO MANAGE THE SKILLS SIMULTANEOUSLY AND AUTOMATICALLY RESULTING IN READING COMPREHENSION. 
          COMPARE THIS TO SOMETHING WE ALL KNOW, IS WHEN WE WE'RE ALL FIRST LEARNING HOW TO DRIVE, I DON'T KNOW ABOUT YOU, BUT I COULD NOT FATHOM USING ONE FOOT AND I COULD NOT FATHOM DOING THAT WHILE CHECKING MY REAR VIEW MIRROR AND HITTING MY BLINKER. 
          I REMEMBER MY DAD WAS LIKE STOP USING BOTH FEET, YOU'RE GOING TO GET AN ACCIDENT. 
          BUT IT WAS SO UNNATURAL TO ME. 
          THAT IS HOW LEARNING TO READ IS FOR OUR CHILDREN. 
          BUT THE MORE THEY DO IT, THE MORE THEY'RE PROVIDED PRACTICE IN INSTRUCTION, THE MORE AUTOMATIC IT BECOMES. 
          JUST LIKE NOW WE DO THINGS WE SHOULDN'T DO, LIKE MESS WITH THE RADIO OR MAYBE LOOK AT OUR PHONES WHILE WE'RE READING BECAUSE IT'S SO AUTOMATIC TO US. 
          IT DOESN'T TAKE ALL OF THAT EFFORT IN OUR BRAINS ANYMORE. 
          THAT'S WHY WHEN CHILDREN ARE GIVEN THE OPPORTUNITY TO LEARN AND PRACTICE ALL OF THESE STRANDS, IT'S JUST BECOME SECOND NATURE BECAUSE THOSE CONNECTIONS IN THE BRAIN ARE VERY QUICK, THEY'VE BEEN PRACTICED SO MUCH. 
          WHAT THE SCIENCE OF READING IS NOT, IS THE BALANCED APPROACH TO LITERACY, AS I SAID, AND THAT'S WHAT WE'RE COMING FROM. 
          IT IS NOT A POLITICAL AGENDA OF PHILOSOPHY, A FEELING OR A PRODUCT. 
          I'M GOING TO SAY THAT AGAIN, A PRODUCT, WE CAN'T BUY IT. 
          WE CANNOT BUY THE SCIENCE. 
          WHAT WE CAN BUY IS OUR CURRICULA THAT ARE ALIGNED 
          [01:10:02]
WITH THE SCIENCE BUT THE BEAUTIFUL THING IS NO ONE CAN SELL IT TO US. 
          I'VE HAD A LOT OF EXPERIENCES IN THE LAST COUPLE OF YEARS WITH CURRICULUM COMPANIES AND THEIR SALESPEOPLE, AND THEY WILL SELL YOU. 
          THAT IS THE BEAUTIFUL THING ABOUT THIS IS THAT THE MORE KNOWLEDGE WE GAIN IN THE SCIENCE WE'LL KNOW WHEN WE'RE BEING SOLD SOMETHING VERSUS WHAT'S BEST FOR OUR STUDENTS. 
          IT IS NOT THE LEVELING OF STUDENTS BASED LARGELY ON BACKGROUND KNOWLEDGE AND LIFE EXPERIENCES, AND IT'S NOT THE THREE CUEING SYSTEM, AND THAT'S WHAT WE'RE COMING FROM. 
          IT'S ALSO NOT A WAIT-AND-SEE APPROACH TO STRUGGLING READERS. 
          BALANCED LITERACY BELIEVES THAT CHILDREN WILL EVENTUALLY GET IT. 
          WHAT WE'RE SEEING IS HIGH TIER THREE RATES OF INTERVENTION. 
          THAT'S BECAUSE OUR STUDENTS, THERE ARE LOTS OF STUDENTS BALANCED LITERACY DID NOT WORK FOR AND THEY DID NOT QUOTE AND GET IT. 
          THE PROOF OF THIS IS IN THE RESEARCH. 
          BACK 21 YEARS AGO, THE NATIONAL READING PANEL IDENTIFY THESE FIVE NECESSARY COMPONENTS FOR LITERACY INSTRUCTION. 
          THAT'S PHONEMIC AWARENESS, EXPLICIT PHONICS INSTRUCTION, FLUENCY, WHICH IS THE RATE OF ACCURACY AND EXPRESSION IN WHICH YOU READ, VOCABULARY AND COMPREHENSION. 
          >> [INAUDIBLE] SPELLING. 
          >> YES. THAT IS PART OF IT. 
          >> YOU'VE GOT SOME PEOPLE WHO ARE IN TROUBLE FOR TEACHING VOCABULARY AND SPELLING, AND THEY'RE LIKE IT DOESN'T MATTER, WE'LL FIGURE IT OUT. 
          >> THAT'S THE BALANCED LITERACY APPROACH. 
          >> THIS WOULD MAKE SPELLING COUNT? 
          >> YES. 
          >> I THINK I LOVE YOU. 
          >> I LOVE YOU TOO MS. [LAUGHTER] [INAUDIBLE] YES, THIS IS NOT ONLY THE TEACHING OF PHONICS, BUT THE PRACTICE OF THOSE PHONICS SKILLS. 
          IT ALSO TEACHES US THE SCIENCE OF READING THAT YOU HAVE TO IDENTIFY IN ORDER TO BUILD THAT CONNECTION, TO MAKE THAT WIRE, YOU HAVE TO CORRECT IT IN THE MOMENT. 
          IT CAN'T BE A WEEK LATER WHEN THE STUDENT GETS THEIR FOUNDATIONS UNIT TESTS BACK. 
          IT REQUIRES THE TEACHER TO WALK AROUND DURING INSTRUCTION, CATCH THE STUDENT MAKING THE MISTAKE, CORRECT IT, SHOW THEM HOW TO CORRECT IT, HAVE THEM PHYSICALLY CORRECT IT IN ORDER TO CREATE THAT WIRE IN THE BRAIN. 
          YES, IT WILL COUNT. REALLY THE THING THAT A READING NERD LIKE ME, THIS STUCK WITH ME BECAUSE OVER THE LAST 20 YEARS, I KNOW THAT THESE ARE ALL HEAVY HITTERS IN READING SCARBOROUGH KILPATRICK, EHRI AND SNOWLING, MOATS AND TOLMAN, NONE OF THEM HAVE REFUTED THIS RESEARCH. 
          THEY'VE ONLY AGREED AND ADDED TO IT. 
          THAT TELLS ME THAT IN 21 YEARS IT'S DONE NOTHING BUT GET BETTER AND THAT'S WHAT SCIENCE DOES. 
          IT DOESN'T GO AWAY, IT JUST GETS BETTER. 
          OVER THE LAST 21 YEARS, THESE PEOPLE, THE EXPERTS IN READING, HAVE MADE IT BETTER. 
          >> MY NAME IS NOT UP THERE, BUT [LAUGHTER] I'M GOING TO USE VERSION OR A TEACHER. 
          I AM JUST SMILING UNDERNEATH OF THIS MASK BECAUSE I JUST SEE PHONICS IS NEEDED. 
          I'M JUST HAPPY WITH IT. 
          >> YOU LOVE HER TOO, RIGHT? [LAUGHTER]. 
          >> I APOLOGIZE. IT WAS AN OVERSIGHT. 
          >> I WAS AT THE BRINK OF WHEN PHONICS AND PHONEMIC AWARENESS AND ALL INTO N WAS REPLACED WITH SOMETHING ELSE. 
          I SAW WHAT HAPPENED TO READING INSTRUCTION THAT WE'VE MADE FROM FIRST GRADE TO BE HONEST, BECAUSE I JUST [INAUDIBLE]. 
          EXACTLY. I WOULD WANT THE WHOLE LANGUAGE APPROACH. 
          IT JUST TORE ME TO PIECES AND I COULDN'T HANDLE IT. 
          THIS IS MAKING ME SMILE. 
          >> SHE LOVED HIM TOO. 
          >> MAYBE I DO. [LAUGHTER] I DO, I'M LISTENING. 
          >> THIS IS OUR DATA. THIS IS WHERE THE RUBBER HITS THE ROAD. 
          AN ELEMENTARY OVER THE LAST TWO YEARS WE'VE SEEN RATES AT TIER 3 READING INTERVENTION FROM 12 PERCENT TO 18 PERCENT. 
          AS WE SAW IN THAT TRIANGLE THAT MS. ANTHONY SHOWED US TIER 3 INTERVENTIONS SHOULD BE SOMEWHERE AROUND MAYBE FIVE PERCENT OR LESS, SO WE ARE FAR ABOVE THAT. 
          THESE ARE STUDENTS WHO ARE IN THEIR EARLY FORMATIVE ELEMENTARY YEARS RECEIVED A BALANCED LITERACY APPROACH AND WERE TAUGHT THROUGH THE USE OF LEVELED READERS. 
          NOW FROM WHAT I'VE SEEN AS FAR AS THE AFFECTS OF CURRICULUM, THIS SHOULD BE THE PEAK OF THIS AND WE 
          [01:15:05]
SHOULD START TO COME DOWN AS WE CHANGE OUR APPROACHES TO A STRUCTURED LITERACY. 
          IN MIDDLE SCHOOL OUR RATES HAVE GONE FROM 7, 10, 12 PERCENT. 
          NOW THE BEAUTY OF THIS IS THAT OUR HIGH SCHOOL TIER 3 READING INTERVENTION RATES HOVER AROUND TWO PERCENT. 
          THAT MEANS THAT WE ARE FIXING IT IN MIDDLE SCHOOL, WHICH IS A GOOD THING BUT IT SHOULDN'T GET TO THAT POINT. 
          WE SHOULDN'T HAVE RATES OF 10 AND 12 PERCENT IN MIDDLE SCHOOL. 
          WE'RE GOING TO FIX THAT. 
          CAB DATA STILL COMING IN FROM THIS YEAR, THE FOURTH AND FIFTH GRADERS THAT TOOK LAST YEAR'S ASSESSMENTS IT'S STILL PRELIMINARY, SO WE'RE STILL WAITING ON THAT TO BE SOLIDIFIED. 
          WELL, WHAT'S IN GREEN IS WRITTEN. 
          I REALLY WANT TO TURN YOUR ATTENTION TO, BECAUSE THIS IS THE FRUITS OF EARLY LABOR OF WHAT WE'RE DOING. 
          LAST YEAR THE STATE WERE FIRED THROUGH THE READY TO READ ACT AS TO SCREEN ALL OF OUR K AND ONE STUDENTS FOR POTENTIAL READING DIFFICULTIES AS THEY SAID. 
          WE USE THE DIBL EIGHT SCREENER, WHICH SCREENS FOR ALL OF THOSE FOUNDATIONAL READING SKILLS AND MOST OF THOSE PORTIONS, I'LL SAY ON THAT READING ROPE. 
          WHAT WE SAW AT THE BEGINNING OF LAST YEAR, SO WE'RE IN HYBRID LEARNING IN A PANDEMIC. 
          AT THE BEGINNING OF THE YEAR, 48 PERCENT OF OUR K STUDENTS AND 51 PERCENT OF OUR GRADE 1 STUDENTS WERE CONSIDERED TO BE AT RISK FOR READING DIFFICULTIES THROUGH THIS SCREENER. 
          LAST YEAR WE IMPLEMENTED HAGGERTY PHONEMIC AWARENESS. 
          IN CONJUNCTION WITH OUR PHONICS PROGRAM, WE STARTED THE USE OF DECODABLE TEXTS THROUGH OPEN EDUCATIONAL RESOURCES, AND WE ALSO IMPLEMENTED OPERATION TEACH KIDS TO READ WHICH IS A FUN WAY TO FIGHT TEACHERS. 
          BUT ALL THAT MEANT WAS THAT WE'RE REALLY FOCUSING ON THOSE FOUNDATIONAL READING SKILLS. 
          WHAT WE DID SEE WAS A DECREASE IN OUR STUDENTS WHO WERE CONSIDERED AT RISK AT THE END OF THE YEAR. 
          THAT WAS EVEN WITH HYBRID LEARNING, EITHER EVEN WITH REDUCED ELA TIME, EVEN THROUGH A PANDEMIC. 
          THAT GREEN PROVES TO US EVEN IN THOSE CIRCUMSTANCES USING THIS APPROACH WORKS. 
          >> QUESTION, WHAT'S THE ACRONYM VIA ONE IN YEAR, 1? 
          >> BEGINNING OF THE YEAR AND END OF YEAR. 
          >> I WAS THINKING THE SAME THING. [LAUGHTER] 
          >> WE JUST LOVE ACRONYMS IN EDUCATION. 
          >> WHERE'S THE GIRL? 
          >> I TRULY HONESTLY FELT THAT. 
          >> I'M SORRY, THIS IS NOT JUST AGGREGATED BY GIRLS AND BOYS. 
          [LAUGHTER] 
          >> I FIGURED IT OUT AND PUT [INAUDIBLE] [LAUGHTER]. 
          >> THAT'S VERY GOOD. 
          >> YES. WE WERE VERY EXCITED ABOUT IT. 
          HOW DO WE ACHIEVE THIS? THIS YEAR, IN ORDER TO TAKE A STEP TO ACHIEVING THIS, WE IMPLEMENTED A FOUNDATIONAL READING SKILLS BLOCK, WE USED TO HAVE 30 MINUTES, JUST ENOUGH TIME FOR FOUNDATIONS PHONICS. 
          I'VE INCREASED THAT TO 60 MINUTES, SO TEACHERS DURING THIS TIME TEACH FOUNDATIONS PHONICS, THEY ALSO TEACH DECODABLE TEXTS PASSAGES. 
          AT THIS TIME WE'RE USING OPEN EDUCATIONAL RESOURCES, WHICH CAN BE A LITTLE WONKY BECAUSE THEY'RE NOT EXACTLY ALIGNED TO OUR PHONIC SCOPE AND SEQUENCE. 
          I HAVE REQUESTED WILSON GOS DECODABLE TEXTS BECAUSE THEY'RE EXACTLY ALIGNED TO OUR FOUNDATIONS PHONICS PROGRAMS SO THEN STUDENTS CAN PRACTICE THIS SKILL THEY'VE JUST LEARNED. 
          >> I'M JUST GOING TO INTERJECT REAL QUICK, IF YOU DON'T MIND. 
          THAT REQUEST THAT MRS. ALICE FISHER SAID IS SOMETHING THAT WE ACTUALLY PUT INTO OUR AMERICAN RESCUE PLAN FUNDING. 
          >> YES. NO, I DIDN'T REQUEST THIS. 
          >> WHEN I SPOKE AT A PREVIOUS BOARD MEETING OR BOARD SESSION AND WE TALKED ABOUT HOW WE WERE GOING TO BOOST OUR TIER 1, SEE IT ALL COMES TOGETHER, [LAUGHTER] WHEN I'M SAYING WE WERE GOING TO BOOST OUR TIER 1 OF ELEMENTARY READING. 
          TIER 1, WE NOW HAVE A BETTER UNDERSTANDING OF WHAT THAT IS FOR ALL IN OUR CO-CURRICULUM, AND THAT IS ONE OF THE REQUESTS THAT WAS MADE. 
          >> DURING THIS TIME, THEY ALSO ADDRESSED PHONEMIC AWARENESS THROUGH HEGGERTY PHONEMIC AWARENESS AND THEY ALSO HAVE HEART WORD INSTRUCTION, WHICH IS A SCIENCE OF READING, A LINE TERM FOR HIGH-FREQUENCY WORDS, BUT WHAT IT DOES IS IT TEACHES STUDENTS TO DECODE THE PORTION OF THE WORD THEY CAN DECODE AND THEN LEARN THE OTHER PART BY HEART, SO INSTEAD OF JUST GIVING A FLASHCARDS, WE'RE TEACHING THEM A STRATEGY TO DECODE EVEN UN-DECODABLE WORDS, BUT MOST OF THEM WITH THE EXCEPTION OF A FEW, ARE DECODABLE IN SOME PORTION. 
          WE'VE ALSO IMPLEMENTED THE DIBBLED 8TH SCREENER, WITH THIS WE WERE ALSO ABLE TO PURCHASE THE MCLASS RESOURCE ASSESSMENT PLATFORM, 
          [01:20:04]
SO WE WERE ALSO ABLE TO TAKE THE STATE'S LEGISLATION OF THE READY TO READ ACT AND INSTEAD OF ONLY SCREENING OUR K AND ONE STUDENTS, NOW WE SCREEN K-5 AND WE'RE ABLE TO USE THE ALIGNED RESOURCES ON THAT PLATFORM TO PROVIDE TARGETED DIFFERENTIATED INSTRUCTION FOR ALL STUDENTS K-5. 
          >> THAT WAS PART OF THE FUNDING AS WELL? 
          >> YES, THAT WAS ALSO OUR FUNDING. 
          IT'S A HUGE CROWD PLEASER, I CAN'T TELL YOU THE NUMBER OF TEACHERS WHO HAVE STOPPED ME IN HALLWAYS, EMAILED ME AND SAID, "THANK YOU SO MUCH FOR PURCHASING MCLASS," BECAUSE DIBBLES IS LABOR INTENSIVE, IT'S A ONE-ON-ONE ASSESSMENT BUT WHAT OUR TEACHERS WILL TELL YOU IS THAT THE DATA THEY GLEAN FROM IT ISN'T VALUABLE, THEY TRUST IT, BECAUSE THEY ARE DOING IT AND THEN MCLASS PROVIDES THEM WITH THE RESOURCES MATCHED TO THE DEFICIT THAT THEY ARE SEEING. 
          IN GRADES 3-5, WE'VE NOTED THAT GRADE 3 STUDENTS HAD INTERRUPTED LEARNING IN GRADES 1 AND 2, SO BECAUSE OF THIS, WE WORKED THIS SUMMER TO EXPAND OUR WORD STUDY UNIT, SO INSTEAD OF BEING ONE WEEK, THEY'RE NOW TWO WEEKS. 
          IT GIVES THE TEACHERS THE TIME TO ACTUALLY TARGET THOSE SKILLS AND FOR STUDENTS TO CARRY IT OVER. 
          WE TEACHERS AGAIN ARE REPORTING IN THIRD GRADE, THAT STUDENTS ARE CARRYING OVER THOSE SKILLS AND THE BELIEVING THAT THOSE TWO WEEKS ARE GIVING THEM MORE TIME TO GET IN DEPTH WITH THAT SKILL. 
          THEY ALSO HAVE WEEKLY READING OF DECODABLE FLUENCY PASSAGES MATCHED TO THE STUDENTS INSTRUCTIONAL GRADE BAND AS PROVIDED BY OUR I-READY DIAGNOSTIC. 
          THE STEPS THAT WE TOOK A COUPLE OF YEARS AGO IS NO LONGER USING LEVELED READERS AS THERE ARE COMPONENTS OF A BALANCED LITERACY PROCESS OR BALANCED LITERACY BLOCK AND THEY ARE HEAVILY RELIANT ON STUDENTS BACKGROUNDS KNOWLEDGE, NOT ON THEIR ABILITY TO DECODE. 
          IF YOU LOOK AT THAT BOTTOM PICTURE WITH THE ORANGES AND BANANAS, THIS IS AN EXAMPLE OF A LEVELED READER, EVERY PAGE SAYS THE EXACT SAME THING WITH THE EXCEPTION OF THE FINAL WORD AND WE'VE COACHED STUDENTS THAT, "YOU DON'T HAVE TO SOUND THAT WORD OUT, JUST LOOK AT THE PICTURE." THE NEXT PAGE OF THAT BOOK ACTUALLY SAYS THIS IS A STRAWBERRY, THE LAST ONE SAYS THIS IS AN EGG, I DON'T KNOW WHY YOU THINK THE BOOK COULD BE ABOUT FRUIT, BUT IT'S JUST FOOD, [LAUGHTER] BUT THE POINT OF IT IS THAT WE WERE CREATING UNSKILLED READERS BECAUSE, WHAT DO YOU THINK HAPPENS WHEN THE TEXT GETS MORE COMPLEX THEN YOU TAKE AWAY THE PICTURES? 
          >> THIS MIGHT BE AMONG PEOPLE THAT SAYS, THIS IS AN ORANGE AND THEN THIS IS A BANANA. 
          >> WE WERE COACHING STUDENTS AND GIVING THEM THE FIRST THREE WORDS AND THEN TELLING THEM TO LOOK AT THE PICTURE FOR THE UNKNOWN WORD. 
          >> YOU'D BLAME THE, AN AND THE, A. 
          >> WE WERE NOT COACHING STUDENTS TO DO THAT NOW. 
          AT THE TOP, THAT'S AN EXAMPLE OF A DECODABLE READER WHERE THE STUDENTS WILL HAVE ALREADY HAD BEEN TAUGHT THE HIGH-FREQUENCY WORDS LIKE, THE, AND, IS, AND THEY WILL HAVE ALSO ALREADY BEEN TAUGHT SHORT VOWEL, SO YOU CAN SEE THAT THESE ARE PRIMARILY CONSONANT VOWEL, CONSONANT WORDS WITH SHORT, U, AS THE SKILL THAT THEY WOULD PRACTICE, SO STUDENTS HAVE THE OPPORTUNITY TO PRACTICE THE ACTUAL ACT OF DECODING, HAS NOTHING TO DO WITH THEIR BACKGROUND KNOWLEDGE, AND IT ACTUALLY HAS TO DO WITH WHAT THEY CAN READ. 
          WE'RE GOING TO MOVE FROM LEVELED READERS, WHERE WE WERE OF THE FORMER BELIEF THAT STUDENTS WOULD LEARN TO READ BY EXPOSING THEM TO WORDS AND THAT THE MEANING WAS MORE IMPORTANT THAN THE ACTUAL READING OF THE TEXT, AND NOW WE GAVE STUDENTS STRATEGIES TO SOLVE UNKNOWN WORDS LIKE SKIP IT, LOOK AT THE PICTURE, COME BACK TO IT, OR DON'T, AND THEN EVENTUALLY THEY WOULD JUST FIGURE OUT THAT THAT WAS THE WORD ORANGE, HOPEFULLY. 
          WE'RE NOW MOVING TO DECODABLE READERS WHERE STUDENTS PRACTICE READING THE WORDS IN THE SPELLING PATTERNS THAT THEY'VE LEARNED ALONG WITH THE HIGH-FREQUENCY WORDS, THE FOCUS IS ACCURACY AND SOUNDING OUT THE WORD IS THE ONLY STRATEGY THAT WE ARE TEACHING THEM FOR READING UNFAMILIAR WORDS, WE'RE NOT GIVING THEM CRUTCHES LIKE, LOOK AT THE PICTURE BECAUSE WHEN THE PICTURES ARE GONE, THEY BECOME THE FIFTH GRADERS WHO ARE INTERIOR 3 INTERVENTION BECAUSE THERE ARE NO PICTURES AND THAT'S THE ONLY STRATEGY THEY KNOW. 
          >> I KNOW IT'S EXPENSIVE A LOT OF TIMES, BUT ARE OUR KIDS ABLE TO TAKE ALL THIS THINGS HOME? 
          >> RIGHT NOW THAT'S ACTUALLY THE ONLY OPTION WE HAVE BECAUSE WE'VE BEEN USING OPEN EDUCATIONAL RESOURCES FOR DECODABLE READERS, THERE ARE PAPER COPIES THAT STUDENT OR THE TEACHERS HAVE HAD TO CUT APART, STAPLE TOGETHER, AND THEN STUDENTS TAKE THEM HOME. 
          [01:25:04]
THIS IS DATA AGAIN THAT SHOWS THE GREEN OF WHAT WE'RE DOING AND I'LL EXPLAIN A LITTLE MORE. 
          THE TOP THREE, THIS IS THE BEGINNING OF LAST YEAR AND THIS IS WHEN WE JUST STARTED TO GET INTO SCIENCE OF READING, IT WAS IN EUROPE INTERRUPTED LEARNING, SO WE WEREN'T ABLE TO GET INTO IT AS MUCH AS WE HAD LIKED, BUT IT STILL SHOWS OUR PROGRESS, SO THOSE TOP THREE BARS ARE PHONOLOGICAL AWARENESS, PHONICS, AND HIGH-FREQUENCY WORDS, THOSE ARE ALL COMPONENTS OF THE SCIENCE OF READING THAT WE HAVE BEEFED UP IN OUR FOUNDATIONAL SKILLS BLOCK, AND AS EARLY AS THE END OF LAST YEAR, WE SAW THE FRUITS OF THAT LABOR. 
          THE BOTTOM VOCABULARY COMPREHENSION OF LITERATURE IN INFORMATIONAL TEXT IS WHERE WE'RE STUCK. 
          WE HAVE THE MOST RED THERE BECAUSE IT'S USING OUR CURRENT TEXTS SERIES WITH OUR CURRENT CURRICULUM, THAT'S WHERE WE NEED HELP. 
          THEN OUR DATA FROM THE BEGINNING OF THIS YEAR, SHOWS MORE OF THE SAME THING. 
          THOSE COMPONENTS THAT WE'RE HITTING REALLY HARD IN OUR FOUNDATIONAL SKILLS BLOCKS, WE'RE SEEING THE PROGRESS, WE'RE SEEING MORE GREEN, THOSE BOTTOM THREE COMPONENTS WHERE WE'RE REBOUND AT THIS POINT WE'VE DONE ALL WE CAN DO WITH OUR CURRENT CURRICULUM, IT WAS SHOWING ALL THE RED. 
          I REACHED OUT TO SOME TEACHERS JUST TO SEE WHAT THEY THOUGHT ABOUT THE CHANGES THAT WE WERE MAKING TO FOUNDATIONAL SKILLS BLOCK, ABOUT THE SCIENCE OF READING AND THEIR THOUGHTS THIS FAR IS MEETING A NEW CURRICULUM, IF THEY WANT A NEW CURRICULUM. 
          THESE WERE THEIR THOUGHTS. 
          [NOISE] 
          >> I'M SURE THE INCREASED TIME IS MAKING A DIFFERENCE TOO. 
          >>YES, IT'S GOING TO BE A CROWD PLEASER. 
          >>YOU'VE IN THE END, READING IS NEEDED FOR EVERY SINGLE PURPOSE. 
          >>ABSOLUTELY. 
          >>SORRY, READING IS NEEDED FOR EVERY SINGLE SUBJECT. 
          >>YEAH, IT IS. [OVERLAPPING] 
          >> [OVERLAPPING] I MEAN THAT'S THE FOUNDATION FOR EVERYTHING. 
          >> [INAUDIBLE] 
          >>SOME POINT I'LL GET THIS RIGHT. 
          GREAT POINT, MR. GIACOMO. 
          THAT IS THE SECRET SAUCE IN SO MANY AREAS. 
          I DON'T CARE WHAT THE CONTENT AREA IS. 
          YOU DON'T UNLOCK IT IF YOU CAN'T READ, NOT AT ALL, IT DON'T MATTER WHERE YOU GO AT WHAT LEVEL, THAT'S WHETHER YOUR ARE CTC, WHETHER YOU'RE SITTING IN A PHYSICS CLASS OR, WHATEVER ELSE THAT'S THE GATEKEEPER. 
          HITTING EARLY, BUILDING THE SKILLS WILL CLOSE IT. 
          >>WILL AUTOMATICALLY GRADE SCORES. 
          >>ON EVERYTHING. 
          >>RIGHT EXACTLY. 
          >>YEAH. 
          >>THIS IS JUST ANOTHER SLIDE OF JUST MORE OF THE SAME. 
          WHEN I TOLD TEACHERS AT THE BEGINNING OF THIS YEAR THAT WE WOULD BEGIN TO LOOK AT THE POSSIBILITY OF A NEW CURRICULUM, THEY WERE LIKE, WELL, WHY CAN'T WE HAVE IT NOW? [LAUGHTER] THAT IS BECAUSE I'M DETERMINED TO GO THROUGH THE PROCESS TO INVOLVE ALL STAKEHOLDERS AND TO MAKE SURE THAT WE HAVE A CONSENSUS IN A PILOT BECAUSE WE CAN'T DO THIS AGAIN. 
          WE'RE GOING TO DO THE RIGHT THING FOR OUR STUDENTS. 
          I ASKED AROUND TO SOME OF OUR NEIGHBORS JUST TO FIND OUT WHAT THEY'RE DOING, WHERE THEY ARE AND WHAT THEY'RE THINKING. 
          BECAUSE WE ALL HAVE BEEN IN THE SAME STATE BRIEFINGS WHERE THE STATE SAYS THAT THE EXPECTATION IS THAT WE MOVE TO BE IN ALIGNMENT WITH S.O.R, OR THE SCIENCE OF READING, I JUST ASKED, WHAT IS EVERYONE DOING? WHERE ARE YOU GOING?ACROSS THE BRIDGE, ALLEGHENY IN BALTIMORE HAD ALREADY GONE TO CORE KNOWLEDGE AND WIT AND WISDOM, BOTH ARE CONSIDERED TO BE MOSTLY IN ALIGNMENT WITH THE SCIENCE. 
          WHEN I ASKED OUR NEIGHBORING COUNTIES, THEY ARE ALL SEARCHING FOR NEW CURRICULUM, I DID NOT GET A HOLD OF DORCHESTER, SO I ONLY COULD GO OFF OF WHAT WAS ON THE ND REPORT [INAUDIBLE] AS FAR AS THEIR CURRENT RESULTS WITH THEIR CURRENT CURRICULUM. 
          CLEARINGHOUSE IS CURRENTLY LOOKING AT WIT AND WISDOM SERVICE AND H AND H. THEY HAVE ALSO IMPLEMENTED WISDOM FOUNDATIONS IN RESPONSE TO S.O.R. 
          TALBOT COUNTY IS ALSO LOOKING FOR A NEW CURRICULUM AND ALSO, THEY WERE ASKING US ABOUT OUR FOUNDATIONAL SKILLS WORK AND WANTED TO KNOW MORE ABOUT WHAT WE DO HERE, I MEAN HOW IT'S WORKING OUR STUDENTS AND TEACHERS. 
          LOTS OF CURRICULUM CHOICES, BUT WHEN I BROKE IT DOWN THIS WAY AND MADE IT VERY APPARENT THAT THERE REALLY ARE NOT THAT MANY CURRICULUM OPTIONS. 
          WHEN I LOOKED AT ALL OF THE HEAVY HEADER CURRICULUM OPTIONS OUT THERE RIGHT NOW. 
          FIRST, I WAS LOOKING TO SEE IF THEY WERE HIGHLY RATED. 
          WHAT THAT MEANS IS FROM A THIRD PARTY BODY OF RESEARCH, 
          [01:30:01]
LIKE ED REPORTS OR WHAT WORKS CLEARINGHOUSE. 
          THEY HAVE EVALUATED THEM FOR A COUPLE OF DIFFERENT CATEGORIES LIKE USABILITY, KNOWLEDGE, BUILDING STANDARD ALIGNMENT AND SO THEY GIVE THEM A RATING OF GREEN, YELLOW, OR RED BASICALLY. 
          THAT'S YES, KIND OF, OR NOT AT ALL. 
          ALSO, THE SECOND MOST IMPORTANT THING TO ME AND THE STATE IS THAT IT'S AN ALIGNMENT WITH THE SCIENCE OF READING. 
          THE TBDS ARE TO BE DETERMINED BECAUSE I HAVEN'T RECEIVED YET THAT RESEARCH FROM THOSE COMPANIES. 
          OPEN EDUCATIONAL RESOURCES, I JUST WANT TO KNOW BECAUSE WE CURRENTLY USE AN OPEN EDUCATIONAL RESOURCE AND WE'VE SEEN BOTH GOOD AND BAD BY USING THOSE. 
          WE WOULD PREFER IT NOT TO BE AN OPEN-END RESOURCE BECAUSE THERE'S NO CONTRACT THAT BINDS THEM TO KEEP UP WITH THEIR CURRICULUM. 
          THAT'S JUST THE BASIC ISSUE WITH THEM. 
          WHETHER OR NOT THEY HAVE AN ONLINE PLATFORM THAT YOU WOULD HAVE TO SUBSCRIBE TO OR COULD SUBSCRIBE TO, AND THEN ALSO HOW OLD THEY ARE IF IT'S SOMETHING THAT'S GREATER THAN FOUR YEARS OLD, I OBSERVE THEY'RE WORKING ON RIGHT NOW REVAMPING IT, SO I DON'T WANT THE OLD VERSION OF SOMETHING AND NEXT YEAR THEY COME OUT WITH SOMETHING NEW. 
          BY LOOKING AT THIS, OUR TOP TWO OPTIONS THAT ARE IN ALIGNMENT AND HIGHLY RATED ARE WIT AND WISDOM. 
          THERE'S ALSO MY VIEW LITERACY BY PEARSON. 
          PEARSON IS WHAT WE CURRENTLY HAVE IN OUR SECONDARY SCHOOLS, SO THAT'S ANOTHER ONE THAT I WOULD LOOK AT A PRESENTATION FOR. 
          MAGNETIC READING BY IREADY, WHICH ALIGNS WITH OUR DIAGNOSTIC HAS JUST COME OUT AND THEN EVERYTHING BELOW THAT IS EITHER NOT HIGHLY RATED, NOT ALIGNMENT WITH THE SCIENCE OR BOTH. 
          THE CURRICULUM REVIEW WOULD INVOLVE A STAKEHOLDER COMMITTEE. 
          WE WOULD HAVE 12 TEACHERS TO PILOT, TWO TEACHERS PER OPTION AND WE'RE LOOKING AT HAVING TWO DIFFERENT CURRICULUM OPTIONS, WILL HAVE 3-4 VENDORS PRESENT TO US IN NOVEMBER, THIS WHOLE STAKEHOLDER COMMITTEE AND FROM THERE WE WOULD PICK TWO TO PILOT. 
          IT WOULD BE AN 8-12 WEEK PILOT. 
          THE STAKEHOLDER COMMITTEE WOULD INVOLVE READING COACHES, ELEMENTARY ADMINISTRATORS, THE EXECUTIVE TEAM, AND PARENTS. 
          THERE'S A COPY OF THE READING LEAD CURRICULUM EVALUATION TOOL IN YOUR FOLDER AND THIS GIVES US A VERY CLEAR WAY TO WEED OUT WHETHER OR NOT IT'S IN ALIGNMENT WITH THE SCIENCE OF READING AND A STRUCTURED LITERACY BLOCK. 
          WE'LL USE THAT AS OUR PRIMARY CO-CURRICULUM EVALUATION TOOL WHEN IT COMES TO WHETHER OR NOT IT'S AN ALIGNMENT WITH THE SCIENCE. 
          NOW, OF COURSE, THERE ARE OTHER FACTORS THAT WE AND CAROLINE WOULD LOOK AT, BUT AS FAR AS THE ALIGNMENT OF SCIENCE, THAT WILL BE WHAT WOULD USE. 
          >> HOW WILL YOU DECIDE ON WHO THE TEACHERS AND PARENTS ARE? 
          >> AS FAR AS TEACHERS, I'VE ASKED FOR VOLUNTEERS. 
          I'M ALSO LOOKING FOR A RANGE OF EXPERIENCE, A RANGE OF TEACHERS ABILITY TO NAVIGATE TECHNOLOGICAL PLATFORMS BECAUSE A LOT OF THESE CURRICULUMS COME WITH PLATFORMS. I WANT TO MAKE SURE IT'S SOMETHING THAT'S ACCESSIBLE TO ALL OF OUR TEACHERS REGARDLESS OF WHETHER THEY LOVE TECHNOLOGY OR LOVE TECHNOLOGY. 
          ALSO, I'M LOOKING FOR VARYING EXPERIENCE LEVELS. 
          I WANT VETERANS AS WELL AS NEWER TEACHERS THAT THEY ALL HAVE TO ACCESS THE CURRICULUM. 
          IT'S ALSO SOMETHING THAT I WANT VOLUNTEERS, IT HAS TO BE SOMEONE WHO WANTS TO DO THIS AND OVERWHELMINGLY I HAVE MORE TEACHERS VOLUNTEERING TO PILOTS AND I'M GOING TO BE ABLE TO HAVE PILOT OVER EVERY SCIENCE SCHOOL, YES. 
          I'M TRYING TO KEEP TWO PEOPLE TOGETHER ON A TEAM, SO LET SAY TWO FIFTH GRADE TEACHERS FROM GREENSBORO, SO THEY HAVE SOMEONE TO WORK WITH TO TALK WITH ABOUT WHAT THEY'RE DOING. 
          IN SOME SCHOOLS BECAUSE OF DEPARTMENTALIZATION, THAT'S NOT A POSSIBILITY FOR EXAMPLE, THERE'S ONE FOURTH GRADE ELA TEACHER. 
          I PRESSED HIM, SO I WOULD PAIR THEM WITH A FOURTH GRADE ELA TEACHER AT FEDERAL FIRM AND PROVIDE THEM OPPORTUNITIES TO TALK TO EACH OTHER. 
          >> THAT'S GOOD, THANK YOU. FOR PARENTS?. 
          >> SORRY, FOR PARENTS, I'VE ASKED ADMINISTRATION AND MY READING COACHES FOR PARENTS THAT THEY THINK WOULD BE AVAILABLE AND INVOLVED, WHO WOULD LIKE TO PARTICIPATE. 
          I'M STILL JUST READING THROUGH AND GATHERING THOSE NAMES. 
          >> HOW MANY PARENTS WOULD YOU LIKE TO HAVE? 
          >> I WOULD SAY A COUPLE BUT HONESTLY, I HAVEN'T NARROWED THAT DOWN, BUT THAT'S SOMETHING THAT I DIDN'T EVEN THINK ABOUT NARROWING DOWN. 
          >> ALSO LOOK IT ON REPRESENTATION FROM EACH SCHOOL. 
          >>YEAH. 
          >>BUT AT LEAST ONE FROM EACH SCHOOL. 
          >>ABSOLUTELY, AND THAT'S DEFINITELY BEEN MY GOAL WHEN I LOOKED AT THE TEACHERS THAT WANT TO PARTICIPATE, IS MAKING SURE THAT WE HAVE A WIDE RANGE FROM ALL BUILDINGS. 
          EVERYONE IS REPRESENTED, AND IT WOULD DEFINITELY BE MY GOAL WITH PARENT GROUPS AS WELL. 
          [01:35:04]
          >> MINORITY GROUP? 
          >>YES, WE WANT A DIVERSE GROUP OF TEACHERS AND PARENTS. 
          >> GOOD. FOR SOME PARENTS, DEPENDING ON YOUR TIME, YOU'RE GOING TO BE EXPECTING THEM TO PARTICIPATE, THAT'S GOING TO BE HARD. 
          SOMETIMES IT REQUIRES US AS THE EDUCATORS TO CREATE TIMES WHEN WE CAN INVOLVE BECAUSE A LOT OF THE PARENTS WORK FULL TIME, NOT JUST ANYMORE BECAUSE THEY WANT TO, BUT BECAUSE THEY HAVE TO. 
          >> YEAH TRUE. BECAUSE WE DO WANT TO BE INCLUSIVE, WE MIGHT HAVE TO COME UP WITH SOME CREATIVE WAYS OF MAKING SURE THAT WE GET THAT PARENT FROM [INAUDIBLE]. 
          >> YES. 
          >> WE HAVE A LOT OF PARENTS THAT WORK HERE. 
          >>YES. HOWEVER, MY GOAL IS TO HAVE PARENTS WHO DO NOT WORK HERE. 
          >> [INAUDIBLE] SURVEILLANCE. 
          >>RIGHT. MAYBE SOME OF THE PARENTS THAT ARE TEACHERS? 
          >> YES, THAT'S EXACTLY WHAT I MEAN. 
          >> BECAUSE WE HAVE A LOT OF PARENTS THAT WORK HERE BUT THAT OR NOT TEACHERS. 
          THAT MIGHT BE I'M JUST SAYING SOMETHING WHERE YOU CAN EASILY WORK OUT THE TIME FRAME. 
          >>I JUST WANT TO MAKE SURE THAT WE'RE AS INCLUSIVE AS POSSIBLE. 
          >>RIGHT, DEFINITELY. 
          I WOULDN'T GET TEACHER PARENT BECAUSE THEY COULD SIGN UP AS THE TEACHER. 
          >>YES. 
          >>NOT THE PARENT. 
          >>YES, DEFINITELY. 
          >> SOUNDS LIKE A GOOD POINT. 
          >> THANK YOU. 
          >> MY TIMELINE FOR THIS IS THAT, AS I SAID EARLIER, WE WOULD HAVE PRESENTATIONS BY THE TOP, PROBABLY 3-4 CURRICULUM OPTIONS IN LATE NOVEMBER. 
          PILOT SELECTIONS BY DECEMBER, JANUARY, PROFESSIONAL DEVELOPMENT FOR THE TEACHERS WHO ARE GOING TO PILOT IN JANUARY. 
          THE PILOT WOULD BE 8-12 WEEKS DEPENDING ON THE NUMBER OF UNITS THAT WE CHOSE, IT WILL PROBABLY VARY BY GRADE AND CURRICULUM OPTION, BUT BETWEEN FEBRUARY AND APRIL. 
          DURING THIS TIME, TEACHERS KNOW THAT THEY'LL BE INFORMAL, NOT WRITTEN UP OBSERVATIONS, BUT I WILL BE AROUND TO SEE WHAT'S GOING ON AND TO TALK WITH THEM. 
          CHECK-INS WITH TEACHERS, AND THEN WE'LL HAVE A COMPLETE TEXTS SERIES REVIEW TO MAKE SURE THAT WE'RE REVIEWING ALL OF THE TEXTS OPTIONS FOR SUITABILITY FOR CAROLINE, WHO WOULD HAVE A DEBRIEF INDECISION IN MAY AND HOPEFULLY BRING IT BEFORE THE BOARD IN JUNE. 
          THE MOST EFFECTIVE WAY TO IMPLEMENT IS A STAGGERED APPROACH. 
          OUR GOAL WOULD BE TO IMPLEMENT K-2 NEXT YEAR AND EVEN THOUGH WE WOULD HAVE A DECISION FOR GRADE 3-5, IMPLEMENT 3-5 THE FOLLOWING YEAR. 
          IMPLEMENTING K TO FIVE AT ONE TIME IS AN EXTREMELY HEAVY LIFT FOR READING COACHES AND FOR OUR ADMIN AND FOR OUR TEACHERS. 
          MY GOAL WOULD BE TO STAGGER IT SO THAT WE CAN GIVE THOSE GRADE BANDS THE ATTENTION THAT THEY DESERVE WHILE THEY'RE IMPLEMENTING IT. 
          THIS IS MY QUOTE, ONE OF MY FAVORITES, AND IT DEFINITELY GOES WITH THIS HERE, AND THIS IS WHAT I EXPLAIN TO OUR TEACHERS. 
          IS THAT, NO ONE HAS EVER DONE ANYTHING WRONG, AS TEACHERS WE'RE OFTEN PASSIONATE ABOUT WHAT WE DO, AND WHEN SOMEONE COMES ALONG AND SAYS, "HEY, WE'RE GOING TO USE SOMETHING DIFFERENT," IT UPSETS US BECAUSE WE DON'T EVER WANT TO THINK THAT WE'VE HURT CHILDREN. 
          NO ONE HAS HURT CHILDREN, BUT WE DO THE BEST THAT WE CAN, AND UNTIL YOU KNOW BETTER, THEN WHEN YOU KNOW BETTER, YOU DO BETTER, AND NOW WE KNOW BETTER AND WE HAVE THE RESPONSIBILITY TO DO BETTER BY THE KIDS OF CAROLINE, SO THAT IS MY GOAL. 
          >> THANK YOU. 
          >> YOU'RE WELCOME. THANK YOU. 
          >>THANK YOU. 
          >> [INAUDIBLE] [LAUGHTER]. IS THIS JUST FYI FOR US? 
          >> YES. THIS READING IS FRACTIONALLY CAROLINE WAY, JUST EVERYTHING IN A MUCH SHORTENED AND LESS LONG-WINDED VERSION THAN MYSELF. 
          IT'S JUST A LITTLE COUPLE PAGER THAT JUST EXPLAINED WHERE WE'RE HEADING TO BE IN ALIGNMENT WITH THE SIGNS, AND THEN THAT'S THE CURRICULUM, EVALUATION. 
          >> IS THAT A RESOURCE THAT TEACHERS HAVE ALREADY? 
          >> THEY DO NOT YET HAVE ENOUGH [OVERLAPPING] [INAUDIBLE] PRESSES. 
          OUR COACHES HAVE SEEN IT AND ARE IN AGREEMENT WITH IT BUT IT IS SOMETHING THAT I'M GOING TO SHARE WITH TEACHERS JUST SO THEY HAVE IT IN A VERY SUCCINCT FORMAT. 
          EVEN THOUGH IMPLEMENTATION FOR THREE TO FIVE IS GOING TO BE A YEAR LATER, THE FACT OF ALL THE OTHER THINGS THAT ARE BEING IMPLEMENTED, THEY WOULD ONLY BE BETTER PREPARED BY THE TIME THAT THEY GET THE ACTUAL NEW TEXT IN THEIR HANDS BECAUSE THEY ARE ALREADY DOING THE PHONICS AND ALL OF IT. 
          >> YES. I WILL SAY, 
          [01:40:01]
THAT'S SOMETHING THAT WE ARE NOT LOOKING TO REPLACE; THE FOUNDATIONAL SKILLS, BLACK LOT WEARING, WORKING FOR PHONICS, PHONEMIC AWARENESS, WE WILL NOT REPLACE THAT IN CARTER TOO. 
          IF IT'S WORKING, I BELIEVE IN KEEPING IT, DON'T DROP THE BABY WITH THE BATHWATER, SO WE WILL JUST REPLACE THE TEXT SERIES INDICATED TO. 
          >> IS IT [INAUDIBLE] TWO? 
          >> YES. WE'RE GOING TO LOOK AT FOUR OPTIONS, AND THEN NARROW THAT DOWN FROM THE PRESENTATIONS TO TWO. 
          >> [OVERLAPPING] FIVE YEARS WITH YOU. SOME GOOD NEWS. 
          >> YES. [OVERLAPPING] 
          >> I'M GLAD YOU WENT THAT WAY, NOT IN FIVE YEARS [INAUDIBLE] [LAUGHTER] [OVERLAPPING] 
          >> BECAUSE IT IS, AND IT'S LIKE YOU SAID, THEY WERE THROWING OUT THE BABY WITH THE BATHWATER MORE OFTEN THAN NOT. 
          >> YES, WE'VE GOT TO GIVE UP [INAUDIBLE] 
          >> THE CYCLIC. 
          >> YES. EVERY FEW YEARS SOMETHING ELSE [INAUDIBLE] 
          >> VERY GOOD, VERY INFORMATIVE. 
          >> THANK YOU. 
          >> DOES ANYBODY HAVE ANY QUESTIONS, DOES ANYBODY HAVE ANYTHING FOR THE GOOD OF THE COURSE? 
          >> GOOD STUFF. 
          >> VERY GOOD. RICK AND JIM WILL BE JEALOUS IF WE GOT TO PLAY WITH STRONG. 
          MARK, JASON AND THANK YOU AS YOU MOVE ON. 
          RACHEL DOESN'T GET ENOUGH RECOGNITION, [LAUGHTER] SHE DOESN'T. 
          >> PUT THE CAMERA ON US. [LAUGHTER] 
          >> WE HAVE A TUTOR THAT, 
          [3. Upcoming Meetings/Events]
MARK IS HERE EVERY TIME WE STREAM, JASON AND RACHEL IS HERE ALL THE TIME. 
          WE DO APPRECIATE [OVERLAPPING] THE WORK IT TAKES TO PUT THIS ON, SO THANK YOU VERY MUCH FOR THAT. 
          UPCOMING MEETINGS AND EVENTS. 
          >> [INAUDIBLE] IN EMAILS. 
          >> IT IS WE'VE GONE OVER BEFORE. 
          TUESDAY, NOVEMBER 2ND, AND NOVEMBER 16TH ARE THE BOARD MEETINGS, AND THEN WE HAVE THE DECEMBER CONCERT SCHEDULE UP AND PEOPLE CAN GET THIS ONLINE THING. 
          >> YES, MA'AM. 
          >> I LOVE THE FACT THAT IT'S, YOU'VE GIVEN IT TO US NOW, WE COULD ACTUALLY START TO PLAN IT, RATHER THAN GET IT AT THE LAST MINUTE. 
          [INAUDIBLE] I LOVE THE FACT THAT WE'RE HAVING THEM. 
          THINGS [NOISE] DO SEEM TO BE, I DON'T KNOW. 
          >> THINGS DO SEEM TO BE? [BACKGROUND] [LAUGHTER] 
          >> [INAUDIBLE] 
          >> GREAT. NOW, WHAT IS IT? 
          >> WHERE HERE YOU PUT ON A COSTUME AND GO TO THE SCHOOLS. 
          >> HALLOWEEN. 
          >> WHERE WILL YOU BE? [LAUGHTER] 
          >> THERE GOES THE SURPRISE. 
          >> MR. JONES, [LAUGHTER] YOU'RE SETTING HER UP, THAT WAS GOOD [LAUGHTER] [OVERLAPPING]. 
          >> I'M TRYING TO BE MATURE. 
          [LAUGHTER] 
          >> ALL OF ALL OF THOSE WILL BE OUTSIDE. 
          >> THANK YOU. 
          >> ALL OF THOSE WILL BE OUTSIDE OF THE ELEMENTARY SCHOOLS AND LIKE MISS BERRY SAID, SHE'LL GET YOU THE INFORMATION IF ANYBODY WOULD LIKE TO ATTEND THE EVENT. 
          >> ARE PARENTS INVITED IN THESE? 
          >> THEY CAN BE, YES. I BELIEVE ALL OF THEM ARE ORIGINALLY IS ON THEIR TRADITIONAL WHERE THEY LITERALLY GO INTO THE TOWN, OUTSIDE IS GOOD. 
          >> VERY GOOD. 
          >> THAT BEING SAID, THE HOMECOMINGS, I THINK WE'RE PRETTY SUCCESSFUL. 
          >> I THINK WE MAY HAVE SOME CONVERTS, THERE WERE SOME REALLY GREAT CONVERSATIONS AROUND THE EVENTS, IT WAS A DIFFERENT SETUP. 
          HAVE YOU EVER SEEN KIDS DRESSED UP PLAYING CORN HOLE? [LAUGHTER] BUT THERE WERE A LOT OF KIDS DRESSED UP PLAYING CORN HOLE HAVING FUN. 
          BOTH SCHOOLS DID A GREAT JOB OF HAVING A DANCE AND ALSO HAVING STUFF TO DO FOR PEOPLE WHO DON'T DANCE, AND THE KIDS STAYED. 
          MOST OF THE TIME AT A HIGH SCHOOL DANCE, YOU COME IN, YOU MAKE AN APPEARANCE, YOU ARE THERE FOR A HALF-HOUR, MAYBE 45, AND YOU JUST START SEE THEM GO. 
          BY AND LARGE, THE KIDS STAYED, DRIZZLE CAME THAT 9:30 ISH AND A LOT STILL UNMOVED UNTIL IT ENDED. 
          IT WAS A REALLY GREAT EVENT, HATS OFF TO ALL THOSE WHO PUT THEM ON. 
          >> GREAT. 
          >> THEY DID A GREAT JOB BEING CREATIVE WITH THE OPPORTUNITY THAT WAS PRESENTED TO THEM SO MUCH IN A WAY THAT IT'S LIKE AFTER LAST YEAR'S GRADUATION, THEREBY STARTING SAYING, " THIS OUTDOOR THING MIGHT BE SOMETHING TO CONSIDER", CONVERSATION LITERALLY THAT NIGHT AND SINCE FOR SOME THEM, "THIS ACTUALLY COULD BE SOMETHING TO CONSIDER EACH YEAR", CHANGING A FEW THINGS UP BUT BY AND LARGE, IT COULD BE A NEAT CONCEPT TO HAVE AT ONE SITE LIKE THAT, BUT THAT WAS REALLY NEAT WHAT THEY BOUGHT OFF. 
          >> IT IS GOOD TO HAVE THINGS FOR THE PEOPLE THAT DON'T WANT TO DANCE. 
          [01:45:02]
IT CAN GET BORING, AND SO THE MORE INCLUSIVE THE BETTER. 
          AGAIN, THANK YOU FOR EVERYBODY THAT HAD TO DEAL WITH THAT. 
          THANK YOU FOR COMING TODAY [INAUDIBLE], NOTHING ELSE. 
          DO I HEAR A MOTION TO ADJOURN THE MEETING AT 7:48? 
          >> I ALSO MOVE. 
          >> I'LL SECOND. 
          >> ALL FAVOR? 
          >> AYE. 
          >> AYE. [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.