2023-12-05 Curriculum and Student Outcomes Committee Meeting

1:03AM Dec 7, 2023

Speakers:

Sofia Colón

Keywords:

sips

working

students

teachers

sites

schools

foundational skills

reading

data

opportunities

moving

testing

challenge

training

year

program

benchmark

core

administrators

build

And we also have a layer Junior early graduation form that actually helps us with the projections for the for the next year as well, we'll be placing the same, the same pieces in to help with this to address some of our concerns. So on the next slide, this doesn't have it split up by school sites. But it gives us the actual numbers of students that are either on their way for early graduation, or in the past. graduated early. So as we were looking at it from last year, we had quite a bit. Early graduations, right. And so at this time, we actually have a lot fewer coming in. And we we anticipate to have Wes come in, because our grad requirements are actually increasing each year. So the number of units are moving up so significantly, because we actually want to make sure that our students are either set up for a career pathway or success in college, right, we want to make sure that we're not just sending them off. So as we're looking at, we want to move on to the next slide. So some of the options and actually opportunities that we're also in, in embedding into the process. And so we will circle back when it's complete, is we are doing a revamping of our master scheduled training. So we've already had one session, we have a second one set scheduled with our admin and counselors, and we will have a third one. And so this will be making sure that we are strategically placing our our specific courses in the right places in the master schedule. And then of course, we will be changing the form. Because each year right, we are extending the amount of units that we need and certain requirements, right. And then as we're looking at students that need to oral requesting an early graduation, we will be looking at opportunities where we can get them hooked up with an internship, a job that actually allows them to shadow somebody else kind of like an apprenticeship, right? And then has that built a relationship with somebody in the field that can can mentor them and ensure that they stay there and or that they're getting what they need. And then making sure that we're filling extra opportunities with maybe some type of a certification from CTE. Sometimes when we're not really looking at that schedule, or that master schedule, those opportunities aren't as accessible. And we know that we do have opportunities to grow there. And then also looking through and saying, Okay, maybe we're not going to send you out quite yet. We're going to keep you with SUSD. But we're also going to find some opportunities for dual credit enrollment and courses and sit down and say, Okay, well, we're not going to load you up, right, but maybe you have to work. So let's see how many units can you do over at Delta, and then manage your job because you will get free, right? free tuition, right, we want you in that pathway. So maybe you're not going to be so successful. It'll be a challenge your first year, and then you'll drop out. So sitting down and helping them design a schedule that sets them up for success. Right and doesn't just let them out the door. We want to hold stone cold a little bit around. So these are some things our team is currently working on. Right, you can go back to the next slide. So Windows still uns. So any questions? Yes.

So with this current application, there's not a parent meeting, right? So it's just the Parent Request. They sign in, it's all

the parents signs that they're giving permission for it. Okay, as long as they meet all the other eligibility requirements, I have been very limited, not having the abs.

And speaking with Miss Santella that she said that the common practice is to have a parent come in and meet even though it's not necessarily a requirement that can just sign off they do try to get the parent in to have that conversation.

And we know why so many students request to drain read early like is there a reason do we know like what your reasons are?

Yes. Some of them are different. Some of them are they need to work. Some of them are, they're just in a rush, they don't have a connection. So they don't have like, an extracurricular activity or a sport or a club or something that like a passionate interest or talent that keeps them there.

And how much more time is going to be involved in this process. So that they they make a request. So it's going to have two weeks, three weeks, by week, two, the process of signing off so that they know I

don't, I don't think that I think it will add in maybe instead of assuming that some people are going to have a longer discussion with parents, it's going to bring in, that's why we're adding the other two layers and making sure that we actually are discussing, so let's look at your schedule and your master schedule. And that's some of those pieces are not going to make it longer, it's going to be done also through our master scheduling process and our training of staff. So we have consistent practices, because it shouldn't be at one site, you'd have these counselors and you might hit this with your admin, it's no this is the SU SD way. And whether you're a Franklin, you're gonna get this, or you're an Edison, you're gonna get this, this will be the process.

What if that student goes through this process, and they're still not succeeding? What are the outcome of this would besides Delta working part time, when if that doesn't work?

So for, for us, this is actually stopping them from I mean, we're trying to set them up. So instead of graduating early, right, and not having a plan is some of them are graduating early, and they don't have a plan. So our goal is to set them up with a plan, if they're graduating early to be like, Okay, so we have this, and then we will have son, that will still graduate early because they meet all the requirements, we will we had a lot from one of our sites, right? So that's why we want to consist of buy into. So we're not just sending. So we're trying to put layers in because million kids, if they do have all those requirements, they have the right they're able to do that. It will be difficult, though, because we're adding additional requirements,

you're gonna have to add additional work for us to deal with that. Because, yes,

we are lucky, because we have a lot of counselors, we have a robust counseling system, which we're really blessed. They're like, super, so we're really lucky.

Do we have anything in play like up with the upward program, where you're working with more than enrichment and trying to get the kids who are graduating more first generation when it comes to build that bridge with the college? University.

And that would be through yo P or delta. So we have a time we have a tight relationship with delta. And we're going to be working just that with them. So we're actually continuing it and then we have a tight relationship.

And where do we find that information for our students?

That would come from the counseling from the

elementary. Just kind of along the lines of this last question, but what about too much about the Free University?

I will be another, another. Yeah, I would actually, I know who I don't have that information, but I can bring it back to

it. Secondly, to invite them to the meet a breakfast, right? Where we have all of our partners, specifically specifically around like CTE we have like construction of like the whole school of the city is there around business owners or operations? That would be a good segue right to create those robust relationships with new organizations like come threes. If there's going to be like an established upper bound program, like having those conversations here can really be helpful.

Where's that?

So we do a BA breakfast once a month. We haven't had the first one yet but they're at seven o'clock in the morning at the golf course.

Which country club is

and where would you find information?

It's usually on the website on the district website. I believe under marketing.

Does Melinda usually promote that? Yes.

This means we shouldn't be the opposite of you In the partnership is with the Chamber of Commerce and their partner.

And I'll check in with Mr. intermitted. And probably Mr. Haley and Centella on the Humphrey speaks, because sometimes we

see this, like site base, comparing the comprehensive schools, like whatever and the only time. Yes,

it would just be high schools. Yes. And we were actually fully open. Okay. I wanted to make sure it was accurate. Okay, absolutely. So we do a check. And we'll actually get those numbers and bring them side by side. We'll give it away to.

So we're gonna start with the assessment data for early literacy, and Dr. Silva is going to go over the data for us.

Hi. So. So we pulled, we started by pulling this participation data to show you how many students actually completed the core fall assessment. So what the Core assessments are, are basically assessing students on their progress on foundational skills, so phonemic awareness, phonics, reading CVC words letter and sound recognition, all the way up to mobilise about like words. So we pulled the data for kindergarten first and second, which is our target for foundational skills. 35% of our students completed those assessments, which is up about 12% from last year. So that was a big win for our department, we were excited about that. And to be considered complete, we, they took all the assessments that we recommend per grade level. So that's how we kind of drew the line there. For kindergarten 27% of kindergarten students completed for first grade 39%. And for second grade 37%, completed the courses.

And it's important to know that the core assessment can also be given paper pencil. And so those paper pencil assessments, it's up to the teacher if they're going to put the data in or not. So the participation rate might be higher, we just don't have that data.

And it is done one on one. So sometimes it is easier for those teachers to do it paper pencil. So our results for the Fall assessment. So looking from Fall to Fall, that's how we compared it. Overall, we're 1% higher with students meeting benchmark. So that's also a great win for kindergarten, we are 2% Higher of students meeting benchmark than they were last fall, first grade at 70% were 1% Higher. So we're seeing that upward slope of our scores are increasing in the right direction, not as much as we would like but we are going in the right direction. For that, and benchmark would mean that they got all of the questions correct. I know mistakes is going to talk more about snips in our cohorts. But I just wanted to present the data of what we've done so far was six this year. So we this is the data summary for those who were given the Placement Assessment for the teeth replacement assessment. So we have for this school year 3738 students were given the k three assessment that I want to point out that that's a huge number for our k three but also if they weren't participating in sips last year, the suggestion from us was to not regain it. So there's more students actually participating in sips, which is our foundational skills program that we're using this year. So that's huge for us. 73% of the students were recommended to join us intervention groups. So what the placement does is it gives a student an entry point. So I take the placement and says I am beginnings level, I enter lesson 21 Those who didn't get an entry point and might have said they don't need sips meaning that they read very well or they have their foundational skills really well. So they either go into challenge or they do something different based on this 60% tested not ready which that would be our conduct most of our kindergarten students they need to know 24 letters before they're ready to begin the program. And we have given them the suggestion to start with the learning letters program through sips and then 11% tested as may not need which like I said they will go into challenge. So we also this year have started to really push we know that our reading deficit still Just stop it k three. So we have provided the fourth through eighth sips kits to campuses. And 509 students were given the placement tests for the fourth through 12th, meaning that fourth graders through eighth graders who are struggling readers were given the placement test 67% of those who were given the tests, tested within the unit six intervention, meaning they need more reading support, and replacing the group and 33% of the students tested at mainly challenge. We also suggest from our department that everybody completes the challenge level, because it is a word study, it is really learning the English language. But for us, we had maybe two sites doing challenge last year. So we're very happy to see that more schools are implementing at the 412 level.

And I think just a second here, I think for the exciting part for our district is our teachers are recognizing that it's making a difference. So they're actually asking for the program, and to be able to be trained on it. Right, which we know is when teachers feel like they're, something's making a difference, right, and they're actually choosing it, it's actually more powerful. Right. So as we continue, that's, hopefully that's what we're going to what's gonna give us more momentum to move us forward,

which, which my next slide really highlights. So this is something that I came from an ELS we started, so we had been implementing sips the last few years. And this is the type of data that really just as an educator you just hoped for. So out of the 4300, or out of the 3000 students who have been participating in sips 4379 mastery tests have been given. So every 10 lessons in sips, we check for understanding through a mastery test. And if you can see the average passing rate is 72%. So those that are doing it, it's really working and they're moving in the right direction. We have 44% of our students testing in the beginning level. back two years ago, when I started on my campus, we had mostly beginnings kits because kids were not testing into extension, or challenge. That's the order that it goes in. So for me to see that more of our students are an extension and challenge. It's It's overwhelming. And it makes me really excited because I know that it's working. And that's like Mr. Cochran Beck said, that's when the teachers really start to believe in it and the requests that we're getting, can you come out and can we get another kid we need and we need another challenge kit, when I get those emails, it's such a great feeling. And the data speaks to that. So those that are doing it 72% passing rate is huge for our students.

And you're gonna keep seeing better and better data, because our kinder teachers are starting to slip sooner. And they're asking to start it sooner. Because the Haggerty is working. And their kids, their students are ready for it sooner. So we're not waiting too long. And we're doing a little bit of Core Plus more meaning we're not holding off on giving them that strong instruction, we're just adding to it and giving them the access sooner, so they will grow. So we will have a new issue, we will have to continue making sure teachers have that data. So they don't start where they used to as students, right, because if our kinders are going to first grade stronger, we need to we don't need to retest stuff. We need to make sure we're practicing them after summer. We need to get them reignited with whatever they were learning before and we need to take off with where they're at. Because they're coming in they're going to be coming in stronger and stronger.

Didn't go back when Christina

to ask. Okay, so we just heard from our best to sips was not mandatory. So we thought it wasn't mandatory. We launched we had a pilot group last year, I was one of the reluctant people who say that one more thing. I ended up loving that. So this year I'm I went full force I went and now I'm really teaching them and then just last Thursday, we heard that it wasn't mandatory. So we want clarification because now half our staff is like we don't want to do it if it's not mandatory. Where does the district fall in?

Yeah, so at this point, it is it will be coming part of our core instruction, our benchmark Foundational Skills Program, right does not have the piece right that sips has. So it is we have proven with our pilot. So as we're getting that data and working with Sta. We shouldn't be using it right. And so we'll get through this year. But the expectation is we're training administrators, our coaches, and our program specialists, is this is our foundational skills for the primary grades. It works. It's based off a reading science. So as we move forward, that is what our monitor will do, we will work with them to make sure that there for them to

have the answer this year is it's not mandatory this year, but the ship is sailing in that direction, and you hop on board, you're gonna be ahead of the game by next year. So

my question, my question would be is, for a teacher, right, because I was a teacher a long time. Why would we continue doing a piece right, that we know doesn't work? Or we have something that has reading science behind it? And why would we not do it? So sometimes we're like, we're so worried about something being mandated. But we know that something works. So ethically, why would we not? Write if required requires. So I think that's where we can come in and partner with the site admin, and help them move along. Because what we are expecting is we will make sure that teachers are starting to be trained to have it been this year. So everyone is trained in that reading science piece. So they're already unprepared for where we

are headed. And so it will be mandatory. So it won't be a waste of their time, if they start implementing it now as teachers that they will, that's a good foundation for them to build and be prepared for the fall when it will be mandatory. Right? It's going to be I just want to give

you the future, it will be that will be our core replacement for a relational skills. Okay,

and then I my second time to ask this question. Okay. So I'm looking at the scores between Simpson porn, and I know myself as a teacher, when I was testing the junior year, this was across the platform was that sips and core a lot of it were redundant skills that we weren't. So we were taking a lot of time testing it, have you considered either only sips or only port like, I feel like it shouldn't be only steps, because we want to just launch into teaching instead of, you know, one on one for 30 minutes a child with a lot of instructional

time meeting about that, and revamping. So we know that and feel that and we understand that the good thing about the placement test is just done once. So hopefully as as this program is more widespread, you'll get students who have already been placed and you won't have to get that placement test again, and the core will be for monitoring progress on those larger scales.

Okay, and then my last question so much. The challenge is that also for first graders, no effort. Yeah,

they There are obviously gonna be exceptional first graders that get to challenge but cognitively I don't think that collaborative classrooms. Oh, that's fine. There's

one more so I'm gonna jump into that. So what I would say is challenge per se might not be the best solution for polysyllabic word instruction for a student that that I would probably as we're thinking about Scarborough's row for meaning is that they're doing that they're not having an issue over here with the decoding. Let's use our, our benchmark, we have the guy who ensures with the text, the text dependent questions and start working on reading fluency and conquer vocab.

So my last question was that fourth through eighth grade, we don't have sips there, because we needed that we're talking about as we were mentioning at the end here, if you didn't have one, so they launched with something else for those kids that needed the intervention.

So I know every site at least got one kid at the beginning of last year, but they are more than welcome to order on Destiny. Will anybody that wants to order on Destiny? Yeah. Do you have a program special library? Yes, yes. Yeah. Just have them do it. Yeah. NPM. Is there. We have three questions. Yeah.

Yeah, so I didn't hear anything by cast beta. I mean, testing as a result of using sip. sips is that going to bring those proficiency numbers up? And by third way, and how what's the projection because it looks like it's pretty slow to move up like right now. It's like less than three 10 students are proficient by third grade. Yeah.

So of course, our role is to first get our kids reading, right. And then second, hopefully that that achievement is shown in the cast data. So the data that we have now and even in the next two years, from CASP, with our third graders, if it's going to be a full picture, because we've got different implementation levels, right at different sites. So I think it'll be a few more years before we see a really direct correlation from sips to cask data. But our expectation is that it would not only rise, raise our reading scores, but also our math scores, because we know there's a lot of reading in math. Yes. So we're hoping that

any prep team for your next part you'd like you're just prepping this the whole time?

Just I think my question, maybe I can ask more afterward. But I was curious. And I wanted to be sure. When we're talking about things like mandating things and negotiations, how we get to that? How do we get to that with the sport? And it might mean, I don't want to take up too much more time. But that really wasn't a question.

Yes, it can be a quick, I think it's, I think it's actually good. I think having that clarity for the people that are in this room. So we usually go through we have a pilot process, right, where we try things out, I think that's where that confusion is, right? Because we allow, which was good. We had LSP sites who had a special grant and conditioner. The early support a certain amount of students at schools is just so everybody knows what it is. So the 75, lowest performing are no, they have the 75 schools that had the most third graders at the lowest level and caste and language arts were identified for this grant all across the state. So my previous district, we had schools that were as well, right, and they got this gift, because they had to spend their money on training for literacy and in these four buckets. And so we were able to use it for sets and core training. And so we have the letters training that's going on has paid for some of it at some sites and, and the coaching component. And so what we found is the sites that we're doing are getting results in early literacy. And then all of a sudden, we had a curriculum department that really supported sites to expand it, because that's what we want, oh my gosh, our kids are reading, it's working. Let's expand it right. And so in a sense, we have our benchmark adopted core. Right, that's, and then their foundational skills part is lacking, right, they actually redid theirs. But we have, we don't have that version. So sips is basically replacing that one component in some of the grade levels. We did not do that as a district. But as as we've been piloting it. Now, we have actually piloted it in multiple sites. So we have enough data now, to replace it for the next year, there just has not been a clear directive, right or requirement. And so we will work on that for the upcoming school year. But our goal is I'm going to let you learn actually go through that process of how we're going to start consistent fIying the system? Because like your question, Mr. Roberson, I have seen this done too, when we have such a high level of students not passing or not performing well on cast. It's two, it starts at the at the beginning levels. So we will I guarantee up once we get everyone in sips and we continue moving up, what do we do when they are read? Okay, their fluency now, comprehension issues, how are we moving them up the system, it will pay off on cast, but it's not it doesn't magically happen in a year or two. It does take time. But we that's why we're going to be monitoring our kinder data, our first grade data and start showing you the increases so everybody can see it, we'll hit our state tests because we will have readers okay, but instead of trying to test prep and do all these things later on, where we try to like bandage things, and we actually get in the way of true best verse instruction, this is the best starting point for us. Okay, and then

okay, all right. So, we have quite a robust tomorrow, I think Mr. Ford clan or for continuing the implementation of sets and the training of sets So to answer your question is not going away anytime soon? If you haven't guessed the excitement, but it's just emanating from Mr. Clapper. For six. It is trustee there. So this year, as he said, there are several sites that have been using Phipps for a number of years because they really were ill fitting sites. And partially to your question as well is core curriculum we adopted but for a whole adoption process intervention materials sometimes come about, from demand from teachers, teachers, asking, I have kids that can't do X, what do we have to help them. And so when we kept getting that question over and over again, and we saw the success of sips, we, as a curriculum department, that Services Department purchased sips for all the schools and made it available to everybody. And so we have some schools that were early adopters last year and went full bore on it. And so in an effort to continue that implementation, and that growth, we have started a training plan this year with our support personnel. So our instructional coaches and our program specialists. And for those sites that don't have either one of those, because there are some, we've selected a lead teacher, they are attending monthly day long training with a core consultant assist trainer on digging really deep into the sips curriculum so that they have a full depth of understanding of how to implement it, they can go back to their sites, and support the teachers on the campus, on how to properly implement this, you know, with fidelity because it's not going to work if we're not doing it correctly. In addition to that, what we're in the process of doing is putting all of our schools in separate cohorts, and identifying the specific needs, because like I said, we have some schools that are far ahead of the game, some schools that are kind of in the middle, and then some schools that are just just beginning. And so we want to tailor the PD that we offer those schools, to where they are to meet their needs. And so we set up, we've identified those schools, we've identified three cohorts that we will be providing training to based on their needs. And then we want to continue to build the knowledge on how to capture the data electronically, because as we said, the data you know, you can take the tax paper pencil, and oftentimes, that's easier. And some teachers will go back and enter the data into our electronic system, and some teachers won't. And so when we present data, it's not always a clear picture. So we want to be able to continue to build the knowledge of how to do that and how to do it easily. And so we can have very clear points of reference and comparison. And

then they will make it will make it easier to support sites who don't have that growth. Right. And so it points to that to that question of oh, is it required or not, as principal, though, can require it as a supplemental piece, right? At this point, so if they want it for their intervention program, like many schools are just doing it for an additional piece. They can also require it if a teacher is not doing small group differentiated instruction for foundational skills, and they're lacking it, they could have somebody do it because because what they're doing is not working at this point, right? So

they can without pushback from the people that they

have that ability to they're the administrator, and they can do that, especially if it's not open, what they're doing is not working with students.

And here's some of the advice I've given to teachers who have said, well, what do I say to my PLC members? Right? Or pushing back? Or even to administrators? My question is always first, as an educator, it's your responsibility to help the struggling students as well as your students that are on track. So tell me what you're doing for your struggling readers. And if they don't have an adequate answer, then the conversation turns to well, we have six. Let's try that because we know what's working. You know, we have the data. We have the science to prove it. And so it really just comes back to Mr. clapback was saying the ethics of it. We know we have struggling readers, we have something that can help them, why aren't we using it? It shouldn't have to matter of mandating or not. So some of the other actions that we're we're doing in addition to training the site, support personnel, we're also doing administrator and professional learning, and we're doing for half days for our principals and assistant principals so that they get enough knowledge about six so that they know what to look for when they go into classrooms and watch those lessons. So they can see our teachers doing it correctly. What areas do those teachers possibly need support? And what is what is the process how's it working on my campus, and so we've already had two of those days. With a core consultant, we have two more days for the administrators in January. And they were very well received lots of really positive feedback from the administrators, as well as the coaches and program specialists for their for their days. Our curriculum specialists, Dr. DE SILVA, and Miss Emily Brown, will also continue to build their capacity. Allison, having been a coach at an ESP site, is incredibly well versed on sips. And Emily having been the sole voice before I came on board, pushing for sips for everybody is very well first, but they can continue to learn and grow. So they can continue to support our administrators, our coaches, and our teachers. And as I said, the program specialist and instructional coaches are getting that that monthly, ongoing professional learning opportunities for teachers, I tried to find the slide we showed last time I looked for it too late. We've had some obscene number of opportunities for teachers to get six training. But we continue to offer every single SGA PD game, we offer six trainings, different levels of it, we offer virtual sessions monthly that are extremely well attended. So those are those formal ones. And then the informal opportunities are when they call Emily, or they call outs and they say hey, can you come do a PD at our site? Or can you come work with our second grade team? Or can you come do a lesson demonstration for our first grade team. And so that continues to happen as well. We're also building in opportunities for once our administrators are fully trained to create opportunities where we are going on classroom walks with our administrators, to help them identify those workforce, and areas of growth and areas of strength at their sites. And we're going to continue with our professional learning plan for years two, and three. So it's not going to, we've got planned for you know, for the next couple of years, this is your one, what we're considering, even though we have schools started earlier, and we'll have a full three year plan implementation. And what's

really exciting is when I'm visiting and walking the different sites like Taylor, they're ready and talking about how their kids are coming are reading better. So then the level of training and coaching and support for teachers are going to change and their model that they need to do for support too. So it's really exciting for them to actually be seeing it and knowing and asking for, need some help with next steps and, and moving forward.

So, before I go there any questions on our cohort plans and our training plans?

Yes? How do you select the classrooms or the locks or the

struggling teachers, teachers just need support teachers who are high or be

honest, particular day who's not absent? Who which teacher doesn't have a sub. And depending on what time we get to the campus who's teaching systems that time, so there isn't there, you know, individual administrators, when they're doing the walks on their own sites with their progress specialist or instructional coach, they might be more intentional, right. But when we're doing it just to get them used to the practice of using those court documents, or just whatever opportunity presents

itself. And then moving forward, once they kind of they're not not fumbling through it, but they're trying to get it under their own belt. Because some of them when you have a lead principal, they may not have been the strongest literacy teacher or they came from high school or a different place. So we're trying to build their knowledge about it at the same time. And then when we when we do walks, it will be growing into intentional one. So let's look and see how our kinders are across the way that consistent system and how was that instruction looking across classrooms? Because really, it's not a gotcha, we actually it's how do we support our teachers who are actually with the students doing the instruction? How do we support the students? So we need to make again, making sure that no matter whose classroom a student gets into, they're going to learn how to write.

So I understand the El es BG funding is running out of finishing up after three years and it was about a million dollars per site, roughly three years. Oh, that was a year. So does that funding need to be backfill going forward? Or did you accomplish enough to really drive this.

But the the the main goal of the grant, I was part of it from the beginning and wrote it for Taylor, was to build the capacity to the end that you're not utilizing things that you need money for. So this last year on Taylor's campus, we had this huge surplus, because we really worked towards like, Alright, the first year, we're going to buy these materials, we're going to do this. And towards the end, it was about letting go of that financial hole, like we can build capacity and sustainability without having extra money. So getting the teachers trained deeply. And having the programs running very smoothly, it has led us, we don't really need the money, per se. I mean, obviously, we're not going to turn away money. But we really the goal of the grant was to build that sustainability that we are now able to teach students to read. So

by the way, you Taylor's top of the seven school.

Thank you. So you're looking at your data. Yeah, I got the results already. So and then that's where that helping our administrators then with as we work with them on, where are you going to those system pieces that costs money? How are you changing how you utilize your site funds, now that you're caught up with it, so we're always spending our money to make sure we're focused on the teaching and learning aspect. And then this is where it's not going away. Because as we focus, we know that it's not one and done. And we need a job embedded coaching for a while. So that's where the district also comes in and says, you know, what, just like MTSS, we're going to do this tier one support for all of our schools, for literacy. So like the teaching of the principal, right, the follow up the opportunities to do the training for our teachers and our new teachers writing, and then we'll do that layer. And then it frees up money for the sites to look at their their site funds to use for extra opportunities for additional training, whether it's bringing up their own coach from core or whatever they need. Because like Taylor, now they're working on their benchmark implementation with comprehension and vocabulary and moving us along with the complex text, right, because now we need both. To move us forward. was

good to see that happening. Actually, I was involved in some of the training early on that Sacramento County Office of Education, and especially with polio, so I saw the whole process in place. So it's good to see that this is making a difference. Yeah,

I did. So well. It's more of a statement, because I'm one of those teachers that is old enough to know how to transition paper pencil to online. Yeah. And I see how has what you're saying about the testing. Moving forward? Is it possible to have people push into our sites to just train because it is I tested last year paper and pencil, and snips. And this year online, it was so much easier online, but because it wasn't like we launched last year, I was so discombobulated, I just went to what was familiar. And I feel like there's a lot of teachers that felt like me, and it probably pushed through. So if you could just push in, take a try and everyone's best online. I feel like you will get greater implementation online. And I would appreciate that, because then we get to see all that information digitally. Also, just to make it more cohesive. For exactly

what was yes, fingertips, right. So for us to check it out. It's really for now you're going to utilize it.

And one of the bullet points that I forgot to add to our actions on training. We're also going to be training all of our specialized paraprofessionals, our Gen Ed instructional assistants and our bilingual instructional assistants, not on the full scale of how to teach, right because that's not their role. But on the smaller pieces of sips. Like routines like I have these three kids that need to work on these 10 letters. Can I pull them aside with the paraprofessional and have them work on those 10 letter names. So we're going to be doing that training starting January February and going on we'll be offering the multiple sessions and opportunities to get trained so they can be in additional support on campuses and for teachers and for our students. So we're really excited about having that opportunity to train them as well. So finally, our right to be update. So Mr. Roberson was there Mr. Popham back is there going to be also moved out to come to the movie, we had our first screening for staff on November 30. At seven, and this is the documentary on the science of reading, and it follows some families in their in their story. And it talks about suicide, actually talking about steps.

But we did see a picture of so

it's a really powerful film. And we were really excited by the turnout that we did have, you know, on a Thursday night when it's dark out and cold out, and all you want to do is be home in your pajamas and not have to go back out to a movie at 530. We were thrilled about how many people showed up, and about 44 to 45 staff members attend. And the feedback, couple of the quotes. We added them for you to see and they're on your handout. So you can read those, but lots of really great conversations after the film was over. And so we're gonna do two community screenings, one at Franklin on January 24. And that's being sponsored by Lexia. And that's the publisher for letters and presets. And then our study communities, we mean, Chavez on January 25, back to back, I'm trying to kill my staff when their beers were available, and that one's sponsored by TCM, which is another vendor that we work with, they're giving us the money to do taco truck and treats and things like that. And at the, at the staff, one, we had little boxes of popcorn and water and candy, and that was sponsored by Lakeshore, and then we bought the license for the film. So we're going to make it available after seedings to the K eight, because many K eight schools do literacy nights at their campuses, so we're gonna make it available to that if they want to screen it as well. And we're also working with our iOS department, because the film is in English. And even if we figure out a way to do Spanish subtitles, can't really see them from that far away. And I read Spanish that speak Spanish. So we're working with is and our translators to adopt the film into Spanish. So we're excited about that opportunity as well. And so that's where we are with our right to read update.

It was really powerful. When we were talking about the words that came to our minds after the showing, we heard words like urgency, right? Mr. Robertson added optimism to remember. Absolutely. But it was great to see that he had some of our educators bring their spouses with them. And then we also had, it was great. One of our newer teachers who teaches seventh and eighth grade, she came up and I had a conversation with her afterwards. And she came to watch the movie hoping to find some strategies that would help her in her classroom. And so we were able to also hook her up with our professional development department, and some other supports, but the fact that we have such dedicated teachers that would come at the end of the day, because they they have that, that sense of urgency.

That's all aligned with another group on the way back there. And there was a lot of conversations in the chat. There's a few 100 People online but sips was the number one thing that people were talking about, like it was really huge. And there were some great comments. Some of your phone staff was there as well, in the concert,

and I was like, oh, good spots, and like Oh, yeah.

Give her a melody. Right. Yeah. So your people were definitely in there. And they said that you were a strong advocate for six as well. So that was one of the comments. And

there was just an article was enough time. Yes. There was just an article in The New York Times before talking about self discipline streaming service, and how impactful it is for students. And so that was exciting to see as well. I'm going to talk about elf as soon

as quickly as your dubbed version, the Spanish version, will that be ready for the literacy knights to learn?

That's the goal. That's the goal. That's what we're getting ourselves a little bit of time. We're not gonna make that available to you guys until after our community screenings. So hopefully we'll get it done by then.

Your popcorn

I'm happy. I'm a happy girl black popcorn. So Other questions

and we do want to recognize Allison because she really pushed this a bit and Emily was right there at the center of the work

the meeting now so our next committee meeting is not until the next year on February 14 Oh, that's true. Right now.

Really, really, we're trying to kill my staff. I have no love life.