##VIDEO ID:NgVHFZomcq4## good evening this work session of the ISD 279 School Board is being held in the Forum room of the Educational Service Center at 11200 93rd Avenue North in Maple Grove on Tuesday October 8th 2024 the work session is being audio recorded the recording will be made available on the district website within two business days after the work session has ended with regard to the audio recording our communication staff has asked that we share a friendly reminder that side conversations during the work session are picked up by the recorder and can affect sound quality also conversations during transitions between agenda items are on the recording as well the intent of the Schoolboard work session is to allow for Schoolboard discussion of topics work sessions do not include an opportunity for audience members to address the board to acknowledge attendance this evening I'll ask that all present at the table State their name starting with to my left Jackie mosa Jones School Board member Thomas Brooks School Board member Heather Douglas School Board member Kelly parpart assistant superintendent for secondary schools Steve fiss assistant superintendent for the elementary schools jet was information system the security director Anthony Paris executive director of Technology am Mo general counsel Ivon schland Executive Director of Human Resources Jill K director of learning and achievement Brian bass assistant superintendent for equity and achievement K executive director of community relations Brian serson Hall executive director of community engagement Sarah Mitchell Schoolboard member Kim H superintendent and I Tanya Prince Schoolboard member and present the purpose of the Schoolboard work session is to build trust and teamwork to exchange information and when applicable to provide Direction in order to facilitate efficient and effective decision making at regular board meetings Dr H will you please share your check-in thank you good evening every want thank you Vice chair Prince and chair Miss J Jones and our board members we're excited to for our two topics this um evening and we'll start off we'll have Dr Brian bass um introduce um our gu we not our guest but introduce our director all right thank you good evening chair Miss K Jones Vice chair frce members of the board uh superintendent H cabinet and community members uh so I'm going to story tell a bit here work with me after an arduous Journey Through the program improvement process pilot several curriculum materials learning about the science of reading navigating the shifting guidance and approved curriculum materials from the Minnesota Department of Education we are finally implementing our new Elementary reading curriculum CK and 95 PS tonight we have Dr K our director of learning achievement here to share a brief history of our selection process the components of our new curriculum and some exciting highlights from several of our sites I want to take a moment to express uh gratitude for Dr K Jamie Bole our literacy coordinator Sarah Luby our elementary assistant director of learning achievement and all of our staff development and assessment Specialists who are working alongside our site leaders and the staff to thoughtfully implement the new curriculum with such care and precision their leadership has been instrumental in ensuring that our students receive the best evidence-based instruction possible also want to extend thanks to Kay's team uh who partnered with Dr KH and others to capture these the um on video so we've got some video for you this evening giving us a window into the classroom to see how this impactful work is coming to life it's an exciting journey and we're thrilled to share it with all of you today I'll turn it over to Dr K to dive into the details and share more about the amazing progress we've already made good evening everyone thank you Dr Bass I am actually really thrilled to be here tonight to share the work that we've done on the implementation of our elementary Reading curriculum and really it is a credit to our teachers and the love and care that they've shown with this adoption since materials were delivered last June the excitement as we went around and dropped off books in classrooms or told them that they were going to be in gymnasiums was it was palpable so that is always exciting tonight we're going to talk a about a couple of things we're going to talk about the approach to structured literacy which is uh what our curricular resources are based on and we'll look at both 95 phonic core and CK so structured literacy is a a recently developed term for an older body of research it's not new it's just a I say maybe a Rebrand of what uh is about explicit instruction in lots of areas so it's grounded in the science of reading research which something is a term that is out there um it's a body of research that's over 40 years old that really refers to about the needs for 50 to 75% of students who need explicit systematic diagnostic instruction in order to learn how to read it's really connected to language acquisition and how our brains acquire language uh this approach is structured literacy so let's talk about the simple view of reading reading comprehension has two components there's the word recognition component and the language comprehension component when both of these skills are mastered we become highly skilled in strategic readers we have the skill of comprehension if one of those is missing our comprehension decreases now reading is is not this simple reading is actually really complex and this image is called the reading rope uh this visual represents many skills that need to be developed to be a skilled reader so you can see on the bottom there are the word recognition so knowing your letters knowing your letter sounds knowing how to uh pronounce your letters decoding skills uh spelling ensuring that students have those as well as those skills in the language comprehension strand so building well grounded background knowledge in students understanding how language is structured uh getting into the idea of linguistics and morphology root words prefixes suffixes and a deep knowledge of vocabulary we want the bottom half to be automatic so that students know when they see a letter that's shaped like an a the sound that it makes and how it's used whether it's used in the middle of a word at the end of a word and then we want them to know all the strategies from the top on how to use their decoding skills to apply it to read a text that's what skilled reading is so structured literacy this is the content it's also an approach structured literacy has four main components it's sequential systematic explicit and diagnostic so sequential instruction skills are taught in a logical order on and build on each other so you're going to word use uh a learn a consonant vowel consonant word before you start blending your letters together and it proceeds from there and there are charts Galore when you Google uh sequential instruction in phonics they'll show you the exact progression that is often used it's not doesn't work for every student but that gets the diagnostic piece right we use the data from sequential instruction informal and formal to make decisions about what needs to be next for each individual student systematic teachers move from less complex to more complex topics and there's a connection between the simple topic and the complex topic so there's an order to it and it's explicit there's clear and direct instruction of skills topics and Concepts but skills are also they're all broken down modeled students are given feedback and practice on them until they can do them independently and automatically so in 2023 Governor Walt signed the reading to ensure academic development act friendly known as the read act the read act has seven components I'll talk about a few of them um teachers need to complete professional learning prescribed by the react so in May 2024 the react 2.0 was passed because what legislators and MD heard was the original timeline to complete 80 hours of professional learning in one year was really not realistic for teachers so they've extended that deadline and that works really well for us because last year we had our K3 or pre3 teachers complete part one this now gives us a year to implement our curriculum and learn about our curricular resources and then next year we can do part two and bring in our four or five teachers to complete that professional learning additionally the react requires us to give certain screenings three times a year year fortunately fast Bridge our screening tool is one of those tools that is on that list yeah sorry uh results of the screenings have to be submitted annually via our local literacy plan which also changed templates this summer and so all of those are posted on our website and the last piece that impacted us greatly was the Mandate of curricular resources be on the list from mde so mde and the Center for Applied reseearch and educ went through a process to approve curriculum that was aligned to the science of reading and so they eventually made a list that has four different levels it is highly aligned partially aligned minimally aligned or not aligned at all only resources that are highly aligned are allowable for reimbursement under the redact dollars our resources are partially aligned in Minnesota in other states 38 states have adopted ccla because of its alignment to the science of reading what we know from the rubrics that we were made available from the Center for Applied research is the areas where they weren't aligned and now we can work with our teacher teams to develop materials to fill in those gaps and that is something that we're doing we started last summer and we'll continue throughout the year so let's talk about our process of how we got to selecting 95 F explor in ccla this started in the 2122 school year learning about what is structur literacy and what are the resources out there um science of reading is not new uh many companies Market themselves as being aligned with the science of reading and when we first started to Pilot in 22 23 one of the things our teachers noticed is that these resources were in fact not aligned to the science of reading and so in the 22 23 school year we had a failed pilot our teachers did not believe that the resource selected was good enough for our students so we went back and found other resources we find 95 onxs core CK and Wht wisdom we piloted those we had 45 teachers pilot each teacher piloted all of the resources so they piloted CK and 95 core for nine weeks and then wit and wisdom for 9 weeks as well at the end of that nine weeks of the 18 weeks our teachers came together and we reached consensus and I've been a part of a lot of pilots in AIO and I will say that this is the fastest group of teachers has ever reached consensus 96% of teachers uh agreed with 95 phonics core off the bat because they saw the results in the short time that they used it uh the other piece that we really worked on was making sure that we had professional learning for all teachers so once we made a decision to move forward with 95 finx core and ccla last May our grades four and five teachers who were employed in the system had a full day of professional learning on it our prek-3 teachers and new four five teachers had a full day this August on that training all of our system monthly professional learning our professional learning days is dedicated to the learning of these resources so let's talk about 95 phonics core this is developed the bottom strand of the reading row it's really our foundational skills curriculum it's 30 minutes a day one of the things that our teachers really liked about 95 phonic core is that it was K5 many foundational skills programs are only K2 so uh students engage in learning for 30 minutes each day each lesson has a specific Focus so for day five in kindergarten we worked on the letters m d and g the kindergarten is practice making the sound of the letter they learned about the mouth formations that those letters make and then they practice writing the letter in second grade silent letters and the unpredictability of vowel rules start showing up uh and then in fifth grade students are solidifying their foundational skills but they're also deep into word study 95 phonics you'll see in the video in a moment uses hand motions manipulatives consistent visual cues to help students learn so this first video is from our first grade classroom uh they're engaging in their 95 phonics core so you're going to see some whole group learning uh they're going to talk about taking with the beginning sound and replacing it and moving on to practice with the vowel short e okay all right thank you okay here we go McDonald's here we go say let change B to B good job say sat sat change s to H great job okay say that first sound that we're changing first say him everybody him say it again him change to r r Rim good say dog dog just change D to a good say bits bits change B toit good job we're going to stop right there so now they transition to seat work and they'll start it's still with three sounds we still checked [Music] out still three sound okay now let's check our chips what color blue I can't believe nobody C that surprised you guys keep me on my to what color blue red red there's my B sound what do I need blue okay now that we have the right sounds now we can write it in I want you to try in your book writing the sounds to match that writing your sounds [Music] W that was so [Music] fast red say red R like the color red great job your turn [Music] okay [Music] [Music] [Music] so the lesson ends where they look at a passage and highlight everywhere a short vowels e is used so the chips the Blue Chips represent a consonant sound the red chip a vowel sound and they do that consistently throughout K5 our next clip brings us to what CK or what amplify sorry what 95 phics core looks like in a fifth grade classroom so from first grade to fifth grade uh students have been given root wordss prefixes and suffixes and ask to determine what words they can make from this group of prefixes suffixes and root words so as you listen uh it's sort of chaotic as a classroom often is right with the sound but you're going to hear this young man and his partner process their thinking [Music] 4 [Music] [Music] [Music] or how we just all right my friends so that was a in partner activity and all students around the room were engaged in that activity so you can see how it changes over time so now we're going to move on to talk about ccla ccla is the upper part of our strand which the language comprehension and it's designed to help students build background knowledge and vocabulary through critical reading and listening so teachers introduce present we have discussions read alouds in each unit to build students listening and reading comprehension and oral language skills the wheel in the upper right hand corner represents the parts of the day so we have our daily lessons we have pausing points these are opportunities to review reinforce or extend the content taught this far we have a domain review it's just their fancy word for a unit so the end of unit reviews which are again an opportunity to reinforce material and then the domain assessment how we op how we look at how students are working towards Mastery of the standards and then we have culminating activities remediation and enrichment for individual students based off of the data our Focus this year is really on deep implementation we want teachers to feel comfortable with the materials and differentiating for students to that end we've partnered with classroom teachers including emo and site leaders to start drafting a learning walk template that we can use to visit classrooms to see uh implementation in action and determine the next steps for professional learning because it's the ongoing professional learning and coaching that's going to matter most as we make this implementation more successful so this video is going to be a little bit longer it's not the entire 60 Minutes uh uh you're welcome but I will say it was so hard choosing videos um because there's just so much deep implementation happening and which was great to see uh but uh this is the start of a new unit again in first grade it's going to bounce between two classrooms share what we already know about how our body works I have a chart we'll use for that and you're going to put what you know on a sticky know we says we are going to learn about the job of a pediatrician we'll talk about what a pediatrician is today we're going to explain how the body is a network of systems that part sounds tricky to me we're going to demonstrate two words today systems and organs and then we'll make a topic sentence together oh my goodness that's a big to-do list do you think you got it yes we do let first and all of our vocabulary words today okay the next word on our list so I'm going to pause it here because one of the things that was interesting is the school was getting ready to have a drill so they the teacher literally just paused class walked over and did what you need to do and they came right back together so it was maybe a 35 second pause uh but the students are right on point with this vocabulary exercise Network and a network is a group of parts or systems that work together so can you do this for me take your wiggle your fingers and they're going to work together so it's a whole bunch of different systems we're going to talk about that word systems so imagine each of my fingers right there're a different part and they all work together and that network is a group of systems that work together say network network great the next so after going through each of the vocabulary words teachers again engage in a priming or introductory activity called kwl what do you know what do you wonder what will what will we learn it's a routine that they will use throughout the unit so this activating of prior knowledge is designed to get students thinking so our video is going to pick up with the conversation just like other things like cars sometimes cars don't work so well so when your car is not working so well you have to bring it somewhere to what to get it fixed okay well hm what happened