[0:04] goings in school and let you get to see what's

[0:10] going on in our classrooms um so how does the work into this we that as we go

[0:16] on too but we are here to just show you our partnership with the an col schools

[0:23] how we have worked with the United public schools to bring together um our work and our funding to help meet

[0:30] reality in our school so that we can bring our students the best possible

[0:36] education that they deserve and our teachers the professional development that they need in order to teach our

[0:42] students so tonight first we're going to bring

[0:55] up just a little bit overw that and

[1:04] well good evening um I was totally prepared for exactly what she just

[1:10] said um okay so the react was a a really big deal and a collaboration I want to

[1:16] give a shout out to who is trly led the way to the state

[1:22] of Minnesota and I remember Stacy I had a meeting uh in my office and I said

[1:27] Stacey how about we this in this and this yes so and this is and this is really

[1:34] what we have but you have led the way like we you are such a gem for for our

[1:39] district I know you always did a love and appreciation that you absolutely deserve I that um so you do really have

[1:46] to Le way for St policy um we we came early understanding that balance litery

[1:52] whole language was a problem and really being able to look at Str literacy and trying to make sure that we gave

[1:58] teachers and students the tool they needed to succeed so the read app um has many different components but it's a92

[2:05] million Investments and we are the such for starts febrary 12 um I don't know

[2:14] anyy but I'm really excited about hopefully getting 30 million more it's going to be my ass for reap this year

[2:21] and so um it it make sure that be also I think the future we're going to want to look at increasing glal ly incentive a

[2:29] for District which I think superintendent you would probably would be really helpful for district but um

[2:34] the re really give a comprehensive look at how we can f out curriculum and

[2:40] improve curriculum districts and then un away for our state just think districts

[2:45] would have to pay for this service the state is paying for it we're betting it we're doing good work we this

[2:52] partnership with the University of Minnesota we are also paying for all of the training now for districts like ours

[2:58] we have already started some of the training so there will be a loss we've talked about reimbursement we'll see I

[3:04] honestly we're never going to make a complet PO for district so um as you take ony as one of your your big issues

[3:10] here atun I am so appreciative and in really any ways that I can partner and

[3:16] if you'd like to spend the day of CIT with me my last session genuinely is open invitation

[3:22] I but thank you P

[3:28] for so without further Ado we g walk through some of the work that's being done in

[3:34] the district

[3:42] um I'll

[3:49] call thank youone to

[3:54] talky um and J work that's happening in

[3:59] Public Schools this is my third year um hey I have the pleasure of overseeing and working alongside everyone who's

[4:05] working on literacy initiatives and if truly is you'll see the snapshat of how

[4:10] this looks pre Elementary and secondary that's kind of our goal today and so to

[4:16] just touch on a few things and have some of our um other sta MERS come and share about programing in specific areas so as

[4:25] I said Beth assistant director of teaching and learning and I just wanted to pause here for a minute know that I

[4:30] highlighted my email address we may not have time for questions because we' got a lot of things to share and celebrate

[4:35] with you if we don't that's there for a reason please use it take a picture of it if you have any questions might not

[4:41] get you to me so with that we always start with and I think this is a beautiful way to start

[4:47] off as we we share this story with you and how the read act and how ly um and S

[4:53] ly is in the district because we are committed every time we get together as a staff we talk about this vision

[4:59] together we read it it's level our teachers

[5:10] students Chris can to that so school for each student to reach

[5:16] their full potential and to Pride and you'll see evidence of that throughout

[5:22] this so This of reading you might be familiar with that very buzz word now

[5:28] education and um as a mom of two kids I first grer thir grader and we're living

[5:34] and breing this now in our in our home and we recognize now that it's way more

[5:40] complicated I started teaching years

[5:45] ago this is just that shows the complexity of what it

[5:51] to allary and them

[5:58] together

[6:06] different this super intentional around why we doing what're doing

[6:13] why why're supping the

[6:23] way compx so um

[6:30] spoke a littleit about I'm just going to talk really quickly she explains the overview of how stat suppored us I want

[6:37] to speak to what this looks school because I will tell you

[6:42] part of my job is networking with other districts across the state we have a monthly meeting called

[6:50] area we share Talk network problem Sol together and when came out I was

[6:57] thrilled because in doing this working in my mind thinking this is so this is

[7:03] so encouraging this is work we're doing this do and so really to touch on that

[7:09] and share with you how we we have to be screening our students

[7:16] here screener that's going approve the state of Minnesota so is the screener if you

[7:22] have you know the strer very well so now trying to figure out how to implement B

[7:29] right as has been living and Brea for many years with k1el and actually now

[7:35] K1 system a year um at a really high level and so this is something that when

[7:42] I he other districts talk I just feel that sense of PR accomplishment and what we're doing our teachers and our leaders

[7:48] and our students are doing in terms of we're already by a couple years right

[7:54] another place for any d d way right we're having the game here is the letter

[7:59] you might have might have heard that professional learning development around teaching the science and reading and

[8:06] instruction shifts necessary um one of is profession letters and this is one

[8:12] option for dists to train their teachers it's very very this is where we

[8:19] really support this with schools currently has over 300 teachers who are

[8:25] already inol we have cor finished all eight which is 144 hours the of about 25

[8:35] teachers and now we have K3 already in and we're seeing an impact on students

[8:41] already which is really exciting I share this with you in my metal area meetings

[8:46] just he scaming TR to figure out how to make this happen where already

[8:52] years we are to finding the way the curve and again we'll students

[9:00] it's pretty exciting the last pie the our resources we're still making our way down this path but I want you to

[9:07] confident that we spend really spend a lot of time aling our resources to theing and while the resources appr on

[9:15] purpose we know that our resources are supporting all the teachers learning answer and again this has been um some

[9:23] them implemented in terms of the foundational skills since 201 we're always that right improving this is so

[9:31] these are

[9:40] Main and EMP so that right think about across the board

[9:48] this is my school and I could be impressed with how um the folks the

[9:54] teachers Embrace this um how love Lear princi for this learning is it's really

[10:01] outand our staff are ring this new

[10:06] learning and actually students you'll see evidence

[10:12] that long way also fam the community by you part of with our alliance with some

[10:19] of our dist to talk about how we working together to make sure that we're

[10:26] communicating well that our families are understand supported um so that partnership has

[10:32] just been really great at each of our elementary schools we're also having a science agree tonight um Chris gold

[10:39] started this couple of months ago and each of our buildings posting one of these for those

[10:47] night so that's and could we just thr have support more

[10:56] about later um ability the has given us to do

[11:02] work and right for teachers i t for years I Tau first grade fourth grade

[11:08] fifth grade and when I think about the amount of um professional development that we're getting our teachers and what

[11:14] we're expecting them to

[11:22] do so I to and she

[11:30] [Music]

[11:44] and everybody I'm excited to be here um always um join to our other excellence

[11:52] in early childhood um I am priv The Learning Center across the

[12:02] we currently serve about 550 students and I work with staff ofan

[12:07] amazing so today I'm to share a little bit about doing inly

[12:18] learning and I'm my P president haser

[12:27] talking so the first thing that I just want to start a little bit that's tell me sharing just a little history around

[12:35] child with it when you think about early childhood and the um development of

[12:41] early childhood teachers there is a very very strong focus on Child Development

[12:47] the cognitive development that's there's very um less focus on

[12:55] emergent learning skill literacy and numeracy and and so when we think about our candidates that are coming out to

[13:01] our teaching program we really know right way we need to invest in training our teacher so that they have skill set

[13:08] to do that um and the other thing that his in early childhood is that

[13:13] curriculum is very

[13:19] is school

[13:24] you and that's great that was but they're not driven doesn't we

[13:32] don't have any Baseline on what kids already know do and so we don't have any direction those how kids learn and grow

[13:40] up and so and also um it's it's a very sta Center plan that we want our

[13:47] teaching always right when we're thinking about that so I was them to

[13:53] come on board in 2016 and uh worked for a couple of years to really get a strong Focus curriculum

[14:01] in the early learning Cent cre culum very very popular in school Bas Early

[14:07] Learning programs and reason it's popular is that is directly align with our state standards

[14:14] eaters it also has a standardized assessment which is called teaching strategy goal and again that

[14:20] standardized assessment is well aligned with what we want kids to know to be

[14:26] able to do as they enter kindergart um and one of the very first things I started saying around school and I um

[14:32] was fortunate enough to join was we're not getting kids ready for June 1 we're getting them ready for September first

[14:39] so what make sure that they're transitioned into the next step of their educational Journey this um they're

[14:45] ready and then the other thing that we've been fortunate enough to do is add some training for our teacher letters

[14:52] which I'll speak a more um awareness training um and lessons for her

[14:59] and then um intervention needed if you have kid Elementary set you know read

[15:05] and is we just got that version in the Early Learning Center just called early learning for so um we have a who comes

[15:12] over every day inters for kills in 2022 23 school year we began to

[15:20] keep data and I I um has had noticed for

[15:25] a couple years you know this is pretty kid that are coming to lots of different langages lots of

[15:33] different experiences um really well people and so

[15:39] 22 23 we started to collect some data on who are the fames that are our school

[15:45] and discovered that we have um strong group and even

[15:52] those a number of KS that English Engish Learners and up you think about young

[15:58] kid is two three four five they're all learning English everybody is learning

[16:04] ourish structur but we notic that we have a some population of kids that are English

[16:12] PR as well and so we started a couple of different programs toget those

[16:22] families um so that so all of these things you know I'm really

[16:29] hasin talk about excellence and talking to about what're

[16:35] alsoe the other versions of the metro and I say I can ask every single tell me

[16:43] about how are you what does it look like for you as an administrator where do you see in your

[16:50] classroom how is read young leers do your teachers like the hairing lessons

[16:57] and that feel feel really good to be able to say to other people in

[17:03] theing Che do s you the teacher ask that

[17:10] teacher specific questions about how they Implement that half class or all day class so that's really sort of

[17:17] wasn't really my necessarily but it's been a really nice side that becoming

[17:23] know child for having a pretty low ly program

[17:30] KS okay so

[17:38] letter um so letter is for early TR for professional learning experience for

[17:44] preting kinderart teachers that provides deep knowledge of early ly instructions

[17:49] teachers G skills to help Young Learners build the literacy Foundation before they even learn to read or write you

[17:57] know we take that PR know how to but at some point in our life somebody taught

[18:02] us that right po foundational skill um and the professional learning experience

[18:08] helps the teacher to understand devel language Knowledge Learning writing skills and

[18:15] this is the most important and I see this in the hallway when I'm walking in

[18:20] the classrooms um in the environmental PR when I'm observing lessons the why behind how kids

[18:30] learn the science behind literacy it's so important for teachers to have that

[18:37] and um I have an amazing ly and we often through the school and

[18:43] there are so

[18:49] many prank they the

[18:57] pictures every lesson the other day what they're doing like the corporate and the

[19:03] teachers participated they participate in online session and then they also come together as a group and they

[19:09] facilitate the conversation the conversation that they are having about the why behind how kids

[19:17] learn are so um impactful and you see other in their

[19:23] classrooms um and you know it empowers teachers to feel really um confid what

[19:29] they doing they are deler research based best practice for

[19:38] emerg okay this is such a great picture Andy to grab

[19:46] it um so this talks about the techment in the H kindergarten 10 there skill one

[19:54] letter name letter s recognition activity and then one

[19:59] nurser rights remember your Nursery rights don't ever forget them they're so

[20:04] important um and then the daily lessons provid practice in the exposure for aun

[20:10] awareness now in the early Le Center we only have

[20:15] three be safe and solve problems and this is an example

[20:22] ofid practicing no R this is all child ritten and in particular class this that

[20:32] the K understand that the text has need and it lives in their lives this is

[20:39] directly connected to their lives and that's

[20:51] that's this she's it's so sweet so this is like a

[20:58] little bit more our multi Learners so um students that when they register Early

[21:05] Learning have question here and one the question here is tell us about your languages what do you speak and um and

[21:13] then once we GA that data The Learning Center teachers go out and do home visits to families and lck before you do

[21:21] that home visit they will call each family and give them a little pre interview and for our multile they're

[21:28] really kind of um Gathering data to find out what level of language learning is

[21:35] your child and your family at and then in the following K come together the

[21:41] class screener which is the screener that Meuse for kids that are learning

[21:46] the English language and they they basically they four number and then that

[21:53] helps us know um what level of services they might need and and then um the

[21:59] other thing that was really fun last year is weed into that centering

[22:06] volunteers so we took all ours and you know I think this year it's

[22:13] 36 languages that we speak and K in a preschool class if this

[22:20] child speaks Japanese and their native language and they're learning one day a

[22:26] week they have a Japanese volunte that comes to school with them and that person is there to just in the structure

[22:33] the routine of the day and it is that get really and then Ono professional

[22:40] development with our teaching staff trying to give them allour as we can

[22:46] I'll them on assessments same thing with the letter just having ke conversations

[22:53] about how can we help support

[22:59] okay and so then this is my last slide and I just you know when matthy says put some pictures in and you have you know

[23:09] 25 so the the first P left corner that is a four-year-old ta room and they're

[23:16] doing a lesson on Wheels and so you can see they have the pictures of all the different kinds of wheels and then they

[23:23] made a chart together what we and so different um notation this is

[23:30] really a Shar of the interactive writing the language to the teacher and

[23:36] she mod writing onart paper J is a the where the teacher she

[23:47] draw hers and direct to the children is find a her so this is where we engage different

[23:55] RS andge because the letter my would be L but if

[24:03] I'm more than just my if I know my name I

[24:13] Le um the top left hand corner is just an interactive chart that's to the creative ccul sh again so each day they

[24:23] go through and do one of his charts and they um work at it together and the bot

[24:28] is a sound ball and if you've been in an elementary CL you probably heard a word

[24:33] ball and this is the sound the ball and so we're really working on teaching kids the S and you you you tell her she's

[24:43] gotes that are covering the picture and and for some of the she's

[24:50] got the um picture of the shape your when you're making s which is really

[24:57] really important kids to understand when they're burning my Mes in different ways

[25:02] to different so just an example great things and all are

[25:18] welcome spend some time 20 minutes downstairs in theer yesterday picture

[25:25] and about 12

[25:31] they so I'm G to just walk you through Elementary a little bit so I spend a lot of time amazing coaches working together

[25:38] fol in our principal in the classrooms and so um I'm just to kind speak

[25:43] now are and some things that are you're notice patterns of work that happens as

[25:50] we up in the years so there are some things I have to give credit with is

[25:55] doly and don't and so we the back before the science

[26:03] reading movement this is subject of the right really big high importants the

[26:08] teachers are making one really important thing is that weed to be great dance right read to your children you a book

[26:15] something that story and they just bit and start to learn like starting to talk

[26:23] you know cing things like that what we know now is it is challenging

[26:28] remember all of those components that are required be explicitly Tau some kids

[26:33] of few might just exposure most being That explicit instruction around

[26:41] awareness findy we used to think that there are

[26:46] many ways to teach reading and now we know recent brain scans that there's really one way

[26:52] that's sequence

[26:58] right so we're really leing into that students read the variables we cannot change we now know that we

[27:07] can and finally see students will catch up we're not going to wait to catch up

[27:15] we want to get it early and often and build those skills just like showing ear

[27:22] so we know that that intervention is critical so did

[27:28] that this now is the level of so this

[27:35] sound so downstairs this in our classrooms we

[27:41] have this um cre in our French or we have this living reading in classrooms

[27:48] now as they did two and Sall they understand professional development and

[27:53] they use all throughout their day during their instruction to be and show show

[27:58] children the sound they even know like a vo sound or un sound when you're in

[28:04] class starting now this point of the year to really use this language but these are in charts if you're in

[28:10] classroom you'll see these in classroom and you'll see teachers referencing they're going to every day teaching

[28:16] sounds teaching this is an example of feny

[28:22] practice one of the pieces in that reading gr is that reading and so um one

[28:28] of the things I'm just going to share with you a really quick video of these two friends at

[28:34] elementary loundy um and do this not just with L sounds but also with passages I'll share

[28:42] this with you really

[28:53] [Music] quick good

[29:08] [Music] job and practice that fluency fluency is

[29:16] really just our practicing our rate and our accuracy andity so we smoothly we

[29:24] speak right so then this would progress on for our older students R first and up

[29:30] we're still practicing in fifth grade practicing Middle School right that fluency

[29:43] passages a couple of pieces here just a snap now our example of a

[29:49] [Music] lesson and this is

[29:56] another and in our um Elementary classroom that's part of their day

[30:02] makes where they are explicitly teaching we know that is critical reading

[30:08] comprehension p and so this is an example of a teacher lesson where they

[30:13] were using something from our inspired courses letters is our professional development for K3 teachers and inspir

[30:21] is the secondary research St

[30:27] research but it's now of Supply student at home and why we still need a lot of

[30:34] science because iic in first grade and so we have catch

[30:41] up to do with right so that explicit instruction around these pieces of

[30:47] really critical at this age and so this is an example of the inspir living in the classroom of learning being applied

[30:54] so that KS exposures that words I hear throughout the time teachers will tell

[31:00] me they they start

[31:09] writings take word that start different ways we can make that a little bit

[31:16] stronger word less strong intense and

[31:22] ways and then that to share that Liv

[31:36] so I'm Ro and I work here um sou I am

[31:41] administrative student support and I just join you this year from the elementary Creek Valley was my home for

[31:49] 17 years and then con over that so I have I I corelia

[32:05] I really love the science of reading coming from Elementary in and I know

[32:12] talk about what different parts that the

[32:17] the all way through Elementary so back I will show you what certain look like now

[32:24] in midle middle school so we use the pass to

[32:30] screen and then we use the Diagnostics to diagnose we can be going to the

[32:36] doctor um not feeling so great to go to the doctor going to say not feeling great okay well now let diagnos screen

[32:44] realize you need to be this diagnose what this is and see if it's something that we to attend to so at the middle

[32:52] level we know they have com all these great schools and so we want to find

[32:58] where are the actual hles that are causing us to talk with a

[33:03] possible me in so that we take the Diagnostics pass and we work on the each

[33:11] and every student what does each and every student need they are tell you

[33:16] that they have a name from AER we start

[33:21] with and we see if that is where is Maybe or you is with that that um

[33:31] intervention that they could receive to fil and then take off

[33:38] maybe maybe it's a fluency need and we see a lot of that in middle school and

[33:43] so that we know that awareness SKS are

[33:49] there but we need to just make it Moree so depending on what those

[33:54] Diagnostics of life we decide how are we going to make an

[34:01] academic action plan without students we [Music]

[34:06] also showing us it shows

[34:13] there everything all the skills are there diagnos so we are not over

[34:20] servicing students who don't need that so once we identif they do need a

[34:27] need in the middle school and we know what their need is and what we might need to F we use our BAS intervention

[34:37] that they use elementaries we bring in the mid and we

[34:44] are working on what we saw little girls doing and they were practicing

[34:50] no at the level you see seven graders are practicing their feny

[34:57] at the word level the story level level so we know research tells us we have to

[35:05] give that intervention five times a week at 30 minutes dose we're talking medical and

[35:12] so to get those four we have structured what

[35:18] our like what ourway times during school life so that these students are now

[35:25] receiving for a week and then every

[35:30] other week they're do progress monit so we're saying is this working is the

[35:37] doses of need that we are trying to fild working and if we are seeing that it's

[35:44] working in data it's going we can keep going until they

[35:50] reach and toay if

[35:55] we this is begin we say we need to adjust our resp we need to see maybe

[36:02] there that

[36:12] didn't so we are monitoring adjusting so that we can our midd SCH through

[36:21] GOP um some students depending on their need maybe receiving two different

[36:30] inters so that they can build the small skills that they may need and their

[36:35] artist still looking at that fency so at times that's how we try to accelerate

[36:42] the grow grow for our nners um at our district level we have kind of

[36:51] our big rocks and then our our Middle School all the schools that buil our big Ro

[36:57] dist well we know School ly is a big Ro and school wri ly is something that are

[37:05] developing as well so we are training our e teachers our

[37:11] Ela English language and reading reading teachers and our specialized teachers as

[37:18] well as our intervention teachers in the science of reading then we are also full sta for

[37:27] development what does it look like for you as a science a social studies a

[37:33] music a ktic teacher what does that what how what does literacy look like in your

[37:38] space and what supports do you need for that litery to develop so is a ver we

[37:47] are now not using sound of school we are using ver so do need support for veral

[37:53] could you practice using our research these strategies for teaching

[38:00] vocabulary may be a science teacher but let's R in some of those

[38:08] strategies other places or those need class that to

[38:16] this and if you feel like you we also have ly

[38:22] so we there to help support them support our teachers and and provide so we

[38:29] can not just keep going all the way

[38:46] up is it's working um really quickly um

[38:54] working alongside the second year the teachers right now we're getting the winter data in it's working there as

[39:00] well I have dat here

[39:05] from but students so I know we had 11

[39:14] students stud

[39:19] support they really relation between and I understand right

[39:34] right volumes to what um how we're help we shap the trajectory for the future

[39:41] really so is it working this is really exciting you guys what you're looking at right now over here on the left is

[39:48] kindergarten over here on the right and what this is this winter Trend data from

[39:54] okay so we have over in 2021

[40:00] over see 2021 we had 59% in January 59% of our gardeners were

[40:09] in that's the

[40:14] 5% last year during this time it

[40:20] 76% and just this year in January we are now

[40:34] in% in three years this is significant this is why we the work

[40:42] right it's landing on kids first grade on the left 54% two years ago last

[40:49] year5 this year we're at 72% but an increase in 18% in that data

[40:56] that is outstanding so looken which higher skill right

[41:03] increasing so same increase here with this

[41:09] not we know right catch on the primary level fluency layer

[41:17] skills interv a deeper level 8% in 3 years in second grade 7% in just three

[41:25] years that these are different kids right from year to year but even this year we're staying

[41:31] in in these primary grades this is for letter science anding has been going on

[41:38] to three years okay

[41:49] so so we're getting rolling with the p there we're getting rolling with the coaching there we're getting ready we're

[41:55] getting rolling that data there also so this continues on the story to be

[42:02] continu right as we get more together students so that I'm our segment with

[42:11] just an over video [Music]

[42:17] and Ed Public Schools is committed to ensuring that each and every student

[42:23] that enters our classrooms becomes a thriving reader we have committed to ensuring

[42:30] that each student receives the best instruction aligned to the most current research possible and this is done

[42:37] through our commitment to the science of reading after letters we have so much more intentionality into everything that

[42:42] we do from reading stories to guided spelling to decoding um we really have the science really push into exactly

[42:49] everything that we do um the students are more confident they're using all their skills that they've learned and

[42:55] it's just to totally changed everything we do in literacy here in kindergarten how do they just connect literacy to

[43:02] their lives and that that's really the entire goal of literacy development for

[43:08] um all children but for young children we we're really giving them that fundamental start beginning of school

[43:14] our teachers have just really embraced the science of writing and it has

[43:19] created this um movement around the collective efficacy in looking at data

[43:25] and using that data to inform instruction and then make those instructional shifts that they're

[43:31] learning about in the new research and the science of reading through their letters and the Spire courses and um

[43:38] monitoring that and ensuring that that instruction is landing on kids in a way that shows that they are reaching that

[43:46] aggressive growth and meeting benchmarks and thriving and learning to love reading yeah and I really especially

[43:52] appreciated looking at students who have made growth despite they being at a low

[43:58] risk rate or at a risk rate and they're still making some growth and that's really positive and I what we were

[44:05] thinking right now is to look further and see look at what they are doing um with those kids what we are doing with

[44:11] those kids with um their growth rate how we can maybe bring that to other students who are also on our uh fast

[44:17] Bridge uh charts at Southview we're really um we love celebrating Student

[44:22] Success and so when we see the data go up we we pull the student in and and

[44:30] celebrate with them whether it is the kids being successful our staff being amazing or our community wrapping around

[44:37] our school district to make certain that we are the leaders we are defining

[44:43] excellence in the areas of Science of reading I just couldn't be more proud as a

[44:51] [Music] superintendent

[45:01] W it is soing to see the results in our

[45:08] [Music] classroom sted 2000 middle of right in

[45:18] the middle of our work and Crea our early Lear control

[45:24] comprehensive so

[45:31] connect is CL and that it takes an entire to put

[45:36] this work into place this so that I we do deny Excellence because that is

[45:44] what our students deserve right and so a huge piece that I know um we want to

[45:52] celebrate is the Partnerships that we have at um partnership specifically that

[45:58] we have with that um they have parents tonight that partn and

[46:04] collaboration because very meaningful parents that are in the Stace that have asked the

[46:10] challenging questions that are CRI for us to our Partnerships are what makes

[46:16] the difference to students and so a lot of that partnership comes in

[46:22] resources and the resources that um we have team with pass critical for us to

[46:29] implement the comprehens read act the

[46:34] science at the highest possible level we results in our

[46:40] students the is committed to making sure these Partnerships are strong and

[46:46] Collective so we have the Imp on students some of the them um

[46:54] and specifically this work our I look

[47:05] at elementary principles for the last two

[47:19] years so we have those days to support our teachers um independent

[47:33] collaboration invested another resource that has invested in

[47:40] specifically is the Comm St ly coaches so you heard tonight we a ly coach at

[47:47] the early we have two litery coach on our elementary um we have had three

[47:53] years and our two are Miss

[47:59] youres middle schools and part who some

[48:05] specific instruction at high school the resource of people and the money and the

[48:13] commitment to the that we um the areas 3 trains that are all

[48:24] phenomenal and they all teach us about the finance and even PRI that we have Team invested

[48:33] in some piloting and collaborating and diing into of those resources we decided

[48:43] to and decided invest in just having train which is one

[48:51] thing implenting what and letter in class

[48:58] so public schools has specifically paid fors that saw pictures so there are

[49:04] resources that we're investing in as a district that wouldn't without those

[49:11] resources would not allow our teachers to implement the level they are I think

[49:16] all of us right have been engaged in Le in our lives know sometimes about sometimes podcast is really easy for us

[49:26] to just so that ination and then take the next step of

[49:31] having conversation about it of applying

[49:40] IT beond professional development that we have in place but I SP soed help a support is

[49:49] one um is the resource fors just a quick kind of give

[49:56] numbers to keep it really simple um we

[50:01] number teachers right now add that number but every teacher um

[50:09] their work um there are two different parts of

[50:15] letters right so we have four lesson for that first cluster and then four L and

[50:20] cluster every time in each cluster so one cluster class about

[50:36] $500 $500 one session one cler learning and

[50:44] another those the licenses books that's

[50:50] th000 right per 300 teachers

[50:58] ,000 teach ,000 and so important Partnership of

[51:08] the and then making sure we're also resources that we me in other areas

[51:16] just a stretch and because we partner and we have people the commun supp us we

[51:24] are able to do this in and not just to the party and

[51:32] on about collaboration and support we've also belied in where we have paid for

[51:39] some of

[51:46] this help us ra is the teachers the time that they investing in this and that's

[51:53] absolutely critical um if think in totality about 140 hours

[52:03] of Master Class that is to ask any

[52:09] individual to do so able

[52:18] to we cre which is also a cost right

[52:27] no matter how we are we teacher STS so

[52:35] C their the hours that they do outside of

[52:40] what we

[52:51] findev our teachers are hard they act amazing professional

[53:01] and

[53:12] in their so we I just really that is

[53:19] highly as a school district prioritizing this through resources I have resources I

[53:27] need money there resources money right and we are going

[53:35] to continue to Le the Partnerships with Ed fund as well as our community just

[53:44] are that's what our deserve

[53:51] ums so and we being here um I think

[54:00] probably questions I want remind

[54:06] everyone

[54:22] question thank you everyone for being here um this is

[54:28] all we are here because of all the

[54:39] work we are Community Foundation that com together to help make sure that this

[54:44] work happens we are here tday to launch our

[54:50] we Community Action for kids education

[54:59] here it's a great to Cate ly and all the work that we do we're come together on

[55:06] Friday just that EV at St P's

[55:13] Church to

[55:20] talk this could be this

[55:28] cheer you know you think about it I was tell my

[55:48] kids and n and you're going to grow

[55:54] it's and we that's how it

[56:01] makes there's some that go it's the

[56:08] veryy it's the and the so let's take our time let's invest

[56:16] in it let's come together as let's do this join us on Friday thank you for

[56:24] being part of us and already thanks

[56:51] for