 Hi everyone. Thanks for joining us to learn more about the Nebraska Reading Improvement Act Also known as Nebraska Reads. Today, we're really going to focus on looking ahead to summer and some of the necessary components I'm Steph Lundgren from ESU 8 and When we did this as a live zoom, we didn't hit record right away So I'm going to talk you further through the first few slides and then Abby Burke and many Participants from around the region will join in you'll see the Shortener at the bottom of the screen and you can access this presentation there There are a few links throughout the presentation that you might want to be able to access So today's agenda is to review the key requirements of the Nebraska Reading Improvement Act Share ideas for summer requirements answer questions and problem-solve And of course because you're viewing this as a recording if you have any questions at all or need help problem-solving please reach out to Abby or To me and we will help you out our emails at the end of this presentation So this is a video that NDE produced to help explain the reading act It's something that would be great to show to teachers who are new to understanding all about Nebraska reads it would be great to show to your school board Also, I think it would be wonderful to have on a loop During parent teacher conferences, maybe out in the hall or maybe this is something you just email out to parents so that they understand it better so we'll go ahead and watch this and Give you a look at it Reading opens children's eyes to a world of exciting possibilities as far as the eye can see Imagination can follow Learning to read by the end of third grade gives children foundational skills for the rest of their education journey Research shows when students enter fourth grade as strong readers They are more likely to graduate high school and succeed in college and careers Nebraska reads is an initiative established to support the Nebraska Reading Improvement Act and early literacy across the state It includes a focus on high quality literacy instruction in every classroom And empowers schools to identify students who need extra reading help in kindergarten through third grade Schools utilize assessments to identify students who may struggle with early reading skills and provide supports based on those results Caregivers of students who are not reading on grade level are notified and receive strategies and tools to support reading at home Teachers and parents work together to create individual reading improvement plans These determine the specialized supports such as targeted reading instruction during the school day or summer reading programs to ensure All students are reading on grade level by the end of third grade Reading is a 24-7 activity Here are three tips for families to make reading a fun part of your daily routine Read together for at least 20 minutes every day Ask a teacher or librarian to help choose books that match your child's interests and reading level Have your child practice reading aloud and sounding out new words by leading their own story time When schools teachers and families work together We can ensure all children have the reading skills they need to be successful for the rest of their education journey Visit the Nebraska Reads website for more reading tips and resources All right, so that gives us a great shortened view of what the Nebraska Reading Improvement Act is And again, it would be great to share. Um, we do have a link at the end of this presentation to um the NDE's Web page on Nebraska Reads, and I think it's right here next So that's how you can access it. Of course, if you're on this presentation, just click that link and it'll take you there and the goal of this legislation really is that all students um are reading at or above grade level by the end of third grade um And we address this goal through, you know, our school improvement plans or Continuous improvement plans of cip But also through our ntss. So I think most schools are doing a very good job of problem solving this out So some key components that we're going to talk through next um our school board policies teacher effectiveness early identification and assessment of skills individual reading improvement plans parent engagement and summer reading opportunities, but we're also going to fill you in on some um considerations that you'll have due to COVID-19 and the change in education that we're experiencing this spring So um your school board may have adopted a policy to um address The needs of this legislation. So school boards may develop policies and to facilitate reading instruction and intervention services to address student reading needs And they might be and even include dyslexia, but it doesn't have to be just limited to dyslexia So you might have a handbook or something the link at the bottom of the screen actually takes you out to a sample policy from one school district um So that might have been something that was addressed last year by your school or something that they're going to look forward to doing in the next year or so Teacher effectiveness is also an important component um legislation says that all k3 reading educators should be effective reading teachers as evidenced by um evaluations of classroom observation and student improvement on reading assessments Or that they have specialized training and reading improvement So when you think about um many of your k3 student uh teachers Have had a reading methods course in their college courses. Um that would be specialized training and reading And so we really have to think about um the use of our teachers and who it who's teaching reading and um Teaching the interventions to students. Do they have reading? training Another component is early identification and assessment of skills So um nde has come up with a list of approved assessments And um, you know, your school needs to think about which assessment you're using In esu 8 most schools are using a cadence reading k6 We offer training on that um We have esu one schools joining us today. A lot of them use aims web. That's approved also And then um, we have some dabbling with um map Reading fluency and that is also an approved assessment. I'll show you a link to All those assessments in just a moment. So just we need to make sure that that screener is um Is approved And then you also need to think as a staff about when you're going to give those um assessments So they must Be given three times a year to k3 students and most schools do that even k6 or k5 um And so you're going to pick dates for beginning middle and end of the year And the first screening must take place within the first 30 student days of school Okay, so we Um, you know, you get that in in the first 30 days that school that students are in attendance All right, and now we're going to let abby take it away and um, give us some more information and have you guys hook up with our live zoom I've been questions about the in the fall and um, we're not We're not sure. Um at this point. Yes um, will all schools will be required to administer that Assessment that uh fall assessment within the first 30 days. However Um, we do know there's rumblings and talk of schools perhaps not opening Or they're being rolling closures. Um, so we'll have to be responsive to that At that time just as we are with um this this uh spring waiver Okay, so this is kind of um, just like a little cheat sheet of what needs to be done um You know as you start a school year So you think about that assessment within the first 30 days of school and then you're going to notify parents um, uh of the difficulty The kids who have scored um to show that they are having difficulty with their reading within 15 days and then um Within um Within 30 days of that identification you must have that individual reading improvement plan written and enacted And um, you're including that supplemental reading intervention program with that IR IP Sorry, my dates are appearing there Um, then we of course we want that early identification and assessment of skills again some exceptions. Um Um are there for this so any student receiving specialized instruction for limited english proficiency in the let um For less than two years. So your EL students um Are exempt from um that screener um Any student receiving special ed? um And if they would have something in their IEP that would conflict with giving that screener They don't need to be assessed And also any students who have a 504 plan And if if it would conflict with something in their 504 plan to screen them then they're exempt as well So again, we talked about improved assessments um Most esu8 schools are using a cadence. Um, we offer training on that um, also aims web and math reading fluency Our approved assessments. So you go ahead and um, you can click on this link um To the approved assessments and then um, you can also access their threshold levels there, too But we all need to make sure we're using those approved assessments Parent engagement is another important component of this legislation Um, you must notify parents or guardians if their child has been identified as having a reading difficulty Um, it must be in writing or electronic communication It's no later than 15 days after that identification and um That you must tell them that an individual reading improvement plan will be created and shared and parents may be part of this um, the creation of that plan Um, that's that is another component There are some great resources from nde. Um at those bottom two links Um, so there's communications resources for the educators and for the parents some sample letters to send out um and things like that so um, I would access those and then just um, customize them to fit your district needs So, um, then you get to writing that reading or individual reading improvement plan. We um, call those irips a lot And so again, they're created for any student who's identified it as having that reading difficulty or falling Below the threshold level that's been identified by the vendor and nde Uh, it may be created by the classroom teacher principal other pertinent school personnel and parents or guardians I think that a lot of times our mtss teams Are creating those plans Um, maybe involving an interventionist Um, people like that. So that's um, really nice to have that team approach Um, that irip shall describe the reading intervention services student will receive through the supplemental reading intervention program. So um, it might talk about Um, how many days a week? Uh, how many minutes a day? What exact exact supplemental program they'll be using? um And they'll stay on that irip or receive an irip Um until they're no longer identified as having a reading deficiency. So you might have to go back to that irip and make some adjustments Okay so, um, we We currently have um students that have an individualized reading improvement plan That they were identified as needing that last December or perhaps january and We've gone through some of the school year and now we're in this current situation that we're in and so we want to be thinking about um you have a plan in place for all of your students and At nde one of the things that I really appreciated is this um the way we're thinking about layered support So we want to get that foundational layer For all students and then start to consider how are we going to individualize this for um our students that Are on an individualized reading improvement plan. So what are some things that you can do to? support students while they are not going to the classroom um I think we have 56 participants on our um on our zoom right now I I'd like to encourage someone to share something that they have been doing to um To support those students with an individualized reading improvement plan So I'm going to pause here give you a chance to think and then I know some brave soul will Share um with our group something that they've been doing Don't forget to take yourself off mute Stephanie would you like to share something that you know a district's doing? To support a student with an iri p sure. Um, I've even heard about one of our districts is actually making calls right now um to students and trying to keep up with their interventions so um They're they're using zoom to keep up with interventions So the classroom teachers meeting on zoom with a small group classroom teacher interventionist. I'm not sure Interventions, okay, so they've continued what was happening in the classroom and just shifted it to um to through zoom instruction through zoom All right, um, and yes, I'll go ahead. I'm at chambers public school and we I'm also doing one on one zoom sessions same amount of time 20 to 30 minutes I just schedule it with the parent and we make it work Say exact same lessons. We picked up right from where we left off and Hopefully we end right where we plan to so All right gold star for you for sharing and also um taking that step to to meet um one-on-one with students Anyone else At orchard. Um, I'm using that pdf that you sent out from nde um About is kind of to support the nebraska reads it had all the five components and I just kind of Divided it out. Um across these few weeks that we're sending out packets And I'm sending out a few pages each time and encouraging families to do a couple activities from each of those components And that I'm going to put the link or maybe maybe stephanie. Can you put that link in there? that um nebraska read or the uh Read at home plan. Is that what you were talking about? Yeah, so um and I have part of Yeah, the read at home plan has a wealth of activities that um teachers could do with students via zoom or um technology or I've also heard of Teachers meeting and talking with parents either phone call zoom face time and teaching the parent how to do the activity whether it's phonological awareness phonemic awareness phonics um vocabulary comprehension and then the parent does those activities and that's another great way to Um really think about how you're supporting your students that have an individualized reading improvement plan Yeah, and we can go ahead and add that to the end of this presentation to the resources Since you all have this link so We'll do that All right. Thanks for sharing um how you're currently supporting Um students with an individualized reading improvement plan and also thinking about what are we going to do to? moving forward with that So i'm going to give you a few examples of things i've heard across the state And somebody else already mentioned that the read at home plan for student success Copying a section of this plan it is divided as somebody mentioned up into five sections the big five and um you could Simply copy one section if you find um based on um assessments that students are in need of additional support with phonological awareness You might just print out that section and send it home For parents to do with children and again, I already discussed you could um teach the parents how to do this activity um somebody else already mentioned that they're providing one-on-one instruction And then the last one is if you Perhaps don't have acts parents don't have access and families don't have access to the technology to do synchronous learning Perhaps you could think about the packets that you're sending home and how might you personalize That packet for those students with an individualized reading improvement plan Of course, we want to not add to that but how can you modify that? In order to best meet those students needs so those are just a few examples of ways that our educators across the state of Nebraska are Working towards individualizing instruction for those kiddos that need that um more targeted support And I think we had had that question um on an email string with our title one teachers of Gosh, we're not sending another title packet because we don't want to overwhelm kids But really yeah think about how you can modify what is being sent Um to to really fit Students needs so that's that's good advice At Bloomfield We went ahead and send home packets like the others have done to kind of the individual needs of our reading improvement plan Kiddos, and then we turned around and we're going to give them a break and then we've created Um some summer reading things that they can do and then we kind of created another summer reading packet Um that focused on the individuals and what needs they needed awesome In South Sioux City, we did something similar We've been sending home packets kind of the way you talked about the layered approach We addressed tier one and then sending packets to everybody We're now creating remote Learning videos for kids that are review that they can click on and see And then we also put together Packets just for the kids that were in Nebraska reads with some of the information from The Nebraska reads website and then we included three books for them to read to and our summer Um our public library summer reading program Information we sent that as well great We're gonna share some more summer Ideas in a little bit too. That's awesome. I'm glad you guys are already thinking about that And we are kind of getting towards the end of the year where we have to be thinking about everything so Again that goal is for all students to be reading at or above their grade level by third grade and so We have to think about that supplemental reading intervention program Um, it should be provided to any student identified as having that reading difficulty Um, it's implemented during regular school hours in addition to regularly scheduled reading instruction So unless that's otherwise agreed to by a parent or guardian So this isn't something that all students identified have to stay after school for Um or to receive their extra instruction, but it should happen during the regular school day Um, but it can be a commercially published program or additional instruction and practice with evidence based strategies But here I think that we just really need to Emphasize that evidence-based strategies and also any program that you're using you'll want to make sure is researched We've shared a lot of those um websites to um vet programs Um Through our mtss process things like evidence for essa what works clearing house The florida center all um would give you lots of um great programs that are researched And yep, here we are to our summer reading opportunity. So some of you were already sharing those. Um, it is important that That that you provide um ideas for for summer learning Um for students enrolled in grade one or higher That are identified as continuing to have a reading difficulty At the conclusion of the school year it may be part of an existing summer program Either school or community based like um south sue. I think you mentioned that you are sharing the libraries um Opportunities for summer um You might have summer school going on but this year it might look very different. So summer school might be via zoom or packets Um, and it may be offered online. So yeah like zoom And maybe abby has some all right to consider All right, I just had my worst zoom nightmare the amazon guy came to the door And the dog went crazy. So yes And you've got 50 people all engaged. So That's their reality. Um And we are well aware of that as as we watch and hear about teachers working with students and having families here We're all doing the best we can All right, um So I wanted to share a few summer reading options that you might think about And actually i'm going to back up a little bit The legislature does not require That students who have an individualized reading improvement plan Attend or participate in a summer reading program What is required is that schools provide Education and options for parents so that they may Or may not choose to participate in a summer reading program I've provided a list here of some suggestions for things that you might Want to share with with families in case they are unwilling and able to participate. So You might think about um those the learning packets that you've created so far You might just carry those over into the summer and continue that practice It's a routine that our students are already your students might already be Involved with so just continue that offering those packets and providing feedback as students are working with those You might continue to do um as one of our participants today talked about The one-on-one instruction or small group instruction and continue that over the summer Um, I know that it is highly suggested that we not meet face-to-face with students so And have our traditional sort of summer school So you might think about looking at your school budget to see could we continue Our summer school in a different capacity and provide Um that compensation to teachers with your summer school budgets You might also consider Um Extent can you flip to the next screen? Sure All right You might consider providing them families with programs apps digital resources There are lots of oer resources. There are I know that pbs has a wonderful um video series for Families and students and some of the the activities on pbs could Perhaps be done with minimal parental supervision or support and All of those activities are a number of activities that have been curated on the nebraska reads website if you look under the tab summer reading options So all of these are ideas Does anybody would someone be willing to share some ideas that they're doing over the summer? I'm at chambers. We are through june we're going to do Each week is going to have a different theme and then daily there's going to be different challenges Reading challenges whether that be take a have your parent take a picture of you reading To your animal or a stuffed animal or someone younger than them or older than them And then all kind of be the contact person for that and we'll have a link a facebook page and Hopefully on the webpage have that and then in july we're hoping to have three mornings a week The summer reading program at school. So hopefully All right. Thanks for sharing So this is our opportunity to really get creative and think about what what is Um, what are the opportunities? What is available to us? How can we be innovative and supporting our? um Our young readers Okay, so we can stop and ponder if your school were to stay closed for the start of the next school year um Fall of 2020 or closed again due to another outbreak. What would you change from what you are doing? To support students with an iri p So let's hear from some schools. What what could we change and do a little differently? Yeah, this is jonah bankrupt rosalie um One thing that I feel like if I had known ahead of time I would do different is I I think we're going to set our kids up in small groups of like five And we're just going to schedule times for those small groups to receive 30 minutes Of instruction through zoom or or seesaw or whatever the teacher chooses He's probably zoom and then just continue our instruction as we normally would Eliminate to 30 minutes and then send the workbook pages home for the parents to help develop I think if a kid had uh an hour and a half between math Reading while we're talking about reading here, but in the three core subject areas I think we could do a pretty good job with that Great I know my consideration is that it's always so different with k3 students, you know it Instruction is just different online. So any Anyone else with some ideas about what they might do differently if we have some delays next year This is kelly ballinger and pender. Um, I'm I'm kind of feeling the same way that that jon is I think that As unfortunate as this whole time has been it's Given us opportunities to play with some Some some apps and some other, um, you know opportunities That that are out there. Um, and I we have an autism program in our in our district That has really kind of gone uh above and beyond and has found some really neat resources to use with kids and and I think That's probably the bright spot in all of this is there are resources out there that we just didn't even know existed We didn't need before and um And so I think that we could do things a little bit different and a little bit better than we are right now Thank you for sharing I think that that's what it's forced us to do right to think differently to think creatively to get those resources. It took us a You know a week or two to get run in with that, but um Teachers are amazing and the things that are going on are just amazing right now And I think it's given us permission to to fail. Um, you know And say, okay, that did not work. What could I do instead? And I think that is has created this enormous learning curve for all of us. Um, I think that's something to celebrate Because we're just going to get better um better more innovative more creative all with Um the focus on doing what's best for kids Absolutely Um speaking of our rip's we have a question on the chat It um abby is it is it typical to have more kindergarten kids on rip's? I'm actually going to open that up to the group. Um based on your data based on the assessments that you're using Where what are folks finding? More finding we have more in kindergarten on irips in the fall and then About half of them are off by winter anyone else Famous chambers we had a pretty big group for as small as the classes in the fall. Um And they all actually tested out in the winter. So I would say that that was is consistent with our school too So they get to school get some instruction and then test out I will say when writing um parent letters um some of the districts that I worked with last fall were very gentle in how they um gave that news to kindergarten parents thinking about That's maybe the first letter that they've received home from school. So And I'm new to this role. Um And learning but I just I think that was part of it as well Steph was Writing it in a way that kindergarten parents realize Your child's only been in school 15 days when we assess them and we look forward to their growth at mid-year And and Steph knows too we're looking at a new reading program and I'm just wondering if If that was something that was happening across the Area at large because they are kindergartners or maybe a new reading program will address some of that Can I ask one more very naive question? There's no there are no naive questions Cindy Um, I know it's it says within 30s, uh I think it says within 30 days of school I'm just wondering is that 30 school days or 30 days after school starts Um, that is a very common question um It is within 30 days Of students being at school Okay, within 30 days of students being at school. Okay So you can think about your testing window for a cadence there and Where you assess I would be curious as to what people are seeing which segment of the screener are they struggling with because When we were having difficulty with students with letter naming fluency. We just started in Putting that into our preschool program that the students need to Know their letter names before they get done and that really improves your Your fall kindergarten scores And we are two years ago We also started using the peli as an assessment in preschool and I I think that's helped us to To better prepare our kids when they come in as new kindergartners We this is Kathy Randolph and we um Felt like our preschool is doing Phenomenal and helping us we only had three kindergartners in the fall on an ira and then by winter they were off um We moved stepping stones down to preschool and our kindergartners, um At the beginning at the beginning of the year start k-pals everybody has that And then um, we also added eir second semester for those kids we did the placement test and then Provided that for those kids just for extra support To get them ready for first grade Thank you. Thanks for the collaboration hearing from your fellow schools. It's really awesome And helpful So a little bit of feedback here. What resources do you feel you need that you can't find? um What supports do you desire? And what kind of resources would you suggest Nebraska Reads makes available? So as um, give give us feedback to the esu and to nde what what do you need support with? And you're welcome to either comment allowed or um add it to the chat Maybe this is one that you do have to ponder for a minute Um, and nobody's ready to just shout it out and know that um, I'm going to share our emails and of course You can always reach out to us. Um With those needs And and please don't hesitate to email. Um, we're in that this unique situation and um, there's no research around um teaching during a pandemic running a school during a pandemic, um Nebraska department of education providing support during a pandemic. This is all new territory for us So what I want to do is be able and I know stuff too is to be able to work towards supporting you. Um, but um, it be More effective if we knew what what your needs are in order for us to um support you with Meeting your student needs and teacher needs and school needs Um, there's a question here. Will there be a standardized form for the individualized reading improvement plan provided by nde? currently on the website, you'll find a variety of Suggested templates that you can use Um, you also you're welcome to contact me. I've got there's a number of school districts that have done some amazing job amazing job of Turning all of that data and all of that information into an electronic database And so I would be happy to help support you in figuring out. How do we how do we keep track of all this and um What what are the possibilities? What can that look like? But currently there's not one required uh form Yeah, and most districts that I've worked with have customized it to just fit their needs they've looked at the examples from different districts and You know chosen the one that you know as closest to what they're looking for And then just tweaked it a little bit and actually I just switched this slide here These are a lot of the resources from nde. So this would be your link right here the second link here Right out to those. Um those sample iris so Um, again, these are all links here. They take you all to that. Um Nebraska reads page from nde um And they're just kind of sectioned out there for you. You could click on those Um And here are our emails. Um, if you ever need to contact, please go ahead and reach out to us Do we have any questions before we say goodbye? If you're meeting with parents about this and they don't want Is it can the parents um Refute not refuse services but ask Do they have the right to say that that they don't want? This kind of plan for their child They do. Um, I We suggest that you handle it in the using the same protocol that you do with students who deny services for special ed services um often We want to think about what is it that they're afraid of Abby, I think we lost you on that. Can you yeah, sorry What point did I get lost? It is you are able to allow parents to To deny. Yeah, so follow that same protocol process that you use Have in place in your school district in terms of special ed services One of the things that we found is parents that initially Don't want those services after having that conversation that gentle conversation and unpacking. What is the fear or what is the apprehension? Typically come around to wanting the services that extra targeted support And I often use that term targeted support. We've identified that I've learned a lot about your child as a reader And these are the areas of strength of your child and really capitalizing on the strengths. And then here's the areas where I will be providing your child a targeted instruction Um, and this is how we provide targeted instruction in you know, uh CVC words or Some aspect of phonological awareness or vocabulary. So these are some of the things that we're going to do. They're going to meet with a Our reading interventionist and he's going to provide additional support 15 minutes a day. They won't miss Recess they won't miss, you know, lunch or socialization Whatever it is. Um, so once you start to have that gentle conversation with them, they often come around One of our schools that I helped write the letters with, um They said, you know in the letter We're screening you, um all students at the school to find out, you know, find their reading level Just like we've always done And you know, when they described, um the iri p they said And we're going to meet the needs of all students just like we always do we we look at every student's results and meet those needs And so if you show that hey, this is part of our reading program We're just working on, you know that and I think the schools that have chosen to have like that intervention time Where or some schools call it a what I need time So students are either working on extension or intervention all at the same time It's easier for parents to maybe swallow that, you know and understand that everybody's working on the skills where they are Thank you Our concern as we're planning summer school. Our concern was just that parents might have been overwhelmed already with the amount of You know work that they're responsible to help their student with and so if they refuse summer school Um, just what that might mean for us in the fall. Yes So that was a conversation we had one of our concerns Yeah, and and again, um, it is not required that students that have an individualized reading improvement plan Participate in some form of of summer school We are Required to provide them families options so that they can can continue summer learning But it's not a requirement that students participate in it We have the question. Is there an online piece to eir? Um, I don't believe so not that I've ever heard of has anybody ever heard of an online piece with eir No, and my question about that sent me If we Get to the point where we need to offer we are currently not doing eir right now with our students um Who are receiving those services and if we need to implement that in the fall In this kind of learning environment I didn't know if those pieces were available online so you could share your screen with a student and have them follow along I didn't know Not that I've ever heard of Okay, I mean and teachers can make their own resources Or you maybe the doctor can't order something if we need to do that sure Sure, that's a discussion. We've been having with some of our our staff about How we can do that one of my concerns and I don't know that the nde can fix this is some of our Higher needs students Don't have the resources at home to help them So even if you tried to set up the zoom session with them That's not happening or if we send a packet home parents are not helping those kids So those are our own struggles I guess well We want to see what we can do. Um I have a question. I guess really quick why we have all of us on here. This is tab at that from bloomfield again I'm running into where I don't know that I have enough Of my students having technological devices or the internet to be able to go all Zoom or sisa or google classroom in the fall and so I'm really concerned About those kids that I'm not going to be able to reach or I'm hoping I can bring some in the building and try to divide it that way I guess we're really trying to be creative I think that's a common concern, especially amongst elementary kids. Um schools. Um Can you share can we share some of your? Problem-solving solutions that you've come up with. Um, we've got 50 some people on here and I know that's And I know bloomfield's not the only one that's had this challenge I'll say I know one of our districts knew that they found out that only three Families did not have internet at home And so they took the devices off their buses that Um are the hubs for internet and took them to those homes But I mean that's a small district with only three Three homes in need so and not all of us are in that same situation anything to say for The internet issue. Um, but whoever asked before like they were talking about document cameras and whatnot Um, I use zoom and I actually just sign in from my computer and my phone And I know it looks really bulky But I just use some type of bracket to hold my phone and use it to project whatever we're working on So that might be an option for you. Um, it works perfect. You can adjust it Um And share screen. I mean that's a great resource too. Um, I'm not sure we have surfaces But I can write if parents send me a worksheet I can do the work right on my computer and it's real time for the kids just like i'm sitting in front of Them working on a worksheet. So Um, but yeah, if you sign into the meeting from your phone or two different devices, you can use one as a projector. So Great idea kelly I've seen the pictures of teachers teaching in the bathtubs at their house and riding on the On the walls of their tubs. So And I I have heard of some teachers. Um, you know, if students don't have iPads or computers, um, if Parents have A cell phone and they do a FaceTime And do instructions via FaceTime I'm kendra from walt hill and I don't I think it was newman grove mentioned We're going to have that same issue with no technology and not really parent involvement or help too. So Um, we'll probably have to do somewhat of the packet type situation Um, and so anything we can have for guidance or help with that That's kind of the route that pretty much our only route that I see is kind of having to take Has anybody um had any kind of training for parents? On using the technology We've talked about that at the usu what that might look like in in having a parent training We have not at bloomfield, but um last night after our meeting We had discussed that if we're going to roll out the google classroom in the sea saw that A little bit more than what we've used now. I feel like we need to have parent training for um For our parents and then even for our new students that haven't used it quite as much absolutely I think our our Secondary students can pick it up and use things a little bit quicker on their own than our little guys We used google this is kelly and pender. Um, we used uh google classroom and sea saw all school year So that was a little bit easier to deploy for us, but um where I've seen the most growth I mentioned it before was our Was our autism program and some of the kids whose needs are the most significant Um, we we don't have a device issue because we're one to one k12, but they were able to do things like Set a timer on their devices before they left So every monday through friday when that timer goes off the kids know to pick up their device and there's a Zoom session waiting for them. I mean there was just really like fun little things that they that they have done um Because we want to be careful not to burden parents too much either because this is a really hard time for them as well You know many of them are not used to being teachers or being home with their kids And so I think there's little like, you know, just tricks and things that you could do to That don't require as much parent involvement as we think it does our our kids are pretty, you know tech savvy sure So one of the things you um districts might think about is um, there perhaps might be roll enclosures next um this next school year and It might become a higher priority to do some instruction with k3 students on using the technology so that they are A little more proficient with it before they we send them back home for Potential roll enclosure. So that might become a higher priority Another thought I wanted to share with you. I wish I knew which district this was to give them kudos credit for this Reached out to their community and said we Have an access to technology issue We are in need of 20 iPads or 15 laptops or access hot spots would Are you available to contribute and the community responded and said yes because there are there are businesses It could community wants to be able to support and they're not sure how to support so Put that on your facebook page your twitter page um get that out there and and really reach out to your community This is a time for them to give back and support us Great and I know um the esu is looking ahead to You know if the beginning of our school year Doesn't look the same or if next school year we have closings And um how you can address that so we are working on some resources for you to get out too so We we're partnering with you, but we always want to know exactly The supports that you need so thank you so much to all of you for sharing ideas today and collaborating together This is david osmond Just having the technology and having access to the internet does not solve a lot of problems We've been one to one k 12 for several years For our parents that didn't have the internet. We were paying the bill for them to have the internet during this But we've gradually seen a wane in participation and Our principal myself we do home visits To try to encourage kids But the problem still is Getting kids to participate and having any type of enforcement Whether you're using grades some school districts Are only doing enrichment You know, we're doing new learning we're using zoom and and see saw we've set up a schedule where our kids participate, but You know the question becomes even if you have all those things in place How do you ensure participation from students? Yeah, and it's that continued conversation about student engagement whether they're in In the classroom or not And I have two children and I'll confess to all 50 of you My high school son slept through all of his zoom classes yesterday So the struggle is real for all of us And so we are constantly thinking about and I really appreciate is it dave that brought up Um Student engagement is a challenge whether they're in a classroom. How do we engage all students who have different learning styles? on top of Um, this is a learning environment that we're not used to and so providing guidance on how we can engage our students Um, I mean let's acknowledge that it it is a challenge and it continues to be a challenge And we'll have to continue to problem solve that Absolutely Well, thanks everyone. Um, I guess we will sign off here But just know that abby and I are here Anytime you have questions. So just shoot them our way and um, thank you for all that you are doing for kids so It doesn't go unnoticed that teachers are superheroes once again