001Pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice. Okay. Please, we'll take a moment for silent reflection. Thank you. On to item C. It's a meetings note board member appreciation month dinner restaurant after the conclusion of tonight's meeting. Move on to item, approval of agenda with the following amendments. D1, add item F, unfinished business. In D2, we'll move to item E4B. The board of education is asked to consider and approve the ELA curriculum adoption HMH in the amount of 2 million. I'm not that a lot of money from the consent agenda and unfinished business in item F1. I move to the meeting agenda as amended. There second move and second. Any discussion? None. Raise
002your hand. opposed. Same sign. Motion carries. >> Nathan. >> Oh, Nathan. Sorry. >> I >> He raised his hand on. >> Sorry, Nathan. Okay. Move on to item E, the consent agenda. >> Mr. President, I move to approve all consent agenda items as the move and seconded. Is there any further discussion? All in favor, raise your hand. Opposed to same side. Motion carries. >> See, did you get it? >> Yep. He raised his hand. We saw it. >> Okay. Um item F, unfinished business. F1. Uh this is the board of education asks to improve the ELA curriculum adoption. Um there's been some further discussion and questions brought up. So, um we uh guess we'll discuss that. this is the time to discuss that. So, Rebecca, I'll open the floor to you. >> I I did
003I had some conversations this week um with individuals. Um I think my main concern was whether we were adopting a curriculum that also included an online portion from K through 12. um without having public discussions of whether or not we were renewing iPads, the 1:1 ratio of iPads and if we purchased it towards the license agreement for that many iPads, if that was that would affect the cost one and two, whether it was necessary. So I I think my concern was um the technology piece of the curriculum and and how worthwhile it was and how much time they would spend um online versus in the textbook and in the workbooks. So, okay. >> I think I wanted Yeah, my point is I wanted to have the make public comment on that one to one ratio
004before moving forward. >> Mark, you have anything on? >> No, I just um I think I would like to hear who whomever from Josh or whomever we need to talk a little bit about exactly how this is going to work, especially K through five. uh looking at the technology the one to one how how and Rebecca mentioned a little bit there that you know is it software what are we getting into consultants as far as books things like that how much time will we be spending um and I know it's individual teachers and what they do in the classrooms but I guess just a little bit of clarification on on that and what we're buying and how it will be used >> okay >> anything Jake >> I agree I'm just not a big fan
005of every student iPad so maybe one or two for the class, but like more clarification on that also. >> Oh, um sounds like we've got kind of a theme going on. I had a lot of questions about the um especially the AI component that I wrote down and I've um I also was talking to individuals. Um I went and talked to uh Megan Ford since uh she was one of the teachers that tested it out and I wanted to know like did she get a chance to test out the um AI portion? She said she did not. So I was wondering if that was a thing that we could do. um sounds like we can't do that at this time based on some of the answers that I got. But um I just want to
006make sure that this is a very new technology. I want to make sure that this is something that's really going to be worth um our time and it's really going to be a useful tool for our teachers. So, I was just throughout this week kind of hoping to get a little bit more information about it because um that has been a thing that I think all of us as board members have raised concerns about is how much um technology time we have, especially with legislation coming up um about screen time and I um know Casey, you're working on addressing that. So, that was one of my concerns as well. >> Josh, you want to see if Nathan >> Nathan, do you have anything to add? No, I think um I know the group vetted them
007really well, really well. I know Heather talked extensively with all three of the different groups we interviewed and looked at all the different curriculums. Um and so I'm I'm personally okay with what we've come up with. I know there's a lot of advancements. I know there's a lot of things that are going on. Uh AI is um it is here. It's how we utilize it. And I think I understand the questions that Rebecca has and and the other questions about technology and what we're looking at with onetoone. I think it is a package deal from what I understood. Um and so it is one of those things that is there and it is a lot about how to utilization, how the teachers actually use it and it'll be part of the professional development that I'm
008sure happens that they will know how to use it appropriately and that they will be monitored and that'll be uh something that's a big part of that. So that's my two cents on this part. No, only thing I'll add I just I'm okay with the where we're at with that. I just I do raise the same question I didn't even think about when we did about what are we going to do? Does this affect the the technology thing affect the curriculum? So that did raise a question for me too. So Josh, I'll let you >> Yeah. So um Heather's Heather's on Zoom with us too so that she can kind of address some questions. And I asked Casey to be here too because I think we're talking about two two different two different topics. Um
009one is the ELA curriculum and then one is is obviously the technology piece with the onetoone initiative. And I think those are two different things. The curriculum I think one of the things that you know when when we met earlier in the month and and and the the committee kind of talked about it, one of the things that that that I got from that was that they were really excited because that we're going to have kids. We're going to have books in their hands. They're going to be able to annotate. there's going to be writing to that. I don't see a lot of technology involved in that. I I think and Heather, I'm going to let you speak to this more than me because you've been involved with this a lot more thoroughly than I
010have, but um from what I'm gathering, the uh the component that we're talking about is the um the the add-on with um the AI version to be able to help basically um help the uh help the teachers get an idea of of what the kids are reading. So they would read, they're recommending that 30 minutes a week, not 30 minutes a day, 30 minutes a week. So 10 minutes three times a week, 15 minutes twice a week, 30 minutes one time a week, however, however you want to do that. But basically, the kiddo would read it read um to that platform and it would pick up the the errors in and what they're reading. Then that would give the teacher an idea of how to target specifically what to work on as far as um
011you know, is it is it a long is it a long vowel sounds that they need to work on? Is it diagraphs? Is it blends? what are the what are the phmic or not the phmic excuse me the phonics skills that they're that they're that they're missing that that we need to target so that they could set their small groups up with that the rest of the time my understanding is it would be um they would be in the books reading and and writing and and doing those things um I will tell you um tomorrow in the newsletter I've got a letter Casey's Casey's been as far as like screen time and things like that he's been trying to be as proactive I think as as he can knowing this legislation's coming and knowing that
012you guys have a lot of questions. Um, to be quite frank, there's not a we don't have a really great component to measure the amount of screen time that kids are spending to give you guys an exact number without getting on each individual iPad and pulling that data off of each individual iPad. Casey's drafted a letter that I'm going to share with you all tomorrow that that he's sending to Apple telling them that we need their help. They need to they need to be players in this because not only do we have legislation coming, but if we're going to be transparent with our families and and let them know what that looks like, I mean, I think families have a right to know how much screen time their kids are are getting at school. And
013so, I think Casey's done a really good job of trying to to get ahead of that and and he'll share some of that and he'll share the data that he has collected on the iPads that he's pulled individually. Um, so you can kind of get a little picture of what it looks like. Um, but we're hoping to get more details as far as what that looks like. Um, Heather, do you do you want to kind of chime in? >> Can you hear me? >> Okay. Haven't ever used this WebEx, so I was hoping that I would come through. Um, what I kind of hear and I just want to make sure that I'm accurate is one of the biggest concerns is are we going to be able to use Amira if we don't have a
014onetoone device initiative and I think the answer to that is yes because there's always going to be a need for some technology in the classroom because we have to give Kelpa and other state assessments online. So, there's going to be devices accessible, but they shouldn't be they shouldn't be on them all the time. I 100% agree with that. Um, I sent a link to Josh. I don't know if all of you received it, but it kind of gives a model of how Amira potentially and likely should be used and it's in small group as a small group sent. So we would have a limited number of students assa accessing a mira at any given time. It it could be done whole group but it certainly doesn't have to be. So if we don't go with
015the onetoone initiative it would still be a usable product. It wouldn't be stuck on a shelf and never used again. That kind of the bulk of what your questions were around. So, do you have to use like a headset and everything to speak into this? >> My my understanding is you don't have to, Heather. Correct. That was I think that was one of the questions that I got earlier. Heather, >> um, can you repeat the question? Sorry, I was having some accessibility issues. >> Yeah, Jacob was asking about um whether there was a need for headsets. They don't have to have a headset, correct? They can they can do it without the headset. That is correct. Um, we asked that question with HMH and they said as long as the kid is sitting directly in
016front of the device, it should be able to communicate well enough that it will work. It's functional. Now headphones, you know, are helpful and if we decide that we want to use headphones, we already have the ear uh headphones on the school supply list. So, kids are already bringing a set of headphones. And then if we wanted to upgrade to headphones that have a microphone built into them, um those are about $12 a piece, which potentially could come from instructions, budget or building. I mean, that would be something that Jessica would have to work out where that money would come from. >> Did you want to say something? >> Schools already have those classes rooms that wouldn't necessarily be a want for our schools already. So, >> um, yes. Yep. They're clean chair and access
017that way. Some kids use their own. If they bring their own and have a mic built in, they can obviously use their own. That's not I don't think it's required that they have a mic built in on the, you know, on the school supply list. It's just that they have headphones, but we do have headphones available for students at school. I can't give you a count, but you know, they use them for kelp testing and all kinds of things. So, um, that those already exist. So, it's not like we're going to have an additional $10 to 12 per kid as we go forward. >> How well does it pick up just your voice instead of outside? Like, say he's doing the same thing as me. Pick up what he's reading instead of what I'm reading.
018>> Um, I I can't give you any specifics, but I'm I mean, they're pretty good because they're doing couple of testing side by side and they're not picking up their couple tests are coming through clear just fine. So I don't think we currently have any issues with that being a problem on their kelp testing which is done fairly close together. >> And HMH kind of said the same thing because teachers did have that question. Would background noise be a problem? And they reported that it typically is not. >> You guys know where Celtic testing is? device. Typically, if the kids speaking to the device at their desk like they would be just even out in the open, it doesn't pick up a lot of background noise. We use them for kelp for very specific reasons
019because that's a speaking test. So, that's why they use them there, but kids record into them all the time. >> Do we have a timeline or or kind of a process for making that one to one? Is there time where we have to a deadline for the contracts or anything? >> When all that Is that March? >> My initial um assignment was to be here in March, but that we have to we'll have to place orders early April if we're going to or with any any product whatsoever for the plans to be here in March. The first meeting I will add. But I know um one of the board members just mentioned that they spoke to Megan Ford and asked about demoing Amira. We did not get a chance to put our students on Amira,
020but in the evening on the Q&A sessions um with the gentleman who came to do the demo lesson, uh Katie asked a lot of really great questions and they showed us what it looked like. um played it out on kind of a video of this is what a lesson looks like and then showed us the data reports that come out of it. So although we didn't see it with our students specifically, we did see what inside the platform does look like and what potentially those data reports would look like. >> Okay. So, we've at least gotten some kind of preview and the teachers that viewed it agreed that this is something that would be usable and useful in their classroom. >> Yeah. A lot of the feedback that I got from teachers was they really
021felt like this was a a really essential component if we were going to proceed with HMH. they thought it was going to be, you know, critical to getting the most out of this product that we could when especially with regards to our students with dyslexia >> because I think that's been my biggest concern is like if we are going to add this on, is it something that is really going to be useful and usable in the classroom or is this just something that the company is pushing because AI is the newest and coolest thing. So, I want to make sure we're not just doing something because it's trendy, but because we really feel like it's going to be beneficial. So, it's good to know that the teachers got to see that. >> Yeah, teachers were
022excited about it. What I saw is what what we are currently doing in the classroom. Uh it's called the letters, phonics, and word reading survey. Um it gets diagnostic level information for teachers with regards to how students are performing. So students get scores on whether or not they could read words with vowel teams or VCE words or blends and diagraphs, things like that. I saw very similar information that came out of Amamira. And it would be fabulous if if Amamira's data can replace that letters and phonics and word reading survey piece because we are individually one-on-one testing every kid every quarter. And if Amamira, you know, if the data coming out of that can replace that, that's going to save a lot of time for our teachers that they'll have available to teach and work
023with students instead of gathering data. >> Right. And I remember that being brought up at the last meeting. So it's like I said, it's good to know that the teachers got to see this and that they were excited about it and as long as we feel like it's usable. Again, I want to do it because it's good and not just because it's trendy. So thank you. >> Yes. >> Yeah. And I was there that evening, Heather, when when HMH was there and Katie came in. I felt skeptical of a lot of things and she had a lot of questions and air was one of I felt that they did a pretty good job of showing the teachers that were present um of how that worked and and I really felt Katie came away pretty satisfied.
024I'm not speaking for her. That just was my perception. >> Yeah, I I agree. I think Katie was afraid that it was intended that Amira be like 30 minutes a day or something and that we would be sticking kids on devices instead of teaching them. And that's not what anybody really wants. Um my vision using Amira is that during small group time teachers are working with you know two to three students that need individual help and one of the stations is a mirror. Um so that the kids who are not at the table with the teacher are getting something valuable that's targeted to them and is going to give us data about when it's their turn to come to the table what do they need and that's our vision for how we would be using
025it. I will also say that I've talked to several teachers and as they've looked at the different options and whatnot, several of them have mentioned how much time this will save them in the classroom and allow them to tailor instruction more specifically to students to help them get past certain things and they'll know exactly what they need to do and they'll find that out um just by talking to the students and so it'll help them tremendously with time and a lot of other avenues. So, I know a lot of teachers are on board with it and what it can do to help save them um long term. >> Someone had asked about training for Amira as well. Currently, that is on our July 30th agenda for professional development for HMH. And that's only um on
026July 30th, not April 6th, because we have more time on July 30th. We have a shorter period of time, April 6th. And with so much time between April 6th and when students arrive, I think teachers will get more out of the Amira training closer to when they're going to have students in their classrooms. Um, if teachers are unable to attend on July 30th, HMH does have teachers corner, which is ondemand training that's available to them any time. And we'll be able to have a sequence of videos that they can watch to get them up to speed with what everybody else learned on July 30th. Then throughout the school year, we have two additional professional development days where we're going to be able to revisit HMH training with teachers. Um, and then there's also going to
027be monthly trainings with our instructional coaches and principles so that they can be going into classrooms and giving teachers feedback as to their implementation, which that'll include all of HMH's products. I'll add that I think our my instructional folks will be there to provide ongoing support as needed. I >> mean, we won't be the support necessarily for that project, but we'll be there so that we can aid questions and answers as we move forward and have been in some of the other previous trainings. There any other questions or anybody have anything else to add? >> All my questions have been pretty well answered. >> So from the technology standpoint as far as the one to one and and things like that, there'll be some information coming out to you guys in the newsletter tomorrow and
028and I've kind of talked to Casey. We're going to try to have a couple at least a couple times a month some some information that as he gathers it, he'll he'll get that to me to share with you all so that you guys kind of have some background on on on what that looks like in the district before we get to the to the March meeting. And and as I do that, if there's more things you want, more questions you have, just reach out to me and and Casey and I can work together to make sure we get that stuff, too. I guess my two cents on the deal is I agree. I think it is two different topics. Um whether I I'm going to bet I wasn't on the committee, but I'm going to
029bet every one of the ones we tried has an AI component. So I'm going to bet we're not going to outrun that no matter which one we choose. So I do agree that now it's how we use it that's what the deciding factor whether it's the one to one no iPads at all or computers whatever but we're not going to run outrun the AI thing and we just have to police it the teachers have to be policed on it and we have to make sure it's being used the way it's intended and that it's it's what it's for. Um I I'm kind of the odd man out. I I don't fear AI at all. Um, I I embrace it because in my career field in the last two years, it has done tremendous things in
030my career field. So, I embrace AI like no other. It's saved me tons of work and and and in that. But that's kind of where I'm at. And and the I guess the last thing I'll say is we formed a committee that we was well represented by the district. They think this is the best option. I have to trust them that they made this decision, that they think this is best, and got our questions answered and and I'm okay with it. But I'm glad we did. I did have some questions that got answered now and and I appreciate that. But >> So then, are we wanting to make a motion on this and vote on this tonight then? >> Okay, >> we could. And the reason the reason being is there's there's a timeline on
031the pricing that we have and so um that that pricing we have would expire. It expires >> tomorrow night. >> So yes, it has to be >> ready for I didn't know it was tomorrow. I just know it expired before the next board meeting. So >> I don't have any questions. >> Nathan, I didn't ask. Do you have any other questions? >> No, I'm good. >> Okay, Mr. President, I move to approve the ELA curriculum adoption HMH in the amount of $2,463,963.37. >> I'll second. >> It's been moved and seconded. Is there any further discussion? All in favor, raise your hand. Opposed? Same. Motion carries. Uh item G, next board meeting. The next regular meeting of the board of education will take place on Monday, February 9th at 6 p.m. here in the board meeting.
032I will move for a journ that the board of education meeting be adjourned. >> Second. >> Questions? >> We are. >> You guys, if Nathan's still on, he won't be there. But, uh, you guys are all on the pass for the Rocky Welton this weekend. you and a >> a guest Rocky W at the refinery. So, if you so desire to watch some wrestling, uh just give them your name. And >> how many teams we got? Too many. >> 40 40 42 boys and 38 girls. >> So, there's a go through the pass gate. >> Yeah. The front door. >> Yep. >> So, my wife gets she >> No. About a thousand kids will be there. I think that >> 3,000 connections. >> It is. Yeah. So far, they've had an indoor soccer. >> Everybody
033better better buckle up because this is more teams than we've had. So, >> it's going to go well. >> Yeah. I mean, it'll go well. >> We have 20 officials, which when when I started as an AD, we had 10. room to 20 officially >> state tournament level number of >> yeah but you have to in order to officiate the Rocky Welton you have to have officiated a state championship match and we have them from Colorado Nebraska Oklahoma >> teams or officials >> uh teams too but officials yeah we try to bring in officials that those teams know so that they don't feel like it's We don't allow outside of Josh B. He's our head official. We don't allow Garden City people to officiate. >> Did you see that girls basketball game where the guy
034just flopped? >> Give up his whistle. >> Sure. >> All right. We've got reservations