So as long.
As they okay, you know, it's up to them
may or may not be in
here, so.
Yeah.
Yep. Yep.
Which I think is good.
Right.
Thank you.
Okay.
Good afternoon, everyone.
I believe we're going to try to get started.
I think we have most of our participants at this point, so I'd like to call
today's meeting of Curriculum Council to order
and I think we'll start initially just with a quick roll call
where we'll just go around and as I call your name, just share with everyone
who you are and your role in the district or on curriculum council
and then we'll get started with our agenda.
So to begin, I'm Dr. Shuman.
I'm the assistant to the superintendent for curriculum instruction and assessment.
And I'm just going to we'll start here with our our members in the room.
Yeah. So.
Mike Rizzo, School Board member.
Donna Cronin School Board member
Okay.
And now I'm just going to go at the order that you're appearing on
on my screen.
I'm sorry, we have some guest presenters
with us in the room who are also going to introduce themselves.
For. Never mind.
Mrs. Funk is on curriculum council.
So, Jana, would you like to introduce yourselves?
I'm Jennifer,
and I'm the elementary principal.
All right, Now we'll jump into the Zoom
members and we'll start, I think the first person I see
on my screen is Mr.
Yeagley, everybody.
Jordan Egli, Cinecitta, advisor.
Okay, Next is Mr.
Smith.
Hello, everyone.
My name is Jeff Smith and the high school principal
and Mrs.
Sicker.
Hi, everybody. I'm Kathy Seger.
I'm a school board member.
Okay.
Next is Mrs. Goebel.
Hi, everybody.
I'm in a global I'm the as the elementary assistant
principal for fourth and fifth grade.
And next would be Mr.
Valentin.
Hi. Americans in the middle school principal.
Next we have Mrs.
Cote. Hi.
My name is Lindsey cook.
I am a citizen advisor.
Next is Mr.
Alexander.
Hi there.
Laura Alexander, third grade teacher at the elementary school.
Next would be Mrs.
Doyle.
Everyone, I'm Lauren Doyle.
I'm one of the school counselors at the high school.
And next is Mrs.
Laura.
Hi, everyone.
My name is Gail in law, and I'm a citizen advisor.
And Mrs.
Taylor Stuckey.
Hi. My name is Cherie Stuckey, and I am the high school
English department chair.
And next is Mrs.
Wong.
Hi, I'm
Lisa Wong, and I'm a teacher representative to the curriculum chair.
I'm sorry.
Okay.
Thank you, everybody.
So the next item on the agenda
is just our minutes from October 12th.
So they're there for review,
and then we'll move
on to our first and first and only informational item of the day.
We have Mrs.
Funke and several staff members from the elementary school
who are here to share with us a little bit about their plans
for technology, K-2 five and what we're looking at with K-2 five.
iPad refresh.
Just thinking in terms of of how
the iPads are a vehicle to enhance instruction along with,
as we saw during the pandemic, really a window to access the curriculum.
So I believe they're going to share some more details with you today
of exactly what that looks like at the Cato five level.
So, Mrs. Funke, it's all yours.
So we do have a presentation.
I'm not sure if you can pull that up on the screen for us.
Okay.
And we hopefully everybody can follow along at home as well.
But good afternoon and thank you for allowing us to present here
this afternoon.
So that no.
Worries.
So thank you for your ongoing
support of technology integration at Derry Township School District as well.
So we've been asked to provide you with an update about where we are at
at the elementary building with fulfilling the vision of our strategic plan
related to technology to provide those flexible learning environments
and enhancing and expanding learning opportunities for all students.
And today we're here
as we're seeking to refresh our current elementary iPad model
to include new iPads for the 2122
school year.
We have a whole team here with us,
and I'm going to introduce them here in just a second.
Our team, we're going to share the current technology components
of the strategic plan that we have in place at the elementary building.
Share some great examples
with you on how we're utilizing technology at the elementary school
and then have sometimes stress some questions at the end.
So I'm Jonathan on the elementary principal and on the team here today.
We have Christa Minnery.
She is an instructional coach.
We've got Brian Blaze, one of our esteemed teachers.
We have Julius in another state teacher.
We have carried Vicki,
a special education teacher, and Chelsie Gavin, a third grade teacher.
So this is very much a team approach.
I'm very appreciative of our team being here and excited for them to be able
to share a little bit
about what's happening at the elementary school with the iPads.
So can go ahead to the next slide.
So our focus with technology integration
has always been and continues to be focused on sound
instructional practices in the classroom, and we focus on
how we can use the technology to leverage those instructional practices.
So the technology is an app is a tool.
It doesn't replace good, good instruction.
Our why behind our model
of instructional technology connects to two very important aspects.
The first one is that we believe technology will not replace good teachers
and good instruction.
However, if you place technology in the hands of a good teacher,
it can be transformative. In the classroom.
We also believe that we need to ensure equitable access
for all students to technology devices K through five.
So that's why we're we're moving forward with with our plan
for the 1 to 1.
So when we consider the impacts of technology
on curriculum and instruction, this frees up here comes to mind.
And so when you think about the pedagogy pedagogies that good teach it
and instruction and it drives everything that we do.
Technology, as I shared in the last slide, is the accelerator.
So when we leverage that power of technology
and the teachers leverage that it enhances the productivity
and the performance of the students in the classroom,
it can provide more equitable learning opportunities
and it can accelerate the learning and deepen the quality of the instruction
happening in the classroom.
So as we continue on our 1 to 1 journey,
we want to utilize technology tools for teaching and learning.
And we have several goals for students
and for teachers that we want to keep in mind.
So first and foremost, focusing on those sound instructional practices
and then using the real time data that we can gain from the students
while using the technology to not only to inform our instruction,
but then also to differentiate and personalize learning for the students.
For our students,
we want students to move from just consuming technology
and taking it all in to actually being the producers of content
with some really cool stuff going on in the elementary building right now, from
newscasts to blogs to Shark Tank pitches that you'll see a little taste
of here in a minute.
And we know that when the students are creating
that content, they're taking their learning
to that highest level of learning, that most authentic level of learning.
So that that really is one of our main goals for students with the technology.
That equity and access piece comes in to play
as well as each student has the opportunity
to engage in the learning not only at school, but also at home.
When we have the availability of that 1 to 1 device for them.
We. Are going to have Mrs.
Minarik, Ms..
Minnery, come up for the next one.
Hi there.
I'm missionary.
I'm the instructional technology coach for our district.
So I'm going to talk a little bit about where we've been and where we
currently are as far as our 1 to 1 goes in our K through five building.
So ultimately we want to support the idea of equity for all of our students
and the 1 to 1 environment has really helped us
be able to do that, to reach all of our students in their numerous capacities.
So on the next slide you'll see
kind of where we've been.
So the past learning models for technologies
started with our interactive boards in our classrooms, followed by some technology
with the iPads in our classroom, eventually moving to a 2 to 1 ratio.
And then spring of 2020, we had emergency device district
distribution rollout for any families that needed technology.
We were able to provide it for those families in the spring.
Then we moved to last school year where we were hybrid and remote learning
for our K to five building.
We use Generation five iPads, which are the hand-me-downs from our secondary.
That's what we use throughout the whole building K to five last year.
This year we moved obviously were in-person instruction.
We are still using the Generation five iPads for K and one
with the idea that Cane one are not using them quite as much as 235 art,
and then our two through five have the Generation
six iPads, which is our third year Of those iPads
per the list that we have that is now looking into being refreshed.
So what this has afforded us is the opportunity
to have equity for our students across the board K to five.
They all have access to a device to help them
personalize the learning for their own experience.
The other thing is we have a lot of tools and resources online for our students.
We use a platform called Klever, which is a single sign on process.
So when the students log into Klever, it allows them to access
all of the other digital resources that we have for them, for ELA and math.
And then we also use Seesaw, which is our communication platform
at our elementary level, as well as a great platform for students
to demonstrate their understanding of learning.
Obviously, the instructional impact,
you're going to hear more from our teachers in regards to that.
However, just to highlight, like I said, it's addressed addressing the equity
as well as guided groups
which we have for both reading and math at our elementary level.
And it provides a good differentiate for our students.
About two weeks ago I was working with a teacher
and she was discussing how she is doing an observation.
She's getting observed by her principal in a few weeks
and she was talking about doing math groups in math centers.
And she said to me, I don't know how teachers ever did it before.
The technology and before seesaw, because it allows me to give my students
exactly what they need when I physically cannot be with them.
And I know that they're getting the right instruction that they need
and they're able to provide evidence of their learning through a screencast,
through recording themselves, talking through the process that I can
then listen to and then provide feedback and meet them where they're at.
So I thought that was super impactful.
And then finally to wrap it up,
I just want to point out some of the pictures that have on this slide.
So as I'm reflecting through this process of where we've been and where we are now,
the pictures on the left hand side are actually from my second grade classroom.
Those students are now juniors at our high school.
What's neat is in those pictures
we had about five iPads in a classroom of the student share.
As you can see, there was collaboration and sharing.
Then you'll also see the little boy reading to himself.
He was recording himself, reading, and then listening back for any errors
he made to take ownership of his reading and trying to improve
the rest of the pictures you see there are, through time that we have
not only used the devices the way we did many years ago when I taught second grade,
but now we're using them even more to help support our students
and where they're at, whether it's to extend their learning
or whether it's to remediate their learning.
We're helping the all of our students where they're at.
Now. I'm going to pass this to our classroom teachers
who have some wonderful examples of how the technology has
impacted their classrooms.
Hello, I am Brian Blasi Elementary School
to five Steam teacher and
obviously in my classroom, collaboration is a is
a major part of the steam idea, steam or steam idea.
And the one benefit of having the 1 to 1 iPads
is that it really allows for multitasking on teams.
So what you see in the picture is that's a group of fifth graders
who were attempting to program a robot
to travel to a location and then launch a projectile into a basket.
So there's multiple levels of learning and intelligence
going on there, but it allows for
multitasking on the team.
So what they were doing was one student
with a blueprint, the path on their iPad, another student was coding it.
Another student was converting inches to centimeters.
So it was allowing multitasking
for each member of the team to contribute their own skills.
Collaboration is clearly at an all time high.
That's kind of the way of the world and the way of the future.
And, you know, they could collaborate on one device,
but it's not as deep or as meaningful as if they all have their own
where they can
share their own levels of expertise and then collaborate with each other.
It allows them to problem solve in an authentic learning environment,
whether they're in the steam lab or they're out somewhere in the building
capturing footage or audio or whatever the case may be.
It allows them to problem solving and live in an authentic learning.
And it's arguably at this point, you know, a quarter of the way
through the 21st century that we we use
the iPads far more than pencil and paper.
And it may seem scary to you, but if you think about your own life,
when was the last time you wrote
something down on pencil as opposed to taking a note on a on an iPhone or iPad?
I mean, it's just it's becoming part of our life.
The possibility is are endless as far as capturing media and capturing research.
And then the last bullet point is probably the one that I see being
the most meaningful
is that which started a newscast
this year at the elementary school at fifth graders, and that the iPads
allow them to collaborate outside of the traditional classroom.
So once those four walls of the classroom come down, the bell rings, the kids leave
without the iPads, their collaboration with would pretty much stop.
But the kids work on a collaborative Google
Docs and Google slides over the weekends after school hours.
They're editing video, they're uploading video to each other.
And that's stuff that when when I think back on it,
that's really a high school level,
upper middle school level skill that the fifth graders are running with
and the videos they're producing and the content they're making
is amazing.
And as Mrs. Fong said, that's the that's the goal.
We don't want them to be consumers.
We want them to be creators, and we need to give them a chance to create.
And when they do have that chance,
what they create is is nothing short of incredible.
Thank you.
I apologize.
The video.
Is not loading on my computer, but I think it will load.
On on others. So please take a chance to to watch it.
It's it's great to see the kids in action.
Everyone I'm
Julius and I'm the K one student teacher.
So if you could just have this muted and play in the background
so you can watch while I explain what
I think you
when thinking about this presentation, I knew I couldn't pick just one way.
We usually utilize the iPads, so I decided to show you a taste
of a few ways that we use the iPads throughout the elementary school.
So I'm going to take you around this part because the students
and staff love utilizing our iPads.
So I have to have a heart there.
This picture on the top left showcases how our students collaborate with iPads.
We often find
that students engage in conversation pretty naturally when we do iPads
activities on the iPads, especially when coding like in this picture.
Below that, we have a child taking a 2D picture that she drew
and using an app called Quiver to see her creation come to life in 3D.
Then below that, we have a picture of students
checking their work that they did in a scavenger hunt by scanning
by scanning QR codes that reveal the answers.
This type of activity creates autonomy in their work.
It gives them instant feedback.
Then below that, we have a child who coded her robot dash
using black coding, the foundation of coding to dance just like she likes to.
Appear. At the bottom.
We have the kids enjoying the first time coding and using
the nice new cases that we got from a smart grant.
Back to the top picture and video in the center.
We have kids working on their own iPads, but helping each other debug mazes
when coding. So it's pretty nice.
But even when they have their own device, they're not in isolation.
They're talking with each other.
In the middle video we have a kindergartner recording herself
code a stuffed animal,
and sending it to me on seesaw to extend the learning that we do on the steam lab.
Next in the middle, we have two children, parrot programing,
so they're using one iPad and learning how to take turns as different roles.
So there's a driver role in the navigator role.
And back to the top right, We have one of my former second
grade classes in front of a green screen,
recording a play for their families since they couldn't come in.
And the kids then went on to movie industry as a festive background
and add music to their play.
As you can see that the opportunities are endless to the right.
We have kids sharing an iPad again to practice the forces of a 21st century
learner, communicate, collaborate critically, think and be creative.
Below that, we have a child using an iPad to get her robot to drive the perimeter
of a square to incorporate units of measurement they learned in math.
Last but not least, if you could, and you can hear my class of first grader saying
moving was awesome.
So as you. Can see, we use iPads and all sorts of ways
in our instruction and engage the children.
Thank you.
My name is Chelsea Gavin and I am a third grade teacher
and I will be sharing how we're able to use the 1 to 1 technology
for creative and ownership of learning in the general education classroom.
So one of the things that I find really helpful is the 1 to 1 technology
allows us to help students who struggle with executive functioning skills
so they're able to use the technology to increase productivity.
They get their work done faster, they're more efficient.
We're also able to have them be responsible for their own activities.
For example, if we have students who visit other teachers for special education,
pull out, or when classes, things like that,
they are able to set timers, keep track of their own schedules.
What it's time for them
to go and make sure that they have all of the materials that they need.
So we can also provide immediate feedback for student activities
so students can use QR codes online, answer keys or seesaw assignments
to get feedback immediately and know if they are
mastering that concept or skill, and if they're truly understanding
what they're learning.
The seesaw in 1 to 1
technology allow for the option of more differentiated activities.
I know someone touched on this earlier in our presentation as well,
but as a third grade teacher, I am able to work with students
in a small group on one particular activity
and then I can push out other activities for the students
who are not in the small group with me that meet them at their needs.
So some students may be reading a rigorous text
while others are working on a task card activity,
but it's allowing all of them to be working on exactly what they need
to be working on and to be responsible and get that work done more independently.
That's picture where you see me and a few students.
You can see that I'm working
with some students in their notebooks while other students are using the iPad.
So that's a great example of that.
It also allows for freedom of
choice so students can choose activities that are within reason.
I will oftentimes give a list of must use things that need to be done
and then can do options, things that they can choose from that are appropriate,
that are still related to their current learning,
but they're able to choose what they would like to work on
or what they feel they need more practice with using the
1 to 1 technology.
So it's also very helpful to have the one tech, one new one technology
to help students meet their IEP goals with accommodations and modifications.
So, for example, we will sometimes use things like voice to text
if a child sees a lot and they need help with writing out their opinion essay
instead of writing out the whole thing again, they're able to
read it into the iPad and have the iPad type out their essay.
And as the teacher, I'm still able to assess if they understood
the opinion writing prompt rather than were they able to write it out physically.
I also have a student who uses his 1
to 1 technology for a sensory room when he needs to calm down.
So those are things that used to be more difficult for students to access
right in the moment when they needed it if that teacher wasn't available.
Whereas now they have it right on their iPad and it can help them
calm down and meet their needs.
1 to 1 Technology also provides an opportunity for visual reminders
of student expectations on seesaw, especially at the elementary level.
We post upcoming events, important information, things like that.
It also allows for confidentiality
for student feedback during school hours and at home learning times.
So sometimes you have students who are just too afraid to raise their hand
or they thought they understood it during the lesson.
But then they get home
and they're doing their homework and they realize they don't understand.
I have students who will sometimes send me a message at 8:00 at night
showing me that their math homework.
They understood some of the problems, but there is one they were really stuck on.
I can either give them feedback right away in a confidential format
or I can make sure I check in with them tomorrow.
But either way, it's helpful because if that wasn't there,
I might not have even known that they needed that extra check in.
And last but
not least, it allows for performance based assessments so students are able
to show their mastery of a skill or concept by creating videos,
making drawings, writing out things on seesaw, doing different activities
rather than just always doing a quiz or a test paper and pencil.
Thank you.
Hi, I'm Cara Does.
I'm a special education teacher at the elementary school.
I first want to echo what everyone else has said.
Technology has made instruction in the classroom
much more accessible for all of our students.
Like Mrs.
Gavin said, it allows to meet those IEP accommodations
and modifications a lot easier and helps us get more creative with it.
With typing and voice to text, it helps a lot of our students who struggle
with handwriting across the board, whether it's reading or math.
That technology gives them different avenues of showing their work.
Even in mathematics, it's much
they like to write with their finger or with a stylus.
It's much more engaging for them and they're much more willing to do that.
And then
what I also want to emphasize is the immediate feedback
as a special education teacher and of course across the board,
it's very important to give immediate feedback to our students
so they're not making errors that are in the errors
consistently and then learning a skill the incorrect way.
So what you'll see is I teach social skills.
So one of my students put that they failed the test, they felt sad
and then they did rollercoaster reading.
I would say that and that's a great example.
Thank you so much for sharing and we move on.
However, if they said that I wasn't sure what to do in the moment,
we could give that feedback and have a conversation as a group.
And you'll see also
students are
able to take assessments online and that gives them immediate feedback.
They can see, Oh, I really struggled with vocabulary.
I need help with that.
They can advocate for what they need then and then it also
allows me to sit down with them and say vocabulary was test.
Let's look at the vocabulary words, let's learn them correctly
and then let's go back and let's take let's do that again.
It also allows me more time to collaborate with teachers on how to best
support the students with those skills, because I can see easily on seesaw
or on the different websites that we use to do
assessments what their scores were and what their needs are.
And then I can go to the experts, the general education teachers and say,
What skills, How can we teach this skill?
And then I can go back to my classroom and do it instead of spending
a lot of time digging through things and trying to figure out what they.
What.
Skills they need, it's more accessible in this way.
So think
so just in closure.
You've seen all of the great you've heard all of the great things happening.
That's just a fraction of thank you to our amazing team.
They're just a fraction of
of what you see at the elementary building when you're there.
But our vision for technology in the elementary is to continue to be able
to bring that learning to all students through the use of the iPads
in order to differentiate and deliver the instruction at the very students level.
It's such a meaningful way.
While the past couple of years have been very challenging,
I think they also gave us some glimmers of of some things
we were able to accomplish
when we did have a 1 to 1 model with students at the elementary building.
And we really, moving forward, would like to. Do.
What we can to continue that type of model.
The last slide, just our recommendations for the 2223
school year is we would like to continue that 1 to 1 model for K-5.
In order to do that, we will have to replace our aging technology.
As Ms..
Minnery shared,
some of our devices will be moving on to seven years old at this point,
but also to continue that increased access for all and having that common
device model for elementary students will help us achieve that vision as well.
So thank you very much for your time.
Thank you for your continued support
of of technology at Derry Township School District.
We are very, very fortunate to be able to work in a district
that is so visionary and forward thinking.
So my appreciation as well.
Any questions
I have?
Donna Cronin I have a question which is just going to.
Show my ignorance.
Could you give me an owl, an analogy in an understandable term for me,
who is still living like Google Docs, clever and seasonal?
What is clever analogous. To, if anything.
So, so clever?
What it does is it almost houses all of the different applications
that our students can use into one single log area.
So what the students do is they have one login where they put their information in
and then they have access to basically all of the things that have passwords for.
Them in the office.
You can get a.
Similar or kind of it one log in gives them access
to all of the other applications that they use from
every, you know, our our mass our mass online programs are ELA.
So it's a repository. Yes.
And what is sea salt?
And sea salt is the learning management system
that we're using for the elementary.
So we put that in place last year.
It's our common tool that is the main communication
tool for our teachers to families and to students.
It's a way to communicate, it's a way to share work.
It's a way for teachers to share out assignments
and things like that for students to share work back with the teachers.
It's the way they would get feedback.
So it's similar to at high school.
They they've used canvas before, they've used Moodle as is another example.
But it's our elementary system.
Gotcha. Okay, so the.
Teachers can upload all their assignments in the elements and students can.
Do them. In there. And then do they do they stay in there?
Do they have to re upload them once they know it's upload them and upload them?
Nope.
It's it's
they work right in their back and forth and they can submit that way to teachers.
All right.
And obviously you had me at hello because I just see,
you know,
my my, there's a 12 year span between my oldest and youngest
and I had more paper and crumpled paper and trash with Tom and with Chiara.
There is not a single piece.
It's just her iPad on the table, no textbooks and
it's it's really it's amazing to see her maneuver.
But but it's also frustrating for a parent because I can't assist
with how she's maneuvering through because I don't know any of those systems.
I would I would love to see some type of online parental for the elementary kids
in high school. She's on her own.
But for the metrics, parents must be frustrated
because I've been using an iPad since they first came out.
But those apps and the way that she has to go
from this screen to that stream, I'm just watching.
But I am crazy. I can't even stand it.
So I would suggest something for parents to help them
help their kids maneuver, because. Sure.
And we
we actually I've offered things like that through our PTO and board meetings.
We have also done Screencast to help parents kind of navigate
how to find things.
You know, finding things.
I just yeah.
Make me crazy, but she does it and whatever.
But these little. Kids.
I think it's great that they're.
They're learning it this way and they.
Know now and they don't know any other way.
And all. People, we have a hard time.
Giving. Up. But thank you.
Thank you.
Any other questions?
Yes, this is Mike Rizzo.
So we talk about a replacement plan in the aging technology.
Do we have actually have a plan from a financial perspective?
And is it is it covered?
And maybe I missed it.
So our intention is not to go beyond what our current budget is.
They are we are still working with Apple
to try to get some numbers.
So that's not our intention to go above.
But we don't have solid numbers quite.
We do have a but
excuse me, a budgetary item for technology.
Okay.
And Mr. Rizzo, just.
To expand on that a little bit, sorry. The.
Finance Committee will have the next presentation on.
This. Got it.
So we start here with. Curriculum to make sure.
That we're all in favor of moving forward.
With the instructional piece this way.
Mr. Friends
has directed the IT department to try.
To keep this within the existing.
Budget because we are.
Still under. Those restrictions.
The next step in two weeks then will be to.
Take this to finance. For the next part.
That's perfect.
And I'm in favor for the program.
I was just trying to ask that.
So I had an information and if it's going to finance Committee, that's that's fine.
Yeah.
There are things that we can do to try to stay within our current budget,
like going from a three year
lease to a four year lease, depending upon Apple's terms.
And those are all the things that they're kind of working out behind the scenes
with Apple to try to see, you know, what our best option is.
And that'll be part of what we present with to finance.
Excellent.
So thank you for that information.
And one thing we talked about is I heard on the interaction of individuals
that are kind of, I would say, more reclusive.
The iPads promote more of that by
giving or making sure that individuals don't
have that interaction in the class.
And I need to restate that I can.
If I'm following you.
Are you asking, do iPads support students who maybe aren't
as aren't as social or aren't as outgoing as the other students is?
Am I what I. Found even with my children?
A lot of times what happened
is they think they separate and they stay in their homes.
You know, you don't get that interaction outside
because everybody's playing a video game now.
You've given them electronic devices for everyone.
Are they not coming together and being interactive when they need to?
I would say what you see in the elementary classroom and I know Mr.
Blase kind of touched on this a little bit with that
that example
that he gave about the the robot piece is
each kid had their own individual iPad, but they had they were forced
to collaborate with each other by talking and by having teamwork.
And the iPad was a tool, but it wasn't the way that they
were communicating with each other.
So it's a tool to help them
move forward into some of that higher level thinking.
And there are times they're doing pieces on it.
But but they then have to come together and and collaborate to achieve the goal,
or in that instance, to get the robot to move the way it needed to go.
Each kid had a different piece,
but they they weren't able to kind of just do it on their own, on their iPods.
They had to work together. For that answer.
And I appreciate that.
Do we have any other questions for Mrs.
Funke or her team?
This is Cathy Seger.
Can you hear me?
Yeah, we can hear you, Cathy. Okay.
I just wanted to thank everybody for coming in.
I can't see your faces.
I can just see the presentation virtually.
But I totally support this and appreciate
you going through each of the great levels to show us how we use iPads.
I did have the same questions as Mr.
Rizzo, so I'm glad to hear that it's already a line item in our budget
that we're planning for next year and will discuss it at Finance Committee.
I was able to see the K one steam class
in action through the Adaptive Board member program
where Capshaw Maria met me and I went in to see the K through five students
and I did really think that the interaction was neat
because they weren't on the iPads the whole time.
They were sitting in a group getting their instructions and then I.
I think it was you, Julia, you said told them,
Now, remember when I give you your iPads to go over this coding
what you ask your partners three times before you ask me.
So, you know, even the rule in the classroom was collaborate with you
with each other, try to figure out your problem before you go to the teacher.
So I'm sure that a lot of the teachers are using those little initiatives
to make the kids talk to each other and collaborate and work together.
So I think this is a great
a great continuation of our technology for K through five.
Thank you.
Ms.. Jessica,
any other comments?
Okay.
Thank you, Mrs.
Funke.
Okay.
So I do not believe we don't have any items
for discussion on the agenda.
We don't have any new business or old business.
So that brings us to public comment.
Do we have any public comment?
I will start with first from anyone here
and then Jared, do you see anyone online
for public comment?
So there is no public comment.
So our next meeting then will be Monday, December 13th at 4 p.m.
and I would just look for a motion to adjourn the meeting.
So moved.
Donna Cronan.
Second. Mike Rizzo
Do we vote now?
We're not. So we're adjourned.
You all right, everybody?
Thank you. I'm still learning this process.