00:33:13 Christina Webster: Hello from Christina and Antoinina in Fairbanks! 00:33:36 Nicole O'Donnell - ACSA/ASDN: Resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:33:42 Ravhen Cade: Hello all! 00:33:50 Nicole O'Donnell - ACSA/ASDN: Here’s the handout for today: https://asdn.org/wp-content/uploads/Spring-Webinar1.Background-Knowledge.Participant-Handout.pdf 00:33:53 Karen Millington: Hi! Karen from Fairbanks 00:34:02 Kristin Rothe: Hello from St. Michael! 00:34:19 Dana Evans: Welcome back, Lexie and Shelby! Hello from Fairbanks. 00:34:23 Nicole O'Donnell - ACSA/ASDN: Bonnie will talk about course registration at the end. Here’s the information in the meantime. Course registration: https://cvent.me/01BeVx 00:34:35 Karen Millington: Christina Huff says hi as well to you two! 00:34:38 stephanie.watkins: Stephanie Watkins from Stebbins 00:34:54 Nicole O'Donnell - ACSA/ASDN: Hi Folks. Nicole from ASDN in Fairbanks. 00:36:51 King_Heather: Heather King 00:36:52 Laurie Hagelman: Laurie - Wrangell School District - 5th Grade! 00:36:56 Karen Millington: Karen, FNSBSD, 4/5 split 00:36:56 Andi Hakkinen: Andi Hakkinen; KPBSD; primary interventionist 00:36:57 christinekrause: Christine Krause 00:36:57 pam: Pam 00:36:57 Kristin Rothe: Kristin Rothe BSSD 7-12 Science Teacher 00:36:57 Karin Halpin, Goodnews Bay: Karin Halpin, SA for LKSD in Goodnews Bay 00:36:58 Peter Shier: Peter Shier FNSBSD 9-12 Science 00:37:00 Cindy Hurst: Cindy Hurst, 3rd/4th Multiage, Kenai Peninsula - General Ed 00:37:03 Karin Halpin, Goodnews Bay: Hi! 00:37:04 Ray Burns: Ray from Lower Kuskokwin SD…k-2 DLE 00:37:06 Tiffany Gerwig, 3rd: Tiffany Gerwig, BSSD, 3rd grade SVA 00:37:06 Nikiesha Richards: Nikiesha Richards -KPBSD, Interventionist 00:37:08 Stephanie Mullaly: Stephanie Mullaly, KPBSD, interventionist 00:37:10 King_Heather: Heather King-anchorage school district-Ignite 00:37:11 Amanda Painter: Amanda Painter, reading intervention, KPBSD 00:37:11 Lovie Brock: Lovie, Cordova School District, 1st grade 00:37:12 krista chadwick: Krista Chadwick, Valdez City Schools, 2nd grade 00:37:12 Katie Schneider: Katie Schneider-KPBSD-K-5 Interventionist 00:37:13 1stephanie.watkins: Stephanie Watkins BSSD Secondary Sped 6-12 00:37:13 Kellina Hammond: Kelli, North Slope, Preschool-12th grade SPED 00:37:13 Glenda Richard: I’m Glenda with Fairbanks NSBSD. K-12 with BEST Homeschool. 00:37:14 Sarah Ottum: Sarah Ottum ASD Grades 2/3 00:37:14 Ravhen Cade: Ravhen Cade-3rd Grade- Joy Elementary-Fairbanks 00:37:15 Mrika Cami Greva: Mrika Greva - ELL teacher 00:37:15 leotawithrow: Leota Withrow, Chevak School, MS/HS teacher 00:37:16 Eric: Eric Robinson LYSD HS LA and History 00:37:17 JoEllen: JoEllen Fowler, pre-k & reading intervention, 00:37:18 Michelle Daml: Michelle in Fairbanks Elementary Curriculum Coordinator 00:37:19 Carol Boehmler: HI! Carol from Kenai Peninsula. I am an interventionist 00:37:21 Chuck Stewart: Chuck Stewart LKSD Goodness Bay, Secondary ELA/Social Studies 00:37:22 Stephanie Brewer: Stephanie Brewer Fairbanks, Cyberlynx homeschool 00:37:24 Rachel Phelps: Rachel Phelps, Juneau (private school) kindergarten 00:37:25 Paul Saltzman: Paul Saltzman - LKSD - 7th-12th STEM and CTE 00:37:26 Cindy McKibben: Cindy McKibben - Kenai Peninsula - Lead Interventionist and District Assessment Coordinator 00:37:27 pam: Pam, Goodness Bay, Special Education 00:37:28 sharonpickett: I am listening by phone as well, my internet is super unstable. Sharon from Hooper Bay, HS ELA 00:37:29 Paula Alvana: Paula Alvana. I teach ECE in the BSSD at Teller. 00:37:29 Moira Westervelt: Moira Westervelt- TA in Fairbanks. Assist in grades 1, 6,7 & 8. 00:37:29 Topher Kinkead: Topher Kinkead - Goodnews Bay 6-12 science/math/PE 00:37:29 angie Hamm-Brinkerhoff: Angie Hamm, KPBSD/Mt View/Resource upper grades 00:37:31 Dana Evans: FNSBSD - ESES PD Coordinator 00:37:35 Nicole Ito: Hi from Dillingham, this is Nicole. Reading Intervention with 4th and 5th graders 00:37:39 Christina Webster: Christina FNSBSD 5th/6th, Antoinina FNSBSD 5th 00:37:40 GNU imac o7: Robin 3-5 Goodness Bay 00:37:48 jasmine.hightower: Jasmine Hightower 6th (ELA, SS, RTI), 7th ELA, 10th SS 00:37:51 luchie.manlangit: Luchie Manlangit- Diomede School/Bering Strait School District 00:37:59 jasmine.hightower: Bering Strait SD 00:38:06 Darien Greason: Darien Greason BRHS/LKSD 00:38:38 Stephanie Gillogly: Stephanie Gillogly FNSBSD 4th/5ht grade reading 00:40:59 Nicole O'Donnell - ACSA/ASDN: https://bookshop.org/a/81665/9780735213562 00:44:29 Nicole O'Donnell - ACSA/ASDN: Here are both of the book recommendations: https://bookshop.org/lists/literacy-recommendations 00:51:50 Nicole O'Donnell - ACSA/ASDN: Critical Review of Studies – https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1888348 01:08:54 3Carol Boehmler: In the Bush I found I had to really give a lot of background info to the 2nd graders because their world as many had never left the village 01:09:16 3Ray Burns: same 01:09:38 1stephanie.watkins: same 01:10:54 1stephanie.watkins: I’m from Chicago bush is a culture shock 01:12:18 2Karin Halpin, Goodnews Bay: Cohesion vs coherence 01:12:26 2Paul Saltzman: How reading is such a complex process 01:12:32 1stephanie.watkins: Cognitive overload 01:12:34 Nicole O'Donnell - ACSA/ASDN: I’m surprised by how well inaccurate information sticks with us. 01:12:35 2Nikiesha Richards: Misconceptions can override new information 01:12:36 3Andi Hakkinen: Reliance on misconceptions when reading through a text. 01:12:37 1Karen Millington: The importance of urging parents to read to their children all kinds of text from birth! 01:12:38 1Nicole Ito: Difficulty replacing inaccuracies 01:12:38 2Dana Evans: The fact that brains hold on to the misconceptions so strongly, that’s surprising to me? 01:12:38 1pam: Good discussion of cohesion vs coherence! 01:12:38 2Ravhen Cade: The trends and patterns of the studies were fascinating! 01:12:40 1Sarah Ottum: The information on cohesive and coherent texts was very helpful 01:12:44 1Tiffany Gerwig, 3rd: Cognitive overload 01:12:49 3Ray Burns: Cohesion vs coherence 01:12:52 1Chuck Stewart: Replacing incorrect knowledge on a subject 01:12:56 2christinekrause: I am picturing my students in cognitive overload… 01:12:59 2Amanda Painter: new information can be overridden by misconception 01:13:00 1krista chadwick: I am a little paranoid about how often I may fail to recognize the needs of each student. 01:13:02 3Cindy Hurst: Interested in The Reading Comprehension Blueprint book. 01:13:03 1Peter Shier: Its interesting to hear both the HOW and the WHY 01:13:04 2Lovie Brock: background knowledge is key to understanding 01:13:09 2Moira Westervelt: Dispelling misconceptions before students begin reading 01:13:10 3Stephanie Brewer: Cognitive overload and why it happens 01:13:11 3Paula Alvana: The accuracy the knowledge is critical to comprehension. 01:13:12 2Stephanie Gillogly: I wonder about the best practices for identifying and correcting misconceptions. Also, how to deal with cognitive overload in the moment or reset. 01:13:15 3King_Heather: Brain velcro 😁 01:13:20 3Glenda Richard: The brain’s tendency to select inaccurate information over accurate, depending on one’s view and previous knowledge 01:13:24 3Laurie Hagelman: Yes brain velcro 01:13:37 1Christina Webster: The different ways cognitive overload can happen easily 01:13:41 3Ray Burns: Micro/macro 01:13:50 3Darien Greason: The importance of background knowledge 01:14:04 2Kristin Rothe: Identifying misconceptions becomes more and more important.... 01:14:22 1Peter Shier: Its amazing to finally have some insight about why kids say “I don’t know” about the meaning after reading a sentence out loud. 01:14:23 1pam: I like the benefits of re-reading texts 01:14:24 3Carol Boehmler: yes, I can see kids who are in overload 01:14:29 1Rachel Phelps: That a student without strong background knowledge will replace information with a misconception. 01:14:36 1Amparo: Cognitive overload 01:14:42 Nicole O'Donnell - ACSA/ASDN: As a secondary teacher I can see how comprehension breaks down for those reading at lower grade levels. 01:15:06 2Stephanie Gillogly: Even when they read the sentence several times or you read it and then they read it. 01:15:27 3Ray Burns: Willingham’s “Why Don’t Students Like School” is a great read 01:15:30 3Mrika Cami Greva: It’s so hard for ELL students to comprehend text that they dont have background language. 01:15:39 1Peter Shier: Thanks - I’ve knocked my head against the wall for a long, long time… 01:15:54 Orien Schmitz: Rereading is so important. It helped my former third grade students’ comprehension immensely. 01:16:14 JoEllen: This is my third try. I keep getting kicked out! 01:17:05 JoEllen: I like the idea of brain Velcro, because students definitely need to have some background knowledge to attach new info to. 01:17:36 goen_bonnie: : https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 01:17:44 1Rebecca Minnema: Thanks …. That worked! 01:18:17 Shelby Skaanes: Great Rebecca! 01:18:31 Nicole O'Donnell - ACSA/ASDN: Thanks Bonnie. And here’s the resource .pdf directly: https://asdn.org/wp-content/uploads/Spring-Webinar1.Background-Knowledge.Participant-Handout.pdf 01:22:37 Nicole O'Donnell - ACSA/ASDN: https://asdn.org/wp-content/uploads/Spring-Webinar1.Background-Knowledge.Participant-Handout.pdf 01:26:16 3King_Heather: Kitty Hawk, Box kites, Roll, pitch, yaw, the concept that we used to live in a world with no planes at all! 😀 Visual aids… 01:26:16 1Rebecca Minnema: When did they build their flying machine? How did they get it to Kitty Hawk? Why did they make it out of? 01:26:18 2Kellina Hammond: vocabulary 01:26:23 1stephanie.watkins: Prior knowledge 01:26:24 3Cindy Hurst: Vocabulary - museum 01:26:27 2Karin Halpin, Goodnews Bay: Concept of flying 01:26:30 Nicole O'Donnell - ACSA/ASDN: Historical context. 01:26:32 3Orien Schmitz: Flying on an airplane. 01:26:32 3Paula Alvana: I’m thinking of students in my village who have never been to a museum, never heard of sand dunes and don’t know what an exhibit is. 01:26:33 1Rebecca Minnema: Pictures 01:26:34 3Katie Schneider: Knowledge of life in late 1800's 01:26:38 1pam: Lots of aeronautic vocabulary here like “glider-type wings” and also references to history of flight “hot air balloon” 01:26:39 2christinekrause: What is a box kite, Air and Space Museum, Sand Dune, Where is NC? 01:26:39 1Chuck Stewart: Technical flying language 01:26:39 2Kellina Hammond: Box kite? What is it? 01:26:40 3Stephanie Mullaly: basics to airplanes 01:26:45 2Stephanie Gillogly: Plane, hot air ballon, glider, jet - what’s difference 01:26:47 3Andi Hakkinen: Visuals of a box kite, hot air balloon 01:26:48 2Dana Evans: Similar experiences, sense of time and distance, vocabulary, geography 01:26:50 2Ravhen Cade: Understanding the concept of time-how long ago it was 01:26:50 1leotawithrow: Visualization of the scene: dunes, wind, box kite, etc. 01:26:50 3Ray Burns: Aeronautics 01:26:53 3Glenda Richard: ‘Faster than the speed of sound’ 01:26:57 1Cindy McKibben: Great examples @ Paula Alvana!! 01:26:59 2Stephanie Gillogly: Timeline, photos, maps 01:27:00 2JoEllen: What a museum is, what an airplane or jet is. What a box kite is. 01:27:01 1Sarah Ottum: vocabulary and geography 01:27:02 2Moira Westervelt: I think a photo of the plane would be helpful- “old looking “ doesn’t really help me visualize the plane. 01:27:02 3Cindy Hurst: Timeline - how cause and effect influences change 01:27:05 1Nicole Ito: vocab 01:27:08 1stephanie.watkins: Knowledge of flying 01:27:08 2Kellina Hammond: feet? Measurement 01:27:09 2Lovie Brock: what is a box kite? what is a museum? roll? wing? nose? yaw? speed of sound? 01:27:10 2jasmine.hightower: Photographs to help them understand 01:27:10 3Ray Burns: More background about the Wright brothers 01:27:17 2Kellina Hammond: time 01:27:20 3Tiffany Gerwig, 3rd: Concept of kites and air bollons, basic machines and museums 01:27:21 1Amparo: Make timeline, identify factors affecting flight 01:27:23 1Christina Webster: distance 01:27:29 3Stephanie Mullaly: sound has speed 01:27:30 1krista chadwick: Need to have experience on the beach-dunes, concept of where North Carolina is, what is a museum? , pitch yaw, roll, box kite… 01:27:30 2Kristin Rothe: Pictures would be nice - what is a box kite, hot-air balloon…..video showing the roll, pitch, yaw…….what does a museum look like? What do all of the planes look like? What was it like flying in the first plane compared to their own experiences? 01:27:33 3Ray Burns: Perhaps have them build one 01:27:34 2Kellina Hammond: Roll, pitch, yaw???? 01:27:36 3Glenda Richard: An idea of life prior to flight 01:27:41 3Ray Burns: To build interest 01:27:52 3Carol Boehmler: History and what kids might know about these men. 01:27:56 1Rachel Phelps: what life was like during this time 01:28:12 1Amparo: Building background 01:28:20 2Paul Saltzman: Parts of a plane 01:28:54 3Carol Boehmler: But museums could be a foreign idea to kids 01:30:31 1Peter Shier: If overload happens kids will feel unsafe from all the frustration and will shut down 01:30:45 1Peter Shier: If it happens too often... 01:30:49 Lexie Domaradzki: Absolutely right, Peter 01:32:01 3Carol Boehmler: The same is for me as I read. If I can connect it to something I can remember it, otherwise it's hard to recall 01:32:43 1stephanie.watkins: Connect with self, world, books 01:34:44 1Rebecca Minnema: So can we practice these strategies and ideas with text that contain familiar topics and then have them apply in a new area where we help them to build the background knowledge, so they are familiar with the idea and realize it isn’t their fault or them, but rather a study skill 01:36:01 3Paula Alvana: It is even true when we have a conversation with someone and we know little about the subject. I usually can’t recall much of the conversation. 01:36:10 Nicole O'Donnell - ACSA/ASDN: Resource for Jigsaw Activity – https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps 01:36:58 3Carol Boehmler: Where do we find the number by our name? I see other's numbers but not mine 01:37:18 Nicole O'Donnell - ACSA/ASDN: Carol you are 3 01:37:19 Lexie Domaradzki: I will assign you one in just a sec. 01:37:20 3Carol Boehmler: Oh I see it 01:39:11 2Lovie Brock: yes 01:39:11 2Nikiesha Richards: yes 01:39:11 3Laurie Hagelman: yes 01:39:11 1Chuck Stewart: yes 01:39:12 1Sarah Ottum: yes 01:39:14 2Eric: yes 01:39:14 3Ray Burns: yes 01:39:15 2Amanda Painter: yep 01:39:15 1Peter Shier: Roger Wilco 01:39:15 3Andi Hakkinen: yes 01:39:15 2Moira Westervelt: yes 01:39:16 1Karen Millington: Yes 01:39:16 1Christina Webster: yes 01:39:17 1Amparo: yes 01:39:18 2Paul Saltzman: Yes 01:39:18 3Stephanie Brewer: yes 01:39:18 2Dana Evans: yes 01:39:18 2christinekrause: Yes 01:39:19 2Orien Schmitz: yes 01:39:20 3Glenda Richard: Yes 01:39:20 3King_Heather: yes 01:39:21 1Rebecca Minnema: yes 01:39:23 2Stephanie Gillogly: Yes 01:39:24 1Nicole Ito: yes 01:39:27 1krista chadwick: I do not have a copy could you thee where the link is 01:39:32 1luchie.manlangit: I have o number yet 01:39:33 2Karin Halpin, Goodnews Bay: 2 read how it helps to circumvent? 01:39:37 1stephanie.watkins: I don’t have a number 01:39:46 3Tiffany Gerwig, 3rd: Where do we access the articles again? 01:39:49 1stephanie.watkins: Ty 01:39:58 3Mrika Cami Greva: shelby can you please repeat which section we are reading? 01:40:01 1luchie.manlangit: Me too I don’t have number 01:40:08 Nicole O'Donnell - ACSA/ASDN: https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps 01:40:33 1luchie.manlangit: Thank you 01:40:33 3Mrika Cami Greva: got it 01:40:36 Nicole O'Donnell - ACSA/ASDN: Resource for Jigsaw Activity – https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps 01:43:15 3sharonpickett: I am listening by phone, my internet keeps going in an out so I am just listening. I will go back later and watch the recording and hopefully pick up the information I have missed. 01:43:29 2christinekrause: Done 01:43:47 3Cindy Hurst: Done 01:43:54 Shelby Skaanes: Thank you for letting us know Sharon. And thank you for persisting! 01:44:31 2Ravhen Cade: done 01:44:37 3Andi Hakkinen: done 01:44:39 3Laurie Hagelman: done 01:45:06 1Amparo: done 01:45:07 2jasmine.hightower: done 01:45:19 3Katie Schneider: done 01:45:27 3Ray Burns: done 01:45:41 3Glenda Richard: dine 01:45:41 2Stephanie Gillogly: done 01:45:44 1Rebecca Minnema: done 01:46:12 1Karen Millington: done 01:46:15 2Robin Neltnor LKSD: done 01:46:27 2Amanda Painter: done 01:46:27 2Karin Halpin, Goodnews Bay: done 01:46:39 3King_Heather: Done 01:47:40 2Paul Saltzman: Done 01:48:14 3Carol Boehmler: where are the breakout rooms 01:56:54 2Dana Evans: Thank you, Cindy and Chuck! 😀 Good conversation. 01:57:10 3Andi Hakkinen: Thanks, Amanda! Sorry if my video was glitchy! 01:57:36 3Carol Boehmler: Christine and Christina, it was great to meet you! 01:57:49 2christinekrause: You, too, Carol! 01:59:56 1Christina Webster: Ditto Carol! 02:02:39 2christinekrause: I bet it helps if you like baseball, too. 02:03:06 Lexie Domaradzki: yes, as we tend to be alert to those things that we like :) 02:04:48 3Carol Boehmler: this reminds me of the time before electronics and our kids in rural Alaska would score high on the science part of the State test because they had so much knowledge from playing and discovering things in the outdoors. (1980's this was true in our rural area) 02:05:11 Lexie Domaradzki: ah yes, interesting point 02:06:05 Nicole O'Donnell - ACSA/ASDN: https://asdn.org/wp-content/uploads/Spring-Webinar1.Background-Knowledge.Participant-Handout.pdf 02:07:22 3Paula Alvana: Might be confused with the last handout for the breakout room conversations 02:08:25 2christinekrause: So when our students take MAP reading assessments there is a bit of background knowledge roulette taking place. 02:08:52 Nicole O'Donnell - ACSA/ASDN: Background Knowledge roulette is a good description. 02:09:51 1pam: What compromises our ability to build background knowledge for students? 02:09:54 1Rebecca Minnema: Perhaps this is a good reason to read aloud to students in just creating larger amounts of background knowledge in stories they would enjoy 02:10:45 Mrs. Roseberry: Developing background knowledge with students of low readers is very important. 02:10:59 Nicole O'Donnell - ACSA/ASDN: This makes me realize how big of a barrier background knowledge is for high school students. 02:11:02 1Michelle Daml: Read aloud at all ages is important 02:11:23 1Rebecca Minnema: Not just relevant to English class, but core classes as well 02:11:27 1stephanie.watkins: Students having background knowledge/ and students being able to connect with text being read. 02:11:31 2Karin Halpin, Goodnews Bay: The importance of supporting students with new learning by connecting it to prior learning and building vocabulary. 02:11:33 1Sarah Ottum: This information can apply to other content areas as well such as helping students understand word problems in math 02:11:34 2Kristin Rothe: How do standardized tests determine how much background knowledge needs to be addressed in the reading so that they are measuring reading ability instead of background knowledge? 02:11:35 2Ravhen Cade: Confirmed the importance of background knowledge! Providing ways to increase this for kiddos is crucial in their comprehension development! 02:11:37 1Peter Shier: Amen! Background knowledge - and habits already established - for high school 02:11:41 3Cindy Hurst: Integration of unit studies provides a variety of language opportunities. 02:11:42 1Rebecca Minnema: I agree! Reading aloud is KEY 02:11:47 1Peter Shier: Could be big limiters 02:11:47 2Stephanie Gillogly: Content Area Ts need to help build vocabulary and reading skills for their texts explicitly. 02:12:06 3Andi Hakkinen: Students tend to get "stuck" when they do not have sufficient background knowledge - I've even noticed this when students do a 1 min. ORF assessment with me. If they aren't familiar w/ a word, they tend to stumble through the rest of the passage. 02:12:08 2Nikiesha Richards: Vocabulary made a difference 02:12:17 3Carol Boehmler: students identifying specific keywords increased their success 02:12:27 3Paula Alvana: I was curious about knowledge threshold 02:12:30 1Peter Shier: Kids often lack skills for how to get “unstuck” 02:12:39 1Michelle Daml: How hard it is to write standardized test question while not being biased to lack of prior knowledge 02:12:40 2JoEllen: If students can not get enough read-aloud stories they can listen to books on tape to gain background knowledge that is above their reading level. 02:12:45 Mrs. Roseberry: Vocabulary journals are also very effective 02:12:56 1krista chadwick: I am a big believer in read-aloud-stopping and discussing. So many things we take for granted are completely foreign to some students. Read-aloud discussions also give me a much better understand of students’ background knowledge. 02:13:00 3Tiffany Gerwig, 3rd: Exploring helpful rabbit holes for building firm background knowledge is indeed valuable 02:13:13 2Dana Evans: Build that prior knowledge by setting up connections for students first about similar situations they may have in their region/culture, through questioning strategies. “Have you ever experienced…?” “What happens in our region when…?” Those types of questions prior to learning. 02:13:16 2Eric: Background knowledge builds the ability to chunk, make analogies, rely on paradigms, and build cohesion so as to learn new knowledge. According to a study, background K may be more important than reading level to a degree. 02:14:15 3Ray Burns: I use Epic at times to build background knowledge 02:15:02 2Kristin Rothe: What is the time line for reading a series of related texts? For example: Is it four in a class period, or one per day for four days? 02:16:05 1stephanie.watkins: Short reads like SRA 02:20:56 Nicole O'Donnell - ACSA/ASDN: https://www.readworks.org/ 02:22:29 Nicole O'Donnell - ACSA/ASDN: https://newsela.com/ 02:22:43 1Karen Millington: Newsla has to be paid for correct? 02:23:09 3Tiffany Gerwig, 3rd: I use it for free 🙂 02:23:10 Nicole O'Donnell - ACSA/ASDN: Yes, NewELA has some free parts, but it’s not entirely. 02:23:24 Nicole O'Donnell - ACSA/ASDN: I think the reports have some limitations in the free versions. 02:23:42 Nicole O'Donnell - ACSA/ASDN: https://www.commonlit.org/en 02:24:17 Nicole O'Donnell - ACSA/ASDN: https://www.tweentribune.com/ 02:24:46 Nicole O'Donnell - ACSA/ASDN: Achieve the core 02:25:13 Nicole O'Donnell - ACSA/ASDN: https://achievethecore.org/ 02:25:41 Nicole O'Donnell - ACSA/ASDN: If you want the course credit: https://web.cvent.com/event/bf35ba5c-fe45-4458-b05a-4f816e217879/summary 02:25:48 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7 02:25:54 Nicole O'Donnell - ACSA/ASDN: If you want the course credit: https://web.cvent.com/event/bf35ba5c-fe45-4458-b05a-4f816e217879/summary 02:26:10 2Karin Halpin, Goodnews Bay: Thank you Lexie and Shelby, always appreciate your time and information you share. 02:26:16 Shelby Skaanes: Thank you for joining us tonight! Great to be with you all! 02:26:20 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7 02:26:49 Nicole O'Donnell - ACSA/ASDN: If you want the course credit: https://web.cvent.com/event/bf35ba5c-fe45-4458-b05a-4f816e217879/summary 02:27:02 2Lovie Brock: thank you 02:27:04 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7 02:27:09 1krista chadwick: Great class, thank you. 02:27:10 2christinekrause: TY 02:27:19 2Dana Evans: Great session. Thank you all so much. 😀👏 02:27:19 1pam: Good breakout rooms, liked the jigsaw assignment 02:27:24 2Ravhen Cade: Thank you! 02:27:28 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7 02:27:43 2JoEllen: Thank you. This was great. 02:27:51 3Andi Hakkinen: ALWAYS wonderful and highly informative! Thank you 🙂 02:27:55 1Nicole Ito: Thank you! 02:28:09 3Carol Boehmler: I have a meeting, but thank you so much! 02:28:13 Mrs. Roseberry: Copy and cut and paste works 02:28:16 2Paul Saltzman: Thank you! Wish I would have taken the your webinar last semester. 02:28:25 1stephanie.watkins: Loved the information that was given 02:28:29 1Karen Millington: Thank you. 02:28:32 1stephanie.watkins: Thank you 02:28:32 1Christina Webster: Thank you 02:28:38 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7 02:28:39 Mrs. Roseberry: Thank you 02:28:47 2Angie Hamm-Brinkerhoff: Thank you 02:29:03 3Darien Greason: Thank You 02:29:14 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/3PP7TG7