001Hi there. I'm Rick Miller, director of elementary teaching, learning, and equity. And I'm here with Dr. Lexie Vandenhuvil and um some elementary educators from our school system to share information about the curriculum review process and ultimately the resource that was selected by the 4K through 5 math steering committee. This information is provided in advance of the schoolboard meeting on February 9th in a spirit of transparency to imp inform the community and the school board as we request that the school board approve the purchase of new instructional resources. This is a visual of our district's vision and mission and our curriculum renewal and design process is nested within this uh strategic framework. Uh specifically uh in embedded in uh the educational excellence pillar of our strategic framework. So when we're talking about things today, we're really
002trying to deliver on all of all of what appears here. Our vision to be recognized as a high performing school district of choice that reflects the cultures of our diverse community. And underneath that, the mission to inspire and prepare every child every day by providing a relevant, engaging, and innovative learning experience in and out of the classroom through educational excellence, through engagement and inclusion, and a culture of operational excellence. On this slide, we're showing uh strong numeracy skills are essential for students to access learning in all disciplines and areas of life. Investing in new instructional resources and providing professional development for staff and high quality instructional materials is a high confidence strategy to increase overall literacy outcomes, to close the opportunity gap for our students, and to meet the schoolboard expectations. identified and shown here
003in student results policy 2, student academic outcomes. Before I pass this on, I'm just going to say uh feel free to pause the video to take a closer look at the slides as uh you may want more time on those slides. You can go forward or backward in the in the video presentation as needed to uh access the information. Now, I'll pass this along to Shelley. Hi, I am Shelley Jones. I am an ed ed educator over at Westside Elementary School and the part of our math steering committee. Um, this slide is talking about our curriculum renewal design and what phase we are in. We have been working in phase two of the curriculum renewal and design process evaluating and selecting instructional resources. Our work has been included several step has included several steps. We
004will like to share those steps with you in detail. One, developing and applying a gating process. Two, reviewing resources both digital and physical. Three, selection and acquisition of a resource. And four, developing an implementation timeline, including training plan and development. This slide is talking about the Wisconsin standards of mathematics. The math steering committee reviewed standards set and came to a consensus to adopt the 2021 Wisconsin standards for mathematics in the spring of 2023. Our work to implement these new standards since then has included the identification of essential standards, unpacking and ensuring a shared understanding of the rigor for each grade level standard, vertical alignment, assessments, assessment analysis, and communication with students and families. Our standards are what we teach our students and the material we will share with you today has as part of our
005process represents high quality instruction resources that reflect the rigor of our adopted standards to support access for all students. Um this slide is talking about elementary math materials adoption goals. Our goal this year as a steering committee was to select high quality instructional materials that aligned to our district instructional framework, our equity framework, and our adopted standards. Our team our team created an space and engaged in deep conversation around the learners we serve to select materials that provide instructional routines and experiences to support every student. With the adoption of a new ELA resource, our team created space not only to honor the capacity of our teachers, but also to re-engage care careholders, surveying them to hear and use their voice in our process. Finally, our team was comp con compre, excuse me, comprehensive in nature,
006including classroom teachers from every grade level 4K to fifth, instructional coaches, district coordinators, learning strategists, and our director of elementary education, and director of student services. This slide here takes us through our steps of the adoption pro process of our new materials. Our process can be broken into five steps shown in this slides visual. up. In step one, we began to by grounding in the previous year's work, including standards, adoption, research, and best practices, data review of both student achievement and survey data, and our district's frameworks. Additionally, we engaged in learning around archetypal students, developing a deeper understanding of who our students are, intentionally placing them at the center of our process. This learning established our values and the gates we developed to represent our non-negotiable criteria for the instructional resource. In step two, we
007applied our first gate, verifying that the resource was aligned to the standards, provided opportunities for deep mathematical thinking, supported the development of students math practices, and had a high standard of usability. At the closing of this step, we narrowed our list of resources from 22 to 7 and inquired with publishers to access both digital and physical resources for further review. As I close out this slide, I'd like to introduce Marne to finish the slide. >> Hi, my name is Marne Xander. I'm a kindergarten teacher at East Side Elementary and also part of the mass steering committee. So to continue on with this slide in step three with resources in hand for seven instructional materials, we used our locally developed gates, deep mathematical thinking and archetypal student study to evaluate and narrow our resources to four.
008Imagine bridges third edition and vision and I ready classroom mathematics. In step four, vendors were invited to present to our team, deepening our understanding of their instructional design and answering questions the committee developed in step three. Committee members had access to digital platforms and physical teacher guides and student workbooks. At this time, we also took an opportunity to invite our community to review the family resources from our remaining materials. Over the course of two nights, we held an open house and collected feedback from caregivers targeting early survey data and their requests to better support their learner at home. As we move through our slide presentations, you'll see the step we are on in the upper right corner of the slide. We hope this supports your way finding as we share our journey. Our steps this
009year began in September. Over the course of eight full days, our team has arrived at the decision we are here to share today. Throughout our process, we shared regular communications with our school board educators and caregivers. This slide reflects our steps in a timeline of our meetings. As we will share later, our work and team meetings will continue throughout the rest of the winter and spring in order to establish a comprehensive implementation plan. To kick off our data analysis, we started with the people closest to the work, reviewing input from students, staff, and families. During the final stages of our curriculum renewal and design process, we engaged in data collection to hear the voices and experiences of our staff, students, and families. In the 2022 23 school year, we asked about what was going well,
010what was not working, and what would they would like to see changed. We heard from 190 elementary students, 140 staff members, and 357 caregivers. Strengths named were related to the pedagogy, engagement, and resources students, staff, and families were experiencing. Opportunities for growth included a review of instructional time, a need for a resource that could meet the needs of all students, and a desire to strengthen the hometoschool partnership. In addition to this data, we determined that we wanted to engage our families again to sub supplement with current experiences with a survey this fall. Our survey in the fall of 2025 was used to confirm the results collected in 2223 school year. We wanted to check in with our parents and caregivers to ensure ensure that we had current understanding of their experience. We had 229 people
011take that survey that was shared with all K5 families in our system. Using our 2223 data themes, we inquired about family engagement and student experiences. the pacing and practice of math learning and at home support. We saw that a ma a majority of families felt the math experience was engaging and helped students learn in-depth math skills. Less than half felt the practice and pacing allowed for enough time to practice and a split results on the home communication support. So, our key themes that emerged in our caregiver feedback this fall centered on the need for better differentiation, clearer communication, and pacing. Caregivers shared that some learners felt the pace was too slow, while others shared it was too fast. Overall, they requested materials that better differentiated to meet students at their unique skill level. Caregivers expressed
012concerns and requested a desire for more fluency practice and flexibility in strategies to solve problems. Finally, they shared a request for consistent communication, clear guides to understand the math, and more consistent take-home practice to reinforce skills at home. So, now I'm going to uh send up my next slide will be um presented from Elizabeth. Hi, I'm Elizabeth Barry, the instructional coach at Creekide Elementary and a member of the math steering committee. Moving into our second step of the process, our team reviewed ED reports, an independent nonprofit organization that evaluates curricular materials through a comprehensive rubric system. This step in our process allowed the team to reduce the list of resources from 22 that met their rating for all three gateways and additionally met our co-created internal gates. The team narrowed our resources selection to seven
013materials in this step. In the end, you see a snapshot of the resource we've decided on. Earning meets expectations across all gateways and grade levels, kindergarten through 8th grade, one of only five resources with a perfect score in each gate gateway. I will now pass this along to Kristen Emory. My name is Kristen Emory, math teacher at CHBird Elementary School and a member of the math steering committee for the past 12 years. In step three of our process, we finalized seven archetypal student profiles that represent the full range of learners in our classroom and further refined the key criteria or gates we used to evaluate materials beyond ED reports. As shared, one of our elementary math materials adoption goals is to intentionally lift the need for adopted materials to support every student. In order to
014increase our understanding of every student, we spent time learning about and developing seven math student archetypes. This work allowed us to center our students in the curriculum material adoption process. We regularly revisited and posted our seven math student archetypes throughout the process, maintaining a strong connection to living out our instructional frameworks, rigorous and coherent teaching, including knowledge of students and collaborative design of challenging instruction. Let's take a moment to review the seven archetypes. Students who benefit from visuals, manipulatives, and hands-on exploration. Students who learn best through physical movement. Students who thrive on social interaction and collaboration. Students who prefer small groups or independent learning opportunities. Students who are developing prerequisite math skills to access grade level math skills. students who are developing literacy and/or language skills alongside math and students who grasp concepts quickly and
015need enrichment or extension. In order to develop criteria that resources would need to meet, we reviewed our district's instructional framework, core values and commitments, our equity framework, and our adopted math standards. Over the course of our fall meetings, the team crafted a list of four gates with detailed criteria. Our co-created gates were deep mathematical understanding and rigor, culturally and linguistically responsive and equitable access, universal design for learning UDL and intervention, usability and implementation support. Our first gate was focused on deep mathematical understanding. The five indicators in the gate prioritized evidence where the materials fostered conceptual understanding, procedural fluency, and application in a balanced manner as students make sense of math. The second gate centered cultural and linguistic responsiveness. The five indicators indicate sorry included leveraging students cultural and linguistic assets ensuring all students especially those
016in our DLI programs and multilingual learners were represented and could deeply engage in math discourse and reasoning. The third gate anchored our team in universal design for learning and multiple means to engage in and demonstrate knowledge. Four indicators for this gate highlighted universal design for learning principles, multiple means to engage, represent, and express learning so that all students regardless of ability, language, and learning style can access and participate. The fourth and final gate was usability for teachers, students, and families. This gate included four indicators that sought evidence of practical, accessible, and userfriendly resources for all careers. We wanted teachers to be able to focus on instruction, support students with intuitive design, and developmentally appropriate materials, and finally engage families and partners in their learning. The steering committee created small teams of experts that reviewed all
017of the materials through one gate. This allowed educators to not only see all of the resources, but develop a deep understanding of their criteria within a gate, where to find the information they needed, and the ability to compare the resources through a narrowed lens grounded in evidence and specifically named criteria. You can see on this visual our heat map, which transferred all of our Gates teams data into one sheet. Once again you will see our material selection I ready with high evidence across all gates and criteria. During this step our team narrowed the resources that would continue to four I Ready Imagine Envision Plus and Bridges. I will now pass along to Derek. >> Hi I'm Derek Johns crosscat teacher at Token Springs. In step four of our process, we invited vendors to share more
018information with us and answer questions the team had developed throughout our study of the resource. Our team engaged in more learning with I Ready, Imagine, Envision Plus, and Bridges in presentations spanning 60 minutes each. During the presentations, members were taking notes within our gate criteria and we closed our day with activities to share, discuss, and reflect on what we learned and narrowed the resources. Moving on to our next step as I Ready, Imagine, and Envision Plus. As part of our request to vendors for digital access and sample materials, we shared a district technology survey with them. The survey is used in our system during the curriculum renewal and design adoption process for all resources. The survey helps us assess the security of student information, data collection, and ownership along with the platform's integration with our
019district systems. We identified all necessary technology requirements were satisfied for the resources under consideration. Now, I'll send it back over to Shelley. >> Hi again. Um this is our parent caregiver input portion. Um throughout this process, our steering committee thoughtfully paused and created space to ensure our decisions were representative of those we sought to serve. As we reviewed resources m resource materials, the team wanted to take the opportunity to comp um complement our pro excuse me complement our process with an openhouse committee or community event sharing family resources and seeking feed feedback from those families. Opportunities were provided to parents and caregivers to inter interact with members of the math steering committee and with the resources that they would use. Parents and caregivers provided feedback and the steering committee used that data in their deliberations
020of the materials. The the feedback from families over the course of our two openhouse events was collected related to clarity of materials, connection from home to school, usability and communication. We had physical materials available for families to review. In addition to interactive digital platforms where our team supported families as they navigated the sources and provided home supports caregivers favored I Ready, giving it the highest frequency of strongly agreed and agreed ratings. Now I'll turn it back over to Derek. >> Hello. During the week of January 12th, our team engaged in three site visits to both see the materials in classrooms with students and talk to educators about their experiences. Our first visit was to the Oak Creek Franklin School District, hosted our team at three different schools to see Imagine in classrooms and talked to
021a panel of teachers and instructional leaders. Teachers and math leaders in the Mount Olive School District in New Jersey met with us virtually to share their experience with Envision. While we were unable to see a classroom due to their student privacy policy, our conversations with staff provided our team with valuable insights. Finally, Banting Elementary in Wauaawa, Wisconsin was our last visit to see I Ready in action at a K5 dual language school. Our team was able to join classrooms and see math taught in Spanish and English. The district team also provided information to our team related to their student learning outcomes now in year three of I Ready implementation. In addition to our own student interview data as part of the curriculum renewal and design process, as our team used our site visits to observe
022and note what students were doing and saying in our visit to WAWA to see I Ready, we heard students share that the they loved math and were actively engaged in solving problems. We heard students naming the strategy they were using and seemed to be developing connections among conceptual and procedural learning without moving through a lesson too quickly. While our team visited schools, our team was once again looking through the lens of specific criteria from our gates. This was a grounding tool we used several times throughout our process to ensure that we are making decisions that align to our district values and goals. This is a heat map of our gate data after site visits were complete with green marking high evidence of the criteria we were seeking. You will see I ready our recommendation at
023the bottom demonstrating high evidence for all gates in all criteria. Now I'll send it over to Kristen. >> Thanks. Thanks Derek. Educator involvement is at the heart of curriculum renewal and design. Each year we have open call to all interested staff with intentional outreach to expand the diversity of the group including roles, demographics and course taught. Our team included classroom teachers from every grade level for K through five, instructional coaches, district coordinators, learning strategists, and our director of elementary education, and director of student services. Over the past two years, 29 staff members have engaged in the curriculum renewal and design material adoption process. We met for 16 meetings totaling 92 hours of investment for each steering committee member and cultivating in pro proposal for instructional materials that we will share with you today. And now
024I'll pass it back to Shelley. Thanks Kristen. After all of our shared learning across two school years, we came together to make a decision. Following the process we shared with you today, our team engaged in activities and discussions to discuss feedback from all community members. During our last meeting on January 21st, the team was unanimous in selection of I Ready Classroom Mathematics for our K5 instructional math resource. Passing the torch back to Rick. >> Thanks, Shelley. Uh when our when the steering committee decided what to purchase, we communicated that decision out to the school board, to educators in our system, and to the community. Feedback about the decision so far has been mostly positive or neutral, and people have expressed interest in learning more about the resources. I have had many conversations with people since
025then and uh one of those conversations was with Patrick Bener recently and I've asked him to share his perspective with you not as a teacher in Sunbury he's a teacher at Royal Oaks Elementary but actually as a parent of children in a nearby school system that uses I Ready. Patrick, could you introduce yourself and share your experience? Yes. So, my name is Patrick Bener. I teach second grade at Royal Oaks Elementary and uh have been there for the last 14 years. And so, in that time frame, I spent the first four or five years teaching everyday math and then um the last maybe eight or nine years doing bridges. And I what I what makes me think of uh I already is the one of the things that drew my attention to is because it
026feels like it's kind of the meeting ground between those two curriculums. It was like brought out the best of what I liked from everyday math, what we had long ago and bridges what we've what we currently have and have had. So um uh I I felt like it was a really good blend of all the all the best of both those worlds. So, I have three boys that are in school in Deorest School District and um for the past eight years they've been doing I Ready and um I've just uh kind of observed it from afar and uh some of the things that I've noticed is that they um each of my three boys have a lot of confidence in their mental math strategies. They like to talk about math when they come home. They
027like to have um us as parents ask them questions without them writing down answers. They like to think things through and share out their thought process. So, I feel like the curriculum has had that impact on them as mental math thinkers and um and students who hold on to their strategies without necessarily needing to um draw draw things out or write things out. So, that's always a good thing that carries over with them. Um they another thing that I've noticed is that my kids always seem to have a strong awareness of their own progress with this curriculum. um they can tell me where they're at in their um with their scores, their diagnostics they bring up a lot, which are um kind of like their screeners that they do through the curriculum. Um so that's
028that's another thing that jumps out at me with what they've experienced. Um the technology that we, you know, during the COVID era, we got to see their math curriculum a little more closely because they were doing work at home. And I really like the technology piece that came with I Ready. Um, one example like in second grade as a teacher, we we've found that using number lines is such a great strategy and the technology I remember from I Ready has them interactively doing problems on number lines. Um, that was just one example, but uh, I felt like it related to the material really well that they were doing in class and it gave them those opportunities to practice in um, in good ways. And, uh, one last piece that I'd say that I noticed through
029my own kids is the the tests when they bring them home, it seems like compared to bridges, it seems like it the tests are a lot more streamlined, a lot more straightforwards for straightforward for the kids when they take them and so there's not a lot of confusion in that process. So though my kids don't bring home a lot of the materials from I Ready because it's one big workbook they work on throughout the year. The tests when they come home, they're easy for us to look at as parents. They're um there's something that the kids can talk us through and it seems like there's not a lot of tripping points on the test that I sometimes have experienced through our current curriculum bridges that um that kind of need to be teased out. And
030when you're trying to give the tests in Sun Prairie teaching bridges, I feel like you have to do a lot of preparation with the kids, but these assessments don't seem to have that same level of confusion. So, those are just a few points that I've recognized over the past seven or eight years of my kids being a part of I Ready. And I really um I really feel like it's been a positive experience for my boys and I feel like they've walked away from using this curriculum as pretty strong mathematicians. That's awesome. Thank Thanks for sharing your experience, Patrick. Now, we're going to pass it over to Lexi. >> Thank you, Rick. My name is Lexi Vandenhu. I am the mathematics coordinator for our district and I'm going to talk to you a little bit
031about the request for purchase that we're sharing with you today. So on behalf of the superintendent, the director of elementary teaching, learning and equity, and our 4K5 math steering committee, we recommend the approval of an expenditure of 1,325,45649 for the purchase of I Ready Classroom Mathematics. These purchases include universal and supplemental resources for educators and students and supplemental digital platforms for the next eight years as well as professional learning for educators to span the 2026 through 2028 school years. For many people, we're not used to talking about this amount of money. So for some perspective, when this amount is divided by the number of students in grades kindergarten through fifth grade, this is a cost of about $48 per student per year or $228 for a single student's math instructional experience across kindergarten through fifth
032grade. We would also like to share a little bit about what a professional development plan could look like for us. So this covers professional learning with I Ready trainers for what the first two years of implementation with our educators would look like in collaboration with I Ready. A robot robust professional development plan for educators and instructional leaders is co-created. Training includes a spring introduction offering access to teachers to learn and explore the platform over summer if they'd like prior to their summer foundational training which will prepare them to teach with I Ready classroom mathematics and be able to administer I Ready I Ready Diagnostic. In the fall, educators and leaders are supported with just in time learning after they get their student data from those ID assessments and engage in professional development to support instructional
033practices that build mathematical thinking skills in our students. Leaders are given tools to understand and coach into using that diagnostic data and how to support their professional learning teams in creating action plans. Winter would bring about a look at student growth data. So the diagnostic assessment that students would take is standardsbased. And so this would help in those conversations at PLTS to look at student growth data and tie that directly into prerequisite skill development or enrichment for our students as they're preparing for upcoming learning. Additionally, our leaders also receive support in understanding their schoolwide data and developing plans to support their teachers. Finally, in the spring, grade level teams will have an opportunity to access tailored professional learning and coaching based on their needs as a grade level or a school um and experience throughout
034that first year of implementation. That's all explained in that left side. And you can see on the right side, year two would follow a very similar cadence of support. We would modify the focus and learning to match the development and the needs of our teachers and our leaders as we continue professional development with I Ready. All of this again is to share with you a little bit about what that might look like and what our team would continue developing together this spring. In addition to the support for our educators during implementation, our team is so excited to show you some of the elements of I Ready that are part of the student learning experience and families. Beginning with the lesson framework, it is regular and predictable and a routine that supports educators in engaging all
035students and learners in thinking deeply about our own mathematical thinking. The try, discuss, connect lesson framework is designed to spark meaningful partner and whole class discussions with. In the lesson, you will hear students comparing and contrasting thinking with others and making strong connections to standards in order to apply their knowledge. Additionally, each lesson about a week of learning are organized into a predictable routine beginning with a day to explore ideas and strengthen prerequisite skills, one to three days to develop new learning, and a final day to refine skills, meeting with students and small groups. Additionally, you can see the discourse cards in this image are a resource that used in elementary and middle school supporting rich mathematical conversations. And for our teachers, math language routines are embedded throughout the lessons with guidance on how to
036include routines that promote access for all. Lexi, back to you. >> Thank you. So as we look at the I Ready classroom mathematics suite you can see on this slide that it includes a standardsbased assessment that I diagnostic student work text you can see in the middle there an online platform and that's both student and family facing the student digital experience offers online access to the print version of the student work text that they'll have at school along with learning games fluency flight digital math tools interactive videos and a family resource center. I Readyy's assessment tool prepares and equips teachers by delivering actionable data that addresses the first part of the learning process, knowing exactly where our students are. I Ready Diagnostic provides teachers with a complete picture of their student performance related to their
037grade level standards. Additionally, the students test creates an individual learning pathway on iRy's digital platform for students to access standards and skills where they need practice, providing immediate feedback and data for teachers, students, and families. Students will take this assessment three times each year, and data is saved, which will allow us to follow cohorts of students as they develop and grow. I Ready not only includes a robust support for teachers and students, they've also thoughtfully added their caregiver support. I Ready has developed numerous resources to share with families from explaining what I Ready is to learning about what's happening in their classrooms, how to understand their students assessment and online learning progress, and how to talk to your learner about what their data says or track it on your fridge at home. Additionally, I Ready
038comes with resources already curated to support our system in partnering with families complete with family night presentations, some of which were already utilizing this year in our 68 implementation of I Ready. Our team believes that this resource will support and strengthen learner support and our schooltoome partnerships. Finally, here are a few more ways that I has built in that support for families. The student dashboard will help students to stay on top of their assignments and families can jump in and see what that looks like as well. Family letters both on the students work text digitally and in their physical books. Help families to understand each week what's happening in their classroom and stay connected to that learning. Family resources include documents and videos that can help our families to understand what students are learning this
039year, the materials they're using, and how to connect it to earlier learning your student has experienced. And finally, a family resource center with program information and more tips for supporting your student at home. All of this is at our family's fingertips when they log in to Ready with their students account. And I'm going to turn it back over to Rick. All right, we've been on quite a journey here. We have some thank yous. So, first I want to thank my fellow presenters here, Lexi and the team, the math steering committee, uh, Mr. Bener for joining us, uh, and just, uh, sharing all of this information. I want to thank the educators on our math steering committee who have been on, as you've heard, a multi-year journey to get to this point. I want to thank
040Matt Hayden at CISA 2 for his support and facilitation of our process. I want to thank the school districts of Oak Creek, Franklin, Mount Olive, New Jersey, and Wauaaw uh for their uh support of our learning and uh thank uh fellow director Jennifer Apodaka uh director of student services for her participation as well. Thanks to students, parents, and caregivers, and our community and our school board for your ongoing engagement and support as we uh work to to get it right for you. Um, so, uh, we invite you, uh, schoolboard members, we invite you to share any questions that you have with us, uh, in advance of the February 9th schoolboard meeting if possible, so that we can be sure to provide the information that you need to make an informed decision. Thank you for taking
041the time to uh, review this information, and we'll see you soon.