001Greetings members of the board of education and the members of the sump area school district community. I am Dr. Sarah Chaya Clarity, our director of secondary for teaching, learning and equity and I'm joined today with my colleague Dr. Lexi Vandenhu who is our 4K12 math coordinator. We are here to present on the process we have gone through across the past several years to lead us toward a grades 6 through 12 math instructional materials adoption as presented at the board of education on May 12th, 2025. To begin, we recognize that the vision of our school district is to be recognized as a high-erforming district of choice that reflects the cultures of our diverse community grounded in our mission to inspire and prepare every child every day by providing relevant, engaging, and innovative live learning experiences in
002and out of the classroom. As we are committed to equity and excellence through continuous improvement, our work is grounded in our strategic framework. And so you will see the work of curriculum renewal and design, our math steering committee, the instructional materials adoption process, and all the work that has gone um into this that has leading us towards our ability to bring forward an adoption to the board today. The Sun Pur Area School District student results policy lists the academic outcomes that we are expecting through high expectations, culturally responsive teaching, relevant, rigorous, engaging, and innovative learning experiences in and out of the classroom. We are expected to ensure we are making reasonable progress each year toward being literate and numerate across academic disciplines. That our students are gaining the necessary academic non-cognitive skills to be prepared
003for college career and life. And that our students are going to be able to demonstrate a mastery of content knowledge skills and competencies through multiple opportunities and assessments. And that ultimately our students will achieve academic growth. And we're focusing on improving academic outcomes for students who are experiencing marginalization or who are significantly um lower in their academic rates of success. Lexi, the Sun Area School District has a six-year cycle broken into three phases for our curriculum renewal and design. This work supports uh work related to standards, pedagogy, assessment, and our materials. This year we're concluding year three within phase 2 implementation and instructional material selection for our 68 and our 912 math steering work. During year two of our steering committee, our teams identified essential standards, those we found that had leverage, readiness, and endurance.
004We looked at vertical alignment for those standards and how they developed throughout courses and years of learning and alignment to our um standardized assessments. Additionally, we crafted reportable language to communicate how students were progressing towards their essential standards with caregivers and updated our report cards. Year three this year for us focused on material selection. The majority of our presentation today will share this work with you um and it includes our planning for professional development and support to our educators as we look to implement new resources. Thanks, Lexi. So, we're going to go back a little bit in time here and share with you all how we've gotten to today. Because in our curriculum renewal and design cycle, we have meaningful activities um that are built out by our educators over the course of several years
005that can help us lead to an instructional materials adoption that we all believe will lead to improved outcomes. and has been a thoroughly vetted process that has involved as many pieces of feedback and input that we can gather. And so at the end of year six, as Lexi said, um going on four years ago now, we surveyed our students. You can see the numbers here at the top of students that we individually interviewed. We sent out um online surveys to our parents and caregivers and to our staff and our business partners. And at that time four major themes arose. We looked at what was going well in in our secondary schools. We looked at the challenges, our ideas for improvement, and then we also were curious about student confidence in mathematics. And what what we
006gained from that information back in the 22 23 school year was that uh to begin with secondary students, staff, parents, and caregivers as well as our community members noted that the time that the curriculum we were using at middle school and high school was well organized and was being delivered. challenges that were noted at secondary uh by our students, staff, and our parents and caregivers was that the pacing of math moves very quickly across middle school and that some of the supplemental online resources lacked engagement. To address that challenge at middle school, we did rework our middle school scope and sequence and that has been in place this school year. you will see the theme about that supplemental online uh resource and how that also helped inform our decision moving forward. Finally, some ideas for
007improvement were that our secondary students, staff, parents, and caregivers would like to see more deeper dives into content. Um, another theme that came up was having more small groupoup instruction, realworld application, asking for inschool and inhome support and access to the resources students were using for mathematics as well as hands-on learning experiences. Uh, our careers felt that these things together would deepen our understanding, our students understanding for the purpose of math as well as being successful mathematicians. So all of this we gathered and we've been using it and keeping it in mind uh throughout this materials adoption process. Next we're going to move to year one of the curriculum and design cycle and this is where the math steering committee reviewed standard sets and came to the consensus to adopt the 2021 standards for mathematics
008Wisconsin standards for mathematics. This was formally adopted in the spring of 2023. These standards outline learning by grade level, kindergarten through 8th grade, and then break high school domains into conceptual categories. Our work to implement these new standards since then has included alignment of our curriculum, including our standards, materials, assessments, and our instructional approaches and courses to represent the rigor of the standards as well as the shifts that Sarah is going to speak to. So the K shifts in mathematics here that are in the 2021 math standards were built on the foundation of existing standards and incorporate shifts that reflect new research and a broader expectations of mathematics. So you can see these five shifts are broken into two um chunks or categories if you will. So three of the five shifts, number three, number
009four, and number five are the same from the math standards from Wisconsin that we had in 2010, uh, but have been expanded upon to emphasize advancing educational equity and mathematics. So those numbers three, number four, and number five have been pretty consistent and would also be aligned to common core um, expectations. But Kisha's number of one and two again are really key towards Wisconsin and our understanding as a state that we need to advance educational equity in mathematics. And so you can see key shift one is that learning mathematics emphasizes recognizing, valuing and fostering mathematical identities and agency in all students as well as key shift number two that all students are flexible users of mathematics who see how math can be used to understand their world and the world around them. And interestingly, when
010you think back to the careholder feedback that we gathered, uh these are a couple themes that came up, right? Making sure that students have that real world understanding that they're able to flexibly use math and see themselves in the math curriculum. And so when we looked at uh analyzing our materials, we did so in two distinct and integral ways with protocol that helped us be able to examine shifts three, four, and five as well as shifts one and two. So uh shifts three, four, and five are all aligned to ensuring that equity means we have academic access for all students and the opportunity for all students to access instruction. Okay. And so we evaluated for equity as academic access and opportunity through the instructional materials evaluation tool. The second component of equity that that piece
011and shifts one and two is really aligned to students recognizing themsel in the materials, making sure that our students feel represented and that we're honoring all facets of student identities. And so we use the Great Lakes equity tool to evaluate for equity as more of that identity and representation component. We also looked at academic performance outcomes. So that was another aspect to curriculum renewal and design is doing a self-study on outcome data. The types of metrics that we use to examine outcome data are that summitative assessment type data. We have the Wisconsin forward assessment. It's given in math in grades six, seven, and eight. The forward math is not given at high school. At high school, we use the preac and that is done in the fall and spring in grades 9 and 10, the
012fall only in grade 11. And then the ACT is given in the spring uh to our 11th graders. In looking at our results policies, we also look to see uh students who are earning a B minus or better because statistically if you're earning a B minus or Betty, you're more prepared to be prepared for college and career. And so that aligns with college and career readiness. And we're looking at those grades at grades 9, 10, and 11 where we do that letter grading. Of course, we're also looking at disparate outcomes across demographic groups and ensuring that when we say all students are advancing, we're ensuring that different demographics and intersectionalities of demographics are also making academic gains either in growth or meeting those performance metrics in our outcome data. And so there are two links
013here. uh secondary schools results presentation to the board of education back in January as well as our mid-year update on math specifically to the board which happened just recently in April. And both of those presentations um particularly the secondary school's results presentation go much more in-depth into the outcome metrics of late and so that was another component um that we used to help guide our work. All right. So finally, using all of that learning, using the standards that were adopted, the key shifts in Wisconsin, a book study the steering committee did catalyzing change, as well as looking at our stakeholder feedback, the steering committee team crafted a math vision statement. Our vision statement is to strengthen all students natural curiosity as problem solvers by developing mathematical skills and authentic connections in our classrooms and to
014our world. So in there you can see this adopted vision statement that the steering committee authored in 2023. Some of the key shifts that we just read in Wisconsin, right? I'm thinking about seeing having our students see themselves as problem solvers, thinking about that mathematical identity as well as flexible users of math, seeing math in the world around them and using it um in their life. This work and this vision statement now grounds us and it's something that we we review as we begin each meeting together. So all this leads us to our presentation today to share with what's going to be changing uh if the board adopts our current or our math materials that we're advancing for the next six years. Currently on the screen you can see in middle school being grades 6,7
015and 8 we use Carnegie Learning which was originally published in 2018 and that was the uh publication that we adopted and then Carnegie revised their materials in 2022. It has two components. A core program called math solutions which is more of a textbook and then mathia core which is an online daily homework component. We also adopted as a separate supplemental math program in addition to Carnegie and particularly this Mathia core online daily homework. When we think back to the careholder feedback that we got about our middle school students, staff, parents, and caregivers um not really finding as much value in that online experience and wanting us to move away from that, that was something that resonated with the committee. In addition to teacher feedback, there were pretty strong teacher feedback all around around this middle
016school curriculum and wanting to take a look at other curricula to see if there would be a better option for our middle school math education. At high school, we currently have CPM, which was published in 2015, and that's a material we use in our high school right now for algebra 1, geometry, algebra 2, and it also extends up into pre-calculus and calculus. And so the the courses that we are looking at for this adoption today are the former algebra 1 which we are now retitling and re-sequencing to be called math 1, current geometry which will become math 2 and algebra 2 which will become math 3. Those three years of mathematics are are the is what this adoption is regarding. And again that material was published in 2015. And one of the selection criteria that
017our our staff first looked at that we'll be talking about in a little bit was looking at newer materials published within uh the last 5 years because this is a six-year adoption process uh knowing that materials that are 5 years old now in six years will be 11 years old. And we certainly want to stay aligned to the most current research and the most current standards. And so when we looked at CPM, it was outside of that window. Um knowing that it was published in 2015, that's 10 years ago. So by the time we come around for curriculum renewal design again, um that'll be 2031. So it'll be 16 years old at that point in time. not only is age a factor um but also thinking about uh alignment to the shifts in the Wisconsin
018standards and um thinking about they they had told us that they would likely be revising their curriculum in the next potentially two years and that this is the year for our math adoption processes. we would not be coming back around to high school math adoption um because the curriculum renewal and design cycle keeps us on an orderly way so that we spread this out across all of our different departments. And so for those reasons, CPM was not a viable option for us to continue with moving forward. We also do have which is a supplemental program that we have at the high school level as well. And so Carnegie, CPM, and EXL are all of the current math materials that will be changing moving forward. So why are we changing? When we think back to the
019past several slides and information we've shared so far, the student results policy too specifically that calls us to have better outcomes for our students. Our curricular renewal and design plan which outlines the work of each year of our cycle, the career feedback that grounds um much of our work that we gathered back in 2022 23 school year. the change to the Wisconsin standards for mathematics which were released in 2021 and adopted in the 2324 school year which have the shifts around particularly identity in shifts one and two and then our vision statement that we created in 2324. Educator investment is at the heart of our curriculum renewal and design work and each year we invite all interested staff to join us in the steering committee work. We also pay attention to the diversity of those
020groups looking to ensure we're including different roles, demographics, and courses that our educators are engaged in. Over the past two years, you can see some of our numbers that we've been accumulating together as a team. So over the past two years, 46 staff members have engaged in the 612 curriculum renewal and design process for mathematics. We met for 22 meetings totaling 1,167 hours of investment by our educators culminating in the proposal for instructional materials that we are sharing with you here today. So next we're going to share some more details about the work this past year as we engaged in this materials review process with both our 68 and our 912 math steering committees. Our process this year can be broken into five stages. The first stage is to develop our gates or those key
021criteria that publishers must meet in order to move on. Our gates included meets expectations on ed reports for both usability and alignment and as Sarah just spoke to that the materials were current or recently published within the 5-year window to ensure sustainability throughout our six-year cycle. The second stage includes a deeper dive into the ad reports criteria. The teams looked at where materials lost points to determine if the instructional resource still met the needs and values that we held within our system for our students. For those materials that made it to stage three, we obtained digital and physical samples of the instructional resources and focused our lens to equity. To create our equity tool, we grounded in three resources. the Great Lakes equity tool for evaluating mathematics curriculum, our Sun Prairie School District instructional framework,
022and the equity criteria within ED reports. In stage four, we invited vendors to join us, answer questions from the team, and share a detailed view or overview of their instructional resource. Finally, in stage five, we made classroom visits, talked to teacher users of the materials and invited vendors in for a final requirements feedback session. Next, I'm going to talk to you a little bit about what this looked like in more detail, specifically focusing on that stage two and three where some of the heavier work was done, beginning with our 68 steering committee. So starting again in stage two. So stage one was those publishers that would get through our two gates and you can see the list there. In stage two of the process, we reviewed the ED reports criteria for each of those publishers.
023Teams read through each criteria with the full ED report. They discuss whether the reasons for the reduction in points that you can see here on the screen might have been a reason for removal or if those materials still align with the goals for our materials adoption. Each team's data was collected and we created the heat map that you see on this slide to support our conversation and further decision-making. We moved six resources to stage three. We notifi we were notified upon the request for materials that one of our publishers and that was the McGraill Illustrative Mathematics for 68. It's that second line was no longer going to be made available for sale after December 2024. So at the end as we moved to stage three, the 68 team had five materials we were looking at.
024We did not include a full review of Carnegie as the team decided they were currently using that most up-to-date version in our system and agreed that we had all the information that we required. From here, the team obtained uh demo accounts and digital access to all the instructional materials and upon further review decided to move I Ready and Envision to their next stage to look at our equity tool in stage three. So what you're seeing here, this is our lens for equity and we used it to vet ID and envision. Additionally, on this slide, you can see that we added a review of two of the high school publisher materials that we looked at that you'll learn more about as I get to the 912. We engaged in conversation as a 612 team talking about
025continuity for our students. And so for that reason during the 68 process we did also look at math nation and open up to evaluate the equity criteria within the instructional resources. Educators had access again to both the digital curriculum as well as physical resources. At the end of the equity phase our team had decided to remove envision. Moving on to stage four, we engaged in vendor meetings with I Ready as a 68 team and also again joined the 912 team for math nation and open up. The team found consensus for I Ready after that and we completed our process with a site visit, seeing I Ready in action in classrooms, engaging in a teacher panel and a second vendor meeting to answer final questions. Some of the reasons that our steering committee named as feedback
026and support for our choice to move I Ready forward included the robust teacher and student supports the focus on student discourse in mathematics and the resources that this materials brings. They felt that the materials were well suited for middle schoolers in their look and usability. the prompts for teachers and the support and use of manipulatives to engage our students in their conceptual understanding of mathematics as well as the diagnostic and individualized digital curricular option that comes with I Ready. Now moving into our 912 materials adoption process. The materials for this selection will serve again as Sarah shared the foundational high school math courses that will exist to ensure all students are ready for their math future. Next fall, math one, formerly algebra 1, will be taken by our freshmen, followed by math 2, our current
027geometry, and math 3, our current algebra 2. So both our 68 and our 912 had uh the same process. So those were mirrored on both sides. So, similar to that 6A process for our um 912 team, we reviewed the ED reports for each publisher that had met our gates. Again, meets expectations on ed reports as well as published within the last 5 years. teams read each criteria within the full ED report and discuss whether those reasons for reduction in points were a reason for potential removal from our list or if they still aligned with our goals for materials adoption. Each team's data was collected and we created a heat map that you can see here on the slide to support our conversations and decision-making. At this stage, our 912 team moved four resources to the
028next stage, stage three. Again, one of those um were the McGra Hill illustrative mathematics. And so that again, as 68 had also selected it, we're no longer being uh available to new districts as of December 2024. So when we left this stage, stage two, we had Math Nation reveal and open up moving forward. From here, the team obtained uh demo accounts and digital access to all the instructional materials. And we requested physical samples and resources to complete our equity review. So in stage three, we use the same equity tool to review our resources. Again, those were grounded in the Great Lakes equity tool for evaluating mathematics curriculum, our instructional framework as well as the equity criteria within ED reports. One thing that I will note on this uh you will our 912 materials, we noted
029that we were unable to observe some of the equity criteria related to the relevant status quo and teaching diverse students. In our facilitation and planning of this, we did make some adjustments for 68 to ensure that we were looking at the materials, noting any red flags or potential harm to our students. So that's why you will note a slight difference in slides 21 and 18 that show you the equity review of our materials. Ultimately, our teams engaged in deep discussion about our work as educators to find a resource that would support us with time and ideas to create these relevant learning experiences for our students that disrupt the status quo, reflect their lives and lived experiences. And this work will be at the heart of our implementation learning um and be embedded within our instructional
030framework, those teacher practices and again align to those shifts in the Wisconsin standards. Like our 618s, our evaluators and our math team noted the evidence for criteria on the heat map that you're seeing here and we use that for decision- making coming out of stage three. Um after our equity review math nation and open up were kept and the team decided to remove reveal. Similarly to 68 the next stage we engaged in vendor meetings following then we set up a teacher panel for to discuss with users of math nation um and a final meeting with vendors for discussion around other requirements feedback. And at the end of our process, the 912 team reached consensus for Math Nation. Some of the committee feedback and support for this resource included the adaptability for the resource to support
031all learners. Embedded videos throughout the resource, not only for lessons, but also problem explanations that come in multiple languages. Students can select from um different people sharing those videos throughout their experience with Math Nation. The family support resources in addition to those that are offered for teachers and students. The extensions and application through mathematical modeling. Math Nation has prompts and a specific um area that talks about math modeling and how to embed that as well as the digital support which I'll show you a little bit more about later. There's a digital tool that comes with our Math Nation on-ramp that has an assessment and a learning path to ensure course readiness for our students. And now for our recommendations and our request for purchase. And so we are advancing today a recommendation that we adopt
032the following resources for the next six school years at middle school. I Ready Classroom Mathematics, which is a core instructional resource as well as a fully digital online program. Uh both the core print materials and digital access come with the six-year adoption as well as the I Ready Diagnostic Assessment. And again, Lexi will explain these in a little bit more detail here in just a little bit. at high school. We are advancing the recommendation to adopt Math Nation and that comes with a core program as well as Math Nation Plus, which is their supplemental um digital. Their core program also is online and in print, as well as on-ramp, which is their diagnostic uh assessment that's used to ensure that just right learning and skill development for students. Both of these materials were published in
0332024 and come with um not only online resources and supports but also professional development. And so this is our resource recommendation we're bringing to you today. You will note that Math Nation at high school was one of the considerations at middle school and I Ready was not a consideration at high school. So I Ready did not have a high school program for us to evaluate. And while we did consider the pros and cons to having one resource 612, we did do the full evaluation process and ultimately the committee members had a strong recommendation to advance I Ready at Middle School and um therefore did not seek to adopt the Math Nation program for grades 6 through 8. So on behalf of the superintendent, I the director of secondary for teaching, learning, and equity recommends the
034approval of an expenditure not to exceed $898,587.25, of which $517,270.25 25 will go towards the purchase of I Ready Classroom Mathematics published in 2024 for grades 6 through 8 and $381,317 for the purchase of Math Nation published in 2024 for grades 9 through 12. These purchases include universal and supplemental resources for educators and students as well as supplemental digital platforms for the next six years and includes a professional learning package for our educators which will span the 2025 through 2027 school years. So Lexi is going to share a bit more about what is all embedded in these programs. So we're first going to take a look at our 68 I Ready classroom mathematics. So this is that core instruction. The framework that they use for the lessons in I Ready is this that you see
035on the left hand side, the try it, discuss it, connect. And so all of those lessons for our students will follow this idea where they're making sense of the math, thinking about that flexibility that they have within the mathematics that they already know, using it to share their thinking with others, having discussions around the math with their peers, comparing ideas and looking at different ways students are coming to the answer. connecting and reflecting as a whole group and then also applying that and ensuring that our students can transfer the knowledge that they've learned in that particular skill to other spaces. Our I Ready classroom core also comes with uh physical student handbooks that are mirrored digitally that our students can practice the skills that they are learning in the classroom within. That also comes with
036as you can see on here some other resources, reference tools, glosseries, discourse questions. so they can be building some of those skills um on their own with the use of this handbook. You'll also see on the upper right the math discourse cards. This these are something that our staff is really excited about. Those are different prompts and questions that we can use to support our learners in talking about math. So helping them to be able to share their thinking in math. Um and again as we heard in those Wisconsin chips how important it is for them to identify themselves as mathematicians and um really practicing the use of their understanding of the math concepts with each other. So that's our I Ready math classroom core. Our next slide here talks about the I Ready Diagnostic.
037And so I ready also also comes with this digital assessment that's going to have students taking a short assessment to identify what they already know and some areas where teachers can think about extending or areas that students are still in need of for readiness for those grade level standards. Um and then sharing with teachers what they can actually do providing them with lessons to support those learners. So this I Ready diagnostic is going to again be a short assessment that our students can take that's going to give our teachers a lot of great data to support them as learners in the classroom and in their core instruction and it's also going to feed into this next slide that is the I Ready personalized instruction path. So, the I Ready personalized instruction, I actually have an
038image up here of the new um coming I Ready Pro. And this is going to be for sixth grade and up. Um and so that's going to be for our students coming this fall. And that personalized instruction is going to take what our students demonstrated in that diagnostic assessment and give them an individualized path for learning to support them in their readiness again to achieve the rigor of the grade level standards that we're striving towards. It can also be based on teacher concepts. So again, both from the diagnostic assessment students may show, but also teachers are able to identify and name skills that they want students to work on within the I Ready personalized instruction. You can see here a little bit of a dashboard where students can see the skills that they've mastered, um
039how many lessons that they have been working on, and again the new image there is showing a more um secondary friendly version that our students will have access to. for our 912 materials adoption in math nation and talk a little bit about what this resource um is grounded in. Um it is based in illustrative mathematics and it's a problembased resource. So it's going to have our students again digging in much like we just discussed within that I Ready making sense of the problems and really studying them. There are modeling prompts, as I shared prior, that are included within Math Nation. So, talking about teaching our students what the math modeling cycle looks like as they look at the world around them, use math to understand it, and then solve problems with that. So, that was
040something that Math Nation offered that we're excited about. Um, they have study expert videos. Again, those come in multiple different languages. You can see on the image at the bottom, this particular video comes in English, Spanish, Haitian Creole, Portuguese, and American Sign Language. So, there are uh people that are in these videos that students can get to know. It's the same person um in a lot of these cases um that they would watch and hear about the materials that they're learning, walking through a problem they might need with support with. But that was a big um attraction for us with Math Nation were the support videos that it offers for our teachers and our students um that they can also share with our families. So leans right into those family supports and resources that are
041embedded within Math Nation core for our students at the 912 level. In addition to the core, uh we have Math Nation Plus in this package. And Math Nation Plus can be thought about as um like a tightroppe to supplement and support students in the core instruction. So, it's all tied into the same rigor of the grade level standards, but these are additional supports. It includes the study videos just like the Math Nation core does and different practice problems as well as games and assessments, but might offer more scaffolds to support those learners who are feeling somewhat challenged by the core and may need some more direct um instruction or to see it in another way. So, our teachers will have full access to all of these lessons and supports as well. And then finally looking
042at Math Nation onramp. Um this is a digital resource where students will go in again and demonstrate what they know in a form of an assessment and these are all assessments aligned to course readiness. So, as our students are getting ready to take math one, um it is going to be standards that we know students will need in order to be successful on those standards covered within that course. So, they would take an assessment and then they would be given an individualized learning path to develop those skills and standards that are prerequisites for success within that course. So, on-ramp is something that we can be using for all of our Math Nation courses. and again used as that readiness factor so that students um will find more success in reaching those grade level standards in
043the classroom. Finally, supports for our families. Um, we really liked in both of these resources for 68 and 912 the digital and material resources and supports for families that they offer both in pieces that we can be sending home to families to share what's coming up in this unit with your student. Here's some examples you might see. Here are some language, but also again in the videos that we'll be able to share with the students that can also be seen with families at home. We also are going to be doing ongoing communication and ensuring our websites are up todate so that our families, our caregivers can get more um familiar with these new math standards that your students are seeing in the classroom, but also these new resources and what we want our students to
044be able to know and do in their math classrooms. And finally, we'll also be working with our educators to think about how we continue to engage and support our families and further learning around what their students are doing um with their mathematics classroom work so that they can feel like they are able to support them in whatever way that is needed. Sarah, I'll turn it back to you. Thanks, Lexi. So, we are here to answer any questions that you have at the upcoming board meeting on May 12th. We extend gratitude to our steering committee members composed of educators in our system who have been interested in this work. Many committee members have remained consistent over the past four years and becoming deeply involved in ensuring that we have curriculum that is of the highest instructional
045quality uh along with uh it's a deliverable program that meets the needs of our students, our staff and our parents and caregivers as well. And so, thank you for listening and we look forward to answering any questions that you might have. [Music]