001United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> [clears throat] >> Just as we got an extra >> [laughter] >> If anybody tries to join, do I let them in? I think so. >> So, we're here to discuss a couple of courses being proposed at CHS. Uh the first one is life skills beyond high school, the next step. Um, so it looks like this is a course that expands upon the foundational skills learned in career skills to equip high school seniors uh with advanced practical life skills necessary for successful transition to independent living after graduation. Building on resume development, this course prioritizes guidance on navigating the college application, military enlistment, and employment processes through intensive uh scholarship searches and understanding
002initial employment paperwork the first half of the semester, followed by delving into financial management, housing, household management, and enhancing problem solving and future planning skills. Scholarship related tasks and reminders will be integrated throughout the remainder of the course even for students not pursuing higher education immediately. The curriculum is aligned with national family and consumer science sciences standards particularly those within the areas of consumer and family resources personal and family finance and career community and family connections. The financial literacy components of this course directly address Montana's graduation requirement in financial literacy. Uh students will also begin to develop a professional portfolio to showcase their skills and experiences for future opportunities. Uh course objectives are listed. The syllabus is also listed within this document. It's pretty similar to the actual course description itself. I know that I
003had this out um on the calendar invite. Any any comments? Any questions about this particular course? >> Is it a necessary [clears throat] course thing required? It's not a requirement class. It would be an elective. >> Part of it I would say [clears throat] would fit within our title six goals for college and career readiness. So I would say that and that was actually something when I met with the title six committee, the parent committee, um it was actually something they specifically stated that they wanted more of at CHS. Um so I I do like the course in that way. um because I do think that it helps us meet those requests from families of of our Indian children. Um and of course it benefits everybody um those skills after high school. I would argue
004that an 18-year-old kid has a really hard time deciding what they want to do after after high school. And so maybe if we offer a course that provides that guidance, we can kind of help them on their way. So I do I do like that. Um, one thing that I would say just a comment that I have about this particular course, if you look at the assessment portion, it's actually on the second to last page. Um, one of the strengths of this course is that it discusses how it's in alignment with family and consumer science um, standards. Um, however, when we look at assessment, the very first thing on the assessment page is class participation, and that's 15% of the grade. class participation is not aligned with any standard whatsoever. I think that we could
005take that 15% and align it with actual content that we want kids to know. But that's really my main critique of this course and its description at this point. >> Would this have to be in place of a different elective then have to be dropped? I mean, I gotta say, I really like some of the uh the courses covered, resumes, scholarships, taxes, [clears throat] that's a nightmare that [clears throat] a little personal finance as well as a little bit of career skills. >> This is some real life. >> I think that's the piece a lot of our children. >> I'm I guess I'm looking for direction from you as our director. What What do you feel is best for our kids? I I would be in favor of this course moving forward to the board.
006Okay. >> Um I I do think that with the adjustment to the assessment piece. Um we need to follow the law and the law says that we have to have a competency based model in our schools. Class participation has nothing to do with competence. >> Yep. >> It has to do with sitting in a chair. >> So we don't need to grade that. But we do need to grade the actual skills that we want kids to know. >> Okay. So before this comes to the board that needs to be adjusted that that that needs to be amended. I mean sorry >> minus that piece that >> yeah okay if we're good with that then I think we should move forward with it. We vote on that, Steve, or you're going to present it to the
007board and >> the board will vote on it. So, I think this is a no-brainer. >> Yeah, it's ask the steering committee. If we had any issues here, then it would not come to the board. >> Okay. >> All right. With that, we'll go on to the next one. This is our final item of the night. >> [cough and clears throat] >> Transition algebra. >> Thanks, sir. Okay, sir. All right. So, transition algebra. Um, presently, and Robin, correct me if I'm wrong on this, but this is we're calling the sophomore algebra right now on our course. >> That's where it started. But you want to kind of type of transitional algebra more. >> Yes, that's that's the OPI [clears throat] name for a course of this this nature. Um, okay. [clears throat] Transition algebra courses
008review and extend algebra and geometry concepts for students who have already taken algebra 1 and geometry. I guess [clears throat] I'm going to stop right there just for a moment. Um I guess I need where where do we take this course right now? Does it happen >> algebra too? >> It does happen after geometry. >> Yes. >> Okay. >> Um transition algebra courses include a review of such topics as properties and operations for real numbers. Evaluation of rational algebraic expressions, solutions and graphs of firstderee equations and inequalities. Transition of word problems into equations. Operations and factoring of polomials, simple quadratics, properties of plane and solid figures, rules of congruence and similarity, uh coordinate geometry including lines, segments and circles in the coordinate plane and angle measurement in triangles including trigonomic ratios. Okay. Um I guess
009would you like to speak on this one a little bit? >> Yeah. So we have two very competent math teachers based on the data and what they were seeing with students. They were finishing algebra 1 geometry going into algebra 2 and they were not ready for algebra 2. The gap was large there. They were just missing a lot of foundational skills and some holes. So they labeled it sophomore algebra. I'm not sure even where this came from, but um they wanted a transition class that could beef up those skills before the kids went into algebra, too. They put a lot of time and effort into it and I think they've done a good job. Does this class already exist though or not? >> We have it in place right now. Like they have they've put
010it together. So >> yes. >> So have you offered it before? >> No, we just are starting this year. >> Okay. >> So we had a little miscommunication because we thought >> we had discussed it at a steering committee but we didn't take it on to the board. So that's back. >> Oh, okay. But kids are taking this currently. >> And then is it by teacher recommendation? >> And based on scores and performance. >> How many kids are in there? >> No for sure kids are in there. I want to say 12. Derek, what do you think about this class for our kids? >> I'm torn on this one a little bit. I got to be honest. >> Um, okay. So from from what we've just discussed here, the the question being asked is is
011what do students know or is what they know adequate? And and that to me is a curriculum question. It calls in it calls into question curriculum or what kids know. Um however, offering a course is how to know something. So that's instruction. is how you teach something and not really what you know per se. I'm not saying that I'm entirely against this course at this time, but what I'm really more in favor of is curriculum alignment. I mean, that's that's what this really speaks to to me is that we have a misalignment in our curriculum because we have two courses that are supposed to be prerequisites for algebra 2 and they are not adequately preparing students for that particular course. Um, >> and it that speaks to me as we have an alignment problem and
012and maybe not necessarily an instructional problem. Adding a course answers instructional questions, not curriculum related questions. So that's that's where I have a little bit of difference on this one. I would rather see curriculum alignment. That's what I would rather see. >> My my other question here is how are they in this class if it hasn't come before the board? How are they going to get credit for this class if it hasn't came before the board yet? >> We thought this had been approved, >> but it hasn't. So, they're not going to get credit for this class. >> Well, the way it's coded right now, they'll they'll have credit. Um, >> I don't think so. This has not come before the board. There is not they will not get credit for this class. that has
013to come before the five and it has to be approved. >> So what what do we do those kids now? >> Right? They're taking this course. They're not going to get credit for it. It had it was similar to that class did exist but it wasn't lab. >> Sure. So >> I I agree with the curriculum alignment. If we're not getting them through this and then this and preparing them for this >> adding something else. No, we need to get them through algebra 1 and geometry for algebra 2, not just creating another course. I we all we talked about is curriculum. >> Yeah. And and that's true, but not all the kids are at the same level in math. Like some of them are coming through algebra one and they're not getting it. They need
014that repeat. Then they take algebra one again, >> retach. Well, then they don't get credit. So, um, we've lost our title person, we've lost our intervention. So, this was their answer to trying to beef up that instruction and help get those things ready. >> Scott, I I don't think that Sorry, Scott. Sorry, I didn't mean to interrupt. I don't First of all, I don't think they can get credit for this because it hasn't come before the board. When at the end of the day, we have to follow policy, right? >> Policy states it has to come before the board before a a class is approved before curriculum is approved. Is that correct? >> That's our policy. Yes. >> Okay. So, [clears throat] until it comes before the board and board members vote on it, it's
015not an approved class. So, therefore, those kids aren't going to [clears throat] get credit for it. We can we can go back to where it was labeled before the classes that were accepted before and when they're math one two three four five and we can repro it that way if that makes more sense >> Scott what do you think >> she's looking for the codes um I I do believe that you can give interventions for kids um I I from my experience is I got rid of these classes because I don't know I'm going back to what what Derek said I guess. Um how are they being taught? What are we doing coming up to this? Why are we putting in a whole another class? I think it's a good K12 systematic thing that needs
016to be looked at. Um why aren't they ready? >> You know, um I used to teach intermittent algebra years and years and years ago when I was high school principal, but we phased it out. I just think I mean, yeah, there probably are holes right now. I can't disagree, Robin, and with the math teachers. I'm sure they're seeing it, but long term, I think we need to do something from what I'm hearing from all of them really are saying the same thing. We got a gap. We got a problem and it and it shouldn't exist. Um, to have to put a whole another class in. I do think that our teachers need to be working on tier two interventions within the classroom, not just, you know, our classes are small enough where they should be
017able to remediate these kids in algebra one and geometry and we have advisory and I know they have TAZ and other times too when they can get remediation. Um I mean I don't want to disagree to math teachers but um to put a whole another class in I would do it. >> Robin, how many of these kids are sophomores? Were they all sophomores in it? >> Sorry. [clears throat] >> We did it. I do it for temporary purposes um to to give us time to do a K12 Renault maps of next year with the alignment process. um you know, help the kids right now, but um I don't like it long term, but I never have. I mean, I end up pushing algebra and geometry down to eighth grade. Um getting kids ready um [snorts]
018to advance, not to kind of slow down and pull back a little bit. Feels like I phased out pre-alggebra 2 at high school. It feels a little bit like pre-alggebra kind of getting ready for algebra 2. I'm not sure why algebra 1 isn't. I don't know as much as Derek does or Robin about why they're not getting ready for algebra 2. But this is pretty much a traditional path is algebra 1, geometry, algebra 2. I know a transitional map is in there. It's taught, but you know, now you just went through are you gonna ever gonna get into algebra 2? because we have three years is all that's required for math and you kind of have to look at that. Um so to get them to the algebra 2 their fourth year they're not going
019to take it. So is the importance of algebra 2 there or not? I mean there's a lot of questions and he's pointing towards the right direction. There really needs to be a whole line of process done. So to me I don't like a long term. I can't disagree is I guess short term and I think we should look for a code that helps these kids. I kind of hear him talking that there was something in the past that we could code it as that was order approved >> but it wasn't this year. >> And you're right short term. But what happened I think the way we got into this and Michelle can speak to this too is we had a group of kids that were taking algebra at the eighth grade level. And when they
020came up here, algebra at the eighth grade level, no matter who was teaching it, is not the same as algebra at the high school level. >> It can be. Well, but it wasn't. They're coming out. There's holes and there's gaps and >> shouldn't be it. >> No, it shouldn't be. >> But but it put the kids at a disadvantage and we did them a disservice pushing them on when >> Yeah, I think we're saying the same thing. There was an issue. Obviously, they missed some skills. They're needing it. >> That goes with alignment, though. >> So, it's entirely an alignment. >> That's entirely an alignment issue. But I I tend to agree with Scott on this one. >> I I see the need presently. Okay. >> But it should not be a need long term.
021Okay. >> There should be conditions on this. It it should I mean we got to pull it together. >> Yep. >> And and align this curriculum so that those kids, >> no matter where they take their algebra, middle school, high school, no matter where, they're ready for that next step. >> And that's on us. That's that's a complete curriculum alignment thing. It's not an instructional problem. the teachers are competent and they're doing their jobs. It's just what is being taught. That's the the that's the problem. >> Well, I know you looked into what that curriculum was last year at the middle school. I mean, you came to me and said, "We have an approved curriculum that we need to purchase some of that we are not using and not teaching." >> Well, I hold on.
022I want to differentiate though. Those are instructional resources, right? >> Okay. And that that's a whole different deal. We're right now at this time, Culture Public Schools has absolutely no curriculum in math. None. >> Right? >> We have no curriculum. We have a lot of instructional resources, but we do not have curriculum. And and a curriculum is something that cannot be bought at a store. It is something that you develop. It's something that you work with teachers on. And you say, "These are the things. This is what will be taught at each grade level." And then you go out and you look at your instructional resources and say these are the things that we're going to purchase that will help us teach this content to kids. That th those are two different things. Curriculum and
023instruction they often get intertwined in educational jargon, but they are two very distinct and separate things. Curriculum is what you teach and instruction is how you teach it. They're two separate deals. Okay? A textbook is how you teach something. And the stuff that [laughter] is inside the textbook that the kids learn, that's curriculum. They're two separate things. When your kid comes home and you say, "What what did you learn at school today?" They say something like, "I learned how to multiply two-digit by two digit digit numbers." That's a curriculum answer. It'd be weird if they came home, you said, "What did you learn in school today?" And they said, "I learned page 45 of the textbook." Because that's instruction. That's how they learned it. They learned it using page 45. That's how that's instruction. But
024what they learned two-digit by twodigit multiplication, that's curriculum. Those are things that have to be decided by teachers and administration. Those are discussions. But you did take some steps last year to try to get some of those material. >> Try to sh some of that >> and alignment isn't a task or an overnight thing. It's a process. >> It takes a long time. >> Have to work towards and each year is going to get better and better and better. So, It's >> going to be difficult to put a process together, keep it short term. >> Yep. >> I agree. >> Next year is our math year. I mean, that's that's the thing. Next year is the year that we've decided that we're going to do math >> in 2026. >> That's that's the year where
025we're supposed to be sitting down, making this alignment happen, discussing instructional resources. Next year's supposed to be the year that's been on that's on our curriculum guidance schedule. >> Is that also when the state's got the new revised standards coming out? Is that this spring? >> This this summer. This coming summer. That's when those revised standards are going to come out. >> So, our timing is good as far as the alignment goes and those new standards coming out and have those discussions focused right around those and our instructional resources once we decide to purchase them. will also be in alignment what we decide to teach. >> So you can you can get that alignment done in a year. >> Did it with ELA? >> Yeah, >> sure. We did it with last year a title
026for this for this year and then you come up with anything Chris as far as course codes. >> Yeah. To make this an interim until it's aligned. >> No, I mean there's several in here. It's just a matter of what you want to put it as. And that's why we chose a transitional algebra because >> that is >> but not one you had before. >> So what did you use when you had title? >> Well, we just >> individualized and that was elected for kids. Yeah, you'd have to go back before 1920. That's as far as I've got just because that's when I started because the first bills are the only ones I had is intro to algebra, algebra 1, geometry, individualized math, and then it's highlighted. And then but it's kind of nice because
027those are pointed out teacher recommendation or it says 75% or better in algebra one if not maybe required to take individualized math. So I mean there's kind of descriptions in with that too from what is this 1920 I think. >> Yeah 1920 handbook >> 2020 >> 1920 >> 2019. >> Okay. >> I heard it that way. Sorry. >> Intro to algebra 1. Algebra 1, geometry, individualized math, algebra 2, senior math, honors, pre-calc, and honors calc on there then. So, I don't even have all those previous ones like you guys were talking about on these. Yeah, it'd be kind of like that other one that just have to be found somewhere where we So, can we do that? It won't actually be this class won't actually be accepted by the steering committee, but in there we
028can use our coding to figure out what how it fits. >> Yeah. >> Um into the current what we currently have that has already been approved in the past and then when it build where it needs to go. Maybe it'll be a freshman class. Maybe it's those kids coming up from middle school that need it. >> It just kind of feels like you're you're taking kids again more and more out of the mainstream and you're putting them in a lower level class. >> And I I agree they're missing skills. Obviously, we have to make up for that right now. But I mean teachers that that's where classes have to differentiate. They have to get to where they are doing tiered instruction. What are we doing for the strugglers, you know, tier two level? What are
029we doing besides taking them out, putting them in a title? Well, taking them out, putting them in another room. I I don't agree with that. I mean, I think, yeah, it's it's a fix for now. Um, a type of bandaid in a way to help these kids miss stuff. what the math teachers are seeing and we have to fix it. K12 I I I just algebra 1, geometry, algebra 2 continue on. I think kids will do what's expected of them. I think teachers will. I think we're on the right course, but we've obviously had some problems and some gaps. um you know how long I don't know but I guess for me my whole background is to have people in inclusive classroom. I've been talking to Jen a lot about it. Um I'm not a
030real big fan of pulling kids out putting in something different but if it has to be it has to be for a while. I guess until you get to have it done. >> That's that's kind of the direction that I I would recommend going >> is have it be a conditional course needs to be done >> in 2026. >> Yeah. >> At the completion of the 2026 school year. >> 26 27th school year. Yep. >> Yep. Because >> 27th school year >> because that's the that's the year that we'll be doing the alignment for math. Okay. Okay. Gotcha. >> Not here. >> I can buy into that. >> I I do I think it's short term. We we should try to align. It's just it's not going to just benefit this cohort of kids and
031the next cohort of kids, but it's going to benefit every single kid, including the incoming kindergarteners that we have for the foreseeable future. So, this this work is really important. >> Yep. >> Thank you. Especially with math. I've seen it where it's been a pre-alggebra sequence, an algebra sequence. I've seen the like AB geometries, but then I've also seen that be taken away and you're getting your kids ready and have higher expectations of them. And you phase out pre-alggebra, you phase some of those lower ones out. I mean, I've actually seen been in those classes. I used to have them taught in my high school. I got rid of them. I mean, those kids are basically tracked. They're causing trouble. Um, you know, math needs to be challenging. It needs to be relevant. And I
032think you, um, we have to do it K12. I'm not It's not just a high school issue. It's a district issue. I know you worked on last year. Um, I know that they're working on changing things to middle school from conversations that we had last year with what they are teaching, how they're teaching it. So, it's going to take a while, but yeah, I think um need to step it up. [clears throat] So, as an intro to algebra and algebra one trying to think codewise, I don't have a lot of different ones you could under I guess. I don't know. I'd have to check with the state too and see what I can do because we report a teacher class in October. >> You reported what? >> We report what teacher teaches what class. So
033they look at your course codes and everything. So we report with OPI. So I don't know how it was coded when we did that. >> I I think the code that was actually used was the transition algebra code. Okay. for that sophomore algebra class. I do believe it. Don't quote me on that, but I'm almost certain that's what I saw when I looked. >> Yeah, because I saw sophomore algebra. I said it doesn't exist, >> right? Yeah. >> I wouldn't be in favor of going back to the actual state name of that just so that we're on the up and up with accreditation and whatnot, >> which is transitional. >> Transition algorith. Yeah. Okay. I think that's how you have to present it that it's going to be shortterm and it's going to follow >>
034alignment >> and it will end at the 26 >> Yeah. I mean I think that's the best course of action at this point. >> I don't like it. >> I would I would rather see curriculum alignment. I mean, that's I'm a huge proponent of that because I I really think that that that overcomes a lot of what ails schools as far as the academics go. >> And when's the last time alignment was offered to the high school teachers for that? >> When Gillette was there. >> Gillette was here. >> Yeah. So, they saw a problem and this is this is what they did to fix it because they don't have any alignment and haven't had it for >> Yeah. the two that Rob's talking about, they're right. They're definitely right. >> Okay. Okay. Well, that's
035how we'll proceed then. [clears throat] Yep. Hey, everybody. Well, that's that's all I've got. Thank you. Thank you.